J i^'orm X — 145. ILLITERACY IN VIRGINIA SOME FACTS WHICH CANNOT BE OVERLOOKED This old lady is the grandmother of forty-three mountain children, most of whom have but recently enjoyed school facilities. PREPARED BY E. R. CHESTERMAN, Secretary of the State Board of Education. PUBLISHED BY THE DEPARTMENT OF PUBLIC INSTRUCTION 019 736 401 4 9 ^ / 6 ILLITERACY . . . IN VIRGINIA SOME FACTS WHICH CANNOT BE OVERLOOKED Prepared by E. R. C HESTERM AN , Secretary of the State Board of Education. PUBLISHED BY THE DEPARTMENT OF PUBLIC INSTRUCTION. RICHMOND Davis Bottom, Superintendent Public Printing 1914 rv <--> ^%^% >^%^^ i>. Of X). •-B 23 .913 Illiteracy in Virginia. In 1910 there were 71,580,270 persons 10 years of age or over in the United States, of whom 5,516,163 were unable to read or write, constituting 7.'/ per cent, of the population. The native whites, who constituted 75.0 per cent, of the entire population, had the smallest number of illiterates, 1,534,27^, or 3.0 per cent. The foreign born whites had 1,650,361 illiterates, or 12.7 per cent, of their number. The colored had 2,227,731 illiterates, or 30.4 per cent. Astonishing as are these figures to the average reader of this "enlightened age," one is apt to view them with pretty much the same degree of complacency that one views other statistical fig- ures relating to the United States. This complacency, however, is soon turned into something almost akin to horror when the figures- are analyzed and their, exact Significance is realized. Then, in- deed, we see that the evil is at our very doors and then, too, we aU most hear the pathetic appeals of those who grope in mental dark- ness. Virginia's Startling Figures. To put the situation concrete] ij — to hring it "strcdglit home" to the Virginia people — it may Ije said that out of the 3,184,633 ivhite illiterates over 10 years of age, Virginia furnished 83,825. Of these 83,825, 2,368 ivere foreign horn and 352 were of foreign or mixed parents. More lamentable still, 81,105 of the 83,825 were native horn whites, while 18,047 were children. And out of the 2,331,530 negro illiterates Virginia furnished 148,950. In 1910 tJiere were 21.917 cJiildren {white and colored) he- tiveen the ages of 10 and 14 inclusive, who could neither read, nor lurite — 9.4 per cent, of the total of 232,775 illiterates in the State The United States census of 1910, shows that Virginia's illiter- acy at that time was 8.2 per cent, among whites, 30 per cent- among negroes, and 15.2 per cent, for the State at large. The correspond- 4 , ILLITERACY IN VIRGINIA. ing figures for 1900 were 11.4 per cent, whites, 44 per cent, colored and 22.9 per cent, in all. A perceptible decrease, say you'f Yes, a perceptible decrease but hardly a satisfactory one; in truth a most disappointing and humiliating decrease. That Virginia must bestir herself is obvious; that she will be- stir herself may also be taken for granted since the stain on her escutcheon is almost unendurable. Wonders in the way of remov- ing this stain may be accomplished before the taking of the next census. The efforts of the Commonwealth, however, will have to be directed chiefly towards helping the young — those still of school age. And here it may be well to explain that of the great body of illiterates in Virginia, 46,831, according to the Federal census, are between the ages of 10 and 20 inclusive, while the State census — that taken by the school authorities, ages 10 to 19 inclusive — makes the tigure even larger, to-wit, r)5,(>82. Of the r)r),()82 illiterates (Virginia census, 1<) to 11) inclusive! 