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Collection of iBottfi Catoliniana
Publication No. 167
THE PUBLIC SCHOOL
A STATE BUILDER
AMERICAN EDUCATION WEEK
NOVEMBER 7-13
1932
issued by the
State Superintendent of Public Instruction
Raleigh, N. C.
TABLE OF CONTENTS
Page
Introduction — — - 3
Suggestions for Daily Programs — 5
Oratorical Contest for High Schools and Colleges. 8
George Washington Bicentennial Declamatory Contest for
Elementary School Children ._ 10
Special Materials to be Used in Programs:
The Public Schools, A. T. Allen 14
Chronological History of Development of the Public School
System in North Carolina. 16
The Status of Education at Various Periods as Pointed
Out by Contemporary Leaders - 24
THE SUCCESS OF DEMOCRACY
Let no one tell you that democracy has failed. It is precisely at those
points where the American system is least democratic — where it least reflects
the ideals and homely virtues of the common people — that the breakdowns
have come. Our schools are the greatest contribution of democracy to
civilization. Into them we have drawn nearly one person in four of our
total population. These schools are intelligent, honest, efficient to a degree
that is true of no other business of like magnitude. Were all other business
as well managed as democracy's schools, America would move forward to a
new level of achievement and glory. The future of democracy and the
future of the common school are one and inseparable. Let them go forward
and upward together. What the school is today democracy will be tomorrow.
INTRODUCTION
The week of November 7-13 brings us again to the pleasure of participat-
ing in the annual celebration of American Education Week which is the
joint enterprise of the National Education Association and the American
Legion. This custom was first initiated to cultivate an appreciation of the
American public school and the purposes for which it was founded. The
general theme selected for the National celebration in 1932 is "The Schools
and the Nation's Founders." In line with this idea, the plans for North
Carolina will center about the theme "The Public School — A State Builder."
Special features deserving attention are the Declamatory and Oratorical
Contests sponsored respectively by the American Legion Auxiliary and the
American Legion, Department of North Carolina.
America has created an educational system which provides some oppor-
tunity in free schooling for every boy and girl. This system has developed
from an old world type offering opportunity to a very select few into the
present modern type represented in a more or less uniform state-wide, six
months' opportunity. This gift to the children of the State, the free public
school, was sought in the beginning for the purpose of perpetuating the
great American social experiment, democracy. All contributions since that
time have tended toward the furtherance of this ideal. It is hoped that the
appreciation for this principle and for other traditions will be deepened
through the proper use of materials contained in this bulletin.
The bulletins prepared by the State Department of Public Instruction
for American Education Week of the preceding years have directed atten-
tion to the work of the school. This activity should be continued. Adequate
general suggestions for this phase of the celebration may be found in the
bulletins prepared for 1929 and 1930, which should be on file in libraries and
school offices throughout the State.
a -7r^2e^^.
state Superintendent of Public Instruction.
September 26, 1932.
^
FUNDAMENTAL PRINCIPLES ON WHICH THE
NORTH CAROLINA PUBLIC SCHOOL
SYSTEM IS FOUNDED
1. The schools belong to the people.
2. Free education should be supplied for all children through
the high school grades.
3. Education is a function and an obligation of the State.
4. The State has a right and is obligated to collect by taxa-
tion from its several sources of revenue sufficient funds for
adequate school support.
5. Wealth should be taxed where it is and children educated
where they are.
6. Great governors and leaders have always led the fight for a
more equal opportunity for all.
7. Local communities should voluntarily initiate and assume
responsibility for increased educational opportunities.
8. Progress has characterized the development of the system.
WHAT THE COMMON SCHOOLS HAVE HELPED
AMERICA TO ACHIEVE
1. Rapid rise to national greatness.
2. Realization of democratic ideals.
3. Quick conquest of a vast frontier.
U. Widened opportunity for new citizens from overseas.
5. The highest place ever accorded women.
6. The ability to create, manage, and staff efficiently large-
scale production.
7. The noblest standard of living ever realized over a large
area.
8. The highest level of intellectual life ever attained by the
common people.
9. Steady improvement in the art of self-government.
10. Appreciation of the significance of childhood and the
home life.
GENERAL SUGGESTIONS FOR SCHOOL PROGRAM AND
ACTIVITIES
Note: These are offered as a basis for the celebration in schools, for
parents' meetings, and for lay organizations.
MONDAY, NOVEaiBER 7 — Homes and Schools of the Pioneer Carolinian
The Home and School of the First People Who Lived in America and
North Carolina — Several pupils should present exhibits of originals,
illustrations, models, talks, plays or pageants showing kinds of
books, rules of behavior, punishments, story and recitation, buildings,
equipment
Building the Schoolhouse in Wachovia — Dramatization
What Pioneers Needed to Know — -Original Discussions Based on Their
Study by Pupils
What Children of Today Need to Learn — Discussions Based on Experi-
ences by Several Pupils
TUESDAY, NOVEMBER 8 — The Period of the Academy and Private School
Preliminary State George Washington Bicentennial Declamatory Contest
for the Elementary School — Sponsored by American Legion Auxiliary
How My Parents and I Were Educated for the Life They Lived — Rep-
resentative Older Citizens or Reports on Interviews by Pupils
• Well Known Private Schools of North Carolina — Pupils Represent These,
Telling Where and When Founded
Some Great Teachers and Leaders of This Period — Same (See chrono-
logical outline)
Impromptu Spelling Contest from Spelling Book of Today — Citizens and
Pupils
Impromptu Test of School Patrons on Attainments in History, Arith-
metic, Science and Reading. See Handbook
WEDNESDAY, NOVEMBER 9 — A Century of Progress in Education
The Kind of Teachers My Father Had — Report of Pupil Interview with
Parents
The Books My Father and Mother Studied — Pupil Exhibit and Report on
Interviews with Parents
A Typical Day at School in the State in Nineteenth Century — An Older
Resident
How We Spent the Day in Our Grade (or School) Yesterday — Three
Pupils from One of the Primary, Intermediate and Upper Grades
Educational Development in Our County and Community Year by Year
Educational Development in Our State and Nation
A Roll of Honor of Great Educational Leaders for the Nation, State, and
Community
Impromptu Debate on Some Public Question — History Class and Citizens
of Town (e.g., Civic Club)
Impromptu Oral Composition Contest — English Class and Woman's Club
or other organization
THURSDAY, NOVEMBER 10— Meaning of "Equality of Opportunity"
What My Experiences in the Public School Meant to Me — Representative
Younger Men of Community
How My School Helps Me to Do the Things I Like and the Things I
Need — Typical Pupils
How the Schools of this County Vary in Opportunities Offered — Citizen
6 The Public School a State Buh^der
How the Amount of Wealth Varies in the Different Sections of the State
— Pupils or Adults
What We Need to Be a Standard Elementary School in North Carolina —
Pupils
What We Need to Be a Standard High School in North Carolina — Pupils
The State's Work in Adult Education — Pupils
The Work of the State in Vocational Education — Pupils
Resolved, That wealth should be taxed where it is and children educated
where they are — Debate
What the Founders of America and North Carolina Expected of Our
Schools — Give quotations from V/ashingtou, Jefferson, Hamilton,
Horace Mann, Horace Greeley, Lincoln, Caldwell, Murphey, Aycock,
Joyner, Graham, and Others.
FRIDAY, NOVEMBER 11 — The North Carolina PubUc School — Builder of
the State
Preliminary American Legion Oratorical Contest for High Schools and
Colleges — Public Education- — Its Past and Its Future — Sponsored by
American Legion, Department of North Carolina.
REFERENCE MATERIAL
SPECIFIC SUGGESTIONS BY DAYS FROM MATERIAL AVAILABLE IN
SCHOOL LIBRARIES:
MONDAY, NOVEMBER 7:
Earle. Home Life in Colonial, Days. MacMillan.
Earle. Child Life in Colonial Days. MacMillan.
Prescott. A Day in a Colonial Home. Junes.
Stone & Fickett. Everyday Life in the Colonies. Heath.
Hill. North Carolina History.
TUESDAY, NOVEMBER 8:
Hobbs. North Carolina Economic and Social, Chap. XV. University of
North Carolina.
Connor. Makers of North Carolina History. Alfred Williams Publishing
Company.
WEDNESDAY, NOVEMBER 9:
Same as for Monday, Tuesday and Thursday.
THURSDAY, NOVEMBER 10:
History texts (U. S. and N. C.) and Encyclopedias.
Hobbs. North Carolina Economics and Social, Chaps. XI and XVI.
State Department of Public Instruction. Organization of Trade and In-
dustrial Education, Vocational Agriculture in North Carolina
High Schools, North Carolina Course of Study for Elementary
Schools (1930), Course of Study for High Schools, A Handbook
for Elementary Schools (1932), Public Education in North
Carolina.
FRIDAY, NOVEMBER 11:
Same as for Monday, Tuesday, Wednesday and Thursday.
GENERAL MATERIAL WHICH SHOULD BE ON FILE IN THE LIBRA-
RIES OR OFFICES OF THE LOCAL AND COUNTY SCHOOL SYSTEM:
Jule B. Warren. Education 1900 and Noio. North Carolina Education
Association, Raleigh, N. C.
The Public School a State Builder 7
State Department of Public Instruction. A Handbook for Elementary
Schools, Courses for the Elementary and High, American
Education Week Bulletins, 1929, 1930, 1932, State School Facts
(Statistical and comparative tables of various phases of school
growth for years 1900-1932), Puhlic Education in North
Carolina.
University of North Carolina Press. The Netcs Letter, August 17, 1932.
State College Extension Division. State Extension Farm News.
THE FOLLOWING BOOKS MAY BE BORROWED FROM THE NORTH
CAROLINA LIBRARY COMMISSION, RALEIGH, NORTH CAROLINA,
OR FROM THE EXTENSION LIBRARY OP THE UNIVERSITY OF
NORTH CAROLINA, CHAPEL HILL, N. C:
Coon, Charles L. North Carolina Schools and Academies, 1790-1840.
"A Documentary History" which includes a carefully written
introduction of Education in North Carolina, 1790-1840, treat-
ing these topics: Influence of the University, Physical Equip-
ment of the Schools, Qualifications of Teachers, Course of
Study, Religious Instruction, Methods of Teaching, Lancaster
Schools, Closing School, Military Schools, Lotteries for the
Benefit of Schools, Salaries Law Schools, the Beginnings of
Colleges, Books and addresses on Education at this period by
prominent North Carolinians.
Hobbs, S. H. North Carolina Social and Economic — A source book of
valuable information which every library should own.
