Lfl 262 .06 fl5 1922 Copy 1 Educational Survey of Dooly County By M. L. DUGGAN, Rural School A^ent AND EURI BELLE BOLTON, Extension Dept, G. N. L College No. 37 Under Direction of State DEPARTMENT OF EDUCATION M. L. BRITTAIN State Superintendent of Schools 1922 _i*v^t«*f »i, Educational Survey of Dooly County By M. L. DUGGAN, Rural School A^ent AND EURI BELLE BOLTON, Extension Dept., G. N. I. College No. 37 Under Direction of State DEPARTMENT OF EDUCATION M. L. BRITTAIN State Superintendent of Schools 11922 LIBRARY OF CONGRESS RECEIVED DOCUMENTS DIVISION .jm^m—tammmntimmmm ■Ml A DOOLY COUNTY PUBLIC SCHOOL SYSTEM Hon. Paul Ellison, Superintendent, Vienna, Ga. COUNTY BOARD OF EDUCATION HON. W. W. HARVARD, Chairman Vienna, Ga. HON. D. L. IVEY Unadilla, Ga. HON. A. B. TIPPETT Vienna, Ga. HON. J. A. LILLY Lilly, Ga. HON. J. A. WHITEHEAD Pinehurst, Ga. NOTE — The Educational Survey of Dooly County was un- dertaken at the request of the superintendent and Board of Education. We ask a careful consideration of the facts presented and the recommendations offered herein on the part of school officials and citizens of the county. The prop- er education and training of its future citizens is by far the most important public problem confronting the county. M. L. DUGGAN, Rural School Agent for the State Department of EducatioiL Atlanta, Ga., April 1922. The Public Schools of Dooly County STUDY OF THE DAILY SCHEDULES. The teachers of the county were asked to hand in their daily schedules of work. Schedules from only a few schools were handed in and the study is not complete. The sched- ules which were studied, however, disclose some very im- portant facts. Table Showing the Number of Minutes per Day Devoted to Each Grade in a Representative Group of Schools in Dooly County. One-Teacher Schools. School Beginners I II III IV V VI VII VIII Grades 60 55 40 50 — 20 50 30 70 60 65 60 60 55 80 70 Two-Teacher Schools. Begin- School ners I II III IV V VI VII VIII IX Grades A B 65 65 65 65 65 80 85 85 105 100 105 105 — — 100 95 90 75 85 75 Three-Teacher Schools, Beg-in- School ners I II III IV V VI VII VIII IX X Grds. A 65 60 65 65 90 110 115 110 90 95 95 B 155 55 55 75 110 100 130 110 85 60 105 C 115 105 105 105 155 90 110 105 100 105 — Four-Teacher School. Begin- School ners I II III IV V VI VII VIII IX X Grds. 150 150 150 100 120 140 155 150 110 170 160 Grammar Grades of Byromville School. Beginners I II III IV VI VII Grades 170 215 205 230 215 205 265 The schedules from the one-teacher schools show that the teachers in these schools do not have very definite ideas about the amount of time which should be given to the dif- 5 ferent grades. There is very much irregularity in the schedule from school B. In the two-teacher schools more time is given to the upper grades than to the lower grades. The apportionment of time in these two schools shows very clearly that it is absolutely impossible for two teachers to teach nine grades. In the two-teacher school B only 75 minutes per day are given to the ninth grade. This ninth grade is studying Algebra, History, Rhetoric and Spelling. It is having no work in science, and yet this is a country school. No accredited high school could give credit for the ninth grade work done under these conditions. If one of the pupils from this school were to go to a larger school to com- plete his high school education, he would in all probability have to take the ninth grade work again. This would mean that he had lost a year's time, that the teacher who had at- tempted to teach him ninth grade work under impossible conditions had lost his time and effort, and the pity of it is that the teacher's lost time might have been devoted to making the work in the lower grades more thorough. Three-teacher schools A and B are giving less time to grades I, II and III than is given to these grades in the two- teacher schools studied. There are only two pupils in the tenth grade in one of these schools and only three in the tenth grade in the other school, and yet these five pupils, who could easily be sent to a nearby accredited high school, are taking up so much time that the lower grades in these schools are receiving no benefit from the added teaching force. The following incident will illustrate what often hap- pens when a small school with only three or four teachers attempts to teach tenth and eleventh grade high school work: Two girls from the same county went to one of the normal schools in the state. One of the girls had finished the eleventh grade work in an accredited high school ; the other girl had finished the eleventh grade work in a school which has only four teachers. The first girl finished the work at the normal school in two years, but the second girl had to enter a lower class and finished the normal school work in three years. The father of the second girl had to pay $350 more than the father of the first girl in order to give his daughter normal training. He began to ask what was the matter with his school and he learned that it is just as impossible for four teachers to teach eleven grades of school work thoroughly as it is for one man to cultivate a four-horse crop. Three-teacher school C, which has only nine grades, has a much better apportionment of time than the other three- teacher schools. The study of the Byromville School is given to show the difference between the amount of time given to the grammar grades in this school and in the smaller schools. Could pupils who receive only 50 minutes of the teacher's time during the day be expected to do as thorough work as pupils who receive 215 minutes of the teacher's time? The schedules show that there is a great difference in the type of work being done in the various schools. Some schools show a regular period for story-telling, handwork and nature study in the primary grades ; others show that nothing except reading, arithmetic and spelling are given in these grades. Some of the small schools do not even have a period for writing. (Any teacher who is interested may secure a suggestive daily schedule by writing to the State Department of Educa- tion.) THE TEACHING FORCE. From the table below it will be seen that there is a great deal of difference in the qualifications of the teachers in the various types of schools in Dooly County. Fourteen of the 26 teachers in the three senior high schools hold either a college degree or a professional license ; three hold a high school license; six hold a first grade elementary license; two hold a first grade primary license and only one holds a second grade license. Four of the teachers in these schools are college graduates, four have had college work, nine are normal school graduates and the remaining eight have had summer school work in addition to their high school or normal training. Six of the 33 teachers in the larger schools hold either a college degree or a professional license, twelve hold a first grade elementary license, four hold a first grade primary license, and the other six hold a second grade license. (We did not learn what license two of the teachers in the larger schools hold.) One of the teachers in these larger schools is a college graduate, six are normal graduates, twelve have had some college or normal training, seven are high school graduates, and seven have had less than high school scholarship. Fifteen of the 33 teachers in these schools have had summer school work in addition to their other training. Only two of the fourteen teachers in the two-teacher schools have had any college work and none have had normal work except the seven who have had summer school work. Half of the teachers in these schools have had less than four years of high school work. And only half of the teachers in the two-teacher schools hold a first grade license. Three hold a second grade primary license. There isn't a teacher in the one-teacher schools who holds a first grade license. Some of the teachers in these schools are high school boys who have had no normal train- ing. Table Showing Training and Qualifications of Teachers. Ele- High Primary mentary School Profes- Total No. License 1st 2d 3d 1st 2d 1st 2d sional None ? Teachers One-Teacher Schools — — — — 2 Two-Teacher Schools 2 3 — 5 3 Larger Schools 4 2 — 12 3 Sr. High Schools 2 — — 6 1 — — 1 14 6 — 2 33 14 _ _ 26 Total No. High Schoo 1 Normal College Teach- Training 8th 9th 10th 11th 1 yr. 2 yrs. 1 yr. 2 yrs. 3 yrs. 4 yrs. ers One-Teacher Schools — 1 1 2 2 — — — — — 6 Two-Teacher Schools 1 2 4 o — — 1 1 — — 