52,662 are in the counties and of the total number in both r-ounties nnd cities, 24,344 are white. The negroes in Virginia reduced their illiteracy 33 per cent, during the decade between 1900 to 1910, but the whites brought about a reduction of only 29 per cent. It would, therefore, seem from this that a certain State educator was not far amiss when he said, "The negro situation will take care of itself if we keep the native white statistics constantly l)efore our eyes." Some Comparisons. Some, perhaps, will seek to derive consolation by comparing Virginia's illiteracy statistics with those of other States. Well, let them do so if they can, though the consolation, at best, will not be great. Native Avhite illiteracy in all the New England States, for example, averages less than one per cent. ; in Virginia there are only two cities, Charlottesville and Newport News, and one county, Powhatan, in which the illiteracy of native whites is less tlian one per cent. In our largest class, including as it does thirty-seven counties and four cities, the rate of native white illiteracv is be- ILLITERACY IN VIRGINIA. Virginia's State Superintendent "pedalling" to reach a remote school district. This army of Pittsylvania county school children is helping to fight illiteracy in their section. 6 • ILLITERACY IN VIRGINIA. tweeii five and ten per cent. Careful consideration of the following table is invited : Virginia. No. oi! No. 01 Iintemcij Among yative While, Counties Cities Less than one per cent 1 2 One to two per cent 6 6 Two to five per cent 23 5 Five to ten per cent 37 4 Ten to fifteen per cent 22 Fifteen to twenty per cent ^ Twenty-eight and seven-tenths per cent 1 Thirty-four and three-tenths per cent.. . 1 Unreported 1 Total 100 18 If we follow the boundary lines of this Commonwealth avc shall find the facts o'iven in the following table: District of Columbia 0.6 per cent. Maryland 3.0 per cent. AVest Virginia (i.T per cent. Virginia 8.0 per cent. Tennessee 9.0 per cent. Kentucky 10.7 per cent. North Carolina 12.3 per cent. What North Carolina Is Doing. The native illiteracy of North Carolina still exceeds that of Virginia, but the "Old North State" is gaining on us very rap- idly. We reduced our native white illiteracy 29 per cent, during the decade immediately preceding 1010; North Carolina's record of reduction was 36 per cent. This is difficult to understand be- cause North Carolina's average length of school term is consider- ably less than ours — 90 days as against 140 days. The most prob- able explanations are the priority of her educational revival and the use she makes of local teacher's associations. In J^orth Carolina the teachei's meet everv month and discuss bovs and girls as welt ILLITERACY IN VIRGINIA. Visitors' day at the pretty little school of the Pamunkey Indians in King William county. Teachers and pupils of Irish Creek Hollow School, Rockbridge county. Only six children are beyond the first reader and none beyond the fifth reader. 8 • ILLITERACY IN VIRGINIA. as lesson plans and the latest snLjects to l)e tanglit. If a l)oy or girl is out of school or irregular in attendance, the case comes np for special consideration at the teachers' meeting. Besides, the edu- cational revival in North Carolina antedated ours and if Virginia could have made during the first half of the ten years following 1900 such strides as have heen made since 1905, there would have been another story to tell at this point of our narrative. North Carolina now has compulsory education and will reduce her rate of illiteracy more rapidly than ever before. The Fight in Other States. During the decade which has been mentioned the Pacific States reduced illiteracy among their native white population as much as 50 per cent., the ^lountain States of the west 40 per cent., and all tlie other great divisions of States about 40 per cent, except our group, the South Atlantic States, and the East South Central and New England groups. The South Atlantic States reduced il- literacy 33 per cent., the East South Central 26 and the New Eng- land 22 per cent. Omitting the New England States, where the rate of illiteracy has long been very low, it is clear that our group of States is next to the bottom of the list in the matter of reducing illiteracy during the decade. Going within the South Atlantic group itself, we find that Delaware and Florida reduced their illiteracy among native whites 47 and 42 per cent, respectively; I\raryland, West A'irginia and jVorth Carolina al)out 3 per cent, each; and Virginia next to the last in the list, only 29 per cent., as above stated. To those who desire to make further comparisous between the figures relating to illiteracy in Virginia and those relating to illit- eracy in other States, we ofi'er the following tables, which were prepared by Inspector William II. Hand, of South Carolina, and Avhich appear in the excellent bulletin on "Compulsory School At- tendance" recently published by the United States Bureau of Edu- cation: ILLITERACY IN VIRGINIA. Exhibit of the Laurel Industrial School, where 250 erring boys are being saved from a life of ignorance and crime. fBS^B/^^SBKm \ i We are smiling because we've been given a chance to become self-supporting, useful men and women. Neglect us, and by our ignorance we will hold back our community.