Wfyt library of tfje ©mbersitp of jSortf) Carolina {Ef)t£ iioofe tuafii presfenteb 6? FredL (Jb.t^Xorri &or\ C319 NSle.2. FOR USE ONLY IN THE NORTH CAROLINA COLLECTION Digitized by the Internet Archive in 2012 with funding from University of North Carolina at Chapel Hill http://www.archive.org/details/consolidatedrepo1927nort CONSOLIDATED REPORT OF THE STATE EDUCATIONAL COMMISSION ON THE PUBLIC SCHOOL SYSTEM OF NORTH CAROLINA WITH A FOREWORD BY GOVERNOR A. W. McLEAN PART I — The Support of the Constitutional Minimum Term The Lengthening of the Constitutional Minimum Term PART II — Teacher Training PART III— The State Special Building Fund Consolidation and Transportation PART IV— The Financial Condition of Counties PARTS I, II AND III SUBMITTED JANUARY 15, 1927 PART IV SUBMITTED JUNE 30, 1927 TO ANGUS WILTON McLEAN GOVERNOR RALEIGH EDWARDS & BROUGHTON COMPANY 1928 THE STATE EDUCATIONAL COMMISSION J. 0. Carb, Chairman Wilmington J. Y. Joyner, Executive Secretary Raleigh T. Winqate Andrews High Point Mrs. J. A. Brown Chadbourn Mrs. J. G. Fearing Elizabeth City S. C. Lattimore Shelby Mrs. E. L. McKee Sylva J. K. Norfleet Winston-Salem Nathan O'Berry Goldsboro Edgar W. Pharr Charlotte C. E. Teague Sanford Stanley Winborne Murfreesboro THE HEADQUARTERS STAFF Fred W. Morrison, Assistant Executive Secretary, Director of Investigations of Finance and Administration. M. C. S. Noble, Jr., Director of Investigation of Teacher Training. J. E. Sawyer, Statistician. Mary Alice Robertson, Assistant Statistician. Katherine Hardesty, Stenographer. OFFICE OF HEADQUARTERS STAFF Raleigh, North Carolina. FOREWORD By Governor McLean The State Educational Commission submitted its report in two parts, one on January 15, and the other on June 30, 1927, both of which are included in this volume. Believing that educational progress in North Carolina would be advanced if the facts relating to our educational needs could be sur- veyed, I recommended to the General Assembly of 1925, that an Edu- cational Commission should be appointed, charged with the duty of investigating the educational needs of the State and reporting its find- ings of fact and its recommendations thereon to the General Assembly of 1927. Acting under the authority conferred by the special act, creating the Commission, I appointed, on March 3, 1926, the following members : J. 0. Carr, Wilmington; Dr. J. Y. Joyner, Raleigh; L. D. Robinson, Wadesboro; James K. Norfleet, Winston-Salem; Mrs. J. A. Brown, Chadbourn ; Charles A. Webb, Asheville ; Thos. D. Warren, New Bern ; Mrs. J. G. Fearing, Elizabeth City; Mrs. E. L. McKee, Sylva; Prof. T. Wingate Andrews, High Point; Prof. C. E. Teague, Sanford; and Samuel C. Lattimore, Shelby. Subsequently, Mr. Warren resigned, and Edgar W. Pharr, of Charlotte, was appointed in his place; Mr. Webb resigned, and Stanley Winborne, of Murfreesboro, was appointed to succeed him; Mr. Robinson resigned, and Captain Nathan O'Berry, of Goldsboro, was appointed in his stead. The Commission held its first meeting on March 22, 1926, and organized by electing Mr. Carr, Chairman ; and Dr. Joyner, Secretary. As provided in the Act, an Executive Committee was appointed by me, consisting of Mr. Carr, Dr. Joyner, Mrs. Brown, Mr. Robinson and Mr. Norfleet. The Commission elected Dr. Fred W. Morrison, Assistant Executive Secretary. It will be seen that the personnel of the Commission comprised twelve men and women engaged in the educational, professional and business activities of the State, who represented the best types among our intel- lectual and practical citizenry. Frankly realizing that the magnitude of the work and the limited time for performing it would not allow a complete survey of both our higher educational institutions and the public school system of the State, the Commission limited the scope of its work to a survey and report upon the public school system. It entered upon its task with open, unprejudiced minds, determined to find the true facts in relation to the needs of the sysem, and to make these facts the basis of its recommendations to the General Assembly. It is needless to say that the Commission was appointed neither to con- iv Foreword demn nor to praise our system of public schools but to investigate thoroughly its conditions and needs, to suggest measures for improving its administration, through better organization, and a more equitable distribution of the financial burden, as a basis upon which the General Assembly should provide by sounder planning for the future, as nearly as practicable, equal educational opportunity for all the children of the State. The 1927 General Assembly with the facts presented in Part I of the report of the Commission before it, and in accordance with the recommendations of the Commission, enacted the following far-reaching legislation, relating to public education: (1) On the recommendation of the Commission, for an annual equalizing fund of four million dollars, it provided three million two hundred and fifty thousand dol- lars, for each year of the next biennium, thus more than doubling this fund as compared with the amount provided in previous years; (2) it made substantial provision for enlarging the teacher training facilities at the various State institutions of higher learning; (3) it authorized an additional loan by the State for the special school building fund in the sum of two million five hundred thousand dollars, in addition to the fifteen millions previously provided, to be used in the erection of rural school houses; (4) it provided for the establishment of modern methods of school accounting and fiscal procedure; (5) through the enactment of the County Finance and Fiscal Control Acts, it provided for the pre- vention of current school deficits, by requiring (a) the county com- missioners to levy sufficient taxes to meet the approved budget for the six months school term, and (b) the County Boards of Education to live within their approved bud,gets; and also provided for a more satisfactory and constructive method of financing the erection of new school buildings: and (6) it authorized the appointment by the Gov- ernor, of a State Tax Commission to make a complete study, survey, and report of the whole scheme of state and local taxation for the purpose of enabling the next General Assembly to provide a more equit- able distribution of the tax burden for schools and other purposes. Part II of the report, dealing with the financial condition and out- standing indebtedness of the counties, cities, towns, and other local subdivisions, published on June 30, 1927, is a particularly valuable study, because it presents the facts in detail, relating to the indebtedness of these units and to local taxes upon property, for both current ex- penses and debt service, thus giving a true picture of the financial burden of all the local sub-divisions of government. Upon the whole, I think it may be frankly said that the facts pre- sented in this consolidated report of the Educational Commission have been the means of giving to the General Assembly, the taxpayers and others interested, for the first time, complete and accurate information relative to the conditions and needs of the public school system, the Foreword v means of financing it, and the relative distribution of the tax burden.. Therefore, I think that it may reasonably be assumed that the General Assembly will be enabled to deal more intelligently, more constructively, and withal, more liberally, in providing for the support of the public school system, in the future, than it has in the past. Confirmatory of this opinion, it may be recalled that the last General Assembly, after receiving Part I of the report, more than doubled the amount of the Equalizing Fund, and undoubtedly would have provided the entire four million dollars annually, recommended by the Commission, but for the fact that the report of the Commission was not available until some time after the General Assembly met, when it was most difficult to reform and recast the Revenue and Appropriation Acts so as to provide for the full amount recommended. The facts found by the Commission and the discussion which followed not only provided a three and a quarter million dollar Equalizing Fund annually, and thereby placed the support of the present six months school term on a more equitable basis, but it has, by informing the General Assembly and the people, created sound public sentiment, and thus paved the way for another substantial increase in the Equalizing Fund at the next session of the General Assembly, sufficient to completely equalize the burden of the six months school term. / Above all, it has paved the way for the uniform eight months school / term, which is the next forward step in public education in JSTortJ; I Carolina. X. In this connection, I take occasion to repeat here what I have said to Dr. A. T. Allen and others many times in the last four years : The matter of the eight months school term is largely an economic question, involving the relative ability of the taxpayers to bear the financial burden necessary to support it. I have felt and still feel that it would not only be unjust, but perhaps unmoral, to compel the less wealthy agricultural counties of the State to assume the financial burden of an eight months school term, until the burden of the six months school term has been fairly and equitably distributed. With the illuminating facts found and presented by the Educational Commission and the consequent acceleration of public sentiment, the last General Assembly made a great forward stride toward the goal of the eight months term, when it more than doubled the Equalizing Fund, particularly in view of the fact that it had to provide substantial in- creases for all other services of the State government, including interest, sinking fund, and serial payments upon the outstanding public debt. The increase of the Equalizing Fund from one and one-half million dollars to three and one-quarter million dollars has meant a far-reaching- reduction in the proportion of the cost of maintaining their six months terms which the poorest counties must bear. The basis on which a county participates has been broadened. Before 1927 the State aided vi Foreword only in the payment of teachers' salaries ; now the state aids in the pay- ment of salaries and of other current expenses. The million and a half dollar fund provided slightly more than one-fifth of the seven million dollar salary fund (according to the state schedule) of the 76 counties participating in it; the three and a quarter fund provided three-tenths of the eleven million dollar current expense fund of the 90 counties now participating. In other words the State is now paying an average of thirty per cent of the current expenses of the six months term of all except the ten wealthiest counties of the State. The public should bear in mind, however, that the State does not pay a flat thirty per cent of current expenses of each of the 90 participating counties; it pays only a small proportion for the richer counties participating and the major part of the poorest counties. For example, the State pays only 0.6 per cent of the current expenses of Rowan County, which was the last county to share in this fund ; it pays only 3 per cent of the current expenses of Graham, 4 per cent of Pasquotank, and 6 per cent of Wayne. On the other hand, it pays more than 50 per cent of the current expenses of nine of the poorest counties ; andj for the very poorest, Clay and Dare, it actually pays two-thirds of the current expenses or operating cost of their six months school term. The State Superintendent of Public Instruction estimates that an increase by the next General Assembly of one million dollars in the equalizing fund, for the first year and of one and one-half million dol- lars for the second year of the next biennium will complete the equitable distribution of the burden of financing the six months term. I have said that the constructive work of the Commission has paved the way for the uniform eight months term, which is "just around the corner." I hope and believe that the corner may be turned, and the longer term made an accomplished fact by the next General Assembly. It should not be done unless provision is made at the same time to distribute the financial burden fairly and equitably, in all counties- of the State, by increasing the equalizing fund to such an amount as will accomplish this result. State Superintendent Allen has estimated that an equalization fund of six million dollars for the first year of the next biennium and of six and one-half millions for the second year, used for the support of the eight months term in the same way that the present equalizing fund is used for the suport of the six months term, would be sufficient to distribute the financial burden of an eight months term fairly and equitably in all of the counties of the State. This fund, if apportioned according to the method of apportioning the present equalizing fund, would go a long way toward reducing the total school tax rate (speaking in terms of the county and district combined) in all of the districts having the eight months school term, in counties which now share sub- stantially in the present equalizing fund provided for the support of Foreword vii the six months term. Many of the less wealthy counties now have from three-fourths to four-fifths of their children in schools with an eight months term. The State is at present aiding substantially in the support of the first six months of the term; the districts them- selves are carrying the entire .cost of the last two months of the eight months term. Many of these districts are paying for the support of the additional two months more than they are paying to the county fund for the support of the regular six months term. It appears reasonably certain that at the end of the present biennium on June 30, 1929, there will be a substantial surplus in the General Fund of the State, which will aid, materially in providing the means for the necessary increase of the Equalizing Fund.. The members of the Educational Commission, after much labor and self-sacrifice have rendered splendid service to the State, which will contribute in a definite and constructive way to the advancement of public education. I cannot fail to mention the outstanding services of Dr. Fred W. Morrison, the efficient Assistant Executive Secretary, without whose aid the successful achievement of the Commission would have been well nigh impossible. In behalf of the people of North Caro- lina, and myself, I express to the members of the Commission and to Dr. Morrison, sincere appreciation of their valuable and patriotic public service. Angus W. McLean. Raleigh, North Carolina, August, 1928. ACKNOWLEDGMENT The Commission desires to make grateful acknowledgment for most valu- able assistance and cooperation to Dr. Fred W. Morrison, Assistant Execu- tive Secretary, who conducted the investigation and prepared the compilation of facts and statistical tables dealing with both the financing and admin- istration of public schools and the financial condition of counties; to Dr. M. C. S. Noble, Jr., who conducted the study of Teacher Training and prepared the facts and statistical tables relating thereto; to Mr. J. E. Sawyer, who rendered valuable assistance in collecting and arranging statistical informa- ton; to State Superintendent A. T. Allen and his entire staff, who cooperated splendidly in all the work of the Commission; and to all others who have aided the Commission in its work, including the State Department of Rev- enue, State educational institutions, county superintendents and boards of education, and other county and state officials. Especial acknowledgment is made of the assistance of county auditors and registers of deeds, of city and town clerks and mayors, and of the office of the State Auditor in furnishing information and making reports for the study of the financal condition of counties. Without their splendid coopera- tion much of the material of this part of the Report could not have been secured. CONTENTS PART I THE SUPPOET OF THE CONSTITUTIONAL MINIMUM TERM THE LENGTHENING OF THE CONSTITUTIONAL MINIMUM TERM Chapter Page Letter of Transmittal for Parts I-III xv I. INTRODUCTION 1 Creation, Powers, and Duties of the State Educational Commission 1 Progress in Education 1900-1926 1 II. THE PRESENT SIX MONTHS SCHOOL TERM 3 Constitutional Responsibility of the State for Schools 3 County Support 4 State Support 4 Joint County and State Support 5 Plan for Joint County and State Support of Minimum Six Months Term 5 Method and Technique of Determining the Relation Between County and State Support 8 Equalization of the Effort Made by Each County — How Determined 9 Equalization of Assessed Property Valuations — Its Im- portance and the Method of Securing It 10 Recommendation of Equalizing Fund — Its Size : 11 Conditions Prerequisite to Participation 12 The Distribution of the Equalizing Fund 13 III. THE EIGHT MONTHS SCHOOL TERM 14 Proportion of Assessed Property Supporting Only the Six Months Term 15 Objections to Eight Months School Term 16 Need for Labor of Children of Compulsory School Age 16 Relation Between Length of Term and Attendance 17 Length of Term and Attendance in Rural Schools of Wake County < 17 Educational Dividends of Eight Months School Versus Educational Waste of Six Months School 19 Additional Financial Burden Imposed by Eight Months Term — How Determined 20 Cost of the Eight Months School Term 21 Benefits of the Eight Months School Term 23 The Eight Months Term Increases Other Educational Outcomes 23 Contents Chapter IV. Page Plan for Support of the Eight Months School Term 24 Meaning of the State Equalizing Fund for the Eight Months Term 26 REPORT AND RECOMMENDATIONS OF COMMISSION ON THE EIGHT MONTHS SCHOOL TERM BY PROPOSED CONSTITUTIONAL AMENDMENT 27 Majority Report 27 Minority Report 31 Table II. III. IV. V. VI. VII. VIII. IX. X. XI. XII. XIII. LIST OF TABLES Page Assessed Valuation of Taxable Property in North Carolina 1920, 1921, 1922, 1923, 1924, 1925, 1926, the Average of 1920 and 1925, by Counties 38 Valuation of Real Property 1920 and 1926, and Percentage Ratios Which Valuations 1921 — 1926 Bear to Valuation of 1920. Ranked by Counties According to Relation Valu- ation 1926 Bears to 1920 41 County-Wide Tax Rates 1922—1926. For Six Months Schools, for Purposes Other than Schools, Totals • 43 County School Tax Rates, 1926—27 46 Public School Enrollment, 1926-26 48 Summary — Enrollment by Terms, 192.5-26 51 Percentages of Enrollment in Average Daily Attendance in Schools of Various Lengths of Term 1925-26— White, Colored, Total 52 Variations Among Counties in Ability to Support Public Education as Shown by Assessed Valuation of Property 1925, Total Enrollment, Average Daily Attendance, Number " of Teachers 1925-1926, and by Valuation per Pupil and per Teacher 53 Variations Among Counties in Ability to Support Public Education as Shown by Income Tax Paid 1925 by Individ- uals and by Domestic Corporations, Income Tax Paid per Pupil Enrolled, and Index of Economic Ability 55 Taxable Wealth 1925, Pupils Enrolled 1925-26, Taxable Wealth per Pupil in Districts Levying No Special Tax and in Districts Levying Special Taxes, By Counties 58 Current Expense of Six Months School Term, Showing Amounts Raised by Counties and Amounts Required from State Equalizing Fund Under Various Plans, Valuation 1925 62 Current Expense of Six Months School Term, Showing Amounts Raised by Counties and Amounts Required from State Equalizing Fund Under Various Plans, Valuation Average of 1920 and 1925 66 Tax Rate Necessary for Each County to Levy in Order to Meet the Entire Current Expense of a Six Months School Term, Valuations of 1925, and Average of 1920 and 1925.... 70 Contents XI Table XIV. XV. XVI. XVII. XVIII. XIX. Page Tax Rate Necessary for Each County to Levy in Order to Meet the Entire Current Expense of a Six Months School Term, Valuations of 1925 and Average of 1920 and 1925, Ranked by Counties 71 Current Expense of Eight Months School Term, Showing Amounts Raised by Counties and Amounts Required from •State Equalizing Fund Under Various Plans, Valuation 1925 72 Current Expense of Eight Months School Term, Showing Amounts Raised by Counties and Amounts Required from State Equalizing Fund Under Various Plans, Valuation Average of 1920 and 1925 : 76 Tax Rate Necessary for Each County to Levy in Order to Meet the Entire Current Expense of an Eight Months School Term, Valuations of 1925 and Average of 1920 and 1925 80 Tax Rate Necessary for Each County to Levy in Order to Meet the Entire Current Expense of an Eight Months School Term, Valuations of 1925 and Average of 1920 and 1925, Ranked by Counties 81 A Graduated Salary Scale for White and for Colored Teachers 82 TABLES ON SCHOOL ATTENDANCE IN COUNTIES Table Page G-I. Summary of Average Daily Attendance by Grades, by Months, by Lengths of Term. Gaston County White Elementary Schools, 1925-26 84 G-I I. Summary of Average Daily Attendance by Grades, by Months, by Lengths of Term. Gaston County, Colored Elementary School, 1925-26 90 G-III. Comparison of Average Daily Attendance with Total Enroll- ment by Schools. Gaston County, White Elementary Schools, 1925-26 96 M-I. Summary of Average Daily Attendance by Grades, by Months, by Lengths of Term. Madison County White Ele- mentary Schools, 1925-26 98 W-I. Summary of Average Daily Attendance by Grades, by Months by Lengths of Term. Wake County White Elementary Schools, 1925-26 104 W-II. Summary — Average Attendance by Grades, by Months, by Lengths of Term. Wake County Colored Elementary Schools, 1925-26 110 W-III. Variation and per cent of Variation from Average Daily At- tendance by Grade, by Month, by Lengths of Term. Wake County White Elementary Schools, 1925-26 116 W-IV. Comparison of Average Daily Attendance with Total Enroll- ment, by Schools. Wake County White Elementary Schools, 1925-26 122 xii Contents Table Page W-V. Comparison of Average Daily Attendance with Total Enroll- ment, by Schools. Wake County Colored Elementary School, 1925-26 126 W-VI. Average Daily Attendance, Total Enrollment, per cent of Enrollment in Average Daily Attendance, by Grades. Wake County White and Colored Elementary Schools, 1925-26.... 128 W-VI I, Percentage of Enrollment in Average Daily Attendance Ac- cording to the Various Sizes of Schools, One-Teacher, Two- Teacher, Three-Teacher, Four- to Six-Teacher, Seven and Above Teacher Schools. Wake County White Elementary Schools, 1925-26 130 PAET II TEACHER TRAINING SECTION I Chapter Page I. SUMMARY OF FACTS BEARING ON TEACHER TRAIN- ING, CONCLUSIONS, AND RECOMMENDATIONS OF COMMISSION 133 Summary 136 Conclusions and Recommendations 136 II. MEETING OF EDUCATIONAL COMMISSION WITH HEADS OF STATE INSTITUTIONS ENGAGED IN TEACHER TRAINING, NOVEMBER 22-23, 1926 141 SECTION II TEACHER TRAINING IN NORTH CAROLINA— Report sub- mitted by M. C. S. Noble, Jr. INTRODUCTION 153 A. Purpose 153 B. The Importance of Teacher Training 153 C. The History of Teacher Training in North Carolina.... 155 D. Acknowledgment 156 I. THE' NUMBER OF PUBLIC SCHOOL TEACHERS IN NORTH CAROLINA 158 II. THE QUALITY OF THE PROFESSIONAL PREPARATION OF THE TEACHERS IN NORTH CAROLINA PUBLIC SCHOOLS 171 A. Foreword 171 B. Teacher Training Institutions in North Carolina 171 C. Means Employed in North Carolina for the Professional Advancement of the Public School Teachers 172 D. The Certification Scheme Described 175 III. THE SUPPLY AND DEMAND FOR PUBLIC SCHOOL TEACHERS IN NORTH CAROLINA 199 Contents LIST OF TABLES Table Page I. Number of Public School Teachers, 1900-1925 159 II. The Number of Teachers Actually Employed During the Period 1900 — 1925, and Estimates as to the Number of Teachers Who in all Probability Will be Employed During the Period 1925—1950 160 III. Public School Attendance in North Carolina, 1900—1925 l«s— IV. Number of Pupils per Teacher in North Carolina, 1901—1925 162 V. The Number of Pupils per Teacher in the White High Schools, 1924-25 163 VI. The Number of Pupils per Teacher in the White Elementary Schools, 1924-1925 (continued) 164 VII. The Number of Pupils per Teacher in North Carolina, 1924-25 a - 165 VIII. Predictions as to Average Daily Attendance in the Public Schools of North Carolina, 1925—1950.. 165 IX. Probable Number of School Teachers Required for the Public Schools of North Carolina, 1925—1950 167 X. Total Population, School Population, Public School Enroll- ment, and Average Daily Attendance in Public Schools in North Carolina, 1900, 1910 and 1920 168 XI. Total Population, School Population, Public School Enroll- ment, and Average Daily Attendance in Public Schools in North Carolina, 1900, 1910 and 1920 169 XII. Probable Number of School Teachers to be Employed, 1925—1950 170 XIII. Teachers' Certificates Showing Relative Increase in Number of High School Certificates 183 XIV. Improvement in Type of Certificate Held by White Teachers in North Carolina, 1921-22 to 1925-26 185 XV. Improvement in Type of Certificate Held by Negro Teachers in North Carolina, 1921-22 to 1925-26 187 XVI. Improvement in Type of Certificate for the Elementary Grades Held by White Teachers in North Carolina, 1921-22 to 1925-26 189 XVII. Improvement in Type of Certificate for the Elementary Grades Held by Negro Teachers in North Carolina, 1921-22 to 1925-26 191 XVIII. Improvement in Type of High School Certificates Held by Wliite Teachers, 1921-22 to 1925-26 193 XIX. Improvement in Type of High School Certificates Held by Negro Teachers, 1921-22 to 1925-26 195 XX. Standard and Non-Standard Teachers in North Carolina, 1919-20 to 1925-26, inclusive 197 XXI. The Supply of Teachers Furnished by the Institutions of Higher Learning in North Carolina During the School Year Ending 1925 200 XIV Contents Table Page XXII. Amount of Training (In Years) Possessed by Those Indi- viduals Certificated on the Basis of Credits Received at North Carolina Institutions in 1925; the Number From ' This Group Who Taught in North Carolina Schools Dur- ing 1925-26 202 XXIII. The Teacher 'Output' of the Institutions of Higher Learning in North Carolina (1925). Classified According to Grade of Certificate Held 203 XXIV. The Teacher 'Output' of the Institutions of Higher Learning in North Carolina (Academic and Professional Work Be- yond High School Graduation Expressed in Years). 1924-25 204 XXV. The Number of Teachers Certificated by State-Owned Insti- tutions in 1925 206 XXVI. The Number of Persons Receiving Credits from Out-of-State Institutions Who Applied for Teachers' Certificates in North Carolina in 1925, and the Number of These Actually Teaching in 1925-26 207 XXVII. Number of Teachers Certificated from Out-of-State Institu- tions in 1925, and the Number Who Taught in North Caro- lina, 1925-26 209 XXVIII. Supply of Teachers Furnished by the Institutions of Higher Learning in North Carolina During School Year 1925-26.... 210 XXIX. The Number of Persons Receiving Credits from Out-of-State Institutions Who Applied for North Carolina Teachers Certificates in 1926 211 XXX. The Number of Teachers Leaving the Teaching Profession Annually in North Carolina 213 XXXI. Table Showing the Effect of Amount of Training Upon Length of Tenure for the Teaching Profession in North Carolina.... 215 XXXII. Table Showing the Effect of Race and Type of School Upon Tenure for the Teaching Profession in North Carolina 216 XXXIII. Table Showing the Effect of Sex and Type of Community Upon Length of Tenure for the Teaching Profession in North Carolina 218 XXXIV. The Effect of Amount of Training on the Rate of Turn-Over for the Teaching Professon for North Carolina. (As Shown in the Service Records of Teachers After Four Years of Continuous Service) 2?0 XXXV. The Effect of Race and Type of School Upon Rate of Turn- Over for the Teaching Profession in North Carolina 222 XXXVI. The Effect of Type of Community, Type of School and Sex Upon the Rate of Turn-Over for the Public Elementary Schools of North Carolina. Four Year Group 224 XXXVII. The Effect of Type of Community, Type of School and Sex Upon the Rate of Turn-Over for the Public Elementary Schools of North Carolina. Three Year Group 228 Contents xv Table Page XXXVIII. The Effect of Type of Community, Type of School and Sex Upon the Rate of Turn-Over for the Public Elementary Schools of North Carolina. Two Year Group 232 XXXIX. The Effect of Type of Community, Type of School and Sex Upon the Rate of Turn-Over for the Public High Schools of North Carolina. Four Year Group 236 XL. The Effect of Type of Community, Type of School and Sex Upon the Rate of Turnover for the Public High Schools of North Carolina. Three Year Group 240 XLI. The Effect of Type of Community, Type of Schools, and Sex Upon the Rate of Turn-Over for the Public High Schools of North Carolina. Two Year Group 244 XLI. (1) The Effect of Sex, Race and Type of Community Upon the Rate of Turn-Over in the Public Schools of North Carolina, based on a Study of the Service Records of Groups of Teachers Who Began Their Teaching Experience in 1922- 23 and Who Have Taught for Two, for Three, or for Four Years. • High Schools 246 XLI. (2) Elementary .Schools 247 XLI. (3) High Schools and Elementary Schools 248 XLII. Number of White Elementary Beginner Teachers and Num- ber of White High School Beginner Teachers to be Trained (at Five Year Intervals for the Period 1925—1950) 250 XLIII. Number of Negro Elementary Beginner Teachers and Num- ber of Negro High School Beginner Teachers to be Trained (at Five Year Intervals for the Period 1925—1950) 252 XLIV. The Number of White Elementary and White High School Teachers to be Trained 1925 — 1950 in Excess of the Present Output of Institutions of Higher Learning in North Carolina 253 XLV. The Number of Negro Elementary and Negro High School Teachers to be Trained 1925 — 1950 in Excess of the Present Output of the Institutions of Higher Learning in North Carolina '. 254 PART III THE STATE SPECIAL BUILDING FUND CONSOLIDATION AND TRANSPORTATION Chapter Page I. THE STATE SPECIAL BUILDING FUND. 259 II. CONSOLIDATION AND TRANSPORTATION 260 LIST OF TABLES Table Page I. Balances due by Counties to State Special Building Fund, June 30, 1926 263 II. Consolidated Schools and Pupils Transported, 1925-1926 265 III. School Transportation Costs, 1925-1926 268 xvi Contents PAET IV THE FINANCIAL CONDITION OF COUNTIES Chapter Page Letter of Transmittal 275 I. PROPERTY TAXES LEVIED BY COUNTIES A.ND SUBDI- VISIONS OF COUNTIES, INCLUDING CITIES AND TOWNS 277 Introductory Statement 277 Equalization of Valuations 277 Assessed Valuation of Property 1926 278 Total Property Taxes Levied 279 Countywide Tax Rates and Assessed Taxes 280 District Taxes for Schools 281 District and Township Taxes for Purposes Other Than Schools 282 City and Town Taxes 283 Percentage of Assessed Valuation Absorbed in Property Taxes 284 The Total Rate of Any Given Locality Not Shown.. 284 The Tax Burden Per Capita in North Carolina 285 Growth of the Tax Burden Since 1920 285 II. INDEBTEDNESS OF' COUNTIES AND SUBDIVISIONS OF COUNTIES, INCLUDING CITIES AND TOWNS 1 288 Introduction 288 Interrelationship of State Indebtedness With Indebtedness of Subdivisions 289 Sources of Data 289 The Amount and Character of Indebtedness of Subdivisions of the State 291 Countywide Bonded Indebtedness 291 Bonded Indebtedness of Districts and Townships 293 Bonded Indebtedness of Cities and Towns 293 Current Liabilities or Floating Indebtedness of Subdivisions of the State „ 294 Countywide Current Liabilities 294 Reason for the Large Floating Indebtedness of Counties 295 Current Liabilities of Districts and Townships 295 Current Liabilities of Cities and Towns 296 Lists of Bond Issues Outstanding 1926 296 Lists of Current Liabilities Outstanding 1926. 297 Issuing of Bonds on Large Scale a Recent Development 297 Comparison of Bonds Issued with Bonds Outstanding 299 The Burdensomeness of Bond Interest 299 Average Interest Rates of Bonds Issued in Various Years 300 Amounts of Bonds Issued at Various Interest Rates 300 Percentage of Total Taxes Levied Required for Bond Interest 301 The Average Interest Rate on Bonds 301 Indebtedness of the State of North Carolina 302 Indebtedness of North Carolina and its Subdivisions 303 Contents xvii Chapteb Page Relation of Indebtedness to the True Wealth of North Carolina 305 Balance Sheet Showing Financial Condition of State of North Carolina, June- 30, 1926. 305 III. THE ONE HUNDRED FIRST COUNTY 307 Assessed Valuation 307 Property Taxes 307 Indebtedness 308 What of the Future? 309 LIST OF TABLES Table Page I. Summary of Listed Taxables, 1926 — By Counties 310 II. Summary of Total Property Taxes Levied, 1926 — By Counties 318 III. Couhtywide Assessed Valuations, Property Tax Rates and Taxes Levied for all Purposes, 1926... 322 IV. District Assessed Valuations, Property Tax Rates, and Taxes Levied for Schools, 1926— By Counties 326 V. District and Township Assessed Valuations, Property Tax Rates, and Taxes Levied for Purposes Other Than Schools, 1926— By Counties 371 VI. City and Town Assessed Valuations, Property Tax Rates, and Taxes Levied for Purposes Other Than Schools, 1926 — By Counties 379 VII. Summary of State Taxes Collected for Fiscal Year 1926- 1927 400 VIII. Total Taxes Levied by Years 1920 — 1926, and Increase from 1920 to 1926 - 402 IX. Summary of Countywide Bonded Indebtedness, 1926 404 X. Summary of Bonded Indebtedness of Districts and Town- ships, 1926^-By Counties 408 XI. Summary of Bonded Indebtedness of Cities and Towns, 1926 — By Counties 412 XII. Summary of Countywide Current Liabilities or Floating In- debtedness, 1926 426 XIII. Summary of Current Liabilities or Floating Indebtedness of Districts and Townships, 1926 — By Counties 430 XIV. Summary of Current Liabilities or Floating Indebtedness of Cities and Towns, 1926 — By Counties 432 XV. Summary of Total Indebtedness, Bonded and Current (Float- ing), of Counties, of Districts and Townships, of Cities and Towns, and of All Local Governments, for Schools, and for Purposes Other Than Schools, 1926 — By Counties 442 XVI. Summary of Indebtedness of State of North Carolina, Bonded and Current, as of June 30, 1926 455 XVII. List of Countywide Bond Issues Outstanding 1926 — By Counties 457 xviii Contents Table Page XVIII. List of Bond Issues of Districts and Townships Outstanding 1926— By Counties 486 XIX. List of Bond Issues of Cities and Towns Outstanding 1926 — By Counties 524 XX. List of Countywide Current Liabilities or Floating Indebted- ness Outstanding 1926 — By Counties 591 XXI. List of Current Liabilities or Floating Indebtedness of Dis- tricts and Townships Outstanding 1926 — By Counties 610 XXII. List of Current Liabilities or Floating Indebtedness of Cities and Towns Outstanding 1926 — By Counties 614 XXIII. Amounts of Bonds Outstanding 1926, Issued in Various Years and Average Interest Rates 636 XXIV. Summary of Amounts of Outstanding Bonds Issued for all Purposes by Local Governments (County, District, City) at Various Interest Rates, Total Annual Bond Interest, and Per cent of Total Taxes Levied Required for Annual Bond Interest — By Counties 638 XXV. Average Interest Rates on Bonds Outstanding 1926 Paid by Counties, by Districts and Townships, by Cities and Towns, and by all Units of Local Government- — By Counties 642 XXVI. Counties Ranked According to Average Interest Rates on Bonds Outstanding 1926 Paid by Counties, By Districts and Townships, By Cities and Towns, and by All Units of Local Government — By Counties 646 XXVII. Summary of Total Indebtedness of the State of North Caro- lina and of its Subdivisions 650 XXVIII. A Statement of the Current and Capital Assets and Liabilities of the State of North Carolina as at the Close of the Fiscal Year Ending June 30, 1926 652 XXIX. The One Hundred First County — Assessed Valuation, Tax Rates, Taxes Levied, Outstanding Indebtedness, 1926 655 LIST OF CHAKTS Chart Page I. Property Taxes for Schools and for Other Services in North Carolina, 1926 279 II. Indebtedness of Subdivisions of North Carolina, 1926 290 III. Years in which Bonds Outstanding 1926 of Subdivisions of North Carolina were Issued 298 IV. Public Debt of North Carolina and its Subdivisions, 1926, for Schools and for Purposes Other Than Schools 303 V. Public Debt of North Carolina and its Subdivisions, 1926.... 304 MAP North Carolina Facing Page LETTER OF TRANSMITTAL (Parts I, II and III) To His Excellency, Governor Angus "Wilton McLean, Raleigh, North Carolina. Dear Sir: Under the requirement of the law, and at the direction o£ yourself, the State Educational Commission herewith submits its report of the work undertaken and done by it, and its recommendations with respect to the state of public education in North Carolina, and the changes which in its opinion should be made in the organization and the support of the State educational system. We have confined our studies and report to the public school system of North Carolina, and have not so far undertaken an investigation and survey of the system of higher education now in use in this State, as provided by said Act, authorizing the appointment of the Commission, because the magnitude of the labor and the time for performing it have prevented a complete investigation and survey of both. Also there are many questions connected with the burdens of the tax rate in the counties which should be further studied with a view to lightening these burdens. If the counties are to look to the State for relief, and it appears necessary for them to do so, they must accept from the State some kind of economic provision in connection with the expenditure of the money which the State shall provide. "Current indebtedness" or "floating indebtedness," shown by many of the counties for all purposes without specifying same, is alarming; and the Commis- sion, within its limited time, has not had the opportunity to complete the study of these questions as bearing on the extent to which the coun- ties shall share the burden of financing their school systems. There are many other questions pertaining to the school system of the State which should be better understood by the public in order to enlist their sympa- thetic support of the system and to eliminate antagonism and objections. This loth day of January, 1927. Respectfully submitted, J. O. Carr, Chairman. Stanley "Winborne J. Y. Joyner, Executive Secretary. T. "Wingate Andrews Mrs. E. L. McKee Edgar W. Pharr Mrs. J. A. Brown Sam C. Lattimore Mrs. James G. Fearing 1ST. O'Berry J. K. NORFLEET C. E. TEAGUE PARTI THE SUPPORT OF THE CONSTITUTIONAL MINIMUM TERM THE LENGTHENING OF THE CONSTITUTIONAL MINIMUM TERM CHAPTER I INTRODUCTION Creation, Powers, and Duties of The State Educational Commission The Act creating an educational commission, ratified the 9th day of March, 1925,* provided for the appointment of twelve members, who were to serve without compensation, except for their actual and legitimate expenses in- curred in the discharge of their duties, said expenses being limited to $6.00 per day in excess of traveling expenses. The Act which created the Commis- sion empowered and authorized the Commission to carry out and perform the following duties: (a) To make a complete investigation and survey of the common school system now in use in this State. (b) To make a complete investigation and survey of the system of higher education now in use in this State. (c) To make a complete investigation of the State Equalizing Fund and its administration in the several counties of the State. (d) To investigate the method of determining the cost of the various phases of the operation of the State Educational System, both as to institutions of higher learning, and as to the conduct of high school and grammar school systems now in use. (e) To collect, compile and disseminate educational data and informa- tion, in order to give the people of the State the complete status of the cost and results of the State's educational activities. (f) To do or perform any other thing or duty which, in the opinion of the said Commission, is proper and necessary with reference to the relation of the public to the present system of higher and common school education in this State. The Act creating the Commission also provided that the policy and purpose of the Commission should be constructive, and that the Commis- sion should devise means of informing the public fully in regard to the State's educational problems, and of aiding in the conduct of all phases of the common school and higher educational systems in North Carolina. The apparent pressing need for a better understanding of the public school system in the State and the impossibility, for lack of time, of performing the duties with reference to a survey of the system of higher education in the State, have influenced the Commission to confine in this Report its studies to the former. Progress in Education 1900-1926 Introductory to this report on the present status and future needs of the public school system in North Carolina, the Commission submits this brief review of progress in education 1900-1926. ♦Public Laws, 1925, Chapter 203 ] 2 Report of Educational Commission The progress in education in North Carolina during the last twenty-five years has been marvelous: The total appraised value of public school property in 1901 was $1,726,000.- 00; in 1926 it had increased to $83,582,046.00. The total expenditures for school purposes in North Carolina in 1901 were $1,248,157.34; in 1926 they had increased to $32,443,426.07. The total annual expenditure per child for education in 1901 was $2.87; in 1926 it had increased to $39.62. The total number of teachers employed in 1900 was 8,320; in 1926 the number had increased to 23,128. The total enrollment of children in the public schools in 1901 was 435,184; in 1926 the enrollment had increased to 818,793. Looking to those developments, which have been most marked in the more recent years: The total current expenses for school purposes in 1915 were $4,215,178.28, which increased in 1926 to $22,822,833.65. The number of school children transported to consolidated districts in 1921-22 was 20,359, which number in 1925-26 had increased to 87,283. The total number of consolidated schools with five or more rooms in 1922 was 228; they increased in 1923 to 312, in 1924 to 529, in 1925 to 631, and in 1926 to 657. Not only has the number of teachers increased; their qualifications have also increased wonderfully until today two-thirds of the high school teachers in the State are college graduates and the qualifications of the ele- mentary teachers have gradually and rapidly improved. The Commission finds nothing discouraging in connection with the educational growth of the State, and no grounds for a contention that the growth has not been reasonably rapid since it started twenty-five years ago. The table of contents presents a more comprehensive index to the questions discussed in this Report. CHAPTER II THE PRESENT SIX MONTHS SCHOOL TERM Constitutional Responsibility of the State fob Schools The obligation and responsibility of the State for its educational program is laid down in the organic law of the State. Article IX, sections 1 and 2, of the Constitution adopted in 1868 provided: . . . "schools and the means of education shall forever be encouraged. The General Assembly at its first session under this Constitution shall provide by taxation and other- wise for a general and uniform system of public schools, wherein the tuition shall be free. . . . Each county of the State shall be divided into a con- venient number of districts in which one or more public schools shall be main- tained at least four months in each year." In 1918 the length of the mini- mum term was changed by constitutional amendment from four months to six months. Today the constitutional minimum term is the six months term. A basically important problem demanding the immediate consideration of the present General Assembly is the problem of working out a more equitable method of support for the constitutional six months school term. The burden of support of the six months school at present falls very unevenly and un- justly on the several counties. The Commission has seriously undertaken to revise the present scheme of supporting the six months school. Revision of the present method of support, it should be pointed out, does not mean an increase in the total cost of the six months term. It does mean the lightening of this burden on certain counties and the increasing of this burden on certain other counties. The actual county taxes levied in 1926 for the support of the six months term in 1926-1927, range from 28 cents in one county to $1.25 in another county. 1 Six counties levy less than 50 cents each; seven levy $1.00 or more. The present tremendous and unjustifiable differences in the tax rate necessary for the counties to levy in order to provide, together with whatever state aid they receive, for the constitutional minimum term of six months are seriously handicapping many counties in their sincere effort to provide better educational opportunities for their children. The Commission has set for itself the task of working out a method for the support of the minimum term which, in its opinion, will materially reduce the present inequalities of burden and will offer to many of the counties now carrying the most intolerable burden a measureable degree of relief. One question asked by every thinking person in considering the proper method for supporting the minimum state school term is, how best can the minimum school term be supported. This has been one of the most complex and tedious questions which have confronted the Commission. There are three distinct ways by which the necessary funds for operating the minimum six months school term may be provided; namely, 1. Entirely by the counties. 2. Entirely by the State. 3. Jointly by the counties and the State. 1 See Table IV, page 46. 4 Report of Educational Commission It will be noted that the Commission has given no real consideration to the possibility of supporting the State minimum school term by district taxation. An illustration of the impracticability of district support may be seen from a consideration of the variation of the economic strength among districts in one county. In this county one local tax district has a valuation of $27,202 per pupil enrolled; another local tax district has a valuation of $1,223 per pupil enrolled. In view of the fact that one district has more than twenty-two times as much relative economic ability as another district, this method of support cannot be justified. County Support In order for each county to provide sufficient funds to operate its system of schools on the scale now maintained for the minimum term of six months a few counties would have a rather light tax burden; the majority of the counties would have a rather heavy tax burden; the poorest of the counties would have a prohibitive tax burden. Tables XIII and XIV show the tax rates that would be required for each county itself to support its minimum six months program by a county property tax levy. To do this would require a county rate of 21 cents on the 1925 valuation for one county, and a county rate of $1.40 for another county. The state-wide rate for the entire state would be 47.25 cents. The Commission, in its own thinking, has been unwilling to accept the theory that a satisfactory education for all the children of North Carolina is the duty or the responsibility of the counties, of the districts, or of any other subdivisions of the State. The theory of State responsibility for a minimum educational program within the state has been generally accepted by American commonwealths. "Education is a state function and not a mere municipal affair. School districts are auxiliaries of the State, and owe their creation to different statutes which confer upon them the powers they possess and prescribe the duties they owe."* We have accepted in North Carolina the principle that public education is a function of the State, and have written the principle into our Con- stitution. 1 The support of education, by which and through which educa- tion is provided, is therefore the function of the State. This Commission, then, does not and cannot recommend the support of a six months school term by the counties, as counties, in North Carolina. State Support The second suggested method of supporting the minimum constitutional term is that it be supported entirely by the State, as a state. Complete state support would guarantee theoretically equality of the burden of support. If North Carolina levied a just property tax upon equalized values, or an income tax, or a combination of property and income tax, for the support of the minimum school term, it would theoretically guaran- tee an equalized burden of support. In the opinion of the Commission, however, such a method of supporting the minimum school term would be highly unwise. In the first place, it *Henzlik, F. E. "Rights and Liabilities of Public School Boards." Teachers College, Columbia University, Contributions to Education No. 153. 1 See p. 1, supra. Part I 5 is directly opposite in its working to the whole history of the support of education in this State and not in accordance with accepted usages in many other states. In the second place, although such a plan would make for equality of burden, it would carry with it certain features which would not work for the best interests of public education. It is not uncommon to see today instances of one unit of government trying to gouge the pocketbook, so to speak, of another unit. To say the least, complete state support of the public school system would not tend to stimulate initiative and local en- thusiasm among the counties and districts for improving their own local sys- tems and would discourage economical local administration. With the theory of equality of burden of support of the minimum school term the Commission is in hearty accord; with the idea of achieving this equality entirely through state support by a state-wide tax the Commission is not at all in sympathy. Joint County and State Support The most equitable and forward-looking method of supporting the minimum school term is, in the opinion of the Commission, joint county and State support, with the burden so falling on county and State as to equalize within limits the relative burden borne by each county regardless of its economic strength. In what way can a system of county and State support be so worked out as to make the relative burden of support fall equally on all counties and at the same time continue to stimulate local interest in schools? Plan for Joint County and State Support of Minimum Six Months Term The Commission believes that a satisfactory equalization of the minimum six months program should ultimately provide for equalization of the total burden of current expense, not of teachers salaries only. The main reason, it seems, that this has not been done in the past is that teachers salaries are the biggest item in current expense, and also the least variable item; and since the State has in the past only to a small degree equalized the burden of education, the fairest basis for this equalization has been teach- ers salaries according to the State schedule. 1 In equalizing the burden of current expense other than salaries the State should, of course, base its aid not on actual expenditures per county but on expenditures according to a State schedule. The Commission has calculated salary costs for a six months term on the basis of the present salary schedule 1 and has calculated the cost of current expense other than salaries as being 15 per cent of salaries. In estimating current expense other than salaries as being 15 per cent of salaries the Com- mission has taken a fairly liberal position. For the school year 1921-22 the average expenditure for current expense other than salaries in North Carolina was approximately 12 per cent of the expenditure for salaries. In 1925-26 it was slightly more than 15 per cent. Other states having longer terms than North Carolina spend almost uniformly a higher percentage of their total budget for expenses other than salaries than North Carolina spends. Maryland, for example spends 26 per cent of its total budget for current ex- penses other than salaries, and 74 per cent for salaries. The 15 per cent lr The State minimum salary schedule is presented in Table XIX, page 82. 6 Report of Educational Commission estimated should perhaps be somewhat increased. The Commission believes, though, that such increase is no more to be desired than would be an increase in the State minimum salary schedule. In considering the total cost of the minimum six months school term, the burden of which the State should help bear, the Commission has left out of account altogether the cost of debt service and of repayments on capital outlay expenditures already made; that is, it has not considered the cost of interest nor of buildings. 