14 Larger Schools — 1 6 7 5 6 2 5 — 1 33 Sr. High Schools — — — 4 4 9 — 3 1 5 26 5 or more Total No. Experience 1 Year 2 Years 3 Years 4 Years Years ■7 Teachers One-Teacher Schools 3 • — — — 3 6 Two-Teacher Schools 6 4 — 1 3 14 Larger Schools 7 6 3 4 13 33 Sr. High Schools 7 3 2 3 11 26 Service at Present 5 or more Total No. School I Year 2 Years 3 Years 4 Years Years 'f Teachers One-Teacher Schools 4 1 — 1 — 6 Two-Teacher Schools 12 2 — . — — 14 Larger Schools 21 8 2 2 — 33 Sr. High Schools 9 10 1 5 1 26 The teachers of Dooly County are much better trained than the teachers in many counties which have been sur- veyed recently. This is especially true of the teachers in the larger schools. In most of the schools, however, the standard of training for primary teachers should be raised. This is especially true of the two-teacher schools. Some of the weakest teachers in the system were in charge of the one-teacher schools and of the primary departments in the two-teacher schools. Many school principals and most com- munities have a tendency to emphasize the upper grade and the high school work at the expense of the primary grades. Such a tendency is detrimental to the interests of any school. Any system of education to be secure, like any other structure, must have a proper foundation. The Frank- lin School should be especially commended for the emphasis it is putting on the primary work. The principal of this school has charge of the primary grades. Dooly County has only six one-teacher schools, and in this respect is far ahead of the majority of Georgia counties. But as long as it is necessary to maintain these schools, their grades should be limited and the strongest teachers available should be put in charge of them. The frequent change of teachers makes it impossible for either the trained or untrained teachers to do their best work. Of the 79 teachers whose qualilications were studied, 46 are teaching at their present school for the first time. No teacher who stays at a school for only one year can do any constructive community work. If the large communi- ties will build teachers' homes and if the County Board of Education will offer a bonus based upon length of service in one place, the county will be more able to hold its strong teachers, CLASSROOM WORK. Educational tests were given in the fundamental or most important school subjects — reading, language, arith- metic, spelling and writing — to determine the thoroughness of the classroom work being done in these subjects in the various schools. These tests have been given under the same conditions to thousands of pupils in representative schools in all parts of the United States. The median or average scores made by the large number of pupils in each grade to whom theJ tests were given have been carefully worked out and are given as Standard Scores. The stand- ards, therefore, do not represent perfect scores, but scores made by children of average ability in schools in which the teaching has been well done. A careful study of the tables of results will reveal the type of work being done in the various schools of the county. From the results of the tests discussed on the follow- ing pages, certain conclusions may be drawn, 10 1. The classroom work being done in all of the sub- jects tested is below the standard. The scores made in read- ing and language were further below the standard than the scores made in arithmetic. 2. The work being done in the three senior high schools is, on the whole, more thorough than the work be- ing done in the smaller schools. 3. The work being done by the lower grades in the three and four-teacher schools is poorer in comparison with the work done in the larger schools than the work being done in the upper grades. This is due to the fact that these schools are placing the greatest emphasis upon the upper grades at the expense of the lower grades. (See discussion of Daily Schedule.) 4. The scores made on the tests by the one- and two- teacher schools are very low, especially in the lower grades, as compared with the scores made by the larger schools. 5. It was not possible to give in this report the scores made by the individual schools. But there is a great differ- ence in the quality of work being done in the schools which have the same number of teachers. For example, the Oak- land and the Richwood Schools are both two-teacher schools. The pupils in the Oakland School made high scores on the tests, but the pupils in the Richwood School made very low scores. This condition shows the need for supervision and more careful co-ordination of work in the system. 6. The great difference between the lowest and the highest scores made by the pupils in the same grade in the various schools shows that the teachers in planning their work should give much greater emphasis to the needs of the individual pupils. READING. The Monroe Silent Reading Test was given to all the grades from the fourth through the eleventh. Note: The grades are indicated in the tables as the third through the 11 tenth. The tests were given at the beginning of the school year and the scores made by the grades represent the com- pleted work of the previous year more nearly than the ac- complishment for the middle of the grade in which the tests were given. Test I was given to grades IV, V, and VI ; (these are shown in the tables as grades III, IV, and V). Test II was given to grades VII, VIII, and IX ; Test III was given to grades X and XL Each of the three tests consists of a series of simple paragraphs with a question at the end of each. The question can be easily answered if the para- graph is understood when read. The pupils are given five minutes in which to read as many of the paragraphs and to answer as many of the questions as possible. The test measures the pupil's rate of reading and his ability to un- derstand what he has read. The rate of reading is indicated by the Rate Score (see table below), which means the num- ber of words read per minute. The ability to understand what has been read is indicated by the Comprehension Score (see Comp. score in table). Each pupil's rate score in read- ing depends on the number of paragraphs read in the five minutes, and his comprehension score depends on the num- ber of questions answered correctly. The individual scores made by the pupils in each grade were combined and the median or average score for each grade was found. Some scores made by the individual pupils were higher than the average for their grade and some were lower, but the median or grade scores given in the tables represent 50 per cent of the pupils. Hence the median grade scores for each school represent the average work being done in reading in that school or type of school. The scores in all of the subjects were worked out in the same way and the median grade scores represent average work being done in each subject. 12 Median Scores in Silent Reading Made by the Schools in Dooly County. Grades III IV V VI VII VIII IX X XI Standard 60 79 94 96 104 108 86 87 94 Rate 9.3 15.3 20.8 21.0 24.5 27.3 24.0 26.0 28.6 Comp, Vienna 40 55 74 89 83 66 74 69 Rate 6.0 9.0 13.5 21.6 19.8 18.0 23.6 23.7 Comp. Byromville 51 78 83 43 70 89 86 : 125 Rate 5.2 13.1 16.0 13.0 16.0 19.5 21.0 23.3 Comp. Unadilla 52 65 71 63 66 62 69 77 Rate 7.5 11.0 12.4 14.0 14.4 16.9 17.2 17.3 Comp. Five- and Six- 49 82 71 53 81 70 87 Rate Teacher Schools 6.2 15.3 12.7 15.0 14.8 12.0 20.7 Comp. Three- and Four- 37 53 58 58 66 66 65 Rate Teacher Schools 4.6 9.0 9.2 12.2 15.3 13.9 18.5 Comp. Two-Teacher 34 54 73 62 55 57 Rate Schools 3.9 8.5 12.3 13.7 12.5 10.5 Comp. One-Teacher 35 49 56 64 Rate Schools 3.5 8.2 10.5 15.5 Comp. The scores made in reading by all of the grades in the Vienna School except the sixth and the ninth are very much below standard in both rate and comprehension. The score made by the fourth grade in the Byromville School is almost up to standard. All of the other grades in this school are below standard in both rate and comprehension. The scores made by the fourth, fifth and eighth grades in the Byrom- ville School are higher than the scores made by these grades in the Vienna School; the scores made by the other grades are lower than the scores made by the Vienna School. The score made by the third grade in the Unadilla School is nearer the standard score than the scores made by the other grades in this school and is higher than the score made by the third grade in the Byromville or the Vienna School. The scores made by the other grades