C6e iLibtarg 
 Onit)er0itp of Bortt) Carolina 
 
 ColUction ot iRort^ CatoUntana 
 
 of tl)t Glajs? of 1889 
 
 
A TEACHER 
 
PUBLICATION NO. 280 
 
 DO YOU WAIT TO BE A 
 
 in 
 
 MTH CAROllMf 
 
 ISSUED BY THE 
 
 STATE SUPERINTENDENT OF PUBLIC INSTRUCTION 
 RALEIGH. N. C. 
 
3-/ 
 
 FOREWORD 
 
 This bulletin has been printed as an aid in the selective recruitment 
 of teachers for the public schools of the State. It has been authorized 
 to be printed by the State Board of Education in further compliance 
 with an act of the General Assembly of 1949. 
 
 It is generally known that there is a shortage of white elementary 
 teachers in the State. That fact together with other information con- 
 cerning the supply and demand of teachers has been pointed out in this 
 bulletin. Additional information concerning requirements for certifi- 
 cates, kinds of certificates, salaries paid, and other facts pertinent to 
 the teaching profession are included. All of this information should be 
 of tremendous value to the counselor and to those who advise with 
 high school students concerning a life work. Answers to many questions 
 relating to the profession of teaching will be found within this publica- 
 tion. I wish personally to commend it to the widest possible use. 
 
 In the preparation of this bulletin I wish to thank the following staff 
 members: Dr. James E. Hillman, Director of the Division of Professional 
 Service; Ella Stephens Barrett, State Supervisor of Occupational In- 
 formation and Guidance; and L. H. Jobe, Director of the Division of 
 Publications, Research and Statistics. 
 
 State Superintendent of Public Instruction 
 May 15, 1951 
 
 D 
 
CONTENTS 
 
 Page 
 Teaching as a Career — 
 
 Why Choose Teaching? 5 
 
 Do You Have the Personal Qualities Needed for Teaching? 6 
 
 What Does the Teacher Do? 7 
 
 Present Teacher Situation in North Carolina — 
 
 Demand 8 
 
 Supply 10 
 
 Teaching Opportunities 12 
 
 Salaries Paid 14 
 
 Contracts and Tenure 15 
 
 Health Provisions 15 
 
 Working Conditions 16 
 
 Retirement Provisions 16 
 
 Scholarship Aid 17 
 
 How and Where to Apply 17 
 
 Requirements for Certificates — 
 
 General Information 18 
 
 Senior Colleges 18 
 
 Graduate Schools 19 
 
 Semester Hour the Unit of College Credit 20 
 
 Professional Requirements 20 
 
 How to Apply for Certificate 22 
 
 Kinds of Certificates 22 
 
 Class B Certificates 23 
 
 Grammar Grade and Primary Teacher's Certificates, Class A 23 
 
 High School Teacher's Certificate, Class A 24 
 
 Special Education Teacher's Certificate 30 
 
 Graduate Certificates for Teachers 31 
 
 Counselor's Certificate 32 
 
 Principal's Certificate 33 
 
 Superintendent's Certificate 34 
 
TEACHING AS A CAREER 
 
 Why Choose Teaching? 
 Teaching is worthy of careful consideration l3y young people who 
 clZlliL requirements and are looking for a career wh.ch offers 
 "any rewards and satisfactions. Ask the real teacher what a career ,n 
 teaching has to otter and she would reply: 
 
 I LIKE THE CHALLENGE which comes from having a part in mould- 
 ing the Nation's future. Through my classes march the cmzens of 
 tomorrow and I have a part in determining the kind of home h e^ 
 vocational life, civic, social and morale life of tomorrow and m 
 helping to further our democratic way of life. "The future of the 
 world as well as our own democratic ideals, lies in the hands of 
 the teacher." 
 I LIKE THE THRILL which comes with seeing: Young minds open 
 up and respond to new thoughts and ideas and new ^kjlls; per- 
 sonalities blossom out with increased confidence, poise, self under- 
 standing and self direction-seeing them grow in "mind and statue 
 and in favor with God and man." 
 I LIKE THE FUN which comes from associating with young people 
 who are full of life and ideas and are capable of giving me a new 
 "lift" and expectation every day. 
 I LIKE THE SATISFACTION of being a friend and counselor to young 
 people, having them come to me with their joys, sorrows, mde- 
 cisions, plans and ask for my understanding and help. 
 I LIKE THE STIMULATION which teaching offers: the opportunity 
 to be creative, to try out my own ideas and talents; the necessity 
 of being continually on the alert for new ideas and methods needed 
 to meet the needs of the various personalities whom I try to teach. 
 
 I LIKE BEING A PART of the largest and most vital enterprise in the 
 country which is second to none in importance in that it preserves 
 and promotes our cultural and intellectual life; which employs 
 nearly one third of all professional and semi-professional workers; 
 which is respected and approved by everyone; which is a growmg 
 ^ concern every year; which offers a variety of interesting employ- 
 
 !p- ment opportunities. 
 
 I LIKE THE PRIVILEGE of associating with people who are concern- 
 ed about and active in the cultural and intellectual aspects of livmg. 
 
Do You Have The Personal Qualities Needed For Teaching? 
 
 One of the first steps in choosing any vocation is that of self-inventory. 
 Do you have the personal qualifications needed for success in teaching? 
 Perhaps more than any other profession teaching calls for a wide vari- 
 ety of personal traits of a special sort. Many studies have been made to 
 determine these qualities and while no common personality pattern for 
 teachers has been discovered, all studies point up certain traits which 
 seem to characterize the good teacher no matter what field of teaching 
 she chooses. 
 
 A GOOD TEACHER HAS: 
 
 Good Physical and Mental Health — plenty of vitality, stamina, en- 
 durance; emotional stability, adjusts well to varying personalities, 
 conditions and circumstances. 
 
 A Genuine Like for and Interest in People, Especially Children, and 
 enjoys being with them. 
 
 An Open and Inquiring Mind — receptive to new ideas, interested in 
 reading and studying and trying new things. 
 
 A Pleasing Personality — courteous, cheerful, enthusiastic, friendly, 
 patient, and a good sense of humour. 
 
 Ability to Get Along Well With Others. 
 
 Intelligence and a Generous Supply of Common Sense. 
 
 Leadership Qualities — ability to initiate and carry out plans; to 
 develop and inspire leadership and followship in others. 
 
 Certainly these are not all of the traits found in a good teacher, but 
 they are basically essential. If you really want to teach you- should 
 check yourself on these qualities and as you continue your education 
 strive to improve or cultivate these characteristics of a good teacher. 
 
What Does the Teacher Do? 
 
 The old saying "variety is the spice of life" might well be changed 
 to "variety is the spice of teaching." No other occupation offers such a 
 variety of activities. To describe all the duties and activities in which 
 teachers engage would be a gigantic and impossible task, for they are 
 too many and too varied, depending upon the individual teacher's 
 personality, training and abilities, the grade or subject she teaches, the 
 type, size and personnel of the school and the type of community in 
 which she works. 
 
 Generally speaking, however, the chief duties of all teachers may be 
 grouped under several categories: 
 
 Classroom instruction, with primary emphasis on growth and develop- 
 ment of individuals in attitudes, knowledges and skills, including 
 
 Classroom management, which includes planning with pupils classroom 
 work and activities and provision of physical facilities and environment 
 which stimulate and are conducive to good learning and healthful 
 living. 
 
 Co-curricular activities — initiating, directing or supervising various re- 
 creational, social and educational activities. 
 
 Human relations, involving establishing and maintaining good work- 
 ing relations with co-workers, parents and the community. 
 
 Professional improvement, which requires reading and study and at- 
 tendance at or participation in professional meetings, conferences, sum- 
 mer schools and all types of activities for professional growth. 
 
 More specifically stated the teachers' duties would include such activ- 
 ities as: studying each pupil — becoming familiar with his background, 
 interests and abilities; preparing units of work and learning materials 
 and adapting methods to individual needs; making, administering and 
 checking tests; organizing and supervising recreational and social activ- 
 ities, school clubs, assemblies and various types of student activities; 
 holding conferences with pupils, parents, other school personnel and 
 community agencies; attending faculty meetings; keeping records and 
 making reports; supervising study halls, lunch periods, play; issuing 
 textbooks and supplies, collecting money for school lunches, drives, 
 entertainment , etc. 
 
 The extent to which these duties are performed by teachers and the 
 methods differ from school to school and from grade to grade. 
 
 The elementary teacher in most school situations usually has one 
 group of pupils or one grade for the entire day and is responsible for 
 the complete school program of that grade, teaching all the subjects, 
 arranging for and supervising all other activities essential to growth 
 and development of her pupils. 
 
 The high school teacher has a narrower range of duties in that he 
 usually teaches only one major subject to several different groups of 
 students. In some cases, however, particularly in small and rural 
 schools it is necessary for the high school teacher to teach several 
 subjects. In addition to teaching classes, he too must assume some 
 co-curricular duties which are a part of most high school programs. 
 
PRESENT TEACHER SITUATION 
 
 North Carolina cooperates with the National Commission on Teacher 
 Education and Professional Standards of the National Education Asso- 
 ciation in its national study on teacher supply and demand. The basic 
 data presented here, for both supply and demand, were secured for 
 the national study. 
 