1 At present these costs are, and under the plan of the Commission would continue to be, in addition to the total cost of current expense for the six months term. They are at present borne en- tirely by the counties and districts, and the Commission would not recom- mend a change in this policy. The total cost for current expense of the State-wide six months school term, according to the State salary schedule in 1925-26, was approximately $13,000,- 000. Teachers salaries according to the State schedule amounted to $11,303,- 558. Current expense other than salaries, estimated at 15 per cent of salaries (which is almost exactly the cost of current expense other than salaries), amounted to $1,695,534. On this basis' the total current expense for six months in 1925-26 was $12,999,492. The plan of the Commission would call for a definite amount of State aid to be provided by the General Assembly for each year of the next biennium, with provision for an increase of as much as 5 per cent for the second year over the first year. The size of this State fund would be determined (1) by calculating the amount necessary for the ablest county to raise in order to operate its six months school system without State aid, and (2) by calcu- lating the amount every other county would raise toward suporting its own six months term provided it made the same effort — measured by tax rate levied — made by the ablest county, and (3) by calculating the amount still to be raised after funds raised in this manner by the counties have been de- ducted from their total six months budget. The duty for providing funds for maintaining the six months school term in each county should remain where it now rests, that is, on the county commissioners of each county. The amount of State aid due each county would be calculated by the State Department of Education and certified to the county board of education before it makes up its May budget. The amount of State aid, equalized in accordance with the plan which just has been outlined, would be appro- priated for a period of two years. An allowance for an increase of as much as five per cent for the second year over the first year would enable each county that is making progress in building up an improved staff of teachers to have at least a part of such additional burden reflected in its State aid. The Commission believes that the amount of State support for the schools of the counties should be sufficient to make the burden of each county sub- stantially uniform. The Commission does not recommend, however, that a scheme of State aid on as liberal a scale as this be put into effect at once. Although the Commission does not approve of the present scheme of support of the six months term, it is of the opinion that any reduction of the bur- den now borne by the weaker counties should be gradual instead of coming x For rates levied by counties in 1926-27, see Table IV, page 46. Part I 7 ail at once. The proper size of the State fund necessary for the six months term cannot be accurately predicted at the present time, bcause it would be determined to a certain extent both by the relative ability of the counties to support their own programs and by the size of their programs. Until an equalized valuation of property" for the entire State has been made, no pre- diction can be accurate as to the relative abilty of the several counties. The Commission has calculated the size of the State funds on the basis of: 1. The burden being completely equalized among the counties. 2. The burden being equalized among all the counties poorer than the average of the six richest counties. 3. The burden being" equalized among all counties poorer than the average of the twelve richest counties. The Commission made these calculations on the basis of the total need for each county being determined by the cost of teachers salaries according to the State schedule, and of current expense other than salaries estimated at 15 per cent of salaries, and on the basis of the ability of each county as being determined by the assessed valuation of property in 1925. It made the same kind of calculations based on a theoretical valuation, which is the aver- age of the years 1920 and 1925. These calculations are shown in detail in Tables XI and XII. Each table shows the total current expense for six months, the amount that would be produced in each county by a county tax rate of (1) 22 cents, (2) 28 cents, (3) 30 cents on the $100 of assessed valua- tion, and the size of the State fund that would be necessary for each county in order for it to meet the requirements of a six months budget under each plan. It will be noted that Table XI shows the total budget for the six months term in round numbers as being $13,000,000. It shows that the amount which would be raised by a 22 cent levy by the counties on the 1925 valua- tion is six million dollars, leaving approximately seven million dollars to be raised by the State; that the amount raised by a 28 cent county rate is seven and one-half million dollars, leaving roughly five and one-half million dollars to come from fhe State; that the amount raised by a 30 cent county rate is eight million dollars, leaving roughly five millions to come from the State. The amount raised by a 35 cent county rate would be nine million dollars, leaving four millions to be raised by the State. Table XII, giving the same information with respect to the county and the State burdens based on the average of the valuations of 1920 and 1925, shows that the 22 cent county rate would raise six and one-half million dollars, leaving six and one-half millions for the State fund; that the 28 cent county rate would raise eight and one-tenth millions, leaving four and nine-tenths for the State fund; and that the 30 cent county rate would raise eight and three-fourths millions, leaving four and one-fourth millions for the State fund. The exact figures may be seen in the summary of the two tables referred to. The Commission believes that on the basis of an equalized valuation of property the part of the $13,000,000 fund that would fall on the counties would be somewhat larger than the figures calculated on the 1925 valuation, and somewhat smaller than the figures calculated on the average of 1920 8 Report of Educational Commission and 1925 valuations; that the part to be provided by the State as an equal- izing fund would be somewhat smaller than the calculations based on the 1925 valuation, and somewhat larger than the calculations based on the average of 1920 and 1925 valuations. It is' obvious, of course, that the size of the State fund is determined to some extent by the size of the six months budget for current expense, but that it is determined most largely by the range of ability from the richest to the poorest county. If every county were as rich as the richest county, then each county after levying as much for the support of its own six months program as would be necessary for the richest county to levy in order to carry its entire six months program, would have levied a rate sufficient to carry its own entire minimum program, and no State aid whatever would be necessary. If the range in ability from the richest to the poorest county were two to one, the size of the equalizing fund would be small. If the range from the richest to the poorest county were four to one, the equalizing fund would have to be larger. If the range from the richest to the poorest county were six to one, as in reality it is, the equalizing fund would have to be large if it actually equalized among counties the support of the minimum term. Method and Technique of Determining the Relation Between County and State Support In determining the proportion of the total fund required to maintain an eight months minimum term to be borne by the counties and the pro- portion to be borne by the State, the Commission has kept in mind the principle that each county should help support its' schools in order to keep at a high pitch county interest, county enthusiasm, county initiative in the conduct of its school system, and that the State should help support the schools of all counties in such manner and to such extent as to make fall evenly the total burden of support. The simplest way to determine the total amount of State support for each county would be, it seems, to require the State to provide funds for meeting the entire minimum program of all coun- ties after deducting such amount as would be raised by each county if it made the same effort by a county property tax as would be necessary, for the ablest county to make in order to carry its entire minimum program. The technique for doing this can be summarized as follows: a. Ascertain the need of each county for maintaining the minimum State educational program in accordance with satisfactory standards. b. Ascertain the burden that meeting this need completely would place upon the ablest county. c. Require each county to make the same effort as the ablest county would have to make in order to carry its own entire minimum pro- gram. d. The difference between (a) and (c) equals the amount each county would be entitled to draw from the State fund, and the sum total of these amounts represents the size of the fund to be provided by the State. Part I 9 Under such plan the State would give some aid to every county in the State except the ablest in its effort to equalize among counties the burden of supporting the State minimum school program. Equalization of the Effort Made by Each County — How Determined The plan just proposed requires in principle "each county to make the same effort as the ablest county would have to make in order to carry its entire minimum program." But how is effort to be measured, and how is the ability of the ablest county to be determined? What is the ablest county in Nortb Carolina? Table I shows the total assessed valuation of property in all counties over a considerable number of years. Table II shows the increase in real property values over the same period. Table III shows the tax rate levied by all counties over an equally large number of years. Is the county that has the most assessed valuation the ablest county? Is the county that can maintain its schools on the lowest tax rate the ablest county? Do two coun- ties that have approximately the same assesed valuation have approximately the same economic strength? The answer to this question depends, among other factors, on who made the assessment, and how it was made in the two counties, and the need to be provided for. The unit of economic strength accepted by this Commission in determining the relative ability of each county to carry its own educational load, is in part the amount of taxable property, based on an equalized assessment, per pupil enrolled in school in the several counties. The Commission realizes, however, that property valuation is only one measure, and not necessarily the best, of economic strergth. In order to prosper economically one must spend not out of one's capital but out of one's surplus. A community must spend not its accumulated capital but only the income from this capital, and under normal conditions only a part of that. It is not only the property of a county, therefore, but also the income which is earned in the county that measures its economic strength. This Commission maintains that the soundest criterion of the economic strength of a county is a weighted com- bination of property values and of income. This measure of economic strength takes into account, first, what one owns, second, what one earns 1 . Since there are often wide divergences between property values and income earned in the several counties, the Commission has accepted a combination of property valuation and income tax paid as being the most truly representative index of the economic strength of each county. In Table IX is presented an index of the economic strength of each county. This index was determined by adding the individual and domestic income taxes actually paid in 1925 to one and twenty-five hundredths per cent of the assessed value of all property in each county. At present the average annual county-wide property tax is approximately $1.25 on each $100 of valuation. This measure of economic strength accepts tentatively the idea that property taxes paid plus income taxes paid measure better the ability of each county than does the single measure of assessed property values. The present measure of relative ability of each county to support education or any other public function, which has heretofore been accepted in North Carolina, is the assessed valuation of the property behind each child enrolled 10 Report of Educational Commission in school. The Commission presents in Table VIII the ability of each county measured by its assessed valuation per pupil enrolled. The range in ability, as shown by this table, is from $1,481 per pupil in Wilkes County to $8,520 per pupil in Forsyth County. The average for North Carolina is $3,360 per pupil. Stated differently, this means that approximately six times as much effort is required of Wilkes County to furnish a given educational program as is required of Forsyth County to furnish the same program. Equalization of Assessed Property Valuations — Its Importance and the Method of Securing It If the assessed valuation of property be considered a partial measure of tbe ability of the several counties to support their minimum programs, and a factor in determining the apportionment of the State fund, justice requires that the assessments of property in the several counties be as nearly equalized as possible. No one would maintain that today the assessed valua- tions in the various counties are equalized valuations. No general and com- plete assessment of real property has been made in North Carolina since 1919. The last General Assembly in apportioning practically all of the present State equalizing fund required that it be apportioned on the basis of the prop- erty valuation of 1920. Of course the valuations of 1920 do not represent today the relative abilities of the several counties (as measured by property valuations) to support their educational programs. The changes in values produced by the deflation of 1921 and 1922, by the expenditure of $120,000,- 000 in highway construction since 1921, and by the rapid growth in property values in certain counties and the actual falling off in property values in certain other counties, however, make it altogether impossible to distribute equitably and justly among counties any State fund of considerable size on the basis of present assessed valuations. The Commission believes an actual State-wide revaluation of all taxable property, State supervised and State controlled, with machinery in the State Department of Revenue for keeping this reassessment continuously up to date, to be the best method of obtaining an equalized assessment of property values. Regardless of whether North Carolina ever again levies an ad valorem p:operty tax for State purposes, there are many considerations urgently in favor of a wise State supervision of the assessment of property. When the assessment is made the responsibility of the county commissioners, and their responsibility alone, experience in North Carolina and elsewhere shows that ttere are usually as many different standards as there are counties in the State. So long as the question of fixing property values' for assessment pur- poses remains in the actual control of local authorities, so long will it be the football of local politics. The Commission recommends, therefore, that the present General Assembly provide for a complete, thorough-going, fair equal- ization of the valuation of all property in North Carolina, and that after this has been done, it be kept continuously up to date, so that material changes in the value of real property be reflected in the assessment of that property every year instead of, as at present, every four years. Part I 11 The Commission cannot state too forcefully its thorough conviction that for all purposes of taxation the assessment of property in North Carolina should be equalized among counties, among communities, and among indi- viduals within counties, and that this assessment should be shown on the tax books at its true value in money. It recommends that the apportion- ment of all State aid for the public schools be based on this equalized assess- ment instead of as at present on an assessment already seven years out of date. In this connection the Commission presents herewith a short quotation from a report by "The Committee Appointed by the National Tax Association to Prepare a Plan of a Model System of State and Local Taxation." This committee was composed of a notable group of authorities' on the theory and practice of taxation. 1 In this report the committee, in discussing the pro- posal to separate the sources of State and local taxation, has the following to say (pages 38-39) about the desirability of State supervision of the as- sessment of property foi local taxation: "The committee is of the opinion that a partial separation of the sources of State and local revenue is desirable, but that complete separation, by cutting the connecting cord between the State and local governments, tends to destroy the State's sense of responsibility in the matter of local taxation. There is no experience to justify the belief that, if the states turn over to the local governments independ- ent sources of revenue, and adopt the theory that local taxation is an affair of purely local interest, we shall ever have a satisfactory admin- istration of the tax laws by local officials. Experienre abundantly shows that such officials need constantly the expert advice, intelligent guidance, and, when necessary, the effective control of a State tax commission composed of experts and keenly alive to the need of just and efficient administration of tax laws by local officials." Recommendation of Equalizing Fund — Its Size The Commission finds that in order substantially to equalize the burden of taxation for the support of schools in the State it would be necessary to provide revenue from State sources sufficient to reduce the tax rate in each county for school purposes to about 35 cents on the $100 valuation of prop- erty, and that in order to reduce the tax rate in each county which would participate in the fund to that amount for teachers salaries and operating and equipment expenses it would be necessary for the State to provide an equal- ization fund from State revenues in the amount of $4,000,000. The Commission, realizing the urgent need of lightening the burden of ex- cessive and unequal taxation of property in the counties for the support of the six months school term under the mandate of the constitution and the impossibility of doing this, except through a large and increased State equal- 1 The membership of the Committee was as follows: Charles J. Bullock, Harvard University, Chairman; T. S. Adams, Yale University; Charles V. Galloway, State Tax Commissioner of Oregon; Samuel T. Howe, Kansas Tax Commission; Celsus P. Link. Colorado Tax Commission; Samuel Lord, Minnesota Tax Commission; Ogden L. Mills, Congressman, City of New York; Thomas W. Page, University of Virginia; A. C. Rearick Attorney at Law, City of New York; W. L. Tarbet, Illinois Central Railroad Company. 12 Repokt of Educational Commission ization fund derived from State revenues sufficient to divide more equally and justly the cost of the schools between the State and the counties, strongly recommends the increase of this fund at once, if possible, to $4,000,000, and it believes this to be possible; and further recommends that this fund for the most important, the most needy, and most heretofore-neglected part of the public school system, be given precedence in the budget over all other appropriations for education. The State is now paying out of State revenues only $1,500,000 for the support of the common schools, which is less than one-eighth of the $13,000,- 000 cost of the current expense of the six-months school term. The Com- mission believes the decrease of the burden upon the counties by this in- crease of the State's proportion of the cost of the six months school through the increase of the State equalization fund to be the first duty and inescapable obligation of this General Assembly to education. Conditions Prerequisite to Participation Before any county may participate in this Equalization Fund the Com- mission recommends that each county shall accept and comply with the fol- lowing requirements': (a) That each county adopt and keep in effect a uniform system of books and reports to be prescribed by the State, showing at the end of each month the amount expended against the budget, the balance of the budget unexpended, and further comply with any and all other re- quirements that the State may prescribe pertaining to the keeping of accounts and records. (b) That each county comply with and keep in effect such minimum salary schedule for county superintendents, principals, teachers and other employees, as may be established and prescribed by the State for said county, both as to the number of persons employed and the salaries paid. (c) That each county levy an additional tax above the 35 cents for current expenses, sufficient to pay all interest on bonded indebted- ness, provide sinking funds, and pay such other charges and ex- penses of the school system as may not be included in current ex- pense as above defined; and also file annually with the State Su- perintendent of Public Instruction, within 90 days after the end of each fiscal year, an exact statement of the county school debt of all kinds on forms to be prescribed by the State. (d) That each county accept the valuation placed on its property by a state-wide revaluation and assessment, equalizing the values among the counties, to be made in the year 1927, and that each county be required to levy a rate of taxation on such valuation necessary to produce its part of the school fund, said rate to be not less than 35 cents on the $100. (e) That no county be allowed to receive more than 5 per cent more for the second year of any biennium from the State fund than it received for the first year of said biennium. Part I 13 The Distribution of the Equalizing Fund The Commission recommends that for the school year 1927-28 the four million dollar State equalizing fund be apportioned to the counties on the following basis: 1. That the first one and one-half million dollars of this fund be distributed exactly in accordance with the method of distributing the present State equalizing fund. 2. That the remainder of this fund be distributed by a Commission to be appointed by the Governor. It recommends that the State Department of Education furnish this commission with all information available to it which would throw light on the relative need and the relative ability of the counties. It recommends that $300,000 of this fund be set aside to be used as a stimulating fund to encourage counties to increase their minimum term from six months to eight months immediately, and that this fund be used to continue for eight months the relative proportion of aid which any county go- ing on the eight months basis already received for six months. It recommends, further, that the final $2,200,000 be so distributed that no county would re- ceive more than its need measured by its' budget for 1926-27 and its ability, measured by the valuation of 1926, would entitle it to and that no county would receive less than its need, as measured by the 1926-27 budget, and its ability, as measured by the average of 1920 and 1926 valuation, would entitle it to. The Commission recommends that the State equalizing fund for 1928-29 be apportioned to the several counties on the basis' of their need as measured by their budget for 1927-28 and on the basis of their ability as measured by the equalized valuation of property to be made under State supervision in 1927. The Commission realizes that the distribution of a four million dollar equalizing fund for 1927-28 on the basis proposed by the Commission would not mean an altogether just apportionment. The Commission believes, how- ever, that such apportionment would place the total burden of school support much more evenly and equitably than the present method of school support does, and it believes that the proposed method of apportionment comes' as near to being a just method as can be devised before a complete state supervised reassessment of property has been made. CHAPTEE III THE EIGHT MONTHS SCHOOL TERM Chapter II on the Six Months School Term pointed out that the Constitu- tion in 1868 provided for a four months minimum school term, and that this was increased by constitutional amendment iD 1918 to six months. Of course many districts, especially city districts, had provided for them- selves a much longer term than either four or six months before the change in the constitution authorizing six months was made. Today all cities have provided for themselves a minimum term of at least eight months, the majority of them nine months. Some progressive country districts had, before the constitutional change, provided themselves with longer school terms than the constitutional minimum. Today some 65 per cent of the white children in country districts attend schools which have longer terms than the constitutional minimum. The. eight months school term is, then, mainly a problem in rural educa- tion. It is perhaps, the biggest and the most difficult of all educational prob- lems the State is now facing. Tables V and VI show that there are today en- rolled in the rural schools of North Carolina 427,013 white pupils, and 194,596 colored pupils. Of the 427,013 white pupils enrolled in the rural schools, 149,568 attend six months schools; 29,836 attend schools longer than six months but less than eight; 199,660 attend eight months schools, and 47,947 attend schools longer than eight months. Of the 194,596 colored pupils enrolled in the rural schools, 158,930 attend six months schools; 14,180 at- tend schools longer than six months but less than eight; 17,055 attend eight months schools, and 4,431 attend schools longer than eight months'. Of the 136,425 white pupils attending the city schools of North Carolina, not one attends a school whose term is less than eight months; only 8,887 are in schools with terms, as short as eight months; 127,538 attend schools with a term extended beyond eight months. Of the 59,219 colored children enrolled in the city schools of North Carolina, only 1,254 attend six months schools; 3,020 attend schools whose terms are between six and eight months; 9,797 attend eight months schools; and 45,148 attend schools having a term extended beyond eight months. The eight months school term, then, con- cerns rural children only, because no white children and less than 5,000 colored children living in cities attend a school whose term is less than eight months. All the city and rural districts which now enjoy the advantages of an extended school term, do so at their own expense. They have made provision for the extended term by a vote of the citizens of the local district con- cerned. The districts with extended terms are sometimes very small; some- times fairly large, containing two or three small districts consolidated into one, or two or more townships consolidated. Sometimes even an entire county has voted as a county to levy a special tax upon itself for the purpose of operating a county-wide school system for two months in addi- tion to the regular term of six months. Paet I 15 Proportion of Assessed Property Supporting Only the Six Months Term Since practically all pupils enrolled in city schools and 65 per cent of the white pupils' enrolled in rural schools now enjoy the advantages of the eight months term, the question has arisen of the desirability of a minimum term of at least eight months for all the children of the State. For the past five years demand for the consideration of this question has been becoming more and more insistent. There is at present one way open by which any district in the State may provide an eight months term for itself within a reasonably short time; namely, for that district, by a vote of its citizens, to levy on itself a special district tax for this purpose. Table X shows, however, that in many cases such a means of providing an eight months school term, although theoretically possible, is practically prohibitive. The small amount of taxable property in many of the rural districts' now having only a six months term prevents their levying a sufficient local tax upon themselves to secure enough revenue for extending their term two months. Table X shows for each county the assessed valuation levying special dis- trict tax for supplementing and extending the six months term and the valuation levying no special tax, the enrollment in districts under special tax and in districts under no special tax and the valuation per pupil en- rolled in districts levying special tax and in districts levying no special tax. The 1925 assessed valuation of the entire State was $2,753,335.99. Of this 2% billion dollars valuation, $2,297,602,087 was under special district tax for schools; and only $455,731,512 was under no special district tax. In other words, 83 per cent of the total taxable property of North Carolina levied special district tax to supplement or extend the county levies for the six months term and only 17 per cent of the total assessed valuation levied no special tax. During the school year 1925-26 the total enrollment in North Carolina was 817,286. Of this, 607,252 pupils were enrolled in special tax districts and 210,034 in districts levying no special tax, 74 per cent in special tax districts and 26 per cent in districts levying no special tax. In other words, the special tax districts embraced 83 per cent of all the property but served only 74 per cent of the pupils; and the non special tax districts contained 17 per cent of the assessed valuation and 26 per cent of the pupils. In 1925-26 the assessed valuation per pupil enrolled for the entire State was $3,369, in territory under special tax $3,784, under no special tax $2,170. The valuation per pupil in territory under special tax was almost exactly 75 per cent higher than the valuation per pupil in the territory under no special tax. It is of course evident that pupils living in special tax terri- tory, which has a longer term or a better building or both than non special tax territory has, do not attend schools in non special tax territory. On the other hand, many County Superintendents in reporting the valuation and enrollment of the special tax territory called attention to the fact that many pupils living in non special tax territory attended school in adjoining special tax territory and paid tuition for the extended term. It is highly probable, therefore, that the true valuation per pupil for 1925-26 should be lower than $2,170 in territory under no special tax and higher than $3,784 in territory under special tax. 16 Report of Educational Commission As an illustration of the wide range between the taxable wealth of districts levying special tax and districts levying no special tax in some counties, the Commission points out that for the year 1926-27, the taxable wealth of one particular local tax district in one county is more than $27,000 per pupil enrolled. The wealth in all local tax districts in this county is $9,170 per pupil enrolled. The wealth of this entire county outside of those districts already under special local tax for schools is $4,804 per pupil enrolled. In this county there are enrolled in schools supported by special district taxes 17,908 pupils, in schools that have no special district tax 3,017 pupils. If only pupils living in special tax districts were allowed to attend the schools of special tax districts, and if all pupils living in non local tax districts were required to attend non local tax schools, the enrollment in local tax schools would be considerably smaller, and the enrollment in non local tax schools considerably larger. This means that as a matter of fact the wealth behind each pupil living in local tax districts in this county is not $9,170, but in reality more than $9,170, and that the wealth behind each pupil enrolled in non local tax districts is not $4,804, but actually much less than $4,804. It is no doubt true that some of the districts in this county which are not under special local tax are many times poorer than the average of all such districts in the county. Under such conditions there is no need to hope that eventually all the dis- tricts of North Carolina, even to the least wealthy ones, will themselves pro- vide additional school facilities for themselves. Some of them should not be allowed to do so, even if they so wished. Objections to Eight Months School Teem In undertaking to learn at first hand from the rural people themselves their needs and desires with respect to an eight months school term, the members of the Educational Commission carried on during the late summer and fall several field investigations. Each member either held public meet- ings in one or more counties, at which the question of the state-wide eight months term was discussed, or made extended personal visits throughout several counties, discussing with individuals or groups the eight months term. Need for Labor of Children of Compulsoey School Age The enthusiasm with which the proposal of an eight months term was re- ceived varied greatly from one county to another, and among groups in a given county. In the abstract the idea was received favorably by almost everyone. Two difficulties in the way of the practical acceptance of the idea, however, were pointed out by a great many people. It was pointed out that small land owners, tenant farmers, and large land owners have great need at certain seasons of the year for the labor of country children of compulsory school age. It was also pointed out that increasing the constitutional term two months would put a considerable additional financial burden upon the people of the State. The question was raised whether North Carolina could pay for an eight months school term without crippling itself financially, Part I 17 or without checking its progress in other fields which are right now more important than a longer school term for country children. A considerable amount of opinion, in the judgment of the Commission, is to the effect that a minimum term of eight months for all country districts would put a hardship on many parents of the children who would be affected by it, and also on many employers of farm tenant labor, both white and colored. It is a fact that much of the labor in the growing and harvesting of such crops as cotton, tobacco, strawberries, and other smaller crops is today the labor of children between the ages of eight and fourteen years. It is true that many of the parents of these children believe that they could not make both ends meet to say nothing of making a profit, in their farming if they were not allowed to use the labor of their own children. It is also true that many large farmers weigh carefully the number of children a prospective tenant has when they consider employing him. Although many parents and other employers of child labor on farms conscientiously believe that, deprived of their opportunity to use child labor through the requirements of an eight months term, they would be unable to farm at either a profit or a living wage, the commission cannot find itself in agreement with this belief. The very fact that 57 per cent of all white rural children attend schools with terms of eight months or longer, and the fact that these children come from practically every county and from every section of North Carolina, disprove the truth of this opinion. In this question, just as in a great many other social questions, what one becomes accustomed to do is what one thinks he can do. Relation Between Length of Term and Attendance In order that its opinion might be based on conditions now existing as to school attendance in schools of different lengths of term, the Commission made a careful study of the relation between the length of term and the faithfulness with which schools are attended by pupils in a few typical counties in North Carolina. Length of Term and Attendance in Rural Schools of Wake County Tables W-l to W-VII show the facts about the holding power of six months schools and of eight months schools in Wake County, a large agricultural county. These tables show that in Wake County the longer the school terta, the higher the percentage of total enrollment that is in daily attendance. In detail Table W-VI shows that of the 2,532 white children enrolled in six months schools in 1925-26, 1,669 were in average daily attendance; and that of the 4,806 white children enrolled in eight months schools, 3,456 were in average daily attendance. In the six months schools 66 per cent of the enrollment attended daily; in the eight months schools 72 per cent of the enrollment attended daily. Although not as marked as in the case of the white children, the same difference is shown in a study of the colored schools. Of the 5,831 colored children enrolled in six months schools, 3,889 attended daily; of the 282 enrolled in eight months schools, 193 attended daily. In the six months schools 67 per cent of the enrollment attended daily; in the eight months schools 69 per cent attended daily. 18 Report of Educational Commission Tables W-I to W-III show also that in the case of both six months schools and eight months schools the attendance of the first month and of the last month is lower than the average attendance for the entire term. They show, however, that in six months schools the attendance of the first month and of the last falls considerably further below the average for the term than is the case in eight months schools. In six months schools the attendance for the first month is 7 per cent below the average, and for the last month it is 7.4 per cent below the average. In the eight months schools attendance for the first month is 6.5 per cent below the average, and for the last month 2.4 per cent. These tables show, further, that there is considerably less variation month by month from the average attendance in the long term school than in the short term school. In six months white schools the mean variation is 4.8 per cent; in eight months schools it is 3.4 per cent. Table W-I shows that both six months and eight months schools fail to hold throughout the seven grades of the elementary school all the pupils they enroll in the first grade. Everyone knows, of course, that many children who start to school never get beyond the sixth, or the fourth, or even the third grade. The table shows that for Wake County the eight months schools have a tremendously stronger holding power than the six months schools. In the six months white schools the seventh grade for 1925-26 shows an at- tendance of less than one-seventh the attendance of the first grade. This means that for every seven pupils entering the first grade in six months schools only one reaches the seventh grade. In the eight months schools the seventh grade shows an attendance one half as large as the first grade. This means that in Wake County out of every two pupils entering the first grade, at least one gets to the top of the elementary school. A further study of Table W-I shows that in six months schools the biggest falling off from grade to grade comes between the first and second grades. The first grade shows an attendance twice as large as the second grade. The next biggest falling off in the six months schools comes between the fourth and fifth grades. The fourth grades show an attendance of 135; the attendance of the fifth grades has dropped to 99. In the eight months schools, however, the biggest falling off from grade to grade does not come until between the sixth and seventh grades. The sixth grades show an attendance of 208; the seventh grades of 166. It is highly probable that the children who drop out between the fourth and fifth grades in the six months schools are of about the same age as the children who drop out between the sixth and seventh grades of the eight months schools. Table WII shows that in the colored schools of Wake County the contrast between the six months schools and the eight months schools in holding power is even greater than it is in the case Of white schools. The seventh grades of the six months schools show an attendance of less than one-tenth the at- tendance of the first grades. The seventh grades of the eight months schools, on the other hand, show an attendance that is five-sixths as large as the first grades. Tables G-I to G-III and M-I, which are included in this report show studies Gaston County and of Madison County, respectively, similar to the study of Wake County. Part I 19 The statistical information concerning enrollment and attendance in schools of different lengths of term now on file in the office of the State Superintend- ent of Public Instruction tells the same story. It shows that the longer the school term, the better the attendance. The percentage of enrollment of six months white rural schools that was in daily attendance for the year 1925-26 was 72 per cent; for eight months schools it was 76 per cent. In the colored rural schools 65 per cent of the enrollment of the six months schools was in daily attendance, and 68 per cent of the enrollment of the eight months schools. For all six months rural schools, white and colored, the percentage was 68; for all eight months schools it was 75. Table VII shows that both for white children and for colored children, city and rural, in North Carolina as a whole, the longer the term the higher the percentage of the enrollment that attends daily. If education be of any real worth in stimulating children to grow, in training them to live, and in aiding them to make a living, it is the opinon of the Commission that the tendency shown in these tables should be weighed carefully in framing the future educational policy of North Carolina. Educational Dividends of Eight Months School Versus Educational Waste of Six Months School In its study of the question of the eight months term, the Commission is drawn strongly to the opinion that the eight months term for country children would in reality release more labor for profitable farming than the six months term. The six months term tends to bring children along education- ally so slowly that by the time they have reached the age of 14 or 15 years they have often times progressed only to the fifth or the sixth grade. They are then released from attendance in school and many of them become earn- ing members of their families and communities. They begin their careers as workers with a wholly inadequate preparation. They are, of course, not trained for any trade or vocation, industrial or agricultural. In addition to this they do not have sufficient elementary basic education to enable them to become skilled in any vocation through later individual study. On the other hand, the eight months term would put a premium on at- tendance in school at a time when the child's earning capacity is at its lowest, that is, between the ages of seven and fourteen. With the present compulsory attendance requirement releasing the child from school at fourteen years, he would still have the chance to become an earner at as early age as any one should be allowed to. He would have had the opportunity, furthermore, to acquire an educational experience sufficient to enable him to live a reason- ably satisfactory life in his community and to put him in position to go ahead with further training provided he has the talent and the will to go ahead. To summarize: Some parents, both land owners and tenant farmers, and some employers of tenant labor, oppose the eight months school term because of their belief that the labor of children is so essential in farming that country children could not make use of an additional two months term it it were provided for them. Investigation shows, however, that in all cases in which attendance in eight months schools has been compared with at- tendance in six months schools, the school with the longer term is better at- 20 Report of Educational Commission tended than the school with the shorter term. The Commission found this to be true in a carefully made study of all rural schools in Wake County, and it also found this to he true for North Carolina as a whole. The Commission is of the opinion, therefore, that if an eight months school term were provided for all the children of the State, in the main all the children of the State would make better use of it than they are now making of the six months school term. Additional Financial Burden Imposed by Eight Months Term — How Determined The second major objection which the Commission found against the ex- tension of the minimum term to eight months is, as has been pointed out, that of the additional financial burden which such extension would impose upon the State. The question has been seriously raised whether North Carolina can pay for an eight months school term, or stated more precisely, whether North Carolina can pay for an eight months term without crippling itself, or without checking its progress 1 in other fields which are at present more important than a minimum school term of eight months for country children. It is undoubtedly true that the financial question presents a serious difficulty. The Commission has found very few people who wish to have their taxes increased. It is futile to consider the extension of the minimum term from six months to eight months without considering at the same time the ability of the State, or of the counties in the State, to pay for such extension. Although North Carolina is a rich state, North Carolina is also a state that is heavily burdened with taxes. The Commission has found in talking with farmers that they think their property is taxed too heavily. It has found in talking with manufacturers that they think their corporations are taxed too heavily. It has found in talking with professional people that they think their salaries are taxed too heavily. It has found a great many people who say they would favor a complete and comprehensive study of the question of taxation with a view to equalizing, in accordance with their ability to pay, the burdens it puts on all people. Many of these same people have added to this statement the clause "and remove the unjust share of the burden of taxation now borne by" property, or corporations, or incomes — depending upon whether they were manufacturers, salaried people or farmers. The eight months' school term would put an additional burden of taxes on the people of the State. How big this additional burden would be is depend- ent upon the kind of schools the State would maintain for eight months. It would be possible for the offering of the eight months school term to be so meager that it would cost very little more than the present six months minimum term. It would be possible for it to cost perhaps one-half more than the present six months term. The kind of people whom North Carolina wishes to teach North Carolina's children determines to a larger extent than anything else the cost of the schools of North Carolina. It is reasonable to suppose that the schools now operating for six months could and would secure better and better trained teachers if their terms were extended two months. No woman of even fair training for teaching children is likely to be willing to accept a teaching position which will leave Pakt I 21 her without employment for half of each year, especially when such position offers the lowest pay per month for the months she does teach of all teach- ing positions in the State. On the other hand, the extension of the term two months would not impose a proportionately heavier burden on administration, operation and maintenance of plant, debt service, and other items of cost in the whole educa- tional program. The County Superintendent is employed for twelve months regardless of whether all or none of the schools in his county are open more than six months. The interest charges on buildings and the installments on bond issues fall due regularly, regardless of the length of term. In trying to arrive at as accurate estimate as possible of the additional financial burden of a minimum term of eight months, the Commission has made its calculations on the theory that for some years an increased fi- nancial burden would be in proportion to the increase in the length of term. In assuming this the Commission is aware that there are two errors in the equation. Since these errors tend to offset each other, the Commission believes that its assumption is close to correct. In order to arrive at the additional financial burden of a state wide minimum school term of eight months, the Commission has based its calcula- tions on the assumption that the cost for teachers salaries for eight months would be one third larger than the same cost for six months, and that the cost for current expense other than salaries for eight months would be one- third larger than the cost for the same item for six months. It has calculated salary costs on the basis of the present State salary schedule, and has calculated the cost of current expense other than salaries as being 15 per cent of salaries. This represents the relation between salaries and current expense other than salaries for six months term extended to the eight months term. Cost of the Eight Moxths School Term The total burden of teachers salaries for the minimum six months term for 1925-26 was, according to the State salary schedule, $11,303,558. The allowance for current expenses other than salaries on the basis of current expenses being 15 per cent of salaries, would be $1,695,534, making a total cost of current expense for the six months term $12,999,092 — in round num- bers $13,000,000. To extend the minimum term to eight months on the same scale would cost North Carolina for teachers salaries $14,972,482 and for current expenses other than salaries $2,245,872, making a total expenditure for current expense of $17,218,354 — in round numbers 17 1-5 million dollars. This means that the eight months school term would cost in round numbers 4 1-5 rn illion dollars more than the present six months school term for cur- rent expenses with the biggest item of expenditure, namely, teachers salaries, being calculated according to the State salary schedule. These calculations for both the present six months term and the proposed eight months term leave out of account altogether the entire cost of debt service and of repayments on capital outlay expenditures already made; that is, they do not include the cost of interest or buildings. These costs are now in ad- dition to the $13,000,000 devoted to current expenses of the six months term and there need be no proportionate increase in this item of cost if the minimum term is extended to eight months. 