Cte Libratp of t|>e (^ntt)er$ttp of Bout Carolina Collection of il^ott^ Catoltniana W^i0 boob tajajEi pte^enteD C57T UNIVERSITY OF N.C. AT CHAPEL HILL 00033985359 This book must not be token from the Library building. DEC 14 1^91 Form No. 471 Digitized by the Internet Archive in 2011 with funding from Ensuring Democracy through Digital Access (NC-LSTA) http://www.archive.org/details/studyoflocalscho1937nort PUBLICATION No. 199 >^ STUDY OF LOCAL SCHOOL UNITS IN NORTH CAROLINA BY THE STATE DEPARTMENT OF PUBLIC INSTRUCTION IN COOPERATION WITH THE UNITED STATES OFFICE OF EDUCATION, WASHINGTON, D. C. ^ ISSUED BY THE STATE Superintendent of Public Instruction RALEIGH 1937 EDWARDS a BROUGHTON CO., RALEIGH i J V CONTENTS Page I. Historical Background and Development of Local School Units 9 II. Administrative Units and Attendance Areas 15 County 15 City School Systems and Special Charter Districts 20 The Local School Committee 22 Summary 24 Statistics 1900-1935 25 III. The Present Educational Opportunity 51 High Schools 51 Elementary Schools 52 Case Studies — 54 Caldwell County 54 Wilkes County 73 New Hanover County - 73 School Transportation 82 School Plants '. 87 Finance 119 The Curriculum _ 176 IV. Summary and Proposals 183 V. Recommendations and Suggestions for Improving Public Schools for the Colored Race 186 I/} FOREWORD By United States Office of Education Although progress in the improvement of teaching and learning condi- tions may be made in almost any situation, it is generally recognized that such progress is necessarily retarded when the local unit of school ad- ministration is not an efficient and economical unit. In evaluating existing educational conditions during recent years some states have already recognized the urgent need for the organization of more satisfactory administrative units and the consequent necessity for closely studying presei^; conditions as a basis for planning desirable changes. After conferring with state superintendents and commissioners of edu- cation, the United States Office of Education submitted its application late in 19 35 for the authorization of a project involving the study of local school organization and administratibn in 32 states which at that time ex- pressed a desire to participate in such a project. The ftinds made available for the prosecution of this study were appropriated under the terms of the Emergency Relief Administration Act of 19 35 but were sufficient for only ten states, namely, Arizona, Arkansas, California, Illinois, Kentucky, North Carolina, Ohio, Oklahoma, Pennsylvania, and Tennessee. Although the project has been administered by and through the Office of Education, each State has been considered a unit of effort under the direc- tion of a staff member of the State Department of Education designated as State Project Director. Each State project staff has assumed direct re- sponsibility for conducting the project and has worked in close cooperation with the State Department of Education and with the project staff of this Office in planning, formulating, and coordinating this study program. The purpose of the Study of Local School Units has been to study exist- ing educational conditions, with special reference to local school organi- zation and administration, to determine the possibilities for organizing more satisfactory schools, school attendance areas, and local units of school administration. The fact that these ten states have faced the situa- tion frankly and energetically in the search for plans and procedures pointing to the organization of more efficient and more economical local school units is most promising. The progress that has been made to date in these states is only the beginning of the progress that will be made during the coming years. Studies similar to those carried forward under this project are certain to receive increasing emphasis in the next few years until each state, through a study of existing educational conditions, evaluated in terms of selected criteria, has carefully formulated plans for reorganization which will be more conducive to efficiency and economy. We of the United States Office of Education feel that the spirit of co- operation manifested by all participating agencies during the life of this project has been an indispensable factor in its success. The Office of Education extends its grateful acknowledgment and appreciation to the chief state school officers and their colleagues in the state departments of education, to the state project staffs, to the National Advisory Com- mittee, and to the numerous cooperating agencies and individuals. J. W. STUDEBAKER, Commissioner. PREFACE North Carolina is one of ten states in which a survey of local school units was authorized by the United States Office of Education early in 1936. Funds for financing projects in the ten states were allotted to the Office of Education by the Works Progress Administration. These surveys are a part of the National Planning Movement inaugurated by the Federal Government. The purpose of the survey in North Carolina was: (1) to trace the historical growth and development of public education in the State from the local standpoint; (2) to determine the status of present educational opportunities; and (3) to offer suggestions and recommendations for the reorganization and improvement of existing facilities. A wealth of material bearing on the total school situation of the State has been collected; and statistical tables and spot maps, showing schools and school population have been prepared for a majority of the 100 coun- ties of the State. It is regretted that the Survey had to -be brought to a close before all counties were completed. Much of the material assembled, especially that bearing upon local school situations, could not be printed in this report. There is presented, however, brief statements and statistical tables concerning the public schools of the State as a whole, and recommendations for their improve- ment. As representative of the present local status of schools, spot maps and descriptive expositions are given for several counties. Material of this kind will be made available to local school authorities for the other counties covered by this Survey. The printing of this publication was made possible also by the Federal Government through the Office of Education. To it, for both funds and advice in carrying on this project, we make appreciative acknowledgment. To the Survey staff, under the direction of Mr. W. F. Credle, Director of Schoolhouse Planning for this Department, assisted by Messrs A. V. Nolan, A. H. Young, J. W. Mcintosh, and N. E. Wright, and to the superintend- ents, principals and teachers, who rendered splendid cooperation, should go the credit for making this study. In making the results of this Study available, it is hoped thereby that the public schools of the State will in some measure be improved, and that child opportunities will be broadened. Certainly, no long time plan- ning of school needs should be projected in the local administrative units without first giving attention to the results of this Survey as applicable to that unit. June 30, 19 37. State Superintendent Public Instruction. SURVEY OF LOCAL SCHOOL UNITS IN NORTH CAROLINA I HISTORICAL BACKGROUND AND DEVELOPMENT OF LOCAL SCHOOL UNITS School districtsi sharply and clearly defined came in for major con- sideration in the first North Carolina school law which finally agreed upon was passed on January 8, 1839. In fact the caption of the law was "An Act to Divide the Counties into School Districts and for other Purposes." This law was a compromise, a conference measure, acceptable to both houses of the Assembly. ... On January 5, 18 39, the House of Commons, as the Lower Branch of the General Assembly was then called, had passed a bill providing that the State should be divided into districts containing not more than six miles square. In each of these districts there were not to be less than three nor more than six committeemen, among whose duties it was under the direction of the county superintendents "at some suitable place in each district erect a schoolhouse sufficiently large to accommodate at least fifty scholars and shall procure a deed to the committee of the district for a quantity of land not exceeding five acres embracing the site of said schoolhouse, provided the cost of the whole shall not exceed the sum of ONE HUNDRED AND TWENTY-FIVE DOLLARS ($125.00), and shall be paid by the public treasurer, upon the warrant of the Governor, out of the accumulation of the fund for common schools." This fund was the old Literary Fund, which then amounted to some two million dollars. The Federal Government had recently found that there was not only no public debt, but there were millions of dollars in surplus funds in the United States Treasury. This balance was appropriated to the states on the basis of population, and North Carolina wisely put most of hers into the Common School or Literary Fund. The requirement that the school committeemen and the county super- intendents purchase a site and erect a schoolhouse was stricken out of the compromise bill but the size of the districts was left at six miles square, with the provision "that no greater number of school districts shall be laid off in any county than shall be equal to one for six miles square of inhabited territory in said county." North Carolina contains 52,426 square miles, and it was thought that 1250 districts would give approximately the correct number into which to DEFINITION OF TERMS ^ Administrative Units — In North Carolina there are two units of local school administration, the county administrative unit and the city administrative unit. An administrative unit is all of the area under a single system of school administration. It has a single administrative head, the county superintendent in the county and the city super- intendent in the city. Every county in the State is an administrative unit regardless of size or divide the State and erect schoolhouses "sufficient to accommodate fifty scholars." This law also provided that any district in the State that voted twenty dollars for running a school, and that had erected a schoolhouse sufficient to accommodate at least fifty scholars was entitled to receive forty dollars from the Literary Fund. In this, the first school law, the State's obligation for providing for the education of her children in every district of the State was recognized. Incorporated into this law was another basic principle — that is, that the counties of the State should contribute toward the support of their schools. In the first section of the act the people were called upon to vote a tax which would yield one dollar for every two dollars paid from the Literary Fund, the State School Fund. School district and county taxes and State supplementation, meager though the support has been at times, were the solid foundations upon which the North Carolina school system rested until 19 33. These same principles are written into the State Constitution: "Section 3. . . . 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 six months in every year; and if the commis- sioners of any county shall fail to comply with the aforesaid requirements of this section, they shall be liable to indictment." The Literary Fund, which the educational leaders hoped would provide in increasingly large amounts the expense of running the schools of the State, was practically wiped out as a result of the Civil War. Consequently, there was but very little more State aid for schools until after the begin- ning of the Twentieth Century. Such schools as there were during the period 1865-1900 were paid for out of county-wide tax levies, the proceeds the number and types of schools. However, city administrative units have been authorized under the following conditions : 1. The School Law of 19 33. "Any newly constituted district having a school population of 1,000 or more for the school year 1932-1933 in which a Special Charter school is now operated may with the approval of the State School Commission be classified as a city administrative unit and shall be dealt with by the State School authorities in the same way and manner as are county administrative units." 2. The School Law of 1935. "Any district having a school population of one thousand or more for the school year one thousand, nine hundred thirty-four — one thousand nine hundred thirty-five in which a special charter district was operated for the school year one thousand nine hundred thirt"-two — one thousand nine hundred thirty-three may, with the approval of the State School Commission be classified as a city administrative unit, and, together with such city administrative units as now constituted, shall be dealt with by the State School authorities in all matters of school administration in the same manner as are county administrative units." Note : The Kannapolis city administrative unit was created by a special Act of the Legis- lature (Chap. 101, Private Laws, 1935). School Attendance Areas — A school attendance area is the area from which elementary and/or high school pupils attend a single school under one principal. It may comprise one or more buildings. It includes the geographic and population area served by a single elementary or high school or a combination elementary and high school. The latter type schools are known as union schools. Attendance areas for elementary schools may or may not be coterminous with attendance areas for high schools. School Centers — A school center is the school recommended to serve a proposed attendance area. It may be elementary or high or union. Prior to 1933 the term "district" was used to designate the attendance area in North Carolina. However, the Legislature of that year de- clared non-existent "all school districts, special tax, special charter or otherwise as * * * constituted for school administration or for tax levying purposes" and ordered and directed the State School Commission with the advice of the county boards of education to redistrict each county, "providing such convenient number of school districts as the Commission deemed necessary for the economical administration and operation of the State School System." They were further directed to determine whether there should be operated in such districts elementary or union schools. This action resulted in the reduction of the number of districts from 3602 to 1449. School districts, as they had been known in North Carolina, since the enactment of the first school law lost their meaning. The terms Attendance Area and School Centers are suggested as substitutes for the term district and are used in this Study. ^ 10 of which were allocated to the districts of the State, which were set up under the provisions of the first school law. The financial weakness and limitations of the schools to be established under the first law are evidenced by these facts: 1. That $60 was the amount thought necessary to run a school for the contemplated term of four months. Twenty dollars of this amount was to be provided locally for each district in a county and $40 was to be paid from the State Literary Fund. 2. The first school law passed by the Lower Branch of the General Assembly stipulated that the site, which should not contain over five acres, and the schoolhouse erected on it should not cost more than $125. Even this small sum was thought excessive and was stricken from the confer- ence bill that was finally passed. 3. The curriculum offerings in these early schools were limited to reading, writing and arithmetic, and a little later spelling. Instruction in the other branches of learning was in the main left to the private academies which were the forerunners of the public schools in the State. History, geography and other subjects soon found their places in the course of study, but were on the permissive rather than the required list. The history of the early public schools in North Carolina leads to the conclusion that cheap buildings, with one poorly prepared teacher, giving instruction only in the fundamentals, in walking distance of the children in the district was typical of the schools established under the first school law. There was no central school head to guide and direct the county super- intendents, the school committeemen or the teachers. In fact the first public schools in North Carolina were almost without any kind of direc- tion, and thei^ establishment was predicated solely upon the levying of a very paltry tax to support them. However, as poor as they were, they had come to stay and, as stated above, some of the principles contained in the first school law are existent today. The nearest approach to any central authority in the direction of the schools during the first twelve years of their existence was vested in the Literary Board which disbursed the funds to the counties. In 1852 Calvin H. Wiley was appointed "Superintendent of Common Schools and for other purposes." The first Superintendent had been influential in securing the first ' school legislation, and was qualified by education, training and experience for the job that he was to undertake. He was a graduate of the University of North Carolina and, in addition to his legislative experience, had done creditable work in the field of literature. For thirteen years Wiley served as a wise and resourceful leader of education in North Carolina, and it was due to him that at the outbreak of the war, in 18 61, North Carolina had one of the outstanding public school systems of the South and one that compared favorably with any in the Nation. The district system set-up in the first school law prevailed, with only very slight modifications until the close of the 19th century. In fact, instead of a reduction in the number of districts there was a decided increase and school progress, as accepted by the public to a certain extent at least, was measured by the number of new districts established. By 1860 the number of districts reported for eighty counties was three thousand four hundred eighty-four (3,48 4). This was an average of forty- three and a half to the county, and at this rate there would have been 11 three thousand seven hundred and forty-one (3,741) in the then eighty- six counties. It was estimated that schools were taught in three thousand and eighty- two (3,082) of these districts. To teach these schools there were som'e twenty-seven hundred and fifty-two (2,752) licensed teachers. It is inter- esting to note that there were seven times as many male as female teachers (of 2,479 reported, 2,164 were males and 315 females). The schools were operated for approximately four months and the aver- age salary was estimated to be $26 per month. The Superintendent of Common Schools had. been in office eight years when he made the report from which the above facts are drawn. His wise and untiring efforts in behalf of the schools of the State were beginning to produce results and there is reason to believe that the loosely formed district system soon would have been improved had there not been a calamitous interruption, caused by war. We are told that Dr. Wiley was "in his office in the west room, top floor, of the State Capitol when Sherman and his men entered Raleigh. He saw from the south window of his office the march up Fayetteville street in April, 1865." The day was at the morn, but for the school system of JSTorth Carolina it was twilight, almost darkness. Dr. Wiley remained in office for a short while after the close of hostilities. His last report is dated January 18, 18 66. The report contains no statistics. It closes with the statement: ."To the lasting honor of North Carolina her public schools survived the terrible shock of cruel war, and the State of the South which furnished most material and the greatest number and the bravest troops to the war did more than all the others for the cause of popular education. The common schools lived and discharged their useful mission through all the gloom and trials of the conflict, and when the last gun was fired, and veteran armies once hostile were meeting and embracing in peace upon our soil, the doors were still open and they numbered their pupils by the scores of thousands. . . . The feeling universal among the people is that the schools must not go down." The State School Fund was virtually gone (in 1897 it amounted to only $145,250.00), and the leadership of the schools was for several years in the hands of those who were able to render but little service. Consequently, no appreciable improvement was made in school districts for many years to come — unless, indeed, a rather aimless and indifferent increase in their number may be called progress. By 1900 they had reached a total of 7,910. Of this number 5,422 were for white children and 2,488 were for colored children. At the close of the school year 1902 the number was 8,115. Twenty-two of these were for Croatan Indians. Although there have been certain fluctuations in the number of districts the tendency has been downward rather than upward — except in the case of the colored schools, which are now (19 36) showing a decided decrease. 12 SUMMARY It has been noted that the first public school law of North Carolina was ratified January 8, 1839. Among other provisions, it required the courts of pleas and quarter sessions in the several counties, a majority of the justices of the peace being present, to elect not less than five nor more than ten persons as superintendents .of common schools. These superin- tendents were required to divide their respective counties into school districts for the purpose of establishing common schools. The districts were to contain "not more than six miles square" but due regard was to be given to the number of white children in each; and no greater number of districts were to be laid off than would equal one for every "six miles square" of inhabited territory in said county. Under the provisions of an act passed by the Legislature of 1841, the boards of superintendents were required "to lay off their counties into school districts, and number the same, of such form and size as they think most conducive to the convenience of the inhabitants of said county." They were likewise empowered to alter the boundaries of school districts. The foregoing legislation as to school districts was in force until the Legislature of 1868-69, when a law was enacted establishing townships. The voters of each township were to elect a school committee of three persons who were given the power to "establish and maintain for at least four months in every year a sufiicient number of schools at convenient locations, which shall be for the education of all children between the ages of six and twenty-one years residing therein." The change enlarged to some degree the duties of the township committees over those of the old district committees and other changes followed. In 1873 the Legislature prescribed the dividing of townships into convenient school districts as one of the duties of the township committee. The Legislature of 1877 gave the county boards of education authority to divide the counties into "convenient" school districts. The Legislature of 1885 enacted that no districts should be constituted that would contain less than sixty-five children of school age except for "extraordinary geographical reasons." In 1897 county boards of education were required to divide the counties into as many school districts as there were townships in the counties. The school committee was required to locate schools within the township so that each school would have an average of not fewer than sixty-five pupils. Consolidation of small districts into larger attendance areas had its real beginning in North Carolina when Dr. J. Y. Joyner became State Superintendent in 1902. He early began to argue the "Necessity and ad- vantages of Consolidation of School Districts," and suggested "some means of securing larger districts." The Legislature of 1901 had made available an equalizing fund of $100,000.00. A condition precedent to receiving aid from this fund to lengthen the term to the Constitutional requirement of four months was "that no school with a census under sixty-five should receive any benefit from the appropriation, unless the formation or continuance of such school district shall have been for good and sufiicient cause." But, Dr. Joyner avows that 1,340 white districts and 522 colored dis- tricts containing less than sixty-five children applied for aid — "In light of 13 these facts" and other conditions the following were offered as some of the benefits to be derived from the decrease of the number of districts and the increase in the size of newly established districts: 1. An increase of funds for the district. 2. An increase of the number of children attending each school. 3. Bringing together several teachers in one schoolhouse. 4. Enlargement and improvement, of schoolhouses. 5. Great economy of funds by reducing the number of houses and the number of teachers. 6. More favorable conditions for the adoption of local taxation. This program met with the hearty approval of the county superintend- ents. They endorsed it by resolution at their meetings. The fight for larger districts, longer terras, better schoolhouses, trained teachers, higher salaries and, in fact, all the things that make toward better schools was on. For almost thirty years there was to be no let up. Subsequent legislatures likewise acknowledged the wisdom of the con- solidation movement: In 1911 the power of the county boards of education to consolidate schools was recognized and reaffirmed. Permission was given for the trans- portation of children who lived too far away from the schoolhouse to walk. The law of 1917 authorized and empowered county boards to redistrict the county or any part of the county and to consolidate school districts wherever and whenever in its judgment such action would better serve the educational interests of the county or any part of it. In 1921 the Legislature made possible the consolidation of local tax and non-local tax districts and local tax districts having different tax rates. Possibly the most significant measure insofar as the district and county organization of schools affecting attendance areas and school centers is concerned was enacted into law by the Legislature of 1923. This act is known as the county-wide plan of organization. It provided for the following: 1. That the county board of education should prepare maps showing the location of the roads, the streams and other natural barriers, and the number of children in every district and the size and location of each school building in each district. With this as a basis, the county board of education was to prepare a plan for the reorganization of the districts of the county. All of this was for the purpose of perfecting a better organi- zation of the schools of the State. 2. The county board of education was to call in for consultation the school committeemen of the districts and the boards of trustees of the special chartered school systems, and advise with them about the proposed changes. 3. The county board of education was given authority to execute the changes agreed upon as a result of their own study and consultation with the school committeemen and trustees. 4. Preference was to be given to those districts in greatest need of funds for school plant improvement. 5. The county board of education was authorized to transfer children from one district to another, if in so doing the educational advantages of the children involved would be improved. The provisions of the county-wide plan of organization act are still operative for attendance areas, but, as stated above, only rudimentary vestiges of administrative authority are left with the districts. The county and city administrative units and the State operate North Carolina's school system. 14 II SCHOOL ADMINISTRATIVE UNITS AND ATTENDANCE AREAS COUNTY North Carolina's school laws have always recognized the authority of the counties in matters of school administration. However, the measure of authority granted has at times been so limited that the powers and duties vested in central county governing organizations were without marked influence on the educational program; but the authority that they did have portended increasing control. From the beginning a county governing board, however lacking in jurisdiction, has been the requirement of the law, and bonded county treasurers have disbursed State and county school funds. The history of administrative control reveals it could have been a joint responsibility divided among boards of superintendents, county commis- sioners, county boards of education, township committees and district com- mittees. County superintendents as administrative officers were tardily recog- nized in the State school program. Likewise, the creation of a county school governing board with continuing authority was slow. The develop- ment of the office of county superintendent and the efforts at stabilization of a central county school board are illustrative of the crystallization of the present county unit system of school administration. In summary they are as follows: 1. 1839. The first school law provided that the county justices should elect not less than five nor more than ten persons as county superintend- ents. These superintendents were in turn to elect one of their number as chairman. Together they were to lay off the counties into school dis- tricts. In practically no way do these superintendents seem to have been the equivalent of later county superintendents. They possibly corresponded more nearly to county boards of education with some of the authority of the county commissioners delegated to them. 2. 1840-41. The powers of the boards of superintendents of common schools were increased. They were authorized to make general regulations for the organization and conduct all the schools in their counties. 3. 1848-49. The Legislature of these years provided for the employ- ment of a competent person at a salary of $250 a year to visit at least once a year every school district in the county. 4. 1850-51. The law of 1848-49, providing for supervision, was repealed. However, the principle of a rather unified county direction of schools had been recognized. 5. 1868-69. By the act of this year "the county commissioners of each county respectively shall as soon as practicable after the passage of this (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) act, and biennially thereafter, appoint some person resident of the county of good moral character, and of suitable attainments, to be styled "county examiner" who shall hold his office for two years and until his successor shall have been duly commissioned and qualified." The law also provided that if the county commissioners failed to appoint a county examiner, the State Superintendent and State Board of Education should do so. Since the powers and duties of this county examiner were to some extent similar to those of the present day county superintendents, a few of them are listed for comparison. (1) Examine all who may apply for employment as teachers in his county. Keep records of the name and residence of every candidate. Revoke certificates of incompetent and unworthy teachers. Report names of candidates to county commissioners and State Superintendent. Make statistical reports to State Superintendent. Enforce the Course of Study. Enforce rules and regulations required in the examination of teachers. Keep copies of all reports to the Department of Public Instruction. Keep records of his official acts. Turn over records to his successor. Require committees to make repairs and to abate nuisances in or about the school premises. Require provision of water closets and out houses "as decency and economy require." Under the act three types of certificates were issued by the county examiner — first grade, second grade, and third grade. As a remuneration for his services, the examiner was to receive three dollars per day for every day of actual service — said service to be deter- mined by the county commissioners. 6. 1871-72. The county commissioners were made the county board of education. They elected a county examiner who was by the law stripped of some of the duties mentioned above. His salary was reduced to $2.00 a day, and the inference is that he was to be employed only for the exami- nation of teachers. Reports were to be made by the secretary of the board of education — the register of deeds. 7. 1872-73. The Legislature abolished the office of county examiner, and ordered the appointment of three residents of the county of good moral character and suitable attainments who were to be styled the "Board of Examiners." These three people conducted the examination of teachers and received $2.00 a day for every day actually engaged in this public work. 8. 1881. In this year the office of county examiner was abolished and the office of county superintendent of public instruction created. Added duties were placed upon the superintendent. He was — (1) To supervise county institutes for teachers. (2) To visit schools regularly. (3) To advise with teachers on best methods of instruction. (4) To keep himself posted on progress of education in other counties, cities and states. (5) To suspend teachers for cause. (6) To distribute blanks to school committees. (7) To countersign all orders for payment of salaries or other expenses. 16 (8) To keep a catalogue of all teachers to whom he gave certificates. (9) To make reports to State Superintendent. He was to receive three dollars a day "for all duties necessarily engaged in the discharge of the duties of his position," but his salary could not be over five per centum of the school fund apportioned in the county. 9. 1885. In 1885 the county commissioners ceased to be the county board of education. The justices of the peace and the county commis- sioners were ordered to elect a county board of education to consist of three residents of the county who were to be men of good moral character, qualified by education and experience and interest to especially further public education and the interests of the county. The justices of the peace, the county commissioners and the county board of education were to elect a county superintendent who was to be the secretary of the board. Due regard was to be given for his experience in teaching. However, his salary remained at a maximum of three dollars per day. At least one county did not approve of the office of superintendent. The office was abolished in 18 87 in Rockingham County, and it was ordered that a county examiner should be appointed in his place, with the same duties and the same remuneration. 10. 1889. Previous laws were clarified and third grade certificates were abolished. 11. 1895. The Legislature of 189 5 summarily abolished the county boards of education and the county superintendents, and again made the county commissioners the boards of education, with all the powers and duties that had been invested in the clerk of the board of commissioners. The office of county examiner was recreated. 12. 1897. The Legislature of 1897 undid the work of its predecessor and abolished the office of county examiner and created in its stead a County supervisor. The county board of education was re-established and directed to elect a practical school teacher as the county supervisor. 13. 1899. The Legislature of this year appointed county boards of school directors who in turn appointed county superintendents. The mem- bers of the board of directors were allowed two dollars per day and mile- age, the law stating that this was the same amount that was paid to county commissioners. The county superintendent was to receive two dollars to three dollars per day, but could work no more days than the average length school term in his county, increased by fifty per centum thereof. 14. 1901. The General Assembly of 1901 provided that the county boards of education should be appointed by the Legislature. The act stipu- lated that boards so created should serve until 190 3 when they would be appointed by the board of county commissioners. Boards of education were required to appoint a county superintendent of schools. The re- muneration remained at from two dollars to three dollars a day. However, the act provided that where it was deemed advisable the county board of education could employ a full time county superintendent of schools at an annual salary not to exceed four per cent of the disbursement for schools under his supervision. Definite qualifications were fixed for superintend- ents. They were in part as follows: "A man of liberal education and otherwise qualified to discharge the duties of his office as required by law." It was a further requirement that the superintendent should be a man of 17 good moral character, and that he should be a practical and successful school teacher with not less than two years of experience. For the first time the law stated that the county superintendent could not teach. How- ever, the State Board of Education could, if it wished, allow him to do so. 15. 1903. The Act of 190 3 repealed that part of the act of 1901 pro- viding for the election of county superintendents by the board of county commissioners. The law of 1903 definitely recognized the county superintendent of schools as a professional man. It was provided that he should attend the State Association of County Superintendents with his per diem and ex- penses paid. Further recognition was also given to the importance of full time county superintendents, and in those counties where the school funds exceeded $15,000 the amount of salary was made a discretionary matter with county boards of education. With the passage of the school law of 190 3 the office of county board of education was permanently established and county superintendents were permanently and definitely made the executive officers of the boards of education, with their offices soon to become full time in all of the counties in the State. This same General Assembly clearly defined the powers and duties of county boards of education. While minor changes have been made since that time, practically all of them have been predicated upon the require- ments outlined by the General Assembly of 190 3 which were in part as follows: a. "The county boards shall have general control and supervision of all matters pertaining to the public schools in their respective counties, and are given powers to execute and are charged with the due execution of the school law in their respective counties. b. "The county boards of education shall have power and authority to fix and determine the method of conducting the public schools in their respective counties so as to furnish the most advantageous method of education available to the children attending the public schools in the several counties of the state. c. "The time of opening and closing the public schools in the several districts shall be determined by the county boards of education in their respective counties. d. "The board and county superintendent of instruction shall have full power to make all just and needful regulations governing the conduct of teachers and pupils as to attendance on the schools, discipline, tardiness and general government of the schools. e. "All. powers and duties conferred and imposed by this chapter, and other laws respecting the public schools which are not expressly conferred, or imposed on some other official are conferred and imposed upon the county board of education." 16. 1903-1913. Only slight changes were made in the law affecting county boards of education and county superintendents between 1903 and 1913. In a great majority of the counties the boards of education con- sisted of three members, although local variations as to the number of members have been allowed by the General Assembly from time to time. Certain counties have requested and have been permitted to employ five members instead of three. In a few instances counties have been permitted by local legislation to elect members of the county board by direct vote of the people. However, sentiment in favor of direct election of county 18 boards of education or county superintendents has not prevailed in the State. During this period the desirability of full time county superintendents was again recognized, conditioned upon a total school budget of |15,000. 17. 1913. The Act of 1913 provided that two adjoining counties, the total school fund of which was not then $15,000, might jointly employ a county superintendent of schools. 18. 1917-19. By acts of the General Assembly of 1917-1919, machinery was set up for the nomination of county boards of education at the party primaries or conventions at the same time and in the same manner as that in which other county officers were nominated. It was provided that each political party of the State should nominate a member or members to take the place of the member or members of boards whose terms next expired. The General Assembly was to elect or appoint one or more of the candidates so nominated. In 1917 the General Assembly passed an act, requiring all superintend- ents to be certified by the State Board of Education, in accordance with a law enacted relative to the certification of all teachers, principals, super- intendents and others. (In 1919 the public school law of North Carolina, as it obtained at the time, was codified and indexed. The qualifications, powers, duties and responsibilities for administering the State school system in all of the districts and counties of the State were outlined. An outline of the duties of county superintendents and boards of education, is contained in this codification.) 19. 1923. The General Assembly of 1923 made all acts of county boards of education not in conflict with the State law binding upon the county superintendent and placed upon him the assigned duty and responsibility of carrying out the rules and regulations of the board. 20. 1929. The General Assembly of 1929 defined the qualifications of the county superintendent. He was required to be a person of good moral character, a college graduate and a person with two years of successful teaching experience. He was further required to be a person of good busi- ness qualifications and executive ability, and to be free from tuberculosis or other contagious diseases as evidenced by a certificate from a reputable physician. 21. 1931. The General Assembly of 19 31 set up the following qualifi- cations for persons to be employed as county superintendents of schools: Such person was required to be a graduate of a four-year standard college, and to have had three years of successful teaching experience, or Its equivalent, within the ten years next preceding the day of employment. It was a further requirement that he should hold a certificate from the State Board of Education showing these facts. The County Board of Education was charged with the responsibility of inquiring into the business qualifi- cations, executive ability and administrative experience of any applicant about to be elected. 22. 1933. No change in the qualifications of county superintendents with the exception that "three years experience in school work" was sub- stituted for three years teaching. 19 An almost unprecedentedly low salary schedule was established for county superintendents. The salary was to be arrived at on the basis of the number of teachers employed. The minimum salary was $1400 for the first 100 teachers, with an increase of 'fifty dollars for each ten additional teachers, provided, however, that no county superintendent could receive over $2800. 2 3. 