Noble, M. C. S. A History of the PuMic Schools of North Carolina — A
story of public education abounding in human interest, from
Colonial Days to 1900, revealing the attitudes of many gov-
ernors toward education. Based on manuscripts.
Knight, Edgar W. PuMic School Education in North Carolina — An inter-
esting and complete history of public education in North
Carolina up to 1914.
Poe, Clarence, and Connor, R. D. W. Life and Letters of Charles B.
Aycock — Spirited expressions favoring free universal educa-
tion.
MATERIAL WHICH MAY BE SECURED PROM DIVISION OP PUBLICA-
TIONS OF THE NATIONAL EDUCATION ASSOCIATION, 1201 SIX-
TEENTH STREET, NORTHWEST, WASHINGTON, D. C, FOR ONE
DOLLAR FOR THE PACKET OR AS LISTED:
1 American Education Week Handbook, 1932. 32 pages $ .25
1 set of 15 posters and cartoons .25
2 colored announcement posters. 11x17 inches .25
5 copies Message to Parents. 16 pages .25
5 copies Children First. 4-page leaflet .20
1 copy Your Child and His School. 4-page leaflet _ . .05
1 copy School Home of Your Child. 4-page leaflet .05
YOUR CHILD'S CHARACTER
Good character is the supreme objective of education and of life. In
school worthy standards of conduct are emphasized and the virtues that
underlie excellence and happiness are practised. The school is building
character in your child by helping him to achieve physical, mental, and
spiritual fitness; by training him to use facts correctly and to weigh evidence
carefully; by encouraging him to observe the principles of good behavior as
a matter of intelligent action rather than because he fears punishment. The
school teaches the lives of men renowned for their nobility of character.
It offers opportunity to develop the qualities of honesty, generosity, dependa-
bility, and courage which are the glory of good men. The school fosters
faith. It commends to youth a belief in God and religion.
8 The Public School a State Buh^der
RULES AND REGULATIONS GOVERNING THE AMERICAN
LEGION ANNUAL ORATORICAL CONTEST
AMERICAN LEGION, DEPARTMENT OF NORTH CAROLINA
Americanism Bulletin No. 1
Oratorical Contast Among High School and College Students
1. As a part of its program to promote Americanism and patriotism in
North Carolina, the American Legion has conducted during the last four
years Oratorical Contests on patriotic subjects. The subjects for these
Americanism Contests have been:
In 1928 The Citizens Duty to Vote
In 1929 Our Flag
In 1930 The American Legion
In 1931 George Washington — Citizen and Patriot
The subject for the orations this year will be Public Education in Islorth
Carolina — Its Past and Its Future.
2. As during the four preceding years, this Americanism project will
consist of two contests: one contest will be open to the students of the
HIGH SCHOOLS OP NORTH CAROLINA and the other contest will be open
to the undergraduate students of the COLLEGES IN THE STATE. These
contests and the prizes to be awarded therein will be governed. by the rules
and regulations contained in this Bulletin and any subsequent bulletins
which may be issued relating to said contests.
3. The following regulations shall apply to the contest among the high
school students:
(a) Any boy or girl in the Eighth, Ninth, Tenth or Eleventh Grade in
any public or private school in North Carolina for white children
shall be eligible for the Oratorical Contest; the oration must rep-
resent the original work of the student, and this fact must be
certified to by the student's English Instructor and by the prin-
cipal of the contestant's school; the oration may be as short as
the student wishes; the maximum length of the oration must be
such that it can be delivered in fifteen minutes.
(b) On November 11, 1932, there will be held in each school partici-
pating in the contest an Elimination Contest for the purpose of
selecting the representative of each particular school; and each
school must report the name and mail address of its representative
to Cale K. Burgess, . Raleigh, North Carolina, not later than No-
vember 15, 1932.
(c) On December 2, 1932, there will be held in each county an Elimi-
nation Contest; the representative from each school in the county
will participate in this County Elimination Contest, to be held at
the county seat unless otherwise announced, at which time the
best speaker will be selected to participate in the District Contest.
(d) On December 16, 1932, the representative from each county in
each of the twenty Legion Districts will participate in a District
Elimination Contest, at a place to be subsequently announced, at
which time the best speaker will be selected to represent each
Legion District in the State Contest.
(e) On January 20, 1933, the final State Contest will be held in Ral-
eigh, at the Hugh Morson High School, at one o'clock, P. M.
4. A similar contest on the same subject, "Public Education in North
Carolina — Its Past and Its Future," will be conducted among the colleges in
North Carolina, with the contest open to all undergraduate white students in
all colleges located in North Carolina. The speeches of the contestants shall
represent their own original work and shall not exceed fifteen minutes in
length. Each institution shall select its representative in the manner it
The Public School a State Builder 9
prefers and report his or her name to Cale K. Burgess, Raleigh, North
Carolina, not later than January 1, 1933. On January 20, 1933, the repre-
sentatives from the colleges and universities participating in the contest shall
meet in Raleigh at 7:30 P. M. o'clock for the State Contest at the Needham
Broughton High School building.
5. The American Legion, Department of North Carolina, will provide
and award the folloAving prizes to the best speakers in each of the two
contests: a gold medal and $75.00 in cash to the best speaker; $50.00 in
cash to the second best speaker; $25.00 in cash to the third best speaker;
and $15.00 in cash to the fourth best speaker. In addition to the foregoing
prizes to be awarded to the speakers in the finals, it is hoped that the local
posts of the American Legion and other patriotic citizens in each community
will provide suitable prizes to be awarded to the best speakers in each
school, to the best speakers in the County Elimination contests, and to the
best speakers in the District Elimination contests.
Issued this 14th day of September, 1932.
By order of Commander Henry C. Bourne.
Cale K. Buegess,
Attested: Americanism Officer.
J. M. Caldwell,
Department Adjutant.
YOUR CHILD'S CITIZENSHIP
The school is preparing your child for the responsibilities and privileges
of citizenship. By taking part in the simple relationships of the school he comes
to understand the spirit of fairness, justice, intelligence, and goodwill. He
learns the importance of honesty and cooperation. He learns to subordinate
his selfish interests to the needs and wishes of others. He learns the history
of his country. The nation's founders become his heroes. He studies the
principles upon which the nation is builded. His attention is called to
important economic and social problems. He learns to gather and weigh
facts. He learns to respect the property and rights of others. He develops
the spirit of good sportsmanship, he learns to take responsibility, and to
obey established rules. He learns to be loyal to common ideals and purposes.
THE AMERICAN SCHOOL
The next time you pass a school pause a moment to think what that
school means to humanity. Recall the long dark centuries when the masses
were kept in ignorance — when greed and oppression ruled the world with
an iron hand. From the very beginning of man's struggle for knowledge,
self-respect, and the recognition of his inalienable rights, the school has been
his greatest ally. We refer to the school as "common" because it belongs to
us all; it is ourselves working together in the education of our children.
But it is a most uncommon institution. It is relatively new. It is democ-
racy's greatest gift to civilization. Thruout the world, among upward strug-
gling peoples, wherever parents share in the aspirations of their children,
the American common school is being copied. Let us cherish and improve
our schools.
YOUR CHILD'S TEACHER
I sing the praise of the unknown teacher. Great generals win campaigns,
but it is the unknown soldier who wins the war. It is the unknown teacher
who delivers and guides the young. He lives in obscurity and contends with
hardship. For him no trumpets blare, no chariots wait, no golden decora-
tions are decreed. He keeps the watch along the borders of darkness and
makes the attack on the trenches of ignorance and folly. He awakens sleep-
ing spirits. He quickens the indolent, encourages the eager, and steadies the
unstable. He communicates his own joy in learning and shares with boys
and girls the best treasures of his mind. He lights many candles which, in
later years, will shine back to cheer him. This is his reward. — Heney Van
Dyke.
10 The Public School a State Builder
RULES AND REGULATIONS GOVERNING THE NORTH
CAROLINA GEORGE WASHINGTON BICENTENNIAL
SERIES OF DECLAMATORY CONTESTS FOR ELE-
MENTARY SCHOOLS SET UP BY THE NORTH
CAROLINA STATE CONTEST COMMITTEE
AND SPONSORED BY THE AMERICAN
LEGION AUXILIARY
A. NATIONAL RULES.
The following regulations issued by the United States George Washington
Bicentennial Commission, pages 7 and 8 of the pamphlet, Organization and
Regulations of the Declamatory Essay, and Oratorical Contests, for the
Declamatory Contest in Elementary Schools, constitute the basis for the
special regulations prepared by the North Carolina State Contest Com-
mittee :
"The United States George Washington Bicentennial Commission has
prepared a pamphlet containing selections of prose and poetry relating to
George Washington. The contestants in the Declamatory Contest must
choose their selection from this pamphlet, which will be distributed to the
teachers of the schools where students enroll in the Declamatory Contest.
"The Declamatory Contest will include a local, district, and a state con-
test. All local and district elimination contests, as well as state contests,
shall be held according to regulations and organization of state determined
by State Contest Committee.
"Open to all grades, grouped as follows:
(1) Grades 1 and 2
(2) Grades 3 and 4
(3) Grades 5 and 6
(4) Grades 7 and 8
"The extent of the contest for students of grades 1, 2, 3, and 4, will be
determined by the superintendents and teachers.
"District contest for grades 5 and 6
"State contests for grades 7 and 8
"Note page 7 for information on Jury of Awards
"Speaker marked upon three points: delivery, voice and gestures, and
interpretation.
"The United States George Washington Bicentennial Commission will
award the official George Washington Commemorative medal in silver to the
student winning the State Declamatory Contest; to the winner of second
place the official medal is bronze; to the student in third place a certificate of
award."
B. STATE RULES.
The following rules, adopted by the North Carolina State Contest Com-
mittee for the George Washington Bicentennial Celebration, based on the
regulations quoted above and a special ruling of Honorable Sol Bloom,
Associate Director of the George Washington Bicentennial Commission,
under date of August 16, 1932, permitting the grouping hereinafter outlined
on the basis of the seven-four plan of school organization followed in the
State of North Carolina, shall apply for the State contest.
Eligibility. — Any boy or girl in grades one to seven in any public or pri-
vate school in North Carolina shall be eligible for these contests according to
rules hereinafter stated.
Selection. — The declamation must be chosen from the bulletin called
Selections Relating to George Washington for Declamatory Contest in Ele-
mentally Schools, published and supplied by the United States George Wash-
ington Bicentennial Commission.