22 Report of Educational Commission The eight months minimum term, then, will cost for current expenses 4 1-5 million dollars more than the present six months term. This fact does not mean at all, however, that North Carolina would be called on to raise 4 1-5 > million dollars more for public education if the constitutional minimum school term were extended to eight months. It has been pointed out already that all white children, and practically all colored children, in city schools are now attending schools which operate eight months or longer and that 57 per cent of rural white children and 11 per cent of rural colored children are already attending schools which operate eight months or longer. In addition to the children who are in schools which operate eight months or longer 7 per cent of country children attend schools operating longer than six but less than eight months— approximately seven months. The cost of keeping these schools open beyond six months is borne at present by a property tax on the local districts in which the schools are located. The salary cost for the extended terms up to eight months, which is now being met by taxation on the local districts concerned, amounts to $2,519,556, ac- cording to the State schedule. As a matter of fact it is considerably larger than this, because these districts include all city schools up to eight months and the wealthiest and ablest of the rural schools. In these districts are to be found the best and the best supported schools in the entire State. Based on the State schedule, then, the total cost of teachers salaries for eight months would be $14,972,482. Of this total, $13,823,115 is already being pro- vided — $9,803,558 by county taxation, $1,500,000 from the State equalizing fund, and $2,519,556 by district taxation. To lengthen all terms now shorter than eight months to a minimum of eight months would mean an increase for salaries, therefore, according to the State salary schedule, of $1,149,367 over present salaries (State, county, and district). If the increase for current expense were proportional to the increase for salaries, it would mean an ad- ditional increase of $172,405 for current expense other than salaries. To get from where North Carolina now is, up to a minimum term of eight months would require an additional expenditure for salaries and current expenses other than salaries of approximately $1,300,000. This means that, although an eight months school would cost for current expenses 4 1-5 million dollars more than the present six months term, two thirds of this amount is already being provided by district taxation and is being used toward reaching a minimum term of eight months in many districts. Considered from another point of view, this means that a fund twice as large as the present equalizing fund, used in those counties and districts that do not have a minimum term of as much as eight months, would be sufficient to provide for all of North Carolina an eight months school term. At another place this report will discuss the question of how an eight months term, if provided, should be supported. It does not believe and does not mean to state here that an additional outlay of $1,500,000 by the State would represent the proper method of supporting an eight months term. The Commission is simply pointing out here that the total cost of providing a minimum school opportunity of eight months to all the children of the State would not put on all the people of the State an additional burden of more than IY2 million dollars at present, provided all the present burden of providing more than a six months school by local taxes amount- Part I 23 ing, according to State schedule, to 2% million dollars were left upon the districts and counties levying the same. In justice to these, however, if the eight months term were provided on the same plan as the six months term by constitutional amendment, these would have to he relieved of this 2% millions and placed on the same footing as non local tax districts and counties. This would require a total addition of 4 1-5 million to the present cost of the six months term, making the total required cost of the eight months term 17 1-5 million dollars. The Commission is simply expressing the opinion that North Carolina is able to pay for an eight months term. Benefits of the Bight Months School Teem In its field investigations the Commission met, as has been pointed out, /two practical difficulties in the way of providing a minimum school term of eight months; namely the need for the labor of children of compulsory school age during a part of the school year, and the additional financial burden of the eight months term. On the other hand, the Commission has found many conditions favoring an eight months term. There are 125,000 children who enter the first grade of North Carolina public schools every year. What happens to them in school begins to happen the year they enter. Some of them stay in school until they are turned out at the top prepared for life or for entrance to college. Some fail to reach even the high school. Some fail to get beyond the fifth grade. Too many fail to get beyond the third grade. No matter how long or how far these 125,000 children go, they are having their educational histories written as they go. If they fail to get a fair oppor- tunity while they are in school, there is no way for the school satisfactorily to remedy their loss after they have been sent away from it. It is almost impossible for any except the ablest of children to get a high school educa- tion at the time when they are young enough to enter with zest into the getting of an education, if they have had to reach the high school through the meager opportunities offered by six months elementary schools. North Carolina is losing much potential leadership today and in the com- ing generations through the inability of the 179,404 white children in schools of less than eight months to get a training which would equip them to compete on a reasonable basis of equality with the children more favored. It is worth while to point out in this connection that it is not lack of inherent ability nor of ambition that prevents these children from having an oppor- tunity to equip themselves adequately for the work of the world, but it is the fact that they have had the mischance to be born and brought up in certain localities. The possibility for these children to have a fuller life is dependent, more than on any other thing, on their receiving a satisfactory educational ex- perience. Furthermore the possibility of their reaching a reasonably satis- factory earning capacity is conditioned on the same factor. The Eight Months Term Increases Other Educational Outcomes The Commission finds that there is room for North Carolina to do much to improve the organization and administration of its school system, to improve the quality of teaching and the caliber of teachers, and to enrich the offering 24 Report of Educational Commission of its curriculum. In studying the possibilities of making improvement in these respects the Commission has come face to face with the fact that all of them are really conditioned on the lengthening of the minimum school term first. The increasing of the State minimum term to eight months would do more to increase all educational outcomes than any other remedial legisla- tion, because the short term of six months is at present preventing children from having an opportunity at high school or college at anything like normal age. Outstanding pupils may enter high school at 16 or 18 years; the average student becomes so discouraged if he cannot reach high school before this age that he begins to ask, "What's the use?" The economic pressure of our civilization is such that it is proper for him to ask, "What's the use?" The six months short term is unable to hold in school many boys and girls who have in them the capacity to improve from additional schooling, but who have become, as a result of having attended only six months schools, so much over-age that they feel self-conscious at having to do the elementary work required of them. The six months short term prevents children from coming into contact with well educated and professionally trained teachers. There is no doubt that on the whole the least competent teacher in the state, in ability, capacity, and training, is the teacher of the six months school. It seems almost impossible to provide children attending six months schools with stimulating teachers, because the teacher who is even mod- erately capable, and who has had only a meager amount of education and professional training, seeks and usually gets employment for more than half of each year. If the stimulating teacher be the heart of the school, then to lengthen the minimum term to eight months would, in the opinion of the Commission, do more than any other thing to quicken its beat. Plan fob Support of the Eight Months School Term It has been shown that the total cost of current expense of the eight months school term would be $17,218,354. Of this amount salaries according to the State schedule would require $14,972,482, and current expense other than salaries estimated at 15 per cent of salaries would require $2,245,872. This estimate is based on the assumption that the State would, at the begin- ning, employ in the main the same kind of teachers it now employs, and that current expenses other than salaries would not be an appreciably larger percentage of the total expense of schools than at present. It does not take into account the cost of capital outlay and debt service. Table XV shows by counties the total current expense, according to the schedule mentioned in the preceding paragraph, of an eight months term. The total cost ranges, by counties, from $29,610 for Clay County to $634,108 for Guilford County. In the support of an eight months school term the Commission would apply the method set up by it for joint county and State support of the six months term. It would not favor the support of the eight months term entirely by the counties, because, as will be seen from a study of Tables XVII and XVIII, such plan would put very uneven tax burdens on the counties. One county would be required to levy a rate of 28 cents; another would Part I 25 have to levy a rate of $1.82. The Commission cannot recommend State support by a State tax of the minimum term. The plan of the Commission would call for a definite amount of State aid to be provided by the General Assembly for each succeeding biennium, with provision for an increase of as much as five per cent the second year. The size of this state fund would be determined (1) by calculating the amount necessary for the ablest county to raise in order to operate its eight months school system without State aid, and (2) by calculating the amount every other county would raise toward supporting its own eight months term provided it made the same effort — measured by tax rate levied— made by the ablest county, and (3) calculating the amount still to be raised after the funds raised in this manner by the counties have been deducted from their total eight months school budget. The duty of providing funds for maintaining the eight months term in each county would remain where it now rests, that is, on the County Commissioners of each county. The Commission believes that the amount of State support for the schools of the counties should be sufficient to make the burden fall substantially uniformly on all counties. The Commission does not recommend, however, that a scheme of state aid on as liberal a scale as this be put into effect at the time that the extension of the minimum term to eight months is V_ authorized. It recommends that the reduction of the heavy burdens now borne by the weaker counties should be gradual and should extend over a period of years instead of coming all at once. The Commission has cal- culated the size of the State fund for the eight months term on the basis of: 1. The burden being completely equalized among the counties. 2. The burden being equalized among all counties poorer than the aver- age of the six richest counties. 3. The burden being equalized for all counties poorer than the average of the twelve richest counties. The Commission made these calculations for the eight months school term on the basis of the present cost, according to the State schedule, of the six months term extended to eight months and on the assessed valuation of 1925. It made the same kind, of calculation of the same current expense for eight months on a theoretical valuation, which is the average of the years 1920 and 1925. These calculations are shown in detail in Tables XI and XVI. In Table XVII the calculations are based on 1925 valuations; in Table XII they are based on the average of 1920 and 1925 valuations. Each table shows the total current expense, for eight months, the amount that would be produced in each county by a tax rate of (1) 30 cents, (2) 36 cents, (3) 40 cents, on the one hundred dollars of assessed valuation, and the size of the State fund that would be required of each county in order to meet its budget under each plan. Table XV shows that the total budget for the eight months term in round numbers is 17 1-5 million dollars. It shows that the amount which would be raised by a 30 cent levy by the counties on the 1925 valuation is 8 1-5 million dollars, leaving 9 millions to be raised by the State; that the amount raised by a 36 cent county rate is 9 3-4 millions, leaving roughly 7 1-2 millions to come from the State; that the amount raised by a 40 cent county tax 26 Report of Educational Commission is 10 2-3 millions, leaving 6 1-2 millions to be raised by the State. Table XVI, giving the same information about the county and State burdens based on the valuation of 1920+1925, shows that the 30 cent county rate would 2 raise 8 9-10 million dollars, leaving 8 1-4 millions for the State fund; that the 36 cent county rate would raise 10 6-10 millions', leaving 6 6-10 millions for the State fund; and that the 40 cent county rate would raise 11 6-10 millions, leaving 5 6-10 millions for the State fund. The exact figures may be seen in the summary of Tables XV and XVI. The Commission be- lieves that, on the basis of an equalized valuation of property, the part of the 17 1-5 million dollar fund that would fall on the counties would be somewhat more than the figures calculated on the 1925 valuation and some- what less than the figures calculated on the 1920+1925 valuation; and that 2 the part to be provided by the State as an equalizing fund would be some- what smaller than shown by the calculations based on 1925 valuations and somewhat larger than shown by calculations based on 1920+1925 valuations. If the recommendation by the Commission of an equalizing fund of $4,- 000,000 for the present six months term be extended to the support of the eight months term, the corresponding size of the State fund for the eight months term would be 5 1-3 million dollars. The county tax rate of 35 cents and the equalizing fund of $4,000,000 for the six months term would become a county tax rate of 4S cents and an equalizing fund of $5,333,333, for the eight months term. This represents the burdens of counties and State recommended by the Commission for the support of the six months term extended proportionately to the support of an eight months term. Meaning of the State Equalizing Fund foe the Eight Months Teem Earlier in this report the Commission showed that a minimum eight months term would cost 4 1-5 million dollars more than a minimum six months term, and that it would cost approximately one and one-half million dollars more than the present school terms up to and including eight months cost. It should be kept clearly in mind that the 5 1-3 million dollar state fund for the support of an eight months term does not mean 5 1-3 million more dollars spent for schools in North Carolina. The Commission recom- mends that the State contribute to the support of its minimum eight months school term, when adopted, to the extent of 5 1-3 million dol- lars in order that the large majority of the average and poorer counties may be relieved of a reasonable part of their present property tax burden. This does not mean, of course, that the counties which would be relieved of this part of their county and district taxes would not be required to help provide the 5 1-3 million dollar state fund. They would be required, of course, to bear their share of this burden. CHAPTEE IV EEPOET AND RECOMMENDATIONS OF COMMISSION ON THE EIGHT MONTHS SCHOOL TERM BY PROPOSED CONSTITU- TIONAL AMENDMENT Majority Report In dealing with the question of an eight-months school term a distinction must be made between an eight-months school term by constitutional amend- ment and an eight months school term by legislative enactment. We do not approve or recommend a constitutional amendment fixing a minimum school term of eight months; but we do approve and recommend an extension of the school term by legislative enactment in all communities of the state to not less than eight months, to take effect as rapidly as such extension may be adopted and utilized by the communities now having less than an eight-months school term, always leaving opportunity for an ex- pression of the public will of the communities as to the length of the term beyond six months. We also recommend that the State give substantial and gradually increasing aid in financing such extended term in those communi- ties which are unable to finance it themselves. luj* reasons for this postion, based upon a study of all the facts at our command, are as follows: 1. The eight-months school term, as it now exists in North Carolina, has been secured by a local vote of the people in the districts or counties where they reside, and we are indebted to their voluntary act for the eight-months term where it now exists. The growth by such local adoption has been most marked and encouraging, and when acquired by voluntary action is better supported and used. Sixty-eight per cent of the white children and fifty-seven per cent of all children are now in districts having advantage of an eight- months school term, or more. If it has been wise, and we think it has, to develop a term of school beyond six months by voluntary action of the communities up to this time, it certainly is wise to continue this policy, and we believe that by a continuance of such policy we will reach an eight-months school term by easier stages and with greater public support than by a constitutional amendment. 2. Not a half dozen states in the Union have in their constitutions a minimum school term requirement, and the most progressive states in education are among those which have no such constitutional re- quirement. We can find no support for the theory that a con- stitutional provision is in any way essential to the extension of our public school term, and we believe that some freedom and elasticity for the exercise of the legislative will has an advantage over a constitutional requirement for a minimum school term. 28 Repokt of Educational Commission 3. The present local tax burdens and the deplorable financial condition of the local school systems may be traced mainly to the fact that a constitutional amendment providing for a six-months school term was adopted without providing a definite and constant source of rev- enue. When this amendment was adopted a plan could easily have been provided by which local property could have borne one-half or two- thirds of the cost of the schools and a statewide tax on all property in the State could have borne the other half or third, or such other relative proportions as might have been provided, and under such constant tax scheme the local burden would have been equalized with a uniform state burden ; but no such method as this was resorted to, and immediately after the adoption of the amendment it became neces- sary for the counties to raise the funds by local taxation. The County Commissioners could not see their way to continue to increase taxes in .most instances, and the County Boards of Education demanded it because of their necessities; and the courts had to intervene and require the Commissioners to levy a tax sufficient to support a six months school term, leaving in the air the question as to how much it should cost to support such a term. The result has been that, in order to support the six-months school term the counties have been burdened with taxation which, in our judgment, they cannnot continue to carry without disaster to the agricultural and business interests of the State and increasing antagonism to the public school system. The addition of two months by constitutional amendment, without a constant revenue scheme attached thereto, would not lessen but would increase the difficulty of the problem and give no relief to the local taxpayer. The only remedy so far devised for the situation now existing, without a radical revision of our whole sys- tem of taxation, is the equalizing fund provided by the State, which is at present inadequate to equalize or to lift the burden. "We, therefore, conclude that an eight-months school term should be se- cured in North Carolina by legislative enactment and in the speediest possible way, with a definite state aid plan for financing the schools, supported by sources of constant revenues not dependent upon changing conditions: but that the democratic policy of local self- government be not denied to those communities which wish to deter- mine for themselves their school problems. After a most careful investigation it is agreed by the members of the Commission that an eight-months school term will cost, on the same basis upon which the present minimum six-months term is now operated, seven- teen and one-fifth million dollars, and would require an additional State equalization fund of not less than four and one fifth million dollars; after consultation with state officials and with disinterested experts in taxation, we are unable to find any satisfactory evidence of an adequate, just and practical means of raising this additional four and one-fifth million dollars necessary for financing the proposed eight-months school term at present without unduly, and, in many instances unjustly, increasing the burdens of taxation on property and on other sources of revenue already heavily Part I 29 taxed, which we believe would engender great dissatisfaction among our people and intensify the spirit of harmful criticism and antagonism to our public schools. Therefore, we cannot recommend submitting to a vote of the people a constitutional amendment making mandatory an eight-months school term, until practical, definite and equitable means of paying for it, if adopted, can be found and submitted to the people, to the end that they might vote, not only upon such an amendment, but upon the taxing scheme necessary for supporting it. The University of North Carolina has main- tained for years a department engaged in the study of taxation and other questions in political economy, and probably no governmental agency in North Carolina is better equipped for, or more capable of, giving ex- pert advice and information as to sources of revenue which might be tapped for the benefit of the public school system without injury to the State's progress and advancement; we suggest that Dr. E. C. Bran- son, Dr. D. D. Carroll and Mr. S. H. Hobbs, Jr., be invited to give the General Assembly their viewts on this question, and we respectfully suggest that the General Assembly do not abandon an extension of the school term until it likewise has satisfied itself as to available source of revenue. We invited these gentlemen to appear before us but have not had the privilege of their advice. We recommend that if the General As- sembly is furnished with convincing evidence of sources of revenue with which an extension of the school term may be safely financed it will not allow this report to be persuasive to the contrary. As desirable and needful as an eight-months school term is, we believe that the safest, sanest, surest, justest way to get it is to lengthen the term gradually through an increase of the equalization fund from year to year from the state revenues until that fund is large enough to provide the balance needed for a minimum eight-months term in every county, on the same basis as a six-months term is now provided, without necessitating any increase in the uniform county rate of taxation recommended else- where by this Commission for a six-months term. By this plan the entire additional four and one-fifth million dollars could be provided out of the State revenues without any increase of the county tax for schools in any county, and at a considerably smaller tax in most of the counties, and especially in the most heavily taxed and weakest counties, than they have been required to pay for the minimum term of six months. The Budget Commission has recommended an increase of one million dollars in the equalization fund this year, increasing that fund from one and one-half million to two and one-half million dollars. We hope and recommend that this increase will be approved by the General Assembly. The Commission has unanimously recommended an increase of this fund to $4,000,000 if possible. We believe that this fund can be wisely increased a million dollars each year from the normal increase In state rev- enues, from normal growth in existing industries and corporations, from taxes on new ones established, and from tapping conservatively some new sources of state revenue not now taxed. We earnestly recommend that it be increased at least one million dollars each year until it totals approxi- mately six millon dollars, the amount seemingly needed to lengthen the 30 Report of Educational Commission school term in every county to eight months. We further recommend that the fund for the public schools, elementary and high, be given by statute precedence over all other appropriations for education in each biennial bud- get, thereby guaranteeing against any possible shortage in state revenues for the most needy, most important, and heretofore most neglected part of the public school system. This would guarantee a lightening of the present burden of taxation on counties from seven-eights of the total cost of the six months term to ap- proximately two-thirds of the total cost, and would secure, now and for the future, a fairer division between the State and the counties of the cost of maintaining the public schools. By this conservative plan the public school term in every county could be gradually lengthened and paid for, as lengthened, out of the State revenues each year without any increase in county taxation for schools, with a gradual decrease in the present special district and county taxes for a longer term. In a few years the goal of a minimum term of eight months could be reached by easy steps without any sudden and irritating increase in taxes, with time, as conservative progress is made, for proper adjust- ment of existing inequalities and injustices in taxation and valuation. We believe it wiser in a democracy to progress conservatively in proportion to our ability to pay for progress, to provide reasonable and permanent means for paying for it as we progress and to consult in advance, pensuade and lead the people to do the right thing for themselves rather than undertake to force them to do it. The Commmission, not knowing the attitude that the General Assembly may take with reference to passing an Act submitting a constitutional amendment to the vote of the people for a minimum school term of eight months, has deemed it wise to develop the facts bearing upon the objections to, the advantages of, and the cost of operating and maintaining an eight months school term, and the facts are submitted herewith in this Report so that the General Assembly and the public may have the fullest advantage of such information as the Commission was able to procure concerning this problem. Respectfully submitted, J. 0. Carb J. Y. JOYNER J. K. NORFLEET Edgar W. Pharr Stanley Winborne Sam C. Lattimore N. O'Berry Paet I 31 MINORITY REPORT To His Excellency, Governor Angus Wilton McLean: We, the undersigned members of the Educational Commission, being un- able to concur in the recommendations adopted by the majority of the Com- mission concerning the constitutional amendment for an eight months school term, respectfully submit the following Minority Report: Happily for the cause of public education, it is not necessary in this report to defend as a desirable objective a minimum eight months school term for every child in the State. The Commission has assembled and presented in its report a mass of data more exhaustive and authoritative than any here- tofore presented on this question. On the basis of these facts the Commis- sion has reported its conclusions unanimously in favor of the extension of the school term from six months to eight months at the earliest moment pos- sible and practicable. According to the Majority Report, the issue is joined as between "an eight months school term by constitutional amendment and an eight months school term by legislative enactment." We accept this as a valid statement of the issue. We disagree, not only with the main proposition of the Majority Report, but also with substantially every statement submitted in support of this proposi- tion. We favor the extension of the minimum school term by constitutional amendment. By "minimum school term," it must be clearly understood and kept con- stantly in mind, is meant the school term which is officially recognized by the State. That term is now six months. Many counties and smaller units have longer terms, but so far as the State is concerned they have only six months. Prior to 1918, the State school term was four months. Even at that time many communities had provided at their own expense sufficient funds to extend their terms to nine months. The Majority Report does not seem to keep clearly in mind the distinction between the State school term and local school terms. It approves and recommends "an extension of the school term by legislative enactment in all communities of the State to not less than eight months, to take effect as rapidly as such extension may be adopted by the communities now having less than an eight months school term." The above statement would seem to indicate that the members of the Com- mission who submitted the Majority Report, after deliberating upon the question of whether or not the State should extend the school term from six months to eight months, have come to the conclusion that the State has al- ready done this in large measure. This apparent conclusion is misleading in view of the fact that the most important and most baffling problem which has confronted the Commission in connection with the extension of the school term has been the question of first providing adequate and equitable support of the six months term now sponsored by the State. "The communities now having less than an eight months school term" are all the communities in the State. 32 Report of Educational Commission We favor the adoption of a constitutional amendment as the logical method of extending the school term. It is logical because it is democratic, and the democratic method is the North Carolina method. The Majority Report states' that "the most progressive states in education are among those which have no such constitutional requirement." We are of the opinion that the most progressive states in education are those states which adopt such educational policies as will best solve their own educational problems'. These problems must be solved in the various states by the peo- ple themselves in accordance with their traditions and ways of doing things. This is the safest, if not the only, way in which a democratic people can progressively carry on and at the same time maintain both the form and the spirit of democracy. The Commission has been honored by being requested to perform the pleasant, though arduous, task of advising the State how best to endeavor to solve her own educational problems. Levying taxes and issuing bonds for local schools without a vote of the people, and the levying of taxes by State legislatures for school terms not mandatory under state constitutions, are policies practiced in varying degrees' in many states. Such policies, however, are not North Carolina's policies. We issue local bonds for courthouses, but not for school buildings, without a vote of the people. We levy local taxes for the support of policemen, but not for the support of school teachers, without a vote of the people. Whenever you see North Carolina spending money for public schools, you may be sure that sometime, somewhere, an election has been carried "by a majority of the qualified voters." We favor the adoption of a constitutional amendment as the just way of extending the school term. Before all the people of the State are required to support all the schools of the State for any given length of term, we believe that they should be given an opportunity to say what that length of term shall be. Through a constitutional amendment, all the people of the State have declared themselves in favor of a State-wide school term of six months. In obedience to this mandate from the people, the General Assembly provides, through taxation State-wide in its sources, a fund known as the Equalization Fund, which is distributed among the weaker counties of the State in an effort to equalize as far as possible the various tax burdens of the six months term. The Majority Report, referring to the extension of the school term from six months to eight months, recommends "that the State give substantial and gradually increasing aid in financing such extended term in those communi- ties which are unable to finance it themselves." Here we have the astounding recommendation that the State, "by legislative enactment," tax all the people of the State for an eight months term in some counties and a six-months term in other counties. We believe that it is un- sound in principle and indefensible in practice, in addition to its being un- constitutional and impossible, for the State to support an eight months term in one county and not at the same time support the same length of term in every other county. We favor State support, under equitable equalization practice, of the same length of term in every county. And we recommend that Part I 33 the length of term which the State shall be required to support through the taxation of all the people of the State be determined in the future, as it has been determined in the past, by a vote of all the people of the State, and not "by legislative enactment." We favor the adoption of a constitutional amendment as the only means of actually guaranteeing to every child in the State an educational opportunity beyond the present six months term. The Majority Report states that the members who have submitted it "can find no support for the theory that a constitutional provision is in any way essential to the extension of our public school term." Not finding any sup- port for this theory they have adopted a theory to the contrary. In all the volumes of educational history in North Carolina, could not one fact be found in support of the theory that in law the maximum term re- quired by the constitution is the maximum term permitted by the constitution? Through a long series of decisions by the Supreme Court, a considerable body of law has been built up to the effect that to all practical intents' and pur- poses the State is limited by the constitution to the present six months term. Aside from probable constitutional limitations, could not the majority members find one single fact from the history of educational practice in North Carolina to support the theory that a constitutional provision is in some way vitally related to the length of the school term? Not until the year 1900, under the leadership of Charles B. Aycock, did the State make any serious effort to meet the constitutional requirement of a four months term. Did the State school term gradually increase, "by legislative enactment," until it became six months in 1918? It did not. At one time prior to the adoption of the six months amendment in 1918, the State did provide a small fund for the extension of the term some days in excess of four months. Since the adoption of the six months amendment, has the school term been gradually increased "by legislative enactment?" It has not. Is there any prospect that the State will provide, without a mandate from the people, sufficient funds to extend the term in every county measurably beyond the present constitu- tional requirement? We believe that there is not. During the last twenty- five years of educational practice in North Carolina the maximum school term has hovered around and practically coincided with the constitutional requirement. And yet the majority members declare that they "can find no support for the theory that a constitutional provision is in any way es- sential to the extension of our public school term." Being unable to find any support for such a theory, they conclude that "some freedom and elasticity for the exercise of the legislative will has an ad- vantage over a constitutional requirement for a minimum school term." What advantage and why? We are unable to see any advantage, except such advan- tage as would lie in reducing to zero the probability of the term's being ex- tended. Such a condition could not be considered an advantage, except on the theory that extension is not desirable in the near future. All have agreed that it is desirable. We favor the submission of a constitutional amendment to be voted on at the next general election. We do not favor, however, the submission of a tax scheme as a part of the amendment. Any plan which might be submitted 3 34 Report of Educational Commission might easily become obsolete or otherwise impracticable within a very short period of time. The Majority Report contends that a constitutional amendment should not be submitted without "a constant revenue scheme attached thereto." What revenue scheme could safely be called constant in comparison with the eternal age of the constitution itself? The Majority Report further contends that "the present local tax burdens and the deplorable financial condition of the local school systems may be traced mainly to the fact that a constitutional amendment — was adopted without providing a definite and constant source of revenue." The Majority Report then makes the statement that when the amendment was adopted "a plan could easily have been provided by which local property could have borne one-half or two-thirds of the cost of the schools and a State-wide tax on all the property in the State could have borne the other half or third — but no such method as this was resorted to." Unhappily, the method which the Majority Report alleges could have been resorted to, and should have been resorted to, but was not resorted to, is exactly the method that was resorted to. With the same assurance, the Majority Report alleges that "immediately after the adoption of the amendment it became necessary for the counties to raise the funds by local taxation." During the school years of 1919-1920 and 1920-1921, the State levied a State- wide property tax for the support of the first three months of the six months term and the counties levied taxes for the support of the remaining three months. The plan turned out to be so extremely unsatisfactory that it was abolished at the special session of the legislature in 1921. Fortunately for the State, this particular method of providing "a definite and constant source of revenue" had not been made a part of the constitu- tion. The Majority Report recommends against the adoption of a constitutional amendment on the ground that the members' submitting it are unable to rec- ommend any "definite and constant source of revenue" for the support of the extended term. The entire Commission unanimously recommended that the present General Assembly provide, if possible, for an increase of the present equalization fund from $1,500,000 to $4,000,000, and expressed its conviction that this would be possible. The Commission made this unanimous recom- mendation without "a constant scheme of revenue attached thereto." The Majority Report further recommends, in addition to the recommenda- tion of the entire Commission, that this equalization fund be increased by succeeding General Assemblies until it has become sufficiently large not only to equalize the burden of the six months term, but also to bear the entire ad- ditional burden of "four and one-fifth million dollars — without any increase of the county tax for schools in any county" for an eight months term. The Majority Report further states in connection with the increase of the equalization fund: "We believe that this fund can be wisely increased a million dollars each year from the normal increase in State revenues, from Paet I 35 normal growth in existing industries and corporations, from taxes on new ones established, and from tapping conservatively some new sources of rev- enue not now taxed." Combining this statement with the recommendation and statement of the entire Commission in regard to the equalization fund, we find the com- bined opinion of the two reports to be that the General Assembly of 1929 will be able to provide an equalization fund of at least $5,000,000. This amount is approximately sufficient for the State's share of the eight months school term for the first year. The total cost of an eight months term would be around $4,300,000 in excess of the six months term. If this' entire amount were borne by the State, the reduction of local taxes in communities now supporting an eight months term would amount to approximately $2,800,000, leaving the actual increase to the people as a whole at approximately $1,500,000. On the basis of the equalization fund of $4,000,000 recommended by the entire Commission for the six months term, we recommend that this amount be increased one-third for the school year 1929-1930, and further increased by succeeding General Assemblies substantially in accordance with the rec- ommendations for the six months term. We recommend: (a) That the major responsibility for the support of the eight months school term rest upon the several counties of the State. (b) That because of the great inequalities that exist among counties in their relative abilities to support education, the equalization fund for the support of the eight months school term, should the amendment be voted on favorably, be at least five million dollars. (c) That the present General Assembly authorize the appointment by the Governor, on or before the first day of May, 1927, of a State Tax Commission with proper powers to study thoroughly and at length the entire system of taxation in North Carolina, and that it be empowered and required to present, on or before the first of April, 1928, a comprehensive scheme of both State and local taxation, and that this report be transmitted by the Governor to the General Assembly of 1929. We have studied, with the other members of the Commission, various sources of possible revenue and schemes of taxation. We appreciate the gravity of the problem of finding sufficient revenue for an increased school term without further complicating the problem of taxation. We believe, however, that the problem of further taxation for public education in North Carolina is first of all dependent for its solution upon the solution of a greater problem. That problem is: Have we the Will further to educate? This is a problem which only the people themselves can solve. We believe that North Carolina has sufficient material resources, if properly applied and administered, to support an eight months school term without placing an excessive burden upon any farm or factory in the State. And we believe that such a State Tax Commission as we have recommended could point out how these resources could be intelligently applied and administered. 36 Report of Educational Commission Some thirty-five hundred years ago, a lonely but heroic man was striving to lead his people out of the darkness and slavery of Egypt into the light and freedom of the Promised Land. At one time, in reply to the insistent demand, "Let us return unto Egypt," he cried out, "Stand still and see the salvation of the Lord." But Jehovah rebuked him and said: "Speak unto the children of Israel, that they go forward." The sea was in front of them. The army of Egypt was behind them. The pillar of cloud and of fire was over them. They went forward, "and the waters were a wall unto them on their right hand, and on their left." A little later this leader brought his people to the gates of the Promised Land. Out of an abundance of caution, however, before attempting to enter, he appointed a Commission of Twelve to spie out the land. He gave them specific instructions as to what they were to endeavor to find out. These were in substance his instructions: "Get you up and see the land, what it is ; and the people that dwell therein, whether they are strong or weak, whether they are few or many; and what the land is that they dwell in, whether it is good or bad, and whether it is fat or lean, and whether there is wood therein or not; and what cities they are that they dwell in, whether in camps or in strongholds; and be ye of good courage." And the twelve members of the Commission went and returned after forty days. And they brought in a report of the Commission as a whole, and they told Moses and said: "We came unto the land whither thou sentest us, and surely it floweth with milk and honey." Howbeit, ten of the members submitted a Majority Report as follows: "The people that dwell in the land are strong, and the cities are fortified and very great. And moreover we saw the children of Anak there, and the Hittite, and the Jebusite, and the Amorite, and the Canaahite. We are not able to go up against the people, for they are stronger than we. And all the people that we saw are of great stature. And we were in our own sight as grasshoppers, and so we were in their sight." And they brought up an evil report of the land which they had spied out unto the children of Israel. But Caleb, the son of Jephunneh, and Joshua, the son of Nun, brought in a Minority Report, and stilled the people before Moses, and said: "The land which we passed through to spy it out is an exceedingly good land. Pear ye not the people of the land, for they are bread for us, for their defense is removed from over them. Let us go up at once and possess the land, for we are able." North Carolina stands today at her Kadesh-Barnea in education. Under other leadership she has passed through her Red Sea, only to find her children still wandering in the Wilderness of one of the shortest State school terms throughout the whole country. The Governor of North Carolina, following illustrious precedent, has ap- pointed a Commission of twelve to spy out the land. The Commission Part I 37 has studied many things, according to instructions. In connection with the eight months school term the Commission has submitted a report to the effect that it is a goodly land, a land flowing with milk and honey. Howbeit, seven members of the Commission have brought in what we hope we may be pardoned for calling an evil report, saying: "It is a goodly land, but we are not able to go up and possess it. We saw giants in that country, insomuch that we were in our own sight as grasshoppers, and so we were in their sight." Endeavoring to summon to our aid the faith and courage of Joshua and Caleb, we, the undersigned minority members of the Commission, dare to say, as opposed to the Majority Report, that we are well able to go up and possess the land, and we express the wish and indulge the hope, that His Excellency, the Governor, may deem it wise to follow the example of Moses by adopting the Minority Report. Respectfully submitted, Mrs. J. A. Brown Mrs. E. L. McKee Mrs. James G. Fearing C. E. Teagtje T. 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Davidson Rutherford Moore Wake Iredell Rowan Cleveland Orange Catawba Polk Dare Cherokee Perquimans Carteret Harnett Macon Tyrrell Swain Avery Chowan Surry Cabarrus Currituck _ Person Cumberland Davie Pitt Clay Anson Alamance Stanly Mitchell Wilkes Yancey Hoke Gates Pasquotank . .. Rockingham Stokes Union Valuation Real Property 1920 62,109,215 12,677,598 44,186,848 85 ,052 ,951 11,819,160 36,579,220 6 ,892 ,881 73 ,399 ,325 13 ,321 ,637 90 ,530 ,481 18,136,922 5,323,129 38 ,474 ,262 19,380,971 19,931,887 16,520,171 60 ,273 ,770 26 ,428 ,722 38 ,036 ,204 24,337,179 11,522,616 26 ,604 ,668 5,310,101 2,118,964 4,319,800 5,711 ,459 10,506,809 18,161,348 5,124,553 3 ,466 ,329 6,915,942 4 ,493 ,662 7,490,136 19,463,312 29 ,681 ,767 5,196,787 11,842,628 24,510,398 9 ,944 ,282 44 ,253 ,913 2,154,015 13,385,112 25,799,813 24,678,607 4,466,256 11 ,751,300 7,147,465 10,014,988 5 ,638 ,566 15,896,208 33,755,160 10,873,161 21 ,737 ,350 Percentage of 1920 Valuations 103.3 56.7 101.8 105.9 92.2 91.8 81.8 101.9 99.5 86.1 100.1 92.8 101.0 97.9 60.0 98.8 94.3 82.1 89.0 97.1 76.8 77.2 95.3 96.1 101.1 101 .3 98.5 90.0 93.2 90 9 111.4 110.9 90.1 77.7 88.1 83.4 89.2 88.8 87.2 85.1 97.7 111.7 85.3 63.9 100.4 80.4 97.7 79.3 90.2 77.0 74.3 78.0 76.7 1922 1923 1924 106.8 81.5 105 .5 109.3 104.4 96.1 83.8 104.9 98. 6 89.5 108.4 95.8 102.4 98.1 58.9 96.3 96.6 98.0 96.3 98.8 80.3 76.1 92.7 89.1 97.7 100.6 93 5 93.2 93.4 91.6 103 .8 9S.1 88.3 79.2 87.0 78.9 99.0 81.6 86.0 86.2 98.4 105 7 85.2 81.0 95.6 81.3 91.7 81.5 90.0 79.5 76.1 79.0 76.8 140.7 71.3 118.7 124 3 107.4 117.9 120.7 108.5 101 .3 100.4 109.7 96.5 106.1 104.1 101.0 101.2 97.7 101.5 99.7 98.2 91.0 9S.3 96.0 99.4 101.2 100.4 95.3 94.8 96.5 91.3 108.3 96.0 90.7 80.9 88.7 73.8 107.1 85.9 86.6 86.2 98.6 102.2 88.5 79.3 92.4 83.0 86.2 81.9 88.3 82.4 76.8 79.4 78 4 146.8 82.4 142.1 130.5 115.1 123.1 115.5 113.9 107.4 107.1 114.8 94.6 107.4 108.1 105 .0 104.7 101 .9 106.5 100.8 103.8 95.5 102.6 92.3 98.4 101.3 101.4 93.8 93.9 101.2 92.5 95.9 96.4 92.5 84.2 89.7 79.1 101.8 91.9 88.0 85.1 92.1 105.0 90.9 81.5 72.7 84.1 85.9 83.5 87.2 80.7 76.5 79.6 79.1 157.1 158.2 139.4 135 .5 119.7 127.9 125.0 119.4 120.3 121.3 119.4 90.6 111.1 111.3 108.9 106.4 106.5 107 3 103.6 95.7 97.9 107.0 95.6 83. S 100.7 101.4 96.3 97.6 96.3 91.8 97.6 95.9 94.1 9! .3 90.7 78.8 98.2 87.8 88.6 87.0 93.0 86.6 91.3 83.4 90.9 83.6 82.0 83.9 86 6 SI .8 81.5 81.2 81.8 173.6 149.5 145.2 142.2 141.0 131.6 127.4 124.5 124.0 122.7 121.4 114.7 113.2 112.9 112.9 111.3 111.2 110.7 108.9 108.0 107.1 106.4 105.3 105.0 102.1 101.2 100.2 9S.1 98.1 97.2 96.5 96.2 94.1 93.2 92.6 92.6 90.0 89.1 89.0 87.7 87.9 87.9 86.9 86.9 85.7 S5.6 85.3 84.9 81.8 82.4 82.2 81.8 80.8 Valuation Real Property 1926 107,826,792 18,951,123 64,142,810 120,936,669 16,660,642 48,119,655 8 ,780 ,557 91,351,558 16,546,322 116,935,640 22 ,022 ,874 6,104,927 43,566,231 21,884,797 22 ,506 ,512 18,382,950 67 ,025 ,692 29 ,260 ,809 41,416,632 26 ,290 ,238 12,337,034 28,313,631 5,590,917 2 ,223 ,907 4 ,408 ,828 5,721,016 10 ,524 ,414 17,820,613 5,024,032 3,369,158 6 ,676 ,758 4 ,325 ,279 7 ,047 ,665 18,138,122 27,481,761 4,814,485 10,655,767 21,839,769 8,849,553 38,821,116 1,893,240 11,772,395 22,417,765 21 ,433 ,501 3,825,531 10,056,447 6 ,095 ,709 8,500,814 4 ,782 ,646 13 ,093 ,670 27 ,742 ,505 8,890,884 17,566,164 42 Report of Educational Commission TABLE II— Continued County Wilson Randolph Chatham Columbus Pamlico Washington Watauga Duplin. Jackson _.. Warren Wayne Lincoln Bertie Greene Beaufort .. Yadkin.. Camden. Lenoir Sampson Johnston Bladen Granville Brunswick Hertford Northampton. Haywood Alleghany Halifax Edgecombe... Pender Martin Craven Ashe Caswell Madison Onslow.. Nasb Vance Robeson Franklin Jones Alexander Montgomery.. McDowell Scotland Hyde Graham Valuation Real Property 1920 North Carolina . 40 ,340 ,435 16,346,555 11,751,332 16,117,845 5 ,490 ,627 7,501,339 8,785,150 24,893,310 8,607,156 12 ,373 ,446 46 ,744 ,945 13,842,332 13 ,923 ,519 14 ,733 ,898 29,515,553 9,712,589 3 ,740 ,856 32,177,790 22 ,468 ,657 39,711,325 13 ,713 ,045 16,116,970 10 ,090 ,496 10,911,999 12,158,641 20 ,090 ,434 5,383,189 35,797,638 36,564,439 8 ,471 ,387 15 ,557 ,946 32,748,132 12 ,731 ,462 9,110,794 8 ,040 ,257 11,154,401 35,791,119 20,152,171 48 ,065 ,344 17 ,339 ,674 9,241,271 6,920,132 13,878,111 19 ,030 ,824 21,077,511 9,344,258 6,102,491 $ 1,991,715,803 Percentage of 1920 Valuations 1921 74.1 77.3 75.2 87.8 70.6 81.4 74.2 86.2 75.3 78.3 75.0 71.4 77.0 70.9 74.3 74.1 78.2 74.5 74.7 71.8 71.9 69.5 71.0 67.6 70.0 65.0 101.1 57.6 60.5 82.2 67.5 64.2 67.0 66.6 67.4 70.2 57.4 60.4 61 1 60.0 61.2 75.3 41.8 84.2 65.7 66.6 80.2 1922 81.5 75.7 76.1 75.8 87.2 69.1 81.1 73 .'4 83.6 75.2 72.7 74.3 73.3 76.7 74.1 76.2 74.1 77.3 75.6 72.6 70.9 71 7 70.3 71.0 67.6 69.2 65.2 100.6 62.2 61.9 87.7 67.6 64.6 65.6 63 .0 65.0 69.3 61.4 62.4 59.2 57.8 60.0 76.7 48.7 48.4 64.2 65.7 71.4 83.2 1923 76.4 77.3 76.1 80.2 97.1 75.1 74.4 80.0 76.5 76.9 81.3 73.5 77.0 75.8 76.1 73.4 77.0 69 6 73.4 72.5 71.8 70.5 66.8 68.6 70.9 66.7 98.2 63.7 63.6 77.9 67.8 66.7 66.8 66 2 65.0 66.5 61.8 64.4 58.6 58 .5 59.4 76.4 46.0 51.4 50.0 65.8 71.1 1924 87.8 78.5 78.7 89.3 79.9 90.1 76.1 76.7 79.2 76.5 77.3 75.4 74.9 77.5 75.6 76.0 72.4 73.5 73.0 72.5 71.6 73.1 70.8 66.8 69.3 70.9 66.3 98.0 65.5 65.4 77.3 69.0 67.3 66.6 65.6 65.8 65.2 63.9 64.0 59.3 58.5 59.0 80.3 51.1 51.5 51.1 50.6 37.1 90.1 79.6 81.3 79.2 81.4 80.8 78.3 76.5 77.2 78.1 77.3 76.9 77.3 78.8 75.8 75.2 72.8 74.7 72.7 72.7 72.2 73.0 72.0 66.8 70.6 70.8 68.2 66.6 67.6 66.7 75.6 68.0 67.0 66.9 67.1 65.4 66.7 64.9 64.0 59 3 58.5 59.0 83.2 51.5 51.2 51.5 50.0 60.1 92.9 1926 Valuation Real Property 1926 80.4 79.8 79.7 79.7 78.9 78.9 78.6 78.3 7S.0 76.6 77.9 77.6 77.5 75.8 75.1 74.3 74.1 73.8 73.4 73.2 72.5 72.2 71.9 71.3 71.3 69.8 68.4 68.4 68.3 67.5 66.9 66.2 66.2 66.2 65.4 64.8 64.2 58.4 58.3 54.9 53.4 51.9 50.5 49. 50 36.46 94.1 32 ,438 ,063 13 ,053 ,078- 9,361,724 12 ,842 ,461 4 ,334 ,341 5,921,168 6 ,908 ,499- 19 ,500 ,945 6 ,709 ,472 9 ,497 ,580 36 ,204 ,682 10,746,971 10,788,135 11,173,326 22,175,961 7 ,213 ,074 2,772,519- 23 ,741 ,505 16,485,531 29 ,051 ,443 9 ,947 ,116. 11 ,63i ,048 7,251,717 7 ,785 ,422 8 ,666 ,334 14 ,029 ,232 3 ,707 ,298 24,634,759 25 ,025 ,717 5 ,794 ,565 10,621,436 22 ,103 ,787 8 ,520 ,215 6 ,028 ,469' 5 ,325 ,264 7,389,459 23 ,412 ,642 13 ,062 ,198 30,852,647 10,120,382 5,390,360 3,798,636 7 ,411 ,260 9,870,420 10 ,635 ,583 4,625,289 2,224,959 $ 1 ,901 ,555 ,228 *A11 calculations and figures based on the printed reports of the Commissioner of Revenue, Raleigh, N. C. 