Fads About Southern tiducational Progress By CHARLES L. COON Of the North Carolina Department of Education Prepared Under the Direction of the Campciign Committee of the Southern Education Board "Men like flattery for the moment, but they know the truth for their own. It is a foolish cowardice which keeps us from trusting them, and speaking to them rude truth. They resent your honesty for an instant, they will thank you for it ahvays." — From Emerson's Essay on New England Reformers. "It is not the will of your Father which is in Heaven that one of these little ones should perish. I came that ye might have life and have it more abun- dantly." — Jesi7S. "The people have a right to the privilege of education and it is the duty of the State to guard and maintain that right." — Constitution of North Carolina. "For every pound you save in education, you will spend five in prose- cutions, in prisons, in penal settlements." — Lo^d Macaulay. "Every son, whatever may be his expectations as to fortune, ought to be so educated that he can superintend some part of the complicated machinery of social life; and every daughter ought to be so educated that she can answer the claims of humanity, whether those claims re- quire tlie labor of the head or the labor of the hand." — Horace Mann. "The public free schools are the colleges of the people; they are the nurseries of freedom ; their establisliment and efficiency are the para- mount duty of a republic. The education of children is the most legiti- mate object of taxation." — ./. L. M. Curry. "At that hour came the disciples unto Jesus, saying, who, then, is greatest in the kingdom of heaven? And he called to him a little child and set him in the midst of them." — -Jesus. In Exchange Univ. of North Carolina SEP 2 7 1d33 J 5>> EXPLANATION. The Campaign Committee of the Southern Education Board publishes this pamphlet for the use of workers in the cause of education. It is hoped tliat it will be useful to writers, to public speakers, and to students of educational conditions. It would be too much to hope that no mistakes will appear in the volume or that full justice will be done to every phase of the subject. Such mistakes as may appear can be corrected in future additions of the Campaign Book. The committee will be glad to have its attention called to any errors. In order that there might be as few errors as practicable in this year's edition, the manuscript of this volume was sub- mitted to the Superintendents of Public Instruction of the Southern States, at their annual meeting in April, 1905, and they expressed the opinion that its publication would be of great service to educational workers in their respective States. At the same meeting of the State Superintendents the following resolution was unanimously adopted: Resolved^ "That the Association of Southern State Superintendents of Public Instruction desires to express its appreciation of the valuable work for the past three years of the Southern Edu- cation Board in co-operation with the educational authori- ties of the States, and of the spirit in which the work has been done, and also to express its gratification at the provision for the continuance of this co-operative work." Charles D. McIvee, "Edwin A. Alderman, H. B. Frissell, Walter B. Hill, Edgar Gardner Murphy, Cam paign C o m m ii tee. "Every human being has an absolute, indefeasible right to an educa- tion; and there is the correlative duty of government to see that the means of education are provided for all. Government protects child- hood, but childhood lias more than physical wants. Infanticide is pro- hibited, but life is not worth living unless instruction supervenes. Otherwise, no true life, no real manhood. It is a travesty on manhood to make a brutal prize fighter its representative. Education is due from government to children. The school is supplementary to family, to churches, in the province of education. Society rests upon educa- tion in its comprehensive meaning. Man must be educated out of, lifted above animal impulses — a state of nature — and made to respect social forms, the rights and duties of persons and property. Education is to prepare the individual for life in social institutions. Crime and ignor- ance and non-productiveness are antagonistic to society. . . . The first necessity of civilization is a system of universal education." — Dr. J. L. M. Gurry. "The strength of every community is dependent upon the average of the intelligence of that community, and this intelligence is dependent upon the education of the entire mass and not of the few." — Charles B. Aycock. "To close the door of hope against any child within the borders of the .State, whatever be his race or condition, by deliberately removing him from the possibility of securing such training as will fit him for the life he has to live is un-Christian, undemocratic and un-American." — Gov. N. C. Blanchard. PREFACE. It is the purpose of this publication to set forth such facts about Southern educational conditions as every good citizen should know. It is not its purpose to paint an untrue pic- ture in any particular. JSTo Southern man could maintain his self-respect and lend himself to the work of painting warts where there is none on our educational countenance. There- fore, I have tried to show, so far as figures will permit, our relative position as to population and illiteracy, as well as to show by comparison what we are doing along educational lines in proportion to our ability. There are also figures to show the illiteracy conditions elsewhere in the United States. The particular facts brought out in regard to North Caro- lina can be tabulated for every other Southern State, mostly from the figures given in the general tables. Such particu- lars about all the States have been omitted for lack of space. The ISTorth Carolina figures are intended to be suggestive and typical and can be made for any State by any one interested, if he is willing to do a few minutes work. The reader will find a summary of the public school taxation laws, public school statutes, and the constitutional provisions relating to public education for all the States of the South.* It is believed that such a summary will be of general utility not only to }>atriotic citizens everywhere, but of use to public speakers and the secular and religious press. I am well aware that statistics can never paint all of any picture. But those of us who have some knowledge of educational condi- tions well know that the educational statistics of the South and of other sections are generally better than the thing they attempt to portray. *Statistics about Kentucky will he found in the Appendix. 6 ' Preface. The facts set forth, I trust, will be used as they are intend- ed to be used, viz., in making public sentiment everywhere in favor of the better education of all the children. It is only the truth which can arouse a sentiment strong enough to effect such a result, and no lover of his home and his State should fail to tell the truth in such a cause. The several parts of this publication are each preceded by a table of contents, which will facilitate reference. All through the tables will be found conclusions, quotations, summaries and suggestions. The final chapter on campaign suggestions contains some examples of practical solutions of particular problems, which, it is hoped, will be found help- ful to those who are attempting to secure better educational conditions throughout the South. Finally, the author hopes the attempted arrangement in concise form of all general available school statistics will be found helpful to earnest men and women who are battling for the children's cause and the future of our civilization, if it does not afford an inspiring study to the emotional and sentimental attitude which we are all too prone to assume on occasion. Ealeigh, N. C, June 1, 1905. C. L. C. THE EDUCATIONAL PROBLEM IN THE SOUTH. The strategic point in any educational system is the teacher. '"As the teacher is so is the school," is a maxim as old as civilization and so true that no one needs to have its truth demonstrated. Our civilization now demands that the doctor have not only a general education, but also that he have special training for his work; that the lawyer be a man of general education, as well as possessed of a technical body of knowledge which pertains to his profession ; that the cotton mill superintendent, the bricklayer, the carpenter, and like workers in wood, iron and other dead matter shall have some special knowledge of their profession before they are employed to supervise the erection of our houses or conduct our business enterprises. But as yet that class among us who train at least eighty out of every hundred of our future citi- zens, viz., the country school teachers of the South, are only required to exhibit a very elementary general knowledge of some half a dozen or more subjects, and only such knowledge, too, as is possessed by any intelligent man or woman else- where in the world, in order to gain charge of the training of the children. And not only are the teachers of most of our children destitute of special training when they begin the work of teaching, but there is not yet in the South any ade- (piate provision made by which the work of these untrained teachers can be inspected and supervised and their lack of skill made as harmless as possible in its effect on the edu- cation of the children. These unskilled workers in immortal stuff are given a room full of children of all ages and are usually left to their o^vn devices, with no definite course of study, with no definite plans of work to carry out, with no 8 [Facts About Southern intelligent supervision of their teaching, with no adequate means of improving the quality of instruction under intelli- gent and expert guidance. Why all the above is now gener- ally true of the country school of the South will partly appear from the facts disclosed by the table which follows. WHAT THE COUNTRY TEACHER OF THE SOUTH IS PAID. Virginia North Carolina . South Carolina . Georgia Florida Alabama Mississippi .... Louisiana Texas Arkansas Tennessee si >- bo P .H «! !>, y $30 00* 29 05 25 00 27 43 35 00* 35 00 33 85 35 00* 45 12 35 00* 33 00 115 days* 85 days 109 days 104 days 108 days* 110 days 110 days 110 days* 102 days 80 days 103 days d c u ca g $172 50 123 46 136 25 142 64 189 00 192 50 186 18 192 50 230 11 140 00 158 40 1902-03 1903-04 1903-04 1903 1903-04 1903-04 1902-03 1902-03 1903-04 1903-04 1903-04 •Estimated for country schools. A recent issue of the New York Sun says the ''Dog Catch- er" of the city of Washington, euphoniously styled the "pound keeper," receives $1,500 a year salary. The average salary of grade teachers in the Washington city schools is only $500 a year ! The significance of the above figures hardly needs com- ment. However, it should be remembered that the figures disclose several things worthy the consideration of every pa- triotic citizen and lover of childhood. 1. Only unskilled labor can be secured at such salaries. We are confronted, then, with the serious problem of having "Teaching seems to be the only profession or work in the world in which experience and professional preparation are not considered of indispensable importance." — -Dr. J. L. M. Curry. Educational Progress.] ^ a majority of eighty^ out of every hundred of our children taught by comparatively untrained men and women. Can any patriot contemplate such a fact with indifference or with- out dread of its effects on the future welfare of the State? 2. These meagre salaries also mean that the teachers of eighty out of every hundred of the children must give most of their time and attention to other means of making a living and not to training the children. It is well known that the county jailer is usually allowed about $150 a year for the board, clothing and other attention he gives to those con- fined in our jails. A teacher's annual expenses can hardly be less and enable him to be fed and clothed. 3. But $150 is more than the average annual salary of many of the country teachers of the South. What kind of service, then, can reasonable men expect from those who are paid annually such starvation wages ? 4. Every intelligent, able-bodied man can earn and does earn more annually than the wages paid country teachers in any Southern State. Even the convicts that are hired out for profit by Xorth Carolina and other Southern States earn from $225 to $300 a year and their board for the States which hire them. No carpenter, bricklayer and worker at any respectable trade would work and could afford to work for the annual wages paid country teachers in any Southern State. 5. The conclusion is then forced upon us that training children is now less profitable among us than almost any other known occupation, engaged in by men or women, even often considered less profitable to the State in money than penal labor imposed on the convicts of our State prisons. 6. Another conclusion is also forced upon us, viz., that competent and trained men and women will not long engage, if at all, in an occupation which commands such little prac- *The census of 1900 shows that 80 per cent, of the population of the South is rural. 10 [Facts About Southekt^ tical appreciation and wages smaller even than wages com- manded by almost any kind of unskilled labor. It is not to be wondered at, then, that more than one-fourth of the Southern country school teachers leave the work of teach- ing every year, a fact which discloses to all who need proof that teaching among us is now largely a temporary means of earning a living, and not a profession which is entered upon by trained, capable and mature persons who intend to make it their life work. Do not the children deserve better at our hands than to be placed, at the most impressionable age, in the care of men and women who cannot, on account of the wages paid, be skilled in any occupation, much less in the difficult work of child training ? Even if skilled teach- ers do temporarily, in the spirit of self-sacrifice, take charge of some of our schools, the starvation wages paid must soon result in deadening their vitality and in narrowing their mental outlook and moral breadth. Such would be the re- sult of starvation wages on any human being in any occupa- tion, and especially is it so in the case of men and women who must live largely with children apart from many of the active concerns of the busy world. Finally, the above table of wages will suggest that we have yet to formulate some definite plans for the adequate payment and training of country public school teachers, as well as the proper organization of the country schools on such a basis as will attract educated and trained men and women to enter permanently on the indispensable work of training our future citizenship. SUPERVISION. Another serious problem in the organization of any effec- tive system of education is the problem of the direction of the individual workers in carrying out courses of study, methods of instruction, and the graduation of the schools. Every Southern State now has a county superintendent, supervisor of schools, or county examiner. But the salaries of these Educational Progress.] 11 officers are so small in comparison to the salaries paid for competent men in other executive positions, that very few skilled teachers can afford to occupy permanently the office of county superintendent in any of the Southern States. Ob- serve the following: PAY OF COUNTY SUPERINTENDENTS. 5 a « Virginia North Carolina . South Carolina . Georgia Florida Alabama Mississippi . . . . Louisiana Texas Arkansas Tennessee $400 00 506 63 575 00 514 29 760 95* 617 23 56 i 11 537 33* 800 00 to $1200 250 00 300 00 oot o 5 o 4:^ o r88i^84~ 912 00 950 00 960 15 760 95* 1100 00 922 58 537 33* 900 oot 900 oot 1000 00 1902-03 1903-04 1903-04 1903 1903-04 1903-04 1902-03 1902-03 1903-04 1903-04 1903-04 •County superintendent is also city superintendent. tFixed by statute at not less than $800 nor more than $1200 a year. JEstimated. It is safe to say that nearly every other county officer in the South receives a larger annual salary than is paid county superintendents. Is it worth more in money to the State, for instance, to arrest criminals and collect taxes and record deeds than it is to have the children's teachers well trained ? The salaries of city superintendents, though they are ridic- ulously small, are still nearly 50 per cent, larger than those of county superintendents, in almost all the States of the South. Yet it is well known that the city superintendent has only a few schools easily accessible, while the county superinten- dent has many schools scattered over a large area. The city superintendent can always be near at hand to correct abuses and to direct young and inexperienced teachers. The county 12 [Facts About Southern superintendent, notwithstanding the larger number of un- trained teachers employed in the country schools and the wide area covered by such schools, must, on account of the low wages he receives, generally engage in some other occu- pation to make a living, devoting only a part of his time to the schools, generally doing only the clerical work incident to his office. Comparatively few county superintendents have enough technical knowledge of school work to make them the educational leaders of the people and the teachers of their counties. These conditions are traceable to many causes, chiefly to the lack of information on the part of the people of the real duties and importance that should attach to the office of county superintendent, and to the fact that the office is often made the rew^ard of political service rather than of capacity for educational leadership. But it ought to be easy to show the people that it would pay them to provide a competent director of the teachers of their children. If a man employs a few workmen to build a house, one of them must lead. If a cotton mill is to be con- ducted so as to pay dividends, there must be a competent superintendent in charge who knows the minutest details of the business and who can direct every subordinate intelli- gently. Then why not use as much business sagacity in the conduct of the schools of the children? And just here is a civic duty every intelligent man owes the State, viz., to use his best powers and efforts to show the people that the money now used for educational purposes is oftentimes largely wasted for lack of proper knowledge on the part of teachers who are unskilled and who could be trained to do somewhat skillful and efficient Avork were a real educational leader put in charge of them. SCHOOL HOUSES. But the better salary and training of teachers and the employment of competent men to direct the school systems of the various counties is not all of our present educational Educational Pkogress.] 13 problem. In order that the schools be successful, there must be adequate equipment in houses, grounds, furniture, libra- ries and apparatus. A cotton mill to earn large dividends must have up-to-date machinery. xV lumber plant with anti- quated machinery means bankruptcy to those who operate it. A farm with poor farm implements and poor barns neces- sarily means poor returns for the labor and money spent. It is safe to say that the table which follows means that there is anything but adequate equipment for conducting the country schools of the South. These figures alone will sug- gest to any thoughtful man that our country school houses are generally unattractive, inadequate, mostly without libra- ries and other equipment necessary for the intelligent conduct of schools of any kind. But all that will appear more fully from the following table, showing the average value of the country school houses of the different Southern States, includ- ing grounds and all equipment. The figures are estimated, it is true, but the figures are, perhaps, a little better in most cases than the actual facts would warrant. ESTIMATED AVERAGE VALUE OF COUNTRY SCHOOL HOUSES. \irginia North Carolina . South Carolina. Georgia Florida Alabama Mississippi . . . . Louisiana Texas Arkansas Tennessee i-g 8965" 7813 4726 74.33 2366 4386 7052 3433 10731 5000* 6680 1902-03 1903-04 1903-04 1903 1903-04 1903-04 1902-03 1902-03 1903-04 1903-04 1903-04 ♦Estimated. fValue of country school property is estimated at 50 per cent, of the total value of all public school property. This estimate is based on the relative value of country and town school property in North Carolina and other States, as reported 133' the State superintendents of those States. 