in this school are very much below standard. The class scores made in reading by the lower grades in this school are better, accordingly, than the scores made by the upper grades. The scores made by the five- and six-teacher schools are, on the whole, lower than the scores made by the larger schools. The scores made by the fourth grade in these schools are above the standard score in rate, however, and are up to standard in comprehen- 13 sion. The scores made by the seventh, eighth and ninth grades in these schools compare unfavorably with the scores made by these grades in the Vienna and Byromville Schools. The scores made by all of the grades in the three and four- teacher schools are considerably lower than the scores made by the schools having more teachers. The scores made by the third, fourth, fifth and sixth grades are especially low as compared with the scores made by these grades in the larger schools, and are much lower, accordingly, than the scores made by the upper grades in these schools. The scores made in reading by the grades in the two-teacher schools, with the exception of the fifth and sixth grade scores, are lower than the scores made by the three- and four-teacher schools, and are very low as compared with the scores made by the larger schools. All of the scores, except the sixth grade score, made by the grades in the one-teacher schools, are lower than the scores made by the two-teacher schools, and are from one to two years below the standard scores. There were only a few pupils in the sixth grade in the one-teacher schools and they were the strongest pupils who enter these schools. (The others have dropped out be- fore they reached the sixth grade.) This explains the higher score made by this grade. The scores made by practically all of the grades are further below standard in comprehen- sion than in rate. This fact indicates that in all of the schools there should be more emphasis upon thought-getting in reading. Suggestions : 1. In all of the schools, a part of the time given to the teaching of reading should be devoted to exercises in silent reading. (See the Manual for Georgia Teachers, 1921 for suggestions.) 2. In the larger schools the teachers will find it help- ful to divide the good readers and the poor readers into two groups. Three or four periods during the week the good readers may be permitted to do independent silent reading while the teacher gives especial help to the poor readers. 14 The scores made on the tests used in the survey and the quality of work done in the daily recitations should form the basis for such grouping. (The individual scores made on all of the tests have been returned to the County School Super- intendent and may be secured from him.) 3. All of the schools need more equipment for the teaching of primary reading. Much of the equipment — reading charts, perception cards for word drills, silent read- ing exercises, etc., can be made by the teachers. One of the finest things the teachers and people of the various commu- nities can do for their schools is to raise money and buy sev- eral sets of supplementary readers to be used in the teach- ing of reading. The child who has read five or six primers and first readers in the first grade will do far better work in the second grade than the child who has read only one primer and two first readers. There is at present practi- cally no equipment in the small schools for the teaching of reading. 4. People, school trustees, and school officials should realize that high school boys and girls who have had no nor- mal training cannot teach primary children as they should be taught, LANGUAGE. The Trabue Language Scale B was used in measuring the work in language. The test consists of twenty incom- plete sentences — sentences which have some of the words left out. The pupils are given seven minutes in which to write the missing words in the blank spaces. The score depends on the number of correct sentences the pupil has at the end of seven minutes. 15 10.4 11.6 12.6 13.6 14.6 8.9 11.2 14.0 12.6 8.5 11.0 10.5 10.2 13.2 10.5 10.1 12.2 11.8 13.2 10.2 8.9 11.2 10.8 11.4 9.1 9.8 11.8 11.8 13.2 9.2 9.5 13.2 11.7 12.3 8.3 8.6 10.3 11.2 Grade Medians Made by the Schools of Dooly County as Compared with the Standard Medians. Trabue Language Scale B. Grades HI IV V VI VH VHI Standard 8.6 Vienna 8.7 Byromville 7.6 Unadilla 8.3 Five- and Six-Teacher Schools 8.0 Three- and Four- Teacher Schools 6.7 Two-Teacher Schools ... 6.8 One-Teacher Schools .... 4.6 There is an approximate difference of 1 between the standard scores for all of the grades above the fourth. Therefore if a grade score is 1 point below the standard score that grade is a year below the standard in language work ; if a grade score is .5 lower than the standard score, that grade is a half year below the standard in language. The seventh grade in the Vienna School is about a half year above the standard score; the third grade is up to standard ; the score made by the fifth grade is about a half year below the standard score; the fourth grade score is 11/9 years below the standard, and the eighth grade score in this school is two years below the standard score. The score made by the fifth grade in the Byromville School is about a half year below the standard score ; the scores made by the other grades in this school are from one to three years below the standard. The low score made by the sev- enth grade is probably due to the fact that this grade is below the average in ability. Some of the pupils in this grade gave the impression of not being prepared for the work they were trying to do. We attributed this condition to the fact that some small schools had recently been con- solidated with the Byromville School. The score made by the fourth grade in the Unadilla School is up to standard ; the score made by the third grade is almost up to standard ; the score made by the sixth grade is nearly a half year be- low the standard ; the scores made by the other grades are 16 a little more than a year below standard. The scores made by the grades in the five- and six-teacher schools are from a half to three years below the standard scores. The scores made by the seventh and eighth grades in these schools are very low. The scores made by the three- and four-teacher schools are from one to two years be- low standard. The scores made by the lower grades in these schools are about a year lower than the scores made by the lower grades in the Unadilla and the Vienna Schools. The scores made by the lower grades in the two-teacher schools are about the same as the scores made by these grades in the three- and four-teacher schools ; the scores made by the seventh and eighth grades are lower. The scores made by the sixth grade in the two-teacher schools is higher than the score made by this grade in any of the other schools. The scores made by the fourth, the sixth and the seventh grades in the one-teacher schools are two years below the standard scores ; the score made by the fifth grade is three years below the standard, and the score made by the third grade in the one-teacher schools is four years below the standard score. The scores made in language by all of the schools, except the Vienna and the Unadilla Schools, are very much below the standard and indicate that language is not well taught in the schools of the county. No school can perform a greater service for its pupils than to develop in them the ability to express themselves correctly and forcefully. This ability can best be developed by plac- ing a greater emphasis upon oral and written composition in the teaching of language. ARITHMETIC. The Woody-McCall Mixed Fundamentals arithmetic test. Form I, was used to measure the work in arithmetic. The test consists of 35 miscellaneous examples involving the addition, subtraction, multiplication and division of simple numbers, fractions and decimals. These examples are print- ed on one sheet and are so arranged that they increase in difficulty. A time limit of 20 minutes is allowed for the completion of the test. 17 Table Showing the Median Scores Made in Arithmetic by the Schools of Dooly County as Compared with the Standard Scores. Grades HI IV V VI VH VHI Standard 13.0 isis 2^0 28^5 3L0 Ssio Vienna 13.0 17.4 22.0 25.0 26.1 26.8 Byromville 12.5 17.5 22.7 18.8 23.0 24.8 Unadilla 15.2 16.5 18.4 20.7 23.3 29.5 Five- and Six-Teacher Schools 12.3 16.0 18.5 26.5 23.0 26.0 Three- and Four- Teacher Schools 11.4 14.7 17.4 20.2 23.5 25.9 Two-Teacher Schools ...12.5 17.0 20.1 23.0 23.6 One-Teacher Schools .... 