la Cpaii.i N7St HDlje ILibrarp of tfje ^nitiersJitpof igortt) Carolina ^f)i^ book toas! presienteti G>31l.| TT* ON. CEIi on jUf^e Educational Publication No. 135 Div. of Information and Statistics No. 1 Teacker Training, in North Carolina M. C. S. Noble, Jr. Director of the Division of Information and Statistics Published by the State Superintendent of Public Instructio^n Raleigh, N. C. This Report, written by Dr. M. C. S. Noble, Jr., Director of the Division of Information and Statistics of the State Department of Public Instruction, purposes to give data concerning the status of teacher training in North Carolina. Chapter I deals with the supply of and demand for trained teachers in the State. The actual figures for the period 1900-1925 are used as the basis for calculating "supply" and "demand" figures for the period 1925-1950. Estimates as to the relationship between the supply of and demand for trained teachers during the period 1925-1950 are con- sidered from two angles: (1) Assuming that the 1925-1926 figures are merely maintained; and, (2) Assuming that the 1925-1926 supply figures increase 100 per cent. Dr. Noble, in presenting these estimates in willing to admit, frankly enough, that these estimates must not be taken too seriously. They do, however, constitute a sincere attempt to provide an insight into the problem which confronts the State. Chapter II deals with the specific preparation provided in the teacher training program now in practice throughout the State. These figures are valuable in that they show the need for a definite attempt to provide more specific training for North Carolina's teachers. In conclusion it must be said that the State Department of Public Instruction sincerely hopes that this Report will be of value to students of Education throughout the State. State Superintendent of Public Instruction. June 11, 1929. TABLE OF CONTENTS Page Introduction 7 A. Purpose 7 B. The Importance of Teacher Training 7 C. The History of the Teacher Training Movement in North Carolina 8 D. Acknowledgment 9 I. Supply and Demand Figures for the Teaching Profession in North Carolina (1900-1950) 10 Foreword 10 Increase in Number of Teachers Employed in 1900-1925 10 Probable Number of Teachers to be Employed 1925-1950 10 Supply of Teachers Received from in-State Institutions of Higher Learning 11 Supply of Teachers Received from Out-of-State Institutions of Higher Learning 12 Relationship Between Supply and Demand, 1900-1950 . 13 Summary 16 II. The Academic and Professional Preparation of Teachers in the Public Schools in North Carolina 17 The Data 17 Improvement in Type of Certificate Held by the Teachers in the Elementary Schools of North Carolina. (1921-22 to 1926-27) 17 Improvement in Type of Certificate Held by the Teachers in the High Schools of North Carolina. (1921-22 to 1926-27) 19 Summary as to Improvement in Type of Certificate Held by White and Negro School Teachers in North Carolina. (1921-22 to 1926-27) 20 Specific Preparation. (Academic and Professional) 21 Specific Preparation as Revealed by Transcripts Presented in Appli- cation for a Primary Class A Teachers Certificate 21 Specific Preparation as Revealed by Transcripts Presented in Appli- cation for a Grammar Grade Class A Teachers Certificate 22 Specific Preparation Possessed by High School English Teachers as Revealed by Transcripts Presented in Application for a High School Class A Teachers Certificate 23 Specific Preparation Possessed by High School History Teachers as Revealed by Transcripts Presented in Application for a High School Class A Teachers Certificate 24 Specific Preparation Possessed by High School French Teachers as Revealed by Transcripts Presented in Application for a High School Class A Teachers Certificate 25 Summary as to the Academic and Professional Preparation Pro- vided for Elementary Teachers in the Public Schools of North ^^ Carolina 26 ^ Summary as to the Academic and Professional Preparation Pro- C^ vided for High School Teachers in the Public Schools of North >^ Carolina 27 ^ Table of Contents — Con. • Page Appendix: Table I. Number of Public School Teachers 1900-1925 29 Table II. Public School Attendance in North Carolina 1900-1925_ 30 Table III. Number of Pupils per Teacher in North Carolina 1900-1925 31 Table IV. The Number of Pupils per Teacher in North Carolina 32 Table V. Total Population, School Population, Public School Enrollment and Average Daily Attendance in Public Schools in North Carolina for the Years 1900, 1910 and 1920 33 Table VI. Total Population, School Population, Public School Enrollment and Average Daily Attendance in Public Schools in North Carolina for the Years 1900, 1910, and 1920 33 Table VII. The Teacher Output of the Institutions of Higher Learning in North Carolina in 1925 Classified According to Grade of Certificate Held 34 Table VIII. The Supply of Teachers Furnished by the Institutions of Higher Learning in North Carolina During the School Year Ending 1926 35 Table IX. The Number of Persons Receiving Credits from Out-of- State Institutions Who Applied for North Carolina Teacher's Certificates in 1926 35 Table X. The Number of Persons Receiving Credits from Out-of- State Institutions Who Applied for Teacher's Certificates in North Carolina in 1925, and the Number of These Actually Teaching in 1925-26 ' 36 Table XL Number of Teachers Certificated from Out-of-State Institutions in 1925, and the Number Who Taught in North Carolina in 1925-26 37 Table XII. Table Showing the Number of Elementary Teachers and the Number of High School Teachers to be Trained, (at 5 Year Intervals) for the Period 1925-1950 (White) 38 Table XIII. Table Showing the Number of Elementary Teachers and the Number of High School Teachers to be Trained, (at 5 Year Intervals) for the Period 1925-1950 (Negro) 38 Table XIV. Improvement in Type of Certificate for the Elementary Grades Held by White Teachers in North Carolina During the Period 1921-22 to 1925-26 39 Table XV. Improvement in Type of Certificate for the Elementary Grades Held by Negro Teachers in North Carolina 1921-22 to 1925-26 40 Table XVI. Improvement in Type of High School Certificates Held by White Teachers During the Period 1921-22 to 1925-26_ 41 Table XVII. Improvement in Type of High School Certificates Held by Negro Teachers in North Carolina During the Period 1921-22 to 1925-26 42 Table XVIII. Standard and Non-Standard Teachers in North Carolina 43 Table XIX. Table Showing Academic Preparation of 100 Teachers Holding Primary Class A Certificates Issued (1925-1927) by in-State Institutions of Higher Learning 44 Graph XX. Graph Showing Rank Per Subject in Academic Prepa- ration Possessed by Average Teacher in North Carolina Who Holds Primary Class A Certificate 45 Table of Contents — Con. Page Table XXI. Table Showing Professional Preparation of 100 Teachers Holding Primary Class A Certificates Issued (1925- 19 27) on Basis of Credits Received from In-State Institutions of Higher Learning 46 Graph XXII. Graph Showing Rank Per Subject in Professional Preparation Possessed by Average Teacher in North Carolina Who Holds Primary Class A Certificate 47 Table XXIII. Table Showing Academic Preparation of 100 Teachers Holding Grammar Grade Class A Certificate Issued (1925- 1927) on Basis of Credits Received from in-State Institutions of Higher Learning 48 Graph XXIV. Graph Showing Rank Per Subject in Academic Preparation Possessed by Average Teacher in North Caro- lina Who Holds Grammar Class A Certificate 4 9 Table XXV. Table Showing Professional Preparation of 100 Teachers Holding Grammar Class A Certificates Issued (19 25- 1927) on Basis of Credits Received from in-State Institutions of Higher Learning 50 Graph XXVI. Graph Showing Rank Per Subject in Professional Preparation Possessed by Average Teacher in North Carolina Who Holds Grammar Grade Class A Certificate 51 Table XXVII. Table Showing the Academic Preparation of 100 High School English Teachers Holding High School Class A Certificates Issued (1925-1927) on Basis of Credits Received from in-State Institutions of Higher Learning 52 Graph XXVIII. Graph Showing Rank Per Subject in Academic Preparation Possessed by Average High School Teacher in North Carolina Who Holds High School Class A Certificate. (English Teachers) 53 Table XXIX. Table Showing the Professional Preparation Pos- sessed by 100 High School English Teachers Holding High School Class A Certificates Issued (1925-1927) on Basis of Credits Received from in-State Institutions of Higher Learnings 5 4 Graph XXX. Graph Showing Rank Per Subject in Professional Preparation Possessed by Average High School Teacher of English in North Carolina Who Holds High School Class A Certificate 55 Table XXXI. Table Showing the Number of English Teachers Taking Various Types of English Courses. These Data Refer to 100 North Carolina High School English Teachers Who Were Issued High School Class A Certificates on the Basis of Credits Received at in-State Institutions of Higher Learning (1925- 1927) 56 Table XXXII. Table Showing Additional High School Subjects Taught by the 10 High School English Teachers Who Were Issued High School Class A Certificates on the Basis of Credits Received from in-State Institutions of Higher Learning. (1925- 1927) 57 Table XXXIII. Table Showing the Number of Teachers from the Group of the 100 High School English Teachers Who are Teaching 1, 2, 3, 4, 5, and 6 Fields of Study 57 Table XXXIV. Table Showing the Academic Preparation Pos- sessed by 100 High School History Teachers Holding High School Class A Certificates Issued (1925-1927) on Basis of Credits Received from in-State Institutions of Higher Learning. 58 Table of Contents — Con. Page Graph XXXV. Graph Showing Rank Per Subject in Academic Preparation Possessed by Average High School History Teacher in North Carolina Who Holds a High School Class A Certificate Issued (1925-1927) on Basis of Credits Received at in-State Institutions of Higher Learning 59 Table XXXVI. Table Showing the Professional Preparation Pos- sessed by 100 High School History Teachers Holding High School Class A Certificates Issued (1925-1927) on Basis of Credits Received from in-State Institutions of Higher Learning. 60 Graph XXXVII. Graph Showing Rank Per Subject in Professional Preparation Possessed by Average High School Teacher of History in North Carolina Who Holds a High School Class A Certificate 61 Table XXXVIII. Table Showing the Number of History Teachers Taking Various Types of History Courses. These Data Refer to 100 North Carolina High School History Teachers Who Were Issued High School Class A Certificates on the Basis of Credits Received at in-State Institutions of Higher Learning (1925-1927) 62 Table XXXIX. Table Showing Additional High School Subjects Taught by the 100 High School History Teachers Who Were Issued High School Class A Certificates on the Basis of Credits Received from in-State Institutions of Higher Learning. 1925- 1927 63 Table XL. Table Showing the Number of Teachers From the Group of the 100 High School History Teachers Who Are Teaching 1, 2, 3, 4, 5, and 6 Fields of Study 63 Table XLI. Table Showing the Academic Preparation of 10 High School French Teachers Holding High School Class A Certifi- cates Issued (1925-1927) on Basis of Credits Received from in-State Institutions of Higher Learning 64 Graph XLII. Graph Showing Rank Per Subject in Academic Prepa- ration Possessed by Average High School French Teacher in North Carolina Who Holds a High School Class A Certificate Issued (1925-1927) on Basis of Credits Received at in-State Institutions of Higher Learning 65 Table XLIII. Table Showing the Professional Preparation Pos- sessed by 100 High School French Teachers Holding High School Class A Certificates Issued (1925-1927) on Basis of Credits Received from in-State Institutions of Higher Learning. 66 Graph XLIV. Graph Showing Rank Per Subject in Professional Preparation Possessed by Average High School Teacher of French in North Carolina Who Holds High School Class A Certificate 68 Table XLV. Table Showing the Number of French Teachers Taking Various Types of French Courses. These Data Refer to 100 North Carolina High School French Teachers Who Were Issued High School Class A Certificates on the Basis of Credits Received at in-State Institutions of Higher Learning. 19 25- 1927 69 Table XLVI. Table Showing Additional High School Subjects Taught by the 100 High School French Teachers Who Were Issued High School Class A Certificates on the Basis of Credits Received from in-State Institutions of Higher Learning. 19 25- 1927 70 Table XLVII. Table Showing the Number of Teachers From the Group of the 100 High School History Teachers Who Are Teaching in 1, 2, 3, 4, 5, and 6 Fields of Study 70 TEACHER TRAINING IN NORTH CAROLINA INTRODUCTION A. Purpose The Division of Information and Statistics of the State Department of Public Instruction working at the suggestion of Hon. A. T. Allen, State Superintendent of Public Instruction, has since July 1, 1926 as a major activity, been making a survey of teacher training conditions in North Caro- lina. The Report, which is herewith presented, purposes to give both a quantitative and a qualitative description of teacher training in this State. The quantitative analysis will present the more pertinent figures pertaining to supply and demand. The qualitative analysis will show the academic and professional preparation provided for the groups of teachers holding several types of certificates. It is hoped that this abbreviated description of teacher training conditions in North Carolina will contribute towards a more com- plete understanding of existing conditions and toward improvement in the type of teachers provided for the schools of our State. B. The Importance of Teacher Training No study of teacher training conditions in North Carolina could be com- plete without due mention of the importance of an adequate supply of well trained teachers. If the reader keeps well in mind the State's responsibility to its citizenry for teacher training, this report will undoubtedly be of greater interest. Let us, therefore, inquire into the social necessity for an adequate supply of well trained teachers. Education in a Democracy postulates an equal opportunity for every child to develop fully his God-given abilities. The maximum realization by the child of such an opportunity depends most upon the efficiency of his teachers. The teacher, acting as a most powerful environmental influence, has the privilege of directing the child's ideas, of awakening his interests and of preparing him for that degree of social participation which makes for the best in citizenship. The rapidity of the child's transition from dependence to independence inevitably depends upon the efficiency of the teacher; human economy, therefore, demands a well trained teacher. Until a State can place an adequately trained teacher in every class room within its borders, it has not measured up to this ideal of Democracy. North Carolina has known a time when it was generally believed that anyone who had mastered some field — or more often "fields" — of subject matter was sufficiently prepared to teach effectively in her public schools. Then the belief prevailed that it was enough to teach straight-cut subject matter to the child, and that the child's powers were such as to enable him to apperceive and individualize of his own initiative the values and usages inherent in the subject matter. Then it was that teachers taught "subject matter" — not "children." Then it was that the citizenry was inclined to accept the point of view that the mere knowledge of subject matter carried with it the ability to teach pupils. That day fortunately is passe and North Carolina's citizenry now stands convinced that a mere knowledge of subject matter alone does not neces- 8 Teacher Training in North Carolina sarily carry with it the ability to teach. School teaching undoubtedly requires skilled ability, and skilled ability is found where there has been scientifically arranged training. Modern developments in the field of education — statistical studies, standardized tests, surveys, and most impor- tant of all, classroom experiences — have served to demonstrate that teaching, when properly achieved, is decidedly a professional activity, and as such — just as in the case of any profession — demands a prolonged period of in- telligently planned preparation. North Carolina's recognition of the importance of teacher training is evidenced by many facts. It is significant to note: that twenty-one white high schools in North Carolina have teacher-training departments; that schools of Education are maintained at N. C. C. W. and at the University; that there is a State-owned teachers college at Greenville; that the State owns two standard normal schools for the training of white teachers, and four standard normal schools for the training of negro teachers; that there are thirty-one rural school supervisors; that among the denominational and private institutions of higher learning for both races there are more than twenty-five institutions which include education courses in their curricula, and that three divisions of the State Department of Public Instruction carry on activities devoted exclusively to the improvement of instruction within the public schools. C History of the Teacher Training Movement in North Carolina The State of North Carolina has employed many devices for creating and maintaining an adequate supply of well trained teachers for its public schools. The selection of these devices has been characterized by a natural evolution. The first device to be employed was certification through exam- inations. The second device was the reading circle. These circles were given over to the study of professional books. In 1923-24 the State Superin- tendent of Public Instruction wrote: "The superintendents and principals over the State entered into this scheme Avith great enthusiasm. Fifteen thousand teachers an- nually studied some strong new book and passed a successful exam- ination on it. At first the Department gave certificate credit for this work. When the summer school program was well launched, it was considered unwise to give further promotion credit for this work. Notwithstanding the withdrawal of credit for this work, more than eight thousand teachers last year, under the direction of their super- intendent, completed an up-to-date strong book."