 Demand 
 
 Table I, New White Teacher Demand in North Carolina Public 
 Schools, 1950-51, gives the new white teacher demand as of about 
 December 1, 1950. A new teacher is defined as a teacher who is teaching 
 in 1950-51 who did not teach anywhere in 1949-50. The same table gives 
 the teacher supply for 1949-50, the teacher who would have been avail- 
 able for 1950-51. Table II gives similar data for Negro teachers. Com- 
 parable data, presented in a little different form, for Indians appear 
 in Table III. 
 
 I. New White Teacher Demand In North Carolina Public Schools, 1950-51 
 
 
 
 
 
 
 
 
 
 
 'Jt 
 
 -JJ 
 
 w 
 
 uu 
 
 UR 
 
 11 
 
 01 I 
 
 eac 
 
 11 i 
 
 iiy 
 
 WIl 
 
 ere i 
 
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 fy-5u; 
 
 
 Secondary 
 
 3 
 
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 3 
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 6 
 
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 3 
 
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 V 
 
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 3 
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 3 
 
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 o 
 
 3 
 
 '> 
 
 •5 
 
 "E. 
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 3 
 
 o 
 
 3 
 >. 
 
 o. 
 a. 
 
 3 
 
 Agriculture 
 
 24 
 
 
 
 
 
 
 
 1 1 1 1 1 24| 24| 
 
 61| 61 
 
 Art 
 
 
 5 
 
 
 1 1 ! 1 i| 
 
 
 
 
 1 1 1 1 1 6{ 6| 
 
 14| 14 
 
 Bible 
 
 
 
 1 
 
 
 
 
 
 1 1 1 1 1 1| 1| 
 
 16| 16 
 
 Biology 
 
 
 
 
 2| 1| 1 1 1 
 
 1 
 
 
 
 1| 5| 1 3| 1 13| 13| 
 
 46| 46 
 
 Chemistry 
 
 
 
 
 1 o| 1 1 1 
 
 
 
 
 1| 1 1 1 1 1| 2| 
 
 9| 14 
 
 Commerce 
 
 
 
 
 1 |73| 1 1 1 
 
 1 
 
 
 1 4| 1 
 
 1 1| 1 8| 1 89| 89| 
 
 106| 106 
 
 Distributive Education 
 
 
 
 
 ! 1 1 3| 1 
 
 
 1 
 
 
 1 1 1 1 1 4| 4| 
 
 0| 
 
 English 
 
 
 
 
 1 1 i |78|41 
 
 1 
 
 
 3| 4| 
 
 1 5| 7|21| |160| 161| 
 
 303| 320 
 
 Foreign Language 
 
 
 
 
 1 1 1 1 1 6 
 
 
 
 1 3| 
 
 1 i 1 2| 1 11| 53| 
 
 42| 82 
 
 Home Economics 
 
 
 
 
 
 57 
 
 
 
 1 |11| 3| 1 71| 74| 
 
 78| 79 
 
 Industrial Arts 
 
 
 
 
 
 
 23 
 
 1 2| 
 
 1 1| 1 1 1 26| 27| 
 
 22| 22 
 
 Library Science 
 
 
 
 
 
 
 
 14| 1 
 
 1 1 i 1 1 14| 17| 
 
 5| 11 
 
 Mathematics 
 
 
 
 
 
 
 
 |52| 
 
 |12|21|10| i 95| 108| 
 
 97| 123 
 
 Music 
 
 
 
 
 
 
 
 1 |42 
 
 1 1| 1 1 1 43| 44| 
 
 50| 59 
 
 Physics 
 
 
 
 
 
 
 
 
 0| 1 1 1 1 0| 2| 
 
 1| 9 
 
 Physical Education 
 
 
 
 
 
 
 
 
 |39|10|30| 1 79| 104| 
 
 296| 369 
 
 Science 
 
 
 
 
 
 
 
 
 1 |52|28| 1 80| 129| 
 
 82| 195 
 
 Social Studies 
 
 
 
 
 
 
 
 
 1 1 i79| 1 79| 184| 
 
 193| 601 
 
 Others 
 
 
 
 
 
 
 
 
 i 1 1 |20| 20| 20| 
 
 2| 2 
 
 Totals Secondary 
 
 ! 
 
 ! 
 
 L 
 
 
 
 
 
 1 1 1 1 |816|1062| 
 
 1423|2129 
 
 Elementary 
 
 Demand, 1950-51; One teacher school, 6; Grades (1-3), 391; Grades (4-8), 817; 
 
 Total 1214 
 
 Elementary Supply, 1949-50: Men, 33; Women, 275; 
 
 Total 308 
 
II. New Negro Teacher Demand In North Carolina Public Schools, 
 
 1950-51 
 
 (A new teacher is one who is teaching in 1950-51 who did not teach anywhere in 1949-50) 
 
 Secondary 
 
 3 
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 < 
 
 
 bo 
 
 o 
 
 m 
 
 1 
 
 XI 
 
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 8 
 
 3 
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 3 
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 C 
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 1 
 
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 w 
 
 1 
 
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 3 
 
 c 
 
 i 
 1 
 
 s 
 
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 c 
 
 3 
 
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 c 
 
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 c/1 
 
 o 
 
 3 
 
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 c 
 
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 i 
 
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 B 
 Q 
 
 0\ 
 
 3 
 op 
 >^ 
 
 G. 
 3 
 
 Agriculture 
 
 4 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 4 
 
 4 
 
 64 
 
 Art 
 
 
 2 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 2 
 
 2 
 
 9 
 
 Bible 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 4 
 
 Biology 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 1 
 
 
 2 
 
 2 
 
 1 51 
 
 Chemistry 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 o| 
 
 1 
 
 Commerce 
 
 
 
 
 
 
 14 
 
 
 
 
 
 
 1 
 
 
 1 
 
 
 
 
 1 
 
 
 17 
 
 171 
 
 1 55 
 
 Distributive Education 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 1| 
 
 
 
 English 
 
 
 
 
 
 
 
 
 13 
 
 11 
 
 
 
 1 
 
 
 3 
 
 
 
 1 
 
 9 
 
 
 38 
 
 38 
 
 83 
 
 Foreign Language 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 1 
 
 
 
 
 2 
 
 
 4 
 
 15 
 
 43 
 
 Home Economics 
 
 
 
 
 
 
 
 
 
 
 17 
 
 
 
 
 
 
 
 1 
 
 
 
 18 
 
 19 
 
 1 48 
 
 Industrial Arts 
 
 
 
 
 
 
 
 
 
 
 
 13 
 
 
 1 
 
 1 
 
 
 
 
 
 
 15 
 
 15 
 
 34 
 
 Library Science 
 
 
 
 
 
 
 
 
 
 
 
 
 5 
 
 
 
 
 
 
 2 
 
 
 7 
 
 9 
 
 8 
 
 Mathematics 
 
 
 
 
 
 
 
 
 
 
 
 
 
 8 
 
 2 
 
 
 
 18 
 
 
 
 28 
 
 •29| 
 
 65 
 
 Music 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 18 
 
 
 
 
 1 
 
 
 19 
 
 271 
 
 27 
 
 Physics 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 o| 
 
 44 
 
 Physical Education 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 10 
 
 3 
 
 2 
 
 
 15 
 
 151 
 
 1 5G 
 
 Science 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 14 
 
 4 
 
 
 18 
 
 41| 
 
 75 
 
 Social Studies 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 21 
 
 
 21 
 
 43 1 
 
 217 
 
 Others 
 
 
 
 
 
 
 1 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 6 
 
 6 
 
 6| 
 
 6 
 
 Total Secondary 
 
 1 1 1 
 
 
 1 1 
 
 
 
 
 1 
 
 1 1 1 
 
 _ 
 
 215|283||87S 
 
 Elementary — 
 
 Demand, 1950-51: One teacher school, 11; Grades (1-3), 120; Grades (4-8), 198; Total, 329 
 
 Elementary Supply, 1949-50: Men, 113; Women, 344; 
 
 Total, 457 
 
 Included with this table is the teacher supply, 1949-50, available to meet the 1950-51 
 demand. The number of individuals in the secondary school supply, 1949-50, is 666. 
 
 III. New Indian Teacher Demand In North Carolina Public Schools 
 
 1950-51 
 Elementary School 
 
 One teacher school 
 
 Lower grades (1-3) 10 
 
 Upper grades (4-8) .- 6 
 
 Total 16 
 
Secondary School 
 
 Agriculture 2 
 
 Art 1 
 
 Commerce 1 
 
 English : 2 
 
 Mathematics 1 
 
 Science 1 
 
 Total 8 
 
 Supply 
 
 Table IV gives the supply of white teachers from North Carolina 
 Colleges for 1951. Table V presents comparable data on the supply of 
 Negro teachers from North Carolina Colleges. Table VI gives the supply 
 of Indian teachers from the one Indian college. 
 
