Ml !'■ 
 
 mil 
 
MARCH 19, I903 
 
 Price 50 cents per year 
 
 Southern 
 Education 
 
 " It is not the w m^fe>^^y6M]kV^P9»<h e r which is In 
 heaven that one of th^ff "Tittle ones should 
 perish. I came that ye might have life and have 
 it more abundantly." 
 
 —Jesus. 
 
 "Cannot something be done to make good 
 teachers better and incompetent ones less in- 
 competent? Cannot something be done to pro- 
 mote the progress and to diminish the dangers 
 of all our schools?" 
 
 —Horace Mann. 
 
 " But. when the hour of trouble comes to 
 the mind or to the body, and when the hour of 
 death comes, that comes to high and low, then 
 it is not what we have done for ourselves, but 
 what we have done for others that we think on 
 most pleasantly." 
 
 —Sir f Falter Scott. 
 
 Trained Teachers and Expert Supervision 
 The Field 
 
 SOUTHERN EDUCATION BOARD, Knoxville, Tenn., Publishers 
 
 VOL. 1 
 
 Application made for entry at Postoftice at Knoxville 
 as second-class matter. 
 
 NUMBER 2 
 
Soutbern l8bucation 
 
 Published weekly, at Knoxville, Tenn., 
 by the Bureau of the Southern Education 
 Board. 
 
 Sdbscbiption Price: 
 
 One year 50 cents 
 
 Three months 15 cents 
 
 Address: SOUTHERN EDUCATION BOARD 
 Knoxville, Tknn. 
 
 Thursday. March 19. 1903 
 
 In many southern states the an- 
 nual average salary of a public 
 school teacher is less than $146 per 
 year. This is about forty cents a 
 day, the amount allowed the county 
 jailer in several southern states for 
 the maintenance of criminals ! 
 
 In the South 82 people out of 
 every 100 live in the country. If 
 it pays to have good churches in 
 the country, then it ought to pay to 
 have good school-houses there. 
 
 "No people were ever yet great 
 that served the race with its hands 
 only. Who cares for Carthage 
 now? But there is Athens and 
 there is Jerusalem. Every man 
 cares for Athens and for Jerusalem, 
 but no man cares for the pile of 
 ruins on the southern shores of tiie 
 Mediterranean; because the people 
 
 there were your workers with the 
 hands only." — Hamii^Tun W. Ma- 
 BIK. 
 
 vSome anxious souls continue to 
 wonder why so many people are in- 
 different as to the education of their 
 children. Remember that the cure 
 for such indifference is to convince 
 parents that it is as much their re- 
 ligious duty to train their children 
 as it is their duty to observe the 
 law : "Thou shalt not steal" All 
 the people are convinced that steal- 
 ing is morally wrong, hence they 
 will not tolerate thieves in good so- 
 ciety. Whenever parents are con- 
 vinced that ignorance is morally 
 wrong, they will not tolerate that 
 crime any more than they now tol- 
 erate crimes against property rights. 
 
 It is true that most of the places 
 where children are taught need 
 reformation and renovation, but the 
 teacher who will contentedly live in 
 a disgraceful school-house needs 
 reformation as much as the physical 
 surroundings. 
 
 The following toast was recently 
 proposed at a social gathering by a 
 New York teacher, and can be 
 
sournnRN 
 
 found i . Jie March JVorld's JVork: 
 "Here's health to us ; the rag-tag 
 and l)obtail of the learned profes- 
 sions : beloved by children ; tolerated 
 by youth ; forgotten by maturity ; 
 considered municipally, financially 
 and socially as good enough for 
 what is left." But the "rag-tag and 
 bobtail of the learned professions" 
 are teaching the next generation ! 
 They can easily be dispensed with 
 when the public conscience demands 
 
 EDtlCATiOM 
 
 19 
 
 Tf the aldermen of a city or a 
 town should employ an engineer to 
 build a bridge and should spend the 
 people's money in paying that en- 
 gineer, and it should afterwards 
 turn out that the bridge was worth- 
 less and that the so-called engineer 
 was no engineer after all, what 
 would the people say ? They would 
 say that it was the duty of the alder- 
 nien to have employed a real, a 
 trained engineer, so that their 
 money would not have been wasted. 
 Is it not as important to employ a 
 trained expert to deal with immortal 
 souls as it is to employ a trained 
 man to ])uild a bridge? 
 
 WHOSOEA' ER WILL MAY 
 
 TEACH. 
 There can be no teaching profes- 
 sion without special training, ade- 
 
 quate salaries, and permanent ten- 
 ure. The public conscience must 
 realize that it is just as great waste 
 to employ imtrained men and 
 women to teach children as it is to 
 employ untrained men to build 
 bridges and construct roads. Mere 
 "keejiing school" as a stepping- 
 stone to some other occupation will 
 cease, then, only wdien the people 
 demand something more of those 
 who teach their children than mere 
 book knowledge. And such teach- 
 ers will, of course, not work for less 
 per year than it takes to feed a 
 criminal in the county jail ! 
 
 Adequate salaries will go far 
 toward inducing the best men and 
 women to enter upon the business 
 of teaching and will be a powerful 
 incentive to such men and women 
 to remain teachers. But some addi- 
 tional means will have to be de- 
 vised by the State to inake the 
 teachers' tenure of office more per- 
 manent. Much could be done in 
 that direction l:)y making it much 
 more difficult than it now is to ob- 
 tain employment to teach children. 
 At present the invitation to enter 
 upon teaching is almost as broad as 
 the "whosoever will" of the Gospel 
 call, and the inducement to quit as 
 imperative as the pangs of hunger 
 can make it. 
 
20 
 
 SOUTH URN BDIJ CATION 
 
 THE FIELD. 
 
 AI,ABAMA TEXT-BOOK I.AW. 
 
 The legislature of Alabama, 
 which recently adjourned, passed a 
 uniform text-book law, similar to 
 the North Carolina text-book law. 
 There is to be a commission com- 
 posed of eminent educators and 
 teachers with recommendatory pow- 
 ers, to make up a list of books for 
 consideration and adoption by the 
 State Board of Education. 
 
 A GOOD ide;a. 
 The Baltimore city school board 
 has adopted the policy of naming 
 the school buildings of that city 
 after distinguished Marylanders 
 who have passed away. No build- 
 ing, however, is to be named after 
 a man of a later period than the 
 Mexican war. It would not be in- 
 appropriate to have rural schools 
 also named after distinguished men 
 and women. The rural school at 
 Concord, Knox County, Tennessee, 
 fourteen miles southwest of Knox- 
 ville, is to be named after Admiral 
 Farragut, who was born near the 
 proposed site of the school. Some- 
 how memorials, graveyards, and 
 places dedicated to dead people are 
 generally more neatly kept and are 
 usually cleaner places than school- 
 houses. 
 
 SUNDAY-SCITOOI, REFORM. 
 
 A conference of the foremost 
 pjiblical teachers of the country re- 
 cently met in Chicago and declared 
 that the v'^unday-school should be 
 conformed to a higher ideal and 
 
 made efficient by the gradation of 
 pupils and by the adaptation of ma- 
 terial and methods to the several 
 stages of mental, moral, and spir- 
 itual growth of the individual pupil. 
 Such a reformation is indeed sadly 
 needed. And how sadly is the same 
 reformation needed in most rural 
 schools where there is little grada- 
 tion and organization, only aimless- 
 ness and disorder. 
 
 EFFECT OF A RURAL LIBRARY. 
 
 Public School No. 2, Locke town- 
 ship, Rowan County, North Caro- 
 lina, closed a four months' term on 
 March loth. During the term llie 
 pupils and patrons of that small 
 school read 580 books. Children 
 who were indifferent and not here- 
 tofore interested in the school made 
 rapid progress this year owing to 
 the influence of the rural librar;y 
 established there last fall under the 
 provisions of the North Carolina 
 Rural Library Law. 
 
 TENNESSEE INSTITUTES. 
 
 It is confidently expected that the 
 legislature of Tennessee, now in 
 session, will double the present ap- 
 propriation of $5,000 for county 
 teachers' institutes, to be held under 
 the direction of the State Superin- 
 tendent of Public Instruction. Grad- 
 ually but surely the idea is gaining 
 ground that teachers must have 
 special training to do efficient work. 
 
 PEABODY NORMAL. 
 
 The legislatm-e of Tennessee will 
 soon, be aslced to mak'C an appro- 
 
SOUTHERN EDUCATION 
 
 21 
 
 priation to retain the Peabody Nor- 
 ma! College at Nashville. With the 
 same end in view the city of Nash- 
 ville will ask to have its charter so 
 amended as to permit it to spend 
 $200,000. 
 
 INCRKASICD SCHOOL FUND FOR 
 TENNESSKlt 
 
 The leg"islalnre of Tennessee re- 
 cently passed a law appropriating 
 all the surplus revenues of the state, 
 after the fixed charges and the in- 
 terest on the state debt and the 
 sinking fund to redeem that debt 
 are ])rovided for, to the public 
 schools, to be distributed to the 
 comities according to school popula- 
 tion. The state has heretofore had 
 only about ij^ 150,000 annually to ap- 
 portion to the counties. This new 
 law will doubtless add a large 
 amount to the school fund. 
 
 In Tennessee all the counties 
 must levy for schools as much as 
 fifteen cents on the $100 valuation 
 of taxable property, to be collected 
 and used in the several counties. 
 Hut each county may levy as much 
 as fifty cents on the $100 valuation 
 of taxable property, provided the 
 total tax levy does not exceed a 
 certain limit. 
 
 A NF.W NORMAL SCHOOL. 
 
 The North Carolina legislature, 
 which adjourned March 9th, ap- 
 proved an act establishing a train- 
 ing school for the counties of Cald- 
 well, Alleghany, Ashe, Watauga, 
 Yancey, Alexander, and Wilkes, 
 mountain counties lying in the 
 northwestern section of the state. 
 
 The law provides $1,500 for a 
 luiildiug, when a like amount has 
 been raised by private subscriptiori, 
 and $2,000 a year for maintenance, 
 'i'he location of the school is to be 
 determined by the board of trustees.. 
 The author of this measure de- 
 clared that the tier of counties 
 named, or most of their territory, is 
 remote from railroads and the peo- 
 ])le are not able to send or go to 
 tilt University and the State Nor- 
 mal and Industrial College. The 
 school is wanted, therefore, to re- 
 lieve a corner of the state that has 
 not had its share of educational ad- 
 vantages, on account of its isolation. 
 
 LOCAL TAXATION IN PRACTICE;. 
 
 County Superintendent Cochran, 
 of Mecklenburg County, North 
 Carolina, reported March loth that 
 the new school-house at Sardis 
 would be completed within a week. 
 The new school-house is a three- 
 re .oni building with porch and bel- 
 fry and cost $1,000. This is the 
 ninth first-class rural school-house 
 erected in the county during the 
 past eighteen months. Contracts 
 have been let for the erection of two 
 more rural school buildings to cost 
 $1,000; one at Croft in Mallard 
 Creek township and one in Morning 
 Star township. 
 
 The local board which has con- 
 trol of the rural school fund sub- 
 scribed by the General Education 
 T'oard and by the people of the 
 county, has decided to aid the dis- 
 tricts which voted a special tax, as 
 follows : Berryhill, district No. 2, 
 
^1 
 
 SOUTH URN no U CATION 
 
 $30, which will give one month ad- 
 ditional school ; Steele Creek, dis- 
 trict No. 2, $75, which will give one 
 and one - half month additional 
 school, and Deweese, district No. i, 
 $150, which will g"ive two months 
 additional school. 
 
 The first named of the above 
 schools will now have a term of 
 seven months while the other two 
 have eigh.t months each. 
 
 A TlvACITER state; SUPIilRINTUNDJjNT. 
 
 Prof. S. A. Mynders was inaugu- 
 rated State Superintendent of Pub- 
 lic Instruction of Tennessee on 
 March 10th. Prof. Mynders is a 
 graduate of the University of Ten- 
 nessee. Pie began teaching in the 
 rural schools and has arisen through 
 all grades of the profession to city 
 superintendent of Jackson and state 
 superintendent. He is greatly be- 
 loved by the teaching profession of 
 Tennessee and great things are ex- 
 pected of his administration. 
 
 A SAD STORY. 
 
 A special dispatch to the Knox- 
 ville Journal and Tribune of March 
 15th from Chucky City, East Ten- 
 nessee, contains this significant par 
 agraph : 
 
 "The exodus from this section of 
 the country to the West continues. 
 Within the last two days twenty 
 l)ersons have gone from this station 
 alone. Some estimate that for some 
 time hence the average will be fifty 
 each week. But this seems entirely 
 too large. However, many of the 
 best people are going. They claim 
 
 they cannot educate their children 
 here, that they cannot hope for any- 
 thing more than a mere living, and 
 if they can give their children 
 neither education nor property as an 
 inheritance they are therefore doing 
 them an injustice. To keep from 
 doing that injustice they must move 
 out Vv^est or to some other more 
 favored section of the country than 
 the South." 
 
 ENTHUSIASTIC APPROVAI,. 
 
 The Richmond Times-Dispatch 
 heartily and enthusiastically ap- 
 proves the Southern Conference for 
 Education and the Southern Educa- 
 tion Board and the General Educa- 
 tion Board and the entire move- 
 ment. The Times-Dispatch says it 
 is intensely southern and intensely- 
 Virginian and as jealous of the tra- 
 ditions as any newspaper in the 
 state, yet it hopes every man and 
 woman in A^irginia who has the 
 cause of education at heart will at- 
 tend the Richmond Conference. Of 
 course, everybody who desires to 
 know now knows the purpose of the 
 Southern Education Board. It is to 
 be regretted that there is yet a kind 
 of superior ignorance that will not 
 be taught. 
 
 LOCAI. TAXATION IN LOUISIANA. 
 
 A number of special public school 
 districts have been created in Clai- 
 borne parish and special taxes voted 
 for the support of the schools. At 
 nearly every meeting of the parish 
 school board, it is reported, special 
 districts are created; and at every 
 nieeting of the police jury special 
 
so UTHERN BD UCA TION 
 
 23 
 
 local tax elections are ortlereil in one 
 or more districts. 
 
 RKCICXT JJiC.lSI.ATION IN NORTH 
 CAROLINA. 
 
 The North Carolina legislature 
 which adjourned March loth en- 
 acted many laws that will have a 
 salutary effect on the public school 
 interests of the state. The huildiui^; 
 of all school-houses is now in 
 charge of the county boards of edu- 
 cation and the state superintendent, 
 ami not in the hands of local com- 
 mitteemen, as heretofore. The old 
 method of apportioning- the schotil 
 funds to the townships according to 
 school population resulted in a very 
 unequal school term in different 
 parts of many counties. Hereafter 
 a portion of the county school fund 
 must be reserved for the purpose of 
 remedying this inequality. In coun- 
 ties having a school fund of more 
 than $15,000, the county boards of 
 education may now employ a county 
 superintendent for his entire time at 
 such salary as they may deem rea- 
 sonable and just. Heretofore no 
 county could spend more than four 
 per cent, of its school funds for 
 supervision. Two hundred dollars, 
 instead of one hundred, may now be 
 spent by each county out of its gen- 
 eral fund for teachers' institutes and 
 summer schools. 
 
 The amounts that may be set 
 aside from the school fund for 
 building school-houses are limited to 
 twenty per cent, of the total fund, 
 where the fund does not exceed five 
 thousand dollars ; sixteen per cent. 
 
 where it does not exceed ten thou- 
 sand ; ten per cent, where it does not 
 exceed twenty-five thousand dol- 
 lars ; and seven and one-half per 
 cent, where it exceeds twenty-five 
 thousand dollars. Heretofore as 
 much as twenty-five per cent, of the 
 total school fund of any county 
 could be used annually for building 
 new houses. 
 
 Finally, thirty-four towns antl 
 rural districts were granted special 
 graded school charters and given 
 the privilege of voting and collect- 
 ing local taxes to supplement their 
 ordinary school funds. 
 
 MUST TRY AGAIN. 
 
 The legislature of South Caro^ 
 lina recently considered the ques- 
 tions of compulsory school attend- 
 ance and the professional qualifica- 
 tions of county superintendents. It 
 was proposed to require indifferent 
 parents to send their children to 
 school and to require that county 
 superintendents hold first grade 
 teachers' certificates before being- 
 eligible to election. Both measures 
 failed. But the day is not far dis- 
 tant when South Carolina will have 
 a compulsory' school law and a law 
 that will require a supervisor of 
 schools to have enough expert 
 knovv^ledge of his business to exe- 
 cute the duties of his office. 
 
 roU-NDKRS'S DAY AT TUI<ANlt 
 
 Tulane University, New Orleans, 
 celebrated Founders' Day March 
 1 2th. The principal address was 
 made by Edward M. Shepard, Esq., 
 of New York. Mr. Shepard spoke 
 
24 
 
 SOUTHERN ED UCA 'IT ON 
 
 on The Modern Power of World 
 Pulilic Opinion. Degrees were con- 
 ferred on Chief Justice Nicholls, 
 of Louisiana, Messrs. Edward M. 
 Shepard and Robert C. Ogden, of 
 New York, and on Mr. David F. 
 Houston, of Texas. 
 
 TEACHERS' SALARIES 
 
 AND INCOMPETENTS 
 "The p^niuriousness of state au- 
 thorities in providing- for the main-; 
 tenance of public schools is respon- 
 sible in large measure for the physi- 
 cal and moral incompetents that are 
 so often found in the teacher class. 
 Adequate salaries are the remedy 
 for this condition. Good, liberal 
 pav will secure good, liberal and 
 high-minded teachers, while nig- 
 gardly and parsimonious compensa- 
 tion secures the opposite kind, with 
 an unhealthy and poorly taught lot 
 of pupils as the resultant." — Chat- 
 tanooga Times. 
 
 THE SELE-SACRIFICE OF 
 THE TEACHER. 
 
 "There is in some places a hero- 
 ically strong spirit, which is push- 
 ing the work of teaching upward in 
 spite of all the circumstances which 
 would seem to make it impossible; 
 it is a spirit that leads some men and 
 women to remain at work, not only 
 admitting that they are in the rag- 
 tag and bobtail of the professions, 
 but in fact because they are in the 
 rag-tag and bobtail — because that is 
 Vv'here there is at this moment the 
 p-reatest need for them. If teach- 
 
 ing is moving one little barley-corn 
 toward the front, it is because of 
 the work of such as these looking 
 beyond the common regard of com- 
 numities to the real satisfaction, the 
 authentic, legitimate, incorruptible 
 content of rendering a service in- 
 ferior to none. That it does not 
 move forward faster seems due to 
 the communit}^ Wherever a teacher 
 is ashamed to be known as such, you 
 will find that what passes as the 
 best society of the place is chiefly 
 to blame. This fact suggests the 
 unique opportunity for such citizens 
 of wealth or position as are looking 
 for chances of real service. Pick 
 out one public school. Add a little 
 to the monthly pay of every one 
 within it ; but above all go to the 
 teachers and tell them you for one 
 respect them for their work. It is 
 only by realizing that their devotion 
 to a profession that requires self- 
 sacrifice is recognized for what it 
 is, that the teacher can labor single- 
 heartedly in these days of insuf- 
 ficient recompense." — William 
 McAndrew, in ]March World's 
 Work. 
 
 THE GERMAN BOY'S 
 TEACHER. 
 
 No one can be employed in Ger- 
 many as an elementary school- 
 teacher, unless that person holds a 
 state teachers' certificate acquired in 
 a state examination, after studying 
 four, sometimes six, years at a 
 normal training school. And no 
 one can get a position as teacher in 
 a high school who is not a graduate 
 of a German university, or who has 
 had university training and normal 
 training combined. 
 
 The Germans have made it dif- 
 ficult to become a teacher. But just 
 that is what has made teaching a 
 profession in the Fatherland. 
 
MARCH 26, 1903 
 
 Price 50 cents per year 
 
 Southern 
 Education 
 
 "Are there not those amongst us who at 
 home, at the town meeting, and at the school 
 meeting, win all the victories of ignorance by 
 the cry of expense? Are there not men amongst 
 us. possessed of superfluous wealth, who will 
 vote against a blackboard for a school-room 
 because the scantling costs a shilling and the 
 paint a sixpence ! " 
 
 —Horace Mann. 
 
 Value of Education 
 Preparation of Teachers 
 The Field 
 
 SOUTHERN EDUCATION BOARD, Knoxvllle, Tenn , Publishers 
 
 VOL. 1 Appliciilion made for entry at Postnffice at Knoxville NUMBER 3 
 
 as second-class matter. 
 
Soutbern lEbucatton 
 
 Published weekly, atKnoxville, Tenn., 
 by the Bureau of the Southern Education 
 Board. 
 
 SuBSCKiPTiON Price: 
 
 One year 50 cents 
 
 Three months 15 cents 
 
 address: SOUTHEEN EDUCATION BOARD 
 Knoxvillb, Tenn. 
 
 Thursday, March 26. 1903 
 
 "I came that ye might have Hfe 
 and have it more abundantly," is the 
 language of the Great Teacher. If 
 men believe this means immortality 
 it is well, but the beginning of that 
 life is here in this world. Evidently 
 if we are to become immortal we 
 must first have something to be im- 
 mortal. The expansion of the soul 
 by education into the inheritance of 
 the ages, and the consequent more 
 abundant life, is the realization 
 of the profound meaning of the 
 most profound saying of the 
 Master. 
 
 God never made all ears to be de- 
 lighted with the same songs, all 
 eyes to revel in the same colors, nor 
 did He make all minds capable of 
 thinking the same thoughts. But 
 this diverse individualism only in- 
 creases the difficulty of education 
 and makes the success of the un- 
 
 trained teacher almost an impossi- 
 bilitv. 
 
 In order to preserve our civiliza- 
 tion, its history and its traditions, 
 must we not make the schools of all 
 the people efficient ? Can the South 
 hope for the future when she usu- 
 ally provides her future rulers, with 
 less than 80 days of school in 365, 
 amid surroundings as disgraceful as 
 dirt and neglect can well make 
 them, to say nothing of the poorly 
 paid and untrained teachers who so 
 largely mould the characters of the 
 children? But, say what we may, 
 the schools will be no better, unless 
 we begin their reformation with the 
 teacher, the center of all real edu- 
 cation. He must be reformed and 
 paid, not starved and ostracized. 
 
 THE TEACHER — PAST AND 
 PRESENT. 
 Ichabod Crane taught school in 
 Sleepy Hollow, but he was forced 
 to give singing lessons and board 
 around v\ath .his pupils in order to 
 keep from starving. 
 
 In a community in Lincoln 
 County, North Carolina, in the early 
 40's the public school trustees had 
 a custom of advertising the need of 
 
a teacher and also inforniing the 
 l)ul)Hc at the same time that the 
 school would be "let out" on a cer- 
 tain day to the lowest bidder. For 
 several years the teacher of that 
 school received eight dollars pcr 
 month and boarded himself! His 
 qualifications, as stated by himself, 
 were ability to read and write and 
 "to cipher to the Rule of Two in 
 Fowler's Arithmetic." 
 
 Crates of Mallos taught grammar 
 at Rome. Indeed, he was the very 
 first teacher of that subject in that 
 city, if we are to believe the records. 
 This man had the misfortune to 
 break his leg by falling into a sewer. 
 From that time on he was consid- 
 ered good for nothing else but to 
 be a teacher. Nero, the Roman 
 Emperor, had Thrasea put to death 
 because he had a sour cast of coun- 
 tenance and resembled a school- 
 teacher. 
 
 In the early days of America the 
 school-teachers always had some 
 other occupation. They were grave- 
 diggers, or horse-traders, or farm- 
 ers, as well as teachers. In the 
 South the preacher was often a 
 teacher and was thereby a person of 
 more importance than the teacher in 
 other sections of the country. 
 
 But how is it now ? The teacher 
 of a rural school, if he is a man, is 
 looked on more often than other- 
 
 SO UTHERN BD UCA TION 27 
 
 wise with pity and contempt, es- 
 pecially if he is along toward middle 
 or old age. If he is a young man, 
 he is likely preparing to be a lawyer, 
 or a doctor, or a jireacher. If the 
 teacher is a young woman she is 
 ready to forsake her work the mo- 
 ment a desirable offer of marriage 
 is made to her. Too often the pub- 
 lic does not respect the teachers' 
 calling, and the teachers look upon 
 th.eir work in much the same light. 
 In many communities the teacher 
 does not have much social standing, 
 neither has he any financial stand- 
 ing. He is not usually noted for 
 great intellectual and moral cjuali- 
 ties. There is not enough remuner- 
 ation in the work to attract the men 
 and the women of the best brains. 
 Such persons enter other callings. 
 Even in the Southern cities, where 
 tlie remuneration is better, teachers 
 are often the footballs of politicians, 
 and their tenure of office is uncer- 
 tain. Only the best can stand up in 
 the face of such blighting influences 
 and retain their .manliness and self- 
 respect. In addition to all these 
 things, the average intelligent citi- 
 zen looks patronizingly upon teach- 
 ers. In fact, teachers would not be 
 teachers, in their eyes, if they could 
 possibly be anything else. And, 
 then, oftentimes the very highest 
 teacher's position in the State, the 
 
28 SOUTHERN 
 
 office of Stale Superintendent, is 
 given away to some politician or in- 
 competent teacher because he has 
 some "pull." 
 
 The Great Teacher was despised 
 and rejected of men, but the best 
 men and women nowadays will not 
 sufifer themselyes to be so despised 
 and rejected while other vocations 
 as honorable stand open to them. 
 Tn the spirit of the missionary and 
 the martyr, some may give their 
 lives to teaching. But what man, 
 real man, wants his children taught 
 by a teacher doomed to asceticism, 
 celibacy, and social degradation? 
 Men and women. who are the chil- 
 dren's social equals ought to be their 
 teachers — virile men and strong 
 w^omen whom parents can and 
 would like to meet on terms of 
 social equality, and whom parents 
 would like to meet often. 
 
 The teacher who lacks ambition, 
 red blood, manly strength, social 
 standing, cannot be a real teacher 
 and a real leader. Mere goodness, 
 the political "pull," the badge of 
 charity must be disregarded and the 
 selection of the children's models 
 and leaders put on a professional 
 basis, if we are to have a democracy 
 realizing the highest and best de- 
 velopment of the race. 
 
 EDUCATION 
 
 THE FIELD. 
 
 Tin-: LIC.IIT SHINES AFAR. 
 
 The reports of the interest Meck- 
 lenl)urg County, North Carolina, is 
 taking in better schools and a longer 
 school term have been going abroad. 
 Supt. Cochran says he has recently 
 received letters from teachers in 
 A'irginia, South Carolina, and other 
 states, asking for positions next 
 year. Local taxation in Mecklen- 
 burg County means a seven or eight 
 months' school term at living sal- 
 aries for teachers, hence the best 
 teachers can be secured for her rural 
 schools. 
 
 EMIGRATION AND THE CAUSE. 
 
 The large number of people who 
 continue to leave East Tennessee 
 for the West has attracted the at- 
 tention of the papers of Bristol, 
 Knoxville, Chattanooga, and other 
 towns. The newspaper editors 
 boldly declare the exodus to be due 
 to two causes : poor roads and 
 poorer schools. They say there is 
 no incentive for a young man to re- 
 main on the farm owing to the ex- 
 pense of travel over well-nigh im- 
 passable roads, with no hope for the 
 proper and adequate education of 
 his children. The coming genera- 
 tion will build the roads and estab- 
 lish the schools. Why delay both 
 and thereby promote the survival ot 
 the unfittest in the rural districts? 
 
 THE TENNESSEE EDUCATION.^E 
 CAMPAIGN. 
 
 State Superintendent Mynderse 
 
SOUTHERN EDUCATION 
 
 29 
 
 has lately been in conference with 
 the school officials of Madison and 
 Gibson connties, the object being- to 
 promote the consolidation of the 
 rural schools in those counties. It 
 is intended thereby to have an ob- 
 ject lesson for use in the educa- 
 tional campaign which it is pro- 
 posed to inaugurate by a general 
 meeting of Tennessee teachers and 
 cour.ty superintendents some time 
 in April. In promoting the work 
 of the campaign Supt. IMynderse is 
 to h.ave the assistance of the Gen- 
 eral and the Southern Education 
 I>oards. 
 
 tt:f, Teachers must mi trained. 
 There is a well developed move- 
 ment on foot to establish a second 
 normal school somewhere in South- 
 west \'irginia. A'irginia needs three 
 or four more normal schools. Even 
 with that many it would take years 
 to secure enough trained teachers 
 for lier rural public schools. 
 
 CONFERENCE FOR EDUCATION IN THE 
 SOUTH. 
 
 The Sixth Session of the Confer- 
 ence for Education in the South 
 will be opened in Richmond on the 
 afternoon of Wednesday, April 22d, 
 and will close on the evening of the 
 24th. 
 
 This body was formerly known 
 as the Capon-Springs Conference. 
 Its annual meeting was held last 
 year at Athens, Ga., and in the pre- 
 ceding year the Conference gath- 
 ered at Winston-Salem, N. C. The 
 presiding officer is Mr. Robert C. 
 
 Ogden, of New York City, and 
 among the men most closely con- 
 nected with its origin was the late 
 Dr. J. L. M. Curry, agent of the 
 Peabody and Slater Boards, mem- 
 ber of the General Education Board, 
 and suj)ervising director of the 
 Southern Education Board. Indeed, 
 both the Southern and General 
 Boards may be said to owe their 
 existence and inspirati(Mi to th.e 
 Conference for Education in the 
 South, just as this Conference so 
 largely owed its own inception to 
 the work of Dr. Currv. 
 
 The decision to hold the Confer- 
 ence this year in Richmond was 
 reached only after the Executive 
 Committee had given careful and 
 respectful consideration to the in- 
 vitations from a number of repre- 
 sentative Southern cities. The in- 
 vitation to Richmond was cordiallv 
 and earnestly presented by the 
 Richmond Education Association, 
 the Richmond Chamber of Com- 
 merce, the Governor of Virginia, 
 tlie Legislature, the State Depart- 
 ment of Education, the University 
 of Virginia, W^ashington and Lee 
 University, and many other repre- 
 sentative institutions of the com- 
 monwealth. 
 
 The Conference will open for or- 
 ganization in Richmond on the 
 afternoon of April 22d, in the Acad- 
 emy of Music, on Eighth street, be- 
 tween Grace and Franklin streets. 
 The formal opening will occur on 
 the evening of the 22d, at which 
 time the Hon. A. J. Montague, 
 
30 
 
 SOUTHERN ED UCA TION 
 
 Oovernor of \'ir_<;inia, will deliver 
 tlie address of welcome, and Mr. 
 Robert C. Oo-den will present the 
 annual address of the president. 
 
 The interest of the program will 
 continue until its close on the even- 
 ing of the 24th. Representative 
 educators, statesmen, men of letters 
 and men of affairs will be present 
 from every section of the country. 
 Much importance will be given to 
 such subjects as agricultural and 
 technical education, and there will 
 be opportunity for informal discus- 
 sion of such topics as the consoli- 
 dation of schools and the improve- 
 ment of public school-houses and 
 school surroundings. The Confer- 
 ence has always been especially in- 
 terested in the problems connected 
 with the rural school. 
 
 A MONUMENT FOR A TEACHER. 
 
 The citizens of Laurinburg, North 
 Carolina, held a mass meeting on 
 the 15th of March, and decided to 
 erect a monument to the late Prof. 
 W. G. Ouackenbush, who was a 
 teacher in that town for many years. 
 The monument will stand in the 
 public scjuare. Some time ago the 
 people of Goldsboro, North Caro- 
 lina, erected a monument to a 
 teacher wdio had taught for many 
 years in her public schools. 
 
 WISCONSIN TRAINING 
 SCHOOLS. 
 
 A PRACTICAI. SOIvUTlON 01? ONE 
 riTASE 01? THE RURAL SCHGOIv 
 
 ruor.EEM. 
 The Wisconsin Legislature of 
 
 1899 established two county normal 
 training schools for public school 
 teachers (Wisconsin has seven large 
 state normal schools). The reason 
 urged for the establishment o^ these 
 schools was that the graduates of 
 the large normal schools did not 
 often find their way down into the 
 rural schools. 
 
 The requests of Dunn and Mar- 
 athon counties were, therefore, 
 granted and the schools established, 
 aided by state and county school 
 funds. The success of the plan was 
 soon apparent and resulted in a 
 general state law, enacted in 1901, 
 by which the county board of edu- 
 cation of any county within which 
 a state normal school is not located 
 may establish a county normal 
 training school for teachers of the 
 common schools. Six such schools 
 .are now in operation. The success 
 of the schools longest in operation 
 has been such as to command the 
 hearty support of the communities 
 in which they are organized, and 
 to settle once for all the Cjuestion of 
 their value. The only fear ex- 
 pressed is that enough funds will 
 not be provided in the future for 
 their maintenance as will secure the 
 best teaching talent, but such a con- 
 tingency is remote. 
 
 The expenditures of these schools 
 for 1 90 1 -2 show that the Dunn 
 County school cost $3,841 ; the 
 Marathon school, $3,442; and the 
 ]\lanitowoc school, $3,803. These 
 schools have one head teacher and 
 an assistant. The local town schools 
 are utilized for practice and obser- 
 
SOUTHERN EDUCATION 
 
 31 
 
 vation work. A high school educa- 
 tion is usually required of students 
 for admission. 
 
 DOES EDUCATION PAY? 
 
 an aut(jt}iography that tui^ls an 
 impressive; story. 
 Some years ago my father, a 
 natural genius in some respects but 
 uneducated,, was a day laborer in a 
 factory located in a northern state. 
 Four sons were born and reared in 
 the humble home of that unedu- 
 cated, untrained day laborer. They 
 all learned their father's trade. 
 
 T w^as the oldest son and I used 
 every opportunity to get a little 
 education, attending the winter 
 school, as did all my other brothers. 
 All of us grew to manhood and all 
 learned our father's trade, as I said 
 above. I still continued my educa- 
 tion largely by home reading. But 
 for several years I worked at my 
 trade only a few months of the year 
 and with the money I earned at- 
 tended school. ]\Iy two brothers 
 next of age seemed not to care for 
 an education, neglected the common 
 school, and took the first oppor- 
 tunity to leave it forever. 
 
 T succeeded in encouraging my 
 youngest brother to remain in the 
 common school until he completed 
 its course of study. In addition to 
 this common school training this 
 brother secured a term or two of 
 normal school training. 
 
 ATy ed.ucation soon enabled me to 
 secure a foreman's position in the 
 factory, but my two brothers, nat- 
 
 urally as gifted as myself, had to 
 remain laborers because they had 
 not enough education to take higher 
 positions. From a foreman's place 
 I rose to be manager of the factory. 
 I now manage a number of fac- 
 tories and am a director in several 
 large corporations. My youngest 
 brother whom I kept in school is 
 one of my foremen and is earning 
 a good salary. My other two broth- 
 ers now work for me. They are still 
 day laborers. They can not get 
 higher because they have no educa- 
 tion. During the past ten years I 
 could have put both of them in po- 
 sitions paying from $1,500 to $2,500 
 per year, if they had had even a 
 thorough elementary school educa- 
 tion. 
 
 [The editor by request withholds 
 the name of the author of the above 
 interesting biography. All the state- 
 ments, however, are literallv true 
 and speak their impressive lesson. 
 It may add something to this story 
 to know that its author and all con- 
 cerned now live in the South. — 
 Editor. 1 
 
 THE PURITAN 
 
 IDEAL TEACHER. 
 
 "It sliall be the duty of all in- 
 structors of youth to exert their best 
 c'ldeavors to impress on the minds 
 of children and youth, committed to 
 their care and instruction, the prin- 
 ciples of piety, justice, and a sacred 
 regard, to truth, love to their coun- 
 try, humanity, and universal benev- 
 olence, sobriety, industry and fru- 
 
32 
 
 SO UTHBRN BD UCA TION 
 
 gality, chastity, moderation, and 
 temperance, and those virtues which 
 are tlie ornament of human society, 
 and the basis upon which a repub- 
 hcan constitution is founded ; and it 
 shall be the duty of such instructors 
 to endeavor to lead their pupils into 
 a clear understanding of the ten- 
 dency of the above mentioned vir- 
 tues to preserve and perfect a re- 
 publican constitution, and secure the 
 blessings of liberty, as well as to 
 promote their future happiness, and 
 also to point out to them the evil 
 tendency of the opposite vices." — 
 Mass. Schooi. Law, 1837. 
 
 MEANING OP EDUCATION. 
 
 "Education means the free right 
 training of every child in the com- 
 mouAvealth ; but it means a great 
 deal more than this. It means the 
 assertion of the community against 
 the lawless individual • — • the com- 
 munity's authority against individ- 
 ual authority. The State must tax ; 
 it must educate'. 
 
 "An aristocracy in a democracy 
 means a group of privileged per- 
 sons ; outside this group, the bully ; 
 behind the bully an ignorant popu- 
 lace that will elect the bully to of- 
 fice, will hold him in honor and 
 will accjuit him of crime." — Walter 
 H. Pack. 
 
 REFORM THE TEACHER 
 FIRST. 
 
 "Lewis Elkin, of Philadelphia, 
 has just left his fortune, not for 
 buildings, but to pension worn-out 
 
 teachers. Next we shall see some 
 man (or more likely some woman) 
 of wealth awakening to the unique 
 sanity of recognizing that the ac- 
 tual teacher, and not the building 
 or the supervising officer, is the seat 
 of educational progress. We shall 
 see some one bestowing moral and 
 financial encouragement on actual 
 eduaction itself, not upon the place 
 where it might be given." 
 — WiivTJAM McAndrew, in March 
 World's Work. 
 
 RESULTS OF COMPULSORY 
 ATTENDANCE. 
 Statistics of juvenile crime in 
 New York, furnished by the rec- 
 ords of the police department, show 
 that the number of offenses com- 
 mitted b}^ persons between the ages 
 of 8 and 14 decreased more than 50 
 per cent, after the passage of the 
 compulsory education act. 
 
 THE AIM OF THE SCHOOL. 
 "The school ought to have for 
 its ultimate aim to assist each child 
 to grow into the best specimen of 
 man or woman that native endow- 
 ment and necessary circumstances 
 v/ill allow. The supreme test of its 
 value is not high per cent, of its 
 scholarship, its brilliant examina- 
 tions or its rapid promotions, but 
 the growth of its pupils in knowl- 
 edge, strength and right choice and 
 purpose, in all that pertains to per- 
 sonal, social, and civic righteous- 
 ness." — E. C. Hewktt. 
 
APRIL 2, 1903 
 
 Price 50 cents per year 
 
 Southern 
 Education 
 
 -J 
 
 5¥ 
 
 \904 
 
 ^ 1 
 
 />■. 
 
 '^^oi^^ 
 
 "At the same time came the disciples unto 
 Jesus saying, 'Who is the greatest in the King- 
 dom of Heaven?' And Jesus called a little child 
 unto him and set him in the midst of them." 
 
 —Matthew XVIII, 1-2. 
 
 'We want men who feel a sentiment, a con- 
 sciousness of brotherhood for the whole human 
 race. We want men who will instruct the ignor- 
 ant, not delude them; whowill succor the weak, 
 
 not prey upon them." 
 
 —Horace Mann. 
 
 School Houses 
 Local Taxation 
 A Teachers' College 
 The Field 
 
 SOUTHERN EDUCATION BOARD, Knoxville, Teno., PuWishers 
 
 VOL. 1 
 
 Application made for entry at Postoffice at Knoxville 
 as second-class matter. 
 
 NUMBER 4 
 
Soutbern £6ucation 
 
 Published weekly, at Knoxville, Tenn,, 
 by the Bureau of the Southern Education 
 Board. 
 
 Subscription Pkice: 
 
 One year 50 cents 
 
 Three months 15 cents 
 
 ADDRESS: SOUTHERN EDUCATION BOARD 
 Knoxville, Tenn. 
 
 Thursday, April 2. 1903 
 
 There are 217 counties in the 
 United States in which 20 per cent, 
 and more of the native white men 
 of voting age are unable to read. 
 There are 212 of these counties in 
 the .South. 
 
 The South contains 64 per cent, 
 of the total native white illiterate 
 population of the United States 
 over ten vears of asfe. 
 
 The native white population of 
 the South over ten years old is only 
 24 per cent, of the native white 
 population of the country over ten 
 years old. Yet the South has 64 
 per cent, of the native white illiter- 
 ate population ! 
 
 Forty-two North Carolina towns 
 and rural districts were granted 
 special graded school charters by 
 the legislature of 1903. These 
 
 charters confer the privilege, after 
 a vote of approval by the people, of 
 levying and collecting a special 
 school tax. 
 
 In 1900 the United States spent 
 $234,967,919 for schools and $330,- 
 000,000 for churches and charity. 
 The drink bill of the country largely 
 exceeds the cost of churches and 
 schools. And yet some people say 
 we are too poor to spend more 
 money for schools ! 
 
 NORTH CAROLINA SCHOOL- 
 HOUSES. 
 Twenty out of every 100 of the 
 5,653 white school districts in North 
 Carolina have a rude log school- 
 house or no public school-house at 
 all ! Think of it ! In other words, 
 there are 484 log school-houses in 
 as many districts and 625 districts 
 with no public school-houses what- 
 ever; in all, 1,109 districts out of 
 
 But this does not tell half the sad 
 story. During the past winter 20 
 white schools in one county were 
 closed because the miserable school- 
 houses could not be made comfort- 
 able. In one of the richest counties 
 in the state, fifteen white schools 
 were reported whose lands, houses, 
 and equipment were valued at less 
 than S50 each. In one of the coun- 
 
SOUTHERN EDUCATION 
 
 35 
 
 ties of Piedmont, North Carolina, 
 there are 30 out of 90 white school- 
 houses which have no desks. If the 
 children write at all, they must place 
 the materials on their knees. In " 
 another Piedmont county whose 
 total school fund is something more 
 than $25,000, there are 25 out of 90 
 white school - houses which are 
 worth little more than $50 each, lo- 
 cated in out-of-the-way places and 
 amid surroundings anything but 
 elevating. It would be an easy 
 matter to multiply facts like these. 
 The existence of poor school- 
 houses is not wholly due to the pov- 
 erty of the people. The average 
 value of a North Carolina church 
 house is $1,087. The average value 
 of the school-house alongside of 
 these churches is only $183. 
 
 LOCAL TAXATION. 
 
 CLAY TOWNSHIP, GUILFORD COUNTY, 
 NORTH CAROLINA. 
 
 The following exhibit will show 
 the benefit accruing to Clay town- 
 ship, in Guilford County, North 
 Carolina, which at present is con- 
 sidering the question of voting a 
 local tax for schools : 
 
 
 White 
 
 Color'd 
 
 Total 
 
 Polls - . - - 
 Total valuation of 
 
 property 
 
 164 
 
 $198,845 
 
 11 
 
 $567 
 
 175 
 $199,412 
 
 Number of Persons Paying Taxes: 
 
 
 White 
 
 Color'd 
 
 Total 
 
 On Poll only 
 On less than $300 
 On $300 to $500 - 
 On $500 to $1,000 
 On $1,000 to $5,000 
 On over $5,000 - 
 
 22 
 126 
 44 
 
 59 
 69 
 
 1 
 
 3 
 
 12 
 
 
 
 
 
 25 
 
 138 
 44 
 59 
 59 
 
 1 
 
 Total No. of Taxpay'rs 
 
 311 
 
 15 
 
 326 
 
 Total appropriated for schools now, $646.00. 
 
 If special tax is voted, 175 polls at 90 cents 
 would add $157.50, and $199,412 property at 30 cents 
 would add $598.23. Amount added to present 
 school fund, $755.73, an increase of 116 per cent. 
 Of this increase one-half of the taxpayers would 
 pay less than 90 cents property tax. 
 
 If the entire county of Guilford, 
 outside the incorporated towns, 
 would levy a local tax of 30 cents 
 on property of $100 valuation, and 
 90 cents on each poll, the present 
 school fund would be increased 85 
 per cent. Of the increase four- 
 sevenths of the taxpayers would 
 pay less than 90 cents property tax. 
 • Guilford County at present has 
 more local tax districts than any 
 other North Carolina county. What 
 is true as to the small burden the 
 local tax would be to the taxpayers 
 of that county is largely true of 
 almost all the counties of middle 
 and western North Carolina. 
 
 A TEACHERS' COLLEGE. 
 
 The new department of education 
 of the University of Tennessee, 
 which was opened on January 6, 
 1903, promises to be a substantial 
 gain to the cause of education in 
 the South. The department has al- 
 ready enrolled 75 students and in- 
 dications point to a continued in- 
 crease. Instruction is now being 
 given in the art and science of 
 teaching, psychology, the history 
 and philosophy of education, his- 
 tory and methods of teaching his- 
 tory, methods in English, nature 
 study, domestic science, and manual 
 training. Extension courses are 
 being offered on Saturdays for the 
 benefit of local teachers. The regu- 
 
36 
 
 SOUTimRN IIDJJ CATION 
 
 lar classes arc composed of juniors 
 and seniors already attending the 
 L'niversity, as well as of teacliers 
 who have entered for work in the 
 department. It is not the purpose • 
 of this school of education to dupli- 
 cate the normal school. Each state 
 must depend on its own normal 
 schools as heretofore for its elemen- 
 tary teachers. But the position of' 
 high school teacher, superintendent, 
 college instructor, supervisor of pri- 
 mary education demands an amount 
 of scholarship and profesional train- 
 ing which the ordinary normal 
 school cannot aspire to give. This 
 must be given by the university, and 
 it is for such purpose that this 
 School of Education has been or- 
 ganized. Its courses will be open 
 to graduates of colleges and normal 
 schools, to special students, and to 
 advanced students in other depart- 
 ments of the University of which it 
 is a part. 
 
 The perfection of the work and 
 the courses of the department has 
 been going forward rapidly. It will 
 be possible hereafter tor Southern 
 teachers and students of education 
 to prepare for higher professional 
 work without the expense of at- 
 tending the professional schools of 
 the north and west. 
 
 THE FIELD. 
 
 THINGS EMPHASIZED. 
 
 State Superintendent Mynderse, 
 of Tennessee, in a speech at a 
 teachers' and school officers' meet- 
 ing in Knoxville, March 21st, de- 
 
 clared that the things he will em- 
 phasize during the educational cam- 
 ])aign to be inaugurated April 6-7, 
 at Nashville, will be the consolida- 
 tion of schools, building better 
 school-houses, strengthening the 
 work of the primary schools, and 
 the training of teachers by means of 
 a system of summer institutes. 
 
 A SCHOOI, GARDEN. 
 
 The North Knoxville, Tennessee, 
 public school, Mr. J. R. Lowry, 
 principal, has made commendable 
 progress during the past year in the 
 work of beautifying the school 
 grounds. The principal and the 
 teachers gave an entertainment to 
 secure the necessary funds. The 
 services of the children were en- 
 listed. Prof. Keffer, of the Univer- 
 sity of Tennessee, an expert horti- 
 culturist, drew the plans by which 
 the red muddy yard has-been trans- 
 formed into a thing of beauty. 
 
 CHARITIES AND CORRECTION. 
 
 The thirtieth annual meeting of 
 the National Conference of Chari- 
 ties and Correction will be held in 
 Atlanta, May 6-12, inclusive. This 
 meeting will discuss such topics as 
 child labor, destitute children, juve- 
 nile delinquents, treatment of crim- 
 inals, and the like. This will be the 
 first time since 1894 that the Con- 
 ference has met in the South. 
 
 A I.OUISIANA TRAINING SCHOOL. 
 
 The General Education Board 
 has given $1,000 to the Ruston, 
 Louisiana, Training School, to as- 
 sist in the training of teachers at 
 
so U THIi RN no UC/l riON 
 
 37 
 
 that place during the coming sum- 
 mer. The gift was announced by 
 Dr. K. A. Alderman on March 21st. 
 
 A NI;\\' INDUSTRIAL SCHOOL. 
 
 Chattanooga has an Industrial 
 School Association which has suc- 
 ceeded in opening a training school 
 for voung girls who cannot attend 
 the public schools. These girls will 
 be taken in charge by the associa- 
 tion and will be taught sewing, 
 dressmaking, and other useful do- 
 mestic arts. The Christian women 
 of Chattanooga are giving the 
 school their moral and financial 
 support. 
 
 A LOCAL TAX CAMPAIGN. 
 
 The town of Fayetteville, North 
 Carolina, and the township of Cross 
 Creek, in which Fayetteville town is 
 situated, will vote on the question 
 of levying a local tax and issuing 
 school bonds, during the month of 
 J\lay. Tt is said that there is con- 
 siderable opposition to the proposed 
 increased tax rate. But the advo- 
 cates of the measure will conduct a 
 strenuous campaign and hope to 
 arouse public sentiment to the para- 
 mount necessity of the tax. 
 
 A MONUMENT TO DR. CURRY. 
 
 A movement has been inaugu- 
 rated to raise $500,000 for the es- 
 tablishment of a school of tech- 
 nology at Richmond college in 
 honor of the late Dr. J. L. M. 
 Curry. The idea is peculiarly ap- 
 propriate, since Dr. Curry was a de- 
 voted advocate of this system of 
 education along practical lines and 
 
 because it was at Richmond college 
 as professor that he did some of his 
 best educational work. The com- 
 mittee of trustees in charge of the 
 matter consists of Dr. F. W. Boat- 
 wright, president of the college. 
 Gov. A. J. Montague, and Mr. 
 Joseph Bryan, owner of the Rich- 
 mond Locomotive Works and The 
 Times-Dispatch. — Columbia Stah\ 
 
 WASHINGTON PARISH, LOUISIANA. 
 
 Petitions are now in circulation 
 throughout the parish asking the 
 police jury to order an election for 
 tlie purpose of voting a special tax 
 for the benefit of public schools in 
 this parish. Let every man who 
 desires to give his children a good 
 education and fit them for useful- 
 ness and better citizenship in the 
 world, and who desires better school 
 facilities in our parish, affix his 
 name to one of -these documents, 
 and then go to the ballot-box on 
 election day and remedy the present 
 deplorable conditions of our parish. 
 — Franklinton Nczv Bra. 
 
 LOUISIANA CAMPAIGN PLANNED. 
 
 An educational campaign of far- 
 reaching importance is about to be 
 started in Louisiana, under the aus- 
 pices of the Southern Education 
 Board. At the recent meeting of 
 the Parish Superintendents of Edu- 
 cation the situation was discussed 
 at some length, and the unanimous 
 sentiment was that Louisiana was 
 ripe for such a campaign as had 
 transformed the state of North Car- 
 olina. There a systematic campaign 
 was conducted, and the whole peo- 
 
38 
 
 SOUTHERN EDUCATION 
 
 pic aroused to the importance of 
 cducatiori. It is hoped to arouse 
 the people of Louisiana in the same 
 way. According to the census of 
 KjOG the illiterate native whites over 
 ten years of age in Louisiana is 
 17.3 per cent, of the white popula- 
 tion, and the illiterates among the 
 negroes is 61 per cent. There are 
 twenty-three parishes in Louisiana 
 in which there are more than twenty 
 native white illiterate voters out of 
 every 100 of the native white voting- 
 population. 
 
 Dr. Edwin A. Alderman, one of 
 the district directors of the South- 
 ern Education Board, and one of 
 the members of the Executive 
 Board, is in charge of the work, 
 which will be conducted under the 
 auspices of a committee composed 
 of Governor VV. W. Heard, State 
 Superintendent J. V. Calhoun, 
 President T. D. Boyd, of the State 
 LTniversity, President B. C. Cald- 
 well, of the State Normal School, 
 and President Edwin A. Alderman, 
 of Tulane. Will M. Steele, a well- 
 known newspaperman, has been se- 
 lected as Secretary of the Commit- 
 tee, and will have charge of the ac- 
 tive work in the conduct of the cam- 
 paign. 
 
 It is proposed to begin the cam- 
 paign in ten or fifteen parishes, and 
 then gradually cover the whole 
 state. Popular meetings will be 
 held at points to be decided on later, 
 and addresses will be made by the 
 most eloquent and entertaining 
 speakers ia the state. Letters are 
 
 now being addressed to these gen- 
 tlemen, and a number of them have 
 already signified their willingness to 
 co-operate in the movement. 
 
 THE GEORGIA CAMPAIGN. 
 
 On March 20th, Dr. Charles D. 
 McTver, of North Carolina, and a 
 number of prominent educators and 
 citizens of Georgia met in Governor 
 Terrell's ofiice to discuss the educa- 
 tional situation and to formulate a 
 plan of campaign for education. 
 
 The result of this first conference 
 w^as that a committee was appointed 
 to gather facts in regard to the 
 present status of educational aflfairs 
 in Georgia, to ascertain what is 
 needed for the advancement of the 
 cause, and to make recommenda- 
 tions to the general assembly and 
 the people. The following were ap- 
 pointed on this committee : Chan- 
 cellor Walter B. Hill, chairman ; 
 M. L. Duggan, of Sparta; Hon. 
 Hoke Smith, of Atlanta; Bishop 
 Warren A. Candler, and State 
 School Commissioner W. B. Mer- 
 ritt. 
 
 A meeting will be called within 
 the next few weeks and the report 
 of the committee will be heard. The 
 conference endorsed the bill intro- 
 duced in the legislature by Senator 
 McMichael, providing a more con- 
 venient method of applying local 
 school taxation. The committee 
 will support the bill at the coming 
 session of the legislature, and they 
 seem confident that it will be passed. 
 
 Those present at the meeting 
 were : Governor Terrell, Dr. Mc- 
 
SOUTHERN EDUCATION 
 
 39 
 
 Iver, Hon. Hoke Smith, Chancellor 
 Walter B. Hill, State School Com- 
 missioner Merritt, Dr. J. Harris 
 Chappell, of Milledgeville; Super- 
 intendent Lawton B. Evans, of Au- 
 gusta; G. G. Bond, of Athens; M. 
 L. Duggan, of Sparta; M. B. Den- 
 nis, of Eatonton; W. R. Power, of 
 Marietta; W. F. Slaton and M. L. 
 Brittain, of Atlanta; E. C. Branson, 
 of the State Normal College at 
 Athens ; R. J. Guinn, of Atlanta, 
 and Bishop Warren A. Candler. 
 
 BUILD THE SCHOOL-HOUSE. 
 
 At Whitwell, Marion County, 
 Tennessee, the public school has 
 been closed for two weeks on ac- 
 count of the mud and water around 
 the school building. Many of the 
 pupils are sick on account of the 
 unsanitary surroundings. A move- 
 ment has begun to build a comfort- 
 able school-house at a more favor- 
 able location. Whitwell has many 
 sites suitable for school purposes, 
 but an epidemic of sickness must 
 first direct attention to them ! 
 
 SOUTH CAROLINA CAMPAIGN. 
 
 State Superintendent O. B. Mar- 
 tin will likely issue a call for a con- 
 ference of the county superintend- 
 ents of South Carolina for some 
 time in April. The conference will 
 be held under the auspices of the 
 General Education Board and will 
 be similar to the recent conferences 
 in Alabama and Georgia. 
 
 PROPOSED COMPULSORY LAW. 
 
 A compulsory school bill has 
 been introduced in the Tennessee 
 
 legislature. It provides that all 
 children who have not completed 
 the primary course of the public 
 schools must attend some school as 
 much as five months during each 
 year, until such course or its equiva- 
 lent is completed. In towns and 
 cities the police officers are en- 
 trusted with the enforcement of the 
 proposed law. In rural districts the 
 school directors are to choose the 
 truant officers. Heretofore such 
 bills have usually failed, but finally 
 every Southern state will have a 
 compulsory school law. During the 
 past year compulsory bills have re- 
 ceived far greater support in the 
 South than ever before. 
 
 NO DIVISION. 
 
 The lower house of the Arkansas 
 legislature, after passing a bill pro- 
 viding for a division of the public 
 school funds between the whites and 
 the blacks according to the taxes 
 they pay, has reconsidered its 
 former action and defeated the 
 measure. This action is commend- 
 able. The North Carolina legisla- 
 ture which recently adjourned did 
 not accord any favor to the advo- 
 cates of a similar bill. 
 
 LAFAYETTE PARISH. 
 
 The General Education Board 
 has given $i,ooo to promote the 
 cause of local taxation and the con- 
 solidation of schools in Lafayette 
 parish, Louisiana. The people of 
 that parish are conducting an edu- 
 cational campaign which has for its 
 object the complete educational 
 evangelization of the community. 
 
40 
 
 SO U 7 HHRN BD UCA TION 
 
 WOODLr;AI^ DISTRICT. 
 
 ^^'oo(llcaf School, Rowan County, 
 North CaroHna, enrolled 85 pupils 
 (lurins;- this year, and had a daily 
 average attendance of 75. There 
 are 115 children hetween the ages 
 of 6 and 21 in the district. At pres- 
 ent the school has two teachers and 
 seven grades. A local tax was re- 
 cently voted which will increase the 
 school term from 5 to 8 months. 
 
 ^lAKE A DIAGNOSIS FIRST. 
 "The reading of the figures as 
 to Southern illiteracy is not a cheer- 
 irig diversion. And yet it were folly 
 to assume that we can aid the South 
 by the exercise of a blind afifection 
 which would blink or conceal the 
 facts. These facts are not taken 
 from the tale of an enemy ; they are 
 taken from the reports of our own 
 superintendents of public instruc- 
 tion, they form a part of our local, 
 as well as a part of our national 
 records. The first duty of the phy- 
 sician who would apply a remedy 
 lies in a sympathetic, but fearless 
 diagnosis. The first duty of a wise 
 educational statesmanship is a clear 
 and unllinching perception of the 
 situalion. There is no disgrace in 
 our illiteracy. It is due to historic 
 and formidable forces. There would 
 be every disgrace, however, in a 
 policy which would now perpetuate 
 it by concealment, and which would 
 feed its indifference u])on the husks 
 of a nattering and senseless opti- 
 mism. 
 
 "I ha\'(_' said that we nuist edu- 
 cate. When 1 sa\- 'we'. 1 mean that 
 
 v/e must count all of our people 
 within the fellowship of responsi- 
 bility. Within the partnership of 
 obligation, the great masses of our 
 white people should hold the first 
 place of initiative, dignity, and ser- 
 vice. No man can go to them with 
 alms. To rouse them to see their 
 duty, their duty to their children, to 
 themselves and to their country, and 
 then to help them see how bravely 
 and how well they themselves can 
 perform this duty — we have here, as 
 I have already said, the funda- 
 mental and distinctive element in 
 the policy of the Southern Educa- 
 tion Board." — Edgar Gardner 
 Murphy. 
 
 IDEALS IN EDUCATION. 
 
 "There are five educational ideals 
 struggling for supremacy — the phy- 
 sical, the technical, the liberal, the 
 theoretical, and the spiritual. The 
 physical ideal declares that steady 
 nerves and cheerful temper are the 
 basis of a useful and happy life. 
 The technical ideal is the ability to 
 earn a living. The liberal ideal is 
 to be at home in all lands and all 
 ages. The theoretical ideal is de- 
 votion to truth for her own dear 
 and precious sake. The spiritual 
 ideal is grateful love to God, hearty 
 support of all the great institutions 
 of the family, the state, the church. 
 
 "Each of these ideals is necessary, 
 yet neither of them alone is com- 
 plete. They must be reconciled and 
 assigned their respective places and 
 ])ro])()rli()n." — l^resident \\'. D. W. 
 lhi)i;. liowdoin College. 
 
APRIL 9, 1903 
 
 Price 50 cents per year 
 
 Southern 
 
 tion 
 
 Voter says: *'l am not in favor of paying more 
 taxes to educate other people's clnildren." 
 
 Cain said: "Am I my brother's keeper?" 
 
 Jesus said: "Thou shalt love thy neighbor as 
 thyself." 
 
 St. John said: "If a man says, I love God, and 
 hateth his brother, he is a liar " 
 
 "What costly works of art, what splendid 
 galleries of sculpture or of painting, won by a 
 nation's arms, or purchased by a nation's wealth, 
 are comparable in value to the treasures we 
 have in these children? 
 
 —Horace Mann. 
 
 "To be the former of wise and great minds 
 is as much more noble than to be wise and great 
 as the creative is higher than the created." 
 
 —Horace Mann. 
 
 The German High School Teacher 
 
 Local Taxation 
 
 Southern Education Board 
 
 Horace Mann on Necessity of Training for Teaching 
 
 The Field 
 
 SOUTHERN EDUCATION BOARD, Kooxville, Tenn., Publishers 
 
 VOL. 1 
 
 Application made (or entry at Postoffice at Knoxville 
 as second-class matter. 
 
 NUMBER 5 
 
SOUTHERN EDUCATION BOARD 
 
 Executive Board of the 
 Conference for Educa- 
 tion in the South = - 
 
 Robert C. Ogdcn, Dr. Ch?s. W. Dabney, Dr. E. A. Alderman, Dr. C. D. 
 Mclver, Dr. H. B. Frissell, Geo. Foster Peabody, Rev. Wallace Buttrick, 
 D. D.. Hon. H. H. Ilanna, Wm. H. Baldwin, Jr., Dr. Albert Shaw, Dr. 
 Walter H. Page, and Edgar Gardner ]\Inrphy 
 
 Officers 
 
 President, Robert C. Ogden, New York City 
 
 Secretary, Dr. Charles D. Mclver, Greensboro, N. C. 
 
 Treasurer, George Foster Peabody, New York City 
 
 Supervising Director, Hon. J. L. M. Curry, Washington, D. C. 
 
 Bureau of Information and Investigation : Director, Dr. Chas. W. 
 Dabney; Secretary, Charles I,. Coon, Knoxville, Tenn. 
 
 District Directors : Dr. Charles D. Mclver, Greensboro, N. C, Dr. E. 
 A. Alderman, New Orleans, La., Dr. H. B. Frissell, Hampton, Va. 
 
 Campaign Committee : Hon. J. L. M. Curry, Chairman ; Dr. Chas. W. 
 Dabney. Dr. Charles D. Mclver, Dr. E. A. Alderman, Dr. H. B. Frissell 
 
 General Field Agents : Dr. G. S. Dickerman, New Haven, Conn. ; Prin. 
 Booker T. Washington, Tuskegee, Ala. 
 
 Field Agents for Virginia : Hon. H. St. George Tucker, Lexington, Va., 
 and Dr, Robert Frazer, Richmond, Va. 
 
 Field Agent for Alabama, J. B. Graham, Talladega, Ala. 
 
 Executive Secretary associated with the President, Mr. Edgar Gard- 
 ner Murphy, Montgomerj% Ala. 
 
 God g-ive us patience and streng-th that we may work to 
 build up schools that shall be as lig-hts shining- throug-hout the 
 land, Behind this movement for the education of the children 
 of our land there stands the One who said, "Let there be 
 lig-ht." — Charles B. Ay cock, Athens Conference. 
 
Soutbern l8t)ucation 
 
 Published weekly, at Knoxville, Tenn., 
 by the Bureau of the Southern Education 
 Board. 
 
 Sdbsckiption Price: 
 
 One year 50 cents 
 
 Three months 15 cents 
 
 address: southern EDUCATION BOARD 
 Knoxville, Tknn. 
 
 Thursday. April 9. 1903 
 
 Sneering-ly has the work of the 
 Southern Education Board been re- 
 ferred to as the "Southern Educa- 
 tion Scheme." And what, pray, are 
 the Southern Education "schemers" 
 up to^ They are engaged simply 
 and solely in impressing upon the 
 people the great necessity of build- 
 ing up their own elementary 
 schools. 
 
 And who are the Sotithern Edu- 
 cation "schemers" ? Those who are 
 actively engaged in the w^ork are 
 mostly Southern men. In North 
 Carolina, where the "schemers" 
 have been most busy and persistent, 
 their work has been done by Dr. 
 Charles D. IMcIver, Gov. Charles 
 B. Aycock. ex-Gov. Thomas J. Jar- 
 vis, State Superintendent J. Y. Joy- 
 ner, and the city school superin- 
 tendents, aided, assisted, and abet- 
 ted by every educational force in 
 
 the state. No missionaries from 
 the North have given any orders as 
 to how the educational work there 
 should be carried on. 
 
 And why is there such a thing as 
 the Southern Education Board? It 
 is because the white man in the 
 South has the negro to educate and 
 care for. The Southern Education 
 Board asks to be allowed the privi- 
 lege of helping a little to do what 
 really is the duty of the whole 
 American people. It is because the 
 South had its all swept away by the 
 Civil War. It is because our popu- 
 lation is largely rural, \\hich here 
 makes the educational problem 
 much greater and more difficult 
 than elsewhere. 
 
 And what do the Southern Edtt- 
 calion "schemers" think abottt ne- 
 p;ro education ? They declare that 
 the negro should first of all be 
 taught to work and thus to acquire 
 property, attach himself to the soil 
 and become a self-respecting citi- 
 zen. 
 
 /Vnd who do these Southern Edu- 
 cation "schemers" declare should 
 do the work of awakenins: a gfr eater 
 
42 
 
 SO UTHBRN 
 
 educational spirit and consciousness 
 in the South? They declare that 
 existing- educational agencies and 
 forces shall do that work— the cho- 
 sen representatives of the people of 
 the South, her state and county 
 superintendents and other educa- 
 tional leaders. 
 
 Eut are not these Southern Edu- 
 cation "schemers" attempting to de- 
 stroy the self-respect and the tra- 
 ditions of the South? Hardly. 
 Hundreds and thousands of dollars 
 have heretofore been spent in the 
 South and readily accepted for edu- 
 cational purposes by all classes. 
 The State Normal College at 
 Greensboro, North Carolina, has 
 received Peabody money for the 
 past ten years. Almost every city 
 graded school in North Carolina 
 has received and used Peabody 
 money during its early and strug- 
 gling period of growth. The same 
 thing has happened all over the 
 South. Yet no one ever before 
 raised the question that the North 
 was thereby sending us a wooden 
 horse to destroy our social system 
 and murder our traditions ! 
 
 EDUCATION 
 
 the South was begun more than ten 
 years ago by such men as Edwin 
 A. Alderman, Charles D. Mclver, 
 P. P. Claxton, and others. It would 
 be going on today even if there had 
 never been a Southern Education 
 Board ! The Southern Education 
 Board has only asked to help and 
 to assist the work already being 
 done. 
 
 Southern Education Scheme! 
 \A'hy will }'0u be so ignorant of our 
 educational history? The educa- 
 tional campaign now going on in 
 
 Southern Education "Scheme" ! 
 Indeed! Sensible thinking men 
 and women will think twice before 
 they will charge that men like the 
 late Dr. Curry, Dr. Alderman, Dr. 
 Mclver, Hon. Hoke Smith, Gov. 
 Aycock, Gov. Montague, Gov. Era- 
 zier, and scores of other patriotic 
 Southern men have any schemes to 
 foist upon the people they love. 
 These men have no "schenies." 
 
 Southern Education "Scheme" ! 
 It was Judas who betrayed his 
 Master with fair speech and a kiss. 
 The children's cause in the South 
 has been betrayed before this and 
 often by men who make fair 
 speeches, mingled with appeals to 
 prejudice and hatred. The men 
 who compose the Southern Educa- 
 tion movement appeal to the pa- 
 triotism and to the gen'fus of a free, 
 united people. Their purposes may 
 be known and read of all men. 
 
SOUTHERN 
 
 Honesty, patriotism, and the chil- 
 dren's cause! These need have no 
 "schemes" ! 
 
 What is the meaning of this whole 
 Southern Education "Scheme"? It 
 means a campaign of education for 
 decent free schools for all the chil- 
 dren and the consequent greater op- 
 portunity for all the people. That 
 is the whole "scheme." Though 
 m.en rise from the ashes of a dead 
 past, arrayed in the garments of the 
 dead gods, yet there is no other 
 meaning to this Southern Educa- 
 tion movement than that pro- 
 claimed by the patriotic Southern 
 men who are fighting the cause of 
 the children and of posterity ! 
 
 BDU CATION 43 
 
 The exhibit of the result of a 
 levy of a three-mill local school tax 
 in the fifteen rural townships of 
 Guilford County, North Carolina, 
 may be found elsewhere. Several 
 township exhibits are also given 
 showing what would be the actual 
 net result of voting a local tax in 
 that county. And what is true of 
 those townships is largely true of 
 the whole state of North Carolina; 
 what is largely true of North Caro- 
 lina is largely true of the whole 
 South. A few minutes' study of 
 the tax books will reveal the true 
 story and will silence the man who 
 says the South is too poor to have 
 better schools. 
 
 When Paul and Silas went to 
 Ephesus to preach the gospel of 
 love and light, there were those 
 who declared that "these men who 
 have turned the world upside down 
 have come hither also." And 
 straightway the appeal was made 
 to prejudice and hatred. Paul and 
 Silas were "schemers" too ! But 
 the world owes them a debt of 
 gratitude. May not Southern men 
 today bring the message of light 
 and opportunity for all the children 
 to their own people without being 
 accused of "schemes" and dark mo- 
 tives ? 
 
 If all the rural townships in 
 North Carolina would levy a three- 
 mills local school tax, they would 
 increase their present school term 
 from an average of four months in 
 the year to an average of seven 
 months. Then, by consolidating 
 the schools, teachers could be paid 
 an average salary of nearly $40 per 
 month. The North Carolina public 
 schools would be doubled in ef- 
 ficiency, in fact revolutionized, and 
 nobody would be overburdened 
 with taxation. 
 
 The record of the United States 
 for 1902 : ,$250,000,000 for schools, 
 
44 
 
 SOUTHERN 
 
 $330,000,000 for churches and 
 charity, and $1,369,098,276 for 
 drink ! Think of it : nearly three 
 times more money was spent in this 
 country last year for drink than 
 was spent for schools and churches ! 
 An averag-e of $17.33 P^^ capita for 
 drink alone — alcohol, coffee, tea, 
 cocoa! If all the people of the 
 South would stop their drink bills 
 just 365 days and give the drink 
 money to the schools, educational 
 and religious work could be revolu- 
 tionized within the next year. 
 
 There are still those in the world 
 who think that education means 
 mere book knowledge. But the 
 progress of the kindergarten, indus- 
 trial education, manual training, 
 and the like, in connection with 
 book training, gives promise of 
 what the education of the future 
 will mean for every child. 
 
 Tt is held by some that education 
 does not lessen crime ; that it merely 
 clianges the form of crime. This is 
 only another way of saying that the 
 world is not any better than it for- 
 merly was, and that universal, pop- 
 ular education is a failure. The 
 patriotic American citizen can not 
 surely be influenced by such pessi- 
 mism. 
 
 EDUCATION 
 
 Of course, everybody knows that 
 mere ability to read and to write 
 will not of itself make children bet- 
 ter, yet all men knoAv that reading 
 and writing are the tools without 
 which the blessings of all right edu- 
 cation can not be obtained ; without 
 which the children can not be 
 brought into contact with such- 
 moral and intellectual forces as will 
 form their lives to do righteousness. 
 
 ALAMANCE COUNTY, 
 
 NORTH CAROLINA. 
 
 The present rural school fund of 
 A.lamance County, North Carolina, 
 is $16,639. There are 66 white 
 schools and 28 colored schools. 
 The area of the county is 494 
 square miles and the area of the 
 average white school district is onlv 
 7.5 square miles. The present 
 school term is about four and one- 
 half months for each race. The 
 salary of the county superintendent 
 is $518, or 2.8 per cent of the school 
 fund. White teachers receive $29 
 per month and colored teachers 
 $24. 
 
 The town of Burlington, in Ala- 
 m.ance Count}-, levies a local tax of 
 30 cents on each $100 valuation of 
 property and 90 cents on each poll 
 for school purposes. This is an ad- 
 ditional tax to that levied by the 
 state. Burlington's total school 
 fund is $8,079. She pays her 
 school superintendent $1,200 a year, 
 or 14.8 per cent of the school fund. 
 
SOUTHERN EDUCATION 
 
 45 
 
 He supervises the work of ii 
 teachers. The county superintend- 
 ent must supervise 94 teachers scat- 
 tered over 494 square miles ! 
 
 If Alamance County, the rural 
 part of it, would assume the same 
 burden as the town of Burlingtoti 
 has assumed, the result would be 
 as follows : 
 
 A three-mill tax on $3,740,802 
 property would yield $11,222.40; a 
 90-cents tax on 3.393 polls would 
 yield $3,053.70, increasing- the pres- 
 ent school fund of $16,639 by $14,- 
 275.10, making a total school fund 
 of $30,914.10 for the rural districts. 
 Local taxation in Alamance County 
 means, then, an increase of the 
 present school fund by 85 per ceni. 
 Of the increased tax four-sevenths 
 of all the taxpayers would pay less 
 than 90 cents a year property tax, 
 a very slight additional burden. 
 
 Alamance County could consoli- 
 date her 66 white schools into 33 
 schools, making an average white 
 district of something like 15 square 
 miles. In such districts, locating 
 the school-house in the center, no 
 child would have to walk more than 
 2.5 miles to school. This would 
 make the total number of white and 
 colored schools 61, giving $506.80 
 annually to each school provided 
 the local tax is levied. 
 
 What would $506.80 for each 
 school in Alamance County mean? 
 It VN'ould mean the ability of the 
 county superintendent to place two 
 teachers in each school in the 
 county for six and one-third 
 
 months in each year, and pay them 
 an average salary of $40 per month, 
 instead of $26.50 as now. 
 
 Alamance County would have 
 the same number of white and col- 
 ored teachers as she now has, but 
 their efficiency could be more than 
 doubled, because the increased sal- 
 ary would secure better teachers. 
 The schools could be graded. The 
 term could be materially length- 
 ened. The 66 poor white school- 
 houses and grounds could be con- 
 verted into 33 comfortable houses 
 by proper administration. 
 
 There are eight districts in Ala- 
 mance which will vote on local tax- 
 ation this spring. But it would be 
 a great advance for the whole 
 county to take the same step. There 
 could be no doubt about the results 
 of such a step. 
 
 Finally, what is true of Alamance 
 County is true of many other North 
 Carolina communities. And what 
 is true of the rural communities of 
 North Carolina is largely true of 
 the rural communities of the entire 
 South. This definite exhibit is 
 given in order to show the friends 
 of education everywhere that the 
 improvement and revolution of the 
 rural schools of the South is not a 
 problem that must wait years for 
 solution. 
 
 THE FIELD. 
 
 WORTHY OF IMITATION. 
 
 Down at Melrose, Florida, the 
 people have become awakened to 
 the necessity of a longer school 
 
46 
 
 SO UTHBRN BD UCA TION 
 
 term. One man gave $25. A sup- 
 per and entertainment was given by 
 which $100 more was secured. 
 Then the county board took an in- 
 terest in the school Result: Mel- 
 rose has two months longer school 
 term thrai ever before. 
 
 commendable;. 
 
 The people of Boyce, Clark 
 County, A'irginia, gave an enter- 
 tainment on the night of April 3, 
 the proceeds of which will be de- 
 voted to erecting a larger and more 
 commodious school buildine. 
 
 The existence of poor school- 
 houses ni any community is as 
 much a disgrace as the existence of 
 poor church houses. 
 
 can't you do likewise;? 
 Miss Byrd, teacher of Boulevard 
 Public School, Pierce County, 
 Georgia, has awakened much edu- 
 cational interest in her community. 
 Some trees have been planted 
 around the school-house and the 
 yard put in better order. Several 
 parents have agreed to make desks 
 for the school-room. Miss Byrd 
 has raised seven dollars in cash to 
 assist the patriotic parents who arc 
 trying to put the school-house in 
 comfortable condition. 
 
 A SYxVIPTOM OF PROGRESS. 
 
 The Cason School, near Way- 
 cross, Georgia, has begun to feel 
 the influence of modern educational 
 progress. The school yard has re- 
 cently been cleared of rubbish by 
 the patrons, and four dozen shade 
 trees planted. 
 
 WORTH TRYING. 
 
 The Board of Education of Clay- 
 ton County, Georgia, has discarded 
 the one-week summer institute and 
 instead provided for a monthly 
 meeting of the teachers during the 
 school term. The meetings are 
 held for the professional discussion 
 of the subjects taught in the 
 schools, under the leadership of an 
 expert teacher. This plan will 
 doubtless be more fruitful of re- 
 sults than the one-week summer in- 
 stitute, yet the meetings are too far 
 apart. 
 
 THE PEABODY FUND. 
 
 State Superintendent J. Y. Joy- 
 ner, of North Carolina, is an ar- 
 dent advocate of the division of the 
 Peabody Fund. At his instance the 
 North Carolina legislature recently 
 passed the following resolution: 
 
 "Whereas, George Peabody gave 
 in trust for a period of thirty years, 
 for the advancement of public edu- 
 cation in the South, one million dol- 
 lars, February 7, 1867, and gave 
 one million dollars additional June 
 29, 1869; and, 
 
 "Whereas, In his letter of do- 
 nation of same date, June 29, 1869, 
 he expressed his wish in regard to 
 the final distribution of the fund as 
 follows : 'It is my desire that 
 when the trust is closed and the 
 final distribution made by your- 
 selves or your successors, all the 
 fourteen Southern states, includine- 
 Maryland, Kentucky, Missouri, and 
 Texas, shall share in that distribu- 
 tion according to their needs,' and, 
 
SOUTHERN EDUCATION 
 
 47 
 
 "WnKREAS, It is stated in the 
 public press that the trustees of the 
 Peabody Fund contemplate closing 
 the trust and concentrating the 
 fund in one large teachers' college 
 instead of distributing it among the 
 Southern States, according to their 
 respective needs ; therefore, 
 
 "Resolved, by the House of 
 Representatives, the Senate con- 
 curring : 
 
 "i. That the trustees of the Pea- 
 body Fund be requested to set aside 
 for educational purposes in North 
 Carolina the sum to which the state 
 may seem to be entitled under the 
 said deeds of trust of February 7, 
 1867, and June 29, 1869. 
 
 "2. That the Governor and the 
 Superintendent of Public Instruc- 
 tion be requested to confer with the 
 trustees of the Peabody fund in re- 
 gard to this matter." 
 
 CLUB women's EFEORTS. 
 
 The club women of Alabama are 
 trying to raise $1,000 by May ist 
 for scholarships at the Girls' In- 
 dustrial School. Thq General Edu- 
 cation Board has promised to dupli- 
 cate all scholarships up to $1,000. 
 If the $2,000 is secured, it will mean 
 the education of twenty girls who 
 would not otherwise have the op- 
 portunity. 
 
 teachers' pensions. 
 The public school teachers of 
 Virginia have recently asked the 
 General Assembly to inaugurate a 
 pension system for teachers. The 
 bill presented provides that when- 
 
 ever anv person in that state has 
 taught in any of the public or nor- 
 mal schools twenty-five years and 
 has reached the age of sixty, hav- 
 ing a record without reproach, and 
 by reason of physical or mental dis- 
 ability or infirmity, is unable to 
 teach longer, then the State Board 
 of Education shall place such 
 teacher on the retired list, to receive 
 a pension of $200 annually, payable 
 quarterly. 
 
 SCHOOL-PIOUSE DEDICATION. 
 
 Broussard Public School, Lafay- 
 ette parish, Louisiana, was dedi- 
 cated April 5th, Prof. Alcee For- 
 tier, of Tulane, delivering the dedi- 
 catory address. The school-house 
 is modern in architecture and is 
 furnished with modern desks and 
 hyloplate blackboards. There are 
 three teachers. The school build- 
 ing was erected largely by the ef- 
 forts of the patrons, not by the pub- 
 lic funds. A local tax will be voted 
 to increase the term next year. 
 PROGRESS IN GEORGIA. 
 
 County School Commissioner M. 
 L. Duggan, Plancock County, Geor- 
 gia, has offered a prize of a flag to 
 the country school which will show 
 the greatest improvement in school 
 grounds and school-room decora- 
 tion during the current year. A 
 nu.mber of schools are actively en- 
 gaged in competing for the prize. 
 The work of beautifying the school- 
 houses and grounds of Hancock 
 County has been materially ad- 
 vanced during the year by organiza- 
 tions of women. 
 
48 
 
 SOUTH URN EDUCATION 
 
 LOUISIANA PROGRESS. 
 
 The people of Calhoun district, 
 Ouachita Parish, Louisiana, are 
 talK-ing- steps to vote a local tax for 
 public schools. It is the intention 
 to make the tax large enough to 
 run an eight months' school in the 
 community hereafter. 
 
 MONROE (la.) summer SCHOOE. 
 
 The following resolution was re- 
 cently adopted at a mass meeting of 
 the citizens of Ruston, Louisiana : 
 
 "Resolved, That since the State 
 Institute Board had already located 
 a summer school in Monroe before 
 the offer of $i,ooo for the advance- 
 ment of industrial training among 
 the teachers was made to Ruston by 
 the General Education Board, and 
 wishing to co-operate most cordially 
 with the educational forces of the 
 State, and believing that the great- 
 est good for the cause of education 
 can be best accomplished by united, 
 determined effort, and believing 
 'that a great educational awakening- 
 is coming to all our people, and 
 recognizing- that it is the supreme 
 duty of every citizen to work har- 
 moniously for the greatest good to 
 the greatest number, we therefore, 
 tl'ie Citizens of Ruston, recommend 
 that the money to be invested by 
 the General Education Board for 
 'industrial education be expended in 
 the summer school of Monroe. 
 
 "J. B. AswEEE, Chciinnan, 
 "B. F. Tmomeson, Mayor." 
 
 This donation gives the summer 
 school a working fund of about 
 
 $2,500 and insures the largest at- 
 tendance of teachers and the most 
 successful school of the kind ever 
 held in the State. All North Lou- 
 isiana will be represented. 
 
 PROGRESS IN TENNESSEE. 
 
 The Tennessee legislature during 
 the present session has considered 
 bills to increase the salary of the 
 superintendent, to fix a minimum 
 salary for county superintendents, 
 uniform examination of teachers, 
 consolidation of schools, increasing 
 school revenues, compulsory at- 
 tendance, providing a six months' 
 school term. Several of these meas- 
 ures will become laws at this ses- 
 sion and all of them in the not very 
 distant future. 
 
 A HOPEFUE SIGN. 
 
 The people of Dallas, Georgia, 
 have voted 109 to 2 to issue bonds 
 for a public school building. It re- 
 quires a two-thirds majority of the 
 voters in Georgia to issue bonds and 
 lew special local taxes. The neces- 
 sary two-thirds majority in this in- 
 stance was secured and Dallas will 
 have a modern school building, 
 much to the joy of the wide-awake 
 and progressive element of her pop- 
 ulation. 
 
 LOCAL TAXATION. 
 
 ETPERAE PR0\ISI0NS OF MISSISSIPPI 
 EOCAE TAXATION EAW^S. 
 
 The following are the statutory 
 laws of ]\Iississippi as to local tax- 
 ation : 
 
so U THE RN ED UCA TION 
 
 49 
 
 Any municipality of three hun- 
 dred or more inhabitants may be 
 declared a separate school district 
 by an ordinance of the mayor and 
 board of aldermen, but shall not be 
 entitled to the rights and privileges 
 of a separate school district, unless 
 a free public school shall be main- 
 tained therein for a term of at least 
 seven months in each scholastic 
 year. 
 
 The ma}or and board of alder- 
 men of a municipality, constituting 
 a separate school district, shall an- 
 nually levy a tax sufficient to pay 
 for fuel and other necessaries for 
 its public free schools, and shall 
 make such levy of taxes as may be 
 necessary to maintain the schools 
 after tlie expiration of the four 
 months' term provided by the state, 
 or to supplement during the four 
 months for the funds distributed 
 by the state. And such munici- 
 palit}- may levy and collect taxes 
 to erect and repair school buildings, 
 and ma}^ issue bonds for that pur- 
 pose in the manner provided in the 
 chapter on municipalities. But a 
 tax in excess of three mills on the 
 dollar shall not be levied or col- 
 lected without the consent of a ma- 
 jority oi the taxpayers of the mu- 
 nicipality. 
 
 The Constitution of Mississippi 
 says : '"There shall be a common 
 school fund, which shall consist ot 
 the poll-tax (to be retained in the 
 counties where the same is col- 
 lected) and an additional sum from 
 the general fund in the state treas- 
 
 ury which together shall be suf- 
 cient to maintain the common 
 schools for the term of four months 
 each scholastic year. But any 
 county or separate school district 
 may levy an additional tax to main- 
 tain its schools for a longer time 
 than the term of four months. 
 
 FIGURES WITH A ^^lORAL. 
 
 The State Superintendent of 
 North Carolina reports that the ex- 
 tra $100,000 appropriated to enable 
 each district in the State to have a 
 four months' school term during the 
 school year 1902-03 has been spent 
 in 2,880 white and 984 colored dis- 
 tricts. There are 5,653 white dis- 
 tricts in North Carolina and 2,441 
 colored districts. Part of the extra 
 appropriation was required, there- 
 fore, . in 50.8 per cent, of the white 
 districts and in 40.3 per cent, of the 
 colored districts. However, the 
 Superintendent's report for 1902 
 showed a State school fund of 
 $1,250,000 for the rural schools, 
 after deducting amounts appor- 
 tioned to city schools and amounts 
 raised by local taxation. The aver- 
 age salary of a wdiite teacher in 
 North Carolina was $26.78 ; of a 
 colored teacher, $22.19. ^^"^ other 
 words, the average teacher received 
 $24.48 monthly for services during 
 the year 1901-02. 
 
 Again, there were 7,888 schools, 
 white and colored, taught in North 
 Carolina during the year 1901-02. 
 If the State had apportioned the 
 $1,250,000 fund to each school in- 
 
50 
 
 SO UTHERN UD UCA TION 
 
 stead of apportioning it per capita, 
 each school would have received 
 something more than $158. With 
 $158 each school could have em- 
 ployed a $25 a month teacher for 
 six and one-third months. Accord- 
 ing I0 the per capita method, the 
 average term was only four months, 
 the teacher receiving less than $25 
 per month ! 
 
 With the amount of money the 
 State has spent for her public 
 schools during the year 1902-03, she 
 m.ight have had a four months' 
 school in 8,000 districts, each 
 teacher receiving $40 per month ! 
 
 The administration of the school 
 funds of the State should receive 
 more attention from some source 
 than it has received in the past. 
 
 Tf these figures were carried a 
 step further it would be easy to 
 show that North Carolina could 
 have a thousand less white schools 
 and still have a school-house within 
 two miles of every white child in 
 the State. This would enable the 
 schools to run longer and pay their 
 teachers an increased salary. 
 
 LOCAL TAXATION. 
 
 AN EXTIiniT SHOW^ING RESULTS IN 
 FTFrEE;N RURAL TOWNSHIPS. 
 
 The following facts and figures 
 will sliow at a glance what local 
 taxation will do for the rural 
 schools of Guilford County, North 
 Carolina. Guilford County is in 
 Piedmont North Carolina. What 
 is true of Guilford is substantially 
 
 true of two-thirds of the counties 
 of the state. The figures are for 
 fifteen rural townships : 
 
 Polls 
 
 Total property 
 
 426 
 $59,923 
 
 Total 
 
 $2,700,867 
 
 Number of Persons Paying Taxes. 
 
 
 White 
 
 Color'd 
 
 Total 
 
 On Polls only 
 Unaer$MO - - 
 From $800 to $500 - 
 From $500 to $1,000 
 From $1,000 to ifii.OOO 
 From $5,000 up - 
 
 349 
 l,8-i3 
 550 
 779 
 650 
 32 
 
 178 
 
 4S5 
 
 24 
 
 13 
 
 3 
 
 527 
 2,308 
 .574 
 792 
 653 
 32 
 
 Total No. Tax-pay'is 
 
 4,183 1 703 
 
 4,886 
 
 Total taxes for schools in 15 townships $12,327 
 
 If special tax is voted, 2,568 
 
 polls at 90 cents would add .. $2,327 40 
 And $2,700 ,867 of property at 30 
 
 cents would add 8,102 60— 10,430 
 
 Making total apportionment $22,757 
 
 Increasing fund 85 per cent. 
 
 Of this increase four-sevenths of the taxpayers 
 would pay less than 90 cents property tax. 
 
 GREENL TOWNSHIP. 
 
 An exhibit showing what local 
 taxation would do for the schools 
 of Greene township, Guilford 
 Cotmty, North Carolina : 
 
 Polls 
 
 Total valuation of 
 property - - 
 
 White 
 
 Color-d 
 
 173 
 .$208,312 
 
 15 
 $1,952 
 
 Total 
 
 188 
 1210,264 
 
 Number of Persons Paying Taxes 
 
 
 White 
 
 Color'd 
 
 Total 
 
 On Poll oulv - - 
 On less than $3t0 
 On $300 to $500 
 On $500 to $1,000 - 
 On $1,000 to $5,000 
 Over $5,000 - - - 
 
 17 
 168 
 48 
 60 
 51 
 1 
 
 5 
 13 
 
 1 
 
 22 
 
 181 
 49 
 60 
 51 
 
 1 
 
 Grand total - - 
 
 345 
 
 19 
 
 364 
 
 Total apportioned for schools now $1,005 
 
 If special tax is voted, 188 polls at 
 
 90 cents would add $169 20 
 
 And $210,264 of property at 30 
 
 cents would add 630 80— 800 
 
 Making total apportionment $1,805 
 
 Increasing fund SO per cent. 
 
 Of this increase five-ninths of taxpayers would 
 paj' less than 90 cents property tax. 
 
SOUTHERN EDUCATION 
 
 51 
 
 • WASIIINCTON TOWNSHIP. 
 
 An exhibit showing what local 
 taxation would do for the schools 
 of Washington township, Guilford 
 County, North .Carolina : 
 
 
 White 
 
 Color'd 
 
 Total 
 
 Polls 
 
 Total value of prop- 
 erty 
 
 133 
 $132,060 
 
 13 
 $1,027 
 
 146 
 $133,087 
 
 Number ot Pe 
 
 rsons Paj 
 
 ing Taxes. 
 
 
 White 
 
 Color'd 
 
 Total 
 
 On Poll only - - 
 Under $800 - - 
 From $:i00 to $500 - 
 From $500 to $1,000 
 From $1,000 to $5,000 
 Over $5000 - - - 
 
 ]9 
 121 
 34 
 50 
 34 
 2 
 
 5 
 14 
 
 24 
 138 
 34 
 50 
 34 
 2 
 
 Total No. Taxpay'rs 
 
 263 
 
 19 
 
 282 
 
 Total apportionment for schools now... $ 637 00 
 If special tax is voted, 146 
 
 polls at 90 cents would add . $131 40 
 And $133,087 of properly at 30 
 
 cents would add 399 26— 530 66 
 
 Making total apportionment $1,167 66 
 
 Increasing fund 80 percent. 
 
 Of this increase four-sevenths of the taxpayers 
 would pay less than 90 cents property tax. 
 
 MADISON TOWNSHIP. 
 
 An exhibit showing what local 
 taxation would do for the schools 
 of Madison township, Guilford 
 County, North Carolina : 
 
 Polls 
 
 Total valuation of 
 property 
 
 White Color'dl Total 
 
 118 
 
 32 
 
 $111,640 $4,333 
 
 150 
 
 $115,973 
 
 Number of Persons Paying Taxes. 
 
 
 White 
 
 Color'd 
 
 Total 
 
 On Polls only - - 
 Under $300 - - - 
 From $800 to .?500 - 
 From $500 to .1; 1,000 
 From $1,000 to $5,000 
 Over $5 000 - - - 
 
 19 
 93 
 :-;o 
 39 
 31 
 
 11 
 
 33 
 
 3 
 
 30 
 126 
 33 
 39 
 31 
 
 Total No. Taxpay'rs 
 
 212 
 
 47 
 
 259 
 
 Total apportionment for schools now ... $ 682 00 
 If special tax is voted. 150 polls 
 
 at 90 cents would add $135 00 
 
 And $115,973 properly would 
 
 add 347 91— 482 91 
 
 Making total apportionment $1,174 91 
 
 Increasing fund 75 per cent. 
 
 Of this increase three-fifths of property owners 
 would pay less than 90 cents property tax. 
 
 DOvP RIVER TOWNSHIP. 
 
 An exhibit showing what local 
 taxation will do for the schools of 
 Deep River township, Guilford 
 County, North Carolina : 
 
 
 
 White 
 
 Color-d 
 
 Total 
 
 Polls - - - 
 
 J43 
 
 $146,693 
 
 18 
 $1,269 
 
 161 
 $147,962 
 
 Total value ot 
 erty - - 
 
 prop- 
 
 Number of Persons Paying Taxes. 
 
 
 White 
 
 Color-d 
 
 Total 
 
 On Poll onlv - - 
 On less than $300 - 
 On $300 to $500 
 On $500 to $1,000 - 
 On $1,000 to ,$5,000 
 Over $5,000 - - - 
 
 13 
 
 126 
 27 
 58 
 39 
 
 15 
 2 
 
 20 
 141 
 29 
 58 
 39 
 
 Total No Taxpay'rs 
 
 263 
 
 24 
 
 287 
 
 Total apportioned for schools now $ 625 00 
 
 If special taxis voted. 161 polls 
 
 at 90 cents would add $144 90 
 
 And $l47,9ii2 of propertv at 30 
 
 cents would add .' 443 88— 588 78 
 
 Making total apportionment $1,213 78 
 
 Nearly doubling fund. 
 
 Of this increase four-sevenths of taxpayers 
 would pay less than 90 cents property tax. 
 
 ROCK CKKEK TOWNSHIP. 
 
 An exhibit showing what local 
 taxation will do for the schools of 
 Rock Creek township, Guilford 
 County, North Carolina : 
 
 Polls 
 
 Total valuation of 
 property - - 
 
 White Col-,r-d 
 
 165 
 
 $265,581 
 
 37 
 .f5,654 
 
 202 
 $271,235 
 
 Number of Persons Paying Taxes. 
 
 White 
 
 Color'd 
 
 Total 
 
 On Poll only - - 84 
 Under ,$300 - - - ],3S 
 From ,$300 to $.500 - 58 
 From $500 to $1,000 45 
 From $1,000 to $5, 0001 55 
 Over $5,000 - - - 5 
 
 15 
 
 44 
 
 1 
 
 3 
 
 49 
 
 182 
 54 
 48 
 55 
 5 
 
 Total No. Taxpay'r.- 33u 
 
 63 
 
 393 
 
 Total apportioned for schools now $ 862 00 
 
 If special t ix is voted, 202 polls 
 
 at 90 cents would add $181 .SO 
 
 And $271,235 property at gO 
 
 cents would add 813 70— 995 50 
 
 Making total apportionment $1,857 50 
 
 Increasing fund 115 per cent. 
 
 Clf this increase five ninths of taxpayers would 
 pay less than 90 cents propertv tax. 
 
52 
 
 SOUTHERN BDU CATION 
 
 TEACHERS' SALARIES. 
 
 The averag'e salary of a while 
 teacher in South CaroHna last year 
 was $195.28. It is said that the 
 average cook in Charleston and 
 Columbia receives something- like 
 $200 a year ! The girls who fill the 
 bottles in the State Dispensary at 
 Columbia, with liquor, get $300 a 
 vear. South Carolina pays the 
 county jailer as much for feeding 
 and clothing criminals as she pays 
 her country school teachers. Yet 
 there is a higher standard of living- 
 expected of a teacher than of a cook 
 or of one w'ho fills bottles in a dis- 
 pensary ! 
 
 The consciousness of the public 
 must be aroused to the fact that the 
 training of children is the highest 
 calling of mankind, requiring broad 
 knowledge and careful preparation. 
 But real men and women will not 
 prepare themselves for a vocation 
 v.'hich is the last resort of the needy 
 and the physically incompetent and 
 which subjects its devotees to a life 
 of poverty and public ingratitude. 
 
 EDUCATIONAL CONDITIONS 
 IN SOUTH CAROLINA. 
 
 Speaking of educational condi- 
 tions in South Carolina, the Colum- 
 bia Bdv.cational says : 
 
 "Three months school term — 20 
 days out of the month, 5 hours a 
 day, 300 school hours out of a year 
 of 8,760; the teacher receiving the 
 nuuiificent salary of $75 a year ; this 
 teacher changing nearly every year ; 
 
 the schools unorganized, not super- 
 vised ; the teachers untrained, not 
 knowing what or how to teach and 
 with no one to show them; the 
 children being advanced in an ir- 
 regular, haphazard way. Why do 
 not some of the reformers and 
 statesmen and newspapers get hys- 
 terical about these things?" 
 
 EDUCATION OE TEACHERS. 
 
 THK TR.\I^■ING OF THE GERMAN 
 HTGII SCHOOL TEACHER. 
 
 Germany enjoys the reputation of 
 having the most efficient body of 
 I teachers in the world. This repu- 
 tation is not the result of accident 
 and is not to be attributed to any 
 peculiar favors of fortune. Ger- 
 many simply had the good sense at 
 a critical period in her history to 
 do two things : first, to define for 
 herself quite clearly the thing which 
 she needed ; and then, to work 
 definitely and heroically for the at- 
 tainment of that thing. The result 
 is an educational system which has 
 set the pace for modern states. 
 
 While we can never care to copy 
 an educational system organized for 
 the realization of social ideals so 
 different from our own, we can, 
 nevertheless, learn many lessons 
 from a careful study of German 
 ni.ethods, and none, perhaps, of 
 greater moment than that deriving 
 from the education and status of 
 the German teacher. 
 
 In 1707 Erancke opened in Halle 
 his Scininarimn selectum pracccp- 
 foriivA. During the first half of the 
 
SOUTHERN EDUCATION 
 
 53 
 
 centtirv, more than a thousand ele- 
 mentary schools were opened in 
 Prussia and supplied with teachers, 
 selected largely by Francke him- 
 self. In 1763, Frederick the Great 
 ordered that all teachers should 
 pass a state examination and that 
 to be eligible for appointment to 
 position in the elementary schools 
 supported by the crown, one must 
 have been trained in the Berlin 
 Seminary. But this, while a step 
 in the right direction, could not es- 
 tablish teaching as a profession so 
 long as many of the schools were 
 u.nder the control of the church and 
 of private patrons. In 1794, the 
 AUgciUCJnc Landrccht declared all 
 schools to be state institutions, sub- 
 ject to state control. This is the 
 foundation upon which Germany 
 bm!lt so rapidly and so effectively 
 during the century which followed. 
 In 18] o, Humbolt secured an order 
 requiring all candidates for posi- 
 tions in the higher schools to pass 
 an examination different from that 
 required for admission to holy or- 
 ders. In 1 81 2 an examination on 
 leaving the Gymiiasium was made 
 obligatory and universal. In 1834 
 this certificate of graduation from a 
 higher school was required for en- 
 trance to the university. With this 
 last step the state had command of 
 ail the machinery necessary to ele- 
 vate teaching to the plane of a pro- 
 fession. How this has been used, 
 the present requirements will show. 
 The youth looking to a position 
 in a German higher school must 
 
 first complete the full nine-year 
 course in an approved higher school 
 and pass a satisfactory leaving ex- 
 amination. If he has lost no time, 
 he is now 18 years old and ready to 
 begin his professional training. 
 Choosing the subjects which he pro- 
 poses to teach, he enters the univer- 
 sity, where he spends about four 
 vears acquiring special scholarship 
 together with a general knowledge 
 of philosophy and education. He 
 may now make application for his 
 state examination. His examina- 
 tion is conducted by a state board, 
 ccMirposed of university men, each a 
 specialist, in the subject on which 
 he will examine the candidate. The 
 examination will test the candidate's 
 proficiency in philosophy and peda- 
 gogy ; in the German language and 
 literature : in the doctrines of his 
 religion ; and finally, it will test his 
 knowledge of the subjects which he 
 proposes to teach. The candidate is 
 expected to show himself qualified 
 in four subjects and is not permitted 
 to teach any subject in which he is 
 not certificated. This examination 
 is a searching test of the candidate's 
 knowledge and of his ability to use 
 it. It reijuires an elaborate essay 
 on some theme in philosophy or 
 pedagogy and one in each of his 
 major subjects. These essays, if 
 found satisfactory, are followed by 
 an oral test. The whole examina- 
 tion requires about a year. 
 
 The candidate who has passed 
 this examination in a satisfactory 
 manner, may now enter the Semi- 
 
54 
 
 SOUTHERN EDUCATION 
 
 nary, where he spends one year in 
 gettinjy a more definite knowledge 
 of pedagogical and didactic princi- 
 ples, and a familiarity with practical 
 workings of the higher school. If 
 the performance of this year has 
 been found satisfactory, the candi- 
 date is now given a year of practice 
 teaching under the supervision of 
 an experienced gymnasium director. 
 The candidate who has successfully 
 passed this ordeal is now put upon 
 the waiting list, from which ap- 
 pointments are made as vacancies 
 occur. 
 
 The candidate is now 26 years 
 old, and may expect to wait on an 
 average five years for an appoint- 
 ment. This interval, or a large part 
 of it, is frequently spent in military 
 training, which gives to the highest 
 type of Prussian teacher that pre- 
 cision, that manly bearing, that 
 power of personal presence which 
 contribute in no small degree to his 
 efficiency. 
 
 A'Vhen he finally enters upon his 
 work as teacher, it is as a state of- 
 ficial, a highly honored member of 
 the civil service. He is now a life 
 member of a profession which gives 
 him social standing. He may now 
 stand squarely upon two feet and 
 fzice the world frankly without of- 
 fering any apology for his existence. 
 And when he is old, the state, to 
 which he has given his life, grants 
 him a pension in recognition of his 
 service. 
 
 Germany is thus served by a body 
 of men equipped for the service. 
 She will have none other. 
 
 A few features of this system are 
 worthy of special remark. In the 
 German system there is sufficient 
 central control to insure a high 
 standing of efficiency. The church 
 or the private individual who would 
 serve Germany must submit to state 
 supervision and must live up to its 
 standard of excellence. 
 
 In the second place, it is not pos- 
 sible for boys and girls even to be- 
 come candidates for immediate elec- 
 tion to positions in higher schools. 
 These schools are staffed with ma- 
 ture men and men of mature schol- 
 arship. Each man is a trained spec- 
 ialist in his subject. In the third 
 place, his professional training is 
 given him, not as a substitute for 
 scholarship, but to supplement the 
 sound scholarship which it requires 
 as its basis. Germany in this lives 
 up to the sentiment of President 
 Striker : "You can't put a fine edge 
 on pot metal." Finally, Germany is 
 served by men who give their lives 
 to the profession. No girl will 
 think of spending thirty years of 
 her life getting ready to enter a pro- 
 fession which she expects to use as 
 a means of making money with 
 which to buy her trousseau; no 
 young man can use it as a stepping- 
 stone to law, medicine, or business. 
 
 In America the graduate of the 
 high school may be returned imme- 
 diately to that same school as 
 teacher ; in Germany, the graduate 
 of the higher school has had about 
 twelve years of maturing with a 
 thorough test of efficiency before 
 being permitted to enter the higher 
 
SOUTHERN EDUCATION 
 
 55 
 
 school as teacher. Here is a differ- 
 ence worthy of our consideration. 
 
 W. R. 
 
 RURAL SCHOOL-HOUSES. 
 
 RKPOKT OF WORK DONE BY THE OFFI- 
 CERS OF THE FORSYTH COUNTY 
 (X. C. ) ASSOCIATION FROM NOV. 
 20 TO DECEMBER 20, I902. 
 
 When the officers of the Women's 
 Forsyth County Association for the 
 Improvement of Pubhc Schools be- 
 gan work they found that Forsyth 
 had seventy schools, eight thousand 
 school children, only four thousand 
 attended school, and of that number 
 only three thousand attended regu- 
 larly. Six schools, one of them col- 
 ored, had libraries ; one had pictures 
 on the walls ; three had maps ;" one 
 had introduced manual training and 
 was struggling almost hopelessly to 
 raise funds to continue the work. 
 All of the school-houses except fovu* 
 were good and most of them were 
 new. The majority of the teachers 
 were doing faithful work, and when 
 the average attendance is small the 
 fault seems to be largely due to ig- 
 norant parents and indifferent com- 
 mitteemen. From November 20th 
 to December 20th the ladies have 
 driven 225 miles, visited 34 schools, 
 attended teachers' institutes, and 
 talked with parents, teachers, com- 
 mitteemen and children, trying to 
 impress upon all the necessity for 
 libraries, clean school-houses w'itli 
 pictures on the walls, and neat 
 grounds. Thev have recommended 
 
 that windows be washed and stoves 
 polished ; that door-mats be pro- 
 vided so muddy little feet would not 
 transform school floors into real 
 estate ; that wood boxes hold the 
 stove wood ; and that papers and 
 lunch boxes be burned instead of 
 being thrown out of doors. 
 
 They have endeavored by everv 
 means in their power to interest 
 committeemen and parents in the 
 schools in their charge, and have 
 succeeded beyond their expecta- 
 tions. Of the thirty-four schools, 
 thirty-two have promised to im- 
 prove house and grounds and so 
 win the set of Youth's Companion 
 pictures given by that paper to every 
 school so doing. In a recent letter 
 from the editors it is very gratify- 
 ing to read : 
 
 "V»'e are hearing every day from 
 schools where you have visited. 
 The teachers tell us of their interest 
 in the movement, and the energy 
 with which they propose to go at 
 the work of improvement. All 
 teachers who have thus written 
 have received pictures." 
 
 Twenty-one of the thirty-four 
 schools have promised to work for 
 libraries, eight having already sent 
 in their money, while the others 
 liope to raise the necessary amount 
 soon after the Christmas holidays. 
 ]\Ir. Robert Ogden has presented a 
 set of Perry pictures to each of the 
 seventy schools, and, in addition, 
 has sent forty pictures to be given 
 as prizes to ' the teachers raising 
 monev for a librarv. 
 
56 
 
 SO UTHBRN ED UCA TION 
 
 The officers have been deeply 
 touched b}' the many invitations 
 thcv have received from teachers 
 and coniniiUccmen to visit schools, 
 a:ul are greatly encouraged by the 
 increasing number of people who 
 cohie to meet them on their school 
 visits. 
 
 As some of the schools had no 
 names, the Board of Education gave 
 the ladies the privilege of remedy- 
 ing such a state of affairs, and three 
 schools have been christened: "The 
 Robert C. Ogden," "The Perry Ma- 
 son," and "The Katharine Clark." 
 
 The plan of work is as simple as 
 it is systematic : The county is di- 
 vided into townships, each school in 
 the township is visited, its needs and 
 possibilities discussed with teachers, 
 parents and committeemen, a com- 
 plete record is made of the number 
 of scholars, average attendance, 
 condition of house and grounds. 
 When extra work has been done by 
 teachers and pupils to improve ex- 
 isting conditions special note is 
 niade of it. A full report is then 
 published in the local papers, copies 
 being sent to all interested. This 
 has been of great advantage, as 
 teachers take pride in having good 
 reports, and, in addition, it keeps 
 the county in touch with the schools 
 and the work of the association. 
 
 vSo satisfactorily has the work 
 progressed that by another year the 
 officers can turn it over to others, 
 and begin similar work in one of the 
 nearby mountain counties. 
 
 Lucy Braailette; Patterson. 
 
 "With us legislators study the 
 will of the multitude, just as nat- 
 ural philosophers study a volcano, 
 not with any expectation of doing 
 aught to the volcano, but to see 
 what the volcano is about to do to 
 them." — Horace Mann. 
 
 RIGHT EDUCATION. 
 "Every son, whatever may be his 
 expectations as to fortune, ought to 
 be so educated that he can superin- 
 tend some part of the complicated 
 machinery of social life; and every 
 daughter ought to be so educated 
 that she can answer the claims of 
 humanity, whether those claims re- 
 quire the labor of the head or the 
 labor of the hand." 
 
 — Horace Mann. 
 
 THE TEACHER'S REWARD. 
 
 A school-teacher in a northern 
 city recently received this letter : 
 
 "My Dear Teacher : When I left 
 you I went West and have traveled 
 over the Rockies. I was in the 
 mines several years, two years pros- 
 pecting in Smoky Gulch until I dis- 
 covered the Alice Brozvn mine. En- 
 closed is a check for five hundred 
 dollars, the first gold taken from the 
 mine. Take it. It is yours. You 
 earned it, getting the bad out of me. 
 I have been oft'ered fifty thousand 
 dollars for the mine. When it is 
 sold. I am coming to see the woman 
 who made a man out of a bad boy. 
 I remain, as ever. Yours, 
 
 "Jack Ruggles." 
 
APRIL 16, 1903 
 
 Price 50 cents per year 
 
 Southern 
 Education 
 
 ^ 
 
 
 Without halting, without re^S^/^/O^iN^^ ' 
 
 Lifting better up to best; 
 
 Planting seeds of knowledge pure, 
 
 Through earth to ripen, through heaven endure. 
 
 — Emerson. 
 
 "The State will do its duty when it makes it 
 possible for every child within its limits to 
 attend, free of expense, a kindergarten, a 
 common school, and a high school, taught by 
 capable teachers, administered by competent 
 officials, and fostered and sustained by the 
 dignity and influence of the Commonwealth." 
 
 — W. W. Stetson. Maine. 
 
 The Tennessee Campaign 
 Local Taxation 
 The Field 
 
 SOUTHERN EDUCATION BOARD, Kaoxville, Teon., Pubtisfaers 
 
 jTiade for entry at Postoffice at Knoxvill? 
 as second-class matter. 
 
 NUMBER 6 
 
^outbcrn £6ucation 
 
 Published weekly, at Knoxville, Tenn., 
 by the Bureau of the Southern Education 
 Board. 
 
 SuBschiPTioN Prick: 
 
 One year 50 cents 
 
 Three montlis 15 cents 
 
 Address: SOUTHEKN EDUCATION BOARD 
 Knoxvillk, Tknn. 
 
 Thursday April 16, 1903 
 
 The teacher is the real center of 
 all cflucation. Among the educa- 
 tional problems, therefore, which 
 must be solved before our schools 
 become efficient the teacher problem 
 is perhaps the most vital. He must 
 be trained to teach. He must pos- 
 sess more than a little knowledge 
 which is the common property of 
 mankind. 
 
 Tn Minnesota 4,200 of the 12,600 
 public school teachers have been 
 trained in normal schools. A/[inne- 
 sota has five state normal schools 
 for thic training of teachers. 
 
 One million people live in one- 
 room cabins in Georgia. And 
 Georgia is not the only state, a laro-e 
 portion of whose population lives in 
 the same kind of houses. The pity 
 of the story is not that those people 
 r.re pcor. l)ut that they are both 
 poor ard iner?.cient. Whr.l is lack- 
 
 ing to make that 1,000,000 people 
 \\'orth more to the Church, to the 
 State, to themselves ? 
 
 IMail carriers, policemen, firemen, 
 niu-ses, dressmakers, good cooks, 
 typewriters, all get more wages an- 
 nually than teachers, yet the teach- 
 er's work demands more extensive 
 and expensive preparation for ef- 
 ficiency than any of the occupations 
 named. 
 
 At a county edticational meeting, 
 held at Hillsville, \^irginia, on April 
 3rd and 4th, the question of better 
 schools, additional taxes, consolida- 
 tion and grading of the country 
 schools, and kindred subjects were 
 discussed. The meeting was not as 
 largely attended as the Carroll Jour- 
 nal, of Hillsville, thinks it should 
 h.ave been. The Journal is moved 
 to remark that "if it had been a 
 political meeting, called to hear a 
 battle of words between rival candi- 
 dates, there would have been ten 
 times as many people present" as 
 were present at this educational 
 nieeting. Don't worry, beloved, the 
 people go to hear what they are in- 
 terested in hearing. The thing for 
 all of us I0 do is to talk school and 
 
SOUTH BRA' 
 education until the people are 
 aroused and interested. Down in 
 North Carohna Dr. Mclver, Gov- 
 ernor Aycock, ex-Governor Jarvis, 
 and the school campaign speakers 
 can get as large crowds to hear 
 them talk school as the political 
 speakers can get to hear them talk 
 politics. There is hope for Virginia 
 and the whole South. What has 
 happened in North Carolina can 
 happen everywhere. Constant, per- 
 sistent campaign work will tell. 
 
 P.DUCATION 
 
 59 
 
 TENNESSEE CAMPAIGN. 
 
 PRRI.IMINARY STEPS TAKEN AT 
 NASHVILLE, APRIL 7-9. 
 
 Pursuant to a call issued by State 
 Superintendent A. S. Mynders 90 
 of the 96 county superintendents of 
 Tennessee, many city superintend- 
 ents, school directors, and friends of 
 education assembled at Nashville, 
 Tuesday evening, April 7th, to dis- 
 cuss educational conditions. The 
 conference held its sessions in the 
 chapel of the Peabody Normal Col- 
 lege, and adjourned Thursday 
 night, April 9th, after formally 
 adopting the following resolutions : 
 
 "We, the school officials of the 
 State, in conference assembled, fa- 
 vor a vigorous educational cam- 
 paign being made in every county 
 and district in the State, it being 
 necessary to create public sentiment 
 favorable to and demanding an im- 
 provement in our public schools. 
 We suggest : 
 
 "First, Agitation for an increased 
 school fund by the State. 
 
 "Second, Local taxation for edu- 
 cational purposes. 
 
 "Third, Consolidation of weak 
 schools into strong central schools. 
 
 "Fourth, Higher training of 
 teachers and the encouragement of 
 those who wish to make teaching a 
 Hfe profession. 
 
 "Fifth. Encourage the establish- 
 ment of teachers' and pupils' li- 
 braries. 
 
 "Sixth, The establishment of one 
 or more high schools in each county. 
 
 "Seventh, The elimination of 
 politics and nepotism from the pub- 
 lic schools. 
 
 "Eighth, Intelligent and economic 
 expenditure of the school money." 
 
 Notable addresses were made by 
 Governor James B. Frazier, Super- 
 intendent Mynders, Dr. G. R. 
 Glenn, of Georgia, Dr. Charles D. 
 Mclver, of North Carolina, Dr. 
 \^'allace Buttrick, of the General 
 Education Board, Prof. P. P. Clax- 
 ton. Dr. Charles W. Dabney, and 
 others, all emphasizing the impor- 
 tance of education and the necessity 
 of awakening the people to the end 
 tiiat they will demand better educa- 
 tional facilities for their children. 
 
 LOCAL TAXATION. 
 An exhibit showing what local 
 taxation would do for the school in- 
 terests of two townships in Pitt 
 County, North Carolina, if a three 
 mills property and a go cents poll 
 tax were levied : 
 
6(3 so vrt^tiRN nn vcA rtoM 
 
 GREBlNVlIwLE TOWNSHIP. SUMMER SCHOOLS. 
 
 Polls - - - 
 Total property 
 
 White 
 
 587 
 $1,255,267 
 
 Color'd 
 
 503 
 $65,876 
 
 1,090 
 1,321,143 
 
 Number of persons paying taxes. 
 
 
 White 
 
 Color'd 
 
 Total 
 
 On poll only 
 " less than $300 - 
 " $ 300 10 % 500 - 
 " $ 500 to $1000 - 
 " .$1000 to $5000 - 
 " over $.5000 - - 
 
 111 
 389 
 115 
 UO 
 %U 
 53 
 
 265 
 
 344 
 
 27 
 
 21 
 
 12 
 
 376 
 733 
 142 
 161 
 266 
 53 
 
 Total No. Taxpay''r> 
 
 1,062 
 
 G69 
 
 1,731 
 
 Total apportioned for schools now $3,607.70 
 
 If special tax is voted 1,090 
 
 polls would add $ 981.00 
 
 And $1,321,143 property 
 
 would add 3,963 43— $4,944,43 
 
 $8,552.13 
 
 Making total apportionment 
 
 Increasing fund 137 per cent. 
 
 Greenville township embraces the 
 town of Greeneville, yet 1,109 of the 
 1,731 taxpayers would pay less than 
 go cents additional tax if the local 
 tax were levied. 
 
 farmvilli; township. 
 
 
 White 
 
 Color'd 
 
 Total 
 
 Polls 
 
 219 
 $443,943 
 
 231 
 $20,391 
 
 453 
 
 Total property 
 
 $464,334 
 
 Number of Persons Paying Taxes. 
 
 
 White 
 
 Color'd 
 
 Total 
 
 On Pull only 
 
 " lessthiin $300 
 
 " $300 to $500 
 
 " .f 500 to $1,1 00 
 
 " $1,000 to $0 000 
 
 " over $5,000 
 
 15 
 168 
 29 
 54 
 
 87 
 9 
 
 52 
 
 205 
 
 8 
 
 6 
 
 1 
 
 67 
 373 
 37 
 60 
 88 
 9 
 
 
 
 Total No. Taxpaj'r.c 
 
 362 
 
 272 
 
 634 
 
 Total apportioned for schools now $1,455 00 
 
 If special tax is voted, 453 polls 
 
 would add $ 107 70 
 
 And $464,334 propeity would 
 .add 1,393 00 — $1,800 70 
 
 Making total apportionment $3,255 70 
 
 Increasing fund, 124 per cent. 
 
 In Farmville township 440 out 
 of 634 taxpayers would each pay 
 less than 90 cents of the local tax. 
 
 TUSKliGEE. 
 
 The Tuslcegee Normal and In- 
 dustrial Institute at Tuskegee, Ala., 
 will hold a summer school for col- 
 ored teachers beginning Monday, 
 June 29, 1903. Special features of 
 the school will be kindergarten 
 work, manual training, nature study 
 and industrial courses, together 
 with courses of lectures by eminent 
 educators of both races. Especial 
 attention will be given to primary 
 methods. 
 
 COLUMBIA. 
 
 The South Carolina College, Co- 
 lumbia, has issued an attractive cir- 
 cular, announcing Spring Term for 
 Teachers, of six weeks, from April 
 13 to May 22, designed for teachers 
 whose school term may admit of at- 
 tendance. By special act of the leg- 
 islature such students are exempted 
 from tuition and other college fees. 
 Th.eir only expenses will be for 
 board. 
 
 SUMMER SCHOOIv OP THE SOUTH. 
 
 The second session of the Sum- 
 mer School of the South will be 
 held at Knoxville, Tennessee, June 
 23 to July 31, 1903. The faculty 
 consists of 90 members ; 150 courses 
 of studv will be offered, so arranged 
 into schools as to permit continuity 
 of study. Preparations have been 
 made to avoid overcrowding of 
 classes and to accommodate the 
 2,500 teachers expected to attend 
 this year. More than 2,000 were 
 
.^OVTHURN UDVCATION 
 
 61 
 
 enrolled last year. The faculty this 
 year will be an especially strong one. 
 Primary methods will be given large 
 attention, quite a number of the best 
 known primary teachers in the 
 United States having been secured. 
 The primary work will be illustrated 
 with classes of children. A large 
 number of general lecturers have 
 also been secured. All railroads 
 will sell round-trip tickets for one 
 first-class fare, plus 25 cents. 
 
 PEACODY. 
 
 The I'eabody College for Teach- 
 ers, Nashville, Tennessee, will hold 
 its second summer session June 3 to 
 July 29, 1903. Work will be done 
 in primary and elementary subjects 
 and methods, secondary and college 
 courses, and in psychology and edu- 
 cation. The railroads will sell 
 round-trip tickets for one fare. 
 
 MISSISSIPPI. 
 
 The University of Mississippi an- 
 nounces its Summer School for 
 Teachers to be held June 16 to July 
 23, 1903. The courses embrace 
 common school subjects, high school 
 and college subjects, pedagogy, psy- 
 chology, special work for superin- 
 tendents, institute conductors, edu- 
 cational campaigners, Sunday 
 school institute work. There will 
 be a number of general lecturers, 
 including Hon. G. R. Glenn, Dr. 
 Edward Gardner Murphy, Dr. 
 Wallace Buttrick, Dr. Mclver, Dr. 
 Branson, Bishop Galloway, Profes- 
 sor Claxton, and others. 
 
 THE FIELD. 
 
 A PUBUC LIBRARY. 
 
 By a vote of four to one, the peo- 
 ple of Union, South Carolina, de- 
 cided, on April 7th, to appropriate 
 $1,000 annually to maintain the free 
 public library recently given the 
 city by Andrew Carnegie. Mrs. 
 B. G. Clifford was the chief pro- 
 moter of the library movement. 
 
 RANDOLPH COUNTY, N. C. 
 
 Three white school districts were 
 recently consolidated in Columbia 
 township, Randolph County, and 
 two colored districts in another 
 township. Providence township 
 will vote a local tax for schools on 
 May 7th. 
 
 I'RANKLIN COUNTY, N. C. 
 
 At a meeting of the county board 
 of education, April 7th, without a 
 dissenting voice in the communities, 
 six white schools in one township 
 were consolidated into two. One of 
 the large districts is to have an $800 
 building and the other a $600 build- 
 ing, half of the money in each case 
 having already been donated by citi- 
 zens. Four other communities ap- 
 plied for consolidation with an of- 
 fer of $250 each to consolidate 
 about ten schools. This consolida- 
 tion will probably be accomplished 
 in the near future, as the campaign 
 for it is now going on. In Dunn's 
 township three public school-houses 
 have been built this year at an av- 
 erage cost of $600 each. The whole 
 township is about ready to vote a 
 special tax for schools. Pilot school, 
 
6^ 
 
 SOUTHERN BDtJCATtoM 
 
 of whicli Miss Una Davis is the 
 teacher, with a total school popula- 
 tion of 78 children, has an enroll- 
 ment of 72 and an average daily at- 
 tendance for the entire term of 
 o'v4- 
 
 WILKESBORO, N. C. 
 
 Wilkesboro, the county seat of 
 Wilkes County, North Carolina, 
 voted a local tax and in favor of es- 
 tablishing a graded school, on April 
 7th. State Superintendent Joyner 
 recently made three educational ad- 
 dresses in the county. A movement 
 has also begun there to consolidate 
 school districts. Two other small 
 towns are soon to vote on the local 
 tax question. 
 
 WEST VIRGINIA. 
 
 The State Superintendent of West 
 Virginia proposes to have the law 
 fix the minimum school term in that 
 state at six months. Many districts 
 have only four months at present. 
 There is also a movement on foot to 
 enact a compulsory school law, con- 
 solidate schools, and to raise the 
 minimum salary that can be paid 
 teachers. 
 
 GREENVILLE, NORTH CAROLINA. 
 
 On April 7th, Greenville, Pitt 
 County, North Carolina, voted $10,- 
 000 bonds to erect a public school 
 building. Greenville has a large 
 negro population. Ex-Governor 
 Thomas J. Jarvis, who is an earnest 
 advocate of popular education, lives 
 at Greenville. 
 
 UNION CITY, TENNESSEE. 
 The fourth annual meeting of the 
 West Tennessee Educational Asso- 
 
 ciation will be held at Union City, 
 iMay 8th and 9th. Such subjects as 
 the profesional training of teachers, 
 industrial education in the rural 
 schools, and school libraries, will be 
 discussed. Governor James B. Fra- 
 zier. Superintendent J. H. Hinemon, 
 of Arkansas, Professor P. P. Clax- 
 ton, and State Superintendent Myn- 
 ders, of Tennessee, will take part in 
 the discussions. 
 
 JASPER, GEORGIA. 
 The town of Jasper, Pickens 
 County, Georgia, voted April 7th to 
 issue $3,000 worth of bonds for the 
 purpose of equipping a suitable 
 school building for the town. The 
 work on the new school building 
 will begin at once. 
 
 CLAYTON COUNTY, GA. 
 
 By a recent resolution of the 
 School Board of Clayton County, 
 Georgia, all the rural schools of the 
 county have been placed under a 
 gt-aded system. The School Board 
 and the County Superintendent are 
 taking preliminary steps towards 
 such an organization of their- 
 schools as will make possible the 
 more efficient supervision of them. 
 The ungraded school is soon going 
 to be a thing of the past. 
 
 WHITWELL, TENNESSEE. 
 
 The citizens of Whitwell, Marion 
 County, Tennessee, whose schools 
 were recently closed on account of 
 mud and water around the building 
 and an epidemic of sickness, have 
 started a movement to build a school 
 house to cost $5,000. A mass meet- 
 
so U TH ERN ED UCA TION 
 
 63 
 
 iu'j; on April ist appointed a coni- 
 niit*^ce to raise the necessary funds. 
 Something over $i,ooo has already 
 been subscribed by the citizens of 
 the town. It is said the Miners' 
 I'nion will doubtless make an as- 
 essmcnt to assist in raising the 
 necessary funds. 
 
 WILKES COUNTY, N. C. 
 
 The school districts of Eschol and 
 Oakwood, in Wilkes County, North 
 Carolina, were consolidated at a 
 mass meeting held on Saturday, 
 A]:)ril 4th. The mass meeting fur- 
 ther decided on the location of the 
 new school-house which will be 
 within two miles of every child in 
 tlie district. These two districts 
 contain about 65 pupils each ; the 
 consolidated district will contain 
 m.ore than 130. The new school- 
 house will be erected during the 
 summer months. 
 
 GREENE COUNTY, VA. 
 
 An educational conference of the 
 Seventh Congressional District of 
 \'irginia was held at Stannardsville, 
 Greene County, on April 9th and 
 loth. Besides the county superin- 
 tendents of the district, there were 
 present Dr. Paul B. Barringer, 
 President of the University of Vir- 
 ginia, Dr. Charles W. Kent, of the 
 I'niversity of Virginia, and Super- 
 intendent Vawter, of the Miller 
 Mamial Training School. 
 
 MONROE, LA. 
 
 The Parish School Board of 
 Monroe, Louisiana, on April 4th, 
 voted to expend $6,000 to build an 
 
 annex to the Central High School 
 building of Monroe. Work on the 
 biulding will begin at once. 
 
 EAFAVICTTE, LA. 
 
 At the dedication of the Brous- 
 sardville school, Lafayette, Louisi- 
 ana, on Sunday, April 5th, Rever- 
 end Father Rouget unqualifiedly en- 
 (U^rsed the movement for popular 
 education and called upon all pres- 
 ent lo sign the petition for a special 
 tax, himself setting the example by 
 first signing. Father Rouget's 
 speech had telling eiTect. All pres- 
 ent crowded forward to sign the pe- 
 tition. 
 
 METHODIST EDUCATION BOARD. 
 
 Dr. J. D. Hammond, Secretary of 
 the Board of Education of the 
 Methodist Episcopal Church, South, 
 has sent out circulars calling atten- 
 tion to the fact that eight-tenths of 
 the vSouthern people live in the 
 country and receive their element- 
 ary education in the country schools. 
 The circulars also call attention to 
 the resolution of the General Con- 
 ference of the ]\Iethodist Church at 
 Dallas, which Conference by resolu- 
 tion urged upon all Methodist peo- 
 ple the vital importance of the rural 
 schools. The resolution called upon 
 all Methodist educators, presiding 
 elders, preachers, and church mem- 
 bers generally to give to the move- 
 ment for the improvement of rural 
 schools their hearty endorsement 
 and active cooperation. 
 
 DUBLIN. GEORGIA. 
 
 The School Board of Dublin, 
 
64 
 
 SOUTHERN EDUCA TION 
 
 (/Georgia, unanimously adopted a'j 
 resolution on March 31st, prohibit- j 
 ing hereafter any married woman 
 from holding" a position in the Dub- 
 lin public schools. A resolution was 
 also passed prohibiting any member 
 of the Board from voting for any 
 relative candidate for the position of 
 teacher. 
 
 NEW DKCATUR, AI^ABAMA. 
 
 The New Decatur (Ala.) Adver- 
 tiser of April 3rd was issued in the 
 interest of the Gordon School Li- 
 brary of New Decatur. The enter- 
 prise netted the school library a 
 handsome sum. 
 
 GEORGIA. 
 The County School Commission- 
 ers of Georgia will meet in conven- 
 tion in Macon on April 14 to 16. 
 State School Commissioner W. B. 
 Merritt has arranged the program, 
 wliich consists of addresses on such 
 subjects as the duties of the county 
 board of education, qualifications of 
 colored teachers, agriculture in the 
 common schools, local taxation, and 
 the like. This convention will be 
 attended not only by the County 
 School Commissioners but by mem- 
 bers of the County Boards of Edu- 
 cation, City School Su]3erintendents, 
 and others interested in the cause of 
 education. 
 
 ITONEA rATlI, S. C. 
 
 The people of Honea Path, South 
 Carolina, on April 7th voted to issue 
 $8,000 worth of bonds for erecting 
 a new public school building at that 
 place. The present public school 
 
 building is too small to accommo- 
 date the children. The bond elec- 
 tion was carried by a vote of 62 to 9. 
 
 CONSOLIDATION IN SOUTH CAROLINA. 
 
 Hall township, Anderson County, 
 South Carolina, now has five schools 
 for white children with an average 
 attendance of 15 to 45 children in 
 each school. There are five to eight 
 grades in each school with only one 
 teacher. Instead of the five schools, 
 it is proposed to establish two 
 graded schools which will have an 
 average attendance of more than 
 100 pupils each. The children who 
 live more than two miles from the 
 new school-houses will be trans- 
 ported to and from school each day 
 diiring the term. The Anderson 
 Daily Mail says that the school 
 trustees have been moved to take 
 this step because they desired better 
 public schools and better school fa- 
 cilities, declaring that many of the 
 people are leaving the farms in that 
 section and moving to town in order 
 to educate their children. This is 
 the first instance of consolidation in 
 South Carolina. 
 
 LAKE CHARLES, LA. 
 
 Rev. George B. Hines, of Lake 
 Charles, Louisiana, on Sunday, 
 April 5th, preached a sermon in that 
 city in which he called the attention 
 of his audience to the miserable 
 school accommodations given to the 
 children of Lake Charles. The city 
 has 750 children in its schools; the 
 school-rooms are full as well as the 
 ante-rooms and the halls of the 
 building. If all the preachers in 
 Lake Charles will preach a sermon 
 along the same line a new school 
 building will doubtless be the result. 
 Rev. Mr. Hines could hardly have 
 taken a better subject or one in 
 which there is more practical re- 
 ligion. 
 
APRIL 23, 1903 
 
 Price 50 cents per year 
 
 Southern 
 Education 
 
 "There is only one cure for tHS public dis- 
 tress; and that is public education directed to 
 make men more thoughtful, merciful, and just " 
 
 —John Ruskin. 
 
 " Let us cherish our public schools as the 
 looms, and our teachers as the weavers who 
 weave the wondrous destiny for the nations " 
 
 —John Fiske. 
 
 Some Supervision Data 
 
 The Race Question 
 
 Some Illiteracy Statistics 
 
 The South Carolina Campaign 
 
 Church and School House Statistics 
 
 School House Improvement Recommendations 
 
 The Field 
 
 SOUTHERN EDUCATION BOARD, Knoxville, Tenn., Publishers 
 
 VOL. 1 
 
 Application made for entry at Postoffice at Knoxville 
 as second-class matter. 
 
 NUMBER 7 
 
SOUTHERN EDUCATION BOARD 
 
 Executive Board of the 
 Conference for Educa- 
 tion in the South - - 
 
 Robert C. Ogden, Dr. Chas. W. Dabney, Dr. E. A. Alderman, Dr. C. D. 
 Mclver, Dr. H. B. Frissell, Geo. Foster Peabody, Rev. Wallace Buttrick, 
 D. D., Hon. H. H. Hanna, Wm, H. Baldwin, Jr., Dr. Albert Shaw, Dr. 
 Walter H. Page, and Edgar Gardner Murphy 
 
 Officers 
 
 President, Robert C. Ogden, New York City 
 
 Secretary, Dr. Charles D. Mclver, Greensboro, N. C. 
 
 Treasurer, George Foster Peabody, New York City 
 
 Supervising Director, Plon. J. L. M. Curry, Washington, D. C. 
 
 Bureau of Information and Investigation : Director, Dr. Chas. W. 
 Dabnej' ; Secretary, Charles I,. Coon, Knoxvillc, Tenn. 
 
 District Directors : Dr. Charles D. Mclver, Greensboro, N. C, Dr. E. 
 A. Alderman, New Orleans, La., Dr. H. B. Frissell, Hampton, Va. 
 
 Campaign Committee: Hon. J. L. M. Curry, Chairman; Dr. Chas. W. 
 Dabney. Dr. Charles D. jMcIver, Dr. E. A. Alderman, Dr. H. B. Frissell 
 
 General Field Agents : Dr. G. S. Dickerman, New Haven, Conn. ; Prin 
 Booker T. Washington, Tuskegee, Ala. 
 
 Field Agents for Virginia : Hon. H. St. George Tucker, Lexington, Va., 
 and Dr Robert Frazer, Richmond, Va. 
 
 Field Agent for Alabama, J. B. Graham, Talladega, Ala. 
 
 Executive Secretary associated with the President, I\Ir. Edgar Gard- 
 ner Murphy, Montgomery, Ala. 
 
 J\ mw$ tacal for bis CbiW, 
 
 "The best the world can teach him he shall know, 
 Tiie best his land can give him, he shall see, 
 And trace the footsteps where iiis fathers trod ; 
 See all the beauty that the world can show. 
 And how it is that freedom makes men free, 
 And how such freemen love and serve their God." 
 
 — Edxoard Everett Hale. 
 
Soutbern lEbucation 
 
 Published weekly, at Knoxville, Tenn., 
 by the Bureau of the Southern Education 
 Board. 
 
 SuBSCKiPTiON Prick: 
 
 One year 50 cents 
 
 Three months 15 cents 
 
 ADDRESS: SOUTHERN EDUCATION BOARD 
 Knoxville , Tenn. 
 
 Thursday, April 23. 1903 
 
 "The greatest thing a teacher 
 ever brings to a child is not subject- 
 matter, but the upHft which comes 
 from heart contact with a great per- 
 sonaHtv." — Search. 
 
 The rural school problem includes 
 better teaching, better supervision, 
 better houses, rural libraries, a 
 longer school term, and some device 
 by which the work of the rural 
 school will come near the life of the 
 people and make that life better. 
 
 There is no great school in the 
 South for the training of expert 
 educational leaders. There are 
 many schools that train lawyers, 
 doctors, and preachers, but no 
 schools that are training county and 
 city superintendents. Must the 
 leaders of the children remain for- 
 ever untrained? 
 
 It behooves every Southern State 
 that inaugurates an educational 
 campaign in favor of better schools 
 to inaugurate at the same time some 
 movement that will provide for the 
 better training of teachers. The un- 
 trained teacher is the most expen- 
 sive part of our present educational 
 system. 
 
 The rural country schools can 
 never become efficient without ex- 
 pert supervision, no matter how 
 much money is raised for their sup- 
 port. The future of the rural 
 schools is intimately connected with 
 the training of supervisors and 
 teachers who will wisely expend the 
 public school funds, which awak- 
 er.ed public sentiment will provide. 
 
 Some of the cities and towns of 
 the South have found that it pays 
 well to employ a competent super- 
 visor for their schools. Those 
 Southern counties that learn the 
 same lesson first will take the first 
 great step toward the solution of 
 the complex rural school problem. 
 
 It must never be forgotten that 
 the teacher is the real center of all 
 education, not the place where 
 
66 SOUTHERN 
 
 school is kept. A larger view of 
 educational conditions in the South 
 must convince any one that an 
 awakened sentiment in favor of 
 better schools must be intelligently 
 directed. Expert educational lead- 
 er? are necessary. But those leaders 
 are vet to be trained. 
 
 SOUTH CAROLINA CAM- 
 PAIGN. 
 
 DECLARATION OF THE SOUTH CARO- 
 LINA EDUCATIONAL CONFERENCE 
 AT COLUMBIA, APRIL IITII. 
 ''Regarding it as beyond discus- 
 sion that universal education is ab- 
 solutely necessary for the true solu- 
 tion of those problems which will 
 ever confront a free government, 
 recalling that the faith of our State 
 was pledged by our fathers to the 
 support of schools for all the people 
 by the act of the assembly of 1710. 
 which declared it was necessary that 
 a free school be conducted for the 
 youth of the province affording in- 
 struction in the arts and sciences 
 and useful learning; reaffirming 
 that 'as the people of the past 
 owed a duty to us, so we owe a duty 
 to all who follow us ;' that 'the com- 
 monwealth exists chiefly for the 
 children of today and those of the 
 future,' and that the principles of 
 the Christian religion as well as of 
 humanity and of sound economics 
 demand that we recognize and meet 
 this obligation when taken in its 
 widest form of expression, there- 
 fore : 
 
 EDUCATION 
 
 "We, an 'educational conference 
 assembled in the city of Columbia 
 this April nth, 1903, do make and 
 addre'ss to the people of South Car- 
 olina the following declaration: 
 
 "i. No free government can 
 long exist without an educated citi- 
 zenship ; this condition can not be 
 secured except by a system of edu- 
 cation which shall provide free 
 schools for all the children of the 
 State — a system which shall furnish 
 such training as will prepare every 
 child intelligently to perform all the 
 services demanded of him in his re- 
 lations to family, society, church, 
 and State. 
 
 "2. The people of South Caro- 
 lina have made a noble effort to 
 meet this obligation, but the actual 
 facts of our educational conditions 
 show that the battle for popular 
 education has not yet been com- 
 pletely won, and therefore demand 
 renewed and organized effort on the 
 part of all who love the State. 
 Some of these facts are : ( i ) the 
 length of our school term is 88.4 
 days per annum ; the average in the 
 United States is 145; (2) the aver- 
 age salary of teachers is, per month, 
 in South Carolina, $31.25; in the 
 United States, $48.00; salary per 
 annum in South Carolina, $138.12; 
 in the United States, $338.00; (3) 
 average cost of education per capita 
 for enrolled pupils in South Caro- 
 lina, $3.65 ; in the United States, 
 $20.29; (4) the statistics also show 
 that 35.9 per cent, of the entire pop- 
 ulation and 18 of every 100 whites 
 
SOUTHERN BDU CATION 
 
 67 
 
 over 10 years of age are classed as 
 illiterate. 
 
 "To remedy this state of affairs is 
 clearly our duty now, and the 
 remedy lies in hard, persistent work 
 for those schools which alone can 
 offer an opportunity for an educa- 
 tion to that great mass of our de- 
 serving and patriotic citizens who 
 live in the rural districts. 
 
 "In view of the supreme impor- 
 tance to the commonwealth of bet- 
 ter schools in these rural districts, 
 this conference, invoking the aid of 
 the two great agencies, the pulpit 
 and the press, and the cooperation 
 of all good citizens, declares itself 
 in favor of : 
 
 "i. Local supplementary taxa- 
 tion as necessary alike to the moral 
 and financial support of efficient 
 public schools, and hence persistent 
 agitation, for the general extension 
 of this plan, already adopted in our 
 State by one-sixth of our school dis- 
 tricts. 
 
 "2. Better training and payment 
 of teachers, expert supervision, 
 longer school terms and courses of 
 study adapted to the economic con- 
 ditions and wants of the people. 
 
 "3. The consolidation, wherever 
 practicable, of weak schools into 
 larger and stronger organizations. 
 
 "4. The improvement of school- 
 houses and grounds, with better 
 equipment for teachers. 
 
 "5. A systematic campaign, not 
 only with these ends in view, but 
 
 also for the purpose of arousing 
 popular interest in education. 
 
 "The conference, therefore, rec- 
 ommends that a campaign execu- 
 tive committee of three be appointed 
 to organize and conduct the cam- 
 paign for carrying out the purposes 
 of this declaration." 
 
 Governor D. C. Heywood, State 
 Superintendent O. B. Martin, and 
 President D. B. Johnson, of Win- 
 throp College, were chosen as the 
 campaign committee to direct the 
 educational campaign, which will be 
 inaugurated at once. 
 
 $14,000 FOR RURAL SCHOOLS 
 
 NEW BUILDINGS TO BE ERECTED IN 
 MECKLENBURG COUNTY, NORTH 
 CAROLINA — RURAL LIBRARIES. 
 
 "The county board of education 
 held its regular monthly meeting in 
 the office of the county superintend- 
 ent at the court house yesterday 
 morning at 10 o'clock. The board 
 authorized Prof. R. J. Cochran, the 
 county superintendent of public 
 education, to make application to 
 State Superintendent of Public In- 
 struction Joyner for a loan of 
 $6,000 from the appropriation of 
 $200,000 set aside for rural schools 
 by the last legislature, the loan to 
 be used in 'building new school- 
 houses in the county during the 
 next two years. 
 
 "The districts in which the school 
 houses are to be erected will have 
 to furnish half the amount required 
 
68 
 
 SO UTHBRN ED UCA TION 
 
 in the Ijuilding. For instance, if 
 the building- costs $600, $300 of that 
 sum would be raised by the local 
 school committee, and the other 
 half taken from the loan of $6,000, 
 which will be repaid in annual in-' 
 stallments of $50, with interest at 
 4 per cent. 
 
 "This loan of $6,000 added to the 
 sum of $8,000 appropriated by the 
 Southern Education Board and 
 raised by local subscriptions makes 
 a total of $14,000 available for the 
 building of rural school houses in 
 this county. Sums from the educa- 
 tional fund of $8,000 will be al- 
 lowed to districts voting a special 
 school tax, and will not have to be 
 repaid by the district. 
 
 "The board yesterday ordered 
 that instead of being used for a 
 summer institute for one week, the 
 $200 allowed for that purpose be 
 used in carrying out the plan of 
 Prof. Cochran for the teachers' 
 summer school at Davidson, which 
 will last four weeks. 
 
 "Rural libraries were issued to 
 three districts : District No. 2, 
 Providence township ; District No. 
 I, Back Creek, Crab Orchard town- 
 ship, and District No. i, Clear 
 Creek township. These libraries 
 cost $30 each, $10 of the money 
 being raised by subscription in the 
 district, $10 from the county school 
 fund, and $10 being appropriated 
 by the State. There are now six of 
 these libraries in the county and six 
 more may be secured." — Charlotte 
 Daily Observer, April 14th. 
 
 THE RACE QUESTION. 
 
 RHPRESKNTATTVE OPINIONS FROM RE)- 
 CIJNT DISCUSSIONS. 
 
 MAUISON SQUARE MEETING. 
 
 At a gre^t mass meeting held in 
 Madison Square Garden, New 
 York City, April 14th, in the inter- 
 est of Tuskegee Normal Institute, 
 Tuskegee, Alabama, ex-President 
 Grover Cleveland was the principal 
 speaker. Among the prominent 
 persons present were Mayor Seth 
 Low, presiding. Dr. Lyman Abbott, 
 Mr. Edgar Gardner Murphy, Mr. 
 W. H. Baldwin, Jr., and Booker T. 
 Washington, all of whom made ad- 
 dresses. 
 
 Mr. Cleveland said, in part : 
 
 "I believe that the days of Uncle 
 Tom's Cabin are past. I do not be- 
 lieve that either the decree that 
 made the slaves free or the enact- 
 ment that suddenly invested them 
 with the rights of citizenship, any 
 more purged them of their racial 
 and slavery-bred imperfections and 
 deficiencies than that it changed the 
 color of their skin. 
 
 "I believe that among the nearly 
 9;000,ooo negroes who have been 
 intermixed with our citizenship 
 there is still a grievous amount of 
 ignorance, a sad amount of vicious- 
 ness and a tremendous amount of 
 laziness and thriftlessness. I be- 
 lieve that these conditions inexor- 
 ably present to the people of the 
 L'nited States, to each in his envir- 
 onment and under the mandate of 
 good citizenship, a problem which 
 neither enlightened self-interest nor 
 
SOUTHERN EDUCATION 
 
 69 
 
 the higher motive of human sym- 
 pathy will permit them to put aside. 
 
 "I believe our fellow-countrymen 
 in the Southern and late slave-hold- 
 ing states, surrounded by about 
 nine-tenths, or nearly 8,000,000, of 
 this entire negro population, and 
 who regard* their material pros- 
 perity, their peace and even the 
 safety of their civilization, inter- 
 woven with the negro problem, are 
 entitled to our utmost consideration 
 and sympathetic fellowship. 
 
 "I am thoroughly convinced that 
 the efforts of Booker Washington 
 and the methods of Tuskegee Insti- 
 tute point the way to a safe and 
 beneficent solution of the vexatious 
 negro problem at the South ; and I 
 know that the good people at the 
 North who have aided these efforts 
 and methods, have illustrated the 
 highest and best citizenship and the 
 most Christian and enlightened 
 philanthropy. 
 
 "I cannot, however, keep out of 
 my mind tonight the thought that, 
 with all we of the North may do, 
 the realization of our hopes for the 
 negro must, after all, mainly de- 
 pend — except so far as it rests with 
 the negroes themselves — upon the 
 sentiment and conduct of leading 
 and responsible white men of the 
 South, and upon the maintenance of 
 a kindly and helpful feeling on their 
 part towards those in their midst 
 who so much need their aid and en- 
 couragement. 
 
 "I do not know how it may be 
 with other Northern friends of the 
 
 negro, but I have faith in the honor 
 and sincerity of the respectable 
 white people of the South in their 
 relations with the negro and his im- 
 provement and well-being. They 
 do not believe in the social equality 
 of the race and they make no false 
 pretense in regard to it. That this 
 does not grow out of hatred of the 
 negro is very plain. It seems to me 
 that there is abundant sentiment 
 among the Southern whites towards 
 the negroes to make us doubt the 
 justice of charging this denial of 
 social equality to prejudice, as we 
 usually imderstand the word. Per- 
 haps it is born of something so 
 much deeper and more imperious 
 than prejudice as to amount to a 
 racial instinct. 
 
 "Whatever it is, let us remember 
 that it has condoned the negro's 
 share in the humiliation and spolia- 
 tion of the white men of the South 
 during the saturnalia of reconstruc- 
 tion days, and has allowed a kindly 
 feeling for the negro to survive the 
 time when the South was deluged 
 by a perilous flood of indiscrimin- 
 ate, unintelligent and blighting 
 negro suffrage. Whatever it is, let 
 us try to be tolerant and considerate 
 of the feelings and even the preju- 
 dice of racial instinct of our white 
 fellow-countrymen of the South, 
 who, in the solution of the negro 
 problem, must, amid their own sur- 
 roundings, bear the heat of the day 
 and stagger under the weight of the 
 white man's burden." 
 
 Dr. Lyman Abbott said : 
 
70 
 
 SOUTHERN EDUCATION 
 
 "The South deserves great credit 
 for taking up, as it has, an untried 
 problem in helping the negro to help 
 himself. And the North has given 
 her scant credit. She has given him 
 schools that the North has refused 
 him, and has done many other 
 things towards his future that the 
 North never thought of. We made 
 the msitake of giving him suffrage 
 first, and the unfortunate negro has 
 had to suffer ever since. What the 
 negro wants is education. It all 
 depends upon education whether 
 the negro will be a shackle to our 
 feet or wings to our body." 
 
 THT; GiiNliRAL EDUCATION BOARD. 
 
 In speaking of the race question 
 at Rock Hill, South Carolina, April 
 15th, Dr. Wallace Buttrick is thus 
 reported to have spoken : 
 
 In the strongest terms possible he 
 declared that it is not the purpose of 
 the General Education Board to col- 
 onize a set of teachers from the 
 North ; they do not want to shape 
 the customs, manners, ideas and 
 thought of any section. They have 
 no independent programme to force 
 upon any people. 
 
 UNION LEAGUE CLUB MEETING. 
 
 "Mr. Robert C. Ogden, a man 
 whose name is prominently associ- 
 ated with the movement, (the 
 Southern Education Board), and 
 who has been presiding over the 
 Conference for Education, is a busi- 
 ness man of national reputation, 
 having for years been the executive 
 man in one of the largest mercantile 
 
 establishments in the United States, 
 and is about as far removed from 
 fanaticism and fadism as any man 
 in the country. At a meeting of the 
 Union League Club, of New York, 
 the other night, when Mr. John S. 
 Wise and some other rampant gen- 
 tlemen of the North urged the club 
 to adopt a resolution urging Con- 
 gress to reduce the representation 
 of every State which has eliminated 
 the negro vote, it was Mr. Ogden 
 who got up and opposed and suc- 
 ceeded in defeating it on the plea 
 that it was meddlesome and that the 
 South should be permitted to solve 
 these problems in its own way." — 
 Editorial, Richmond Times - Dis- 
 patch, April 15th, 1903. 
 
 FROM "the outlook." 
 
 "The negroes will remain here as 
 a separate race. Blacks and whites, 
 Africans and Anglo-Saxons will not 
 intermarry. The two races will 
 never intermingle as the Anglo- 
 Saxon and the Norman races inter- 
 mingled in Great Britain. Never 
 m.eans a long time ; and if any doc- 
 trinaire is inclined on scientific or 
 other grounds to question this asser- 
 tion, let us say that there is no pros- 
 pect of any such absorption of the 
 negro race by the white race in our 
 time, or in any time now to be taken 
 account of. The race problem will 
 not be solved, so far as this genera- 
 tion can see, by any intermingling 
 of the races. If it were so solved, it 
 would be by the deterioration of one 
 race, if not of both. Irish, Ger- 
 mans, Poles, Hungarians, may pos- 
 
so UTHBRN ED UCA TION 
 
 71 
 
 sibly in time lose their distinctive 
 peculiarities and be merged in one 
 American race — the negroes never. 
 The Southern protest against social 
 equality is fundamentally a protest 
 against race deterioration. It may 
 sometimes foster prejudice; but it is 
 not itself a prejudice. It is a just, 
 natural, divine instinct for the 
 preservation of the race. Negroes 
 and whites share in this instinctive 
 desire for the separation of the 
 races." 
 
 ALABAMA ILLITERACY. 
 
 "The Southern press is justly in- 
 dignant at the illiteracy figures 
 which are being published by some 
 of their Northern contemporaries. 
 For instance, it is stated that in 
 ]\lassachusetts there are but 1,547, 
 while in Alabama there are 66,072 
 illiterate children, but no mention is 
 made of the fact that most of the 
 illiterate Alabama children are col- 
 ored." — Exchange. 
 
 The facts, according to Census 
 iQoo, Yol. II, Part II, Page 470, 
 Table 84, are as follows : 
 
 Alabama has 443,590 persons 
 over 10 years old who can not read 
 and write, classified as illiterate. Of 
 that number 103,570 are native 
 whites, 338,707 are negroes, and 
 1,313 are foreign whites; in all, 
 4.43,590 illiterate persons. 
 
 See also Census 1900, Vol. I, p. 
 970, for these facts : 
 
 There are 224,212 native white 
 voters in Alabama, 30,966 of whom 
 are illiterate. There are 180,798 
 
 colored male persons over 21 years 
 old in Alabama, 107,399 of whom 
 are illiterate. 
 
 Illiterate native white persons in 
 Alabama, Census, 1900, Vol. II, 
 Part II, p. 426: 10 to 14 years old, 
 18,769; 15 to 20, 14,886; 21 to 24, 
 8,609; 25 to 34, 15.748; 35 to 44, 
 15-042; 45 to 54; 15,676; 55 to 64, 
 7,716; 65 and over, 6,759. 
 
 Illiterates who could not tell their 
 ages, 365. ' 
 
 AN OLD SUBJECT AND ITS 
 MEANING. 
 '*We are not pioneers in this great 
 educational movement ; it is older 
 than any of us, older than North 
 Carolina itself. In the first consti- 
 tution ever adopted by the State we 
 read that the fathers declared re- 
 ligion, morality and knowledge, be- 
 ing essential to prosperity, educa- 
 tion shall be forever encouraged. 
 Education does not mean merely 
 teaching one to read and write; it 
 means bringing out and developing 
 all that is good in anything and re- 
 pressing the bad. Ever)'thing that 
 is of any benefit to the world is the 
 outgrowth of education. The dog 
 who knows how to do something 
 well is a happier dog than the 
 worthless cur who does not know 
 how to do anything and simply 
 skulks about the street. The edu- 
 cated man is a happier man than 
 be who has never been trained to 
 do anything. The educated man is 
 filled to overflowing and has some- 
 thing left for others. 
 
72 
 
 SOUTHERN BDUC AVION 
 
 "Primarily, wc are all placed in 
 this world to develop ourselves and 
 to make the most of ourselves. 
 Education is essential to good gov- 
 ernment. No government is really 
 good with only a part of the people 
 educated." — Governor Charlus B. 
 Aycock, at Burlington, North Car- 
 olina. 
 
 SCHOOL HOUSE IMPROVE- 
 MENT. 
 
 RF,COMMKND.^TIONS OF THE OFFI- 
 CERS OF THE FORSYTH COUNTY 
 (n. C.) association for THE IM- 
 TROVEMENT OF SCHOOL HOUSES. 
 
 Por the County. — We, the Presi- 
 dent and Vice-President of the For- 
 syth County Association for the 
 Improvement of County Schools, 
 recommend : 
 
 (i) That the officers of each 
 countv association visit every school 
 in the county, attend as many town- 
 ship institutes as possible, talk with 
 parents, teachers, and committee- 
 men, and make a full report of each 
 school in the local papers, sending 
 copies to all interested. 
 
 (2) That teachers be encour- 
 aged to visit parents, to put forth 
 every effort to raise funds for a 
 library, and to sign a pledge to keep 
 the school house and grounds neat 
 and attractive, for which The 
 Youth's Companion will send a set 
 of pictures. This will arouse public 
 interest, and much good will result ; 
 but, recognizing that improvement 
 must come from within and that our 
 
 schools will not be permanently 
 benefited until four classes of people 
 can be reached and influenced, that 
 is, careless children, ignorant pa- 
 rents, indiiiferent committeemen and 
 easy-going teachers, we do further 
 recommend : 
 
 (3) That schools be made so at- 
 tractive by means of books and pic- 
 tures that children will want to 
 come, and that parents be visited by 
 teachers and committeemen who 
 will talk to them of the benefits of 
 education. 
 
 (4) That in order to interest 
 committeemen in the schools in 
 their charge, at the annual "County 
 Normal" one day be set apart as 
 "School Day," and each committee- 
 man be asked to make a full report 
 of his school ; what improvements 
 have been made during the year, 
 and what changes, if any, he would 
 advise. 
 
 (5) That this report be fol- 
 lowed by one from the teacher hav- 
 ing the highest average attendance, 
 explaining the plan adopted to in- 
 duce scholars to attend school regu- 
 larly. As this means much extra 
 work for the teacher, it would seem 
 only just that at the close of her re- 
 port she be presented with a prize 
 of twenty dollars. 
 
 (6) That all children who have 
 not missed a day from school be also 
 invited to attend this meeting, and 
 be given as a prize a year's sub- 
 scription to The Youth's Compan- 
 ion. Coming weekly, the influence 
 of that paper for good would be 
 
SOUTHERN EDUCATION 
 
 73 
 
 cumulative, and the entire family 
 would read it. 
 
 (7) That some prominent man 
 be asked to make a short address, 
 and present these prizes. 
 
 Rccoimncndations for the State. 
 — ( I ) We recommend that the 
 State President appoint County 
 Presidents in each County. 
 
 (2) That yearly meetings be 
 held, composed of the President- 
 General, the State and County Pres- 
 idents, the State and County Super- 
 intendents, a member of the South- 
 ern Education Board, and others in- 
 terested in the cause of education. 
 
 (3; That full reports be made 
 by all. with time for discussion after 
 each report. 
 
 Rcconiincndalions for the South- 
 ern Board of Education. — Believing 
 that great benefits would ensue to 
 the cause of Southern education if 
 the widely scattered educational ac- 
 tivities of the women could be uni- 
 fied and directed into one great 
 helpful channel, the officers of the 
 Forsyth Association do further rec- 
 ommend : 
 
 ( 1 ) That a woman be added to 
 the list of Directors of the Southern 
 Education Board. 
 
 (2) That she be President-Gen- 
 eral of the Woman's Association for 
 the betterment of Public School 
 Houses in the South. 
 
 (3) That her duties shall be to 
 go to all the Southern States, ap- 
 point State Presidents, visit colleges 
 
 and school*; and secure their active 
 support, attend the annual State 
 meetings, hear reports and make 
 suggestions, keep an accurate rec- 
 o^'d of the progress of the work in 
 each State, and in every way co- 
 operate with the Southern Educa- 
 tion Board. 
 
 Mrs. Lindsay Patterson, 
 President. 
 
 Mrs. Eugene Ebert, 
 
 Vice-President. 
 
 NEW GRADED SCHOOLS. 
 
 The following North Carolina 
 towns will likely vote a local tax 
 and establish graded schools, be- 
 ginning this fall : 
 
 Pofula- 
 Name. County tion 
 
 in 1900. 
 
 Madison Rockingham 813 
 
 Westfield Surry U2 
 
 Swan Quarter Hyde • 128 
 
 Roxboro Person ; 1021 
 
 Graham Alamance 2052 
 
 Tryon '. Polk 324 
 
 LaGranee I.enoir 853 
 
 Greenville Pitt 2565 
 
 Lenoir Caldwell 1296 
 
 Hope Mills Cumberland 881 
 
 Williamston Martin 913 
 
 Weldon Halifax 1433 
 
 Plymouth Washington 1011 
 
 Edenton., .: Chowan 3046 
 
 Spring Hope Nash 666 
 
 Forest City Rutherford 
 
 Raeford Cumberland 
 
 Pelham Caswell 
 
 Roper Ivv Washington 
 
 Scotland'Neck Halifax 
 
 Morganton Burke 
 
 Clinton Sampson 
 
 Elizabeth City Pasquotank 
 
 Columbia Tyrrell 
 
 Copeland Surry 
 
 Mt. Prospect 
 
 Louisburg Franklin 
 
 Eight districts Alamance 
 
 1090 
 
 175 
 
 58 
 
 423 
 
 1348 
 1938 
 
 938 
 6348 
 
 382 
 
 1178 
 
 The schools to be established will 
 include the territory adjoining many 
 of these towns, which means a 
 much wider school influence than 
 would seem to be indicated by the 
 population. 
 
74 
 
 SOUTHERN BDU CATION 
 
 LOUISIANA ILLITERATES. 
 
 Native white male illiterates and 
 literates over 21 years old, by 
 parishes : 
 
 Per Cent 
 Pariah Literates. Illiterate. Illiterate. 
 
 Acadia 2170 1725 42.2 
 
 Ascension 1557 569 26.7 
 
 Assumption 1349 1066 44.1 
 
 Avovelles 2066 1376 39.9 
 
 Bienville .. 1962 93 4.5 
 
 Bossier . 1244 65 4.9 
 
 Caddo 3600 98 2.6 
 
 Calcasieu 4487 1081 19.4 
 
 Caldwell 819 82 9.1 
 
 Cameron 435 249 31.7 
 
 Catahoula 1905 303 13.7 
 
 Claiborne 1980 94 4.6 
 
 Concordia 460 22 4.5 
 
 De Soto 1748 131 6.9 
 
 East Baton Rou^e .. 2304 91 3.7 
 
 Kast Carroll 288 5 1.7 
 
 East Feliciana. ..1265 118 8.5 
 
 Franklin ... 806 98 10.8 
 
 Grant 1844 287 13.4 
 
 Iberia 2057 896 30.3 
 
 Iberville 1622 841 17 8 
 
 Jackson 1087 146 11.8 
 
 Tefferson 1398 350 20.0 
 
 Lafayette 1459 1167 44.4 
 
 Lafourche 1964 2021 50.7 
 
 Lincoln 1905 139 6.8 
 
 Livingston 1052 375 26.2 
 
 Madison 318 11 3.3 
 
 Morehouse 926 47 4.8 
 
 Natchitoches 2411 538 18.2 
 
 Orleans 40825 784 1.8 
 
 Ouachita 1758 146 7.6 
 
 Plaquemines . 939 247 20.8 
 
 Pointe Coupee 1092 363 24.9 
 
 Prapides 3696 408 9.9 
 
 Red Rivtr 793 73 8.4 
 
 Richland 727 67 8.4 
 
 Sabine 2186 486 18.1 
 
 St. Bernard 391 173 30.6 
 
 St. Charles .877 122 24.4 
 
 St. Helena 769 84 9.8 
 
 St. Tames 1225 356 22.5 
 
 St. "John Baptist 779 245 23.9 
 
 St. Landry 2780 2265 44.8 
 
 St. Martin _ 1023 970 48.6 
 
 St. Mary 1916 621 24.4 
 
 St. Tammany 1528 234 13.2 
 
 Tangipahon 2488 224 8.2 
 
 Tensas 374 T 1.8 
 
 Terrebonne 1524 1893 47.7 
 
 Union 2272 200 8.0 
 
 Vermilion 1583 1765 52.7 
 
 Vernon 1877 242 11.4 
 
 Washington 1099 237 17.7 
 
 Webster 1531 71 4.4 
 
 West Baton Rouge 439 94 17.6 
 
 West Carroll 304 57 15.7 
 
 West Feliciana 531 27 4.8 
 
 Winn 1433 256 15.1 
 
 Twenty parishes have more than 
 20 native white illiterate voters out 
 of every loo voters. 
 
 things in regard to the subject mat- 
 ter of his work : first, its natural 
 properties, qualities and powers ; 
 and secondly, the means of modify- 
 ing and regulating them with a 
 view to improvement." — Horace; 
 Mann. 
 
 THEEIELD. 
 
 interp:sting items of education- 
 
 AI, news happenings THROUGH- 
 OUT THE SOUTH. 
 
 Beverly Manor and South River 
 districts, Augusta County, Virginia, 
 closed a six months' term of public 
 school on April loth. The school 
 officials were much discouraged by 
 the falling off in attendance during 
 the sixth month. They say they 
 can not understand the reason why 
 parents take their small children 
 from school when they can be of no 
 service to them on the farms. Some 
 of the people, however, in that lo- 
 cality appreciate a longer school 
 term. The schools in Beverly 
 Manor district will have an extra 
 term of oiie month, the teachers be- 
 ing paid for tlie extra month by the 
 patrons of the schools. 
 
 "Surely, it will not be denied that 
 a workman should understand two 
 
 The Augusta (Ga.) Herald has 
 inaugurated a movement in that city 
 for the formation of home garden- 
 ing associations in the public 
 schools, for the purpose of encour- 
 aging the children to plant flowers. 
 The plan is for teachers to distrib- 
 ute seeds with cards giving full in- 
 structions for planting and raising 
 
so UTHBRN BD UCA TION 
 
 75 
 
 each flower. When the school re- 
 opens in the fall, each class will 
 give, in case the plan is adopted, a 
 flower exhibit to show what has 
 been accomplished during the sum- 
 mer. 
 
 of the city, and the ladies of the club 
 were thanked for the work they had 
 already accomplished in that direc- 
 tion. 
 
 The people of Faliah school dis- 
 trict, Washington Parish, Franklin- 
 ton, Louisiana, on March 7th voted 
 a special tax of five mills, for a 
 period of ten years, for the purpose 
 of obtaining better free public 
 schools in that district. The Parish 
 of Washington already levies a gen- 
 eral two mills tax for public schools. 
 
 The people of Lafayette Parish, 
 Lafayette, Louisiana, formally dedi- 
 cated their new public school house 
 at Ridge, on April nth. The school 
 house is named "Burke" in honor of 
 Mr. Charles Burke, who bore half 
 the expense of the erection of the 
 building. Addresses were made by 
 Professor B. C. Caldwell and others. 
 The building is modern in archi- 
 tecture and furnishings. 
 
 The School Board of Caddo Par- 
 ish, vShreveport, Louisiana, has 
 created a school district out of 
 Ward Five. A petition is in circu- 
 lation asking the Police Jury to or- 
 der a special election for the pur- 
 pose of voting a local tax for schools 
 in that district. The people of sev- 
 eral other districts in the parish are 
 contemplating the same action. 
 
 The Era Civic Club, of Shreve- 
 port, was recently granted $250 for 
 beautifving the high school srrounds 
 
 The executive committee, charged 
 with the conduct of the North Caro- 
 lina educational campaign, which 
 committee is composed of Governor 
 Charles B. Aycock, Dr. Charles Mc- 
 Iver, and State Superintendent J. 
 Y. Joyner, are planning an exten- 
 sive educational campaign in North 
 Carolina this summer. Congress- 
 man Jolin H. Small, ex-Governor 
 Thomas J. Jarvis. Hon. Cyrus B. 
 Watson, President George T. Win- 
 ston, and many other leading men 
 have consented to give considerable 
 time to the campaign. The canvass 
 will cover the entire state and the 
 subjects of local taxation, better 
 school houses, better supervision, 
 better teachers, and rural libraries 
 will be brought to the attention of 
 the people. The North Carolina 
 Association for the promotion of 
 better school houses will conduct a 
 series of meetings at which the im- 
 provement and beautifying of coun- 
 try school houses will be discussed. 
 Already Superintendent Joyner, 
 Governor Aycock, and Dr. Mclver 
 are engaged in the campaign. The 
 work of the campaign proper, how- 
 ever, will begin about May ist. 
 Superintendent E. C. Brooks, of 
 Monroe, will be secretary of the 
 campaign committee, and will have 
 charge of arranging dates for 
 speakers, sending out literature, and 
 
76 
 
 SOUTHERN EDUCATION 
 
 the like. The day has come, in 
 North CaroHna, when a public 
 speaker need not talk politics to get 
 a hearinsf. 
 
 The State Superintendent of 
 North Carolina has compiled figures 
 showing that for the past three 
 years that State has spent $704,- 
 587.30 for the public education of 
 negroes. North Carolina has spent 
 for negro public schools, since 1874, 
 $5,380,770.74. The negroes p^ay 
 annually about one-fourth the 
 amount spent on their schools. 
 
 A bill was introduced in the Gen- 
 eral Assembly of Virginia, on April 
 13th, fixing the minimum salary of 
 public- school teachers at $40 per 
 month. 
 
 A bill has been drafted for pre- 
 sentation to the next legislature of 
 Alabama, providing for the re-dis- 
 tricting of the State according to 
 centers of population and natural 
 surroundings. The bill also pro- 
 vides for the appointment of a 
 County Board of Education in each 
 county, whose duty it shall be to 
 create and locate schools and em- 
 ploy teachers. The three township 
 trustees are not to have power in 
 the future to employ teachers, locate 
 schools, and the like. Their power 
 will hereafter be only supervisory. 
 
 The trustees of the Kingstree 
 scohol district, Kingstree, South 
 Carolina, have called an election for 
 
 April 27th, to decide whether or not 
 the town shall issue $7,000 worth 
 of bonds for the purpose of building 
 and equipping a new school house. 
 There seems to be no doubt that the 
 issue will be decided in favor of the 
 new school house. 
 
 The county court of McMinn 
 County recently voted to establish a 
 county high school at Athens, Ten- 
 nessee, and at the same time levied 
 a sufficient tax to purchase a suit- 
 able building in which to carry on 
 the school. 
 
 Gwinnett County, Georgia, has 
 been making great educational 
 progress within the last year. The 
 old school houses at Oak Grove, 
 Ozora, Nazareth, Carter, Pharr, 
 Sam Craig, and Leonora have been 
 torn down or abandoned and mod- 
 ern buildings erected instead. Old 
 Berkshire and, Miller districts have 
 been consolidated and a new and 
 modern school building erected at 
 Union. Pleasant Grove and Ber- 
 muda schools have been consoli- 
 dated and a $500 modern school* 
 house built at a central point for 
 the two districts. Cedar Creek and 
 the Perry schools have also been 
 consolidated and a $400 school 
 house built. The territory of Piney 
 Grove, Ebenezer, Sharon, River 
 Springs and Goodwin school dis- 
 tricts has been added to adjoining 
 districts. The school houses of 
 Union, Garner, Prospect, Gwinnett 
 Hall, Cedar Creek, Ozora, Sam 
 
SOUTHERN EDUCATION 
 
 77 
 
 Craig, Sugar Hill, Grayson, Center- 
 ville, and Oak Shade have been 
 painted, and many other school 
 buildings repaired. 
 
 More than fifty applicants for 
 teacher's license have failed to make 
 any grade whatever, which proves 
 that the standard for teaching in 
 that county has been raised. 
 
 The sum of $1,353.75 has been 
 raised by the people of the school 
 districts of Peach Tree, Sandy 
 Roads, Mechanicsville, Jackson, 
 Sweet Guniy Gloster, Oakland, 
 Mount Pleasant, Braden, Sam 
 Craig, Robert, Union, Chattahoo- 
 chee, Harris, Midway, Goddess, 
 ]\Iackendree, Beaver Run, Leonora, 
 Zion, Hayne's Creek, Suwanee, 
 Pharr, Meadows, Centerville, Cedar 
 Creek, Thompson's Mills, Duncan's 
 Creek, Hog Alountain, Rock Spring 
 and Snellville. These districts will 
 receive a like sum for their schools 
 from the General Education Board. 
 
 Laurens, South Carolina, has a 
 live public school and a live super- 
 intendent. The superintendent has 
 had during the year a series of lec- 
 tures by leading educators of South 
 Carolina and other states. Music 
 has been introduced in the first five 
 grades, manual training in the third, 
 fourth and fifth grades ; and draw- 
 ing in all the grades. A library has 
 also been established. The school 
 grounds have been terraced, trees 
 have been planted, and grass sown. 
 This is the record of one live and 
 progressive school superintendent 
 for one vear. 
 
 At Lafayette, Louisiana, on April 
 nth, Governor W. W. Heard, Pro- 
 fessor Alcee Fortier and Professor 
 Caldwell spoke at an educational 
 rally to more than one thousand 
 people. The speakers were enthu- 
 siastically received and applauded, 
 Governor Heard making an earnest 
 and straightforward appeal for 
 better schools and higher standards 
 of civic virtue. All the speakers 
 emphasized the importance and the 
 necessit}^ of education and local 
 taxation as a means for acc{uiring a 
 longer school term and better, 
 teachers. 
 
 The Lafayette (La.) Advertiser 
 says that the movement for special 
 school taxes in the parish of Lafay- 
 ette, which was .inaugurated at 
 Broussardville, on Sunday, April 
 5lh, promises to be successful in 
 that parish. 
 
 The Police Jury of Natchitoches, 
 Louisiana, on April 6th passed an 
 ordinance authorizing a special elec- 
 tion in Ward 2 of that parish, for 
 the purpose of voting a five mills 
 tax for five years for school pur- 
 poses. A similar ordinance was 
 passed for holding a special election 
 in Robeline district for the purpose 
 of voting a five mills tax for ten 
 years for the support of public 
 schools. 
 
 The people of Tifton, Georgia, 
 voted on April 15th in favor of is- 
 suing $12,000 worth of bonds with 
 which to erect a new school build- 
 
78 
 
 SOUTHERN EDUCATION 
 
 ing- in that town. For some time 
 Tifton has been wasting money 
 patching up an old and worn-out 
 school house. 
 
 The Parish School Board of 
 Acadia, Louisiana, on April 4th ap- 
 propriated $600 with which to pay 
 the expenses of its teachers while 
 attending the summer normal school 
 at New Iberia, Louisiana. 
 
 The County Court of Knox 
 County, Tennessee, recently appro- 
 priated $1,000 with which to pay 
 the tuition of Knox County teachers 
 attending the Summer School of 
 the South, LTniversity of Tennessee, 
 Knoxville, June 23 to August i, 
 1903. 
 
 The town of Anderson, South 
 Carolina, recently voted $15,000 
 worth of bonds for school purposes. 
 The town of Bamberg, in that State, 
 has also voted $10,000 for a new 
 school building. The School Board 
 of Greenville, South Carolina, has 
 begun a movement to issue bonds 
 for a new school building. It will 
 likely be successful. 
 
 The May School of the State 
 Normal and Industrial College, at 
 Greensboro, North Carolina, will 
 begin April 28 and close May 23. 
 This school is conducted in the in- 
 terest of public school teachers who 
 are in the work and unable to attend 
 a normal school a whole year at a 
 time. The Practice School of the 
 institution, its pedagogical faculty, 
 
 and other equipment, are put at the 
 disposal of such public school 
 teachers of the State for one month. 
 
 The Woman's Association for the 
 Betterment of Public School Houses 
 in North Carolina will hold a meet- 
 ing at Greensboro, North Carolina, 
 on May 5. Prominent women, 
 teachers, and friends of education 
 from various parts of the State will 
 attend this meeting. 
 
 Thomas J. Jarvis, formerly Gov- 
 ernor of North Carolina, formerly 
 Minister to Brazil, and a former 
 L^nited States Senator, was recently 
 elected a member of the School 
 Board of the town of Greenville, 
 Pitt County, and will accept the 
 position. 
 
