LA /"V tl^ c>u CATION al, OuixveY <0(* Class "LC^ Book 4is_S-/\ l^^HszsHsasasaszsasESHsasHSHszszszszsHsasaszsHSHszsHSHSHScisssHEHini Educational Survey of Burke County Georgia By M. L. DUGGAN, Rural School Agent AND EURI BELLE BOLTON, Extension Dept., G. N. L College No. 34 Under Direction of Stale DEPARTMENT OF EDUCATION M. L. BRITTAIN State Superintendent of Schools 1921 Educational Survey of Burke County Georgia M. L. DUGGAN, Rural School Agent AND EURI BELLE BOLTON, Extension Dept., G. N. L College No. 34 Under Direction of State a^oio^ DEPARTMENT OF EDUCATION M. L. BRITTAIN State Superintendent of Schools 1921 l^-^%i -^p MAP Showing; proposed comsolidationS of schools BURKE COUMTY GEORGIA O.M CRESH AM, CSS. - — T-ARir sHoumc [orirR^A,<^ftNsrawmNSOLii)Aiio HnF.=;cHoo r"^ CEMTRALSCHOOLS.LtTTERED ^Ince' n UMBER nunPER MILES CEtlTriftL SCH3 LETrtRED ATTEr^ NunBCR TT UAVrSkShOhfO 215 TT ninvMii-: n7> fi o '1 CRESHAM qv« 1 LAU30HS CROSS inc }.•=, 1 4>^ 2 H.tt ICHT 1 10 5 M'BEAM ID I I 2 ''^ ^; ?:ARni-s ITift 7 n -!■ 3HE L L BLUr F 10. 1 1 I-' Ai.ryANin:K 35 o F^ VlDF'TTh: 9ft .■s o I OA^ C.ROVE 24 1 2'/< RO S 1 E R S"! I 4 2 FLORErsc Ci I'i A'/. z riROME 4 J C U L LE N ' L'-, 7b C.OUC; H ^■- I 4 4 Murs IN E T=? LT IN l°l 1 C KKY.VVILl.l-: a^ ?> O iA GJ KAKJJ ;:55 -i^ O T c/sr^s W EL 1. 2 5 "a" «) X 4 3 Cr LE VE LA ND ?59 71 s ■1 II LIBRARY ^F CONGRESS RECtlViD AUQJ8l9^g poommiknTs division ^HBWIilfriHHIllinM laHUMHlariUHh. BURKE COUNTY PUBLIC SCHOOLS. HON. 0. M. CxRESHAM, County Superintendent Waynesboro, Ga. County Board of Education. HON. N. L. McNORRILL Girard, Ga. HON. G. W. GRAHAM Alexander, Ga. HON. J. W. COOK Blythe, Ga. HON. W. N. FULCHER Waynesboro, Ga. HON. INMAN T. WELLS Midville, Ga BURKE COUNTY, GEORGIA Burke county, originally St. George's Parish, was settled by English, Irish and Scotch pioneers in 1758, and created into a county by the State Constitution in 1777. Many families still hold titles to their lands under original grants from the King of England. Many old land marks remain as memorials of significant events of the Revolutionary and Civil Wars. The county has an area of 812 square miles, and has long enjoyed the distinction of being the leading cotton producing county of the State. There are about a dozen small towns and villages in the county, of which Waynesboro, the county seat, with a population of 3,500, is the largest. Away from these community centers, except in the Northwestern and Southeastern sections of the county, there are very few white people. Many of the large plantations are cultivated by tenants, mostly negroes. This largely accounts for the fact that cotton is the chief agri- cultural product for the soil and climate are favorable to production of nearly all farm products, fruits, stock, cattle, hogs, etc. From the county site radiates well-graded, hard- surfaced public roads in every direction. Both the National Highway, from New York to Jacksonville, and the Dixie Highway, from Atlanta to Savannah, go directly through the county. Four railroads traverse the county, leading directly and quickly to good city markets near by. FINANCIAL RESOURCES. There are in Burke county eleven Banks, reporting de- posits around two million dollars. The county tax digests of 1920 show property returns (at 35% of its true value) of $12,623,450.00. In addition to this. Corporate property sub- ject to taxation in the county is returned at $810,124.00, making a total of $13,433,574.00. EDUCATIONAL LIABILITIES. The population of Burke county is 30,863. The school population is 10,007, of whom there are 1,639 white and 8,368 negro children. These statistics indicate the educa- tional liabilities of the county. EDUCATIONAL RESOURCES. There are in Burke county 25 white schools, all operat- ing under the "County Unit System;" that is, there are no "Independent systems" in the county. This greatly simpli- fies the problems of administratioi^. A county- wide local school tax was voted in 1909, and reasonably liberal levies have been made by the county administration. This has enabled the children to enjoy the benefits of a nine-months school year, with comparatively liberal salaries to the teachers. Thus it is seen that the business administration of the public school system has been far above that of most Georgia counties. The class-room results, as revealed in the educational measurements reported elsewhere in this bulletin, were generally much below what was to have been expected from so good a business administration. There were, however, notable exceptions. There appears to have been very little close professional supervision of the teaching processes in the rural schools of the county, and we believe this accounts mainly for the unsatisfactory class-room results. A liberal expenditure for expert supervision of teaching processes at small isolated rural schools would undoubtedly insure better educational results, and tend greatly towards equalizing educational op- portunities. Strongest teachers placed in weakest schools would also help in the same direction. RECOMMENDATIONS. Looking to the betterment of the public schools of Burke county, we respectfully submit the following recommenda- tions: 1. CONSOLIDATION OF SMALL RURAL SCHOOLS, or, where this is impracticable, limiting the number of grades per teacher to four or five. 2. Close and constant expert supervision of the teaching processes in the lower grades, and reasonable standards of thoroughness as conditions for promotions. 3. Regular meetings of teachers and school officials for free discussions of problems and progress in the several schools of the county. Such service would be a legitimate charge against the public school funds. 