1, c bCo 1 _ « s ^ 1 tVal try gro Aver sch $1,953,532 $218 1.335,425 170 850,000 177 2,150,135 289 645,026 272 562.342 128 920,000 130 1.225,000 356 7.295,337 679 1,677,646 335 2,496,265 373 14 [Facts About Southekn The sigiiiiicance of the above figures will more fully appear by remembering, for instance, that the total country school property for each North Carolina county averages less than $15,000 per county, which amount represents about 80 country schools to each county. This $15,000 is considerably less than the average value of the county court houses, jails and poor houses of North Carolina. A comparison of the value of the county jails, court houses and poor houses of each Southern State with the country school property will con- vince anyone that what is true of North Carolina is true of every Southern State. Again, fifty North Carolina towns, in 1903-04, reported school property averaging in value $26,423. The average number of buildings for each of these fifty towns was less than three. These figures show that less than one hun- dred and fifty town school houses in North Carolina are worth substantially as much as 8,000 country school houses, though eight}^ out of every one hundred of the North Caro- lina school children must attend the country schools. In other words, North Carolina country children, composing more than eight-tenths of the school population, have for their education houses and equipment valued at only a little more than the houses and equipment which have been provided by fifty towns for the education of less than two-tenths of the North Carolina children of school age. A similar calculation for all the Southern States will show substantially the same conditions as are set forth above. The data contained in the several tables of this book will enable any one to make the figures for any particular State. The low value of the country school houses of the South must cause us to conclude that the ])eople are too poor to build Education is the grand machinery by which the raw material of human nature can be worked up into the finished product of inventors and discoverers: into skilled artisans and scientific farmers; into scholars and jurists; into foimders of benevolent institutions and into great expounders of ethical and theological science. — Horace Mann. Educational Progeess.] 15 better houses or that they are sadly indifferent to the conse- quences of the ineffective and meagre education that is given by unskilled teachers in such poorly equipped plants. That the people are not too poor to build and equip better school houses is conclusively proven to be true by the fact that our churches, court houses and other public buildings are gener- ally adequate, comfortable and sanitary. SCHOOL FUNDS. But better teachers, v^ith skill and ability to train children intelligently and effective!}', the proper supervision of the teaching done and the administration of the funds spent for education, and the proper houses and equipment necessary for giving all the children of the State such training as child- hood demands and must have, if our future is to be what it ought to be, will cost more than is now being spent for teachers, supervision and houses. The present school funds raised by each Southern State, the population of school age, and the amount raised for each child of school age will be of value in ascertaining why the South has such a short school term, such poorly paid teachers, and such small sums to spend for better houses and school equipment. ANNUAL SCHOOL FUND FOR EACH CHILD. Virginia North Carolina . South Carolina. Georgia Florida Alabama ... Mississippi . . . . Louisiana Texas Arkansas Tennessee $2,136,891 1,027,417 1,505,136 2,282.965 1,078,089 1,457,662 1,931,532 1,566,217 5,868,496 1,780,303 3,647,494 1902-03 691,312 1903-04 684,184 1903-04 500,000 1903 703,133 1903-04 182,600 1902-03 679,051 1902-03 554,454 1902-03 459.596 1903-04 782.693 1903-04 517,633 1903-04 766,722 $3 09 2 82 3 13 3 24 5 90 2 14 3 48 3 40 7 49 3 43 4 75 ♦These figures include city schools. 16 [Facts About Southern For the year 1901-02, the average amount raised for each child of school age in the United States was $11.20. No Southern State now raises half that amount for each child of school age except Florida and Texas. Maine raised, in 1901-2, $11.07 for the education of each child of school age; ]^ew Hampshire, $11.38 ; Masachusetts, $22.3Y ; N'ew York, $20.88; Pemisylvania, $15.28; Delaware, $8.32; Ohio, $13.38; Indiana, $12.27; Iowa, $15.17; Nebraska, $13.42; Missouri, $8.61; South Dakota, $15.29; Colorado, $21.83. Evidently part of our Southern educational problem is to raise annually a larger amount of money than we are now raising, for the education of the children, if we would pro- vide adequate school facilities for all the children who ought to be trained in the schools. Without more money there can be no better teachers, no better supervision, no better school houses, and no longer school term. The facts already set forth must make it plain to any one that more money is, then, almost our only hope for better educational conditions in the South. SCHOOL ATTENDANCE. There is, however, a phase of our educational problem in the South which does not depend wholly on the question of more money. The attendance on the schools we have is any- thing but what it should be. In North Carolina, for instance, about twenty-seven per cent, of all the white illiterate persons ten years of age and over are of school age ; in other words, between the ages of ten and twenty-one. The same is true of the illiterate colored population. If one-fourth of our Southern illiteracy, white and black, is of school age, and it is, then the problem of school attendance becomes a more vital question for us than if almost all our illiteracy was to be found among the adult population. The following table shows concisely the school attendance problem in the Southern States. The races are given sepa- rately because many people believe that it is only a particular race in a particular State that does not attend school regu- larly. Educational Progress.] 17 WHITE SCHOOL ATTENDANCE. an d ^ a - c 3 0. 'S •o atio atioi enda i) it 5-=* o o C o aver danc nt. p led Qt. pC dailj a c ^ 5 Sfc .5 .s ?^ ^ ^ ^ =« ^== 426,054 257,138 157,075 60 37 462,639 308,977 179,435 67 39 224,621 135,527 100,204 60 45 365,570 300,500 190,368 82 52 106,305 76,008 51,293 72 48 372,564 275,300 145,000 74 39 227,326 192,881 115,079 85 51 241,706 136,488 102,189 56 42 014,229 529,151* 345,419 86 56 370,553 249,105 153,954 67 42 577,127 400,519 275,261 70 47 Virginia North Carolina South Carolina Georgia Florida Alabama , Mississippi Louisiana Texa s Arkansas Tennessee •The Texas law permits children younger than the school age to attend school, Tivhich fact accounts for a larger enrollment than would otherwise be expected. ISTote also the relation between the number enrolled and the average daily attendance. Of course schools with such low average attendance as the above figures indicate cannot do very effective work even with good equipment and good teachers. COLORED SCHOOL ATTENDANCE. Virginia North Carolina 8outh Carolina Georgia Florida Alabama Mississippi . . . Louisiana .... Texas Arkansas Tennessee .... •c i c4 3 a X a's ^ .a o a •0 V <1^ 12 T3 X Ji M 5 . 1- a 2 r- u 13 cj 2l ^ 2 3 V Ij 11 T) O w •< Hi (h 265,268 118,463 67,694 45 26 221,245 140,737 86,675 64 39 275,379 156,588 113,929 53 41 337,563 201,418 120,032 59 36 76,295 46,568 32,338 61 42 306,487 166,083 125,000 54 41 327,128 210,766 118,096 64 36 217,690 72,249 53,605 33 25 168,464 133,172 ■38,256 80 23 146,880 90,437 58,177 62 40 189.595 101,811 69,621 54 46 18 [Facts About Southern The irregular and desultory school attendance disclosed by the above tables is due primarily to the indifference of parents. But that indifference is partly traceable to un- skilled teachers, short school terms, and poor school houses. In connection with the above and the preceding table, the following table will be of interest. SCHOOL AGE ILLITERACY, 1900. White illiterates 10 to 14 years of age White illiterates 15 to 20 years of age Total white illiter- ates of school age Total white illiter- ates 10 years of age and over u u ii be iS * "o ■*. ox o ^-: V U 4-1 Virginia 12,258 25.444 9.996 14,923 2,478 18.804 6.156 14,513 20,819 13.256 21,473 13,197 24,172 9,508 13.508 2.132 14.992 4,964 16,167 21.333 10,178 20,893 25,455 49,616 19,504 28.431 4,610 33,796 11.120 30.680 42,152 23,434 42,366 98,160 175,907 54.719 101,264 19,184 104.883 36,844 96,551 146,487 77,160 159,086 ?(i North Carolina South Carolina Georgia 28 34 ^8 Florida 94 Alabama 3-7 Mississippi Louisiana 30 S9 Texas oq Arkansas 30 Tennessee 97 The South 160,120 151,044 311,164 1,070,245 30 COLORED. Virginia North Carolina . South Carolina . Georgia Florida Alabama Mississippi . . . . Louisiana Texas Arkansas Tennessee Tjie South 22.354 25,746 41,540 48,406 5.911 47,268 38,178 41,178 14,672 13,716 14.902 313,871 26.971 29.642 51,212 55,958 8,316 52,520 46,166 45.796 18,980 14,310 18,190 368,061 49.325 55,388 92,752 104,364 14,227 99,788 84,344 86,974 33.652 28,026 33,092 681,932 213.960 210.344 283,940 379.156 65,101 338.707 314,617 284,594 167.531 113,495 147,844 2,519,289 27 23 26 33 27 22 29 27 35 20 25 22 Xearly one-third of our illiterate population is of school ago. The above figures are those of the census of 1900. TOO MANY SCHOOLS, The ]>ublic school problem in the South is made more difti- ciiU in many localities by too many schools and by a sparse school population. Of course, the separate system of schools Educational Progress.] 19 for each race makes the public school problem more expen- sive. But separate schools must be maintained for the two races. Still, it is possible to reduce the large number of schools which divide the public funds in many sections into such small sums that the division often amounts to almost a total dissipation of all school facilities. The following table shows the present school population of the South for each square mile, also the area covered by eacli white school. SCHOOL POPULATION PER SQUARE MILE, ETC. 3 b. a -"8 ^ ^ o s. ^ ft 2 ft -S « 01 -' o o u «j .G scho for mile cove hite re m * a '0 o t! cj ^ 2 ^ B ^ ta s 2 rt g a g" t; "• c O < Vii-giuia 10.5 6.6 5.9 North Cai'olina 9.5 7.5 4.6 9.1 8.9 South C'a r ol ina 11.6 Georgia 6.2 1.9 7.2 4.9* 5.7 1.4 5.9 7.0* 12.6 Florida 31.5 Alabama 17.4 Mississippi 11.0 IjOuisiana 5.3 2. .3 6.9 13.8 4.S 0.6 2.8 4.5 19.4 Texas 31.0 Arkansas 13.2* Tennessee 8.4* 'Estimated. It should be remembered that the above figures include tlie school population of the towns, which represents generally about twenty per cent, of the children. The figures for rural school population for each square mile may be obtained by deducting twenty per cent. It is possible for each Southern State to have an average of only one white school for every sixteen square miles without resorting to the transportation of pupils or compelling any of the children to walk more than two and a half miles to school. Such a plan would reduce the number of white schools in Virainia to one-third the number now maintained. It would 20 [Facts About South p:rn mean only 3,000 white schools in ISTorth Carolina instead of the 5,300 now maintained. South Carolina, Georgia and Mississippi could reduce the number of their white schools to two-thirds the present number. Tennessee could reduce her white schools to one-half the number now maintained. Such a policy would add materially to the school funds of the re- maining schools ; it would enable the remaining schools to have at least two teachers, enabling a better organization and classification of the children, with a corresponding increase in the efficiency of the instruction attempted. But here again it must be said that the consolidation of the schools is largely in the hands of the people, who must be shown how wasteful of money and efficiency is the present policy of maintaining more schools than are necessary. Elsewhere in this book will be found some detailed statements showing the advantages of school consolidation. Such then are the fundamental problems with which patri- otic Southern people, who believe that the future of our country depends largely on the right education of all the children, must deal. Other phases and details of this prob- lem are given in the following pages. Educational Progress.] 21 PART I. Southern Population Statistics by States. CONTENTS I. Relation of white to negro population, 1900; population of towns and number ; percentage of population living in towns. II. Number and population of towns of South by States. III. White and colored population of 21 largest Southern cities, 1900. IV. Male population of voting age and illiteracy of same, 1900. V. Male population of voting age by races in 1900. VI. White voters and illiteracy of same, 1900. VII. Colored male persons of voting age and illiteracy of same, 1900. VIII. Native white illiterate votes by counties, 1900. IX. General illiteracy ten years of age and over by races, 1900. X. Illiteracy and density ot population, 1900. XI. Native white illiteracy, 1880-1900. XII. Colored illiteracy, 1880-1900. XIII. Decrease in native white and colored illiteracy, 1880-1900— Comparison. XIV. North Carolina population, 1870-1900— black and white— Com- parison. XV. General illiteracy in North Carolina and United States, 1870- 1900 — Comparison. XVI. Decrease of illiteracy in North Carolina and United States, 1880-1900 — Comparison. XVII. Sex illiteracy in North Carolina and United States, 1880-1900 — Comparison. XVill. Decrease of sex illiteracy in North Carolina and United States, 1880-1900 — Comparison. XIX. Decrease in school age illiteracy in North Carolina and United States, 1880-1900. XX. Some facts about Nortli Carolina population, 1900. XXI. Increase and decrease of illiteracy in United States, 1880-1900. XXII. Increase and decrease in percentage of illiteracy, 1880-1900— Comparison. XXIII. Population North Carolina and United States, 1700-1860. XXIV. Total population of the South and the percentage of the pop- ulation colored, 1790-1860. XXV. Illiteracy, 1850-1860 — North Carolina and United States. XXVI. Southern Illiteracy and illiteracy elsewhere, 1850-1860. 22 [Facts About Southern TABLE I. RELATION OF WHITE TO NEGRO POPULATION. Virginia North Carolina . South Carolina. , Georgia Florida Alabama Mississippi . . . . Louisiana Texas Arkansas Tennessee Total United States . 1,854,184 1,893,810 1,340,316 2,216,331 528,542 1,828,697 1,551,270 1,381,625 3,048,710 1,311,564 2,020,616 T87975,"665 76,303,387 o o 1,192,855 1.263,603 557,807 1,181,294 297,333 1,001,152 641,200 729,612 2,426,669 944,580 1,540,186 11,776,291 667990J88 661,329 630,207 782,509 1,035,037 231,209 827,545 910,070 652,013 622,041 366,984 480,430 77r99;374 8,840,789* a o" O bo «^ 35.7 33.3 58.4 46.7 43.7 45.3 58.7 47.2 20.4 28.0 23.8 40.1 12^ * Negroes, or persons of negro descent only. There were in the United States in 1900, 119,050 Chinese, 86,000 Japanese and 266,760 Indians, which, added to white and negro popuhition, makes a total of 76,303,387. It will be observed that, in 1900, 40.1 per cent, of all the people of the South were colored. The relation between white and colored population was, therefore, as 60 to 40. In other words, in 1900, there were 60 white people to 40 colored people in every 100 of the population of the South. Misisssippi and South Carolina are the only Southern States in which the colored population is in excess of the white pop- ulation. The school house is the foimtain head of happiness, prosperity and good government. Education makes people worth more to the State and to tliemselves. It makes eA'ery hand and every eye more strong and ac- curate. Someone has said it is cheaper to build school houses than jails. The first need of the State is the general diffusion of public education. — Gov. N. C. Blanchard, Louisiana. Educational Peogress.] 23 TABLE I— (Continued). POPULATION OF TOWNS AND NUMBER— PERCENTAGE OF POPULATION IN TOWNS. U ri 5 +^ Virginia North Carolina . South Carolina. Georgia Florida Alabama Mississippi .... Louisiana Texas Arkansas Tennessee Total United States . 156 347 202 375 92 203 240 103 196 185 104 "2^03 10.602 426,199 338,277 261,403 541,309 160,701 323,830 227,935 431,754 681,000 223,376 400.723 XO 16^567 35,849,516 -M O v.. o 23.0 17.9 19.5 24.4 30.4 17.7 14.7 31.2 22.3 17.0 19.8 2L6 •Not used in New England sense of township. It will be observed that only 21.9 per cent, of the popula- tion of the South live in incorporated tovnas, while 47.1 per cent, of the population of the country at large live in incor- porated towns. The country people of the South, therefore, compose 78.4 per cent, of the total Southern population, nearly SO out of every 100. This fact is significant in con- nection with the school problem, because it shows that nearly 80 out of every 100 school children among us live in the country districts and are dependent for education on the countrv schools. 24 [Facts About Southern TABLE II. NUMBER AND POPULATION OF THE TOWNS OF THE SOUTH BY STATES. Virginia North Carolina South Carolina . Georgia Florida . Alabama Mississippi . . . . Louisiana Texas Arkansas Tennessee Total . . . Aggregate 156 347 202 375 92 203 240 103 196 185 104 2,203 Popula- tion ^26,199 238,287 261,463 541,309 160,701 323,830 227,935 431,754 681,000 223,376 400,723 25,000 and 8,000&un- 4,000&un- over I der 25.000 I der 8,000 Popula- tion 4,016,567 21 Popula- tion 131,674 000,000 55,807 185,557 28,429 107,230 000,000 287,104 205,069 38,307 245,967 172^153 49 Popula- tion 1 140702f 96,537 44,363 60,212 50,700 26,476 41,049 27,282 138,793 33,056 23,942 682,476 33,534 55,482 56,941 64,918 8,285 48,742 41,005 32,890 111,064 19,033 15,968 92 487,862 TABLE II— (Continued). NUMBER AND POPULATION OF THE TOWNS OF THE SOUTH BY STATES. 2,500 and under 4,000 1,000 and under 2,500 Under 1,000 6 Popula- tion 6 ! Popula- % ' tion 6 Popula- tion Virginia 11 11 4 12 6 11 12 6 20 7 13 34,838 34,771 14,145 37,695 19,617 34.266 37,936 19,012 65,833 21,337 40,753 31 38 24 57 16 35 30 24 69 37 31 46,697 56,661 27,353 84,467 24,979 50,105 47,437 35,206 115,174 55,762 51,241 98 281 158 287 64 141 188 64 71 133 51 39,435 North Carolina South Carolina Georgia 94,836 52,854 110,460 Florida 28,691 Alabama 57,011 Mississippi Louisiana 60,463 30,260 Texas 45,067 Arkansas 55,881 Tennessee 22,843 Total 113 360,203 392 605,082 1,536 597,791 The above table shows the details as to the town population of the South in 1900, for each State. More than half of the whole number of incorporated towns of the South have less than 1,000 inhabitants. Educational Pkogress.] 