* In 1919 the teachers institute gave way to county summer schools. The county summer schools provided the teachers throughout the State with an opportunity to study under competent and skillful instructors. The county summer schools were within easy reach of every teacher within the State. These summer schools were largely attended and enthusiastically supported by the teachers and superintendents. The scarcity of teachers made entrance requirements for these summer schools an impossibility. In 1923-24 the State Superintendent of Public Instruction wrote: "As the high schools increased in number, it has been possible to set up certain scholastic attainments for entrance. At first we set up two years of high school work, then three, and we feel justified in 1925 in requiring high school graduates for entrance to these schools. Since the high schools for white people are now turning out 8,025 graduates a year and the colored schools approximately 800, it is felt Teacher Training in North Carolina 9 that no new teacher should be allowed to begin work unless she is at least a high school graduate. It will be necessary to conduct these schools for a few more years to come for the 2,200 nonstandard white teachers and the 2,400 nonstandard colored teachers, and until our teacher training facilities can turn out more adequately trained teachers to take their places."* During the summer of 1926 no county summer schools for white teachers were held, and it is hoped that by 1929 it will be possible to discontinue county summer schools for negro teachers. When, as has been shown. North Carolina reached the point where high school graduation was the entrance requirement to the teaching profession in the State the institutional summer school became the logical successor to the county summer school. Obviously enough, this transition step marked simply another achievement along the highway of higher professional standards. In the institutional summer school, teachers can build up, even while in service, credit towards college graduation. The summarize then as to the type of agency which is at present carrying on accredited teacher training activities it may be said: (a) That such teacher training as is provided for white teachers is given entirely at insti- tutions of higher learning — either during the regular sessions or at summer schools, — and, (b) That teacher training for negroes is given at institutions of higher learning for negroes — either during the regular sessions or summer sessions, — and at county summer schools. The interest of this State in teacher training has hinged around the sound notion, generally accepted, that the central problem of education is to get and to keep real teachers. The population of our State both urban and rural is just now so vitally interested in this problem that it is asking the very pertinent question: How effective, both quanitatively and qualita- tively, is our teacher training machinery? D. Acknowledgment The author of this Report is especially grateful to Dr. A. T. Allen, State Superintendent of Public Instruction, and to Dr. James E. Hillman, Director of the Division of Certification and Teacher Training, for the many helpful services rendered. Without the inspiring cooperation of these gentlemen the preparation of this Report would have been an impossibility. * Biennial report of the Superintendent of Public Instruction of Nortli Carolina for the scholastic year 1922-23 and for 1923-24. Chapter 9, page 44. SUPPLY AND DEMAND FIGURES FOR THE TEACHING PROFESSION IN NORTH CAROLINA (1900-1950) The Data Most of the data presented in this chapter are for the period 1900-1950 and were originally collected in 1926 by the Division of Information and Statistics at the request of the North Carolina State Educational Commis- sion. The figures for the first twenty-five years of this era, namely 1900-1925, are not estimates but actual facts. The data for the period 1925-1950, natur- ally enough, are estimates. Increase in Number of Teachers Employed — 1900-1925 In 1900 there were 5,753 white public school teachers and 2,567 negro public school teachers making a grand total of 8,320 teachers. A quarter of a century later there were 16,948 white and 5,309 negro teachers or a total of 22,257 public school teachers. During this twenty-five year period, the number of teachers increased steadily and by 1925 the number employed was practically two and one-fifth times as great as the number employed during the year ending 1900. The per cent of increase during the period 1900-1925 for urban teachers, both white and colored, was greater than the per cent of increase for the number of rural teachers and the rate of increase for whites was greater than the rate of increase for negroes. The greatest factor in determining this rapid increase in number of public school teachers has been the increase in school attendance. In 1901 there were 166,500 white and 78,700 negro children in average daily attend- ance. For the school year ending 1925, there were 426,999 white children and 169,212 negro children or a grand total of 596,211 children in average daily attendance in the public schools. There were, therefore, two and two- fifths times as many white children in average daily attendance during 1925 as there were in 1901. Probable Number of Teachers to be Employed — 1925-1950 The State Educational Commission in its report of January 15, 1927 published estimates as to the probable number of teachers needed during the period 1925-1950. These estimates naturally gave due consideration to such factors as school attendance, consolidation, urbanization, race, and per ceat of children going on for secondary education. The following table gives the Commission's estimates, at five-year intervals, as to the number of beginner teachers needed annually, from the present date until 1950.* Estimates as to the Number of Beginner Teachers Needed Annually, 1925-1950. White Negro Year Estimate as to num- ber of Beginner Teachers Needed for Elementary Schools Estimate as to num- ber of Beginner Teachers Needed for Hiph Schools Estimate as to num- ber of BeginnT Teachers Needed for Elementary Schools. Estimate as to num- ber of Beginner Teachers Needed for Hi^h Schools 1925 1930 1935 1940 1945 1950 3,556 3,894 4,102 4,040 4,067 889 1,098 1,295 1,420 1,582 1,176 1,289 1,377 1,420 1,448 75 105 136 167 197 * See pp. 247-257, Report N. C. State Educational Commission. Jan. 15, 1927. Teacher Training in North Carolina 11 While it is generally conceded to be most difficult to prophesy with a great degree of certainty concerning population trends, the estimates pro- vided by the State Educational Commission constituted a sincere attempt to provide conservative estimates based upon past experience and the highest type of professional advice. At the time that these figures M^ere published there were some persons who held to the opinion that the estimates regarding the number of white teachers to be employed during 1925-1950 were too large. The following table represents a modification in line with this viewpoint. Probable Number of White School Teachers to be Employed Annually, 1925-1950, AT Five- Year Intervals Year Educational Commission's Esti- mate as to Number of White Teachers to be Emiloyed. Modification or Subtraction Sug- gested bv Actual Numerical In- crease 1900-1925. Modified Estimate 1925 1930 1935 1940 1945 1950 20,775 25,214 29,654 32,896 37,664 2,000 4,000 6,000 8,000 10,000 18,775 21,214 23,654 24,896 27,664 If the figures given in the table just preceding are translated into esti- mates as to the probable number of "beginner teachers" needed, 1925-1950 the results are as shown in the following table. Table Showing the Number of Elementary Teachers and the Number OF High School Teachers to be Trained, (at Five- Year Intervals) for the Period 1925-1950. (Modified Estimate) WHITE . YEAR 1930 1935 1940 1945 Estimate as to number of wnite teachers to be employed 1925-1950 Estimated % of total number of White Teachers who will probably be Peginner Teachers Estimate as to number of Beginner leachers needed Estimate as to % of Beginner Teachers needed for Ele- mentary Schools Estimate as to % of Beginner Teachers needed for the Hign Schools Estimate as to number of Beginner Teachers needed for Elementary Schools Estimate as to number of Beginner Teacners needed for High Schools 18,775 21,214 23,654 21.4 19.8 18.2 4,018 4,200 4,305 80 78 76 20 22 24 3,214 3,276 3,262 804 924 1,033 16.6 4,133 74 26 3,058 1,075 27,664 15.0 4,149 Supply of Teachers Received from In- State Institutions of Higher Learning In 1924-1925, 1,699 white teachers were certificated from in-State insti- tutions of higher learning. Of these 1,699 white teachers, 1,237 actually 12 Teacher Training in North Carolina taught during the school year 1925-1926; 462 did not teach during the school year 1925-1926. Of the 1,237 teachers trained by in-State institutions, 685 secured certificates leading to teaching positions in the elementary schools, whereas 552 secured high school teachers certificates. During the year 1924-1925, 116 negroes received teachers certificates from in-State institu- tions of higher learning. 88 of these 116 teachers certificated in 1924-1925 began teaching in the public schools of North Carolina in 1925-1926; 28 of the 116 teachers did not teach in North Carolina during the school year 1925-1926. Of the 88 negro teachers certificated in 1924-1925 who taught in North Carolina in 1925-1926, 63 held elementary teachers certificates and 25 held high school teachers certificates. In 1925-1926, 2,025 teachers certifi- cates were issued to whites. 1,164 of these certificates were elementary school certificates and 861 were high school certificates. During the same year 127 negroes received elementary school certificates and 63 negroes received high school teachers certificates. In considering these figures relative to the output of in-State institutions during the school year 1924-1925 it must not be forgotten that all of the 1,237 white teachers and all of the 88 negro teachers were not well trained school teachers. The amount of training possessed by the 1,237 whites and the 88 negroes varied all the way from one to four or more years of training beyond high school graduation. More than one-half of the 1,237 white teachers had had not more than two years of training beyond high school graduation and more than three-fourths of the 88 negro teachers had had not more than two years beyond high school graduation. Approximately 50 per cent of the 1,237 white teachers and 62 per cent of the 88 negro teachers were certificated on the basis of credits received at State-owned institutions of higher learning. Supply of Teachers Received From Oiit-of-State Institutions of Higher Learning In 1924-1925, 753 whites were issued certificates on the basis of training received at out-of-State institutions of higher learning. Of these 753 cer- tificates, 283 were elementary teachers certificates and 470 were high school teachers certificates. 167 of the 283 white elementary teachers and 251 of the 470 white high school teachers certificated in 1924-1925 actually taught in the public schools of North Carolina during 1925-1926. North Carolina, therefore, •-received into its public schools in 1925-1926 a total supply of 418 white teachers from out-of-State institutions of higher learning. On the basis of training received at out-of-State institutions in 1924-1925, 70 negroes received elementary teachers certificates, and 89 negroes received high school teachers certificates. 35 of the 70 negroes issued elementary teachers certificates and 46 of the 89 negroes issued high school teachers certificates in 1924-1925, actually taught in the public schools of North Caro- lina during the school year 1925-1926. The total supply, therefore, of negro teachers trained in out-of-State institutions and received into the public schools of North Carolina during the school year 1925-1926 amounted to 81 teachers. The supply of beginner teachers received during the school year 1925-1926 was drawn from 31 of the 48 States. Naturally enough those States nearest to North Carolina contributed the largest numbers. Teacher Training in North Carolina 13 In 1925-1926, a year later, 456 teachers were certificated on the basis of training received at out-of-State institutions of higher learning. Since North Carolina in this year adopted the rule of certifying only those persons who actually accepted teaching positions in North Carolina, it is fair to assume that approximately all of these 456 teachers began teaching in North Carolina in 1926-1927. These 456 certificates were distributed as follows: Whites — elementary, 168; high school, 223. Negro— elementary, 16; high school, 45; no racial data — elementary, 0; high school, 4. Relationship Between Supply and Demand — 1900-1950 While it is true that during the period 1900-1926 there was a sufficiently large number of persons who desired teaching positions in the public schools of North Carolina it was also true that North Carolina never experienced a year in which there was an adequate supply of well trained teachers. Now let us in the light of the estimates provided by the North Carolina State Edu- cational Commission, examine not only the relationship between the supply of and the demand for trained teachers in North Carolina at the present time, but also let us speculate as to the relationship between these two items during the period 1925-1950. And in our estimates concerning this relation- ship during the period 1925-1950 let us consider two conditions, namely, (1) maintenance of the 1925 supply figures and (2) a 100 per cent increase in the 1925 supply figures. In 1925 the annual output of the in-State institutions for whites amounted to approximately 900 elementary teachers and 750 high school teachers. If the 1925 supply figures were merely maintained, by 1930 our supply of white elementary teachers trained by in-State institutions would be only 25 per cent of the demand and by 1950 only 21 per cent of the demand, and, if the 1925 supply of white high school teachers was merely maintained our supply would be only 88 per cent of the demand in 1930 and 47 per cent of the demand in 1950. If we consider our problem, not in terms of white elementary teachers or in terms of white high school teachers, but in a summary sense the story might be stated as follows: In the year 1925-1926, 1,237 teachers represented the total supply of new or beginner white teachers received from all in-State institutions of higher learning. A total of 418 white beginner teachers were received from out-of-State institutions. The total available supply of white trained beginner teachers for the public schools in North Carolina in 1925- 1926, therefore, amounted to 1,655 teachers. These 1,655 teachers, however, were not all "well" trained teachers. Their training ranged anywhere from one to four or more years of training at institutions of higher learning. In 1925-1926 North Carolina needed approximately 4,000 white beginner teachers. An actual shortage of 2,331 trained teachers, therefore, actually existed. The shortage of trained teachers is obviously more acute in the elementary than in the secondary schools. If the supply of white teachers furnished by in-State institutions in- creased 100 per cent, by 1950 the annual output would equal 2,474 teachers. Estimates by the North Carolina State Educational Commission