4. Detailed reports of individual progress in the several schools should be made a matter of permanent record in the county Department of Education. Progress can only be judged by comparison. 5. Such re-arrangement of the course of study as will relate it more closely to the immediate needs of the pupils and the county. Home-making and agriculture will continue to be the chief pursuit of the people. Vocational courses should be offered by the larger schools, taking advantage of the Federal and State aid. 6. There is serious doubt whether there can be enough patronage and sufficient support and adequate equipment to justify more than one fully "accredited" senior high school in the county. "Approved" high schools, however, can do efficient service at Girard, Sardis, Midville, and Vidette; while junior high schools may be maintained at Keysville and Alexander. The other schools cannot attempt high school work except at the expense of their primary and ele- mentary grades. THE TEACHING FORCE. Table showing the Training and Qualifications of Teachers in the Schools of Burke County. License Professional First License Grade Second Grade Third Grade No License Larger Schools One & Two-Teacher 9 20 5 2 3 o 2 Training High School Normal College Training Training Larger Schools One & Two-Teacher 10 8 10 3 13 2 Experience One Year Two Years Three Years Four or More Years Larger Schools One & Two-Teacher 6 4 5 1 4 2 18 6 Length of Service at Present School One Year Two Years Three Years Four or More Years Larger Schools One & Two-Teacher 21 10 8 3 2 2 All of the teachers in the Waynesboro School have either college or normal training. From the table above it will be seen that the teachers in the larger schools are well trained. These trained teachers should be encouraged to stay in the system and to increase their professional growth by summer school work. The best teachers can not do their best work if they change from school to school each year. The training of the teachers in the one- and two-teacher schools compares unfavorably with the training of the teachers in the larger schools. The teacher in a one-teacher school has the most difficult work of any teacher in the educational system. As long as it is necessary to continue these schools they should have the best teachers and these teachers should be paid higher salaries than the teachers who have easier work. The training of teachers in Burke county compares very favorably with the training of teachers in other counties. RETARDATION AND ELIMINATION. Table showing the Age-Grade Distribution of Pupils in the One- and Two-Teacher Schools of Burke County. Age 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Total Grade I 5 41 28 9 11 4 2 3 1 1 — — — — 105 II — 2 16 20 3 5 5 1 2 — — — — — 54 III 269 7 6 6 3 i____ 40 IV— — — 111 7 9 2 3 3 1 2 — — 39 V 8 4 11 4 4 2 2 — — 35 VI 1 5 5 9 2 3 — — 2 27 VII — 3 4 10 6 3 — — — 26 VII — 3 4 10 6 3 — — — 26 VIII ___ 3 1 4 2 — — 10 IIIX ______ i_ 1 2 IX ______ i_ 1 2 Totals 5 43 46 36 34 32 34 32 35 18 13 7 — 3 338 Table Showing the Age-Grade Distribution of Pupils in the Three-Teacher Schools of Burke County. Age 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Total Grade I 8 22 10 11 3 3 — — 1 2 — — — — 60 II_38 10 4 4 1— 2 — — — — — 32 III 154 4 3 3 2 — — — — — 22 IV 128 5 9 5 3 1— 1 — — 35 V 1 5 5 4 2 1 1 — — — 19 VI 1 3 9 3 1 2— 1 2 22 VII 2 5 1 1 — — 9 VIII — — 2— 3 3 2— 1 11 IX i_i4 1 7 X 12- 3 Totals 8 25 20 28 20 22 21 23 15 14 7 6 7 4 220 9 Table Showing the Age-Grade Distribution of Pupils in the Larger Schools of Burke County. Age 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Total Grade I 1 64 25 21 7 5 3 — — — — — — — 126 II — 8 49 17 11 3 4 — 2 — — — — — 94 III — — 17 32 27 13 5 2 — 1 i _ _ _ 98 IV — — ._ 10 32 19 11 9 5 1 _ ._ _ _ 87 V — — — — 5 25 26 21 12 4 2 — — — 95 VI — — — 12 22 18 8 9 3 2 — — 74 VII — — — — — — 9 29 22 11 3 2 1 — 77 VIII — — _____ 3 17 32 13 1 2— 68 IX — — — — — — — — 2 17 13 7 9 1 49 X— — — — — — — — 1 7 12 15 5 1 41 XI— — — _____ 3 15 3 3 24 Totals 1 72 91 80 82 77 80 82 69 82 50 42 20 5 833 *Waynesboro is included with the Large Country Schools. The Age-Grade tables printed above were compiled from the teachers' monthly reports for the month of January, 1921. A span of two years is allowed for the completion of each grade, and the table is therefore very liberal. Children are supposed to enter the first grade at the age of six. If their progress through the grades is normal, they will com- plete one grade each year. Since two years are allowed for the completion of each grade, children in the first grade six or seven years of age are considered normal ; children in the second grade seven or eight years of age are considered normal, etc. Those children in the various grades who are older than the normal age for their grade are over-age or retarded. Table Showing the Number and Percentages of Over Age or Retarded Children in the White Schools in Burke County. I II III IV V VI VII No. Pupils 31 16 23 20 23 16 9 One- and Two- Percentages 29.5 29.6 57.5 51.3 65.7 59.3 34.8 Teacher Schools No Pupils 9 11 12 19 8 9 7 Three Teacher Percentages 15.0 34.4 54.5 54.3 42.1 40.9 77.7 Schools No. Pupils 36 20 22 26 39 22 17 Larger Percentages 28.5 21.2 22.4 29.9 41.1 29.7 22.1 Schools 10 It will be seen from the tables above that there is greater retardation of pupils in the one- and two-teacher schools than in the three-teacher schools, and that there is much less retardation of pupils in the larger schools than in either the one- and two-teacher or the three-teacher schools. The greater retardation of pupils in the three-teacher and in the smaller schools is due to two causes : the unfavorable