25 TABLE III. WHITE AND COLORED POPULATION OF THE TWENTY=ONE LARGEST CITIES OF THE SOUTH IN 1900. Norfolk .... Richmond Charleston . Atlanta . . . . Augusta . . . Savannah . . Jacksonville Birmingham Mobile Montgomery New Orleans Dallas Fort Worth Galveston . . San Antonia Houston . . . Little Rock. Nashville . . . Memphis . . . Chattanooga Knoxville . . Total Total Population 46,624 85,050 55,807 89,872 39,441 54,244 28,429 38,415 38,469 30,346 287,104 42,638 26,688 37,789 53,321 44,633 38,307 80,865 102,320 30,154 32,637 ~X283,r53 White Population 2^^394^ 52,820 24,285 54,145 20,954 26,154 12,193 21,812 21,402 13,102 208,940 33,575 22,417 29,430 45,722 29,979 23,590 50,821 52,410 17,032 _ 25,278 ~ 8 12,461 Colored Populat'n 20723^ 32,230 31,522 35,727 18,487 28,190 16,236 16,583 17,067 17,244 78,158 9,063 4,271 8,359 7,599 14,654 14,717 30,044 49,910 13,122 7^359 470,692 ISTorth Carolina and Mississippi had no city in 1900 with a population of 25,000. Charleston, Savannah, Jacksonville and Montgomery have a larger colored than Avhite population. TABLE IV. MALE POPULATION OF VOTING AGE AND ILLITERACY OF THE SAME IN 1900. No. of voting age Illiterates Per ct. illiter- ate Viififinia 447,815 417.578 283.325 500,572 139.001 413.802 349.177 325.943 737,708 313.836 487,380 113,353 122,658 99,516 158,247 30,849 139,649 118,057 122,638 113.783 62,615 105,851 25 3 North Carolina South Carolina Georgia 29.4 35.1 316 Florida 02 1 Alabama 33.7 33 8 Mississippi Louisiana 37 6 Texas 15 4 Arkansas Tennessee 20.0 21.7 Total 4,417,037 1,187,216 27.7 United States 21,329,819 2,327,540 10.9 26 [Facts About Southern The above table shows that the South has only 20.7 per cent, of all persons over 21 years of age in the United States, while it has 51.0 per cent, of the male voting age illiteracy of the whole country. TABLE V. MALE POPULATION OF VOTING AGE BY RACES IN 1900. 1 ,,,, .^ ., Chinese, White Negro i Indian, etc. 1 1 Total Virginia 301,379 289,263 130,375 277,490 77,962 232,294 150,530 177,878 599,961 226,597 375,046 146,122 127,144 152,860 223,073 61.417 181,471 197,936 147,348 136,875 87,157 112,236 314 1,201 90 183 222 97 711 717 932 82 98 447,815 North Carolina South Carolina Georgia 417,508 283,325 500,752 139,601 413,862 Florida Alabama Mississippi 349,177 Loviisiana 325,943 737,768 Texas Arkansas 313,836 487,380 Te;inessee Total 2,838,751 1,573,639 4,647 4,417,037 United States 19,036,143 2,065,989 227,687* 21,329,819 ♦This number represents 103,006 Chinese males of voting age, 59,054 Japa- nese and 65,627 Indians. TABLE VL WHITE VOTERS AND ILLITERACY OF SAME IN 1900. Total Literate Illiterate Per cent, illiterate V > c2 . a Virsfinia 301,379 289,263 130,375 277,496 77,962 232,294 150,530 177,878 599.961 226,597 375,046 264,886 234,789 114,510 245,038 71,404 200,080 138,237 145,839 548,171 203,074 322,628 36,493 54,474 15.865 32,458 6,558 31,614 12,293 32,039 51,790 23,523 52,418 12.1 18.8 12.1 11.7 8.4 13.6 8.2 18.0 8.6 10.3 13.9 4 1 North (Carolina South Carolina Georgia 4.5 4.7 '1 '1- Florida 3 8 Alabama 44 Mississippi Louisiana 4.4 Texas Arkansas Tennessee 4.1 4.2 1 1 Total 2,838,751 2,489,226 349,525 12.3 4.2 United States 19,036,143 17,781,856 1,254,287 6.6 3.6 Note. — 27.9 per cent of all the illiterate white voters in the United States are in the South, while only 14.9 per cent, of the white voters of the covintrj^ are found there. Educational Progress.] 27 TABLE VII. COLORED MALE PERSONS OF VOTING AGE AND ILLITERACY OF SAME IN 1900. Total I^iterate Illiterate Per ct. illiter- ate Indians, etc. Virginia 146,122 127,114 152,860 223,073 61,417 181,471 197,936 147,348 136,875 87,157 112,236 69,358 59,625 69,242 97,363 37,246 73,474 92,605 57,086 75,131 48,103 58,840 76,764 67,489 83,618 125,710 24,171 107,897 105,331 90,262 61,744 39,054 63,396 52.5 53.1 54.7 56.3 39.3 59.5 53.2 61.2 45.1 44.8 47.5 314 North Carolina South Carolina Georgia 1,201 90 183 Florida 222 Ahibama 97 Mississippi 711 Louisiana 717 Texas 932 Arkansas 82 Tennessee 98 Total 1,573,639 738,073 835,566 53.1 4,647 United States 2,065,989 1,088,940 977,049 47.3 227,687 TABLE VIIL NATIVE WHITE ILLITERATE VOTERS IN 1900, BY COUNTIES. The native white illiterate voting population of the South in 1900 was as follows : Virginia. — Virginia had 290,294 native white voters, 35,- 327 of whom could not read and write, or a few more than twelve illiterate voters in every hundred. There were fifteen counties that had more than twenty native white illiterate voters in every hundred. These counties were Pittsylvania, Smyth, Wythe, Washington, Gloucester, C^arroll, Eranldin, Lee, Stafford, Dickinson, Russell, Patrick, Greene, Bu- chanan. jS^orth Carolina. — N^orth Carolina had 286,812 native white voters, 54,334 of whom could not read and write, or Note. — 76.2 per cent of the negro male population of voting age lives in the South and 85.5 per cent, of the illiterate negro male pop- ulation of voting age lives here. Indians, Chinese and Japanese are not included in the above percentage of illiteracy. 28 [Facts About Southern more tlian eighteen out of every hundred. There were forty- three counties in North Carolina in which there were more than twenty out of every hundred native white voters who could not read and write. Those counties were Hertford, Rockingham, Macon, Onslow, Lenoir, Montgomery, Dare, Harnett, Ashe, Davie, Martin, Davidson, Pitt, Watauga, Caldwell, Stanly, Camden, Cleveland, Tyrrell, Burke, Graham, Nash, Duplin, Wilson, Yadkin, Sampson, Polk, Clay, Cherokee, Johnston, Franklin, Haywood, Gates, Swain, Greene, Jackson, Madison, Mitchell, Person, Surry, Yancey, Wilkes and Stokes. South Carolina.— In 1900 South Carolina had 127,396 native white voters, of whom 15,711 were unable to read and write, or more than twelve in every hundred. The counties of Horry, Pickens and Chesterfield had more than twenty out of every hundred native white voters who could not read and write. Georgia. — In 1900 Georgia had 290,789 native white voters, of whom 32,082 were unable to read and to write, or more than eleven out of every hundred. The counties of Murray, Twiggs, Gilmer, Miller, Rabun, Dawson, Paulding, Glascock, Pickens, Fannin, Union and Lumpkin — -twelve counties — had more tlian twenty illiterate voters out of every hundred. Florida.^Iu 1900 Florida had 68,237 native white voters, of whom 5,666 were unable to read and to write, or more than eight out of every hundred. The counties of Tay- lor and Holmes each had more than twenty illiterate voters out of every hundred. Alabama.— In 1900 there were 224,212 native white voters in Alabama, 30,966 of whom could not read and write, or more than thirteen out of every hundred. There were eight counties which had more than twenty illiterate voters out of every hundred. Those counties were St. Clair, Win- ston, Franklin, Chilton, Cherokee, Cleburne, Coffee, Coving- ton. Educational Progress.] 29 Mississippi. — There were, in 1900, 145,815 native white voters in Mississippi, 11,846 of whom could not read and write, or more than eight out of every hundred. Hancock county was the only county that had more than twenty illiter- ate voters out of every hundred. Louisiana. — In 1900 there were 152,538 native white voters in Louisiana, 25,801 of whom could not read and write, or more than sixteen out of every hundred. There were twenty-one parishes which had more than twenty illit- erate voters out of every hundred. Those parishes were Liv- ingston, Pointe Coupee, Plaquemines, Iberia, St. John, St. Bernard, St. James, St. Mary, Ascension, Cameron, Avoy- elles, St. Charles, Acadia, Lafayette, St. Landry, St. Martin, Assumption, Terrebonne, Jefferson, Lafourche and Ver- milion. Texas. — In 1900 Texas had 514,188 native white voters, of whom 30,017 were unable to read and write, or nearly six out of every hundred. The counties of Refugio, Zavalla, Wilson, Uvalde, Dimmit, Live Oak, McMullen, Bee, Frio, Karnes, Jeif Davis, Atascosa, El Paso, Valverde, Brewster, Kinney, Nueces, Maverick, San Patricio, Pecos, Ward, La Salle, Reeves, Zapata, Presidio, Duval, Webb, Cameron, Starr, Hidalgo — thirty counties — had more than twenty illit- erate voters out of every hundred. Arkansas. — In 1900 Arkansas had 218,319 native white voters, of whom 22,995 were unable to read and to write, or more than ten out of every hundred. The counties of Ran- dolph and Newton had more than twenty illiterate voters out of every hundred. Tennessee. — In 1900 Tennessee had 365,537 native white voters, 51,688 of whom could not read and write, or more than fourteen illiterate voters out of every hundred. The following twenty-nine counties had more than, twenty illiterate voters out of every hundred : Scott, Grundy, Clai- borne, Meigs, Bledsoe, Lewis, Polk, Van Buren, Benton, Campbell, Union, Marion, Anderson, Clay, Sevier, Jackson, 30 [Facts About Southern Monroe, Morgan, Hancock, Grainger, Unicoi, Cocke, Perry, Pickett, Hawkins, Macon, Fentress, Johnson and Carter. TABLE IX. GENERAL ILLITERACY IN 1900 BY RACES. O "D C -3 , 6. 1-1 C U u M M « « a-s 0--S +j U •*-• o (S t.- ca ;_ cd bt ci M 3 ° 3 ° fe « S: « 'x.-- P. en v. D. to u *- V- ?•- s" o i- u U 1- u DO £ •5 C a ,... f >>_ ^. „ Out. u"!^ al a "^ u -a .t; cs K " c! <^ C8 " c c 6t c c he V > V- " r; T-( rt D T-( s C >. iJ ■,'. D 3 5 H Z A (X, i ■ Virginia . . . 1,854.184 885,037 478,921 98,160 213,960 11.1 44.6 N. Carolina. 1,893,810 904,978 437,691 175,907 210,344 19.5 47.6 S. Carolina. 1,340,316 404,860 537,398 54,719 283,940 13.6 52.8 Georgia . . . 2,216,331 853,029 724,096 101,264 379,156 11.9 52.3 Florida . . . 528,.542 216,510 168,586 19,184 65,101 8.6 38.5 Alabama . . 1.828,697 714,883 589,629 104,8S3 338,707 14.8 37.4 Mississippi 1,551,270 458,467 638,646 36,844 314,617 8.0 49.1 Louisiana . 1.381,625 524,753 464,598 96,551 284,594 17.3 01.1 Texas 3,048,710 1,725,030 437,610 146,487 167,531 6.1 38.2 Arkansas . . 1,311,564 670,406 263,808 77,160 113,495 11.6 43.0 Tennessee . . 2,020,616 1,125,968 8,48"3,944 354,833 5;095>16 159,086 1,070,24"5 147,844 2,519;249 14.2 12:6 41.6 Total . . 18,975,665 49.4 U. S 76,303,387 51,250,918 6,425,581 3,209,605 3,027,252 6.3 47.1 The Sonth has twice as large a percentage of white illiter- acy as the country at large. TABLE X. TOTAL ILLITERACY AND DENSITY OF POPULATION IN 1900. O ci 'X^ 5 S .ss Virginia North Carolina . Soiith Carolina. Georgia Florida Alabama Mississippi Louisiana Texas . . '. Arkansas Tennessee United States . 312,120 386,251 338,659 480,420 84,285 443,590 351.461 381,145 314,018 190,655 306.930 22.9 28.7 35.9 30.5 21.9 34.0 32.0 38.5 14.5 20.4 20.7 6,246,857 10.7 1,854. 1,893. 1,340, 2.216. 528. 1,828, 1,551. 1,381. 3,048. 1,311. 2,020 184 810 316 331 542 697 270 625 ,710 564 ,616 46.2 39.0 44.4 37.6 9.7 35.5 33.5 30.4 11.6 24.7 48.4 76,303.387 25.6 40,125 48,580 30,170 58,980 54,240 51,540 46.340 45,420 262,290 53,045 41,750 2,325 3.670 400 495 4,440 710 470 3,300 3,490 805 300 2,970,038*155,562 •Alaska and Hawaii not included. Educational Pkogkess.] 31 TABLE XL NATIVE WHITE ILLITERACY IN THE SOUTH— 1880=1900. Table showing the number of white illiterates ten years of age and over, 1880-1900, and a decrease in percentage. O b« C Virginia ISforth Carolina . Soutli Carolina. Georgia Florida Tennessee Alabama Mississippi . . . . Louisiana Texas Arkansas 866 900 399 841 197 1,108 700 450 474 1,554 656 ,295 664 ,540 ,200 ,973 ,629 .823 952 621 994 ,438 13 3 c o V u « > V O m5 ■a ca ffl ri -M 1-1 n1 a . ill U +J CS U 5J 0, Mo ™ 00 ^ o c 96,117 175,645 54,375 100,431 17,039 157,396 103,570 36,038 82,227 95,006 76.036 11.1 19.5 13.6 11.9 8.6 14.2 14.8 8.0 17.3 6.1 11.6 616,314 605,244 265,356 553,769 91,749 774,411 443,327 319,385 268,600 707,969 384,060 S-2bio S 3 OlH 113,915 191,913 59,415 128,362 19,024 214,994 111,040 52,910 53,261 97,498 97.990 2oo 18.5 31.7 22.4 23.2 20.7 27.8 25.0 16.6 19.8 13.9 25.5 7.4 12.2 8.8 11.3 12.1 13.6 10.2 8.6 2.5 7.8 13.9 The foreign white population of the South is very small. If it were added to the above figures the result would not be materially changed. TABLE XIL COLORED ILLITERACY IN THE SOUTH-1880=1900. Table showing the number of negro illiterates ten years of age and over, 1880-1900, and the decrease in percentage. Virginia North Carolina . South Carolina . Georgia Florida Alabama Mississippi . . . Texas Arkansas Tennessee Louisiana c5 .2 ii -S be 0.° = o 'f^ no > 478 441 537 724 168 589 640 438 263 354 465 464 ,756 ,542 .305 ,980 ,820 424 ,883 923 980 ,611 O.0; 2 "c cJ ' u u ; bf) >■'' '-I o C r1 ' •:: 3 cS 2a cS't-oO u'^ C ■^ °H bD '^ w d/O > C H " u ii CO "S o q y s% ter lati gea bflC C Or-t tS S 3 CS ■/. «'^ ^x 213,960 210.344 283,940 379,156 65,101 338,707 314.617 167,531 113.495 147,844 284,594 44.6 47.6 52.8 52.3 38.5 57.4 49.1 38.2 43.0 41.6 61.1 428,450 351.145 394,750 479.863 85,513 399,058 425,397 225,265 137.971 271.386 328,153 315,666 271,943 310,071 391,482 60.420 321,680 319.753 192,520 103,473 194.495 259,429 73.7 77.4 78.5 81.6 70.7 80.6' 75.2 75.4 75.0 71.7 79.1 to a> . •a >, u o bfid si '-' 29,1 29.8 25.7 29.3 32.2 23.2 26.1 37.2 32.0 30.1 18.0 32 [Facts About Southern A COMPARISON. In the twenty years, 1880-1900, white illiteracy in Vir- ginia decreased 7.4 per cent., while negro illiteracy during the same period decreased 29.1 per cent. During the same period North Carolina decreased her white illiteracy 12.2 per cent, and her negro illiteracy 29.8 per cent. ; South Carolina decreased her white illiteracy 8.8 per cent, and her negro illiteracy 25. 7 per cent. ; Georgia decreased her white illiteracy 11.3 per cent, and her negro illiteracy 29.3 per cent. ; Florida decreased her white illiter- acy 12.1 per cent, and her negro illiteracy 32.2 per cent; Tennessee decreased her white illiteracy 13.6 per cent, and her negro illiteracy 30.1 per cent. ; Alabama decreased her white illiteracy 10.2 per cent, and her negro illiteracy 23.2 per cent.; Mississippi decreased her white illiteracy 8.6 per cent, and her negro illiteracy 26.1 per cent. ; Louisiana de- creased her white illiteracy 2.5 per cent, and her negro illit- eracy 18 per cent. ; Texas decreased her white illiteracy 7.8 per cent, and her negro illiteracy 37.2 per cent. ; Arkansas decreased her white illiteracy 13.9 per cent, and her negro illiteracy 32 per cent. The three Southern States making the largest decrease in white illiteracy were Arkansas, 13.9 per cent. ; Tennessee, 13.6 per cent., and l^orth Carolina, 12.2 per cent. The three Southern States making the largest decrease in negro illit- eracy during the last twenty years were Texas, 37.2 per cent. ; Florida, 32.2 per cent., and Arkansas 32 per cent. The three Southern States making the smallest decrease in negro illiteracy were Louisiana, 18 per cent. ; South Carolina, 25.7 per cent., and Alabama, 23.2 per cent. Educational, Progress.] 33 TABLE XIII. DECREASE IN NATIVE WHITE AND COLORED ILLITERACY, 1880=1900— A COMPARISON. >-t; I U 1 1 U tn .■ti " Ss .C "■ ^•?;o c'co teO u oO u o O 6C-S ^ M-i^iS $t^ ^rt"^ «^ ^ B 3 Oi B'S tT « 'r, 4; o -M ^ u U ;^ o;::; d (J u o K Q Decrease a V V u o o Oh Total illiterates 10 to 20, inclusive White 68,382 25,979 42,403 39.4 34.3 43.3 736,552 513,568 222,984 35.7 53.3 Colored 20.7 Xotwithstanding the above record, it will be observed that, in 1900, 27.6 per cent, of the white illiterate population of North Carolina ten years of age and over was composed of persons between the ages of ten and twenty-one, and that 26.3 per cent, of the colored illiterate population ten years of age and over was composed of persons between the ages of ten and twenty-one. It will be seen, therefore, that Xorth Carolina could, in ten years, reduce her illiternte popula- tion at least one-fourth if she could get all the illiterate children between the ages of 10 and 20 into her public schools. It is certainly a sad fact that one-fourth of the present illiteracy in jSTorth Carolina could be reached by the schools and yet it is safe to say it is not being reached to any appreciable extent. The above figures are typical of what is true of the entire South, as can be seeii from the preceding table. The educated man differs from the uneducated as the living diflFers from the dead. — Aristotle. 38 [Facts About SouTiiEitN TABLE XX. SOME FACTS ABOUT NORTH CAROLINA POPULATION, 1900. 1. In 1900 North Carolina had 347 incorporated to^\Tis, but only 338,277 persons resided in those towns. As many as 281 of those towns had less than 1,000 inhabitants each. 2. In 1900 only 17.9 per cent, of the population of the State resided in towns, which means that 82.1 per cent, of the population was wholly rural. 3. In 1900 Xorth Carolina had no town of 25,000 inhab- itants. She had only seven towns with a population larger than 8,000. These seven toAvns had an aggregate population of 96,537 only. 4. In the entire South only 21.6 per cent, of the popula- tion resided in its 2,203 incorporated toAvns, while in the country at large 47.1 per cent, of the population resided in its 10,602 incorporated towns in 1900. 5. In 1900, in the entire South, there were only twenty- one to'wms having a population of 25,000 and over. Missis- sippi and Xorth Carolina had no such toAvns. In the entire Soutli there were only forty-nine other towns with a popula- tion over 8,000. 6. In 1900 Xorth Carolina had fmly thirty-nine people for each square mile of territory. She has a land area of 48,580 square miles and a water area of 3,670 square miles. In the entire South the population for each square mile in 1900 was only 25.6. The above facts render the problem of universal education a most difficult one, taking no consideration of the suiall per capita wealth in proportion to the number of children to be educated, and the double school system for the two races. Educational Progress.] 39 TABLE XXI. INCREASE AND DECREASE OF ILLITERACY IN THE UNITED STATES-1880=1900. 1. The following States and Territories, from 1880 to 1900, increased tlieir number of illiterates ten years of age and over, and some of them increased their percentage of illiteracv. Illiterates Illiterates T-nnrpctse- in 1880 in 1900 lo'^'^^^se Maine New Hampsliire. Vermont Massachusetts . Rhode Island. . . Connecticut . . . . New York New Jersey Pennsylvania . . Florida Illinois Michigan Wisconsin Minnesota Nebraska Alabama Louisiana Montana Wyoming Colorado Arizona Nevada Idaho Washington . . . . Oregon California 22,170 29,060 6,890 14,302 21,075 6,773 15,837 16,247 410 92,980 134,043 41,063 24,793 29,004 4,211 28,424 42,973 14,569 219,600 318,100 98,500 53,249 86,658 33,409 228,014 299,376 71,362 80,183 84,285 4,102 145,397 157,958 12,561 63,723 80,482 16,759 55,558 73,779 18,221 34,546 52,946 18,400 11,528 17,997 6,469 433,447 443,590 10,143 318,380 381,145 62,765 1,707 11,675 9,968 556 2,878 2,322 10,474 17,779 7,305 5,842 27,307 21,465 4,069 4.645 576 1,778 5,505 3,727 3,889 12,740 8,851 7,423 10,686 3,263 53,430 58,959 5,529 Total increase 1880-1900 489,613 2. The following States and Territories have increased their })ercentage of illiteracy since 1880 : Maine Connecticut . . . . Montana Wyoming Arizona Nevada New Hampshire . from 4.3% in from 5.7% in from 5.3% in from 3.4% in from 17.7% in from 8.0% in from 5.0% in 1880 to 1880 to 1880 to 6.1% 1880 to 4.0% 1880 to 29.0% 5.1% in 1900 5.9% in 1900 in 1900 in 1900 in 1900 1880 to 13.3% in 1900 1880 to 6.2% in 1900 40 [Facts About Southern TABLE XXII. INCREASE AND DECREASE IN PERCENTAGE OF ILLITERACY, 1880=1900. The following table shows the decrease and increase in percentage of illiteracy, 1880-1900, for the principal States and Territories: . Per cent in- crease or decrease .8 increase Maine New Hampshire .... Vermont Massachusetts Rliode Island Connecticut New York New Jersey Pennsylvania Delaware Maryland District of Columbia Virginia W. Virginia North Carolina South ( 'arolina Georgia Florida Ohio Indiana Illinois Michigan Wisconsin Minnesota Iowa Missouri Nebraska Kansas Kentucky Tennessee Alabama Mississippi Louisiana Texas Arkansas Montana Wyoming Colorado New Mexico Arizona Utah Nevada Idaho Washington Oregon California United States 1880 1900 4.3 5.1 5.0 6.2 6.0 5.8 6.5 5.9 11.2 8.4 5.7 5.9 5.5 5.5 6.2 5.9 7.1 6.1 17.5 12.0 19.3 11.1 18.8 8.6 40.6 22.9 19.9 11.4 48.3 28.7 55.4 35.9 49.9 30.5 43.4 21.9 5.5 4.0 7.5 4.6 6.4 4.2 5.2 4.2 5.8 4.7 6.2 4.1 3.9 2.3 13.4 6.4 3.6 2.3 5.6 2.9 29.9 16.5 38.7 20.7 50.9 34.0 49.5 32.0 49.1 38.5 29.7 14.5 38.0 20.4 5.3 6.1 3.4 4.0 6.6 4.2 65.0 33.2 17.7 29.0 9.1 3.1 8.0 13.3 7.1 4.6 7.0 3.1 5.7 3.3 7.8 4.8 17.0 10.7 1.2 .2 .6 2.8 .2 .0 .3 1.0 5.5 8.2 10.2 17.7 8.5 19.6 19.5 19.4 21.5 1.5 2.9 2.2 1.0 1.1 2.1 1.6 7.0 1.3 2.7 13.4 18.0 16.9 17.5 10.6 15.2 17.6 increase decrease decrease decrease increase decrease decrease decrease decrease decrease decrease decrease decrease decrease decrease decrease decrease decrease decrease decrease decrease decrease decrease decrease decrease decrease decrease decrease decrease decrease decrease decrease decrease decrease .8 increase .6 2.4 31.8 11.3 6.0 5.3 2.5 3.9 2.4 3.0 6.3 increase decrease decrease increase decrease increase decrease decrease decrease decrease decrease Educational Pkogeess.] 