indicate that by 1950 the demand for beginner teachers will amount to over 5,000 teachers annually. If a 100 per cent increase in the available supply of white beginner teachers occurs by 1950 the supply would still be approxi- 14 Teacher Training in North Carolina mately only 43 per cent of the demand. A 57 per cent shortage would still exist. The figures for the negro race are also interesting. If our present supply of in-State institutions is merely maintained as of 1926 our supply figures for 1930 would be only 10 per cent of the demand for negro elementary teachers and by 1950 only 8 per cent of the demand (i. e. for negro elemen- tary teachers). By 1930 the supply of negro high school teachers would be only 64 per cent of the demand and by 1950 only 24 per cent of the demand. Now let us forget for a moment the figures presented by the North Caro- lina State Educational Commission and consider the modification suggested by those who believe the Commission's estimates, as to the probable number of white teachers needed, to be too high. And let us ask, in the light of the said modification what will be the probable relationship between the supply of and demand for white teachers during the period 1925-1950. In 1925-1926 North Carolina actually received 1,655 white beginner teachers who had had one or more years of training at institutions of higher learning. The modified estimate as to demand for white beginner teachers calls for 4,018 white beginner teachers in 1930 and 4,149 white beginner teachers in 1950. Considering "output" as synonymous to "supply", and "need" as synonymous to demand it becomes apparent that if the 1925-1926 supply figures are merely maintained, by 1950 the supply of white beginner teachers will be approximately only 40 per cent of the demand; if the 1925-1926 supply figures increase 100 per cent by 1950, the supply of white beginner teachers will still equal only 80 per cent of the demand. The figures herewith presented constitute conservative estimates as to supply and demand, based, among other things, upon the optimistic assump- tion that standards will be constantly raised. When a comparative study was made of the supply figures for the school year 1925 and 1926, it was found that there was a considerable increase in the output of in-State insti- tutions, whereas the supply of teachers received from out-of-State institutions was practically the same for the two years. When considering its future needs in the way of trained teachers, it will be well for this State to assume that North Carolina must give just as many teachers to other States for their public schools as this State will receive from other States for its own schools. At this point it will be well to point out that in 1925-1926, 23 per cent of the white teachers in the public schools were beginner teachers and that 21 per cent of the negro teachers were beginner teachers. During the school year ending 1926, 2,331 white teachers and 1,000 negro teachers began teaching in the public schools of North Carolina without ever having had as much as one year of college or normal school work. These facts indicate that the supply of well trained teachers for the public schools of North Carolina has been far below the actual demand. As a result of its statistical studies, the Division of Information and Statistics is convinced that the well trained teacher remains in the teaching service for a longer period of time. From the standpoint of the State and from the standpoint of efficiency of instruction, a well trained teacher is an economic asset. The untrained teacher is a costly proposition. North Carolina, therefore, must have high standards for the professional preparation of its teaching personnel. Teacher Training in North Carolina 15 Number of Teachers Leaving the Teaching Profession Annually in North Carolina WHITE 1 . Total number of teaching positions 2 . Per cent of teachers who were beginners 3. Actual number of beginners 4 . Number of teachers needed to fill newly created teaching positions (i. e. increase in number of teaching positions over the preceding year) 5 . Number of new teachers needed to fill positions left vacant through withdrawals of teacners from the teaching profession 1924 1 . Total number of teacning positions 2 . Per cent of teachers who were beginners 3 . Actual number of beginners 4. Number of teachers needed to fill newly created teaching positions (i. e. increase in number of teaching positions over the preceding year) 5. Number of new teachers needed to fill positions left vacant through withdrawals of teachers from the teaching profession 1925 1 . Total number of teaching positions 2 . Per cent of teachers who were beginners 3 . Actual number of beginners 4 . Number of teachers needed to fill newly created teaching positions (i. e. increase in number of teaching positions over the preceding year) 5. Number of new teachers needed to fill positions left vacant through withdrawals of teachers from the teaching profession 1926 1 . Total number of teaching positions 2 . Per cent of teachers who were beginners 3 . Actual number of beginners .' 4 . Number of teachers needed to fill newly created teaching positions (i. e. increase in number of teaching positions over preceding year) 5. Number of new teachers needed to fill positions left vacant through withdrawals of teachers from the teaching profession 6. Supply of teachers received from high institutions (in-State and out-of-State insti tutions) 7 . Total number of new teachers needed 8. Minus output of higher institutions 9 . Inadequately prepared new teachers 15,665 .29 4,542.85 (— )467.00 4,875.85 16,382 .27 4,423.14 (— )717.00 3,706.14 16,948.00 .27 4,575.96 (— )566.00 4,009.96 17,332.00 .23 3,986.36 384.00 3,602.36 1,655.00 3,986.36 (-) 1,655. 00 2,331.36 NEGRO 4,871 .27 1,315. 17 (— )276.00 1,039.17 5,120 .30 1,536.00 249.00 1,287.00 5,309.00 .24 1,274.16 (— )189.00 1,085.16 5,569.00 .21 1,169.49 260.00 909.49 169.00 1,169.49 (— )169.00 1,000.49 16 Teacher Training in North Carolina Summary (1) During the period 1900-1925 the rate of increase in number of teachers employed was most rapid. (2) An increase in school attendance will necessitate the employment of a constantly increasing number of teachers during the period 1925-1950. (3) It is likely that the rate of increase in number of teachers employed during the period 1925-1950 will not be so great as the rate of increase in number of teachers employed during the period 1900-1925. The chief reasons for this reduction in rate of increase are as follows: (a) The compulsory school attendance laws are by now rather generally enforced; (b) Consoli- dation tends to reduce the number of teachers employed; (c) Urbanization makes for more pupils per teacher, and (d) Higher standards of training make for longer tenure. (4) The untrained teacher is a costly and inefficient employee. A lack of training makes for short tenure and low-grade instruction. (5) In North Carolina, during the period 1900-1925 there never was a year in which there was a shortage of persons who were willing and anxious to assume teaching positions. (6) During the period 1900-1925 a marked shortage of well trained teachers existed. Especially was this true in the rural elementary schools. (7) If, during the period 1925-1950, the 1925 "supply" figures are merely maintained or if the 1925 "supply" figures are increased 100 per cent there would still be, in all likelihood, a marked shortage of well trained teachers. (8) In order to provide suitable educational opportunities for its school children, North Carolina should take such steps as will provide an adequate supply of well trained teachers. (9) There are three steps by which North Carolina may provide for its public schools an adequate supply of well trained teachers, namely, (a) the enlargement of existing teacher training institutions, (b) the establishment of additional teacher training institutions, and (c) enlarging existing institutions and at the same time establishing additional teacher training institutions. II THE ACADEMIC AND PROFESSIONAL PREPARATION OF TEACHERS IN THE PUBLIC SCHOOLS OF NORTH CAROLINA The Data Chapter I of this Report dealt with the number of teachers needed and the supply of teachers available for service in the public schools of North Carolina. Chapter II is a study of the quality of training possessed by the teachers of North Carolina. The data upon which Chapter II is based are presented in Tables or Graphs XIV — XLVII, of the Appendix to this Report. They deal, in the first place, with improvement in type of certificate held, and in the second place, with analyses of various types of certificates. North Carolina has in its State Department of Public Instruction a Division of Certification. This Division of Certification has charge of issuing teachers certificates. The teachers certificates held by the teachers in North Carolina are symbolic in a general way of the academic and professional preparation possessed by the teachers of this State since the type of certifi- cate varies with the amount of academic and professional work taken. Although North Carolina issues certificates at many levels of training only Class A teachers certificates are involved in the analyses herewith presented. This limitation was practiced since it was considered sufficient to deal only with the highest level of training which this State provides for its teachers. It must be mentioned also that all of the teachers included in the groups whose certificates were subjected to analysis, received all of their training at in-State institutions of higher learning. Each in-State institu- tion is represented in each certificate group to an extent proportionate to the degree to which it supplies the State with teachers possessing the class of certificate involved. The analyses of certificates leading to teaching positions in the elementary schools will be limited to analyses of Primary Class A certificates and Grammar Grade Class A certificates. The analyses of certificates leading to teaching positions in the secondary schools will consist of analyses of the Class A certificates held by High School -English teachers, by High School History teachers, and by High School French teachers. In regard to the high school field it is well to mention that up to the present time North Carolina has practiced the policy of issuing blanket certificates. Beginning with 1931 each high school certificate will carry the name of the high school subject or subjects which the teacher is qualified and certified to teach. The new certification scheme, moreover, calls for a well outlined plan of specific preparation for all certificates in both the elementary and secondary field. Improvement in Type of Certificate Held by the Teachers in the Elementary Schools of North Carolina — (1921-'22 to 1926-'27) Table III shows the improvement in type of certificate held by teachers in the public elementary schools of North Carolina during the period 1921- 1922 to 1926-1927. The data may be interpreted as follows: 18 Teacher Training in North Carolina (a) Foi' Whites: 1. In 1921-22, 22.9 per cent of the white elementary teachers pos- sessed training amounting to less than high schoot graduation; by 1926-27 this figure had been reduced to 4.8 per cent. 2. In 1921-22, 77.1 per cent of the white elementary teachers pos- sessed training amounting to high school graduation and above; by 1926-27 this figure had increased to 95.2 per cent. 3. In 1921-22 only 26.2 per cent of the white elementary teachers possessed training amounting to high school graduation plus two or more years at institutions of higher learning; by 1926-27 this figure had increased to 44.4 per cent. 4. In 1921-22, 50.9 per cent of the white elementary teachers pos- sessed training amounting to high school graduation plus less than two years at institutions of higher learning; in 1926-27 practically the same per cent prevailed. This figure, however, is offset by the fact that the tendency, for the white elementary teachers, is to continue in attendance at institutions of higher learning for two or more years. Ill Improvement in Type of Certificate for the Elementary Grades Held BY Teachers in North Carolina, 1921-1922 to 1926-1927 Type of Certificate Third County Second County Provisional B Provisional A Temporary Provisional Elem Elementary B Elementary A Provisional Primary , Grammar . Primary, G. Grade C Primary, G. Grade B Primary, G. Grade A Total. Less than High School Graduation High School Graduation and above . . . High School Graduation plus, less than two years college or normal school , . . High School Graduation plus 2 years college or normal school and above. High School Graduation plus 3 years college and above High School Graduation plus 4 years college and above White Total Per Cent 2 1,502 617 673 93 560 4,963 887 2,111 654 536 12,598 2,887 9,711 6,410 3,301 1,190 536 .1 11.9 4.9 5 3 .7 4,4 39.4 7.0 16.8 5.2 4.3 22.9 77.1 50.9 26.2 9.4 4.3 1926-27 Total Per Cent 236 1 55 305 402 3,275 2,661 44 1,926 2,255 1,307 12,467 597 11,870 6,338 5,532 3.562 1,307 1.9 .1 .4 2.4 3.2 26.3 21.3 .4 15.4 18.1 10.5 4.8 95.2 50.8 44.4 28.6 10.5 Negro Total Per Cent 21 1,.546 350 342 47 168 1,342 68 475 24 10 2,306 2,087 1,578 509 34 10 .4 35 2 8.2 7.8 1.2 3.8 30.6 1.5 10.8 .6 52.5 47.5 35.9 11.6 1926-27 Total Per Cent 864 4 207 842 208 1,408 718 395 480 43 4 5,173 1,917 3,256 2,334 922 523 43 16.7 .1 4.0 16.3 4.0 27.2 13.9 7.6 9.3 .8 .1 100.00 37.1 62.9 45.1 17.8 10 1 Teacher Training in North Carolina 19 5. In 1921-22, only 9.4 per cent of the white elementary teachers possessed training amounting to high school graduation plus three or more years at institutions of higher learning; by 1926- 27 this figure had increased to 28.6 per cent. 6. In 1921-22, only 4.3 per cent of the white elementary teachers possessed training amounting to high school graduation plus four or more years at institutions of higher learning; by 1926-27 this figure had increased to 10.5 per cent. (b) For Negroes: 1. In 1921-22, 52.5 per cent of the negro elementary teachers pos- sessed training amounting to less than high school graduation; by 1926-27 this figure had been reduced to 37.1 per cent. 2. In 1921-22, 47.5 per cent of the negro elementary teachers pos- sessed training amounting to high school graduation and above; by 1926-27 this figure had increased to 62.9 per cent. 3. In 1921-22 only 11.6 per cent of the negro elementary teachers possessed training amounting to high school graduation plus two or more years at institutions of higher learning; by 1926-27 this figure had incresed to 17.8 per cent. 4. In 1921-22, 35.9 per cent of the negro elementary teachers pos- sessed training amounting to high school graduation plus less than two years of training at institutions of higher learning; by 1926-27 this figure had increased to 45.1 per cent. It must be remembered, however, that during the period mentioned the per cent of negro teachers who were not even high school grad- uates was being reduced and that increasing per cents of negro teachers were continuing to study at institutions of higher learning for two or more years. 