1935. The qualifications of county superintendents, as set forth in the 19 35 School Machinery Bill were identical with those listed in the 1933 law. The amount of salary for county superintendents was not explicitly designated in the 19 35 law. The duty of fixing a salary schedule was left to the State Board of Education and the State School Commission. 24. 1937. The present qualifications of county superintendents are the same as those listed for 19 33 and 19 35: "The salaries of county superintendents shall be in accordance with the State standard salary schedule to be fixed and determined by the State Board of Education and the State School Commission." The existing law definitely designates the county superintendent as the administrative oflicer for a, county administrative unit. CITY SCHOOL SYSTEMS AND SPECIAL CHARTER DISTRICTS In the evolution of North Carolina's public school system, its adminis- tration and support, for a while city systems almost paralleled the county units in their rules, regulations, duties and responsibilities for the education of the children within their limits. The development of the city school systems had its beginning in the granting of charters to city governing boards which desired to improve their school facilities. The similarity of these charters and the powers con- tained in them are so marked that their history is given by the case method. Since hundreds of cities and smaller units received charters per- mitting the organization of special school systems and operated under them before they were finally abolished by the Legislature of 19 3 3, it is as impossible as it is unnecessary to treat each of them separately. We have selected a few representative systems as illustrative and typical of all the specially chartered units in the State. The first act of incorporation for any city system of schools was passed by the General Assembly of North Carolina on March 28, 1870. It provided that the corporate limits of the city of Greensboro should constitute a school district and that all taxes levied upon the citizens of the city by the State for school purposes should be expended in conformity with the regulations of the State in establishing and maintaining graded schools within the city. The commissioners of the city were empowered to levy a tax to supplement any State funds to the extent of providing a school term of eight months. This act was amended in 1875 and permission was given to voters of the city to vote on a special tax for school purposes. In this same act the city commissioners were required to elect from their own number, or from the city at large, a school committee, con- sisting of three persons. 20 In 18 87 the charter of the city of Greensboro was amended to provide for the location and the erection of school buildings. In 189 3 the public schools of the city were placed in charge of a board of education, con- sisting of six members. These members were elected by the board of alder- men. The listed duties of the board of education were as follows: 1. Elect a superintendent and teachers for the public schools. 2. Adopt such regulations as necessary for the successful conduct of the schools. 3. Choose textbooks. 4. Have general oversight and management of the schools of the city. The charter was revised by the General Assembly of 1901. However, no significant changes were made. In 1911 an outright new charter for the administration of the city schools was granted to Greensboro. The board of city commissioners was charged with the duty of maintaining a system of public schools, and all school property was placed under control of the board. The commissioners were endowed with all the powers with regard to the public schools that were at the time conferred by law upon the board of county commissioners of Guilford County and the board of education of Guilford County with regard to the public schools of the counties. (Greensboro is located in Guilford County.) This law clearly recognized the city of Greensboro and other cities which had been and were to be chartered with similar charters as equal in all respects to the county systems. There were no further significant changes made in the charter of the city of Greensboro until 192 3. By act of the General Assembly of this year, the entire charter, with a few exceptions noted in the act, was repealed, and a new charter granted. Sections 21 to 32, inclusive, referred to the school system of the city. Section 21 defined the limits of the school unit as that of the old city, and provided that it should continue to be and remain an independent school district under the name of the Greensboro School District. Under such district name, it was to have exclusive con- trol of the public free schools in the city. The conduct of the schools was to be vested in a board of seven members to be elected by the council, as provided in the charter and said board collectively was to be known and designated as the board of education of Greensboro. To be eligible for membership on the board of education, a member was required to be a resident of the city and be a person of good moral character. By the terms of this charter the city of Greensboro was given the same powers, rights and privileges in the conduct of its system of schools as was conferred by law upon the county. Included within these powers was the right of the board as constituted to disburse all funds coming into the city for school purposes from whatever sources, but the power to levy taxes was still held by the city commissioners. Charters granted to other cities in the years following the granting of the charter to Greensboro were patterned very largely after that of this city. Some special conditions or situations are found included in charters of some of the other cities due to contributing local conditions. For example, in Elizabeth City under its original charter there was provided a school board of eighteen persons. By the terms under which this board was chosen it was very largely a self-perpetuating board. By amendments 21 later this board was reduced to ten members, and finally to eight, to be chosen by the board of commissioners of the city. The other provisions of the Elizabeth City charter followed very closely upon that of Greensboro. In New Bern, North Carolina, a system of graded schools was established under charter providing that the board of trustees of the New Bern Academy should constitute a new board of education for the city graded school. All vacancies occurring in this board were to be filled by the board itself, thus making it a self-perpetuating board. Later the charter was amended to provide for a board of education consisting of seven members which should be elected from the board of trustees. This board of seven members was made a body corporate and given full and complete power to manage the graded school system of the city. In 19 33 the charter was amended to provide that the board be appointed by the board of alder- men and qualifications for holding the office were fixed so as to include persons interested in public education of good business ability and good moral character. From the examples drawn, and among the other special chartered schools of the State, it may be observed that there was a constant tendency to get away from the older forms of control and to enter upon the estab- lishment of a thoroughly workable organization. There is another class of special chartered school that deserves atten- tion. Out of this group perhaps the best example is the Guilford County Graded School. This unit was organized under a charter granted by an act of the General Assembly in 1901. The Guilford County Graded School District was a purely rural district, yet under its charter it was granted all the rights and privileges that had accrued in the city charter. It had the power to choose its own board,, to elect its own superintendent and teachers, to levy a tax not to exceed 33 1-3 cents on the $100 valuation of property; in fact, it was given all rights and powers, so far as its own school was concerned, that were enjoyed under the law by Guilford County in w^hich it was located. In 1909 and again in 1911 acts of the Legislature made an enlargement of this district conditioned upon a vote of the qualified voters in the areas to be added to the district. In 1913 the charter was amended by the General Assembly to provide that teachers employed in the Guilford County Graded School should meet the same standards as teachers in the county schools, and should be employed only on consultation with and approval of the County Superintendent. THE LOCAL SCHOOL COMMITTEE The definite trends in school organization in North Carolina have been toward rather strong centralized authority in the county and city school governing boards, as traced in the development of county and city units. Local control is still vested in these agencies; however, local school, or district, committees have played an important part in school administra- tion in the State. They were provided for in the first school law of 18 39. One of the duties of the superintendents of schools created by this law was to appoint "not less than three nor more than six school committee- men in each district." These local committees were "to assist the said superintendents in all matters pertaining to the establishment of schools 22 \ for their respective districts." The duties of these district committees were uot further defined in the act. The General Assembly of 1841 so revised the law of 1839 as to provide for the election of the local committees by the qualified voters of the several districts. When so elected and qualified the local committee became the body corporate which could buy, sell and hold property for school purposes; could sue and be sued, and was required to furnish the county board with a list of the number and names of all white children in the district between the ages of six and twenty-one. These district committees were also empowered to contract with teach- ers and to pay them with orders on the county board of superintendents. By this act of the General Assembly the principle of local control of schools was pretty well defined and quite generally established. It was to undergo only slight modifications for nearly a century. During the years between 1843 and 1859 the status of the district com- mittees remained practically as fixed by the law of 1841. In 1861 all power of election of the district committees was taken out of the hands of the qualified voters of the district and made a duty of the county boards of superintendents. The privilege of expressing a preference was allowed to the parents residing in the district. In 1869 the General Assembly by the law of that year took the pow§r of electing the district committees from the boards of superintendents and restored it to the qualified voters. The duties of the committees were not materially changed, but were more specifically stated. During the years between 1869 and 1880 no important changes were made in the status of these committees. In 1881 the General Assembly in its General Education Bill made more definite the manner of election of district committees, and stated more definitely their duties. By this Act these committees were to be chosen by the county boards of education for terms of two years. The members were required to subscribe to an oath of office. They were required also to form an organization with proper officers and were made a body corporate, and in all matters pertaining to the operation of the schools in their respective districts they were prac- tically supreme. All purchases or sales of real estate, however, were to be approved by the county board of education. They were required to make and report to the county superintendent a complete census of all children in the district between the ages of six and twenty-one years, indicating color and sex. They were to take an inventory and report to the county superintendent the number and value of all schoolhouses and the character and value of the school property for each race separately. They were empowered to employ teachers for all schools in their respec- tive districts, to fix compensations, and to dismiss teachers for cause. The act of 1889 reaffirmed and strengthened the power of district committees in the employment and dismissal of teachers, and in the fixing of salaries. The year 1901 was signalized by the enactment of a much expanded and more complete school law. This act placed before the county boards the choice between two forms of local control. They might as formerly appoint the committeemen for each local district; or, they might appoint a like number for each township — said comniittee to have charge of all the schools in the township. Compensation of one dollar per day for not more than four days in any one year was to be allowed members of district 23 committees for services in line of duty. An allowance of two cents per name was allowed for preparation and reporting school census. By an act of the General Assembly in 1913 the county boards of educa- tion were to appoint on the first Monday in July of that year three mem- bers of a district committee for each district in the several counties — one member to serve one year, one two, and one three years, and one member to be chosen each succeeding year to succeed the member whose term of office expired. Duties of the committeemen remained practically unchanged except the employment of teachers and determining their salaries was to be by the approval of the county superintendent of public instruction. No inaportant changes affecting the local district committees were made dur- ing the years intervening between 1913 and 19 33. The act of 19 3 3 pro- vided that district committees be elected by the county board of education for a term of two years or until their successors were elected and qualified. The act of 19 3 5 provided that the district committee should be elected at the first regular meeting in May of each biennium. Their duties were defined as: "The said district committee shall select the teachers and principals for the schools of the district, subject to the approval of the County Superintendent of Education and the County Board of Education." The local district committee has been a fairly stable body throughout the entire course of its history since 18 39. The only important variation is the shifting from the sole power to employ teachers for their respective districts and paying their salaries, to the power to perform these duties as limited by the approval of the county superintendent or the county board of education, or both. SUMMARY The history of the support of public education in North Carolina and the development of school administrative units and attendance areas may in summary be divided into — 1. The era from 1839 to 1865 which was characterized by: a. Recognition of the State's obligation to foster public education by grants from the capitalized Literary Fund, on condition that the several counties and districts of the State provide locally stipulated amounts for the establishment and support of schools. b. The appointment of a State Superintendent. c. A loosely formed county organization with school control about equally divided between county ofllcials and district committees. 2. The postwar years from 1865 to 1900 which were significant in that: a. There was an increasing appreciation and recognition of the State's public school system by public officials. However, the utter poverty of the people was reffected in the meagre amounts spent for school support. School terms were short and school plant facilities poor. b. City school systems, recognized as being virtually independent of the county school systems, were established and local taxes were voted for school improvement. 3. The period from 1900 to the present has been marked by: a. The creation and growth of equalizing funds with the State finally assuming almost complete support of an eight months school term. 24- b. The adoption in 192 3 of a county-wide plan of school organization. c. Consolidation. d. Transportation. e. Recognition of the county as the administrative unit of school organi- zation. f. An almost complete rebuilding of the school plants of the State. g. The conversion of the old Literary Fund into a permanent building fund, and the four Special Building Funds of 1921, 1923, 1925 and 1927. h. Growth In high schools. 1. Rapid improvement in Negro education. STATISTICS 1900-1935 There are 100 county and 67 city school administrative units In North Carolina, with a total of 892,648 pupils and 23,712 teachers. The history of the development of school administrative units In North Carolina, with the certain trends toward the county and the larger city systems as units of school administration, has been traced In a prior section of this report. These trends, together with changes In population, both general and school, are presented in tabular and graphic form on the following pages: In Table 1 there is presented a summarization of the changes In the general population, school population, school enrollment, and average dally attendance, by intervals from 1900 to 1935. Table 2 shows this enrollment growth on the basis of elementary and high schools. The distri- bution of this enrollment on the basis of number of teachers employed is given in Table 3, and by types of administrative units in Table 4. Due to the fact that the counties are basic units and such units must have a scholastic population of at least 1,000, most administrative units in North Carolina have large enrollments and employ a relatively large number of teachers per unit. Forty-eight per cent of the county units have total enrollments ranging from 2,000 to 7,000 pupils and 37% have more than 7,000 pupils. The city units, although somewhat smaller than county units, are still fairly large. Approximately 61% have enrollments between 1,000 and 3,000 and 7.5% enrollments of more than 8,000. There are In the State forty-three county administrative units employ- ing fewer than 100 white teachers. In the 67 city administrative units 59 employ fewer than 100 white teachers. In the county units 85 employ fewer than 100 colored teachers, while in the city units 64 out of 67 employ fewer than 100 teachers. On the basis of white pupils alone, 82% of the county units have enroll- ments of more than 2,000; and 47%, enrollments of more than 4,000. Forty-three per cent of the city administrative units have from 500 to 1,000 white pupils and 55.2% from 500 to 2,000 white pupils. .Forty-nine per cent of the county units employ from 100 to 2 50 white teachers. About 56% of the city units have 50 or fewer white teachers and 88% have 100 or fewer white teachers. On the basis of colored pupils, 35.1% of the county units and 52.2% of the city units have enrollments of between 500 and 2,000. Approximately 43.3% of the county units and 16.4% of the city units have more than 200 colored pupils. Seventy-two per cent of the county units and 48% of the city units have more than 20 colored teachers. 25 TABLE 1. GENERAL POPULATION, SCHOOL POPULATION, ENROLLMENT, AND AVERAGE DAILY ATTENDANCE BY TEN- YEAR INTERVALS IN NORTH CAROLINA White Race 1900 1910 1920 1930 1935 1,265,503 439,431 270,447 1,508,362 497,077 360,121 235,872 1,795,603 573,736 478,189 .336,661 2,251,527 716,754 607,344 486,597 *2, 473, 440 745,837 616 314 535,643 Colored Race General Population School Population School Enrollment. Average Daily Attendance 624,469 218,518 1.30,005 64,505 697,843 238,091 160,283 95,463 763,407 267,245. . 213,060 136,891 918,647 315,193 259,595 186,298 *987,756 344,378 276,334 225,790 High Schools — White Race EnroUment Increase . . 12,032 12,032 100 23,665 11,633 101,106 78,090 129,784 27,993 Colored Race Enrollment Increase Percentage Increase 15,182 15,182 100 26,845 11,663 ' Estimated. TABLE 2. ENROLLMENT BY TEN- YEAR INTERVALS IN NORTH CAROLINA Elementary Schools — White Race 1900 1910 1920 1930 1935 270,447 64,603 23.9 348,089 77,642 22.3 413,235 65,146 15.7 505,589 92,354 18.2 486,566 *19,023 Percentage Increase __ *3.9 Colored Race Enrollment Increase . Percentage Increase * Decrease. 130,005 13,316 10.2 160,283 30,278 18.8 213,060 52,777 24.7 244,413 31,353 12.8 249,489 5,066 .2 26 TABLE 3. NUMBER AND PER CENT OF PUPILS ENROLLED ACCORDING TO NUMBER OF TEACHERS, 1934-35 Elementaky Schools — White Race Size of School Number of Pupils Per Cent of Pupils Number of Schools Average Number Pupils Per Teacher 18,270 26,436 17,631 15,050 26,146 30,231 44,342 39,499 29,737 28,923 210,301 3.7 5.4 3.6 3.2 5.3 6.2 9.1 8.1 6.1 6.1 43.2 508 379 162 100 143 128 180 129 82 73 364 36.0 Two Teachers 34.8 36.3 37.6 36.5 39.2 39.6 38.2 40.3 Ten Teachers 39.6 39.1 Total 486,566 100.0 2,228 38.6 High Schools 911 6,382 14,788 17,658 16,277 14,487 9,046 7,274 2,934 1,349 38,642 .6 5.0 11.3 13.5 12.3 11.1 6.9 5.6 2.8 1.3 29.6 21 86 152 142 91 80 37 27 15 4 62 43.1 Two Teachers __ 37.4 32.4 31.0 31.3 30.2 34.9 Eight Teachers 83.6 » 31.1 Ten Teachers 33.7 Over Ten Teachers 35.3 Total. 129,748 100.0 717 *33.1 Total White . . 616,314 2,945 '36.2 Elementaet Schools — Colored Race One Teacher . . 39,774 54,673 74,032 29,973 51,037 16.3 21.6 29.6 12.0 20.5 964 642 493 99 74 • 41.2 Two Teachers . . . . 42.5 3-5 Teachers 42.2 6-9 Teachers 39.5 10 Teachers and Over . 45.8 Total. 249,389 100.0 2,270 42.5 High Schools 1,051 1,592 9,240 5,431 9,531 3.9 5.9 34.4 20.2 35.5 39 30 77 24 15 27.0 Two Teachers 26.0 3-5 Teachers 30.0 6-9 Teachers 35.8 10 Teachers and Over . 39.0 Total Total Colored 26,845 276,334 100.0 183 2,4.55 33.4 41.4 ■ Does not include Principals, most of whom teach. 27 TABLE 4. ENROLLMENT AND NUMBER OF TEACHERS BY ADMINISTRATIVE UNITS IN NORTH CAROLINA, 1934-1935 (City Units Indicated By*) White Race Colored Race Administrativb Unit Elemen- tary Enroll- ment High School EnroU- ment No. of Elemen- tary Teachers No. of High School Teachers Elemen- tary Enroll- ment High School EnroU- ment No. of Elemen- tary Teachers No. of High School Teachers 4,634 2,963 2,863 1,578 1,969 377 798 5,423 2,966 2,806 1,410 2,300 3,125 2,356 10,184 4,428 3,833 577 1,311 6,582 2,046 5,235 1,153 591 2,778 2,643 4,405 1,163 2,722 3,245 2,184 1,091 751 524 664 1,224 5,835 1,151 2,017 6,284 2,172 1,064 4,225 1,523 863 1,039 5,327 2,156 2,000 2,556 1,288 774 533 292 685 140 255 941 611 815 617 690 652 517 2,972 1,781 317 155 535 1,445 552 928 346 154 901 552 1,417 300 866 1,047 118 72 72 44 53 10 22 137 74 81 39 63 74 56 272 113 95 15 32 171 53 132 35 17 81 65 117 30 72 87 50 27 20 15 17 31 144 28 53 152 62 29 109 37 23 38 148 59 51 66 51 20 22 13 30 5 8 34 23 29 18 31 27 18 109 51 9 6 15 49 16 31 11 6 31 24 51 8 26 36 1,823 725 277 93 3,457 1,014 606 160 55 2,236 1,044 4,546 2,828 1,594 637 2,257 184 238 286 1,648 541 275 310 703 718 2,671 586 257 415 2,617 179 137 45 48 17 7 4 76 21 15 7 2 62 25 110 75 43 21 55 6 7 7 40 13 13 8 18 21 62 17 6 12 65 7 *Burlington Alexander Alleghany.. 6 1 Anson 213 4 *Morven. .. _. *Wadesboro Ashe .-. - . 268 6 Avery - .. 99 190 470 281 100 559 3 *Wasliington Bertie Bladen 5 15 6 Brunswick - 3 Buncombe _._ *Asheville Burke 15 *Morganton 76 51 227 3 2 *Concord Caldwell 6 *Lenoir 72 3 Camden Carteret 132 143 40 47 126 250 5 4 1 *Newton 2 4 Chatham 7 241 448 125 219 282 1,512 352 537 1,182 551 471 869 522 270 327 1,667 568 464 686 7 9 4 6 9 54 9 15 53 23 15 30 14 10 12 57 16 15 22 29 69 452 987 23 3,300 291 611 3,325 2,439 1,184 3,239 1,657 679 120 423 394 468 640 » 1 2 11 24 1 83 7 13 85 56 26 75 30 17 4 12 11 11 18 *Edenton Clay 132 5 Cleveland *Kings Mountain. *Shelby 110 78 156 445 3 2 5 15 *New Bern Cumberland *Fayetteville 262 18 362 112 6 1 10 4 *Lexington *Thomasville---.- Davie 131 77 71 4 3 2 28 TABLE i— Continued Whiti Race Colored Race Administrative Unlt Elemen- tary Enroll- ment High School Enroll- ment No. of Elemen- tary Teachers No. of High School Teachers Elemen- tary Enroll- ment High School Enroll- ment No. of Elemen- tary Teachers No. of High School Teachers Duplin 5,085 2,837 5,533 2,394 949 7,006 6,840 2,993 478 9,565 861 3,455 1,118 1,427 1,909 1,120 2,377 9,518 5,198 5,511 1,764 273 1,799 600 7,024 4,373 2,255 3,749 691 1,273 1,134 938 5,122 1,247 1,639 3,640 10,744 1,263 1,379 981 3,107 1,474 3,372 866 3,692 4,897 2,837 2,234 1,773 6,753 . 9,060 3,198 1,352 973 1,975 659 256 1,887 2,687 870 151 1,652 202 987 448 183 638 402 483 2,278 2,076 1,323 478 167 528 173 1,605 950 436 960 342 449 307 345 1,436 383 518 655 2,401 365 461 386 807 536 541 530 473 1,015 792 515 390 2,431 3,257 532 124 76 153 64 23 181 178 76 14 256 24 90 33 35 50 29 58 254 134 144 46 7 51 17 169 113 56 98 18 34 31 28 129 30 43 97 261 36 38 25 78 37 92 20 92 132 71 54 46 182 227 83 49 40 69 28 9 61 68 31 6 49 5 29 20 8 25 12 16 85 64 35 19 4 17 7 .58 31 13 35 12 16 8 16 52 11 15 21 80 16 19 12 32 15 17 15 16 35 30 19 12 84 93 18 3,917 1,527 4,086 5,202 1,100 1,059 4,891 3,273 856 2,222 194 702 1,629 515 121 732 121 108 94 37 91 111 23 34 123 74 20 61 5 16 37 16 5 *Durham Edgecombe *Tarboro 21 4 4 *Winston-Salem _ _ Franklin 1,389 133 163 258 36 4 *FrankIinton Gaston 5 9 *Gastonia 198 137 6 4 Graham 2,465 1,631 2,455 2,086 2,567 1,417 6,472 492 378 1,381 3,418 87 78 190 233 3,379 2,433 1,015 1,569 167 485 163 3,822 1,413 1,376 55 37 58 57 67 34 111 10 7 25 90 3 1 6 6 85 52 26 45 4 10 4 83 33 36 *Oxford 370 175 '180 798 266 192 10 Greene 5 Guilford 8 *Greensboro *High Point 23 10 6 *Enfield *Roanoke Rapids. *Weldon 64 143 378 26 3 5 Harnett 11 1 *Hendersonville._ . Hertford 76 477 138 91 24 27 197 336 112 192 4 13 Hoke Hyde 4 3 IredeU 1 *Mooresville *Statesville 1 6 Johnston Jones 12 5 7 2,856 1,303 914 155 132 58 3,831 263 219 3,627 4,688 10 84 306 57 28 24 4 3 3 80 9 7 93 112 1 3 *Kinston 6 *Lincolnton Macon„ 50 2 ^fadison . - Martin 201 7 51 34 964 1 Mecklenburg *Charlotte MitcheU 1 24 29 TABLE A—Continued Administrativb Unit White Racb Elemen- tary Enroll- ment High School Enroll- ment No. of Elemen- tary Teachers No. of High School Teachers Colored Race Elemen- tary Enroll- ment High School Enroll- ment No. of Elemen- tary Teachers No. of High School Teachers Montgomery Moore *Southern Pines -. Nash *Rocky Mount New Hanover Northampton Onslow Orange *ChapelHiU Pamlico Pasquotank *Elizabeth City... Pender Perquimans Person Pitt *Greenville Polk *Tryon-Saluda Randolph *Asheboro Richmond *Hamlet "Rockingham Robeson *Lumberton *Red Springs Rockingham *Leaksville *Madison *Reidsville Rowan "Salisbury Rutherford Sampson "Clinton Scotland--. Stanly "Albemarle Stokes Surry "Mount Airy Swain Transylvania Tyrrell Union "Monroe Vance "Henderson Wake '- 3,130 3,641 368 5,646 2,045 4,492 2,031 2,706 2,598 426 1,247 759 1,151 1,875 964 3,152 5,196 1,366 1,495 709 6,156 901 3,251 977 713 10,019 874 394 3,840 3,176 641 1,388 6,405 2,351 7,842 5,407 728 2,049 4,365 1,697 4,386 6,878 1,685 2,661 1,820 581 5,943 617 1,548 1,786 7,238 4,084 920 939 135 1,277 960 1,736 757 747 417 282 469 343 492 559 331 756 1,342 481 351 219 1,440 384 354 351 547 1,828 283 145 754 737 174 479 1,929 951 1,947 1,572 193 459 1,206 511 965 1,320 500 364 510 222 1,774 272 489 411 2,391 1,620 93 10 147 53 125 57 70 65 11 37 22 30 51 29 80 132 33 38 19 163 23 81 25 15 243 20 11 99 81 15 33 171 60 203 139 17 53 114 46 109 172 -41 71 47 18 159 17 40 45 184 107 1,204 2,160 503 4,966 2,103 3,396 5,399 1,401 1,559 428 1,029 1,073 997 2,167 1,430 2,806 6,237 1,221 256 158 842 203 2,294 934 591 5,992 542 600 1,496 598 334 832 2,092 869 1,789 3,818 625 3,417 814 ' 605 528 297 42 184 477 2,493 493 2,050 1,142 6,009 2,706 263 284 110 247 606 657 473 149 38 72 79 279 443 191 198 296 159 15 82 28 101 70 166 164 549 148 153 174 38 254 104 280 126 41 186 220 162 30 30 51 12 102 37 83 105 37 41 10 26 26 24 57 34 61 119 21 7 4 26 5 49 23 14 140 13 17 39 16 8 20 61 22 48 91 12 66 23 140 350 501 696 17 17 7 1 5 15 58 10 44 27 145 67 30 TABLE 4:— Continued White Race Colored Race Administratu'e Unit Elemen- tary Enroll- ment High School Enroll- ment No. of Elemen- tary Teachers No. of High School Teachers Elemen- tary Enroll- ment High School EnroU- ment No. of Elemen- tary Teachers No. of High School Teachers 1,763 1,208 3,921 4,440 1,802 285 7,557 676 3,211 610 1,851 4,068 3,548 645 365 678 1,093 739 110 1,140 232 769 213 653 858 641 49 32 109 109 46 8 196 16 83 15 47 106 86 26 15 22 44 22 4 38 8 26 6 19 26 21 4,431 1,491 60 3,441 1,799 447 567 181 2,685 705 2,042 292 50 641 117 201 527 69 160 25 286 101 37 3 79 42 9 20 4 52 15 42 10 2 19 Washington Watauga 4 Wayne 6 *Goldsboro *Fremont Wilkes.. 13 3 5 *North Wilkesboro Wilson *Elm City.. . 1 *Wilson.. 8 YaHUn NOETH CaHOLINA. 100 Counties 67CrrrES 486,566 369,407 117,159 129,748 89,826 39,922 12,604 9,580 3,024 4,434 3,268 1,166 249,489 187,653 61,836 26,845 13,103 13,742 5,871 4,449 1,422 803 410 393 Most of the administrative units contain a number of attendance areas. Ninety-five out of 100 counties liave two or more white elementary schools and two or more white high schools. Of the city units 43 out of 67 have two or more white elementary schools and one white high school. Many of^these schools, however, are small. Approximately 28% of the schools in the State have only one teacher, and 49% have one or two teachers. Only 11% of the schools have ten or more teachers. It should be noted of course that the 11% of schools having more than ten teachers have 38% of all pupils in the State and 36% of the teachers. There has been a steady growth in the general population of the State. It is evident that there is a more rapid increase taking place at present than any time since 1900. Census estimates show a 13% increase from 1930 to 1935. There was an increase of 20% during the decade from 1920 to 1930. The school enrollment increased out of proportion to the general popu- lation from 1900 to 1930. This percentage reached its greatest increase from 1920 to 1930 — a gain of almost one-third during the ten-year period. There has been a relatively small increase in school enrollment during the five-year period from 1930 to 1935. However, during these years there has been an improvement in the average daily attendance. The establishment, growth and improvement of the high schools for both the white and colored races is possibly the most outstanding develop- ment in the North Carolina school system during the recent years. The enrollment in the white high schools has grown from slightly over 12,000 in 1910 to almost 130,000 in 1935. High schools for the colored race, while not paralleling the white schools in growth, have shown a decided 31 GENERAL POPULATION— WHITE AND COLORED— BY TEN YEAR INTERVALS Thousands of Persons 2,700 2,400 WHITE K////1 COLORED 2,100 1,800 1,500 1,200 900 600 300 ENROLLMENT— WHITE AND COLORED— BY TEN YEAR INTERVALS Thousands of Persons 900 TOTAL WHITE COLORED fTTTTTn soo 700 000 500 400 300 200 100 //, v\ m 1900 1910 'A 1920 1930 1935 33 AVERAGE DAILY ATTENDANCE— WHITE AND COLORED— BY TEN YEAR INTERVALS Thousands of Persons TOTAL WHITE y//\ COLORED 900 800 TOO 600 500 400 300 200 100 v: m 1910 Vim -y 7M\\ m/\m m/A\\\ V, 1920 1930 1935 34 TABLE 5. NUMBER AND PERCENTAGE OF PUPILS ENROLLED ACCORDING TO NUMBER OF TEACHERS BY TEN- YEAR INTERVALS IN NORTH CAROLINA Elementart — White race Size of School Number of Pupils Percentage op Pupils 1900 1910 1920 1930 1935 1900 1910 1920 1930 1935 One Teacher .. _ 18,573 26,336 58,727 143,709 239,221 3.8 Two Teachers - 5.4 3-5 Teachers 13.1 6-9 Teachers 29.5 10 Teachers and Over . . 48.2 Total . _. _ 270,447 348,089 413,235 550,589 486,566 100.0 Colored Race One Teacher 39,774 54,673 74,032 29,973 51,032 15.9 Two Teachers 21.9 3-5 Teachers 29.6 6-9 Teachers 12.1 10 Teachers and Over 20.5 Total 130,003 160,283 213,060 244,413 249,489 100.0 High School — White Race One Teacher.. 5,097 1.917 2,842 874 1,302 3,711 5,069 7,780 3,252 3,853 1,286 3,038 35,155 30,772 30,855 911 6,382 48,723 33,741 39,991 42.3 15.9 23.6 7.4 10.8 15.6 21.4 32.8 13.7 16.5 1.3 3.4 34.5 30.3 30.5 .7 Two Teachers 4.9 3-5 Teachers 37.5 6-9 Teachers. . _ _ 26.0 30.9 Total 12,032 23,665 101,106 129,748 100.0 100.0 100.0 100.0 Colored Race One Teacher . 969 879 4,930 2,542 5,604 1,051 1,591 9,240 5,431 9,531 6.5 5.9 33.0 17.0 37.6 3.9 Two Teacher . . 5.9 3-5 Teachers ... 34.4 6-9 Teachers 20.2 10 Teachers and Over ..... 35.5 Total 14,924 26,845 100.0 100.0 35 increase in enrollment during the little more than fifteen years they have been established. In 1935, 26,845 children were enrolled in the colored high schools of the State. Consolidation and transportation have been largely responsible for a decided decrease in the number of small schools in the State. In 1900 there were 5,42 2 elementary schools for the white race in North Carolina. In 19 35 this number, despite the increase in enrollment, had decreased to 2,228, of which number only 508 were one-teacher schools. In 1900 there were 3,79 4 schools for the colored race, while in 19 35 there were only 2,270 — 9 64 of this number being one-teacher schools. The per pupil and per cent of current expense incurred for teachers' salaries, transportation and other purposes, by the 167 county and city administrative units with their 23,712 teachers and their 892,648 pupils, is given in tables 6 and 7. TABLE 6. UNIT CURRENT EXPENSE COSTS BY TEN- YEAR INTERVALS IN NORTH CAROLINA 1900 1910 1920 1930 1935 C ost per pupil in A. D. A. per year $ S 10.72 .10 101.9 $ 20.20 .15 134.0 S 42.67 .277 154.0 S 25.29 Cost per pupil per day . . _ .158 Length of term in days 70.8 159.9 TABLE 7. PER CENT OF TOTAL CURRENT EXPENSE DEVOTED TO TEACHERS' SALARIES, TO TRANSPORTATION, AND TO ALL OTHER CURRENT EXPENSE BY TEN- YEAR INTERVALS IN NORTH CAROLINA 1900 1910 1920 1930 1935 Teachers' Salaries 77.1 72.2 9.5 18.3 71.6 7.9 20.5 71.1 Transportation _ 10.6 All Other Current Expense. 22.9 18.3 In 1920, 83.3% of all white teachers in North Carolina had less than one year of college training. In 19 35, 61.6% of all white teachers had four or more years of college training; 24.17% had the equivalent of three years; 86.3% of all white teachers in North Carolina had three or more years of college training. Notwithstanding this improvement in train- ing, the per capita current expense of educating the children in North Carolina increased only eight-tenths of one cent per day. In other words, during the fifteen-year period between 1920 and 19 35, more than four- fifths of the State's white teachers increased their training on an average of more than four years in college, while the per capita cost to the chil- dren that they taught increased less than a penny a day. In the colored schools in 1900 over 9 0% of all teachers had an estimated training of less than one year in college. Only 4.2% had as much as three or four years of college training. In 19 35 only 10.2% of the colored teachers had less than one year of college training, while in 1935, 57.7% had as much 36 PER CENT CURRENT EXPENSE FOR TEACHERS SALARIES, TRANSPORTATION AND OTHER ITEMS TEACHERS SALARIES TRANSPORTATION PWV^ OTHER CURRENT EXPENSES LiiU 1910 1920 1930 1935 37 as three or more years in college. However, the per capita cost in the State's colored schools has remained the same. A study of the training of the State's teacher personnel indicates that emphasis has been placed on this problem and that rapid progress has been made. If. is now the expressed objective of educational authorities in TABLE 8. TRAINING OF TEACHERS BY TEN- YEAR INTERVALS IN NORTH CAROLINA White Race Years College NuMPBR OF Teachers Per Cent of Teachers Training 1900 1910 1920 1930 1935 1900 1910 1920 1930 1935 Less than One One year Two years *2,248 *3,505 5,750 648 821 1,012 721 11,289 45 734 1,195 799 1,321 2,571 2,540 3,712 7,455 88 681 1,666 4,218 10,385 39.2 60.8 64.2 7.3 9.1 11.3 8.1 80.3 .3 5.1 8.5 5.8 7.5 14.6 14.4 21.1 42.4 .5 4.0 9 2 Three years 24 7 61 6 TOTA.L„.. 5,753 8,952 14,052 17,599 17,038 100.0 100.0 100.0 100.0 100.0 Colored Race Less than One ** 1,650 748 396 3,508 177 41 108 50 2,268 1,083 740 1,160 720 677 970 1,174 2,265 1,588 ' 59.1 26.7 14.2 90.3 4.5 1.0 2.7 1.5 38.1 17.8 12.4 19.5 12.2 10.2 14.5 17.6 Three years 33.9 Four or more „ 23.8 Total.... 2,567 2,794 3,884 5,951 6,674 100.0 100.0 100.0 100.0 100.0 * 3,505 "First Grade"; 2,248 "Second Grade." Unable to interpret in terms of years of college training. ** Unable to separate for this period. TABLE 8A. AVERAGE ANNUAL SALARIES OF ALL TEACHERS BY TEN YEAR INTERVALS* 1900 1910 1920 1930 1935 s S 174.80 $ 465.98 $ 849.56 $ 561.29 * Does not include principals or vocational teachers. the State to raise the level of training of all teachers to a minimum of four years of college training. A concurrent step in the State's program should be a salary increase, in keeping with the improved training. One of the measures of efficiency of any school system is the normal age of the children in the grades taught. The North Carolina schools are organized on the basis of seven grades in the elementary school and four in the high school. The legal entrance age is six years. The normal age span for a school child is from six to seventeen years, inclusive. Children in the age groups 38 six to thirteen years, inclusive, are considered of elementary school age. Children from fourteen to seventeen years of age, inclusive, are accounted as of high school age. Therefore, the normal age of first grade pupils is from six to seven years; that of second year pupils from seven to eight years; and in like sequence through the eleven grades. Pupils under these ages for any grade are rated under age. There are of course many factors which might affect the progress of pupils through the grades. The short terms, poorly trained teachers, in- adequate buildings and other similar causes have their influence. No attempt is made here to isolate these causes. Table 9 shows that approxi- mately one-third of the State's white children are in the overage or retarded group. Over two-thirds of the colored children are overage for their grades. With full allowance made for late entrance ages, and all other factors affecting the efficiency of the schools, it is evident that there is a stupen- dous loss in the North Carolina school system due to the failure of children to pass normally through the grades. In 19 34-19 35 there were 94,040 white children in the first grade and only 22,20 5 in the eleventh grade. The decrease in the intervening grades was almost as great. During the same year 8 3,506 colored children were enrolled in the first grade, and only 3,62 6 in the eleventh grade. The mortality of both white and colored children through the grades is also shown in Table 9. The problem of correcting this condition in the State school system is one that touches every phase of the educational program. It is evident that millions of dollars are spent with a very small return being realized, if the failure of children to pass normally through the grades is used as a basis of compu- tation. The fact that such a large percentage of children fail to complete even the elementary grades indicates low average training for the general population of the State. 39 CO & as s I 1 -o O o -a CO eq Q « P^ II 05 •O _, ^ Ol CO O ^ CD ^_^ g ■^ OS t~- -* ■"^ O l— * H OS oo ,_< t^ |s. t- o ^ ■" to lO IQ •a CSI C-J t^ O! f. CM OT ;=! -* t^ s CD w (M U5 t^ o CM 2 t^ ^ ^ oo Its •n •^ o cc * CO o ;^ • t^ 00 OO '-' Oi '— ' CO ro ■*" CO ^ CM (M ^ o UO o CO OS oo t^ ^" ro t^ „ o= ^ "0 05 ^ CO co" o co" co_ Cn c- K t^ C3 00 ^H t^ »o T_( ^ ^^ ,_, .o lO lO CO ■o >o ^ cq "^ CM CO 00 CO c^ ^ ^ CO lO »— 1 CO >to >ra '^l ■* a l£ O m CD CD CO o ^ CM t^ ^'' Ttl' C<1 o" "0 cm" 00 Th O lO CO 05 C33 o CO oo 03 O CO « .,- co" "o" -* !>■" Tt< - ^_, o ^ o ^ 00 ^ OS ^ CO ITS CCl" o t>r CO_ ^" t^ UO ^ o ^ CO OO o (M ^^ o 00 -* im" ?f 03 oo" (M Tft" «- CM ^^ o ro M< CO CO f. CO ^ (^ CO CO CO '~* CO csi Cil cq Oi ^ CO CO (N « >o ^ t^ 02 OS C<1 od" o o >o Tt^ M ^ CM 00 Tt< " oo" o (M .,- OS C-] g o CO CO 00 05 » OO -W « lO ^ ?5 in (M Cq c^ O ^ — 1 ?5 00 ITS .-1 CO rt -* ^ cq ^ ^ CO o ■^ la CO OO ^ th t^ (Nl ,-. >o >0 lO CO CO OO iO « co" ,-H rt 1 CO ro OO ^'■ "^ ,_, t^ 1 T-H 1 ^ o -* Hi H OS O ^ CO C/i C^ T-H 1—1 CM CO (M r-H CO CO i-" ,-H O O '-' CO -^ ^ »o cq ^ ^ ,-. 1—1 CO ■^ Oi Ci OO Cq '-H O CD ■^ 1-1 ^ O (M 1-1 41 o H to C<> r-l l:^ «, u, c^ n •o CQ m n r- -^ CO c^ ; -H '< to CO cc * CO t~ t~ -a o CO co^ m t- to t- CD i>. io cq cs >o O O OS "O t^ c I>r 03 00 o" W CO a s '" t^ C3S o O Ir^ lO •<*< 05 ^ CO o U5 're >o CO (Tq t^ as -^ i-H -" 00 CO •m -^ ^ n ^ o •* CO CO CO >re lO ire O OJ 03 CO -11 CO CO ■* t^ CO CO -H (?q ■^ C-l CO H 1 ' ea 1 1 ■< ' ' "* o i : < 00 OS O -1 « -H (M (M o Per Cent White -_- Colored -1< i-H t^ TtH 02 ' O C<1 ^ o. t^ C<1 t^ CO ^^ ^^ CO ire ^^ t^ Cq CO 00 O t^ CO cq O o ire CO 00 (M rt trs 00 CO OS CO CO . CO CO O (M CO CO -< CO 1 CO CJS ire 1 CO •* o f CO •* Tji 00 CO CO „ ■* OO Tf< cq ^ o CO M ire 00 Ttl C^ lO CO o CO Tt< (M ire CO -* CJ o I ^ ^ 00 1 I^ ^ 03 ; 1 fe a ^ 1 o ' a o ° IJ 3 s ■o »• umbe orma! ver ag a a S Is t-i Jn ni 2 S 1 ;z;:z;ofiHP^f^P-il=-i ' 42 »— I Oi t~* >0 CO -^ CO o ^ "- di - - - T-H u-D - OO l>- (N O Oi t* ■<*< Tt< (M »ocooooococq lO CO GO ■ • • t^ - - lO CO CSI - i-H CO CO CO CO i>- i>. CO O CO to ^ o CO CI OCOOOOit-*"<**TtHCO T-H t^ - . . lO • O CO LO Ol ^ OO lO CO c^ t— ICI '^ CO O 00 cq T-H tH ot-(M'^r»Oicoco - - C- -^ CO lO O Ol lO T-* oo CO oo cq I>- O CD CO OS O CO O 00 OS *— I b- - oo CO CO »0 CO JZllZiOPHlZifXiftPM 43 NUMBER PUPILS— WHITE AND COLOREI>— OVER AGE BY GRADES— YEAR 1934-35 Thousands of Pupils WHITE 1////I COLORED 10 11 GRADE H.S. TOTAL 44 PER CENT OF PUPILS— WHITE AND COLORED— OVER AGE BY GRADES— 1934-35 WHITE 7ZZZ COLORED Per Cent 80 70 60 50 40 20 10 Per Cent 80 60 50 40 30 20 10 ELEM. 10 11 GRADE H.S. TOTAL 45 TABLE 10. GRADE DISTRIBUTION OF PUPILS BY NUMBER AND PER CENT AND BY SCHOOLS HAVING INDICATED NUMBER OF TEACHERS, 1934-1935 White Race 1 Teacher 2 Teachers 3-5 Teachers 6-9 Teachers 10 Teachers AND Over All Schools Grade Num- ber Per Cent Num- ber Per Cent Num- ber Per Cent Num- ber Per Cent Num- ber Per Cent Num- ber Per Cent 1 5,710 2,876 2,823 2,450 2,058 1,503 1,155 31 16 15 13 11 .8 6 6,828 3,918 3,912 3,771 3,031 2,615 2,261 26 15 15 14 11 10 9 12,859 9,621 8,279 8,513 7,522 6,579 5,363 22 16 14 14 13 11 10 28,281 20,363 20,221 20,195 19,560 17,312 17,777 20 14 14 14 13 12 13 40,871 35,122 36,433 36,064 34,111 30,817 26,303 17 15 15 15 14 13 11 94,040 71,898 71,668 70,993 66,282 58,826 *52,859 20 2^ 15 3 15 4 14 5 13 6 12 7 . *11 Elementary.. 18,573 100 26,336 100 58,727 100 143,709 100 239,221 100 486,566 100 8 447 267 137 60 49 29 15 7 2,199 1,721 1,305 1,157 34 27 20 19 18,657 12,496 9,675 7,895 38 26 20 16 12,524 8,814 6,832 5,571 37 26 20 17 11,824 10,980 9,123 8,064 29 27 23 21 45,651 34,278 27,072 t22,747 35 9 26 10 21 11 tl8 High School. 911 100 6,382 100 48,723 100 33,741 100 39,991 100 129,748 100 Total.. 19,484 32,718 107,450 177,450 279,212 616,314 Colored Race 1 14,417 6,159 5,465 4,863 3,875 2,795 2,196 36 15 "4 12 10 7 6 19,328 8,061 7,095 6,920 5,382 4,321 3,566 35 15 13 13 10 8 6 26,796 10,648 9,845 8,292 7,389 5,637 5,425 36 14 13 11 10 8 8 12,988 3,807 3,191 2,926 2,457 2,459 2,145 43 13 11 10 8 8 7 9,977 8,550 7,911 7,562 6,448 5,689 4,900 20 17 15 15 13 11 9 83,506 37,225 33,507 30,563 25,555 20,901 *18,232 33 2 15 3 14 4 12 5 11 6 7 8 *7 Elementary.. 39,774 100 54,673 100 74,032 100 29,973 100 51,037 100 249,489 100 8 558 325 89 79 53 31 8 8 844 312 286 150 53 20 18 9 3,516 2,634 1,717 1,373 38 28 19 15 2,328 1,468 1,093 542 43 27 20 10 3,744 2,438 1,851 1,498 39 26 19 16 10,990 7,177 5,036 t3,642 41 9 27 10 11 19 tl3 High School. 1,051 100 1,592 100 9,240 100 5,431 100 9,531 100 26,845 100 Total.. 40,825 56,265 83,272 35,404 60,568 276,334 * Includes "Specials" in elementary grades, t Includes "Specials" in high school grades. 