The Public School a State Builder 11
Enrollment. — The school desiring to enter the Declamatory Contest
should signify its intention immediately by notifying Miss Juanita Mc-
Dougald, State Department of Public Instruction, Raleigh, North Carolina,
and Mrs. S. E. Jennette, Henderson, North Carolina.
Types of Contests:
(1) Local Contest Open to Grades One, Ttoo, and Three. — This contest shall
be confined to students in the local school and shall take place Tuesday,
November 8, 1932, in the local school building at the time set by the
principal of the school, and may be conducted according to such rules
as teacher and superintendent or principal agree upon.
(2) District Contest Open to Grades Four and Five. — This contest shall be
confined to the schools within a county. The elimination contest for
each school in the county shall take place on Tuesday, November 8,
1932, in the local school at the time set by the principal. The final
contest shall take place at the county seat in the court house on Friday,
November 18, 1932, at the time set by the county superintendent of
public schools.
(3) State Contest Open to Grades Six and Seven. — This contest shall be con-
ducted for the local school, county, district, and state as follows:
(a) Each school desiring to enter shall select by an elimination contest
one student speaker on Tuesday, November 8, 1932, to represent it
in the county elimination contest; each school will select this
speaker according to rules given herein, and each school participat-
ing in the contest must select its representative and report his or
her name to the County Superintendent of Schools by November
15th, together with a list of names and addresses of all contestants,
school represented, place held, and the names of the judges.
(b) On Friday, November 18, 1932, there shall be held in each county an
elimination contest; the representatives from the various schools
shall participate in this county elimination contest to be held at the
county seat in the county court house unless otherwise announced,
at which time the best speaker will be selected according to rules
herein stated to participate in the District Contest. The Superin-
tendent shall forward the name of the winner to Miss Juanita
McDougald and to the district committeewoman of his American
Legion District, together with a list of the names and addresses of
all contestants, schools represented, place contest held, and names
of judges.
(c) On Monday, November 21, 1932, the committeewoman of each Ameri-
can Legion District shall hold a District Elimination Contest of
the representatives from each county in each of the twenty different
Legion districts at a place to be subsequently announced by the
District Committeewoman, at which time the best speaker will be
selected to represent each Legion District in the State Contest,
according to rules herein stated. The name of the winner in each
American Legion District shall be forwarded by the District Com-
mitteewoman to Miss Juanita McDougald, Department of Public
Instruction, Raleigh, North Carolina, and to Mrs. S. E. Jennette,
Henderson, North Carolina, on November 21, 1932, together with
a complete list of the contestants, the school represented by each,
place of contest, and names of judges.
(d) On Thursday morning, November 24, 1932, the final State contest
shall be held according to rules herein stated in Raleigh in the
House of Representatives at 12:00 o'clock, under the direction of
Mrs. S. E. Jennette, Chairman of Americanism, North Carolina
American Legion Auxiliary. The names and addresses of the
winners of first, second, and third places, together with a list of
names and addresses of all contestants, districts and schools repre-
sented by each, and names of judges shall be forwarded to A. T.
Allen, State Department of Public Instruction, Raleigh, North
Carolina.
12 The Public School a State Buh.der
Speaking Order. — The order of speaking in all cases shall be by lot.
Judges and Presiding Officers. — The judges and presiding officers shall
be disinterested parties agreed upon by the school officials and the committee
of the American Legion Auxiliary concerned in the local, county, district,
and state contests respectively. It shall be the duty of the presiding officer
in each instance to inform the judges of their duties and the regulations
governing choice of winners.
Judging. — Marking shall be on a scale of ten for each of the follow^ing
points: delivery, voice and gesture, interpretation.
Awards. — The State aw^ards offered by the United States George Wash-
ington Bicentennial Commission shall be accepted and made as follows:
The George Washington Bicentennial Commemorative Medal in silver to the
best speaker, the George Washington Bicentennial Commemorative Medal
in bronze to the second best speaker, and a Certificate of Award to the third
best speaker.
The local American Legion Auxiliary Unit may offer prizes of the kind
and in the manner preferred.
The North Carolina American Legion Auxiliary may award appropriate
cash prizes to winners of first, second and third places in the State contest.
Administration :
(1) The State Contest Committee designates Miss Juanita McDougald as
its official representative to carry on such correspondence and other
business as may be necessary to effecting successful contests.
(2) The State Contest Committee also expresses its appreciation of the
fact that the American Legion Auxiliary, Department of North
Carolina will sponsor this contest for the Elementary Schools of
North Carolina through Mrs. S. E. Jennette, State Chairman of
Americanism, American Legion Auxiliary, Department of North
Carolina.
AMERICAN LEGION AUXILIARY, DEPARTMENT OF NORTH CAROLINA
Americanism Bulletin No. 1
Whereas, members of the American Legion Auxiliary believe that teaching
the principles of patriotism should be a part of the educational program of
their organization and that the best effort along these lines will be through
stimulating the work of the schools, and whereas members of the Legion
Auxiliary are committed in spirit to the high idealism expressed in the
celebration of the two hundredth anniversary of George Washington's birth-
day; therefore, be it resolved:
First: That they will sponsor the George Washington Elementary School
Declamatory Contest in North Carolina in connection with the nation-wide
George Washington Bicentennial Celebration, and will offer appropriate
cash awards, announcement to be made later.
Second: That the rules adopted by the North Carolina State Contest
Committee for the George Washington Bicentennial Celebration shall apply
for the contests.
Issued this 15th day of September, 1932, by order of Mrs. Frank L.
Johnson, Department President, North Carolina American Legion Auxiliary,
Statesville, North Carolina.
Mrs. S. E. Jennette, Americanism Gliairman,
North Carolina American Legion Auxiliary,
Henderson, North Carolina.
The Public School a State Buhlder 13
DISTRICT COMMITTEEWOMEN OF THE DIFFERENT DIS-
TRICTS OF THE AMERICAN LEGION AUXILIARY
First District — Miss Elizabeth Winslow, Elizabeth City, N. C. Camden,
Chowan, Currituck, Pasquotank and Perquimans.
Second District — Miss Sabra E. Sykes, Columbia, N. C. Beaufort, Dare,
Hyde, Tyrrell and Washington.
Third District — Mrs. Charles Shupp, New Bern, N. C. Carteret, Craven,
Jones, Onslow and Pamlico.
Fourth District — Mrs. A. J. Mackie, Windsor, N. C. Bertie, Gates, Hertford,
Martin and Northampton.
Fifth District — Mrs. Norfleet McDowell, Scotland Neck, N. C. Edgecombe,
Halifax, Nash, Pitt and Wilson.
Sixth District — Mrs. J. Sebron Royal, Clinton, N. C. Duplin, Greene, Lenoir,
Sampson and Wayne.
Seventh District — Mrs. M. G. Piland, Whiteville, N. C. Bladen, Brunswick,
Columbus, New Hanover and Pender.
Eighth District — Mrs. Luther Barbour, Durham, N. C. Durham, Granville,
Orange, Vance and Warren.
Ninth District — Mrs. Wade H. Jones, Siler City, N. C. Chatham, Franklin,
Johnston, Lee and Wake.
Tenth District — Mrs. Herbert E. White, Fayettville, N. C. Cumberland,
Harnett, Hoke and Robeson.
Eleventh District — Mrs. J. K. Iseley, Greensboro, N. C. Alamance, Caswell,
Guilford, Person and Rockingham.
Twelfth District — Mrs. C. J. Fetner, Hamlet, N. C, Alternate. Anson,
Moore, Montgomery, Richmond, Scotland and Randolph.
Thirteenth District — Mrs. Jessie Lupo, Brookstown Ave., Winston-Salem,
N. C. Davie, Forsyth, Stokes, Surry and Yadkin.
Fourteenth District — Mrs. James Hutchison, Monroe, N. C. Davidson, Ca-
barrus, Rowan, Stanly and Union.
Fifteenth District — Mrs. Andrew Kilby, North Wilkesboro, N. C. Alle-
ghany, Ashe, Alexander, Iredell and Wilkes.
Sixteenth District — Mrs. Josephine Yount, Newton, N. C. Catawba, Cleve-
land, Gaston, Lincoln and Mecklenburg.
Seventeenth District — Mrs. Frank Patton, Morganton, N. C. Avery, Burke,
Caldwell, Mitchell, Watauga.
Eighteenth District — Mrs. Joseph Bradberry, Asheville, N. C. Buncombe,
Haywood, Madison, McDowell and Yancey.
Nineteenth District — Mrs. C. B. Edwards, Cliffside, N. C. Henderson, Jack-
son, Polk, Rutherford and Transylvania.
Twentieth District — (Not elected.) Clay, Cherokee, Graham, Macon and
Swain.
YOUR CHILD'S SCHOOIi
Did you ever stop to think what the life of your child would be like
without the common school? How he would spend the long days, where he
would play, what friendships he would make, what influences would mold
his young personality, how his faith in himself and human nature would be
affected by a thoughtless world, how he would make that important transition
from the simple life of the family to the more complicated life outside,
where he would learn not only to read, to write, and to cipher but the thou-
sand and one other matters that determine his ability to get on in the world?
Would you be willing to undertake this task by yourself? Your child's
school represents you. It seeks to do for all the children what the best and
wisest parents would do for. their children had they the time and the talent.
14 The Public School a State Builder
THE PUBLIC SCHOOLS
The life of the public school represents a constant effort to maintain an
equitable balance between the ability and willingness of the supporting
public on the one hand, and the manifest needs of childhood on the other.
The limit of this ability must be protected in order to preserve our economic
strength. The manifest needs of childhood must not be forgotten if we are
to build here in North Carolina a finer and a broader civilization.
If we consider our Constitution, the decisions of the Supreme Court and
legislative enactments over a period of fifty years, we find these two ideas
in constant conflict. The entrance of a new factor tends to destroy the
state of equilibrium. First one weighs down the balance and then the other.
Perhaps we have never been wise enough to appraise either factor because
each rests upon opinion and neither can be demonstrated by a mathematical
formula. Let us examine briefly some of the efforts for adjustment which
have been made in the past when these two ideas have come into open
conflict.
In this connection it is well to consider the fact that the Constitution of
North Carolina was changed in 1S35, and thereafter the governor was to be
elected by popular vote for a term of two years. The first great guber-
natorial contest was in 1836 between Edward Dudley of Wilmington and
Richard Dobbs Spaight II. Mr. Spaight represented the attitude of the
Democratic party; was in opposition to incurring a State debt for internal
improvements; and opposed the establishment of a school system on account
of the necessary taxation. Mr. Dudley represented a progressive attitude
in favor of internal improvements and for the establishment of a system of
public education.