5. In 1921-22, only .8 per cent of the negro elementary teachers possessed training amounting to high school graduation plus three or more years at institutions of higher learning; by 1926- 27 this figure had increased to 10.1 per cent. 6. In 1921-22, only .2 per cent of the negro elementary teachers possessed training amounting to high school graduation plus four or more j^ears at institutions of higher learning; by 1926-27 this figure had increased to .8 per cent. Iinprovement in Type of Certificates Held by the Teachers in the High Schools of North Carolina — (1921.'22 to 1926-'27) Table IV shows the improvement achieved in type of certificate held by teachers in the public high schools of North Carolina during the period 1921-22 to 1926-27. In interpreting the data given, it is well to note that beginning with 1926-27 a minimum of three years of training,- — beyond high school graduation, — was required of all beginner teachers in the high schools of North Carolina. The data given in Table IV may be interpreted as follows: (a) For Whites: 1. In 1921-22, 78.1 per cent of the white high school teachers pos- sessed training amounting to high school graduation plus three years or more of training at institutions of higher learning; by 1926-27 this figure had increased to 83.9 per cent. 20 Teacher Training in North Carolina IV Improvement in Type of High School Certificates Held by Teachers IN North Carolina, 1921-1922 to 1926-1927 Type of Certificate Provisional High School "C" HighSchool"C" High School "B" High School "A" High School Principal Superintendent Supervisor Special Vocational Total. Totals minus supervisors and special vocational High School graduation plus two years college and above High School graduation plus three years college and above High School graduation plus four years college and above White 1921-22 Total Per Cent 548 234 867 718 134 39 116 2,656 2,501 2,501 1,953 1,719 20.6 8.8 32.6 27.0 5.0 1.5 4.4 100.00 100.00 100.00 78.1 68.7 1926-27 Total Per Cent 52 759 726 2,863 618 36 185 5,239 5,054 5,054 4,243 3,517 1.0 14.4 13.9 54.7 11.8 .7 3.5 100.00 100.00 100.00 83.9 69.6 Nbghg Total Per Cent 161 135 135 91 77 27.3 8.7 13.0 34.2 .6 3.1 13.0 100.00 100.00 100.00 67.4 57.0 1926-27 Total Per Cent 19 155 164 172 52 4 3 569 566 566 392 228 3.3 27.2 28.8 30.2 9.1 .7 .5 100.00 100.00 100.00 09.3 40.3 2. In 1921-22, 68.7 per cent of the white high school teachers pos- sessed training amounting to high school graduation plus four or more years at institutions of higher learning; by 1926-27 this figure had increased to 69.6 per cent. (b) For Negroes: 1. In 1921-22, 67.4 per cent of the negro high school teachers pos- sessed training amounting to high school graduation plus three or more years of training at institutions of higher learning; by 1926-27 this figure had increased to 69.3 per cent. 2. In 1921-22, 59.0 per cent of the negro high school teachers pos- sessed training amounting to high school graduation plus four or more years of training at institutions of higher learning; in 1926-27 this figure had decreased to 40.3 per cent. Summary as to Improvement in Type of Certificate Held by White and Negro School Teachers in North Carolina^ — (1921-'22 to 1926-'27) Summarizing upon the rate of improvement in type of certificate held by teachers in the public schools of North Carolina it may be said: 1. That, whereas the standards of training achieved by white teachers in North Carolina excels the standards of training achieved by the negro teachers in North Carolina, both races have achieved rapid progress towards higher levels of training. Teacher Training in North Carolina 21 2. That, the training possessed by secondary teachers excels the training possessed by elementary school teachers, and, 3. That, the rapid rate of progress which has been achieved has been due, naturally enough, to such factors as: (a) a gradual increase in the certification requirements, (b) the standardization movement in the high schools which has been attended by a marked increase in the number of high school graduates, and (c) the steady improve- ment of teacher training facilities in the institutions of higher learn- ing. Specific Preparation. (Academic and Professional) So far, in this Report, certificates have been studied in a general ■ way. Consideration has been given solely to the total number of years of study at institutions of higher learning. The next step will be more qualitative. Several types of certificates will be studied in detail. And with each type of certificate analyzed the inquiry will seek to reveal the extent to which specific preparation has occurred. If, for instance, a teacher holds a Primary Class A certificate the question advanced will be: To what extent did the teachers courses, (i.e. both academic and professional courses) taken while the teacher was enrolled as a student at an institution of higher learning, prepare her for a teaching position in the primary grades. In other words an attempt will be made to show the degree to which there is correspondence or correlation between her preparation for teaching and the duties inherent to the actual teaching position held. In the analyses of the several types of certificates, the analyses will be on the basis of studies of groups of 100 transcripts each. The data presented will refer to the following groups of transcripts: (1) 100 transcripts on the basis of which 100 Primary Class A Certificates were issued; (2) 100 transcripts on the basis of which 100 Grammar Grade Class A Certificates were issued; (3) 100 transcripts on the basis of which 100 High School Class A Certificates were issued to people who are now teaching English in the high schools; (4) 100 transcripts on the basis of which 100 High School Class A Certificates were issued to people who are now teaching History in the high schools; and (5) 100 transcripts on the basis of which 100 High School Class A Certificates were issued to people who are now teaching French in the high schools. Specific Preparation as Revealed by Transcripts Presented in Application for a Primary Class A Teachers Certificate The Primary Class A Certificate has been chosen because it is the highest class of certificate issued which theoretically leads to a teaching position in the primary grades. The question advanced is: In North Carolina what degree of excellence does the highest type of Primary certificate indicate? The statistical answer to this question is given in Graphs XX and XXII, and in Tables XIX and XXI. In describing the academic and professional prep- aration possessed by a teacher in the public schools of North Carolina who holds a Primary Class A certificate, many things may be mentioned. The following facts, for instance, seem most significant. 1. The prospective holder of a Primary Class A certificate, while in attendance at an institution of higher learning, is apt: (a) To study any academic subject or any professional subject; (b) To study any 22 Teacher Training in North Carolina particular subject for any number of semester hours; and, (c) To study any phase of any particular subject. Educational guidance, if it occurs at all, varies with the institution. As a result many pros- pective primary teachers fail to secure instruction in highly essential fields of study. Guidance, as a rule, seems to end with the compulsory freshman courses in History and English Composition and Rhetoric, and in the general certificate requirements of 18 hours of profes- sional credits. There is, therefore, from the standpoint of specific preparation very little, if any, significance to the title "Primary Certificate." 2. The average teacher who holds a Primary Class A certificate pos- sesses 105.99 semester hours of academic credits and 24.49 semester hours of professional credits. There is, therefore, a tendency to exceed the general minimum requirements of a total of 120 semester hours of credits and to exceed the purely professional requirements of a minimum of 18 semester hours of professional credits. 3. An analysis of the academic credits and also the professional credits possessed by the average teacher who holds a Primary Class A cer- tificate reveals instances of misplaced emphasis. Does it seem likely, for instance, that a primary teacher should devote on the average 18.43 semester hours to the study of the foreign languages and only 1.27 semester hours to the study of geography? Does it seem logical that the primary grade teacher should, on the average, devote 0.79 semester hours to the study of general methods and principles of secondary education, and 0.45 semester hours to the methods of teach- ing some particular subject in the secondary schools and then devote only 0.04 semester hours to the study of classroom management in the elementary schools? Specific Preparation as Revealed by Transcripts Presented in Application for a Grammar Grade Class A Teachers Certificate The Grammar Grade Class A Certificate represents the highest class of certificate issued which theoretically leads to a teaching position in the grammar grades The results secured as a result of having analyzed the academic and professional preparation possessed by the teachers in the North Carolina public schools who hold Grammar Grade Class A Certificates are identical to those mentioned when the Primary Class A Certificate was analyzed. They are as follows: 1. The prospective holder of a Grammar Grade Class A Certificate, while in attendance at an institution of higher learning, is apt: (a) To study any academic subject or any professional subject; (o) To study any particular subject for any number of semester hours; and, (c) To study any phase of any particular subject. Educational guid- ance, if it occurs at all, varies with the institution. As a result many prospective grammar grade teachers fail to secure instruction in highly essential fields of study. Guidance, as a rule, seems to end with the compulsory freshman courses in History and English Com- position and Rhetoric and in the general certificate requirements of 18 hours of professional credits. There is, therefore, from the stand- point of specific preparation very little, if any, significance to the title "Grammar Grade Certificate." Teacher Training in North Carolina 23 2. The average teacher who holds a Grammar Grade Class A Certificate possesses 105.58 semester hours of academic credits and 25.93 semester hours of professional credits. There is, therefore, a tendency to exceed the general minimum requirements of a total of 125 semester hours of credits and to exceed the purely professional requirements of a minimum of 18 hours of professional credits. 3. When analyses of the academic credits and also the professional credits possessed by the average teacher who holds a Grammar Grade Class A Certificate is made, several instances of misplaced emphasis become apparent. For instance, the average Grammar Grade Class A teacher possesses 19.79 semester hours in foreign language (ancient and modern, inclusive) and only 59 semester hours of geography and only 0.38 semester hours of general science. This same teacher pos- sesses 1.24 semester hours in general methods and principles of education for the secondary schools and only 0.05 semester hours in classroom management in the elementary schools. Specific Preparation Possessed by High School English Teachers as Revealed by Transcripts Presented in Application for a High School Class A Teachers Certificate At the present time North Carolina issues blanket certificates for teaching positions in the high schools. The possessor of a High School Certificate may, therefore, undertake to teach any high school subject he may be called upon or desire to teach. For this study the names of 100 persons who are teaching English and who hold High School Class A Certificates were secured through a study of the files maintained in the Divisions of Certification and School Inspection. The High School Class A Certificate is the highest type of certificate issued to high school teachers. The inquiry involved is: To what extent is specific preparation revealed by an inspection of 100 tran- scripts presented in application for High School Class A Certificates by persons who are now teaching English. In other words, how well trained are our best trained teachers of high school English? The following brief comments are suggestive: 1. The teachers of high school English who hold High School Class A Certificates presented, when applying for their certificates, transcripts which revealed 25.47 semester hours of preparation in English. They, while prospective teachers had devoted more semester hours to the study of English than to the study of any other academic subject, they, • however, do not seem to have taken, always, such English courses as are in direct correspondence with their needs as teachers of English in the public high schools. 2. Our High School Class A English teachers have, on the average, de- voted 22.64 semester hours to the study of foreign languages (ancient and modern, inclusive). Such training in the foreign languages should prove helpful to teachers of English. On the other hand, it is possible that the 8.02 semester hours devoted to a study of mathe- matics (in the main, college algebra, trigonometry, calculus, etc.) represents an over emphasis of a subject which contributes relatively little to the teaching of English in the high schools. 3. The teachers of high school English who hold High School Class A Certificates possess on the average 106.80 semester hours of prepara- 24 Teacher Training in North Carolina tion in academic subjects and 16.41 semester hours of professional credits. They, therefore, seem to be less favorably inclined towards the study of education courses than Primary Class A or Grammar Grade Class A teachers. 4. The professional credits also reveal instances of lack of guidance on the part of the institutions of higher learning. For instance, only 63 of the 100 High School Class A English teachers had had courses in educational psychology. Only 0.45 semester hours were devoted to practice teaching and observation, whereas "1.03 semester hours were devoted to the study of general methods and principles of edu- cation for the elementary schools. 5. 70 of the 100 English teachers taught other high school subjects in addition to English. The teaching of English was more often com- bined with History, French, and General Science than with other subjects. What subjects are most related to English? Does an English teacher profit more by a knowledge of History or of General Science? One of the high school English teachers was teaching in the following fields: (1) English (first and second year), (2) Math, (3) Algebra, (4) Civics, (5) History, (6) Latin, (7) Science, and (8) Spelling. Another high school English teacher was teaching (1) English, (2) Biology, (3) Chemistry, (4) History, (5) General Science, and (6) Physics. Is it possible for a teacher to teach effectively in so many fields of study? These data would indicate that instead of issuing blanket certificates for teaching positions in the high schools, separate certificates should be issued for each subject field. Such an arrangement would make it unlikely for a teacher to be certificated in more than two fields and would inevitably result in the acquisition of a greater degree of specific preparation on the part of individual teachers. Specific Preparation Possessed by High School History Teachers as Revealed by Transcripts Presented in Application for a High School Class A Teachers Certificate An analysis of the academic and professional preparation possessed by 100 high school History teachers reveals practically the same amount and same type of specific preparation as was revealed in the study of the 100 transcripts presented by 100 English teachers. The following comments are illustrative of actual conditions: 1. The teachers of high school History who hold High School Class A Certificates presented, when applying for their certificates, transcripts which revealed, on the average, 21.77 semester hours of preparation in History. They, therefore, as prospective History teachers devoted more semester hours to the study of History than to the study of any other subject. An analysis of the History courses taken while at college and the kind of History taught by these teachers in the high school does not, however, show the correlation between training and work done in the field. 2. Beyond the fact that the History teachers have had more courses in History than in any other academic subject, the academic prepara- tion of History teachers does not show any marked difference from the academic preparation provided for English and French teachers. In Teacher Training in North Carolina 25 general, it may be said that a History, teacher is apt: (a) To study any academic subject or any professional subject; (b) To study any particular subject for any number of hours, and (c) To study any phase of any particular subject. The amount of educational guidance revealed seems to be practically negligible. 3. The teacher of high school History who holds a High School Class A Certificate possesses on the average, 109.25 semester hours of prepara- tion in academic subjects and 16.19 semester hours of professional credits. Here again — just as in the case of high school English teachers — we see that high school teachers are less favorably inclined towards purely professional courses than are elementary school teachers. For professional credits they submit such academic sub- jects as psychology, child psychology and sociology. 4. It happens quite often that History teachers do not include in their training some of the more essential subjects. Only 58 of the 100 high school History teachers had had courses in Educational Psychology; only 24 had had courses in classroom management; while 34 had had courses in the teaching of some particular subject in the elementary schools, and only 12 had had courses in practice teaching and observa- tion. This condition with regard to professional credits reveals in- stances of lack of guidance on the part of institutions of higher learning. 5. 76 of the 100 History teachers taught other high school courses in addition to History. The teaching of History was more often com- bined with the teaching of General Science, English and Mathematics than with other subjects. What subjects are most related to History? Does the History teacher profit more by a knowledge of General Science or by a knowledge of English? It hardly seems possible for a teacher to teach efficiently in as many or 3, 4, or 5 fields of study, yet such arrangements are likely to occur in the high schools of our State. Specific Preparation Possessed by High School French Teachers as Revealed by Transcripts Presented in Application for a High School Class A Teachers Certificate The academic and professional preparation of French teachers does not differ in any great respect from the academic and professional preparation provided for teachers of other high school subjects. The following com- ments, however, are illustrative of the training provided for the teachers of French in our public high schools. 