46 TABLE 11. NUMBER OF SCHOOLS ACCORDING TO NUMBER OF TEACHERS BY TEN- YEAR INTERVALS IN NORTH CAROLINA Elementary Schools — White Race 1900 1910 1920 1930 1935 4,018 1,355 2,712 1,710 884 978 725 706 248 453 508 Two Teachers _ _ __ 379 405 499 437 Total 5,422 5,373 5,306 3,110 2,228 Colored Race 2,344 2,085 187 522 1,661 474 1,153 636 399 295 964 Two Teachers 642 493 9'9 72 Total 2,344 3,794 2,564 2,483 2,270 High Schools— White Race One Teacher 162 39 30 4 3 118 118 94 14 8 59 74 400 181 57 21 Two Teachers 86 385 159 66 Total 238 352 771 717 Colored Race 31 13 52 23 39 30 77 24 15 Total 119 185 * Data incomplete. 47 TABLE 12. NUMBER OF ADMINISTRATIVE UNITS OF EACH MAJOR TYPE BY TEN- YEAR INTERVALS White Race Type of Administrative Unit 1900 1910 1920 1930 1935 96 98 90 100 114 100 100 100 City 67 Total 96 188 214 200 167 Colored Race County City - 95 97 75 98 95 99 86 98 65 Total 95 172 193 185 163 TABLE 13. NUMBER OF PUPILS ENROLLED IN EACH MAJOR TYPE OF ADMINISTRATIVE UNIT BY TEN- YEAR INTERVALS IN NORTH CAROLINA White Race Type of Administrative Unit 1900 1910 1920 1930 1935 306,859 53,262 326,771 86,464 445,325 162,019 459,232 City 157,082 Total 270,447 360,121 413,235 607,344 616,314 Colored Race County.. City Total Total White and Colored 121,148 8,857 135,027 25,256 166,882 46,178 190,817 68,778 200,717 75,617 130,005 160,283 213,060 259,595 276,334 400,452 520,404 626,295 866,939 892,648 48 Illustrations of Modern School Plants and School Activities in North Carolina O O < < >s o o !X1 El! H K H D o O O [/3 H o a; w Oh o o a O o W o X o o c o a o o « s PL, Archdale Elementary School^ Randolph County NoRTHRUP and O'Brien, Architects Archdale Elementary School, Randolph County NoRTHRUP AND O'BrIEN, ARCHITECTS - - ^^^^ /OODROW WIL^30N PRIMA(^Y OCMOOL tst A a-^ GRADED \«i'»v* * WooDROw Wilson Primary School^ Rowan County xiv Boy's Toilet, Henderson High School, Henderson, N. C. Eric G. Flannagan, Architect TABLE 14. NUMBER OF TEACHERS EMPLOYED IN EACH MAJOR TYPE ADMINISTRATIVE UNIT BY TEN- YEAR INTERVALS IN NORTH CAROLINA White Race TSTB OF Administrative Unit 1900 1910 1920 1930 1935 5,390 363 .7,113 1,839 10,144 3,908 12,792 4,807 12,848 City 4,190 Total 5,753 8,952 14,052 17,599 17,038 Colored Race 2,400 167 2,400 394 3,042 842 4,384 1,567 4,859 City : 1,815 Total Total White and Colored 2,567 2,794 3,884 5,951 6,674 8,320 11,746 17,936 23,550 23,712 TABLE 15. NUMBER OF ADMINISTRATIVE UNITS OF EACH MAJOR TYPE ACCORDING TO NUMBER OF TEACHERS IN NORTH CAROLINA, 1934-1935 White Race Colored Race Number of Teachers County City County City 1 3 10 8 9 10 5 10 8 8 6 4 5 10 2 2 2- 5 4 6- 10 12 11- 20 1 2 4 '8 6 4 6 5 7 25 13 11 3 4 1 7 14 9 8 8 7 1 2 3 1 4 2 1 15 21- 30 15 31- 40 - 5 41- 50 5 51- 60 --. 1 61- 70- 1 71- 80 81- 90 91-100 - 2 101-150 2 151-200 1 201-250 251-300 301-350 351-400 Over 400 Total 100 67 98 65 49 TABLE 16. NUMBER OF ADMINISTRATIVE UNITS BASED ON TOTAL NUMBER OF TEACHERS EMPLOYED, NORTH CAROLINA, 1934-1935 Teachers Employed Per Unit Elementary Units Only High School Units Only Combined Elementary and High School Units Total 1- 20 21- 30 6 13 12 10 7 8 12 6 32 22 13 9 7 2 5 2 6 31- 40- 13 41- 50 1 13 51- 60. 10 61- 70 7 71- 80- 8 81- 90 12 91-100 6 101-150 32 151-200 22 201-250 13 251-300 .. 9 301-350 .. 7 351-400. 2 401-450. 5 451-500 2 Over 500 Total 1 166 167 TABLE 17. NUMBER OF ADMINISTRATIVE UNITS OF EACH MAJOR TYPE ACCORDING TO NUMBER OF PUPILS ENROLLED IN NORTH CAROLINA, 1934-1935 White Race Colored Race Enrollment County City County City 1- 100 .8 6 5 2 15 6 12 18 13 4 9 4 101- 200 4 201- 300-— - 5 301- 400- - 1 1 15 14 8 16 4 1 7 7 401- 500 3 501-1,000 2 5 11 15 20 11 36 16 1,001-1,500 12 1,501-2,000 3 2,001-3,000 6 3,001-4,000 4,001-5,000 2 1 Over 5,000 2 Total 100 67 98 65 50 Ill THE PRESENT EDUCATIONAL OPPORTUNITY The organization and size of schools are significant only to the extent that they affect the educational program. It must be admitted that schools deficient in organization, small in size, with poorly trained teachers and inadequate school plants do not equal in efficiency those schools which have met recognized, desirable standards set up by educational leaders. North Carolina has adopted standards for the accreditment of both elementary and high schools. These conditions precedent to standardiza- tion are similar to those that prevail in other states. HIGH SCHOOLS The minimum requirements for a standard high school in North Caro- lina are sixty pupils in average daily attendance and three properly certi- fied teachers. Such schools must meet minimum requirements as to school plants and equipment. High schools employing only one or two teachers are classed as "Non-standard." The curricular offerings in the one and two and even three teacher schools are of necessity limited in their con- tent and the apparent advantages offered in these schools are below those available in the larger centers. There are in North Carolina: One teacher high schools 21 Two teacher high schools 86 Three teacher high schools 152 Four or more teacher high schools 458 Total 717 The enrollment in these schools was: One and two teacher high schools 7,29 3 Three teacher high schools 14,788 Four or more teacher high schools.... 107, 667 Total 129,748 If the 22,081 pupils now in the one and two and three teacher schools are to receive adequate high school training they must be provided for in the existing schools employing four and more teachers, or consolidated into units that will permit training superior to that offered in the smaller schools. There are in North Carolina for the colored children: One and two teacher high schools 69 Three or more teacher high schools 116 Total 185 The enrollment in these schools was: One and two teacher high schools 2,642 Three or more teacher high schools 2 4,20 3 Total 2 6,845 If the colored children in the State are to receive adequate high school training even on a minimum requirement level, two steps are necessary: 1. Additional high school centers must be established. 2. Present and proposed centers must be large enough to permit the employment of an adequate number of teachers. A brief summary of the present requirements for standardization of high schools in North Carolina is given below: "A school term of not less than 160 days; four years or grades beyond the seventh elementary grade; three teachers holding required certificates; not less than sixty pupils in average daily attendance; a program of studies approved by the State Superintendent of Public Instruction; and such equipment as may be deemed necessary by the State Superintendent of Public Instruction to make the instruction beneficial to pupils." (State Law 1923, 1927, 1935.) There are two groups of standard high schools in the State which are classified according to certain minimum requirements: Requieements Group I Class AA Class A Class B Group II Class A Class B 1. Four-year course of study beyond the 7th grade 2. Length of term — actual days teaching 3 . Number whole time teachers , with proper certificate 4. Length of recitation period , in minutes 5. Number units required for graduation 6. Approved laboratory facilities for teaching science 7. Required number of volumes in library, on high school level 8. Approved list of flaps and Charts, with other equipment 9. Building. Modern and Sanitary, after standards State boards. 180 12 40 16 t 1,000 t 180 500 180 *4 40 16 t 500 160 *4 45 16 t 300 160 3 45 16 * One of these may be teacher of vocational subjects. t Must include apparatus on minimum list. Given in High School Bulletin. I Must include required maps, globes, charts, magazines and newspapers, given in High School Bulletin. ELEMENTARY SCHOOLS In North Carolina in 19 34-19 35 there were for the white race 508 one teacher schools, 379 two teacher schools, 162 three teacher schools, 100 four teacher schools, 143 five teacher schools, and 128 six teacher schools. At the same time there were for the colored race in North Carolina 964 one teacher schools, 642 two teacher schools, and 493 three to five teacher schools. If the minimum requirements for the standardization of all schools for the white children in North Carolina are met, insofar as teachers are concerned, 1420 schools having fewer than seven teachers must be inte- grated into schools meeting the requirements, or consolidated into units 52 sufficient in size to permit the employment of the required number of teachers. It is recognized that in a few instances in North Carolina there are employed teachers for each grade in schools with fewer than seven teachers. However, there is not a sufficient number of these to materially affect the problem of providing minimum standard elementary school facilities for all of the white children of the State. If the colored schools of the State are to meet the minimum require- ments of one teacher per grade, more than 2,100 schools now employing less than seven teachers must be provided for in the same manner as suggested above'for the white schools, with the same conditions obtaining. The problem of providing standard elementary and high school facilities for children of North Carolina according to the present requirements is not a difficult one in theory, and, except in a few sections where geo- graphical barriers exist, lends itself to a practical solution. The fact that there are only 167 administrative units in the State is a favorable condi- tion. Consciousness of county lines complicates the situation in a few cases. In many of the counties of the State standard schools are now available to all the white children. However, there are some counties where large scale consolidation programs must be carried out before the attendance areas and school centers will be sufficient in size to make possible the employment of a teacher per grade, and the building and equipping of school plants meeting the requirements of standardization. There are two groups of Standard Elementary Schools in the State which are classified according to certain minimum requirements: KEQUIEEirENTS Group I Class A Class B Group II Class A Class B 180 180 160 160 30 34 34 36 1. A seven-year course of study. 2. Term — actual teaching days 3. Number of whole-time teachers— at least one teacher per grade 4. Number of pupils in average daily attendance per teacher 5. Qualifications of teachers — All certificates must be Primary or Grammar Grade, with a majority Class A. Special teachers of Music, Art, and Physical Education shall hold certificates in these subjects. 6. Building— Adequate and sanitary. See SCHOOL PLANT REQUIREMENTS. Sanitation must be approved by State Board of Health. 7. Records — An accurate scholastic and attendance record for each child, including health record. The Beginner's Record Card should be iised for the first individual register sheets detached and filed in envelope. 8. Equipment: (a) Library — A minimimi of two books per child including designated subjects. (See Section B, Library Require- ments.) (b) Supplementary Readers — A mimimum of 80 books per grade. See Section C, Supplementary Reader and Dictionary Reqiiirements and Bulletin 1844. (cj Dictionaries — Dictionaries owned by all pupils in grades 5 to 7, or three dozen dictionaries owned by school. One teacher's desk dictionary for each room. One unabridged dictionary. See Section C, Supplementary Reader and Dictionary Requirements. (d) Maps and globes — Eight physical-political, six blackboard outline, two political (United States and North Carolina) and nine United States History maps; a 16-inch globe, physical-political, with movable meridian. See Section D, Map and Globe Requirements. (e) Special equipment — See Section E, Special Equipment Requirements. This section covers individual class- room and general school equipment, including materials for Art, Music, and Penmanship. 53 CASE STUDIES In this survey factual data concerning all phases of school problems have been gathered for the county and city administrative units in the State. Suggestions for practical and possible programs for immediate school improvements, with standard school facilities for all the children of the units, as an ultimate goal have been made. Case studies illustra- tive of these procedures are given. CALDWELL COUNTY To properly evaluate any existing school administrative unit in North Carolina such evaluation must be made in terms of comparison with cer- tain established standards. These standards may be those set up by the State Department of Public Instruction as a basis for accrediting schools; they may be a composite national standard, determined from averages throughout the country; or they may be idealistic, and represent the views of desirable attainment of generally recognized authorities on school organization, either within the State, or in the nation as a whole. For the purposes of this report the standards used will be those used by the State Department of Public Instruction in North Carolina in accredit- ing an elementary school, or a high school, within the State. These stand- ards are considered the minimum attainments which the State will recog- nize as a basis for. accredited rating, and emphasis is always placed on any school's advancing as far beyond these levels as local circumstances will permit. (See standards on pages 52 and 53.) A study of the scholastic population spot maps of Caldwell county, con- sideration of natural barriers, of the existing road conditions, and of distances of certain sections of the county from other centers indicates that it is not possible to consolidate all the children of either race into schools meeting the State standards. For these isolated centers, it is sug- gested that buildings of a permanent nature be provided, that the build- ings be fully equipped with both modern furniture and teaching equip- ment, and that the best trained teachers procurable be provided, since in most cases in these schools more than one grade must be taught by each teacher. The data relating to Caldwell county are presented in a series of tables, with occasional graphs, and embody the following: General population trends, scholastic population trends, grade enrollment for the year 1934- 19 35, age-grade tables, transportation, assessed valuation of property and property tax rates, bonded indebtedness and schedules of bond payments, current costs, existing school buildings and equipment, and the teaching personnel. In the second part of the report, certain suggested changes are set out, with a view of more nearly equalizing the educational opportunity of all the children of the county, and a more economical and efficient operation of the schools. The general population shows a gradual increase, except in the census year of 1920, which shows a slightly lower total than that of 1910. It is seen that the period from 1900 to 1910 shows an increase of 4,897, or 23.8%, and the.,1920 to 1930 decade shows an increase of 8,030, or 28.6%. The loss of 603, or 3%, from 1910 to 1920 appears open to question. The 54 period from 1900 to 1930, however, shows an increase of 12,324, or 44%, which is an average gain per year of about 1.5% for each of the thirty- years, and since all figures are taken from the Federal census reports, and since the same condition exists for both white and colored races, taken separately and when combined, no explanation of the reason for this con- dition is here attempted. Caldwell county is chiefly rural. Lenoir, the county seat, with about 6,000 population, and Granite Falls, with approximately 2,000, are the two exceptions. Both of these towns are largely industrial, Lenoir being an important furniture manufacturing center, and Granite Falls ranking high in textiles. The scholastic population shows an interesting comparison with general population. While the general population from 1910 to 1920 showed a TABLE I. GENERAL POPULATION TRENDS Total PopuIiAtion Per Cent Incbease oh Dechease 1900 1910 1920 1930 1900 1910 1920 1930 15,682 20,579 19,976 28,006 - 23.8 —3 28.6 3% decline, the total scholastic population of the county showed a 5% increase. But for the next decade, 1920 to 1930, the general population in- creased 8,030, or 28.6%, while the total scholastic population increased only 1,642, or 18.2%. General population figures for 1935 are not avail- able but the scholastic population from 1930 to 1935 shows a gain from 9,023 to 9,418, or 4.2%. This is about a normal increase. Here, again, no explanation is offered for the variations, except perhaps the suggestion that methods of accounting must have varied in the periods under con- sideration. There are twenty-six separate rural white elementary schools operated, ranging all the way from a one-teacher school with no equipment and a teacher with training equivalent to only high school graduation to a standardized and State-accredited elementary school of seventeen teachers with an average training of college graduation, good teaching equipment, modern buildings, and furniture, and landscaped and beautified grounds, with fairly adequate playground equipment. In the one city unit there are three schools for white children — one a combination elementary and high school and two separate elementary schools. The total white scholastic population in the city unit is 2,070. A comparison of the white and colored scholastic populations reveals the latter to be relatively small. Two-thirds of the total colored scholastic population of the county is in Lenoir. These colored pupils are divided into two distinct colored settlements in different parts of the town, each with a separate school. A decided shift from the rural areas to the city is shown for the period from .1920 to 1935. Employment in the Lenoir furniture factories has been largely responsible for this situation, but no doubt another contributing factor has been a desire of the colored patrons 55 to take advantage of the better schools for colored children in the Lenoir unit. In the rural areas the colored scholastic population is again widely scat- tered. There are thirteen colored schools representing an equal number of small colored settlements, in most cases inaccessible to transportation facilities under present road conditions. TABLE IL SCHOLASTIC POPULATION, WHITE AND COLORED 1909-1910 1919-1920 1929-1930 1934-1935 Rural 5,923 1,091 6,155 1,126 7,203 1,820 6,770 2,648 County-wide ._ 7,014 7,381 9,023 9,418 White Rural Lenoir 5,556 808 5,753 867 6,816 1,477 6,478 2,070 OoiiTity-widp 6,364 6,620 8,293 8,548 Colored Rural 367 283 502 259 387 343 292 Lenoir 578 County- wide. _ 650 761 730 870 All rural schools of Caldwell county, as in the other counties of North Carolina, are administered by a county board of education, with a county superintendent of schools as the board's executive officer. This board has final authority over all matters relating to any rural school, though each of the twenty-six schools for the white race and each of the thirteen rural colored schools has a local committee of three, appointed by the county board of education. The powers and duties of the local school committee are limited to the election of teachers (subject to approval by the county superintendent), and to signing the teacher's pay-roll order — with a few other designated powers and duties in connection with their particular school, of an advisory nature only. In the city unit of Lenoir the administration of schools is vested in a board of trustees of seven members, elected by the people, and a superin- tendent of the city unit who is in direct charge of the operation of the schools of his unit. Here both white and colored schools are under one board, but the colored schools haye no colored members on the board, or even advisory committee members of the separate schools. From the standpoint of freedom of action, the county board of educa- tion has power to organize the rural schools of both races along lines which will give equality of opportunity to all children in the county. This 56 SCHOOL POPULATION M SCHOOL BUILDINGS MAP CALDWELL COUNTY power has not been exercised in all cases, however, and there is a wide variation in opportunity in one section of the county as compared to another — particularly in the elementary schools. When it is understood that capital expenditures and debt service requirements are on a county- wide basis, and that the property in isolated areas pays the same rate of tax that is paid in the more thickly populated areas, it becomes vastly more important that facilities in these isolated areas be brought into keep- ing with those in the modernly equipped schools in other parts of the county. Further comment on this feature will be made in another part of the report. Table III shows that 411 elementary white pupils attend ten one-teacher schools, with an average of 41 pupils per teacher. This total of 411 repre- sents 6.5% of the total white elementary enrollment. One hundred sixty- four pupils, or 2.6%, attend two two-teacher schools with an average of 41 pupils per teacher; and 106 pupils, or 1.7%, are enrolled in one three- teacher school with an average of 35 pupils per teacher. In the group of 6-9 teacher schools there are ten units, employing a total of 73 teachers, TABLE III. NUMBER AND PER CENT OF PUPILS ENROLLED, BY NUMBER OF TEACHERS White Elementary Size op School Number Pupils Per Cent Pupils Number of Schools Average Number Pupils Per Teacher 1 Teacher 411 164 106 2,903 2,804 6.5 2.6 1.7 45.4 43.8 10 2 1 10 5 41.1 2 Teachers 41.0 3-5 Teachers 35.3 6-9 Teachers 39.7 46.0 Total 6,388 100.0 28 41.+ average White High School 3-5 Teachers 435 493 346 34.1 38.7 , 27.2 4 2 1 29.0 6-9 Teachers 33.0 10 Teachers and Over 31.0 Total 1,274 100.0 7 31.0 average Colored Elementary 1 Teacher 275 310 47.0 53.0 13 2 21.0 3-5 Teachers 38.7 Total 585 ■ 100.0 15 28.0 average Colored High School 2 Teachers- 100.0 57 and having a total of 2,903 pupils, or 45.4% of tlie white elementary en- rollment. This is an average of slightly less than 40 pupils per teacher. 2,804 pupils, representing 43.8% of the total enrollment, are in schools of ten or more teachers. There are five schools in this group, employing 65 teachers with an average of 43 pupils per teacher. Thus it is seen that a total of 681 pupils, or 10.8%, attend schools with three teachers or less, in the elementary grades, and that the average teacher load is 40, while 5,707 pupils, or 89.2% of the total, attend schools of six teachers or more, with an average of 41 pupils per teacher. The pupil-teacher load, there- fore, remains practically the same for all sizes of schools in the county, but 89% of the pupils are already in reach of State accrediting standards, insofar as size of school is concerned. The white high schools are divided into three groups, four hundred thirty-five pupils are enrolled in four high schools of 3-5 teachers each, with a total of 15 teachers for the four schools. This number represents 34.1% of the total high school enrollment, and an average pupil-teacher load of 29 pupils. Four hundred ninety-three pupils, or 38.7%, attend two schools with six to nine teachers. Fifteen teachers in these two schools give a pupil-teacher load of slightly less than 33 each. Three hundred forty-six pupils, or 27%, attend one school with eleven teachers, giving an average of 31 pupils per teacher. All white schools are fully accredited by the State Department of Public Instruction, all have reasonably com- plete equipment, and all teachers have four years of college training. In the colored schools a really deplorable condition exists. In the rural area thirteen one-teacher schools are operated, with a total of 275 pupils enrolled, or an average of 21 pupils per teacher. Comparison of the rural colored schools of Caldwell county with State standards shows these schools rank near the bottom of the list in efficiency. The buildings have an average value of only $300 each, including seating (there is no equipment). The training of the teachers averages below high school graduation, with no normal training. There are no libraries. No provision is made for any high school instruction, either in the rural areas, or by transportation of colored high school pupils to the Lenoir colored high school. All rural colored schools are one-teacher schools, attempting to teach grades one to seven, without teaching aids of any kind. In the Lenoir administrative unit, there are two four-teacher colored schools for the elementary grades. The enrollment in these two schools represents 53% of the total colored elementary enrollment in the county. Buildings are of brick construction, city water and sewerage connections are provided, as well as steam heat, electric lights, drinking fountains, and a small amount of teaching equipment. The teaching personnel will average slightly above two years of college training. In one of the colored buildings a high school department is operated, with an enrollment of 72 pupils in grades 8 to 11. Two teachers attempt to teach 16 high school classes. One of these high school teachers also serves as principal of the combined elementary and high school unit. Under such conditions eflicient instruction is manifestly impossible. This high school department has been operated for only two years, however, and it will probably grow to the point very soon where additional high school teachers will be added, thus lightening the teacher load. If this 58 TABLE IV. ENROLLMENT, ATTENDANCE, TEACHERS, GRADES TAUGHT AND TEACHER LOAD White Schools School S Q o ii K Q 2 "= o 1^ CoUettsville Maple Grove Globe. Upton White Springs Cane Branch Mortimer Happy Valley Bailey Camp Buffalo Cove Hartley Valmead Kings Creek CottreUHiU Oak mi Dudley Shoals Holsclaw Granite Falls Rhodhiss Grace Chapel Hudson Saw Mills Whitnel Baton. Gamewell OldHouck Lenoir (unit) Totals — White. 270 46 27 48 45 35 37 354 37 3 270 333 63 304 236 22 696 271 226 500 219 455 106 420 101 1,153 107 123 212 281 346 1,274 220 32 18 34 22 26 25 275 22 45 35 219 269 49 266 197 14 645 238 211 446 194 396 87 360 57 1,062 99 76 109 201 264 331 1-11 1- 7 1- 7 1- 7 1- 7 1- 7 1- 7 1-11 1- 7 1- 7 1- 7 1- 7 1-11 1- 7 1-11 1- 7 1- 7 1-11 1- 7 1- 7 1-11 1- 7 1- 7 1- 7 1- 7 1- 7 1-11 27 48 45 35 37 44 37 67 47 39 42 31J^ 38 34 22 41 39 38 38 36J^ 41 35 46 50J^ 39 35 31M 81J^ 69Ji 67 71 49 74 68 78 60 67 74 81J^ 81 70 87 84 64 93 88 93 89 S&H 87 82 86 56 92 5,464 1,169 162 39 82^ 82 90 92 Colored Schools Franklin Adako Mulberry Warrior Happy Chapel Bufialo German Hill Kings Creek Grandin Granite Falls Dulatown Harpertown MarsHiU West End Friedman Totals — Colored . 18 22 8 13 14 21 14 20 20 12 44 46 23 153 157 15 15 6 12 13 19 13 17 14 11 40 44 19 145 141 1- 7 1- 7 1- 7 1- 6 1- 6 1- 7 1- 6 1- 7 1- 6 1- 5 1- 7 1- 7 1- 7 1- 7 1-11 28 36 83 68 75 92 93 90 93 80H 70 92 91 96 83 95 92 87y2 8iy% 59 takes place and adequate teaching equipment is added, a decidedly better type of instruction will result. Table IV gives in detail facts concerning each school operated within the county, both white and colored. Attention is directed to the wide variation in pupil-teacher loads in the elementary divisions of both the white and colored schools. In the white elementary school the range is from 22 en- rolled pupils per teacher to an average of 67 enrolled pupils per teacher, with an average of 39 pupils enrolled for each teacher in the county as a whole. Another significant factor is the relation of average daily attendance to total pupils enrolled. The lowest average attendance on basis of enroll- ment is 45% in one elementary white school, while the highest average is 9 3% in another school. Both of these schools are in the rural areas, and are in contrast with the county average of 86%, and the State average of 8 8.4% for all white elementary pupils. In the white high schools, enrollment and average daily attendance more nearly approach the State average. Likewise the variation between the highest and lowest pupil-teacher load is relatively small, ranging from 27 for the lowest to 35 for the highest. The average for the county as a whole is 31 pupils per teacher in white high schools, and for the State as a whole it is 29.3 pupils per teacher. The high school average daily attendance on an enrollment basis is 82% in the lowest school, and 9 8% in the school with the highest rank in the county. For the State as a whole, the average attendance on the basis of enrollment is 88.9%. One colored elementary school is operated with a pupil-teacher load of only eight. Forty-six in one school is the highest number of pupils per teacher in the county. The county average is 36, and the State average is 42.5. In average daily attendance the range is from 68% for the low school to 96% for the highest, with a county average of 89%, and a State average of 80.3%. In the one colored high school there is but one comparison that can be made — that with the corresponding figures for the State. The pupil- teacher load is 36 in this school, against a State average of 33.4. The average uaily attendance in this colored high school is 87.5%, com- pared with the State average of 87.1%. In Table V, is given the grade distribution of pupils for both white and colored races, by elementary and high schools, and the_ number and per- centages of pupils by grades for the types of schools indicated. From this table it is seen that of the total of 7,662 pupils enrolled in all white schools, 6,388, or 83.4%, are in the elementary grades, and 1,274, or 16.6%, are enrolled in the high school grades. The State average enroll- ment in the elementary grades is 7 8.8% of the total, and 21.2% of the total white enrollment is in the high school grades. Of the total of 657 colored pupils enrolled in Caldwell county, 585, or 89%, are in the elementary grades, and 72 pupils, or 11%, are enrolled in the high school grades. This division closely approximates the State average of 90.3% in the elementary grades, and 9.7% enrolled in the high school grades. While Caldwell county has made no provision for high school instruction for its rural colored pupils, there are thirty-seven 60 TABLE V. GRADE DISTRIBUTION OF PUPILS, BY NUMBER AND PERCENTAGES, ARRANGED BY SCHOOLS HAVING INDICATED NUMBER OF TEACHERS White Elementary 1 Teacher 2 Teachers 3-5 Teachers 6-9 Teachers 10 Teachers and Over AU Schools Grade Per Per Per Per Per Per No. Cent of Total No. Cent of Total No. Cent of Total No. Cent of Total No. Cent of Total No. Cent df Total I 115 70 78 27.9 17.0 18.9 29 37 30 17.7 22.5 18.3 20 18 14 18.8 16.9 13.2 540 455 438 18.5 15.6 15.1 562 429 417 20.0 15.0 15.0 1,266 1,009 977 20.0 11. 16.0 IIL 15.0 IV. 53 50 12.9 12.1 38 12 23.1 7.4 19 22 17.9 20.8 428 397 14.7 13.6 404 359 14.0 13.0 942 840 15.0 V. 13.0 VI- 30 7.3 11 5.9 7 6.5 332 11.4 336 12.0 716 11.0 vn 15 3.6 7 4.2 6 5.6 313 10.8 297 11.0 638 10.0 Total.. 411 100.0 164 100.0 106 100.0 2,903 100.0 2,804 100.0 6,388 100.0 White High Schools 8 153 116 91 75 35.0 27.0 21.0 17.0 202 117 86 88 41.0 24.0 17.0 18.0 115 101 65 65 33.0 29.0 19.0 18.0 470 334 242 228 37.0 9 26.0 10 19.0 11 18.0 Total.. 435 100.0 493 100.0 346 100.0 1,274 100.0 Colored Elementary I 82 40 40 31 25 41 16 30.0 15.0 15.0 11.0 9.0 15.0 5.0 63 54 51 40 49 33 20 20.0 17.0 16.0 13.0 16.0 11.0 7.0 145 94 91 71 74 74 36 25.0 n. 16.1 in 15.6 IV. 12.1 v. 12.6 VI. 12.4 vn 6.2 Total.. 275 100.0 310 100.0 585 100.0 Colored High School 8 29 20 15 8 40.3 27.7 21.0 11.0 29 20 15 8 40.3 9 27.7 10-,- - 21.0 11 11.0 Total. . 72 100.0 72 100.0 61 other administrative units in North Carolina that have made no provision along this line, and Caldwell's record is somewhat more favorable from the standpoint of percentage of colored scholastic population in high school than the average for North Carolina as a whole. It is still much too low, however, and efforts should be made to give all colored pupils high school advantages. From the above table, it is observed that in the white elementary- schools 20% are enrolled in the first grade; 16% are in the second grade; 15% are in the third grade; 15% are in the fourth; 13% are in the fifth; 11% are in the sixth; and 10% of the total elementary enrollment is in the seventh grade. In the high school grades, 37% of the total high school enrollment of white pupils is found in the eighth grade; 2 6% in the ninth grade; 19% in the tenth; and 18% in the eleventh grade. In the colored elementary schools 25% of the total is found in the first grade; 16.1% is in the second grade; 15.6% is in the third grade; 12.1% is in the fourth; 12.6% is in the fifth; 12.4% is in the sixth; and 6.2% is in the seventh grade. In the colored high school, 40.3% of the total high school enrollment is found in the eighth grade; 27.7% in the ninth grade; 21% is in the tenth; and 11% is in the eleventh grade. Viewed from another angle, only approximately 50% of the white first grade enrollment reaches the seventh grade, and less than half of those enrolled in the eighth grade graduate from high school. Less than one-fifth' of the pupils enrolled in the first grade reach the eleventh grade. In the colored schools a much greater mortality exists. Only 2 8% of the first grade reaches the seventh grade, and 5.5% of the first grade enroll- ment graduates from high school. In the colored high school 27% of the eighth grade is in the eleventh grade. Perhaps the situation can be shown more clearly by an age-grade table. The State Department of Public Instruction considers the normal age of a first grade child at 6-7 years. That is, all children in the six-year group and those in the seven-year group are considered of normal age for the first grade. The normal groups move up one year for each grade — pupils in the second grade being either seven years old, or eight years old, in the normal classification; third grade pupils are normally either eight years old, or nine years old; and so on to the seventh grade, which is made up of students normally twelve or thirteen years old. In the high school grades the same conditions hold, and a pupil in the eleventh grade would fall in either the age group of sixteen or seventeen years. All enrolled pupils who are older than the ages indicated for their particular grade are considered "over-age." It is recognized that many conditions may contribute to the "over-age" of a pupil. He may have been above the normal age when he entered school; he may have attended a short term school for a part of his time in school, where it was not possible for a student to complete the work of a grade each year; sickness may have delayed his progress, or any one of many other reasons could have intervened. In any case, the actual condi- tions for Caldwell county are reflected in the tables that follow: The pupils normal to the respective grades are included between the ruled lines; those under age for the grade are above the line; and all pupils 62 TABLE VI. AGE-GRADE, WHITE RACE, CALDWELL COUNTY, 1934-1935 Grades Age 12 3 4 5 6 7 Elem. 8 9 10 11 H Total 646 343 20 20 21 Up. Totals. 147 63 39 14 10 3 1 304 152 76 31 23 10 2 3 26 290 265 181 109 50 38 9 7 2 225 271 189 122 71 34 8 3 2 199 239 161 116 56 18 3 188 187 159 175 132 70 33 13 3 666 757 758 753 830 793 712 577 330 133 57 19 3 1 16 141 150 92 38 23 9 1,009 977 942 107 59 31 13 4 6 1 20 46 1 17 164 255 284 249 159 666 757 758 753 830 794 729 741 585 417 306 178 91 32 21 4 840 716 638 470 334 242 228 1,274 7,662 Colored Race 2 63 80 60 58 70 58 66 63 35 6 61 54 63 2 7 24 28 80 3 8. 12 6 3 2 17 27 60 1 9 17 14 6 3 1 7 14 58 5 10- 23 11 6 2 2 11 20 70 11 12 12 16 7 7 17 58 12 18 17 7 10 13 66 3 1 2 4 18 13 22 7 2 17 67 14 10 1 53 63 TABLE Yl—Continued Grades Age 1 2 3 4 5 6 7 Elem. 8 9 10 11 H. S. Total 1 1 3 1 4 3 6 2 2 4 2 1 19 8 3 4 7 17 11 7 2 4 2 15 2 7 1 1 26 16 9 4 1 2 25 17 8 2 1 3 14 18 1 1 1 2 7 19 2 2 4 20 4 21 Up .. / 2 Totals. 143 95 91 75 71 70 40 585 29 20 15 8 72 657 below the line in any grade are considered over-age for that grade. To this extent, retardation from all causes exists, and the chief function of these tables is to show this condition. In the white schools 277 pupils, or 22% of the total enrollment in the first grade, are over-age for that grade; 297, or 29.4%, of the second grade are over-age for that grade; 396 pupils, or 40.3%, of the third grade enrollment are ov§r-age; 429 pupils, or 45.5%, of the fourth grade are over-age; 354, or 42.1%, of the fifth grade; 307 in the sixth grade, or 42.9%; and 251, or 39.3%, are over-age in the seventh grade. In the high schools for the white race 162 pupils, or 34.5%, are over- age for that grade; 114 pupils are over-age in the ninth grade, which is 34.1% of the total number enrolled in that grade; 82, or 33.8%, are over- age in the tenth grade; and 76 of the total of 228, or 33 1-3%, are over- age in the eleventh grade. For the elementary schools as a whole, a total of 2,309 pupils, or 37.7% of the enrollment in these grades, are over-age; and for the high schools as a whole 434 pupils, or 34% are above the normal age of their respective grades. In the colored elementary schools, 28 of the total enrollment of 143 in the first grade are over-age. This is 19.5%. In the second grade, 41 out of 95 enrolled, or 43.1%, are over-age. In the third grade, 45, or 49.4%, are over-age; 51 pupils, or 68% of the fourth grade enrollment, are over-age; 49 pupils out of 71 in the fifth grade, or 55%, are over-age; 41 pupils, or 58.5% of the 70 enrolled in the sixth grade, are over-age; and 17, or 42.5% of the total enrollment of 40 in the seventh grade are over-age. In the one colored high school, 10 out of the total enrollment of 29 in the eighth grade, 34.5%, are over-age; 13 of the total of 20 in the ninth grade, or 65%, are over-age; 14 of the 15 enrolled in the tenth grade, or 9 3%, are over-age; and 5 of the total of 8 enrolled in the eleventh grade, or 62.5%, are over-age. In the colored elementary schools, a total of 272 pupils, or 46.5%, are over-age for their respective grades; and in the colored high school a total of 42 of the 72 enrolled, or 58.3%, are over-age for their respective grades. 64 TRANSPORTATION Ten white schools operated 35 trucks in 19 34-19 35, with a total daily average of 2,812 pupils transported. Most of these trucks are shown to be badly overcrowded, and more than half of them make two trips per day, with three trucks making three trips each morning and each afternoon. Under these conditions many pupils do not have a seat on the bus, and a large number must spend an excessive amount of time going to or from school. With the number of trips per bus, as indicated, many pupils must leave home very early and return home late. This condition is particularly undesirable for small children during the winter months. The total cost of transportation for the year was $17,565. The total miles one way for all trucks was 50 5. This is an average of $6.25 per pupil for the 160 days the trucks operated; or an average of $502 per truck for 160 days, and an average of 2 8 miles per truck per day. At $6.25 per pupil per school year, the average cost of transportation is less than four cents per pupil per day, riding an average of 2 8 miles. These costs do not include the original price of the trucks, but they do include the cost of operation and repairs. There is no transportation for colored children at public expense, either in the elementary or high school grades. FINANCE The total assessed property valuation in Caldwell County in the year under study was $20,002,929. With a total scholastic population of 9,418, and a total enrollment of 8,319, this valuation amounts to $2,124.00 per census child, or $2,403.00 per enrolled child. The total assessed valuation for the State for the same year was $2,152,443,146. The total scholastic population was 1,090,215, and the total enrollment, white and colored, was 892,648. This valuation amounts to $1,975.00 per scholastic child, and $2,411.00 per enrolled child for the State as a whole. The above figures show that the wealth behind each child of school age in Caldwell County is $150.00 greater than the State average, but the wealth behind each enrolled child is $8.00 less than the State average. The total outstanding bonded indebtedness for schools in Caldwell County, including the city unit, and including interest to mature all issues for schools is $481,883.99. This amount includes loans from the State Literary Fund and the State Special Building Funds, and represents slightly less than 2.5% of the present assessed valuation of property. The debt service tax rate is 19^ on the one hundred dollars valuation of property. For purposes other than schools, the county has obligations in the sum of $2,111,242.50, which again includes interest to mature all issues, and represents 10.5% of the present assessed valuation of property. The debt service tax rate for purposes other than schools, is 38^ on the one hundred dollars valuation of property. In other words, the total obligations and amounts necessary to mature all bond issues and loans for purposes other than schools is 4.4 times the total obligations and amounts necessary to mature all bonds and loans for schools, based on the amounts of principal and interest to be paid to maturity. Of course the county is not bonded in the amounts shown above for either schools, or for purposes other than schools, but these amounts 65 will be necessary to pay to maturity the issues and obligations already incurred. The tables appended below give the amounts necessary each year to meet installments and interest, and a study of these tables will readily indicate the years of peak payments for both school issues, and those for purposes other than schools. No local school area outside of the Lenoir unit has bonded obligations for schools. The entire amount for all rural schools, and the building con- structed in 19 35 for the Lenoir administrative unit are a county -wide obli- gation, rather than an obligation against any particular school attend- ance area. For the Lenoir unit, which is operated independently of the county board of education, the debt service obligations, with the exception of the one noted above, is an obligation against only the property within the unit boundaries. The total debt service obligations of the Lenoir administrative unit are included in the above table. The plan of financing county-wide school buildings has its strong and its weak points. It is an advantage to the financially weak district with a relatively large building need. As the plan is usually operated, it is a distinct disadvantage to the small, isolated school area. Here, generally, the buildings and equipment values are decidedly below the average for the county as a whole. For example, in Caldwell County, the Old Houck school has a value of $400.00 for building and equipment. With 101 pupils enrolled in this school, the per pupil value of building and equipment is $3.96 for each pupil enrolled. In the Hudson school, in the same county, with building and equipment valued at $60,000.00 and an enrollment of 800 pupils, the per pupil value of buildings and equipment is $75.00 for each pupil enrolled. In spite of this difference in provision for the two schools, the taxpayer in the Old Houck district pays the same rate of tax per $100.00 valuation of property that the Hudson, or any other district property owner pays. In fact he is helping to pay for the modern buildings in other parts of the county without being able to profit in any way from such payments for his children in the elementary grades. It is true that pupils of high school level living in this area are transported free to some county high school, but for the elementary child a handicap exists which should be removed, if the bond retirement plan now in use is to be continued. CURRENT COSTS The total current expenditure for schools in Caldwell county, for white and colored children, was $170,627.05 for the school year 1934-35. Of this amount $161,320.93 was spent for 7,662 white pupils, a per capita expenditure for the white enrollment of $21.05. $9,306.12 was spent for 657 colored children, or a per capita for the colored enrollment of $14.16. A total of $17,952.86 was spent for capital outlay, a per capita expendi- ture on the basis of enrollment of $2.16, all of which was spent for white schools. For debt service obligations the total expenditure was $49,692.15. This represents a per capita for white and colored pupils enrolled of $5.97, but here again no debt service was chargeable against the colored pupils, all the expenditure representing obligations for white schools. 