- 10 ILLITERACY IX VIRGINIA. EXHIBIT A. Showing rank of the twelve Stales without State-wide compulsory laivs in percentage of illiteracy of native whites 10 years of age and over. States 1910 Maryland Texas Florida Mississipj^i . . . . Arkansas Georgia Virginia Tennessee Alabama South Carolina. North Carolina Louisiana 1900 32d 32d 33rd 35th 37th 38th 38th 37th 40th 41st 41st 42d 42d 40th 43rd 46th 44th 47th 4.^th 44th 47th 49th 48th 48th EXHIBIT B. Native white male illiterates of voting age. States Illiterates | Illiterates 1900 South Carolina. Georgia Florida Alabama Mississippi. . . . Texas Maryland Virginia North Carolina. Tennessee Arkansas Louisiana Massachusetts . Rhode Island . , Connecticut . . . Wisconsin. . . . Minnesota. . . . West Virginia. Kentucky. . . . 15,643 31,914 5,470 30,680 11,613 24,180 10,191 35,057 24,208 51,247 22,546 24,681 1,927 550 1,040 1,754 737 23,024 62,182 1910 17,535 29,936 5,026 30,389 11,129 23,642 8,097 33,488 49,619 47,479 20,343 28,091 1,700 466 893 1,514 732 20,666 59,314 Per cent. in 1910 11.0 8.9 5.1 10.9 6.1 3.7 4.0 9.9 14.1 11.5 7.7 15.6 .5 1.0 .7 1.0 .5 7.8 12.8 ILLITERACY IN VIRGINIA. 11 An Indian school in a mountain section. These folks have come to the colored school fair in Campbsll county. ILLITERACY IN VIRGINIA. EXHIBIT C. Native while children between 6 and 14 years of age not in school. States Maryland Virginia North Carolina Tennessee Arkansas Louisiana South Carolina. Georgia Florida Alabama Mississippi. . . . Texas Children Per cent 25,157 16.7 74,505 26.8 79,261 24.3 97,071 24.8 60,231 25.3 58,197 31.6 39,977 27.9 76,342 25.2 21,854 27.9 78,142 30.0 26,730 15.8 151,232 25.7 EXHIBIT D. Native white illiterates 10 years of age and over. States Illiterates Per cent. South Carolina 50,112 79,875 14,331 84,204 28,344 60,881 17,464 81,105 131,992 120,384 54,221 82,100 3,428 94^ 1,707 3,223 1,536 50,580 145,156 10.5 Georgia 8.0 Florida 5.2 Alabama 10.1 Mississippi 5.3 Texas 3 3 Maryland 3.0 Virginia 8.2 North Carolina 12.3 Tennessee .... 9.9 Arkansas 7.1 Louisiana 15. Massachusetts 0.4 Rhode Island 0.7 Connecticut .5 Wisconsin .6 Alinnesota .4 West Virginia 6.7 Kentucky 10.7 In Exhibit D, the first six States mentioned have no compulsory attendance law. Next are shown the six States with local-option compulsory laws. Massachu- setts, Rhode Island and Connecticut are taken as representatiyes of New England, each with a compulsory attendance law enacted years ago. Wisconsin and Min- nesota are taken as a type of the newer West, with a somewhat rigid enforcement of compulsory attendance. West Virginia and Kentucky are taken as specimens of States recently adopting attendance laws at first mild in form and not rigidly en- forced. ILLITERACY IN VIRGINIA. 13 A church, a school, and a teacher's home in an Indian settlement in the hills. The schoolhouse stands to the right and the teacher's cottage in the foreground. A canning club that is much in earnest. 