1. The High School Class A French teachers have had on the average, 22.17 semester hours of English and 19.93 semester hours of French. French teachers, therefore, have had more English courses than French courses. History ranks third with 13.68 semester hours, and Mathematics ranks fourth with 6.94 semester hours. 2. Our High School Class A French teachers have, on the average, de- voted 32.57 semester hours to the study of foreign languages — ancient and modern, inclusive. In addition they have had 22.27 semester hours of English. This means that our high school French teachers have devoted 54.84 semester hours or 45 per cent of their preparation to language study. 26 Teacher Training in North Carolina 3. The teachers of high school French who hold High School Class A Certificates possess, on the average, 103.70 semester hours of prepara- tion in academic subjects and 18.04 semester hours of professional credits. They, therefore, seem to be more favorably inclined to the study of education courses than do High School Class A English teachers or High School Class A History teachers. 4. The professional credits possessed by the High School Class A French teachers also reveal lack of adequate guidance while at college. Only 70 of the 100 French teachers had had courses in educational psy- chology; only 32 had had courses in practice teaching and observa- tion, and only 53 had had courses in general methods and principles of education for the secondary schools. On the other hand 28 of the 100 High School Class A French teachers had had courses in general methods and principles of education in the elementary schools. Then too, as much time was devoted to the psychology of the elementary school subjects as was devoted to the psychology of the secondary school subjects. 5. 94 of the 100 French teachers taught other subjects in addition to French. Of the 100 French teachers, therefore, only 6 were teaching solely in the field of French. Three were teaching French and five additional subjects. Surely such a teaching load does not make for efficiency in instruction. Summary as to the Academic and Professional Preparation Provided for Elementary Teachers in the Public Schools of North Carolina The discussions already presented and the Tables included in the Ap- pendix to this Report, which pertain to the training of elementary teachers, show: 1. That, both the white and the negro elementary teachers are making rapid progress in raising the type of certificate which they hold. 2. That, while great improvement has been achieved existing standards in North Carolina are still far below generally recognized standards. Minimum standards for elementary school teachers which are gen- erally recommended postulate two years (with a prescribed number of professional credits) beyond high school graduation. In 1926-27 only 44.4 per cent of the white elementary teachers and 17.8 per cent of the negro elementary teachers measured up to these minimum standards. The North Carolina State Educational Commission, (Raleigh, N. C, January 15, 1927), however, went on record as follows: The position taken in the Report on Teacher Training Conditions in North Carolina holds that just as much training is required to prepare an elementary teacher as is required to prepare a secondary teacher. Two outstanding notions supporting this view are: (1) Any year in a child's life should be considered equally as important as any other year, hence a child of say six years of age deserves an efficiently trained teacher just as much as a child of fourteen years; and (2) Although the high school teacher must be specialized in one or two subjects which are perhaps more difficult to master than the sub- jects taught in the elementary school, the elementary teacher must, on the other hand, have a more highly diversified training; the diversification of subject matter taught by the elementary teacher, which may be clearly shown by an analysis of the elementary school curriculum, would counterbalance the specialization called for by the secondary school teacher. Teacher Training in North Carolina 2!t In lieu of the Commission's recommendations it must be pointed out that in 1921-22 only 4.3 per cent of the white elementary teachers and 0.2 per cent of the negro elementary teachers possessed training amounting to high school graduation plus four or more years at in- stitutions of higher learning. By 1926-27, 10.5 per cent of the white elementaTy teachers and 0.8 per cent of the negro elementary teachers measured up to this minimum standard. 3. That, the prospective holders of the highest types of certificates for the elementary schools (namely, the Primary Class A Certificate and Grammar Grade Class A Certificate), while in attendance at an in- stitution of higher learning, are apt: (a) To study any academic subject or any professional subject; (b) To study any particular subject for any number of semester hours, and (c) To study any phase of any particular subject. The amount and type of guidance, if guidance occurs at all, varies with the institution. As a result very few teachers receive a well rounded course of study. Quite often many elementary teachers fail to secure any instruction whatsoever in such highly essential fields of study as educational psychology or practice teaching and observation. Guidance as a rule seems to end with the compulsory freshman courses in History, in English Com- position and Rhetoric, and in the general certificate requirements of eighteen semester hours of professional credits. The terms Primary Certificate and Grammar Grade Certificate, therefore, have very little significance. 4. That, a study of the transcripts presented in application for the high- est type of elementary certificates reveal a negligible amount of specific preparation. Summary as to the x\cadeniic and Professional Preparation Provided for High School Teachers in the Public Schools of North Carolina The discussions already presented and the Tables (included in the Appendix to this Report) which pertain to the training of high school teachers, show: 1. That, both the white and the negro high school teachers are making rapid progress in raising the type of certificate which they hold. 2. That, whereas great improvement has been achieved existing stand- ards in North Carolina are still ■ far below generally recognized standards. Minimum standards for the training of high school teachers which are generally recommended call for training amount- ing to high school graduation plus four or more years at institutions of higher learning. In 1926-27, 69.6 per cent of the white high school teachers and 40.3 per cent of the negro teachers in North Carolina measured up to this minimum standard. 3. That, the prospective holders of the highest types of certificates for the high schools (namely, the High School Class A Certificates) while in attendance at institutions of higher learning are apt: (a) To study any academic subject or any professional subject; (b) To study any particular subject for any number of semester hours, and (c) To study any phase of any particular subject. The amount of guidance given — if any is given at all — varies with the institution. Guidance, as a 2S Teacher Training in North Carolina rule seems to end with the compulsory freshman courses in History, in English Composition and Rhetoric and in the general certificate requirements of eighteen semester hours of professional credits. 4. That, a study of the transcripts presented in application for the high- est type of secondary certificate reveal a negligible amount of specific preparation. The general practice seems to be to train high school teachers rather than teachers of high school English or high school History, et cetera. It is true, however, that teachers tend to choose to teach those subjects in which they have had most training. 5. That, a study of the transcripts presented in application for the high- est type of secondary certificates and a study of the service records of secondary teachers reveal that many teachers are teaching high school subjects for which they have had no training whatsoever at institutions of higher learning. 6. That, many high school teachers are teaching too many different and quite often unrelated subjects. Appendix 29 TABLE I Number of Public School Teachers, 1900-1925 White Negro Grand Total Per Cent Increase Year Rural City Total Rural City Total 1870 ],100 4,200 1,100 4,218 490 2,100 490 2,117 1,590 6,335 1880 18 17 298.00 1890 4,541 125 4,665 2,225 70 2,295 6.690 9.86 1900 5,390 363 5,753 ■ 2,400 167 2,567 8,320 19.54 1901 5,570 480 6,050 2,401 212 2,613 . 8,663 4.00 1902 5,750 492 6,242 2,405 220 2,625 8,867 2.35 1903 5,920 510 6,430 2,407 225 2,632 9,062 2.19 1904 6,130 690 6,820 2,409 250 2,659 9,479 13.93 1905 6,260 745 7,005 2,413 269 2,682 9,687 2.19 1906 6,316 870 7,186 2,367 318 2,685 9,871 1.91 1907 6,477 961 7,438 2,373 335 2,708 10,146 2.78 1908 6,650 1,125 7,775 2,402 373 2,775 10,550 2.99 1909 6,926 1,203 8,129 2,444 3j84 2,828 10,957 3.75 1910 7,113 1,309 8,422 2,400 394 2,794 11,216 2.35 1911 7,324 1,3-95 8,719 2,455 422 2,877 11,596 3.38 1912 7,556 1,461 9,017 2,468 430 2,898 11,915 2.75 1913 7,782 1,596 9,378 2,533 483 3,016 12,394 4.10 1914 8,344 1,738 10,082 2,650 523 3,173 13,255 6.14 1915 8,715 1,869 10,584 2,732 559 3,291 13,875 4.68 1916 9,146 1,949 11,095 2,869 586 3,455 14,550 4.86 1917 9,415 2,112 11,527 2,898 621 3,519 15,046 3.41 1918 9,520 2,210 11,730 2,897 614 3,511 15,241 1.22 1919 9,368 2,313 11,681 2,748 640 3,388 15,069 1.12 1920 10,144 2,826 12,970 3,121 763 3,884 16,854 11.84 1921 11,056 3,109 14,165 3,403 793 4,196 18,361 8.93 1922 11,676 3,522 15,198 3,663 932 4,595 19,793 7.79 1923 11,892 3,773 15,665 3,820 1,051 4,871 20,536 3,75-^ 1924 12,323 4,059 16,382 3,942 1,178 5,120 21,502 4.70 1925 12,753 4,195 16,948 4,072 1,237 5,309 22,257 3.51 30 Appendix TABLE II Public School Attendance in North Carolina, 1900-1925 Yeab Ending White Colored Total 1901 166,500 78,700 245,200 1902 174,552 80,100 354,652 1903 182,500 81,500 294,000 1904 189,000 82,900 272,900 1905 190,898 83,390 280,288 1906 205,517 87,529 293,046 1907 208,157 88,795 296,952 1908 220,371 88,117 308,488 1909 240,879 95,000 335,879 1910 235,872 95,463 331,335 1911 247,019 97,412 344,431 1912 242,798 89,748 332,546 1913 262,868 103,020 365,888 1914 288,834 119,630 408,464 1915 292,483 117,657 410,140 1916 318,917 127,374 446,191 1917 309,212 123,184 432,396 1918 299,998 114,883 414,879 1919 278,492 107,181 385,673 1920 336,661 136,891 473,552 1921 356,606 138,281 494,887 1922 387,322 158,928 546,250 1923 393,991 161,463 555,424 1924 406,661 164,698 571,359 1925 426,999 169,212 596,211 Appendix 31 TABLE III Number of Pupils per Teacher in North Carolina, 1901-1925 SCHOOL White Neqbo YEAR ENDING Number Number Number Number Number Number of Pupils in Pupils per of Pupils in Pupils per Teachers Attendance Teacher Teachers Attendance Teacher 1901 6,050 166,500 28 2,613 78,700 30 1902 6,242 174,552 28 2,625 80,100 31 1903 6,430 182,. 500 28 2,632 81,500 31 1904 6,820 189,600 28 2,659 82,900 31 1905 7,005 196,898 28 2,682 83,390 31 1906 7,186 205,517 29 2,685 87,529 33 1907 7,438 208,157 28 2,708 88,795 33 1908 7,775 220,371 28 2,775 88,117 32 1909 8,129 240,879 30 2,828 95,000 34 1910 8.422 235,872 28 2,794 95,463 34 1911 8,719 247,019 28 2,877 97,412 34 1912 9,117 242,798 27 2,898 89,748 31 1913 9,378 262,868 28 3,016 103,020 34 1914 10,082 288,834 29 3,173 119,630 38 1915 10,584 292,483 28 3,291 117,657 36 1916 11,095 318,917 29 3,455 127,374 37 1917 11,527 309,212 27 3,519 123,184 35 1918 11,730 299,998 26 3,511 114,883 33 1919 11,681 278,492 24 3,388 107,181 32 1920 12,970 336,661 26 3,884 136.891 35 1921 14,165 355,606 25 4,196 138,281 33 1922 15,198 387,322 25 4,595 158,929 35 1923 15,665 393,991 25 4,871 161,463 33 1924 16,382 406,661 25 5,120 164,698 32 1925 16,948 426,999 25 5,309 169,212 32 32 Appendix TABLE IV The Number of Pupils per Teacher in North Carolina A Number of Pupils Per Teacher in the White High Schools, 1924-1925 School Unit Percentage of Enrollment in Attendance Number of Teachers Employed Number of Pupils per Teacher Employed Attending All Hign Schools 83.3 2,884 22.4 18.6 Rural 81.9 84.9 84.1 86.9 87.8 1,623 1,261 369 172 206 21.2 23.9 24.1 24.1 24.6 17 4 City 20 3 ' 20 3 City Group 2 21 City Group 3 21 6 B Number of Pupils Per Teacher in the White Elementary Schools, 1924-1925 School Unit Percentage of Enrollment in Attendance Number of Teachers Employed Number of Pupils per Teacher Employed Attending All Elementary Schools 74.7 13,935 35.0 26.2 Rural 72.9 81.2 82.6 79.9 83.3 11,004 2,931 1,000 497 430 34.5 36.9 34.2 35.6 39.5 25.2 City 29.9 28.3 City Group 2 28.4 City Group 3 32.9 G The Number of Pupils Per Teacher in the Colored Schools, 1924-1925 County Number of Teachers Employed Percentage of Enrollment in Attendance Number of Pupils per Teacher Employed Attending State 5,310 4,070 1,240 490 218 181 66.9 64.8 74.0 80.4 71.9 71.5 47.1 46.9 47.6 43.8 48.9 47.3 31.5 Rural City 30.4 35.2 City Group 1 City Group 2 City Group 3 35.2 35.2 35.2 Appendix 83 TABLE V Total Population, School Population, Public School Enrollment and Average Daily Attendance at Public Schools in North Carolina for THE Years 1900, 1910, and 1920 White 1900 1910 I ncrease Increase % 1920 Increase Increase % Total Population . . . School Population . . P. S. Enrollment... A. D. Attendance. . . 1,269,341 448,304 293,868 166,500 1,500,511 497,077 360,121 235,872 231,170 48,773 66,253 69,372 18 11 23 41 1,783,779 573,736 478,189 336,661 283,268 76,659 118,068 100,789 19 15 33 43 Negro 1900 1910 Increase Increase % 1920 Increase Increase % Total Population . . . School Population . . P. S. Enrollment... A. D. Attendance. . . 624,469 219,677 141,316 78,700 697,843 238,091 160,283 95,463 73,374 18,414 18,967 16,763 12 08 13 21 763,407 267,245 213,060 136,891 65,564 29,154 52,777 41,428 10 12 33 43 TABLE VI Total Population, School Population, Public School Enrollment and Average Daily Attendance at Public Schools in North Carolina FOR the Years 1900, 1910 and 1920 Race 1900 1910 1920 1. Per cent that tine school population is of the total population White 35 33 32 Negro 35 34 35 2. Per cent that the public school enrollment is of the total population White 23 24 27 Negro 22 23 28 'i. Per cent that the average daily attendance is of the total population. . . White 13 15 18 Negro 12 14 18 4. Per cent that the public school enrollment is of the school population. . . White 66 72 83 Negro 64 67 79 5. Per cent that the average daily attendance is of the school population. . White 37 47 59 Negro 36 40 51 6. Per cent that the average daily attendance is of the public enrollment. . White 56 65 70 Negro 56 59 64 34 Appendix TABLE VII The Teacher Output of the Institutions of Higher Learning in North Carolina in 1925 Classified According to Grade of Certificate Held White Negro Total TYPE OF CERTIFICATE Taught 1925-26 Did not Teach 1925-26 Total Taught 1925-26 Did not Teach 1925-20 Total Taught 1925-26 Did not Teach 1925-26 Total Elem. B 37 207 3 43 114 59 58 126 38 8 113 73 334 17 1 36 107 16 9 7 23 30 9 7 43 43 99 4 3 3 11 12 73 314 3 59 123 66 81 156 47 15 156 116 433 21 4 3 12 17 4 13 1 20 1 10 14 1 3 2 3 1 1 2 5 16 1 23 2 11 16 41 220 3 44 134 60 68 140 38 9 119 74 351 17 1 37 110 2 16 12 8 24 32 9 8 45 46 108 4 3 3 11 12 78 Elem. A 330 Prim. Pro 5 Prim. C 60 Prim. B 146 Prim. A.... 68 Gram. C 92 Gram. B 172 47 H. S. Prov 1 6 1 17 1 2 3 9 2 8 4 26 17 H.S.C H. S. B H. S. A H S P 164 120 459 21 4 Spec. C 3 Spec. B 1 5 1 5 12 17 Total 1,237 462 1,699 88 28 116 1,325 490 1,815 Elem. Cert 685 552 237 225 922 777 63 25 13 15 76 40 748 577 250 240 998 H. S. Cert 817 Appendix 35 TABLE VIII The Supply of Teachers Furnished by the Institutions of Higher Learning IN North Carolina During the School Year Ending 1926 1. The number of individuals certificated in 1925 and 1926 by in-State instituti.ns : 1. WHITE: 1925 1926 a. Elementary 922 1,164 b. High School 777 861 Total - 1,699 2,025 2. NEGRO : a. Elementary 76 127 b. High School 40 63 Total 116 190 TABLE IX The Number of Persons Receiving Credits from Out-of-State Institutions Who Applied for North Carolina Teacher's Certificates in 1926 1. Number of out-of-State Institutions represented : 1. White Ill 2. Negro — 15 3. Mixed 6 4. No data available 4 Total < : 136 2. Number of individuals from out-of-State institutions applying for North Carolina Teacher's