teach- ing conditions of these schools and the irregular attendance of the pupils. The teachers of the small schools are not so well trained as the teachers of the larger schools. They have to teach so many grades, and consequently hear so many classes each day, that it is impossible for them to devote more than 10 or 15 minutes to each recitation. It is impossible for them to do as thorough class-room work as the better trained teachers who have only one or two grades and 20 or 30 minutes for each recitation period. The smaller schools are usually located in the less favored sec- tions of the county, and because of economic conditions the attendance of pupils in these schools is much more irreg- ular. Because of the lack of thoroughness in class-room work and of irregular attendance, the children do not prog- ress through the grades at the normal rate and hence be- come over-age or retarded. The retarded pupils in the Waynesboro School are being instructed in special classes. A few of the retarded pupils in this school made scores on the tests, which seem to indi- cate that they are capable of doing the work with their regular grade. The mental ability or mental age of the child is the chief factor to be considered in working out the problem of the retarded pupil. The mental age of pupils can be determined most easily and most accurately by the use of intelligence tests. A study of retarded pupils in the schools of Laurens, Thomas, Johnson and Burke Counties has been made during the year 1920-1921. There is much less retardation of pupils in the schools of Burke County than in the schools of either of the other three counties studied. All of the schools in 1.1 Burke County have had a nine months' school term for the past 10 years. The school term in the other counties studied varies from 5^2 to 8 months. A nine months' school term is necessary for the normal advancement of pupils through the grades ! Burke County is to be especially com- mended for having taken this progressive step so long ago. In the one- and two-teacher schools of Burke County, only 24.7% of the children entering the first grade stay in school long enough to reach the seventh grade ; in the three- teacher schools IS'^r of the children entering the first grade stay in school long enough to reach the seventh grade, and in the larger schools 61.1% reach the seventh grade. Those pupils who drop out of school before they reach the seventh grade have not acquired the elementary principles of an education. Certainly they are not prepared to assume the responsibilities of citizenship. The teachers and school authorities of Burke County should endeavor to increase the "holding power" of the schools, realizing that as the effi- ciency of any school or school system is increased, in corre- sponding proportion the number of pupils who wish to take advantage of all that school or system offers will be in- creased. The number of pupils in the smaller schools of Burke County who stay in school long enough to reach the seventh grade is very low as compared with the number of pupils in the larger schools who reach the seventh grade. The smaller schools are failing to educate a large number of the children whom they serve and, wherever practicable and possible, should give place to larger schools. (See discussion of Con- solidation.) Table showing the Percentages of Children entering the First Grade who stay in school long enough to reach the Seventh Grade in the Schools of Four Georgia Counties. One & Two- Larger City Teacher Schools Schools Systems Burke County 24.7% 61.1% 65.9% (Waynesboro) Laurens County 16.7% 48.4% 72.3% (Dublin) Thomas County 15.6% 47.2% Johnson County 12 The "holding power" of the schools in Burke County is considerably higher than that of the schools in the other counties studied during the year 1921. (See the table above.) This fact is very encouraging and shows that Burke County already has a strong foundation on which to build an effective school system. CLASSROOM WORK. In order to get an accurate idea of the quality of class- room work being done in the schools, simple educational tests were given in the fundamental or most important school subjects — reading, language, arithmetic, spelling, and writ- ing. 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 which the tests were given have been carefully worked out and are given as Standard Scores. The Standards, therefore, do not represent perfect scores, but scores made by average chil- dren in schools in which the teaching has been well done. The scores made on the tests by the pupils in the various schools of Burke County are given in the tables included in the discussion of each subject. If the members of the County Board of Education, the teachers, and the people of the county will study the tables carefully, they will be able to know to a certain extent whether or not their children are being as well taught as they might be taught. READING. The Monroe Silent Reading Test was given to all of the grades from the third through the eleventh. Test I was given to grades III, IV and V ; Test II was given to grades VI, VII and VIII ; Test III was given to grades IX, X and XL Each of the three tests consists of a series of simple par- agraphs with a question at the end, which can be easily answered if the paragraph 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 13 posible. The test measures the pupil's rate of reading- and his abihty to understand what he has read. The rate of reading- is indicated by the Rate Score (See table below) which means the number of words read per minute. The ability to understand what has been read is indicated by the Comprehension Score (See