 IV. 1951 Supply Of White Teachers From North Carolina Colleges 
 
 Secondary 
 
 3 
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 3 
 
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 3 
 
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 3 
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 Agriculture 
 
 61 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 II 61| 61 
 
 Art 
 
 
 14 
 
 
 
 
 
 
 5| 
 
 1 1 
 
 
 
 
 2 
 
 
 3 
 
 
 II 2=^1 25 
 
 Bible 
 
 
 
 1 
 
 I 
 
 
 
 
 8| 3 
 
 
 
 3 
 
 1| 
 
 
 1 
 
 8 
 
 
 II 26| 26 
 
 Biology 
 
 
 
 
 6 
 
 9 
 
 
 
 2| 
 
 
 
 3 
 
 
 12 
 
 
 7 
 
 
 II 39| 40 
 
 Chemistry 
 
 
 
 
 
 1 
 
 
 
 1| 
 
 3| 
 
 
 2 
 
 
 
 
 
 
 II 7\ 16 
 
 Commerce 
 
 
 
 
 
 
 94 
 
 
 8| 2 
 
 1 1 
 
 1 
 
 1 
 
 
 6 
 
 2 
 
 36 
 
 
 II 151| 151 
 
 Distributive Education 
 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 II 0| 
 
 English 
 
 
 
 
 
 
 
 
 118|42 
 
 
 7 
 
 9 
 
 2| 
 
 28 
 
 10 
 
 100 
 
 
 7 II 323| 347 
 
 Foreign Language 
 
 
 
 
 
 
 
 
 |10 
 
 
 1 
 
 8 
 
 5| 
 
 2 
 
 2 
 
 14 
 
 
 1! 42| 89 
 
 Home Economics 
 
 
 
 
 
 
 
 
 
 94| 
 
 
 
 
 
 36 
 
 6 
 
 
 111 137| 140 
 
 Industrial Arts 
 
 
 
 
 
 
 
 
 
 |14 
 
 
 5 
 
 
 
 2 
 
 
 
 II 21| 23 
 
 Library Science 
 
 
 
 
 
 
 
 
 
 
 4 
 
 
 
 
 
 4 
 
 
 II 8| 17 
 
 Mathematics 
 
 
 
 
 
 
 
 
 
 
 
 |38 
 
 1|14 
 
 25 
 
 41 
 
 34 
 
 
 111 153| 184 
 
 Music 
 
 
 
 
 
 
 
 
 
 
 
 
 78| 
 
 
 
 2 
 
 
 II 80| 89 
 
 Physics 
 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 II 0| 
 
 Physical Education 
 
 
 
 
 
 
 
 
 
 
 
 
 
 113 
 
 32 
 
 132 
 
 
 111 277| 353 
 
 Science 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 68 
 
 23 
 
 
 II 91| 217 
 
 Social Studies 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 176 
 
 
 6|| 182| 548 
 
 Trades & Industries 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 3 
 
 II 3| 3 
 
 Others 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 3|| 3| 19 
 
 Total Secondary 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ||1629|2348 
 
 Elementary: Men, 22; Women, 425; 
 
 Total, 447 
 
 Tihe last column gives the supply of secondary teachers in terms of individual subjects and 
 or subject combinations. Of the total individuals, 841 are men, and 788 are women. 
 
 10 
 
V. 1951 SUPPLY Of Negro Teachers From North Carolina Colleges 
 
 Elementary: Men, 78; Women, 340; 
 
 Total, 418 
 
 The last column g.ves the supply of secondary teachers m terms of subjects, and/or subject 
 combmadons. Of d.e secondary teachers, 415 are men and 396 are women. 
 
 These tables give the supply of teachers for 1950-51. Following is a 
 summary'tSly for 1941, ^6, 1948, 1949, 1950 and 1951. 
 
 WHITE ■ NEGRO 
 
 Year Elementary Secondary Elementary Secondary 
 
 1941 647 1008 420 330 
 
 1946 199 644 ---- "■-" 
 
 1948 .... 269 1075 441 619 
 
 I9I9 ::: 253 1297 fj 750 
 
 1950 - 308 1423 457 666 
 
 I951 :::: 447 1629 418 811 
 
 Data are not available for Negroes for 1946. For Indians, the data are 
 available for 1951 as reported in Table VI. 
 
 11 
 
VI. Indian Teacher Supply, 1951 
 
 Elementary: Men, 0; Women, 4; Total 4 
 
 Secondary: 
 
 English - Music 1 
 
 English - Social Studies 2 
 
 Home Economics 2 
 
 Mathematics - Science 2 
 
 Physical Education - Science 1 
 
 Physical Education - Social Studies 2 
 
 Science - Social Studies 1 
 
 Total 11 
 
 Teaching Opportunities 
 
 White Elementary. The opportunity for qualified white elementary 
 teachers are almost unlimited. Based upon the single factor of new 
 teachers, the supply is about one-fourth the present demand. There 
 must be an increase in the number of teachers to care for the increase 
 in school population. There should be a reduction in the number of 
 pupils for teacher which would result in an increase in the number 
 of teachers required to serve the schools. These factors would all 
 operate to widen the imbalance between supply and demand. Without a 
 very great increase in the supply there must be an inevitable increase 
 in the number of teachers who do not meet the minimum qualifications 
 for an acceptable teacher. In 1949-50 there were about 2500 white 
 elementary teachers whose qualifications were below those represented 
 by the Class A Certificate which is regarded as the minimum standard. 
 
 Not in the foreseeable future can one hope for an adequate supply 
 of qualified elementary white teachers. The actual supply is still sub- 
 stantially below what it was in 1940-41, the last pre-war year. The 
 present senior college enrollment is about fifty percent larger than in 
 194041. It will be observed that while the elementary teacher output 
 is still much below that of 1941, the output of secondary teachers is 
 fifty percent larger than in 1941. It is hoped there may be a reversal 
 in this trend, but with a complete reversal, the supply of qualified 
 elementary white teachers would still be far from adequate. 
 
 There needs to be improvement in the quality of our teacher educa- 
 tion. This quality would be reflected through the standards of the 
 colleges and the instructional programs of the institutions. It would 
 also be reflected through a more careful screening and selection of 
 those who would be teachers. Not until then will the children in the 
 elementary white schools have the teachers they deserve. Now, be- 
 cause of the shortage of elementary teachers, too many of them must 
 have anyone who is willing to teach. The time may be a generation 
 away when every elementary white child can have a superior teacher 
 in academic and professional qualifications, personality and character. 
 There will be a teaching position for those who meet these qualifications. 
 
 . 12 
 
White Secondary. At the present time the over-all supply of white 
 secondary teachers is adequate. It will be observed (Table I) that as 
 of about December 1, 1950 there were 816 new secondary teachers em- 
 ployed in the public secondary schools. The output from the colleges 
 for 1949-50 that would have been available for teaching in 1950-51 was 
 1423. That output has increased to 1629 for 1951. 
 
 It will be observed further that there is a serious over-supply of 
 teachers prepared to teach English, social studies and physical educa- 
 tion. There would seem to be an over-supply of teachers of vocational 
 agriculture. The situation could change materially if the manpower 
 demands should keep men from our colleges. An actual shortage could 
 develop in teachers of agriculture, and men teachers of physical educa- 
 tion. 
 
 The teaching opportunities for the secondary teacher are quite dif- 
 ferent from those of the elementary teacher. If we are to have a healthy 
 balance between supply and demand, both the colleges in which second- 
 ary teachers are educated and the prospective secondary teacher should 
 keep informed on the supply and demand, such as are reflected through 
 the data in this bulletin. 
 
 What has been said about improving the quality of the education of 
 the elementary white teacher could be said of the secondary teacher. 
 Perhaps with that quality, there would be fewer secondary teachers 
 coming from the colleges. Moreover, as long as there might be an 
 adequate supply of secondary teachers at the Class A or undergraduate 
 level, the opportunity for employment of the secondary teacher would 
 be enhanced through securing the Master's degree and qualifying for 
 the Graduate Certificate. 
 
 Negro Teachers. There is a slight over-supply of Negro elementary 
 teachers. That over-supply, however, does little more than afford the 
 employer opportunity to exercise some choice in his selection of a 
 teacher. The supply situation is quite healthy, however, because it will 
 encourage the college to reduce the output slightly by being more 
 selective and by improving the quality of those who would be teachers. 
 
 With reference to Negro secondary teachers, there is a general over- 
 supply. As of about December 1, 1950, there were employed 215 new 
 secondary teachers in the public secondary schools. For 1949-50, the 
 colleges graduated 666 secondary teachers. The 1951 output of secondary 
 teachers had increased to 811. There seems to be a theoretical over- 
 supply of Negro secondary teachers for about all of the subjects, but 
 especially for agriculture, biology, commerce, English, foreign language, 
 home economics, physics, physical education and social studies. Be- 
 cause of the over-supply, the teaching opportunities for Negro second- 
 ary teachers are limited. Colleges have the obvious responsibility of 
 reducing the output of Negro secondary teachers if there is to be a 
 healthy balance between supply and demand. 
 
 Indian Teachers. The number of Indian teachers is quite limited. 
 The supply comes from one college. It is necessary for the college to 
 know the demands, and try to meet them. At present there seems to 
 
 13 
 
be a need for some shift from the preparation of secondary teachers to 
 the preparation of elementary teachers. 
 