 The citizens of the city of Eu- 
 faula, Alabama, recently subscribed 
 $r,ooo with which to purchase a site 
 for the Carnegie Library building 
 soon to be erected in that town. 
 
 The people of Waterville school 
 district. Walker County, Georgia, 
 subscribed enough money last fall 
 to enable the school trustees to em- 
 ploy a teacher at a good salary for 
 hve months. The result has been 
 that a first-class teacher was se- 
 cured, public school attendance in- 
 creased, and interest in education 
 aroused among all the people. It is 
 said that there will be no trouble in 
 the future in having an efficient 
 public school in the Waterville dis- 
 trict. 
 
SOUTHERN EDUCATION 
 
 79 
 
 The Southern Methodist Church 
 is building a training school for 
 teachers at Columbia, Kentucky. 
 The buildings and grounds will cost 
 $15,000. The school will begin 
 with an endowment of $25,000. 
 The school will be run largely in 
 the interest of Wayne, Clinton, 
 Cumberland, Monroe, Adair, Rus- 
 sell, Carey, Taylor, Green, and two 
 or three counties of Tennessee bor- 
 dering the Kentucky counties 
 named above. 
 
 The above petition was granted, 
 April 13, 1903. 
 
 "To the Honorable President and 
 Members of the Board of School 
 Directors of the Parish of Richland, 
 Louisiana : 
 
 "We, the, undersigned residents 
 of the Parish of Richland and pat- 
 rons of the public schools of ward 
 three of said parish, respectfully 
 ask that your honorable board con- 
 solidate the three schools of said 
 ward known as Girard school, 
 Hollywood and Wynn Island 
 schools by abandoning the said 
 three schools and have erected at 
 the Seymore railroad crossing, west 
 of Girard, a central school for the 
 purpose of accommodating the pu- 
 pils of said three abandoned schools, 
 and that said school be made a 
 graded school. 
 
 "We also ask that your board 
 further provide facilities for the 
 scholars living a distance of two 
 miles or more from said central 
 school to attend said school." — 
 Signed by forty-two names. 
 
 The Forsyth (N. C.) Teachers' 
 Association held its regular monthly 
 meeting at Winston-Salem on April 
 17th. ]\Irs. Lindsay Patterson 
 urged upon the teachers the neces- 
 sity for greater effort for the estab- 
 lishment of more rural school li- 
 braries, and Mrs. EHer and Miss 
 Candler spoke of the intention of 
 The Round Dozen Club to circulate 
 books and copies of famous paint- 
 ings, etc., among the public schools 
 on the opening of the new term. 
 
 IMPORTANCE OF EDUCA- 
 TION. , 
 
 "Education has gotten into poli- 
 tics. Every state platform has an 
 educational plank. The churches of 
 our land are taking it up. It places 
 us at the front of the century and 
 the question is, what will you do 
 with it? Every great leader our 
 country has ever had has seen the 
 importance of an education for the 
 coming generation. George Wash- 
 ington, the father of his country, 
 gave property for educational pur- 
 poses. 
 
 "Education moves the world. 
 Education takes the wild rose and 
 transforms it into the American 
 Beauty. God's great work has 
 been building up man. Stop the 
 schools and see what will happen. 
 The printing presses, transporta- 
 tion, will cease by degrees and the 
 world will come to a standstill. An 
 
80 
 
 SOUTHERN EDUCATION 
 
 cnoinc will be running- along and 
 the engineer will die at his post. 
 There will be no one to take his 
 place. So it is. Where would the 
 world be today if it were not for 
 education." — Chancellor J. H. 
 
 KlKKLANl). 
 
 OFTEN TRUE ELSEWHERE. 
 
 The way to keep the jailer from 
 having so many boarders is to put 
 more money into education — not in- 
 to mere school keeping, but into 
 education that educates the head, 
 the heart and the hand. There are 
 counties in Texas today in which 
 the county jail cost more money 
 than any school building in the 
 county. May such not be the case 
 in only a few decades to come. — 
 Texas Scliool Magazine. 
 
 THE LOUISIANA CAMPAIGN. 
 
 Under the leadership of Dr. Ed- 
 win A. Alderman, the Louisiana 
 educational campaign has begun in 
 earnest. The following points will 
 be emphasized : 
 
 Local Taxation. — Police juries 
 allot a portion of the lo-mill tax for 
 school purposes, and the idea is to 
 get as large an allotment as possible. 
 In some parishes it is i mill, and in 
 others 2^. Article 232 of the Con- 
 stitution allows the levy of a special 
 tax for the purpose of building 
 school houses. That is the crying 
 need in the rural districts of Louis- 
 iana. 
 
 Better School Houses. — The av- 
 erage country school house is a tum- 
 ble-down, rickety structure that is 
 unfit for any purpose, and for that 
 reason usually falls to the service of 
 the School Board. Build good, sub- 
 
 stantial structures, well ventilated 
 and well lighted. 
 
 Trained Teachers. — Pay the 
 teachers a little more, and get com- 
 petent teachers. Encourage them to 
 attend the normal schools and 
 teachers' institutes. 
 
 Consolidation of Schools. — In- 
 stead of building two small, cheap 
 school houses five miles apart, giv- 
 ing the children at the greatest dis- 
 tance two and a half miles to walk, 
 it is better to build one good build- 
 ing every ten miles, giving the chil- 
 dren at the greatest distance five 
 miles to walk. It would even pay 
 for the parish to contract with some 
 one to carry those children from the 
 greater distances. The children 
 would get the benefit of the modern 
 school house and would not suffer 
 the danger to their health from sit- 
 ting in a drafty room, or ruin their 
 eyes for want of proper light. Fit 
 up the school with desks and com- 
 fortable seats. 
 
 School Libraries. — • Every school 
 should be provided with a library, 
 no matter how small ; but care 
 should be exercised in the selection 
 of the books. 
 
 EXTENT OF LOCAL TAXA- 
 TION. 
 
 "In the interesting and able re- 
 port of the superintendent of public 
 instruction it is stated that 'the 
 method of local support is the prac- 
 tical method throughout the coun- 
 try; and in the United States at 
 large, only four per cent, of money 
 expended on the public common 
 schools is derived from permanent 
 funds, and only sixteen per cent, 
 from State taxation, leaving eighty 
 per cent, supplied locally.' " — Gov- 
 ernor Savers, Texas. 
 
MAY 7, 1903 
 
 Price 50 cents per year 
 
 i Southern 
 Education 
 
 (Doub^.^^^lii)fli^ 
 
 "That education is the key of Southern as of 
 Northern security; that education does not 
 mean political service or racial antagonism; 
 that education begins at the bottom, and not at 
 the top; that the South and the North have a 
 common stake in the education of the whole 
 people; that illiteracy is inconsistent with 
 democracy; that the part of the North is not to 
 patronize or criticize. but reinforce the initiative 
 of the South; and that the strength and sac- 
 rifice of the Southern States for education 
 presentthe most honorable and gallant achieve- 
 ment of modern American citizenship— all this 
 is conclusively determined." 
 
 Dr. Francis G. Peabody, Harvard^ 
 
 The Richmond Conference 
 The Negro at Richmond 
 The Field 
 
 SOUTHERN EDUCATION BOARD. Kaoxville, Tenn., Publishers 
 
 VOL. 1 
 
 Application made for entrv at Postoffice at Knoxville 
 as second-class matter. 
 
 Nos. 8 & 9 
 
SOUTHERN EDUCATION BOARD 
 
 Executive Board of the 
 Conference for Educa- 
 tion in ttie Soutti - - 
 
 Robert C. Ogden, Dr. Chas. W. Dabney, Dr. E. A. Alderman, Dr. C. D. 
 Mclver, Dr. H. B. Frisscll, Geo. Foster Peabody, Rev. Wallace Buttrick, 
 D. D., Hon. H. H. Hanna, Wm. H. Baldwin, Jr., Dr. Albert Shaw, Dr. 
 Walter H. Page, and Edgar Gardner Murphy 
 
 Officers 
 
 President, Robert C. Ogden, New York City 
 
 Secretary, Dr. Charles D. Mclver, Greensboro, N. C. 
 
 Treasurer, George Foster Peabody, New York City 
 
 Supervising Director, Hon. J. L. M. Curry, Washington, D. C. 
 
 Bureau of Information and Investigation : Director, Dr. Chas. W. 
 Dabney; Secretary, Charles I,. Coon, Knoxville, Tenn. 
 
 District Directors: Dr. Charles D. Mclver, Green.sboro, N. C, Dr. E. 
 A. Alderman, New Orleans, La., Dr. H. B. Frissell, Hampton, Va. 
 
 Campaign Committee: Hon. J. L. M. Curry, Chairman; Dr. Chas. W. 
 Dabney, Dr. Charles D. Mclver, Dr. E. A. Alderman, Dr. H. B. Frissell 
 
 General Field Agents : Dr. G. S. Dickerman, New Haven, Conn. ; Prin. 
 Booker T. Washington, Tuskegee, Ala. 
 
 Field Agents for Virginia : Hon. H. St. George Tucker, Lexington, Va., 
 and Dr. Robert Frazer, Richmond, Va. 
 
 Field Agent for Alabama, J. B. Graham, Talladega, Ala. 
 
 Executive Secretary associated with the President, Mr. Edgar Gard- 
 ner Murphy, Montgomerj'-, Ala. 
 
 "The concrete reply concerning the theory of the Conference is 
 short and simple. It is a dimunitive spiritual democracy — a sym- 
 pathetic association of those who believe in the civic and construc- 
 tive value of the policy of universal education. It exists for the 
 cultivation of the higher inspiration that underlies all social devel- 
 opment. The conference exists for the advancement and promotion 
 of the education of all the people." 
 
 President Robert C. Ogden. 
 
Soutbern l86ucatton 
 
 Published weekly, at Knoxville, Tenn., 
 by the Bureau of the Southern Education 
 Board. 
 
 Subscription Pkice: 
 
 Oneyear 50 cents 
 
 Three months 15 cents 
 
 ADDRESS: SOUTHERN EDUCATION BOARD 
 Knoxvillb, Tenn. 
 
 Thursday. May 7, 1903 
 
 This edition of Southern Edu- 
 cation devotes much space to the 
 Richmond Conference. Not all of 
 Ihc admirable addresses are printed ; 
 only such parts of many of them are 
 now used as will be most helpful in 
 the work of creating educational 
 sentiment in favor of local taxation, 
 consolidation of schools, and the 
 general improvement of educational 
 conditions in the South. The presi- 
 dent's address is given in full. 
 
 An exchange has had some 
 trouble in figuring out the illiteracy 
 in South Carolina. The following- 
 may help : The population of South 
 Carolina in 1900 was divided as fol- 
 lows : white, 557,807; negro, 782,- 
 321 ; Indian, 121 ; Mongolian, (^y. 
 The population ten years old and 
 over was divided as follows : white, 
 404,860; negro, 537,398, The illit- 
 
 erate population over ten years old 
 was divided as follows : white, 54,- 
 719; negro, 283,883. 
 
 " Ignorance is a remedy for 
 nothing." — E. A. Alderman. 
 
 There are now fully 20,000,000 
 people in the eleven Southern states 
 of Virginia, North Carolina, South 
 Carolina, Georgia, Florida, Ala- 
 bama, Mississippi, Louisiana, Tex- 
 as. Arkansas, and Tennessee. This 
 is about one-fourth of the popula- 
 tion of the whole country. The last 
 Congress appropriated nearly $325,- 
 000,000 for the army, navy, pen- 
 sions and fortifications. The 
 South's part of this is more than 
 $80,000,000. If we could get along 
 wfthout war, we could easily in- 
 crease our public school expendi- 
 tures and everybody would be wiser 
 and happier ! 
 
 The property of this generation, 
 whether in money or lands, goes, by 
 inheritance, to the next generation. 
 To appropriate a liberal portion of 
 this property to the education of the 
 next generation does not diminish 
 the wealth of this generation ; it 
 only changes the form of wealth 
 the next. 
 
82 SO UTHB RN ED UCA TION 
 
 Soutbern Education 
 
 THE CONFERENCE FOR EDUCATION IN THE SOUTH 
 RICHMOND, VA., APRIL 22-24th. 
 
 The Proceedings of the Conference-- Resolutions, the Speeches- - Edu- 
 ucationai Facts of interest to the Whole South. 
 
 The Conference for Education In the South met in Richmond, 
 April 22-24, by invitation of the citizens of Richmond, the Richmond 
 Education Association, the Richmond Chamber of Commerce, the 
 Governor, Legislature, and Department of Education of Virginia, the 
 University of Virginia, Richmond College, Washington and Lee Uni- 
 versity, and other representative institutions and organizations of the 
 commonwealth. 
 
 On Wednesday afternoon, April 22, at 3 : 30 o'clock, President 
 Robert C. Ogden called the Conference to order. In doing so he 
 declared that the Conference for Education in the South was not a 
 definite religious body, with a creed and forms of worship, but that it did 
 recognize the Christian religion as a most necessary adjunct of all 
 educational work. He, therefore, called on Rev. Dr. Stewart, of Rich- 
 mond, to lead the Conference in prayer. 
 
 Mr. W. A. Blair, of Winston-Salem, N. C, moved that the chair- 
 man appoint a committee on organization. The chair announced the 
 committee as follows : Dr. W. H. Page, Dr. C. F. Meserve, W. H. 
 Baldwin, Jr., E. C. Branson, and Edgar G. Murphy. The committee 
 report recommended that the officers of the Fifth Conference preside 
 until the end of the Sixth Conference, which report was received and 
 adopted unanimously. 
 
 The invitation of the city of Montgomery, Alabama, and the 
 University of Alabama, as well as the Legislature of Alabama and 
 other bodies of that city and state, asking that the Seventh Conference 
 for Education in the South be held at Montgomery, was presented by 
 Dr. Baldwin and seconded by Dr. E. A. Alderman, J. B. Graham, Esq., 
 and others. No other invitations were presented and the invitation of 
 Montgomery was referred to the executive committee of Conference 
 with power to act. 
 
 George Foster Peabody, Esq., presented a resolution which was 
 also referred to the Executive Committee. The resolution provided 
 that hereafter the Inisincss meeting of the Conference l)c deferred until 
 the last day of the Conference. 
 
 The Conference then adiourncd until 8: 00 r. m. 
 
SOUTHERN EDUCATION 83 
 
 WEDNESDAY NIGHT. 
 
 President Ogiden introduced Governor Montague, who welcomed 
 the Conference to Richmond, saying, in part : 
 
 "We welcome you more especially to the hospitality of thought, 
 the hospitality of common purpose and common undertaking. The 
 members of this Conference are worthy of the confidence of the 
 Southern people. You do not come as strangers, to impose hostile or 
 theoretical views upon our people. You come to see with our eyes, 
 to feel with our hearts, and to help with our hands. You are identical 
 with us as being a part of the American people, and you are identical 
 with us in the belief in the transforming power of education. You 
 know the burden that rests upon the Southern people, and we know 
 ihat you come to take hold of that burden where you are asked to take 
 hold. You do not come to dogmatize, but to cooperate. 
 
 "Moreover, gentlemen, you understand the fundamental principles 
 of education ; you know that our government is of the people, by the 
 people, and for the people. But such a people must have capacity for 
 government. Essential to this capacity is an educated intelligence, and 
 the whole people must have education. Civic rulers can not come from 
 ihe select few.' The most virile form of our citizenship is found in the 
 broad highways of the common people. Therefore, our institutions 
 necessitate education of the people, by the people, and for the people. 
 Free politics, free press, free education, and free religion are among 
 the fundamentals of our system of government. These cardinal factors 
 of our civilization stand against despotism, political and academic. 
 Governments can not be fitted upon a people as a coat upon a man. 
 They rest upon the consent of the governed ; but this consent must be 
 given in faith and in intelligence. In other words, our institvitions and 
 our people should be in harmony, and to this end we must rely upon 
 the education of the great mass of our people for the achievements 
 which seem destined for the people of this hemisphere." 
 
 In behalf of the several Virginia organizations extending the 
 invitation to the Conference to meet at Richmond this year, as well 
 as in behalf of the Conference itself,. President Ogden replied briefly 
 to the Governor's welcome. 
 
 The Conference then listened to the annual address of its President, 
 Mr. Robert C. Ogden, of New York. 
 
 Mr. Ogden's Address. 
 
 Mr. Ogden said: 
 
 "If the Conference for Education in the South were an organized 
 institution of learning, its Presidential office would be a chair of apolo- 
 getics. The changing and widening constituency of each successive 
 gathering and especially the large local audiences create a natural 
 demand upon the presiding officer for an explanation of the Confer- 
 ence; its source, rise and progress, its rationale and organization, its 
 right to existence. And in these annually recurring conditions of 
 difference must be found the excuse for the continuing uniformity of 
 the present Chairman's opening addresses. Thus limited, it is only 
 
84 SO UTHBRN BD UCA TION 
 
 ])os.siblc to add some particulars to a re-statement of facts and a slight 
 development of themes discussed in former years. 
 
 "The reports of former Conferences will be consulted in vain for 
 definite answers to the questions naturally asked by the large contingent 
 now for the first time present. Originally, membership was limited to 
 the list of guests invited to share the hospitality of Captain Sale at 
 Capon Springs, West Virginia. The only present qualifications needed 
 by a delegate consist in personal presence and sympathetic accord. 
 Thus the Conference is a purely voluntary association. It has had a 
 healthful and continuous growth without a constitution, and thus has 
 proven its ideal nature, human temper and intellectual quality. It has 
 illustrated the possibilities of the brotherhood of man by electing 
 executive officers and committees with no by-laws to restrict, with 
 perfect freedom for unlimited overwork, and the right — by appeals 
 to altruism, to patriotism or fear — to impress into the service of the 
 Conference all whose assistance may be required. 
 
 "By this gentle brigandage the Conference has lived and moved 
 and had its being. Cordially appropriating the generous hospitality of 
 locality after locality, piling boundless cares upon local committees, 
 placing upon its chief officers responsibilities broad as the tenderness 
 of conscience or capacity for initiative; trusting as the birds trust the 
 hand that providentially feeds them, a treasurer without an exchequer ; 
 appropriating for the use of its Executive Committee the whole Ameri- 
 can Republic of Letters that a proper program should annually . be 
 presented — the Conference has gone forward from grace to grace and 
 strength to strength until now it convenes in this beautiful city of 
 Richmond with a robust intellectual appetite waiting with faith and 
 hope to be fed and satisfied. Could there be a more complete expression 
 of simple faith and abiding trust? 
 
 "Quite likely the inorganic character of the Conference has inspired 
 the expresion of doubt concerning its serious purpose. Intimations 
 have not been wanting that it is only a junketing affair, a sort of fad 
 which the imaginations of certain very good people have translated 
 into a supposed vitality and force, a solemn fancy that affords a sober 
 excuse for an afifair primarily social, incidentally educational. Sug- 
 gestions of this nature originate quite beyond the circle that have 
 personal knowledge of the facts. Certainly the' social environment of 
 thesuccessive meetings has been important and useful, as it has been 
 delightful, yet it is completely subordinate and incidental. 
 
 "Nevertheless, the inquiry is legitimate : 'What is the theory of 
 this Conference?' The reply is clear and sharply defined: 'The Con- 
 ference exists for the advancement and promotion of the education of 
 all the people.' A brief analysis of the elements of the Conference 
 may clarify this answer. 
 
 "All are perfectly familiar with the sovereign demands — material, 
 intellectual, spiritual — of educational interests. Executive combina- 
 tions of many sorts — land, buildings, taxation, legislation, systems, 
 methods — are under requisition for the service. Its infinite details 
 increasingly enlist the unremitting toil of hundreds of thousands of 
 painstaking teachers, men and women, representing every grade of 
 instruction from the simplest to the most abstruse. 
 
so UTHBRN ED UCA TION 85 
 
 "For the moment, in the centre and foreground of this vast per- 
 spective, stands this Conference — a composite aggregation of men 
 and women, interesting because so varied in its personnel. 
 
 "Some are profoundly ignorant of the technicalities of education, 
 quite unfamiliar by personal knowledge with even the recitation rooms 
 or the methods of contemporary school life. Others are within the 
 sacred fraternity of teachers, and in the group may be found repre- 
 sentatives of every rank in the teaching profession. Still others are 
 charged with the official responsibility of educational management on 
 behalf of the State or corporate bodies. But all are here with one 
 accord in one place — officials and citizens, professionals and laity — by 
 reason of a common belief in the beneficent power of education and 
 because each distinct element is essential to the spirit that must vitalize 
 the Conference. 
 
 "So much for the personnel. 
 
 "The solvent, the fusing power that creates the common point of 
 contact is the belief, perceived in varying degrees by all here present, 
 that the great social duty of our age is the saving of Society, and 
 further that the salvation of Society begins with the saving of the 
 child. Without faith in the moral progress of the world we are hopeless 
 indeed. This process begins with the little child, and therefore, in a 
 very literal sense, Ave are here today under the leadership of childhood. 
 From the kindergarten of today to the university of tomorrow is, as 
 the years go by, a very short step. 
 
 "In this presence ho apology is needed for the claims that the 
 saving of Society, the progressive betterment of humanity, is demanded 
 by divine authority, manifested through the living purpose clearly 
 revealed in holy writ, Providential guidance and human consciousness. 
 Neither should excuse be asked for insistence that a clear, definite and 
 exacting special demand is made upon every man and woman for 
 personal service — self-sacrificing, devoted — in all things having to 
 do with the creation and promotion of human knowledge as a means 
 of human happiness. 
 
 "So much for the moral inspiration of the Conference. 
 
 "Continuing the inquiry a step further we notice that, from the 
 foundation of our Government until now, ringing out with true tone 
 and clarion voice, rising resonant and distinct above the clamor of 
 politics — above the loud barking of the dogs of w^ar, above the harsh 
 controversies concerning the nature of the national federation, above 
 the strident debates upon the ethics of domestic institutions — the note 
 of democracy in catholic unison has ever resounded dominant and 
 universal. Democracy is a national intuition, the fundamental and 
 political doctrine of every American worthy of the name, the sacred 
 trust confided to our care and keeping to be preserved for the healing 
 of the nations through a complete demonstration of its truth upon 
 American soil. Thus, in a very special way, our political institutions 
 unfold an inspired mission that deeply concerns the moral progress of 
 the world. Thus the state should become the universal missionary of 
 a political gospel both at home and abroad. 
 
 "But a true democracy can only exist through the fidelity of its 
 
86 ■ SOUTHERN EDUCATION 
 
 cilizcns. Inclividualisni — cynical, selfish, cold and indifferent — cries 
 out, 'Am I my brother's keeper?' 'Who is my neighbor?' A true 
 democracy quickly echoes back. 'Thy brother is he that hath need of 
 thee ;' 'Thou shalt love thy neighbor as thyself.' 
 
 "There is a divinity in democracy ; in .society as in the individual 
 there is personal and organic spiritual "life. Witness the restless longing 
 for social service that marks the serious side of present-day life in 
 America. 
 
 "So much for the patriotic inspiration of the Conference. 
 
 "And thus it has come about that this varied collection of men 
 and women, moved by ethical and patriotic incentives, have come from 
 remote localities that they may be mutually instructed and inspired in 
 a conference based upon the common belief that the general education 
 of all the people is essential to the salvation of Society ; that without 
 general education, progress in the. arts, in the diffusion of happiness, 
 in the things that make for good character, family peace, clean living, 
 human brotherhood, civic righteousness, and national justice is impos- 
 sible. In the atmosphere of a common human sympathy the Conference 
 for Education in the South lives and moves and has its being. 
 
 ''The concrete reply concerning the theory of the Conference is 
 short and simple. It is a diminutive spiritual democracy — a sympa- 
 thetic association of those who believe in the civic and constructive 
 value of the policy of universal education. It exists for the cultivation 
 of the higher inspiration that underlies all social development. It 
 firmly believes that successful practical eft'ort is the product of sound 
 ethics. Many here present will attest the accuracy of this statement 
 from personal knowledge accjuired at former meetings. 
 
 "And yet this Conference is not a transcendental body existing in 
 the assumed superiority of a self-created atmosphere of indefinite and 
 mysterious supremacy. Therefore, as action is the expression of 
 doctrine, as methods are the formula of beliefs, so the discussion of 
 practical educational questions naturally aft'ords the means for the 
 cultivation of the true ideal of the Conference. 
 
 "The province of pedagogy has rarely been touched, never invaded, 
 by the proceedings of the Conference. That great and important side 
 of educational progress is too technical and detailed for the time at 
 command, and, belonging to the strictly professional side of educational 
 administration, could not be profitably considered in a body so generally 
 representative as this Conference. It is therefore naturally eliminated. 
 
 "There is, however, a vast sphere in which the Conference may 
 now, and for long years to come, find ample scope for thought and 
 discussion. 
 
 "Legislative action has expressed the will of the people upon many 
 topics that need larger light, public opinion as yet unexpressed in law 
 lengthens the schedule, and individual minds find still other questions 
 in education that may well challenge the consideration of philanthro- 
 pists, philosophers and statesmen. These fertile sources have supplied 
 the program that your Executive Comniittee presents for tlv^ guidance 
 of your deliberations. 
 
 "The absolute need of universal education has the inaursemciit of 
 
so UTHBRN EDIJCA TION 87 
 
 the law of each of the United States of America and the conscientious 
 allegiance of all intelligent citizens. 
 
 "Local taxation for education has the sanction of law in many 
 States. Negro education is recognized as a part of the public educa- 
 tional system in every State, both South and North. The education 
 of every child in our country is an admitted national duty, and leading- 
 minds tind in this principle broad ground for a demand that the national 
 government should share w^ith the several States, in proportion to the 
 need, the financial responsibility involved in the discharge of that 
 obligation. The moral accountability of the higher institutions of 
 learning to the cause of popular public education, and the economic 
 value of education to material progress, are great subjects that have 
 the affirmative approval of the highest intelligence. 
 
 "The admirable program presented to the Conference, requiring 
 for its preparation an extraordinary amount of painstaking adjustment 
 and infinite correspondence, demands no justification or explanation. 
 It speaks for itself. Nevertheless, interest in the entire proceedings 
 will be increased by a recognition of the height, breadth and depth of 
 the conditions from which the selection of the topics for discussion 
 and instruction has been made. 
 
 "Within the limitation of this orderly program this Conference is 
 an open forum. Reasoning from previous practice, its function is 
 inspiration by discussion rather than decision. Resolutions have never 
 been its vogue. Its conclusions have been enshrined in individual 
 thought and not voiced in the vote of a majority. 
 
 "This natural practice is a direct evolution from the underlying 
 circumstances that made the Conference possible. It is deeply inter- 
 esting to note in this connection that the originators of the Conference 
 did not know the extent of the forces with which they were dealing, 
 nor the greatness of the power they were calling into being. The one 
 all-controlling fact before the minds of the Fathers of the Conference 
 was the appalling need of an educational awakening in the rural South. 
 Who that heard will ever forget the graphic utterances of Dr. Curry 
 and President Wilson of Washington and Lee Lmiversity, in which, 
 with words hot from well-furnished minds and glowing hearts, they 
 reviewed the causes of educational backwardness and pictured the then 
 existing need. Later came the comprehensive statistical and descriptive 
 addresses and papers presented to the Conference by members of the 
 vSouthern Education Board, that gave cumulative testimony to prevail- 
 ing conditions and needs. So earnest and drastic were these utterances 
 that it would seem ungracious to repeat theni now. But the impas- 
 sioned expressions of these leaders voiced the longing, anxious appeal 
 of many earnest and intelligent men and women that, in the seclusion 
 of remote, obscure and w'ide-lying communities, had pondered upon the 
 way to improve educational conditions and prayed long and earnestlv 
 for the means of relief. A vast amount of the seed of the Kingdom 
 was growing secretly. I'hese were the conditions that awaited the 
 coming of the Conference. At the beginning it touched onlv a fc\' of 
 these faithful souls, but now, by its direct action and by oth agencies 
 that its snirit has called into being, the fellowship is increasing and 
 briuijinc: forth abundant fruit. 
 
88 SO UTHERN ED UCA TION 
 
 "The intrusion of disagreement into a domain of thought and 
 sentiment so vast and so sacred would seem to be sacrilege. Thus the 
 natural life of the Conference has been that of unity and agreement. 
 The standing ground of common need is so broad, the truly vital points 
 so evident and so eminent, as to forbid dissension ; points of difference 
 are so minor and inconsequent, that perfect accord has been natural — 
 any other condition would be contradictory to the best humanity here 
 in Conference assembled. 
 
 "I know that I am repeating facts that are more than familiar to 
 many here, and partially leading this audience over the same ground 
 upon which I have taxed patience before. But it is now for a different 
 end. I wish to demonstrate that the Conference, by apparently follow- 
 ing a negative course, is doing its noblest best toward securing positive 
 results, achieving its greatest resolves without resolutions ; by ignoring 
 small details and eliminating lesser and petty influences, leaving the 
 larger life of principle and aspiration freedom for growth and develop- 
 ment. 
 
 "If this diagnosis of the theory and practice of the Conference 
 meets with assent and approval, let the resolve be made to add another 
 year of experience to traditions born of a previous useful policy. 
 
 "It is fundamentally impossible to hold the Southern Education 
 Board and the General Education Board officially responsible for this 
 Conference. In a full and complete sense they are only accountable 
 to the donors of the money by which they are supported. In a very 
 broad and positive sense they are responsible for their action to intelli- 
 gent public opinion. In a sentimental and sympathetic sense they are 
 so interesting to this Conference that this discussion demands reference 
 to them, and the program would be incomplete without some account 
 of their doings. And yet it should be positively understood and insisted 
 upon until the interested public comes to fully understand that the 
 Conference and the Boards are absolutely and entirely distinct. 
 
 "The Southern Education Board carries on a crusade for edu- 
 cation. Its organization is comprehensive and actively covers the larger 
 part of the country from the Potomac to the Rio Grande, from the 
 Ohio to the Gulf. Its large expenses are privately defrayed. The 
 General Education Board administers such funds as may come to it 
 for the assistance of education. In this connection they can not be 
 considered separately — their work is a unit ; they are the halves of 
 a complete sphere; they are interdependent, subjectively and objectively. 
 Seven ipen are members in both Boards. The program indicates the 
 part that reports of their work will occupy in the exercises. 
 
 "At the office of the General Education Board in New York, 
 under the direction of Dr. Buttrick, a vast amount of information is 
 being accumulated and tabulated concerning schools and educational 
 institutions in the various States covered by the operations of the 
 Boards. From the Bureau of Information, under the direction of Dr. 
 Dabney, at Knoxville, Tennessee, a great mass of popular and statistical 
 literature has been circulated to the newspaper press and to individuals. 
 Assistance has been extended to various schools and institutions, 
 divided nearly equally between the races. A'arious Summer Schools 
 
so UTHBRN EDUCA TION 89 
 
 for Teachers have been encouraged and assisted, none entirely sup- 
 ported. Certain counties in several States have been encouraged to 
 improve the public schools by subscription and local taxation by the 
 duplication of funds thus raised by the General Education Board. 
 These experiments display the possibilities of self-help. State Con- 
 ferences of County Superintendents of Education have been held, with 
 highly satisfactory results, in Virginia, North Carolina, South Carolina, 
 Tennessee, Georgia, Alabama, Florida and Louisiana. Others will 
 follow, and probably the usefulness of the system will warrant its 
 continuance. 
 
 "It is also needful to remember that the Conference is essentially 
 in control of the Southern delegates, and that such Northern official 
 representation as exists has been in obedience to the unanimous demand 
 of the Conference. In harmony with this feature of the Conference, 
 all the members of the Campaign Committee, composed of the several 
 district and bureau directors of the Southern Education Board are 
 residents of Southern States. In addition, nine other prominent 
 Southern men are representing the Boards in various forms of activity. 
 Any apparent indelicacy that may attach to this statement must be 
 excused because of some misunderstanding concerning the personnel 
 and purposes of the Boards. 
 
 "Two common grounds of meeting for all humanity are found in 
 the fellowship of sin and the fellowship of service. Fellow sinners we 
 are all by our common human nature: fellow servants of human need 
 we may all be and ought to be through human sympathy. This great 
 audience is here because of sympathy with the object of this Conference. 
 There is no diiTerence here. It indicates that the cry of the child 
 is falling upon sympathetic ears ; that the fundamental right of every 
 American-born boy and girl to a good English education appeals to 
 the sympathetic heart ; that illiteracy, the great undone margin of 
 national education, claims the svmpathetic thought of the patriot ; that 
 the public conscience is being reached by the demand that an heredity 
 of intelligence and civic righteousness should be created as the birth- 
 right, the patent of nobility, of every American. 
 
 "We are a proud people. The vast resources, growth of wealth, 
 increase of population, achievements of enterprise, tremendous material 
 strides forward witnessed by recent years, appeal to the imagination 
 with overwhelming force, and we are dazzled by the brilliance of the 
 pageant as we are confused by its incomprehensible magnitude. I 
 freely admit the blessings of commercialism and recognize, with a good 
 healthful spirit, that trade is the vanguard of civilization and the ally 
 of education. 
 
 "We are, indeed, a proud people. We boast of our civilization. 
 We are vain of our national achievements in science, literature, the 
 fine arts, education, philanthropy and social progress. There is an 
 aristocracy of intellect and culture, as of money, and in it all self is the 
 object of highest worship. 
 
 "We should be a humble people. Are the wily arts of the dema- 
 gogue. North or South, who finds in prejudice, produced bv ignorance, 
 the opportunity to serve himself through the triumph of that which 
 
90 SO UTHERN ED UCA TION 
 
 is false, a subject of pride? Is the prevalence of provincialism, urban 
 or metropolitan (the latter the greater), which narrows the view to 
 things local and selfish, a subject of pride ? Is the heredity of ignorance, 
 that transmits its baleful and growing blight from generation to genera- 
 tion, a subject of pride? Is the failure of law, North or South, to 
 punish crime and the freedom of the criminal to prey upon society a 
 subject of pride? Is the arrogance and indifference of wealth to human 
 need a subject of pride? 
 
 "When we look fairly at the mider side of things, with a good 
 honest purpose to know the truth, does not all our pride melt away, 
 and does it not seem that, instead of boasting of our exalted civilization, 
 we should confess with humiliation that we are just emerging from 
 barbarism ? 
 
 "I am no pessimist. Thi,s is not a pessimistic assembly, but it does 
 appear as the duty of the moment that we should squarely look at our 
 worst conditions. Only thus can we comprehend the personal call to 
 service. 
 
 "This Conference primarily owes its existence to a great class who 
 have heard and obeyed the call to personal service. In the beginning 
 it earnestly extended sympathy to teachers of every degree, and quickly 
 came back a loyal response. From then until now the blessed tie 
 that binds has been strengthened, and the reflex atmosphere of appre- 
 ciation has encouraged the men and women from various other walks 
 of life to remain in association with the Conference. But without the 
 help of the teachers it would long since have expired. 
 
 "Encouragement has also come from educational officials. The 
 Conference and the Boards have been in most delightful harmony wdth 
 the Governors of States, Superintendents of Education of States and 
 Cities, Presidents of Universities and Colleges and Trustees of many 
 institutions. Thus the influences have been reciprocal and twice blessed. 
 
 "The appeal for personal service in this holy cause of popular 
 education comes with largely added force from the fact so painfully 
 impressed upon all familiar with our Conference life that we meet 
 today with ranks sadly broken. The Nestor of this Conference, Dr. 
 J. L. M. Curry, absent last year on an important Government mission 
 to a foreign country, has paid the debt to nature and will persona/ly 
 appear no more at our meetings. Another opportunity will be given 
 the Conference to pay its tribute of respect to his character and public 
 service. But the solemnity with which we face the question of the 
 personal call to duty is made intensely profound by the thought of the 
 inspiring example of our leader. The massive and intense personal 
 force of his nature was dedicated with uncompromising devotion to 
 the work of universal education. The moulding power of his con- 
 structive mind will remain permanently impressed upon the educational 
 systems of our Southern States as an unceasing betterment. His last 
 public service was attendance upon the annual sessions of the Education 
 Boards at New York in January. It is gratifying to know that from 
 tliis Conference and its cognate forces he derived much hope and 
 satisfaction in declining years. His courage in January was splendid 
 and he confidently expected a renewal of strength that would warrant 
 
so UTHBRN EDUCA TION 91 
 
 his resumption of active service. But to the rest of the circle it was 
 plain that his hopes would not be realized, and we felt, as did the 
 Ephesian elders when parting from Paul, full of sorrow that we should 
 see his face no more. His example is a call to duty, his legacy to us 
 is a bequest of labor for the cause which he and we in common love. 
 As the standard has fallen from his hand let us raise and carry it 
 floating skyward until we in turn surrender it to other hands. And 
 then may it be ours to leave the same impress of a noble task well 
 performed as a benediction to our little world and a challenge to the 
 services of others. 
 
 "There is also great encouragement in the devotion of many 
 earnest souls to the work represented here. A revelation of the self- 
 sacrificing service through many channels of effort of the life now 
 before me would be a powerful inspiration and incentive. IVluch of it 
 is not distinguished as the world counts distinction, but represents 
 devotion fully up to the level of capacity and opportunity; much of it 
 is prominent and carries a recognized leadership of the sort that the 
 world needs — not the prominence of pride and self-seeking, but just 
 that which follows the line of duty wherever it may lead. 
 
 "It is a source of deep regret to me that I can not present a full, 
 graphic and complete picture of what has been doing in many and 
 various fields of educational influence by the various agencies to which 
 allusion has already been made. In some quarters there has been an 
 impression that this Conference is a distributor of money, and people 
 have come from distant points to present claims only to meet with 
 disappointment. But, as a matter of fact, the Conference treasury is 
 merely a vacancy, a figment of the imagination. The Southern Educa- 
 tion ?joard is costly because its plans are large, but it is a dependent 
 without a dollar of margin over its executive expense roll. The Gen- 
 eral Education Board has had some money to use for the moderate 
 encouragement of people and institutions to self-help. This partial 
 repetition is made only to emphasize the fact that the great objective 
 is the arousing of interest among all the people for the education of 
 the children. And splendid have been some of the results. In certain 
 States it has been a great awakening like an intellectual tidal wave, 
 but. unlike such a wave, it wull not recede leaving desolation in its 
 track. In many States during the last year education has been the 
 successful rival of politics in commanding public attention, and the 
 same has been true of certain counties and neighborhoods that have 
 taken independent and local action. 
 
 "In some places it has been a single earnest person ; in others, 
 the representatives of the Boards ; in others. State officials ; in others, 
 the combination of all these forces operating in different ways toward 
 the same end. Despondency comes sometimes when the great gulf 
 between need and relief is contemplated, but courage rises with a view 
 of things accomplished. Although we are denied a dramatic spectacle 
 covering the whole field at once, yet at one part of our program the 
 several field directors and some field agents will give accounts of their 
 work. I would ask your special attention to the portion of the program 
 covering these points. 
 
92 SOUTHBRN EDUCATION 
 
 "And now, ladies and gentlemen of the Conference, I have com- 
 pleted my third term of office as your President, and I desire to remind 
 you that a third term is an indiscretion. As my present assignment to 
 office terminates I hope to be relieved from further official responsibility 
 at the opening of the tomorrow morning session. Greater courtesy 
 than has been shown me as your President would have been impossible, 
 and I restore the vacancy to the Conference with most sincere gratitude 
 ana thankfulness." 
 
 SUBSEQUENT SESSIONS. 
 
 Reports from the Field. 
 
 Dr. Mclver said : 
 
 "My work as district director has been largely, though not entirely, 
 confined to North Carolina, and practically all of it has been done in 
 connection with and through the following agencies : 
 
 "I. Educational conferences for various purposes. 
 
 "II. A systematic popular campaign for local taxation. 
 
 "III. The organization and work of the Woman's Association for 
 the Betterment of Public School Houses in North Carolina. 
 
 "Educational conferences were held at Raleigh, Greensboro, Char- 
 lotte, and Hickory. The distinctive feature of the Raleign conference 
 was general organization. The object of the Greensboro and Charlotte 
 conferences was the promotion of the idea of community philanthropy. 
 The object of the Hickory conference was to saturate a community 
 with such educational sentiment as would prepare it to vote a local 
 tax for schools. 
 
 "At Charlotte we undertook to raise $6,000. which, in turn, the 
 General Education Board agreed to duplicate, with the understanding 
 that two-thirds of the amount should go to the rural schools of Meck- 
 lenburg County and one-third to the schools of Henderson County, 
 situated in the mountain section of the state. As a result of the Char- 
 lotte conference several districts in Mecklenburg County have held 
 local tax elections and in most of them the vote has been favorable. 
 As a result of the Hickory conference that town has already voted a 
 local tax for the establishment of a graded school. 
 
 "In the month of June, 1902, an active campaign for local taxation 
 was begun in North Carolina. Two hundred or more speeches were 
 made. The most conspicuous campaigners were Governor Aycock, 
 ex-Governor Thos. J. Jarvis, Congressman John H. Small, B. F. Dixon, 
 R. B. White, J. W. Bailey, A. M. Scales, R. D. Douglas, State Supt. 
 Joyner and ex-State Supt. C> H. Mebane. The presidents of colleges, 
 profesors in the denominational and state colleges, cit}' school superin- 
 tendents and others also took an active part in that campaign. The 
 audiences at the educational meetings held in June, July, and August 
 were larger than the audiences which attended the political meetings 
 held in September and October, indicating a revolution in public inter- 
 est in the subject of education. 
 
 "Just before the close of the last college year I undertook to or- 
 canizc through the students of the State Normal and Industrial ColleQ-c 
 
SOUTHERN EDUCATION 93 
 
 a Woman's Association for the Betterment of the Piibhc School Houses 
 of North Carohna. This organization now inckides students of the 
 Normal College, representative women, teachers, and others in various 
 sections of the state. About twenty counties have good organizations, 
 and literature has been sent to all the other comities. The purpose of 
 this association is to organize small clubs or branch associations around 
 each public school where there are three or more women who will vol- 
 unteer their services to improve the school house and grounds. 
 
 "As a result of the Greensboro conference a local tax has been 
 voted in nine districts in Guilford County. It is hoped to have a local 
 tax voted in every district in the county in the next two years. So 
 far our local board has adhered to no hard and fast rule as to the 
 disposition of the $8,000 raised at the Greensboro conference to promote 
 local taxation, but usually in the districts that have voted the local tax 
 we have given one dollar for every two raised by private subscription 
 to build and furnish school houses. 
 
 "Hon. J. Y. Joyner says there are now seventy-nine North Caro- 
 lina towns and cities and rural districts that have a local tax ; that 
 elections are pending in forty-five other communities ; and that nearly 
 one hundred other communities are agitating the question with probable 
 elections in the near future. 
 
 "Recent school legislation in North Carolina has been very favor- 
 able to education. Every educational appropriation has been increased ; 
 every official recommendation of the State Superintendent to the recent 
 legislature, except one, has been enacted into law ; the salary of the 
 State Superintendent has been increased thirty-three and one-third per 
 cent. Legislation favorable to the promotion of rural libraries and 
 the betterment of school houses has been enacted. County superintend- 
 ents' salaries in many counties have been increased, and local taxation 
 laws were enacted with the most favorable provisions. 
 
 "In cooperation with the school officials and other prominent citi- 
 zens, the Southern Education Board has recently begun to organize 
 educational campaigns in South Carolina and Georgia. In Georgia 
 there is a movement to amend the constitution so that local taxes can 
 be voted under more favorable conditions. In South Carolina there 
 is much enthusiasm and a vigorous campaign. for local taxation will 
 soon be inaugurated. South Carolina already has two hundred local 
 tax communities." 
 
 Dr. H. B. Frissell said : 
 
 "The campaign committee, to which was entrusted the work in 
 the Virginia field, was placed under the direction of Dr. Curry. He 
 immediately hastened to Richmond, conferred with Governor Montague, 
 and sought advice of the State Superintendent of Public Instruction and 
 other leading citizens. The constitutional convention then sitting in 
 Richmond afiforded a rare opportunity for influencing public sentiment 
 and securing the enactment of new school laws. It seemed wise to 
 appoint as field agents two men well known in Virginia and thoroughly 
 conversant with educational conditions in the state. One of those 
 elected was Honorable H. St. George Tucker, a lineal descendant of 
 
94 SO UTHBRN ED UCA TION 
 
 the great jurist who had so ably advocated the cause of free schools in 
 1803, dean of the law school of Washington and Lee University, an 
 eloquent speaker and former member of Congress from Virginia; the 
 other was Dr. Robert Frazer, a personal friend of Dr. Curry, a man 
 of broad culture, connected for many years with a training school for 
 teachers in Mississippi and later with the Farmville Normal School 
 in Virginia. These gentlemen at once put themselves in touch with 
 many of the members of the constitutional convention, with the State 
 Board of Education, and with superintendents and teachers throughout 
 the state. While they would not claim the credit for all the wholesome 
 changes in the new constitution affecting educational matters, there is 
 no doubt that some of these are due to their influence. Among the 
 essentials for good schools are local taxation, trained teachers, and 
 expert supervision. For all these the new constitution makes ample 
 provision ; and the State Board of Education, and the General Assembly 
 have been giving patient and thorough study to the revision of our 
 school laws. 
 
 "But the field agents have not addresed themselves alone to the 
 work of influencing the legislature and the constitutional convention. 
 Their most important work has been done in the country districts, 
 where they have spoken at the courthouses on educational subjects and 
 have had as large crowds of listeners as on political occasions. They 
 have also brought the subject of education before the people at religiovis 
 gatherings, notably at the Baptist district associations where have been 
 gathered representatives from sixty counties and nine cities. On such 
 occasions most cordial good will has been shown to the agents of the 
 Southern Education Board and a lively interest exhibited in the cause 
 which they represent. On several occasions, when their educational 
 meetings have been held in towns, the stores have been closed and the 
 courts suspended. The audiences have been large and enthusiastic, 
 some persons riding over twenty-five miles to attend the meetings. In 
 one instance ninety per cent, of the county teachers were present. 
 Women have shown much interest in the movement, often decorating 
 the courthouse with flowers, and inquiring how they could help in the 
 improvement, of school houses and yards. Much assistance has also 
 been given by the religious and secular press. Teachers' associations 
 and institutes have been visited and helped, and in various ways nearly 
 every section of the state has been reached. 
 
 "Dr. Tucker and Dr. Frazer have everywhere attempted to discover 
 the real needs of a community and then to arouse the people to meet 
 these needs. Of the 1,900,000 people in the State of Virginia, about 
 nine-tenths live in the country. Virginia's educational problem, then, 
 is how to improve conditions in rural communities. It has been esti- 
 m.ated that there are over 6,000 white schools in the state exclusive of 
 those in the cities, and that 2,000 properly placed would bring a school 
 within two and a half miles of every home. The subject of consolida- 
 tion has been widely discussed and much good work has already been 
 accomplished by energetic superintendents, of whom Virginia has not 
 a few. Mr. Joynes, of Accomac County, has closed eleven white schools 
 and one colored one during the past year. In Washington County, 
 
SOUTHERN EDUCATION 95 
 
 there are eight cases of consolidation, and the term has been lengthened 
 from five to eight months ; Mr. Hulvey, from whom we shall hear this 
 afternoon, has done good work in the matter of consolidation in Rock- 
 ingham, as have also the superintendents of Bedford, Henry, and other 
 counties. The agents of the board have visited nineteen communities 
 which are interested in the strengthening of their schools through con- 
 solidation. At the superintendents' conference in January, many in- 
 stances were given of this method of improving the schools, and the 
 sentiment was strongly in favor of it. 
 
 "More than ever before the people are showing themselves ready 
 for higher local taxation. In a number of counties an increased levy 
 has already been made, reaching, m some cases, the maximum limit 
 allowed by the constitution — fifty cents on a hundred dollars' worth of 
 property. Some communities are also making praiseworthy sacrifices 
 in the way of private subscriptions for the improvement of their schools. 
 For example, at ]\Iartinsville, in Henry County, plans are matured 
 for raising $12,000 for a modern school building and a yearly income 
 of $4,000 for maintenance. There has been a decided lengthening of 
 the session, the state average now reaching 6.1 months. In one 
 county the schools are open nine months, in another, eight and two- 
 thirds, and in several others, over seven months. In Washington 
 County, great improvement is being made in the school houses, seven 
 buildings of modern design having been lately constructed and seven 
 others being in process of erection. They contain three or four rooms 
 each, with vestibules and cloakrooms, and cost from $750 to $1,200 each. 
 The superintendent of this county devotes all his time to the schools 
 with results of sufiicient importance to commend this plan to the State 
 Board of Education as one worthy of being universally adopted. In 
 the rural schools of this same county there was not last year a single 
 male teacher of college training ; now there are seven men and fifteen 
 women who have had such training. One county. Prince William, has 
 introduced manual training into eight or ten of its schools. 
 
 "Dr. Frazer reports that, in his opinion, a decided change has taken 
 place in the attitude of the whites toward negro education. He says 
 that he never hears a word against it now, but on the contrary strong 
 terms of advocacy, often from unexpected sources. In one county 
 that he visited he found the per capita expenditure in white schools 
 eight}^ cents and in the negro schools one dollar and ten cents. This, 
 however, he says, does not come from any special leaning towards the 
 negro, but is due to the relative sparseness of the black population and 
 the unwillingness of the school authorities that their educational inter- 
 ests should sufifer on that account. Dr. Frazer adds that this shows that 
 the white people of Virginia are beginning to see that the welfare of 
 the commonwealth depends upon education for all. He has visited 
 a number of negro schools and thinks the outlook for that portion of 
 our population is constantly growing brighter. The superintendents at 
 their conference in January voted unanimously for eight grades with 
 manual training in negro schools and several spoke strongly in favor 
 of giving them secondary schools. The Southern Education Board has 
 employed Mr. Taylor B. Williams, a native of Virginia and a graduate 
 
96 SO UTHERN ED UCA TION 
 
 of Hampton and of Harvard University, who has had much experience 
 ni graded schools in Indiana, as field agent among the colored people. 
 Mr! Williams has done work similar to that of the other field agents, 
 but has made a special study of the condition and needs of the colored 
 schools. 
 
 "Dr. Frazer mentions briefly a few needs of Virginia schools. He 
 says : 
 
 " 'First, Virginia greatly needs trained teachers and more normal 
 schools, especially for women. 
 
 " 'Second, I should rejoice to see three or four modern, well- 
 equipped and well-manned schools established at conspicuous rural 
 centers to let the people see what a real school is. A single model 
 school, well placed, with a good equipment of modern appliances, with 
 library and laboratories, witli provision for manual training and nature 
 study^ and with well-trained teachers, would be the most fruitful object 
 lesson that could be given to our people. 
 
 " 'Third, I should like to see in each county a competent superin- 
 tendent giving all his time to the direction of his schools and receiving 
 a salary commensurate with his work. The new constitutional provision 
 for redistricting the state with a view to more efficient supervision of 
 schools is a step in the right direction.' 
 
 "No report of the Southern Education Board would be complete 
 without an acknowledgment of the cordial cooperation which its agents 
 have received from the Honorable Joseph W. Southall, Superintendent 
 of Public Instruction for Virginia, and the gentlemen associated with 
 him on the State Board of Education. The objects which the Southern 
 Education Board has in mind are those to which Dr. Southall has 
 called attention in his admirable report for 1901, where he reviews the 
 progress of the public school system during the past thirty years. In 
 spite of the difficulties wdiich it has had to encounter, there has been 
 steady advance. While the white school population has increased from 
 247,000 in 1 87 1 to 426,000 in 1901 and the colored from 164,000 to 
 265,000, the number of white pupils enrolled has increased from 92,000 
 to 258,000 and the number of colored pupils from 38,500 to 123,000. 
 The average daily attendance has grown from 52,000 to 156,500 in 
 the case of the whites and from 23,000 to 69,500 in the case of the 
 colored. That is to say that while the school population has not quite 
 doubled, the average daily attendance has more than trebled. In other 
 words, \''irginia is not one of the states in which the illiteracy is growing 
 more rapidly than the population. Speaking of what he calls 'the wild 
 and insane tendency to multiply small district schools,' Dr. Southall 
 says : 'We have thus been dissipating our educational energies and 
 resources instead of consolidating and concentrating them for the great 
 struggle against illiteracy and crime.' Twice during the past year the 
 state superintendent has called the covmty and city superintendents to- 
 gether to discuss measures for the improvement of the public schools — 
 once in the summer during the session of the School of Methods at 
 Charlottesville, and again in the winter at Richmond to meet Dr. 
 Buttrick, the secretary of the General Education Board. It is doubtful 
 if two more important meetings have ever been held in Virginia. Cer- 
 
SOUTHERN BDU CATION 97 
 
 tainly no one who listened to the story of the struggles of these earnest 
 men who, in the face of tremendous difficulties, are trying to bring 
 proper educational advantages to the children of Virginia, could fail 
 to be full of hope for the future of the commonwealth. 
 
 "One of the most helpful agencies for the creation of a public 
 sentiment more favorable to free schools has been the state press. 
 Almost without exception, the religious and secular papers have opened 
 their columns to educational news and have published valuable editorials 
 bearing upon the needs of the schools. Especial reference should be 
 made to the Richmond Times-Dispatch, which has not allowed a week 
 to pass during the last two years without giving time and thought to 
 this important subject. 
 
 'The Richmond Educational Association, composed largely of in- 
 telligent and public-spirited women, has made itself a power for good 
 throughout the state. A number of important meetings have been held 
 under its auspices, and it is largely through its earnest efforts that 
 this Conference has been brought to this beautiful capital city and so 
 royally entertained. 
 
 "Without the cordial support of His Excellency, Honorable A. J. 
 ]\Iontague, the educational progress of the year would have been im- 
 possible. He is rightly called the educational governor, for, in every 
 possible way, by word and deed, he has made himself felt in the struggle 
 for better schools. 
 
 "It is a cause for thankfulness that Captani Vawter, whose remark- 
 able work in connection with the Miller School has already been men- 
 tioned, has been induced to accept the presidency of the board of trustees 
 of the Mrginia Normal and Industrial Institute for Colored Youth, at 
 I'etersburg. His sound common sense and large experience will be 
 of untold value to this most excellent institution. 
 
 "No need is more pressing in A'irginia than that of more .adec^uate 
 training of teachers for the public schools of the state. It is a cause 
 for regret that larger appropriations have not been made by the legis- 
 lature for William and Mary College and the Farmville Normal School. 
 i\Irs. C. P. Huntington and Mr. Archer M. Huntington have offered to 
 give $30,000 for the erection of a manual training high and normal 
 school for whites and a manual training high school for blacks at 
 Newport News, provided a similar sum is raised for this object else- 
 where. The board of education has approved this plan and there is 
 reason to believe that the money will be raised and the building erected." 
 
 Dr. E. A. Alderman said : 
 
 "I desire to report briefly to this conference today the work 
 attempted, the results thus far accomplished, and the plans in mind 
 in the Southwestern field since the last session of this Conference in 
 April, igo2. It should be clearly understood that our great purpose 
 is to arouse an irresistible public opinion for the establishment and 
 maintenance of a system of schools adequate for the needs of a free 
 people. The first achievement of this public opinion will be the appro- 
 priation of sufficient money for such schools. This money mav be 
 obtained by state appropriation, by local taxation and community effort. 
 
98 SOUTHERN EDUCATION 
 
 and by appropriation of unexpended balances by parish and county 
 boards. The next achievement will be the consolidation of weak schools 
 into strong central schools and the hauling of children to these central 
 schools. Jt is believed that better school houses, the trained teacher 
 and all other blessings will follow in the wake of these achievements. 
 Much has been accomplished in these directions by devoted men in the 
 Southwestern field for the last twenty years, but each new generation 
 must fight for its life and the life of the generation to come. 
 
 "It should be clearly understood that our great purpose is to arouse 
 an irresistible public opinion for the establishment and maintenance of 
 a system of schools adequate for the needs of a free people. The first 
 achievement to this public opinion will be the appropriation of sufficient 
 money for such schools. This money may be obtained by state appro- 
 priation, by local taxation, and community efi'ort, and by appropriation 
 of unexpended balances, by parish and county boards. The next 
 achievement will be the consolidation of weak schools into strong central 
 schools and the hauling of children to these central schools. 
 
 "An intensive campaign was conducted in the parish of Calcasieu 
 by Professor Hines, of the Louisiana State University. In this great 
 parish, which contains a population of 35,000 people, thirty meetings 
 were held and 'Seventy addresses delivered. As a result of this activity 
 one ward voted outright a special tax of three mills, and five others 
 have voted the five-mill tax, amountmg to a total of $15,000. Perhaps 
 the best result of this single parish campaign was the revelation to the 
 whole state of the possibilities of this great work and the revelation to 
 all the other parishes of the good that can come to them by cooperation 
 with this board. 
 
 "The Central Education Campaign Committee, consisting of the 
 Governor of the State. W. W. Heard : the State Superintendent, Hon. 
 J. V. Calhoun ; Colonel T. D. Boyd, president of the Louisiana State 
 University; President B. C. Caldwell, Louisiana State Normal College, 
 and myself, have appointed Mr. William M. Steel, of the Picayune, as 
 executive secretary of that committee. Twenty parishes, carefully 
 selected, have been chosen as the immediate field ; sixty-five citizens 
 of Louisiana, including the Governor, State Superintendent, prominent 
 teachers, state officers, eminent lawyers and business men, have accepted 
 service as campaign speakers. Appointments have been made already 
 at twenty-five points, and the state will be covered in the next three 
 months. The prominent men of the localities concerned, parish school 
 boards and committees of citizens are cooperating with the speakers 
 and school officers. 
 
 "Recent communications from the state superintendents of Missis- 
 sippi and Arkansas enable me to say briefly that very genuine progress 
 has taken place, under their wise direction, in both of those places in 
 the last few months and both of them are the scenes of great activity 
 in educational matters. In Mississippi a popular educational campaign 
 was waged throughout all last summer with favorable results, eleven 
 out of fourteen counties signifying their desire to increase the school 
 tax. 
 
SOUTHERN EDUCATION 99 
 
 "Democracies are not in the habit of being carried in a chariot 
 of enthvisiasm to a height of civic perfection. The whole process is 
 a toilsome process of convincing and persuasion. I am not going to 
 speak of difficulties here today: they are there, but it is our business 
 to get rid of them. Perhaps, however, I may be pardoned for men- 
 tioning th.e Mississippi River. It costs Louisiana a million dollars a 
 year to control that river in normal times. It will cost it this year a 
 million and a half in addition to this. This is a very grave difficulty 
 indeed, which the lower Mississippi V'alley should be relieved of by the 
 United States government. It has been impossible to attempt anything 
 practical in the river region this spring. Still I can say that it has 
 not diminished the zeal of these people in educational matters. Indeed, 
 is seems to have increased their interest in a way, as men are always 
 more interested in vital things when they are in trouble. 
 
 "The last word I have to say to this Conference, therefore, is a 
 distinct word of hope for the future and of praise to the citizens of 
 Louisiana from Governor Heard to the simplest man among them. 
 Their response to our invitation to take part in this struggle is of such 
 a character as to remove any doubt in my mind as to the ultimate result. 
 The population of this region is not a tax-hating population. The 
 press of the state, rural and urban, is behind this movement. The 
 whole region is feeling the breath of the West and the spirit of illimit- 
 able growth and opportunity everywhere entering the consciousness of 
 the Southern people. I have no novel suggestions to make. The 
 moulding of public opinion is a slow business, but it is splendid and 
 renovating when it is moulded. The thing for us to do, "therefore, is 
 to hammer on until the desire for better schools and all that belongs 
 to better schools becomes a contagion to the people. It is, perhaps, 
 proper for me to state that as district director of the Southern Educa- 
 tion Board it has been my privilege to make thirty-five public addresses 
 in the past year on the subject of education, twenty-six of them being 
 in Louisiana, ^Mississippi and Alabama, and nine in other states. By 
 extensive correspondence with the press and prominent citizens every- 
 where I have done what I could to forward the purposes of this Con- 
 ference in its desire to advance the good life of the nation. The people 
 of Louisiana are ready, as I have said, for large action. Their leaders 
 are enthusiastic and dead in earnest ; strengthened and stimulated by 
 the hopefulness issuing from this Conference and from the Southern 
 and General Education Boards, much lasting good will be done. I 
 desire to express my appreciation of the confidence and courtesy of 
 these boards and of the wisdom and sympathy and far-sightedness of 
 Dr. Wallace Buttrick, general agent of the General Education Board." 
 
 Dr. Charles W. Dabney said : 
 
 "The relation of school funds to population is most instructive. 
 The annual appropriation for public schools in Tennessee is forty-six 
 cents on each $ioo of taxable property reported and eighty-six cents 
 per caput of total population. Figures for some other states are given 
 for comparison: Missouri, 42 cents and $2.50; Minnesota, 59 cents 
 and $3.20; Nebraska, $2.32 and $4.12 ; Colorado, $1.05 and $5.18; Cali- 
 fornia, 58 cents and $4.65 ; New York, 60 cents and $4.60 ; Illinois, 
 $2.08 and $3.68. 
 
100 SOUTHERN EDUCATION 
 
 "The amount expended for schools per caput for children between 
 the ages of 5 and 20 is in Tennessee, $2.32 ; in Kentucky, $2.32 ; Texas, 
 $3.63; Minnesota, $8.63; Michigan, $8.Qo; Ohio, $9.94; New York, 
 $10.91; Colorado, $11.11; Cahfornia, $16.44; Massachusetts, $17.79. 
 ^lassachusetts pays thus nearly eight times as much for the common 
 school education of each of her children as does Tennessee. An im- 
 portant factor is the amount of taxable property per caput of school 
 children. For each child between the ages of 5 and 20 years there is 
 in Tennessee $509 of taxable property; in North Carolina, $337; in 
 Georgia, $516; but in Iowa it, is $714; in Missouri, $1,982; in Michigan, 
 $1,996; in New York, $2,661. 
 
 "Our schools need: (i) Men and money to do more missionary 
 work among poorer and more isolated populations. The people in one- 
 half of the counties of the South are probably not able to support any 
 kind of a decent school, even if they knew how to do so. They must 
 first be taught the farm and household arts, how to cultivate the soil 
 properly, how to utilize their forest and other resources and so to make 
 money with which to maintain their schools. On that great territory 
 covering the Appalachian region, reaching from Virginia to Alabama, 
 there is a population of healthy, vigorous and noble people, our brothers 
 in blood, or 'our contemporary ancestors,' as President Frost has so 
 aptly called them, which this board has scarcely touched. The people 
 of the better counties east and west of the mountains have all they 
 can do for a generation or more to develop their own schools. The 
 burning question is, shall we permit another generation of these moun- 
 tain boys and girls to grow up in ignorance ? In the mountain counties 
 of Virginia, West \^irginia, Kentucky, Tennessee, Georgia, and Ala- 
 bama there are already, out of 1,000,000 white males 21 years of age, 
 nearly 200,000 who can not read and write. These are our brethren, 
 fellow-citizens of these states and of the great republic. The appeal is, 
 therefore, to the whole nation. How dare we permit so. large a portion 
 of our fellow-citizens to live any longer under these conditions ? 
 
 "2., There are needed a few model consolidated industrial schools 
 scattered over the South. Our people do not know what a good country 
 school is ; they have no ideals towards which to work. If there were 
 even three or four such schools in each state properly located, where 
 superintendents and directors could visit them, they would, we believe, 
 multiply themselves very rapidly. 
 
 "3. Teachers for the schools. There are almost no professional 
 teachers in the country schools. There must be normal schools for 
 elementary teachers ; several of them in each state to train country boys 
 and girls to be teachers in the rural schools. 
 
 "4. Superintendents, men competent to direct educational work, 
 to organize and administer schools — educational engineers of all grades 
 and classes — are greatly needed as well as principals of schools and 
 supervisors of technical and industrial education, manual training, 
 domestic science and art and the other newer branches. The greatest 
 need of the South after all is a great teachers' college, which shall 
 educate and train the men and women who are to be the leaders in 
 this work and the directors in the Southern schools of the future. 
 
SOUTHERN EDUCATION 101 
 
 "The time is come for constructive work, and we must educate 
 the men to do it. 
 
 "We must recognize the present wretched condition of our schools 
 and the great difficulties resulting from our poverty and sparse popu- 
 lation, but let us recognize also the advantages of having a field clear 
 of the rubbish of false systems, of a great country of excellent natural 
 resources and filled with a race of men who have never yet failed to 
 build great, splendid institutions when they got ready for the task ! Let 
 us take courage from this great awakening and look forward hopefully 
 to the time which is surely coming when the South shall have such a 
 system of schools that our Northern friends will have to come down 
 vSouth to learn how to organize the modern school and when we shall 
 be making peaceful invasions into the North and helping them hold 
 conferences of education for the improvement of their schools." 
 
 Dr. Lyman Hall. 
 
 Dr. Lyman Hall, Atlanta, Georgia, said : 
 
 "The most productive thing in the world is not a dollar, not two 
 dollars, but a thing that is not material ; a thing that rules ships, com- 
 merce, and men ; it is a boy, and above all an American boy. 
 
 "The General F^ducation Board was organized to swap dollars 
 for boys. And no one believes such a tiling as that is a bad investment 
 for good business men to engage in. Swapping dollars for boys is 
 also the best work the State can engage in. 
 
 "Twenty-five years ago is was impossible for a young man to 
 wear overalls during the day and a dress suit during the evening. But 
 there are now 100,000 young men in the South ready to become workers 
 in factories and mills ; and those young men are the best stock of the 
 South. This fact emphasizes and gives meaning to the term 'New 
 South,' and causes us to enquire whether our colleges are training the 
 young men to be technical experts. The facts seem to indicate that 
 ten men are being trained for the professions of law, medicine, and 
 theology to one who is receiving an education which fits him. for the 
 work he would like to do in the onward industrial movement. We 
 teach young men to be doctors in three or four years and send them 
 out to saw ofl^ human arms and legs. At the Georgia Listitute of Tech- 
 nology it takes us four years to teach boys to be expert mechanics in 
 ordinary wood and mahogany. It might be a good idea to teach men 
 to get more out of the ground than to be teaching so many of them 
 to put things under the ground. 
 
 "Since April i, 1903, I have had ten applications for men who 
 know something of railroads and engineering. Sometimes as many as 
 three applications a day come in for draughtsmen. This shows the 
 possibility of a line of education which has not received proper con- 
 sideration at the South. I want to see shops put in all the schools and 
 colleges and universities to train the boys who have an aptitude for 
 industrial pursuits. The time is coming when we shall consider this 
 kind of education as necessary as anv other." 
 
102 SOUTHERN EDUCATION 
 
 Josephus Daniels. 
 
 Editor Josephus Daniels, Raleigh, N. C, said, in discussing the 
 educational progres of the South : 
 
 "There have been four obstacles that have stood in the way of 
 Southern educational progress in days gone by. These four obstacles 
 have been the negro, poverty, lack of qualified teachers, and the physical 
 features of the country. 
 
 "But a brighter day is dawning. The people everywhere are now 
 recognizing that the burden of the South is the cause of the nation and 
 of humanity. The sympathetic assistance of the Southern Education 
 Board has the approval of all right-thinking, broad-minded people 
 everywhere. The Southern press almost unanimously approves the 
 purposes of the broad-minded patriots who are leading the campaign 
 in the South for local taxation and better schools." 
 
 State Superintendent Merritt. 
 
 State Superintendent W. B. Merritt, of Georgia, discussed the 
 progress of education in that State. He said: 
 
 "In Georgia it is now necessary to get two-thirds of the freeholders 
 to vote in favor of a local tax before such a tax can be levied. We 
 have Deen moving to have a constitutional amendment submitted to 
 the people of the state by the Legislature, which will make conditions 
 for voting a local school tax much more favorable. The Legislature 
 will undoubtedly submit the proposed amendment to the people next 
 year. In the meantime, the delay will assist us in crystalizing sentiment 
 in favor of an additional tax levy for schools. 
 
 "We are also beginning an educational campaign to cover all 
 parts of the state. Our educational Governor and all the school interests 
 of the state are in hearty accord with every forward movement. 
 
 "The consolidation of schools is going on in Carroll and other 
 counties. Every newspaper in Georgia will be supplied with educa- 
 tional literature and an educational column will be maintained in all 
 the local papers." 
 
 Superintendent Geo. H. Hulvey. 
 
 J\lr. George H. Hulvey, county superintendent of Rockingham 
 County, Virginia, discussed the consolidation of schools. He saicl : 
 
 "Consolidation of small schools into larger ones is not a fad, as 
 some seem to regard it. I have been thinking and working on the 
 problem for twenty years. Two causes led me to consider the question 
 of consolidation : the decay of the old classical country high school^ 
 and the poor work done by the small country public school, which was 
 driving all boys with an ambition for an education away from home 
 to obtain that education. 
 
 "Rockingham County now has thirty graded schools, each school 
 containing from two to ten teachers. We have begun to transport 
 children to school in wagons, who live in the remote parts of the 
 districts. We are tired of the miserable system that perpetuates the 
 poor school house and prevents the children from getting a good 
 education at home ; at least, as much as a high school education.' 
 
SOUTHERN EDUCATION 103 
 
 Superintendent G. P. Glenn. 
 
 Superintendent G. P. Glenn, county superintendent of Duval 
 County, Jacksonville, Florida, also discussed the consolidation of 
 schools. He said : 
 
 "The district school must receive our attention, if the rush of the 
 people from the country into the towns is to be stopped. This exodus 
 will not stop until we make less the difference between the efficiency 
 of the rural and the city school. But the place to begin to reform the 
 rural school is with the county superintendent. He is the real fault 
 against which to charge the failure of the rural schools. The county 
 superintendent that would succeed must forget that he is to be re- 
 elected. He must be a brave man, and willing to work for the future. 
 
 "In Duval County six years ago there were forty-five rural schools. 
 It was resolved to consolidate these into fifteen schools. We have a 
 law that makes it impossible to compel a child to walk more than one 
 and a half miles to school. This necessarily meant that we must trans- 
 port the pupils, if_we carried out our consolidation plans. 
 
 "At present we have in operation seven of the proposed fifteen 
 consolidated schools which are to take the place of the forty-five small 
 rural schools of six years ago. We find that we save money by the 
 consolidation plan, and in addition the plan enables us to have as goo'l 
 school for the country boy as the city boy of Jacksonville has. In the 
 seven consolidated schools the term is eight months now ; six years 
 ago it was only five months. Truancy is unknown, and we have been 
 enabled to provide ample equipment for the schools. This could never 
 have been done, if the small schools had been maintained." 
 
 The Model School. 
 
 The "Model Country School" was the subject discussed by Prof. 
 P. P. Claxton, superintendent of the Summer School of the South, 
 Knoxville, Tennessee. Professor Claxton said : 
 
 "Education should prepare people for the life they have to live. 
 Their education should somehow grow out of that life. We formerly 
 educated people to talk. We should now undertake to educate all the 
 people for all the work there is to do. All children must be prepared 
 for life, for the ability to earn a living. But along with it should go 
 the studies that make for culture and humanity. 
 
 "If we could teach all people how to make a living we would go 
 far toward making all people honest. If we could teach all the people 
 how to bear well their own burdens and help to bear some of the 
 burdens of others, we could solve the race problem and many of the 
 other problems that now vex our social life. 
 
 "The country school should be conducted for country children. 
 The proposed model country school to be established in Knox County, 
 Tennessee, will serve the purpose of description. There will be twelve 
 acres of land about the school. It will be a consolidated school, enabling 
 a large number of children to be brought together. The house will 
 have six rooms for the accommodation of about 250 children. There 
 
104 SOUTHERN EDUCATION 
 
 will be an assembly hall for entertainments and other social gatherings. 
 There will be wide halls and good cloak rooms in the building. The 
 whole survey will be artistic. 
 
 "The principal's home will be near the school house. His house 
 will be a model for the community. There will be an orchard, 0. 
 vineyard, a garden, all to demonstrate what has been done in agricul- 
 ture, not necessarily to try experiments. 
 
 "The course of study will be broad. The subjects like reading, 
 writing, and arithmetic will be taught, along with the great literature 
 of the world. There will be a small laboratory for elementary physics 
 and chemistry. A shop and a domestic science department will form 
 a part of the equipment of the school. Music will also be taught. 
 
 "The teachers will be chosen for their ability to do the work 
 in the school. There will necessarily need be about six of these, in 
 order that the work may be properly divided and that all the subjects 
 may be taught by experts in the various subjects." 
 
 Prof. Francis G. Peabody. 
 
 Prof. Francis G. Peabody, of Harvard, in discussing "Knowledge 
 and Service," said : 
 
 "I should like to express the satisfaction which one feels in these 
 days of grave and perplexing social problems to be associated with aiiy 
 enterprise whose principles and methods are perfectly clear. What to 
 do in these days with the Philippines and the labor unions and the drink 
 habit and the great cities and the socialists — all this is full of perplexity, 
 and of shifting methods and uncertain lights, and the various panaceas 
 are tried and rejected and reviled with precipitate enthusiasm. But 
 what should be done for the South and by the South and with the South 
 as to its immediate problem of progress and of politics is not a matter 
 for dispute among reasonable men. 
 
 "That education is the key of Southern as of Northern security; 
 that education does not mean political service or racial antagonism; 
 that education begins at the bottom and not at the top; that the South 
 and the North have a common stake in the education of the whole 
 people; that illiteracy is inconsistent with democracy; that the part of 
 the North is not to patronize or criticise, but reinforce the initiative 
 the South, and that the strength and sacrifice of the Southern States 
 for education present the most honorable and gallant achievement of 
 modern American statesmanship — all this is conclusively determined, 
 and this is the common favor in which we meet. The South has been 
 tried by almost every test of manhood that could be devised by the 
 devastation of war, by the pangs of reconstruction, by industrial poverty, 
 by political conflicts, and when one now perceives the emergence of a 
 new courage, self-mastery, and prosperity in the South, he is reminded 
 of what a New Englander said to an Englishman as they stood together 
 on the hill of Plymouth and looked across those sandy shores. 
 
 "'What do you raise in a country like this?' said the foreigner. 
 And the American answered : 'We raise men.' 
 
 "A generation ago knowledge stood quite apart from service. Edu- 
 
SOUTHERN EDUCATION 105 
 
 cation, like beauty, seemed its own excuse for being. Educated people 
 were a privileged, separated, patrician. Brahmin caste. They spoke the 
 same dialect. They quoted from the same classics. They even held 
 that educational value in study was decreased as one approached the 
 bread and butter sciences. Then one day the modern world was touched 
 and transformed by the spirit of democracy. A new test was applied 
 for the worth of life — the test of service. A man must be not only 
 good, but good for something. We speak of a rich man as worth a 
 certain sum, but the spirit of democracy first asks, how much is he 
 worth? Is he worth having? Does the rich man perform a public 
 service? If he is not a serviceable instrument of public good, then he 
 is a public nuisance and must be in some way abated. Are his riches, 
 as Mr. Ruskin once said, his wealth because it is well with him, or 
 should they be called his illth because it is ill with him? Or, as Mr. 
 Ruskin remarked in another place, suppose a man in a wrecked vessel 
 tied a bag of gold pieces round his waist, with which later he was found 
 at the bottom, should we say that as he was sinking he had his gold, 
 or should we say that his gold had him ? Precisely the same test is to 
 be applied to education. How much is it worth? Is it creating a fit 
 instrument for the service of the modern world ? It is not a question ot 
 the higher or of the lower education. It is a question of a person, rich 
 or poor, North or South, white or black, who is to be drawn out — as 
 the word 'education' means — discovered, shaped, broadened and tem- 
 pered for the service of the world, and the best education for each per- 
 son is that which draws out the most of that person and applies him 
 most effectively to the world's service. This is democracy in education, 
 and how searching is the test which it applies to one's own life as one 
 considers his own education. Democracy, says Mr. Lowell, means not 
 T am as good as you are,' but 'you are as good as I am.' 
 
 "It means mutual respect and reverence in the practice of the 
 diverse ways of service in the modern world. I was talking two years 
 ago with a Hampton student, who was mending a wagon wheel, and 
 said to him, 'I should not like that task to be set before me,' to which 
 the boy, with perfect simplicity, answered, 'Yes, sir, but there are many 
 things which you can do which I can not.' Was not that a fair state- 
 ment of the principle of service democratizing the world of knowledge^ 
 Many a man today thinks himself educated when in reality he is a 
 mere survivor of a prehistoric type among the needs of the modern 
 world. He is like a man who rose one day in New York and read a 
 report of his own death in the morning paper. He hurried down to 
 the editor to protest. 'But,' the editor said, 'we can not correct the 
 statement. Everybody has read it and survived the shock. You are 
 practically dead, but, if it would in any degree relieve your mind, we 
 will start you again in the column of births.' " 
 
 Mr. St. Clair McKelway. 
 
 Mr. St. Clair McKelway, editor of the Brooklyn Eagle, speaking 
 on "The North and the South," said : 
 
 "Our fathers fought out the questions which their forefathers left 
 unsettled. We recognize and rejoice in the settlement of those ques- 
 
106 SOUTHERN EDUCATION 
 
 lions. But we are resolved that neither the charm of historical study 
 nor the passion nor the pathos of poetry, nor the pious exaltation which 
 shrines incite and monuments inspire shall today hold back North and 
 South from the new and noble obligations and from the benign and 
 brotherly competitions of this teeming time. Better a decade of love 
 and of peace than a cycle of the mutilations and of the memories of 
 a civil war ! 
 
 "With us there is no race question that comes as near to us as our 
 doors. With you there is. Besides, there are not so many of you as 
 there are of us, nor among you is there so large a proportion of those 
 who differed from you in the past, as is the case with us. The number 
 of people determines the quantity of government. 
 
 "With us the tide of truth and of manhood has risen higher among 
 the people than among the managing politicians. There has been a 
 manifest and overwhelming revolt against the lowering conception of 
 public intelligence by beaten bosses, by misleading leaders, by dis- 
 comfited demagogues and by stranded cranks. 
 
 "While bearing the ills we have rather than flying to others which 
 we know not of, the sanity of the North and, we hope, the sanity of 
 the South, would retire from the field of experiment the attempt to 
 harmonize in a single enactment of mammoth proportions and of in- 
 finite intricacy the theories of any political party or the avarice of any 
 two in combination. We would like to substitute a bi-partisan or non- 
 partisan commission of business men as a permanent corps of experts 
 on economic subjects for a system of competition responding to the 
 greed of contributing and recouping monopolies, or to the intellectual 
 indigestion of anemic visionaries. Our business laws should be a 
 hodgepodge neither of hysterics nor of hypocrisy. 
 
 "My countrymen, if we leave the quarrel words out of our con- 
 tests or out of our contentions, out of our speeches and out of our 
 journalism, we will go far toward finding out that the things wherein 
 we agree vastly outnumber and immensely outclass the things wherein 
 we differ. 
 
 "I might run the gamut of all questions by which, since the war, 
 South and North have been at times divided, and by which they have 
 been divided within parties as well as between them. My object, how- 
 ever, will have been accomplished if I have suggested to the friends with 
 whom I came and to the friends that we have made here, the fact that 
 v/e all really agree rather than actually differ on matters of vivid and 
 vital concern to our commonwealths and to our republic. Too little of 
 our argument argues. Too little of our debate debates. Too much of 
 our contention is about names rather than about things. Too much of 
 our controversy is around terms rather than around truth. Too much 
 of our talk is for victory rather than for veracity. Reform in these 
 respects must be inductive rather than direct. It must begin with the 
 chief sinners, our statesmen and our journalists. We must import into 
 our writings and into our speeches more of candor and less of passion. 
 We must make our words purposely plain rather than deliberately 
 ambiguous. 
 
SOUTHERN EDUCATION 107 
 
 "My State, your State, our nation, await the men of thought and 
 the men' of action to clear the way. At no time has been the need of 
 them greater or the prospect of them more auspicious. None of the 
 periods of the poHtics of mediocrity or of intellectual immorality in 
 America have been long. When one party has seemed nearly destitute 
 of statesmen and when the other has seemed- to be overstocked with 
 partisans of the second rank, some thinker or some moralist has risen 
 or recurred to view, to speak the longed for and the desired word to 
 the attentive ear and to the hoping heart of a noble people. I know 
 that such a man will somewhere be found — or rediscovered. 
 
 "Fellow-citizens, let us remember that oneness of our American 
 derivation and destiny. Let us be thankful that in the baptism of blood 
 all serious causes of division and reproach were purified away. Let us 
 be grateful for the years of peace through progress and of progress 
 through peace. Let us hail them as but the prelude of still better days 
 to come. From this tableland of time, looking backward on the past, 
 and forward on the future, let us strike hands for the betterment of 
 politics ; for the cleansing of rule ; for the moral trusteeship of private 
 wealth and of public office ; for the lifting of poverty, through self help, 
 into comfort; for the considerate leadership of ignorance into knowl- 
 edge ; for the transmutation of provincialism into patriotism and of 
 patriotism into philanthropy. In this work, while our country is our 
 solicitude, let our field be the world. While our countrymen are our 
 preference, let humanity be our client. By recasting ourselves on the 
 lines of God's laws in our hearts, our State shall prosper, our cities 
 shall come to honor, our communities shall conquer the pinnacles of 
 material and of moral achievement, and our nation shall attain to the 
 benign purposes of Deity in its discovery and development. And from 
 the vantage ground of this republic will sweep streams of blessings to 
 all the race of man. If to this we here dedicate and here consecrate 
 ourselves, the North of our homes and the South of your hearts, the 
 North and South of our country will eventually be constrained to admit 
 that we sought well and thought well and wrought well for their behoof 
 and for our own." 
 
 Prof. L. H. Bailey. 
 
 Prof. Liberty H. Bailey, editor of Country Life in America, and 
 head of the Agricultural Department of Cornell University, spoke on 
 "Agricultural Education." He said : 
 
 "The agricultural college was organized as a protest against the 
 older order of education. These colleges intended to relate education 
 in some way to the lives of the people ; they were meant to be agri- 
 cultural training schools. But the agricultural college began to emulate 
 the higher institutions of learning, gradually growing away from its 
 original purpose. Yet these schools have developed an agricultural 
 science and an agricultural literature ; they have been of immense ser- 
 vice in many ways. 
 
 "But still the necessity exists for agricultural training schools that 
 will teach boys how to do the work of the farm. A system of agricul- 
 tural high schools should be established. Nature study should be put 
 
108 SOUTHERN EDUCATION 
 
 into the elementary rural schools. This nature study is not elementary 
 science teaching in botany, zoology, and the like. Nature study is the 
 development of an attitude in pupils toward the environment in which 
 they live. The agricultural high school and the introduction of real 
 nature study in the elementary schools will finally be the means of 
 making the country attractive to the children, and will be the means of 
 lealizing what the founders of the agricultural college had in mind." 
 
 Chancsllor Kirkiand. 
 
 Chancellor J. H. Kirkiand spoke on "The Teacher and the State." 
 He said : 
 
 "The supreme importance of universal education has been em- 
 phasized at this and other Conferences. It is well that this has been 
 done; it can not be emphasized too often and too much. We must all 
 realize that there is a shameful amount of illiteracy in the South. Of 
 course, there have been reasons why this condition of things has existed. 
 But honesty and candor compel us not to make the mistake of account- 
 ing for the facts of 1903 by the events of 1863. 
 
 "We are no longer too poor to educate the children. In 1880 the 
 South entered on a process of rejuvenation in all phases of industrial, 
 religious, and social life. There are now 160 millionaires in the South. 
 The South is sending granite to New England, marble to Italy, manu- 
 factured goods to England, and 'coals to Newcastle.' 
 
 "But we are spending less on the education of each child now than 
 in 1870. AVe are neglecting too much our opportunities to educate the 
 coming generation. We welcomed the Southern Education Board for 
 its words of kindness and fellowship. That Board, however, does not 
 ask words of appreciation from us, but rather that we set our hands to 
 the task of doing our best for the education of all the people. 
 
 "Our problems are the concern of all the world. Northern prob- 
 lems are our problems. The problems of the South are not Southern 
 problems alone. They belong to this whole, reunited country ; to man- 
 kind which is one in spirit. The gain or the loss of one race must 
 cause all other races equal pride or shame. No man lives to himself, 
 no man dies to himself. 
 
 "The supreme need of the South is the improvement of the South- 
 ern teacher. A consolidated school with a library and a good house is 
 only dead matter until it is given life by the personality of a real 
 teacher. It has often been a consolation to me when I have visited 
 schools to know that the term was short. The short term is the only 
 redeeming feature about the schools in far too many localities. Real 
 teachers are few. We should never forget that Athens produced 
 Socrates who taught on the street corners, Plato who taught in a grove, 
 and thousands of others whom the world hears today. Even the Great 
 Teacher taught by the well, the seashore, in the valley, on the mountain. 
 It has only been in recent years that houses have been added to the 
 equipment of the universities and schools. Formerly the teachers were 
 the schools. 
 
 "I wish to emphasize the fact that big men must go into big 
 •school houses, else the educational revival of the South will amount to 
 
SOUTHERN EDUCATION 109 
 
 little. We can get school buildings erected as memorials. Men seem 
 nowadays anxious to build houses. Rut there seems little disposition 
 to increase the means to get better teachers. 
 
 "There are 500,000 teachers at work in the schools of this country. 
 The larger half of these is incompetent, if reports and certificates and 
 correspondence tell anything of truth. I do not mention the fact for 
 ridicule; it is serious enough for tears. One example: in 1900, 9,000 
 teachers'' certificates were issued in Tennessee, 7,000 of which were 
 classed as third grade. That tells the story! More money will not 
 solve our school problems. If we had millions, where are the teachers? 
 
 "The day must come when we will begin in earnest to improve 
 the present teachers of the children, as well as to make a beginning 
 toward getting others to begin the work of teaching. Institutes and 
 summer schools are only palliatives ; they can not very often cause the 
 teachers to be born again. What we must have in the South is more 
 normal schools. We have hardly yet seriously considered this question 
 of training teachers. The normal universities and fake normals of 
 every kind ought to be closed. Those of us who believe in better things 
 should do like the Jews who rebuilt the walls of Jerusalem : fight with 
 one hand and build with the other. 
 
 "The State should surely be as careful about licensing teachers of 
 children as it is in licensing doctors and lawyers. Ignorance is the 
 greatest curse of the land. It is a greater enemy than violence. The 
 State takes its strong arm and banishes the cholera and other diseases, 
 yet it is under greater obligation to banish ignorance and to begin that 
 v/ork at the very root, viz, the cause of ignorance. The State can not 
 be great by ruling over ignorant men and women, but it is great as it 
 rules over intelligent men and women, recognizing that its supreme 
 duty is the education and uplifting of the individual in his social rela- 
 tions. This is the work of the teacher. 
 
 "There still adheres to the teachers' work something of the social 
 degradation of the original meaning of the word pedagogue. Yet to 
 the teacher is committed the highest interests of the State — its chil- 
 dren. He is an interpreter of God and of humanity to the future citi- 
 zens. He is the savior of each generation. The work of this Confer- 
 ence in arousing popular interest in education will be of no permanent 
 value except we inspire an enthusiasm to train teachers in a broader 
 and wider sense than we have ever done before. 
 
 "We are, I think, at the beginning of a new era. We do not yet 
 see the light of day, only the purple tint of the dawn that will usher in 
 the day. We worship now with our faces no longer turned toward 
 the past but to the rising sun. In that new time I look for the South to 
 resume her former place in national affairs." 
 
 President F. P. Venabie. 
 
 Dr. F. P. Venabie, president of the University of North Carolina, 
 spoke on "The Work of the University in the Southern States." He 
 said : 
 
 "The work of the university is many sided and important. It 
 must train the leaders. It is the kevstone of the educational svstem 
 
no SOUTHERN EDUCATION 
 
 of the State. Much of the history of many southern states would be 
 barren without it contained the work done by the men trained in the 
 universities. 
 
 "University education is an essential part of popular education. 
 Popular education can not do without the university. The warfare 
 against popular ignorance and illiteracy must be waged by leaders 
 trained in the university. The sentiment in favor of education has been 
 fostered by those who best knew its benefits. The ignorant can not 
 feel the need of popular education as do college-bred men and women. 
 Thus it has come about that the light has always filtered downward." 
 
 Dr. Edward Mims. 
 
 Dr. Edward Mims, professor of English Literature, Trinity Col- 
 lege, Durham, North Carolina, continued the discussion of Dr. Ven- 
 able's subject. He said: 
 
 "There are two burning problems in higher education at the South. 
 One of these problems is the maintenance of proper educational stand- 
 ards for admission to college and proper standards for degrees. It 
 behooves us to rally all the forces of higher education to the end that 
 college sins against proper standards may be exposed to the light of 
 day. I have often thought that we need consolidation of colleges in 
 the South as much as we need the consolidation of schools. 
 
 "The other problem in the realm of higher education at the South 
 is the preservation of freedom to think and to speak for those who are 
 to teach and to lead the people. Those who are here leading the fight 
 against provincicdism and dogmatism deserve the cordial sympathy of 
 scholars everywhere." 
 
 Dr. W. Rose. 
 
 Prof. Wicklifife Rose, University of Tennessee, said that the great- 
 est present need of the South was the proper organization and direction 
 of educational enthusiasm, which must necessarily be the work of the 
 teacher. The teacher, he said, must have had some training to be able 
 to lead. Teacher leadership must mean college leadership. The South 
 needs a great teachers' college to train the leaders. 
 
 Prof. J. Y. Joyner. 
 
 State Superintendent J. Y. Joyner, of North Carolina, said : 
 "Thcvplace where a business is done determines what men will 
 think about that business. Shall the sacred business of training children 
 be done in a hovel, in ugliness, in dirt, or shall it be done in a place of 
 beauty ? There are 950 log school houses in North Carolina. But last 
 year we built more than one new decent school house for every day in 
 the year, Sundays excepted — 332 in all. 
 
 "More than $20,000 was raised by private subscription in my state 
 last year for the erection of new public school houses. We now have 
 three forces at work to remedy the poor school house problem. One 
 of these is the North Carolina law which requires that one-half the 
 cost of the erection of the school houses must be borne by the county 
 school fund. Another force is a loan fund of $200,000 which will be 
 
SOUTH E.RX ED U CAT I OX 111 
 
 loaned school districts which are desirous of having- better school 
 houses. And still another force, which promises much for the better- 
 ment of public school houses, because it has already done much, is the 
 Woman's Association for the Betterment of Public School Houses."' 
 
 Hon. G. R. Glenn. 
 
 Hon. G. R. Glenn, of Georgia, said : 
 
 "The great c[uestion is to create such enthusiasm and power as 
 will touch the life of every child. The criminal records of some of our 
 states show that we are spending more money on lost boys than on 
 those that are not lost." 
 
 Dr. S. C. Mitchell. 
 
 Dr. S. C. ]\Iitchell, of Richmond Colleg;e, said : 
 
 "It is apparent to all that the educational revival for which this 
 Conference stands is a friend to religion and patriotism. It must be 
 equally apparent that it is a foe to sectarianism and sectionalism, two 
 things which are often found working in unison. To this unholy alli- 
 ance of sectarianism and sectionalism this Conference opposes sympathy 
 or like-mindedness, which is the beautiful fruit of education. In such 
 a contest can any one doubt the issue? I rejoice in the note of sym- 
 pathy which this gathering intones. We are here to see, eye to eye, 
 and face to face. , Earnest to do good, but. prior to that, resolute to 
 know the truth. It is this characteristic of the Conference that brings 
 you home to the bosom of our people. Truth throuoh love, and service 
 through truth, that is our program. 
 
 "The inspiring impulse of this movement for education in the 
 South is not the good of the individual alone, but the welfare of our 
 common country, which embraces, to be sure, the total good of each 
 citizen. This gathering seeks communal rather than individual well- 
 being, and works for national rather than sectional interests. In this 
 regard you commend yotirselves to every man in the South. 
 
 "All the ills of slavery are embraced in the one word isolation. 
 That isolation of the South was geographic, historical, industrial, 
 political. Sympathy is the key that is unlocking that prison door. In 
 thus welcoming you in the full strength of the national sentiment, the 
 South is but reasserting the position which she was the first to take. 
 The words of Patrick Henry in the opening hour of the Continental 
 Congress, in 1774, were both first and final: "The distinctions between 
 Virginians, Pennsylvanians, New Yorkers, and New Englanders are 
 no more. I am not a A^irginian, but an American.' 
 
 "The spirit of those words, worthy to be written in letters of 
 living light on every school house, throbs in this Conference and con- 
 stitutes its real significance. The possibilities of the South are not 
 bounded by the traditions of the past, but by the nascent energies of 
 the present and the hopes of the future." 
 
 President W. B. Hill. 
 
 Dr. Walter B. Hill, chancellor of the University of Georgia, spoke 
 on "Negro Education at the South." He said: 
 
112 SOUTHERN EDUCATION 
 
 "Recently I heard a group of Confederate veterans recounting 
 stories of their campaigns. One of them, a Virginian, told of a faithful 
 body servant who accompanied him to the field. The negro was cap- 
 tured by Federal scouts, and was given the position of cook for the 
 Federaf colonel, with salary attached. He ran away from this cosy 
 berth and returned to his Confederate master, bringing with him, by 
 the way, for his owner a sack of supplies and a box of the colonefs 
 fine Havana cigars, on the plea that since he had been working for 
 the colonel and his owner had received no wages something was due. 
 The answer to this question, accordingly, at least, to our local interpre- 
 tation, is that the negro is in the South by his own choice, because he 
 is treated better here than elsewhere, and because his most important 
 right — the right to make a living — is more completely secured. If it 
 was not so, it seems to us there would be Northern or Western educa- 
 tional conferences discussing at Philadelphia or Chicago the problem 
 of negro education in the North or West. 
 
 'Tn this city an allusion to a war story will not be out of order." 
 
 The speaker related a story told by a colonel of a Virginia regi- 
 ment. The old veteran said if he lived to get to New Orleans next 
 month he was going to propose a monument, which was to be of black 
 marble, and to be erected in honor of the Confederate nigger. In 
 justification of his proposed motion, the colonel told of his faithful 
 slave, who had gone with him to the war as a body servant. The negro 
 was captured by the Federals, was treated by them with patronizing 
 kindness, being made cook of the Federal colonel, with high wages 
 attached ; but he ran away and returned to his master. Afterwards, 
 when the latter was wounded in battle, the negro had risked his life to 
 carry him ofi: the field. This story was introduced in order to say that 
 the duty of the South in respect to the education of the negro, whatever 
 that duty may be defined to be, is the duty of the South to the children 
 and grandchildren of the Confederate nigger. 
 
 "The beginning of the education of the negro was slavery. The 
 South does not regret its abolition, but she contemplates with satisfac- 
 tion the fact that the tuition of slavery developed the negro in little more 
 than a century from the condition of savages into a condition where, in 
 the judgment of those hostile to slavery, the negro was fitted for the 
 privileges of American citizenship. 
 
 "The second chapter in the history of negro education began 
 shortly after emancipation, and includes the blunders of the recon- 
 struction period. It represents all the extremes of reaction. As the 
 teaching of books had been denied to the negro in slavery, it was now 
 assumed that the only education needed was to supply this omission, 
 and accordingly an effort was made in schools and colleges to insert 
 into the mind of the negro, as by a surgical operation, a culture for 
 which the Anglo-Saxon race had been preparing through long centuries 
 of growth. 
 
 "The nation has, in fact, remanded the solution of the negro 
 problem, including, of course, the problem of education, to the South. 
 In the days when the southern section of our country was threatened 
 vvith force bills and similar legislation, there were utterances in the 
 
SOUTHERN BDUCATION 113 
 
 South which might be gathered up from press, pulpit, and platform 
 of that time literally by the millions, in which it was said that if the 
 North would only let the South alone, the South would solve the 
 problem in wisdom and in justice. These utterances were sincere, and 
 their fulfillment involves not only a plain duty, but involves also the 
 strong point of the South, the point of honor. The change in the 
 attitude of the North can not fairly be regarded as. a desertion of the 
 negro, but, as Mr. Cleveland aptly said, it is an expression of faith 
 and confidence in the respectable white people of the South. 
 
 "The South has voluntarily done much for the education of the 
 negro, and will take no backward step in this direction. The United 
 States Commissioner of Education says that since 1870 the South has 
 disbursed for negro education $109,000,000. For every dollar con- 
 tributed by the wealth-endowed philanthropy of the North for this 
 purpose, the South, out of her poverty, has contributed four dollars. 
 It cannot be pretended that all the people in the South are thoroughly 
 satisfied with these things that have been done. It mvist frankly be 
 admitted that some of them are restive under it, but it can at least be 
 answered that the leaders are the friends of negro education. During 
 the past winter the New York Journal inaugurated a symposium, in 
 which Southern men were invited to express their views on this subject. 
 Among the contributors were Bishop Warren A. Candler, of the Metho- 
 dist Church ; Bishop C. K. Nelson, of the Episcopal Church ; Hon. 
 Clark Howell, and others. All of them expressed their gratification 
 at what had been attempted in the South. Not one of them felt that 
 negro education had been proved to be a failure. 
 
 "The policy of separate schools will, of course, be maintained. 
 Negro education must be suited to meet actual conditions. It must 
 be adapted to meet industrial and agricultural needs. This does not 
 mean that the three R's are not to be taught in the schools. The 
 common school education is not, therefore, to be supplanted, but to 
 be supplements for the great masses of negroes with manual and 
 agricultural training. 
 
 "There is another direction in which the education of the negro 
 should be brought more in touch with life. It should be more distinctly 
 ethical. The three periods of the history of negro education may be 
 expressed in terms of the title of the book, which had so great an 
 influence on the slavery issue. Uncle Tom's Cabin may not be read bv 
 future generations, but it will always be referred to as a great historical 
 document. 
 
 "In the second period we see Uncle Tom without a cabin. This 
 period represents the era of reconstruction, when alien adventurers, 
 foisted into power on the shoulders of the black masses, plaved such 
 fantastic tricks in the name of government as the world has never 
 witnessed since the days of Masaniello. 
 
 "The third era is that which is being ushered in under the wise 
 leadership of Booker Washington, when the negro is becoming a home- 
 maker, bound to the soil, and a good citizen. There is no race problem 
 as between the good citizens of the South among the whites and the 
 good citizens of the South among the blacks. The solution, then, of 
 
114 SOUTHERN EDUCATION 
 
 the nei^ro prol^lem, so far as we can see it within that immediate future, 
 which may be forecast from the past and present and beyond the hmits 
 of which it is idle for us to attempt to forecast, but about which we 
 are justified in thinking with optimism and hope, is Uncle Tom in his 
 own cabin." 
 
 Dr. Lyman Abbott. 
 
 Dr. Lyman Abbott said : 
 
 "It has been sometime suggested, by no member of this Conference, 
 to me, that some topics of discussion had better be avoided in such a 
 gathering as this. But I have thought that no gathering in this coun- 
 try. North or South, desires a speaker to speak anything but his sincere 
 convictions. We are beginning to learn, North and South, that suffrage 
 is a prerogative and a duty, rather than a right. We are beginning to 
 learn. North as well as South, that manhood suffrage means manhood 
 first and suft'rage afterwards. We are beginning to learn in the North, 
 what it seems to me ought always to have been an axiom, that no man 
 has a right to govern his neighbor who has not the intelligence and the 
 conscience to govern himself. 
 
 "I have spoken as if this was a late learning on the part of the 
 NortlT. It is, and. it is not. If there Avas any man in the North who 
 had the right to be called a friend of the negro, if there was any man 
 in the North known as an tmcompromising opponent of slavery, if there 
 v/as any man in the North who stirred the heart of the North before 
 the war and was brave and resolute throughout the war, it was Henry 
 Ward Beecher. 
 
 "In 1865, two months after the assassination of President Lincoln, 
 and four 'months before the reconstruction measures were brought be- 
 fore Congress (which some of us in the North as many of you in the 
 South wish had never been adopted), Henry Ward Beecher said: 'All 
 the laws in the world can not lift a man higher than the natural forces 
 put him. You can pass laws saying that the colored men are your 
 equals, but unless you can make them thoughtful, self-respecting, in- 
 telligent, unless, in short, you can make them what you say they have 
 a right to be, these laws will be in vain.' I am satisfied that while we 
 ought to claim for the colored man the right of the elective franchise, 
 you will never be able to secure it and maintain it for him except bv 
 making him so intelligent that men can not deny it to him.' 
 
 "I wish that all of the North had agreed with Henry Ward 
 Beecher and Abraham Lincoln that those propositions were true, and 
 T should like to print them and put them in every colored school house 
 in the South with the name of Henry Ward Beecher at their foot." 
 
 Resolutions. 
 
 Mr. Richard Watson Gilder, editor of the Century, and chairman 
 of the Committee on Resolutions, presented the following resolutions : 
 
 "We. the members of the sixth Conference for Education in the 
 South, cjming from various sections and many states, desire to express 
 f- r keen appreciation of the generous and gracious hospitalitv of the 
 people, includiiT^, espe-^ially the officers and members of the local com- 
 
SOUTH ERX EDUCATION 115 
 
 mittec. the Governor, Lieutenant-Governor and other members of the 
 state o-overnment, of the organizations which joined in the invitation, 
 the press of Richmond, and the associations, chibs and individuals who 
 have so kindly opened their doors to the delegates and guests. 
 
 "We have derived pleasure and inspiration not only from the 
 interchange of information and opinion in the immediate subjects of 
 the Conference, but also from the spirit of the good will of enterprise 
 and of patriotism which characterizes this city of so great memories 
 and heroic traditions." 
 
 Officers. 
 
 President, Mr. Robert C. Ogden, New York. 
 
 \'ice-President, Mr. Edgar Gardner Murphy. 
 
 Secretary, Dr. B. J. Baldwin, of Montgomery, Ala. 
 
 Treasurer, Mr. W. A. Blair, Winston.^N. C.' _ 
 
 IMembers of the Executive Committee : — President of the Con- 
 ference, ex-officio chairman; Mr. B. B. A^alentine, Richmond; Mr. 
 Joseph G. Brown, North Carolina ; Chancellor R. B. Fulton, of the 
 L'niversity of Mississippi ; President B. C. Caldwell, State Normal 
 School of IvOuisiana ; Superintendent C. B. Gibson, of Columbus, Ga. ; 
 President D. F. Houston, A. and M. College, Texas; President R. H. 
 Jesse, of the University of Missouri; Superintendent G. P. Glenn, of 
 Jacksonville, Fla. ; State Superintendent S. A. Mynders, of Tennessee; 
 "President H. H. Snyder, of Wotford College, Spartanburg, S. C. 
 
 Committee on Resolutions: — Richard "^^/a^so" Gilder, editor of Th-: 
 Coifiiry; 1/nited States Attorney-General P. B. Knox; E. C. Branson, 
 of Georgia; State Superintendent J. Y, Joyner, of North Carolina; 
 E. T. Sanford, of Knoxville, Tenn. 
 
 In Memory of Dr. Curry. 
 
 The sixth Conference for Education in the South held a memorial 
 service in memory of Dr. J. L. M. Curry, m the Academy of Music, 
 Richmond, A'irginia, on Sunday evening, April 26th. The principal 
 addresses were made by President F. W. Boatwright, of Richmond 
 College, and President Edwin A. Alderman, of Tulane University. 
 
 President Alderman said, in part : 
 
 'T saw him for the first time in 1883. A thriving North Carolina 
 town was proposing to tax itself for adequate school facilities. This 
 was not then an everyday occurrence in North Carolina. Curry stood 
 before them and pled with passion and power for the children of the 
 community. I remember how he seized a little child impulsively, and 
 with dramatic instinct placed his hand upon his curly head and pictured 
 to the touched and silent throng the meaning of a little child to human 
 society. It was the first time I had ever heard a man of such power 
 spend himself so passionately in such a cause. It seemed to me, and 
 to all young men who heard him, that here was a vital thing to work 
 for, here indeed a cause to which a man might nobly attach himself, 
 feeling sure that, though he himself might fall, the cause would go 
 marching grandly on. 
 
116 SOUTH URN EDUCATION 
 
 "The chief work of this noble hfe was to develop an irresistible 
 public opinion in a democracy for the accomplishment of permanent 
 public ends. Men may forget the oratory, the diplomacy, the intel- 
 lectual vigor, the gracious, compelling charm of Curry the man, but 
 they will not forget the earnestness, the zeal, the self-surrender of 
 Curry the social reformer and civic patriot, and when the final roll 
 shall be called of the great sons of the South and of the nation, who 
 served society well when service was most needed, I believe that no 
 answer will ring out clearer and higher and sweeter than the adsum 
 of J. L. M. Curry. His work has been accomplished and has been 
 handed on to the living and he has gone. His fame is secure, for it is 
 the persistent fame of the teacher and reformer." 
 
 Some Reports Denied. 
 
 Richmond, April 23. — In order once for all and forever to set at 
 rest the intimations and suspicions set afloat concerning the Southern 
 Education Board, the representative of the State today sought an 
 authorative statement from one of the prime movers of the Board. 
 
 The gentleman selected is a native of North Carolina, who has 
 attained conspicuous success in the North — Walter H, Page, editor of 
 the World's Work. Mr. Page was asked several direct, unequivocal 
 questions concerning the Board's purposes as they relate to the negro 
 and negro education. Mr. Page answered directly and positively every 
 question. 
 
 The State's correspondent told Mr. Page plainly that he had come 
 here to see if there is a nigger in the wood pile. To this Mr. Page, 
 after answering the questions put to him, replied : 
 
 "You will find when the wood pile is turned over not a negro, but 
 an uneducated white boy. That is what we are after." 
 
 "Mr. Page," I asked, "does the Southern Education Board propose 
 now or ultimately to encourage or to approve the co-education of the 
 races or social equality?" 
 
 "No," emphatically replied Mr. Page, "nobody ever for one mo- 
 ment dreamed of any such plan." 
 
 "Does the Southern Education Board propose now or ultimately 
 to foster negro education before the education of white children ; that 
 is to say, is negro education the primary and white education the 
 secondary object of the Board?" 
 
 "No," said Mr. Page, with equal emphasis. 
 
 "Are these two purposes, or is either of them — negro education 
 first and negro equality — cherished by the Northern gentlemen, Mr. 
 Ogden, for instance, who are officially prominent in the Southern Edu- 
 cation Board?" 
 
 "Certainly not," said Mr. Page. 
 
 "Are these purposes, or is either of them, cherished by the General 
 Education Board or by anv of its promoters ?" 
 
 "No." 
 
 These questions were answered all in the negative by Mr. Page 
 with great earnestness, but in the same friendly spirit in which they 
 were asked. Pie declared his entire and complete confidence in the 
 
SOUTHERN EDUCATION 117 
 
 Northern gentlemen who are associated with him in this work, and 
 declared that they have no desire or remote purpose to push negro 
 education ahead of wdiite education, but are honestly, earnestly de- 
 sirous of assisting- the white people who need education as well as the 
 negro, the white child coming first, because, as Mr. Page expressed it, 
 "There is a man, and it is the man we want to reach." — JamEvS A. 
 HoYT, in Columbia (S. C.) State. 
 
 THE NEGRO AT RICHMOND. 
 
 It was inevitable that the negro question should come up at the 
 Conference for Education in the South, which has just closed at 
 Richmond. The imperative need of the negro for education would have 
 forced it if nothing else had. The national character of the movement, 
 which aims at education of all races and all classes, would have com- 
 pelled its discussion sooner or later. The opponents of the movement 
 were bound to bring it up if they could, for they relied on the negro 
 question to arouse prejudice in the South and to aid them in their 
 purpose. It was, therefore, best that the question should be taken up 
 directly by representative men from both sections, as it was. 
 
 It costs the Northern men in the educational movement nothin^^ 
 to define their position as to the negro question. It is a position to 
 which the logic of the situation directs them, and to which no reason- 
 able person. South or North, can object. As we understand it, it is 
 this : The South must determine for itself what the political and social 
 status of the negro race shall be, but whatever it is, the controlling in- 
 terest of the South and of the whole country alike demands that the 
 best possible schooling shall be given to the greatest possible number 
 of the youth of whatever parentage. The South has determined, as 
 the Rev. Mr. Murphy has announced, that the colored children and 
 the white children shall be taught in separate schools. It could not 
 well do otherwise, and the requirement is put forward by the more 
 intelligent negroes with as much insistence as by the whites, for tho 
 preservation of race integrity is not by any means the desire or aim of 
 one race only. With this determination by the South the Northern 
 friends of Southern education have no disagreement and desire not 
 the slightest interference. They accept it as a fixed condition, costlv 
 in some ways, but fixed ; and they are ready to do all in their power, 
 with the cooperation and counsel of Southern men, to aid education in 
 accordance with this condition. 
 
 The South has determined on certain conditions as to the exercise, 
 of the suffrage, which for the present exclude the great body of the 
 negroes. The men active in the educational movement in the South, 
 from that section or from the North, may have their individual views 
 as to the justice and expediency of this action. There are Northerners 
 who approve it and Southerners who disapprove it. Both classes agree 
 that it has absolutely nothing to do with education, and all are working 
 steadily and faithfully toward a common end quite regardless of this 
 matter. There is no earthly reason why they should not. If men like 
 Dr. Alderman, of Tulane University, Louisiana; Dr. Hill, of the Uni- 
 
118 
 
 SOUTHERN EDUCATION 
 
 versity of Georgia, and Dr. Dabney, of the University of Tennessee, 
 are ready and eager, as they are, to give their hearty cooperation to 
 the educational movement, the Northern men are justified in thinking 
 that it is a movement in the best interests of the South, as they know 
 it is one in the best interests of the whole country. 
 
 Meanwhile the attitude of the best men of the South, such as we 
 have cited, is distinctly, that the very independence the South claims 
 in the direction of the political relations of the negroes imposes on the 
 whites a tremendous responsibility for the training of the negroes to 
 self-support, to good character, to industry and intelligence. That is 
 the price of peace and order and prosperity at the South. The Northern 
 men engaged in the movement are willing and anxious to help pay 
 this price. That is their only doctrine as to the negro question, and 
 it is a sound and noble one. — Editorial. New York Times, April 26th. 
 
 THE FIELD. 
 Interesting Items of Educational News Happenings Throughout the South. 
 
 Mr. Joseph B. Graham, Field 
 Agent of the Southern Education 
 Board in Alabama, said : 
 
 "Beginning with June, 1902, I 
 made a three months' campaign in 
 various sections of the State, at- 
 tending commencements, teachers' 
 institutes, educational rallies, and 
 all public gatherings where an op- 
 portunity might be afforded to talk 
 to the people for local support ot 
 better schools and more accom- 
 plished teachers, to be better paid. 
 
 ''I will be permitted to state here 
 that I am State's attorney, or prose- 
 cuting officer, in one of the judicial 
 circuits composed of six counties in 
 my State. I am engaged in that 
 work about six months each year, 
 and the remaining time is given to 
 the work of the Southern Educa- 
 tion Board, but I never permit an 
 opportunity to speak for better 
 schools to pass at any time. This 
 recalls that the first day of circuit 
 court in a rural county in Alabama 
 is a great day, when the citizens 
 from every section of the county 
 come to the county seat, some as 
 jurors, witnesses and litigants ; 
 
 some to swap horses and tobacco, 
 but many just to greet friends, talk 
 politics, and to get and distribute 
 the news in general. These first 
 days have been used largely by the 
 office-seekers and politicians for 
 getting office and promoting patri- 
 otism (?). I have endeavored to 
 utilize these occasions in talking of 
 good schools, better morals, and 
 higher and purer aims, and, if I 
 mistake not the sentiment of the 
 people, I believe that they appre- 
 ciate the change. 
 
 "I have visited twenty-two coun- 
 ties and have delivered from one to 
 four addresses in each comity with- 
 in the eleven months of my service. 
 My work and speeches have been 
 along the Ifne of stimulating the 
 people to self-reliance and to the 
 local support of their schools, look- 
 ing ultimately to free public schools 
 supported by local taxation with the 
 district as the unit. In my opinion, 
 every dollar the giving of which is 
 felt and is to some extent a sacrifice 
 upon the part of the person making 
 the contribution, whether voluntary 
 or under form of law, consecrated 
 
so UTHBKN BD UCA TION 
 
 119 
 
 to the cause of public education, is 
 worth more to the contributor and 
 to genuine growth of patriotism 
 than a thousand dollars which may 
 come unmerited or unappreciated or 
 from misdirected philanthropy. 
 
 "As an instance of the interest of 
 our rural population in our educa- 
 tional progress, I recall one day in 
 July during the severe drought 
 which almost destroyed the cotton 
 and corn crops of Alabama last 
 year. It was in a mountain county 
 about twenty-five miles from a rail- 
 road. There was an all-day educa- 
 tional rally, with an abundance of 
 substantial dinner on the ground, 
 notwithstanding the blight then 
 resting upon the burning, thirsty 
 fields. The people came in great 
 numbers from the surrounding 
 country. Many walked, some rode 
 in good buggies and surreys, but 
 many families of from three to 
 twelve persons came in plain farm 
 wagons with straw - covered beds, 
 chairs from the fire-side as seats, all 
 drawn by a yoke of oxen. Many of 
 them were clad in home - woven 
 jeans and cotton. Many wore shoes, 
 5-ome were barefooted, but all were 
 liappy and cheerful and welcomed 
 visiting speakers most cordially. 
 The young people made melody in 
 the old Fa-Sol-La system, the leader 
 using the old-time tuning fork to 
 catch the pitch or key, which he 
 spread around with his own voice to 
 the bass, soprano, alto and treble. 
 They had no tenor. None but a 
 woman can sing country treble. 
 Many speeches were made during 
 the day along educational lines and 
 the young and the old seemed to be 
 inspired to do and hope for better 
 things for the youth of the land, i 
 went the same afternoon to another 
 place ten miles distant where a pro- 
 iractcd meeting was in progress. 
 
 They were having morning service 
 at 1 1 o'clock and evening service at 
 7 : 30. They heard of my visit and 
 the evening sermon was delivered 
 at "early candle lighting, 6 : 30 
 o'clock, .and everything was m 
 readiness for me at 8 p. m. I was 
 cordially received, though a stran- 
 ger personally, and welcomed to 
 "the stand" by all except the min- 
 ister in charge, who was just a little 
 shy on a lawyer speaking from his 
 sacred desk, lest a little politics or 
 something might destroy the good 
 influence of the revival then in 
 progress. 
 
 ''The speeches made by two other 
 visitors and myself had earnest at- 
 tention for more than two hours, 
 and they were so pitched along the 
 line of close relation of home, 
 school, and church and intelligence, 
 morals and religion that even the 
 hesitating preacher declared to his 
 congregation just before the bene- 
 diction that they had just heard the 
 best sermon of the revival. This 
 is one of the many experiences 
 which I have had in my work. 
 
 "On the 28th and 29th of Janu- 
 ary we held a conference of county 
 superintendents in Montgomery. 
 Of the sixty-six superintendents in 
 the State, sixty were in attendance 
 and five were providentially de- 
 tained at home. The Alabama leg- 
 islature was in session and almost 
 every member was in attendance at 
 the two great mass meetings held 
 in the evenings. Many of the 
 prominent educators and citizens of 
 the State, including the very best 
 citizenship of the capital city, were 
 also present. Great addresses, 
 p!am, logical and eloquent, were 
 delivered by Dr. E. A. Alderman 
 and by Virginia's peerless young 
 educational governor. There were 
 local speakers also. The practical 
 
120 
 
 SOUTHERN EDUCATION 
 
 work of Mr. D. E. Cloyd, of the 
 General Board, was much appre- 
 ciated by the county superintend- 
 ents. This conference for power 
 and widespread influence among 
 educators, citizens and legislators 
 v/as far beyond anything in the his- 
 tory of the State. We are fortunate 
 in having as a citizen of Alabama 
 the Rev. Edgar Gardner Murphy, 
 the Executive Secretary associated 
 with President Ogden, and also a 
 member of the Southern Education 
 Board. He is tireless in good 
 works, and has done much by 
 speech and with pen to forward our 
 movement throughout the South. 
 
 "Do you ask me what of Ala- 
 bama educationally? I answer that 
 we enter the new century well. We 
 have a new organic law which 
 guarantees the rights and protection 
 of citizenship to all, but restricts the 
 privilege of suffrage to those who 
 contribute either of their intelli- 
 gence to the good of society, or of 
 taxes for the material support of the 
 government. Recognizing the 
 power of intelligence as a factor 
 in the creation of wealth, more than 
 one-half of the entire income of the 
 State has been set aside as a trust 
 fund for the education of the 3'outh 
 of the State, and the legislature is 
 instructed to make additional ap- 
 propriations when the revenues and 
 conditions shall justify. 
 
 "For the first time in the history 
 of our commonwealth the principle 
 and privilege of local taxation for 
 school purposes are recognized in 
 the organic law. It is true that the 
 unit is the county and one mill the 
 limit, while the ideal unit is the dis- 
 trict and the will of the people the 
 limit, still all must agree that ours 
 is better than no unit and no rate 
 al all. 
 
 "If 1 mistake not the sentiment of 
 
 the people in the counties which I 
 have visited, they will vote to levy 
 the one-mill tax at the first oppor- 
 tunity. The doctrine of local tax- 
 ation is becoming popular and is 
 going to win in Alabama, although 
 our public school system has been 
 in existence only about fifty years, 
 and had but small support until the 
 past fifteen years. Our rural white 
 schools averaged 105 days and our 
 rural colored schools averaged 93 
 days during the last scholastic 
 
 Miss Ella Dixon has been ap- 
 pointed a graded school trustee of 
 Sylvan District, Alamance County, 
 North Carolina. Miss Elmira Gar- 
 rett has also been appointed a 
 trustee in Friendship District, in 
 Alamance County. ]\Iisses Dixon 
 and Garrett will have the distinction 
 of being the first North Carolina 
 women to serve as school trustees. 
 The Attorney-General of North 
 Carolina says that there is nothing 
 in the state constitution to prohibit 
 women named in a special Act of 
 the General Assembly from serving 
 on school boards. They can not, 
 however, be made members of 
 school boards except by special Act 
 of the Legislature. 
 
 An election was held at Scotland 
 Neck, Halifax County, North Caro- 
 lina, on Tuesday, April 21, to decide 
 the c[uestion whether or not that 
 town should issue bonds for graded 
 schools. The majority for schools 
 was 47 out of a total registered vote 
 of 217. This means that Scotland 
 Neck will have graded schools and 
 a special local tax for their support. 
 
 The South Carolina State Sum- 
 mer School will be held at Win- 
 throp College from June 2^ to July 
 22. 
 
MAY 14, 1903 
 
 Price 50 cents per year 
 
 Southern 
 Education 
 
 (North Carolina Edition) 
 
 "I cannot think that it ought to be necessary to dis- 
 cuss at length with any intelligent, right-feeling mani 
 tl>e right of every child to have the chance to make the 
 ost of his God-given faculties by education, and the 
 of the State and of the community to give him this 
 ce by providing adequate means for his education." 
 — atate Superintendent J. Y. Joyner. 
 
 od give us patience and strength that we may work 
 ild up schools that shall be as lights shining througli- 
 t the land. Behind this movement for the education 
 of the children of our land there stands the One who 
 said, " Let there be light." 
 
 — Governor Charles B. Aycock, Athens Conference. 
 
 "Educational progress means religious good; it in- 
 culcates a love of truth that is not to be limited. The 
 hope of the State is not in the cities or the big towns. 
 The hope of the greatest future is dawning in the rural 
 districts." — Prof. J. B. Carlyle. 
 
 County Supervision 
 Educational Waste 
 Local Taxation 
 Illiteracy 
 School Houses 
 Rural Libraries 
 Teachers and Salaries 
 Editorial and Miscellaneous 
 The Field 
 
 SOUTHERN EDUCATION BOARD, Kooxville, Tenn., Publishers 
 
 VOL. 1 
 
 Application made for entry at Postoffice at Knoxville 
 as second-class matter. 
 
 No. 10 
 
With reference to the 300,000 natives of North CaroHna now 
 hving- in other States, Dr. Walter 11. Page says : " When we 
 remember that almost ever)' one of these emigrants went to States 
 where taxes are higher and schools are more numerous and better, 
 and where competition is more fierce, and when we remember that 
 tliey went away from a State that is yet sparsely setfled and 
 richer in natural opportunities than the States to which they went, 
 the failure of these (old educational) systems becomes painfully 
 obvious. Too poor to maintain schools ? The man who says it 
 is the perpetuator of poverty. It is the doctrine that has kept us 
 poor. It has driven more men and more wealth from the State, 
 and kept more away than any other political doctrine ever cost us." 
 
 SOUTHERN EDUCATION BOARD 
 
 Dr. E. A. Alderman, Wm. H. Baldwin, Rev. Wallace Bnttrick, Dr. 
 J. L. M. Curry, Dr. Chas. W. Dabney, Dr. H. B. Frissell, Hon. H. H. 
 Hanna, Dr. C. D. Mclver, Edgar Gardner Murphy, Robert C. Ogden, Dr. 
 Walter H. Page, Geo. Foster Peabody, and Dr. Albert Shaw 
 
 Officers 
 
 President, Robert C. Ogden, New York City 
 
 Secretary, Dr. Charles D. jMcIvcr, Greensboro, N. C. 
 
 Treasurer, George Foster Peabod}^ New York City 
 
 Executive Secretary associated with the President, Edgar Gardner 
 Murphy 
 
 Supervising Director, Plon. J. E. M. Curry, Washington, D. C. 
 
 Bureau of Information and Investigation : Director, Dr. Chas. W. 
 Dabney, Kno.xville, Tenu. 
 
 District Directors: Dr. E. A. Alderman, New Orleans, La., Dr. H. B. 
 Frissell, liampton, Va.. Dr. Charles D. Mclver, Green.sboro, N. C. 
 
 Campaign Committee: Hon. J. E. M. Curry, Chairman; Dr. E. A. 
 Alderman, Dr. Chas. W. Dal)ney, Dr. H. B. Frissell, Dr. Chas. D. Mclver 
 
 " The public free schools are the colleges of the people; they 
 are the nurseries of freedom ; their establishment and efficiency 
 are the paramount duty of a republic. The education of children 
 is the most legitimate object of taxation." — Dr. J. ly. 1\1. Curry. 
 
Soutbern }8^ucation 
 
 Published weekly, at Knoxville, Tenn., 
 by the Bureau of the Southern Education 
 Board. 
 
 Subscription Prick: 
 
 One year 50 cents 
 
 Three months 15 cents 
 
 ADDRBS8: SOUTHERN EDUCATION BOARD 
 Knoxvillb, Tbnn. 
 
 Thursday, May 14, 1903 
 
 This number qf Southern Edu- 
 cation has been prepared at the 
 suggestion of the Central Educa- 
 tional Campaign Committee for the 
 Promotion of Public Education in 
 North Carolina, and of the State 
 Superintendent of Public Instruc- 
 tion, and has the approval of that 
 Committee and of the State Super- 
 intendent. 
 
 Charles L. Coon, Editor. 
 
 "At the same time came the dis- 
 ciples unto Jesus saying, Who is. 
 the greatest in the Kingdom of 
 Heaven? And Jesus called a little 
 child unto him and set him in the 
 midst of them."— Matthew XVIII, 
 
 1-2. 
 
 "It is not the will of your Father 
 which is in Heaven that one of these 
 little ones should perish. I came 
 that ye might have life and have it 
 more abundantly." — Jesus. 
 
 "Verily I say unto you. Inasmuch 
 as ye have done it unto one of the 
 least of these my brethren, ye have 
 done it imto me." — Jesus. 
 
 If ignorance is not a curse, a sin, 
 a reproach to any people, then it 
 must be that people's blessing, good- 
 ness, pride ! 
 
 Ignorance is either a good thing 
 for a community or it is a bad thing. 
 The means with which to banish ig- 
 norance can be voted into a com- 
 munity or they can be voted out. A 
 good school house, a good teacher, 
 and a good library are the deadliest 
 foes ignorance has; they can be 
 voted into any community in North 
 Carolina. 
 
 The average salary of a white 
 public school teacher in North Caro- 
 lina during 1902 was $26.78 for 
 iC)._|5 weeks. The total average 
 annual salary, therefore, was 
 $110.13. The state of North Caro- 
 lina allows the county jailer $108 
 a year for feeding criminals, which 
 does not include clothing, medicine, 
 and medical attention, all of which 
 are an extra charge on the counties. 
 Need any one wonder why so many 
 of the public schools are poor and 
 inefficient? 
 
122 
 
 SOUTHERN EDUCATION 
 
 Nortli Carolina has 43 counties in 
 which I here are more than 20 white 
 voters out of every 100 who are il- 
 hterate ; that is, who can not read 
 and write. 
 
 There are 217 counties in the 
 United States in which there are 
 more than 20 white ilhterate voters 
 out of every 100. North Carohna 
 has 43 of these counties. 
 
 More than 28 people out of every 
 100 in North Carolina over ten 
 years old can not read and write ! 
 The Census of 1900 prints this fact 
 about North Carolina. It is a part 
 of the common knowledge of man- 
 kind. It can not be concealed. 
 
 More than 19 out of every 100 
 white people in North Carolina over 
 ten years old can not read and write. 
 There is only one other state that 
 has so many illiterate white people 
 as North Carolina. 
 
 North Carolina has decreased her 
 white illiterates over ten years old 
 from 23.1 out of every 100 in 1890 
 to 19.5 out of every 100 in 1900; 
 she has decreased her negro illiter- 
 ates over ten years old from 60.1 
 out of every 100 in 1890 to 47.6 out 
 of every 100 in 1900. For ten years 
 white illiterates have decreased, 
 therefore, 3.6 in every loo and 
 negro illilerates 12. S in everv 100. 
 
 SIGNS OF HOPE. 
 
 Present educational conditions in 
 North Carolina are not wholly dark. 
 There have been great and various 
 obstacles in the way of educational 
 progress. The physical features of 
 the State have contributed their 
 share to prevent rapid advancement. 
 The swamps of the east and the 
 mountain fastnesses of the west 
 have made small schools necessary 
 in many places. The sparseness and 
 the poverty of the population have 
 also been causes contributing to 
 make adequate school facilities well 
 nigh impossible in many communi- 
 ties, as well as the impossibility of 
 an awakened educational conscious- 
 ness. 
 
 Then, there have been certain his- 
 toric forces to overcome. The white 
 race, formerly aristocratic in its so- 
 cial organization, was impoverished 
 by four years of destructive war. 
 At the end of the struggle it found 
 the education of its own children to 
 be provided for, as well as the edu- 
 cation of the recentl}^ emancipated 
 slaves. But the State went to work 
 to retrieve its broken fortunes and 
 to educate its children. Race pre- 
 ji' Mce has stood in the way often- 
 times, and the cause of education 
 has languished. 
 
 P)Ut in later vears the General As- 
 
SOUTHERN 
 
 sembly has given earnest attention 
 to constructive school legislation, 
 and the foundations of a sound edu- 
 cational policy have been firmly es- 
 tablished. Previous school legisla- 
 tion has embodied the establishment 
 of a great training school for 
 women teachers at Greensboro, the 
 founding of a chair of pedagogy at 
 the State University, the establish- 
 ment of normal training schools for 
 colored teachers at Winston, Salis- 
 bury, Fayetteville, Elizabeth City, 
 and other places. The recognition 
 by recent legislatures that more ef- 
 ficient supervision of the rural 
 schools is a vital question is also a 
 hopeful indication of progress. 
 
 But perhaps the most hopeful 
 sign of the constantly upward ten- 
 dency of educational affairs has 
 been the ever increasing number of 
 towns and rural districts which 
 have applied each two years to the 
 legislature for the privilege of im- 
 proving their public schools by local 
 taxation. This movement was be- 
 gun about 1875 at Greensboro. 
 Soon afterwards Raleigh, Golds- 
 boro, Charlotte, and other larger 
 towns voted a local tax and estab- 
 lished graded schools. This year 40 
 towns and rural districts have ap- 
 plied for the privilege of voting a 
 local tax and of establishing graded 
 public schools. 
 
 EDUCATION 123 
 
 There is also a strong and well- 
 defined movement to consolidate the 
 country schools, build comfortable 
 houses, put a library in every school 
 house, and, above all, a trained 
 teacher. The Governor of the State 
 and other educational leaders have 
 been conducting an unceasing cam- 
 paign for better educational condi- 
 tions. During the fall campaign of 
 1902. when local officers and mem- 
 bers of the legislature were elected, 
 more discussion of educational 
 questions was indulged in by the 
 various candidates and the State 
 press than was ever known before. 
 The tariff, the money question, the 
 race issue, and all the old campaign 
 slogans were laid aside and educa- 
 tional questions discussed instead. 
 These are some of the signs that 
 point to progress. 
 
 The educational redemption of 
 the vState seems much nearer, there- 
 fore, than ever before. Barely four 
 months of school, untrained teach- 
 ers, poor school houses, and well- 
 nigh no supervision of the country 
 schools is going to be a thing of the 
 past, when all the people are once 
 aroused to the supreme duty and 
 necessity of better training for their 
 children. 
 
 "With us legislators study the 
 will of the multitude, just as nat- 
 
124 
 
 SOUTHERN EDUCATION 
 
 ural philosophers study a volcano, 
 not with any expectation of doing 
 aught to the volcano, but to see 
 what the volcano is about to do to 
 them." — Horace Mann. 
 
 "Every human being has a claim 
 to a judicious development of his 
 faculties by those to whom the care 
 of his infancy is confided. The 
 mother is qualified, and qualified by 
 the Creator Himself, to become the 
 principal agent in the development 
 of her child; * * * and what is 
 demanded of her is — a thinking 
 love." — Pestalozzi. 
 
 RIGHT EDUCATION. 
 "Every son, whatever may be his 
 expectations as to fortune, ought to 
 be so educated that he can superin- 
 tend some part of the complicated 
 machinery of social life; and every 
 daughter ought to be so educated 
 that she can answer the claims of 
 humanity, whether those claims re- 
 quire the labor of the head or the 
 labor of the hand." 
 
 — Horace Mann. 
 
 ILLITERACY. 
 
 the facts as to north carolina 
 iltjteracy, taken from the 
 t^atest census and school re- 
 torts — some comparisons, 
 make a diagnosis first. 
 "The reading of the figures as 
 
 to illiteracy is not a cheering diver- 
 sion. And yet it were folly to as- 
 sume that we can aid the South by 
 the exercise of a blind affection 
 which would blink or conceal the 
 facts. These facts are not taken 
 from the tale of an enemy ; they are 
 taken from the reports of our own 
 superintendents of public instruc- 
 tion, they form a part of our local, 
 as well as a part of our national 
 records. The first duty of the phy- 
 sician who would apply a remedy 
 lies in a sympathetic, but fearless 
 diagnosis. The first duty of a wise 
 educational statesmanship is a clear 
 and unflinching perception of the 
 situation. There is no disgrace in 
 our illiteracy. It is due to historic 
 and formidable forces. There would 
 be every disgrace, however, in a 
 policy which would now perpetuate 
 it by concealment, and which would 
 feed its indifference upon the husks 
 of a flattering and senseless opti- 
 mism. 
 
 "I have said that we must edu- 
 cate. When I say 'we,' I mean that 
 we must count all of our people 
 within the fellowship of responsi- 
 bility. Within the partnership of 
 obligation, the great masses of our 
 white people should hold the first 
 place of initiative, dignity, and ser- 
 vice." — Edgar G. Murphy. 
 
 IIvETTERACY AND THE SUFFRAGE. 
 
 The North Carolina school census 
 reports of 1901-2 show that there 
 are 10,678 male white children be- 
 tween the ages of 12 and 21 who 
 can not read and write. The same 
 
SOUTHERN EDUCATION 
 
 125 
 
 reports show that there are 10,246 
 
 male negro children between 12 and 
 
 21 who can not read and write. 
 
 After 1908 no North Carolina man 
 
 who becomes 21 years old can vote, 
 
 unless he can read and write. 
 
 ILLITERACY SOUTH AND ELSEWHERE. 
 
 The illiteracy of the native white 
 
 population of the United States 
 
 (Census 1900), ten years of age 
 
 and over, is as follows : 
 
 SOUTH. 
 
 Perot. 
 
 Texas 6.1 
 
 Mississippi 8. 
 
 Florida 8.6 
 
 West Virginia 10. 
 
 A'lrginia 11. 1 
 
 Georgia 11. 9 
 
 Arkansas 11. 5 
 
 Kentucky 12.8 
 
 South Carolina i3-6 
 
 Alabama 14.8 
 
 Louisiana i7-3 
 
 North Carolina 19.5 
 
 ELSEWHERE. 
 
 Missouri 4.8 
 
 Illinois 2.1 
 
 Iowa 1.2 
 
 New York 1.2 
 
 ]\Iichigan 1.7 
 
 Wisconsin 1.3 
 
 IMassachusetts 0.8 
 
 Minnesota 0.8 
 
 Nebraska 0.8 
 
 Connecticut 0.8 
 
 Wyoming 0.7 
 
 South Dakota 0.6 
 
 Nevada 0.6 
 
 Washington 0.5 
 
 NATIVE NEGRO ILLITERACY, SOUTH, 
 
 1900. 
 
 Total Per 
 
 State Illiterates Negro Pop. Centage 
 
 Va. . . . 213,960 479,464 44 
 N. C. . 210,344 441,756 47 
 
 s. c. 
 
 283,940 
 
 537,542 
 
 52 
 
 Ga. .. 
 
 379,156 
 
 724,305 
 
 52 
 
 Fla. . 
 
 65,101 
 
 168.980 
 
 38 
 
 Ala. . 
 
 338.707 
 
 589,820 
 
 57 
 
 INIiss. 
 
 314,617 
 
 640,424 
 
 49 
 
 La. .. 
 
 284,594 
 
 465,611 
 
 61 
 
 Tex. . 
 
 167,531 
 
 438,883 
 
 38 
 
 Tenn. 
 
 147,844 
 
 354,980 
 
 41 
 
 Ark. . 
 
 "3,495 
 
 263,923 
 
 43 
 
 These figures include all persons 
 10 years old and over. Census ot 
 1900. 
 
 If it is criminal in the sight of 
 men to starve and mistreat the 
 bodies of horses and dogs, how 
 much more criminal must it be in 
 the sight of God to starve and 
 dwarf the souls of children by per- 
 mitting them to live in ignorance ! 
 
 NATIVE WHITE ILLITERACY, SOUTH. 
 
 Total Per 
 
 State Illiterates White Pop. Centage 
 
 Va. ., 
 
 N. C. 
 
 s. c. 
 
 Ga. .. 
 
 Fla. . 
 Ala. . 
 Miss. 
 La. .. 
 Tex. . 
 Tenn. 
 Ark. . 
 
 96,117 
 175,645 
 
 54,375 
 100,431 
 
 17,039 
 
 103,570 
 36,038 
 82,227 
 95,006 
 
 157.396 
 76,036 
 
 866,295 
 900,664 
 399,540 
 841,200 
 
 197.973 
 700,823 
 
 450,952 
 474,621 
 
 1,554,994 
 1,108,629 
 
 656,438 
 
 II 
 19 
 L3 
 II 
 8 
 
 14 
 8 
 
 17 
 6 
 
 14 
 II 
 
 These figures include all persons 
 10 years old and over. Census 1900. 
 
 ADULT MALE ILLITERATES. 
 The following table gives the 
 adult native male illiterate popula- 
 tion of North Carolina by counties. 
 At a glance you can see how many 
 white voters in each county could 
 not read and write in 1900 : 
 
126 
 
 SOUTHERN EDUCATION 
 
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SOUTHERN EDUCATION 
 
 127 
 
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 SOUTH BRN EDUCATION 
 
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SOUTHERN EDUCATION 
 
 129 
 
 WHITE ILIvlTERATE VOTERS. 
 North Carolina has 286,812 na- 
 tive white voters, 54,334 of whom 
 are ilHterate; percentage of illiter- 
 acy, 18.9. There are forty-three 
 counties in North Carolina in which 
 the illiterate native white voters are 
 in excess of 20 out of every 100. 
 Those counties are : Hertford, with 
 20.1 in every 100; Rockingham, 
 20.2; Macon, 20.6; Onslow, 20.8; 
 Lenoir, 20.9; Montgomery, 21; 
 Dare, 21.2; Harnett, 21.2; Ashe, 
 21.3; Davie, 21.4; Martin, 21.4; 
 Davidson, 21.5; Pitt, 21.5; Wa- 
 tauga, 21.5; Caldwell, 21.8; Stan- 
 ley, 21.8; Camden, 22; Cleveland, 
 22 . 1 ; Tyrrell, 22 . i ; Burke, 22 . 5 ; 
 Graham, 22.8; Nash, 22.9; Duplin, 
 23 . 1 ; Wilson, 23 . i ; Yadkin, 23 . 3 ; 
 Sampson, 23.5; Polk, 23.6; Clay, 
 23.7; Cherokee, 23.8; Johnston, 
 24; Franklin, 24.3; Haywood, 
 24.4; Gates, 24.7; Swain, 25.4; 
 Greene, 25.6; Jackson, 25.8; Madi- 
 son, 26.4; Mitchell, 27.4; Person, 
 28.2; Surry, 28.2; Yancey, 30.8; 
 Wilkes, 30.9; Stokes, 32.9. 
 
 upon the education of the entire 
 mass and not of the few." — Gov- 
 ernor Charles B. Aycock. 
 
 "Preach a crusade against ignor- 
 ance ; establish and improve the law 
 for educating the common people." 
 — Tpiomas Jefeerson, Letter to 
 George Wythe, Washington Edi- 
 tion Jefferson's Works, Vol. H, p. 
 7- 
 
 "The strength of every commun- 
 ity is dependent upon the average of 
 the intelligence of that community, 
 and this intelligence is dependent 
 
 Some anxious souls continue to 
 wonder why so many people are in- 
 different as to the education of their 
 children. Remember that the cure 
 for such indifference is to convince 
 parents that it is as much their re- 
 ligious duty to train their children 
 as it is their duty to observe the 
 law: "Thou shalt not steal." All 
 the people are convinced that steal- 
 ing is morally wrong, hence they 
 will not tolerate thieves in good so- 
 ciety. Whenever parents are con- 
 vinced that keeping people in ignor- 
 ance is morally wrong, they will not 
 tolerate that crime any more than 
 they now tolerate crimes against 
 property rights. 
 
 COUNTY SUPERVISION. 
 
 ITS NECESSITY RECOGNIZED BY THE 
 LAST SCHOOL LAW. — AMOUNTS 
 SrENT BY THE COUNTIES EOR SUP- 
 ERVISION IN 1902. — TWENTY- 
 THREE COUNTIES AND CITIES COM- 
 PARED. 
 
 Expert leadership and super- 
 vision are recognized as essential to 
 the proper conduct of any great 
 busines. Surely the education of 
 the children of a great state is a 
 great business. The North Caro- 
 lina cities long ago recognized this 
 fact. If those cities which have es- 
 tablished graded schools and pay a 
 large per cent, of their school funds 
 
130 
 
 SOU THBRN BD UCA TION 
 
 each year to make, certain their 
 schools are well planned and con- 
 ducted, find it a profitable invest- 
 ment, there can scarcely be any 
 doubt but that it would be a profit- 
 able and paying investment for the 
 county board of education to employ 
 competent and expert school men to 
 supervise the country schools. 
 
 In the cities the supervisor has 
 the most favorable conditions sur- 
 rounding his work. The county 
 superintendent has a much larger 
 area to cover, many more teachers 
 to direct, and many more people to 
 inspire with right ideas about the 
 education of their children than has 
 the city superintendent. This 
 makes it all the more important that 
 county superintendents be trained 
 men and devoted to their work, 
 spending all their time in bringing 
 the benefits of education to all the 
 children. 
 
 There are nine counties in North 
 Carolina that pay their superintend- 
 ents less than $ioo a year! There 
 are 40 counties out of the 97 that 
 now pay their educational leaders 
 less that $300 per year ! There are 
 70 out of the 97 counties that pay 
 their county superintendents less 
 than $400 per year ! Of course, 
 these figures mean one of two 
 things : The North Carolina county 
 superintendent must make a living 
 at something else or he must be an 
 incompetent supervisor. The world 
 knows expert men can not be ob- 
 tained for such salaries. 
 
 The present school law recog- 
 
 nizes the necessity of remedying this 
 condition of afl:airs, knowing full 
 well that there can be no educational 
 progress except under an expert 
 leader. Therefore, the last General 
 Assembly of North Carolina said in 
 law that county boards of education 
 may hereafter employ a county sup- 
 erintendent for his entire time at 
 such salary as they may deem reas- 
 onable and just, provided the total 
 county school fund exceeds $15,000. 
 This will enable the following coun- 
 ties to have superintendents who 
 can be something more than clerks 
 and examiners : Craven, Duplin, 
 Gaston, Moore, Pitt, Randolph, 
 Davidson, Guilford, Johnston, 
 Beaufort, Rockingham, Rutherfor(J, 
 Vance, Alamance, Edgecombe, 
 Granville, Iredell, Nash, Union, 
 Cabarrus, Forsyth, Robeson, Wil- 
 son, Cleveland, Cumberland, Dur- 
 ham, New Hanover, Mecklenburg, 
 Wayne, Rowan, Buncombe, and 
 Wake; 32 counties in all, nearly 
 one-third of all the counties in the 
 State. 
 
 Twelve other counties have school 
 funds ranging between twelve and 
 fifteen thousand dollars each, which 
 means that they will likely be en- 
 abled at an early day to employ a 
 county superintendent for all his 
 time on the same conditions as the 
 32 counties named above. 
 
 The following table gives the 
 present salaries of the several 
 county superintendents and the 
 total receipts for school purposes 
 reported to the State Superintend- 
 
SOUTHERN EDUCATION 
 
 131 
 
 ent of Public Instruction, June 30, 
 1902: 
 
 Counties that pay their county 
 superintendents less than $100 per 
 vear : 
 
 Craven ...... 250 00 
 
 Davie 261 88 
 
 DupHn 294 00 
 
 Gaston 280 35 . 
 
 HaHfax 268 63 
 
 HacIc 201 00 
 
 Stanly 
 
 Transylvania 
 
 Tvrrell 
 
 McDowell . 
 Haywood . . , 
 
 Dare 
 
 Clay 
 
 Camden ... 
 
 SALAKY SCHOOL FUND MoOrC 288 3O 
 
 78 00 
 
 92 00 
 69 00 
 69 00 
 30 00 
 88 10 
 
 93 65 
 62 35 
 
 $11,403 
 
 3.442 
 
 2775 
 6,402 
 
 12,256 
 2,976 
 
 2,353 
 4,165 
 
 9 
 Counties that 
 superintendents 
 more than $ioo 
 Alexander . . . 
 Alleo;hanv . . . 
 
 Burke . ; 
 
 Chowan 
 
 Currituck .... 
 
 Graham 
 
 Henderson . . . 
 
 Jackson 
 
 Jones 
 
 Macon 
 
 Alitchell 
 
 Montgomery . 
 
 Pamlico 
 
 Perquimans . , 
 
 Person 
 
 Sampson .... 
 
 Swain 
 
 Yancev 
 
 pay their county 
 less than $200 and 
 a year: 
 
 $124 00 
 
 175 50 
 185 50 
 162 00 
 154 00 
 
 184 00 
 177 50 
 
 185 75 
 140 50 
 102 00 
 131 80 
 135 00 
 106 00 
 
 151 50 
 154 44 
 159 50 
 125 00 
 102 00 
 
 $ 5.956 
 5,086 
 9,258 
 7,766 
 5,822 
 2,875 
 
 8457 
 6,297 
 5,212 
 8,646 
 
 5.839 
 9,119 
 
 4.242 
 
 6.347 
 11.344 
 13.848 
 
 4.521 
 5.280 
 
 Counties that pay their county 
 superintendents less than $300 and 
 more than $200 a year : 
 
 Bladen $228 t,6 $ 8,802 
 
 Carteret 242 00 6,571 
 
 Catawba .... 252 50 12,746 
 Cherokee .... 279 25 6,834 
 
 Pitt 
 
 Polk . . , 
 Randolph 
 Scotland 
 \Vatauga 
 
 Wilkes 283 
 
 Yadkin 242 
 
 209 00 
 212 50 
 225 50 
 283 00 
 276 II 
 60 
 95 
 
 16.270 
 6,848 
 
 15,178 
 • . 19,765 
 
 24.315 
 4,688 
 
 16.051 
 
 24.301 
 5.264 
 
 17,766 
 7,146 
 7.119 
 
 12,755 
 8.354 
 
 Counties that pay their county 
 superintendents less than $400 and 
 
 more than $300 a year : 
 
 Anson $305 90 
 
 Ashe 400 00 
 
 Brunswick . . . 333 96 
 
 Caldwell .... 345 00 
 
 Caswel 361 00 
 
 Chatham .... 362 46 
 
 Columbus . . . 380 93 
 
 Davidson .... 357 00 
 
 Gates 343 62 
 
 ('^reene 348 75 
 
 Guilford 400 00 
 
 Harnett ■ 378 00 
 
 Hertford .... 317 75 
 
 Johnston .... 310 50 
 
 Lenoir 364 00 
 
 Lincoln 310 00 
 
 Martin 329 71 
 
 Northampton . 399 00 
 
 Onslow 335 00 
 
 Orange 396 59 
 
 Pasquotank . . 300 00 
 
 Pender 377 31 
 
 Stokes 346 00 
 
 Surry 319 00 
 
 Washington . , 366 00 
 
 $10,655 
 
 12,008 
 
 8,619 
 
 9,641 
 
 8,024 
 
 14.251 
 
 13.329 
 
 15.395 
 
 6,022 
 
 7.459 
 
 29.710 
 
 8,697 
 
 9.091 
 25,026 
 12.705 
 
 9,968 
 1 1 ,660 
 
 13.90:^ 
 
 6.829 
 
 11,982 
 
 12,731 
 
 7,241 
 
 10,871 
 
 13.223 
 
 7,064 
 
 Counties that pay their county 
 
132 
 
 5*0 UTHBRN ED UCA TION 
 
 superintendents less than $500 and 
 more than $400 a year : 
 
 Mecklenburg . $852 00 $48,199 
 Wayne ..."... 879 00 24,567 
 
 Beaufort . . 
 Richmond . . 
 Rockingham 
 Rutherford 
 
 Vance 
 
 Warren . . . 
 
 $420 00 
 405 00 
 450 00 
 
 422 50 
 
 479 67 
 
 480 00 
 
 $16,727 
 10,706 
 21,442 
 14,181 
 17,187 
 11,810 
 
 6 
 Counties that pay the 
 
 superintendents less than 
 
 more than $500 a year : 
 
 Alamance ... $518 58 
 
 Bertie 504 00 
 
 Edgecombe . . 561 45 
 Franklin .... 546 00 
 Granville .... 550 57 
 
 Iredell 502 50 
 
 Madison 529 40 
 
 Nash 526 01 
 
 Union 546 00 
 
 ir countv 
 $600 and 
 
 $18,368 
 
 13.710 
 24,093 
 
 13735 
 14,597 
 20,800 
 11,052 
 
 17.303 
 17,196 
 
 Counties that pay their county 
 superintendents less than $700 and 
 more than $600 a year : 
 Cabarrus .... $700 00 $16,074 
 Forsyth ..... 667 42 33,043 
 
 Robeson 658 37 18,101 
 
 Wilson ...... 700 00 22,965 
 
 4 
 
 
 Counties that pay their 
 
 countv 
 
 superintendents less than $800 and 
 
 more than $700 a year : 
 
 
 Cleveland .... $720 16 
 Cumberland . . 754 23 
 
 Durham 787 50 
 
 New Hanover. 780 00 
 
 $17,480 
 18,877 
 29,381 
 36,136 
 
 4 
 
 Counties that pay their county 
 superintendents less than $900 and 
 more than $800 a year: 
 
 Counties that pay their county 
 superintendents less than $1,000 
 and more than $900 a year : 
 Rowan $985 52 $25,603 
 
 Counties that pay their county 
 superintendents more than $1,000 a 
 3'ear : 
 
 Buncombe $1,248 $39,054 
 
 Wake r,i66 58,155 
 
 COUNTY AND CITY SUPERVISION 
 COMPARED. 
 
 The following table shows the 
 amount spent in 23 leading towns 
 and cities for general super- 
 vision, also the amount spent for 
 supervision by the counties in which 
 those cities are situated. The total 
 school fund of the cities and the 
 counties is given, the percentage of 
 the city and the county funds spent 
 for supervision is also given, as well 
 as the number of teachers super- 
 vised by the various city and county 
 superintendents. 
 
 The area of the counties, the 
 population of the counties, and the 
 population of the cities are given 
 that a complete view of the differ- 
 ence in the difificulty between city 
 and county supervision may be ob- 
 tained. The population is that ol 
 Census 1900; the other data is from 
 State Superintendent's report, 1902: 
 
SOUTH ERN EDUCATION 
 
 133 
 
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134 
 
 SOUTHERN EDUCATION 
 
 EDUCATIONAL WASTE. 
 
 SOME REASONS FOR CONSOLIDATING 
 SCHOOLS. A NOTABLE INSTANCE. 
 
 The average monthly salary of 
 white teachers in North Carolina in 
 1886 was $25.00 for 11.75 weeks. 
 The average monthly salary of col- 
 ored teachers during- the same year 
 was $22.52 for 12 weeks. There 
 were, in 1888, 3,779 white school 
 houses, 4,763 white districts, and 
 4,438 white schools taught. The 
 total school fund of the state was 
 $670,671 in 1886. In 1888 there 
 were 1,766 colored school houses, 
 2,317 colored schools taught, and 
 2,031 colored districts. This was 
 the first year the number of school 
 houses and districts was reported. 
 
 In 1902 the average salary of 
 w^hite teachers was $26.78 for 16.45 ■ 
 weeks. The average salary of col- 
 ored teachers during the same year 
 was $22.19 foi' 15-23 weeks. There 
 were 5,028 public school houses for 
 whites, 5,491 schools taught, and 
 5.653 white districts. The total 
 school fund of the state, deducting 
 amounts apportioned to city schools 
 and amounts raised by local taxa- 
 tion, was a little more than $1,250,- 
 000. 
 
 In 1902 there were 2,236 colored 
 school houses, 2,376 colored schools 
 taught, and 2,441 colored districts. 
 
 What do these figures mean? 
 They mean that the average month- 
 ly salary of white teachers in- 
 creased $1.78 in the 16 years be- 
 tween 1886 and 1902; that the aver- 
 
 age monthly salary of colored 
 teachers decreased 33 cents. They 
 mean that the average school term 
 during these 16 years increased 4.70 
 weeks for whites and 3.23 weeks 
 for negroes, while the state school 
 fund increased $579,329, an in- 
 crease of 46.3 per cent ! The rate 
 of taxation on property for schools 
 . increased more than 100 per cent, 
 during this period. 
 
 Naturally it will be inquired, 
 where did all this increase go ? For 
 what was it spent? The teachers 
 did not get any appreciable increase 
 of salary. The school term was 
 made a month longer, it is true. 
 Still that does not account for the 
 expenditure of the large increase of 
 the fund for schools. 
 
 The increased school fund was 
 largely spent in maintaining and 
 teaching 1,053 more white schools 
 in 1902 than in 1888 and in main- 
 taining and teaching 59 more negro 
 schools in 1902 than in 1888; in all, 
 1,112 more schools. 
 
 THE TESTIMONY OF EXPERIENCE. 
 
 The Report of the U. S. Commis- 
 sioner of Education (1901, Vol. i, 
 p. XXI Y) says in regard to the 
 consolidation of rural schools in 
 M assg,chusetts, Indiana, ^^ e w 
 Hampshire, and Nebraska: 
 
 "Upon the success of this move- 
 ment rests the chief hope for the 
 improvement of the rural school. 
 It is fortunate that a device which 
 changes the ungraded school into a 
 graded school involves a saving of 
 expense. Better teachers, more 
 
SOUTHERN EDUCATION 
 
 135 
 
 sanitary buildings, less personal ex- 
 posure on the part of pupils, better 
 classification, and many lesser ad- 
 vantages are commending this re- 
 form to county superintendents 
 over the country. It was first tried 
 in certain rural towns in Massa- 
 chusetts, notably Quincy and Con- 
 cord." 
 
 In many parts of North Carolina 
 and the South the consolidation of 
 schools could be effected without 
 any extra cost for the transporta- 
 tion of pupils. 
 
 WIIITK DISTRICTS, I902. 
 The following table gives the 
 area of each county, the number of 
 v/hite schools maintained in 1902, 
 and the average area to each school, 
 house : 
 
 Alamance 
 Alexander 
 Alleghany 
 Anson . . . 
 
 Ashe 
 
 Beaufort . 
 Bertie . . . 
 Bladen . . 
 Brunswick 
 Buncombe 
 Burke . . . 
 Cabarrus . 
 Caldwell . 
 Camden . . , 
 Carteret . , 
 Caswell . . . 
 Catawba . , 
 Chatham . . 
 Cherokee . 
 Chowan . . 
 
 Clay 
 
 Cleveland . 
 Columbus . 
 Craven . . . 
 
 
 
 
 
 tiE 
 
 u. 
 
 
 
 ^ y 
 
 
 
 
 
 4) = 
 
 -° (U 
 
 
 
 
 
 
 
 
 Nx; "" 
 
 S X 
 
 <: 
 
 y5S.S 
 
 z ^2 
 
 494 
 
 7-5 
 
 66 
 
 297 
 
 5-9 
 
 50 
 
 223 
 
 5-4 
 
 41 
 
 551 
 
 9.6 
 
 51 
 
 399 
 
 3-9 
 
 103 
 
 819 
 
 II. 4 
 
 72 
 
 712 
 
 II. I 
 
 ■64 
 
 ,01.3 
 
 14.9 
 
 68 
 
 812 
 
 16.5 
 
 49 
 
 624 
 
 6.0 
 
 103 
 
 534 
 
 8.2 
 
 65 
 
 387 
 
 6.6 
 
 58 
 
 507 
 
 6.1 
 
 82 
 
 218 
 
 10.9 
 
 20 
 
 .S38 
 
 iS-4 
 
 35 
 
 396 
 
 10.5 
 
 3,7 
 
 408 
 
 S-O 
 
 81 
 
 785 
 
 8.9 
 
 88 
 
 451 
 
 9.8 
 
 46 
 
 161 
 
 7-7 
 
 21 
 
 i8s 
 
 10.3 
 
 18 
 
 485 
 
 5.8 
 
 83 
 
 937 
 
 10.5 
 
 89 
 
 685 
 
 15.2 
 
 45 
 
 Cumberland ...... 1,008 
 
 Currituck 2'/2i 
 
 Dare 405 
 
 Davidson 563 
 
 Davie 264 
 
 Duplin 830 
 
 Durham 284 
 
 Edgecombe 515 
 
 Forsyth 369 
 
 Franklin 471 
 
 Gaston 359 
 
 Gates 356 
 
 Graham 302 
 
 Granville 504 
 
 Greene 258 
 
 Guilford 674 
 
 Halifax 681 
 
 Harnett 596 
 
 Haywood 541 
 
 Henderson 362 
 
 Hertford 339 
 
 Hyde 596 
 
 Iredell 592 
 
 Jackson 494 
 
 Johnston 688 
 
 Jones 403 
 
 Lenoir 436 
 
 Lincoln 296 
 
 jNIacon 531 
 
 McDowell 437 
 
 Madison 431 
 
 Martin 438 
 
 Mecklenburg 590 
 
 Mitchell 362 
 
 Montgomery 489 
 
 Moore 798 
 
 Nash 584 
 
 New Hanover .... 199 
 
 Northampton 523 
 
 Onslow 645 
 
 Orange 386 
 
 Pamlico 358 
 
 Pasquotank 231 
 
 Pender 883 
 
 Perquimans 251 
 
 Person 386 
 
 Pitt 644 
 
 Polk 258 
 
 Randolph 795 
 
 Richmond 466 
 
 Robeson 1,043 
 
 Rockingham 573 
 
 Rowan 483 
 
 Rutherford 547 
 
 Sampson 921 
 
 Scotland 387 
 
 Stanley 413 
 
 Stoke 472 
 
 Surry 531 
 
 Swain 560 
 
 Transylvania 371 
 
 12.6 
 
 80 
 
 8.3 
 
 33 
 
 22.5 
 
 18 
 
 5.8 
 
 97 
 
 6.1 
 
 43 
 
 10.2 
 
 81 
 
 7-4 
 
 38 
 
 5-1 
 
 72 
 
 9.0 
 
 52 
 
 4-7 
 
 76 
 
 10.2 
 
 35 
 
 14.4 
 
 21 
 
 9-9 
 
 51 
 
 7.8 
 
 33 
 
 7.2 
 
 94 
 
 7-4 
 
 92 
 
 9.9 
 
 60 
 
 9.6 
 
 56 
 
 7.2 
 
 50 
 
 II-3 
 
 30 
 
 19.8 
 
 30 
 
 6.2 
 
 95 
 
 II. 2 
 
 44 
 
 6.4 
 
 108 
 
 13-9 
 
 29 
 
 9.9 
 
 44 
 
 5.0 
 
 5'* 
 
 9-5 
 
 56 
 
 7.8 
 
 56 
 
 5-5 
 
 78 
 
 9.1 
 
 48 
 
 7.2 
 
 82 
 
 6.1 
 
 59 
 
 9.2 
 
 53 
 
 9.3 
 
 85 
 
 9.6 
 
 61 
 
 15-3 
 
 13 
 
 12.4 
 
 42 
 
 12.9 
 
 50 
 
 7-7 
 
 50 
 
 13-3 
 
 27 
 
 10.5 
 
 22 
 
 18.0 
 
 49 
 
 8.7 
 
 29 
 
 10.2 
 
 38 
 
 7-3 
 
 88 
 
 8.0 
 
 32 
 
 7-4 
 
 107 
 
 8.5 
 
 55 
 
 12.5 
 
 83 
 
 7-9 
 
 72 
 
 5-9 
 
 82 
 
 7-4 
 
 74 
 
 II. 7 
 
 83 
 
 5-9 
 
 70 
 
 5-9 
 
 80 
 
 6.2 
 
 85 
 
 16.4 
 
 34 
 
 II. 6 
 
 32 
 
136 SOUTHERN 
 
 Tvrrell 397 H-7 V 
 
 Union ., 561 6.5 86 
 
 Vance 276 8.0 36 
 
 Wake 841 8.1 103 
 
 Warren 432 16.6 25 
 
 Washington 334 n -5 29 
 
 Watauga 330 5-4 61 
 
 Wayne 597 8.5 70 
 
 Wilkes 718 6.6 109 
 
 Wilson 392 8.3 47 
 
 Yadkin 334 5-5 60 
 
 Yancey 302 6.7 45 
 
 NUMBER ()\' DISTRICTS NECESSARY. 
 
 The land area of North CaroHna 
 is 48,580 square miles. There were 
 5,652 white districts reported on 
 June 30, 1902. This means that the 
 average white district in North 
 Carolina is 8.5 square miles in area. 
 But if the average district were 17 
 square miles, just twice as large as 
 at present, with the school house in 
 the center, no child in the State 
 would need walk quite three miles 
 to school. Those who would walk 
 so far would necessarily have to live 
 in one corner of a district. 
 
 In actual practice many school 
 districts in the State could be as 
 large as 20 square miles, while some 
 districts would have to be smaller 
 than 17 square miles, the average. 
 But still a fair estimate, accounting 
 for all real geographical obstacles, 
 would not place the total number 
 of white districts actually necessary 
 for the complete accommodation oi 
 all the white children of the State 
 beyond 3,000, only a few less dis- 
 tricts than there were in 1885. 
 
 MEANING OF 3,000 DISTRICTS. 
 
 If there were only 3,000 white 
 districts in North Carolina, which 
 number is amply sufficient, it would 
 
 HDll CATION 
 
 mean the abandonment of 2,652 dis- 
 tricts and poor school houses, and 
 the concentration of nearly half the 
 present white school property of 
 $1,163,661 into 3,000 houses in- 
 stead of 5,652 houses. This alone 
 would vastly improve the white 
 public school houses of the State. 
 
 Moreover, it would enable the 
 schools to be graded. Some schools 
 could have three, others two teach- 
 ers ; in a few instances one teacher 
 would be enough. The present 
 rural school fund of $1,250,000 
 could be used in 3,000 districts and 
 about 2,500 colored districts. In 
 all, North Carolina would need 
 about 5,500 schools for both races. 
 This would mean an average school 
 fund for each school of nearly $230. 
 At the present average salary, $25, 
 this fund would mean a four and 
 three-fifths months' term in all the 
 5,500 districts, with two teachers 
 in every school. 
 
 With the $200,000 school house 
 loan fund now available, 400 school 
 houses, costing $500 each, can be 
 built this year, 40 next year, and an 
 increasing number each year there- 
 after, the number depending on the 
 increasing amount of interest that 
 will annually accrue to the fund. 
 This means that by consolidation of 
 districts and the proper administra- 
 tion of the fund, the near future 
 may see a decent school house with- 
 in easy reach of every child in the 
 State. With the good school houses 
 the State already has, and the total 
 number to be maintained limited to 
 
so U THERN ED UCA TION 
 
 137 
 
 BEFORE CONSOLIDATION 
 
 AFTER CONSOLIDATION 
 
138 
 
 SOUTH BRN EDUCATION 
 
 3,000 for whites and 2,500 for ne- 
 groes, the outlook for decent school 
 houses everywhere ought to be in- 
 spiring. 
 
 DOF.S CONSOLIDATION PAY? 
 
 During 1902, three school dis- 
 tricts in Mangum township, Dur- 
 ham County, were consolidated into 
 one district, with the following re- 
 sults : 
 
 I. Salary of teachers before con- 
 solidation : 
 
 1. Salary of teacher in District 
 
 1, $35 per month. 
 
 2. Salary of teacher in District 
 
 2, $35 per month. 
 
 3. Salary of teacher in District 
 
 3, $35 per month. 
 
 TI. Length of term before con- 
 solidation : 
 
 1. Term in District i, 6 months. 
 
 2. Term in District 2, 6 months. 
 
 3. Term in District 3, 6 months. 
 
 III. Average daily attendance in 
 districts before consolidation : 
 
 1. Average daily attendance in 
 District i, 15. 
 
 2. Average daily attendance in 
 District 2, 16. 
 
 3. Average daily attendance in 
 District 3, 24. 
 
 IV. Results of consolidation : 
 
 1. Total salary of two teachers, 
 $100 per month. 
 
 2. Length of term, 7 months. 
 
 3. Average daily attendance, 80 
 out of total enrollment of 113. 
 
 4. Greatly increased interest in 
 public education ; three poor school 
 houses abandoned and one neat, 
 comfortable house erected; a graded 
 school. 
 
 :mokk educational waste. 
 
 The following item appeared in 
 many of the State papers during 
 March, 1903 : 
 
 "The State warrants were sent 
 out last Thursday for $99,750, to 
 73 counties, being the amount al- 
 lowed them to bring their school 
 terms up to four months. The list 
 is as follows: Alamance, $1,171; 
 Alexander, $1,725; Alleghany, $2,- 
 050; Anson, $2,610; Ashe, $2,460; 
 Beaufort, $1,371; Bertie, $597; 
 Bladen, $2,754; Brunswick, $1,575; 
 Burke, $1,833; Cabarrus, $2,720; 
 Caldwell, $1,702; Camden, $242; 
 Carteret, $178; Caswell, $2,473; 
 Catawba, $953; Chatham, $2,185; 
 Cherokee, $671 ; Clay, $363 ; Cleve- 
 land, $3,691; Columbus, $2,112; 
 Craven, $780 ; Cumberland ; $3,032 ; 
 Currituck, $1,217; Dare, $1,257; 
 Davidson, $889; Duplin, $i,2iy; 
 Franklin, $1,008; Gaston, $407; 
 Gates, $870 ; Graham, $339 ; Gran- 
 ville, S996; Greene, $529; Harnett, 
 $2,335; Haywood, $168; Hender- 
 son, $908; Hyde, $554; Iredell, 
 $597 ; Jackson, $705 ; Johnston, 
 $404; Jones, $1,425; Lincoln, $1,- 
 277; Macon, $1,064; Madison, $1,- 
 245; McDowell, $1,922; Mitchell, 
 ^i'973 ; M o n t g o m e r y, $1,493 > 
 Moore, $2,067 > Northampton, $723 ; 
 Onslow, $530; Orange, $1,315; 
 Pender, $503 ; Perquimans, $852 ; 
 Person, $584; Polk. $1,140; Ran- 
 dolph, $1,891; Richmond, $199; 
 Robeson, $710; Rockingham, $1,- 
 582; Rutherford, $4,521; Sampson, 
 $1,469; Stanly, $2,079; Stokes, 
 
SOUTHERN EDUCATION 
 
 139 
 
 $1,539; Surry, $1,001; Transyl- 
 vania, $1,355 ; Tyrrell, $445 ; Union, 
 $1,877; Warren, $127; Watauga, 
 $2,057; Wilkes, $2,954; Yadkin, 
 $1,231; Yancey, $2,223; Scotland, 
 $105." 
 
 Tn many instances these special 
 appropriations were made necessar}/ 
 by the excessive number of school 
 districts. Let us illustrate by one 
 county that received more than 
 $1,200. This county on June 30, 
 1902, reported, after deducting all 
 other expenses, the sum of $8,- 
 543.53 for the payment of teachers' 
 salaries during the year just closed. 
 There were 57 white schools and 14 
 colored schools reported to have 
 been taught, the average salary of 
 white teachers being a little less 
 than $26 a month, while the aver- 
 age salary of colored teachers was 
 a little less than $24 a month. The 
 area of this county is 296 square 
 miles. The average area of a white 
 district, therefore, is now only five 
 square miles. Instead of having 57 
 white schools, the county could put 
 a school house within two miles of 
 every child in the county if she 
 would limit the number of white 
 schools to 20, making the average 
 school district something less than 
 15 square miles, or about 3^ miles 
 square. There are no geographical 
 reasons why this could not be done. 
 Then this county would have 20 
 white schools and 14 colored 
 schools ; in all, 34 schools. This 
 would mean $252 a year for each 
 school, for the payment of. teachers 
 
 alone, securing a four and one-fifth 
 months term at every school house 
 and two teachers each, receiving an 
 average salary of $30 a month, in- 
 stead of less than $25 as now. 
 
 WTTITE ILLITERACY IN NORTH 
 CAROLINA. 
 
 When we hear anything said as 
 to the high percentage of illiteracy 
 in North Carolina and the South, 
 we are apt to lay the flattering unc- 
 tion to our souls that it is the ab- 
 normal proportion of negro illiter- 
 ates that raises the general percent- 
 age so high, and that but for the 
 blacks we shouldn't make a very 
 bad comparison with other sections 
 after all. But such is not the case, 
 and we should not deceive ourselves 
 longer by believing it. 
 
 Statistics recently compiled by 
 the v'^outhern Education Board 
 show that there are in all the United 
 States only 217 counties in which 
 one-fifth or more of the native 
 v^'hite males of voting age are illit- 
 erate — 212 of these counties being 
 in Southern States and 43 of them 
 ni North Carolina. Our common- 
 wealth has the unenviable distinc- 
 tion as being named as "one of the 
 two states in which "nearly half the 
 counties are in this class." 
 
 The forty-three North Carolina 
 counties in which more than 20 per 
 cent, of the native white voters are 
 illiterate — negroes and foreigners 
 being entirely left out of considera- 
 tion — are as follows : 
 
 Hertford, 20.1; Rockingham, 
 20.2 ; Macon, 20.6 ; Onslow, 20.8 ; 
 
140 
 
 SOUTHERN EDUCATION 
 
 Lenoir, 20.9; Montgomery, 21; 
 Dare, 21.2; Harnett, 21.2; Ashe, 
 21.3; Davie, 21.4; Martin, 21.4; 
 Davidson, 21.5; Pitt, 21.5; Wa- 
 tauga, 21.5; Caldwell, 21.8; Stanly, 
 21.8; Camden, 22; Cleveland, 22.1; 
 Tyrrell, 22.1 ; Burke, 22.5 ; Graham, 
 22.8; Nash, 22.9; Duplin, 23.1; 
 Wilson, 23.1; Yadkin, 23.3; Samp- 
 son, 23.5; Polk, 23.6; Clay, 23.7; 
 Cherokee. 23.8 ; Johnston, 24 ; 
 Franklin, 24.3; Haywood, 24.4; 
 Gates, 24.7; Swain, 25.4; Greene, 
 25.6; Jackson, 25.8; Madison, 26.4; 
 Mitchell, 27.4 ; Person, 28.2 ; Surry, 
 28.2; Yancey, 30.8; Wilkes, 30.9; 
 Stokes, 32.9. 
 
 In this connection, the following 
 extract from Superintendent Joy- 
 ner's recently issued biennial report 
 will be read with interest : 
 
 "The United States Census Re- 
 port for 1900 shows that 28.7 per 
 cent, of the total population of the 
 State, 19.5 per cent of the white 
 population, and 47.6 per cent, of the 
 negro population, are illiterate, i. e., 
 can neither read nor write. North 
 Carolina stands in illiteracy of 
 white population, second ; of total 
 population, tenth ; of negro popula- 
 tion, sixth. The census report also 
 shows, however, that since 1890 the 
 illiteracy of total population in this 
 State has been decreased from 35.7 
 per cent., white illiteracy from 23.1 
 per cent., and negro illiteracy from 
 60.1 per cent. 
 
 "Of the total population of the 
 United States, 10.7 is illiterate, of 
 the total white population, 6.2 per 
 
 cent., and of the total negro popula- 
 tion, 44.5 per cent. 
 
 "In total illiteracy, in white illit- 
 eracy, and in negro illiteracy. North 
 Carolina is considerably above the 
 average of the United States. The 
 per cent, of white illiteracy in North 
 Carolina is more than three times as 
 great as the average per cent, of 
 white illiteracy for the United 
 States." 
 
 All this goes to show that there 
 remaineth very much land to be 
 possessed before the friends of edu- 
 cation in North Carolina can afford 
 to rest on their laurels. Mean- 
 while, 1908 draws on apace, and 
 its black shadow of prospective dis- 
 franchisement grows larger and 
 more ominous with every passing 
 dav. — Prosiressive Farmer. 
 
 LOCAL TAXATION. 
 
 AN EXHIBIT SHOWING POSSIBLE RE- 
 SULTS IN 15 RURAL TOWNSHIPS 
 IN GUILFORD COUNTY. 
 
 The following facts and figures 
 will show at a glance what local 
 taxation will do for the rural 
 schools of Guilford County. What 
 is true of Guilford is substantially 
 true of two-thirds of the counties of 
 the State. The figures are for the 
 1 5 rural townships : 
 
 WHITE COLORED TOTAL 
 
 Polls . . 2,160 426 2,586 
 
 Total 
 property $2,640,940 $59,927 $2,700,867 
 
 NUMBER OF PERSONS PAYING TAXES. 
 
 WHITE COLORED TOTAL 
 
 On poll only 349 178 527 
 
 On less than $300 
 
 of property 1,823 485 2,308 
 
 On $300 to $500. . . 550 24 574 
 
 On $500 to $1,000. . 779 13 792 
 
SOUTHERN EDUCATION 
 
 141 
 
 On $1,000 to $5,000 650 
 On over $5,000. ... ^2 
 Total number of 
 
 653 
 32 
 
 taxpayers 4,183 703 4,886 
 
 Total fund for schools in 15 
 
 townships at present $12,327 
 
 If special tax is voted, 2,568 polls 
 at 90 cts. would add $2,327.40 
 And $2,700,867 of prop- 
 erty at 30 cts. would 
 add 8,102.60 10,430 
 
 ]\Iaking total school fund $22,757 
 
 increasing fund 85 per cent. 
 
 Of this increase four-sevenths of the 
 taxpayers would pay less than 90 cents 
 property tax, and only 32 taxpayers 
 would pay more than $15. 
 
 EXHIBIT DY TOWNSHIPS. 
 
 An exhibit showing what local 
 taxation would do for the schools of 
 Greene township : 
 
 WHITE COLORED TOTAI, 
 
 Polls 173 15 168 
 
 Total value of 
 
 property. . . $208,312 $1,952 $210,264 
 
 NUMBER OE PERSONS PAYING TAXES. 
 