Prom 1820 to 1840, the white population of North Carolina increased
less than two percent per decade because all of the ambitious youth of the
State were moving out. Mr. Dudley claimed that it was necessary to provide
a system of transportation and public education so that the ambitious youth
of the State would be willing to stay at home. The result of this contest was
the election of Mr. Dudley. About the expiration of his term the first public
school act was passed in which the State agreed to put in dollar for dollar
for all the counties would raise, and authorized the counties to vote upon
themselves taxes for the purpose of providing their part of the money.
By 1860, the prophecies of Dudley were coming true. The railroad had
more freight than it could haul and more passengers than it could transport.
935 miles of road were in operation. The income of this link iii the railroad
was more than paying the interest on the bonds. Freight was stacked up
at every depot. The railroad could not secure cars enough to transport the
passengers, and the money was coming faster than the directors could
count it.
Along with this great industrial development, public schools had in-
creased. North Carolina at this time was supposed to have the best system
of public education anywhere in the South, and some go so far as to say the
best system anywhere in the United States. Two hundred thousand children
were in the public schools, and twenty thousand boys and girls were in the
private high schools and colleges of the State.
As a result of public education and internal improvements. North Carolina
had come to be the richest State in all this part of the country. In twenty
years it had thrown off the title of "Rip Van Winkle" to become a leader in
agriculture, in industry, in wealth, and in education.
We find this same idea running through all the laws authorizing the vote
of special taxes by the people. At first, the limit which could be voted by the
people was 10 cents. Later this limit was raised to 20 cents, then 30 cents,
and finally to 50 cents where it now stands. Even when the question was
submitted to popular vote the idea of the protection of property was pre-
served. The Constitution, the Supreme Court, the General Assembly, and the
people themselves, from time to time, have considered this question of the
The Public School a State Builder 15
balance between property and education. The people themselves in 85 percent
of the territory in the State have answered the question in favor of education.
In the development of public education in North Carolina, at every turn
and at every juncture, the people themselves have been consulted. They
have amended the Constitution, they have voted bonds for the erection of
buildings, they have voted special taxes for the extension of the term, they
have spoken in no uncertain language. Our school system has been built
from the bottom up and not from the top down.
We are now accused of projecting an extravagant and wasteful system of
public education far beyond the ability of the people of the State to support.
The measuring stick which you use gives you the answer to the question.
If we measure our educational effort by the average effort in the United
States, we would not reach the conclusion that our system is extravagant
because its cost is less than one-half the average for the country as a whole.
Again, if we measure it by what is done in the great rich states we see a
greater discrepancy. On the other hand, if we measure it by the expenditures
for public education in the past in North Carolina, I can see how people
come to the conclusion that it has been extravagant because the increase
in cost has been rapid and extensive. If we use as a measure of extrava-
gance the ability of North Carolina to support an educational program, we
find that we are among the first four or five states in the. Union in our
educational effort. Extravagance is comparative and not absolute.
We are now in the midst of a great economic depression. All of these
values must be reconsidered. All of these abilities must be redetermined.
The cost of education of course must be fixed at a level such that the people
are both willing and able to sustain it. It is the prerogative of the General
Assembly to weigh and determine these values and these abilities. In my
opinion, they have tried to do it in a spirit of fairness and justice. They
must find the measure and apply it. They must again take into consideration
these two conflicting ideas, and in their wisdom answer the question in
the light of all the conditions that now surround us.
Public education is universal in its appeal. No one is left out. The rich
and the poor sit down together. In its sight the son of the pauper is the
same as the son of the prince. None are so high as not to be benefitted;
none are so low as not to feel its sustaining hand. No religious creed or
political belief bars its doors. No pledge is exacted; no bond is required.
Because each child is a person in his own right, an individual with the
power of self direction, and not merely one of a kind or a unit in a group,
he is accorded this opportunity at the expense of the State. This appeal of
universality has transformed life and opened the hearts of men.
Moreover, public education is democratic in principle. It sets out to
offer an equal chance in the race to all who are born beneath our flag. It
does not respect birth or social station. It is the great leveler in our civiliza-
tion because it is trying all the time to prize life up from the bottom. The
public school takes a child of humble parentage and sets him at opportunity's
door. It removes the shackles of ignorance and motivates his ambition. It
intensifies his aspirations and opens wide the vision of life's possibilities.
In closing, I should like to call to your attention again the place which
public education occupies in our scheme of things. It is the one guarantee
of equality. It is the last refuge of the people against the invasion of privi-
lege. He who would limit its free and universal application is afraid of
competition. He who strikes it down enthrones by that act a stratifled
society. Unless the idea of the free public school survives, we go back to the
idea of kings and lords and masters.
Perhaps the weary toiler at middle age has abandoned most of his per-
sonal ambitions. But not so for those who are bone of his bone and flesh
of his flesh. For them he is willing to walk in the valleys if, by chance,
they may stand upon the mountain top. I still believe that the people of
North Carolina will continue to follow the "banner that streams in the light"
and leads on to the "enlargement of liberty and the enlightenment of the
mind."
16 The Public School a State Builder
CHRONOLOGICAL ACCOUNT OF THE DEVELOPMENT OF
THE NORTH CAROLINA PUBLIC SCHOOL SYSTEM
Note: This outline is for the most part based on the following references:
(1) Knight, Edgar W. PiCblic School Education in North Carolina.
Houghton, Mifflin Co., New York City.
(2) Noble, M. C. S. A History of Public Schools of North Carolina.
University of North Carolina Press, Chapel Hill, N. C.
(3) New School Legislation, 1931. State Department of Public In-
struction, Raleigh, N. C.
Period of Imitation of Old World Ideas, Ideals, Customs, Traditions
1694 — William Pead, destitute orphan, bound out to Thomas Harvey in
Albemarle County with the requirement that he be taught to read.
1705 — Charles Griffin, the first professional teacher in North Carolina, was
sent to Pasquotank County by The Society for the Propagation of
the Gospel in Foreign Parts through the Established Church of
England.
1715 — An act requiring that "all Orphans shall be Educated & provided
for according to their Rank & degree."
1716 — "Upon Petition of John Avery Shewing that sometime in August
1713 ye said Avery being in Prince George's County in Virginia met
with one John Fox aged abt fifteen years who bei,ng Desireous to
live in North Carolina to learn to be a Ship Carpenter bound him-
selfe an apprentice to ye said John Avery for Six years before one
Stith Boiling Gent one of her Majties Justices of ye said County as
is practiable in ye Governmt of Virginia whereupon ye said Avery
brought ye said Fox into North Carolina with him and Caused the
sd John his said Apprentice to be Taught and Instructed to read and
write and was at other Charges and Expenses concerning him and
haveing now made him serviceable and usefull to him in ye Occu-
pation of a Shipp Carpenter to ye Great Content and Seeming
Satisfaction of the said Foxes Mother and Father in Law one Cary
Godby of Chowan Precinct But ye said Cary intending to proffitt
and advantage himselfe by the Labour and usefullness of ye said
John Fox hath advised the said Fox to withdraw himselfe from yor
petitionrs service and to bring along his Indentures of apprentice-
ship & is now Entertained and harboured by the said Cary Godby
and therefore prayes that the sd Fox may be apprehended and
brought before this Board their to be dealt with according to law."*
1720 — Edward Moseley gave money for a library in Chowan but nothing
was done.
1723 — Edward Moseley gave books as a nucleus for a provincial library.
1736 — Governor Gabriel Johnston in reply to a legislative report of griev-
ances which was devoted largely to quietrents, lamented the fact
that the committee had "been so remiss in their duty as to present
so few grievances and those so little material. In any other coun-
try besides this, I am satisfied they would have taken notice of the
want of divine worship, the neglect of the education of youth, . . ."
Period of Adaptation to New World Conditions 1750-1840
1745— An act of assembly authorizing the town commissioners of Edenton
to establish "pound, bridges, public wharf, market-house, and
schoolhouse."
1754 — The assembly appropriated 6,000 pounds to be raised by taxation
for "founding and endowing a public school" in the province. (War
interfered and sum was used for other purposes.)
1762 — Duty of reporting to justices of local courts names of orphans and
poor children without guardians or masters transferred from
*Col. Eec, vol. II, p. 241 (Knight, pp. 21-22).
The Public School a State Buh-der 17
church wardens to county grand jury. (This is authority for
change in educating poor from church to state.)
1764 — Governor Dobbs recommended that the school fund in form of
proclamation money be burned unless it could be used for its origi-
nal purpose.
An act establishing school at Newbern on condition lot be given and
provision made for support by taxation.
1766 — An act giving full control to "the Incorporated Society for Promot-
ing and establishing a Public School in Newbern," (1766), with
powers "to receive donations for the school, to hold title to the
school property, to make rules and regulations and ordinances for
the management and control of the school, to employ and dismiss
teachers," (teachers to be members of the Established Church) and
to collect tax of one penny a gallon on all rum and spirituous
liquors brought into the Neuse River for seven years to educate
ten poor children annually.
Governor Tryon "borrowed" the money set aside for schools to
build the palace.
1767 — Founding of Dr. David Caldwell's "log College."
1770 — The school house at Edenton built by voluntary subscription, gift
of lot, public money, and fines under direction of these seven
trustees: Joseph Blount, Joseph Hewes, Robert Hardy, Thomas
Jones, George Blair, Richard Brownrigg, Samuel Johnston.
1771 — Legislature chartered Queen's College but charter disallowed by the
King because it permitted teachers to worship in other than the
Established Church.
1776 — Adoption of a constitutional provision for legislative establishment
of schools and for a university.
1777 — Pounding of Liberty Hall, Mecklenburg County, by John McNitt
Alexander and Waightsill Avery.
1789 — Chartering of University of North Carolina.
1791 — An act to establish a seminary of learning — Wadesboro Academy.
1802 — Governor Benjamin Williams wished provision for "general dif-
fusion of learning in order that the people, with enlightened minds
and the resulting love of freedom, would never cease to be free."
1803 — Governor James Turner advocated state aid for education to per-
petuate the republican form of government — a basis of liberty and
equal political rights. Called attention to the ineffectiveness of
private schools in reaching the children of all of the people.
1809 — Governor David Stone "stressed importance of the education of
both sexes and even the most obscure members of society in order
that they might be fitted for the duties of citizenship," and the
necessity of providing means within the state.
1815 — Governor Miller advocated education to prevent class formations
and effected the following committees called Committees on "Sem-
inaries of Learning":
The first legislative committee on education
Frederick Nash, Orange County
Simmons J. Baker, Martin County
James McKay, Bladen County.