table below). Each pupil's rate score in reading depends upon the number of paragraphs read in the five minutes and his comprehension score is indicated by the number of questions answered correctly. The individual scores made by the pupils in each grade in the one- and two-teacher schools were combined and the median or average score for each grade was found. Some scores made by 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 these scores represent the average work being done in reading in the one- and two- teacher schools. The teaching of reading in some of the schools is better than the average and in some it is poorer. In like manner, the scores made by the pupils in the larger schools were combined and the median score for each grade was found. The median scores of the larger schools given in the tables represent the average work in reading in this type of school in Burke County. The scores made by the Waynesboro School are given separately. The scores in all of the other subjects were worked out in the same way for the different types of schools in the county. Table Showing Median Scores in Silent Reading Made by Schools in Burke County. Ill IV V VI VII VIII IX X XI Rate 60 79 94 96 104 108 86 87 94 Standard Comp. 9.3 15.3 20.8 21.0 24.5 27.3 24.0 26.0 28.6 Rate 44 67 98 98 108 98 109 86 86 Waynesboro Comp. 3.0 10.0 18.0 18.0 24.5 18.0 22.0 24.5 22.5 Rate 32 44 59 59 59 64 57 73 54 Larger* Comp. 3.4 5.8 9.6 12.0 8.6 13.7 14.4 19.5 10.0 Schools Rate 34 37 52 49 47 59 One- & Two- Comp. 2.5 3.7 7.5 9.4 10.5 13.5 Teacher Schools *The schools having three or more teachers. 14 The median Rate Scores of the fifth, sixth, seventh and ninth grades in the Waynesboro School are above standard ; the Rate scores of the other grades are below standard, (See table above.) The seventh grade of the Waynesboro School is up to standard in Comprehension ; the fifth, sixth, ninth and tenth grades are almost up to standard ; the other grades are very much below standard in Comprehension. The low score in Comprehension made by the eighth grade is unusual when compared with the high scores made by the grammar and high school grades. It would be well for the superintendent to investigate the cause of this low score. The Comprehension score made by the third grade is very low. The children in this grade were very young and were unable to follow instructions readily. On the whole, the scores indicate that reading is well taught in the Waynesboro School. All of the grades in the larger schools of the county and in the one- and two-teacher schools are very much below the standard in both Rate and Comprehension. The scores made in reading by the larger schools are very low as com- pared with the standard scores and the scores made by the Waynesboro School. This is especially true of the seventh and the high school grades. With the exception of the seventh grade in Comprehen- sion, the scores made in reading by the one- and two-teacher schools are much lower than the scores made by the larger schools. In the small schools, only a few of the strongest pupils stay in school long enough to reach the seventh and eighth grades. The higher scores in reading made by the seventh and eighth grades of the small schools do not indi- cate better teaching of reading, but the superior ability of the few pupils in these grades who "carry on." The low scores in reading show that reading is very poorly taught in both the larger and the one- and two- teacher schools of Burke County. The greatest emphasis has been placed upon oral reading, and very little attention has been given to thought-getting in reading. Since the 15 ability to learn all other school subjects depends upon the ability to read understandingly, the teaching of this subject should receive the careful attention of the County School Superintendent and of the teachers of the county. (For suggestive Silent Reading Exercises see the Manual for Georgia Teachers.) LANGUAGE. The Trabue Language Scale B was used in measuring the work in language in the schools of Burke County. The test consists of twenty incomplete sentences — sentences in which some of the words are left out. The pupils are given seven minutes in which to write the missing words on the blank spaces. The score depends upon the number of cor- rect sentences the pupil has at the end of the seven minutes. Grade Medians Made by the Schools of Burke County as Compared with the Standard Medians. Trabue Language Scale B. Grades III IV V VI VII VIII Standard 8.0 10.0 11.4 12.4 13.4 14.4 Waynesboro School — 10.7 13.0 13.5 — — Larger Schools 6.4 8..5 10.3 11.4 12.2 12.1 One- & Two-Teacher Schools 6.4 7.5 9.2 10.0 11.4 — The score made by the fourth grade in the Waynesboro School is about a half year above standard score; the fifth grade score is nearly two years above the standard score, and the sixth grade score is a year above the standard score. These scores show that the language work in the Waynesboro School is well done. The scores made by all of the grades in the larger schools are below standard and are considerably lower than the scores made by the Waynesboro School. The scores made by the third, the fourth, and the fifth grades are nearly a year below the standard scores ; the scores made by the 16 sixth and seventh grades are a year below the standard scores, and the score made by the eighth grade is a Uttle more than two years below standard. The language work in the one- and two-teacher schools is very poor. The third grade score made by the one- and two-teacher schools is nearly a year below standard and is the same as the score made by the third grade in the larger schools. The fourth grade score is a little more than a