 WHITE COEORED TOTAL 
 
 On poll only 17 5 22 
 
 On less than $300 
 
 of property 163 13 181 
 
 On $300 to $500. . 48 I 49 
 
 On $500 to $1,000. 60 . . 60 
 
 On $1,000 to $5,000 51 . . 51 
 
 On over $5,000. . . i . . i 
 
 Grand total 345 19 364 
 
 Total apportions for schools now $1,005 
 If special tax is voted, 118 polls at 
 
 90 cts. would add $169.20 
 
 And $210,264 of property 
 
 at 30 cents would add 630.80 800 
 
 Making total school fund $1^805 
 
 increasing fund 80 per cent. 
 
 Of this increase five-ninths of tax- 
 payers would pay less than 90 cents prop- 
 erty tax, and only one would pay more 
 than $15. 
 
 An exhibit showing what local 
 taxation would do for the schools 
 of Washington township: 
 
 WHITE COLORED TOTAL 
 
 Polls 133 13 146 
 
 Total value of 
 
 property... $132,060 $1,027 $133,087 
 
 NUMBER OF PERSONS PAYING TAXES. 
 WHITE COLORED TOTAL 
 
 On poll only 19 5 24 
 
 On less than $300 
 
 of property 124 14 138 
 
 On $300 to $500. .34 . . 34 
 On $500 to $1,000. 50 ■ . . 50 
 On $1,000 to $5,000 34 . . 34 
 On over '$5,000. . . 2 . . 2 
 Total number of 
 
 taxpayers 263 19 282 
 
 Total apportioned for schools 
 
 now : $ 637.00 
 
 If special tax is voted, 146 
 
 polls at 90c. would 
 
 add $131.40 
 
 And $133,087 of prop- 
 erty at 30c. would 
 
 add 399-26 530.66 
 
 Making total school fund $1,167.66 
 
 increasing fund 80 per cent. 
 
 Of this increase four-sevenths of the 
 taxpayers would pay less than 90 cents 
 property tax, and only two would pay 
 more than $15. 
 
 An exhibit showing what local 
 taxation would do for the schools 
 of Madison township : 
 
 WHITE COLORED TOTAL 
 
 Polls 118 32 150 
 
 Total value of 
 
 of property $111,640 $4,333 $115,973 
 
 NUMBER OP PERSONS PAYING TAXES. 
 WHITE COLORED TOTAL 
 
 On polls only 19 n 30 
 
 On less than $300 
 
 of property 93 ^3 126 
 
 On $300 to $500. . 30 3 ^1^ 
 
 On $500 to $1,000. 39 .. 39 
 
 On $1,000 to $5,000 31 . . 31 
 
 On over $5,000 
 
 Total number of 
 
 taxpayers 212 47 259 
 
 Total apportioned for schools 
 
 .now $ 682.00 
 
 If special tax is voted 150 polls 
 
 at 90 cts. would add $135.00 
 And $115,975 property 
 
 would add 347-91 482.91 
 
 Making total school fund $1,174.91 
 
 increasing fund 75 per cent. 
 
 Of this increase three-fifths of prop- 
 erty owners would pay less than 90 cents 
 property tax. 
 
 An exhibit showing what local 
 
142 
 
 SOUTHERN EDUCATION 
 
 taxation will do for the schools ol 
 Deep River township : 
 
 WHITE COLORED TOTAL 
 
 Polls 143 18 161 
 
 Total value of 
 
 property $146,693 $1,269 $147,962 
 
 NUMBER OE PERSONS PAYING TAXES. 
 
 On poll only 13 7 20 
 
 On less than $300 
 
 of property 126 15 141 
 
 On $300 to $500. . . 27 2 29 
 
 On $500 to $1,000. 58 . . 58 
 
 On $1,000 to $5,000 39 .. .39 
 
 Over $5,000 
 
 Total number of • 
 
 taxpayers 263 24 287 
 
 Total apportioned for schools 
 
 now $ 625.00 
 
 If special tax is voted 161 polls 
 
 at go cents would 
 
 add '. . ..$144-90 
 
 And $147,962 of prop- 
 erty at 30C would 
 
 add 443-88 588.78 
 
 Making total school fund $1,213.78 
 
 nearly doubling fund. 
 
 Of this increase four-sevenths of tax- 
 payers would pay less than 90 cents 
 property tax. 
 
 An exhibit showing what local 
 taxation will do for the schools of 
 Rock Creek Township : 
 
 WHITE COLORED TOTAL 
 
 Polls i6s 37 202 
 
 Total value of 
 
 property... $265,581 $5,654 $271,235 
 
 NUMBER OE PERSONS PAYING TAXES. 
 
 On poll only 34 15 49 
 
 On less than $300 
 
 of property 138 44 182 
 
 On $300 to $500. .53 I 54 
 
 On $500 to $1,000. 45 3 48 
 
 On $1,000 to $5,000 55 . . 55 
 
 On over $5,000. . . 5 . . 5 
 
 Total number of — 
 
 taxpayers 330 63 393 
 
 Total apportioned for schools 
 
 now $ 862 . 00 
 
 If special tax is voted, 202 
 polls at 90c. would 
 
 add $181.80 
 
 And $271,235 of prop- 
 erty at 30C. would 
 add 813.70 995-50 
 
 Making total school fund $1,857.50 
 
 increasing fund 115 per cent. 
 
 Of this increase five-ninths of the tax- 
 payers would pay less than 90 cents 
 property tax. 
 
 The following exhibit will show 
 
 the benefit accruing to the schools 
 
 of Clay township : 
 
 WHITE COLORED TOTAL 
 
 Polls 164 II 175 
 
 Total valuation 
 
 of property. . $198,845 $567 $199,412 
 
 NUMBER OE PERSONS PAYING TAXES. 
 WHITE COLORED TOTAL 
 
 On poll only 22 3 25 
 
 On less than $300 
 
 of property 126 12 138 
 
 On $300 to $500. .44 . . 44 
 On $500 to $1,000. 59 . . 59 
 On $1,000 to $5,000 59 . . 59 
 On over $5,000. . . i . . I 
 Total number of ■ 
 
 taxpayers 311 15 326 
 
 Total appropriated for schools now, 
 $646 . 00. 
 
 If special tax is voted, 175 polls at 90 
 cents would add $157.50, and $199,412 
 property at 30 cents would add $598.23. 
 Amount added to present school fund, 
 $755-73, an increase of 116 per cent. Of 
 this increase one-half of the taxpayers 
 would pay less than 90 cents property 
 tax. 
 
 An exhibit showing what local 
 
 taxation would do for the schools 
 
 of Center Grove township : 
 
 WHITE COLORED TOTAL 
 
 Polls 91 46 137 
 
 Total value of 
 
 property... $133,044 $7,167 $140,211 
 
 NUMBER OF PERSONS PAYING TAXES. 
 WHITE COLORED TOTAL 
 
 On poll only 13 24 37 
 
 On less than $300 
 
 of property 57 42 99 
 
 On $300 to $500. .22 3 25 
 On $500 to $1,000. 42 3 45 
 On $1,000 to $5,000 35 I 36 
 On over $5,000. . . 2 . . 2 
 Total number of 
 
 taxpayers 171 73 244 
 
 Total apportioned for schools 
 
 now $ 731.00 
 
 If special tax is voted, 137 
 
 polls at 90c. would 
 
 add $123.30 
 
SOUTHERN EDUCATION 
 
 143 
 
 And $140,211 property 
 would add 420.63 543-93 
 
 Making total school fund $1,274.93 
 
 increasing fund 75 per cent. 
 
 Of this increase seven-twelfths of the 
 taxpayers would pay less than 90 cents 
 property tax. 
 
 An exhibit showing what local 
 taxation would do for the schools 
 of Summerfield township : 
 
 WHITE' COLORED TOTAL 
 Polls 122 25 147 
 
 Total value of 
 
 property. .. $143,609 $6,744 $150,353 
 
 NUMBER OF PERSONS PAYING TAXES. . 
 WHITE COLORED TOTAL 
 
 On poll only 16 4 20 
 
 On less than $300 
 
 of property no 39 149 
 
 On $300 to $500. .37 3 40 
 Ou $500 to $1,000. 33 I 34 
 On $1,000 to $5,000 31 2 33 
 On over $5,000. . . 3 . . 3 
 Total number of 
 
 taxpayers 230 49 279 
 
 Total apportioned for schools 
 
 now $ 703 . 00 
 
 If special tax is voted, 147 
 
 polls would add $132.30 
 
 And $150,353 property 
 
 would add 451-05 583-35 
 
 Making total school fund $1,286.35 
 
 increasing fund over 80 per cent. 
 
 Of this increase more than four-sev- 
 enths of the taxpayers would pay less 
 than 90 cents property tax. 
 
 An exhibit showing what local 
 taxation would do for the schools 
 of Friendship township : 
 
 WHITE COLORED TOTAL 
 
 Polls 162 62 224 
 
 Total value of 
 
 property.. $202,788 $11,810 $214,598 
 
 NUMBER OF PERSONS PAVING TAXES. 
 
 WHITE COLORED TOTAL 
 
 On poll only 40 28 68 
 
 On less than $300 
 
 of property 143 92 235 
 
 On $300 to $500. .47 6 53 
 On $500 to $1,000. 47 2 49 
 On $1,000 to $5,000 60 ... 60 
 On over $5,000. . . i ... i 
 Total number of 
 
 Total apportioned for schools 
 now $1,290.00 
 
 If special tax is voted, 224 
 polls would add.... $201.60 
 
 And $214,598 property 
 would add 643.79 844-39 
 
 Making total school fund $2,134.39 
 
 increasing fund 65 per cent. 
 
 Of this increase five-ninths of the tax- 
 payers would pay less than 90 cents prop- 
 erty tax. 
 
 An exhibit showing what local 
 taxation would do for the schools 
 of Jefferson township : 
 
 Polls 
 
 Total value of 
 property. . . 
 
 NUMBER OE 
 
 WHITE 
 140 
 
 $193,133 
 
 PERSONS 
 WHITE 
 
 On poll only 27 
 
 On less than $300 
 of property 119 
 
 COLORED 
 31 
 
 $2,562 
 
 PAYING 
 
 COLORED 
 
 19 
 
 26 
 
 42 
 67 
 
 54 
 2 
 
 On $300 to $500 
 
 On $500 to $1,000. 
 
 On $1,000 to $5,000 
 
 On over $5,000. . . 
 
 Total number of 
 
 taxpayers 311 46 
 
 Total apportioned for schools 
 
 now 
 
 If special tax is voted, 171 
 
 polls at 90C. would 
 
 add $153.90 
 
 And $195,695 property 
 
 at 30c. would add.. 587.08 
 
 TOTAL 
 
 171 
 $195,695 
 
 TAXES. 
 TOTAL 
 
 14s 
 42 
 
 68 
 
 54 
 2 
 
 357 
 $1,037.00 
 
 740.97 
 
 taxpayers 338 128 
 
 366 
 
 Making total school fund $1,777.98 
 
 increasing fund 72 per cent. 
 
 Of this increase four-sevenths of the 
 taxpayers would pay less than 90 cents 
 property tax. 
 
 An exhibit showing what local 
 taxation would do for the schools 
 of Fentress township: 
 
 WHITE COLORED TOTAL 
 
 Polls 162 9 171 
 
 Total value of 
 
 property... $179,634 $2,113 $181,747 
 NUMBER OE PERSONS PAYING TAXES. 
 
 WHITE COLORED TOTAL 
 
 On poll only 19 8 27 
 
 On less than $300 
 
 of property 94 21 115 
 
 On $300 to $500. .35 . . 35 . 
 
 On $500 to $1,000. 80 . . 80 
 
144 
 
 On $1,000 to $5,000 43 
 On over $5,000. . . i 
 Total numlDer of 
 
 SOUTHERN EDUCATION 
 
 43 
 1 
 
 taxpayers 272 29 301 
 
 Total apportioned for schools 
 
 now $ 603.00 
 
 If special tax is voted, 171 
 
 polls would add $i53-90 
 
 And $181,747 property 
 
 would add 545-24 699.14 
 
 Making total school fund $1,302.14 
 
 increasing fund 115 per cent. 
 
 Of this increase nearly one-half of the 
 taxpayers would pay less than 90 cents 
 property tax. 
 
 An exhibit showing what local 
 
 taxation wovild do for the schools 
 
 of Sumner township : 
 
 WHITE COLORED TOTAE 
 
 Polls 146 27 173 
 
 Total value of 
 
 property... $151,479 $2,312 $154,291 
 
 NUMBER OF PERSONS PAYING TAXES. 
 
 WHITE COLORED TOTAL 
 
 On poll only 29 11 40 
 
 On less than $300 
 
 of property 140 31 I7l 
 
 On $300 to $500. .42 I 43 
 On $500 to $1,000. 46 . . 46 
 On $1,000 to $5,000 32 . . 32 
 On over $5,000. . . i . . I 
 Total number of — ■ 
 
 taxpayers 290 43 333 
 
 Total apportioned for schools 
 
 now $ 954-00 
 
 If special tax is voted, 173 
 
 polls would add $i55-70 
 
 And $154,291 property 
 
 would add 462.87 618.57 
 
 Making total school fund $1,572-57 
 
 increasing fund 65 per cent. 
 
 Of this increase nearly two-thirds of 
 the taxpayers would pay less than 90 
 cents property tax. • 
 
 An exhibit showing what local 
 
 taxation would do for the schools 
 
 of Monroe township : 
 
 Vv^HITE COLORED TOTAL 
 
 Polls . 104 46 150- 
 
 Total value of 
 
 property... $130,192 $5, 180 $135,372 
 
 NUMBER OF PERSONS PAYING TAXES. 
 
 WHITE COLORED TOTAL 
 Cn roll only 18 21 39 
 
 On less than $300 
 
 of property 88 
 
 On $300 to $500. . 16 
 
 On $500 to $1,000. 2,^ 
 
 On $1,000 to $5,000 29 
 
 On over $5,000. .. 2 
 Total number of 
 
 47 135 
 
 3 19 
 
 I 27 
 
 29 
 
 2 
 
 taxpayers 189 72 361 
 
 Total apportioned for schools 
 
 now $ 765-00 
 
 If special tax is voted, 150 
 
 polls would add $i35-00 
 
 And $135,372 property 
 
 would add .•... 406.11 541-II 
 
 Making total school fund $1,306.11 
 
 increasing fund 75 per cent. 
 
 Of this increase one-half of the tax- 
 payers would pay less than 90 cents prop- 
 ert}' tax. 
 
 An exhibit showing what local 
 
 taxation would do for the schools 
 
 of Jamestown township : 
 
 WHITE COLORED TOTAL 
 Polls 193 21 214 
 
 Total value of 
 
 property. .. $302,864 $3,295 $306,159 
 
 NUMBER OF PERSONS PAYING TAXES. « 
 WHITE COLORED TOTAL 
 
 On poll only 30 4 34 
 
 On less than $300 
 
 of property 179 24 203 
 
 On $300 to $500.. 45 I 46 
 On $500 to $1,000. 71 I 72 
 On $1,000 to $5,000 59 .. 59 
 On over $5,000. . . 8 . . 8 
 Total number of • 
 
 taxpayers 392 30 422 
 
 Total apportioned for schools 
 
 now $1,010.00 
 
 If special tax is voted, 214 
 
 polls would add. . . . $192.60 
 And $306,159 property 
 
 would add..' 918.47 1,111.07 
 
 Making total school fund $2,121 .07 
 
 increasing fund no per cent. 
 
 Of this increase four-sevenths of the 
 taxpayers would pay less than 90 cents 
 property tax ; only eight taxpayers would 
 pay as much as $15 a year; and besides 
 these eight, only 59 would pay as much 
 as $3 a year. 
 
 ]?ACTs AS TO Alamance;. 
 The present rural school fund of 
 Alamance County is $16,639. There 
 are 66 white schools and 28 colored 
 
SOUTHERN EDUCATION 
 
 145 
 
 schools. The area of the county is 
 494 square miles, and the area of 
 the average white school district is 
 onl}' 7.5 square miles, or consider- 
 ably less than 3 miles square. The 
 present school term is about four 
 and one-half months for each race. 
 The salary of the county superin- 
 tendent is $518, or 2.8 per cent, of 
 the school fund. White teachers 
 receive $29 per month and colored 
 teachers $24. 
 
 The town of Burlington in Ala- 
 mance County levies a local tax of 
 30 cents on each $100 valuation of 
 property and 90 cents on each poll, 
 for school purposes. This is an ad- 
 ditional tax to that levied by the 
 State. Burlington's total school 
 fund is $8,079. She pays her school 
 superintendent $1,200 a year, or 
 14.8 per cent, of the school fund. 
 He supervises the work of 1 1 teach- 
 ers. The county superintendent 
 must supervise 94 teachers scat- 
 tered over 494 square miles ! 
 
 If Alamance County, the rural 
 part of it, would assume the same 
 burden as the town of Burlington 
 has assumed, the result would be as 
 follows : 
 
 A thirty-cent tax on $3,740,802 
 property would yield $11,222.40; a 
 90-cent tax on 3,393 polls would 
 yield $3,053.70 ; increasing the pres- 
 ent school fund of $16,639 by $14,- 
 275.10, making a total school fund 
 of $30,914.10 for the rural districts. 
 Local taxation in Alamance County 
 means, then, an increase of the 
 present fund by 85 per cent. Of 
 
 the increased tax four-sevenths of 
 all the taxpayers would pay less 
 than 90 cents a year property tax, a 
 very slight additional burden. 
 
 Alamance County could consoli- 
 date her 66 white schools in 33 
 schools, making an average white 
 district of something like 15 square 
 miles, or each less than four miles 
 square. In such districts, locating 
 the school house in the center, no 
 child would have to walk more than 
 2.5 miles to school. This would 
 make the total number of white and 
 colored schools 61, giving $506.80 
 annually to each school provided 
 the local tax is levied. 
 
 What would $506.80 for each 
 school in Alamance County mean? 
 It would mean the ability of the 
 county superintendent to place two 
 teachers in each school in the county 
 for six and one-third months in 
 each year, and pay them an a^^^er- 
 age salary of $40 a month, instead 
 of $26.50 as now. 
 
 Alamance County would have the 
 same number of white and colored 
 teachers as she now has, but their 
 efficiency could be more than 
 doubled because the increased sal- 
 ary would secure better teachers. 
 The schools could be graded. The 
 term could be materially length- 
 ened. The 66 poor white school 
 houses and grounds could be con- 
 verted into 33 comfortable houses. 
 
 There are nine districts in Ala- 
 mance which will vote on local tax- 
 ation this spring. But it would be a 
 great advance for the whole county 
 
146 
 
 SOUTHERN EDUCATION 
 
 to take the same step. There could 
 be no doubt about the results of 
 such a step. 
 
 Finally, what is true of Alamance 
 County is true of many other North 
 Carolina counties. This definite ex- 
 hibit is given in order to show the 
 friends of education everywhere 
 that the improvement and revolu- 
 tion of the rural schools is not a 
 problem that must wait years for 
 solution. 
 
 I,OCAIv TAXATION IN JACKSON. 
 
 Jackson is one of the mountain 
 counties of the State, situated west 
 of Asheville. The Murphy branch 
 of the Western North Carolina 
 Railroad passes through the county. 
 Two typical townships have been 
 selected to show what a small local 
 tax would mean to the schools of 
 that section. 
 
 An exhibit showing what local 
 taxation would do for the schools 
 of Cashiers' township: 
 
 WHITE COIvORED TOTAL 
 
 Polls 94 
 
 94 
 
 Total value of 
 
 
 property. . . . $142,302 
 
 . . $142,302 
 
 NUMBER OE PERSONS PAYING TAXES. 
 
 WHITE 
 
 COLORED TOTAL 
 
 On polls only 27 
 
 27 
 
 On less than $300 
 
 
 of property 129 
 
 129 
 
 On $300 to $500. . 24 
 
 24 
 
 On $qoo to $1,000. 23 
 
 23 
 
 On $1,000 to $5,000 II 
 
 II 
 
 On over $5,000. . . 4 
 
 4 
 
 Total number of 
 
 
 taxpayers 218 . . 218 
 
 Total apportionment at present $ 493.65 
 Special tax, 94 polls at 
 
 90 cts $ 84.60 
 
 30 cents on $142,302 
 
 property 426.90 SH-SO 
 
 Of this increase 60 per cent, would pay 
 less than 90 cents property tax. 
 
 An exhibit showing what local 
 taxation would do for the schools 
 of Cullowhee township : 
 
 WHITE COLORED TOTAL 
 
 Polls 130 14 144 
 
 Valuation of 
 
 property... $133,579 $4,054 $137^633 
 
 NUMBER OE PERSONS PAYING TAXES. 
 
 On polls only 9 6 15 
 
 On less than $300 
 
 property 130 12 142 
 
 On $300 to $500. . . 35 2 2>7 
 On $500 to $1,000. 29 I 30 
 On $1,000 to $5,000 27 . . 27 
 On over $5,000... 2 .. 2 
 Total number of 
 
 taxpayers 232 21 253 
 
 Total apportioned for schools 
 
 now $ 566 . 40 
 
 If special tax is voted, 144 polls 
 
 at 90 cts. would add $129.60 
 And $137,633 property 
 
 at 30 cts. would add 412.90 
 Present apportionment 566.40 
 
 Making total school fund $1,005.15 
 
 increasing fund about 103 per cent. 
 
 Making total school fund $1,108.90 
 
 increasing fund 95 per cent. 
 
 Of this increase 62 per cent, will pay 
 less than 90 cents property tax. 
 
 PITT COUNTY. 
 
 Pitt County, in eastern North 
 Carolina is a typical county. There 
 is a large negro population. Two 
 townships have been selected to Il- 
 lustrate the benefits of local taxa- 
 tion to the schools of that section. 
 
 The following exhibit is for 
 Greenville township : 
 
 WHITE COLORED TOTAL 
 
 Polls .... 587 503 1,090 
 
 Total 
 property $1,255,267 $65,876 $1,321,143 
 
 NUMBER OF PERSONS PAYING TAXES. 
 
 WHITE COLORED TOTAL 
 
 On poll only iii 265 376 
 
 WHITE COLORED TOTAL 
 
 On less than $300 
 
 of property 389 344 723 
 
 On $300 to $500.. IIS 27 142 
 
 On $500 to $1,000. 140 21 161 
 
 On $1,000 to $5,000 254 12 266 
 
SOUTHBRN EDUCATION 147 
 
 On over $5,000. . . 53 • •• 53 house is a three-room building with 
 
 Total number of , 1 1 1 ,- 1 . tts 
 
 taxpayers 1,062 669 1,731 P^^ch and belfry, and cost $1,000. 
 
 Total apportioned for schools This is the ninth first-class rural 
 
 If"s^ciai' tax Vs' "voted,' V,o90 ^' °'^'^° school house erected in the county 
 
 polls would add.. $ 981.00 during the past eighteen months. 
 
 erty w^ouM ^add°^" $3,963.43 4,944.43 Contracts have been let for the erec- 
 
 tion of two more rural school build- 
 Making total school fund $8,552.13 . ^ ^ ^^ ^ r^ r^ ■ 
 
 increasing fund 137 per cent. mgs to cost $ I, GOO ; one at Croft, m 
 
 Greenville township embraces the town Mallard Creek township, and one 
 
 of Greenville, yet 1,109 of the 1,731 tax- jj^ Morning Star township, 
 payers would pay less than 90 cents addi- ^ 
 
 tional tax, if the local tax were levied. The local board which has con- 
 
 Greenville recently voted a local tax for ^rol of the rural school fund sub- 
 public schools. ., , , 1 /-A 1 -r^ 1 
 
 scribed by the General Education 
 
 An exhibit showing what local ^^^^^ ^^^ by private citizens at the 
 
 taxation would do for the schools charlotte Conference, has decided 
 
 of Farmville township: ^^ ^j^ ^^^ ^j^^j.-^^^ ^j^j^j^ ^^^^^ ^ 
 
 WHITE COLORED TOTAL ^pg^ial tax, as follows: Berryhill, 
 
 Polls 219 234 453 f J J J 
 
 Total value district No. 2, $30, which will give 
 
 of property $443,943 $20,391 $464,334 one month additional school ; Steele 
 
 NUMBER OE PERSONS PAYING TAXES. ^ , j • x • i. "NT O . U- 1 
 
 Creek, district No. 2, $7S, which 
 
 WHITE COLORED TOTAL ' ^/ ^' 
 
 On poll only 15 52 67 Will give one and one-half month 
 
 On less than $300 additional school, and Deweese, dis- 
 
 of property 168 205 Z73 ^ . ^ ^. ^ ^ ....... 
 
 On $300 to $500. . 29 8 27 t"ct ^^- I' ?I50> which will give 
 
 On $500 to $1,000. 54 6 60 two months additional school. The 
 
 On $1,000 to $5,000 87 I 88 ^ ^ A t^u X. u 1 Ml 
 
 On over $5,000. . . 9 . . 9 hrst named of the above schools will 
 
 Total number of — — now have a term of seven months, 
 
 taxpayers 362 272 634 1 -i ^u *u * 1, • u. 
 
 Total apportioned for schools while the Other two have eight 
 
 ^ "ow $1,455-00 months each. 
 
 If special tax is voted, 453 
 
 polls would add.. $ 407.70 THE NEGRO AND THE SCHGOE FUND. 
 
 And $464,334 prop- n^u x 11 • * ui • 
 
 erty would add. . . 1,393.00 1,800.70 The following table is an answer 
 
 to the man who declares he would 
 
 Making total school fund $3,255-70 yote more taxes for schools, if the 
 
 increasmg lund 124 per cent. 
 
 In Farmville township 440 out of 634 "^gro would not get a share of the 
 
 taxpayers would each pay less than 90 taxes he desires to go to the educa- 
 
 ■cents of the local tax. , - <■ 1 -^ 1 -i 1 1 mi 
 
 tion of white children only, ihe 
 
 LOCAE TAXATION IN PRACTICE. towns mentioned have eight and 
 
 County Superintendent Cochran, nine months' school terms for 
 
 of Mecklenburg County, reported whites and blacks alike, the schools 
 
 March loth that the new school for both under the management of 
 
 house at Sardis would be completed one school board and one superin- 
 
 within a week. The new schov'>i tendent. 
 
148 SOUTHERN EDUCATION 
 
 „ , , „ , ». ,„„„ Percentage of Total 
 
 City ^"^""^ Population, 1902 g^j^^^l pop^ulation Value of 
 
 White Colored Total Negroes Property 
 
 Asheboro 235 95 33,0 28.7 $ 361,116 
 
 Asheville 2,604 1,298 3,902 33.2 5,046,975 
 
 Burlin2;ton 1,131 153 1,284 H-Q 1,250,000 
 
 Charlo'tte 3,40i 2,224 5,625 39.5 8,248,660 
 
 Concord 3,000 1,670,419 
 
 Durham 2,363 1,763 4,126 42.7 7,998,118 
 
 Goldsboro 1,501 1,136 2,637 43-0 3,000,000 
 
 Greensboro 1,802 1,666 3,468 48.0 4,000,000 
 
 Lexington 202 150 352 42.6 602,000 
 
 Monroe 548 215 ■ 813 26.4 851,000 
 
 Mt. Olive 250 200 450 ■ 44.4 
 
 .Newbern 934 1,769 2,703 ^ 65.4 2,446,412 
 
 Oxford 332 401 733 54-7 §55,240 
 
 Raleigh 3,467 3,064 6,531 46.9 7,100,000 
 
 Reidsville 968 834 1,802 46.2 1,500,000 
 
 Rockingham 242 155 397 • 39.0 636,000 
 
 Rocky Mt 448 400 848 47. 1 1,300,000 
 
 Salisbury 1,166 676 1,842 36.7 2,099,021 
 
 Selma 244 272 516 52.7 50,000 
 
 Statesville 844 313 1,157 27.0 1,301,989 
 
 Washington 707 807 1,514 53.3 1,283,000 
 
 Waynesville 373 72 445 16. i 350,192 
 
 Wilson 910 1,007 1,917 52-5 2,042,967 
 
 There is no agitation in these towns against local taxation. Many of them 
 have been levying the special tax for twenty years. The percentage of negroes 
 in many of these towns is much larger than in the country districts. No patri- 
 otic white citizen of the state can afford to vote his own race into ignorance in 
 order to keep another race in ignorance. 
 
 W.HY LOCAiv TAXATION ? measured in dollars and cents, is the 
 
 " When the press is free and tax fund invested in the brains and 
 
 every man is able to read, all is capabilities of children."— John H. 
 
 safe." — Thomas Je^fferson. Small. 
 
 " The taxation that goes for the "We must have well-paid teachers 
 
 upbuilding of the public schools is and neat, comfortable and well-fur- 
 
 the very freedom and liberty of nished school houses. How is this 
 
 the people." — Governor Charles most desirable end to be attained? 
 
 B. Aycock. Something else is necessary besides 
 
 " Our people must realize that, the diminution of school houses and 
 
 while it is their duty to pay taxes I insist that one of the great dcsid- 
 
 for the protection of life and prop- ^''»^« "^ accomplishing this object 
 
 erty, it is their still higher duty to and without which it can not prob- 
 
 pay taxes for the education of their ably be attained, is increased taxa- 
 
 children. They must believe that it t'lon— local taxation in addition to 
 
 is the inalienable right of every what the state furnishes."— Presi- 
 
 child to demand and to receive the dent Richard McIlwaine. 
 
 benefits of an elementary education "All the property of the common- 
 
 at least, and that the most profit- wealth is pledged for the education 
 
 able investment of the body politic, of all its youth up to such a point as 
 
SOUTHERN EDUCATION 149 
 
 will save them from poverty and North Carolina 78 
 
 vice, and prepare them for the ade- Louisiana 120 
 
 quate performance of all their social -^rkansas 84 
 
 ,..,,. rr. , ,, , ., Georgia 112 
 
 and CIVIC duties. lo rob the chil- Alabama 78 
 
 dren of to-day, or those of the fu- Texas no 
 
 ture, of the opportunity for an edu- Virginia 119 
 
 cation is, then, the greatest crime of vSouth Carolina 86 
 
 which the state can be guilty."— Flo"da 9^ 
 
 ChAS. W. DabnEY. ' .^'^'"'^^'^ ""^ ^^^"^ ELSEWHERE. 
 
 Maine 141 
 
 "It has been too common a politi- Missouri 144 
 
 cal teaching that the best govern- Washington 148 
 
 ment is that which levies the small- Iowa 158 
 
 est taxes. The future will modify J"^^??"*^ • • ^P 
 
 ^1 ^ , , . , ^ 1 ., . ,-1 1 Michigan 160 
 
 that doctrine and teach that liberal Delaw'are 160 
 
 taxation, fairly levied and properly Ohio 16 •; 
 
 applied, is the chief mark of a civi- New York 175 
 
 lized people. The savage pays no California 166 
 
 tax."— Dr. Charles D. McIver. Massachusetts 189 
 
 "The church that through its ^'^'^^ : The above figures are 
 
 ministry, and especially in the coun- ^^^^en from Report of U. S. Com- 
 
 try, which is always the hope of the "lissioner of Education, 1901. 
 
 nation, lays the hand of encourage- expenditure For each pupil 
 
 ment and benediction on the public . . k^ROi^i^Ed. south. 
 
 schools, sees that they are improved ^orTh Carolina' '.'.'.''.'.'.'.'.'.'. 4 ". 56 
 
 where they already exist, sees that South Carolina 4.62 
 
 they are established where they are Georgia 6.68 
 
 not, and teaches the people that they Florida 10.25 
 
 can make no richer investment than ^ ennessee 5-17 
 
 in the education of their youth, that ^t- • • •' ?■' e 
 
 ,1,, u ^u Mississippi 6.48 
 
 no taxes should be more cheerfully Louisiana 8 82 
 
 paid than those which go to the edu- Texas LO. 18 
 
 cation of the children, and that no Arkansas 6.88 
 
 sacrifices are too great that this end expenditure For each pupil 
 
 be reached, namely, a thorough edu- enrolled, elsewhere. 
 
 cation for every child in this broad Maine $17.80 
 
 land — that is the church of the years Missouri 17. 12 
 
 to comtr— Presbyterian Standard. Washington 28.25 
 
 Iowa 21,. 6'=^ 
 
 LENGTH OF SCHOOL TERM IN THE in^j^na I9. 12 
 
 SOUTH. Michigan 22.21 
 
 Tennessee 96 Delaware 17-93 
 
 Mississippi 105 Ohio 23 . 33 
 
150 SOUTHERN BDU CATION 
 
 New York 41 .68 North Carolina, in education, is to 
 
 California 30-67 provide more money for her coun- 
 
 Massachusetts 38.21 ^^^ p^^^jj^ schools, making possible 
 
 SCHOOL FUNDS RAISED FOR EACH the consolidation of small districts, 
 
 ADULT MALE 21 YEARS OLD, the profesional teacher, and skilled 
 
 SOUTLi. supervision. 
 
 Virginia . . ._ $ 4.56 - ^hg history of the adoption of 
 
 North Larolma 2,oS ^^ ■ • , r ■, , ir 1 1 1 
 
 South Carolina 3.37 ^^^ pnnciple of local self help by 
 
 Georgia 3-95 '^^^ thirty-five graded school towns 
 
 Florida 5 • 10 and cities must surely be an inspira- 
 
 Tennessee 3 • 7^ tion and an example to every village 
 
 Alabama 2.66 ^^^ j-^j-^j community in North Car- 
 
 Mississippi 4.00 ,. 
 
 T • • Z ^^ ohna, 
 
 JwOUisiana 3 • 70 
 
 Texas 6.35 "In adopting this principle, local 
 
 Arkansas 4.66 taxation, those towns secured, first, 
 
 SCHOOL Funds raised for each adequate school funds ; second, com- 
 
 ADULT MALE 21 YEARS OLD, petent Supervision; third, trained 
 
 ELSEWHERE. teachers. Lacking any one of this 
 
 Maine $ 8.02 educational trinity no community 
 
 Missouri 8 . 80 lias ever yet succeeded in establish- 
 
 Washmgton 11 .46 jj-^g the means of complete educa- 
 
 T r tion for its children. 
 
 Indiana 11 . 04 
 
 Michigan n -35 " Remembering that during the 
 
 Delaware 7-55 last 3^ear nearly thirty communities 
 
 Uhio . 1 1 • 63 [y^ North Carolina, some of them 
 
 ^ i-r • o distinctlv rural, have adopted the 
 
 California 13-98 . . ' . . 
 
 Massachusetts 16 i;-^ principle of local taxation, we think 
 
 ^ ^ this time most auspicious to urge a 
 
 TESTIMONY OF EDUCATORS. . , * 
 
 general movement of all our educa- 
 On the 13th day of February, ^.^^^^^ ^^^^^^ -^ ^^^^ direction." 
 1902, more than forty of the lead- 
 ing educators of North Carolina, practice of the country at 
 including the Governor of the state, large. 
 met at Raleigh and unanimously The country at large has adopted 
 declared the following on the sub- the principle of local taxation. This 
 ject of local taxation: means of providing funds for the 
 " Viewing our educational prob- public schools has met with the 
 lems and conditions in the light of largest approval in the northern 
 educational history and experience, and western section of the Union, 
 we declare it to be our firm convic- At this time more than 69 per cent, 
 tion that the next step forward for of all the funds raised in the United 
 
SOUTHERN EDUCATION 
 
 151 
 
 States for the support of public 
 education is raised by local taxation. 
 This principle has not received very 
 large recognition in the South as 
 yet. Educational experts agree that 
 the longest step forward in educa- 
 tion which the South could now 
 take is to adopt generally the policy 
 of local taxation. 
 
 EXTENT OF LOCAE TAXATION. 
 Towns, cities, districts, and town- 
 ships in North Carolina that levy 
 a local tax for public schools : 
 
 Alamance — Burlington, Graham, 
 
 Haw River (District), Hawfields 
 
 (District), Mebane, Friendship 
 
 ( District ) . 
 
 Beaufort — Washington, Bell- 
 haven. 
 
 Buncombe — Asheville. 
 
 Cabarrus — Concord. 
 
 Caldwell — Granite Falls. 
 
 Caswell — Pelham. 
 
 Catazcba — Hickory. 
 
 Chozvan — Edenton. 
 
 Cleveland — Shelby. 
 
 Columbus — Chadbourne (Town- 
 ship), Whiteville (Township). 
 
 Cherokee — Murphy. 
 
 Crai'cn — New Bern. 
 
 Cumberland — Hope Mills. 
 
 Dare — East Lake (Township), 
 Croatan (Township). 
 
 Davidson — Lexington, Thomas- 
 ville. 
 
 Durham — Durham. 
 
 Edgecombe — Tarboro. 
 
 Forsyth — Winston. 
 
 Gaston — Gastonia, Cherryville. 
 
 Granville — Oxford. 
 
 Guilford — Greensboro, High 
 
 Point, Guilford College, nine rural 
 districts. 
 
 Halifax — Scotland Neck, Enfield. 
 
 Hayzvood — Waynesville. 
 
 Henderson — Hendersonville, 
 Rugby, Hooper's Creek, and four 
 rural districts. 
 
 Hyde — Lake Landing ( Town- 
 ship), Swan Quarter (District). 
 
 Iredell — Statesville. 
 
 Johnston — Selma, Wilson's Mills. 
 
 Lenoir — Kinston. 
 
 Martin — Williamston. 
 
 McDowell — Marion. 
 
 Mecklenburg — Charlotte, Berry- 
 hill, District 2 ; Steel Creek, District 
 2; Deweese, District i. 
 
 Moore — Sanford. 
 
 Nash — Rocky Mount. 
 
 Northampton — Pleasant Hill. 
 
 Orange — Chapel Hill. 
 
 Polk — Tryon (Township). 
 
 PasqiLOtank — Elizabeth City. 
 
 Person — Roxboro. 
 
 P;>/— Greenville, Bethel (Town- 
 ship). 
 
 Randolph — Ashboro. 
 
 Richmond — Rockingham. 
 
 Robeson — Bloomingdale (Town- 
 ship), Sterling (Township). 
 
 Rockingham — Reidsville. 
 
 Rowan — Salisbury, Woodleaf. 
 
 Rutherford — Forest City, Ruth- 
 erf ordton ( Township ) . 
 
 Stanly — Albemarle. 
 
 Surry — Mt. Airy, Westfield. 
 
 Union — Monroe, Wesley Chapel 
 (District), Marshville (District), 
 Mt. Prospect (District). 
 
 Vance — Henderson, 
 
 Wake — Raleig-h, 
 
152 
 
 SO UTHERN BD UCA TION 
 
 Wayne — Goldsboro ( Township ) , 
 Mt. Olive. 
 
 Wilkes — Wilkesboro. 
 
 Wilson — Wilson, Lecoma. 
 
 Yadkin — Cross Roads, East 
 Bend. 
 
 [NoTF, : The above list contains 
 92 towns, cities, districts, and town- 
 ships. The list may not be accur- 
 ate in all respects, but it is approxi- 
 mately accurate. — Editor.] 
 
 The following North Carohna 
 counties have as yet no local tax 
 towns or districts, though local tax 
 elections are pending in many of 
 them : Alexander, Alleghany, An- 
 son, Ashe, Bertie, Bladen, Bruns- 
 wick, Burke, Camden, Carteret, 
 Chatham, Clay, Currituck, Davie, 
 Duplin, Franklin, Gates, Graham, 
 Greene, Harnett, Hertford, Jack- 
 son, Jones, Lincoln, Macon, Madi- 
 son, Mitchell, Montgomery, New 
 Hanover, Onslow, Pamlico, Pen- 
 der, Perquimans, Sampson, Scot- 
 land, Stokes, Swain, Transylvania, 
 Tyrrell, Warren, Washington, Wa- 
 tauga, Yancey. — 45. 
 
 LOCAL TAXATION GROWING. 
 
 The following are the names of 
 some North Carolina communities 
 which voted a local tax for public 
 schools on May 4, 1903 : 
 
 Alamance — Friendship, Graham, 
 Haw River, Mebane, Hawfield. 
 
 Rutherford — Rutherfordton town- 
 ship. Forest City. 
 
 Union — Mount Prospect District. 
 
 Richmond — Hamlet. 
 
 Person — Roxboro. 
 
 Cosivell — Pelham. 
 
 Gaston — Cherry ville. 
 
 Polk — Tryon Township. 
 
 Local taxation elections are now 
 pending in many other communi- 
 ties. 
 
 SCHOOL HOUSES. 
 some facts showing the neces- 
 sity oe better school houses, 
 comparison between church 
 houses and school houses, 
 "too poor!" The woman's as- 
 sociation. 
 
 The school house is a shabbily 
 built board structure, one story 
 high. The overhead ceiling is noi 
 more than nine feet from the floor. 
 There is one door in the end of the 
 house ; there are six small windows, 
 three on either side. There are no 
 blinds and no curtains. The desks 
 are home made, with perpendicular 
 backs and seats, all the same size. 
 There is a dilapidated wood stove, 
 but no wood box, the wood for the 
 fire being piled on the floor about 
 the stove. The stove is red with 
 rust and dirt, never having been 
 polished and cleaned since it was 
 placed in position for use. The 
 floor of the house is covered with 
 red dirt and litter from the wood. 
 There are several broom - sedge 
 brooms lying in one corner of the 
 room. The occupied blackboard- 
 space in this school house is just 18 
 square feet. The blackboard there 
 is, however, is too high for the chil- 
 dren to use well and it is too small 
 for anything but a bulletin board. 
 
SOUTHERN EDUCATION 
 
 153 
 
 KURAL SCHOOL, RANDOLPH COUNTY 
 
 RURAL, SCHOOL, EDGECOMBE COUNTY 
 
154 
 
 SO UTHBRN BD UCA TION 
 
 There is no teacher's desk or 
 table. There is one chair. The 
 children's hats and cloaks are hung 
 on nails around the room. The 
 walls and windows are covered with 
 dust ; never seem to have been 
 washed. All the children's books 
 are soiled and look very much likfe 
 their surroundings. There are no 
 steps to this school house. An in- 
 clined plane of dirt answers that 
 purpose. The yard is very muddy 
 during the winter and the general 
 appearance of the place anything 
 but attractive. 
 
 There are two churches within 
 less than two miles of this school 
 house. • Both these churches are 
 painted and present a good appear- 
 ance. One of the houses cost $1000, 
 the other cost $700 ; the cost of each 
 being materially decreased by the 
 work contributed by the people in- 
 terested in their construction. 
 
 The school house described above 
 is the only place where the children 
 of the parents who built those two 
 churches can obtain an education, 
 except the parents send their chil- 
 dren to school out of the com- 
 munity. 
 
 Note: The above is an accurate 
 description of educational condi- 
 tions in one North Carolina school 
 district. In the county in which 
 this district is situated there are 90 
 white school districts. There are 
 25 districts out of the 90 of which 
 the above is substantially correct. 
 There is no reason why this county 
 
 should have more than 45 white 
 schools. 
 
 NORTH CAROLINA SCHGOI. HOUSES. 
 
 Twenty out of every 100 of the 
 5'653 white school districts in 
 North Carolina have a rude log 
 school house or no public school 
 house at all! Think of it! In 
 other words, there are 484 log 
 school houses in as many districts, 
 and 625 districts with no public 
 school houses whatever; in all, 
 1,109 white districts out of 5,653. 
 
 But this does not tell half of the 
 sad story. During the past winter 
 20 white schools in one county were 
 closed because the miserable school 
 houses could not be made comfort- 
 able. In one of the richest counties 
 of the state, fifteen white schools 
 were reported whose lands, houses 
 and equipment were valued at less 
 than $50 each. In one of the coun- 
 ties of Piedmont North Carolina 
 there are 30 out of 90 white school 
 houses which have no desks. If the 
 children write at all, they must place 
 the materials on their knees. In 
 another Piedmont county, whose 
 total school fund is something m.ore 
 than $25,000, there are 25 out of 
 90 school houses which are worth 
 little more than $50 each, located in 
 out-of-the-way places and amid sur- 
 roundings anything but elevating. 
 It would be an easy matter to mul- 
 tiply facts like these. 
 
 The existence of poor school 
 houses is not wholly due to the 
 poverty of the people. The aver- 
 
SOUTHERN EDUCATION 
 
 155 
 
 RURAL SCHOOL, B 
 
 age value of a North Carolina 
 church house is $1,087. The aver- 
 age value of the school house alono;- 
 side of these churches is only $183. 
 
 A COMPARISON. 
 
 The following table will show tlii 
 relative value of the churches and 
 
 the school houses in the several 
 Southern States : 
 
 Virginia $462 $2,140 
 
 North Carolina. . 183 1,087 
 
 South Carolina. . 201 1,420 
 
 Georgia 438 1,1 74 
 
 Florida 415 1,352 
 
 Alabama 214 1,125 
 
 Mississippi 259 878 
 
 Louisiana 742 i,997 
 
 Texas 838 1,539 
 
 Arkansas 498 861 
 
 Tennessee 426 1,724 
 
 THK SCHOOL HOUSES OF THE SOUTH. 
 Below are given the total value 
 of the school buildings and grounds, 
 the number of school houses, and 
 the average value of each in the 
 
 UNCOMBE COUNTY 
 
 several Southern states (Report of 
 U. S. Commissioner of Education, 
 1901) : 
 
 Va. . 
 N. C. 
 
 s. c. 
 
 Ga. . 
 Fla. . 
 Tenn. 
 Ala. . 
 Miss. 
 La. . 
 Tex. 
 Ark. 
 
 7,218 
 
 $462 
 
 7,264 
 
 183 
 
 4.918 
 
 201 
 
 6,246 
 
 438 
 
 2,342 
 
 4LS 
 
 7,185 
 
 426 
 
 7,058 
 
 214 
 
 6,687 
 
 259 
 
 3.302 
 
 742 
 
 10,811 
 
 838 
 
 5,254 
 
 498 
 
 $3,336,166 
 
 1,466,770 
 
 990,000 
 2,738,800 
 
 970,815 
 3,063,568 
 
 1,500,000 
 
 1,636,055 
 
 2,450,000 
 
 9,166,550 
 2,616,537 
 
 SCHOOL HOUSES ELSEWHERE. 
 The figures below are based on 
 Report of U. S. Commisioner of 
 Education, 1901, and show the 
 value of school property, number of 
 houses, and average value of each 
 house in eleven states outside the 
 South : 
 
 Ohio .$46,182,062 13,174 $ 3,506 
 Ind. . . 25,000,000 10,003 2,500 
 Mich. . 20,404,388 8,066 2,529 
 
156 
 
 SOUTHERN EDUCATION 
 
 Wis. . . 16,574,795 7,179 2,308 
 
 Mass. . 48,979,719 4,058 12,069 
 
 Dela. . 1,043,997 550 1,898 
 
 N. Y. . 87,292,414 11,916. 7,326 
 
 Maine 4,538,018 4,018 1,129 
 
 Iowa . 18,223,749 13,922 1,302 
 
 AVash. 5,979.557 2,148 2,783 
 
 Cal. . . 19,039,167 4,000 4,759 
 
 SCHOOIv HOUSE LOAN ?UND. 
 
 The North CaroHna Legislature 
 •of 1903 passed a law which pro- 
 vides in brief that the $200,000 
 swamp land fund now held by the 
 Board of Education shall be loaned 
 to county school boards, the county 
 boards in turn to lend to district 
 schools to aid in building houses, 
 the loans to be for periods of ten 
 3^ears (one-tenth to be repaid each 
 year) and to bear 4 per cent inter- 
 est. In other words, if the entire 
 $200,000 should be called for this 
 3'ear, next year one-tenth, or $20,- 
 000, would be returned, with $8,000 . 
 interest, to be in turn loaned again 
 — and so year after year. 
 
 TJiis law also provides that all 
 school houses in the future shall be 
 constructed in accordance with 
 plans approved by the State Super- 
 intendent of Public Instruction. 
 The fund is a loan fund and not a 
 gift fund, and will be used, as far 
 as possible, to stimulate self help. 
 
 This year 400 school houses, cost- 
 ing on an average of $500, can be 
 built by means of this fund alone. 
 Next year 40 more houses can be 
 built. As the interest accrues and 
 the fund increases the number of 
 school houses that can be erected 
 
 each year will increase in propor- 
 tion. 
 
 " TOO POOR." 
 The record of the United States 
 for 1902 : $250,000,000 for schools, 
 $330,000,000 for churches and char- 
 ity, and $1,369,098,276 for drink! 
 Think of it ! Nearly three tinier 
 more money was spent in this coun- 
 try last year for drink than was 
 spent for schools and churches ! An 
 average of $17.33 per capita for 
 drink alone — alcohol, coffee, tea, 
 cocoa ! If all the people of the 
 state would stop their drink bills 
 just 365 days and give the drink 
 money to the schools, educational 
 and religious work could be revolu- 
 tionized within the next year. 
 
 CHURCH AND SCHOOL PROPERTY. 
 
 The total value of the white pub- 
 lic school property in North Caro- 
 lina on June 30, 1902, was $1,163,- 
 661. The total value of the colored 
 public school property was $303,- 
 109. The total value of the church 
 property in North Carolina, ten 
 years ago, was $7,077,440, which 
 means that the total value of church 
 property in North Carolina to-day 
 is nearly $9,000,000. It is as 
 necesary for a civilized community 
 to have a decent school house as it 
 is for that community to have a de- 
 cent church. If a respectable 
 church in a community makes for 
 law and order, it must be that a re- 
 spectable school house, in which the 
 morals and the destiny of children 
 is fixed, must be a paying invest- 
 
SOUTHERN EDUCATION 
 
 157 
 
 nient. Churches will not long en- 
 dure in a civilization that does not 
 build decent school houses. 
 
 THE WOMAN'S ASSO- 
 CIATION. 
 
 BRIEF IIISTORV OF THE ORGANIZA- 
 TION. SOME REPORTS OF GREAT 
 VALUE. 
 
 The North Carolina Woman's 
 Association for the Promotion of 
 Better School Houses was organ- 
 ized in the State Normal and In- 
 dustrial College, at Greensboro, on 
 April 3, 1902. The College Asso- 
 ciation soon began to organize asso- 
 ciations in the several counties ; 20 
 counties now have good organi- 
 zations. The Youth's Companion 
 has taken an active interest in the 
 work of the Association, and fur- 
 nishes pictures as premiums to 
 those schools which take steps 
 toward beautifying their houses and 
 grounds. The plan of organization 
 is simple, and contemplates inter- 
 esting the women of each commun- 
 ity in beautifying the local school 
 house and grounds. The women 
 pay no dues. Service only is re- 
 quired. Men may join by paying 
 an annual fee of one dollar. 
 
 TELLING WORK. 
 
 The following is the report of the 
 officers of the Forsyth County As- 
 sociation for the Promotion of Bet- 
 ter School Houses, from November 
 20 to December 20, 1902: 
 
 When the officers of the Women's 
 Forsvth Countv Association for the 
 
 Improvement of Public Schools be- 
 gan work they found that Forsyth 
 had seventy schools, eight thousand 
 school children, only four thousand 
 attended school, and of that number 
 only three thousand attended regu- 
 larly. Six schools, one of them col- 
 ored, had libraries ; one had pictures 
 on the walls ; three had maps ; one 
 had introduced manual training and 
 was struggling almost hopelessly to 
 raise funds to continue the work. 
 All of the school houses except four 
 were good and most of them were 
 new. The majority of the teachers 
 were doing faithful work, and when 
 the average attendance is small the 
 fault seems to be largely due to ig- 
 norant parents and indifferent com- 
 mitteemen. From November 20th 
 to December 20th the ladies have 
 driven 225 miles, visited 34 schools, 
 attended teachers' institutes, and 
 talked with parents, teachers, com- 
 mitteemen and children, trying to 
 impress upon all the necessity for 
 libraries, clean school houses with 
 pictures on the walls, and neat 
 grounds. They have recommended 
 that windows be washed and stoves 
 polished ; that door-mats be pro- 
 vided so muddy little feet would not 
 transform school floors into real 
 estate ; that wood boxes hold the 
 stove wood ; and that papers and 
 lunch boxes be burned instead of 
 being thrown out of doors. • 
 
 They have endeavored by every 
 means in their power to interest 
 committeemen and parents in the 
 schools in their charge, and have 
 
158 
 
 SOUTHERN EDUCATION 
 
 succeded beyond their expecta- 
 tions. Of the thirty-four schools, 
 thirty-two have promised to im- 
 prove house and grounds and so 
 win the set of Youth's Companion 
 pictures given by that paper to ever)- 
 school so doing. In a recent letter 
 from the editors it is very gratify- 
 ing to read : 
 
 "We are hearing every day from 
 schools where you have visited. 
 The teachers tell us of their interest 
 in the movement, and the energy 
 with which they propose to go at 
 the work of improvement. All 
 teachers who have thus written 
 have received pictures." 
 
 Twenty-one of the thirty-four 
 schools have promised to work for 
 libraries, eight having already sent 
 in their money, while the others 
 hope to raise the necessary amount 
 soon after the Christmas holidays. 
 Mr. Robert C. Ogden has presented 
 a set of Perry pictures to each ol 
 the seventy schools, and, in addi- 
 tion, has sent forty pictures to be 
 given as prizes to the teachers 
 raising money for a library. 
 
 The officers have been deeply 
 touched by the many invitations 
 they have received from teachers 
 and committeemen to visit schools, 
 and are greatly encouraged by the 
 increasing number, of people who 
 come to meet them on their school 
 visits'. 
 
 As some of the schools had no 
 names, the Board of Education gave 
 the ladies the privilege of remedy- 
 ins: such a state of affairs, and three 
 
 schools have been christened : "The 
 Robert C. Ogden," "The Perry Ma- 
 son," and "The Katherine Clark." 
 
 The plan of work is as simple as 
 it is systematic : The county is di- 
 vided into townships, each school in 
 the township is visited, its needs and 
 possibilities discussed with teachers, 
 parents and committeemen, a com- 
 plete record is made of the number 
 of scholars, average attendance, 
 condition of house and grounds. 
 When extra work has been done by 
 teachers and pupils to improve ex- 
 isting conditions special note is 
 made of it. A full report is then 
 published in the local papers, copies 
 being sent to all interested. This 
 has been of great advantage, as 
 teachers take pride in having good 
 reports, and, in addition, it keeps 
 the county in touch with the schools 
 and the w^ork of the association. 
 
 So satisfactorily has the work 
 progressed that by another year the 
 officers can turn it over to others, 
 and begin similar work in one of the 
 nearby mountain counties. 
 
 Mrs. Lindsay Patterson, Pres., 
 
 Mrs. Eugene Ebert, Vice-Pres. 
 
 BETTER SCHOOL HOUSES. 
 
 WHAT ONE NORTH CAROLINA 
 TEACHER DID DURING HER LAST 
 SUMMER VACATION IN EASTERN 
 NORTH CAROLINA. 
 
 Last summer, at a meeting of the 
 Woman's Association for the Bet- 
 terment of Public School Houses in 
 North Carolina, I was one of ten 
 
SOUTHERN EDUCATION 
 
 159 
 
 who promised to devote as much 
 time as I could to work in this great 
 field. For the benefit of those who 
 may be anxious to work, but do not 
 know just how and where to begin, 
 I will relate some of my experiences. 
 
 That was just my trouble. 1 
 spent two weeks wondering where 
 to start and how to start, and at the 
 end of that time I found myself still 
 wondering. I had thought the 
 Teachers' Institute would be a good 
 point at which to begin, and so it 
 would have been, but there was 
 none to be held in my own or ad- 
 joining coimties. I then went to see 
 my county superintendent. He was 
 new in the work and could give me 
 very little information concerning 
 school locations or conditions. He 
 was interested, however, and gave 
 me the number of schools in each 
 township, the names of the school 
 committeemen and of the registered 
 teachers in the county. I sent pam- 
 phlets concerning our work to all 
 those teachers, and wrote to tlu 
 committeemen, and to the superin- 
 tendents of two other counties, tell- 
 ing them what I desired to do and 
 asking for information and sugges- 
 tions. I received replies to six of 
 the fifty letters written, and those 
 contained no definite information. 
 
 I concluded that I must get out 
 among the people and know them 
 and talk to them. I pressed one of 
 my brothers into service and we 
 took to the country, almost as truly 
 explorers as those of the early days, 
 for neither of us knew a foot of the 
 
 road on which we started. After 
 getting lost and found again, and 
 making many inquiries, we reached 
 the home of a gentleman of broad 
 intelligence, who was well informed 
 on the conditions of the schools in 
 his own and neighboring commun- 
 ities. He was much interested in 
 our undertaking, and gave me just 
 the information I needed : the 
 names of all the school houses in 
 his township and those of promi- 
 nent ladies in each neighborhood. 
 He also made for me a map of the 
 country and neighborhood roads. 
 
 We went from home to home, 
 visiting every home in that district. 
 I talked to the ladies about what I 
 had undertaken, and invited them to 
 meet me a week later at the school 
 house to discuss the matter further 
 and to organize for work. I told 
 them that it was the women I 
 wanted especially, but that the men 
 and children might come if they de- 
 sired to do so. 
 
 The day for the first meeting was 
 the fifth of July, and a very hot one, 
 but more than twenty people were 
 there. We formed a branch Asso- 
 ciation, and before school opened 
 that school house was ceiled and the 
 seats were worked over and made 
 much more comfortable and pre- 
 sentable. 
 
 Soon after this there was a meet- 
 ing of the county board of educa- 
 tion. Some of the school commit- 
 teemen and the county superintend- 
 ent invited me to meet with them. 
 I did so, and when I told them of 
 
160 
 
 SOUTHERN EDUCATION 
 
 the Woman's Asociation for the 
 Betterment of Public School 
 Houses, they were intensely inter- 
 ested, and were eager to assist in 
 any possible way. They told me of 
 gatherings of different kinds to be 
 held in their neighborhoods, 
 planned for me to get to those meet- 
 ings, and tried to prepare and inter- 
 est the people in every way they 
 could. 
 
 After this I attended every school 
 closing, . every picnic, quarterly 
 meeting, baseball game and gather- 
 ing of any kind that I could hear of 
 and could reach. I would mingle 
 among the people all day, talking 
 to them singly and in groups, and 
 generally managed to say a few 
 words to the whole gathering be- 
 fore it dispersed. At the close of 
 one baseball game I organized six 
 branch associations, representing 
 two counties and several townships.. 
 . I went to several meetings by spec- 
 ial appointment, and was both em- 
 barrassed and frightened on the 
 way by finding my name posted 
 quite publicly on trees and houses 
 as a lecturer. 
 
 But my fright left me when I met 
 the people. I felt that I was cer- 
 tainly doing nothing unwomanly 
 when I sat in some school house, 
 with women and children gathered 
 close around me, and planned means 
 by which that house could be made 
 more comfortable and attractive ; or, 
 if the crowd was larger, stood out 
 in front under the trees and dis- 
 cussed with the fathers as well a^ 
 
 the mothers the importance of hav- 
 ing the school house attractive, the 
 great need of an education to every- 
 one, and the obligations resting up- 
 on them to give their children the 
 best possible advantages. 
 
 Yes, we discused such questions. 
 I made no set speeches. I talked 
 and the people talked, one question- 
 ing and the other answering, but we 
 always wound up with a branch As- 
 sociation. The county superintend- 
 ents went with me to several places, 
 and in every way showed much in- 
 terest in the work. Of course we 
 met all classes and conditions of 
 people, but when they understood 
 they were always responsive. 
 
 We must get out among the peo- 
 ple, meet them, and talk to them 
 face to face. Let them see that we 
 are in earnest, help them to see their 
 needs, reason with them and prove 
 to them that we want to work with 
 them for the general uplift of the 
 whole people. And, best of all, 
 learn from them. We must not 
 treat them in any patronizing way. 
 We must use tact and judgment and 
 love. We can thus arouse and set 
 in motion mighty forces throughout 
 the length and breadth of our grand 
 aid State. 
 
 Leah D. Jones. 
 
 RURAL SCHOOL LIBRARIES. 
 
 THE NORTH CAROLINA RURAL 
 SCHOOL LIBRARY LAW OP I90I. 
 LIBRARIES ESTABLISHED. THE 
 AMENDED LAW OE I903. RESULTS. 
 " Whenever the patrons and 
 
SOUTHERN EDUCATION 
 
 161 
 
 friends of any free public school 
 shall raise by private subscription 
 and tender to the county superin- 
 tendent of schools, for the establish- 
 ment of a library to be connected 
 with said school, the sum of ten dol- 
 lars, the county board of education 
 shall appropriate from the money 
 belonging to that school district 
 asking for the library, the sum of 
 ten dollars for this purpose, anci 
 shall appoint one intelligent person 
 in the school district the managei 
 of said library. The county board 
 of education shall also appoint one 
 competent person, well versed in 
 books, to select the books for such 
 libraries as may be established un- 
 der the provisions of this act. 
 
 " As soon as the county board 
 of education of any county shall 
 have made an appropriation for a 
 library in the manner prescribed, 
 the county superintendent of schools 
 shall inform the secretary of the 
 state board of education of the fact, 
 whereupon the said state board of 
 education shall remit the county 
 superintendent of schools the sum 
 of ten dollars for the purchase of 
 books for the said library. Upon 
 receipt of this money, the county 
 superintendent of schools shall turn 
 over to the person appointed to se- 
 lect books, the amounts secured b\ 
 private subscription, by appropria- 
 tion from the county board of edu- 
 cation, and by appropriation from 
 the state board of education." 
 
 The above act also provided that 
 the sum to be thus expended bv 
 
 the state be limited to $5,000 and 
 that the number of libraries be lim- 
 ited to six in each county. In on*, 
 year after the passage of the act 355 
 libraries were established, in 78 of 
 the 96 counties of the state, at an 
 expenditure of $3,550 by the state 
 and $7,100 by the counties and local 
 communities, making a total ex- 
 penditure of $10,650. 
 
 The legislature of 1903 appropri- 
 ated $5,000 for six additional li- 
 braries in each county and added 
 $2,500 with which to buy additional 
 books for the 355 libraries already 
 established. The $2,500 already 
 appropriated for replenishing the 
 old libraries will be expended as 
 follows : The local community 
 raises $5, the county board of edu- 
 cation then gives $5 more, and the 
 state adds $5, making a net sum of 
 $15, with which to add books to the 
 already established libraries. 
 
 Each rural library must be con- 
 ducted under rules and regulations 
 prescribed by the state superintend- 
 ent of public instruction. This pre- 
 vents loss of books and the destruc- 
 tion of the library. The North Car- 
 olina Literary and Historical So- 
 ciety has been a potent factor in. 
 bringing about the passage of the 
 law and in securing the establish- 
 ment of libraries. 
 
 EF1?'KCT OF A RURAL LIBRARY. 
 
 Public School No. 2, Locke town- 
 ship. Rowan County, closed a four 
 months" term on March loth. Dur- 
 ing the term the pupils and patrons 
 of that small school read 580 books. 
 
163 
 
 SOUTHBRN EDUCATION 
 
 Children who were indifferent and 
 not heretofore interested in the 
 school made rapid progress this year 
 owing to the influence of the rural 
 library established there last fall. 
 
 " If we can get a good building 
 for every school and a good library 
 in every building, we shall have a 
 substantial and enduring basis for 
 our educational revival in North 
 Carolina. Whatever other districts 
 may do or may not do, kind reader, 
 see to it that your school district 
 gets these two advantages. There 
 is no more simple and feasible way 
 of promoting the intelligence and 
 prosperity of your neighborhood." 
 — Pro QTcssi-c'e Former. 
 
 A good school means a good 
 school house, a trained teacher, a 
 library of good books, and children 
 who attend regularly. A school 
 can not be good if it lack any of 
 these. 
 
 TEACHERS. 
 
 teachers' training and teach- 
 ers' SAIvARIES. SOME MORE EDU- 
 
 cationaIv waste. 
 • " Can not something be done to 
 make good teachers better and in- 
 competent ones less incompetent? 
 Can not something be done to pro- 
 mote the progress and to diminish 
 the dangers of all our schools ? " — 
 Horace Mann. 
 
 build a bridge and should spend the 
 people's money in paying that en- 
 gineer, and it should afterwards 
 turn out that the bridge was worth- 
 less and that the so-called engineer 
 was no engineer after all, what 
 would the people say ? They would 
 say that it was the duty of the alder- 
 men to have employed a real, a 
 trained engineer, so that their 
 money would not have been wasted. 
 Is it not as important to employ a 
 trained expert to deal with immortal 
 souls as it is to employ a trained 
 man to build a bridge? 
 
 The following toast was recently 
 proposed at a social gathering by a 
 New York teacher, and can be 
 found in the March World's Work: 
 " Here's health to us ; the rag-tag 
 and bobtail of the learned profes- 
 sions ; beloved by children ; tolerated 
 by youth ; forgotten by maturity ; 
 considered municipally, financially 
 and socially as good enough for 
 what is left." But the " rag-tag 
 and bobtail of the learned profes- 
 sions " are teaching the next gen- 
 eration ! They can easily be dis- 
 pensed with when the public con- 
 science demands it. 
 
 If the aldermen of a city or a 
 town should employ an engineer to 
 
 NECESSITY OE TRAINING FOR 
 TEACHING. 
 
 (Horace Mann.) 
 How often j-iive we sneered at 
 Dogberry in th^ pi^y. because he 
 holds that to read and write comes 
 by nature; when we ourselves have 
 undertaken to teach or have em- 
 
SOUTHERN EDUCATION 
 
 163 
 
 ployed teachers whose only fitness 
 for giving- instruction, not only in 
 reading and writing, hut in all other 
 things, has come by nature, if it has 
 come at all ; — that is in exact ac- 
 cordance with Dogberry's philoso- 
 phy. 
 
 No one has ever supposed that an 
 individual could build up a material 
 temple and give it strength and con- 
 venience and fair proportions with- 
 out first mastering the architectural 
 art ; but we have employed thou- 
 sands of teachers for our children, 
 to build up the immortal temple of 
 the spirit, who have never given to 
 this divine educational art a daV'Or 
 an hour of preliminary study or at- 
 tention. 
 
 Why can not we derive instruc- 
 tion even from the folly of those 
 wandering showmen who spend a 
 lifetime teaching brute animals to 
 perform wonderful feats ? We have 
 all seen, or at least we have heard 
 of, some learned horse, or learned 
 pig, or learned dog. Though the 
 superiority over their fellows pos- 
 sessed by these brute prodigies may 
 have been owing in some degree to 
 the possession of greater natural 
 parts, yet it must be mainly attrib- 
 uted to the higher competency ol 
 their instructor. Their leader had 
 acquired a deeper insight into their 
 natures ; his sagacious practice had 
 discovered the means by which theii 
 talent-- could be unfolded and 
 brougit out. 
 
 \\'Hr SOEVER WILE MAY TEACH. 
 
 There can be no teaching profes- 
 
 sion without special training, ade- 
 quate salaries, and permanent ten- 
 ure. The public conscience must 
 realize that it is just as great waste 
 to employ untrained men and 
 women to teach children as it is to 
 employ untrained men to build 
 bridges and construct roads. Mere 
 " keeping school " as a stepping- 
 stone to some other occupation will 
 cease, then, only when the people 
 demand something more of those 
 who teach their children than meri 
 book knowledge. And such teach- 
 ers will, of course, not work for 
 less per year than it takes to feed 
 a criminal in the county jail! 
 
 Adequate salaries will go far 
 toward inducing the best men and 
 women to enter upon the business 
 of teaching and will be a powerful 
 incentive to such men and women 
 to remain teachers. But some addi- 
 tional means will have to be de- 
 vised by the State to make the 
 teachers' tenure of office more per- 
 manent. Much could be done in 
 that direction by making it more 
 difficult than it now is to obtain 
 employment to teach children. A.t 
 present the invitation to enter upon 
 teaching is almost as broad as the 
 " whosoever will " of the Gospel 
 call, and the inducement to quit as 
 imperative as the pangs of hunger 
 can make it. 
 
 teachers' salaries and incompe- 
 tents. 
 " Penuriousness in providing for 
 the maintenance of public schools 
 is responsible in large measure foi 
 
164 SOUTHERN EDUCATION 
 
 the incompetents that are so often for chances of real service. Pick 
 found in the teacher class. Ade- out one public school. Add a little 
 quate salaries are the remedy for to the monthly pay of every one 
 this condition. Good, liberal pay within it; but above all go to the 
 will secure good, effective teachers, teachers and tell them you for one 
 while niggardly and parsimonious respect them for their work. It is 
 compensation secured the opposite only by realizing that their devotion 
 kind, with an unhealthy and poorly to a profession that requires self- 
 taught lot of pupils as the result- sacrifice is recognized for what it 
 ant." — Chattanooga Times. is, that the teacher can labor single- 
 THE SULK-SACRIFICE OF Tiii; heartedly in these days of insuf- 
 TEACHER. flcient recompense." — William, 
 " There is in some places, a hero- Mc Andrew, in March World's 
 ically strong spirit, which is push- Work. 
 
 ing the work of teaching upward in ^pu? german boy's teacher. 
 spite of all the circumstances which ^^ ^^^ ^^^ ^^ employed in Ger- 
 would seem to make it impossible ; j^^^y ^^ ^^^ elementary school- 
 it is a spirit that leads some men teacher, unless that person holds a 
 and women to remain at work, not ^^^^^ teachers' certificate acquired in 
 only admitting that they are in the ^ g^^^^ examination, after studying 
 rag-tag and bobtail of the profes- f^^^^.^ sometimes six, years at a 
 sions, but in fact because they are normal training school.. And no 
 in the rag-tag and bobtail— because ^^^ ^^^^ ^^^ ^ position as teacher in 
 that is where there is at this mo- ^ ^^g^ school who is not a graduate 
 ment the greatest need for them. ' li ^f ^ German university, or who^has 
 teaching is moving one little barley- j^^d university training and normal 
 corn toward the front, it is because trainino- combined, 
 of the work of such as these look- ^^^ Germans have made it dif- 
 ihg beyond the common regard of fj^iilt to become a teacher. But just 
 communities to the real satisfaction, ^hat is what has made teaching a 
 the authentic, legitimate, incorrupti- profession in the Fatherland. 
 
 ble content of rendering a service 
 
 . r ■ ^1 ^ -. J ^ AVERAGE MONTHLY SALARY OF 
 
 mferior to none, ihat it does not 
 
 r 1 r , 1 ^ NORTH CAROLINA WHITE TEACH- 
 
 move forward faster seems due to 
 
 the community. Wherever a teachei ' ' ^ ~' 
 
 -' MEN WOMEN 
 
 IS ashamed to be known as such, you ^gg^ ^^^ ^ ^ .,„ 
 
 will find that what passes as the 1887 25 . 10 2^. 30 
 
 best society of the place is chiefly ]if^ ^'^ :[[[[[:::[::.[:[:::: lifs 
 
 to blame. This fact suggests the 1891 25.03 23.11 
 
 unique opportunity for such citizens J^^92 26.20 .................... 25.72 
 
 of wealth or position as are looking 1894 25.53 23.08 
 
SOUTHERN EDUCATION 165 
 
 1895 24.87 22. 39 worth very little. Think of it ! Two 
 
 T896 24.75 21.64 thousand teachers at $2^ for four 
 
 3897 23.21 20.01 ^ -' 
 
 1898 24.66 22.96 months is $200,000 ! 
 
 1899 26.33 23.65 j^ jg j^Q^ overstating; the matter 
 
 J900 26.18 23.41 ^ 
 
 1901 26.92 23.87 to say that it would be far better 
 
 ^902 28.60 24.97 fo^ the State to spend at least $100,- 
 
 MORE EDUCATIONAL WASTE. GOO a year to train its teachers. 
 
 There are at least 8,000 country '^^^y could do more work with even 
 
 public school teachers in North the most elementary trammg ni two 
 
 Carolina. This body of teachers "-O^ths than they could do m four 
 
 almost entirelv chan-es about every "months without it. As it is, the 
 
 four vears. This must mean that State is wasting at least $200,000 
 
 2,000 new and wholly untrained ^^^^^ >'ear. Is it not high time foi 
 
 teachers begin each year the work somebody to lead the fight against 
 
 of attempting to train the immortal ^^"^ ^^'^^^te of the children's money? 
 minds of North Carolina children. 
 
 It also means that as soon as these DECLARATION AGAINST 
 
 teachers get a little experience and ILLITERACY. 
 
 l)egin to be worth their salaries address to the people oE north 
 
 they leave the calling forever to en- Carolina, by conference . OE 
 
 gage in something more profitable educators, held in Tlie GOVERN- 
 
 The State, when it employs un- or's oefice, in raleigh, eeb. 13, 
 
 trained teachers, must expect, there- ic)02. Tre names oE The SIGN- 
 
 fore, to pay for their training after ers. 
 
 Ihey begin work. But that is too Profoundly convinced of the pro- 
 dear an experiment, and one that phetic wisdom of the declaration of 
 must be repeated in toto every foui the Fathers, made at Halifax, in 
 years. -7/6. that '* religion, morality, and 
 
 How much is an untrained car- knowledge being necessary to good 
 
 penter worth ? How much is a city government, schools and the means 
 
 boy worth on a cotton farm for the fo education shall be forever encour- 
 
 first summer, at least? Everybody aged;" and cognizant of the full 
 
 knows the untrained man in all oc- meaning of that recent constitu- 
 
 cupations is worth but little till he tional enactment which debars from 
 
 learns how to do his work. the privilege of the suiTrage, after 
 
 Pertinently, therefore, may the 1908, all persons who can not read 
 
 ■question be asked : how much arfe and write ; and relying on the patri- 
 
 the 2,000 new, untrained teachers otism and foresight of North Caro- 
 
 that the State employs each yeai linians to deal with a great question 
 
 worth ? If the rule holds in teach- which vitally concerns the material 
 
 ing as in other occupations, they are and social welfare of themselves 
 
1G6 
 
 SOUTHERN EDUCATION 
 
 and their posterity, we, in an educa- 
 tional conference assembled in the 
 city of Raleigh, this February 13, 
 1902, are moved to make the fol- 
 lowiui^^ declaration of educational 
 facts and principles : 
 
 1. To-day, more fully than at 
 any other time in our past history, 
 do North Carolinians recognize the 
 overshadowing necessity of univer- 
 sal education in the solution of those 
 problems which a free government 
 must solve in perpetuating its ex- 
 istence. 
 
 2. Xo free government has ever 
 found any adecjuate means of uni- 
 versal education except in free pub- 
 lic schools, open to all, supported by 
 the taxes of all its citizens, where 
 every child, regardless o.f condition 
 in life or circumstances of fortune, 
 may receive that opportunity foi 
 training into social service which 
 the constitutions of this and other 
 great states and the age demand. 
 
 3. We realize that our State has 
 reached the constitutional limit of 
 taxation for the rural schools, that 
 she has made extra appropriations 
 to lengthen the term of these schools 
 to eighty days in the year. We 
 realize, too, that the four months 
 term now provided is inadequate, 
 for the reason that more than 20,- 
 000,000 children of school age in 
 the United States outside of North 
 Carolina are now provided an aver- 
 age of T45 days of school out of 
 every 365 ; that the teachers of these 
 children are paid an average salary 
 of $48 a month, while the teachers 
 
 of the children of North Carolina 
 are paid hardly $25 a month, thus 
 securing for all the children of our 
 sister states more efficient training 
 for the duties of life. And we real- 
 ize that, according to the latest cen- 
 sus report and the report of tht 
 United States Commissioner of 
 Education, for every man, woman 
 and child of its population, the 
 country at large is spending $2.83 
 for the education of its children, 
 while North Carolina is spending^ 
 barely 67 cents ; that the country at 
 large is spending on an average ot 
 $20.29 ^o^" every pupil enrolled in 
 its public schools, while North Car- 
 olina is spending only $3 or $4, the 
 smallest amount expended by any 
 state in the Union. And still fur- 
 ther do we realize that the' averagt.. 
 amount spent for every child ot 
 school age in the United States is 
 approximately $9.50, while North 
 Carolina is spending $1.78. 
 
 These facts should arouse our 
 pride and our patriotism, and lead 
 us to inquire whether the future 
 will not hold this generation re- 
 sponsible for the perpetuation of 
 conditions that have resulted in the 
 multiplicity of small school districts, 
 inferior school houses, poorly paid 
 teachers, and necessarily poor teach- 
 ing; that have resulted in twenty 
 white illiterates out of every 100 
 white population over ten years of 
 age ; in generally poor and poorly 
 paid supervision of the expenditure 
 of our meagre school funds and ol 
 the teaching done in oiu- schools; 
 
SOUTHERN EDUCATION 
 
 167 
 
 and, finally, in that educational in- 
 difference which is the chief cause 
 of the small average daily attend- 
 ance of about 50 pupils out of every 
 100 enrolled in our public schools. 
 
 We believe the future will hold us 
 responsible for the perpetuation of 
 these unfavorable conditions, and, 
 therefore, we conceive it to be the 
 patriotic, moral and religious duty 
 of this generation of North Caro- 
 linians to set about in earnest to 
 find the means by which all our chil- 
 dren can receive that education 
 which will give them equal oppor- 
 tunities with the children of other 
 sections of our common country. 
 
 4. Viewing our educational 
 problems and conditions in the lighi 
 of educational history and experi- 
 ence, we declare it to be our firm 
 conviction that the next step for- 
 ward for North Carolina, in educa- 
 tion, is to provide more money for 
 her country public schools, making- 
 possible the consolidation of small 
 school districts, the professional 
 teacher, and skilled supervision of 
 the expenditure of all school funds 
 and of the teaching done in the 
 schools. 
 
 The history of the adoption of 
 the principle of local self-help by 
 oi^^r 3.S graded school towns and 
 cities must surely be an inspiration 
 and an example to every village and 
 rural community in North Caro- 
 lina. Those towns and cities hav« 
 adopted the only means at hand for 
 the adequate education of their 
 children. In adopting this princi- 
 
 ple, local taxation, they secured, 
 first, adequate school funds ; sec- 
 ond, competent supervision ; third, 
 skilled teachers. Lacking any one 
 of this educational trinity, no com- 
 n^unity has ever yet succeeded in 
 establishing the means of complete 
 education for its children. 
 
 Those 35 towns and cities within 
 our borders have followed the lead 
 of other sections of the United 
 States in adopting first the means 
 of education, local taxation. The 
 fact that 69 per cent, of the total 
 school fund of this Union is now 
 raised by local taxes, while North 
 Carolina raises only 14 per cent, oi 
 her funds by that means, and lags 
 behind all her sister states in every 
 phase of public education, has both 
 its lesson and its warning. 
 
 5. Remembering that in the last 
 year nearly thirty communities in 
 North Carolina, some of them dis- 
 tinctly rural, have adopted the prin- 
 ciple of local taxation for schools, 
 we think this time most auspicious 
 to urge a general movement of all 
 our patriotic North Carolinians, 
 men and women, who love theii 
 State, and especially that part of 
 their State which is worth more 
 than all its timber, lands, mines, 
 and manufacturing plants, to band 
 themselves together under the lead- 
 ership of our " Educational Gov- 
 ernor " and the State Superintend- 
 ent of Public Instruction, aided by 
 the Southern Education Board, to 
 carry forward the work of local 
 taxation and better schools, to the 
 
168 
 
 SOUTHERN EDUCATION 
 
 end that every child within our bor- 
 ders may have the opportunity to fit 
 himself for the duties of citizenship 
 and social service. 
 
 And, finally, heartily believing in 
 the Christlikeness of this work of 
 bringing universal education to all 
 the children of North Carolina, we 
 confidently rely on the full co- 
 operation of all the churches of the 
 State, whose work is so near the 
 hearts of all the people, and, there- 
 fore appeal to the pulpit to incul- 
 cate the supreme duty of universal 
 education. 
 
 Charles B. Aycock, Governor of North 
 Carolina. 
 
 T. F. Toon, Superintendent of Public 
 Instruction. 
 
 John Duckctt. 
 
 Charles D. McTver, President State 
 Normal and Industrial College. 
 
 F. P. Ven.\beE, President University of 
 North Carolina. 
 
 George T. Winston, President of Col- 
 lege of Agr. and Mechanic Arts. 
 
 Charles E. Taylor, President Wake 
 Forest College. 
 
 Edwin Mims, Trinity College. 
 
 Henry Louis Smith, President David- 
 son College. 
 
 Chas. H. Mebane, President Catawba 
 College. 
 
 J. O. Atkinson, Elon College. 
 
 T. D. Bratton, President St. Mary's 
 College. 
 
 R .T. Vann, President Baptist Female 
 University. 
 
 L. L. HoBBS, President Guilford College. 
 
 C. G. Vakdell, President Red Springs 
 
 Seminary. 
 
 J. B. CarlylE, Wake Forest College. 
 
 J. L. Kesler, Baptist Female University. 
 
 J. Y. JoYNER, The State Normal and In- 
 dustrial College. 
 
 D. H. Hill, College of Agriculture and 
 
 Mechanic Arts. 
 
 L. W. Crawford, Jr., Rutherford Col- 
 lege. 
 
 J. I. FousT, The State Normal and In- 
 dustrial College. 
 
 M. C. S. Noble, University of North 
 Carolina. 
 
 Henry Jerome Stockard, Peace Insti- 
 tute. 
 
 E. P. Hobgood, President Oxford Sem- 
 inary. 
 
 Robert Bingham, Bingham School. 
 
 T. A. Holt, Oak Ridge Institute. 
 
 Hugh Morson, Raleigh Male Academy. 
 
 D. Matt Thompson, Superintendent oi 
 
 Statesville Public Schools. 
 C. L. CooN, Superintendent Salisbury 
 Public Schools. 
 
 E. P. iN'IosES, Superintendent Raleigh 
 Pr.blic Schools. 
 
 R. J. TiGHE, Superintendent Asheville 
 
 Public Schools. 
 T. R. FousT, Superintendent Goldsboro 
 
 Public Schools. 
 E. P. Mangum, Superintendent Wilson 
 
 Public Schools. 
 E. C. Brooks, Superintendent Monroe 
 
 Public Schools. 
 Alexander Graham, Superintendent 
 
 Charlotte Public Schools. 
 Frank H. Curtiss, Superintendent Bur- 
 lington Public Schools. 
 Harry Howell. Superintendent Wash- 
 ington Public Schools. 
 W. D. Carmichael, Durham Public 
 
 Schools. 
 W. S. Long, County Superintendent of 
 
 Alamance. 
 J. A. .A.nthony, County Superintendent 
 
 of Cleveland. 
 J. A. Butler, County Superintendent of 
 
 Iredell. 
 J. E. Ray, Supt. of the School for the 
 
 Deaf, Dumb and Blind. 
 E. McK. Goodwin, Supt. of the North 
 
 Carolina School for the Deaf. 
 
 A CAMPAIGN ORGANIZATION. 
 
 The men whose names are signed 
 to the foregoing Declaration against 
 Illiteracy, issued a year ago last 
 February, organized themselves in- 
 to an xAssociation for the Promotion 
 of Public Education in North Caro- 
 lina. They appointed a committee, 
 of which President Charles E. Tay- 
 lor, of Wake Forest College, was 
 chairman, to send a copy of the 
 declaration to every clergyman in 
 North Carolina, requesting him to 
 preach a sermon once a year on the 
 
SOUTHERN EDUCATION 
 
 169 
 
 dntv of the people to strengthen 
 their public educational system. 
 Another committee, consisting- of 
 State Superintendent J- Y. Joyner 
 and others, was appointed to fur- 
 nish educational matter to the edi- 
 tors of the State. A copy of the 
 declaration was placed in the hands 
 of every college student in Xorth 
 Carolina. 
 
 To carry out the purposes of this 
 declaration and to direct a sys- 
 tematic educational campaign in all 
 portions of the State, an executive 
 committee was appointed. This 
 committee consists of State Super- 
 intendent J. Y. Joyner, Governor 
 Charles B. Aycock, and President 
 Charles D. Mclver, District Direc- 
 tor of the Southern Education 
 Board, through whom the travelling 
 expenses of speakers have been 
 paid. This committee appointed a 
 secretary last summer to arrange 
 dates and direct the movements of 
 forty or iifty speakers. Among the 
 campaigners were leading educa- 
 tors, political leaders, clergymen, 
 editors, and others. This campaign 
 was continued to some extent even 
 through the past winter, and will be 
 prosecuted with renewed vigor dur- 
 ing the months of May, June, July, 
 August and September of this year. 
 
 Any community in North Caro- 
 lina disposed to agitate the question 
 of local taxation, consolidation of 
 school districts, or the improvement 
 of school houses, can, by writing to 
 Hon. J. Y. Joyner, or to Prof. E. C. 
 Brooks, secretary to the committee, 
 
 Raleigh, N. C, secure without cost 
 the service of one or more efifectiv* 
 campaigners. 
 
 LOCAL TAXATION. 
 
 SECTION y2 OF THE NORTH CARO- 
 LINA SCHOOL LAW. 
 
 Special school tax districts may 
 be formed by the County Board ol 
 Education in any county without re- 
 gard to township lines under the 
 following conditions : Upon a pe- 
 tition of one-fourth of the free 
 holders within the proposed special 
 school district, endorsed by the 
 County Board of Education, the 
 Board of County Commissioners, 
 after thirty days' notice at the court 
 house door and three other public 
 places in the proposed district, shall 
 hold an election to ascertain the will 
 of the people within the proposed 
 special school district whether there 
 shall be levied in said district a 
 special annual tax of not more than 
 thirty cents on the one hundred dol- 
 lars valuation of property, and 
 ninety cents on the poll, to supple- 
 ment the Public School Fund, which 
 may be apportioned to said district 
 by the County Board of Education 
 in case such special tax is voted. 
 Said election shall be held in the 
 said district under the law govern- 
 ing general elections as near as may 
 be. At said election those who are 
 in favor of the levy and collection of 
 said tax shall vote a ticket on which 
 shall be printed or written the 
 words, " For Special Tax," and 
 those who are opposed shall vote a 
 
170 
 
 SOUTHERN EDUCATION 
 
 ticket on which shall be printed oi 
 written the words " Against Special 
 Tax." In case a majority of the 
 qualified voters at said election is in 
 favor of said tax the same shall be 
 annually levied and collected in the 
 manner prescribed for the levy and 
 collection of other taxes. All money 
 levied under the provisions of this 
 act shall, upon collection, be placed 
 to the credit of the School Commit- 
 tee in said district, which committee 
 shall be appointed by the County 
 Board of Education ; and the said 
 School Committee shall apportion 
 the money among the schools m 
 said district in such manner as in 
 their judgment shall equalize school 
 facilities. 
 
 " We want men who feel a sen- 
 timent, a consciousness of brother- 
 hood for the whole human race. 
 We want men who will instruct the 
 ignorant, not delude them ; who will 
 succor the weak, not prey upon 
 them." — Horace Mann. 
 
 ESSENTIALS OF THE CAM- 
 PAIGN. • 
 
 (i.) Better school houses. To 
 be obtained by local gifts and taxes 
 met half-way by funds derived from 
 the swamp-lands. 
 
 (2). Elimination of weak dis- 
 tricts. The school system of North 
 Carolina is paralyzed and has been 
 for years, not more by poverty than 
 by foolish and wanton creation of 
 districts that serve only to sap the 
 svstem's life-blood. Heroic meas- 
 
 ures will now be required to cut off 
 these districts. But they must be 
 cut off. Some teachers will lose, 
 but the cause of education will gain. 
 Some pupils will have to walk far- 
 ther, but the large majority will go 
 farther into the process that makes 
 for education. 
 
 (3.) The system must be 
 " brought together." It is now in- 
 coherent. Control is not definite. 
 Authority seems to be lacking. 
 The State Superintendent should 
 have more power. If he should bt 
 given such power as would enable 
 him to see to it that the schools are 
 well conducted at every point, w«. 
 should not object. He is in the re- 
 lation of active head and director 
 of a great institution or enterprise. 
 
 (4.) Local taxation should be 
 voted wherever possible. Leading 
 men in every township should take 
 a hand in this good work right now. 
 
 (5.) Finally, and not least im- 
 portant, active measures should be 
 devised to educate every boy and 
 girl in the State. — Biblical Re- 
 corder. 
 
 THE WORDS CF A STATES- 
 MA:!. 
 
 " I look upon the education of the 
 children of the South as the first 
 great work to engage the time and 
 thought and labors of every lover of 
 his country and his kind. 
 
 " I am grateful for the help oi 
 the people of the North, but all the 
 7vork must be done by the men and 
 women of the South. We under- 
 
SOUTHERN EDUCATION 
 
 171 
 
 stand the conditions better and can 
 deal with them more wisely than 
 strangers. But our people them- 
 selves must be taught to deal with 
 these conditions in a spirit of fair- 
 ness and broad statesmanship. We 
 have two races living in the South. 
 These races are distinct, and mus* 
 remain so, and yet they must live 
 here together. My judgment is that 
 it is better for both that each be 
 educated and trained and elevated 
 to the highest state of citizenship of 
 which it is capable. 
 
 "It is also my judgment that tht 
 church and the school house are the 
 best agencies for making good citi- 
 .^zens. If these agencies can not 
 help us in solving the race problem, 
 then indeed we have a hopeless task 
 on our hands. But, thank God, I 
 am a man of faith, I believe in God 
 and in my fellow-men, and I be- 
 lieve the people of the South can 
 solve all problems presented to them 
 if they will cleave to the church and 
 the school house ; and that, too, in 
 a manner which shall make then» 
 and their section i power for good 
 in the world." — Ex - Governor 
 Thomas J. Jar is. 
 
 RECENT SCHOOL LEGISLA- 
 TION. 
 The North Carolina legislature 
 which adjourned March loth en- 
 acted many laws that will have a 
 salutary effect on the public school 
 interests of the state. The building 
 of all school houses is now in 
 charge of the countv boards of edu- 
 
 cation anc! the state superintendent, 
 and not in the hands of local com- 
 mitteemen., as heretofore. The old 
 method of apportioning the school 
 funds to the townships according to 
 school population resulted in a very 
 unequal school term in different 
 parts of many counties. Hereaftei 
 a portion of the county school fund 
 must be reserved for the purpose of 
 remedying this inequality. In coun- 
 ties having a school fund of more 
 than $15,000, the county boards of 
 education may now employ a county 
 superintendent for his entire time at 
 such salary as they may deem rea- 
 sonable and just. Heretofore no 
 county could spend more than four 
 per cent, of its school funds for 
 supervision. Two hundred dollars, 
 instead of one hundred, may now be 
 spent by each county out of its gen- 
 eral fund for teachers' institutes and 
 summer schools. 
 
 The amounts that may be set 
 aside from the school fund for 
 building school houses are limited to 
 twenty per cent, of the total fund, 
 where the fund does not exceed live 
 thousand dollars ; sixteen per cent, 
 where it does not exceed ten thou,- 
 sand ; ten per cent, where it does not 
 exceed twenty-five thousand dol- 
 lars ; and seven and one-half per 
 cent, where it exceeds twenty-five 
 thousand dollars. Heretofore as 
 much as twenty-five per cent, of the 
 total school fund of any county 
 could be used annually for building 
 new houses. 
 
 Finally, thirty - four towns and 
 
172 
 
 SOUTHERN EDUCATION 
 
 rural district's were granted special 
 graded school charters and given 
 the privilege of voting and collect- 
 ing local taxes to supplement their 
 ordinary school funds. 
 
 THE FIELD. 
 
 INTKRKSTING ITEMS OF EDUCATION- 
 AT, NEWS HAPPENINGS THROUGH- 
 OUT THE SOUTH. 
 
 The educational column of the La 
 Fourche (La.) Comet, of April 23, 
 contains the following: 
 
 'Tn view of the impetus given to 
 education through the medium of 
 the public schools and school boards, 
 we urge the police jury to pay more 
 attention to it, and appropriate more 
 largely in its behalf. To curtail 
 other expenditures and give the 
 public schools the benefit thereof, 
 and thus enable the school board to 
 employ this additional revenue to 
 this laudable purpose, and to pay 
 competent salaries therefor, would 
 redound to the future welfare of 
 our parish and the children. 
 
 "We think, with the aid of the of- 
 ficials and all public-spirited men 
 and women, the time is now ripe to 
 inspire a sentiment among our peo- 
 ple for a public school which would 
 educate both arms and legs foi 
 some trade or calling, and at the 
 same time carry with this education 
 that of mental training, thereby 
 equipping the children for all con- 
 ditions of life." 
 
 Miss Battle, secretary of the 
 United Charities of Nashville, Ten- 
 nessee, recently declared: 
 
 "There are, at a fair minimum 
 estimate, 2,000 children here in 
 Nashville whose parents, indifferent 
 to their education, make no effort 
 to keep them in school, and indiffer- 
 ent alike to other advantages, allow 
 them to run idly the streets. How 
 are we to plead the cause of such 
 children? Can we, except through 
 leeislation ?" 
 
 The Federation of Women's 
 Clubs, of South Carolina, in con- 
 vention at Columbia, on April 23, 
 passed a resolution favoring the 
 establishment of an industrial re- 
 formatory in South Carolina, and 
 appointed a committee consisting of 
 Miss McClintock, Miss Louisa 
 Poppenheim, of Charleston, Mrs. 
 M. F. Ansell, of Greenville, Mrs. 
 Ira B. Jones, of Lancaster, and 
 Mrs. Thompson, of Rock Hill, to- 
 gether with the president of the 
 Federation, to take the matter in 
 charge and further the enterprise. 
 
 Williamsburg County, South 
 Carolina, has established a county 
 high school in connection with the 
 public graded school at Kingstree. 
 The town of Kingstree has voted 
 bonds to the amount of $7,000 with 
 which to build and equip a new 
 school building. 
 
 The University of Georgia Sum- 
 mer School will be held at Athens 
 from July i to August 9. Eighty in- 
 structors have been engaged, as well 
 as twenty-two evening lectures and 
 entertainments provided ior. The 
 
so U 7 HERN BD UCA TION 
 
 173 
 
 school will ofifer sixty courses of 
 studv. 
 
 The Utica Normal and Industrial 
 School, at Utica, Mississippi, closed 
 its first year's work on April 26. 
 This is a negro school, of which the 
 Utica correspondent of the Ne'A» 
 Orleans Picayioie speaks as fol- 
 lows : "This school was started six 
 months ago by Prof. W. H. Haltz- 
 claw and his wife, who are gradu- 
 ates of l>ooker T. Washington's 
 School at Tuskegee, Ala. They 
 started without one cent. The 
 school now owni forty acres of 
 land, valued, with the buildings, at 
 $4,000. It has 225 students and 
 seven instructors. It has one large 
 frame building, erected by the stu- 
 dents, containing eleven rooms and 
 a large chapel hall. More than 
 $3,000 has been collected during 
 this year and expended on build- 
 ings and for teachers' salaries. The 
 institution is undenominational, but 
 thoroughly Christian in its teach- 
 ings. For the present, six indus- 
 tries will be taught the pupils in 
 connection with a thorough aca- 
 demic course. Prof. Haltzclaw and 
 wife are among the very best of 
 negroes, splendidly educated, and 
 are worthy of any assistance in their 
 efforts to build up an industrial col- 
 leo-e." 
 
 On Sunday, April 26, at Youngs- 
 ville, Lafayette Parish, Louisiana, 
 an education campaign was inaugu- 
 rated. Father Roguet, pastor of 
 
 the Catholic Church at Youngsville, 
 was the principal speaker. Peti- 
 tions were circulated and signed by 
 many citizens, asking for a special 
 local tax to be levied in Lafayette 
 parish. 
 
 The County Court of Roane 
 County, Tennessee, recently voted 
 to levy a tax of five cents on the 
 hundred dollars' worth of property 
 for the purpose of establishing a 
 county high school at Kingston. 
 
 The educational campaign for 
 Northern Louisiana will be opened 
 at Bastrop on May 14th. 
 
 Some of the public school teach- 
 ers and others of Greenville, Ala- 
 bama, have started a free night 
 school for those children of that 
 community who have to work dur- 
 ing the day. 
 
 There is good prospect that the 
 public school board of Richmond, 
 Virginia, will establish a free 
 kindergarten in each school district 
 of that city at the opening of the 
 public schools next September. 
 There is probability, also, that man- 
 ual training will be introduced into 
 all the schools of Richmond at an 
 early date. 
 
 The town of Marion, South Caro- 
 lina, has raised by private subscrip- 
 tion $6,000 as an endowment for the 
 public library of Marion. 
 
1^4 
 
 SOUTH BRN EDUCATION 
 
 Acadia Parish, Louisiana, on issue $5,000 worth of bonds for the 
 April 27th voted a special school tax erection of a public school building 
 of five mills for ten years. in that town. 
 
 By a special act of the North Car- 
 olina legislature of 1903 the county 
 commissioners of Macon County 
 have ordered an election to be held 
 in that county on the 30th day ol 
 May to determine whether or not all 
 children in that county between the 
 ages of 8 and 16 shall be compelled 
 to attend the public schools at least 
 three-fourths of the period of the 
 annual school term. 
 
 Mount Prospect District, Union 
 County, North Carolina, on May 
 4th voted a special school tax. The 
 trustees will begin, at once, the erec- 
 tion of a good school house. The 
 school will be operated under a 
 special charter granted by the North 
 Carolina Legislature of 1903. The 
 total number of registered voters in 
 the district was 59, 48 of whom 
 voted in the school election. There 
 were 38 votes cast for the schools 
 and 10 against them. 
 
 At the special election held in the 
 Wesley Chapel graded school dis- 
 trict. Union County, North Caro- 
 lina, on May 4th, the question of 
 the enlargement of the district by 
 the admission of two adjoining dis- 
 tricts was carried by a vote of 32 
 to 8. 
 
 The people of Jonesville, Lee 
 County, Virginia, contemplate the 
 creation of a school district about 
 two miles square, embracing the 
 town of Jonesville, and levying a 
 special school tax sufficient to run 
 a public free school in the district 
 nine months in the year. 
 
 On May 4th, 1903, the town of 
 Hamlet, North Carolina, voted to 
 
 The North Carolina Woman's 
 Association for the Betterment of 
 Public School Jiouses in North 
 Carolina held a meeting at Greens- 
 boro on May 5th. There were 
 present a number of county super- 
 intendents, as well as members of 
 the Association. The President, 
 Miss Laura Kirby, of Goldsboro, 
 presided. Reports were made by 
 Miss Leah Jones, of the State Nor- 
 mal and Industrial College, and by 
 Mrs. W. R. Hollowell, of Wayne 
 County. Miss Jones reported a 
 number of instances where school 
 buildings and grounds have been 
 greatly improved and beautified by 
 women in the communities visited 
 by her during the summer vacation 
 of 1902. Miss Hollowell, who is 
 president of the Wayne County As- 
 sociation, reported that her Associa- 
 tion now has fifteen traveling li- 
 braries, which were sent from 
 school to school throughout the 
 county. Gradually the Asociation 
 is organizing in each public school 
 district throughout the State, and it 
 
SOUTHERN EDUCATION 
 
 175 
 
 is thought that at no distant date 
 every school district in North Caro- 
 Hna will have a Woman's Associa- 
 tion for the betterment of its public 
 school houses. 
 
 The summer school of the Agri- 
 cultural and Mechanical College, 
 Raleigh, North Carolina, will be 
 held July ist to August ist, 1903. 
 Dr. George T. Winston is president. 
 Superintendent E. P. Moses, of 
 Raleigh, has charge of the normal 
 department, and Mr. Charles J- 
 Parker, of Raleigh, is secretary and 
 business manager. Special efiforts 
 will be made to secure the attend- 
 ance of rural school teachers. 
 
 The summer school of the Uni- 
 versity of North Carolina will be 
 held at Chapel Hill, June 15 to July 
 10, 1903. The course of study of- 
 fered ranges from the kindergarten 
 and primary school to more ad- 
 vanced studies of the college and 
 university. 
 
 The South Louisiana Summer 
 School will be held at New Iberia, 
 Louisiana, June 8 to July 3, 1903. 
 
 Two special tax elections were 
 held in Union County yesterday, 
 and both carried with little opposi- 
 tion. This makes four local tax dis- 
 tricts in this county, and the pros- 
 pects are that there will before very 
 long be others. Beside these, there 
 were two high schools, Waxhaw 
 and L'nionville where free instruc- 
 tion was offered to every child in the 
 
 community last year for eight or 
 nine months. These two districts 
 followed the plan of voluntary sup- 
 port of the schools, and the pre- 
 sumption is that the same plan will 
 be pursued and free instruction of- 
 fered next year. — Monroe (N. C.) 
 Journal, May 5th. 
 
 The parishes of Acadia and La- 
 fayette, Louisiana, will pay their 
 public school teachers who attend 
 the summer school at New Iberia 
 the sum of $20 each to assist in de- 
 fraying their expenses. 
 
 The Police Jury of Washington 
 Parish, Louisiana, has ordered an 
 election on the question of voting a 
 local tax of ten mills for ten years 
 for public schools in that parish. 
 The election will be held on the i8th 
 day of June, 1903. 
 
 The Police Jury of Lafayette 
 Parish, Louisiana, has ordered an 
 clecton on the question of levying a 
 special school tax of three mills foi 
 six years. The parish superintend- 
 ent, Mr. Alleman, presented a peti- 
 tion to the Police Jury signed by 
 more than 1,000 names. It is said 
 that there will be very little oppo- 
 sition to the voting of the special 
 tax. The election will be held June 
 18th. 
 
 The Ball's Creek annual camp 
 meeting, of Catawba County, North 
 Carolina, will not be a religi'ous 
 meeting but an educational meeting 
 
176 
 
 SOU THBRN ED UCA TION 
 
 this year. Presiding Elder J. E. 
 Thompson has arranged to have the 
 best speakers on educational sub- 
 jects present during the three or 
 four days that are usually devoted 
 to preaching and other religious 
 exercises. 
 
 There is a movement on foot to 
 bring about the consolidation of the 
 high schools of the city of Monroe, 
 Louisiana, and the Parish of Oua- 
 chita, in w^hich Monroe is situated. 
 The object of the consolidation is to 
 enable the school authorities to es- 
 tablish a central high school, with 
 industrial training. If the consoli- 
 dation is effected it means better 
 high school facilities and a longer 
 school term for the children of the 
 communitv. 
 
 The Virginia School of Methods 
 will be held this year at the Uni- 
 versity of Virginia. Mr. E. C. 
 Glass, superintendent of the Lynch- 
 burg, Virginia, schools, is the 
 superintendent of the School of 
 Methods. He has arranged an at- 
 tractive course of study, embracing 
 the subjects taught in the public 
 schools, as well as courses in phys- 
 ics, mathematics, literature, science, 
 modern languages, etc. 
 
 Ward Four, Bienville Parish, 
 Louisiana, has recently voted in 
 favor of a five mills ten-year tax foi 
 public schools. Special elections 
 have been ordered by the Police 
 Jury of Bienville Parish for the 
 Third Ward, and also for the Tenth 
 and Twelfth Districts. 
 
 The educational campaign in Lin- 
 coln Parish, Louisiana, was opened 
 in the auditorium of the Ruston In- 
 dustrial Institute on the night oi 
 May 4th. President Aswell, Hon. 
 D. C. Scarborough, Hon. Jared Y. 
 Sanders and Captain J. M. White 
 made addresses. 
 
 The people of Greenwood, South 
 Carolina, will vote at an early date 
 on issuing $18,000 worth of bonds 
 for the purpose of building a new 
 public school house. 
 
 The North Carolina Baptist re- 
 cently contained the following in- 
 teresting paragraph : " Mr. L. 
 Banks Holt, the large cotton mill 
 owner of Graham, has issued an ad- 
 dress to the mill people of his town 
 urging them to vote for graded 
 schools. Mr. Holt is himself by 
 far the largest taxpayer, and is anx- 
 ious, for the well-being of his peo- 
 ple, to have free education in the 
 reach of all. This is most worthy. 
 In Cumberland County we hav& 
 Hope Mills Manufacturing Com- 
 pany, not owned by North Caro- 
 linians, urging the people of Hope 
 Mills to vote a tax for graded 
 schools, when half the tax will be 
 paid by the company. They say to 
 the people, ' You furnish the votes 
 and we will furnish the money.' 
 Many of Fayetteville's wealthiest 
 men are saying the same thing to 
 the voters who are not property 
 owners. Public education is the 
 great equalizer of men — putting the 
 child of the rich and the poor on 
 the same plane in the struggle of 
 life, and giving a premium to 
 merit." 
 
 The town of Graham and the 
 Hope Mills district have recentl}- 
 voted a local tax for schools. 
 
MAY 28, 1903 
 
 Price 50 cents per year 
 
 Southern 
 Education 
 
 (Double Number) 
 
 Education and Prosperity. 
 
 "An ignorant people not only is, but must be, a poor 
 leople. They must be destitute of sagacity and providence, 
 d, of course, of competence and comfort. The proof of this 
 •es not depend upon the lessons of history, but on the consti- 
 ion of nature. No richness of climate, no spontaneous pro- 
 ctiveness of soil, no facilities for commerce, no stores of 
 ;old or of diamonds can confer even worldly prosperity upon 
 an uneducated nation. Such a nation can not create wealth of 
 itself; and whatever riches may be showered upon it will run 
 to waste. Within the last four centuries, the people of Spain 
 have owned as much silver and gold as all the other nations 
 of Europe put together; yet, at the present time, poor indeed 
 is the people who have less than they. The nation which has 
 produced more of the raw material, and manufactured from it 
 more fine linen, than all contemporary nations, is now the most 
 ragged and squalid in Christendom." 
 
 —Horace Mann's Eleventh Report. 
 
 Rural Libraries 
 A Rural Graded School 
 Illiteracy in the South 
 The Field 
 
 SOUTHERN EDUCATION BOARD, Knoxville, Tenn., Publishers 
 
 VOL. 1 
 
 Application made for entry at Postoffice at Knoxville 
 as second-class matter. 
 
 Nos. 1 1 & 12 
 
SOUTHERN EDUCATION BOARD 
 
 Dr. E. A. Alderman, Wm. H. Baldwin, Rev. Wallace Buttrick, Dr. 
 J. L. M. Curry, Dr. Chas. W. Dabney, Dr. H. B. Frissel'l, Hon. H. H. 
 Hanna,- Dr. C. D. Mclver, Edgar Gardner Murphy, Robert C. Ogden, Dr. 
 Walter H. Page, Geo. Foster Peabody, and Dr. Albert Shaw 
 
 Officers 
 
 President, Robert C. Ogden, New York City 
 
 Secretary, Dr. Charles D. McIvcr, Greensboro, N. C. 
 
 Treasurer, George Foster Peabody, New York City 
 
 Supervising Director, Hon. J. L. M. Curry, Washington, D. C. 
 
 Bureau of Information and Investigation : Director, Dr. Chas. W. 
 Dabney; Secretary, Charles L. Coon, Knoxville, Tenn. 
 
 District Directors : Dr. E. A. Alderman, New Orleans, La., Dr. H. B. 
 Frissell, Hampton, Va., Dr. Charles D. Mclver, Greensboro, N. C. 
 
 Campaign Committee: Hon. J. L. M. Curry, Chairman; Dr. E. A. 
 Alderman, Dr. Chas. W. Dabney, Dr. H. B. Frissell, Dr. Chas. D. Mclver 
 
 General Field Agents: Dr. G. S. Dickerman, New Haven, Conn.; 
 Prin. Booker T. Washington, Tuskegee, Ala. 
 
 Field Agents for Virginia : Hon. H. St. George Tucker, Lexington, 
 Va., and Dr. Robert Frazer, Richmond, Va. 
 
 Field Agent for Alabama, J. B. Gi-aham, Talladega, Ala. 
 
 Executive Secretary associated with the President, Edgar Gardner 
 Murphy 
 
 " The township is preferable to the ' district ' as the unit of 
 school organization, and for these reasons : 
 
 " I. If there were but one district in the township, and it 
 continued to be the will of the people that schools be scattered as 
 they now are, the houses would undoubtedly be better located. 
 
 " 2. School opportunities might be equal in a township. 
 They are not very often so now. • 
 
 " 3. Township supervision would be practicable. An ex- 
 perienced teacher could be made principal of the schools, with 
 authority to advise and direct the other teachers, acting, of course, 
 under the county superintendent. 
 
 " 4. County supervision in a much fuller sense would then 
 be possible as the superintendent, acting through one board in 
 each township, and the township principals, could affect all the 
 schools. And 
 
 " 5. The reduction of the number of districts in each town- 
 ship to one would in many, if not in most cases,. lead to the con- 
 solidation of all the schools, the organization of a graded school 
 and the establishment of a high school department in every town- 
 ship, or 
 
 "6. If, because of bad roads, or other causes less real, a 
 township does not choose to consolidate all the schools in one 
 building, then at least the older children could be brought together 
 in a central school and given the advantage of companionship and 
 association with others of their own age."— Ali^red Bayliss. 
 
Soutbern ]8t)ucation 
 
 Published weekly, at Knoxville, Tenn., 
 by the Bureau of the Southern Education 
 Board. 
 
 Sdbscbiption Price: 
 
 One year 50 cents 
 
 Three months 15 cents 
 
 address: southern EDUCATION BOARD 
 Knoxville, Tenn. 
 
 Thursday. May 28. 1903 
 
 If Thomas Jefferson were living, 
 he would, no doubt, after reading 
 the illiteracy figures of the last 
 census, again declare, and with 
 greater emphasis : " Preach a cru- 
 sade aeainst ienorance.'" 
 
 SoiTTHiiKN Education takes no 
 pride in printing illiteracy statistics. 
 Ihit men and women must know 
 they are sick before they will even 
 tliink of calling' in the doctor. 
 
 FIND A REMEDY. 
 
 For convenience and for easy ref- 
 erence. Southern Education this 
 week prints illiteracy figures for the 
 Southern states. The facts printed 
 are copied from the Census of 1900. 
 No conclusions are attempted to be 
 drawn from the facts as printed. It 
 is hoped the work is free from 
 errors. 
 
 Illiteracy has been decreasing in 
 the South since 1880, without 
 
 doubt. Perhaps, it should have de- 
 creased more that the census indi- 
 cates. One thing should never be 
 overlooked, however : the causes 
 which once rendered illiteracy un- 
 avoidable now no longer exist. 
 
 In the campaign now being 
 waged for l^etter schools for the 
 children, there could be included 
 with much propriety some discus- 
 sion of wa}s and means to abolish 
 adult illiteiacy in the South. Why 
 could not the churches take up the 
 question of adult illiteracy? The 
 Sunday schools, if properly organ- 
 ized, might make it possible by 1910 
 for ever}' Southern adult illiterate 
 man and woman to learn, at least, 
 how to read the English Bible. The 
 man or the woman who can so or- 
 ganize one Sunday school and thus 
 point the way to a successful cru- 
 sade against adult illiteracy will be 
 a benefactor to the human race. 
 
 In Texas 6. i per cent of the na- 
 tive white population ten years old 
 and over can neither read nor 
 write; in Alississippi 8 per cent; in 
 Florida 8 . 6 per cent ; in West Vir- 
 ginia 10 per cent; in Virginia, ii.i 
 per cent; in Georgia 11. 9 per cent; 
 in Arkansas 11. 6 per cent; in Ken- 
 
178 
 
 SOUTHERN EDUCATION 
 
 tiicky, 12.8 per cent; in South Car- 
 olina 13.6 per cent; in Alabama 
 14.8 per cent; in Louisiana 17.3 
 per cent; in North Carolina 19.5 
 per cent; in Missouri 4.8 per cent, 
 in Illinois 2 . 1 per cent ; in Iowa i . 2 
 per cent ; in New York i . 2 per 
 cent ; in Michigan i . 7 per cent ; in 
 Wisconsin i . 3 per cent ; in Massa- 
 chusetts .8 per cent; in Minnesota 
 .8 per cent; in Nebraska .8 per 
 cent ; in Connecticut . 8 per cent ; in 
 Wyoming- , 7 per cent ; in South 
 Dakota .6 per cent; in Nevada .6 
 per cent; in Washington .5 per 
 cent. Negroes and foreign born 
 persons are not included in these 
 figures. 
 
 Gladstone once said : "You can 
 not fight against the future. Time 
 is on our side." The social better- 
 ment of mankind depends on how 
 3'-ou train the children. Sooner or 
 later the world is going to recog- 
 nize that truth. Why not recognize 
 it now? 
 
 Supt. W. H. Hand, of the Chestei 
 (S. C.) schools, recently delivered 
 an address in the A. R. P. Presby- 
 terian church at Clinton, South Car- 
 olina, on " The Educational Condi- 
 tion of the Public Schools of South 
 Carolina. " There are few places or 
 occasions in the South now where 
 
 it is not appropriate to talk for bet- 
 ter educational conditions for the 
 children. Think of it ! Some North 
 Carolina Methodist preachers are 
 going to turn a popular camp meet- 
 ing occasion this. August into an 
 educational rally! Mr. J. B. Gra- 
 ham preaches education at revivals 
 down in Alabama ! And down in 
 Louisiana they dedicate school 
 houses on Sunday and end the meet- 
 ing by asking all present to come 
 forward and sign a petition for the 
 police jury to order a local tax elec- 
 tion ! " And a little child shall lead 
 them." 
 
 It is worth while to think of this , 
 " Disrespect for the governing 
 power in the state, in the school, in 
 the home, is a growing weakness in 
 the republic." — Chicago Trihune. 
 
 Perhaps there are more people in 
 the republic today who respect tht 
 government of state and school and 
 who honor their parents, than at 
 any time in our national history. 
 Yet the frequency of the failure of 
 justice and the repeated failures 
 and mistakes of the schools and of 
 the homes may well give us pause. 
 May be the remedy is to teach the 
 children more of the Puritan idea 
 of personal uprightness and more of 
 the Jewish idea of national right- 
 eousness. 
 
so U THHRN ED UCA 710 N 
 
 17V 
 
 A \' irginia paper recently said : 
 " If the salaries paid by a county 
 to its teachers are as liberal as the 
 county is able with the school tax 
 and the state aid to pay, and the 
 teachers accept places to teach, no 
 one has an}- reason for ' kicking/ 
 If the producing classes, who pav 
 ihe school tax, want to be taxed 
 heavier to enable teachers to get 
 more money, that is a matter for 
 them. If the teachers agree to work 
 for a given sum they are in honor 
 bound to give the best service they 
 are capable of giving." This does 
 
 not sound well during an educa- 
 lional revival, to say the least ! And, 
 besides, no lover of humanity ever 
 yet urged people to pay higher 
 school taxes simply in order that 
 teachers might get larger salaries, 
 Init that the children might be bet- 
 ter trained. You can get more tal- 
 ent to teach your boy when ycni pay 
 a good price for it than you can 
 when you annually pay only as 
 much for it as it takes to feed a 
 pauper or maintain a criminal in the 
 county jail ! 
 
 I. POPULATION AND ILLITERACY. 
 
 TOTAL POrUI,.\TION OF THE SEVERAL SOUTHERN STATES BY RACES. NUM- 
 BER OF ILLITERATES IN EACH STATE, WHITE AND BLACK. 
 
 STATE 
 
 Va. . 
 
 N. C. 
 
 s. c. 
 
 Ga. . 
 Fla. . 
 Ala. 
 Aliss. 
 La. . 
 Tex. 
 .^rk. 
 Tenn. 
 
 
 1,854,184 
 1,893,810 
 1,340,316 
 2,216,331 
 
 528,54-2 
 1,828,697 
 
 551,270 
 1,381,625 
 3,048,710 
 
 1,311,564 
 2,020,616 
 
 o o 
 
 1,192.85s 
 1,263,603 
 
 557,807 
 
 1,181,294 
 
 297,333 
 
 1,001,152 
 641,200 
 729,612 
 
 2,426,669 
 
 944,580 
 
 1,540,186 
 
 660,722 
 624,469 
 782,321 
 1,034,813 
 230.7.50 
 
 ^27,307 
 907,630 
 650,804 
 620,722 
 366,856 
 480,243 
 
 .5 GO 9 
 
 -=•2 £ o 
 
 885,037 
 904,978 
 404,860 
 853,029 
 216, sio 
 
 7I4.S83 
 
 458,467 
 
 5-24-753 
 1.725,030 
 
 670,409 
 1,125,968 
 
 111 s 
 
 2 5.'^^^ 
 
 s~X 
 
 •-2^.-0 
 A 2 
 
 c t^ '^ 
 
 >ii'o 
 
 478,921 
 4.37,691 
 537,398 
 724,096 
 
 168,586 
 589,629 
 638,646 
 464,598 
 4.57,710 
 263.808 
 354,833 
 
 98,160 
 
 175,907 
 54,719 
 
 101,264 
 19,184 
 
 104,883 
 36,844 
 
 96.551 
 
 146,487 
 77,160 
 
 159,086 
 
 213,960 
 210,344 
 283,940 
 379,156 
 65,101 
 338,707 
 314,617 
 284,594 
 167,531 
 113,495 
 147,844 
 
 Total 
 
 18,975,665 11,776,291 7,186,517 8,483,944 5,095,916 1,070,24s 2,519,249 
 
 U. S. . . . 75,994,575 66,809,196 8,833,994 51,250,918 6,425,581 3,209,605 3,037,252 
 
 NoTK : The population of the South. 18.975,665, was 24.9 per cent of tiie 
 population of the United States in 1900. The white population of the South, 
 11.776,291. was 62.6 per cent, of the total population of the South. The re- 
 maining- 37.4 per cent, consisted of neg-.oes and 10,156 Indians and 2,601 Mon- 
 golians, 
 
180 
 
 S'OUTHnRN ED UCA TION 
 
 Total illittvracy and per cent. 
 
 r> !• innn Total I II. t' s Per cent. 
 PopulnjgOO- J9Q0 iilU'c, 1900 
 
 Va 1.854,184 312,120 22. g 
 
 N. C. .. 1,893,810 386.251 28.7 
 
 S. C. .. 1,340.316 3.38.659 35-9 
 
 Ga 2,216,331 4.80,420 30.5 
 
 Fla 528,542 - 84,285 21.9 
 
 Ala 1,828,697 443,590 34.0 
 
 Miss. .. 1,551,270 351,461 32.0 
 
 La 1.381,62s 381,145 38.5 
 
 Tex. ... 3,048,710 314,018 14.5 
 
 Ark'. ... 1,311,564 190.655 20.4 
 
 Tenn. .. 2,020,616 306,930 20.7 
 
 Total .. 18,975,665- 3,589,494 27.0 
 The total number of persons in 
 the South ten years of age and over 
 in 1900 was 13,579,860, of whom 
 3,589,494 were illiterate, or 2^ per 
 cent. 
 
 11. INDIANS AND MONGOL- 
 IANS. 
 The following table gives the In- 
 dian and Mongolian population of 
 the several Southern states in 1900 : 
 
 INDIANS MONGOLIANS 
 
 Virginia 354 253 
 
 North Carolina ... 5.687 51 
 
 South Carolina ... 121 67 
 
 Georgia 19 205 
 
 Florida 358 121 
 
 Alabama 177 61 
 
 Mississippi 2,203 237 
 
 Louisiana 593 616 
 
 Texas 470 849 
 
 Arkansas 66 62 
 
 Tennessee 108 79 
 
 Eleven States 10,156 2,601 
 
 L^nited States 237,196 114,189 
 
 III. ILLITERACY IN PER- 
 CENTAGES. 
 The following table gives the 
 percentage of the native white pop- 
 ulation illiterate in 1900, also the 
 percentage of the colored popula- 
 tion illiterate : 
 
 sta'it: vvHrriv colored 
 
 Virginia n. i 44.0 
 
 North Carolina 19.5 47.0 
 
 South 
 
 Carolina . . . . 
 
 . 13.6 
 
 52.0 
 
 Georgia 
 
 I . 
 
 . II. 9 
 
 52.0 
 
 Florida 
 
 
 . 8.6 
 
 38.0 
 
 Ahihan 
 
 a 
 
 . 14.8 
 
 57-0 
 
 ]\I ISSISS 
 
 inni 
 
 8.0 
 
 49.0 
 61.0 
 
 Louisiana 
 
 17. 3 
 
 Texas 
 
 
 . 6.\ 
 
 38.0 
 
 Arkansas 
 
 . II. 6 
 
 43-0 
 41.0 
 
 Tennessee 
 
 14.2 
 
 Averag 
 
 e for IT. S. . . 
 
 Total White 
 
 . 4-6 
 
 44-5 
 
 
 1 'opulatlon. 
 over 10 years 
 
 Illiterates. 
 
 Per 
 
 Cent. 
 
 
 old. 
 
 
 
 Va. .. 
 
 866,295 
 
 96,117 
 
 II. I 
 
 N. C. 
 
 900,664 
 
 175.645 
 
 19-5 
 
 s. c. 
 
 399.540 
 
 54.375 
 
 13.6 
 
 Ga. .. 
 
 841,200 
 
 100,431 
 
 II. .9 
 
 Fla. . 
 
 197,973 
 
 17,039 
 
 8.6 
 
 Ala. . 
 
 700,823 
 
 103,570 
 
 14.8 
 
 Aliss. 
 
 450,952 
 
 36,038 
 
 8.0 
 
 La. .. 
 
 474,621 
 
 82,227 
 
 17-3 
 
 Tex. . 
 
 1,554,994 
 
 95,006 
 
 6.1 
 
 Ark. . 
 
 656,438 
 
 76,036 
 
 1 1. -6 
 
 Tenn. 
 
 1,108,629 
 
 Total Color- 
 
 157,396 
 
 14.2 
 
 
 ed Populat'n, 
 over 10 years 
 
 Illiterates. 
 
 Per 
 
 Cent. 
 
 
 old. 
 
 
 
 Va. .. 
 
 479,464 
 
 213,960 
 
 44.6 
 
 N. C. 
 
 441,756 
 
 210,344 
 
 47.6 
 
 s. c. 
 
 537,542 
 
 283,940 
 
 52.8 
 
 Ga. .. 
 
 724.305 
 
 379,156 
 
 52.3 
 
 Fla. . 
 
 168,980 
 
 65.101 
 
 38.5 
 
 Ala. . 
 
 589,820 
 
 338.707 
 
 57-4 
 
 Miss. 
 
 640,424 
 
 314,617 
 
 49.1 
 
 La. .. 
 
 465.611 
 
 284,594 
 
 61. 1 
 
 Tex. . 
 
 438.883 
 
 167,531 
 
 38.2 
 
 Ark. . 
 
 263,923 
 
 113.495 
 
 43-0 
 
 Tenn. 
 
 354,980 
 Total foreign 
 
 147,844 
 
 41.6 
 
 
 While popu- 
 lation, over 
 
 Illiterates. 
 
 Per 
 
 C ent. 
 
 
 10 ve-.irs old. 
 
 
 
 Va. .. 
 
 "18,742 
 
 2,043 
 
 10.9 
 
 N. C. 
 
 4,314 
 
 262 
 
 6.1 
 
 s. C. 
 
 5,320 
 
 344 
 
 6.5 
 
 Ga. .. 
 
 11,829 
 
 833 
 
 7.0 
 
 Fla. . 
 
 18,537 
 
 2,145 
 
 II. 6 
 
 -Ala. . 
 
 14,060 
 
 1,313 
 
 9-3 
 
 Miss. 
 
 7.515 
 
 806 
 
 10.7 
 
 La. .. 
 
 50,132 
 
 14,324 
 
 28.6 
 
 Tex. . 
 
 170,036 
 
 51,481 
 
 30.3 
 
 Ark. . 
 
 13.971 
 
 1,124 
 
 8.0 
 
 Tenn. 
 
 17.,339 
 
 1,690 
 
 9-7 
 
 l\-. ILLITERATE WHITE 
 POPULATION. 
 
 The following table gives the il- 
 literate white population of eleven 
 Southern states, 1900, by sex : 
 
SOUTHERN EDUCATION 
 
 181 
 
 
 MALES- 
 
 J'EMALES 
 
 TOTAL 
 
 Va. .. 
 
 51,866 
 
 46,294 
 
 98,160 
 
 N. C. 
 
 82,492 
 
 93,415 
 
 175,907 
 
 s. c. 
 
 26,900 
 
 27,819 
 
 54,719 
 
 Ga. .. 
 
 49,078 
 
 52,186 
 
 101,264 
 
 Fla. .. 
 
 9,214 
 
 9,970 
 
 19.184 
 
 Ala. .. 
 
 50,812 
 
 54,071 
 
 104,883 
 
 Miss. 
 
 19,035 
 
 17,809 
 
 36.8+1 
 
 La. .. 
 
 48,277 
 
 48,274 
 
 96,551 
 
 Tex. . 
 
 75,606 
 
 70,88 r 
 
 146,487 
 
 Ark. . 
 
 37.4^9 
 
 39.731 
 
 77,160 
 
 Tenn. 
 
 77'-^75 
 
 81,811 
 
 159,086 
 
 Tex. .. 737-76S 
 Ark. . . 313,836 
 Tenn. . 487,380 
 
 623,985 113,783 
 251,221 62,615 
 381,529 105,851 
 
 II Sts. 5-27,984 54-2,261 1,070,245 
 
 U. S. . . 1.57-2,120 1,637,485 3,209,605 
 Note : The total illiterate white popu- 
 lation ten years of age and over in U. S. 
 in 1900 was 3,209,605 — 1,572,120 males 
 and 1,637,485 females. The eleven 
 Southern states, therefore, had 33 1-3 
 per cent, of the illiterate white population 
 of the country in 1900. 
 
 V. ILLITERATES OF VOT- 
 ING AGE. 
 
 Literate and illiterate male per- 
 sons 21 years of age and over, 1900, 
 both races : 
 
 Va. . 
 N. C. 
 S. C. 
 Ga. . 
 Fla. . 
 Ala. . 
 .Miss. 
 La. . 
 
 TOTAf, 
 
 447,815 
 
 417,578 
 
 283,325 
 
 500,752 
 
 139.601 
 
 413,862 
 
 349,177 
 
 325,943 
 
 LITERATE 
 334,462 
 294.920 
 183,809 
 342.505 
 108,752 
 
 274.213 
 231,120 
 203,305 
 
 ILLITERATE 
 
 113,353 
 
 122,658 
 
 99,516 
 
 158,247 
 30,849 
 
 139,649 
 118,057 
 122,638 
 
 II Sts. 4,417,037 3,229,821 1,187,216 
 
 U. S. . .21,329,819 19,002,279 2,327,540 
 The 1,187,216 illiterate male per- 
 sons 21 years of age and over are 51 
 per cent of all the illiterate male 
 persons in the Lhiited States 21 
 years of age and over. 
 
 \L ILLITERATE COLORED 
 POPULATION. 
 
 The following table gives the il- 
 literate colored population of eleven 
 Southern states, 1900, by sex: 
 
 MALES FEMALES TOTAL 
 
 Va. . . . 106,024 107,936 213,960 
 
 N. C. . 98,736 111,608 210,344 
 
 S. C. . 132,519 151,421 283,940 
 
 Ga. . . . 182,802 196,354 379,156 
 
 Fla. . . . 32,206 32,895 65,101 
 
 Ala. . . 161,767 176,940 338,707 
 
 Miss. . 151,792 162,825 314,617 
 
 La. . . . 135.041 149,553 284,594 
 
 Tex. .. 81,195 86,336 167,531 
 
 Ark. .. 54,054 59,441 113,495 
 
 Tenn. . 7^-77^ 75,072 147,884 
 
 II Sts. 1,208,908 1,310,381 2,519,289 
 
 u. s. . . 1,482,936 1,554,316 3,037,252 
 
 Note : The eleven Southern states 
 contain 82.9 per cent, of the total illiter- 
 ate colored population of the LI. S. 
 
 ILLITERATE A'OTERS. 
 
 TIIK NATI\-n; ILLITKRATK M.\LK 1'()1'L:],.\TJ0N 01' TIIK SOUTH 21 VF.ARS OF^ 
 
 AGK AND OVER BY COUNTlIvS. OTlIliR INTlCRl'.STI NC, DAT.\. TioTlI 
 
 RACCvS GI\'KN SerARATFJ.V. CENSUS T9OO. 
 
 ALABAMA. 
 
 Native White Voters, 1900. Negro Males Voting Age, 1900. 
 
 Literate Illiterate Total Literate Illiterate Total 
 
 Autauga 1,359 165 1,524 785 1,526 2,311 
 
 Baldwin 1,791 305 2.096 470 517 987 
 
 Barbour 2,490 399 2,889 i,570 2,630 4,200 
 
 Bibb 2,264 437 2.701 755 843 1.598 
 
 Blount 3.597 804 4,401 228 189 417 
 
 Bullock 1,283 132 1.415 1,871 3,295 5,166 
 
 Butler 2,478 288 2,766 908 1,709 2,617 
 
162 SOUTHERN UDUC AVION 
 
 Calhoun 4,655 
 
 Chambers 3,oi4 
 
 Cherokee 3,032 
 
 Chilton 2,239 
 
 Choctaw 1,479 
 
 Clarke 2,251 
 
 Clay 2,619 
 
 Cleburne 1,97° 
 
 Cofifee 2,665 
 
 Colbert 2,587 
 
 Conecuh 1,770 
 
 Coosa 2,025 
 
 Covington 2,191 
 
 Crenshaw 2,512 
 
 Cullman 2,909 
 
 Dale 2,842 
 
 Dallas 2,288 
 
 DeKalb 4,121 
 
 Ehiiore 2,762 
 
 Escambia • 1,412 
 
 Etowah 4,405 
 
 Fayette 2,218 
 
 Franklin 2,383 
 
 Geneva 2,764 
 
 Greene 807 
 
 Hale 1,231 
 
 Henry 3,94i 
 
 Jackson 4,808 
 
 Jefferson 19,656 
 
 Lamar 2,266 
 
 Lauderdale 3,7o6 
 
 Lawrence 2,271 
 
 Lee 2,790 
 
 Limestone 2,435 
 
 Lowndes 1,040 
 
 Macon 967 
 
 Madison 4,902 
 
 Marengo i,935 
 
 Marion 2,249 
 
 Marshall 3, 710 
 
 Mobile 7,540 
 
 Monroe i,959' 
 
 Montgomery .... 4,942 
 
 Morgan 4,513 
 
 Perry 1,469 
 
 Pickens 2,165 
 
 Pike 3,040 
 
 Randolph 2,822 
 
 Russell 1,312 
 
 St. Clair 2,694 
 
 Shelby 3.087 
 
 Sumter 1,323 . 
 
 Talladega 3,359 
 
 Tallapoosa 3, 516 
 
 Tuscaloosa 4,304 
 
 Walker 3,860 
 
 Washington 1,206 
 
 Wilcox 1,554 
 
 Winston 1,492 
 
 Total 193,246 30,966 224,212 73,399 107,946 181,345 
 
 735 
 
 5.390 
 
 T,335 
 
 1 .043 
 
 2,^78 
 
 427 
 
 3,441 
 
 1,316 
 
 2,064 
 
 3,380 
 
 864 
 
 3,896 
 
 313 
 
 389 
 
 702 
 
 613 
 
 2,852 
 
 262 
 
 445 
 
 707 
 
 218 
 
 1,697 
 
 815 
 
 1,113 
 
 1,928 
 
 401 
 
 2,652 
 
 1,182 
 
 1,921 
 
 3,103 
 
 601 
 
 3,220 
 
 174 
 
 219 
 
 393 
 
 595 
 
 2,565 
 
 85 
 
 96 
 
 181 
 
 843 
 
 3,508 
 
 422 
 
 574 
 
 996 
 
 340 
 
 2,927 
 
 978 
 
 1,052 
 
 2,030 
 
 340 
 
 2,110 
 
 658 
 
 950 
 
 1,608 
 
 313 
 
 2,338 
 
 .363 
 
 578 
 
 941 
 
 612 
 
 2,803 
 
 273 
 
 513 
 
 786 
 
 550 
 
 3,062 
 
 424 
 
 732 
 
 1,156 
 
 450 
 
 3,359 
 
 2 
 
 3 
 
 5 
 
 650 
 
 3,492 
 
 441 
 
 561 
 
 1,002 
 
 72 
 
 2,360 
 
 3,184 
 
 6,685 
 
 9,869 
 
 698 
 
 4,819 
 
 131 
 
 95 
 
 226 
 
 440 
 
 3.202 
 
 I, III 
 
 1,647 
 
 2,758 
 
 216 
 
 1,628 
 
 364 
 
 456 
 
 820 
 
 735 
 
 5,140 
 
 556 
 
 471 
 
 1,027 
 
 480 
 
 2,698 
 
 175 
 
 163 
 
 338 
 
 606 
 
 2,989 
 
 300 
 
 332 
 
 632 
 
 591 
 
 3,355 
 
 566 
 
 41S 
 
 981 
 
 45 
 
 852 
 
 1,264 
 
 3.078 
 
 4,342 
 
 127 
 
 1,358 
 
 1,953 
 
 3.416 
 
 5,369- 
 
 963 
 
 4,904 
 
 1,094 
 
 1,839 
 
 2^33 
 
 1,131 
 
 5,939 
 
 381 
 
 350 
 
 731 
 
 1,380 
 
 21,036 
 
 10,246 
 
 8,213 
 
 18,459 
 
 449 
 
 2,715 
 
 266 
 
 326 
 
 592 
 
 529 
 
 4,235 
 
 795 
 
 790 
 
 1,585 
 
 490 
 
 2,761 
 
 606 
 
 818 
 
 1,424 
 
 198 
 
 . 2,988 
 
 1,378 
 
 2,093 
 
 3.471 
 
 397 
 
 2,832 
 
 800 
 
 1,249 
 
 2,049 
 
 81 
 
 1. 121 
 
 1,788 
 
 4,667 
 
 6,455 
 
 75 
 
 1,042 
 
 1,607 
 
 2,173 
 
 3,780 
 
 886 
 
 5,788 
 
 1,863 
 
 2,531 
 
 4,394 
 
 160 
 
 2,095 
 
 1,751 
 
 4,389 
 
 6,140 
 
 486 
 
 2,735 
 
 83 
 
 61 
 
 144 
 
 88s 
 
 4,595 
 
 152 
 
 181 
 
 333 
 
 394 
 
 7,934 
 
 3,869 
 
 3,445 
 
 7,314 
 
 348 
 
 2,307 
 
 887 
 
 1,683 
 
 2,570 
 
 145 
 
 5,087 . 
 
 4,513 
 
 6,912 
 
 11,425 
 
 474 
 
 4,987 
 
 869 
 
 844 
 
 1^13 
 
 105 
 
 1,574 
 
 1,729 
 
 3.298 
 
 5.027 
 
 243 
 
 2,408 
 
 840 
 
 2,004 
 
 2,844 
 
 558 
 
 3,598 
 
 1,029 
 
 1,582 
 
 2,611 
 
 635 
 
 3,457 
 
 479 
 
 499 
 
 978 
 
 121 
 
 1,433 
 
 1,252 
 
 2,707 
 
 3.959 
 
 683 
 
 3,377 
 
 317 
 
 395 
 
 712 
 
 524 
 
 3,611 
 
 793 
 
 879 
 
 1,672 
 
 68 
 
 1,391 
 
 1,765 
 
 3.537 
 
 5,302 
 
 575 
 
 3,934 
 
 1.713 
 
 2,100 
 
 3.813 
 
 669 
 
 4.185 
 
 814 
 
 1,242 
 
 2,056 
 
 796. 
 
 5,100 
 
 1,392 
 
 2,017 
 
 3,409 
 
 722 
 
 4.582 
 
 818 
 
 530 
 
 1,248 
 
 180 
 
 i„s86 
 
 409 
 
 770 
 
 1,179 
 
 132 
 
 1,686 
 
 1,865 
 
 4,101 
 
 5.966 
 
 392 
 
 1,884 
 
 2 
 
 I 
 
 3 
 
SOUTHERN EDUCATION 
 
 183 
 
 Note : There were, in IQOO, 224,212 native white voters in Alabama. Of 
 that number 30,966 were unable to read and write, which means that 13.8 per 
 cent, of the native white voters of Alabama were illiterate in 1900. There were 
 
 eight counties in Alabama, in 1900 in which the native white illiterate voting 
 population was more than 20 out of every 100. Those counties were St. Clair, 
 Winston, Franklin, Chilton, Cherokee, Cleburne, Coffee and Covington. 
 
 According- to Census 1900, Vol. are illiterate. There are 180,708 
 
 II, Part III, Page 470, Table 84, colored male persons over 21 years 
 
 Alabama has 443,590 persons over old in Alabama, 107,399 of whom 
 
 ten years old who can not read and are illiterate. 
 
 write, classified as illiterate. Of Illiterate native white persons in 
 
 that number 103,570 are native Alabama, Census 1900, Vol. II, 
 
 whites, 338,707 are negroes, and Part II, p. 426: 10 to 14 years old, 
 
 1,313 are foreign whites; in all, 18.769; 15 to 20, 14,886; ^i to 24, 
 
 443-590 illiterate persons. 8.609; 25 to 34, 15,748; 35 to 44, 
 
 See also Census 1900, Vol. I, p. 15,042; 45 to 54, 15,676; 55 to 64, 
 
 970, for these facts: 7'7i6; 65 and over, 6.759. IHiter- 
 
 There are 224,212 native white ates who could not tell their ages, 
 
 voters in Alabama, 30,966 of whom 365. 
 
 MISSISSIPPI. 
 
 Native While Voters, 1900. Negro Males of Voting Age. 1900. 
 
 I.iterate Illiterate Total Literate Illiterate Total 
 
 Adams i,44r 25 1,466 2,286 3,029 5.31S 
 
 Alcorn 2,242 291 2,533 507' 266 773 
 
 •Amite 1,713 116 1,829 945 1,318 2,263 
 
 Attala 2,747 332 3,079 1,095 1,270 2,365 
 
 Benton 1,109 106 1.215 507 502 I'cog 
 
 Bolivar 1,138 54 1,192 5,604 3,958 8^562 
 
 Calhoun 2,263 3^3 2,586 379 399 778 
 
 Carroll 1,950 167 2,117 1,103 1,481 2,584 
 
 Chickasaw 1,743 120 1,863 1,025 1,188 2,213 
 
 Choctaw 1.833 199 2,032 313 300 '613 
 
 Claiborne 1,035 35 1.070 1,500 1,818 3,318 
 
 Clarke 1,728 208 1,936 674 898 1^72 
 
 Clay 1,413 44 1,457 1. 194 1,608 2,802 
 
 Coahoma 965 25 990 3,822 2,563 6,385 
 
 Copiah 3,285 209 3,494 1,552 1,969 3^521 
 
 Covington 1,789 146 1.935 519 474 993 
 
 De Soto 1,465 62 1,527 1,988 2,011 3.999 
 
 Franklin 1,278 188 1,466 452 788 1,240 
 
 Greene 1,063 85 1,148 361 95 '456 
 
 Grenada 913 39 952 1,036 1,035 2,071 
 
 Hancock 1,341 339 1,680 557 382 939 
 
 Harrison 2,842 222 3,064 896 603 1,499 
 
 Hinds 3,141 90 3,231 3,863 4,359 8,222 
 
 Holmes 1,926 61 1,987 2,547 3,347 5,894 
 
 Issaquena 202 6 208 1,213 1,510 2,723 
 
 Itawamba 2,296 342 2,638 112 165 277 
 
 Jackson • 1,965 393 2,358 841 830 1,671 
 
 Jasper 1,491 113 1,604 649 665 1,314 
 
 Jefferson 891 87 978 1,465 1,985 3.450 
 
 Jones 2,559 312 2,871 658 606 i;264 
 
 Kemper 1,707 180 1,887 891 1,256 2,147 
 
184 
 
 SOUTHERN BDUC AVION 
 
 Lafayette 2,573 212 2,785 1,047 932 1,979 
 
 Lauderdale 4,484 180 4,664 1,549 2,306 3,855 
 
 Lawrence 1,415 134 1,549 582 711 1,293 
 
 Leake 2,040 263 2,303 536 591 1,127 
 
 Lee 2,798 283 3,081 910 920 1,830 
 
 Leflore 843 15 858 2,301 3,027 5,328 
 
 Lincoln 2,396 296 2,692 841 1,016 1,857 
 
 Lowndes 1,802 15 1,817 i,779 3,043 4,822 
 
 Madison 1,540 63 1,603 i,955 3,129 5,084 
 
 Marion 1,720 226 1,946 399 418 817 
 
 Marshall 1,985 62, 2,048 2,013 1,625 3,63b 
 
 Monroe 2,789 292 3,o8i 1,819 2,160 3^979 
 
 Montgomery .... 1,726 89 1,815 680 956 1,636 
 
 Neshoba 1,835 250 2,085 176 232 408 
 
 Newton 2,363 156 2,519 638 813 1,451 
 
 Noxubee 1,118 55 i,i73 1,769 3,435 5,204 
 
 Oktibbeha 1,394 122 1,516 1,014 1,649 2,663 
 
 Panola ^ 2,155 98 2,253 i,977 2,082 4,059 
 
 Pearl River 1,041 81 1,122 295 228 523 
 
 Perry 2,144 248 2,392 692 511 1,203 
 
 Pike 3,193 117 3,310 1,257 1,372 2,629 
 
 Pontotoc 2,507 373 2,880 435 566 1,001 
 
 Prentiss 2,280 422 2,702 321 284 605 
 
 Quitman 322 44 366 580 479 1,059 
 
 Rankin 1,818 loi 1,919 1,042 1,259 2,311 
 
 Scott 1,594 158 1,752 524 666 1,190 
 
 Sharkey 413 7 4^0 1,333 i,5i8 2,851 
 
 Simpson 1,377 237 1,6x4 343 545 888 
 
 Smith 1,876 267 2,143 202 231 433 
 
 Sunflower 1,112 65 i,i77 1,703 i,7ii 3,4i4 
 
 •Tallahatchie 1,380 121 1,501 1,300 1,744 3,044 
 
 Tate 1,779 94 1,873 I,ii4 1,261 2,375 
 
 Tippah 1,955 217 2.172 283 246 529 
 
 n^ishomingo 1,687 293 1,980 no 103 213 
 
 Tunica 534 22, 567 2,273 2,050 4,323 
 
 Union 2,415 340 2,755 43i 386 817 
 
 Warren 2,569 43 2,612 3,844 3,597 7,441 
 
 Washington 1,419 34 i,453 6,093 5,948 11,041 
 
 Wayne 1,309 230 1,539 375 600 975 
 
 Webster 1,871 195 1,966 375 361 736 
 
 Wilkinson 918 67 985 1,205 2,095 3,300 
 
 Winston 1,643 148 i,79i 5I7 526 1,043 
 
 Yalobusha 2,097 75 2,172 945 1,127 2,072 
 
 Yazoo 2,266 105 2,371 3,398 4,156 7,554 
 
 Total 133,969 11,846 145,815 99,259 105,293 204,552 
 
 There were, in 1900, 145,815 native white persons of voting age in Mississippi, 
 11,846 of whom were illitei'ate, or 8.1 per cent. 
 
 There were, in 1900, 204,552 native negroes of voting age in Mississippi, 
 105,293 of whom were illiterate, or 52.4 per cent. 
 
 Hancock County is the only Mississippi county that has more than 20 native 
 
 white illiterate voters out of every lOO native white voters. 
 
 TENNESSEE.' 
 
 Native White Voters, 1900. Negro Males of Voting Age, 1900. 
 
 Literate Illiterate Total Literate Illterate Total 
 
 Anderson 2,942 862 3,804 149 123 272 
 
 Bedford 4,094 334 4,428 707 617 1,324 
 
 Benton 2,042 526 2,568 60 71 131 
 
 Bledsoe 1,083 291 1,374 59 54 Ii3 
 
SOUTHERN EDUCATION .85 
 
 Blount 3,244 
 
 Bradley 2,794 
 
 Campbell 2,894 
 
 Cannon 2,075 
 
 Carroll 4,294 
 
 Carter 2,589 
 
 Cheatam 1,845 
 
 Chester 1,614 
 
 Claiborne 3,178 
 
 Clay 1,375 
 
 Cocke 2,859 
 
 Coffee 2,854 
 
 Crockett 2,429 
 
 Cumberland 1,571 
 
 Davidson 19,347 
 
 Decatur 1,741 
 
 De Kalb 2,786 
 
 Dickson 3,128 
 
 Dyer 3,998 
 
 Fayette 1,823 
 
 Fentress 940 
 
 Franklin 3,20i 
 
 Gibson 6,539 
 
 Giles 4,478 
 
 Grainger 2,618 
 
 Greene 5,405 
 
 Grundy 1,239 
 
 Hamblen 2,127 
 
 Hamilton 9,918 
 
 Hancock 1,701 
 
 Hardeman 2,772 
 
 Hardin 3,038 
 
 Hawkins 3,536 
 
 Haywood 1,869 
 
 Henderson 2,873 
 
 Henry 4,I77 
 
 Hickman 2,812 
 
 Houston 1,137 
 
 Humphreys 2,310 
 
 Jackson 2,385 
 
 James 939 
 
 Jefferson 2,953 
 
 Johnson 1,553 
 
 Knox 13,839 
 
 Lake 1,220 
 
 Lauderdale 2,531 
 
 Lawrence 2,728 
 
 Lewis 698 
 
 Lincoln 4,236 
 
 Loudon 1,818 
 
 McMinn 3,I99 
 
 McNairy 3,033 
 
 Macon 2,048 
 
 Madison 4,836 
 
 Marion 2,669 
 
 Marshall 3,422 
 
 Maury 5,729 
 
 Meigs 1,155 
 
 Monroe 2,930 
 
 Montgomery 4,318 
 
 Moore 1,039 
 
 751 
 
 3,995 
 
 204 
 
 135 
 
 339 
 
 387 
 
 3.181 
 
 284 
 
 193 
 
 477 
 
 802 
 
 3,706 
 
 105 
 
 72 
 
 177 
 
 498 
 
 2,573 
 
 77 
 
 119 
 
 196 
 
 335 
 
 4,629 
 
 655 
 
 498 
 
 1,153 
 
 986 
 
 3,575 
 
 71 
 
 89 
 
 i6(. 
 
 246 
 
 2.oqi 
 
 185 
 
 178 
 
 363 
 
 237 
 
 1,851 
 
 244 
 
 269 
 
 513 
 
 1,098 
 
 4,276 
 
 91 
 
 142 
 
 233 
 
 402 
 
 1,777 
 
 31 
 
 45 
 
 76 
 
 937 
 
 3,796 
 
 138 
 
 131 
 
 269 
 
 442 
 
 3,296 
 
 190 
 
 178 
 
 368 
 
 303 
 
 2,732 
 
 360 
 
 452 
 
 812 
 
 302 
 
 1,873 
 
 182 
 
 135 
 
 317 
 
 1,009 
 
 20,356 
 
 6,267 
 
 4,779 
 
 11,046 
 
 346 
 
 2,087 
 
 133 
 
 127 
 
 260 
 
 631 
 
 3417 
 
 143 
 
 93 
 
 236 
 
 559 
 
 3,687 
 
 277 
 
 278 
 
 65s 
 
 496 
 
 4,494 
 
 73i 
 
 669 
 
 1,402 
 
 133 
 
 1,956 
 
 1,770 
 
 2,409 
 
 4,179 
 
 338 
 
 1,278 
 
 5 
 
 2 
 
 7 
 
 628 
 
 3,829 
 
 342 
 
 388 
 
 730 
 
 578 
 
 7,117 
 
 1,146 
 
 1,124 
 
 2,270 
 
 735 
 
 5,213 
 
 1,003 
 
 1,325 
 
 2,328 
 
 802 
 
 3.420 
 
 83 
 
 66 
 
 149 
 
 1,144 
 
 6,549 
 
 206 
 
 189 
 
 395 
 
 322 
 
 1,561 
 
 47 
 
 39 
 
 86 
 
 460 
 
 2,587 
 
 212 
 
 188 
 
 400 
 
 756 
 
 10,674 
 
 3,581 
 
 1,807 
 
 5,a88 
 
 514 
 
 2,215 
 
 25 
 
 32 
 
 57 
 
 310 
 
 3,082 
 
 869 
 
 1,125 
 
 1,994 
 
 690 
 
 3,728 
 
 368 
 
 248 
 
 616 
 
 1,211 
 
 4,747 
 
 206 
 
 229 
 
 435 
 
 102 
 
 1,971 
 
 1,452 
 
 1,984 
 
 3,436 
 
 629 
 
 3,502 
 
 250 
 
 283 
 
 533 
 
 393 
 
 4,570 
 
 595 
 
 674 
 
 1,269 
 
 413 
 
 3,225 
 
 374 
 
 272 
 
 646 
 
 162 
 
 1,299 
 
 126 
 
 98 
 
 224 
 
 500 
 
 2,810 
 
 177 
 
 173 
 
 350 
 
 701 
 
 3,086 
 
 54 
 
 37 
 
 91 
 
 198 
 
 1,137 
 
 71 
 
 64 
 
 135 
 
 698 
 
 3,6ii 
 
 219 
 
 254 
 
 473 
 
 572 
 
 2,125 
 
 36 
 
 45 
 
 81 
 
 1,563 
 
 15,402 
 
 1,991 
 
 1,012 
 
 2,003 
 
 165 
 
 1,385 
 
 341 
 
 229 
 
 570 
 
 306 
 
 2,837 
 
 1,043 
 
 1,133 
 
 2,176 
 
 595 
 
 3,323 
 
 125 
 
 119 
 
 244 
 
 188 
 
 886 
 
 54 
 
 51 
 
 105 
 
 727 
 
 4,963 
 
 642 
 
 607 
 
 1,249 
 
 3Z^ 
 
 2,152 
 
 165 
 
 133 
 
 298 
 
 634 
 
 3,833 
 
 231 
 
 203 
 
 434 
 
 505 
 
 3,538 
 
 261 
 
 248 
 
 509 
 
 718 
 
 2,766 
 
 718 
 
 73 
 
 791 
 
 249 
 
 5,085 
 
 1,850 
 
 1,651 
 
 3,501 
 
 764 
 
 3,433 
 
 304 
 
 239 
 
 543 
 
 313 
 
 3,735 
 
 410 
 
 443 
 
 853 
 
 698 
 
 6,427 
 
 2,423 
 
 2,312 
 
 4,735 
 
 307 
 
 1,462 
 
 78 
 
 61 
 
 139 
 
 867 
 
 3,797 
 
 119 
 
 131 
 
 250 
 
 2,653 
 
 4,971 
 
 1,776 
 
 1,820 
 
 3,596 
 
 194 
 
 1,233 
 
 45 
 
 SO 
 
 95 
 
186 
 
 SOUTHERN EDUCATION 
 
 Morgan 1,564 
 
 Obion 5,392 
 
 Overton 2,282 
 
 Perry 1,397 
 
 Pickett 847 
 
 Polk 2,008 
 
 Putnam 2,932 
 
 Rhea 2,401 
 
 Roane 3,808 
 
 Robertson 4,065 
 
 Rutherford 4,510 
 
 Scott . . ._ 1,737 
 
 Sequatchie 618 
 
 Sevier 3,339 
 
 Shelby 18,147 
 
 Smith 3,053 
 
 Stewart 2,430 
 
 Sullivan 4,614 
 
 Sumner 4,152 
 
 Tipton 3,445 
 
 Trousdale 851 
 
 Unicoi 976 
 
 Union 2,206 
 
 Van Buren 538 
 
 Warren 2,927 
 
 Washington 4,033 
 
 Wayne 2,252 
 
 Weakley 6,023 
 
 White 2,371 
 
 Williamson 3,733 
 
 Wilson 4,631 
 
 464 
 
 2,028 
 
 97 
 
 321 
 
 418 
 
 528 
 
 5,920 
 
 664 
 
 536 
 
 1,200 
 
 569 
 
 2.851 
 
 30 
 
 39 
 
 69 
 
 407 
 
 1,804 
 
 66 
 
 75 
 
 141 
 
 284 
 
 1,131 
 
 
 
 3 
 
 3 
 
 545 
 
 2,553 
 
 49 
 
 47 
 
 96 
 
 568 
 
 3-500 
 
 95 
 
 72 
 
 167 
 
 448 
 
 2,849 
 
 294 
 
 208 
 
 502 
 
 824 
 
 4,632 
 
 300 
 
 338 
 
 738 
 
 576 
 
 4,641 
 
 660 
 
 931 
 
 1,591 
 
 541 
 
 5,051 
 
 1,202 
 
 1,389 
 
 2,591 
 
 477 
 
 2,214 
 
 42 
 
 79 
 
 121 
 
 139 
 
 757 
 
 7 
 
 I 
 
 8 
 
 980 
 
 4.319 
 
 56 
 
 56 
 
 112 
 
 267 
 
 18,414 
 
 12,979 
 
 9,354 
 
 22,333 
 
 701 
 
 3.754 
 
 229 
 
 381 
 
 610 
 
 510 
 
 2.SA0 
 
 2.2.2, 
 
 314 
 
 536 
 
 1,011 
 
 5.625 
 
 232 
 
 139 
 
 371 
 
 760 
 
 4,912 
 
 589 
 
 856 
 
 1,445 
 
 359 
 
 3,804 
 
 1,527 
 
 1,558 
 
 3,085 
 
 206 
 
 1.057 
 
 ^73 
 
 245 
 
 41S 
 
 313 
 
 1,289 
 
 \2 
 
 18 
 
 30 
 
 608 
 
 2,814 
 
 8 
 
 15 
 
 23 
 
 147 
 
 685 
 
 6 
 
 6 
 
 12 
 
 380 
 
 3,307 
 
 264 
 
 204 
 
 468 
 
 767 
 
 4,800 
 
 296 
 
 273 
 
 569 
 
 432 
 
 2,684 
 
 173 
 
 104 
 
 277 
 
 906 
 
 6,929 
 
 450 
 
 464 
 
 814 
 
 495 
 
 2,866 
 
 97 
 
 121 
 
 218 
 
 506 
 
 4,2.39 
 
 699 
 
 1,302 
 
 2,001 
 
 421 
 
 5,052 
 
 596 
 
 889 
 
 1,485 
 
 Total 313,849 51,688 365.537 58,797 53,374 112,171 
 
 There were, in 1900, 365,537 native white male persons of voting age in Ten- 
 nessee, 51,688 of whom were illiterate, or 14. i per cent. 
 
 There were, in 1900, 112,171 native negro males of voting age, 53,374 of whom 
 were illiterate, or 47.5 per cent. 
 
 There were 29 counties in Tennessee in 1900 in which the native white illit- 
 erate voters were more than 20 in every 100 of the native white voting population. 
 Those counties were : Scott, Grundy, Claiborne, Meigs, Bledsoe, Lewis, Polk, 
 Van Buren, Benton, Campbell, Union, Marion, Anderson, Clay, Sevier, Jackson, 
 Monroe, Morgan, Hancock, Grainger, Unicoi, Cocke, Perry, Pickett, Hawkins,, 
 Macon, Fentress, Johnson, and Carter. 
 
 LOUISIANA. 
 
 Native White Voters, 1900. Negro Males, 21 Years old, 
 
 Literate Illiterate Per cent Illiterate Literate Illiterate 
 
 Acadia . . . . 
 Ascension . 
 Assumption 
 Avovelles . . 
 
 2,170 
 
 • 1,557 
 
 1,349 
 
 2,066 
 
 Bienville 1,962 
 
 Bossier 1,244 
 
 Caddo 3,600 
 
 Calcasieu 4,487 
 
 Caldwell , 
 Cameron . 
 Catahoula 
 Claiborne . 
 Concordia 
 
 819 
 
 435 
 
 1,905 
 
 1,980 
 
 460 
 
 De Soto 1,748 
 
 1,725 
 
 569 
 
 1,066 
 
 1,376 
 
 93 
 
 65 
 
 98 
 
 1,081 
 
 82 
 
 249 
 
 303 
 
 94 
 
 22 
 
 131 
 
 358 
 
 1,124 
 
 674 
 
 847 
 
 603 
 
 1,410 
 
 2,759 
 
 639 
 
 259 
 
 39 
 
 434 
 
 807 
 
 690 
 
 948 
 
 808 
 1,927 
 1,489 
 1,696 
 
 825 
 2,833 
 4.236 
 
 68s 
 
 374 
 82 
 
 867 
 1,526 
 2,429 
 2,168 
 
 1900. 
 Total 
 
 1,166 
 3,051 
 2,163 
 
 2,543 
 1,428 
 4,243 
 6,995 
 1,324 
 633 
 121 
 1,301 
 2,333 
 3,119 
 iii6- 
 
SOUTHERN EDUCATION 
 
 187 
 
 E. Baton Rouge. . 2,304 
 
 E. Carroll 288 
 
 E. Feliciana 1,265 
 
 Franklin 806 
 
 Grant 1,844 
 
 Iberia 2,057 
 
 Iberville 1,622 
 
 Jackson 1,087 
 
 Jefferson 1,398 
 
 Lafayette 1,459 
 
 Lafourche 1,964 
 
 Lincoln 1.905 
 
 Livingston 1,052 
 
 Madison 318 
 
 Morehouse 926 
 
 Natchitoches .... 2,411 
 
 Orleans 40,825 
 
 Ouachita i,758 
 
 Plaquemines 939 
 
 Pointe Coupee . . . 1,092 
 
 Rapides 3,696 
 
 Red River 793 
 
 Richland 727 
 
 Sabine 2,186 
 
 St. Bernard 391 
 
 St. Charles 377 
 
 St. Helena 769 
 
 St. James 1,225 
 
 St. John Baptist. . 779 
 
 St. I,andry 2,780 
 
 St. Martin 1,023 
 
 St. Mary 1,916 
 
 St. Tammany .... 1,528 
 
 Tangipahoa 2,488 
 
 Tensas 374 
 
 Terrebonne 1.524 
 
 Union 2,272 
 
 Vermilion 1,583 
 
 Vernon 1,877 
 
 Washington 1,099 
 
 Webster 1,531 
 
 W. Baton Rouge. . 439 
 
 W. Carroll 304 
 
 W. Feliciana .... 531 
 
 Winn 1,433 
 
 Total 126,737 
 
 91 
 
 Z-7 
 
 2,377 
 
 2,918 
 
 5.295 
 
 5 
 
 1-7 
 
 1,108 
 
 1,645 
 
 2,753 
 
 118 
 
 8.5 
 
 770 
 
 2,061 
 
 2,831 
 
 98 
 
 10.8 
 
 340 
 
 743 
 
 1,083 
 
 287 
 
 13-4 
 
 244 
 
 531 
 
 775 
 
 896 
 
 30.3 
 
 1,037 
 
 2,017 
 
 3,054 
 
 341 
 
 17-3 
 
 1,528 
 
 3,175 
 
 4,703 
 
 146 
 
 1 1. 8 
 
 243 
 
 281 
 
 524 
 
 350 
 
 20.0 
 
 719 
 
 1,175 
 
 1,894 
 
 1,167 
 
 44-4 
 
 250 
 
 1,489 
 
 1,739 
 
 2,021 
 
 50.7 
 
 969 
 
 1,173 
 
 2,142 
 
 139 
 
 6.8 
 
 513 
 
 677 
 
 1,190 
 
 375 
 
 26.2 
 
 102 
 
 154 
 
 256 
 
 II 
 
 Z-?> 
 
 1,049 
 
 1,931 
 
 2,980 
 
 47 
 
 4.S 
 
 868 
 
 1,859 
 
 2.727 
 
 538 
 
 18.2 
 
 1,206 
 
 2,784 
 
 3,990 
 
 784 
 
 1.8 
 
 12,546 
 
 7,082 
 
 19,628 
 
 146 
 
 7.^ 
 
 912 
 
 2,023 
 
 2,935 
 
 247 
 
 20.8 
 
 678 
 
 1,030 
 
 1,708 
 
 363 
 
 24.9 
 
 1,328 
 
 1,329 
 
 2,657 
 
 408 
 
 9.9 
 
 1,996 
 
 2,475 
 
 " 4,471 
 
 73 
 
 8.4 
 
 411 
 
 1,193 
 
 1,604 
 
 67 
 
 8.4 
 
 797 
 
 857 
 
 1,654 
 
 486 
 
 18. 1 
 
 223 
 
 371 
 
 594 
 
 173 
 
 30.6 
 
 267 
 
 353 
 
 620 
 
 122 
 
 24.4 
 
 673 
 
 983 
 
 1,656 
 
 84 
 
 9.8 
 
 232 
 
 557 
 
 789 
 
 356 
 
 22.5 
 
 1,059 
 
 1,887 
 
 2,946 
 
 245 
 
 23.9 
 
 547 
 
 1,316 
 
 1.863 
 
 2,265 
 
 44.8 
 
 1,038 
 
 4,063 
 
 5.101 
 
 970 
 
 48.6 
 
 .329 
 
 1,366 
 
 1,695 
 
 621 
 
 24.4 
 
 1,999 
 
 3.029 
 
 5.028 
 
 234 
 
 13-2 
 
 542 
 
 608 
 
 1,150 
 
 224 
 
 8.2 
 
 492 
 
 577 
 
 1,069 
 
 7 
 
 1.8 
 
 1,412 
 
 2,952 
 
 4,364 
 
 1,393 
 
 47-7 
 
 915 
 
 1,565 
 
 2,480 
 
 200 
 
 8.0 
 
 434 
 
 792 
 
 1,226 
 
 1,765 
 
 52.7 
 
 186 
 
 505 
 
 691 
 
 242 
 
 1 1 . 4 
 
 203 
 
 185 
 
 388 
 
 22,7 
 
 17-7 
 
 179 
 
 291 
 
 470 
 
 . 71 
 
 4.4 
 
 654 
 
 900 
 
 1,554 
 
 94 
 
 17.6 
 
 739 
 
 1,250 
 
 1,989 
 
 57 
 
 iS-7 
 
 216 
 
 264 
 
 480 
 
 2.7 
 
 4.8 
 
 867 
 
 1,937 
 
 2,804 
 
 256 
 
 I5-T 
 
 109 
 
 162 
 
 271 
 
 25,801 
 
 16.8 
 
 56,897 
 
 90,162 
 
 147,059 
 
 OTHER FACTS. 
 The total population of Louisiana 
 in I goo was 1,381,625. There were 
 729,612 whites, 650,804 negroes, 
 593 Indians and 616 Mongolians. 
 
 Between 1890 and 1900 the white 
 population decreased in the follow- 
 
 ing Louisiana parishes : Claiborne, 
 Madison, East Carroll, Tensas and 
 West Feliciana. 
 
 The following Louisiana parishes, 
 in 1900, contained more negro than 
 white population : Bossier, Caddo, 
 Claiborne, Concordia, DeSoto, East 
 
188 
 
 SOUTHERN EDUCATION- 
 
 Baton Rouge, East Carroll, East 
 Feliciana, Franklin, Iberville, Mad- 
 ison, Morehouse, Natchitoches, 
 Ouachita, Plaquemines, Pointe 
 Coupee, Rapides, Red River, Rich- 
 land, St. Charles, St. Helena, St. 
 James, St. John the Baptist, St. 
 Landry, St. Mary, Tensas, Web- 
 ster, West Baton Rouge, West Car- 
 roll, West Feliciana — 30 out of the 
 59 parishes containing a negro ma- 
 jority. 
 
 The total negro population ot 
 Louisiana ten years of age and 
 over, in 1900, was 465,611. There 
 were 284,594 illiterates, or 61 per 
 cent. 
 
 The total white population in 
 Louisiana ten years of age and 
 over, in 1900, was 594,753. There 
 were 96,551 illiterates, or 17.3 per 
 cent. 
 
 In IvOuisiana there are 325,943 
 native males, white and black, 21 
 years of age and over. 
 
 There were in Louisiana, in 1900, 
 152,538 native white male persons 
 21 years of age and over. Of that 
 
 number 126,737 could read and 
 write, wliile 25,801 were unable to 
 read and write. 
 
 Tn 1900 there were 147,059 na- 
 tive negro males 21 years of age 
 and over. Of that number 56,807 
 were able to read and write, while 
 90,162 were unable to read and 
 write. 
 
 Tn 1900 there were nearly 17 na- 
 tive white voters out of every 100 
 native white voters, in Louisiana, 
 classified as " illiterate." To be 
 exact, the percentage of native 
 white voters illiterate was 16.8 per 
 cent. 
 
 Twenty-one parishes had more 
 than 20 native white illiterate voters 
 out of every 100 native white 
 voters. Those parishes were Liv- 
 ingston, Pointe Coupee, Plaque- 
 mines, Iberia, St. John, St. Ber- 
 nard, St. James, St. Mary, Ascen- 
 sion, Cameron, Avoyelles, St, 
 Charles, Acadia, Lafayette, St, 
 Landry, St. Martin, Assumption, 
 Terrebonne, Jefferson, Lafourche, 
 and Vermilion. 
 
 ARKANSAS. 
 
 Native White Voters, 1900. 
 
 Literate Illiterate Total 
 
 Arkansas 1,947 127 2,074 
 
 Ashley 1,986 146 2,132 
 
 Baxter 1,736 244 1,980 
 
 Benton 6,979 429 7,408 
 
 Boone 3,208 408 3,616 
 
 Bradley 1,279 142 1,421 
 
 Calhoun 1,084 106 1,190 
 
 Carroll 4>02i 532 4,553 
 
 Chicot 491 8 499 
 
 Clark 2,863 285 3,148 
 
 Negro Males, 21 Years old, 1900. 
 
 Literate 
 
 Illiterate 
 
 Total 
 
 488 
 
 391 
 
 879 
 
 1,105 
 
 1,250 
 
 2,355 
 
 
 I 
 
 I 
 
 25 
 
 4 
 
 29 
 
 18 
 
 23 
 
 41 
 
 ^06 
 
 352 
 
 658 
 
 328 
 
 346 
 
 - 674 
 
 42 
 
 10 
 
 52 
 
 1,706 
 
 1,590 
 
 3,296 
 
 871 
 
 549 
 
 1,420 
 
SOUTHERN EDUCATION 
 
 189 
 
 Cla>L 3,135 
 
 Cleburne 1.759 
 
 Cleveland 1,714 
 
 Columbia 2,682 
 
 Conway 2,132 
 
 Craighead 3.940 
 
 Crawford 3.742 
 
 Crittenden 724 
 
 Cross 1,390 
 
 Dallas 1,530 
 
 Desha 618 
 
 Drew 1,973 
 
 Faulkner . 3,132 
 
 Franklin 3, 108 
 
 Fulton 2,354 
 
 Garland 3,488 
 
 Grant 1,322 
 
 Greene 3,51? 
 
 Hempstead 2,637 
 
 Hot Spring 2,173 
 
 Howard 2,154 
 
 Independence .... 4,069 
 
 Izard 2,450 
 
 Jackson 2.718 
 
 Jefferson 2,889 
 
 Johnson 3,114 
 
 Lafayette 966 
 
 Lawrence 3, 186 
 
 Lee 1,128 
 
 Lincoln 1,087 
 
 Little River 1.899 
 
 Logan 3,716 
 
 Lanoke 2,905 
 
 Madison 3,752 
 
 Marion 2,090 
 
 ]\Jiller 2,205 
 
 Tslississippi 2,170 
 
 Monroe 1,442 
 
 Montgomery 1,619 
 
 Nevada 2,178 
 
 Newton 2,064 
 
 Ouachita 2,115 
 
 Perry 1,275 
 
 Phillips 1,538 
 
 Pike 1.942 
 
 Poinsett 1.427 
 
 Polk 3,855 
 
 Pope 3,647 
 
 Prairie 1,618 
 
 Pulaski 8,455 
 
 Randolph 3.005 
 
 St. Francis 1,485 
 
 Saline 2,125 
 
 Scott 2,460 
 
 Searcy 2,027 
 
 Sebastian 6,928 
 
 Sevier 3,271 
 
 Sharp 2,294 
 
 Stone 1,420 
 
 LTnion 2,680 
 
 Van Buren 1,842 
 
 596 
 
 3.731 
 
 
 3 
 
 3 
 
 312 
 
 2,071 
 
 I 
 
 2 
 
 3 
 
 182 
 
 1,896 
 
 422 
 
 355 
 
 777 
 
 220 
 
 2,902 
 
 791 
 
 942 
 
 1,733 
 
 377 
 
 2.509 
 
 965 
 
 607 
 
 1,572 
 
 569 
 
 4,509 
 
 220 
 
 107 
 
 327 
 
 553 
 
 4.295 
 
 2()0 
 
 191 
 
 481 
 
 31 
 
 755 
 
 1,668 
 
 1,676 
 
 3,344 
 
 197 
 
 1,587 
 
 632 
 
 544 
 
 1,176 
 
 84 
 
 1,614 
 
 549 
 
 430 
 
 979 
 
 28 
 
 646 
 
 1,242 
 
 1,324 
 
 2,566 
 
 170 
 
 2,143 
 
 1,155 
 
 984 
 
 2,139 
 
 397 
 
 3,529 
 
 591 
 
 433 
 
 1,024 
 
 456 
 
 3,564 
 
 74 
 
 33 
 
 107 
 
 391 
 
 2.745 ■ 
 
 9 
 
 8 
 
 17 
 
 344 
 
 3.832 
 
 711 
 
 273 
 
 984 
 
 170 
 
 1,492 
 
 no 
 
 61 
 
 171 
 
 406 
 
 3,923 
 
 18 
 
 6 
 
 24 
 
 189 
 
 2,826 
 
 1,198 
 
 1,085 
 
 2,283 
 
 302 
 
 2,475 
 
 229 
 
 127 
 
 346 
 
 288 
 
 2,442 
 
 366 
 
 231 
 
 597 
 
 654 
 
 4.723 
 
 193 
 
 121 
 
 314 
 
 408 
 
 2,858 
 
 32 
 
 27 
 
 59 
 
 5.36 
 
 3,254 
 
 805 
 
 503 
 
 1,308 
 
 99 
 
 2,988 
 
 4,176 
 
 3,283 
 
 7,459 
 
 379 
 
 3.493 
 
 89 
 
 35 
 
 124 
 
 86 ' 
 
 1,052 
 
 825 
 
 698 
 
 1.523 
 
 475 
 
 3,661 
 
 208 
 
 104 
 
 312 
 
 72 
 
 1,200 
 
 2,115 
 
 1,807 
 
 3,92:i 
 
 71 
 
 1,1.58 
 
 844 
 
 1,195 
 
 2,039 
 
 166 
 
 2,065 
 
 588 
 
 834 
 
 1,422 
 
 464 
 
 4,180 
 
 95 
 
 77 
 
 172 
 
 218 
 
 3,123 
 
 1,263 
 
 S98 
 
 2,161 
 
 632 
 
 4,384 
 
 7 
 
 4 
 
 II 
 
 404 
 
 2,494 
 
 
 
 2 
 
 7 
 
 136 
 
 2.341 
 
 972 
 
 903 
 
 1.875 
 
 171 
 
 2,341 
 
 1,515 
 
 1,060 
 
 2,575 
 
 113 
 
 T.555 
 
 1,405 
 
 1,250 
 
 2.655 
 
 277 
 
 1.896 
 
 27 
 
 30 
 
 57 
 
 187 
 
 2.365 
 
 502 
 
 549 
 
 1,051 
 
 527 
 
 2,591 
 
 
 I 
 
 I 
 
 119 
 
 2,234 
 
 1,211 
 
 1,150 
 
 2,361 
 
 216 
 
 1,491 
 
 129 
 
 60 
 
 189 
 
 29 
 
 I, .567 
 
 2,964 
 
 2,591 
 
 5.555 
 
 227 
 
 2,169 
 
 59 
 
 53 
 
 112 
 
 ^73 
 
 1,600 
 
 162 
 
 184 
 
 346 
 
 499 
 
 4,354 
 
 33 
 
 36 
 
 69 
 
 551 
 
 4.198 
 
 237 
 
 158 
 
 .^95 
 
 149 
 
 1.767 
 
 550 
 
 427 
 
 977 
 
 377 
 
 8,832 
 
 5,309 
 
 2,596 
 
 7,905 
 
 769 
 
 3,774 
 
 72 
 
 67 
 
 139 
 
 157 
 
 1 ,642 
 
 1,461 
 
 1,148 
 
 2,609 
 
 300 
 
 2.425 
 
 232 
 
 202 
 
 434 
 
 412 
 
 2,872 
 
 33 
 
 18 
 
 51 
 
 445 
 
 2,472 
 
 2 
 
 3 
 
 5 
 
 376 
 
 7.304 
 
 777 
 
 302 
 
 1,079 
 
 329 
 
 3,600 
 
 31S 
 
 133 
 
 448 
 
 346 
 
 2,640 
 
 18 
 
 20 
 
 38 
 
 290 
 
 1,710 
 
 4 
 
 12 
 
 16 
 
 259 
 
 2,939 
 
 785 
 
 1,057 
 
 1,842 
 
 389 
 
 2,231 
 
 50 
 
 26 
 
 76 
 
190 SOUTHERN EDUCATION 
 
 Washington 7,049 584 7,633 104 72 176 
 
 White 4,707 458 5,i6.s 383 192 575 
 
 Woodruff 1,495 145 1,640 1,158 1,068 2,226 
 
 Yell 4,199 632 4.831 228 146 374 
 
 Total 195,324 22,995 218,319 48,072 39,040 87,112 
 
 There are 218,319 native white voters in Arkansas, 22,995 of whom are illit- 
 erate, or 10.5 per cent. Randolph and Newton counties have as many as 20 
 native white illiterate voters out of every 100 native white voters. 
 