The second legislative committee on education
Senator Archibald D. Murphey
Senator John Hinton
Representative Frederick Nash, Orange County
Representative Thomas Settle, Rockingham County
Representative William Drew, Halifax Town
Representative Samuel King, Iredell County.
1817 — Senator Archibald D. Murphey of Orange County introduced a bill
outlining plan for public schools, which later became a basis for
our public school system.
1818 — Governor John Branch declared "where the sovereignty resides in
the people, the public mind should be enlightened," that the
"servants of the people" should "steer the ship of state" by the
chart offered in the educational clause of the constitution.
18 The Public School a State Builder
Senator William Martin of Pasquotank introduced a bill to establish
and regulate schools in counties through a board of county di-
rectors who should appoint local trustees to employ a teacher and
"designate such poor children in their neighborhood as they shall
think ought to be taught free of charge" and "receive free books
and stationery."
1819 — Legislature under leadership of Gabriel Holmes asked educational
aid from the national government and assigned taxes on auc-
tioneers to assist academies.
1822 — Governor Gabriel Holmes advocated instruction in agriculture at
the University, the diffusion of "useful learning," the placing of
"ordinary and indispensable kinds of learning in easy reach of
the poo7'est as loell as the richest." (In 1824 he stated that the people
would "cheerfully subscribe to the necessary demands of the state
upon their purse without a murmur.")
1823 — Defeat of school finance plan.
1824 — Defeat of school finance plan.
1825 — Governor Burton declared "reading, writing, and arithmetic are
highly essential to the healthy action of our government and they
contribute more largely to the individual benefit and morality of
its people than advanced learning to be obtained in the higher
institutions."
Following the lead of eleven other states. North Carolina became
the eighth state to establish a permanent public endowment for
educational purposes through creating the Literary Fund from these
sources: stocks of State in the Banks of Newbern and Cape Fear
not hitherto assigned to internal improvements, dividends arising
from stock owned by state in Cape Fear Navigation Company, the
Roanoke Navigation Company, the Clubfoot and Harlow Creek
Canal Company, tax on licenses for retailers of spirituous liquors
and auctioneers, balance of Agricultural Fund, all moneys paid to
the state for the entries of vacant lands, the sum of $21,090 from
the United States, all vacant and unappropriated swamp lands of
the state, "together with such sums of money as the Legislature
may hereafter find it convenient to appropriate from time to time."
1829 — Governor Owen submitted plan drawn up by Charles R. Kenney
providing for primary schools through division of county into tax
districts which should support a four months' school.
1830 — Governor Owen said state's policy of economy was fit only to keep
"the poor in ignorance and the state in poverty"; again proposed
plan for primary schools and recommended examination of
teachers.
Beginning of the movement for professional organization of
teachers.
1832 — Appearance of the letters on education by Joseph Caldwell, Presi-
dent of the University of North Carolina.
Founding of Wake Forest Institute by Baptists.
1834 — Introduction of a bill by Senator Hugh McQueen of Chatham call-
ing for transfer of certain taxes for poor and a tax on estates to
support schools.
1835 — The revised constitution of North Carolina retained the provision
for legislative establishment of schools and university.
Establishment of Manual Labor Seminary in Mecklenburg County,
later Davidson College, by Concord Presbytery.
1836 — Governor Spaight announced that the Literary Fund owned 1,942
shares in the Bank of the State of North Carolina, 50 shares in the
Bank of Cape Fear, 141 shares in The Bank of Newbern, 283 shares
in the State Bank of North Carolina, making a total of $242,045.
1836-37 — Legislature refused to establish school system.
1837 — Governor Dudley advocated teacher training and the gathering and
circulation of information on education.
1938 — Opening of Union Institute, later Trinity College and Duke Uni-
versity.
H. G. Spruill, representative of Washington and Tyrrell Counties,
The Public School a State Buh-dee 19
presented "the broad and statesmanlike viewpoint of public educa-
tion for all the children at public expense with no reference what-
ever to either the rich or the poor" and proposed to submit to vote
of people the question of taxation for public schools available to
all white children free of charge.
1838-39 — Governor Dudley led the legislature to pass first public school
law of North Carolina, ordering these activities:
(1) Ascertaining by election whether or not the people wished to
have a public school through raising by taxation one dollar for
every two to be furnished out of the Literary Fund.
(2) Election of five to ten persons as "superintendents of common
schools" by justices of the county.
(3) Districting of counties by these "superintendents."
(4) Appointing of district school committeemen by the "superin-
tendent."
(5) Levying a district tax of $20 to be paid to committeemen.
(6) Provision of $40 from Literary Fund for each district levying
$20.
(7) Reporting financial collections and disbursements to Governor
by counties.
1839 — "An Act to divide the Counties into School Districts and for other
purposes"- — first Common School Law drawn by William W. Cherry.
(1) Provided for vote of people to tax on a two to one basis to
match the Literary Fund $60 for each district.
(2) No mention of length of school term, subjects, and central
control.
1840-41 — Another school law passed giving a more definite statement of
plan of administration; superintendent to report term, children
enrolled, etc.
1846 — Governor Graham vigorously attacked manner of distributing the
Literary Fund, proposed a commission to take full charge of com-
mon school system to correct "deficient" organization, accounta-
bility, uniformity and general management.
1846-47 — Legislature authorized the Board of County Superintendents to
appoint a "Committee of Examination" to pass on the "mental and
moral qualifications of teachers." (Made mandatory in 1852.)
Third Period — Finding An American System
Characterized briefly by these changes: public schools passed under direc-
tion of state and away from* ecclesiastical control, academies became
public schools, colleges became largely non-sectarian, state university de-
veloped, constitution provided more liberally for public education, exten-
sion of the franchise and increase in elective officers, establishment of
first normal schools, creation of first State Board of Education, creation
of office of Superintendent of Common Schools, maintenance of first
Teachers' Institute, establishment of first school libraries, exercise of local
initiative and spread of sentiment for democratic living.
1850 — Governor Manly endorsed the words of Governor Graham.
Founding of Normal College, first teacher training institution of
state, by Braxton Craven in Randolph County.
1852 — Governor Reid endorsed common schools, distribution of funds on
federal basis as opposed to white population, the appointment of
a general superintendent of schools; sought improvement of the
state through common schools, more equal terms for the poor and
the privileged; compared public education to vapor drawn from
earth to return as "fertilizing showers."
An act introduced by Representative J. B. Cherry, of Bertie County,
creating the office of State Superintendent of Common Schools and
defining his duties as follows: (a) collecting accurate information
concerning conditions and operation of the schools in each county,
(2) finding way of promoting and discovering causes of retarda-
tion, (3) consulting and advising with teachers, (4) enforcing
* school laws, (5) superintending proper spending of school funds,
20 The Public School a State Buh^deb
(6) making annual reports to the governor, (7) instructing state
examining committee, (8) delivering educational addresses.
Election of Calvin H. Wiley, first General Superintendent of Com-
mon Schools.
1854 — Governor Reid said education is essential to care of state since
people have control, the education of masses is best security for
rights of persons and property, "intelligence and virtue" are "pass-
ports" "to fame and distinction."
Incorporation of the following in the law: "The master or mistress
shall provide for the apprentice diet, clothes, lodging, and accom-
modations fit and necessary; and such as are white, shall teach
or cause to be taught to read and write, and the elementary rules
of arithmetic; and at the expiration of every apprenticeship, shall
pay to each apprentice, six dollars, and furnish him a new suit of
clothes and a new Bible." (By legislative act of 18 66 this was
made applicable to negroes.)
Organization of the Educational Organization of North Carolina.
1854-55 — Legislature made mandatory tax levy for support of common
schools.
1856 — Proposal of a normal school plan by D. A. Davis of Rowan County.
Introduction of bill by Representative William Blanton of Cleve-
land to establish office of the general superintendent of schools.
1857 — W. W. Holden, then editor North Carolina Standard, spoke to State
Educational Association advocating more and better teachers, uni-
formity of textbooks, establishment of libraries, parent interest in
schools.
1858 — Governor Thomas Bragg complimented Superintendent Wiley on
educational progress made.
1858-59 — Legislature provided special districts might be created for as
many as forty children of industrial areas.
1860 — Governor Ellis commended the fact that most of the high schools
and colleges were under the control of Christian denominations and
expressed the need of aid to military schools at Hillsboro and
Charlotte and claimed "that common schools had been mainly
instrumental in awakening an educational spirit among the people."
Plan of graded school system outlined at the Annual Meeting of
the State Educational Association.
1861 — Legislature made subscription to the "North Carolina Journal of
Education" mandatory on County Board of Superintendents and
revised method of selecting school* committee so that the county
board "approved" the selections made by citizens of a given dis-
trict.
1862 — Governor Vance and Wiley took stand against using Literary Fund
for war purposes.
1863 — Intense agitation for graded school system.
1864 — Legislature passed graded school bill.
1865-66 — Legislature granted right of Negro to be educated.
1866 — Office of State Superintendent abolished.
1867 — The Peabody Board began its work of realizing its motto "Free
schools for the whole people."
1868 — Distribution of free elementary texts by certain publishing com-
panies.
Creation of the "Irreducible" Fund, to succeed the Literary Fund,
from (1) the proceeds of all lands granted by the United States
to the States, (2) all moneys, stocks, bonds, and other property
now belonging to any fund for purposes of education, (3) net pro-
ceeds accruing from sales of estrays, (4) fines, penalties, for-
feitures, (5) proceeds from sale of swamp lands belonging to
state, (6) moneys paid for exemption from military duty, (7)
grants, gifts, or devises made to state not otherwise appropriated,
(8) ordinary revenue of state as may be necessary.
1870 — Supreme Court held that schools were not a necessary expense.
65 N. C. 153.
The Public School a State Bulldeb 21
1873 — state Board of Education called "all the friends of schools" to
Raleigh to an educational convention which was attended by rep-
resentative men of both "political parties, of all the leading relig-
ious denominations, and of the principal institutions of the state"
and which discussed and made plans looking toward compulsory-
education, normal schools, textbooks, agricultural education, ade-
quate supply of textbooks, school funds, sound taxation, improved
higher education and methods of teaching.
1875 — A similar convention where school and laymen developed further
plans.
Establishment of first graded school in Greensboro.
1876 — Framing of a new constitution which provided that state taxation
should become the chief means of school support instead of the
income from permanent public endowment, although the latter
should be continued as an aid.
1877 — Governor Vance spoke for normal instruction for teachers to be
established in connection with the university — "The blind cannot
lead the blind," said he. "Mere literary attainments are not suf-
ficient to make the possessor a successful teacher. There must be
added ability to influence and instruct the young and to communi-
cate knowledge."