year below standard and is about a half year below the score made by the fourth grade in the larger schools. The fifth grade score is about a year and a half below the sta^ndard, is below the fifth grade score made by the large schools and is more than three years below the score made by the fifth grade in the Waynesboro School. The scores made by the sixth and the seventh grades in the small schools are two years below the standard scores and are one year below the scores made by the sixth and seventh grades in the larger schools. These scores show that there is a great difference in the quality of language work being done in the various types of schools in Burke County. The work in the Waynesboro School is above standard; the work in the larger schools of the county is very much below standard, and the quality of work being done in the smaller schools is poorer than the quality of work done in the larger schools. The low scores made in language by the pupils of the larger and the smaller schools and the papers handed in on other tests show that the language work in these schools, especially in the smaller schools, is not developing in the children the power to speak and write well. The ability to use correct speech is one of the most important habits to be acquired from school train- ing, for correct speech and refined manners make it possible for an individual to move with ease and confidence in any group. If any particular school or type of school is failing to give its pupils that training, that school or type of school is failing to meet the needs of a democratic people. Charters' Diagnostic Verb Test was given to tlie seventh 17 and eighth grades of the Waynesboro School. The scores made are g^iven below. Median Scores made by the Seventh and the Eighth Grades of the Waynesboro School as compared with the Standard Scores. Charters' Diagnostic Verb Test. Grades VII VIII Standard 27.6 32.8 Waynesboro School 32.6 32.2 The seventh grade score is nearly a year above the stand- ard score ; the eighth grade score is a little below standard. The scores seem to indicate that the seventh grade has a better knowledge of verb forms than the eighth grade. The errors made show that both grades need drill on the follow- ing verbs and verb usages : shall and will ; lie and lay ; the verb do; the use of a plural verb with a compound subject, and the use of a singular verb with a selective pronoun — e. g. Neither of them is here. If all of the teachers in the schools of the county would use some Diagnostic Language and Grammar Tests, they could more easily discover the individual and class difficul- ties and would be able to more intelligently direct their efforts in the teaching of English so as to meet the partic- ular needs of the class and of the individual pupils. SPELLING. Dr. Monroe's Timed Sentence Spelling Test was given in the Waynesboro School and in the larger schools of the county. The test consists of 50 words given in sentences as a dictation exercise. The words are taken from Ayres' Spelling Scale. 18 Table showing the Median Per Cent of Words spelled cor- recting by the grades in the Waynesboro School and in the Larger Schools of Burke County as compared with Stand- ard Medians. Grades III IV V VI VII VIII IX X XI Standard 56% 78% 66% 80% 70% 84%. 86% 90% U% Larger Schools 40 50 26 54 46 57 66 74 79 Waynesboro 25 81 76 80 70 73 66 87 96 The scores made by the third, the eighth, the ninth, and the tenth grades in the Waynesboro School are below the standard scores. The scores made by the sixth and the seventh grades are up to standard, and the scores of the fourth, fifth and the eleventh grades are above the standard scores for those grades. The score made by the third grade is very low. The children in this grade seem to have had very little training in taking dictation exercises. The scores made in spelling by the grades in the larger schools are very much below standard, and, with the excep- tion of the score made by the third grade, are lower than the scores made by the Waynesboro School. The third grade in the Midville School was almost up to fourth grade standard. The high scores made by this grade raised the median score of the third grades in the larger schools. Many of the spelling papers handed in by the pupils of the larger schools, especially by the upper grades, were very carelessly and illegibly written. They seem to indicate that the standards for written composition in these schools are not very high and that too little emphasis is given to written spelling. ARITHMETIC. The Woody-McCall 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 number§, fractions, 19 and decimals. These examples are printed 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. Table showing the Median Scores made in Arithmetic by the Schools of Burke County as compared with the Standard Scores. Grades III V IV VI VII VIII Standard 13.0 18.5 24.0 28.5 31.0 33.0 Waynesboro 9.5 18.5 — — 27.4 26.8 Larger Schools 12.5 14.7 17.0 20.5 21.9 25.5 One- & Two-Teacher Schools 10.0 16.5 17.7 20.0 23.5 — The test was not given to the fifth and the sixth grades in the Waynesboro School. The score made by the third grade in the Waynesboro School is very much below stand- ard and is lower than the score made by the third grade in either the larger schools or the schools having one and two teachers. The score made by the Waynesboro fourth grade is the same as the standard score, but the scores made by the seventh and eighth grades are below standard. The scores made by all of the grades in the larger schools are below standard. The scores made by the one- and two- teacher schools are below standard, but the fourth, fifth and eighth