Certificates : 1. White: Elementary 168 High School 223 2. Negro : Elementary 16 High School 45 3. No data : Elementary High School 4 Total 184 272 ae Appendix TABLE X Thi Number of Persons Receiving Credits from Out-of-State Institutions Who Applied for Teachers' Certificates in North Carolina in 1925, AND THE Number of These Actually Teaching in 1925-1926 1. Number of out-of-State institutions represented : 1. White 140 2. Negro 29 3. Mixed 41 Total 210 2. Number of individuals trained by out-of-State institutions who applied for certifi- cates in 1925 : 1. White: Elementary 283 High School 470 2. Negro: Elementary 70 High School 89 Total 353 559 3. Number of individuals trained by out-of-State institutions who applied for certifi- cates in 1925 and actually taught in North Carolina in 1925-26 : 1. White: Elementary 167 High School 251 2. Negro : Elementary 35 High School 46 Total 202 29T 4. Number of individuals trained by out-of-State institutions who applied in 1925 for a North Carolina teacher's certificate, but who did not teach in North Carolina in 1925-26: 1. White: Elementary 116 High School 219 2. Negro : Elementary 35 High School 43 Total 151 262 Appendix 37 TABLE XI Number of Teachers Certificated from Out-of-State Institutions in 1925, AND THE Number Who Taught in North Carolina in 1925-1926 STATE White Negro No Racial Data Total Did Did Not Did Did Not Did Did Not Did Did Not 4 6 1 1 4 7 1 1 1 3 3 1 1 4 1 44 1 13 1 1 12 14 2 4 3 60 8 1 3 79 11 5 21 23 9 1 3 8 1 2 9 8 1 1 13 164 26 2 100 2 1 19 21 65 3 4 :4 5 3 1 5 18 4 2 20 21 1 1 8 1 1 13 13 1 1 1 2 1 16 17 3 7 1 1 5 12 6 1 5 17 1 9 8 11 3 11 Ohio 3 1 1 4 153 1 1 10 77 9 11 15 11 4 29 88 1 1 21 2 86 2 19 1 58 4 5 14 7 1 8 2 26 2 66 6 Total 400 290 69 86 29 36 498 412 38 Appendix TABLE XII Table Showing the Number of Elementary Teachers and the Number of High School Teachers to be Trained, (at 5-Year Intervals) FOR THE Period 1915-1950 White YEAR 1925 1930, 1935, 1940 1945, 1950 Estimate as to Number of White Teachers to be Employed 1925-50 14,462 21,175 24,623 29.575 33,452 39,468 Estimated Per Estimate as cent of Total to Number Number of of Beginner White Teachers Teachers who will Needed. Probably be Beginner Teachers 23.0 3326 21.4 4510 19.8 4875 18.2 5383 16.6 5730 15.0 5920 Estimate as Estimate as Estimate as Estimate as to Per cent to Per cent to Number to Number of Beginner of Beginner of Beginner of Beginner Teachers Teachers Teachers Teachers Needed for Needed for Needed for Needed for Elementary High Schools. Elementary High Schools. Schools. Schools. 82 18 2727 599 80 20 3608 902 78 22 3802 1073 76 24 4091 1292 74 26 4240 1490 72 28 4262 1658 TABLE XIII Table Showing the Number of Elementary Teachers and the Number of High School Teachers to be Trained, (at 5-Year Intervals) for the Period 1925-1950 Negro Estimate as Estimated Per Estimate as Estimate as Estimate as to Number cent of Total to Number to Per cent to Per cent of Negro Number of of Beginner of Beginner of Beginner YEAR Teachers to Negro Teachers Teachers Teachers Teachers be Employed who will Needed. Needed for Needed for 1925-50 Probably be Beginner Elementary Schools. High Schools. Teachers. 1925 4,504 21.0 946 95.5 4.5 1930 5,669 20.4 1,156 94.0 6.0 1935. 6,683 19.8 1.323 92.5 7.5 1940 7,637 19.2 1,478 91.0 9.0 1945 8,711 18.6 1,620 89.5 10.5 1950 9,725 18.0 1,750 88.0 12.0 Estimate as Estimate as to Number to Number of Beginner of Beginner Teachers Teachers Needed for Needed for Elementary High Schools. Schools. 904 42 1,087 69 1,224 99 1,345 133 1,450 170 1,540 210 Appendix 39 TABLE XIV Improvement in Type of Certificate for the Elementary Grades Held by White Teachers in North Carolina During the Period 1921-1922 to 1925-1926 TYPE OF CERTIFICATE Third County. . Second County. Provisional B . . Provisional A . . Temporary. . . . Provisional Elementary. Elementary B Elementary A Provisional Primary Grammar. Prim. G Grade C Prim. G. Grade B Prim. G. Grade A Total . Less than High School Graduation. High School Graduation and above. High School graduation plus, less than 2 years college or normal school High School Graduation plus 2 years college or normal school and above. . . High School graduation plus 2 years college and above High School graduation plus 4 years college and above Whiie Teachers Holding Certificates for the Elementary Schools Year No. 2 1502 617 673 93 560 4963 887 2111 654 536 12598 2887 3301 536 .16 11.92 4.90 5.34 .74 4.45 39.40 7.04 16.76 5.19 4.26 100.00 No. 655 632 500 358 4957 1009 103 2080 820 660 12632 6324 3663 1480 660 6.79 5.19 5.00 3.96 2.83 39.24 7.99 .82 16.47 6.49 5.23 100.00 No. % 577 434 619 651 355 4792 1237 63 2086 1119 748 12681 11.72 1867 5.23 748 4.55 3.42 4.88 5.13 2.80 37.79 9.76 .50 16.45 8.82 5.90 100.00 14.72 1924-25 No. 487 229 409 595 3.83 1.80 3.21 4.68 441 4511 1731 61 1978 1466 818 12726 11006 3.47 35.45 16.60 .48 15.67 11.61 6.43 100.00 13.52 86.48 No. 246 432 % 2.10 .71 1.95 3.42 52.53 IS 09 818 6.43 542 4006 2170 4.30 31.75 17.20 35 1944 1873 1014 .28 15.41 14.85 8.04 12616 100.00 1032 8.18 11584 91.82 6718 53 25 4866 38.57 2887 22.88 1014 8.04 40 Appendix TABLE XV Improvement in Type of Certificate for the Elementary Grades Held by Negro Teachers in North Carolina 1921-1922 to 1925-1926 Negro Teachers Holding Certificates for the Elementary Schools TYPE OF CERTIFICATE Year 1921-22 1922 -23 ^ 1923 -24 1924-25 1925-26 No. % No. % No. % No. % No. % Third County 21 1546 350 342 47 .47 35.19 8,15 7.79 1.07 14 1237 350 397 329 .31 27.41 7.76 8.80 7.29 18 1071 313 380 576 .38 22.57 6.60 8.01 12.14 5 997 270 365 660 .10 20.32 5.50 7.44 13.45 8 809 225 332 710 .16 15.89 4.42 6.52 Temporary 13.95 168 1342 68 3.82 30.55 1.54 110 1437 85 2.44 31.84 1.88 102 1487 169 2.15 31.34 3.56 128 1466 369 2.61 29.88 7.52 239 1443 556 4 69 Elementary B Elementary A 28.34 10.92 Prim. G. Grade C 475 24 10 10.81 .55 .23 477 42 17 18 10.57 .93 .38 .40 506 91 17 15 10.66 1.92 .36 32 446 170 17 14 9.09 3.46 .35 .29 429 304 28 8 8.43 Prim. G. Grade B 5.97 Prim. G. Grade A .55 .16 Total 4393 100. 4513 100.00 4745 100.00 4907 100.00 5091 100.00 Less than High School Graduation 2306 52.49 2327 52.97 2358 68.66 2297 46.81 2084 40.94 High School graduation and above 2087 47.51 2186 49.76 2387 50.31 2610 53.19 3007 59.07 High School graduation plus less than 2 years college or normal school 1578 35.92 1632 37.15 1758 40.02 1963 40.00 2238 43.96 High School graduation, plus 2 years college or normal school ana above . . . 509 11.59 554 12.61 629 13.26 647 13.11 769 15.11 High School graduation, plus 2 years college and above 34 .77 59 1.34 108 2.28 187 3.81 332 6.52 High School graduation plus 4 years college and above 10 .23 17 .39 17 .36 17 .35 28 .55 Appendix e TABLE XVI Improvement in Type of High School Certificates Held by White Teachers . - During the Period 1921-1922 to 1925-1926 White Teachers Holding High School Certificates TYPE OF CERTIFICATE Year 1921 -22 1922-23 1923-24 1924 -25 1925 -26 No. % No. % No. % No. % No. % 99 705 724 1961 544 156 33 2.34 16.70 17.15 46.45 12.88 3.69 .78 56 741 737 2396 594 155 37 1.19 High School C 548 234 867 718 134 39 116 20.63 8 81 32.64 27.03 5.05 1.47 4.37 684 450 1090 611 135 51 166 21.46 14.12 34.20 19.17 4.24 1.60 5.21 693 629 1398 602 137 32 225 18.65 16.93 37.62 16.20 3.69 .86 6.05 15 71 High School B High School A 15.63 50.81 12 60 Superintendent Supervisor* 3.29 .78 Total 2656 100.00 3187 100.00 3716 100.00 4222 100.00 4716 100.00 Total minus supervisors and special vocational , 2501 100.00 2970 100.00 3459 100.00 4189 100.00 4679 100.00 (1) High School graduation plus 2 years 2501 100.00 2970 100 00 3459 100.00 4189 100.00 4679 100.00 (2) Hign School graduation plus 3 years 1953 78.09 2286 76.97 2766 79.96 3385 80.81 3882 82.97 (3) High School graduation plus 4 years 1719 68.73 1836 ■ 61.82 2137 61.78 2661 63.52 3145 67.22 42 Appendix TABLE XVII Improvement in Type of High School Certificates Held by Negro Teachers IN North Carolina During the Period 1921-1922 to 1925-1926 TYPE OF CERTIFICATE Provisional High School "C". High School "C" High School" B" High School "A" High School Principal Superintendent Supervisor Special Vocational Total. Total minus supervisors and special vocational (1) Hign School Graduation plus 2 years college and above (2) High Scnool Graduation plus 3 years college and above (3) High Scflool graduation plus 4 years college and above Negro Teachers Holding High School Certificatb3 Year 1921-22 1922 -23 1923 -24 1924 -25 1925 -26 No. % No. % No. % No. % No. % 23 5.72 17 4.49 44 27.33 59 26.94 93 31.85 121 30.10 41 10.85 14 8.70 48 21.92 68 23.29 100 24.87 133 35.19 21 13.04 25 11.42 51 17.47 99 24 62 123 32.54 55 34.16 56 25.57 52 17.81 55 13.68 58 15 34 1 .62 1 .45 1 .34 2 .50 3 .79 5 3.10 5 2.28 4 1.37 2 .50 3 .79 21 13.04 25 11.42 23 7.87 101 100 00 219 100.00 292 100.00 402 100.00 378 100.00 135 100.00 189 100.00 265 100.00 400 100.00 375 100.00 135 100.00 189 100.00 265 100.00 400 100.00 375 100.00 91 67.42 130 65.65 172 64.90 256 64.00 317 84.53 77 57.03 82 44 41 104 39.24 156 39.00 184 49.07 NOTE : "Supervisors" and "Special Vocational" certificates are not included in the summaries due to unavailability of accurate data as to preparation of these groups. Appendix 43 TABLE XVIII Standard and Non-Standabd Teachers in North Carolina WHITE TEACHERS Rural CiTT Total YEAR 1919-20 1920-21 1921-22 1922-23 1923-24 1924-25 1925-26 Standard Nonstandard Standard Nonstandard Standard Non- standard No. % No. % No. % No. % No. No. 4,716 65.68 5,348 94.36 2,506 34.32 320 5.65 7,302 5,668 8,244 71.84 2,832 98.09 3,467 28.16 55 1.91 12,311 2,887 9,293 71.59 2,599 98.26 3,727 28.41 46 1.74 13,020 2,645 10,094 71.58 2,229 97.72 4,007 28.42 52 2.28 14,101 2,281 11,100 72.89 1,653 96.10 4.128 27.11 67 3.90 15,228 1,720 12,060 75.99 1,012 98.06 4,240 26.01 20 1.94 16,300 1,032 NEGRO TEACHERS 1919-20 1920-21 1921-22 1922-23 1923-24 1924-25 1925-26 561 53.43 2,560 90.33 489 46.57 274 9.67 1,050 2,834 1,484 64.83 2,179 94.49 805 35.17 127 5.51 2,289 2,306 1,619 63.64 2,201 95.59 925 36.36 126 5.41 2,544 2,327 1,716 62.13 2,226 94,40 1,046 37.87 132 5.60 2,762 2.358 1,889 62.72 2,183 95.04 1/123 37.28 114 4.96 3,012 2,297 2,266 65.02 2,002 96.07 1,219 34.98 82 3.93 3,485 2,084 44 Appendix TABLE XIX Table Showing Academic Preparation of 100 Teachers Holding Primary Class A Certificates Issued (1925-1927) by In-State Institutions of Higher Learning SUBJECT Number Teachers Who Have Had Courses In Each Subject Number Teachers Who Have Not Had Courses In Each Subject Total Number Transcripts Studied Total Range In Hours, For Entire Group Of 100 Teachers Range In Hours, Per Sub- ject For Teachers Who Have Had Courses In Each Subject Median Number Of Semester Hours Of Work Taken By Those Teachers Who Have Had Courses In Subjects Listed 1. Agriculture 2. Art & Music 3. Astronomy 4. Bible, Rel. Ed.... 5. Biology 6. Botany 7. Chemistry 8. Commerce 9. Domestic Science . 10. English 11. French 12. German 13. General Science... 14. Geology 15. Geography 16. Greek 17. History 18. Latin 19. Mathematics 20. Physics 21. Phil-Eth-Logic... 22. Psychology 23. Physio. Hygiene. . 24. Spanish 25. Sociology & Eco. . 26. Zoology 27. (Miscellaneoug) . . , 39 100 69 18 16 4 15 2 100 27 77 28 16 99 60 24 81 4 3 94 22 94 45 10 82 66 100 61 31 82 84 73 23 72 84 1 40 76 19 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 0-7.9 0-29.9 0-7.9 0-35.9 0-19.9 0-9.9 0-17.9 0-15.9 12-41.9 0-31.9 0-25.9 0-13.9 0-7.9 0-15.9 0-7.9 2-31.9 • 0-21.9' 0-21.9 0-13.9 0-7.9 0-17.9 0-11.9 0-19.9 0-25.9 0-19.9 0-1.9 2-7.9 2-29.9 2-7.9 2-35.9 2-19.9 1-9.9 2-17.9 1-15.9 12-41.9 6-31.9 6-25.9 2-13.9 2-7.9 2-15.9 2-7.9 2-31.9 2-21.9 2-21.9 2-13.9 2-7.9 2-17.9 1-11.9 6-19.9 2-25.9 2-19.9 1-1.9 3.2 6.9 3.5 14.1 7.5 7.2 8.1 3.8 19.9 13.8 13.0 7.1 3.3 9.0 4 13.9 7.5 7.8 7.3 3.7 3.7 5.7 . 13 .0 8.4 9.9 Appendix 45 GRAPH XX Graph Showing Rank Per Subject in Academic Preparation Possessed by Average Teacher in North Carolina Who Holds Primary Class A Certificate Eistoiy ■■■■■■■■^^^■■■■■B French ■■■■■■■^^■^H 10.76 BlolOg/ ■^■■■■■■H 7.13 Bible & Bel. Ed. M— 1 7.03 So clologjr and Eco . M^^B^^BBB B 6 .90 Art and Music HUHH^^H 6.12 UathenatiCB HBH^^HD S^SS Pa/chology BBBM Hi 4.69 Spanish MBM ^-^^ Fhjr. and Hygiene H^^^ 2.61 Chemlstiy ■■ 2.49 lAtin ■■ 2 .35 Geman i^^l 2.31 Physic s ■■ < 1 .90 Domestic Science ^Hl 1.72 Geography HI ^ i 1.27 Botat^' ■■ 1.15 General Science H. 1.12 Uiscel laneoxis H 69 Fhil-Ethics-Loglc ■ 64 Zoology 1 34 Astronomy | 21 Agrl cul ture | 19 Geology I 14 Creek 1 09 Scale In S eme sterEou rs 15 TXT "SC" NOTE : Read bar graph as follows : The average academic preparation possessed by a teacher who has received a Primary Class A certificate through training received at an in-State institution of higher learning (1925-1927) is as follows: 21.70 hours of English; 13.60 hours of History; 10.76 hours of French, etc. 46 Appendix TABLE XXI Table Showing Professional Preparation of 100 Teachers Holding Primary Class A Certificates Issued (1925-1927) on Basis of Credits Received FROM In-State Institutions of Higher Learning SUBJECT Number Teachers Who Have Had Courses In Each Subject Number Teachers Who Have Not Had Courses In Each Subject Total Number Transcripts Studied Total Range In Hours, For Entire Group Of 100 Teachers Range In Hours, Per Sub- ject For Teachers Who Have Had Courses In Each Subject Median Number Of Semester Hours Of Work Taken By Those Teachers Who Have Had Courses In Subjects I.inled L Administration 6 94 100 100 100 0-7.9 2-7.9 5 9 100 99 100 100 d. For supervisors 1 0-7.9 6-7.9 6 5 100 100 100 100 100 100 100 100 100 100 f. Of ele. schools i. Surveys 2. Class room Management 35 1 65 99 100 100 0-7.9 0-5.9 2-7.9 4-5.9 3 b. For ele. schools 4.5 100 100 3. Courses in Measurement a. For schools 18 82 100 0-7.9 1-7.9 3.2 100 100 100 100 4 Courses for Religious and 1 99 100 0-3.9 2-3.9 2.5 5 Courses in Statistics 4 96 100 100 100 100 100 0-7.9 2-7.9 3.3 6. Curriculum Construction 2 20 98 80 100 100 0-9.9 0-5.9 4-9.9 2-5.9 8.5 b. For ele. schools 3.1 c. For sec. schools 2 98 100 0-3.9 2-3.9 2.5 7. Ed. Hyg. & Phy. Ed (See academic credits) 8. Ed. Psychology a. General Fsy; child, char- acter, habits, individual differences, adolescence. learning, and research courses 71 29 100 0-9.9 2-9 9 3.5 100 100 c. Of ele. sch. subj 1 99 100 0-3.9 2-3.9 2.5 d. Of sec. sch. subj 2 98 100 0-5.9 2-5.9 3.9 9. Educational Sociology 27 73 100 0-9.9 2-9.9 6.1 10. General Methods of Teach- ing and Principles of Ed- ucation. a. Gen. Meth. & Prin 64 36 100 0-13.9 2-13.9 3.5 b. For ele. schools 77 23 100 0-13.9 2-13.9 4.4 c. For sec. schools 18 82 100 0-9.9 2-9.9 3.8 n. Guidance 100 100 100 100 100 100 100 29 100 100 100 100 12. History of Education 71 0-9.9 2-9.9 3.9 Appendix 47 TABLE XXI— Continued Range Median In Hours, Number Of Number Number Total Per Sub- Semester Teachers Teachers Total RanE;e ject For Hours Of Who Have Who Have Number In Hours, Teachers Work Taken SUBJECT Had Not Had Transcripts For Who Have By Those Courses Courses Studied Entire Had Teachers In Each In Each Group Of Courses Who Have Subject Subject 100 Teachers In Each Subject Had Courses In Subjects Listed 13. Legal Aspects; Ed 11 89 100 0-5.9 2-5.9 3.1 11 89 100 0-7 9 2-7.9 3.1 15. Prac. Teaching & Obs 55 45 100 0-13.9 1-13.9 6.9 16. Teaching Particular subj . . . a. For schools 1 99 100 0-5.9 4-5.9 4.5 b. For ele. schools 33 67 100 0-13.9 1-13.9 3.5 C. For sec. schools 11 89 100 0-7.9 2-7.9 3.8 8 30 92 70 100 100 0-9.9 0-25.9 2-9.9 1-25.9 3.6 6.8 GRAPH XXII Graph Showing Rank Per Subject in Professional Preparation Possessed BY Average Teacher in North Carolina Who Holds Primary Class A Certificate Gen. Ueth. Prin. Sle. Schs. MBl^B BKBtB^^^B^M^^^KKII^KM 3^8 Prac. Teaching & Oliseryation JBB^BI^^KBKKtB^^^^MBUHSl^ 3*^ Elatoiy of Education fl^^HHH^^HBIBHHHBHD 3.13 Ed. Psychology (Oeneral) ^^■■■■■^■^^■^■■■IBI ^'"^^ Gen. Ueth. & Prin. Education B^HHHHBHI^B^HHHH ^'^^ (Uisoellaneous ) Hi^^HHHIHH^^I 1.84 Educational Sociology IHIHI^BiJ^H 1«^7 Teach. Far. Subj. Ele. Schs. BHHH^H ^*^^ Class Boom Ilgr. Schools ■JI^^^^B .95 Gen. Ueth. & Prin. Sec. Schs. BHBB 79 Cnrricultm Elementary Schools ■■■■ &4 Courses In Measurement ( Gen. ) HHH « 51 Teach. Par. SuhJ. See. Schools i^B 45 Philosophy of Education WW 31 Administration (General) IW 29 Legal Education !