Included negro teacher training and negro children "under our
own auspices and with a thorough North Carolina spirit," thought
few things were more dangerous than "to suffer the education of
an entire class of its citizens to drift into the hands of strangers,
most of whom were not attached to our institutions, if not posi-
tively unfriendly to them," in the hope that the colored people
would look to the state instead of to outside for aids to progress
and civilization.
An act giving authority to a majority of qualified voters of a town-
ship of a certain population to levy taxes for public graded schools.
An act to establish Normal Schools which made it lawful for the
State Board of Education to establish a normal school, in connec-
tion with the University, for the purpose of teaching and training
young men of the white race to be teachers of common schools of
the State. (Women were allowed to enter by a special ruling of
the board.)
A summer school for six weeks at the University to teach (128
men, 107 women enrolled — -117 already teachers) public school
subjects, methods, school discipline, organization — with $500 set
aside by the State and Peabody Fund of $500 to aid needy teachers.
A Negro normal also opened at Fayetteville.
1879 — Superintendent Scarborough recommended continuing appropria-
tions to normal schools at Fayetteville and to summer school at
University; women to be admitted to both; substitution of county
superintendent for county examiner; county teacher institutes; a
public fund pay whole cost of school building; a mandatory tax
levy (not approved) and local option law.
An act providing that the question of levying a special tax could
be submitted to the qualified voters upon request of a majority of
school committee.
1881— Governor Jarvis said, "This work (education) by the state must be
begun in the common schools and ended in the university. To
neglect either is to neglect a great public duty ..."
"Now my democratic friends, a word with you before I close.
While I appeal to all faiths and creeds and parties to work for
North Carolina, the development of her resources and the educa-
tion of her children, I do demand that you shall do it. You cannot
as a party afford to stand still."
"In the discussions I have seen in the papers, the system has been
mainly the topic. Very little has been said about the money to
carry on the system. While one system may be better than an-
other, the most perfect is not worth the money on which it is
written without the money to build schoolhouses and pay teachers.
22 The Public School a State Buh^der
Money is, and must be, the heart and life of every system. While
I hope to see you make the system as perfect as possible, I beg
that you will not forget to provide the money. This can only be
done by taxation. Will you improve it?" . . .
Normal schools established at Elizabeth City, Wilson, Newton,
Franklin for four weeks at a cost of five hundred dollars each.
Same recommendations as in 1879 offered — increasing tax 25c on
property was made (12%c and 75c on poll was made STY2C) — and
travelling expenses for State Superintendent and the help of a
clerk; fixed salaries for teachers of third grade at $15, second
grade at $25, and first at any amount; appropriated $100 for a
county institute; special tax was made mandatory.
1883 — Jarvis said, "We had as well look the question squarely in the
face and meet the issue like men. It is more money for the schools,
or poor schools with all the evil results which follow. Which shall
it be? For one, my voice is for more money and better schools.
In my inaugural address, on assuming the duties of governor, I
declared it to be my purpose to work for North Carolina, the de-
velopment of her resources and the education of her children. I
have tried to keep that promise. I have visited the schools in the
different sections of the state from the University to the common
schools and have addressed teachers, pupils, and people. If North
Carolina does not occupy a higher position in the scale of education
in the next census report than she does in the last, it shall be no
fault of mine. But after all, the chief responsibility is with the
General Assembly."
Backward legislation principally through cutting out supervision
by the county superintendent.
1885 — The supreme court held that a special tax in support of the con-
stitutional four months' school term could not be levied. Barks-
dale Case, 93 N. C. 472.
Superintendent of State Schools asked that county superintendent
have experience in teaching; County Board of Education separated
from County Board of Commissioners. Salary of county superin-
tendent limited to 4 % total school fund.
Normal schools established at Washington, Winton, Asheville,
Boone.
1887 — Indian Normal established at Pembroke, Robeson County.
1889 — "An act to abolish the white normal schools of the State, and to
provide for holding county institutes throughout the State." (One
week's institute held in 92 counties.)
1891 — An act authorizing the State Normal and Industrial College found-
ed by Charles Duncan Mclver, and the Negro Agricultural and
Technical College, Greensboro, N. C.
1893 — $1,500 appropriated to establish a normal department in connec-
tion with the Cullowhee High School.
1897 — An act permitting local districts to match state funds through local
taxation.
1899 — Repeal of the act of 18 97 and the first legislative appropriation of
$100,000, to be apportioned to counties on basis of their school
population.
1901 — Beginning of campaign by Governor Charles B. Aycock and State
Superintendent of Public Instruction Joyner for increased educa-
tional opportunity.
First "Equalizing Fund," amounting to $100,000 appropriated.
"North Carolina Day" set apart for celebration.
Appropriation of funds for purchase of libraries.
1903 — An act directing that all funds derived from sources mentioned in
the State Constitution (Section Four, Article Nine) "and all funds
hereafter so derived, together with the interest on such funds, be
set apart as a separate and distinct school fund to be known as
the State Literary Fund to be used exclusively as a means of
building and improving public schoolhouses under rules and reg-
ulations to be adopted by the State Board of Education." (Only
The Public School a State Builder 23
half the cost was to be lent) ; raised appropriations to State De-
partment of Public Instruction to level of other departments.
Founding of Appalachian State Teachers College at Boone.
1905 — State aid was withdrawn from counties not levying authorized
school taxes.
State Association of County Superintendents legalized.
The legislature authorized the establishment of rural high schools
and appropriated $45,000 annually for their maintenance.
1907 — Founding of East Carolina State Teachers College at Greenville.
The supreme court reversed the opinion held in the Barksdale Case
by holding that a special tax sufficient to bring the term to four
months in each of the several districts of the State must be levied
by the commissioners. Collie Case — 145 N. C. 123.
1913 — Method of distributing State aid changed by requiring counties to
show that they had provided funds for a four months term before
they participated in the State's moneys. Equalizing Fund used
to lengthen the school term in every district to an equal length
of a minimum of six months or as near to as the increased funds
(five cents state-wide property tax) would permit.
An improved compulsory attendance act requiring all children be-
tween eight and twelve years of age to attend school at least four
months each year was passed.
Children under twelve years of age were prohibited from being
employed in factories except as an apprentice and only after having
attended school for the four months required.
The Guilford County Ac t of 1911 was made state-wide in possible
application. '
1917 — State certification of teachers begun on a definite standard for
training.
Smith-Hughes act providing Federal aid for the teaching of agri-
culture and home economics in public schools accepted.
^ High schools declared by the supreme court to be a part of the
public school system. 174 N. C. 469. Provision made by the
General Assembly for submission to the people the question of
amending the constitution making the minimum school term six
months.
1918 — Constitutional amendment passed.
1919 — Minimum school term of six months went into effect.
1921 — The General Assembly provided the First Special Building Fund of
$5,000,000 to be loaned to the counties for building and equipping
schoolhouses.
1923 — Provision made for county-wide organization of schools.
1927 — First great increase in the State Equalizing Fund appropriation —
from $1,500,000 annually to $3,250,000.
1929 — An appropriation of $1,250,000 to be used as a Tax Reduction
Fund in operating the schools two additional months beyond the
constitutional six months.
1931 — Complete support for a term of six months of school assumed by
the State.
YOUR CHILD'S HOME
In the home a child lays the foundations of life. He establishes proper
habits of eating, sleeping, elimination, and exercise. His home provides him
with good books, a place to study, musical instruments, pets, a garden, play
space, and the stimulating influence of intelligent family discussion. The
home trains your child in the performance of simple chores; it teaches him
the value of money and gives him his first experience in cooperation. In the
home he learns to share with others, to keep his word, and to respect au-
thority. He learns to be loyal and to assume responsibilities. "With his
brothers and sisters he takes the initiative in filling leisure moments with
worthy activities. Most important of all, he learns the value of home. His
own future home will resemble that of his parents. Let us magnify the
home.
24 The Public School a State Builder
THE STATUS OF EDUCATION AT VARIOUS PERIODS AS
POINTED OUT BY CONTEMPORARY LEADERS
(Note: Quotations given below are made by permission of Dr. Edgar W.
Knight from Public School Education in No7-th Carolina.)
Conditions When First School Law Went Into Effect
"According to the census of 1840, one-third of our adult whites, by their
own statements to the enumerators, were unable to read and write. This
is one fact. By the side of this was the fact that our sisters had nearly
outgrown us in population and improvements, and yet it was well known
to some, and is now a matter of common information, that no part of the
world enjoyed greater natural advantages. Our resources from soil and
climate, from minerals and timber, fisheries and water power were varied
and immense; our colonial and revolutionary history and traditions were
honorable; from the establishment of American independence there was no
purer government on earth than that of our own State and municipal system,
and society was moral, peaceful, and secure. . . .
"But development everywhere around us was more rapid than here, and
thus, comparatively, our course was downward. We labored under one dis-
advantage, and that was the want of streams navigable into the interior; but
in other places railroads were superseding rivers as commercial highways.
The exuberant soil and cheap lands of the West allured immigrants, and
rapidly covered that vast region with industrious people; but there was no
such exodus from other states as from ours, and some of our Northern
sisters, with sterile lands and harsh climate, were in the van of improve-
ment, while states south of us, under scorching suns and enveloped in a
malarial atmosphere, were not only outstripping us, but constantly draining
us of our capital and enterprise . . ." — History of the Common Schools of
North Carolina in the N. C. Educational Journal.
Conditions After the First School Law Weaat Into Effect
"The educational system of North Carolina is now attracting the favora-
ble attention of the States south, west and north of us . . . All modern
statistical publications give us a rank far in advance of the position which
we occupied in such works a few years ago; and without referring to numer-
ous other facts equally significant, our moral influence may be illustrated
by the fact that the superintendent of common schools was pressingly invited
to visit, free of expense, the legislature of the most powerful State south of
us (Georgia), to aid in preparing a system of public instruction similar to
ours.. He receives constant inquiries from abroad in regard to our plan; and
beyond all doubt our schools, including those of all grades, are now the
greatest temporal interest of the State . . . North Carolina has the start
of all her Southern sisters in educational matters ... If then, she is true
to herself, and justly comprehends the plain logic of the facts of her situation,
she will not . . . prudently and courageously advance in the direction which
leads alike to safety, to peace, and to prosperity . . . Such action is not
merely important as likely to lead to future greatness; it is also a defensive
and imperative necessity of the present. If the Union remains, no one will
deny the importance, to our peace as well as honor, of having a strong and
prosperous State, able to command the respect of her confederates; if the
Union is dissolved, then North Carolina is our only country for the present,
and our present security and future hopes will depend on her power to stand
alone or honorably to compete with rivals in a new confederacy."