66 TABLE VII. SCHEDULE OF PAYMENTS FOR ALL SCHOOL OBLIGA- TIONS AND FOR PURPOSES OTHER THAN SCHOOLS IN CALDWELL COUNTY (These figures are total payments, principal and interest combined, by years, for all units within the county, combined with the countj^-wide figures.) Year in Which Payment is Dub Payments for School Obligations (Bonds and Loans) Payments for Obligations "Other Than" Schools Total Payments Due Annually as Shown 1935- 1936- 1937- 1938- 1939- 1940- 1941- 1942. 1943. 1944. 1945. 1946- 1947- 1948- 1949- 19r0- 1951- 1952- 1953- 19.54. 1955- 1956- 1957- 1958- 1959- 1960. 1961- 1962. 1963- 1964- 1965- 1966- 1967- 49,692.15 37,238.82 36,074.74 35,469.68 35,561.26 34,443.57 33,325.50 28,974.19 23,791.38 19,522.82 18,878.25 15,097.88 14,592.50 11,741.25 11,340.00 10,460.00 7,080.00 6,880.00 7,680.00 7,440.00 4,200.00 4,080.00 3,960.00 ,840.00 ,720.00 ,600.00 ,480.00 ,360.00 ,240.00 ,120.00 125,082.50 138,111.00 125,737.50 219,530.00 113,322.00 135,. 340. 00 107,332.50 94,996.25 92,191.25 86,469.25 84,805.00 82,117.50 70,485.00 69,265.00 66,985.00 66,428.75 66,. 346. 25 58,978.75 53,911.25 42,918.75 34,281.25 29,983.75 25,996.25 24,888.75 17,891.25 15,228.75 14,616.25 14,003.75 13,291.25 7,778.75 3,498.00 3,356.25 3,213.75 3,071.25 174,774.65 161,812.24 176,349.82 254,999.68 148,883.26 169,783.57 140,658.00 123,970.44 115,882.63 105,992.07 103,683.25 97,215.38 85,077.50 81,006.25 78,325.00 76,888.75 73,426.25 65,858.75 61,491.25 50,3.58.75 38,481.25 34,063.75 29,846.25 28,728.75 21,611.25 18,828.75 18,096.25 17,363.75 16,531.25 10,898.70 3,498.00 3,356.25 3,213.75 3,071.25 Total - 481,883.9 % 2,111,242.50 $ 2,593,126.49 BUELDINGS In school buildings and equipment, Caldwell County shows a wide variation. The ten white one-teacher schools, have an average value of approximately $300.00 each. Equipment consists of old home-made desks. There are no libraries, and no teaching aids. Unjacketed stoves furnish the heai.; water is provided from coolers or buckets; and outside privies are the only toilet facilities available. None of these buildings are shown to be electrically lighted. The two two-teacher school buildings are valued at not over $400.00 each, including seating, and show the same lack of equipment as the one- Toom schools. In the one three-teacher school building there is a slightly 67 higher per pupil value. Patent desks, several years old, are provided, and there is a small amount of teaching equipment, and a very small library. Of the ten buildings with six to nine rooms, nine are constructed of brick, or brick veneer, three show poor arrangement which can never be made to reach the State standards for buildings without a large capital outlay. Modern furniture is provided, and each of these nine buildings has steam heat, running water in the lavatories, fountains, and modern sanitary facilities. Teaching equipment is superior to that in the small schools. Libraries with a fairly good selection of books, are maintained, and practically all of these schools have playground equipment. In the other six to nine-room building, about the only advantage found over the smaller schools is that a teacher for each grade is provided. The building and equipment are not modern, and the arrangement is poor for efficient instruction. This building should be replaced. In the five school buildings for white pupils having ten or more teachers, the best of facilities are to be found. All modern conveniences have been provided; teaching equipment is reasonably adequate, and the general conditions are satisfactory. This group of schools, together with the six to nine-teacher group, enroll 89% of the total elementary pupils in the county. This leaves 11% of the white children poorly provided for. In the colored schools, only three buildings can be considered as at all creditable. Two of these buildings are in the Lenoir unit, and one is in the rural area. The other twelve colored school buildings are below any standard of comfort or efficiency, and should be replaced, or the pupils transferred to other centers. TEACHING PERSONNEL, The training of white teachers in the Caldwell County schools will approximate the average training of white teachers in the State as a whole. This training averages 3.5 years of college. Only a very small num- ber of teachers have training of less than the equivalent of one year in college, and these teachers are found in the small schools. Records show that about ten years ago, in order to meet certain requirements of the old Equalizing Fund in North Carolina, certain restrictions were placed upon the employment of teachers in the consolidated schools, and a determined effort was made to force an improvement in the type of teacher employed in these schools. In order to provide as far as possible for those teachers in the system whose qualifications were below the standards set up for the consolidated schools, they were offered places in the schools in the more isolated areas. The results show that whereas in 1925, according to records of the State Department of Public Instruction, the average training of all white teachers in Caldwell County was one- half year above high school level, the average training of all teachers has now risen to three full years of college. In the larger schools, the average training of all teachers will approxi- mate college graduation. The tenure of white teachers will average four years in the same position, and seven and one-half years in the county. The average teaching experience of all white teachers is more than six years, with about ten per cent of inexperienced teachers coming into the schools each year. 68 In the colored schools a very different situation exists, with regard to teachers in the rural schools. There the training averages below high school graduation. Teacher turn-over from year to year is high, though many of the shifts are shown to be from one school to another within the county. Experience is about a four-year average. In the Lenoir colored schools the teachers average above two years of college training. The teacher tenure is good — changes in teachers rarely occur. They average about seven years in teaching experience. REORGANIZATION SUGGESTIONS Any proposal relative to changes in the existing system of the schools of Caldwell County should be made with a view to giving the maximum service to all the people, white and colored, within the county, and should be based on the needs of the people for a number of years in the future. Certain factors are fundamental, important among which are uniform advantages for all students. These would include adequate and comfort- able buildings, ample teaching equipment, properly trained teachers, com- fortable and safe transportation of all students living beyond the walking distance, with adequate provision made to shorten the time required for many children to reach school after leaving home in the morning, and the time required for them to be returned home in the afternoon after they have been dismissed from school. A condition vital to the above program is the ability of the county to finance it. Caldwell County is about an average county in North Carolina in size and wealth. Lenoir, the county seat, is centrally located, and good roads radiate in all directions. The population of Lenoir is 6,000, white and colored. The county-wide tax rate is already carrying a part of the school debt service requirements of the Lenoir unit, and many students from outside the Lenoir unit attend the Lenoir schools. It is, therefore, sug- gested that the Lenoir school unit and the county unit be combined under one administration, along such lines as may be determined locally, and that in the reorganization program hereafter suggested, groupings of students be made from the standpoint of the greatest efficiency of opera- tion for the entire county. The above suggestion is made with a view to holding capital expendi- tures for new buildings and alterations of old ones to a minimum for a more economical operation of the schools; for uniform advantages to all the children of the county, and for a more diversified program of studies than is possible under the present divided organization. With the State standards for schools as a basis, together with a study of the school population spot map; the unfavorable natural barriers in certain secrions of the county; the inadequate buildings and teaching equipment (particularly in the small schools) and the fact that the debt service tax levy for schools is county-wide, the following reorganization is suggested: 1. Build and equip a two-room school building at the junction of high- way 90 and the Mortimer road, to serve Edgemont, Mortimer, and Maple Grove schools. 2. Build and equip a modern one-room school building at White Springs. Geographic conditions make this location permanent. 69 3. Build and equip a two-room building mid-way between Upton and Globe to serve those two schools. 4. Build and equip a one-room building at Cane Branch. Due to geo- graphic conditions, this location is permanent. 5. Divide the Bailey Camp area, and send the upper part of this school to Blowing Rock, and the lower part to Happy Valley. 6. Build and equip a two-room building at Buffalo Cove. This school has been operating as a one-teacher school, but with a school census of 9 5, and an enrollment of 67, provision should be made for two teachers. The location makes this a permanent school, but the present building should be replaced. 7. Transfer the Piney Grove school to Happy Valley. The distance is short, the road is good, and the number of pupils is small. 8. Transfer the Baton school to either Saw Mills or Granite Falls. High school students are already transferred from this area, and relatively small additional transportation facilities will enable these students to go to a more efficient school. 9. Transfer the Old Houck school to Lenoir. A comparatively small amount of road work would make this consolidation possible. 10. Transfer the Cottrell Hill school to Lenoir. 11. Transfer the Hartley school to Valmead. 12. Bjuilding improvements should be made at Oak Hill, Grace Chapel, and Valmead. At the first two of these schools changes need consist only of rearrangement of rooms. Under the reorganization plan sug- gested, there is need for additional room at Valmead to relieve an already crowded condition, and the arrangement of the present build- ing is bad. Rhodhiss should have a new grade building, properly equipped, to replace the poorly arranged wooden building now in use. 13. Add eight to ten rooms to one of the white elementary schools in Lenoir, to eliminate the need for using the central building for ele- mentary grades, and provide space for proposed transfer of rural high school students to this school. 14. Oak Hill, Hudson, Kings Creek, and Happy Valley schools, where high school departments are now operated, are shown to be crowded. To build additions to all these schools would occasion quite a large capital expenditure. The elementary enrollment supporting these high schools is too small to provide a high school at either place with a diversified program. Distances from these schools to Lenoir are rela- tively short, with hard surfaced highways to each. It is therefore recommended that the tenth and eleventh grades from the Happy Valley school be transferr^ed to Lenoir, leaving a junior high school at Happy Valley. Transfer all of .the Kings Creek high school department to Lenoir. Transfer the tenth and eleventh grades of Oak Hill and Hudson to Lenoir and Granite Falls — the dividing line in each case being the point of greatest convenience. This would leave a junior high school at Hudson and Oak Hill. Transfer all high school students from Gamewell district now going to Collettsville to Lenoir, eliminating an unnecessarily long haul for these students, and relieving the Collettsville building of its present crowded condition. Leave the Colletsville high school department at this school because of geographic conditions, and distance from other sections of the county. Results of this reorganization will be: a. The relief of over-crowded condition in Happy Valley, Kings Creek, Oak Hill, Hudson and Collettsville. b. The saving of capital expenditures at each of these schools, which would be necessary if the changes are not made. 70 c. A decided saving in operation costs, both instructional and in trans- portation. d. Provision for a wider curriculum offered for all high school students, made possible by larger student enrollment in the proposed high schools of Lenoir and Granite Falls. e. Sufficient room will be provided under this arrangement for growth of elementary schools in the buildings now crowded. COLORED SCHOOLS The three one-teacher colored schools in the Kings Creek area, Kings Creek, Grandin, and German Hill, should be combined, with a centrally located building of two rooms. In this way one two-teacher school can be made to serve the same children now in three separate one-teacher schools. This building should be considered as permanent, and appropriately equipped. Transportation should be provided for these students outside walking distance to the new school. A colored high school truck should start from this proposed new school, bringing high school students through the Happy Chapel area and picking up high school students there, together with the total elementary and high school students of the Warrior school, and bringing all these to the Lenoir colored school. On this truck, too, the children from the Mulberry school can be carried to the Lenoir school, with perhaps a feeder truck bringing the children from the Mulberry school to the junction of highway No. 90. The Happy Chapel elementary school should be combined with the Buffalo school, and a new building erected midway between the two set- tlements. This arrangement will eliminate the Mulberry, Warrior, and Happy Chapel schools. The Franklin school should be transferred to Adako and a new building constructed, and equipped, to care for the children of both schools. The Franklin school is small, and the necessary transportation equipment can be easily provided. Harpertown and Dulatown schools should remain at their present loca- tions, with a new building and equipment at Harpertown, Dulatown, and equipment at Harpertown. Mars Hill is too far from any other colored settlement to justify con- solidation. It is, therefore, recomijiended that modern improvements be made at this school, and that it remain there permanently. The same con- dition, and the same recommendations obtain with respect to the Granite Falls colored school. The two schools for colored children in Lenoir are permanent, and should remain as now operated. Transportation should be provided for all colored high school students in the county to the Lenoir colored high school.^ COST OF PUTTING THE PROPOSED PROGRAM INTO EFFECT Table VIII gives in detail the cost of changes in buildings required for the proposed reorganization of schools. In arriving at the amounts neces- sary to be spent for the various school buildings and equipment, the following unit prices have been used: For solid brick construction, 12^ per cu. ft., or $2.00 per sq. ft. of floor area. ^ A modification of this plan of organization is under consideration by the School officials of Caldwell County. 71 TABLE VIII. BUILDING AND EQUIPMENT NEEDS FOR PROPOSED REORGANIZATION OF SCHOOLS White Schools Line No. Present Schools Present Elemen- tary Enroll- ment Present High School Enroll- ment Present No. Elemen- tary Teachers Present No. High School Teachers Schools to be Perma- nent Transfer to Line No. -^ (Ele- mentary) High School to Line — Cost of Building Needs and Equipment Needs 1 Collettsville 270 27 48 45 37 35 46 354 37 67 47 270 3C3 63 304 236 226 22 121 107 84 123 7 1 1 1 1 1 1 8 1 1 1 7 8 2 8 7 6 1 4 X % 3,000.00 ■7, Globe 3 1 1 ?, X X X X 4,500.00* 4 2,300.00* f) 5 8 12 28 15 8 1 1 1 28 1 8 8 28' 28 28 28 28t 20 20 15 fi 2,300.00* 7 Maple Grove S 4 X 3,750.00 Q in X 4,500.00* n Hartley Valmead - n 3 X X 12,500.00* iR 3,000.00 14 CottrellHill _ _._ 15 Oak Hill 4 X X X 3,000.00 Ifi 2,000.00 17 2,000.00 18 Holsclaw 1Q ''n Granite Falls 696 271 500 219 455 106 420 101 1,153 212 281 346 17 7 13 6 11 3 9 2 31 6 9 X X X X X 8,250.00 ?i 20 or 23 28 20 20 & 28t 20 28 20 28 28 13,500.00* 22 28 Hudson 4,500.00 2,000.00 24 25 Whitnel 4,000.00 26 27 Gamewells Old Houck X 3,000.00 ■OR Lenoir Totals 11 X 31,500.00* 6,388 1,274 152 41 $114,100.00 Colored Schools 1 Franklin Adako Mulberry Mars Hill 18 22 8 23 46 44 13 14 21 14 20 20 12 157 153 72 1 2 14 14 9 11 11 14 14 14 14 14 14 14 14 14 14 14 14 14 $ 2 X 2,300.00* 4 X X X 2,300.00* 5 6 7 Harpertown Dulatown Warrior 2,300.00* 2,300.00* 8 .9 10 Buffalo X 2,300.00* 11 1' Grandin.. X 4,500.00* 13 2 X X X 2,300.00* 14 Lenoir — Friedman 3,000.00 15 14 3,000.00 585 72 21 2 $ 24,300.00 * Totals for building equipment. Lines not starred, equipment only, t Tenth and eleventh grades to be transferred. 72 SCHOOL POPULATION M SCHOOL BUILDINGS MAP WILKES COUNTY For teaching equipment the estimated amounts are based on $7.50 per enrolled pupil. The minimum allotted for this item should in no case be less than $250.00 per classroom. As may be seen from the table the total cost of this proposal is $99,900 for needed buildings, divided as follows: $75,600 for white schools and $24,300 for colored schools. A total of $43,500 is needed for teaching equipment — $38,500 for white schools and $5,000 for colored schools. This makes a total outlay of $143,400 for buildings and equipment for white and colored schools in the county. The saving in operation of this organization over the present one would probably be suificient to provide all necessary additional transportation equipment. With this organization, the poorly trained teacher should be replaced in both white and colored schools with the highest trained teachers avail- able, to the end that all of the pupils within the county may have an equal educational opportunity. WILKES COUNTY Wilkes county has carried out no well developed plan of consolidation. A part of the Survey of Local School Units has been devoted to a detailed study of the existing educational program. In Table IX the existing organi- zation is given. In Table X a suggested reorganization is shown. This reorganization would reduce the number of elementary schools from eighty-four to thirty-six, twelve of which would be temporary. Transportation would be provided for 2,895 additional children and 114 new classrooms would be necessary. NEW HANOVER COUNTY In contrast to Wilkes county a detailed study of New Hanover county reveals the white schools to be completely consolidated. All white children of the county, both urban and rural, are provided for in the New Hanover High School at Wilmington. There are only four white rural schools in the county and the educational program offered in them is the same as that found in the Wilmington schools. Recommendation for Wilmington and New Hanover county white schools involves only improvements of the existing facilities, most of which are in progress, with the necessary funds available. While the status of the colored schools is not as good as that of the white the completion of the building program now under way will make available standard school facilities for every colored child in the county. 73 W O o o w Q^ Zco g^ H . CO 1— I r^ i>. r^ t- i>. »— t T" 1 I I 1 1 T lo 00 <:o 00 !>. !>. i 1-1 t^ i>. t>. r- t-^ !>. t>. OS I>- DO O i-t lO Oi -rf »0 Tt* OO lO CO t^ t>. I t^ t^ I>- 1^- 1>. I>- I I I I I 1° CO (M CO CO -^ '^ ^ 05 OS CO 00-^CO-^'^'-'CO'^ CO i-H Tt< CO CO O -<*H T-H r- t- " '^ ■^IOCOCOCOIO'^»OI>-COCOCO r-lOl0030GCl-HCDO r* T-H T^i— l(Mrt(t--^iOCO«:>CO CO Ci O CO 1— • t-- Tt* COO«Ot^I>-iiO"^iO CO r-l !dd J^ LT**!!- 0-C3 in'TS S^ O >^ " 5S OL3w--C-jC-^^ ^ W 03. S S ^-5KQowfcoomWh:ii-jSsss;§oocL,(iK!» 74 lO 1 I I I I I I 1 ' o od I I I ! I I ! I ! o t^ I ( 1 I I I ■ 1 1 oo t^ to Oi ^ CO in « t^ to n (M 00 t~ o 00 >o t- 00 00 o ^ o TO 03 ro 00 o (M 00 00 f,. ,_, no to t-- t^ 00 QO o cs .1 ,1 .1 I 1 l^- l:^ t^ i-Ht^t^t^t*t^t^i>i>.i:^t^i>.i>.i>.t*i:^j>.|>t-i>.t^t»J>-i-t I I I I I I I I I I I I t I I I I I CO t r 1 I t 1 I I I urs CO I I I 1 r I I I I I--. TtH 1 I CO CO (M "^ CO -^ -?tH T-H CO l-H ■'Ncocococo'^csicoco'^corfiocoeo'':*^-^ CO CO Tjl 00 I I en *-i 1 1 I I 1 1 I t I (M OO OO rt< - CD lO O CO C^tMUTiOOOOtNiOC^tMiO-* O O '^ CO OO O Cq CO 00 C^ CO OO 1-1 CO o , , , I , ^ •^ I I I I 1 I 1 r 1 O cocDi— ^lOoooi>!*^l^-osc^■^LO^-co COiO'^l>-OiC<|OOr-tCO»— tio-^ic^ t? CN CO t« CQ c^ Oi 00 CO CO OS CO CO CO O CO Tji^t^ ^loeocD-^oocot-c^-^OiococD »0 CO W O t~- CO C•COCOcD■<*^OQCD^^- I" I r;3 O; ►:- f>» >> w -2 iS . - _» "^ J4 ^ 12; S "2 02 w g • S..S 3 S 3 • C t. g g ja rt o § jq o ^S vS "3 « 3 ^ vH S « IS S 75 Per Cent Enrollment in Average Daily Attendance 75.0 83.3 i J iO(NO-*0-^tr^t— ^^C'0i^H»f:.C0OOC0Tt-OicocDooi>.co ! 1 ' I iiiiij^TiiiiiT iiiii »3 i ll i i i i i i S i i i i i g i i i i i i i i i i i a II »0 lOCOiOb-cO iO»OiO TH'-HOC0Tt<00CDC0l^-«NC500L0Tt-OiOCOCR'»OiC 1 C2 i o t^ cq CO CO oo if3 oo 1 s CO ^ i o ' c^ i cq i^- t~ ' 5 oo" cq o CO CO CO o O C-1 s s ii o '3 1 1 ^ 1 : fe g M a ^ a & o O 00 Oi CO 00 CO t- o ■^ lO !>■ I I J J J I I I I 1 I I CD CT) oo oo I I I I (M CO CSJ i-H i-" CO 0 CO U3 ^ CO (M CO M CO CO (M i High School Pupils 00 00 Schools to be Eliminated 1 2 TO t 1 o ta c w Miller ,.- Arbor Goshen 1 c Lovelace Shady Grove Windv Gan _ Mt. Pisgah Lewis Spurgeon 1 1 c > c Gilreath Cherry G rove Mt. Orfi.qt . _ . _ _ 1 -^ || 9 -a o bo 1 00 '-' s Elemen- tary Pupils to 2 I>- S ■TtH t^ High School Pupils O 00 Proposed Schools 1. High School: ii o 3 M 2 c t 1 c D j =3 e 1 >3 78 — r (M — 1 -H •o ■o C^ rt CO to lO tC O *-H C^ M .— t 22 t~ lO o o ■* N -* CO '^fi o Patton's Ridge Summit Big Ivey Blue Ridge (Temporary until roads are improved.) Marmon White Oak Loggins Oak Grove (Kept here due to geographic conditions.) Burke. Friendship (Burke can be trans- ferred when roads are improved; Friendship cannot due to moun- tainous conditions.) 1 c C 1 =3 " o 05 n § 5 = ■^ s g^ 81 SCHOOL TRANSPORTATION Transportation of school children in North Carolina has shown a rapid and steady growth during the past twenty years. Beginning with the school year 1914-1915, with six vehicles which carried 247 pupils to school daily, the system of transportation has grown until during the school year 1934-1935 3,988 busses transported a total of 259,897 pupils daily. The annual cost in this latter year for transportation of both races was $1,929,074.78. Of the total busses, 3,784 were used to transport 249,685 white pupils at a total annual cost of $1,886,112.31; while 204 busses transported 10,214 colored pupils at a total annual cost of $42,962.47. The busses used in the transportation of the white children travelled a total of 68,225 miles one-way daily; and for the colored children 5,616 miles one-way daily, or a total one-way mileage of 73,841 for both white TABLE 18. NUMBER AND PER CENT OF PUPILS TRANSPORTED AT PUBLIC EXPENSE BY TEN- YEAR INTERVALS IN NORTH CAROLINA 1900 1910 1920 1930 1935 NllTtlVipr nf Pupils 7,936 1.1 181,494 20.9 256,775 Per Cent of Pupils 28.7 TABLE 19. UNIT COST OF TRANSPORTATION BY TEN YEAR INTERVALS IN NORTH CAROLINA (Based on Average Daily Attendance, White and Colored.) 1920 Current Expense for Transportation Cost Per Pupil Per Year Cost Per Pupil Per Day._ _._. Not Available. Not Available. Not Available, 2,273,287.55 12.52 1,936,985.82 7.55 .047 and colored schools. If the round-trip mileage is counted, it is seen that all busses for both white and colored schools in North Carolina travel 147,682 miles each day, or a distance equal to nearly six times the dis- tance around the earth. Such an undertaking is clearly one that must occupy a large part of the thought and planning of school officials, and it is also one which demands a substantial per cent of the operating school budget. A detailed summary of the State's school transportation system by counties and races is given in Table 20. The relatively small number of busses operated for colored children is explained, in part, by the fact that the establishment of consolidated schools for the white children was begun several years before consolida- tion programs were undertaken for the colored children. The establishment of high schools and consolidated schools for colored children is progressing and transportation facilities are increasing. 82 TABLE 20. PUBLIC TRANSPORTATION OF PUPILS IN NORTH CAROLINA Year Number of Schools Served Number of Vehicles Daily Operating Mileage Number of Children Transported Current Operating Costs* Current Op- erating Costs Per Pupil Capital Outlay Costs 1914-1915 6 150 247 7,936 S $ s 1919-1920 1920-1921 1921-1922 528 858 1,318 1,909 2,317 2,876 3,258 3,716 4,046 4,240 4,318 4,502 4,082 4,035 20,359 31,544 48,251 69,295 87,283 111,725 136,980 165,328" 181,494 200,416 225,814 244,147 236,170 265,110 284,884 ■ 456,732 654,644 994,611 1,302,720 1,581,120 1,676,442 1,929,283 2,273,287 2,174,133 2,061,354 1,956,387 1,552,768 tl, 883, 744 13.09 14.48 13.57 14.35 14.93 14.15 12.24 11.67 12.53 10.85 9.13 8.01 6.57 7.00 248,890 1922-1923 310,983 1923-1924 511,444 1924-1925 40,667 51,869 68,821 78,523 95,662 108,001 117,740 123,700 130,387 116,724 124,980 647,512 1925-1926 552,291 1926-1927 572,395 1927-1928 1928-1929 1929-1930 1930-1931 1931-1932 1932-1933 1933-1934 1934-1935 1,038 1,118 1,266 1,170 1,218 1,269 1,235 1,220 562,854 492,585 349,063 235,370 186,833 55,953 37,581 68,000 * The current operating costs include all e.xpenditures for purchase of replacement busses. t Of the total of $1,883,744 costs in 1934-35, 8688,386 was for purchasing replacement busses, with the Federal Govermnent providing §197,000 in a grant on a PWA project. TABLE 21. TRANSPORTATION DATA BY COUNTIES, 1934-1935 White Race COUNTT Alamance Alexander Alleghany Anson Ashe Avery Beaufort Bertie Bladen Brunswick.. - Buncombe.._ Burke Cabarrus CaldweU Camden Carteret Caswell Catawba Chatham Cherokee Chowan Clay. Cleveland Columbus Craven Cumberland. Currituck Dare Davidson Davie Duplin Durham Edgecombe.. Forsyth Franklin Gaston Gates Graham Granville Greene GuUford Harnett Haywood... Henderson.. Hertford Hoke Hyde IredeU Jackson Johnston... Jones Lee Number of Busses Used Daily 42 29 10 43 26 21 48 33 57 40 57 32 42 35 13 24 80 53 47 17 9 6 49 55 30 31 11 10 75 19 56 41 57 54 53 40 21 16 50 40 83 27 62 23 36 23 13 16 62 13 150 22 26 Maximum No. of Pupils Transported Daily 2,207 1,413 634 2,118 1,574 1,585 2,502 1,617 2,411 1,872 6,542 2,881 2,836 2,812 886 1,386 2,013 4,529 2,673 1,304 583 735 3,932 3,670 1,978 3,065 • 854 243 5,162 1,317 3,703 2,600 2,557 5,528 2,832 3,163 1,200 648 2,424 2,364 4,975 1,464 5,199 3,313 3,218 1,073 725 746 4,482 1,029 7,794 1,235 1,656 Maximum No. Miles Daily One Way 448 409 119 687 315 270 964 511 1,385 588 1,016 532 1,580 505 204 381 620 1,046 833 309 172 87 996 834 509 655 245 190 1,948 270 898 577 1,329 951 688 639 320 151 778 495 2,476 568 1,021 461 521 338 221 198 1,081 280 2,978 332 767 Average Cost Daily Per Bus 3.06 2.59 4.05 2.96 3.35 2.70 3.16 3.51 2.48 3.31 3.62 3.45 3.71 3.12 3.08 3.67 4.38 8.51 3.03 4.02 3.12 2.77 3.96 3.14 3.83 3.87 4.28 4.42 2.49 2.79 3.16 3.19 2.53 2.49 2.72 3.65 3.13 2.95 3.33 3.42 1.65 4.45 2.35 3.96 3.92 3.16 4.03 3.91 2.75 4.64 2.41 3.21 2.66 Daily Cost Per PupU .056 .054 .040 .060 .055 .036 .060 .071 .059 .070 .031 .038 .055 .037 .045 .064 .065 .100 .054 .053 .048 .060 .050 .048 .058 .038 .046 .184 .037 .040 .047 .050 .057 .024 .051 .046 .054 .073 .069 .058 .027 .082 .027 .027 .044 .068 .073 .085 .038 .059 .047 .063 .042 Total Cost All Busses Per Year 547.98 042.26 482.45 431.55 039.26 070.92 015.25 056.37 628.09 175.97 058.95 771.05 924.23 564.85 414.41 ,270.30 ,061.08 11 ,792.23 937.18 690.30 762.03 155.61 608.00 493.10 162.50 542.26 468.07 920.56 483.20 315.11 ,945.26 132.70 ,529.39 083.48 ,392.61 540.90 756.26 685.70 915.50 212.32 238.93 391.46 236.60 589.49 ,648.10 402.93 ,012.34 ,296.04 ,662.70 ,804.59 203.35 078.00 84 TABLE 21— Continued County Number of Busses Used Daily Maximum No. of Pupils Transported Daily Maximum No. Miles DaUy One Way Average Cost Daily Per Bus Average Daily Cost Per Pupil Total Cost All Busses Per Year Lenoir Lincoln Macon Madison Martin McDowell Mecklenburg Mitchell Mon'gomery Moore Nash New Hanover Northampton Onslow... Orange Pamlico Pasquotank Pender Perquimans Person Pitt.- Polk Randolph Richmond Robeson Rockingham Rowan Rutherford Sampson Scotland Stanly Stokes Surry Swain Transylvania Tyrrell Union Vance Wake Warren Washington Watauga Wayne Wilkes Wilson Yadkin Yancey Total White. 65 28 11 27 37 24 59 15 39 56 51 8 44 36 35 16 22 30 10 35 80 24 51 33 87 57 41 72 85 17 47 34 44 12 9 13 70 25 113 32 19 15 63 45 60 16 14 2,717 2,785 649 2,896 2,182 1,718 5,003 1,501 2,176 3,041 3,297 730 1,609 2,088 1,729 1,074 1,018 1,742 644 2,115 4,406 1,496 3,143 1,986 6,068 3,658 2,953 4,096 5,700 940 3,663 3,164 4,517 873 674 475 5,412 1,715 6,769 1,377 257 1,138 4,069 2,731 3,524 1,345 1,560 1,182 485 193 536 893 961 917 281 694 1,007 671 142 449 718 445 199 171 456 299 639 882 285 914 477 1,579 712 752 2,070 1,285 267 651 663 919 206 •144 243 1,652 281 1,401 555 1,130 215 628 813 797 254 353 2.28 3.37 3.52 4.71 3.22 3.75 4.52 3.78 3.61 2.67 2.68 5.62 2.82 3.45 3.28 3.27 2.64 3.70 4.18 3.86 2.23 3.68 2.84 2.64 6.32 3.01 3.20 3.00 2.18 3.12 3.06 3.17 4.01 3.69 4.25 2.37 2.46 4.31 2.99 3.81 2.69 3.92 2.45 3.48 3.16 3.13 3.76 .055 .034 .059 .044 .054 .053 .053 .037 .063 .049 .041 .061 .078 .059 .066 .049 .046 .063 .065 .060 .040 .059 .046 .044 .091 .064 .044 .053 .032 .056 .039 .033 .039 .051 .057 .065 .033 .063 .050 .088 .206 .050 .038 .058 .054 .037 .033 23,791.23 15,110.53 6,195.76 20,352.04 19,059.08 14,381.04 42,685.70 9,466.65 21,959.65 23,990.98 21,910.34 7,199.00 19,899.72 19,877.42 18,414.94 8,379.99 9,285.31 17,779.96 6,695.07 21,640.71 28,548.21 14,156.50 23,216.60 13,952.99 41,245.87 27,525.50 21,024.62 34,633.69 29,776.39 8,504.58 23,069.89 17,274.43 28,139.88 7,103.58 6,131.79 4,948.99 27,645.04 17,266.65 44,004.93 19,542.56 8,186.36 9,241.19 24,728.11 25,076.96 30,363.85 8,034.15 8,442.21 3,784 68,225 $ 3.39 $ .047 ,112.31 85 TABLE 2l—Continued Colored Race COUNTT Number of Busses Used Daily Maximum No. of Pupils Transported DaUy Majdmum No. Miles Daily One Way Average Cost Daily Per Bus Average Daily Cost Per Pupil Total Cost All Busses Per Year Alamance Alexander Avery Bertie Buncombe Caswell Catawba Chatham Columbus Craven Currituck Davidson Durham Gaston Greene Guilford Halifax Harnett Henderson Hertford Hyde Iredell Jackson Johnston Jones Macon Mecklenburg Montgomery Nash New Hanover Onslow Pender Perquimans- Richmond Robeson Rockingham Stanly Tyrrell Vance Wake Warren WajTie Total Colored Grand Total 204 75 176 40 230 153 303 94 124 151 181 494 131 162 293 129 618 160 170 49 410 113 411 39 ,820 84 59 190 320 129 151 105 333 101 105 225 46 88 74 192 751 695 40 57 83 20 68 87 158 47 62 104 59 94 142 106 88 82 565 162 99 23 226 26 152 33 1,010 86 22 52 156 63 61 57 156 61 58 116 17 40 58 95 350 622 12 2 2.64 1.08 2.27 3.24 1.29 .99 1.07 .92 1.76 1.04 .91 2.14 3.59 1.61 .31 2.38 .388 4.68 .46 2.47 5.59 .40 2.23 .97 1.64 2.49 1.39 2.40 2.12 .67 5.64 . .933 1.21 2.09 2.55 10,214 5,616 $ 1.94 .048 .032 .075 .019 .057 .011 .045 .051 .037 .020 .049 .030 .014 .213 .046 .038 .026 .089 .079 .043 .084 .061 .006 .110 .007 .026 .124 .009 .060 .018 .030 .049 .013 .053 .046 .015 .035 .024 .009 .045 .063 $ .027 589.36 901.14 480.00 699.25 1,390.21 545.08 679.54 848.42 867.37 1,086.39 1,557.57 1,0.33.06 791.19 686.18 441.88 4,500.00 1,005.29 729.27 684.85 5,174.34 773.04 551.65 380.88 1,865.12 1,500.00 74.00 790.97 626.98 192.00 1,427.91 312.20 1,774.56 798.88 223.92 1,922.40 350.00 214.43 270.86 746.99 1,168.78 5,020.42 408.09 42,962.47 259,899 73,841 $ 3.02 $ .046 ,929,074.78 86 SCHOOL PLANTS The first public school law in North Carolina was passed in 18 39. As first introduced, it provided that the State should be divided into districts con- taining not more than six square miles. In each of these districts there were to be not less than three, nor more than six Committeemen among whose duties it was, under the direction of the County Superintendents (each county had not less than five nor more than ten of these officials), "at some suitable place in each district, erect a schoolhouse sufficiently large to accommodate at least fifty scholars, and shall procure a deed to the Committee of the district for a quantity of land not exceeding five acres, embracing the site of said schoolhouse, provided the cost of the whole shall not exceed the sum of $125.00, and shall be paid by the public treasurer out of the accumulations of the fund for common schools." This fund was the old Literary Fund, which then amounted to some $2,000,000. But as modest an amount as $125.00 seems for a schoolhouse and a five acre site, this section was eliminated from the 18 39 law that was finally passed, and any district in the State that voted $20.00 for running a school and erected a schoolhouse sufficient to accommodate fifty scholars was entitled to receive $40.00 from the Literary Fund. The first schoolhouses, according to the available data, were poorly planned and cheaply constructed. It was not until 1869 that a publication on Schoolhouse Planning was issued. During the first thirteen years after the establishment of public schools, there was no central authority to perform such duties. In 18 52 Calvin H. Wiley was elected Superintendent of the Common Schools of the State. At that time there were some 2,000 teachers em- ployed in the public schools. Superintendent Wiley went about his job in a very intelligent and energetic way. From the reports of his visitations and the information furnished him by the school officials of the several counties, we get a fair picture of a number of the schoolhouses in the State. We learn from a report to Mr. Wiley something about the buildings in Burke County and what went on within the classroom. All of the districts had schoolhouses with the exception of five. Particular mention is made of the fact that a number of them had glass windows and rock chimneys. A few of the districts had neither houses nor teachers. A report from Alamance County for the same year reveals that the forty-eight houses and the land on which they were situated averaged about $100.00 each in value. An official from Union County reported to Superintendent Wiley that he had visited seventeen districts in his county, and that he scolded about the bad seats, open houses and smoking chimneys. Doubtless a true picture of the average "common" schoolhouse erected between 1840 and 1860 would be one about 24 by 30, with a porch or a vestibule on the front and two windows on either side and in the rear. The better ones had belfries and a flue for a stove. The plainer ones lacked the belfry and were provided with fireplaces. A few schoolhouses that had the old fireplaces have just been replaced in North Carolina. The law providing for the first school building plans required the State Superintendent to publish "such suggestions on school architecture as he may deem useful with such woodcuts and plans of schoolhouses as he may be able to obtain. He shall furnish each school officer and teacher with at 87 \ least one copy of said pamphlet." This pamphlet was duly published con- taining plans for some fifteen different types of houses. It was stated in the pamphlet that plans and drawings with specifications could be obtained from the State Superintendent's office. Plan of house No. 1 is described as follows: "It has a vestibule 15 by 814 feet from outside to inside. The windows are hung on single cords and axle pulleys for convenience in ventilating the room. There is a floor register placed under the stove for the admission of fresh air. The main room will take in the platform^ for teacher's desks and four rows of double desks which will accommodate fifty pupils. A bookcase can be fixed between the doors at the lower end of the room (there were two doors at the rear end of this particular building), with lock and key for safe keeping of books, stationery and so on. The vestibule is supplied with shelves and hat pins or hooks, water bench and washstand." One of the two-room buildings described was provided with sashes hung upon cords and pulleys which could be raised so as to throw both rooms into one. We are told that when the sashes were down, the noise from one room was entirely shut out from the other, but that the principal could overlook the assistant's room through the glass partition. The estimated costs of these structures are not given. However, the estimated cost of a log schoolhouse, a neat design of which is given, was $200 for a building to accommodate fifty to sixty-four pupils. The law providing for these plans was repealed in 1870. With the exception of a few simple floor plans, another bulletin was not issued until 1902. The one-story plans in this pamphlet were in the main good. However, there was a reversion to the old academy type of two- story buildings for the larger schools. This bulletin was slightly revised one time. The third bulletin of plans issued by the department bears the date of 1914. The plans were drawn by a reputable architect and were modern in their arrangement. Blueprints of the buildings shown in this pamphlet were available at flve dollars per classroom unit. Since the issuance of these plans, the trend in schoolhouse planning has been towards the employment of private architects for all except small buildings. All plans must be approved by the State Superintendent of Public Instruction. A Division of Schoolhouse Planning performs this duty. Progress in school building construction was slow until 1921. However, a solid foundation for the epochal progress made during the decade 1920- 1930 was laid in 1903. We have referred above to the Literary Fund, which was created in 1825, and which was an important factor in the first public school law. This fund had grown to some $2,000,000 before 1860. Unhappily at the close of 1865, the securities in which it had been invested, were practi- cally worthless. In 1903 the remnants of the fund amounted to about $200,000. On the recommendation of Superintendent Joyner, this was converted into a permanent loan fund. It was believed that it would be "a practical plan of securing in a reasonable time a comfortable and respect- able schoolhouse in every rural district in the State." Incidentally, it was in connection with loans from this fund that the law was passed, requiring SCHOOL POPULATION M SCHOOL BUILDINGS MAP NEW HANOVER COUNTY COUNTY ROAD T YPES' HARO SURFACE "^^™ TSC-SC-GRAVEL — -— -" GRADED 33- UNIMP.ROVED = that all plans for new buildings should be approved by the State Superin- tendent of Public Instruction. The first loans were made to twenty-six counties on August 10, 1903. From this date to June 30, 1908, the sum of $390,985.50 was lent to eighty-six counties. The districts aided during this period numbered 871 and 787 new houses valued at $975,293.30 were built. Of the first $86,000 lent to sixty-one counties for the use of 208 districts, buildings were erected in fifty-six districts where the old houses were described as "shanties," "log houses," and "tenant houses." Preference was given to rural districts and towns with less than 1,000 inhabitants and to con- solidated districts and to local tax districts. Not more than one-half the cost of the entire school plant could be borrowed from the fund and loans were not made for any house costing less than $250.00. It was through the use of this fund that for a number of years North Carolina boasted of building a schoolhouse a day, and it is doubted that of all the wise educational measures sponsored by Superintendent Joyner any were more productive of good than that of converting the Literary Fund into a permanent loan fund. Incidentally, the fund has now (19 35) grown to almost the size it was in 18 60, and is being used for the construction of schoolhouses throughout the State. Summaries of the stimulating effect, the tremendous influence and the significant part played by this fund in schoolhouse construction in North Carolina are among the highlights in our educational history. Two of the decadal reports are given in Table 25. TABLE 22 — REPORT OF LITERARY LOAN FUND August 10, 1903, to June 30, 1914 Total loaned since 1903, when the fund was created $ 896,022.50 Number of counties aided 9 8 Number of districts aided 1,676 Number of children in districts aided 233,818 Number of new houses built by the aid of this fund 1,531 Value of new houses built by the aid of this fund $ 2,411,500.00 Value of houses replaced .'. 207,136.00 August 10, 1903, to June 30, 1934 Total loaned since 1903, when the fund was created $ 2,849,793.50 Number of counties aided 100 Number of districts aided 2,860 Number of children in districts aided 453,844 Number of new houses built by aid of this fund 2,815 Value of new houses built by aid of this fund $10,055,801.37 The great influence for good of this fund marches on today. The wisdom of its administration was responsible for the virtual eclipse of its material significance in 1921. It was upon the solid foundation of success of the Literary Fund which that educational statesman. Dr. Joyner, had right- fully called "sacred" in 1903, that the Special Building Funds of 1921- 1927 were builded. Slightly over $200,000 is available annually for loans from this fund. The application for loans far exceed the number that can be approved. The Special Building Funds were forerunners and contemporaries of the school building renaissance movement in North Carolina. A brief his- torical summary of the Special Building Funds is given: The General Assembly of North Carolina has made available four Special Building Funds for schoolhouse construction in the State. 