7.8 14.8 16.5 20.6 23.7 There is an average difference of 4 points between the standard scores for the different grades. Therefore, 4 points represent approximately a year's work in arithmetic, as measured by this test, and 2 points represent approxi- mately a half year's work. The score made by the third grade in the Vienna School is up to standard ; the score made by the fourth grade is almost up to standard ; the score made in arithmetic by the fifth grade is a half year below standard, and the scores made by the sixth and seventh grades are about a year be- low the standard scores ; the score made by the eighth grade is two years below the standard. The scores made by the third, fourth and fifth grades in the Byromville School are about equal to the scores made by these grades in the Vienna School ; the scores made by the other grades in this school are two years below the standard scores. The score made in arithmetic by the third grade in the Unadilla School is about a half-year above the standard score; the score made by the fourth grade is about a half-year below the standard ; the score made by the fifth grade is more than a year below the standard, and the scores made by the sixth and seventh grades are nearly two years below the standard scores. The score made by the eighth grade in the Unadilla School is higher than the score made by this grade in any of the other schools. The scores made by the third, fourth and fifth grades in the five- and six-teacher 18 schools are lower than the scores made by these grades in the larger schools ; the scores made by the upper grades in these schools are about equal to the scores made by the up- per grades in the larger schools. The scores made by all of the grades, except the seventh, in the three- and four- teacher schools, are lower than the scores made by the grades in the five- and six-teacher schools. The scores made by the two-teacher schools are higher than the scores made by the three- and four-teacher schools, but the scores made by the one-teacher schools, with the exception of the sixth and seventh grade scores, are much lower than the scores made by the other schools. The scores made by the primary grades in the one-teacher schools compare very unfavorably with the scores made by these grades in the larger schools. The scores made in arithmetic by the small schools are not so low as compared with the scores made by the larger schools as the scores made in reading and language. This is probably due to the fact that the teachers in the small schools devote more time to the teaching of arithmetic than is given to the teaching of any other school subject. In practically all of the schools there are children in the same gi-ade who differ greatly in ability in arith- metic. This is especially true of the large schools, where there are so many children in the grades. To illustrate this fact, the scores made by the fourth grade in the Vienna School are given below: 19 Scores Made in Arithmetic by the Fourth Grade of the Vienna School. Score* No. Pupils Score* No. Pupils 27 1 16 2 26 15 4 25 — 14 1 24 — 13 2 23 — 12 1 22 3 11 2 21 2 10 1 20 4 9 1 19 4 8 1 18 1 7 1 17 5 Median Total number pupils, 36. Class M( 3dian , 17.4 (Fourth grade stand- ard, 18.5). *Score in this case means the number of examples worked correctly. The class median for this grade is almost up to the standard, but there are nine pupils in the class who are doing work of third grade standard or below. It is clearly evident that these pupils need special help in arithmetic in order that they may be able to "keep up" with the other pupils in the class. One pupil in the grade worked 27 exam- ples correctly. This is almost as much as a sixth grade child is expected to do, and this pupil could easily take arith- metic with the next grade. She is so far ahead of the other members of the class that she is wasting time on the work they are having to do. If the teachers will determine the needs of the individual pupils and arrange the work of their classes so as to meet those needs, their work will be much more effective than at present. The papers from all of the schools showed that the pu- pils were inaccurate in adding long columns of figures, in multiplying, and in working decimals and common fractions. WRITING. Ayres' Scale for Handwriting, Gettysburg Edition, was used for measuring the rate and quality of Writing in the schools of Dooly County. To secure samples of writing the pupils were asked to write the first stanza of the poem, "Mary had a little lamb" as many times as they could in 20 71 76 79 Rate 54 58 62 Quality — 68 69 Rate — 48 52 Quality 45 52 57 Rate 41 47 49 Quality 57 65 Rate 35 41 — Quality 56 62 71 Rate 48 50 57 Quality 55 58 63 Rate 45 47 59 Quality 42 — — Rate the given time. The rate of writing represents the number of letters written per minute. Table Showing Scores Made in Writing — Schools of Dooly County. Grades III IV V VI VH Vm Standard 44 55 64 42 46 50 Vienna 33 44 54 33 35 42 Byromville 35 49 47 32 36 41 Five- and Six-Teacher 31 42 49 Schools . 33 38 32 Three- and Four- 35 44 41 Teacher Schools . . . 33 40 41 Two-Teacher Schools ... 28 44 50 33 35 40 One-Teacher Schools ... 28 43 36 30 34 36 42 — — Quality The scores made in writing by all of the grades in all of the schools are below the standard in both rate and quality. They are further below standard in quality than in rate. The scores made by the small schools are lower than the scores made by the larger schools. This is to be expected, since some of the schedules handed in by the teachers of the small schools did not have a period for the teaching of writing. The samples of writing show that all of the teachers could get better results if they gave spe- cial attention to the following phases of writing: Uniform- ity of slant; correct spacing of letters and words, and the correct formation of letters. Many of the children have the habit of making the loop letters, g, y, etc., which have the loops below the line, too long, and they also make the loop letters, h, 1, etc., which have the loop above the line, too high. But unless their attention is called to this particular error, they might "practice writing" every day for years and never correct it. In other words, the practice period in writing means very little to children unless the teacher keeps their attention consciously focused on the particular habit in writing which she wishes them to form. 21 SPELLING. The Monroe Timed Sentence Spelling lest was given to the upper grades in some of the three-, four- and five- teacher schools and to the ninth and tenth grades in the Vienna School. The scores are given below. Median Scores Made in Spelling by Schools in Dooly County as Compared with the Standard Scores. Grades VII VIII IX X Standard Larger Schools . 70% . 54 60 86% 66 84 90% Vienna 86 The ninth and tenth grades in the Vienna School are about a year below standard. The scores made in spelling by the other schools in which the test was given are about 20% below the standard scores. The pupils in the Sandy Mount School did well on this test, but the pupils in the Dooling and the Tippetville Schools did very poorly. The teaching of spelling in the schools, as in most other schools in the state, has no doubt been largely oral. But when a child has learned to spell a word orally it does not neces- sarily mean that he can use that word in writing. The only use we have for spelling in life is in writing. Therefore it seems that the teachers could make their work in spelling much more effective by placing greater emphasis on written spelling and practice in dictation. RETARDATION AND ELIMINATION. The conditions which have been discussed on the pre- ceding pages cause many of the pupils in the Dooly County schools to fail to make normal progress through the grades. Children usually enter school at the age of six years and complete one grade each year. Some children, however, do not enter school until the age of seven. For this reason in the present study two years are allowed for the completion of each grade. Thus a child in the first grade six or seven 22 years of age is considered normal ; a child in the second grade seven or eight years of age is considered normal, and so on. A child in any grade older than the normal age for that grade is considered over-age or retarded. Table Showing the Number and Percentage of Retarded Pupils in the Different Types of Schools in Dooly County. Total No. No. Pupils Percentage of Pupils Retarded Pupils Retarded Senior High Schools 816 Larger Schools 544 Two-Teacher Schools 324 One-Teacher Schools 174 Dooly County System 1858 The percentage of retarded children in the one-teacher schools is larger than in the two-teacher schools ; it is larger in the two-teacher schools than in the schools having three or more teachers, and it is larger in these schools than in the three senior high schools. The greater retardation in the small schools is caused partly by the more unfavorable school conditions in these schools, and is probably caused partly by the fact that economic conditions make the at- tendance in the small communities more irregular than in the large communities. Table Showing the Number of Years Lost by Retarded Pupils in the Schools of Dooly County. 