grade scores are higher than the scores made by these grades in the larger schools. The higher scores made by the one- and two-teacher schools may be due to the fact that more time is devoted to arithmetic in these schools than in the larger schools. A study of the daily schedules of work was not included in this survey, but it is the general opinion of many of our educators, who have studied the problem, that our small rural schools are devoting too much time to the teaching of arithmetic in comparison with the amount of time devoted to other important school subjects. It will be noted that the scores made by the upper grades in all of the schools are further below standard than the scores made by the lower grades. This is probably due to the fact that the constant change of teachers results in a 20 good deal of repetition in the teaching of arithmetic. Each teacher who leaves a school should leave a record of what each one of her classes has accomplished in arithmetic, and all of the teachers should require each grade to push steadily forward and master the subject matter outlined for that particular grade. WRITING. Samples of the pupils' writing were secured from some of the schools and graded by the Ayres' Handwriting Scale, Gettysburg Edition. Since the writing in some of the schools was not measured, the median scores are not given. The samples of writing secured show that the teaching of this subject should receive more careful attention from the teachers and superintendents of the various schools. The Palmer Method of Writing is being introduced into the Waynesboro School, but no special method of writing seems to be taught in the schools of the county. The pupils' atten- tion should be directed to the importance of neatness, height and formation of letters, uniformity of slant, proper spac- ing between every word in the same line, and to the other factors which are necessary to legibility in writing. (For suggested methods of teaching writing, see the Manual for Georgia Teachers, 1921.) CONCLUSION. 1. The results of the tests show that the classroom work being done in the Waynesboro School compares very favor- ably with that being done in other schools of our country and in other city systems in Georgia. The eighth grade in this school seems to be weak in some of the fundamental subjects — reading, spelling and arithmetic. If this grade were given special training in these subjects at the begin- ning of the next school term, the pupils in the grade would progress through high school more satisfactorily. 2. The classroom work of the larger schools in the <;ounty is not so thorough as it should be. Some of these 21 schools have three teachers and the others have seven. With a nine months' term and well-trained teachers these schools should limit their number of grades and do as good work as is done in the Waynesboro School or in any other well organized school system. The teachers in these schools are, with a few exceptions, well trained, but most of them are teaching in the present school for the first time. They are evidently not responsible for the pupils' lack of thoroughness in the mastery of the fundamental school subjects. This is especially true at the Midville School. The primary department in this school is very strong, but the upper grades show the same lack of thor- oughness found in the upper grades of the other large schools. Especial attention is called to the fact that the scores made on the tests by the seventh and the high school grades in the larger schools compare very unfavorably with the scores made by these grades in the Waynesboro School. This fact should be a warning to those schools which are ambi- tious to do senior high school work in spite of the fact that they have a limited teaching force and no laboratory equip- ment for this work. 3. The scores made on the tests show that the class- room work being done in the one- and two-teacher schools is unsatisfactory. The children in these schools have a right to as good opportunities for securing an education as any children have. If the standards of democracy in education are to be maintained in the county, the unfavorable teach- ing conditions in the one- and two-teacher schools should be changed as rapidly as possible. (See Recommendations.) 4. We believe that if the superintendents and teachers will use educational tests from time to time as a means of objective measurement and comparison, they will find them a great help in raising the standards of classroom work. 22 WAYNESBORO. Teachers: Prof. T. J. Lance, Superintendent, A. B. and A. M. Uni- versity of Georg-ia; Prof. A. A. Waters, B. S., University of Georgia; Miss Julia Lewis, Graduate G. N. and L C.; Prof. N. T. Anderson, A. B., Oglethorpe; Prof. M A Maddox, A. B., Oglethorpe; Miss Sarah Ledford, A. B., Bessie Tift; Miss Isabelle Krumine, Penn. Hall; Miss Bennie Chatfield, Grad- uate G. N. and L C; Miss Willie Swinney, Graduate H. S. Summer School Tr.; Mrs. John T. Palmer, Graduate G. N. and L C.; Miss Dorothy Haddock, Graduate H. S. and Sum- mer School Tr.; Miss Marie Bowie, Graduate G. N. and L C.; Miss Lillie B. Allgood, Graduate S. N. S.; Miss Pearl Folsom, Graduate G. N. and L C; Miss Sarah DuBose, Florida State College for Women. Grounds: Area, two acres; titles, City Council; well equipped play- ground. Building: Values, $75,000; a modern brick building. Note: The Waynesboro High School is on the Southern Accredited List. A new high school building is contemplated. The school is progressive, is well organized and is doing excellent work. See results of the tests. 