 SOUTH CAROLINA. 
 
 Native White Voters, 1900. Negro Males, 21 Years old, 1900. 
 
 Literate Illiterate Total Literate U'iterate Total 
 
 Abbeville 2,421 191 2,612 1,723 2,483 4,206 
 
 Aiken 3.648 542 4,190 2,025 2,482 4,507 
 
 Anderson 5,919 896 6,815 2,104 2,523 4,627 
 
 Bamberg 1,227 88 1,315 i,ii3 1,001 2,114 
 
 Barnwell 2,255 223 2,478 2,091 2,876 4,967 
 
 Beaufort 809 118 927 3,434 3,746 7,180 
 
 Berkeley 1.344 185 1,529 1,802 2,748 4,550 
 
 Charleston 6,160 70 6,230 8,286 5,800 14,186 
 
 Cherokee 2,556 493 3,049 667 731 i,398 
 
 Chester 2,061 140 2,201 1,224 2,363 3,587 
 
 Chesterfield 1,973 70i 2,674 609 826 1,435 
 
 Clarendon 1,656 209 1,865 1,765 1,914 3,62.9 
 
 Colleton 2,185 299 '2,484 1,592 2,897 4,489 
 
 Darlington 2,556 603 3,i59 i,499 2,105 3,6o4 
 
 Dorchester 1.282 156 1.438 885 1,069 i,954 
 
 Edgefield 1.698 102 1,800 1,223 2,146 3.369 
 
 Fairfield i,537 100 1.637 1,385 2,545 3-930 
 
 Florence 2,405 366 2,771 1,400 1,550 2,950 
 
 Georgetown 1,102 184 1,286 1,408 2,198 3,606 
 
 Greenville 6,755 969 7,724 i,900 2,051 3,951 
 
 Greenwood 2,123 123 2,246 1,596 2,113 3,709 
 
 Hampton 1,690 165 1,855 1,185 1-743 2^28 
 
 Horry 2,786 751 3,537 475 564 i,039 
 
 Kershaw 2,011 3^4 2,315 1,204 1,483 2,687 
 
 Lancaster 2,214 - 360 2,574 936 1,311 2,247 
 
 Laurens 3,219 3i5 3-534 1,584 2,731 4,315 
 
 Lexington 3,668 332 4,000 1,053 1,071 2,124 
 
 Marion 3,210 645 3,855 i,542 1,635 3,i77 
 
 Marlboro 2,164 44i 2,605 1,198 1,776 2^74 
 
 Newlx-rry 2,364 104 2,468 1,507 2,442 3^94P 
 
 Oconee 2,994 707 3,70i 616 585 1,201 
 
 Orangeburg 3,958 ' 303 4,261 4,057 3,9i4 7,97i 
 
 Pickens 2,497 689 3,1:86 464 534 S>98 
 
 Richland 4,368 315 4,683 3,248- 2,763 6,011 
 
 Saluda 1,827 182 2,008 673 1,224 1,897 
 
 Spartanburg 8,124 1,646 9,770 1,879 2,373 4,252 
 
 Sumter 2,881 281 3,162 3,625 3,402 7.027 
 
 Union 2,129 4i8 2,547 i,i95 i,530 2,725 
 
 Williamsburg 2,108 510 2,618 1,260 1,873 3l^33 
 
 York 3,801 485 4,286 1,669 2,473 4^142 
 
 Total 111,685 15,711 127,396 69,201 83,594 152,795 
 
 South Carolina, in 19CO, had 127,396 native white A-oters, of whom 15,711 
 
 were illiterate, or 12.3 per cent. The counties of Horry, Pickens, and Chester- 
 field had more than 20 native white illiterate voters out of every 100 native white 
 voters. 
 
SOUTHERN EDUCATION 
 
 191 
 
 FLORIDA. 
 
 Native White Voters, 1900. Negro Males, 21 Years old, 1900. 
 
 Literate Illiterate Total Literate Illiterate Total 
 
 Alachua 3,ii7 235 3.352 2,961 1,936 4,897 
 
 Baker 597 88 685 279 161 440 
 
 Bradford 1,513 221 "i,734 529 369 898 
 
 Brevard 1,066 18 1,084 301 72, 374 
 
 Calhoun 616 123 73Q 402 283 685 
 
 Citrus 745 29 7H 808 487 1,295 
 
 Clay 682 125 807 361 213 574 
 
 Columbia 1,668 160 1,828 1,054 1,086 2,140 
 
 Dade 1,012 10 1,022 399 74 473 
 
 De vSoto 1,559 157 1716 166 no 276 
 
 Duval 4.312 124 4,436 4,671 1,531 6,202 
 
 Escambia 3,452 270 3,722 1,960 1,239 3.199 
 
 Franklin 590 46 636 385 322 707 
 
 Gadsden 1,221 112 1,333 1,068 911 1,979 
 
 Hamilton 1,362 170 1,532 770 732 1,502 
 
 Hernando 461 25 486 340 306 646 
 
 .Hillsboro 5,052 94 5,146 1,579 559 2,138 
 
 Holmes 1,027 357 1,384 226 229 455 
 
 Jackson 1,969 405 2,374 1,160 1,388 2,548 
 
 Jefferson 788 50 838 1,023 1,352 2,375 
 
 Lafayette 769 186 955 ■ 194 in 305 
 
 Lake 1,158 45 1,203 543 3o6 849 
 
 Lee 666 59 725 44 17 61 
 
 Leon 915 54 969 1,326 1,941 3,267 
 
 Levy 1,087 165 1,252 714 313 1,027 
 
 Liberty 313 44 357 207 215 422 
 
 Madison 1,300 197 1,497 885 871 1,756 
 
 Manatee 1,147 n 1,158 174 29 203 
 
 ]Marion 2.382 76 2.458 2,383 1,716 4,099 
 
 ]\Ionroe 1,302 77 i.,379 274 109 383 
 
 Nassau 980 75 1.055 993 511 1,504 
 
 Orange 1,711 91 1,802 794 277 1,071 
 
 Osceola 593 64 657 71 55 126 
 
 Pasco 916 loi 1,017 .392 '302 694 
 
 Polk 2,286 95 2,381 825 375 1,200 
 
 Putnam 1,466 60 1,526 1,092 465 1,557 
 
 St. John 1,323 62 1,385 772 274 1,046 
 
 Santa Rosa 1,368 310 1.678 326 324 650 
 
 Sumter 958 53 1.5 n 440 347 787 
 
 Suwanee 1,573 184 1,757 887 631 1,518 
 
 Taylor 578 192 770 59 61 120 
 
 Volusia 1,609 55 1,664 6x0 326 936 
 
 Wapulla 484 7i 557 479 291 770 
 
 Walton 1,460 221 1,681 474 150 624 
 
 Washington 1,418 287 1,705 421 320 741 
 
 Total 62,571 5,666 68,237 35,821 23,698 59,519 
 
 NoTKS : Florida, in 1900, had 68,237 native white voters, of whom 5.666 are 
 illiterate, or 8.3 per cent. 
 
 The counties of Taylor and Holmes had more than 20 native white illiter- 
 ate voters out of every 100 native white voters. 
 
 The total population of Florida, age and over, white and black, was 
 
 white and black, in 1900, was 52S,- 385,490. The total number of illit- 
 
 542. erates, ten years of age and over, 
 
 The total population ten years of was 84,285 ; therefore, the Census 
 
192 
 
 SOUTHERN EDUCATION 
 
 declares the percentage of illiterates 
 to be 21 .9 per cent., because 84,285 
 is 21 . 9 per cent, of 385,490. In this 
 calculation the population under ten 
 years of age is not taken into ac- 
 count. — See Census 1900, Vol. II, 
 Part II, Page C, Table LIV. 
 
 Total Vv'hite population of Flor- 
 ida, ten years of age and over, was 
 197,973. White illiterates were 17,- 
 039, or 8.6 per cent. — See Census 
 1900, Vol. II, Part II, Page CIII, 
 Table LVII. 
 
 The total negro population of 
 Florida, ten years of age and over, 
 was 168,980. There were 65,101 
 illiterates, or 38.5 per cent. — See 
 
 Native 
 Iviterate 
 
 Appling 1,545 
 
 Baker ^ 397 
 
 Baldwin 1,741 
 
 Banks 1,435 
 
 Bartow 2,596 
 
 Berrien 2,609 
 
 Bibb 5,487 
 
 Brooks 1,693 
 
 Bryan 629 
 
 Bulloch 2,462 
 
 Burke 1,331 
 
 Butts 1,312 
 
 Calhoun 541 
 
 Camden 509 
 
 Campbell 1,286 
 
 Carroll 4,087 
 
 Catoosa 1,076 
 
 Charlton 484 
 
 Chatham 7,169 
 
 Chattahoochee . . . 425 
 
 Chattooga 1,946 
 
 Cherokee 2,521 
 
 Clarke 1,762 
 
 Clay 607 
 
 Clayton 1,178 
 
 Clinch 977 
 
 Cobb 3.476 
 
 Coffee 1,814 
 
 Colquitt 1,903 
 
 Columbia 638 
 
 Coweta 2,302 
 
 Crawford 888 
 
 Census 1900, Vol. II, Part II, Page 
 CIV, Table LIX. 
 
 The total foreign white popula- 
 tion, ten years of age and over, was 
 18,537. There were 21,045 illiter- 
 ates, or 1 1. 6 per cent. — See Census 
 1900, Vol. II, Part II, Page CIV, 
 Table LVIII. 
 
 It is necassary to note that in 
 making up the illiteracy table for 
 Florida the Director of the Census 
 does not consider 143,052 persons 
 under ten years of age. Of course 
 this is done with reference to all the 
 states. It is manifestly apparent 
 why persons under ten years of age 
 are not taken into account. 
 
 GEORGIA. 
 
 
 
 - 
 
 White Voters, 1900. 
 
 Native Negro 
 
 Males, 21 Yrs. 
 
 old, 1900. 
 
 Illiterate 
 
 Total 
 
 Literate 
 
 Illiterate 
 
 Total 
 
 278 
 
 1,823 
 
 575 
 
 403 
 
 978 
 
 72, 
 
 470 
 
 435 
 
 662 
 
 1,097 
 
 219 
 
 1, 960 
 
 754 
 
 1,726 
 
 2,480 
 
 345 
 
 1,780 
 
 203 
 
 232 
 
 435 
 
 639 
 
 3,235 
 
 544 
 
 743 
 
 1,287 
 
 438 
 
 3,047 
 
 882 
 
 800 
 
 1,682 
 
 298 
 
 5.785 
 
 3,416 
 
 2,724 
 
 6,140 
 
 92 
 
 1.785 
 
 1,082 
 
 1,135 
 
 2,21/ 
 
 "54 
 
 683 
 
 312 
 
 427 
 
 739 
 
 251 
 
 2,713 
 
 911 
 
 1,338 
 
 2,249 
 
 96 
 
 1,427 
 
 2,109 
 
 3,174 
 
 5.283 
 
 84 
 
 1,396 
 
 542 
 
 758 
 
 1.300 
 
 31 
 
 572 
 
 401 
 
 992 
 
 1,393 
 
 84 
 
 593 
 
 672 
 
 576 
 
 1,248 
 
 174 
 
 1,460 
 
 254 
 
 388 
 
 642 
 
 587 
 
 4,674 
 
 458 
 
 582 
 
 1,040 
 
 176 
 
 1,252 
 
 60 
 
 52 
 
 112 
 
 90 
 
 574 
 
 127 
 
 no 
 
 237 
 
 109 
 
 7,278 
 
 7,086 
 
 4,315 
 
 11,401 
 
 22 
 
 447 
 
 238 
 
 510 
 
 748 
 
 406 
 
 2,352 
 
 247 
 
 235 
 
 482 
 
 440 
 
 2,961 
 
 140 
 
 126 
 
 266 
 
 149 
 
 1,911 
 
 1,006 
 
 871 
 
 1,877 
 
 41 
 
 648 
 
 427 
 
 625 
 
 1,052 
 
 83 
 
 1,261 
 
 330 
 
 512 
 
 842 
 
 174 
 
 1,151 
 
 779 
 
 619 
 
 1,39s 
 
 436 
 
 3,912 
 
 718 
 
 782 
 
 1,500 
 
 332 
 
 2,146 
 
 1,041 
 
 768 
 
 1,809 
 
 430 
 
 2,333 
 
 618 
 
 579 
 
 1,197 
 
 71 
 
 709 
 
 482 
 
 1,102 
 
 1.584 
 
 274 
 
 2,576 
 
 1,209 
 
 1,689 
 
 2,898 
 
 146 
 
 1,034 
 
 383 
 
 689 
 
 1,072 
 
SOUTHERN EDUCATION 
 
 193 
 
 Dade 828 
 
 Dawson 810 
 
 Decatur 2,632 
 
 De Kalb 3,031 
 
 Dodge 1,384 
 
 Dooly 2,409 
 
 Dougherty 677 
 
 Douglas 1,219 
 
 Early 1,097 
 
 Echols 434 
 
 Effingham 1,005 
 
 Elbert 1,963 
 
 Emanuel 2,404 
 
 Fannin 1,725 
 
 Fayette 1,238 
 
 Floyd 4,338 
 
 Forsyth 1,738 
 
 Franklin 2,315 
 
 Fulton 17,574 
 
 Gilmer 1,657 
 
 Glascock 516 
 
 Glynn 1,277 
 
 Gordon 2,397 
 
 Greene I,2i8 
 
 Gwinnett 3,7i9 
 
 Habersham 2,130 
 
 Hall 3,247 
 
 Hancock 1,024 
 
 Haralson 1,781 
 
 Harris i,377 
 
 Hart 1,707 
 
 Heard 1,264 
 
 Henry 1,883 
 
 Houston 1,346 
 
 Irwin 1,954 
 
 Jackson 3,103 
 
 Jasper 1,187 
 
 Jefferson 1.329 
 
 Johnson 1,256 
 
 Jones 784 
 
 Laurens 2,770 
 
 Lee 395 
 
 Liberty 923 
 
 Lincoln 667 
 
 Lowndes 2,014 
 
 Lumpkin 1,123 
 
 ]\IcDuffie 746 
 
 iMcTntosh 361 
 
 Macon 918 
 
 ^ladison 1,675 
 
 Marion 859 
 
 Meriwether 1,904 
 
 ^Jiller 627 
 
 Milton 1,070 
 
 Mitchell 1,301 
 
 Monroe i,537 
 
 [Montgomery .... 1.975 
 
 iMorgan 1,186 
 
 ]\Iurray 1.375 
 
 ]\Iuscogee 3,309 
 
 Newton 1,697 
 
 117 
 
 945 
 
 107 
 
 105 
 
 222 
 
 227 
 
 1 .037 
 
 13 
 
 23 
 
 36 
 
 450 
 
 3.082 
 
 1,439 
 
 1,865 
 
 3,304 
 
 301 
 
 3.332 
 
 778 
 
 852 
 
 1,630 
 
 337 
 
 1. 721 
 
 541 
 
 719 
 
 1,260 
 
 335 
 
 2.744 
 
 1,078 
 
 2,263 
 
 3,341 
 
 18 
 
 695 
 
 946 
 
 1.713 
 
 2,659 
 
 235 
 
 1,454 
 
 227 
 
 251 
 
 478 
 
 IQO 
 
 1,287 
 
 757 
 
 1,201 
 
 1,958 
 
 82 
 
 516 
 
 112 
 
 213 
 
 325 
 
 63 
 
 1,068 
 
 353 
 
 532 
 
 885 
 
 291 
 
 2,254 
 
 843 
 
 1,206 
 
 2,049 
 
 351 
 
 2,755 
 
 846 
 
 1,160 
 
 2,006 
 
 533 
 
 2,258 
 
 38 
 
 30 
 
 68 
 
 205 
 
 1,443 
 
 267 
 
 405 
 
 672 
 
 663 
 
 5,001 
 
 1,258 
 
 1,211 
 
 2,469 
 
 348 
 
 2,086 
 
 100 
 
 114 
 
 214 
 
 540 
 
 2,855 
 
 40s 
 
 434 
 
 839 
 
 738 
 
 18.312 
 
 6,135 
 
 4,195 
 
 10,330 
 
 442 
 
 2. 099 
 
 13 
 
 4 
 
 17 
 
 149 
 
 665 
 
 106 
 
 176 
 
 282 
 
 31 
 
 1,308 
 
 1,479 
 
 1,031 
 
 2,510 
 
 366 
 
 2,763 
 
 161 
 
 156 
 
 317 
 
 57 
 
 1.275 
 
 643 
 
 1,51s 
 
 2,158 
 
 918 
 
 4,637 
 
 371 
 
 506 
 
 877 
 
 402 
 
 2,532 
 
 202 
 
 182 
 
 384 
 
 588 
 
 3,835 
 
 382 
 
 298 
 
 680 
 
 100 
 
 1,124 
 
 931 
 
 1,474 
 
 2,405 
 
 390 
 
 2,171 
 
 199 
 
 145 
 
 344 
 
 62 
 
 1,430 
 
 904 
 
 1,427 
 
 2,331 
 
 417 
 
 2,124 
 
 380 
 
 457 
 
 837 
 
 268 
 
 1,532 
 
 ^26 
 
 452 
 
 778 
 
 211 
 
 2,C94 
 
 839 
 
 1,035 
 
 2,874 
 
 75 
 
 1,421 
 
 1,095 
 
 2,346 
 
 3,441 
 
 236 
 
 2,190 
 
 648 
 
 605 
 
 1,253 
 
 545 
 
 3.649 
 
 658 
 
 875 
 
 1,533 
 
 112 
 
 1,299 
 
 624 
 
 1,230 
 
 1,854 
 
 148 
 
 1.477 
 
 867 
 
 1,332 
 
 2,199 
 
 228 
 
 1.484 
 
 369 
 
 515 
 
 884 
 
 103 
 
 887 
 
 750 
 
 933 
 
 1,683 
 
 448 
 
 3.218 
 
 1,014 
 
 1,375 
 
 2,389 
 
 22 
 
 417 
 
 590 
 
 1,387 
 
 1,977 
 
 97 
 
 1,020 
 
 1,034 
 
 779 
 
 1,813 
 
 30 
 
 697 
 
 160 
 
 608 
 
 76^ 
 
 211 
 
 2,225 
 
 1,233 
 
 1,251 
 
 2,484 
 
 410 
 
 1.533 
 
 46 
 
 64 
 
 no 
 
 104 
 
 850 
 
 365 
 
 883 
 
 I,24& 
 
 12 
 
 373 
 
 531 
 
 709 
 
 1,240 
 
 112 
 
 1 ,030 
 
 529 
 
 1,370 
 
 1,899 
 
 392 
 
 2,067 
 
 254 
 
 527 
 
 781 
 
 144 
 
 1,003 
 
 370 
 
 715 
 
 1,085 
 
 243 
 
 2,147 
 
 775 
 
 1,912 
 
 2.687 
 
 171 
 
 798 
 
 231 
 
 435 
 
 666 
 
 252 
 
 1.322 
 
 69 
 
 96 
 
 165 
 
 202 
 
 1.503 
 
 634 
 
 1,048 
 
 1,682 
 
 67 
 
 1,604 
 
 745 
 
 1,756 
 
 2,501 
 
 234 
 
 2,200 
 
 787 
 
 883 
 
 1,67a 
 
 74 
 
 1,260 
 
 701 
 
 1,530 
 
 2,231 
 
 353 
 
 T.728 
 
 33 
 
 53 
 
 86 
 
 199 
 
 3.508 
 
 1,466 
 
 1.760 
 
 3,226 
 
 262 
 
 I.9.S9 
 
 685 
 
 909 
 
 1,594 
 
194 
 
 SOUTHERN EDUCATION 
 
 Oconee 868 135 1,003 286 612 898 
 
 Oglethorpe 1,293 103 1,396 820 1,586 2,406 
 
 Paulding i,934 556 2,490 138 166 304 
 
 Pickens 1,348 394 2,742 44 35 79 
 
 Pierce 997 218 1,215 303 345 648 
 
 Pike 1,916 173 2,089 804 1,081 1,885 
 
 Polk 2,368 498 2,866 640 489 1,129 
 
 Pulaski 1,420 281 1,701 822 1,510 2,332 
 
 Putnam 810 39 8^9 554 1,325 1,879 
 
 ■Quitman 273 28 301 237 409 646 
 
 Rabun 966 264 1,230 16 18 34 
 
 Randolph 1,192 125 1,317 789 1,353 2,142 
 
 Richmond 6,456 425 6,881 3,522 2,787 • 6,309 
 
 Tiockdale 943 67 1,010 246 407 653 
 
 Schley 423 27 460 320 353 673 
 
 Screven 1,626 257 1,883 94i 1,360 2,301 
 
 Spalding 1,910 loi 2,011 1,028 872 1,900 
 
 Stewart 919 57 786 782 1,365 2,147 
 
 Sumter 1,830 83 1,913 1,537 2,354 3,891 
 
 Talbot 862 38 900 467 1,070 1,537 
 
 Taliaferro 532 33 565 368 702 1,070 
 
 Tattnall 2,590 320 2,910 907 959 i_,866 
 
 Taylor 992 124 1,116 356 579 935 
 
 Telfair 1,225 122 1,347 454 454 908 
 
 Terrell 1,291 85 1,376 1,090 1,641 2,2.31 
 
 Thomas 2,715 314 3,029 1,672 1,832 3,504 
 
 Towns 770 186 956 4 10 14 
 
 Troup 1,983 no 2,093 1,044 1,896 2,940 
 
 Twiggs 555 143 698 397 748 1,145 
 
 Union 1,269 393 1,662 14 10 24 
 
 Upson 1,307 159 1,466 422 1,004 1,426 
 
 Walker 2,656 473 3,129 409 350 759 
 
 Walton 2,378 406 2,784 614 1,109 1,723 
 
 Ware 1,793 235 2,028 879 590 1,469 
 
 Warren 830 127 957 494 966 1,460 
 
 Washington 2,197 291 2,488 1,231 2,117 3,348 
 
 Wayne i,334 128 1,462 331 266 597 
 
 Webster 478 68 546 257 524 781 
 
 White ...-. 888 194 1,082 92 34 , 126 
 
 AVhitfield 2,412 488 2,900 208 173 381 
 
 Wilcox 1,336 215 1,551 548 562 1,110 
 
 Wilkes 1,443 70 1,513 848 2,048 2,896 
 
 Wilkinson 1,131 174 1,305 408 787 1,195 
 
 Worth 2,013 312 2,325 928 1,340 2,268 
 
 Total 238,707 32,082 270,789 97,261 125,678 222,939 
 
 Georgia, in 1900, had 270,789 native white voters, of whom 32,082 were illiter- 
 ate, or 1 1. 8 per cent. 
 
 The counties of Murray, Twiggs, Gilmer, Miller, Rabun, Dawson, Paulding, 
 
 ■Glascock, Pickens, Fannin, Union, and Lumpkin, had more than 20 white illiter- 
 ate voters out of every 100 native white voters. 
 
 NORTH CAROIvINA. 
 
 The following table gives the 
 adult native male illiterate popula- 
 tion of North Carolina bv counties. 
 
 At a glance you can see how many 
 white voters in each county could 
 not read and write in 1900 : 
 
SOUTHERN EDUCATION 
 
 195 
 
 
 f^S 
 
 o 
 
 S k-* 
 
 •A 
 
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 ■3 
 
 
 
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 uio 
 
 
 
 V 
 
 IN c 
 
 
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 > 
 
 
 
 
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 -"^ 
 
 ;?; 
 
 — rt 
 
 
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 i-h" <o oT i-T of <o oT 0* 
 
 ONTJ-OC5000M3 I^rxt^iO T^V 
 
 CO 0\ 10 \0 \D <0 Tf 0\ fO fOVO V 
 
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 m ro ^ fOGO IT) to to <0 HH t^ -^VO i-i to <OVO VO m 0) 01 Os^-O tomi-i 0< 0\'*t^iO^0\l>» 
 
 z.t 
 
 ;z;5. 
 
 to lovo S.od t^oi oi'^o< t^o »oo\oi o\oo (oiomtoo) t^Ttt^r^t^t^tooi ^too '^ ^rs- 
 
 t^OO '^^o VO fOCO 0^Ol-lVOl-lO^^-ll-|l-lO^tO "^00__ i-i 00_ rf lo lo i-i vo i-i VO lO r-; in lO "^ 
 
 vcT i-T m" i-Too" inoo' of \o i-f of of oo" of oo" in -^vo" -rf of to of oo" cSm5" o" of 
 
 0\ -+ <ovo t^"0 1^0) (otN.r^inMCO "^ O\oo f^"; I-I 'O CO oc 1-1 <o r^ 0) to o.^ i^ to ^og cO' 
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 QQOQWtiHlJ+ 
 
196 
 
 SOUTHERN EDUCATION 
 
 !2 ai u 
 
 LOOO' C^ >-' "^ COCO 1-1 CO lOOO lO 1-1 M3^ '^^ lorow i-i -^O^i-i t^"2'^»'^^'^'^"^"2 
 i-T of i-T of rf i-T i-T m" i-T i-T lo n c^ ro of i-T i-T 
 
 
 u ^ > 
 > 1- o 
 
 ro 0> O lOOO OMD O iOO\'^t^i-i i-i 1-1 tN.O\"0O\ r^OO iO(Mt^t^rOfqOOi-i-rt-0\ 
 
 O a^00 00 lOOO lOOO OO O\0)\O <M rOO\r^Q^O lOOOO^O M COM O lOO i-i iTi M 
 
 in COVO O t^ ^ 1-1 00 oooo o\ (^OO c^^ o\"2 ^'^'^'^-^ R,^ ^ "^ 
 
 I-T I-T cf C^ 1-1 M i-T ro 
 
 !2;S3 
 
 b/DO r 
 
 G ^, ^ 
 o — ?i 
 
 1-1 r^CO O VD 0\ CM <N -^^O 1-1 1-1 f^OO O Tt 0\ uo 1-1 VO "^ -^OO TfO TfOii-ivooooO txfO 
 
 o.^g 
 
 00 t^OO 01 oq romw rtiO'^O 0<^C400 -^f^r^ O\00 rJ-OOiMt^0)CNi-i M-VO lO i-< 
 
 o\'^ po o\ o <M lo ro\o CO <^ c^ ro iDoo o\Chi-iO\i-iMDOTj-r^OMTf looo ^ o r^ m 
 n CM CO lo <j^ O\oo rj-cN^o Tt-ojoo coroq^ "2"^ ^^ '^ R "-5 '^ <-!) ^^ "2 '^^ ^ ^„ '^ ^^^ 
 
 ^ M C^f i-Tvo" CM OT C^ of 1-f i-T rt of lO m' of of of of '^ i-f K of of CO fO co ri' of of h-T i-T 
 
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 ^ en 
 
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 £ > o 
 o'r; t; 
 
 !z;2 
 
 M C> 1-1 -* rOOO t^^ 0\rOOvn^ On-^CM trjuOOl 0\V0 00 rn\0 \0 (3\ r)- 0) lOVO oq 0\ 1-1 
 
 01 w c^ o\oo inr^'i-H o\ChONOi^o o\ 0\ ^oo vot^ixoiDi-ioooi-ivoojcMi-irooi 
 
 \0 00m ■^cot^coiOtN.cOO) M\0\0 0) i-iiO'rt--^TtO -^^ 00 ID ■'too I-I -^ ■* -^ 01 0< 
 
 
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 01^ 00 00 t^ w fx q_\p tv. ro q_ ^ lo i-i_ i>j 
 
 !<; Tt m" lO I-T 0\ lO i-Too" -^ K oo" r<?00 oq m 
 
 ro ro 1-1 W rOO 01 O C^ O\00 O i-i t^ tx 
 
 _ o\ r^ IT) 01 t^ <~ooo -^woi-ii-i^ofoo) 
 
 0\00_VO lO roOO lOVO^OOVO w i-i^vO CM VO O^ 
 
 ro t-C d~ <^ of CO lo of tC 
 
 1-1 c^cvo o c:^o o caiou^j'^oi o) c^vo oi t^coi-ivo\o rn mir, m\o <^ <-> o a\co o 
 
 ^■O O 0\ i^^O VO VO <0 O Tj- OWO <^ CM r~.^ O fO t^ i>0CO lO O^OO « t^ u^vO tr) ro Ol O fO 
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SOUTHERN EDUCATION 
 
 197 
 
 
 ro, o^ M^ q^ 01 t^ "2 01^ oj^cq^co lo t^o ro m m 
 m" i-T i-T ro w" n of i-T 
 
 »-i (-1 IT) of H-T 
 
 Tt o) ro -^oo i-iOi-ifr)i-itN.r>»oi M-^ fr> m r^\o 
 
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 woo o 
 
 w" of I-T 
 
 04 0) 11 w 
 
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 C>1 In. irjoO ON0)Oi-i0101OTfir)O\'^O\ "^CO ^ 01 i-" -i- f^ t^vO 0\ '^ O VO 't 
 
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 in 0| 1-H In. 01^ "?oq "joq ■^■^CJ;02tN,0_^O>'J2 oooo G_ O LO ro 01 O^ i-H o 01 OD 01_ 
 
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 . vo" >0 tx lO I-T ro t~^\o"" wOO" •^ d\VC'" I-T of of 
 
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 •= c 
 
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198 
 
 SOUTHERN EDUCATION 
 
 North Carolina has 286,812 na- 
 tive white voters, 54,334 of v^^hom 
 are ilHterate; percentage of ilHter- 
 acy, 18.9. There are forty-three 
 counties in North CaroHna in which 
 the ilHterate native white voters are 
 in excess of 20 out of every J. 00. 
 Those counties are : Hertford, with 
 20.1 in every 100; Rockingham, 
 20.2; Macon, 20.6; Onslow, 20.8; 
 Lenoir, 20.9; Montgomery, 21; 
 Dare, 21.2; Harnett, 21.2; Ashe, 
 21.3; Davie, 21.4; Martin, 21.4; 
 Davidson, 21.5; Pitt, 21.5; Wa- 
 tauga, 21.5; Caldwell, 21.8; Stan- 
 ley, 21.8; Camden, 22; Cleveland, 
 22 . 1 ; Tyrrell, 22 . i ; Burke, 22 . 5 ; 
 Graham, 22.8; Nash, 22.9; Duplin, 
 23 . 1 ; Wilson, 23 . i ; Yadkin, 23 . 3 ; 
 Sampson, 23.5; Polk, 23.6; Clay, 
 23.7; Cherokee, 23.8; Johnston, 
 24; Franklin, 24.3; Haywood, 
 24.4; Gates, 24.7; Swain, 25.4; 
 Greene, 25.6; Jackson, 25.8; Madi- 
 son, 26.4; Mitchell, 27.4; Person, 
 28.2; Surry, 28.2; Yancey, 30.8; 
 Wilkes, 30.9; Stokes, 32.9., 
 
 TEXAS. 
 
 There were, in 1900, 514,188 na- 
 tive white male persons of voting 
 age in Texas, 30,017 of whom were 
 illiterate, or 5.8 per cent. There 
 were, in 1900, 136,265 native ne- 
 gro male persons of voting age, 61,- 
 468 of whom were illiterate, or 44.3 
 per cent. 
 
 The following counties had more 
 that 20 native white illiterate voter* 
 out of every 100 native white voters 
 in 1900: Refugio, 20; Zavalla, 21 ; 
 
 Wilson, 21; Uvalde, 23; Dimmit, 
 23 ; Live Oak, 24 ; McMullen, 24 ; 
 Bee, 24; Frio, 24; Karnes, 26; Jeff 
 Davis, 28 ; Atascosa, 29 ; El Paso. 
 30 ; Valverde, 32 ; Brewster, 32 ; 
 Kinney, 33 ; Nueces, 36 ; Maverick, 
 37; San Patricio, 39; Pecos, 40; 
 Ward, 40; La Salle, 40; Reeves, 
 41 ; Zapata, 42 ; Presidio, 43 ; Duval, 
 45 ; Webb, 49 ; Cameron, 50 ; Storr, 
 52 ; H:idalgo, 53. 
 
 VIRGINIA. 
 
 There were, in 1900, 290,294 na- 
 tive white voters in Virginia, 35,327 
 of whom were illiterate, or 12. i per 
 cent. There were 146,013 native 
 negro male persons of voting age, 
 76,746 of whom were illiterate, 01 
 52.5 per cent. 
 
 There were fifteen counties iii 
 Virginia in which there were more 
 than 20 native white illiterate voters 
 out of every 100 native white vot- 
 ers, as follows: Pittsylvania, 20.2; 
 Smyth, 20.6; Wythe, 21 ; Washing- 
 ton, 21 ; Gloucester, 23 ; Carroll, 23 ; 
 Franklin, 23 ; Lee, 24 ; Stafford, 24 ; 
 Scott, 25 ; Dickenson, 25 ; Russell, 
 26; Patrick, 31; Greene, 31; Bu- 
 chanan, 35. 
 
 THE FmLD. 
 
 INTKRHSTTNG EDUCATIONAL NEWS 
 HAPPENINGS THROUGHOUT THE 
 SOUTH. 
 
 On ]\Iay 4th, 1903, Cherryville, 
 North Carolina, voted a local school 
 tax, 91 citizens for and 35 against 
 the tax. On the same day Chapel 
 Hill, the seat of the University of 
 
,^OUTHBRN EDUCATIOM 
 
 1<)9 
 
 North Carolina, voted a local school 
 tax by a majority of one vote. 
 
 With the proposition to vote a lo- 
 cal school tax at Hope Mills, Cum- 
 berland County, North Carolina, 
 was coupled the other proposition to 
 consolidate three school districts in- 
 to one. Both propositions were ap-- 
 jiroved on May 12 and Hope Mills, 
 a factory town, will have graded 
 schools next year and a nine 
 months' school term. 
 
 New Iberia, Louisiana, is taking 
 steps to build a $60,000 public 
 school house. 
 
 A RURAL GRADED SCHOOL. 
 
 Four years ago there were three 
 indifferent country public schools 
 in the Cross section of Berkeley 
 County, South Carolina. The 
 school houses were poor, the furni- 
 ture was poor, and the teachers 
 were poor, too, being paid $25 each, 
 per month, for only three months in 
 the year. 
 
 But the three schools were con- 
 solidated into one. A principal who 
 was thoroughly consecrated and in 
 earnest was elected and given two 
 assistants. The school term this 
 year will be eight months. The one 
 school building is neat and com- 
 fortable, where before all three 
 buildings were anything but com- 
 fortable. The value of the school 
 property has been greatly increased, 
 the children of the community, 
 which is entirely rural, have the ad- 
 vantages of a graded school, and the 
 
 same teachers who have been teach- 
 ing for the past four years at Cross 
 vv'ill teach there again next year at 
 increased salaries. 
 
 Mr. Isaac Marshe is principal of 
 the Cross Rural Graded School. 
 Mr. C. W. Sanders is superintend- 
 ent of Berkeley County. Are not 
 men who do things like this as great 
 benefactors as the men who ereci 
 cotton mills and build railroads? 
 
 RURAL LIBRARIES. 
 
 T'OI,K COUNTY, TENNESSEE, ESTAB- 
 LISHES 39 OE THEM. 
 
 For several months past Supt. J. 
 D. Clemmer, of Polk County, Ten- 
 nessee, has been urging the estab- 
 lishment of rural libraries in his 
 county schools. The result is that 
 39 rural libraries, aggregating 1,638 
 volumes, with suitable book-cases, 
 will be established in Polk County 
 on July I, 1903. The total cost of 
 the 39 libraries will be $1,857. 5«^, 
 payable in three yearly installments, 
 an arrangement which does not seri- 
 ously lessen the ordinary school 
 fund or the length of the school 
 term and yet makes a library pos- 
 sible in almost all the rural schools 
 of Polk County. 
 
 A'erily, the day of the country boy 
 is coming in the South. Think of 
 the influence of such books as Rob- 
 inson Crusoe, Tom Brown's School 
 Days, Pilgrim's Progress, Irving's 
 Washington, Creasy's Decisive Bat- 
 tles, Franklin's Autobiography, and 
 Swiss Family Robinson in a here- 
 tofore bookless community! 
 
^00 
 
 ^OVTHBRN EDUCATION 
 
 solution: ruraIv sciioot, 
 lip.raries. 
 The following- letter was recently 
 written the editor of the Progres- 
 sive Fanner, Raleigh, N. C, by a 
 young North Carolina preacher, 
 and gives the best reason for estab- 
 lishing rural school libraries wt 
 have seen : "In this age of practi- 
 cal ideas we need moie ministering 
 to the spiritual side of man. By 
 ' spiritual,' I do not mean ' relig- 
 ious ' exactly, but man's ' upper 
 side,' whether religious, moral or 
 aesthetic. I was reared in the coun- 
 try, and was many a time hungry 
 for communion with some great 
 soul. I look around my library now 
 sometimes and wish I could scatter 
 some of its rich contents into the 
 lonely country homes where sensi- 
 tive young souls are starving for the 
 bread of the higher life. I congrat- 
 ulate you on your opportunity to do 
 what I would rejoice in doing my- 
 self. Noble poems and choice prose 
 from master writers do more to 
 stimulate education than any num- 
 ber of dry didactic articles on that 
 subject. High ideals and exalted 
 visions put men to climbing sooner 
 than any amount of sober and well- 
 meant exhortation." 
 
 " There are 150,000 negroes in 
 the South who own farms and 28,- 
 000 more who partly own their 
 farms. In 1901, 1,141,135 acres ol 
 land in Georgia were owned by ne- 
 groes. This land was assessed at 
 $15,629,181.00. In 1890 the ne- 
 
 groes in the United States had $8,- 
 784,637.00 invested in business. 
 Ten years before they had $5,691,- 
 137.00. In 1880 30 per cent, of 
 the negroes ten years of age and 
 over could read and write; in 1890 
 42.9 per cent, ten years of age and 
 over could read and write ; in 1900 
 55 . 5 per cent, ten years of age and 
 over could read and write." — 
 Southern Workman. 
 
 " Since 1 87 1 the South has spent, 
 $650,000,000 for public education. 
 Of that sum $121,000,000 was ap- 
 propriated to the negro public 
 schools."- — Baltimore Snii. 
 
 Eighteen new rural school li- 
 braries were established 'in North 
 Carolina last week, making in all 
 461 free rural school libraries estab- 
 lished in North Carolina sinct 
 March, 1901. The following is thv. 
 distribution of the recently estab- 
 lished libraries : Buncombe County, 
 I ; Halifax, i ; Martin, i ; Mitchell, 
 I ; Polk, I ; Watauga, 2 ; Surry, i ; 
 Wilkes, 2; Nash, 2; Forsyth, 6. 
 
 The latest election returns indi- 
 cate that there are now no local tax 
 towns and districts in North Caro- 
 lina, an increase of 72 in two years. 
 Local tax elections are now pending 
 m 20 towns and districts, whiV' 
 there are 136 other towns and dis- 
 tricts in which a vote on the C[ues- 
 tion will likely occur before the end 
 of this year. 
 
 Florence, South Carolina, is plan- 
 ning to have a great educational 
 
so Ul HERN ED UCA TION 
 
 201 
 
 rally on July 4th, in which Govern- 
 or Hey ward, State Superintendent 
 Martin, and the neighhoring city 
 and county superintendents will 
 participate. July 4th is a good day 
 for an educational rally. The day 
 on which the freedom of the col- 
 onies was proclaimed is a good day 
 to consider ways and means to freti 
 the children from the curse of ig- 
 norance. 
 
 At Eastover, Richland County, 
 South Carolina, an educational rally 
 was held on ^lay 8th, at which 
 Gov. Heyward, Lieut.- Gov. Sloan, 
 State Supt. Martin, and others 
 spoke. 
 
 The business men of Blacksheai^ 
 Pierce County, Georgia, met re- 
 cently and resolved to have an edu- 
 cational rally at Blackshear on June 
 3rtl. Hon. Hoke Smith, of Atlanta, 
 Georgia, and Rev. Dr. R. C. Reed, 
 of Columbia, South Carolina, will 
 be among the speakers invited. 
 
 The North Carolina Woman's 
 Association for the Betterment of 
 Public School Houses recently 
 elected the following officers : Pres- 
 ident, IMrs. W. R. Plollowell, Golds- 
 boro; Vice-President, Miss Laura 
 Kirby, Kinston ; Recording Secre- 
 tary, Miss Mamie Buys, New Bern , 
 Corresponding Secretary, Miss. 
 Mary Taylor Moore, Mt. Airy, 
 Treasurer, Mrs. J. A. Anthony, 
 Shelby. 
 
 schools in Christiansburg district, 
 ^Montgomery County, Virginia, met 
 at Pilot, on ]\Iay 9th, to discuss the 
 subject of consolidating the three 
 schools of Middle Ridge, Golden 
 Hill and Pilot into one. After dis- 
 cussing the advantages and disad- 
 vantages of consolidation a vote 
 was taken and 18 voted for consoli- 
 dation and four against it. It is 
 thought that all three of the schools 
 will be consolidated at the begin- 
 ning of the fall term. County Su- 
 perintendent J. H. Stephens is urg- 
 ing consolidation in Montgomery 
 County and the prospects are that 
 he will be successful. 
 
 The parish school board of Cald- 
 well Parish, Louisiana, recently 
 voted to give each teacher who at- 
 tends the Northeast Louisiana Nor- 
 mal School this summer $15 extra 
 pay. There are six districts ni 
 Caldwell parish which now have a 
 local tax for public schools. 
 
 The fourth ward (township) of 
 Bienville Parish, Louisiana, re- 
 cently voted for the second time a 
 local school tax of five mills for ten 
 vears. 
 
 The summer school for the 
 teachers of Newberry County, 
 South Carolina, will begin on June 
 22 and continue four weeks. The 
 school will be held in Boundary 
 Street Graded School, Newberry. 
 
 The patrons of three public 
 
 On May 18, the town of Fayette- 
 ville, North Carolina, voted a local 
 
202 
 
 SOUTHERN EDUCATION 
 
 tax for public schools of 25 cents on 
 the $100 worth of property and 75 
 cents on each poll, and in addition 
 voted to issue $10,000 worth ol 
 bonds for public school buildings. 
 The tax and bond propositions 
 were carried bv 12 to i. 
 
 The Northeast Summer School 
 and Chautauqua will be held at 
 Monroe, Louisiana, from June 8 to 
 July 3, 1903. Courses of study will 
 be offered in psycholog}^, child 
 study, history of education, school 
 economy, as well as in manual train- 
 ing," domestic science, kindergarten 
 and mechanical drawing. There 
 will also be courses of study oiTered 
 in the usual academic branches. 
 
 The trustees of Friendship school, 
 Anderson, South Carolina, have or- 
 dered an election on the question of 
 levying an additional three mills tax 
 for school purposes. The idea is to 
 enlarge the present school territory 
 and consolidate all the schools in the 
 Friendship district. 
 
 The Carolina Industrial and 
 Training School for Colored Youth 
 win be established at, St. Georges, 
 South Carolina, with the beginning 
 of the new school year. Agricul- 
 tural and mechanical pursuits will 
 be a feature of this school. So far 
 the ground and material for the 
 buildings have been secured by the 
 efforts of colored persons alone. 
 Up to this time all donations have 
 been given by colored people in the 
 vicinity of St. Georges. 
 
 Four of the wards of Catahoula 
 parish, Louisiana, have voted 
 special taxes for the support of the 
 public schools and the fifth ward 
 will vote on the same question dur- 
 ing the month of May. 
 
 Jlie Assumption Pioneer, Napo- 
 leonville, Louisiana, in its issue of 
 May 1 6th, says : "The educational 
 meeting, which was held Saturday 
 at Plattenville, was largely at- 
 tended. Thomas Truxillo, princi- 
 pal of the Plattenville school, wel- 
 comed the visitors. Gen. Leon Jas- 
 tremski addressed the audience in 
 French, and spoke at length upon 
 the advantages of education. He 
 made a strong plea for local taxa- 
 tion. He delighted his audience, 
 and was frequently applauded. Hon. 
 John Marks spoke in English. He 
 spoke for, forty-five minutes, and 
 made an eloquent plea for educa- 
 tion. Rev. Jules Bouchet and Prof. 
 Dupuy made short addresses. A 
 fine musical programme was ren- 
 dered." 
 
 Chipley, Georgia, will vote soon 
 on the question of levying a local 
 tax for public schools. 
 
 The Boomer school district, 
 Wilkes County, North Carolina, 
 will vote on the question of levying 
 a local tax for public schools, June 
 ()th. There is every indication that 
 the vote will be favorable to the levy 
 of the tax. 
 
SOUTHERN EDUCATION 
 
 203 
 
 The annual picnic at Cooley's 
 Bridge, South CaroHna, will be held 
 May 30th. Gov. Heywood will 
 make an educational address. Peo- 
 ple of Abbeville, Anderson, Green- 
 wood, and Greenville counties at- 
 tend this gathering". 
 
 Harmony Grove, Georgia, voted 
 almost unanimously, on May i6th, 
 to issue $6,000 worth of bonds to 
 rebuild the public school house at 
 that place, which was recently de- 
 stroyed bv lire. 
 
 Martinsville, Virginia, will short- 
 ly vote on the question of issuing 
 bonds for the purpose of erecting a 
 good, comfortable public school 
 building in that town. 
 
 County Superintendent M. L. 
 Duggan, of Hancock County, Geor- 
 gia, will conduct a vigorous educa- 
 tional campaign in his county this 
 summer. He will be assisted by 
 Judge H. M. Holden. Col. J. E. 
 Pottle, President J. H. Chappel, 
 Congressman Hardwick, and State 
 Superintendent Merritt. 
 
 At an educational rally held at 
 Green Hill, Lauderdale County, 
 Alabama, on May i6th, a public 
 school house building association 
 was formed, whose object will be to 
 erect a commodious public school 
 building at Green Hill, equipped 
 with modern furniture and school 
 appliances. The principal address 
 of the occasion was made by Dr. W. 
 J. Kernochan, of Florence, who 
 stronglv urged the consolidation of 
 
 small schools into larger ones. 
 Revs. E. D. McDougall, S. E. Was- 
 son, and F. H. Watkins, and Mr. 
 R. T. Simpson, Jr., also made ad- 
 dresses. 
 
 THE MISSION OF THE 
 
 SCHOOL. 
 "Without undervaluing any other 
 human agency, it may be safelv af- 
 firmed that the common school, im- 
 proved and energized as it can eas- 
 ily be, may become the most effec- 
 tive and benignant of all the forces 
 of civilization. Two reasons sus- 
 tain this position. In the first place, 
 there is a universality in its opera- 
 tion, which can be affirmed of no 
 other institution whatever. If ad- 
 ministered in the spirit of justice 
 and conciliation, all the rising gen- 
 eration may be brought within the 
 circle of its reformatory and ele- 
 vating influences. And, in the sec- 
 ond place, the materials upon which 
 it operates are so pliant and ductile 
 as to be susceptible of assuming- a 
 greater variety of forms than any 
 other earthly work of the Creator. 
 The inflexibility and ruggedness of 
 the oak, when compared with the 
 lithe sapling or the tender germ, are 
 but feeble emblems to typify the 
 docility of childhood when com- 
 pared with the obduracy and in- 
 tractableness of man. It is these 
 inherent advantages of the common 
 school, which, in our own State, 
 have produced results so striking, 
 from a system so imperfect, and an 
 administration so feeble." — Horace 
 Mann. 
 
204 
 
 SOUTHERN EDUCATION 
 
 TRUE STATESMANvSHIP. 
 
 "And he is not worthy to be 
 called a statesman, he is not worthy 
 to be a lawgiver or leader among 
 men, who, either through the weak- 
 ness of his head or the selfishness ol 
 his heart, is incapable of marshall- 
 ing in his mind the great ideas of 
 knowledge, justice, temperance, and 
 obedience to the laws of God, on 
 which foundation alone the struc- 
 ture of human welfare can be 
 erected ; who is not capable of or- 
 ganizing these ideas into a system, 
 and then of putting that system into 
 operation, as a mechanics does a 
 machine. This only is true states- 
 manship." — Horace Mann. 
 
 MAKE THE SCHOOLS 
 BETTER. 
 "And if there is any one thing 
 for which the friends of humanity 
 have reason to join in a universal 
 song of thanksgiving to Heaven, it 
 is that there is a large and an in- 
 creasing body of people who can 
 not be beguiled or persauded into 
 the belief that our common schools 
 are what they may and should be; 
 and who, with the sincerest good- 
 will and warmest affections towards 
 the higher institutions of learning, 
 are yet resolved that the education 
 of the people at large — of the sons 
 and daughters of farmers, mechan- 
 ics, tradesmen, operatives, and la- 
 borers of all kinds — shall be carried 
 to a point of perfection indefinitely 
 higher than it has yet reached." — 
 
 H' RACK M.\NN. 
 
 PO\'ERTY UNNECESSARY. 
 " Poverty is a public as well as a 
 private evil. There is no physical 
 law necessitating its existence. The 
 earth contains abundant resources 
 for ten times — doubtless for twenty 
 times — its present inhabitants. 
 Cold, hunger, and nakedness are 
 not, like death, an inevitable lot." — 
 Horace Mann. 
 
 The North Carolina Woman's 
 Association for the Betterment of 
 Public School Houses recently 
 elected the following officers : Pres- 
 ident, Mrs. W. R. Hollowell, Golds- 
 boro; Vice-President, ]\'Iiss Laura 
 Kirby, Kinston ; Recording Secre- 
 tary, Aliss ]\Iamie Buys, New Bern ; 
 Corresponding Secretary, Miss 
 Mary Taylor Moore, Mt. Airy; 
 Treasurer, Mrs. J. A. Anthony, 
 Shelby. 
 
 The patrons of three public 
 schools in Christiansburg district, 
 Montgomery County, Virginia, met 
 at Pilot, on May 9th, to discuss the 
 subject of consolidating the three 
 schools of Middle Ridge, Golden 
 Hill and Pilot into one. After dis- 
 cussing the advantages and disad- 
 vantages of consolidation, a vote 
 was taken and 18 voted for consoli- 
 dation and four against it. It is 
 thought that all three of the schools 
 will be consolidated at the begin- 
 ning of the fall term. County Su- 
 perintendent J. H. Stephens is urg- 
 ing consolidation in Montgomery 
 County, and. the prospects are that 
 he will be successful. 
 
JUNE 1 1, 1903 
 
 Price 50 cents per year 
 
 Southern 
 Education 
 
 (Louisiana Edition) 
 
 "Edu«ation— a debt due from present to future 
 generations." — George Feabody. 
 
 "The people have a right to the privilege of educa- 
 tion, and it is the duty of the State to guard and main- 
 ain that right." — Constitution of North Carolina. 
 
 "The riches of the commonwealth 
 Are free, strong minds and hearts of health ; 
 And more to her than gold or grain, 
 The cunning hand and cultured brain." 
 
 ' If the children are untaught, their ignorance and 
 
 " For every pound you save in education, you will 
 spend five in [prosecutions, in prisons, in penal settle- 
 ments." — Lord Macaulay. 
 
 "The life or death of the State means the intelli- 
 gence or ignorance of the citizen." — Dr. J. L. M. Curry. 
 
 Local Taxation 
 
 Money Value of Education 
 
 Louisiana Constitution and Schools 
 
 Digest of Louisiana School Laws 
 
 Illiteracy Statistics 
 
 Supervision and Consolidation Data 
 
 Editorial and Miscellaneous 
 
 The Field 
 
 SOUTHERN EDUCATION BOARD, Kaoxvillc, Teno., Publishers 
 VOL. 1 Nos. 13 and 14 
 
Education ibe Rigm of ebildren. 
 
 Every human being has an absolute, indefeasible right to an 
 education; and there is the correlative duty of government to 
 yee that the means of education are provided for all. Govern- 
 ment protects childhood, but childhood has more than physical 
 wants. Infanticide is prohibited, but life is not worth living 
 unless instruction supervenes. Otherwise, no true life, no real 
 manhood. It is a travesty on manhood to make a brutal prize- 
 fighter its representative. Education is due from government to 
 children. The school is supplementary to family, to churches, in 
 the province of education. ■ Society rests upon education in its 
 comprehensive meaning. Man must be educated out of, liftc' 
 above animal impulses — a state of nature — and made to respe>„L 
 social forms, the rights and duties of persons and property. 
 Education is to prepare the individual for life in social institu- 
 tions. Crime and ignorance and non-productiveness are antago- 
 nistic to society. A child can not choose his parents, his envi- 
 ronments ; and the state of which he is to be a member should 
 give him an education, " to awaken to the consciousness of the 
 higher self that exists within him." The first necessity of civil- 
 ization is a system of universal education. — Dr. J. L. M. Curry 
 to Louisiana Legislature, 1890. 
 
 SOUTHERN EDUCATION BOARD 
 
 Dr. E. A. Alderman, Wm. H. Baldwin, Rev. Wallace Bnttrick, Dr. 
 J. L. M. Curry, Dr. Chas. W. Dabney, Dr. H. B. Frissell, Hon. H. H. 
 Hanna, Dr. C. D. Mclver, Edgar Gardner Murphy, Robert C. Ogden, Dr. 
 Walter H. Page, Geo. Foster Peabody, and Dr. Albert Shaw 
 
 Officers 
 
 President, Robert C. Ogden, New York City 
 
 Secretary, Dr. Charles D. Mclver, Greensboro, N. C. 
 
 Treasurer, George Foster Peabody, New York City 
 
 Supervising Director, Hon. J. L. M. Curry, Washington, D. C. 
 
 Bureau of Information and Investigation: Director, Dr. Chas. W. 
 Dabney ; Secretary, Charles L. Coon, Knoxville, Tenn. 
 
 District Directors : Dr. E. A. Alderman, New Orleans, La., Dr. H. B. 
 Frissellj Hampton, Va., Dr. Charles D. Mclver, Greensboro, N. C. 
 
 Campaign Committee: Hon. J. L. M. Curry, Chairman; Dr. E. A.- 
 Alderman, Dr. Chas. W. Dabney, Dr. H. B. Frissell, Dr. Chas. D. Mclver 
 
 General Field Agents: Dr. G. S. Dickerman, New Haven, Conn..; 
 Prin. Booker T. Washington, Tuskegee, Ala. 
 
 Field Agents for Virginia : Hon. H. St. George Tucker, Lexington, 
 Va., and Dr. Robert Frazer, Richmond, Va. 
 
 Field Agent for Alabama, J. B. Graham, Talladega, Ala. 
 
 Executive Secretary associated with the President, Edgar Gardner 
 Murphy 
 
Soutbern lEbucation 
 
 Published at Knoxville, Tenn., by the 
 Bureau of the Southern Education Board. 
 
 SUBSCKIPTION PBICK: 
 
 One year 50 cents 
 
 Three months 15 cents 
 
 ADDRESS: SOUTHERN EDUCATION BOARD 
 Knoxvillb, Tenn. 
 
 Thursday. June 1 1. 1903 
 
 This number of Southern Edu- 
 cation has been prepared at the 
 suggestion of the Central Educa- 
 tional Campaign Committee for 
 the promotion of public education 
 in Louisiana, and has the approval 
 of that committee. 
 
 Charles L. Coon, 
 Editor. 
 
 Acadia parish on April 27th 
 voted a five mills tax for public 
 schools. The present assessed 
 value of the property of Acadia is 
 $4,953,185.00 and the school fund 
 is $14,395.27. The special tax 
 will mean the addition of $22,- 
 765-93 to the present school fund, 
 making the total school fund for 
 Acadia parish $37,161.20. 
 
 ishes would add $460,540.06 to that 
 fund, increasing it 50 6-10 per cent. 
 
 If the parishes of East Baton 
 Rouge, Jefiferson, West Carroll and 
 St. Charles would vote a three 
 mills local tax the present school 
 fund of those parishes would be 
 increased more than 100 per cent. 
 
 There are twenty-four parishes 
 in Louisiana in which the voting 
 of a three mills, local tax for pubHc 
 schools would increase the present 
 school fund more than 50 per cent. 
 
 In Louisiana, outside of Orleans 
 parish, there were 3,487 public 
 school teachers who received 
 $616,245.71 during the school year 
 1900-01, which means that the 
 average annual salary of a public 
 school teacher in Louisiana, during- 
 that year was $176.72, or $29.45 1-3 
 per month for an average term of 
 six months. It costs more than 
 $150 each year to feed and clothe a 
 criminal in the parish jails o£ 
 Louisiana. 
 
 The present school fund of In Louisiana there are more than; 
 
 Louisiana outside of Orleans par- seventeen illiterate white persons 
 
 ish is $908,565.48. A three mills out of every one hundred white 
 
 additional local tax in all the par- persons, in the state, ten years of 
 
206 
 
 SOUTHERN EDUCATION 
 
 age and over. Think of it ! Seven- the native white voters of the par- 
 teen white people out of every one ishes of Terrebonne, St. Martin, 
 hundred white people ten years of St. Landry, Lafayette, Assumption 
 agre and over unable to read and to and Acadia are unable to read and 
 write. to w^ite. 
 
 There are sixty-one negro illit- 
 erates in Louisiana out of every 
 one hundred negro persons, ten 
 y^ears of age and over. 
 
 There are in Louisiana 25,301 
 native white illiterate voters out of 
 152,538 native white voters. That 
 means that there are more than 
 sixteen native white illiterate vo- 
 ters out of every one hundred na- 
 tive white voters, in Louisiana. 
 
 There are twenty-one parishes 
 in Louisiana that have more than 
 twenty native white illiterate vo- 
 ters out of every one hundred na- 
 tive white voters. These parishes 
 are : Livingston, Pointe Coupee, 
 Plaquemines, Iberia, St. John the 
 Eaptist, St. Bernard, St. James, 
 :St. Mary, Avoyelles, St. Charles, 
 Acadia, Ascension, St. Landry, St. 
 Martin, Assumption, Terrebonne, 
 Jefferson, Vermihon, Lafourche, 
 Lafavette and Cameron. 
 
 More than half the native white 
 voters in Vermilion and Lafourche 
 parishes are unable to read and to 
 write. More than 40 per cent, of 
 
 Louisiana expends each year the 
 sum of $1,393,892.00 for 3,267 pub- 
 lic schools scattered over an area 
 of 42,420 square miles. The State 
 pays only $27,860.51, or 2 per cent., 
 of the school fund for supervision. 
 Could anything be more impossi- 
 ble than the proper investment for 
 2 per cent, of more than one mil- 
 lion dollars, scattered over such a 
 wide area and divided up into such 
 small sums ? Nd business man in 
 Louisiana would undertake to 
 guarantee anything like a proper 
 return on such a sum of money 
 for the pitiful sum of $28,000.00. 
 
 The average salary of a parish 
 superintendent of education ni 
 Louisiana is $497.50 per year. That 
 salary means that a great majority 
 of the parish superintendents of 
 education must engage in soma 
 other occupation than supervising 
 the schools of the parish. "Xo 
 man can serve two masters.'' 
 
 There are five parishes in Louis- 
 iana that pay their superintendents 
 of education less than they pay the 
 
SOUTHERN EDUCATION 
 
 207 
 
 tax collector for collecting the 
 school fund. There are ten par- 
 ishes in Louisiana that pay their 
 parish superintendents of education 
 less than they pay the parish treas- 
 urers for receiving and paying out 
 the school funds. If it pays rail- 
 roads and plantation owners to 
 have competent men at good sala- 
 ries to supervise their business, it 
 ought to pay the parishes of Louis- 
 iana to have competent educational 
 experts to supervise the teaching 
 of the future citizens of the state. 
 
 The area of the average white 
 school district in Louisiana in 1901, 
 was 19 square miles. The average 
 number of white children to each 
 white district was 89. 
 
 The farmers of Washington par- 
 ish pay 39 1-2 per cent, of the taxes 
 levied in that parish, while the peo- 
 ple who are not farmers pay 60 1-2 
 per cent of the taxes levied. In the 
 division of the school funds of that 
 parish farmers' children receive 90 
 per cent, of the school funds while 
 children of persons who are not 
 farmers receive 10 per cent. This 
 looks as if a local tax in Washing- 
 ton parish would not be so great a 
 burden on the farming class of that 
 community. 
 
 The Franklinton New Era, 
 published in Washington parish, 
 recently asserted that investigation 
 of the crimes committed in that 
 parish and throughout the State of 
 Louisiana would show that 9-10 of 
 the crimes were committed by ig- 
 norant and uneducated i)ersons. 
 If that statement is true, then it 
 would pay in dollars and cents for 
 Louisiana to educate every child 
 within her borders. 
 
 Horace Alann, declared in 1848, 
 that education vx^as the grand ma- 
 chinery by which the raw material 
 of human nature could be worked 
 up into inventors and discoverers, 
 into skilled artisans and scientific 
 farmers, into scholars and jurists, 
 into founders of benevolent institu- 
 tions, and into the great expounders 
 of ethical and theological science. 
 That statement is still true, or else 
 the world will cease to make further 
 jirogress. 
 
 A GLIMPSE AT THE PROB- 
 LEM. 
 In every community there are 
 those who declare they would not 
 object to paying higher school 
 taxes, if only better use were made 
 of the present available funds. Let 
 us propose to such opponents of 
 higher school taxes a problem. 
 Washington parish is taken, but 
 
208 
 
 SOUTHERN EDUCATION 
 
 there are many other parishes in 
 which conditions are not very much 
 better. Here is the problem : There 
 are 6y schools, more than 2,500 
 children to educate ; only one 
 school house at present has even 
 comfortable desks ; almost every 
 one of the 67 houses either needs 
 repairs, or ought to be torn down 
 and a new house erected ; few 
 houses have blackboards, charts, 
 globes or libraries ; very few of the 
 67 houses have even a good stove 
 with which to heat the school 
 rooms. Can any man or woman 
 in Washington parish or in Louis- 
 iana with the $9,000 now* available 
 for schools in Washington parish 
 solve the educational problem in 
 Washington parish? The state- 
 ment of the problem is answer 
 enough, and will doubtless suggest 
 to many the present impossible 
 task of educating the children of 
 the State, unless more money is 
 provided than is now available. 
 
 But it may be well to go into de- 
 tails a bit. For 67 schools it takes 
 67 houses. No very neat, respect- 
 able, comfortable school house can 
 be built and equipped any where in 
 the United States for much less 
 than $500. In order, therefore, to 
 have school houses such as are ab- 
 solutely necessary j^ashington 
 parish must spend sixty-seven 
 times $500, or $33,500. In the 
 days of Plato school was kept in a 
 grove, but the climate of Louis- 
 iana prevents that method of get- 
 ting rid of the house problem. And 
 
 after 67 decent houses have been 
 provided, then 67 teachers must be 
 employed. In Washington parish 
 it takes $150 per head a year to 
 feed, guard, clothe, and otherwise 
 provide for those confined in the 
 parish jail. A teacher of the chil- 
 dren ought to be paid more than 
 $150 a year. Even that much sal- 
 ar}^ would mean an annual expen- 
 diture of $10,050 for teachers. It 
 is not necessary to continue the de- 
 tails. Education costs money. The 
 right education of the children is a 
 necessity. No patriotic citizen can 
 afTord, therefore, to vote less op- 
 portunity for his children or the' 
 children of his neighbor. 
 
 Now, back to the original objec- 
 tion, viz. : that the funds now spent 
 are not well spent. Indeed, the 
 teachers employed, the equipment 
 provided, and the money now ex- 
 pended are all so inadequate it 
 would be simply miraculous, if re- 
 sults were anything but highly un- 
 satisfactory. 
 
 THE HOPEFUL THINGS. 
 
 The outlook for public education 
 in Louisiana has its bright side as 
 well as its dark side. Many of the 
 obstacles which formerly impeded 
 the progress of the schools are not 
 obstacles any longer. No intelli- 
 gent people now seriously doubt 
 the wisdom of universal popular 
 education. The leading men of the 
 state, of all professions, are now 
 ready to urge the people every- 
 
SOUTHERN EDUCATION 
 
 209 
 
 where to do all in their power to 
 improve their public schools. 
 
 In a number of parishes the con- 
 solidation of small schools and the 
 transportation of children has beert 
 begun. In more than loo wards and 
 districts the people have recentj}- 
 voted local taxes to supplement 
 the ordinary public school funds, 
 while at present local tax elections 
 are pending in many other commu- 
 nities. 
 
 On April 27, 1903, Acadia parish 
 voted a five mills local tax for ten 
 years, increasing its present school 
 fund of $14,395.27 by $24,765.92, 
 making the future available school 
 fund of that parish $39,161.19. 
 Similar elections are pending in 
 Lafayette and Washington par- 
 ishes, with good prospects of fa- 
 vorable results. The University of 
 Louisiana, the Normal School at 
 Natchitoches, . the Industrial 
 School at Ruston, and the Indus- 
 trial School at Lafayette are 
 crowded with students, many of 
 whom enter the public school work 
 on the completion of their studies 
 at those schools. Many of the par- 
 ish boards of education are de- 
 manding better professional train- 
 ing of those they employ to teach 
 the children. 
 
 The Southern Education Board, 
 through its district director. Dr. 
 Edwin A. Alderman, and the Cen- 
 tral Educational Campaign Com- 
 mittee have done much to stimulate 
 the discussion of educational ques- 
 tions and the work of those agen- 
 
 cies promises larger things for the 
 future. The Governor of the State, 
 the State Superintendent of Educa- 
 tion, the leading jurists, statesmen, 
 and professional men of all classes 
 are to be actively engaged in the 
 educational campaign this sum- 
 mer, as many of them have been 
 in the near past. 
 
 The interest in the institutes and 
 summer schools of the State, to be 
 held this summer, gives encourage- 
 ment to the prophecy that it will 
 not be many years until those who 
 teach the children will have, at 
 least, an elementary professional 
 knowledge of that most important 
 work, for, after all, educational en- 
 thusiasm will amount to very little, 
 unless that enthusiasm is directed 
 by trained expert, educational lead- 
 ers. 
 
 Teaching seems to be the only 
 profession or work in the world in 
 which experience and professional 
 preparation are not considered of 
 indispensable importance. — Dr. J. 
 L. M. Curry. 
 
 "Sins of teachers are teachers of 
 
 EDUCATION AND PROP- 
 ERTY. 
 
 If one class possesses all the 
 wealth and the education, while the 
 residue of society is ignorant and 
 poor, it matters not by what name 
 the relation between them may be 
 called ; the latter in fact and in 
 
210 
 
 SOUTHERN EDUCATION 
 
 truth, will be the servile dependents 
 and subjects of the former. But, if 
 education be equally diffused, it 
 will draw property after it by the 
 strongest of all attractions ; for 
 such a thing never did happen, and 
 never can happen, as that an intel- 
 ligent and practical body of men 
 should be permanently poor. 
 Property and labor in different 
 classes are essentially antagonis- 
 tic ; but property and labor in the 
 same class are essentially fraternal. 
 — HoRAci': Mann. 
 
 LOUISIANA CONSTITUTION 
 
 LEADING PROVISIONS IN REGARD TO 
 PUBLIC EDUCATION. 
 
 Art. 231. The General Assem- 
 bly shall levy an annual poll tax 
 of one dollar upon every male in- 
 habitant in the State between the 
 ages of twenty-one and sixty years, 
 for the maintenance of the public 
 schools in the parishes where col- 
 lected. 
 
 Art. 232. The State tax on 
 property for all purposes whatever, 
 including expense of government, 
 schools, levees and interest, shall 
 not exceed, in any one year, six 
 mills on the dollar of its assessed 
 valuation, and, except as otherwise 
 provided in this Constitution, no 
 parish, municipal or public board 
 tax for all purposes whatsoever, 
 shall exceed in any one year ten 
 mills on the dollar of valuation; 
 provided, that for giving additional 
 support to public schools, and for 
 
 the purpose of erecting and con- 
 structing public buildings, public 
 school houses, bridges, wharves, 
 levees, sewerage work and other 
 works of permanent public im- 
 provement, the title to which shall 
 be in the public, any parish, munic- 
 ipal corporation, ward or school 
 district may levy a special tax in 
 excess of said limitation, whenever 
 the rate of such increase and the 
 number of years it is to be levied 
 and the purposes for which the tax 
 is intended, shall have been sub- 
 mitted to a vote of the property 
 taxpayers of such parish, munici- 
 pality, ward or school district, en- 
 titled to vote under the election 
 laws of the State, and a majority 
 of the same in numbers, and in 
 value voting at such election shall 
 have voted therefor. 
 
 Art. 248. There shall be free 
 public schools for the white and 
 colored races, separately establish- 
 ed by the General Assembly, 
 throughout the State, for the edu- 
 cation of all the children in the 
 State between the ages of six and 
 eighteen years ; provided, that 
 where kindergarten schools exist, 
 children between the ages of four 
 and six may be admitted into said 
 schools. All funds raised by the 
 State for the support of public 
 schools, except the poll tax shall 
 be distributed to each parish in 
 proportion to the number of chil- 
 dren therein between the ages of 
 six and eighteen years. The Gen- 
 eral Assembly at its next session: 
 
SOUTHERN EDUCATION 
 
 211 
 
 shall provide for the enumeration 
 of educable children. 
 
 Art. 249. There shall be elected 
 by the qimlified electors of the 
 State a Superintendent of Public 
 Education, who shall hold this of- 
 fice for the term of four years and 
 until his successor is qualified. His 
 duties shall be prescribed by law, 
 and he shall receive an annual sal- 
 ary of two thousand dollars. The 
 aggregate annual expense of his 
 office, including his salary, shall 
 not exceed the sum of four thou- 
 sand dollars. 
 
 Art. 250. The General Assem- 
 bly shall provide for the creation 
 of a State Board and Parish Board 
 of Public Education. The Parish 
 Boards shall elect a Parish Super- 
 intendent of Public Education for 
 their respective parishes, whose 
 qualification shall be fixed by the 
 Legislature, and who shall be ex- 
 officio secretary of the Parish 
 Board. The salary of the Parish 
 Superintendent shall be provided 
 for by the General Assembly, to be 
 paid out of the public school funds 
 accruing to the respective parishes. 
 
 Art. 251. The general exercises 
 in the public schools shall be con- 
 ducted in the English language; 
 provided, that the French language 
 may be taught in those parishes 
 or localities where the French lan- 
 guage predominates, if no addi- 
 tional expense is incurred thereby. 
 
 Art. 252. The funds derived 
 from the collection of the poll tax 
 shall be appHed exclusively to the 
 
 maintenance of the public schools 
 as organized under this Constitu- 
 tion, and shall be applied exclu- 
 sively to the support of the public 
 schools in the parish in which the 
 same shall be collected, and shall 
 be accounted for and paid by the 
 collecting officer directly to the 
 treasurer of the local school board. 
 Art. 253. No funds raised for 
 the support of the public schools 
 of the State shall be appropriated 
 to or used for the support of any 
 private or sectarian schools. 
 
 Art. 254. The school funds of 
 the State shall consist of: ist. Not 
 less than one and one-quarter 
 mills of the six mills tax levied and 
 collected by the State. 2nd. The 
 proceeds of taxation for school 
 purposes as provided by this Con- 
 stitution. 3rd. The interest on the 
 proceeds of all public lands here- 
 tofore granted or to be granted by 
 the United States for the support 
 of the public schools, and the reve- 
 nue derived from such lands as may 
 still remain unsold. 4th. Of lands 
 and other property heretofore or 
 hereafter bequeathed, granted or 
 donated to the State for school 
 purposes. 5th. All funds and 
 property, other than unimproved 
 lands, bequeathed or granted to 
 the State, not designated for any 
 other purpose. 6th. The proceeds 
 of vacant estates falling under the 
 law of the State of Louisiana. 7th. 
 The Legislature may appropriate 
 to the same fund the proceeds of 
 public lands not designated or set 
 
212 
 
 SOUTHERN EDUCATION 
 
 apart for any other purpose, and 
 shall provide that every parish may 
 levy a tax for the public schools 
 therein, which shall not exceed the 
 entire State tax ; provided, that 
 with such a tax the whole amount 
 of parish taxes shall not exceed the 
 limits of parish taxation fixed by 
 this Constitution. — Louisiana Con- 
 stitution, 1898. 
 
 DIGEST OF SCHOOL LAW. 
 
 PROVISIONS OF THE LOUISIANA PUB- 
 LIC SCHOOL LAW OF' I902 — PRO- 
 VISIONS RELATING TO LOCAL TAX- 
 ATION, TRAINING OF TEACHERS, 
 ETC., GIVEN IN FULL. 
 
 I. STATE BOARD OF EDUCATION. 
 
 1. Members: Governor, Super- 
 intendent of Public Education, At- 
 torney General, and seven other 
 citizens, residents of the seven con- 
 gress districts, appointed by the 
 Governor. 
 
 2. Organization of Board : The 
 Governor is president, and the 
 State Superintendent is secretary. 
 There is an assistant secretary ap- 
 pointed by the State Superintend- 
 ent. Regular meeting is held on 
 first Monday of December each 
 year and at other times when call- 
 ed to meet by State Superinten- 
 dent. 
 
 3. Powers: Appoint a Parish 
 Board of School Directors for 
 each parish, which parish board 
 shall consist of not less than five 
 members, or one from each ward 
 (township) of the parish (county). 
 
 Prepare rules and regulations for 
 the government of the public 
 schools of the State, enforce uni- 
 formity of text-books, require re- 
 ports of parish superintendents of 
 education, may remove members 
 of parish boards for malfeasance in 
 office. 
 
 II. PARISH SCHOOL DIRECTORS. 
 
 1. Term: Appointed by the 
 State Board of Education for four 
 years. 
 
 2. Powers : Elect a Parish Super- 
 intendent of Education to serve 
 four years at a salary of not less 
 than $200 and not more than 
 $1,200 per annum. Appoint, in 
 their discretion, auxiliary visiting 
 trustees for each ward (township) 
 or school district, or school in the 
 parish ; report to State Board of 
 Education all deficiencies in the 
 schools, neglect of teachers, or par- 
 ish superintendent ; visit and exam- 
 ine schools of parish, advise trus- 
 tees, determine number of schools, 
 location of school houses, number 
 of teachers, salaries of teachers. 
 May remove Parish Superintend- 
 ent for cause. 
 
 3. Meetings : First Saturday of 
 January, April, July, October and 
 such other meetings as may be re- 
 quired. Salary v$3 per day and 5c 
 mileage. 
 
 4. Other Powers and Duties : 
 May receive and purchase lands, 
 build and repair school houses, 
 may establish graded schools and 
 make rules for their government; 
 mav establish high schools, must 
 
SOUTHERN EDUCATION 
 
 213 
 
 ii'ivc no aid to church or sectarian 
 schools ; must lay off all school dis- 
 tricts ; keep accurate records ; may 
 disregard parish and ward lines in 
 creating districts for the greater 
 convenience of children. The pres- 
 ident of the board must sign all 
 contracts employing teachers. 
 
 HI. PARISH SUPERINTENDENT OF 
 EDUCATION. 
 
 1. Term and Salary : Elected for 
 four years by Parish Directors. 
 Salary not less than $200 nor more 
 than $1,200 per annum. Must be 
 resident of the parish. 
 
 2. Duties : Shall visit at least 
 once a year each school in the par- 
 ish; enforce rules and regulations 
 of State Board of Education ; hold 
 all teachers' examinations, assisted 
 by two members of Parish Board 
 or by two persons selected by 
 them. Shall act as secretary of 
 board and keep the records ; make 
 annual report to State Superintend- 
 ent and quarterly reports to parish 
 board ; must sign all contracts with 
 teachers in conjunction with presi- 
 dent of Parish School Board. 
 
 ly. STATE SUPERINTENDENT. 
 
 1. Term and Salary: Elected by 
 the people for four years ; salary 
 $2,000 per annum. 
 
 2. Powers and Duties : General 
 supervision of the Parish Boards, 
 and of all high and normal schools. 
 Is ex-oflicio member of the board 
 of trustees of all state schools ; 
 must make a biennial report to the 
 General Assemblv. 
 
 W SCHOOL TREASURER. 
 
 1. Term and Salary: The parisu 
 treasurer is the school treasurer. 
 Salary is fixed by State Board for 
 each parish, according to area of 
 parish and amount of funds. In 
 no case can the compensation of 
 the treasurer be more than two and 
 one-half per cent, of the funds dis- 
 bursed. 
 
 2. Duties : Must give bond for 
 performance of duty and keep rec- 
 ord of all receipts and disburse- 
 ments and make an annual report 
 to State Superintendent. 
 
 \\. TRAINING OF TEACHERS. 
 
 Sec. 43. Be it further enacted, 
 etc.. That whereas a majority of the 
 public school teachers of the State 
 have not had the advantage of pro- 
 fessional training, and whereas the 
 State should make an effort to put 
 this training within the reach of 
 those teachers who by reason of 
 their age, their family ties and 
 other obstacles, cannot pursue the 
 full course of the State Normal 
 School, there shall be established 
 and maintained by the State Insti- 
 tute Fund, in conjunction with the 
 Peabody Institute Fund, Summer 
 Normal Schools in the State, with 
 sessions of not less than four 
 weeks. 
 
 Sec. 44. Be it further enacted, 
 etc.. That other institutes may be 
 held when ordered by the State 
 Board of Education or under spe- 
 cial laws ordering such institutes 
 to be held. These shall be held! 
 at any time ordered by authority 
 
214 
 
 SOUTHERN EDUCATION 
 
 between the first day of April and 
 the first day of October. Every 
 teacher of a common school must 
 attend the session upon penalty for 
 non-attendance, and if satisfactory 
 excuse has not been rendered to 
 the parish superintendent, of for- 
 feiting two days' pay. Those ses- 
 sion, i. e., those provided for by 
 this section shall not be held dur- 
 ing a longer time than four days, 
 during which there shall be a va- 
 cation of the common schools of 
 the parishes, to give opportunities 
 to the teachers to attend ; and no 
 reduction of the teacher's salary 
 shall be made during said vaca- 
 tion, provided he was in attendance 
 the full time of the session of the 
 institute. These institutes, held un- 
 der this section, shall, as far as pos- 
 sible, be held in some town central- 
 ly located, and teachers from as 
 many parishes as can conveniently 
 attend shall be notified to attend. 
 This notice they shall obey, under 
 the penalty before mentioned. That 
 at each session of the institute 
 every subject embraced in the com- 
 mon school course shall be brought 
 before the institute ; also, the whole 
 work of the teacher shall be con- 
 sidered, and the common school 
 laws of the State shall be read and 
 expounded. 
 
 Sec. 45. Be it further enacted, 
 etc.. That the State Superintend- 
 ent of Public Education and the 
 President of the State Normal 
 School shall be a Board of State 
 Institute Managers, and in their 
 
 discretion shall select an experi- 
 enced institute conductor who shall 
 have general charge of the summer 
 normal work, and whose services 
 shall be paid for out of the institute 
 fund in such manner as shall be 
 agreed upon by the State Superin- 
 tendent of Public Education and 
 the principal of the State Normal 
 School. 
 
 Sec. 46. Be it further enacted, 
 etc., That the managers of the 
 summer normal schools shall issue 
 certificates of attendance to every 
 teacher present during the whole of 
 their sessions, and the parisli 
 boards of school directors shall 
 give preference, other things being 
 equal, to the holders of said cer- 
 tificates in the selection of teachers 
 for the public schools. 
 
 Sec. 47. Be it further enacted, 
 etc.. That the managers of the 
 State institutes shall- make a full 
 report of their work giving the 
 names of teachers in attendance, to 
 the president of the State Normal 
 School, who shall forward the 
 same with a detailed account of all 
 institute funds received and dis- 
 bursed, to the State Superintend- 
 ent of Public Education for publi- 
 cation in his biennial report to the 
 General Assembl}'- and to the 
 Board of the Peabody Education 
 Fund. 
 
 \'1L CERTIFICATES. 
 
 Sec. 51. Be it further enacted, 
 etc., That to obtain a third grade 
 certificate the applicant must be 
 
SOUTHERN EDUCATION 
 
 215 
 
 found competent to teach spelling, 
 reading, penmanship, drawing, 
 arithmetic, English grammar, 
 geography, the history of the Unit- 
 ed States, the Constitution of the 
 United States, the Constitution of 
 the State of Louisiana, physiology 
 and hygiene, with special reference 
 to the effects of stimulants and 
 narcotics upon the human system 
 and the theory and art of teaching. 
 
 Sec. 52. Be it further enacted, 
 etc.. That to obtain a second grade 
 certificate the applicant must be 
 found competent to teach all the 
 foregoing branches, and also gram- 
 matical analysis, physical geogra- 
 phy, and elementary algebra. 
 
 Sec. 53. Be it further enacted, 
 etc.. That to obtain a first grade 
 certificate the applicant must be 
 found competent to teach all the 
 branches required for a third grade 
 and second grade certificate, and 
 also higher algebra, natural philos- 
 ophy and geometry. 
 
 Sec. 54. Be it further enacted, 
 etc., That a third grade certificate 
 shall entitle the holder to teach for 
 one year; the second grade certi- 
 ficate shall entitle the holder to 
 teach in the public schools for 
 three years from its date ; a first 
 grade certificate shall entitle the 
 holder to teach for five years from 
 its date. If a person pass a satis- 
 factory examination by any parisli 
 superintendent, obtain a certificate 
 of any grade, and purpose to teach 
 in another parish, it shall be lawful 
 for the superintendent holding the 
 
 papers written at the -examination; 
 for such certificate, upon the re- 
 quest of any parish superintendent,- 
 to transfer such papers to him, and 
 if found satisfactory, a certificate 
 thereon, of the proper grade, to be 
 for the same length of time as the 
 original certificate, may be issued 
 by him to the same effect as though 
 he had examined the applicant him- 
 self. 
 
 Sec. 55. Be it further enacted, 
 etc.. That special certificates in 
 studies of high grade may be issued 
 on a satisfactory examination in 
 branches to be taught in any spe- 
 cial academic department, which 
 certificates shall entitle their hold- 
 ers to special appointment where 
 such studies may be taught. 
 
 Diplomas of Peabody Normal 
 College and the State Normal 
 School at Natchitoches entitle hol- 
 ders to first grade certificates valid 
 for four years and may be renewed 
 under certain conditions. 
 
 \]1I. LOCAL TAXATION. 
 
 Sec. 18. Be it further enacted, 
 etc.. That whenever one-third of 
 the property taxpayers of any one 
 parish, municipaUty, ward, of 
 school district in this State shall pe- 
 tition the police jury of such parish, 
 or the municipal authorities of 
 such municipality, to levy a special 
 tax for the support of public 
 schools and for the purpose of 
 erecting and constructing public 
 school houses, the title to which 
 shall be in the public, the said po- 
 lice -jury, or municipal authorities 
 
216 
 
 SOUTHERN EDUCATION 
 
 shall order a special election for 
 that purpose and shall submit to 
 the property taxpayers of each 
 parish, municipality, ward or school 
 district, the rate of taxation, the 
 numlier of years it is to be levied 
 and the purposes for which it is in- 
 tended ; provided, that such elec- 
 tion be held under the general elec- 
 tion laws of the State, and at the 
 polling places at which the last pre- 
 ceding general election was held, 
 and not sooner than thirty days af- 
 ter the official publication of the pe- 
 tition and ordinance ordering the 
 election. 
 
 Sec. 19. Be it further enacted, 
 etc., That the petition mentioned 
 in Section 18 of this act shall be in 
 writing, and shall designate the ob- 
 ject and amount of tax to be levied 
 each year, and the number of years 
 during which it shall be levied. 
 
 Sec. 20. Be it further enacted, 
 etc.. That if a majority in number 
 and value of the property taxpayers 
 of such parish, municipality, ward 
 or school district voting at such 
 election, shall vote in favor of such 
 levy of said special tax, then the 
 police jury, on behalf of such par- 
 ish, ward or school district, or the 
 municipal authorities, the authori- 
 ties for and on behalf of such mu- 
 nicipality, shall immediately pass 
 an ordinance levying such tax, and 
 for such time as may have been 
 specified in the petition, and shall 
 designate the year in which such 
 taxes shall be levied and collected. 
 
 Sec. 21. Be it further enacted. 
 
 etc., That all taxpayers voting at 
 said election shall be registered vo- 
 ters, except women taxpayers, who 
 shall vote without registration. All 
 taxpayers entitled to vote shall do 
 so in person, except women, who 
 sliall vote either in person or by 
 their agents, authorized in writing. 
 
 LOUISIANA POPULATION. 
 
 ILLITERACY AND OTHER STATISTICS 
 — NATIVE ILLITERATE WHITE VOT- 
 ERS — TABLES. 
 
 The total population of Louis- 
 iana in 1900 was 1,381,625. There 
 were 729,612 whites, 650,804 ne- 
 groes, 593 Indians and 616 Mon- 
 gfolians. 
 
 Between 1890 and 1900 the 
 white population decreased in the 
 following Louisiana parishes : Clai- 
 borne, Madison, East Carroll, 
 Tensas and West Feliciana. 
 
 The following Louisiana par- 
 ishes, in 1900, contained more ne- 
 gro than white population : Bos- 
 sier, Caddo, Claiborne, Concordia, 
 De Soto, East Baton Rouge, East 
 Carroll, East Feliciana, Franklin, 
 Iberville, Madison, Ad^orehouse, 
 Natchitoches, Ouachita, Plaque- 
 mine, Pointe Coupee, Rapides, Red 
 River, Richland, St. Charles, St. 
 Helena, St. James, St. John the 
 Baptist, St. Landry, St. Mary, Ten- 
 sas, Webster, West Baton Rouge, 
 West Carroll, West Feliciana — 
 thirty out of the fifty-nine parishes 
 containing a negro majority. 
 
SOUTHERN EDUCATION 
 
 217 
 
 The total negro population of 
 Louisiana ten years of age and 
 over, in 1900, was 465,611. There 
 were 284.594 illiterates, or 61 per 
 cent. 
 
 and write, while 25,801 were un- 
 able to read and write. 
 
 The total white population in 
 Louisiana ten years of age and 
 over, in 1900, was 524,753. There 
 were 96,551 illiterates, or 17.3 per 
 cent. 
 
 In Louisiana there are 325,943 
 native males, white and black, 21 
 vears of asfe and over. 
 
 There were in Louisiana, in 
 
 1900, 152,538 native white male 
 
 persons 21 years of age and over. 
 Of that number 126,737 could read 
 
 Total 
 Parish Population 
 
 1900 
 
 Acadia 23,483 
 
 Ascension 24,142 
 
 Assumption 21,620 
 
 Avoyelles 29,701 
 
 Bienville 17.588 
 
 Bossier 24,153 
 
 Caddo 44-499 
 
 Calcasieu 30,428 
 
 Caldwell 6,917 
 
 Cameron 3,952 
 
 Cattahoula 16,351 
 
 Claiborne 23.029 
 
 Concordia 13,559 
 
 De Soto 25^063 
 
 East Baton Rouge 3i,i53 
 
 East Carroll ii,373 
 
 East Feliciana 20,443 
 
 Franklin 8.890 
 
 Grant 12.902 
 
 Iberia 29,015 
 
 Iberville 27,006 
 
 Jackson 9,i 19 
 
 Jefferson 15,321 
 
 Lafayette 22,825 
 
 Lafourche 28.882 
 
 Lincoln 15,898 
 
 Livinoston 8,100 
 
 In 1900 there were 147,059 na- 
 tive negro males 21 years of age 
 and over. Of that number 56,897 
 were able to read and write, while 
 90,162 were unable to read and 
 write. 
 
 In 1900, there were nearly 17 
 native white voters out of every 
 100 native white voters, in Louis- 
 iana, classified as "illiterate." To 
 be exact, the per centage of native 
 white voters illiterate was 16.8 per 
 cent. 
 
 The following table shows the 
 extent of illiteracy in Louisiana by 
 races, 1900: 
 
 While 
 
 Negfro 
 
 White 
 
 Negro 
 
 'opulition 
 
 Population 
 
 Illiterates 
 
 Illiterates 
 
 11)00 
 
 J900 
 
 J 900 
 
 1900 
 
 18,662 
 
 4,820 
 
 5,949 
 
 2,383 
 
 12,048 
 
 12,083 
 
 2,597 
 
 5,387 
 
 I2.181, 
 
 9,438 
 
 3,566 
 
 4,363 
 
 17,762 
 
 11,891 
 
 4.742 
 
 5.364 
 
 9,.348 
 
 8,241 
 
 352 
 
 2,924 
 
 ^,262 
 
 18.890 
 
 195 
 
 8,840 
 
 13.826 
 
 30,662 
 
 412 
 
 13,815 
 
 24,267 
 
 5,966 
 
 3,311 
 
 2,149 
 
 3,841 
 
 3,076 
 
 268 
 
 1,271 
 
 3-375 
 
 577 
 
 766 
 
 210 
 
 9,518 
 
 6,793 
 
 962 
 
 2,597 
 
 9,202 
 
 13,827 
 
 279 
 
 5.416 
 
 1,714 
 
 11,845 
 
 79 
 
 7^2i7 
 
 8,160 
 
 16,903 
 
 446 
 
 7,71^ 
 
 10,562 
 
 20,578 
 
 324 
 
 8,521 
 
 959 
 
 10,412 
 
 27 
 
 4,693 
 
 5,570 
 
 14,871 
 
 346 
 
 7,182 
 
 3,870 
 
 5.020 
 
 276 
 
 2,428 
 
 9,237 
 
 3,665 
 
 933 
 
 1,825 
 
 14,729 
 
 14,282 
 
 3.393 
 
 6,606 
 
 9,842 
 
 17,159 
 
 r.645 
 
 8,853 
 
 5,915 
 
 3.204 
 
 473 
 
 1,096 
 
 8,979 
 
 6,279 
 
 1,765 
 
 2,980 
 
 13,309 
 
 9.516 
 
 4,011 
 
 5.387 
 
 20.626 
 
 8,184 
 
 6,774 
 
 3,148 
 
 9.139 
 
 6,759 
 
 400 
 
 2,454 
 
 6,956 
 
 1,144 
 
 981 
 
 480 
 
218 
 
 SOUTHERN EDUCATION 
 
 Madison' 12,322 899 11,422 27 , 5,817 
 
 Morehouse 16,634 3,91 1 12,722 164 5,953 
 
 Natchitoches 33,2i6 13,662 19,544 1,828 9,487 
 
 Orleans 287,104 208.946 77,7i4 8,062 22,758 
 
 Ouachita 20,947 7,847 13,098 477 6,663 
 
 Plaquemine I3,039 5.762 7,276 1,109 3-315 
 
 Pointe Coupee ^^^777 6,601 I9,I74 1,212 9,759 
 
 Rapides 39,578 18,321 21,210 1,361 2,944 
 
 Red River 11,548 4,077 7,47i 3ii 3,958 
 
 Richland 11,116 3,222 7,892 215 2,961 
 
 Sabine IS,42I 12,418 3,002 1,512 1,179 
 
 St. Bernard 5,031 2,832 2,197 604 993 
 
 St. Charles 9,072 2,970 6,102 723 2,382 
 
 St. Helena 8,479 3,896 4,583 235 2,200 
 
 St. James 20,197 8,839 11,356 1,721 4,920 
 
 St. John the Baptist 12,330 5,145 7,184 960 3,328 
 
 St. Landry 52,906 26,170 26,658 8,072 14,567 
 
 St. Martin 18,940 10,057 8,883 3,241 47725 
 
 St. Mary 34,i45 13,789 20,264 3,080 8,463 
 
 St. Tammany 1 3,335 8,415 4,889 71 1 1,632 
 
 Tangipahoa 171625 12,248 5,375 724 1,827 
 
 Tensas 19,070 1,231 17,839 2>7 9,io8 
 
 Terrebonne 24,464 14,142 10,312 4,650 4,360 
 
 Union 18,520* ii.553 6,967 754 2,112 
 
 Vermilion 20,705 16,957 3,747 6,085 1,828 
 
 Vernon 10,327 9,048 1,279 812 422 
 
 Washington 9,628 6,846 2,776 494 948 
 
 Webster 15,125 6,863 8,262 245 3.152 
 
 West Baton Rouge 10,285 2,351 7,934 299 2,660 
 
 West Carroll 3,685 1,556 2,128 169 867 
 
 West Feliciana 15,994 2,213 13,781 75 6,647 
 
 Winn 9,648 7967 1,681 91 1 534 
 
 Total 1,381,625 729,612 650,804 96,551 284,594 
 
 ILLITERATE VOTERS. 
 Native white male illiterates and 
 literates 21 years of age and over, 
 by parishes, 1900: 
 
 Per Ct. 
 Parish Literates Illiterates mit's 
 
 Acadia 2,170 1,72^ 42.2 
 
 Ascension i,557 569 26.7 
 
 Assumption .... 1,349 1,066 44-1 
 
 Avoyelles 2,066 1,376 39.9 
 
 Bienville 1,962 93 4.5 
 
 Bossier 1,244 J65 4.9 
 
 Caddo 3,600 98 2.6 
 
 Calcasieu 4,487 1,081 19.4 
 
 Caldwell 819 82 q^. i 
 
 Cameron -. 435 249 31.7 
 
 Catahoula 1,905 303 13.7 
 
 Claiborne 1,980 94 4.6 
 
 Concordia 460 22 4.5 
 
 De Soto 1,748 131 6.9 
 
 E. Baton Rouge. 2.304 91 :i.7 
 
 East Carroll 288 5 1.7 
 
 East Feliciana .. 1,265 118 8.S 
 
 Franklin 806 98 10.8 
 
 Grant 1,844 287 13.4 
 
 Iberia 2,057 896 30.3 
 
 Iberville 1,622 341 17.3 
 
 Jackson 1,087 146 n .8 
 
 Jefferson 1,398 350 20.0 
 
 Lafayette 1,459 1,167 44-4 
 
 Lafourche 1,964 2,021 50.7 
 
 Lincoln 1,905 139 6.8 
 
 Livingston 1,052 375 26.2 
 
 Madison 318 11 3.3 
 
 Morehouse 926 47 4.8 
 
 Natchitoches ... 2,411 538 18.2 
 
 Orleans 40,825 784 1.8 
 
 Ouachita 1,758 146 ■7.6 
 
 Plaquemines .... 939 247' 20.8 
 
 Pointe Coupee . . 1,092 363 24.9 
 
 Rapides 3,696 408 9.9 
 
 Red River 793 72 8.4 
 
 Richland 727 67 8.4 
 
 Sabine 2,186 486 18. i 
 
 St. Bernard .... 391 173 30.6 
 
 St. Charles 377 122 24.4 
 
 St. Helena 769 84 9.8 
 
 St. James 1,225 356 22.5 
 
 St. John Baptist. 779 245 23.9 
 
 St. Landry 2,780 2,265 44.8 
 
 St. Martin 1,023 970 48.6 
 
SOUTHERN EDUCATION 
 
 219 
 
 St. Mary 1,916 621 24.4 
 
 St. Tammany ... 1,528 234 13.2 
 
 Tangipahoa 2.488 224 8.2 
 
 Tensas 374 7 1.8 
 
 Terrebonne 1,524 1,393 47.7 
 
 Union 2,272 200 8.0 
 
 Vermilion 1,583 1,765 52.7 
 
 Vernon 1,877 242 11. 4 
 
 Washington .... 1,099 '^37 '^7-7 
 
 Webster i,53i_ 7I 4-4 
 
 W. Baton Rouge 439 94 17.6 
 
 West Carroll ... 304 57 15.7 
 
 West Feliciana . . 531 27 4.8 
 
 Winn 1,433 256 15. 1 
 
 Total, 59 parishes 126,737 25,801 16.8 
 
 Twenty parishes have more than 
 20 native white ilHterate voters out 
 of every 100 white voters. 
 ILLITERACY IN LOUISIANA. 
 
 Figures for thirteen parishes in 
 Southwest Louisiana. Native 
 white men 21 years of age and 
 over, 1900: 
 
 Per rt. 
 Parish Literates Illiterates umig 
 
 Acadia 2,170 1,725 4:2.2 
 
 Assumption i,349 1,066 44.1 
 
 Avoyelles 2,066 1,376 39.9 
 
 Calcasieu 4,487 1,081 19.4 
 
 Cameron 435 249 31 .7 
 
 Iberia 2,057 896 30. 3 
 
 Lafayette 1,459 1,167 44-4 
 
 Lafourche 1,964 2,021 50.7 
 
 St. Landry 2,780 2,265 44.8 
 
 St. Martin 1,023 970 48.6 
 
 St. Mary 1,916 621 24.4 
 
 Terrebonne 1,524 1,393 47-7 
 
 Vermilion 1,583 1,765 52.7 
 
 Average 
 Per Cen 
 
 Total, 13 parishes. 24,813 16,595 40.0 
 There were, in 1900, 25,801 na- 
 tive white ilUterate voters in all the 
 parishes of Louisiana. Of this 
 number 16,595 were in the thir- 
 teen parishes named above, leav- 
 ing only 9,206 illiterate voters in 
 all the other parishes. 
 
 The 16,595 illiterate native white 
 voters of the thirteen parishes 
 named above constitute 40.8 per 
 cent, of all the native white voters 
 
 of those parishes, while the re- 
 maining 9,206 illiterate voters con- 
 stitute only 8.3 per cent, of the 
 white voters of the remaining par- 
 ishes of the State. 
 
 "If we turn aside from the doc- 
 trine that while it is .true that a 
 superior race can not submit to 
 the rule of a weaker race without 
 injury, it is also true in the long 
 years of God that the strong can 
 not oppress the weak without de- 
 struction — if we forsake these 
 chivalrous ideals of justice and fair 
 play, then the nation will be justly 
 aroused, and we shall eat the fruit 
 of our own way and be filled with 
 our own devices." — Progressive 
 (N, C.) Farmer. 
 
 THE PRIMARY TASK OF 
 THE PUBLIC SCHOOLS. 
 
 (A. C. True, Farmers' Year Book, 
 1901.) 
 Obviously the fundamental 
 problem of our public schools is to 
 give all the people at least the sim- 
 plest rudiments of education. This 
 primary task they have not yet ac- 
 complished. According to the 
 census of 1900 the population of 
 the United States (excluding the 
 insular possessions) is over 75,- 
 000,000. The number of men of 
 voting age is 21,329,819, of whom 
 2,326,295, or about 11 per cent., 
 are illiterate, that is, out of every 
 1,000 men of voting age 109 can 
 neither read nor write. Of these 
 
220 
 
 SOUTHERN EDUCATION 
 
 illiterates, 620,000 are foreign born, 
 688,750 are native whites, and 977,- 
 049 are negroes. The illiterate 
 voters represent a total illiterate 
 population of probably 7,500,000, or 
 one-tenth of the whole population. 
 The men engaged in farming in the 
 United States aggregate in round 
 numbers 7,500,000, representing a 
 total agricultural population of 30,- 
 000,000. If the number of illiter- 
 ates in the rural population is not 
 relatively greater than in the pop- 
 ulation generally, the number of 
 illiterate farmers must be at least 
 800,000 and the illiterate agricultu- 
 ral population must aggregate 
 3,000,000. Since the vast majority 
 of the illiterate negroes are en- 
 gaged in farming, this is probably 
 a low estimate of illiteracy among 
 our farmers. It will thus be seen 
 that illiteracy is one of the great 
 obstacles to the progress of agri- 
 culture in the United States. This 
 inert mass of absolute ignorance 
 constitutes not only a menace to 
 our social and political institutions, 
 but it prevents the introduction of 
 better crops, better methods of 
 cultivation, and better farm ma- 
 chinery in many sections. In these' 
 regions, even if intelligent farm 
 managers are available, their ef- 
 forts to improve agriculture are 
 largely defeated by the stupidity 
 of the only farm laborers who can 
 be procured to perform the neces- 
 sary routine operations. 
 
 EDUCATION. 
 
 TTS MODERN MEANING — EDUCATION 
 AS CAPITAL — SCHOOL TAXES A 
 PROFITABLE, INVESTMENT — AN 
 
 AUTOBIOGRAPHY EDUCATION AND 
 
 PROSPERITY, ETC. 
 
 SCHOOL TAXES A PAYING INVEST- 
 MENT. 
 
 We are nearing the time when a 
 man can make more votes on the 
 stump by advocating the improve- 
 ment of the public school system 
 than he can by advocating the de- 
 struction of the internal revenue 
 system or the increase or decrease 
 of the tarifif tax. Heretofore we 
 have often heard that we are too 
 poor to support a good system of 
 education. Hereafter we shall 
 hear in ringing tones : We are too 
 poor not to support such a system. 
 In the past we have sometimes 
 heard people speak of the public 
 schools as schools for the poor. 
 Hereafter in the days soon to 
 come, a man will no more speak 
 of the public schools as schools 
 for the poor than of the capitol 
 building, or the postofftce, or the 
 public roads as institutions for the 
 poor. We have frequently heard 
 men speak of the funds for the 
 public schools as charity funds. 
 The early future will regard these 
 funds as the best investment that a 
 free people can make. The day 
 has been when education was ad- 
 vocated as a necessity onlv for the 
 
SOUTHERN EDUCATION 
 
 221 
 
 cultured and leisure class, as if ed- 
 ucation were an ornament or a 
 plaything for the idle or a means 
 of escaping labor. The new group 
 of statemen will tell us that educa- 
 tion is not a means of escaping 
 labor, but a means of making labor 
 more effective, and that it is a uni- 
 versal necessity. 
 
 We have heard in the past that 
 it is robbery to tax Brown's prop- 
 erty to educate Jones's children. 
 In the future no one will question 
 the right of the State to tax the 
 property of Brown and Jones to 
 develop the State through its chil- 
 dren. We and our fathers have too 
 often thought of a State as a piece 
 of land with mineral resources, for- 
 ests, water courses, and certain cli- 
 matic conditions. The future will 
 recognize that people — not trees, 
 and rocks, and rivers, and imag- 
 inary boundary lines — make a 
 State, and that the State is great, 
 intelligent, wealthy, and powerful, 
 or is small and ignorant, poverty- 
 stricken, and weak just in propor- 
 tion as its people are educated, or 
 as the}^ are untrained and raw. like 
 the natural material about them. 
 
 It has been too common a politi- 
 cal teaching that the best govern- 
 ment is that which levies the small- 
 est taxes. The future will modify 
 that doctrine and teach that lib- 
 eral taxation, fairly levied and 
 properly applied, is the chief work 
 of a civilized people. The savage 
 pays no tax. — Dr. Charles D. Mc- 
 
 IvER. 
 
 EDUCATION AND PROSPERITY. 
 
 ''An ignorant people not only is, 
 but must be, a poor people. They 
 must be destitute of sagacity and 
 providence, and, of course, of com- 
 petence and comfort. The proof of 
 this does not depend upon the les- 
 sons of history, but on the consti- 
 tution of nature. No richness of 
 climate, no spontaneous produc- 
 tiveness of soil, no facilities for 
 commerce, no stores of gold or of 
 diamonds can confer even worldly 
 prosperity upon an uneducated na- 
 tion. Such a nation can not cre- 
 ate wealth of itself; and whatever 
 riches may be showered upon it 
 will run to waste. Within the last 
 four centuries, the people of 
 Spain have owned as much silver 
 and gold as all the other nations of 
 Europe put together ; yet, at the 
 present time, poor indeed is the 
 people who have less than they. 
 The nation which has produced 
 more of the raw material, and 
 manufactured from it more fine 
 linen than all contemporary na- 
 tions, is now the most ragged and 
 squalid in Christendom." — Horace 
 Mann's Eleventh Report. 
 
 EDUCATION INDISPENSABLE. 
 
 Public education, or rather gen- 
 eral education, is indispensable to 
 the preservation of liberty and the 
 manifold blessings that liberty be- 
 stows upon its votaries. General 
 education is synonymous with 
 progress and with all the virtues 
 which ennoble manhood and wo- 
 
222 
 
 SO UTHBRN ED UCA TION 
 
 manhood. It guides the hand of 
 the husbandman and the artisan 
 in the fruitful operation of the 
 farm and the workshop. It beau- 
 tifies and elevates the home. It 
 equips the professional man with 
 the knowledge that achieves suc- 
 cess and increases his usefulness. 
 It is no longer disputed that the 
 wealth, the power, the greatness 
 and the success of a nation, are 
 proportioned upon the degree of 
 education that it possesses. This 
 same rule applies to communities. 
 Hence if you would have your in- 
 dustries and avocations prosper, if 
 you would have your parish rank 
 with the most progressive in the 
 State, you must look to the con- 
 stant improvement of your 
 schools. The common schools 
 form the base of the educational 
 system. They ought to be the 
 pride of every locality, and be aid- 
 ed and frequently visited by every 
 public spirited person. Our sys- 
 tem of public education, in particu- 
 lar, should be directed toward the 
 fostering of the local industries, 
 and in our State where agriculture 
 is and must continue to be the chief 
 industry, the school house should 
 be made the fulcrum of influence 
 to promote its interests and de- 
 velopment toward perfection. It 
 should labor for good roadways, 
 to make country life attractive as 
 well as remunerative, and by these 
 means check the tendency of the 
 young people to abandon the inde- 
 pendent life of the fields for the de- 
 
 pendent and too often fruitless life 
 in the cities. — Gov. W. W. He;ard, 
 at Carencro, La., April nth. 
 
 MKANING OF EDUCATION. 
 
 The end of education is life ; the 
 object of hfe is service; and that is 
 the best education which fits the 
 pupil for the best service that he 
 can render. The first service that 
 he can render to society is to sup- 
 port himself and so not become a 
 burden on the charity of others. 
 The second service is to aid in con- 
 tributing to the life of others. That 
 all industry is honorable, and all 
 idleness is a disgrace, is the- first 
 postulate of the new educational 
 movement; that no industry is 
 drudgery if it is intelligently per- 
 formed, and no industry is en- 
 nobling if it is performed unintelli- 
 gently, is its second postulate. It 
 is a far higher and better thing to 
 make a table intelligently than to 
 preach a sermon, write an edito- 
 rial, or teach a school mechani- 
 cally. The old education was for 
 the few, the new education is for 
 all ; the old education prepared for 
 three learned professions, the new 
 education prepares for intelHgent 
 activity in every department of 
 life; the old education was literary 
 and professional, the new educa- 
 tion is industrial and universal. 
 Thus the revival of education 
 means a revival of industry; a hu- 
 manizing and so an ennobling of 
 all vocations ; a transformation of 
 all the illuminating power of a 
 quickened intelhgence ; the aboli- 
 
SOUTHERN EDUCATION 
 
 223 
 
 tion of drudgery by mixing- the la- 
 bor of the hand with the labor of 
 the brain ; an ultimate revolution 
 in industry so that the "man with 
 the hoe" shall no longer be a syn- 
 onym for stunted intelligence, 
 dwarfed affections, and deadened 
 ambitions. Education means life ; 
 and universal education — universal 
 not merely in the persons admitted 
 to it, but in the vital topics with 
 which it deals — means universal 
 life — a vitalizing of the farm and 
 the factory, the full recognition of 
 the truth that all toil can be intel- 
 ligent and therefore all toil can be 
 itself educative. — Editorial, The 
 Outlook, May 9th. 
 
 EDUCATION AS CAPITAL. 
 
 Take a man earning $15 a 
 month, and capitalize him like any 
 other business enterprise at say 
 six per cent., and he would be 
 worth $3,000. Deducting one-i 
 third of this amount for the aver- 
 age chances of death, he would 
 still be Avorth $2,000 to himself. 
 His value to his family would be 
 further lessened by the cost of his 
 personal support. Take another 
 earning $150 a month, and capital- 
 ize him in the same manner. He 
 would represent a capital of $20,- 
 000, ten times that of the other. 
 This is not a mere financial con- 
 ceit. It is practically the rule of 
 damages followed by the courts in 
 cases of death by wrongful act, 
 taking into consideration the life 
 expectancy of the deceased. It 
 should be the rule to be substan- 
 
 tially followed in the education of 
 every child. If a parent can edu- 
 cate a son from a $15 hand to a 
 $150 hand, he has started him with 
 a handsome capital most securely 
 invested. If the father is unable 
 fo do it, and the States does it, is 
 it not a profitable investment ? The 
 State recognizes it as such in its 
 system of taxation, inasmuch as it 
 taxes a man both upon his head in 
 the shape of a poll tax and upon 
 his personal earnings in the shape 
 of an income. By education I do 
 not mean exclusively scholastic 
 training. I mean such training, 
 mental and manual, as will best fit 
 a child for the fulfillment of those 
 duties in life which he will be call- 
 ed on to perform. 
 
 With increase of capital will 
 come increase of power ; but who- 
 ever would rightly reckon with the 
 industrial forces of the South in 
 the coming years must not over- 
 look the human equation. Even 
 in a material sense, the best capi- 
 tal a State can ever have, the no- 
 blest in its nature and the most 
 permanent and productive in its 
 results, consists in the educated 
 manhood of its people. — Judge 
 Robert M. Douglas, North Caro- 
 lina. 
 
 DOES EDUCATION PAY? 
 
 Some years ago my father, a 
 natural genius in some respects, 
 but uneducated, was a day laborer 
 in a factory located in a northern 
 state. Four sons were born and 
 reared in the humble home of that 
 
224 
 
 SOUTHERN EDUCATION 
 
 uneducated, untrained day laborer. 
 They all learned their father's 
 trade. 
 
 I was the oldest son and I used 
 every opportunity to get a little 
 education, attending the winter 
 school, as did all my other broth- 
 ers. All of us grew to manhood 
 and all learned our father's trade, 
 as I said above. I still continued 
 my education largely by home 
 reading. But for several years I 
 worked at my trade only a few 
 months of the year and with the 
 money I earned attended school. 
 My two brothers next of age seem- 
 ed not to care for an education, 
 neglected the common school, and 
 took the first opportunity to leave 
 it forever. 
 
 I succeeded in encouraging my 
 youngest brother to remain in the 
 common school until he completed 
 its course of study. In addition to 
 this common school training this 
 brother secured a term or two of 
 normal school training. 
 
 My education soon enabled me 
 to secure a foreman's position in 
 the factory, but my two brothers, 
 naturally as gifted as myself, had 
 to remain laborers because they 
 
 • had not enough education to take 
 higher positions. From a fore- 
 man's place I rose to be manager 
 of the factory. I now manage a 
 number of factories and am a di- 
 rector in several large corpora- 
 tions. My youngest brother 
 
 • whom I kept in school is one of 
 my foremen and is earning a good 
 
 salary. My other two brothers 
 now work for me. They are still 
 day laborers. They can not get 
 higher because they have no edu- 
 cation. During the past ten years 
 I could have put both of them in 
 positions paying from $1,500 to 
 $2,500 per year, if they had had 
 even a thorough' elementary 
 school education. J. W. F. 
 
 WniY EVERY CHILD SHOULD BE EDU- 
 CATED. 
 
 "To talk about education in a 
 democratic country as meaning 
 anything else than free public edu- 
 cation for every child, is a mock- 
 ery. To call anything else educa- 
 tion at all is to go back towards 
 the middle ages, when it was re- 
 garded as a privilege of gentlemen 
 or as a duty of the church and not 
 as a necessity for the people. 
 
 "If a few men only are to be ed- 
 ucated, the accidents of fortunq 
 determine which they shall be. 
 These will regard themselves as a 
 special class, set ofif by themselves ; 
 and a false standard of education 
 is set up both in the minds of the 
 educated and in the minds of the 
 uneducated. The uneducated re- 
 gard themselves as neglected. You 
 have the seeds of snobbery and 
 discontent sowed over all the wide 
 wastes of social life, and the un- 
 educated part of the State simply 
 adds to its inertia rather than to its 
 wealth and health. 
 
 "But even this false conception 
 of education is not the worst re- 
 
SOUTHERN EDUCATION 
 
 225 
 
 suit of a system that benefits only 
 a few. If only a part of any com- 
 munity be trained, the very part 
 that needs training least is the part 
 that gets it. It is the ignorant 
 that are neglected, and the State 
 thus goes steadily down. For 
 those that are predisposed to igno- 
 rance and idleness and a lack of 
 occupation are the very members 
 of the community that ought not 
 under any circumstances to be 
 neglected. There is, therefore, no 
 way under Heaven to train those 
 who need training most but by 
 training everybody at the public! 
 expense. 
 
 "More than this (for democracy 
 has the quality of giving constant 
 surprises) it is always more than 
 likely than among the neglected 
 are those that would become the 
 most capable if they were trained. 
 Society forever needs reinforce- 
 ments from the rear. It is a shin- 
 ing day in any educated man's 
 growth when he comes to see and 
 to know and to feel and freely to 
 admit that it is just as important 
 to the world that the ragamuffin 
 child of his worthless neighbor 
 should be trained as it is that his 
 own child should be. Until a man 
 sees this he can not become a 
 worthy democrat nor get a patri- 
 otic conception of education ; for 
 no man has known the deep mean- 
 ing of democracy or felt either its 
 obligation or its lift till he has seen 
 this truth clearly." — Walter H. 
 Page. 
 
 A FUNDAMENTAL ERROR. 
 
 One of the fundamental, and of- 
 ten fatal, errors of the teacher and 
 the school course is the attempt to 
 educate the children for some fan- 
 cied mission in life — "higher 
 sphere," it is called. 
 
 I once said to a teacher, "Let's 
 make our children take hold on the 
 lives of these children in their 
 homes, and in the homes which 
 they will make for themselves as 
 carpenters, bricklayers, plasterers, 
 blacksmiths, small farmers, small 
 merchants, ordinary citizens, or 
 the wives of such." She replied, 
 "But they must not follow these 
 occupations. I cannot bear to 
 think of their doing so." So, ap- 
 parently, think many teachers, and 
 they would educate all the chil- 
 dren for teachers, clerks, gentle- 
 men of leisure, speculators, or "to 
 get office." 
 
 But the great majority must fol- 
 low the less honorable callings of 
 their fathers — if, indeed, any one 
 calling or occupation is more or 
 less honorable than another except 
 as it be more or less honestly or 
 skilfully followed. The masses of 
 children — every child — must be 
 educated ; but educated to fill more 
 completely the sphere to which 
 nature and circumstances havei 
 called them — to be discontent, not 
 at laboring at the common tasks 
 of life, but as performing them un- 
 intelligently and unskilfully. To 
 put intelligence and skill, heart 
 and soul, grace and culture, into 
 
226 
 
 SOUTHERN EDUCATION 
 
 all necessary labor and into every 
 condition of life ; to remove from 
 these the grinding and despairing: 
 slavery of blind and helpless igno- 
 rance ; to turn the "hand" into a 
 living, thinking, feeing, aesthetic, 
 ethical human being; to enhghten, 
 purify, and sanctify every walk of 
 life — this is the purpose and this 
 the mission of education. This is 
 what Pestalozzi had in mind when 
 he proposed to regenerate and 
 save the world by the power of 
 universal education. "I will turn 
 the car of education round," said 
 he. It should no longer tend to- 
 ward that which is foreign to the 
 child's life, burdening it with a load 
 of erudition impractical and impos- 
 sible of assimilation ; but it should 
 bring the child to the full posses- 
 sion of that which touches its 
 every-day life. Gertrude, with her 
 own children and the children of 
 her unfortunate neighbor, became 
 his model. It is through the 
 agency of education of this kind 
 that the world must be redeemed. 
 — Prof. P. P. Claxton. 
 
 (The only reason why the world 
 goes on unredeemed by education 
 of the kind Prof. Claxton would 
 give all children is that the world 
 must wait for the teachers who 
 can do the work. Pestalozzi was 
 right. We must find the Ger- 
 trudes. — Editor. ) 
 
 TKK MONF.Y VALUE OF KNOWLEDGE). 
 
 If a savage will learn how to 
 swim, he can fasten a dozen 
 pounds' weight to his back, and 
 
 transport it across a narrow river 
 or other body of water of moder- 
 ate width. If he will invent an axe 
 or other instrument, by which to 
 cut down a tree, he can use the 
 tree for a float, and one of its limbs 
 for a paddle, and can thus trans- 
 port many times the former weight 
 many times the former distance. 
 Hollowing out his log, he will in- 
 crease what may be called its ton- 
 nage, or rather its poundage ; and, 
 by sharpening its ends, it will 
 cleave the water both more easily 
 and more swiftly. Fastening sev- 
 eral trees together, he makes a 
 raft, and thus increases the buoy- 
 ant power of his embryo water- 
 craft. Turning up the ends of 
 small poles, or using knees of tim- 
 ber instead of straight pieces, and 
 grooving them together, or filling 
 up the' interstices between them in 
 some wa}', so as to make them 
 water-tight, he brings his rude raft 
 literally into ship-shape. Improv- 
 ing upon hull below and rigging 
 above, he makes a proud mer- 
 chant-man, to be wafted by the 
 winds from continent to continent. 
 But even this does not content the 
 adventurous naval architect. He 
 frames iron arms for his ship ; and, 
 for oars, affixes iron wheels, capa- 
 ble of swift revolution, and strong- 
 er than the strong sea. Into iron- 
 walled cavities in her bosom he 
 puts iron organs of massive struc- 
 ture and strength, and of cohesion 
 insoluble by fire. Within these he 
 kindles a small volcano; and then, 
 
SOUTHERN EDUCATION 
 
 227 
 
 like a sentient and rational exist- 
 ence, this wonderful creation of his 
 hands, cleaves oceans, breasts 
 tides, defies tempests, and bears its 
 living and jubilant freight around 
 the globe. Now, take away intel- 
 ligence from the ship-builder, and 
 the steamship — that miracle of hu- 
 man art — falls back into a floating 
 log; the log itself is lost; and the 
 savage swimmer, bearing his dozen 
 pounds on his back, alone remains. 
 And so it is, not in one depart- 
 ment only, but in the whole circle 
 of human labors. The annihila- 
 tion of the sun would not more 
 certainly be followed by darkness 
 than the extinction of human in- 
 telligence would plunge the race 
 at once into the weakness and 
 helplessness of barbarism. To 
 have created such beings as we 
 are, and to have placed them in 
 this world without the light of the 
 sun, would be no more cruel than 
 for a government to suffer its la- 
 boring classes to grow up without 
 knowledge. 
 
 In this fact, then, we find a solu- 
 tion of the problem that so long 
 embarrassed inquirers. The rea- 
 son why the mechanical and use- 
 ful arts — those arts which have 
 done so much to civilize mankind, 
 and which have given comforts 
 and luxuries to the common la- 
 borer of the present day, such as 
 kings and queens could not com- 
 mand three centuries ago — the 
 reason why these arts made no 
 progress, and until recently, in- 
 
 deed, can hardly be said to have 
 had anything more than a begin- 
 ning, is, that the labor of the world 
 was performed by ignorant men. 
 As soon as some degree of intelli- 
 gence dawned upon the workman, 
 then a corresponding degree of im- 
 provement in his work followed. 
 At first, this intelHgence was con- 
 fined to a very, small number, and 
 therefore improvements were few; 
 and they followed each other only 
 after long intervals. They uni- 
 formly began in the nations and 
 among the classes where there was 
 most intelligence. The middle 
 classes of England, and the people 
 of Holland and Scotland, have 
 done a hundred times more than 
 all the Eastern hemisphere be- 
 sides. What single improvement 
 in art, or discovery in science, has 
 ever originated in Spain, or 
 throughout the vast empire of the 
 Russias? But just in proportion 
 as intelligence — that is, education 
 — has quickened and stimulated a 
 greater and a greater number of 
 minds, just in the same proportion 
 have inventions and discoveries in- 
 creased in their wonderfulness, 
 and in the rapidity of their succes- 
 sion. The progression has been 
 rather geometrical than arithmeti- 
 cal. By the laws of Nature, it 
 must be so. If, among ten well- 
 educated children, the chance is 
 that at least one of them will orig- 
 inate some new and useful process 
 in the arts, or will discover some 
 new scientific principle, or some 
 
228 
 
 SOUTHERN EDUCATION 
 
 new application of one, then, 
 among a hundred of such well- 
 educated children there is a moral 
 certainty that there will be more 
 than ten such originators or dis- 
 coverers of new utilities ; for the 
 action of the mind is like the ac- 
 tion of fire. One billet of wood 
 will hardly J3urn alone, though dry 
 as suns and northwest winds can 
 make it, and though placed in the 
 range of a current of air ; ten such 
 billets will burn well together; but 
 a hundred will create a heat fifty 
 times as intense as ten, will make a 
 current of air to fan their own 
 flame, and consume even greenness 
 itself. 
 
 For the creation of wealth, 
 then — for the existence of a 
 wealthy people and a wealthy na- 
 tion — intelligence is the grand con- 
 dition. The number of improvers 
 will increase as the intellectual 
 constituency, if I may so call it, 
 increases. In former times, and in 
 most parts of the world even at 
 the present day, not one man in a 
 million had ever had such a devel- 
 opment of mind as made it possi- 
 ble for him to become a contribu- 
 tor to art or science. Let this de- 
 velopment precede, and contribu- 
 tions, numberless and of inesti- 
 mable value, will be sure to follow. 
 That political economy, therefore, 
 which busies itself about capital 
 and labor, supply and demand, in- 
 terest and rents, favorable and un- 
 favorable balances of trade, but 
 leaves out of account the element 
 of a widespread mental develop- 
 
 ment, is nought but stupendous 
 folly. The greatest of all the arts 
 in political economy is to change 
 a consumer into a producer; and 
 the next greatest is to increase the 
 producer's producing power, an 
 end to be directly attained by in- 
 creasing his intelligence. For 
 mere delving, an ignorant man is 
 but little better than a swine, whom 
 he so much resembles in his appe- 
 tites, and surpasses in his powers 
 of mischief. 
 
 Now, so far as these natural and 
 yet undeveloped resources of the 
 earth are hereafter to be brought 
 to light, and made the ministering 
 servants of human welfare, we sup- 
 pose they are to be brought to 
 light by the exercise of the human 
 faculties, in the same way that all 
 the scientific and mechanical im^ 
 provements of past time have been 
 brought to light — that is, by edu- 
 cation. And the greater the pro- 
 portion of minds in any com- 
 munity which are educated, and 
 the more thorough and complete 
 the education which is given them, 
 the more rapidly, through these 
 sublime stages of progress, will 
 that community advance in all the 
 means of enjoyment and elevation, 
 and the more will it outstrip and 
 outshine its less educated neigh- 
 bors. The advance-guard of 
 whatever region they explore, as 
 the reward of their knowledge, 
 just as the Portuguese reaped the 
 great harvest of the riches of In- 
 dia for discovering the new route 
 to India. — Horace Mann. 
 
SOUTHERN EDUCATION 229 
 SUPERVISION. 
 
 SALARIES or" PARISH SUPERINTENDENTS OF EDUCATION — PARISH SCHOOL 
 FUNDS — COMPARISONS AND PERCE.NTAGES — FIGURES OF I9OI. 
 
 Parish Salary of Per Ct. of Fund Land Schools 1901 
 
 Parish School Fund Parish Supt. spent for area of 
 
 1901 1901 Supervision Parish White Coloied 
 
 Acadia $ 14,39s $401.70 2.8 62,2, 43 2 
 
 Ascension 17,855 616.52 4.5 310 27 13 
 
 Assumption 13,319 900.00 6.7 485 28 4 
 
 Avoyelles 19,171 708.95 2-7 850 7 29 
 
 Baton Rouge, E I3,433 605.00 4.5 451 30 15 
 
 Baton Rouge, W 9,112 199.80 2.1 451 11 9 
 
 Bienville 8,791 325.00 t,.-; 832 48 22 
 
 Bossier 17,923 0.0 832 45 32 
 
 Caddo 39,574 958.00 2.4 906 49 58 
 
 Calcasieu 83,913 600.00 0.7 3,629 139 o 
 
 Caldwell 5,346 200.00 2-7 557 25 11 
 
 Cameron 6,620 200.00 3.0 i,445 22 4 
 
 Carroll, E 9,374 225.00 2.4 395 6 14 
 
 Carroll. W 1,365 22,2,. 32 17.0 362 11 9 
 
 Catahoula 10,207 698.10 6.8 1,399 62 12 
 
 Claiborne I4,945 262.50 1.7 764 70 53 
 
 Concordia 7,664 550.00 7.1 707 22 15 
 
 De Soto' 19,616 675.03 3.4 864 27 
 
 Feliciana, E 14,975 600.00 4.0 454 34 39 
 
 Feliciana, W 7,972 460.00 5.7 386 14 13 
 
 Franklin 12,221 300.0,0 2.4 616 21 15 
 
 Grant 24,045 325.00 1.3 700 40 5 
 
 Iberia 21,220 600.00 2.8 583 40 11 
 
 Iberville 12,164 1,219.80 10. 643 25 10 
 
 Jackson 5,541 200.00 3.6 574 34 20 
 
 Jefferson 11,622 144.00 1.2 413 19 3 
 
 Lafayette 16,291 550.00 3.3 259 29 2 
 
 Lafourche 23,991 866.66 3.6 981 46 11 
 
 Lincoln 18,532 324-00 1.7 465 38 22 
 
 Livingston 4,829 0.0 626 55 7 
 
 Madison 9,321 600.00 6.4 666 10 34 
 
 Morehouse 19,735 175-00 0.8 809 23 32 
 
 Natchitoches 27,666 420.00 1.5 1,275 67 34 
 
 Orleans 485,326 2,500.00 0.5 197 58 30 
 
 Ouachita 16,334 250.00 1.5 646 29 30 
 
 Plaquemines 13,062 325.00 2.4 978 37 3 
 
 Pointe Coupee 16,538 262.50 1.6 576 32 25 
 
 Rapides 25,634 0.0 1,370 73 27. 
 
 Red River 9,538 349-98 3-6 401 28 32 
 
 Richland Ii,i44 357-35 3-2 546 19 12 
 
 Sabine 18,188 377-75 2.1 1,029 61 13 
 
 St. Bernard 4,189 200.00 4.7 721 9 2 
 
 St. Charles 4,227 200.00 4.7 300 11 5 
 
 St. Helena 4,962 200.00 4.0 409 31 23 
 
 St. James 10,504 650.00 6.1 280 18 10 
 
 St. John Baptist 8,264 425.00 5.1 209 15 9 
 
 St. Landry 26,957 1,125.00 4.1 1,662 80 9 
 
 St. Martin ii,572 550.oo 4.7 493 I9 6 
 
 St. Mary 35,oi8 1,007.31 2.8 658 21 20 
 
 St. Tammany 7,464 500.00 6.7 874 34 11 
 
 Tangipahoa I7,ii3 200.00 i.i 777 73 19 
 
 Tensas I3,490 239.05 1.7 665 22 35- 
 
230 SOUTHERN EDUCATION 
 
 Terrebonne 18,439 600.00 3.2 i,790 50 15 
 
 Union 17,601 790. SJ. 4.5 888 64 22 
 
 Vermilion 18,060 147-45 0.8 1,246 42 5 
 
 Vernon 10,503 375.05 3.6 1,321 79 8 
 
 Washington 9,556 200.00 2.T 638 45 17 
 
 Webster 20,012 485.00 2.4 682 27 18 
 
 Winn 10,936 199.85 1.8 957 60 II 
 
 Total $1,393,892 $497. 50 2.0 42,420 2,292 975 
 
 -VN IMPOSSIBLE TASK. different teachers for the sum of 
 
 The average amount of the $27,860.51, or 2 per cent of the 
 
 school fund, 2 per cent, spent for fund to be invested ! Could any- 
 
 supervision is less than the thing be more impossible? 
 
 amount allowed the parish school some comparisons. 
 
 treasurers by the constitution of fhe following table will show 
 
 the State. Surely the services of the difference between the 
 
 the parish superintendents ought amounts spent for supervision in 
 
 to be of more value than the ser- six cities and the amounts spent 
 
 vices of the men who draw checks for supervision in the parishes in 
 
 on a bank, however important the which those cities are situated. 
 
 latter service may be considered. The area of the parish is. given in 
 
 Think of securing the wise invest- order that the difference in the 
 
 ment of $1,393,892 over an area of supervision problem in city and 
 
 42,420 square miles in 3,267 parish may appear more fully. 
 
 schools taught by more than 4,000 
 
 1- O . JL'O O "- m -L "^ C .i: 
 
 H "-^ Odjoi "S^ ,S:>S5;2 
 
 °- >> ^<= c - c,>, .2= ^°^ i^S 
 
 City and Parish "'■5.0 CSi ■" -^.IS "-3.0 '-S °c„ a,« 
 
 m ^1 oil §i| ^- i^j "os 
 
 <^ H 0- < h fc ■< 
 *Lake Charles (Calcas- 
 ieu) $ 600 $15,000 4.0 $600 $83,913 0.7 3,629 
 
 Lafayette (Lafayette).. 720 6,000 12.0 550 16,291 2-2) 259 
 
 Shreveport (Caddo) .. 1,600 33,750 4.7 958 39,574 2.4 906 
 
 New Iberia (Iberia)... 1,400 12^000 11.6 ■ 600 2,120 2.8 583 
 
 Monroe (Ouachita) ... 1,500 16,000 9.3 250 16,334 1-5 646 
 Baton Rouge (E. Baton 
 
 Rouge) 1,000 6,000 16.6 605 13,433 4-5 451 
 
 * Offices of city and parish superintendent filled by one person. 
 
 The number of white and color- colored. In the cities named 
 ed schools in Calcasieu parish in above there are fewer teachers and 
 1901 was 139 white, o colored; in schools than in the parishes 
 Lafayette, 29 white, 2 colored ; in named, and the conditions are 
 Caddo, 49 white, 58 colored ;. in much more favorable for super- 
 Iberia, 49 white, 1 1 colored ; in vision on account of the smaller 
 Ouachita, 29 white, 30 colored ; in area to be covered and the smaller 
 Baton Rouge East, 30 white, 15 population to be influenced by the 
 
SOUTHERN EDUCATION 231 
 
 supervising officer. But note the With an increase of educational 
 
 difference in the salary between enthusiasm should go an increase 
 
 city or parish. in the facilities for the wise super- 
 
 „^^^^.^,. vision and expenditure of the funds 
 
 SUrERVISIOX A NECESSITY. , , . 
 
 which such enthusiasm may sup- 
 No Louisiana plantation owner pj„ 
 
 would think for a moment of per- ^^^^ .^^^ superintendents more. 
 
 mitting his plantation to be farmed jj^ j^oi the following parishes 
 
 here and there without intelligent p^i^ their Superintendents of Edu- 
 
 expert management and direction. nation less than they paid the tax 
 
 Does not this fact teach us a val- collectors for collecting the school 
 
 uable lesson ? funds : 
 
 A great business like the educa- „, , Supe.intend.-nt TaxCoiuctor 
 
 ,. ^r 11 ,u u■^A i ^ Webster $485.00 $756-47 
 
 tion of all the children of a great Red River 349. 98 406.37 
 
 state must be wisely directed. The Ouachita 250.00 281.79 
 
 . ^ J ^ ^ . Natchitoches 420.00 569-32 
 
 state superintendent must have Jefferson 144.00 299.80 
 
 skillful men in all the parishes, de- Thirty-six of the 59 parishes, in 
 
 voting all their time to the work 1901, did not report the amounts 
 
 of supervising the education of the paid for collecting the school fund, 
 
 children, else the business of edu- No doubt there are many other 
 
 cation will of necessity languish parishes in which the parish tax- 
 
 and suffer loss. collector receives more than the 
 
 But skillful men, devoting all parish Superintendent of Educa- 
 
 their time and talents to directing tion. 
 
 teachers and inspiring parents with In 1901 the following Louisiana 
 
 better ideas of education, can not parishes paid their parish superin- 
 
 be had for $497-50 a year! A tendents less than the parish treas- 
 
 f a r m e r-parish-superintendent of urers were paid for handhng the 
 
 education, or a lawyer-parish-su- public school fund : 
 
 perintendent ought to be unheard superintendent Treasurer 
 
 , . , . -iir 1 u Calcasieu $600.00 $1,034.96 
 
 01 in modern times. We should Grant 325.00 365.78 
 
 hardlv boast of our churches, if Jefferson 144.00 306.25 
 
 ,1 ' J • • i. J J 1- i. Morehouse 175-00 479-15 
 
 they were administered and direct- Natchitoches 420.00 456. 13 
 
 ed by farmer-preachers, lawyer- Ouachita 250.00 286.55 
 
 preachers, or even teacher-preach- f ^J^fC'^ .V: '^Z 7^% 
 
 ers. No man can serve two mas- Tensas 239.05 325.39 
 
 ters. Vermilion 147-45 420.92 
 
 Good business men when asked some more comp.\risons. 
 
 to vote more money for schools The following table compares 
 
 may rightly enquire whether the city and county supervision in, 
 
 proposed increased school fund twenty-three North Carolina 
 
 will be wisely expended or not. towns and cities, 1902: 
 
SOUTHERN EDUCATION 
 
 0061 '-^^uuoo 
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 0061 
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SOUTHERN EDUCATION 
 
 233 
 
 The following table compares city and county 
 four South Carolina towns and counties, 1902 : 
 
 TOWN 
 
 Superintendent's No. of Su 
 Salary Teachers 
 
 Abbeville ; $1,000 00 iq 
 
 Aiken 1,000 00 7 
 
 Anderson i,350 00 25 
 
 Bamberg 607 50 6 
 
 Denmark 1,000 00 8 
 
 Barnwell 900 00 g 
 
 Beaufort 900 00 10 
 
 Bennettsville 1,000 00 7 
 
 Camden 1,000 00 14 
 
 Charleston 2,000 00 104 
 
 Chester 1,400 00 16 
 
 Columbia 1,300 00 39 
 
 Conway 510 00 3 
 
 Darlington 1,200 00 13 
 
 Florence 1,000 00 14 
 
 Gaffney 675 00 14 
 
 Georgetown 900 00 6 
 
 Greenville 1,320 00 31 
 
 Greenwood 1,000 00 15 
 
 Kingstree 5S5 00 3 
 
 Lancaster 1,000 00 10 
 
 Laurens 900 00 11 
 
 Lexington 500 00 5 
 
 Manning 675 00 5 
 
 Marion 900 00 12 
 
 Newberry 1,000 00 15 
 
 Orangeburg 1,100 00 14 
 
 Rock Hill 1,00000 15 
 
 Yorkville 720 00 6 
 
 Spartanburg 1,400 00 32 
 
 Sumter 1,350 00 24 
 
 Union 900 00 19 
 
 Winnsboro 850 00 5 
 
 Walterboro 675 00 5 
 
 supervision in thirty- 
 
 perintendenfs No. of 
 Salary Teachers 
 
 400 00 
 
 400 00 
 500 00 
 
 178 
 191 
 208 
 
 300 00 
 
 147 
 
 400 00 
 
 
 300 00 
 
 105 
 
 400 00 
 
 119 
 
 600 00 
 
 188 
 
 500 00 
 
 107 
 
 ,200 00 
 
 131 
 
 300 00 
 
 148 
 
 400 00 
 
 124 
 
 600 00 
 
 121 
 
 200 00 
 
 106 
 
 500 00 
 
 86 
 
 500 00 
 
 231 
 
 500 00 
 
 122 
 
 400 00 
 
 184 
 
 300 00 
 
 122 
 
 400 00 
 
 165 
 
 400 00 
 
 131 
 
 450 00 
 
 118 
 
 500 00 
 
 
 600 00 
 
 138 
 
 600 00 
 
 260 
 
 500 00 
 
 202 
 
 700 00 
 600 00 
 400 00 
 400 00 
 400 00 
 
 287 
 189 
 116 
 
 127 
 
 156 
 
 -The Educational. 
 
 CONSOLIDATION. 
 
 ADVANT.AGUS OF CONSOLIDATION OF 
 SCHOOLS — THE AREA OF THE AV- 
 ERAGE LOUISIANA DISTRICT IN 
 I9OI — NUMBER OF WHITE 
 
 SCHOOLS IN EACH PARISH OTHER 
 
 DATA. 
 
 GENERAL STATISTICS. 
 
 The land area of Louisiana is 
 42,420 square miles. In 1901, 
 there were 2,292 white schools, 
 which means that the average area 
 of each white school district in the 
 state in 1901 was 19 square miles. 
 The total number of white educa- 
 
 ble children in 1901 was reported 
 to be 204,827, or an average of 89 
 educable children for each white 
 school. 
 
 CONSOLIDATION DATA. 
 
 The table which follows shows 
 the land area of each parish, the 
 number of white schools in 1901, 
 the average area of the parish dis- 
 trict, the white educable school 
 population of each parish, in 1901, 
 and also the white educable school 
 population for each parish school 
 or district : 
 
234 SOUTHERN EDUCATION 
 
 Land Area White Schools Area of White School School Popula- 
 
 Parish in (No.) Average White Population tion of Average 
 
 Square Miles 1901 District, 1901 1901 District, 1901 
 
 Acadia 62,2, 43 i4-7 4>250 98 
 
 Ascension 310 27 11. 4 3,i86 117 
 
 Assumption 485 28 17.3 3,856 137 
 
 Avo3'e!les 850 70 12.1 . 5,634 80 
 
 Bienville 832 48 17.3 2,836 59 
 
 Bossier 832 45 18.4 1,513 22, 
 
 Caddo 906 49 18.4 2,623 53 
 
 Calcasieu , 3,629 139 26.1 7.720 55 
 
 Caldwell 557 25 22.2 890 35 
 
 Cameron i,445 22 65.6 974 44 
 
 Catahoiila 1,399 62 22.5 2,170 35 
 
 Claiborne 764 70 10.9 3,442 49 
 
 Concordia 707 22 32. i 390 17 
 
 De Soto 864 2)7 23 . 3 2,930 79 
 
 E. Baton Rouge.... 451 30 15.0 2,730 2^ 
 
 E.Carroll 395 6 65.8 217 z'^ 
 
 E: Feliciana 454 34 13.3 1,090 32 
 
 Franklin 616 21 29.3 1,219 58 
 
 Grant 700 40 17.5 2,739 68 
 
 Iberia 583 40 14. 5 4,325 108 
 
 Iberville 643 25 25.7 2,265 9° 
 
 Jackson 574 34 16.8 1,893 55 
 
 Jefferson 413 ^9 . 21.7 3,504 184 
 
 Lafayette 259 29 " 8.9 4,383 151 
 
 Lafourche 981 46 21.3 6,626 144 
 
 Lincoln 465 38 12.5 2,636 69 
 
 Livingston 626 55 10.3 2,098 38 
 
 Madison 666 10 66.6 193 19 
 
 Morehouse 809 23 35.1 I-109 48 
 
 Natchitoches 1,275 67 19.0 4,489 67 
 
 Orleans 197 58 City 52,313 City 
 
 Ouachita 646 29 22.2 2,432 83 
 
 Plaquemines 978 27 26.4 2,079 S6 
 
 Pointe Coupee 576 32 18.0 2,075 64 
 
 Rapides 1,370 y^ iS.7 4,650 62 
 
 Red River 401 28 14.3 1,462 52 
 
 Richland 546 19 28.7 954 50 
 
 Sabine 1,029 61 16.8 3,981 65 
 
 St. Bernard 721 9 80.1 1,875 208 
 
 St. .Charles 300 II 27.2 724 65 
 
 St. Helena 409 31 13.2 1,082 34 
 
 St. James 280 18 15.5 1,984 no 
 
 St. John 209 15 I3.9 1,263 84 
 
 St. Landry 1,662 80 20.7 7,191 89 
 
 St. Martin 493 19 25.9 4,041 212 
 
 St. Mary 658 21 31.3 3,118 148 
 
 St. Tammany 874 34 25.7 2,147 63 
 
 Tangipahoa 777 78 9.9 3,564 45 
 
 Tensas 665 22 30.2 267 12 
 
 Terrebonne ........ 1,790 50 35.8 3,902 78 
 
 Union 888 64 13.8 3,494 54 
 
 Vermilion 1,246 42 29.6 5,204 124 
 
 Vernon 1,321 79 16.7 2,653 34 
 
 Washington 638 45 14. i 2,162 48 
 
 Webster 682 ^7 18. 4 2,055 55 
 
 W. Baton Rouge. .. . 236 11 21.4 697 62 
 
 W.Carroll 362 11 32.9 410 27 
 
 W.Feliciana 386 14 27.5 502 35 
 
 Winn 957 60 15.9 2,617 44 
 
 Total 42,420 2,292 19.0 204,827 89 
 
SOUTHERN EDUCATION 
 
 235 
 
 CONSOLIDATION IN VIRGINIA. 
 
 "Consolidation of small schools 
 into larger ones is not a fad, as 
 some seem to regard it. I have 
 been thinking and working on the 
 problem for twenty years. Two 
 causes led me to consider the ques- 
 tion of consolidation; the decay of 
 the old classical ■ country high 
 school, and the poor work done by 
 the small country public school, 
 which was driving all boys with an 
 ambition for an education away 
 from home to obtain that educa- 
 tion. 
 
 "Rockingham county now has 
 thirty graded schools, each school 
 containing from two to ten teach- 
 ers. We have begun to transport 
 children to school in wagons, who 
 live in the remote parts of the dis- 
 tricts. We are tired of the miser- 
 able system that perpetuat'es the 
 poor school house and prevents 
 the children from getting a good 
 education at home ; at least, as 
 much as a high school education. 
 — Supt. Geo. H. Hulvey, Rock- 
 ingham County, Virginia., at Rich- 
 mond Conference. 
 
 CONSOIJDATION IN FLORIDA. 
 
 "The district school must receive 
 our attention, if the rush of the 
 people from the country into the 
 towns is to be stopped. This exo- 
 dus will not stop until we make 
 less the difference between the efB- 
 ciency of the rural and the city 
 school. But the place to begin to 
 reform the rural school is with 
 
 the county superintendent. He is 
 the real fault against which to 
 charge the failure of the rural 
 schools. The county superintend- 
 ent that would succeed must for- 
 get that he is to be re-elected. He 
 must be a brave man and willing 
 to work for the future. 
 
 "In Duval county six years ago 
 there were forty-five rural schools. 
 It was resolved to consolidate 
 these into fifteen schools. We 
 have a law that makes it impossible 
 to compel a child to walk more 
 than one and a half miles to 
 school. This necessarily meant 
 that we must transport the pupils, 
 if we carried out our consolidation 
 plans. 
 
 "At present we have in opera- 
 tion seven of the proposed fifteen 
 consolidated schools which are to 
 take the place of the forty-five 
 small rural schools of six years 
 ago. We find that we save money 
 by the consolidated plan, and in 
 addition the plan enables us to 
 have as good school for the coun- 
 try J)oy as the city boy of Jackson- 
 ville has. In the seven consolidated 
 schools the term is eight months 
 now ; six years ago it was only five 
 months. Truancy is unknown, 
 and we have been enabled to pro- 
 vide ample equipment for the 
 schools. This could never have 
 been done, if the small schools had 
 been maintained." — County Supt. 
 G. P. Glenn, Duval County, Jack- 
 sonville, Florida, at Richmond 
 Conference. 
 
236 
 
 SOUTHERN EDUCATION 
 
 DOKS CONSOUDATION PAY? 
 
 During 1902, three school dis- 
 tricts in Mangum township, Dur- 
 ham County, North CaroHna, 
 were consohdated into one dis- 
 trict, with the following results : 
 
 I. Salary of teachers before con- 
 solidation : 
 
 1. Salary of teacher in District 
 
 1, $35 per month. 
 
 2. Salary of teacher in District 
 
 2, $35 per month. 
 
 3. Salary of teacher in District 
 
 3, $35 per month. 
 
 II. Length of term before con- 
 solidation : 
 
 1. Term in District i, 6 months. 
 
 2. Term in District 2, 6 months. 
 
 3. Term in District 3, 6 months. 
 
 III. Average daily attendance 
 in districts before consolidation : 
 
 1. Average daily attendance in 
 District i, i.S- 
 
 2. Average daily attendance in 
 District 2, 16. 
 
 3. Average daily attendance in 
 District 3, 24. 
 
 IV. Results of consoHdation: 
 
 1. Total salary of two teachers, 
 $100 per month. 
 
 2. Length of term, 7 months. 
 
 3. Average daily attendance, 80 
 out of a total enrollment of 113. 
 
 4. Greatly increased interest in 
 public education ; three poor 
 school houses abandoned and one 
 neat, comfortable house erected; a 
 graded school. 
 
 ADVANTAGES OF CONSOUDATION. 
 
 Mr. A. W. Edson, of the Massa- 
 
 chusetts Board of Education, sum- 
 marizes the advantages of consol- 
 idation thus : 
 
 (i) It permits a better grading 
 of the schools and classification of 
 pupils. The pupils can thus be 
 placed where they can work to the 
 best advantage ; the various sub- 
 jects of study can be more wisely 
 selected and correlated and more 
 time can be given to recitation. 
 
 (2) It affords an opportunity for 
 thorough work in special branches, 
 such as drawing, music, and nature 
 study. It also allows an enrich- 
 ment of the course in other lines, 
 giving a chance, for example, for 
 the introduction of some agricul- 
 tural instruction. 
 
 (3) It leads the way to mora 
 weeks of schooling and a higher 
 grade of instruction. 
 
 (4) It ensures the employment 
 and retention of better teachers. 
 
 (5) It makes the work of school 
 supervisors far more effective. 
 
 (6) It adds the stimulating in- 
 fluence of large classes, with the 
 resulting enthusiasm and generous 
 rivalry. The discipline and train- 
 ing thus obtained are invaluable. 
 
 (7) It affords the broader com- 
 panionship and culture that come 
 from association. 
 
 (8) It results in a better attend- 
 ance of pupils. 
 
 (9) It leads to better school 
 buildings, better equipment, a lar- 
 ger supply of books, charts, maps, 
 and apparatus. The large expen- 
 diture implied in these better ap- 
 
SOUTHERN EDUCATION 237 
 
 LAFAYETTE PARISH. 
 
 \N EXHIBIT SHOWING THE RESULT 
 OF LOCAL TAXATION IN ONE PAR- 
 ISH. 
 
 The following table was pre- 
 pared by Parish Superintendent of 
 Education, Mr. L. J. Alleman, and 
 will be found valuable and instruc- 
 tive: 
 
 pointments is wise economy, for 
 the cost per pupil is really much 
 less than the cost in small and 
 widely separated schools. 
 
 (lo) It quickens public interest 
 in the schools. Pride in the qual- 
 ity of the work done secures a 
 greater sympathy and better fel- 
 lowship throughout the towit 
 (township). 
 
 Total value of property $2,113,000 
 
 Number of persons paying taxes on : 
 
 Property assessed under $300 
 
 Property assessed from $300 to $500. .. . 
 Property assessed from $500 to $1,000. . 
 Property assessed from $1,000 to $5,000. 
 Property assessed over $5,000 
 
 Total number of taxpayers 
 
 There are 7 non-resident taxpayers assessed above $5,000. 
 
 The Southern Pacific Railroad property in the parish is assessed at $300,000. 
 
 23, non-residents are assessed from $1,000 to $5,000. 
 
 20 non-residents are assessed from 500 to 1,000. 
 
 2,2, non-residents are assessed from 300 to 500. 
 
 Total amount apportioned for schools, at present $ 6,000 
 
 If special tax is voted. $2,250,000 at 3 mills on the dollar would add 6,750 
 
 [TE 
 
 COLORED 
 
 TOTAL 
 
 5,000 
 
 $137,000 
 
 $2,250,000 
 
 1.242 
 
 849 
 
 2,091 
 
 378 
 
 70 
 
 448 
 
 370 
 
 29 
 
 399 
 
 306 
 
 7 
 
 403 
 
 27 
 
 
 27 
 
 2,413 
 
 955 
 
 3.368 
 
 Making total school fund from parish sources $12,750 
 
 Add poll taxes $ 2,000 
 
 Rent of school lands 2,000 
 
 Corporation of I<afayette 3,000 
 
 State apportionment 8,000 
 
 Total from all sources ; $27,750 
 
 That sum would enable the school board to build and equip decent school 
 houses and run the schools for ten months. 
 
 L. J. Alleman, Parish Superintendent of Education. 
 
 LOCAL TAXATION. 
 
 SOME TOWNS AND DISTRICTS IN LOU- 
 ISIANA WHICH LEVY LOCAL TAXES 
 FOR THE SUPPORT OF PUBLIC 
 SCHOOLS. 
 
 Acadia — All the parish voted 5 mills 
 for 10 years, April 27, 1903. 
 
 Bienville — Wards 3 and 4; loth and 
 I2th districts. 
 
 Caddo — Shreveport; Ward 5. 
 
 Calcasieu — Wards 2, 6, 9 and 7 ; Lake 
 Charles; Jennings; Welch, Oberlin.- 
 
 Catahoula — Wards i, 2 and 4. 
 
 Claiborne — Junction City, District No. 
 10; Ha3'nesville, District No. 11; Homer, 
 District No. 13; Colquitt, District No. 
 14; Arizona, District No. 17; Walnut 
 Grove, District No. 19. 
 
 De Soto — Logansport. 
 
 East Feliciana — Clinton. 
 
 Franklin — Wards i, 2, 3, 4, 5, 9; only 
 three wards in the parish that do not 
 vote a local tax. 
 
 Grant — Districts 9, 14 and 13. 
 
 Jackson — Fifth Ward, Districts 14, 26, 
 27, and 29; Fourth Ward, District 2. 
 
 Z,a/'ay£'//c' — Lafayette ; First Ward; 
 Broussard. 
 
238 
 
 SOUTHERN EDUCATION 
 
 Lincoln — Ward — , Ruston and Vienna 
 Districts; Ward 6, two districts. 
 
 Natchitoches— Ward 5, two districts; 
 Ward 2 ; Robeline District. 
 
 Red River — Couchatta. 
 
 Richland — Wards 2 and 4. 
 
 Sabine — Ward i ; five special districts. 
 
 Ouachita — Calhoun District. 
 
 St. Martin— Fiiih Ward. 
 
 Union — Ward i, Farmerville; Ward 2, 
 Marion, Union, Oak Grove, vSpring Hill, 
 Cross Roads; Ward 3, Junction City; 
 Ward 4, Bernice. 
 
 Vermilio n — Abbe vi lie. 
 
 Vernon — Ward 2, one district. 
 
 Washington — Ward 3, Franklinton ; 
 Ward 4, Spring Hill; Ward i, German; 
 Faliah District. 
 
 Webster— Ward 4, Minden ; District 7. 
 
 Winn — Districts — Winnfield, Sardis, 
 Eden, Wheeling, Holly Springs Shady 
 Grove, Hobson, Harmony. Conley; 
 Ward 7. 
 
 The educational campaign in 
 South Carohna is assuming definite 
 shape. On June 6th the Central 
 Education Campaign Committee, 
 which is composed of Governor 
 Heyward, State Superintendent 
 Martin, and President D. B. John- 
 son, met in Governor Heyward's 
 office in Columbia. The work of 
 the campaign was outlined as fol- 
 lows : A series of conferences of 
 city and county superintendents, 
 teachers, school officers, and friends 
 of education will be held. Five suc- 
 cessful teachers were appointed to 
 visit five counties in various parts 
 of the State to study educational 
 conditions and perfect organizations 
 for the improvement of school 
 houses and grounds. A department 
 of publication will be maintained. 
 The first conference will be held at 
 Florence, on July 2, at which ad- 
 
 dresses will be made by Governor 
 Heyward, State Superintendent 
 Martin, Judge C. A. Woods, of the 
 Spureme Court, and Prof. J. G. 
 Clinkscales, of Wof^ord College. 
 Other conferences will be held at 
 Denmark on July 11, and at Spar- 
 tanburg on July 18. 
 
 North Carolina now has 470 
 rural school libraries, an increase of 
 115 since January i, 1903. 
 
 WHAT A THREE MILL TAX 
 WOULD MEAN. 
 
 The following table gives the 
 value of the white and the negro 
 property in each parish in 1901, the 
 last assessment, also the present 
 school fund of each parish and the 
 addition which would be made to 
 that fund, if a three mill tax should 
 be levied : 
 
 According to this table a three 
 mill tax would more than double 
 the present school fund of the fol- 
 lovv^ing parishes : Acadia, East Ba- 
 ton Rouge, Jefferson, St. Charles 
 and West Carroll — five parishes. 
 The present school fund of the 
 following parishes would be in- 
 creased more than 50 per cent. : 
 West Feliciana, Vernon, Vermil- 
 ion, Tangipahoa, St. Tammany, St. 
 Martin, St. Landry, St. John the 
 Baptist, St. James, St. Helena, St. 
 Bernard, Rapides, Ouachita, Madi- 
 son, Livingston, Lafayette, Iber- 
 ville, Iberia, Catahoula, Cameron, 
 Caldwell, Caddo, Bienville, As- 
 sumption — twenty-four parishes. 
 
SOUTHERN EDUCATION 
 
 239 
 
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240 
 
 SOUTHERN EDUCATION 
 
 
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SOUTHERN EDUCATION 241 
 TEACHERS' SALARIES 1901. 
 
 Number of Total Amount Length of Total Average Average 
 
 Parish Teachers Paid Teachers Term Annual Monthly 
 
 1901 1901 1901 Salary. 1901 Salary, 1901 
 
 Acadia 42 $10,381.00 7.0 $247.17 $35-3i 
 
 Ascension 55 12,232.00 6.0 222.40 37.06 
 
 Assumption 42 9,6.19.63 7.0 229.75 32.68 
 
 Avoyelles 99 13,297.08 5.0 134-32 26.86 
 
 Baton Rouge, E. . . . 58 10,179.25 7.0 i75-50 25.08 
 
 Baton Rouge, W. ... 24 5,192.50 8.0 216.35 27.05 
 
 Bienville 68 7,247.24 3.0 106.58 35-52 
 
 Bossier 80 15,938.65 6.0 199-24 33-20 
 
 Caddo 134 33,758-61 9.0 251.93 27.99 
 
 Calcasieu 174 40,869.64 8.0 234.88 29.36 
 
 Caldwell 36 2,899.90 3.0 80.55 26.85 
 
 Cameron 26 4,417.00 5.5 169.88 30.88 
 
 Carroll, E 27 7,293.65 8.0 270.13 35-02 
 
 Carroll, W 20 1,060.50 3.0 53-02 17-67 
 
 Catahoula 64 8.257.80 3.0 129.03 43-Oi 
 
 Claiborne 96 8,899.15 6.0 92.70 15-45 
 
 Concordia 39 5,900.00 5.0 151.28 30.26 
 
 De Soto 50 18,259.86 6.5 365.20 56.18 
 
 Feliciana. E 83 11,556.25 7.0 139-23 19.89 
 
 Feliciana, W s^ 6,470.50 5.0 202.20 40-44 
 
 Franklin 35 7,285.13 6.0 208.14 34-69- 
 
 Grant 35 8,997.86 6.0 257.08 42.85 
 
 Iberia 52 19.156. 41 9.0 368.39 40. 93 
 
 Iberville 47 8,085.75 9.0 177-04 i9-ii 
 
 Jaclcson 52 4,219.00 3.0 81.13 27.04 
 
 Jefferson 32 8,374.95 8.0 261.71 32.73 
 
 Lafayette 41 13,120.75 7.0 320.02 45-71 
 
 Lafourche 75 19,008.00 7.0 253.44 36.20 
 
 Lincoln 60 9,180.65 4.0 i53-Oi 38.25 
 
 Livingston 60 2,909.00 3.0 48.48 16.16 
 
 Madison 44 7,300.00 8.0 165.90 20.74 
 
 Morehouse 64 14,628.50 8.0 228.57 28.57 
 
 Natchitoches 114 ^5, 579-25 6.0 136.66 22.78 
 
 Orleans 784 367.269.65 9.0 468.45 52.05 
 
 Ouachita 71 9,837.80 5.0 138.56 27.71 
 
 Plaquemines 41 9,720.00 8.0 237.07 29.64 
 
 Pointe Coupee 73 10,354.48 6.0 141.84 23.64 
 
 Rapides 123 24,967.41 5.0 202.98 40-59 
 
 Red River 62 7,621.20 5.0 122.92 24.58 
 
 Richland 36 6.640.43* 6.0 184.46 30. 74 
 
 Sabine 78 6,016.16 30 77.13 25.71 
 
 St. Bernard 13 3,240.00 9.0 249.23 27.69 
 
 St. Charles 17 3,580.00 7.0 210.58 30.08 
 
 St. Helena 42 2,296.30 4.0 54-67 13-67 
 
 St. James 30 7,227.00 8.5 240.90 28.34 
 
 St. John 24 4,825.00 7.0 201.04 28.86 
 
 St. Landry 112 23,807.16 4.0 212.56 53-14 
 
 St. Martin 34 9,718.62 6.0 285.84 47-64 
 
 St. Mary 79 25,119.55 10. o 318.98 31 -90 
 
 St. Tammany 46 8,124.50 6.0 176.62 29.43 
 
 Tangipahoa 93 9,477-75 4-0 101.91 25.48 
 
 Tensas 62 9,237-50 5-5 148-99 27.09 
 
 Terrebonne 65 15,092.50 7.0 232.19 33-17 
 
 Union 105 7,234.84 3.0 68.90 22.93 
 
 Vermilion 53 13,944.55 7-0 132.81 .33.20 
 
 Vernon 84 5,705.25 4.0 116.43 '29.11 
 
242 
 
 SOUTHERN EDUCATION 
 
 Washington 49 4,789.88 3.0 97-75 32.58 
 
 Webster 58 10,047.00 9.0 173-23 19-24 
 
 Winn 73 5,935-37 3-0 81.31 27;. 10 
 
 Total 4,271 $983,515-36 6.0 $230.28 $38.38 
 
 Leaving out Orleans parish, the total amount paid the 3,487 teachers of the 
 other Louisiana parishes in 1901 was $616,245.17, which means that the average 
 annual salary of a public school teacher in Louisiana, during 1901, outside of 
 Orleans parish, was $176.72, or an average monthly salary of $29.45 i-3 for the 
 average term of six months. 
 
 According to the report of the State Superintendent of Education, the aver- 
 age salary per month for white male teachers was $42 in 1901 ; for white female 
 teachers, %Z2!\ for colored male teachers, $26.59; for colored male teachers, $23.00. 
 
 REMEDY: LOCAL TAXA- 
 TION. 
 
 LENGTH 01" SCIIOOIv TERM IN SOUTH 
 AND ELSEWHERE — EXPENDITURES 
 SOUTH AND ELSEWHERE — COM- 
 PARISONS. 
 
 LENGTH OF SCHOOL TERM IN THE SOUTH. 
 
 Tennessee 96 
 
 Mississippi 105 
 
 North Carolina 78 
 
 Louisiana 120 
 
 Arkansas 84 
 
 Georgia 112 
 
 Alabama 78 
 
 Texas no 
 
 Virginia 119 
 
 South Carolina 86 
 
 Florida 96 
 
 LENGTH OF TERM ELSEWHERE. 
 
 Maine 14J 
 
 Missouri 144 
 
 Washington 148 
 
 Iowa 158 
 
 Indiana 152 
 
 Michigan 160 
 
 Delaware 160 
 
 Ohio . 165 
 
 New York 175 
 
 California 166 
 
 Massachusetts 189 
 
 Note : The above figures are taken 
 from Report of U. S. Commissioner of 
 Education, 1901. 
 
 EXPENDITURE FOR EACH PUPIL ENROLLED, 
 SOUTH. 
 
 Virginia $ 9.70 
 
 North Carolina 4.56 
 
 South Carolina 4.62 
 
 Georgia 6 . 68 
 
 Florida 10. 25 
 
 Tennessee 5.17 
 
 Alabama 3.10 
 
 Mississippi 6.48 
 
 Louisiana 8.82 
 
 Texas 10. 18 
 
 Arkansas 6.88 
 
 EXPENDITURE FOR EACH PUPIL ENROLLED, 
 
 ELSEWHERE. 
 
 Maine $17.80 
 
 Missouri 17. 13 
 
 Washington 28. 25 
 
 Iowa 23.65 
 
 Indiana 19. 12 
 
 Michigan 22.21 
 
 Delaware 17-93 
 
 Ohio 23.33 
 
 New York 41 . 68 
 
 California 36.67 
 
 Massachusetts 38.21 
 
 SCHOOL FUNDS RAISED FOR EACH ADULT 
 MALE, 21 YEARS OLD, SOUTH. 
 
 Virginia $ 4. 56 
 
 North Carolina 2.65 
 
 South Carolina 3-2>7 
 
 Georgia " 3-95 
 
 Florida 5-10 
 
 Tennessee 3-7i 
 
 Alabama 2.66 
 
 Mississippi 4.00 
 
 Louisiana 3-70 
 
 Texas 6.35 
 
 Arkansas 4.66 
 
 SCHOOL FUNDS RAISED FOR EACH ADULT 
 MALE, 21 YEARS OLD, ELSEWHERE. 
 
 Maine $8.02 
 
 Missouri 8.80 
 
 Wa shington 11 . 46 
 
 Iowa 14-84 
 
 Indiana 1 1 . 04 
 
 Michigan . .- 1 1 - 35 
 
 Delaware 7-55 
 
 Ohio 11-63 
 
 New York 17-27 
 
 California 13-98 
 
 Massachusetts 16 . 53 
 
SOUTHERN EDUCATION 
 
 243 
 
 A COMPARISON. 
 
 SCIIOOI, HOUSES IN THE SOUTH AND 
 ELSEWHERE — SCHOOL HOUSES OF 
 THE SOUTH COMPARED WITH THE 
 CHURCHES. 
 
 Below are g-iven the total value 
 of the school buildings and 
 grounds, the number of school 
 houses, and the average value of 
 each in the several Southern 
 States. (Report of U. S. Commis- 
 sioner of Education, 1901.): 
 
 Value of 
 School 
 Property 
 
 Va $3,336,166 
 
 N. C 1.466,770 
 
 S. C QQO.OOO 
 
 Ga 2,738,800 
 
 Fla 970,815 
 
 Tenn 3,063.568 
 
 Ala 1,500,000 
 
 Miss 1,636,055 
 
 La 2,450,000 
 
 Texas 9,166,550 
 
 Ark 2,616,537 
 
 SCHOOL HOUSES ELSEWHERE. 
 
 The figures below are based on 
 
 report of U. S. Commissioner of 
 
 Education, 1901, and show the 
 
 value of school property, number 
 
 of houses, and average value of 
 
 each house in eleven states outside 
 
 of the South : 
 
 No. 
 
 Average 
 
 School 
 
 
 Houses 
 
 Value 
 
 7,218 
 
 $462 
 
 7,264 
 
 183 
 
 4,918 
 
 201 
 
 6,246 
 
 438 
 
 2,342 
 
 415 
 
 7,i«S 
 
 426 
 
 7,058 
 
 214 
 
 6,687 
 
 259 
 
 3,302 
 
 742 
 
 10,811 
 
 838 
 
 5,254 
 
 498 
 
 Value of 
 
 No. 
 
 Average 
 
 School 
 
 School 
 
 
 Property 
 
 Houses 
 
 Value 
 
 Ohio $46,182,062 
 
 13,174 
 
 $ 3,506 
 
 Indiana . . 25,000,000 
 
 10,003 
 
 2,500 
 
 Mich 20,404,388 
 
 8,066 
 
 2,529 
 
 Wis 16,574,795 
 
 7,179 
 
 2,308 
 
 Mass 48,979,719 
 
 4,058 
 
 12,069 
 
 Dela 1,043,997 
 
 550 
 
 1,898 
 
 N. Y 87,292,414 
 
 11,916 
 
 7,326 
 
 l\[?,ine .... 4,538,018 
 
 4,018 
 
 1,129 
 
 Iowa 18,223,749 
 
 13,922 
 
 I, .302 
 
 \\ash. ... 5.979,557 
 
 2,148 
 
 2,783 
 
 Cal 19,039,167 
 
 4,000 
 
 4,759 
 
 The following tab! 
 
 e will 
 
 show 
 
 the relative value of 
 
 the churches 
 
 and the school houses in the sev- 
 eral Southern States : 
 
 Average Value Average 
 
 School Houses Value of 
 
 1901 Churches 1890 
 
 Virginia $462 $2,140 
 
 North Carolina . . . 183 1,087 
 
 South Carolina ... 201 1,420 
 
 Georgia 438 1,1 74 
 
 Florida 415 1,352 
 
 Alabama 214 1,125 
 
 Mississippi 259 878 
 
 Louisiana 742 i,997 
 
 Texa^ 838 1,539 
 
 Arkansas 498 861 
 
 Tennessee 426 1,724 
 
 LOOKING FORWARD. 
 
 SOME THINGS FOR THE FUTURE, 
 NONE OF THEM IMPOSSIBLE. 
 
 The educational statesmanship 
 of this generation must solve a 
 number of problems, if the next 
 generation is to be well educated. 
 The rural school must be so or- 
 ganized as to reach the life of the 
 children who come to it for help. 
 That school must be a strong: 
 school as to numbers, it must be 
 taught by trained teachers, it 
 must be supervised by an educa- 
 tional expert, it must have a good 
 library, it must be housed in a 
 good building, and it must have at- 
 tractive environments. The fol- 
 lowing short articles may point the 
 way to the solution of some of 
 these problems. 
 
 THE MODEL SCHOOL. 
 
 "Education should prepare peo- 
 ple for the life they have to live. 
 Their educatoin should somehow 
 grow out of that life. We former- 
 ly educated people to talk. We 
 should now undertake to educate 
 all the people for all the work there 
 
244 
 
 SOUTHERN EDUCATION 
 
 is to do. All children must be pre- 
 pared for life, for the abiUty to 
 earn a living. But along with it 
 should go the studies that make 
 for culture and humanity. 
 
 "If we could teach all people 
 how to make a living we would go 
 far toward making all people hon- 
 est. If we could teach all the peo- 
 ple how to bear well their own 
 burdens and help to bear some of 
 the burdens of others, we could 
 solve the race problem and many 
 of the other problems that now vex 
 our social life. 
 
 "The country school should be 
 conducted for country children. 
 The proposed model country 
 school to be established in Knox 
 County, Tennessee, will serve the 
 purpose of description. There will 
 be twelve acres of land about the 
 school. It will be a consolidatecE 
 school, enabling a large number of 
 children to be brought together. 
 The house will have six rooms for 
 the accommodation of about 250 
 children. There will be an assem- 
 bly hall for entertainments and 
 other social gatherings. There 
 will be wide halls and good cloak 
 rooms in the building. The 
 whole survey will be artistic. 
 
 "The principal's home will be 
 near the school house. His house 
 will be a model for the community. 
 There will be an orchard, a vine- 
 yard, a garden, all to demonstrate 
 what has been done in agriculture,, 
 not necessarily to try experiments. 
 
 "The course of study will be 
 
 broad. The subjects like reading, 
 writing, and arithmetic will be 
 taught, along with the great litera- 
 ture of the world. There will be a 
 small laboratory for elementary 
 physics and chemistry. A shop 
 and a domestic science department 
 will form a part of the equipment 
 of the school. Music will also be 
 taught. 
 
 "The teachers will be chosen for 
 their ability to do the work in the 
 school. There will necessarily 
 need be about six of these, in order 
 that the work may be properly "di- 
 vided and that all the subjects may 
 be taught by experts in the various 
 subjects." — Prof. P. P. Claxton, 
 Richmond Conference. 
 
 RURAL LIBRARIES. 
 
 The following is the essential 
 part of the North Carolina Rural 
 School Library Law. Some ex- 
 planations and the results of one 
 year's operation are given : 
 
 "Whenever the patrons and 
 friends of any free public school 
 shall raise by private subscription 
 and tender to the county superin- 
 tendent of schools^ for the estab- 
 lishment of a library to be connect- 
 ed with said school, the sum of ten 
 dollars, the county board of educa- 
 tion shall appropriate from the 
 money belonging to that school 
 district asking for the library, the 
 sum of ten dollars for this purpose, 
 and shall appoint one intelligent 
 person in the school district the 
 manager of said library. The 
 county board of education shall 
 
SOUTHERN EDUCATION 
 
 245 
 
 also appoint one competent per- 
 son, well versed in books, to se- 
 lect the books for such libraries as 
 may be established under the pro- 
 visions of this act. 
 
 "As soon as the county board of 
 education of any cotmty shall have 
 made an appropriation for a library 
 in the manner prescribed, the 
 county superintendent of schools 
 shall inform the secretary of the 
 state board of education of the 
 fact, whereupon the said state 
 board of education shall remit the 
 county superintendent of schools 
 the sum of ten dollars for the pur- 
 chase of books for the said library. 
 Upon receipt of this money, the 
 county superintendent of school^' 
 shall turn over to the person ap- 
 pointed to select books, the 
 amounts secured by private sub- 
 scription, by appropriation from 
 the county board of education, and 
 by appropriation from the state 
 board of education." 
 
 The above act also provided that 
 the sum to be thus expended by 
 the state be Hmited to $5,000 and 
 that the number of libraries be lim- 
 ited to six in each county. In one 
 year after the passage of the act 
 355 Ubraries were established, in 
 78 of the 96 counties of the state, 
 at an expenditure of $3,550 by the 
 state and $7,100 by the counties 
 and local communities, making a 
 total expenditure of $10,650. 
 
 The legislature of 1903 appropri- 
 ated $5,000 for six additional li- 
 braries in each county and added 
 
 $2,500 with which to buy addition- 
 al books for the 355 libraries al- 
 ready established. The $2,500 al- 
 ready appropriated for replenish- 
 ing the old libraries will be ex- 
 pended as follows : The local com- 
 munity raises $5, the county board 
 of education then gives $5 more, 
 and the state adds $5, making a net 
 sum of $15, with which to add 
 books to the already established 
 libraries. 
 
 Each rural library must be con- 
 ducted under rules and regulations 
 prescribed by the state superin- 
 tendent of public instruction. This 
 prevents loss of books and the de- 
 struction of the library. The North 
 Carolina Literary and Historical 
 Society has been a potent factor in 
 bringing about the passage of the 
 law and in securing the establish- 
 ment of libraries. 
 
 TlIK woman's association. 
 
 The North Carolina Woman's 
 Association for the Promotion of 
 Better School Houses was or- 
 ganized in the State Normal and 
 Industrial College, at Greensboro, 
 on April 3, 1902. The College As- 
 sociation soon began to organize 
 associations in the several comi- 
 ties ; 20 counties now have good 
 organizations. The Youth's Com- 
 panion has taken an active interest 
 in the work of the Association, 
 and furnishes pictures as premiums 
 to those schools wiiich take steps 
 toward beautifying their houses 
 and grounds. The plan of organi- 
 zation is simple, and contemplates 
 
246 
 
 SOUTHERN EDUCATION 
 
 interesting the women of each 
 community in beautifying the local 
 school house and grounds. The 
 women pay no dues. Service only 
 is required. Men may join by pay- 
 ing: an annual fee of one dollar. 
 
 BETTER SCHOOL HOUSES. 
 
 A LETTER THAT TELLS AN INTENSELY 
 INTERESTING AND PROFITABLE 
 STORY. 
 