41 TABLE XXVI. POPULATION 1790=1860-NORTH CAROLINA AND UNITED STATES. • North Carolina, 1790 United States, 1790 Total population 393,751 288,204 100,572 4,975 3 73.19% 3,929,827 Whites 3,172,464 697,897 Free negroes 59,466 Rank of North Carolina Proportion white 80.7 1800 1800 Total population 478,103 337,764 133,296 7,043 4 70.65% 5,305,925 Whites 4,304,489 Slaves 893,041 Free negroes 108,395 Rank of North Carolina Proportion white 81.1 ISIO 1 1810 Total population 555,500 376,410 168,824 10,266 4 67.76% 7,239,814 5,862,004 Whites . . Slaves 1,191,364 Free negroes 186,446 Rank of North Carolina Proportion white 80.9 1820 1820 Total population Whites 638,829 419,200 205,017 14,612 4 65.62% 9,638,131 7,861,937 Slaves 1,538,038 Free neo'roes 233,524 Rank of North Carolina Proportion white 81.6 1830 ' 1830 Total population Whites Slaves . ■. 737,987 478,843 245,601 19,543 5 64.07% 12,866,020 10,537,378 2,009,043 Free negroes 319,599 Rank of North Carolina Proportion white 81.9 1840 184© Total population 753,419 484,870 245,817 22.732 7 64.36% 17,069,453 Whites 14,195,695 Slaves 2,487,455 386,303 Free negroes Rank of North Carolina Proportion white 83.1 42 [Facts About Southern Total population Whites Slaves Free negroes Rank of North Carolina Proportion white Total population Whites slaves Free negroes Indians, etc Rank of North Carolina. Proportion white 1850 869,039 553,028 288,548 27,463 10 63.64% 23,191,876 19,553,068 3,204,313 434,495 84.3 I860 1860 992,622 629,942 331,059 30,463 1,158 12 63.46% 31,443,321 26,922,537 3.953,760 488,070 78,954 85.6 The following table shows the above facts for each South- ern State. By subtracting the percentage of the population colored for each census jear, the proportion of the popula- tion white may be ascertained. TABLE XXVII. TOTAL POPULATION OF THE SOUTH AND PERCENTAGE OF THE POPULATION COLORED— 1790=1860. STATES Virginia North Carolina . South Carolina. Georgia Florida Alabama Mississippi . . . . Louisiana Texas Arkansas Tennessee United States. . 748,308 880,200 974,622 1,065,379 40.9 41.5 43.4 43.3 393,751 478,103 555,500 638,829 26.8 29.3 32.2 34.3 249,073 345,591 415,115 502,741 43.7 43.2 48.4 52.7 82.-548 162,101 252,433 340,987 35.9 37.2 42.3 44.4 127,901 33.1 8.850 40,352 75,448 41.4 42.9 44.1 76,556 153,407 55.1 52.1 14,273 11.8 35.791 105,602 261,727 422,813 10.5 13.1 17.5 19.6 3.929,827 5,305,925 7,239,814 9,638,131 19.3 18.9 19.1 18.4 Educational Pkogress.] 43 STATES Virginia North Carolina . . . South Carolina . . . Georgia Florida Alabama Mssissippi Louisiana Texas Arkansas Tennessee United States 1830 1840 1,211,405 42.6 737,987 35.9 581,185 55.6 516,823 42.5 34,730 47.0 309,527 38.4 130,621 48.4 215,739 58.5 1,239.797 40.2 753.419 35.6 594,398 56.4 691,39-: 41.0 54,477 48.7 590,756 43.2 375,651 52.3 352,411 55.0 30,388 97,574 15.5 20.9 681.904 829,210 21.4 22.7 12,866,020 17,069,453 18.1 16.9 I860 1,421,661 37.0 869,039 36.3 668,507 58.9 906,185 42.4 87,445 46.0 771,623 44.7 606,526 51.2 517,762 50.6 212,592 27.5 299,897 22.7 1,002,717 24.5 23,191,876 15.7 1,596,318 34.4 992,622 36.5 703,708 58.6 1,057,286 44.1 140,424 44.6 964,201 45.4 791,305 55.3 708,002 49.6 604,215 30.4 435,450 25.6 1,109,801 25.5 31,443,321 14.4 It will be observed that in 1860 the colored population was largely a slave population and reckoned as personal prop- erty. A large part of the wealth of the South was invested in slaves in 1860, which may be seen by reference to Part III. BLACKSTONE ON EDUCATION. The last duty of parents to their children is that of giving them an education, suitable to their situation in life; a duty pointed out by reason of the greatest importance. For as Puffendorf well observed, it is not easy to imagine or allow that a parent has conferred any consid- erable benefit upon his child by bringing him into the world; if he afterwards entirely neglects to culture his education, and suffer him to grow up like a mere beast to lead a life useless to others and shameless to himself. Yet the municipal laws of most countries seem to be de- fective on this point, by not constraining the parent to bestow a proper education upon his children. Perhaps they thought it punishment enough to leave the parent, who neglected the instruction of his family, to labor under those griefs and inconveniences which his family so un- instructed will be sure to bring upon him. — Sir William Blackstone. 44: [Facts About Southern TABLE XXVIII. ILLITERACY, 1850=1860-NORTH CAROLINA AND UNITED STATES. North Carolina, 1850 United States, IS.'O Free population 20 years of age and over Total illiterates 20 years of age and over Illiterate white males Illiterate white females Illiterate free negroes Percentage illiterate Free population 20 years of age and over Total illiterates 20 years of age and over White males Wliite females Free negi'oes Percentage illiterate 263,972 80,423 26,239 47,327 6,857 30.4 I860 308,895 74,977 26,024 42,104 6,849 24.2 9,641,157 1,053,420 389,664 573,234 90,522 11.0 I860 13,569,985 1,218,311 467,023 659,552 91,736 The excess of female over white male illiterates in the above table is especially noticeable, as well as the decrease in white illiterates in North Carolina during the ten years covered by the table. This ten years was the period of the greatest development of public education in North Carolina prior to the Civil War. JEFFERSONIAN DEMOCRACY. If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be. No other sure foundation can be devised for the preservation of free- dom and happiness. Preach a crusade against ignorance. Educate and inform the whole mass of the people. — Thomas Jefferson. Educational Progress.] 45 TABLE XXIX. SOUTHERN ILLITERACY AND ILLITERACY ELSEWHERE, 1850=1860. btoo CSri (fi o w ^ ;-, o Virginia North Carolina . South Carolina. Georgia Florida Alabama Mississippi . . . . Louisiana Texas Arkansas Tennessee Maine New Hampshire Connecticut . . . Massachusetts . New York Pennsylvania . . Delaware Ohio Rhode Island . . Vermont Missouri Maryland Indiana United States . . 438.966 263,972 129,350 219,164 21,747 179,500 123,711 143,085 68,358 05,097 319,121 294,172 180,554 213,662 573,907 ,640,379 ,123,623 42,408 902.736 83,836 167,824 258,670 247,053 416,790 ,641,157 88,520 80,423 16,564 41,667 4,129 33,992 13,528 24,610 10,583 16,935 78,619 6,282 3,009 5,306 28,345 98,722 76,272 10,181 66,020 3,607 6.240 36,778 41,877 72,710 1,053,420 20.1 30.4 12.8 19.0 18.9 18.9 10.9 17.1 15.4 26.0 24.6 2.1 1.6 2.4 4.9 6.0 6.7 24.0 7.3 4.3 3.7 14.2 16.9 17.4 II.O 86,452 74,977 16,208 44,257 5,461 38,060 15,636 19,010 18,476 23,665 72,054 8,598 4,717 8,833 46,921 121,878 81,515 13,169 64,828 6,112 R,916 60,545 37,518 62,716 1,218,311 46 [Facts About Southern PART II. Important Constitutional Provisions Relating to Public Education and a Summary of School Taxation Laws. Evei-y liuman being has a claim to a judicious development of his faculties by those to whom the care of infancy is confided. — Pestalozzi. No right minded man can fail to believe in the justice as well as the wisdom of the policy of training for all classes who constitute the body of our citizenship. — Edwin A. Alderman. IMPORTANT CONSTITUTIONAL PROVISIONS RELATING TO PUBLIC EDUCATION. The support of public education now required by the con- stitutions of the several Southern States is contained in the following provisions : \'iiiGixiA. — The General Assembly shall levy a State capitation tax of, and not exceeding, one dollar and fifty cents per annum on every male resident of the State not less than twenty-one years of age . . . ; one dollar of which shall be applied exclusively in aid of public free schools. The General Assembly may authorize the board of supervisors of any county, or the council of any town or city, to levy an additional capitation tax not exceeding one dollar per annum on every such resident within its limits, which shall be applied in aid of the public schools of such county, city or town . . . The General Assembly shall apply the annual interest on the literary fund ; that portion of the capitation tax provided for in the constitution to be paid into the State treasury, and Education' AL Peogresss.] 47 not returnable to the counties and cities ; and an annual tax on property of not less than one nor more than five mills on the dollar to the schools of the primary and g-rammar grades, for the equal benefit of the people of the State, to be ap- portioned on a basis of school population, the number of children between the ages of seven and twenty years in each school district to be the basis of such apportionment . . . Each county, city, town, if the same be a separate school district, and school district is authorized to raise additional sums by a tax on property, not to exceed in the aggregate five mills on the dollar in any one year, to be apportioned and ex- pended by the local school authorities of said counties, cities, to^vms and districts in establishing and maintaining such schools as in their judgment the public welfare may require: Provided, That such primary schools as may be established in any year shall be inaintained at least four months of that school year before any part of the fund assessed and collected may be devoted to the establishment of schools of higher grade . . . XoiiTTi CAROLijfA. — The General Assembly, at its first session under the constitution, shall provide by taxation, and otherwise, for a general and uniform system of public schools, wherein tuition shall be free of charge to all the children of the State between the ages of six and twenty-one years. And the children of the white race and the children of the colored race shall be taught in separate public schools ; but there shall be no discrimination in favor of, or to the prejudice of, either race. Each county of the State shall be divided into a conven- ient number of districts, in which one or more public schools shall be maintained at least four months in every year, and if the commissioners of any county shall fail to comply with the aforesaid requirements of this section they shall be liable to indictment. The proceeds of all lands that have been or hereafter may be granted by the United State to this State, and not other- 48 [Facts About Southern wise appropriated hj this State or the United States ; also, all moneys, stocks, bonds and other property, now belonging to any State fund for the purposes of education ; also, the net proceeds of all sales of the swamp lands belonging to the State and all other grants, gifts or devises, that have been or hereafter may be made to the State, and not otherwise appro- priated by the State, or by the terms of the grant, gift or devise, shall be paid into the State treasury; and, together with so much of the ordinary revenue of the State as may be by law set apart for that purpose, shall be faithfully appro- priated for establishing and maintaining in this State a sys- tem of free public schools, and for no other uses or purposes whatsoever. All moneys, stocks, bonds and other property belonging to a county school fund ; also, the net proceeds from the sale of estrays ; also, the clear proceeds of all penalties and for- feitures, and of all fines collected in the several counties for any breach of the penal or military laws of the State ; and all moneys which shall be paid by persons as an equivalent for exemption from military duty, shall belong to and remain in the several counties, and shall be faithfully appropriated for establishing and maintaining free public schools in the sev- eral counties in this State : Provided, That the amount col- lected in each county shall be annually reported to the Su- perintendent of Public Instruction. South Cakolina. — The salaries of the State and county school officers and compensation of county treasurers for collecting and disbursing school moneys shall not be paid out of the school funds, but shall be otherwise provided for by the General Assembly. The General Assembly shall provide for a liberal system of free public schools for all children between the ages of six and twenty-one years . . . The existing county boards of commissioners of the several counties, or such officer or officers as may hereafter be vested with the same or similar powers and duties, shall levy an annual tax of three mills on Educational Pkogeess.] 49 the dollar upon all the taxable property in their respective counties, which tax shall be collected at the same time and bj the same officers as other taxes . . . ; and the said fund shall be apportioned among the school districts of the county in proportion to the number of pupils enrolled in the public schools of the respective districts* . . . There shall be assessed on all taxable polls in the State between the ages of twenty-one and sixty years (excepting Confederate soldiers above the age of fifty years) an annual tax of one dollar on each poll, the proceeds of which tax shall be expended for school purposes in the several school districts in which it is collected . . . And from and after the thirty-first day of December, in the year 1S9S, the General Assembly shall cause to be levied annually on all the taxable property of the State, such a tax, in addition to the said tax levied by the said county boards of commissioners, or similar officers, and poll tax above provided, as may be necessary to keep the schools open throughout the State for such length of time in each scholastic je^ir as the General Assembly may prescribe . . . Any school district may, by the authority of the Gen- eral Assembly, levy an additional tax for the support of its schools . . . All the net income to be derived by the State from the sale or license for the sale of spirituous, malt, vin- ous and intoxicating liquors and beverages, not including so much thereof as is now or may hereafter be allowed by law to go to the counties and municipal corporations of the State, shall be applied annually in the aid of the supplementary taxes provided for in the sixth section of this article ; and, if after said application there should be a surplus, it shall be devoted to public school purposes . . . Georgia. — There shall be a thorough system of common schools for the education of children in the elementary branches of an English education only, as nearly uniform as practicable, the expenses of which shall be provided for by taxation, or otherwise. The schools shall be free to all 50 [Facts About Southern ' children of the State, but separate schools shall be provided' for the white and colored races. ' The poll tax, any educational fund now belonging to the State (except the endowment, and debt due to, the Univer- sity of Georgia), a special tax on shows and exhibitions, and on the sale of spirituous and malt liquors, which the General Assembly is hereby authorized to assess, and the proceeds of any commutation tax for military service, and all taxes that may be assessed on such domestic animals as, from their na- ture and habits, are destructive to other property, are hereby set apart and devoted for the support of common schools. Authority may be granted to counties and school districts upon the recommendation of the grand jury, and to school dis- tricts and municipal corporations upon the recommendation of the corporate authority, to establish and maintain public schools in their respective limits, by local taxation ; but no such local laws shall take effect until the same shall have been submitted to a vote of the qualified voters in each county, district or municipal corporation, and approved by a tM^o- thirds A'ote of the persons voting at such election ; and the General Assembly may prescribe who shall vote on such question. Florida. — Each county shall be required to assess and collect annually for the support of free schools therein a tax of not less than three mills nor more than seven mills on the dollar of all taxable property in the same. The county school fund shall consist, in addition to the tax provided for in section eight of this article, of the proportion of the interest of the State school fund and of the one mill State tax apportionment to the county; the net proceeds of all fines collected under the penal laws of the State within the county; all capitation taxes collected within the county; and shall be disbursed by the county board of public instruc- tion solely for the maintenance and support of public free schools. A special tax of one mill on the dollar of all taxable prop- Educational Peogkess.J 51 ertj in the State, in addition to the other means provided, shall be levied and apportioned annnallv for the support and maintenance of j)ublic free schools. The Legislature may provide for the division of any county or counties into convenient school districts; and for the election biennially of three school trustees, who shall hold their office for two years, and who shall have supervi- sion of all the schools within the district ; and for the levying and collection of a district school tax, for the exclusive use of public free schools within the district, whenever a majority of the qualified electors thereof that pay a tax on real, or personal property shall vote in favor of such levy; Pro- vided, That any tax authorized by this section shall not ex- ceed three mills on the dollar in any one year on the taxable property of the district. Any incorporated town or city may constitute a school dis- trict. The fund raised by section ten may be expended in the district where levied for building or repairing school houses, for the purchase of school libraries and text books, for sal- aries of teachers, or other educational purposes, so that the distribution among all the schools of the district be equitable. Alabainia. — The Legislature shall establish, organize and maintain a liberal system of public schools throughout the State for the benefit of the children thereof between the ages of seven and tM^enty-one years. The public school fund shall be apportioned to the several counties in proportion to the number of children of school age therein, and shall be so apportioned to the schools in the districts or to^^^lships in the county as to provide, as nearly as practicable, school terms of equal duration in such school districts or townships. Sepa- rate schools shall be provided for white and colored children, and no child of either race shall be permitted to attend a school of the other race. The principal of all funds arising from the sale or other disposition of lands and other property, .which has been or may hereafter be granted or entrusted to this State, or given 52 [Facts About Southern by the United States for educational purposes, shall be pre- served inviolate and undiminished ; and the income arising therefrom shall be faithfully applied to the specific object of the original grants or appropriations. All lands or other property given by individuals, or appropriated by the State for educational purposes, and all estates of deceased persons who die without leaving a will or heir shall be faithfully applied to the maintenance of the public schools. All poll taxes collected in this State shall be applied to the support of the public schools in the respective counties where col- lected. The income arising from the sixteenth section trust fund, the surplus revenue fund, until it is called for by the United States government, and the funds enumerated in Sections 257 and 258 of this constitution, together with a special annual tax of thirty cents on each one hundred dollars of taxable property in this State, which the Legislature shall levy, shall be applied to the support and maintenance of the public schools and it shall be the duty of the Legislature to increase the public school fund from time to time, as the necessity therefor and the condition of the treasury and the resources of the State may justify : Provided, That nothing herein con- tained shall be so construed as to authorize the Legislature to levy in any one year a greater rate of State taxation for all purposes, including schools, than sixty-five cents on each one hundred dollars worth of taxable property . . . Not more than four per cent, of all moneys raised, or which may hereafter be appropriated for the support of pub- lic schools, shall be used or expended otherwise than for the payment of teachers employed in such schools: Provided, That the Legislature may, by a vote of two-thirds of each house, suspend the operation of this section . . . The several counties of this State shall have power to levy and collect a special tax not exceeding ten cents on each one hundred dollars of taxable property in such counties, for the su])port of public schools : Provided, That the rate of such Educational Progress,] 53 tax, the time it is to continue, and the purpose thereof, shall have been first submitted to a vote of the qualified electors of the county, and voted for by three-fifths of those voting at such election ; but the rate of such special tax shall not in- crease the rate of taxation, State and county combined, in any one year, to more than one dollar and twenty-five cents on each one hundred dollars of taxable property ; excluding, how- ever, all special county taxes for public buildings, roads, bridges and the payment of debts existing at the ratification of the constitution of 1S75. The funds arising from such special school tax shall be so apportioned and paid through the proper school officials to the several schools in the town- ships and districts in the county that the school terms of the respective schools shall be extended by such supplement as nearly the same length of time as practicable: Provided, That this section shall not a^^ply to the cities of Decatur, New Decatur and Cullmnn . . . JMississipPi. — It shall be the duty of the Legislature to encourage, by all suitable means, the promotion of intellec- tual, scientific, moral and agricultural improvement, by estab- lishing a uniform system of free public schools, by taxation or otherwise, for all the children between the ages of five and twenty-one years, and, as soon as practicable, to establish schools of higher grade. A public school shall be maintained in each school district in the county at least four months dur- ing the scholastic year. A school district neglecting to main- tain its school four months, shall be entitled to only such part of the free school fund as may be required to pay the teacher for the time actually taught. There shall be a common school fund, which shall consist of the poll tax (to be retained in the counties where the same is collected ) and an additional sum from the general fund in the State treasury which together shall be sufficient to maintain the common schools for the term of four months in each scholastic year. But any county or separate school district may levy an additional tax to maintain its schools longer than four months. 