89 They were created in: 1921, $5,000,000; 1923, $5,000,000; 1925, $5,- 000,000; and 1927, $2,500,000. Total $17,500,000. These funds were supplemented by re-lent re-payments as follows: 1921, $48,000; 1925, $250,000. Total, $298,000. Total money lent out of Special Building Funds, $17,798,000. Of the 100 counties in North Carolina, 99 borrowed money from one or more of the Special Building Funds with which to construct 1,0 81 projects. The following summary is given: Year Ntimber of Counties 'Number of Projects 1921 Fund 95 478 1923 Fund 87 306 1925 Fund 72 209 1927 Fund 56 88 Total number of projects 1,081 The wisdom of creating these funds for school building construction was not limited to the fact that capital was made available for construction work. Possibly in no other way could the reorganization of the school system, according to the best thought of the time, have been carried out. It was always a condition precedent to the granting of loans that the school, or schools, be built in accordance with a definite and approved plan of county-wide organization. The money was never available to independent school districts. Applications were approved from only those boards of education that were able to show with some degree of accuracy the funds necessary for the erection and equipment of new buildings, and to provide information as to how the project articulated into a county- wide system of schools. The success of this policy is measured in the progress that was made in the improvement of rural school plants, and in the consequent improve- ment of the status of the rural school child by raising the standard of the rural school. Loans were not approved from the first Special Building Fund for buildings containing fewer than five rooms. The number of rooms was raised to seven for the other three funds. It was likewise a requirement that all buildings constructed with loans from either of the funds should be provided with modern sanitary facilities. All of the school building done in the State during the period that the Special Building Funds were available was by no means financed in its entirety from these funds. During the period from 1921 to 1927, over $65,000,000 worth of school buildings were constructed in the State. Over $30,000,000 of this expenditure went into the construction of rural school buildings. The lasting good effects of the Special Building Funds may be briefly summarized: (1) The whole district idea of school organization was broken down and schools were planned on a county-wide basis. (2) Consolidation and transportation, with the consequent result that a sufficient number of children were assembled in planned centers to make possible standard elementary and high schools, were stimulated by the building funds. (3) There has been no recession on the part of the State in its require- ments that new buildings shall be built along the well-thought outlines that prevailed during the era when construction was being done, in whole or in part, with the proceeds of loans from the Special Building Funds. 90 The impetus given to schoolhouse construction by the Special Building Funds, together with the progressive spirit that pervaded the State in 1920, led to the establishment of the Division of Schoolhouse Planning in the State Department of Public Instruction. With the coming of the days of adversity in 1929, bond issues for school building simply ceased to be. The only fund for school building construction was the small Literary Fund. Likewise, there were but limited funds available for maintenance and upkeep. It is significant to note that there was a decrease of $1,800,000 in the appraised value of school property in North Carolina from 1930 to 1932, and a further decrease of $1,100,000 by the end of 1933. In 1932, the Federal Relief Agencies came into the State, contributing much to the solution of the school building problem. This organization, under its several names, has expended more than $3,000,000 on the construction, the maintenance and general improvement of school plants. TABLE 23. APPRAISED VALUE OF SCHOOL PROPERTY Total Value Value Per Pupil Enrolled Yeak White Colored Total White Colored Total 1900-1901 $ 1,365,000 $ 361,000 $ 1,726,000 $ 8 $ 1904-1905 2,712,112 470,806 3,182,918 8.34 3.16 6.71 1909-1910 5,185,521 677,448 5,862,969 14.40 4.23 11.27 1914-1915 9,270,584 1,163,533 10,434,117 22.13 6.21 17.21 1919-1920 21,670,514 2,387,324 24,057,838 45.32 11.20 34.80 1924-1925 63,434,665 7,271,170 70,705,835 113.40 29.03 87.31 1929-1930 98,946,273 11,475,042 110,421,315 162.92 44.20 127.37 1930-1931 100,920,973 12,009,398 112,930,371 171.88 46.99 1.34.01 1931-1932 99,383,659 11,742,421 111,126,080 165.63 44.22 128.35 1932-1933 97,946,385 12,001,331 109,947,716 159.09 43.42 123.25 1933-1934 94,910,579 12,170,324 107,080,903 154.38 43.35 119.57 1934-1935 _ 94,290,164 12,309,808 106,599,972 152.99 44.55 119.42 The Public Works Administration has made available funds for some urgently needed school plant construction. The first PWA made loans of 70% and grants of 30%. The second PWA, which is on a loan basis of 55% and a grant of 45%, is now being used for construction of some 219 schools and allied structures. A summary of the work done is given: Number of public schools and allied buildings constructed under the first PWA program — 140 jobs. Total estimated cost — $3,355,000. Number of school building and allied structure projects approved under the present PWA program — 219. Total estimated cost — $4,135,047. STATUS OF SCHOOL PLANTS In getting data concerning the physical condition of all phases of the school plants in North Carolina, uniform forms with some sixty listed questions were supplied to the survey workers in the county and city administrative units of the State. With, noteworthy cooperation by super- intendents, principals, teachers and pupils, the requested information was 91 obtained from approximately ninety per cent of the units. Plot plans of sites, floor plans of buildings, lists of equipment and objective appraises of these several items were filed with, the central survey gtaff. This information was tabulated for the first seventy-six white and seventy-three colored county units, and the city units within them, re- turned. The information concerning the school plants in that area is a true picture of those in the 169 units of the State. The apparent discrepancies between the "total number of buildings" and the totals on which information is listed is explained by the fact that there was a lack of uniformity in the reports on buildings not publicly owned and the failure of a few units to furnish complete information. A reconcilement of the figures does not change the picture. Of the 1,583 buildings for colored children studied, sixty are not publicly owned. Several of these were being used temporarily while repairs were being made on existing buildings or new buildings were being constructed. There were 22 8 rooms listed as vacant. A large number of these were listed as "unfit for use." School sites having an acre for every 200 or fewer pupils enrolled were arbitrarily listed as sufficient in size. The adequacy of a majority of the colored schools is in a measure accounted for by the influence of the Julius Rosenwald Fund which aided over 700 schools in the State. A condition precedent to aid from this Fund was that the site should contain a minimum of two acres. Only 146 of the 1,523 publicly owned buildings were reported to be of permanent construction. The remaining 1,408 were of frame. The condi- tion of 650 was stated to be good; that of 845 was bad. Only 1,387 schools were credited with any kind of a water supply. Eighty-seven plants had central heating systems; 199 jacketed stoves; while 1,273 had ordinary unjacketed stoves. One hundred publicly owned plants and thirteen not publicly owned had no toilet facilities. Toilet facilities, where provided, were adjudged to be adequate. Oyer 900 buildings were reported to be bilaterally lighted with 279 of this number having windows in the front of the classrooms. The large number of rooms reported under 25 feet in length and under 20 feet in width is, to some extent, accounted for by the fact that all Rosenwald aided buildings had industrial rooms which were under these dimensions. Many of them are now used for regular classroom work. The equipment in 947 schools was reported to be modern. Thirty schools had only benches, while 498 had some kind of home made desks. A study of the status of the existing colored school plants unquestion- ably shows that the obligation of modernizing them is one of the problems now facing the counties of the State. In the study of 1,704 buildings at 1,49 4 white schools which have an enrollment of 412,136, it was found that 28 buildings were not publicly owned. Several of these are in temporary use. There were 792 rooms listed as vacant. Many of these were reported to be "unfit for use," due to their location in poorly lighted basements and for other similar reasons. The school sites on the basis of 200 or fewer pupils per acre were reported adequate at 1,251 schools and inadequate at 242. The topography and drainage were listed to be satisfactory in more than 1,000 of the buildings studied. 92 Of 1,704 buildings publicly owned, 949 are of some type of permanent construction, while 749 are frame. The condition of 715 buildings was adjudged to be bad. In a great majority of the cases these were frame buildings. Approximately fifty per cent of the white schools have central heating plants, while a like per cent have jacketed or unjacketed stoves. Over 71,000 children in the schools studied are served by outside, pit, or surface privies. Toilet facilities were not reported in 195 schools. All except 191 buildings are equipped with patent desks or some other type of furniture rated as modern. Only four schools were listed as having benches instead of some form of school desks. The bilateral lighting reported for a large number of classrooms is not as serious a condition as at first appears. In a number of the modern buildings the unilaterally lighted classrooms are provided with breeze windows which were reported as regular windows by a number of the counties. The detailed report on file concerning the white school buildings of the State reveals that it is the smaller frame buildings now housing the one- to six-teacher schools which are poorly planned, inadequate in size and unsatisfactory in their appointments. It is these buildings that consti- tute a replacement construction problem for the counties of the State. The number of the buildings containing from one to six rooms is shown in Table 27 on school plant adequacy. A majority of those counties having a large number of small schools have a correspondingly large number of buildings in bad condition, or else the plants are deficient in hygienic facilities of some kind. Since the passage of the county-wide plan of organization law in 1923, there have been a relatively few small frame buildings constructed for the white children. The requirements of the Special Building Fund laws limiting loans to those projects in the first law to a minimum of five rooms, and, in the other three laws to seven rooms, were instrumental In the encouragement of the construction of large buildings. Therefore, a large per cent of the small schools for the white children are old structures with very low values. Consolidation plans which would cause their abandonment would entail but a small loss. While the same conditions do not obtain with respect to the colored schools, since a large number of small schools were constructed between 192 3 and 19 35, the trend is in the same direction. It is further true that a large number of the colored schools have never had modern buildings, and a number of the recent houses, while quite well planned, were con- structed of cheap materials. No considerable loss will result from the consolidation of colored schools. Buildings constructed in the State during the past several years have been planned in accordance with the most modern standards on school- house planning. Particular attention has been given to the building of large primary units with toilets for each room, home economics depart- ments, science laboratories, and other rooms of the building. Illustrations of these are given in this Study. 93 TABLE 24. SCHOOL PLANT Administrative Unit No. Schools With Less Than Alexander Alleghany Ashe Avery Beaufort Washington Bertie Bladen Brunswick Buncombe Asheville Burke Glen Alpine Morganton CaBarrus Concord CaldweU Camden Carteret Caswell Chatham Cherokee Andrews Murphy Chowan Edenton Clay Columbus Craven New Bern Cumberland FayetteviUe Currituck Dare Davidson Lexington Thomasville Duplin Gaston Cherry ville Gastonia Gates Graham Granville Oxford Harnett Haywood Canton Henderson Hendersonville., Hertford Hoke Hyde Jackson Johnston Jones Lee Sanford 1,643 972 3,099 1,581 1,471 890 1,420 2,272 1,323 6,791 3,411 2,244 398 889 4,095 1,335 3,073 392 1,651 1,498 2,269 1,075 641 509 275 386 783 3,731 1,277 809 2,293 1,062 543 729 3,350 1,514 819 3,209 5,867 505 2,278 756 762 1,461 ~ 571 4,598 2,766 1,429 2,454 411 443 703 592 2,344 6,568 767 1,006 751 1,598 955 3,047 1,533 1,533 956 1,469 2,253 1,351 6,469 3,473 2,206 429 944 3,951 1,346 3,043 361 1,616 1,&S& iz 2,079 11 943 30 668 7 538 6 273 8 443 2 709 8 3,521 29 1,219 16 825 5 2,319 15 1,070 4 498 6 716 13 3,300 23 1,411 6 854 2 3,095 16 5,491 45 513 2 2,235 7 754 5 715 12 1,392 7 541 4 4,447 26 2,762 30 1,411 7 2,329 15 414 2 427 7 765 6 600 10 2,209 36 6,599 21 805 5 923 4 680 2 94 ADEQUACY— WHITE RACE 7 Teachers | Grounds | Buildings 1 > J5 1 -a m T3 Q s o, o c if do P-< 1 >> S. ° P3 Ph 1 s 1 15 28 6 6 13 17 15 29 14 29 1 7 1 9 28 12 23 4 1 6 2 3 67 19 18 50 5 42 24 1 5 64 16 31 1 16 3 8 13 16 6 14 5 15 1 20 3 10 5 4 14 1 5 13 14 4 4 2 4 11 4 7 11 4 3 7 3 1 5 10 8 5 2 9 10 3 3 8 5 6 12 ■ 4 3 1 9 3 1 16 5 25 5 29 5 31 1 10 4 35 1 4 1 1 6 32 2 20 5 35 3 1 25 17 1 4 9 8 9 7 9 11 9 2 9 12 9 10 3 9 7 1 1 6 2 2 3 10 3 3 13 4 3 13 3 3 4 4 1 15 3 3 13 1 8 4 2 15 2 2 1 1 1 9 6 4 14 4 16 4 22 3 11 3 20 1 7 4 13 1 15 a 12 6 19 16 1 2 1 3 20 3 10 3 14 3 11 3 3 20 3 9 1 15 10 4 2 2 14 1 4 7 8 7 8 1 8 2 11 1 2 5 1 1 8 5 8 4 8 2 10 1 8 3 1 1 30 8 12 27 29 1 2 28 11 19 6 4 5 1 7 17 2 1 1 5 11 2 2 5 1 6 11 4 3 5 1 7 8 5 2 2 1 4 26 5 4 8 1 4 3 5 1 6 3 19 2 5 1 3 5 1 6 5 1 7 13 2 2 1 1 2 5 1 2 10 3 2 10 2 12 3 13 3 10 3 13 2 11 5 5 6 5 10 1 6 12 13 4 6 4 14 4 6 11 14 4 6 11 4 1 ■6 14 1 6 11 9 4 3 1 6 3 12 15 4 3 10 3 1 5 12 3 1 1 3 3 2 6 14 15 15 3 12 5 23 18 5 4 2 9 5 2 11 5 2 8 6 . 6 2 14 6 2 14 2 5 2 11 1 1 1 1 4 5 11 28 2 7 4 1 6 25 2 7 4 4 5 28 2 6 5 4 6 10 1 5 3 2 2 29 1 3 5 12 5 5 1 4 37 2 7 5 2 6 8 21 2 4 24 3 1 1 2 13 5 1 10 1 7 2 1 5 3 14 3 16 3 16 3 17 3 1 4 4 24 2 4 16 2 4 11 10 4 1 25 14 22 26 3 25 3 18 12 10 20 5 4 2 4 9 4 3 4 12 9 12 12 1 12 3 2 13 2 4 2 4 2 4 2 5 2 6 1 2 5 1 4 1 2 1 1 6 8 4 3 6 4 6 i 6 6 6 9 8 5 2 1 1 8 2 2 34 14 25 32 34 1 3 6 30 19 17 18 3 4 2 18 4 4 2 18 1 4 2 17 4 4 1 1 20 4 4 2 1 1 18 1 4 2 3 4 1 1 1 TABLE 24 Water Supply | Heat | 3 TOILBT 1 •3 1 O o 1 i ■s 1 1 •2. 1 I J >- II Lavatories Administrative Unit o fa 3 1 14 28 46 16 14 3 7 10 4 19 7 2 1 26 4 2 3 3 9 1 8 29 43 11 13 3 2 6 3 21 3 1 7 3 4 7 3 2 9 13 8 39 9 9 3 3 14 5 15 2 8 10 10 2 4 2 35 4 10 29 14 10 32 61 36 164 75 62 13 36 74 42 47 12 27 33 61 15 5 16 1 18 Alleghany - 1 1 1 2 3 1 1 19 9 3 1 3 4 4 4 5 3 2 7 9 5 32 8 14 7 22 14 6 67 77 12 3 9 23 14 24 4 13 16 23 2 1 3 9 15 8 Bertie _ 21 Bladen .-- - 14 5 69 77 9 3 9 3 3 14 5 13 3 6 10 11 2 3 2 12 4 Morganton 9 13 4 3 23 14 Caldwell -.. - 23 3 17 10 9 18 2 3 5 1 5 13 12 1 1 4 2 14 14 27 4 3 14 17 1 20 Cherokee - _ . 28 4 4 5 1 6 8 4 2 1 1 5 3 1 1 2 1 3 1 2 20 9 5 10 4 4 1 17 6 2 12 24 2 7 5 2 7 4 20 11 7 12 2 4 4 2 6 20 4 4 2 1 3 1 2 13 14 12 8 104 52 33 39 36 8 1 68 30 22 3 163 14 63 25 10 30 9 94 44 19 53 25 16 21 14 24 82 11 50 14 1 2 23 16 12 20 8 13 3 32 39 4 1 Clay 2 25 17 11 CiimherlaTirl 14 5 13 4 5 8 17 6 2 12 25 2 7 5 ' 3 7 ■ 3 20 12 7 14 2 5 6 8 9 20 4 4 2 24 4 9 6 12 17 6 2 12 15 Dare 3 Davidson 37 6 2 6 13 2 7 1 39 11 9 20 1 5 4 16 59 5 29 5 6 10 5 41 17 16 48 22 5 8 63 5 30 Gates - 5 7 6 6 Graham _ - - 5 10 10 12 Oxford 3 5 7 5 1 2 2 3 5 13 21 1 12 1 2 5 17 43 18 16 3 56 22 Hertford 4 3 6 26 14 4 2 1 2 1 3 2 6 29 1 1 5 Hoke 8 Hyde 6 4 9 30 1 7 5 9 29 Jones. -- .. . 4 2 2 8 Sanford 5 96 -Continued Facilities None Inside Outside '3 a CO 1 1 CO d ll .!3 a « =s d § d a 6 1 d :3^ d a 1 02 d :2; c 1,436 266 41 4 1,404 276 48 4 207 621 3,058 197 591 116 290 211 12 66 156 11 38 16 11 13 194 602 3,006 194 682 163 256 196 12 66 170 13 40 16 11 13 9 23 32 4 3 1 1 5 2 5 9 5 2 85 41 24 77 41 13 23 59 2 1,360 880 774 1,130 2,061 1,323 6,280 3,411 1,699 381 889 3,783 1,335 2,580 392 1,004 1,483 2,269 252 463 367 35 25 17 49 46 35 251 200 40 15 37 97 41 63 22 43 48 65 6 17 14 1,326 851 793 1,213 2,057 1,351 6,030 3,473 1,684 417 944 3,665 1,346 2,591 361 1,045 1,559 2,079 225 483 382 36 39 21 52 58 46 273 200 43 19 37 136 68 77 28 51 54 71 6 21 18 6 12 3 3 3 511 28 439 31 13 13 545 17 14 2 522 12 22 2 5 1 6 1 312 18 286 22 4 6 493 27 452 27 10 1 13 1 6 6 641 15 35 3 565 26 40 4 1 3 51 56 772 178 142 275 31 439 80 81 49 10 8 10 1 23 7 6 662 185 156 273 44 407 69 68 50 12 8 10 1 23 7 6 13 2 4 5 1 3 5 1 25 4 4 1 355 344 3,651 1,196 809 1,887 1,062 454 147 3,307 1,514 3 9 113 52 27 55 27 20 2 117 49 399 302 3,452 1,151 825 1,900 1,070 442 157 3,264 1,411 7 10 152 65 36 66 36 26 3 ' 132 66 6 2 3 406 20 419 24 4 4 89 582 43 10 30 4 56 559 36 10 33 4 2 15 1 2 11 1 819 280 787 24 16 54 854 253 743 38 16 61 2 4 2 2 2,929 5,080 505 2,278 674 581 1,461 571 4,127 2,275 1,429 2,390 411 374 463 84 152 10 66 17 20 44 30 130 66 41 88 44 18 25 2,842 4,748 513 2,235 668 545 1,392 541 3,988 2,268 1,411 2,265 414 360 506 105 181 15 70 23 24 50 30 157 68 53 109 60 18 27 4 14 82 181 4 18 86 170 4 18 1 9 9 471 475 31 31 459 486 26 31 3 5 5 1 16 8 15 64 3 64 3 1 1 1 69 240 592 1,226 250 4 21 33 53 8 67 259 600 1,104 194 7 21 34 61 9 2 3 4 28 2 3 7 1,118 6,318 767 1,006 751 33 185 19 32 18 1,105 6,405 805 923 680 37 240 29 42 22 29 2 97 TABLE 24 Desks Room Information Administrativb Unit c 1 -a 1 a m 1 o w i 1 1 o a _o o i .2 o 11 7 27 27 13 14 3 10 11 5 39 9 13 4 3 17 4 22 3 21 10 10 6 2 2 5 2 7 15 13 3 14 4 6 11 17 6 2 15 34 2 7 5 12 6 3 18 26 6 13 2 6 6 7 33 18 3 4 2 8 1 38 4 1 5 1 3 14 21 8 7 2 8 8 4 25 6 14 13 1 1 2 3 1 2 3 1 6 7 4 15 5 1 1 1 6 2 2 3 2 3 1 5 7 3 12 2 1 1 1 5 2 2 31 8 7 1 1 3 1 9 7 10 2 2 1 3 2 1 1 8 1 1 1 Bladen 2 2 3 Asheville ... 2 2 1 1 1 Glen Alpine 1 17 3 14 2 12 5 8 8 1 3 5 2 3 13 1 3 12 3 5 11 8 4 2 6 32 1 5 3 5 6 3 16 5 5 9 1 4 5 2 31 9 2 4 1 2 1 13 Caldwell 5 1 6 4 2 5 3 8 5 Carteret .. 2 5 4 2 20 4 2 1 2 4 3 5 4 3 24 3 3 1 1 1 Edenton 1 1 1 7 4 1 6 1 4 1 3 3 1 6 4 Clay 3 2 4 1 8 1 3 New Bern 1 2 1 Fayetteville. . Dare 1 9 2 15 Thomasville 1 9 1 1 1 2 7 1 1 5 Gaston .. 7 1 Gastonia.. . .. 1 1 10 15 4 4 1 1 4 2 2 6 3 1 5 1 2 2 2 3 2 3 1 1 Gates -- frpahaTn Granville 3 Oxford 2 Harnett 2 17 6 1 1 1 6 Haywood 2 3 Canton .. 1 Henderson . 4 2 Hendersonville - 1 Hertford .. 2 1 4 4 8 1 1 Hoke Hyde 1 1 3 1 1 Lee 4 Sanford . . 1 1 98 -Continued Room Information 1 1! ►3S 1 Windows i a oi Black Boards Less Than 20 Feet g PQ S 6 II 52 i o d h3 i s 1 "3 o 1 1 101 8 81 16 17 54 19 8 22 3 54 16 41 33 22 1 8 48 3 40 13 167 13 40 105 58 59 8 57 102 79 25 87 19 83 12 16 3 23 41 11 39 1 83 2 8 65 11 27 4 24 12 3 11 19 56 1 6 46 6 16 1 25 3 2 13 105 9 74 13 18 5 23 17 4 33 10 114 5 10 104 12 16 3 15 15 10 25 7 72 19 11 72 2 2 2 7 15 25 1 396 370 187 106 20 38 4 60 25 12 89 29 187 25 112 8 11 11 2 16 8 17 8 34 3 32 5 4 2 22 6 1 5 2 49 15 44 7 15 4 14 2 23 4 237 4 4 231 6 18 23 16 3 6 4 78 1 77 4 26 2 8 1 6 3 155 22 144 30 29 7 31 35 3 71 10 23 2 122 1 5 6 2 1 2 11 124 10 114 16 26 8 26 13 4 32 12 91 9 15 84 9 8 8 13 34 10 132 4 2 128 5 4 2 39 12 20 1 52 8 38 23 20 4 19 35 4 19 18 38 2 36 3 8 3 2 2 15 1 29 10 23 4 15 1 13 9 5 2 13 1 11 6 9 2 1 1 4 26 26 35 3 3 4 6 1 8 1 40 3 3 5 7 192 15 14 184 10 15 2 31 32 3 45 7 88 4 87 4 2 34 13 1 40 17 43 39 129 1 4 6 30 5 8 134 3 1 29 8 3 52 1 1 ^^ 5 8 5 16 1 7 1 41 . 3 3^ 4 13 2 2 8 19 1 56 10 51 6 14 2 23 23 57 16 188 7 3 184 17 11 4 37 22 4 19 12 71 2 43 12 4 61 6 7 7 9 1 44 188 173 18 28 7 46 33 3 71 16 291 19 3 288 15 47 4 65 20 1 35 47 25 12 109 4 4 4 9 1 14 2 3 113 6 9 10 58 12 54 4 5 9 7 15 2 6 45 3 5 45 73 2 6 3 16 21 77 51 1 9 4 29 1 4 3 28 219 4 7 7 23 1 2 76 1 9 228 6 27 16 146 2 1 142 9 16 8 13 3 40 9 79 3 7 2 79 125 12 9 13 4 9 2 3 9 1 137 25 7 35 31 53 3 7 10 1 2 10 4 15 11 55 6 1 5 5 43 41 41 2 6 5 9 1 8 5 4 7 4 2 28 2 49 7 4 128 11 119 21 26 8 44 40 11 41 14 346 12 327 19 39 5 142 14 5 33 14 55 7 45 8 7 1 20 11 2 11 65 3 1 63 40 3 3 2 2 2 2 2 4 40 1 99 Administrative Unit TABLE 24 No. Schools With Less Than Lenoir Kinston Lincoln Lincolnton Macon Madison Martin McDowell Marion Mecklenburg Charlotte MitcheU Moore Southern Pines Nash Rocky Mount New Hanover Northampton Onslow Pamlico— Pasquotank Elizabeth City Pender Person Richmond Hamlet Rockingham Rutherford Sampson Clinton Scotland Stokes Surry Mount Airy Swain Transylvania Tyrrell Union Monroe Vance Henderson Wake. Raleigh Warren Washington Watauga Wayne Fremont Goldsboro Wilkes Wilkesboro Wilson Elm City Wilson Yadkin Grand Totals 2,024 1,092 2,018 666 2,079 2,883 1,762 1,493 1,055 4,861 6,871 1,860 2,421 175 3,416 1,461 3,114 1,377 1,663 861 528 805 1,077 1,934 1,801 739 667 5,205 3,628 859 1,200 2,656 3,942 1,174 1,561 1,286 410 3,990 604 909 1,073 4,434 2,704 1,216 790 2,185 2,787 214 1,199 4,113 482 1,976 441 1,177 2,627 2,133 1,122 1,866 673 1,856 2,884 1,841 1,369 1,010 4,425 6,560 1,814 2,296 190 3,440 1,482 3,114 1,377 1,755 832 492 766 1,113 1,970 1,724 677 710 4,904 3,436 849 1,263 2,692 3,932 1,097 1,571 1,207 380 3,841 496 858 1,081 4,435 2,701 1,233 770 1,915 2,701 218 1,313 4,092 468 2,091 447 1,226 2,518 208,299 203,837 1,704 392 126 100 -Continued 7 Teachers Grounds Buildings 1 >• 1. CO 1 CO 1 S "S g pa > -a a O 0) 1 o o "S o o >> 03 £ 3. ° o -o 1 If a ^ Is § i ^1 Lavatories Administrative Unit 1 pa 10 7 17 5 8 13 16 10 13 44 89 8 27 9 27 21 34 14 8 1 O 1 1 3 6 9 3 11 4 3 7 13 6 5 25 24 6 12 2 19 5 13 11 5 2 3 15 4 3 7 14 6 5 22 24 10 12 2 25 5 13 12 5 5 3 3 5 14 11 3 3 24 24 2 8 10 17 4 4 5 3 12 3 7 24 11 8 6 4 14 1 6 13 2 13 3 4 8 48 38 71 10 23 33 54 20 44 112 131 8 44 9 98 37 50 53 39 27 8 20 34 64 39 20 37 140 24 1 29 42 50 38 17 21 6 55 14 25 34 215 81 •40 17 17 61 4 22 17 8 53 8 36 35 9 11 17 2 5 18 3 3 4 5 2 4 4 23 1 6 2 5 6 10 9 28 22 7 4 44 31 3 2 8 12 24 11 16 22 2 50 100 Mitchell 18 14 6 1 1 24 . 8 . 8 34 10 Nash 18 3 1 5 30 26 3 11 18 5 3 42 2 1 4 16 8 16 1 9 2 3 5 13 10 3 3 15 15 2 7 11 17 4 4 4 1 16 2 6 7 23 11 4 3 5 12 1 6 9 2 13 2 4 8 4 6 7 18 10 8 7 36 5 5 20 15 14 7 13 11 1 16 6 6 14 51 £0 10 8 13 29 17 4 6 25 9 16 13 4 Elizabeth City 3 6 6 8 9 3 3 6 7 5 4 3 3 9 2 2 6 2 2 3 3 2 19 11 8 7 22 16 4 14 13 38 7 5 1 19 22 1 25 13 5 24 1 13 9 18 13 14 7 1 1 29 12 5 12 1 13 13 Tyrrell . 1 22 3 6 5 8 7 4 11 3 2 3 4 1 4 1 1 16 Wake -- 15 1 1 59 58 6 3 28 11 1 3 6 4 42 4 10 9 17 29 2 21 Wilkes 66 78 3 6 Wilson _ 13 1 25 1 4 1 1 9 15 Yadkin 9 3 13 341 1,033 820 100 752 945 4,375 1,753 1,899 102 -Continued Facilities None Inside Outside >> S ■| 02 o d -a 1 i 1 5 w « =3 d e 6 d s 1 6 >, -a d .1^ d a 2; H 1 CO d s 2,024 1,092 1,786 666 788 1,690 1,687 1,433 1,035 4,741 6,871 1,049 1,921 175 3,072 1,461 3,114 1,303 1,394 42 51 53 20 23 36 62 35 34 146 253 26 71 13 98 81 63 57 41 2,133 1,122 1,673 673 695 1,776 1,777 1,321 1,010 4,341 6,560 1,052 1,848 ISO 3,156 1,482 3,114 1,312 1,446 74 63 75 23 25 45 79 38 42 169 327 32 82 16 134 84 84 22 48 232 11 193 11 3 4 1 3 17 55 15 54 1,274 1,138 75 60 80 61 5 2 1,146 1,054 64 48 101 74 5 2 23 26 2 1 5 1 37 7 2 1 120 4 84 4 2 2 811 500 45 27 762 448 55 27 16 9 1 21 9 344 15 284 19 3 5 74 269 861 10 34 25 65 309 832 15 39 25 3 13 5 1 13 5 528 805 866 1,219 1,597 739 667 3,904 750 859 1,200 2,293 3,438 1,174 882 923 308 1,865 604 909 1,073 4,335 2,704 810 701 846 2,369 214 1,199 963 482 1,976 367 1,177 2,532 26 33 38 . 57 45 24 38 120 19 14 62 64 82 27 .25 34 8 73 27 28 38 106 111 21 14 20 69 7 45 18 22 82 15 50 67 492 766 928 1,249 1,500 677 710 3,715 1,003 849 1,263 2,324 3,540 1,097 907 890 283 1,740 496 858 1,081 4,364 2,701 849 685 653 2,322 218 1,313 1,076 468 2,091 381 1,226 2,470 29 34 51 62 48 34 39 147 41 15 64 75 94 40 35 40 8 80 33 32 51 204 155 23 16 25 85 10 27 20 0? 95 16 50 88 191 715 £04 12 24 13 185 721 224 12 26 15 3 3 6 3 6 1 10 11 1,291 2,878 49 111 1,178 2,433 47 132 8 14 12 15 363 504 27 24 368 392 27 26 9 6 12 9 679 363 102 1,773 55 25 9 70 664 317 97 2,101 73 26 12 90 23 11 3 3- 27 11 4 2 352 14 99 10 71 10 1 2 406 89 1,228 418 26 4 77 13 384 85 1,181 379 26 5 84 13 S 6 1 6 111 81 25 5 3 34 5 12 318 249 2,832 156 2,767 173 42 3 64 74 4 66 48 4 4 1 2 1 95 4 2 38 1,082 600 170,652 4,642 168,408 6,715 36,541 1,960 34,818 2,188 480 39 659 103 TABLE 24 Desks Room Information Administrativb Unit 1 a 1 i i S a m 1 W 1 1 o O 1 o o a 1 a o 1 a — .2 1 1 jq -a 7 3 17 3 19 34 12 6 4 26 23 21 20 2 23 6 13 12 13 5 3 3 8 13 13 3 3 30 18 2 7 21 24 4 '30 14 5 24 3 5 7 19 11 9 5 25 15 1 4 55 1 13 2 4 9 7 1 10 3 17 27 5 2 2 10 18 10 15 2 11 5 13 8 11 2 1 3 7 2 2 1 7 1 3 3 1 6 5 5 1 10 5 3 9 1 3 1 1 5 4 1 3 1 4 6 3 1 1 12 15 1 3 9 10 1 2 2 1 13 1 5 1 10 2 4 3 11 8 1 1 5 1 6 1 1 7 7 1 1 1 3 4 3 3 8 8 3 4 1 2 1 6 2 1 26 3 1 25 4 4 4 1 15 1 15 5 1 1 1 4 1 1 2 10 Charlotte - 2 Mitchell 4 2 3 Nash 11 1 1 3 2 1 6 4 4 7 1 2 3 1 6 3 1 4 5 2 1 1 10 11 1 3 5 2 1 2 2 1 9 1 3 1 17 4 3 3 11 7 1 1 3 1 6 1 1 5 Elizabeth City _ . 7 10 10 1 3 11 12 2 4 3 13 4 16 8 4 13 3 4 5 9 9 9 2 23 4 1 2 41 1 8 1 2 2 1 1 1 1 1 1 14 2 1 5 1 9 1 1 2- 3 17 5 3 1 1 1 18 10 2 Stokes ______ 1 1 1 1 5 1 TyrrelL 10 1 1 1. 7 1 3 2 Wake _-- 11 3 19 10 22 1 32 1 1 Wilkes 28 2 1 2 2 Elm City Yadkin 1 7 4 1,296 186 6 486 66 824 195 423 349 202 104 -Continued Room Information ! o d I 1 Windows 1 Black Boards Less Than 20 Feet 1 o pa S d -a "S 5§ ►3 5 em S 1 a > 123 6 110 11 3 8 15 11 9 21 4 60 2 58 2 7 3 6 4 8 110 9 104 12 9 24 14 19 13 37 1 19 37 95 37 10 41 2 4 28 109 4 33 35 5 163 15 152 25 27 5 28 33 2 43 115 2 99 14 22 32 19 1 11 14 80 58 56 26 12 9 4 1 11 16 61 1 1 3 2 259 7 255 5 18 1 132 17 55 326 3 322 2 33 1 28 26 45 76 12 66 24 23 3 22 22 2 32 6 128 12 7 63 15 35 2 6 16 3 19 10 18 6 5 15 ■ 2 4 4 2 4 11 204 18 195 15 29 4 47 17 3 27 2 88 1 73 15 17 5 4 11 3 17 133 131 3 12 3 1 20 104 14 94 9 4 2 7 12 5 15 3 93 1 97 9 20 6 31 16 9 7 65 8 61 11 11 2 2 1 13 45 7 45 1 4 1 38 2 3 3 49 2 46 1 9 20 12 16 5 81 12 81 1 8 52 11 4 33 11 114 10 107 12 19 13 6 30 5 105 6 104 13 10 2 33 13 3 8 10 46 2 36 44 284 3 10 9 2 44 3 303 20 16 20 2 28 35 6 81 30 213 16 208 4 11 5 29 16 2 41 7 28 1 2 28 71 7 2 24 1 5 5 78 2 1 7 118 10 137 5 17 2 34 18 1 38 8 200 9 179 7 14 3 103 18 3 26 18 57 4 56 2 6 5 5 1 3 4 88 81 16 20 8 36 10 2 41 13 76 15 69 8 23 1 13 15 5 20 9 24 23 1 6 1 11 4 7 5 227 11 8 218 27 40 2 40 26 4 62 25 30 21 57 9 9 64 4 9 10 3 18 4 2 16 1 70 4 70 11 14 1 2 6 2 14 290 19 277 29 36 3 80 23 7 29 138 137 1 3 1 1 30 1 25 5 81 5 72 6 20 13 11 15 6 54 52 5 g 3 5 g 1 19 143 34 114 42 54 12 24 48 4 65 16 162 17 4 161 3 5 6 2 5 3 3 15 5 15 66 169 2 3 66 2 214 65 69 89 18 54 152 8 131 25 29 6 .27 1 8 1 2 1 13 3 125 35 108 17 12 5 15 18 1 48 9 25 8 19 24 67 7 1 8 3 30 2 6 17 2 69 2 1 123 2 1 . 121 2 8 4 3 9 4 11,743 804 251 10,919 1,084 1,635 253 2,314 1,621 250 2,414 792 105 TABLE 24. SCHOOL PLANT 1 m 6 "3 6 2; a '■5 •3 m 6 1 CO d No. Schools With Less Than Administrative Unit 1 1 o & C3 1 1 Alexander. . 178 45 59 26 1,100 425 2,170 1,336 755 331 1,374 99 133 171 872 259 130 181 51 63 18 1,209 545 2,313 1,509 822 358 1,468 105 113 220 860 244 112 1 4 6 1 24 6 45 49 23 7 5 7 4 1 22 2 12 1 4 6 1 24 6 44 47 21 7 5 7 4 'l 21 1 12 Alleghany 4 7 1 11 3 15 32 7 2 Ashe -- 8 3 18 9 10 3 5 1 4 2 2 1 2 Washington Bertie 2 BladeiL 5 Brunswick 1 AsheviUe 4 1 Glen Alpine Morganton -.. 8 6 4 1 Concord .__ Caldwell - 13 2 346 357 -1,285 1,139 349 317 1,497 1,248 8 10 47 40 10 9 46 40 3 6 32 29 4 1 12 1 1 Caswell 2 4 1 17 36 196 624 12 1,882 1,110 631 1,567 828 323 48 179 260 267 1,952 1,225 86 436 778 1,174 813 46 38 101 146 1,575 1,360 539 90 2,364 708 ■ 7 26 206 656 11 1,921 1,111 802 1,635 863 334 53 193 279 278 2,288 1,196 78 479 866 1,224 896 59 42 96 147 1,717 1,374 539 84 2,494 804 1 1 6 9 1 41 28 6 46 4 7 1 6 3 1 47 27 1 2 22 38 13 1 1 4 1 29 26 16 1 9 23 1 1 6 9 1 35 28 2 46 3 5 1 6 2 1 42 25 1 1 21 38 12 1 1 4 1 26 24 15 1 9 21 1 2 5 1 12 19 1 3 1 Chowan 1 1 Clay. Columbus 15 5 4 .2 3 1 19 20 4 1 Favetteville 1 . 1 2 Dare 1 3 3 1 1 9 8 7 1 6 2 12 25 3 12 4 2 Oxford ■ - 1 4 Hertford . 8 8 7 8 8 6 10 2 1 2 Hoke 3 Hyde 1 1 1 14 4 Jones 4 2 106 ADEQUACY— COLORED RACE 7 Teachers Gkotjnds Buildings i > i -a i CO 1 1 > -a a 1 g a g. '3 o o g If i 1 ° < o 11 »4 6h 1 1 1 4 1 3 5 1 9 1 4 4 1 8 1 4 4 1 20 1 4 6 1 23 1 4 4 15 4 7 1 28 2 1 2 1 2 4 1 9 7 43 1 23 4 30 5 14 1 1 6 41 1 4 5 41 6 17 1 3 3 28 48 21 29 12 29 12 23 8 8 39 19 9 1 4 2 1 44 21 10 3 39 1 18 2 8 2 1 4 5 2 2 5 2 5 1 1 1 5 5 5 3 2 5 5 5 2 3 1 6 3 2 1 10 5 4 1 14 7 4 1 20 2 7 4 2 5 " " 4 1 1 1 20 1 1 22 12 17 2 4 5 2 2 1 9 S 2 5 9 12 8 2 6 3 4 3 8 6 8 8 8 5 1 2 1 1 4 46 42 5 1 29 15 42 33 45 39 1 1 2 3 47 36 17 17 30 1 22 1 1 6 7 1 36 1 1 5 7 1 25 1 1 6 8 1 39 3 6 1 1 1 27 1 5 4 1 20 6 5 13 13 1 2 3 1 1 3 1 1 10 2 2 32 1 2 30 11 27 27 27 1 3 24 22 5 1 2 2 2 2 25 3 2 12 2 4 2 46 1 7 5 1 44 2 1 46 1 5 2 1 3 4 3 1 5 4 1 7 1 1 1 6 2 1 32 1 6 1 45 6 17 1 1 1 17 1 1 2 1 - 1 19 14 20 M 6 30 1 24 11 14 IS 6 19 6 2 3 24 11 16 2 . 1 1 8 1 1 1 2 2 20 2 1 6 1 1 1 21 22 22 16 20 39 2 13 27 11 1 37 33 11 3 9 1 2 10 3 10 9 4 1 1 5 1 30 1 1 1 1 12 1 3 1 11 4 1 4 1 25 1 4 1 25 2 17 1 2 1 ■2 1 1 4 12 21 15 1 8 21 8 24 26 16 25 1 1 9 6 1 15 1 6 5 1 6 1 6 1 2 7 1 1 3 7 2 1 21 8 13 11 20 1 1 22 2 21 107 TABLE 24 Water Supply Heat ■a < L be 3 Toilet Administrative Unit a •a O "t3 O 1 1 -2 ■T3 Si 1 1 if L S3 o a Lavatories 1 1 m c 1 1 4 1 1 23 5 40 43 21 5 1 3 1 1 4 3 1 17 5 37 38 18 5 Ashe - - -- 3 5 Avery 1 1 1 6 6 9 2 1 1 5 1 5 4 1 1 2 1 3 1 1 4 5 1 6 2 3 1 3 1 Bladen . Brunswick 1 2 5 2 4 24 1 1 14 1 2 14 5 4 2 1 2 6 2 1 1 1 1 1 2 1 12 3 1 8 1 1 20 9 13 2 2 2 Caldwell 9 3 1 9 8 6 33 37 2 12 2 1 1 8 2 1 4 8 43 37 2 1 1 2 1 4 2 4 1 1 1 1 1 1 1 6 8 1 41 4 3 46 1 1 1 5 7 1 29 27 2 1 1 3 2 2 Clay 1 5 1 2 23 1 6 6 4 1 1 New Bern 2 24 4 6 46 Fayetteville . - 3 3 1 20 7 7 5 1 6 7 1 6 1 Dare 2 1 1 1 1 2 1 3 12 1 2 1 4 6 3 6" 3 6 33 19 47 18 1 2 1 1 3 4 6 2 14 2 2 10 2 2 2 10 18 37 22 38 10 1 1 4 Oxford 2 1 1 2 1 4 1 1 2 1 3 4 4 11 1 3 1 1 4 1 1 3 1 1 3 2 2 19 2 1 9 1 1 3 1 Hertford 25 24 13 1 6 15 1 25 26 16 1 3 21 3 Hoke Hyde Johnston Jones 3 3 3 2 3 3 108 — Continued Facilities None Inside Outside ■3 i2 1 ■3 1 6 1 ra '0 3 C ■a if H 1^ d l-g d a 1 6 2: 2 d l-g 42 d e 178 8 181 8 1 1 4 45 27 51 25 4 32 26 877 135 1,892 1,147 550 162 4 2 53 10 97 83 43 12 38 18 942 159 2,106 1,247 606 185 4 2 55 10 119 96 41 12 1 1 8 3 36 15 9 1 7 2 1 2 1 3 89 104 134 290 144 6 7 7 163 386 192 7 7 7 19 5 6 13 134 189 58 15 262 54 42 30 2 147 169 1,374 3 5 60 162 173 1,468 4 5 60 16 4 1 18 17 81 133 10 8 88 113 11 8 6 4 6 4 171 6 220 6 2 45 11 827 48 849 52 13 19 259 8 244 11 1 8 10 122 19 102 20 10 1 10 346 201 1,285 938 16 11 91 78 349 161 1,497 1,028 16 14 94 79 8 7 30 33 1 2 8 156 4 156 4 6 44 4 47 23 154 5 197 5 36 17 36 196 303 12 1,698 1,110 134 1,567 2 2 12 15 2 89 60 6 92 7 26 206 258 11 1,759 1,111 152 1,635 2 2 12 15 2 97 60 8 92 2 1 1 22 27 1 40 6 7 2 1 1 25 25 296 5 373 5 1 184 4 162 4 34 27 447 10 650 15 1 46 828 27 863 28 323 48 179 11 3 22 334 53 193 18 3 22 5 1 6 1 6 260 267 10 14 279 278 16 18 2 34 49 39 45 1,918 1,021 92 62 2,249 992 99 65 20 8 1 2 39 1 155 86 436 6 4 17 159 78 479 6 5 22 20 11 244. 16 15 9 534 1,158 334 31 81 26 851 1,215 343 58 80 27 30 10 9 12 1 37 479 46 38 15 3 3 553 59 42 19 3 3 10 101 10 96 10 3 4 146 3 147 4 1,575 1,360 539 90 952 657 55 82 38 2 33 39 1,717 1,374 539 84 973 754 72 84 38 2 33 47 13 20 11 4 3 22 24 12 1 1,412 21 1,521 26 3 14 2 6 3 51 16 109 TABLE 24 Desks Room Information Administrative Unit g Ph T3 03 i a a m a o 1 •1 W 1 t3 1 c > a 1 4 3 1 5 5 36 25 15 6 5 4 3 1 21 1 8 1 3 5 1 1 1 2 1 1 10 5 33 14 10 2 18 1 6 18 2 1 1 2 12 1 8 28 11 4 5 2 2 1 3 1 11 3 3 1 1 3 2 1 Bertie 2 3 4 1 2 1 1 Bladen _ Buncombe Asheville 1 1 1 Burke _ - 2 1 1 3 1 2 Glen Alpine . ._ 1 18 1 1 Caldwell 4 1 Lenoir 8 2 3 19 4 6 17 22 4 1 27 11 5 41 20 1 2 1 2 3 1 1 1 1 Cherokee 1 1 1 1 1 5 6 1 18 6 1 5 9 1 1 Edenton 2 1 1 Clay 1 13 23 22 4 2 1 3 2 1 6 2 1 12 23 1 1 17 5 8 1 1 4 1 21 13 3 1 9 7 2 15 20 2 35 1 1 2 4 1 2 1 1 1 3 2 1 OlimViprlnTirl 45 11 2 5 Currituck '3 1 1 1 Davidson 1 5 1 Lexington. ... 1 1 30 10 25 13 7 10 1 4 2 Gaston Cherryville 1 13 26 6 1 1 3 1 8 13 7 1 4 33 4 9 11 6 1 Oxford- 1 1 1 Hajrwood Canton Henderson 1 1 2 7 2 1 3 1 2 Hertford 5 1 4 1 17 Hoke_ - 1 Hyde. 11 1 5 2 1 6 3 3 15 3 1 2 1 1 Jones ._ 14 3 110 -Continued Room Information a § o 6 -a a II M Windows a M "g a a U 2 o J PQ d Black Boards Less Than 20 Feet a « t3 fa cs £ IS 5 2 s J3 s 1 a 1 03 1 8 4 4 6 2 47 23 106 71 41 15 66 7 7 8 50 15 10 4 4 5 13 4 30 39 14 9 8 4 3 2 29 5 57 48 24 2 4 6 2 1 2 1 20 2 31 31 10 1 3 1 8 13 8 3 5 2 34 21 49 58 . 17 1 2 1 6 1 5 58 25 118 84 45 19 66 30 4 20 33 11 3 25 2 21 52 12 37 23 43 58 14 9 10 8 5 4 2 3 8 7 4 1 5 3 7 2 5 1 4 1 11 5 1 1 6 4 3 1 1 3 1 2 2 5 5 2 5 4 1 10 51 19 4 6 4 9 3 12 12 7 6 1 11 19 23 72 68 7 8 22 12 6 23 10 10 23 55 60 8 4 27 26 10 8 13 25 4 4 1 5 8 30 28 1 1 4 10 9 44 33 9 11 44 30 2 2 1 3 1 1 1 5 1 2 4 1 2 11 26 1 90 63 21 73 16 14 5 12 13 1 1 1 1 1 1 1 1 6 10 1 1 1 6 11 2 29 1" 5 9 1 2 1 116 63 24 31 2 20 21 4 6 22 4 32 9 3 2 13 37 10 4 52 62 42 19 10 1 85 38 14 4 3 2 14 9 36 20 6 5 2 66 71 7 6 4 3 21 11 1 6 9 12 1 15 2 1 5 2 3 2 2 114 60 50 5 1 90 60 5 20 37 35 35 3 2 4 5 45 58 25 4 85 36 47 5 44 10 11 50 12 15 1 74 9 87 16 3 11 23 2 11 8 9 1 ' 11 1 4 16 10 10 1 2 24 2 17 5 15 16 21 2 3 8 3 1 25 48 20 4 1 22 48 24 4 2 2 3 40 24 17 5 « 43 49 45 4 18 49 32 4 3 2 2 2 2 2 2 3 28 6 7 1 6 8 98 61 30 4 2 20 8 13 14 20 3 18 8 7 3 2 8 27 8 14 4 24 23 3 4 2 1 19 35 14 2 8 26 2 1 3 87 40 3 20 4 15 1 11 10 22 11 1 111 TABLE 24 1 pa 6 5 6 '3 m d 1 6 Z; No Schools With Less Than Administrative Unit i a O -a 1 H o & i 1 -a p2 778 1,537 690 346 64 67 28 1,613 125 125 1,727 2,608 1,071 238 2,418 1,098 1,427 2,593 738 518 459 598 1,102 1,226 1,144 382 399 778 1,904 295 1,523 301 178 147 21 91 275 1,045 935 611 3,232 1,898 2,369 748 43 1,753 296 506 339 89 2,149 135 814 1,583 851 386 97 66 29 1,829 117 129 1,759 3,087 1,194 225 2,466 1,353 1,428 2,941 738 520 454 633 1,213 1,295 1,248 428 434 974 2,017 427 1,761 311 206 137 19 95 295 1,028 903 736 3,379 1,833 2,585 855 31 J., 893 320 490 363 82 2,471 130 13 32 4 15 1 1 2 27 6 2 36 7 19 1 40 6 14 43 20 15 14 3 38 30 19 6 3 25 51 1 30 11 11 2 1 2 6 35 21 9 53 4 44 12 2 36 3 6 13 1 34 7 13 29 3 15 1 1 2 25 6 2 36 7 18 1 39 6 14 41 17 14 14 3 31 29 19 2 24 51 1 27 11 11 2 1 2 4 36 21 4 48 '4 41 12 2 35 3 4 11 1 34 9 5 12 6 13 1 1 J 2 Kinston... 11 3 1 1 Lincolnton 1 1 Madison 1 7 5 1 3 6 g McDowell . 1 Marion M ecklenburg 9 10 12 7 Charlotte 13 6 1 1 Southern Pines Nash 8 17 2 7 5 1 7 7 8 5 5 5 5 4 1 1 3 g 1 Pasquotank - _ Elizabeth City Pender _- 22 18 6 2 6 9 5 1 3 2 7 Person 1 Richmond . 3 Hamlet 1 2 9 Rutherford . 20 24 4 16 1 2 8 9 8 10 2 3 5 1 1 2 Stokes 1 1 1 1 4 25 9 1 Tyrrell - 1 9 4 1 2 1 Union . 3 Vance ._ 4 Wake - - ... 11 15 13 2 Warren .. _. _ 12 3 1 12 1 17 6 1 14 1 8 1 1 Washington 1 Wayne 6 2 Wilkes 11 1 Wilson Yadkin . . 6 8 12 1 5 2 Grand Totals 80,481 87,022 1,583 1,500 660 413 167 105 112 -Continued 7 Teachers | Grounds | Buildings j3 J3 i CO H o > a 2 a 1 1 o o "a o o is II < o •5 :3 ffl (S 1 2 -a a o o -a 13 28 11 16 1 1 2 25 6 2 38 5 3 3 1 1 1 1 8 1 19 3 5 9 29 7 1 1 1 11 5 1 19 4 6 13 28 3 9 1 1 1 6 6 2 18 3 13 1 2 2 13 2 2 13 1 1 1 25 6 1 1 1 18 1 25 1 11 36 17 13 14 2 28 28 18 6 1 19 51 1 24 10 10 2 1 2 4 31 19 3 41 2 32 12 2 34 3 4 11 1 33 7 1 1 1 12 31 3 15 8 28 3 3 5 1 2 3 3 1 1 12 1 1 1 1 1 2 24 6 2 33 18 39 2 .11 41 20 14 14 1 35 28 18 4 1 21 50 19 11 10 2 I 2 6 35 21 2 48 39 11 2 35 3 1 11 1 32 7 14 6 2 6 2 2 1 12 3 2 2 1 3 13 1 32 6 1 1 1 4 1 3 7 1 1 1 4 2 2 30 5 1 1 23 17 2 36 25 2 6 19 6 4 10 2 15 11 13 4 2 9 2 21 3 11 21 9 8 14 2 21 18 8 4 1 11 42 1 16 8 3 23 3 10 17 5 8 14 2 18 14 7 6 1 17 42 12 11 4 1 1 1 1 19 17 2 29 3 34 12 1 33 3 4 11 2 1 7 7 4 2 2 1 1 2 1 6 8 11 3 4 2 14 3 3 5 3 28 3 1 1 1 12 17 17 14 14 3 1 15 8 5 12 1 21 18 5 5 2 10 20 1 15 6 2 1 3 2 4 23 4 16 5 19 3 6 3 31 7 28 12 1 2 1 1 1 10 2 1 3 1 1 1 2 3 2 1 2 2 3 1 1 11 2 1 1 32 31 21 5 1 29 51 17 12 14 1 1 1 1 5 5 2 1 2 14 31 1 26 12 12 2 1 2 7 38 20 14 1 3 1 1 1 15 2 8 2 1 18 12 2 26 2 39 1 1 2 12 14 2 28 2 29 10 2 1 4 2 1 7 2 9 1 3 33 1 1 5 2 5 4 5 1 17 4 3 2 46 30 2 1 40 12 2 34 3 28 7 2 21 2 4 5 1 18 34 3 4 4 1 1 17 1 5 1 11 1 25 9 9 1 29 30 7 7 1 1 2 1 2 38 27 1,410 564 902 923 119 1,283 186 60 146 1,408 650 845 113 TABLE 24 Water Supply Heat ■< 1 -a Toilet I 1 1^ O i a 3 o •-> 1 1 Lavatories Administrative Unit 1 1 C Lee.,_ 2 5 28 1 12 31 2 14 1 4 2 2 Lenoir 3 1 1 4 8 1 3 Lincoln 12 Lincolnton. _. 1 1 1 1 Macon - _. 1 1 2 26 6 2 34 Madison .. . . 1 5 2 1 1 7 4 Martin 1 2 1 1 7 1 1 1 4 2 19 4 1 29 1 8 2 6 1 1 McDowell .. Marion Mecklenburg ' 2 Charlotte 7 37 4 8 18 7 8 23 1 2 1 3 8 2 25 15 19 2 Southern Pines 1 1 3 2 2 2 Nash 30 2 11 37 16 14 14 7 11 2 1 32 3 39 19 14 3 5 2 5 2 3 8 Nnrt.hainptnn 2 Onslnw Pamlico -_ Pasquotank _. 14 Elizabeth City -. 3 3 1 1 3 9 3 4 3 1 12 2 1 6 1 1 2 12 4 6 Pender 31 23 17 2 2 4 2 3 1 37 27 15 5 1 29 50 1 1 4 6 2 7 7 2 1 2 1 2 2 3 2 15 41 1 3 1 1 3 22 10 10 1 25 11 10 2 1 2 4 34 18 2 47 5 9 11 Mount Airy -. 1 1 1 1 1 1 1 4 13 19 1 35 1 2 Tyrrell . 2 1 3 3 H enderson Wake Raleigh 1 2 4 2 3 4 2 1 2 2 4 4 2 5 3 26 14 2 5 5 3 2 6 8 40 8 1 34 3 4 38 11 2 15 2 1 8 7 3 Washington 1 1 1 20 1 2 1 31 2 1 5 2 1 2 4 5 1 30 1 18 22 Wilkes 10 3 30 7 2 24 3 3 Yadkin 98 1,289 53 87 199 1,273 216 440 240 203 114 — Continued Facilities None 1 Inside Outside 1 I 1 6 -a ll « m i2 o o S 6 ■z 1^ 1 6 1^ 6 S 333 8 368 8 445 1,537 28 60 446 1,583 26 60 11 29 1 2 29 690 20 851 27 3 40 32 306 64 67 27 1,351 125 114 1,700 23 3 3 4 63 13 6 95 354 97 66 28 1,463 117 122 1,748 27 3 3 2 69 15 6 99 12 12 1 1 1 1 12 9 13 1 20 6 1 18 3 1 1 250 4 353 4 23 6 1 11 27 7 11 1 1 32 2,608 80 3,087 84 1,071 57 1,194 61 9 1 17 238 176 948 988 290 10 4 24 8 15 225 198 1,224 988 356 12 7 31 14 15 1 97 17 2,145 150 439 1,992 738 518 459 99 4 33 100 42 34 38 2,251 129 440 2,585 738 520 454 115 5 33 129 51 37 38 6 2 8 6 17 14 6 6 31 2 1 8 311 36 17 14 13 698 18 633 26 1,102 1,186 1,144 123 49 771 1,746 83 62 49 9 2 48 91 1,213 1,248 1,248 122 47 962 1,860 93 62 53 9 2 52 122 30 25 15 4 1 23 40 1 1 2 31 2 40 47 26 18 259 350 12 10 306 387 14 10 4 1 1 7 158 12 157 23 8 2 295 355 5 12 427 475 7 12 1,168 301 169 73 21 91 275 625 935 95 2,770 61 23 19 3 2 5 12 40 55 4 131 1,286 311 194 69 19 95 299 758 903 96 2,850 62 23 19 3 3 5 14 52 59 5 144 20 11 7 1 4 21 11 2 9 12 8 74 2 68 2 1 1 1 4 5 10 2 25 2 3 2 4 15 420 270 25 20 516 423 1,598 268 231 13 17 22 5 6 640 496 1,833 246 293 15 18 42 5 7 2 1 39 33 42 2,101 517 117 20 2,339 562 129 28 10 11 1 39 11 2 43 31 1,753 296 89 9 1,893 320 96 9 18 1 3 34 506 26 490 30 7 71 77 268 89 1,436 135 12 2 127 13 286 22 1,567 130 19 2 127 13 3 1 31 4 1 713 14 904 19 31 7 113 2,365 1,483 20,835 588 23,852 699 50,281 3,253 61,627 3,573 881 84 1,180 115 TABLE 24 Desks Room Information Administeativb Unit ■a a S Pi -13 1 g 1 n o i W o a C3 a H 1 Lee 10 15 3 11 1 3 14 1 4 24 2 8 8 5 1 4 1 1 I Lenoir. Kinston 1 1 Lincoln 4 3 1 Lincolnton 1 Macon 1 1 11 1 1 12 1 1 19 2 9 1 17 3 8 27 3 5 Madison 1 14 5 2 33 7 17 1 27 6 13 37 8 12 12 3 21 15 15 5 2 21 18 1 8 7 6 2 1 2 4 21 20 4 44 4 27 5 2 33 3 4 2 1 14 1 1 5 1 15 1 5 1 1 2 2 M cDowell Marion 3 2 1 2 1 1 1 3 1 11 2 1 1 3 1 1 1 Moore 1 9 Nash 12 22 3 5 14 12 8 10 3 9 18 6 3 1 8 15 Rocky Mount . 4 9 2 2 Onslow 2 1 4 Elizabeth City:.- 1 2 1 1 2 1 1 9 12 2 1 2 2 1 3 2 1 19 9 13 2 1 12 31 1 15 1 Richmond . Hamlet, 1 1 1 1 1 1 1 1 Rockingham Rutherford 3 33 4 5 Sampson ... Clinton 1 1 Scotland . 19 4 3 1 5 5 1 7 6 5 Stokes. . . Surry . 4 2 1 Swain .. _. Transylvania. 1 1 1 20 5 2 12 2 18 4 1 24 3 3 3 TyrrelL-- 3 13 15 2 35 2 23 5 1 Union . 12 2 2 Vance 1 1 8 2 3 Wake - 4 1 1 Raleigh Warren.. 14 6 2 1 1 3 2 Wayne 9 1 Fremont 1 4 1 15 1 1 1 Wilkes 9 4 N. Wilkesboro Wilson- 19 6 12 1 6 5 1 YflHkin , .. Grand Totals- 947 498 30 104 696 19 650 78 86 7 116 — Continued Room Information X! a is a ■s s Windows a ■a § 1 3 6 Black Boards Less Than 20 Feet 1 1 03 £ II 3S o O d 2 ►2 2 « 1 a § a 45 5 40 2 8 2 34 1 9 7 1 64 5 49 24 23 7 51 24 44 1 34 2 32 3 1 3 1 4 24 23 5 22 11 3 3 14 5 11 2 6 5 3 1 72 2 30 1 2 2 25 4 1 1 3 1 47 91 27 2 33 4 46 6 10 2 9 5 87 5 3 23 2 3 1 29 7 1 14 7 36 97 22 17 4 133 128 57 5 9 4 6 3 4 11 22 61 6 5 4 21 2 11 14 7 91 3 27 3 24 1 10 29 1 8 2 31 14 39 106 22 1 56 10 50 13 7 4 8 4 9 4 23 9 21 5 6 2 10 1 7 12 135 43 106 15 40 6 48 5 52 56 1 44 32 37 25 22 9 34 31 34 36 16 23 15 17 10 12 8 18 19 27 13 25 5 10 2 15 1 2 3 34 2 32 6 4 11 1 2 1 68 8 67 13 29 2 49 3 29 18 2 62 18 52 18 11 1 32 2 21 30 3 53 9 50 3 5 4 13 4 14 8 6 26 1 25 5 3 10 1 1 12 3 23 1 7 23 44 3 19 1 20 25 1 50 5 4 18 1 5 95 20 92 15 24 11 58 73 5 16 6 32 16 54 6 29 16 23 1 76 18 44 5 29 4 10 16 5 11 8 8 18 7 15 3 12 4 1 1 11 12 6 1 7 5 1 2 1 1 2 1 1 1 1 2 6 4 3 6 1 8 4 16 14 1 10 9 1 51 7 10 29 28 17 6 22 2 25 23 12 47 3 7 44 13 15 4 12 2 6 21 32 4 7 31 5 4 2 32 3 21 176 18 33 163 35 36 4 29 5 64 39 5 80 73 93 6 45 16 38 8 8 49 2 3 18 73 108 38 59 5 40 8 39 10 13 3 13 13 29 6 2 2 72 2 37 1 25 1 6 2 34 2 1 19 2 40 1 79 22 8 12 10 6 2 8 10 36 6 5 6 1 1 10 12 38 33 9 23 1 7 20 6 5 4 8 2 7 6 1 4 4 99 4 2 104 10 12 16 3 8 30 5 9 1 1 9 1 1 2 1 4,227 818 373 3,637 981 982 279 1,611 115 1,479 1,722 228 117 I FINANCE North Carolina is generally ranked low on several measures of economic ability. In tax paying ability some authorities have ranked it 42nd among the 48 states; in wealth, per capita, 43rd; in income, per capita 46th, and in retail sales, per capita 45th. The average listed valuation per census child is given by counties in Table 25 for the years 1920, 1930 and 1935. The State's adjudged financial weakness — particularly the low average listed values for each census child in the several counties of the State — coupled with the widely accepted statement that schools were the greatest spenders of the State's revenue, were the arguments that prevailed when the State abolished all local taxes for the current expenses of the schools and assumed practically the whole burden of operating the school system for a term of eight months. In studying the tax rates of the State, it is observed that in 19 30 before the State assumed the obligation of almost the entire current expense of operating the schools the average tax rate in the several counties of the State for schools was 69 cents, while that for purposes other than schools was 68 cents. In 1935 the rate for schools was 25 cents, while that for other purposes was 81 cents. The average tax rate for schools has been reduced 44 cents on the $100 valuation of property. However, 13 cents of this saving has been levied for other purposes. It is apparent that the schools of the State have never been the greatest spenders of the local revenue, and that the trend in the local taxing units of the State is to spend for other purposes the money saved in the rigidly economical opera- tion of the schools. In Table 29 there is presented a county by county summary of the valuation of all property in the State, together with a detailed statement of the obligations for schools and for purposes other than schools. The indebtedness for schools is $71,901,406.12, or 21.86% of the total indebtedness. The indebtedness for other purposes is $256,972,797.08, or 78.14% of the total indebtedness. The indebtedness for schools is 3.35% of the total assessed valuation. The indebtedness for purposes other than schools is 11.81% of the total assessed valuation. If these obligations are carried to maturity the amount necessary to retire the present school debt will be $104,844,473.72, or 27.16% of the amount necessary to retire all of the obligations of the local taxing units of the State. The amount for other purposes will be $401,388,976.69, or 72.84% of the local in- debtedness of the State. The total indebtedness of the local units of the State is $328,874,403.20, or 15.11% of the total assessed valuation. 119 o _ CO <1 P-I 05 HQprJ H w _^ r- c^ ai c: Tt^ CO 00 CO CO 10 CO CO ■0 CD CO CO ■•^H CM CO 00 00 (u c 2 •0 00 CM CM C3 lr~ CO to ^ CD t^ S) ^ c^ t^ 0; ■^ CD 05 -* Tj< o_ M 00 CO 02 OJ 2 lo CM cm" " ^ ^ ^;Sf£ •^ Cl M T(< ^ ^ CD CS '^ CO ^_, >o 00 00 ~ ^ ^ "co to ~x to — 1 01 -*< CD c:i Tt< -* 05 ■* CO r^ t^ CM ^ « -s § t~ CM c^ l— ' t^ t^ >* CO CO CO en 03 CO to_ Is m" mh" cr ■*" cm" oT t^" 10" 0" t~" QO" oT m" to CD Ir^ t^" CO t^ ^ 00 -^ 10 ■* a> CO CO "oo" Id "oT Tt^ iO »o I^ ■ra lo" t~ "cm" ^ 10 00 Tf< ^ CO 0-. 