23 GIRARD. Teachers: Prof. W. B. Lovett, Principal; Prof. W. H. Clark, Miss Lillian Lewis, Miss Mell Claxon, Miss Martha Martin, Miss Emma Martin, Mrs. W. M. Stokes. Grounds: Area, four acres; titles. County Board of Education; some playground equipment; baseball diamond; insanitary surface toilets. > Building: Values, $30,000; seven classrooms and a large auditorium; a brick building plastered inside; sufficient light in all rooms from left and back; cloakrooms for all classrooms. Equipment: Seated with single patent desks; teachers desks in all rooms; maps; a school library; no laboratory equipment; water supplied from bubbling founts. Organization: Seven teachers and a music teacher; eleven grades; a Civic Improvement Club working for school improvement; no vocational work. Maintenance: $6,885.00. 24 MIDVILLE, Teachers: Prof. W. A. Ingram, Principal; Mrs. W. A. Ingram, Miss Addie Mae Walker, Miss Sarah A. Harper, Miss Mary Murphy, Miss Mary Holland, Miss Amanda Cobb, Miss Josie Webb. Grounds: Area, one acre; titles. City of Midville; some playground equipment, money being raised for more; school garden plan- ned for spring term. Buildings: Value, ; not large enough for the size of school; a cottage used at present for primary department; running water and inside toilets. Equipment: Single patent desks; teachers' desks; fairly good black- boards; school library, but not enough space for it; reading table in hall; a num^ber of current magazines. Organization: Eight teachers and a music teacher; eleven grades; pupils of upper grades organized into two literary societies. Maintenance: $8,100.00. 25 ' HH^H ^^£ ""^ ""*~""^ ^^^^^^^eKK^^B^^^BM SARDIS. Teachers: Prof. W. C. Paschall, Principal; Miss Mildred Kent, Mrs. J. J. Bargeron, Miss Pansy Johnston, Miss Mary B. Ware, Miss Velva Williams, Miss Maggie Williamson. Grounds: Area, 21% acres; titles, Trustees of Sardis High School; a well equipped playground, including a basket ball court, volley ball court, football, giant stride and shot put; a flower garden; sanitary toilets. Building: Value, $25,000; adequate number of classroms and an auditorium; lighted from left and back; brick building, plas- tered inside; plastering was in bad condition, but was being repaired; floors oiled. Equipment: Seated with single patent desks; teachers' desks; maps and globes; a school library and some equipment for the teaching of Home Economics; two school pianos; no labora- tory equipment for physics, agriculture or chemistry. Organization: Seven teachers and a music teacher; ten grades. Maintenance : 2() CLEVELAND. Teachers: Mr. Kneed Smith, Mrs. Aubrey Smith, Miss Euby Reeves. Grounds: Area, two acres; titles, County Board of Education; no playground equipment; no school garden; unimproved but fairly well kept; two surface toilets in very bad condition. Building: Value, $1,000.00; three rooms; two rooms painted inside and two rooms painted outside; floors not oiled; improperly lighted and heated by small heaters. Equipment: Double and single desks; three teachers desks; three globes; four maps; 35 feet of blackboard. Maintenance: $2,250.00. 27 GOUGH. Teachers: Miss Thelma Chew, Miss Euby Banks. Grounds: Area, ; titles, County Board of Education; no play- ground equipment; unimproved. Building: Value, $2,000.00; two rooms and an auditorium; painted outside; finished with beaver board inside; lighted from two sides of rooms. Equipment: Single and double patent desks; two teachers' desks; maps; globes; a very good library. Organization: Two teachers (sometimes three); 8 grades; about 75 pupils in district; only 8 present the day school was visited. Maintenance: $2,250.00. 28 KEYSVILLE. Teachers: Mr. J. I. Harrison, Miss Cordelia Henderson, Miss Olive Daniel. Grounds: Level and spacious; some improvements; no playground equipment except a basket ball court. Building: Value, $3,500.00; three rooms and an auditorium; painted outside; ceiled inside; improperly lighted. Equipment: Single patent desks; good blackboards; some maps; three teachers' desks. Organization: Three teachers; 8 grades; no schedules posted; no industrial work. Maintenance: $2,745.00. 29 ST. CLAIR. Teachers: Mrs. R. E. Broadwater, Miss Mary Lou Barfield, Miss Mamie Tinley. Grounds: Area, five acres; titles. County Board of Education; no playground equipment; no school garden; unimproved; two surface toilets in very bad condition. Building: Value, $2,500.00; four rooms and an auditorium; painted; improperly lighted. Equipment: Double and single patent desks; three teachers' desks; four maps; no globes; a reference dictionary and a small library; a few framed pictures. Organization: Three teachers; ten grades; no programs posted; no industrial work. Maintenance: $2,205.00. 30 CARSWELL. Teachers: Miss Hattie Morris, Mrs. D. T. Winter. Grounds: Area, one acre; titles, Board of Education; no play- ground equipment; no school garden; unimproved. Building: Value, $1,200.00; two rooms; painted inside and outside; in- sufficiently and improperly lighted; floors not oiled. Equipment: Double and single patent desks; two teachers' desks; maps ;a globe; one chart; fairly good blackboards. Maintenance: $1,235.00. 31 GRESHAM SCHOOL. Teacher: Miss Bessie L. Chandler. Grounds: Area, ; titles, Board of Education; no playground equipment; no school garden; unimproved, but well kept. Building: Value, $500.00; one room; painted inside and out; four windows on each side; two cloakrooms. Equipment: Double patent desks; a teacher's desk; one globe; two maps; fairly good boards. Maintenance: $675.00. H2 KNIGHT SCHOOL. Teacher: Miss Agnes Jenkins. Grounds: Area, ; titles, ; no playground equipment; no school garden; level; unimproved. Building: Value, $2,000.00; one room (very large and built so that it can be separated); lighted from the left; cloakrooms; painted; floor not oiled. Equipment: Double and single patent desks; a teacher's desk; good blackboards; maps and several framed pictures. Organization: One teacher; seven grades (no fifth and no sixth grades at present); 22 pupils on roll; 15 pupils present. Maintenance: $675.00. 