 Men Teachers. At present about all of the elementary teachers are 
 women. A very large percent of the secondary teachers are women. 
 The demand for men teachers in the seventh and eighth grades is 
 very urgent. There should be more men teachers in the secondary 
 schools. Men who prepare to be elementary teachers may expect to 
 find employment in the upper grades of the elementary school. They 
 also have the best preparation for elementary school principalship and 
 the principalship of many union schools. The opportunities are unlimit- 
 ed for men who prepare themselves to work in the elementary school. 
 For a better balance between men and women teachers in the second- 
 ary school, there should be an increasingly larger number of men 
 teachers in the secondary school. 
 
 Salaries Paid 
 
 North Carolina teachers are paid in accordance with a salary schedule 
 adopted by the State Board of Education. This schedule applies alike 
 to white, Indian and Negro teachers in both elementary and secondary 
 fields. In some schools a supplement from local funds is paid. 
 
 The current State schedule (shown below) is based on training and 
 experience established in the Division of Professional Service, State 
 Department of Public Instruction, Raleigh, N. C. 
 
 Teachers are paid on a monthly basis for a nine months' term. A 
 school month includes twenty teaching days. Agriculture and home 
 economics teachers receive slightly higher monthly salaries than other 
 teachers, and they are employed on a 10, 11 and 12 months' basis. 
 Principals are paid on a ten months' term basis on a schedule based 
 on size of school and experience. 
 
 14 
 
Nine Months School Fund 
 
 Monthly Salary Schedule for Teachers (9 Months) 
 
 1951 - 1952 
 
 1 Experience In Years 
 
 Type of 
 Certificate 
 
 
 
 1 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 9 
 
 10 
 
 11 
 
 12 
 
 Graduate 
 
 
 
 280 
 
 289 
 
 298 
 
 308 
 
 318 
 
 329 
 
 340 
 
 351 
 
 362 
 
 373 
 
 384 
 
 Class A 
 
 245 
 
 252 
 
 259 
 
 267 
 
 275 
 
 283 
 
 292 
 
 302 
 
 312 
 
 323 
 
 334 
 
 345 
 
 
 Class B 
 
 218 
 
 224 
 
 231 
 
 238 
 
 245 
 
 252| 259 1 
 
 
 
 
 Class C 
 
 176 
 
 182 
 
 189 
 
 196 
 
 203 2I0| 1 1 
 
 
 
 
 Elementary A 
 
 163 
 
 169 
 
 175 
 
 181 
 
 187 1 
 
 
 
 
 Elementary B 
 
 151 
 
 157 
 
 163 
 
 169 
 
 1 
 
 
 
 
 
 Non-Standard 
 
 128 
 
 
 
 
 
 
 
 
 
 
 Contracts and Tenure 
 
 Teachers are required to sign written contracts which may be obtain- 
 ed from the employing superintendent. In accordance with the law, in 
 county units, "the principals, of the districts shall nominate and the 
 district committees shall elect the teachers for all the districts, subject 
 to the approval of the county superintendent of schools and the county 
 board of education." In city units the practice varies, but in general 
 the superintendent with the advice of the principal recommends em- 
 ployment to the board of trustees. 
 
 Teachers or principals, after employment or reemployment, desiring 
 to resign must give not less than 30 days' written notice prior to the 
 opening of school in which the teacher or principal is employed to the 
 official head of the administrative unit. "In the employment of teachers, 
 no rule shall be made or enforced which discriminates with respect to 
 the sex, marriage, or non-marriage of the applicant." 
 
 Teachers are employed for one school year at a time, but under 
 provisions of the law (Sec. 115-354,359) their contracts continue from 
 year to year unless they are notified by registered letter prior to the 
 close of the school term that re-employment for the ensuing year will 
 not be made. However, teachers who give satisfactory service may expect 
 continued employment. 
 
 Health Provisions 
 
 A health certificate from the county physician, health officer, or other 
 reputable physician, certifying no tuberculosis in communicable form, 
 nor other communicable disease, nor any disease, physical or mental, 
 which could impair ability to perforrn duties effectively, is required. 
 
 No sick leave with full pay is granted. A regularly employed teacher 
 who is absent for (a) personal illness, (b) illness of some member of 
 
 15 
 
the teacher's immediate family which may require the personal atten- 
 dance of the teacher, or (c) death of a near relative, shall be paid full 
 salary less $6.00 per day, the pay of a substitute teacher during 1950-51. 
 The provisions of the Workmen's Compensation Act apply to all 
 school employees. Under this Act compensation is granted for injuries 
 or death caused by accident arising out of or in the course of employ- 
 ment as a public school teacher. 
 
 Working Conditions 
 
 Working conditions vary from school to school. There are many 
 modern buildings, adequately equipped and furnished with essential 
 teaching materials. On the other hand, there are many small and poorly 
 constructed schoolhouses, with meager out-moded equipment and with 
 hardly any instructional materials except that which the teacher pro- 
 vides. The average size school, however, is provided with the minimum 
 of equipment and materials in sufficient quantity for providing a mini- 
 mum program of education. 
 
 In some communities teachers homes are provided, whereas in other 
 communities rooms in private homes are available at a minimum cost. 
 The larger schools have lunchrooms, where teachers may buy lunches 
 at a reasonable cost, and other meals may be had in the neighborhood. 
 
 The average number of pupils under the care of a teacher each day 
 varies from school to school. The average for the State is approximately 
 30. In the elementary grades the load is slightly higher, whereas in 
 the high school it is lower. A number of units employ teachers in 
 excess of the number permitted by the State Board of Education. These 
 two facts tend to reduce the actual teaching load throughout the State. 
 
 Teachers have a 20-day month for a nine months' term. In addition 
 to the actual classroom work, however, most teachers devote time to 
 such duties as keeping records and making reports, extra curricula 
 activities, helping pupils, attending meetings and conferences, and 
 preparing for work ahead. This type of work varies among grade levels, 
 subjects and schools. 
 
 The teacher's work is subject to supervision by the superintendent, 
 principal and supervisor. Such supervision may be close and con- 
 tinuous, as in some city units, or it may be infrequent, as in remote 
 schools in some county units. 
 
 Most communities welcome the teacher as an important addition to 
 the community life, and offer her opportunities to participate in all 
 worthwhile activities. A teacher of sound character, temperate habits, 
 a well-balanced personality and a reasonable amount of social intelli- 
 gence and good taste usually has little difficulty in adjusting to the 
 community. 
 
 Retirement Provisions 
 
 Teachers and other employees of the public school system working 
 on a full time basis must become members of the State Retirement 
 System after a three months' waiting period. A five per cent payroll 
 deduction of each employee's salary, not in excess of $5,000, is made by 
 the employing agency and forwarded to the State Retirement System. 
 The State matches this contribution by another 5 per cent. If a teacher 
 
 16 . 
 
separates from the service of the State, she may withdraw her con- 
 tributions. 
 
 Members may retire at the age of 60 years, or after 30 years service. 
 At age of 65 she must retire, unless requested in writing by the employ- 
 ing board to remain in service. A member who has reached 70 years of 
 age must retire, unless approved by the Board of Trustees of the Retire- 
 ment System. 
 
 Scholarship Aid 
 
 At the present time there is no State Scholarship Aid Fund for 
 assisting young persons to prepare themselves as teachers. Practically 
 all higher institutions of the State, however, have work plans, scholar- 
 ship and fellowship aid, and loan funds for which prospective teachers 
 may apply. 
 
 How and Where to Apply 
 
 There are a number of placement bureaus in the State which aid 
 teachers in securing employment. These include the following: 
 
 Carolina Teachers' Agency, Henderson 
 
 Hayworth Teachers' Agency, High Point 
 
 Placement Bureau, U.N.C. Summer School, Chapel Hill 
 
 Placement Bureau, N. C. Teachers Association (Negro), Raleigh 
 
 A teacher may apply direct to the superintendent of the unit in which 
 she desires employment or to the principal of the school. (A list of 
 superintendents may be obtained from the State Department of Public 
 Instruction, Raleigh, N. C.) "Any teacher or principal desiring election 
 as teacher or principal in a particular administrative unit who was 
 not employed by said unit during a current year shall file his or her 
 application in writing with the county or city superintendent of 
 schools." (For information about securing North Carolina certificates, 
 see below.) 
 
 17 
 
REQUIREMENTS FOR CERTIFICATES 
 
 General Information. 
 
 Before giving specific information about certificates — requirements 
 for, validity, renewal, et cetera — there would seem to be need for some 
 general information of an explanatory or interpretive type. 
 
 Senior Colleges 
 
 One requirement for any certificate is a degree from a standard senior 
 college. Some certificates require a Master's degree along with teaching 
 experience. 
 
 A senior college in North Carolina, approved for teacher education, 
 must meet certain specific standards. Senior colleges in other states, 
 which are approved for teacher education in the states in which they 
 are located, are acceptable in North Carolina. There is a very definite 
 trend, however, toward requiring any approved teacher education in- 
 stitution to be, first of all, a member of a regional accrediting associa- 
 tion, such as the Southern Association of Secondary Schools and 
 Colleges. Most of the senior colleges of North Carolina are now mem- 
 bers of that Association. In the interest of reciprocity, as well as in- 
 proving the quality of teacher education, there is a further trend toward 
 having an approved teacher education institution meet the standards 
 of the American Association of Colleges for Teacher Education. At 
 present, however, a senior college in North Carolina, approved for 
 teacher education, would meet State standards. 
 