00 co_ OS 00" t^ _^ T^ >o «" 0' •«^ CM 05 l^ CO t^" to" ^' o>" co" oo" 0" 00" CO 03 o^ rt< OS CO t^ CO 00 CM CD 00 to rt •« 1 C^ 01 ■0 CO Th Oi CD CO ^. CO 1-H CO '-H CM J^ 1^ t^ t^ to !>■'' CO ^ CO^ ■* 01 oT 0" cd" oT 00" CO !>■" !>-" 00" to i>r CO ^ 00 00" CO CO cq CO CM -H t» «J § -o C5 t^ ~ t^ ~ ^^ w CO 00 CO ^ "co" ~ CM CM "to" ^^ ~ t^ "00" -H t~ ^ r 0" i>r ^'' cm" 05" t^" 10" 0" 00" ■* a> -h" to tO^ >*" t-" t^" ■* ^ r-." CO CO m S " -H 10 CO 00 "0" ■0 t- CO t^ t^ CO CO CM 00 t^ ~ 00 r^ ^ CO ^ 00 C^ t^ ^ ro Tt< 03 CO ■* ai 00 CD CO OS to — TS .0 CO CO t^ Oi CO CM CO o CM 00 00 ^. to t^ O0_ OS «o ■^ 0" ^ ■* co" 0" 'S*" ■0" r-T t|h" en" 00 CO 00' tc 0" 0" co" Ci ^ CO co" I:~ CO CO -* C7S 00 I^ 00 10 1^ "rt* t^ C5 Toti List( aluat 00 t2 05 CO t^ TJH CO °1 t^ t^ CO CD CO ca CO CD CM ^'' 00" ■* ^ ^ >0 OS •*" CO 03" >ra ■* >o c ~ • ~ V C-. CD "co" CD t^ l:^ "[ir 00 00 00 CO « 00 00 CO ■u c 2 t~ -^ 07 CO CO -^ r^ ■0 t^ CO CD CD TO 00 -H be ^ C5 CO CC ^ CO 10 -cH 00 CO CO CD to t^ ™ ■■3 ^ co' cs" « co' N rt co" cm" cm cm" -*" CO TJH cm" cm" CO cm" CO T-T co" rt" CO cm" >l - <;S& tr. ~ 00 QO ~ ~ ~ en CD CS Id T(< „ ^ „ "to" ^^ ^ C3 -it CO 00 CO t^ ■^ CO ^ GO CO 03 QO <^ 11 l>- !M »0 u:t CO Tf< CO rt 01 *o^ t^ to CO CO 0^ CM CM CO CO Tt( C^ tJh" CO^ t^ £^ co" rt" 00" cd" 10" OS CO ^ t^ cm" -^ to ^ 00" CO CO _r ^" "S § rH r~-t CC! " •" cd" 0" ■^ co" CO cm" 00" to to^ cm" 'Sh" co" CO cm" 1-7 T-T rJH 00 l^ CD Tt< CD Tl< CO Toti List( aluat 00 t^ t~ c^ -H 00 CM_^ CO ■^ 00 >0 GO T— < co^ ■cf CO "* *". CO 03^ '"t 00" oT CO r-T ^ CD rt" 1>^ ^ cm" 00" 00" TfT ■^ co" 0" 05" c^" ^ cm" 0" !>-" "J" CM — 1 05 CM rf ^ n< CM > p in *- ca a >, i J ^ ■0 J3 1 3 5: -a J J i a ea i 1 a ■i a a g UD s ^ fe 2 '-s -S 3 M -Q 3 a tH s ^ ^ & > 3 C3 QJ a a > kl 3 3 « ca 03 C3 CS C3 ja .13 J3 ^ < < < < < <« m « pa M m PQ Q Q 120 to r^ na in f,^ rrs in fM m ry> _, c^ in c^ to ■* ". to '^1 C-)_ ■o "^1 '^^ '^. O "i '-1 (N "'. ^_ CO CC '— < i-H Oi "^1 '^- "". "". M to =1 O o O ^ ^ ^ ,»^ j<, ^, c^ t-> on to to CO to en nj tr. CO CO O in ^ on C5 or c-> r^ ^ in ^ f^ ^ ni ni m m '— ' tu tv.i CM ttH t^j CN i>j '— ' ■»J^ CM UC' •n t^J ^ O (—J CM t^j CM -^ »o r^ en to o n) n-i on on ni m m in ,^ o m O to (-n o tn rr O <-) to on m on ni ni c-> CO CM in ■* ■* "i ■^ w_ CO ■* '-"1 '^. i^ "i ". o o to ■■"1 ^ 1 "1 ^. "1 C^J -^i— (CNJ05CO'— l»-IC5 Cq Ot-hOiccOt— It- (eo-tt^i>,ioi>.ocociaooo TJH ^ -^ T-H cq rt ^ .^ ^ to ^ ^^ on in ^ r^ on m to ni ^^ in CO m r^ in ^ S ■* °°. "^^ '^- UO ". -* ■* "* "■* -■*' "■*< O CO o o 00 to o CO ■* o CO 1* ■"l '~i 00 o to ^ o 1^ on ^ m on ^^ m 1^ ni C-) in ^ m ^ r-> ^ to m m ni „ ni ,n ^^ 1^ "* CO •^■^ "i "-. '"^ o t to CO "I tvj ■^ ". "> ™ O "1 "l lO "^. "* to o^ CO "5 t^ " CM Ol(Mi-ii-iT-(rt ^o .n r-- c; ^ _^ .r r^ r/^ ,^ M CO .„ ,^ ^ .O ,^ 1-1 in CO ^ rv^ .o cq 1—1 c; 1^5 '* OJ "* TJ^ OC -H O ■-■•.' '^t^ cs i— « '^ '^ I'-l l— -^ i-M Tfl . TO ^O ro h. in in ■,—i ,_! ■n .-H ,_4 ..-H r^ "^ -^ "^ ^^- •-'l CO ''■'i ^■'l •^X '"l ^■^_ CD CD "i "^i Ci '■'i o l^ *~~. lO "^^ ■^ OO CO *=^. -* ■^ CO c^ o ^1 6 O do =3 3 C3 C3 C8 •^ ■? -o -S •3 o 9 := 121 o t~ o TO TO t^ o TO TO •* 05 CO •^ ■* 00 Tj* OS o o t- ■* ^ TO t^ OS 00 TO (D C 3 (M TO CM 00 ■^ TO CO TO -* CM 05 •<** CO OS co TOI o CO CO TO ^ t* o -^ o OO CM CO o CM t^ ■<** ? c8 v3 -a O)" c ^ JR ^^fS «© ~ TO "oT t^ o '^ 77 CM TO TO To" TO 77 77" o 00 To" ^^ t^ •^ TO o o 77" ^ t>- 77 U5 2 S o 00 t^ o ■^ oo o ^** 00 o 3 ^ "5 '^ QO o o_ CM CO ^ C^ •* ■<*< CM_^ 00 '■^ CO 05 O t^ CO OS o c^ -§ 1 CD CO C o" CCS ■^ CO co" K5 CM Oi S o rt rt To 77" o O "* "77 O 77 05 77 "77 "m "77" OS "to" O TT 00 O To" To" 00 CD TO OS ^ ■^ o t^ o ■^ CD o o 00 CO o OO OS a '"^ CO o o en CO »— * ■* "* t^ 00 •* ■* t^ o 00 »-H ^^ OS c." ^ to" .oo" co^ TO ■^ CM TO Tt< CM CM ' > «e m CO 77 CO "to" CM 77 rt o oo "^ 1^ To t^ "lo ^ OS ^ 77" rt< "77 CO t^ ^^ "oo" o O CO 03 C ''-' 00 TO CO CO TO CIS o CD o 00 o M O ^ 00 CO ■^ ■* r^ t^ CO r- 00 t^ -^ ■* TO_ 00 CM t^ t^ i'^o im" cm" m" to" rt" rt" cm" «" cm" rt" m" rt" cm" e^ fe -<^(S ^ oo o= 00 oo TO 77 ^ "77 "cm" '^IH CO o ^ Tfl ^^ OS o c^ 77 "^ O CO T7 CO "oo" "oo" CO t^ 05 -* OO a> o o ■^ OS 00 -^ "O 3 '^^ t^ TO_ a> °l CD TO_ '^. CO TO CO CM o °i t^ OS TO_ CO ■^ s 00 CO* 11 CO Q 05 cT o Cs" co" to" TO ■^ !>•" oo" cm" o o" oo" CO CO co" o" t>r CO O CM »— t CO «^ "to o _ 00 CO 77 ^ t^ O "77 o 00 ~ro "77 TO TO o l>- To' o ■* -^ TO 00 o CO ■o oo o TO 00 00 CO oc ■* t^ CO CO t^ -<*< o ■* t^ t^ »o ^ Total Listed aluations t^ I>- s TO TO! TO ■^ 5 CO c: TO en t^ ^. ■*. tr~ t^ OS o 00 oo «o ocT oo" ^ co" cm" co" :o o" TO CO ^ o" yj. co^ Os" CO os" ■* co" o" oo" o »o" os" oo" os" (M CO o CO m CO ^ CO o OS ^H TO CM o "*. l:~ C3 q °i CO ■* o t^ CO OS CD CO o o ■* CO t^ l>r C<1 , o" n<" o fX TO oo" Ol" oo" CM to" t^ tC o oo" to" CM -^ ^ to" cm" CO o" o" os" CM ^ CM TO ■^ t^ TO TO > e© m 00 t^ "77 T(< TO o "to t^ To "m TO "^ t^ o TO t^ CO o OS ^ ~ t^ ■* 00 ^ TO oo 0} a 2 M o = 00 O r~ 05 I^ -* O 00 CO o t:^ CO £^ CO s CO en ^ TO t^ l>- t^ ^ ■^ o r^ TO to" CO co" cm" - S ^t2(S (^ OO t^ •« ^ ^ 05 "77 ""7^ TO 03 TO TO _ "To ""»' r^ 77 lo cs TO O to "o7 77 "77 "77 t^ o TO O r^ oc o Ol O -^ oc oo 00 o 00 1| ■s s o b- OJ CO_ t^ as CM TOl •* *- 3 OS t^ CO CO TO^ "1 -^ oo' l^ oo" t>^ TO to TO TO tr. CO TO CO f^ oT oo" tC to" ■^ os" os" TO oo" t>r ^ to" to" O T-^ f— 1 »— 1 »— 1 05 ~ TO "cO ai •<*< CM 77 ^__, 05 ^^ CM O Oi "77 "To t^ ,_, "to" ,_, ■* "77 "to" "to "77 "77 OS CO CO oo o o O CC TO c» TO cq t^ cq o TO CM 00 TO OS 13 "S -J °°- t^ i; t^ c^ TO 00_ w: ■* OC oc ^_ TO_ ■^ OS oo ^~* to OS 00 OS oo" ^ to' oT o CO t^ to' to" cq CO c^ CO f^ oo" CM~ ^ -*" gr TO^ cm" cm" oi" o" Qo" ^ t>." Oi -.' cm" CO Oi" l:^ r^ !>. t- o CM t^ TO ■^ CO ^H oo" co" 1-H ^ os" to IM t~ TO TO TO > «© o o i 1 C 1 03 1 e a 1 1 c o 1 c C i 1 = ft 03 S II ^ 1 T3 1 s 03 -§ B IS 1 C a 1 c o a i 1 1 02 "a 1 X. 1 02 .2 a 1 1 122 05 o 1 CD 02 00 s 00 1 CO_ a> CO CO 1 CD S 1 0; 00 QO c^ " " M 00 CO 1^ ^ 00 10 g >o 00 CO CO ■^ 10 Tt" ■* >* s CO CD o OJ -<*< t^ m CJ 00 CO CO CO to 1 •o CO t^ 0: t^ CO " (M o s 00 CD 00 S 00 CO CD CO 01 05 CO i 00 (N 6© s o 05 Ir^ t^ >o 00 i 00 03 02 ■* 00 C-J OV Mf ^ •^ "^ CD "3 -* s CO CO s 00 '<** CD CD 10 CO -* 03 s CO ■^ CO CO t> -<** 03 ■0 s CD CO OS 00 00 CO M 00 " 00 00 ■*. " 00 OS t^ 00 CO 00 CO 00 CD i s i ^ CO ■* cq >n Tf< (M CO -<# CO 00 CD t^ i CD OS CD OS OS '"' CO (M CO "<^ " " '" >o >o ■* CO c5 00 s 00 c5 OS s CO •* 00 CO s CO OS 05 10 C5 i CO 00 s i s •* s •at -* CO CO OS OS ^ "■ cs CO 0= -* IN 00 CO e© .«« r— :-« as 123 TABLE 26. NUMBER OF COUNTY ADMINISTRATIVE UNITS BY ASSESSED WEALTH PER SCHOOL CENSUS CHILD, BY TEN- YEAR INTERVALS IN NORTH CAROLINA Assessed Wealth Per School Census Child 1900 1910 1920 1930 1935 S 100 or less j.... 101- 500 1 1 1 501- 1,000 - - 7 1,001- 2,000 8 33 36 12 10 42 42 7 2 6 67 2,001- 3,000 17 3,001- 4,000 6 4,001- 5,000 2 5,001-10,000 ... 10,001-20,000 Total 100 100 100 i I TABLE 27. AMOUNT AND PER CENT OF SCHOOL FUNDS RECEIVED FROM FEDERAL, STATE, COUNTY, AND LOCAL SOURCES BY TEN- YEAR INTERVALS IN NORTH CAROLINA 1900 1910 1920 1930 1935 Amount: $ 100,000 $ 277,550 $ 3,409,253 S 6,557,175 15,268,674 6,884,362 $ 17,660,861 1,915,992 722,503 Total $ 100,000 $ 277,550 $ 3,409,253 $ 28,700,211 1 20,299,356 Per Cent of Total: Federal and State 22.8 53.2 24.0 86.9 9.4 3.7 ■ 124 TABLE 28. TAX RATES BY COUNTIES Name of County Schools Other Purposes Total Schools Other Purposes Total Alamance.. Alexander. . Alleghany.. Anson Ashe Avery Beaufort Bertie Bladen Brunswick.. Buncombe.. Burke Cabarrus. -- CaldweU... Camden Carteret Caswell Catawba Chatham Cherokee... Chowan Clay Cleveland.. Columbus.. Craven Cumberland Currituck.. Dare Davidson... Davie Duplin Durham Edgecombe. Forsyth Franklin Gaston Gates Graham Granville... Greene Guilford. Halifax Harnett Haywood Henderson Hertford Hoke Hyde Iredell Jackson Johnston Jones Lee Lenoir 65 54.5 44 65 36 87 57 70 85 80 66 55 60 65 100 85.6 85 55 45 58 46 71- 54 90 104.7 63 107 90 81 58 84 62.59 74 37.5 80 48.50 88 75 87 75 46.686 53 107 77 50 72 58 94 57 71 100 95 55 62 78 60.5 63 65 114 90 90 72 39 120 54 51 40 45 44 130 70 68 77 70 82 161 19 58 85.3 80 22 103 54 55 86 47.41 19 22.5 53 40.60 20 75 51 85 32.758 72 60 52 105 92 46 130 73 97 75 75 52 60 143 115 109 130 150 177 147 142 124 200 120 106 100 110 144 215.6 155 123 122 128 128 232 73 148 190 143 129 193 135 113 170 110 93 60 133 89 108 160 138 160 79.444 125 167 129 155 164 104 224 130 168 175 170 107 122 26 33 7.5 10 00 45 20 40 77.5 20 15 27 18 25 29 45 37.5 06 00 19 12 30 12 39 32 12 24.5 15 24.75 22 43 14.59 32 20.38 44 06 60 22 54 40 14.13 16 55.6 45 15 00 22 20 17 25 00 30 40 27 69 87 69.5 73 140 101 76 110 66.5 130 82 63 43 60 46 1.05 82.5 84 100 71 92 165 24 71 128 155 47.5 150 37.26 54 97 35.41 56 29.62 72 45 40 78 64 160 49.87 66 59.4 88 65 87 66 190 93 106 75 105 60 95 120 77 83 140 146 96 150 134 150 97 90 61 85 75 46.05 120 90 100 90 104 195 36 110 160 167 72 165 62 76 140 60 88 50 116 51 100 100 108 200 64 80 115 133 70 87 88 210 110 131 75 135 100 125 125 TABLE 28— Continued 1930 1935 Name of County Schools Other Purposes Total Schools Other Purposes Total Lincoln 63 50 90 92 61 37.5 75 76 56 63 63.42 105 88 73 64 68 83 69 77.5 58.5 70 50 50 62 61.92 46 118 85 54.5 62 82 67 77 77 75 87 93 70 65 78 47 60 61 77.65 50 61 63 90 115 42 74 47.5 112 84 49 62 40.42 25 85 52 125 75 56 105 62.5 76.5 140 50 65 55 71 39 56 64 70.5 73 84 48 42.8 95 96 85 49 41 41 102 68 50 89 46 47 107 126 140 205 134 135 85 187 160 105 125 103.84 130 173 125 189 143 139 174 140 135 210 100 115 117 132.93 85 174 149 125 135 166 115 119.8 172 171 172 142 111 106 180 115 110 150 123.65 97 168 27 15 57 52.5 33 08 26 40 08.5 09 27.2 66 32.5 28 00 35 43 05 29 06 00 28.46 13 15 29.57 12 53.5 37 06 24 25 24 35.39 27 15 80 52 33 14 09 15 04 20 40 30 15 63 85 93 97.5 90 49 164 70 61.5 76 37.8 34 107 50 125 101 87 135 76 80 195 93.54 37 65 80.43 41 73.5 63 55 76 129 61 123.61 128 85 60 48 52 54 171 85 96 62 70 45 70 90 Macon 100 150 150 McDowell 123 57 Mitchell 190 110 70 Nash . 85 65 Northampton Onslow - 100 139.5 Orange Pamlico 78 125 136 130 140 105 Pitt 86 Polk 195 Randolph 122 Richmond - 50 80 Rockingham 110 53 Rutherford-. - 127 100 61 Stanly 100 Stokes -- . - 154 Surry 85 Swain . 159 155 Tyrrell 100 140 Vance 100 Wake 85 68 180 100 100 Wilkes 82 110 Yadkin— 75 85 Average State 69+ 68+ 137+ 25+ 81+ 106+ 126 INDEBTEDNESS FOR SCHOOLS AND OTHER PURPOSES WITH AMOUNTS OF PAYMENTS DUE AT FOUR YEAR INTERVALS SCHOOLS Y///A OTHER PURPOSES 127 TABLE 29. TOTAL ANNUAL DEBT SERVICE FOR PRINCIPAL AND TOWNS, AND COUNTIES COMBINED— INCLUDING SPECIAL FISCAL YEAR ENDING Name of Countt Alamance ... Schools Other Purposes- Alexander Schools Other Purposes.. Alleghany Schools Other Purposes.. Anson Schools Other Purposes.. Ashe Schools Other Purposes.. Avery Schools Other Purposes.. Beaufort -. Schools Other Purposes— Bertie Schools Other Purposes.. Bladen Schools .... Other Purposes.. Brunswick Schools Other Purposes.. Buncombe Schools Other Purposes.. Burke Schools Other Purposes.- Cabarrus Schools Other Purposes.. Caldwell Schools Other Purposes.. Camden Schools Other Purposes.. Carteret Schools Other Purposes.. Caswell Schools Other Purposes.. Catawba Schools Other Purposes.. Valuation 1936 $ 30,666,116.00 7,165,852.00 3,937,983.00 14,400,067.00 3,469,432.00 4,184,138.00 19,798,926.00 9,649,862.00 10,325,119.00 6,458,949.00 82,685,014.00 19,253,180.00 39,265,762.00 20,612,556.00 3,030,998.00 9,312,740.00 7,224,320.00 38,421,387.00 Obligations to MATtJErrr Principal I 1,007,550.00 4,322,000.00 161,300.00 469,000.00 9,105.00 155,000.00 250,560.00 690,000.00 1,800.00 1,183,500.00 131,800.00 402,500.00 350,700.00 2,266,000.00 257,525.00 1,058,000.00 418,000.00 783,200.00 339,950.00 1,355,500.00 5,017,650.00 29,475,800.00 516,300.00 1,275,000.00 640,000.00 1,612,000.00 505,448.00 1,460,500.00 63,750.00 104,260.00 379,605.00 3,862,500.00 127,050.00 323,000.00 1,331,650.00 4,309,650.00 Interest ; 472,896.83 3,402,241.85 59,671.12 299,992.50 1,105.10 136,927.50 97,133.67 303,199.00 182.00 628,413.75 53,028.50 449,962.50 103,192.17 1,229,653.75 63,047.38 662,734.00 289,942.39 518,108.25 212,578.92 985,116.75 3,020,262.28 20,022,459.60 194,192.26 690,674.00 214,324.79 693,736.25 216,359.34 754,574.00 16,468.82 37,268.75 264,738.38 2,686,699.00 25,379.63 153,363.75 631,249.00 2,130,695.75 Total ; 1,480,446.83 7,724,241.85 220,971.12 768,992.50 10,210.10 291,927.50 347,693.67 973,199.00 1,982.00 1,811,913.75 184,828.50 852,462.50 453,892.17 3,495,653.75 320,572.38 1,720,734.00 828,642.39 1,301,308.25 552,528.92 2,340,616.75 8,037,912.28 49,498,259.50 710,492.26 1,963,674.00 854,324.79 2,305,736.25 721,807.34 2,215,074.00 80,218.82 141,518.75 644,343.38 6,549,199.00 152,429.63 476,363.75 1,962,899.00 6,440,345.75 1936 86,359.70 278,106.24 19,792.63 46,915.00 1,780.18 9,977.50 15,080.00 83,762.50 769.50 124,216.25 15,764.50 27,235.00 28,888.50 271,661.25 33,209.66 ■ 99,245.00 47,335.39 62,934.25 34,556.00 110,425.75 517,712.13 2,510,693.50 60,287.88 133,738.75 69,659.05 209,877.50 56,156.32 150,315.00 9,863.55 14,486.25 39,012.13 360,876.25 18,122.58 39,392.50 118,931.25 314,932.50 128 INTEREST REPAYMENTS ON BONDED OBLIGATIONS OF CITIES, BUILDING AND LITERARY NOTES FOR SCHOOLS AS OF THE JUNE 30, 1936 1937 1938 1939 1940 1941 1942 1943 $ 95,975.80 $ 98,439.67 S 95,445.78 $ 92,753.28 S 91,144.76 $ 88,873.76 $ 77,542.76 294,607.49 382,005.87 315,205.00 356,807.00 284,437.00 281,503.00 314,346.50 19,200.38 20,458.13 19,001.88 18,325.63 17,649.38 16,973.13 16,296.78 59,270.00 33,105.00 43,157.50 36,072.50 28,390.00 49,220.00 28,235.00 1,715:60 1,651.04 1,586.44 1,521.86 1,457.28 437.70 60.00 9,922.50 9,867.50 9,812.50 9,757.50 9,702.50 9,647.50 9,592.50 28,391.58 27,587.32 30,790.58 25,754.15 26,957.08 24,555.32 24,006.88 79,490.00 74,887.50 73,380.00 67,452.50 59,200.00 58,157.50 60,085.00 240.50 231.50 109,653.75 222.50 108,768.75 213.50 105,836.25 204.50 132,903.75 100.00 124,921.25 106,338.75 102,350.00 13,320.60 14,875.75 16,311.00 16,166.00 15,601.50 14,029.50 11,420.00 36,217.50 26,317.50 25,940.00 25,700.00 24,840.00 34,462.50 23,965.00 38,709.02 46,206.03 59,495.50 42,200.00 44,167.50 38,427.50 33,944.75 278,475.00 275,040.00 233,800.00 206,402.50 241,907.50 163,867.50 204,715.00 37,275.98 35,799.73 34,580.89 28,242.19 24,312.13 24,064.11 22,820.50 96,887.50 99,410.00 96,752.50 96,996.25 95,196.25 99,348.75 92,161.25 45,945.00 53,315.57 49,697.25 48,940.89 47,157.00 100,220.64 37,846.25 67,651.00 67,198.50 71,716.00 76,873.50 64,611.00 59,043.50 57,571.00 33,704.50 32,709.42 30,774.50 29,974.00 28,973.50 28,181.00 26,529.00 108,374.75 108,326.25 149,988.75 101,651.25 116,446.25 97,936.25 119,966.25 473,694.00 400,590.88 506,553.25 392,937.13 385,163.50 426,086.63 417,506.25 2,432,367.00 2,387,407.00 2,533,022.75 2,405,151.75 2,972,782.25 2,254,849.25 2,428,567.50 59,251.00 57,446.13 57,641.25 55,726.35 53,611.50 50,734.63 46,588.50 132,147.50 131,367.50 128,392.50 120,177.50 118,287.50 125,965.00 110,510.00 72,909.10 69,827.19 66,755.13 64,723.06 137,191.00 58,368.94 50,431.88 269,987.50 137,965.00 136,002.50 131,007.50 356,765.00 114,025.00 107,055.00 54,577.24 53,437.18 53,053.76 51,461.07 49,868.00 45,041.69 39,383.88 136,722.50 230,295.00 123,867.00 147,645.00 120,302.50 107,611.25 105,966.25 9,539.25 9,191.63 8,844.00 8,496.38 8,148.75 5,801.13 4,856.25 15,978.75 15,351.25 13,977.50 13,402.50 12,827.50 6,310.00 6,090.00 38,096.75 41,733.57 34,610.99 33,655.61 30,850.23 29,308.85 31,064.00 336,411.25 322,076.25 337,328.75 319,433.75 326,992.50 343,676.25 319,928.75 19,888.05 17,951.75 17,357.00 16,762.25 14,062.50 12,079.25 10,630.75 38,180.00 36,967.50 35,755.00 36,482.50 35,150.00 32,847.50 30,515.00 141,132.50 129,733.50 125,186.50 122,537.00 136,328.75 119,675.50 113,776.50 332,491.25 242,878.75 236,478.75 230,258.75 362,256.25 275,473.75 240,362.50 129 TABLE 29 Name of County 1947 1948 Alamance Schools Other Purposes- Alexander Schools - Other Piirposes Alleghany Schools Other Purposes— Anson Schools Other Purposes— Ashe Schools Other Purposes— Avery Schools Other Purposes- Beaufort Schools Other Purposes- Bertie Schools Other Purposes.— Bladen Schools Other Purposes— - Brunswick Schools Other Purposes- Buncombe Schools Other Purposes— Burke Schools Other Purposes Cabarrus Schools Other Purposes- -- Caldwell Schools- - Other Purposes. -- Camden Schools Other Purposes— Carteret Schools Other Purposes-t- Caswell Schools Other Purposes.— Catawba Schools Other Purposes.— 72,864.26 307,755.50 13,710.63 30,322.50 110,685.74 351,303.50 13,124.38 23,657.50 I 64,007.26 292,725.00 12,538.13 18,340.00 61,928.76 248,168.75 11,951.88 65,160.00 I 46,165.00 262,658.75 11,365.63 30,182.50 9,537.-50 21,462.88 54,799.00 9,482.50 23,816.13 46,850.00 48,227.50 22,879.37 41,185.00 6,972.50 19,213.75 31,620.00 6,917.50 8,398.13 25,510.00 99,460.00 6,500.00 22,783.00 32,574.12 162,670.00 20,202.63 91,397.50 37,155.01 61,573.50 26,777.00 93,948.75 352,861.88 ,198,361.75 42,896.88 99,808.75 67,947.31 93,457.50 47,250.52 99,809.25 4,643.38 6,842.50 25,988.25 325,031.25 8,647.50 29,272.50 92,225.25 225,762.50 96,040.00 14,290.00 22,635.00 31,203.50 130,575.00 17,235.00 88,275.00 35,028.75 50,346.00 25,165.00 142,327.50 550,813.26 2,071,733.75 51,250.26 98,621.25 25,846.75 85,222.50 32,540.75 97,610.00 4,469.50 6,667.50 25,332.50 305,870.00 8,322.25 28,030.00 91,395.25 223,291.25 84,325.00 5,600.00 22,185.00 28,446.25 124,225.00 11,644.00 77,152.50 31,542.50 48,113.50 24,385.00 97,217.50 331,413.50 2,015,277.50 28,626.63 122,288.75 18,376.94 79,097.50 28,486.38 94,487.50 3,257.60 6,292.50 24,719.25 389,813.75 3,324.50 26,787.50 86,635.75 213,368.75 81,320.00 6,390.00 32,185.00 26,300.00 125,996.00 4,825.00 60,610.50 30,583.75 60,061.00 23,605.00 94,792.60 321,866.25 1,827,585.00 27,522.50 123,407.50 15,193.13 73,257.50 27,505.00 83,010.00 3,107.50 6,017.50 24,046.00 262,799.00 1,648.75 27,616.25 83,976.25 197,038.75 82,200.00 5,180.00 21,650.00 1,165.00 111,690.00 2,715.04 52,807.50 26,199.38 43, 74?. 50 23,825.00 94,715.00 312,678.75 1,799,546.00 26,419.38 67,402.60 14,765.31 50,042.50 24,178.75 76,335.00 Paid Out 5,742.50 24,345.25 244,596.25 1,585.00 14,516.25 104,203.75 276,582.50 130 -Continued 1949 1950 1951 1952 1953 1954 1955 $ 46,147.50 S 45,602.50 S 44,035.00 $ 40,520.00 $ 37,125.00 $ 24,965.00 $ 26,140.00 248,528.75 255,698.75 245,405.00 242,160.00 243,820.00 235,008.75 254,430.00 6,779.38 2,653.15 1,250.00 Paid Out 38,800.00 32,460.00 30,217.50 48,550.00 17,170.00 26,252.50 17,287.50 6,862.50 6,807.50 49,402.50 8,860.00 8,530.00 8,200.00 7,870.00 7,150.00 6,662.50 6,425.00 6,187.50 5,950.00 5,712.50 5,475.00 31,670.00 31,980.00 23,890.00 23,050.00 22,210.00 21,370.00 20,530.00 278,980.00 64,760.00 41,540.00 30,120.00 28,700.00 6,705.00 6,495.00 4,970.00 4,760.00 4,550.00 840.00 840.00 14,420.00 Paid Out 21,460.00 21,310.00 21,100.00 25,860.00 20,500.00 19,910.00 165,665.00 1,110.00 1,055.00 Paid Out 109,700.00 79,590.00 87,840.00 59,250.00 67,600.00 46,000.00 44,750.00 2,605.00 2,495.00 2,385.00 2,275.00 2,165.00 2,055.00 Paid Out 53,245.00 52,527.50 50,862.50 . 50,647.50 43,850.00 42,327.50 41,805.00 26,385.00 85,840.00 19,970.00 19,175.00 19,380.00 13,025.00 12,475.00 45,188.50 258,683.50 22,740.00 25,015.00 114,125.00 13,310.00 12,720.00 22,990.00 27,155.00 26,045.00 22,935.00 21,935.00 16,935.00 16,205.00 90,637.50 87,613.75 85,561.25 82,453.75 46,926.25 194,613.75 30,105.25 305,886.25 284,016.25 272,826.25 232,393.75 220,093.75 207,986.25 197,153.75 1,768,920.00 1,634,308.75 1,616,605.00 1,594,684.25 1,550,011.25 1,511,000.00 1,476,605.00 24,741^25 21,663.13 15,845.00 7,980.00 7,700.00 7,420.00 7,140.00 55,857.50 49,435.00 47,635.00 45,345.00^ 41,570.00 39,890.00 27,532.50 14,337.50 11,875.00 11,537.50 17,200.00 16,605.00 16,010.00 13,415.00 48,437.50 46,832.50 50,102.50 41,442.50 39,977.50 35,512.50 30,212.50 23,302.50 21,947.50 18,092.50 17,417.50 17,742.50 13,127.50 9,612.50 73,875.00 73,138.75 72,876.25 65,328.75 59,981.25 48,908.75 40,091.25 5,467.50 Paid Out 72,217.00 17,589.00 17,461.00 14,303.00 9,950.00 8,670.00 8,450.00 257,011.25 230,201.25 250,976.25 216,707.50 213,430.00 202,927.50 195,562.50 1,042.50 1,000.00 Paid Out 13,876.25 13,236.25 5,596.25 5,376.25 5,156.25 4,936.25 4,716.25 76,360.00 73,490.00 68,680.00 63,990.00 54,556.25 52,310.00 35,515.00 165,471.25 155,336.75 142,968.75 133,455.00 94,877.50 91,282.50 82,761.25 131 TABLE 29 Name of County 1956 1957 1958 1959 1960 $ 25,265.00 291,545.00 S 24,390.00 242,695.00 S 41,945.00 965,810.00 $ 21,500.00 306,716.25 $ 20 625 00 55 668 75 Schools -- 11,700.00 11,250.00 5,925.00 15,437.50 9 812 50 7,540.00 5,237.50 22,720.00 6,237.50 Paid Out 6,962.50 5,687.50 5 412 50 Schools 5,760.00 5,520.00 1,280.00 1,240.00 6,185.00 Paid Out 11,420.00 11,480.00 13,060.00 11,120.00 9,000.00 43,500.00 42,250.00 41,000.00 39,875.00 12,250.00 Bertie 40,225.00 11,925.00 12,130.00 15,415.00 29,148.75 169,835.00 3 1,486,337.50 Paid Out 38,645.00 6,500.00 2,520.00 14,655.00 28,191.25 130,892.50 1,437,025.00 37,065.00 6,200.00 2,440.00 Paid Out 30,485.00 5,900.00 2,360.00 22,350.00 5,600.00 2,280.00 27,233.75 111,955.00 1,067,131.25 27,233.75 98,662.25 695,213.75 26,275.25 66,625.00 582,225.00 Burke . -- -- Other Purposes 26,452.50 10,900.00 33,956.50 9,217.50 35,613.75 25,372.00 10,450.00 32,543.75 3,960.00 31,336.25 19,430.00 Paid Out 16,675.00 15,970.00 31,131.25 5,840.00 30,158.75 29,718.75 3,720.00 22,981.25 28,306.25 Caldwell 3,600.00 18,178.75 8,230.00 190,277.50 8,010.00 175,727.50 3,900.00 104,303.75 3,900.00 89,411.25 69,900.00 50,411.25 4,496.25 34,120.00 69,021.25 4,276.25 10,725.00 38,805.00 1,142.50 4,480.00 29,487.50 1,095.00 4,340.00 28,310.00 1,047.50 4,200.00 Other Purposes 21,218.75 132 — Continued 1961 1962 1963 1964 1965 1966 1967 $ $ $ $ $ S % 49,402.50 37,500.00 13,295.00 45,975.00 10,655.00 8,232.50 5,905.00 575.00 575.00 575.00 10,287.50 Paid Out 5,137.50 Paid Out 1,200.00 1,160.00 1,120.00 1,080.00 1,040.00 Paid Out 154,500.00 Paid Out 12,250.00 251,125.00 Paid Out 14,432.50 5,300.00 12,375.00 Paid Out 11,900.00 11,425.00 10,950.00 10,475.00 Paid Out 2,200.00 2,120.00 2,040.00 Paid Out . 25,318.25 64,250.00 546,137.00 24,361.25 61,874.00 553,971.25 23,403.75 59,500.00 458,516.25 22,446.25 57,125.00 436,993.75 21,488.75 54,750.00 412,686.25 20,531.25 52,375.00 326,398.75 18,616.25 Paid Out 235,950.00 15,265.00 14,560.00 5,855.00 5,630.00 5,405.00 4,18Q.00 Paid Out 2,550.00 3,480.00 2,450.00 3,360.00 16,753.75 2,350.00 3,240.00 15,941.25 2,250.00 3,120.00 10,328.75 2,150.00 Paid Out -- 2,050.00 Paid Out 17,466.25 3,498.75 3,356.25 3,213.75 Paid Out 43,335.00 39,462.50 24,647.50 36,217.50 32,732.50 1,027.50 Paid Out Paid Out 4,060.00 3,920.00 7,652.50 3,780.00 7,337.50 3,640.00 6,047.50 Paid Out ... 11,027.50 5,782.50 2,517.50 2,402.50 133 TABLE 29 Name of County 1968 1969 1970 1971 1972 1973 g . S $ S - - $- Schools.. $■ Other Purposes 5,125.00 Paid Out - Schools Other Purposes Schools Other Purposes Schools Other Purposes Schools. Other Purposes Other Purposes Bladen. .- --- Paid Out 205,540.00 64,655.00 Paid Out.. Caldwell 3,071.25 Paid Out Other Purposes 2,287.50 2,172.50 20,057.50 Paid Out.. - 134 — Continued 1974 1975 1976 1977 1978 . 1979 1980 Grand Total $ $ $ S % $ 8 S 1,480,446.83 7,724,241.85 220,971.12 768,992.50 10,210.10 291,927.50 347,693.67 973,199.00 1,982.00 1,811,913.75 184,828.50 852,462.50 453,892.17 3,495,653.75 320,572.38 1,720.734.00 828,642.39 1,301,308.25 552,528.92 2,340,616.75 8,037,912.28 49,498,259.50 710,492.26 , 1,963,674.00 854,324.79 2,305,736.25 721,807.34 2,215,074.00 80,218.82 141,518.75 644,343.38 6,549,199.00 152,429.63 476,363.75 1,962,899.00 6,440,345.75 135 Name of County Assessed Valuation 1936 Obligations to Maturity Principal Interest Total TABLE 29 1936 Chatham Schools Other Purposes.. Cherokee Schools Other Purposes.. Chowan Schools Other Purposes.. Clay Schools Other Purposes.. Cleveland Schools Other Purposes.- Columbus Schools Other Purposes- - Craven Schools Other Purposes- Cumberland Schools Other Purposes. - Currituck Schools Other Purposes.. Dare Schools Other Purposes. - Davidson Schools Other Purposes.. Davie Schools Other Purposes.. Duplin. Schools Other Purposes- Durham Schools Other Purposes.. *Edgecombe Schools Other Purposes- Forsyth Schools Other Purposes. Franklin ... Schools Other Purposes- Gaston . Schools Other Purposes. $ 15,087,884.00 7,242,088.00 6,765,207.00 1,699,429.00 29,051,814.00 18,335,110.00 13,001,015.00 20,031,681.00 4,414,461.00 2,597,758.00 32,392,031.00 10,737,075.00 15,614,674.00 99,624,872.00 23,963,048.00 158,451,120.00 11,091,498.00 75,853,953.00 337,470.00 1,375,400.00 123,600.00 1,718,000.00 76,600.00 514,100.00 35,450.00 377,500.00 675,100.00 2,652,800.00 636,500.00 1,470,000.00 730,450.00 3,006,200.00 892,550.00 3,607,500.00 63,080.00 15,000.00 48,855.00 474,500.00 1,430,090.00 3,420,500.00 153,600.00 373,500.00 593,300.00 1,840,900.00 2,242,915.00 11,231,000.00 477,740.00 2,038,100.00 4,145,000.00 15,316,200.00 305,800.00 1,373,000.00 1,704,500.00 5,923,000.00 158,259.47 1,001,293.75 38,681.28 1,088,476.25 30,255.00 226,524.00 10,925.28 293,300.00 236,935.13 1,337,439.15 273,233.19 929,061.20 328,828.65 1,714,057.50 765,137.15 1,900,475.00 24,272.85 2,250.00 12,161.32 427,035.00 703,774.83 2,043,873.12 61,768.90 210,094.96 246,010.64 1,265,250.75 1,123 ,.194. 47 6,621,657.75 168,645.15 1,201,055.75 1,997,452.50 8,780,159.83 118,550.00 846,822.00 758,453.50 3,917,603.00 $ 495,729.47 2,376,693.75 162,281.25 2,806,476.25 106,755.00 740,624.00 46,375.28 670,800.00 912,035.13 3,990,239.15 909,733.19 2,399,061.20 , 1,059,278.65 4,720,257.50 1,657,687.15 5,507,975.00 87,352.85 17,250.00 61,016.32 901,535.00 2,133,864.83 5,464,373.12 215,368.90 583,594.96 839,310.64 3,106,150.75 3,366,109.47 17,852,657.75 646,385.15 3,239,155.75 6,142,452.50 24,096,359.83 424,350.00 2,219,822.00 2,462,903.50 9,840,603.00 35,087.96 115,523.50 13,112.88 143,036.25 10,910.00 51,863.75 4,716.63 35,820.00 62,339.27 202,642.25 61,157.63 138,148.75 70,063.63 269,609.50 65,408.17 328,267.50 13,195.25 900.00 8,203.79 37,260.00 126,008.27 358,361.25 17,100.38 37,800.62 65,263.76 156,308.00 201,798.77 992,761.25 58,656.10 188,091.50 412,580.00 1,497,444.24 37,756.51 115,682.50 162,196.85 522,097.25 • Issues of Edgecombe-Nash-Rocky Mount. Charged to Nash. 136 — Continued 1937 1938 1939 1940 1941 1942 1943 ' $ 35,447.78 $ 41,856.09 .$ 39,492.41 $ 35,218.71 S 36,274.38 S 34,494.19 % 25,674.00 114,982.00 114,114.00 116,680.00 111,412.00 103,638.50 99,400.00 97,076.50 12,781.75 12,460.63 12,139.50 30,768.38 9,129.25 19,340.13 7,068.50 125,448.75 132,956.25 167,418.75 163,162.50 269,867.50 210,941.26 171,933.75 10,570.00 9,730.00 9,410.00 9,090.00 8,240.00 6,965.00 4,715.00 50,286.75 49,679.75 45,908.75 40,530.00 38,302.50 46,100.00 36,447.50 4,576.50 4,436.38 4,296.25 4,156.13 4,516.00 3,766.13 3,192.50 27,660.00 27,300.00 26,940.00 28,580.00 32,950.00 27,220.00 24,840.00 103,826.50 70,132.52 68,113.50 65,494.52 63,489.50 57,602.52 56,393.75 205,708.25 329,219.25 185,875.25 167,221.25 190,047.25 150,463.25 138,858.02 59,649.63 58,141.63 58,633.63 57,031.13 66,453.88 65,153.38 52,078.13 135,851.25 136,405.00 133,870.00 120,906.25 168,781.25 118,975.00 116,547.50 68,491.25 72,918.88 71,061.50 69,191.63 164,321.75 72,558.13 98,123.75 354,206.00 336,957.50 328,875.00 305,452.50 272,140.00 287,202.50 168,795.00 65,170.50 70,942.90 69,167.75 67,970.38 115,514.00 60,926.62 57,768.00 321,391.25 418,500.00 301,610.00 302,580.00 314,727.60 288,942.50 281,582.50 6,799.00 6,594.55 6,398.20 6,201.85 13,005.50 4,596.50 3,960.00 900.00 15,450.00 6,673.46 7,113.03 6,437.89 9,002.32 8,598.76 8,099.69 5,294.75 37,235.00 41,665.00 40,795.00 39,925.00 39,055.00 41,095.00 40,045.00 128,500.50 135,505.08 131,626.16 129,578.90 127,138.44 119,930.67 118,268.59 329,383.75 307,966.25 303,068.75 294,933.75 365,537.07 306,152.30 251,823.75 21,612.50 15,824.63 15,336.75 14,848.88 13,361.00 12,933.13 10,117.75 37,831.87 35,863.12 36,409.37 37,340.62 36,096.87 33,978.12 32,919.37 63,480.38 66,978.07 64,947.63 62,932.26 55,006.38 63,351.51 133,429.38 156,858.50 160,714.00 156,731.50 152,965.00 163,257.50 156,420.00 167,002.50 202,316.88 200,296.00 196,200.25 195,945.69 193,422.38 185,391.56 187,195.75 998,178.75 987,067.50 1,002,103.75 989,313.25 1,328,065.75 1,064,200.00 897,034.25 53,730.05 51,974.00 85,402.75 86,106.50 43,110.25 38,932.75 32,326.00 204,047.50 188,323.50 196,124.50 170,165.00 188,396.00 158,615.00 146,520.00 412,049.00 401,130.00 355,205.00 345,942.50 336,680.00 329,362.50 317,125.00 1,567,468.00 1,229,753.74 1,214,338.25 1,330,682.19 1,254,527.50 1,131,356.24 1,121,877.50 46,691.75 33,827.01 30,810.25 28,873.51 27,976.75 27,080.00 24,509.25 114,492.50 116,612.50 123,176.50 164,998.50 181,715.00 98,585.00 114,205.00 218,645.58 180,712.13 165,930.50 174,196.15 289,602.76 123,891.63 146,569.75 573,675.00 710,800.00 481,855.00 482,437.50 508,030.00 465,411.25 617,868.75 137 Name of County 1944 1945 TABLE 29 1948 Chatham Schools Other Purposes.. Cherokee.- Schools Other Purposes.. Chowan Schools Other Purposes.. Clay Schools Other Purposes.. Cleveland Schools Other Purposes- Columbus Schools Other Purposes.. Craven Schools Other Purposes.. Cumberland Schools Other Purposes.. Currituck Schools Other Purposes.. Dare Schools Other Purposes.. Davidson Schools Other Purposes.. Davie Schools Other Purposes.. Duplin Schools Other Purposes.. Diu-ham.. Schools Other Purposes.. *E dgecombe. . - Schools Other Purposes.. Forsyth Schools- Other Purposes- Franklin Schools Other Purposea. G as ton Schools Other Purposes. 23,186.56 100,715.50 20,080.13 103,886.25 4,545.00 36,190.00 1,709.38 91,410.00 54,705.77 139,809.00 59,270.63 138,421.25 59,090.63 164,705.00 54,796.63 273,170.50 3,200.00 21,164.13 114,417.00 13,841.75 89,273.75 4,375.00 34,880.00 1,656.25 19,980.00 50,255.25 127,383.25 55,353.13 87,348.75 56,807.50 160,865.00 54,862.50 276,682.50 3,080.00 18,246.50 99,168.50 3,428.38 91,782.50 4,205.00 32,695.00 1,603.13 24,470.00 40,502.64 121,132.50 42,097.88 93,909.99 52,370.00 158,975.00 53,570.87 229,655.00 2,960.00 17,329.88 94,342.50 3,290.00 85,411.25 4,035.00 31,334.75 1,550.00 18,960.00 39,115.00 109,124.25 40,685.63 92,871.25 20,932.50 277,847.50 52,063.75 231,377.50 2,840.00 15,376.25 94,571.50 710.00 78,158.75 3,865.00 30,074.25 300.00 18,600.00 35,120.01 107,517.25 38,067.50 94,634.99 20,245.00 157,012.50 46,346.25 223,896.25 2,720.00 629.31 38,995.00 112,555.37 306,821.25 12,223.88 28,346.25 31,556.26 143,615.00 181,668.69 713,312.50 27,098.00 132,245.00 362,180.00 1,481,313.74 18,938.51 115,700.00 107,269.38 477,257.50 605.88 37,945.00 108,182.09 259,513.75 11,805.00 24,523.75 30,518.13 128,347.50 177,845.38 668,685.50 26,140.00 127,470.00 297,212.50 1,051,315.00 20,292.75 75,915.00 115,621.25 407,381.25 182.44 36,410.00 102,423.24 210,701.25 10,285.00 '23,776.25 23,474.38 117,390.00 170,513.31 609,038.71 22,213.75 179,005.00 287,930.00 917,071.24 15,048.88 111,645.00 214,262.78 511,894.25 175.00 35.875.00 99,024.34 251,538.75 9,915.00 23,028.75 21,035.00 123,732.50 165,581.25 601,961.25 21,387.50 98,537.50 328,375.00 849,507.50 14,555.00 88,490.00 79,556.20 419,851.25 Paid Out 32,340.00 90,086.11 195,971.25 9,545.00 23,256.25 17,462.50 125,837.50 157,488.75 542,797.50 18,167.50 95,977.50 267,797.50 809,599.99 11,045.00 65,335.0(> 77,425.00 262,430.00 138 -Continued 1949 1950 1951 1952 1953 1954 1955 $ 14,830.63 163.710.50 S 14,285.00 116,474.50 S 12,542.50 81,579.75 S 12,050.00 74,891.25 $ 9,617.50 77,171.50 S 7,300.00 65,560.50 $ 11,037.50 134,472.50 680.00 74,146.25 650.00 72,253.75 620.00 102,332.50 590.00 154,741.25 560.00 141,418.75 520.00 167,696.25 Paid Out 218,645.00 3,695.00 28,815.00 3,525.00 21,401.25 2,385.00 20,733.75 2,275.00 19,766.25 2,165.00 12,798.75 2,055.00 6,161.25 Paid Out Paid Out 1,300.00 1,240.00 17,880.00 1,180.00 87,370.00 1,120.00 12,960.00 1,060.00 37,600.00 Paid Out 18,240.00 5,890.00 75,830.00 30,666.25 84,832.75 26,663.13 81,022.00 25,750.00 79,348.75 14,790.00 77,621.75 14,175.00 73,894.50 13,560.00 70,023.75 12,945.00 68,362.50 36,699.38 89,261.25 30,481.25 83,086.24 32,168.75 84,365.00 28,963.75 76,368.74 27,886.25 68,697.50 24,863.75 63,201.24 24,896.25 57,385.00 19,617.50 182,457.50 21,780.00 206,102.50 23,382.50 186,995.00 22,375.00 165,065.00 16,427.50 132,375.00 8.700.00 126,965.00 8,340.00 122,555.00 45,558.75 231,067.50 46,718.75 219,001.25 45,826.25 211,026.25 44,933.75 198,888.25 58,041.25 210,651.25 228,108.75 115,175.00 15,000.00 106,950.00 2,600.00 2,480.00 2,360.00 2,240.00 2,120.00 Paid Out 35,470.00 34,330.00 35,645.00 30,900.00 29,820.00 28,740.00 26,690.00 85,431.59 244,811.25 82,756.49 138,366.25 73,307.00 125,016.25 65,671.24 124,060.00 47,801.75 120,032.50 42,751.75 120,867.50 40,274.00 116,565.00 9,175.00 7,805.00 24,116.25 7,490.00 19,283.75 8,175.00 18,566.25 7,815.00 59,498.75 Paid Out 21,973.75 7,676.25 5,873.75 16,900.00 121,382.50 16,337.50 123,730.00 16,775.00 128,612.50 16,162.50 157,165.00 15,550.00 102,867.50 14,937.50 99,820.00 14,325.00 95,172.50 150,621.25 527,487.75 115,703.75 490,346.25 117,686.25 432,591.25 92,931.25 412,971.25 89,673.75 380,146.25 87,398.00 373,853.75 80,203.75 342,917.50 17,447.50 94,392.50 16,727.50 91,782.50 11,120.00 114,172.50 10,625.00 79,400.00 7,130.00 76,945.00 6,790.00 72,640.00 2,450.00 69,513.75 257,470.00 770,053.75 239,530.00 710,284.99 216,322.50 659,551.25 248,840.00 967,459.99 177,082.50 584,948.50 159,165.00 573,706.26 113,730.00 545,230.00 18,185.00 205,597.50 9,875.00 152,320.00 15,335.00 73,392.50 8,795.00 37,065.00 8,435.00 44,487.50 8,075.00 34,885.00 6,715.00 107,564.50 56,242.50 259,480.75 52,221.25 233,353.75 49,251.2^ 224,240.00 45,281.25 217,218.75 36,567.50 198,553.75 29,262.50 194,275.75 23,053.75 189,92J.50 139 TABLE 29 Name of Codnty 1956 1957 1958 1959 1960 $ 6,575.00 51,651.25 $ 6,312.00 48,503.75 S 6,050.00 44,231.25 $ 5,787.50 42,608.75 $ 5,525.00 35,786.25 16,185.00 3,720.00 1,600.00 1,540.00 1,480.00 Other Purposes Clay 10,300.00 3,330.00 55,945.00 Paid Out Paid Out - - 3,165.00 44,877.50 Paid Out 41,607.60 37,051.25 33,636.25 67,985.00 7,980.00 104,045.00 15,000.00 122,435.00 74,905.00 7,620.00 98,985.00 15,000.00 117,469.00 71,575.00 7,260.00 93,925.00 15,000.00 35,305.00 68,245.00 6,900.00 43,865.00 15,000.00 28,887.50 6,415.00 6,540.00 7,505.00 15,000.00 27,732.50 Other Purposes 24,700.00 30,997.00 112,262.50 23,740.00 29,352.50 99,240.00 12,930.00 28,342.50 91,597.50 70,620.00 28,308.75 88,055.00 13,310.00 23,251.25 80,592.50 5,616.25 11,712.50 87,800.00 78,091.25 346,233.75 2,350.00 65,376.25 110,137.50 523,298.74 6,405.00 16,510.00 22,206.25 174,805.00 5,358.75 11,200.00 99,911.25 74,953.25 331,303.75 3,225.00 68,366.25 85,700.00 419,905.00 5,125.00 15,782.50 18,445.00 166,248.75 1,201.25 10,687.50 94,507^50 45,816.25 318,406.25 3,075.00 66,073.75 81,900.00 380,466.24 Paid Out 1,143.75 5,287.50 45,177.50 15,375.00 317,495.00 Paid Out 1,086.25 Paid Out 33,185.00 Paid Out 309,310.00 65,731.25 Paid Out 60,425.00 Forsyth . - 348,022.50 323,413.74 10,180.00 17,770.00 951,603.75 10,672.50 18,071.25 102,116.25 9,635.00 12,448.75 Other Purposes 96,066.25 140 — Continued 1961 1962 1963 1964 1965 1966 1967 $ 5,262.50 Paid Out $ S ._ % $ ,? 27,670.00 $ 28,570.00 2,240.00 2,160.00 2,080.00 Paid Out- . 1,420.00 1,360.00 1,300.00 2,240.00 2,120.00 Paid Out 31,250.00 27,050.00 22,940.00 27,010.00 25,830.00 14,650.00 4,207.50 5,600.00 5,300.00 Paid Out Paid Out 6,180.00 2,275.00 1,200.00 Paid Out 1,150.00 1,110.00 1,050.00 Paid Out 265,000.00 26,577.50 25,422.50 18,410.00 17,540.00 2,052.50 Paid Out ^ 12,650.00 11,990.00 4,373.75 62,065.00 11,330.00 4,201.25 56,277.50 Paid Out 4,-546.25 77,210.00 4,028.75 39,060.00 3,356.25 9,440.00 3,213.75 9,055.00 3,071.25 8,670.00 1,028.75 Paid Out 2,280.00 2,200.00 2,120.00 2,040.00 Paid Out 289,250.00 279,340.00 268,465.00 259,603.75 215,706.25 179,076.25 153,431.25 48,105.00 46,335.00 44,665.00 42,895.00 28,410.00 25,210.00 2,150.00 309,205.00 289,116.24 251,677.50 222,032.50 162,822.50 138,967.50 113,610.00 8,627.50 2,300.00 13,308.75 67,368.75 2,180.00 Paid Out 2,060.00 Paid Out 12,702.50 86,667.50 63,630.00 58,942.50 33,116.75 31,196.25 25,851.25 141 TABLE 29 Name of County 1968 1969 1970 1971 1972 1973 Chatham. .. . $- $ $ $ $ Schools S Other Purposes Schools Other Purposes Schools... Other Purposes Clay Other Purposes Schools Other Purposes 2,052.50 Paid Out Other Purposes Cumberland Schools - ' Paid Out 6,285.00 3,071.25 Paid Out 108,303.75 47,422.50 45,862.50 44,302.50 42,742.50 41,182.50 2,050.00 Paid Out Forsyth 87,900.00 70,000.00 51,315.00 46,302.50 44,382.50 12,510.00 FmnWin Other Purposes 16,758.75 8,190.00 Paid Out.- 142 — Continued 1974 1975 1976 1977 1978 1979 1980 Grand Total $. s. . $ S % $ $ • S 495,729.47 2,376,693.75 162,281.25 2,806,476.25 106,755.00 740,624.00 46,375.28 670,800.00 912,035.13 3,990,239.15 909,733.19 2,399,061.20 1,059,278.65 4,720,257.50 1,657,687.15 5,507,975.00 87,352.85 17,250.00 61,016.32 901,535.00 2,133,864.83 5,464,373.12 215,368.90 583,594.96 839,310.64 3,106,150.75 3,366,109.47 11,100.00 10,720.00 11,316.25 9,896.25 6,551.25 6,273.75 3,067.50 17,852,657.75 646,385.15 3,239,155.75 6,142,452.50 6,012.50 5,787.50 5,562.50 5,337.50 5,112.50 Paid Out 24,096,359.83 424,350.00 2,219,822.00 2,462,903.50 9,840,603.00 143 TABLE 29 Name of Countt Assessed Valuation 1936 Obligations to Maturity Principal Interest Total Gates Schools pther Purposes- Graham Schools Other Purposes— Granville Schools Other Purposes- Greene Schools Other Purposes- Guilford Schools Other Purposes-. Halifax Schools Other Purposes- Harnett Schools Other Purposes- Haywood Schools Other Purposes.. Henderson Schools Other Purposes- Hertford Schools Other Purposes- Hoke Schools Other Purposes.. Hyde Schools Other Purposes-. Iredell Schools Other Purposes. Jackson Schools Other Purposes- Johnston Schools Other Purposes. Jones Schools Other Purposes- Lee Schools Other Purposes. Lenoir . Schools Other Purposes. $ 5,031,435.00 6,497,282.00 16,563,012.00 6,762,255.00 160,028,332.00 30,308,319.00 18,747,123.00 22,757,401.00 20,416,186.00 7,606,148.00 7,224,225.00 3,474,955.00 32,122,751.00 7,983,088.00 30,155,580.00 3,922,562.00 10,674,409.00 18,281,710.00 $ 147,085.00 111,200.00 68,500.00 355,000.00 550,875.00 1,047,200.00 267,250.00 745,500.00 5,772,500.00 24,822,617.75 221,791.30 2,523,000.00 998,300.00 1,474,700.00 694,300.00 2,194,300.00 1,157,750.00 4,913,000.00 216,550.00 646,000.00 148,860.00 279,000.00 106,750.00 555,341.70 847,300.00 5,094,000.00 110,075.00 1,257,500.00 2,289,500.00 3,565,500.00 225,850.00 412,000.00 324,025.00 1,210,500.00 1,037,923.00 2,461,000.00 $ 33,789.92 41,677.50 18,991.99 206,337.50 221,238.13 520,147.50 108,798.83 301,762.00 3,307,815.45 18,517,808.45 49,421.35 1,548,411.38 451,836.03 834,755.25 387,331.42 1,266,337.50 542,031.00 2,665,505.75 86,432.19 341,245.00 64,192.47 1.30,072.50 33,737.55 432,345.00 406,072.25 2,586,476.25 20,754.59 738,185.00 1,051,845.06 2,199,444.50 80,107.00 207,420.00 141,504.98 781,555.50 480,786.67 1,227,629.75 $ 180,874.92 152,877.50 87,491.99 561,337.50 772,113.13 1,567,347.50 376,048.83 1,047,262.00 9,080,315.45 43,340,426.20 271,212.65 4,071,411.38 1,450,136.03 2,309,455.25 1,081,631.42 3,460,637.50 1,699,781.00 7,578,505.75 302,982.19 987,245.00 213,042.47 409,072.50 140,487.55 987,686.70 1,253,372.25 7,680,476.25 130,829.69 1,995,685.00 3,341,345.06 5,764,944.50 305,957.00 619,420.00 465,529.98 1,992,055.50 1,518,709.67 3,688,629.75 18,953.27 10,303.25 7,749.96 38,260.00 67,246.16 96,806.25 26,797.25 68,737.50 420,985.63 1,891,947.96 33,732.50 226,100.00 98,982.00 131,647.00 70,382.75 298,112.00 127,865.00 524,865.00 23,625.19 75,180.00 13,194.27 26,112.50 15,926.92 51,560.50 80,048.75 457,916.25 15,433.91 128,450.00 177,329.00 236,077.50 31,767.25 49,830.00 40,589.68 113,475.00 104,980.46 252,092.25 144 -Continued 1937 1938 1939 1940 / 1941 1942 1943 $ 17,564.96 S 17,567.80 S 16,935.19 $ 18,320.70 1 56,732.69 S 13,226.70 $ 6,733.94 10,059.75 9,816.25 9,572.75 12,250.50 11,851.50 11,448.60 10,447.50 7,541.88 7,334.69 7,127.50 6,920.31 30,713.13 4,060.94 3,908.75 37,255.00 36,265.00 35,275.00 34,270.00 33,265.00 30,260.00 44,905.00 70,124.47 66,212.00 65,091.75 61,941.50 57,851.25 54,313.00 70,299.00 135,438.75 98,051.25 147,881.25 85,492.50 81,247.50 90,818.75 89,985.00 25,184.91 23,720.08 22,901.64 70,889.02 18,766.39 17,223.76 18,793.48 63,542.50 69,187.50 67,812.50 263,732.50 61,117.50 57,907.50 57,014.50 437,810.49 437,131.88 479,128.74 514,713.13 501,304.99 472,266.88 500,887.60 1,682,847.22 1,843,835.46 2,031,711.72 1,961,491.71 1,568,826.47 1,925,620.46 1,765,522.97 33,307.03 32,747.72 28,154.15 29,440.59 25,787.02 24,630.21 18,129.89 225,222.49 225,762.50 223,147.49 546,591.25 190,261.99 199,483.75 190,297.99 120,029.88 96,212.00 123,451.13 128,469.00 85,270.13 80,608.50 93,633.38 175,299.50 156,720.75 122,076.00 297,945.75 128,625.75 95,459.75 141,583.75 70,868.14 68,826.32 79,698.38 65,670.44 65,694.50 103,048.57 65,051.33 300,842.89 320,114.67 382,159.63 313,079.19 264,393.25 269,067.32 223,627.63 130,760.00 158,115.00 123,445.00 120,292.50 117,246.25 96,653.75 98,985.00 515,325.00 578,718.75 601,393.75 563,251.50 468,406.25 391,273.75 381,741.26 23,305.63 23,456.85 22,715.38 20,560.25 45,096.13 17,930.00 15,887.38 77,950.00 70,420.00 68,190.00 70,960.00 68,420.00 65,900.00 62,400.00 13,405.63 13,134.31 13,473.00 12,955.69 12,646.38 12,337.06 40,690.75 26,507.50 25,852.50 25,197.50 24,542.50 23,887.50 23,232.50 75,350.00 15,368.88 15,025.75 13,914.25 13,420.75 12,930.25 13,164.75 11,728.00 50,420.50 52,622.20 50,940.00 49,620.00 48,300.00 49,893.75 49,401.25 85,029.25 78,359.75 87,188.25 74,712.75 132,737.25 65,213.00 62,876.25 454,845.00 492.287.50 440,198.50 477,526.50 413,583.76 547,610.00 582,977.50 15,736.73 15,397.40 13,890.14 14,381.39 13,847.98 13,314.38 10,751.50 135,480.00 135,850.00 136,450.00 130,930.00 12'5,475.00 121,995.00 116,486.00 172,643.06 171,963.00 167,913.50 167,734.00 167,674.00 136,171.00 262,982.50 257,248.75 253,338.75 257,943.75 256,308.75 307,574.60 239,630.00 221,837.50 30,200.00 29,153.75 43,105.50 26,158.25 25,697.25 25,495.00 21,691.25 23,370.00 23,160.00 22,950.00 22,740.00 22,530.00 23,320.00 23,050.00 31,329.80 30,522.72 30,695.24 29,847.76 38,760.28 37,652.80 25,990.45 112,386.25 149,413.75 104,539.25 103,738.75 119,163.75 110,203.75 116,316.50 104,775.73 102,520.00 109,824.25 106,109.02 103,804.20 101,648.53 95,074.53 250,353.75 248,377.50 250,042.50 253,037.50 249,627.50 226,467.50 205,076.25 10 145 TABLE 29 Name of County Gates Schools Other Purposes- Graham Schools Other Purposes. Granville Schools Other Purposes. Greene Schools Other Purposes. Guilford Schools Other Purposes. Halifax Schools Other Purposes. Harnett Schools Other Purposes. Haywood Schools Other Purposes. Henderson Schools Other Purposes. Hertford Schools Other Purposes. Hoke Schools Other Purposes. Hyde Schools Other Purposes. Iredell Schools Other Purposes. Jackson Schools Other Purposes Johnston Schools Other Purposes Jones Schools Other Purposes Lee Schools Other Purposes Lenoir Schools- __ Other Purposes 4,368.95 10,082.50 4,756.66 28,oeo.oo 43,160.00 48,395.00 17,479.21 50,853.75 445,5i9.38 ,736,126.96 10,857.83 220,473.75 65, 489., 50 90,073.75 40,884.69 196,912.94 7«,567.00 311,048.25 15,214.50 56,000.00 8,344.44 16,235.00 5,192.00 39,598.75 84,155.00 393,240.00 * 7,250.13 107,185.00 161,733.00 190,942.50 19,493.75 22,780.00 19,258.75 59,350.00 120,143.02 290,188.75 4,218.94 9,717,.§0 3,549.38 17,175.00 17,596.00 45,705.00 16,864.93 51,677.60 430,376.25 1,617,806.66 9,440.76 174,174.99 63,5£0.63 96,333.75 41,633.25 278,392.00 73,033.75 292,178.75 13,745.63 ^3, 770. 