54 [Facts About Southeex Louisiana. — There shall be free public schools . . . for the education of all the children of the State between the ages of six and eighteen years. . . . All funds raised by the State for the support of the public schools, except the poll tax, shall be distributed to each parish in proportion to the num- ber of children therein between the ages of six and eighteen years. . . . The funds derived from the collection of the poll tax shall be applied exclusively, to the maintenance of the public schools as organized under this constitution, and shall be applied exclusively to the support of the public schools in tlie parish in which the same shall be collected, and shall be accounted for and paid by the collecting officer directly to the local school board. The school funds of the State shall consist of: 1st. Not less than one and one-quarter mills of the six mills tax levied and collected by the State. 2nd. The proceeds of taxation for school purposes as provided by this constitution. 3rd. The interest on the proceeds of all public lands heretofore granted by the United States for the support of the public schools, and the reA'enue derived from such lands as may still remain unsold, -ith. Of lands and other property heretofore or hereinafter bequeathed, granted or donated to the State for school purposes. 5th. All funds and property, other than unimproved lands, bequeathed or granted to the State, not designated for any other purpose. 6th. The proceeds of vacant estates falling under the law to the State of Louisiana. 7th. The Legislature may appropriate to the same fund the proceeds of public lands, not designated or set apart for any other purpose, and shall provide that every parish may levy a tax for the public schools therein, which shall not exceed the entire State tax : Provided, That with such a tax the whole amount of parish taxes shall not exceed the limits of parish taxation fixed by this constitution. . . The General Assembly shall levy an annual poll tax of one dollar upon every male inhabitant in the State between the Educational Peogeess.] 55 ages of twenty-one and sixty years, for the maintenance of I^nblic schools in parishes where collected. The State tax on property for all purposes whatever, in- cluding expense of government, schools, levees, and interest, . shall not exceed, in any one year, six mills on the dollar of its assessed valuation, and, except as otherwise provided in this constitution, no parish, municipal or public board tax for all purposes whatsoever, shall exceed in any one year, ten mills on the dollar valuation : Provided, That for giving additional support to public schools, and for the purpose of erecting and constructing public buildings, public school houses, bridges, wliarves, levees, sewerage work, and other works of per- manent public improvement, the title to which shall be in the public, any parish, municipal corporation, ward, or school district may levy a special tax in excess of said limitation, whenever the rate of such increase and the number of years it is to be levied and the purposes for which the tax is in- intended, shall have been submitted to a vote of the property tax payers of such parish, municipality, ward or school dis- trict entitled to vote under the election laws of the State, and a majority of the same in number and in value voting at such election shall have voted therefore. Texas. — All funds, lands, and other property heretofore set a^iart and appropriated for the support of ]3ublic schools, all the alternate sections of lands reserved by the State out of grants heretofore made, or that may hereafter be made, to railroads or other corporations of any nature whatsoever, one- half of the public domain of the State, and all sums of money that may come to the State from the sale of any portion of the same sluill constitute a perpetual school fund. One-fourth of the revenue derived from the State occupation taxes, and a poll tax of one dollar on every male inhabitant of this State between the ages of twenty-one and sixty years, shall be set apart annually for the benefit of public free schools, and in addition thereto there shall be levied and collected an annual ad valorem State tax of such an amount, not to exceed twenty 56 [Facts About Southern cents on the one hundred dollars valuation, as, with the avail- able school fund arising from all other sources, will be suffi- cient to maintain and support the public free schools of this State for a period of not less than six months in each year; and the Legislature mav also provide for the formation of school districts within all or any of the counties of this State by general or special laws . . . and may authorize an additional annual ad valorem tax to be levied and collected within such school districts for the further maintenance of the public free schools, and the erection of school buildings therein: Provided, That two-thirds of the qualified prop- erty tax paying voters of the district, voting at an election to be held for the purpose, shall vote such tax, not to exceed in any one year twenty cents on the one hundred dollars valua- tion of the property subject to taxation in such district; but the limitation upon the amount of district tax herein author- ized shall not apply to incorporated cities or towns constitut- ing separate and independent school districts. Akkaa^sas. — The General Assembly shall provide, by gen- eral laws, for the support of common schools by taxes, which shall never exceed in any one year two mills on the dollar on the taxable property of the State ; and by an annual per capita tax of one dollar, to be assessed on every male inhabitant of this State over the age of twenty-one years: Provided, The General Assembly may, by general law, authorize school dis- tricts to levy by a vote of the qualified electors of such dis- tricts, a tax not to exceed five mills on the dollar in any one year for school purposes. Tennessee. — Knowledge, learning and virtue being essen- tial to the 1 preservation of republican institutions, and the dif- fusion of the opportunities and advantages of education throughout the different portions of the State being highly conducive to the promotion of this end, it shall be the duty of the General Assembly, in all future periods of this govern- ment, to cherish literature and science. And the fund called Educational Pkogress.] 57 the common school fund, and all the lands and proceeds thereof, dividends, stocks and other property of every descrip- tion whatever, heretofore by law appropriated by the General Assembly of this State for the use of common schools, and all such as sliall hereafter be appropriated, shall remain a per- petual fund, the principal of which shall never be diminished by legislative appropriation ; and the interest thereof shall be inviolably appropriated to the support and encouragement of the common schools tliroughout the State, and for the equal benefit of all the people thereof; and no law shall be made authorizing said fund or any part thereof to be diverted to any other use than the support and encouragement of common schools. The State taxes derived hereafter from polls shall be appropriated to educational purposes in such maimer as tlie General Assembly shall, from time to time, direct by laAv. . . . SUMMARY OF SCHOOL TAXATION LAWS. Virginia. — The State levies a general school tax of eighteen cents on each one hundred dollars valuation of all jDroperty and one dollar on each poll over twenty-one years of age. The supervisors of any county may levy as much as fifty cents on each one hundred dollars valuation of all prop- erty and one dollar on each poll, additional to the general State tax for schools. The same authority as to additional taxation may be exercised by the town and the school district through their proper officials. ^SToRTii Carolina. — The State levies a general tax of eighteen cents on each one hundred dollars valuation of prop- erty and one dollar and fifty cents on each poll between twenty-one and fifty years of age. Towns, cities, and school districts may levy, by consent of a majority of the registered voters, an additional tax of as much as thirty cents on each one hundred dollars valuation of property and ninety cents on each poll. By special statute towns and cites may acquire the 58 [Facts About Southern right to levy as high a local school tax as a majority of the registered voters will favor. Townships may levy a to^vnship high school tax of thirty cents on each one hundred dollars and ninety cents on each poll. South Caeolixa. — The State levies a general school tax of thirty cents on each one hundred dollars valuation of prop- erty and one dollar on each poll between twenty-one and sixty years of age. The school authorities, by a majority vote of the tax payers of any district, may levy as much as forty cents on eacli one hundred dollars additional to the State levy. Georgia. — The State levies a general school tax of seven- teen and one half cents on each one hundred dollars valuation of all property and one dollar on each poll. Any county, school district, or municipality, by a two-thirds majority of of those voting may levy an additional tax for schools. Florida. — The State levies a general school tax of ten cents on each one hundred dollars valuation of property and one dollar on each poll. Each county, in addition, must levy as much as thirty cents on each one hundred dollars valuation of property and may levy as much as seventy cents. By a majority vote of the qualified voters of any school district as much as thirty cents on each one hundred dollars valuation of property may be levied as a local district tax, in addition to the State and county school taxes already mentioned. Mississippi. — The State has no general school tax as such. There are few limitations on counties and to"wns as to levying school taxes. The constitution says the poll tax and an additional sum from the State treasury shall be sufficient to maintain the public schools four months in each year. The counties and any town may, through the proper officers, levy an additional tax of thirty cents on each one hundred dollars valuation of property. If any higher tax is desired to be levied, the people must decide the amount of the tax by a majority vote. Educational Peogkess.] 59 Alabama. — The State levies a general school tax of thirty cents on each one hundred dollars valuation of property and one dollar on each poll. Counties may, by a three-fifths ma- jority of those voting at an election called for the purpose, levy an additional tax of ten cents on each one hundred dol- lars valuation of property, provided the additional levy does not make the State and county tax within the year more than one dollar and twenty-five cents on each one hundred dollars valuation of property. Cities and towns may levy such local school taxes as their charters permit. Louisiana. — Any parish (county), municipality, ward (township), or school district, by a majority vote of the prop- erty, may levy any amount of local tax for schools. There is no limitation. Tlie State levies a general tax of twenty cents on each one hundred dollars of property. Texas. — The State levies a general school tax of eighteen cents on each one hundred dollars valuation of property and one dollar on each poll. School districts, by a two-thirds majority of the property tax paying voters may levy an addi- tional tax of twenty cents on each one hundred dollars valua- tion of property. Incorporated cities and towns may levy such local school taxes as their charters permit. Indepen- dent districts may levy as much as fifty cents on each one hun- dred dollars of property. Arkansas. — The State levies a general school tax of twenty cents on each one hmidred dollars valuation of all property and one dollar on each poll. Any school district in its annual district school meeting, composed of the qualified voters of the school district, may levy as much as fifty cents on each one liundred dollars valuation of all property. Tennessee — The State levies a general school tax of fif- teen cents on each one hundred dollars valuation of all prop- erty and one dollar on each poll. The county, through its countv court, uiay levy an additional school tax on each one 60 [Facts About Southern hundred dollars valuation of all property, amounting in the aggregate to the sum of the whole State and county tax for all purposes, and an additional poll tax of one dollar on each poll. A county high school tax of as much as fifteen cents may be levied. This tax is additional to any taxes mentioned above. Incorporated towns may levy such special local school taxes as their charters permit. Educational Pkogkess.] ftl PART III. Financial Ability to Levy School Taxes. CONTENTS: I. Property valuation of North Carolina and the United States, 1850-1900. II. Increase and decrease in property' values, 1850-1870; State debts, 1850-1870. 111. Estimated true valuation of property, 1850-1900. IV. Per capita wealth of the South, 1850-1000. V. Estimated true valuation of property of eleven other States, 1850-1900. VI. Per capita wealth of eleven other States, 1850-1900. VII. School funds of the South. VIII. School funds of eleven other States. IX. Property for each child of school age — the South. X. Property for each child of school age — eleven other States. The following tables show the present relative financial ability of IsTorth Carolina and the other Sonthern States to raise school funds by taxation, as compared Avith the country at large and with ]>articular States, also the manner in which the South is making use of her ability in comparison with other parts of the country. TABLE I. PROPERTY VALUATION OF NORTH CAROLINA AND THE UNITED STATES, 1850=1900. In any discussion of educational progress, the financial ability of the people in question must be considered, especial- ly in making comparisons. The following figures are taken from Compendium of Census, 1890, Part III, page 954, and following, except those for 1900, which are based on the Sta- tistical Abstract of the Department of Commerce : 62 [Facts About Southern 1850 Per capita wealth. 1860 Per capita Avealth. 1870 Per capita wealth. 1880 Per capita wealth . 1890 Per capita ^Yealth . 1900 Per capita wealth. North United Carolina States $226,800,472 $ 7,135,780,228 261 308 358,739.399 16,159.616.068 361 514 260.757,244 30,068.518,507 243 780 461,000.000 43,642,000,000 329 870 584,148,199 65,037,091.197 361 1,036 847,015.094* 94,300,000,000 447 1.235 *These figures for 1900 are based on an increase of 45 per cent, in the wealth of the country from 1890 to 1900, which is the estimate of the Department of Commerce. The figures represent the supposed real value of all property and not the assessed value. Observe the following facts disclosed by the above table : 1. The losses of the Civil War account for the per capita wealth of jS'orth Carolina being the same in 1^90 as in 1860. 2. The ;?e7- capita wealth of the whole country in 1860 was only 42.3 per cent, more than that of ]SI"orth Carolina ; in 1900, the per capita wealth of the country was 176.2 per cent, larger than that of I^orth Carolina. 3. ISTotice that North Carolina, in 1900, w^as not yet as able financially to educate its children as was the country at large in 1860. It should be remembered, however, that the per capita ■wealth of I^orth Carolina for 18,50 and 1860 as calculated above includes the free and the slave population for those years. But slaves were then property and made up a consid- erable part of property values. For instance, the assessed personal property of North Carolina, according to the census of 1850, was $140,368,673. The real estate was assessed at $71,702,740 ; the whole at $212,071,413. It was estimated that the true valuation of all property was $226,800,472. Slaves were personal property, hence the large personal property values, not only in North Carolina, but in other Southern States prior to 1865. But that fact and other facts of interest in the discussion of the subject being considered will appear from the next table. Educational Pkogkess.] 63 TABLE TI. INCREASE AND DECREASE STATE DEBTS 1 IN PROPERTY VALUES, 1850=1870; 850=1870— THE SOUTH. Assessed value of real estate and personal propertj', 1850 Total assessed valuation of real and per- sonal property. 1850 Estimated true valuation of real and per- sonal property, 1850 Virginia North Carolina . South Carolina, Georgia Florida Alabama Mississippi . . . Louisiana .... Texas Arkansas Tennessee .... Virginia North Carolina South Carolina Georgia Florida Alabama Mississippi . . . Louisiana . . . . Texas Arkansas . . . . Tennessee . . . . $252,105,824* 130,198,429 71,702,740 140,368,673 105,737,492 178,130.217 121,019,739 213,490,486 7,924,588 15,274,146 78,870,718 162,463,705 65.171,438 143,250,729 176,623,654 49,832,464 28,149,6n 25,414,000 17,372,524 19,056,151 107,981,793 87,299,565 $382,304,253 212,071,413 283,867,709 335,110,225 23,198,734 241,334,423 208,422,167 226,456,118 53,563,671 36,428,675 195,281,358 391,646,438 226,800,472 288,257,694 335,425,714 23,198,734 228,204,332 228,951,130 233,998,764 55,363,340 39,841,025 207,454,704 I860 417,952,228 239,069,108 116.366,573 175,931,029 129,772,684 359,546,444 179,801.441 438,430,946 21.722.810 47.206,875 155,034.189 277,164,673 157.836.737 351.636,175 280,704,988 155,682,277 112.476,013 155,316.322 63.254.740 116.956,590 219,991,150 162,504,020 657,121 292,297, 489,319,. 