 The following letter, dated April 
 27, 1903, was written to Miss Edith 
 I. Royster, of Raleigh, North Car- 
 olina, by a Wake County (N. C.) 
 teacher. Miss Royster is presi- 
 dent of the Wake County Wo- 
 man's Association for the Promo- 
 tion of Better School Houses. She 
 read this letter at the meeting of 
 the State Association held at 
 Greensboro, May 5th. The letter 
 says : 
 
 "When I took charge of the 
 Eagle Rock school in September 
 last I found a house in the midst 
 of a large yard grown up in briers, 
 weeds, and broom sedge. Just in 
 front of the door was a road made 
 by drivers taking a short cut from 
 one public road to- another. 
 
 "The interior of the house was 
 no more inviting, containing only 
 desks and two small blackboards, 
 the floors and walls being much 
 discolored. I had to begin with 
 small things. I found two nice, 
 large calendars, and hung one in 
 each room. I also told the trus- 
 tees that three more blackboards 
 
 were needed, and these they will- 
 ingly gave. 
 
 "Then I learned that one of the 
 trustees had a large map of the. 
 United States. I went after this 
 map and got it. Indeed, he lent 
 it with pleasure when I told how 
 much it was needed. Shortly after 
 this the County Superintendent 
 visited the school, and I asked for 
 a globe to be paid for by the coun- 
 ty. He replied that it would be a 
 pleasure to present the school 
 with one, which he did. It has 
 been of great service. 
 
 "But the yard gave me the hor- 
 rors. I laid the case before the 
 children and called upon them for 
 help toward a new order of things. 
 Then I appointed December 13 as 
 work day on the yard, and sent re- 
 quests to several patrons to be 
 there on that day, and in the notes 
 specified the tools each should 
 bring. 
 
 "When I drove up with my 
 wagon load of tools and workmen 
 on the 13th there were waiting for 
 me a strong force of hands and 
 eight horses and mules. They 
 plowed, and chopped and dug, and 
 harrowed, and laid off walks, and 
 when we left things were marvel- 
 ously changed. 
 
 "The following ^I^riday was ap- 
 pointed Arbor Day, and all the 
 people of the community, whether 
 patrons or not, were invited to 
 bring trees. Nature recognized, 
 her friends, and gave a lovely day, 
 and the people came. The chil- 
 
SOUTHERN EDUCATION 
 
 247 
 
 dren rendered some appropriate 
 selections. Miss Royster followed 
 with an address, and then we went 
 out and planted the trees. There 
 were forty-seven planted, mostly 
 elms and maples. 
 
 "One gentleman sent word that 
 it was impossible for him to be 
 there then, but to have three places 
 marked, and when I began the new 
 year his trees would be there. 
 They were. He named one for 
 me, one for my assistant, and one 
 for the preacher. The preacher — 
 ungrateful one — has died, but the 
 teachers, as was to be expected, 
 are holding their own. Out of the 
 fifty trees forty-six lived. 
 
 ■'The map trustee had some rye, 
 and he volunteered to sow it on 
 the ground and so prepare the soil 
 for grass next fall. 
 
 "A letter to our Congressman 
 telling about the work and asking 
 for trees brought seven clioice va- 
 rieties from Washington, which 
 have been tended with great care. 
 
 "I sent a little sketch of our Ar- 
 bor Day to the Youth's Compan- 
 ion, and by way of encouragement, 
 this paper sent the school a set of 
 historical pictures and a handsome 
 United States fl^g. What a happ}- 
 time that was ! 
 
 "The five pictures were neatly 
 framed and glazed through the ef- 
 forts of five little girls, and do 
 brighten the walls so much. Each 
 little tot was allowed to choose the 
 picture she wanted to frame, and 
 her name and the date w^ere writ- 
 
 ten across the back. This glad- 
 dened their Httle hearts and was, 
 at the same time, an object lesson 
 showing that efforts bring results. 
 
 ".\bout this time I interested the 
 large girls in buying a carpet to 
 cover an unsightly rostrum. They 
 were instructed not to take more 
 than five cents from any one, but 
 that that one might be visited by 
 each of them in turn. The money 
 came right in, and the carpet was 
 soon down. 
 
 ".\ crying need here was a well. 
 Water for the school (88 children) 
 had to be brought a long distance. 
 So I borrowed a buggy and mule 
 and drove round the country so- 
 liciting subscriptions to dig a well. 
 Some promised cash and others 
 agreed to haul stones for the wall. 
 One man said that he would make 
 up any deficit there might be when 
 the work was done. 
 
 "The well has not been digged, 
 however, because a digger could 
 not then Ipe found, but one has now 
 been secured, and the work will 
 commence. 
 
 "The Ladies' Association or- 
 ganized by Miss Royster has plant- 
 ed fourteen flowering shrubs, vio- 
 lets, lilies, chrysanthemimis, 
 honeysuckle, clematis, Virginia 
 creeper, and thirty-four rose bush- 
 es, and the Congressman has re- 
 membered us again with packages 
 of seeds. 
 
 "When the rye was planted I 
 had left a large square made by 
 the angle of two rooms, in part. 
 
248 
 
 SOUTHERN EDUCATION 
 
 Most of the flowers are set here. 
 yiy friendly trustee gave cedar 
 posts for the two open sides, and 
 this square is wired in. I sent to 
 a Hvery stable and asked for wire 
 that conies round bales of hay. 
 This isn't very strong, but answers 
 as a protection now, and next year 
 perhaps a better fence may be 
 forth-coming. 
 
 "Plans for a library are on foot, 
 and eleven volumes have been do- 
 nated. This work is engaging my 
 attention now, and by the close of 
 another 3^ear my school hopes to 
 make a good library report. The 
 hope is also indulged that the ceil- 
 ings may be painted white and the 
 walls tinted a soft color. 
 
 "Things are looking pretty now. 
 The rye is green, the violets have 
 bloomed, and the roses are bud- 
 ding. The trees are making a 
 brave show, and Friday I tried 
 them to see how many made shade 
 enough to cover me. 
 
 "It does me good to stand in the 
 door and contrast the present with 
 the showing we made in Decem- 
 ber ; and, with the exception of the 
 well, it has cost almost nothing, 
 for the carpet and frames came by 
 getting a nickel here and there, 
 and no one is the poorer. 
 "Very truly yours, 
 
 "Annie: Abernathy. 
 Eagle Rock, N. C, April 27, 1903. 
 
 Miss Royster, you will doubtless 
 think that such small happenings 
 might have been told in fewer 
 words — but, perhaps, you have a 
 blue pencil. 
 
 SCHOOL HOUSE LOAN 
 FUND. 
 
 The North Carolina Legislature 
 of 1903 passed a law which pro- 
 vides in brief that the $200,000 
 swamp land fund now held by the 
 Board of Education shall be loan- 
 ed to county school boards, the 
 county boards in turn to lend to- 
 district schools to aid in building 
 houses, the loans to be for periods 
 of ten years (one-tenth to be repaid 
 each year) and to bear 4 per cent, 
 interest. In other words, if the 
 entire $200,000 should be called for 
 this year, next year one-tenth, or 
 $20,000, would be returned, with 
 $8,000 interest, to be in turn loaned 
 again and so year after year. 
 
 This law also provides that all 
 school houses in the future shall be 
 constructed in accordance with 
 plans approved by the State Super- 
 intendent of Public Instruction. 
 The fund is a loan fund and not a 
 gift fund, and will be used, as far 
 as possible, to stimulate self help. 
 
 This year 400 school houses, 
 costing on an average of $500, can 
 be built by means of this fund 
 alone. Next year 40 more houses 
 can be built. As the interest ac- 
 crues and the fund increases the 
 number of school houses that can 
 be erected each year will increase 
 in proportion. 
 
 It is as necessary for a civil- 
 ized community to have a decent 
 school house as it is for that com- 
 munity to have a decent church. 
 If a respectable church in a com- 
 
SOUTHERN EDUCATION 
 
 249 
 
 nuinity makes for law and order, 
 it must be that a respectable 
 school house, in which the morals 
 and the destiny of children is fixed, 
 must be a paying investment. 
 
 COl'NTY NORMAL SCHOOLS. 
 
 The Wisconsin Legislature of 
 1899 established two county nor- 
 mal training schools for public 
 school teachers (Wisconsin has 
 seven large state normal schools). 
 The reason urged for the estab- 
 lishment of these schools was that 
 the graduates of the large normal 
 schools did not often find their 
 way down into the rural schools. 
 
 The requests of Dunn and Alar- 
 athon counties were, therefore, 
 granted and the schools establish- 
 ed, aided by state and county 
 school funds. The success of the 
 plan was soon apparent and result- 
 ed in a general state law, enacted 
 in 1901, by which the county board 
 of education of any county within 
 which a state normal school is not 
 located may establish a county 
 normal training school for teachers 
 of the common schools. Six such 
 schools are now in operation. The 
 success of the schools longest in 
 operation has been such as to com- 
 mand the hearty support of the 
 communities in which they are or- 
 ganized, and to settle once for all 
 the question of their value. The 
 only fear expressed is that enough 
 funds will not be provided in the 
 future for their maintenance as will 
 secure the best teaching talent, but 
 such a continsfencv is remote. 
 
 The expenditures of these 
 schools for 1901-2 show that the 
 Dunn County school cost $3,841 ; 
 the Marathon school, $3,442; and 
 the Manitowoc school, $3,803. 
 These schools have one head 
 teacher and an assistant. The lo- 
 cal town schools are utilized for 
 practice and observation work. A 
 high school education is usually 
 required of students for admission. 
 
 THE CAMPAIGN. 
 
 DR. alderman's report on its 
 
 PROGRESS — LIST OF SPEAKERS FOR 
 THIS YEAR. 
 DR. alderman's REPORT AT RICH- 
 MOND. 
 
 "T desire to report briefly to this 
 conference today the work at- 
 tempted, the results thus far ac- 
 complished, and the plans in mind 
 in the Southwestern field since the 
 last session of this Conference in 
 April, 1902. It should be clearly 
 understood that our great purpose 
 is to arouse an irresistible public 
 opinion for the establishment and 
 maintenance of a system of schools 
 adequate for the needs of a free 
 people. The first achievement of 
 this public opinion will be the ap- 
 propriation of sufficient money for 
 such schools. This money may 
 be obtained by state appropriation, 
 by local taxation and community 
 effort, and by appropriation of un- 
 expended balances by parish and 
 county boards. The next achieve- 
 ment will be the consohdation of 
 weak schools into strong central 
 
250 
 
 SOUTHERN EDUCATION 
 
 schools and the hauHng- of children 
 to these central schools. It is be- 
 lieved that better school houses, 
 the trained teacher and all other 
 blessings will follow in the wake 
 of these achievements. Much has 
 been accomplished in these direc- 
 tions by devoted men in the South- 
 western field for the last twenty 
 years, but each new generation must 
 fight for its life and the life of the 
 generation to come. 
 ' "It should be clearly understood 
 that our great purpose is to arouse 
 an irresistible public opinion for 
 the establishment and maintenance 
 of a system of schools adequate 
 for the needs of a free people. The 
 first achievement to this public 
 opinion will be the appropriation 
 of sufficient money for such 
 schools. This money may be ob- 
 tained by state appropriation, by 
 local taxation, and community ef- 
 fort, and by appropriation of un- 
 expended balances, by parish and 
 county boards. The next achieve- 
 ment will be the consolidation of 
 w^eak schools into strong central 
 schools and the hauling of chil- 
 dren to these central schools. 
 
 "An intensive campaign was 
 conducted in the parish of Calca- 
 sieu by Professor Hines, of the 
 Louisiana State University. In 
 this great parish, which contains a 
 population of 35,000 people, thirty 
 meetings were held and seventy 
 addresses delivered. As a result 
 'of this activity one ward voted out- 
 right a special tax of three mills, 
 
 and five others have voted the five- 
 mill tax, amounting to a total of 
 $15,000. Perhaps the best result 
 of this single parish campaign was 
 the revelation to the whole state 
 of the possibilities of this great 
 work and the revelation to all the 
 other parishes of the good that can 
 come to them by co-operation with 
 this board. 
 
 "The Central Education Cam- 
 paign Committee, consisting of the 
 Governor of the State, W. W. 
 Heard; the State Superintendent, 
 Hon. J. V. Calhoun; Colonel T. D. 
 Bo3'd, president of the Louisiana 
 State University; President B. C. 
 Caldwell, Louisiana State Normal 
 College, and myself, have appoint- 
 ed Mr. William M. Steel, of the 
 Picayune, as executive secretar}' 
 of that committee. Twenty par- 
 ishes, carefully selected, have been 
 chosen as the immediate field ; 
 sixty-five citizens of Louisiana, in- 
 cluding the Governor, State Super- 
 intendent, prominent teachers, 
 state officers, eminent lawyers and 
 business men, have accepted ser- 
 vice as campaign speakers. Ap- 
 pointments have been made al- 
 ready at twenty-five points, and the 
 state will be covered in the next 
 three months. The prominent 
 men of the localities concerned, 
 parish school boards and commit- 
 tees of citizens are co-operating 
 with the speakers and school 
 officers. 
 
 "Recent communications from 
 the state superintendents of Mis- 
 
SOUTHERN EDUCATION 
 
 251 
 
 sissippi and Arkansas enable tne to 
 say briefly that very genuine prog- 
 ress has taken place, under their 
 wise direction, in both of those 
 places in the last few months and 
 both of them are the scenes of 
 great activity in educational mat- 
 ters. In Mississippi a popular ed- 
 ucational campaign was waged 
 throughout all last summer with 
 favorable results, eleven out of 
 fourteen counties signifying their 
 desire to increase the school tax. 
 
 "Democracies are ' not in the 
 habit of being carried in a chariot 
 of enthusiasm to a height of civic 
 perfection. The whole process is 
 a toilsome process of convincing 
 and persuasion. I am not going 
 to speak of dii^culties here today ; 
 they are there, but it is our busi- 
 ness to get rid of them. Perhaps, 
 liowever, I may be pardoned for 
 mentioning the Mississippi River. 
 It costs Louisiana a million dollars 
 a year to control that river in nor- 
 mal times. It will cost it this year 
 a million and a half in addition to 
 this. This is a very grave difficul- 
 ty indeed, which the lower Missis- 
 sippi Valley should be relieved of 
 by the United States government. 
 It has been impossible to attempt 
 anything practical in the river re- 
 gion this spring. Still I can say 
 that it has not diminished the zeal 
 of these people in educational mat- 
 ters. Indeed, it seems to have in- 
 creased their interest in a way, as 
 men are always more interested in 
 vital things when they are in 
 trouble. 
 
 "The last word I have to say to 
 this Conference, therefore, is a dis- 
 tinct word of hope for the future 
 and of praise to the citizens of 
 Louisiana from Governor Heard 
 to the simplest man among them. 
 Their response to our invitation to 
 take part in this struggle is of such 
 a character as to remove any doubt 
 in my mind as to the ultimate re- 
 sult. The population of this re- 
 gion is not a tax-hating popula- 
 tion. The press of the state, rural 
 and urban, is behind this move- 
 ment. The whole region is feeling 
 the breath of the West and the 
 spirit of illimitable growth and op- 
 portunity everywhere entering the 
 consciousness of the Southern peo- 
 ple. I have no novel suggestions 
 to make. The moulding of public 
 opinion is a slow business, but it is 
 splendid and renovating when it is 
 moulded. The thing for us to do, 
 therefore, is to hammer on until 
 the desire for better schools and 
 all that belongs to better schools' 
 becomes a contagion to the people. 
 It is, perhaps, proper for me to 
 state that as district director of the 
 Southern Education Board it has 
 been my privilege to make thirty- 
 five public addresses in the past 
 year on the subject of education, 
 twenty-six of them being in Louis- 
 iana, Mississippi and Alabama, and 
 nine in other states. By extensive 
 correspondence with the press and 
 prominent citizens everywhere I 
 have done what I could to forward 
 the purposes of this Conference in 
 its desire to advance the good life 
 
 I 
 
SOUTHERN EDUCATION 
 
 of the nation. The people of 
 Louisiana are ready, as I have said, 
 for large action. Their leaders are 
 enthusiastic and dead in earnest; 
 strengthened and stimulated by 
 the hopefulness issuing from this 
 Conference and from the Southern 
 and General Education Boards, 
 much lasting good will be done. I 
 desire to express my appreciation of 
 the confidence and courtesy of these 
 boards and of the wisdom and sym- 
 pathy and farsightedness of Dr. 
 Wallace Euttrick, general agent of 
 the General Education Board." 
 
 POINTS TO EMPHASIZE.. 
 
 Local Taxation. — Police juries 
 allot a portion of the lo-mill tax 
 for school purposes, and the idea 
 is to get as large an allotment as 
 possible. In some parishes it is i 
 mill, and in others 2^/2. Article 232 
 of the Constitution allows the levy 
 of a special tax for the purpose of 
 building school houses. That is 
 the crying need in the rural dis- 
 tricts of Louisiana. 
 
 Better School Houses. — The 
 average country school house is a 
 tumble-down, rickety structure 
 that is unfit for any purpose, and 
 for that reason usually falls to the 
 service of the School Board. Build 
 good, substantial structures, well 
 ventilated and well lighted. 
 
 Trained Teachers. — Pay the 
 teachers a little more, and get com- 
 petent teachers. Encourage them 
 to attend the normal schools and 
 teachers' institutes. 
 
 Consolidation of Schools. — In- 
 stead of building two small, cheap 
 school houses five miles apart, giv- 
 ing the children at the greatest dis- 
 tance two and a half miles to walk, 
 it is better to build one good build- 
 ing every ten miles, giving the 
 children at the greatest distance 
 five miles to walk. It would even 
 pay for the parish to contract with 
 some one to carry those children 
 from the greater distances. The 
 children would get the benefit of 
 the modern school house and 
 would not suffer the danger to 
 their health from sitting in a drafty 
 room, or ruin their eyes for want 
 of proper light. Fit up the school 
 with desks and comfortable seats. 
 
 School Libraries. — Every school 
 should be provided with a library, 
 no matter how sm.all ; but care 
 should be exercised in the selec- 
 tion of the books. 
 
 SPEAKERS. 
 
 The following speakers will take 
 part in the Louisiana educational 
 campaign this summer : Hon. J. Y. 
 Sanders, Speaker of the House of 
 Representatives, New Orleans ; 
 Judge S. McC. Lawrason, St. 
 Francisville ; H. T. Liverman,, 
 Esq., Mansfield ;Hon. John Marks, 
 Chairman House Judiciary Com- 
 mittee, Napoleonville ; Dr. Edwin 
 A. Alderman, President Tulane 
 University; Prof. Charles Janvier, 
 Tulane University; Justice N. C. 
 Blanchard, Supreme Court ; Prof. 
 Alcee Fortier, Tulane University: 
 
SOUTHERN EDUCATION 
 
 253 
 
 Prof. J. H. Dillard. Tulane Univer- 
 sity ; Hon. J. \\ Calhoun, State Su- 
 perintendent of Education ; Frank 
 T. Howard, Esq., New Orleans ; E. 
 L. Thomas, Esq., Shreveport; J. 
 M. Foster, Esq., Shreveport ; Gen. 
 Leon Jastremski, Baton Rouge ; 
 D. C. Scarborough, Esq., Natchi- 
 toches ; Prof. A. T. Prescott; Ba- 
 ton Rouge ; Prof. R. L. Hinies, Ba- 
 ton Rouge ; Col. J. W. Nicholson, 
 Baton Rouge ; Judge A. V. Coco, 
 Marksville; Judge J. L. Gaudet, 
 Edgar; Hon. Thos. C. Barrett, 
 Shreveport; Justice O. O. Provos- 
 ty, State Supreme Court ; Con- 
 gressman R. F. Broussard, New 
 Iberia; Prof. H. M. Gill, Boys' 
 High School, New Orleans ; Dis- 
 trict Attorney George K. Favrot, 
 Baton Rouge; Walter J. Burke, 
 Esq., New Iberia ; A. J. Lafargue, 
 Esq., Marksville ; William Polk, 
 Esq., Alexandria ; Riley J. Wilson, 
 Esq., Harrisonburg; H. H. White, 
 Esq., Alexandria; E. B. Dubuis- 
 son, Esq., Opelousas ; Lt.-Gov. 
 Albert Estopinal, Estopinal ; City 
 Attorney Garland Dupre, New 
 Orleans ; Prof. E. L. Stephens, 
 Lafayette ; Congressman J. E. 
 Ransdell, Lake Providence ; Gov- 
 ernor W.W. Heard, Baton Rouge ; 
 A. L. Ponder, Esq., Many; Ex- 
 Congressman Charles F. Buck, 
 New Orleans ; Charles Payne Fen- 
 ner, Esq., New Orleans ; John A. 
 Mcllhenny, Esq., New Orleans, 
 and P. M. Lambremont, Esq., Con- 
 vent. 
 
 THE FIELD. 
 
 INTERESTING EDUCATIONAL NEWS 
 HAPPENINGS THROUGHOUT THE 
 SOUTH. 
 
 Forty young women public 
 school teachers, representing all 
 sections of North Carolina, at- 
 tended the May School of the 
 State Normal and Industrial Col- 
 lege, Greensboro, North Carolina, 
 April 28 to May 22, 1903. This 
 is a special training school for pub- 
 lic school teachers who are unable 
 to attend the Normal school as 
 loner as one vear at a time. 
 
 The Public School Art League, 
 of Richmond, Virginia, has begun 
 the work of the artistic decoration 
 of the public school buildings of 
 that city, a work for which the 
 league has been recently organized. 
 
 The Southern Educational Asso- 
 ciation wall meet at Asheville, 
 North CaroHna, June 30 to July 3, 
 1903. Reduced rates are offered 
 by all railroads. The officers of 
 the association are J. W. Nichol- 
 son, Louisiana, president, and R. 
 J. Tighe, Asheville, North Caro- 
 lina, secretary. 
 
 The South Carolina State 
 Teachers Association will meet at 
 White Stone Lithia Springs, June 
 15th to i8th, inclusive. The asso- 
 ciation will consider how the col- 
 leges and the State can most wise- 
 ly co-operate ; what the colleges 
 
254 
 
 SOUTHERN EDUCATION 
 
 and the schools can do to aid each 
 other; and the question, what to 
 do about athletics ? 
 
 A $2,500 public school house will 
 be built at an early .day at one of 
 the mill settlements in Randolph 
 County, North Carolina. Two lo- 
 cal tax districts have been recently 
 formed in Randolph County. Local 
 tax elections will be held in them 
 some time during the summer, with 
 good prospect of a successful vote. 
 
 On June 4th, Macon County 
 voted for compulsory education by 
 a majority of 88 votes. This is the 
 first county in North Carolina to 
 adopt compulsory education by 
 popular vote. 
 
 The North Carolina Legislature 
 of 1903 enacted a compulsory school 
 law for Mitchell County. This 
 makes two North Carolina counties 
 which now have compulsory school 
 laws. 
 
 Governor Aycock, of North Car- 
 olina, has so far this year made 
 twenty-five eduactional addresses, 
 traveling more than 2,000 miles in 
 order to make them. 
 
 Ovesen school district, Robinson 
 County, North Carolina, voted a lo- 
 cal tax for public schools on June 
 5th. There are now five local tax 
 districts in Robinson County. 
 
 The North Carolina public school 
 house loan fund, provided for by 
 the Legislature of 1903, will be 
 
 loaned under the following condi- 
 tions : 
 
 1. Not more than half the cost 
 of new school houses and grounds 
 or of the improvement of old school 
 houses shall be lent to any county 
 for any district. 
 
 2. No loan will be made to any 
 county for a district containing less 
 than sixty-five children of school 
 age, unless, after careful investiga- 
 tion, the State Superintendent shall 
 certify that the continuance of such 
 district is necessary on account of 
 sparsity of population or the exist- 
 ence "of insurmountable natural bar- 
 riers. 
 
 3. Preferences will be given to 
 the following counties and districts : 
 
 (a) To rural districts or to 
 towns of less than one thousand in- 
 habitants where the needs are the 
 greatest. 
 
 (b) To rural districts or towns 
 of less than one thousand inhabi- 
 tants that support their schools by 
 local taxation. 
 
 (c) To those districts that Avill 
 help themselves by appropriation 
 and private subscription. 
 
 4. One-half the cost of school 
 houses and grounds will be lent to 
 a county for any large district 
 formed by consolidation of two or 
 more districts. 
 
 5. All houses upon which loans 
 are made must be constructed strict- 
 ly in accordance with plans ap- 
 proved by the State Superintendent 
 of Public Instruction as required by 
 law. 
 
SOUTHERN EDUCATION 
 
 255 
 
 6. No loans will be made for any 
 rural district or small town for any 
 house costing less tli^n $250. 
 
 7. No loans will be made to any 
 county for a district until all infor- 
 mation requested of the county 
 board of education, the county su- 
 perintendent, and the school com- 
 mittee, by blanks or otherwise, in 
 regard to the loan, shall have been 
 furnished to the State Superintend- 
 ent of Public Instruction. 
 
 School district No. 4, Richland 
 County, S. C, will consolidate all 
 its white schools into one central 
 school and transport those children 
 who live too far away to reach the 
 central school conveniently. The 
 central school will have three teach- 
 ers ; there will be modern ecjuip- 
 ments and a school library. Mr. 
 E. B. Wallace is superintendent of 
 Richland Countv. 
 
 The town of Temple, Georgia, 
 voted on May 24th to issue bonds 
 with which to build a public school 
 btiilding for that town. 
 
 The county board of education of 
 Mecklenburg County, North Caro- 
 lina, on June 8th redistricted Paw- 
 Creek township in that county, de- 
 creasing the number of schools 
 from seven to five, and provided for 
 a central high school at the old Paw 
 Creek Academy site. The five 
 schools will hereafter be elementary 
 schools. 
 
 Steele Creek township, Mecklen- 
 burg County, North Carolina, voted 
 a special school tax during the first 
 week in June. That district will 
 share in the $8,000.00 school fund 
 raised at the Charlotte educational 
 Conference one year ago. 
 
 Hendersonville, North Carolina, 
 will vote on July 8th on the ques- 
 tion of issuing $6,000 worth of 
 bonds with which to erect a graded 
 school building in that town. 
 
 Mount Airy, North Carolina, 
 voted on June 9th to increase its 
 local tax for public schools from 25 
 cents to 35 cents on the $100 worth 
 of property. 
 
 The town of Warrior, Alabama, 
 will vote on July 8th on the ques- 
 tion of issuing bonds for building a 
 ])ublic school house. 
 
 The people of District No. i. 
 
 The Alabama Press Association 
 recently adopted the following reso- 
 lutions in regard to local taxation 
 for public schools : 
 
 "That the Alabama Press Associ- 
 ation promises its encouragement 
 and support to this great work. 
 
 "That we favor local taxation 
 and request the Legislature of 
 -Vlabama to enact a law, as provided 
 in the Constitution, giving the 
 voters of the diiTerent counties the 
 right to vote on this question. 
 
 "That we petition our school au- 
 thorities to give every encourage- 
 ment and support at their command 
 to upbuilding and strengthening 
 
256 
 
 SOUTHERN EDUCATION 
 
 the schools in rural districts in the 
 State. 
 
 "That we favor redistricting the 
 State into more convenient school 
 districts." 
 
 PROGRESS IN VIRGINIA. 
 
 The following letter of recent 
 date explains itself: 
 
 You will be glad to hear that the 
 Virginia country people are moving 
 for better schools. In a number of 
 counties they have raised the local 
 tax, going in some instances to the 
 constitutional limit of fifty cents on 
 the hundred dollars. I have not 
 heard of a single case in which the 
 movement has failed. School 
 houses of modern design and equip- 
 ment are going up in various parts 
 of the State, and the work of con- 
 solidation is growing in favor. 
 Superintendent Stephens, of Mont- 
 gomery County, and his trustees, 
 are showing much zeal and tact in 
 this direction. Already they have 
 reduced the number of schools in 
 the county by eleven, and they are 
 still pressing forward with the 
 work. In two cases, where their 
 tact failed, the matter was submit- 
 ted to a board of arbitration, and 
 the decree of consolidation was sus- 
 tained in each case. It is gratifying 
 to be able to add that in each case. 
 
 also, the opponents of the movement 
 came into hearty accord after seeing 
 its results. At Christiansburg, the 
 county seat, where an excellent and 
 commodious brick building has 
 been recently finished, they are 
 bringing in three neighboring 
 schools. Committees of leading cit- 
 izens are working for new houses, 
 consolidation, and graded schools at 
 Pilot, Elliston and Blacksburg. Mr. 
 Stephens is also co-operating with 
 the authorities in Pulaski County 
 for one good consolidated^ school 
 out of several smaller ones, situated 
 some in Pulaski and some in Mont- 
 gomery County. There seems to be 
 no doubt of the success of this 
 movement, hitherto untried in the 
 State, so far as I know. 
 
 In Wise County one district has 
 bonded itself for $15,000 to build 
 and equip a school house, and has 
 in addition levied a tax of thirty 
 cents on the hundred dollars for 
 school purposes. Another district 
 of this county is collecting fifty 
 cents on the hundred dollars. 
 
 In Waynesboro, Augusta County, 
 and at Houston, South Boston and 
 Scottsburg, Halifax County, they 
 are at work for modern buildings 
 and up-to-date schools. And so the 
 good work is going on in other 
 parts of the State. 
 
 Robert Frazer. 
 
JULY lO. 1903 
 
 Price 50 cents per year 
 
 Southern 
 Education 
 
 (Mississippi Edition) 
 
 "Education means life; and universal education — 
 universal not merely in the persons admitted to it, but 
 in the vital topics with which it deals— means universal 
 e — a vitalizing of the farm and the factory, the full 
 ognition of the truth that all toil can be intelligent*^ 
 d, therefore, all toil can be itself educative." 
 
 — Thti Outlook. 
 
 "Teaching seems to be the only i^rofession or work 
 in the world in which experience and professional prepa- 
 ration are not considered of indispensable importance." 
 
 —Dr. J. L. M. Curry.. 
 
 Rural Schools 
 Local Taxation 
 Consolidation Data 
 Population and Illiteracy 
 Editorial and Miscellaneous 
 The Field 
 
 SOUTHERN EDUCATION BOARD. Knoxville, Tena., Publishers 
 VOL. 1 Nos. 15 and 16 
 
SOUTHERN EDUCATION BOARD 
 
 Dr. E. A. Alderman, Wm. H. Baldwin, Rev. Wallace Buttrick, Dr. 
 J. L. M. Curry, Dr. Chas. W. Dabney, Dr. H. B. Frissell, Hon. H. H. 
 Hanna, Dr. C. D. Mclver, Edgar Gardner Murphy, Robert C. Ogden, Dr. 
 Walter H. Page, Geo. Foster Peabody, and Dr. Albert Shaw 
 
 Officers 
 
 President, Robert C. Ogden, New York City 
 
 Secretary, Dr. Charles D. Mclver, Greensboro, N. C. 
 
 Treasurer, George Foster Peabody, New York City 
 
 Supervising Director, Hon. J. L. M. Curry, Washington, D. C. 
 
 Bureau of Information and Investigation : Director, Dr. Chas. W. 
 Dabney; Secretary, Charles L. Coon, Knoxville, Tenn. 
 
 District Directors : Dr. E. A. Alderman, New Orleans, La., Dr. H. B. 
 Frissell, Hampton, Va., Dr. Charles D. Mclver, Greensboro, N. C. 
 
 Campaign Committee : Hon. J. L. M. Curry, Chairman ; Dr. E. A, 
 Alderman, Dr. Chas. W. Dabney, Dr. H. B. Frissell, Dr. Chas. D. Mclver 
 
 General Field Agents : Dr. G. S. Dickerman, New Haven, Conn. ; 
 Prin. Booker T. Washington, Tuskegee, Ala. 
 
 Field Agents for Virginia : Hon. H. St. George Tucker, Lexington, 
 Va., and Dr. Robert Frazer, Richmond, Va. 
 
 Field Agent for Alabama, J. B. Graham, Talladega, Ala. 
 
 Executive Secretary associated with the President, Edgar Gardner 
 Murphy 
 
 The city tax-payer has as great a financial interest in the 
 
 education of the country school boy as has the boy's next door 
 
 neighbor. The country boy often finds his later home in the 
 
 city. His money value in his new home is determined by his 
 
 education. The city makes its largest sales to those living 
 
 in the country possessing the best education. In either case, 
 
 the city is financially interested in the education of all the 
 
 children of the state. 
 
 SuPT. W. W. Stetson, Maine. 
 
Soutbern £6ucation 
 
 Published at Knoxville, Tenn., by the 
 Bureau of the Southern Education Board. 
 
 SUBSCKIPTION PRICB: 
 
 One year 50 cents 
 
 Three months 15 cents 
 
 ADDEBSS: SOUTHERN EDUCATION BOARD 
 Knoxville, Tbnn. 
 
 Friday, July lO. 1903 
 
 This number of Southern Educa- 
 tion has been prepared after con- 
 sultation with State Superintendent 
 Whitfield and with the Mississippi 
 State Teachers" Association Com- 
 mittee on Rural Schools. The mat- 
 ter herein presented has the en- 
 dorsement of the above as well as 
 that of many other leading teachers 
 of the State. 
 
 Charles L. Coon, Editor. 
 
 The last report of the State Stip- 
 erintendent of Mississippi states 
 that 5367 white teachers are em- 
 ployed in the State. Of that num- 
 ber 4658 are employed in rural 
 schools and instruct 158,154 chil- 
 dren. Less than 10 per cent, of these 
 teachers have any training for their 
 work except that obtained in the 
 rural public schools. The average 
 service of a rural school teacher in 
 Mississippi is just four years. This 
 means that one-fourth of all the 
 
 white school children of Mississippi 
 \vho attend school, 39.538 children, 
 are each year in schools conducted 
 l)y poorly educated, wholly inexpe- 
 rienced, young teachers who know 
 next to nothing of school organiza- 
 tion, discipline, and professional 
 work. 
 
 Such educational conditions are 
 not recited except to call the atten- 
 tion of the people to the facts. The 
 education of the children must be 
 the supremest duty of this genera- 
 tion to the next. The utter lack of 
 adequate school facilities in the one 
 item of trained teachers must ap- 
 peal to all thinking men every 
 where. Conditions in Mississipjn 
 are no worse than in other sections 
 of the South. 
 
 SUMMER SCHOOLS. 
 
 Reports from all the Southern 
 summer schools are very gratifying. 
 The Louisiana summer schools have 
 had a larger attendance than ever 
 before in their history. The same 
 is true of the summer school of the 
 University of North Carolina. The 
 summer school of the* Agricultural 
 and Mechanical College at Raleigh, 
 N. C, opened July i, with an at- 
 tendance of more than 300 teachers. 
 
!58 
 
 SOUTHERN EDUCATION 
 
 The Winthrop Normal sunimer 
 school and the summer term of 
 Soutli Carolina College have more 
 students than they expected. 
 
 The Sunimer School at Athens, 
 Ga., is attracting many teachers and 
 has a large attendance, this being- 
 the first year of its existence. Pres. 
 E. C. Branson is more than grati- 
 fied at his initial success.' The Uni- 
 versity of Mississippi summer 
 school has had an attendance of 
 more than 600. Chancellor Fulton 
 writes that the school has been more 
 successful this year than ever be- 
 fore. 
 
 The Summer School of the South 
 at Knoxville, on July 4, had an en- 
 rollm_ent of 1753, representing 32 
 states and territories, Canada, and 
 India. This is a considerably larger 
 enrollment than on the same date 
 last year. All this means an in- 
 creased interest in the training of 
 teachers, which is most hopeful to 
 the cause education in the South. 
 
 districts of the South tlie school 
 buildings and grounds will be idle 
 even longer still. Would it not pay 
 to utilize all this public property ev- 
 ery month in the year? Public 
 buildings would be of more use 
 worn out in service than they are 
 when, permitted, as now, to be 
 worn out by decay and neglect. 
 
 The average monthly salary paid 
 white teachers in Mississippi, 1900- 
 190 1, was $30.64; colored teachers 
 received $19.39. '^^e average school 
 term, was somewhat less than six 
 months, Avhich means that the aver- 
 age annual salary of a white teacher 
 in Mississippi is about $185 ; of a 
 colored teacher about $120. Of 
 course, such salaries can only mean 
 that those who teach the country 
 children of Mississippi must have 
 another occupation besides teaching 
 in order to live. 
 
 The public school at Haw River, 
 North Carolina, has been named 
 Aycock. It is a rural school and 
 the people of that community re- 
 cently voted a local tax. 
 
 Almost all of the school plants 
 of the country are now idle and will 
 be "till September. In th-^ country 
 
 A Cleveland county. North Car- 
 olina, school teacher recently wrote 
 State Superintendent Joyner that in 
 order to make a living he has had 
 to mine monazite, haul tanbark, 
 mend shoes, mine mica, play the 
 fiddle, and do many other things 
 unprofessional during the past few 
 vears. 
 
 The Constitution of Alabama will 
 
SOUTHERN EDUCATION 
 
 259 
 
 not permit the total state and coun- 
 ty taxes to exceed one dollar and 
 twenty-five cents on each $ioo val- 
 uation of taxable property. This 
 prevents local taxation for schools 
 in many places. Alabama needs a 
 constitutional amendment which 
 will enable townships and towns to 
 levy special taxes above the State 
 and countv limitation. 
 
 The following Mississippi coun- 
 ties last year lengthened the term of 
 their public schools through local 
 taxation : Lauderdale, Newton, 
 Rankin, Hinds, Claiborne, Frank- 
 lin, Adams, Amite, Wilkinson, 
 Pike, Lawrence, Covington, Simp- 
 son, Smith, Jasper, Clarke, Jones, 
 Perry, Panola, Harrison, Yazoo, 
 Madison, Lincoln, Marion, and Jef- 
 ferson — 25 counties out of 75. 
 
 In the making of a school the 
 first great necessity is a teacher. In 
 Sampson county. North Carolina, 
 during the year 1902-03 a real 
 teacher was put in charge of a 
 country school. The house was 
 much too small for the 75 children 
 who came to be taught. That wo- 
 man organized the large boys and 
 they- succeeded in getting the co- 
 
 operation of the parents. A new 
 room was added to the small school 
 house at no cost whatever to the 
 district school fund. An entertain- 
 ment was given and the proceeds 
 bought the nails and other hard- 
 ware necessary to erect the build- 
 ing. The labor of the boys and their 
 parents did the rest. And that was 
 a poor community, too. What is 
 needed more than all else in making 
 a school possible in every commun- 
 ity in the South is one real teacher 
 in ever}- community, a teacher who 
 has personality and who can lead. 
 
 Massachusetts has 179 superin- 
 tendents of public schools who give 
 all of their time to the work of su- 
 pervision. The average annual sal- 
 ary of these superintendents is 
 $[,937, only twelve superintendents 
 receiving less than $[,500 a year. 
 1 f supervision pays in Massachu- 
 setts, it will pa}- in North Carolina, 
 in Louisiana, and in all the South- 
 ern States. 
 
 Morgartton, North Carolina, votea 
 on July 6 to establish graded schools 
 and in favor of a local tax. The 
 same proposition had failed twice 
 before. 
 
260 SOUTHERN EDUCATION 
 
 RURAL SCHOOLS. 
 
 Rf;PORT OF THi; COMMlTTlvU OF FIVE. A BRIEF HISTORY OF THE REPORT. 
 
 The Mississippi State Teachers' Association, at its meeting held at 
 Jackson, Mississippi, May 2-4, 1901, appointed a Committee of Ten to 
 report on Rural Schools. This committee, at the next annual meeting, 
 May 1-3, IQ02, made its report, which, owing to its incompleteness, was 
 not formally adopted; but was received and published in the proceed- 
 ings of the Association. At that meeting a Committee of Five, com- 
 posed of members of the Committee of Ten, was appointed to revise 
 and complete the report and present it to the Association in May, 1903. 
 At Vicksburg, April 30 to May 2, this commmittee presented its report. 
 Owing to the length of the report it was deemed best to publish it and 
 place it in the hands of all. To that end the association authorized the 
 committee to publish and distribute it. 
 
 THE REPORT. 
 
 To the Mississippi TcacJicrs' Association: 
 
 Your Committee of Five, appointed to continue the study of the 
 Rural School Problem and to report to the Association, recommending 
 such changes as the committee deems wise, begs leave to report. The 
 committee has endeavored to carry out instructions, and presents this 
 report of its work, feeling that the report itself is by no means free from 
 objections. 
 
 The question, how shall we accomplish most good to the State and 
 to the people of the State through our rural schools,, is far the most 
 important cjuestion that 'confronts this Association. The educational 
 writers and thinkers of the entire country have repeatedly adverted to 
 the rural school problem as the paramount educational problem in the 
 United States ; and, if this be true in the older, richer, and more popu- 
 lous states, how much more is it true in Mississippi, where the popula- 
 tion is sparse and where more than 80 per cent of the people live in rural 
 communities? With us, the rural school problem is practically the 
 educational problem. Our state superintendents of education have long 
 since recognized the truth of this statement, and, like the broad-minded 
 men that they have been, have labored arduously in behalf of the com- 
 mon schools of the State. But in spite of the efforts of superintendents 
 the progress of Mississippi's rural schools has not been gratifying as may 
 be seen from the following statistics, covering a period a little less than 
 ten years : 
 
 Tn 1892 the assessed value of property in Mississippi was $185.- 
 
SOUTHERN HDUCATION 261 
 
 398,894, and $1,192,844, or six-tenths of one per cent was spent for 
 schools.''' In 1899, the assessed vahie of property was $188,275,909 and 
 $1,306,186, or less than six-tenths of one per cent, was spent for 
 schools. In 1892 we spent for each pupil in average attendance $6.43, 
 and for each pupil enrolled ^t,,'/2; while in 1899 we spent only $5.61 
 for each pupil in average attendance, and $3.08 for each pupil enrolled. 
 In 1892 our schools were kept for 102.6 days, while in 1899, they were 
 kept only 90.9 days. These figures seem to make sufficiently apparent 
 the need for some agency to improve the condition of rural schools ; but 
 there is still another factor that should not be overlooked. 
 
 According to the last report of the superintendent of education for 
 the State, there were 204,222 children of school age in the State, whose 
 names were not found on the rolls of the schools. It was with such 
 facts as here disclosed that your committee had to contend throughout 
 the entire scope of this report. And since the experience of history 
 seems to teach so conclusively that ignorance and crime increase in a 
 direct ratio, that is, as ignorance increases so does crime ; while intelli- 
 gence, virtue, and prosperity are mutually interdependent, your com- 
 mittee expresses the hope that every member of the Association will 
 lend aid toward the improvement of the conditions as herein set forth. 
 
 In order to make a more systematic, thorough study of the topic as- 
 signed to it, the committee divided the work up and treated the subject 
 under the following sub-topics : Maintenance, Supervision, Teachers, 
 Course of Study, and Consolidation of Schools, which are treated 
 
 seriatim in this report. 
 
 G. F. Bovn, 
 
 M. Rosiv, 
 J. C. Fa NT, . 
 J. C. Hi<;Rcii:RT, 
 G. L. Grady, 
 
 Coiniiiittcc. 
 
 MAINTENANCE. 
 
 LOCAL TAXATION AND HOW^ TO SLCURIi IT. CHANGES NEGDIU) IN THE 
 
 SCHOOL LAW. 
 
 In the following presentation of the first sub-topic, Maintenance, 
 it has been the purpose to show how the town schools of the State have 
 prospered under a system that enal)led them to secure funds adequate to 
 their needs. Then the opinion is expressed that the greatest good to 
 the common schools can be obtained by placing them on such a basis as 
 
 *These figui'es are taken from the reports of the State Siiperinteiulent and National Con) 
 inissioner of Education. 
 
262 . SOUTHBRN EDUCATION 
 
 will secure to them the means of ohtaining money sufficient to run them 
 properly for a considcrahlv longer term than the constitutional require- 
 ment of four months. 
 
 Probably no other one thing in Mississippi's advancement and pro- 
 gress during the decade and a half just past would impress the student 
 of sociology and education so forcibly as would the improvement in 
 town schools. Previous to the passage of the Separate School Act, in 
 1886, there was little difiference between the town school and the coun- 
 try school. It is true that some of the towns were called separate 
 school districts ; but these separate school districts, so called, were sub- 
 ject to the supervision of the county superintendent the same as county 
 schools, had no authority to levy taxes for their own support, and, in- 
 deed, had no separate existence as we know the separate school districts 
 to exist today. In organization, curriculum, supervision, equipment, 
 and in the efficiency of the teachers in them, they were practically on 
 the same footing as the country schools were then and are still. Statis- 
 tics in regard to the town schools of Mississippi fifteen years ago are 
 not available, for these town schools were not considered of sufficient 
 consequence to merit separate mention in the statistical reports of the 
 state superintendent of education. The only separate mention of town 
 schools for the year 1885-1886 is in the item, "da}'^ taught." Here 
 mention is made of (22) twenty-two counties whose cities kept school 
 for an average of 136 days. But the statement, that a modern school 
 with an up-to-date curriculum, with properly trained superintendent 
 and teachers, and an equipment that was even approximately adequate 
 to the needs of the school, was almost, we might say entirely, unknown 
 in a Mississippi town at the time of the passage of. the separate school 
 act of- 1886, will scarcely be contradicted, even though no figures be 
 given to prove it. 
 
 The act of 1886 provides that "any incorporated town of 750 or 
 more inhabitants may constitute a separate school district, if the mayor 
 and board of aldermen so elect, and may levy a tax each year sufficient 
 to run its public school at least three months besides the constitutional 
 period of four months." The effect of this act was at once most 
 marked, indeed it would be difficult to overstate its far-reaching influ- 
 ence on the schools of the towns and cities of the state. Graded schools 
 in modern school buildings, and well equipped with the most ap- 
 proved apparatus sprang up as if by the touch of some magic power. 
 
 Governor Lowry, in his biennial report to the legislature of 1888- 
 1889, said, "many of our towns and cities have erected costly school 
 buildings, and maintain their ^free schools from eight to ten months in 
 
SOUTHERN EDUCATION 263 
 
 the year. Twelve towns in 1888-89, expended $184,000 in buildings 
 alone, and thirty-five towns have organized as separate school districts 
 and are affording both primary and high school facilities to their chil- 
 dren." In his report to the legislature for the years 1890-91, Superin- 
 tendent Preston said : "If we look back five years and note that 175 high 
 schools and thirty-five separate school districts have sprung up within 
 that period, if we observe the character of buildings, the equipment in 
 patent desks, black boards and apparatus, the quality of instructors and 
 the enthusiasm among patrons and pupils, we must admit that sub- 
 stantial growth has taken place in the educational matters of Missis- 
 sippi." "This growth," says Superintendent Preston, "is not fortuitous. 
 It runs parallel with the money expended." The "operation of the law 
 had been to increase the amount raised by local communities for the 
 support of their schools ; and the law was so popular as to be embodied 
 in the constitution of 1890. Under its wise provisions our town schools 
 have continued to grow and increase in power and efficiency. In his 
 biennial report, 1897-98, and 1898-99, Superintendent Whitfield shows 
 that the graded schools had on their rolls 29,882 pupils, and that these 
 separate school districts levied $153,077 for the support of their schools, 
 in addition to the state distribution. More facts could be given to 
 show the generally prosperous condition of the schools in the separate 
 school districts, but the fact is too patent to need further proof. The 
 instructive feature in the study of our graded school system is this, to 
 learn what produced such a change in so short a time. What caused 
 this marvellous change from almost n(1 separate existence in 1886, to 
 a thoroughly organized system, with modern equipment, a splendid 
 curriculum, adopted upon recommendation of the State Teachers' As- 
 sociation, with trained educators as superintendents and teachers, in 
 1898? The answer to this question can best be given in the quoted 
 words of Superintendent Preston, viz. : "This growth is not fortuitous. 
 It runs parallel with the money expended." By the operation of the 
 law, local conmiunities were allowed to manage their own school affairs, 
 and as a consequence of this privilege, were not slow to tax themselves 
 to support their schools. And it is the opinion of this committee that 
 the common schools of Mississippi could be made to grow, probably not 
 so rapidly as the town schools have done, if some means could be de- 
 vised to induce local rural communities to raise monev for the support 
 of their own schools. 
 
 More money is probably the greatest need of the common schools 
 of the state. Given more money, and the school directors will be able 
 to meet other needs in comparatively a short time. As in any other 
 
264 SOVTMBRN HDUCATION 
 
 business, money is needed to set the business g'oing, and, as in any 
 other Inisiness, a hberal investment for a proper equipment proves more 
 profitable than does a niggardly, parsimonious policy, so it is in the 
 business of education. Secure to the schools money adequate to their 
 needs, and their other urgent needs, centralization, better organization, 
 longer terms, better teachers and proper supervision must inevitably 
 follow, in obedience to the law of supply and demand. Probably every 
 thoughtful person in the state will concede the truth of the foregoing 
 statement. It is also true that every thoughtful person recognizes the 
 existence of many obstacles in the way of obtaining these much-needed 
 funds. The committee is fully a\vare of the existence of these ob- 
 stacles, but after a careful study of the whole subject and a compari- 
 son of the conditions in Mississippi with, the conditions elsewhere, is 
 prepared to express the opinion that no obstacles exist that cannot be 
 removed by wise, courageous, well-directed effort on the part of those 
 most interested. In the opinion of the committee the main obstacles 
 in the way of this much-needed progress may be classified as follows : 
 (a) The sparse population of rural communities, (b) a lack of general 
 sentiment favoring educational progress, and (c) the existence of the 
 two races, which must have separate schools. The first of these, the 
 sparse population of rural communities, makes the problem of educa- 
 tion in such communities a difficult one indeed chiefly because of the 
 lack of funds to place the advantages of schools where they can be 
 utilized by the children of the district. This condition is growing less 
 troublesome as our population increases, and will ere long cease to 
 operate as an obstacle in the way of school improvement. Even now 
 it would not be of such consequence, were it not for lack of a general 
 sentiment favoring educational progress. 
 
 This apathy in educational matters, which is so general in our 
 rural life, is a result of the isolated condition of the people. Where 
 people are scattered over large areas, it is more difficult to reach them 
 with the information necessary to give them the desired interest in 
 public, especially educational affairs. More than this, the people of the 
 rural communities who from their location are more or less out of 
 touch with the rest of the world, are as a rule not so well educated as 
 their city neighbors, and this tends to make them less interested in the 
 schools. In fact, the very life of the countryman renders him indififer- 
 ent to things outside of his own little world. He is accustomed to 
 think and act alone, is averse to any enterprise or business that calls 
 for his co-operation with others. Thus again we find another factor 
 entering the equation of country life, which brings about a want of an 
 
SOUTHERN EDUCATION 265 
 
 educational sentiment of a proper kind ; for public education must be 
 accomplished, if at all, as a result of cooperative effort. In the opinion 
 of the committee, there is only one way to overcome this difficulty, this 
 lack of interest in schools. And that way is to educate the people out 
 of it. Carry them the information necessary to make them see their 
 own condition, and they can find the means for its betterment. Just 
 along this line, in the opinion of the committee, is a great work for the 
 ]Mississippi Teachers' Association, which if undertaken with a will can 
 be accomplshed most satisfactorily; and thus this educational apathy 
 among the people which operates so largely against school improve- 
 ment may to a great extent be overcome. 
 
 But one of the greatest barriers to public education in Mississippi 
 is, in the opinion of this committee, the race question. Probably no 
 other one thing acts as such a drawback to general progress, and es- 
 pecially to educational progress in Mississippi, as does this presence of 
 an inferior race not willing or able to bear any considerable portion of 
 the burden of taxation ; but which, owing to its large numbers, under 
 the operation of existing laws receives so large a part of the public 
 funds expended for education. The dominant race is not willing to 
 vote money for schools and see large amounts of that money expended 
 for the schools of the inferior race. 
 
 It is not in the province of the committee to say whether or not 
 this indisposition to educate the negro is proper. Certain it is that 
 Dr. Alderman's statement, "The negro must be educated, ignorance is 
 no remedy for anything; any other theory is monstrous," ought to re- 
 ceive the most thoughtful consideration at the hands of all those who 
 have the shaping of the educational policy of the state. But the work 
 of the committee is to look into conditions as they are and point out 
 those things that have hindered and still hinder the progress of our 
 rural schools. Unquestionably the sparse population of rural com- 
 munities and the lack of any strong sentiment for schools as above dis- 
 cussed, have hindered and still hinder progress in the schools ; but the 
 discerning student of educational conditions in the State must see that 
 the one great operating influence, which is largely the resultant of the 
 other two forces, retarding progress, is the indisposition of the whites 
 to tax themselves for schools, while at the same time they must give 
 the blacks an equal amount of school privilege. Thus apathy in school 
 matters has been produced, and the whole matter has been left to the 
 State. Local taxation has almost disappeared, except in the separate 
 school districts. This leaving of the support of the schools to the state 
 governments has resulted in Mississippi, as might have been expected, 
 
266 SOUTHERN EDUCATION 
 
 when we study its operation elsewhere, in a dwarfed educational inter- 
 est and a tendency to make weaklings of our people educationally. 
 
 Having- at some length discussed the influences in our educational 
 system which operate as barriers in the way of stimulating the people 
 to an exertion commensurate with the task of raising the necessary 
 funds to support schools for all the educable children in the State, and 
 having expressed the opinion that the first named barriers, sparse popu- 
 lation and want of a school sentiment, would from year to year have a 
 diminishing influence, the committee desires to express the opinion that 
 a remedy for the third hindrance named, the effect of an inferior race 
 amongst us, lies in adjusting our school law to meet the needs of the 
 situation. Under the existing law, as has been said, the support of the ' 
 common schools comes from the state tax, wdien it should come largely 
 from local taxation. 
 
 In the opinion of the committee, the present plan of providing four 
 months school for all the children in the State is as much as should be 
 undertaken by the state government. Mississippi's appropriation for 
 schools is in excess of what is levied by a majority of the states for 
 school purposes. (Just here the committee would enter a protest 
 against the abuse of such statements as this : Mississippi pays a greater 
 state tax for school than Massachusetts. This statement is true. But 
 Massachusetts raises school money by local taxation, and collects an- 
 nually vastly more in proportion to wealth than does Mississippi). 
 And while the committee recognizes the total inadequacy of our school 
 money to meet our school needs, it would not ask an increase in the 
 state appropriation to continue the common schools for a longer term 
 than the constituional four months limit. It is the history of taxation 
 for the support of schools that the best system results, not from state 
 taxation, but from local taxation. 
 
 Local taxation has been adpoted by the leading states of the union. 
 In Massachusetts, the foremost state in the union in public schools, 
 98 per cent of the school money is derived from local tax. Still 
 in 1899 Massachusetts spent for schools about ten times as much as did 
 Mississippi, while her wealth was only six times that of Mississippi. 
 The following statistics taken from the report of the Commissioner of 
 Education for 1898-99 are of value as showing some definite results of 
 local, as compared with state taxation. for schools: 
 
SOUTHERN EDUCATION 267 
 
 Amount Per Cent. Per Cent. No. Days 
 
 State Expended Derived from Deiived from School 
 
 for Schools JLocal Ta.x btate 1 ax was kept 
 
 Massachusetts $13,889,838 98.1 188 
 
 Rhode Island 1.570,895 87 83 187 
 
 New York 28,052,565 81.3 12.4 177 
 
 Pennsylvania 20,308,769 60 23.4 160 
 
 N.Carolina 93I.M3 2.2 77.1 68.3 
 
 S.Carolina 769,815 12. 8 76.7 83.1 
 
 Ohio 12,671,798 ^0.2 13.6 165 
 
 Iowa 7,978,060 88 158 
 
 Mississippi 1,306,186 34.1 51.9 90.9 
 
 Alabama 800,273 16.6 49.1 100 
 
 Many other states might be mentioned to show that local taxation 
 for schools begets a wholesome school sentiment which results in rais- 
 ing ample funds to support an efficient system. The committee there- 
 fore recommends the adoption of a system of local taxation to supple- 
 ment the funds required by the constitution to be distributed by the 
 State. But here we are confronted with the practical questions, how 
 can the people be induced to levy taxes? what should constitute the 
 taxing district? To answer the first question the committee would urge 
 agitation as the answer. Show the people the necessity for better 
 schools; teach them that money spent in developing brains pays 'much 
 better dividends than that expended in any other way, and the dis- 
 position to tax will no longer be wanting. 
 
 In answer to the question, what shall be the taxing district? the 
 committee can suggest but two local units that might be allowed the 
 privilege of levying school taxes, the county and the school district. 
 For some years the counties have had this privilege, and there are 
 some good reasons why the committee regards the county as the more 
 desirable taxing district : the county is the unit or our local govern- 
 ment ; the people are accustomed to being taxed by county authority ; 
 then, the counties are required by law to adopt uniform text books ; 
 and under a county system the schools would run the same time, do the 
 same work, and could be better graded and supervised. All of these 
 reasons were doubtless factors that assisted in bringing into existence 
 our present law. making the county the taxing district for rural school 
 monev. The law is a good one and the committee would not urge its 
 repeal. In many counties of the state, those where one race largely 
 predominates, it should not be supplanted by any other. But it has 
 failed taking the state as a whol^ to stimulate local taxation for schools. 
 
 Believing that the plan of making the county the taxing district 
 has failed to stimulate local taxation for schools, and believing further 
 that some change is necessary to the welfare of rural schools, and of the 
 people, the committee would recommend the adoption of a system of 
 district taxation. In the opinion of your committee the present law 
 
268 SO UTHERN ED UCA TION 
 
 relating- to rural school districts ought to be so changed as to permit 
 any rural school district having an area of not less than twenty (20) 
 square miles and an educational population of not less than one hun- 
 dred-fifty, and by the consent of a majority of its free-holders, to or- 
 ganize itself into a special taxing district to support and maintain a 
 free public school, subject to the supervision and control of the county 
 superintendent of education. 
 
 SUPERVISION. 
 
 THE VAIvUE OF EFFICIENT SUPERVISION. SEPARATE SCHOOE DISTRICTS 
 AN EXAMPLE. CHANGES IN SCHOOE EAW SUGGESTED. 
 
 One of the weakest points in Mississippi's public school system is 
 the supervision of rural schools. In a great number of counties, under 
 the present system, we practically have no supervision. Some of the 
 counties contain as many as 150 schools scattered over an area of 900 
 square miles. On an average they are taught five months during the 
 year. Now it is easy to see that it is a physical impossibility for a man 
 who has all the clerical work to do, who is required by law to be in his 
 office every Saturday, to do much work in a supervisory way. Business 
 men in all branches of business have learned when they employ six or 
 ten men to do any work it pays them to employ a foreman whose exclu- 
 sive business it is to direct and superintend the work. If it pays to 
 employ expert supervision in the common business of money making, 
 how much more will it pay to employ the very best talent in supervising 
 the intellectual development and character forming of a common- 
 wealth's future citizenship ! Owing to the isolated condition of rural 
 schools, the inexperience and lack of educational qualifications of the 
 teachers, the best supervision is there needed. 
 
 The development of the schools in our separate school districts is 
 an object lesson in supervision. It is evident that the achievements of 
 these schools is due largely to the close and efficient supervision they 
 are receiving. It has graded their schools, enriched the course of 
 study, strengthened the faculties, elevated educational standards, and 
 commanded that degree of public sentiment that has brought forth 
 financial support. While it is impracticable to give as close inspection 
 to rural schools as is given to separate school districts, yet it is possible 
 to give infinitely superior service to that now given. ■ 
 
 The kind of man that is needed for county superintendent is forci- 
 bly described by Dr. Charles D. Mclver in the following : "The county 
 superintendent ought to be the livest man and the most influential leader 
 among his peoole. His work, more than any other work in the com- 
 
SOUTHERN EDUCATION 269 
 
 munity, needs a man of great tact, power, and energy. He should be 
 a man who can win the confidence of the intelHgent, lead the ignorant 
 and illiterate, and give help to plodding men of mediocre ability and 
 position. In an argument on general questions he should be able to 
 hold his own with the strongest professional or commercial men he may 
 chance to meet ; and in the discussion of educational questions he should 
 be more than a match for them." 
 
 With a maximum salary limit of $800.00 per annum no man of 
 recognized ability is going to devote his entire time to school super- 
 vision. At present it is not a question of a full performance of duty, 
 or of improving his schools, but a question of making a living for his 
 family. He spends Saturdays in his office and the rest of the week 
 following some other vocation. He is compelled to do this in many 
 cases to support his family. It is unreasonable for the state to expect 
 a man to give the best years of his life to its work, unless the pay is, at 
 least, sufficient to support his family while he is at work. 
 
 Inasmuch as the very strongest men should be obtained for this 
 work, and good salaries should be paid them for it, there should be a 
 qualification test that would bar inefficiency from the office. 
 
 Under the present law the county superintendents are hampered 
 and in many cases controlled by political influences. They are afraid to 
 antagonize an inefficient teacher, or to concentrate their schools, or to 
 do many other things that they should do for fear of losing a few votes. 
 Experience of older states and of all cities demonstrates the fact that 
 the best results have been attained by placing school responsibilities 
 upon a school board. The superintendent is amenable to the board and 
 the board to the people. When the responsibility is placed upon the 
 few, they feel it more keenly and hence act more cautiously and judic- 
 iously. This is one reason why the separate schools have secured bet- 
 ter supervision than the counties. 
 
 It is the opinion of your committee that the following changes 
 should be made : first, that the qualification test be made such that none 
 other than a first class supervisor can be employed. Second, that the 
 salary shall be six percentum of the school fund, provided that the min- 
 imum salary be $600.00 and the maximum salary be $1800.00. Third, 
 that the board of supervisors elect a county school board, composed of 
 five members in the same manner that separate school district boards 
 are now elected. That this board elect a superintendent in the same 
 manner that separate school boards elect superintendents. That this 
 superintendent, if necessary, be empowered to appoint an assistant to 
 do his clerical work, which now constitutes the greater portion of his 
 work. 
 
270 SOUTHERN EDUCATION 
 
 TRAINING TEACHERS. 
 
 OUTLINE OF PLAN TO ASSIST THE PRESENT TEACHING FORCE. STATE 
 NORMAL SCHOOLS SHOULD BE ESTABLISHED. OTPIER SUGGESTIONS. 
 
 The last report of the State Superintendent states that 5367 white 
 teachers are employed in the State. Of this number, 4658 are employed 
 in rural schools and instruct 158,154 children from rural homes. Less 
 than 10 per cent of these teachers have any preparation for their work 
 other than tha:t obtained in the rural schools. The inefficiency of the 
 teachers and the lack of confidence on the part of the pupils and patrons 
 render it next to impossible to get even fair results for the people and 
 the state. In the opinion of your committee, it would be better by far 
 to expend a part of the State appropriation for the common schools in 
 preparing a better teaching force^ for the committee believes a force 
 would soon inspire local subscription and taxation that would replace 
 to the credit of the school fund of tht State many times the funds used 
 in such preparation of teachers. Under present conditions, your com- 
 mittee does not believe the teaching scholarship is being raised or in- 
 deed can be raised. Possibly the most deplorable of all conditions is 
 that the average service of the rural teachers throughout the whole 
 country is four years, and Mississippi is no exception to the rule. This 
 means that 25 per cent of all the rural teachers of the State each year 
 are poorly educated, inexperienced, young teachers who have no knowl- 
 edge of school organization, discipline, professional work, or even an 
 idea of how to teach the fundamental principles of reading, spelling, 
 writing and numbers. In the rural schools of the State 39,538 pupils 
 are each year with these uneducated and inexperienced teachers. Min- 
 imum advantages are being offered to these children and minimum re- 
 sults thus given the State. 
 
 Your committee finds three classes of teachers now at work in 
 our rural schools ; teachers who have received training in the rural 
 schools, a few who have gone out from the high schools, and a third 
 class who have had successful experience or college training-. Of these, 
 75 per cent have gone from the rural schools, as pupils, into the same 
 schools as teachers, without further training. In the opinion of your 
 committee, it is impossible for teachers of such preparation to become 
 leaders in communities of that education and experience that age and 
 business naturally give. Without the confidence of the home from 
 which the pupils come, there can be neither confidence nor respect for 
 attainments on the part of the pupils, hence the school is school only in 
 name. Our high schools are sending out some pupils who become 
 teachers in the rural schools. They are prepared to do better work, but 
 
SOUTHERN EDUCATION 271 
 
 they are without any knowledge of psychology, pedagogy, school man- 
 agement, or methods ; even the elements of these are unknown to them 
 and they are thus unprepared to do their work upon a systematic basis. 
 Of the third class, few remain in the rural schools, if they become at all 
 successful teachers. The town schools offer them longer terms and 
 better pay, and every year seek them out to employ them. Thus the 
 voung and poorly prepared teachers are found in the rural schools. In 
 the opinion of your committee, one of the greatest problems of our 
 present condition is how to better the teachers now at work, and how 
 to prepare better teachers for the rural schools. "All improvement in 
 educational work and in the status of teacher must come through better 
 education of the teachers." No school or system of schools can rise in 
 efficiency of work done above those employed in the school room. It is 
 not only improbable, but it is wdiolly impossible. 
 
 Your committee would recognize the following as means of im- 
 proving the present teaching force : 
 
 1. The Institutes. 
 
 2. The Normals and Summer Schools. 
 
 3. Reading and Study Circles under the Management of the State 
 Teachers' Association. 
 
 4. County Reading Circles as a part of State Circle. 
 
 5. High Schools now at Work. 
 
 Fifty years ago, there was more matter than method in our school 
 rooms; for the past ten years, method has been the cry; now,. we realize 
 that we need more of both and that they must go hand-in-hand in suc- 
 cessful school work — impossible the method without the matter, and 
 useless the text-book matter without the art of presentation to the 
 taught. The means nearest at hand for the improvement of the teach- 
 ers of these schools is the institute, and it may prove a ready and ef- 
 fective help. 
 
 Your committee would suggest that a Year Book be gotten oui one 
 year in advance of the institute with a liberal course on all branches re- 
 quired for first rate teaching. A model outline of some subject of each 
 branch should be put in this book with book and page where the facts 
 developed may be found. A course for one year should follow, to be 
 studied and outlined after the model. It should contain the elements 
 of pyschology, pedagogy, and school management. We further sug- 
 gest that the work of the institute be : 
 
 First. Model lessons using the members of the institute as a class 
 and some topic of the year book as matter. 
 
 Second. Development of the text assigned on professional work. 
 
272 
 
 SOUTHERN EDUCATION 
 
 Third. r^Icthods presented by the conductor on subjects to be 
 taught in rural schools. 
 
 Fourth. Some time should be given to general culture, such as the 
 studv of some standard books of fiction, the book or books having been 
 previously read, and a thesis written on same. Current history should 
 receive some attention during this week. Such a program would at- 
 tract the people as well as secure the attendance of practically all of the 
 teachers. 
 
 Your committee commends most highly to the teachers of the state 
 the idea of a state reading course and of supervision of the same in 
 each county of the state under the auspieces of the State Teachers' 
 Association, as a means of self improvement for teachers and for im- 
 provement of the rural schools. If the state legislature to meet in Jan- 
 uary, 1904, should arrange for a Normal School for the State, as it is 
 to be hoped it will, this school cannot be expected to effect the desired 
 change within three or four 3^ears, whfle it is the opinion of your com- 
 mittee that the reading course well outlined and directed would show 
 decided results within one year in interest and teaching ability of hun- 
 dreds of teachers of our State. 
 
 The Normals could do the work for the Institutes, and much more 
 after the same plan. The Fannie J. Ricks term at the University offers 
 assistance of the best kind to all who seek it. 
 
 Nearly every county in the State has a high school with a recog- 
 nized course. These are at the very doors of the county teachers, and 
 could and would gladly offer them an irregular course with the addi- 
 tion of a teachers' course of methods and professional study. These, 
 could be used to help the teacher with very little cost. Those who 
 teach only four or five months could get four months with these high 
 schools. This, with the help of the Normals and Institutes, would soon 
 do a telling -work for the rural schools. 
 
 In addition to suggested changes in the agencies now employed 
 for promoting study among the teachers, the committee is of the opinion 
 that further improvement would be gained by some changes in the 
 method of examining and certificating the teachers. The present sys- 
 tem of examining and certificating teachers was adopted several years 
 ago as a substitute for the oral examination of the applicant by the 
 County Superintendent of Education. No one familiar with the ex- 
 amination under the old regime will deny that the present system is a 
 decided improvement and that the scholarship of the teachers has been 
 raised to a higher standard. Under the present law, high qualifications 
 were required, and possibly an eft'ort was made to raise the standard too 
 
SOUTHERN EDUCATION 273 
 
 fast. At any rate, as the result of the rigid examinations which were 
 not endorsed as fully by the public as they should have been, the local 
 authorities became lax in their enforcement of the law, and grew more 
 lenient in marking papers until the great majority of the white teachers 
 of this State hold first grade certificates and have thus fulfilled the 
 letter of the law for the maximum salary. This point having been 
 reached, examination ceases to be a stimulus for further study and pro- 
 fessional reading. Whenever it happens that nine-tenths of the teach- 
 ers have reached the ideal set by the constituted authorities, then either 
 the ideal is too low or the administration of the law too lax. The com- 
 mittee believes that, under the present loose administration of the law, 
 the examination serves as the great equalizing power of teachers rather 
 than as a means of shutting out the incompetent. For it must be re- 
 membered that the only way that the average Board of Trustees can 
 judge of the- qualifications of the teacher is by the certificate he offers; 
 if the highest grade certificate is offered, by the good teacher, bad 
 teacher, and indifferent teacher, then all are on a level in the eyes of 
 the selecting body. The committee recommends that we follow the 
 suggestions of the National Committee on Rural Schools, and adopt a 
 graded system of licenses, in which provision is made for a higher form 
 of license as the teacher develops in scholarship and teaching power. 
 There should be two general classes and two grades in each class as 
 follows : 
 
 1. Elementary. 
 
 a. Elementary Scholastic Certificate, Grade 2, 
 
 b. Elementary Professional Certificate, Grade i. 
 
 2. Advanced. 
 
 a. Advanced Scholastic Certificate, Grade 2. 
 
 b. Advanced Professional Certificate, Grade i. 
 
 A teacher entering the profession from the common schools should 
 enter elementary scholastic certificate grade 2, and he should remain in 
 this class until he has had successful experience, and until he has studied 
 the elements of psychology, pedagogy and history of education in the 
 United States. He should show advancement in scholarship and 
 should be a yearly attendant upon Normals and Institutes. With this 
 accomplished, he should be admitted into the elementary professional 
 certificate grade i. An applicant for either of the advanced certificates 
 should hold a high school certificate or show by examination profic- 
 iency equal to a high school course. With this proficiency, he should 
 be entitled to the advanced scholastic certificate, grade 2. Any person 
 entering the profession from high schools, colleges or normal schools 
 
274 SOUTHERN EDUCATION 
 
 should first enter this class, and should not be entitled to the advanced 
 professional certificate grade i, until he proves by successful experi- 
 ence that he is a teacher of ability and of scholarship and professional 
 information as w^ell as a practical teacher and director of work. Before 
 he is permitted to enter the last named class of teachers, he should be 
 required to stand examination on psychology, pedagogy, history of 
 education, school systems of this, and other countries. His scholarship 
 should be equal to that required for professional license in the State at 
 this time. Grade i of each class should be exempt from further ex- 
 amination as long as the holder teaches continually in our State schools. 
 No teacher who has not entered the advanced class should be allowed to 
 hold the position of principal of a school requiring more than one as- 
 sistant. Possibly an exception should be made in case of colored 
 teachers. 
 
 The above divisions apply only to first grade teachers. Second and 
 third grade certificates should be granted as heretofore. While the 
 committee believes that a graded system of certificates will result in 
 better scholarship and wider professional knowledge on the part of 
 teachers, yet, this may be rendered valueless unless honestly conducted 
 examinations and the careful graduation of papers are provided for. 
 The following objections have been found against our system of the 
 local grading of papers. 
 
 First. That County Boards are not uniform in their system of 
 marking. That so long as we have 75 county boards, we will have 75 
 different standards. 
 
 Second. That the ideals of what teachers should be are so low 
 in some counties that teachers holding first grade certificates in those 
 counties could obtain only a second or third grade license in others. 
 
 Third. That since the office of county superintendent is a politi- 
 cal office, he is expected to recognize his political friends in granting 
 licenses. 
 
 Fourth. That as a result of lax administration of the law, con- 
 fidence does not exist between the different superintendents, and even 
 transferred licenses are at a discount. 
 
 It is not contended by any one that all these charges are true in 
 reference to any one county, but that they are all true when the State 
 as a whole is considered. 
 
 In orc.'er to guarantee uniformity in grading papers and to guar- 
 antee hone^^t examinations, the committee recommends that a State 
 Board of Examiners be created with full power to issue all certificates 
 of the advanced class, and who shall be empowered to provide ways. 
 
SOUTHBRN EDUCATION 21 S 
 
 and means of conducting examinations, and that the Hcenses issued by 
 the State Board be vahd in every county in the State. The Board of 
 Examiners should consist of two teachers, holding an advanced grade 
 license, and the state superintendent. They should be at least twenty- 
 five years old, and should have at least five years teaching experience. 
 Under the direction of the State Superintendent, they should hold all 
 examinations for professional, elementary and advanced certificates. 
 They should be nominated by the State Superintendent and confirmed 
 by the Senate. The adoption of this plan would remove entirely the 
 objections enumerated above, and would abolish the transferred license 
 which at this time is too often used as a means of evading the spirit of 
 the law. 
 
 In the opinion of the Committee, a primary teachers' license should 
 be offered. There is, and should be, a large number of these teachers. 
 They have a distinctive work to do, one that requires special prepara- 
 tion, and the State should encourage those having the beginning of 
 school life in their hands by offering a special license to them. Appli- 
 cants for license of this kind should be examined in U. S. History, 
 Mississippi History, Elements of Arithmetic, English Grammar, Eng- 
 lish and American Literature, Civics, Physiology, Elementary Science, 
 Reading, Spelling, Writing, Free-hand Drawing, and in methods of 
 teaching beginners reading, writing, spelling and number work. After 
 two years of successful experience, they should be exempt from further 
 examinations as long as they teach continuously in the public schools of 
 the State. 
 
 The statement — "as is the* teaclier, so is the school" — is now ac- 
 cepted as a truism by all competent educational authorities. The State 
 Superintendent of New York in one of his reports, says : 
 
 "The moral eft"ect of the instruction of trained and educated teach- 
 ers upon the rising generation is incalculable. The gain in time, tlie 
 better and simpler method of teaching, the knowledge of the children's 
 physical, mental and moral nature, the good order, thorough organiza- 
 tion, and general spirit of harmony and humanity which are the results 
 of a thorough study of the theory and practice of teaching combine to 
 constitute the Normal School one of the most useful and economic in- 
 stitutions of modern civilization." 
 
 In the opinion of the committee, the means employed in Mississippi 
 for the preparation of teachers are not of the character to v arrant the 
 belief that the State can ever hope, under present condition , to secure 
 the services of such teachers as are needed to make the r lost of the 
 schools. The means discussed in the foregoing paragrajihs of this 
 
276 SOUTHERN EDUCATION 
 
 report for the improvement of the teachers ah'eady in the field are suf- 
 ficient to produce much improvement, but something else must be pro- 
 vided, or the teachers who begin the work of teaching twenty years 
 from today will be little better fitted for their work than those who are 
 teaching today. Some systematic training for the teacher of the future 
 is indispensable, if our schools are to be put upon a proper basis. Many 
 states of the union have recognized the. need of trained teachers, and 
 have sought to supply that need by establishing training schools for 
 teachers, or Normal Schools. 
 
 A Normal School was first devised in 1829 at Effingham, N. H., 
 by J. W. Bradberry, ex-Senator from Maine, especialh^ for the benefit 
 of rural schools. By improved methods and the examination of teach- 
 ers, better instructors were prepared for the rural schools. The train- 
 ing school gained popularity, as the years passed on, and the number of 
 such schools greatly increased. Twenty-one states of the union now 
 maintain systems of Normal Schools to instruct and prepare teachers 
 for their rural schools. It is clear that the Normal School has passed 
 the experimental stage: Massachusett supports 10, and New York 
 and Pennsylvania each 15. Alabama has 7 Normal Schools and main- 
 tains them at a cost of $76,750.00 a year. During the last year, these 
 schools enrolled 4,067 pupils and the State has had 2,758 graduates 
 from these schools at work in her rural schools. The popularity of 
 these schools is shown by the liberal appropriations made and by the 
 fact that they cannot supply the demand made on them for teachers. 
 Texas has three Normal Schools and two more under construction. 
 These schools are liberally supported and they are crowded to over- 
 flowing. The State Superintendent states that 10 could not supply the 
 demand for teachers in that State. 
 
 Your committee is glad to say that the necessity for such a school 
 is' no longer discussed by the profession in this State, only the ways 
 and means to secure it. Indeed, we have gotten the highest recogni- 
 tion of the fact of its necessity in the recommendation of the Chief 
 Executive of the State to the session of the State Legislature of 1902. 
 
 The purpose of the Normal should be the instruction of persons 
 in the art of teaching, and in all the various branches pertaining to the 
 public schools of Mississippi. The institution should stand for three 
 essentials in the preparation of the teacher: (i) A high grade of 
 scholarship; (2) The study of education as a science; (3) Practice in 
 teaching rmder expert supervision and criticism. It should be respon- 
 sible to the State for the character and scholarship of those it sends 
 out to teach in our public schools. Students who fail to pass on a large 
 
so UTHBRN EDUCA TION 277 
 
 part of their work, or arc found not to be adapted to school work, or in 
 any way unfit to go into the pubhc schools as teachers, should be re- 
 quested to withdraw, and in no case should they receive the sanction 
 of the authorities of the school. It is the opinion of your committee 
 that possibly 90 per cent would come directly from the rural schools. 
 In view of this fact, it would be necessary at first to make rather a temp- 
 orary course looking to a higher course of efficiency year after year and 
 reaching the same approximately at the end of five years. If the school 
 is to be for the rural schools, it must be put within the reach of those 
 who are to teach in those schools, and at the same time stand for the 
 highest scholarship possible. In view of the present condition of the 
 teachers 'and schools, your committee would recommend the temporary 
 organization to consist of a course of four years, two to be known as the 
 secondary department, and the last two years to be known as two years 
 of the College course. This secondary course of two years is to meet 
 the present conditions and demands until the rural schools can be 
 graded and built up to what shall be the college course. The secondary 
 course should consist of the studies required by law in our rural schools 
 to be supplemented by one year of elements of psychology, pedagogy, 
 school management, literature, and possibly, elements of agriculture. 
 A certificate of secondary scholarship should be granted for the work 
 well done to encourage the completion of the course from the first. The 
 next two years should be two years of a permanent Normal School 
 course. The English course, the science of school work, drawing, and 
 practice teaching, as far as practicable should be stressed from the be- 
 ginning of the school. Upon those finishing this course, the degree of 
 L. I., or some fitting degree should be conferred. This degree and 
 course, subject to necessary changes, should be a permanent part of the 
 organization. We would further recommend that the secondary course 
 be disposed of at the end of five years, and two mor€ years added to the 
 college proper. At the end of the fourth year in the history of the 
 school, the first year of the secondary school should be dropped and 
 the third year of the college added. At the end of the fifth year, the 
 second year of the secondary department should be abolished and the 
 fourth year of the college course added. 
 
 Your committee would further recommend that teachers finishing 
 such a course and teaching successfully for three successive years should 
 be exempt from further examination by the state, so long as they shall 
 teach each year in our public schools. The Board of Trustees of the 
 school should have the power to designate those so exempt.* 
 
 Upon investigation, your committee finds that there has been con- 
 
278 SOUTHERN EDUCATION 
 
 stant progress in the half century that State Normal schools have ex- 
 isted. That progress has been both experimental and evolutionary. 
 The changes that have come to the possibilities and needs have always 
 found the normal school ready to adapt itself to new conditions. The 
 Normal School has been so near the public thought all this time that it 
 is more nearly today an actual exponent of public sentiment in some 
 states than any other public institution of eq.uivalent magnitude. It is 
 especially sensitive to public demand, and sincerely endeavors to do 
 for the people what is assumed to be essential to prepare teachers for 
 public schools. It is evident, with a better knowledge of what has been 
 accomplished in the dififerent states in the preparation of teachers and 
 what ideas prevailed in producing the different characteristics of 
 strength and successful results now known to have been attained, there 
 will be found more satisfactory and uniform results, more sympathetic 
 relation among the workers in this great field of labor, and a loftier con- 
 ception of what the American teacher must become to fill the place of 
 destiny conferred by democracy and Christianity. 
 
 After much consideration, your committee would unanimously sug- 
 guest that a Normal School system of at least two schools, located in 
 different parts of the State, be established and maintained for the edu- 
 cation of teachers to supply the rural schools. Each of these schools 
 should provide to accommodate 150 prospective teachers from the be- 
 ginning. This would supply on an average four teachers to each 
 county throughout the State each year, and would in the course of five 
 years, materially improve the teaching force of the State and the ad- 
 vantages offered the children of rural schools. It is not the opinion of 
 the committee that the chairs of pedagogy now at the University of the 
 State and at the I. I. & C. should be taken away from these schools, 
 but, on the contrary, we would urge the necessity of these chairs in con- 
 nection with these higher schools of learning to furnish advanced 
 thinkers and supply places, demanding higher scholarship than the 
 rural schools will ever recjuire. 
 
 COURSE OF STUDY. 
 
 some; practical, RlJCOMMliNDATlONS FOR ITS IIMPROV^MENT. SOAIE 
 SUGGESTIONS AND DISCUSSIONS. 
 
 The course of study is an essential factor in the school and its im- 
 portance cannot be easily over-emphasized. After the building is pro- 
 vided and the teacher is chosen, the real work of the school commences 
 only when the teacher begins the instruction of her pupils in the sub- 
 jects emBraced in the course. 
 
SOUTHERN EDUCATION 279 
 
 The public school curriculum is now composed of Reading, Spell- 
 ing, Composition, English Grammar, Practical Arithmetic, Mental 
 x\rithmetic. Geography, History of the United States, History of Miss- 
 issippi, Civil Government, Natural Philosophy, and Physiology with 
 special reference to the effects of stimulants and Narcotics on the hu- 
 man system. 
 
 At the outset, attention is called to the double place which Arith- 
 metic has in the course and the first suggestion of your committee is 
 that this subject should be removed from its unjustly prominent position 
 and be assigned a place on an equality with English, History, and the 
 other studies. Arithmetic is a valuable study both on account of its 
 practical value and its value in the training of the mind but neither on 
 account of the one value nor the other nor both is it entitled to twice 
 the time allotted to any other branch. Certainly the word "practical" 
 and "mental" as applied to the subject in the Mississippi curriculum 
 are unfortunate terms, for none would deny that practical arithmetic is 
 mental or that mental arithmetic is practical, or that all pure arithmetic 
 of whatever kind is both mental and practical. We believe that oral 
 and written arithmetic rather indicate methods of teaching than denote 
 different kinds of the subject and believe further that the two methods 
 should be made of use in conducting all lessons in arithmetic. 
 
 What your committee would recommend for the elementary schools 
 is a thorough and efficient course in arithmetic and that the subject be 
 limited to include only Notation and Numeration, the four fundamental 
 rules of whole numbers, common and decimal fractions ; the simple ap- 
 plication of denominate numbers, and the principles and applications of 
 percentage. We should be content to leave involution, evolution, alli- 
 gation, progressions, permutations, foreign exchange, annual interest, 
 and the finding of the solid contents of the frustum of a phyramid for 
 later years; and in the language of a distinguished educator, "some- 
 times we shall be wise enough to leave them for years that will never 
 arrive," at least in the common schools. 
 
 Few people appreciate and few teachers have considered the 
 amount of time taken up in the teaching of this -subject. The child 
 commences the branch when he enters school and on an average of 
 from one to two periods each day, every day in the session, he continues 
 the study as long as he remains in school. We would accomplish more 
 satisfactory results if the text were introduced at a later period, if less 
 time were devoted to it, and if more direct and purposeful methods were 
 employed in the teaching of the subject. 
 
 In the judgment of the committee if one branch in the course has 
 
280 SOUTHERN EDUCATION 
 
 been neglected more than another it is that of composition or lessons in 
 language. This subject is practically untaught in most of the schools 
 and in not a few of them it has no place at all on the program. Formal 
 grammar is taught universally and the pupils generally can analyze and 
 parse sentences and words with ease and correctness, but the aim of 
 English teaching is to give the pupils the ability to speak and write with 
 fluency and precision. It is an apparent fact to every observer that 
 according to this standard our instruction in English falls down and 
 that this is true is somewhat due to the interpretation which the ma- 
 joritv of teachers, especially that large number of young and inexperi- 
 enced persons who annually eriter upon the work of teaching in the 
 elementary schools give to the term "Composition." It is construed to 
 mean a formal exercise developed and prepared by the advanced pupils 
 after the subject has been assigned by the teacher. The word easily 
 admits of that interpretation and accordingly it has been the means of 
 much error. In the opinion of the committee the name "Language 
 Tessons" should be substituted for that of "Composition." These exer- 
 cises, should find a place on the daily program on the principle that a 
 child acquires the use of correct language only by constant training and 
 continued practice in speaking and writing. The first essential in the 
 teaching of language is that the m.ind of the child shall be stocked with 
 a fund of ideas, and the language training will consist in his efforts to 
 express these ideas in oral speech first and next, in writing. Dictation 
 exercises, the reproduction of incidents and stories, and a record of 
 observations of natural phenomena about the school are some ways 
 which the teacher might follow in giving lessons in language. 
 
 Your Committee further recommends that the course of study 
 should provide instruction in the Elements of Agriculture for the rural 
 communities. We take it for granted that the work of every school 
 should embrace subjects taken from its environment and from the life 
 of its pupils. Quoting from an article by Prof. W. S. Jackman on the 
 "Enrichment of Rural School Courses" we assume that it should do 
 this: 
 
 (a) "Because children should be taught to gather culture, knowl- 
 edge, and inspiration from everything with which they come in con- 
 tact. 
 
 (b) Because children should acquire the habit of bringing to 
 bear their knowledge and their mental powers upon every subject of 
 thought that falls within their experience. 
 
 (c) Because the study of the environment is especially effective in 
 discipline and inspiration, since it is tangible, vivid, and impressive, and 
 
SOUTHERN EDUCATION 281 
 
 awakens strong and clear concepts, and produces deep and lasting edu- 
 cational effects. 
 
 (d) -Because mental acquisitions thus associated with the environ- 
 ment will be constantly revived by recurrent contact with it, and will 
 thus be refreshed and kept alive and effective. 
 
 (e) Because the basis for a successful study of the unseen and the 
 intangible is best laid in clear and strong impressions of things seen and 
 realized. 
 
 (f) Because the school work is thereby made directly serviceable 
 to the work of life, the value of immediate and practical utility being 
 ar'ded to the superior disciplinary and inspirational values. 
 
 (g) Because it puts life and soul into the work. 
 
 (h) Because it serves as a bond of sympathy between the out-of- 
 ichool life and the in-school life. 
 
 (i) Because, in time it will become a bond of sympathy between 
 the patrons of the school and the work of the school. 
 
 ( j ) And lastly, because in so doing, the procedure is in accord 
 with the universally accepted principles that the process of instruction 
 should pass from the known to the related unknown. 
 
 The country child has every advantage over the child in the cit}', 
 since he lives so near to nature and can commune with her in all her 
 varied forms ; yet, this advantage is made of no practical benefit in the 
 rural school. It is by no means an accident that the great men of the 
 world have come from the country ; on the contrary, it is an exempli- 
 cation of the truth that nowhere has a boy such advantages in laying 
 the foundations of an education as upon a farm. The child on the farm 
 is made responsible for something, for some work, and out of this re- 
 sponsibility grow trustworthiness, habits of work, and a feeling of per- 
 sonal power. 
 
 It is evident that the Course of Study in this state needs readjust- 
 ment in order to bring it into touch with its surroundings and in order 
 to adapt it to the needs of rural life. Mississippi is preeminently an 
 agricultural state and must always remain so as her only natural re- 
 source is found in her soil. The prosperity of the state is directly de- 
 pendent upon the development of her agricultural interests. The edu- 
 cation of the country boy and girl should awaken an intelligent interest 
 in the things immediately about them and make clear to them the possi- 
 bilities for intellectual development of those who live in the country. 
 It should make clear to them the necessity for something more than 
 hard physical labor for success upon the farm. It should make evident 
 to them that a trained intelligence brought to bear upon the problems 
 
282 SOUTHERN EDUCATION 
 
 of farm life is a necessity for the highest success and that when so 
 brought to bear, if joined with industry and economy, will produce 
 profitable financial returns. The child should be taught to appreciate 
 the beauty and independence of country life and to be satisfied with it. 
 These are some of the things that need to be taught under the head of 
 this subject: — the soil, the elements it has and those it lacks for the 
 various crops ; draining and ditching; plant life ; animal life ; insect life ; 
 economics of agriculture, etc. These subjects when once taught could 
 be made the interesting themes of dictation, composition, and langua-ge 
 exercises of various kinds ; in fact, such knowledge could be made the 
 correlating subject of the curriculum. See how easily these facts cor- 
 relate with the modern and natural methods of teaching geography. 
 The highest authority claims that the industrial and commercial idea is 
 the central idea in the study of geography in the elementary schools, 
 trom the geography of his own habitat including climate, soil, produc- 
 tions, etc., the child is led to study the geography of other countries and 
 other peoples. 
 
 Your committee would remind you that the teaching of Elements 
 of Agriculture is one of the prominent features of school work in the 
 rural schools of France, Germany, Russia, and Canada, and that it is 
 being introduced gradually into the schools of our country, principally 
 in New York, Illinois, Missouri, and Wisconsin. There is but one ob- 
 jection to the introduction of this stud}^ into the Mississippi schools and 
 it is by no means a small objection, but we should not hesitate at a be- 
 gining on account of it. It is that the teachers in this state are not 
 qualified to give instruction in this branch and manifestly so long as 
 they are untrained to do this work the attempt will prove a failure. But 
 the teachers are as competent to give lessons in rural science, and even 
 more so, than in the science of Physics. 
 
 Your committee recommends that the study of Natural Philosophy 
 be dropped from the curriculum and that the Elements of Agriculture 
 be inserted in its stead. Is it not possible that some way might be de- 
 vised whereby the teachers could receive instruction in this branch in 
 the Farmers' Institutes held over the state under the auspieces of Agri- 
 cultural and Mechanical College? There are an abundance of suitable 
 texts on this subject and others are now in process of publication. 
 
 Another matter that is neglected in our schools is the art of writing. 
 We believe this exercise should constitute a part of each day's work and 
 that our pupils should be taught to write a plain legible hand with at 
 least fair rapidity. Your committee recommends that this subject be 
 added to the public school curriculum. 
 
SOUTHERN EDUCATION 283 
 
 Two other subjects should be incorporated in the curricuhun and 
 thev are sight-singing and free-hand drawing and other manual train- 
 ing. While your committee declines at this time to make an argument 
 in favor of these subjects, and it may not be necessary to do so at any 
 time on account of the rapid advancement of the teachers and schools, 
 still it strongly recommends that the State Board of Education at least 
 take such action as will confer the power to teach these subjects in the 
 schools where the people and trustees may want them. The advisabil- 
 ity of compelling the teaching of these subjects in all schools without 
 reference to local sentiment or qualifications of teachers is questionable 
 but certainly any school that may want to introduce them should have 
 the legal right to do so. 
 
 In conclusion, your committee recommends that the curriculum in 
 the public schools of the state should embrace the following subjects : 
 Reading, Spelling, Writing, Language Lessons, Arithmetic, English 
 Grammar, Geography, History of the L^nited States ; History of Miss- 
 issippi, Civil Government, Elements of Agriculture, Physiology with 
 special reference to the effects of stimulants and narcotics on the human 
 system, and Sight-singing and Free-hand Drawing and other manual 
 training, the latter not obligatory but voluntary. 
 
 It is impossible for the committee to submit with this report any 
 daily schedule of recitations or school program that would admit of 
 anything like general application over the state because of varying 
 factors in the schools, such as number of pupils, advancement of pupils, 
 length of term, etc. However, it does oft'er these suggestions of a gen- 
 eral nature which, if followed, will add efficiency to the work and will 
 tend to lighten somewhat the burden of the teacher in the "country 
 school : 
 
 (a) That the pupils should be divided into as few classes as 
 their individual capacities will allow. 
 
 (b) That an arrangement should be provided where pupils can 
 pass easily from lower to higher or from higher to lower classes ac- 
 cording to their ability and progress in studies. 
 
 (c) That while instruction in order to be efficient must be given 
 in classes on account of the element of time, as much attention should 
 be paid to the individual child as circumstances will permit. 
 
 (d) That there should be but one class each in Writing, Lan- 
 guage Lessons, Elements of Agriculture, History of Mississippi, Civil 
 Government, and Physiology, and the last three named should recite 
 not more than three times per week ; not more than two classes each in 
 Geography, History of the United States, and English Grammar ; prob- 
 
284 SOUTHERN EDUCATION 
 
 ablv three or more classes each in SpeUing, Reading, and Arithmetic ; 
 and where the subjects are taught not more than two classes each in 
 sight-singing and Free-hand Drawing. 
 
 CONSOLIDATION. 
 ITS ad\-antage:s and practicability discussi'D at length. thi$ 
 
 POLICY OF OTHER SOUTHERN STATUS. 
 
 A report for the improvement of the rural schools in Mississii:)pi 
 \yould be incomplete without the suggestion of the vast improvement 
 that might be made in the way of the consolidation of small schools. A 
 study of the rural schools as they are now organized reveals the fact 
 that there are too many districts and consequently too many schools. 
 There is not a county in the state within the knowledge of your com- 
 mittee but that is maintaining too many schools. The original districts 
 have been divided and subdivided until the number of schools has been 
 increased three-fold or more and until the possibility for efficiency has 
 been diminished in the same proportion. It is a fact that there are 
 thousands of schools in Mississippi with an enrollment each of twenty 
 pupils or less. This unhappy condition has been brought about by the- 
 citizens of the county acting on the false principle that the nearer the 
 school is located to their homes the better it would be for the children. 
 Each meeting of the County Board of Education, whose duty it is ta 
 locate schools, at its meeting in July witnesses annually one or more- 
 contests between rival patrons to bring the school house nearer to their 
 homes, and in this struggle for proximity of location the character of 
 the school and the conditions that make for the success of it have been 
 wholly. 'lost sight of. Among the chief evils in our system of public 
 education not the least is the small school. In fact our candid opinion 
 is that the little school with its enrollment of from five to fifteen pupils- 
 and its general accompaniment, the poor teacher, is the greatest evil in 
 the rural schools. The one-teacher school is the most expensive and 
 at the same time the most inefficient in the state. In such a school the 
 pupil is educated, and poorly at that, at a greater expense than in the 
 best equipped high schools. Ten pupils taught by a $40-salaried 
 teacher costs the state $4 per pupil per month — a rate of tuition 100 per 
 cent higher than it costs to educate a pupil in the best schools of the 
 separate districts. The economic waste of these schools is fearful to- 
 contemplate and if no other advantage were gained, consolidation would 
 pay handsome dividends in the way of decreasing the cost of maintain- 
 ing the schools. The remedy lor the evil of the small school is to abol- 
 ish it altogether wherever practicable, and unite several of them into one 
 
SOUTHERN EDUCATION 285 
 
 large school, where the children might be brought together in much 
 larger numbers. This union of schools would necessitate some of the 
 pupils going greater distances than at present but that disadvantage 
 would be more than balanced by the advantages of the union school 
 from the enthusiasm and interest gained by contact Avith other pupils 
 of like age and advancement. In reducing the number of districts, 
 there would be reduced likewise the number of buildings and of teach- 
 ers and consequently with one school, where before there were two or 
 more, there might be better buildings and better teachers. Wherever the 
 plan of abolishing the small school is impracticable and it will lie so 
 in many cases on account of bad roads and poor bridges or none at all, 
 consolidation cannot be considered and the small school must remain. 
 Other means for improvement must be resorted to, and there are other 
 ways towards advancement besides consolidation, but a discussion of 
 them docs not lie within the province of this paper. 
 
 In order to illustrate the benefits of consolidation suppose we con- 
 sider the union into one of six small schools each with an enrollment 
 of less than twenty pupils. In the six schools there w^ere six buildings, 
 six teachers, and probably not less than fifty classes. In the union school 
 there would be one building, three teachers, and not more than eight 
 classes. The advantages are incomparaljle and there is but the one 
 disadvantage, the pupils having to go a greater distance. With the one 
 school, there could be a comfortalile and commodious building ; a thor- 
 ough organization ; and a careful classification of pupils, in short, a 
 more efficient school in every particular. To overcome the one disad- 
 vantage of increased distance for the pupil it is no uncommon thing for 
 the school districts in many of the states of the West and North and 
 some in the South, notably Georgia, to provide transportation for pupils 
 to and from school at public expense. 
 
 A question closely related to the improvement of rural schools is 
 that of good roads. Every teacher should be an advocate of better 
 roads for there is no greater need in the state than passable thorough- 
 fares in the country districts and none, when supplied, that will do more 
 towards the promotion of educational facilities in the rural communi- 
 ties. The roads of the state have been grossly neglected and that it is 
 so is a lit^-le difficult to account for as they lead by and through our 
 farms, stretch out before our view, and their often impassable condition 
 is known of all men. It is strange that a general demand, loud and of 
 no uncertain sound, has not come from the people for better roads. On 
 any plan for the improvement of roads the teachers should without ex- 
 ception unite and assist with all their influence, feeling that nothing will 
 
286 SOUTHERN EDUCATION 
 
 do so much to improve country school conditions as good roads. Better 
 schools and better roads are imperative needs in our state. Mississippi 
 is preeminently an agricultural state and necessarily must remain so. 
 Here people live in the country and the youth, if educated at all, must 
 be educated in the country. Too many citizens already, and they are 
 of the highest t3'pe of men in the state, are leaving the country and 
 moving into towns only for the sake of better school advantages. To 
 avoid this moving from the country and to hold there the best type of 
 citizenship is an end worthy of all cost and effort for an improvement 
 in roads and schools. With good roads and efficient schools the country 
 is the ideal place for the bringing up of children. 
 
 An eminent educator has well said that "'The best physical labora- 
 tory in America is the well-regulated American farm. Here the boys 
 and girls study nature first-handed. Here they observe the growth and 
 life of plants and animals. Here they breathe pure air, become familiar 
 with the beauties and wonders of the natural world. Here they make 
 character. To have added to all these opportunities the advantages of 
 a good school education, without any of the disadvantages that attend 
 the spending of evenings, without chores or home duties, in the town, 
 is an educational condition that is almost ideal." 
 
 With fewer schools as a result of consolidation the possibility for 
 better supervision is greatly increased. Close supervision is a necessity 
 in an efficient system of education and with the schools located as they 
 now are it is a matter of impossibility. How can a superintendent in 
 the period of the brief school term visit with any sort of satisfaction to 
 himself or good to the system the numbers of schools under his super- 
 vision? 
 
 Summarizing the benefits to be derived from consolidation we find 
 some of them are : 
 
 1. Fewer teachers are required, so better teachers may be secured 
 and better salaries paid. 
 
 2. Children are in better school houses where there are better 
 heating, lighting, ventilation, and more appliances of all kinds. 
 
 3. Pupils w6rk in graded schools and both teachers and pupils 
 are under systematic supervision. 
 
 4. Better opportunity is afforded for special work such as music, 
 drawing, and manual training. 
 
 5. Cost per pupil is reduced and efficiency of instruction is in- 
 creased. This includes cost and maintenance of buildings apparatus; 
 furniture, and tuition. 
 
 6. Pupils are benefited by a widened circle of acquaintance and 
 culture. 
 
SOUTHERN EDUCATION 287 
 
 . y. The school becomes the chief center of concern in the district 
 and, thereby, the whole population is drawn together by a community of 
 interest. 
 
 8. Free distribution of mail is being extended by the national gov- 
 ernment in the rural districts of Mississippi. If the pupils should be 
 transported at public expense it will make possible a daily distribution 
 of mail throught the district. 
 
 c). Finally, with splendid schools the farm becomes the ideal place 
 for the bringing up of children, enabling them to secure the advantages 
 of a good school and social life and to spend their evenings and holidays 
 in the country in contact with nature and in work instead of idly loafing 
 about town. 
 
 Eighteen states have adopted the principle of consolidation with 
 most satisfactory results and we might close this report in no better 
 way than to tell just how this idea was first applied and in what way it 
 has developed into such extended use in so many states. But the space 
 allotted to this report precludes that and we shall conclude what we have 
 to say by quoting from an article by William B. Shaw in a recent num- 
 ber of the Review of Reviews to show what is being done after this 
 manner to improve the schools of our own section: "Some of the most 
 interesting experiments in rural school consolidation and improvement 
 have been in progress for several years past in the part of the country 
 that has heretofore been regarded as the least progressive in educational 
 matters. In the states of North Carolina and Georgia the conditions 
 are quite different in every way from those prevailing in New England 
 and the Middle West, where the school-consolidation movement has at- 
 tained its greatest impetus. Yet it has been fully demonstrated .in each 
 of these States that it is cheaper and better to transport a dozen chil- 
 dren four or five miles to a central school than to employ a teacher and 
 provide a school house for these children near their ouai homes. The 
 State school commissioner of Georgia has asked the Legislature to con- 
 fer upon the county boards of education the authority to consolidate the 
 weak and inefficient schools of a number of sparsely-settled communi- 
 ties into one strong central school whenever, in their judgment, such 
 consolidation is deemed wise and proper. In North Carolina the num- 
 ber of school districts was reduced last year more than a thousand ; the 
 patrons of the schools in that State continue to ask for consolidation 
 and centralization. Farther south, in Florida, one county — Duval — has 
 concentrated schools over an area of about one hundred square miles. 
 Here, as in other Southern States, where the transportation system has 
 been introduced the wagons are owned by the counties. Drivers and 
 teams are hired bv contract let to the lowest bidder. 
 
288 SOUTHERN EDUCATION 
 
 A conference of the county school commissioners of Georgia, held 
 at Athens in September last, devoted much attention to the subject of 
 school consolidation and transportation of pupils. In the course of this 
 discussion Superintendent Smith, of Greene county, stated that, in his 
 county, three schools had been consoliated with great success. Wagon 
 frames and horses were purchased by the county, and a contract was 
 made for the transportation of children to school at five cents per head 
 per day. Previous to consolidation the cost of maintaining the schools 
 was i/T cents per pupil per day; the cost now, including that of carry- 
 ing the children, is 12^ cents per day. This testimony was followed by 
 a statement of Superintendent Rogers, of Washington County, giving 
 the history of a school which four years ago had twenty pupils and paid 
 the teacher a salary of $30 a month, and today has one hundred pupils, 
 with one teacher at $90 a month, and a second at $70, and a third at $30, 
 the school being carefully graded. Twenty-six of these pupils are 
 transported, at a cost to the county of $5 per term for each pupil. All 
 this was brought about by abolishing two little schools and transporting 
 the pupils who could not, otherwise, reach the school house. The in- 
 creased interest that this school has aroused has caused the people will- 
 ingly to raise the money that it takes to maintain a well-graded school. 
 Superintendent Rogers also reported that in many instances, by the use 
 of wagons, children were reached who lived near the swamps and the 
 river, and who would not, otherwise, have been able to attend any 
 school. In that county, whenever it is possible so to do, one of the older 
 pupils is employed to act as driver, and this is thought to be a good 
 policy, because the driver is brought under the direct supervision of the 
 teachers. 
 
 All the superintendents who had had experience with consolidation 
 agreed that the attendance was largely increased as a result of the 
 better facilities afforded by central schools ; and, in one instance, it was 
 stated that land near the central school which formerly could be bought 
 for $8 an acre has recently sold for $100. It was also stated that there 
 is a growing sentiment in Georgia in favor of schools where more than 
 one teacher is employed. "They are finding out that work done in 
 schools where two or three teachers are employed is much better than 
 the work done in schools where there is only one teacher. Two teach- 
 ers can teach eighty pupils better than one teacher can teach twenty- 
 five." State School Commissioner Glenn, of Georgia, gives it as his 
 judgment that this movement will go forward rapidly in the State, until 
 all of the weak, ungraded schools in the rural districts will be consol- 
 idated into strong, well graded central schools. 
 
SOUTHERN EDUCATION 2 89 
 
 State Superintendent Joyner. of North Carolina, has recently 
 issued a special bulletin on the subj ect of consolidation of districts. As 
 an object lesson in his State, Superintendent Joyner cites Durham 
 County, where the number of districts has been reduced from 65 to 49, 
 and still more than nine-tenths of the children are within less than two 
 miles of the school, and less than one hundred of them are as far as 
 three miles from the school, while many improved school houses have 
 been built in the county. In many other counties of the State, where 
 districts have been consolidated, funds have been raised by private sub- 
 scription for the erection of school buildings, and citizens are appar- 
 ently ready and willing to go to this expense if assured of better instruc- 
 tion and equipment in the central schools. 
 
 One of the school districts of Knox County, Tenn., — the county in 
 which Knoxville is situated — is now attracting much attention as the 
 seat of an attempt to establish a model rural-industrial school in which 
 instruction w'ill be given in both indoor and outdoor manual training. 
 The people of this district — the tenth — are intelligent citizens, and are 
 dissatisfied with the schools now in operation in their district, of which 
 there are nine for white pupils and two for colored. The census of 
 1900 showed that there were in the district 803 whites of school age, 
 and 124 colored. The average compensation for teachers has been $32 
 a month. The people of the district have now determined to unite the 
 nine white schools in one efficient central school, and for this purpose' 
 have raised about $5,000. The General Education Board will cooper- 
 ate with the citizens in building up their model industrial school, in 
 which will be taught elementary forms of manual training — knife work, 
 carpentering, scientific cooking, sewing, elementary agriculture, horti- 
 culture, bee-culture, and the like. Ten acres of land will be secured as 
 a school site, and this will be added to, if necessary. It is intended that 
 this school shall be a growth, and probably at least four years will be 
 required for its completion. The progress of this model school will 
 be watched with great interest, especially in Tennessee and the South, 
 and will no doubt provide a stimulus to like undertakings in other 
 sections." 
 
 These notes on the school-consolidation movement, north and 
 south, show that the scheme has been found practicable, in one form or 
 another, under widely diverse conditions. The systems under which 
 school funds are raised and expended differ greatly in the different 
 States ; but we have seen that, whatever the system may be, a wav has 
 been found to bring about the merging of feeble schools into strong 
 ones, to the satisfaction of patrons, and that this has been accomplished 
 
290 
 
 SO UTHBRN ED IJCA TION 
 
 with seemingl}^ equal facility in district, township, and county systems. 
 No scheme of consolidation or centralization can be devised that can be 
 applied with equal success to every locality. The local situation must 
 be considered in each separate case. Because the people of Ohio have 
 succeeded in centralizing their schools under the township plan, it by no 
 means follows that the people of Georgia or Mississippi can do pre- 
 cisely the same thing in precisely the same way, working under their 
 county system. For some communities that have not yet adopted any 
 plan of action, Ohio's methods may seem practicable ; for others, partic- 
 ularly in the South, the experience of Georgia may have more useful 
 lessons. No advocate of consolidation, so far as we know, believes 
 that identically the same scheme can be employed in all the States. 
 
 - LOCAL TAXATION. 
 
 MISSISSIPPI STATUTES AS TO SEPA- 
 RATE SCHOOI, DISTRICTS. POWER 
 OF THE COUNTIES TO EEVY A 
 SPECIAL SCHOOL TAX. 
 
 Sec. 401 1. Any municipality of 
 three hundred or more inhabitants 
 may be declared a separate school 
 clistrict by an ordinance of the 
 Mayor and Board of Aldermen, but 
 shall not be entitled to the rights 
 and privileges of a separate school 
 district, unless a free public school 
 shall be maintained therein for a 
 term of at least seven months in 
 each scholastic year. 
 
 Sec. 4014. The Mayor and 
 Board of Aldermen of a munici- 
 pality, constituting a separate 
 school district, shall annually levy a 
 tax sufficient to pay for fuel and 
 Other necessaries for its public free 
 schools, and shall make such levy 
 of taxes as may be necessary to 
 maintain the schools, after the ex- 
 piration of the four months' term 
 provided for by the State, or to sup- 
 
 plement during the four months for 
 the funds distributed by the State. 
 
 And such municipality may levy 
 and collect taxes to erect and repair 
 school buildings, and may issue 
 bonds for that purpose in the man- 
 ner provided in the chapter on 
 municipalities. But a tax in excess 
 of three mills on the dollar shall not 
 be levied or collected without the 
 consent of a majority of the tax 
 payers of the municipality. 
 
 Sec. 4047. The Board of Super- 
 visors are empowered to levy an- 
 nually for public schools a tax upon 
 the taxable property of the county, 
 which is outside the limits of any 
 separate school district, and may 
 levy an additional poll tax of not 
 exceeding one dollar on each male 
 inhabitant liable to pay a poll tax; 
 all to be collected as other taxes for 
 general purposes, and at the same 
 time, and to be paid into the county 
 treasury to the credit of the school 
 fund ; and such taxes shall be re- 
 ceivable only in lawful currency of 
 the Luiited States, and shall be used 
 
so UTHERN ED UCA TION 
 
 291 
 
 for the maintenance of the pubHc 
 schools after the expiration of the 
 four months required by the con- 
 stitution. And every municipaHty 
 being a separate school district may 
 in like manner levy and collect such 
 taxes for the maintenance of 
 schools. 
 
 MISSISSIPPI CONSTITUTION 
 
 Section 201. It shall be the duty 
 of the Legislature to encourage, by 
 all suitable means, the promotion of 
 intellectual, scientific, moral, and 
 agricultural improvement, by estab- 
 lishing a uniform system of free 
 public schools, by taxation, or oth- 
 erwise, for all children between the 
 ages of five and twenty-one years, 
 and, as soon as practicable, to es- 
 tablish schools of higher grade. 
 
 Sec. 205. A public school shall 
 be maintained in each school dis- 
 trict in the county at least four 
 months during each scholastic year. 
 A school district neglecting to main- 
 tain its school four months shall be 
 entitled to only such part of the free 
 school fund as may be required to 
 pay the teacher for the time actually 
 taught. 
 
 Sec. 206. There shall be a com- 
 mon school fund, which shall con- 
 sist of the poll tax (to be retained 
 in the counties where the same is 
 collected) and an additional sum 
 from the general fund in the State 
 treasury which together shall be 
 sufficient to maintain the common 
 schools for the term of four months 
 in each scholastic year. But any 
 
 county or separate school district 
 may levy an additional tax to main- 
 tain its schools for a longer time 
 than the term of four months. The 
 common school fund shall be dis- 
 tributed among the several counties 
 and separate school districts in pro- 
 portion to the number of educable 
 children in each, to be determined 
 from data collected through the of- 
 fice of State Superintendent of Edu- 
 cation, in the manner prescribed by 
 law. 
 
 SPECIAL DISTRICTS. 
 The following Mississippi towns 
 supplement the state school fund by 
 a local school tax : 
 
 Aberdeen Gloster 
 
 Ackerman Gulfport 
 
 Amory Greenville 
 
 Bay St. Louis Greenwood 
 
 Batesville Grenada 
 
 Biloxi Handsboro 
 
 Bogue Chitto Hattiesburg 
 
 Bolton Hazelhurst 
 
 Brandon Plickory 
 
 Brookhaven Holly Springs 
 
 Brooksville luka 
 
 Canton Indianola 
 
 Carrollton Jackson 
 
 Charleston Kosciusko 
 
 Clarksdale Laurel 
 
 Columbia Lexington 
 
 Coffeeville Lumberton 
 
 Collins- Macon 
 
 Columbus Moss Point 
 
 Como McComb 
 
 Corinth Magnolia 
 
 Crystal Springs McHenry 
 
 Durant Meridian 
 
 Edwards Mt. Olive 
 
 Ellisville Natchez 
 
 Enterprise Nettleton 
 
 Fayette New Albany 
 
 Forest Newton 
 
292 
 
 SOUTHERN EDUCATION 
 
 Norfield 
 
 Okolona 
 
 Ora 
 
 Osvka 
 
 Oxford 
 
 Ocean Springs 
 
 Pearlhaven 
 
 Pass Christian 
 
 Pontotoc 
 
 Poplarville 
 
 Port Gibson 
 
 Ripley 
 
 Sardis 
 
 Scran ton 
 
 Shannon 
 
 Scooba 
 
 Senatol)ia 
 
 Starkville 
 
 Summit 
 
 Terry 
 
 Tupelo 
 
 Utica 
 
 \^erona 
 
 A^icksburg 
 
 Water Valley 
 
 Waveland 
 
 Wessen 
 
 West Point 
 
 Woodville 
 
 Winona 
 
 Yazoo City 
 
 WHY LOCAL TAXATION. 
 
 The following facts and figures 
 compare the ii Southern States 
 with 1 1 other states where local tax- 
 ation is largely the method of rais- 
 ing public school funds. 
 
 IvIjNGTH OF SCHOOIv TERM IN THE 
 SOUTH. 
 
 Tennessee 96 
 
 Mississippi 105 
 
 North Carolina 78 
 
 Louisiana 120 
 
 Arkansas 84 
 
 Georgia 112 
 
 Alabama 78 
 
 Texas no 
 
 Virginia 119 
 
 South Carolina 86 
 
 Florida 96 
 
 LENGTH OF TERM EESEVVHERE. 
 
 Maine 141 
 
 Missouri 144 
 
 Washington 148 
 
 Iowa 158 
 
 Indiana 152 
 
 Michigan 160 
 
 Delaware 160 
 
 Ohio 165 
 
 New York 175 
 
 California 166 
 
 Massachusetts 189 
 
 Note : The above figures are 
 taken from Report of U. S. Com- 
 missioner of Education, 1901. 
 
 EXPENDITURE FOR EACH TUPIE 
 ENROLLED, SOUTH. 
 
 Virginia $ 9.70 
 
 North Carolina 4.56 
 
 South Carolina 4.62 
 
 Georgia 6.68 
 
 Florida 10.25 
 
 Tennessee 5.17 
 
 Alabama 3.10 
 
 Mississippi 6.48 
 
 Louisiana 8.82 
 
 Texas 10.18 
 
 Arkansas 6.88 
 
 EXPENDITURE FOR EACH PUPIL 
 ENROLLED, ELSEWHERE. 
 
 Maine $17.80 
 
 Missouri 17.12 
 
 Washington 28.25 
 
 Iowa 23.65 
 
 Indiana 19.12 
 
 Michigan 22.21 
 
 Delaware 17-93 
 
 Ohio 23.33 
 
 New York 41.68 
 
 California 36.67 
 
 Massachusetts 38.21 
 
 SCHOOL FUNDS RAISED FOR EACH 
 
 ADULT MALE 21 YEARS OLD, 
 
 SOUTH. 
 
 Virginia $ 4.50 
 
 North Carolina 2.65 
 
 South Carolina 3.37 
 
 Georgia 3.95 
 
 Florida 5.10 
 
 Tennessee 3.71 
 
 Alabama 2.66 
 
 Mississippi 4.00 
 
 Louisiana 3.70 
 
 Texas 6.35 
 
 Arkansas 4.66 
 
 SCHOOL FUNDS RAISED FOR EACH 
 
 ADULT IMALE 21 YEARS OLD, 
 
 ELSE^VHERE. 
 
 Maine $ 8.02 
 
 Missouri 8.80 
 
 Washington . . . .^ 11.46 
 
SOUTHERN EDUCATION 293 
 
 Iowa 14.84 places in the proposed district, shall 
 
 Indiana 1 1.04 hold an election to ascertain the will 
 
 Michigan ii-35 of the people within the proposed 
 
 Delaware 7-35 special school district whether there 
 
 Ohio 11-63 shall be levied in said district a 
 
 New York '^7-^7 special annual tax of not more than 
 
 California 13-98 thirty cents on the one hundred dol- 
 
 Massachusetts 16.53 '^^rs valuation of property, and 
 
 ninety cents on the poll, to supple- 
 
 ^^-.-.^^ ^^ . ,^^.-, ment the Public School Fund, which 
 
 OTHER rALib. , . , . , ,. . 
 
 mav be apportioned to said district 
 
 Massachusetts raises 98 per cent ,^y '^j^^ ^^^^^^^^ g^^^^j ^^ Education 
 
 of her public school funds by means -^ ^^^^ ^^^^j^ ^p^^j^j ^^^ .^ ^.^^^^j_ 
 
 ot local taxation. g^i^j ^l^^^j^^^ ^,^^,1 ^^ j^^j^ ^^^ ^j^^ 
 
 said district under the law govern- 
 
 :\Iore than 69 per cent of the ing general elections as near as may 
 
 public school funds of the United be. At said election those wdio are 
 
 States is now raised by local taxa- in favor of the levy and collection of 
 
 t^on. said tax shall vote a ticket on which 
 
 shall be printed or written the 
 
 More than 85 North Carolina ^vord, "For Special Tax," and 
 
 towns and school districts have those who are opposed shall vote a 
 
 voted a local tax for public schools ticket on which shall be printed or 
 
 during the last 12. months. written the words "Against Special 
 
 Tax." In case a majority of the 
 
 T OC \T TAXATTOV qualified voters at said election is in 
 
 favor of said tax the same shall be 
 
 si-CTiON 72 OF THic NORTH CARD- annually levied and collected in the 
 
 LiNA SCHOOL LA^\■. maner prescribed for the levy and 
 
 Special school tax districts may collection of other taxes. All money 
 
 be formed by the County Board of levied under the provisions of this 
 
 Education in any county without re- act shall, upon collection, be placed 
 
 gard to township lines under the to the credit of the School Commit- 
 
 following conditions : Upon a pe- tee in said district, which committee 
 
 tition of one-fourth of the free shall be appointed by the County 
 
 holders within the proposed special Board of Education ; and the said 
 
 school district, endorsed by the School Committee shall apportion 
 
 County Board of Education, the the money among the schools in 
 
 Board of County Commissioners, said district in such manner as in 
 
 after thirty days' notice at the court their judgment shall equalize school 
 
 house door and three other public facilities. 
 
294 
 
 SOUTHERN EDUCATION 
 
 CONSOLIDATION DATA. 
 
 DATA SHOWING THE AREA OF THp; 
 
 AVERAGE WHITE SCHOOE DISTRICT 
 
 IN THE SEVERAE COUNTIES. 
 
 COUNTIES IN WHICH SCHOOES 
 
 MAY BE CONSOLIDATED. OTHER 
 
 EACTS. 
 
 Tlie following- Mississippi coun- 
 ties had an average white school 
 district containing less than lo 
 square miles in 1899: Alcorn, At- 
 tala, Benton, Calhoun, Choctaw, 
 Clay, Covington, Itawamba, La- 
 fayette, Lauderdale, Lee, Marshall, 
 Montgomery, Neshoba, Newton, 
 Oktibbeha, Pontotoc, Prentiss, 
 Scott, Simpson, Smith, Tate, Tip- 
 pah, . Tishomingo, Union, Webster, 
 Winston — 27 counties out of 75. 
 
 The following Mississippi coun- 
 ties in 1899, had an average white 
 school district of 10 square miles 
 but less than 16 square miles : 
 Yazoo, Yalobusha, Wayne, Talla- 
 hatchie, Rankin, Pike, Panola, 
 
 Noxubee, Monroe, Lowndes, Lin- 
 coln, Leake, Lawrence, Kemper, 
 Jones, Jefferson, Jasper, Hinds, 
 Hancock, Holmes, Grenada, Franks 
 lin, De Soto, Copiah, Clarke, Chick- 
 asaw, Carroll — 25 counties out of 
 
 75- 
 
 There are, therefore 52 out of 
 the 75 counties of the State in 
 which schools may be consolidated 
 to advantage, without locating the 
 schools farther than 2-J miles from 
 any child. A district of 16 square 
 miles is none too large to put the 
 school house within walking dis- 
 tance of all the children. The num- 
 ber of white school districts is on the 
 increase in Mississipi, 92 being 
 created in the two years 1899-1901. 
 
 The following table, which ex- 
 plains itself, will show that the aver- 
 age white school district in Missis- 
 sippi was a little less than 12 square 
 miles in area in 1899. The average 
 white district is even smaller now. 
 
 County 
 
 Area 
 
 Area of average Number of Number of 
 white district in while school white school 
 square miles. Districts Districts 
 
 1899 1899 • 1901 
 
 Adams 428 
 
 Alcorn 402 
 
 Amite 708 
 
 Attala 707 
 
 Benton 409 
 
 Bolivar 913 
 
 Calhoun 588 
 
 Carroll 612 
 
 Chickasaw 507- 
 
 Chocktaw 372 
 
 Claiborne 505 
 
 Clarke 664 
 
 Clay 399 
 
 Coahoma 592 
 
 Copiah 748 
 
 Covington 577 
 
 De Soto 551 
 
 Franklin 555 
 
 Greene 819 
 
 Grenada 435 
 
 25 
 8 
 
 12 
 7 
 9 
 
 22 
 
 9 
 10 
 10 
 
 7 
 17 
 12 
 
 9 
 19 
 
 JO 
 
 9 
 12 
 12 
 19 
 14 
 
 17 
 48 
 
 57 
 99 
 45 
 44 
 60 
 66 
 S3 
 57 
 29 
 58 
 44 
 30 
 77 
 63 
 47 
 49 
 44 
 34 
 
 iS 
 55 
 58 
 98 
 46 
 
 41 
 
 66 
 
 66, 
 
 62 
 
 57 
 
 30 
 
 63 
 
 45 
 
 30 
 
 82 
 
 64 
 
 47 
 
 49 
 
 44 
 
 34 
 
 Colored 
 districts 
 
 1901 
 
 33 
 17 
 47 
 55 
 27 
 74 
 33 
 63 
 50 
 23 
 33 
 33 
 40 
 
 43 
 63 
 24 
 45 
 22 
 10 
 44 
 
SOUTHERN EDUCATION 295 
 
 Area of average Number of Number of ^ . . 
 
 County Area white district in white tchool white Kchool V.°!°-'^^ 
 
 square miles, Districts, Districts districts 
 
 1899 1899 1901 1901 
 
 Hancock 6ii 14 44 44 8 
 
 Harrison 982 20 48 50 8 
 
 Hinds 847 12 69 67 82 
 
 Holmes 825 14 56 56 75 
 
 Issaquena 473 39 12 13 21 
 
 Itawamba 526 8 62 65 10 
 
 9 
 
 Jackson 1,073 24 45 51 
 
 Jasper 647 11 62 62 38 
 
 40 
 
 12 
 
 Jefferson 519 12 41 39 
 
 Jones 674 12 56 63 
 
 Kemper 704 11 63 62 45 
 
 Lafayette 673 9 71 72 52 
 
 Lauderdale ■. . 677 9 72 73 46 
 
 Lawrence 638 12 52 56 35 
 
 Leake 561 10 59 . 67 . 33 
 
 Lee 449 8 54 55 28 
 
 Letlore : 578 26 23 23 64 
 
 Lincoln 574 10 58 60 26 
 
 Lowndes 504 13 38 26 39 
 
 iMadison 714 16 46 47 65 
 
 Clarion 1,095 20 ^6 68 23 
 
 ^L-a-shall 707 9 75 74 70 
 
 Monroe 762 10 "j-j 79 68 
 
 ]\lontg-oniery 391 8 46 47 ^7 
 
 Neshoba 543 7 7.^ 75 13 
 
 Newton 561 8 68 7^ ^y 
 
 Noxubee 659 14 48 48 60 
 
 Oktibbeha 435 9 47 48 -7^2 
 
 Panola 699 11 65 62 6^ 
 
 Pearl River 663 17 40 41 q 
 
 Perry 1,091 20 55 54 23 
 
 Pi'-^e 697 13 55 c^t^ 45 
 
 Pontotoc 496 7 68 68 26 
 
 Prentiss 420 7 58 60 14 
 
 Quitman .409 28 15 15 if5 
 
 Rankin 777 12 67 66 56 
 
 Scott 584 8 69 62 29 
 
 Sharkey 438 24 18 21 28 
 
 Simpson 578 9 63 68 33 
 
 Smith 610 8 80 74 22 
 
 Sunflower 703 27 26 29 31 
 
 Tallahatchie 636 14 47 48 57 
 
 2^'ite 407 8 51 49 4=, 
 
 Tippah 456 8 54 59 17 
 
 Tishomingo 433 9 49 53 § 
 
 Tunica 449 21 21 21 35 
 
 Union 418 8 52 53 25 
 
 Warren 6or 
 
 ^7 Z7 35 45 
 
 Washington 925 42 22 25 79 
 
 ^Vayne 788 13 6s 69 ^4 
 
 )}':^,'?^ter 409 -7 58 58 28 
 
 W ilkmson 664 16 41 40 ^7 
 
 ^'"sto" 577 7 74 74 36 
 
 \alobusha 501 ir 44 46 38 
 
 Yazoo 1,018 14 69 67 86 
 
 Se\enty-five counties 46.340 120 3,000 3,992 2,826 
 
296 
 
 SOUTHERN EDUCATION 
 
 OTHER FACTS. 
 The following counties with an 
 average white school district of less 
 than 1 6 square miles increased the 
 number of white districts during the 
 two years 1899-1901 : Alcorn, 
 Amite, Attala, Benton, Calhoun, 
 Chickasaw, Clarke, Clay, Copiah, 
 Covington, Itawamba, Jones, La- 
 fayette, Lauderdale, Lawrence, 
 Leake, Lee, Lincoln, Monroe, Mont- 
 gomery, Neshoba, Newton, Okti- 
 beha, Prentiss, Simpson, Talla- 
 hatchie, Tippah, Tishomingo, Un- 
 ion, Wayne, Yalobusha — 31 out of 
 75 counties. 
 
 A MANUAL LABOR SCHOOL. 
 
 WHAT one: MISSISSIPPI TEACHER IS 
 DOING FOR THE BETTER INDUS- 
 TRIAL. EDUCATION OF BOYS AND 
 GIRES IN THAT STATE. 
 The following letter explains it- 
 self: 
 
 Realizing the great need of pri- 
 mary industrial training in the 
 South, and especially the need of an 
 institution where such training 
 would be within the reach of the 
 poorest boy or girl, I have under- 
 taken to establish a school at Lum- 
 berton, in Southern Mississippi, to 
 carry out that idea. 
 
 The citizens of Lumberton gave 
 me $10,000; one thousand acres of 
 land and $8,000 in money to start 
 with. A charter w^as procured, and 
 the work organized under a board 
 of directors, who have legal control, 
 and a board of trustees who sustain 
 an advisorv relation to the school. 
 
 Our plan is to make the labor of 
 the student pay his expenses. We, 
 therefore, accept no' money from 
 any student. We had students last 
 year who were able and willing to 
 pay their expenses in money, but 
 we made no exception. All must 
 work — that is part of our aim : to 
 teach boys and girls to work, and 
 how to work, to make work honor- 
 able and useful. The rich boy must 
 wear the blue overall as well as the 
 poor boy. 
 
 We also industriously discourage 
 the idea that the student is a bene- 
 ficiary in any sense. We teach him 
 to spurn the idea of accepting as a 
 gift anything he can obtain b}^ his 
 own manly efforts. So we charge 
 him for board, tuition, books, sta- 
 tionery, incidentals, and everything 
 else, just as in other schools, but re- 
 quire all to be paid for by his labor. 
 All we demand is that the student 
 shall sign a pledge to obey the rules 
 of the school, and act in all things 
 as a gentleman. This admits him. 
 Our school is built on that pledge. 
 
 It is an important part of our 
 work to educate the sentiment and 
 principle of honor involved in the 
 obligation. We use no other com- 
 pulsion. 
 
 We require the student to spend 
 the forenoon in the school room and 
 the afternoon in manual labor. All 
 our work is done by our students. 
 There are special rules governing 
 different departments of work — the 
 dairy, the barn, the farm. Order, 
 economy and thrift are taught as 
 quite as important as books. Our 
 
SOUTHERN EDUCATION 
 
 297 
 
 curriculum is altogether an Eng- 
 lish one, although we had a class in 
 Latin this year. But Latin and 
 Greek are special, and outside of 
 our regular course. If a student 
 stays with us four years, in order 
 to get a certificate, he must in the 
 closing year study either French, 
 German, or Spanish. We contem- 
 plate adding shops for all kinds of 
 mechanical work as soon as our 
 means will permit. At present our 
 labor is confined to the farm. 
 
 We opened the school the first of 
 last October. During the year we 
 enrolled 45 students, and turned 
 away three times that number for 
 lack of accommodation. We now 
 have 50 acres under fence and part- 
 ly in cultivation. We have seven 
 frame buildings, including the barn. 
 We are trying to get in shape to 
 take 50 boys next year, and expect 
 to open in October. Already appli- 
 cations are pouring in on us, and 
 if we had the facilities we could 
 soon have 300 or 400 students, 
 mostly of that class that will never 
 be able to go to school except to one 
 like this, where they can pay their 
 way with their labor. 
 
 I have found one man who will 
 give me $3,000 next year to carry 
 on my work if we can raise another 
 $3,000. I expect to do it. While 
 we gladly accept aid from without, 
 and, in an" honorable way solicit it, 
 
 we are established on the basis of 
 self-help. We are paddling our own 
 canoe — building our own houses, 
 raising our own provisions, culti- 
 vating the virtue of independence, 
 self-reliance, and resolute persever- 
 ance. We are in the hard part now. 
 After our land becomes productive 
 its yield will be our endowment ; but 
 until then we have to do the best we 
 can. But we feel greatly encour- 
 aged. The great number who desire 
 to enter a school like ours shows 
 that there is need for it, while our 
 people evince a kindly interest in 
 our effort to reach the poor boy with 
 the best advantage for his develop- 
 ment. 
 
 Very truly yours, 
 
 A. S. SteKL. 
 Lumberton, Miss., May 22, 1903. 
 
 OTHKR FACTS. 
 The negro population outnum- 
 bers the white population in 39 out 
 of the 75 counties. Those 30 coun- 
 ties are Adams, Amite, Bolivar, 
 Carroll, Chickasaw, Claiborne, Clay, 
 Coahoma, Copiah, De Soto, Gre- 
 nada, Hinds, Holmes, Issaquena, 
 Jasper, Jefferson, Kemper, Law- 
 rence, Leflore, Lowndes, Madison, 
 Marshall, Monroe, Montgomery, 
 Noxubee, Oktibbeha, Panola, Quit- 
 man, Rankin, Sharkey, Sunflower, 
 Tallahatchie, Tate, Tunica, Warren, 
 Washington, Wilkinson, Yalobusha, 
 and Yazoo. 
 
298 
 
 SOUTHERN BDUCATION 
 
 POPULATION AND ILLITERACY. 
 
 TOTAL POPULATION OJ? THE SEVERAL SOUTHERN STATES BY RACES. 
 BER OF ILLITERATES IN EACH STATE, WHITE AND BLACK. 
 MISSISSIPPI — ILLITERACY B\^ COUNTIES. 
 
 NUM- 
 
 
 c 
 
 1) - 
 
 J5 
 
 - 
 « c 
 
 hite 
 ion , 
 IS of 
 over 
 
 egro 
 ion , 
 s of 
 over 
 
 5 T.'Z 
 
 •t; I-T3 
 
 St.\tb 
 
 Ijg 
 
 
 
 ^101 
 
 c rt 5xiO 
 
 u 2 b£ > ro 
 
 iim 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 G ="3 
 
 J3 ^' 'ts 
 
 *y ^, 
 
 
 - 
 
 (-£ 
 
 hx 
 
 HSnii ^'^ 
 
 Hcuii 
 
 >i° 
 
 OJ 
 
 Va. ... 
 
 . 1,854,184 
 
 1,192,855 
 
 660,722 
 
 885,037 
 
 478,921 
 
 98,160 
 
 213,960 
 
 N. C. . . 
 
 . 1,893,810 
 
 1,263,603 
 
 624,469 
 
 904.978 
 
 437,691 
 
 175,907 
 
 210,344 
 
 S. C. . . 
 
 . 1,340,316 
 
 557,807 
 
 782,321 
 
 404,860 
 
 537,398 
 
 54,719 
 
 283,940 
 
 Ga. ... 
 
 . 2,216,331 
 
 1,181,294 
 
 1,034,813 
 
 853.029 
 
 724,096 
 
 101,264 
 
 379,156 
 
 Fla. ... 
 
 528.542 
 
 297,333 
 
 230,730 
 
 216,510 
 
 168.586 
 
 19,184 
 
 65,101 
 
 Ala . . . 
 
 . 1,828,607 
 
 1,001,152 
 
 827,307 
 
 714.883 
 
 589,629 
 
 104,883 
 
 338,707 
 
 Miss. . 
 
 • 1,551,270 
 
 641,200 
 
 907,630 
 
 458,467 
 
 638,646 
 
 36.844 
 
 314,617 
 
 La. ... 
 
 . 1,381,62s 
 
 729,612 
 
 650,804 
 
 524,753 
 
 464,598 
 
 96,551 
 
 284,594 
 
 Tex. .. 
 
 . 3,048,710 
 
 2,426,669 
 
 620,722 
 
 1,725,030 
 
 437,710 
 
 146.487 
 
 167,531 
 
 Ark. .. 
 
 ■ 1,311,564 
 
 944,580 
 
 366,856 
 
 670,409 
 
 263,808 
 
 77,160 
 
 113,49s 
 
 Tenn. . 
 
 . 2,020,616 
 
 1,540,186 
 
 480,243 
 
 1,125,968 
 
 354.833 
 
 159,086 
 
 147,844 
 
 Total . 
 
 • 18,975,665 
 
 11,776,291 
 
 7,186,517 
 
 8,483,944 
 
 5.095,916 
 
 1,070,245 
 
 2,519,249 
 
 U. S. ... 75.994,575 66,809,196 8,833,994 51,250,918 6,425,581 3,209,605 3,037,252 
 
 NoTK : The population of the South, 18,975,665, was 24.9 per cent, of the 
 population of the United States in 1900. The white population of the South, 
 11,776,291, was 62.6 per cent, of the total population of the South. The remaining 
 37.4 per cent, consisted of negroes and 10,156 Indians and 2,601 Mongolians. 
 
 White 
 
 County Population, 
 1900. 
 
 Adams 6,439 
 
 Alcorn 11,162 
 
 Amite 8,400 
 
 Attala 13,875 
 
 Benton 5,3io 
 
 Bolivar 4,197 
 
 Calhoun 12,415 
 
 Carroll ' 9,i97 
 
 Chickasaw 8,148 
 
 Chocktaw 9,451 
 
 Claiborne 4,565 
 
 Clarke 9,245 
 
 Clay 5,927 
 
 Coahoma 3,o8i 
 
 Copiah 16,355 
 
 Covington 8,471 
 
 De Soto 6,233 
 
 Franklin 6,873 
 
 Gret le 4,94i 
 
 Grenada 3,828 
 
 Hancock 8,356 
 
 Harri ion 14,632 
 
 Hind.' • 13,037 
 
 Holm s 8,120 
 
 Negro 
 
 White illiterates Ne 
 
 gro iiliter- 
 
 Population, 
 
 10 yrs. of age and ates. 
 
 10 yrs of 
 
 1900. 
 
 over. 1900. age & 
 
 over. 1900. 
 
 ■ 23,668 
 
 151 
 
 8,896 
 
 3,825 
 
 987 
 
 719 
 
 12.308 
 
 293 
 
 4,324 
 
 12,350 
 
 897 
 
 3,830 
 
 5,200 
 
 346 
 
 . 1.709 
 
 31,197 
 
 226 
 
 10,916 
 
 4,097 
 
 1,015 
 
 1,305 
 
 I2,QT9 
 
 442 
 
 4.388 
 
 11,74-1- 
 
 356 
 
 3,560 
 
 3,SS5 
 
 647 
 
 1,129 
 
 16,213 
 
 lOI 
 
 5,615 
 
 8,493 
 
 729 
 
 2,823 
 
 ^3fy33 
 
 121 
 
 4,804 
 
 23,183 
 
 81 
 
 7,088 
 
 18,036 
 
 773 
 
 6,017 
 
 4,605 
 
 488 
 
 1,464 
 
 18,513 
 
 192 
 
 6,246 
 
 6,799 
 
 585 
 
 2,860 
 
 1,778 
 
 226 
 
 310 
 
 10,281 
 
 93 
 
 3,351 
 
 3,469 
 
 1,169 
 
 1,031 
 
 6,367 
 
 890 
 
 1,896 
 
 39,531 
 
 255 
 
 13,054 
 
 28,707 
 
 168 
 
 10,134 
 
SOUTHERN noU CATION 
 
 299 
 
 White 
 
 CouiUV Poiulalion, 
 1900 
 
 Tssaquena 622 
 
 Itawamba 12,202 
 
 Jackson 10,697 
 
 Jasper 729 
 
 Jefferson 4.020 
 
 Jones I3>i56 
 
 Kemper 8,669 
 
 Lafayette 12,378 
 
 Lauderdale 19.190 
 
 Lawrence 7.535 
 
 Leake 10,747 
 
 Lee 13.297 
 
 Leflore 2,796 
 
 Lincoln 12,341 
 
 Lowndes 7, 121 
 
 Madison 6,574 
 
 Marion 9,178 
 
 Marshall 8,966 
 
 Monroe 12,555 
 
 Montgomery 7.963 
 
 Neshoba 9.874 
 
 Newton 11,659 
 
 Noxubee 4,699 
 
 Oktibbeha 6,363 
 
 Panola 9,661 
 
 Pearl River 4.904 
 
 Perry 9,808 
 
 Pike 13,829 
 
 Pontotoc 13,447 
 
 Prentiss 12,657 
 
 Quitman 1,258 
 
 Rankin 8,679 
 
 Scott 8,107 
 
 Sharkey 1,449 
 
 wSimp.son 7.846 
 
 Smith 10,695 
 
 Sunflower 4,006 
 
 Tallahatchie 6,308 
 
 Tate 8,439 
 
 Tippah 10,080 
 
 Tishomingo 9,073 
 
 Tunica 1,559 
 
 Union 12,380 
 
 Warren 10,346 
 
 Washington 5,002 
 
 Wayne 7.481 
 
 Webster 9,694 
 
 Wilkinson 4.384 
 
 Winston 8,192 
 
 Yalobusha 9,284 
 
 Yazoo 10,043 
 
 Total 641,200 
 
 Xe^io White illiterates Xegro illiter- 
 
 Population, lOyrs. of ;i^e and ates, 10 vrs. of 
 
 1900 1900 age & over. ]90c 
 
 0.771 
 
 19 
 
 4.074 
 
 1 ..U2 
 
 1,014 
 
 452 
 
 5,815 
 
 1,122 
 
 2,075 
 
 7,474 
 
 321 
 
 2,317 
 
 17,270 
 
 189 
 
 6,227 
 
 4,670 
 
 1,091 
 
 1,516 
 
 II,6.r^5 
 
 536 
 
 3.883 
 
 0,730 
 
 560 
 
 2,680 
 
 18,058 
 
 570 
 
 7,326 
 
 7,568 
 
 447 
 
 2,496 
 
 6,231 
 
 796 
 
 2,228 
 
 8.658 
 
 804 
 
 2,625 
 
 21,031 
 
 ^7 
 
 8,593 
 
 9,209 
 
 836 
 
 3,222 
 
 21,972 
 
 7'i 
 
 9,110 
 
 25,918 
 
 165 
 
 9,626 
 
 4,323 
 
 739 
 
 1,313 
 
 18.708 
 
 204 
 
 5,150 
 
 18,650 
 
 792 
 
 6,078 
 
 8,573 
 
 260 
 
 2,755 
 
 2,279 
 
 678 
 
 1,098 
 
 7,614 
 
 532 
 
 2,682 
 
 26,146 
 
 124 
 
 11,219 
 
 13,819 
 
 ■ 336 
 
 5,412 
 
 19.366 
 
 267 
 
 6,189 
 
 1.792 
 
 307 
 
 541 
 
 4.822 
 
 783 
 
 1,445 
 
 13.713 
 
 407 
 
 4,394 
 
 4.827 
 
 1,173 
 
 1,664 
 
 3.131 
 
 1,416 
 
 949 
 
 4,177 
 
 147 
 
 1,337 
 
 12,269 
 
 291 
 
 3,903 
 
 6,065 
 
 401 
 
 2,079 
 
 10.723 
 
 38 
 
 3,994 
 
 4-954 
 
 792 
 
 2,003 
 
 2,360 
 
 862 
 
 700 
 
 12.070 
 
 243 
 
 4,484 
 
 13,281 
 
 371 
 
 5.132 
 
 T2,I79 
 
 290 
 
 3,880 
 
 2,903 
 
 753 
 
 796 
 
 1,051 
 
 1,034 
 
 368 
 
 14,914 
 
 72 
 
 5.403 
 
 4,142 
 
 1,141 
 
 1,222 
 
 30,554 
 
 180 
 
 10,322 
 
 44,143 
 
 158 
 
 15,134 
 
 5,058 
 
 720 
 
 1,703 
 
 3,925 
 
 522 
 
 1,071 
 
 17,069 
 
 167 
 
 7,179 
 
 5,901 
 
 466 
 
 1,750 
 
 10,458 
 
 230 
 
 3,709 
 
 33,902 
 
 290 
 
 11,630 
 
 907,630 
 
 36,844 
 
 3it»,6i7 
 
300 SOUTHERN EDUCATION 
 
 The total population of Missis- of Mississippi ten years of age and 
 
 sippi, in 1900, was 1,551,270, divid- over was 450,952; 36,844 being illit- 
 
 ed as follows: Whites, 641,200; erate, or 8 per cent. The total negro 
 
 negroes, 907,630 ; Indians, 2,203 5 population ten years of age and 
 
 Mongolians, 237. over was 640,424; 314,617 being 
 
 illiterate, or 49.1 per cent. 
 
 In 1900, there were 36,844 white 
 
 illiterate persons ten years of age VOTKR^ 
 
 and over in Mississippi. There ILLITERATE VOTERS, 
 
 were 314,617 illiterate negroes ten The following table shows the 
 
 years of age and over. The total number of illiterate white voters in 
 
 number of illiterates was, therefore, each of the several counties of the 
 
 351,461. In other words, 32 per State of Mississippi, also the num- 
 
 cent of the total population ten years ber of illiterate negroes of voting 
 
 of age and over was illiterate in age. In the county of Hancock 
 
 1900. there are more than 20 native white 
 
 illiterate voters out of every 100 na- 
 
 In 1900, the total white population tive white voters. 
 
 Native White Voters. 1900. Negroes of voting age. 1900. 
 
 County Literate Illiterate Total. Literate Illiterate Total 
 
 Adams 1,441 25 1,466 2,286 3,029 5,315 
 
 Alcorn 2,242 291 2,533 507 266 77?, 
 
 Amite 1,713 116 1,829 945 1,318 2,263 
 
 Attala 2,747 Z2>2 3.079 1,095 1,270 2,365 
 
 Benton 1,109 106 1,2x5 507 502 1,009 
 
 Bolivar 1,138 54 i,^92 4,604 3,958 8,562 
 
 Calhoun 2,263 323 2,586 379 399 778 
 
 Carroll i,950 167 2,117 i,i93 1,481 2,584 
 
 Chickasaw i,743 120 1,863 1,025 1,188 2,213 
 
 Choctaw 1,833 199 2,032 313 300 613 
 
 Claiborne 1,035 35 ^,070 1,500 1,818 3,318 
 
 Clarke 1,728 208 1,936 674 898 1,572 
 
 Clay 1,413 44 I457 1,^94 1,608 2,802 
 
 Coahoma 965 25 990 3,822 -2,563 6,385 
 
 Copiah 3,285 209 3,494 1,552 1,969 3,521 
 
 Covington 1,789 146 i,935 5I9 474 993 
 
 De Soto 1,465 62 1,527 1,988 2,011 3,999 
 
 Franklin 1,278 188 1,466 452 788 1,240 
 
 Greene 1,063 85 1,148 361 95 456 
 
 Grenada 9^3 39 9.=^2 1,036 1,035 2,071 
 
 Hancock 1,341 339 1,680 557 382 939 
 
 Harrison 2,842 222 3,064 896 603 1,499 
 
 Hinds .3,141 90 3,231 3,863 4.359 8,222 
 
 Holmes 1,926 61 1,987 2,547 3,347 5,8Q4 
 
 Issaquena 202 6 208 1,213 1,510 2,723 
 
 Itawamba 2,296 342 2,638 112 165 277 
 
 Jackson 1,965 393 2,358 S-^i 830 1,671 
 
 Jasper 1,491 113 1,604 649 665 1,314 
 
 Jefferson 891 87 978 1,465 1,985 3,4,SO 
 
 Jones 2,559 312 2,871 658 606 1,264 
 
 Kemper 1,707 180 1,887 891 1,256 2,147 
 
SOUTHERN EDUCATION 
 
 301 
 
 P Native White Voters. 1900. Negroes of voting- age. 3900 
 
 '" y I.iteratu. llliierate. '1 otal. Literate. Illiterate. Total 
 
 Lafayette 2,573 212 2,785 1,047 932 1,979 
 
 Lauderdale 4,484 180 4,664 1,549 2,306 3,855 
 
 Lawrence 1,415 I34 i,549 582 711 1,293 
 
 Leake 2.040 263 2,303 536 591 1,127 
 
 Lee 2,798 283 3,081 Qio 920 1,830 
 
 Leflore 843 15 858 2,301 3,027 5,328 
 
 Lincoln 2,396 296 2,692 841 1,016 1,857 
 
 Lowndes 1,802 15 1,817 1,779 3,043 4,822 
 
 Madison 1,540 63 1,603 1,955 3.129 5,084 
 
 Marion 1,720 226 1,946 399 418 817 
 
 Marshall 1.985 63 2,048 2,013 1,625 3,638 
 
 Monroe 2,789 292 3,081 1,819 2,160 3,979 
 
 Montgomery 1,726 89 1,815 680 956 1,636 
 
 Neshoba 1.835 250 2,aS5 176 232 408 
 
 Newton 2,363 156 2,519 638 813 1,451 
 
 Noxnbee 1,118 55 1,173 1.769 3,435 5,204 
 
 Oktibbeha i,394 122 1,516 1,014 1,649 2,663 
 
 Panola 2,155 98 2,253 i,977 2,082 4,059 
 
 Pearl River 1,041 81 1,122 295 228 523 
 
 Perry 2,144 248 2,392 692 511 1,203 
 
 Pike 3,193 117 3,3^0 1,257 1,372 2,629 
 
 Pontotoc 2,507 272, 2,880 435 566 1,001 
 
 Prentiss 2,280 422 2,702 321 284 605 
 
 Quitman 322 44 366 580 479 1,059 
 
 Rankin 1,818 loi 1.919 1,042 1,259 2,311 
 
 Scott 1,594 158 1,752 524 666 1,190 
 
 vSharkey 413 7 420 1,333 i,5i8 2,851 
 
 Simpson 1,377 237 1,614 343 545 888 
 
 Smith 1,876 267 2,143 202 231 433 
 
 Sunflower 1,112 65 1,1/7 i,703 i,7ii 3,4I4 
 
 Tallahatchie 1,380 121 1,501 1,300 i,744 3,044 
 
 Tate 1,779 94 1,873 1,114 1,261 2,375 
 
 Tippah 1,955 217 2,172 283 246 529 
 
 Tishomingo 1,687 293 1,980 no 103 213 
 
 Tunica 534 ^3 567 2,273 2,050 4,323 
 
 Union 2,415 340 2,755 43i 386 817 
 
 Warren 2,569 43 2.612 3,844 3,597 7,441 
 
 Washington 1,419 34 1,453 6,093 5,948 11,041 
 
 Wayne I,.l09 230 i,5,30 375 600 975 
 
 Webster 1,871 195 1,966 375 361 736 
 
 Wilkinson 918 67 ' 985 1,205 2,095 3,300 
 
 Winston 1,643 148 i,70i 517 526 ' 1,043 
 
 Yalobusha 2,097 75 2,172 945 1,127 2,072 
 
 Yazoo 2,266 105 2,371 3,398 4,156 7,554 
 
 Total 133,969 11,846 145,815 99,259 105,293 204,552 
 
 There were, in 1900, 145,815 native white persons of voting age in Mississippi, 
 11,846 of whom were illiterate, or 8.1 per cent. There were, in 1900, 204,552 
 native negroes of voting age in Mississippi, 105,293 of whom were illiterate, or 
 52.4 per cent. 
 
302 
 
 SOUTHERN EDUCATION 
 
 THE FIELD. 
 
 INTERESTING EDUCATIONAL NEWS 
 HAPPENITSTGS THROUGHOUT THE 
 SOUTH. 
 
 Lafayette Parish, Lafayette, 
 Louisiana, on June i8th voted in 
 favor of levying a special school tax 
 of three mills for six years, 415 
 votes being cast for the tax and 213 
 against it. The extra school tax 
 will swell the school revenues of 
 Lafayette Parish considerably. The 
 total school fund of that Parish will 
 hereafter be something like $30,000 
 per annum. 
 
 The people of Caney Fork town- 
 ship, Jackson county, North Caro- 
 lina, recently raised a voluntary 
 subscription of $1,064.00 to assist 
 in building, three new school houses 
 in that township. 
 
 Two new rural school libraries 
 were recently established in Jack- 
 son countv, North Carolina. 
 
 The Tennessee State Teachers' 
 Association will hold its annual 
 meeting at Monteagle, July 28-31, 
 1903. An interesting program has 
 been prepared for this meeting of 
 the Association, and State Superin- 
 tendent Mynders, who is Secretary 
 of the Association, requests all 
 teachers and friends of education to 
 attend the coming meeting of the 
 Association. 
 
 There will l)c an educational rally 
 held at Fork, Monroe county, South 
 Carolina, on July 15th. State Sup- 
 erintendent Martin, Governor Hay- 
 ward, Judge Woods and others will 
 make addresses. Recently a school 
 district of 12 square miles, embrac- 
 ing Fork, voted a local tax of three 
 mills and consolidated three district 
 schools into one central school. The 
 proposed educational rally is to 
 arouse enthusiasm in favor of the 
 new consolidated school. 
 
 Prosperity, South Carolina, will 
 vote on July 7th on the question of 
 issuing $5,000.00 worth of bonds 
 for the erection of a public school 
 building in that town. 
 
 The school authorities of Brevard 
 county, Florida, will consolidate five 
 isolated schools into one central 
 school. The schools to be consoli- 
 dated are along Indian River and 
 the children will be transported to 
 the central school b}' means of 
 launches. 
 
 The school district of Boomer, 
 Wilkes county, North Carolina, re- 
 cently voted a local tax for public 
 schools. Not a single vote was cast 
 aerainst the tax. 
 
 The town of Easley, South Caro- 
 lina, voted on June 12th, to issue 
 $12,000 worth of bonds with which 
 to erect a public school building in 
 that town. 
 
SOUTHERN EDUCATION 
 
 303 
 
 The following figures are encour- 
 aging so far as the United States are 
 concerned : 
 
 imously on June 3rd for a five mills 
 school tax, lasting ten vears. 
 
 Amoiinl AiiT'iint 
 
 spent per spent per 
 
 capita on c ipit i on 
 
 the iirniv e.mcilinn 
 
 England '^2)-7" 
 
 Prussia 2.04 
 
 France 4.00 
 
 Italy 1.52 
 
 Austria 1.36 
 
 Russia 2.04 
 
 United States ...... .39 
 
 $0.62 
 
 •50 
 70 
 
 36 
 32 
 33 
 35 
 
 The people of Florence and Flor- 
 ence county, South Carolina, held an 
 educational rally on July ist. Ad- 
 dresses were made by State Super- 
 intendent Martin and others. Local 
 taxation, rural libraries, better pub- 
 lic school houses, and industrial edu- 
 cation were emphasized by the 
 speakers. 
 
 The teachers of Gwinnett county, 
 Georgia, adopted a resolution ask- 
 ing the legislature of Georgia to 
 pass a suitable taxation law. The 
 teachers also adopted a resolution 
 favoring the enactment of some 
 kind for compulsory education for 
 the state. 
 
 The Price public school district, 
 of Arcadia, Louisiana, voted unan- 
 
 Wilkes county. North Carolina, 
 during the past year consolidated 18 
 rural schools. During the month 
 of August one township in Cabarrus 
 county. North Carolina, containing 
 seven school districts, will vote on 
 the question of levying a local tax 
 for public schools. During the 
 same month one township in 
 Northampton county, containing 
 five districts, will also vote on the 
 question of local taxation. 
 
 Dare county, North Carolina, has 
 two townships in which a local tax 
 has recently been voted for public 
 schools. There is a movement now 
 to have a vote on the question of 
 local taxation in all tlx> townships 
 of the county and there is everv 
 probability that the tax will be car- 
 ried when the vote is taken. It is 
 said that Dare county will likely be 
 the first county in North Carolina 
 in which every school district levies 
 a local school tax. 
 
 The police jury of Red River 
 parish, Louisiana, has increased the 
 parish school tax one mill. This 
 will make a six months term instead 
 of five as heretofore. 
 
304 SOUTHERN EDUCATION 
 
 SCHOOL FUNDS. 
 
 THI^ SCHOOL Rl^VENUKS OP THU Sl^VERAL STATES AND THE SOURCES 
 
 DERIVED. 
 
 From 
 
 Permanent State Local Other 
 
 Funds Taxes Taxes Sources 
 and Rents 
 
 Maine 2.0 30.6 67.4 0.0 
 
 New Hampshire (1889-1900) 1.4 5.0 89.0 4.6 
 
 Vermont (1899-1900) 5.8 9.9 74.6 9.7 
 
 Massachusetts 1. 1 0.8 97.2 0.9 
 
 Rhode Island i.o 8.6 85.8 46 
 
 Connecticut 5.0 10.5 82.0 2.5 
 
 New York 0.7 9.1 68.8 21.4 
 
 New Jersey 3.0 35.7 60.7 0.6 
 
 Pennsylvania 0.0 20.1 59.2 20.7 
 
 Delaware (1899-1900) 28.8 22.0 43.1 6.1 
 
 Maryland 2.1 27.5 63.9 6.5 
 
 District of Columbia 0.0 0.0 100. o 0.0 
 
 Virginia (1898-1899) 2.4 48.0 46.9 2.7 
 
 West Virginia (1S99-1900) 2.4 17.1 74.1 6.4 
 
 North Carolina 0.0 85.2 1.4 13.4 
 
 South Carolina 0.0 70.1 14.7 15.2 
 
 Georgia 10.5 51.6 21. i 16.8 
 
 Florida 4.6 13.3 78.0 4.1 
 
 Kentucky ; 61.6 30.9 7.5 
 
 Tennessee (1S99-1900) 7.2 84.5 .... 8.3 
 
 Alabama (1899-1900) 13.6 68.7 .... 17.7 
 
 Mississippi (1898-1899) 9.8 49.6 37.^^ 3.3 
 
 Louisiana 4.9 26.2 60.3 8.6 
 
 Texas 26.0 47.7 21.8 4.5 
 
 Arkansas 0.0 28.5 56.3 15,2 
 
 Oklahoma 0.0 18. i 61.8 20.1 
 
 Indian Territory 0.0 0.0 99.0 i .p 
 
 Ohio 1.7 12.5 79.8 6.0 
 
 Indiana 7.6 19.7 72.1 0.6 
 
 Illinois 4.1 5.0 87.4 3.5 
 
 Michigan 17.4 0.0 71.9 10.7 
 
 Wisconsin 2.7 10.2 76.5 10.6 
 
 Minnesota 21.3 64.6 14. i 
 
 Iowa I.I 0.0 87.8 II. I 
 
 Missouri 8.8 10.5 75.3 5.4 
 
 North Dakota (1899-1900) 30.7 0.0 63.6 5.7 
 
 South Dakota 17.7 0.0 77.7 4.6 
 
 Nebraska 11. 5 ' 4.4 61.8 22.3 
 
 Kansas 8.8 0.0 87.6 3.6 
 
 Montana 3.2 , 67.7 7.8 21.3 
 
 Wyoming (1899-1900) 14.8 0.0 76.5 8.7 
 
 Colorado 3.7 0.0 84.0 12.3 
 
 New Mexico (1899-1900) 0.0 91.5 8.5 0.0 
 
 Arizona 4.0 78.5 17.5 
 
 Utah 2.0 23.8 10.6 63.6 
 
 Nevada 59.8 0.0 40.2 0.0 
 
 Idaho (1899-1900) 7.3 33.1 47.3 12.3 
 
 Washington 6.1 37.2 49.1 7.6 
 
 Oregon 15.1 0.0 73.0 11. 9 
 
 California . ., 3.0 41 . i 54.3 1.6 
 
 United States 4.3 16.4 68.6 10.8 
 
OCTOBER 1, 1903 
 
 Price 50 cents per year 
 
 Southern 
 Education 
 
 (South Carolina Edition) 
 
 "Our people are beginning to realize the fact that 
 we cannot have a prosperous State unless we have an 
 educated State; they are beginning to realize that the 
 osperity of the State does not depend upon the amount 
 education which some of our people have, but that the 
 osperity of the State depends upon the education 
 ssessed by all the people in the State." 
 
 Gov. D. C. Heyward. 
 
 "We all here believe that education is the hope of 
 he State, the South, and of the country, and are willing 
 to do whaft we can to secure better iacilities for the 
 people in the rural districts. Aside from the necessity 
 of education for all the people, it is necessary for the 
 future welfare of our State to give better school facilities 
 to the rural districts to stop the drift of our good people 
 from the country to the cities. I am sure that I speak 
 for every college man without exception when I say 
 that we subscribe without reservation to Jeffer's teach- 
 ing that "the chief duty of the State institutions for 
 higher education is the promotion of the interest of 
 public schools of all grades." President D. B. Johnson. 
 
 '^One intelligent, live and enthusiastic teacher can 
 revolutionize a whole township, and build a monument 
 that will endure as long as appreciative hearts and 
 growing minds continue.'' 
 
 0. B. Martin, State Supt. Education, 
 
 SOUTHERN EDUCATION BOARD, Kaoxville, Tena., Publishers. 
 
 VOL. 1 
 
 No. 17 
 
 • AUT-OQDIN CO., KNONVILLI, Tim. 
 
SOUTHERN EDUCATION BOARD 
 
 Dr. E. A. Alderman, Wm. H. Baldwin, Rev. Wallace Buttrick, Dr. 
 J. L. M. Curry, Dr. Chas. W. Dabney, Dr. H. B. Frissell, Hon. H. H. 
 Hanna, Dr. C. D. Mclver, Edgar Gardner Murphy, Robert C. Ogden, Dr. 
 Walter H. Page, Geo. Foster Peabody, and Dr. Albert Shaw 
 
 Officers 
 
 President, Robert C. Ogden, New York City 
 
 Secretary, Dr. Charles D. Mclver, Greensboro, N. C. 
 
 Treasurer, George Foster Peabody, New York City 
 
 Supervising Director, Hon. J. L. M. Curry, Washington, D. C. 
 
 Bureau of Information and Investigation : Director, Dr. Chas. W. 
 Dabney; Secretary, Charles L. Coon, Knoxville, Tenn. 
 
 District Directors : Dr. E. A. Alderman, New Orleans, La., Dr. H. B. 
 Frissell, Hampton, Va., Dr. Charles D. Mclver, Greensboro, N. C. 
 
 Campaign Committee: Hon. J. L. M. Curry, Chairman; Dr. E. A. 
 Alderman, Dr. Chas. W. Dabney, Dr. H. B. Frissell, Dr. Chas. D. Mclver 
 
 General Field Agents : Dr. G. S. Dickerman, New Haven, Conn. ; 
 Prin. Booker T. Washington, Tuskegee, Ala. 
 
 Field Agents for Virginia : Hon. H. St. George Tucker, Lexington, 
 Va., and Dr. Robert Frazer, Richmond, Va. 
 
 Field Agent for Alabama, J. B. Graham, Talladega, Ala. 
 
 Executive Secretary associated with the President, Edgar Gardner 
 Murphy 
 
 EDUCATION AN INVESTMENT. 
 
 "The domestic animal pays back for its training when it enters 
 upon its life work. The beautiful rose rewards the husbandman 
 who nurtured it into flowering-. One of the first lessons of 
 political economy is that labor for only immediate results is never 
 well repaid. If the object be to receive large returns, there must 
 be a long period of labor without appreciable reward. Thus, 
 accumulated capital is no less necessary to educational than to 
 industrial enterprises. The child is the raw material: others 
 must furnsh the capital. Education can not be self-sustaining 
 in its immediate returns, but in its returns to society it is more 
 than self-sustaining — it is self-uplifting." 
 
 Ex-State Supt. John J. IMcMahan. 
 
Soutbern l£t)ucation 
 
 Published at Knoxvllle, Tenn.. by the 
 Bureau of the Southern Education Board. 
 
 Subscription Price : 
 
 One year 50 cents 
 
 Three months 15 cents 
 
 Addrkss: southern EDUCATION BOARD 
 Knoxvillk, Tenn. 
 
 Thursday, October 1, 1903 
 
 This edition of Southern Education 
 has been prepared at the suggestion of 
 the State Superintendent of South Caro- 
 lina and of the Central Educational Cam- 
 paign Committee, composed of Gov. D. 
 C. Hcyvvard, Pres. D. B. Johnson, and 
 Supl. O. B. Martin. 
 
 Charles L. Coon, Editor. 
 
 Some object to the publication of il- 
 literacy statistics, as well as statistics 
 showing our educational conditions as 
 to teachers, salaries, supervision, and 
 school houses, on the ground that it is 
 calling attention to our shame. It would 
 be interesting to know what interpreta- 
 tion we should put on the following : 
 " Ye shall know the truth and the truth 
 shall make you free " ! 
 
 " There are some things worse than 
 illiteracy." Yes, the perpetuation of 
 conditions which make illiteracy is one 
 of the things that is worse. The illiter- 
 acy we have was unavoidable, the illit- 
 eracy of the future will be inexcusable, 
 both in the sight of God and man. 
 
 Why can not the Sunday schools of 
 the South take up the question of adult 
 illiteracy? The Church in the South is 
 yet and will ever be the most potent 
 social force in our civilization, hence 
 it could take up such a problem with the 
 mosi. assurance of a successful solution. 
 
 Why does the State of South Carolina, 
 as well as many other States, think it 
 necessary to limit the salaries of its- 
 county superintendents in such manner 
 as renders it impossible for those men 
 to live by means of what ought to be 
 their only work? Can a State that sayS 
 that some county superintendents shall 
 only receive $300 a year, for instance, be 
 rightly chargeable with the highest and 
 most intelligent zeal for the best inter- 
 ests of its children and its future citi- 
 zens? The most essential weakness of 
 the school systems of our southland is 
 lack of organization and effective leader- 
 ship, resulting in aimless and purpose- 
 less work on the part of unskilled and 
 untrained teachers. If skilled super- 
 vision pays in our cities, it will surely pay 
 in our counties. 
 
 The United States spends annually for 
 public education about $1.35 per capita. 
 It is said that the liquor bill of this 
 country last year was more than $16 per 
 capita ! And yet we sometimes hear it 
 said we are too poor to have better 
 schools. 
 
306 
 
 SOUTHERN EDUCATION 
 
 A New Scripture. 
 
 Fcr school officers : Seek first of all 
 a good teacher and these things will 
 follow — a school library, a good school 
 house, embellished school grounds, in- 
 terested pupils, punctual and regular at- 
 tendance. 
 
 And do you ask how you are to know 
 a good teacher? By his works is the best 
 rule to guide you. Did he ever convert 
 a community so that it helped him 
 to establish a school library, build a 
 decent school house, beautify the school 
 grounds? Did he ever interest indiffer- 
 ent parents in the education of their 
 children, did he ever inspire enough in- 
 terest on the part of the children to 
 cause them to love the school and be 
 punctual and regular in attendance ? Did 
 he ever take enough interest in the poor 
 and the illiterate children of the com- 
 munitjy to secure enough aid to put them 
 all in school? Does he spend his va- 
 cation in idleness or does he spend it in 
 sober thoughtfulness and in planning 
 better work for the future? Does he 
 Icnow enough and care enough about 
 universal popular education to enable 
 him to convert opponents of such edu- 
 cation ? 
 
 These are some of the qualifications 
 which any school officer can find out 
 without formal examination of the ap- 
 plicant for the position of teacher. And, 
 unless an applicant have these qualifica- 
 tions, it were better far that he were not 
 elected to teach the children of any com- 
 munity. The education of the children 
 can not wait on the reformation of the 
 teacher. 
 
 Institutes--A Suggestion. 
 
 During the past summer considerable 
 discussion has been going on in Southern 
 newspapers relative to the county sum- 
 mer normals, or institutes. There is con- 
 siderable opposition to these schools as 
 they are now conducted. 
 
 Evidently these schools should do two 
 tihings : (a) broaden the scholarship of 
 teachers, and (b) give teachers such 
 proft ssional training as will make them 
 more efficient. 
 
 The school authorities of each state 
 should make out, first of all, a well- 
 defined and suggestive graded course of 
 study for the rural schools. Such a 
 course of study should employ the time 
 and attention of the best educational 
 thought of each state in the South. The 
 county institutes, then, should give 
 definite instruction as co how such a 
 graded course of study could be taught 
 by the teachers in the schools. This 
 would give aim and purpose to the work 
 of the rural public school teacher. This 
 would begin at the very beginning of the 
 rural school problem in the South, the 
 proper training of the rural teacher. It 
 would be an immense gain for education 
 everywhere, if the teachers of every 
 county in the South could have one 
 month's definite instruction in such an 
 institute next summer. 
 
 Our school laws require geography, 
 hisiory, arithmetic, and the like to be 
 taught in the public schools, yet the 
 books on these subjects adopted for use 
 in the public schools of most of the 
 Southern States can not be read intelli- 
 gently by the children earlier than the 
 
SOUTHERN EDUCATION 
 
 307 
 
 fifth reader class. And 75 per cent, of 
 all the children enrolled in our country 
 public schools leave school by the time 
 they can read well in the fifth reader. 
 Hence, such a subject as history, which 
 is supposed to train children most di- 
 rectly for citizenship, is now being taught 
 to only a very few of the children. It 
 is the plain duty of the educational lead- 
 ers of the several Southern States, there- 
 fore, to take up this subject of county 
 institutes in earnest. The course of 
 study is the first problem ; how to teach 
 it most effectively is the next problem. 
 
 " The first thing we should do is to 
 arouse a deep and increased interest in 
 the subject of education; we must go to 
 work and let the people know that we 
 are in earnest ; we must realize the fact 
 that in this work we will not be judged 
 by what we propose to do, but by what 
 we actually do. Like the reaper, we will 
 not be judged by our good intentions. 
 In the morning he goes into the harvest 
 field: we judge him by the sheaves 
 which he brings home at evening time." 
 — Gov. D. C. Heyw.\rd. 
 
 "Better schools and more education 
 must be provided for the thousands who 
 have not yet enjoyed the munificence 
 and benefactions of progressive civiliza- 
 tion." — O. B. -Martin, State Supt. Edu- 
 cation. 
 
 There are a number of ways in which 
 the rural schools may be helped : 
 
 1. Local taxation. 
 
 2. Consolidation of districts. 
 
 3. Improvement and beautifying of 
 school houses and grounds. (I am glad 
 to report that the students of Winthrop 
 College organized last year a State Asso- 
 ciation of Women for help in this work 
 and have already accomplished some- 
 thing. ) 
 
 4. Rural libraries. 
 
 5. By securing closer and more ex- 
 pert supervision. 
 
 Wc could aid in securing and hasten- 
 ing these results by arousing public opin- 
 ion through addresses to the people and 
 publications, newspaper and circular, and 
 in other ways that will suggest them- 
 selves. — President D. B. Johnson, 
 Columbia Conference, April 11, 1903. 
 
 In 1890, the white illiteracy in South 
 Carolina was 17.9 per cent., the negro 
 illiteracy being 64.1 per cent. In 1900, 
 the white illiteracy of South Carolina 
 was 13.6 per cent, the negro illiteracy 
 being 52.8 per cent. These figures show a 
 considerable decrease in illiteracy during 
 the last ten years. 
 
 " The school gives the preliminary 
 preparation for education, and the library 
 gives the means by whicn the individual 
 completes and accomplishes his educa- 
 tion."— Dr. W. T. Harris, 1890. 
 
 No group of pupils can grow in knowl- 
 edge without access to a library. The 
 rural school library should be small. 
 Cn!y the best books should be selected. 
 The teacher should know the library and 
 be the librarian. 
 
308 SOUTHERN EDUCATION 
 
 DECLARATION OF CONFERENCE 
 Of Educators at Columbia, April 11, 1903. 
 
 "Regarding it as beyond discussion that universal education is absolutely 
 necessary for the true solution of those problems which will forever confront 
 a free government, recalling that the faith of our State was pledged by our 
 fathers to the support of schools for all the people, by the act of the assembly of 
 1710, which declared that it was necessary that a free school be conducted for 
 the youth of the province affording instruction in the arts and sciences and 
 useful learning; reaffirming that 'as the people of the past owed a duty to us, 
 so we owe a duty to all who follow us:' that 'the commonwealth exists chiefly 
 for the children of to-day and those of the future,' and that, the principles of 
 the Christian religion as well as of humanity and of sound economics demand 
 that we recognize and meet this obligation when taken in its widest form of 
 expression, therefore : 
 
 " We, as an educational conference assembled in the city of Columbia this 
 April II, 1903, do make and address to the people of South Carolina the follow- 
 ing declaration : 
 
 " I. No free government can long exist without an educated citizenship; 
 this condition can not be secured except by a system of education which shall 
 provide free schools for all the children of the State — a system which shall 
 furnish such training as will prepare every child intelligently to perform all the 
 services demanded of him in his relation to family, society, church and state. 
 
 " 2. The people of South Carolina have made a noble effort to meet this 
 obligation, but the actual facts of our educational conditions show that the battle 
 for popular education has not yet been completely won, and therefore demand 
 renewed and organized effort on the part of all who love the State. Some of 
 these facts are: (i) the length of our school term is 88.4 days per annum; the 
 average in the United States is 145; (2) the average salary of teachers is per 
 month in South Carolina $31.25; ni the United Statics, $48.00; salary per annum 
 in South Carolina, $138.12; in the United States, $338.00; (3) the average cost 
 of education per capita for enrolled pupils in South Carolina, $3.65; in the 
 United States, $20.29; (4) the statistics show that 35.9 per cent, of the entire 
 population and 14 out of every 100 whites over 10 years of age are classed as 
 illiterate. 
 
 " To remedy this state of affairs is clearly our duty now, and the remedy 
 lies in hard work for those schools which alone can offer an opportunity for an 
 education to the great mass of our deserving and patriotic citizens who live in 
 the rural districts. 
 
 " In view of the supreme importance to the commonwealth of better schools 
 in these rural districts, this conference, invoking the aid of two great agencies, 
 the pulpit and the press, and the co-operation of all good citizens, declares itself 
 in favor of : 
 
 " I. Local supplementary taxation as necessary alike to the moral and finan- 
 cial support of efficient public schools, and hence persistent agitation for the 
 general extension of this plan, already adopted in our State by one-sixth of our 
 school districts. 
 
 " 2. Better training and payment of teachers, expert supervision, longer 
 terms, and courses of study adapted to the economic conditions and wants of the 
 people. 
 
 " 3. The consolidation, wherever practicable, of weak schools into larger 
 and stronger organizations. 
 
 " 4. The improvemeni; of school houses and grounds, with better equipment 
 for teachers. 
 
 " 5. A systematic campaign, not only with these aims in view, but also for 
 the purpose of arousing popular interest in education. 
 
 " The conference, therefore, recommends that a campaign executive com- 
 mittee of three be appointed to organize and conduct the campaign for carrying 
 out the purposes of this declaration." 
 
SOUTHERN EDUCATION 309 
 
 The above declaration of principles was siened by Gov. D. C. Heywood. State 
 Siipt. Alartin. and by the leading college presidents, by many city and county 
 superintendents, by college professors, and by other friends of education, number- 
 ing in all sixty-five persons. 
 
 CONSOLIDATrON DATA. 
 
 Arguments for Consolidation--lnstances of Its Success--Table 
 Showing Its Possibility in South Carolina. 
 