"As it was, during the half-century under consideration (1790-1840), this
State did make an educational record, if not in some respects so brilliant
as Virginia, yet beyond the Old Dominion, more decided at first, more steady
in the upbuilding of secondary education, and, at the close, 1835-1840, was
able to place on the ground, beyond dispute, the best system of public in-
struction in the fourteen Southern States east of the Mississippi previous to
The Public School a State Builder 25
the outbreak of the Civil War." — Report of the United States Commissioner
of Education, 1895-96, p. 282.
Tj-pe of Opposition to Educational Progress
"You will probably be asked, gentlemen, to render some little assistance
to the university of our State. But I hope you will strenuously refuse to
do this likewise. It is respectfully submitted to the wisdom above men-
tioned, whether our good old-fleld schools are not abundantly sufficient for
all our necessities. Our fathers and mothers jogged along uncomplainingly
without colleges; and long experience proves them to be very expensive
things. The university has already cost the people not a little; and the
good it has accomplished thus far is extremely doubtful; if I might not
rather allege it to have been productive of mischief. College learned persons
give themselves great airs, are proud, and the fewer of them we have amongst
us the better. I have long been of the opinion, and trust you will join me
in it, that establishments of this kind are aristocratical in their nature, and
evidently opposed to the plain, simple, honest, matter-of-fact republicanism
which ought to flourish among us. The branches of learning cultivated in
them are, for the most part, of a lofty, arrogant, and useless sort. Who
wants Latin and Greek and abstruse mathematics in these times and in a
country like this? Might we not as well patronize alchemy, astrology,
heraldry, and the black art? ... In the third place, it is possible, but not
very likely, I confess, that you may be solicited to take some steps with
regard to the establishment among us of common schools. Should so
ridiculous a measure be propounded to you, you will unquestionably, for
your own interest, as well as that of your constituents, treat it with the
same contemptuous neglect which it has ever met with heretofore. Common
schools indeed! Money is very scarce, and the times are unusually hard.
Why was such a matter never broached in better and more prosperous
days? Gentlemen, it appears to me that schools are sufficiently plenty, and
that the people have no desire they should be increased. Those now in
operation are not all filled, and it is very doubtful if they are productive of
much real benefit. Would it not redound as much to the advantage of young
persons, and to the honor of the State, if they should pass their days in the
cotton patch, or at the plow, or in the cornfield, instead of being mewed up
in a schoolhouse, where they are earning nothing? Such an ado as is made
in these times about education, surely was never heard of before. Gentle-
men, I hope you do not conceive it at all necessary, that everybody should
be able to read, write, and cipher. If one is to keep a store or a school, or
to be a lawyer or physician, such branches may, perhaps, be taught him;
though I do not look upon them as by any means indispensable; but if he
is to be a plain farmer, or a mechanic, they are of no manner of use, but
rather a detriment. There need no arguments to make clear so self-evident
a proposition. Should schools be established by law, in all parts of the
State, as at the North, our taxes must be considerably increased, possibly
to the amount of one per cent and sixpence on a poll; and I will ask any
prudent, sane, saving man if he desires his taxes to be higher? . . ,
"You will doubtless be told that our State is far behind her sisters in
things of this sort — and what does this prove? Merely, that other States
are before us; which is their affair, and not ours. We are able to govern
ourselves without reference to other members of the Confederation; and
thus are we perfectly independent. We shall always have reason enough to
crow over them, while we have power to say, as I hope we may ever have,
that our taxes are lighter than theirs." — Raleigh Register, 1829.
Hindrances to Educational Advancement in 1832
"... But to witness the present perfection of the schoolmaster's art is
not our privilege, for its examples are too remote. And this presents an
obstacle to any system of elementary schools we can recommend for the
children of our State.
"Another obstruction meets us in our aversion to taxation beyond the
bare necessities of government and the public tranquillity . . .
26 The Public School a State Buh^dee
"A still further difficulty is felt in the indifference unhappily prevalent
in many of our people on the subject of education. Vast numbers have
grown up into life; have passed into its later years and raised families
without it: and probably there are multitudes of whose forefathers this is
no less to be said. Human nature is ever apt to contract prejudices against
that which has never entered into its customs. Especially is this likely
to be the case if there have been large numbers who were subject in common
to our same defects and privations. They sustain themselves by joint interest
and feelings against the disparagements and disadvantages of their condition.
It becomes even an object to believe that the want of education is of little
consequence; and as they have made their way through the world without
it, better than some who have enjoyed its privileges, they learn to regard
it with slight if not with opposition, especially when called to any effort
or contribution of funds for securing its advantages to the children. Such
are the Avoeful consequences to any people who, in the formation of new
settlements, have not carried along with them the establishment of schools
for the education of their families . . .
"I might mention further, as one of the greatest obstructions, the scattered
condition of our population, over a vast extent of territory, making it difficult
to embody numbers within such a compass as will make it convenient or
practicable for children to attend upon instruction.
"A most serious impediment is felt in our want of commercial oppor-
tunities, by which, though we may possess ample means of subsistence to
our families, money is difficult of attainment to build schoolhouses and
support teachers. Could the avenue of trade be opened to this agricultural
people, funds would flow in from abroad, and resources would be created at
home, which would make the support of schools and many other expenses
to be felt as of no consequence. Excluded as we are now from the market
of the world, the necessity of rigid economy is urged against every expendi-
ture however small, and the first plea which meets us, when the education of
children is impressed upon parents, is their inability to bear the expense . . .
"I have already mentioned seven distinct causes of embarrassment in the
organization of any plan for popular education. It were easy to extend the
enumeration, but these will suffice to show the serious obstacles that meet
us in the formation of a system of primary schools, to stagger our hopes of
its acceptance with the people. An eighth, however, I must not omit, on
account of its very great influence. It is seen in the aversion with which
we recoil from laws that exercise constraint upon our actions. We are a
people whose habits and wishes revolt at everything that infringes upon an
entire freedom of choice upon almost every subject. It would be easy to
elucidate how this has come to be a trait so deeply marked in our character,
but its reality is unquestionable. Provision for general instruction can
scarcely be effected, without some compulsory measures regulating the actions
of individuals into particular channels directed upon the object . . ." — Letters
by Dr. Joseph Caldwell are published in Coon, Public Education in North
Carolina, 1790-1840, A Documentary History, vol. II.
Weaknesses of School System Under Management of Literary Board
1839-1853
Dr. Knight has pointed out the following weaknesses of the school
system under the management of the Literary Board: (1) Lack of central
head; (2) Untrained local authorities; (3) Poor, irregular reports from
local authorities; (4) No sources of information on schools; (5) No reports
made by Literary Board; (6) Jealousy of Academies and "Old Field"; (7)
Establishment of schools dependent upon local election; (8) Local authori-
ties did not always levy taxes; (9) Public schools called "charity schools";
(10) Funds were distributed according to federal population.
Examples of Constructive Lieadership
"It is quite probable that no man of his generation was a more thorough
student of educational problems and had a keener insight into the needs of
the common schools than had Braxton Craven. The greatest essential need
The Public School a State Builder 27
in America in the forties was for teachers who knew how to organize a
school, classify pupils, and instruct them in the elementary branches. Craven
was a tireless worker, omnivorous reader, and a careful student. He col-
lected all the information on those subjects to be found in Europe and the
United States, and in 1848 he was ready to begin a plan of teaching training
at Union Institute that, within a few years, attracted the attention of the
entire State. In introducing the normal feature into his institution he was
following the practices in New York and other States, where teacher-training
classes were organized in connection with academies and supported in part
by state appropriations. That feature was popular in Union Institute, for
in 1850 he wrote that the normal class that had been in training the previous
year was very large." — "Braxton Craven and the First State Normal School"
— Trinity Alumni Register, vol. I.
"The people are not deficient in energy or public spirit, or in a due
appreciation of popular education. Our great want is statesmen in our
legislative halls — laws that will permit the people to establish and maintain
public schools for the education of their children. The want of active
county supervision has been very greatly felt in administering the Peabody
Education Fund." — Superintendent Alexander Mclver, 1873.
"Education I regard as the great interest of the State, an interest too
great to be disposed of by a few paragraphs in a message. But while I may
avail myself of another occasion to address you on this subject, I cannot
now dismiss it without pleading for more money for the children. In the
discussions I have seen in the papers, the system has been mainly the topic.
Very little has been said about the money to carry on the system. •. While
one system may be better than another, the most perfect is not worth the
paper on which it is written without money to build schoolhouses and pay
teachers. Money is, and must be, the heart and life of every system. While
I hope to see you make the system as perfect as possible, I beg that you
will not forget to provide the money. This can be done only by taxation.
Will you impose it? I think the people will approve it. -The tax for schools
is now only eight and a third cents on a hundred dollars' worth of property,
and twenty-five cents on the poll. Three times that on each would not be
burdensome but wise legislation. The salary of the superintendent of public
instruction should be largely increased, and I trust you will do this before
the time comes for the gentleman (John C. Scarborough) elected to that
position to qualify. Instead of degrading this very important office into a
mere clerkship, as has been the case, it should be dignified and elevated to
a rank so high that it will command at all times the best talent of the State."
Governor James Jarvis, 1881.
"The system may be perfect, the superintendent able, the teachers ready,
and the people anxious, but unless the General Assembly supplies the money,
it will all be worthless ... It is idle to talk of educating 490,000 children
on $550,000 a year! The best system of common schools ever devised would
be a failure if dependent upon so small an amount of money. So it need
not be a matter of wonder that our system has not met public expectation,
and that you hear unfavorable comment upon it." — Governor James Jarvis,
1883.
"Many of our teachers are themselves schoolboys and schoolgirls, without
sufficient knowledge in books, and especially without sufficient training in
school government and management. In the same year a large number of
the schoolhouses of the State were reported "unfit for use, being uncomforta-
ble and unsafe to the health of the children . . ."
"The needs of the schools during these years were numerous. More
money for longer school terms, better salaries, and improved school equip-
ment was perhaps the most urgent need. From 1872 to 1881 the property
tax for school support had been eight and one-third cents on the hundred
dollars' valuation, and the capitation tax thirty-seven and one-half cents. In
1891 these taxes were raised to fifteen cents and forty-five cents, respectively.
The regular ad-valorem taxes provided by the revenue law for school support
showed a very slight increase during these years. But the superintendent
in 1890 declared it 'simple idle to expect satisfactory schools with an average
28 The Public School a State Builder
annual term of sixty days, and with an expenditure of money amounting to
. . . only one dollar and twenty-two cents on each of the school population.'