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CD o OS 1Q CO I s - l> UM cr. *"- I s * CO DO OO oo © © CI 'O l " OS i0^N«O'HO«O00(Ci(»u5OOCi00TP>0MNOiC>CO»-"XO^'ta 1TWNW^»GOO*X^NOSMU5»NMOOiOfl5 0C'N'- i CM t^ IO CO oo-ico— «»nco©»ooocooc^tnocoos-^o»n— nocco»n lC-^n»oinooo(Mcs>o»nooo©cooinrO'— -in 't N N CO ^f M O -t N N io oo «; !ON(NrJ-coinoooc>ico-+'uoiooooocooco©oinco c3©c>oao^ioco©©cocoio©ior---.CM « M r W H CO !C in cn io coioir^oc-j(Moin*finoor--ininC) , *j'0(N»nocinTtHCsi CC CM C5 © N O) Oi OOCNOOOiflOXICO © 00 CO o os cr- © in »c © QiOiOO«O^CCOOCO!ffliOO«0'tWiOOOC C0i0O03ff.»CC0CDNNiO00iOOON!DNtCCi r-aor^--H»nino>— i in in cm oo in co © r— iCOiOtDNCOCOOiCONOOiOiriOtO in r— oo co oo T* O iC N (O ffi N tC «NOC'CWNiOOON«3>OG'tCCiC>OONaOlMOOWCO in in c-i oo in co in in co oo co co co i S o ~ -2 -i E fi © oil Part 1 45 OC O « - N « ^ i-< CO »c »c ^ ocooe»no»no CO©^--H»nOOOQC'O>OOC0C^liCOC0Ot^OCDOC5^0i»0OC040O00CSO ^MrHN'HN^NHWCOHOi001"Ot03aiM"-0«0'HCOO'-MNOO©'*COO»OC.i-.oooc^cicsooiocoioor--.»oioootocoio C^t^^HC^i^C^'^iOOC^OOOOO'^C»CCCCCCOCt^O'^C^COCO'^^<^GO<^C^COCi^C*)COC^ ©©lOCOCO©©if^iCOl>-C^C0O OtDffiNOWQNQOlrta NOtNu5^^NHtOO>OHHOO o^oco^o^©oo^^c^>-H©ococoiocftoc^cooo CO «3 © CO cOCsCO*nco©©»0»0©Cq©t->-aicM — -cocDCO©»OC}»OcoCi»ntn ©incoincocoin©i^.t-*.eNi>.eocN»OQoeo© ©MCX'CacOCDCO'riiNCONtXOtOOJ 00tfC>i0*0^©COi-HOinc0inC0C0tf3CS|cMTf*^C^CSlinC0O^^00CM©C0»0»nc0C^ r- C!«lOWNN^wiCt0^tOLO©i^COrtCOTj<'}o CO OS •O CO LO CO CO CO CO CO r- CO CO ?! -f ■CO LO ■"* CO oa in CO o CO LO r^ -. n .- o ^ o o h- m rt CO *n r-» ,, in -1 © O *-l CO lO »n rr) 00 *C LO LO LO CO LO -c* •& -j. o tn o o en o o © IC LO /•- O- t-- CM SO csi t^ LO LO CO ■«* LO 00 'O LO 00 o r^ 00 o CO -o r>- o DC CO CO o o o c~ o CM 00 00 so o Ti -O e* h* in OJ Q o ■CO ^ CM n CO CM CO- nn d 00 oa LO LO LO 00 ■* •O O CD ■/■ CO o o IN oo m m — lO ■CO »o CO Ol i^ CI CO ^ r . CM CO ^ CO o r- on CO 01 _< Q CO o f^ •^ -r ■** ■** TT" -f -t" -* f ■* lO ^ o CO CO _ o O ., in in ,- ~ o ^ »n _ *n m csi CO .- ^ © O o CO CO f- CO O CO -1 •*r ■*tl Tp CO -r ■** lO rf -r- ~r ■V ■* a o o o a s; ■— c « C n -J ^ £ -g ^ O O O 3 a " a ^ poso^^g^ Cj eg c3 03 fl ^ rt d,PHii;ti,S;2SKPi?;xtfiKlKtfiHHS>^^^^^^^^^ 46 Report of Educational Commission TABLE IV.— COUNTY SCHOOL TAX RATES, 1926-27f County For Salaries For Operat- ing and Equipment Fund For Debt Service Total 46 53 45 46 57 44 57 51.25 54 55 32 41 40 52 14 18 2 20 5 27 12.5 22.5 17 5 18 19 11 11 14 3 74 74 47 9 75 Ashe 62 27 4.5 8.25 21 98 74 82 92 60 5 5 4 7 55 65 55 Caldwell 70 100 46 54 40 45 54 44 60 54 50 45 58.3 48 45 16 10 10 2 5.5 5.3 30 7 28.5 9 34 30 30 18 17 2 3 .5 .7 26 4 5.5 6 7.7 19 7 80 81 52 50 60 50 Clay 116 66 84 60 100 97 82 65 53 60 40 46 18.3 64 13.5 21 17.4 32.5 8.5 13 8.5 9 2.3 6 1.2 13 75 90 59.7 84.5 28 90 60 45 50 50 48 31 46 52 52.5 39 51 45 50 42 49 51 55 50 46 47 54 65 50 15 32 25 22 6 16 25 12.5 19.5 33 10 46.5 13.2 23 11 20 5 16 15.5 6 23.5 18 12 8 18 7 3 72 90 93 77 Guilford 40 Halifax 62 5 5 6.5 82 70 65 84 Hoke 55 Hyde - 3 5 4.8 15 13 100 60 87 75 75 5 12 7.5 12 3.5 20 60 74 70 72 92 88 Part I 47 TABLE IV- Continued County For Salaries For Operat- ing and Equipment Fund For Debt Service Total 50 28.25 47 44 43 60 37 55 45 44 10 16 14 5 8 14.5 8 35 16 11 5 65 44 25 Mitchell 11 1 2 .5 4 72 50 53 75 49 90 17 23 78 78 100 60 62 57 45 42. 58 45 42 60.5 50 40 40 60 44 45 51 48 48 73 56 66 49 41 48 60 60 47 60 45 50 44 43 9 10 8 22 20 • 11 125 77 55 Pitt 50 Polk 20 100 45 9.5 12.4 6 10 18 5 10 2 23 6 5 8 16 11 13 16 17 20 10 13 5 10 3.5 2.1 12.5 5 2 15 55 75 68.5 60 60 80 54 7 7 9 2 19 5 3 21 5 54 81 63 55 100 Tyrrell.. 77 80 83 Wake 62 65 80 70 4 10 25 13 5 65 Wilkes. . 75 80 63 9 58 53.3 14.9 9.1 75.9 fFor support of six months term expressed in cents on one hundred dollars of valuation. •Not Distributed "Sum of Rates above divided by 100. X Prorated 48 Report of Educational Commission £ja O N h N IO W N CO CO >0 H N o co cm cs t-^ co o n to 10 ^ •* o t^. OS Tt< OS o> x >o ^ h (O o: h « 00«D04. i— i CO rj< ^ CO h CO rH CO O . oi o oa o co r- o CM rf CO CO l>- '— I CO CO t* — CM O Ol ^ ^ H i-. 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H b a S3 a w 03 o O O >i B .9 J 2 3 £ ^ j ,_] g § g M « 3 SSSSSZZZoOAHfi.^ 50 Report of Educational Commission Total Enroll- ment O ^ CO i— «lO©CMOSt---«*<>— 0 «D O h CM CO CO OO O CM t— N ^ 0O CO « -H N CO OS 00* 00 COlO«5NOONNMONCDOOtO © CO CM >— f CM CO CO !"*■ T— 1-H CM CO t M O N lO M< — - rH^OiMNHTt- OS CO OS i— i N N CO P3 COC«3"3WtT)<«30 W«3^0CO-*OiO O O O CO OS OS OS «-< ^* cm co co as o ^ _ ^ iO O t^ CM o ■** CO ^COt-~CMa0*O00OS©Osr^CMI^iO ©M'MH©COi*'N CN ^ 00 Oi N ■<}< rl< >> s "3 o iN^NNNQhO i OS © t* i lOCMi— ii— t^©rf i i it^-i— 1 I W N H N 'f iCOCO 1 1 i CM - © CM I to N i i cm i i i m os »o i 1-H 1 1 1 t* © i-H ) ^H 1 1 1 ■* OS © 1 ill CO t OO i 00 ■* « ( i O I OO CO CO I I ^ i «o Oil i (N CM~ i i OO © CO CO* iN^NCftffiCOQO© lOOCO-rH I iW^hNNOiCDOO i W 1(3 1 1 ittovaoHCDO i co cm i>. t ^H ~H (M rH ,-H -^ 1 i-l O 1 1 i OS CO -^ | CO 1 1 1 W •* IO 1 U0 i I i O OO ^h i csj t ! i H rt UJ ! 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' ,' • ri * "=» r! «J < fi .3 s * « a .9 fe >>.S§£ig8«^^c3aJo^g 3 1 2 R 3 S^^^^^^drt § 03 a 'o 03 o 1 Pakt I 51 TABLE VI.— SUMMARY, ENROLLMENT BY TERMS, 1925-1926 Total Enrollment Total Enrollment 6 Months (120) 6-8 Months (121-159) 8 Months (160) 8-9 Months (161-180) White 563,438 253,815 817,253 149,568 160, 1S4 309,752 29,836 17,200 47,036 208,547 26,852 235,399 175,487 49,579 Total 225,066 Enrollment in City Schools White 136,425 59,219 195.644 8,887 9,797 18,684 127,538 1,254 1,254 3,020 3,020 45, 148 Total. 172,686 Enrollment in Rural Schools White- Colored Total. 427,113 194,596 621,609 149,568 158,930 308,498 29,836 14,180 44,016 199,660 17,055 216,715 47,947 4,431 52,378 SUMMARY — Per Cent of Enrollment — Various Length Terms Per Cent 6 months (120) Per Cent 6-8 Months (121-159) Per Cent 8 Months (160) Per Cent 8-9 Months (161-180) Total Per Cent of Enrollment White.— Colored.. Total Total Per Cent of Enrollment in City Schools White 07 17 10 93 02 01 05 01 76 Total 88 Total Per Cent of Enrollment in Rural Schools White Colored.. Total 52 Report of Educational Commission TABLE VII.-PERCENTAGES OF ENROLLMENT IN DAILY ATTENDANCE IN SCHOOLS OF VARIOUS LENGTHS OF TERM, 1925-1926, WHITE, COLORED, TOTAL All Schools 6 Months 6-8 Months 8 Months 8-9 Months White 72 65 68 75 63 70 76 69 75 81 76 Total 80 City Schools White 77 72 74 83 59 59 53 53 75 Total 81 Rural Schools White.... Colored.. Total Paet I 53 TABLE VIII.— VARIATIONS AMONG COUNTIES IN ABILITY TO SUPPORT PUBLIC EDU- CATION AS SHOWN BY ASSESSED VALUATION OF PROPERTY 1925, TOTAL ENROLL- MENT, AVERAGE DAILY ATTENDANCE, NUMBER OF TEACHERS 1925-1926, AND BY VALUATION PER PUPIL AND PER TEACHER County Alamance Alexander... Alleghany... Anson Ashe Avery Beaufort Bertie Bladen Brunswick.. Buncombe.. Burke Cabarrus Caldwell .... Camden Carteret Caswell Catawba Chatham... Cherokee Chowan Clay Cleveland... Columbus... Craven Cumberland Currituck Dare i. Davidson Davie Duplin Durham Edgecombe. Forsyth Franklin Gaston Gates Graham Granville Greene Guilford Halifax Harnett Haywood Henderson.. Hertford Hoke Hyde Iredell Jackson Johnston Jones Lee Assessed Valuation 1925 34,389,251 8,440,131 4,572,177 22,807,016 12,031,208 5,516,609 28,397,345 15,905,735 13,950,805 8,816,463 127,191,535 26,307,555 38,828,070 20,658,676 3,550,254 12,628,624 8,874,679 40,310,805 18,973,281 8,584 066 10,525,387 2,412,032 37,727,078 20,816,781 29,062,434 30,126,215 5,250,278 2,116,203 34,477,000 12,779,194 24,908,103 83,265,369 34,179,526 178,279,218 14,439,943 88,171,829 7,486,668 4,232,159 21,465,960 13,621,653 163,035,890 40,378,806 24,985,536 20,252,792 19,571,920 11,492,198 10,578,093 5,759,271 45,682,408 11,065,461 43,953,643 7,136,535 13,194,226 Total Enroll- ment 1925-26 10,209 3,825 2,315 9,521 7,153 3,228 9,963 8,450 5,963 4,286 21,275 6,144 9,464 6,390 1,817 4,323 4,822 10,766 7,170 4,780 3,196 1,339 13,442 10,401 7,862 11,109 1,887 1,331 11,092 4,064 11,224 13,222 10.30S 20,925 8,427 19,054 3,514 1,310 7,777 5,195 26,193 13,521 10, 773 7,166 6,068 5,761 4,408 2,531 12,182 3,985 18,206 3,245 4,832 Average Daily Attend- ance 1925-26 7,647 2,930 1,662 7,030 4,975 2,441 7,745 5,711 4,664 3,442 16,955 4,572 7,213 5,339 1,209 3,481 3,238 8,856 5,110 3,309 2,313 988 9,850 7,619 5,827 8,236 1,358 1,156 8,796 2,936 8,243 10,066 6,296 17,091 5,805 13,577 2,415 925 5,481 3,494 20,4S1 8,517 7,945 5,666 4,779 3,807 2,676 1,970 9,611 3,151 12,946 2,377 3.613 Teach- ers Allow- ed in Budget 1925-26 295 120 68 225 187 91 266 210 178 126 566 168 257 188 45 131 121 318 202 131 83 37 327 298 211 297 55 45 306 111 282 367 210 625 209 557 87 40 190 125 744 306 281 187 164 128 85 73 350 113 435 84 119 Valuation 1925 Per Pupil En- rolled 1925-26 Per Pupil in A.D.A. 1925-26 8 3,369 $ 4,497 2,207 2,881 1,975 2,751 2,398 3,244 1,682 2,418 1,709 2,259 2,850 3,667 1,882 2,785 2,340 2,991 2,057 2,561 5,978 7,501 4,282 5,754 4,103 5,383 3,233 3,869 1,954 2.937 2,921 3,628 1,840 2,741 3,744 3,510 2,646 3,713 1,796 2,594 3,293 4,551 1,801 2,442 2,807 3,830 2,001 2,732 3,697 4,988 2,712 3,658 2.7S2 3,866 1,589 1,831 3,108 3,920 3,144 4,353 2,219 3,022 6,297 8,272 3,316 5,429 8,520 10,431 1,713 2,487 4,627 6,494 2,131 3,100 3,230 4,575 2,760 3,916 2,622 3,899 6,224 7,960 2,986 4,741 2,319 3,145 2,826 3,574 3,225 4,095 1,995 3,019 2,400 3,953 2,275 2,923 3,750 4,753 2,777 3,512 2,414 3,395 2,199 3,002 2,731 3,652 Per Teacher Allowed 1925-26 116,604 70,334 67,238 101,634 64,338 60,622 106, 756 75,742 78,375 69,972 224,720 156,593 151,082 109,887 78,894 96,402 73,344 126,764 93,927 '65,527 126,812 65,190 115,373 69,855 137,737 101,435 95,460 47,027 112,670 115,128 88,327 226,881 162,760 285,247 69,091 158,298 86,054 105,804 112,979 108,973 219,134 131,957 88,916 108,304 119,341 89,783 124,448 78,894 130,521 97,924 101,013 84,959 110,876 54 Report of Educational Commission TABLE VIII.— Continued County Lenoir Lincoln Macon Madison.. Martin McDowell Mecklenburg Mitchell Montgomery Moore Nash New Hanover Northampton Onslow.. Orange Pamlico Pasquotank Pender Perquimans Person Pitt Polk.... Randolph Richmond Robeson Rockingham Rowan Rutherford Sampson Scotland Stanly Stokes Surry Swain Transylvania Tyrrell Union Vance. Wake Warren. Washington Watauga Wayne Wilkes... Wilson.. Tadkin Yancey.. North Carolina Assessed Valuation 1925 28 15 6 10 16 20 160 9 15 24 32 57 14 11 17 5 18 10 7 15 50 6 20 32 41 42 56 32 22, 16 30 12 28 12, 7 3 25 21 92 14 739,480 ,439,800 420,178 ,491,526 ,134,716 706,076 709,186 ,549,733 ,134,605 ,904,718 ,965,962 892,766 ,922,932 177,396 895,812 660,891 619,720 759,401 991,307 191,322 222,430 958,065 819,541 026,577 690,315 895,754 184,746 868,021 763,701 937,215 342,631 739,723 407,519 191,696 811,277 942,472 291,199 386,272 595,934 247,497 712,063 396,928 158,959 382,600 056,195 483,389 995,727 $ 2,750,980,067 Total Enroll- ment 1925-26 9,353 5,965 3,676 5,799 6,243 5,301 25,425 3,304 4,973 7,480 16,730 9,049 7,691 4,542 5,642 2,989 4,969 4,523 3,670 5,167 15,628 2,801 9,225 10,110 17,912 12,909 13,867 10,994 12,121 6,064 8,559 6,409 10,353 3,582 2,663 1,497 12,782 6,483 23,611 7,433 3,725 4,184 13,867 10,385 12,306 5,120 4,271 Average Daily Attend- ance 1925-26 818,793 6,581 4,700 3,062 4,232 4,903 4,051 19,797 2,418 3,926 5,393 11,704 7,055 5,715 3,348 4,013 2,401 3,718 3,561 2,558 3,513 10,729 2,122 6,952 7,101 13,077 10,001 11,580 8,298 8,950 4,292 6,579 4,574 7,432 2,565 1,917 1,024 9,460 4,103 17,091 4,636 2,605 3,210 10,138 8,251 8,392 3,581 3,106 605,755 Teach ers Allow- ed in Budget 1925-26 215 160 119 151 165 145 716 92 136 216 381 229 197 121 157 93 138 133 89 150 354 89 254 223 471 357 424 264 319 121 222 177 285 102 80 44 330 141 619 164 86 125 346 305 267 143 111 Valuation 1925 Per Pupil En- rolled 1925-26 21,650 ! 3,073 2,588 1,746 1,809 2,584 3,906 6,321 2,890 3,043 3,330 1,970 6,398 1,940 2,461 3,172 1,860 3,747 2,379 2,177 2,940 3,214 2,484 2,257 3,168 2,328 3,323 4,052 2,990 1,878 2,793 3,545 1,988 2,744 3,403 2,933 2,634 1,978 3,299 3,922 1,917 2,339 2,007 3,473 1,481 3,743 1,852 1,872 Per Pupil A.D.A. 1925-26 3,360 $ 4,367 3,285 2,097 2,479 3,291 5,111 8,118 3,949 3,855 4,618 2,817 8,206 2,611 3,339 4,459 2,357 5,008 3,021 3,124 4,324 4,680 3,279 2,995 4,510 3,188 4,289 4,852 3,961 2,543 3,946 4,612 2,785 3,822 4,753 4,075 3,850 2,674 5,212 5,418 3,073 3,344 2,616 4,750 1,864 5,488 2,648 2,574 $ 4,541 Past I 55 TABLE IX— VARIATIONS AMONG COUNTIES IN ABILITY TO SUPPORT PUBLIC EDUCA- TION, AS SHOWN BY TOTAL INCOME TAX PAID 1925 BY INDIVIDUALS AND BY DOMESTIC CORPORATIONS,! INCOME TAX PAID PER PUPIL ENROLLED AND INDEX OF ECONOMIC ABILITY* PER PUPIL ENROLLED County Alamance Alexander Alleghany Anson Ashe Avery Beaufort Bertie Bladen Brunswick Buncombe ... Burke Cabarrus Caldwell Camden Carteret Caswell Catawba Chatham Cherokee Chowan Clay Cleveland Columbus Craven Cumberland- Currituck Dare Davidson Davie Duplin Durham Edgecombe. . Forsyth Franklin Gaston. Gates Graham Granville Greene, Guilford Halifax Harnett Haywood Henderson .. Hertford Hoke Hyde Income Tax Paid 1925 By Indi- viduals 10,891 477 90 3,529 168 1,4-55 4,831 1,028 599 449 227,361 11,329 29,631 6,307 98 3,903 216 10,781 729 1,231 3,644 10 5,967 1 , 605 6,938 14,041 11,505 2,948 14,151 1,076 2,262 76,118 8,661 216,590 1,858 37,562 20 60 4,224 251 178,594 14,979 2,698 7,122 47,922 891 373 803 By Domestic Corpora- tions 35,446 4,029 58 8,656 91 545 6,030 2,724 3,381 3,266 131,692 19,651 112,841 25,816 3,655 107 35,072 3,349 2,142 7,092 31 11,858 1,232 7,876 9,302 122 56 52,465 1,501 5,231 76,602 3,052 150,190 4,167 154,676 176 4,859 348 238,451 16,231 2,882 3,740 9,121 1,460 2,257 34 Total 46,337 4,506 148 12,185 259 2,000 10,861 3,572 3.980 3,715 359,053 30,980 142,472 32, 123 98 7,558 323 45,853 4,078 3,373 10,736 41 17,825 2,837 14,814 23,343 11,627 3,004 66,616 2,577 7,493 148,720 11,714 366,780 6,025 192,238 196 60 9,083 599 417,041 31,300 5,580 10,862 57,043 2,351 2,630 837 Per Pupil Enrolled 1925-1926 4.54 1.18 .06 1.28 .03 .62 1.09 .42 .67 .87 16.86 5.04 15.05 5.03 .05 1.75 .07 4.26 .57 .71 3.36 .04 1.33 .27 1.88 2.10 6.86 2.26 6.01 .63 .67 11.25 1.13 17.53 .72 10.07 .06 .05 1.17 .12 15.92 2.31 .52 1.53 9.41 .41 .60 .33 Percent- age of Entire State Income Tax Paid 1.25 0.12 0.004 0.33 0.005 0.05 0.29 0.09 0.10 0.10 9.71 0.84 3.85 0.87 0.002 0.20 0.009 1.24 0.11 0.09 0.29 0.00 J 0.48 0.07 0.40 0.63 0.32 0.08 1.80 0.07 0.20 4.02 0.32 9.92 0.16 5.20 0.005 0.002 0.25 0.02 11.29 0.85 0.15 0.29 1.54 0.06 0.07 0.02 Index of Economic Ability Per Pupil Enrolled Weakest County Being 1. 46.69 28.76 24.75 31.22 21.08 21.98 36.72 23.95 29.91 26.58 91.61 58.57 66.34 45.44 24.48 38.26 23.07 51.26 33.65 23.15 44.53 22.55 36.41 25.29 48.09 36.00 40.94 22.13 44.86 39.94 28.41 89.97 42.58 124.03 22.13 67.93 26.69 40.43 35.67 32.89 93.73 39.64 29.51 36.84 49.72 25.34 30.59 28.77 2.417 1.489 1.282 1.616 1.092 1.138 1.901 1.240 1.548 1.376 4.742 3.032 3.434 2.352 1.267 1.981 1.194 2.643 1.742 1.198 2.305 1.167 1.885 1.309 2.489 1.864 2.119 1.146 2.322 2.068 1.471 4.657 2.204 6.420. 1.146 3.516 1 .382 2.093 1.947 1.702 4.852 2.052 1.528 1.907 2.574 1 .333 1.584 1.489 56 Report of Educational Commission TABLE IX— Continued County Iredell Jackson.. Johnston Jones Lee Lenoir Lincoln Macon Madison Martin.. McDowell Mecklenburg. . Mitchell Montgomery. . Moore Nash New Hanover. Northampton. Onslow Orange Pamiico Pasquotank Pender Perquimans Person Pitt Polk Randolph Richmond Robeson Rockingham.. Rowan Rutherford Sampson Scotland Stanly Stokes Surry Swain Transylvania.. Tyrrell... Union Vance Wake Warren Washington Watauga Wayne Wilkes Wilson Yadkin Yancey Income Tax Paid 1925 By Indi- viduals 19 1 6 3 11 6 1 1 9 223 2 9 26 60 1 ,834 ,134 627 38 ,352 ,040 989 924 741 053 078 037 522 546 921 577 845 ,370 274 ,089 237 ,758 ,058 785 ,703 ,761 ,145 ,039 ,289 .451 ,592 ,567 ,341 .675 ,894 ,670 384 ,989 001 707 50 578 636 Oil 338 259 290 337 273 884 180 347 By Domestic Corpora- tions 35,053 4,375 1,753 2 4,983 9,555 20,870 1,410 579 545 24,707 185,891 1,327 3,495 11,943 31,326 33,902 1,304 823 1,126 55 6,515 590 4,362 6,120 11,231 841 6,893 24,762 15,813 9,934 59,195 17,356 1.508 12,306 37,510 843 22,472 373 2,642 North Carolina $1,573,225 S 1,915,016 83,488,241 7.483 21,630 56,011 2,410 427 1,195 22,421 6,133 19,928 709 Total 54,887 5,509 8,380 40 8,335 20,575 27,859 2,334 2,320 1,598 33,785 408,928 1,849 6,041 21,864 57,903 94,747 2,674 1,097 8,215 292 18.273 1,648 5,147 9,823 22,992 6,986 9,932 41,051 25,264 35,526 72,762 31,697 3,183 15,200 41,180 1,227 41,461 1,374 6,349 50 12,061 29,266 140,022 5,748 686 6,485 39,858 8,405 49,812 889 976 Per Pupil Enrolled 1925-1926 4.51 1.40 .46 .01 1.73 2.20 4.67 .64 .40 .26 6.37 16.08 .56 1.21 2.92 3.46 10.47 .34 .24 1.46 .10 3.68 .36 1.40 1 90 1.47 2.48 1.07 4.06 1.41 2.75 5.25 2.89 .26 2.51 4.81 .19 4 00 .38 2.38 .03 .94 4.51 5.93 .77 .18 1.55 2.87 .81 4.04 .17 .23 4.51 Percent- age of Entire State Income Tax Paid 1.48 0.15 0.22 0.001 0.22 0.56 0.75 0.06 0.06 0.64 0.91 11.06 0.05 0.16 0.59 1.57 2.56 0.07 0.03 0.22 0.008 0.49 0.04 0.14 0.26 0.62 0.19 0.27 1.11 0.6S 96 1.97 0.86 OS 0.41 1.11 0.03 1.12 0.03 0.17 0.001 0.33 0.79 3.79 0.15 0.02 0.17 1.08 0.23 1.34 0.02 0.03 Index of Economic Ability 100.00 Per Pupil Enrolled 51 .38 36.09 30.64 27.50 35.86 40.61 37.03 22.47 23.01 32.56 55.20 95.10 36.69 39.26 44.54 28.09 90.44 24.60 31 .00 41.10 23.77 50.52 30.10 28.62 38.65 41.64 33.55 20.29 43.66 30.50 44.29 55.89 40.25 23.74 37.42 49.13 35.04 38.30 42.93 39.05 32.95 25.68 45.75 54.95 24.74 29.42 26.64 46.29 19.32 50.83 23.33 23.63 46.51 t $2,360,532 income tax paid by foreign corporations not included in this table because of the ina- bility to allocate it properly to counties. * Index of economic ability equals Income Tax Paid 1925 plus 1.25% Property Valuation 1925. 58 Report of Educational Commission Q § co g§ Ph >h W « ££ *3 pq g 3g -< CM H co Q O IP S3 13 p CO gh l>- — -* ■«* CM OS CO cq OS r^ ^< o. 3 -nH cc cq t-» as ■* f CO ^ SI ^ ^ Cq ^ -« CO cq CO CO CO -r *# CO rt C O 'O o o CO CN - CO OO I> " CC t^ b- S3 "3 ^ CO m «n m rvi m nn £«£ t- t-- co OO t>- --C CC **■ l "~ t— --- l ^ CO CO *° "S CO OS iO so oo oo as -f m o ^ o in h- o CO ^ CO rt< cq 1 a | o-o"s O.E- CO l ~ (.M UJ Cq -t- UJ ■«* u-» ■«* UJ Tr un CO S^ ,_, m 1^ Cq cq i-H CO in CO a in b* OS |s. co on (fiH f ^ -f -M »n Tt< 3 c-o'3 g o in „_, on in OS ,_, ^ OS t* cm o on in f^ r\ cq OS ■* OO t^. 0O ^ so rH -^ W "i-'co t— rt 00 *H CM t Tf Cq ^ CC' CO -* CO rt CO rt CO co cq Enroll- ment Under No Special Tax ,__, m rvi on o CO r— co t^. -- ^ CO ^ <* O CM eq M ^ m W3 CO CO - O ■* o > OJ2 O ro m ro ■-r. m on _ in CO ■^ "■ m (XI fr- CO 60 (.^ CO tvj <* cq Tj< t-M CM CO CO ro CM ^ in ns >n 1C pi to s in ^ OS t*~ oo ■* «tf OS <* •«* ■^ » r- iO or; o CD in IO on CO OS "* O w cq rH T-H T-l ^H 1-1 *"• ^ H C"J ^ W5 iO ^ rq CD ^ ,_ CO OS cq ^ cq as o o CO iO ■* .2Zh CO oo" lO ^_ ^£ „ ^ _ CO OS rvi Wl »o o :o ^ as m *H CO ^2 O CO t~» CC 1 <* rr> e TT o CM © ^ l-t _' »o OO CO as in :C cc o ■CC Q b- 00 ~rf rt 00 >. a 3 O c3 a C8 o d i S 1 ^ d ■% J Ja 'S a o § -^ ^r ?, a ^: T3 ■g ^ a rt S3 «i C3 3 cd 43 J3 5 «i < < © © O OC N OO CTi N W (N OO © 00 © i—i i CD CO CM OS © © *H - oc t^ t^ "■' ^H eo CX. 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"3 i c3 J > J ">» d co *s fl 02 H Part I 65 o © oa © TO s oo CO © CO CO £ oc CO OS 5i CO CD 00 33 lO CO O CO ^* N • ocoHHonowrt CD © t^ © © CO © oa © co -^ __ OcDiCQO«-"OOOCN NCOCO'*»OC»0'-iCOON *0 t^c^ous^c^foseo^useJeo CNOOSCOOliOCO'HNNCOcO a -S ^ & 3 J 3 h &q 66 Report of Educational Commission TABLE XII.— CURRENT EXPENSE OF SIX MONTHS SCHOOL TERM, QUIRED FROM STATE EQUALIZING FUND UNDER VARIOUS ING TO STATE SCHEDULE, CURRENT EXPENSES OTHER THAN County Alamance.. „ Alexander... Alleghany... Anson Ashe Avery Beaufort Bertie Bladen Brunswick. .. Buncombe. . Burke Cabarrus Caldwell.—. Camden Carteret Caswell Catawba Chatham Cherokee Chowan Clay Cleveland.. . Columbus... Craven Cumberland Currituck... Dare Davidson... Davie Duplin Durham Edgecombe. Forsyth Franklin Gaston Gates. Graham Granville Greene Guilford.... Halifax Harnett . Haywood... Henderson . . Hertford Hoke Hyde Iredell Jackson Total Current Expense Six Months 185, 71, 37 131, 103 54. 155 111 94. 62 363 105 151 119 27 86 60 201 106 75 50 22 197 159 114 165 37 29 204 68 161 245 153 376 115 302 50 25 116 62 476 180 166 120 104. 72. 49, 44, 213, 76, 712.50 460.89 551 .32 084.22 893.09 049.45 473.07 454.48 184.72 941.75 297.91 708.70 461.82 197.43 854.82 011.42 784 .31 876.85 086.47 211.43 154.10 ,796.82 226.59 101.10 610.87 701 .42 086.21 608.25 625.01 490.78 142.49 699.58 492.50 209.61 857.81 333.13 800.22 597.07 949.15 707.43 587.42 848.97 848.28 365.45 522.38 888.31 197.60 015.38 297.95 232 .93 Total Amount raised by 22 Cent County Rate 78,469.67 20,268.91 12,590.33 55,631.96 32,738.79 12,954.79 76,523.01 40,406.78 34,305.66 22,194.59 241,588.71 51,876.66 95,624.25 43,088.80 9,205.12 29,484.91 24,464.48 88,872.11 42,183.64 19,829.90 24,518.08 5,615.16 86,535.16 52,775.91 78,688.12 73,189.99 12,607.03 5,315.05 83,812.26 30,349.64 66,164.11 226,246.35 94,395.67 363,648.78 43,685.80 187,955.65 18,073.75 9,897.92 55,405.75 38,263.61 325,900.70 103,412.79 62,339.96 50,708.72 39,719.12 29,786.24 26,951.87 18,861.09 99,700.55 25,125.10 Equalizing Fund Required to Provide Six Months 107,242.83 51,191.98 24,960.99 75,452.26 71,154.30 41,094.66 78,950.06 71,047.70 59,879.06 40,747.16 121,709.20 53,832.04 55,837.57 76,108.63 18,649.70 56,526.51 36,319.83 113,004.74 63,902.83 55,381.53 25,636.02 17,181.66 110,691.43 106,325.19 35,922.75 92,511.43 24,479.18 24,293.20 120,812.75 38,141.14 94,978.38 19,453.23 59,096.83 12,560.83 72,172.01 114,377.48 32,726.47 15,699.15 61,543.40 24,443.82 150,686.72 77,436.18 104,508.32 69,656.73 64,803.26 43,102.07 22,245.75 25,154.29 113,597.40 51,107.83 Total Amount raised By 28 Cent County Rate 99,870.49 25,796.79 16,024.06 70,804.31 41,667.55 16,487.91 97,392.93 51,426.81 43,661.76 28,247.66 307,476.54 66,024.84 121,703.59 54,840.28 11,715.61 37,526.25 31,136.61 113,109.96 53,688.26 25,238.05 31,204.84 7,146.56 110,351.65 67,169.34 100,148.52 93,150.89 16,045.32 6,764.62 106,670.15 38,626.81 84,208.87 287,949.90 120,139.94 462,825.72 55,600.11 239,216.29 23,002.96 12,597.36 70,516.40 48,699.14 414,782.70 131,616.28 79,341.76 64,538.37 50,551.61 37,909.76 34,302.37 24,005.02 126,891.61 31,977.39 Part I 67 SHOWING AMOUNTS RAISED BY COUNTIES AND AMOUNTS RE- PLANS— VALUATION AVERAGE OP 1920 AND 1925. SALARIES ACCORD- SALARIES FIFTEEN PETt CENT OF SALARIES.— BY COUNTIES. Equalizing Total Amount Equalizing Total Amount Equalizing Fund Required Raised by Fund Required Raised by Fund Required to Provide 30 Cent to Provide 35 Cent to Provide 6 Months County Rate 6 Months County Rate 6 Months $ 85,842.01 % 107,004.09 S 78,708.41 $ 124,838.11 S 60,834.79 45,664.10 27,639.42 43,821.47 32,245.99 39.214.90 21,527.26 17,168.63 20,382.69 20,030.07 17,521.25 60,279.91 75,861.76 55,222.46 88,505.39 42,578.83 62,225.54 44,643.81 59,249.28 52,084.44 51,808.65 37,561.54 17,665.62 36,383.83 20,609.89 33,439.56 58,080.14 104,349.56 51,123.51 121,741.16 33,731.91 60,027.67 55,100.16 56,354.32 64,283.52 47,170.96 50,522.96 46,780.45 47,404.27 54,577.19 39,607.53 34,694.09 30,265.35 32,676.40 35,309.57 27,632.18 55,821.37 329,439.15 33,858.76 384,345.69 39,683.86 70,740.90 34,967.80 82,531.05 23,177.65 29,758.23 130,396.70 21,065.12 152,129.47 64,357.15 58,757.45 60,439.98 68,550.36 50.647.07 16,139.21 12,552.44 15,302.38 14,644.51 13,210.31 48,485.17 40,206.70 45,804.72 46,907.81 39,103.61 29,647.70 33,360.66 27,423.65 38,920.77 21,863.54 88,766.89 121,189.24 80,687.61 141,387.45 60,489.20 52,398.21 57,523.14 48,563.33 67,110.33 38,976.14 49,973.38 27,040.77 48,170.66 31,547.56 43,663.87 18,949.26 33,433,75 16,720.35 39,006.04 11,148.06 15,650.26 7,657.03 15,139.79 8,933.20 13,863.62 87,090.94 118,002.49 79,224.10 137,669.57 59,557.02 91,931.76 71,957.15 87, 143 .95 83,961.67 75,139.43 14,462.35 72,550.53 107,301.98 99,804.53 7,308.89 65,896.89 125,185.65 116,438.62 49,262.80 21,040.89 17,191.41 19,894.80 20,056.64 17,029.57 22,843.63 7,247.80 22,360.80 8,455.77 21,152.48 97,954.86 114,289.45 90,335.56 133,337.69 71,287.32 29,863.97 41,385.87 27,104.91 48,283.51 20,207.27 76,933.62 90,223.79 308,517.75 70,918.70 105,261.09 359,937.38 55,881 40 33,352.56 128,721.37 495,884.70 24,771.13 150,174.93 578,532.15 3,317.57 60,257.70 59,571.55 56,286.26 69,500.14 46,357.67 63,116,84 256,303 16 46,029.97 299,020.36 3,312.67 27,797.26 24,646.03 26,154.19 28,753.70 22,046.52 12,999.71 13,497.17 12,099.90 15,746.70 9,850.37 46,432.75 75,553.29 41,395.86 88,145.50 28,803.65 14,008.29 52,177.65 10,529.78 60,873.93 1,833.50 61,804.72 444,410.04 32,177.38 518,478.39 164,520.35 49,232.69 141,017.44 39,831.53 16,328.62 87,506.52 85,009 03 81,838.75 99,177.20 67,670.75 55,827.08 69,148.25 51,217.20 80,672.96 39,692.49 53,970.77 54,162.43 50,359.95 63,189.51 41,332.87 34.978.55 40,617,60 32,270.71 47,387.20 25,501.11 14,895.23 36,752.54 12,445.06 42,877.97 6,317.63 20,010.36 25,719,67 18,295.71 30,006.28 14,009.10 86,406.34 135,955.30 77,342.65 158,614.51 54,683.38 44,255.54 34,261.49 41,971.44 39,971.74 36,261.19 68 Report of Educational Commission County Johnston Jones Lee Lenoir Lincoln Macon Madison Martin McDowell Mecklenburg . . Mitchell Montgomery.. Moore Nash New Hanover. Northampton. Onslow. Orange Pamlico. Pasquotank... Pender. Perquimans... Person Pitt Polk Randolph Richmond. Robeson Rockingham.. Rowan Rutherford Sampson Scotland Stanly Stokes... Surry Swain. Transylvania. . Tyrrell Union Vance Wake.. Warren Washington Watauga Wayne Wilkes. Wilson Yadkin. Yancey Total. North Carolina. Total Current Expense Six Months 277,312.60 48,601.21 80,613.36 133,808.33 103,843.23 69,569.87 89,414.20 97,671.87 95,537 84 434,398.34 56,186.24 87,580.27 127,024.31 188,442.47 166,460.24 103,774.51 69,889.76 95,076.78 57,281.39 86,583.95 72,795 62 53,252.22 85,869.33 204,878.22 59,483.54 148,952.32 142,503.92 260,442.24 229,671.30 247,415.27 165,276.77 173,753.18 70,672.93 140,915.85 103,193.57 172,791.17 63,032.19 52,382.72 27,786.30 202,809.40 90,666 85 365,456.03 94,590.19 52,908.23 69,009.54 213,102,23 174,809.27 175,009.15 82,725.89 63,574.39 Total Amount raised by 22 Cent County Rate 118,447.55 20,589.56 30,974.24 81,951.31 38,340 54 14,618.58 27,491.90 45,645.47 49,353.98 331,547.50 22,894.51 35,698.81 55,106.15 91,970.31 127,888.72 38,525.34 30,594.98 40,681.27 14,777.92 44,740.94 27,062.13 18,705.28 35,842.59 129,498.92 16.033.51 53,403.31 69,177.96 125,137.58 110,561.06 122,527.02 73,759.40 61,673.24 52,788.26 75,319.37 31,988.31 65,545.15 29.109.89 18,600.20 9,108.98 65,127 58 57,109.26 204,155.32 37,182.91 22,732.78 21,339.72 130,709.00 38,265.56 121,063.99 24,319.05 20,702.04 Equalizing Fund Required to Provide Six Months 158,865.05 28,011.65 49,639.12 51,857.02 65,502.69 54,951.29 61,922.30 52,026.40 46,183.86 102,850.84 33,291.73 51,881.46 71,918.16 96,472.16 38,571.52 65,249.17 39,294.78 54,395.51 42,503.47 41,843.01 45,733 49 34,546.94 50,026.74 75,379.30 43,450.03 95,549.01 73,325.96 135,304.66 119,110.24 124,888.25 91,517.37 112,079.94 17,884.67 65,596.48 71,205.26 107,246.02 33,922.30 33,782.50 18,677.32 137,681.82 33,557.59 161,300.71 57,407.28 30,175.45 47,669.82 82,393.23 136,543.71 53,945.16 58,406.84 42,872.35 Total Amount raised By 28 Cent County Rate $ 12,999,092.01 8 6,502,341.96 ? 6,496,750.05 $ 8,146,841.46 150,751.43 26,204.89 39,421.76 104,301.67 48,797.05 18,605.46 34,989.68 58,094.23 62,814.16 421,969.55 29,138.46 45,434.86 70,135.11 117,053.12 162,767.46 49,032.25 38,939.07 51,776.16 18,808.26 56,943.01 34,442.70 23,806.72 45,617.84 164,816.80 20,406.28 67,967.85 88,044.68 159,266.01 140,714.08 155,943.47 93,875.61 78,493.21 67,185.06 95,861.02 40,712.40 83,421.10 37,048.95 23,672.98 11,593.25 82,889.65 72,684.51 259,834.04 47,323.71 28,932.63 27,159.64 166,356.91 48,701.62 154,081.44 30,951.52 26,348.05 ,275,707.89 128,866 43 •Excess represents the amount that the rate indicated raises in excess of the total current expense of the counties not participating in equalizing fund. Pakt I 69 Equalizing Total Amount Equalizing Total Amount Equalizing Fund Required Raised by Fund Required Raised by Fund Required to Provide 30 Cent to Provide 35 CeDt to Provide 6 Months County Rate 6 Months County Rate 6 Months % 126,561.17 $ 161,519.38 % 115,793.22 $ 188,439.28 S 88,873.32 22,396.32 28,076.67 20,524.54 32,756.12 15,845.09 41,191.60 42,237.60 28,375.76 49,277.20 31,336.16 29,506.66 111,751.78 22,056.55 130,377.08 3,431.25 55,046.18 52,282.55 51,560.68 60,996.31 42,846.92 50,964.41 19,934.42 49,635.45 23,256.83 46,313.04 54,424.52 37,488.95 51,925.25 43,737.11 45,677.09 39,577.64 62,243.82 35,428.05 72,617.79 25,054.08 32,723.68 67,300.88 28,236.96 78,517.69 17,020.15 12,428.79 452,110.23 527,461.93 27,047.78 31,219.78 24,966.46 36,423.08 19,763.16 42,145.41 48,680.20 38,900.07 56,793.57 30,786.70 56,889.20 75,144.76 51,879.55 87,668.88 39,355.43 71,389.35 125,414.05 63,028.42 146,316.40 42,126.07 3,692.79 174,393.71 203,459.32 54,742.26 52,534.55 51,239.96 61,290.31 42,484.20 30,950.69 41,720.43 28,169.33 48,673.83 21,215.93 43,300.62 55,474.46 39,602.32 64,720.20 30,356.58 38,473.13 20,151.70 37,129.68 23,510.32 33,711 07 29,640.94 61,101.37 25,573.58 71,178.76 15,405.19 38,352.92 36,902.90 35,892.72 43,053.38 29,742.24 29,445.94 25,507.20 27,745.02 29,758.40 23,493.82 40,251.40 48,876.26 36,993.07 57,022.30 28,847.03 40.061.42 176,589.43 28,288.79 206,021 .00 39,077.26 21,863.87 37,619.67 25,507.85 33.975.69 80,984.47 72,822.70 76,129.62 84,959.81 63,992.51 54,459.24 94,333.58 48,170.34 110,055.84 32,448.08 101,176.23 170,642.15 89,800.09 199,082.51 61,359.73 88,957.22 150,765.09 78,906.21 175,992.60 53,778.70 91,471.80 167,082.29 80,332.98 194,929.34 52,485.93 71,401.16 100,581.01 64,695.76 117,344.57 47,932.20 95,259.97 84,099.87 86,653.31 98,116.52 75,636.66 3,487.87 71,984.00 83,981.33 45,054.83 102 708 23 38,207.62 119,826.00 21,089.85 62,481.17 43,620.43 59,573.14 50,890.50 52,303.07 89,370.07 89,379.75 83,411.42 104,276.38 68,514.79 25,983.24 39,695 30 23,336.89 46,311.18 16,721.01 28,709 74 25,363.91 27,018.81 29,591.23 22,791.49 16,193.05 12,421.34 15.364.96 14,491.56 13,294.74 119,919.75 88,810.34 113,999.06 103,612.06 99,197.34 17,982 34 77,876.26 12,790.59 90,855.64 105,621.99 278,393.62 87,062.41 324,792 55 40,663.48 47,266.48 50,703.97 43.886.22 59,154.64 35.435.55 23,975.60 30,999.24 21,908 99 36,165.78 16,742.45 41,849.90 29,099.62 39,909.92 33,949.55 35,059.99 46,745.32 178,239.54 34,862.69 207,946.13 5,156.10 126,107.65 52,180.31 122,628.96 60.877.03 113,932.24 20,927.71 165,087.26 99,921 89 192,601.80 51,774.37 33, 162 34 49,563 55 38,689.40 44 .036 49 37,226.34 28,230.06 35,344.33 32,935.07 30,639.32 8,934,150.41 209,449.69 10,423,275.48 553,136.83 t 4,852,250.55 % 8,724,700.72 % 4.274,391.29 % 9,870,138.65 S 3,128,953 36 70 Report of Educational Commission TABLE XIII— TAX RATE NECESSARY FOR EACH COUNTY TO LEVY IN ORDER TO MEET ITS ENTIRE CURRENT EXPENSE* OF A SIX MONTHS SCHOOL TERM County Alamance Alexander... Alleghany. . . Anson Ashe Avery Beaufort Bertie Bladen. Brunswick... Buncombe... Burke Cabarrus Caldwell Camden Carteret Caswell Catawba . Chatham Cherokee Chowan Clay Cleveland... Columbus.. Craven Cumberland Currituck. .. Dare Davidson. .. Davie Duplin Durham Edgecombe.. Forsyth Franklin Gaston Gates Graham Granville Greene Guilford Halifax Harnett Haywood . . , Henderson . . Hertford Hoke Hyde Iredell Jackson Johnston Rate Necessary, f Based on Valuation 1925 95 52 76 39 55 71 140 59 54 65 30 45 21 80 34 68 60 54 46 29 45 67 59 53 63 47 76 47 69 63 Valuation 1920+1925 52.1 77.6 65.6 51.8 69.8 91.8 44.7 60.7 60.4 62.4 33.0 44.8 34.8 60.9 66.6 64.2 54.6 50.0 55.3 83.4 45.0 89.3 50.2 66.3 32.0 46.8 64.7 122.5 53.7 49.6 53.6 23.9 35.8 22.8 58.3 35.4 61.8 56.9 46.4 36.0 32.2 38.5 58.9 52.2 57.9 53.8 40.2 51.3 47.1 66.8 51.5 County Jones ... Lee.. Lenoir Lincoln Macon Madison Martin McDowell Mecklenburg Mitchell Montgomery Moore*... Nash New Hanover. .. Northampton.. Onslow Orange Pamlico Pasquotank Pender Perquimans Person Pitt Polk... Randolph Richmond Robeson Rockingham Rowan Rutherford Sampson.. Scotland Stanly Stokes Surry Swain Transylvania... Tyrrell Union.. Vance Wake Warren Washington Watauga Wayne Wilkes.. Wilson Yadkin Yancey.. North Carolina. Rate Necessary, Based on Valuation 1925 61 47 67 108 85 61 46 27 59 58 51 57 29 70 63 53 101 47 68 67 57 41 85 72 44 62 54 44 50 76 42 46 81 61 52 67 70 80 42 39 66 61 82 44 114 38 87 Valuation 1920+1925 51.9 57.3 35.9 59.1 105.0 71.5 47.1 42.6 28.8 54.0 54.0 50.7 45.1 28.6 59.3 50.3 51.4 85.3 42.6 59.2 62.6 52.7 34.8 81.6 61.4 45.3 45.8 45.7 44.4 49.3 62.0 29.5 41.2 71.0 58.0 47.6 62.0 67.1 68.5 34.9 39.4 56.0 51.2 71.1 35.9 100.5 3-1.8 74.8 67.6 44.0 *Salary fund according to State schedule; current expenses other than salaries 15 per cent of salaries tRate expressed in cents on $100 of valuation. Part I 71 TABLE XIV— TAX RATE NECESSARY FOR EACH COUNTY TO LEVY IN ORDER TO MEET ITS ENTIRE CURRENT EXPENSE OF A SIX MONTHS SCHOOL TERM. Based on 1925 Valuation, and on Average of 1920 and 1925 Valuations Ranked According to Rate Required on 1925 Valuations Rate Necessary. Based on County Rate Necessary. Based on County Valuation 1925 Valuation 1920-1-1925 2 Valuation 1925 Valuation 1920-1925 21 27 29 29 29 30 34 38 39 39 39 40 41 42 42 44 44 44 45 45 46 46 46 46.5 47 47 47 48 50 50 51 52 52 53 53 54 54 54 54 55 55 56 57 57 57 58 58 59 59 59 60 22.8 28.8 33.0 32.2 28.6 23.9 35.4 31.8 34.8 32.0 39.4 44.8 34.8 29.5 34.9 45.3 44.4 35.9 35.8 38.5 36.0 42.6 41.2 42.6 40.0 51.3 35.9 45.0 50.0 49.3 50.7 50.2 47.6 57.9 51 4 52.1 49.6 46.4 45.7 44.7 46.8 55.3 51.8 45.1 52.7 60.9 54.0 53.7 52.2 54.0 56.9 61 61 61 61 62 63 63 63 65 66 67 67 67 67 68 68 68 68 68 68 69 70 70 70 71 71 72 76 76 76 78 80 80 80 81 82 82 85 85 85 86 87 88 95 98 101 108 114 140 57.3 47.1 58.0 Guilford New Hanover.. Washington Robeson 51.2 45.8 53.8 51.5 50.3 53.6 56.0 Wake.. 58.9 59.6 Pitt Scotland Perquimans Transylvania 62.6 62.0 60.4 64.2 54.6 61.8 51.9 59.2 66.8 McDowell 60.7 Stanly Northampton 59.3 67.1 Hoke Brunswick Currituck Randolph Columbus Hyde 62.4 64.7 Lenoir Chowan 61.4 66.3 51.3 Rutherford Sampson Camden 62.0 66.6 58.3 68.5 67.6 Orange Alamance Davie Granville Stokes Alleghany Watauga- Alexander. 71.0 65.6 71.1 77.6 71.5 Polk 81.6 69.8 74.8 83.4 Nash Clay 89.3 91.8 Caldwell 85.3 105.0 Wilkes 100.5 122.5 Mitchell Graham North Carolina... 47 44 72 Report of Educational Commission Z ID p£ o a u 5 «8 CO CO a « oq g w 8 5 Sm g2« §£ 3 s S ^ w d < CO < CO P* Z h j Ph O O 5; H D P5 £ co ^ H ffi tf H H H fc< gQ£ 2|co S P h s £ 5 gfcno9co co oo w cq © N a co n o WN-hO'O'OCiONNN OCOCOCC'— tCOO'— 'OiT^OiCCO-ffOCDiO »oic«:eo"505nN iCCOONCOiC't^ ■^ CO CO CO CO N O ^. rt ^ r^ r^ © _ ^ o ^ © CCJ © © -f © © pi © © © «* -+• CM © © © 00 © © »o h» © © © lO CM © 00 © © 'JT) U5 -rfi 00 cc ■* -^ © fl « »» OO _ n r- © M CO ^ © © CO ^ H ^ L/; 00 CCj o -f © 00 -p ^ hg © © h- © © >>o © CO ■* '■J © cc U3 C4 cc © CO ^ ^ rt 3 a O 3 O w lO h oo ^ ■<*< Tti © CO CO ^— i © CO -^ © CO »o ^NONCDCNCftOCNO p 00 »o >c OS Tt< © CNiOM'CCDO'-'CNt'-'OcOCDCOlOtClOOOlCN W h IN CO N OS © CO OS Tt* CO ■**< OS CO _ ■** © TJH t— CO i-H © t^- •* CO OS © t» CO CO OS © OS iO © t-h © y~ I QIOM'-'NCD^QCDCNCDH J « 5 fl J3 g g t. c3 3 03 g E3 "S S J3 & cS ^E33««cJJ!iaSJ3J3X^^Oi; -< o oa CM CM CO O* CO o OS CO CO CM CM CO CO OS 00 oa o cm o m CO ** CO CO OS CO CO CO CO CO CO CO 3 CO oa o cq CO o o CO IO CM OS iO CO CO CO CO CO 1^- CO CO iO iO IO CM ir> rsi |s- ^ p. 1 _ l nn rrc r*- o ^ CO ^ ^ CO r-- on o OS 1-1 CO o t^ 1-1 r^ CO C5 Cs GO TT iO o OS ,H O h oo iCQCOM^WiCM ■— ( OO iO i— i oa ~h oo io cm «0©OONT)t't«00^ N "t iO OO (N ^ »— i »0 '— < -<** irjHCN^cooO'fM© ^ ,. ^ CO ^ m CO h- ^ oo r^ ^ a* o r-~ ■* o o o o on ^ IO oa CO o »o CM CM CO cm CO -*i Tf CO ^t* >o o oo 'JC OS oo IO -* o CO r^ r^ CO t^- cO CO oo o o Oa o oo o o oa o on oo Ph ^ ^ „_, r^ co *n cm rt> onNooi'ooTt<'t N N CO »C ^ _ ,_, rri ,_, CD ^ -r^ OS o oo oo »o m ^ ^ l>- O O O o » oa CM ""* o * H r-. iO Tf o OS t^- ■«** O O ■■— t»OCOCOCOOa~H CO O CO iO iO O O)^^HTjtOJN«Ort^^ ^ »o CO Id -* oo , " 1 *** «* rH rfi CO OO ■* Oi O CO I>- "* o O CO <<# i- 1 N ^ O MCOfCONNCOJO COHMOJCDOOSHOONNOOiO M H CO CO W N OO^fHCOTjtCDOOtM^ h- f-l ^ ^ on O tH h* C) CO oo ^ oa on iO Q0 oa ^, o CTi r-- CM CO r~l o IO ~* ■* t^ CO CM t^ CO Tf iO ■^ T^ -<*i Tfl l "" *o oo O OO O OO OO -* O CO CO i-h o CO CO O CO ■— I CO »0 r-j ^ O CO CO »o OO ■>JO'-(05C0!D'*N *-l CO CM CM ^H i-H OiCOtOCOOcOcOOt— COCfti— I (OHCOOOCONCOW a s E'E « "C V "71 - a "^ S? a a F "« -^ "3 -S -3 £;;3o5o3c3o>>a; -C cl o) rt a '■v t, a oj c3 a3 c cu ."^ O 3 3 uj w w — ' >— -n q -- m m t-i M M i-* .*• •*» "** ** *** *^ ^> W ™* « >^ 05 fl) .3 ** *™ *** W W •>«* W 74 Report of Educational Commission s a- ah CO CO r^- ci pq to CO r- t^ o o r- CO C; -r o co CO »o o CO ~* DO QO -* os r^ o o <*> co »o US o oo CO CM CD CO CO CO CN X OS *-H ^ 0* O «n CO .-■; r^ h| UU iO •o CO ^ o o l> 00 QO »o !>■ f O t^ CO os CO t^ CM t^ os o-:. 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Currituck Dare Davidson Davie Duplin Durham Edgecombe... Forsyth Franklin Gaston Gates Graham Granville Greene Guilford Halifax Harnett Haywood Henderson Hertford Hoke Hyde Iredell Jackson. Johnston Rate Necessary, f Based on Valuation 1925 .72 1.12 1.08 .76 1.14 1.29 .73 .93 .89 .94 .38 .53 .53 .76 1.03 .90 .90 .67 .74 1 16 .63 1.23 .69 1.01 .52 .73 .92 1.82 .79 .71 .86 .39 .60 .28 1.06 .46 .89 .79 .72 .66 .39 .59 .89 .79 .71 .84 .61 1.00 .62 .91 Valuation 1920+1925 .69 1.03 .86 .69 .92 1.21 .59 1.82 .44 .59 .46 .81 .87 .85 .72 .66 .73 1.11 .59 1.16 .67 .88 .42 .66 .71 .66 .71 .32 .47 .30 .77 .47 .81 .74 .62 .47 .43 .51 .78 .69 .76 .71 .53 .67 .63 County Jones Lee Lenoir Lincoln Macon Madison Martin McDowell Mecklenburg Mitchell Montgomery Moore Nash New Hanover Northampton Onslow Orange Pamlico Pasquotank Pender Perquimans Person.. Pitt Polk Randolph Richmond Robeson Rockingham Rowan Rutherford Sampson Scotland Stanly Stokes Surry Swain Transylvania Tyrrell Union Vance Wake.. Warren Washington Watauga Wayne Wilkes Wilson Yadkin. Yancey North Carolina. . Rate Necessary. Based on Valuation 1925 .90 .81 .62 .88 1.43 1.13 .80 .61 .36 .77 .76 .68 .76 .38 .92 .83 .70 1.33 .61 .89 .87 .75 .54 1.12 .95 .59 .83 .71 .58 .67 1.01 .55 .62 1.07 .81 .92 1.06 .56 .52 1.09 .59 1.51 .50 1 15 1.05 .626 Valuation 19204-1925 .76 .48 .78 1.38 .95 .62 .56 .38 .71 .71 .67 .60 .38 .78 .66 .68 1.12 .56 .78 .82 .70 .46 1.07 .81 .60 .61 .61 .59 .65 .82 .39 .55 .94 .77 .63 .82 .88 .91 .46 .52 .74 .67 .94 .48 1.33 .42 1.00 .90 .58 *Salary fund according to State schedule ; current expenses other than salaries 15 per cent of salaries. tRate expressed in dollars on the $100 of valuation. Part I 81 TABLE XVIII.— TAX RATE NECESSARY FOR EACH COUNTY TO LEVY IN ORDER TO MEET ITS ENTIRE CURRENT EXPENSE OF AN EIGHT MONTHS SCHOOL TERM Based on 1925 Valuation, and on Average of 1920 and 1925 Valuations Ranked According to Rate Required on 1925 Valuation County Forsyth Mecklenburg. .< Buncombe New Hanover. Durham Guilford Gaston Wilson Wake Craven Burke Cabarrus Pitt Scotland Vance Rowan Halifax Richmond Wayne... Edgecombe Hoke Pasquotank... McDowell Iredell Lenoir... Stanly Chowan.. Greene Rutherford Catawba Moore Swain Cleveland Orange Rockingham.. Henderson Davie Alamance .. Granville Cumberland— . Beaufort Chatham Person Nash Montgomery- . Anson Caldwell Mitchell Graham Davidson Haywood Rate Necessary. f Based on Valuation 1925 Valuation 1920-1-1925 .30 .38 .44 .38 .32 .43 .47 .42 .52 .42 .59 .46 .46 .39 .46 .59 .51 .60 .48 .47 .53 .56 56 .63 .48 .55 .59 .47 .65 .66 .67 .63 .67 .68 .61 .76 .66 .69 .62 .66 .59 .73 .70 .60 .71 .69 .81 .71 .74 .71 County Martin Washington Lee Surry Onslow Robeson Hertford Duplin Perquimans Transylvania.. . Warren Lincoln Johnston Gates Harnett Bladen Pender Carteret Jones Caswell Jackson— Currituck Northampton . . Tyrrell Bertie Brunswick Randolph. Hyde Columbus Sampson Camden Yancey Union Franklin Stokia Alleghany Watauga. Alexander Polk Madison Ashe Yadkin Cherokee Clay Avery Pamlico Macon Wilkes Dare North Carolina Rate Necessary. f Based on Valuation 1925 87 .626 Valuation 1920+1925 .62 .67 .76 .77 .66 .61 .71 .71 .82 .82 .74 .78 .68 .81 .78 .80 .78 .85 .68 .72 .88 .84 .78 .88 .80 1.82 .81 .67 .88 .87 .82 .01 .99 .77 .94 .86 .94 1.03 1.07 .95 .92 1.00 1.11 1.16 1.21 1.12 1.38 1.33 1.60 .58 fRate expressed in dollars on the 1100 of valuation. 82 Report of Educational Commission TABLE XIX.— A GRADUATED SALARY SCALE FOR WHITE AND FOR COLORED TEACHERS High School Teachers Certificates Grammar Grade Teachers Certificates Primary Teachers Certificates White Monthly Salary Based on Length of Service 4 Years 3 Years 2 Years 1 Year $ 133.33 110.00 105.00 95.00 $ 120.00 105.00 100.00 90.00 $ 110.00 100.00 95.00 85.00 S 105 .00 95.00 90.00 80.00 $ 100.00 Class B 90.00 Class C Provisional Class C_ _ 85.00 75.00 Elementary Certificates Class A Class B $ 95.00 85.00 75.00 S 90.00 80.00 70.00 $ 85 .00 75.00 65.00 $ 80.00 70.00 60.00 $ 75.00 65.00 55.00 Certificates Below Standard Temporary $60.00 Provisional A.. 55.00 Provisional B 50.00 County Second Grade 45.00 Colored 4 Years 3 Years 2 Years 1 Year Class A Class B $ 100.00 90.00 80.00 S 95.00 85.00 77.50 $ 90.00 80.00 75.00 $ 85.00 75.00 72.50 $ 80.00 70.00 Class C _ 70.00 Elementary Certificates Class A Class B Provisional Elementary s 75.00 S 70.00 $ 65.00 8 60.00 70.00 65.00 60.00 57.50 65.00 60.00 55.00 52.50 $ 57.50 55.00 50.00 Certificates Below Standard Temporary _ $55.00 Provisional A 50.00 Provisional B ._ 47.50 County Second Grade 35.00-45.00 County Third Grade. 35.00 84 Report of Educational Commission K H O z « a A to co 2 pH CM s? o I S CO >h O «i CO Q m co a w Q H H «! ^ Q H O A s s N Ol CD a C4 Ol CO © CO ■*•*■* N CO •* r- *C 00 CO *+ 00 OS oo CM o bO CtJ H CO CO N CO M H t~ 1*- O © SO CO O © CO W OJ Ol » ^ CO N © if CM CM -H -H ~< i-t ~h U5 M a> > < 03 O CO CO ^ CO CO 00 CN O 00 W5 ■* CO CM us ^H i-H ■*! © h s h co n n w 00 O0 OO O ^f* t© PH OJ 00 N CO Oi to i-t © Ol © W OS O) »0 ** CO N CO CM i-i i-H i-l iH o •^1 00 CM i« CM CO 00 CO 00 CO Oi O rt W OS CO H s N O CO 1C in Ol OS CM (N Oi O IO -^ CO CN CM CM i-l i-H -H •** r~ n o n hn to s CO CO 00 OS US if «ct< i-H i*l O) (O ^ X Q 00 lO »« OOO CO N lO « H If S O CO iO « o o UO CO © OJ IO ^ CO N oo ■* CM CM —1 —1 »i — i-i ■V CO N ^ lO CUM CO CO cm O O Oi i)i CO CO lO M ■fli N OJ H UJ © CO o o ace n © « h t~ N a CO lO M o o »o W 03 00 © ■* CO N oo M< ■* CO lO « CO >> o pq J3 d o © co to © co o r~ O CO N CO IO N O 00 io ai ^i a co h to w O) CO CO CO CO H 00 r-- © © so CO © -h t~ <*f OS OS CO tJ* ** CO CO •* CM CM l-l —C i-l l-H i-H •o ■^ O H CO H N H ft j. 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The heads of the schools engaged in Teacher Training in North Carolina have appeared before the Commission, and ignoring and forgetting for the time the needs of their institutions, or their own ambitions for them, have entered into a frank and valuable discussion of the whole subject and have been very helpful to the Commission in this respect. They have shown a cooperative purpose in endeavoring to meet the demand for teachers with as little expense to the State as possible, but at the same time they have not overlooked or minimized the necessity for ample and effective Teacher Training. In order to facilitate the study of this question by the reader of this report, it gives the following brief synopsis and summary of the facts largely taken from Dr. Noble's report, upon which the Commission's rec- ommendations are based: Increase in Number of Teachers Employed and in Average Daily Attend- ance: There were only 5,753 white teachers and 2,567 negro teachers in North Carolina in the year 1900. There were 16,948 white teachers and 5,309 negro teachers in the year 1925. In the year 1900 more than 90 per cent of all the white teachers in the State taught in rural schools. In 1925 this percentage had been reduced to 75 per cent. The figures for the negro teaching personnel show a similar tendency toward urbanization. During the last 25 years there has been a steady growth in the number of public school teachers employed in North Carolina. In fact, the number of teachers employed during the school year ending 1925 is almost two and one-fifth times the number of public school teachers employed during the year ending 1900. The increasing number of public school teachers has natur- ally been attended by an increase in average daily attendance for the public schools. The total number of children in average daily attendance in 1925 was approximately two and two-fifth times the number of children in average daily attendance during the year 1900. Estimate as to Number of Teachers Needed by 1950: Allowance should be made for the fact that North Carolina is rapidly reaching the point where the percentage that the public school enrollment is of the school population will have reached its upper limit. There is, therefore, the possibility that there will be a decrease in the rate of increase in number 134 Eepoet of Educational Commission of teachers employed. This decrease in rate of increase will he gradual, if any, during the first stages of the next 25 year period. During the later years of this 1 period this decrease in rate of increase may be accelerated. Assuming that the rate of increase during 1925-1950 will he equal to the rate of increase for the 25 year period just previous — namely the period 1900-1925 — and deducting 15 per cent in lieu of the consideration men- tioned, by 1950 (it may be roughly estimated) North" Carolina will be em- ploying 40,000 white teachers and 10,000 negro teachers. Present and Suggested Standards of Professional Preparation for Teachers: The Commission notes with pride not only the rapid rate of increase in the average daily attendance in the public schools and in the number of teachers employed, but also the improvement of the quality of professional preparation of the teachers of the public schools of North Carolina. At fthe present time two years of training beyond high school graduation with professional credits is the minimum requirement for a teaching position in North Carolina high schools. Beginning with the school year 1927-1928, the minimum standard for a teaching position in the public high schools f will be three years of training beyond high school graduation with pro- fessional credits. Suggested minimum national standards for a teaching position in the high schools call for four years of college or university r work. 67.22 per cent of the white high school teachers in North Carolina and 49.07 per cent of the negro high school teachers in North Carolina measure up to this suggested national standard. The standards for a teaching position in the public elementary schools in North Carolina which prevail at the present time are far below the standards set for teaching positions in the elementary schools throughout the country. Suggested minimum standards for a teaching position in the public elementary schools— generally approved throughout the United States — call for at least /two years of training beyond high school graduation plus professional credits. Only 38.57 per cent of the white elementary school teachers and 15.11 per cent of the negro public elementary school teachers in North Carolina in 1925-1926 possessed training equal to the nationally approved standards. Data given in Section 2 of the Report on Teacher Training Con- ditions in North Carolina show that standards for a teaching position in the elementary schools are still deplorably low and that the lowest grade teachers are found in rural communities, especially those rural communi- ties which have only a six-months school term. The position taken in the Report on Teacher Training Conditions in North Carolina holds that just as much training is required to prepare an elementary teacher as is required to prepare a secondary teacher. Two outstanding notions sup- porting this view are: (1) Any year in a child's life should be considered equally as important as any other year, hence a child of say six years of age deserves an efficiently trained teacher just as much as a child of fourteen years; and (2) Although the high school teacher must be special- ized in one or two subjects which are perhaps more difficult to master than the subjects taught in the elementary school, the elementary teacher must, on the other hand, have a more highly diversified training; the diversification of subject matter taught by the elementary teacher, which may be clearly shown by an analysis of the elementary school curriculum, Pakt II 135 would counterbalance the specialization called for by the secondary school teacher. The Commission is justified in the belief — on the basis of data presented — that North Carolina is making rapid strides in improving the professional qualifications of the - teaching personnel in her public schools. Few, if any, states are excelling North Carolina in rate of improvement along this line. Standards existing within the State, however, are far too low. The gap between these standards prevailing within the State and the reasonable, scientifically determined, and minimum standards suggested for the country at large must be overcome as soon as pos'sible. Supply and Demand for Trained Teachers 1925-1950: At the present time, the annual output of the in-State institutions for whites amounts to approximately 900 elementary teachers and 750 _ white high school teachers. All of these teachers, however, have not had training which is the equiva- lent of suggested minimum standards for the teaching profession. Their training varies all the way from one to four years of college work. If the present supply figures were maintained, by 1930 our supply of white ele- mentary teachers trained by in-State institutions would be only 25 per cent of the demand and by 1950 only approximately 21 per cent of the demand, and, if our present supply of white high school teachers was merely main- tained, our supply would be only 88 per cent of the demand in 1930 and 47 per cent of the demand in 1950. The figures for the negro race are also illuminating. If our present supply from in-State institutions was merely maintained as of 1926, our supply figures for 1930 would only be 10 per cent of the demand for negro elementary teachers and by 1950 would be only 8 per cent of the demand for elementary teachers. By 1930 the supply of negro high school teachers will be only 64 per cent of the demand, and by 1950 the supply of negro high school teachers will be only 24 per cent of the demand. The figures herewith presented constitute conservative estimates as to supply and demand, based, among other things, upon the op- timistic assumption that standards will be constantly raised. When a comparative study was made of the supply figures for the school years 1925 and 1926, it was found that there was a considerable increase in the output of in-State institutions, whereas the supply of teachers received from out of State institutions was practically the same for the two years. When considering her future needs in the way of trained teachers, it will be well for this State to assume that North Carolina must give just as many teach- ers to other states for their public schools as this State will receive from other states for her own schools. At this point it is well to point out that 23 per cent of the white teachers in the public schools are beginner teachers and that 21 per cent of the negro teachers are beginner teachers. It is startling to know that during the school year ending 1926, 2,331 white teachers and 1,000 negro teachers began teaching in the public schools of North Carolina without ever having had as much as one year of college or normal school work. All of these facts indicate that the supply of well- trained teachers for the public schools of North Carolina is far below the actual demand. The Commission is convinced, moreover, as a result of its statistical studies, that the well trained teacher remains in the teaching service for a longer period of time, and is less apt to move 136 Report of Educational Commission about from place to place than the untrained teacher. The greater the amount of training the teacher possesses the longer the tenure and the lower the rate of turnover. From the standpoint of the State and from the standpoint of efficiency of instruction, a well trained teacher is an economic asset. The untrained teacher is a costly proposition. North Carolina, there- fore, must have high standards for the professional preparation of its teaching personnel. Summary (1) An increase in school attendance will necessitate the employment of a constantly increasing number of teachers. (2) Notwithstanding encouraging improvements in the professional qualifications of North Carolina teachers, the necessity of higher standards of professional preparation must be kept in mind. (3) The untrained teacher is a costly and inefficient employee. (4) A next important step in public education in North Carolina is the raising of standards for the teaching profession, especially in the public elementary schools. (5) The well trained teacher can not afford to work on a six-months basis. (6) Existing institutions for training teachers are insufficient to meet the demand, hence the necessity for the enlargement of present teacher training facilities and for establishing additional teacher training