14 ILLITERACY IX VIRGINIA. EXHIBIT E. Shoiving the actual decrease of uative white illiterates 10 years of age and over, between 1900 and 1910. States South Carolina 54, 177 Georgia 99,948 Florida 16,470 Alabama 102,779 Mississippi 35 , 432 Texas 70,006 Maryland 23,837 Virginia 95 , 583 North Carolina 175,325 Tennessee I 156 , 342 Arkansas I 74,828 *Louisiana 78 ,889 In 1900 In 1910 Decrease 50,112 79,875 14,331 84,204 28,344 60,881 17,464 81 , 105 131,992 120,384 54,221 82,100 4,065 20,073 2,139 18,575 7,088 9,125 6,373 14,478 43,333 35,958 20,607 3,201 ♦Increase in liOuisiana. It will readily be seen from the foregoing figures and com- parative tables that no effort has been made to disguise the facts concerning illiteracy as it prevails in Virginia. The present situa- tion is one which requires the plain, unvarnished truth, however humiliating that truth may be. Fortunately, however, there is much which may yet be done to "save the day," and better still, the people at large have begun to realize this. For months past a mighty fight to wipe out the blot has been waged and even now Virginia is in the midst of a l)attle against illiteracy which is cer- tain to reduce the evil materially. This battle is everybody's fight ■ — the school authorities', the school patrons', the churches', the good citizens', the children's, yea, even yours and mine. It affects prac- tically every neighborhood in the State ; upon its success depends the future peace and happiness of many a Virginia hearthside, for illiteracy is the synonym of poverty and shiftlessness. Here, in brief form, are some plans of procedure that, in one way or the other, will enable all the people to help in the campaign against illiteracy: 1. Every division superintendent in every city and county in Virginia should study the situation in his own field and work inde- fatigably to stamp out the evil. This alone will mean a working force of 113, who by constant supervision and visitation, can accom- plish wonders. All the superintendents, by the way, would do well to imitate the example of the oft mentioned county superintendent who "keeps track of every white child in his division" and takes ILLITERACY IN VIRGINIA. 15 pains to see that the child is at least entered long enough to learn to read and write. 2. Every school trustee, school principal and school teacher should do likewise in his or her more limited sphere. And here it may be said that the problems of enrollment and average attend- ance are so closely related that we may say that all constitute phases of the same problem. Teachers and principals alike should A mountain cabin. The people in this settlement have never had good schools or a fair chance to develop their possibilities. strive assiduously not only to procure the largest possible enroll- ments but also the largest possible daily attendance. 3. Every parent, however great may be the self-sacrifice in so doing, should not only send his own children to school but should enforce their regular attendance. He would not go far 3inisSj either, if he persuaded all his neighbors to imitate his example 4. Every school league and citizens' association should feel in duty bound to join in the great crusade. Such organizations have exceptional opportunities for usefulness in their respective neighborhoods. They can do intensive work that is bound to be effective in stamping out illiteracv. Better still, their moral sup- port will stimulate the teachers, as well as school authorities. 5. Every neighborhood with twenty-iive or more children should have a school within reasonable distance. The wagons used 16 ILLITERACY IN VIRGINIA. for hauling pui^ils to consolidated schools have served an excellent purpose and their discontinuance would be a calamitous thing. In 5-ome instances, however, their use is -impracticable. Cases of this sort should be met by carrying the school to the children. And here it may be remarked tliat, despite tJie popnhirity and success of the consolidated school, the one-room rural school still has its use- fulness. It is far from being an eft'ete institution. In truth, there has seldom been a time when it could accomplish more good or when the benefits accruing from it were more widely recognized. 6. Every community which finds itself exceptionally beset by the "curse" of illiteracy should ponder the advisal)ility of estab- lishing summer schools. These woiild certainly be practicable in counties that enjoy the bracing atmosphere of the mountains or unusual altitudes. 