618,232. 69,929, 432,198, 509,472 435,787 267,792 180,211 382,495 336 602 128 387 685 ,762 ,912 ,265 ,335 ,330 200 793.249,681 358,739,399 548,138,754 645,895,337 73,101,500 495,237,078 607,324,911 602,118,568 365,200.614 219.256.473 493,903,892 •The value of real property is second. riven first in these tables, personal property 64 [Facts About Southern lue per- erty, o -0 ^ t^ o So* i c 03 "2 a m « 'I c ^ c c n c ^ ^ a asse atiot erty ated atioj erty — nj (O sess fre ona 87C a 2 S 3 a y « c S S .2 <« in r-l !» a « > a " « ii < H a p Virginia $279,116,017 $ $ $138,836,211 86,323,900 365,439,917 409,588,133 153.735,208 North Carolina. . . 83,322,012 33,044,561 47,056,610 130,378,622 260,757,244 128,875,419 South Carolina. . . 119,494,675 10.278,009 64,418,662 183,913,337 208,146,989 295.127,782 Georgia 143,948,216 35.853,225 83,271,303 227,219,519 268,169,207 355.159,643 Florida 20,197,691 1,625.119 12,283,152 32,480,843 44,163,655 34.923.723 Alabama 117,223,043 37,811,046 38,359,552 155,582,595 201,855,841 238.805.121 Mississippi 118,278,460 39,558,277 59,000,430 177,278,890 209,197,345 292,635,745 Louisiana 191,343,376 89,361.612 62,028,514 253,371,890 323,123,666 93,053,763 Texas 97,186,568 15.289,445 52,546,361 149,732.929 159,05 \542 102.769.961 Arkansas 63,102,304 152,436 31,426,539 94,528,843 156,304,691 85.530,051 Tennessee 223,035,375 3,044,195* 30,746,786 253,782,161 498,237,724 131,757,234 Virginia North Carolina South Carolina Georgia Florida Alabama Mississippi . . . Ijouisiana .... Texas Arkansas Tennessee Public Debt in 1850 '$T3,573,355" 977,000 3,144.931 2,801,972 2,800 3,983,616 7,271,707 11,492,566 5,725,671 1,506,562 3,776,856 Public Debt in 1870 ^57921,255 32,474,036 13,075.229 21,753,712 2,185.838 13,277,154 2.594.415 53,087.441 1,613,907 4,151,152 48,827.191 Observe the following : 1. That, between 1860 and 1870, the assessed value of real estate in ISTorth Carolina decreased $33,044,561, while the personal property decreased $128,875,419 ; more than $161,000,000 in all and about eight-elevenths of the value of all the real and personal property of the State in 1850. 2. Observe that the State debt increased more than thirty- two times from 1850 to 1870 ; that the State debt in 1870 Educational Pkogress.] 65 was about one-fifth of the assessed value of the whole property of the State. In this respect ISTorth Carolina fared much worse than any other Southern State at the hands of the Re- construction State Government. 3. Observe the striking decrease in personal property val- uation between 1860 and 1870 for the whole South. The real estate valuation assessed decreased $401,809,941 and the assessed valuation of personal property decreased $1,912,333, 149 ; a total decrease of $2,314,143,090. This amount hard- ly represents all the losses by war, but it does give some basis for calculating the fearful cost of the war to the South. 4. The Civil War added more than one-third more children to the school population to be educated, while that war took away millions of the financial ability of the State. What was true of ISTorth Carolina was more than true, in 1870, of the whole South. TABLE III. ESTIMATED TRUE VALUATION OF PROPERTY, 1850=1900— THE SOUTH. The following tables still further disclose the effect of the Civil War on Southern property values as compared with other States. 1S50 Virginia South Carolina . Georgia Florida Tennessee Alabama Mississippi . . . . Louisiana Texas Arkansas $430,701,082 288,257,694 335,425,714 22,862.270 201,246,686 228,204.332 228,051,130 233,098.764 52,740,473 39,841,025 ^793,249,681 548,138,754 645,895,237 73,101,500 493,903,892 495,237,078 607,324,911 602,118,568 365,200,614 219,256,473 1S70 $403 208 268 44 498 201 209 323 159 156 588,133 146,989 169,207 163,655 237,724 855,841 197,345 125,666 052,542 ,394,691 1880 $707,000,000 322,000,000 606,000,000 120,000,000 705,000,000 428,000,000 354,000.000 382,000,000 825,000,000 286,000,000 Virginia South Carolina . Georgia Florida Tennessee Alabama Mississippi . . . Louisiana Texas Arkansas 1890 g 862,318,070 400,911,303 852,409,449 389,489,388 887,956,143 622,773,504 454.242,688 495,301,597 2.105,576,766 455,147,422 ^,250. 581. 1,224. 564. 1,387. 903. 658, 718. 3,053. 659. 364,201 321.389 993,701 759,612 536,262 021,580 651,897 187,315 086,310' 963.762 66 [Facts About Southern TABLE IV. PER CAPITA WEALTH BASED ON ABOVE FIGURES, 1850=1900. Virginia Nortli Carolina South Carolina Georgia Florida Tennessee Alabama Mississippi . . . . Louisiana Texas Arkansas 1850 1860 1870 i 1880 1890 1900 $303 261 431 370 261 $497 301 779 611 521 201 445 1 296 514 377 767 452 850 248 605 190 504 $334 243 295 226 235 396 202 253 445 194 323 $467 $521 329 361 323 348 393 464 445 995 451 502 339 412 313 352 406 443 518 942 356 403 $674 447 434 553 1,068 687 494 425 520 1,001 503 TABLE V. COMPARISON WITH OTHER STATES.* 1850 1870 1880 Mass New York . . Penn Maryland . . Ohio Indiana . . . Illinois . . . Wisconsin . Connecticut New Jersey. ; 573 1,080 722 219 504 202 156 42 155 200 342.286 309,216 ,486,120 217,364 ,726.120 050,264 265,006 056,595 707,980 000,000 ? 815 1,843, 1,416 376, 1,193 528. 871, 273, 444, 467. ,237,433 338,517 501,818 919,944 898,422 835.371 860,282 671,068 274,114 918,324 ,132,148,741 1$2 ,500,841 ,808,340 643,748 ,235,430 268,180 ,121,680 702,307 774.631 940,976 ,264 ,112 ,976 ),300 .543 .579 ,329 ,524 ,064 ,623,000,000 ,308,000,000 ,942,000,000 837,000,000 ,238,000,000 ,681,000,000 ,210,000,000 ,139,000,000 779,000,000 ,305,000,000 1900 Massachusetts New York . . . , Pennsylyania Maryland ... Ohio Indiana Illinois Wisconsin . . . Connecticut . New Jersey . . $2,803 8,576 6,190 1,085 3,951 2,095 5,066 1,833 835 1,445 ,645,447 ,701,991 746,550 473,048 382,384 176.626 751,719 308,523 ,120,219 ,285,114 s 4,065 12,436 8,976 1,573 5,729 3,038 7,346 2,658 1,210 2,095 ,285,898 .217,886 582,497 ,935,919 504,456 005,107 789,992 297,358 924,317 ,663,415 *A11 the estimates are based on the figures compiled by United States Census Bureau and the Department of Commerce. Educational Pkogress.] 67 •• TABLE VL PER CAPITA WEALTH BASED ON ABOVE FIGURES. 1850 1860 1870 1880 1890 1900 Massaoliusetts New York Pennsylvania $577 349 313 376 255 205 183 138 420 400 $662 475 487 549 510 392 509 353 966 696 $1,463 1,483 1,081 824 839 755 835 666 1.441 1,038 $1,471 1,241 1,154 895 1,012 850 1,043 866 1,251 1,154 $1,252 1,430 1,177 1,041 1,076 956 1,324 1.087 1,119 1,000 $1,449 1.711 1,424 1,325 Ohio Indiana 1.378 1,207 1,524 1,285 1,333 New Jersey 1,113 It will be observed that the per capita value of the prop- erty of jSTorth Carolina was the same in 1860 and in 1890. Many of the other Southern States, in 1900, had not yet re- covered from the effects of the Civil War. It may be donbted whether the South increased its wealth forty-five per cent., with the other sections of the country, between 1890 and 1900. TABLE VII. SCHOOL FUNDS OF THE SOUTH. w .2 o 5 o a B & Virginia Nortli Carolina . South Carolina Georgia Florida Alabama Mississippi . . . . Louisiana Texas Arkansas Tennessee $1,250 847 581 1,224 564 903 658 718 3,053 659 1,387 361,201 015,094 321,389 ,993.701 ,759,612 ,021,580 ,651,897 ,187,315 086,310 ,963,762 ,536,262 $2,136,891 1,927,417 1,119,224 2,282,965 791,951 1,457,662 1,937,532 1,566,217 5,283,426 1,641,046 2,465,221 00170 00227 ,00192 ,00169 ,00117 00114 00265 ,00208 00118 ,00248 .00168 1902 1903 1902- 1902 1901 1902 1902- 1902 1901 1901 1902 48,886 212,052 30,813 154,238 186,226 61,000 1,676,462 133,292 •Income from permanent funds has been deducted before this amount has been ascertained. fState Reports. JReport of U. S. Commissioner of Education, 1901-02. In comparing these figures with those of tlie next table, it should be remembered that the average per capita ability of 68 [Facts About Southern the South to maiutaiu schools was about the sauie in 1900 as in 1860. ]^o such educational showing as the above could be made for any section or any State in 1860, taking the same financial conditions into consideration. TABLE VIII. SCHOOL FUNDS OF ELEVEN OTHER STATES. STATES ^ .2 -M « c^ 0^ Massachusetts . New York . . . . Pennsylvania Maryland . . . Ohio Indiana Illinois Wisconsin . . . Connecticut . . New Jersey . . . ; 4,065,285,898 12,436,217,886 8,976,582,497 1.573,935,919 5,729,504,456 3,038,005,107 7,346,789,992 2,658,297,358 1,210,924,317 2,095,663,415 $14,192 37,737 26,492 2,605 14,998 -8,585 27,586 6,164 3.443 7.118 o .^i o Ji c i! 3 o c O +J -M k, 1900-01 1901-02 1901-02 1900-01 1901-02 1901-02 1901-02 1900-01 1901-02 1901-02 ./60 .00345 ,654 .00301 ,218 .00295 ,279 .00162 ,378 .00254 ,355 .00264 ,297 .00364 .571 .00225 ,944 .00272 ,248 .00328 .$160,546 272,477 53,357 249,160 562,190 845,366 167,391 144,541 233,387 •Income from permanent funds has been deducted before this amount has been ascertained. fReport ofU. S. Commissioner of Education, 1901-02. TABLE IX. PROPERTY OF EACH CHILD OF SCHOOL AGE— THE SOUTH. ST.\TES I « 2 IS.H — 4-1 .1 ;-S2 > Ceo ^ m ^ ^ U ;- — i; , -^ l> c 1- ij= tt: v. j; S «J ? o :3 I ".".O +J a. i Cm'" Si.i. o u > C'^ E'er cap. \ for each scliool ag 1-1 ^ 1 a. $6,407 $662 6,882 475 5,178 487 4,681 549 5,112 510 4,342 392 5,434 509 4,260 353 5,527 966 4,221 696 $1,449 1,711 1.424 1,325 1,378 1,207 1,524 1,285 1,333 1,113 70 [Facts About Southern Xorth Carolina, with a total population of 1,893,810 in 1900, had in 1902, 650,700 children of school age, while ]\Iassachusetts, with a total population of 2,805,346 in 1900, had only 634,510 children of school age in 1901. The per capita wealth for each child of school age in Massachusetts was $6,407 ; in North Carolina only $1,301. A school tax t(» provide an equal per capita amount for education would certainly have to be more than five times as large on each one dollar of property in iS^orth Carolina as in Massachusetts, to say nothing of the extra expense of the separate schools ISTorth (^arolina must maintain for the negro children. Educational Progkess.] PART IV. Summary of School Laws. 1, Virginia. IJ. North Carol ina. 111. South Carol: ina. IV^ Georgia. V. Florida. VI. Alabama. VII. Mississippi. VIII. Louisiana. IX. Texas. X. Arkansas. XI. Tennessee. 1. State Board of Education. 2. City and County Superintendents. 3. School Districts and District School Officers, 4. County School Board. 5. Teachers' Examinations. 6. Text-books and Course of Study. 7. City System. 8. Special Features. I. VIRGINIA. 1. State Board. — The State Board of Education consists of the governor, attorney-general, superintendent of public instruction, and three experienced educators elected by the State senate for four years ; the board thus constituted most also associate with itself one city and one county superinten- dent, with advisory powers only as to appointment of school officers, but full powers so far as concerns other matters. 2. City and County Superintendents. — All county and city superintendents are appointed by the State board for four years, subject to confirmation by senate. 72 [Facts About Southern 3. School Districts and District Officers. — Each magis- terial district is a school district. There may be several schools in each district. There are three trustees for each district, appointed by the county trustee electoral board, com- posed of the county attorney, the county super intendendent of schools, and one other person appointed by the circuit court judge. The district trustees have power to employ teachers, build school houses, provide text-books for poor children, make all rules for government of the schools, and exercise similar powers and duties. 4. County School Board. — This board is composed of the county superintendent of schools and the district trustees. This board has power to apportion the school funds and has general oversight of school property and the school system of the county, under direction of the State board and State superintendent. 5. Teachers' Examinations. — The certification of teachers is in the hands of a State board of examiners appointed by the State board of education. 6. Text-books and Course of Study. — The text-books are prescribed by the State board. Elementary and high school courses of study may be provided. 7. City System. — City superintendent is appointed for four years by State board ; all text-books and courses of study are subject to regulation by State board ; teachers must have certificates granted by State authority; city may be composed of several districts with three trustees each, ap- pointed for three years by city council, with power to elect teachers and perform other duties incident to the proper man- agement of the schools. There is a uniform city system of schools. II. NORTH CAROLINA. 1. State Board. — The State board of education is com- posed of the governor, lieutenant-governor, secretary of State, treasurer, attorney-general, auditor and superintendent of Educational Progress.] 73 public instruction. This board has charge of swamp lands and literary fund, loan fund, has the power to decide all ap- peals from county boards of education, and has general charge of the colored normal schools. 2. City and County Superintendents. — County superin- tendents are elected by the county boards of education for two years. City superintendents are elected by the city boards of education. The term of office of the city superin- tendents is not fixed by general statute. 3. School Districts and District School Officers. — Each county is divided into school districts by the county boards. A district may be a township with several schools in the dis- trict-to^vnship. Each district has a local committee of three persons appointed for two years by the county board. The district committee has power to employ and dismiss teachers. These officers also have general oversight of the school prop- erty, but cannot make any expenditures not first approved by county board. 4. County School Board. — The county school board is ap- pointed by the Legislature for a term of two years. It con- sists of three members. This board has power to erect school houses, abolish districts and create them, prescribe rules and regulations for government of the schools, apportion school funds, and appoint county superintendents. 5. Teachers' Examinations. — The certification of teachers is in the hands of the county superintendent, under such rules and regulations as the State superintendent shall pre- scribe. 6. Text-hooks and Course of Study. — The elementary text- books are prescribed by the State board of education. Ele- mentary and high school subjects may be taught. High schools are under complete control of State superintendent and State board. 7. City System. — There is no uniform city system. Each city conducts its own schools under special acts or according 74 [Facts About Southern to charter provisions, subject to few regulations by general laws. 8. Special Features. — There is a provision by general statute for rural school libraries and rural high schools. There is provided by general statute a perpetual loan fund of $200,000 to be used to aid rural districts in erecting school houses. Loans from this fund bear four per cent, interest and are payable in ten yearly installments. All school houses built by aid of this fund or by aid of the general school fund must be erected after plans provided and approved by the State superintendent. The expenses of the county superin- tendents in attending their State Association are paid out of the school fund. III. SOUTH CAROLINA. 1. State Board. — The State board of education is com- posed of the governor, the State superintendent of schools, and seven other members appointed by the governor for a term of four years. This board has charge of the examina- tion and certification of teachers, institute work, and decides appeals from decisions of county boards, adopts text-books, and prescribes courses of study. '1. City and County Superintendents. — County superin- tendents are elected by the people of each county and serve for two years. Their salaries vary in each county, but are fixed by the State Legislature. City superintendents are chosen by city school boards provided for by special statutes or charters and serve for terms fixed by the same. ?>. School Districts and District School Officers. — The school district must not be larger than forty-nine square miles. Each district has three district trustees appointed by the county board for two years. These trustees have control of school property, employment of teachers, and the expenditure of all school funds. Educational Peogkess.] 7.") 4. County School Board. — The county superintendent is ex officio a member of the county board. There are two other members appointed by the State board. This board conducts teachers' examinations under direction of the State board, creates or abolishes school districts, settles local con- troversies, and has general supervision of the school inter- ests of the county. 5. Teachers' Examinations. — The State board ])reseribes a uniform system of examination and certification of teachers. 6. Text-hooks and Course of Study. — The State board adopts text-books and prescribes courses of study. There mny be elementary and high school courses. 7. City System. — There is no uniform city system. Each city has its own local system. 8. Special Features. — The law provides that the district trustees may provide free books for poor children and that all books shall be sold to pupils at cost, an appropriation from the county treasury being authorized for the purpose. South Carolina also has a rural school library law similar to the North Carolina law. There is a State system of county in- stitutes and summer schools under the direction of State board. IV. GEORGIA. 1. State Board. — The State board of education is com- posed of the governor, secretary of State, attorney -general, comptroller-general, and the State school commissioner. The board acts as adviser to State superintendent, has charge of the permanent school fund, general control of all school offi- cers, and adopts text-books and prescribes courses of study. 2. City and County Superintendent. — County school commissioners or county superintendents are chosen by county boards for a term of four years. City superintendents are chosen under regulations prescribed by special acts. 76 [Facts About Southern 3. Districts and District School Officers. — There are three school trustees for each school established, appointed by county board for one, two and three years. Have power to supervise schools and recommend teachers for appointment. Local community must build house by private means or by local taxation. 4. County School Board. — The county grand jury selects five freeholders as members of county board of education. This board serves four years. It has power to establish schools, employ teachers, apportion school funds, and elect a county school commissioner. 5. Teachers^ Examinations. — The examination and cer- tification of teachers is under control of county school com- missioners, but they must use the questions prescribed by State school commissioner and obey his rules and regulations relative to the same. 6. Text-hooks and Course of Study. — The text-books are prescribed by the State board of education. The course of study embraces only seven grades, except in separate or special districts. 7. City System. — There is no uniform city system of pub- lic schools. 8. Special Features. — Under rules and regulations ap proved by the State board one or more manual labor schools may be organized in each county. There is a State system of county institutes under direction and control of State superintendent. V. FLORIDA. 