■ 29 Rural Education ^B 29 School Statistics ■ 14 School Curriculum B 13 Psychology of Sec. Sch. Subj. ■ 07 Adminis. (Supervisors.) | 06 Curriculum Sec. Schools | 05 Class Boom Ugr. Ele. Schools |. .04 Teach. Part. School Subject | 04 Courses in So. & Bel. Vrks. | 02 Psychology of Ele. Sch. Shbj. | 02 Scale in Semaster Hours NOTE : Read bar graph as follows : The average professional preparation possessed by a teacher who has received a Primary Class A certificate through training at an in-State institution of higher learning (1925-1927) is as follows: 3.58 hours of General Methods and Principles of Education in the elementary schools : 3.43 hours in Practice Teach- ing and Observation; 3.13 hours of History of Education, etc. 48 Appendix TABLE XXIII Table Showing Academic Preparation of 100 Teachers Holding Grammar Class A Certificates Issued (1925-1927) on Basis of Credits Received FROM In-State Institutions of Higher Learning SUBJECT Number Teachers Who Have Had Courses In Each Subject Number Teachers Who Have Not Had Courses In Each Subject Total Number Transcripts Studied Total Range In Hours, For Entire Group Of 100 Teachers Range In Hours, Per Sub- ject For Teachers Who Have Had Courses In Each Subject Median Number Of Semester Hours Of Work Taken By Those Teachers Who Have Had Courses In Subjects Listed 1. Agriculture 2. Art and Music. . 3. Astronomy 4. Bible, Rel.Ed... 5. Biology 6. Botany 7. Chemistry 8. Commerce 9. Domestic Science 10. English 11. French 12. German 13. Gen Science 14. Geology 15. Geography 16. Greek 17. History 18. Latin 19. Mathematics. . . . 20. Physics 21. Phil-Eth-Logic. 22. Psychology 23. Physio. Hygiene. 24. Spanish 25. Sociology & Eco. 26. Zoology 27. (Miscellaneous.). 4 46 3 65 84 27 35 2 36 100 77 7 54 97 35 16 73 65 98 64 23 93 91 95 93 90 2 59 17 81 85 45 35 70 35 97 94 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 0-3.9 0-31.9 0-5.9 0-37.9 0-17.9 0-9.9 0-29.9 0-17.9 0-13.9 0-43.9 0-33.9 0-19.9 0-9.9 0-11.9 0-15.9 0-25.9 0-39.9 0-19.9 0-23.9 0-9.9 0-13.9 0-15.9 0-11.9 0-25.9 0-25.9 0-11.9 0-5.9 2-3.9 1-31.9 2-5.9 2-37.9 2-17.9 6-9.9 4-29.9 6-17.9 1-13.9 10-43.9 6-33.9 6-19.9 2-9.9 2-11.9 4-15.9 6-25.9 6-39.9 1-19.9 4-23 9 2-9 9 2-13.9 2-15.9 1-11.9 6-25.9 2-25.9 6-11.9 1-5.9 3.0 7.6 3.5 13.1 7.5 7.2 8.3 16.0 6.4 19.8 13.5 13 2 2.9 7.0 7.7 12.7 13.7 7.4 7.8 7.1 4.5 6.4 4.8 12.2 8.0 7.5 4.5 Appendix 49 GRAPH XXIV Graph Showing Rank Per Subject in Academic Preparation Possessed by Average Teacher in North Carolina Who Holds Grammar Class A Certificate sngiish IH^^^^H^^^HHHIHBBHIIHH^^^B Hiatoty IHI^IHHIJ^HHI^BHHBI French BBBMWi^BBH HBWB 11.30 BlMe I^^^^^H^H 7.5L >:ath W^^M^^BH I 7.25 Biology HHHH^B 6o^ Soclolog/- &: Eco.UHHHIB 5.84 Physiology & By. IHI^BH 4.61 Art & Lfosic IB^HI ^'0^ Psychology E/^KS ^'^^ Spanish I^^BH 2.97 Chemistiy ■[^■> ° • . S.95 Domestic Science H^H • •<' ° 2.19 BotaiQr I^S 1 .65 Physics PW 1 .25 Greek SB 1 .19 Gennan B 93 Philosophy JB 79 Geography H 59 Gen. Science | 38 Geology I 32 Zoology I'X Less. than. i 23 Commerce I I of one hour 23 Miscellaneous | Vper teacher 19 Agriculture 1] 10 Astronomy 1/ .09 Scale in Semester Hours 10 15 20 NOTE : Read bar graph as follows : The average academic preparation possessed by a teacher who has received a Grammar Class A certificate through training at an in-State insti- tution of higher learning (1925-1927) is as follows: 21.26 hours of English; 14.51 hours of History; 11:30 hours of French, etc. 50 Appendix table xxv Table Showing Professional Pkepakation of 100 Teachers Holding Grammar Class A Certificates Issued (1925-1927) on Basis of Credits Received from In-State Institutions of Higher Learning SUBJECT Number Teachers Who Have Had Courses In Each Subject Number Teachers Who Have Not Had Courses In Each Subject Total Number Transcripts Studied Total Range In Hours, For Entire Group Of 100 Teachers Range In Hours, Per Sub- ject For Teachers Who Have Had Courses In Each Subject Median Number Of Semester Hours Of Work Take n By Those Teachers Who Have Had Courses In Subjects Listed 1. Administration • 9 91 100 100 100 0-7.9 2-7.9 6 20 100 100 100 100 100 100 100 100 100 100 100 100 h. Of higner institutions . . . 100 100 2. Class Room Management a. For schools 28 72 100 0-5.9 1-5.9 2.92 b. For ele. schools 2 98 100 0-9.9 2-3.9 2.50 100 100 3. Courses in Measurement 15 85 100 98 100 100 100 0-7.9 2-7.9 3.08 c. For sec. schools 2 0-3.9 2-3.9 2.50 4. Courses for Religious and 6 94 100 0-13.9 6-13.9 11.90 5. Courses in Statistics 2 98 100 100 100 100 100 0-3.9 2-3.9 2.50 6. Curriculum Construction 2 2 98 98 100 100 0-3.9 0-3.9 2-3.9 2-3.9 2.50 b. For ele. schools 2.50 100 credits) 100 7. Ed., Hyg. & Phy. Ed (See academic 8. Ed. Psychology a. General Pay ; child, character, habits, indi- vidual differences, ado- lescence, learning and research courses 75 25 100 0-19.9 2-19.9 3.56 b. Psy. of a typical chil- 2 1 98 99 100 100 0-3.9 0-3.9 2-3.9 2-3.9 2 50 c. Of ele. school subjects. . . 2.50 d. Of sec. school subjects. . . 3 97 100 0-9.9 2-9.9 6.50 9. Educational Sociology 33 67 100 0^7.9 2-7.9 3.36 10. General Methods of Teach- ing and Principles of Education a. Gen. Meth. & Prin 64 36 100 0-17.9 2-17.9 3.80 b. For ele. schools 54 46 100 0-19.9 1-19.9 4.12 c. For sec. schools 29 71 100 0-9.9 1-9.9 3.80 11. Guidance 100 100 100 100 100 100 100 100 100 100 e. Commercial Appendix 51 TABL,BXXY— Continued Range Median In Hours, Number Of Number Number Total Per Sub- Semester Teachers Teachers Total Range ject For Hours Of Who Have Who Have Number In Hours, Teachers Work Taken SUBJECT Had Not Had Transcripts For Who Have Bv Those Courses Courses Studied Entire Had Teachers In Each In Each Group Of Courses Who Have Subject Subject 100 Teachers In Each Subject Had Courses In Subjects Listed 12. History of Education 64 36 100 0-13.9 2-13.9 3.78 13. Legal .'Aspects; Ed 9 91 100 0-3.9 1-3.9 2.20 14. Philosophy of Ed 9 91 100 0-7.9 2-7.9 3.76 15. Prac. Teaching & Obs 43 57 100 0-9.9 1-9.9 3.10 16. Teach. Particular Sub. 8 11 92 89 100 100 0-11.9 0-15.9 2-11.9 2-15.9 3.32 b. For ele. schools 4.66 c. For sec. schools 18 82 100 0-9.9 2-9.9 3.80 16 32 84 68 100 100 0-9.9 0-27.9 2-9.9 2-27.9 3 90 18. Miscellaneous 7.40 GRAPH XXVI Graph Showing Rank Per Subject in Professional Preparation Possessed BY Average Teacher in North Carolina Who Holds Grammar Class A Certificate History of Ed. BB^MB^B^B^^^^^^M^MM M^^^^^HMmBMi— . 5.44 Gen. Meth.Prln. Ed. BM^^M^^M^^— 1 3«12 Cen. Fay. [^Hi^H^H^BH^^H^H^H 3.06 (Ml3cellaneo\is) . MMi^WI^^^MBM B ♦» ^'Q^ Gen.Meth.Prln.Ele.St^^^^^H^BIi^HI^HH 2.37 Prac. Teach. & Obs. HHBH^^^H ^'^^ Cen.Meth.Prln. Sec .S:4^g^BHH ^'^ m. Sociology ■■■^^■H 1.12 Te.Far.Sub.Sec.Sch. ^■■^B 81 Te. Par. Sub .Ele . Sch. fi^HB 68 Bural Tilducation BHIHI .67 Class. B.Ugr.Schls. ■■■ 63 Courses So .Rely.Wrk^HIH 57 Admlnis. (General) MB • ^ Courses Meas. (Gen.l^Bl *^^ £e. Par. Sch. SubJectlHI 30 Philos. Education ■■ 26 Psy.Ele.Sch. Sub jecllH 25 Psy.Sec.Sch. Sub jectfl 17 legal Education ■ .14 Class Mgr.Ele .Schsl |v 05 Meas. Sec. Schools | 1 05 Sch. Statistics I I. 05 Sch. Curriculum | f. .05 Ele. Sch. Currlo. | / 05 Pay. Atypical ChlldJ/ 05 Scale In Semester Bours NOTE : Read bar graph as follows : The average professional preparation possessed by a teacher who has received a Grammar Class A certificate through training at an in-State institution of higher learning (192.5-1927) is as follows: 5.44 hours of History of Education; 3.12 hours in General Methods or Principles of Education; 3.05 hours in General Educational Psychology, etc. 52 Appendix TABLE XXVII Table Showing the Academic Preparation of 100 High School English Teachers Holding High School Class A Certificates Issued (1925-1927) ON Basis of Credits Received from In-State Institutions OF Higher Learning SUBJECT Number Teachers Who Have Had Courses In Each Sub-ect Number Teachers Who Have Not Had Courses In Each Subject Total Number Transcripts Studied Total Range In Hours, For Entire Group Of 100 Teachers Range In Hours, Per Sub- ject For Teachers Who Have Had Courses In Each Subject Median Number 3; Semester Hours Of Work Taken By Those Teachers Who Have Had Courses In Subjects Listed 1. Accounting 2. Agriculture 3. Art 4. Astronomy 5. Bible 6. Biology 7. Botany 8. Chemistry 9. Commerce 10. Domestic Science 11. English 12. French 13. Genera! Science 14. Geography 15. Geology 16. German 17. Greek 18. History 19. Latin 20. Law 21. Mathematics 22. Music 23. Philos-Eth-Logic 24. Physics 25. Physiology & Hygiene. . . . 26. Psychology 27. R. 0. T. C 28. Sociology and Economics. 29. Spanish 30. Zoology 31. (Miscellaneous) 7 5 62 78 16 19 1 21 100 79 1 3 4 21 13 99 43 7 89 17 28 28 42 75 2 59 31 1 4 100 93 95 38 22 84 51 99 79 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 0-6.9 6-6.9 0-6.9 0-6.9 0-42.9 0-34.9 0-8.9 0-16.9 0-12.9 0-30.9 10-44.9 0-39.9 0-6.9 0-15.9 0-6.9 0-18.9 0-32.9 0-42.9 0-24.9 0-10.9 0-31.9 0-20.9 0-12.9 0-18.9 0-6.9 0-21.9 0-6 9 0-42.9 0-37.9 0-6.9 0-12.9 2-6.9 3-6.9 2-42.9 3-34.9 3-8.9 6-16.9 12^12.9 1-30.9 10-44.9 6-39.9 6-6.9 3-15.9 2-6.9 3-18.9 3-32.9 6-42.9 3-24,9 2-10.9 5-31.9 1-20.9 2-12.9 4-18.9 2-6.9 3-21.9 3-6.9 2-42.9 6-37.9 6-6.9 6-12.9 .6.5 4.8 3.8 9.9 6.8 6.9 8.6 12.0 6.1 23.7 13.9 6.0 6.5 5.9 12.5 12.1 12.7 10.4 6.8 8.3 4.8 3.9 8.2 4.5 3.8 5.9 6.7 12.9 6.0 6.9 Appendix 53 GRAPH XXVIII Geaph Showing Rank Per Subject in Academic Preparation Possessed by Average High School Teacher in North Carolina Who Holds High School Class A Certificate (English Teachers) English HI story French Math Bllile Biology- Sociology & Eco. Spanish Latin Cheraistiy Psychology German Physics Physiology & Byg. Greek Domestic Science Philosophy, 2th. Botany Uasic law Art iiiscellaneous Geography Astronomy Geology Accoimting Commerce E. 0. T. C. Gen. Science Zoology Agriculture Scale in Semester Hoxirs 10 15 NOTE : Read bar graph as follows : The average academic preparation possessed by a high school English teacher who has received a High School Class A certificate through training at an in-State institution of higher learning (1925-1927) is as follows: 25.47 hours of English; 15.56 hours of History; 9.26 hours of French, etc. 54 Appendix TABLE XXIX Table Showing the Professional Preparation Possessed by 100 High School English Teachers Holding High School Class A Certificates Issued (1925-1927) on Basis of Credits Received from In-State Institutions of Higher Learning SUBJECT Number Teachers Who Have Had Courses In Each Subject Number Teachers Who Have Not Had Courses In Each Subject Total Number Transcripts Studied Total Range In Hours, For Entire Group Of 100 Teachers Range In Hours, Per Sub- ject For Teachers Who Have Had Courses In Each Subject Median Number Of Semester Hours Of Work Taken By Those Teachers Who Have Had Courses In Subjects Listed 1. Administration 19 81 100 0-10.9 2-10.9 6.1 100 100 c. For Sunerintendents. . . . 100 98 100 100 d. For Sunervisors 2 0-2.9 2-2.9 2.5 100 100 97 100 100 100 g. Of sec. schools 3 0-6.9 6-6.9 6.5 100 100 100 100 2. Class Room Management a. For schools 22 78 100 0-3.9 2-3.9 3.5 100 100 100 100 3. Courses in Measurement a. For schools 8 92 100 0-6.9 2-6.9 3.4 100 99 100 100 c. For sec. schools 1 0-4.9 4-4.9 4.0 4. Courses for Religious and Social Workers 7 93 100 0-12.9 2-12.9 6.6 5. Courses in Statistics 4 96 100 100 100 100 100 0-3.9 3-3.9 3.0 6. Curriculum Cor.struction 100 99 100 100 b. For ele. schools 1 0-4.9 4-4.9 4.0 c. For sec. schools 2 98 100 0-6.9 3-6.9 5.9 7. Ed. Hyg. & Phy. Ed (See academic credits). 8. Ed. Psychology a. General Psy; child, character, habits, indi- vidual differences, adol- escence, learning, and research courses 63 34 100 0-12.9 2-12.9 3.8 b. Psy. of atypical chil- 100 98 100 100 c. Of ele. school subj 2 0-3.9 2-3.9 2.9 d. Of sec. school subj 3 97 100 0-3.9 2-3.9 3.3 9. Educational Sociology 22 78 100 0-6.9 2-6.9 3.9 10. General Methods of Teach- ing and Principles of Edu- 37 37 63 63 100 100 0-12.9 0-12.9 2-12.9 2-12.9 6.9 a. Gen. Meth. & Prin 6.9 b. For ele. schools 29 71 100 0-12.9 2-12.9 3.6 c. For sec. schools 50 50 100 0-8.9 2-8.9 5,9 11. Guidance 100 100 99 100 100 100 c. Vo. gui. & Vo. Ed 1 0-3.9 3-3.9 2.0 100 100 100 100 e. Commercial Appendix 55 TABLE XXIX— Continued Median Range Number Of Number Number Total In Hours, Semester Teachers Teachers Range Per Sub- Hours Of Who Have Who Have Total In Hours, ject For Work Taken SUBJECT Had Not Had Number For Teachers Bv Those Courses Courses Transcripts Entire Who Have Teachers In Each In Each Studied Group Of Had Who Have Subject Subject 100 Teachers Courses In Each Subject Had Courses In Subjects Listed 12. History of Education 40 60 100 0-8.9 2-8.9 3.9 13. Legal .-Aspects; Ed 2 98 100 0-3.9 3-3.9 2.5 17 83 100 0-6.9 2-6.9 3 5 15. Prac. Teach. & Obs 12 88 100 0-18.9 3-18 9 3.9 16. Teach. Particular Sub. 100 95 100 100 b. For ele. schools 5 0-6.9 3-6.9 4.3 c. For sec. schools 36 64 100 0-12.9 2-12.9 3.7 l7. Rural Education 6 94 100 0-8.9 2-8.9 5.9 l8. (Miscellaneous) 12 88 100 0-10.9 2-10.9 3.7 GRAPH XXX Graph Showing Rank Per Subject in Professional Preparation Possessed BY Average High School Teacher of English in North Carolina Who Holds High School Class A Certificate Oen. Ed. Psy. Oen.Meth.Prln. Sec. Schs. Gen. Meth. Prin. Ed. Pe.Par.Suljj. Sec. Schs. Gen. Meth. Prln.Ele. Schs. History of Ed. A,dmlnls. (General) Ed. Sociology Class B. Mgr. Schools Philos. of Education Courses So. Eely. Wrks. lliscellaneous I Prac. Teach. & Observation | Rural Education I Courses Meas, for Scha. I Te.Par.Subj. Ele. Schools | A.dmini3. Sec. Schools j Courses Meas. for Sec.Schs.l Statis. for Schools | Curri. Const r. Sec. Schools I Psy. Sec. Sch. Subjects Legal Aspects; Ed. Pgy. Ele. Sch. Subjects 1 Ad. for Supervision Currl. Cotistr. Ele. Schs. I Voc. Gui. Voc. Education .87 .26 .76 .43 .03 .02 .91 .91 .65 .59 .50 .48 .45 .28 .25 .20 .18 .14 .12 .09 .08 .06 .05 .04 .04 .02 Scale in Semester Hours NOTE : Read bar graph as follows : The average professional preparation possessed by a high school English teacher who has received a High School Class A certificate through training at an in-State institution of higher learning (1925-1927) is as follows: 2.87 hours of General Educational Psychology; 2.26 hours of General Methods and Prin- ciples in the Secondary Schools; 1.76 hours of General Methods and Principles of Education, etc. 56 Appendix TABLE XXXI Table Showing the Number of English Teachers Taking Various Types of English Courses. These Data Refer to 100 North Carolina High School English Teachers Who Were Issued High School Class A Certificates on the Basis of Credits Received at In-State Intitutions of Higher Learning, (1925-1927) TYPE OF ENGLISH COURSE A. Composition I. Introductory (Freshman English) (Grammar and Rhetoric) II. Advanced Composition. 1. Expository writing 2. The essay 3. Poetry 4. Short story 5. Journalism 6. The drama 7. Public speaking 8. Argumentation 9. Letter writing B. Literature I. English Literature (General) 1. Survey II. American Literature (General). 1. Survey III. Period Courses. 1. Medieval 2. Pre-Shakespearian (Chaucer) 3. Renaissance (Elizabethan (Bacon (Shakespeare (Milton (Spencer 4. 18th Century 5. Romanticism 6. 19th Century. (Victorian) 7. , Contemporary IV. Types. 1. Drama 2. Novel 3. Essay 4. Poetry 5. Short story 6. Combination of Typos i. e. Novel and Essay V. Criticism. VI. 1. Old English (Beowolf) 2. Middle English 3. Modern English 4. General Philology VII. Comparative Literature C. The Teacning of English 1. General 2. Elementary Schools 3. Secondary Schools D. Bible E. Miscellaneous Number Teachers Having Courses in Each Type of English Course 100 24 Appendix 57 TABLE XXXII Table Showing Additional High School Subjects Taught by the 100 High School English Teachers Who Were Issued High School Class A Certificates on the Basis of Credits Received from In-State Institutions of Higher Learning, 1925-1927 SUBJECT 1. Athletics 2. Biology 3. Chemistry 4. Domestic Science 5. Economics 6. English ; 7. French 8. General Science 9. History (Including Civics) 10. Latin n. Math. (Including Geometry, Algebra) . 12. Physical Geography 13. Physics 14. Spanish 15. Spelling 16. Writing TOTAL RANK 1 9 6 7 2 8 1 9 1 9 100 1 20 3 19 4 25 2 14 6 17 5 9 9 9 9 9 TABLE XXXIII Table Showing the Number of Teachers from the Group of the 100 High School English Teachers Who are Teaching 1, 2, 3, 4, 5, and 6 Fields of Study Number Subjects Taught Number Teaelners Per Cent. 1 30 30 2 44 44 3 19 19 4 3 3 5 2 2 6 2 2 Total 100 100% 58 Appendix TABLE XXXIV Table Showing the Academic Preparation Possessed by 100 High School History Teachers Holding High School Class A Certificates Issued (1925-1927) ON Basis of Credits Received from In-State Institutions of Higher Learning SUBJECT Number Teachers Who Have Had Courses In Each Subject Number Teachers Who Have Not Had Courses In Each Subject Total Number Transcripts Studied Total Range In Hours, For Entire Group Of 100 Teachers Range In Hours, Per Sub- ject For Teachers Who Have Had Courses In Each Subject Median Number 01 Semester Hours Of Work Taken By Those Teachers Who Have Had Courses In Subjects Listed 1. Accounting 2 98 100 0-6.9 6-6.9 6.0 100 100 3. Art 19 81 100 0-10.9 1-10.9 3.5 4. Astronomy 6 94 100 0-6.9 2-6.9 2.9 5. Bible 58 42 100 0-38.9 2-38.9 12.1 6. Biology 70 30 100 0-24.9 2-24.9 6.7 7. Botany 11 91 100 0-8.9 3-8.9 6.4 8. Chemistry 57 43 100 0-24.9 3-24.9 8.7 9. Commerce 4 96 100 0-33.9 4-33.9 11.9 10. Domestic Science 12 88 100 0-33.9 1-33.9 3.9 n. English 100 78 100 100 12-39.9 0-45.9 12-39.9 3-45.9 18.9 12. French 22 12.7 13. General Science 1 99 100 0-4.9 4-4.9 4.0 14. Geography 4 96 100 0-6.9 6-6.9 6.0 15. Geology 16 84 100 0-16.6 2-16.9 6.9 16. German 18 82 100 0-33.9 4-33.9 12.3 17. Greek 10 90 100 0-34.9 3-34.9 IS. 9 18. History 100 44 100 100 6-43.9 0-20.9 6-43.9 1-20.9 24.3 19. Latin 56 9.9 20. Law 14 86 100 0-10.9 3-10,9 6.7 21. Mathematics 87 13 100 0-35.9 2-35.9 9.5 22. Music 10 90 100 0-18.9 3-18.9 4.2 23. Philos-Eth-Logis 24 76 100 0-12.9 2-12.9 4.9 24. Physics 43 57 100 0-24.9 3-24.9 8.2 25. Physiology & Hygiene 43 57 100 0-11.9 1-11.9 4.7 26. P.sychology 77 23 100 0-10.9 2-10.9 3 27. R. 0. T. C 4 96 100 0-3.9 2-3.9 3.0 28. Sociology & Economics .... 