7. Every school division of the State, whether comprising a county or city, should consider the possible benefits that might fol- low the adoption of our compulsory education law. The Virginia statute enacted six years ago contains a local option feature that puts it within the power of every school division to avail itself of the law if it sees fit so to do. While the statute undoubtedly con- tains certain provisions that lessen its strength, the law has been followed with very satisfactory results by se^'eral counties and cities. It is directly in the line of progress: it can be made to do invaluable service in the way of increasing enrollment and reducing illiteracy. The old adage. "What's everybody's business is no<3ody's busi- ness," assuredly fails to find application in the matter of Virginia's illiterates. No man with a spark of humanity in his soul can fail to realize that the Old Dominion should rid herself of this baneful shadoAv that has fallen athwart our proud Commonwealth; no man witli a proper sense of citizenship can fail to understand that he must do his part towards uprooting the evil; no man with the smallest idea of proportion can fail to see the importance of car- rying education almost to the threshold of every Virginia home. The appeal for help from every quarter is a Macedonian cry; it cannot l)e ignored. We cannot deafen our ears to it. Let no man fail to liear; let every man be np and doing. An Effort to Abolish Illiteracy in Richmond By De. J. A. C. Chandler, Superintendent of Richm.ovd City Schools. Among the native whites in Richmond only 12 out of every 1,000 are unable to read and write. The average for cities in the United States having 100,000 population is 4 out of every 1,000, while the average in Virginia is 80 whites out of every 1,000. In pro- portion to its population Richmond has six times less illiteracy than the rest of the State. Considering the negroes of Richmond there are 196 illiterates out of every 1,000 ten years of age and over. The average for the cities of the United States having 100,000 population and over is 126, while the average for Virginia is nearly 300. In proportion to the population Richmond, as compared with the State at large, has one and one-half times less illiterates among the negroes. A class of foreigners at Bellevue School learning to read and write. For the last two years great effort has been made to abolish illiteracy by means of the night schools. At present there are in the night schools of Richmond 3,548 persons, of whom a vast ma- jority are beyond school age. The mininium age at which persons are admitted to these schools is 14. The total number in night schools is distributed as follows: "White 2,167, colored 1,381, The classes as organized run from the first grade to the second year of high school. u ILLITERACY IN MK(.IXIA. Of the 2,167 whites, 852 are in academic work from the first year of the elementary schools to the second year of high school, .while 1,315 are in vocational work, commercial work and work in household arts. Of the 1,881 in the colored night schools 997 are included from first to seventh year academic work, wliile 384 are taking courses in industrial work and household arts. The Richmond School Board thinks that a person Mdio has not completed the fifth reader gi'ade, or the equivalent, is not to be classed far above illiteracy. In the night schools for whites there are enrolled in the fifth grade and l)elow as follows: A class of adults who are earnestly studying the subjects included in elementary school work — some as low as the primary grades. WHITE NIGHT SCHOOLS. Males Females Total Under 21 Over 21 Under 21 Over 21 Under 21 Over 21 5th Grade 4th Grade 108 61 36 17 15 237 1 6 2 7 51 43 28 5 2 1 1 8 1 3 159 104 64 22 17 2 1 3rd Grade 2nd Grade 1st Grade 14 3 10 16 129 14 366 30 An analysis of the above table shows that there are 396 out of 852 who are in the 5th Reader or below. It must be remem- ILLITERACY IN VIRGINIA. 