 Teacher Output From North Carolina Colleges 
 
 There are now thirty-two senior colleges approved for teacher educa- 
 tion — twenty white, eleven Negro, and one Indian. For general in- 
 formation and guidance purposes, a table is here presented which gives 
 the names of the colleges, by control and race, with the teacher output 
 from each institution for the years 1950 and 1951: 
 
 White Colleges: State 1950 1951 
 
 Elementary Secondary Elementary Secondary 
 
 A. S. Teachers College 46 139 48 159 
 
 E. C. Teachers College 51 176 53 201 
 
 W. C. Teachers College 39 89 17 46 
 
 N. C. State College 74 88 
 
 University, Chapel Hill 167 47 125 
 
 Woman's College, U.N.C 34 108 66 248 
 
 Total State 170 753 231 867 
 
 White Colleges: Private 
 
 Atlantic Christian 45 82 37 74 
 
 Catawba 5 116 11 86 
 
 Davidson 13 13 
 
 Duke University 14 64 15 67 
 
 Elon 56 8 52 
 
 18 
 
Flora Macdonald 7 
 
 Greensboro 3 
 
 Guilford 
 
 High Point 19 
 
 Lenoir-Rhyne 13 
 
 Meredith 9 
 
 Queens 7 
 
 Salem 16 
 
 Wake Forest 
 
 Total Private 138 
 
 Total White 308 
 
 Negro Colleges: State 
 
 Elizabeth City T. College 148 
 
 Fayetteville T. College 104 
 
 Winston-Salem T. College 81 
 
 A. and T. College 16 
 
 N. C. College 
 
 13 
 
 14 
 
 22 
 
 12 
 
 11 
 
 29 
 
 11 
 
 2 
 
 20 
 
 57 
 
 20 
 
 64 
 
 70 
 
 24 
 
 92 
 
 17 
 
 41 
 
 56 
 
 28 
 
 11 
 
 26 
 
 5 
 
 22 
 
 19 
 
 126 
 
 
 
 142 
 
 670 
 
 216 
 
 762 
 
 1423 
 
 447 
 
 1629 
 
 
 
 110 
 
 
 
 
 
 90 
 
 
 
 
 
 115 
 
 
 
 271 
 
 12 
 
 297 
 
 56 
 
 
 
 114 
 
 12 
 
 11 
 
 19 
 
 63 
 
 22 
 
 73 
 
 82 
 
 25 
 
 111 
 
 36 
 
 11 
 
 44 
 
 95 
 
 23 
 
 131 
 
 51 
 
 
 
 22 
 
 339 
 
 91 
 
 400 
 
 666 
 
 418 
 
 811 
 
 Total State 349 327 327 411 
 
 Negro Colleges: Private 
 
 Barber-Scotia 4 
 
 Bennett 21 
 
 J. C. Smith 53 
 
 Livingstone 6 
 
 Shaw University 24 
 
 St. Augustine 
 
 Total Private .... 108 
 Total Negro 457 
 
 Indian College: State 
 
 Pembroke State College 13 13 4 11 
 
 Graduate Schools 
 
 The following institutions are approved for graduate work, up to 
 and including the Master's degree: Appalachian State Teachers College, 
 Boone; East Carolina College, Greenville; Western Carolina Teachers 
 College, Cullowhee; Woman's College, University of North Carolina, 
 Greensboro; Agricultural and Technical College, Greensboro; and North 
 Carolina College, Durham. 
 
 The following institutions are approved for graduate work up to and 
 including the Doctor's degree: Duke University, Durham; North Caro- 
 lina State College of Agriculture and Engineering (special fields), 
 Raleigh; and the University of North Carolina, Chapel Hill. 
 
 19 
 
Semester Hour the Unit of College Credit 
 
 Credits earned in colleges are expressed in various units, such as 
 quarter hour, semester hour, year or session hour, and course. The 
 unit of credit which is employed in the certification of the school 
 personnel is the semester hour. Any specific reference to hours of col- 
 lege credit is in terms of that unit. All units from the colleges are 
 translated in terms of the semester hour. 
 
 Professional Requirements 
 
 Professional requirements refer to the requirements in Education. 
 It will be observed that for the Class A certificates the professional 
 requirements are expressed in the following manner: 
 
 Pupil .-. 6 semester hours 
 
 School 6 semester hours 
 
 Teaching and Practicum 6 semester hours 
 
 This type of organization is intended to make the work more func- 
 tional in nature. It does not preclude formal courses, but it does en- 
 courage a functional, dynamic integration. For guidance purposes, the 
 following suggestions are given on the content for each of the three 
 areas: 
 
 The Pupil: 
 
 A. Understanding of continuity in development from the intellect- 
 ual, physical, social and emotional view points. 
 
 B. Ability to recognize and deal with individual differences. 
 
 1. Intellectual, physical, sociological and emotional. 
 
 2. Experiences in administering and interpreting tests. 
 
 3. Clinical experiences with individual children with the view of 
 developing insight into individual differences. 
 
 C. The process of learning. 
 
 1. The nature of learning. 
 
 2. Motivating forces. 
 
 3. Differences in interests as related to sex, age, maturation, 
 mental ability, and environmental influences. 
 
 D. The mastery of fundamental theoretical concepts, based upon 
 the best experimental evidence available, that are essential to 
 the insight into children. 
 
 For a proper study of this area, every opportunity should be given for 
 extended and varied experiences with children of different ages in many 
 settings. The following are suggested: 
 
 1. Children's court: 
 
 2. Participation in various social agencies. 
 
 3. Nursery schools and kindergartens. 
 
 4. Work with boy and girl scouts, Hi-Y, Girl Reserves, 4-H Clubs. 
 
 5. Playgrounds. 
 
 6. Special schools for physically handicapped. 
 
 7. Summer camp activities. 
 
 8. Big brother and sister movement. 
 
 9. Sunday school. 
 
 20 
 
The School: 
 
 A. As a social institution. 
 
 1. As to background and purposes. 
 
 2. As an interpreter of ideologies. 
 
 3. As a contributor to democratic living. 
 
 4. As a community builder. 
 
 B. As an educational institution. 
 
 1. Background and purposes of the school as an educational 
 institution. 
 
 2. Organization and administration of the school. 
 
 3. The school curriculum. 
 
 4. Evaluation of the school in terms of its educational purpose. 
 
 5. Materials, methods, practices, and techniques in the develop- 
 ment of learning. 
 
 6. A study of all aspects of pupil accounting. 
 
 7. Acquiring a philosophy of education that shall serve as a 
 criterion for relation of procedures and devices, and provide 
 an over-all understanding. 
 
 8. Purposeful observation to illuminate the theoretical aspects 
 of school practice. 
 
 Teaching and Practicum: 
 
 This area includes the specific activities identified with systematic 
 and formal observations, supervised student teaching, and with other 
 experimental activities associated with the job of actual teaching. Some 
 of the major divisions are the following: 
 
 A. Purposeful observation. 
 
 B. Organization of materials for teaching. 
 
 C. Participation in guidance activities. 
 
 D. Participation in other activities which will aid in developing a 
 teacher, such as: (1) child accounting, (2) co-curricular ex- 
 periences, (3) parent-teacher associations, and (4) teachers' 
 meetings. 
 
 E. Campus teaching. 
 
 1. The teaching experience should include all phases of instruc- 
 tion common to the grades or subjects. If there are two teach- 
 ing fields, some experience may be given in each or in dif- 
 ferent aspects of the same broad area. 
 
 2. After a transition period of observation and participation and 
 preparatory conferences, the student should be given full 
 charge of the situation, subject, of course, to the prudent 
 safeguards erected to protect the pupils. 
 
 3. An accompanying practicum or seminar should treat the 
 specific problems that arise in the student teachers' ex 
 periences. 
 
 4. Forty-five to ninety clock hours of actual teaching should be 
 required. It is realized that the optional amount of student 
 teaching varies with the talents of the candidates. In no case 
 should there be fewer than 45 clock hours; in some cases 
 there may be as much as 90 clock hours. 
 
 21 
 
F. Oflf-campus teaching. 
 
 Off-campus teaching is to be encouraged. However, it should 
 not be substituted altogether for teaching experience on the 
 campus or in the local school. Rather, it should supplement 
 and enrich that experience. It should provide the student 
 teacher with opportunities to meet at first-hand those ex- 
 periences which he will most likely meet in the actual job 
 of teaching. 
 
 Off-campus teaching should be properly supervised both 
 through the college and the cooperating school. The latter 
 should be selected only upon the basis of there being a strong 
 probability that in such a school the student-teacher would 
 find the best cooperating service. Supervising teachers should 
 be well equipped both by training and experience. Similarly, 
 the college should be sufficiently staffed to render its share of 
 skillful supervision. 
 
 How to Apply for Certificate 
 
 Since certificates are issued only upon the basis of college credentials, 
 it is necessary for those credentials to be filed with the proper State 
 agency. The necessary forms for that purpose are Application Blank 
 No. 1-b and Form 1-x which would be secured from the Division of 
 Professional Service, State Department of Public Instruction, Raleigh. 
 These forms will be sent, by the individual, to the college in which one 
 was educated, and the institution, in turn, will send the record of credit 
 direct to the Division of Professional Service. 
 