261 32 207 36 154 48 96 55 718 39 No. Pupils No. Years Retarded No. Years Lost 355 1 2 3 4 5 6 7 8 355 162 324 109 327 53 212 19 95 13 78 3 21 2 16 TOTAL. . . 718 1428 23 There are 1858 children in the schools included in this study. Of this number 718 are retarded or older than they should be for their grade. The 718 retarded children have lost a total of 1428 years (see the table above) . This means that the 1858 pupils have lost an average of .8 years in reach- ing their present state of advancement in the grades. At this rate it is taking nearly twice as much time as it should take for the children in the schools of Dooly County to complete their grades. This slow rate of progress means a tremen- dous loss of time for the teachers and pupils and a waste of money for the county. In many cases poor health causes pupils to fail to make their grades. If the people will co-operate with the teach- ers in following up the medical inspection work which has been done by having tonsils and adenoids removed, dental work done, etc., and if they will keep the children in school regularly, they will contribute a great deal to the solution of the problem of retardation. Table Showing the Number of Pupils per 100 Entering the First Grade Who Stay in School Long Enough to Reach the Seventh Grade. Grades I VII Senior High Schools 100 72 Larger Schools 100 48 Two-Teacher Schools 100 24 One-Teacher Schools 100 16 Percentage of Children Entering the First Grade Who Reach the Other Grades. Schools of Dooly County. Grades I II III IV V VI VII VIII IX X XI 100 58 57 50 56 46 44 38 20 16 6 Percent In the three senior high schools in Dooly County, 72 pupils out of every 100 pupils who enter the first grade stay in school long enough to reach the seventh grade ; in the larger schools, 48 out of each 100 stay in school long enough to reach the seventh grade; in the two-teacher schools, 24 24 reach the seventh grade, but in the one-teacher schools only 16 pupils out of each 100 stay in school long enough to reach the seventh grade. The efficiency of a public school or a particular type of public school is not measured by the achievement of a few strong pupils who complete the work at that school or type of school, but it is measured rather by the number of pupils entering the school who get all that school has to offer. A comparison of the scores made on the tests by the different types of schools, of the figures on retardation, and of the above figures on the holding power of the schools, show that the one-teacher schools in Dooly County are at present a failure. No teacher, no matter what his training and experience may be, can teach seven grades of school work to children from 6 to 18 years of age and even approach modern educational standards. There is not enough time in the school day for one person to do that amount of work. But in spite of the figures which seem so alarming, the situation in Dooly County is very hopeful. So many central schools, having three, four, five and six teach- ers, have already been established that it is not necessary for any one-teacher school in the county to teach more than five grades nor for any two-teacher school to teach more than seven grades. (See Recommendations for further dis- cussion. The schools of Dooly County are holding more of their pupils in school than many Georgia counties which have been surveyed recently, but notwithstanding that fact near- ly 50 per cent of the pupils drop out of school before they reach the fifth grade. This means that nearly half of the citizens of the county at present have and in the near future will have only a fifth grade education. Are the people satis- fied with this standard of education for its citizenship ? The splendid beginning which has been made in the establish- ment of good schools answers that they are not. When the junior and senior high schools of the county are well devel- oped and the smaller schools are so organized that they can do thorough work, the people can begin to look forward to a high school education as the standard for all of the future citizens of the country. 25 SUGGESTIONS AND RECOMMENDATIONS. Senior High Schools, Junior High Schools, and Elementary Schools. To build up a Senior High School is a worthy ambition of any community, but the tendency in Dooly County, as in many other Georgia counties, has been to attempt too many Senior High Schools. It is unwise to attempt more grades than existing or prospective conditions indicate or justify. Favorable conditions that would justify high schools are financial ability to provide and maintain adequate and effi- cient teaching force, modern laboratories, reference libra- ries, and other equipment, and sufficient patronage in the higher grades to justify such expenditures. The ambitions of any community ought to be better satisfied with good elementary or Junior high schools than with insufficiently supported and inefficient Senior high schools. Some of the latter class in this county, and very many in other counties, have not only failed to bring credit to the community and to secure school "credits" for their graduates, but have seriously impaired the efficiency of the primary and ele- mentary grades. High school studies can not be well taught, and therefore should not be attempted, without well qualified teachers and liberal laboratory equipment. An alarming lack of thoroughness on account of attempting more than can be well done has brought discredit upon many schools and defeated the purpose of education more than any other one cause. VOCATIONAL HIGH SCHOOLS. There is an increasing demand for vocational educa- tion, and it would be wise if some of the struggling senior high schools of the county would divert their aims, energies and resources towards providing efficient vocational train- ing for such pupils of the county as desire it. Far greater credit could thus be gained for the community and much better service rendered to prospective farmers and home- 26 makers of the county. The community that will first at- tempt and accomplish such purpose will render a most worthy service and receive full recognition therefor. ORGANIZATION, ADMINISTRATION, SUPERVISIOTS. A tentative map is submitted with this report suggest- ing a system of grouping, consolidating and co-ordinating the public schools of the county. Any sound business policy would demand some such organization of the county public school system looking to greater efficiency and true econ- omy. Business-like organization is necessary to attain best results at least expenditures, but no plan, however good, can work itself. Strong administration and professional super- vision are also necessary to secure best results. A superin- tendent giving whole time to the school system of the county can in addition to his administrative duties give only a gen- eral supervision. We would therefore urge that a trained supervisor be employed as his assistant who can give close and constant supervision to teaching processes in the va- rious schools of the system. EXTENSION. Senior high schools, Junior high schools and important school centers as indicated in the system of grouping should be community centers for various civic activities properly influenced by and reacting upon the schools. Grounds and buildings at such centers should be provided with liberal equipment for rendering community as well as school serv- ice, such as moving picture outfits, athletic grounds, com- munity libraries, etc., etc. RECORDS. With better organization, administration and supervi- sion there should be inaugurated a business-like system of permanent records. The benefits accruing to the schools and their pupils from such permanent records are too many and too evident to need enumerating or discussing. 