 The land area of the average white school district in South Carolina is 12.6 
 square miles. If the average white district was 16 square miles in area, no child 
 would have to walk farther than 2.8 miles to school, and only that far when 
 living in one comer of the district. 
 
 The following South Carolina counties have an average white school district 
 of less than 10 sauare miles in area : Anderson, Cherokee, Greenville, Lancaster, 
 Oconee, Saluda, Spartanburg, and York — 8 counties out of 41. 
 
 The following South Carolina counties have an average white school district 
 of less than 12 square miles and more than 10 square miles in area: Abbeville, 
 Chester, Florence, Greenwood, Horry, Laurens, Lee, Newberry, Pickens, Sumter, 
 Union, Williamsburg — 12 counties out of 41. 
 
 The following South Carolina counties have an average white school district 
 of less than 16 square miles and more than 12 square miles in area: Aiken, 
 Bamberg, Barnwell, Chesterfield, Clarendon, Darlington, Edgefield, Hampton, 
 Kershaw, Lexington, Marion, Marlboro, Orangeburg, Richland — 14 counties out 
 of 41. 
 
 There are ^z out of 40 counties in South Carolina which contain an average 
 white school district of less than 16 square miles in area. That fact means that 
 consolidation of schools can be carried on in 2>3 South Carolina counties out of the 
 41 counties without even resorting to the transportation of pupils. 
 
 The following table gives the land area, number of white rural schools in 
 I0G2, and the area of the average white school district : 
 
 Land White Rural Area of Average 
 
 •-"""•^y Area Schools. 1902 White District, 1902 
 
 Abbeville 682 61 ii.i 
 
 Aiken i ,096 74 14.8 
 
 Anderson 756 93 8.1 
 
 Bamberg .'63 27 13.4 
 
 Barnwell ; 870 63 13.8 
 
 Beaufort 043 14 67.3 
 
 Berkeley 1,316 52 25.3 
 
 Charleston 687 19 36. i 
 
 Cherokee 361 56 6.4 
 
 Chester .=;02 51 1 1 . 6 
 
 Chesterfield S23 56 14.6 
 
 Clarendon ;-io 51 13.9 
 
 Colleton 1,351 82 16.4 
 
 Darlington 649 45 14.4 
 
 Dorchester 564 35 16. i 
 
 Edgefield 715 56 12.7 
 
 Fairfield 776 48 16. i 
 
 Florence 6^0 58 10.8 
 
 Georgetown S27 31 26.6 
 
 Greenville 745 124 6.0 
 
 Greenwood 495 45 1 1 . 
 
310 SOUTHERN • EDUCATION 
 
 ^ Land White Rural Area of Averasre 
 
 •-"""^y Area Schools, 1902 White District, 1902 
 
 Hampton 936 62 15.0 
 
 Horry I-P7S 102 10.5 
 
 Kershaw 705 58 12 . i 
 
 Lancaster 501 56 8.9 
 
 Laurens 684 63 10.8 
 
 Lexington 885 69 12.8 
 
 Marion . 993 75 13.2 
 
 ]\Iarlboro 509 38 13.3 
 
 Newberry 594 55 10.8 
 
 Oconee 641 70 9.1 
 
 Orangeburg I,3-15 89 15,1 
 
 Pickens 531 53 10. o 
 
 Richland 605 43 14.0 
 
 Sahida 438 45 9.7 
 
 Spartanburg 762 142 5 . 3 
 
 Sumter 860 83 10.3 
 
 Union 495 49 10. i 
 
 Williamsburg 091 97 10.2 
 
 York 669 86 T .7 
 
 Total 30.170 2,387 12.6 
 
 One-Teacher Schools. 
 
 We are suffering in some localities with too many schools. The impression 
 prevails among the people that a school must be located wherever twenty-five 
 pupils can be collected. This impression has led to the establishment of some 
 unnecessary schools. Another impression, which is a serious hindrance to the 
 proper consolidation of the schools, is that one teacher can very reasonably be 
 expected to do good work in a school containing not more than twenty-five to 
 thirty pupils. The teacher's work is estimated solely upon the number of pupils 
 enrolled, and the number of grades is not taken into consideration at all. 
 
 No radical improvement can be made in our rural schools except by a 
 judicious consolidation of two or more weak schools into one strong one, and 
 the employment of more teachers which this consolidation will make. possible. 
 When the masses of the people realize that the same two teachers can do double 
 work if their schools are thrown together, then they will be ready and willing 
 for any reasonable plan of consolidation. They do not yet thoroughly realize that 
 this is a fact. — Co. Supt. R. E. Nicholson, Anderson County. 
 
 Consolidation in Anderson. 
 
 Hall township, Anderson County, South Carolina, now has five schools for 
 white children, with an average attendance of 15 to 45 children in each school. 
 There are five to eight grades in each school, with only one teacher. Instead 
 of the five schools, it is proposed to establish two grade.d schools, which will 
 have an average attendance of more than 100 pupils each. The children who 
 live more than two miles from the new school houses will be transported tio and 
 from school each day during the term. The Anderson Daily Mail says that the 
 school trustees have been moved to take this step because they desired better 
 public schools and better school facilities, declaring that many of the people are 
 leaving the farms in that section and moving to town in order to educate their 
 children. This is one of the first instances of consolidation in South Carolina. 
 
 Does Consolidation P^y? 
 
 During 1902, three school districts in Mangum township. Durham County, 
 North Carolina, were consolidated into one district, with the following results: 
 
 L Salary of teachers before consolidation : 
 
 1. Salary of teacher in District i, $35 per month. 
 
 2. Salary of teacher in District 2, $35 per month. 
 
 3. Salary of teacher in. District 3, $35 per month. 
 
SOUTH URN EDUCATION 311 
 
 II. Lengtli of term before consolidation • 
 
 1. Term in District i, 6 months. 
 
 2. Term in District 2, 6 months. 
 3- Term in District 3, 6 months. 
 
 III. Average daily attendance in districts l)efore consolidation: 
 
 1. Average daily attendance in District i, 15. 
 
 2. Average daily attendance in District 2. 16. 
 
 3. Average daily attendance in District 3. 2^. 
 
 IV. Results of consolidation : 
 
 1. Total salary of two teachers, $100 per month. 
 
 2. Length of term, 7 months. 
 
 3. Average daily attendance, 80 out of total enrollment of 113. 
 
 4. Greatly increased interest in public education; three poor school houses 
 abandoned and one neat, comfortable house erected ; a graded school. 
 
 Consolidation in Virginia. 
 
 " Consolidation of small schools into larger ones is not a fad, as some seem 
 to regard it. I have been thinking and working on the problem for twenty years. 
 Two causes led me to consider the question of consolidation : t.he decay of the 
 old classical country high school, and the poor work done by the small country 
 public school, which was driving all boys with an ambition for an education away 
 from home to obtain that education. 
 
 " Rockingham County now has thirty graded schools, each school containing 
 from two to ten teachers. We have begun to transport children to school in 
 wagons, who live in the remote parts of the districts. We are tired of the 
 miserable system that perpetuates the poor school house and prevents the children 
 from getting a good education at home ; at least, as much as a high school edu- 
 cation." — SuPT. G. H. Hui.VEY, Richmond Conference, May, 1903. 
 
 Consolidation in Florida. 
 
 "The district school must receive our attention, if the rush of the people 
 from the country int;0 the towns is to be stopped. This e.xodus will not stop 
 until we make less the difference between the efficiency of the rural and the 
 city school. But the place to begin to reform the rural school is with the county 
 superintendent. He is the real fault against which to charge the failure of the 
 rural schools. The county superintendent that would succeed must forget that 
 he is to be re-elected. He must be a brave man, and willing to work for the 
 future. 
 
 " In Duval County six years asro there were forty-five rural schools. It was 
 resolved to consolidate these into fifteen schools. We have a law that makes it 
 impossible to compel a child to walk more than one and a half miles to school. 
 This necessarily meant that we must transport the pupils, if we carried out our 
 consolidation plans. 
 
 " At present we have in operation seven of the proposed fifteen consolidated 
 schools which are to take the place of the forty-five small rural schools of six 
 years ago. We find that we save money by the consolidation plan, and in addition 
 the plan enables us to have as good school for the country boy as the city boy of 
 Jacksonville has. In the scA-en consolidated schools the term is eight months now; 
 six years ago it was only five months. Truancy is unknown, and we have been 
 enabled to provide ample equipment for the schools. This could never have been 
 done, if the small schools had been maintained." — Supt. G. P. Glenn, Richmond 
 Conference, May, 1903. 
 
 Advantages of Consolidation. 
 
 Mr. A. W. Edson, of the ]\Iassachusetts Board of Education, summarizes the 
 advantages of consolidation thus : 
 
 (i) It permits a better grading of the schools and classification of pupils. 
 The pupils can thus be placed where they can work to the best advantage; the 
 various subjects of study can be more wisely selected and correlated and more 
 time can be given to recitation. 
 
312 SOUTHERN EDUCATION 
 
 (2) It pffords an opportunity for thoroueh work in snccial branches such 
 as drawing, music, and nature study. It also allows an enrichment of the course 
 in other lines, giving a chance, for example, for the introduction of some agri- 
 cultural instruction. 
 
 (3) It leads the way to more weeks of schooling and a higher grade of 
 instruction. 
 
 (4) It ensures the employment and retention of better teachers. 
 
 (5) It makes the work of school supervisors far more effective. 
 
 (6) It adds the stimulating influence of large classes, with the resulting 
 enthusiasm and generous rivalry. The discipline and training thus obtained are 
 invaluable. 
 
 (7) It affords the broader companionship and culture that come from asso- 
 ciation. 
 
 (8) It results in a better attendance of pupils. 
 
 (9) It leads to better school buildings, better equipment, a larger supply 
 of books, charts, maps, and apparatus. The large expenditure implied in these 
 better appointments is wise economy, for the cost per pupil is really much less 
 than the cost in small and widely separated schools. 
 
 (10) It quickens public interest in the schools. Pride in the qualit}' of the 
 work done secures a greater sympathy and better fellowship throughout the 
 town (township). 
 
 " The consolidation of rural schools, now authorized in twenty states, is 
 giving better buildings and better teaching, better supervision, larger attendance, 
 at less expense; and, by affording a center for the intellectual and social life of 
 widened neighborhoods, is enriching rural life and keeping the prosperous farmer 
 on the farm." — President William DeWitt Hyde, Bowdoin College, 1903. 
 
 SALARIES OF COUNTY SUPERINTENDENTS. 
 
 Section 11Q7 of the Public Laws of South Carolina reads: That the County 
 Superintendents of Education of the various Counties of the State shall receive 
 annual salaries as follows: Abbeville. $600; Aiken, $600; Anderson, $750; Bam- 
 berg, $500; Barnwell, $500; Beaufort, $400; Chester, $600; Berkeley, $300; 
 Charleston, $700; Chesterfield, $400; Cherokee, $400; Clarendon, $625; Colleton, 
 $500 ; Darlington, $600 ; Dorchester, $300 ; Edgefield, $500 ; Fairfield, $500 ; Flor- 
 ence, $650; Georgetown. $500; Greenville, $600; Greenwood, $600; Hampton, 
 $450; Horry. $300; Kershaw, $500; Lancaster, $500; Laurens, $600; Lexington, 
 $600; Lee, $500; Marion, $800; Marlboro, $600; Newberry, $650; Oconee, $500; 
 Orangeburg, $750: Pickens, $500; Richland, $1,200; Saluda, $450; Spartanburg, 
 $1,000; Sumter, $800; L^nion, $500; Williamsburg. $600; York. $700. 
 
 Sec. 1198. In Chester, Lexington, Union and York Counties, they shall re- 
 ceive annually, in addition to the salaries mentioned in the last section, one hun- 
 dred dollars, and in Laurens County, fifty dollars, for traveling expenses ; and in 
 every other County of the State they shall receive annually in addition to their 
 salaries such sum as may be necessary to pay the actual expenses incurred by 
 them in attending meetings called for the purpose of advancing educational inter- 
 ests, and for the purpose of visiting schools in other Counties in order to become 
 familiar with their management and mode of teaching! 
 
 Salaries of Town and County Superintendents, 1902. 
 
 No. of No. of 
 
 County Citv Supt. City Teachers County Supt. County Teachers 
 
 Abbeville $1.00000 19 $ 60000 178 
 
 Aiken 1,000 00 7 600 00 191 
 
 Anderson 1,36000 25 75° 00 208 
 
 Bamberg 607 50 6 500 00 77 
 
 Denmark 1,00000 8 
 
 Barnwell 90000 9 50000 147 
 
SOUTHERN EDUCATION 313 
 
 No. of No. of 
 
 County City Supt. City Teachers County Suot. County Teachers 
 
 Beaufort 900 00 10 400 00 
 
 Bennettsville i.ooo oo 7 6oc oo 105 
 
 Camden i. 000 00 14 500 co iiq 
 
 Charleston 2,000 00 lOJ. 700 00 188 
 
 Chester 1,400 00 ]6 600 co 1C7 
 
 Cohimbia 1,30000 39 1,20000 131 
 
 Conway 510 00 3 300 00 14S 
 
 Darlington 1,20000 13 600 co 124 
 
 Florence 1,000 00 14 650 co 121 
 
 Gaffney 675 co 14 400 co ic6 
 
 Georgetown 900 00 6 500 co 86 
 
 Greenville 1,320 00 31 600 00 231 
 
 Greenwood 1,000 00 15 600 00 122 
 
 Kingstree 585 00 3 6co 00 184 
 
 Lancaster 1,000 00 10 500 00 122 
 
 Laurens 900 00 1 1 600 00 165 
 
 Lexingtorf 500 00 5 600 co 131 
 
 Wanning 675 00 5 625 00 118 
 
 Marion 900 00 12 800 00 
 
 Newberry 1,000 00 15 650 00 138 
 
 Orangeburg 1,100 00 14 750 00 260 
 
 Rock Hill 1,000 00 15 700 00 202 
 
 Yorkville 720 00 6 
 
 Spartanburg 1,400 00 t.j i,oco co 287 
 
 Sumter 1.350 00 24 800 00 iSq 
 
 L'nion 900 00 19 500 00 1 16 
 
 Winnsboro 850 00 5 500 00 127 
 
 Walterboro 675 00 5 500 00 156 
 
 The above table shows that the city superintendents of South Carolina receive 
 much larger salaries than the county superintendents of the counties in which the 
 cities are situated, though the county superintendents have far more teachers to 
 supervise and far more difficult supervision problems with which to contend. The 
 cities are spending a much larger per cent, of their school funds for supervision 
 than the counties are spending. In North Carolina, when the county school fund 
 reaches $15,000, the county board of education may employ a county superin- 
 tendent at such salary as may seem reasonable and just. There is no limitation, 
 and the superintendent need not be a resident of the county at ihe time of his 
 election. 
 
 Why Expert Supervision? 
 
 The school interests must languish r.ntil each county system is provided with 
 a capable directing head, a school man who knows 'his business and fearlessly 
 does it Almost every laborer, even the most skilled and conscientious, needs an 
 inspector to spur him to his best efforts, to set a limit to his little neglects and 
 procrastinations, to encourage him by intelligent appreciation of his attempts at 
 improvement, to show him what to do and how to do it, and to bring him comfort 
 and new hope and purpose. In only a few counties is this condition approximated, 
 and there the school spirit, compared with that in some counties, is as light to 
 darkness, though compared with what it ought to be, the condition of the schools 
 is even there often most unsatisfactory. The system is fatally defective. The 
 progressive county superintendents are handicapped b}^ the prevailing disrepute of 
 the office. The teachers will not readily look upon the county superintendents as 
 qualified to give them helpful suggestions, or instruction. In many counties, the 
 county teachers are like isolated workmen without an overseer, a condition of 
 affairs that negatives all our pretence to have a State system of education. The 
 economy of such management can not be defended. Its senselessness is most 
 apparent. Ignorance, the greatest of all foes, can not be fought and overpowered 
 without trained officers. — John J. Mc]\Iah.\n. 
 
314 SOUTH IIRX EDUCATION 
 
 Teachers' Salaries. 
 
 The following table contains the total school fund of the several counties of 
 South Carolina, the average amount teachers received during the year 1901-02, and 
 the total amount paid teachers for 1901-02, each race given separatel}^ : 
 
 
 r- - .. *>! "^ CJ '^ fj 
 
 2 ?~ -^d =^u- 
 
 •^ o =^': * s ""H =* rt 5-J5 ■ 5 o-i< 
 
 o w "< <3 h =- 
 
 Abbeville $ 26,999 69 $192 45 $ 72 ,^4 $i77C7 22 $ 6,221 88 
 
 Aiken 31.602 30 161 19 78 67 16,603 15 6,923 04 
 
 Anderson 61,016 28 195 22 99 96 29,088 73 6,897 81 
 
 Bamberg 17,563 13 226 01 88 66 9,944 79 2,397 79 
 
 Barnwell 28.406 88 196 00 75 27 16,072 58 4,889 60 
 
 Berkeley 17.041 32 150 71 56 26 9.042 63 4.163 00 
 
 Charleston 131.30664 486 12 210 oi 67.085 50 10.545 66 
 
 Cherokee 23.28798 183 13 97 88 i3-55i 73 3.13225 
 
 Chester 40-471 46 224 70 79 94 14.387 co 4,237 25 
 
 Chesterfield 17,784 27 126 11 55 83 8,323 85 1,675 00 
 
 Clarendon 20.743 40 ^74 88 67 53 11,192 46 4,119 00 
 
 Colleton 22,045 39 14S 93 55 34 14.148 90 3.375 92 
 
 Darlington 29,238 16 191 12 116 16 18,076 03 7,118 29 
 
 Dorchester 10,277 19 146 98 67 93 ■ 6,761 32 2,106 00 
 
 Edgefield 17.131 44 128 09 jo 12 10,887 90 3-932 15 
 
 Fairfield 23,77024 243 34 53 16 14,11426 3,668 10 
 
 Florence 26,222 97 205 67 94 93 15.425 94 4.366 84 
 
 Georgetown 16,757 61 204 56 115 91 7.364 25 5.795 62 
 
 Greenville 47.259 25 171 22 95 19 27,395 73 6.758 57 
 
 Greenwood 24,138 86 233 40 90 33 14,938 23 5,600 40 
 
 Hampton 17.590 75 144 29 62 09 jo,ioo 89 3,539 50 
 
 Horry 15,662 82 94 49 63 01 10,489 32 2,331 67 
 
 Kershaw 22,483* 56 195 73 74 94 12,918 81 3,972 03 
 
 Lancaster 17,981 15 162 32 62 18 11.525 16 3,171 51 
 
 Laurens 34,925 3i 223 37 74 20 19,880 02 5,639 45 
 
 Lexington 21,930 12 171 77 48 38 14.085 60 2,370 72 
 
 Marlboro 20,331 32 204 81 70 25 12,484 00 3.091 00 
 
 Newberry 29,646 72 230 79 87 94 17,309 27 5.540 29 
 
 Oconee 30,024 66 165 36 59 39 12,898 83 2,078 75 
 
 Orangeburg 51.228 37 229 16 75 92 31,166 29 9.415 15 
 
 Pickens 20,304 27 147 72 64 94 9,897 62 1,688 53 
 
 Richland 50,553 25 314 91 156 27 23,933 74 8,595 34 
 
 Saluda 13.58926 13042 4922 7,95572 2,4119s 
 
 Spartanburg .... 77.290 26 239 81 51 89 37.651 57 7,527 75 
 
 Sumter 42.760 43 230 15 88 oS 24,396 66 7,310 76 
 
 Union 20,597 I5 185 13 88 57 13.700 00 3,720 00 
 
 Williamsburg ... 23,903 29 104 30 65 63 11.265 08 4,988 05 
 
 York 40,262 10 180 36 73 II 21,462 70 6,068 10 
 
 The average annual salary of a white public school teacher in South Carolina 
 during the year 1901-1902 was $195.28; negro teachers received $79.41. The 
 figures include both city and country teachers. Leaving out the city and special 
 levy district teachers the purely rural school teacher receives a much less sum 
 than the figures given above. 
 
 The only way to better the schools is to better the teaching done in the 
 schools. The only way to better the teaching done in the schools is to provide 
 more money with which to secure better teachers and then to place a competent 
 supervisor in charge of the teachers of each county to lead and to direct them. 
 
SOUTHERN EDUCATION 315 
 
 The average salary of a public school teacher in ihe United States last year 
 was about $350. 
 
 The Greatest Need. 
 
 The most pressing need of the rural schools, in my opinion, is some more 
 satisfactory method of supervision. The annual or semi-annual visits of the 
 county superintendent are nothing more than a farce so far as supervision goes, 
 and in the larger counties he can not get around oftener. 
 
 A division of the schools into seven or eight groups, with an experienced 
 teacher in charge of each group as a kind of traveling principal, would probably 
 be an improvement on the present plan. With the teachers in each group subject 
 to the supervision of a "group principal," and these principals in turn subject to 
 the supervision of a capable county superintendent, we caujd get a uniformity in 
 grading, classification and course of study, which is impossible under existing 
 arrangements. The salary of the principal could be paid promptly by the schools 
 in his group, without any appreciable reduction in the length of term, and the 
 good results obtained would certainly more than justify the necessary expenditure. 
 — John E. Carroll, County Superintendent of York County. 
 
 WOMAN'S WORK. 
 
 Mrs. Patterson Explains Briefly the Educational Work of the 
 South Carolina Federation. Other Work. 
 
 "The South Carolina Federation of Women's Clubs is much interested in 
 educational progress. Besides several Free Kindergartens maintained by Clubs 
 the Federation has been so fortunate as to secure from schools and colleges sixty- 
 one scholarships to be awarded to applicants standing competitive examinations 
 before a local committee in each town. Five of these scholarships are each worth 
 $100, one is worth $50, and all give free tuition. 
 
 " The S. C. F. W. C. also has more than sixty traveling libraries, each con- 
 sisting of fifty to seventy-five well-selected books. The railroads have generously 
 agreed to transport these libraries free of charge. They are sent to rural com- 
 munities and to towns and villages having no permanent library. Their educa- 
 tional value can hardly be overestimated. 
 
 " At our recent convention a committee was appointed to examine the con- 
 ditions and report on the needs of county schools, while another committee will 
 report a plan for establishing a Boys' Industrial School, where orphans, vagrants, 
 or wayward boys may be trained." — ^Irs. ^I.^rtha Orr Patterson. Greenville, 
 S. C, July, 1903. 
 
 Scholarships. 
 
 " We began our educational work when the Federation was first organized. 
 With the exception of the very first year this department has been in the hands 
 of my sister and myself. 
 
 " The work began in 1898, and our sixty-one scholarships have been secured 
 through the person.-al appeals of our officers and of individual clubs. Our work 
 is now in close touch with the various colleges and college presidents of the State. 
 
 " Up to date we have given five girls the benefit of kindergarten normal 
 training. We now have one young lady at Oread and two at Winthrop. We 
 have five scholarships at Converse College, two at Greenville Female College, one 
 at Chicora College, and one at the Columbia College for Women. 
 
 " We have more applicants for scholarships than we have scholarships to 
 offer." — Miss Louisa B. Poppenheim. Charleston, July 20, 1903. 
 
 Traveling Libraries. 
 
 The South Carolina Federation of Women's Clubs has sixty-four traveling 
 libraries, which circulate in almost every county in the State. The railroads 
 transport these libraries free of charge. The Federation began this work in 1898. 
 
316 SOUTHERN BDU CATION 
 
 Free Kindergartens. 
 
 The South Carolina Federation of Women's Clubs, through itself and the 
 social forces which it has put into service, now maintains free kindergartens in 
 the following South Carolina cities: Greenville, Chester, Rock Hill, Columbia, 
 and Charleston. All these cities have one free kindergarten, except Charleston, 
 which now has two. The movement began in 1888. 
 
 The Woman's Association. 
 
 In the spring of 1902 President Johnson, of Winthrop College, became much 
 interested in the work of improving the country schools of South Carolina. Be- 
 lieving that the women of the State could do much toward improving existing 
 conditions in rural communities he called to his assistance the 1902 Senior Class 
 of Winthrop College. He laid before them his plan of improving the buildings 
 and grounds of the rural schools. The young women decided that, as there was 
 strength in union and in systematizing their efforts along that line, the best thing' 
 for them to do was to organize. 
 
 The members of this class met and discussed ways and means for organiza- 
 tion and work. As nearly all the graduates of Winthrop College teach in the 
 public schools, an.d many of them m country public schools, their influence is 
 widespread. 
 
 Finally, in one of the class-rooms of Winthrop College thirty-three young 
 women, by signing their names to a document, pledged their support to the im- 
 provement of the buildings and grounds of rural schools in South Carolina. In 
 order that they might do better and more effective work, officers were elected by 
 these young women. A'liss Frances Whitmire, of Greenville, was made president ; 
 Miss Allie Belle Beck, of Anderson, first vice-president; Miss Sallie McCutchen, 
 of Sumter, second vice-president; and Miss Madge Fort, of Marion, secretary and 
 treasurer. A constitution was adopted and women all over the State were ureed 
 to band themselves together in like manner. Such was the origin and organiza- 
 tion of the association. The work thus begun has spread and the good accom- 
 plished can not be estimated. At once, women in all parts of the State wrote for 
 information and literature, and many associations have been formed in the towns 
 and country communities. All are working for the one grand aim to give the 
 children in the country better advantages in the way of buildings and grounds, 
 thus brightening their environment and developing in their young hearts a love 
 for the beautiful. 
 
 Winthrop students have shown their efficiency in all lines of school work. 
 This part of it is important, and the very atmosphere of a school-room presided 
 over bj' one of the members of this association breathes better and higher things. 
 The pictures, the grounds, the flowers, and the general appearance, even under 
 adverse circumstances, tell of the efifective work being done. And who can 
 measure the results? 
 
 This summer Miss Frances Whitmire, the president, urged upon the members 
 of the Alumn?e Association the importance of extending the work, and asked 
 their co-operation as well as that of all women in South Carolina, who wish the 
 schools to mean something" in the advancement of the State. Misses J\lary Shelor, 
 Leila Russell, and Frances Whitmire have been actually going to the schools this 
 past summer urging upon the parents and children the importance of education, 
 the possibilities of country children, and in many ways trying to help the teachers 
 and the children secure better advantages, under existing circumstances. In 
 every community visited, the work the mothers can do is emphasized and branch 
 associations are organized. After an explanation of the object, the ladies of each 
 community always seem anxious to organize and pledge their support. With an 
 enthusiastic teacher and mothers interested in the work there is no reason why 
 our schools can not in a few years be second to none in our fair Southland. 
 
 Here is a description of the actual organization of one of these associations 
 in a community which, though interested in schools, thought heretofore that its 
 duty was done when the children were sent to school and the teacher paid her 
 salary. 
 
 After a talk to the patrons and children the mothers were asked to remain 
 a few moments to discuss the question of their duty to the school. They were 
 
SOUTHERN EDUCATION 317 
 
 told what they could do, what was actually needed to be done, and then asked to 
 organize with one object, in view — to give to their children more pleasant school 
 surroundings. Officers were elected, committees appointed, time of meetings ar- 
 ranged, and general scope of the work discussed. 
 
 A chair was needed for the teacher, a shade for a window, a dipper, a broom, 
 and other things which count for comfort in a school-room. Then the possibilities 
 of shrubbery and flowers in the yard were discussed. 
 
 And what a revelation ! A few days later the teacher told of the improve- 
 ments. The next day after the meeting the boys brought tools to clear away the 
 weeds, the girls brought pictures for the walls, P.owers for the teacher's desk, and, 
 best of all, hearts alive to the beautiful, the pure, the good. 
 
 Each of these organizations can adopt a constitution suited to its own needs 
 and conditions. They are all, however, planned along the same general lines. It 
 is hoped that we can keep in touch with these organizations, send them literature 
 and help in many ways. In most of them no dues a«re imposed ; but the men can 
 join only by the payment of one dollar. Such financial aid is needed and can be 
 easily secured in most communities. — Miss Francfs WhitmirE, White Horse, 
 August '21, 1903. 
 
 Oconee County Association. 
 
 " Oconee Rural School Improvement Association is composed of county of- 
 ficers, teachers, ministers, and all who are interested in upbuilding the rural 
 schools of Oconee County. The officers are: Mr. David F. Nicholson, president, 
 Walhalla; Mr. Henry P. Boggs, secretary, Seneca; Miss Mary R. Shelor, corre- 
 sponding secretary, Westminster; Miss Betty Smith, treasurer, Seneca. 
 
 " The Association meets four times a year,, at places where invitation is 
 extended. The next meeting will be held at Westminster, October 16. Since 
 November we have had three very fine meetings. Addresses were made by Dr. 
 Henry Louis Smith, of Davidson College; Dr. PelL of Converse; Hon. O. B. 
 Martin, State Superintendent ; General Walker, Professor' Morrison, of Clemson, 
 and others. 
 
 "In Oconee, seven schools have 'Old Glory" flags presented by the Youth's 
 Companion, for efiforts made at improvement. Seventeen have pictures given by 
 the same paper. Two rural schools and two town schools have libraries. Eight 
 traveling libraries are now in operation and four schools are collecting books for 
 libraries. Ten societies have been formed in the schools for the betterment of the 
 buildings and grounds. Among thtm are Pickens, Robertson, and Brown, societies 
 named for notied men born in Oconee County. 
 
 " Bear Swamp School, near Walhalla, has the best improved school house in 
 Oconee. The building is small but neat and new, with blinds, patent desks, charts, 
 globes, maps, flags, historical pictures, encyclopedia, and a fine library of two 
 hundred volumes. 
 
 " White Rock School celebrated its semi-centennial two years ago by asking 
 the old pupils to give a book or some money for a library. This school received 
 the first honor prize from the Youth's Companion. The flag was the first 'Old 
 Glory' to float over any public building in Oconee. This schools owns a house 
 and lot for the teacher's use, rent free." — MiSS M.\ry R. Shelor, Westminster, 
 August, 1903. 
 
 POPULATION AND ILLITERACY. 
 
 Tables Showing the Illiterate Population by Races and Counties. 
 Illiterate Voters by Counties, Census 1900. 
 
 In 1900, the total white population of South Carolina lo years of age and 
 over was 404,860, of which 54,719, or 13.5 per cent., was illiterate. The total 
 negro population 10 years of age and over was 537-54^. of which 283,940, or 52.8 
 per cent., was illiterate. 
 
 The total white population of South Carolina in 1900 was 557.807; the total 
 negro population was 782,321 ; the total Indian population was 121, and the Mon- 
 golian population was 67, making a total population of 1,340,316. 
 
318 
 
 SOUTHERN BDU CATION 
 
 Co £ ^° 0.0 := >,o u.o 
 
 § :5.2 la^sg bx.o u)ii2§ «og 
 
 'J ^ ^ Is ;?^ H 
 
 Alibeville ii,33i 629 22,069 8.773 9402 
 
 Aiken 17,388 1,687 21,640 7,909 9,596 
 
 Anderson 32,232 3,369 23,496 7,971 11,340 
 
 Bamberg 5.658 246 11,638 3,996 4,242 
 
 Barnwell 10,088 735 25,416 10,274 11,009 
 
 Beaufort 3,349 320 32.137 11,826 12,146 
 
 Berkeley 6,481 536 2,T,.gy^ , 9,756 10,292 
 
 Charleston 27,647 , 387 30,922 19,053 19,440 
 
 Cherokee I3,952 • i,9i5 7,396 2,475 4,390 
 
 Chester 9,243 437 19-372 8,247 8,684 
 
 Chei^terfield 12,256 2.505 8,145 2,975 " 5,480 
 
 Clarendon 8,033 630 20,151 6,483 7,ii3 
 
 Colleton 11,187 1,131 22,265 10,252 11,383 
 
 Darlington 13,083 1,826 19,304 7,002 8,828 
 
 Dorchester 6,202 436 10,089 3,670 4,106 
 
 Edgefield 7,347 235 18,131 7,128 7,363 
 
 Fairfield 7,050 2>2>3> 22,375 9,063 9,396 
 
 Florence 11. 819 1,141 16,654' 5.86o 7,001 
 
 Georgetown 5,336 . 766 17.507 8,059 8,825 
 
 Greenville 33,999 3,454 I9,-|88 6,285 9,739 
 
 Greenwood ....... 9,437 363 18,906 6,700 7,063 
 
 Hampton 8,236 568 15,502 5-930 6,408 
 
 Hon-y 17,042 2,916 6,320 2,413 5,329 
 
 Kershaw 10,002 959 14,693 5,401 6,360 
 
 Lancaster 12,201 1,296 12,110 4,622 5,9i8 
 
 Laurens 15.205 930 22,177 8,118 9,048 
 
 Lexington 16,961 1,087 10,303 3.412 4.499 
 
 Marion 16,992 2,251 18,160 6,339 8,590 
 
 Marlboro 11,226 1,733 16,413 6,269 8,002 
 
 Newberry 10,351 298 ' 19,831 7,600 7,898 
 
 Oconee 17,530 . 2,388 6,104 1,890 4,278 
 
 Orangeburg 18,220 899 41,442 13,329 14,228 
 
 Pickens 14-574 2,171 4,801 1,765 3.936 
 
 Richland I7-Si3 1,276 28,070 8,869 10,145 
 
 Saluda 8,819 553 10,147 3-902 4,455 
 
 Spartanburg 44-391 6,306 21,167 7-421 13,727 
 
 Sum.ler 12,881 830 38.35^ 11,480 12,310 
 
 Union 10,943 1,642 14.558 5,048 6,690 
 
 Williamsburg 11,818 1,717 19,867 8,085 9.802 
 
 York 19-784 1,818 21,839 8,290 10,108 
 
 Totals 557-807 54,719 7^2,T,2i 283,940 338-659 
 
 Illiterate Voters. 
 
 Native White Voters, 1900. Nesrro M.ile = . 21 years old, IQC^. 
 
 I-iterate Illiterate Total I^iternte Illiterate Total 
 
 Abbeville 2,421 191 2,612 1.723 2,483 4,206 
 
 Aiken 3,648 542 4.190 2,025 2,482 4,507 
 
 Anderson 5,9i9 806 6,815 2,104 2,523 . 4,627 
 
 Bamberg 1,227 88 1,315 1,113 1,001 2,114 
 
 Barnwell 2,255 22t, 2,478 2,091 2,876 4,967 
 
 Beaufort 809 118 927 3,434 3,746 7,180 
 
 Berkeley 1,344 185 1.529 1,802 2,748 4-550 
 
 Ch-arleston 6,160 70 6,230 8,286 5,800 14,186 
 
 Cherokee 2,556 493 3,049 667 731 1,398 
 
SOUTHERX BDUCATIOX • 319 
 
 Native White Voters, 1900. Negro Males, 21 years old, 1900. 
 
 Literate Illiterate Total Literate Illiterate Total 
 
 Chester 2.061 140 2.201 1,224 ^ 2.36^ 3,587 
 
 Chesterfield 1,07^ 701 2.674 609 ' 826 1,435 
 
 Claiendon 1,656 209 1.865 I-765 LQM 3-679 
 
 Colleton 2,185 299 2,484 1.592 2,897 4489 
 
 Darlington 2,556 603 3.150 i,4Q9 2,105 3,604 
 
 Dorchester ' 1.282 156 1,438 885 1,069 1,954 
 
 Ed^>;e field 1.69S 102 i.Poo 1,223 2,146 3,369 
 
 Fairfield 1,537 100 1.657 1,385 2,545 3,930 
 
 Florence 2,405 366 2.771 1,400 1,550 2,950 
 
 Georgetown 1.102 184 1.286 1.40S 2,198 3,6o6 
 
 Greenville 6,755 969 ■ 7.724 i.goo 2,051 3,9Si 
 
 Greenwood 2.123 123 2,2_;6 i,506 2,113 3,709 
 
 Hampton 1.690 165 1.855 1.^85 i.7-t3 2,928 
 
 Horry 2,786 751 T,~,T,y 475 564 1,039 
 
 Kershaw 2.011 304 2.515 1,20.!. 1,483 2.687 
 
 Lancaster 2.214 360 2.574 9^6 • 1,311 2,247 
 
 Laurens 3,219 315 3,534 1,584 2,731 4,315 
 
 Lexington 3,668 T,Ti.2 4,000 1,053 1.071 2,124 
 
 Marion 3,210 645 3.855 1,542 1,635 3,177 
 
 Marlboro 2.164 44i 2,605 1,198 1,776 2,974 
 
 Newborr_\' 2.364 104 2.468 1,507 2,442 3,949 
 
 Oconee 2.994 707 3.701 .616 585 i,2or 
 
 Orangeburg 3.958 ,303 4,261 4,057 3,914 7,97i 
 
 Pickens 2,497 689 3.186 464 5,U 998 
 
 Richland 4..36S 315 4,683 3.248 2,763 6,011 
 
 Saluda 1,827 182 2.cg8 673 1,224 "^^^7 
 
 Spartanburg 8,124 1,646 9-770 1,879 -^i7i 4,252 
 
 Suniler 2.881 281 3.162 3.625 3,402 7,027 
 
 I'nion 2,129 418 2,547 1,195 1,530 2,725 
 
 Williamsburg .... 2,108 510 2.618 1.260 1,873 3,I33 
 
 York 3,801 485 4.2S6 1,669 2,473 4,142 
 
 Totals 111,685 15.711 127,306 69,201 83.594 152,795 
 
 South Carolina, in 1900, had 127,396 native white voters, of whom 15,711 
 were illiterate, or 12.3 per cent. The counties of Horry, Pickens, and Chester- 
 field had more than 20 native white illiterate voters out of every 100 native white 
 voters. 
 
 SCHOOL LIBRARIES. 
 
 The School Library Laws of North Carolina and Connecticut. 
 Results of Law in North Carolina. Reasons for the Estab- 
 lishment of Libraries. 
 
 The N. C. Rural Library Law. Some Results. 
 
 " Whenever the patrons and friends of any free public school shall raise by 
 private subscription and tender to the county superintendent of schools, for the 
 establishment of a library to be connected with said school, the sum of ten 
 dollars, the county board of education shall appropriate from the money belonging 
 to that school district asking for the library, the sum of ten dollars for this 
 purpose, and shall appoint one intelligent person in the school district the 
 manager of said library. The county board of education shall also appoint one 
 competent person, well versed in books, to select the books for such libraries as 
 may be established under the provisions of this act. 
 
 " As soon as the county board of education of any county shall have made 
 an appropriation for a library in the manner prescribed, the county superintendent 
 of schools shall inform the secretary of the State board of education of the fact, 
 whereupon the said State board of education shall remit the county superintendent 
 
320 . SOUTHERN EDUCATION 
 
 of schools the sum of ten dollars for the purchase of books for the said library. 
 Upon receipt of this money, the county superintendent of schools shall turn over 
 to the person appointed to select books, the amounts secured by private subscrip- 
 tion, by appropriation from the county board of education, and by appropriation 
 from the State board of education." 
 
 The above Act also provided that the sum to be thus expended by the State 
 be limited to $5,cco, and that the number of libraries be limited to six in each 
 county. In one j^ear after the passage of the Act 355 libraries were established, 
 in 78 of the 96 counties of the State, at an expenditure of $3,550 by the State and 
 $7,100 by the counties and local communities, making a total expenditure of 
 $10,650. On September i, 1903, nearly 450 rural libraries had been established. 
 
 The legislature of 1903 appropriated $5,000 for six additional libraries in each 
 county and added $2,500 with which to buy additional books for the 355 libraries 
 already established. The $2,500 already appropriated for replenishing the old 
 libraries will be expended as follows: The local community raises $5, the county 
 board of education then gives $5 more, and the State adds $5, making a net sum 
 of $15, with which to add books to the already established libraries. 
 
 Each rural library must be conducted under rules and regulations prescribed 
 by the state superintendent of public instruction. This prevents loss of books 
 and the destruction of the library. The North Carolina Literary and Historical 
 Society has been a potent factor in bringing about the passage of the law and in 
 securing the establishment of libraries. 
 
 Connecticut School Library Law. 
 
 Sec. 2218. The Treasurer of the State, upon the order of the secretary of the 
 State Board of Education, shall pay ten dollars to every school district, and to 
 every town maintaining a high school, which shall raise by tax or otherwise a 
 like sum for the same purpose, to establish within such district, or for the use 
 of such high school, a school library composed of books of reference, and other 
 books to be used in connection with school work, and to procure maps, globes, or 
 any proper philosophical and chemical apparatus ; and the further sum of five 
 dollars annually, upon a like order, to every such district or town which has raised 
 a like sum for the current year for maintaining or replenishing such library or 
 apparatus. And if the number of scholars in actual attendance in any such district 
 or high school exceeds one hundred, the Treasurer shall pay ten dollars in the 
 first instance, and five dollars annually thereafter, for every one hundred or 
 fractional part of a hundred scholars in excess of the first hundred. The expense 
 incurred by any district in accordance with the provisions of this section may be 
 reckoned among its incidental expenses, and be defrayed in the manner provided 
 in this title for such incidental expenses. 
 
 Sec. 2219. The selection of all books and apparatus to be purchased shall be 
 made or approved by the board of school visitors; which shall also prescribe the 
 rules for their management, use, and safekeeping. 
 
 (chapter XVII, ACTS OF 1889.) 
 
 Section i. The joint board of selectmen and school visitors in each town 
 shall have po^ver to appropriate money for the purchase of books and apparatus 
 to be used in the public schools of the town. The money thus appropriated shall 
 be expended by a committee on libraries and apparatus, which shall be annually 
 appointed by the school visitors, to whom the treasurer of the town shall pay 
 such money upon the written order of such committee. The- Treasurer of the 
 State, upon the order 'of the secretary of the State Board of Education, shall 
 annually pay the said committee 'five dollars for every public school within said 
 town, and if the number of scholars in any public school within the town exceeds 
 one hundred, the treasurer shall annually pay to said committee five dollars for 
 every one hundred scholars and fractional part of one hundred scholars in actual 
 attendance at such school ; provided, hozvevcr, that no greater amount shall be paid 
 to such committee by the State than is paid during the same year by the town for 
 the same purpose; and provided further, that any amount paid by the State under 
 Section 2218 to any district or for any high school within said town shall be 
 deducted from the' amount payable under this Act. The books and apparatus 
 
SOUTHERN EDUCATION 321 
 
 purchased under the provisions of this Act shall be and remain the propertj' of 
 the town, and under the care and control of the said committee on libraries and 
 apparatus. 
 
 One western library has a rest-room for farmers' wives. If I were opening 
 a new town library I should send letters to the ministers of the little outlying 
 churches, asking them to speak of the library to their parishioners, and invite 
 them to come in and rest when they are in town. You sometimes get your Ijest 
 readers from lonely farmhouses. — Caroline M. Hewins, Secretary Connecticut 
 Library Committee. 
 
 Two towns lie side by side in the Connecticut hills. In one. where there is 
 no free library, the school houses are of the familiar old district pattern, with 
 worn paint, shutters flapping on one hinge, and desks hacked with jackknives. 
 In the other, which has had a public library for several years, they are neat and 
 trim, with flowers in front, and maps and pictures on the walls. In the first the 
 children are droning from their tattered second and third readers. In the second 
 they are reading with expression and eager interest from books of fairy tales, or 
 when geography hour comes, from the Seven Little Sisters. — Caroline M. 
 Hewins, Secretary Connecticut Library Committee. 
 
 Solution: Rural School Libraries. 
 
 The following letter was recently written the editor of the Progressive 
 Farmer, Raleigh. N. C, by a young North Carolina preacher, and gives the best 
 reason for establishing rural school libraries we have seen : " In this age of 
 practical ideas we need more ministering to the spiritual side of man. By ' spir- 
 itual ' I do not mean ' religious ' exactly, but man's ' upper side,' whether re- 
 ligious, moral or sesthetic. I was reared in the country, and was many a time 
 hungry for communion with rome great soul. I look around my library now 
 sometimes and wish I could scatter some of its rich contents into the lonely homes 
 where sensitive young souls are starving for the bread of the higher life. I con- 
 gratulate you on your opportunity to do what I would rejoice in doing myself. 
 Noble poems and choice prose from master writers do more to stimulate educa- 
 cation than any number of dry didactic articles on that subject. High ideals and 
 exalted visions put men to climbing sooner than any amount of sober and well- 
 meant exhortation." 
 
 LOCAL TAXATION. 
 
 Its Necessity. Local Taxation Laws. Special Districts. Sources 
 of the School Funds of the Country. Extent of Local Taxa- 
 tion in South Carolina. Comparisons. 
 
 In its declaration the Educational Conference held at Columbia on April ii, 
 1903, said that universal popular education is absolutely necessary for the true 
 solution of those problems which will ever confront popular government. That 
 conference also declared that the average school term in South Carolina is only 
 88 days and that the average monthly salary of teachers is only $31.25. The same 
 body of educational leaders invoked the aid of the pulpit and the press in bettering 
 educational conditions, and declared that local supplementary taxation is necessary 
 " alike to the moral and financial support of efficient public schools." 
 
 Local Taxation Laws. 
 
 Sec. 1205. The County Board of Education shall divide their counties into 
 convenient school districts, as compact in form as practicable, having regard to 
 natural boundaries, and not to exceed forty-nine nor be less than nine square miles 
 in area, and shall alter the lines thereof, and create additional school districts 
 from time to time as the interests of the schools may in their judgment demand ; 
 provided, that no new school district shall be erected by said County Board of 
 Education except upon petition of at least one-third of the qualified electors 
 embraced within the limits of such proposed school district; provided, further, 
 
322 SOUTHERN BDU CATION 
 
 that no school district shall be consolidated except upon a petition of at least one- 
 third of the qualified voters of the school district proposed to be consolidated. 
 
 Sec. 1208. The voters or electors of anv school district, who return real or 
 personal property for taxation, are authorized to levy and collect an annual tax, 
 to supplement any special or other constitutional or other tax for like purposes, 
 in the following manner : upon the written petition or request of at least one- 
 third of the resident electors and a like proportion of the resident free-holders of 
 the age of twenty-one years, being filed with the County Board of Education, 
 asking for the same and stating the rate of tax levy proposed, which shall not 
 exceed four mills. The said County Board of Education shall order the Board 
 of Trustees of said school district to hold an election at some place within the 
 district, at any time prior to the first day of June in any fiscal year, after giving 
 notice of the time and place thereof for at least two weeks in some newspaper 
 published within the county, and by posting notice thereof in at least three public 
 places within such school district for such length of time, unless there be no 
 newspaper published within the county, in which event the posting of the notices' 
 as above shall suffice. At which said election only such electors as return real 
 or personal property for taxation, and who exhibit their tax receipts and registra- 
 tion certificates as required in general elections, shall be allowed to vote. At said 
 election the Board of Trustees shall act as managers, and the election shall 
 be conducted as is provided by law for the conduct of general elections. At said 
 election each elector favoring the proposed levy shall cast a ballot containing 
 the word " Yes," printed or written thereon, and each elector opposed to said 
 levy shall cast a ballot containing the word " No," printed or written thereon. 
 
 The School Revenues of the Several States for 1901, and the Sources 
 fi'om which they were Derived. 
 
 E Em S "1 E S 
 
 0-"T3 O V O^i 00 
 
 ^j;= '^^ ^ri U-3 
 
 C2"M t^ C_ C« 
 
 ajP'O-j QjiU D:3 «i- 
 
 ujj^S - "S ^'i ".S 
 
 j3Q,ti.rt Stw u^ So 
 
 Ph CU 0- Cu 
 
 Maine 2.0 30.6 67.4 0.0 
 
 New Hampshire (1899-1900) 1.4 5.0 89.0 4.6 
 
 Vermont ( 189Q-1900) 5.8 9.9 74.6 9.7 
 
 Massachusetts i.i 0.8 97.2 0.9 
 
 Rhode Island i.o 8.6 85.8 4-6 
 
 Connecticut 5.0 10.5 82.0 2.5 
 
 New York 0.7 o.i 68.8 21.4 
 
 New Jersey 3.0 35.7 60.7 0.6 
 
 Penn.sylvania 0.0 20.1 59.2 20.7 
 
 Delaware (1899-1900) 28.8 22.0 43.1 6.1 
 
 Maryland 2.1 27.5 63.9 6.5 
 
 District of Columbia 0.0 0.0 100. 0.0 
 
 Virginia ( 189S-1899) 2.4 48.0 46.9 2.7 
 
 West Virginia (1899-1900) 2.4 T7.1 74.1 6.4 
 
 North Carolina 0.0 85.2 1.4 13.4 
 
 South Carolina 0.0 70.1 14.7 i5-2 
 
 Georgia 10.5 51.6 21. i 16.8 
 
 Florida 4-6 i3-3 /S-O 4-i 
 
 Kentucky 61.6 30.9 7-5 
 
 Tennessee (1899-1900) 7.2 84.5 .... 8.3 
 
 Alabama (1899-1900) 13.6 68.7 .... 17 -7 
 
 Mississippi (1898-1899) 9.8 49.6 3^7 -i 3-3 
 
 Louisiana 4.9 26.2 60.3 8.6 
 
 Texas 26.0 47.7 21.8 4-5 
 
 Arkansas 0.0 28.5 56.3 i5-2 
 
 Oklahoma 0.0 18. i 61.8 20.1 
 
 Indian Territory 0.0 0.0 99.0 i.o 
 
 Ohio 1.7 T2.S 79.8 6.0 
 
SOUTHBRX EDUCATION 323 
 
 g-e-C Cj, CU Ou 
 
 iS= ^S '^^ '"s 
 
 "Sui -"r- -"^ 'S^ 
 
 "£ = £ "B ^o ^1 
 
 CL 0. C t. 
 
 Indiana 7.6 19.7 /^-i 0-6 
 
 Illinois 4.1 S-^ 87.4 3.5 
 
 Michigan 17.4 0.0 71.9 10.7 
 
 Wisconsin ...., 2.7 10.2 76.5 10.6 
 
 Minnesota 21.3 64.6 14. i 
 
 Iowa I.I 0.0 87.8 II. I 
 
 Mis.^^ouri 8.8 10.5 75..? 5-4 
 
 North Dakota (1899-1900) 30.7 0.0 63.6 5.7 
 
 South Dakota 17.7 0.0 77.7 4.6 
 
 Nebraska 11. 5 4.4 61.8 22.3 
 
 Kansas 8.8 0.0 87.6 2,.6 
 
 Montana 3.2 67.7 7.8 21.3 
 
 Wyoming (1899-1900) 14.8 0.0 76.5 8.7 
 
 Colorado 2-7 0.0 84.0 12.3 
 
 New Mexico (1899-1900) 0.0 91.5 8.5 0.0 
 
 Arizona 4.0 78.5 i7-5 
 
 Utah 2.0 23.8 10.6 63:6 
 
 Nevada 59.8 0.0 40.2 0.0 
 
 Idaho (1S09-1900) 7.2, 33.1 47-3 12.3 
 
 Washington 6.1 37.2 49.1 7.6 
 
 Oregon '. 15. i 0.0 73.0 11. 9 
 
 California 3.0 41 . 1 54.3 1.6 
 
 United States 4.2 16.4 68.6 10.8 
 
 — -From Report U. S. Commissioner of Education, 1901. 
 
 Need of More Money. 
 
 One of the greatest needs respecting our educational facilities here in the 
 South is more money. We must have it before- we can ever hope to educate the 
 great mass of our people. One of the best plans for obtaining more money is 
 the levying of a special tax for the schools. There are at present ten school dis- 
 tricts in my county that have a special levy of two mills, and I should be glad, 
 indeed, if all school districts in the county would adopt this plan of advancing the 
 educational interests of their respective schools. — County Superintendent E. S. 
 Werts, Newberry. 
 
 Why Local Taxation? 
 
 " When the press is free and every man is able to read, all is safe." — Thomas 
 
 JEEEERSON. 
 
 " The taxation that goes for the upbuilding of the public schools is the very 
 freedom and liberty of the people."^ — Governor Charles B. Aycock. 
 
 " We must have well-paid teachers and neat, comfortable and well-furnished 
 school houses. How is this most desirable end to be attained? Something else 
 is necessary besides the diminution of school houses, and I insist that one of the 
 great desiderata in accomplishing this object and without which it can not prob- 
 ably be attained, is increased taxation — local taxation in addition to what the 
 State furnishes." — President Richard McIlwaine. 
 
 " All the property of the commonwealth is pledged for the education of all 
 its youth up to such a point as will save them from poverty and vice, and prepare 
 them for the adequate performance of all their social and civic duties. To rob 
 the children of to-day, or those of the future, of the opportunity for an education 
 is, then, the greatest crime of which the State can be guilty." — Chas. W. Dabney. 
 
 " It has been too common a political teaching that the best government is that 
 which levies the smallest taxes. The future will modify that doctrine and teach 
 that liberal taxation, fairly levied and properly applied, is the chief mark of a 
 civilized people. The savage pays no tax." — Dr. Charles -D. McIver. 
 
324 
 
 SOUTHERN EDUCATION 
 
 Local Taxation in South Carolina. 
 
 No. of Local Amount 
 
 Countv Tax Districts Raised 
 
 Al)bcville 9 $ 7,5o6 00 
 
 Aiken i 14 73 
 
 Anderson 4. 5,621 69 
 
 Bambers 16 4,630 65 
 
 Barnwell 2q 13.817 00 
 
 Berkeley 8 1,265 93 
 
 Charleston i 17,247 82 
 
 Cherokee 2 4,555 48 
 
 Chester 3 5,915 65 
 
 Chesterfield 11 i,595 16 
 
 Clarendon 8 3.227 18 
 
 Colleton 5 1,589 10 
 
 Darlington 18 7,463 28 
 
 Dorchester 3 643 05 
 
 Edgefield 2 1,065 00 
 
 Fairfield ......... 7 2,493 85 
 
 Florence 4 3.607 83 
 
 Georgetown ..:... i 2,494 05 
 
 Greenville 8 9,404 03 
 
 No. of Local 
 Tax Districts 
 
 County 
 
 Greenwood 2 
 
 Hampton 6 
 
 Horry i 
 
 Kershaw 11 
 
 Lancaster 5 
 
 Laurens 6 
 
 Lexington 3 
 
 Marlboro 11 
 
 Newberry 9 
 
 Oconee 9 
 
 Orangeburg 20 
 
 Pickens 10 
 
 Richland i 
 
 Saluda 3 
 
 Spartanburg 10 
 
 Sumter 12 
 
 Union 4 
 
 Williamsburg .... 6 
 
 York 7 
 
 Amount 
 Raised 
 
 > 3,700 OS 
 1,168 32 
 700 00 
 5,940 30 
 3,142 75 
 4,442 08 
 26 68 
 4,073 23 
 4,420 00 
 
 419 55 
 8,202 79 
 
 2,357 82 
 8,239 60 
 1,010 73 
 9,410 62 
 6,325 14 
 5,104 75 
 921 45 
 4,850 20 
 
 Twenty-five of the above 272 districts did not report the amount raised. The 
 total amount reported to have been raised b}' local taxation was $161,546.69 for 
 the year I90i-igc2. 
 
 Some Comparisons. 
 
 LENGTH 01' SCHOOL TERM IN THE SOUTH, I9OI. 
 
 Tennessee, 96 days; Mississippi, 105; North Carolina, 78; Louisiana, 120; 
 Arkansas, 84; Georgia, 112; Alabama, 78; Texas, no; Virginia, 119; South Caro- 
 lina, 86; Florida, 06. 
 
 LENGTH OE TERM ELSEWHERE. 
 
 Maine, 141 days; Missouri, 144; Washington, 148; Iowa, 158; Indiana, 152; 
 Michigan, 160; Delaware, 160; Ohio, 165; New York, 175; California, 166; 
 Massachusetts, 189, 
 
 Note. — The above figures are taken from Report of United States Commis- 
 sioner of Education, 1901. 
 
 EXPENDITURE FOR EACH PUPIL ENROLLED, SOUTH. 
 
 Virginia, $9.70; North Carolina, $4.56; South Carolina, $4.62; Georgia, 
 $6.68: Florida, $10.25; Tennessee, $5.17; Alabama, $3.10; Mississippi, $6.48; 
 Louisiana, $8.82; Texas, $10.18; Arkansas, .$6.88. 
 
 EXPENDITURE FOR EACH PUPIL ENROLLED, ELSEWHERE. 
 
 Maine, $17.80; Missouri, $17.12; Washington, $28.25; Iowa, $23.65; Indiana, 
 $19.12; Michigan, $22.21; Delaware, $17.93; Ohio, $23.33; New York, $41.68; 
 California, $36.67; Massachusetts, $38.21. 
 
 SCHOOL FUNDS RAISED FOR EACH ADULT MALE 21 YEARS OLD, SOUTH. 
 
 Virginia, $4.56; North Carolina, $2.65; South Carolina, $3.37; Georgia, 
 $3.95; Florida, $S.io; Tennessee, $3.71; Alabama, $2.66; Mississippi, $4.00; 
 Louisiana, $3.70; Texas, $6.35; Arkansas, $4.66. 
 
 SCHOOL FUNES RAISED FOR EACH ADULT MALE 21 YEARS OLD, ELSEWHERE. 
 
 Maine, $8.C2; Missouri, $8.80; Washington, $11.46; Iowa, $14.84; Indiana, 
 $11.04; Michigan, $11.35; Delaware, $7.55; Ohio, $11.63; New York, $17.27; 
 California, $13.98; Massachusetts, $16.53. 
 
SOUTHERN EDUCATION 325 
 
 Churches and Sc^lool Houses in the South. 
 
 Value of Churches, Average 
 
 State 1890. Nnmher Value 
 
 Virginia $10,473,943 4.894 $2,140 
 
 North Carolina 7,077,440 6,512 1,087 
 
 South Carohna 5,636,236 3,967 1,420 
 
 Georgia 8,228,060 7,ooS I,I74 
 
 Florida 2.424,423 1,793 1,352 
 
 Ahibama 6,768,477 6,013 1,125 
 
 Mississippi 4,390,173 5,001 878 
 
 Louisiana 5,032,194 2,520 i,997 
 
 Texas 8.682,337 5.638 ■ 1,539 
 
 Arkansas 3,266,633 3,791 861 
 
 Tennessee 9,885,943 5,79^ 1,724 
 
 Value of Schnol j* verage 
 
 State Houses. 1901 Number Value 
 
 Virginia $ 3,336,166 7,218 $ 462 
 
 North Carolina 1,466,770 • 7,264 183 
 
 South Carolina 990.000 4.918 20X 
 
 Georgia 2,738,800 6,246 438 
 
 Florida 970,815 2,342 415 
 
 Tennessee 3,063,568 7,185 426 
 
 Alabama 1.500,000 7,058 214 
 
 Mississippi 1,636,055 6,687 259 
 
 Louisiana 2,450,000 3.302 742 
 
 Texas ■ 9.166,550 10,811 838 
 
 Arkansas ...«....■. 2,616,537 5,254 498 
 
 Average Value Averagfe Value 
 Sta.e bchool Houses, Churches, 
 
 1900 1890 
 
 Virginia $462 $2,140 
 
 North Carolina 183 1,087 
 
 South Carolina 201 1,420 
 
 Georgia 438 1,174 
 
 Florida 415 1.352 
 
 Alabama 214 1,125 
 
 Mississippi 259 878 
 
 Louisiana 742 1.997 
 
 Texas 838 1,539 
 
 Arkansas 498 861 
 
 Tennessee 426 1,724 
 
 A good school house is as essential to our future civilization as a good church 
 house. 
 
 THE FIELD. 
 
 Interesting Educational News Happenings Throughout 
 
 the South. 
 
 On July 14 Hendersonville, North Carolina, voted $6,000 worth of bonds for 
 tiJie purpose of building a public school house in that town. 
 
 At a public meeting held at Aurora, Beaufort County. North Carolina, July 
 IG, Congressman John H. Small addressed the people on the subjects of consoli- 
 dation, local taxation, and better schtjol houses. The result was that the people 
 agreed to raise $1,200 by individual subscription with which to erect a school 
 building for the district embracing Aurora and Sedalia. At the same meeting 
 $10 was raised for a rural library and an additional sum for a supplementary 
 library. A petition asking the commissioners to order an election on the question 
 
32f) SOUTHERN EDUCATION 
 
 of lociil tnN?tinn wns circulated and the special election will be held during this 
 month. The consolidated distric't will contain a school population of nearly 175 
 children and the school will have three teachers during the next school year. 
 
 State Superintendent J. Y. Joyner, of North Carolina, has recently issued a 
 printed list of books for rural libraries in that State. According to the school 
 library law the State Superintendent is required to issue this list, from which all 
 rural school library books must be selected. The list contains about 400 books 
 on nature study, mytholosy, biography, travel, poetry, fiction, etc. The pamphlet 
 containing the list of books also contains the North Carolina rural school library 
 Act and the rules and regulations governing rural libraries which were formulated 
 by the State Superitendent some time ago. 
 
 The County Board of Education, of Pasquotank County, North Carolina, re- 
 cently consolidated three public schools in that county and has established a 
 graded school at Elizabeth City. It also elected a county superintendent in July 
 who will devote all of his time to the supervision of the public schools of that 
 county. 
 
 The Pasquotank (N. C.) Board of Education at its meeting on the first 
 Monday in July abolished the local school committee system and appointed a 
 school committee for each township. Three white persons were appointed school 
 committeemen for the white schools of each township, and three other white 
 persons were appointed school committeemen for the colored schools of each 
 township. This action reduces the number of school officers and will greatly 
 lessen the problem of supervision of the public schools of that county. 
 
 The people of townships Nos. i and 2, of Cabarrus County, North Carolina, 
 will raise $550 for building two new school houses in those townships this fall. 
 
 The House of Representatives of the Georgia Legislature recently voted down 
 the proposition to divide the public school funds of that State betwen the white 
 and black races in proportion to the taxes paid by each. Governor Jennings, of 
 Florida, recently vetoed a measure of the same import. 
 
 In Farmville township, Pitt County, North Carolina, four school districts 
 have been consolidated into one, and the consolidated district voted favorably on 
 the question of levying a local tax on August 7. 
 
 Madison County, North Carolina, has sixty school houses — fifty frame 
 houses and ten log houses. Several schools were taught last year in churches. 
 Five new school houses have been built during the past year. The board of edu- 
 cation intends to erect several other new school houses during this_^ summer and 
 •fall, securing part of the funds for that purpose from the State Permanent School 
 House Loan Fund. 
 
 West Blocton, Alabama, on July 6 held an election and voted to issue $2,000 
 worth of bends for the purpose of building a school house in that town. 
 
 County Surveyor C. M. Miller, of Rowan County, North Carolina, has re- 
 cently completed a map of Rowan County, showing the location of all the school 
 districts and school houses. The board of education and the county comrnis- 
 sioners jointly furnished the necessary funds for its compilation and publication. 
 
 The people of White Water, Bethsaida, and Zion Hill, of Laurens County, 
 Georgia, have contributed enough money to pay the teachers of those districts 
 their salaries an extra month during the coming school year. The school at Zion 
 Hill is a negro school. 
 
SOUTHBRX EDUCATION 327 
 
 A committee was recently appointed by the school board of St. Charles 
 Parish, Louisiana, to devise some plan by which to centralize and consolidate the 
 schools of that parish so as to belter their ePficiency. 
 
 Superintendent W. H. Ragsdale, of Pitt County, North Carolina, declared 
 in an address recently made at Raleigh, North Carolina, that one of his teachers 
 last year induced the people of her school district to erect a new school building, 
 to establish a school library, and otherwise greatly to improve educational con- 
 ditions in the district. 
 
 The police jury of Assumption Parish on July 14, appropriated $3,000 toward 
 the erection of a new high school building at Assumption, Louisiana. The police 
 jury also appropriated $4,occ toward furnishing and repairing the school buildings 
 of the parish. 
 
 On July 14 District No. 10 .Granville County, North Carolina, voted a local 
 tax for public schools. Several small schools have been consolidated during the 
 past year and now form District No. 10, which is the first rural district in Gran- 
 ville County to vote an extra tax for public education. 
 
 Sabine Parish, Louisiana, in 19C2, voted a special f;ve mills school tax for 
 ten years. The whole parish is included and the tax was collected the first time 
 this vear. 
 
 At the barbecue and educational rally held at Robeline, Louisiana, on July 11, 
 a large amount was raised for a public school building, which was supplemented 
 by $500 advance4 by the parish school board of Sabine. The new school building 
 will be ready for occupancy September 15. 
 
 On the /th of July the people of Oakdale district, Patterson township. Ala- 
 mance County, North Carolina, voted to levy a local tax and establish a rural 
 graded school in the Oakdale district. 
 
 Twenty-five school houses of modern design have been built within the last 
 year in Guilford County, North Carolina. In Coomcs' district a school building 
 to cost $1,250 will be erected in the. near future. 
 
 The following North Carolina counties have county Associations for the 
 Promotion of Better School Houses: Sampson, Henderson, Nash, New Hanover, 
 Columbus, Wayne, Rockingham, Iredell, Wake, Surry, Forsythe, Cleveland, 
 Wilson, Edgecombe, Randolph, Rowan, Alamance, Stanley, Guilford, Yadkin and 
 Vance. Craven County has no association as yet, but has two local associations. 
 Work has been done in Jones, Onslow, Dare, Johnson and other counties. 
 
 Casar school district, Cleveland County, North Carolina, on July 22 voted a 
 local tax for better schools. 
 
 The St. Louis Glohc-Dcmocrat says that there are nineteen counties in Mis- 
 souri in which the average pay of public school teachers is $30 per month. It 
 also says that there is one county in that State which pays its male teachers 
 $28 80 per month, and its female teachers $23.90 per month. In another county 
 the salarv of male teachers is $27.98 per month, and that of female teachers 
 $23.74- 
 
 The board of supervi-sors will levy this year an additional tax of ten mills in 
 the Buchanan (Va.) school district. 
 
328 SOUTHERN EDUCATION 
 
 A Lafayette (La.) dispatch reading as follows appeared in the New Orleans 
 Picayune on Jul}'- 31 : " Four new model school houses are in contemplation ; one 
 near Scott, on two acres of land, donated by Alex Martin, to cost $1,200; one at 
 Duson, on the block donated by the Crowley-Rayne Development Company, and 
 another at Bomeros, in the Fourth Ward. The Rayville and Comeaux schools 
 will be consolidated and a first-class school house built near the town. The 
 Broussard school, one of the finest and best-equipped in the parish, will be ac- 
 corded four trained and experienced teachers. The schools in Carencro have 
 shown marked improvement, and it is the intention of the board ot stimulate the 
 manifest liberality and progressive spirit of the citizens by placing a full corps 
 of competent teachers in the schools, beside making all necessary appropriations 
 for increased facilities. The special tax recently voted by the parish enables the 
 authorities to raise the schools to a standard of efficiency. Li this connection 
 may be mentioned the general support and encouragement given the board by 
 people generally in the way of sites, subscriptions for buildings and fitting up 
 schools. An instance of public spirit is where Messrs. Alcide Judice and Simeon 
 Begnard advanced the board $1,200, without interest, for an indefinite period, 
 to secure the immediate construction of a model school house at Scott." 
 
 The Alabama Legislature recently refused to cut off the annual appropriation 
 it has been making to the Tuskegee Listitute and Normal College, whose presi- 
 dent is Booker T. Washington. 
 
 On August 25 a number of districts in Dare County, North Carolina, voted 
 a local school tax. Dare County now has nineteen school districts and a local 
 tax in all of them except one. 
 
 The board of supervisors of Pike County, Mississippi, recently levied a special 
 school tax of two mills. This will enable the public schools of Pike County to 
 continue for six months. 
 
 The little town of Ridgely, South Carolina , recently voted a three mills local 
 tax for its public schools. The special levy will raise $1,000 annually. 
 
 By a vote of 122 for to 34 against, the town of Aydeh, North Carolina, on 
 August 7, voted a special local tax for public schools. 
 
 Pharr's school, Gwinnett County, Georgia, has enrolled during the past year 
 every child of school age in its public school. The enrollment was more than 
 100 and the average attendance more than 75 per cent, of the enrollment. There 
 are two teachers in this rural school. 
 
 Recently the tenth and twelfth school districts of the Third Ward, Bienville 
 Parish, Louisiana, voted a five mills local tax for public schools. The whole of 
 the Sixth Ward of the same pearish voted favorably on the question of levying 
 a five mills tax, September 7. 
 
 Superintendent C. W. Massey, Durham County, North Carolina, says: "Since 
 July I, 1903, we have quietly and with little opposition consolidated eleven schools 
 into five, reducing our schools in number from forty-nine to forty-three. Man- 
 gum school has raised $150 by private subscription to supplement the public school 
 fund. Nelson school has also supplemented its school fund by private subscrip- 
 tion." 
 
 Lt one township in Franklin County, North Carolina, six schools have been 
 consolidated into four. In another township six schools have been consolidated 
 into three. 
 
SOUTHERN EDUCATION 329 
 
 All the public school houses in New Hanover County, North Carolina, have 
 recently been repaired and painted. 
 
 Wilson Mills. Kenly, and Benson, villages in Johnson County. North Caro- 
 lina, have voted a local tax durino; the summer. 
 
 Jonesville, Yadkin County, North Carolina, recently voted a local school tax. 
 
 School districts 6. 7 and S. Vance County. North Carolina, voted on August 
 18 in favor of a local school tax and also in favor of consolidating the schools 
 of these three districts and establishing a graded school at Kittrell for that town- 
 ship. 
 
 Gatesville, Gates County, North Carolina, voted a local school tax during 
 August. 
 
 Mebane, North Carolina, voted unanimously, August 12, for graded schools 
 and a local tax. 
 
 The people of Florida, at the general election in 1904, will vote on the follow- 
 in gamendment to the constitution of that State: "Each county will be required 
 to assess and collect annually, for the support of public free schools therein, a 
 tax of not less than three mills nor more than seven mills on the dollar on all 
 taxable property in the same." 
 
 The County Board of Education of Mecklenburg, North Carolina, will estab- 
 lish a graded school at Huntersville. a smg.ll town near Charlotte. $1,200 has 
 been appropriated by the board for the purcliase of the Huntersville high school 
 building. A local tax election will soon be held in the Huntersville district 
 with every indication that a favorable vote will be secured. A nine months 
 school term for Huntersville district will be the outcome of the recent action of 
 the board of education. 
 
 The vState Board of Education of North Carolina recently adopted a text- 
 book en elementary agriculture, and that subiect will henceforth be taught in all 
 the schools of that State. 
 
 Three school districts in Ruffin township, Rockingham County, North Caro- 
 lina, voted a local tax for public schools on August 26. 
 
 The school board of Newton Count}', Georgia, is arranging to consolidate a 
 number of country schools in that county and will try the experiment of hauling 
 the children to school. If the experiment is satisfactory it will be extended over 
 the entire county. 
 
 The average pay of public school teachers in the United States is a little less 
 than $350 a year. 
 
 Fentress township. Guilford County, North County, consisting of five school 
 districts and the town of Gibsonville. voted a special school tax on September 9 
 of 30 cents on the hundred dollars valuation of property and 90 cents on the 
 poll. The special tax will increase the school fund of Fentress township from 
 $600 to $1,800. The increase in Gibsonville will be about $800. That township 
 will get $1,000 from the Greensboro Board of School Improvement. 
 
 Special school tax elections were held in four wards (townships) in Winn 
 parish, Louisiana, on September 11. The special tax elections were carried in all 
 the four wards by large majorities. 
 
330 SOUTHERN EDUCATION 
 
 The people of Georgia will vote on the following amendment to its State 
 constitution relative to local taxation for schools: "Authority may be granted to 
 counties, militia districts, school districts and to municipal corporations upon the 
 recommendation of the corporate authority, to establish and maintain public 
 schools in their respective limits by local taxation: but no such law shall take 
 effect until the same shall have been submitted to a vote of the qualified voters 
 in each county, militia district, school district or municipal corporation, and ap- 
 proved by two-thirds majority of the persons voting at such election, and the 
 general assembly m.ay prescribe who shall vote on such questions." 
 
 Wallace school district, Duplin County, North Carolina, recently voted a 
 local tax for public schools. 
 
 The school board of Hampden District met at Abiline last Saturday and 
 passed a resolution that no white teacher holding a second or third grade cer- 
 tificate would be considered in the applications for positions in that district. The 
 board also passed a resolution that every first-grade teacher who has taught five 
 years should be given $40 a month instead of the maximum of $35 as heretofore; 
 those who have "taught three years should receive $35, and those beginning, $30. 
 The session in Hampden is to be seven months. The above action by the school 
 board of Hampden is in the right direction and should be initiated by every other 
 district in Prince Edward. — Farmville (Va.) Herald, September 4. 
 
 Two years ago Wesley Chapel district. Union County, North Carolina, voted 
 a local school tax of 50 cents on each $100 valuation of property and $[ 50 on 
 each poll. This is a country district, with not even a village within live miles. 
 So successful has been the school and so satisfactory have been the results that 
 last year an adjoining district voted the same tax on itself and annexed itself to 
 the Wesley Chapel district. 
 
 The Wichita Falls, Texas, club women last May raised $300 to supplement 
 the tax levied to furnish accommodations for the overcrowded schools of -that 
 town. 
 
 Four rural school districts in Orange County, North Carolina, have been 
 consolidated into two districts and new school houses are to be built in the two 
 new consolidated districts.. 
 
 The present number of rural school libraries in North Carolina is 545 ; 478 
 of these libraries being established under the rural school library law of 1901, 
 and 67 under the amended Act of 1903. 
 
 One thousand rural school libraries can now be established according to law, 
 in North Carolina. 
 
 The parish superintendent of schools, Lafourche. Louisiana, recently re- 
 ported: "There are six white schools that are being run with the proceeds 
 of fairs and six more will be run from funds produced in a similar way after 
 their regular session is completed. The problem of running the schools for a 
 ten months session is solved in Lafourche parish by the giving of fairs by the 
 patrons. Two colored school houses have been erected, one at an expense of 
 fifteen hundred dollars, by the proceeds of entertainments. A number of school 
 houses for white children have been built by entertainments of various kmds." 
 
 The school authorities of Covington, Georgia, will consolidate two or three 
 rural schools and will likely employ three wagons to carry the children to and 
 from the consolidated school. The consolidated school will be made a graded 
 
SOUTHERN EDUCATION 331 
 
 school and several teachers will be emploj^ed. The experiment is attracting a 
 good deal of interest and its success will mean the further consolidation of 
 schools in that locality. 
 
 The cornerstone of the public school buiWing at Graham. North Carolina, 
 was laid by the Masonic Order on Saturday, September 26. The announcement 
 was made by the school trustees that $i,ocp had been given by Mr. L. Banks Holt 
 for a school library for Graham. The library thus made possible is to be not 
 only a school library but will be used by the town of Graham as well. 
 
 How Schools Help a Neighborhood. 
 
 " Don't answer this letter unless you have a good graded school," is the 
 way a man who was writing to Monroe about moving here concluded his letter. 
 People are moving about in North Carolina a good deal now. and the prime object 
 sought is good schools — advantages for the children. Ever notice how the 
 value of property jumps around a good school? Take the Wingate section. 
 Before the school was begun there farm lands could be bought easily and at 
 no big figures. Mr. Ira B. Mullis, an intelligent young farmer of that section, 
 told us Saturday that the demand for farm lands in reach of the school couldn't 
 be supplied, while in the village, we were told by a man who lives there, property 
 is about as high as it is in Monroe. When people move it is for the purpose of 
 bettering themselves, and the man whose ear is attuned to the new conditions 
 doesn't consider himself better^id by a move that doesn't carry him within reach 
 of a good school.- — Monroe (N. C.) Journal. 
 
 Consolidation in Richland. 
 
 Richland is quick to put into operation the consolidated school system which 
 has been found so beneficial in other States. Instead of three schools with one 
 teacher for each in the vicinity of Eastover, one school has been established at 
 Eastover with three teachers. The scholars are graded and the opportunities 
 for effiective work are doubled. The trustees furnish transportation for those 
 children living too far from the school to make it advisable to walk. — Columbia 
 State, September 24. 
 
 LIBRARIES IN SOUTH CAROLINA. 
 
 Lexington County. — The County Superintendent reports that there are no 
 rural libraries in Lexington, so far as his knowledge goes. 
 
 Colleton. — There are two rural school libraries in Colleton County. These 
 libraries have an aggregate of 300 volumes. The rural library of Marlboro dis- 
 trict was established in 1885, the library in the Cottageville district in 1900. Both 
 of these libraries are supported by private subscriptions. 
 
 Chesterfield County. — The County Superintendent is sorry to report that 
 there is no rural library in the county. 
 
 Aiken County. — Th^ County Superintendent reports, August 10, that there 
 are no rural school libraries in Aiken County; the only libraries are in the towns 
 and villages. 
 
 Horry County. — ^he County Superintendent, on August 10, reports no rural 
 school libraries ; however, he declares, it will be his aim to establish some libraries 
 during the next year. 
 
 Abbeville County. — There is a rural school library connected with the 
 Lowndesville High School containing 350 volumes, established about 1898 and 
 supported by means of private subscriptions and entertainments. 
 
 Fairticld County. — The County Superintendent reports that there are no 
 rural school libraries worthy of note. 
 
 Lancaster County. — The County Superintendent reports rural school libraries 
 at Tabernacle, Van Wyck, and Heath Spring. All these libraries were established 
 during the last three years. The library at Tabernacle contains 100 volumes, the 
 number of volumes in the other two libraries was not reported. These libraries 
 
332 SOUTHERN EDUCATION 
 
 were esl-^h'isln-d I)y means of private subscriptions, entertainments, and the assess- 
 ment of members. 
 
 Edgefield County. — The County Superintendent reports three rural school 
 libraries: one at Clark's Hill, established in 1903, containing 15 volumes; one at 
 INIodork, established in 1902, contajning 2- volumes ; and one at Berea. established 
 in 1902, containing 10 volumes. These libraries were established by means of 
 entertainments. 
 
 Lcc County. — There are no rural school libraries in Lee County. The only 
 library in the county is in connection with the graded school at Bishopville. This 
 library contains 250 volumes. 
 
 Greenville County. — The County Superintendent does not know of any rural 
 school library in Greenville County. 
 
 Richland County. — The County Superintendent of Richland County reports 
 rural school libraries at the following places : Hill, 200 volumes ; Midway, 50 
 volumes ; Mice Creek, 100 volumes ; Hopkins, 75 volumes ; Bellwood, 50 volumes ; 
 Waverley, 25 volumes ; Shady Grove, 50 volumes. All these libraries were estab- 
 lished by means of subscriptions and entert'^inments given by each school. 
 
 Cherokee County. — The County Superintendent of Cherokee says that "we 
 have none at all in rural districts." 
 
 Pickens County. — ^ The County Superintendent of Pickens County says that 
 there are no rural school libraries in Pickens County, so far as he knows. 
 
 jyillianisburg County. — -The County Superintendent reports no rural school 
 libraries. 
 
 Camden County. — The County Superintendent of Camden County reports 
 that there are no libraries in Kershaw County public schools except those in the 
 Camden graded schools. 
 
 Grcemvocd County. — The County Superintendent reports no rural school 
 libraries in Greenwood County. 
 
 The above libraries were all that were reported to the State Superintendent 
 in response to an inquiry asking the various County Suprintendents of the State 
 to report on the question of rural school libraries. Evidently there are other 
 school libraries in the counties which have not been reported. 
 
 Town and City Libraries. 
 
 Chester. — Chester has two libraries. The Patterson Public Library, estab- 
 lished in 1899, has 1,100 volumes and is supported by membership fees. The 
 Public School Library, established in 1893, has 600 volumes and is supported by 
 means of entertainments and private donations. 
 
 Bishopville. — Bishopville has two public libraries; one of these libraries is 
 known as the Bishonville Library Association and was established in 1901 and has 
 603 volumes. The Bishopville Graded School Library was established in 1899 and 
 has 255 volumes. The first mentioned of these libraries was established through 
 the instrumentality of the Bishopville Literary Club. The Public School Library 
 was established by the teachers and the pupils of the eighth and ninth grades. 
 
 Pelzer. -^- Pelzer has one public lilirary called The Lyceum, which was estab- 
 lished in 1887 and at present contains 3,000 volumes. This library was established 
 and is maintained by the Pelzer Manufacturing Company. 
 
 Jl'illianiston. — Williamston has a public library connected with the Williams- 
 ton graded school, which contains about 200 volumes, established in 1901. This 
 library is supported by the proceeds from entertainments and by private sub- 
 scriptions. 
 
 Barnivell. — Barnwell has a public library, established in 1897, containing 600 
 volumes. It is supported by means of public entertainments and private subscrip- 
 tions. 
 
 Bennettsz'ille. — Bennettsville has two public libraries. The Twentieth Cen- 
 tury Club Library, established in 1902, has 400 volumes; the Marlboro Graded 
 School Library, established in 1890, has 150 volumes. The Twentieth Century 
 Club Library is supported by membership fees and the interest on an $800 endow- 
 ment. The Graded School Library has no stated means of support. 
 
 Greenivood. — Greenwood has two public libraries. The Greenwood Public 
 Library, established in 1901, contains 700 volumes. It is supported by private 
 
SOUTHERN EDUCATION 333 
 
 subscriptions, and by the proceeds of entertainments. The Greenwood Public 
 School Library was established in 1898 and has 400 volumes, and is supported by 
 proceeds of entertainments. 
 
 Beaufort. — Beaufort has one public library, established in igoi by the Clover 
 Club. Its library contains 300 volumes and is supported by private subscriptions. 
 
 Gaffncy. — Gaffney has one public library, supported by the Gaffney City 
 Library Association. This library was founded in April, 1903, and has about 
 1,000 volumes. The City Council donated $500 to begin the library. The library 
 members pay annual fees which support the library. 
 
 Yorkvillc. — Yorkville has two public libraries : the Fanny Miller Library, 
 established in 1896, has 219 volumes: the Public School Library, established in 
 igcc, has 500 volumes. The Fanny Miller Library is supported by private con- 
 tributions and membership fees, the Public School Library is supported by 
 entertainments. 
 
 Batcshnrg. — Batesburg has one public library, established in 1902, which 
 contains about 200 volumes. This library is supported by entertainments and 
 private subscriptions. 
 
 Sumter. — Sumter has one public school library for the whites, and one public 
 school library for the negroes. These libraries were established and are main- 
 tained 'by funds raised by public entertainments. 
 
 Camden. — Camden has a public school library established in 1898. This 
 library has 2,000 volumes. The library was established by private subscriptions 
 and is supported by membership fees, donations, and by an annual appropriation 
 of $100 by the city. 
 
 Easlcy. — ■ Easley Graded School Library was established in 1902 and has 100 
 volumes. This library is supported by means of entertainments and by small 
 appropriations from the school board. 
 
 Marion. — Marion has two public libraries: the Marion Public Library, es- 
 tablished in 1890, has 2,500 volumes; the Public School Library has 200 volumes. 
 The Marion Public Library was established by private donations and membership 
 fees. Recently this library w.is permanently endowed. The revenue from the 
 endowment fund together with the membership fees now support it. 
 
 Anderson. — Anderson has two public libraries. The City Library, established 
 in 1900, has 1,250 volumes. The City Public School Library, established in 1898, 
 has 1,500 volumes. The City Library is supported partially by appropriations 
 from the City Council and by membership fees. The Public School Library is 
 supported by an annual appropriation from the city school funds. 
 
 Piedmont. — Piedmont has a public library of 2,000 volumes, established in 
 1882 by the Piedmont Manufacturing Company. This library is supported by 
 funds accruing from agents' licenses, hall rent, entertainments, and lectures. 
 
 Denmark. — Denmark has a public school library of 600 volumes, established 
 in 1895. This library is supported by an annual appropriation by the school board, 
 by donations, and by entertainments. 
 
 Abbeville. — Abbeville has a public school library, established in 1893, con- 
 taining 033 volumes. This library is SLipported by a Library Association com- 
 posed of teachers of the public schools. 
 
 Mullins. — Mullins has a small school library, established in 1897, which con- 
 tains about 250 volumes. It is supported by private contributions. 
 
 Orangeburg. — Orangeburg has two public libraries. The Public School 
 Library, established in 1896, has 1,500 vohnnes. The Dixie Club Library, estab- 
 lished in 1900, has 400 volumes. The Public School Library is supported by con- 
 tributions of books and money raised by public entertainments. The Dixie Club 
 Library is supported by membership fees and by public entertainments. 
 
 Columbia. — Columbia has a public school library, established in 1883, con- 
 taining 2,300 volumes. This library was formerly supported by proceeds from 
 entertainments, but now has an annual appropriation of $100 from the city school 
 board. 
 
 There are other town and city libraries in South Carolina. The above were 
 all that were reported to the State Superintendent in response to a recent request. 
 Perhaps these reports are of some value as dcocribing in a measure the library 
 situation in the State. 
 
>o4 
 
 SO U THERN ED UCA TION 
 
 THE EDUCATION OF TEACHERS IN GERMANY. 
 
 II. 
 
 ''If the school has failed to kill 
 the love of learning- in its pupil, that 
 is o-ood ; if it has failed to make him 
 intellectually conceited, that is bel- 
 ter ; if it has kindled a divine inter- 
 est in his soul, that is best." 
 
 The function of the elementary 
 school is not exhausted in bringing 
 the growth of the pupil up to a cer- 
 tain" point ; more important than 
 this is giving to that growth such 
 impetus" and direction that it may 
 never cease. The ability of the 
 school to perform this function can 
 not be adequately stated in terms of 
 its organization, its house and 
 grounds, its curriculum, length of 
 term, or material equipment. All 
 these are but passive instruments, 
 depending for their quickening 
 power upon the living personality 
 of the teacher who is to use them, 
 the quality of the teacher conditions 
 the efficiency of the whole educa- 
 tional machinery. 
 
 We have seen how Germany has 
 made her higher schools by setting 
 a high standard of professional 
 qualification for all who would 
 teach in them, rewarding the capa- 
 ble with all the privileges of a pro- 
 fession, and rigidly excluding all 
 others. Let us now see what she 
 has done for her elementary schools. 
 The majority of teachers in the 
 elementary schools come from the 
 industrial classes. Mr. Hughes 
 gives the following instructive table, 
 showing the numbers furnished by 
 the different classes of society: 
 Agriculture, cattle rearing 
 
 and hunting 22,701 
 
 Mining, civil engineering, 
 
 and industry 20,377 
 
 Commerce and transit 7^90 
 
 Court, state service and lib- 
 eral professions 18,741 
 
 From this, it is evident that most 
 of these teachers receive their early 
 education in the elementary schools, 
 {volksschulen) . But here again 
 completion of the elementary school 
 course is not taken as a guaranty 
 of one's ability to teach in the ele- 
 mentary school. In the ordinary 
 course of events, the youth .aspiring 
 to teach in the volksschulen will 
 complete his course in one of these 
 schools at the age of 14. He then 
 goes to a preparatory school, where 
 he must spend three years in hard 
 study, getting sufficient scholastic 
 basis for his professional training 
 which is to follow. 
 
 The curriculum of the prepara- 
 tory school includes the subjects 
 taught in the elementary schools 
 with the addition of harmony and 
 instrumental music, with permission 
 to teach a modern language. The 
 treatment of these subjects, how- 
 ever, is broad, and the curriculum 
 is thus expanded so as to give the 
 student a rather • broader culture. 
 The following subjects, taken from 
 the time-table of one of these 
 schools, will indicate the ground 
 covered : writing, drawing, arith- 
 metic, geometry, geography, gram- 
 mar, history, physics, natural his- 
 tory, Bible history, catechism, oral 
 discussion, essay, French, singing, 
 piano, violin, organ, harmony. 
 
 That the boy does not go to the 
 preparatory school for play is indi- 
 cated by the fact that he has thirty 
 to thirty-five hours a week in class, 
 eighteen hours for preparation out 
 of class, and the practice of musical 
 ir.struments. 
 
so U THERN ED UCA TION 
 
 He is now at least 17 years old. 
 has had three years of scholastic 
 trainings beyond the elementary 
 school, and is now ready to make 
 application for admission to a 
 training" college. 
 
 There are always more applica- 
 tions for admission to these institu- 
 tions than there are vacancies to be 
 filled. This gives a basis for selec- 
 tion and the rigid exclusion of the 
 imfit. The preparatory schools are, 
 in the main, private institutions ; the 
 training colleges are supported by 
 the state. The state does not pro- 
 pose to carry dead weight. It there- 
 fore submits every candidate to a 
 rigid examination, to test his ability 
 to do the work. 
 
 The candidate who shows him- 
 self capable is now admitted to a 
 three years' course of professional 
 training. These training schools 
 are designedly small, usually en- 
 rolling less than one hundred stu- 
 dents. They are located in small 
 towns, and have attached to them a 
 graded and ungraded school, for 
 observation and practice teaching. 
 
 The course, covering three years, 
 is a further expansion of the sub- 
 jects of the primary school with the 
 addition of drawing, gymnastics, 
 and pedagogy. In the first year the 
 student studies the history of educa- 
 tion and the science of teaching, but 
 has no practice. During the second 
 year, he continues his studies, has 
 much observation, and a little teach- 
 ing. During the third year he has 
 ten weeks of practice in each sub- 
 ject, under the direction and criti- 
 cism of an instructor. 
 
 At the end of his course the can- 
 didate is admitted to the govern- 
 ment examination, which is con- 
 dvicted in the presence of the Royal 
 Commission. This examination, ac- 
 cording to Mr. Seelev, includes : 
 
 1. A written examination, con- 
 sisting of : 
 
 X . An essay on some pedagogical 
 theme. 
 
 2. An exercise describing a 
 phase of teaching religion. 
 
 3. Working three problems in 
 arithmetic and geometry. 
 
 4. Discussion of a topic in his- 
 tory, in natural science, and geog- 
 raphy. 
 
 5. Playing a piece of music on 
 the organ. 
 
 6. Translation of an exercise 
 from and into a selected foreig.i 
 tongue. 
 
 II. An oral examination in any 
 subject of the course that may be 
 asked for by the Commission. 
 
 III. Practical exhibition of his 
 ability to teach by instructing a 
 class before the Royal Commission. 
 
 This examination covers about 
 three days. The successful candi- 
 date is given a certificate of attain- 
 ment in each subject, and is now 
 ready for appointment, not to a per- 
 manent position, but to a trial po- 
 sition. He is given provisional 
 charge of a school as a further test 
 of his ability to put into practice 
 what he has learned. He must ac- 
 cept any position assigned him by 
 the provincial authority. This trial 
 period continues till he passes, with- 
 in not less than two or more than 
 five years, a second examination. 
 
 It is presumed that he has used 
 his time in broadening his general 
 cultiire, getting a better grasp of 
 educational principles, and perfect- 
 ing his skill in practice. Again his 
 examination is a threefold test, con- 
 sisting of : 
 
 I. Written work, including: 
 a. An essay on some religious 
 sub j ect. 
 
536 
 
 SOU THERN BD UCA TION 
 
 b. An essay on some subejct of 
 school management. 
 
 c. An essay on some subject of 
 instruction. 
 
 2. Practical work, being a lesson 
 on a subject named the day before. 
 
 3. Oral examination in the his- 
 tory, the theory, and the practice of 
 teaching. 
 
 The successful candidate is now 
 eligible to appointment as perma- 
 nent teacher, thus becoming a gov- 
 ernment official with a position for 
 life, assured social standing, a fair 
 salary and a pension when regularly 
 retired. 
 
 Some commendable features of 
 this system are apparent. 
 
 1. It insures a degree of maturity 
 on the part of those who would di- 
 rect the growth of children. Teach- 
 ers of children should be youthful 
 at least in spirit, but it is an iniqui- 
 tous mistake to entrust the develop- 
 ment of children to irresponsible 
 bovs and girls who have small 
 knowledge of books and still less 
 experience of life. American theor- 
 ists never tire of telling us that the 
 aim of education is to form charac- 
 ter. Yet it is not uncommon to find 
 this work entrusted to boys and 
 girls whose own characters are in 
 the formation stage. 
 
 2. This system insures a degree 
 of scholarship which enables the 
 teacher to come to his work from a 
 higher plane. After having com- 
 pleted the course in the elementary 
 school, the aspirant must have at 
 least eight years of broadening and 
 maturing before he is permitted to 
 return to that school as teacher. 
 
 And with this preparation, he is eli- 
 gible to no higher position in the 
 ed^ucational service. The graduates 
 of the state normal school in this 
 country aspire to all positions from 
 the kindergarten to the college pres- 
 idency. 
 
 3. This standard of professional 
 qualification weeds out the tempor- 
 ary teacher and makes a profession 
 possible. The teacher in the ele- 
 mentary as well as in the higher 
 school is a member of a profession 
 which commands the respect of the 
 world and therefore commands re- 
 spect of self. "There is no body of 
 men under God's heaven," says Mr. 
 Hughes, "who exhibit a greater 
 sense of self-respect." 
 
 4. The professional training is 
 given in such a way as to carry it- 
 self over into the practice of the 
 teacher. This has given a degree of 
 professional skill not equalled by 
 any other body of teachers in the 
 Avorld. And just here, perhaps, lies 
 the greatest danger. It is a well- 
 known biological law that a high 
 degree of specialization is attained 
 at the expense of loss of plasticity. 
 We may not be surprised, therefore, 
 to find this highly specialized 
 teacher somewhat unresponsive to 
 whatever stands for progress in 
 educational practice. This weak- 
 ness is probably inevitable in the 
 training of teachers for the element- 
 ary school. To preserve the free- 
 dom of the individual under the 
 stress of professional training re- 
 quires that broader culture which 
 Germany demands of the teacher in 
 her higher schools. 
 
 WiCKLiFFE Rose. 
 
NOVEMB. .' 2. 1903 
 
 Price 50 cents per year 
 
 Southern 
 Education 
 
 (Rural Libraries) 
 
 "If the crowns of all the kingdoms of Europe were 
 laid down at my feet in exchange for my books and 
 my love of reading, I would spurn them all." 
 
 Fenelon. 
 
 "If it is the duty of the State to see that its citizens 
 
 now how to read, it is certainly no less its duty to see 
 
 at they are trained to do the right kind of reading^ 
 
 therwise the ability to read may be harmful rather 
 
 en beneficial, both to the individual and to the State." 
 
 Sherman Williams. 
 
 "The child that by the age of fourteen has not read 
 Robinson Crusoe, Hiawatha, Pilgrim's Progress, The 
 Stories of Greek Heroes, by Kingsley and Hawthorne; 
 The Lays of Ancient Rome, Paul Revere's Ride, Gul- 
 liver's Travels, The Arabian Nights, Sleepy Hollow, Rip 
 Van Winkle, The Tales of the White Hills, The Court- 
 ship of Miles Standish, Scott's Tales of a Grandfather, 
 Marmion, and Lady of the Lake, the Story of Ulysses 
 and the Trojan War, of Siegfried, William Tell, Alfred, 
 and John Smith, of Columbus, Washington, and Lincoln 
 — the boy or girl who has grown up to the age of fourteen 
 without a chance to read and thoroughly enjoy these 
 books has been robbed of a great fundamental right; a 
 right which can never be made good by any subsequent 
 privileges or grants." 
 
 Charles A. McMurry. 
 
 SOUTHERN EDUCATION BOARD, Kooxville, Tean., Publishers. 
 
 VOL. 1 
 
 No. 18 
 
 ■AUT-OaBU CO., KNOXVILLE, TMM. 
 
SOUTHERN EDUCATION BOARD 
 
 Dr. E. A. Alderman, Wm. H. Baldwin, Rev. Wallace Buttrick, Dr. 
 J. L. M. Curry, Dr. Chas. W. Dabney, Dr. H. B. Frissell, Hon. H. H. 
 Hanna, Dr. C. D. Mclver, Edgar Gardner Murphy, Robert C. Ogden, Dr. 
 Walter H. Page, Geo. Foster Feabody, and Dr. Albert Shaw 
 
 Officers 
 
 President, Robert C. Ogden, New York City * 
 
 Secretary, Dr. Charles D, Mclver, Greensboro, N. C. 
 
 Treasurer, George Foster Peabody, New York City 
 
 Supervising Director, Hon. J. L. M. Curry, Washington, D. C 
 
 Bureau of Information and Investigation : Director, Dr. Chas. W. 
 Dabney; Secretary, Charles L. Coon, Knoxville, Tenn. 
 
 District Directors : Dr. E. A. Alderman, New Orleans, La., Dr. H. B, 
 Frissell, Hampton, Va., Dr. Charles D. Mclver, Greensboi-o, N. C. 
 
 Campaign Committee: Hon. J. L. M. Curry, Chairman; Dr. E. A. 
 Alderman, Dr. Chas. W. Dabney, Dr. H. B. Frissell, Dr. Chas. D. Mclver 
 
 General Field Agents: Dr. G. S. Dickerman, New Haven, Conn.; 
 Prin. Booker T. Washington, Tuskegee, Ala. 
 
 Field Agents for Virginia : Hon. H. St. George Tucker, Lexington, 
 Va., and Dr. Robert Frazer, Richmond, Va. 
 
 Field Agent for Alabama, J. B. Graham, Talladega, Ala. 
 
 Executive Secretary associated with the President, Edgar Gardner 
 Murphy 
 
 " A good book is the precious life-blood of a master spirit 
 embalmed and treasured up on purpose to a life beyond life." 
 
 — Milton. 
 
 " God be thanked for good books. They are the voices of 
 the distant and the dead, and make us heirs of the spiritual life 
 of the past ages. In the best books great men talk to us, give us 
 their most precious thoughts, and pour their souls into ours." 
 
 — Channing. 
 
 "A taste for books is the pleasure and glory of my life, 
 would not exchange it for the glory of the Indies. ' ' 
 
 — Gibbon. 
 
Soutbern lEbucation 
 
 Published at Knoxvllle, Tenn., by the 
 Bureau of the Southern Education Board • 
 
 Subscription Price: 
 
 One year 50 cents 
 
 Three months 15 cents 
 
 ADDRESS: SOUTHERlSr EDUCATION BOARD 
 Knoxville, Tenn. 
 
 Monday, November 2, 1903 
 
 The editor is indebted for valuable 
 suggestions in making this number of 
 Southern Education to Air. Clarence 
 H. Poe, Raleigh, N. C. ; to Supt G. F. 
 Boyd, Kosciusko, Miss. ; to Profs. P. P. 
 Claxton and W. Rose, University of 
 Tennessee; and to many others. 
 
 Any rural teacher can have a rural 
 school library, if she only wills to have 
 one. Get the children interested first of 
 all. The children's interest will secure 
 the interest of the parents. After this is 
 secured a public entertainment will help. 
 Then talk to the parents and ask for 
 more money. 
 
 And how is the best way to interest 
 children in the rural library you should 
 have? The best way is for the teacher 
 to get some of the books on the library 
 lists in this number of Southern Edu- 
 cation. Let the children read these 
 books. Read some of them to the chil- 
 dren. Let them carry some of them 
 home. The parents will thus soon be- 
 come interested and the rural library 
 will be easy to establish. 
 
 The ordinary reading books used in 
 the rural schools, the books prescribed 
 for use, are usually poor literature at 
 best or only selections from real litera- 
 ture. The reading by the children of the 
 books mentioned in the rural school 
 library lists of this number of Southern 
 Education can not take the place of any 
 state prescribed school course, but such 
 reading can nevertheless be done and can 
 be used to give life and joy to the whole 
 rural school work. 
 
 The rural school library need not have 
 very many books. It is perhaps best 
 that it should be small. The teacher 
 should be thoroughly familiar with each 
 book. 
 
 The rural school library should be ac- 
 cessible to the children and their parents 
 during the vacation time. The teacher 
 can arrange for this by having some in- 
 telligent person in the community act as 
 librarian during the vacation. 
 
 There can be no real education except 
 by soul contact with soul. And such 
 contact can occur in two ways only, viz., 
 by means of books (not text-books) and 
 by means of teachers. The rural school 
 library is, therefore, a necessity in the 
 education of children. 
 
 The rural school library is the means 
 by which to get books, to keep them, and 
 to get books read. 
 
 That rural school in which no "books 
 
338 
 
 SOUTHERN EDUCATION 
 
 are read except the ordinary text-books 
 is not educating the children. The most 
 it is doing is giving those children the 
 mere tools of knowledge. Such a school 
 is only trusting that somehow the chil- 
 dren may become educated, may finally 
 learn how to use the dangerous tools it 
 has ignorantly given them. 
 
 The children's literature of the first 
 and the second school years should con- 
 sist largely of fairy stories and fables. 
 During the third year the myths of the 
 Greeks and the Romans should be read. 
 During the fourth year the Song of Hia- 
 watha should be rCfid; during the fifth 
 year the Norse mythology; during the 
 sixth year the Odyssey of Homer ; dur- 
 ing the seventh year the Iliad of Homer; 
 during the eighth year the children's 
 reading should be largely in the field 
 of American literature. Whole books 
 should be read and not scraps. Of 
 course, other literature than that indi- 
 cated above may be read with much 
 pleasure and profit, but what is here in- 
 dicated should come first. 
 
 The difference between an educated 
 man and an uneducated man " is that 
 the educated man feels more, sees more, 
 wants more, is interested in a vastly 
 greater variety of things." Mere technical 
 arithmetic, technical grammar, technical 
 drawing, and most of the geography and 
 history taught in our public schools can 
 not really educate the children; these 
 can only supply the tools of knowledge. 
 Real education comes to the children by 
 means of reading good books and by 
 association with teachers who are them- 
 selves educated. 
 
 The public schools of Nebraska cele- 
 brate Library Day each year. On this 
 day a special program is provided. 
 Funds and donations of books for the 
 library are Solicited and the public school 
 patrons of each district are urged to 
 attend the celebration. One of the ob- 
 jects of the library movement in Ne- 
 braska is the encouragment of reading 
 aloud in the homes by both pupils and 
 parents. 
 
 Texas has a State Library Association 
 which Avas organized on June lO, 1902. 
 This association is working with good 
 prospects of favorable results for a State 
 Library Commission, whose business it 
 shall be to secure needed library legisla- 
 tion, and to promote the establishment 
 and furtherance of free public libraries 
 in every way possible. The Texas State 
 Library Association has time and again 
 called attention to the importance bf 
 establishing free rural and traveling 
 libraries and to the necessity and im- 
 portance of good reading in the public 
 schools. 
 
 The first public library in America 
 to be supported chiefly at public expense 
 and from which any citizen might bor- 
 row books was established at Charleston, 
 S. C, in 1698, and was in charge of 
 the minister of St. Philip's Church as 
 librarian. 
 
 Why Rural Libraries? 
 
 " The difference between the educated 
 man and the uneducated," says Presi- 
 dent Schurman, " is that the educated 
 man sees more, feels more, wants more, 
 is interested in a vastly greater variety 
 
SOUTHERN EDUCATION 
 
 339 
 
 of things, and, in short, lives a larger, 
 a richer and a fuller life. He is haunted 
 by thoughts and touched by emotions 
 and moved by ideals which are incom- 
 municable to him who has not been nour- 
 ished at the breasts of human science 
 and culture." It is the business of the 
 school to initiate the child into this 
 larger life. Yet it is a lamentable fact 
 that the boys and the girls of the rural 
 communities of the South are getting 
 from the public school practically no help 
 in this direction. A child may learn to 
 read and to write and to manipulate num- 
 bers, may learn the rules of grammar and 
 rhetoric, may memorize and recite the 
 mere lists of facts which pass for geog- 
 raphy and history — may do all this well, 
 and yet go out into the world with his 
 horizon but little broader than if the 
 school had never existed. 
 
 The business of the school is to in- 
 itiate the child into civilization. But 
 civilization is not embodied in the formal 
 
 studies : reading, writing, arithmetic, 
 grammar. To give the child these is to 
 give him his instruments, his tools; but 
 to give him no more is to leave him 
 without inspiration and guidance. These 
 tools are made useful only in so far as 
 the child has opened up to him the 
 realms of nature and humanity. Through 
 the use of these instruments the child 
 may enrich his own life by appropriating 
 the accumulated experience of the race. 
 This experience comes to him in the 
 main in the form of books. The most 
 vital endowment which the school gives 
 to the child is the confirmed reading 
 habit directed by a cultivated taste. With 
 this endowment the most remote com- 
 munity is put in touch with civilization ; 
 the child of the district is made the citi- 
 zen of the world. But this reading habit 
 can not be cultivated in the absence of 
 books. Without the rural district li- 
 brary, the rural school must fail in its 
 most important function. W. R. 
 
 LIBRARIES AND THE PUBLIC SCHOOLS. 
 
 The education gained at school must, with the great majority of people, be 
 meager at the best. This may be, and should be, supplemented by extensive 
 reading after the school life is finished. If this work is to be done well, and 
 under favorable conditions, the pupil must, while in school, not only be trained 
 to like good literature, but also, if possible, to use a public library intelligently. 
 
 The library must be regarded as an important and necessary part of the 
 system of public education. It is said that not more than one in five hundred 
 of the inhabitants of Massachusetts are without library facilities. This should 
 be the condition everywhere, and may be at no very distant time if those who 
 should be the most interested — the teachers of the country — will make a unani- 
 mous, persistent, and continued effort in this direction. There is nothing that 
 appeals to people more generally, or to which they will respond more readily 
 and liberally, than an effort to establish free public libraries, if the work is 
 carried on with good judgment. 
 
 Children must be directed and trained in regard to their reading. They can 
 no more be trusted to get their own knowledge of and taste for literature 
 unaided than they can get their scientific and mathematical training in the 
 same way. 
 
 If it is the duty of the State to see that its citizens know how to read, it is 
 certainly no less its duty to see that they are trained to do the right kind of 
 reading; otherwise the ability to read may be harmful rather than beneficial, 
 both to the individual and to the State. 
 
340 SOUTHERN EDUCATION 
 
 Training pupils to read and love good literature is by far the most important 
 work done in school. There is nothing else that a teacher can do at all comparable 
 tO' it in value. It is the one thing the school does that continues to contribute to 
 one's education so long as he lives. We should never forget that it is not the 
 ability to read, but the use made of that ability, that contributes to the destiny 
 of a child. 
 
 Some one has said that education consists of formation of habits and the 
 acquisition of tastes. This is certainly the case so far as reading is concerned, 
 and all that the school and library can do, w^orking together in harmony, is 
 necessary to the best success in this matter of forming correct reading habits 
 and good taste in literature. — Sherman Williams. 
 
 THE CHILD'S LITERARY RIGHT. 
 
 The child that by the age of 14 has not read Robinson Crusoe, Hiawatha, 
 Pilgrim's Progress, The Stories of Greek Heroes, by Kingsley and Hawthorne, 
 The Lays of Ancient Rome, Paul Revere's Ride, Gulliver's Travels, The Arabian 
 Nights, Sleepy Hollow, Rip Van Winkle, The Tales of the White Hills, The 
 Courtship of Miles Standish, Scott's Tales of a Grandfather, Marmion, and Lady 
 of the Lake, the story of Ulysses and the Trojan War, of Siegfried, William 
 Tell, Alfred, and John Smith, of Columbus, Washington, and Lincoln — the boy 
 or girl who has grown up to the age of 14 without a chance to read and thor- 
 oughly enjoy these books has been robbed of a great fundamental right; a right 
 which can never be made good by any subsequent privileges or grants. It is not 
 a question of learning how to read — all children who go to school learn that; 
 it is the vastly greater question of appreciating and enjoying the best things 
 which are worth reading. Judged on this standard of worth, the reading exer- 
 cises of our schools have acquired a tenfold significance, and all teachers who 
 have looked into the matter have felt a new enthusiasm for the grand oppor- 
 tunities of commcn^school education. There is no doubt, whatever, among 
 intelligent people, that good literature is a powerful instrument of education. It 
 is by nomeans the whole of education, but when the reading habits of children 
 are properly directed, their interest in suitable books cultivated and strengthened, 
 their characters are strongly tinctured and influenced by what they read. If 
 their minds are thus filled up with such stimulating thought material, and their 
 sympathies and interests awakened and cultivated by such ennobling thoughts, 
 the better side of character has a deep, rich soil into which it may strike its 
 roots. So profound has been the conviction of leading educators upon the value 
 fOf the reading matter of the schools for the best purposes of true education that 
 the whole plan of study, and the whole method of treatment and discussion, as 
 touching these materials, have been reorganized with a view to putting all chil- 
 dren into possession of this great birthright. — Charles A. McMurry. 
 
 RURAL LIBRARIES. 
 
 The Need for Rural Libraries and an Explanation of the North 
 Carolina Rural School Library Laws. 
 
 " We have heretofore put too much confidence in the mere acquisition of the 
 arts of reading and writing. After these arts are acquired there is much to be 
 done to make them effective for the development of the child's intelligence. If 
 his reasoning power is to be developed through reading he must be guided to 
 the right sort of reading. The school must teach not only how to read, but what 
 to read, and it must develop a taste for wholesome reading." 
 
 It is to remedy just this defect thaf the rural school library has been intro- 
 duced into twenty-nine American States. And though widely varying plans have 
 been adopted, in no other State, I dare say, has more rapid progress been made, 
 or greater results accomplished in proportion to the capital expended, than in 
 North Carolina. For this reason I may be pardoned for referring at some length 
 
SOUTHERN EDUCATION 341 
 
 to this North Carolina plan, which seems to be the one best adapted to States 
 having a large rural population and a small revenue. The law as passed by the 
 General Assembly of 1901 provides in substance: 
 
 That wherever the friends or patrons of any rural public school contribute 
 $10 or more for starting a library in connection with the school, $10 of the regular 
 district school fund shall also be set apart for the same purpose, while another 
 $10 will be given from the State appropriation — thus assuring at the outset at 
 least $30 for each school library; in many cases, of course, the patrons raise more 
 than the minimum sum, $10, needed to secure the $20 from other sources. The 
 County Board of Education then names some competent person to manage the 
 prospective library, and purchase the books for it; these to be chosen from a 
 remarkably well-selected list prepared by a committee of distinguished educators 
 two years ago. The same committee, by the way, obtained competitive bids, from 
 prominent publishing houses, thus forcing prices to strikingly low figures, even 
 for classics. The smallest libraries have seventy-five or eighty neat aild sub- 
 stantially bound volumes. 
 
 By the earnest efforts of the North Carolina Literary and Historical Asso- 
 ciation an appropriation of $5,000 was obtained for the payment of the State's 
 part in the experimental plan just outlined, and in September, 1901, the appro- 
 priation became available and the first North Carolina rural school library was 
 established. The entire sum would have been speedily exhausted by the more 
 progressive sections had not the legislature provided that the State appropriation 
 of $10 for each library should be available for not more than six school districts 
 in any one of the ninety-seven counties. Within five months a third of the 
 counties reached this limit, and other schools within their borders applied in 
 vain for State aid. Before the General Assembly of 1903 met in January, 431 
 of a possible 500 libraries had been helped. In the face of such success, there 
 was nothing for the legislature to do but make an appropriation of $5,000 more 
 for the ensuing two years; while $2,500 was added to strengthen and enlarge 
 the libraries already established — the same Carnegie-like principle of coopeiation 
 to be observed ; each gift from the State to be duplicated by an appropriation 
 from the school fund and again duplicated by private subscription. 
 
 Not only does the rural school library develop the reading habit ; it develops 
 it along right lines. Since, as Emerson says, " the ancestor of every action is a 
 thought," how important it is that the literature that is to provoke thought be 
 not only wholesome but well-rounded and well-balanced ! In our city libraries 
 fiction has much too large a place ; many women and young people read nothing 
 else. But while these rural libraries contain a few great novels, the chief effort 
 is to develop a proper appreciation of choice works of science, travel, nature- 
 study, poetry, history, biography, and mythology. Even if the child formed the 
 " reading habit " outside the school, it would still be worth while for the State 
 to have these libraries for the sole purpose of turning his new-found love of 
 truth into right channels of truth and beauty. 
 
 Nor have the boys and girls been the only beneficiaries of the new movement. 
 It has opened up a new world for many of the parents, and has done incalculable 
 good in continuing the education of persons too old or too poor to longer attend 
 school. The superintendent of schools for Durham County says that the books 
 are used as much by the parents as by the children themselves, and the Pitt 
 County superintendent says that the libraries have caused hitherto indifferent 
 parents to become deeply interested in the education of their children. " The 
 peculiar value of the school library," as the New York Evening Post rightly 
 observes, " lies in the fact that it educates the younger generation as well as the 
 older." 
 
 All in all, the North Carolina plan has proved a strikingly successful inno- 
 vation, and we are moved to wonder that our educational leaders did not long 
 ago perceive the value of rural library work, or, realizing it, did not think of 
 the ease with which it may be conducted in connection with the public school. 
 We are now not far from the time when no house where children meet fof study, 
 whether in town or country, will be regarded as even tolerably equipped without 
 a small collection of the best books. — ClarENCE H. PoE, Raleigh, N. C, in 
 September, 1903, Rcviczv of Rcviezvs. 
 
342 
 
 SOUTHERN EDUCATION 
 
 A RURAL SCHOOL LIBRARY. 
 
 A List of Books for a Rural School Library. Something about 
 the Books. Classified by Grades. Cost and Where to get 
 the Books. 
 
 The following- is a good list of books with which to begin a rural school 
 library. The books are described somewhat in detail, and some of them are also 
 classified by grades, for the greater convenience of teachers. Many of the books 
 in the general list may be read by the teacher to the pupils. The books which 
 have been arranged by grades bear directly on what should be the literature, 
 geography, or history work of those grades. 
 
 I. Classic Stories for Little Ones. 
 Mrs. L. B. McMurry. Public 
 
 School Publishing Co 35c 
 
 (I) 
 This is an excellent adaptation of a 
 number of the most famous fairy stories. 
 The book can be read very early in the 
 school life of the children. 
 
 2. Bow-Wow and Mew-Mew. G. 
 M. Craik. Maynard, Merrill 
 & Co 20C 
 
 (I) 
 This is the story of the life and ad- 
 ventures of a dog and a cat. The book 
 will be enjoyed by the youngest readers. 
 
 3- 
 
 Southern Poets. Weber. Mac- 
 
 millan Co., New York 25c 
 
 (8) 
 This book contains selections from the 
 leading Southern poets. 
 
 4. Paul Jones. Hutchins Hapgood. 
 
 pp. 126. Houghton, Mifflin & 
 Co 65c 
 
 (6) 
 This is a brief biography of John Paul 
 Jones. It gives an account of his early 
 voyages, cruise of the Providence and 
 the Arthur, the cruise of the Ranger, his 
 fight with the Serapis. There are addi- 
 tional chapters on Diplomacy at the 
 Texcl, Society in Paris, Private Ambi- 
 tion and Public Business, a chapter on 
 his Russian Service, and an account of 
 his last days. There is an excellent 
 frontispiece of Jones. 
 
 5. The Eugene Field Book. Mary 
 
 E. Burt and Mary B. Cable. 
 pp. 136. Charles Scribners' 
 
 Sons, 1902 60C 
 
 (G) 
 
 This is a collection of the best chil- 
 dren's poems by Eugene Field. It con- 
 tains the well-known poems. Little Boy 
 Blue, Wynken, Blynken and Nod, Just 
 'Fore Christmas, Pittypat and Tippytoes, 
 and the like. Besides there is a chapter 
 of letters by Field to his children, a 
 chapter of autobiography, and anecdotes 
 illustrating the well-known characteris- 
 tics of Field. 
 
 6. Alice's Adventures in Wonder- 
 
 land. Edited by Florence Mil- 
 ner. pp. 192. Rand, McNally 
 
 & Co. Illustrated 25c 
 
 (G) 
 Every one knows this book. It is not 
 necessary to speak of its contents. It 
 has long been one of the best books for 
 children. This edition contains a bio- 
 graphical sketch of the author and some 
 notes by the editor. There is also a 
 reading list for those who desire to know 
 more about Lewis Carroll's books. 
 
 7. Big People and Little People of 
 
 Other Lands. Edward R. Shaw. 
 pp. 128. American Book Co., 
 
 1900 30c 
 
 (2) 
 This book describes the big people and 
 little people of China, Japan, Arabia, 
 Corea, Borneo, India, Lapland, Green- 
 land, Russia, Switzerland, Holland, Pata- 
 gonia, the pygmies of Africa, and the 
 Indians. There is a chapter on the 
 Philippines, the Congo and Amazon 
 valleys. The book is well illustrated and 
 charmingly written. 
 
 8. Stories of Great Americans for 
 
 Little Americans. Edward Eg- 
 gleston. pp. 159. American 
 
 Book Co., 1895 40c 
 
 (2) 
 
SOUTHERN EDUCATION 
 
 343 
 
 There are stories of Franklin, Boone, 
 Irving, Audubon, Daniel Boone, Dr. 
 Kane, Jefferson, Kit Carson, Horace 
 Greeley, and others. There are many il- 
 lustrations which add interest to the 
 book. 
 
 9. Tales of Troy. Charles De Gar- 
 mo. pp. 68. Public School 
 Publishing Co., Bloomington, 
 
 111-, 1902 35c 
 
 (6) 
 This is Dr. De Garmo's translation of 
 a famous German story of Professor C. 
 Witt. The book contains an account of 
 Paris and Helen, The Greeks at Aulis, 
 Iphigenia, The Greeks and Trojans, 
 Quarrel of .Agamemnon and Achilles, 
 The Duel between Paris and Agamem- 
 non, The Great Deeds of Diomed, Hec- 
 tor and Ajax, The Misfortune of the 
 Greeks, The Night Spies. Patroclus, 
 Achilles and Ajax, and the Destruction 
 of Troy. There are several illustrations 
 and an index for the pronunciation of 
 proper names. 
 
 10. Old Stories of the East. James 
 
 Baldwin, pp. 215. American 
 
 Book Co., New York 45c 
 
 (3) 
 This book contains the author's adap- 
 tation in literary form and language of 
 a number of Old Testament stories. The 
 stories treated are The Garden of De- 
 light, The Two Brothers, The Flood of 
 Waters, The Great Chief, The Master of 
 the Land of the Nile, The Great Law- 
 giver, and others equally interesting. 
 This is one of the most charmingly 
 written children's books extant. 
 
 11. The Story of Ulysses. Agnes 
 
 Spofford Cook. pp. 153. Pub- 
 lic School Publishing Co., 
 
 Bloomington, 111 50c 
 
 (3) 
 This book contains a well-written ac- 
 count of the part Ulysses played in the 
 Trojan War and his adventures on his 
 journey homeward to Ithaca, based on 
 Homer's Odyssey. There are illustra- 
 tions and a few explanatorj' notes which 
 add much to the value of the book. 
 
 12. Aunt ^Martha's Corner Cupboard. 
 
 Mary and Elizabeth Kirby. pp. 
 153. Educational Publishing 
 
 Co., New York 40c 
 
 (3) 
 
 Stories about tea, sugar, coffee, salt, 
 currants, rice, and honey. There are 
 many illustrations. The book is intended 
 to give children a glimpse of the great 
 world of industry beyond their usual en- 
 vironment. 
 
 13. Ten Boys. Jane Andrews. Ginn 
 
 & Co., Boston, pp. 240. 1902. .50C 
 (4) 
 This book is intended to trace our own 
 race from its Aryan source to its pres- 
 ent type. There are stories of Cablu, 
 Darius, Cleon, Horatius, Wulf, Gilbert, 
 Roger, Ezekiel Fuller, Jonathan Dawson, 
 and Frank Wilson. The book is illus- 
 trated and charmingly written, as are all 
 of Miss Andrews' stories. 
 
 14. Stories of Colonial Children. 
 
 Pratt. pp. 221. Educational 
 Publishing Co., New York.... 40c 
 (3) 
 This book attempts to give a glimpse 
 at the child life in the Colonies before 
 the days of the Revolution. There are 
 numerous illustrations, one of which is a 
 reproduction of a page from the New 
 England Primer. 
 
 15. The Song of Hiawatha. Long- 
 
 fellow, pp. 193. Houghton, 
 
 Mifflin & Co., Boston 40c 
 
 (4) 
 This book is Nos. 13 and 14 of the 
 Riverside Literature Series. It contains, 
 besides the poem, an account of the visit 
 to Hiawatha's people by Alice M. Long- 
 fellow, an introductory note and a list 
 of books relating to Indians. There is 
 a pronouncing vocabulary. The illustra- 
 tions are by Frederic Remington. 
 
 16. Stories of Industry. Chase & 
 
 Clow. 2 vols. pp. 350. Edu- 
 cational Publishing Co 80c 
 
 (40C each) 
 (5-8) 
 Volume I contains stories of coal, pe- 
 troleum, gold, silver, copper, the making 
 of sewing machines, stoves, watches, 
 clocks, ships, glass articles, and the like. 
 Volume II contains stories of the making 
 of calico, imen, carpets, silk, hats, furs, 
 shoes, and the like. Both volumes are 
 profusely illustrated. 
 
 17. Old Norse Stories. Sarah 
 
 Powers Bradish. pp. 240. 
 
 American Book Co 45c 
 
 (5) 
 
544 
 
 SOUTHERN EDUCATION 
 
 The autlior has endeavored to re-tell 
 some of the most popular of the old 
 Norse stories so as to make them attrac- 
 tive to young readers. Most of these 
 stories shoM^ what our ancestors thought 
 of the common phenomena of nature, 
 such as day and night summer and win- 
 ter, storms and sunshine, life and death. 
 The book is well written. There is a 
 pronouncing vocabulary of Norse names. 
 The book is illustrated. 
 
 i8. Gulliver's Travels. Jonathan 
 Swift. pp. 193. Houghton, 
 
 Mifflin & Co 40c 
 
 (5) 
 
 This edition contains the voyages to 
 Liliput and Erobdinag. There is an in- 
 troductory sketch, notes, and two maps. 
 This volume is No. 89-90 of the River- 
 side Literature Series. 
 
 19. A Wonder Book for Boys and 
 
 Girls. Nathaniel Hawthorne, 
 pp. 203. Houghton, Mifflin & 
 
 " Co 40c 
 
 (4) 
 
 This well-known book contains stories 
 of the Gorgon's Head, the Golden Touch, 
 Paradise of Children, Three Golden 
 Apples, the Miraculous Pitcher, and the 
 Chimasra. There is an introductory note, 
 mythological index and pronouncing vo- 
 cabulary and six illustrations. This vol- 
 ume is No. 17-18 of the Riverside Litera- 
 ture Series. 
 
 20. Little Women. Louisa M. Alcott. 
 
 pp. 532. Little, Brown & Co., 
 
 Boston, 1903 $1.50 
 
 (G) 
 
 Little Women : or Meg, Joe, Beth and 
 Amy is one of the best children's books, 
 'ihis edition is illustrated. 
 
 21. Fifty Famous Stories Retold. 
 
 James Baldwin, pp. 172. Amer- 
 ican Book Co., New York 35c 
 
 (2) 
 
 This book contains stories of King Al- 
 fred, Robin Hood, Bruce and the Spider, 
 Sir Philip Sydney, Sir Walter Raleigh, 
 George Washington, William Tell, Reg- 
 ulus, Damon and Pythias, and many 
 others. There are numerous illustra- 
 tions. 
 
 22. The Arabian Nights. Edward 
 
 Everett Hale. pp. 366. Ginn 
 & Co., Boston 45c 
 
 (G) 
 
 This edition contains The Story of 
 Aladdin, The Traveling Merchant, and 
 other well-known stories of the East. 
 There are numerous illustrations. 
 
 23. Discoverers and Explorers. Ed- 
 
 ward R. Shaw. pp. 129. Amer- 
 ican Book Co., New York 35c 
 
 (4) 
 This book contains stories of Marco 
 Polo. Columbus, Vasco da Gama, John 
 and Sebastian Cabot, Vespucius, Ponce 
 de Leon, Balboa, Magellan, Cortez, Pi- 
 zarro, De Soto, Verrazzano, Henry Hud- 
 son, and an account of the famous voy- 
 age of Sir Francis Drake, the Great River 
 Amazon, and El Dorado. 
 
 24. .^sop's Fables. Mara L. Pratt. 
 
 2 vols. pp. 254. Educational 
 Publishing Co., New York. . . . 
 
 50c (25c each) 
 
 (I) 
 This is an edition suitable for very 
 young children. The well-known fables 
 of The Fox and the Lion, The Fox and 
 the Grapes, The Grasshopper and the 
 Ant. The Fox and the Crow. The Dog 
 and His Shadow, The Fox and the Stork, 
 The Dog in the ]\'Ianger, The Lark and 
 Her Young Ones, The Hare and the Tor- 
 toise, The Lion and the Mouse, The 
 Wind and the Sun, Borrowed Feathers, 
 The Ox and the Frog, The Hen that 
 Laid the Golden Egg, and many others, 
 may be found in these books. 
 
 25. Seven Little Sisters. Jane An- 
 
 drews, pp. 121. Ginn & Co., 
 Boston 50c 
 
 (3) 
 The seven little sisters live on the 
 round ball that floats in the air. These 
 sisters are The Little Brown Baby, 
 Agoonac, Gemilia, The Little Moun- 
 tain ]\raiden, Pense, The Little Dark 
 Girl, Louise, The Child of the Rhine, 
 and Louise, the Child of the Western 
 Forest. This book takes the children on 
 an imaginary journey to various parts 
 of the world' and describes child life as 
 it is found there. There are illustrations, 
 and an account of the life and work of 
 Miss Tane Andrews. 
 
SOUTHERN EDUCATION 
 
 545 
 
 26. Story of Ancient Peoples. Emma 
 
 J. Arnold, pp. 232. American 
 
 Book Co., New York 60c 
 
 (8) 
 Tliis is an exceedingly interestino: ac- 
 count of the ancient Egyptians, Chal- 
 deans, Hittites, Phoenicians, Hebrews. 
 Medes and Persians, Hindoos and Chi- 
 nese. There is an introduction, a list oi 
 authorities and reference books, and 
 many illustrations. 
 
 27. Essays from the Sketch Book. 
 
 Washington Irving, pp. 159. 
 J\Taynard, Merrill & Co., New 
 
 York 24c 
 
 (8) 
 This edition contains the Voyage of 
 Roscoe, The Wife. Rip Van Winkle, The 
 Art of Book Making, The ^Mutability of 
 Literature, Stratford-on-theAvon, Christ- 
 mas, Stage Coach, Christmas Eve, Christ- 
 mas Day, and The Legend of Sleepy 
 Hollow. There are notes and a short life 
 of Irving. 
 
 2'^. The Vision of Sir Launfal and 
 Other Poems. James Russell 
 Lowell, pp. 202. Houghton, 
 
 JNIifflin & Co., Boston 40c 
 
 (8) 
 This is No. 30 of the Riverside Litera- 
 ture Series. There is a biographical 
 sketch and notes, a portrait (5f Lowell, 
 and other illustrations. This edition also 
 contains Under the Old Elm. The Con- 
 cord Ode, and other poems by Lowell. 
 
 29. The King of the Golden River. 
 
 John Ruskin. pp. 82. Rand, 
 McNally & Co 25c 
 
 (5) _ 
 This edition of The King of the Golden 
 River is one of the Canterbury Classics 
 Series. There are illustrations, notes, a 
 reading list, suggestions to teachers. The 
 King of the Golden River: or the Story 
 of the Black Brothers, is one of the best 
 fairy stories ever written. 
 
 30. The Courtship of Miles Standish. 
 
 Longfellow, pp. 90. Houghton, 
 
 ]Mifflin & Co 40c 
 
 (6) 
 This volume is No. 2 of the Riverside 
 Literature Series. There are explanatory 
 notes as well as one of Longfellow's 
 
 other poems from Tales of a Wayside 
 Inn. The Courtship of Miles Standish 
 is one of Longfellow's favorite poems, 
 and depicts life in the old Colony days 
 in Plymouth. 
 
 31. Evangeline. Longfellow, pp. 100. 
 
 Houghton, ]\Iifflin & Co 40c 
 
 (8) 
 This edition of Evangeline contains a 
 biographical sketch of Longfellow and an 
 introduction and notes by Horace E. 
 Scudder. ^There is also a sketch of Long- 
 fellow's home life by his daughter, INIiss 
 Alice M. Longfellow. A pronouncing vo- 
 cabulary of names and foreign words 
 contained in Evangeline adds to the value 
 of this edition. Evangeline is a tale of 
 Acadie, the country now known as Nova 
 Scotia. 
 
 32. Hans Andersen's Stories. pp. 
 
 205. I-Ioughton, IMifflin & Co., 
 Boston 40c 
 
 (5) 
 This book is one of the Riverside Lit- 
 erature vSeries and contains some of the 
 best of Hans Andersen's fairy stories, 
 amone them The L'^gly Duckling, The 
 Pine Tree, Little ]\Iatch Girl, The Snow 
 Queen. The Nightingale. The Happy 
 Family, and The Candles. 
 
 2,3. The Stories ^Mother Nature Told 
 ?Ier Children. Jane Andrews, 
 pp. 131. Ginn & Co., Boston. ..50c 
 
 (3) 
 The Stories ^lother Nature told Her 
 Children are The Story of the Amber 
 Beads, The New Life. The Talk of the 
 Trees that Stand in the Village Street, 
 How the Indian Corn Grows, Water 
 Lilies. The Carrying Trade, Sea Life, 
 The Frost Giants, The Indians, and the 
 like. This is one of the best nature 
 study books ever written. 
 
 34. The Little Lame Prince. Miss 
 IMuloch. pp. 74. Maynard, 
 
 Merrill & Co., New York 20c 
 
 (2) 
 This is one of the best known chil- 
 dren's books extant. 
 
 2,S- Enoch Arden, and Other Poems. 
 Tennyson, pp. 224. Houghton, 
 
 :Mifflin & Co., Boston 40c 
 
 (6) 
 
346 
 
 SOUTHERN EDUCATION 
 
 This is Rolfe's edition of Tennyson's 
 well-known poem. There are notes and 
 an explanatory index of words and 
 phrases. 
 
 36. The Last of the Mohicans. James 
 Fennimore Cooper. University 
 Publishing Co.. New York.... 30c 
 (6) 
 The Last of the Mohicans is a story of 
 Indian life by one of the greatest Ameri- 
 can novelists. 
 
 27. Hans Brinker : or the Silver 
 Skates. Mary Mapes Dodge. 
 PP- 393- Charles Scribners' 
 
 Sons, New York $1 . 50 
 
 (7) 
 Hans Brinker : or the Silver Skates, is 
 a story of life in Holland. The book is 
 well illustrated and of surpassing inter- 
 est. 
 
 38. Robinson Crusoe. Lida B. Mc- 
 
 Murry and Mary Hall Husted. 
 pp. 131. Public School Publish- 
 ing Co., Bloomington, 111 35c 
 
 ' (2) 
 
 This little book is an adaptation of the 
 storj' of Robinson Crusoe to the attain- 
 ment and educational needs of children 
 in the primary schools. This edition is 
 illustrated, well written, and intensely in- 
 teresting. 
 
 39. Fairy Stories and Fables. James 
 
 Baldwin, pp. 176. American 
 Book Co., New York 35c 
 
 Besides containing a number of well- 
 known fables of ^sop this book con- 
 tains The Story of Three Bears, The 
 Three Pigs, Little Red Riding Hood, 
 Tom Thumb, Jack and the Bean Stalk, 
 Peter and the Magic Goose, Cinderella, 
 Fuss in Boots, The Fisherman and His 
 Wife, and many others. This is one of 
 the best written fairy story books now to 
 be obtained. 
 
 40. The Birds' Christmas Carol. 
 
 Kate Douglas Wiggin. pp. 69. 
 Houghton, Mifflin & Co., Bos- 
 ton 50c 
 
 (G) 
 This is an intensely interesting Christ- 
 mas story which all children will thor- 
 oughly enjoy. 
 
 41. Legends of the Red Children. 
 
 Mara L. Pratt, pp. 128. Wer- 
 ner School Publishing Co., 
 York 30c 
 
 (4) 
 This book contains the Indian folk 
 stories as to the origin of the lightning, 
 the south wind, the morning star, the 
 rainbow, and many others. 
 
 42. Old Greek Stories. James Bald- 
 
 win, pp. 208. American Book 
 
 Co., New York 45c 
 
 (3) 
 The story of Promethus, lo, Arachne, 
 Apollo, Alcestis, Medusa, Atalanta, The- 
 seus, and other Greek stories are, here 
 presented in fine literary form. There 
 are many illustrations and a pronouncing 
 dictionary of persons and places. 
 
 43. The Children of the Cold. Fred- 
 
 erick Schwatka. pp. 212. Edu- 
 cational Publishing Co., New 
 
 York $1.25 
 
 (6) 
 This is perhaps the best story of Es- 
 quimaux life extant. 
 
 44. Tom Brown's School Days. 
 
 Thomas Hughes. pp. 370. 
 Houghton, Mifflin & Co., Bos- 
 ton 40c 
 
 (G) 
 This book contains the story of a boy 
 who attended the Rugby School in Eng- 
 land, in the days of the famous Dr. 
 Thomas Arnold. 
 
 45. The Deerslayer. James Feni- 
 
 more Cooper. University Pub- 
 lishing Co., New York 30c 
 
 (6) 
 This is the first one of Cooper's well- 
 known Leather Stocking Tales which 
 portray Indian and pioneer life in the 
 early days. 
 
 46. Two Little Confederates. Thomas 
 
 Nelson Page. pp. 156. Charles 
 
 Scribners' Sons $1 ■ 50 
 
 (8) 
 This is a story of the Civil VVar by 
 one of the best known writers in the 
 South. 
 
so U THBRN £ D UCA TION 
 
 347 
 
 47. Andrew Jackson. William G. 
 
 Brown, pp. 156. Houghton, 
 
 Mifflin & Co., Boston 65c 
 
 (8) 
 This is a short biography of Andrew 
 Jackson by a well-known writer on 
 Southern subjects. 
 
 48. George Washington. Horace E. 
 
 Scuddei. pp. 253. Houghton, 
 Mifflin & Co 75c 
 
 (7) 
 
 This is one of the best boys' lives of 
 Washington, well written and intensely 
 interesting. 
 
 49. The Odyssey of Homer. William 
 
 Cullen Bryant. Houghton, Mif- 
 flin & Co 85c 
 
 (6) 
 This is perhaps the best English trans- 
 lation of one of the most famous poems 
 in all literature. There is a pronouncing 
 vocabulary of proper names at the end of 
 the book. 
 
 50. I,ittle Lord Fauntleroy. Frances 
 
 Hodgson Burnett. pp. 290. 
 Charles Scribners' Sons, New 
 
 York • $1.25 
 
 (G) 
 One of the best and one of the most 
 famous children's stories obtainable. 
 
 51. Uncle Remus, His Songs and 
 
 Sayings. Joel Chandler Harris, 
 pp. 256. D. Appleton & Co. . .$1.30 
 (G) 
 This book contains the folk-lore of the 
 negroes of the old Southern plantation. 
 
 52. Birds and Bees Sharp Eyes. 
 
 John Burroughs, pp. 96. Hough- 
 ton, Mifflin & Co., Boston. .. .40c 
 (G) 
 This is an interesting nature study 
 book by one of the best American writers 
 on such subjects. 
 
 53. Tvanhoe. Sir Walter Scott. Uni- 
 
 versity Publishing Co., New 
 
 York 30c 
 
 (G) 
 This is one of the most famous ro- 
 mances in English literature. 
 
 54- Wild Animals I Have Known. 
 
 Ernest Thompson-Seton. pp. 
 358. Charles Scribners' Sons, 
 
 New York $2.00 
 
 (G) 
 This book contains some of the most 
 interesting animal stories yet written. 
 Illustrations are the very best. 
 
 55- A Midsummer Night's Dream. 
 
 William Shakespeare, pp. 102. 
 
 D. C. Heath & Co., Boston 25c 
 
 (G) 
 This edition of A Midsummer Night's 
 Dream is edited by Sarah Willard Heis- 
 tand. There is an introduction, and ex- 
 planatory notes. 
 
 56. The Comedy of the Tempest. 
 William Shakespeare, pp. 98. 
 
 D. C. Heath & Co., Boston 25c 
 
 (G) 
 The Tempest is perhaps the one play 
 of Shakespeare which most appeals to 
 young readers. This is the play which 
 contains the characters of Miranda 
 Prospero, Ariel, and Caliban. 
 
 57- Each and All. Jane Andrews. 
 
 pp. 142. Ginn & Co., Boston... 50c 
 
 This is a companion book to the 
 Seven I<ittle Sisters. The same charac- 
 ters which appear in Seven Little Sisters 
 again appear in this volume. 
 
 58. The Vicar of Wakefield. Oliver 
 Goldsmith. University Pub- 
 lishing Co i>oc 
 
 CG) 
 An English classic which will be en- 
 joyed by all boys and girls in the upper 
 grammar grades. 
 
 59- Kenilworth. Sir Walter Scott. 
 University Publishing Co., New 
 
 York 30c 
 
 (G) 
 This is one of Sir Walter Scott's most 
 famous Waverley novels. It describes 
 the times and events of Queen Eliza- 
 beth's reign. 
 
 60. Little Men. Louisa M. Alcott. 
 pp. 376. Little, Brown & Co., 
 
 Boston $1,150 
 
 (G) 
 
343 
 
 SOUTHERN EDUCATION 
 
 This is a companion book to Little 
 Women, and describes life at Plumfield 
 with Joe's boys. 
 
 6i. Silas Manner. George Eliot. 
 University Publishing Co., New 
 
 York 30c 
 
 (G) 
 
 Perhaps this is the most powerful story 
 ever written showing the wrong use of 
 money. 
 
 62. Century Book for Young Ameri- 
 
 cans. Elbridge S. Brooks, pp. 
 249. Century Co., New York, $1.50 
 
 (7) 
 This is perhaps one of the best books 
 on civil government to be obtained. Its 
 arrangement, its style, and the illustra- 
 tions make it an intensely interesting 
 book. 
 
 63. Pilgrim's Progress. John Bun- 
 
 yan. University Publishing Co., 
 
 New York 30c 
 
 (G) 
 This is one of the most famous alle- 
 gories ever written. It describes the 
 journey of the Christian through this 
 world to the world beyond. 
 
 64. Hiav/atha Primer. Florence Hol- 
 
 brook. Houghton, Mifflin & Co., 
 Boston 40c 
 
 (I) 
 This is an adaptation of the Song of 
 Hiawatha. It is suitable for the young- 
 est readers, and is a most enjoyable book. 
 
 65. Grimm's Fairy Stories. P. P. 
 
 Claxton and M. W. Halibur- 
 ton. B. F. Johnson Co., Rich- 
 mond, Va 25c 
 
 (I) 
 This book is an adaptation of a num- 
 ber of Grimm's Fairy Stories, and can 
 be read by the youngest children. 
 
 66. Little Lucy's Wonderful Globe. 
 
 Charlotte M. Yonge. Educa- 
 tional Pub. Co., N. Y 50c 
 
 (3) 
 This is an extremely interesting story. 
 It is a little girl's dream of the children 
 of other lands. 
 
 67. Stories of Bird Life. T. G. 
 
 Pearson. B. F. Johnson Co., 
 Richmond, Va 60c 
 
 (5) 
 This is an interesting story of the life 
 of many of our Southern birds. 
 
 68. American Indians. Frederick 
 
 Starr. D. C. Heath & Co., 
 
 New York 45c 
 
 (6) 
 This is an account of the various tribes 
 of American Indians. 
 
 69. Black Beauty. Anna Sewell. 
 
 University Pub. Co., N. Y....30C 
 (4) 
 The best book ever written to inculcate 
 the spirit of kindness to the horse. 
 
 70. Emmy Lou. George INJadden 
 
 Martin. McClure's, N. Y...$i.5a 
 (G) 
 The story of the progress of Emmy 
 Lou through the school. 
 
 71. The Jungle Book. Rudyard Kip- 
 
 hng. The Century Co., New 
 
 York $i.5» 
 
 (G) 
 This book portrays the animal life ol 
 the jungle. 
 
 y2. The Knights of the Round Table. 
 W. H. Frost. Scribners' Sons, 
 
 New York $1 . 50 
 
 (G) 
 This book tells the story of King Ar- 
 thur and his Knights of the Round Table 
 in a very fascinating manner. 
 
 Classified by Grades. 
 
 Note. — For convenience the marginal numbers refer to the same numbers in the preceding list. 
 
 I. 64. Hiawatha Primer, Florence Hol- 
 
 ■1. Classic Stories for Little Ones, Mrs. 
 
 L. B. McMurry. 
 24. ^sop's Fables, Mara L. Pratt. 
 
 brook. 
 
 65. Grimm's Fairy Stories, P. P. Clax- 
 ton and M. W. Haliburton. 
 
SOUTHERN EDUCATION 
 
 349 
 
 Bow-Wcw and Mew-Mew, G. M. 
 Craik. 
 
 7. Big People and Little People of 
 
 Other Lands, Edward R. Shaw. 
 
 8. Stories of Great Americans for Lit- 
 
 tle Americans, Edward Eggleston. 
 21. Fifty Famous Stories Retold, James 
 
 Baldwin. 
 ,^4. The Little Lame Prince, Miss Mu- 
 
 loch. 
 
 38. Robinson Crusoe, Lida B. McMurry 
 
 and Mary Hall Husted. 
 
 39. Fairy Stories and Fables, James 
 
 Baldwin. 
 
 3- 
 
 10. Old Stories of the East. James 
 
 Baldwin. 
 
 11. The vStory of Ulj^sses, Agnes Spof- 
 
 ford Cooke. 
 
 12. Aunt ^Martha's Corner Cupboard, 
 
 Mary and Elizabeth Kirby. 
 
 14. vStories of Colonial Children, Pratt. 
 25. Seven Little Sisters, Jane Andrews. 
 T,i. The vStories Alother Nature Told 
 
 Her Children, Jane Andrews. 
 42. Old Greek Stories, James Baldwin. 
 57. Each and All, Jane Andrews. 
 
 66. Little Lucy's Wonderful Globe, 
 
 Charlotte I\I. Yonge. 
 
 4- 
 
 13. Ten Boys, Jane Andrews. 
 
 15. The Song of Hiawatha, Longfellow. 
 19. A Wonder Book for Boys and 
 
 Girls, Nathaniel Hawthorne. 
 23. Discoverers and Explorers, Edward 
 
 R. Shaw. 
 41. Legends of the Red Children, Mara 
 
 L. Pratt. 
 
 5- 
 
 16. Stories of Industry. Chase and Clow. 
 
 2 vols. 
 
 17. Old Norse Stories, Sarah Powers 
 
 Bradish. 
 
 18. Gulliver's Travels, Jonathan Swift. 
 29. The King of the Golden River, John 
 
 Ruskin. 
 ?,2. Hans Andersen's Stories. 
 
 67. Stories of Bird Life, T. Gilbert 
 
 Pearson. 
 
 6. 
 4. Paul Jones, Hutchins Hapgood. 
 9. Tales of Troy, Charles De Garmo. 
 
 30. The Courtship of Miles Standish, 
 Longfellow. 
 
 35. Enoch Arden and other Poems, 
 
 Tennyson. 
 
 36. The Last of the Mohicans, James 
 
 Fen i more Cooper. 
 43. The Children of the Cold, Frederick 
 
 Schwatka. 
 45. The Deerslayer, James Fenimore 
 
 Cooper. 
 49. The Odyssey of Homer, William 
 
 Cullen Bryant. 
 68. American Indians, Frederick Starr. 
 
 ^7. Hans Brinker : or the Silver Skates, 
 Mary Mapes Dodge. 
 
 48. George Washington, Horace E- 
 Scudder. 
 
 62. Century Book for Young Ameri- 
 cans, Elbridge S. Brooks. 
 
 8. 
 
 26. Story of Ancient Peopjes, Emma 
 J. Arnold. 
 
 2"/. Essays from the Sketch Book, 
 Washington Irving. 
 
 28. The Vision of Sir Launfal and 
 Other Poems, James Russell Low- 
 ell. 
 
 31. Evangeline, Longfellow. 
 
 46. Two Little Confederates, Thomas 
 
 Nelson Page. 
 
 47. Andrew Jackson, William G. Brown. 
 3. Southern Poets, Weber. 
 
 GENERAL. 
 
 5. The Eugene Field Book, Mary E. 
 
 Burt and Mary B. Cable. 
 
 6. Alice's Adventures in Wonderland, 
 
 Ed. by Florence Milner. 
 20. Little Women, Louisa M. Alcott. 
 22. The Arabian Nights, Everett E- 
 
 Hale. 
 
 40. The Birds' Christmas Carol, Kate 
 Douglas Wiggin. 
 
 44. Tom Brown's School Days, Thomas 
 LIughes. 
 
 50. Little Lord Fauntleroy, Frances 
 
 Hodgson Burnett. 
 
 51. Uncle Remus: His Songs and Say- 
 
 ings, Joel Chandler Harris. 
 
 52. Birds and Bees Sharp Eyes, John 
 
 Burroughs. 
 
 53. Ivanhoe, Sir Walter Scott. 
 
350 
 
 SOUTHERN EDU CATION 
 
 SA- Wild Animals I Have Known, Ern- 
 est Thompson-Seton. 
 
 55. A Midsummer Night's Dream, Wil- 
 
 liam Shakespeare. 
 
 56. The Comedy of the Tempest, Wil- 
 
 liam Shakespeare. 
 
 58. The Vicar of Wakefield, Oliver 
 
 Goldsmith. 
 
 59. Kenilworth, Sir Walter Scott. 
 
 Little Men, Louisa M. Alcott. 
 
 Silas Marner, George Eliot. 
 
 Pilgrim's Progress, John Bunyan. 
 
 Black Beauty, Anna Sewell. 
 
 Emmy Lou, Mrs. George Madden 
 Martin. 
 
 The Jungle Book, Rudyard Kipling. 
 
 Knights of the Round Table, Wil- 
 liam Henry Frost. 
 
 Cost. 
 
 The list price of the above-named seventy-two books aggregates about $40. 
 An average discount of 25 per cent, may be obtained on orders for school libraries, 
 which will mean that the actual cost of such a library will be about $30. 
 
 A RURAL SCHOOL LIBRARY. 
 
 The following is the above list of books by authors and titles : 
 Andrews' Seven Little Sisters, Baldwin's Old Stories of the East, Baldwin's 
 Old Greek Stories, Andrews' Each and All. Andrews' Stories Mother Nature 
 Told, Pratt's Legends of the Red Children, Holbrook's Hiawatha Primer, Eggle- 
 ston's Great Americans for Little Americans, Baldwin's Fifty Famous Stories 
 Retold, Scudder's Life of George Washington, Hawthorne's Wonder Book, Pear- 
 son's Stories of Bird Life, Longfellow's Evangeline, Longfellow's Miles Standish, 
 Tennyson's Enoch Arden, Lowell's Vision of Sir Launfal, Longfellow's Song 
 of Hiawatha, Shakespeare's Midsummer Night's Dream, Shakespeare's The 
 Tempest, Claxton's Grimm's Fairy Stories, Carroll's Alice in Wonderland, Bald- 
 win's Fairy Stories and F'ables, Bradish's Old Norse Stories, McMurry's Robin- 
 son Crusoe, Eliot's Silas Marner, Goldsmith's Vicar of Wakefield, Hughes' Tom 
 Brown at Rugby, Hale's Arabian Nights, Irving's Sketch Book, Bunyan's Pilgrim 
 Progress, Swift's Gulliver's Travels, Shaw's Big People and Little People of 
 Other Lands, Shaw's Discoverers and Explorers, Wiggin's Birds' Christmas 
 Carol, Ruskin's King of the Golden River, Alcott's Little Men, Alcott's Little 
 Women, Burnett's Little Lord Fauntleroy, Page's Two Little Confederates, Mc- 
 Murry's Classic Stories for Little Ones, Brooks' Century Book for Young Ameri- 
 cans, Arnold's Story of Ancient Peoples, De Garmo's Tales of Troy, Cooke's 
 Story of Ulysses, Yonge's Little Lucy's Wonderful Globe, Kirby's Aunt Martha's 
 Corner Cupboard, Pratt's Stories of Colonial Children, Chase and Clow's Stories 
 of Industry, Vols. I and H, Schwatka's Children of the Cold, Bryant's Homer's 
 Odyssey, Sewell's Black Beauty, Scott's Ivanhoe, Martin's Emmy Lou, Mulock's 
 Little Lame Prince, Harris's Uncle Remus ; Llis Songs and Sayings, Dodge's 
 Hans Brinker, Cooper's Deer Slayer, Cooper's Last of the Mohicans, Scott's 
 Kenilworth, Andrews' Ten Boys on the Road from Long Ago to Now, Kipling's 
 Jungle Book, two volumes, Thompson- Seton's Wild Animals I Have Known, 
 Hapgood's Paul Jones, Brown's Andrew Jackson, Burt's Eugene Field Book, 
 Andersen's Fairy Tales, Starr's American Indians, Burrough's Birds and Bees 
 Sharp Eyes, Frost's Knights of the Round Table, Weber's Southern Poets. 
 
 SOME BOOKS FOR THE RURAL HOME. 
 
 The following list of books should be added to the rural school library as 
 soon as possible after it is established. The whole list can be bought for about 
 $7.50. The books are all of great value in making country life more attractive 
 and profitable. 
 
SOUTHERN EDUCATION 
 
 351 
 
 Farm Poultry. Watson, G. C, Mac- 
 
 millan $1.25 
 
 One of the Rural Science Series. Prac- 
 tical handbook, treating of breeds, build- 
 ings, feeding, marketing, diseases and 
 pests. 
 
 Fruit Harvesting, Storing, Marketing. 
 Waugh, F. A. Orange, Judd 
 
 Co., N. Y $1.00 
 
 This is a guide to picking, sorting, 
 packing, storing, shipping, and market- 
 ing fruit. Has working illustrations. 
 
 Insect Book. Howard, L. O. Double- 
 day, Page & Co $3.00 
 
 This is a popular account of bees, 
 wasps, ants, grasshoppers, flies, and other 
 North American insects, with life his- 
 tories, tables and bibliographies. Illus- 
 trations in black and white. Butterflies, 
 moths, beetles are omitted. 
 
 Home Nursing. Harrison, E. Mac- 
 mil Ian Co., New York $1 .00 
 
 The Baby, His Care and Training. 
 Wheeler, M. Harper, New 
 York ' $1.00 
 
 How to Get Strong and How to Stay 
 So. Blaikie, William. Harper, 
 
 New York $1.00 
 
 A system of exercises for the develop- 
 ment of all the muscles. There is advice 
 for daily exercise. 
 
 Walden. Thoreau, H. D. Houghton, 
 
 Mifflin & Co., Boston $1.50 
 
 Garden Making. Bailey, L. H. Mac- 
 
 millan Co., New York $1.00 
 
 Principles of Agriculture. Bailey, L. 
 
 H. Macmillan Co., N. Y...$i.25 
 
 The Chemistry and Nutritive Value 
 of Food. U. S. Agricultural 
 Department, A. C. True, Wash- 
 ington, D. C Free 
 
 Ask for Bulletins Nos. 13, 17, 23, 28, 
 
 34. 35, 43. 48, 50, 45, 67, 63. 85, 74, 128, 
 
 121, 112, and 93. 
 
 Nature Study and Life. Clifton F. 
 
 Hodge. Ginn & Co $2.00 
 
 This is one of the best books yet writ- 
 ten on the subject of nature study. It is 
 such a book as every teacher and parent 
 will desire to read. 
 
 ADDITIONAL BOOKS FOR THE RURAL LIBRARY. 
 
 The following twenty-seven books will cost about $15.00. It should be the 
 object of rural communities to obtain them after the foregoing list has been 
 obtained. The figures refer to grades ; the letter " G " means " general." Such 
 books may be read by the children of several grades or by the teacher to the 
 children. Parents will certainly be interested in all the books. 
 
 Undine. La Motte-Fouque. Ginn & 
 
 Alexander Hamilton. Charles A. Co- 
 nant. pp. 145. Houghtoh, Mif- 
 flin G Co. . 50c 
 
 (8) 
 A very readable and interesting story 
 of Plamilton. 
 
 John Marshall. James B. Thayer, 
 pp. 156. Houghton, Mifflin & 
 
 Co 50c 
 
 (8) 
 This is a good short biography. 
 
 Thomas Jefferson. H. C. Merwin. 
 pp. 164. Houghton, Mifflin & 
 
 Co 50c 
 
 (8) 
 One of the Riverside Biographical 
 Series, and a readable, short biography 
 of Jefferson. 
 
 Co., New York 50c 
 
 (7) 
 
 This is the story of a water fairy, and 
 is one of the best specimens of pure 
 romance to be found in any literature. 
 
 Lays of Ancient Rome. T. B. Macau- 
 lay. American Book Co., New 
 
 York 55c 
 
 (6) 
 Plutarch's Lives. Edwin Ginn. Ginn 
 
 &Co 4SC 
 
 (G) 
 This edition contains a historical intro- 
 duction to each life by Prof. W. F. Allen. 
 
 Star Land. Sir Robert Ball. Ginn & 
 
 Co $1.00 
 
 (G) 
 
SOUTHERN EDUCATION 
 
 This is a book of talks to young people 
 about the wonders of the heavens. 
 
 Legends of the Middle Ages. H. A. 
 
 Guerber. American Book Co., $1.50 
 (G) 
 The children should have access to 
 those stories on which a great deal of our 
 literature is based. This is perhaps tht 
 most entertaining collection of Middle 
 Age stories yet published. 
 
 Stories from English History. H. P. 
 
 Warren. D. C. Heath & Co. . .65c 
 (7) 
 This book contains interesting and pic- 
 turesque stories of important events and 
 characters in English history from the 
 Roman Invasion to the present time. Es- 
 pecial attention is given those events and 
 characters that have influenced Ameri- 
 can history. 
 
 Tales from the Travels of Baron 
 Munchausen. Edited by Dr. 
 E. E. Hale. D. C. Heath & 
 Co 20C 
 
 u) 
 
 These stories have been appropriated 
 Ijy the children with that instinct which 
 has led them to make Gulliver and Rob- 
 inson Crusoe their own. 
 
 Mother Goose. Charles Welsh. D. 
 
 C. Heath & Co 30c 
 
 This is a new presentation of the 
 Mother Goose Rhymes and Jingles. They 
 are arranged in four divisions : mother 
 play, mother stories, child play, and child 
 stories. The illustrations are such as 
 the youngest child can understand and 
 appreciate. 
 
 Jackanapes. Mrs. Ewing. D. C. 
 
 Eleath & Co 20c 
 
 (4) 
 This is a charming tale and teaches 
 lessons of manliness and truth. It is 
 edited by Prof. W. P. Trent. 
 
 Lives of Poor Boys who Became 
 Famous. Mrs. Sarah Bolton. 
 Thomas Y. Crowell Co., New 
 York $1-50 
 
 Lives of Girls who Became Famous. 
 Mrs. Sarah Bolton. Thomas Y. 
 Crowell Co.. New York. . . .$1 .50 
 (G) 
 
 Red Rock. Thomas Nelson Page. 
 
 Scribners' Sons, New York. .$1.50 
 (G) 
 First Book in Geology. N. S. Shaler. 
 
 D. C. Heath & Co., New York, 60c 
 (G) 
 World's Painters and their Pictures. 
 D. L. Hoyt. Ginn & Co., New 
 
 York $1-25 
 
 (G) 
 Adventures of a Brownie. Dinah M. 
 Mulock. pp. 159. Educational 
 
 Publishing Co 40c 
 
 (2) 
 This book describes the doings of a 
 mischievous fairy in a household of chil- 
 dren. 
 
 David Copperfield. Charles Dickens. 
 University Publishing Co., New 
 
 York 30c 
 
 (7) 
 
 Poems of Knightly Adventure (Ten- 
 nyson, Arnold, Macaulay, Low- 
 ell). University Publishing Co., 
 
 New York 30c 
 
 (7) 
 
 Swiss Family Robinson. Wyss. Uni- 
 versity Publishing Co.. New 
 York 3>J^ 
 
 U) 
 
 Blue Fairy Book. Andrew Lang. 
 
 Longmans & Co., New York, $2.00 
 
 This is a delightful collection of the 
 best fairy tales. 
 
 Note. — To be read by teacher to the 
 younger children. 
 
 Gods and Heroes. R. E. Francillon. 
 
 Ginn & Co., New York 40c 
 
 (5) 
 These are delightful stories of Saturn, 
 Jupiter, Diana, Orion, and many others. 
 
 The American Citizen. Charles F. 
 
 Dole. D. C. Heath & Co 90c 
 
 (G) 
 Contains the chief facts and principles 
 which should be the possession of every 
 good citizen. 
 
 Stories of Indian Children. Mary 
 Hall Husted. Public School 
 
 Pub. Co 40c 
 
 (2) 
 
SOUTHERN EDUCATION 353 
 
 This book portrays the family Hfe of gives the stories of Bacon, Watt, and 
 the Indians in a way that will interest other great inventors. 
 
 the youngest children. 
 
 The Young Citizen. Charles F. Dole. 
 
 Stories of Invention. Edward E. Hale. D. C. Heath & Co 45c 
 
 (G) 
 
 Little. Brown & Co $i .00 
 
 (G) 
 
 This book is one of the most readable 
 of that class of books which tells of the 
 
 This book is one of rare interest. It duties of the citizen of our republic. 
 
 Where to Get Books. 
 
 The books mentioned in the lists suitable for rural libraries, reference books, 
 etc., may be ordered through local booksellers ; or from the Baker-Taylor Co., 
 New York, or from A. Flanagan, Chicago, or from John Wanamaker, New 
 York. The lists of books should be submitted and prices obtained from book- 
 sellers before ordering. 
 
 RURAL LIBRARIES IN THE SOUTH. 
 
 Something About Rural Libraries in North Carolina, Georgia, 
 and Other Southern States. 
 
 Rural Libraries in North Carolina. 
 
 Five thousand dollars, it will be remembered, was appropriated by the Gen- 
 eral Assembly of 1901 to aid 500 libraries, not more than six in any one county. 
 Under this Act six State-aided libraries have been established in every County in 
 the State except those named herewith; four of these (Alexander, Carteret, Clay, 
 and Jones) have no libraries at all, and the others have less than six: 
 
 Alexander none, Ashe i, Bladen i, Brunswick 5, Burke 2, Camden i, Carteret 
 none, Caswell 4, Cherokee 4, Clay none, Columbus 5. Currituck 3, Dare 3, Davie 
 4, Gaston 3, Graham 2, Halifax 5, Harnett 5, Haywood 4, Hertford i, Hyde 5, 
 Jones none, Macon 3, Martin i, McDowell none, Pamlico 3, Pender i, Polk 2, 
 Swain 2, Transylvania 3, Tyrrell 1, Watauga 4, Yadkin 5. 
 
 The legislature of 1903 appropriated another $5,000 to aid six more libraries 
 in each county until the appropriation be exhausted. Superintendent Joyner has 
 continued to draw on the 1901 appropriation for those counties which have not 
 reached their legal quota, but sixty-six applications from counties which had 
 reached this limit have now been acted on, as follows : 
 
 Beaufort 2, Buncombe 3, Edgecombe 4, Forsyth 6, Granville 2, Greene 2, 
 Iredell 6, Jackson 6, Lincoln i, Madison i, Mecklenburg 6, Mitchell 2, Moore i, 
 New Hanover 3, Person r, Randolph 6, Rowan i, Sampson 3, Vance i, Wayne 6, 
 Wilkes 3. 
 
 Already many applications for aid from the new appropriation have been 
 received, and Superintendent Joyner confidently predicts that before the next 
 Legislature meets. North Carolina will have one thousand State-aided rural 
 school libraries. Then there are others established entirely by private gifts. In 
 one county (Durham) adjoining that in which the writer lives, a wealthy citizen 
 continued the good work begun by the State. He offered to duplicate amounts 
 raised too late to secure State aid, and as a result every one of the forty white 
 schools in that county has a library. 
 
 It will be seen, therefore, that 487 of a possible 500 libraries have been 
 aided under the 1901 appropriation, and 66 of a possible 500 under the 1903 
 appropriation. Only $130 of the first $5,000 is still available — enough to aid 
 thirteen more libraries in the several counties named in our first list ; while $4,340 
 of the second $5,000 is available — enough to put 434 libraries in the several 
 counties except the five named in our second list (Forsyth, Iredell, Jackson, 
 Mecklenburg, and Wayne) as having reached the legal limit, six. Any school 
 in any county, except these five, can now get a library by raising $10 or more 
 by private subscription, setting apart $10 of its school fund, and applying for the 
 $10 provided by the State appropriation. 
 
354 SOUTHERN EDUCATION 
 
 JNIoreover, the legislature of this year set apart $2,500 to be used in buying 
 new books for schools already having libraries — $5 to be given by the State, 
 $5 by individuals, and $5 from the district school fund. So far only seven schools 
 have availed themselves of this offer. 
 
 Superintendent Joyner looks for a great increase in the number of applica- 
 tions, both for new libraries and for supplementary libraries, soon as the public 
 schools open this isll. — Progressive Parmer, September 29, 1903. 
 
 There are 223 rural school libraries in Texas. These libraries contain a total 
 of 23,196 volumes. There are 307 school libraries in towns and cities, containing 
 85,228 volumes. All these libraries are small and were begun by small appro- 
 priations from local taxation made by the boards of school trustees, or by receipts 
 from entertainments, or by private donations. 
 
 Very little has been done toward establishing rural libraries in Arkansas. It 
 is unlawful in that State for school directors to use any public money for buying 
 books. 
 
 Rural Libraries in Georgia. 
 
 In 1900 there were 349 school libraries in Georgia, permanent or circulating 
 from school to school. The value of these libraries was $30,161. There were, 
 at that time, forty-nine counties without any school libraries. Since that. time 
 some libraries have been put in nearly all of those forty-nine counties, while the 
 number of libraries has been increased in the other counties. Perhaps the best 
 part of it is that the sentiment in favor of libraries has become so strong that 
 there are apologies where libraries are not found in the schools. I feel sure that 
 the library bill will pass the House of Representatives next summer, as it has 
 already passed the Senate. This library bill will give us a permanent fund for 
 library purposes. — -Joseph S. Stewart, Athens, Georgia, September 28, 1903. 
 
 A Farmers' Library !n Texas. 
 
 The Women's Federation of Texas has fifty-seven traveling libraries now in 
 operation. One of the most interesting things that is being done in the way of 
 library promotion in any of these federated clubs is the Farmer's Library of 
 Fort Worth. The following account of that library movement is of great interest: 
 
 The Farmers' Library of Fort Worth was organized on November 12, 1901, 
 under the management of the Cooperative Magazine Club, its object being the 
 distribution of literature to residents of Tarrant County, excluding the residents 
 of Fort Worth ; to encourage a desire for information and cultivate the habit 
 of mutual improvement. Our aim is especially to reach the young people and 
 open their minds to the vast storehouse of knowledge which earnest efifort will 
 always secure. After almost a year of the greatest success we feel privileged to 
 claim the Farmers' Library as a permanent institution for progress and improve- 
 ment. A room in the court house was secured and fitted up comfortably and 
 attractively so that it might serve as well for a rest-room. By individual efifort 
 the plans of the club were laid before the town-people and contributions of 
 magazines and periodicals solicited. The response was generous and adequate 
 to the demand, and some 15,000 or more magazines and books today are in the 
 homes of our country friends. They come and make their own selections, or 
 the acting librarian often does it for them. We find that to give one family a 
 large number and let them distribute them as called for by their neighbors works 
 well. We send out great numbers through the county teachers, who have taken 
 a great interest in the enterprise. These magazines are not to be returned, but 
 kept in circulation. By this method we feel that there is no reading against time, 
 which would be impossible for farmers and their families. Through the press 
 and in every practical way we notify them that the books are here and can be 
 had any day or time. And that so many have accepted this opportunity gives 
 evidence of a great eagerness in both old and young for mental food. One has 
 only to go into the country homes to realize how few of them are supplied with 
 
SOUTHERN EDUCATION 355 
 
 any reading matter more than the county paper. One development of the 
 original idea is that many members have taken the names of boys and girls in 
 the county, and each month send them a new magazine by mail. In some cases 
 a correspondence has been established which no doubt is both a pleasure and a 
 benefit. It may be plainly seen that the plan as carried out is simply a use for 
 what might otherwise be a waste' in our homes — a benefaction easily bestowed, 
 and gratefully received — and it is to be hoped that in time every city in the 
 State of Texas will have similar organizations. For this work any energetic and 
 willing woman has the means at hand, and it is with the hope of awakening such 
 women to their own possibilities for helping others that this resume of the work 
 in Fort Worth has been written. — Mfs. R. INI. Wynne, Fort Worth, Texas. 
 
 Rural School Libraries in Alabama. 
 
 The library work of the women's clubs of Alabama is yet in its infancy. 
 These club^ have about eighteen libraries at present, which will be lent to any 
 rural school teacher who will send $i.oo to defray the freight charges. Each one 
 of these libraries contains twenty-five books packed in a neat wooden case. 
 
 Alabama does not give State aid to school libraries. 
 
 The Helen Keller Library Club, of Tuscumbia, a city of 2,500 inhabitants, 
 during the past ten years has built up a library of more than 2,000 volumes, and 
 has bought and furnished a two-story brick building, centrally located, which 
 is used for the library home. The library books circulate largely among the 
 operatives of the railroad shops of Tuscumbia. 
 
 Several of the federated clubs of Montgomery united some time ago to work 
 for a public library in that city. Their labors have culminated in the establish- 
 ment of the Carnegie Library of Montgomery, which is now nearing completion. 
 
 Rural Libraries in Forsyth County, North Carolina. 
 
 When the. Woman's Association for the Betterment of Public School Houses 
 began work in Forsyth Count}^ something over a year ago, five white rural schools 
 and one colored school had rural school libraries. Members of the Association 
 visited thirt\'-four schools during the year, and twenty out of the thirty-four 
 promised to work for rural school libraries. Fight of the twenty schools soon 
 raised the necessary amount to buy small libraries. The money was raised by 
 means of school entertainments and lawn parties. Mr. Robert C. Ogden gave 
 one school a library and a set of Perry pictures. Mr. Henry Fries, of Salem, 
 gave Sio to the Woman's Association Library Fund. Ten small libraries have 
 been given the Association from time to time for distribution among the neediest 
 schools. Miss Clayton Candler, of Winston-Salem, and the members of the 
 Round Dozen Club have donated a circulating library. 
 
 Traveling Libraries in Mississippi. 
 
 Third annual report of the State Chairman of Traveling Libraries Com- 
 mittee to the Convention of the Mississippi Federation of Women's Clubs at 
 Okolona, assembled May i, 1902, .says : 
 
 My last report, submitted April, igoi, showed that eight traveling libraries 
 had been collected and circulated by four of our federated clubs, namely: The 
 Fortnightly Club, Meridian ; The Twentieth Century Club, Vicksburg ; Woman''s 
 Literary Progressive Club, Natchez ; and the Twentieth Century Club, Kosciusko. 
 These libraries contained in the aggregate 385 books, 350 magazines and in 
 addition a number of paper-bound books and periodicals. A collection of papers 
 and magazines has been sent to the public school teacher at the Kosciusko Cotton 
 Mills for free distribution in the homes in that vicinity. These are not expected 
 to be returned. One of the literary clubs of Attala County is now enjoying one 
 of these libraries, and two await the convenience of the farmers in sending for 
 them. Winter roads and spring work are obstacles in the way of moving these 
 libraries, which only the farmers can justly estimate and can not readily over- 
 come ; therefore the committees possess their souls in patience, believing that 
 
356 SOUTHERN EDUCATION 
 
 when delays occur they are not the result of indifference, but of necessity. Though 
 circumstances have been rather inauspicious for developing a traveling library 
 interest with us this year, there is much to encourage and stimulate further effort. 
 The work, accomplished by these four clubs is exceedingly gratifying, and illus- 
 trates the wonderful possibilities that lie within the grasp of clubs that are 
 willing to put forth the same efforts in this good cause. The movement is a new 
 one with us, and perhaps the club women do not fully understand and appreciate 
 its nature and object. 
 
 The object of the Traveling Library Committee of Mississippi is to get each 
 club interested to the extent of collecting and circulating one set of books by the 
 next convention of our Federation in 1903, when we hope, by showing this unity 
 of plan, to induce our State legislature to establish a State Library Commission. 
 
 When there is doubt as to a suitable place to send books, the County Super- 
 intendent of Education will furnish lists of places where they will be both 
 needed and appreciated. 
 
 The value of a traveling library in isolated country hornes can not be over- 
 estimated. We know from our own experience and observation that the eye 
 rather than the ear is " the great gate to the human soul." — Mrs. C. L. Ander- 
 son, State Chairman Traveling Library Committee. 
 
 A Traveling Library in Georgia. 
 
 The Cherokee Club Traveling Library, Cartersville, Georgia, has 300 volumes. 
 This woman's club sends these books in small numbers to the dififerent schools 
 in the surrounding counties. The following is a representative list of books in 
 one of the sub-sections of this library sent out during the past year : 
 
 Stories of Great Americans for Little Americans, Wonder Book for Girls and 
 Boys, The Child's Book of Health, The Birds' Christmas Carol, Old Friends 
 with New Faces, A Child's Story of the Bible, Paul and Virginia, How to Keep 
 Well, Our Mutual Friend, Black Beauty, The Model Mother, A. B. C. Book, 
 The Little Minister, Red Rock, Henry W. Grady, The Throne of David, Lessons 
 from Insect Life, Data Library, Captain January, Facing Death, Young Ma- 
 rooners. Melody, Mariner's Island, ^sop's Fables, A Boy's Workshop. 
 
 Waco Traveling Library. 
 
 The Waco Woman's Club six years ago started out a Traveling Library 
 of between six and seven hundred volumes to be circulated only in the smaller 
 towns and villages of McLennan County. The library is divided into sixteen 
 cases, one case remaining in a town three months, when the circuit is shifted. We 
 are much gratified at the success of our work and the great good we feel we are 
 doing, especially as through our library we have been the means of establishing 
 several public libraries — the one at McGregor, Texas, being one of the largest 
 and most successful. Our Club has also furnished our public schools with 
 sanitary drinking barrels besides inaugurating and fostering a most lively interest 
 in all things pertaining to our school. — Mrs. W. O. WitKES, Waco, Texas, Sep- 
 tember 27, 1903. 
 
 A Geogia County Traveling Library. 
 
 The public school teachers of Upson County, Georgia, at their annual insti- 
 tute recently organized a county circulating library. The teachers themselves 
 raised a considerable amount of money for this purpose and others contributed 
 additional funds. A committee was appointed by the teachers to select and to 
 purchase books for the library and to make all necessary rules and regulations 
 for putting it into successful operation. 
 
 The County School Commissioner of Upson County, is to have the custody 
 and control of the library, his office being the depository for all the books not 
 in the hands of the rural schools. The library is divided into as many sections 
 as there are rural schools in the county. Each school is to be provided with a 
 suitable bookcase for the safekeeping of the library books while in its possession. 
 Each rural teacher is a local librarian and is charged with the books by the County 
 
SOUTHERN EDUCATION 357 
 
 School Commissioner when they are taken from the depository and credited 
 with them when they are returned. 
 
 Rural School Libraries in South Carolina. 
 
 In response to an inquiry sent out by State Superintendent O. B. Martin, 
 the county superintendents of South Carohna, on August loth, 1903, reported 
 sixteen rural school libraries in the State containing an aggregate of 1,450 
 volumes. 
 
 The South Carolina Federation of Women's Clubs has sixty-four traveling 
 libraries, which circulate in almost every county in the State. The railroads 
 transport these libraries free of charge. The Federation began this work in 1898. 
 
 Women's Federation Library Work in Tennessee. 
 
 The Committee on Public Schools, through its Chairman, makes the follow- 
 ing" report for 1903 : 
 
 We wish that it were possible to report a great deal of work accomplished 
 in this department during the past year. In some of the clubs ladies have been 
 appointed to visit schools and they have done so. thereby lending their influence 
 and assisting the teachers. Some pictures have been donated, by way of school- 
 room decoration. 
 
 The Ossoli Circle furnished seeds, obtained from the Agricultural Depart- 
 ment at Washington, to many of the children in the schools, and the boys raised 
 vegetables, and the girls flowers. They then wrote letters to the committee, 
 describing their work, and prizes were awarded for the best vegetable beds and 
 for the best flower beds. 
 