76 24 100 0-35.9 2-35.9 5.9 29. Spanish 29 71 100 0-21.9 6-21.9 12.6 30. Zoology 3 97 100 0-6.9 3-6 9 6.2 100 100 Appendix 59 GRAPH XXXV Graph Showing Rank Per Subject in Academic Preparation Possessed by Average High School History Teacher in North Carolina Who Holds A High School Class A Certificate Issued (1925-1927) on Basis of Credits Received at In-State Institutions of Higher Learning Kistory English French Mathematics Sociology & Economics Bible Chemistry Biology Latin Psychology Physics Spanish Physiology & Hygiene Geiman Greek law Geologr Philosophy & Ethics Domestic Science Art Music Botai^ Geography Commerce Astronomy Zoology Accounting General Science B. 0. T. C. NOTE : Read bar graph as follows : The average academic preparation possessed by high school History teachers who have received Higli School Class A certificate issued (1925-1927) on the basis of credits received at in-State institutions of higher learning is as follows: 21.77 hours of History; 17.62 hours of English; 10.87 hours of Trench, etc. 60 Appendix TABLE XXXVI Table Showing the Professional Preparation Possessed bt 100 High School History Teachers Holding High School Class A Certificates Issued (1925-1927) on Basis op Credits Received from In-State Institutions of Higher Learning subject Number Teachers Who Have Had Courses In Each Subject Number Teachers Who Have Not Had Courses In Each Subject Total Number Transcripts Studied Total Range In Hours, For Entire Group Of 100 Teachers Range In Hours, Per Sub- ject For Teachers Who Have Had Courses In Each Subject Median Number Of Semester Hours Of Work Taken By Those Teachers Who Have Had Courses In Subjects Listed 1. Administration a. General 19 81 100 0-6.9 2-6.9 4.3 100 100 100 100 d. Courses for supervisors.. 4 96 100 0-4.9 2-4.9 2.7 100 100 100 100 100 100 100 100 100 100 h. Of higher institution. . . . 2. Class Room Management 24 76 100 100 100 100 100 0-3.9 3-3.9 3 3. Courses in Measurement a. For schools 19 81 100 0-6.9 2-6.9 2.9 100 97 100 100 c. For sec. schools 3 0-3.9 3-3.9 3.5 4. Courses for Religious and 100 100 5. Courses in Statistics 5 95 100 100 100 100 100 0-3 9 3-3.9 3.5 6. Curriculum Construction 100 100 97 100 100 100 0. For sec. schools 3 0-6.9 3-6.9 3.8 7. Ed. Hygiene & Pay. Ed... (See academic credits). 8 Educational Psychology a. General psy; child, character, habits, indi- vidual differences, adol- escence, learning, and research courses 58 42 100 0-12.9 2-12.9 3.7 100 100 c. Of ele. school subjects.. . 4 96 100 0-4.9 3-4.9 3.7 d. Of sec. school subjects. . 1 99 100 0-2.9 2-2.9 2.0 9. Educational Sociology 20 80 100 0-6.9 2-6.9 4.9 10. General Methods of Teach- ing and Principles of Idu- cation a. Gen. Methods & Prin. . . 44 56 100 0-9.9 2-9.9 3.6 b. For ele. schools 21 79 100 0-8.9 2-8.9 3 5 c. For sec. schools 53 47 100 0-7.9 2-7.9 3.7 11. Guidance 100 100 100 100 100 100 100 100 100 100 e. Commercial Appendix 61 TABLE XXXVI— Continued Range Median In Hours, Number Of Number Number Total Per Sub- Semester Teachers Teachers Total Range ject For Hours Of Who Have Who Have Number In Hoi'.rs, Teachers Work Taken SUBJECT Had Not Had Transcripts For Who Have By Those Courses Courses Studied Entire Had Teachers In Each In Each Group Of Courses Who Have Subject Subject 100 Teachers In Each Subject Had Courses In Subjects Listed 12. History of Edu&ition 62 38 100 0-9.9 2-9.9 3.9 13. Legal .-Aspects; Ed 100 100 14. Philosophy of Ed 10 90 100 0-6 9 2-6 9 3 2 15. Practice Teach. Obs 12 88 100 0-6.9 3-6.9 4.3 16. Teach. Par. Subjects 5 2 95 98 100 100 0-6.9 0-8.9 3-6.9 5-8.9 4.7 b. For ele. schools 6.9 c. For sec. schools 34 66 100 0-12.9 2-12.9 3.6 8 7 92 93 100 100 0-3.9 0-7.9 2-3.9 2-7.9 2.9 18. Miscellaneous 6.1 GRAPH XXXVII Graph Showing Rank Per Subject in Professional Preparation Possessed BY Average High School Teacher of History in North Carolina Who Holds a High School Class A Certificate Histoiy of Education ^H^^BHBHI^BBSBI ^'"^^ Educational Psy. (General) BB^^HH^^BSI^^BH ^'^^ Gen. ^lethods In Sec. Schools ^B^HBBI^Bi^^^ BBB ^'^^ Gen. Methods and Principles ^H^HBHBIBHB ^*'^^ Teach. Far. SubJ. Sec. Schools JHHS^HHI^B 1»Z9 Administration (General) I^^SBB • '^^ Class R. Wgr. Schools HH^HI • "^^ G«n.Meth, Prin. Ele. Schools BB^B ^^ Measurement In Schools I^^HB •••• '^^ Practice Teach. & Ohservation j^^M • *3 Miscellaneous ^HB ^* Philosophy of Education HB 29 TeachoPar. School Subjects 23 Sural Education H • • •20 Statistics for Schools ■ 15 Psy. Ele. School Subjects B 13 Teach. Par, Subj. Ele. Schools! ^^ Curri. Constr. Sec. Schools | •IS Admin. Courses for Supervisors J 10 Measxire.ient for Secondarj' Schsl 09 Scale in Semester Hours NOTE : Read bar graph as follows : The average professional preparation possessed by a high school History teacher who received a High School Class A certificate (1925-1927) on the basis of training secured at in-State institutions of higher learning is as follows : 2.70 hours of History of Education; 2.39 hours of (General) Educational Psychology; 2.23 hours of General Methods of Teaching or Principles of Education for Secondary Schools, etc. 62 Appendix TABLE XXXVIII Table Showing the Number of History Teachers Taking Various Types of History Courses. These Data Refer to 100 North Carolina High School History Teachers Who Were Issued High School Class A Certificates on the Basis of Credits Received at In-State Institutions of Higher Learning. (1925-1927) TYPE OF HISTORY COURSE Number Teachers Having Courses in Each Type of History Course. I. European History a. General 1. Introductory 2. Advanced b. Ancient 1. Introductory 2. Advanced c. Medieval 1. Introductory 2. Advanced d. Modern 1. Introductory 2. Advanced II. English History a. Nature of course. 1. Introductory 2. Advanced III. United States History a. Nature of course. 1. Introductory 2. Advanced IV. Nortn Carolina History a. Nature of course. 1. Introductory 2. Advanced V. Latin American History. . . VI. Political Science and Civics VII. Teaching of History VIII. Miscellaneous Appendix 63 TABLE XXXIX Table Showing Additional High School Subjects Taught by the 100 High School History Teachers Who Were Issued High School Class A Certificates on the Basis of Credits Received from In-State Institutions of Higher Learning. (1925-1927) SUBJECT Athletics Bible Biology Domestic Science. . . English French General Science Geograpny History Latin Mathematics Physical Geograpfty, Reading SpeUing Writing TOTAL RANK 1 12 1 12 6 7 11 5 24 3 6 7 26 2 3 9 100 1 11 5 19 4 1 12 2 11 3 9 1 12 TABLE XL Table Showing the Number of Teachers from the Group of the 100 High School History Teachers Who are Teaching 1, 2, 3, 4, 5, and 6 Fields of Study Number Subjects Taught Number Teachers Per Cent. 1 24 24 2 52 52 3 20 20 4 3 3 5 1 1 Total 100 100% 64 Appendix TABLE XLI Table Showing the Academic Preparation of 100 High School French Teachers Holding High School Class A Certificates Issued (1925- 1927) ON Basis of Credits Received from In-State Institutions OF Higher Learning SUBJECT Number Teachers Who Have Had Courses In Each Subject Number Teachers Who Have Not Had Courses In Each Subject Total Number Transcripts Studied Total Range In Hours, For Entire Group Of 100 Teachers Range In Hours, Per Sub- ject For Teachers Who Have Had Courses In Each Subject Median Number Of Semester Hours Of Work Taken By Those Teachers Who Have Had Courses In Subjects Listed 1. Accounting 1 99 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 0-6.9 6-6.9 6.5 3. Art 22 5 56 79 11 44 78 95 44 21 89 56 0-18.9 0-6.9 0-30.9 0-18.9 0-8.9 0-24.9 1-18.9 2-6.9 2-30.9 3-18.9 6-8.9 3-24.9 4.3 3.5 5. Bible 6.9 6.8 7. Botany 8. Chemistry 6.9 8.4 12 100 100 2 2 9 18 13 100 1 41 3 79 16 21 28 49 74 1 58 32 2 88 0-17.9 0-47.9 0-42.9 0-9.9 0-9.9 0-10.9 0-36.9 0-34.9 0-47.9 0-6.9 0-24.9 0-10.9 0-26.9 0-12.9 0-9.9 0-12.9 0-6.9 0-9.9 0-1S.9 0-30.9 0-30.9 0-8.9 3-17.9 12-47.9 6-42.9 6-9.9 9-9.9 3-10.9 1-36.9 2-34.9 2-47.9 6-6.9 3-24.9 6-10.9 4-26.9 2-12.9 2-9.9 3-12.9 2-6.9 5-9.9 18-18.9 2-30.9 6-30.9 6-8.9 6.3 11. English 20.4 12. French 18.6 98 98 91 82 87 7.9 14. Geography 9.5 6.3 12.2 17. Greek 18. History 10.0 12.4 19. Italian 99 59 97 21 84 79 72 51 26 99 42 68 98 6.0 20. Latin 7.0 21. Law 10.2 22. Mathematics 23. Music 8.1 3.9 24. Philos-Eth.-Logic 3.9 25. Physics 6.9 26. Physiology & Hygiene 4.6 3.8 28. R. 0. T. C 29. Sociology & Economics .... 30. Spanish 18.0 6.8 12.8 31. Zoology 7.0 Appendix 65 GRAPH XLII Graph Showing Rank Per Subject in Academic Preparation Possessed by Average High School French Teacher in North Carolina Who Holds a High School Class A Certificate Issued (1925-1927) on Basis of Credits Received at In-State Institutions of Higher Learning English French History Math. Sociology (fc Eco. Bible Spanish Latin Chemistiy Psychology Phy. and 5ygiene Gennan Physics Greek Biology Art Phil. Eth. Logic Music Botainy Domestic Science Geology Law R. 0. T. C. Geography Astronomy General Science Zoology Accotmting Italian. — — ^— ^B {^■■■■B 13.68 6.94 5.18 4. §3 ', 4. 63 4.27 3,63 3.08 2.23 2.11 ^^ , 2.00 ■1 1.57 B 1 .01 B 78 B 76 ■ 76 ■ 51 1 26 1 18 I .18 1 17 I 15 I 14 I 06 I 06 Scale in Semester Ho\xrs 5 10 15 20 Read bar graph as follows : The average academic preparation possessed by high school French teachers who have received High School Class A certitlcates issued (1925-1927) on the basis of credits received at in-State institutions of higher learning is as follows: 22.17 hours of English; 19.83 hours of French; 13.68 hours of History, etc. 66 Appendix TABLE XLIII Table Showing the Professional Preparation Possessed by 100 High School French Teachers Holding High School Class A Certificates Issued (1925-1927) on Basis of Credits Received from In-State Institutions of Higher Learning SUBJECT Number Teachers Who Have Had Courses In Each Subject Number Teachers Who Have Not Had Courses In Each Subject Total Number Transcripts Studied Total Range In Hours, For Entire Group Of 100 Teachers Range In Hours, Per Sub- ject For Teachers Who Have Had Courses In Each Subject Median Number Of Semester Hours Of Work Taken By Those Teachers Who Have Had Courses In Subjects Listed 1. Administration a. General 14 1 86 99 100 100 0-6.9 0-6.9 2-6.9 6-6.9 5.5 b. Courses for Prin 6.0 100 100 100 100 100 d. Courses for Supervisors . e. Including b, cand d g. Of secondary schools. . . . 1 99 2.9 2-2.9 2.0 100 100 i. Surveys 2. Class Room Management a. For schools 30 70 100 100 100 0-6.9 3-6.9 3.5 3. Courses in Measurement a. For schools 6 1 94 99 100 100 0-6.9 0-2.9 2-6.9 2-2.9 3.5 b. For elementary schools. . 2.0 c. For secondary schools. . . 2 98 100 0-3.9 3-3.9 3.5 4. Courses for Religious and 100 5. Courses in Statistics 1 99 100 100 0-3.9 3-3.9 3.0 100 6. Curriculum Construction 100 100 100 7. Educational Hygiene and 100 8. Educational Psychology a. General psychology. Child character, habits, individual differences. adolescence, learning and research courses 70 30 100 0-12.9 2-12.9 3.7 b. Psychology of atypical 100 c. Of elementary school subjects 1 99 100 0-2.9 3-2.9 3.0 d. Of secondary school subjects 1 99 100 0-2.9 3-2.9 3.0 9. Educational Sociology 12 88 100 0-6.9 3-6.9 3.7 10. General Methods and Prin- ciples in Education a. General Method and Pri.nciple 40 60 100 0-12.9 2-12.9 3.9 b. For elementary schools. . 28 72 100 0-8.9 2-8.9 3.9 c. For secondary schools. . . 53 47 100 0-7.9 2-7.9 4.3 Appendix TABLE XLIII — Continued 67 SUBJECT ' Number Teachers Who Have Had Courses In Each Subject Number Teachers Who Have Not Had Courses In Each Subject Total Number Transcripts Studied Total Range In Hours, For Entire Group Of 100 Teachers Range In Hours, Per Sub- ject For Teachers Who Have Had Courses In Each Subject Median Number Of Semester Hours Of Work Taken By Those Teachers Who Have Had Courses In Subjects Listed 11. Guidance a. Educational and Voca- c. Vocational Guidance and Vocational Educa- 12. History of Educational. . . . 59 41 100 0-12.9 2-12.9 6.1 14. Philosophy of Education. . . 15. Practice Teaching and Ob- servation 16. Teaching Particular sub- jects 19 32 2 4 40 7 15 81 68 98 96 60 93 So 100 100 100 100 100 100 100 0-6.9 0-6.9 0-4.9 0-0.9 0-9.9 0-6.9 0-12.9 2-6.9 1-6.9 3-4.9 2-0.9 2-9.9 2-6.9 2-12.9 3 5 3.6 4.3 b. For elementary schools. . c. For secondary schools . . . 3.9 3.6 6 3 5 9 68 Appendix GRAPH XLIV Graph Showing Rank Per Subject in Professional Preparation Possessed BY Average High School Teacher of French in North Carolina Who Holds High School Class A Certificate Educational P^chology ^^HJ^^BHHJJI^^H^BHHBHi * ^*^^ History of Education j^BHUHJIHHHHHHIHHHB S.78 CHeth. Print Sec. Schools i^HJ^HH^BHBHHHI S.40 General Methods & Principles H^I^^HH^HHl 1«&2 Teach. Par. Sub. Sec. Schools I^HHHH^HHii lAZ Prac. Teaching & Observation ^HHBH^HI l*!^ Miscellaneous H^H^HlHi 99 Meth. Prin. Ele. Schools ■^■■■H 97 Class Hoom. I.^r. Schools HH^HiS 93 Philosophy of Education I^HH ^^ Administration (General) HI^^V 62 Educational Sociology HHHI • 46 Boral Education HH 31 Measurement for Schools ^| 20 Teach. Par. Subj. Ele. Schools ■ 14 Teach. Par. Subject Schools ■ 07 Administration for Principals B .06 Measurement Sec. Schools I 06 Psy. Ele. School Subject B 03 Psy. Eec. School Subject 03 Statistics for Schools | 03 Administration Sec. Schools | 02 Measurement Ele. Schools | »02 Scale in Serge ate r Hours 12 3 NOTE: Read bar graph as follows: The average professional preparation possessed by a high school French teacher who has received a High School Class A certificate through train- ing at an in-State institution of higher learning (1925-1927) is as follows: 3.10 hours of General Educational Psychology; 2.78 hours of History of Education; and 2.40 hours of General Methods of Teaching and Principles of Education, etc. Appendix table xlv 69 Table Showing the Number of French Teachers Taking Various Types of French Courses. These Data Refer to 100 North Carolina High School French Teachers Who Were Issued High School Class A Certificates on the Basis of Credits Received AT In-State Institutions of Higher Learning. (1925-1927) TYPE OF FRENCH COURSE A. Composition and Conversation 1. Introductory. a. Beginning course (1st year) b. Intermediate course (2nd year) c. .Advanced general course (3rd year) 2. Advanced Courses. a. Course in composition b. Course in conversation c. Phoivetics 3. Specialized Courses. a. Commercial French b. Scientific and Industrial French B. Literature. 1. French Literature. a. Introduction to French Literature b. Survey 2. Period Courses. a. Literature in the Middle Ages (1) Prior to 1300 (2) During 14th and 15th Centuries b. Literature in the 16th Century — the Renaissance. c. Literature in the 17th Century (1) Classic Literature and Drama (2) Moliere d. Literature in the 18th Century. . . .' e. Literature in the 19th Century (1) Until 1850— Romanticism (2) After 1850 (3) French Drama since 1850 (4) French Realism and Naturalism (5) Nineteenth Century Prose (6) Nineteenth Century Lyric Poetry (7) Plays of Victor Hugo (8) Poems of Victor Hugo f. Contemporary Literature 3. Types. a. Lyric Poetry b. Drama c. Prose d. Novel e. Short Story 4. Tne Frencn Language. a. History of tne French Language b. Old French c. Provencal d. Celtic Middle Irish C. French Culture. 1. Choses Francaises 2. French Civilization D. Teaching of French. 1. Teaching of modern languages 2. General methods of teaching French 3. Teaching French in secondary schools )f. Miscellaneous Courses Number Teachers Having Courses in Each Type of French Course 100 44 7 33 19 11 70 Appendix TABLE XLVI Table Showing Additional High School Subjects Taught by the 100 High School French Teachers Who Were Issued High School Class A Certificates on the Basis of Credits Received from In-State Institutions of Higher Learning. (1925-1927) SUBJECT Biology English French General Science. Geography History Latin Mathematics. . . Physics Spanish Spelhng Miscellaneous . . TOTAL RANK 2 8 48 2 100 I 13 6 1 11 26 3 17 4 15 5 2 9 4 8 5 5 1 11 TABLE XLVII Table Showing the Number of Teachers from the Group of the 100 High School History Teachers Who are Teaching 1, 2, 3, 4, 5, and 6 Fields op Study Number Subjects Taught Number Teacners Per Cent. 1 6 6 2 69 69 3 16 16 4 5 5 5 1 1 6 3 3 Total... 100 100% Binder Gaylord Bros. Inc. Makers Syracijse, N. Y. PAT. m 2'., ir" UNIVERSITY OF N.C. AT CHAPEL HILL 00034037284 FOR USE ONLY IN THE NORTH CAROLINA COLLECTION Form No. A-368, Rev. 8/95