00 22,660.13 18,660.00 3,496.00 38,541.25 56,096.25 348,650.00 5,988.75 95,185.00 130,311.00 191,022.50 7,796.25 319,510.00 17,754.00 55,617.50 62,489.05 236,501.25 1946 1,440.44 6,142.50 1,954.69 26,497.50 15,678.00 273,860.00 14,540.66 38,642.50 470,219.75 1,652,961.65 5,764.95 183,043.75 55,303.75 122,268.75 40,232.82 157,031.82 67,178.75 273,473.75 11,915.00 44,500.00 6,565.81 56,920.00 2,960.00 37,483.75 48,063.75 361,422.50 3,487.38 72,115.00 186,264.00 169,195.00 7,478.75 7,390.00 44,462.50 47,510.00 70,150.88 316,113.75 1,015.94 6,625.00 1,875.00 35,232.50 13,620.00 31,115.00 12,400.75 29,817.50 411,272.50 1,417,736.66 4,050.00 158,893.79 53,416.88 73,166.25 36,409.13 158,392.88 64,833.75 241,870.00 10,320.00 44,145.00 5,957.50 10,030.00 2,840.00 36,426.25 46,531.25 315,326.25 1,350.00 68,675.00 274,677.00 205,498.75 7,161.25 7,120.00 12,495.00 46,860.00 52,037.50 222,376.25 375.00 6,375.00 Paid Out 28,817.50 13,330.00 74,038.75 9,777.85 28,652.50 395,887.50 1,580,429.15 1,500.00 143,736.25 50,643.75 70,751.25 36,354.56 195,018.31 53,765.00 227,568.75 6,315.00 41,760.00 4,295.00 24,640.00 2,720.00 35,368.75 42,126.25 351,192.50 Paid Out 66,765.00 93,530.00 146,421.25 6,843.75 6,365.00 12,102.50 47,080.00 47,065.00 187,645.00 146 — Continued 1949 1950 1951 1952 1953 1954 1955 Paid Out % s $ s_ $ s $ 6,125.00 5,875.00 5,625.00 5,375.00 5,125.00 Paid Out 27,552.50 26,282.50 15,310.00 14,620.00 13,930.00 13,240.00 11,580.00 63,040.00 10,000.00 80,460.00 1,100.00 1,050.00 Paid Out 32,812.50 25,817.50 24,972.50 24,127.50 23,282.50 20,487.50 17,742.50 9,524.95 8,793.30 57,060.65 5,330.00 Paid Out 25,922.50 24,923.75 8,725.00 9,425.00 8,095.00 8,825.00 8,495.00 400,802.25 377,016.75 626,789.40 317,001.25 293,713.75 255,756.25 252,356.25 1,179,487.90 1,196,410.41 1,166,726.65 1,035,607.25 1,005,156.99 1,267,362.75 985,417.49 1,450.00 1,400.00 1,350.00 1,300.00 1,250.00 1,200.00 1,150.00 220,784.99 115,460.00 108,848.74 71,342.50 64,941.24 60,700.00 57,026.24 44,476.25 43,828.75 43,073.75 36,461.25 29,191.25 33,928.75 25,565.00 119,541.25 61,286.25 57,991.25 55,726.75 43,261.25 42,626.25 40,943.75 34,512.50 34,455.00 31,107.50 25,455.00 24,437.50 23,420.00 15,622.50 140,443.75 136,311.25 130,011.25 114,023.75 98,952.50 85,905.00 75,568.00 51,875.00 49,985.00 46,125.00 44,355.00 45,530.00 43,590.50 39,650.00 245,776.25 237,443.75 226,111.25 375,140.00 267,060.00 158,553.00 156,170.00 31,130.00 4,445.00 3,760.00 3,600.00 3,440.00 3,280.00 1,120.00 40,890.00 38,980.00 37,070.00 9,190.00 7,370.00 7,110.00 6,850.00 4,157.50 4,020.00 3,882.50 3,745.00 3,607.50 2,970.00 2,360.00 8,425.00 8,035.00 5,700.00 4,420.00 2,200.00 2,100.00 1,025.00 2,600.00 2,480.00 29,253.75 2,360.00 28,436.25 2,240.00 27,618.75 2,120.00 81,657.50 Paid Out 34,311.00 27,552.50 26,447.50 40,721.25 43,091.25 81,236.25 28,606.25 22,613.75 21,758.75 20,103.75 339,211.25 569,936.25 367,145.00 156,068.75 61,853.75 63,786.25 59,508.75 63,325.00 60,945.00 63,515.00 56,185.00 54,005.00 51,825.00 49,145.00 90,165.00 86,880.00 83,605.00 81,402.50 68,372.50 66,425.50 56,387.50 233,338.75 264,846.25 637,223.75 82,523.75 79,923.75 128,302.50 107,159.75 5,556.25 5,298.75 5,041.25 2,843.75 2,706.25 2,568.75 Paid Out 11,125.00 7,610.00 7,275.00 6,940.00 6,605.00 1,270.00 1,210.00 8,837.50 8,572.50 8,307.50 7,777.50 7,512.50 7,247.50 6,982.50 57,895.00 44,820.00 91,515.00 152,642.50 48,770.00 31,157.50 131,410.00 45,442.50 43,820.00 42,197.50 40,575.00 42,952.50 26,360.00 25,280.00 178,830.00 33,745.00 33,570.00 32,345.00 33,120.00 31,785.00 30,450.00 147 Name of County 1957 1958 1959 TABLE 29 I960 Gates Schools Other Purposes Graham Scho61s Other Purposes Granville Schools Other Purposes Greene Schools Other Purposes Guilford. Schools Other Purposes Halifax Schools Other Purposes Harnett Schools Other Purposes Haywood Schools Other Purposes Henderson Schools Other Purposes Hertford Schools Other Purposes Hoke Schools Other Purposes Hyde Schools Other Purposes IredeU --.- Schools Other Purposes Jackson Schools Other Purposes Johnston Schools Other Purposes Jones Schools Other Purposes Lee. - Schools Other Purposes Lenoir Schools Other Purposes 10,950.00 18,097.50 6,165.00 215,576.25 898,518.75 1,110.00 50,098.75 25,520.00 24,386.25 16,940.00 71,400.00 35,830.00 141,805.00 1,080.00 6,590.00 2,280.00 Paid Out 28,252.50 16,048.75 62,366.25 51,870.00 43,172.50 63,818.00 1,150.00 6,717.50 129,182.50 17,200.00 27,115.00 620.00 13,412.50 5,955.00 207,408.75 919,817.49 1,050.00 45,864.99 20,045.00 23,478.75 14,205.00 40,290.00 34,110.00 115,960.00 1,040.00 6,330.00 2,200.00 590.00 560.00 530.00 10,940.00 10,520.00 10,100.00 6,715.00 199,241.25 7,923,675.00 Paid Out 44,677.50 6,445.00 54,730.00 420,261.24 6,175.00 44,537.50 404,775.00 19,180.00 22,571.25 13,575.00 32,730.00 39,986.24 8,565.00 19,663.75 12,945.00 33,305.00 37,122.50 5,200.00 18,851.25 12,315.00 31,760.00 Paid Out 62,127.50 Paid Out 6,070.00 2,120.00 21,147.50 10,383.75 50,248.75 49,470.00 41,477.50 61,475.00 1,090.00 6,452.50 19,705.00 16,470.00 33,900.00 20,222.50 7,891.25 46,431.25 17,830.00 39,782.50 59,182.50 1,030.00 6,187.50 16,902.50 16,140.00 24,245.00 24,357.50 22,520.00 5,810.00 2,040.00 19,297.50 3,600.00 45,718.75 16,920.00 38,087.50 102,353.75 Paid Out. 3,962.50 11,220.00 11,100.00 19,150.00 5,550.00 Paid Out. 18,372.50 3,480.00 41,983.75 13,020.00 2,180.00 27,038.75 3,277.50 10,812.50 10,550.00 18,175.00 148 — Continued 1961 1962 1963 1964 1965 1966 1967 % S 1 % $ $ % .. 1 Paid Out 9,680.00 9,260.00 8,840.00 8,420.00 Paid Out 3,480.00 3,360.00 46,383.75 376,165.75 3,240.00 37,876.25 354,349.49 3,120.00 36,578.75 332,707.50 Paid Out 43,007.50 389,016.24 26,312.50 273,007.50 25,437.50 210,560.00 Paid Out 164,373.75 35,835.00 Paid Out 32,362.50 31,270.00 26,037.50 93,655.00 16,877.50 15,450.00 18,038.75 Paid Out Paid Out 8,780.00 7,365.00 7,010.00 6,655.00 5,300.00 Paid Out 21,740.00 26,850.00 25,735.00 24,620.00 23,505.00 22,390.00 19,255.00 3,350.00 2,240.00 2,160.00 Paid Out 17,447.50 17,492.50 3,240.00 34,808.75 Paid Out 3,360.00 3,120.00 33,361.25 Paid Out 38,366.25 24,913.75 23,833.75 17,872.50 3,213.75 2,300.00 2,240.00 Paid Out 2,060.00 Paid Out 2,060.00 39,503.75 2,120.00 Paid Out r 2,150.00 2,050.00 9,997.50 Paid Out 10,405.00 Paid Out 9,432.50 9,182.50 5,775.00 5,525.00 2,350.00 2,200.00 2,100.00 Paid Out 149 T. ^ABLE 29 Name of County 1968 1969 1970 1971 1972 1973 $ $ $ $ $ Schools $ Other Purposes Graham Schools - Other Purposes Schools Other Purposes .. Schools Other Purposes 10,275.00 Paid Out Guilford Schools Other Purposes 82,012.50 81,337.50 Paid Out . Halifax Schools- - Other Purposes Paid Out.- - Harnett Other Piu'poses Schools— Other Purposes Henderson Other Purposes.- _ -- Paid Out Hertford . - Hoke Schools Other Purposes Hyde Iredell 3,071.25 Paid Out Lee 2,250.00 2,150.00 2,050.00 Paid Out.-_ Other Purposes 150 — Continued 1974 1975 1976 1977 1978 1979 1980 Grand Total $ $ 1 S S S % % 180,874.92 152,877.50 87,491.99 561,337.50 772,113.13 1,567,347 50 376,048 83 1,047,262.00 9.080,315 45 43,340,426 20 271,212 65 4,071,411.38 1,450,136 03 2,309,455.25 1,081,631.42 3,460,637.50 1,699,781.00 7,578,505.75 302 982 19 987,245 00 213,042.47 409,072.50 140,487.55 987,686.70 1,253,372.25 7,680,476.25 130 829 59 1 995 685 00 3 341 345 06 5 764 944 50 305 957 00 619,420.00 465,529.98 1 992 055 50 1 518 709 67 3,688,629.75 151 TABLE 29 Name or County Assessed Valuation 1936 Obligations to Maturity Principal Interest Total Lincoln Schools Other Purposes— Macon Schools Other Purposes- Madison Schools Other Purposes.. Martin Schools Other Purposes.. McDowell Schools Other Purposes-. Mecklenburg Schools Other Purposes.. Mitchell Schools Other Purposes.. M ontgomery Schools Other Purposes .. Moore Schools Other Purposes.. *Nash Schools Other Purposes- New Hanover Schools Other Purposes.. Northampton Schools Other Purposes.. Onslow Schools Other Purposes-. Orange Schools Other Purposes. Pamlico Schools Other Purposes- Pasquotank Schools Other Purposes- Pender Schools Other Purposes. Perquimans Schools Other Purposes. $ 12,726,151.00 5,526,209.00 7,344,982.00 11,065,532.00 16,504,949.00 134,478,680.00 6,237,231.00 13,331,037.00 20,174,567.00 23,399,467.00 51,467,119.00 9,664,771.00 6,755,212.00 13,939,570.00 3,685,492.00 12,389,742.00 7,710,962.00 5,630,610.00 1 327,550.00 1,071,000.00 187,675.00 1,161,500.00 219,425.00 887,000.00 403,510.00 1,317,500.00 436,900.00 1,461,900.00 2,436,975.00 12,045,175.00 106,500.00 902,500.00 476,950.00 1,743,600.00 464,650.00 1,346,700.00 867,700.00 2,711,000.00 1,083,700.00 3,622,000.00 418,025.00 193,000.00 183,950.00 543,000.00 395,650.00 1,023,000.00 163,760.00 521,000.00 127,600.00 2,414,000.00 187,580.00 438,000.00 108,960.00 161,000.00 118,764.53 614,790.00 74,520.00 862,692.60 42,572.10 498,488.75 151,985.07 852,821.18 218,658.56 981,914.32 1,316,702.51 3,893,702.29 49,917.60 684,232.50 244,275.00 1,289,965.00 180,906.07 810,381.44 400,203.03 1,330,948.74 462,676.00 2,198,319.90 197,336.18 80,544.50 50,763.20 249,135.00 140,225.40 624,793.50 61,465.93 617,877.50 31,683.00 1,492,317.00 80,356.55 223,890.00 47,027.48 134,340.00 S 446,314.53 1,685,790.00 262,195.00 2,024,192.50 261,997.10 1,385,488.75 565,495.07 2,170,341.18 655,558.55 2,443,814.32 3,753,677.51 18,938,877.29 166,417.50 1,486,732.50 721,225.00 3,033,465.00 645,556.07 2,157,081.44 1,267,903.03 4,041,948.74 1,536,375.00 5,820,319.90 616,360.18 273,644.50 234,713.20 792,135.00 635,875.40 1,647,793.50 226,215.93 1,038,877.50 159,183.00 3,906,317.00 267,936.55 661,890.00 165,977.48 296,340.00 43,221.26 90,176.00 23,928.50 91,475.06 35,495.13 70,386.26 36,863.78 117,577.50 43,074.26 119,838.87 224,268.67 968,848.44 9,694.50 74,278.75 61,382.75 156,625.00 53,451.88 147,503.22 89,776.28 282,915.00 105,116.75 371,696.25 50,980.29 25,902.50 25,726.69 55,740.00 44,904.13 88,427.75 17,373.88 33,032.60 16,685.76 228,331.25 22,720.70 47,142.50 13,745.71 16,920.00 ' Issues of Edgecombe-Nash-Rocky Mount. Charged to Nash. 152 — Continued 1937 1938 1939 1940 1941 1942 1943 $ 42,009.10 129,285.00 $ 40,384.33 91,226.00 $ 39,019.55 87,120.00 $ 37,654.78 89,898.00 $ 36,290.00 78,788.75 $ 34,643.48 92,498.50 $ 32,076.95 136,797.50 25,117.50 90,065.00 24,256.50 88,655.00 22,395.50 97,345.00 21,594.50 109,285.00 18,993.50 201,835.00 18,294.50 74,797.50 17,595.50 74,322.50 35,338.81 74,916.25 33,432.51 67,553.75 31,537.00 81,408.75 29,575.88 63,932.50 27,957.56 90,352.60 25,359.26 59,682.50 14,427.19 106,402.50 63,416.50 140,809.37 37,259.38 124,703.25 35,026.00 124,236.87 32,544.63 116,180.62 57,521.25 113,849.37 53,915.38 121,793.75 65,531.25 114,349.37 43,331.00 117,748.12 62,269.63 134,104.97 41,044.50 111,626.62 40,942.51 116,655.87 39,824.25 131,126.37 37,518.01 127,806.25 46,831.25 120,001.75 219,805.75 1,141,415.35 217,457.49 993,087.85 215,895.70 964,068.40 207,825.63 828,025.80 303,184.75 1,183,563.50 197,190.64 1,163,867.5'0 168,875.50 891,885.00 10,508.75 73,983.75 11,203.00 75,997.50 10,876.75 74,420.00 9,801.50 72,842.50 9,155.75 73,235.00 8,874.00 71,540.00 6,825.50 89,245.00 51,678.50 154,955.00 50,045.25 154,475.00 51,922.00 149,875.00 50,600.75 147,265.00 48,298.00 169,815.00 47,636.75 159,555.00 36,249.50 152,655.00 51,959.00 112,513.71 51,466.17 116,770.71 49,910.75 116,933.71 48,205.38 126,659.21 46,656.00 185,249.21 44,676.88 137,129.42 40,667.50 121,915.75 101,887.75 264,551.25 90,280.00 380,687.08 87,634.25 238,826.25 85,390.00 253,157.50 100,153.25 259,286.66 , 81,064.00 280,775.00 74,511.25 188,292.50 102,542.50 314,942.50 276,921.75 397,313.75 91,478.50 253,788.75 89,736.50 252,336.25 87,947.00 248,688.75 84,200.00 239,126.25 84,856.25 238,633.75 53,200.39- 28,047.50 46,584.78 27,042.50 45,269.88 25,097.50 41,863.77 25,152.50 40,541.60 19,247.50 40,657.26 18,502.50 33,742.00 16,757.50 24,337.50 54,790.00 23,548.32 53,325.00 22,057.88 51,860.00 21,971.88 89,395.00 21,180.75 51,680.00 20,391.75 50,015.00 18,074.38 53,250.00 38,552.75 126,580.75 37,963.88 74,486.25 36,847.50 86,251.25 58,981.13 73,951.25 35,154.75 72,251.25 28,520.88 72,551.25 25,920.25 70,746.25 19,878.03 33,470.00 19,726.63 32,232.50 19,103.00 32,995.00 18,479.38 31,757.50 17,855.75 29,602.50 16,277.13 31,447.50 14,027.25 31,277.50 16,203.25 224,713.75 15,700.75 218,013.25 15,198.25 208,548.75 13,995.00 203,087.50 13,521.25 298,862.50 13,046.75 194,695.00 10,671.25 184,593.25 22,572.85 47,010.01 21,252.00 46,537.50 20,596.75 45,025.00 19,641.50 43,512.50 18,998.25 27,150.00 18,355.00 26,537.50 17,711.75 58,925.00 13,753.25 16,540.00 13,344.13 10,140.00 12,935.00 10,020.00 12,525.88 9,900.00 12,116.75 11,920.00 11,707.63 11,480.00 10,200.25 11,240.00 153 TABLE 29 Name of County 1946 1947 1948 Lincoln Schools Other Purposes— Macon Schools Other Purposes.. Madison Schools Other Purposes.. Martin Schools Other Purposes- McDowell Schools Other Purposes. - Mecklenburg Schools Other Purposes. - Mitchell Schools Other Purposes.- Montgomery Schools Other Purposes.. Moore Schools Other Purposes.. *Nash Schools Other Purposes.. New Hanover Schools Other Purposes- Northampton Schools Other Purposes.. Onslow Schools Other Purposes.. Orange Schools Other Purposes.. Pamlico Schools Other Purposes.. Pasquotank Schools Other Purposes. Pender Schools Other Purposes. Perquimans Schools Other Purposes. 27,259.43 52,532.50 12,021.50 181,860.50 9,545.63 152,223.75 19,540.65 111,068.12 32,765.01 115,283.75 161,449.58 713,203.00 5,337.75 86,350.00 31,752.75 129,965.00 109,666.88 98,621.25 68,587.50 185,182.50 86,980.00 282,921.25 26,989.13 13,562.00 11,969.69 46,720.00 22,400.13 66,061.25 12,094.88 30,055.00 8,424.50 183,096.25 13,821.50 26,370.00 11,000.00 24,871.90 51,517.50 11,497.50 64,752.50 9,164.06 172,176.25 19,900.00 93,282.37 32,271.25 112,024.25 159,851.25 702,897.50 5,200.00 113,555.00 53,605.00 125,175.00 29,523.75 109,866.75 64,245.75 122,607.50 70,662.50 221,823.75 27,023.75 13,000.00 11,515.00 44,950.00 56,780.00 64,386.25 11,662.50 28,927.50 8,127.'75 168,895.00 13,231.25 25,615.00 5,550.00 20,510.00 19,583.75 50,510.00 10,387.50 72,927.50 4,234.38 44,743.75 17,543.75 123,585.62 27,689.38 102,126.75 142,119.01 661,951.00 2,860.00 79,700.00 24,061.25 120,990.00 25,924.38 105,812.25 48,599.25 119,542.50 31,131.25 219,243.75 24,761.88 11,910.00 6,990.94 39,280.00 20,480.00 60,833.75 9,937.50 30,772.50 4,958.50 144,165.00 12,745.00 24,860.00 1,800.00 10,020.00 18,680.00 52,390.00 9,962.50 61,102.00 4,054.69 38,236.25 16,937.50 80,084.37 23,890.00 193,373.25 126,185.00 714,020.75 3,800.00 76,752.50 22,267.50 117,335.00 21,825.00 82,357.75 44,082.75 120,542.50 29,918.75 218,463.75 22,900.00- 8,402.50 6,716.88 37,710.00 16,825.00 61,291.25 7,062.50 30,562.50 4,789.25 139,890.00 9,865.00 24,105.00 1,800.00 9,780.00 16,340.00 94,350.00 9,537.50 61,522.50 1,875.00 36,073.75 13,937.50 87,843.12 19,430.00 92,171.25 116,751.87 699,363.75 3,720.00 73,812.60 21,055.00 111,135.00 17,257.50 67,645.75 39,095.00 117,325.00 154,206.00 612,563.75 20,447.50 8,020.00 6,442.81 36,140.00 16,350.00 56,698.75 6,787.50 110,885.00 4,620.00 135,615.00 9,485.00 23,350.00 1,800.00 9,540.00 154 — Continued 1949 1950 1951 1952 1953 1954 1955 $ 15,500.00 .S 14,660.00 37,430.00 S 4,120.00 164,645.00 Paid Out S $ S 138,065.00 $ 26,885.00 27,056.25 79,810.00 27,445.00 9,112.50 8,687.50 56,877.50 8,262.50 75,912.50 5,412.50 72,967.50 5,137.60 60,522.60 Paid Out 84,887.50 83,277.50 129,595.00 Paid Out 116,128.75 36,931.25 15,313.75 38,951.25 24,670.00 15,913.75 8,256.25 13,437.50 12,937.50 12,437.50 11,937.60 12,437.50 6,897.50 6,632.50 94,226.87 75,910.62 65,119.37 63,676.87 66,523.75 54,046.25 47,018.75 18,000.00 18,170.00 18,512.50 14,910.00 70,165.00 7,995.00 5,625.00 138,726.25 68,503.75 398,582.25 84,807.60 122,252.60 15,472.50 5,005.00 108,428.75 109,768.12 108,485.00 103,915.00 100,695.00 99,385.00 96,035.00 681,566.25 946,061.25 612,177.60 463,501.25 456,382.50 440,118.75 422,938.25 3,640.00 3,560.00 3,480.00 3,400.00 3,320.00 3,240.00 3,160.00 101,362.60 114,402.50 60,002.50 57,102.50 31,422.50 32,932.50 14,805.00 20,342.50 21,630.00 20,822.50 56,875.00 15,037.60 11,975.00 11,487.50 103,735.00 98,515.00 88,355.00 134,135.00 400,730.00 135,575.00 27,650.00 16,492.50 10,802.50 10,297.60 8,292.50 4,360.00 4,120.00 Paid Out 67,436.25 65,174.25 133,134.75 51,439.00 46,609.50 44,720.00 43,900.50 36,093.75 33,344.25 32,118.75 24,381.25 53,227.60 16,330.00 13,800.00 124,497.50 120,795.00 107,092.60 103,990.00 351,887.50 74,360.50 63,647.50 27-, 125.00 26,175.00 25,225.00 24,275.00 23,325.00 22,375.00 21,425.00 164,757.50 152,740.00 140,095.00 526,817.50 101,370.00 97,727.50 188,655.00 17,692.50 17,047.50 16,402.50 14,757.50 14,177.50 13,597.50 9,045.00 7,665.00 7,310.00 6,955.00 5,600.00 4,300.00 1,060.00 Paid Out 6,168.85 3,860.00 2,240.00 2,120.00 Paid Out 23,600.00 19,680.00 13,500.00 13,000.00 12,500.00 12,000.00 11,600.00 15,875.00 14,400.00 13,980.00 13,560.00 13,170.00 12,780.00 12,390.00 51,263.75 49,016.75 48,833.75 49,551.25 285,660.00 34,691.25 24,432.50 6,512.50 6,237.50 5,962.50 5,687.50 6,412.50 5,137.50 Paid Out 125,207.50 24,845.00 23,357.50 23,870.00 72,132.50 29,745.00 22,882.50 2,360.00 2,280.00 2,200.00 2,120.00 2,040.00 Paid Out 143,340.00 104,120.00 101,000.00 88,880.00 95,065.00 9,305.00 89,987.50 9,105.00 8,705.00 6,345.00 6,075.00 6,805.00 5,635.00 3,265.00 21,625.00 19,960.00 19,325.00 17,680.00 17,095.00 16,500.00 15,905.00 1,800.00 1,800.00 18,810.00 1,800.00 8,320.00 1,800.00 9,060.00 31,800.00 8,750.00 Paid Out 9,300.00 8,460.00 17,900.00 155 TABLE 29 Name of County 1956 1957 1958 1959 1960 $ $ $ $ Schools --- S 26,330.00 30,090.00 4,325.00 4,160.00 3,995.00 Schools Other Purposes 55,167.60 22,666.00 16,825.00 16,135.00 15,445.00 Schools 12,993.75 2,367.50 22,720.00 5,375.00 4,775.00 93,665.00 390,264.50 3,080.00 5,252.50 6,000.00 26,490.00 8,426.26 2,262.50 22,000.00 6,126.00 2,600.00 71,775.00 269,387.50 3,000.00 5,057.50 5,760.00 27,300.00 8,103.75 2,157.50 18,355.00 Paid Out. 7,781.26 2,052.50 153,935.00 4,530.00 Paid Out Other Purposes Paid Out Schools 2,480.00 74,212.50 361,768.75 2,920.00 2,920.00 5,500.00 26,990.00 2,360.00 71,637.50 343,013.75 2,840.00 2,840.00 5,250.00 15,950.00 2,240.00 49,262.50 322,337.50 Mitchell Schools 2,760.00 2,760.00 Paid Out 15 210 00 Schools 41,051.00 13,325.00 47,078.75 20,475.00 71,456.25 8,650.00 37,271.50 12,850.00 45,903.50 Paid Out . . 19,617.00 12,375.00 32,966.25 19,342.60 11,900.00 31,783.75 18,628.00 •Nash 11,425.00 20,741.25 54,342.50 8,295.00 47,130.00 7,910.00 36,642.50 7,545.00 35,060.00 5,276.00 11,000.00 Paid Out . 10,500.00 Paid Out 20,560.00 19,837.50 19,115.00 16,292.50 14,080.00 23,146.00 18,482.50 12,070.00 10,832.60 26,420.00 75,825.00 2,105.00 15,310.00 73,275.00 Paid Out 70,725.00 68,175.00 65,625.00 14,715.00 4,120.00 4,000.00 4,888.00 Other Purposes 7,350.00 7,050.00 6,750.00 6,450.00 15,900.00 156 -Continued 1961 1962 1963 1964 1965 1966 1967 $ $ $ S S-. $ S- 3,830.00 8,540.00 250.00 250.00 250.00 250.00 5,125.00 14,755.00 15,035.00 14,285.00 13,535.00 3,270.00 3,090.00 Paid Out 4,350.00 4,170.00 3,990.00 3,810.00 4,600.00 4,360.00 4,120.00 2,120.00 Paid Out 47,387.50 40,512.50 224,496.25 3,540.00 3,540.00 38,937.50 201,663.25 3,420.00 3,420.00 37,362.50 192,288.75 3,300.00 3,300.00 35,787.50 161,406.25 3,180.00 3,180.00 Paid Out 253,200.95 3,660.00 3,660.00 107,161.25 3,060.00 3,060.00 90,458.75 Paid Out Paid Out..... 14,470.00 7,850.00 5,530.00 5,300.00 3,120.00 Paid Out 14,793.50 8,975.00 10,475.00 19,296.25 5,600.00 Paid Out 5,400.00 5,200.00 Paid Out 10,950.00 20,018.75 18,573.75 17,851.25 14,188.75 13,586.25 Paid Out 19,785.00 18,817.50 2,060.00 Paid Out Paid Out .. 14,067.50 9,535.00 1,285.00 1,237.50 1,190.00 1,142.50 1,095.00 19,330.00 8,860.00 8,640.00 15,245.00 22,475.00 20,530.00 20,585.00 63,075.00 60,525.00 57,975.00 55,425.00 23,625.00 22,575.00 21,525.00 5,220.00 5,040.00 4,860.00 4,640.00 Paid Out 500.00 500.00 500.00 500.00 10,250.00 Paid Out 157 TABLE 29 Name of County 1968 1969 1970 1971 1972 1973 $ $ 3 $ S Schools --- $ Other Purposes Paid Out.- - Schools -- Other Purposes . -. Schools . Other Purposes.. ... ._ Paid Out. - Schools Other Purposes Schools - Other Purposes 75,321.25 52,903.75 31,361.25 18/505.00 17,910.00 15 315 00 Mitchell - - Schools.- Other Purposes Other Purposes *Nash Other Purposes - - 1,047.50 Paid Out 4,017.50 3,852.50 4,660.00 4,440.00 4,220.00 2,055.00 Other P urposes 158 -Continued 1974 1975 1976 1977 1978 1979 1980 Grand Total $ $ S % %— S S $ 446,314.53 1,685,790.00 262,195.00 2,024,192.50 261,997.10 1,385,488.75 555,495.07 2,170,341.18 655,558.55 2,443,814.32 3,753,677.51 14,805.00 14,295.00 13,785.00 13,275.00 12,765.00 12,255.00 Paid Out. -. 18,938,877.29 156,417.50 1,486,732.50 721,225.00 3,033,465.00 ■ 645,556.07 2,157,081.44 1,267,903.03 4,041,948.74 1,536,375.00 5,820,319.90 615,360.18 273,544.50 234,713.20 792,135.00 535,875.40 1,647,793.50 225,215.93 Paid out- 1,038,877.50 159,183.00 3,906,317.00 267,936.55 661,890.00 155,977.48- 295,340.00 159 TABLE 29 Name of County Valuation 1936 Obligations to Maturity Principal Interest Total 1936 Person -- Schools Other Purposes. Pitt—. Schools Other Purposes. Polk Schools Other Purposes. Eandolph Schools Other Purposes. Richmond Schools Other Purposes. Robeson Schools Other Purposes. Rockingham Schools Other Purposes. Rowan Schools , Other Purposes. Rutherford .- Schools Other Purposes. Sampson , Schools Other Purposes. Scotland Schools Other Purposes. Stanly Schools Other Purposes. Stokes Schools Other Purposes. Surry - Schools Other Purposes. Schools Other Purposes- Transylvania Schools Other Purposes. Tyrrell - Schools Other Purposes., Union Schools Other Purposes. $ 10,021,087.00 30,774,081.00 5,277,469.00 18,105,430.00 22,038,682.00 31,219,296.00 59,970,273.00 22,384,118.00 22,525,528.00 17,456,343.00 11,373,563.00 23,085,263.00 8,565,272.00 23,537,955.00 5,944,737.00 4,555,722.00 2,532,204.00 14,820,836.00 310,400.00 714,000.00 782,550.00 3,698,620.50 220,500.00 938,500.00 564,100.00 2,455,250.00 468,502.62 1,118,000.00 923,433.30 2,795,500.00 1,229,250.00 3,985,500.00 987,300.00 4,147,360.00 1,624,300.00 3,415,000.00 550,650.00 1,115,000.00 249,780.00 835,000.00 559,650.00 2,071,000.00 285,250.00 1,103,000.00 553,320.00 2,103,750.00 96,395.00 1,352,500.00 254,100.00 1,646,000.00 33,850.00 438,000.00 445,730.00 1,767,500.00 194,534.55 499,433.75 331,103.95 2,208,664.93 92,866.25 651,799.45 270,767.18 1,420,752.50 174,285.18 600,076.25 400,731.71 1,443,170.48 868,828.78 2,010,929.25 435,407.92 2,079,964.05 798,080.01 2,202,104.50 299,713.62 464,663.75 166.885.50 501,490.00 215,045.00 1,193,367.25 145,271.64 747,417.50 259,159.66 1,252,423.50 30,530.64 768,627.50 84,560.15 1,029,853.25 9,073.50 204,590.00 196,001.60 1,165,559.50 504,934.55 1,213,433.75 1,113,653.95 5,907,285.43 313,366.25 1,590,299.45 834,867.18 3,876,002.50 642,787.70 1,718,076.25 1,324,165.01 4,238,670.48 2,098,078.78 5,996,429.25 1,422,707.92 6,227,324.05 2,422,380.01 5,616,104.60 860,363.62 1,679,663.75 416,665.50 1,336,490.00 774,695.00 3,264,367.25 430,521.64 1,850,417.50 812,479.66 3,356,173.50 126,926.64 2,121,127.50 338,660.15 2,676,863.25 42,923.60 642,690.00 641,731.60 2,933,059.50 25,346.76 49,960.00 96,489.22 312,163.82 36,197.50 82,122.50 60,436.26 182,341.25 44,366.98 106,863.50 78,477.40 229,823.12 99,976.63 397,428.75 100,540.48 429,796.25 166,621.34 305,329.2.'^ 52,321.81 78,397.50 21,257.00 75,630.00 53,972.25 197,406.25 33,365.67 90,490.00 57,557.51 183,478.75 13,064.56 153,180.00 28,316.63 169,540.00 6,426.00 45,710.00 60,158.79 175,057.50 160 -Continued 1937 1938 1939 1940 1941 1942 1943 $ 30,370.00 $ 29,554.26 S 28,738.50 S 28,097.76 $ 24,264.00 $ 23,834.01 $ 22,063.50 49,255.00 49,531.25 73,153.75 47,747.50 46,937.50 47,098.75 46,231.25 155,824.58 66,427.84 63,697.26 60,954.70 58,282.14 66,727.82 54,175.25 378,113.93 414,719.02 277,819.28 289,279.54 327,256.95 243,596.85 356,125.50 25,013.12 24,253.75 20,244.38 19,665.00 39,085.62 17,351.25 16,761.88 81,607.50 96,142.50 76,837.00 78,482.50 76,517.50 72,552.50 166,077.50 56,887.75 61,765.76 60,781.25 51,136.01 47,160.25 47,257.01 44,357.00 181,377.50 203,532.50 197,445.00 216,738.75 184,041.25 184,661.25 186,907.50 53,630.10 50,253.48 55,913.10 47,257.73 45,918.76 45,795.73 72,206.99 115,948.75 129,415.00 139,865.00 110,465.00 127,015.00 87,620.00 103,030.00 118,778.53 83,761.28 80,027.01 79,537.37 103,239.01 70,477.25 118,699.00 310,264.37 266,857.50 235,611.25 364,221.25 228,226.25 229,898.75 284,597.50 109,002.50 114,493.38 106,900.00 104,279.38 104,632.50 102,851.88 96,721.00 393,887.00 377,580.00 389,574.25 383,666.25 484,702.00 355,211.25 347,060.75 97,861.60 95,669.61 92,164.48 88,590.98 86,851.98 92,007.11 63,599.73 453,300.00 469,796.12 441,200.66 411,471.45 401,497.49 491,292.48 385,019.99 155,608.50 155,658.51 157,586.00 155,433.51 176,019.00 165,168.01 136,003.75 340,987.50 308,490.00 308,426.25 333,763.75 337,038.75 314,298.75 304,226.25 52,529.84 51,634.19 50,322.38 49,010.56 46,698.76 45,426.94 47,155.13 114,840.00 242,017.50 150,367.50 54,555.00 194,122.50 110,505.00 117,813.75 20,896.12 20,535.25 50,012.38 18,313.50 17,952.62 17,591.75 14,398.13 74,876.25 68,217.50 101,623.75 65,972.50 66,225.00 56,075.00 66,438.75 59,032.54 46,463.25 43,092.50 51,541.75 49,991.00 53,770.25 58,531.50 199,945.00 195,941.25 187,881.25 226,602.50 182,355.00 215,832.25 178,022.50 32,555.88 31,618.07 30,680.25 29,742.44 28,804.63 28,911.82 24,827.25 109,425.00 87,945.00 94,220.00 86,140.00 90,220.00 87,190.00 78,105.00 56,590.00 69,743.50 58,667.75 56,847.51 49,147.25 47,519.01 42,707.75 153,998.75 172,101.25 155,250.75 147,535.75 210,558.75 217,253.75 487,768.75 12,640.50 12,226.44 11,812.38 11,398.31 10,884.25 10,570.19 8,957.38 148,850.00 146,945.00 163,320.00 137,150.00 124,640.00 108,510.00 104,130.00 30,131.00 52,849.38 37,213.75 23,753.13 41,392.50 25,906.88 19,016.25 161,422.50 158,317.50 164,367.50 176,652.50 158,660.00 149,782.50 172,342.00 4,791.00 4,340.50 4,185.00 3,619.50 3,480.00 3,350.50 2,579.00 44,475.00 46,275.00 45,295.00 46,445.00 46,475.00 45,445.00 29,915.00 48,800.77 46,441.89 47,083.13 46,648.74 44,180.28 66,639.84 36,146.88 171,625.00 174,225.00 169,462.50 168,195.00 147,097.50 182,948.50 148,692.50 161 TABLE 29 Name of County Person Schools - Other Purposes Pitt Schools Other Piirposes Polk Schools Other Purposes Randolph Schools Other Purposes Richmond Schools Other Purposes Robeson Schools Other Purposes Rockingham Schools - Other Purposes Rowan Schools Other Purposes Rutherford Schools Other Purposes Sampson Schools Other Purposes Scotland Schools Other Purposes Stanly Schools Other Purposes Stokes Schools Other Purposes Surry Schools Other Purposes Swai n.. Schools Other Purposes Transylvania Schools Other Purposes Tyrrell Schools Other Purposes Union Schools Other Purposes 55, 246, 39, 251 51 258 797.38 510.00 398.94 727.90 262.50 545.00 160.76 367.50 134.12 227.50 635.03 432.50 ,764.38 ,328.75 74, 286, 319.86 636.24 119,098.88 227,873.75 44, 157, 34, 164, 23 181, 59 150 532.06 287.50 725.00 492.50 752.50 207.50 256.81 897.50 569.38 788.75 6,693.50 96,670.00 11,465.63 98,762.60 2,370.50 28,445.00 35,416.89 135,882.50 1945 20,756.25 86,779.00 78,553.38 336,990.55 13,763.12 77,705.00 37,964.50 251,077.50 36,811.24 69,102.50 70,996.25 305,960.00 86,475.00 301,723.75 70,916.23 255,838.74 114,310.00 219,401.25 43,159.01 67,110.00 10,731.87 65,475.00 32,372.50 343,112.50 21,710.88 74,872.50 58,813.00 267,228.75 5,726.75 106,396.25 11,040.00 99,967.50 2,270.00 27,475.00 32,636.88 134,437.00 1946 10,783.13 40,701.50 45,480.32 356,053.24 11,348.75 61,995.00 33,760.63 189,540.00 33,001.24 69,707.50 48,514.38 150,981.25 84,001.88 304,418.75 64,825.61 217,479.99 106,234.00 208,105.75 43,785.94 23,195.00 10,661.25 64,888.75 36,772.50 152,907.50 18,892.94 64,757.50 26,202.50 230,078.75 5,008.19 167,693.75 8,460.00 95,980.00 1,210.00 26,005.00 28,065.63 124,915.00 10,610.00 39,761.60 58,051.25 249,062.60 11,934.48 57,947.50 32,158.75 223,465.00 19,916.24 68,220.00 38,827.50 147,361.24 82,502.60 286,103.75 62,689.98 234,417.99 114,333.75 250,841.50 38,404.50 22,540.00 10,590.63 58,837.60 35,503.75 105,035.00 18,195.00 70,122.50 25,392.00 116,848.75 4,789.63 79,928.75 8,130.00 90,105.00 1,150.00 25,095.00 26,515.63 106,655.00 162 — Continued 1949 1950 1951 1952 1963 1954 1955 $ 9,120.00 $ 9,000.00 $ 8,880.00 $ 8,760.00 S 8,640.00 $ 9,520.00 S 9,760.00 77,795.25 36,769.00 36,685.25 36,544.00 36,374.00 116,925.25 98,210.00 34,918.75 72,197.50 25,642.50 23,577.50 22,572.50 16,710.00 4,990.00 172,097.50 195,022.50 162,913.75 119,973.76 202,688.75 165,760.00 120,665.00 9,320.00 6,925.00 6,650.00 6,375.00 6,100.00 5,825.00 5,650.00 55,278.75 52,331.25 47,433.75 45,718.75 43,036.25 45,383.76 38,733.70 28,393.75 27,386.25 22,378.75 21,623.75 17,947.50 17,360.00 15,780.00 156,165.00 153,732.50 140,165.00 128,302.50 123,365.00 75,847.60 73,237.60 28,046.24 16,961.24 16,176.24 14,901.84 3,270.00 2,105.00 Paid Out 55,056.25 62,803.75 50,578.75 39,121.25 43,496.26 34,843.75 36,561.26 28,687.50 27,952.50 58,272.50 24,480.50 180,842.60 15,687.50 4,090.00 123,787.50 272,330.00 103,493.75 93,483.75 73,717.50 64,069.25 62,948.76 84,817.50 57,953.75 79,208.75 63,576.25 61,438.75 59,301.26 54,243.75 179,781.25 185,551.25 169,123.75 153,148.75 146,403.75 140,588.75 142,081.25 55,534.98 53,582.48 48,629.98 46,839.98 60,046.28 55,663.74 46,674.98 193,510.24 186,615.24 270,808.74 125,181.24 120,861.24 100,445.62 293,097.50 80,595.00 80,930.00 79,315.00 68,325.00 66,475.00 42,580.00 34,860.00 207,321.25 192,336.25 186,208.75 203,455.00 156,361.26 134,113.75 124,426.25 32,927.50 31,715.00 30,502.50 26,290.00 25,257.60 22,225.00 21,312.50 21,230.00 20,575.00 19,920.00 19,265.00 18,610.00 20,955.00 21,142.50 10,210.00 10,150.00 160,090.00 1,030.00 Paid Out 58,218.75 48,835.00 55,936.25 54,798.76 62,636.25 66,331.25 32,416.25 32,618.75 31,373.75 40,003.75 12,015.00 , 11,690.00 16,283.75 16,796.25 95,718.75 68,305.00. 63,142.50 80,582.50 56,847.50 59,405.00 67,202.50 14,260.00 13,680.00 13,100.00 8,520.00 8,160.00 7,800.00 7,440.00 161,187.50 • 87,382.50 55,587.50 107,482.50 30,132.60 27,517.50 61,850.00 47,675.00 15,675.00 56,175.00 12,247.50 11,747.50 9,247.50 7,365.00 221,983.75 59,095.00 190,067.50 35,942.00 34,790.00 31,685.50 30,650.00 4,352.50 2,180.00 2,060.00 Paid Out 68,875.00 66,105.00 48,165.00 36,575.00 38,285.00 33,830.00 56,365.00 7,470.00 8,140.00 2,800.00 2,690.00 4,530.00 4,320.00 2,160.00 82,950.00 96,022.50 90,332.50 86,972.50 82,642,50 74,432.50 61,581.25 1,030.00 Paid Out 25,145.00 22,135.00 18,811.00 17,550.00 16,840.00 16,130.00 16,420.00 19,808.75 17,971.25 16,213.75 10,486.25 10,058.75 7,631.25 7,308.75 99,332.50 94,092.50 79,822.50 77,237.50 61,072.50 229,327.50 47,512.50 163 TABLE 29 Name of County Person Schools Other Purposes. Pitt Schools Other Purposes- Polk Schools Other Purposes- Randolph Schools Other Purposes- Richmond Schools Other Purposes- Robeson-- Schools Other Purposes- Rockingham Schools Other Purposes- Rowan Schools Other Purposes- Rutherf ord Schools Other Purposes- Sampson Schools Other Purposes- Scotland Schools Other Purposes. Stanly Schools Other Purposes-. Stokes Schools Other Purposes.. Surry Schools Other Purposes-. Swain Schools Other Purposes-. Transylvania Schools Other Purposes— Tyrrell Schools Other Purposes- Union Schools Other Purposes- - 1956 9,600. 51,546. 4,770. 91,070. 5,275. 36,257. 16,237. 69,627. 29,158.75 Paid Out... 47,682. 32,660. 52,202, 8,209 43,393 .75 33,450, 109,883, 18,400, 19,802, 36,891.25 17,276. 55,000, 7,080. 16,970. 7,065, 29,607, 13,810.00 50. 64,483. 12,210.00 6,986.25 45,780.00 9,440.00 6,125.00 4,550.00 81,037.50 Paid Out 34,797.50 13,655.00 71,977.50 21,147.50 45,725.00 31,720.00 48,347.50 Paid Out 41,908.75 26,050.00 117,153.75 17,587.50 19,927.50 14,722.50 Paid Out 52,797.50 6,720.00 22,310.00 6,765.00 28,565.00 1,025.00 62,681.25 11,650.00 6,663.75 39,047.50 1958 9,280.00 5,875.00 4,330.00 153,252.50 13,167.50 69,197.50 6,540.00 41,777.50 30,780.00 45,332.50 40,423.75 24,950.00 68,281.75 6,050.00 15,032.50 51,595.00 6,360.00 15,280.00 6,465.00 86,392.50 18,487.60 Paid Out 62,778.75 1,090.00 6,341.25 37,552.50 1959 9,120.00 5,625.00 4,110.00 155,245.00 31,392.50 7,680.00 56,417.50 10,170.00 34,080.00 29,840.00 143,312.50 59,938.75 23,950.00 215,138.75 5,787.50 7,327.50 12,472.50 49,335.00 Paid Out 20,630.00 2,165.00 13,690.00 17,757.50 50,126.25 1,030.00 2,120.00 36,057.50 1960 8,960.00 5,375.00 Paid Out 77,325.00 24,100.00 7,440.00 37,260.00 9,800.00 28,595.00 25,900.00 37,242.60 64,752.5(J 22,760.00 44,258.75 5,525.00 3,990.00 11,862.50 48,075.00 11,610.00 2,055.00 13,087.50 17,027.50 14,670.00 Paid Out- Paid Out 34,562.50 164 -Continued 1961 1962 1963 1964 1965 1966 1967 $ 8,800.00 5 125.00 S 8,640.00 Paid Out S 8,480.00 8 88,320.00 Paid Out S % .... S 17,577.50 11,135.00 104,645.00 2,685.00 25,562.50 Paid Out. 21,060.00 7,200.00 10,075.00 6,960.00 25,690.00 11,020.00 6,720.00 24,610.00 5,570.00 6,480.00 8,895.00 4,300.00 6,240.00 8,530.00 2,120.00 Paid Out... Paid Out 25,725.00 3,165.00 Paid Out 9,430.00 9,060.00 7,690.00 8,370.00 6,000.00 5,750.00 5,500.00 25,320.00 25,080.00 21,357.50 9,527.50 24,200.00 20,357.50 5,207.50 14,440.00 6,705.00 4,997.50 13,980.00 6,400.00 4,787.50 15,462.50 1,220.00 4,577.50 14,887.50 1,165.00 2,367.50 14,312.50 1,110.00 11,942.50 10,550.00 43,413.75 Paid Out 5,550.00 Paid Out 5,320.00 1,050.00 Paid Out 21,650.00 32,311.25 5,262.50 24,636.25 26,638.75 8,463.75 1,200.00 20,600.00 3,810.00 3,630.00 3,450.00 3,270.00 3,090.00 Paid Out 1,390.00 1,330.00 1,270.00 1,210.00 1,150.00 1,070.00 1,150.00 36,055.00 34,335.00 4,240.00 Paid Out 17,070.00 10,170.00 9,630.00 4,240.00 2,060.00 Paid Out Paid Out 10,540.00 8,100.00 5,772.50 5,505.00 285.00 285.00 2,237.50 16,297.50 15,705.00 14,975.00 9,245.00 8,790.00 6,335.00 Paid Out 14,110.00 13,550.00 12,790.00 12,430.00 11,870.00 11,310.00 Paid Out 31,067.50 28,752.50 26,497.50 23,302.00 7,367.50 Paid Out 165 TABLE 29 Name of County 1968 1969 1970 1971 1972 1973 8 S $ S S Schools S . Other Purposes Pitt- Schools Other Purposes - -. Polk Schools Other Purposes - - - Schools Other Purposes— Schools 5,250.00 Paid Out... 2,262.50 13,737.50 1,055.00 2,157.50 13,162.50 Paid Out. 2,052.50 12,587.50 Paid Out... 12,012.50 11,437.50 Schools Other Piu-poses 10,862.50 Schools Paid Out -- Other Purposes Paid Out Stanly yl 2,047.50 Paid Out... Tyrrell Other Purposes 166 -Continued 1974 1975 1976 1977 1978 1979 1980 Grand Total $ |i $ S $L $ $ $ 504,934.55 1,213,433.75 1,113,653.95 5,907,285.43 313,366.25 1,590,299.45 834,867.18 3,876,002.50 642,787.70 1,718,076.26 1,324,165.01 4,238,670.48 10,187.60 Paid Out 2,098,078.78 5,996,429 25 1,422,707 92 6,227,324.05 2,422,380.01 5,616,104.50 850,363.62 1,579,663.75 416,665.50 1,336,490.00 774,695.00 3,264,367.25 430,521.64 1,850,417.50 812,479.66 3,356,173.50 126,925.64 2,121,127.50 338,660.15 2 675,853 25 42,923.50 642,590.00 641 731.60 2,933,059.50 167' Name of County Vance Schools Other Purposes- Wake Schools Other Purposes. Warren Schools Other Purposes. Washington Schools Other Purposes. Watauga Schools.. Other Purposes. Wayne Schools 'Other Purposes. Wilkes Schools Other Purposes- Wilson Schools . Other Purposes. Yadkin Schools Other Purposes- Yancey Schools Other Purposes. Grand Total Schools Other Purposes. Grand Totals Assessed Valuation 1936 $ 17,283,373.00 77,901,692.00 9,050,770.00 5,646,604.00 7,503,796.00 31,930,170.00 12,132,466.00 25,702,836.00 8,179,316.00 4,616,440.00 $2,175,264,028.00 Obligations to Maturity Principal 611,200.00 1,045,000.00 3,082,720.00 8,670,400.00 182,300.00 278,500.00 443,500.00 680,000.00 90,700.00 700,000.00 1,381,150.00 2,824,000.00 462,400.00 2,148,500.00 1,231,550.00 3,890,932.13 195,050.00 409,000.00 102,375.00 1,008,000.00 $71,901,406.12 256,972,797.08 $328,874,203.20 Interest 217,553.10 679,956.50 1,663,765.38 4,896,345.70 57,522.80 174,720.00 198,338.00 478,241.25 18,948.58 449,252.50 604,636.00 1,524,426.98 168,392.62 1,386,890.00 555,049.78 2,086,465.87 75,914.90 381,946.25 34,135.98 796,863.75 $32,943,317.60 144,416,179.61 $177,359,497.21 Total $ 828,753.10 1,724,956.50 4,746,485.38 13,566, 745~70 23,982.80 453,220.00 641,838.00 1,158,241.25 109,648.58 1,149,252.50 1,985,786.00 4,348,426.98 630,792.62 3,535,390.00 1,786,599.78 5,977,398.00 270,964.90 790,946.25 136,510.98 1,804,863.75 $104,844,723.72 401,388,976.69 $506,233,700.41 TABLE 29 1936 66,657.10 103,268.71 266,623.64 800,642.75 45,608.40 26,770.00 32,800.50 61,425.00 10,672.25 67,045.00 134,593.75 265,851.25 51,973.51 192,875.00 127,861.63 421,171.50 18,377.88 24,302.50 15,394.03 87,568.75 t 6,157,318.14 23,010,247.80 $29,167,565.94 168 —Continued 1937 1938 1939 1940 1941 1942 1943 $ 66,712.50 $ 64,303.75 S 62,415.00 $ 62,526.25 $ 58,622.50 $ 56,778.75 $ 85,334.00 88,863.75 86,831.25 84,798.75 87,766.25 80,483.75 79,426.25 86,388.75 276,501.50 280,388.88 270,406.00 252,726.03 261,106.85 268,984.93 266,785.50 788,639.75 807,396.75 938,261.25 651,588.75 633,361.25 598,401.25 1,165,606.25 29,081.20 18,996.90 18,382.60 17,768.30 18,154.00 16,715.70 12,313.90 25,480.00 25,550.00 18,910.00 23,020.00 47,630.00 20,640.00 21,050.00 32,090.00 41,355.75 30,057.75 31,312.25 28,519.25 27,606.25 20,608.75 61,110.00 59,765.00 64,240.00 62,535.00 60,830.00 60,095.00 59,300.00 10,301.25 13,763.08 12,958.25 12,486.75 10,515.25 9,402.50 8,762.25 65,885.00 65,285.00 66,615.00 70,655.00 66,542.50 64,487.50 113,030.00 133,769.50 154,637.75 148,956.00 119,856.25 100,081.50 137,697.50 101,783.25 466,220.00 227,977.49 221,461.25 231,349.99 185,769.50 250,661.25 178,828.75 57,019.56 55,097.50 54,516.00 52,691.53 50,703.00 60,586.51 51,940.00 189,720.00 189,010.00 249,635.00 173,530.00 187,410.00 186,360.00 184,755.00 130,999.50 121,615.88 162,163.25 118,041.63 116,252.00 115,334.88 127,726.50 401,636.25 420,464.75 318,788.25 316,457.75 308,097.50 340,052.50 268,705.00 21,733.50 18,169.13 17,687.25 17,205.38 16,723.50 16,241.63 14,184.00 24,192.50 24,082.50 23,972.50 28,725.00 23,477.50 23,367.50 23,257.50 14,866.15 14,338.27 13,810.39 13,282.51 11,754.63 9,236.25 6,142.50 85,938.75 98,308.75 97,838.75 94,288.75 92,768.75 90,188.75 77,822.50 $ 6,940,517.97 $ 6,812,310.70 $6,686,294.24 $6,381,532.20 $6,786,897.00 $5,698,766.23 $5,721,710.25 24,593,525.27 23,671,347.07 22,728,295.63 22,604,217.69 26,460,810.43 21,249,758.44 21,923,674.34 $31,534,043.24 $30,483,657.77 $29,414,589.87 $28,985,749.89 $33,225,707.43 $26,948,524.67 $27,645,384.59 169 Name of Countt 1944 1945 1947 TABLE 29 1948 Vance Schools Other Purposes. Wake Schools Other Purposes. Warren Schools Other Purposes. Washington Schools Other Purposes. Watauga Schools Other Purposes. Wayne Schools Other Purposes. Wilkes Schools Other Purposes. Wilson Schools Other Purposes. Yadkin Schools Other Purposes. Yancey Schools Other Purposes. Grand Total Schools Other Purposes. Grand Totals 35,718.25 65,996.25 235,837.75 969,101.25 10,681.35 13,960.00 22,206.25 52,625.00 4,593.25 58,462.50 94,659.76 193,319.25 47,856.51 179,085.00 91,450.63 253,034.50 13,776.38 23,147.50 5,926.25 74,680.00 37,312.50 95,341.25 208,005.00 662,958.75 14,150.00 21,693.75 76,950.00 5,295.50 76,825.00 98,608.75 165,213.15 36,744.00 173,415.00 86,087.25 167,814.00 13,368.75 59,066.25 5,710.00 96,040.00 32,755.00 44,162.50 288,870.75 450,600.00 5,980.00 12,835.00 21,181.25 49,920.00 5,097.75 54,127.50 89,358.25 168,518.75 32,292.00 166,745.00 81,291.13 249,237.50 11,381.56 32,985.00 3,100.00 70,430.00 31,697.50 42,427.60 196,541.26 387,955.00 5,740.00 23,220.00 20,668.75 86,095.00 4,900.00 42,140.00 91,348.75 150,988.75 9,790.00 161,135.00 78,100.00 230,299.25 11,043.75 20,275.00 2,980.00 73,387.50 S 27,640.00 41,752.50 180,413.75 689,865.00 6,470.00 12,580.00 21,132.50 45,246.25 Paid Out 37,697.50 87,686.25 213,156.12 9,400.00 155,525.00 80,026.25 228,222.50 10,706.25 20,165.00 2,880.00 71,045.00 S 5,080,706.94 19,618,962.53 t 4,989,212.32 18,450,472.21 $ 4,467,983.01 17,488,296.03 i 4,048,240.93 15,457,188.28 5 3,714,715.70 15,548,277.67 S24,699,669.47 $23,439,684.63 $21,956,279.04 119,505,439.21 .519,262,993.37 170 — Continued 1949 1950 1951 1952 1953 1954 1955 $ 26,680.00 S 26,210.00 $ 25,230.00 $ 24,250.00 $ 22,330.00 $ 15,580.00 Paid Out 97,052.50 43,577.50 37,602.60 36,877.50 233,652.50 25,427.50 8 54,677.50 197,907.50 197,111.25 215,543.75 180,986.25 185,948.75 138,028.75 107,963.75 494,470.00 510,401.50 393,665.00 249,587.45 245,072.50 238,360.00 290,597.50 6,170.00 5,870.00 10,900.00 6,540.00 7,635.00 6,180.00 8,500.00 Paid Out 12,240.00 8,340.00 31,580.00 5,820.00 20,572.50 78,212.50 41,841.25 74,052.50 32,378.75 11,692.50 28,246.25 5,275.00 38,825.00 Paid Out 43,543.75 22,625.00 21,750.00 36,180.00 29,852.50 28,725.00 27,597.50 16,620.00 14,135.00 11,755.00 84,595.00 81,886.25 77,721.25 73,108.75 58,116.25 46,193.75 35,562.50 137,643.75 281,423.75 146,586.25 124,601.25 121,946.25 94,843.75 73,711.25 9,010.00 8,620.00 9,230.00 8,780.00 6,330.00 Paid Out 198,915.00 139,585.00 133,325.00 108,075.00 92,105.00 88,465.00 84,825.00 69,576.25 63,573.75 57,827.50 41,363.75 44,782.50 40,207.50 11,205.00 476,963.50 214,472.50 216,457.50 204,111.25 196,208.75 173,481.25 78,685.00 10,168.75 10,517.50 10,152.50 9,287.50 7,980.00 7,700.00 7,420.00 20,055.00 18,945.00 94,555.00 72,365.00 10,515.00 9,490.00 9,490.00 2,770.00 2,660.00 2,550.00 2,440.00 2,330.00 2,220.00 2,110.00 68,702.50 73,115.00 69,387.50 66,685.00 59,132.50 52,230.00 48,070.00 S 3,522,357.75 S 3,293,069.79 S 3,714,204.27 $ 2,682,174.06 % 2,676,626.75 $ 2,466,725.74 8 1,591,328.73 15,271,057.50 14,078,789.52 13,560,975.25 11,886,631.29 10,489,878.72 9,820,259.37 9,940,456.18 $18,793,415.25 §17,371,859.31 S17,275,179.52 814,568,805.35 $13,166,505.47 812,286,985.11 811,531,784.91 171 TABLE 29 Name of County 1956 1957 1958 1959 1960 $ $ $ $ $ . 21,482.50 100,453.75 228,825.00 21,792.00 58,500.00 214,685.00 22,052.00 55,900.00 245,742.50 19,337.50 53,300.00 190,572.50 18,672.50 Wake --- --- Paid Out 160,302.50 64,710.00 1,475.00 1,425.00 1,375.00 1,325.00 20,875.00 20,000.00 19,125.00 18,250.00 17,525.00 11,425.00 9,500.00 70,441.25 11,095.00 9,250.00 62,863.75 13,765.00 9,000.00 55,523.75 16,165.00 78,750.00 46,433.75 14,990.00 Paid Out 43,676.25 Wilkes 82,185.00 5,827.50 36,393.75 7,140.00 9,490.00 Paid Out 78,505.00 5,605.00 36,176.25 Paid Out 46,250.00 5,382.50 34,918.75 42,930.00 2,160.00 34,638.50 14,700.00 Wilson .. 2,080.00 30,403.75 Yadkin 143,065.00 2,640.00 49,320.00 Paid Out Other Purposes 39,030.00 36,410.00 38,760.00 36,960.00 28,370.00 Grand Total $1,411,428.24 8,261,458.74 S 1,140,111.50 7,200,827.98 S 975,200.00 17,965,386.74 $ 685,950.00 5,497,757.23 $ 458,287.50 3,921,978.49 Grand Totals $9,672,886.98 S 8,340,939.48 $18,940,586.74 $ 6,183,707.23 $ 4,380,265.99 172 -Continued 1961 1962 1963 1964 1965 1966 1967 $ s 1 s $ 8 8 18,007.50 17,342.50 16,677.50 16,012.50 15,347.50 14,682.50 7,175.00 149,052.50 109,942.50 75,902.50 73,010.00 70,117.50 43,666.25 35,075.00 1,275.00 1,225.00 1,175.00 1,125.00 1,075.00 1,025.00 Paid Out 11,650.00 11,050.00 5,450.00 5,150.00 Paid Out 14,330.00 13,670.00 13,010.00 11,350.00 10,750.00 5,750.00 Paid Out 60,503.75 3,405.00 3,270.00 3,135.00 Paid Out 10,000.00 5,300.00 Paid Out Paid Out 30,241.25 29,023.75 11,210.00 10,800.00 10,390.00 7,980.00 7,650.00 26,990.00 25,610.00 10,230.00 9,690.00 5,150.00 Paid Out 8 551,348.25 3,504,657.19 S 243,375.75 2,903,813.24 $ 183,715.00 2,551,140.24 $ 253,935.00 2,042,576.75 $ 145,088.75 1,874,604.25 8 98,973.75 1,340,185.00 8 17,383.75 738,336.25 $ 4,056,005.44 $ 3,157,188.99 §2,734,855.24 82,296,511.^5 82,019,693.00 81,439,158.75 8 755,820.00 173 TABLE 29 Name op County 1968 1969 1970 1971 1972 1973 $ $ $ $ $ Schools $ Other Purposes Paid Out - Wake Schools - Other Purposes 18,650.00 17,900.00 17,150.00 13,400.00 2,800.00 2,700.00 Schools - Other Purposes -_ .. Schools Other Purposes Schools Other Purposes Wayne Other Purposes .. Wilkes 7,320.00 6,990.00 6,660.00 Paid Out .- Yadkin _.