 Certificates are issued to out-of-state applicants only upon evidence 
 of employment in North Carolina. Before having college credentials 
 filed, the out-of-state applicant should have some assurance from a 
 North Carolina superintendent that he would be employed if the proper 
 certificate were issued. The names and addresses of the superintendents 
 may be secured from the State Department of Public Instruction, 
 Raleigh. 
 
 Kinds of Certificates 
 
 The follow^ing certificates are now issued: 
 Primary Teacher's, Classes A and B 
 Grammar Grade Teacher's, Classes A and B 
 High School Teacher's, Classes A and B 
 Special Education Teacher's Class A 
 Graduate Elementary Teacher's 
 Graduate Secondary Teacher's 
 School Counselor's 
 Principal's 
 Superintendent's 
 
 22 
 
There are certified North Carohna teachers who hold certificates 
 that were issued when the requirements were different from what they 
 are now. Subject to renewal requirements, those certificates are still 
 valid. Any teacher holding one of those certificates, or any certificate 
 not now issued as described in this bulletin, should get the information 
 he needs from the Division of Professional Service, State Department 
 of Public Instruction, Raleigh. 
 
 Class B Certificates 
 
 The requirements for Class B certificates are the same as for the 
 Class A, except for the professional education area of Teaching and 
 Practicum. Supervised student teaching, which is a part of the Teach- 
 ing and Practicum area, is not required for the Class B certificate. For 
 the purpose of issuing the Class B certificate, the equivalent of three 
 semester hours' credit is ascribed to student teaching. Credit for a 
 minimum of fifteen semester hours of professional education, exclusive 
 of student teaching, meets the professional education requirement for 
 the Class B certificate. 
 
 Credit for a year's appropriate teaching experience, subsequent to its 
 issuance, will raise the Class B certificate to Class A. For the Primary 
 Teacher's or Grammar Grade Teacher's Class A certificate, the ex- 
 perience would be in the elementary school, and for the Class A High 
 School Teacher's certificate, experience would be in the high school, 
 teaching the subject or subjects which appear on the Class B certificate. 
 
 Grammar Grade and Primary Teacher's Certificates, Class A 
 
 Requirements for Issuance: 
 
 These certificates require a degree from a standard four-year college. 
 As a part of the work, or in addition to it, the applicant shall have: 
 
 23 
 
S.H. 
 I. Professional Requirement '. 18 
 
 1. The Pupil 6 
 
 2. The School 6 
 
 3. Teaching and Practicum : 6 
 
 (Must include at least 45 clock hours of actual teaching.) 
 
 II. Academic Requirements. S.H. 
 
 1. English 12 
 
 Required: 
 
 English in General Education 9-10 
 
 Children's Literature 2-3 
 
 Recommended: 
 
 Advanced Grammar and Composition 3 
 
 Speech 3 
 
 2. American History 6 
 
 3. Government 2-3 
 
 4. Geography 6 
 
 (including Principles and Regional) 
 
 5. Art 6 
 
 6. Music 6 
 
 7. Health and Physical Education 10 
 
 This would include: 
 
 Principles, Practices and Procedures in Physical 
 
 Education for Elementary Schools 2 
 
 Principles, Practices, and Procedures in Health 
 for Elementary Schools 2 
 
 Note: The over-all specific requirements are the same for the Primary 
 and Grammar Grade A Certificate. In certain areas, however, par- 
 ticularly in the professional requirement, it is expected that there would 
 be slightly different emphases for the two groups. 
 
 Validity: 
 
 These certificates are valid for teaching throughout the elementary 
 school, that is, grades 1-8 inclusive. The Primary Teacher's Certificate 
 is preferred m grades 1-3, and the Grammar Grade in grades 4-8. 
 Renewal: 
 
 Initially the certificate is valid for a period of five years from the 
 date of qualification. The first renewal requires non-duplicating credit 
 for six semester hours, earned in a senior college or graduate school. 
 Subsequent renewals require credit for six semester hours or two years 
 of teaching experience, during the five year renewal period. 
 
 High School Teacher's Certificate, Class A 
 
 Requieements for Issuance: 
 
 The minimum scholastic training represents graduation from a stan- 
 dard four-year college. The subject, or subjects, for which certification 
 is granted appear on the face of the certificate. It is desirable that one 
 be qualified to teach two or more subjects. 
 
 24 
 
S.H. 
 
 18 
 I. Professional Requirement -; 
 
 1. The Pupil ^ 
 
 2. The School ^ 
 
 3. Teaching and Practicum ■ ° 
 
 (Must include at least 45 clock hours of actual teaching.) 
 
 II Academic Requirements. These requirements vary with the subject 
 
 ■ for which certification is granted. In terms of semester hours the 
 
 minimum subject matter credit for the teaching of each of the 
 
 various subjects is as follows: 
 
 S.H. 
 
 30 
 
 1. Art : " 
 
 Design (industrial, interior, costume) y 
 
 Drawing and Painting ^ 
 
 Ceramics and/or Sculpture 3 
 
 Art History ° 
 
 2. Bible and Religion - 
 
 Old Testament ^ 
 
 New Testament " 
 
 Q 
 
 Electives „_ 
 
 „ ob 
 
 3. Commerce •"■" 
 
 Economics and Retailing l^'l^ 
 
 Accounting and Management, including Office 
 
 Management ^^'^^ 
 
 Office Skills— Shorthand, transcription, and 
 
 typing (Minimum office experience) 12 
 
 Certification may be granted in the individual 
 areas as follows: 
 
 Typewriting 4 
 
 Stenography 
 
 Stenography, including transcription.... 9 
 Typing 2-4 
 
 Bookkeeping— Accounting and Management 15 
 
 Basic Business ^^ 
 
 Economics ^^ 
 
 Management and Accounting 12 
 
 4. Distributive Education ^^ 
 
 This shall include: 
 
 Economics "'^ 
 
 Retailing ^"^2 
 
 Such as: Introduction to Retailing, Store Organ- 
 ization, Retail Advertising, Textiles, Merchan- 
 dise Information, and Salesmanship. 
 
 Accounting and Management 6-12 
 
 Related Distributive Education and Commerce 12-18 
 
 To be selected from: Art, Design, Commercial Art; 
 Speech, Public Speaking; Economic Geography, 
 Business; Surveys or Analysis; and Business 
 (Law, mathematics, typewriting, English and 
 organization or Principles). 
 
 25 
 
Minimum Business Experience — 
 Exceptional experience above the minimum re- 
 quired may be substituted for not more than tlie 
 12 semester hours in the required subjects. 
 A maximum of one full year's experience shall 
 be required for each 6 semester hours for which 
 substitution be made. 
 
 English 30 
 
 Required: 
 
 Shakespeare 3 
 
 American Literature 3 
 
 Advanced Grammar and Composition 3 
 
 Recommended from: 
 
 Speech - 3 
 
 Englisli or American Literature 6 
 
 Teaching of Reading 3 
 
 Young Peoples Literature 3 
 
 French 24-30 
 
 24 semester hours based upon two or more high 
 school units; otherwise 30 semester hours. 
 
 Spoken Language 6 
 
 Quantitative requirements for teaching other 
 modern foreign languages same as for French. 
 
 Home Economics 51 
 
 a. Chemistry 6 
 
 b. Biology 6 
 
 c. Physics 2 
 
 d. Art 3 
 
 e. Foods 8 
 
 f. Clothing 8 
 
 g. Management 6 
 
 Home Management Residence required (Six 
 weeks recommended as a minimum). Other 
 courses may include buying, furnishing and 
 housing. 
 
 h. Family 6 
 
 Child Development (required) 
 
 Family Relationships (required) 
 
 Other courses may include Health, Nursing and 
 
 Hygiene. 
 
 i. Social Science 6 
 
 Industrial Arts 30 
 
 a. Drawing and Design 6 
 
 b. Woodwork (such as bench work, machine work, 
 carpentry, and cabinet making) 6 
 
 c. General Electricity (such as principles, house 
 wiring, common appliances, radio) 4 
 
 d. General Metal Work (including three or more 
 of the following areas: Cold metal, sheet metal, 
 forging, foundry, machine shop, art metal, weld- 
 ing) 6 
 
 26 
 
e. General Shop 2 
 
 f. Electives from a, b, c, d, or from such other 
 courses as graphic arts (printing, silk screen, 
 photography) ceramics, textiles, automotives, 
 aeronautics, crafts, (jewelry, leather, plastics, 
 etc.) 6 
 
 9. Latin 24 
 
 Based on two units of High School Latin, to be re- 
 duced six semester hours for each additional unit 
 of entrance credit. 
 