institutions. Conclusions and Recommendations The Commission submits the following conclusions and recommendations as to the number of trained teachers needed from 1925 to 1950 and the preparation the State of North Carolina should make for training them: Table XLII of the Report of Dr. Noble shows the following number of white elementary and high school teachers, who are entering the profes- sion for the first time, necessary to fill vacancies and new positions from 1925-1950 to be; 1930-4445; 1935-4992; 1940-5397; 1945-5460; 1950-5649. These calculations are made for five year periods but the same figures serve proportionately for intervening years, except as changed by changing growth in the school system and in the number of pupils. By reference to Table XXX, Part 2, Sub-section 7, it will be noted that 3,986 new white teach- ers entered the profession in the year 1926. Of these 1,237 were trained in the higher institutions in North Carolina, and were standard teachers, hav- ing one or more years of college training. The remainder, 2,749, of the teachers so entering the teaching profession had less than one year of college training and generally were graduates of high schools with some summer school training, though approximately 8 per cent of these had not graduated at high schools. The continued growth of the high schools insures a supply of the kind of teachers they can produce. It is estimated that by 1930, North Carolina will be needing 1251 negro be- ginner teachers (elementary and high school teachers inclusive), by 1935 North Carolina will need 1,394 negro beginner teachers, by 1940 1,513 teachers, by 1945 1,587 teachers, and by 1950 North Carolina will need 1,645 negro teach- Pakt II 137 ers. These calculations are given for five year periods but the same figures serve for intervening years, except in-so-far as modified by changing growth in the school system and in the number of pupils. Referring again to Table XXX, Part II, sub-section 7, it will be noted that there were 1,169 negro beginner teachers in 1926. Only 88 of these negro beginner teachers were trained in institutions of higher learning and possessed as much as 1, 2, 3, or 4 years of college or normal school training; 55 of these 88 negro teachers were trained by in-State institutions of higher learning; there were, therefore, 1,081 negro beginner teachers entering the teaching profession in 1926 who had never attended the regular sessions of an institution of higher learn- ing, either in this State or some other state. Therefore, the problem is not one of getting teachers but of getting trained teachers and of displacing as speedily as possible those having only a high school education by the use of teachers who have been better trained in the institutions of higher learning. The Commission makes the following recommendations: (a) That the high schools of the State be utilized as a temporary ex- pedient for an emergency need and as a means of starting the teachers toward higher training, but the Commission cannot recommend this as be- ginning to supply the permanent needs. In this matter it quotes from the current report of Dr. A. T. Allen, Superintendent of Public Instruction, as follows: "Teacher training departments in High Schools. These departments are organized on the graduate level. No student is admitted unless she can meet the college and normal school entrance requirements. High school graduates are now so numerous that it is no longer necessary to allow anyone to begin preparation for teaching who has' training below high school gradua- tion. Thirteen of these departments are now in operation in North Caro- lina with an enrollment of approximately 175. "A separate room is set apart for the use of this class. The room is fitted out with the necessary apparatus for the work of the class. The instructor is one well versed in elementary education with extensive ex- perience in teaching children. The term of instruction is for nine full months. "These departments do not in any way compete with the colleges and normal schools. Pupils who attend here are not able as a rule to make financial arrangements to attend college. Many of them are anxious to teach and are willing to make the necessary preparation. They gladly ac- cept the opportunity that is offered. "The program of work and activities provided in these departments leads directly into teaching in the rural elementary schools. The students are brought into direct touch with actual teaching situations every day — either in the observation of class work at the hands of the regular teacher or in practice teaching. In the course of the year, by observation in the rural schools, they are made familiar with the needs of the country schools in the county in which the department is located. During the last six weeks of the session, they organize and conduct a school of their own. The students in this school are the children in the community who are expected to enter public school in the following year. Thus they have fine experience 138 Report of Educational Commission in teaching beginners as the last part of their training. These girls enter the schoolroom in the following fall with a clear notion of what is ex- pected of them. In other words, these pupils are given a year of intensive specific training which fits them for a clearly defined and definite task. Superintendents report that the work of these girls is very satisfacfory in the schoolroom. These departments should be increased until they are able to turn into the rural schools each year 500 teachers with a year of specific preparation. It seems that the successful work of the graduates of these departments has clearly demonstrated their usefulness." (b) The Appalachian State Normal School, Boone, N. C., and Cullowhee Normal School, Cullowhee, N. C, are so situated with reference to an adequate number of children and graduates for practice schools that the Commission is unable to see the possibility of any extensive increase in the facilities of these schools in such a manner as to be of largest value in supplying the needs of the State for training teachers, but it recognizes to the fullest extent the usefulness of these institutions in a more limited way, and especially as serving the communities in which they are situated, and it thinks that, while probably their capacity should in no event be extended beyond the accommodation of_500 or 600 pupils, yet, within the proper limits, these institutions may serve the State effectively and that it is much cheaper to increase their capacity than to establish new institu- tions, because the greater the number, up to a reasonable limit, the cheaper will be the cost of the output per capita, and it recommends that these institutions be helped and encouraged by the State to do their maximum service in supplying the need for teachers in North Carolina. (c) The North. Carolina College for Women at Greensboro, N. C., and the East Carolina Teachers College, Greenville, N. C, are the two chief State institutions upon which the State depends for elementary teachers, but they are not beginning to supply the present or prospective demand. They are so situated that they have the material for practice schools, not to an unlimited extent, but to an extent which will enable a considerable increase in their facilities, and the Commission recommends that, before the State expends any further sums of money in building any new insti- tutions, these be enlarged and equipped to the extent of their maximum production in the circumstances in which they are situated. They are both located in population centers, which makes it advisable to utilize them to the fullest extent. (d) The University of North Carolina, in its School of Education, is increasing from year to year its output of trained teachers, but it only turns out four year graduates, who are largely utilized by the high schools and colleges, and does not train teachers for elementary schools. The Com- mission is doubtful as to whether the University's Department of Education should engage in the training of elementary school teachers, because it is inclined to the view that, if teachers are to be trained for the higher positions in high schools and colleges, the University, on account of stand- ing at the head of the public school system of the State should confine itself to this work. However, the demand for high school teachers in the State is now being supplied, and because of the high position of the Uni- versity's educational system, this should not debar it from rendering any Part II 139 service which is necessary to the State, if by so doing it may save tax- payers of the State the necessity of establishing further institutions of learning. The Commission therefore recommends that the Department of Education of the University do undertake and begin the training of ele- mentary teachers in addition to training teachers for high schools and colleges. It is just as important that the University engage extensively m the training of elementary school teachers as it is to train men and women for Law, Medicine, Science, Engineering and other high professional posi- tions; and, while it would not like to see, and would not recommend that one be sacrificed for the other, yet if either be sacrificed it thinks that trained teachers, as the first need of the State, should be supplied. (e) In addition to utilizing the present Teacher Training institutions to the limit of their capacity it is impossible to escape the conclusion that within the next five years an additional institution will have to be established and supported by the State for this purpose, but the Commission is of the opinion that this need may be supplied as the demand grows, and that a plan of large expenditure in the near future for this purpose is not absolutely es- sential. The growth of the facilities should go hand in hand with the growth of the needs. The Commission thinks the State might as well prepare to erect, complete and put in operation within the next five years' a Teacher Training institution in some large population center where practice material is available, and that within the following five years another like institution will have to be provided, but the Commission recommends that the present facilities in the State be first utilized to the limit of their capacity, because it is cheaper per capita per teacher produced to increase the facilities of these institutions than to establish new and probably smaller ones. It is self evident, however, that further institutions will be needed within the next five to ten years in order to meet the demand for teachers as the same grows during the next 25 years. (f ) Negro Teacher Training facilities. The Commission has made a thorough study of the needs for negro teachers in North Carolina. It realizes that the negro normal schools in North Carolina have in the past really been devoting the major part of! their time only to high school work. Only in the last year or so have they been doing work of normal school grade. The Commission would like to see a further development of these institutions before the establishment of additional normal schools or teachers colleges for negroes is advocated. The Commission finds itself highly interested in the work being done by the Agricultural and Technical College, Greensboro; North Carolina College for Negroes, Durham; Winston-Salem Teachers College, Winston-Salem; Eliza- beth City State Normal School, Elizabeth City; State Normal School, Fayette- ville; Cherokee Indian Normal School, Pembroke; and recommends that every effort be made to enlarge the State owned negro institutions engaging in teacher training and to bring them to higher standards. (g) That the State Department of Education and the other educational forces of the State continue to increase their commendable efforts and strengthen their policies of maintaining and gradually elevating the stand- art! of professional and other qualifications of teachers in the public 140 . Eepomd of Educational Commission schools of North. Carolina, and of recognizing ana stimulating by increased compensation increased efficiency of teachers. (h) That the fixing of professional standards and the gradual elevation of these until they reach in this State the goal of the best national profes- sional standards for teachers can well be left to the State Department of Education, the teacher training institutions and the forward-looking teachers of the State. (i) There is need for more efficient supervision of our rural elementary schools. Because of the manifold demands upon the county superintendent for efficient business administration and for efficient supervision of his schools, it is humanly impossible for him unaided and alone to meet ade- quately or even well these duties devolving upon him. In the average county outside of those employing rural supervisors, 31 per cent of all white rural teachersi are practically without teaching ex- perience at the beginning of the session; 53 per cent are high school grad- uates only or less; while only 20 per cent have professional training. There- fore the employment of well trained and capable women as rural supervisors is an imperative necessity if our rural teachers are to receive the construc- tive professional assistance in their daily classroom work. In counties outside of those employing supervisors, the county superin- tendent spends upon an average only 1.9 days per week in school visita- tion; 37 minutes only in each classroom visit; and a total average of only 63 minutes in each classroom during the entire school term. The counties in which the superintendent spends on the average 63 minutes only in each classroom during the entire year are among those receiving from $30,000 to more than $75,000 from the State Equalizing Fund. It must appear, therefore, economically unsound to continue the policy of sending to these counties these large amounts of money, without financially aiding them in the employment of professionally trained super- visors to direct and to supervise adequately the classroom work for which the money is being expended. CHAPTER II Meeting of the Educational Commission with the Heads of the State Institutions Engaged in Teacher Training, November 22-23, 1926 In response to an invitation to the heads of state institutions in North Carolina engaged in training teachers to appear before the Commission and give their views and produce facts with reference to the facilities and needs for training teachers in North Carolina, the following were present: Presi- dent J. I. Foust and Dr. J. H. Cook, North Carolina College for Women, Greensboro; President Robert H. Wright, Professor Leon R. Meadows, and Professor E. L. Henderson, East Carolina Teachers College, Greenville; Pro- fessor N. W. Walker and Dr. E. R. Mosher, University of North Carolina, Chapel Hill; President B. B. Dougherty, Appalachian State Normal School, Boone; President E. C. Brooks, North Carolina State College, Raleigh; Presi- dent H. T. Hunter and Professor W. E. Bird, Cullowhee State Normal School, Cullowhee. The meeting was called to order by J. 0. Carr, Chairman. Dr. J. Y. Joyner, Executive Secretary of the Commission, outlined the purpose of the meeting as follows: "The figures given by Dr. Noble show very clearly that our Teacher Train- ing facilities are turning out only about one-third of our teachers in the State. I have two questions in mind: 1. Whether the present Teacher Training institutions, especially those supported by the State, are turning out as many as they ought to in view of their present facilities? 2. Leaving that out and granting that they are turning out to the full limit of their capacity, what increase in the facilities for Teacher Training in North Caro- lina is necessary to meet the yearly demands and what is the best way to get that increase of facilities — by enlarging our present institutions or by establishing additional normal schools or by both?" Dr. J. I. Foust: Answering Dr. Joyner's question, I think we should doubtless do both, increase the number of teachers turned out by the present institutions and provide other institutions for training teachers for the elementary schools. Thinking about our College it seems to me we might so organize as to give two years, throwing into the second year Psychology and some Education and then supplementing that by work in the summer school. I think we can turn out fairly good teachers in that way. We do have two years' training, in a way, because many of our people take two years and then go to summer school and prepare themselves to teach in the elementary schools of the State. I mentioned Psychology and some work in Education — then if that is not sufficient to meet the State requirements let them go to two summer sessions. We have two summer sessions and the University also has two summer sessions. If we shift certain courses from the Junior year or Senior year to the Sophomore year they could come back and get full credit from the college in four years. Coming back to Dr. Joyner's question it is my opinion that we should doubtless do both — encourage the institutions now in existence and estab- lish additional normal schools. I think we will all agree that this Teacher Training in the county high school is temporary. 142 Repokt of Educational Commission Dr. Joyner: Would it be possible for you to increase your annual output of teachers with your present equipment? Dr. Foust: No. We are up against this proposition. Suppose you could fill the college with people who want to take the four year course would you then admit people who want to take the two year course? I think as president of the college I would take the four year people every time because North Carolina needs college trained people. I do not care whether they are teachers or citizens. If the college faces the proposition as to whether or not it will take people who want two years or four years I think any man would say that the people who are ambitious enough to want four years of college work are the most desirable. Dr. Noble: Dr. Foust, is your Institution receiving applications from people whom you are unable to accommodate? Dr. Foust: The situation with reference to college has all changed within recent years. Many of these girls applied to four or five colleges and then finally selected one of the four or five. I do not know. We have about 2300 applicants and we accepted 1650. I would like to see the State moving along this line of requiring graduate work, gradually, of course, for high school teachers; take the four year college course and then an additional year for high school teachers; the highest grade of certificate based on the four year college course and one year graduate work. That would have to be done slowly and wisely. Mr. Allen, State Superintendent: The problem of providing elementary teachers is greater than supplying high school teachers. My understanding is that two years is a very good minimum. I do not mean now by this mini- mum standard of two years that that is all the training an elementary teacher ought to have. Anybody will agree that four years of the right kind of training will give you a better elementary teacher than two years. I should like to see some of these girls with Masters degrees right in the first, second and third grades. I should like to see some Cadillac teachers in the elementary school and not try to run the whole thing with Fords. AH of this is based, of course, on an eight-months school term. Dr. Robert H. Wright: I feel very much like taking this up where Mr. Allen left off. There are in the State something over 4000 teaching positions in the white schools in the one and two teacher schools and I am wondering if this big turn over is not right there. I noticed on the paper that Dr. Noble has that between 40 to 50 per cent of these high school teachers came to this State from outside the State. Nine out of sixteen in our town (Greenville) were trained out of North Carolina and that condition ought not to be necessary. I mean we ought not to have to go out of the State. Now coming to the question of the elementary school I am convinced that the great waste in public education is in the poorly trained teachers in the grades. I believe we need our very best teachers in the lower grades. Now I am saying that in face of the fact that we are training high school teachers as well as teachers for the grades. We are training for all public schools. I think it is very important for us to put an ever increasing emphasis upon the training of teachers because if the little child gets started wrong then it is not simply the education of the child, but the correction of the lack of education that has to be attended to later and Part II 143 we lose a number of girls every year who cannot carry on the work because of the poor training they have received in the grades. Now, Mr. Joyner, I will try to answer your questions in order. 1. Could we turn out any more with our present equipment? No. We are not teaching anything at Greenville but teacher training and we are turning out the maximum number with our present facilities. The increase in teachers from East Carolina Teachers College will be in direct proportion to the increased enrollment. In other words, every time the State gives funds enough to add 100 more capacity the per cent will be the same that it is now. I think about 86 per cent of our girls teach school. Of course, everyone that comes is not suitable timber. We do not recommend anyone until we are convinced that that person will make a competent teacher. In fact if a student lets us know before she registers that she does not intend to become a teacher we advise her to go elsewhere. My answer to the second question as to building more normal schools is, I think it would be advisable to allow the present institutions to grow to the size planned for that purpose. I am assuming that none have planned to go beyond the point of efficiency in training teachers. The number of teachers that we can turn out at Greenville is determined by the obser- vation and practice-teaching facilities. The enrollment at Greenville should not exceed 1500 students and I assume that similar conditions exist at other institutions. Then I think it would pay the State to improve the plant at Greenville until it can take 1500 students. We can accommodate 4TH5 in the dining room. In the dormitories we can accommodate 786. We ought not to be allowed to increase faster than 300 students a year. With 150D enrolled we could turn out from the four year and two year courses some- where around 500 students each year. I think it would be advisable to make those new normals two year schools. The great need is in the ele- mentary schools. The four-year side of our school is not very much on the increase. The bulk of it would go into the two-year course. We are having an ever increasing number of those who have completed the two-year course to come back, especially in the summer term, and we offer the same work in the summer term that we do in either one of the other quarters. We run four quarters in the calendar year. A quarter is two-thirds of the semester. Mr. Carr: Mr. Wright, what do you think of the use of the Senior Class in the high school for Teacher-Training for temporary purposes, taking into consideration the emergency needs? Mr. Wright: I think it is better than nothing, but it has been answered by some other person — that is the one room school in Teacher Training. Dr. Joyner: Is that one year's Teacher Training in the high school given any credit at any of your normal schools or colleges? Mr. Wright: Yes, we give two-thirds of a year at Greenville. I firmly believe in specific training for a specific job. We cannot train a High school teacher to teach more than two subjects in two years. I think we have made our mistake just there. Dr. Joyner: If you had your elementary teachers trained four years for that specific job would you need any supervisors? Mr. Wright: Yes. Methods do not make a teacher. There must be subject matter with a knowledge of how to handle that subject matter with 144 Report of Educational Commission reference to given problems. It may be the first, second or third grade. Just methods will not make anything but a teacher and just subject matter will make anything else but a teacher. They must be properly balanced. The broader the scholarship, if the teacher has the professional training to go with it, the better the teacher. Dr. Joyner: (To Dr. Wright) Do you think an adequately equipped praotice school with a sufficient number in it is an absolute necessity for training teachers for elementary school work? Mr. Wright: I do for the best type of teacher. Mr. Carr: (To Mr. Wright) How many applicants did you turn away last year for lack of accommodations? Mr. Wright: We cannot tell whether they have applied at other places but last year we turned away 783. We began in December and asked our students to please notify other folks that we could not take them and in the face of that we had to turn away the 783 pupils. On November 10, 1926, we were filled for next year and we promised 180 more than we could accommodate. N. W. Walker: Permit me, Mr. Chairman, to express to the Commission President Chase's deep regret at not being able to attend this meeting to- night. He requested me to say this to you and to assure you that he would have been here but for a conflicting engagement accepted several weeks ago which he did not feel that he could cancel. I will undertake to outline very briefly the present plan and scope of our teacher-training work in the undergraduate field at the University of North Carolina. What I shall say, then, applies only to the work of the School of Education which is just one of the divisions or schools of the University. Neither graduate students in Education (who are registered in the Graduate School) nor undergraduates pursuing courses in education who are registered in other schools of the University are taken into account in this statement. The University of North Carolina does not at present undertake to train teachers for the elementary grades. The one curriculum of the School of Education, which leads to the degree of Bachelor of Arts in Education, is designed for high school teachers. This is a standard arts degree that is recognized as such by the larger and better universities of the country. Three-fourths of the courses required for the completion of this curriculum are chosen from the regular courses offered by the various academic depart- ments of the University. One-fourth of this curriculum is professional work. I mean by this course in Education and in the related fields of Psychol- ogy and Sociology. This year, for the first time, we are enabled to make some provision for training school facilities. We are using the local public school as our train- ing school. Three of the departments of the local high school — those of English, Mathematics, and French — are open to our students for observation and directed teaching, and next year three other departments — those of His- tory, Latin, and Natural Science — will be open for observation and directed teaching. Thus we shall have training school facilities for six major branches. We believe that a high school teacher who goes out with our bachelor's degree should have mastered to some degree of proficiency one or two of the major academic branches, and that during the course of his pro- Part II 145 fessional work his ability to teach his chosen subjects effectively should be tested. The training school will enable us not only to make the test but to develop in him good class-room procedure. We are shaping our new cur- riculum for high school teachers in accordance with these principles and also in accordance with the state's recently proposed requirements for the certification of high school teachers. Women are not admitted to the University until they are prepared to enter the junior class. We have no women, therefore, in the freshman and sopho- more years. We have a fairly good number of women who are juniors and seniors in the School of Education. All of these are pursuing the curriculum set up for high school teachers. Most of our young men look to teaching in the high school, and so our curriculum is designed primarily for them. It is a rare experience to find a young man who wishes to prepare to teach in the elementary grades. Our present enrollment in the School of Education (not counting either graduate students in Education or undergraduates in other schools electing courses in Education) is 344. There are 53 seniors, nearly a third of whom are women. We have at present more students registered in the School of Education than we have ever had, and more students will graduate next spring and summer than have graduated, all told, during the past six years. We do not, as I have already stated, have a curriculum for elementary teachers that leads to the bachelor's degree. We are debating right now, and have been for sometime, whether we shall enter the undergraduate field in elementary education and set up a curriculum for elementary teachers that leads to the degree of Bachelor of Arts in Education. If we decide to do that, it is going to be necessary for us to provide training school facilities which we do not at present have, and to provide these facilities will call for an enlargement of our staff. Moreover, the University would have to break with a tradition which it has held tenaciously to the effect that women are ineligible for membership on the University faculty. We are not permitted at present to employ women to conduct courses counting for credit toward degrees, and the School of Education is not willing to attempt to train ele- mentary teachers unless the University will break with tradition and authorize us to add women to our staff. Many of our women students are better fitted by native ability and temperament for teaching young children than for teaching adolescent youth. Such persons should choose the field of elementary education, and many of those who register with us would do so if we were prepared to give them the training they need. Many who graduate from our School of Education do go into the elementary grades as teachers because they prefer to do so, but they are not specifically prepared for the reasons I have given. Many of our students stop at the end of one, two, or three years and find teaching positions in the elementary grades. But our program is a four-year program designed for high school teachers. In this field we are trying to do superior work. Several of those who have graduated from the School of Education within the past year or two are teaching in colleges and universities. The University has taken several of our graduates for instructors in its academic departments. The high schools do not get them all. 10 146 Report of Educational Commission Should we decide to enter the field of elementary education, it would mean that we would give the last two years of a four-year curriculum leading to the bachelor's degree. Because of the limited training school facilities that we should be able to provide in a small town, we should not be able to turn out a large number of elementary teachers with the bachelor's degree. Our endeavor would be to provide superior training facilities for a limited number. We would not be in the way of any other institution nor would we duplicate the first two years of the four-year program except in our summer quarter. My answer to your specific question as to whether we should enlarge existing teacher-training institutions or build additional normal schools, is the same answer that President Foust gave a moment ago: We should do both. I think, however, that a few strong normal schools at additional centers in the state would perhaps serve the state's interests more effectively than would larger schools at Greenville and Cullowhee and Boone. Dr. B. B. Dougherty: I represent one of the smaller normal schools. We are not doing but one thing and that is trying to prepare teachers for the elementary school in a two-year course. The one thing that has inter- ested me most is that you are setting a standard for a two years training above the high school course. I think that if we were to run on like we have for five years, the facts will be much more favorable than they are now. For instance, we have not been really above the high school more than three years. Two years now in advance of the high school — two years of normal college work. We are not so fortunate as the larger institutions — we have never run over yet. We put out 150 high school students last year and have all the dormitories filled except one and that is over half full and it will be full by Christmas. My idea would be to add another dormitory and fill that up. We have a dining room that seats 900 people. Last summer we had at the first summer session 915 people and at the second session over 700. We had the largest number of elementary tachers just doing one thing that was ever collected together on any one college campus in the Southern states. The present enrollment is 275 high school graduates taking normal school work and 86 in the high school making 361. Our facilities for doing practice teaching are very good indeed. We worked out a demonstration school where we can put thirty-eight young people to teaching at one time — 7 grades. We have been operating 27 years. We graduated fifty people last year and expect to graduate sixty this year. Our capacity in the dormitory is about 400. We are asking for an additional dormi- tory to accommodate 150 this year. The way this thing occurs to me is this: I think that a little normal school is one of the most expensive things in the world. In other words, it costs as much to operate when we had fifty students as it does now when we have 275. The National Education Association says that for the first 200 students an institution ought to have $50,000.00, for the next 100 students it would need $10,000:0D more income. In other words the first 200 students in a small normal school would cost you $50,000.00. Two hundred more in the same normal school would cost you $20,000.00 additional. We have class rooms sufficient to accommodate 1000 at Appalachian. A normal school without a demonstra tion school would be like teaching people how to swim without a pool. 3 would not give any practice teaching the first year. Some observation woulc Part II 147 not hurt them at least. I think they ought to have one year of study before they begin practice teaching. Dr. E. C. Brooks: At State College we have a department for training for Trades and Industries which includes training in Vocational Agriculture. We have in this school of Education something over 200 students. We will have next year around 25 graduates to go very largely into the Agricultural schools. The number of those schools is developing faster than the supply from the State. Now, as to Dr. Joyner's question: Of course, you cannot meet the demand simply by increasing the institutions that now exist. They should be increased to take care of the teachers. You may need some additional dormitories but as you look at those figures that Dr. Noble pro- vides I believe that we have got to get the communities to cooperate with us in the nature of Junior Colleges. Take Wilmington for instance — in all that section of the State I believe that with the cooperation of the city of Wil- mington the State could add two years to that. There is not an institution in the State that is not too large in the Freshman Class. I believe that Mr. Allen could work out a cooperation between the city and the county and if you locate a normal school you are going to locate in a city. The thing that used to bother me a great deal was how to get teachers for the elementary school. I think there ought to be probably another normal school. With the demand you have got to carry the school as much as possible to the center that is not supplied because I think your figures will show that the largest per cent of students in college will come from an area not far from the location of that college. The solution of this is both from the standpoint of where it ought to be located and from the standpoint of funds — you will find your solution there. I think you will reach four or five times as many students in this way. Mr. Dougherty has said correctly that a normal school of fifty is very expensive. Mr. Carr: To what extent do you think the private schools and denomina- tional colleges should participate in this Teacher Training business? Dr. Brooks: I would take as much as I could off the colleges because they are going to reach the stage in the near future where they cannot take the number that apply for the Freshman classes. Mr. Morrison: When is a college too big? Dr. Brooks: That depends upon who is the head of it. Professor H. T. Hunter: We people who are connected with the Teacher Training institutions very greatly appreciate the invitation to appear before the Educational Commission of North Carolina and discuss this matter in which we are so vitally interested. I have given a little thought myself to combining the Junior College work with the Normal School work at Cul- lowhee. We happen to be in the far western part of the State and that part of the State is far away from nearly all of the other State colleges. Why should not Cullowhee give college training as well as training for teachers? I have given considerable thought to it. If you try to combine the two and run two parallel curricula you would probably find the academic work growing and the other lessening. I would not mind trying it if the State wanted me to at Cullowhee — training folks for college and training folks for elementary teaching, possibly with some overlapping. At Cullowhee 148 Report of Educational Commission we have foregone the idea of training folks for the liberal arts degree. That means that our students, if they want to go somewhere after they get through Cullowhee will be penalized. We come now to the question of type of training. I belive that the two year normal school has no other job before it but to train teachers specifically to go out and teach children. There is no other justification for a two-year normal school but to train teach- ers to go out and teach children. The training of teachers, in my judgment, is not simply a matter of methods. I do not see how a person could teach children and not have a broad knowledge of children, child nature, and the person ought to know a good deal of nature. The size of the institution — Cullowhee is just a little baby. We have just moved out of the high school field two or three years ago. In 1922-1923 the school started out with only 22 normal students. In 1923-1924 we started out with 45 normal students. In 1924-1925 we had 70 normal students. In 1925-1926, 103 and this year 116. Our utmost rooming capacity in our Normal School is 210. The schools in the mountains have somewhat a parallel experience with the hotels in the mountains. We may start little in the fall and be absolutely overwhelmed in the spring and summer. Last summer we had our dormitories full. Personally, I believe that the schools ought to be rather larger than Dr. Brooks suggested. The Cost of Teacher Training Institutions: It seems to be a practice in most of the states to appropriate to a Teacher Training institution just about one-half to two-thirds as much to a pupil as they do to an academic institution. Personally I cannot see why. Assuming that North Carolina has 4,000 folks taking Teacher Training every year for the elementary school if the per capita costs in these schools approximated those of the academic schools it would cost the State $660,000.00 a year. I believe that at Cullowhee the maximum for a Teacher Training institution would be something like 500 students. I do believe that our present schools ought to be built up im- mediately. I would not say do not start some others but I would say by all means they ought to be built as rapidly as their increase would justify. I figured out that at the present rate of increase our student body could be made 500 boarding students. We are asking for simply one little dormitory next year which will accommodate about 85 boarding students. I feel that we would have that filled by the end of the first year. We may build our normal schools but we are not going to fill them and keep them filled with the present standards and the present salaries. It is so easy now for a teacher to go out when she has had twelve weeks and get a job. We had 170 to go out when they had had less than one year. They could get a job. We will have to get our standards up and our salaries up before we can ever get them and hold them. We are trying to toll the teachers in by cheap education and cheap salaries when they get out. We have got to get not only numbers but quality. I would not make much of a stir to get those 3,800 teachers in North Carolina into our public schools if I knew you were going to take them from the lowest ranges of ability. We have got to do something j^ to get those bright folks into Education. Dr. J. H. Cook: Not only the training of teachers but also the type of . person that you are likely to draw into the teaching profession should be | considered. As our source of supply for teachers, I would like to point Part II 149 out that which I think is worthy of the Commission's consideration, which is how to keep the best sort of persons in the teaching profession after they once get there. Why train when so many of the finest leave the profession? In about three years, one-half .of our young women leave the work to get married. This type of young woman makes the very best teacher. Any woman after having reared children of her own would be better suited to train children in the school room. I believe our girls ought to be en- couraged to get married and then to go on in the profession. One of the reasons that people leave the profession, and that so many young men are leaving, is because they cannot see any future to the profession. There was some objection brought out to an institution such as ours training people for two years. Some things were lost sight of there. In the first place this is true: Just as soon as we start a two-year institution, it has a very worthy ambition to start a four year college. The kind of people that are likely to go to college are the kind likely to go to normal school. I yield to none in advocating specific training. In the second place we must keep the right sort of people in the profession. There ought to be greater en- couragement for those who have been a long time in the service and shown themselves successful. The State Department of Public Instruction has blazed the way. I think we should place greater emphasis upon what we call an A Certificate. One of the things I would like to bring before you for con- sideration is to make it worth while to have that extra year after they have gone into service so it will lead to something after they are in the service. Mr. Carr: Dr. Cook, what do you think of the efficiency and importance of the summer school, as a rule? Dr. Cook: I personally believe in the summer school. I do not see why the summer session cannot well be a quarter of the regular year's work. I think it is too bad for us to use our institutions only nine months during the year. We are trying hard to 'make it so the people who cannot come during the regular session can take advantage of the summer sessions. I think it is too bad that our graduates cannot go out and help the one and two teacher schools, but most of our girls are folks who are earning their way through colleges and cannot pay for their education by going to a six months school. More of our better trained teachers will go into the rural schools when it is possible for them to go there and pay for their education. Then there are reasons other than financial why girls prefer to go to cities rather than to the rural districts. There is the social reason — lack of any kind of amusement — unsatisfactory conditions of living, etc. I really believe that the rural question demands that the rural teachers be given a bonus, and I believe they deserve it. Rural girls do not want to go back to rural districts. Education of the county superintendents and committeemen would help a lot in the attitude taken toward teachers' amusements. Mr. Andrews: The relationship of the rural school to Teacher Training: My observation is that frequently a teacher is made by the first teacher she has. If she has her start in a small rural school with poor teachers, then that is the kind of teacher she will make. Dr. Cook: I think you are relatively right, Mr. Andrews, but yet we sometimes forget to take into account what a person originally has. Some- times the best teachers we get are the persons who come from the rural dis- 150 Report of Educational Commission tricts. Mr. Allen is everlastingly right in wanting an eight-months school and girls do better who come from better schools. We will have to lift the bottom up. Mr. Andrews: To what extent are the colleges trying to do something about trying to stop a teacher before she goes into the profession when she is not suited to the work? Mr. Wright: The pupil must pass on the practice teaching. That is an absolute requirement and if the pupil does not do that she is not graduated and not recommended as a teacher. Furthermore we pass on the fitness of a given applicant for our diploma based on that indefinable something that we would call spirit. In other words her general attitude throughout the college career. Hero is a girl who would unquestionably not make a teacher she is advised to leave school. Mr. Andrews: Are you limited for lack of funds or scientific knowledge? Mr. Wright: I do not know of anything that the Commission could do to help that situation. Mr. Carr: Isn't it a fact that the only remedy is better preparation from the first grade and then the elimination by the proper tests when they have come to the point of deciding whether they are going to teach or not? Mr. Wright: I would like to give a partial answer to that question. I am in favor of mental tests, but school teaching has something else in it besides mentality. It is the spirit of the thing. You cannot test this ability by any set of questions. Mr. Carr: Suppose a pupil comes to your school; you have no means by which you can ascertain whether that pupil is going to make a teacher; you enter her and begin your training which looks to a two year's course; during that two years she completes the mental requirements so far as her studies are concerned; you put her in the practice school and you find out from the various trials there as to what her mental' capacity, her spirit, and her incli- nations are. Is it not true that the large majority of girls who do stand well in their classes go out and do well in their schools? The greater the mentality the better your prospects. Mr. Wright: Teacher Training is just as much a profession as' training for any other profession. In teaching Literature, History or anything else to a group of folks who do not know what they are going to do, you simply teach Literature to a group that do not know what they are going to do; in teaching Literature to a group who are going to be teachers, you teach Literature plus. Mr. Leon R. Meadows: Carrying on the idea that Mr. Andrews suggested with reference to checking up teachers let me say that in addition to the fact that we require all of our students to pass practice teaching, we have a com- mittee to report on students three months before graduation. That commit- tee reports on the general demeanor, the attitude and the spirit of the pros- pective teacher. The committee consists of three members of our faculty, and, if any member of our faculty feels that any member of our graduating class is not fit for graduation, this is immediately taken up by the other mem- bers of the committee, and, it they all agree on the matter, the pupil is not allowed to graduate. Part II 151 I was interested in what Dr. Cook said a few minutes ago about the early training of the teachers. I agree with him that the mother is an excellent teacher. I do not believe it is feasible. Most mothers have their hands full in their own homes.