19 bered, too, that all of these are over 14 years of age. The total whites in the 1st Keader grade are 27; in the 2nd Reader grade 25; in the 3rd Reader grade 78, and in the 4th Reader grade 105. Note also that there are 10 white persons over 21 years of age in 1st Reader grade ; 3 in 2nd Reader grade and 14 in the 3rd Reader grade. In the night schools for colored there are enrolled in the 5th Reader grade and below as follows : A class at the Baker Night School studying Playmates Primer. COLORED NIGHT SCHOOLS. Males Females Total Under 21 Over 21 Under 21 Over 21 Under 21 Over 21 5th Grade 46 67 63 57 29 22 39 47 58 45 45 40 33 48 31 11 37 56 76 96 91 107 96 105 60 33 4th Grade 76 3rd Grade 103 2nd Grade 134 1st Grade 141 262 211 197 276 459 487 It will be observed that of the 997 colored persons in academic work, 946 are in the 5th Reader grade or below, and all of these are over 14 years of age. It will be interesting also to note that 487 of them are over 21, many of them being from 50 to 60 years of age. Of the colored in the 1st Reader grade there are 201 ; in 20 ILLITERACY IN VIRGINIA. 019 735 401 4 the 2nd Reader grade 239; in the 3rd Reader gr a vast majority are 30 to 35 years of age. The effort to remove illiteracy in Richmond is not simply an effort to teach reading and writing — it is an effort to give higher ideals and to furnish some food for thought, thns preventing the illiterate mind from turning towards mischief-making and vice. A class at the Baker Night School of the second reader grade learning Reading, Writ- ing and Arithmetic. The white night schools are conducted for six and one-half months, 2 hours per night, ^londays, Tuesdays and I'hnrsdays. The colored night schools are conducted for six and one-half months on Mondays, Tuesdays, Wednesdays and Thursdays, 2 hours i)er night. It is a real joy to visit the night schools and see the eagerness of the students, old and young, and to inspect the efforts which they are making to overcome the dilYiculties of life Avhich they are facing because of lack of opportunity or training in early life. It should be said that practically every person of the 3,547 enrolled in the Kichiuond (^itv Night Schools is in the day engaged in soine gainful occupation. Instance after instance could he cited to show the great value of this work, but one will suffice. A messenger connected with an important State department (a man about 35 years of age) who three years ago could scarcely read in the 3rd Reader has, by night work for three successive years, learned to read with some degree of ease; learned the fundamental operations of arithmetic with great accuracy, and is able to use the typcAvriter in addressing en- velopes and in tabulating. His efficiency, in the judgment of the i<2^l 5 ILLITERACY IN VIRGINIA. 21 office in Avliich he works, has been increased during the three years 100 per cent. The Richmond authorities do not believe that anything is really accomplished in the night schools by merely teaching reading and A\'riting, unless it is constantly applied in daily work, and those who have an opportunity to attend the night schools must be given a broader grasp as to their duties in societ3^ The night schools are, therefore, used as a great coniniunity activity' for the promo- tion of personal efficiency and public good. The above is a class of journeymen studying estimating, reading blue prints, and other problems connected with their trade. This is one type of a number of schools in opera- tion in Richmond for the improvement of the worker in the occupation. LIBMAHY Ur- UUNIjHtSi^S 019 736 401 4 A Few Suggestions Illiteracy is the common enemy of us all. To be unable either to read or write is to be mentally blind, deaf and dumb. "An illiterate taught is a citizen emancipated, ennobled, elevated." Our "army of illiterates" is but a phantom host in the matter of useful citizenship. Let us strive to make the illiterate an sxtinct type of hu- manity in Virginia by 1920. If education be "an ornament in prosperity and a refuge in adversity," then illiteracy must be hideous, unending de- spair. Virginia may boast of being the ' ' Mother of Presidents ' ' but she cannot brag about her illiterate children. "The very spring and root of honesty and virtue lie in the felicity of lighting on good education. ' ' — Plutarch "It was in making education not only common to all, but in some sense compulsory on all that the destiny of the free republics of America was practically settled. ' ' — James Russell Lowell.