The average school term in the South at that time was 101 days, and In the
United States it was 135 days. The revenue available was insufficient to
maintain schools for the term required by the constitution, and decisions
of the supreme court made it difficult to secure more money for educational
purposes." — Superintendent Scarborough in 1888.
"The first great educational problem (in North Carolina today, says Dr.
J. Y. Joyner, state superintendent of public instruction) is the adaptation of
the work of the rural school to the needs of rural life, to the everyday needs
of the country people, that constitute more than eight-tenths of our popula-
tion. We must prepare country boys and girls to make the most, and to get
the most, out of all that is about them — soil, plant, and animal, the three
great sources of wealth in the world; and to use what they make and get in
the best ways to enrich, sweeten, beautify, and uplift country life, socially,
morally, intellectually, spiritually, making it the ideal life that God intended
it to be, which men will seek and love to live. This includes and necessitates
the development of a type of country school, by reasonable consolidation of
small districts and by local taxation in larger territories, that shall not have
less than three teachers and shall be adequately equipped in all respects to
give such preparation, vocational and cultural, to the country boys and girls,
and to become the social, intellectual, industrial, and civic center of the
whole community." — James Y. Joyner.*
The Foundation Stones of An Efficient Public Scliool System
Free Instruction
"One of the strongest reasons which we can have for establishing a
general plan of public instruction, is the condition of the poor children of
our country. Such has always been and probably always will be the allot-
ment of human life, that the poor will form a large portion of every com-
munity; and it is the duty of those who manage the affairs of a State to
extend relief to this unfortunate part of our species in every way in their
power.
"Providence, in the impartial distribution of its favors, whilst it has
denied to the poor many of the comforts of life, has generally bestowed
upon them the blessing of intelligent children. Poverty is the school of
genius; it is a school in which the active powers of man are developed and
disciplined, and in which that moral courage has acquired, which enables
him to toil with difficulties, privations, and want. From this school generally
come forth those men who act the principal parts upon the theater of life;
men who impress a character upon the age in which forms grow up in it.
The State should take this school under her special care, and nurturing the
genius which there grows in rich luxuriance, give to it an honorable and
profitable direction. Poor children are the peculiar property of the State,
and by proper cultivation they will constitute a fund of intellectual and
moral worth which will greatly subserve the public interest. Your com-
mittee have therefore endeavored to provide for the education of all poor
children in the primary schools; they have also provided for the advance-
ment into the academies and university of such of those children as are
most distinguished for genius and give the best assurance of future useful-
ness. For three years they are to be educated in the primary schools free of
charge; the portion of them who shall be selected for further advancement
shall, during the whole course of their future education, be clothed, fed, and
taught at the public expense. The number of children who are to be thus
advanced, will depend upon the state of the fund set apart for public in-
struction, and your committee think it will be most advisable to leave the
number to the discretion of the board, who shall have charge of the fund;
and also to leave to them the providing of some just and particular mode
of advancing this number from the primary schools to the academies, and
♦News and Observer (Educational Edition), July, 1915.
The Public School a State Builder 29
from the academies to the university." — Report of Archibald D. Murphey,
Chairman of Committee on Education.
"The governor was in feeble health, wasting with consumption and the
weight of public cares, and the meeting was at his residence. The superin-
tendent was kindly received and patiently listened to on that memorable
occasion, and then and there was fixed a policy which will ever be honorable
to the State. It was suggested that the school fund of over $2,000,000 would
seem large to some, and a ready means for the prosecution of the war and
to save taxation, and that under these plausible pretexts the slumbering
opposition to the schools would unite short-sighted friends, and by a tem-
porary suspension aim to destroy them forever. And it was urged that
though the fund was, indeed, a large one, in one sense, it was but an incon-
siderable item in the expenses about to be incurred, and that if we were
able to engage in hostilities at all we were able to do without it; that if it
was desired to popularize the war it would be most injudicious to begin it
by the suspension of a system which was the poor man's life, and which
would be so essential to the orphans of the soldiers called to surrender their
lives for the common good; and now, when it was aimed to vindicate
Southern civilization before the world, it would surely be an unwise step
to begin by the voluntary destruction of an efficient system of popular
instruction; that no people could or would be free who were able but unwill-
ing to educate their children. True independence must be based on moral
character and on popular intelligence and industrial development, and thus
in the momentous struggle about to begin it would impart confidence to
the public mind to see the State enter the contest with the apparent assurance
that her interior interests were not endangered by her course; that war
under any circumstances was destructive for the time, and that the pending
contest might be long and exhausting; and that it was the part of wisdom
and patriotism so to act that the end should find the fewest possible desola-
tions to be repaired, and no permanent weakening of the elements of social
elevation. These considerations prevailed, and the executive power of the
State, represented by the governor and his council, entered into an informal
but solemn agreement with the superintendent of common schools to oppose,
with him, all attempts to seize the funds for war purposes, or to suspend
the schools, and the compact was faithfully observed by Governor Ellis and
his successors during the war and by their constitutional advisers." — Weeks,
Calvin Henderson Wiley and the Organization of the Common Schools of
North Carolina.
Funds to Enact a Legal System
"Ignorance is a far heavier tax than education. A state can afford to
be poor, but cannot afford to be ignorant.
"The first method is the one which we now practice. It consists in the
origination and maintenance of a school in any neighborhood, by a voluntary
combination among as many of the inhabitants as will agree. Its insuffi-
ciency is proved by all our past and present experience. A school house
is to be erected at the common expense; a site for it is to be chosen with the
consent of all; a master is to be found; a selection and approbation if there
be more than one, is to be discussed and settled; his compensation and
support must be fixed to the general satisfaction, and the time of continuance
must be stipulated.
"Here are six principal points on every one of which dissension of
opinions, feelings, and interests may spring up, to produce weakness or
defeat.
"We see, then, the consequences of educating children by such wretched
methods as we commonly practice. Thus it will always continue to be, so
long as these methods are retained. We dress up the occupation of a school-
master in rags. It appears in hideous deformity by our own arrangement.
It is no wonder if that which we intended for the figure of a man cannot
be thought of otherwise than as a laughing-stock, a byword, or a scarecrow,
and then education is put down as a questionable subject. Nay, it comes a
%
30 The Public School a State Builder
thing of scorn and reproach. The repulsive and disgraceful forms in which
it appears have been given to it by ourselves, in the crudity of our own
misconceptions. Where is the subject or the personage that may not be
exposed to derision and rejection by a similar process?
"And how shall the confidence and the affections of the people be re-
gained? It is by stripping off the offensive and contemptible disguise, and
presenting Education in all the beauty and excellence of her proper char-
acter. No sooner shall this be done than all v/ill fall in love with her. Her
presence will be courted as the privilege and ornament of every vicinage,
and under her patronage the clouds and mists that lower upon us will be
dissipated.
"Mr. Editor: In your last paper I observed a piece taken from the
Family Lyceum, which contains a great deal of matter upon the subject of
the school funds in the different States. What a mirror is it to the eyes of
a North Carolinian! We see from that, that she, upon this, as upon all other
subjects of importance to her citizens, is almost a century behind her sister
States. True, she has a small school fund, but how is it applied? Do we
use it for the purpose of bringing within the reach of the children of the
poor the means of education? No, but we borrow from it, from year to year,
to pay our members of Assembly! How humiliating this must be to the
pride of every public-spirited citizen. The State of North Carolina bor-
rowing money to pay her members of Assembly, from a fund set apart for
the education of the poor! Shame upon our law-givers. Can we expect to
compete with our sister States, in the march of improvement now going on,
while many of our citizens remain ignorant even of the alphabet? Can we
expect to arouse them to the importance of internal communication, by
means of canals, or railroads, while they remain ignorant even of the names
of these mediums of conveyance? Surely not. A child must crawl before
it can walk . . . Our citizens must learn how to spell internal improvements
before they can comprehend the meaning of the term.
"I have thrown out these desultory remarks, in the hope, Mr. Editor,
that some person more able than I am, would urge the importance of some
system of common schools, to the citizens of our State. It is high time
we were thinking upon the subject ... It is one of vital importance to our
welfare." — Joseph Caldwell's Letters, 1832.
Efficient Administration Through Good Organization
"The need for more central authority in the county, which this office now
furnished may be seen from the following description which the superinten-
dent declared was a true picture, in the main, of hundreds of cases in the
State, all because there was no one with a wise head charged with the
special duty of visiting the people, advising conservative measures and unity
of action in the interest of the schools:
"About one-half of the districts were without houses and with no money
to build them. This resulted in continued controversy as to where the
school should be taught. A, B, and C of any given district had an unoccu-
pied house that would do. Each urged upon the committee the importance
of having the school taught in his house. The committee was forced to
choose between them and selected the house of A; it was the best they could
do in their judgment. B and C objected, became enemies of the school, and
threw obstacles in the way of the teacher, advised their next neighbors
against sending to the school, circulated petitions for the division of the
district, and presented them to the next meeting of the county board of
education and demanded immediate action. Said board, recognizing the
right of petition, ordered the division demanded, and the district, already
too small, was divided into two, neither one of which had funds enough to
continue a school for a longer term than four weeks with a very ordinary
teacher." — Knight, pages 310-11.
THE OLD NORTH STATE
{Traditional air as sung in 1926)
William Gaston
With spirit
Collected and arranged
BY Mrs. E. E. Randolpe
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1 . Car - o - li - na! Car - o
2. Tho' she en - vies not
3. Then let all those who
li - na! heav-en's bless-ings at - tend . her,
oth - ers, their mer - it - ed glo - ry,
love us, love the land that we live in,
:li__y.
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While we live we will cher - ish, pro
Say whose name stands the fore - most, in
As hap • py a re - gion as
tect and de -fend her, Tho' the
lib - er - tys sto - ry, Tho' too
on this side of heav-en, Where
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scorn - er may sneer at and wit - lings de - fame her. Still our hearts swell with
true to her - self e'er to crouch to op -pres-sion. Who can yield to just
plen - ty and peace, love and joy smile be - fore us, Raise a.loud, raise to <
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glad - ness when ev - er we name her.
rule a more loy - al sub - mis - sion. Hur - rah!
geth - er the heart thrill - ing cho-rus.
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Hur -rah! the good Old North State.
UNIVERSITY OF N.C. AT CHAPEL HILL
00034026679
FOR USE ONLY IN
THE NORTH CAROLINA COLLECTION
Form No. A-368, Rev. 8/95