- I am inclined to think that these teachers who leave the teaching profession are doing just as much good. If they go into their homes and train the children until they are ready to enter school. I think they are doing just as much good as they might be doing, if they went back into the schools. There are several objections in my mind to the Junior College idea. The amount of teacher training would be so very limited that the teachers going out from these institutions would not compete very well with the teachers from other institutions. The spirit of the teacher would be spoiled in an institution of that sort. The teachers from this Junior College would be laughed at by the others. I believe that the Junior College idea cannot hold at all. I believe that first of all we need to increase the present facilities for teacher training in our institutions, and, when that has been done," if we have any money left, build one, two or three more. Mr. Hunter: I think Mr. Andrews has raised a very practical question as to whether or not we shall try to solve our problems by starting a number of little institutions for the present emergency or take some other line. Personally I think the effort to solve the problem of teacher training by the extension of the high school as we have in the thirteen counties in North Carolina is purely a temporary expedient. I do not believe we can ever train good teachers by permitting the high schools to train the teachers. The little high school effort is not as bad as it might be, but there is not very much to it. Should North Carolina build at once or in the very near future a large number of normal schools? From the figures given last night, I think to the average citizen the first reaction would be to build normal schools at once and give North Carolina the number of well trained teachers she needs. I am not sure that that would solve the problem for several reasons: In the first place I am absolutely in favor of the development of the institutions we now have, but they cannot ultimately take care of the need in North Carolina. Personally I do not believe North Carolina ought to build as a permanent part of its educational system two year normal schools. I am not against the two year normal school for the work it is doing now, but I hope we are going to set our standards beyond that. The present tendency in the United States is to build to the four-year college. In solving the present emergency, we do not want to launch upon a problem that would later be a handicap to us. Suppose we should build five or eight more normal schools and in ten years from now we are the only State that had the two- year normal school. We do not want to multiply them too fast for the two year normal schools are fast being made into four year colleges. Frankly, the two-year normal school lacks a breadth in its total educational offering that a school ought to have to train teachers. Necessarily the four-year col- lege is so much the right experience. If we should face merely the present situation and realize that we are after folks, a larger salary and more normal schools would come as near 152 Report of Educational Commission solving the present situation as anything I know of. Do not overdo it. I have the notion that as we train more teachers, the figures that Dr. Noble gave would be somewhat altered. You would find more teachers' staying in the profession by better training. Mr. Andrews: What should the high schools do, if anything, toward voca- tional guidance, so that, when students go to higher institutions, they will know something of what they wish to study? Mr. Wright: As we get better trained teachers in the high schools, there will be an ever decreasing number of people who are recommended for teacher training institutions who are not good timber. Mr. Henderson: If the Commission does recommend the location of a new normal school or teachers college I think it would be well to recommend that it be located in a city where the city school can be opened for practice teaching, so as to guarantee adequate practice teaching for the teachers. You have to take care of the child. He has to come first. You also have to take care of the practice teacher. I believe that teacher training in North Caro- lina will advance further in less time, if every teacher training institution is organized under one board. Dr. Noble: Are practice schools as efficient in the summer as in the regular session? Mr. Henderson: No. You do not have as many pupils' in the practice school per practice teacher in the summer as in the winter. Then, too, the students you get in a practice school in summer are not desirable as a rule as those you get in the regular session — some of them are making up work. Mr. Bird: The matter of taking care of the fellow who is just entering into the teaching profession in a way so that he wants to go on and take more teacher training is one of our problems. It seems to me that we have got to get our people to the point where they want to get more normal train- ing, and it seems to me that we have found in our discussions here that there is not much of a tendency on the part of our prospective teachers to go on with their training, especially for the elementary grades. It seems to me that perhaps the fault is in the salary schedule. I think the salary schedule should offer more of an inducement to the teacher to go ahead with his training. SECTION II TEACHER TRAINING IN NORTH CAROLINA Report Submitted to the State Educational Commission by Makcus Ciceeo Stephens Noble, Jr. 3 January, 1927 To the State Educational Commission: I herewith present the study made by me at your request of teacher training conditions in North Carolina. This report seeks to determine what North Carolina is attempting and achieving in the field of teacher training and to lay down on the basis of data obtained recommendations as to what North Carolina should do in order to fulfill her teacher training responsi- bilities. The conclusions and recommendations advanced in this report have been advanced in the name of the State Educational Commission. This liberty was taken with the full knowledge that such conclusions and recommenda- tions would be subject to discussion, and modification, if deemed necessary, by tbe Commission. Respectfully submitted, Marcus Cicero Stephens Noble, Jr. JNTKODTTCTION A. Purpose The Division of Information and Statistics of the State Department of Public Instruction working at the suggestion of Hon. A. T. Allen, State Superintendent of Public Instruction, and in cooperation with the State Educational Commission appointed by Governor McLean, has — since July 1926 — been seeking to determine: (a) What North Carolina is attempting and achieving in the field of teacher training; and (b) What North Carolina should do in order to fulfill its teacher training responsibilities. This study has had the double purpose of collecting valuable information and of deducing therefrom constructive recommendations. It was inaugu- rated in the spirit of pure research. No attempt was made to prove any- thing, yet it is sincerely hoped that the data presented will be serviceable to the State in the progressive development of its teacher-training program. In nature this study will deal with the quantitative rather than the qualitative aspects of teacher training. The more highly theoretical and professional questions will be left to members of the teacher training profession. B. The Importance of Teacher Training No study of teacher-training conditions in North Carolina could be com- plete without due mention of the importance of an adequate supply of well trained teachers. If the reader keeps well in mind the State's responsibility to its citizenry for teacher training, this report will undoubtedly be of 154 Report of Educational Commission greater interest. Let us, therefore, inquire into the social necessity for an adequate supply of well trained teachers. A fundamental ideal of Democracy, as conceived of in the United States of America, postulates an equal opportunity for every child to develop fully his God-given abilities. The maximum realization by the child of such an opportunity depends most upon the efficiency of his teachers. The teacher, acting as a most powerful environmental influence, has the privilege of directing the child's ideas, of awakening his interests and of preparing him for that degree of social participation which makes for the best in citizenship. The rapidity of the child's transition from dependence to independence inevitably depends upon the efficiency of the teacher: human economy, therefore, demands a well trained teacher. Until a state can place an ade- quately trained teacher in every classroom within its borders, it has not measured up to this ideal of Democracy. North Carolina has known a time when it was generally believed that any one who had mastered some field — or more often "fields" of subject matter was sufficiently prepared to teach effectively in her public schools. Then the belief prevailed that it was enough to teach straight-cut subject matter to the child, and that the child's powers were such as to enable him to apperceive and individualize of his own initiative values and usages inherent in the subject matter. Then it was that teachers taught 'subject matter' — not 'children.' Then it was that the citizenry was inclined to accept the point of view that the mere knowledge of subject matter carried with it the ability to teach pupils. That day fortunately is passe and North Carolina's citizenry now stands convinced that a mere knowledge of subject matter alone does not neces- sarily carry with it the ability to teach. School teaching undoubtedly re- quires skilled ability; and skilled ability is found where there has been scientifically arranged training. Modern developments in the field of education — statistical studies, standardized tests, surveys, and most im- portant of all, classroom experience — have served to demonstrate that teach- ing, when properly achieved, is decidedly a professional activity, and as such — just as in the case of any profession — demands a prolonged period ol intelligently planned preparation. North Carolina's recognition of the importance of teacher training is evidenced by many facts. It is significant to note: that thirteen high schools in North Carolina have teacher-training departments; that Schools of Edu- cation are maintained at N. C. C. W. and at the University; that the State owns three standard normal schools for the training of white teachers,* and four standard normal schools for the training of negro teachers; that there are twenty-six rural school supervisors; that among the denomina- tional and private institutions of higher learning for both races there are more than twenty-five institutions which include education courses in their curricula, and that three divisions of the State Department of Public In- struction carry on activities devoted exclusively to the improvement ol instruction within the public schools. *One institution for white teachers, East Carolina Teachers College, is listed both as a Standard Normal School and as a Teachers College. Part II 155 C. The History of Teacher Training in North Carolina The State of North Carolina has employed many devices for creating and maintaining a sufficiently large supply of well trained teachers for its public schools. The selection of these devices has been characterized by a natural evolution controlled by the factor of sheer necessity. The first qualitative device to be employed was certification through examinations. -The second qualitative device was the reading circle. These circles were given over to the study of professional books. In 1923-24 the State Superin- tendent of Public Instruction wrote, "The Superintendent and principals over the State entered into this scheme with great enthusiasm. Fifteen thousand teachers annually studied some strong new book and passed a successful examination on it. At first the Department gave certificate credit for this work. When the summer school program was well launched, it was considered unwise to give further promotion credit for this work. Notwithstanding the withdrawal of credit for this work, more than eight thousand teachers last year, under the direction of their superintendent, completed an up-to-date strong book."* In 1919 the teachers institute gave way to county summer schools. Through the county summer schools the teachers throughout the State had an opportunity to study under competent and skillful instructors. The summer schools were within easy reach of every teacher within the State. These summer schools were largely attended and enthusiastically supported by the teachers and superintendents. The scarcity of teachers made en- trance requirements for these summer schools an impossibility. "As the high schools increased in number," wrote the State Superintendent in 1923-24,** "It has been possible to set up certain scholastic attainments for entrance. At first we set up two years of high school work, then three, and we feel justified in 1925 in requiring high school graduates for en- trance to these schools. Since the high schools for white people are now turning out 8,025 graduates a year and the colored schools approximately 800, it is felt that no new teacher should be allowed to begin work unless she is at least a high school graduate. It will be necessary to conduct these schools for a few more years to come for the 2,200 nonstandard white teachers and the 2,400 nonstandard colored teachers, and until our teacher training facilities can turn out more adequately trained teachers to take their places." It is interesting to note that during the past sum- mer (1926) no county summer schools for white teachers were held, and it is hoped that in a few years it will be possible to discontinue county summer schools for negro teachers. The increasing number of high school graduates has now reached the point at which it is possible for the State to say that no one hereafter shall begin teaching before high school graduation. The fact that every beginning teacher in the future will be a high school graduate, or will have at least training equivalent to high school graduation, has caused the county summer schools to be replaced by institutional summer schools. * Biennial report of the Superintendent of Public Instruction of North Carolina for the scholastic year 1922-1923 and for 1923-1924. Chap. 9, p. 44. ** Biennial report of the Superintendent of Public Instruction of North Carolina for the scholastic year 1922-1923 and for 1923-1924. Chap. 9, p. 44. 156 Repokt of Educational Commission "The differentiating idea between the county summer school and summer school conducted in connection with an institution of higher learning has been from the inception of the summer school program, that the institu- tional schools would give instruction on a higher scholastic level for teachers holding standard certificates, while the county summer schools were working on the lower levels to meet the needs of teachers at the bottom of the profession. Under the changed high school conditions, all new teachers coming into the profession can meet the college entrance re- quirements and should, therefore, receive their instruction in institutions of higher learning rather than in the county summer schools. If the insti- tutions render this service, it will be necessary for them to extend their facilities even further. In this way teachers can build up, even while in service, credit towards college graduation." To summarize then as to type of institution which is now carrying on accredited teacher-training activities it may be said: (a) that such teacher- training as is provided for white teachers is given almost entirely at institutions of higher learning — either during the regular sessions or at summer schools — and (b) that teacher-training for negroes is given at institutions of higher learning for negroes — either during the regular ses- sions or summer sessions — and at county summer schools. Although North Carolina has teacher training departments, as has already been stated, in some of the public high schools which at the present time have an output of 200 teachers per year; this output will not be considered in this report. The Com- mission regards teacher-training classes in the high schools merely as a tem- porary and unsatisfactory arrangement. The sooner the State develops an out- put which will make for the discontinuation of teacher-training classes in the high schools the better. A 'one man' or a 'one woman' normal school faculty can never produce teachers possessing the highest type of training. The persons connected with the work at the present time are making an earnest and faithful attempt to serve the public school system within the State. The arrangement, however, while it must be carried on for the present, should never be permanently endorsed. The interest of this State in teacher training has hinged around the sound notion, generally accepted, that the central problem of education is to get and to keep real teachers. The population of our State both urban and rural is just now so vitally interested in this problem that it is asking in the main two very pertinent questions: (1) How effective, both quan- titatively and qualitatively, is our teacher training machinery? and (2) In order to secure the greatest benefits in the future, what must be done for North Carolina to meet adequately its teacher training obligations? In other words, where do we now stand and what must we do in respect to teacher training? D. Acknowledgment The Commission in making this report wishes to express a special in- debtedness to the county and city superintendents of schools within the State, to the institutions of higher learning within the State, to the heads of State department and of higher institutions of learning in other States, and to prominent educators from this and other states who have cooperated so splendidly with the writer of this report. Part II 157 To the State Department of Public Instruction at Raleigh the Commission wishes to express its thanks and appreciation for the abundant amount of data pertaining to teacher training in North Carolina which was either on file at the Department or in a state of preparation when the preparation of this report was begun. The Commission feels that the State Department is to be heartily congratulated upon its splendid effort to collect the more pertinent facts pertaining to public education in North Carolina for the practical way in which these facts are arranged, and, above all, for the .commendable professional spirit which permeates the whole Department. Many of the tables found in Chapters I and II were prepared not by this Commission, but by the statistical workers at the State Department of Public Instruction. As a result of their untiring efforts a great body of in- dispensable information has been collected and the Commission hereby acknowledges its indebtedness. Undoubtedly the greatest help in the preparation of this report was ren- dered by Hon. A. T. Allen, State Superintendent of Public Instruction. His grasp of scientific methods in the field of public education, his wide acquaintance with conditions and trends pertaining to educational endeavor in other states, and his great zeal for the advancement of education in North Carolina were of greatest value to the Educational Commission in its study of teacher-training in North Carolina. His willingness to cooperate with the Commission in the preparation of this report was of inestimable value. CHAPTER I THE NUMBER OF PUBLIC SCHOOL TEACHERS IN NORTH CAROLINA Preface A mere glance at the data which show the actual number of teachers employed by the State of North Carolina reveals a story of steady growth. In fact the number of teachers employed during the school year ending 1925 is approximately two and one fifth times the number employed during the school year ending 1900. It will be remembered, however, that the school population has increased yearly: hence, naturally with each succeeding year more teachers are needed. In Chapter I, such — solely quantitative — questions as the following will be asked: 1. On the basis of the actual number of teachers employed during the period 1900-1925, how many teachers are likely to be employed by the State during the period 1926-1950? 2. On the basis of school attendance, has there been a teacher shortage during the years 1900-1925? 3. On the basis of school attendance during the period 1900-1925, how many teachers will be needed during the years 1926-1950? The predictions mentioned in questions (1) and (3) just above are pro- jected over the twenty-five-year period 1926-1950 because it is believed that in the making of recommendations for a teacher-training program quantita- tive information of an anticipatory sort is indispensable. Just as a large company — say the American Telephone and Telegraph Company — lays down in detail a building, an organization, and an expenditure program for the future, so also must this State conceive of and plan for a teacher training program sufficiently unified to meet its future needs. In laying down estimates as to the number of teachers needed in the fu- ture, it is, of course, to be admitted that such estimates as are advanced are liable to be offset by unforeseen social forces. The estimates included are minimum estimates. TABLE I Question: How many public school teachers were employed by the State of North Carolina during the period 1900-1925? A mere glance at the data given in Table I shows the steady growth in the number of public school teachers employed in North Carolina during the period 1900-1925. In fact the number of teachers employed during the school year ending 1925 is almost two and one fifth times the number em- ployed during the school year ending 1900. It will be remembered that the school population has increased yearly; hence, naturally with each succeeding year more teachers are needed. If North Carolina employs a larger number of teachers with each succeeding year, naturally a large num- ber of teachers must be trained every year. (Explanation of Table I: — Table I is to be read in the following manner: In the year 1900 there were 5,390 white teachers teaching in rural schools and 363 white teachers teaching in city schools. In all there were 5,753 white teachers (elementary and high school teachers inclusive) teaching in the public schools for white children in North Carolina.) Part II 159 TABLE I— NUMBER OF PUBLIC SCHOOL TEACHERS 1900-1925 White Negro Grand Total Per Cent lear * Increase Rural City Total' Rural City Total 1870 1,100 4,200 1,100 4,218 490 2,100 490 2,117 1,590 6,335 1880 18 17 298.00 1S90 4,541 125 4,665 2,225 70 2,295 6,690 9.86 1900 5,390 363 5,753 2,400 167 2,567 8,320 19.54 1901. 5,570 480 6,050 2,401 212 2,613 8,663 4.00 1902 5,750 492 6,242 2,405 220 2,625 8,867 2.35 1903 5,920 510 6,430 2,407 225 2,632 9,062 2.19 1904 6,K0 690 6,820 2,409 250 2,659 9,479 13.93 1905 6,260 745 7,005 2,413 269 2,682 9,687 2.19 1906 6,316 870 7,186 2,367 318 2,685 9,871 1.91 1907 6,477 961 7,438 2,373 335 2,708 10, 146 2.78 1908 6,650 1,125 7,775 2,402 373 2,775 10,550 2.99 1909 6,926 1,203 8,129 2,444 384 2,828 10,957 3.75 1910 7,113 1,309 8,422 2,400 394 2,794 11,216 2.35 1911 7,324 1,395 8,719 2,455 422 2,877 11,596 3.38 1912 7,556 1,461 9,017 2,468 430 2,898 11,915 2.75 1913 7,782 1,596 9,378 2,533 483 3,016 12,394 4.10 1914 8,344 1,738 10,082 2,650 523 3,173 13,255 6.14 1915 8,715 1,869 10,584 2,732 559 3,291 13,875 4.68 1916 9,146 1,949 11,095 2,869 586 3,455 14,550 4.86 1917 9,415 2,112 11,527 2,898 621 3,519 15,046 3.41 1918 9,520 2,210 11,730 2,897 614 3,511 15,241 1.22 1919 9,368 2,313 11,681 2,748 640 3,388 15,069 1.12 1920 10,144 2,826 12,970 3,121 763 3,884 16,854 11.84 1921 11,056 3,109 14,165 3,403 793 4,196 18,361 8.93 1922 11,676 3,522 15,198 3,663 932 4,595 19,793 7.79 1923. 11,892 3,773 15,665 3,820 1,051 4,871 20,536 3.75 1924 12,323 4,059 16,382 3,942 1,178 5,120 21,502 4.70 1925 12,753 4,195 16,948 4,072 1,237 5,309 22,257 3.51 TABLE II Question: On the basis of the actual number of teachers employed during the period 1900-1925, how many teachers are likely to be employed by the State during the period 1926-1950? Using the 1900-1925 figures and their annual per cent increases as a rough basis for prediction, the accompanying table showing the approximate num- ber of teachers who will be employed during the period 1926-1950 was ar- ranged. Here the predictions, it must be noted, are on the basis of the ac- tual number of teachers the public has been willing to pay for during the period 1900-1925. The number of teachers the public will in all probability, be willing to employ during 1926-1950 is one important indication as to the ex- tent of the teacher-training facilities which must be provided. It is found by an inspection of Table II that the per cent of in- crease over the total period 1900-1925 for urban teachers, both white and colored, is greater than the per cent of increase for the number of rural teachers; and that the rate of increase for whites is greater than the rate of increase for negroes. It would be most difficult at this time to see to 160 Report of Educational Commission what extent urbanization will take place during the next twenty-five years. The chances are that the rate of urbanization for the next twenty-five years will be as rapid as during the past twenty-five years if not more rapid. The figures included in Table II are offered as an answer to the ques- tion advanced; namely, on the basis of the actual number of teachers em- ployed during the period 1900-1925 — all things being equal — how many teach- ers are likely to be employed by the State during the period 1926-1950? Before accepting these figures it is best to consider the answers given to the second and third questions advanced and answered in part in this chapter. (Explanation of Table II: — Table II is to be read in the following manner: In the year 1900 there were 5,390 rural white school teachers and 363 city white school teachers, making in all 5,753 white school teachers. In the same year there were 2,400 rural negro teachers and 167 city negro teachers, making in all 2,567 negro teachers.) TABLE II.— TABLE SHOWING THE NUMBER OF TEACHERS ACTUALLY EMPLOYED DURING THE PERIOD 1900-1925, AND ESTIMATES AS TO THE NUMBER OF TEACHERS WHO IN ALL PROBABILITY WILL BE EMPLOYED DURING THE PERIOD 1926-1950. White Negro Year Rural City Total Rural City Total 1900 5,390 363 5,753 2,400 167 2,567 1905 6,260 745 7,005 2,413 269 2,682 1910 7,113 1,309 8,422 2,400 394 2,794 1915 8,715 1,869 10,584. 2,732 559 3,291 1920 10,144 2,826 12,970 3,121 763 3,884 1925 12,753 4,195 16,948 4,072 1,237 5,309 Estimates as to Approximate Number of Teachers 1930 1935 14,963 17,591 20,588 23,006 27,903 6,053 8,509 11.783 15,466 21,924 21,016 26,100 32,371 38,472 49,827 4,545 5,022 5,546 6,101 6,704 1,613 2,092 2,683 3,402 4,286 6,158 7,114 1940... 1945 8,229 9,503 1950 10,090 TABLE III Question: On the basis of school attendance, has there been a teacher shortage during the years 1900-1925? The answer to this question is based on school attendance figures and on the number of teachers employed during this period. School attendance figures are used instead of school enrollment figures because it is felt that attendance figures are more dependable bases for measuring teacher-load. It is, of course, recognized that the number of subjects or the number of grades of work taught constitute better "load measures" than the number of pupils per teacher; to collect such data for this report on a State- Part II 161 wide basis, however, was an impossibility due both to lack of time and to lack of data. This measure of teacher load is included merely because it is probably one of the best measures obtainable at this writing. It is an ad- mittedly insufficient or unsatisfactory measure. It is interesting to note when inspecting Table III that there were approx- imately two and two fifths times as many white children in average daily attendance during 1925 as there were in 1901, and that the number of colored children in average daily attendance during the same period in- creased from 78,700 to 169,212. The attendance figures presented in Table III are used as a basis of calculation for the number of pupils per teacher as revealed in Table IV. The number of children to be taught is one measure of the number of teachers who must be employed. North Carolina must make sure that every child is taught by adequately prepared teachers. (Explanation of Table III: — Table III is to be read in the following manner: In the school year 1900-1901 or the school year ending 1901 there were 166,500 white children and 78,700 negro children in average daily at- tendance in the public schools of North Carolina. For this same year there was a total of 245,200 school children in average daily attendance in the public schools of North Carolina.) TABLE III— PUBLIC SCHOOL ATTENDANCE IN NORTH CAROLINA 1900-1925 Year Ending White Colored 1901 166,500 78,700 1902 174.552 80,100 1903 182.500 81.500 1904 189,000 82,900 1905 190,898 83,390 1906 205,517 87,529 1907 208,157 88,795 1908 220,371 88,117 1909 240,879 95,000 1910 " 235,872 95,463 1911 247,019 97,412 1912 242,798 89, 748 1913 262,868 103,020 1914 288.834 119,630 1915 292,483 117,657 1916 318,917 127,374 1917 309.212 123, 184 1918 299.998 114.883 1919 278,492 107,181 1920 336.661 136,891 1921 356,606 138,281 1922 387,322 158,928 1923 393,991 161,463 1924 406,661 164,698 1925 426,999 169,212 Total 245,200 354,652 294,000 272,900 280,288 293,046 296,952 308,488 335,879 331,335 344,431 332,546 365,888 408,464 410,140 446,191 432,396 414,879 385,673 473,552 494,887 546,250 555,424 571,359 596,211 162 Report of Educational Commission TABLE IV (Question continued): On the basis of school attendance has there been a teacher shortage during the period 1900-1925? It must be remembered when interpreting the figures in Table IV, that (a) Average scores are not indicative of local conditions, and (b) that the figures employed are for both high and elementary schools. "When it is said that average scores are not indicative of local conditions, especial reference is made to rural one-teacher schools. It must be remembered that there are still over 2,000 rural one-teacher schools in North Carolina. For the year 1924-25 there were 1,468 one-teacher schools for white children and 1,263 TABLE IV —NUMBER OF PUPILS PER TEACHER IN NORTH CAROLINA. 1901-1925 White Negro School Year Ending Number of Teachers Number of Pupils in Attendance Number Pupils per Teacher Number of Teachers Number of Pupils in Attendance Number Pupils per Teacher 1901 6,050 166,500 28 2,613 78,700 30 1902 6,242 174,552 28 2,625 80,10X) 31 1903 6,430 182,500 28 2,632 81,500 31 1904 6,820 189,600 28 2,659 82,900 31 1905 7,005 196,898 28 2,682 83,390 31 1906 7,186 205,517 29 2,685 87,529 33 1907 7,438 208,157 28 2,708 88,795 33 1908 7,775 220,371 28 2,775 88,117 32 1909 8,129 240, 879 30 2,828 95,000 34 1910 8,422 235,872 28 2,794 95,463 34 1911 8,719 247,019 28 2,877 97,412 34 1912 9,117 242,798 27 2,898 89,748 31 1913 9,378 262,868 28 3,016 103,020 34 1914 10,082 288,834 29 3,173 119,630 38 1915 10,584 292,483 28 3,291 117,657 36 1916 11,095 318,917 29 3,455 127,374 37 1917 11,527 309,212 27 3,519 123,184 35 1918 11,730 299,998 26 3,511 114,883 33 1919 11,681 278,492 24 3,388 107,181 32 1920 12,970 336,661 26 3,884 136,891 35 1921 14,165 356,606 25 4,196 138,281 33 1922 15,198 387,322 25 4,595 158,929 35 1923 15,665 393,991 25 4,871 161,463 33 1924 16,382 406,661 25 5,120 164,698 32 1925 16,948 426,999 25 5,309 169,212 32 one-teacher schools for negro children. Since a teacher in a one-teacher school teaches the work of many grades, twenty-five pupils to be taught in a rural one-teacher school represents a much more difficult task than twenty- five pupils to be taught the work of a single grade in a city school. A further point to be remembered when interpreting Table IV is that North Carolina is a rural State. In a rural State where the school atten- dance laws are less liable to be rigidly enforced, there are times during Part II 163 the school year when many children stay away from school to help with the crops. This means that the school attendance figures will undergo distinct fluctuation; the amount of fluctuation — variation from the average — is simply another measure of teacher-load. The greater the fluctuation or variability about the average, the more difficult is the teacher-load. (Explanation of Table IV: — Table IV should be read in the following man- ner: During the school year ending 1901 there were 6,050 white public school teachers and 166,500 white school children in average daily attendance. On the average, therefore, there was one white public school teacher to every 28 pupils in average daily attendance.) TABLES V, VI AND VII (Question continued) : On the basis of school attendance, has there been a teacher shortage during the years' 1900-1925? In tables IV, V, VI and VII an effort was made to answer the question on the basis of school attendance, has there been a teacher shortage during the years 1900-1925? TABLE V.— NUMBER OF PUPILS PER TEACHER IN THE WHITE HIGH SCHOOLS. 1924-1925 School Unit All High Schools Rural City City Group 1 City Group 2... City Group 3... Percentage of Enrollment in Attendance 83.3 81.9 84.9 84.1 86.9 87.8 Number of Teachers Employed 2,884 1,623 1,261 369 172 206 Number of Pupils per Teacher Employed 21.2 23.9 24.1 24.1 24.6 Attending 18.6 17.4 20.3 20.3 21.0 21.6 An effort was made to show the number of pupils per teacher for each year during the period. School attendance figures were used instead of school enrollment figures because — as has already been stated — it was felt that at- tendance figures constituted a more dependable basis for measuring teacher- load. Although the number of pupils per teacher as a measure of teacher- load is an incomplete and therefore unsatisfactory measure, we have in this measure an interesting indication as to the willingness of the public to em- ploy teachers during the period 1900-1925. When the number of pupils actually attending school each year is divided by the actual number of teachers employed, it seems that the mere number of pupils per teacher does not present an overload. To illustrate: In the year 1924-25 there were 426,999 white children attending school and 16,948 white teachers, making an average of approximately twenty-five pupils to the white teacher; in the same year there were 169,212 negro children in average daily attendance and 5,309 negro teachers, making an average of approximately thirty-two pupils per teacher. 164 Report of Educational Commission It is very significant to note when interpreting Tables V, VI and VII that the statistics given in the November and December issues of State School Facts, 1925 show (1) that in the case of the white high schools the number of pupils per teacher is, on the average, larger for the city than for the rural counties; and that only three counties and three cities have as many as twenty-five high school pupils per teacher; (2) that the city white elementary schools have more pupils per teacher than the rural elementary schools; also in only two counties are there as many as forty pupils per elementary teacher; (3) that in the negro schools the number of pupils per teacher is larger for the city than for the county, and in only three counties and three cities is the number of pupils in attendance more than forty to a teacher. Finally then in regard to the question, "On the basis of school attendance has there been a teacher shortage during the period 1900-1925?" — the fol- lowing comments are suggested: 1. It is probable that a well trained teacher could instruct efficiently a homogeneous group of twenty-five or thirty pupils in regular daily attendance. TABLE VI. -NUMBER OF PUPILS PER TEACHER IN THE WHITE ELEMENTARY SCHOOLS . 1924-1925 School Unit All Elementary Schools Rural City City Group 1 City Group 2._ City Group 3 Percentage of Enrollment in Attendance 74.7 72.9 81.2 82.6 79.9 83.3 Number of Teachers Employed 13,935 11,004 2,931 1,000 497 4.30 Number of Pupils per Teacher Employed 35.0 34.5 36.9 34.2 35.6 39.5 Attending 26.2 25.2 29.9 28.3 28.4 32.9 The teacher in a small rural school must teach many subjects and several grades. The tasks, abilities, etc., of the pupils taught by the rural teacher are more heterogeneous than the abilities in the average city classroom. Since heterogeneity of pupils' ability makes the teacher's task more difficult, the rural teacher necessarily must not be called upon to teach as many pupils as the urban teacher must teach. As might be expected, the number of pupils per teacher in average daily attendance in the rural sections of North Carolina is less than the number of pupils per teacher in average daily attendance in urban communities. More homogeneous grouping in cities permits a larger number of pupils per teacher. Average scores are not indicative of local conditions. Part II 165 As a measure of teacher-load average scores are an incomplete, hence decidedly unsatisfactory measure. On the basis of the measure chosen, it is probably unwise to decide as to whether a teacher shortage has existed. The question can be answered satisfactorily only in terms of the degree of homogeneity prevailing. Such data is not available. TABLE VII.— THE NUMBER OF PUPILS PER TEACHER IN NORTH CAROLINA— 1924-1925 Negro County State Rural. City City Group 1 C ty Group 2 City Group 3 Number of Teachers Employed 5,310 4,070 1,240 490 218 181 Percentage of Enroll nent in Attendance 66.9 64.8 74.0 80.4 71.9 71.5 Number of Pupils per Teacher Employed 47.1 46.9 47.6 43.8 48.9 47.3 Attending 31.5 30.4 35.2 35.2 35.2 35.2 6. These figures for North Carolina, superficially interpreted, might seem to indicate that the teacher-load in terms of the average number of pupils in average daily attendance per teacher is quite light. Comparative data for other States do not, however, bear out the su- perficial and possibly unjust interpretation mentioned. TABLE VIII Question: On the basis of school attendance figures during the period 1900-1925, how many teachers will be needed during the years 1926-1950? Using the school attendance table already given for 1900-1925 and cal- culating in terms of per cent increase, the approximate school attendance figures presented in Table VIII were obtained. These figures must be inter- preted in the light of the information presented in Tables IX, X, XI and XII of this report. TABLE VIII.— PREDICTIONS AS TO AVERAGE DAILY ATTENDANCE IN THE PUBLIC SCHOOLS OF NORTH CAROLINA.— 1925-1950. Predicted Daily Attendance Year Ending White Negro Total 1925 426,999 169,212 596,211 1930 568,030 211,957 779,987 1935 703,110 251,591 954,701 19^0 838,190 291,225 1,129,415 1945 973.270 330,859 1,304,129 1950 1.108,350 370,493 1,478,843 166 Repoet of Educational Commission (Explanation of Table VIII: — Table VIII is to be read in the following manner: If the rate of increase for the period 1925-1950 equals the rate of increase particular to 1900-1925 in the year 1945 it may be expected that there will be 973,270 white children and 330,859 negro children in average daily attendance in the public schools of North Carolina.) TABLE IX Question: On the basis of the number of teachers employed in average daily attendance during the period 1900-1925 how many teachers are likely to be employed in the public schools of North Carolina during the period 1925- 1950? Table I, showing the increase in the number of teachers employed between 1900-1926, revealed a steady increase in the number of teachers employed. These facts coupled with the necessity of filling existing positions when va- cancies occur (See Section III) say that North Carolina must annually be prepared to train an increasing number of teachers. The number of teachers that the public will, in all likelihood, be willing to employ, and the number of pupils who will attend public schools are important indications as to the number of teachers the teacher training institutions in North Carolina must train. If these two figures are worked into a single estimate, perhaps a fairer estimate of the number of teachers to be trained during 1925-1950 may be secured. Such an estimate is included in Table IX. The figures given in column 3 are based on the teacher-load in terms of the number of pupils per teacher for the year 1925. In other words, existing conditions seem the most dependable basis for prediction purposes. There is, however, when using this basis, no intention of championing the policy of a heavier load for negro than for white teachers. When considering the predictions relative to the number of teachers who will be needed between the years 1925 and 1950, it is best to bear in mind the underlying social forces which would support and work contrary to the data offered. In Table II the column of especial interest for each of the races is the column headed "total." The predictions offered up to this point as to the number of teachers needed during 1925-1950 are merely approxi- mations based upon the broad assumption that a constant rate of increase in the number of teachers needed may be expected and that the rate of in- crease for the entire period 1925-1950 will equal the rate of increase for the entire period 1900-1925. It is admitted that certain underlying and funda- mental social forces may tend to accelerate or to retard the rate of increase upon which these predictions are offered. Some considerations which might tend to offset these predictions are as follows: (a) That, these figures are perhaps too high since more universal education is likely to reduce the size of the average family in the State, therefore, the school population will not increase at the rapid rate at which it has increased during recent years: (b) That, urbanization will make for a heavier teacher-load in terms of the number of pupils to be taught; therefore, in proportion to the size of our school population North Carolina will not need as many teachers as she has needed in previous years; and (c) That, higher standards of training will tend to reduce the amount of turnover within the profession, and increase the length of tenure. Part II 167 On the other hand,, justifications of these figures may be found in the following considerations, (a) That, only a relatively small per cent of the people are at the present time going on for higher education, and that the building of better schools will cause more pupils to stay in school until they have completed high school; (b) That, more rigid enforcement of compul- sory attendance laws will create a demand for more teachers: (c) That, the growth in number of textile mills is likely to call for the importation of foreign labor with large afmilies; and (d) That, the ultimate adoption of a longer school term will mean more children in attendance in the public schools. Before discontinuing a consideration of these tables, however, the following tables should be studied: (i.e. Tables X, XI and XII.) TABLE IX.— PROBABLE NUMBER OF SCHOOL TEACHERS REQUIRED FOR THE PUBLIC SCHOOLS OF NORTH CAROLINA— 1925-1950 (1) (2) (3) (4) Year Ending Number of Teachers Re- quired 1925-50 based on willingness of public to employ teachers, 1900-1925 Number of Teachers Re- required, based on probable school attend- ance with 25 white pupils and 32 negro pupils per teacher Average White Negro White Negro White Negro 1925* 1930 1935 1940 1945 1950 16,948 21,016 26,100 32,371 38,472 49,827 5,309 6,158 7.114 8,229 9,503 10,990 17,079 22,721 28,124 33,527 38,930 44,334 5,287 6,623 7,862 9,100 10,339 11,577 17,013 21,868 27,112 32,949 38,701 47,080 5,298 6,390 7,488 8,664 9,921 11.283 *Figures for 1925 in column 2 are actual figures. TABLE X Question: What will be the effect of the facts included in the general census figures for 1900, 1910 and 1920 upon the rate of increase in number of public school teachers employed during the period 1925-1950? A study of Table X reveals the fact that the white population has enjoyed an increase in rate of enlargement, whereas the negro population's rate of increase diminished between 1910 and 1920. The school enrollment and the average daily attendance figures for both races show per cent increases for the intervals considered. The ranks for the rates of increase naturally are as follows: (1) Average daily attendance; (2) Public school enrollment; (3) School population. It is most noticeable that whereas the per cent in- crease for 1910 for negroes in average attendance was only 21 per cent higher than the average daily attendance figures for 1900, in 1920 the average daily attendance figures for negroes presented a 43 per cent increase over the 1910 figure. (Explanation of Table X: — Table X is to be read in the following manner: The total population for the State of North Carolina was in 1900 — 1,269,341; 168 Report of Educational Commission in 1910—1,500,511 and in 1920—1,783,779 individuals. The total population in 1910 represented an 18 per cent increase or an increase of 231,170 persons over the 1900 population figure. In 1920 there were 1,783,779 persons making an increase of 19 per cent or 283,268 persons in excess of the 1910 figure.) TABLE X.— TOTAL POPULATION, SCHOOL POPULATION, PUBLIC SCHOOL ENROLL- MENT, AND AVERAGE DAILY ATTENDANCE IN PUBLIC SCHOOLS IN NORTH CARO- LINA— 1900, 1910, AND 1920. White Total Pop.... School Pop. . P. S. Enroll.. A. D. Attend 1900 1,269,341 448,304 293,868 166,500 1910 1,500,511 497,077 360,121 235,872 Increase Per Cent Increase 1920 Increase 231,170 18 1,783,779 283,268 48,773 11 573,736 76,659 66.253 23 478,189 118,068 69,372 41 336,661 100,789 Per Cent Increase Negro Total Pop... School Pop... P. S. Enroll.. A. D. Attend 624,469 219,677 141,316 78.700 697,843 73.374 12 763,407 i 65,564 238,091 18,414 08 267,245 29,154 160,283 18,967 13 213,060 52,777 95,463 16.763 21 136,891 41,428 TABLE XI Question X, Continued. What will be the effect of the facts included in the general census figures for 1900, 1910 and 1920 upon the rate of increase in number of public school teachers employed during the period 1925-1950? In Table XI it must be noticed that the per cent that the school population is of the total population indicates a declining rate for whites and a fairly constant ratio for negroes; that is, in 1900 the white school population consti- tuted 35 per cent of the total white population, while in 1920 the white school population was only 32 per cent of the total white population; the negro school population in 1900 was 35 per cent of the total negro population, and in 1920 the negro school population was still 35 per cent of the total negro population. (See Item I.) Figures for both races show that the public school enrollment and the average daily attendance constitute with each succeeding period in- creasing percentages of the total population. It is most significant to note that in 1900 the white public school enrollment constituted 66 per cent of the white school population and that this figure had increased to 83 per cent by 1920; also that in 1900 the negro school enroll- ment constituted 64 per cent of the negro school population and that by 1920 this figure had increased to 79 per cent. The per cent increases given under item 4 in Table XI indicate that within the near future the rate of increase in the number of teachers to be employed will be diminished. Natur- ally this State can never reach the point where 100 per cent of the total school population will be enrolled in the public schools. There will always be a number of mental, physical and social defectives who cannot enter the Part II 169 public schools, also there will always be some parents who will prefer to send their children to either private elementary or private secondary schools. In contemplating the number of teachers to be employed from the present time up to 1950, it will be well to expect that during the first stages of this period the rate of increase for the per cent that the public school enrollment is of the school population will be only slightly retarded, whereas during the last stages of the period there is a possibility that the ratio between the public school enrollment and the school population will remain fairly constant — perhaps around 90 per cent. (Explanation of Table XI: — Table XI is to be read in the following man- ner: In 1900, 35 per cent of the white people in North Carolina were of school age, etc.) TABLE XI.— TOTAL POPULATION, SCHOOL POPULATION, PUBLIC SCHOOL ENROLL- MENT, AND AVERAGE DAILY ATTENDANCE IN PUBLIC SCHOOLS IN NORTH CARO- LINA— 1900, 1910 AND 1920. 1920 1. Per cent that the school population is of the total population f 2. Per cent that the public school enrollment is of the total population 3. Percent that the average daily attendance is of the total population 4. Percent that the public school enrollment is of the school population 5. Per cent that the average daily ; ttendanceisof theschool population/ 6. Percent that the average daily attendance is of the publicenrollmentf \ Race 1900 1910 White 35 33 Negro 35 34 White 23 24 Negro 22 23 White 13 15 Negro 12 14 White 66 72 Negro 64 67 White 37 47 Negro 36 40 White 56 65 Negro 56 59 TABLE XII Probable Number of School Teachers to Be Employed 1925-1950 Question X, Continued : What will be the effect of the facts included in the general census figures for 1900, 1910 and 1920 upon the rate of increase in number of public school teachers employed during the period 1925-1950? In Table IX the number of white and the number of negro teachers esti- mated as needed during the period 1925-1950 was given. On the basis of the information given in Tables X and XI it is probable that there will be a 170 Report of Educational Commission decrease in the rate of increase for the number of teachers needed 1925-1950. School attendance during the period 1925-1950 in all probability will not in- crease at the rapid rate it increased during 1900-1925. This will, of course, affect the rate of increase in number of teachers needed. The decrease in rate of increase in number of teachers needed in 1925-1950 will not be as marked in the case of negro teachers as in the case of white teachers since negro education is not as well advanced — generally speaking — as is the program of education provided for whites in North Carolina. The decrease in rate of increase plus a desire for conservative estimates plus the reali- zation that an under supply of teachers is preferable to an over supply of teachers resulted in the figures given in Table XII. "When predictions are made as to the number of teachers needed in 1925-1950, it is realized that unfore- seen social factors may offset at any time the figures included in this report. These figures, however, it is believed, constitute fairly dependable bases to be kept in mind when contemplating future needs for teachers. These figures, morever, should be regarded as minimum figures. (Explanation of Table XII: — In constructing Table XII a sliding scale was applied in order to make the subtractions due in view of the information given in Tables X and XI. Table XII is to be read in the following manner: In 1935 it is estimated that North Carolina will need 25,214 white teachers and 7,037 negro teachers.) TABLE XII— PROBABLE NUMBER OF SCHOOL TEACHERS TO BE EMPLOYED 1925-1950 Year Estimate Number of White Estimate Number of Negro Teachers Teachers 1925 1930 20,775 6,134 1935 25,214 7,039 1940 29,654 7,884 1945 32,896 8,532 1950 37,664 9,139 CHAPTEE II THE QUALITY OF THE PROFESSIONAL PREPARATION OF THE TEACHERS IN NORTH CAROLINA PUBLIC SCHOOLS PREFACE A Foreword This section deals with the professional preparation of the teachers in the public schools of North Carolina. Professional qualifications are con- sidered in terms of the number of years of training the teacher has had or in terms of the type of certificate held. An attempt is made to compare the achievements of the teaching personnel in North Carolina — in terms of the professional preparation — with suggested minimum standards for the Nation at large. The tables in Section II of this report constitute in the main re-arrange- ments of data tabulated by members of the State Department of Public Instruction and originally presented in State School Facts. The data presented in Section II deal with the period 1922-23 to 1925-26. Progress has been most marked during the past five years. When inter- preting the tables included in Section II, the reader is recommended to a study of: Regulations Governing Certificates for Teachers in North Caro- lina, 1925. Prepared by the State Board of Education. Published by the State Superintendent of Public Instruction, Raleigh, N. C. Publication Number 88, Division of Certification Number 18. Teacher Training Institutions in North Carolina Teacher Training in North Carolina is carried on in the main by institu- tions of higher learning. The institutions of higher learning are each administered by a separate Board of Trustees. In addition to the State institutions, there are twenty-seven white and five colored denominational or privately endowed institutions which offer work of college grade; there were also, in 1925-26 thirteen teacher-training departments in high schools for whites, and seven departments for negroes which offered a one-year training curricula — the high school departments for whites required high school graduation for admission while the colored high school teacher- training departments admitted on the basis of twelve units of work. A list of the State institutions of higher learning which contribute to the teaching personnel of North Carolina follows: White I. Colleges: North Carolina College for Women, Greensboro. North Carolina State College of Agriculture and Engineering, Raleigh. University of North Carolina, Chapel Hill. 172 Report of Educational Commission II. Teachers College: East Carolina Teachers College, Greenville. III. Standard Normal Schools: Appalachian State Normal, Boone. Cullowhee State Normal, Cullowhee. East Carolina Teachers College, Greenville (two-year course). Negro I. Colleges: Agricultural and Technical College, Greensboro. North Carolina College for Negroes, Durham. II. Teachers College: Winston-Salem Teachers College, Winston-Salem. III. Standard Normal Schools: Elizabeth City State Normal, Elizabeth City. State Normal School, Payetteville. Winston-Salem Teachers College, Winston-Salem, (two-year course). IV. Nonstandard Normal Schools: Cherokee Indian Normal School, Pembroke. Means Employed in North Carolina for the Professional Advancement of the Public School Teachers The professional advancement of the public school teacher in North Carolina has been brought about in many ways. The progress actually achieved has been especially marked during the last five years. The following statement gives a thoroughly interesting and accurate account of the ways in which the importance of the teaching personnel in North Carolina has been brought about. I "The history of the development of the teaching personnel in North Caro- lina can be measured in terms of the evolution which has taken place in the requirements for the certification of teachers. I think this statement would be true with reference to any State. The level of the training of teachers has never gone beyond the minimum requirements for the certifica- tion of teachers. In view of the importance which the certification of teachers has on their professional development, I should like to briefly outline the steps in the changes in our requirements in this State. (a) In the early period teachers were certificated wholly by examina- tion. These examinations were largely in the hands of the county superintendents. In no sense could they be regarded as uniform. The period then for issuing certificates by examination prevailed for the most part, until 1917.* ♦Section 6, Chap. 146 of the Public Laws of 1917. "After July 1, 1917, it shall be unlawful for any board of trustees or school committee of any public school that receives any public school money from county or State to employ or keep in service any teacher, superintendent, principal, supervisor, or assistant superintendent that does not hold a certificate in compliance with the provisions of this act." Part II 173 tb) Following the period of certifying by examination was the period in which some emphasis was given to training. Certificates were issued according to the field of service such as the elementary, primary, high school, etc However, during that period, little or no distinction was made in the amount of training which the teacher may have had. To illustrate: Credit for a year's college work might give one the same class of certificate as credit for college graduation would give. During that period then, one can readily see there was little inducement for one to improve her training. (c) Following the period when certificates were issued according to the field of service is our present period, or the period of classify- ing certificates within a particular field. Under our present regula- tions, a certificate of one class is issued on credit for a years' college work, a certificate of a different grade on credit for two years' college work and of a different grade for three years' college work, and still another for college graduation. Our administrative certificates require some graduate credit. (d) Coupled with the classification of certificates in any field according to training should be the State salary schedule. *One can readily see that no advantage would obtain to qualify for a higher certificate if that certificate did not guarantee an increased salary. One cannot separate the salary schedule which this State has from the classification of certificates in determining the importance which this change has had on increasing the scholarship of our teaching course." II Going hand-in-hand with the higher requirements for the certification of teachers has been the movement toward the standardization of the high schools.