 10. Library Science 18 
 
 This shall include: 
 
 Administration and Organization of the School 
 
 Library 3 
 
 Reference Books and Their Use 3 
 
 Book Selection for Children 2 
 
 Book Selection for Young People 2 
 
 Simplified Classification and Cataloging 3 
 
 11. Mathematics 21 
 
 Required: 
 
 College Algebra 3 
 
 Trigonometry 3 
 
 Analytic Geometry 3 
 
 Recommended from: 
 
 Differential and Integral Calculus 6 
 
 History of Mathematics 3 
 
 Mechanical Drawing 3 
 
 Surveying 3 
 
 Application of Mathematics to Science, Engineer- 
 ing, Commerce and Industry 3 
 
 Statistics 3 
 
 Consumer Mathematics 3 
 
 College Physics 3 
 
 Navigation : 3 
 
 Astronomy 3 
 
 12.1. Music Education — General 36 
 
 a. Applied Music 18 
 
 Piano 6 
 
 Voice 6 
 
 (At least one-half the voice credit shall 
 be voice training.) 
 
 b. Theory of Music (Harmony, form, ear-training) 12 
 
 c. History and Appreciation of Music : 6 
 
 12.2. Music Education — Instrumental 36 
 
 a. Applied Music 21 
 
 This shall include: 
 
 Major instrument 6-12 
 
 At least two minor instruments (piano 
 advised to be one; voice permitted as 
 one) .9-15 
 
 27 
 
b. Theory of Music (Harmony, form, ear-training 9 
 
 c. History and Appreciation of Music 6 
 
 13.1. Health and Physical Education— Whole Time 36 
 
 I. Area of Principles, Organization, Administra- 
 tion and Supervision 6-10 
 
 a. Principles of Health Education | 
 
 b. Principles of Physical Education f ^^^ ^^ combmed 
 
 c. Org. and Adm. of Health and Physical Education 
 
 d. Evaluation and Meas. in Health and Physical Education 
 
 e. Curriculum in Physical Education 
 
 At least four areas must be included in this requirement 
 II. Area of Applied Techniques 10-12 
 
 a. Methods and M. in Group Games of Low Org. 
 
 b. Methods and M. in Ind. Sports (Tennis, Golf, 
 Wrestling, etc.) 
 
 c. Methods and M. in Aquatics 
 
 d. Methods and M. in Rhythms 
 
 e. Methods and M. in Tumbling-Stunts 
 
 f. Methods and M. in Team Sports (Touch Football, 
 Soccer, Speedball, Volleyball, etc.) 
 
 g. Methods and M. in Team Sports 
 
 (1) Football 
 
 (2) Basketball 
 
 (3) Baseball 
 
 (4) Track 
 
 At least five areas must be included in this requirement 
 
 III. Area of Individual Physical Education 4-6 
 
 a. Individual Physical Education (May include 
 
 Kinesiology) 
 
 IV. Area of Health Education 4-6 
 
 a. First Aid-Safety-Athletic Injuries 
 
 b. Problems in. Health Education 
 
 V. Anatomy and Physiology 6 
 
 VI. Biological Science 6 
 
 13.2. Part Time Teacher of Health and Physical Educa- 
 tion and Coaches of Athletic Teams 15 
 
 This shall include: 
 
 a. Principles, Organization, Administration, and 
 Supervision of Physical Education and Health 3-4 
 
 b. Physical Education skills and applied 
 techniques 8-9 
 
 (1) Group games of low organization (games 
 adaptable to adult groups and to children 
 of elementary age). 
 
 (2) Dual and single games (tennis, handball, 
 golf, badminton, track, and field events, 
 etc.). 
 
 (3) Group games of high organization (football, 
 soccer, rugby, basketball, baseball, volley- 
 ball, speed ball, lacrosse, field hockey, etc.). 
 
 28 
 
(4) Rhythms and dances. 
 
 (5) Gymnastics and stunts. 
 
 (6) Aquatics. 
 
 c. Health Education, including the teaching of 
 Health and School Health Problems 3-4 
 
 14. Health Education 24 
 
 1. The Individual - 9-12 
 
 a. Personal Health ^ f 3 
 , ,. . n TT ,.1- r may be combined ■{ o 
 
 b. Mental Health J (^ 
 
 c. First Aid and Safety , 3 
 
 2. Community and School 9-12 
 
 a. Principles of Public Health "1 may be fS 
 
 b. Environmental Health Jcombinedl 3 
 
 c. Healthful Family Living 3 
 
 3. Organization and Adm. of School Community 
 
 Health 3-6 
 
 15. Science ....j.^- 30 ^y 
 
 i^^Biology 6 MV Cm^ 
 
 *^ Chemistry 6 -T" l^ t****^ 
 
 c. Physics 6 ft j_m ■ ■ ^ - 
 
 KlT'Oeography or Geology 3 ^cc*— <-* 
 
 e. Electives from a, b, c, or d 9 fr't. if 
 
 Individual certification will be granted in any of the specific areas 
 a, b, c, or d, in which 12 semester hours credit is presented. Cer- 
 tification for the subject of General Science will require credit 
 for 18 semester hours from three of the four areas a, b, c, and d. 
 
 16. Social Studies - 30 
 
 a. European History or World History 6 
 
 b. American History 6 
 
 c. Government, Geography, Economics, or 
 Sociology 12 
 
 d. Electives from any of above 6 
 
 Individual certification will be granted in any of the specific areas: 
 History, Government, Geography, Economics and Sociology, in 
 which 12 semester hours credit is presented. Certification for 
 Citizenship or Civics, or Problems in American Democracy would 
 require credit for at least 18 semester hours from Government, 
 Economics and Sociology. 
 
 17. Agriculture B.S. degree 
 
 In Agricultural Education, including professional credits required 
 for teachers of other high school subjects. 
 
 Validity: 
 
 The certificate is valid for teaching in the high school, grades 9-12 
 inclusive, the subject or subjects appearing thereon. At present, be- 
 cause of the shortage of elementary teachers, the certificate is also valid 
 
 29 
 
for teaching in grades 7 and 8. That privilege is subject to termination 
 at any time. 
 
 Reneipal: 
 
 Initially the certificate is valid for a period of five years from the 
 date of qualification. The first renewal requires non-duplicating credit 
 for six semester hours, earned in a senior college or graduate school. 
 Subsequent renewals require credit for six semester hours, or two years 
 of teaching experience, during the five year renewal perioa. 
 
 Special Education Teacher's Certificate, Class A 
 
 Requirements for Issuance: 
 
 The areas of Special Education included in these requirements are 
 (1) Visually Handicapped, (2) Hard of Hearing, (3) Speech Correction, 
 (4) Crippled, and (5) Mentally Handicapped. The requirements for 
 these certificates shall be: 
 
 1. Hold or be qualified to hold the Primary or Grammar Grade 
 Teacher's Class A Certificate. 
 
 2. Credit for at least 24* semester hours in Special Education, dis- 
 tributed as follows: 
 
 * * S.H. 
 
 a.. Constant Basic Course Requirements '10-15 
 
 (1) Introduction to Exceptional Children. 
 
 (2) Tests and Measurements in Special Education. 
 
 (3) Practice Teaching in Special Education (Specific area). 
 
 (4) Child Growth and Development. 
 
 (5) Mental Hygiene. 
 
 b. Specific Course Requirements: 
 
 Visually Handicapped 6-9 
 
 (1) Methods and Materials In Teaching Partially 
 Seeing Children. 
 
 (2) Anatomy, Physiology, and Hygiene of the Eye. 
 
 (3) Typewriting for Sight-saving. 
 
 Hard of Hearing 10-15 
 
 (1) Anatomy and Physiology of Ear and Voice Mechanism. 
 
 (2) Audiometric Testing and Use of Hearing Aids. 
 
 ' (3) Methods and materials in Teaching Lip Reading to 
 Hard of Hearing Children. 
 
 (4) Methods of Teaching Hard of Hearing Children. 
 
 (5) Pathology of Hearing. 
 
 Speech Correction 12-18 
 
 (1) Anatomy and Physiology of the Ear and Voice 
 Mechanism. 
 
 (2) Problems in the Teaching of Speech Correction. 
 
 *Any of the specific credits which may have been included in meet- 
 ing the requirements for the Primary or Grammar Grade A Certificate 
 may be counted toward meeting this requirement in Special Education. 
 
 30 
 
(3) Re-education of Acoustically Handicapped Children. 
 
 (4) Principles of Speech Correction. 
 
 (5) Phonetics. 
 
 (6) Speech Pathology. 
 
 For Crippled 8-12 
 
 (1) Clinical Course in Crippling Conditions. 
 
 (2) Methods and Adjustments in Teaching Crippled Children. 
 
 (3) Arts and Crafts. 
 
 (4) Speech for Spastic-crippled Children. 
 
 For Mentally Handicapped 8-12 
 
 (1) Problems, Materials, and Methods in Teaching 
 Slow-learning Children. 
 
 (2) Mental Deficiency. 
 
 (3) Arts and Crafts. 
 
 (4) Social Treatment of the Feebleminded. 
 
 c. Electives: 
 
 (1) Specific required courses in areas other than the 
 special field of certification. 
 
 (2) Remedial Reading. 
 
 (3) Clinical or Abnormal Psychology. 
 
 (4) Education and Vocational Guidance. 
 
 (5) Child Welfare. 
 
 (6) Psychology of Exceptional Children. 
 
 (7) Social Psychology. 
 