__ Yancey Grand Total $ 13,737.50 667,591.25 $ 2,157.50 375,965.00 $ 2,052.50 175,775.25 $ 12,012.50 138,962.50 $ 11,437.50 123,492.50 Schools $ 10,862.50 84,625.00 Grand Totals $681,328.75 $378,122.50 $177,827.75 $150,975.00 $134,930.00 $ 95,487.50 174 -Continued 1974 1975 1976 1977 1978 1979 1980 Geand Total « — $- $ - $ — $ $— - $ — S 828,753.10 1,724,956.50 4,746,485.38 2,600.00 2,500.00 2,400.00 2,300.00 2,200.00 2,100.00 Paid Out— 13,566,745.70 239,822.80 453,220.00 641,838.00 1,158,241.25 109,648.58 t 1,149,252.50 1,985,786.00 4,348,426.98 630,792.62 3,535,390.00 1,786,599.78 5,977,398.00 270,964.90 790,946.25 136,510.98 1,804,863.75 $10,187.50 44,705.00 Paid Out... S 33,302.50 S 33,063.75 $ 30,808.75 $ 26,628.75 $ 26,628.75 $ 3,067.50 $104,884,723.72 401,388,976.69 $54,892.50 S 33,302.50 $ 33,063.75 ? 30,808.75 $ 26,628.75 $ 26,628.75 1 3,067.50 $506,233,700.41 ^ The foregoing tabulations are subject to modification in some instances as a result of refunding operations. 175 THE CURRICULUM At present, the curriculum is generally defined as all the experiences which make up the education of the child. The school curriculum repre- sents the experiences which the child has under the guidance of the teacher; but the school curriculum, as everyone knows, constitutes only a small part of the child's total education. Narrowly conceived the school curriculum would consist of those subjects which make up the course of study. Looked at from that point of view, the history of education reveals a constantly broadening concept of the curriculum. ELEMENTARY SCHOOL CURRICULUM Until about the time of the Civil War, the curriculum of the elementary school child in North Carolina consisted of reading, writing, arithmetic and spelling. About 18 60 the subjects of English grammar, geography, North Carolina history and United States history were added. Gradually, since that date have been added those subjects and experiences which would meet the needs, interests and abilities of a modern child in a modern world. Today the curriculum of the elementary school child in North Carolina is made up of the following subjects: Reading, writing, arithmetic, spelling, language. North Carolina history. United States history, the back- grounds of European history, geography, citizenship, elementary science, health, physical education, music, art education, and character education. Perhaps one should mention, also, the "Effects of Alcoholic Drinks and Narcotics," which while in reality is a phase of health education, never- theless is now taught specifically in the sixth grade in the form of an organized text. Instruction in this subject, moreover, has been required by statute since 1891. The preceding paragraph gives a bird's-eye view of the changing ele- mentary school curriculum, but the following and accompanying chart graphically tells the story of the past one hundred years. In examining the foregoing chart, certain observations should be noted. In most of the subjects which appear to have been constant throughout the entire period, the contents of those subjects may be greatly varied from time to time. Reading, which as early as 169 4 appears as a subject that should be taught and which has continued as a subject since that date is quite different from the reading of 19 35. Geography, which has been a subject of the elementary school curriculum since the Civil War, or earlier, is not the geography of the present day. The subjects which have appeared in the chart are found in the statutes or in the printed courses of study of the State. They refiect quite fully the general curriculum common to the State as a whole. However, the rights which both local communities and the State Board of Education have had to permit subjects not limited by statute resulted manifestly in the inclu- sion of subjects here and there throughout the State that would not appear in the general program. This would be especially true in the city and other special chartered schools which began with Greensboro as early as 1870. Undoubtedly, many of the subjects which were added to the common curriculum of the State from year to year had appeared earlier in the instructional programs of the special chartered schools. A correct interpretation of, and a proper understanding of the changing elementary school curriculum cannot be had simply through a listing of 176 the subjects as they have appeared from year to year. As was stated in an earlier paragraph, subjects which have remained constant in title have changed materially in content and purpose. Titles have changed in other subjects through which common elements have persisted. Witness in the chart the change from civil government to civics and thence to citizenship. But there are still other factors that have affected directly the educational experiences of the child, and which have improved throughout the past century. These would include the following: (1) More and better instructional material — textbooks, library books, etc.; (2) Longer school terms. From 1868 to 1918 the Constitutional term was four months. Not until 1918 was a six months term guaranteed by the Constitution, and in 19 3 3-34 for the first time an eight months term for every child was made possible; (3) Improved methods of teaching; (4) Better educated teachers; (5) Larger schools, making possible better classification of children and more individual instruction. SECONDARY SCHOOL CURRICULUM At the beginning of education in this country the religious motive or aim predominated. This was true even in the elementary school. One needed to be able to read the Bible to combat the evil work of Satan. Secondary education had for its chief purpose the preparation of the boys and girls for college entrance; but college education, in the main was a preparation for the ministry. Thus it may be seen that all education in our early history was shot through and through with a religious purpose and motive. Until about twenty-five years ago, almost the sole function of the second- ary school was to prepare boys and girls for admission to college. Not until 1911 does one find in the high school curriculum of the State a subject of a practical nature, one that had little or no relationship to college admission. At that time the Farm-Life Schools were established and agriculture was introduced. Since then tliese schools have been dis- continued, but in 1917 the Smith-Hughes vocational subjects of agricul- ture, home economics, trades and industries became a part of the secondary school curriculum. Since that time these subjects have grown steadily in popularity and importance. Since introducing the vocational subjects into the curriculum in 1917 and following a report on the Cardinal Principles of Secondary Education by a special committee in 1918, the college preparatory function of the public secondary school has steadily lessened in importance. Ethical char- acter, worthy home membership, intelligent citizenship, proper use of leisure, vocational efficiency, health — these objectives as goals give to the secondary school a place in its own right, and largely divorce it from a college preparatory function. Today, the secondary school attempts to meet the needs of the adolescent boys and girls, giving to them the education that would make them intelligent, happy, useful and vocation- ally efficient citizens. The curriculum therefore has been broadened and deepened. In order that a more complete concept of the development of secondary education may be gained, a few brief historical facts and observations are noted. Public high schools in North Carolina have developed since 1907. That year county high schools were authorized for the first time. Prior to 1907 177 o I— I o O O w o CO >^ P4 H H H H >< « M X »< M K K K X O 05 M M M X - »< H X C-) M M H X X « X X OS « K - X C3 X! « X X K o 02 M « X X X X ►< X X M « « M X X X X i "< X K K! 1 K « - X X X X X X X T3 K H 05 X M X X X X X X « - X s - X X X X X X X « X 00 00 - M X - K X X X X X s K « X X X X X X X 00 00 - « X X X X X si K X X X X X _^ X K X X X X X ,^ t^ - - X X 00 K K X X ^\ 1 ,^ eg ' G 00 « X ; ; 1 g -3 ; g a I 1 02 i 6 .s *s Q a 2 ja c i 0. 1 t3 a 1 ■M a ; 1 ►3 -a g b w 1 Q 1 j w s i "5 1 K § >> 1 a 1 Q "3 1 sn 178 K X X « - K X . « « K K H - « X K X « H M M H K - K X - X - - M X X X M - i 1 1 C C b, C 1 ■ ) > £ 2 1 i 1 1 c > ' 1 a 1 3 1 £ C w a 3 ^ ^ s IS fS .§ s H ^ 1? ^ o g^ „ a t y ^ o -a "o ■^ fe ja -§-§ Si"' 1 gS^ HI 3 '^ ZH fc a 2 g C a •- CO ° M J3 t2 i M O '^ ^ % >> _o o -^ .2 ~^ "S 3 - « — ja O ;S -^ H hD J5 — ' ^ ^S ^ 3 2 . S :S ^- S ■ i s^ § I "o W t— ci .2 ' 2 (S -2 -3 ! ^ ^ S-J ! T3 S i >- , "3 "^ S ° ' i S § -a fe I to g, O S £? d o P. ' -2 -S -S >> ri ,2 a s s ■§ 3 o H t. 6 £ ^ "2 179 secondary education was restricted chiefly to private schools, and to the larger cities and special chartered schools. There is no brighter chapter in education in North Carolina than that represented by the development of public secondary education during the past tvsrenty-eight years, or since 1907. The Academies The academies developed following the American Revolution and flourished until 1850. These schools were quite generally recognized by the State. A wide range of subjects were included in the curricula of these institutions. In 180 3, the boys in the Fayetteville Academy were studying "reading, spelling, ciphering, English grammar, Nepos, Caesar, Sallust, and Vergil, while the girls were studying spelling, reading, English grammar, geography, letter writing, copy-writing, ciphering, Dresden work, tambour work, and embroidery." For the Raleigh Academy in 1811, "reading, writ- ing, and spelling were required subjects, and Latin, French, music, paint- ing, and needlework were electives for girls. For the boys, the Latin course included grammar, Corderius, Ceasar, and Cicero. The Greek course em- braced grammar, and Greek Testament. In mathematics, Euclid, arithmetic, and surveying, parsing, and geography were taught. "i The curricula of these two schools are perhaps typical of the academies during their day. Early Public Secondary Schools The high schools which developed in the city and other special chartered schools, in the earlier days, had curricula quite similar to those of the academies. In his "A History of the Public Schools of North Carolina, "2 Dr. Noble says that as early as 1847-1848, the report of the school com- mitted of District No. 13 in New Hanover County states the following subjects were taught: "Orthography and orthoepy, reading, writing, arith- metic, English grammar, history, rudiments of geometry, mathematics, the art of field surveying and plotting. In another district for the same year, these subjects appear: Spelling, reading, writing, arithmetic, geography, grammar, botany, and algebra." The subjects in both the academies and other secondary schools ranged in scope from those of the present day elementary school to those of the college or university. As the elementary schools improved; especially with the development of a system of graded schools which began about 1870, the subjects of the elementary school gradually disappeared from the secondary school curriculum, as well as the subjects of present day college terminology. Public High School Curricula Since 1907 In 1907 the act creating the county high schools was passed. A State system of public secondary education began with that date. The High School Teacher's Handbook (1907) prepared by Professor N. W. Walker, the State Inspector, carries the outlined courses of study as shown in Table 31. Mr. Walker's report for 1907-0 8 shows that some students were en- rolled in all the subjects mentioned in the Handbook of 1907. In addition to these, enrollments were reported for botany, commercial geography and 1 Public Education in North Carolina, Edgar W. Knight, pp. 54-55. 2 A History of the Public Schools of North Carolina, M. C. S. Noble, p. 200. 180 TABLE 31. COURSES OF STUDY First Year Subject Classical Latin-Scientific Modern Language X X X X X X X X X X X X English Grammar, Composition and Literature. X Open X Second Year Ancient History to 800 A.D English Composition, Grammar and Literatures Latin Physical Geography Open... French or German (Continued) * Some other Science may be introduced here, e.g.. Elementary Botany or Agriculture. Third Year Algebra and Plane Geometry Medieval and Modern History English Composition and Literature Latin Greek Open French or German (Continued 3rd yr.) French or German (Begin) Fourth Year Geometry and Advanced Arithmetic American History and Civics (4) ; North Caro- lina History (1) English Composition, Rhetoric and Literature.. Latin Greek French or German continued or Physics or Agri- culture French or German (Continued 4th yr.) French or German (Continued 2nd jt.) 181 physiology. Drawing, music and business methods were added in 1908-09. Civil government, spelling, domestic science, expression and astronomy appear for the first time in 1909-10, while education was added in 1910-11 and manual training in 1911-12. In 1914-15 appear for the first time the subjects of sociology, singing, economics, writing and psychology and the commercial branches of bookkeeping, shorthand and typewriting.* In 1915-16, biology and geology are found while the subjects of trigonometry, literature, history, Spanish and Bible appear in 1916-17. The farm-life schools were established in, 1911. In 1917 the Smith- Hughes vocational subjects of agriculture, home economics, trades and in- dustries became a part of the secondary school curriculum. Present Curriculum And finally the secondary school curriculum for 19 37 includes the following subjects: (1) Language Arts: Grammar and Composition, Literature, Dramatics and Spelling. (2) Social Studies: Citizenship, History (American, World, Ancient), Geography, Economics, Sociology, Character Education, Guidance, and Problems of American Democracy. (3) Natural Science: General Science, Biology, Chemistry, and Physics. (4) Mathematics: General Mathematics, Elementary Algebra, General Business Training, Plane Geometry, Advanced Algebra, Commercial Arithmetic, Integrated Plane and Solid Geometry, Solid Geometry, Trigonometry. (5) Music. (6) Art Education. (7) Health. (8) Foreign Language: French, German, Spanish, Latin. (9) Vocational Education: Agriculture, Home Economics, Industrial Education. (10) Business Education. For a proper understanding of the secondary school curriculum as it developed during the past century, account must be taken of those factors that were mentioned in connection with the curriculum of the elementary school; the improvement in instructional materials, the preparation of teachers, methods of teaching; lengthening of the school term, etc. In the 1907 act, creating the county high schools, the minimum term, e. g., was only five months. This remained the minimum term until 1913, when it was raised to seven months. The general school code of 1923 fixed one hundred sixty days (eight months) as the minimum term for an accredited high school. * These commercial branches may have been included in the business methods of 1908-09. 182 IV SUMMARY AND PROPOSALS It has been noted in this report that the problem of organizing satis- factory school units in North Carolina is to a degree simplified, because of the fact that county units take in the entire area of a county, with the exception of city units, and the fact that a city unit must have a scholastic population of at least 1,000 pupils. The problem is, therefore, a matter of securing satisfactory attendance areas to the end that every child in the State may have the opportunity to attend a standard elemen- tary and a standard high school. In carrying out this program geographical barriers will be an obstacle in a few cases. However, the main problem is that of modifying the boundaries between existing administrative units; between counties, and between counties and cities. The obligation of the State to provide stand- ard school facilities for all of the children far transcends in importance lines of demarcation now existing between administrative units. Maps and tables showing the size of schools, the density of population, the wealth behind each child, and the types of buildings and equipment have been prepared for the county and city administrative units of the State and the attendance areas within them. It is evident from these data that if an adequate educational program, on the basis of existing State standards is to be provided, administrative units must be combined in some cases and a scheme of reorganization must be carried out. If the schools are to be manned with capable adminis- trators, efficient supervisors and well trained principals and teachers, each paid an adequate salary, such a program is mandatory. The steps following this reorganization should be the immediate adop- tion by the State of the following policies with regard to administrators, principals, supervisors and teachers: 1. The personnel should be employed on the basis of training, efficiency and good moral character. It should be dismissed only when it is proved to be deficient in any one of them. 2. Administrators should be required to be college graduates with a minimum of one additional year of professional training. It must be recognized that persons so trained and meeting the other suggested qualifications can not be obtained at a salary as low as that now paid in the State. 3. Trained supervisors, working under the direction of the Division of Instructional Service of the State Department of Public Instruction, should be employed to supervise the educational program in the reorganized administrative units. 4. A minimum of four years of college training should be required of all teachers entering the profession. These teachers and those now in the profession with this amount of training should receive a minimum salary of not less than $1,200 for eight months of teaching. There are in North Carolina 892,648 pupils taught by 23,712 teachers — a pupil-teacher load of approximately 3 8. It is evident, therefore, that any plan of reorganization of administrative units and attendance areas will not cause a decrease in the necessary number of teachers. It is frankly admitted that the proposed salary increase for teachers would result in practically a 50 per cent raise in the annual salaries of approximately two-thirds of the white teachers in North Carolina. When the other one- third of the white teachers in the State meet the recommended qualifica- tions, there would be an even greater increase in the funds necessary to pay the suggested minimum salary schedule. There would be a propor- tionate percentage increase in the salaries to be paid to the 2 3.8% of the colored teachers now having four years of college training and those who will come into the profession with the recommended minimum training. In order to carry out this program of reorganization and to provide for the recommended salary increases and the additional and higher paid administrative oiflcials, it seems almost mandatory and desirable that the local administrative units should be encouraged, if not required, to sup- plement State funds by local taxation. Concurrently with and as an aid to the execution of this program of reorganization with its added and more eiRcient services, the following recommendations are proposed for the State Department of Public Instruction: 1. The Division of Instructional Service should be enlarged by the • addition of personnel in the fields of Art, Music, Visual Education and Physical Education. New duties of this Division should be to direct and unify the program of supervision proposed to be carried on in the several units of the State. 2. The Division of Schoolhouse Planning should have additional trained personnel whose duties would be to study existing and proposed school plants with a view to correcting defects in the safety and sani- tation of the present buildings and assisting in the planning of any new buildings. 3. The Division of Vocational Education should be enlarged to include: a. A Supervisor of Distributive Occupations. b. A Director of Vocational Guidance. c. More adequate provision for the supervision of vocational work in the colored schools with an itinerant teacher in this field. 4. A Research Division under the direction of a competent person should be provided for the purpose of making available to the public the latest and most desirable practices in school administration, supervision and curriculum development, and also to interpret avail- able data with reference to the total school situation. 5. A Division of Adult Education should be established for the purpose of organizing and directing this new and important field of educa- tional service. 6. The Department of Public Instruction should, with its present per- sonnel and additional persons, if necessary, assist the several ad- ministrative units of the State in working out ways and means of efiiciently and economically adjusting their debt service programs. 7. The State Department of Public Instruction, in cooperation with other agencies of the State, should make a thorough study of the school transportation system. This stupendous activity of the State is of such vital importance and requires such a large proportion of the revenue now provided for schools that future recommendation with regard to it seems an immediate and pressing responsibility of the State. 184 SCHOOL POPULATION M SCHOOL BUILDINGS MAP HYDE COUNTY WASHI NGTON C O U N T Y R R E L L FURTHER STEPS The data gathered from the field — spot maps, building adequacy and other school statistics, and information obtained from the Local Govern- ment Commission, the State School Commission and the State Department of Public Instruction records — suggest a detailed plan for improving all of the North Carolina schools, with standardization on the basis of exist- ing State requirements as a minimum for any school. The poorly organized large administrative units, the small and financially vs^eak units, the small and inadequate buildings, the low salaries paid teachers and administra- tors, and the large per cent of retardation, a partial result of existing conditions, emphasize the imperative need for such a proposal and the execution of such a plan. The facts gathered are to be presented to the superintendents of the administrative units in the State. The spot maps have already been found useful in the organization and placement of buildings in new attendance areas. Likewise, these maps have been used to demonstrate the inadvisability of locating schools in proposed centers due to insufficient number of children in the area. Suggested possible uses of the maps by the several units of the State are illustrated in the spot map for the colored schools of Mecklenburg county. The study of school population density suggested consolidated schools at Clear Creek, Pineville, Plato Price, Davidson and Huntersville. In Hyde county a new elementary and high school building was pro- posed for Sladesville. A careful spot map of the attendance area revealed that there were an insufficient number of elementary pupils on which to base a high school, even if every child of elementary age were to enter school and progress through the grades. A further study of this map plainly indicates that there should be only two high school centers on the mainland of this county — one located at Swan Quarter, the other at Engelhard. It is recognized that the State cannot immediately effect all of the reorganizations and improvements in the school system that have been indicated and proposed as a result of this Survey. On the basis of financial facts presented, it is believed that the State is able to provide funds for the suggested increases in the salaries of the administrators, supervisors, principals and teachers. It is, likewise, believed that the State is able to finance the provision of adequate school plants for the children who attend school. The establishment of a five million dollar building loan fund by the State to be loaned to the counties would facilitate this undertaking. 185 RECOMMENDATIONS AND SUGGESTIONS FOR IMPROVING PUBLIC SCHOOLS FOR THE COLORED RACE The facts presented in this report were gathered alike for both the white and colored children of the State. In all cases, the same techniques and standards were used. Suggestions for improvement of any phase of the educational program apply to all of the schools and all of the children of the State. North Carolina recognizes only one standard for the adminis- tration of her State supported system of public schools. However, it must be admitted that the data presented in this study show that the colored schools are presently not as well organized, nor are they operated on the same plan of efficiency as are the white schools. As a result of this condi- tion, the Division of Negro Education in the State Department of Public Instruction was asked to study the survey facts and to make recommenda- tions with regard to the improvement of the educational opportunity for the colored children in the State. ELEMENTARY SCHOOLS " In the elementary school, the foundation is laid for the child's future development along educational lines. If we are to have a strong school system, it must begin with the elementary school or below. In order to provide for the child's fullest development, it has been found necessary to replace small schools with larger units. In 1935-36, there were, in North Carolina, 964 one-teacher colored schools or 42.5 per cent of the total number of schools, with an enrollment of 39,774. There were 642 two-teacher schools, with an enrollment of 54,673. Thus we find approximately 38 per cent of the children enrolled in one- and two-teacher schools. 49 3 schools employed from three to five teachers, with an enrollment of 74,0 32 or 29 per cent. One hundred sixty- one employed six or more teachers with an enrollment of 81,005. There are only fifteen standard elementary schools in North Carolina for Negro children. More than three-fourths of these are in city units. Less than six per cent of the Negro children enrolled in all elementary schools in North Carolina have the opportunity of attending a standard school. All of these except about one per cent are in the city administrative units. In order to be accredited, an elementary school must meet certain defi- nite requirements with regard to size, length of term, training of teachers, teaching-load, equipment, organization and course of study. Beginning with the county units that already have seven or more teachers, and taking those with four to six teachers, it will be possible to organize almost three hundred units that will meet the requirements with regard to size, if some transportation is provided. The smaller schools will have to be consolidated into larger units, if the schools are to meet the needs of the children. There are a number of counties with the colored school population so small and scattered, it will be more diflacult to develop large units, but it is not impossible. On the other hand, the county units with the heaviest enrollments in the elementary schools (Wake, Edgecombe, Pitt, Halifax, Robeson) do not have a single accredited elementary school. Each of these counties has an enrollment of over five thousand in the elementary school. If the colored elementary schools are to function properly and give "opportunity to the children for the fundamentals of an education," it will be necessary: 1. To reorganize the schools in the counties in which there are a large number of colored schools and a heavy colored population on the basis of data now available. 2. To eliminate small schools as rapidly as possible, establish large units and develop other centers that are already strategically located. 3. To provide adequate supervision for rural schools, particularly those counties in which there is a heavy colored population. 4. To provide for the standardization of those schools that meet the requirements with regard to size and length of term, but fall short in teaching personnel, teaching-load and equipment. 5. To reorganize the schools so that the improvement of classroom work may be possible and at the same time work toward a more even distribution of pupils throughout the elementary school. HIGH SCHOOLS The high school movement in North Carolina has gone ahead at a rapid rate. The first public schools for colored children were not established until 1914. These schools were organized in Wake, Johnston and Pamlico counties, largely through the aid of the John F. Slater Fund. In 1919, the first high schools for colored children were accredited. In 1923, the first high schools for colored children, supported and controlled by city or county school units, were accredited at Durham, Reidsville, Wilmington and Method. In 1918-19, there were four colored public ac- credited high schools; in 1923-24, there were fourteen; in 1928-29, fifty- four; in 1933-34, one hundred six. There has been a correspondingly rapid increase in the enrollment in the colored public high schools. The total enrollment in public accredited high schools increased from 2,793 in 1922-23 to 8,060 in 1927-28, and in all public high schools, accredited and non-accredited, from 1,477 to 10,942. In 1932-33, the enrollment in public accredited schools had in- creased to 18,538 and in all public high schools to 20,124. In 1934-35, the total enrollment in colored public high schools was approximately 27,000. It is likewise interesting to observe the rapid increase in the number of colored high school graduates. There were eighty-four graduates of public accredited high schools in 1922-2 3, and a total of ninety-two from both accredited and non-accredited public high schools. In 1927-28, this num- ber had increased to 1,162 from public accredited high schools and 1,234 from all types of four-year public high schools. There were 2,745 grad- uates of public accredited high schools in 1933-34 and 2,295 from all types of four-year public high schools. The data outlined above are remarkable when it is considered that public high school education for colored children did not begin until 1914. These figures indicate that the State of North Carolina is recognizing its 187 responsibility in regard to making high school facilities available to its colored citizens. NEXT STEPS The next steps that the counties and cities of the State may follow in order to offer increased high school facilities for colored boys and girls appear to be as follows: 1. There is a need for additional high schools in many of the counties in which high schools are already located. For example, in Pitt County, where the colored school population is greater than that of the white, the colored high school enrollment was 29 6 in 19 34-35, and that of the whites was 1,342. Twelve centers serve the white children in the county and fifty-four serve the colored school popula- tion. Five attendance areas serve the colored high school population. High school work is done in each of the white county attendance areas. It appears that approximately nine large consolidated centers could serve the high and elementary school needs of the colored population in Pitt County. Such a set-up would call for adequate bus trans- portation facilities and modern school plants. At present there are no bhs transportation facilities for colored children in the county and only a few adequate school buildings. The situation in Pitt County is largely typical of conditions in Edgecombe, Gates, Lenoir, Union, Duplin, Northampton, Rowan, Wilson, Granville and several other counties. Johnston, Wake, and Warren are examples of counties that have gone a long distance toward furnishing adequate high school facili- ties for colored children. These counties have been able to do this chiefly through their system of bus transportation and consolidation. Johnston County, for example, has practically completed its program of consolidation in regard to both high and elementary schools. All one, two, three, and four-teacher schools have been eliminated. The three high schools at Clayton, Smithfield and Selma adequately serve the needs of the colored population. This state of affairs has come about in Johnston County mainly as a result of the thirty or more busses and the splendid buildings furnished by the county. It is hoped that all counties in North Carolina, with large colored popu- lations, will follow the example of Johnston. 2. There is a need for the development of accredited high schools for colored children in several counties in which they are now provided. For example, the following counties have large enough school popu- lation to support accredited high schools, but they do not have them: Lincoln, Surry, Henderson, Stokes, Alexander, Polk, McDowell, Scot- land, and Davie. The semi-private high school at Laurinburg serves the city, but no provisions are made for transporting the rural Chil- dren into Laurinburg. The following counties have accredited high schools in at least one of their city administrative units, but have not provided accredited , high school facilities for their county administrative units: Union, Orange, Mecklenburg, Iredell, Craven, Pitt, Forsyth, Pasquotank, Cabarrus, Anson and Sampson. All of these counties have large enough school population to justify one or more four-year accredited high schools. The development of accredited high schools in these counties will bring dividends in large measures to these counties. 3. Our State faces the problem of furnishing high school facilities for the scattered colored population in the mountain area. For example, in such counties as Avery, Ashe, Madison, Haywood, Cherokee and the like, where the colored population is small. 4. The State should guard against the multiplication of high schools in sections of counties in which they are not needed. This condition has taken place in Duplin, Pender, Bladen, Cleveland and several other counties. The lack of bus transportation facilities is the main cause 188 of the multiplication of one- and two-teacher high schools in many of our counties. 5. Next is the problem of keeping our accredited schools on a high level. There is a tendency for many of our schools to slow up as soon as they are placed on the accredited list. A school must be constantly replacing and adding to its equipment if it is to serve its real function. 6. There is a need for enriching our high school curriculum. More and more we must offer those things in our schools that teach our chil- dren to do better the things they are going to do anyhow. There is a need for teaching the trades, home economics, and agriculture ' in a larger number of our schools. At present, there are but twelve schools in the State that give any attention to the trades and scarcely fifty per cent of our public accredited high schools teach home economics. There are also a considerable number of our rural high schools that do not teach vocational agriculture. If we are to satisfy the growing needs and interest of our secondary school population, we must offer a more varied program of studies. We cannot hope to raise the social and economic level of the colored child unless we offer a program of studies that will rotate around his everyday or fundamental activities. 7. We should, more and more, look forward to a scientific approach in organizing new high schools. High schools should be located only as a result of a careful study of the county. Haphazard planning usually results in waste or duplication. 8. Each county should give closer attention to furnishing its colored rural boys and girls high school opportunities. We must, more and more, see the necessity of helping the great masses of rural Negroes. If these steps are carried out, it is believed that it will result in the development of not only a better colored citizenship, but a bigger and better North Carolina in general. STATUS OF COLORED TEACHERS This section is included to emphasize the fact that teachers are already adequately trained to supply sufficient teaching personnel in many times the present number of "accredited" elementary schools. Indeed, if it were possible, almost immediately, to establish an accredited school in all the nearly three hundred four- to seven-teacher rural elementary schools for colored children, it would be possible now to place in these approximately two thousand classroom teachers who have had two to four years of college training. There will be no lack of trained qualified teachers, therefore, no matter how rapidly the counties may increase the size of attendance areas and establish standard elementary schools for colored children. The colored teaching personnel holds certificates which may be equated into the following levels of training: 538, three and four years of high school; 647, one year of college; 1,156, two years of college; 2,504, three years of college; 1,9 45, four years of college. More than four-fifths of the colored teachers hold certificates equivalent to two or more years of col- lege training. There are five four-year private colleges and five three-year or four-year public colleges turning out annually about seven hundred graduates, the majority of whom will be certificated to teach in the schools of this State. Within the next three years all teachers with less than one year of college training can be replaced by graduates from the thres-year or four- year college courses. By the end of five years there will be no need to employ any teacher with less than two years of college training. 189 It does not appear that the standardization of either the elementary or high schools will be retarded on account of shortage in the number of trained teachers. It will be necessary for the local employing agencies to become aware of the availability of this trained personnel. Likewise, the colored patrons could register in the proper way their interest in the matter of securing the best trained teachers available for their children. BUILDINGS AND EQUIPMENT Data in this bulletin show that a considerable number of the rural schools for colored children are small, poorly built, dilapidated, unfur- nished, insanitary, and in almost every way inadequate to serve modern children in an enlightened progressive commonwealth. Many of these buildings are not only unsuited for modern school purposes, but are in such a bad state of repair that they are both a menace to health and dangerous to life and limb. Moreover, in the very nature of the case it would be unwise to erect new small buildings on the sites of these old ones. Under these conditions county officials now have a first-class opportunity to study and to plan for larger school units, which is not only in line with the definite policy of school organization in this State, but to be able to provide a good school building, and the right kind as to size and service, for colored children, especially since so many of the old buildings must be replaced or some other definite steps taken within the next few years to provide a place for these children to attend school. More specific suggestions on this matter are offered in the next section below. CONSOLIDATION Following the almost complete consolidation of the rural public schools for white children, a real beginning has been made in consolidating rural schools for colored children in North Carolina. Such a program is now an established fact. Beginnings in consolidation and transportation for colored children are wide-spread in the State, sixty-six counties having made some progress in this direction. These beginnings range from the operation of one bus in several counties to thirty-eight or more in John- ston, where consolidation for colored children as well as for white children is practically complete. The area covered by such beginnings in consolidation and transportation for colored children reaches as far west as Jackson county and as far east as Hyde. The table on transportation shows the wide distribution over the State in counties where bare beginnings have been made, and where con- solidation is practically complete for colored high school education as in Warren, Hertford, New Hanover, Vance, Person, Lee, Bladen (nearly so), Durham, Pender, Richmond, Halifax and for both elementary and high school education as in Johnston, Alexander, Currituck and Guilford. It is both logical and legal that this process which has inade a sure beginning should go forward, gradually, but certainly toward the same degree of satisfaction and completion which has already been attained for white schools. In 19 34-35 there were 204 busses operated by the State School Com- mission for the transportation of colored children. (A year later, 1935-36, the number had increased to 313, when 13,985 colored children were carr 190 ried to school in busses. For the current year, 19 36-37, a reasonable esti- mate apparently will place the number of busses transporting colored children well over 400.) The preceding facts establish both a policy and a trend. Wisdom, it seems, both for the State and for the colored children, requires the set- ting up of a definite program and workable procedures for developing con- solidation and transportation in the various counties and the State as a whole. The State Department of Public Instruction has available persons who are qualified to serve county oflacials in studies, surveys and the formula- tion of county-wide plans. This Study contains information which will make county surveys easier than heretofore, and more definitely useful for future development. Such further study made jointly by the county superintendent and a representative from the State Department of Public Instruction can be made without expense to the county. They should result in placing before the county board of education and county commissioners a definite work- able plan for development of the colored schools along lines which have already been worked out for the white schools. These plans can be fol- lowed progressively by the county officials from year to year, until the colored schools approximate the excellent standards as consolidated schools which have in most cases already been attained by the white schools. Finally, such surveys will make it possible for the county to proceed in developing a sound progressive system of schools gradually and definitely, and at the least possible annual cost. Moreover, such surveys are necessary because consolidated colored schools cannot always be established in every consolidated district for white children. This is true because of differences in population. District boundaries will therefore vary in many cases, perhaps in a majority of instances. SUMMARY Consolidation in colored schools is an established fact in North Caro- lina. Sixty-six, two-thirds of our counties, have already begun this process of development. This program is wide-spread, extending from the extreme east to the far west in the State. This preliminary survey in practically all of the counties is now complete, and plans for consolidation of colored schools will be presented to county officials. In some of these steps have already been taken to carry out the plans proposed. Other similar studies may now be made, expedited and greatly aided by the material in this Report. Consolidation for colored schools will require many variations as to district boundaries from those already established for white schools. Obviously, the State and the counties cannot hope to have good modern schools for colored children in the 2,000 or more small schools now in use. The State, the counties and colored people together will undoubtedly de- velop consolidation and provide gradually but surely transportation for the colored children — a system similar to that already in use by the white children of the State. 191 r II '■■■ ^'?*^^■&;^wr''-■■;y;S^■•