** A standard which would require a teacher to have minimum train- ing in order to teach in a school certainly is conducive to educational ad- vancement of the part of the teacher. When the standard with reference to the accrediting of high schools stated that in order to teach in such a school one must have had at least two years of college work, a decided step was taken in raising the scholarship level of our high school teachers. The growth in our high school development would be an index of the growth of the training of high school teachers. (a) It would perhaps be reasonable to assume that in the future the standardization of our elementary schools will have somewhat the effect on the training of teachers for the elementary grades that the standards for high schools have had on the training of high school teachers. This remains to be seen, of course, since we have just begun the standardization of the elementary schools.*** **See high Schools of North Carolina. "Educational Publication Number 97, Division of Supervision Number 23, State Department of Public Instruction, Raleigh, N. C. (1925-26), ***Standards for the Elementary Schools of North Carolina 1926-27. Educational Publica- tion Number 102, Division of School Inspection Number 26. State Department of Public Instruction, Raleigh, N. C. 174 Report of Educational Commission III No State can have certification requirements much beyond its facilities for training teachers. Those facilities, of course, represent institutions of higher learning. Opportunity for training from our institutions of higher learning has been given in at least three ways. (a) Regular Session. Those teachers whose pre-service training rep- resents any training beyond high school graduation have secured that training during the regular session. Studies of existing con- ditions, I assure, will show that our present facilities are not sufficient to give to us teachers whose pre-service training would represent the national minimum standard. (b) Bummer School Attendance. Summer schools have played a large part in bringing about the increased scholarship and training of our teachers. In 1920, 2,445 white teachers attended our approved summer schools. In 1926 the attendance had increased to 9,875. In connection with the summer school development and its im- portance, I should like to refer briefly to the uniform curricula. These curricula were put into operation for the first time in the summer of 1924. *The principles underlying the curricula you will find in the printed bulletin. These curricula have given definite goals toward which high school graduates might work. Moreover, the University of North Carolina through its Correspondence Divi- sion is offering much of the work in that way. Teachers whose training would come within the field of these curricula have taken advantage of the correspondence work. They have raised their cer- tificates to those of higher grades in that way in much less time than would have been true had the profession not have been made. (c) Extension Work. At the present time there are three State in- stitutions that are offering work through correspondence. One of these institutions; namely, the University of North Carolina, has an extensive program of extensive class in instruction. Quite a few of the larger institutions of higher learning offer opportunity for extension class instruction. Teachers in close proximity to the institutions that offer work avail themselves of it. Our great system of highways makes it possible for many teachers who live within a radius of fifteen or twenty miles of the institution to avail them- selves of the work offered. The extension work, both through cor- respondence and class instruction, is contributing largely to the in- creased scholarship of our teachers."** *See, for example, Educational Publication No 86, Division of Teacher Training No. 14 (1924) State Department of Public Instruction, Raleigh, N. C. **Statement prepared at the request of the Educational Commission by Dr. Jas. E. Hillman, Director of Teachers Training, the State Department of Public Instruction, Raleigh, N. C. (Dec. 18, 1926). Part II 175 D The Certification Scheme Described The following quotation will give a clear-cut idea as to how certificates are issued. Section I. How Certificates are Issued (a) Upon the Basis of Training. Certificates are issued upon college or normal school or high school training. When a certificate is countersigned by the superintendent under whom the holder applies to teach, it becomes a valid certif- icate in all the public schools of the State for the work specified on its face. A Superintendent's signature on a certificate indicates that the holder is of good moral character and otherwise, aside from scholar- ship, fitted for teaching. (b) Upon the Basis of Examination. The academic credit for the High School Teacher's Certificate, Class C, may be obtained not only by training, but also by State examination. This is the only certificate valid to teach in the high school for which academic credits may be obtained by the State examination. The professional credit is not allowed by ex- amination, but must be secured in summer schools. The academic credit for the Elementary Teacher's Certificate, Class B, may be obtained not only by training, but also by State exami- nation. This is the only certificate valid to teach in the elementary school, for which academic credit may be obtained by State exami- nation. The professional credit is not allowed by examination, bul must be secured in summer schools. Only one examination is conducted during the year. This exami- nation is offered in the county seat of each county on the second Tuesday of each year. (c) Certificates from Other States. Certificates from other states are evaluated in terms of college or normal school credits, as shown on a certified transcript, and not on the basis of out-of-state certificates alone. The value of the credits presented will depend upon the rating of the institution at the time the credits were earned. In view of this, before accepting a teaching position in this State, an applicant should present the record of her training so that she may know the certificate to which her credit will entitle her. It should be understood that the standards maintained in institu- tions are changing constantly. An institution that now has an A rating may not have been an A institution a few years back. More- over, there are a great many institutions that offer a four-year cur- riculum that, because they cannot meet all requirements for a standard institution, receive credit for only one, two or three years college work. 176 Report of Educational Commission Section II. How to Apply for Certificates (a) A high school graduate without college training should write this Department for an application blank No. 1-a. One who has had college or normal school training should secure from this office an v application blank No. 1-b. After the personal information requested on the first page has been furnished, the blank should then be sent to the institution so that an official record of the training may be inserted. Under the regulations, transcripts which come direct from the applicant will receive no consideration until verified by the proper school official, therefore, the applicant should request the institution to send the blank direct to this office. (b) When an applicant has attended more than one institution of higher learning the institution last attended should have on file a com- plete record of all credits. The application blank No. 1-b should be sent to the institution last attended with the request that a com- plete record of all credits be sent to this office. (c) If summer school credit has been received in other states, the appli- cant should request the institution to send to this office the record of such credit. Summer school credits earned in an institution in North Carolina will be forwarded to this office if the applicant in her registration fills out the summer school card furnished by this Department. Section III. How to Renew and Raise Certificates. Except for Primary and Grammar Grade certificates issued on the basis of graduation from standard normals, the difference between a standard certificate and one of the next higher class is a year of college credit. (See Section 7-b and Section 7-c.) However, cer- tificates may be raised to the next higher class if the holder secures credits for four summer school units as indicated under Note 3 on page 11. Special attention is called to the requirements for any par- ticular certificate. When a summer school unit is used for renewing a certificate, it is also allowed as one unit toward raising the certificate to the higher class. When a summer school unit is used for original professional credit for an Elementary Certificate in Class B, it cannot be used toward raising the Class B certificate to the next higher class. If an applicant has thirty, sixty, or ninety semester hours of college credit, but lacks the professional requirements for the certificate, the summer school unit or units necessary to meet the professional requirements may be counted toward raising the certificate to the next higher class. If an applicant has less than the thirty, sixty, or ninety semester hours necessary for the particular certificate, the summer school unit or units are absorbed in the issuance of the Part II 177 certificate, and are not allowed toward raising to the next higher class.* The following certificate for administrative and supervisory officers are issued by the State Department' of Public Instruction. (1) Superintendent's Certificate Requirements for Issuance. Applicants for this certificate must present the following minimum credits: 1. Graduation from standard A-grade college in academic or scien- tific courses, including eighteen semester hours of professional credit or credits required for High School Certificate A, or Grammar Grade Certificate A, or Primary Certificate A. 2. Five years experience as principal, supervisor, or teacher, and at least three of the five years must have been within the past five years. If an applicant holding High School Principal's Certificate has had three years of experience as a principal within the previous five years, this will be accepted in lieu of five years experience as teacher. 3. In addition to the above requirements, the applicant must have secured credit from two approved summer schools, or the equiva- lent in college credits, specializing in administration and super- vision. Credit, for six semester hours of the summer school work must have been earned within the five-year period. Made Valid for Life. This certificate is valid for five years. After five years successful experience as superintendent of a city or county system it will be made valid for life and can be revoked only for cause. Provisional Superintendent' s Certificate. The State Superintendent of Public Instruction is authorized to issue a Provisional Superintendent's certificate, valid for two years, to an applicant who holds or presents the credits required for the High School Principal's Certificate. This certificate will not be issued unless the applicant is serving as superintendent of a city or county school system. (2) Assistant Superintendent's Certificate The requirements for the Assistant Superintendent's Certificate are the same as those for the Superintendent's Certificate with these exceptions: (1) The applicant may present credits for one approved summer school instead of two, and (2) three years of teaching ex- perience instead of five. * Educational Publication No. 88, Division of Certification No. 18, Regulations Govern- ing Certificates for Teachers in North Carolina, 1925. Prepared by State Board of Education, published by the State Superintendent of Public Instruction, Raleigh, N. C. pages 5 and 6. 178 Report of Educational Commission (3) High School Principal's Certificate Requirements for Issuance. Applicants for this certificate must present the following minimum credits: 1. Graduation from standard A-grade colleges in the academic or scien- tific courses, including eighteen semester hours of professional credits, or credits required for High School Certificate A. 2. Three years experience in teaching within the past five years. 3. In addition to the above requirements the applicants must present at least one unit of credits from an approved summer school or the equivalent in college credits showing specialization in School Administration and Supervision. Made Valid for Life. This certificate is valid for five years, and after five years successful experience as principal it will be made valid for life upon securing credit for three five-hour courses in an approved summer school or its equivalent in college credits specializing in Administration and Supervision. Provisional High School Principal's Certificate. The State Superintendent of Public Instruction is authorized to issue a Provisional High School Principal's Certificate, valid for two years, to an applicant who holds or is entitled to hold, a High School Teacher's Certificate, Class A, and who has had one year's experience in teaching within the past five years. This certificate may be con- verted into a High School Principal's Certificate whenever the re- quirements for that certificate have been met. This certificate will not be issued except when the applicant serves as principal of a standard high school. Note. The High School Teacher's Certificate in Class A rates the same as a High School Principal's Certificate or the High School Principal's Provisional Certificate unless the holder is serving as principal of an accredited high school. (4) Elementary School Principal and Supervisor's Certificate Requirements for Issuance. Applicants for the Elementary School Principal's Certificate must meet the following minimum requirements: 1. Graduation from standard A-grade college in the academic or scien- tific courses, including eighteen semester hours of professional credits, or credits required for Grammar Grade A or Primary A Certificates. 2. Three years experience in teaching within the past five years. 3. In addition to the above requirements the applicant must present at least one unit of credit from an approved summer school or the equivalent in college credits, showing specialization in Administra- tion and Supervision of the Elementary School. Part II 179 Made Valid for Life. This certificate is valid for five years, and after five years successful experience as principal it will be made valid for life upon securing credit for three five-hour courses in an approved summer school or the equivalent of the college credit specializing in City or Rural School Administration and Supervision. Provisional Elementary School Principal. The State Superintendent of Public Instruction is authorized to issue a Provisional Elementary School Principal's Certificate, valid for two years, to an applicant who holds a Grammar Grade or Primary Teacher's Certificate, Class A, and has had one year's experience in teaching. This certificate may be converted into the Elementary School Principal's Certificate whenever the requirements of that cer- tificate are met. (5) Supervisor's Certificate The requirements for the Supervisor's Certificate are the same as those for the Elementary School Principal's Certificate. However, the State Superintendent of Public Instruction may require of ap- plicants desiring to become supervisors of rural schools a special- ization in Rural School Supervision, and those desiring to become elementary supervisors in city schools a specialization in City School supervision. • The following teachers' certificates are issued: 1. High School, Classes A, B, and C 2. Grammar Grade, Classes A, B, and C 3. Primary, Classes A, B, and C 4. Elementary, Classes A, B, and Provisional Elementary 5. Certificates of nonstandard grade, One-Year Temporary and Pro- visional A and B Each standard teachers' certificate is divided into three classes, of which Class A is the highest, and represents the highest academic and professional training required for that certificate. The difference, as a rule, between Class A and Class B, or between Class B and C is one year of standard col- lege work. To get a Class A certificate the applicant must be a graduate from a standard A-grade college in academic or scientific courses embracing 120 hours, at least 18 of which shall be in professional subjects. To secure a Class B certificate the applicant must present three years of standard col- lege work, in academic or scientific courses, embracing 90 or more semester hours, at least 12 of which shall be in professional subjects. To secure a Class C certificate the applicant must present credits for two years of stan- dard college work embracing not less than 60 hours in academic or scien- tific courses, at least 6 of which shall be in professional subjects. A Class A, Class B, or Class C certificate is valid for five years and must be either raised or renewed on or before the expiration of the five-year period. 180 Report of Educational Commission The Elementary Teachers' Certificates are valid for three years and may be renewed after their expiration provided the holder presents the proper renewal credits. The requirements for issuance of the various classes of Elementary Teachers' Certificates are as follows: Classes of Elementary Teachers' Certificates and Requirements for Issuance 1. Class A. This certificate may be obtained in either of the following ways: (a) Credits for one year of standard college work in academic or scientific courses, embracing 30 semester hours, six of which shall be in professional subjects. General Psychology will not be accepted as part of the professional credit. (b) One year's standard normal school credits, consisting of the first year's work of a two-year normal course. Graduates of accredited high schools who have secured additional credit for one year's work in the approved teacher training depart- ments of the high schools of the State. If an applicant presents 30 semester hours of standard college credit, but fails to present six semester hours of professional credits, cer- tificate of Class B will be issued. 2. Class B. Graduation from a standard high school, embracing not less than 15 units of high school work. In addition to this requirement, the applicant must present credit for two units of summer school work. Note 1. The academic credits for the Elementary B Certificate may be secured by State Examination, but the professional credits must be secured in a summer school. The examinations will be based on both high school and elementary school subjects in about equal proportions. Note 2. Original professional credit for the Elementary Certificate in Class A cannot be obtained in a county summer school. Note 3. Applicants who have completed the work in approved teacher training departments of the high schools of the State, and who had a minimum of twelve units of high school credit before entering upon that work, will be issued the Elementary Certificate in Class B. Requirement for Renewal. Certificates of Class A and B must either be raised or renewed on or before the expiration of the three-year period. A certificate will be renewed when the applicant secures credits for one summer school or the equivalent credits from some standard college. If the applicant fails to present the proper credits for renewal, certi- ficate of the next lower class will be issued. Part II 1S1 Provisional Elementary Teacher's Certificate. Applicants presenting the academic credits for an Elementary Teach- er's Certificate, Class B, but not presenting the professional credits, may be issued the Provisional Elementary Teacher's Certificate, valid for one year. The following certificates, based on county summer school credit will be issued: One-Year Temporary Provisional A Provisional B For further information see County Summer School Manual. Special certificates valid for five years and renewal for five years are issued to applicants desiring to give special instruction in the following subjects: Home Economics Agriculture Music Physical Training Drawing or Art Manual Training Commercial Branches Such certificates do not entitle the holder to teach any branch except the one specified in the certificate. The requirements for the special certificates are as follows: Special Certificate. Class A. Graduates of standard colleges must offer at least 120 semester hours of college work, distributing approximately as follows: 1. Sixty or more semester hours in the special subjects in which certi- ficate is desired and in such subjects as are strictly supplementary thereto. At least six semester hours shall be presented in methods of instruction in the special subjects, including practice teaching. Beginning with 1925 the applicant should offer at least 18 hours of professional work, six of which must be in the methods in the special subject, including practice teaching. 2. The remaining credit may be offered in general professional and academic work. Made Valid for Life. At the first, or any subsequent renewal period this certificate may be made valid for life by presenting satisfactory evidence of: 1. Successful experience of at least five years. 2. Credits for one summer school or the equivalent college credits special- izing in the subject named in the certificate. Special Certificate. Class B. Applicants must present credit for at least 90 semester hours standard college work, distributed approximately as follows: 1. Forty-five or more semester hours in the special subjects in which certificate is desired and in such subjects as are strictly supple- mentary thereto. Six of these shall be in methods of instruction in the special subject or subjects, including practice teaching. 182 . Report of Educational Commission Beginning with 1925 the applicant should offer at least 12 hours of professional work, six of which must be in the methods in the special subject, including practice teaching. 2. The remaining credit may be offered in general academic and profes- sional work. Special Certificate. Class C. Applicants must present credits for at least 60 semester hours of standard college work, distributed approximately as follows: 1. Thirty or more semester hours in the special subjects in which certificate is desired and in such subjects as are strictly supple- mentary thereto. 2. The remaining credit may be offered in general academic and pro- fessional work, six of which shall be in methods of instruction in the special subject or subjects, including practice teaching. Requirements for Renewal. The Special Certificate of either class will be renewed for a period of five years upon satisfactory evidence of credits for one summer school or the equivalent academic credits specializing in subjects named in the certificate. The Division of Certification has recommended courses of study espec- ially appropriate to each certificate. A description of these courses of study is to be found in Educational Publication No. 88, Division of Certification No. 18, 1925. Certificates were provided for the primary grade, the grammar grade and the high school in an effort to differentiate training so as to fit a teacher for a specific position. In the past, however, it is to be regretted that teachers who held high school certificates have been allowed to teach in the elementary grades. After next year, no teachers who hold high school certificates will be allowed to teach in the elementary schools. TABLE XIII Question: What per cent of the total number of teachers' certificates being issued annually are high school certificates, and what per cent are elementary school certificates? If we take the number of people teaching on elementary school certificates and the number of people teaching on high school certificates during the period 1921-22 to 1925-26, we see a marked relative increase in the number of teachers holding high school certificates. For instance, in the year 1921-22 out of the 15,254 certificates for white teachers, 12,598 or 82 per cent lead to positions in the elementary schools and 2,656 certificates lead to high school teaching positions or administrative positions. In the year 1925-26, of the 17,332 valid certificates for whites 12,616 or 72.79 per cent were certif- icates leading to teaching positions in the elementary schools. (Explanation of Table XIII) — Table XIII is to be read in the following manner: In 1926, 72.79 per cent of all of the teachers' certificates held by white teachers, were certificates leading to teaching positions in the elemen- tary schools.) Part II 183 O O O O O | o o o o o | c o O t-< 9 *3 Ph "s fn ^ N N O © US CO CO o «o ifl n o n «o TP V W 1C »Cl 6 13 CO OJ o t*- O S3 m to oo us o ,. a O M t? ifj N GO 0^3 O iC. tH o r=|S c rati iH i OS N (M 00 CO i-h OS i(0 PM ffltfl S'-g CO CO WO t- i-l Ol H tj< CO o M ifl N «5 O .2 0) d ^T -^T -^j* co io KO o o o o o e o o o o o o O p o Ph o3 p ^ O N CO CNJ IC i-l Ci t}1 CO P) 00 CO OS CO d IO IQ (D CD N » _^ c© iO CO •— t i-h d CO •— CO OS C^| J-Tat •■ 4> N O N <* N ° <3"£ o H « W C>) CI H .2 ag g u S. Super S. Prin, perinteni Certifica &H CO N «D N O US 00 H oq H CO H N N N E K M l N CO CO tJ« t* ■** iO -* OS OS CO 00 CO o t^- o - O i c3 - (C +z CO N h to to •1 S Q W CO CN h "E 2 lO CO CO t^ CO X s d £ 3 to ci.S JUT) w m ^ io to CN PI -| s H 184 Report of Educational Commission TABLE XIV Question: What has been the rate of improvement in type of certificate held by white teachers in North Carolina during the period 1921-22 to 1925-26? Since the certification of teachers on the basis of training, really began to be effective around 1921-22, it will be best to present figures showing the im- provement made since that time. Tables showing the actual number of each class of certificate and corresponding per cents have been prepared for both of the races. When interpreting these tables it will be best to call to mind the exact meaning of the word "nonstandard" as applied to the certifi- cation field. In North Carolina a nonstandard certificate is a certificate held by a teacher whose professional preparation constitutes less than graduation from an accredited high school. Since no teacher is allowed to teach in a secondary school in North Carolina without at least two years of training beyond high school graduation, the nonstandard certificates (i.e. "non- standard" according to North Carolina terminology) are confined to the elementary schools. It also must be pointed out that generally accepted standards call for at least two years of training beyond high school gradua- tion as being the minimum amount of training requisite for a teaching posi- tion in the elementary schools and four years of training beyond high school graduation is considered the minimum amount of training requisite for a teaching position in a secondary school. For clarity's sake Tables XIV and XV will be separated according to type of school and according to race. t It is significant to note when inspecting Table XIV that whereas 18.95 per cent of the white teachers in North Carolina were nonstandard in 1921-22, only 5.95 per cent were nonstandard in 1925-26. This rate of im- provement is indeed most encouraging. It is also interesting to note that 55.29 per cent of all of the white teachers in North Carolina have had two or more years training beyond high school graduation. (Explanation to Table XIV: — When interpreting Table XIV see: Regula- tions Governing Certificates for Teachers in North Carolina 1925. Pre- pared by the State Board of Education. Published by the State Superintendent of Public Instruction, Raleigh, N. C. Publication No. 88, Division of Certifi- cation No. 18.) Part II 185 i M h iM OJ M H N ONHlfJCNOCiOCOCOHO i U5 it) -H OS a 1 m lO * ^ H H 1C (NcNCOMCOCMMM^CNCO t O OS ^ CM i -h h n m n w i— O iO ^ ^ M CO i^to ■<** iO 6 1 CM ^H ^H ^H — 1 OS ^h 10 , " H " M cp PL| a> 1 Ui OS CO r O H 1 MO H Cq O « rt CONiOCOCOcONNHOIN i iO «5 0O CM G a) i CO CO tP IQ CD CD CM COCDOOOUOHNintMIMCB i CO H m ** i CM ^h tM CO - os uo t-i i n n OS •*# 10 as i ** i-n 1-H i-H i-H 1 IO H ?D 00 CO CO H i N U5 M N N M ^ CO (N N CO iCOCOMNO^NOON CD "^ d . iO CO t* OS iH CM W3 CO N CO iO iCMOOiOcDi— OOCOOOO 1 CO CM CO CO CM OS b- CM CO t)< I ^* CO CO CO i— i CO CO C3 CM t^ O ) CM i-H 1 OO ^H IO Tt^ -# OS T CO Oh ! i l>- -^ OS i-h lO CM r^- CO CO CR CO ICOOOONNNlOtOH ^ UO o o; co CO CO ^ ^ iOSCMOsOCOCOCM'— NifliO(N«a»OIN I t*< OS i— i lOSCOtMi— i CO X N iO W O O ©00OTCDcD*000 1 W CN US i»OiOCDt^.cMOOI>-OOS O CD s i CO ^ CO t CO i— l W ^ i-HOO u CO 1 ^H CO ^H CO CO CM £* OS £ CM - i *-« iHH CO iMifNCOCiitcONN ■* t— I>- -* OS O -^ I s - OS O CD OO 1 H >fl OS i^COcOrHCOCO«COCO 10 CS iO IO lO CO CO iO OS OO i i-H CD iO i iO N CO N i— > i— i CO OO O ~ •*# 1 N I CM CM IO OS k« IO 1—1 1—1 ^ H ( 1 ' V ' ( tlfl „[ m 03 5 M i j i I i ! 1 ! ,_! I ! I i ! jS? < ' 1 ' ', ' r-' ' ■ i , i i i i i 1 03 i i i i i i O W < n ! 1 1 3 ! ! ! ! ! P a? _5£ © ' ! ' ! "S ! ! *s i ■ 9 1 * 1 ■ i ! ! -g : ; 1 i i J . . . — o O "o O ' T3' g • «« EOOO g° 2 2° g g | J H ^ S iS m "S w 02 03 OQ > .5 -S J3 g . 03 c3 P3 .— _ ^ h H ,5 TJ * O .5 .5 .5 O M M Ml M P. ft d) 5 § pl, PL, pl, pi, pl, n X X X m oa m 02 Z "0 i £ g ffl < J w « ; d a) - - *» 6 a> O 1—1 C<1 r> 6° o g g g|| * "S :? | §, 3 § § "3 186 Repokt of Educational Commission TABLE XV Question: What has been the rate of improvement in type of certificates held by negro teachers in North Carolina during the years 1921-22 to 1925-26? The figures given in Table XV pertain solely to the negro teaching person- nel. Whereas 50.66 per cent of all of the negro teachers in North Carolina were nonstandard teachers in the year 1921-22, by 1925-26, 37.42 per cent were non- standard. In 1921-22 only 14.71 per cent of all of the negro teachers in North Carolina had had two or more years of training beyond high school gradua- tion, while in 1925-26, 22.40 per cent of all the negro teachers in North Caro- lina had had two or more years of college training. These figures' will indi- cate that the negro teaching personnel is making steady and rapid improve- ment. (Explanation of Table XV: — When interpreting Table XV see; Regulations Governing Certificates for Teachers in North Carolina 1925. Prepared by the State Board of Education. Published by the State Superintendent of Public Instruction, Raleigh, N. C. Publication No. 88, Division of Certifica- tion No. 18.) Part II 187 -<** co -*** © tfs Q ^ 0O ONO^-liOiHTj m m i OO CM Q O ■43 a D CM CM CM i-H CM CO CO o r~ JI CO « »fS 00 OO CO CM 1*1 CO —1 *C3 CO N n N (M ■«?* *0 ■* CO rH 1-H u< o »D CO CM *D "o l™* CO CM us "* 1-H ID 4a C 01 ffi 00 ffi 00 M 1-( 1-H lO ©OCMt-COOOOOCDi*! 1*1 1*1 1 co r~ o 1*1 CO O O N O 00 t)< Tf* © © ^nnN^Nooao O O I CD CO o o CM t>. O OS O O CO W5 CD (M N N CO 00 CO CM i-H i-H rH O CM »d ^ o 00 -H O ID 0> CM Ph 1 1*1 ui r* © *o © CO © © co © r- i* co ■— © os uo CM IM ! 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Gram. C. im. Gram. B._ im. Gram. A... o. Prim. Gram ov. H. S. C... gh School C- . gh School B„ . gh School A.. S. Prin s « ^ H Third Co..- - Second Co._. Prov. B Prov. A Temporary.- ill pervisor... perintende ec. Vocat.. ! "3 V 3 •i °? 2 H c3 o 02 IS "c C Eh ■^ * . ■5 CO O g B: rJ H "3 £ S 3 ££££is~ e - 3 3a CO IB CO 188 Report of Educational Commission TABLE XVI Question (1): What has been the rate of improvement in type of certif- icate for the elementary grades held by white teachers in North Carolina dur- ing the period 1921-22 to 1925-26? Question (2): Does the State Educational Commission wish to go on record as being decidedly of the opinion that just as much training is required to train an elementary teacher as is required to train a secondary teacher? (For answers see discussion following.) When interpreting Table No. XVI the summary figures given at the bottom of the table are due especial attention. For the nation at large two years cf training with professional credits beyond high school graduation constitute the minimum standard of training for an elementary teacher. 38.57 per cent of the white elementary teachers in North Carolina measure up to those suggested standards. The Educational Commission will go on record as being decidedly of the opinion that just as much training is required to prepare an elementary teacher as is required to prepare a secondary teacher. Two outstanding ar- guments supporting this view are: 1. Any year in a child's life should be considered equally as important as any other year, hence a child of say six years of age deserves an efficiently trained teacher just as much as the child of fourteen years. 2. Although the high school teacher must be specialized in one or two subjects which are perhaps more difficult to master than the subjects taught in the elementary school, the elementary teacher must, on the other hand, have a more highly diversified training; the diversifica- tion of subject matter taught by the elementary teacher, which may be clearly shown by an analysis of the elementary school curriculum,, would counterbalance the specialization called for by the secondary school teacher. Since a standard certificate for the elementary schools in North Carolina is two years under the national standards for elementary schools, there is immediate need for working out transition plans which will bring North Carolina elementary standards up to those for the country at large. Assum- ing for the moment the justice of the position taken ; namely, that an elemen- tary teacher requires just as much training as does a secondary school teacher, North Carolina must not content herself with the proposition that two years beyond high school are sufficient for the training of the elementary teacher, but must look forward to the day when four years of training beyond high school graduation will be deemed a minimum requirement. North Carolina, it must be remembered, is two years below the suggested national standards for high schools since suggested national standard for high schools call for four years of training beyond graduation from an accredited high school. Assuming the justice of national standards for the training of secondary teachers, an effort should be made to bring North Carolina up to national standards. When it is recommended that four years of traing be required for either an elementary or a secondary school teacher the recommendation is made irrespective of race, sex, or type of community. Only upon such a basis may equality of opportunity in education be achieved. 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> QQ M jg tJ c -g -r & 'P g § • J A A •G o o o G o m a> o .5 .5 .5 H t! -G -G x tc bo & & U U JO U *X . ~- P-« Ph £ u Ph 3 s S S £ ° s 190 Report of Educational Commission TABLE XVII Question: What has been the rate of improvement in type of certificate for the elementary grades, held by negro teachers in North Carolina during the period 1921-22 to 1925-26? , This table — just as in the case of Table XVI — deals solely with the teach- ing personnel in elementary schools. The figures in this table pertain to the negro elementary schools. It is to be regretted that only 15.11 per cent of the negro elementary teachers come up to suggested national standards for a teaching position in the public elementary schools and that approximately 41 per cent of the negro elementary school teachers have had a professional preparation less than the equivalent of high school graduation; also that fifty-five one hundredths of one per cent of the negro teachers have the equivalent of four years of college. It is encouraging, however, to note the steady gain made by the negro teaching personnel in its professional preparation for public service in North Carolina. (Explanation of Table XVII: — When interpreting Table XVII see: Regula- tions Governing Certificates for Teachers in North Carolina 1925. Prepared by the State Board of Education. Published by the State Superintendent of Public Instruction, Raleigh, N. C. Publication No. 88, Division of Certifi- cation No. 18.) Pakt II 191 CO OS CM CMiOa^NMNiCO o *H< t— CO CN Ifl a M 00 rji WOi©.*OCU*©10rt o OS o OS lO >o iO -=* CO CO ^ 00 O CO lO o O OS CO ■^ CO 6 i-i t1 cm -h o •* "O -3< rt CO cu OS Ph t »0 CM 00 OS H3 CMOOSCOCOOS^COOO _ •M t- CO OS cs 00 Ol o cm MHCCJiiONON CS 00 o CO co CN "3 o oo cq CO I>- CM ^ lO ^ CO o US o o CN CO of t^ CO © CM O TftioHcoMocoiooi o ~H OS o OS „ lO a H CO lO ^^tOOOWOtWN o oo ^* o oo CO 0) O iO N « N CT> N © M o CO CO o CO CO o CM i-i CM o *. t^ OS OS t-- tOtONOtO^NHH o Cs —i co rti 00 "3 o OS CM CO CO H T? W ^ H OS CM CO cn cn Cs CO 00 N O H^iOiJ-OCONtON o CO i-l O] o CO CO a m w to OHHMiCtDOJMfO o CO CO o cs O . ^H OOb-OCOCDOOS^Hr-t TH lO 00 ■o o *3 o O CO CO Ifl rt if H IO t» CO CO o ** ^ ■* cn cn " i-H 1-H CO OO^'HOONCOQOO o r^. co US „ "* OS d CO *<* t~~ COCM'^0000»OOSCOtJH o OS t- CO CO CO

. OO t>- CM ^h i-i O o CN! OS cs O CM CO »-< o lO ■<* CO ^* CO t* CM OS s Z OS. rj< O- © NOONU5NNNQO r~ co C-! ■* CS t^- OS rt CO W OSCMi— tCOO0t^-T)Hi-HT— ( 2 CN! CO CO LO to CM CO CO CO « CN US 00 t^ i-( CO O iH © I CO CO ^H 1 o IO -J< CO ^ CN cn CS 1 i-i CO © NNOONCOiC^O i CO t-~ 00 cs Tt< o CN ■** iO Tf^tO^tONlNH i cs O CO t~ o "3 O H W3 CO CO r-t CO «* l CO CO o CN CN LO U3 a « CO 1 h IH f- 1 ci 03 C3 C3 i — CO a! CJ 1 ' aj "*^ "5 >. > o 73 >> >s ; i !:!!!!! i i cl > o o '■S -c V o cu o t-J 9 i o ! ■ i ii 1 c3 c3 — a) "3 o ■ ■I] « 3 -I s s "i "H. a "5 3 ■ft CO ' _3 ; "5. ; o O "o .2 2 3 3 -a c a 3 a" c C3 ■a o CD a c o .2 ' 2 a) o ; | j i j d M < g 0) 61) 3 "a s 3 > o 5 > ! ! S J ! a> cd c; c3 « * ci c; Xl 2 >° 03 a >> 1 >» ! , 1 6£ ja °S-i C3 o X m o o5 Third Secon Provi: H Less t High High A bo s "o "3 ■Sr ej w 192 Import of Educational Commission TABLE XVIII Question: What has been the rate of improvement in type of high school certificates held by white teachers' during the period 1921-22 to 1925-26? When inspecting this table it must be borne in mind that every teacher who teaches in the high schools of North Carolina, irrespective of race, must have at least two years of training beyond high school graduation. The sup- ply of high school teachers in North Carolina is such that in the very near future the minimum standard of training required will be three years of training beyond high school graduation. Suggested national standards for the high school call for four years of training beyond high school graduation. 67.22 per cent of the white high school teachers in North Carolina come up to this suggested standard. (Explanation of Table XVIII:— When interpreting Table XVIII see: Regulations Governing Certificates for Teachers in North Carolina 1925. Prepared by the State Board of Education. Published by the State Superin- tendent of Public Instruction, Raleigh, N. C. Publication No. 88, Division of Certification No. 18.) Paet II 193 M .« £ ^ O ~h CO — i O Oi 00 i o o o t^ (M d cp O h N © 00 to W N i o o o eo CM i-H ic US O CM CO i o eo o o o o 00 CO kt 0) Ph CO O* O eo i-H r* co ^f »o i>. i CD C5 CO CM »o U5 ^ CO O) O IQ CD i oo -* 1 "3 N N fO »C i-i i r~ CO CO CO cm" ■* -* ■■* CO CO OS o H ■* O »C lO CO Ol CO i o o o « CM "S CO N H M< 00 O N p o o o 00 »o N CO N CD N CO i o o o o o ft i-H ■<* fH i o o o CO CD t-t cp U5 PM O a «5 ^ h t)< CD CO i CM en CO lO ■V O O N O * O CO i co CO oo CD CM S N Q US H t CM CO CD C3 d3 i—i i •* ■^ -* CO CM ! U*J CO CM © OS CO lO o CO CO oc a ■ CO OS CO CM CO CO © o eo o OS t^ CD i CO CO N CO CO CO o o o OS O J F-l ~H CO r-H o CO 2 t^ CO h CD OS Ph | i CO Q 0O (N N CM »C CO Ci OS CD 1 OS CM OS O CO CO CM »o lO CO 1 CO CO CO CD rt CM t~ ■* ** t-- C5 o H i : CO CO CM 1 CD CM O t^ -* O *— 1 o o o (^ CM c . ^ h « h w co CM o o o OS CO

- CO u CM CM CD oa i ! CO •* N 00 <# O C I TP CO CO "-* CO CO — < CO o o co 2 S3 M i iO CM CO t» --c ^H CO *o U0 o: t^ 33 CM CM CM l-H *-H o H O ' t- 1 cd i 3 • *o | -£ ! J3 ' | a ! w ' ^J 1 CO I _3 ! ^ 1 J3 ! < a ; *S ; "a ! <*3 oi ; o | d I . h 1 o , 1 i ■3 J '■Z cp 03 > o "> \ 3 o ' ' ' ' ' ' ' X-. Cu i a i ccj C3 IM , bfl 73 o i ! ! i i i i c8 3 J _ CI _ is o ft 3. H. S. 'C School 'C\ School 'B' School 'A'. Principal,, intendent- visor* »1 Vocation 2 e •3 03 O c<3 o c> 3 J 13 cs •a a a o -S id ^CJ W) J3 bo H "3 C 0) t« - D J3 a o ^3 « 03 S o o en o3 bl m hfl co M » '£ A 43 A no cu co 'o o tm m m _ a a cu a, B B a B to -J3 •/: H O > H (5 ? " Cv CO 9 13 194 Report of Educational Commission TABLE XIX Question: What has been the rate of improvement in type of high school certificates held by negro teachers during the period 1921-22 to 1925-26? All of the negro teachers in North Carolina have had at least two years of training and professional credits beyond high school graduation. Suggested national standards for a high school teaching position, as has already been mentioned, call for four years of training with professional credits beyond high school graduation. Approximately 50 per cent of the negro teachers in North Carolina come up to suggested national standards for the country at large. (Explanation of Table XIX: — When interpreting Table XIX see: ■ Regula- tions Governing Certificates for Teachers in North Carolina 1925. Prepared by the State Board of Education. Published by the State Superintendent of Public Instruction, Raleigh, N. C. Publication No. 88, Division of Certifica- tion No. 18.) Past II 195 a >c o mi ^ o a i o o o CO 1^. a t OO h ifl CC N N i o o o «C) o Tf O U5 « lO 1 o o o ■* Oi i-i CO 00 »-h r o o o 00 ** '-' ^ CO cm b IO s h eo rt oo fo w t 00 "5 US (^ <*< Ci h ^ co a io i 1^ 00 d CO CO CO CO c o ^ ■* « o o o •>*< oi CO o V OS Ph CM CO i-" O OS W5 M C^ i (M o p CO CD C5 OJ CN O OS wo i o o o lO 6 ■"J" ■<* ^ I ifl C3 N H ^ N N o o o o Tf "§ i OO IN 1< 00 CO CO OO o o o C5 CM a 1 H M N N i-t t» o o o OS 1 « W H H o o o CO CO u T* a> £ P5 CM Ch 73 < C ;<: >H C4 i M M H N h r)< CO W3 lO CM ■^ i OJ « »0 U5 CM CJS CD '~Z> r~ o CM CN| CM 6 c C ^ N ^ o o CD ■<»* .£ V 1 tO - H lO s 1 CJ ON 1-) O] i-H o o 5 CO ■^ *»-. h *"< "I 1-1 o cm c- o •J" 1 ^ Tfl H lO H IO H ID lO I if h N »15 CN to CO CS r~ 6 c V 1 -- 1 03 i '8 ! 5 s : 3 I o ; ft 1 CO i _D 3, 3 1 3 ! T3 ! "E ; "a ! 0) 3 I S3 1 c .2 c ; i o 1 i 2 03 to -o O ! 2 6 > c3 _Q 5^ CO | — o tut O . i i . *ri 1 ' • ! ! ! ! ft ! ! ' - ; : i :'« 1 il - _ o « o d o o "3 ,2 "> > u > CD ' ft ! 03 u o — 03 T3 V ft H 3 ! "o S3 — c O 03 _ a O =3 3^ o a; 43 2 « CO s -a oo U OJ OD 35 o *3 E .2 J3 o o o .^ E !h » > _C -3 -3 ,-3 CS (U'o o — , * ii E bfi co M co H 03 o o > '•=. c; w 1 M g 5 M M M fcf ft ft £ ^- >> ~ >1 >i h 3 (M s 196 Report of Educational Commission TABLE XX Question: In what type of school (elementary or high school) and in what type of community (rural or urhan) does the non-standard teacher teach? The word non-standard is applicable to this table in accordance with the terminology particular to North Carolina. In North Carolina a non-standard teacher is a teacher whose schooling is less than the equivalent of high school graduation. Since it would be impossible for a so-called non-standard teacher to teach in the high schools of this State, all of these people designated as non-standard teachers are holding teaching positions in the public ele- mentary schools. Table XX shows that the untrained non-standard teacher has been going to rural communities. This has been true because; (a) the rural com- munity has been unable to pay the better trained teacher, and because (b) the rural community has not fully recognized the worth of employing teachers with superior training. At the present time, perhaps the best ways of improving the rural school situation are: (a) further consolidation; (b) increasing salaries; (c) in- creasing the length of the school term to eight months. A well trained teacher cannot afford to teach in a six-months school. The rural school child should not be subjected to the untrained teacher. (Explanation of Table XX: — Table XX should be interpreted in the follow- ing manner: In the year 1919-20, 94.36 per cent of all of the white non-stand- ard teachers were teaching in rural communities. In 1925-26, 98.06 per cent of all of the white non-standard teachers were teaching in rural communities. In 1925-26, only 1.94 per cent of all of the white non-standard teachers were teaching in cities. This means that the non-standard teacher is found most often in the rural community.) Part II 197 CO I N O rt O N 13 CO I CO ** CO CM CO Fh CO t CO tO CM t^ O cS T> »0 i N N « H f-i a OS o § o "« £ o CM I i-l O *H CO O T3 O i 11 CM O CM O CO l CO O ■** CM CO 03 t^ i M CO ■* lO CO -3 d a Z m W3 1 H ^1 00 O « 4S CO I OS t* CM OS OS a O iT3 i t-h *H CM CO f-l ■3 M L* a) oj -a Ph a 03 O i U5 O N N O a CM i ifl ■* « CO N o £ 6 >, 5 CM I CO T-H CM i-t »-h CO i i-t -^ ^ i-H O a *- i-" O a ** i co en s co oo 6 M OS 1 OS OS OS OS OS T3 fa s 03 XI Ph a 03 CO 1 CM OS OS CO CM a ^ i w a n us h O CO I CO *0 CM CO O £ 6 lO i CM CM CM ^H i-l _^ OS 3 # «5 O 03 CM CM CM CM CM CM CM OS © ^ CM CO 4* WO i-t CM CM CM CM CM CM (H OS OS OS OS OS OS OS 2.834 2,306 2,327 2,358 2,297 2,084 1.050 2,289 2,544 2,762 3,012 3,485 9.67 5.51 5.41 5.60 4.96 3.93 •^1 1 t*- CO CM ■* CM t-* I CM CM CO i-t CO CM 1 i-H 'H -* ^H 46.57 35.17 36.36 37.87 37.28 34.98 489 805 925 1,046 1,123 1,219 90.33 94.49 95.59 94.40 95.04 96.07 2,560 2,179 2,201 ,2,226 2,183 2,002 53.43 64.83 63.64 62.13 62.72 65.02 561 1,484 1,619 1,716 1,889 2,266 1919-20 1920-21 1921-22 1922-23 1923-24 1924-25 1925-26 Part II 199 CHAPTER III The Supply and Demand for Public School Teachers in North Carolina PREFACE The replacement figures in Table XXX represent a "sampling" study of approximately one-third of the record cards for teachers on file in the Division of Certification at the State Department of Public Instruction, Raleigh, North Carolina. The service records of every teacher who has taught in the public schools of this State from the year 1922-25 up to the present time are on file at this office. The demand for teachers is, of course, either for teachers to fill newly created positions or for teachers to fill positions left vacant as a result of teachers withdrawing from the profession. The figures in regard to tenure and turnover were secured in a similar manner. The service record of one-third of the teachers who began teaching in 1922-23 were studied. The figures as to teacher-supply were secured by studying the service records of all the teachers who have taught at any time anywhere in the public schools of North Carolina since the year 1922-23. The supply figures given in this section pertain only to teachers who have attended the regular sessions of some institutions of higher learning. In addition to this group, North Carolina is receiving at the present time about 200 teachers from teacher training classes in high schools. The rest of the teacher supply comes through summer school credits, yet the per cent of well-trained beginner teachers received from this source is relatively negligible. Summer schools in the main are used for the renewal or raising of certificates held by persons already engaged in the teaching profession and by people applying for Elementary B certificates. TABLE XXI Question: How many teachers were trained by institutions of higher learning in North Carolina during the school year ending 1925? In Table XXI data are presented showing the number of teachers furnished for the public schools in North Carolina. Separate data are given for the ele- mentary school and for the high school. The information is further separated according to race. North Carolina does not get all of her teachers from in-State institutions. A large number of her teachers are secured from out-of-State institutions. Eventually we shall: (1) Ask how many teachers are needed; and (2) inquire what the supply of teachers happens to be; (3) see what the deficiency is, if any, by subtracting the supply figures from the demand figures, and (4) inquire as to how many institutions of a certain size are needed to train a given number of teachers. The figures given in Table XXI are inclusive for both State-owned and private or denominational institutions within the State. 200 Kepoet of Educational Commission TABLE XXL— THE SUPPLY OF TEACHERS FURNISHED BY THE INSTI- TUTIONS OF HIGHER LEARNING IN NORTH CAROLINA DURING THE SCHOOL YEAR ENDING 1925 I. The number of individuals certificated in 1925 by in-State institutions: 1. White: (a) Elementary 922 (b) High School 777 Total 1,699 2. Negro: (a) Elementary 76 (b) High School 40 Total 116 II. The number of individuals certificated in 1925 from in-State institu- tions who actually taught during the school year 1926-27: 1. White: (a) Elementary 685 (b) High School 552 Total 1,237 2. Negro: (a) Elementary 63 (b) High School 25 Total 88 III. The number of individuals certificated in 1925 from in-State institutions who did not teach during the school year 1925-26: 1. White: (a) Elementary 237 (b) High School 225 Total 462 I 2. Negro: (a) Elementary 13 (b) High School 15 Total 28 IV. The number of individuals certificated in 1925 by in-State institutions: 1. White 1,699 2. Negro 116 Total 1,815 Part II 201 V. The number of individuals certificated in 1925 by in-State institutions, who taught in 1925-26: 1. White 1,237 2. Negro 88 Total 1,325 VI. The number of individuals certificated in 1925 by in-State institutions, who did not teach in 1925-26. 1. White 462 2. Negro 28 Total 490 TABLE XXII Question: What was the amount of training (in years) possessed by those individuals certificated on the basis of credits received at institutions of higher learning in North Carolina in 1925 ; how many from this group actually taught in the public schools of North Carolina during 1925-26? The "total" figures given in Table XXII are most interesting. In the year 1925,. 1,699 white people were certificated on the basis of credits received at North Carolina institutions of higher learning: 1,237 of these taught during the school year 1925-26, while 462 did not teach during the school year of 1925-26. One hundred and sixteen negroes were certificated in 1925, and from this group 88 taught during 1925-26, while 28 did not teach during 1925-26. The question which will probably arise in the mind of the reader is, "Why is it that practically one-third of those who were certificated in 1925 did not teach during the following year?" Some of the causes for this condition are as follows: (1) Many individuals who applied for certificates in 1925 had no intention of ever entering the teaching profession. (2) Many of those who applied for certificates in 1925, instead of entering the teaching profession the following year, returned for further study at an institution of higher learning during 1925-26; and (3) marriages and sickness probably prevented others from becoming teachers in 1925-26. (Explanation of Table XXII:— Table XXII is to be read in the following manner: Three hundred and ninety-two whites received teachers' certifi- cates on the basis of one year's study at institutions of higher learning in North Carolina during the academic year ending in 1925. Of the 392 white persons receiving certificates on the basis of one year's credit, 247 actually as- sumed teaching positions in the public schools of North Carolina during the school year of 1925-26, while 145 did not teach during the following year. The figures given in Table XXII are inclusive for both State-owned and private institutions within the State.) 202 Report of Educational Commission TABLE XXII— AMOUNT OF TRAINING (IN YEARS) POSSESSED BY THOSE INDIVIDUALS CERTIFICATED ON THE BASIS OF CREDITS RECEIVED AT NORTH CAROLINA INSTI- TUTIONS IN 1925; ALSO THE NUMBER FROM THIS GROUP WHO TAUGHT IN KORTH CAROLINA SCHOOLS DURING 1925-26 White Negro Total Number Years Training Taught 1925-26 Did not teach Total Taught 1925-26 Did not teach Total Taught 1925-26 Did not teach Total 247 443 57 486 4 145 117 16 117 7 392 560 73 663 11 14 54 1 19 3 11 14 17 65 1 33 261 497 58 505 4 143 128 16 191 7 409 625 74 696 P.G 11 Total 1,237 462 1,699 88 28 116 1,325 490 1,815 TABLE XXIII Question: According to the grade of certificate held, what was the teacher "output" of the institutions of higher learning in North Carolina? (1925.) Table XXIII constitutes a study of the certificates granted by the in- State institutions of higher learning. It is interesting to note that of 1,815 certificates issued, 1,699 were to whites and 116 were to negroes. 922 of the white certificates were elemen- tary certificates and 777 were high school certificates. 