 In Johnson City they have not only visited the schools, and children of club 
 members have carried pictures, but the women are using their influence in the 
 effort being made to obtain another building, which is greatly needed. 
 
 The Tuesday Club, of Maryville, seems to be the banner club in public school 
 work this year, and what they have accomplished can be undertaken, at least, by 
 every other club. Therefore we submit their report in full. 
 
 In the Tuesday Club a committee of three was appointed to look after the 
 work of the public school. This committee asked for a meeting with the teachers 
 for general discussion of the needs of the school and to learn how the club might 
 be of use. The teachers were interested and pleased, and asked for books and 
 visits to the school from club members. They were willing to have the club 
 women undertake anything they proposed. 
 
 A report of this meeting secured a donation of over sixty books from the 
 clubs ; some of these, by request of the teachers, being text-books for poor chil- 
 dren, supplementary reading on special subjects, books of reference, and those 
 which would be of practical use to the teachers. In addition to the books, charts, 
 clippings and pictures were given. 
 
 Through the Educational Publishing Company, of Atlanta, a definite oppor- 
 tunity was given this committee of securing a small permanent library for the 
 school. The method of obtaining books through this company is given in detail, 
 as it may be of use to other clubs. This company publish a quantity of books, 
 classics, etc., well printed in cheap yet durable form. Their lists give the titles 
 of scores of books which children ought to read. This company send, on appli- 
 cation, any number of slips called the Hawthorne Certificate ; these are given 
 the children as a means of securing small sums from their friends. By means 
 of these the children in the Maryville schools secured enough money to get a 
 library of thirty volumes, which came in a locked box that serves as a bookcase. 
 The teachers report that these were eagerly read by the children, who took a 
 pride in the library which they helped obtain. As a means of beautifying the 
 school-room, plants were placed in the windows. The committee from the club 
 visited the school several times, and on two occasions talked to the children. 
 
 — Mary Lucas Proudfit, Chairman. 
 
 The names of the Traveling Libraries in Tennessee under the control of the 
 Women's Federation : 
 
558 SOUTHERN EDUCATION 
 
 No. I, loaned by Ossoli Circle, Knoxville, 6t vols. ; No. 2, W. E. & I. U., 
 Knoxville, 70 vols. ; No. 3, Kosmos, Chattanoogn, 50 vols ; No. 4, Woman's Club, 
 Chattanooga, 50 vols. ; No. 5, Woman's Club, Peabody Normal, 68 vols. ; No. 6, 
 Woman's Club, Peabody Normal, 68 vols. ; No. 7, Ossoli Circle, Knoxville, 46 
 vols.; No. 8. Maryville Club, 30 vols.; No. 9, Germania, Memphis, 50 vols.; No. 
 10, Woman's Club, Memphis, 69 vols.; No. 11, Woman's Club, Memphis, 67 
 vols. ; No. 12, Chilhowee Club, Maryville, 70 vols. ; No. 13, Chilhowee Club, Mary- 
 ville, 70 vols. ; No. 14, Chilhowee Club, Maryville, 60 vols. ; No. 15, Beaumont 
 Library, Ossoli Circle, 80 vols. ; No. 16, Woman's Club, Memphis, 62, vols. ; No. 
 17, Woman's Club, Memphis, 64 vols.; No. 18, Vanity Fair Club, Memphis, 58 
 vols. ; No. 19, Juvenile Librarj;-, Ossoli Circle, 50 vols. ; No. 20, Mary Bowen 
 Library, Ossoli Circle, 80 vols.; No. 21, Ossoli Circle, 50 vols.; No. 22, Mission 
 Ridge Club, Chattanooga, 50 vols. ; No. 22, Juvenile Library, Mission Ridge Club, 
 60 vols. ; No. 24, Monday Club, Johnson City, 86 vols. ; No. 25, 20th Century 
 Club, Nashville, 50 vols. ; No. 26, Juvenile Library, Woman's Club, Chattanooga, 
 92 vols. ; No. 27, Monday Club, Johnson City, 38 vols. ; No. 28, Mission Ridge 
 Club, 100 vols. ; No. 29, University of Tennessee, 55 vols. ; No. 30, University of 
 Tennessee, 50 vols. ; No. 31, Reading Circle, Chattanooga, 50 vols, ; No. 32, 
 Brigham Library, 70 vols. ; No. 2>3^ Longfellow^ Library, 60 vols. ; No. 34, 
 Woman's Club, Chattanooga, 50 vols. ; No. 35, University of Tennessee, 50 vols. ; 
 No. 36, Woman's Club, Chattanooga, 50 vols. ; No. Z7, Newcomer Library, 50 
 vols. ; No. 38, Woman's Club, Chattanooga, 50 vols. ; No. 30, Juvenile Library, 
 Woman's Club, Chattanooga, 50 vols. ; No. 40, Concord Library, 70 vols. ; No. 
 41, Biddle Library, Knoxville, 50 vols.; No. 42, Richards Library, 50 vols.; No. 
 43, Uxbridge Library, 50 a'oIs. ; No. 44, Kosmos, Chattanooga, 50 vols. ; No. 45, 
 History Library. 50 vols.; No. 46, Lend-a-PIand, No. i, 50 vols.; No. 47, Wood- 
 worth Library, Chattanooga, 50 vols. ; No. 48, Lend-a-Hand, No. 2, 50 vols. ; No. 
 4Q, Chilhowee Club, Maryville, 60 vols. ; No. 50, Kosmos, Chattanooga, 50 vols. ; 
 No. 51, Juvenile Library, Woman's Club, Memphis, 50 vols.; No. 52, Boston 
 Library, 50 vols.; No. 53, Tuesday Club, Maryville, 60 vols.; No. 54, 19th Century 
 Club, Memphis, 50 vols. ; No. 55, Biddle Librar3^ Knoxville, 50 vols. ; No. 56, 
 Boston Tea Party, D. A. R., 75 vols. ; No. 57, Eleanor Brigham, 75 vols. ; No. 
 58, Biddle Library, 50 vols. ; No. 59, Chelsea Library, 67 vols. ; No. 60, Woman's 
 Club, Harriman, 50 vols.; No. 61, Dora Roberts, 75 vols.; No. 62, Mary Eleanor 
 Woodward, Ossoli Circle, 50 vols.; No. 63, Baker-Himel, No. i, 65 vols.; No. 
 64, Baker-Himel, No. 2, 60 vols. ; No. 65, Lend-a-Hand, No. 3, 50 vols. ; No. 66, 
 Girls' Friendly Society, Knoxville, 50 vols.,; No. 67, Knoxville W. C. T. U., 80 
 vols.; No. 68, 19th Century Club, Memphis, ; No. 69, Leighton, 67 vols. 
 
 There are fifty rural school libraries in Shelby County, Tennessee, with an 
 average number of volumes of fifty each. The public schools of Shelby County 
 have a supplementary reading course in each of the eleven grades which gives 
 the pupils some introduction to good literature. There is also one juvenile 
 traveling library which circulates in Shelby County, presented by the Woman's 
 Club of Memphis. 
 
 Library Work of New Orleans Clubs. 
 
 At the meeting of the Louisiana State Federation of Women's Clubs held 
 last November, the feasibility of some movement by which the rural districts of 
 the State could be supplied with good literature was earnestly discussed. 
 
 As a tentative plan, it was suggested that the Clubs fortunate enough to 
 possess a library should keep a number of the books in circulation in districts 
 where it is difficult to obtain good reading matter. 
 
 The Woman's Club of this city became an enthusiastic advocate of the plan, 
 and in December of last year sent its first case of books upon its mission. A 
 second case has followed, and before long a third and a fourth will be on the 
 road. It was decided by the Club to keep the books in the southern part of 
 the State, as the work could more easily be kept under home supervision. A per- 
 son, well known to the Club, in each locality has charge of the distribution, cir- 
 culation, and re-shipment of the books. The first case of books was sent to Fort 
 St. Philip. It remained there for three months and was then forwarded to 
 Buras, La., and a second case took its place. Each case contains fifty books and 
 
SOUTHERN EDUCATION 359 
 
 ten magazines, of as varied a nature as our library will permit. The cases, so far, 
 have contained the following authors and subjects: Novels, including Dickens, 
 Thackeray, and Eiiot; History, books from the Chautauqua Course and the 
 Epworth League Course ; Travel and Biography, Psychology. 
 
 The Woman's Club was the first club to put the plan into operation. The 
 work has met with appreciation, as is evidenced by letters from the districts to 
 which the books have been sent. 
 
 It is not specified that the books are for the use of school children, as they 
 are for the use of any one in the locality who desires and can not obtain good 
 standard reading matter. The Club has a library of about 600 volumes, and the 
 number is on the increase. — Miss Lily Richardson, New Orleans. 
 
 RURAL SCHOOL LIBRARY NOTES. 
 
 Pulaski County, Kentucky, has 116 district school libraries, with an aggre- 
 gate of 4,497 volumes. No other county in Kentucky has so many rural libraries. 
 
 The Ladies' Library Society, of Jennings, Louisiana, decided, on Saturday, 
 October ist, to erect a handsome brick library building in that city. Work will 
 be begun at once. 
 
 Arizona gives $50 a year to the school library of every school district which 
 has ICO children of school age. 
 
 Colorado allows its rural libraries the proceeds of an annual tax of one- 
 tenth of one mill. 
 
 Illinois allows its rural libraries the proceeds of an annual tax not to exceed 
 two mills on the dollar. Indiana allows one-fourth to one-third of a mill tax on 
 the dollar to be spent for rural libraries. Iowa allows a one-mill tax to be thus 
 expended. 
 
 The State of Kentucky gives $10 for a rural school library to each school 
 district that raises $10 for the establishment of such a library. Maryland has the 
 same kind of a law . 
 
 Massachusetts gives $15 for a rural school library to each rural school that 
 raises $15. 
 
 New Jersey gives $20 to establish a rural library in each rural school, and 
 then appropriates $10 annually thereafter to keep the library replenished with 
 books. 
 
 The constitutions of Michigan and Minnesota make it obligatory on the legis- 
 latures of those States to maintain a free public library in each township. 
 
 Arkansas, Alabama, Georgia, Louisiana, Mississippi, South Carolina, Ten- 
 nessee, and Virginia have no rural school library laws. 
 
 Wisconsin sets aside ten cents annually for each child enrolled in the public 
 schools and uses that sum to establish and maintain rural school libraries 
 throughout the State. 
 
 There are now twenty-nine states in the Lhiion which are appropriating, 
 money each year to establish and maintain rural school libraries. 
 
360 SOUTHERN EDUCATION 
 
 Polk County, Tennessee, has thirty-nine rural school libraries, containing 
 1,560 volumes. Some of the books are the following : Sewell's Black Beauty, 
 Franklin's Autobiography, Dickens' Child's History of England, Creasy's Fifteen 
 Decisive Battles, Eggleston's Hoosier School Master, Sheldon's In His Steps, 
 Bulwer's Last Days of Pompeii, Irving's Life of Washington, Bunyan's Pilgrim's 
 Progress. Robinson Crusoe, Swiss Family Robinson, Tom Brown's School Days, 
 Henty's With Lee in Virginia, etc. 
 
 WORK OF NEW YORK STATE LIBRARY. 
 
 During the year 1891 the State Library sent out 3,657 volumes, placing them 
 in the leading libraries of the world ; in 1902 it sent out, under the same system, 
 38,183 volumes, or more than ten times as many, not including the large number 
 distributed by the Regents' office. This statement is made in the report for 1902 
 of Director Dewey of the New York State Library. 
 
 The State Library grew from 461,740 volumes in 1901 to 482,697 in 1902. In 
 the library proper there are 274,720 volumes; in the traveling libraries, 62,159, 
 and the duplicates number 145,818. Aside from the home education department, 
 duplicates, library school collection, and library for the blind, additions for the 
 year 1902 were 12,979 volumes, or 2,402 less than in 1901. 
 
 There are now in the university 209 libraries free for circulation, besides 107 
 registered libraries, or 316 in all. This year for the first time the public library 
 work has received the attention of two Inspectors, resulting in personal exam- 
 ination of 309 libraries in fifty-five counties of the State. Of these, 180 received 
 grants of public money during the year. There are now 521 free libraries under 
 State inspection, with 2,314,414 volumes, circulating 9,435,226 volumes in the 
 year, an average of 407 lendings for each 100 books. The twenty-nine libraries 
 not under the Regents' inspection contain 284,058 volumes and circulated 628,477, 
 or 221 issues for each 100 books, being only about half the activity of average 
 similar libraries under State supervision. 
 
 There have been issued fifty-five certificates of approved circulation to enable 
 libraries controlled by private corporations to obtain local subsidies. There was 
 paid in cash to 243 libraries $22,767.49, continuing to limit State grants to $100 
 to each library. The applications were forty-three more than last year, and the 
 amount paid $3,167.98 greater; and yet it was smaller in amount than in any 
 year from 1897 to 1900. The sums asked by the libraries within the limit of 
 $200 and which would have been paid if funds had been sufficient amounted to 
 $33,229.89, or $10,462.40 more than could be granted. 
 
 The general summary for the year shows reports from 1,137 libraries con- 
 taining 6,975,540 volumes. They added 464,751 books last year. The 550 free 
 lending libraries report 2,598,472 volumes, an increase of 173,212, or 7 per cent, 
 for the year. 
 
 Their circulation of 10,063,703 was 27,571 for each day, a gain of 2,221 daily, 
 or 8 per cent, on last year. This circulation represents 387 issues to each 100 
 volumes, and 1,385 issues for each 1,000 of the population. A circulation of 
 5,492,400 is reported for the city of New York, an increase of 768,676, or 10 per 
 cent, over last year. 
 
 A comparison of libraries in the forty-two cities of the State shows that in 
 two of them, Cortland and Olean, there is no library free for circulation ; in four, 
 Cortland, Olean, Ithaca, and Troy, nothing is paid from public taxation for free 
 library maintenance, and in twenty-three only does the library tax provide more 
 than $1,000 a year. There were ninety-nine library gifts reported for this State, 
 $124,780 in money, $790,000 for buildings, 52,330 volumes, and 2,927 prints, etc. 
 Of these, twenty- four gifts, amounting in value to $671,000, were from Andrew 
 Carnegie. 
 
 The traveling libraries now have 62,159 books in the collection, and lent last 
 year 33,572 volumes to 530 borrowers. The librarj^iow has 1,420 wall pictures, 
 14,811 mounted photographs, 17,002 slides, and eighteen lanterns. There are 
 407 study clubs, of which seventy were added in 1902. 
 
 The library school has twentj'- seniors and twenty-nine juniors, from sixteen 
 
SOUTHERN EDUCATION 361 
 
 different States and from Norway and Nova Scotia. The school has filled i,oio 
 library positions. The most important event of the year was the decision of the 
 faculty to require after March i, 1902. a degree from a registered college for 
 admission to the .school. The records show that of 363 students in the first six- 
 teen classes, 253, or over two-thirds, had had college training. 
 
 For maintenance, $103,889.80 was expended, being $8,005 more than in 1901. 
 This does not include $22,767 granted to libraries, or $3,167.98 more than in 1901. 
 There was spent for books, $15,230.64; for serials, $4,610.72; for binding, 
 $5,374.19: for pictures, lanterns, and slides, $4,189.25; a total of $29,404.80, or 
 $1,337 more than in 1900. 
 
 The Director is led to make this explanation from the figures given: "Obvi- 
 ously with $14,077.30 less for increasing" our collections than two years ago, and 
 Avith increased prices resulting from the recent organization of booksellers and 
 publishers, which exacts pledges that only 10 per cent, shall be given to libraries 
 from retail prices of books where we had had in many cases 40 per cent., it is 
 remarkable that so good a showing has been made." 
 
 The Director makes his annua) appeal for a new library building. He says : 
 "I simply record again that, judging from the uniform experience of the great 
 libraries all over the world, the State is making a serious economic as well as 
 educational mistake in delaying provision for an adequate building for this great 
 cyclopedic library. We require now a mile of new shelving each year for our 
 additions. We have toward 200,000 volumes nailed up in boxes and stored in the 
 malthouse on the north side of the city. The administration of the library costs 
 each year more and more for extra labor involved because of the lack of space 
 to arrange our resources conveniently. Th-^se difficulties grow worse very fast 
 after overcrowding has begun. At best it will take some years to prepare plans, 
 clear a site, and complete and equip an adequate building. If the work were 
 begun this winter we should suffer severely before it could be completed. Every 
 month's delay is making a bad matter worse." — Nezv York Times, 1902. 
 
 MOVING FOR A LIBRARY COMMISSION. 
 
 The Texas Teachers' Association, the Texas Federation of Women's Clubs, 
 and the Texas State I<ibrary Association are all working for the establishment 
 ■of a Public Library Commission for Texas, whose duty it shall be to gather and 
 distribute library information, recommend library legislation, publish lists of 
 worthy books, and give advice, when requested, on all library subjects. In 
 addition it is expected that such a Commission would render valuable services 
 to the State along the following lines : 
 
 (i) Establish a system of traveling libraries by means of which small col- 
 lections of choice books are loaned, without charge, from a central library to 
 schools, clubs, villages and rural communities in all parts of the State. Experi- 
 ence in this line of work in other States shows that philanthropists will provide 
 and direct their distribution. 
 
 (2) Take proper steps looking to the enlargement of the State library. This 
 is now inadequately supported and crowded in a small room, consequently many 
 of its books are almost inaccessible, while others are being damaged in the base- 
 ment of the Capitol. 
 
 (3) Establish a system of depositories in various centers of the State, or 
 devise some other and better method for the distribution of all the State's pub- 
 lications. 
 
 (4) Provide suitable library facilities for the members of the legislature. 
 
 (5) Arrange for the maintenance of courses of instruction in library man- 
 agement in one or more of our State institutions. 
 
362 SOUTHERN EDUCATION 
 
 Acts and Rules Governing the State Board of Library Com- 
 missioners of Micliigan. 
 
 Section i. The Governor, with the advice and consent of the Senate, shall 
 appoint four persons, residents of this State, who, together with the State 
 Librarian, who shall be a member ex officio, shall constitute a Board of Library 
 Commissioners. Two members of said Board shall be appointed for a term of 
 four years and two for a term of two years, and thereafter the term of office 
 shall be four years. All vacancies occurring in the appointive membership of 
 said Board, whether by expiration of term of office or otherwise, shall be filled 
 by the Governor, with the advice and consent of the Senate. 
 
 Sec. 2. It shall be the duty of the Library Commission to give advice and 
 counsel to all free libraries in the State, and to all communities which may 
 propose to establish them, as to the best means of establishing and administering 
 such libraries, the selection of books, cataloguing, and all other details of library 
 management. In January of each year the Board shall make a report to the 
 Governor of its doings, of which report one thousand copies shall be printed 
 by the State printer for the use of the Board. 
 
 Sec. 3. It shall be the duty of all free libraries organized under the laws of 
 the State, whether general or special, to make an annual report to the Board 
 of Library Commissioners, which report shall conform as near as may be reason- 
 able and convenient as to time, and form such rules as the Board may prescribe. 
 
 Sec. 4. No member of the Board of Library Commissioners shall receive 
 any compensation for his services, except that the Board may appoint one of 
 their number as Secretary, and such Secretary may receive such sum as shall 
 be agreed upon by the Board, not exceeding three hundred dollars annually, for 
 clerical services. The Board shall be entitled to expend a sum not to exceed 
 five hundred dollars in any one year for supplies and incidentals and for the 
 actual and necessary expenses of its members in the discharge of their duties. 
 The accounts of the Board shall be audited by the State Board of Auditors, and 
 paid out of the general fund. 
 
 Sec. 5. The Auditor-General shall add to and incorporate with the State 
 tax for the year eighteen hundred and ninety-one, and every year thereafter, the 
 sum of eight hundred dollars, to be assessed, levied, and collected as other State 
 taxes are assessed, levied, and collected, which sum when collected shall be 
 placed to the credit of the general fund to reimburse it for the sums authorized 
 to be expended under this Act. 
 
 This Act is ordered to take immediate efifect. 
 
 Approved June I, 1899. 
 
 Rules Adopted by Board of Library Commissioners. 
 
 Free public libraries, township and public school libraries in the State of 
 Michigan may become registered with the State Board of Library Commissioners 
 by complying with the following rules, formulated by the Board: 
 
 (i) All registered libraries must be free to the public. 
 
 (2) The' libraries must have a suitable custodian, and be placed in a room 
 properly provided with book-shelves and tables. It must be open to the j)ublic at 
 least two days in the week. 
 
 (3) A township library applying for registration must agree to use the 
 fines as provided in Article 13, Section 12, Constitution of Michigan, exclusively 
 for library purposes. 
 
 The above-named section reads as follows : 
 
 Sec. 12. The legislature shall also provide for the establishment of at least 
 one public library in each township and city, and all fines assessed and collected 
 in the several counties and townships for anj'- breach of the penal laws shall be 
 exclusively applied to the use of such libraries, unless otherwise ordered by the 
 township board of any township or the board of education of any city: Pro- 
 vided, That in no case shall such fines be used for other than library or school 
 purposes. 
 
 (4) A yearly report must be made to the State Board of Library Commis- 
 
SOUTHERN EDUCATION 363 
 
 sioners by the officers of the registered libraries. Blanks for the report will be 
 furnished by the Board. 
 
 The rules having been accepted, a certificate of registration will be issued 
 by the Board to the appplying library, which, by the transaction, will receive 
 the following advantages : 
 
 (i) Registered libraries shall be entitled to receive from the Board of 
 Library Commissioners advice and aid regarding the purchase, classifying and 
 cataloguing of books, and information on all subjects relating to the care and 
 management of libraries. 
 
 (2) Catalogues of the Michigan State Library shall be placed in all regis- 
 tered libraries, and a book or books may be borrowed from the State Library 
 for a limited time by patrons of the registered library. These loans will be 
 made on request of the local librarian, and transportation expenses must be paid 
 by the borrower. 
 
 (3) Registered libraries may procure copies of State documents upon re- 
 quest made to the Secretary of the Board of Library Commissioners. 
 
 (4) Free public libraries incorporated under Act 164 of the Public Acts 
 of 1877, and organized after the establishment of the Board of Library Com- 
 missioners, upon notification to the Board that they have an established library 
 of at least one hundred volumes other than State or government documents, 
 and upon furnishing a list of said books to the Board, may receive from the 
 State a loan of one hundred volumes to be selected from the lists furnished by 
 the Board, said books to be returned within six months unless an extension of 
 time is granted by the Board. 
 
 PUBLIC LIBRARIES IN GEORGIA. 
 
 Atlanta. — The Carnegie Library of Atlanta some time ago received $145,000 
 from ]Mr. Carnegie. A lot costing $35,000, and 20.000 volumes, were donated 
 by the Young ]\Ien's Library Association. The city of Atlanta appropriates 
 $7,000 annually to maintain the library. The library now has 24,000 volumes, 
 12,277 borrowers, and last year circulated 116,000 volumes. 
 
 Augusta. — The Young Men's Library Association has a paid membership 
 of about three hundred members, and is free to the public for reference use. 
 The city of Augusta has been offered $50,000 by Mr. Carnegie on the usual con- 
 ditions. 
 
 Columbus. — The Pulilic Library of Columbus is an association library with 
 a paid membership. The city of Columbus has been offered $25,000 by Mr. 
 Carnegie. 
 
 Dublin. — Dublin has been offered $10,000 by Mr. Carnegie on the usual 
 conditions. The city has accepted the offer, and a board of trustees has been 
 appointed. 
 
 Nczvnan. — Newnan has received $10,000 from Mr. Carnegie, under the usual 
 conditions, and the building is under process of construction. 
 
 Macon. — The Macon Public Library is an association with paid member- 
 ship. The Price Free Library was organized by ex-Mayor Price, and receives 
 aid from the city government. 
 
 Washington. — The Mary Willis Library is free to the residents of Wilkes 
 County, and is supported by endowment. 
 
 Savannah. — The Georgia Historical Society Library has been recently made 
 free to the public, and is supported by an annual appropriation from the city 
 government. 
 
 Brunszcick. — The Brunswick Library Association has a paid membership, 
 and is free as a reference library. 
 
364 SOUTHERN EDUCATION 
 
 CARNEGIE LIBRARIES IN THE SOUTH. 
 
 Charlotte, N. C. — Carnegie building, $25,000, opened July i, 1903. 
 Chattanooga, Tcnii. — Carnegie building, $50,000, under construction. 
 Jacksonville, Fla. — Carnegie building, $50,000, not yet commenced. 
 Norfolk, Va. — Carnegie building, .$50,000, nearing completion. 
 Nashville, Tenii. — ^ Carnegie building, $100,000, under construction. 
 Dallas, Texas. — Cai-negie building, $50,000, open to public. 
 Fort Worth, Texas. — Carnegie building, $50,000. 
 Montgomery, Ala. — Carnegie building, $50,000, ready about September i. 
 
 THE INDIANA YOUNG PEOPLE'S READING CIRCLE. 
 
 The value of the Young People's Reading Circle to the school children of 
 the State can hardly be overestimated. This Circle was organized and is being 
 carried on with the thought that it is well to begin early in the life of the child 
 to lead him to discover the real treasures in books and to form a taste for the 
 best reading. None but the best books are selected. Many of them have a 
 direct_ bearing upon the course of study, and help to enrich it. The books put 
 new life and meaning into the school work of the children, and they are rapidly 
 forming the foundations of libraries in the country and village schools. These 
 libraries are not only of value to the school children, but they also profoundly 
 influence for the better all the citizens of the communitj^ 
 
 It is very gratifying to note the growth of interest in this Circle from year 
 to year, as shown by the great numbers of children, patrons, teachers, and school 
 officials identifying themselves with the work. These facts spur the board on 
 to greater efforts, and as a result much better books are offered to the children 
 from year to year. The board hopes that at least one set will be placed in each 
 school this yean 
 
 Nearly all the larger cities and towns are supplied with libraries. Of the 
 children in the country schools, only about one-half are now reached by the 
 Circle. The other half are without access to any reading matter except that 
 which is found in their school readers, the weekly newspapers, and often the 
 trashy reading that always finds its way into the hands of children when good 
 literature is not supplied. It is among these children, then, that the Young 
 People's Reading Circle is trying to push its work. It is with these children 
 that so much needs to be done. The work should receive the earnest, sympa- 
 thetic cooperation of school officials throughout the State, to the end that not 
 only all of the children in the towns and cities, but all of the children in the 
 country may have access to the best books. 
 
 In a great many of the country schools the books have been purchased with 
 money raised by the pupils and teachers ; others were provided by the township 
 trustees. The books include stories of travel, science, books on child-life, 
 biography, history, poems and sketches, all of which will cultivate in the children 
 a taste for good literature and direct them to high ideals. 
 
 The Reading Circle Board adopts the books to be read, notifies the school 
 authorities where they may be bought, and offers inducements for reading theni 
 by giving certificates and diplomas. The work is growing constantly in extent 
 and efficiency. Its promoters desire and deserve the earnest cooperation of the 
 parents, teachers and school officials. 
 
 Certificates of membership will be given to members of the Circle for the 
 reading of one or more of the books. When the certificate shows that the 
 holder has been a member for four years, he will receive a diploma by presenting 
 the certificate to the County Superintendent. 
 
 To be counted a member of the Circle a pupil must read one or more books 
 on the list for the current year. 
 
 The following is the list of books for the year T903-1904: Gates' Story of 
 the Live Dolls. Little Golden Hood and Other Fairy Stories, Mulock's Adven- 
 tures of a Brownie, Long's Wilderness Ways, Blanchard's Worth His While, 
 Vawter's The Rabbit's Ransom, Leonard's The Spectacle Man, Pyle's Some 
 
SOUTHERN EDUCATION 365 
 
 Merry Adventures of Robin Hood, Munroe's The Flamingo Feather, Fellows- 
 Johnston's The Little Colonel's House Party, Pratt's Lincoln in Story, Lipp- 
 mann's Dorothy Day, Warren's Stories from English History, Blanchard's A 
 Heroine of 1812, Roosevelt and Lodge's Hero Tales from American History. 
 Hart's Seven Great American Poets, Siriter's Nehe, A Tale of the Time of 
 Artaxerxes. 
 
 The work of putting good books into the hands of the children parallels 
 the work done for the teachers. There were 189,214 members in 1898-99, the 
 children reading 458,544 books; 189,217 members in 1899-1900, reading 424,355 
 books. There were 564,807 children enrolled in the public schools last year. 
 Of this number at least 200,000 were in the larger towns and cities, nearly all 
 of which are supplied with good books. This leaves about 364,000 children in 
 the country schools. As only fifty per cent, of these children are now reached 
 by the Circle, there are at least 180,000 children without access to any reading 
 matter except that which is found in their school readers, the weekly news- 
 papers, and often the trashy reading that always finds its way into the hands 
 of children when good literature is not supplied. 
 
 Organization of the Board of Directors, Indiana Reading 
 
 Circles. 
 
 1. The Indiana State Teachers' Association hereby constitutes the Board 
 of Directors for the Indiana Teachers' and Young People's Reading Circles, and 
 adopts the following rules and regulations for its government. 
 
 2. The aforesaid Board of Directors shall be composed of seven members, 
 including the State Superintendent of Public Instruction, who shall be ex officio 
 a member of the Board. Of the remaining six members, at least one shall be a 
 county superintendent, at least one a city superintendent, and the remainder 
 shall be chosen from the teaching profession at large. 
 
 3. No member of a publishing firm, or agent of such firm, shall be eligible 
 to membership on this Board. Should any member of this Board become a 
 member of a publishing hrm, or agent of such firm, within the term for which 
 he was appointed to this Board, his membership herein shall immediately cease, 
 and the State Teachers' Association shall at its next meeting fill the vacancy 
 thus arising for the unexpired portion of said term. 
 
 4. The members of this Board, except the State Superintendent, whose 
 membership shall be concurrent with his incumbency of the State Superin- 
 tendency, shall be appointed by the State Teachers' Association in annual con- 
 vention for a term of three years, or until their successors are appointed. 
 
 5. Should any member of the Board of Directors leave the teaching pro- 
 fession or quit active school work, his membership shall immediately cease. At 
 each annual meeting of the State Teachers' Association the Association shall fill 
 all vacancies for the unexpired portion of such terms. 
 
 6. The officers of this Board shall be a President, a Vice-President, and a 
 Treasurer, who shall be chosen annually from the membership of the Board; 
 and a Secretary, who shall not be a member of this Board, and shall be chosen 
 annually. On the last day of each annual meeting of the State Teachers' Asso- 
 ciation, the members of the Reading Circle Board of Directors shall meet and 
 organize for the ensuing year. 
 
 7. The members of the Board shall receive a per diem of four dollars and 
 actual expenses for all time employed in discharging the duties devolving upon 
 them as members of said Board ; but no member shall receive any additional 
 per diem or salary as an officer of the Board. The Board shall allow and pay 
 the Secretary such reasonable salary as will be a fair compensation for the 
 duties performed. 
 
 8. It shall be the duty of this Board to plan a course of reading, froni year 
 to year, to be pursued by the public school teachers of Indiana, to provide for 
 examination on the said course, and to prepare questions for the same; to issue 
 certificates to such teachers as pass the examinations satisfactorily, and to issue 
 
366 
 
 SOUTHERN EDUCATION 
 
 diplomas to such teachers as pass the examinations in four successive years 
 satisfactorily. 
 
 It shall also be the duty of this Board to plan a course of reading, from year 
 to year, to be pursued by the pupils in the public schools of Indiana, and to 
 make such rules and regulations as to examinations, certificates and diplomas, 
 in the Young People's Reading Circle, as the Board may deem desirable and 
 practicable. 
 
 It shall be the further duty of this Board to select the books to be read in 
 such Teachers' and Young People's courses ; to make the most favorable terms 
 witl;i the publishers as to prices of such books to members of the two Reading 
 Circles, and to provide a plan for a convenient and inexpensive distribution of 
 the books to the teachers and pupils. 
 
 9. At each annual meeting of the State Teachers' Association, this Board 
 shall make a report of the receipts and disbursements for the year just closing 
 and of such other items as in its judgment shall be of interest to the Association, 
 or as the Association shall from time to time request. At each annual meeting 
 of the Association an Auditing Committee shall be appointed for the coming 
 year, to audit the books and accounts of the Reading Circle Board. At each 
 meeting of the Association the report of this Auditing Committee shall be 
 appended to the report of the Board of Directors, and shall be a part of the 
 report of that Board to the State Teachers' Association. 
 
 10. This constitution, rules and regulations may be amended, revised, or 
 annulled by a majority vote at any annual meeting of the Indiana State 
 Teachers' Association. 
 
 PUBLIC LIBRARIES IN THE SOUTH. 
 
 The follov\^ing is a summary of stat 
 libraries of 1,000 volumes and over in the 
 report of the United States Commissioner 
 
 LIBRARIES 
 REPORTING 
 
 Virginia 64 
 
 North Carolina . . 57 
 
 South Carolina . . 39 
 
 Georgia 55 
 
 Florida 16 
 
 Tennessee 77 
 
 Alabama 43 
 
 Mississippi 30 
 
 Louisiana 40 
 
 Texas 69 
 
 Arkansas 28 
 
 LIBRARIES 
 REPORTING 
 
 Maine in 
 
 New Hampshire. . 143 
 
 Vermont 96 
 
 Massachusetts ... 571 
 Rhode Island .... 82 
 
 Connecticut 197 
 
 New York 718 
 
 New Jersey 154 
 
 Pennsylvania .... 401 
 
 Delaware 13 
 
 IMaryland 80 
 
 istics of public, society, and school 
 South in 1900, taken.' from the 1900 
 of Education : 
 
 INCREASE OF INCREASE IN 
 
 
 
 LIBRARIES 
 
 VOLUMES 
 
 VOLUMES 
 
 PAMPHLETS 
 
 SINCE 1896 
 
 SINCE 1896 
 
 489,646 
 
 37,211 
 
 14 
 
 148,241 
 
 285,251 
 
 28,125 
 
 17 
 
 66,494 
 
 256,571 
 
 39,091 
 
 7 
 
 24,153 
 
 296,855 
 
 35,759 
 
 14 
 
 26,814 
 
 67.739 
 
 4,600 
 
 3 
 
 24,233 
 
 392,221 
 
 69.711 
 
 15 
 
 73,650 
 
 196,521 
 
 29,588 
 
 15 
 
 79,184 
 
 160,733 
 
 23,342 
 
 I 
 
 6,137 
 
 25,3,074 
 
 40,475 
 
 13 
 
 40,246 
 
 246,881 
 
 41,022 
 
 30 
 
 115,659 
 
 181,884 
 
 34,930 
 
 II 
 
 94,284 
 
 tics with the 
 
 following : 
 
 
 
 
 
 INCREASE OF 
 
 INCREASE It 
 
 
 
 LIBRARIES 
 
 VOLUMES 
 
 VOLUMES 
 
 PAMPHLETS 
 
 SINCE 1896 
 
 SINCE 1896 
 
 701,982 
 
 115,915 
 
 18 • 
 
 159,316 
 
 723.560 
 
 155,609 
 
 21 
 
 127,760 
 
 481,551 
 
 48,649 
 
 29 
 
 122,338 
 
 6,633,285 
 
 1,150,277 
 
 77 
 
 1,182,888 
 
 700,672 
 
 136,684 
 
 8 
 
 120,367 
 
 1,547.667 
 
 258,358 
 
 43 
 
 445,585 
 
 7.496.509 
 
 1,803,828 
 
 146 
 
 2,245,162 
 
 1.150,774 
 
 160,108 
 
 60 
 
 349,622 
 
 3.974.577 
 
 538,819 
 
 71 
 
 1,009,816 
 
 126,647 
 
 22,363 
 
 I 
 
 42,884 
 
 1,175,253 
 
 175,792 
 
 13 
 
 189,923 
 
SOUTHERN EDUCATION 36: 
 
 STATE SUPERINTENDENTS MEET. 
 
 At the call of State Superintendent H. L. Whitfield, of Mississippi, the super- 
 intendents of six Southern States met at Atlanta, Georgia, on October 6th. The 
 State Superintendents of North Carolina, South Carolina, Georgia, Alabama, 
 Mississippi, and Tennessee were present. The superintendents of the other South- 
 ern States did not attend. State Superintendent Mynders, of Tennessee, was 
 rnade chairman of the meeting, and State Superitendent Joyner, of North Caro- 
 lina, secretary. 
 
 It was the unanimous opinion of the meeting that the schools of the South were 
 not doing what they should in developing the resources of the Southern States. 
 It was the opinion, also, that the school terms are too short and that the counties 
 and districts in each State should supplement the general appropriations for 
 schools in order to make the term not less than eight months each year. The 
 legislatures of the several Southern States, it was thought, should authorize a 
 tax in the interest of high schools, and encourage the formation of high school 
 districts. 
 
 It was the opinion of the superintendents present that the pay of teachers 
 should be better, and that their qualifications should be raised. Attention was 
 called to the prime need of better school houses and grounds. It was thought 
 that the qualifications of county superintendents of education should also be 
 raised, and that, in order to secure competent men, the salary attached to the 
 office should be increased. 
 
 A committee was appointed, consisting of State Superintendent Mynders, of 
 Tennessee, State Superintendent Joyner, of North Carolina, and State Superin- 
 tendent H. L. Whitfield, of Mississippi, to prepare an address urging the people 
 of the South to make more general advancement along educational lines, and 
 especially to urge that the press give additional space to educational problems and 
 their discussion. The next meeting of the State Superintendents will be held at 
 Birmingham some time during the coming year. 
 
 AN ADDRESS. 
 
 Chancellor W. B. Hill, Bishop W. A. Candler, Hon. Hoke Smith, State 
 Superintendent W. B. Merritt, and County Superintendent M. L. Duggan, all 
 prominent Georgians, recently issued an address to the people of Georgia, relative 
 to the McMichael Amendment to the State Constitution. The following extract 
 from that address explains itself and the occasion of the address : 
 
 " In schools in Georgia taught by teachers whose average salary is only %2y 
 per month, we are teaching only 6i per cent, of the enrolled school population ; 
 giving the children in actual attendance less than six cents' worth of education 
 per day for an average of only 112 days in the year. In the State which gives 
 most largely to public education, the productive wealth for each inhabitant is 
 $260 per annum. In Georgia it is less than half of this sum. 
 
 "How are these conditions to be improved? We believe that the people 
 of Georgia are both patriotic and intelligent enough to improve them, if they are 
 free to do so ; but they are not free. The resources for the betterment of our 
 inadequate educational system is in local taxation supplementing the general 
 State fund ; but the constitution of 1877 abridges and virtually denies to the people 
 the right of local taxation. So many restrictions are thrown around the pro- 
 cedure, so oppressive are the requirements, so unequal are the terms of sub- 
 mission of the question to the people, that their hands are tied. Under the 
 existing law the recommendations of two grand juries must be obtained, and in 
 the elections it is necessary to the success of the local measure to secure two- 
 thirds of the qualified voters of the county. The effect of this is to count against 
 the measure all the absent voters, all the voters providentially hindered from 
 voting, and even those who may have removed from the county but whose names 
 appear on the qualified list. The proposed amendment relieves the procedure of 
 these oppressive requirements, but it is important to note that the amendment is 
 itself highly conservative in that it requires a two-thirds voting majority of the 
 
368 . SOUTHERN EDUCATION 
 
 persons voting in the election. This amendment will be submitted to the people 
 at the next general election in October, 1904. We believe that the people can be 
 trusted ; most of all, they can be trusted not to tax themselves too heavily. The 
 amendment in effect merely restores to the people the right of local option in 
 taxation." 
 
 RECENT SCHOOL LEGISLATION IN ALABAMA. 
 
 The legislature of Alabama which recently adjourned passed a law requiring 
 elementary agriculture to be taught in the public schools. A law was also passed 
 making it lawful to establish school districts with regard to centers of population, 
 disregarding township lines when necessary. Another law provides that the State 
 will aid in the erection of a public school house in any school district to the 
 amount of $200, provided the district raises an equal amount. And still another 
 law was passed permitting counties to levy a one-mill local tax for their public 
 schools. 
 
 EDUCATIONAL CAMPAIGN IN TENNESSEE. 
 
 State Superintendent S. A. Mynders, on October i, 1903, writes : 
 
 We have held educational rallies at Burt, in Cannon County, where as a 
 result of the rally a good graded school was established by the consolidation of 
 three districts; money raised by private subscription and a good building worth 
 three thousand dollars erected. 
 
 At Cross Plains, in Robertson County, one thousand people attended the 
 rally, three schools were consolidated, a debt of eighteen hundred dollars on 
 school building paid by private subscription, and a good graded school estab- 
 lished. 
 
 County High Schools have been established at Athens, Kingston, and Clarks- 
 ville as a result of the campaign and appropriations made by the County Court 
 to run same. 
 
 Rallies in which were urged the necessity for consolidation of schools, better 
 primary instruction, grading of district schools, larger local taxation, better school 
 buildings, and arrangements made for the education of all the children have been 
 held at the following points : 
 
 Troy, Obion County ; Union City, Obion Countj^ ; Tullahoma, Coffee County ; 
 Shelbyville, Bedford County; Fulton, Obion County; Lewisburg, Marshall County 
 (one for white and one for colored) ; Theta, Maury County; Pulaski, Giles 
 County ; Trenton, Gibson County ; Somerville, Fayette County ; Huntingdon, 
 Carroll County; Chattanooga, Hamilton County; Gallatin, Sumner County; Day- 
 ton, Rhea County ; Paris, Henry County ; Savannah, Hardin County ; Dickson, 
 Dickson County ; Dover, Stewart County ; Fayetteville, Lincoln County ; Cross- 
 ville, Cumberland County; Cookeville, Putnam County; Cowan, Bedford County; 
 Clinton, Anderson County; Parrottsville, Cocke County; Wartrace, Bedford 
 County ; Loudon, Loudon County ; Camden, Benton County ; Dresden, Weakley 
 County; Davidson County, 21st district; Bolivar, Hardeman County; Brownsville, 
 Haywood County; Alamo, Crockett County; Henderson, Chester County; Selmer, 
 McNairy County; Cornersville, Marshall County; Covington, Tipton County; 
 Bristol, Sullivan County. 
 
 There are also a number of others visited by Mr. Claxton, of which I have 
 no record. The attendance at these meetings has been large, and in many cases 
 remarkably so. At a number of the meetings the attendance was over 1,000 and 
 the interest very great. As a result of this campaign, interest in popular educa- 
 tion over the State is greater than ever before and reports coming to my office 
 as State Superintendent show the attendance in the schools over the State much 
 larger. In one county where the reports a year ago showed over 5,000 out of 
 school, the county superintendent estimates that this year there are less than 
 1,000. This is a county in which at least three of OHr rallies were held. A 
 
SOUTHERN EDUCATION 369 
 
 number of counties are now agitating the question of county high schools, several 
 have increased their local tax and propositions are before the county courts urging 
 an increase in October or January. 
 
 The recent Act of the legislature making school and civil districts co-extensive 
 and forcing consolidation of schools by not permitting schools to be maintained 
 with under seventy scholastic population, except in sparsely settled communities, 
 has been explained at all points visited during the campaign and as a result the 
 people have taken hold of it rapidly. 
 
 The town of Randleman, Randolph County, North Carolina, recently voted 
 a local tax for its public schools. 
 
 Superintendent L. J. Alleman, Lafayette parish, Louisiana, said in a recent 
 report to the grand jury of that parish: "Two years ago we employed forty 
 teachers, at an average salary of $39. Only two were trained for the work. This 
 session we have fifty-five teachers, at an average salary of $46.60. This increase 
 in the salary has enabled the board to employ thirty-two trained teachers for the 
 coming session. These trained teachers have done excellent work wherever sent, 
 and the communities have been quick to appreciate their superior work. A 
 healthy sentiment exists* throughout the parish in favor of good teachers." 
 
 Since the law was enacted prohibiting the building of a new school house 
 within three miles of one already established, one has been built at New House, 
 Cleveland County, in less than two miles of two school houses; and one was 
 created at Rehobeth this year that is in less than two miles of three. — Shelby 
 (N. C.) Correspondence Raleigh Nczvs and Observer. 
 
 There is a public school district in Mecklenburg County with forty-seven 
 children of school age, an enrollment of fifteen, and an average attendance of 
 nine. This district's share of the public money is based on the school popula- 
 tio, while less than a fifth entitled to the school privileges are regular attendants. 
 Other districts in that county make a showing but little better. Poor attendance 
 on the public schools is not confined to Mecklenburg, but is general throughout 
 the State. This is the great drawback to the cause of public education in North 
 Carolina. Perhaps the only effectual remedy is compulsory education. — IVaxhaiv 
 Enterprise, Waxhaw, N. C, September 24, 1903. 
 
 PERIODICALS. 
 
 The following periodicals should be found in every rural school : 
 
 St. Nicholas $3.00 Week's Current $1.25 
 
 Youth's Companion i .75 Our Dumb Animals 50 
 
 Country Life 3 . 00 Birds and Nature i . 50 
 
 The above list of periodicals can be obtained for about $8.90 a year. No 
 rural school library and no rural school can do good work without some peri- 
 odical literature. If it is possible, some of the standard magazines should also 
 be found in every rural school. 
 
 Mr. C. N. Simpson, of Monroe, North Carolina, recently contributed $10 for 
 a rural school library in Belmont .school district, Goose Creek township. Union 
 County. 
 
 The work of establishing rural school libraries in North Carolina is making 
 rapid progress. Recently twenty new libraries were established in different parts 
 of the State and six old rural school libraries received new books, under the 
 recent amendment to the North Carolina school library law. 
 
370 SOUTHERN EDUCATION 
 
 County Superint-endent E. B. Wallace, of Richland County, South Carolina, 
 has begun a well-organized movement to secure rural school libraries in that 
 county. The school trustees of each district are duplicating whatever amounts 
 are raised by the teachers and the children. The favorite means of raising money 
 is by entertainments and private subscriptions. Eleven school districts have 
 recently raised funds for the establishment of local libraries and they will be 
 installed in a short time. 
 
 REFERENCE BOOKS. 
 
 The following books will be found exceedingly useful and helpful for 
 reference : 
 
 Young Folks' Cyclopedia of Persons and Places. J. D. Champlin. Henry 
 
 Holt & Co., New York $2.50 
 
 Dictionary of Phrase and Fable. E. C. Brewer. J. B. Lippincott Co., 
 
 Philadelphia $2.50 
 
 Young Folks' Cyclopedia of Common Thinss. J. D. Champlin. Henrv 
 
 ^Holt & Co., New York ' '. $2.50 
 
 Young Folks' Cyclopedia of Games and Sports. J. D. Champlin. Henry 
 
 Holt & Co $2.50 
 
 Classic Myths in English Literature. Charles Mills Gayley. Ginn & Co... $1.50 
 
 Perhaps this is the most attractive and scholarly manual of mythology to 
 be obtained. 
 
 Note. — The total cost of these books will be about $8. An evening enter- 
 tainment would raise the necessary funds. 
 
 GEORGIA RURAL SCHOOL LIBRARIES. 
 
 List of Books Adopted by Georgia Educational Association for 
 use in Public Schools. 
 
 Scudder's Fable and Folk Stories, ^sop's Fables, Andersen's Danish Fairy 
 Tales, Grimm's German Fairy Tales, Harris' Uncle Remus' Songs and Sayings, 
 Arabian Nights, Hawthorne's Wonder Book, Francillon's Gods and Heroes, 
 Baldwin's Fifty Famous Stories Retold, Eggleston's Ten Stories of Great Ameri- 
 cans, Church's Stories of the Old World, Baldwin's Old Stories of the East, 
 Andrews' Ten Boys, Williamson's Life of Lee, Williamson's Life of Jackson, 
 Coffin's Boys of '76, Blaisdel's Stories of the English, Harris' Stories of Georgia, 
 Guerber's Story of Romans, Malcomer's Stories of Great Inventors, Abbott's 
 Caesar, Abbott's Alexander, Franklin's Autobiography, Plutarch's Lives, Farrar's 
 Life of Christ, Carroll's Alice in Wonderland, Kingsley's Water Babies, Wright's 
 Seaside and Wayside, Vol. L Wright's Seaside and Wayside, Vol. H. Wright's 
 Seaside and Wayside, Vol. HL Wright's Seaside and Wayside, Vol. IV, Buckley's 
 Fairy Land of Science, Saunders' Beautiful Joe, Sewell's Black Beauty, Ruskin's 
 King of the Golden River, Spyri's Heidi, Defoe's Robinson Crusoe, Burnett's 
 Little Lord Fauntleroy, Dickens' Little Nell, Goulding's Young Marooners, Wyss' 
 Swiss Family Robinson, Miss Alcott's Little Men, Miss Alcott's Little Women, 
 Martineau's Peasant and Prince, Henty's Lion of the North, Henty's Saint George 
 of England, Henty's With Clive in India, Porter's Scottish Chiefs, Cooper's Last 
 of the Mohicans, Cooke's Surrey of the Eagle's Nest, Scott's Ivanhoe, Hughes' 
 Tom Brown at Rugby, Irving's Sketch Book, Bunyan's Pilgrim's Progress, 
 Longfellow's Hiawatha, Longfellow's Evangeline, Tennyson's Idylls of the King, 
 Munger's On the Threshold — 58 in all. 
 
SOUTHERN EDUCATION 37 i 
 
 FORM OF LABEL FOR BOOKS. 
 
 ^ School Library 
 
 .P. O.. County 
 
 Library No. of Book Cost. 
 
 When Received 
 
 RULES. 
 
 1. During the term of school the teacher shall be the librarian, during 
 Vacation some trustee, unless some other is designated by the trustees. 
 
 2. The librarian shall paste this label, properly filled out, in each book in 
 the library, and keep a catalogue of the same, showing the number of each book, 
 date of purchase, cost, when loaned, when returned, etc. 
 
 3. A book may be retained two weeks. 
 
 4. Five cents per week will be charged for time beyond two weeks. 
 
 5. For loss of book, borrower shall pay cost of book. 
 
 6. For any injury beyond ordinary wear, the bosrower shall pay an amount 
 proportionate to the injury, to be estimated by the librarian. 
 
 7. Any person refusing or neglecting to pay any fine shall not be allowed 
 to draw any book from library. 
 
 8. The librarian shall report to County School Commissioner, as he may 
 direct, the condition of library. Read slowly, think seriously, and please return 
 it with the leaves not turned down nor soiled. 
 
 A VIRGINIA PLAN. 
 
 The Farmville (Va.) Herald recently made the following library ofYer to the 
 public schools of Prince Edward County : 
 
 For 40 new annual subscriptions the Herald will give a $30 li 
 For 35 new annual subscriptions the Herald will give a $26 li 
 For 30 new annual subscriptions the Herald will give a $22 li 
 For 25 new annual subscriptions the Herald will give a $20 li 
 For 20 new annual subscriptions the Herald will give a $15 li 
 For 15 new annual subscriptions the Herald will give a $11 li 
 For 10 new annual subscriptions the Herald will give a $ 7 li 
 For 8 new annual subscriptions the Herald will give a $ 5 li 
 The subscription price of the Herald is one dollar per annum. The books 
 the Herald will give as libraries will be selected by County Supt. J. D. Eggleston, 
 Jr., which insures their worth and suitableness for use in the rural schools. 
 
 brary. 
 brary. 
 brary. 
 brary. 
 brary. 
 brary. 
 brary. 
 brary. 
 
 A GREAT SUMMER SCHOOL. 
 
 We publish the following commtmicatioii just as it appeared in 
 the New York Times of August 30, 1903 : 
 
 To tlic Editor of the New York Tivvcs: 
 
 The growth and numbers of the Summer School at Knoxville 
 have been a surprise to its friends, having already reached an attend- 
 ance of 2,150 teachers, gathered from all parts of the South, various 
 States having gatherings of their own besides. Knoxville is the seat 
 of the State University, whose President is Charles W. Dabney, who 
 for four years was Assistant Secretary o'f Agriculture at Washington. 
 He belongs to an educational family, his father having been professor 
 in a Virginia instittition, spending the last years of his life in Texas 
 as professor in the university. 
 
 This great Summer School is under the auspices of the General 
 Education Board, and all who have contributed to that board mav 
 
372 SOUTHERN EDUCATION 
 
 congratulate themselves on the results. The preparation of the plans 
 for the school and their execution have been in the hands of Dr. Dabney 
 and his co-workers. 
 
 The school and its results are the outcome of the general revival 
 of education in the South, all previous efforts having contributed. The 
 State University, in its location near the city, with its buildings and 
 appliances, furnished a delightful opportunity for the work, for which 
 ample preparation was made. The great meeting in Richmond brought 
 its contribution. The lecturers and teachers were selected from the 
 most able workers in the South, aided by those eminent for their labors 
 in the North. A catalogue of the list would tell of their eminence. 
 Lack of space forbids their enumeration. 
 
 Seventeen hundred of these teachers gathered at the opening, and 
 began their study in a course which accorded at once with the university 
 and with the needs of the common school in the South. It must be 
 remembered that these teachers in their 'several localities met the re- 
 quired expenses from their meagre earnings. This is an indication of 
 their self-sacrifice to improve themselves. The school has been char- 
 acterized by great enthusiasm, but under the influence of President 
 Dabney and the teachers it has done a great amount of systematic work 
 which will tell in their future courses and make them more efficient and 
 valuable as teachers wherever they serve. 
 
 It is interesting to look into the economies of the school, the sub- 
 jects and lectures, and the subsidiary conditions that were made helpful 
 to the main purpose. The number of teachers from each State consti- 
 tuted of itself a working force. When the Fourth of July came, all 
 these assembled for the patriotic service becoming the day, passed reso- 
 lutions and spoke in most eloquent terms for the benefit of education. 
 Politics were ignored. In addition, each State had its day, and some 
 competent person was selected to speak for that State, perhaps sending 
 a message representing the sentiment of their teachers to their Gov- 
 ernors. 
 
 These expressions do credit to the teachers as well as the Gov- 
 ernors. They leave no doubt of the great awakening on the subject of 
 education throughout the South. The school had the hearty co-opera- 
 tion of the local press. The Journal and Tribune gave the proceedings 
 in a column or more which carried information of the school and its 
 work into many communities and homes, sometimes adding a good 
 picture of the speaker and presenting his claims to attention — also 
 gave their speeches in full or in part. This was a great boom to the 
 work of the school. 
 
 The railroad came in also to do its part in adding interest to the 
 occasion and furnished excursions at m.oderate rates in harmony with 
 the general plan of the school and was greatly enjoyed by the teachers. 
 No one will question the statement that this was the most remarkable 
 Summer School held in any part of the country, taking into account 
 the number in attendance and the work accomplished. To judge of 
 the work, one has only to read the daily reports of the Journal and 
 Tribune. John Eaton. 
 
 Eaton Grange, Waterloo, N. H., Aug. 22, 1903. 
 
DECEMBER 1, 1903 
 
 Price 50 cents per year 
 
 Southern 
 Education 
 
 (Woman's Edition) 
 
 "Seek knowledge with all thy heart. For wisdom 
 is a defence and money is a defence, but the excellency 
 of knowledge is that wisdom giveth life to them that 
 seek it." Salomon. 
 
 " Teachers looked down upon ? Then it is your busi- 
 ness to make them looked up to. How can you expect 
 others to esteem a work of which you show yourselves 
 ashamed ? You cannot compel honor for a task until 
 you honor it yourself. Exult in your work. Give your- 
 self to it eagerly, volunteers in the great war against 
 ignorance and crime. Your country's flag floats above 
 you. March on greatlj', soldiers of peace .'" 
 
 Qm\ Bates, Massucloisclts. 
 
 " My attention was directed to this particular scliool, 
 because I passed it so often in going to and coming from 
 a recently acquired farm. This poor little school house 
 was so forlorn looking, so badly built, so rudely finished, 
 and altogether so different from my idea of a country 
 school house, that I suppose I should have passed and 
 re-passed it, without interest or comment, but for meet- 
 ing the two sisters— the dear faithful teachers. They 
 were in the toils of house cleaning, for the school would 
 open next week, I stopped to see whether I could not 
 help the good work." 
 
 Mrs. Charles Price, N. C. 
 
 SOUTHERN EDUCATION BOARD, Kooxville, Teon., Publishers. 
 
 VOL. 1 
 
 No. 19 
 
 • *UT-*«tllt CO., KHOXVIl.1.1, TIMI. 
 
SOUTHERN EDUCATION BOARD 
 
 Dr. E. A. Alderman, Wm. H. Baldwin, Rev. Wallace Buttrick, Dr. 
 J. L. M. Curry, Dr.' Chas. W. Dabney, Dr. H. B. Frissell, Hon. H. H. 
 Hanna, Dr. C. D. Mclver, Edgar Gardner Murphy, Robert C. Ogden, Dr. 
 Walter H. Page, Geo. Foster Peabody, and Dr. Albert Shaw 
 
 Officers 
 
 President, Robert C. Ogden, New York City 
 
 Secretary, Dr. Charles D. Mclver, Greensboro, N. C. 
 
 Treasurer, George Foster Peabody, New York City 
 
 Supervising Director, Hon. J. L,. M. Curry, Washington, D. C. 
 
 Bureau of Information and Investigation : Director, Dr. Chas. W. 
 Dabney; Secretary, Charles L. Coon, Knoxville, Tenn. 
 
 District Directors: Dr. E. A. Alderman, New Orleans, La., Dr. H. B. 
 Frissell, Hampton, Va., Dr. Charles D. Mclver, Greensboro, N. C. 
 
 Campaign Committee: Hon. J. L. M. Curry, Chairman; Dr. E. A. 
 Alderman, Dr. Chas. W. Dabney, Dr. H. B. Frissell, Dr. Chas. D. Mclver 
 
 General Field Agents : Dr. G. S. Dickerman, New Haven, Conn. ; 
 Prin. Booker T. Washington, Tuskegee, Ala. 
 
 Field Agents for Virginia : Hon. -H. St. George Tucker, Lexington, 
 Va., and Dr. Robert Frazer, Richmond, Va. 
 
 Field Agent for Alabama, J. B. Graham, Talladega, Ala. 
 
 Executive Secretary associated with the President, Edgar Gardner 
 Murphy 
 
 The culture which woman must receive is that which will best 
 fit her for any vocation in life. Tf it is the destiny of some college 
 women to tend babies and train ignorant domestics, think you their 
 intellectual achievements are wasted? On the other hand, they 
 have the better prepared themselves to prove the truthfulness of 
 Ihe saying that " the hand that rocks the cradle is the hand that 
 rules the world." A broad education is the birthright of every 
 "daughter of our republic; give her this, and, as she bids her 
 Alma Mater farewell, and steps forth into the world, she will find 
 the doors of over four hundred occupations open before her and 
 here will she become " a wise master-builder of manhood and 
 -womanhood, a faithful apostle of trutli, and so a herald of better 
 ■generations and brighter days." — Mrs. Charles A. Perkins, 
 President Tennessee Federation of Woman's Clubs. 
 
Soutbcrn £6ucation 
 
 Published at Knoxvllle, Tenn., by the 
 Bureau of the Southern Education Board. 
 
 Subscription Prick: 
 
 One year 50 cents 
 
 Three months 15 cents 
 
 ADDRESS: SOUTHERN EDUCATION BOARD 
 Knoxville, Tenn. 
 
 Tuesday, December 1, 1903 
 
 The editor wishes to ackno-wledge the 
 valuable assistance, in the preparation of 
 this number of Southern Education, 
 rendered by many patriotic Southern 
 women. To mention all of them by 
 name would require more space than is 
 at his command. Their reward must 
 be an increased interest in education 
 throughout our whole Southern coun- 
 try, as well as higher ideals in every 
 social betterment work. 
 
 essential elements of culture, and this 
 idea has more and more become accepted. 
 in the systematic education of youth. 
 
 The story of what the women of the 
 South are doing to promote better edu- 
 cational conditions, the story as set forth 
 in this number of Southern Education, 
 is necessarily condensed and incomplete. 
 Yet enough is set forth to show the 
 Avorld the great work that is being done 
 and to suggest new lines of work to 
 those who are eagerly waiting to know 
 what may be undertaken. 
 
 Emerson taught that the acquisition oi 
 some form of manual skill and the prac- 
 tice of some form of manual labor were 
 
 Worth Our Attention. 
 
 The Massachusetts State Board of 
 Education consists of eight members, 
 each appointed by the Governor for eight 
 years, one a year. This board elects a 
 secretary annually, who is really the 
 State Superintendent of Schools, and 
 four ageryts and an examiner of normal 
 schools. The agents of the board travel 
 over the state and visit the public schools 
 with the express purpose of promoting 
 the better teaching of the required sub- 
 jects of instruction. For a number of 
 years Mr. H. T. Bailey, an agent of the 
 board, has been doing magnificent work 
 in ])romoting better instruction in draw- 
 ing. This board has entire charge of the 
 nine normal schools, the normal art 
 school, certificates teachers upon exam- 
 ination, and promotes all legislation in 
 the interest of the public schools. The 
 organization of this board dates from the 
 days of Horace Mann. 
 
 When our Southern States are strug- 
 gling to introduce elementary agricul- 
 ture, drawing, and other manual arts into 
 the school course, would it not be worth 
 while to study the organization of this 
 Massachusetts Board of Education? The 
 entire practicability of its plan of work 
 must be apparent to all. 
 
374 SOUTHERN EDUCATION 
 
 THE WOMAN'S ASSOCIATION. / 
 
 A Brief History of the Woman's Association for the Betterment 
 of Public School Houses in North Carolina. 
 
 " The school house is a shabbily built board structure, one story high. The 
 overhead ceiling is not more than nine feet from the floor. There is one door 
 in the end of the house ; there are six small windows, three on either side. There 
 are no blinds and no curtains. The desks are home made, with perpendicular 
 backs and seats, all the same size. There is a dilapidated wood stove, but no 
 wood box, the wood for the fire being piled on the floor about the stove. The 
 stove is red with rust and dirt, never having been polished and cleaned since it 
 was placed in position for use. The floor of the house is covered with red dirt 
 and litter from the wood. There is no teacher's desk or table. There is one 
 chair. The walls and windows are covered with dust; never seem to have been 
 washed. The children's hats and cloaks are hung on nails around the room. All 
 their books are soiled and look very much like their surroundings. There are 
 no steps to this school house. An inclined plane of dirt answers that purpose. 
 The yard is very muddy during the winter and the general appearance of the 
 place anything but attractive." 
 
 Seeing all around them school houses like the one above described by Mr. 
 Charles L. Coon, and realizing that as a child's surroundings are so is he likely 
 to be, the women of North Carolina have said : "This condition must not be." 
 So on March 20, 1902, at the State Normal and Industrial College was organized 
 " The Woman's Association for the Betterment of Public School Houses in North 
 Carolina." It is now a part of the State Federation of Women's Clubs. The con- 
 stitution says: "The object of this Association shall be to unite the women 
 citizens of North Carolina for the purpose of awakening their interest in the im- 
 provement of public school houses in our State. It will undertake to have local 
 associations in every county. Through these it will endeavor to interest a volun- 
 teer association in the neighborhood of every public school house, which will help 
 to beautify the premises by planting trees and flowers, placing pictures on the 
 walls, or otherwise improving the school environment of our future citizens; to 
 furnish entertaining and instructive amusements and to encourage the establish- 
 ment of local public libraries." 
 
 Any white woman in the state is eligible to membership and there is no 
 membership fee except for men, who may become associate members by paying 
 an annual fee of one dollar. 
 
 The Central Association is at Greensboro, while branch associations are scat- 
 tered all over the state. The Association held its first public meeting in Greens- 
 boro, April 3, 1902. There were present such men as Governor Charles B. 
 Aycock; State Superintendent of Public Instruction James Y. Joyner, and many 
 other prominent men, who gave their hearty endorsement and support. The 
 Association also has behind it the Southern Education Board. 
 
 At the Teachers' Assembly held in June, 1902, at Morehead City, another 
 meeting was held, where plans for summer work were formed. At that meeting 
 ten women promised to have personal supervision of the work for the summer, 
 organizing branch associations and arousing interest generally in the matter. 
 The Southern Education Board kindly ofl-'ered to pay the expenses of these 
 women. Some of them made visits from house to house, telling of the necessity 
 of better school houses and how to obtain them. Others were present at teachers' 
 institutes and any public gatherings available, telling the people what they could 
 do to improve the school houses, as, for example, to quote from the booklet issued 
 by the Central Association : " You can visit the school and see that the house is 
 clean before the session opens. See that there are enough seats and hooks or 
 nails for hats, wraps and lunch baskets; a pail for water, drinking vessels and 
 basin with towels and soap. See that the yard is clean and some flowers and 
 trees planted. Place on the walls one or more good pictures. Copies of the 
 world's masterpieces can be purchased for five or ten cents each. Help the 
 teacher by arranging for social evenings and entertainments at the school house. 
 Visit the school and interest others in doing so." Or they told what the Central 
 Association is willing to do : " The Central Association will gladly suggest : 
 
SOUTHERN EDUCATION 375 
 
 " I. Plans with estimates for building new school houses and remodeling 
 old ones. 
 
 " II. Lists for libraries with information concerning lowest prices. 
 
 " III. Titles and prices of pictures, also other material for decoration. 
 
 "' IV. Programs for entertainments, both social and literary." 
 
 During the summer about twenty county associations were organized, besides 
 many district associations, the membership of the entire organization reaching 
 about two thousand. 
 
 The second annual meeting was held at Greensboro, May 5, 6 and 7, 1903. 
 " From the mountains to the sea, from Hanover to our sister state on the north, 
 came women with the wisdom of experience, women with that widened view that 
 comes from travel and a knowledge of the outside world ; women whose youth, 
 while lacking the caution of experience, furnished the enthusiasm and courage 
 which is the life-blood of our new enterprise. Here met the young mother with 
 the consecrated old maid, the wife of the politician with the busy helpmeet of the 
 farmer, the woman of society with the country teacher." 
 
 These women discussed together the failures and successes of the past and 
 the ways and means of carrying out their plans for the future. There were few 
 things to discourage them, but many to encourage them. Some of the reports of 
 work done read like fairy stories, and yet they were true. And there will be many 
 more like them, and better. Some of the men present who have attended educa- 
 tional meetings all over the country said they had never seen a more helpful or 
 enthusiastic meeting than this meeting. 
 
 The officers of the State Association are as follows : President, Mrs. W. R. 
 Hollowell, Goldsboro; Vice-President, Miss I,aura Kirby, Goldsboro; Corre- 
 sponding Secretary, Miss Mary Taylor Moore, Salisbury; Recording Secretary, 
 Miss Marie C. Buys, Havelock ; Treasurer, Mrs. J. A. Anthony, Shelby. 
 
 Already the Association has done much, and it will go on pleading and 
 working for new and better school houses and, where this is possible, improving 
 the old ones, until North Carolina instead of being one of the most illiterate 
 states, shall stand in the first ranks with those who are educating their children 
 into good men and women and good citizens. 
 
 When the Woman's Association for the Betterment of Public School Houses 
 ceases to be needed in North Carolina the educational millennium will have 
 come. Mary Taylor INIoorK, Corresponding Secretary. 
 
 Salisbury, N. C, August, 1903. 
 
 WESTERN NORTH CAROLINA. 
 
 Report of Work Done by Miss Mary Taylor Moore in Western 
 
 North Carolina During 1902. 
 
 Last summer, at the meeting of the Woman's Association for the Betterment 
 of Public School Houses held at Morehead City, there were ten women who 
 promised to do all in their power during the summer to accomplish the objects 
 of this Association. They resolved to arouse the interest of the people in the 
 matter and to form branch associations to carry on the work. It was my privi- 
 lege to be one of the ten. 
 
 My district lay in the western part of the state, a mountainous section. But 
 before beginning work there, I happened to be in an eastern county while a 
 Teachers' Institute was being held. Feeling that such an opportunity of laying 
 the matter before the people should not be missed, I arranged an hour at which 
 I could speak informally to the women present. While I felt that it would be 
 much easier to speak to the women alone, the men who were interested in the 
 matter were invited to stay. A good many of them did so. As briefly as possible 
 the objects of the Association were laid before them, their attention being called 
 to the need for better school houses and the ways in which the houses that now 
 exist may be improved. Finally, I urged them to form a branch association, so 
 that the work of improvement might be carried on systematically in their county. 
 They seemed much interested and readily organized, with thirty-three members. 
 This was in a cultured section where the work was taken up by women of 
 prominence. The wife of a Justice of the Supreme Court and many other well- 
 
376 SOUTHERN EDUCATION 
 
 known women joined in the woi'k with the public school teachers, all being drawn 
 together by a common interest, the welfare of the children of the state. 
 
 Turning toward the west, I knew not where to begin. That section is 
 sparsely populated, so a house-to-house visitation, such as was being carried 
 on by some of the other women, was impossible. Nor could I hear of any school- 
 closings or big picnics to attend. So there was nothing to be done but to confine 
 my work to the teachers' institutes and place the matter in the hands of the 
 teachers, thus getting them interested and trusting in them to interest the parents 
 of the children. 
 
 In going to the first of these institutes I rode many miles, finally reaching 
 a little town perched right up on the side of the mountain where the institute 
 was to be held. In this county the school houses were in a deplorable condition. 
 I believe it was here that the County Superintendent said the cracks in the sides 
 of some of the houses were large enough to throw a dog through. But the Super- 
 intendent was progressive and the teachers seemed interested and willing to 
 improve conditions. To this place I took with me some good cheap pictures and 
 other things necessary in a school room, to show that they were cheap enough 
 to be procured even by the poorest communities. Here again I spoke informally 
 to the entire institute and a large and enthusiastic branch of fifty-three members 
 was formed. A good many of the men became associate members by paying 
 the one-dollar fee that is charged a man before he can become a member. It was 
 said that the young woman elected president of this branch was the only teacher 
 in the county who had made any attempt at improving the appearance of her 
 school room during the previous year. This association held a second meeting the 
 next day to decide on a plan of work for the year. The school districts were 
 apportioned to diflferent members who were to have personal supervision of them. 
 As it is impossible for them to meet oftener, these members will report on the 
 work that they have done at annual meetings of the institute. 
 
 In the next county that I visited, conditions were better. Several new school 
 houses were being built and some of the teachers had already taken special inter- 
 est in the cleanliness and pleasing appearance of their school rooms and grounds. 
 In this county is situated the handsomest rural public school house in the state. 
 It is built of solid granite, the woodwork being of hard oak. At this place we 
 had a more general meeting, the teachers giving each other and me many valuable 
 suggestions and experiences. After having organized, a plan of work was laid 
 out that can hardly fail to ptroduce good results. 
 
 The last place that I visited v.'as the most discouraging of all. Here I spoke 
 not only to the teachers but to the people from the surrounding country who 
 had assembled to hear an educational address by an ex-Superintendent of Public 
 Instruction. These people not only were not especially interested, but declined 
 to become so. A few, however, organized, and it is to be hoped that they can 
 at least do something to create a sentiment that will call for better and cleaner 
 school houses. 
 
 As yet not very many practical results have been reported from that section 
 of the state, but I trust that since the matter has been laid before them, the 
 teachers will take up the work to such an extent that the dirty and worthless 
 school houses that exist today may .soon become things of the past. 
 
 ;Mary Taylor MooRr;, Sec. of tJie Woman's Association. 
 
 August I, .1903 
 
 WOMAN'S WORK IN ALABAMA. 
 
 An Interesting Account of the Efforts of the Woman's Federa- 
 tion in Behalf of Child Labor Legislation, Girls' Industrial 
 School, Reformatory and Other Educational Enterprises. 
 
 The greatest educational work done in Alabama by women in an organized 
 capacity is being done by the Federation of Women's Clubs. It represents fifty 
 individual clubs, and probably more than i,coo of our best and most cultured 
 women. These clubs have been federated for more than nine years. They have 
 worked along the following lines, all of which may be classed as directly or 
 
SOUTHERN EDUCATION 377 
 
 indirect!}^ educational : child labor legislation, circulating libraries, scholarships 
 for the Girls' Industrial School, creation and maintenance of Boys' Industrial 
 School (reformatory), improvement and beautifying of school buildings, local 
 taxtation for schools, qualified county superintendency. 
 
 The Federation is now a recognized power in the state. One of our leading 
 dailies is its official organ, and all the best papers not only freely give it access 
 to their columns but also give it support editorially. 
 
 I class child labor legislation as an educational movement both because the 
 children who are in the mills can not be educated, and because one of the by- 
 products of the campaign for it was a sentiment for compulsory education. The 
 fight for a child labor law was brilliantly led by INIr. Edgar Gardner Murphy, as 
 chairman of a committee of citizens, but his efforts were ably seconded by the 
 Federation. It was during a special meeting of the clubs in Montgomery to 
 further the interests of the bill, that it became a law. For six months previous 
 to that time the clubs considered child labor their special, one might say their 
 only work. Mr. Murphy most generously gives them the entire credit for its 
 success. 
 
 The library work of the clubs may be said to be in its infancy, but it is full 
 of promise. Indeed, it is our best hope of getting books into the country, where 
 they are most needed — that is, until Alabama is able to follow the lead of 
 North Carolina and Georgia and give state aid to school libraries. The clubs 
 have about eighteen libraries at present which will be lent to any teacher who 
 will send one dollar to defray freight charges. Each library contains twenty-five 
 books packed in a neat wooden case. 
 
 For three years the Federation has worked for the Girls' Industrial School 
 at Monte Vallo in the direction of scholarships. Just now it is pledged to raise 
 $l,ooo to meet the conditional $i,ooo of the General Educational Board. 
 
 Similar in name, though different in purpose, is the Boys' Industrial School, 
 the pet child of the Federation. Its object is the reclaiming of boys who have either 
 committed criminal acts or have shown criminal tendencies. Before this school 
 was opened, June i, igoo, such boys were herded with hardened criminals. Now 
 a youthful criminal is sent there on an indeterminate sentence. It is described 
 by a newspaper correspondent as " a veritable factory for working bad boys as 
 raw material into the finished product of useful citizens." 
 
 This school is located on a lOO-acre tract of land near Birmingham, where 
 there is ample opportunity for teaching farming and the allied industries of fruit, 
 flower and vegetable culture. They have one building capable of accommodating 
 fifty boys, but which is made to accommodate sixt}^ at present. During the past 
 two years they have had 213 boys in all. These boys are not only taught farming, 
 but printing, tailoring, shoemaking, harnessmaking, etc. They have, too, regular 
 school subjects, military drills, and singing. A visitor describes the superintend- 
 ent, Mr. Griffin, as one who combines the discipline of West Point with the 
 tenderness of a father. 
 
 This is now a state institution with a guaranteed income of $8,000 for the 
 next four years. The legislature granted it more than twice that sum, with only 
 a single dissenting voice in each house, but the Governor, believing that the 
 state of the treasury would make that sum almost an impossibility, vetoed the 
 bill and had one for the smaller amount substituted. 
 
 . Beside this, there have been $5,000 raised by the clubs in addition to the 
 donation of land and much building material. I give these figures because it 
 seems a remarkable history and an inspiring one. This success is largely due to 
 the devotion, enthusiasm, and perseverance of one woman, Mrs. R. D. Johnson, 
 of Birmingham, who is president of the Board of Control, all of whom are 
 women. The Federation is working as earnestly for this school now as before 
 it had regular state aid. 
 
 The work of improving and beautifying school buildings is new to our clubs, 
 but satisfactory progress is being made. The plan is to co-operate with one school 
 in each county and make of it an object lesson. Mrs. Emma H. Cary, of Auburn, 
 is chairman of the committee to further this work. 
 
 One of the most active committees in the Federation is that on education, 
 of which Mrs. Kate H. Morrisette, of Montgomery, is chairman. Its rnain object 
 now is to create public sentiment and influence legislation in two directions — 
 
378 SOUTHERN EDUCATION 
 
 local taxation for schools and qualified county superintendency. Until our con- 
 stitution was amended two years ago there could be no local taxation. Now it 
 can only be one mill, and that imposed by the county. Mrs. Morrisette has been 
 chairman of the Education Committee for five years and during that time she has 
 with unflagging zeal urged the necessity of qualified county superintendency. The 
 clubs have stood with her, and every time they meet they declare their belief in 
 its necessity. It is doubtless owing largely to the public sentiment that has been 
 thus created that a bill is now before the legislature to provide for the proper 
 qualifications for that most important office, with every promise of its passage. 
 All who know our educational needs will see at once that this will be the most 
 signal advance in educational work possible. , 
 
 At their last meeting the subject of women on school boards and women 
 as county superintendents was discussed with much interest, the sentiment being 
 strong for both. It seems safe to prophesy that as soon as qualified superintend- 
 ents are secured, the Federation will begin to work to have women made eligible 
 for the office of superintendent of schools. 
 
 In addition to the Federation work, various clubs are doing individual work, 
 though it is impossible at this time to get a full report. The Hellen Keller 
 Library Club has, within the past ten years, built up a library of more than 2,000 
 volumes and bought and furnished a two-story brick building centrally located. 
 This is quite an achievement, since it is in a town, Tuscumbia, having less than 
 2,500 inhabitants. This club is doing a truly educative work in creating a more 
 intellectual atmosphere in the town and reaching far into the country. The books 
 also circulate amongst the operatives of the only industry — the railroad shops. 
 
 Several of the Federated Clubs in Montgomery united some time ago to work 
 for a library. This has culminated in the Carnegie Library, now nearing com- 
 pletion. 
 
 The kindergarten cause has been almost entirely in the hands of women not 
 in the Federation. I am unable to give statistics later than 1900. At that time 
 five towns in this state had free kindergartens, in four of which they were 
 entirely women's work. In the fifth it was started by women, who were later 
 assisted by men. Birmingham has a number of kindergartens and a training 
 school in connection with them. The work there has been constantly developing 
 since 1900. There is a movement amongst those interested in kindergartens to 
 get them municipalized, though it will entail a constitutional amendment. 
 
 The Colonial Dames are doing educative work along their chosen line in 
 this state as in others. They give medals for the best paper on a colonial subject 
 to the graduating classes of the Birmingham, Mobile and Selma public schools 
 and a $50 prize for the same thing at the A. and M. College and the University. 
 Each chapter of the Daughters of the Revolution offers a prize to the regular 
 U. S. History grades in the town where the chapter exists. The Mobile chapter 
 has also worked some for the Girls' Industrial School. 
 
 It is most earnestly to be desired that our largest and strongest patriotic 
 society, the Daughters of the Confederacy, may soon see that constructive patriot- 
 ism is more valuable than retrospective, and the greatest honor to the dead is a 
 noble posterity. LuuE JoNES. 
 
 Florence, Ala., July, 1903. 
 \ 
 
 Woman's Work in Louisiana. 
 
 The State Federation has pledged itself to work in the cause of better edu- 
 cational conditions for the state. At the last meeting, November, 1902, each 
 club, with the exception of two, promised to take an interest in the parish schools, 
 to appoint visiting committees, to furnish pictures or magazines, or help in the 
 starting of libraries, or show in some tangible way the desire to help. 
 
 The Federation has been offered free board in one of the state institutions 
 for one student, and there is $50 in the treasury, given by Mrs. Phanor Brezeale, 
 president of the Federation, which will be used either to pay the expenses of a 
 student or for some other educational purpose if the incidental expenses of the 
 student can be paid in some other way. 
 
 Agnes Morris, Cor. Sec. La. Fed. W. C. 
 
 September, 1903. 
 
SOUTHERN EDUCATION 379 
 
 Work of New Orleans Club. 
 
 At the meeting of the Louisiana State Federation of Women's Clubs held 
 last November, the feasibility of some movement by which the rural districts of 
 the State could be supplied with good literature was earnestly discussed. 
 
 As a tentative plan it was suggested that the clubs fortunate enough to pos- 
 sess a library should keep a number of the books in circulation in districts where 
 it is difficult to obtain good reading matter. The Woman's Club of this city 
 became an enthusiastic advocate of the plan, and in December of last year sent 
 its first case of books upon its mission. A second case has followed, and before 
 long a third and a fourth will be on the road. It was decided by the club to keep 
 the books in the southern part of the state, as the work could more easily be 
 under home supervision. A person well known to the club in each locality has 
 charge of the distribution, circulation and re-shipment of the books. The first 
 case of books was sent to Fort St. Philip. It remained there for three months, 
 and was then forwarded to Buras, La., and a second case took its place. 
 
 Each case contains fifty books and ten magazines, of as varied a nature as 
 our library will permit. The cases, so far, have contained the following authors 
 and subjects: Novels, including Dickens, Thackeray, and Eliot; History, books 
 from the Chautauqua Course and the Epworth League Course; Travel and 
 Biography, Psychology. 
 
 The Woman's Club was the first club to put the plan into operation. The 
 work has met with appreciation, as is evidenced by letters from the districts to 
 which the books have been sent. It is not specified that the books are for the 
 use of school children, as they are for the use of any one in the locality who 
 desires and can not obtain good standard reading matter. 
 
 The club has a library of about 600 volumes, and the number is to be 
 increased. LiLUE Rich.\edson, Home Institute, New Orleans. 
 
 October i, 190,^. 
 
 Woman's Work in Tennessee. 
 
 The Tennessee Federation of Women's Clubs has advocated, for several 
 years, the adoption of a compulsory school law. The Federation formulated a 
 bill, and had it introduced in the Tennessee legislature of 1903. This bill had 
 the endorsement of the labor unions, the teachers' associations and leading educa- 
 tors throughout the state. The bill did not become a law last winter, but it is 
 expected that some kind of compulsory education law will be enacted by the next 
 legislature of Tennessee. 
 
 The Federation is also engaged in the traveling library work. It now owns 
 and controls sixty-nine traveling libraries, containing about 3,500 volumes. These 
 books have been contributed by the various clubs and by individuals. The 
 libraries are loaned to small towns and rural communities. 
 
 The Federation has a Committee on Free Public Libraries, which gives 
 encouragement in the form.ation of public libraries and reading rooms in the 
 smaller towns which now have no library facilities. 
 
 The Federation is also engaged in the work of securing free scholarships for 
 worthy young women at the various colleges of the state; at present seven schol- 
 arships are at the disposal of the Federation. 
 
 Woman's Public School Work in Tennessee in Detail. 
 
 The Committee on Public Schools, through its chairman, makes the follow- 
 ing report for 1903 : 
 
 We wish that it were possible to report a great deal of work accomplished 
 in this department during the past year. In some of the clubs ladies have been 
 appointed to visit schools and they have done so, thereby lending their influence 
 and assistance to the teachers. Some pictures have been donated, by way of 
 school-room decoration. 
 
 The Ossoli Circle furnished seeds, obtained from the Agricultural Depart- 
 ment at Washington, to many of the children in the schools ; and the boys raised 
 
380 SOUTHERN EDUCATION 
 
 vegetables, and the girls flowers. They wrote letters to the committee, describ- 
 ing tiicir work, and prizes were awarded for the best vegetable beds and for the 
 ])est rtower beds. 
 
 In Johnson City they have not only visited the schools, and children of club 
 members have carried pictures, but the women are using their influence in the 
 effort being made to obtain another building, which is greatly needed. 
 
 The Tuesday Club, of Maryville, seems to be the banner club in public school 
 work this year, and what they have accomplished can be undertaken, at least, by 
 every other club. Therefore we submit their report in full. 
 
 In the Tuesday Club a committee of three was appointed to look after the 
 work of the public school. This committee asked for a meeting with the teachers 
 for general discussion of the needs of the school and to learn how the club might 
 be of^use. The teachers were interested and pleased, and asked for books and 
 visits to the school from club members. They were willing to have the club 
 women undertake anything they proposed. 
 
 A report of this meeting secured a donation of over sixty books from the 
 clubs; some of these, by request of the teachers, being text-books for poor 
 children, supplementary reading on special subjects, books of reference, and 
 those which would be of practical use to the teachers. In addition to the books, 
 charts, clippings and pictures were given. 
 
 Through the Educational Publishing Company, of Atlanta, a definite oppor- 
 tunity was given this committee of securing a small permanent library for the 
 school. The method of obtaining books through this company is given in detail, 
 as it may be of use to other clubs. This company publish a quantity of books, 
 classics, etc., well printed in cheap yet durable form. Their lists give the titles 
 of scores of books which children ought to read. This company send, on appli- 
 cation, any number of slips called the Hawthorne Certificate; these are given the 
 children as a means of securing small sums from their friends. By means of 
 these the children in the Maryville schools secured .enough money to get a library 
 of thirty volumes, which came in a locked box that serves as a book-case. The 
 teachers report that these books were eagerly read by the children, who took, a 
 pride in the library which they helped to obtain. 
 
 As a means of beautifying the school room, plants were placed in the win- 
 dows. The committee from the club visited the school several times, and, on two> 
 occasions, talked to the children. 
 
 Mary Lucas Proudfit, Chairman. 
 
 The Names of the Traveling Libraries in Tennessee Under the Control 
 of the Women's Federation. 
 
 No. I, Ossoli Circle, Knoxville, 6i vols.; No. 2, W. E. & I. U., Knoxville, 
 70 vols. ; No. .3, Kosmos, Chattanooga, 50 vols. ; No. 4, Woman's Club, Chatta- 
 nooga, 50 vols. ; No. 5, Woman's Club, Peabody Normal, 68 vols. ; No. 6, Woman's 
 Club, Peabody Normal, 68 vols. ; No. 7, Ossoli Circle, Knoxville, 46 vols. ; No. 8, 
 Maryville Club, 30 vols. ; No. 9, Germania, Memphis, 50 vols. ; No. 10, Woman's 
 Club, Memphis, 69 vols.; No. 11, Woman's Club, Memphis, 67 vols.; No. 12, 
 Chilhowee Club, Maryville, 70 vols! ; No. 13, Chilhowee Club, Maryville, 70 vols. ; 
 No. 14, Chilhowee Club, Maryville, 60. vols. ; No. 15, Beaumont Library, Ossoli 
 Circle, 80 vols. ; No. 16, Woman's Club, Memphis, 63 vols. ; No. 17, Woman's 
 Club, Memphis. 64 vols. ; No. 18, Vanity Fair Club, Memphis, 58 vols. ; No. 19, 
 Juvenile Library, Ossoli Circle, 50 vols. ; No. 20, Mary Bowen Library, Ossoli 
 Circle, 80 vols. ; No. 21, Ossoli Circle, 50 vols. ; No. 22, Mission Ridge Club, 
 Chattanooga, 50 vols. ; No. 23, Juvenile Library, Mission Ridge Club, 60 vols. ; 
 No. 24, Monday Club, Johnson City, 86 vols. ; No. 25, Twentieth Century Club, 
 Nashville, 50 vols. ; No. 26, Juvenile Library, Woman's Club, Chattanooga, 92 
 vols. ; No. 27, Monday Club, Johnson City, 38 vols. ; No. 28, Mission Ridge Club, 
 100 vols. ; No. 29, University of Tennessee, 55 vols. ; No. 30, University of Ten- 
 nessee, 50 vols. ; No. 31, Reading Circle, Chattanooga, 50 vols. ; No. 32, Brigham 
 Library, 70 vols.; No. 2>2, Longfellow Library, 60 vols.; No. 34, Woman's Club, 
 Chattanooga, 50 vols. ; No. 35, University of Tennessee, 50 vols. ; No. 36, Woman's 
 Club, Chattanooga, 50 vols. ; No. 27, Newcomer Library, 50 vols. ; No. 38, 
 Woman's Club, Chattanooga, 50 vols. ; No. 39, Juvenile Library, Woman's Club, 
 
SOUTHERN EDUCATION 381 
 
 Chattanooga. 50 vols.; No. 40. Concord Library, 70 vols.; No. 41. Biddle Library, 
 Knoxville. 50 vols. ; No. 42, Richards Library, 50 vols. ; No. 43, Oxbridge Library, 
 50 vols. ; No. 44, Kosmos, Chattanooga, 50 vols. ; No. 45, History Library, 50 
 vols.; No. 46, Lend-a-Hand No. i, 50 vols.; No. 47, Woodworth Library, Chatta- 
 nooga, 50 vols.; No. 48, Lend-a-Hand No. 2, 50 vols.; No. 49, Chilhowee Club, 
 Maryville. 60 vols.; No. 50, Kosmos, Chattanooga, 50 vols.; No. 51, Juvenile 
 Library, Woman's Club, Memphis, 50 vols. ; No. 52, Boston Library, 50 vols. ; 
 No. 53 Tuesday Club, Maryville, 60 vols. ; No. 54, Nineteenth Century Club, 50 
 vols. ; No. 55, Biddle Library, Knoxville, SO vols. ; No. 56, Boston Tea Party, 
 D. A. R., 75 vols. ; No. 57, Eleanor Brigham, 75 vols. ; No. 58, Biddle Library, 
 50 vols. ; No. 59, Chelsea Library, 67 vols. ; No. 60, Woman's Club, Harriman, 
 50 vols. ; No. 61 Dora Roberts, 75 vols. ; No. 62, Mary Eleanor Woodward, 
 Ossoli Circle, 50 vols. ; No. 63, Baker-Himel No. i, 65 vols. ; No. 64, Baker-Himel 
 No. 2, 60 vols. ; No. 65, Lend-a-Hand No. 3. 50 vols. ; No. 66, Girls' Friendly 
 Society, Knoxville, 50 vols.; No. 67, Knoxville W. C. T. U., 80 vols.; No. 68, 
 Nineteenth Century Club, Memphis ; No. 69, Leighton, 6y vols. 
 
 SOUTH CAROLINA. 
 
 Mrs. Patterson Explains Briefly the Educational Work of the 
 South Carolina Federation—Other Work. 
 
 The South Carolina Federation of Women's Clubs is much interested in 
 educational progress. Besides several free kindergartens maintained by clubs, the 
 Federation has been so fortunate as to secure from schools and colleges sixty-one 
 scholarships, to be awarded to applicants standing competitive examinations 
 before a local committee in each town. Five of these scholarships are each worth 
 $100, one is worth $50, and all give free tuition. 
 
 The South Carolina Federation of Women's Clubs also lias more than sixty 
 traveling libraries, each consisting of fifty to seventy-five well-selected books. The 
 railroads have generously agreed to transport these libraries free of charge. They 
 are sent to rural communities and to towns and villages having no permanent 
 library. Their educational value can hardly be overestimated. 
 
 At our recent convention a committee was appointed to examine the condi- 
 tions and report on the needs of country schools, while another committee will 
 report a plan for establishing a Boys' Industrial School, where orphans, vagrants, 
 or wayward boys may be trained. 
 
 ^Irs. ]\L\rth.\ Orr Patterson. 
 
 Greenville, S. C, July il, 1903. 
 
 Scholarships. 
 
 We began our educational work when the Federation was first organized. 
 With the exception of the very first year this department has been in the hands 
 of my sister and myself. The work began in 1898, and our sixty-one scholarships 
 have been secured through the personal appeeals of our officers and of individual 
 clubs. Our work is now in close touch with the various colleges and college 
 presidents of the state. 
 
 Up to date we have given five girls the benefit of kindergarten normal train- 
 ing. We now have one young lady at Oread and two at Winthrop. We have five 
 scholarships at Converse College, two at Greenville Female College, one at 
 Chicora College, and one at the Columbia College for Women. We have more 
 applicants for scholarships than we have scholarships to offer. 
 
 Miss Louisa B. Poppenheim. 
 
 Charleston, July 20, 1903. 
 
 Traveling Libraries. 
 
 The South Carolina Federation of Women's Clubs has sixty-four traveling 
 libraries, which circulate in almost every county in the state. The railroads 
 transport these libraries free of charge. The Federation began this work in 1898. 
 
382 SOUTHERN EDUCATION 
 
 Free Kindergartens. 
 
 _ The South Carohna Federation of Women's Clubs, through itself and the 
 social forces which it has put into service, now maintains free kindergartens in 
 the following South Carolina cities: Greenville, Chester, Rock Hill, Columbia, 
 and Charleston. All these cities have one free kindergarten, except Charleston, 
 which now has two. The movement began in 1888. 
 
 THE WOMAN'S ASSOCIATION. 
 An Account of Its Organization in South Carolina. 
 
 In the spring of 1902 President Johnson, of Winthrop College, became much 
 interested in the work of improving the country schools of South Carolina. Be- 
 lieving that the women of the state could do much toward improving existing 
 conditions in rural communities, he called to his assistance the 1902 senior class of 
 Winthrop College. He laid before them his plan of improving the buildings and 
 grounds of the rural schools. The young women decided that, as there was 
 strength m union and in systematizing their efforts along that line, the best thing 
 to do was to organize. 
 
 The members of this class met and discussed ways and means for organiza- 
 tion and work. As nearly all the graduates of Winthrop College teach in the 
 public schools and many of them in country schools, their influence is wide- 
 spread. 
 
 Finally, in one of the class-rooms of Winthrop College thirty-three young 
 women, by signing their names to a document, pledged their support to the im- 
 •provement of the buildings and grounds of rural schools in South Carolina. In 
 order that they might do better and more effective work, officers were elected by 
 these young women. Miss Frances Whitmire, of Greenville, was made president ; 
 Miss Allie Belle Beck, of Anderson, first vice-president; Miss Sallie McCutchen, 
 tef Sumter, second vice-president ; and Miss Madge Fort, of Marion, secretary 
 and treasurer. A constitution was adopted and women all over the state were 
 urged to band themselves together in like manner. Such was the origin and or- 
 ganization of the Association. The work thus begun has spread and the good 
 accomplished can not be estimated. At once, women all over the state wrote for 
 information and literature, and many associations have been formed in the towns 
 and country communities. All are working for the one grand aim, to give the 
 ■children in the country better advaiitages in the way of buildings and grounds, 
 thus brightening their environment and developing in their young hearts a love 
 for the beautiful. 
 
 Winthrop girls have shown their efficiency in all lines of school work. This 
 part of it is important, and the very atmosphere of a school room presided over 
 by one of the members of this association breathes better and higher things. The 
 pictures, the grounds, the flowers, and the general appearance, even under adverse 
 •circumstances, tell of the effective work being done. And who can measure the 
 results ? 
 
 This summer Miss Frances Whitmire, the president, urged upon the meinbers 
 •of the Alumna; Association the importance of extending the work, and asked 
 their co-operation as well as that of all women in South Carolina who wish the 
 schools to inean something in the advancement of the state. Misses Mary Shelor, 
 Leila Russell and Frances Whitmire have been actually going to the schools this 
 past summer urging upon the parents and children the importance of education, 
 the possibilities of a country boy or girl, and in many ways trying to help the 
 teachers and the children secure better advantages, under existing circumstances. 
 In every community visited, the work the mothers can do is emphasized and 
 branch organizations are organized. After an explanation of the object the ladies 
 of each community always seemed anxious to organize and pledge their support. 
 With an enthusiastic teacher and mothers interested in the work there is rio 
 reason why our schools can not in a few years be second to. none in our fair 
 Southland. 
 
 Here is a description of the actual organization of one of these associations 
 in a community which, though interested in schools, thought heretofore that its 
 duty was done when the children were sent to school and the teacher paid her 
 salary. 
 
SOUTHERN EDUCATION 383 
 
 After a talk to the patrons and children, the mothers were asked to remain 
 a few moments to discuss the question of their duty to the school. They were told 
 what they could do. what was actually needed to be done, and then asked to 
 organize, with one object in view — to give to their children more pleasant school 
 surroundings. Officers were elected, committees appointed, time of meetings 
 arranged, and the general scope of the work discussed. 
 
 A chair was needed for the teacher, a .shade for a window, a dipper, a 
 broom, and other things which count for comfort in a school room. Then the 
 possibilities of shrubbery and flowers in the yard were discussed. 
 
 And what a revelation ! A few days later the teacher told of the improve- 
 ments. The next day after the meeting the boys brought tools to clear away 
 the weeds, the girls brought pictures for the walls, flowers for the teacher's desk,^ 
 and best of all, hearts alive to the beautiful, the pure, the good. 
 
 Each of these organizations can adopt a constitution suited to its own needs 
 and conditions. They are all, however, planned along the same general lines. It 
 is hoped that wc can keep in touch with these organizations, send them literature,^ 
 and hehp in many ways. In most of them no dues are imposed, but the men 
 can join only by the payment of one dollar. Such financial aid is needed and 
 can be easily secured in most communities. 
 
 Miss FrancivS Whitmire. 
 
 White Horse, August 21, 1903. 
 
 Oconee County. 
 
 Oconee Rural School Improvement Association is composed of county officers. 
 teachers, ministers, and all who are interested in upbuilding the rural schools of 
 Oconee County. The officers are : Mr. David F. Nicholson, president, Walhalla ; 
 Mr. Henry P. Boggs, secretary, Seneca; Miss Mary R. Shelor, corresponding 
 secretary, Westminster; ]Miss Berty Smith, treasurer, Seneca. 
 
 The Association meets four times a year, at places where invitation is ex- 
 tended. The next meeting will be held at Westminster, October 16. Since 
 November we have had three very fine meetings. Addresses were made by Dr. 
 Henry Louis Smith, of Davidson College; Dr. Pell, of Converse; Hon. O. B. 
 Martin, State vSuperintendent ; General Walker, Professor Morrison of Clemson, 
 and others. 
 
 In Oconee, seven schools have " Old Glory " flags, presented by the Youth's 
 Companion, for efforts made at improvement. Seventeen have pictures given by 
 the same paper. Two rural schools and two town schools have libraries. Eight 
 traveling libraries are now in operation, and four schools are collecting books 
 for libraries. Ten societies have been formed in the schools for the betterment 
 of the buildings and grounds. Among them are Pickens, Robertson, and Brown, 
 societies named for noted men born in Oconee County. 
 
 Bear Swamp school, near Walhalla, has the best improved school house in 
 Oconee. The building is small but neat and new, with blinds, patent desks, charts, 
 globes, maps, flags, historical pictures, encyclopedia, and a fine library of two 
 hundred volumes. 
 
 White Rock school celebrated its semi-centennial two years ago by asking the 
 old pupils to give a book or some money for a library. This school received the 
 first honor prize from the Youth's Companion. The flag was the first " Old 
 Glory " to float over any public building in Oconee. This school owns a house- 
 and lot for the teacher's use, rent free. 
 
 Miss Mary R. Shelor. 
 
 Westminster, August, 1903. 
 
 THE TEXAS FEDERATION. 
 
 An Account of Its Recent and Present Educational Work. 
 
 The Texas Federation now has 4,500 women, with clubs in almost every 
 town in the state. From its organization, six years since, it has been actively 
 interested in school betterment. Kindergartens have been fostered until there 
 was sufficient interest to organize a State Kindergarten Association, in which the 
 
384 SOUTHERN EDUCATION 
 
 local associations of Dallas, Fort Worth, Galveston, Houston, El Paso, Temple 
 and Hillsboro are associated. There are about thirty schools operated, almost 
 all of which are free. In a few of our city schools the kindergarten has been intro- 
 ■duced. Industrial training has been vigorously advocated, and our State Indus- 
 trial School is largely the result of club effort, which the Governor recognized 
 by appointing two club women on the Board of Regents. Through club influence 
 the woman's dormitory, costing $75,000, has been erected at the State University. 
 The Federation has in the past year raised $,3,500 to endow a scholarship at the . 
 State University, which will enable at least one young woman to attend that 
 institution. The Federation has also six gift scholarships in the leading educa- 
 tional institutions of the state. Public sentiment has been awakened by lecturers. 
 Professor Claxton among others. Parents' and teachers' clubs exist in almost 
 every town. These are active in improving school grounds, buildings, and co- 
 operating with teachers in numerous ways. 
 
 The State President has made a tour of the club towns of the state, deliver- 
 ing addresses on educational matters and visiting schools in each town. The 
 work for rural schools is thus far confined to sending out traveling libraf-ies, of 
 which fifty-seven are operated by clubs. A State Library Association has been 
 organized for the purpose of securing a State Library Commission and a .system 
 of traveling libraries in connection with our state rural schools. 
 
 Of this be assured, the Texas club women are full of enthusiasm and energy 
 for the children. Manual training in all public schools and a compulsory educa- 
 tion law are our next work, and will be pushed vigorously. The recent child 
 labor law was largely the result of club effort. We mean to continue until these 
 things are as they should be. 
 
 Mrs. J. C. Terrell, Cliainuai: Library Committee, T. F. W. C. 
 
 September, 1903. 
 
 The Pallas Kindergarten Work. 
 
 Our work in Dallas has some unique features ; for instance, the permanent 
 " rummage sale," which, unlike the Salvation Army's second-hand stores, reaches 
 the needy but self-respecting poor. 
 
 This summer the Association has rented an attractive restaurant, equipped it, 
 and is running it in a most satisfactory way. The raeals are only 25 cents, but 
 the place is bringing in a steady income which is a great help, although not a 
 large sum as yet. A dozen of the ladies are there every day, and they work very 
 hard, but prefer it to constant giving of entertainments and begging funds from 
 the public. 
 
 Mrs. W. B. Sharp, our vice-president in East Dallas, has given $1,000 for 
 the maintenance of the East Dallas Kindergarten this coming year. 
 
 The Commercial Club of Dallas raised $1,000 for a Neighborhood House, 
 which will be complete in a few weeks. It will cost about $5,000. The land was 
 given by Mrs. Clara Chaison. We expect to raise $5,000 this year for our work. 
 The teachers, with one or two exceptions. Avill live here, and we hope the house 
 will be a center of cheer and practical help. 
 
 While our work is more of the philanthropic order than the educational, only 
 workers of culture and high professional standing are employed, and the work is 
 endorsed by all educators who have visited it. 
 
 The first free kindergarten in Dallas was opened on February 8, 1900, with 
 six children in attendance. Gradually the free kindergarten work has grown 
 until now there are three free kindergartens in that city^ one in North Dallas, one 
 in East Dallas, and one in the cotton-mill district of South Dallas. During the 
 year 1901-1902 $2,651.55 was raised to promote this work. During the present 
 year the expenses of the work will probably be over $5,000. The Dallas Free 
 Kindergarten Association, composed of the club women of that city, have steadily 
 increased their efforts in behalf of the kindergarten cause. The educational side 
 of the kindergarten has been kept subordinate to the kindergarten as a social 
 and moral force. 
 
 San Antonio Woman's Club. 
 
 The Woman's Club of San x\ntonio, an unlimited department club, steadily 
 advances in its career of public usefulness. Lender the guidance of Miss Brecken- 
 
SOUTHERN EDUCATION ' 385 
 
 ridge, its founder and perpetual president, and her capable executive board, it has 
 come to be recognized as a great power for good in San Antonio, having the 
 cordial support of the city government and of the better element of citizens. 
 Some of its past acliievements are a system of traveling libraries in the surround- 
 ing rural districts, clean streets, the enforcement of the expectoration law, better 
 water supply for the public schools, a police matron selected from the member- 
 ship, appointed by the mayor, a domestic science kitchen fitted up in the club 
 building at an expense of $300, with a trained instructor, where pay classes in 
 the culinary art were patronized by matrons and maids of the city, also free 
 instruction given those unable to pay. During the last two months of the past 
 school term classes of girls from the higher grades were given instruction in 
 domestic science and practical cooking. Thus the club has demonstrated the prac- 
 ticability of two branches of manual training for girls in the public schools. 
 Added to this, that their work in civics should be intelligent during the past year, 
 the philanthropic department took a course of study in municipal law. 
 
 Plans for the coming season involve fostering and improving all philan- 
 thropies previously undertaken, with added work of considering active measures 
 for the extermination of tuberculosis in the city, and the establishment of a 
 woman's exchange in the club building for the benefit of women bread-winners. 
 So well have the charities of the city been administered through the police 
 matron, under the supervision of the Woman's Club, that the County Com- 
 missioners are considermg putting the administration of the county charities 
 under the club's control if it can be prevailed upon to* assume this greater re- 
 sponsibility. 
 
 While all this is the work of the philanthropic department, the largest and 
 naturally the most active department of the club, it has the material support of 
 the entire club. Thus has the San Antonio Woman's Club demonstrated the 
 superiority of the unlimited department club as an association of women for 
 mutual improvement and social betterment. 
 
 A Farmers' Library. 
 
 The Farmers' Library of Fort Worth was organized on November 12, 1901, 
 imder the management of the Co-Operative Magazine Club, its object being the 
 distribution of literature to residents of Tarrant County, excluding the residents 
 of the city of Fort Worth, to encourage a desire for informaion, and cultivate the 
 habit of mutual improvement. Our aim is especially to reach the young people 
 and open their minds to the vast storehouse of knowledge which earnest effort 
 will always secure. After almost a year of the greatest success, we feel privi- 
 leged to claim the Farmers' Library as a permanent institution for progress and 
 improvement. A room in the court house was secured and fitted up comfort- 
 ably and attractively, so that it might serve as well for a rest room. By indi- 
 vidual effort the plans of the club were laid before the town people and contri- 
 butions of magazines and periodicals solicited. The response was generous and 
 adequate to the demand, and some 15,000 or more magazines and books today are 
 in the homes of our country friends. They come and make their own selections, 
 or the acting librarian often does it for them. We find that to give one family 
 a large number and let them distribute them as called for by their neighbors 
 works well. We send out great numbers through the county teachers, who have 
 taken a great interest in the enterprise. These magazines are not to be returned, 
 but kept in circulation. By this method we feel that there is no reading against 
 time, which would be impossible for farmers and their families. Through the 
 press and in every practical way we notify them the books are here and can be 
 had any day or time ; and that so many have accepted this opportunity gives 
 •evidence of a great eagerness in both old and young for mental food. One has 
 only to go into the country homes to realize how few of them are supplied with 
 any reading matter more than the county paper. One development of the original 
 idea is that many members have taken the names of boys any girls in the county, 
 and each month send them a new magazine by mail. In some cases a corre- 
 spondence has been established which no doubt is both a pleasure and a benefit. 
 It may be plainly seen that the plan as carried out is simply a use for what might 
 •otherwise be a waste in our homes. A benefaction easily bestowed, and gratefully 
 
386 • SOUTHERN BDUC AVION 
 
 received, and it is to be hoped that in time every city in the State of Texas wiU 
 have similar organizations. For this work any energetic and wilHng wfoman has 
 the means at hand, and it is with the hope of awakening such women to their 
 own possibilities for helping others that this resume of the work in Fort Worth 
 has been written. Mrs. R. M. Wynne. 
 
 Fort Worth, Texas. 
 
 Fort Worth Kindergarten Association. 
 
 The Fort Worth Kindergarten Association has been in existence for eight 
 years, beginning with eleven members, now numbering eighty-seven, and has for 
 its ultimate object the establishment of public kindergartens in the public schools, 
 in order that every child may have the valuable experience and training which 
 is his by right. 
 
 To this end the association is supporting two free kindergartens, which take 
 care of more than a hundred children, who would otherwise be left to drift about 
 on the streets, subjected to all kinds of vicious and ignoble influences. Under 
 the happy and safe shelter of the kindergartens these children are growing intO' 
 industrious, thoughtful, helpful little citizens and are being taught in simple, 
 childlike ways what are their right duties and relationships in life. 
 
 In addition to the two free kindergartens, the association furnishes twO' 
 teachers from the senior class of the training school to conduct a kindergarten 
 in the orphans' home. There are also two pay or private kindergartens under 
 the supervision of the association, one of which furnishes some revenue for 
 carrying on the work of the free kindergartens. Realizing that in this large and 
 growing State of Texas there would in all probability be a constantly increasing 
 demand for trained kindergarteners, the Kindergarten Association in the fall of 
 1900 opened a training school for young women in order that there might be a 
 supply equal to the demand. This training school is doing good work, and a 
 more enthusiastic band of students you could hardly find in any other institu- 
 tion. Seven were graduates last j'^ear, and eight will graduate this year, ready, 
 after two years of training, to carry on the noble work in whatever part of the 
 cotmtry they may be appointed. While the Kindergarten Association has not 
 contributed directly to the university scholarship, many of the members are con- 
 nected with other clubs and have contributed through them, but we consider 
 we are doing work in that direction, having already given three scboUrsliips in 
 the kindergarten training school, and this year offering thirty half scholarships 
 to the young women graduating with the highest grade from the high schools of 
 the state. 
 
 The kindergarten training school is now aflfiliated with the Chicago Kinder- 
 garten College, one of the most important training colleges of this country, and 
 students graduating from Fort Worth are admitted to the college for the third 
 year of work. 
 
 The kindergarteners of Dallas and Fort Worth called a meeting of kinder- 
 garteners and primary workers at Fort Worth in March, which resulted in the 
 permanent organization of the Texas Kindergarten Association. 
 
 The Fort Worth Kindergarten Association holds a charter from the state., 
 and this year hopes to establish permanent headquarters for the training school. 
 
 The Women's Wednesday Caib, of Fort Worth, Texas, in 1900 fitted up a 
 model school room in the high school building of that city, to be occupied by the 
 lowest grade in the school. The club sees to it that this room is kept in fine con- 
 dition. The work was begun by having the walls tinted a gray-green color. 
 Blackboards were installed at the expense of the school board. The floors and 
 furniture were thoroughly cleaned, and a fringe of Perry pictures was put around 
 the room just above the blackboards. Soft window shades were hung, and 
 plant window-boxes placed in each window. The florists of the city promised 
 to keep them replenished from time to time. Above the Perry picture fringe 
 were hung more than fifty reproductions of the best in art, prominence being 
 given to American work. The pictures were grouped according to schools. One 
 comer was devoted to the famous in sculpture, and one to pottery. Two or 
 
SOUTHERN EDUCATION 387 
 
 three small casts were placed in the room, and besides the chapel of the high 
 school was decorated with a dozen or more large reproductions of famous 
 pictures. A lecture course was also given and the proceeds devoted to the 
 schools. 
 
 WOMAN'S WORK IN GEORGIA. 
 An Account by Mrs. Granger. — Extracts from an Address by 
 
 Mrs. Brown. 
 
 The educational work of the Georgia Federation might almost be called its 
 whole work, for we are apt to forget that the initial step of club work, the 
 gathering together of women of different religious beliefs and varied home inter- 
 ests to study for their own profit and pleasure, is highly educative. 
 
 In the fifty clubs of the state the work differs. In Atlanta the Free Kinder- 
 garten Association supports seven kindergartens and has convinced the citizens 
 of the value of the work to the neglected children of the city. In Macon a similar 
 association is doing the same work, and its influence is plainly seen in the 
 homes of the children. A club of little girls in Macon meets regularly and uses 
 its dues, and what little sums the members can earn, to provide a Christmas 
 festival for the children of the Kindergarten. 
 
 The club women of Columbus are greatlv interested in the work of teaching 
 the children who are too small to go to the mills, except to carry meals. In order 
 to have regular attendance the sessions are arranged in such a way as not to 
 interfere with the carrying of baskets at the proper time. In this school both 
 kindergart'en and industrial training are given. 
 
 The library work of the Columbus women consists in sending small libraries 
 in rotation through the country schools of Muscogee County. The Students' Club 
 also supports a scholarship at the State Normal School, thus obtaining the ap- 
 pointment of two pupils through the duplicating offer of the General Education 
 Board. 
 
 The Atlanta Woman's Club has several scholarships in the State Normal 
 School, and its members visit the public schools of the city and country. 
 Throughout Fulton County these traveling libraries and art collections go to the 
 country schools, while all the teachers feel that the Atlanta women are always 
 ready to help them. The Atlanta City Federation is composed of twenty-four or 
 five clubs and all are working in some way for the uplifting of those less for- 
 tunate than themselves. 
 
 Throughout the state all of the clubs are working to lead out of the sordid 
 view of life all upon whom they can obtain influence. Many do this through 
 traveling libraries among the schools of the different counties, and several have 
 also provided free libraries in their home towns, while also encouraging the 
 observation of " Arbor Day," December 9, by children of the public schools. 
 
 There is a unique work done for musical education by the Music Committee 
 of our Federation, chiefly through the Twentieth Century Music Club of Atlanta. 
 This consists in obtaining free scholarships for deserving pupils and in lending 
 to them music for their use. Several young women have thus been fitted for 
 self-support. 
 
 The special educational work of the Federation as a whole consists in the 
 support and encouragement of a new department of rural school education. For 
 two school years we have had charge of the industrial department in the school 
 at Danielsville. There the children are taught gardening of the simplest kind, 
 with the connecting lessons of insect life where possible, woodworking, basketry, 
 sewing, and cooking. The Rome Club has charge of a similar school in Floyd 
 County, and has obtained for it the gift of $400 per year for two years from 
 the General Education Board. The amount raised by our women for the 
 Danielsville school was $400 the first year, and $500 last year. The citizens of 
 the county, Madison, are now so convinced of the value of the additional branches 
 that they will raise a still larger amount themselves, and we have only pledged 
 $250 to that school for this year, opening in October, 1903. 
 
 During the last school year the same work has been done in Bartow County 
 by the generosity of the Massachusetts Federation of Women's Clubs, which sent 
 
388 SOUTHERN EDUCATION 
 
 w> monej' for a four months' session last spring and will provide for a term 
 of six months during the coming year. If wo had the means to thus assist in the 
 httttrnunt of every country school in the stnte we should soon have a wonderful 
 iniijrovtment in the condition of our white children from the poorer homes. 
 ScAeral counties have asked for such assistance during the coming year, but as 
 yet we are unable to pledge ourselves for new .schools, although hoping to have 
 at least one more. 
 
 ]\Irs. a. O. r.R.'VKGr'.R, President Georgia Federation. 
 August 8, 190.3. 
 
 From Mrs. Brown's Address. 
 
 Members of the federated clubs in many counties have visited the county 
 schools, to the mutual pleasure and benefit of visitors, teachers and pupils. 
 Prizes have been ofifered for essays and other feats of scholarship. Maps, globes 
 and school flags have been sent to many schools. Flower seeds have been dis- 
 tributed also, and prizes offered for the be.st school garden, and for improve- 
 ments in school grounds. Pictures and magazines have been given on request in 
 great numbers. In Fulton County the Atlanta Woman's Clubwith its rest room 
 is always open to teachers from any part of the state visiting Atlanta, and the 
 club annually entertains the county school teachers at a lunch which brings 
 teachers and club women into pleasant association. 
 
 The federated clubs were the pioneers of the traveling library work in this 
 state, and are sending out every year more libraries, while the idea has been 
 taken up so helpfully by other organizations and individuals, notably by your own 
 association, that the time seems not far away when every county school will have 
 at least the nucleus of a library of its own. For wherever the traveling libraries 
 go the}'- leave the desire, for a permanent collection. 
 
 The work of distribution in all these lines has been much aided by the gen- 
 erosity of various railroad officials, who have given free transportation for 
 libraries and boxes of periodicals, to almost any portion of the state. 
 
 Kindergartens and night schools are the work of many clubs. A number 
 of scholarships are maintained by the State Federation and its individual clubs, 
 not only in the state normal schools, but in various private schools and colleges, 
 and with private teachers of music and art. 
 
 But the best work of the federation, and the best proof of the practical value 
 of its organization, is the model school work, now in its second year, and pro- 
 nounced by leading .educators to be the most helpful and progressive under- 
 taking ever introduced into the educational system of the state. The model 
 schools are connected with the regular public school system, and are therefore 
 under the direction of the county superintendents and commissioners, and have 
 the use of county school buildings. Beside the usual academic course, the work 
 of the model schools includes gardening, cooking, sewing, and other branches 
 of domestic science, with nature study and various lines of manual and industrial 
 training. 
 
 The idea of these schools originated with that brilliant and devoted teacher, 
 known and honored by every one of you, Prof. E. C. Branson, Athens, Ga. 
 
 Professor Branson suggested the plan to the officers of the federation, ex- 
 plaining that his time and strength were already fully employed in the work of 
 the State Normal School, but that he would gladly lend his advice and influence 
 to further the work if they undertook it, a promise which has been nobly fulfilled. 
 The plan was at once taken up by the federation, and its help promised to what- 
 ever county offered the most inducements for the establishment of a model 
 school. . ... 
 
 The superintendent of Madison County, by the assistance of public-spirited 
 citizens, reported the largest sum raised, which was put into the hands of the 
 federation chairman of Model School work. The citizens of Danielsville built a 
 kitchen and workshop in connection with the school house. The federation fur- 
 nished it and filled out the sum necessary for the running expenses of the school 
 A graduate of a federation scholarship at the Oread Institute of Domestic 
 Science, and another scholarship graduate from the manual training department 
 of Columbia University were installed as teachers, and the first model school in 
 Georgia was an accomplished fact. 
 
SOUTHL-RX EDUCATIOX 38<; 
 
 But Flnvd Connty hnd so nearly eciiiallcd the offer of Madison County that 
 the Woman's Federated Club of Rome offered to sustain the federation's share of 
 its expenses. Cither teachers were supplied, and very soon the second model 
 school began its v/ork. 
 
 Bartow County had made a brave effort, but no single federated club was 
 strong enough to undertake its support, all the funds of the State Federation 
 were applied elsewhere, and there seemed no immediate hope for another model 
 school. But just here the organized sympathy that knows no limitations of dis- 
 tance or localitj' proved its usefulness. The State Federation of Massachusetts 
 offered its aid. unsolicited, to far-away Georgia, and sent $400 for the school in 
 Bartow County, pledged itself for the same amount another year, and the third 
 model school in Georgia became a reality. 
 
 To these schools the children of the county crowd for admission, and the 
 work grows as it goes on. Already there is talk of a small dormitory in con- 
 nection with one of the .schools for the use of children too remote for daily 
 attendance. 
 
 Other counties are now waiting to help in the establishment of more schools. 
 The federation has not funds to meet the demand, but the means must certainly 
 come from somewhere. 
 
 [The above is a part of an address by Mrs. E. T. Brown, Georgia State 
 Teachers' Association, June 25, 1903. — Editop.] 
 
 EASTERN NORTH CAROLINA. 
 
 The Work of Miss Leah D. Jones in Several North Carolina 
 
 Counties During the Summer of 1902. 
 
 The following is a condensed account of the work of Miss Leah D. Jones, 
 of Craven County, one of the supervising teachers in the Practice School of the 
 North Carolina State Normal College, in promoting better educational conditions 
 in several North Carolina counties during the summer of 1902 : 
 
 The Beginning. 
 
 " My aim was to reach as many communities as possible and to interest as 
 many individuals as pos.sible in the work of the betterment of the public school 
 houses. 
 
 " My first step was to see the Superintendent of Craven, my own county,, 
 and to write to the superintendents of Jones and Onslow. I found that there 
 was to be no teachers' institute in any of these three counties, and the lack of 
 interest in education made it impossible to get a gathering of people by simply 
 calling a meeting to talk about school houses, so I made up my mind to attend 
 picnics and churcli meef>ings wherever 1 could hear of them and could reach; 
 them, and there talk to the people, gathered for other purposes, on this all- 
 important subject. 
 
 " From the superintendent I got a list and a map of the townships of Craven 
 County, the school committeemen of each township, the county board of educa- 
 tion, and the teachers of the ccunty. I then sent one of our little pamphlets to 
 each of the.se, and wrote a letter to each committeeman, asking him to notify me 
 of any gatherings of any kind to be held in his neighborhood; and also asked if 
 there would be any chance of my getting a meeting of the ladies to discuss the 
 school-house question. I wrote similar letters to the superintendents of Jones 
 and Onslow. I received replies from only six out of the thirty letters to com- 
 mitteemen and superintendents. 
 
 ■■ Then I determined to find out the meetings myself and to hunt up the 
 school houses and go into the very homes of the people and talk to them there. 
 Our superintendent had been in office only a short time and was not able to 
 tell me names. 
 
 " My youngest brother was at home for a vacation, so I pressed him into 
 service as driver, hired a horse and buggy and on Friday, Jime 27, we crossed 
 the river and ' took to the woods,' not knowing a mile of the road. This district 
 had been inaccessible to New Bern until within the last two years, except by 
 small sailboats. 
 
390 SOUTHERN EDUCATION 
 
 " We knew of a Mr. Latham, a very intelligent, well-informed, and public- 
 spirited man, who lived across the river, so we inquired the way to his house and 
 went there for dinner. He and his family were intensely interested in our pro- 
 posed work, and besides some valuable suggestions, and information concerning 
 the conditions and dispositions of the people of that section, he gave us the names 
 of all the school houses in that and the adjoining townships, also the names of 
 some of the most prominent people in each neighborhood. He drew us a rough 
 map of the county and neighborhood roads, with the school houses in their 
 respective places. 
 
 "Immediately after dinner we started for the Sheffield school house, and 
 found it three and a half miles from New Bern. It was an average country school 
 house, twenty by twenty-five feet. It is ceiled overhead, and has six windows, 
 also a rostrum about one-third the size of the room. Immeditely behind the 
 stove, which stood in the center of the room, stood a post, from which the bark 
 had not been peeled, supporting one of the rafters. The furniture consisted of 
 rough benches, all of the same height, with no backs, except a narrow strip five 
 inches wide at the top, the stove, and a four by three foot blackboard that had 
 once been black, but was now sleek and shiny. This house was in the woods, 
 near the road. The road was the only playground. 
 
 " From the school house we went to eight of the homes in the neighbor- 
 hood. I went in and talked to the ladies, told them that I wanted to get every 
 woman in the neighborhood interested in the Sheffield school, and that I wanted 
 to get them together and talk with them about it, and asked if they would not 
 meet me at the school house Saturday a week. I told them that I had pictures 
 to show them and that I needed their help. The first one suggested 2 : 30 o'clock 
 as the hour for the meeting, and each of the others agreed to it and promised 
 to get word of the meeting to as many others as possible. I told them that the 
 women must come, and that the men and the larger girls and boys might come 
 if they desired. After stopping every one I met on the road and talking to 
 them, we reached home at dusk, having finished my first day's work. 
 
 At Maysville. 
 
 " On July I I went by rail to a school commencement at. Maysville, Jones 
 County. There was an address in the morning, but no chance for me to talk 
 to the people, or even meet them. It was very warm and all hurried home, as 
 most of them lived several miles in the country. In the afternoon I went up to 
 the church, where they were preparing for the entertainment to come off that 
 night, al^d there I met a number of the students, girls and boys about grown. 
 
 " At night the people came from all the surrounding districts and from 
 several of the adjoining counties. The little church was full, even to the aisles, 
 and people were standing around the windows on the outside. About three hun- 
 dred people were there. * 
 
 " The children did well, but the entertainment lasted until twelve. At the 
 close, I told those tired people about our Association, said a few words about 
 the necessity of the work and asked the ladies to meet me at the school house 
 the next morning at ten. Five ladies, three school committee men, and half a 
 dozen young men. students of the school, met me. The school room was located 
 in a dwelling house. It is sixteen by twenty-four feet, is newly ceiled, and has 
 ■seven windows. The stove was a borrowed one, the desks rough home-made, 
 and all the same size, and the one sleek blackboard was only one yard square. 
 Those present seemed interested and promised to work for the school. ' The 
 committeemen said that they would see that better seats and a good long black- 
 board were in place before the fall. 
 
 " There was no playground, and so I went with a committee of the students 
 to see the agent of the Maysville Land Company, and a large adjoining lot, owned 
 by the company, was loaned for the purpose. The young men said that they 
 would put it in good shape and plant some trees. 
 
 " After the meeting I went to the homes of those who had not come out. 
 Maysville is a small village. The people are good and of average intelligence, 
 and there were forty children of school age, but I was told that it was the first 
 time they had had a good .school to run three months in the history of the village, 
 
SOUTHERN EDUCATION 391 
 
 which is not very ancient. They had engaged the same teacher to return for a 
 fall term. 
 
 " The two great mountains in my way were utter indifference and lack of 
 unity. The little petty jealousies, one wanting the school house in one place and 
 another in another; one wanting one teacher, and some one else his daughter, or 
 his cousin, or his aunt, made unity of effort almost impossible. 
 
 " The struggle usually ended by all who were not pleased keeping their 
 children at home. Such were conditions that I found in most communities. So 
 I usually had to convince the people of the positive necessity of education, and 
 the responsibility, not only of the parents, but of all citizens, before I reached 
 the point where the house came in. Rut I only visited two places where I did 
 not leave an Association for the Betterment of the School House and promises 
 to talk up the school and the teacher. 
 
 At Havelock. 
 
 "July 3rd I went to Havelock, twelve miles from New Bern, on the A. & 
 N. C. railroad. I reached there at half past ten in the morning. Marie Buys, a 
 Normal graduate, met me, and together we went from house to house, visiting 
 every home in the district except one, which was three miles away. 
 
 " The school house was about like that at Sheffield, unfurnished, save with 
 rude benches. Tt was situated in a pretty bit of woods, back some distance from 
 the road, and if the underbrush had been cut away and walks made would have 
 furnished very attractive grounds. We planned the walks while T was there. 
 On my first visit we interested a young girl who went with us to that school 
 house and to the homes in the district. There were only about eighteen children 
 in the district. One of the committeemen of the .school said there was no use 
 talking education or beautifying school houses to those people; that thej^ were 
 blockheads and that the committeemen should fi.x things to suit themselves. 
 
 " Miss Buys' father invited the Havelock Sunday school to have its picnic 
 in his yard. He had also invited people from other villages and neighborhoods, 
 so that I had a chance to talk to forty or fifty people from Croatan, Havelock, 
 Harlowe, North Harlowe, Adams' Creek and Hancocks' Creek. After dinner 
 was over the yard was strewn with paper, box tops, etc. I gave an object lesson 
 by suggesting that we should not leave our friend's yard in such a condition, and 
 the litter was soon collected and burned. 
 
 '■ One gentleman from Croatan went home from this meeting and stirred up 
 the neighborhood by cleaning up the school yard, the church yard and the grave 
 yard. Miss Mamie Hill, of Havelock, the young woman who went around with 
 us there, got the people together and cleaned up the Havelock school grounds, 
 scoured the floors and washed the windows of the school house, and planned for 
 a basket party to raise money to whitewash the house. The whitewashing was 
 postponed on account of the breaking out of smallpo.x in the village. A second 
 attempt was made, but another case of smallpox prevented it, and I have heard 
 nothing from there since. 
 
 Sheffield School House. 
 
 " Saturday morning, July 5, I left Havelock. It was the day appointed for 
 the meeting at the Sheffield school house. It was so warm that I was ashamed 
 to ask any one to drive me over to the school house in the middle of the day, 
 but I had made the appointment and I felt that I must go, so I asked my brother 
 to let me have his office boy, a colored boy who had been a servant in our family 
 since he was a child. We started at half past one. The road all the way was 
 about four inches deep in sand. I really did not suffer myself, as I was so busy 
 thinking of the horse and wondering whether anybody would be out to meet me. 
 But when I finally reached the school house the sight of men, women and children 
 fully repaid me for having come in a walk every step of the way. There were 
 twenty people there, with some children, and some of the children brought mes- 
 sages from their mothers which showed interest. They brought benches out, and 
 we talked and argued very informally about the school, its conditions, its troubles, 
 and the causes of them all. In this district there were sixty children of school 
 age and only tivetity were enrolled last term. Some were in favor of compul- 
 sory education, and some thought that the fault lay in the teacher. 
 
3")2 SOUTHERN EDUCATION 
 
 "We discussed the best plan to adopt to gei compulsory education, and 
 finally decided that we would first have to get most of the people to want it; 
 we discussed the best way to get better teachers and to get the best work out of 
 a t.eacher, whether she be good or poor, and decided that the people must stand 
 by the teacher, and help her and encourage her; we discussed the best way to 
 enable the children to get the greatest benefit from the school, and decided that 
 we must ha\e them attend regularly and that we must make them comfortable 
 at school. 
 
 " Then we looked at the house and the grounds, to see what we could do just 
 with our hands. The men, or several of them, said that they would ceil the sides 
 of the house if they could get the .lumber, and that they would saw off some of 
 the seats for the little ones, so that their feet would not swing all day. Other men 
 and the large boys said that they would cut out the underbrush and fix a walk 
 so that the grounds would be better; and the women said that they would see 
 that the floor and windows were cleaned and that they would put a basin and 
 a towel in place; they said they would make a little flower bed just the width 
 of the steps on each side, get woodbine and blue-bell vine from the woods and 
 plant at the corners of the house. They said they would plant ferns where the 
 droppings of the eaves would keep them damp. One man said he would give 
 a dollar for any needed expense. It came unsolicited, and I added one to it. 
 
 " We then organized an association ; we called it the Woman's Association, 
 but the men all joined. They had no idea how to conduct a meeting, but I acted 
 as secretary and chairman too. until the president was elected. Then I read the 
 minutes of the meeting and the enrollment of the members and left them with 
 their minute book started. I usually took with me a blank book for that purpose. 
 Since that meeting the house has been ceiled and the outside whitewashed, and 
 the seats have been made more comfortable. 
 
 Oriental School House. 
 
 " Wednesday night, the fifteenth of July, I went by boat to Oriental, in Pam- 
 lico County. Thursday morning I started out and went from house to house. 
 That night about fifty ladies and a few men came out to the Methodist church 
 for a meeting. We formed a good strong association. Oriental is a thriving 
 little village, with about ninety children of school age. The homes are attractive, 
 and there are four very pretty little churches. About five years ago a stock 
 company was formed to build an academy. The shareholders soon lost interest 
 and wanted their money back, so it was sold to one man. He continued the w^ork 
 on it for awhile, and then stopped, and it has been at a standstill for three years. 
 
 "For the past two years the school has been taught by two teachers in un- 
 comfortable rooms over a store. When the public school is over, most of the 
 people pay tuition and thus retain the teachers for four months longer. I tried 
 to impress them, not only with the necessity of their having a good school in 
 Orienal but with their responsibility to the children of the surrounding country. 
 
 Smallpox Interferes. 
 
 " On the Saturday before going to Oriental, Mr. Brinson. the county super- 
 intendent, had asked me to meet the county board and the committeemen of 
 number 2 township, who were to hold a meeting in his office on that day. I told 
 them of the work I had undertaken, a little more fully than I had been able to 
 write them, and found them ready to assist m.e in every way possible. They said 
 that they would inform me of any gatherings to be held, and would try to interest 
 the people. They said that the work was sadly needed, and told me of some 
 districts in which the conditions were even worse than those I have mentioned. 
 In one district the goats had had possession of the school house all the summer. 
 In one, the people were so divided as to where to locate the school house that they 
 would not have any. They insisted upon my going to those two districts and said 
 they would meet me at the station and take me where I could be entertained com- 
 fortably. Mr. Brinson said that he would go with me. They insisted that we 
 go in time to be in the neighborhood the Sunday before, when they had preaching. 
 We agreed, and appointments were made for meetings at three places. The 
 meetings were advertised thoroughly and I suppose M'e should have met most 
 
SOUTHERN EDUCATION 3<'.-^ 
 
 of the people, but the smallpox broke out in the neighborhood and prevented 
 our going. Tliose people are aroused, however, and Mr. Brin.son will go down 
 this fall, and I hope for some good to come even from the attempt. 
 
 Beech Grove and Lima. 
 
 " .A.t that same meeting of the board, Mr. Lane, another member and a very 
 efficient one. insisted that I should try to meet the people of Beech Grove and 
 Lima. He knew of no gathering but a quarterly meeting on the l8th and iQth, 
 and he feared we would not get the people together even though he saw the 
 people and sent messages, which he was willing to do. The quarterly meeting 
 meant preaching on Saturday morning, Saturday night, and Sunday. The school 
 house is just beside the church, so I asked Mr. Lane to announce at the close of 
 morning service that I would like to talk to the ladies at the school house a short 
 lime that night. He asked them to come a half hour before church time. Mr. 
 Lane lived near the church, and as it was six miles from my home I was to go 
 to his house for an early supper and return home after services. 
 
 ■' Saturday supper found both my brother and myself at Mr. Lane's. Dr. 
 Swindell, the presiding elder, was there, and I found that, fearing the people 
 would not come in tiine and I would not get a good meeting, those two had 
 decided to let me talk to the whole congregation in the church at the beginning 
 of the services. This embarrassed me, but the minister assured me that it was 
 hrs suggestion ; that my work was important, that he wanted as many as possible 
 to hear about it, that he wanted to hear about it himself, and that he would ' divide 
 time ' with me. 
 
 " It was somewhat of an ordeal for me. for T had not made any set speech 
 before; 1 had just talked to the people, oftenest sitting down among them, some- 
 times standing in their midst and letting them talk back. And this was a different 
 audience and Dr. Swindell thrown in. But I began and told them about our 
 ' Woman's Association,' and I kept on. I told them of the Southern Education 
 Board, of the increased interest in education all over the country, and of the 
 stand our state was taking for it. I spoke of the condition of the school house 
 and grounds and of the effect they had upon the children in their work. I kept 
 on until I had shown my pictures, organized an association, written and read the 
 minutes of the meeting, which took nearly all of the preacher's time. But he 
 then talked to them awhile on the .same subject, emphasizing and bringing out 
 beautifully the points I had tried to make. 
 
 " The school house is situated in a beautiful grove. It is nicely ceiled, and 
 the seats, though home-made and all ihe same size, looked more comfortable 
 than any I had yet seen. There is a chart and a very small blackboard. A pay 
 school is carried on after the public school closes. 
 
 " Alonday morning, the 20th, I went to Lima, took dinner at the home of one 
 of the committeemen, an intelligent, well-to-do farmer, who has had fair advan- 
 tages and who intends to give the same to his children. Lima is a small district, 
 and has only eighteen children. The school house was new and neat, but there 
 was no playground and the house was neither painted nor oramented in any 
 waJ^ It was the property of three men, — the committeeman spoken of, and two 
 others. They supplement the school money and get a good teacher, one who can 
 teach music being required, and keep the school open for nine months, but it is 
 only their children who go more than four months. I formed no association 
 there. 
 
 Roanoke Island. 
 
 " On July 2.3rd I went to Roanoke Island to the celebration of the North 
 Carolina Historical Society. I knew that at that time I would be able to reach 
 more people on the island than at any other time, and I felt that others hearing 
 of the work might become interested and do sotne work in other parts of the 
 state. I went so as to be there all of Wednesday before the celebration exercises, 
 which came off Thursday. Wednesday morning I met the Methodist minister. 
 The celebration was held at Manteo, the chief town of the island. He took me 
 to the hall, which the ladies were busy decorating and preparing for the next 
 day. I met a number of them and found that they were quite ready to talk school 
 in "the midst of their work. The people of the island are very intelligent, and I 
 
394 SOUTHERN EDUCATION 
 
 found most of the women intensely interested in the school question. They keep 
 a good school by subscription, employing three teachers. There are 120 children 
 in the town, but only go are able to go during the pay term. They have a large 
 school room, but the most miserable desks, the dirtiest walls, and a big blank 
 block gone to weeds and not a shade tree in sight for a playground. The house 
 belongs to the Odd Fellows. The women want the town to build a good house, 
 but they say that the men are the trouble. 
 
 " We tried to get a time when I could meet the women ; everybody was busy 
 and something appointed for every hour of the time, beginning with church that 
 night. A minister from Elizabeth was to preach, and they said that everybody 
 would be there, so we decided to ask the ladies to remain a short time after 
 church. When the minister made the announcement he said that ' the ladies must 
 stay, and the men may stay if thej^ like.' Not a soul left, so I made my second 
 speech to a church full of people. My aim was to make everybody see that every- 
 body must work together, and must work and think and talk for the school, and 
 must make the school not only inhabitable, but attractive. I tried to meet as 
 tactfully as I could the conditions as T had learned them that day. The women 
 were pleased; they told me that I had 'hit the men right and left,' and a number 
 of men came up and spoke very kindly, endorsing all that I had said. We formed 
 an association. The next morning, just after breakfast, two of the ladies came 
 to the hotel and said that the ladies wanted me to come up to the hall and talk 
 to them before the speaking began. T went with them and found a large crowd 
 gathered, for speaking was to begin at ten and people were coming early to secure 
 seats. The thing that struck me most about these ladies was their missionary 
 spirit. They wanted the women of Sky Co and Wanchese and North End to 
 become interested and to work for their schools. 
 
 " They watched the people come in and get seated, and wherever they could 
 find four or five, or five or six ladies together and it was possible to get a seat 
 among them for me, they would come and say : ' Now, we want you to talk to 
 these ladies over here,' and they would have the subject introduced before I got 
 there. So by quietly moving my seat here and there I talked to a number of 
 people while the crowd was gathering, and arrangements were made for meetings 
 next day at Wanchese and Sky Co, the other two settlements on the island. 
 
 Wanchese and Sky Co. 
 
 " Wanchese is a settlement spread over the south end of the island. You 
 could hardly call it a town. The homes are away off in the woods, but I suppose 
 that none of the homes are more than half a mile apart. They have a good 
 school there taught by a man and his wife. The house consists of two large 
 rooms, upper and lower, and two one-story rooms, built as wings on each side 
 of the main building and opening into the large hall on the lower floors. This 
 hall has a stage across the rear end and the two wings are also used for the 
 school. The upper hall is the Masonic meeting place. These walls were all 
 prettily ceiled and painted ; mottoes were on the walls, and the rooms had manu- 
 facturd desks, the only ones I saw during the summer. We organized a good 
 association. I could not get a meeting at North End. The school house seemed 
 to be new, but is very small. 
 
 " There is no .school house at Sky Co and only fifteen children. It is a very 
 small new settlement, but oven there the people are divided. I could not get 
 them to organize, but they promised to build a house and to organize later on. 
 There are very few negroes on the island, but the few I saw are well behaved 
 and well thought of. 
 
 Jacksonville. 
 
 "July 28th we went to Jacksonville, Onslow County. Jacksonville is the 
 county seat and could support a good school. They have a large house, 25 by 40 
 feet, and a large lot. but both were sadly out of repair; miserable furniture, no 
 blackboard worthy the name. The house had been open all the summer; not a 
 tree on the grounds. There had been no school in the place half the time. It 
 was the story of disagreement. A number sent their children away to neighbor- 
 hoods where there are well-established schools. I had written the county super- 
 
SOUTHERN EDUCATION 395 
 
 intendent of my coming, and asked him to apppoint a meeting of the ladies. He 
 came to see me as soon as I arrived and told me that he had planned a meeting 
 in the church that night. In the afternoon I drove out to Cedar Lane, four miles 
 off, but did not get any of the people together on account of a heavy thunder 
 storm. That night a good crowd met me at the church. We organized an 
 association of twenty-five members. The ladies seemed interested and began at 
 once to plan improvements on the school house and grounds. A month fater a 
 gentleman told me he was in the village and attended an enthusiastic meeting of 
 the association. 
 
 Sugar Maple. 
 
 " On July 20 I went out in the country six miles from Jacksonville and visited 
 the Sugar Maple school, which was then in progress. Mr. Cooper, the county 
 superintendent, met me there. The house, which is weatherboarded and shingled, 
 is set down in the woods by the side of the road. An acre of ground belongs to 
 it, but no use was made of it, as the underbrush was thick. Inside the house was 
 not only unattractive but dismal-looking. The walls were as black and weather- 
 beaten as the outside and the rafters festooned with cobwebs. There were" 
 twenty children at school the day I was there, and a sleepy-looking young man 
 in his shirt-sleeves was teaching, or rather he was hearing a lesson. The seats 
 were of the rudest kind, and some of the little ones could hardly get their chins 
 above the desks. Only five or six out of the twenty had ever been to Jackson- 
 ville. Five or six were about grown, and three of the young men were very 
 intelligent. I talked with them awhile in an easy way and tried to draw them 
 out, but when I asked if they had ever seen or heard of a special thing or person 
 most of them would look at me blankly, while one bright-faced little fellow would 
 call out, ' I hain't ! ' I held up the portraits of Washington and Lee, and only 
 three knew them or knew anything about them when told who they were. I 
 talked with them a good while, formed an association among the pupils, and left 
 a picture with them. 
 
 5rier Neck. 
 
 " That afternoon I went to the Brier Neck school house, nine miles in an- 
 other direction, spent the night at the home of one of the committeemen. The 
 school house is comparaively new looking, but they are going to build a larger 
 and a better one on the public road. But it will not be in the center of the dis- 
 trict. I gave some suggestions as to the building of the new one. That com- 
 mitteeman is very much interested in the school. I did not meet the people that 
 afternoon. I was on my way to the Alum Spring picnic, where I knew I would 
 meet people from all over the country and several of the adjoining counties. I 
 went to the picnic next day and, as I expected, found quite a crowd. It is a good 
 section of the country. The people are intelligent, but most of those who are 
 interested in their children send them away to some small school instead of 
 building up one in their midst. ■ I spent the morning going around meeting and 
 talking to the people. After dinner I asked some of the ladies to go up into the 
 pavilion with me. A good crowd started. People will follow a crowd, so the 
 pavilion was soon filled with women. I stood in the midst of them and began 
 telling them what the women of the state had undertaken to do. Then the men 
 began to gather around the outside, a few at a time, and more came, and more, 
 till I think about every one on the grounds was listening to me, and I had to 
 talk as loud as I could. At first I had the ice shaver and the pink lemonade 
 shaker to talk against, but some one soon silenced those, and everything was as 
 quiet as if we had all been in a house. I talked a long time, and after I had 
 finished I formed associations for Catherine Lake, Brier Neck, Lake View, Gum 
 Branch, Richlands, and won the promise of individuals to organize and work up 
 associations at Hubert, Sparkman and Half Moon. 
 
 Kit Swamp. 
 
 " The committeemen had sent word around that Mr. Brinson and I would 
 be at the Kit Swamp school house at half past ten on the morning of the first 
 day of August, and at Forrest in the afternoon of August the thirteenth. At the 
 former place, which is in Craven County eleven miles from New Bern, we found 
 only six people. It was in tobacco time, and the women help prepare it for 
 market. 
 
396 SOUTHERN EDUCATION 
 
 " We talked to them very informally for more than an hour and found out 
 the condition of the community and the troubles. And those present seemed very 
 much interested. Two of the number were a committeeman and his wife, and 
 one an earnest young man who expected to teach at Truitt's next term. Those 
 there decided to organize, and we did so and I left them with a book and the 
 minutes of the first meeting. I had filled the seat and foot of my buggy with 
 old magazines : Munsey, Cosmopolitan, McClure's, Youth's Companion, St. 
 Nicholas, Ladies' Home Journal, and some teachers' journals. I left some of 
 these in the hands of the president and told her to have a little shelf built for 
 them and let the teacher use them as a little library, giving them out Friday 
 afternoons to be taken home. Even if the children could not read them and 
 understand them they would enjoy the pictures, and some of the parents might 
 enjoy them, and the teachers' journals would be helpful to the teacher. I gave 
 a number to the young teacher, who said that he was going to organize an asso- 
 ciation at Truitts. 
 
 Zorah. 
 
 '■ One of the committeemen wrote me that there was to be a big picnic and 
 baseball game at Zorah on the sixteenth. The ball game was to be between the 
 Zorah neighborhood and Reelsboro, Pamlico County. There were about three 
 hundred people present from the surrounding country, counting men, women and 
 children. And, as usual about election times and before, we met several of the 
 candidates for nomination for the various county offices. The school house does 
 not look any better than the one at Kit Swamp, but the people seemed intelligent 
 and well-to-do. They had built a kind of arbor, or pavilion, covered with 
 branches, for dancing, and around this the people gathered while Mr. Brinson 
 talked to them of the importance and necessity of education for every one, and 
 I told them of the helpfulness of a comfortable and attractive school house and 
 pictures, and how they might improve and beautify the school house by a little 
 effort. We then organized associations for Zorah, Reelsboro and Olympia. 
 
 Results and Suggestions. 
 
 '■ I can not give much in the way of direct results of my work. Mr. Brinson, 
 the county superintendent of Craven, is very much interested. He is a man of 
 ability and judgment and will work for the interest of the schools and will not 
 be biased or led by any political or other influence in his official acts. He and 
 Mr. Nun, one of the leadmg young lawyers, and Professor Harding, superintend- 
 ent of the New Bern schools, have agreed to respond to invitations from the 
 neighboring schools to address them on stated occasions. 
 
 " I have sent a framed picture to four schools. Three houses have been ceiled 
 inside and whitewashed outside. One of the committeemen told me that after 
 church in his township the men, instead of talking politics as usual, were now 
 talking schools. A man told my father that his son, who had been hard to get 
 to school, had made up his mind to go every day, and had already boxed some 
 flowers for the school house. A few stray facts like these are all the direct 
 results that I know, but I believe the people of the country can be reached and 
 can be aroused. They need encouragement. They need teaching. The work 
 needs to be followed up. They need teachers most of all ; good, strong teachers. 
 The salaries paid the teachers are too small. The people are opposed to taxes. 
 The majority of them have little to tax or to pay taxes with. If some good 
 strong teacher could go into the country districts while the schools are in 
 progress, spend a day or two in each school, go back and forth with the teacher, 
 talk with and encourage her and direct her, and then meet the parents and get 
 down to them as a friend, wonders could be worked. It would be as trying, in 
 many instances, as work in foreign fields, but it could be done. Or, if every 
 county could have an enthusiastic working school man for superintendent and 
 let him have that for his only business, the rural school problem could soon be 
 solved. 
 
 " But as we can get neither of these in many counties, my idea has been to 
 try to form strong associations in the towns that will divide up and take especial 
 interest in the schools nearest to the towns. For instance, if there are six country 
 schools within a radius of eight miles around Greensboro and we could get 
 thirty women jn our association, let it divide into groups of six, and each group 
 become interested in a particular school, visit it, etc." 
 
SOUTHERN EDUCATION 397 
 
 REPORTS OF WOMAN'S WORK. 
 
 What is Being Done in Several North Carolina Counties by the 
 Woman's Association. 
 
 Sampson County. 
 
 " \\ c havL' lal:)oi"ed under difiiculties, some of which we have overcome so 
 much as to sec improvements in the way our buildings have been kept. 
 
 '■ As an. association we are weak. The most we have accompHshed has been 
 through our monthly teachers' meetings. We have called the attention of the 
 teachers from time to time to the importance of cleanliness and beauty in the 
 .school, of the help it is in maintaining order. An orderly school in a disorderly 
 school room is certainly impossible, to say the least, if such a condition ever 
 existed, which I very much doubt. We have also emphasized the fact that beauty 
 and cleanliness have an influence on the mind of the child. 
 
 " We have had some women among us who were deeply interested in the 
 betterment of the public school buildings before wc had ever thought of organ- 
 izing into a society for that purpose. When Miss Annie Beaman, who was a 
 former student of the Greensboro Normal, suggested organizing, we were like 
 Mrs. Uollowell .said the Goldsboro ladies were in regard to public nuisances : 
 they vvere glad to get behind the .screen of a society to tell some of the teachers 
 of their badh' kept school rooms. 
 
 "There is so much that a teacher can cause to be done for the betterment of 
 school houses, without money, or at least without help from the school fund. 
 The means with which to accomplish this can be found in every school district. 
 In many places these means are wasting for the need of some one with energy 
 and self-reliance enough 1o create an interest in the community sufficient to have 
 them used. This creative pov,^er is most cases will have to rest with the teacher. 
 The children are the medium through which they can work. Interest the children 
 so much that they will interest the parents, and we have taken the first step. 
 
 How a School House Was Built. 
 
 " If you will pardon an allusion to my own work, I will be glad to tell you 
 how we enlarged our building. There may be many others in the county who 
 have done the same or its equivalent, but I have been at work and therefore 
 have not had the time to learn what others have done. 
 
 "Our house was 'a neat little room, twenty feet wide and forty long, which 
 was entirely too small for the seventy-five children who were enrolled. The 
 children wanted an entertainment for Christmas. Our house was entirely too 
 small. We promised the entertainment on condition that we should have a room 
 .built to the school house. The committeemen gave us permission to build the 
 room, but told us not to ask the board for money, and we did not. We asked 
 the land owner.^ for trees and I hey said we could have them. We asked all who 
 had teams to help haul logs and they said they would. There were two saw mills 
 in the neighborhood and they promised to saw the logs for nothing. A man who 
 had burned a brick kiln said he would give the brick. We found three men who 
 would give us the shingles. We asked every man in the community to help work. 
 They all willingly promised to do so. 
 
 " After we had all the material and work promised we came to a standstill 
 for the want of some one to go ahead. We did not wait long, for the school boys 
 took axes and teams and went to the woods, and the men followed. We used 
 the horses that .some of the pupils drove to school to do much of the hauling. 
 We had three there every day. After we got the material together we appointed 
 a day and asked those who had promised to work to come. They came, and in 
 ten days after the first log was cut we occupied the room. This room was built 
 as an ell to the house, 24 feet long and 14 wide. And we built it without a 
 dollar. 
 
 " We took up a little collection at our entertainment to get money for the 
 nails and the lime and other expenses. We were unable to complete the inside 
 work at that time on account of the lumber being green, but we have the material 
 on hand, and with such boys to go ahead and men to back them we are certain 
 
39S SOUTHERN RLW CATION 
 
 that we shall complete it in time for our summer school. Our people were so 
 well pleased with tl;e work they had done that they have promised lumber for a 
 hall of any size we think best. 
 
 " Before closing this paper, I desire to sgy a few words in regard to the 
 work of this society. It is touching to me to find so great a number of prominent 
 city women taking so great an interest in the country schools. I am a country 
 woman, and a cotuitry teacher. I know the conditions of country schools and 
 country life. I believe 1 can now speak to you a heartfelt gratitude from the 
 country people when they know of your labors for the betterment of the public 
 schools and the country children." 
 
 The above paper was read at the Greensboro, North Carolina, meeting of 
 the Women's Association for the Promotion of Better School Houses in North 
 Carolina. The teacher who read the paper and did the work it sets forth was 
 Miss Anne J. Barbrey, of Clinton, Sampson County, North Carolina. 
 
 Forsyth County. 
 
 " When the officers of the Association began work they found that Forsyth 
 County had seventy schools and eight thousand scholars; of that number only 
 four thousand attended school and only three thousand attended regularly. 
 
 " Six schools, one of them colored, had libraries ; one had pictures on the 
 walls, three had maps, one had introduced manual training and was struggling- 
 almost hopelessly to raise funds to continue the work. All of the school houses, 
 except four, were good, and most of them were new. In one month the lady 
 workers drove 225 miles, visited thirty-four schools, and talked with parents, 
 teachers, committeemen and children, trying to impress upon all the necessity for 
 libraries, clean school houses with pictures' on the walls and neat grounds. They 
 recommended that windows be washed and stoves polished ; that door mats and 
 wood boxes be provided, and that papers and lunch boxes be burned 'instead of 
 being thrown out of doors. 
 
 " Of the thirty-four schools visited thirty-two have promised to improve 
 houses and grounds and thus try to win the set of Youth's Companion piclures 
 promised by that paper to each school so doing. Twenty of the thirty-four 
 schools promised to work for libraries, eight having already raised the necessary 
 amount, while others are giving school entertainments, lawn parties, etc., to- 
 collect funds. Mr. Robert C. Ogden has presented a library to the school named 
 for him, and a set of Perry pictures to each of the seventy schools. In addi- 
 tion, he has sent fifty pictures to be distributed among the teachers raising funds 
 for a library. Mr. Henry Fries has given ten dollars to the library fund. Ten 
 small libraries have been given the Association for distribution among the neediest 
 schools. Miss Clayton Candler and the members of the Round Dozen Club have 
 donated a circulating library. 
 
 '' In July the president of the Forsyth County Association will go to one of 
 the nearby mountain counties to organize an association there. 
 
 " The plan of the work is as simple as it is systematic. The county is divided 
 into townships ; each school in the township is visited, and its needs and possi- 
 bilities discussed with teachers, parents and committeemen. A complete record 
 is made of the number of scholars, average attendance, and condition of house 
 and grounds. When extra work has been done by teachers and scholars to 
 improve existing conditions, special note is made of it. A full report is then 
 published in the local papers, copies being sent to all interested. This has been 
 of great advantage, as teachers take great pride in good reports, and, in addition, 
 the public is kept in touch with the schools and with the work of the association. 
 
 " Since this preliminary work was done, the schools visited have sent in 
 their reports, and from the number the following one is chosen. The school is 
 the West Salem graded school ; Mr. Mendenhall is principal and Misses Lizzie 
 [Mclver and Mamie Roberts assistants. Other reports equally good were sent in. 
 
 How the West Salem School Raised a Library Fund. 
 
 " For a long time the West Salem school felt the need of a library, but did 
 not know how to get one. At the county fair in the fall of 1901 a prize of $10 
 was offered to the school making the best exhibit of school work. The West 
 Salem school thought this would be a good chance to start a library fund, so it 
 
SOUTHERN EDUCATION 399 
 
 set to work to prepare an exhibit. It won the prize but its ardor cooled and it 
 quietly laid the money away. In the winter of 1902-03 officers of the Women's 
 Association for the Betterment of Public Schools visited this school and talked 
 to teachers and scholars about the library and about decorating the walls with 
 picures, etc. Everybody felt like the man who had buried his talent in the 
 ground. While they had a nice building, the walls were bare. The pictures given 
 by the association showed how much better and more attractive the rooms could 
 be made. Every teacher and child felt new interest, and pictures, large and 
 small, poured in from all sides. In a little while the walls were covered with 
 bright pictures, some were framed but the others helped and were made more 
 attractive by pasting gilt bands around the edges. The next question was how 
 more money could be raised for the library. 
 
 " The association ladies had said the state and county would each give $10, 
 if the school would raise $10. There were nearly 200 children in the school and 
 five teachers. Most of the patrons were people of limited means, many worked 
 in the factories and mills, and had all they could do to support their families. 
 The committeemen and many of the parents thought a library unnecessary, as all 
 the Sunday schools had libraries. The school felt it must overcome these diffi- 
 culties, so the children, saved their pennies, many of them worked at home and 
 earned a little. Some of the smaller children carried in wood and washed 
 dishes. As soon as they earned a penny they brought it. until they had about 
 $15. This was added to the prize money, and about 130 books were purchased. 
 At the end of school an entertainment was given and an admission fee of ten 
 cents charged. About $25 was thus cleared. So. instead of the $10 they had 
 started out to raise, they raised nearly $50. 
 
 " The school hopes soon to receive the money from the state and county so 
 as to buy a nice book case and more books. The teachers have arranged to have 
 a ' Library Day ' every two weeks during vacation, and each time children eager 
 to read have come for books. They hope soon to furnish a small unused room 
 for a library." Lizzie McIvER. . . 
 
 Miss Mclver's self-sacrificing labors should prove an inspiration to teachers 
 who wish to improve school conditions, but do not know how to begin. 
 
 Mrs. Lindsay Patterson, President. 
 Mrs. Eugene Ebert, Vice-President. 
 
 Moore County. 
 
 '■ Two weeks ago at our Teachers' Institute we organized a Women's Asso- 
 ciation for the Betterment of Public School Houses. The following officers were 
 chosen: President, Miss Anna D. Mclver, Carthage; Vice-President, Mrs. T. N. 
 Woody, High Falls; Secretary, Miss Bessie M. Stuart, Carthage; Treasurer, Miss 
 Mary Arnold, Cameron. 
 
 " One of our plans is to offer to the three lady teachers of the county who 
 make the greatest improvement in their school rooms during the present school 
 year a scholarship each to some summer normal school to be held next summer." 
 
 Bessie M. Stuart, Secretary. 
 
 Carthage, July 25, 1903. 
 
 Moore County Scholarship. 
 
 Mr. Charles L. Coon, Knoxville, Tenn. 
 
 Dear Sir : Your inquiry of the 22nd instant in regard to the scholarship 
 offered by the county superintendent of Moore County, to hand and contents 
 noted, and I take great pleasure in answering. The superintendent, Mr. M. A. 
 McLeod, offers to pay the expenses, including board and tuition, at any summer 
 school in the state, of the teacher of a public school of the white race in this 
 county who shall secure the best attendance in his or her school during the next 
 scholastic year, or I should say, during the four months our public school is 
 open. 
 
 " It may be of interest to you to know that at the recent institute held for 
 the teachers of this county, the 'Woman's Association for the Betterment of 
 Public School Houses ' took up a subscription and raised $50 for two scholar- 
 ships which are to pay the expenses at any summer school in the state, of two 
 lady teachers of the white race who shall make the most improvement in school 
 
400 SOUTH URN EDUCATION 
 
 houses and grounds during the next scholastic year. These scliolarships, as is 
 also the one offered by the superintendent, are not permanent; they are just for 
 one year." Geo. H. Humbkk, Clwiniiati of Board of Udiication. 
 
 Carthage, July 28, 1903. 
 
 Robeson County. 
 
 ■' Dear Mrs. Brown : Replying to your favor of the 22nd, I beg to say that 
 not a great deal has been done in Robeson in the way of improving the sur- 
 roundings of the school houses, but more decided progress has been made in 
 building better houses, improved seating, etc. We now have six new houses to 
 be erected at once, besides others already built. There is still great indifference 
 about improving the grounds, and much missionary work is needed just here, but, 
 in other respects, I can report decided progress." 
 
 J. A. McAusTRR. 
 
 Lumberton, April 27, 1903. 
 
 New Hanover and Columbus. 
 
 " I have attempted organization in five of the seven counties in my district. 
 I have succeeded in organizing two — • New .Hanover and Columbus. People gen- 
 erally are interested in the work, but seem slow to take hold and make it go. 
 
 " Mrs. Martin S. Willard sent in the following report April 2 : ' There are 
 eleven schools in New Hanover. I have met the teachers at two of their associa- 
 tion meetings and they report some work done each time. I have succeeded in 
 getting one library of sixty books in one school. It is a circulating one and all 
 will have the benefit.' The report stops here with a request for more information 
 as to methods and plans, and for more literature. 
 
 " Miss Bessie Richardson, my other president, reports little work for Colum- 
 bus on account of prolonged illness and death in her family. Plans are under 
 discussion for a new building at Whiteville, and so little has been done toward 
 interior decoration of the present one. She has communicated with some of the 
 rural districts, but I can not say that enough has been accomplished to report. I 
 hope to have a more encouraging report to offer next year." 
 
 Mrs. J. A. Brown. 
 
 May, 1903. 
 
 Iredell County. 
 
 Miss Marie Buys, Havelock, N. C. 
 
 " Dear Madam : I herewith submit report of the Women's Iredell County 
 Association for the Betterment of Public School Houses in North Carolina, 
 organized September, 1902. The plan outlined was to organize township organi- 
 zations. This has been partly done. We hope to complete these organizations 
 during the present summer. 
 
 " One public meeting of the county association has been held in which some 
 of the club women of Statesville participated. Steps have been taken to join 
 the State Federation of Women's Clubs. We have had stationery printed for the 
 use of the secretary. A leaflet setting forth the plans and purposes of the Asso- 
 ciation is now in the hands of the printer. 
 
 " Four district associations have been instrumental in securing for their re- 
 spective districts libraries and otherwise improving the conditions of the schools." 
 
 Laura FaIvI^s, Secretary. 
 
 May, 1903. 
 
 Wayne County. 
 
 The Woman's Association for the Betterment of the Public School Hoiises 
 of Wayne County was organized on the 23rd of October, 1902. At that time 
 fifty-four active members, six associate, and one honorary member were enrolled. 
 The following were elected officers: President, Mrs. W. R. Hollowell; Vice- 
 Presidents, Miss Julia E. Hollowell and Miss Charity Atkinson; Secretary and 
 Treasurer, Miss Jessie Jenkins. The State President, Miss Laura Kirby, pre- 
 sided at that meeting. 
 
 With fixed determination it was decided that the whole organization should 
 go to work, with the following results : Of the seventy white public school 
 houses of Wayne County, there are but three or four that have not been greatly 
 improved. The yards and houses have been kept clean, trees and shrubs planted. 
 
SOUTHERN EDUCATION 401 
 
 flowers cultivated, and numbers of pictures have been framed and put into the 
 houses. Ten of the schools have fully organized their associations, and many 
 others will when the next school term begins. Since the organization 293 mem- 
 bers have been added, making a total of 347, and $146.62 had been raised for 
 the purpose of improving the school houses. Mr. E. F. Atkinson, our county 
 superintendent, has labored earnestly and sticcessfully in the cause, and is a 
 member of the executive committee. To him we are largely indebted for the 
 success of our association. 
 
 Miss Jessie Jenkins. Secretary. 
 May, 1903. 
 
 Rockingham County. 
 
 T am glad that you wrote to me asking about the work that has been done 
 by the members of the branch association of Rockingham. 
 
 In one of our districts there were forty-nine pupils enrolled. The school 
 room was 14 by 16 feet, and although this was a frame building it hadn't been 
 properly cared for and was in a very disreputable condition; blinds were gone, 
 window panes broken, lock broken, and walls, desks, and floor badly soiled. 
 
 There was not enough money due this district to enlarge the building and 
 continue the school the following term, so a mill owner very kindly promised, 
 after much persuasion on the part of the teacher, to have ten feet added, pro- 
 vided that the county board would make an appropriation at their annual meet- 
 ing to defray this expense. Through the efforts of teacher and pupils they now 
 have a room 14 by 26 feet, very comfortably heated, well lighted, clean walls and 
 floor, and very comfortable desks. The grounds were cleaned and kept clean, the 
 walls were decorated with copies of the masterpieces, historical pictures, bird 
 pictures, and maps. A plan is now in operation to secure a rural library. 
 
 Several other buildings in the county have, through the efforts of the teachers, 
 either been repaired, or replaced by new ones. 
 
 The length of the school term here is seldom longer than five months, there- 
 lore very little has been done on the grounds in the way of planting, but all the 
 teachers are very deeply interested in this movement, and since its organization 
 have taken more interest in the appearance and comforts of their school rooms ; 
 they have secured curtains, pictures and plants, with which to interest and decor- 
 ate, and while very little planting has been done on the grounds, plenty of grub- 
 bing and sweeping has gone on. 
 
 Miss LitUE Terry. 
 Reidsville, N. C, June 22, 1903. 
 
 Miss Lai;r.\ Kirbv : 
 
 Dear ]\ladam : An Association for the Betterment of Public School Houses 
 was organized in Rockingham County July last, and has done active work since 
 then. 
 
 We now have eight rural libraries and one circulating library. Some of the 
 school houses were really in a very uncleanly condition, and I think that I am 
 prepared to say that there isn't one in that condition now. 
 
 I know that quite a number of teachers have bought passe-partout and framed 
 pictures for their school rooms, they have bought curtains for their windows, and 
 had the stumps removed from the yards, and have done what else they could for 
 the improvement of their surroundings. Not as much has been done as could, 
 yet they (the teachers) are certainly very much interested in this work. 
 
 Respectfully, 
 
 LiLLiE Terry, Vice-President. 
 
 Reidsville, N. C, May 6, 1903. 
 
 Madison County. 
 
 In regard to our County Association for the Betterment of Public School 
 Houses, I°am very sorry to tell you we have done but very little up to the present 
 time. We organized last year at our Teachers' Institute and collected $12 from 
 honorary members. We secured all our literature and sent out a few notices, but 
 were able only to make a beginning. We fully intend to push our work vigor- 
 ously this year, in each township of the county. Where we can not secure the 
 
402 SOUTHERN EDUCATION 
 
 locations for commodious buildings and grounds, we want to encourage the 
 repairing of old ones and the beautifying of the grounds. 
 
 The Board of Education has built five new school houses this year and antici- 
 pate borrowing some funds from the permanent loan fund of the state to build 
 several others. We hope to be able to give you a good report of our organization 
 in the near future. Our county has fifty framed school houses and ten log ones. 
 Several of our schools are taught in churches. 
 
 One of our Madison young ladies, Miss Kathleen Clark, won ten dollars as a 
 prize at the State Normal, Greensboro, to put in a rural library; the balance we 
 hope to raise during our next Institute and install the library. 
 
 Mrs. M. G. Hudgins. 
 
 Marshall, N. C, July 7, 1903. 
 
 Henderson County. 
 
 " I, as president of the branch association in our county, feel much encour- 
 aged by the work done by our teachers during the past year. Most all have done 
 something. One teacher set aside Arbor Day in which to interest the children 
 and the patrons in the work. After suitable recitations, etc., the improvement on 
 the school grounds began; stumps were dug up, the yard leveled, and trees 
 planted, and each one went home with a new interest in the teacher and the 
 school. 
 
 "One teacher says: 'When I entered my school room the walls looked so 
 bare I told the children we must have some pictures on the walls. So I secured 
 pictures of Lee and Washington already framed, also a bright chromo of animals. 
 These I hung on the walls. Another picture and some flags were brought to 
 school by some of my students. The pupils were much pleased at the change 
 these things wroughtin the school room, and each vied with the others in supply- 
 ing the rose bowl with fresh flowers each morning. During the term the best- 
 maps and exercises were tacked on the wall and I indeed felt repaid by the clean 
 smiling faces of the children.' 
 
 " AH the teachers have paid more attention to the ventilation and cleanliness 
 of their school rooms than heretofore. At our meetings papers have been read 
 relating to our work, and we have also distributed throughout our county 
 pamphlets with plans and designs for laying of! school yards and beautifying the 
 surroundings. During our County Institute we urged the gentlemen teachers 
 to pay more attention to this phase of the v/ork, and we also told them how to 
 go about it, and asked them to send in reports of the work done. 
 
 " The teachers find ready and willing helpers among the patrons and com- 
 mitteemen and the work stops not at the school house, but the homes, too, are 
 being beautified." 
 
 Miss Jeanette Mit.ler. 
 Hendersonville, July 24, 1903. 
 
 Henderson County. 
 
 " The Henderson County branch association of the Woman's Association for 
 the Betterment of Public School Houses in North Carolina was organized during 
 the Teachers'_ Institute, July 1902, with about thirty-five members. 
 
 " A meeting was appointed to be held the first Saturday before Thanksgiving. 
 An interesting program was arranged, but, owing to the inclemency of the 
 weather, very few were present. Another meeting was arranged for a few 
 months later, but again the weather interfered. Though our meetings have not 
 been successful, yet we have not labored in vain. Some of the teachers have 
 awakened to the realization that this feature is needful in the public schools for 
 the best good of the children. Pictures have been hung, yards have been beauti- 
 fied, and the children have become interested in this gi'eat work that is going to 
 do so much good in uplifting them. 
 
 " The Youth's Companion and the Perry Picture Co. have kindlv sent us 
 pictures, diagrams, etc., which we have distributed among the teachers." 
 
 Jeannette Mieeer, President; 
 Esther Shipman, Vice-President; 
 Feorence Barnett, Secretary. 
 May 8, 1903. 
 
SOUTHERN EDUCATION 403 
 
 Wake County. 
 
 "The association for Wake County wr.s organized by Mrs. Moffitt at the 
 close of the Teachers' Institute, August, 1902. Officers were elected and about 
 thirty names enrolled ; but there was so much confusion that no plans for work 
 were formed. Tn fact, not even the officers knew their duties, and the past eight 
 months have just taught us how to go ahead. We have learned more than we 
 have done. 
 
 " With no great effort, we soon had twenty-six associate members. The 
 county gave us some stationery, so we have spent only four dollars, chiefly for 
 postage. The county superintendent, Mr. W. G. Clements, was our first asso- 
 ciate member. 
 
 " Immediately after organization we sent out letters to eighty-eight influential 
 people in the different school districts. For several districts, we could learn of no 
 one likely to be interested. These letters explained the work of the association 
 and offered help in local organization, if needed. There were only a few answers 
 to these letters. 
 
 " In February, 1903, the president wrote a personal letter to the teacher of 
 every one of our ninety-four white schools, offering to send literature and give 
 any kind of assistance toward interesting the people in improving their school 
 houses. Very few answered this letter. In all, we have had correspondence with 
 only thirteen school districts. 
 
 "At six of these places the women have organized — at Wake Forest, Flint, 
 Eagle Reck, Mount Moriah, Garner, and the Reddish school house. The county 
 superintendent attributes the marked improvement throughout the county in 
 clearing off grounds, removing unsightly piles of wood chips and ashes to the 
 fact that there is an organization interested in such work. 
 
 " The schools of Wake Forest and Eagle Rock float the flags given by the 
 Youth's Companion, and others are working for them. The Mount Moriah 
 people had an Arbor Day and set out fifty trees. They are now improving the 
 interior of the school house. Reddish school hou«e is working for a flag. Mrs. 
 Moffitt interested this school in a library, giving the first dollar herself. The 
 remainder of the necessary ten dollars was raised in small sums, thirty-nine con- 
 tributing in various amounts ranging from three cents to a dollar. 
 
 " Wake Forest is fortunate, both in its teachers and in its school cornmittee- 
 men ; but nothing can be said in praise of the school house the county built there 
 last fall. Thirty-five ladies determined to help the committeemen, who were 
 already hard at work trying to make the best of a bad building. Through the 
 personal work of Mr. Sledd and Mr. Peel, with the assistance of the ladies, the 
 townspeople have spent $215 on this house and are now spending $64 more for 
 three gable ventilators and for painting the outside. 
 
 " These are some of the things that Wake Forest men and women have done 
 towards improving their school house and grounds: They have put blinds to 
 fourteen windows ; built a fence separating the boys' and girls' yards ; built a 
 wood-room; rocked and curbed the well for $25; double-floored all three rooms, 
 with paper between ; enclosed a hall for a cloak room, and put transoms over the 
 doors; cut a front door (double doors with ventilating transom) ; replaced two 
 doors made of ceiling strips with regular panel doors ; they have plowed, har- 
 rowed, and raked the yard. The school boys did the raking. About forty trees 
 have been set out ; one a memorial to little Miriam Sledd. The interior of the 
 school house has been painted throughout ; there are many pictures on the walls, 
 three cases of book-shelves have been given the school, and also a map oi the 
 United States ; 205 useable books have been donated, and a closet for supplies has 
 been bui)^.^' 
 
 Miss Edith Royster. 
 ]May, 1903. 
 
 EAGLE ROCK. 
 
 How Miss Abernathy Transformed a Wake County School House. 
 
 " When I took charge of the Eagle Rock school in September last I found a 
 house in the midst of a large yard grown up in briers, weeds, and broom sedge. 
 Just in front of the door was a road made by drivers taking a short cut from one 
 public road to another. 
 
404 SOUTHERN EDUCATION 
 
 " The interior of the house was no more inviting, containing only desks and 
 two small blackboards, the floors and walls being much discolored. I had to 
 begin with small things. I found two nice, large calendars, and hung one in 
 each room. I also told the trustees that three more blackboards were needed, 
 and these they willingly gave. 
 
 " Then I learned that one of the trustees had a large map of the United 
 States. I went after this map and got it. Indeed, he lent it with pleasure when 
 I told how much it was needed. Shortly after this the county superintendent 
 visited the school, and I asked for a globe to be paid for by the county. He 
 replied that it would be a pleasure to present the school with one, which he did. 
 It has been of great service. 
 
 " But the yard gave me the horrors. I laid the case before the children and 
 called upon them for help toward a new order of things. Then I appointed 
 December 13 as work day on the yard, and sent requests to several patrons to be 
 there on that day, and in the notes specified the tools each should bring. 
 
 " When I drove up with my wagonload of tools and workmen on the 13th 
 there were waiting for me a strong force of hands and eight horses and mules. 
 They plowed, and chopped and dug, and harrowed, and laid of¥ walks, and when 
 we left things were marvelously changed. 
 
 " The following Friday was appointed Arbor Day, and all the people of the 
 community, whether patrons or not, were invited to bring trees. Nature recog- 
 nized her friends, and gave a lovely day, and the people came. The children 
 rendered some appropriate selections. Miss Royster followed with an address, 
 and then we went out and planted the trees. There were forty-seven planted, 
 mostly elms and maples. 
 
 " One gentleman sent word that it was impossible for him to be there then, 
 but to have three places marked, and when I began the new year his trees would 
 be there. They were. He named one for me, one for my assistant, and one for 
 the preacher. The preacher — ungrateful one — has died, but the teachers, as was 
 to be expected, are holding their own. Out of the fifty trees forty-six lived. 
 
 " The map trustee had some rye, and he A^olunteered to sow it on the ground 
 and so prepare the soil for grass next fall. 
 
 " A letter to our congressman telling about the work and asking for trees 
 brought seven choice varieties from Washington, which have been tended with 
 great care. 
 
 " I sent a little sketch of our Arbor Day to the Youth's Companion, and by 
 way of encouragement this paper sent the school a set of historical pictures and 
 a handsome United States flag. What a happy time that was ! 
 