27 A BUILDING PROGRAM. A building program projecting far beyond the possi- bility of any immediate realization should be considered and definitely planned. There are some good school houses in the county, but all are the result of local initiative. Even these all have more or less serious defects in their plans and construction which could and should have been avoided. Un- der our revised school laws no public funds can properly be used for building purposes except by approved plans. The State Department of Education stands ready to give advice and assistance in school-house planning. HEALTH. The health of the pupils and of the people is a matter of first concern, and is nowadays mainly a matter of educa- tion. We would therefore urge supervised playground ac- tivities and regular medical inspection as part of the re- quired school work. The report of Dr. Dorothy Bocker, Director Div. Child Hygiene, A. A. Surgeon, U. S. Public Health Service, upon the physical defects of the school chil- dren of Dooly County, furnishes abundant proof of the im- portance of this recommendation. We call especial atten- tion to her report published herein. 28 PHYSICAL EXAMINATION— DOOLY COUNTY SCHOOL CHILDREN. Dr. Dorothy Bocker, Director, Division of Child Hygiene, A. A. Surgeon, U. S. Public Health Service. Following is an analysis of the physical examination of 2,070 school children of Dooly County; 1,558 are country children and 512 city children. The examination was con- ducted as per the method laid down by the Division of Child Hygiene, State Board of Health, in the Manual for Georgia Teachers. The "teachers' part" was conducted by the teach- ers and the "doctor's part" was conducted by Dr. Alice Moses of the Division of Child Hygiene of the State Board of Health. A very effective co-ordination of health and educa- tion workers made the work possible. In interpreting the results it must be remembered the teacher's part of the examination was made by persons with no special training in this line of work; the results accomplished, however, amply justify the prediction that (with an adequate normal school training as provided by the physical education law) teachers throughout Georgia will soon become of real value in school health work. In so far as undernourishment is concerned the schools were divided into four classes. (1) Four schools, because of the small number of pupils or the heterogenous handling, are reported as in one group. (2) considered in three groups; first, through the third grade, second, fourth through the sixth, third, seventh through the tenth. This group consists of fourteen schools. (3) Unfortunately the third group consists of seven in which either no weights were taken or the simple directions provided for finding standard weights were not followed, or incorrectly followed. (4) The fourth group consists of one school; this is consid- ered by itself as it has the most number of pupils and is the best graded in the county. It will be seen that smallpox vaccination and typhoid 29 inocculation are not given proper emphasis. That these ef- fective health agencies are not only not used to any extent but in many cases were not considered important enough to record. The age range furnishes a very interesting field for conjecture as to the possibility of one teacher's being able to handle a group ranging from six to eighteen years covering grades from the first through the seventh or even the possi- bility of effective work on the part of teacher and pupils with a range in the same class from thirteen to nineteen years. It will be seen that underweight ranges from .44'/ to 12 'v in the various schools and from .46% to 5.5% in the same school. Only one group, a small one of high school pupils, shows overweight, and that only 1/V. It must be remembered that in interpreting these results the entire group is spoken of and that the actual individual percentage may range, as in one class, from a pupil 32% underweight to one 25 S' overweight, making a total range of 57 'v . In general the grades that show the greatest underweight are the 3rd, 4th, 5th„ 6th and 7th grades. The actual percent- age of children that are 5'/ or more underweight in the country is 56%, and in the city 51 '* . Vision defects range from none discovered through 50% of the pupils with defects, the average being 24% in the country and 27% in the city. Defects of hearing range from none to 44' < , the average being 12% in the country, 9' < in the city. Defects of the teeth average 44 '^ in the country and 42'* in the city. (The personal equation is a very large factor here ; the usual percentages are much higher than this.) Follicular conjunctivitis, 9'< in the country and 12.2% in the city. Middle ear trouble, 4% in the country, 3.1 'r in the city. Diseased tonsils, 42' *' in the country, 52.1 'c in the city. 30 Adenoids and defects of the nose, 39'/ in the country and 34% in city. Marked anemia, 21% in the country and 27.9% in the city. In addition to the above, there was a small incidence of other defects: .21'*' lung conditions in the country and .2% in the city; .37 'r heart conditions in the country, and .5% in the city; .12'y nerve conditions in the country; .6'/< orthopedic conditions in the country; 1'*' skin conditions in the country. A large number of very apparent hook-worm and malaria cases both in the country and city (judged by clinical signs and symptoms). In conclusion, let it be said that the "teacher's part" of the examination shows a rather wide variation of per- centages ; we feel, however, that the examination as con- ducted by her is valuable because it is leading her to observe the physical condition of the children and to place proper emphasis upon this, and in addition no work of this sort will be successful unless it enlists the interest and support of the teacher, the quickest and surest way of doing this is to have her take part in the work. 31 luiauv p3>l.iBi^ aso^j jBaa si^iAT^jaunfuoo jBinaiiioj aujjBajj (apB.iS) oi-L (apBj3) 9-j; (3pB.l3| g-x aSuBy^ aSy uoi}B]naouj UOI^BUIOOBy^^ ccoLrao(MC>OOOt-iOOOCiOOt-t~-^(MOiO?C^COCOOO-*(M ^ T-H ^ I ^ -^COMt-^COCJ>0 ^«3C0^^ ICCiOoi ooco^(^^'*^oco(^JlOl^^(^^oclXlco 41 t~- CO I ^ -^ i-i ":f CO Lo I Lfi CDtDCDCDCD'X)i^CDCCitD^^mLre tDcxDiot-c-cocoinoo oOi-n^TtcDLOOioooo T— I^H,— I,— (1-Hi— IrH,— (T— ( T— li— (i— It— It— It— li— (1-Ht— llH o ocoo^a5Tti,-i |ocv]tj( looi "Nt* CO CO I T-H Cvl T-l o o a Q in O s 34 VIENNA SCHOOL. Prof. J. M. Harvey, Superintendent. The Vienna School has a splendid building valued at $75,000. The building is well lighted and in good condition. This school is an accredited high school and has a faculty of thirteen teachers. The Vienna Woman's Club is actively interested in the school and has done a great deal for it and for the children by providing playground equip- ment, improving the school grounds and contributing to the school library. As one of the county Senior High Schools the Vienna School should in the future render a splendid service to Dooly County. 35 BYROMVILLE SCHOOL. Teachers: Prof. J. W. Smith, superintendent; Mr. Fred Thompson, Miss Mary Anderson, Miss Jewell Andrews, Miss Lucy Par- sons, Miss Nannie Mercer, Miss Winnie Holden, Mrs. J. W. Smith. Location: Three miles south of Dooling; five miles northwest to Lilly. Grounds: Area, %-acre; titles in local trustees; good playgrounds, with basketball and volleyball equipment. No gardens; supervised play; two toilets, sanitary condition. Buildings: Value, $12,000; nine rooms, improperly lighted; cloak rooms; painted inside; brick outside. Equipment: Single patent desks; teachers' desks; hyloplate black- board; maps, sand tables, charts, globes, framed pictures. Organization: Eight teachers, eleven grades; 192 pupils; programs posted; domestic scienc edepartment; School Improvement Club; eight months' school year. Maintenance: $5,720 per annum from county. REMARKS — This is an accredited high school and receives State aid for consolidation under the Barrett-Rogers act. A depart- ment of Home Economics has just been established in the high school and is doing splendid work. 36 UNADILLA SCHOOL. Teachers: Prof. T. L. O'Kelley, superintendent; Prof. M. O. Ru- dolph, principal; Miss Edith McCormick, Miss Ollie Single- tary, Miss Clara Webb, Miss Amelia Wooten, Mrs. Maggie Howard. Location: On the Southern Railway, in the extreme northern part of the county. Grounds: Area, one block; titles in city; well equipped playgrounds; no gardens; inside toilets. Building: Value, $12,000; improperly lighted, eight rooms and audi- torium, music room and library; painted. Equipment: Single patent desks; teachers' desks; globes, pictures, a good library. New laboratory equipment. Organization: Eight teachers, eleven grades, 230 pupils; programs posted. NOTE — The people and teachers are making a splendid effort to put the Unadilla School on the accredited list. They are to be congratulated on their splendid school spirit. 