 (8) Child or Adolescent Psychology. 
 
 d. Additional Qualifications: 
 
 (1) One or more year's experience teaching normal children. 
 
 (2) Personal characteristics suitable for teaching exceptional 
 children. 
 
 This certificate shall be required of all new Special Education teachers 
 as of July 1, 1953. 
 
 Validity: 
 
 The certificate is valid for teaching Special Education in the area or 
 areas appearing thereon. 
 
 Renewal: 
 
 Initially the certificate is valid for a period of five years from the date 
 of qualification. The first renewal requires non-duplicating credit for 
 six semester hours, earned in a senior college or graduate school. Sub- 
 sequent renewals require credit for six semester hours, or two years 
 of teaching experience during the five year renewal period. 
 
 Graduate Certificate for Teachers 
 
 Requirements for Issuance: 
 I. Graduate Secondary Teacher's Certificate: 
 ' A. Hold or be qualified to hold the Class A High School 
 Teacher's Certificate. 
 
 31 
 
B. Have three or more years' teaching experience. 
 
 C. Have a Master's degree from an institution of higher 
 learning with recognized graduate standards approv- 
 ed by the State Department of Public Instruction. 
 This would include: 
 
 S.H. 
 
 1. Subject matter in the certificate fields 12 
 
 2. Education (philosophy, principles, curriculum, 
 psychology, etc.) ."... 6 
 
 3. Electives 12 
 
 II. Graduate Elementary Teacher's Certificate: 
 
 A. Have or be qualified to hold the Class A Primary 
 or Grammar Grade Certificate. 
 
 B. Have three or more years' teaching experience. 
 
 C. Hold a Master's degree from an institution of higher learn- 
 ing with recognized graduate standards approved by the 
 State Department of Public Instruction. This credit would 
 include: 
 
 1. Academic work 6-12 
 
 This should include subject matter in those fields in 
 which there are manifest weaknesses in the equipment 
 
 ' of the individual, as well as subject matter that would 
 strengthen points already strong. 
 
 2. Education (philosophy, principles, curriculum, 
 psychology, etc.) 6 
 
 3. Electives 12-18 
 
 Validity: 
 
 These certificates have the same validity as the Class A certificates. 
 The Graduate Elementary Teacher's Certificate is valid for teaching in 
 the elementary school, grades 1-8 inclusive, and the Graduate Secondary 
 Teacher's Certificate is valid for teaching in the high school, grades 9-12 
 inclusive, the subject or subjects appearing thereon. 
 
 Renewal: 
 
 Initially the certificates are valid for a period of five years from date 
 of qualification. The first renewal requires graduate credit for six 
 semester hours, with at least one-half of the credit in Education. Sub- 
 sequent renewals require six semester hours of graduate credit, as in 
 the first renewal, or three years of teaching experience during the five 
 year renewal period. 
 
 Counselor's Certificate 
 
 Requirements for Issuance: 
 
 A. Hold or be qualified to hold a Class A teacher's certificate. 
 
 B. Have at least 3 years of successful teaching experience. 
 
 C. Have the time equivalent of at least one year of occupational 
 experience in one or more wage earning jobs other than 
 teaching or counseling. 
 
 32 
 
D. A Master's degree in the professional field of guidance to 
 include: 
 
 1. A minimum of 18 semester hours of professional courses 
 distributed among the following areas: 
 
 Principles of Guidance. 
 
 (May be taken at the undergraduate level.) 
 Analysis of the Individual. 
 Counseling Techniques. 
 Occupational and Educational Information. 
 Administrative Relationship of the Guidance Program. 
 Supervised Practicum. 
 
 2. 12 hours of work distributed among related courses in 
 the areas of education, economics, psychology and 
 sociology. 
 
 Validity: 
 
 Certificate is optional for part time school counselors, but required 
 as of July 1, 1953 of all new full time counselors. 
 
 Renewal: 
 
 Initially the certificate is valid for a period of five years from date of 
 qualification. The first renewal requires graduate credit for six semester 
 hours, with at least one-half of the credit in professional courses. Sub- 
 sequent renewals require six semester hours of graduate credit, as in 
 the first renewals, or three years' experience as a counselor during the 
 five year renewal period. 
 
 Principal's Certificate 
 
 Requirements for Issuance: 
 
 A. Hold or be qualified to hold the Class A teacher's certificate 
 (secondary or elementary). 
 
 B. Have three years' teaching experience within the past five 
 years. 
 
 C. Hold a Master's degree from an institution of higher learning, 
 with recognized graduate standards approved by the State 
 Department of Public Instruction. 
 
 D. Have credit for a minimum of 12 semester hours (18 recom- 
 mended) of graduate work in Education, selected from the 
 following areas: 
 
 1. Fundamental Bases of Education. 
 
 a. The Curriculum, at least 2 semester hours required. 
 
 b. Human Growth and Development. 
 
 c. Social Foundations of Education. 
 
 2. Instructional and Supervisory Techniques. 
 
 a. Principles of Supervision, at least 2 semester hours 
 required. 
 
 b. Teaching Procedures. 
 
 c. Guidance and Pupil Personnel and Accounting. 
 
 d. Measurements. 
 
 33 
 
3. Organization and Administration. 
 
 a. High School Administration, at least 2 semester hours 
 required. 
 
 b. Elementary School Administration, at least 2 semester 
 hours required. 
 
 c. General Administration. 
 
 d. School Plant. 
 
 e. Staff Personnel. 
 
 f. Community Relations. 
 
 S.H. 
 
 E. Electives 12-18 
 
 This elective credit may be of the candidate's choice, subject 
 to such requirements as the institution may have for the 
 Master's degree, but it should be designed primarily to add 
 to one's equipment as a teacher. 
 
 Validity: 
 
 The certificate is valid for the principalship of a strictly secondary 
 school, union school, elementary school, for general supervision, and 
 for teaching on whatever level requirements for teachers' certificates 
 have been met. It is required for the principalship of classified schools, 
 that is, schools with seven or more teachers. Information on any excep- 
 tions, if any, may be secured from the Division of Professional Service, 
 State Department of Public Instruction, Raleigh, N. C. 
 
 Renewal: 
 
 Initially the certificate is valid for a period of five years from date of 
 qualification. The first renewal requires graduate credit for six semester 
 hours, with at least one-half of the credit in Education. Subsequent 
 renewals require six semester hours of graduate credit, as in the first 
 renewal or three years' experience as a principal or supervisor during 
 the five year renewal period. 
 
 Superintendent's Certificate 
 
 Requirements for Issuance: 
 
 A. Hold or be qualified to hold the Class A teacher's certificate 
 (secondary or elementary). 
 
 B. Have five years' experience within the past ten years, with at 
 least two years as principal of an elementary or secondary 
 school of seven or more teachers, during which time the appli- 
 cant held or was qualified to hold a Principal's Certificate 
 under requirements set up. 
 
 C. Hold a Master's degree from an institution of higher learning, 
 with recognized graduate standards approved by the State 
 Department of Public Instruction. 
 
 D. Have credit for 18 semester hours of graduate work in Educa- 
 tion, selected from the following areas: 
 
 1. Fundamental Bases of Education. 
 
 a. The Curriculum, at least 2 semester hours required. 
 
 b. Human Growth and Development. 
 
 c. Social Foundations of Education. 
 
 34 
 
2. Instructional and Supervisory Teclmiques. 
 
 a. Principles of Supervision, at least 2 semester hours 
 required. 
 
 b. Teaching Procedures. 
 
 c. Guidance and Pupil Personnel and Accounting. 
 
 d. Measurements. 
 
 3. Organization and Administration. 
 
 a. General Administration, at least 2 semester hours re- 
 quired. 
 
 b. School Finance, at least 2 semester hours required. 
 
 c. School Plant. 
 
 d. Staff Personnel. 
 
 e. Community Relations. 
 
 S.H. 
 
 E. Electives 12 
 
 These elective credits may be in Education, or in a field of 
 the candidate's choice, subject to such requirements as the 
 institution may have for the Master's degree. It is recom- 
 mended, however, that if the applicant does not already have 
 such an understanding, either through his undergraduate 
 work, or through 1, 2 and 3 above, the electives afford an 
 opportunity to secure a general understanding of the rela- 
 tion of the school to social and political institutions of the 
 community. 
 
 Validity: 
 
 Valid for general administration and for teaching on whatever levels 
 requirements for teachers' certificates have been met. Required for the 
 superintendency of the county and city administrative units. Informa- 
 tion on any exceptions, if any, may be secured from the Division of 
 Professional Service, State Department of Public Instruction, Raleigh. 
 
 Renewal: 
 
 Initially the certificate is valid for five years from date of qualification. 
 The first renewal requires graduate credit for six semester hours, with 
 at least one-half of the credit in Education. Subsequent renewals re- 
 quire graduate credit for six semester hours, as in the first renewal, 
 or three years of experience as a superintendent during the five year 
 renewal period. 
 
 35 
 
THE GRAPHIC PRESS, INC., RALEIGH, N. C. 
 

 UNIVERSITY OF N.C. AT CHAPEL HILL 
 
 00034036187 
 
 FOR USE ONLY IN 
 THE NORTH CAROLINA COLLECTION 
 
 Form No. A-368, Rev. 8/95 
 
Wl^