 " The five pictures were neatly framed and glazed through the efforts of five 
 little girls, and do brighten the walls so much. Each little tot was allowed to 
 choose the picture she wanted to frame, and her name and the date were written 
 across the back. This gladdened their little hearts and was, at the same time, an 
 object lesson showing that efforts bring results. 
 
 " About this time I interested the large girls in buying a carpet to cover an 
 unsightly rostrum. They were instructed not to take more than five cents from 
 any one, but that that one might be visited by each of them in turn. The money 
 came right in, and the carpet was soon down. 
 
 " A crying need here was a well. Water for the school (eighty-eight chil- 
 dren) had to be brought a long distance. So I borrowed a buggy and mule and 
 drove round the country soliciting subscriptions to dig a well. Some promised 
 cash and others agreed to haul stones for the wall. One man said that, he would 
 make up any deficit there might be when the work was done. 
 
 " The well has not been digged, however, because a digger could not then 
 be found, but one has now been secured, and the work will commence. 
 
 " The Ladies' Association organized by Miss Royster has planted fourteen 
 flowering shrubs, violets, lilies, chrysanthemums, honeysuckle, clematis, Virginia 
 creeper, and thirty- four rose bushes, and the congressman has remembered us 
 again with packages of seeds. 
 
 " When the rye was planted I had left a large square made by the angle of 
 two rooms, in part. Most of the flowers are set here. My friendly trustee gave 
 cedar posts for the two open sides, and this square is wired in. I sent to a livery 
 stable and asked for wire that comes around bales of hay. This isn't very strong, 
 
SOUTHERN EDUCATION 405 
 
 but answers as a protection now, and next year perhaps a better fence may be 
 forthcoming. 
 
 " Plans for a library are now on foot, and eleven volumes have been donated. 
 This work is engaging my attention now, and by the close of another year my 
 school hopes to make a good library report. The hope is also indulged that the 
 ceilings may be painted white and the walls tinted a soft color. 
 
 " Things are looking pretty now. The rye is green, the violets have bloomed, 
 and the roses are budding. The trees are making a brave show, and Friday I 
 tried them to see how many made shade enough to cover me. 
 
 " it does me good to stand in the door and contrast the present with the 
 showing we made in December; and, with the exception of the well, it has cost 
 almost nothing, for the carpet and frames came by getting a nickel here and 
 there, and no one is the poorer. Very truly yours, 
 
 " Annie Abernathy." 
 
 Eagle Rock. N. C, April 27, 1903. 
 
 Miss Royster, you will doubtless think that such small happenings might 
 have been told in fewer words — but, perhaps, you have a blue pencil. 
 
 Reports from Surry County, North Carolina. 
 
 The following reports were recently handed the President of the Surry 
 County Association for the Betterment of Public School Houses. The reports 
 cover the work done during the year 1902-1903. 
 
 Miss Ida Wall, District No. 9, Mount Airy township : " Wlien I began 
 teaching the school house was surrounded by bushes and stumps. These were 
 cleared away early in the year. The larger boys brought mattocks and axes and 
 spent the noon hour at work until the grounds were cleared. The school house 
 was also in bad condition. A committee of children was appointed to solicit 
 money to buy paper with Avhich to paper the walls. Some pictures were also 
 secured, and some were loaned by the children and their friends. 
 
 Miss Vera McGuffin, District No. 9, Mount Airy township: "The children 
 and I cleared the yard of stumps and bushes and planted cedars and other ever- 
 greens. We secured four historical pictures through the Youth's Companion, as 
 well as some other pictures from the Brown Picture Company. The floor and the 
 windows were cleaned and the pictures framed and hung up. Flowers were kept 
 in the school room during the entire winter. The children brought them." 
 
 Miss Sarah Booker, District No. 4, Stuart's Creek township : " I taught 
 last year in a log school house. The house was repaired and to some extent made 
 comfortable. The yard and the play-ground were cleared of stumps and bushes. 
 The Youth's Companion gave ns some pictures. We also secured a collection of 
 Perry pictures mounted on cardboard. A large picture of Governor Aycock was 
 secured and hung on the wall and decorated with North Carolina flags. The 
 evening before Christmas we decorated the house with holly and mistletoe, and 
 each child was given a Christmas present." 
 
 Miss Jessie Morgan, Franklin township : " Our first work was to clear the 
 stumps and bushes from the school yard and to lay off walks and set out some 
 trees. We secured a number of pictures from the Youth's Companion and bought 
 some others." 
 
 A LOG SCHOOL HOUSE. 
 A Dream of the Future Based on Present Conditions. 
 
 The following paper was read at the annual meeting of the North Carolina 
 Association for the Betterment of Public School Houses, May 5, 1903, by Mrs. 
 Charles Price, of Salisbury : 
 
 I wish not to try for effect, but simply to tell what happened at our little 
 " Ellis School House.'' Ellis is not only the name of a distinguished Governor, 
 — our War Governor, — Vance's immediate predecessor, but the very place of his 
 birth and rearing. He lies buried in the quaint old churchyard in my town, 
 Salisbury. 
 
406 SOUTHERN EDUCATION 
 
 My attention was directed to this particular school, because I passed it so 
 often in going to, and coming from, a recently acquired fai'm. This poor little 
 school house was so forlorn, so badly built, so rudely finished, and altogether so 
 different from my idea of a country school, that I should have passed and re- 
 passed it, without interest or comment, but for meeting the two sisters, — the 
 dear little faithful teachers, — Minnie and Delia Swicegood. They were in the 
 toils of housecleaning for the school that would open the next week. I stopped 
 to see whether I could not help the good work. I was most hospitably received, 
 and m3' suggestions for ihe comfort of the school were gratefully observed. 
 
 New window panes were put in, and Perry pictures, to make little spots of 
 interest on the bare walls, were added. My next visit was when the school was 
 in full swing, with a house jammed and packed like sardines, with sixty-two 
 unusually promising boys and girls. They sat on uncomfortable benches, with 
 the rudest of home-made desks. The room was so full there was no set-aside 
 place for the teacher. She sat here, there, and anywhere, so patient and uncom- 
 plaining, so astonished and pleased at my interest, that I was rebuked. The 
 average age of the children in that room was fourteen years, in the primary 
 room, ten. The attendance — here I pause to ask you to consider the remarkable 
 fact — the average attendance was sixty; out of a possible sixty-four. Many 
 walked two miles to begin work at 8:30. They were never late, and oh, such 
 obedient, good children, so zealously trying to learn. Four families inv -the 
 neighborhood did not patronize the school, for reasons we hope to overcome. 
 
 There are two occasions that stand out ; one at Christmas in the Baptist 
 church, just across the big road. The neighborhood v/as in such a turmoil. Men, 
 fathers and grandfathers, could not get down to work for some days afterward. 
 They had never had a Christmas tree, had indeed never seen one. One man said: 
 " Why, it will be full of presents. I heard from the Committee that the presents 
 would cost fifteen cents apiece ! I reckon they will be mighty nice.' The children 
 were wild with joy. 
 
 The other occasion was Washington's birthday. The little teachers were very 
 busy, and so little older than the oldest pupils, that I had to wait for a word 
 before I could be certain which zvas the teacher. Many ready responses made me 
 know the children- were familiar with our immortal hero. I said : " What was 
 the best thing about him?" A freckle-faced, bright-eyed boy answered: "He 
 could not be got to lie." 
 
 The teacher's method was to offer prizes. The children preferred books to 
 anything else. The school term was four months, but the money held out for 
 five months. I have never heard why, imless it was like the oil and meal, by 
 divine blessing. We did not know it then, and we concluded to make it an addi- 
 tional month by a popular subscription. The teachers had no trouble in getting 
 up the desired sum. I headed the list, an;l my example was readily followed. 
 All gave willingly. I shall stop here to pay a merited tribute to the woman who 
 trained these teachers; whose work has been faithful and efficient; who has 
 equipped scores of girls in all our surrounding country to be better, stronger 
 women. Miss Eaton, of Mocksvillc, is her name. Our next term will begin early 
 in November, so that we can have nearly, if not quite, six months. 
 
 The practical results of my efforts have been : 
 
 1st. The pupils were stimulated and the teachers very much encouraged by 
 my visits. 
 
 2nd. The patrons were moved to more interest in the school, and became 
 keenly alive to the school interest, when presented to them. 
 
 3rd. The prizes stimulated many to increased efforts. 
 
 In view of the results obtained in this instance, I would respectfully urge 
 that each school be visited by one woman appointed by the county superintendent. 
 This duty need not be onerous, as due attention cnuld be paid to appointee's being 
 convenient to the school house. 
 
 I have determined to build a model log school house. I shall use my first 
 money in employing a first-rate architect, to give me a plan. It will look like 
 the pretty houses we have all admired in Asheville, the shapely pine logs cemented 
 with glowing red. I shall make a canvass of the entire nighborhood, and I know 
 my logs will be cheerfully given. I want a goodly number, too, for I shall have 
 several rooms in the house. 
 
SOUTHERN EDUCATION 407 
 
 It is indeed a poor subject that is not fertile enough for a dream. Heaven 
 • help it to mean more. I see my log school house in multiplying numbers, with 
 commodious rooms, convenient water, to keep little hands tidy, for "a clean body 
 goes a long way towards making a clean soul." I see modern games for approved 
 outdoor exercise, for " the fun of it," not always the exercise that comes from 
 hard labor. T see a library with the best books that men and women write, 
 placed in a room big enough to offer inducements for a lecture, with a platform 
 that might serve as a stage for plays : and, if our Baptist brothers across the 
 way are willing, a country dance. Call it any name, so it fulfills its object of 
 " amusement for country children." 
 
 I see a higher and nobler entertainment ; we will call it an Industrial De- 
 partment. We will teach boys and girls that there is no nobler industry than 
 farming. We will teach by actual experience that wheat to pay must not succeed 
 wheat, but clover or peas. We will show them that corn must produce more 
 than one ear to the stalk, that it takes less work and more thought to make 
 farming pay better than any other vocation; and we shall do it as an object 
 lesson. Land is cheap everywhere in North Carolina. 
 
 We will teach the girls chemistry, by showing them how to make good bread, 
 teaching them to use soda sparingly, or not at all, and always with sour butter- 
 milk or cream of tartar. We will teach them the properties of yeast, so that 
 flaky light bread will delight the eye and the taste, and incidentally restore the 
 health of the family. We will teach them to sew and fashion plain clothes and 
 make them fit. 
 
 "Is this a dream? Then let me dream again." It must be a reality. It 
 must be an immediate reality. I think the house, with the logs given, could be 
 built for three or four hundred dollars, or even less, for I mean to utilize my 
 men and boys, and the girls, to make them love what they help to create. If there 
 be left a dollar we will pass it on to the next district for their log school house. 
 
 I see a day, and God grant it may not be far distant, when we can dot our 
 noble state, beginning with Rowan County, with these model log school houses. 
 Then the opprobrium of " the log cabin and the pine tree " will be done away 
 with, and women will count it an honor to be of this " log house work." When 
 we realize what such things mean, our boys and girls will love the country 
 school ; they will be contented with the country neighborhoods, where such " log 
 school houses," which break the weary monotony, are maintained ; they will love 
 the land that calls for them to stay and yearns in uncultivated loneliness for 
 them to return. 
 
 Do you know that the statistics in New York, and I think here in North 
 Carolina, tell that by far the greatest number of women patients in the insane 
 asylums are farming people? Cause? Lonelines, — laconic reason for so sorrow- 
 ful an evil. I would try, as a help or relief, my log school house and its acces- 
 sories. The architect will tell us just how many trees to plant. Dr. Winston, 
 that indomitable educator, just how to begin our little experiment farm, and he 
 will furnish a teacher to tell us how to make everything else plain. Dr. Mclver 
 can and will clear up the way to begin it all, for it will only take his tongue to 
 tell the story. The pockets will be open to him, for his eloquence is convincing. 
 Perhaps the echo will reach Tulane, and the success, named Edwin A. Alderman, 
 may give us his approval, which will sound through America, as all of his words 
 -do, and our success can make a pathway. 
 
 Oh. I have counted the cost ! My library can be begun by editions of Eliot 
 and Scott, Dickens, Thackeray, Cooper, Encyclopedia-Britannica, all for $12.00. 
 I saw the advertisement. There is the beginning of my library. I have not 
 found even the beginning of my $400, but if every other help fails, I shall turn 
 to Booker Washington and reverse the situation and ask him to help me attain 
 this object, and that will settle the question, and perhaps, the mighty problem the 
 world talks about. 
 
 In conclusion, whether we give time or talent, much or little money, our- 
 selves, or give influence : " Who gives himself with his alms feeds three, — him- 
 self, his hungering neighbor, and Me." 
 
408 SOUTHERN EDUCATION 
 
 NORFOLK KINDERGARTEN ASSOCIATION. 
 Report of Its Organization and Its First Year's Work. 
 
 The Norfolk Kindergarten Association has completed the first year of its 
 existence, and can look back with a considerable degree of satisfaction upon the 
 year's achievement. 
 
 The Association was formed April i6, 1901, with nine members, in the home 
 of Mrs. Edward Mack, as a consequence of the mothers' meetings held there by 
 Miss Wadsworth. From these nine first members we have grown during the 
 year to an association numbering 128 active and fifty-five honorary members. We 
 have established and maintained two kindergartens, with an enrollment in both 
 of sixty-four children, under the direction of Miss Wadsworth, with five young 
 women as regular students, and two special students. The education in regard 
 to the kindergarten, of parents and the public generally, through the addresses 
 given by Miss Wadsworth and Miss Deeson in her absence, through the mothers' 
 meetings that have been held, and through the articles that have appeared from 
 time to time in the papers from the pen of our corresponding secretary, is na 
 small part of the work accomplished. 
 
 The removal from the city in October of Mrs. Mack, the founder and first 
 president of the association, was felt as a great blow, and too much can not be 
 said in praise of her self-sacrificing and untiring efforts on behalf of this work. 
 Her mantle, however, fell on most worthy shoulders, and the association is to be 
 congratulated upon having had for the remainder of the year so efficient and 
 devoted a president as Miss King. 
 
 The work of the association has been conducted largely through the various 
 committees, two of which are the kindergarten committee *for the private and 
 free kindergarten, respectively. Mrs. C. Q. Wright and Miss King were the first 
 chairmen of these committees, and since their resignation Mrs. Shepherd and 
 Mrs. Meyers have with their committees continued their work, keeping closely in 
 touch with the needs and requirements of the kindergartens and assisting Miss 
 Wadsworth and Miss Ward in every possible way. Through the training school 
 committee, under the chairmanship of Mrs. Robert Tait, the young ladies now in 
 the training school have been induced to undertake the course of study, and the 
 success of this important part of our work is largely due to the efforts of this 
 committee. 
 
 The finance committee, with Mrs. Maxwell, and entertainment committee,, 
 with Mrs. Ferebee as chairmen, have rendered invaluable assistance in helping 
 the association out of the financial straits in which it has labored all through the 
 year. The success of the delightful concert at the residence of Mrs. Brooke, the 
 lecture on Shakespeare by Miss Wadsworth, with its accompanying musical pro- 
 gram, and the " Baby Fair," with its net profits of more than $200, is due in a 
 great measure to these committees, and they have arranged for a series of song 
 recitals in the near future, which, with the piano recital to be given by Mrs. Charles 
 Dudley Warner, it is to be hoped, will prove a source of great pleasure to those 
 who attend them, and of financial profit to the association. 
 
 While the year has been full of hard work, with much to disappoint and dis- 
 courage us, there is great cause for encouragement. The press of the city have- 
 been most kind, and we have met with the most courteous treatment on every 
 side. The work of the free kindergarten in the Fourth Ward public school has 
 evidently met the approval of the school board and the superintendent of public 
 instruction, and the sympathy and co-opeatiron of the teachers and, indeed, of all: 
 who have observed it, have been most gratifying. The action of the common 
 council of the city in assisting us in our time of direst need, with an appropriation 
 of $400, was a practical and much appreciated evidence of the approval of the 
 city fathers. We can surely feel no regret at any sacrifice we may have made, for 
 we have this year laid the foundation of a great, and we believe an enduring 
 work, which will in the years to come be of inestimable worth to this city and' 
 state. EuzABETH Ward Freeman. 
 
DECEMBER 21, 1 903 
 
 Price 50 cents per year 
 
 Southern 
 Education 
 
 (Education of the Negro.) 
 
 " The parent who sends his son into the world uned- 
 ucated defrauds the community of a useful citizen andi 
 bequeaths it a nuisance." Chancellor Kent. 
 
 __ " I have very little respect for the intelligence or the 
 patriotism [of the man who doubts the capacity of the- 
 negro for improvement and usefulness." 
 
 Dr. J. L. M. Curry. 
 
 " While universal suffrage is a failure, universal jus- 
 tice is the pe#petual decree of Almighty God, and we are 
 entrusted with power, not for our good alone, but for the 
 negro as well. W© hold our title to power by the tenure 
 of service to God, and if we fail to administer equal and 
 exact justice to the negro whom we deprive of suffrage, 
 we shall in the fulness of time lose power ourselves, for 
 we must know the God who is love trusts no people with 
 authority for the purpose of enabling them to do injus- 
 tice to the weak." Gov. Charles B. Aycock. 
 
 Comparison of White and Negro Illiteracy. 
 
 Kind of Education the Negro Needs. 
 
 The Negro as an Economic Factor In Southern Life. 
 
 Race Division of Public School Funds. 
 
 Outpost Work of Tuskegee Institute. 
 
 The Negro Common School. 
 
 Negro Schools Before the War. 
 
 Compulsory School Attendance. 
 
 Editorial and Miscellaneous. 
 
 SOUTHERN EDUCATION BOARD, Knoxvllle, Teoo., Publishers. 
 
 VOL. 1 
 
 No. 20 
 
 • AUT-OaaiR CO., knomviili, tkw. 
 
SOUTHERN EDUCATION BOARD 
 
 Dr. E. A. Alderman, Wm. H. Baldwin, Rev. Wallace Buttrick, Dr. 
 J. L. M. Curry, Dr. Chas. W. Dabney, Dr. H. B. Frissell, Hon. H. H. 
 Hanna, Dr. C. D. Mclver, Edgar Gardner Murphy, Robert C. Ogden, Dr. 
 Walter PI. Page, Geo. Foster Peabody, and Dr. Albert Shaw 
 
 Officers 
 
 President, Robert C. Ogden, New York City 
 
 Secretary, Dr. Charles D. Mclver, Greensboro, N. C. 
 
 Treasurer, George Foster Peabody, New York City 
 
 Supervising Director, Hon. J. L. M. Curry, Washington, D. C. 
 
 Bureau of Information and Investigation : Director, Dr. Chas. W. 
 Dabney; Secretary, Charles L. Coon, Knoxville, Tenn. 
 
 District Directors : Dr. E. A. Alderman, New Orleans, La., Dr. H. B. 
 Frissell, Hampton, Va., Dr. Charles D. Mclver, Greensboro, N. C. 
 
 Campaign Committee: Hon. J. L. M. Curry, Chairman; Dr. E. A. 
 Alderman, Dr. Chas. W. Dabney, Dr. H. B?' Frissell, Dr. Chas. D. Mclver 
 
 General Field Agents: Dr. G. S. Dickerman, New Haven, Conn.; 
 Prin., Booker T. Washington, Tuskegee, Ala. 
 
 Field Agents for Virginia: Hon. .H. St. George Tucker, Lexington, 
 Va., and Dr. Robert Frazer, Richmond, Va. 
 
 Field Agent for Alabama, J. B. Graham, Talladega, Ala. 
 
 Executive Secretary associated with the President, Edgar Gardner 
 Murphy 
 
 " If all classes and nationalities, who are in most cases thoti- 
 sands of years ahead of the negro in the arts of civilization, con- 
 tinue their interest -in industrial training, I can not understand 
 how any reasonable person can object to such education for a large 
 part of a people who are in the poverty-stricken condition that is 
 true of a large element of my race, especiall_y when such hand 
 training is combined, as it siiould be, with the best education of 
 head and heart.'" — Principal Bookkr T. W^asjiington. 
 
Soutbcrn }£bucation 
 
 Published at Knoxvllle, Tenn., by the 
 Bureau of the Southern Education Board. 
 
 SUBSCRIPnON Pkick : 
 
 One year 50 cents 
 
 Three months 15 cents 
 
 ADDRB8S: SOUTHERN EDUCATION BOARD 
 Knoxvillb, Tknn. 
 
 Monday, December 21, 1903 
 
 In 1900 there were 8,840,789 negroes in 
 the United States. From 1890 to 1900 
 the negroes increased 18. i per cent, and 
 formed, in 1900, 11. 6 per cent, of the 
 total population of the country. From 
 1890 to 1900 the white population in- 
 creased 21.4 per cent., 3.3 per cent, more 
 than 'the negro population. 
 
 According to the census of 1900 the 
 white farmers of the South raise three 
 times as much poultry per farm as the 
 negroes and twenty times as many bees. 
 Undoubtedly the great need of the negro 
 farmer of the South is better training 
 for carrying on the higher processes of 
 agriculture, along with which will come 
 larger business ability and economic 
 worth both to himself and the commun- 
 ity. 
 
 A recent writer on the negro problem 
 in the South says : " The negro must 
 work out his .salvation, economic and 
 social. It can not be given without de- 
 stroying the very thing we seek to 
 
 strengthen — character. This is the jus- 
 tification for the emphasis now laid upon 
 industrial training. This training and 
 the resulting character are the prerequi- 
 site of all race progress. Industrial edu- 
 cation is thus not a fad nor a mere ex- 
 pedient to satisfy the selfish demands of 
 Southern whites. It is the foundation 
 without which the superstructure is 
 vain." 
 
 During the present year the legis- 
 latures of North Carolina, Arkansas, 
 Georgia, and Florida have refused to 
 entertain the proposition to divide the 
 public school funds between the two 
 races in proportion to the taxes each 
 race pays. Perhaps the strongest and 
 most notable utterance of the year on 
 this subject is that given in another col- 
 umn from the pen of Governor Charles 
 B. Aycock, of North Carolina. 
 
 The Atlanta Negro Conference has as- 
 certained that the negro college gradu- 
 ates in this country each own on an av- 
 erage $2,400 worth of real estate, as- 
 sessed valuation, and probably own as 
 much as $5,000 worth of property of all 
 kinds, on the average. 
 
 Up to the year 1900 there had been, 
 since 1865, according to the report of 
 the United States Commissioner of Ed- 
 ucation, 1941 negro graduates from 
 negro colleges and 389 negro graduates 
 
410 
 
 SOUTHERN EDUCATION 
 
 from white institutions in the North; 
 2,330 in all. This seems a very inconsid- 
 erable number of college trained men 
 and women to lead in the social develop- 
 ment of more than nine millions of peo- 
 ple. It is not likely that there will be 
 too much negro higher education for 
 ■some time to come. 
 
 In 1890 one-sixth of the negro fam- 
 ilies of this country owned their own 
 homes. The last census shows that there 
 are more than 30,000 negro home-owners 
 in Virginia alone. In 1900 about 57 per 
 cent, of the negroes of the country were 
 •engaged in agriculture, 31 per cent, in 
 personal service, and the remaining 12 
 per cent, in other occupations. 
 
 President Washington, of the Tuske- 
 gee institute for manual training of 
 negroes, has evidence that not one-tenth 
 ■of I per cent, of the 6,000 graduates of 
 his institution have gone wrong after 
 leaving the institution, but on the con- 
 trary nearly every man and woman of 
 the entire number is doing well, earning 
 an honest living and doing his and her 
 utmost for the benefit of the race. The 
 record is a gratifying testimonial to the 
 efficiency of technical education as an up- 
 lifting agency for the negro. 
 
 It may be assumed that the industrial 
 problem lies at the heart of the whole 
 situation which confronts us. Into our 
 public and other schools should be in- 
 corporated industrial training. If to 
 regularity, punctuality, silence, obedience 
 to authority, there be systematically 
 added instruction in mechanical arts, the 
 results would be astonishing. 
 
 J. L. M. Curry. 
 
 " There is no doubt that a mere smat- 
 tering of book learning, taught by a 
 teacher whose mental and moral train- 
 ing is imperfect, does the negro harm: 
 and such education would harm white 
 children, too.- But we should not, there- 
 fore, condemn all education. We should 
 elevate the standard of the character and 
 qualifications of teachers of negro 
 schools. We should give the negroes 
 moral and industrial training as well as 
 literary instruction." 
 
 A. A. GuNBY, Louisiana. 
 
 The Negro Artisan. 
 
 The importance of the negro as an 
 artisan may be somewhat appreciated by 
 the following figures, taken from the 
 census of 1890, giving the number of 
 negroes then engaged in various occu- 
 pations other than farming : 
 
 Carpenters, 22,318; barbers, 17,480; 
 saw-mill operatives, 17,230; miners, 15,- 
 809; tobacco factory employees, 15,004; 
 blacksmiths, 10,762 ; brick-makers, 10,- 
 521 ; masons, 9,647 ; engineers and fire- 
 men, 7,662 ; dressmakers, 7,479 ; iron and 
 steel workers, 5,790; shoemakers, 5,065; 
 mill and factory operatives, 5,050; paint- 
 ers, 4,396; plasterers, 4,006; quarrymen, 
 3,198; coopers, 2,648; butchers, 2,510; 
 wood-workers, i,37S; tailors, 1,280; 
 stone-cutters, 1,279; leather-curriers, 
 1,099. 
 
 Where the Negro Population 
 Has Declined. 
 
 The negro population in several states 
 
 has been declining since i860. This is 
 notably true of Kentucky, where the 
 negroes formed 20 per cent, of the total 
 population in i860, but now form less 
 than 14 per cent, of it. In Missouri 
 
SOUTHERN EDUCATION 
 
 411 
 
 there has been a still more rapid decline 
 in the negro population, which now con- 
 stitutes less than 5 per cent, of it. There 
 has also been a marked falling oflf in the 
 negro population of Maryland and of 
 Tennessee since i860. In that year the 
 negroes constituted 26 per cent, of the 
 total population of Maryland, but now 
 negroes are less than 21 per cent, of the 
 population, while the negro population 
 of Tennessee has declined from 27 per 
 cent, of the whole in i860 to less than 
 24 per cent, in 1900. 
 
 There has also been a marked de- 
 crease in the negro population of many 
 rural districts of other Southern states 
 during recent years. The tendency of 
 the negro element of the population 
 seems to be to congregate in the towns 
 
 and in the regions of the South known 
 as the " Black " belts, where slavery 
 planted the largest negro population in 
 the days before the civil war. 
 
 The cause of this local decline in 
 negro population is due no doubt to 
 the fact that the negro of all races dis- 
 likes isolation. A scattered population 
 can have no schools, churches, and so- 
 cial life. But this migration has an edu- 
 cational as well as an economical side. 
 In many communities it has rendered 
 labor scarce, while it increases the cost 
 of maintaining public schools for each 
 race. Evidently it would be the best 
 policy for the South to improve the ne- 
 gro rural public schools and thus retain 
 the negro labor in the country districts. 
 
 THE KIND OF EDUCATION THE NEGRO NEEDS. 
 
 Some Representative Opinions as to the Education of the Negro 
 — Need of Higher and Industrial Education. 
 
 Increase the Negro's Industrial Efficiency and Raise His Standard of 
 
 Living. 
 
 I believe that the negro should be educated, and that industrial education is 
 what he most needs. But we must not overlook the fact that he has other short- 
 comings besides that of economic inefficiency. I can not agree with that promi- 
 nent Southern educator who told the Conference for Education in the South 
 some time ago that the one aim to be kept in view is to make the negro a good 
 workman. " The entire system of negro education," he said, '"should be indus- 
 trial. The saw and plane and the anvil must take the place of history and 
 geography. Nothing will bring the races together again but industrial skill and 
 efficiency on the part of the negro." To me this indicates that in the reaction 
 from exclusive literary training for the race there is grave danger of rushing 
 from Scylla to Charybdis. We must guard against any kind of one-sided devel- 
 opment, and bear in mind that the right ideal of negro education is two-fold ; to 
 increase the negro's industrial efficiency and at the same time and with the same 
 speed raise his standard of living. 
 
 Let us look the situation squarely in the face ; for, as Booker Washington 
 says, " I have great faith in the power and influence of facts ; it is seldom 
 that anything is permanently gained by holding back a fact." Eighty per cent, 
 of the negroes I know — typical Southern farm negroes — live in one-room or 
 two-room houses; have little furniture, and that little of the rudest kind; wear 
 ragged clothes on working days and cheap finery on Sundays ; eat poor food, 
 and require few of the comforts and conveniences of the twentieth-century civi- 
 lization ; as for literature and art, not one family in ten takes a paper, and not 
 one in a thousand ever bought a picture. And this condition, I insist, is due not 
 to low earning capacity alone, but also to low_ ideals of living. Many of the 
 negroes have a margin of income beyond what is necessary to maintain them in 
 the manner just set forth, and in probably the majority of cases the surplus is 
 
412 SOUTHERN EDUCATION 
 
 spent, not for substantial comforts, not to remedy the deficiencies just suggested, 
 but for showy finery, for fantastic bric-a-brac, for secret societies, for curious 
 inventions that appeal to a childish, toy-loving spirit — and too often for intoxi- 
 cating liquors. 
 
 Such a condition, I submit, is enough to indicate that the negro needs not 
 only greater efficiency as a laborer, but worthier aspirations as a man. Hampton 
 and Tuskegee have succeeded, and their graduates have prospered, not merely 
 because they have made the negro a better workman, but because they have made 
 him build a better home and live a worthier life. This is the kind of industrial 
 education that we need. 
 
 The interests of the Southern white workman — whether farmer, mechanic, 
 or day-laborer — are also involved in this matter. He needs protection against 
 negro labor just as certainly as the unskilled western man needs protection 
 against low-erade Chinese labor. But we can not " exclude " the negro if we 
 wished to do so, and the South would not exclude him if it could. Therefore, 
 as the lamented Dr. J. L. M. Curry so often said, " We must lift the black race 
 up, or it will drag the white race down." The conviction grows on me that the 
 only way for the unskilled Southern white man to avoid being dragged toward 
 the economic level of the negro is to lift the negro nearer the white man's in- 
 dustrial ideals and standard of living. 
 
 The one great fact to be kept constantly in mind by all of us is that the 
 negro is a child-race, and that his development is not a matter for hot7house 
 methods, 'not a matter for one generation, but for the long, unhurried process 
 of evolution. The mills of the gods grind slowly, and in the life of a race a 
 century means little more than a day means to the individual. The men who 
 thought that an Emancipation Proclamation or a Fifteenth Amendment would 
 give to the negro what every other race has paid for by age-long effort, flew in 
 the face of the eternal facts of nature. Now the whole country is coming to see 
 what Henry Ward Beecher saw in 1865 : " All the laws in the world can not 
 lift a man higher than the natural forces put him." And these " natural forces " 
 with which we must deal are the product, not of years, but of aeons; we must 
 be content with slow results. 
 
 Therefore, in spite of all that has been said by prophets of evil, and in spite 
 of some undeniably discouraging tendencies, I am not a pessimist. On the con- 
 trary, when I think of the negro savagery of two centuries ago and the slavery 
 of two generations ago, the progress that we have made seems as great as could 
 have been reasonably expected. The long result of time, I think, can be safely 
 trusted to develop the best that is in this child race and to maintain fight rela- 
 tions between it and the superior race with whose destiny its own has been so 
 strangely woven. — W. B. PoE, in The Outlook, October 31, 1903. 
 
 [Mr. Poe is a North Carolina farmer. — Editor.] 
 t. 
 The Majority Needs Industrial Training— Higher Education for Leadership. 
 
 Unquestionably the vast majority of Southern negroes need industrial train- 
 ing and business competency more than anything else. Perhaps ninety per cent, 
 of them come within this class. Yet the negro needs his own leaders — for who 
 will lead him if not those of his own race? If there is any force in the argu- 
 ment that the white race should have higher education in order to develop its 
 own leaders, there is the same force in a like argument as applied to the negro 
 race. In fact the way of the negro is hard enough in the near future. In the 
 raw democracy of the South, which has just lost the guiding influence of the 
 old planter class, there is not that patriarchal feeling for the dependent race 
 which existed twenty years ago. The new citizens and the new leaders are 
 practical men. They have shown it by legally excluding the negro from the 
 polls. What other step they may take does not appear. The negro ought to use 
 every moment in putting himself in a self-supporting and self-directing condi- 
 tion. He will have in the future a severer competition than he has ever had 
 in the past. He will need not only a mass of self-supporting individuals, but a 
 large number of wisely-taught leaders — men of great moral weight and men of 
 broad character. If higher education will make such leaders — and who can 
 deny it? — he ought not for a day to think of abandoning education. It may 
 safely be said that there will never go to the negro colleges and universities 
 
SOUTHERN EDUCATION 413 
 
 enough students to lessen materially the number of negro laborers. It is a fact, 
 too, that most negroes do not comprehend the very terminology of higher edu- 
 cation. But the exceptional negro does exist, and every day he is more frequently 
 encountered ; for him the door of opportunity ought to be kept open. — Prof. 
 J. S. Bassett, Trinity College, N. C. 
 
 No Right-minded Man Opposed to Negro Education When it Means 
 Training for Usefulness. 
 
 Every Southern State, in its constitution and laws, is committed to the policy 
 of education for the negro race. In pursuance of such policy, these States have 
 expended for negro education $120,000,000 since 1866, and in their courts and 
 legislatures have thus far resisted every unwise and short-sighted effort to limit 
 negro education to the bounds of negro taxation. They have done this because 
 you are American citizens. Civilization bottomed on ignorance can not long 
 endure. The strength to master life must be the strength of knowledge and 
 righteousness. No right-minded man, therefore withholds his sympathy for one 
 moment from such of your race as are now striving for the reality of freedom 
 once given them in paper writings and accompanied with hideous mockeries of 
 power and responsibility, but which you must now win, like all defective or 
 disadvantaged races, by work, humility, patience and steadfastness. This motto 
 ought to be framed in every school-room for the negro race, though it is ap- 
 plicable to all races and to all men : " Freedom is a conquest, not a bequest." 
 
 Neither can any right-minded man fail to believe in the justice as well as 
 the wisdom of the policy of training for all classes who constitute the body of 
 our citizenship. We do not now permit Chinamen to become Americans. We 
 do not even permit Japanese to become Americans. We do not know what we 
 think about Filipinos. But those who have been admitted into American citizen- 
 ship must be trained. Therefore no right-minded man is opposed to your edu- 
 cation, though all men are concerned, and ought to be, that that training shall 
 be the sort of training that really trains a child-race into some sort of useful- 
 ness, character, and efficiency.- — President Edwin A. Alderman. 
 
 President Washington on Industrial Training and its Benefits. 
 
 Manual training or industrial and technical schools for the whites have, for 
 the most part, been established under state auspices, and are at this time chiefly 
 maintained b}^ the states. An investigation would also show that in securing 
 money from the state legislatures for the purpose of introducing hand work, 
 one of the main arguments used was the existence and success of industrial 
 training among the negroes. It was often argued that the white boys and girls 
 would be left behind unless they had the opportunities for securing the same 
 kind of training that was being given the colored people. Although it is, I 
 think, not generally known, it is a fact that since the idea of industrial or tech- 
 nical education for white people took root within the last few years, much more 
 money is spent annually for such education for the whites than for the colored 
 people. Any one who has not looked into the subject will be surprised to find 
 how thorough and high grade the work is. Take, for example, the state of 
 Georgia, and it will be found that several times as much is being spent at the 
 Industrial College for white girls at JNlilledgeville, and at the technical school 
 for whites at Atlanta, as is being spent in the whole state for the industrial 
 education of negro youths. I have met no Southern white educators who have 
 not been generous in their praise of the negro schools for taking the initiative 
 in hand training. This fact has again served to create in matters relating to 
 education a bond of sympathy between the two races in the South. Referring 
 again to the influence of industrial training for the negro in education, in the 
 Northern states I find, while writing this article, the following announcement 
 in the advertisement of what is perhaps the most high-priced and exclusive 
 girls' seminary in Massachusetts : 
 
 " In planning a system of education for young ladies, with the view of 
 fitting them for the greatest usefulness in life, the idea was conceived of supple- 
 menting the purely intellectual work by a practical training in the art of home 
 management and its related subjects. 
 
414 SOUTHERN EDUCATION 
 
 " It was the first school of high literary grade to introduce courses in domes- 
 tic science into the regular curriculum. 
 
 "The results were so gratifying as to lead to the equipment of Experiment 
 Hall, a special building, fitted for the purpose of studying the principles of 
 applied housekeeping. . Here the girls do the actual work of cooking, marketing, 
 arranging inenus. and attend to a,ll the affairs of a well-arranged household. 
 
 "Courses are arranged ^Iso in sewing, dressmaking, and millinery; they are 
 conducted on a similarly practical basis, and equip the student with a thorough 
 knowledge of the subject." 
 
 A dozen years ago I do not believe that any such announcement would have 
 been made. 
 
 The white citizens were all the more willing to encourage the negro in this 
 economic or industrial development, because they saw that the prosperity of the 
 negro meant also the prosperity of the white man. They saw, too, that when 
 a negro became the owner of a home and was a taxpayer, having a regular trade 
 or other occupation, he at once became a conservative and safe citizen and voter ; 
 one who would consider the interests of his whole community before casting his 
 ballot ; and, further, one whose ballot could not be purchased. 
 
 One case in point is that of the twenty-eight teachers at our school in Tus- 
 kegee who applied for life-voting certificates under the new constitution of Ala- 
 bama, not one was refused registration; and if I may be forgiven a personal 
 reference in my own case, the Board of Registers were kind enough to send me 
 a special request to the effect that they wished me not to fail to register as a 
 life voter. I do not wish to convey the impression that all worthy colored people 
 have been registered in Alabama, because there have been many inexcusable and 
 unlawful omissions ; but, with a few exceptions, the 2,700 who have been regis- 
 tered represent the best negroes in the state. 
 
 All are beginning to see that it was never meant that all negro youths should 
 secure industrial education, any more than it is meant that all white youths 
 should pass through the Massachusetts Institute of Technology, or the Amherst 
 Agricultural College, to the exclusion of such training as is given at Harvard, 
 Yale, or Dartmouth ; but that in a peculiar sense a large proportion of the negro 
 youths needed to have that education which would enable them to secure an 
 economic foundation, without which no people can succeed in any of the higher 
 walks of life. 
 
 Those who once opposed this see now that while the negro youth who 
 becomes skilled in agriculture and a successful farmer may not be able to pass 
 through a purely literary college, he is laying the foundation for his children 
 and grandchildren to do it if desirable. Industrial education in this generation 
 is contributing in the highest degree to make what is called higher education 
 a success. It is now realized that in so far as the race has intelligent and skill- 
 ful producers, the greater will be the success of the minister, lawyer, doctor and 
 teacher. Opposition has melted away, too, because all men now see that it will 
 take a long time to " materialize " a race, millions of which hold neither houses 
 nor railroads, nor bank stocks, nor factories, nor coal and gold mines. 
 
 Another reason for the growth of a better understanding of the objects and 
 influence of industrial training is the fact, as before stated, that it has been taken 
 up with such interest and activity by the Southern whites, and that it has been 
 established at such universities as Cornell in the East, and in practically all of 
 the state colleges of the great West. 
 
 It is now seen that the result of such education will be to help the black 
 man to make for himself an independent place in our great American life. It 
 was largely the poverty of the negro that made him the prey of designing poli- 
 ticians immediately after the war; and wherever poverty and lack of industry 
 exist today, one does not find in him that deep spiritual life which the race 
 must in the future possess in a higher degree. 
 
 To those who still express the fear that perhaps too much stress is put upon 
 industrial education for the negro I would add that I should emphasize the 
 same kind of training for any people, whether black or white, in the same stage 
 of development as the masses of the colored people. 
 
 For a number of years this country had looked to Germany for much in the 
 way of education, and a large number of our brightest men and women are sent 
 
SOUTHERN EDUCATION 415 
 
 there each year. The official reports show that in Saxonj', Germany, alone, 
 there are 287 industrial schools, or one such school to every 14,641 people. This 
 is true of a people who have back of them centuries of wealth and culture. In 
 the South I am safe in saying that there is not more than one effective industrial 
 school for every 400,000 colored people. 
 
 A recent dispatch from Germany says that the German Emperor has had a 
 kitchen fitted up in the palace for the single purpose of having his daughter 
 taught cooking. If all classes and nationalities, who are in most cases thousands 
 of years ahead of the negro in the arts of civilization, continue their interest in 
 industrial training, I can not understand how any reasonable person can object 
 to such education for a large part of a people who are in the poverty-stricken 
 condition of a large element of my race, especially when such hand training is 
 combined, as it should be, with the best education of head and heart. — Booker 
 T. Washington, in October, 1903, Atlantic IMonthly. 
 
 Negro Education Should be Industrial and Ethical. 
 
 The beginning of the education of the negro was slavery. The South does 
 not regret its abolition, but she contemplates with satisfaction the fact that the 
 tuition of slavery developed the negro in little more than a century from the 
 condition of savagery into a condition where, in the judgment of those hostile 
 to slavery, the negro was fitted for the privileges of American citizenship. 
 
 The second chapter in the history of negro education began shortly after 
 emancipation, and includes the blunders of the reconstruction period. It repre- 
 sents all the extremes of reaction. As the teaching of books had been denied to 
 the negro in slavery, it was now assumed that the only education needed was 
 to supply this omission, and accordingly an effort was made in schools and 
 colleges to insert into the mind of the negro, as by a surgical operation, a 
 culture for which the Anglo-Saxon race had been preparing through long cen- 
 turies of growth. 
 
 The nation has, in fact, remanded the solution of the negro problem, in- 
 cluding, of course, the problem of education, to the South. In the days when 
 the southern section of our country was threatened with force bills and similar 
 legislation, there were utterances in the South which might be gathered up from 
 press, pulpit, and platform of that time literally by millions, in which it was 
 said that if the North would only let the South alone, the South would solve 
 the problem in wisdom and in justice. These utterances were sincere, and their 
 fulfilment involves not only a plain duty, but involves also the strong point of 
 the South, the point of honor. The change in the attitude of the North can not 
 fairly be regarded as a desertion of the negro, but, as Mr. Cleveland aptly said, 
 it is an expression of faith and confidence in the respectable white people of 
 the South. 
 
 The South has voluntarily done much for the education of the negro, and will 
 take no backward step in this direction. The United States Commissioner of 
 Education says that since 1870 the South has disbursed for negro education 
 $109,000,000. For every dollar contributed by the wealth-endowed philanthropy 
 of the North for this purpose, the South, out of her poverty, has contributed 
 four dollars. It can riot be pretended that all the people in the South are thor- 
 oughly satisfied with these things that have been done. It must frankly be ad- 
 mitted that some of them are restive under it, but it can at least be answered 
 that the leaders are the friends of negro education. During the past winter the 
 New York Journal inaugurated a symposium, in which Southern men were 
 invited to express their views on this subject. Among the contributors were 
 Bishop Warren A. Candler, of the Methodist Church ; Bishop C. K. Nelson, of 
 the Episcopal Church; Hon. Clark Howell, and others. All of them expressed 
 their gratification at what had been attempted in the South. Not one of them 
 felt that negro education had been proved a failure. 
 
 The policy of separate schools will, of course, be maintained. Negro educa- 
 tion must be suited to meet actual conditions. It must be adapted to meet indus- 
 trial and agricultural needs. This does not mean that the three R's are not to 
 be taught in the schools. The common school education is not, therefore, to be 
 supplanted, but to be supplemental for the great masses of negroes with manual 
 and agricultural training. 
 
416 SOUTHERN EDUCATION 
 
 There is another direction in which the education of the negro should be 
 brought more in touch with hfe. It should be more distinctly ethical. The 
 three periods of the history of negro education may be expressed in terms of 
 the title of the book which had so great influence on the slavery issue. Uncle 
 Tom's Cabin may not be read by future generations, but it will always be re- 
 ferred to as a great historical document. 
 
 In the second period we see Uncle Tom without a cabin. This period 
 represents the era of reconstruction, when alien adventurers, foisted into power 
 on the shoulders of the black masses, played such fantastic tricks in the name 
 of government as the world has never witnessed since the days of Masaniello._ 
 
 The third era is that which is being ushered in under the wise leadership 
 of Booker Washington, when the negro is becoming a home-maker, bound to 
 the soil, and a good citizen. There is no race problem as between the good citi- 
 zens of the South among the blacks. The solution, then, of the negro problem, 
 so far as we can see it within that immediate future which may be forecast 
 from the past and present, and beyond the limits of which it is idle for us to 
 attempt to forecast, but about which we are justified in thinking with optimism 
 and hope, is Uncle Tom in his own cabin. — Chancellor W. B. Hill, University 
 of Georgia, at Richmond Conference. 
 
 HIGHER EDUCATION TOO. 
 The Three Rights of the Less Favored Race— Higher and Industrial Edu- 
 cation Not Antagonistic. 
 
 Try in your imagination to picture what it would be if we of the white 
 race were nine millions of people, living in a country possessing seventy mil- 
 lions ; if we had behind us less than forty years of education, two centuries of 
 slavery and barbarism, and they ten centuries of the highest and best education 
 that has ever been given to any people. What, under these conditions, would 
 you and I wish to be done to us by the more favored race in whose midst we 
 had been planted? If we can answer that question, then we shall be able to 
 answer the question, what is our duty to the colored people who are living 
 with us? 
 
 There are certainly three things we would ask. First, we would ask a fair 
 chance and an equal opportunity. Equality, fraternity and liberty, — how 
 abused these words have been! What is their meaning? What does the word 
 equality mean ? Certainly not that all men are equal in their capacity, calibre 
 and character. Some are tall and some are short, some are fat and some are 
 lean, some know much and some but little. It is not equality of calibre and 
 character. But what we would ask, if you and I were the inferior race in 
 numbers and education, would be at least an equal opportunity with the men 
 whose opportunities by this time had been far superior to our own. We would 
 ask an equal chance in the vocations ot life, that no door to industry should be 
 closed. W^e would ask for an opportunity to get what we could get and to 
 be what he would be. 
 
 In the second place, we would ask an equal opportunity for education as 
 well as avocation. If there is a race who, because they had been centuries climb- 
 ing, were on the top round of the ladder, while we were at the foot on the lower 
 round, we would ask that they put out a hand to help us up, and not a foot to 
 push us down. We would ask, if this higher race claim to be followers of Him 
 who. though He counted it not robbery to be equal with God, j'et made Himself 
 of no reputation and entered the human life, subject to human conditions and 
 even the death of the cross, we would certamly ask, if this race claimed to be His 
 followers, that they would help us to climb the ladder of learning. All that Mr. 
 Washington has ever said in favor of industrial training, I would repeat here 
 today, if I could, but I would also claim for the African race the same right, — 
 the same education that I claim for myself. No race ever yet was led out of its 
 ignorance and into the higher civilization by another race. The Hebrew race 
 sent the Christian religion into Rome, but the Romans developed their own 
 leaders. The negro race must develop its own leaders, and therefore, it must 
 have a chance to do this. The man who wishes to farm must be taught to farm. 
 The man who wishes to build a house, must have a chance to learn Itow to 
 build a house. The man wlin can in-oach, must be educated to preach. The man 
 
SOUTHERN EDUCATION 417 
 
 who can become a physician, must have a chance to study medicine. The men 
 who are to be the teachers of the race, must go to school to be educated to be 
 teachers. I protest against the idea that higher education and industrial educa- 
 tion are antagonistic; both tend to develop men and women according to their 
 temperament and capacity. 
 
 In the third place, in a community where the great majority of the people 
 were of another race, what we would want would be this: Just in the measure 
 in which we prove our ability, and in no other measure, we would want the right 
 to share in the government of the community in which we lived. I said in Rich- 
 mond that I believed in manhood first and suffrage afterwards. I repeat it here 
 now. What does manhood suffrage mean? It should not be determined by acci- 
 dent of birth, not by any inheritance of race or color, nor by previous conditions, 
 but by qualification of character, and by this alone. 
 
 Again, if I were to speak to the colored race today, I would say to them it 
 is for their interest to have the ignorant and the vicious and the corrupt vote 
 cease. They can not afford in this country to be represented by men who stand 
 for ignorance and vice and corruption. And this I would like to say in tones that 
 would ring throughout the nation, it is our loss if we permit the ignorant white 
 vote to continue. — Dr. Lyman Abbott, at Hampton, Va., May, 1903. 
 The Argument for Higher Education. 
 
 The following arguments for the higher education of the negro are taken 
 from the publications of the Atlanta University : 
 
 It is important to teach a negro to work, so that he may earn a living. It 
 is more important to teach him to think, so that he may want to earn a living. 
 
 A thoughtful mind with unskilled hands is no less likely to earn a living 
 than skilled hands owned by a thoughtless mind. 
 
 Earning a living for the body is easier when earning a living for something 
 more than the body is aimed at. 
 
 The negro who craves books, magazines, and pictures for his home is much 
 more likely to possess a tight roof, a full pantry, and comfortable clothes thaa 
 one who does not. 
 
 Some negroes are better fitted to earn a living with the br in than with the 
 hand. Is it not worth while to teach such to work with their brain? 
 
 About 2,500 negroes in the United States have had brain enough to work 
 through and graduate from a collegiate course. 
 
 Statistics show that the college-bred negroes of this country own on the 
 average $2,400 worth of real estate, assessed valuation, and probably $5,000 worth 
 of property all told, on the average. 
 
 It would appear from these statistics that college-bred negroes, as a class, 
 are not paupers or loafers. 
 
 Teaching a negro to earn a living for himself, either by hand or brain, is a 
 good thing. Teaching him how to help others to earn a living is a better thing. 
 
 Over 80 per cent, of the college-bred negroes of America have found perma- 
 nent employment in teaching and the professions. 
 
 A single college class of seven members, graduated from Atlanta University, 
 were found soon after their graduation to be helping as many as 2,000 children 
 and adults on their way to a better self-support. 
 
 A single graduate of Atlanta University has improved the condition of a 
 group of 3,000 negro farmers so that they now own property to an aggregate 
 amount of three quarters of a million dollars. 
 
 With such results as these, is it not worth while to support the higher edu- 
 cation of the negro? 
 
 DIVISION OF SCHOOL FUNDS. 
 
 Governor Aycock Condemns such a Policy as Unconstitutional, Unjust, 
 and a Step Backward. 
 
 I am not unmindful of the fact that the education of the negro has been 
 somewhat disappointing, and there are many of our people who really believe 
 that education is injurious to the negro. They insist that it tends to make him 
 worthless, and leads to the commission of crime. Unfortunately we have not 
 gathered sufficient statistics to put this contention fully at rest, but the state's 
 prison does keep a record, and from it, it is found that within the last two years 
 
418 SOUTHERN EDUCATION 
 
 of the negroes who have gone to the penitentiary two hundred and forty-one 
 can not read and write, while one hundred and seventy-nine have been admitted 
 who can read and write; 47.6 per cent of our negro population are iUiterate and 
 52.4 per cent can read and write. So that for the higher crimes punishable in 
 the penitentiary it clearly appears that illiteracy among the negroes is an injury 
 to the state in that it produces over forty per cent, more of crime. But, however 
 this may be, our duty is plain to try to find a way in which his education can be 
 made more valuable to himself and to his state. Certainly this can not be 
 accomplished by leaving him to the pitiful income arising from his own taxes. 
 The negroes of North Carolina pay for school taxes $126,442.90. There are 
 221,958 negro children of school age in the state. This would give each child 
 a little less than fifty-seven cents, and would furnish schools for them a little 
 more than one month out of the twelve. It must be manifest that such a pro- 
 vision as this is an injustice to the negro and injurious to us. No reason can be 
 given for dividing the school fund according to the proportion paid by each race 
 which would not equally apply to a division of the taxes paid by each race on 
 every other subject. Education is a government function. The right to collect 
 taxes for that purpose is based on the duty of the state to educate its citizens. 
 The care of the insane is no more the duty of the State than education, and if 
 we divide the school fund according to the races we should also divide the fund 
 for the maintenance of hospitals for the insane in the same fashion. We are 
 probably not much wiser now, if any, than the men who framed our constitution 
 in 1875. There were many able men in that body. The constitution of 1868, on 
 the subject of education, was as follows: "The General Assembly, at its first 
 session under this constitution, shall provide by taxation and otherwise for a 
 general and uniform system of public schools, wherein tuition shall be free of 
 charge to all the children of the state between the ages of six and twenty-one 
 years." The constitution of 1875 added to that provision the following clauses : 
 " And the children of the white race and the children of the colored race shall 
 be taught in separate public schools ; but there shall be no discrimination in 
 favor of, or to the prejudice of either race." Why should they have provided 
 against discrimination? They probably thought discrimination unfair, and in 
 addition it must be that the learned lawyers in that convention were of the opinion 
 that any discrimination in favor of either race would be violative of the Fourteenth 
 Amendment to the Constitution of the United States. In this view they are sus- 
 tained by all the courts that have ever passed upon the question, and by all the 
 text writers as well. The federal court in Kentucky expressly held that a pro- 
 vision dividing the funds between the races according to the sums paid by each 
 race for education was prohibited by the Fourteenth Amendment. It seems to me 
 clear that this opinion is right, and if it is, the proposed amendment would be 
 declared unconstitutional, and the suffrage amendment which we have adopted, 
 and which promises so much to the state, would undoubtedly follow in its wake. 
 The strength of our present amendment lies in the fact that after 1908 it pro- 
 vides an educational qualification, and the courts will go far towards sustaining 
 a provision of this nature when the state is endeavoring to educate all her chil- 
 dren, but if it should be made to appear to the court that in connection with our 
 disfranchisement of the negro we had taken pains for providing to keep him in 
 ignorance, then both amendments would fall together. The amendment proposed 
 is unjust, unwise, and unconstitutional. It would wrong both races, would bring 
 our state into the condemnation of a. just public opinion elsewhere, and would 
 mark us as a people who have turned backwards. The state of North Carolina 
 "has heretofore enjoyed the distinction of being first in those things which look 
 to a larger liberty and a consequent higher development of her people. Let us 
 not seek to be the first state in the Union to make the weak man helpless. This 
 would be a leadership which could bring us no honor, but much shame. I earn- 
 estly hope that no effort will be made to secure the adoption of the proposed 
 amendment. Let us be done with this question, for while we discuss it the white 
 children of the state are growing up in ignorance. To secure the education of 
 all our people is a great task and we have no time to waste in discussing im- 
 possible changes in our constitution. When it is finally admitted, as it must be, 
 that such an amendment can not stand before the courts, we will have gone a 
 long way towards solving our educational problems. — Governor Charles B. 
 Aycock, to the North Carolina Legislature, 1903. 
 
SOUTHERN EDUCATION 419 
 
 Justice and Common Sense in the Education of the Negro. 
 
 The negro is in the South to stay and the Southern people must educate and 
 elevate him or he will drag them down. The human race is an organism, all its 
 members are bound together and minister to each other by natural law. If 
 history, philosophy and revelation teach us anything it is the solidarity of all 
 mankind, that " no man liveth to himself " and " no man dieth to himself," but 
 that we are each " his brother's keeper." 
 
 I plead for justice and common sense in the education of the negro. The. 
 most encouraging thing about public education in the South is the noble, self- 
 sacrificing way in which the Southern people have given of their limited resources 
 for the education of their recent slaves. That they will continue to do for the 
 black man all that their means will permit, I firmly believe. These attacks upon 
 the negro school fund, these proposals to give him for his schools only what he 
 pays in himself, come from short-sighted people who fail to recognize the basal 
 principle underlying all public education, namely, the duty of all the people to 
 educate all the people. These new agitators do not represent the opinion of the 
 best people of the South and their proposals will not prevail. The people of the 
 South realize already that this proposal is not primarily an assault upon the black 
 man, but a movement to undermine the foundation of the country's prosperity, 
 progress, and peace. We can not longer take the risk of multitudes of ignorant 
 voters controlled by a few wicked demagogues. 
 
 But we must use common sense in the education of the negro. We must 
 recognize in all its relations that momentous fact that the negro is a child race, 
 at least two thousand years behind the Anglo-Saxon in its development, and that 
 like all other races it must work out its own salvation by practicing the industrial 
 arts, and becoming independent and self-supporting. Nothing is more ridiculous 
 that the program of some good people from the North who insist upon teaching 
 Latin, Greek, and philosophy to all negro boys who come to their schools. Many 
 of our southern states make a similar mistake in trying to enforce in the schools 
 of the black districts courses of study made out for whites. Let us adapt our 
 instruction to the needs of the people, and, above all things, let us give them 
 that industrial training which will prepare them to be self-supporting citizens. 
 General Armstrong, of Hampton, and Principal Washington, of Tuskegee, have 
 worked out a sensible plan for the education of the negro. Our state schools 
 for this race should be modeled after their plan. The only solution of the 
 Southern problem is to be found in good, free public schools for all the people, 
 blacks and whites alike, and compulsory attendance laws. — President Charles 
 W. Dabney, L^niversity of Tennessee, at Winston-Salem Conference for Educa- 
 tion in the South. 
 
 Prosperity and Division of School Funds. 
 
 Few policies will prove more injurious to the prosperity of either race than 
 the agitation of the question of depriving the negro of the benefit of the school 
 fund. Destroy the schools in the country districts and the negro will vacate your 
 farm lands and come to the cities, where he is sure of finding a school in session 
 eight or nine months in the year. There is no surer way of reducing the value 
 of agricultural lands in the South than by taking away negro schools. On the 
 other hand, there is no surer way of enhancing the value of these lands than by 
 having a first-class school at every cross-roads centre. Encourage the negro to 
 feel at all times that in his education, his life and property, he is to have the 
 everlasting friendship and protection of the white man, and there is no class of 
 people on earth who will repay such kindness with a higher degree of loyalty, or 
 with harder or more patient work. The great problem with many of the civi- 
 lized countries today is to find sufficient and acceptable labor. The South has at 
 its very door that which others are seeking, and will always have it, if it is wise 
 in its treatment of this class of its people. — Booker T. Washington, Raleigh 
 (N. C.) State Fair, 1903. 
 
420 
 
 SOUTHERN EDUCATION 
 
 THE NEGRO AS AN ECONOMIC FACTOR IN THE SOUTH. 
 
 Progress of the Negro in Acquiring Property— His Value to the 
 
 South as a Laborer— Other Facts. 
 
 In igoo, the negroes of North Carolina owned personal and real property 
 assessed for taxation at $9,765,986. In 1902, the negroes of Georgia owned prop- 
 erty assessed at $15,188,069. The negroes of Virginia during the same year 
 returned property valued at $17,580,390. In 1900, the negroes of Louisiana owned 
 property valued at $8,391,260. It is safe to say that the actual value of the negro 
 property in these several Southern States is double its assessed value, and also 
 that the negroes of the other Southern States own property proportionately as 
 large considering their numbers in those states as the negroes of Virginia, North 
 Carolina, Georgia, and Louisiana. 
 
 The present generation of negroes, it would seem, is making commendable 
 progress in the acquisition of property, both real and personal, as is shown by a 
 recent report of Comptroller-General William A. Wright, of Georgia. In that 
 report General Wright shows the increase in property values in Georgia since 
 1879, giving each race separately. During the period 1879-1902 the negroes in- 
 creased their property values from something over five millions of dollars to 
 $15,188,069, an increase of more than 193 per cent., while the values of all prop- 
 erty in the State increased a little less than 100 per cent, during the same period. 
 
 The reports of the parish tax assessors of Louisiana for the year 1901 show 
 that 5,900 negroes in that state own real property valued at more than $300, and 
 hence are entitled to vote under the laws of Louisiana, provided they have paid 
 their poll taxes for two successive years, whether they can read and write or 
 not. 
 
 In 1890 there were 549,632 farms in the United States occupied by negroes; 
 120,738, or 22 per cent, of these farms were owned by their occupants, more than 
 90 per cent,, being without mortagage encumbrance. These 549,632 farms were 
 1 1. 5 per cent, of all the farms in the United States in 1890. 
 
 In 1900, negroes operated 746,717 farms, or 13 per cent, of all the farms in 
 the country, an increase of 36 per cent, over 1890. These 746,717 negro farms 
 contained 38,233,933 acres of land, 61. i per cent, of which was improved. The 
 total value of these farms, owned and rented, was $499,943,734, and the compilers 
 of the census say that " it appears that the farm property belonging to negroes 
 is worth approximately $200,000,000." The average value of these farms, owned 
 and rented by negroes, in 1900 was $669, and an average of $342 worth of products 
 was raised on each farm. 
 
 The following table will more forcibly set forth the economic importance of 
 the negro in this country as relates to the one item of agriculture. The figures 
 are taken from the census of 1900: 
 
 States 
 
 Total Number 
 farms owned and 
 rented by negroes 
 
 Total value farm 
 
 property owned 
 
 and rented by 
 
 negroes 
 
 United States 
 
 746,717 
 
 1,761 
 
 287,933 
 
 817 
 
 5,842 
 
 17 
 
 44 795 
 
 742 
 
 53,996 
 
 85.881 
 
 82,822 
 
 13 521 
 
 12.255 
 
 444.429 
 
 11,227 
 
 33.883 
 
 94.0 i9 
 
 128..351 
 
 58.096 
 
 65.472 
 
 2.256 
 
 4.097 
 
 46,978 
 
 337 
 
 $499,943,734 
 
 North Atlantic Division 
 
 South Atlantic Division „ 
 
 4,776.245 
 
 162,S4 1,284 
 
 ],H9<.8H0 
 
 
 8,208..572 
 
 District of Columbia " 
 
 304,592 
 
 Virginia 
 
 24,490,106 
 827.711 
 
 
 28.458,176 
 
 
 43,992 879 
 
 
 48,698,931 
 
 Florida 
 
 6.46-1.487 
 
 North Central Division 
 
 24,608.045 
 
 
 306,665.271 
 
 
 10.950.268 
 
 
 26,735.588 
 
 
 46 908,811 
 
 Mississippi 
 
 86.390,974 
 
 
 37.995 093 
 
 Texas „ 
 
 56,180,207 
 2 921.326 
 
 Indian Territory 
 
 Arkansas 
 
 4 31)1 830 
 34,191,174 
 
 Western Division 
 
 1,050,389 
 
sou THERN ED UCA TION 
 
 421 
 
 111 the nine counties composing what is known as the " Delta " of the State 
 of Mississippi, negroes constitute 87.6 per cent, of the total population. The 
 negroes constitute 58.5 per cent, of the total population of the State of Mississippi, 
 but the " Delta " country, it is asserted, has the densest negro population of any 
 section of the South, and here negroes do most of the farm work, farming cotton 
 being almost the only industry. In the nine "Delta" counties 28 per cent, of 
 the total cotton crop of Mississippi was produced last year. These nine counties, 
 of course, are an inconsiderable part of the seventy-four counties composing the 
 state, as to area. Mr. Alfred Holt Stone, of Washington County, Mississippi, a 
 "Delta" county, recently wrote to The Southern Workman: 
 
 " Without touching upon the larger field of the general Southern attitude 
 toward the question of negro labor, I may say that most agricultural districts of 
 course want to retain such negroes as they have, but T know of no other of equal 
 area wherein deliberate, systematic, and persistent efforts are put forth to add 
 to the negro population. Nor do I know of any other to which so many negroes 
 are drawn through the efforts of kindred and friends who have preceded them. 
 The census figures from 1870 to 1900 tell the story of the results of these efforts 
 and influences. 
 
 " The necessity for this constant accession of negroes is to be found in a 
 variety of causes. Here some of the ante-bellum features of agriculture still 
 obtain ; planting operations are, in the main, carried on upon a large scale, on 
 plantations ranging in size from several hundred to several thousand acres, the 
 land being cultivated entirely by negro labor. All our gins, oil mills, compresses, 
 etc., are operated by negro labor, and with the exception of a comparatively few 
 skilled mechanics the negro furnishes our carpenters and masons. In fact, it is 
 not too much to say that he has here a practical monopoly of the field of manual 
 labor. The real development of this section dates from the era of railroads, about 
 1884, and the work of reducing its vast forests to cultivation has scarcely begun. 
 Thousands of acres of woodland are being constantly added to the cotton-pro- 
 ducing domain, the immense amount of work involved in the process demanding 
 the employment of increasing hundreds of negro laborers. Another great neces- 
 sity for the importation of labor arises from the fact that the soil produces more 
 cotton than can (or, more correctly, will) be picked by the family making it, 
 thus creating an annually increasing demand for extra pickers to assist in gather- 
 ing the crop." 
 
 In 1900 the census of the United States asserted that the number of farmers 
 in this country that year was 5,739,657; 4,970,129 of these were white and 746,717 
 colored. In the South there were 1,643,524 white farmers and 720,025 negro 
 farmers, the negro farmers of the South being about 30.4 per cent, of the whole 
 number. The following table, comparing the number of negro and white farmers 
 of the South, will serve to show somewhat in detail another side of the import- 
 ance of the negro as an economic factor in Southern life: 
 
 States 
 
 
 
 c i- * 
 
 ft 1' C 
 
 S C s 
 
 01 o 
 
 3 >- 
 
 c bo 
 
 ^2 
 
 04 M-o 
 
 
 73 
 
 , 
 
 
 
 • C « 
 
 . c «« 
 
 ^&£ 
 
 
 C >.^ 0) 
 
 "CM 
 
 U.Q-^Ta 
 
 " U) u 
 1- 4) C 
 
 "* CXI 
 
 
 j: 
 
 
 
 Virginia 
 
 Noith Carolina 
 South Carolina . 
 
 Georgia 
 
 Florida 
 
 Kentucky 
 
 Tennessee 
 
 Alabama 
 
 Mississippi 
 
 Louisiana 
 
 Texas 
 
 Arkansas 
 
 Total 
 
 123.052 
 
 72 7 
 
 44,834 
 
 59.8 
 
 16!>.773 
 
 67 9 
 
 54,864 
 
 32.2 
 
 69.954 
 
 59.1 
 
 85,401 
 
 22.4 
 
 141,8(i5 
 
 55 4 
 
 82,826 
 
 18.9 
 
 27.:>88 
 
 85.5 
 
 13.526 
 
 49 1 
 
 223,429 
 
 68.1 
 
 11,238 
 
 48.6 
 
 190.728 
 
 65.0 
 
 33,895 
 
 28.1 
 
 1V9,137 
 
 62.8 
 
 94.0S3 
 
 15. i 
 
 92.124 
 
 67.1 
 
 128,67!' 
 
 16 4 
 
 57.809 
 
 679 
 
 58. 160 
 
 16.2 
 
 286 654 
 
 54.8 
 
 65,536 
 
 30 9 
 
 131,711 
 
 64.9 
 
 46,983 
 
 25.6 
 
 1,643,524 
 
 65.9 
 
 720,025 
 
 29.8 
 
 128,530 
 
 35 9 
 
 26 6 
 
 122.208 
 
 23.7 
 
 16.6 
 
 160,521 
 
 16.7 
 
 12.2 
 
 221,254 
 
 12.4 
 
 S.6 
 
 50,715 
 
 27.8 
 
 21 9 
 
 60,311 
 
 29.7 
 
 21.9 
 
 96,427 
 
 21.8 
 
 15 7 
 
 178.365 
 
 13.2 
 
 8.7 
 
 192,805 
 
 14 9 
 
 89 
 
 140.264 
 
 14.6 
 
 lor 
 
 119,418 
 
 27 9 
 
 18.1 
 
 76.803 
 
 21.9 
 
 14.3 
 
 1,547,621 
 
 21.7 
 
 15.3 
 
422 
 
 SOUTHERN EDUCATION 
 
 Finally, it is well known that the white people in all sections of the South 
 have always resisted the efforts of the emigration agent and the negro colonizer 
 to take the negroes away to other sections of the country. This resistance has 
 been and is due to the importance of the negro as farmer and laborer. Somehow 
 the Southern white people appreciate the industrious negro farmer and feel that 
 he is the best laborer or tenant they can procure. That the Southern feeling in 
 this respect is based on more than mere sentiment the following facts will show : 
 
 States 
 
 Total value 
 negro farm prop- 
 erty. 1900, 
 owned and rented 
 
 Total value 
 white farm prop- 
 erty. 1900, 
 owned & rented 
 
 Virginia 
 
 $ 24.490,106 
 28.458.176 
 4.S.992.879 
 48.69x,931 
 6.466,187 
 46.908 811 
 86,390.974 
 37.995,093 
 56.lS0.2n7 
 34.191.174 
 26.735 588 
 10,950,268 
 
 $451,458,694 
 
 $ 298.986.961 
 204 866.528 
 
 North Carolina 
 
 South Carolina 
 
 109,5.s9,887 
 
 Georgia 
 
 179,665,683 
 47.457,291 
 
 Florida 
 
 Alabama 
 
 132,481.529 
 
 Mississippi 
 
 Louisiana 
 
 117.733.593 
 160,506.608 
 906.237,(163 
 147,220,4K9 
 3I4,4.';9,889 
 460 091,384 
 
 TexHS 
 
 Arkansas 
 
 Tennessee . 
 
 Kentucky 
 
 
 
 
 Total 
 
 $3,079,296,905 
 
 
 
 The above table shows that the total value of the farms of the South in 1900 
 was $3,530.755>599- This table also shows that negroes operated or owned farms 
 aggregating in value $451,458,694, or 12.8 per cent, of the whole. 
 
 Of the farms of the South deriving their principal income from cotton 49.1 
 per cent, were owned, operated, or cultivated largely by negro labor in 1900; of 
 rice farms 27-3 per cent, were so cultivated; of sugar farms 14.8 per cent, were 
 cultivated by negroes. And the census of 1900 also indicated that there were 
 150,000 negro farm owners in the South that year and 28,000 more who were part 
 owners of farms. 
 
 The large percentage of the farm property of the Southern States, owned 
 and farmed by negroes, is another indisputable evidence of the economic value of 
 the negro to the South. The figures are interesting and certainly indicate great 
 progress on the part of the negro race since 1865, only a little more than a third 
 of a century. 
 
 In conclusion it may well be asked by thoughtful men and women whether 
 the education of a people who have had, and will continue to have, so much to do 
 with our economic life can be neglected by the stronger race. Somehow the con- 
 clusion forces itself upon us, while we contemplate the position of the negro in 
 our economic life as indicated by the figures cited above, that the right education 
 of the negro would pay the South from a purely economic standpoint, not to speak 
 of the advantages that would accrue to the community through the uplift that 
 efficient training would give him as a citizen and a man. But one thing must be 
 apparent to the most casual reader and student of Southern problems, viz., that 
 the negro race in increasing numbers is gradually attaching itself to the soil of the 
 South, thus indicating the possibility of higher and more efficient development. 
 
SOUTHERN EDUCATION 
 
 423 
 
 ILLITERACY IN THE SOUTH. 
 
 Table Showing the Number of White Illiterates Ten Years of 
 Age and Over, 1889-1900, and the Decrease in Percentage- 
 Eleven Southern States. 
 
 States 
 
 f_ c « c ,t- — 
 
 
 
 
 
 
 cs 
 
 4J 
 
 r- 
 
 p 
 
 
 
 <U 
 
 
 n! 
 
 l^ 
 
 ^ 
 
 0, 
 
 5 
 
 
 — 
 
 o (u 
 
 D.n-c 
 — ,- o V c 
 
 
 
 
 
 
 00 
 
 
 
 
 
 
 u 
 
 
 rj 
 
 ^_ 
 
 
 
 
 D- 
 
 
 
 — 
 
 -^ — ?*> 
 
 •- C IN 
 
 - a. u >- 
 
 Virginia 
 
 North Carolina 
 South Carolina. 
 
 Georgia 
 
 Florida 
 
 Tennessee 
 
 Al.ihama 
 
 Missis'iippi 
 
 Louisiana 
 
 Texas 
 
 Arkansas 
 
 866, 29S 
 900,664 
 399,5-10 
 841,200 
 197,973 
 
 1,108,629 
 700,8-23 
 4511,952 
 474,621 
 
 1,554,994 
 656,438 
 
 96,117 
 
 175 645 
 54,375 
 
 100,431 
 17,039 
 
 157. 391 i 
 
 103,570 
 36,038 
 82,2:i7 
 95,0(16 
 76,036 
 
 11.1 
 19 5 
 
 13 6 
 11.9 
 
 8 6 
 14.2 
 
 14 ^ 
 8.0 
 
 17.3 
 6.1 
 11.6 
 
 738,476 
 751.30-. 
 326,12.. 
 6S9,969 
 147,225 
 947,445 
 576,154 
 377,466 
 3.54,293 
 1,084,-587 
 555,873 
 
 103,265 
 
 14.0 
 
 173,545 
 
 23.1 
 
 59,063 
 
 18.1 
 
 113.945 
 
 16 5 
 
 16,68; 
 
 11.3 
 
 170, 31S 
 
 18.0 
 
 106,235 
 
 18 4 
 
 44,987 
 
 11.9 
 
 72,013 
 
 20 3 
 
 ^9.82 
 
 8 3 
 
 92,052 
 
 16.6 
 
 616 314 
 605,244 
 
 26.^,35r. 
 653.7ti9 
 91,749 
 774,411 
 443,327 
 319.385 
 268 , 6( 
 707,969 
 384,061 
 
 113,915 
 
 18.5 
 
 191,9 3 
 
 31.7 
 
 59.415 
 
 22.4 
 
 128,36:- 
 
 23.2 
 
 19, 02^ 
 
 •JO. 7 1 
 
 214,994 
 
 27 8 
 
 111,040 
 
 25.0 
 
 52.910 
 
 16.6 
 
 53,26' 
 
 19 8 
 
 97.498 
 
 13.9 
 
 97,990 
 
 25.5 
 
 7.4 
 12.2 
 8.8 
 11.3 
 12.1 
 136 
 10.2 
 8.6 
 2 5 
 7.8 
 13.9 
 
 Table Showing the Number of Negro Illiterates Ten Years of Age and 
 Over, 1880-1900, and the Decrease in Percentage-Eleven Southern 
 States. 
 
 States 
 
 •- 5 
 
 
 
 V.2 
 
 
 
 I- ^ c 
 
 
 V.2 
 
 
 
 1 negro 
 aiion 10 
 old and 
 1880 
 
 1- "^ 
 
 
 00 
 
 4-1 °o 
 
 1 ne 
 alio 
 old 
 1900 
 
 t^' 
 
 U V 
 
 1^' 
 
 Si 
 
 
 
 
 "- 1- 
 
 rt — U3 .. 
 
 
 
 3 u 
 
 i ^- 
 
 
 ^iJ 
 
 II- .tl 
 
 
 ZiJ 
 
 Q.C3 (U 
 
 »s a 
 
 ir. 
 
 h C I, > 
 
 ^ 
 
 - a V > 
 
 i^ 
 
 ^ 
 
 H c u > 
 
 '^ 
 
 'JZ 
 
 c^o 
 
 ::: 
 
 .■;; 
 
 a^-.o 
 
 7^ 
 
 ■- 
 
 O.f'.O 
 
 :^ 
 
 ^ 
 
 i--5 
 
 Virginia 
 
 North Carolina 
 Sovith Carolina . 
 
 <Jeorgia 
 
 Florida 
 
 Alabama 
 
 Mississippi 
 
 Texas 
 
 Arkansas 
 
 Tennessee 
 
 Louisiana 
 
 479.464 
 
 213,960 
 
 44.6 
 
 441,7.56 
 
 210 344 
 
 47.6 
 
 537,542 
 
 283,940 
 
 52.8 
 
 724,. 305 
 
 379,156 
 
 52.3 
 
 168,980 
 
 65.101 
 
 38.5 
 
 589.820 
 
 3-8,707 
 
 57.4 
 
 640,424 
 
 314,617 
 
 49.1 
 
 438.883 
 
 167,531 
 
 38 2 
 
 263,923 
 
 113,495 
 
 43 
 
 354,980 
 
 147,844 
 
 41 6 
 
 465,611 
 
 284,594 
 
 61.1 
 
 582 
 ,:'.h9 
 .23V 
 ,6 3 
 ,034 
 .430 
 ,929 
 .1.54 
 .454 
 ,800 
 ,642 
 
 260,678 
 235. 9K1 
 301,262 
 404 015 
 60.204 
 331,200 
 314,858 
 176 484 
 116.655 
 167,971 
 283,245 
 
 57.2 
 
 60.1 
 
 64 1 
 
 67 3 
 
 50.6 
 
 69.1 
 
 60.9 
 
 .52 5 
 
 53.6 
 
 54.2 
 
 72.1 
 
 4?8,450 
 351,145 
 394.750 
 479,863 
 85,513 
 399.058 
 425,397 
 2.-.5,265 
 1.37, H71 
 271,3S6 
 328,153 
 
 315,666 
 271,943 
 310,07! 
 .391,482 
 60,420 
 321.680 
 319,753 
 192,. 520 
 103,473 
 194,495 
 259,429 
 
 73 7 
 77.4 
 78 5 
 81. ti 
 
 70 7 
 80 6 
 75 2 
 75.4 
 750 
 
 71 7 
 79.1 
 
 29.1 
 29.8 
 25 7 
 29.3 
 .32.2 
 23.2 
 26.1 
 37 2 
 32.0 
 30.1 
 18 
 
 A Comparison. 
 
 In the twenty years, 1880-1900, white illiteracy in Virginia decreased 7.4 
 per cent., while negro illiteracy dnring the same period decreased 29.1 per cent. 
 
 During the same period North Carolina decreased her white illiteracy 12.2 
 per cent, and her negro illiteracy 29.8 per cent.; South Carolina decreased her 
 white illiteracy 8.8 per cent., and her negro illiteracy 25.7 per cent.; Georgia 
 decreased her white illiteracy 11. 3 per cent., and her negro illiteracy 29.3 per 
 cent; Florida decreased her white illiteracy 12.1 per cent., and her negro illiteracy 
 32.2 per cent.; Tennessee decreased her white illiteracy 13.6 per cent, and her 
 negro illiteracy 30.1 per cent.; Alabama decreased her white illiteracy 10.2 per 
 cent., and her negro illiteracy 23.2 per cent.; Mississippi decreased her white 
 illiteracy 8.6 per cent., and her negro illiteracy 26.1 per cent.; Louisiana de- 
 creased her white illiteracy 2.5 per cent., and her negro illiteracy 18 per cent; 
 Texas decreased her white illiteracy 7.8 per cent., and her negro illiteracy 37.2 
 per cent.; Arkansas decreased her white illiteracy 13.9 per cent., and her negro 
 illiteracy 32 per cent. 
 
424 
 
 SOUTHERN EDUCATION 
 
 The three Southern states making the largest decrease in white ilhteracy 
 were Arkansas 13.9 per cent., Tennessee 13.6 per cent., and North Carolina 
 12.2 per cent. The three Southern states making the largest decrease in negro 
 illiteracy during the last twenty years were Texas, 37.2 per cent., Florida, 32.2 
 per cent, and Arkansas, 32 per cent. The three Southern states making the small- 
 est decrease in negro illiteracy were Louisiana 18 per cent.. South Carolina 25.7 
 per cent., and Alabama 23.2 per cent. 
 
 Decrease in White and Colored Illiteracy, 1880-1900— 
 A Comparison. 
 
 States 
 
 heart - = 
 rt o u, ■" 
 
 IT) 0) 
 
 o 1) o rt 
 
 5f gbi,^ 
 
 1. c 
 
 o rt 2 
 ^ bt c i* '" 
 
 o rt = J;§ 
 b«a.rt o c 
 
 u <u2 rt jj 
 i-'i ^ u V 
 
 o J, o ^ o 
 u-q 2 > '- 
 
 •5 2 ^"^ 'i> 
 
 
 
 Virginia 
 
 North Carolina 
 South Carolina. 
 
 Georsia 
 
 Florida 
 
 Tennessee 
 
 Alabama 
 
 Mississippi 
 
 L' uisiana 
 
 Texas 
 
 Arkansas 
 
 18.5 
 
 73.7 
 
 11.1 
 
 44.6 
 
 31 7 
 
 77.4 
 
 19.5 
 
 47.6 
 
 22.4 
 
 78.5 
 
 13.6 
 
 52.8 
 
 23.2 
 
 81.6 
 
 11.9 
 
 52.3 
 
 20.7 
 
 70 7 
 
 8.6 
 
 38.5 
 
 27.8 
 
 71.7 
 
 14.2 
 
 41.6 
 
 25 
 
 80 6 
 
 14.8 
 
 57.4 
 
 16.6 
 
 75.2 
 
 8.0 
 
 49.1 
 
 19.8 
 
 79.1 
 
 17 3 
 
 61.1 
 
 13 9 
 
 75.4 
 
 6.1 
 
 38.2 
 
 25.5 
 
 75.0 
 
 11 6 
 
 43.0 
 
 7.4 
 
 12.2 
 
 8.8 
 
 11.3 
 
 12.1 
 
 1-3.6 
 
 10.2 
 
 86 
 
 2.5 
 
 7.8 
 
 13.9 
 
 29.1 
 29.8 
 25.7 
 29.3 
 32.2 
 30.1 
 23.2 
 26.1 
 18.0 
 37.2 
 32.0 
 
 The above figures are taken from the Census of United States, 1900. 
 
 TUSKEGEE'S OUTPOST WORK. 
 
 Copies of Papers Circulated by Tuskegee Institute in the Inter- 
 est of the Industrial and Social Betterment of the Negro 
 Farmers in the Vicinity of the School. 
 
 My Daily Work. 
 
 I may take in washing, but every day I promise myself that I will do certain 
 work for my family. 
 
 I will set the table for every meal. I will wash the dishes after every meal. 
 
 Monday, I will do my family washing. T will put my bedclothes out to air. 
 I will clean the safe with hot water and soap. 
 
 Tuesday, I will do my ironing and family patching. 
 
 Wednesday, I will scrub my kitchen and clean my yard thoroughly. 
 
 Thursday, I will clean and air the meal and pork boxes. I will scour my 
 pots and pans with soap and ashes. 
 
 Friday, I will wash my dish cloth, dish towels and hand towels. I will sweep 
 and dust ni}- whole house and clean everything thoroughly. 
 
 Sunday, I will go to church and Sunday .school. I will take my children with 
 me. I will stay at home during the remainder of the day. I will try to read 
 something aloud helpful to all. 
 
 Questions that I Will Pledge Myself to Answer at the End of the Year. 
 
 1. How many bushels of potatoes, corn, beans, peas, and peanuts have we raised 
 
 this year? 
 
 2. How many hogs and poultry do we keep ? 
 
 3. How much poultry have we raised? 
 
 4. How many bales of cotton have we raised? 
 
 5. How much have we saved to buy a home? 
 
 6. How much have we done towards planting flowers and making our yard 
 
 look pretty? 
 
SOUTHERN EDUCATION 425 
 
 7. How many kinds of vegetables did we raise in our home garden? 
 
 8. How many times did we stay away from miscellaneous excursions when we 
 
 wished to go? What were our reasons for staying at home? 
 
 9. How have we helped our boys and girls to stay out of bad company? 
 
 10. What paper have we taken, and why have we taken our children to church 
 and had them sit with us? 
 
 How to Make Home Happy. 
 
 Keep clean, body and soul. Remember that weak minds, diseased bodies, bad 
 acts, are often the result of bad food. 
 
 Remember that you can set a good table by raising fruit, vegetables, grains, 
 and your meat. 
 
 Remember that you intend to train your children to stay at home out of bad 
 company. 
 
 Remember that if you would have their minds and yours clean, you will be 
 obliged to help them learn something outside the school room. Remember that 
 you can do this in no better way than by taking a good paper. The Nezu York 
 Weekly Witness or the Sabbath Reading, published in New York, cost very little. 
 Have your children read to you from the Bible and from the papers. 
 
 Your Needs. 
 
 You need chairs in your house. Get boxes. Cover with bright calico, and 
 use them for seats until you can buy chairs. 
 
 You need plates, knives and forks, spoons and table cloths. Buy them with 
 the tobacco and snuff money. 
 
 You need more respect for self. Get it by staying away from street corners, 
 depots, and above all, excursions. 
 
 You need to stay away from these excursions to keep out of bad company, 
 out of court, out of jail, and out of the disgust of every self-respecting person. 
 
 You need more race pride. Cultivate this as you would your crops. It will 
 mean a step forward. 
 
 You need a good home. Save all you can. Get your home, and that will 
 bring you nearer citizenship. 
 
 You can supply all these needs. When will you begin? Every moment of 
 delay is a loss. 
 
 How to Become Prosperous. 
 
 1. Keep no more than one dog. 
 
 2. Stay away from court. 
 
 3. Buy no snuff, tobacco, and whiskey. 
 
 4. Raise your own pork. 
 
 5. Raise your vegetables. 
 
 6. Put away thirty cents for every dollar you spend. 
 
 7. Keep a good supply of poultry. Set your hens. Keep your chickens until 
 
 they will bring a good price. 
 
 8. Go to town on Thursday instead of Saturday. Buy no more than you need. 
 
 Stay in town no longer than necessary. 
 
 9. Starve rather than sell your crops before you raise them. Let your mind be 
 
 fixed on that the first day of January, and stick to that every day in the 
 year. 
 
 10. Buy land and build you a home. 
 
 Negro Schools Before the War. 
 
 Formerly there were laws in some of the Southern States forbidding any one 
 to teach a negro to read and write. In the North, too, much has been made of 
 these laws. It has been assumed, sometimes, that they represented the settled 
 purpose of all the Southern people and that the universal practice was in con- 
 formity. ' As bearing on this point we may glance at the census of i860. Vir- 
 ginia was one of the states in which the laws were severest. Here there were 
 12,100 free colored males over 20 years of age, of whom 6,710 could read and 
 
426 SOUTHERN EDUCATION 
 
 write. South Carolina is another state in which the law was especially severe. 
 Here the number was 1,926, of whom 1,294 could read and write. In thirteen 
 Southern states the number of free colored males over 20 years of age was 40,448, 
 of whom 19,396 were able to read and write. So it appears that actually almost 
 half the free adult male negroes had been taught in some way, notwithstanding the 
 law. 
 
 The census of i860 does not tell concerning the intelligence of slaves. Cer- 
 tain evidence, however, comes out in the census of 1870. There were at that time 
 in the thirteen states 902, 559 male negroes over 21 years of age, of whom 98,245 
 could read and write. With deduction for the free colored people mentioned, 
 there were nearly 80,000 literates who had been slaves. Some acquired their 
 knowledge after emancipation, but with due allowance for these, we can hardly 
 place the number who had learned in slavery at less than 50,000. 
 
 In Charleston, S. C, a school for the children of free colored people was 
 established about 1838, and was taught by five brothers in succession, who took 
 this way of earning the money necessary for a college course. These brothers 
 were sons of Rev. John Mood, a respected business man of Charleston and a local 
 preacher in the Methodist Episcopal Church. The sons, one after another, were 
 graduated with honor at Charleston College ; four of them became ministers in 
 the Methodist Church and the other a physician. The youngest was Dr. Francis 
 Asbury Mood, who attained high distinction, not only as a minister, but as a 
 teacher, and is especially honored as the founder of the Southwestern University 
 at Georgetown, Texas. 
 
 A few months ago the late Mr. George W. Williams showed me, at his bank 
 in Charleston, a printed enrollment of the taxpayers in i860, calling particular 
 attention to the separate list of free negroes with their assessments. I copied 
 from this list the names of 118 free colored people who were assessed for slaves 
 they owned, and the aggregate number of these slaves owned by free colored 
 people was 284. Eleven of the largest property holders had sixty-one slaves, and 
 were assessed besides for other property valued in the aggregate at $204,840. The 
 person having the heaviest assessment, both in slaves and in other property, was 
 a woman named Maria Weston. Alluding to her. Mi*. Williams said he once 
 asked how it happened that the property was all in her name, with no mention of 
 her husband, and she answered that her husband was a slave and so could not 
 own property. I made inquiries of certain other aged gentlemen of Charleston 
 concerning these people, and was told that some carried on the tailoring business, 
 one was an energetic wheelwright, and others were in similar trades. All were 
 under guardians, as the law required, and when one made an important transfer 
 of property a third party was necessary. They often went to great pains and 
 sacrifice to buy their friends out of slavery, and then it was necessary to carry 
 the negotiations through some white man. Public sentiment forbade them to 
 carry a cane or to ride in a carriage (though I have been told of a negro named 
 Ellison in Sumter County who owned some thirty slaves and had his coach-and- 
 four), but many of them were held in high esteem. They were the people for 
 whom the Moods carried on their school. The enterprise was in direct violation 
 of the letter of the law, but this hardly seems to have been thought of. In the 
 three Methodist churches of Charleston there were some 3,000 colored members, 
 besides 1,000 more at Bethel. 
 
 Several Southern gentlemen have told me, with evident pride, of the Rev. 
 John Chavis, a Presbyterian negro minister, who was educated at Washington 
 College and taught for many years a classical school for white boys in North 
 Carolina, out of which came a number of eminent men. Dr. William H. Rufifner, 
 of Lexington, Va., speaks of John Chavis as having been sent to Lexington by 
 Presbyterians of Charleston with the expectation of his becoming a missionary 
 to Africa. — Southern JVorktnan. 
 
 SOME RESOLUTIONS. 
 
 Declaration of the Colored Teachers of North CaroMna at 
 
 Raleigh, October 31, 1903. 
 
 We, here assembled, representing the educational interests of the colored 
 people of North Carolina, declare : 
 
SOUTHERN EDUCATION 427 
 
 (i) That we gratefully appreciate any and all efforts that are being put 
 forth by friends north and south to help us educate ourselves. 
 
 (2) That we express our confidence in the sincerity of the governor of this 
 state and those associated with him in their efforts to foster in this state the 
 sentiment in favor of education for all the people of the state. 
 
 (3) We believe in the prorate division of the school funds in order that 
 every child in the state, both white and colored, may receive equal benefits there- 
 from. 
 
 (4) We deprecate the fact that the insufficiency of the funds necessitates 
 short terms for the public schools, and urge upon the parents generally the duty 
 to see that their children attend school promptly throughout the term ; and we 
 further advise that whenever there is an opportunity so to do the school terms 
 be lengthened by local taxation or individual subscription. 
 
 (s) We express our endorsement of education in its broadest sense, and 
 believe that there exists no real conflict between higher education and industrial 
 training. We need colleges and high schools because we need leaders in high 
 places. We recommend, however, with emphasis, the training of our youth for 
 the practical, everyday duties of life. They should be trained for the farm, for 
 the trades and for domestic service, and no education should be considered bene- 
 ficial or desirable that does not tend to useful ends. 
 
 (6) We further urge that our people pay promptly their poll tax, as a large 
 part of said tax goes directly to help the public schools, and we insist that more 
 interest be taken in the schools by the patrons, to see that buildings be kept decent 
 and comfortable and the grounds clean and beautiful. 
 
 (7) We reaffirm our faith in the benefits and possibilities of education, not 
 merely as a means to franchise privileges, but as the surest and truest means to 
 manhood and womanhood. Men are men in proportion as mind and soul are 
 made to predominate over material forces and subdue them to wholesome ends. 
 Educate the people that we may have better homes, better people, and better 
 citizens. 
 
 (8) We further urge all of our people to regard as inviolable contracts 
 between the employer and the employed ; and we urge them also to take advan- 
 tage of every opportunity to make themselves efficient in whatever line of work 
 they may follow, and thus be able to render the most useful and acceptable service 
 in whatever employment they may be enga.a;ed. 
 
 (9) We do now and here pledge ourselves to renew our endeavors to self- 
 help and pledge further to co-operate with friends in all efforts to bring true and 
 abiding progress and development to our race. 
 
 Conditions in Beaufort County, S. C. 
 
 Beaufort is an agricultural county. No other industry cuts any figure. There 
 are two ways for the negro to farm; first, for himself; second, as a hand. Here 
 it must necessarily be as an independent farmer, for most of the land is cut up 
 into small tracts which he owns and holds on to with the greatest tenacity. White 
 men have recently developed hitherto poorly tilled fields into profitable truck 
 farms. The influence of the white farmers on the neighboring negroes is marked. 
 As soon as the white man makes a success of peas, potatoes, or squash, the 
 colored man follows. Up-country negroes, influenced by the example of the white 
 man, are more thrifty, industrious, and generally progressive than the island 
 people. It may be mentioned that they are also more lawless and that there is 
 more race friction there. An influ.x of good white farmers to the more isolated 
 sections would bring in an uplifting influence. Another outside influence over 
 agricultural conditions is that of the Penn and Port Royal agricultural schools. 
 In charge of the agricultural work of the former is a Hampton graduate of large 
 experience and proved ability. Among his scholars and among their parents, 
 whom he meets in farmers' conferences, he is spreading sound ideas as to im- 
 proved methods and possibilities. A graduate of the agricultural course at Tus- 
 kegee takes hold this summer of that department of the Port Royal School, where 
 an older graduate of Tuskegee has charge of a plant with two hundred and sev- 
 enty acres of good planting land. If their work is supported as it should be, its 
 influence on industrial conditions may be marked. — Southern Workman. 
 
428 SOUTHERN EDUCATION 
 
 Negro Education in Virginia. 
 
 Dr. Frazer reports Uiat, in his opinion, a decided change has taken place in 
 the attitude of the whites toward negro education. He says that he never hears 
 a word against it now, but on the contrary strong terms of advocacy, often from 
 unexpected sources. In one county that he visited he found the per capita ex- 
 penditures in white schools eighty cents and in the negro schools one dollar and 
 ten cents. This, however, he says, does not come from any special leaning 
 towards the negro, but is due to the relative sparseness of the black population 
 and the unwillingness of the school authorities that their educational interests 
 should sufifer on that account. Dr. Frazer adds that this shows that the white 
 people of Virginia are beginning to see that the welfare of the commonwealth 
 depends upon education for all. He has visited a number of negro schools and 
 thinks the outlook for that portion of our population is constantly growing 
 brighter. The superintendents at their conference in January voted unanimously 
 for eight grades with manual training in negro schools and several spoke strongly 
 in favor of giving them secondary schools — Dr. H. B. Frisseli,, Richmond Con- 
 ference. 
 
 Negro Criminals. 
 
 I think there is another and brighter side to the subject of criminality among 
 negroes. The criminal element in the negro race is not so large as many 
 biased and uninformed people claim. Since the war three millions of negroes 
 otit of the seven millions have learned to read and write. The whole number of 
 negro criminals in the United States is only twenty-four thousand, and about 
 eleven thousand of these can read or write. How remarkable! In the three 
 million who can read and write, there are only eleven thousand criminals. In the 
 South, we have more than twenty millions of people, and if you will take time 
 to inform yourself, you will find that not exceeding one in ten thousand clash. 
 The other ninety-nine thousand nine hundred and ninety-nine rub against one 
 another in all the walks of life, pursuing their work of mutual usefulness and 
 good in peace and happiness. The mistake is that bad men take this one sinner 
 in every ten thousand and hold him- up as an example and never see the nine 
 thousand nine hundred and ninety-nine industrious, law-abiding. God-fearing 
 men, who are forcing their way into recognition in spite of misrepresentation. 
 
 There is a good negro element, and this element should be studied. If men 
 go around looking for bad negroes they will find them; if they look for good 
 negroes they will find them. It depends upon what a man wants to see. It is 
 unkind to take the small criminal element in the race as representing the whole 
 race. What honorable man would think of judging the French people, the British 
 nation, the Italian nation, or the German, by the small criminal element among 
 those people, or judge the virtue and honor of the American people by defaulting 
 bankers, absconding state treasurers? Now these people are judged by their 
 possible attainments in truth and honor, as represented by their highest class. 
 The negro asks this, and nothing more. — PrES. W. H. Council, Normal, Ala. 
 
 Education Does Not increase Crime. 
 
 By a singular perversity of fact and reason, education, heretofore regarded 
 as a priceless boon, as the cause and result of free institutions, of civilization, as 
 a necessity to human development, to attainment of a higher life, worth millions 
 of expenditure and the best administrative capacity, is now by some regarded as 
 the source and provocative of crime, as incompatible with the best development 
 of the race, and as so full of harm that it should be doled out most sparingly and 
 under rigid limitations. The truer doctrine is, that remedies for social, political, 
 and personal maladies are not material and legislative, not quick and direct, but 
 by the slower and surer method of mental education and moral regeneration. 
 
 — J. L. M. Curry. 
 
SOUTHERN EDUCATION 429 
 
 What the Negro Owes the South. 
 
 We are so prone to say unkind things of the South, because of slavery, that 
 it is hard to look with favor upon anything the South has done. In my opinion 
 the black man owes more to the South and the Southern people than to any other 
 section of the world. More miracles have been worked out in the South than 
 were ever dreamed of in Palestine. For three hundred years the South has been 
 a great missionary tent, in which thousands of barbarians have been transformed 
 into millions of industrious citizens. And right here, in the land of our bondage, 
 forty years after freedom, we have accumulated millions of dollars in property, 
 and tens of millions in moral forces. All of which could not have been accom- 
 plished without the good will and kindly .spirit of our white neighbors. — PrES. 
 W. H. Council, Normal, Alabama. 
 
 THE NEGRO. 
 Some Recent Opinions of Newspapers. 
 
 We believe the farmers of the South would protest against the exportation 
 or segregation of the negroes. They are of immense advantage as labor. We 
 could not make our crops without them. They likewise protest against higher 
 education for the negroes as a whole. It absolutely destroys their efficiency — 
 t-akes them out of the one domain to which they are adaptable. The true position 
 for the Southern man with respect to the colored race, then, is this : To dis- 
 criminate between the good negroes and the bad ones ; to reward and encourage 
 the good ones, even to the killing, by quick legal process, of those who commit 
 the nameless crime; to bend our energies toward improving the negroes in their 
 work, toward improving their intelligence, and toward improving their attitude 
 toward us; toward restraining and punishing the vicious, compelling the lazy to 
 work, and making the goodness of the good ones worth while to them as it is 
 to us. — The Biblical Recorder, Raleigh, N. C. 
 
 It is not a question of whether or not the negro shall be educated. No class 
 of people can remain in enlightened America in the twentieth century without 
 provision being made for their education. It is only a question of whether or not 
 our Southern people shall abandon their control over negro education, and shall 
 surrender the work to misguided fanatics and social equality philanthropists. For 
 as surely as we fail to support negro education, this class of people will furnish 
 money and carry on the work in such a way as to make it a constant menace 
 to Southern peace. 
 
 But in the trend of things there is an imperative call to our educational 
 leaders and to the leaders of the negro race to improve the character of education 
 given the black man. The idea of industrial education must be enforced, not 
 merely in two or three great isolated institutions, but in our general public school 
 system. The problem is with these leaders, and if they would avoid disaster, 
 they must grapple with it right speedWy. — Progressive Farmer (N. C.) 
 
 The "Delta" is the negro's paradise, and his churches and schools will be 
 kept up to the standard of the past few years and perhaps improved, it matters 
 not who is Governor. — Greenville Democrat, Greenville, Miss. 
 
 The Aim of Education. 
 
 Education should teach the youth to save money ; should teach him to sacri- 
 fice today in order that he may possess tomorrow ; should teach him that he can 
 never have the respect and confidence of the community in which he lives unless 
 he has a bank account, or owns a piece of land, or in some way is tied in a 
 business direction to the community in which he lives. As fast as possible we 
 should become the owners of homes and become taxpayers. No man deservesto 
 vote unless at the same time he helps to support the government under which 
 he lives by the prompt payment of taxes. 
 
 Our children should be taught that all forms of labor are dignified and hon- 
 orable and that all forms of idleness are a disgrace. One of the problems that 
 our ministers and teachers should give especial attention to is the large number 
 of idle men and youths that hang about the street corners of our large cities. 
 
430 
 
 SOUTHERN EDUCATION 
 
 The question which is constantly being asked is, Of what benefit is education, 
 and what should it be made to accomplish? I believe that education should be 
 made, first of all, to assist an individual in making the most of the things that 
 are right about him, in his own home, in his own town, neighborhood and state. 
 Education should enable one to do the thing that the community in which he 
 lives wants done at the present time. Further than that, education should enable 
 one to make his own living and to make the living of someone else as well. It 
 should not only be made to minister to the bodily wants, but to the wants of the 
 mind and the spiritual and higher nature of the individual. 
 
 Education should make us see the importance of drawing the line between the 
 vicious and the virtuous ; between the good and the bad. I fear very much that 
 in some parts of the country there is a tendency for us to make no difference 
 between the criminal and the person who lives a righteous life. At any cost, we 
 should see to it that our leaders, and especially the ministers and teachers, are 
 men of the very higliest moral character. We should permit no one to come into 
 our families who is not an individual of the highest moral character. 
 
 Education should help us to get to the point where we will condemn crime, 
 whether it is committed by black or white people. — Booker T. Washington, at 
 North Carolina State Fair, 1903. 
 
 The Negro Common School. 
 
 Summary of State Conditions. — The total negro school population of the 
 United States, 5 to 18 years of age, with enrollment and percentage of attendance, 
 is as follows : 
 
 Date 
 
 School 
 Population 
 
 Enrolled 
 
 Per cent 
 Enrolled 
 
 Attendance 
 
 Pet cent, of 
 Enrollnieut 
 
 1877 
 
 1,513,065 
 1,578,930 
 1,668,410 
 1,803,275 
 1,929,187 
 1,944,572 
 
 571,506 
 675,150 
 685,942 
 781,709 
 8l2,:-'.72 
 802,982 
 
 
 
 
 1878 
 
 
 
 
 ■ 1879 
 
 
 
 
 1880 
 
 
 
 
 1881 
 
 
 
 
 1882-83 
 
 
 
 
 1883-84 
 
 
 
 
 18S4-85 
 
 2,043.696 
 2,020,219 
 2,222,611 
 2,261,344 
 
 1,0'0,463 
 1,048,659 
 1,118,556 
 1,140,405 
 1,213,092 
 1,289,914 
 1,324,937 
 1,352,816 
 l,:-;67,828 
 1,424,995 
 1,441,282 
 1,429,713 
 1,460,084 
 1,506,742 
 1,611,618 
 
 50 42 
 55 80 
 50.32 
 50.36 
 
 
 
 1885-86 
 
 
 
 1886-87 
 
 
 
 1887-88 
 
 
 
 18S8-89 
 
 
 62 30 
 
 1889-90 
 
 
 
 
 62.40 
 
 1890-91 
 
 2,543 936 
 2,590 851 
 2,630,331 
 2,702,410 
 2,723,720 
 2,794,290 
 2,816,340 
 2,844,570 
 2,912,910 
 
 52.08 
 52 21 
 52 00 
 52.72 
 52.92 
 51.16 
 51.84 
 52.97 
 51.89 
 
 
 62.14 
 
 1891-92 
 
 
 
 1892-93 
 
 
 
 1893-94 
 
 
 69.07 
 
 1894-95 
 1895-96 
 1896-97 
 1897-98 
 1898-99 
 
 856,312 
 886 994 
 904,505 
 916, S33 
 969,011 
 
 59.41 
 62.04 
 61.95 
 60.85 
 64.10 
 
 Bringing together the percentages of the total negro school population in 
 the diflferent states that regularly attend school, we have : 
 
SOUTHERN EDUCATION 
 
 431 
 
 States 
 
 Percentage of Average length 
 
 negro children, 5-18, of school term — 
 In regular attendance Days 
 
 Delaware 
 
 Maryland 
 
 District of Columbia 
 
 33 81 
 28.74 
 42.84 
 25.31 
 48.81 
 44.59 
 40.90 
 30.77 
 28.06 
 28 61 
 35.27 
 29.16 
 36.59 
 42.54 
 38.27 
 22.50 
 30.S8 
 
 141 
 188 
 179.5 
 
 Vi ginia. 
 
 119 
 
 West Virginia 
 
 111 
 
 Kentucky 
 
 115.4 
 
 Tennessee. 
 
 89 
 
 Arkansas 
 
 70 
 
 Missouri 
 
 141 
 
 North Carolina 
 
 68.3 
 
 South Carolina 
 
 76 
 
 Georgia 
 
 117 
 
 Florida 
 
 87 
 
 Alabama 
 
 62 
 
 Mississippi 
 
 101 
 120 
 
 Texas 
 
 106 
 
 United States 
 
 38.20 
 
 
 
 
 In other words, one-third of the negro children of school age in the United 
 States are attending regularly a shool lasting usually less than five months a 
 year. Thus negro children need about five times as much school-training as they 
 at present receive. This state of affairs points clearly to two great needs : Better 
 schools and compulsory attendance. 
 
 Bringing together the statistics of illiterary and arranging the states accord- 
 ing to the illiteracy of voters in 1900, we have : 
 
 States 
 
 All persons 10 years old and over 
 
 Males, 21 years 
 old and over 
 
 1870 
 
 1880 
 
 1890 
 
 1900 
 
 District of Columbia 
 Missouri 
 
 70 5 
 72.7 
 74.4 
 84.1 
 69 B 
 71.3 
 812 
 88.7 
 82 4 
 83.8 
 88.9 
 84.8 
 87.0 
 81.1 
 92.1 
 8.S.1 
 85.9 
 
 48.4 
 53.9 
 55 
 70.7 
 5H.6 
 575 
 75.0 
 75.4 
 71 7 
 70.4 
 73.2 
 77 4 
 75 2 
 78.5 
 81.6 
 80.6 
 79.1 
 
 35.0 
 41.7 
 44.4 
 60.6 
 50.1 
 49.5 
 58.5 
 52.5 
 54 2 
 55.9 
 52.7 
 60.1 
 60.9 
 64.1 
 67.3 
 6..1 
 72.1 
 
 26.1 
 31.9 
 
 AVcst Virginia 
 
 37 8 
 
 Florida 
 
 Maryland 
 
 Delaware 
 
 Arkansas., 
 
 39.4 
 40.5 
 42.7 
 44.8 
 
 Tex;is 
 
 Tennessee 
 
 Kentucky 
 
 45 1 
 47.6 
 49.5 
 
 Virginia .. ... 
 
 52 6 
 
 North Carolina 
 
 53.1 
 
 Mississippi 
 
 South Carolina 
 
 53.2 
 54.7 
 
 
 56.4 
 
 Alabvima 
 
 59 5 
 
 Louisiana 
 
 61 3 
 
 Massachusetts 
 
 18 
 
 15.1 
 
 15.4 
 
 10 5 
 
 United btates 
 
 79.9 
 
 70 
 
 56.8 
 
 47.3 
 
 The cost of white and negro schools in the Southern States may be sum- 
 marized as follows : 
 
 Total whites, 5 to 20 years of age 7,604,115 
 
 Total negroes, 5 to 20 years of age 3,263,016 
 
 Percentage of whites, 5 to 20 years of age 64.40 
 
 Percentage of negroes, 5 to 20 years of age 31 .60 
 
 Cost of white schools (87.20 per cent.) $ 31,755,320 
 
 Cost of negro schools (12.80 per cent.) 4,675,504 
 
 If negro schools were equal to white schools they would cost 14,670,586 
 
 Net deficiency of negro schools 9,99S,o85 
 
432 SOUTHERN EDUCATION 
 
 Total actual cost of white and negro schools of 1899 36,430,824 
 
 Total cost of schools if negro schools equalled white schools 46,425,906 
 
 If white and negro schools were equal to Massachusetts' schools they 
 
 would cost, approximately 150,000,00a 
 
 Common Schools. — The Commissioner of Education reports (1901-02) 
 2,734,223 colored persons of school age — 5 to 18 years old — nearly one-third of 
 the entire school population of the South. Of the negro school population 57.22 
 per cent, were enrolled — a large gain over the previous year. The average daily 
 attendance was 62.46 per cent. — a slight gain. The number of colored teachers 
 was 27,749 — a gain of 564. 
 
 Public High Schools. — There are 100 public high schools for the colored 
 race, 94 of these schools being in the South. In these schools there are 326 
 teachers and 12,202 pupils — 6,636 being in elementary grades and 5,569 in sec- 
 ondary grades. 
 
 Secondary Schools. — For 1900-1901 there are reported 138 secondary and 
 higher schools for the education of negroes. These schools report 1,781 teachers, 
 22,983 pupils in elementary grades, 13,547 in secondary grades, and 2,979 in col- 
 legiate grades ; total, 39,4i9- In all these grades except the collegiate the females 
 are largely in excess of the males. 
 
 Kindergartens. — There are 2,998 kindergartens in the United States, of which 
 number, according to Mrs. A. E. Murray, there are 45 colored — 25 public and 
 20 private. 
 
 From a careful consideration of the facts, and of such testimony as has been 
 given, the following propositions seem clear: 
 
 1. The great mass of the negroes need common school and manual training. 
 
 2. There is a large and growing demand for industrial and technical train- 
 ing, and trade schools. 
 
 3. There is a distinct demand for the higher training of persons selected 
 for talent and character to be leaders of thought and missionaries of culture 
 among the masses. 
 
 4. To supply this demand for a higher training there ought to be maintained 
 several negro colleges in the South. 
 
 5. The aim of these colleges should be to supply thoroughly trained teachers, 
 preachers, professional men, and captains of industry. — W. E. DuBoiS, Conclu- 
 sions, Atlanta University Publications, No. 5, p. iii. 
 
 Compulsory Education. 
 
 Every so-called civilized nation has ever reserved unto itself the right to 
 legislate in any way which may be conducive to the best and highest interests of 
 its people. 
 
 The first thing that a State has to learn is what are the actual needs of those 
 over whom it exercises jurisdiction. 
 
 As civilization has advanced a necessary concomitant has been education ; all 
 forces have radiated from this as a common center, and so great has become its 
 potent influence that we would all claim that the safety of a nation lies in the 
 education of its people. 
 
 But how is this education to be brought about so that the greatest possible 
 number shall have the benefit of our boasted public school system? 
 
 Take our own State of Tennessee, with its total school population of 728,725, 
 an enrollment of 481,585, and an average daily attendance of only 349,483; what 
 is going to be done with the other half, many of whom should be in school instead 
 of loafing on the street corners in our cities, begging, stealing, occupying jails and 
 prisons, working, when they should be in school, and not living in accord with 
 law and order, and in a way which shall conduce to their own well being? 
 
 You may say that parents should see to it that their children attend school; 
 that is true, but if parents are as indifferent as children to education, because they 
 are as ignorant, what then? It is true that "blood will tell," and we agree with 
 Oliver Wendell Holmes, that we should begin the education of children with their 
 grandmothers, yet that should not render us unmindful of requiring these chil- 
 
SOUTHERN EDUCATION 433 
 
 (Iren to attend school, since in the fulness of time the children of today will be 
 the ancestors in the third and fourth generation of the children then to be. 
 
 We can not help feeling the benefit of that law which admonishes parents so 
 imperatively that they must needs learn that to feed and clothe is but the begin- 
 ning of their duty to their offspring. 
 
 It is our privilege and our duty to aid those around us, and help the young 
 of this generation to become the peaceful and law-abiding citizens of the next. 
 
 The right of a State to compel its children between certain ages to go to 
 school, that they may be able to read and write, is wholly in accordance with 
 our constitution. 
 
 With the revival of interest in educational work which marked the middle 
 of the present century, there was aroused an increased attention to the question 
 of compulsory school attendance. But, roughly speaking, the movement is con- 
 fined to the last quarter of a century. 
 
 We must remember that compulsion has nothing to do with the higher 
 grades of education, its sole object being to secure universal instruction in those 
 subjects which are deemed essential for all children, without regard to their 
 social station or their future occupations. 
 
 We believe that the history of compulsory education affords the strongest 
 proof of the necessity of compulsion as a means of combating illiteracy. 
 
 In America, thirty-one states and territories have a compulsory education 
 law, West Virginia being the last to adopt such an Act. Of course the efficiency 
 of the law depends upon the wa}' in which it is enforced. A great mistake was 
 made in some of the States in the early years by expecting private individuals to 
 make the complaints in regard to the absence of those children who failed to 
 attend school. In other states, where the proper officers have been placed in 
 charge, the reports show that the movement has made slow but sure progress, 
 and the law never stood higher in public esteem than at the present time. 
 
 To show the advantages of the compulsory system, there is nothing more 
 instructive or more convincing than a comparison of the educational results in 
 countries where it has been in operation, with those in countries which have not 
 accepted it. 
 
 The school systems of France and Germany afford a striking contrast in this 
 respect. 
 
 Twenty-five years ago a celebrated French writer on public instruction said : 
 "Three-fourths of our children are devoted to ignorance, and this is one of the 
 immediate causes of the recent reverses which the French suffered in the war 
 with Germany. Only about one-fourth attend school at all, and one-half of these 
 for a very short time. One-third of the conscripts can neither read nor write. 
 
 " While in Germany the actual school attendance of children between six and 
 fourteen is ninety-eight out of every hundred, among the conscripts hardly one 
 in a hundred is unable to read and write; while in Berlin the proportion is two 
 out of a thousand." 
 
 France adopted a compulsory education law in 1887, and since then her public 
 school system has made such advancement that Stanley Hall, one of the foremost 
 educators of this country, says that it is not surpassed. 
 
 Saxony, with its compulsory laws, shows a number of pupils in the schools 
 almost exactly equal to the number of school age. while Belgium, without such 
 laws, places one-half the inhabitants under the head " not knowing how to read 
 or write." Switzerland and Holland would present the same startling contrast. 
 The result in England is as astonishing as in Prussia. 
 
 It has been found that compulsory laws are not un-English at all, but purely 
 English and practical. We, who are of the same stock, have made the trial in 
 America and have proven that the system is not un-American or un-democratic. 
 If we are to have universal suffrage, we must have universal instruction — the 
 two are inseparable. 
 
 Compulsory education should be adopted by the State for economic reasons 
 as well as for educational purposes. For example: 
 
 In 1895, Knox County paid $37,351.03 for prosecuting 2,668 criminal cases. 
 The State of Tennessee paid $16,951.45 toward these same prosecutions, making 
 a total of $54,302.48 (or $20.36 per case), as the cost of criminal prosecutions in 
 Knox County for 1895. 
 
434 SOUTHERN EDUCATION 
 
 It costs seventy-four cents pei- month to send a pupil to school in Tennessee. 
 Allowing one-half of these criminals to be of school age, then one-half of the 
 cost of the prosecution of these cases would send 9,170 pupils to school for 
 eightjr-three days, that being the average number of school days in our State. 
 
 Now, every one will acknowledge that it would have been far better to re- 
 quire these 9,1/0 children to attend school, than to expend $27,152.24 in prosecu- 
 tions. And this is simply the cost of prosecution, and does not include the cost 
 which the support of those convicted and sent to the penitentiary afterwards en- 
 tailed upon the State. 
 
 ; Statistics of the last census show that the criminal classes have increased the 
 more rapidly in those states where ignorance abounds. Take that state that has 
 the largest number of persons unable to read and write, and we sliall find that 
 the ratio of its prisoners has increased several fold. Therefore, we see from the 
 relation of our criminal classes to our illiterate classes that it is lack of education 
 that ofttimes brings them to prison. As one school commissioner says, " Is it 
 not better that the children should be dragged to school by the police than in after 
 years to have them dragged to jail by the same public officers? " 
 
 On humanitarian grounds also would we advise compulsory education. Is it 
 right that young children should be employed all day long in mines, factories, 
 and shops? Is not their physical and moral well-being dwarfed thereby? 
 
 It is estimated that in one factory in Knoxville 60 per cent, of the operatives 
 are of schopl age, while in another, where adult labor is necessary, probably the 
 per cent, would be about 30. 
 
 But the argument against child labor, on purely economic grounds, leaving 
 out the question of education and physical and moral well-being, is a powerful 
 one, for the labor of children lowers the standard of living and lowers the wages 
 of adults. 
 
 Tennessee has a law against the employment of children under twelve years 
 of age, but we have only to notice the size of the children in our mines, factories, 
 shops and stores to see how. this law is violated. A compulsory education Act 
 would render this law very effective. If child labor is an important factor in the 
 support of any household, would it not be better for the State to assist such a 
 family than to have the child grow up in ignorance, and in after years perhaps 
 be arrested for some crime and become a burden to the State? 
 
 The duty of the State to stand in loco parentis should be fully realized in 
 every commonwealth of this country. The requirement of school attendance is a 
 means of securing the greatest good to the greatest number, and the State should 
 not passively permit poverty to remain as a bar to education. As one educator 
 , says : " Ignorance can only be regarded as a foe alike to the child and to the 
 State, and is no less a foe when aided, as it often is, by conditions for which the 
 child is not responsible, and which the State alone has the power to remove" In 
 some states, years ago, the schools were free to poor children, while others paid 
 tuition, and on the same principle now, in some places, text, books are furnished 
 for all who are unable to buy them, while Ohio and Colorado have gone so far 
 as to provide clothing for all children whose parents are unable to clothe theni. 
 
 When the State has the simple alternative presented of permitting the child 
 to grow up in ignorance and thus become in a greater or less degree a public 
 burden, or of aiding it by public bounty for a limited period, to become an active, 
 self-supporting member "of the body politic, can any legislator long hesitate on 
 which side to cast his vote? 
 
 But what can be done to diminish the illiteracy of the 315,000 children 
 between the ages of ten and nineteen in the State of Tennessee? With the facts 
 before us in regard to what compulsory education has accomplished in this and 
 other countries, should Tennessee hesitate to place such an Act upon her statute 
 books?— Mrs. Charlks A. Perkins, President Tennessee Federation of Women's 
 Clubs. 
 
SOUTHERN EDUCATION ' 435 
 
 BOOK RECEPTIONS. 
 
 Rural School Libraries Greatly Increased by Donations in a 
 
 Tennessee County. 
 
 From reports so far received the book receptions held in all the Hamilton 
 County schools Friday night were successful beyond expectations. These affairs 
 were arranged for the purpose of making a start toward the founding of libraries 
 in every school, and each visitor to the reception was instructed to bring along 
 either a book or its equivalent in money to be donated to the cause. 
 
 County Superintendent Jones has been working hard to this end and he has 
 been ably seconded by the entire corps of county instructors, who have earnestly 
 engaged themselves in arousing the sentiment of the communities in which they 
 reside in favor of the project. They are now assured of the success, as the 
 interest displayed in this first general attempt at making a start, shows that the 
 patrons of the schools fully appreciate the benefits to accrue to the scholars from 
 the ready access to good reference and reading books. 
 
 Highland Park seems to be leading in the movement. Prof. J. B. Brown 
 says that eight sections of their new sectional book case were filled by the volumes 
 contributed Friday night and four more sections will have to be ordered to ac- 
 commodate the surplus. Altogether there are about 400 books in the library. 
 
 Prof. George Davis reports that his Northside school in Hill City is not 
 far behind, as 105 volumes and several dollars were received from the reception. 
 
 The Southside school, under Miss Boydson, secured an addition of about 
 twenty-five books and a considerable amount of money. 
 
 Miss Cornelia Wallace, who has charge of the new school at Waldron, in the 
 Thirteenth district, stated before the meeting, that, from the encouragement she 
 had received, the collection in her'school would be lafgel}' augmented by dona- 
 tions. This was the prediction also at Daisy and Gann's Chapel, where the at- 
 tendance at the parents' meetings warranted the school officials in placing a great 
 deal of confidence in the loyalty and support of the community. 
 
 In St. Elmo the people responded cheerfully to the call, and the Seventeenth 
 District school, under Prof. J. W. Abel, secured forty-three book? and $io in 
 cash, while the Twentieth District, under Prof. A. T. Roark. received thirty-five 
 very choice volumes and nearly $20. 
 
 The East Lake school, under Prof. T. D. Whiteside, secured twenty books 
 and $16.70 in cash. 
 
 From Mountam Creek, Prof. G. R. Brown reports on hand $7.24 to expend 
 on the librarj', and he will hold a box supper Monday night, from which a goodly 
 sum is expected to be realized. 
 
 The colored schools will hold book receptions on next Friday night, and the 
 teachers expect to meet with success proportionate to that of the white schools. 
 They have been working hard toward it, and their patrons evince great interest 
 in tlie project. — Chattanooga Times, November 21, 190,3. 
 
 Educational Conditions in North Carolina. 
 
 The public school fund last year was $1,484.021 ; increase in annual fund 
 since 1874, $1,150,190, and since 1899, .$588,389. The school fund is now four 
 times that in 1874 and the percentage of increase in the annual fund since 1899 
 is 65 per cent. The general school tax in 1874 was 8 1-3 cents on $100, and is 
 now 18 cents; in 1903 the number of local tax districts was 174; in I90ii_it was 
 44; in 1880, only 3. In 1890 the number of districts without school houses was 
 1,389; in 1902, 822; and in 1903, 527. In 1903 the total value of school property 
 was $1,629,803. In 1903 and 1902 the number of new school houses built was 
 676. In 1903 the average length of the school term in weeks (white) was 16.70, 
 and in 1890. 11.85. In 1902 the per cent, of white children enrolled was 70; m 
 1892, 55. in 1902 the per cent, of white children in daily attendance was 41 ; in 
 1890, 36. The decrease in the number of school districts in two years was 557, 
 owing to consolidation. In 1901 the legislature made a special annual appropria- 
 tion for a four months' school term of $200,000; in 1901-02 it gave for rural 
 
436 SOUTHERN EDUCATION 
 
 libraries $500, and in 1903-04, $750, In 1903-04 the loan fund for building school 
 houses was $200,000; in 1902 the number of rural libraries established was 500; 
 in 1903 it will be 500, and those to be supplemented, 500. In 1903 the amount 
 lent for building school houses was $64,311, and the value of houses to be built 
 by its aid $145,020. The work to be done in stamping out illiteracy is shown by 
 the statement that the white children in North Carolina of school age not enrolled 
 in public schools numlier 138,036. who are on the road to illiteracy. The average 
 salary annually for white teachers is $111.80. Nine counties paid superintend- 
 ents less than $100 annually; 18 less than $200; 18 less than $300; 25 less than 
 $400. The number of school houses to be built in districts without houses is 822, 
 and the number of log houses to be replaced is 719. The number of white school 
 districts with less than 65 children of school age is 2,500. 
 
 The above facts are gleaned from a recent address by State Superintendent 
 J. Y. Joyner. 
 
 Consolidation in North Carolina. 
 
 Westfield, Surry County, North Carolina, voted a local school tax last sum- 
 mer and consolidated two small school districts and part of a third district into 
 one district. At present this rural consolidated school has an enrollment of 150 
 pupils out of a school population of iSo. The enrollment and average attendance 
 is more than double that of all the separate small districts last year. And the 
 people are more than pleased with the results. 
 
 RURAL SCHOOLS. 
 A Description of Rural School Conditions in Marion County, 
 South Carolina, by Miss Penelope McDuffie, One of the 
 Workers of the South Carolina Woman's Association. 
 
 The following report was made to State Superintendent O. B. ]\Iartin, No- 
 vember, 1903 : 
 
 At first the work was greatly hindered by the lack of information. The 
 notorious incapacity of the county superintendent rendered it impossible to get 
 even the most necessary material from his office. 
 
 ■ I found that there are fifty-five districts in the county. Thirty-seven I visited, 
 and of the remaining eighteen four are graded school districts in the towns. 
 Fourteen school improvement associations have been organized and several others 
 may be secured later. In every case individual work has been urged to supple- 
 ment organized effort. 
 
 On the whole, although the work has been done under difficult circumstances, 
 the results have been more than were expected. As for myself, I wish to say 
 that I have never had anything to do which has so aroused my interest, or which 
 I should so much like to see continued under the best working conditions. 
 
 The country schools of this county fall materially into three classes : First, 
 those which were formerly the largest in the county, but which have lost their 
 important position and along with it the feeling of pride which does much for the 
 progress of a school ; second, those which have been neglected, which have suf- 
 fered from the lack of decent buildings, incapable teachers and short terms, and 
 are yet in a dormant condition ; last, a considerable number of average and a few 
 progressive schools, needing just at tliis time the help of some outside influence 
 to direct the energy that is ready to produce changes, and promising to give fine 
 results foi: properly organized effort. 
 
 Loss of Pride. 
 
 The first class is most too difficult to reach. It may have been due partly to 
 the limited time for visiting each district or to the nature of the conditions, I do 
 not know which, but at any rate. I failed to organize a single association for 
 school improvement at any of these places. I call them cases of "arrested devel- 
 opment," because, although there is in some of the districts a large school popu- 
 lation, there is no longer any sustained effort to secure teachers and keep build- 
 ings in repair. 
 
SOUTHERN EDUCATION 437 
 
 One of these buildings, which must have represented the educational sense 
 of an enlightened community, had been grossly neglected by teachers and trustees 
 — not to speak of the signs of destructive students. Desks had been partially 
 destroyed, most of the panes in the windows broken, and the whole building left 
 open to the weather. 
 
 This custom of leaving doors and windows wide open is in vogue in many 
 places. At one of the schooTs I noticed that an expensive globe had been left out 
 and cut to pieces, and at another there were a few books scattered around on 
 shelves that had contained the beginning of a good library. 
 
 The second class has a peculiar feature of interest. It is the " submerged 
 tenth" of rural school work. A few are for the present hopeless. The districts 
 are poorly arranged, the population scattered, the school term so short that no 
 teacher of experience and ability cares to accept such a position. 
 
 These schools are often held in what serves as a church also. The remote 
 situation and accompanying graveyard must have anything but a cheerful in- 
 fluence. Once when I was observing the utter desolation of such a place I asked 
 a passing youth why all the doors and windows were left open. " Yes'm," he said, 
 ■' they ain't nothin' in there to git hurt." And when I went in I realized what 
 he meant. There was literally nothing in the way of equipment except one table 
 and a few benches fastened at one end to the wall. No association could be 
 organized here. 
 
 Cemetery for Playground. 
 
 At another place — almost as desolate, except there was no cemetery occupy- 
 ing all the space for playgrounds — I had a most interesting meet. It was a bare, 
 unceiled structure, with two wooden shuttered windows and one glass window of 
 four panes. Since three of these panes had been broken and there were numerous 
 cracks in the floor and walls, I judged that it might be exceedingly uncomfortable 
 in winter. Here I was ashamed that I could not say all I wished, for the interest 
 was pathetic in eagerness. An association was organized that pledged itself to 
 relieve the bare grounds with native vines and trees; besides this, the trustees 
 promised to finish the building, put in glass windows and aid the association in 
 securing a small library. 
 
 In these schools, so far as my observation goes, the teachers are fresh from 
 the school room themselves or quite often town girls who teach for diversion and 
 a salary. Obviously, there is no professional spirit and no attempt to increase the 
 efficiency of teaching by making the surroundings less dreary. A little more 
 pride, a little capacity for hard work, and a conception of the ideal of right 
 living would make use of the materials at hand for development ; and then we 
 should have no more dormant schools or districts where public sentiment is hide- 
 bound. No wonder these districts have all the marks of stagnation when you may 
 hear a trustee object to a three-mill tax. " If this keeps on," he said in argument, 
 "' our children won't have bread to eat." And this man calls himself a good 
 citizen ! 
 
 The average school is full of hopeful possibilities. It has in very few cases 
 a finished building or patent desks, but it is going to work to get them. Three 
 new buildings planned to contain cloak rooms — almost unheard of in the rural 
 districts — are being made ready for the next term. It is in schools of this class 
 that most of the fourteen school improvement associations have been organized. 
 It is gratifying to see that even where there is no formal organization the library 
 idea is taking hold, and work along this line is promised. 
 
 Argument for Compulsion. 
 
 Wherever there are progressive schools the trustees are found to be wide- 
 awake, energetic men, alive to the needs of the times. They can give some inter- 
 esting information about the system of public schools and this usually furnishes 
 strong argument for a compulsory education law. For instance, one trustee re- 
 ported that in his district, where the population is evenly divided as to color, the 
 average attendance of negroes was 80 to 90 — of white children 40 to 45. 
 
 So much for conditions as I have seen them. I wish to urge upon the con- 
 sideration of the committee for rural school work some plans which seem to me 
 practicable and necessary to the accomplishment of this work. 
 
438 SOUTHERN EDUCATION 
 
 The teachers should work together. The expense of transportation is too 
 much for one ; in the rural districts a woman can not travel alone, and more can 
 be accomplished by two working together. They should be reasonably familiar 
 with local conditions, but their chief recommendation should be that they have 
 a vivid realization of what they are to accomplish and do not lack the necessary 
 energy and enthusiasm. 
 
 They should go to each neighborhood and from a central location should 
 make short visits — separately, if possible — to most of the homes. This would 
 prepare the mothers for a general meeting at which the details of the work should 
 be fully explained and a school improvement association organized. 
 
 Recommendations. 
 
 This would do quite as much for the women as for the schools. No life I 
 can think of is more desolate than that of the thousands of women on the farms. 
 The need of some relation to the world's work, of some touch of sympathy, is 
 none the less because it is not realized by those whose need is greatest. The 
 faces of many careworn women are a silent appeal for a broader life. 
 
 Careful reports should be made and preserved, not simply as a means of 
 observing the progress of the work, but as material to stimulate the work of the 
 associations. 
 
 The co-operation of the county editors should be secured and they should be 
 urged to report school news worth reading. The utter nonsense that heaps 
 adjectives together in a muddled description of the picnic dinner at a school 
 closing and fails to mention that a^y effort has or has not been made to get 
 comfortable desks — that sort of reporting is common enough and destructive 
 to progress. The poorest schools I visited were some that had been glowingly 
 written up as to a " highly successful year," etc. 
 
 Finally, until some way is assured us that county superintendents shall be 
 educated and capable men, fit for their office, this work should be kept up by a 
 director. Each association should report its progress to the director who should 
 be able to keep in touch with the work, help the association's plans for general 
 meetings, and as nearly as possible be a real factor in the progress of every rural 
 school. It may have seemed superfluous that I should mention in this connection 
 the office of the county superintendent of education, still it must be granted that 
 if left to themselves are under an inefficient superintendent, the associations will 
 do but little of what they can. The work is new and has to make its way slowly. 
 It needs constant effort to make it a success and furnish examples which other 
 counties may follow. Time and money and much work are necessary, but the 
 result will be worth the expenditure. 
 
 [The conditions described above are so true as to many other sections of the 
 South that this article will be of evident general interest. — Editor.] 
 
 One Year's Educational Progress in North Carolina. 
 
 At the annual meeting of the county superintendents of North Carolina, held 
 at Raleigh on November ii, State Superintendent Joyner made an address in 
 which he outlined the progress that public education has made in North Carolina 
 since November, 1902. He stated that during the year just past eighty-eight new 
 local tax districts have been established. The State now has 174 local tax com- 
 munities scattered through sixty-three of the ninety-six counties in the State. 
 He also stated that the decrease during the year in school districts by consolida- 
 tion was 557; also that 347 new school houses had been built, at an expenditure 
 of $140,495. The total value of the public school property of North Carolina is 
 now $1,629,803, an increase of $263,143 during the past year. 
 
 On the subject of rural libraries Superintendent Joyner's address was es- 
 pecially interesting. Five hundred rural school libraries made possible by the 
 rural school library law of 1901 have been established, and 115 of the 500 provided 
 for by the rural school library law of 1903 have already been established. 
 
SOUTHERN EDUCATION 439 
 
 School House Dedication. 
 
 The public school house at Pleasant Hill. Henderson County, North Caro- 
 lina, was dedicated October 29. 1903. State Superintendent J. Y. Joyner delivered 
 the dedicatory address. The invitation sent out reads as follows : 
 
 " You are cordially invited to attend the dedication of the new building of 
 the Pleasant Hill public school in He'ndersonville on Thursday, October 29, 1903. 
 at I o'clock. F. C. Abbott, Chairman Mecklenburg-Henderson County School 
 Fund." 
 
 The invitation also has cuts of the old and new school buildings, which form 
 a most striking object lesson as to the development of this school district. 
 
 Concerning the old building, the statement is made that " the Pleasant Hill 
 district, four miles from Hendersonville, has had an enrollment of about one 
 hundred and twenty-five pupils. The school has been conducted in the old build- 
 ing shown in the cut, with one teacher and for a very brief term. The old build- 
 ing, including furnishings, is valued at twenty-five dollars." 
 
 On the opposite page of the invitation, which is a folder, is shown a cut of 
 the new building, accompanied by the following statement : 
 
 " Pleasant Hill district has now consolidated with sections of other districts, 
 and has an enrollment of one hundred and sixty-five and expects soon to still 
 further enlarge the boundary, and will then have fully two hundred pupils. The 
 district has voted a local tax. 
 
 " The new building has four large rooms, well lighted and heated, equipped 
 with modern school desks, each room with a seating capacity of fifty, and will 
 have a valuation, with furnishings, of about twenty-five hundred dollars." 
 
 Compulsory Education. 
 
 The Hon. John H. vSmall, of Washington, North Carolina, member of Con- 
 gress from the First District of that State, recently wrote a letter to the Biblical 
 Recorder, Raleigh, North Carolina, in which he discloses the efforts that have 
 been made during the past several years to better the school enrollment of Wash- 
 ington. That town will soon begin the operation of a local compulsory school 
 law, enacted by the North Carolina legislature of 1903. Congressman Small 
 refers to that law in his letter to the Recorder. The letter reads as follows : 
 
 " You ask for some information as to the methods pursued in our town in 
 getting all the children to attend the public schools. Heretofore our methods 
 have been entirely persuasive and by personal appeals to parents, and children. 
 Our superintendent and teachers have been instructed to make inquiry of any 
 child not in attendance and report it to our Board of Trustees. Then our super- 
 intendent goes to see the parents and children in person, and if this does not avail, 
 then the Board takes it in hand through some member. We have from time to 
 time made provision for clothes and books for very poor children. 
 
 " Several years ago the percentage of attendance was very poor as compared 
 with the enrollment. In order to remedy this, each teacher has been instructed 
 to keep in touch with the parents of each child in their respective grades. If a 
 child is absent more than one day, the fact is reported to the superintendent and 
 both the teacher and the superintendent immediately make a visit to the home to 
 inquire as to the reason for absence. By this means we have endeavored to create 
 a mutual bond of sympathy and interest between the teachers of the public schools 
 on the one side and the parents and the children on the other. The result has 
 been an increase, both in enrollment and in attendance. 
 
 " However, we secured the enactment by the General Assembly of 1903, of 
 a compulsory law applicable to this town, which you can find among the printed 
 Acts. We anticipate some friction when we come to enforce this law, but we 
 shall endeavor in our actions to be as mild as possible and will only resort to 
 strong measures after all other means fail. Very sincerely yours, 
 
 "John H. Small." 
 
 Grandcane, De Soto Parish, Louisiana, voted a five mills school tax Novem- 
 ber 17. 
 
440 SOUTHERN EDUCATION 
 
 Growth of Compulsory Education Sentiment. 
 
 The report of the Labor Commissioner of North Carolina, which will be 
 printed in January, 1904, says that 80 per cent, of those to whom the question, 
 "Do you favor a compulsory school law? " was submitted, answered the question 
 in the affirmative, and 20 per cent, answered in the negative. Of course, this 
 question vvas submitted only to farmers and other persons engaged in manual 
 labor. It indicates, however, a growing sentiment in the State in favor of com- 
 pulsory education. Two counties in North Carolina already have a compulsory 
 school law, viz., Macon and Mitchell — two mountain counties. The town of 
 Washington, N. C, has a local compulsory school law which will go into opera- 
 tion before long. 
 
 Consolidation and Libraries. 
 
 \ County vSuperintendent E. B. Wallace, of Richland County, South Carolina, 
 in his report for 1902-03, says : 
 
 " It is very encouraging to say that a greater number of professionally trained 
 teachers are filling the schools than ever before in tl-ke history of the county, 
 which is an open secret of successful schools. Among the most gratifying signs 
 of the general betterment is that of consolidation of weak schools into fewer 
 and stronger ones and regulating the course of study to the life of the com- 
 munity, thereby making the school the expression of life rather than preparation 
 for it. The trustees at one point combined three schools into one, with the reason- 
 able expectation of a fourth, because of superior advantages. 
 
 " These four schools, operated separatelj^ would cost $40 apiece, making a 
 total of $160 per month. Merging the four into one would entail an insignificant 
 increase of possibly $55 per month, including the cost of better paid teachers and 
 transportation of pupils. 
 
 " Let us investigate the sure results of such schools and see how vastly 
 superior they are over the time-honored little ones. First, the course can be 
 lengthened so as to include first and second years of high school work. Second, 
 children remain in school longer, not tardy or absent, and get m^ore days of 
 schooling. Third, require fewer, better teachers ; can be better supervised, have 
 its work better systematized in grades, and can give better instruction. Fourth, 
 pupils are better cared for from storms or general bad weather, the school house 
 is better heated, ventilated and lighted. Fifth, the school is the center of interest, 
 bringing the community into a crystalized form, thereby dispelling that loneli- 
 ness which wars against all of our better and higher impulses and instincts. 
 Sixth, such a school develops the best side of country life, which is really 
 the bulwark of strongest manhood and womanhood and a determining factor in 
 forceful citizenship. 
 
 Libraries. 
 
 " The most natural growth of such a school is the library, which is second 
 only to the good teacher as an agency of education — ■ the function of the teacher 
 to supply the mechanics of an education and the library to minister to the once 
 awakened soul for purer and more perfect ideals. 
 
 " We have twelve libraries in active operation in the county, and all the 
 .schools have practically promised to take steps to secure funds to provide the 
 same. I have asked the trustees to encourage library sentiment by supplementing 
 from the school funds the amount so raised by the schools." 
 
 Bequest for Schools. 
 
 By the will of the late Charles Logan, of Columbia, South Carolina, that city 
 will receive a desirable tract of four acres of land and $40,000 with which to erect 
 an elementary public school building or a public high school building, as the city 
 may elect, free to all the white children of the city, to be known as the Logan 
 School, or Logan High School. The city is given three years in which to erect 
 the building. 
 
Cocal taxation. 
 
 SICCTION ']2 OF THE NORTH CAROLINA SCHOOL LAW. 
 
 Special school tax districts may be formed by the County Board 
 of Education in any county without reg'ard to township lines under 
 the following" conditions : Upon a petition of one-fourth of the free 
 holders within the proposed special school district, endorsed by the 
 County Board of Education, the Board of County Commissioners, after 
 thirty days' notice at the court-house door and three other public places 
 in the proposed district, shall hold an election to ascertain the will 
 of the people within the proposed special school district whether there 
 shall be levied in said district a special annual tax of not more than 
 thirty cents on the one hundred dollars valuation of property, and 
 ninety cents on the poll, to supplement the Public School Fund, which 
 may be apportioned to said district by the County Board of Education 
 in case such special tax is voted. Said election shall be held in the said 
 district under the law governing general elections as near as may be. 
 At said election those who are in favor of the levy and collection of 
 said tax shall vote a ticket on which shall be printed or written the 
 words, "For Special Tax," and those who are opposed shall vote a 
 ticket on which shall be printed or written the words "Against Special 
 Tax." In case a majority of the qualified voters at said election is in 
 favor of said tax the same shall be anmially levied and collected in 
 the manner prescribed, for the levy and collection of other taxes. All 
 money levied under the provisions of this act shall, upon collection, 
 be placed to the credit of the School Committee in said district, which 
 committee shall be appointed by the County Board of Education ; and 
 the said School Committee shall apportion the money among the schools 
 in said district in such manner as in their judgment shall equalize 
 school facilities. 
 
necessity of Craining for Ceacbing. 
 
 (HORACE MANN.) 
 
 How often have we sneered at Dogberry in the play, because he 
 holds that to read and write comes by nature; when we ourselves have 
 undertaken to teach or have employed teachers whose only fitness foi 
 giving- instruction, not only in reading and writing, but in all other 
 things, has come by nature, if it has come at all ; — that is in exact ac- 
 cordance with Dogberry's philosophy. 
 
 No one has ever supposed that an individual could build up a 
 material temple and give it strength and convenience and fair propor- 
 tions without first mastering the architectural art; but we have em- 
 ployed thousands of teachers for our children, to build up the immortal 
 temple of the spirit, who have never given to this divine educational 
 art a day or an hour of preliminary study or attention. 
 
 Why can not we derive instruction even from the folly of those 
 wandering showmen who spend a lifetime teaching brute animals to 
 perform wonderful feats ? We have all seen, or at least we have heard 
 of, some learned horse, or learned pig, or learned dog. Though the 
 superiority over their fellows possessed by these brute prodigies may 
 have been owing in some degree to the possession of greater natural 
 parts, yet it must be mainly attributed to the higher competency of their 
 mstructor. Their teacher had acquired a deeper insight into their 
 natures ; his sagacious practice had discovered the means by which 
 their talents could be unfolded and brought out. 
 
Salaries of town and County Superintendents in 1902. 
 
 Superintendents' 
 Salary. 
 
 Abbeville 
 
 Aiken 
 
 Anderson 
 
 Bamberg 
 
 Denmark 
 
 Barnwell 
 
 Beaufort 
 
 Bennettsville 
 
 Camden 
 
 Charleston .... 
 
 Chester 
 
 Columbia 
 
 Conway 
 
 Darlington ... 
 
 Florence 
 
 Gaflney 
 
 Georgetown.., 
 Greenville .... 
 Greenwood.... 
 
 Kingstree 
 
 Lancaster 
 
 Laurens 
 
 Lexington 
 
 Manning 
 
 Marion 
 
 Newberry 
 
 Orangeburg.. 
 
 Rock Hill 
 
 Yorkville 
 
 Spartanburg. 
 
 Sumter 
 
 Union 
 
 Winnsbiiro 
 
 Walterboro.... 
 
 $1,000 00 
 
 1,000 00 
 
 1,350 00 
 
 607 50 
 
 1,000 00 
 
 900 00 
 
 900 00 
 
 1,000 00 
 
 1,000 00 
 
 2,000 00 
 
 1,400 00 
 
 1,300 00 
 
 510 00 
 
 1,200 00 
 
 1.000 00 
 
 675 00 
 
 900 00 
 
 1,320 00 
 
 1,000 (0 
 
 585 00 
 
 1,000 00 
 
 900 00 
 
 fOO 00 
 
 675 00 
 
 900 00 
 
 1,000 00 
 
 . 1,100 00 
 
 1,000 00 
 
 720 00 
 
 1,400 00 
 
 1.350 00 
 
 900 00 
 
 850 00 
 
 675 00 
 
 No. of 
 T'ch'rs 
 
 19 
 7 
 
 25 
 
 6 
 
 8 
 
 9 
 
 10 
 
 7 
 
 14 
 
 104 
 
 16 
 
 39 
 
 3 
 
 13 
 
 14 
 
 14 
 
 6 
 
 31 
 
 15. 
 
 3 
 
 10 
 
 11 
 
 5 
 
 5 
 
 12 
 
 16 
 
 14 
 
 15 
 
 6 
 
 32 
 
 24 
 
 19 
 
 5 
 
 6 
 
 Superintendents' 
 Salary. 
 
 $400 00 
 400 00 
 500 00 
 
 300 00 
 400 00 
 300 00 
 400 00 
 600 00 
 600 00 
 1,200 00 
 300 00 
 400 00 
 600 00 
 200 00 
 500 00 
 500 00 
 500 00 
 400 00 
 300 00 
 400 00 
 400 00 
 450 00 
 500 00 
 600 00 
 600 00 
 500 00 
 
 "706 "60 
 600 00 
 4(X» 00 
 400 00 
 400 00 
 
 No. of 
 Tchrs 
 
 17S 
 191 
 
 208 
 
 77 
 
 147 
 
 105 
 119 
 188 
 107 
 131 
 148 
 124 
 121 
 106 
 86 
 231 
 122 
 184 
 122 
 165 
 131 
 118 
 
 138 
 260 
 202 
 
 287 
 189 
 116 
 127 
 156 
 
gburcbcs ana School l)ou$e$ in tbe $omb. 
 
 Virginia 
 
 North Carolina 
 South Carolina. 
 
 Georgia 
 
 Florida 
 
 Alabama 
 
 Mississippi 
 
 Louisiana 
 
 Texas 
 
 Arkansas 
 
 Tennessee 
 
 Value of Churches, 
 1890. 
 
 $10,473,943 
 7,077,440 
 5,636,236 
 8,228,060 
 2,424,423 
 6,768,477 
 4,390,173 
 5,032,194 
 8,682.337 
 3,266,663 
 9,885,943 
 
 Numbe r 
 
 4,894 
 6,512 
 3,967 
 7,008 
 1.793 
 6,013 
 5,001 
 2,520 
 5,638 
 3,791 
 5,792 
 
 Average 
 
 Value 
 
 $2,140 
 1,087 
 1,420 
 1,174 
 1,352 
 1,125 
 
 878 
 1,997 
 1,539 
 
 861 
 1,724 
 
 Virginia 
 
 North Carolina 
 South Carolina 
 
 Georgia 
 
 Florida 
 
 Tennessee 
 
 Alabama 
 
 Mississippi 
 
 Louisiana 
 
 Texas 
 
 Arkansas 
 
 Value of School 
 Houses, 1901. 
 
 $3,336,166 
 1,466,770 
 
 990,000 
 2,738 800 
 
 970,815 
 3,063,568 
 1,500,000 
 1,636,055 
 2,450,000 
 9,166,550 
 2,616,537 
 
 7.218 
 7,264 
 4,918 
 6,246 
 2.342 
 7,185 
 7,058 
 6,687 
 3,302 
 10,811 
 5.254 
 
 Aver.ige 
 Value 
 
 $462 
 183 
 201 
 438 
 416 
 
 m 
 
 214 
 259 
 742 
 
 888 
 498 
 
 State 
 
 Virginia 
 
 North Carolina 
 South Carolina 
 
 Georgia 
 
 Florida 
 
 Alabama 
 
 Mississippi 
 
 Louisiana 
 
 Texas 
 
 Arkansas 
 
 Tennessee 
 
 Average Value 
 
 School Houses, 
 
 1900. 
 
 $462 
 
 183 
 201 
 438 
 415 
 214 
 259 
 742 
 838 
 498 
 426 
 
 Average 
 
 Value 
 
 Churches 
 
 1890. 
 
 $2,140 
 
 1,087 
 1,420 
 1,174 
 1,352 
 1,125 
 
 878 
 1,997 
 1,539 
 
 861 
 1J24 
 
things to Remember. 
 
 "Fellow citizens, let us remember the oneness of our Ameri- 
 can derivation and destiny. Let us be thankful that in the baptism 
 of blood all serious causes of division and reproach were purified 
 away. Let us be grateful for the years of peace through progress 
 and of progress through peace. Let us hail them as but the 
 prelude of still better days to come. From this tableland of time, 
 looking backward on the past, and forward on the future, let us 
 strike hands for the betterment of politics; for the cleansing of 
 rule; for the moral trusteeship of private wealth and of public 
 ■office ; for the lifting of poverty, through self help, into comfort ; 
 for the considerate leadership of ignorance into knowledge ; for 
 the transmutation of provincialism into patriotism and of patriot- 
 ism into philanthropy. In this work, while our country is our 
 -solicitude, let our field be the world. While our countrymen are 
 ■our preference, let humanity be our client. By recasting our- 
 selves on the lines of God's laws in our hearts, our State shall 
 prosper, our cities shall come to honor, our communities shall con- 
 quer the pinnacles of material and of moral achievement, and our 
 nation shall attain to the tenign purposes of deity in its discovery 
 and in its development. And from the vantage ground of this 
 republic will sweep streams of blessings to all the race of man. 
 Jf to this we here dedicate and here consecrate ourselves, the 
 North of our homes and the South of your hearts, the North and 
 the South of our country will eventually be constrained to admit 
 that we sought well and thought well and wrought well for their 
 behoof and for our own." — St. Clatr McKeiavay. 
 
Cbe DortD and tbe Scutb. 
 
 "The contemporary North is in sympathy with the contem- 
 porary South. We recognize that with you, as with us, the folk 
 who face toward the future out-number those who face toward 
 the past by many to one. The young captains and the young- 
 soldiers of industry refuse no reverence to the veterans of the 
 Civil War on either side, but the men of this generation are de- 
 termined to run it. The sons will preserve and will magnify the 
 fame of their fathers, but they will not foster or ifight over again 
 their feuds, since the fathers themselves, an illustrious and a 
 pathetically thinning band, long ago renounced rancor and dis- 
 solved differences. Let what people that may elect to do other- 
 wise, the effectives, both of the North and of the South, today 
 believe in factories quite as much as in pantheons, in energy more 
 than in inquests, and in school houses more than in graves. A 
 spent quarrel, not of our making and not of yours, shall not be 
 revived or reworked to the unmaking of either of us. We will 
 filially honor the shades of our ancestors, but we will not cut our- 
 selves among their tombs. We will honor, as children their 
 parents, the survivors of the struggle between the states. May 
 their days and ours be still long in the land which the Lord 
 our God gave to them — and to us. The fullness and the fer- 
 vency and the faith of that prayer shall not, however, affect the 
 fact that to the men of each generation belong the moiety of the 
 duties and the whole of the destiny of that generation. Our 
 fathers fought out the questions which their forefathers left unset- 
 tled. We recognize and rejoice in the settlement of those questions. 
 But we are resolved that neither the charm of historical study nor 
 the passions nor the pathos of poetry, nor the pious exaltation 
 which, shrines incite and monuments inspire shall today hold back 
 North and South from the new and noble obligations and from 
 ihe benign and brotherly competitions of this teeming time. Better, 
 a decade of love and of peace than a cycle of the mutilations and 
 of the memories of a civil war!" — Editor St. Cr,.MR McKfjavay, 
 Richmond, April 23rd. 
 
eaucation and Prosperity. 
 
 " An ignorant people not only is, but must be, a poor people. 
 They must be destitute of sagacity and providence, and, of course, 
 of competence and comfort. The proof of this does not depend 
 upon the lessons of history, but on the constitution of nature. No 
 richness of climate, no spontaneous productiveness of soil, no 
 facilities for commerce, no stores of gold or of diamonds can 
 confer even worldly prosperity upon an uneducated nation. Such 
 a nation can not create wealth of itself ; and whatever riches may 
 be showered upon it will run to waste. Within the last four 
 centuries the people of Spain have owned as much silver and 
 gold as all the other nations of Europe put together; yet, at the 
 present time, poor indeed is the people who have less than they. 
 The nation which has produced more of the raw^ material and 
 manufactured from it more fine linen, than all contemporary 
 nations, is now the most ragged and squalid in Christendom." 
 
 — Horace Mann's Bleventh Report. 
 
 North Carolina has 286,812 native white voters, of whom 54,334 
 can not read and write, which means that there are more than 18 
 native white illiterate voters in North Carolina out of every 100. 
 There are forty-three counties in North Carolina in wdiich the 
 number of illiterate native white voters is in excess of 20 out of 
 every 100 of the native white voting population. 
 
eonstituticnal Provisions, Hortb Carolina eoitstitutioti. 
 
 " The people have a right to the privilege of education, and 
 it is the duty of the State to guard and maintain that right." — Sec. 
 27, Bill of Rights. 
 
 " Religion, morality and knowledge heing necessary to good 
 government and the happiness of mankind, schools and the means 
 of education shall forever be encouraged." — Art. IX, Section i. 
 
 " The General Assembly is hereby empowered to enact that 
 every child, of sufficient mental and physical ability, shall attend 
 the public schools during the period between the ages of six and 
 eighteen years, for a term not less than sixteen months, unless 
 educated by other means." — Art. IX, Section 15. 
 
 '' The General Assembly, at its first session under this Con- 
 stitution, shall provide, by taxation and otherwise, for a general 
 and uniform system of public schools, wherein tuition shall be 
 free of charge to all children of the State between the ages of six 
 and twenty-one years. And the children of the white race and 
 the children of the colored race shall be taught in separate pubh'c 
 schools ; but there shall be no discrimination in favor of, or to 
 the prejudice of either race." — Art. IX, Section 2. 
 
 " Each county of the State shall be divided into a convenient 
 number of districts, in which one or more public schools shall be 
 maintained at least four months in every year; and if the commis- 
 sioners of any county shall fail to comply with the aforesaid 
 requirements of this sedion, they shall be liable to indictment." — 
 Art. IX, Section 3. 
 
tbc CeacDer of former Days. 
 
 The old " Town Book " gives the follo\ving as the duties of 
 the schoohnaster in early New England: " i. To act as court 
 messenger ; 2. To serve summonses ; 3. To conduct certain cere- 
 monial services of the church ; 4. To lead the Sunday School ; 5. 
 To ring the bell for public worship ; 6. To dig the graves ; 7. To 
 take charge of the school ; 8. To perform other occasional duties." 
 A somewhat more graphic description of the diversified labors of 
 the early teacher in rural districts may be fOund in the following 
 advertising of a " Parson's Clerk," whose services were rendered 
 in the famous Lake District of England. The undersigned " re- 
 forms ladies and gentlemen that he draws teeth without waiting a 
 moment, blisters on the lowest terms and fysicks at a penny. Sells 
 Godfather's cordial, cuts corns, and undertakes to keep anybody's 
 nails by the year or so on. Young lades and gentlemen tort their 
 grammar language in the neatest possible manner ; also great care 
 taken of their morals and spellin. I teeches joggrefy and all them 
 outlandish things." — • Chanceli,or J. H. Kirkland, Richmond 
 Conference. 
 
 Knowledge ana Service. 
 
 " However much students love their books, they should re- 
 member that life is more important than literature, and that the 
 lesson of the twentieth century is that knowledge must be used for 
 service and that education means liberty." — Prof. Charles W. 
 Kent, Universitv of Virginia. 
 
Curry memorial fiyntti. 
 
 (Richard Watson Gilder.) 
 
 God of the strong-, God of the weak, 
 Lord of all lands, and of our own land ; 
 
 Light of ail souls, from Thee we seek . 
 
 Light from thy light, strength from thy hand. 
 
 In suffering thou hast made us one. 
 
 In mighty burdens one are we ; 
 Teach us that lowliest duty done 
 
 Is highest service unto Thee. 
 
 Teach us. Great Teacher of mankind, 
 The sacrifice that brings thy balm ; 
 
 The love, the work that bless and bind ; 
 Teach us Thy majesty, Thy calm. 
 
 Teach Thou, and we shall know, indeed. 
 The truth divine that maketh free. 
 
 And knowing we may sow the seed 
 That blossoms through eternity. 
 
 May sow in every living heart 
 
 That to the waiting day doth ope. 
 Not ours, O God, the craven part. 
 
 To shut out human heart from hope. 
 
 Now, in the memory of Thy saint. 
 To whom Thy little ones were dear. 
 
 Help us to toil and not to faint. 
 
 Till earth grows dark and heaven comes near, 
 
Eouisiana ^Constitution and Cocal taxation. 
 
 Art. 232. The State tax on property for all purposes what- 
 ever, including expense of government, schools, levees and inter- 
 est, shall not exceed, in any one year, six mills on the dollar of 
 its assessed valuation, and, except as. otherwise provided in this 
 Constitution, no parish, municipal or public board tax for all 
 purposes whatsoever; shall exceed in any one year ten mills on 
 ihe dollar of valuation. Provided, that for giving additional sup- 
 port to public schools, and for the purpose of erecting and con- 
 structing public buildings, public school houses, bridges, 
 wharves, levees, sewerage w^ork and other works of permanent 
 public improvement, the title to which shall be in the public, any 
 parish, municipal corporation, ward or school district mav levy 
 a special tax in excess of limitation, whenever the rate of such 
 increase and the number of years it is to be levied and the pur- 
 ]M)ses for which the tax is intended, shall have been submitted 
 to a vote of the property taxpayers of such parish, municipality, 
 ward or school district entitled to 'vote under the election laws 
 of the State, and a majority of the same in numbers, and in value 
 votine: at such election shall have voted therefor. 
 
 Louisiana cannot afford to be parsimonious in so far as 
 relates to her schools. Every consideration demands that school 
 advantages be offered to the youth of this State. Without these 
 advantages, the fertility, of the soil and other natural resources 
 will be as naught. The s.chools are an absolute necessity. — 
 Judge Breaux, 1890. 
 
education and Prosperity, 
 
 General education is essential to prosperity; it is a condi- 
 tion to industrial progress ; it has the highest economical value ; 
 it is the grand means of developing or increasing natural re- 
 sources ; it is the producer of wealth. Africa is the Dark Conti- 
 nent, with its infinite capabilities, because of the gross ignorance 
 of her children. Agriculture, manufacturing, mechanic arts, all 
 internal improvements are the creations of intelligence. All 
 contributions to human Avelfare have come from knowledge. 
 Brute force is wasteful, unproductive.— Dr. J. L. M. Curry, to 
 Louisiana Legislature, 1900. 
 
 Government exercises extraordinary functions to protect 
 against yellow fever and flood. Why not against ignorance? 
 Levees are constructed, against overflow of the rivers, which is 
 not an unmixed evil, for a sediment is left which enriches the 
 soil. The overflow is local and occasional. The overflow of 
 ignorance is constant, general, permanent ; covers the present 
 and the future; leaves no fertilizing deposit. — Dr. J. L. M. Curry, 
 to Louisiana Legislature, 1890. 
 
 Among the most substantial and quickening agencies of 
 material prosperity is the school house. New countries without 
 a past and old countries with revolutionized habits and institu- 
 tions, striving heroically to recover lost opportunities and take 
 position with the advance guard of civilization and wealth, are 
 alike and equally dependent on educated minds, diffused intelli- 
 gence, skilled labor. — Dr. J. L. AL Curry, 1899. 
 
Tinprcve tbe Rural $cbool$. 
 
 Comparing the general efficiency of the rural schools 
 with the separate school districts, we find that where the chil- 
 dren of the rural school have the opportunity of going- to 
 school ninety days to teachers receiving- an average salary of 
 $25.00 per month, the children of our towns attend on an 
 average of 163.3 days under teachers receiving an average 
 salary of over $50 per month. That while the children who 
 attend the rural schools are more than nine times as many as 
 attend the separate school districts, the amount of money 
 spent for rural schools is less than three times the amount 
 spent in separate school districts. This shows that a child 
 who is so fortunate as to live in a separate school district re- 
 ceives over three times as much money for his education as the 
 less fortunate child who lives in a rural community. 
 
 According to the enumeration of educable children of 
 1900, 89 j4 per cent, of the educable population of the state 
 live without the separate school districts. The great problem 
 before the people of the state, in my opinion, is the better- 
 ment of the rural schools. Our social structure and our 
 natural conditions are such that the great body of our 
 people, necessarily being engaged in agriculture, a 
 large majority of the children of the state are dependent on 
 the rural schools for their educational advantages. The 
 towns of the state easily maintain schools with full terms and 
 high curriculums. It needs no argument to show that 
 Mississippi can never be great until her country people are 
 great, and, in order to develop our fine ^^^.nglo Saxon children, 
 it is necessary that we have good schools run for reasonable 
 terms and manned by competent teachers. We cannot expect 
 great results from our country schools so long as they are 
 conducted for so short a time and pay such small salaries. 
 State Superintendent H. L. Whitfield. 
 
Establhb normal Schools. 
 
 The schools of the state can be no better than the teach- 
 ers of the state. " As is the teacher, so is the school," is an 
 old axiom that is as true today as when first uttered. It is a 
 mistaken idea that because a person possesses a little text- 
 book knowledg-e he is qualified to train the children of the 
 state. To take the immature mind of the child and develop 
 it into its greatest possibility requires the direction of a 
 master. There is an order in mind development, and those 
 who hope to succeed in this work must observe all of the laws 
 that control this development. This principle is recog-nized 
 in the ordinary affairs of life. No person of sense will carry 
 a fine watch for repair to a person who knows nothing- of the 
 art of watch-making-. Who would intrust a fine colt to one 
 who knows nothing- about horse development? If this be 
 true in reg-ard to an animal which does not possess reasoning- 
 powers, how much truer should it be in regard to the develop- 
 ment of God's hig-hest creation — the human mind? It is to 
 the interest of the state to have the hig-hest life of which 
 every individual in it is capable. To bring- this about it is 
 necessary to have the best of training- for the children of the 
 state. The state should erect a high standard for its teachers 
 and then provide the means for the attainment of that stand- 
 ard. Only one other state save Mississippi has not provided 
 for this training- of her white teachers by establishing normal 
 schools, our sister state of Alabama having five schools of 
 this character. 
 
 Statk Superintendet H. L. Whitfield. 
 
Joseph B. Graham, field agent of the Southern Education 
 Board for Alabama, was born in Cherokee County, Alabama, in 
 the year 1863. He was educated in the country public schools 
 and at Dodson College, Oxford, Alabama. He taught a country 
 public school for four years after graduation. He was Superin- 
 tendent of the City Schools of Talladega for six years, and 
 County Superintendent of Talladega County for nearly fourteen 
 years ; he was President of the Alabama Education Association 
 for several years. He was admitted to the bar in 1893. At the 
 time of his death he was a member of the law firm of Whitson 
 and Graham ; a member of the Baptist State Board of Missions ; 
 a trustee of Judson Female Institute; a trustee of the Alabama 
 Industrial School ; one of the deacons in the First Baptist Church 
 of Talladega ; and Field Agent of the Southern Education Board 
 for Alabama. Mr. Graham was a member of the recent Consti- 
 tutional Convention in Alabama, and chairman of its committee 
 on education, and had much to do with the shaping of the present 
 school laws of Alabama. 
 
Cbe Constitution ana tbe Schools. 
 
 Skc. 5. The General Assembly sliall provide for a liberal 
 system of free public schools for all children between the ages of 
 six and twenty-one years, a,nd for the division of the comities injo 
 suitable school districts, as compact in form as practicable, haviwj^ 
 regard to natural boundaries, and not to, exceed forty-nine nor 
 be less than nine square miles in area. 
 
 Sec. 6. The existing County Boards of Commissioners of 
 the several counties, or such officer or officers as may hereafter be 
 vested with the same or similar powers and duties, shall levy an 
 annual tax of three mills on the dollar upon all the taxable prop- 
 erty in their respective counties, which tax shall be collected at 
 the same time and by the same officers as the other taxes for tlic 
 same year, and shall be held in the county treasiu^y of the. re- 
 spective counties ; and the said fund shall be apportioned among 
 the school districts of the county in proportion to the number of 
 pupils enrolled in the public schools of the respective districts, and 
 the officer or officers charged by law with making said apportion- 
 ment shall notify the trustees of the respective school districts 
 thereof, who shall expend and disburse the same as the General 
 Assembly may prescribe. '^ " * There shall be assessed on 
 all taxable polls in the State between the ages of twenty-one and 
 sixty years (excepting Confederate soldiers above the age of fifty 
 years), an annual tax of one dollar on each poll, the proceeds of 
 which tax shall be expended for school purposes in the several 
 school districts in which it is collected. ''' * * Any school dis- 
 trict may by the authority of the General Assembly levy an addi- 
 tional tax for the support of its school. 
 
" We have heretofore put too much confidence in the mere 
 acquisition of the arts of reading and writing. After these arts 
 are acquired, there is much to be done to make them effective for 
 the development of the child's intelligence. If his reasoning 
 power is to be developed through reading, he must be guided to 
 the right sort of reading. The school must teach not only how 
 to read, but what to read, and it must develop a taste for whole- 
 some reading." 
 
 — President Charles W. Eliot. 
 
 " The library must be regarded as an important and necessary 
 part of the system of public education. It is said that not more 
 than one in five* hundred of the inhabitants of Massachusetts are 
 without library facilities. This should be the condition every- 
 where, and may be at no very distant time if those who should 
 be the most interested — the teachers of the country — will make 
 a unanimous, persistent, and continued effort in this direction." 
 
 — Sherman Williams. 
 
CDe necessity for RuraS Libraries. 
 
 " The need of the rural library must be apparent to all that 
 are familiar with country school methods. Reading is the magic 
 key to all our store-houses of intellectual wealth ; it is the basis of 
 all education. * The true university of these days,' says Carlyle, 
 ' is a collection of books.' And it is here of all points in its 
 curriculum that the country school has failed most grievously ; 
 it has not taught the child to read, to use books. Do not under- 
 stand me to. charge that rural school is literally and avowedly 
 disloyal to the first of the immortal Three R's, for it is not. But 
 only in the narrowest sense does it teach reading — reading as 
 the mere pronunciation of words and the observance of punc- 
 tuation marks; the unlovely, mechanical side of reading. The 
 brighter side of reading the country pupil does not get ; the city 
 pupil does. Aided by the prescribed supplemental literature, 
 guided by the teacher, the child of the townsman learns to find 
 joy in reading, learns not only how to read, but actually learns 
 to read, to use books. If you know the country school as the 
 writer does, you know the other side of the picture. You know 
 children who live out a long school career without learning any- 
 thing of literature beyond the monotonous rehearsal of dry text- 
 book matter. Cold, hard facts about the boundaries of foreign 
 countries, the dates of ancient battles, the rules of the Stock 
 Exchange, are regarded as matters of importance, but the teacher 
 does not see that it is a greater duty to foster a love of reading 
 than to teach geography or history. Or if he sees the duty and 
 longs to direct the child to the beauties of literature, he is shackled 
 by the lack of facilities for such work. The same old readers are 
 used year after year ; no classics are studied ; there is no supple- 
 mental reading to give the spice of variety. 
 
 " It is inevitable that children reared amid such surroundings 
 come to regard reading not as a luxury but as a drudgery, and 
 grow up potentially, if not in the strictest sense, illiterate. ' I 
 confess/ says Thoreau somewhere in his ' Walden,' ' that I do not 
 make any broad distinction between the illiterateness of any towns- 
 man who can not read at all and the illiterateness of him who has 
 learned only to read what is for children and feeble intellect.' How 
 much narrower then should be the distinction between the ' illiter- 
 ateness of him who can not read at all ' and the illiterateness of 
 him whose training has been such that he regards reading only 
 as a task to be shunned 1 " 
 
 — C. H. PoE, September, 1903, Review of Reviews. 
 
"Dixie." 
 
 " Oh, from the hills and from the valley 
 Southern sons and daughters rally. 
 Hurrah ! hurrah ! hurrah ! Dixie land. 
 Come, all a song of triumph singing. 
 Through the wide world send it ringing. 
 Hurrah ! hurrah ! hurrah ! Dixie land. 
 
 CHORUS. 
 
 " Exalt the name of Dixie! 
 Hurrah ! Hurrah ! 
 In Dixie land we'll take our stand 
 To live and die for Dixie. 
 Three cheers, three cheers, 
 And one cheer more for Dixie ; 
 Three cheers, three cheers, 
 And one cheer more for Dixie. 
 
 " See Southern skies witli stars are gleaming, 
 Southern fields with richness teeming. 
 Hurrah ! hurrah ! hurrah ! Dixie land. 
 Oh, Southern hearts are brave forever, 
 Southern love will fail you never. 
 Hurrah ! hurrah ! hurrah ! Dixie land. 
 
 " Go read tlje Past's heroic story, 
 Read th^ Future's message ' Glory.' 
 Hurrah ! hurrah ! hurrah ! Dixie land. 
 And armed with truth and clothed with beauty. 
 Strong to meet the Present's duty. 
 Hurrah! hurrah! hurrah! Dixie land. 
 
 " For Peace has given what War denied you. 
 Friends of foes who once defied you. 
 Hurrah ! hurrah ! hurrah I Dixie land. 
 Look ! Nature with rare charms has dressed you ; 
 God with His own hand has blessed you. 
 Hurrah ! hurrah ! hurrah ! Dixie land. 
 
 " Lo! now our land with love is lighted — 
 North, South, East and West united! 
 Hurrah ! hurrah ! hurrah ! Dixie land. 
 In God our trust, and our salvation. 
 Forward, march ! a mighty Nation. 
 Hurrah ! hurrah ! hurrah ! Dixie land." 
 
 — Maud Lindsay. 
 Florence, Ala. 
 
Cbe Object of tbe n. €. (Uoman's Jlssociatiott. 
 
 " The object of this Association shall be to unite the women 
 citizens of North Carolina for the purpose of awakening their 
 interest in the improvement of public school houses in our state. 
 It will undertake to have local associations in every county. 
 Through these it will endeavor to interest a volunteer association 
 in the neighborhood of every public school house, which will help 
 to beautify the premises by planting trees and flowers, placing- 
 pictures on the walls, or otherwise improving the school environ- 
 ment of our future citizens ; to furnish entertaining and instructive 
 anuisements and to encourage the establishment of local public 
 libraries." 
 
 1 Ceacb. 
 
 I teach 
 The earth and soil 
 To them that toil ; 
 Tlic hill and fen, 
 To common men 
 That live just here; 
 
 The plants that grow. 
 The winds that blow, 
 The streams that run. 
 In rain and sun, 
 
 Throughout the year; 
 
 And then I lead 
 Thro' wood and mead, 
 Thro' mould and sod. 
 Out unto God. 
 
 ^^'ith love and cheer, 
 I teach. 
 
 — L. H. BAII.EY. 
 
Position of tbe South. 
 
 " The doctrine of race integrity, the rejection of the policy 
 of racial fusion is. perhaps, the fundamental dognna of Southern 
 life. It is true that the animalism of both races has at times at- 
 tacked it. The formative dogmas of a civilization are reflected, 
 however, not in the vices of the few but in the instincts, the laws, 
 the institutions, the habits of the many. This dogma of the social 
 segregation of these races, challenged sometimes by fault of the 
 black man. is accepted and approved and sustained by the great 
 masses of our people, white and black, as the elementary working 
 hypothesis of civilization in our Southern States. 
 
 " The great masses of our colored people have themselves 
 desired it. It has made our public school system, however, a 
 double system. It is inevitable that it should have often made the 
 negro schools inferior to the white schools. But the social and 
 educational separation of these races has created the opportunity 
 and the vocation of the negro teacher, the negro physician, the 
 negro lawyer, the negro leader of whatever sort. It has not only 
 preserved the colored leader to the negro masses by preventing 
 the absorption of the best negro life into the life of the stronger 
 race; it has actually created, within thirty years, a representation 
 of negro leadership in commerce, in the professions, in Church, 
 and School, and State, which is worthy of signal honor and of 
 sincere and generous applause. The segregation of the race has 
 thrown its members upon their own powers and has developed the 
 qualities of resourcefulness. The discriminations which they have 
 lx)rne in a measure by reason of their slavery, and which have 
 established the apartness of their group-life, are the discrimina- 
 tions which are curing the curse of slavery — an undeveloped in- 
 itiative — and are creating the noblest of the gifts of freedom, the 
 power of personal and social self-dependence. The very process 
 which may have seemed to some like a policy of oppression has in 
 fact resulted in a process of development." 
 
 — Edgar Gardner Murphy. 
 
no Uiolencc, but Justice. 
 
 " As for the negro, let us impress upon him what he already 
 knows, that his best friends are the people among whom he lives, 
 whose interests are one with his, and whose property depends on 
 his perfect contentment. Let us give him his uttermost rights, 
 and measure out justice to him in that fulness the strong should 
 always give to the weak. Let us educate him that he may be a 
 better and more enlightened man. Let us lead him in steadfast 
 ways of citizenship, that he may not longer be the sport of the 
 thoughtless and the prey of the unscrupulous. Let us inspire him 
 to follow the example of the worthy and upright of his race, who 
 may be found in every community, and who increase steadily in 
 numbers and influence. Let us strike hands with him as friends, 
 and as in slavery we led him to heights which his race in Africa 
 had never reached, so in freedom let us lead him to a prosperity 
 of which his friends in the North have not dreamed. Let us make 
 him know that he, depending more than any other on the pro- 
 tection and bounty of the government, shall find in alliance with 
 the best eleinents of the whites the pledge of safe and impartial 
 administration. And let us remember this : that whatever wrong 
 we put on him shall return to punish us. Whatever we take from 
 .him in violence, that is unworthy and shall not endure. What we 
 steal from him in fr.aud, that is worse. But what we win from 
 him in sympathy and affection, what we gain in his confiding 
 alliance and confirm in his awakening judg-ment, that is precious 
 and shall endure — and out of it shall come healing and peace." 
 
 — Henry W. Grady. 
 
 " Every one competent to speak, and honest enough to be 
 candid, knows that education benefits and improves the negro. It 
 improves his morals, his character, and his usefulness. It makes 
 him a better man and a better citizen, a better neighbor and a 
 better workman, no matter what you put him at." 
 
 — A. A. GuNBY, Louisiana. 
 
 I- ?o 
 
UBHARY OF CONGRESS 
 
 021 475 347 9 
 
 iiii 
 
 ■III