37 PINEHURST SCHOOL. Teachers: Prof. M. V. Braddy, principal; Miss N. P. Sullivan, Miss M. E. Dallas, Miss Annie Burnam, Miss Artie Lynch, Miss Annie Laurie Peek. Grounds: Area, 1% acres; titles in local trustees; good playgrounds, baseball, basketball and tennis equipment; no gardens; two sanitary toilets. Building: Value, $10,000. Six rooms, improperly lighted, in good condition; well kept; no cloak rooms; painted inside, brick outside; heated by stoves. Equipment: Single desks, teachers' desks; hyloplate blackboard; some maps, sand tables, charts, no globes; some framed pic- tures, a few books; a reference dictionary. Organization: Six teachers; ten grades, 147 pupils; no programs posted; no industrial work; a Parent-Teacher Club; Corn, Canning, Pig and Poultry Clubs. Maintenance: $2,500 per annum. 38 LILLY SCHOOL. Teachers: L. D. Singleton, principal; Miss Mary Hughes, Miss Alma Wood, Miss Louise West, Miss Alberta Lilly. Location: Three miles west to Pleasant Valley, five miles southeast to Byromville. Grounds: Area, one acre; titles in local trustees. Unimproved, base- ball grounds, no appliances for play, no supervised play; no gardens; two toilets in bad condition. Building: Value, $4,000; six rooms and auditorium, good condition, well kept; cloak rooms; heated by stoves; painted. Equipment: Double patent desks, one teacher's desk and some ta- bles; hyloplate blackboard, maps, sand tables; no charts, no globes; some pictures, a few books, a reference dictionary. Organization: Five teachers; ten grades, 100 pupils; programs posted; no industrial work; a woman's club, music and ex- pression department; nine months' school year. 39 DOOLING SCHOOL. Teachers: W. B. Cornelius, principal; Miss Edith Phillips, Miss Eva McKenzie, Mrs. W. B. Cornelius. Location: Three miles northwest of Byromville, five miles west to Oakland. Grounds: Area, 4 acres; titles in local trustees. Unimproved, new; basketball and volley ball equipment; no gardens; two toilets in bad condition. Building: Value, $10,000; four rooms and auditorium; clean; cloak rooms; painted inside. This is a good building, built by State approved plans. Equipment: Double patent desks in two I'ooms, single patent desks in two rooms; hyloplate blackboard; teachers' desks; sand tables, no maps, no charts, no library, no reference dictionary. Organization: Four teachers; ten grades, 87 pupils; programs posted. No industrial work, no clubs; eight months' school year. Maintenance: $2,800 per annum from county. 40 TIPPETTVILLE SCHOOL. Teachers: Prof. N. Morris, principal; Mrs. M. R. Singletary, Mrs. A. E. Peacock, Miss Mattie Adkins. Location: Three and one-half miles east to Adkins, three miles north- east to Rock Hill. Grounds: Area, 3 acres; titles in local trustees; slightly rolling; un- kept; small playgrounds, no gardens; two toilets in bad con- dition. Building: Value $2,000; four rooms, poorly lighted; no cloak rooms; unpainted. Equipment: Double patent desks; one U. S. map, no charts, no globes, no pictures; a small library, a reference dictionary and en- cyclopedia. Organization: Four teachers; ten grades, 97 enrolled; 82 weeks' school year. 41 HOLLOW BRANCH SCHOOL. Teachers: Miss Fannie Mays, principal; Miss Maud Mays, Miss Lil- lian Goodwin. Location: Mars Hill, 3 miles southeast; Dunaway, 3 miles east; Pine- hurst, 3V2 miles northwest. Grounds: Area, 3 acres; titles in county Board of Education; being improved; large playgrounds, no gardens; two surface toilets in bad condition. Building: Value, $3600; three rooms, properly lighted, well kept; cloak rooms; painted. Equipment: Single patent desks in primary room; double patent desks in other rooms. Hyloplate blackboard, no maps, no charts, no globes, no dictionary, a bookcase with a few books. A teacher's desk. Organizaticn: Three teachers; nine grades, 96 enrolled; no programs posted; Canning, Pig and Corn Club members. Eight months' school year. Maintenance: $1,840 from county. REMARKS — Buildin gis new and modern; floors oiled: good school spirit; a music room and a piano. 42 FRANKLIN SCHOOL. Teachers: Miss Lizzie Buchanan, principal; Miss Floride Connei. Miss Frances Williams. Location: Vienna 7 miles. Grounds: Area, 2 acres; titles in county board; has trees and grass, well kept; pump in well; no play equipment except baseball diamond; no gardens; two surface toilets in fairly good con- dition. Building: Value, $5000; four rooms and auditorium, properly lighted, well kept; cloak rooms; plastered inside, painted outside. Equipment: Double patent desks, good hyloplate blackboards, roller maps, primary charts, one globe, two pictures; no library, a reference dictionary. Organization: Three teachers; ten grades, 75 enrolled; programs posted; domestic science department; Poultry and Pig Clubs; eight months' school year. Maintenance: $2400 from county and local subscriptions. 43 PLEASANT VALLEY SCHOOL. Teachers: A. S. Boyette, Jr., principal; Miss Lessie Maynard, Miss Opal Gay. Location: Lilly, 3 miles west; Vienna, 5 miles southeast. Grounds: Area, 1 acre; titles in local trustees; unimproved, fair con- dition; no appliances for play; no gardens; two surface toilets, bad condition. Building: Value, $2500; four rooms, improperly lighted; no cloak rooms; heated by stoves; only one room painted inside; paint- ed outside. Ekjuipment: Double patent desks, hyloplate blackboard, maps, no sand tables, some charts, one globe, a few books, no reference dictionary. Organization: Three teachers nine grades, 56 pupils. Program posted in primary room; no industrial work; eight months' school year. Maintenance: $1960 per annum from county. 44 SNOW SCHOOL. Teachers: Miss Carrie M. Wells, principal; Miss Jane McCormick, and Miss Florence Peavy. Location: Unadilla, 3 miles east; Oakland, 4 miles west; Pinehurst, 5 miles south. Grounds: Area, 2 acres; titles in local trustees; unimproved, no play- grounds, no gardens; two toilets, bad condition. Building: Value, $1500; three rooms, improperly lighted; no cloak rooms; painted inside and outside, colors on inside are very bad. Equipment: Double patent desks; cloth blackboards, maps, no charts, one globe, no pictures, no library, a dictionary. Organization: Three teachers; nine grades, 49 enrolled; no programs posted; no industrial work; Corn, Pig and Poultry Clubs. Eight months' school year. Maintenance: $1920 per annum from county. 45 SANDY MOUNT SCHOOL. Teachers: Prof. Chas. A. Smith, principal; Miss Florence Perry, Miss Lucile Parker. Location: 4% miles northeast of Vienna; 4^/4 miles south of Pine- hurst; 5 miles southwest of Hollow Branch. Grounds: Area, 3 acres; titles in local trustees; unimproved, no play- grounds, no gardens; one toilet, in bad condition. Building: Value, $2000; three rooms, improperly lighted, fair condi- tion; no cloak rooms; painted inside and outside. Equipment: Double patent desks, hyloplate blackboard; no charts, no globes, some pictures, some maps, a book case with a few books. Organization: Three teachers; nine grades; programs posted; no club work; eight months' school year. Maintenance: $2200 per annum. 46 '^T^hy . t"^ WILLIAMS SCHOOL. Teachers: Mr. W. O. Dorrough, principal; Miss Tommie Goodwin. Location: Dunaway, 2 miles; Holly Branch, 5 miles southwest; But- ler Hill, 5 miles north. Grounds: Area, one acre; titles in county board; partly improved, well kept; some play equipment; no gardens; two surface toilets. Building: Value, $750; two rooms, improperly lighted; two small cloak rooms; painted. Equipment: Double patent desks, one small hyloplate blackboard, in- sufficient for one room; a globe, a small library, a primary chart, a sand table, a teacher's desk. Organization: Two teachers; eight grades, 42 enrolled; no program posted; eight months' school year. Maintenance: $725 per annum. 