1. State Board. — The State board is composed of the governor, secretary of State, treasurer, attorney-general and State superintendent. This board manages the school lands, decides appeals, may remove subordinate school officials for cause, and must manage the higher educational institutions and normal schools. Educational Peogkess.] 77 2. City and County Superintendents. — The coimt}'^ su- perintendent is elected by the people for four years. He rec- ommends subordinate school officers. He is also city super- intendent, there being no separate city system in Florida. He conducts examinations of teachers, etc. 3. School Districts and District School Officers. — There are school districts for taxing purposes. The schools are located by the county board. The local officers are called supervisors. There is one of these for each school, appointed by the county board, who visits the schools and keeps the buildings in repair. In special tax districts there is a local board with larger powers. 4. County School Board. — The county school board is elected by the people ; it is composed of three members who are chosen for two years. The board holds title to property, locates schools, and employs all teachers, grades the schools, adopts text-books, and supervises teachers' examinations. 5. Teachers' Examinations. — There is a system of uni- form examinations, under direction of State superintendent, who furnishes questions and makes rules and regulations governing the granting of certificates. The examinations are conducted by the county superintendent and a grading com- mittee of the county board. 6. Text-boohs and Course of Study. — Text-books are adopted by local authorities. The course of study embraces elementary and high school subjects. The school course em- braces twelve years of not less than eight months each. High schools receive special State aid. 7. City System. — There is no city system ; the county su- perintendent supervises all schools in his county. VI. ALABAMA. 1. State Board. — There is no State board of education. The State superintendent exercises the powers usually con- ferred on such boards in other States. 78 [Facts About Southern 2. City and County Superintendents. — Any school district by maintaining an eight months' public school each year ac- quires the right to have a local school board of five members with power to elect a superintendent of schools, and exercise other powers necessary to complete control of the schools. The county superintendent is elected by the people. His term of office is four years. 3. School Districts and District School Officers. — School districts are created by a county districting board, composed of one county commissioner, the county superintendent, and a county surveyor. ]!^o district may be created which places children farther than two and one-half miles from the school house. The school district board of trustees are elected by the qualified voters of each district. These boards are com- posed of three persons, whose term of office is four years. These district trustees employ teachers, subject to the appro- val of the county board of education. 4. County School Board. — The county superintendent and four trustees constitute the county board of education. The county trustees are elected by the chairmen of the district trustees and their term of office is four years. The county board has entire control of the schools, can hold, acquire, and transfer property, and make all rules and regulations for the government of the schools. 5. Teachers Examinations. — There is a uniform State examination for teachers, conducted by a State board of ex- aminers. The teachers examined pay a fee which goes to credit of general school fund. The board consists of the State superintendent and two other members appointed by him. 6. Text-hoolcs and Course of Study. — There is a uniform series of text-books. The course of study embraces elemen- tary and high school subjects. Books are adopted by a State text-book commission. 7. City System. — There is no uniform city system. All city systems act under special laws, no two of which are Educational Progress.] 79 similar. The maximum salary of county superintendents from the State fixed by constitutional provision, is four per cent, of State school fund disbursed, not to exceed $1,800. VII. MISSISSIPPI. 1. State Board. — The State board of education consists of the secretary of State, attorney-general, and superinten- dent of public education. This board prescribes course of study, manages school fund, decides appeals, and has general supervision of the schools through the State superintendent. 2. City and County Superintendents. — The county super- intendent is elected by a vote of the people of each county. He is elected every four years. The maximum salary fixed by law is $800 a year. The city superintendent is elected by city board. There is no uniformity. 3. School Districts and District School Officers. — There are three trustees for each district, elected by people for three years. In districts maintaining a seven months' public school each year, there is a board of five elected by the local board of aldermen. 4. County ScJtool Board. — There is no county school board, but a county board of examiners consisting of three first grade teachers appointed by the State superintendent. They have no duties except to hold examinations under di- rection of State board. 5. Teacliers' Examinations. — All examinations are made out by a State board of three, appointed by State superinten- dent. The county boards hold the examination and issue certificates under the direction of the State board of exam- iners. 6. Te.vt-bools and Couise of Study. — The course of study embraces the elementary and high school studies. The course of study and the text-books are prescribed by the State board of education. 80 [Facts About Southern 7. City System. — All towns of three hundred inhabitants, by maintaining a public school for seven months each year, thereby secure the right of separate districts, and may, through the board of aldermen, appoint five persons a school board, with necessary power to conduct the schools. VIII. LOUISIANA. 1. 8tate Board. — The State board of education consists of the governor, attorney-general, superintendent of public instruction, and seven other members appointed by the gov- ernor. This board appoints parish (county) school boards, adopts text-books, makes rules for the government of schools, and has power to remove members of parish boards. 2. City and Parish Superintendents. — Parish superinten- dents are elected by parish boards. The parish superinten- dent is also city superintendent. 3. School Districts and District School Officers. — Parish school directors may appoint auxiliary school visiting trustees in each ward (township). But these officers have only advi- sory powers, when appointed. There are no school districts except for voting taxes. 4. Parish (County) School Board. — The parish school board is called "Parish School Directors." This board em- ploys teachers with approval of parish superintendent, builds school houses, locates all houses, may establish elementary and high schools, makes all rules and regulations for school gov- ernment, fixes all salaries. 5. Teachers' Examinations. — -The teachers are examined by parish superintendent. He has practically the whole mat- ter of the certification of teachers in his hands. 6. Text-books and Course of Study. — The State board of education prescribes text-books and fixes the course of study. But elementary and high schools are provided by law. Educational Progress.] 81 7. City System. — There is no city system, as such. The parish board and the parish superintendent have charge of all schools. The city schools have high school principals who have about the same duties as city superintendents in most States. IX. TEXAS. 1. State Board. — The State board consists of the governor, the secretary of State, and the comptroller. This board dis- tributes the school fund, controls the white normal schools, and decides ajjpeals from State superintendent, 2. City and County Superintendents. — The county super- intendent is elected by the coimty court for a term of two years. But county courts may impose the duties of the office on the county judge. The county superintendent apportions the school fund, appoints the county examining board, holds institutes, approves contracts with teachers, visits and ex- amines schools. Cities and independent districts have the power to elect a superintendent through their local boards. 3. School Districts and District School Officers. — School districts are formed by the county commissioners court. Three district trustees are chosen by the qualified voters for one and two years, in a district meeting. The trustees are a body corporate, have power to employ teachers, locate schools, and do other things necessary for the proper conduct of the schools under their charge. 4. County School Board. — There is no county board. The duties usually assigned to this board in other States are ex- ercised by the county superintendent, the county court, or the board of commissioners. 5. Teachers' Exayninations. — All examination questions are prepared by the State superintendent. The examinations are held by a county examining board appointed by the county superintendent. 82 [Facts About Southern 6. Text-hooks and Course of Study. — Text-books are adopted by a text-book board or commission. ' The course of study is prescribed by law. Elementary and high school sub- jects are provided for. 7. City Systeyn. — The local trustees in eacli city and inde- pendent district have complete control of their public schools. There is no uniform system, however. X. ARKANSAS. 1. State Board. — The governor, the secretary of State, and the State superintendent constitute the State board of educa- tion. This board only has power to grant to educational insti- tions the privilege of conferring degrees, not honorary. Xo honorary degTces of any kind can be conferred. 2. City and County Superintendents. — There are no county superintendents in Arkansas. There is a county ex- aminer for each county, appointed by the county judge. The county examiner examines teachers, tabulates the reports of the district directors, and makes a report to the State super- intendent. Any city or incorporated town may be organized into a special school district with six directors, who have the power to elect a superintendent, and who have other powers not granted to directors in common school districts. 3. School Districts and District ScJiool Officers. — The for- mation and abolition of school districts is in the hands of the county judge. Each district has three district directors elect- ed by the people ; one elected every year for a term of three years. This board locates schools, erects buildings, hires teachers, and performs all things necessary to conducting the scliools. 4. County ScJiool Board.- — There is no county school board. All the usual duties of such a board are performed by the district school directors. 5. Teachers' Examinations. — The State superintendent prepares all examination questions. The examinations are EDUCATIO^TAL PjROGRESS.] 83 conducted quarterly by the county examiner, under regula- tions prescribed by the State superintendent. 6. Text-boohs and Course of Study. — The State course of study is prepared by the State superintendent. Text-books are selected by a board consisting of the county examiner and four other persons appointed by the county judge. Elemen- tary and high school subjects are provided for. 7. City System. — The cities and towns are called special districts, with a board of six directors. These boards can elect superintendents and establish high schools. 8. Special Features. — The State superintendent appor- tions the school fund to the several counties and districts. He issues, only on examination. State certificates, good for life or during good behavior, and professional certificates good in any part of the State for a period of six years from date of issue. County examiners are examined and licensed by the State superintendent. XI. TENNESSEE. 1. State Board. — The State board is composed of six mem- bers appointed by the governor for six years. This board controls the normal schools and examines applicants for the office of county superintendent. The State superintendent is secretary of the board. He is also appointed by the governor. 2. City and County Superintendents. — The county super- intendent is elected by the county court, but whoever is elected must have a certificate of qualification from the State board of education. City superintendents are elected by lo- cal boards, provided for by special legislation. There is no uniform system of city schools. 3. School Districts and District School Officers. — The school districts are coextensive with the civil districts or towmships. For each district there are elected biennially three school directors, who have full power to locate schools, 84 [Facts About Southern employ teachers, erect buildings and perform other duties necessary to carrying on the schools. 4. County School Board. — There is no such board. The county court and the district directors perform the duties usually assigned to such a board. If a county establishes a county high school, it is managed by a county high school board appointed by the county court. 5. Teachers' Exaviinations. — The examination and cer- tification of teachers is in the hands of the county superin- tendent, under direction of the State superintendent. There are primary and secondary certificates. 6. Text-hooks and Course of Study. — The text-books are adopted by the State board of education. Primary and sec- ondary schools are provided, embracing ten grades. 7. City System. — Any incorporated town or city may es- tablish and maintain a system of city schools. City superin- tendents report direct to the State superintendent. Educational Pkogeess.] 85 PART V. Southern Educational Statistics in Detail. CONTENTS: J. Numl)er of counties; area; valuation of property, by States. 11. Number of white and negro schools and area covered by each rural white school. III. School population, enrollment, attendance. IV. Length of school term and salaries of teachers and superin- tendents. V. School funds and amount derived from local taxes, poll taxes, and permanent funds. "Taxation hj the State is but an appropriation for the security of society, protection to property and the advancement of the people." — W. J. Northen. "The prosperity of the State does not depend iipon the amount of education which some of the people have, but upon the education pos- sessed by all the people in the State." — D. G. Heyward. "In my opinion, the highest and sincerest expression of the principle of fraternity and the most splendid prophecy of the permanence and high standard of our future civilization are to be found at one and the same time in the willingness of the people to make liberal contribution for free public schools for tlie education of all the people." — Joseph B. Oraham. 86 [Facts About Southeex TABLE I. NUMBER OF COUNTIES, AREA, VALUATION OF PROPERTY. The reader is referred to j^receding tables for estimated true valuation of property. No. Coun- ties Land area Assessed valua- tion all property Year Virginia North Carolina South Carolina Georgia Florida Alabama Mississippi . . . Louisiana Texas Arkansas Tennessee 48 97 41 137 45 67 75 59 243 75 96 40,125 48,580 30,170 58,980 54,240 51,540 46,340 45,240 262,290 53,045 41,750 5 423, 433. 204, 504, 111 307, 215 301, 1.064, 249, 367 842,680 687,809 405,879 617,947 333,735 643,704 765,947 215,222 948,037 779,108 952,806 1902 1904 1904 1903 1904 1904 1900 1902 1904 1904 1904 TABLE II. NUMBER OF RURAL SCHOOLS, ETC. V 4-* ^•3 ■a 11 u o So cov. by white 1 school ■5 2 .-- CO o I-. rt J3 u o u b! 3 1-. u 1h Oi « < Virginia North Carolina South Carolina Georgia Florida Alabama Mississippi . . . Louisiana .... Texas Arkansas Tennessee 'Estimated. 6,693 5,433 2.587 4,681 1,722 2,955 4,175 2,341 8,437 4,000* 5,000* 2,272 5.9 1903 2,380 8.9 1904 2,139 11.6 1904 2,752 12.6 1903 644 31.5 1904 1,431 17.4 1904 2,877 11.0 1903 1,092 19.4 1903 2,294 31.0 1904 1,533* 13.2 1904 1,680* 8.4 1904 "Such a thing never did happen and never can happen as that an in- telligent and practical body of men should be permanently poor. The greatest of all the arts in political economy is to change a consumer into a producer, and the next greatest is to increase the producer's pro- ductive power — an end to be directly attained by increasing his intel- ligence." — Horace Matin. Educational Pkogkess.] 87 TABLE III. WHITE SCHOOL POPULATION, ENROLLMENT, ATTENDANCE (ALL SCHOOLS). j tj aJi 1 I ;- O-mI *\'irginia North Carolina South Carolina. Georgia Florida Alabama *]\li8sissippi . . . *Louisiana . . . . Texas Arkansas Tennessee 426,054 462,639 224,621 365,570 106,305 372,564 227,326 241,706 614,229 370,553 577,127 257,138 308,977 135,527 300,596 76,068 275.300 192,881 136.488 529.151 249,105 400,519 157,075 179.435 100,204 190,368 51,293 145,000 115,079 102,189 345,419 153,954 275,261 37 39 45 52 48 39 51 42 56 42 47 7-21 6-21 6-21 6-18 6-21 7-21 6-21 6-21 8-17 6-21 6-21 '1902-03 ; other States 1903-04. "It is a shining day in any educated man's growth when he conies to see and to feel and to know and freely admit that it is just as important to the world that the raggamuffin child of his worthless neighbor should be trained as it is that his own child should be. Until a man sees this he cannot be a worthy democrat, nor get a patriotic conception of edu- cation ; for no man has known the deep meaning of democracy, or felt either its obligation or its life till he has seen this truth clearly." — Walter H. Page. • "As is the teacher so is the school ; as is the superintendent so are all the teachers and all the schools." — IT'. H. Ruffner. "Xo one has ever supposed that an individual could build up a material temple and give it strength and convenience and fair propor- tions without first mastering the architectural art; but we have em- ployed thousands of teachers for our children, to build up the immortal temple of the spirit, who have never given to this divine educational art a daj' or an hour of preliminary studj* or attention." — Horace Mann. "The parent who sends his son into the world uneducated defrauds the community of a useful citizen and bequeaths it a nuisance." — f'han- cellor Kent. 88 [Facts About Souther:s' TABLE III— (Continued) COLORED SCHOOL POPULATION, ENROLLMENT, ATTENDANCE (ALL SCHOOLS). ?. S 5^ ©•a .a a >- >, 0:3 I a ^3 t, o *Virginia North Carolina South Carolina Georgia Florida Alabama •Mississippi •Louisiana Texas Arkansas Tennessee *1902-03; other States 1903-04 265,258 221,545 275,379 337,563 76,295 306,487 327,128 217,690 168,464 146,880 189,595 118,463 140,737 156,588 201,418 46,568 166,083 210,766 72,249 133,172 90,437 101,811 67,694 86,675 113,929 120,032 32,338 125,000 118,096 53,605 38,256 58,177 69,621 26 39 41 36 42 41 36 25 23 40 46 TABLE III— (Concluded), PERCENTAGE OF SCHOOL POPULATION ENROLLED AND IN DAILY ATTENDANCE. a s:l "3 "3 0,0 •So 3-0 0.0 O K V >. O (S o-o •Virginia North Carolina South Carolina Georgia Florida Alabama •Mississippi . . •Louisiana . . . . Texas Arkansas Tennessee 60 67 60 82 72 74 85 56 86 67 70 37 39 45 52 48 39 51 42 56 42 47 45 64 53 59 61 54 64 33 80 62 54 26 39 41 36 42 41 36 25 23 40 46 *1902-03 ; other States 1903-04.. Educational Progress.] 