33 LAWSON CROSSING SCHOOL. Teacher: Mrs. Mamie B. Stephens. Grounds: Very small and unimproved; no playground equipment; no school garden. Building: One room of a dwelling house is used for the schoolroom. It is very small, very crowded, poorly lighted and altogether unsuitable and inappropriate for school purposes. Equipment: Double home-made desks; a very small blackboard; no maps; no globes; no charts; no school library. Organization: One teacher; six grades; 15 pupils on roll; 8 pupils present; no program posted; no industrial work. Maintenance: $540.00. 34 McBEAN SCHOOL. Teacher: Miss Lucile Bargeron. Grounds: Area, ; titles, ; level; a few shade trees; no school garden; unimproved; no playground equipment. Building: Value, $300.00; one room; whitewashed inside and out; six very small windows placed on three sides of the room; floor not oiled; no cloakrooms; clean and well kept. Equipment: Double patent desks; a teacher's desk; one globe; two maps; two framed pictures; no library. Organization: One teacher; six grades; 10 pupils on roll; 8 pupils present; program posted. Maintenance: $585.00. 35 OAK GROVE SCHOOL. Teacher: Mrs. Loraine B. Lester. Grounds: Area, one acre; titles in Board of Education; no play- ground equipment; no school garden; level; shade trees; un- improved. Building: Value, $750.00; one room; painted outside, but not inside; no cloakrooms; ten windows, four on each side and two ir front; floor not oiled. Equipment: Single patent desks; no teachers desk; no maps; no globes; no charts; two very small blackboards; no library; no reference dictionary. Maintenance: $585.00. 36 ROZIER SCHOOL. Teacher: Miss Willie Jay. Grounds: Area, one acre; titles, ; level; a few flowers and shade trees; otherwise unimproved; no playground equipment; no school garden; two surface toilets in bad condition. Building: One room; value, $500.00; improperly and insufficiently lighted; one small cloak room on the front; has been painted on outside, but needs repainting; floor has not been oiled. Equipment: Single patent decks; one blackboard; no maps; no globes; no library; one small water cooler. Maintenance: $720.00. 37 SHELL BLUFF. Teacher: Miss Dorothy Mathis. Grounds: Area, ; titles, ; enclosed by wire fence: a few shade trees; level; no playground equipment; school garden in which the pupils grow both vegetables and flowers; two surface toilets. Building: Value, $1,500.00; one room; painted inside and out; four windows on each side of room; stove in center of room; floor not oiled; two cloakrooms. Equipment: Double patent desks; a teacher's desk; fairly good blackboards; three maps; one globe; a reference dictionary. Organization: One teacher; six grades; 16 pupils on roll; 14 pupils present; no program posted. Maintenance: $630.00. 38 TELFAIR S(;H()0L. Teacher: Miss Lillian Key. Grounds: Area, ; title, Telfair Baptist Church; no playground equipment; no school garden. Building: Value, $500.00; one room; painted inside and out; floor not oiled. Equipment: Single patent desks; teacher's desk; sixteen feet of blackboard; one map. Maintenance: $720.00. 39 MOBLEYS. Teacher: Miss Minnie Odom. Grounds: Area, ; title, Mr. W. 0. Mobley; no playground equipment; no school garden; no toilets; unimproved and fairly well kept. Building: Value, ; one room; unpainted; insufficiently lighted; no cloakrooms; floors not oiled. Equipment: Double patent desks; one blackboard; no maps; no charts; no globes; no school library. Miiintenance: 40 ROCKVILLE. Teachers: Miss Lucile Dye, Miss Mary Oliver. Grounds: Area, two acres; titles, Board of Education; no playground equipment; no school garden, but flowers are planted on grounds. Building: Value, $800.00; two rooms; painted outside; not painted inside; improperly lighted; floors not oiled. Equipment: Double patent desks; two teachers' desks; four map ; one globe; a reference dictionary. Maintenance: $1,235.00. 41 MUNNERLYN SCHOOL. Teacher: Mrs. M. L. Harris. Grounds: Area very small; unimproved; small playgrounds; surface toilets. Building: Value, $450.00; one classroom; cloakrooms; painted; in good repair and well kept. Equipment: Single patent desks and teacher's desk; good black- boards; charts, globes, etc. Enrollment: Thirteen; attendance, seven. 42 ALEXANDER SCHOOL. Teachers: Mr. Williams and Mrs. Reeves. Grounds: Large area; partly improved; fairly well kept; ample play- grounds; surface toilets. Buildings: Value, $4,000.00; three classrooms (using only one at present); no cloakrooms; well lighted; well kept; painted; in good repair. Equipment: Single patent desks and teachers' desks; good black- boards; maps; charts, etc. 43 FLORENCE SCHOOL. Teachers: Miss Sturtevant and Miss Brinson. Grounds: Area small; unimproved; small playgrounds provided; sur- face toilets. Building: Value, $800.00; two classrooms; no cloakrooms; painted; in fair repair. Equipment: Single patent desks and teachers' desks; good black- boards; globe; chart; library. 44 CULLEN SCHOOL. Teacher: Miss Grounds: Area, two acres; unimproved; ample playgrounds; surface toilets. Building: Value, $500.00; one classroom; cloakrooms; painted; in good repair. Equipment: Patent double desks and teacher's desk; poor black- boards; maps; globe; small library in case. Enrollment: Twenty-six; present, nine pupils. 4^ PRIMARY DEPARTMENT MIDVILLE SCHOOL. 46 OLD BUILDING VIDI<;TTE SCHOOL. 47 DRUJNE SCHOOL. WAYNESBORO NEGRO SCHOOL. 48