47 RICHWOOD SCHOOL. Teachers: Mr. H. M. Perry, principal; Miss Jewell Goodwyne. Location: Vienna 3 miles northwest. Grounds: Area, 2 acres; titles in local trustees; a few trees, well kept; well not in use; no play equipment, no garden; two sur- face toilets in fairly good condition. Building: Value, $900; two rooms, improperly lighted, dilapidated condition; small cloak rooms; needs repainting. Equipment: Double patent desks, one teacher's desk; no blackboards; walls painted; a good map of United States; no charts, no globes, no library, no reference dictionary; a few good pic- tures but badly abused. Organization: Two teachers; eight grades; programs posted; a few club members; no community clubs; eight months' school year. Maintenance: $1320 from State and county. 48 SMYRNA SCHOOL. Teachers: Miss Myrtle Brown, principal; Miss Lucile Brown. Location: Mars Hill, 3 miles northeast; Adkins, SVz miles southeast. Grounds: Area, one acre; titles, county Board of Education; surface well, uncovered; no playground equipment, no gardens; one surface toilet, in bad condition. Building: Value, $850; one room, improperly lighted, well kept; no cloak rooms; painted inside and outside. Equipment: Double patent desks; walls painted for blackboards; one United States map, no charts, no globes; three framed pic- tures, no library, no reference dictionary; some material for primary work. Organization: Two teachers; eight grades, 48 enrolled; program posted; no industrial work; no community clubs; eight months' school year. Maintenance: $1200 per annum from county. 49 MARS HILL SCHOOL. Teachers: Miss Mabel Burns, principal; Miss Robbie Martin. Location: Smyrna, 3 miles southwest; Hollow Branch, 3 miles north- west; Dunaway, 3 miles northeast. Grounds: Area, 3 acres; titles in county board; unimproved, deep well with pump; no equipment, no gardens; one surface toilet in bad condition. Building: Value, $600; two rooms, improperly lighted; no cloak rooms; unpainted inside, painted outside. Equipment: Double patent desks; no teachers' desks; hyloplate black- board, no maps, no charts, no globes, no pictures, no refer- ence dictionary. Organization: Two teachers; nine grades, 48 pupils; programs post- ed; no industrial work; six club members. Eight months' school year. Maintenance: $1220 per annum from county. 30 OAKLAND SCHOOL. Teachers: Miss Marie Dobbs, principal; Miss Irma Lockeman. Location: Five miles east of Dooling, 4 miles northwest of Snow. Grounds: Area, one acre; titles in local trustees; unimproved, bad, no playgrounds, no gardens; two surface toilets in bad con- dition. Building: Value, $300; two rooms, improperly lighted, poor condi- tion, fairly well kept; no cloak rooms; heated by stoves; painted inside and outside. Equipment: Double patent desks; no teachers' desks; hyloplate black- board, one map, no sand tables, no charts, no globes, no pic- tures, no library, no reference dictionary. Organization: Two teachers; eight grades, 43 pupils; no programs posted; no industrial work; no clubs; eight months' school year. Maintenance: $1160 per annum from county. 51 ROCK HILL SCHOOL. Teachers: Miss Laura Webb, principal; Miss Clyde Dorminey. Grounds: Area, two acres; titles in local trustees; overgrown with grass, unimproved; well not in use; very small playground, no gardens; two toilets in bad condition. Location: Tippettville northeast, 3% miles; County Line, 3 miles southeast. Building: Value, $1000; three rooms; lighted from two sides; no cloak rooms; unpainted. Equipment: Double patent desks, no blackboards, no maps, no charts, no globes, no pictures, no library, no reference dictionary. Organization: Two teachers; eight grades, enrolled, 57; 41 recita- tion periods; no programs posted; 32 weeks' school year. Maintenance: $1240 per annum. 52 MT. PLEASANT SCHOOL. Teacher: Mr. E. G. Green. Location: Vienna, 3 miles southwest; Richwood, 3 miles northwest. Grounds: Area, one acre; titles in local trustees; no playgrounds, no gardens; one surface toilet, in bad condition. Building: Value, $300; one room (divided), improperly lighted; needs repair; unpainted, poorly kept. Equipment: Double patent and home-made desks, no blackboards, no maps, no charts, no globes, no pictures, no reference diction- ary, no library. Organization: One teacher; eight grades, 40 enrolled; no programs posted; no industrial work, a few members of Pig and Can- ning Clubs. Eight months' school year. Maintenance: $640 per annum from county. 53^ DUNAWAY SCHOOL. Teacher: Mr. Abner Bush. Location: Williams, I'^k miles north; Mars Hill, 3V^ miles southwest; Hollow Branch, 3 miles west. Grounds: Area, one acre; titles in county board; unimproved, un- clean, no equipment, no gardens; one toilet, in very bad con- dition. Building: Value, $200; one room, improperly and insufficiently light- ed; needs repairs; unpainted. Equipment: Desks, double patent; 12 feet hyloplate blackboard, no globes, no charts, no pictures, no library. Organization: One teacher, seven grades, 23 pupils; no program posted; no industrial work. Eight months' school year. Maintenance: per annum from county. 54 COUNTY LINE SCHOOL. Teachers: Misse3 Georgia Dupree, principal; Annie Lee Braswell. Location: Rock Hill, 3 miles northwest; Pleasant View (Wilcox County), 4 miles; Tremont (Crisp County), 3 miles. Grounds: Area, one acre; titles in local trustees; unimproved, no wells, no play equipment, no gardens; one toilet, in bad con- dition. Building: Value, $750; one room, improperly lighted, new; no cloak rooms; unpainted inside and outside. Equipment: Insufficient number of single patent desks, no black- board (wall painted); no maps, no charts, no library, no ref- erence dictionary. Organization: Two teachers; eight grades, 58 enrolled; no program posted, no industrial work; seven months' school year. Maintenance: $700 per annum from Crisp, Dooly and Wilcox Counties. 55 BAKERFIELD SCHOOL. Teacher: Mrs. A. E. Pennington. Location: Four miles southwest of Dooling; 5 miles west of Byrom- ville. Grounds: Area, one acre; titles conditional; unimproved, no play- grounds, no play appliances, no gardens, no toilets. Building: Value $800; one room, lighted on two sides, good condition, well kept; no cloak rooms; heated by stove; unpainted inside, painted outside. Equipment: Double desks; a teacher's table; hyloplate blackboard, few maps, no pictures, no charts, one globe. Organization: One teacher; seven grades, 33 pupils; no program posted, no industrial work, no clubs. Maintenance: $720 per annum from county. 56 BUTLER HILL SCHOOL. Teacher: Mrs. J. C. Pickren. Location: Unadilla, 4 miles north. Grounds: Area, 2^/^ acres; titles in county board; being improved; no play equipment, no gardens; one toilet in bad condition. Building: Value, $800; one room, lighted from one side, new; no cloak rooms; unpainted; incompleted. Equipment: Double patent desks; good hyloplate blackboard, no maps, no charts, no globes, no library, no reference diction- tary. Organization: One teacher; seven grades, 53 enrolled; no clubs. Eight months' school year. 57 ADIvlNS .S( MOOI-. 'IV.hIut: Mr. A. C. l\li\<.ii. l/ii(-:itii>n : 'ripix'l I s\illc, ;;"■.• miles cast; Mars Hill, I miles north. (iroiiiuls: 'rilli's in local truslcfs; unimproNcd, no play o(iuij)nu'iit, no school gardens; (wo sui'i'acc loilcts, in had condition. Itiiil(liii); : N'aliic, $S()(»; one loom, faiily well kept; no cloak looms; nn|iaiided. I<]4|iii|>ii**'«< : l>onhle patent desk-;; a teachers' desk and chair, no hlackhoard. oiu' l'. S. map, no charts, no ulohi's, no pictni'i's, no lihraiN'. no reference dictionary. ()i-|L;ani/a(i«Mi: One teacher; i'\^h{ tirades, .'55 enrolled; no proj:ram posted; IS ii'cil.alion periods; no industrial work. l'!ij;ht months' school year. Main(enaii(-f: $;>(')() per annnm from county and State. 58 KIN(; S( IIOOI,. 'IV;H-lu'r: Mr. VV.ilIci- Muii.iy. I, oral ion : Smyrri.-i, 1 miles iioiili; Vienna, f) miles noil liwest. (■roiiiids: One aci'e; lilies in lioard of Isdueal ion ; no well, no play e(|iii|inienl , no )^''-')>'ilens; one siiilaee loilel, in h.-ui conililion. ItiiildinK: Value, $r)()(); one room, lif.lilcd from I wo sides; window |wtnes onl; not well Kepi; unpainled. K(|iii|)in(-iil : I>onlile paleiil desks; no Idaeklioard, no maps, no eliarls, no j;l<*l'<''^i '"> pieliires, no library, no refeicnce dictionary. Or^.'iiii/.al ion : One leaclier; six j^'.rades, 12'J enrolled. No proj'i'aDi posted, no cliilis. i'li^^lil monllis' school year. IMaintcnanoi': .$((0(1 per annum from courdy and Stale. Old School Building at Dooling. Old School House at Hollow Branch. 60 I- J-OFMIIM \jr V^UIMUKt^JCl lliillllliliiiiiliiiiil 019 877 512 5