89 Men in all branches of business have learned that when they employ even eight or ten men to do any kind of work, it pays them to employ a foreman whose exclusive duty it shall be to direct and superintend the work. If it pays to em- ploy intelligent supervision in the common business of money making, how much more will it pay to employ the very best talent in supervising the intellectual development and char- acter-forming of the State's future citizenship ! TABLE IV. LENGTH OF SCHOOL TERM AND SALARIES OF TEACHERS AND SUPERINTENDENTS. nJ OJ « Virginia North Carolina . South Carolina. Georgia Florida Alabama Mississippi . . . . Louisiana Texas Arkansas Tennessee 115* 85 109 104 108* 110 110 110* 102 80 103 170 days 160 days 160 days 167 days 160 days* 160 days 169 days 180 days* 165 days 160 days 180 days $30.00* 29.05 25.00 27.43 35.00* 35.00 33.85 35.00* 45.12 35.00* 33.00 115* 80 67 104 108* 90 110 110* 102 80 103 1902-03 1903-04 1903-04 1903 1903-04 1903-04 1902-03 1902-03 1903-04 1903-04 1903-04 ♦Estimated. Figures for Virginia, Mississippi and Louisiana are those of 1902-03 ; other States, 1903-04. "While universal suffrage is a failure, universal justice is the per- petual decree of Almighty God, and we are entrusted with power, not for our good alone, but for the negro as well. We hold our title to power by the tenure of service to God, and if we fail to administer equal and exact justice to the negro whom Ave deprive of suffrage, we shall in the fullness of time lose power ourselves, for we must know the God who is love trusts no people with authority for the purpose of enabling them to do injustice to the weak." — Charles B. Aycock. 90 [Facts About Southern TABLE IV— (Continued). TO , ^ C >^ fl V at;" cd C 53 5 S verage ary cov intende verage ary citj tendent < < V bf o wi be jj be c •;:'o°5 -"^ ^ >. +j ■ij Cj -4-) ^ -u rt ■" '^ fll ^m "*-* f^ X ^ 1 whi rs of; 1 whi rs of ed in IS Iwhi rs of i aged ions ent w ge ai ainfu ct.of <-rs. o 1 whi er lU "3 > P >, bd +^ o J' 13 S 5 {- h^ b' tH Q, " r' Tir (2)" u. s.... 66,990,788 51,250,918 25,035,727 26,215,191 48.8 23.5 15,739,870 Va 1,192,855 885,037 " "'394,128 490,909 44.5 25.8 30 7^8 18 N. C... 1,263,603 904,978 448,031 456,947 49.5 28.3 358,625 S. C 557,807 404,860 207,768 197,092 51.0 27.4 152,947 Ga 1,181,294 853,029 398,436 454,593 46.7 27.7 328,265 Fla 297,333 216,510 99,951 116,559 46.1 27.1 80,823 Ala. . . . 1,001,152 714,883 356,327 358,556 49.8 28.5 286,269 Miss. . .. 641,200 458.467 218,119 240.348 47.5 28.4 182.733 La 729,612 524,753 239,994 284,759 45.7 28.0 204,859 Texas . . 2,426,669 1,725,030 788,954 936,076 45.7 28.8 701,639 Ark. ... 944,580 670,409 322,584 347,825 48.1 29.0 274,171 Tenn. . . 1,540,186 1,125,968 515,719 610,249 45.7 26.8 2779 414,218 South .. 11,776,291 8,483,944 3,990,011 4,493,933 47.0 3,292,347 1. l^orth Carolina, South Carolina and Alabama are the only Southern States whose percentage of white population engaged in gainful occupations is as high as the average for the country at large. Eduoationai. Progress.] 113 2. Every Southern State had more white children under ten years of age than the average for the country. COLORED POPULATION ENGAGED IN GAINFUL OCCUPA- TIONS, 1900. Total colored population Total colored population 10 years of age and over Total colored population 10 years of age and over engaged in gainful occu- pations Total colored population 10 years of age and over not engaged in gainful occupations Per ct. colored pop. 10 yrs. of age and over engaged in gainful occupat'ns.and per ct. of total pop.imder 10 yrs. of age (1 and 2) Total colored population under 10 vears of age u. s 9,312,599 6,425,581 4,251,343 2,174,238 (1) 66.1 (2) 31.0 2,887,018 Va 661,329 630,207 782.509 1,035,037 231,209 827,545 910,070 652,013 622.041 366,984 480,430 478,921 437,691 537,398 724,096 168,586 589,629 638,646 464,598 437,610 263,808 354,833 268,287 268,711 363,127 466,035 101,619 406,861 427,004 296,099 244,079 163,211 211,868 210,634 168,980 174,271 258,061 66,967 182,768 211,642 168,499 193,531 100,598 142,965 56.0 61.4 67.5 64.3 60.2 69.0 67.1 63.7 55.7 61.8 59.7 29.0 30.5 31.3 30.0 27.0 28.7 29.8 28.7 29.6 28.1 26.1 182,408 N. Car S. Car Ga 192,516 245,111 310,941 Fla Ala Miss La 62,623 237,916 271,424 187,415 Tex Ark Tenn 184,431 103,176 125,597 The South.... 1 7, 199,374 5,095,916 3,216,901 1,879,015 63.1|29.2 2,103,458 114 [Facts About Southern CHILD LABOR IN 1900. 6 a a P. J, .■s ^ 2 >" CO t, Total colored population 10-14 years of age Total children employed in gain- ful occupations 10-14 years of age — white Total children employed in gain- ful occupations 10-14 years of age — colored Total children employed in gain- ful occupations 10-14 years of age — both races g »i.2 U -M ■S.2 So. ^§ «.2 ?^ •a .a .•= a! •a be 'wa Si United States . Males . . . Females . 6,967,019 3,523,378 3,443,641 1,124,932 565,940 558,992 1,229,263 941,986 287,777 522,924 324,064 198,860 1,752,187 1,266,050 486,137 17.6 46.3 Virginia 135,184 68,757 66,427 85,653 42,760 42,893 28,000 24,858 3,142 27,745 19,793 7,952 55,745 44,651 11,094 20.7 S"? 4 Males . . . Females North Car. . . . Males . . . Females . 153,295 78,318 74,977 82,030 41,118 40,912 64,657 48,989 15,668 45,750 28,997 16,753 110,407 77,986 32,421 42.2 55.7 South Car. . . . Males . . . Females . 67,369 34,501 32,868 106,994 54,196 52,798 28,582 18,572 10,010 66,698 37,791 28,907 95,280 56,363 38,917 42.2 62.3 Georgia . 143,321 73,235 70,086 134,544 67,967 66,577 43,470 34,122 9,348 70,494 43,340 27,154 113,964 77,462 36,502 33.3 5^ 4 Males . . . Females . Florida 34,568 17,732 16,836 26,407 13,267 13,140 6,440 5,503 937 8,963 5,778 3,185 15,403 11,281 4,122 18.6 33 9 Males . . . Females . Alabama 122,783 62,502 60,281 105,952 53,734 52,218 51,436 39,520 11,916 71,217 41,469 29,748 122,653 80.989 41,664 41.8 67 ?. Males . . . Females . Mississippi . . . Males . . . Females 78,869 40,495 38,374 118,849 60,475 58,374 26,493 21,743 4,750 71,516 42,163 29,353 98,009 63,906 34,103 33.6 60.1 Loiiisiana .... Males . . . Females . 86,513 43,866 42,647 82,872 41,707 41,165 18,314 14,637 3,677 42,733 24,983 17,750 61,047 39,620 21,427 21.1 51.5 Texas 300,411 152,785 147,626 82,766 41,698 41,068 63,285 53,956 9,329 28,286 19,648 8,638 91,571 73,604 17,967 21.0 34 1 Males Females Arkansas Males Females 119,760 61,024 58,736 46,721 23,310 23,411 39,114 33,857 5,257 25,954 15,890 10,064 65,068 49,747 15,321 32.6 55.5 Tennessee 184,424 94,580 89,844 59,349 29,912 29,437 51,972 47,213 4,759 24,390 16,498 7,892 76,362 63,711 12,651 28.1 40 9 Males Females The South. Males Females 1,426,497 727,795 698,702 932,137 470,144 461,793 421,763 342,970 78,793 483,746 296,350 187,396 905,509 639,320 266,189 28.7 51.8 Educational Progress.] 115 WHITE CHILD LABOR AND ILLITERACY, 1900. WHITE P o a 5 O O cS " to ■M C n Virginia North Carolina South Carolina Georgia Florida Alabama Mississippi . . . Louisiana Texas Arkansas Tennessee The South... TT 98,160 175,907 54,719 101,264 19,184 104.883 36,844 96,551 146,487 77,160 159,086 12,258 25,444 9,996 14,923 2,478 18,804 6,156 14,513 20,819 13,256 21,473 1,070,2451160,120 421,763 28,000 64,657 28,582 43,470 6,440 51,436 26,493 18,314 03,285 39,114 51,972 13,197 24,172 9,508 13,508 2,132 14,992 4,964 16,167 21,333 10,178 20,893 25,455 49,616 19,504 28,431 4,610 33,796 11,120 30,680 42.152 23,434 42,366 151,044 311,164 26 28 34 28 24 32 30 32 29 30 27 30 It will be observed that the total illiterate white popula- tion of the South, 10 to 14 years of age, was 160,120 in 1900. The total number of white children 10 to 14 years of age employed in gainful occupations in that year was 421,763. Note that 160,120 is 37.9 per cent, of 421,763 ! At least 37.9 per cent, of those employed in gainful occupations, 10 to 14 years of age, are thus kept from school. 116 [Facts About Softheen COLORED CHILD LABOR AND ILLITERACY, J900. COLORED s =^ ■'- o S 5 M) , A 5 « 2 ;: s — o >,\ - o o o Virginia North Carolina South Carolina Georgia Florida Alabama Mississippi . . . Louisiana Texas Arkansas Tennessee The South 213,960 210,344 283,940 379,156 65,101 338,707 314,617 284,594 167,531 113,495 147,844 22,354 25,746 41,540 48,406 5,911 47,268 38,178 41,178 14,672 13,716 14,902 27,745 45,750 66,698 70,494 8,963 71,217 71,516 42,733 28,286 25,954 24,390 26,971 29,642 51,212 55,958 8,316 52,520 46,166 45,796 18,980 14,310 18,190 49,325 55,388 92,752 104,364 14,227 99,788 84,344 86,974 33,652 28,026 33,092 23 26 33 27 22 29 27 35 20 25 22 2,519,289 318,871 483,746 368,061 681,932 27 WHITE AND NEGRO POPULATION OF U. S., I790-I900. ■ YEAR Total popu- lation -M C u V V a Pu 1900 76,303,387 63,069,756 50,155,783 38,558,371 31,443,321 23,191,876 17,069,453 12,866,020 9,638,453 7,239,881 5,308,483 3,929,214 66,990,788 55,166,184 43,403,400 33,589,377 26,922,537 19,553,068 14,195,805 10,537,378 7,866,797 5,862,073 4,306,446 3,172,006 8,840,789 7,488,788 6,580,793 4,880,009 4,441,830 3,638,808 2,873,648 2,328,642 1,771,656 1,377,808 1,002,037 757,208 87.8 87.5 86.5 87.1 85.6 84.3 83.2 81.9 81.6 81.0 81.1 80.7 11 fi 1890 n 9 1880 n 1 1870 1860 12.7 14 1 1850 ll? 1840 16 8 1830 18 1 1820 1810 1800 18.4 19.0 18 9 1790 19 S Educational Pkogress.] 117 KENTUCKY SCHOOL STATISTICS. POPULATION AND RANK AS TO POPULATION, I790-I900. YEAR Popula- tion a OS 1900 2,147,174 1,858,635 1,648,690 1,321,011 1.155,684 982,405 779.828 687,917 564,317 406,51] 220,955 73,677 12 1890 11 1880 8 1870 8 I860 9 1850 8 1840 . . 6 1830 6 1820 6 1810 7 1800 9 1790 14 There are 119 counties in Kentucky. The land area is 40,000 square miles, the water area 400 square miles. In 1000 there were 53.7 persons to each square mile. VALUATION OF PROPERTY, J850-I900. 1850 1860 1870 1880 1890 1900 $ 301,628,456 666,043,112 604,318,552 902,000,000 1,172,232,313 1,699,736,854 $307 576 457 547 631 792 RURAL AND TOWN POPULATION, J900. Total population, 2,147,174. Number of incorporated towns, 354. Aggregate population of incorporated towns, 635,320; percentage in towns, 29.6. Number of towns 25,000 and over 4; population 302,339 Number of towns 8,000 to 25,000 5 ; population 60,620 Number of to\^Tis 4,000 to 8.000 11 : population 60.R8' Number of towns 2,500 to 4,000 14 ; population 44,022 Number of towns 1,000 to 2,500 48; population 71.243 Number of towns under 1,000 272; population 96.409 118 [Facts About Southern Population living in towns 635,320 Population not living in towns 1,511,854 Percentage of population living in towns 29.6 Percentage of population not living in towns 70.4 RELATION OF WHITE TO NEGRO POPULATION, 1900. Total white population 1,862,309 Total negro population 284,706 All others 1,159 Total 2,147,174 Percentage of total population, white 80.7 Percentage of total population, negro 13.3 Increase in white population, 1890 to 1900 271,847 or 17.1% Increase in negro population, 1890 to 1900 16,635 or 6.2% ILLITERACY, 1880-1900. I. Illiteracy of total population : (a) 1880— Total jjopulation, 10 years of age and over 1,163,498 Total illiterate population, 10 years of age and over. .. 348,392 Percentage illiterate 29.9 (b) 1890— Total population, 10 years of age and over 1,360.031 Total illiterate population, 10 years of age and over. . 294,381 Percentage illiterate 2 1.6 (,c) 1900— Total population, 10 years of age and over 1,589,685 Total illiterate population, 10 years of age and over. . . 262,954 Percentage illiterate 16.5 Decrease in general illiteracy, 20 years 13.4 II. Illiteracy of negro population: (a) 1880— Total negro population, 10 years of age and over 190,223 Total illiterate negro pop., 10 years of age and over. . 133,895 Percentage illiterate 70.4 (hi 1890— Total negro population, 10 years of age and over 197,689 Total illiterate negro pop., 10 years of age and over. . . 110,530 Percentage illiterate 55.9 (c) 1900— Total negro population, 10 years of age and over.. .. 219,843 Total illiterate negro pop., 10 years of age and over. . 88,186 Percentage illiterate 40.1 Decrease in negro illiteracy, 20 years 30.3 Educational Progkess.] 119 III. Illiteracy of white population: (a) 1880— Total white population, 10 years of age and over 973,275 Total white illiterates, 10 years of age and over 214,497 Percentage illiterate 21.9 (b) 1890— Total white population, 10 years of age and over .... 1,162,342 Total white illiterates, 10 years of age and over 183,851 Percentage illiterate 15.8 (e) 1900— Total white population, 10 years of age and over 1,369,842 Total white illiterates, 10 years of age and over 174,768 Percentage illiterate 12.8 Decrease in white illiteracy, 20 years 9.1 IV. School age illiteracy, 10 to 19 years of age, 1900: (a) Native white population. 10 to 14 204,863 Illiterates, 10 to 14 16,200 Percentage illiterate 8.0 (b) Native white population, 15 to 19 181,587 Illiterates, 15 to 19 17.200 Percentage illiterate 9.5 f c) Negro population, 10 to 14 33.155 Illiterates, 10 to 14 4,952 Percentage illiterate 14.9 (d) Negro population, 15 to 19 31.333 Illiterates, 15 to 19 , 5,989 Percentage illiterate 19.1 VOTERS AND ILLITERACY, 1900. In 1900 there were 469,206 white males of voting age in Kentucky, 65,517 of whom could not read and write, or 13.9 per cent. There were 74,728 negro males of voting age, 36,- 990 of whom were illiterate, or 49.5 per cent. Thirty-eight Kentucky counties in 1900 had more than 20 illiterate white voters out of every 100 white voters. The following tables give these counties, the total number of white voters in each, the number illiterate, and the percentage illiterate. 120 [Facts About Southern COUNTY CO u 2 Illiterate white voters M V u Lewis 4,477 4,471 1,478 3,193 2,582 3,378 2,879 3,084 2,787 1,875 4,180 3,568 2,178 3,220 4,389 3,365 3,079 1,627 3,530 3,497 1,667 2,101 2,491 1,778 1,777 1,435 2,119 1,171 2,387 2,038 1,888 3,074 1,570 4,462 2,789 2,748 1,272 1,561 896 914 301 653 540 720 614 668 609 415 961 830 514 764 1,046 813 746 395 861 859 421 555 657 481 493 397 593 338 709 609 567 939 493 1,432 983 890 448 559 20.0 Grayson 20.4 Menifee 20.4 Marion 20.5 Marshall 20.9 Allen 21.3 Johnston 21.3 Adair 21.6 Rockcastle 21.9 Rowan 22.1 Lawrence 23.0 Butler 23.3 Metcalf 23.6 Bell 23.7 Carter 23.8 Casey 24.2 Wayne 24.2 Lee 24.3 Knox 24.4 Greenup 24.6 Clinton 25.3 Edmonson 26.4 Estil 26.4 Cumberland 27.1 Letcher 27.7 Owsley 27.7 Jackson 28.0 Martin 28.9 Magoffin 29.7 Elliott 29.9 Harlan 30.0 30.5 Perry 31.4 Pike 32.1 Clav 35.2 Breathitt 32.4 Leslie 35.2 35.8 CONSTITUTIONAL PROVISIONS. The following are the constitutional provisions of Ken- tucky relative to public education: Sec. 183. — The General Assembly shall, by appropri- ate legislation, provide for an efficient system of common schools throughout the State. Sec. 184. — The bond of the commonwealth, issued in favor Educational Pkogbess.] 121 of the board of education, for the sum of $1,327,000, shall constitute one bond of the commonwealth in favor of the board of education, and this bond and the $73,500 of the stock of the bank of Kentucky (now $79,800), held by the board of education, and its proceeds shall be held inviolate for the purpose of sustaining the system of the common schools. The interests and dividends of said fund, together with any sum which may be produced by taxation or other- wise for purposes of common school education, shall be ap- propriated to the common schools, and for no other purpose. 'No sum shall be raised or collected for education other than in common schools until the question of taxation is submitted to the legal voters, and the majority of the votes cast at said election shall be in favor of such taxation. vc -X- -S * * %f * Sec. 185. — The General Asesmbly shall make provision, by law, for the payment of the interest of said school fund, and may provide for the sale of the stock in the bank of Ken- tucky; and in case of a sale of all or any part of said stock, the proceeds of sale shall be invested by the sinking fund commissioners in other good interest-bearing stocks or bonds, which shall be subject to sale and re-investment, from time to time, in like manner, with the same restrictions as provided with reference to the sale of the said stock in the bank of Kentucky. Sec. 186. — Each county in the commonwealth shall be en- titled to its proportion of the school fund on its census of pupil children for each school year ; if the p7'0 rata share of any school district shall not be called for after the second school year, it shall be covered into the treasury and be placed to the credit of the school fund for general apportionment the following school year. . . . Sec. 187. — In dstributing the school fund no distinction shall be made on account of race or color, and separate schools for white and colored children shall be maintained. 122 [Facts About Southern Sec. 188.^ — So much of any moneys as may be received by the commonwealth from the United States under the re- cent act of Congress refunding the direct tax shall become a part of the school fund and be held as provided in Section 184. . . . No county, city, toM^n, taxing district, or other municipality shall be authorized or permitted to be- come indebted, in any manner or for any purpose, to an amount exceeding in any year the income and revenue pro- vided for such year, without the assent of two-thirds of the voters thereof, voting at an election to be held for that pur- pose.* ... RURAL SCHOOL STATISTICS, J902-03. Numbt-r of school districts in counties 8,396 VVliite 7,348 Colored 1,048 Size of average white district in square miles 5.4 Number of districts in wliich schools were taught more than five months f 693 White 597 Colored 96 Number of graded common schools (not city) in the several counties 132 White 125 Colored 7 Number of school houses 8,406 White 7,312 (^olored 1,094 Number of log school houses 1,184 White 1,001 Colored 183 Value of all school houses (not city) $2,718,257 White 2,551,755 Colored 166,502 Number of district libraries .)76 Number of volumes in district libraries 32,678 Value of district libraries $17,430 ♦Except for schools, the Constitution of Kentucky limits the tax rate of towns and cities between 75 cents and $1.50 on each $100.00 of property; counties and taxing districts are limited to 50 cents. fThe State superintendent's report does not give the average school term in th rural or the city schools. The rural school term is between 90 and 100 days. The citj- school term about 180 days. Educational Pkogbess.] 123 School census ( 6-20 ) 595,637 White 521,350 Colored 74,287 School enrollment 436,590 White 387,404 Colored 49,186 A\crage daily attendance 251,538 White ^ 221,129 Colored 30,409 Average daily attendance is, therefore, 45.3 per cent, of the census and 61 per cent, of the enrollment for white chil- dren, and 40.1 per cent, and 57. T per cent, for colored chil- dren. Number of teachers 9,123 White 7,968 Colored 1,155 Number of teachers who taught for first time 1,304 White T 1,170 Colored 134 Average monthly wages of white teachers $32.06 Average monthly wages of colored teachers $28.36 RURAL SCHOOL FUNDS RAISED. School fund received from State treasury $1,411,134.36 Taxes levied for incidental expenses 30.031.67 Subscriptions of individuals 14.094.13 Tuition and other sources 10.904.47 Taxes voted for teachers' salaries 72,965.00 Taxes levied for buildings, etc 127,444.00 From other sources 148,923.64 Total funds raised $1,821,497.27 Of this amount, $163,732.22 went to pay debts of previous year, leaving $1,657,765.05 available for schools, 1902-03. Average salary of county superintendent, $701. The minimum salary is $400, and the maximum $1,500. Kentucky has a compulsory school law, requiring atten- dance between the ages of 7 and 14. CITY SCHOOL STATISTICS, J 902-03. There are twenty city schools in Kentucky. School census 124,823 White 99,236 Colored 25,587 124 [Facts About Southekn School enrollment 57,458 White 44,486 Colored 12,972 Average daily attendanc i 43,124 White 34,540 Colored 8,584 The daily average attendance was 43 per cent, of the cen- sus and 75 per cent, of the cnroUment for white children, and 38 per cent, of the census and 64 per cent, of the enrollment for colored children. Number of teachers 1,210 White 967 Colored 243 Average salary teachers in white soliools $46.94 Average salary teachers in colored schools $36.26 Number of school houses 155 White 117 Colored 38 Value of school houses $2,579,057 School funds raised : From State treasury $ 284,440.51 From city taxes 652,272.34 Tuition 13,218.93 Other sources 100,633.86 Total $1,050,105.64 There was a balance of $224,528.98 from previous year, making the available city school fund $1,274,694.62. The total amount raised for rural and city schools, 1902-03, was $2,871,663.91. A 1 LIBRARY OF CONGRESS iiri'i mil I 'iii"ii' Pill i; I III Ml "III I miiii 1111 1 pii I 022 164 948 5