76 of the negro certificates led to teaching positions in the elementary schools, and 40 to teaching positions in the high schools. Of those certificated who actually taught during 1925-26, there were 685 white elementary teachers, 552 white high school teachers, 76 negro elemen- tary teachers, and 40 negro high school teachers. It is surprising indeed to note the small number of negro teachers provided by our in-State institutions of higher learning for negroes. Table XIII is to be read in the following manner: 73 white teachers received Elementary B certificates as a result of credits received for study at institutions of higher learning in North Carolina during the school year ending 1925. 37 of these 73 teachers actually taught in the public schools of North Carolina during the school year 1925-26. 36 of these 73 did not teach in the public schools of North Carolina during the school year 1925-26.) Part II 203 TABLE XXIII.— TEACHER OUT-PUT OF INSTITUTIONS OF HIGHER LEARNING IN NORTH CAROLINA IN 1925 CLASSIFIED ACCORDING TO GRADE OF CERTIFICATE HELD White Negro Total Type of Certificate Taught Did not Teach Total Taught Did not Teach Total Taught Did not Teach Total Elem. B 37 207 3 43 114 59 36 107 16 9 7 73 314 3 59 123 66 4 13 1 20 1 1 3 2 3 1 5 16 1 23 2 41 220 3 44 134 60 37 110 2 16 12 8 78 Elem. A 330 5 Prim. C -- 60 Prim. B '_. 146 68 G. G. Prov 58 126 38 8 113 73 334 17 1 23 30 9 7 43 43 99 4 3 3 11 12 81 156 47 15 156 116 433 21 4 3 12 17 10 14 1 2 11 16 68 140 38 9 119 74 351 17 1 24 32 9 8 45 46 108 4 3 3 11 12 92 172 47 H. S. Prov 1 6 1 17 1 2 3 9 2 8 4 26 17 H. S. C 164 H. S. B._. 120 H. S. A 459 H. S. P 21 4 Spec. C 3 Spec. B 1 5 1 5 12 17 Total 1,237 462 1,699 88 28 116 1,325 490 1,815 Elem. Cert 685 552 237 225 922 777 63 25 13 15 76 40 748 577 250 240 998 H. S. Cert 817 TABLE XXIV Question: (a) What was the teacher "output" of the institutions of higher learning in North Carolina (academic and professional work beyond High School graduation expressed in years) for the year 1925, and (b) how many individuals certificated on the basis of credits received during 1925 actually taught in North Carolina during the school year 1925-26? These in-State institutions trained 1,325 teachers in 1925 who actually taught in the public schools within the State during the year 1925-26. Of these 1,325 teachers who actually taught, 1,237 were white teachers and 88 were negro teachers. 490 teachers who were trained by in-State institutions in 1925 did not teach in 1925-26. In all, therefore, 1,815 individuals were trained for the teaching profession in North Carolina by in-State institutions. (Explanations to Table XXIV: — The bracketed figures, occurring in Table XXIV, indicate that the institutions opposite such figures are negro institu- tions. Roman numerals indicate the number of years presented as a basis 204 Report of Educational Commission TABLE XXIV.— TABLE SHOWING TEACHER 'OUTPUT' OF INSTITUTIONS OF HIGHER LEARNING (ACADEMIC AND PROFESSIONAL WORK BEYOND HIGH SCHOOL GRADUATION EXPRESSED IN YEARS. H924-25 I II III IV P. G. Institution Did teach 1925-26 Did not teach 1925-26 Did teach 1925-26 Did not teach 1925-26 Did teach 1925-26 Did not teach 1925-26 Did teach 1925-26 Did not teach 1925-26 Did teach 1925-26 Did not teach 1925-26 A. and T (1) 32 34 6 (1) 3 18 2 2 (2) Appalachian 10 2 6 2 1 1 5 3 Asheville Nor 1 2 Atlantic Chris 6 1 Carolina Catawba 5 3 2 2 Concordia CullowheeS. N 21 4 1 8 49 4 6 5 13 1 2 1 5 10 Davenport 7 2 11 5 3 4 13 68 16 22 6 19 2 10 Duke 5 28 5 8 149 11 (11) (16) 2 5 9 1 1 E. C.T. C Elon Elizabeth City (4) (1) 2 2 2 (1) 8 1 17 1 (1) 2 8 4 1 Flora MacDonald... 2 1 2 1 10 29 16 18 12 8 Guilford High Point (3) 28 (5) 11 (1) 8 (4) 3 5 7 3 2 (1) 48 4 1 2 4 (5) 1 5 (1) 5 7 2 4 (2) 7 3 10 7 5 8 (4) 28 9 7 7 2 (1) 11 4 5 4 1 Mars Hill 1 26 16 Mitchell (1) 17 2 3 4 1 1 2 (10) 43 2 3 6 3 (1) 13 1 N. C. C. W 5 4 2 1 128 10 38 3 N. C. State College _ 2 14 3 2 13 5 (3) 1 17 (13) 52 30 5 (8) 11 12 U. N. C 3 1 (1) 15 11 14 5 (9) 3 2 3 2 2 (3) 2 8 2 3 3 5 (1) (1) Total 261 148 497 128 58 16 505 191 4 7 14 247 3 145 54 443 11 1 16 19 486 14 177 White 117 57 4 7 Pakt II 205 of credit toward a certificate. "P. G." is an abbreviation for "Post Graduate" work. The Table may be read as follows: There was one negro who had completed two years of work at A. & T. College at the close of the year 1924-25, who applied for a teaching position in North Carolina, and actually taught in the public schools of North Carolina during the following year, namely, the year 1925-26.) TABLE XXV Question:. How many teachers were certificated on the basis of credits received at State-owned institutions of higher learning in 1925? How many of these who were certificated actually taught during the year 1925-26? Table XXV shows the number of teachers who were certificated by State- owned in-State institutions in 1925, and the number of these who actually taught in the public schools of this State during the year 1925-26. If the State-owned institutions for whites are ranked in terms of the number of teachers they gave to the public schools of North Carolina in 1926, it will be found that North Carolina College for Women ranks first, East Carolina Teacher's College second, The University of North Carolina third, Appala- chian Training School fourth, Cullowhee State Normal fifth, and North Caro- lina State College sixth, If the State-owned institutions for negroes are ranked in terms of the number of teachers they gave to the public schools in 1926, it will be found that the Fayetteville State Normal School ranks first, Winston- Salem Teachers College second, that Elizabeth City State Normal and the North Carolina College for Negroes tie for third place, and that the Agri- cultural and Technical College ranks fifth. It will be noticed that the private and denominational colleges are turn- ing out approximately one-half of the people, who, after having received training at higher institutions in North Carolina become school teachers in the State's public school system. An inspection of the number of negro teachers given to the State's public school system by in-State institutions is startling indeed. The five-in-State institutions for negroes certificated in 1925 only 88 teachers, and of those only 55 taught in 1925-26. The low figures included in the "Post Graduate" column for the white in- stitutions need some explanation. Many of those who received graduate de- grees did not use this graduate work as a basis of application for a certificate. Moreover North Carolina is receiving many teachers who receive their post- graduate training in out-of-State institutions. (Explanation to Table XXV: — The data are separated according to race. The basis of credits is expressed in years. The Table should be read in the following manner: The Appalachian State Normal School certificated 50 people on the basis of credits received in 1925, 42 of these did teach during the following year (1925-26). 8 did not teach during the following year. 10 of those from this same institution who did not teach were certificated on the basis of one year's work at the Appalachian School. 32 who did teach were certificated on the basis of 2 years' work at the Appalachian School. 5 who were certificated but did not teach were certificated on the basis of one year's credits. 3 who did not teach were certificated on the basis of two years' study at the Ap- palachian School.) 206 Report of Educational Commission OC 00 o o o ■H Oi ** b- o 1 io 2 -S ^ P fc 03 O Eh CM •»* Oi ■<*< CO a i o J3 ■^ co ^ cm i-i a 3 *-H -0 o cm csi CO •— OJ C$ w ) t- 2 € P Z 6 CO JS T3 3 •J? o3 CM 00 CO »- < ■* CO t- »o 3 ■§ P £ o3 >H C QO O O CO TJH ■73 CJ P£ ~H CM ~H if o CM ~^ C CO 3 ■§ P £ £ 03 H *o »o i-i a Oi H CO _ ^ H- < T3 o n a ? £ Eh CO CM O CO ^H O ~H 2 S P fc FH 03 CM CO Oi CO CM ir ■* A CO ^H -^H -^ t- T3 3 CM •jr os P * io o qo n « r iH CM >-H CO "O ■£ •- o P£ bi 03 O H o to "■ CO _ XI T3 o "J 03 P o) M Eh r-l CM -* Tf CO p o 3 -M c d •s « d & | J | eh' a as a 03 1 a O O U £ Eh 0, a . • • < o w fc B 13 —1 •<» CM Cs ■* CO CO —1 t~ -H CO CM CO i-l -^ i-H ~« CO o r^ ^H CO O Oi CO i-l rH CM ■* < > o CD cc s o * cu > c3 C d d d Eh' cc "5 c Part II 207 TABLE XXVI Question: How many people received credits on the basis of work done at out-of-State institutions and applied for teachers' certificates in North Caro- lina in 1925, and how many of these certificated on the basis of credits re- ceived at out-of-State institutions actually taught in North Carolina during the school year 1925-26? Naturally, North Carolina's teacher supply is received from two sources: (1) In-State institutions; and (2) Out-of-State institutions. A study of teacher supply in the State would be incomplete if the study did not include an analysis of the number of teachers who have been trained by out-of-State institutions. In the year 1925, 210 out-of-State institutions trained individuals who became teachers in North Carolina's public schools during 1925-26. 140 of these institutions were institutions for whites only; 29 of these in- stitutions were for negroes only and 41 of these institutions were engaged in the training of both white and negro teachers. The majority of these teachers entering the teaching profession of the State, after having received their train- ing in out-of-State institutions assume teaching positions in the high school. This tendency of teachers trained by out-of-State institutions to apply for high school teaching positions in North Carolina rather than elementary teaching positions holds, regardless of race. Summary data as to the teacher supply in North Carolina secured from out-of-State institutions for the period being studied is given in Table XXVI. (Explanation of Table XXVI: — The information given in Table XXVI is separated according to race and type of school. When comparing the 1925 "Output" of out-of-State institutions and within-the-State institutions, it must be borne in mind that in 1925 any out-of-State person could apply for a certificate. In 1926, however, no out-of-State person was granted a certificate unless that individual actually assumed a teaching position in the public schools of North Carolina. A "mixed" institution is an institution training both white and negro per- sons. It is safe to approximate that 75 per cent of the persons coming from "mixed" institutions were whites.) TABLE XXVI.— NUMBER OP PERSONS RECEIVING CREDITS PROM OUT-OF-STATE INSTITUTIONS WHO APPLIED FOR TEACHERS' CERTIFICATES IN NORTH CAROLINA IN 1925, AND NUMBER OF THESE WHO ACTUALLY TAUGHT IN 1925-26 I. Number of out-of-State institutions represented: 1. White 140 2. Negro 29 3. Mixed 41 Total 210 208 Report of Educational Commission II. Number of individuals trained by out-of-State institutions who applied for certificates in 1925: 1. White: Elementary, 283; High School 470 2. Negro: Elementary, 70; High School 89 Total: 353; 559 III. Number of individuals trained by out-of-State institutions who applied for certificates in 1925 and actually taught in North Carolina in 1925-26: 1. White: Elementary, 167; High School 251 2. Negro: Elementary, 35; High School 46 Total: 202; 297 IV. Number of individuals trained by out-of-State institutions who applied in 1925 for a North Carolina teacher's certificate, but who did not teach in North Carolina in 1925-26: 1. White: Elementary, 116; High School 219 2. Negro: Elementary, 35; High School 43 Total: 151; 262 TABLE XXVII Question: Prom what States did North Carolina secure teachers for her public schools during the year 1925-26? The table given on the opposite page shows from what States North Caro- lina draws many of her teachers. It will be noticed that the States adjoining North Carolina are the States which contribute most to her teaching per- sonnel. The information is given according to race. The column headed "mixed" indicates that the teacher came from an institution which admitted both white and negro students. It is safe to estimate that 75 per cent of those indicated in the column headed "mixed" were whites and that 25 per cent were negro teachers. (Explanation of Table XXVII:— The data included in Table XXVII are separated according to race. Table XXVII is to be read in the following manner : From the State of Alabama, 11 people applied for North Carolina cer- tificates on the basis of credits received in 1925. 4 of those applying for certificates actually taught in the public schools of North Carolina during the year 1925-26. 7 did not teach. Of the 11 applying for certificates, 10 were whites, and one was a negro. The negro to whom a certificate was granted did not teach in North Carolina during the year 1925-26. 4 of the whites applying on the basis of credits received in 1925 actually taught during 1925-26. 6 did not.) Part II 209 TABLE XXVII— NUMBER OF TEACHERS CERTIFICATED FROM OUT-OF-STATE INSTI- TUTIONS IN 1925, AND NUMBER WHO TAUGHT IN NORTH CAROLINA IN 1925-26 White Negro Mixed Total State Did Did not Did Did not Did Did not Did Did not 4 6 1 1 4 7 1 1 1 3 3 1 1 D. C 4 1 44 1 13 1 1 12 14 2 4 Florida 3 60 8 1 3 79 11 5 21 23 9 1 3 8 1 2 9 8 1 1 13 164 26 2 100 2 1 19 21 65 3 4 4 5 3 1 5 18 4 2 20 21 1 1 8 1 1 13 13 1 1 1 1 2 1 16 17 3 7 1 1 5 12 6 1 5 17 1 9 8 11 3 11 Ohio 3 1 1 4 153 1 1 10 77 9 11 15 11 4 29 88 1 1 21 2 86 2 19 1 58 4 5 14 7 1 8 2 26 2 66 6 Total 400 290 69 86 29 36 498 421 TABLE XXVIII Question: What was the supply of teachers furnished by the institutions of higher learning in North Carolina during the school year ending 1926? It is regretted that the period of time in which this report was prepared was too short to permit a detailed study of the teacher supply for North Carolina over a period of years. The data presented in the preceding tables necessitated a supply of approximately 55,000 record cards. It is believed, however, that the data will give illuminating suggestions. A "sampling" study of the people who were certificated in 1926 indicates that in the future North Carolina must depend more and more upon its own resources for the training of its teachers. That North Carolina is meeting this need in part is shown by the data presented in Table XXVIII. 210 Report of Educational Commission The 1926 column represents the tabulation of data on hand at the State Department of Education up to October 26. Had all of the budgets been received from the city and county superintendents in the State, a com- plete review for the year would have been undertaken. Approximately 85 per cent of the applications for certificates on the basis of training re- ceived in 1926 are included in the figures given. If present indications are justified, the supply of teachers from institutions of higher learning in North Carolina for the year ending 1926 will be in excess of the supply of teachers furnished by North Carolina institutions in the academic year ending 1925. Approximately 2,382 new certificates will be issued to whites, and approximately 223 certificates will be issued to negroes. Those figures obviously are a marked increase over the 1925 figures. By the date men- tioned, persons trained by 136 out-of-State institutions had applied for certificates to teach in the public schools of North Carolina. (Explanation to Table XXVIII) : The data are separated according to type of school and race. Two columns are given. One column deals with the number of individuals certificated on the basis received in 1925; the other column deals with the number of persons certificated on the basis of credits received in 1926. The budget reports were not complete on the date on which this tabulation was made. It was therefore impossible to tell how many of those teachers certificated on the basis of credits received in 1926 are actually teaching in the public schools at the present time.) TABLE XXVIII.— SUPPLY OF TEACHERS! FURNISHED BY INSTITU- TIONS OF HIGHER LEARNING IN NORTH CAROLINA DURING SCHOOL YEAR 1925-26. 1. The number of individuals certificated in 1926 by in-State institutions: 1. White: 1925 1926 a. Elementary 922 1,164 b. High School 777 861 Total 1,699 2,025 2. Negro: a. Elementary 76 127 b. High School 40 63 Total 116 190 TABLE XXIX Question: How many teachers began teaching in the public schools of North Carolina during the school year 1926-27, on the basis of credits re- ceived from out-of-State institutions in 1926? Part II 211 Table XXIX, which is probably 15 per cent under the total supply which this State will have received during the year 1926-27, is well worth considering. By the end of the year, a total of 216 elementary teachers and 320 high school teachers will have been received from out-of-State institutions. When interpreting Table XXIX, the figures as to the number of individuals from out-of-State institutions applying for North Carolina teachers' certifi- cates should be compared with the number of teachers trained by out-of- State institutions who actually began teaching in the schools of this State during the year 1925-26. In the year 1925, not all of the people who applied for certificates actually taught during 1925-26. In the following year, no teacher was permitted to have a certificate unless the teacher actually en- tered the teaching service in this State. It is seen that the number of teach- ers secured for each of these two years from out-of-State institutions was practically the same. The proportion of teachers that we are receiving from out-of-State institutions is not increasing at as rapid a rate as the increase in the number of teachers this State is employing with each succeeding year. This means North Carolina must depend more and more upon its in-State institutions for the supply of teachers for her public schools. (Explanation to Table XXIX: — It is important to remember that the number of people certificated in 1926 must be compared with the number of people applying for certificates in 1925 and actually teaching. Each teacher certificated in 1926 actually assumed a teaching position in the North Carolina public schools.) TABLE XXIX.— NUMBER OP PERSONS RECEIVING CREDITS FROM OUT-OF-STATE INSTITUTIONS WHO APPLIED FOR NORTH CARO- LINA TEACHER'S CERTIFICATES IN 1926 I. Number of out-of-State institutions represented: 1. White Ill 2. Negro 15 3. Mixed 6 4. No data available 4 Total 136 II. Number of individuals from out-of-State institutions applying for North Carolina Teacher's Certificates: 1. White: Elementary, 168; High School 223 2. Negro: Elementary, 16; High School 45 3. No data: Elementary, ; High School 4 Total 184; 272 212 Report of Educational Commission TABLE XXX Question: What is the rate of replacement or withdrawal for the teaching profession in North Carolina? — in other words, how many teachers leave the teaching profession annually? Fortunately the State Department of Public Instruction has on file com- plete data cards for every teacher that has taught in the public schools of North Carolina 1922-23 to 1925-26. In answering the question advanced, a beginnner teacher for any year was defined as a teacher whose period of service began in the year mentioned; for instance, a beginner teacher for the school year 1922-23 would be a person who had never taught in any school anywhere in North Carolina previous to the year 1922-23. In laying down this admittedly broad definition it is assumed that when a teacher moves from one county in North Carolina to another county in North Caro- lina, or from one city in North Carolina to another city in North Carolina that teacher does not represent a loss to the teaching profession in North Carolina. This definition admittedly is broad enough to assume, moreover, that a teacher who taught in North Carolina during 1919-20 then left the State for a period of years returning in 1922-23 does not deserve to be classed in 1922-23 as a "new" or beginner teacher in North Carolina. Fur- ther, that a teacher who has had teaching experience in some other state, but who has never had teaching experience in North Carolina is a "new" teacher during the first year of her service in the institutions of the State of North Carolina. To recapitulate, a "new" teacher for any particular year is a teacher who is teaching within the State for the first time during that particular year. (Later on an effort will be made to show the number of persons annually moving from one teaching position to another teaching position within the State.) (Explanation of Table XXX: — Table XXX should be read in the following manner: It will be noted that there has been a decline in "the per cent of teachers wlio were beginners" during the three year period included in Table XXX. Higher standards of training mean an increase in the length of time a teacher remains within the profession. A (X) in Table XXX indi- cates that the figure given is multiplied by the figure just above. A ( — ) indicates that the figure is subtracted from the figure just above. In Item 9 for 1925-26 an "inadequately prepared new teacher" designates an individual who has not had as much as one years work at an institution of higher learning. When reading this figure it must be borne in mind that not one years work but two years work constitute the suggested minimum stand- ard for a teaching opsition in the elementary school. When this table is con- sidered therefore it must be remembered that the shortage is much more acute than the figures presented, also that all of these inadequately pre- pared new teachers mentioned in Table XXX are entering the public ele- mentary schools in North Carolina.) Part II 213 TABLE XXX.— NUMBER OF TEACHERS LEAVING THE TEACHING PROFESSION ANNUALLY IN NORTH CAROLINA 1922-23 1. Total number of teaching positions 2. Per cent of teachers who were beginners 3. Actual number of beginners 4. Number of teachers needed to fill newly created teaching positi one (i.e. increase in number of teaching positions over the preced ing year) 5. Number of new teachers needed to fill positions left vacant through withdrawals of teachers from the teaching profession. 1923-24 1. Total number of teaching positions 2. Per cent of teachers who were beginners 3. Actual number of beginners 4. Number of teachers needed to fill newly created teaching positions (i.e. increase in number of teaching positions over the preceding year) — 5. Number of new teachers needed to fill positions left vacant through withdrawals of teachers from the teaching profession 1924-25 1. Total number of teaching positions 2. Per cent of teachers who were beginners 3. Actual number of beginners 4. Number of teachers needed to fill newly created teaching positions (i.e. increase in number of teaching positions over the preceding year) 5. Number of new teachers needed to fill positions left vacant through withdrawals of teachers from the teaching profession. 192.5-26 1. Total number of teaching positions 2. Per cent of teachers who were beginners 3. Actual number of beginners 4. Number of teachers needed to fill newly created teaching positions (i.e. increase in number of teaching positions over preceding year) 5. Number of new teachers needed to fill positions left vacant through withdrawals of teachers from the teaching profession. 6. Supply of teachers received from higher institutions (in state and out-of-state institutions) 7. Total number of new teachers needed 8. Minus output higher institutions 9. Inadequately prepared new teachers - 15,665 (X).29 4,542.85 (— )467.00 4,075.85 16,382 (X).27 4,423.14 (— )717.00 3,706.14 17,332.00 (X).23 3,986.36 384.00 3,602.36 1,655.00 3,986.36 (— )1,655.00 2,331.36 Negro 4,871 (X).27 1,315.17 (— )276.00 1,039.17 5,120 (X).30 1,536.00 249.00 1,287.00 16,948.00 5,309.00 (X).27 (X).24 4,575.96 1,274.16 (— )566.00 (— )189.00 4,009.96 1,085.16 5,569.00 (X).21 1,169.49 260.00 909.49 169.00 1,169.49 (— )169.00 1,000.49 214 Report of Educational Commission TABLE XXXI Question: To what extent does the amount of training possessed by a teacher effect the teachers' stay within the teaching profession in North Carolina? An inspection of the table found on the opposite page will show that in the group of white teachers who taught four years the largest per cents are opposite the higher grades of certificates. Those teachers who hold cer- tificates lower than the Elementary A Certificate are not as likely to remain for four years of service as those teachers who hold certificates of a higher grade. The negro elementary teachers by their service records indicate the same tendency though the evidence is not so conclusive. The per cent column for the white high school teachers (see Table XXXII) who taught for two years indicates a correlation between length of tenure, and amount of professional preparation; similar evidence is found in the per cents for the group of teachers who remain in the teaching profession for four years. The service records for negro high school teachers who remain in service for two years indicate a correlation between training and tenure. There is no evidence of correlation in the other groups of negro high school teachers. (Explanation of Table XXXI: — Table XXXI is to be read in the follow- ing manner: Of the 2,675 white elementary teachers, 1,144 remained in service for one year; 737 remained in service for two years; 515 remained in service for three years; and 279 remained in service for four years. Sixty-nine per cent of the Provisional B teachers remained in service for one year, 21 per cent for two years; 9 per cent for three years; and 1 per cent for four years. The average number of years of service was 2.47 years. These figures pertain to teachers who began teaching in 1922-23, and have taught for one, two, or three or four years.) PabtII 215 TABLE XXXI.— TABLE SHOWING THE EFFECT OF AMOUNT OF TRAINING UPON LENGTH OF TENURE FOR THE TEACHING PROFESSION IN NORTH CAROLINA White Number Years of Service Type of Certificate I II III IV Total (Mean No. % No. or /o No. % No. % 2.47 years) Prov. B 55 60 23 76 328 243 9 93 195 62 69 52 17 70 44 41 65 43 44 28 17 43 54 18 185 176 1 52 121 70 21 37 37 17 25 30 07 24 28 32 7 6 56 8 166 104 2 32 82 52 09 05 38 07 22 18 14 15 19 23 1 7 12 6 63 70 2 38 42 38 01 06 08 06 09 11 14 18 09 17 80 Prov. A 116 145 108 Elem. B 742 Elem. A 593 Prov. Prim. Gram. C 14 215 440 222 1,144 737 515 279 2,675 Negro Prov. B 32 63 31 35 101 19 68 76 13 74 43 29 10 17 62 7 78 15 21 21 27 15 33 23 4 2 118 3 41 15 09 02 51 06 17 23 1 1 22 2 15 16 1 5 5 2 02 01 09 05 07 25 100 20 09 100 47 Prov. A.. 83 233 47 Elem. B Elem. A 235 65 1 10 29 38 52 7 12 27 21 4 10 15 18 26 Prim. Gram. B 56 2 Total.. 320 208 197 70 795 216 Report of Educational Commission TABLE XXXII Question 1: To what extent does race affect the length of tenure for the teaching profession in North Carolina? The mean length of tenure for white elementary teachers was 2.47 years. The mean length of tenure for negro elementary teachers was 2.52 years. On this meagre basis, therefore, it may be said that the negro elementary teacher and the white elementary teacher remain in service for just about the same period of time. The mean period of service for white high school teachers is 2.27 years. The mean period of service for negro high school teachers is 2.31 years. The average period of tenure for the two races, therefore, is practically the same. The negro teacher on the average, re- mains in service — in both the elementary and in the high school — for a slightly longer period of time than the white teacher. Question 2: To what extent does the type of school (I.e. elementary school or high school) affect length of tenure for the teaching profession in North Carolina? As has already been stated, the mean length of tenure for the different types of schools are as follows: A. Elementary 1. White 2.47 yrs 2. Negro 2.52 yrs B. High School 1. White 2.27 yrs 2. Negro 2.31 yrs (Explanation of Table XXXII:— Table XXXII is to be read in the following manner: 1,098 service records for white high school teachers were studied; 584 teachers remained in service for only one year, 266 remained for two years, 170 for three years, and 78 remained for four years. The mean period of tenure for the white high school teacher was 2.27 years. It must be re- membered, however, that the period of time studied was confined to a four year period. These figures pertain to teachers who began teaching in 1922- 23 and have taught for one, two, three or four years.) TABLE XXXII.— TABLE SHOWING THE EFFECT OF RACE AND TYPE OF SCHOOL UPON TENURE FOR THE TEACHING PROFESSION IN NORTH CAROLINA White Number Years of Service Type of Certificate I II III IV Total (Mean No. % No. % No. % No. % 2.27 years) Prov. C 18 104 146 316 72 56 56 50 5 40 63 158 20 21 24 25 2 10 17 49 08 05 07 08 25 Grade C._ 33 33 104 18 13 17 187 Grade B 259 627 Total.. 584 266 170 78 1,098 PabtII 217 Negro Number Years of Service Type of Certificate I II III IV Total (Mean No. % No. /o No. /o No. % 2.27 years) Prov. C.„ 1 9 11 16 50 37 44 40 1 8 9 19 50 33 36 48 2 Grade C 6 3 4 25 12 10 1 2 1 05 08 02 24 Grade B 25 40 Total 37 37 13 4 91 TABLE XXXIII Question 1: To what extent does sex affect length of tenure for the teaching profession in North Carolina? In the white elementary schools women are more liable to teach through four years of service than men. In the negro elementary schools the men teach for a longer period of time than the women. In the rural white high schools women teach longer than men. In the city white high schools men teach longer than women. In the negro high schools regardless of type of community the period of service for men is longer than the period of service for women. Question 2: To what extent does the type of community (rural or urban) affect the length of tenure for the teaching profession in North Carolina? Fewer rural white teachers remain in the teaching profession than do city white teachers who teach in the elementary schools. A smaller per cent of negro elementary teachers remain in the teaching profession for four years than is the case for negro city teachers of elementary grade. The tenure for rural white high school teachers is practically identical to the tenure for city white high school teachers. The per cent of negro high school teachers who remain in the service for four years are practically the same for urban as for rural communities. Explanation of Table XXXIII:— Table XXXIII is to be read in the fol- lowing manner: 105 white male, rural elementary teachers remained in service for only one year. In all, there were 227 white male, rural elemen- tary schools, etc. These figures pertain to teachers who began teaching in 1922-23 and have taught for one, two, three, or four years.) 218 Report of Educational Commission TABLE XXXIII.— TABLE SHOWING THE EFFECT OF SEX AND TYPE OF COMMUNITY UPON LENGTH OF TENURE FOR THE TEACHING PROFESSION IN NORTH CARO- LINA. ELEMENTARY SCHOOL Rural White Negro No Years Experience Male Female Total Male Female Total No. % No. /o No. /o No. Of /o No. /o No. % I II III IV 1.05 64 41 17 46 28 18 07 871 545 377 189 44 27 19 10 976 60j9 418 206 44 28 19 09 29 22 16 11 37 28 21 14 247 149 152 41 42 25 26 07 276 171 168 52 41 26 25 08 Total.. 227 1,982 2,209 78 589 667 City I 6 60 162 35 168 36 7 54 37 32 44 35 II 2 20 126 28 128 27 1 07 36 32 37 29 III 1 10 96 21 97 21 5 38 23 20 28 22 IV 1 10 74 16 75 16 18 16 18 14 Total.. 10 45 468 13 114 127 High School Rural I 155 51 260 50 415 50 9 38 9 47 18 42 II 75 24 128 25 203 25 9 38 5 26 14 33 III 54 18 80 15 134 16 6 24 3 16 9 20 IV 21 07 49 09 70 09 2 11 2 05 Total.. 305 517 822 24 19 43 City I 64 47 127 49 191 48 5 33 14 38 19 37 II 36 27 68 26 104 27 4 27 20 54 24 46 III 22 16 42 16 64 16 4 27 2 05 6 11 IV 14 10 22 09 36 09 2 13 1 03 3 06 Total.. 136 259 395 15 37 52 Paet II 219 TABLE XXXIV Question: To what extent does the amount of training possessed by the teaching personnel in the public schools of North Carolina affect the rate of turn-over for the profession? The answer to this question is presented in part in Tables XXXIV and XXXV. The data given concerns teachers who began teaching in the public schools of North Carolina in 1922-23 and who have taught for four years. In other words the service records were studied to determine the rate of turn-over as affected by amount of training. At the end of the fourth year these elementary teachers who held the higher certificates had held fewer positions, (l.e only 3 per cent of the persons holding A Certificates had held four positions; only 5% of the B grade had held four positions and 8% of the C grade people had held four positions.) The service records of the white high school teachers reveal the same story, namely, the higher the grade of certificate, the fewer the num- ber of teaching positions the teacher is likely to hold, or the more training a white teacher is given, the lower the rate of turn-over. The groups of negro teachers who had taught for four years were too small to permit the drawing of conclusions therefrom. The effect of training as a factor in lowering the rate of turn-over is most pronounced in the case of white teachers who remain in the service for four years. High standards of professional preparation are not as yet so well established among the negro teaching personnel hence the conclusions drawn therefrom must necessarily be meagre. (Explanation Table XXXIV:— Table XXXIV is to be read in the following manner: 51 per cent of the white elementary B school teachers had held only one teaching position at the end of the fourth year. The mean number of teaching positions held by the white elementary teachers who began teaching in 1922-1923 was 2.35 positions. Tables XXIV and XXXV provide similar data. Table XXXIV pertains to the elementary school. Table XXXV to the secondary school.) 220 Report of Educational Commission TABLE XXXrV— THE EFFECT OF AMOUNT OF TRAINING ON THE RATE OF TURN- OVER FOR THE TEACHING PROFESSION FOR NORTH CAROLINA. (AS SHOWN IN THE SERVICE RECORDS OF TEACHERS AFTER FOUR YEARS OF CONTINUOUS SERVICE.) ELEMENTARY SCHOOL White Number of Different Teaching Positions Type of Certificate I II III IV Total (Mean No. % No. % No. % No. % 2.35 Posi- tion) Elem. B 32 33 18 14 17 51 47 47 33 45 14 17 12 18 13 22 24 32 43 34 14 14 5 8 7 22 20 13 19 18 3 6 3 2 1 05 09 08 05 03 63 Elem. A 70 38 Prim. Gram. B 42 38 Total 114 74 48 15 251 Negro Number of Different Teaching Positions Type of Certificate I II III IV Total (Mean 2 29 No. % No. % No. % No. % Posi- tion) Elem. B 5 8 1 3 2 33 50 20 60 100 7 5 4 1 47 31 80 20 1 2 07 13 2 1 13 06 15 Elem. A 16 5 1 20 5 2 Total... 19 17 4 3 43 Part II 221 TABLE XXXV Question No. 1 : .To what extent does race effect the rate of turn-over for the teaching profession in North Carolina? The mean number of positions held by white elementary teachers at the end of four years of service was 2.35 positions; the mean number of teach- ing positions held by negro elementary teachers at the end of four years of service was 2.29 positions. These meagre data would indicate that the rate of turn-over is higher for white elementary teachers than for negro elementary teachers. The mean number of teaching positions held by negro high school teachers at the end of four years of service was 2.68 positions; the mean number of teaching positions held by negro teachers at the end of four years service was 3.75. The negro high school sampling offered is obviously too small to be worthwhile. As is well known there were few negro teachers of standard grade prior to 1922-23. Question No. 2: To what extent does the type of school (elementary or high school) affect the rate of turn-over for the teaching profession in the public schools of North Carolina? The rate of turn-over for the different types of school has already been stated in the answer to the question just preceding. The data are as follows: (1) Mean number of teaching positions held by white elementary teachers at the end of four years of service, 2.35 positions; (2) mean number of teaching positions held by negro elementary teachers at the end of four years of ex- perience is 2.29 positions; (3) mean number of teaching positions held by white high school teachers at the end of four years of service is 2.68 posi- tions; (4) mean number of teaching positions held by negro teachers at the end of four years of experience, 3.75 positions. (Again it is stated that the date given relative to negro high schools is too meagre to be of any real worth.) (Explanation of Table XXXV:— Table XXXV is to be read in the following manner: Of the 76 white high school teachers who remained in service for four years, 23 had held only one teaching position; 26 had held two positions; 17 had held three, and 10 held only four teaching positions.) These figures pertain to teachers who began teaching in 1922-23, and have taught for four continuous years.) 222 Report of Educational Commission TABLE XXXV.— THE EFFECT OF RACE AND TYPE OF SCHOOL UPON THE RATE OF TURN-OVER FOR THE TEACHING PROFESSION IN NORTH CAROLINA HIGH SCHOOL White Number of Different Teaching Positions Type of Certificate I II III IV Total (Mean 2. 8 Posi- tion) No. % No. % No. % No. % Grade C 3 6 14 30 35 29 3 6 17 30 35 35 2 2 13 20 12 26 2 3 5 20 18 10 10 Grade B 17 49 Total 23 26 17 10 76 Negro Number of Different Teaching Positions Type of Certificate I II III IV Total (Mean 3.75 Posi- tion) No. % No. % No. % No. % Grade C 1 100 1 Grade B 1 1 50 100 1 50 2 I Total 2 1 1 4 Part II 223 TABLE XXXVI Question: What was the effect of type of community, type of school and sex upon the rate of turn-over for 'the teaching profession for the elementary schools of North Carolina? The data given in Table XXXVI are for groups of teachers who began teaching during the school year 1922-23 and who remained in service for four continuous years. Teachers included in the table mentioned, therefore, taught during the period 1922-23 through 1925-26. Data for these teachers who have taught for four continuous years have already been considered in preceding tables. The only additional information included in this table deals with the effect of sex upon the rate of turn-over. The number of males teaching in the white elementary schools is negligible. Forty-one per cent of all the females had held one teaching position, 44 per cent had held two teaching positions and 15 per cent had held three teaching positions. Fifty per cent of the negro female city teachers had held one teaching position, 38 per cent had held two teaching positions, 6 per cent had held three teaching positions and 6 per cent had held 2 teaching posi- tions. The scarcity of men teachers for both races in the city elementary schools is striking. In the rural elementary schools, however, there are a number of men teachers. (Explanation of Table XXXVI:— Table XXXVI is to be read in the follow- ing manner: 45 per cent of the elementary white teachers, who had held only one teaching position after four years of continuous service in the public schools of North Carolina, held primary or grammar grade A cer- tificates. Data of this sort is interesting when considering not only the effect of the amount of training upon the rate of turn-over, but the effect of training plus race, type of community and sex.) 224 Repobt of Educational Commission o PQ £> Ph H w O P5 > o ID H to O W h « H W H fc O Ph & S o O hri W H O Ph o < So m H o S o o Ph o H Oh >< H Ph O H D P to Ph H W H "3 "o "3 a m Ph >o CO iO c c l-H 1-1 « ** — "3 > "3 a Ph 65 6 2 ,2 65 6 1? 00 CI o g a OJ Ph 65 O. Ol QO CO CO O O <-" ^h "■* •o o Ph M 6 h h N N IO B 3 o 03 O £1 "3 65 o 1 ! ! ! O r i . I o H "S o 6 ^ ! ! ! ! 1-1 5 B "3 a a to 65 O CO CO CO iO i-H t-h cci > H | | d « < \ 1 g a a w° -H o rH CO T-H C>1 ~H 00 PC £ a < £ c c E a c £ ft PC E C E pt < £ 8 L. c £ p. "3 o Eh Part II 225 oo h n to a «* CO N N CO CO Ol CO H CO © © o co r^ IN ^ M >h O o CO CD CO CM t-H *o w N 00 QO «D CO CO o *-< O CN rH CO CO CO CN CO o o CO o ~* rt TP CO CM ^ *# N M h N O lO O US lO O CN CN O o CC o -■ rt o o ic © *o W *JI H H O U5 "* CN *-H 00 ■** <* ■* S ffi CO CN © 00 r-» co i— i E 05 E a 9 E E 03 03 o c S E Ph Ph < £ c3 o E H 13 o H f~ r^. eo cni •- o ^, „ _ — *"■ o o o "- 1 •"" o o M* - 1 " o o o - 1 " " o o ■* " "-" *1 (N 1H TJ( rt CO " H " H *- CM o *0 CO — ■* o o CO "3 o o o CO W -H rt o o Tf — — g < s a £ CC c £ p. £ g [- c £ < £ u C £ P. c 15 226 Report of Educational Commission TABLE XXXVII Question: What were the effects of type of community, type of school, and sex upon the rate of turn-over as revealed by a study of the service records of that group of teachers who began teaching in North Carolina in 1922-23 and who taught for only three continuous years? The data presented in these tables must be considered in connection with the data presented in Table XXXVI. If the service records had extended over a longer period of time it is possible that the effects of training would have been more marked. The data, however, indicate in a rather detailed way the effects of the factors, considered. (Explanation of Table XXXVII— Table XXXVII is to be read in the same manner as Table XXXVI.) 228 Report of Educational Commission PQ Hi & PL, H W Eh Pi 8 P3 O Eh Eh o B « K Eh £ O Ph p si < w Eh O & s a o o El, o s u Eh o Eh o Eh R &3 EC Eh i-H CO C ) OS a r^ d Eh O H "o3 o 6§ 05 a Eh & > O fe§ § d OJ o a &s rt ■-( IN (N Cv o ■§ 8 Eh Ph ,_, & hH a -h o 03 O 6§ Eh 03 g a 01 B 1-1 o to lO OS Oi CO i- CO o a P CD "id a &S ■** to £ < 4H A » 5 tt o m t rt CO IM O H I i-l o CO © ! ! ! ! O i i ■ i o rt ! ! ! 1 rt © © cm cm co •»*< Tfi © i-i i © •o OS OS i— 1 © CO OO © © ! ! i U3 KQ I 1 1 o rt *"* ! I ! CM H (O O H M M M rt ■ © CO t^ -t. , , _ CM CM Elem. B __ Elem. A _ Prim. Gram. C Prim. Gram. B _ eg o H ZZ — CM CO I io . © © © © ! W - "3 a Ph feS 1 d "3 6? d M Ph feS d o "3 6? 6 H "3 a Eh 6§ ■^ CO CO T* 00 »-» O O i-l «3 CM o 1 d W W N >0 h CO CO s "3 6§ d M "3 S V Ph 6§ os cq oo io cO O W © CO CN t~ d CO Ol N O « i-H CO CM 00 a "3 65 O o o o d 2 "- *H IM 1 o 1 Eh V "3 o cd 1 s O "o o 0. >> Eh pq a 3 < S c 5 d o pq c o ft o Ph "3 o H M !D* H CO *H i lO rt H H T|t SO H rH CO CM Tf< CO »"H — < Oi i-4 CO CO CO CO tH i-< ■<*» CM t^ CO CO o CO CM o o o o •H rt a 3 § s d 5 t-i pq J-i a Oh < a ffi "3 o Part II 233 o 0) 6? »o tf 3 -H *3 1 o * CI fa 6 25 £ e 5 ■* 6§ c 5 -H o o -, 25 c > o § o c feS c = CO "ea .15 s o EC 3 CO fa fa 6 25 cm a 15 6? c c 3 •<** 4 a j» o "3 1 H d -1 25 3 5 Hi O o V 6? OS w *o 14 03 s 01 o C3 i£ s r~ 03 o fa 6 S s ,fl s 3 B 25 o £ E° 25 jv E$ c c 5 -H "3 1 6 -1 3 25 & c > IA j» 65 c > OJ "3 a o ir »o fa 6 M 25 o c 00 6§ »o »r lO S3 S 6 cq cv ■tl 25 a H *o S3 & o _' O PQ < cS O o ffl "o -c T3 T3 H 3 03 S M >-, (, 5 o m o « 5 w 25 *■* o 1 o O o rt - 1 o o o o rt "■* d 03 u o pq 0) o < T3 03 o "3 H Part II 237 2 « 00 00 eo CM CM Cd ■* — 1 t~ M n n oo « CO M 00 OS 1 -< CM 1 t- t^ tM I 1Q t~ 1 O OS OS CM 1 -1 rH CM rt t-i t— CO CM CM ~H 1C5 CO C*- 1 CO c© I •* S? d S3 o c BQ a _2 6§ o fa d Ph k.) S3 a cr 3 6? c Cfl OS a d S3 c- CO 01 ,J a> o o a 5 03 a 6§ i-H .-H t> o N W »f as GQ s fa d a .Q M 2 g g 1—1 w >r OJ a o 55 a S§ C^ «* C CO fa 6 S3 6? ■* n a H IC > H ^ _' 6n< S3 0) © o H ^ U tH o o a 1 CN 0 ■*f< « N OS co iO N 00 CO ~H ^ m CO CO CO £ CO lO OS ^H (N O -* iO CO OS CO CO t>. 1** C4 CO OS CO ■* *-• © IO Grade C... _ Grade B .._ Grade A __. __ "3 o ►J o o a o CO a a 2 D a « o a c\ 1 -H CO -* « ! m ! o CO CO i *" - t- CO I O CO I o to OJ rt c CO o 1 1 to (N « H CO *fl8 CO a CD 03 Ph "8 Eh "3 M CO N fc- V 6? "3 a 65 0) o3 a 6 co a fc CD 6? o "3 a 0) o Ph d Cm HH fc Wl a IS s a> feS 9 "3 6 OP cd IB 5 i iO iO i« _CD "3 6? 1 CO CO CO "o S CD i 00 »o CO u Ph d M & a 1-1 a t CD ** Z CD "3 6§ i <4< <*< CO o « WD "* O & M5 N W Id c» 6§ ~H 00 CO "3 a CD N i« O CO Ph d co "^ M !? C^J -^ Tf t^. 6? ,-1 *< CO tn 03 d (N X 00 oo & CD 3 3 O w O CD C3 o 0) >H o o > d CQ < Q) OJ QJ T) ""d T3 M M M 13 "8 H ooo ^ W5 ^H o CM CM —1 h ^tl ! o o O , rt -H CM N CN CO CM CM W3 O •«<■<* O 00 O m U3 lO CM CM o o CM i-l rt ^« Grade C Grade B Grade A "3 "o Eh Pabt II 5H cm oo cm cm i-~ N »C N «* «* OO CO C5 M ^ iO r*. CO CO t^ i— i CM CD CM Oi CT> H (N IC OS CO N iC O r*- -^ ^H IT) H N CO cO ^H CD t-t 1-1 ,-H lO CO r^ t-* co CO CO CM CO © o t^ r* Grade C Grade B Grade A__ 1 C i r U5 ir N rt « t~ i i i ! ! o 1 I o o o i i io >n i-H CO 1 -* CO 1 t- CO • «o CO -N 1 C<1 CO Grade C Grade B Grade A - 1 c E- 246 Report of Educational Commission TABLE XLI (1) Question: What was the effect of sex, race, and type of community upon the rate of turn-over in the public high schools in North Carolina as revealed in the service records of teachers who began their teaching experience in 1922-23? The data are given to show the effect of turn-over at the end of the second and third and fourth year of continuous service. The data are separated according to type of school, race and sex. The Roman Numerals indicate the number of different teaching positions held. (Explanation of Table XLI (1):— Table XLI (1) is to be read in the fol- lowing manner: 58 per cent of all of the male white city teachers who taught for four continuous years had held only one teaching position.) TABLE XLI— THE EFFECT OF SEX, RACE, AND TYPE OF COMMUNITY UPON THE RATE OF TURN-OVER IN THE PUBLIC SCHOOLS IN NORTH CAROLINA BASED ON A STUDY OF THE SERVICE RECORDS OF GROUPS OF TEACHERS WHO BEGAN THEIR TEACH- ING EXPERIENCE IN 1922-23 AND WHO HAVE TAUGHT FOR TWO, FOR THREE, OR FOR FOUR YEARS HIGH SCHOOL Four-Year Group City Rural No. Positions White Negro White Negro Male .58 .14 .14 .14 Female Male Female Male Female Male Female I II. - .25 .35 .30 .10 1.00 .29 .42 .29 .29 .36 .17 .18 .50 .50 III. IV 1.00 Three- Year Group II. III. IV. .33 .50 .50 .39 .45 .16 .40 .67 .33 Two-Year Group I.. II. III. IV. 1.00 .90 .10 1.00 Part II 247 TABLE XLI (2) Question: What was the effect of sex, race, and type of community on the rate of turn-over in the public elementary schools in North Carolina, as re- vealed by a study of the service records of teachers who began their teach- ing experience in 1922-23? The table given below shows the per cent of teachers holding one, two, three, or four positions at the end of the second, third or fourth years. (Explanation of Table XLI (2):— Table XLI (2) is to be read in the fol- lowing manner: 41 per cent of all of the female white city elementary teach- ers at the end of four years teaching experience had held only one teaching position.) TABLE XLI.— SUMMARY DATA AS TO THE EFFECT OF SEX, RACE, AND TYPE OF COMMUNITY UPON THE RATE OF TURN-OVER IN THE PUBLIC SCHOOLS IN NORTH CAROLINA, BASED ON A STUDY OF THE SERVICE RECORDS OF TEACHERS WHO BEGAN THEIR TEACHING EXPERIENCE IN 1922-23— THE DATA ARE GIVEN AS AT THE END OF THE SECOND, THIRD AND FOURTH YEARS OF SERVICE. ELEMENTARY SCHOOLS Four-Year Group City Rural No. Positions White Negro White Negro Male Female Male Female Male Female Male Female I .41 .44 .15 .50 .38 .06 .06 .84 .08 .08 .43 .25 .21 .09 .14 .58 .14 .14 .50 II .35 III 1.00 .10 IV .05 Three- Year Group I-- II. III. IV. 1.00 .50 .34 .15 .01 Two- Year Group I.. II.. III. IV. 248 Report of Educational Commission TABLE XLI (3) Question: "What was the effect of sex, race and type of community upon the rate of turn-over in the public schools of North Carolina as revealed in the service record of teachers who began their teaching experience in 1922-23? The figures given in the table below show the mean number of teaching positions held by each group at the end of the second, third and fourth years of continuous service. (Explanation of Table XLI (3) :— The Table is to be read in the following manner: The average number of teaching positions held by male, white city high school teachers at the end of four years of continuous service shows 2.4 positions.) TABLE XLI— SUMMARY DATA AS TO THE EFFECT OF SEX, RACE AND TYPE OF COMMUNITY UPON THE RATE OF TURN-OVER IN THE PUBLIC SCHOOLS OF NORTH CAROLINA BASED UPON THE STUDY OF THE SERVICE RECORDS OF TEACHERS WHO BEGAN THEIR TEACHING EXPERIENCE IN 1922-23. THE DATA ARE GIVEN AS AT THE END OF THE SECOND, THIRD AND FOURTH YEARS IN SERVICE. HIGH SCHOOLS City Rural No. Years of Service White Negro White Negro Male Female Male Female Male Female Male Female IV III 2.4 2.2 1.8 2.7 2.2 1.8 1.5 2.2 1.5 4.5 2.0 1.6 2.5 2.3 1.9 2.8 2.3 1.9 2.1 2.1 2.0 2.2 II. 2.5 ELEMENTARY SCHOOLS IV. Ill II. 3.5 2.3 2.2 1.7 2.4 2.8 1.5 2.1 2.3 2.0 1.9 2.2- 2.4 1.5 1.8 1.5 1.8 1.8 1.8 2.2 2.2 2.0 1.8 Paut II 249 TABLE XLII Table Showing Number of White Elementary Beginner Teachers and Number of White High School Beginner Teachers to be Trained (At Five Year Intervals for the Period 1925-1950) Question: How many white elementary beginner teachers and how many white high school beginner teachers must be trained for each of the following years— 1930, 1935, 1940, 1945, and 1950? The table given on the opposite page shows the number of white elemen- tary and number of white high school teachers — at five year intervals who will be needed in the public schools of North Carolina during the period 1925- 1950. At the present time 23 per cent of the white teachers in North Carolina are beginner teachers. In this Table it was assumed that higher institutions of professional preparation would be attained from year to year and thereby reduce the replacement figures. The estimated per cent of the total number of white teachers who will probably be beginner teachers was assumed as being reduced from 23 per cent in 1925 to 15 per cent in 1950. The estimate as to the actual number of beginner teachers needed was obtained by multiplying the per cent of beginners by the number of white teachers to be employed. At the present time 82 per cent of all the white teachers are elementary school teachers. The normal relative increase in the number of white teachers may be expected to result in 72 per cent of all the teachers being elementary teachers and 28 per cent of all the teachers being high school teachers in 1950. The last two columns in the Table contain estimates as to the actual number of beginner teachers needed for the elementary schools and estimates as to the actual number of beginner teachers needed for the high schools in each of the years included. (Explanation of Table XLII: — Table XLII is to be read in the following manner: In the year 1930 North Carolina will need 3,556 white beginner teachers for the elementary schools, and 1,098 white beginner teachers for the white high schools.) s JffiO Report of Educational Commission o C4 ° H Oi « T ff< CM p Oi £2 Eh « Q Ph CO Eh Sg < 3? z a Estimate as to Number of Beginner Teachers Needed for High Schools 889 1,098 1,295 1,420 1,582 Estimate as to Number of Beginner Teachers Needed for Elementary Schools 3,556 3,894 4,102 4,040 4,067 Estimate as to Per cent of Beginner Teachers Needed for High Schools 00 O CM -rfi CO CO H CM CM CM CM CM Estimate as to Per cent of Beginner Teachers Needed for Elementary Schools CM O GO CD •** (M X CC N N N N Estimate as to Number of Beginner Teachers Needed 4,445 4,992 5,397 5,460 5,649 Estimated Per cent of Total Number of White Teachers W ho Will Probably be Beginner Teachers 23 21.4 19.8 18.2 16 6 15 Estimate as to Number of White Teachers to be Employed 1925-50 20,775 25,214 29,654 32,896 37,664 03 a.' >" lO O UZi O "2 o S B ^ 53 ^ Ph B «» O < 05 Q M H 3 B 5« 53 M B^ w O o W Estimate as to Number of Beginner Teachers Needed for High Schools O «*S "3 CD t*. t-» IO fr" O CO CO OS -rt a> oo iiO»05D oj 3 ^ eo io icOCOCOW5iOOh*C005 «M00©NNMCO«O^COMtD(D00 m iw^mo^aM^O iWrtHoomNWHCocoooooeo al Co Pupil :ed on rrent V CO CM iCOCMO'-iOO'-- »0 ^ CM fl (D h as o ! r* f-T cm"" : ^ -h* j rt -4 ■^ b i t i i i i i Is. uj i ! ! 1 i i ! ! 1 1 ! © i i t © r- r^ i ■ it © i i i © T3 CO 00 I 1 1 ■ 1 1 1 ! 1 I 1 US 1 1 1 © 1 1 1 1 1 1 1 CO T-l 1 i i i i i 00 i I I OS CM CO 1 V O § "o a> a U X H €« 1 "§ to ■* i00O"*MHH05tC* iOICONONCOO^COhN^SOJ o ts. ^H iiO*CO ilNO^^OJtOOCONOOCOCONN CM CO ih^O^OO^COO© iCNOONO^WOOONMCSH lOOOiOJkOMOOCCDNW^tCM V lO O i n n wj w m « »■ i © © O 2 ^H CO i©t— eo©©co^©T* i«OCONCOONC»NrtiCCONaO O CO iCOCMCOCO^H^CMOCO i CO CO CO 00 CI »-( ^H fs. © © i-i iO £ •» I t-< .-* r-t CM CO ^H i ^H *-( CM CO CO il >, o -«* © ^ i CO © *0 © t*- © *C I Ul O O CS rt CO O i©^»C»CCO© o t>- UJ N i*-Ht-^^CO1005 i ^ O) O N C& N O iiOCMCO©iO© o o ©CO i © *-m CO «-t CM ■* © i © »o © cm «o »-» © i -* h us o w a 3 o s 3 • ts. » eo -^ oo oo co oo © i OS *— i O) O CO N tO i CM CM CM OO CM © lO i « ^ H M lO OO CO i O »0 OO ^ N i< CN i N tD Ol H N Ol 00 CO CM ' kO »0 « CO N ■* O i N ■* (N O 0O CO N i 00 CO OS >0 ~ u •ft >> a 3 O O ! i ■ • i • ! • ! ! ■ { ■ "O i a ^ • i i i • i i J © i & : : : J : : J -g i rt : ! ! o ! - It c ; -£9 • >> •s © © £ £ s> «i J ! ! 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»-H 1-H CD l>- OS ^ lO CO CO © CM <-H CM CM i-i gO-HCM^-HCDOSOO OXONiCCCCONO •^©■^oooOOOOeo'^OO^wiO*** asoco-^oiocooo »« © ■«* OS eo © © '^O'-HOOCOCOOO CMOStP-^OOSOSOO 00«NOiOOQOOt»'J'000 lO N N coooioooo^cMOos'-Hasi^-H ©SCi©iOCMCM00*-HW3»--i^««*«00'-HCM©CDCM©CD00»-iCM CDOOCMCDOOOOSCMO OS«— lOSOSCDCOOSiCO N00CMNMNU300 UJNOOCJVNiCOiCNM^® ^ CM -h ^H OS CO CM ih^N^IOMV^* 10W50NJONNU5N S O lllff Jflllllll- ■ I o =3 •9 5-2.S f q-§ J 83 o oj -ti ssss w o o -S & O o ca c 270 Report of Educational Commission cocoojcoocm-**© co ^ co CO ^ O "5 'f ift «0 M f Cfi ^* iO W5 t|* iO N N O) W »-H CM CO CO •7 CO c<3 3 OOffl^OIC^HNOntDHiclfl^WM H rt TJI W « CO IO CO CO ~-< CO IM 1-1 W3 »C « t-~ - *0 O CO T* . © Ol O H N T M^^THOO^rftOOrHf-ioOC'©' h ^ kO (N OO O N Scot 3= O >■ a ft IH -* 00 CO O ** CO QO «3 CO ^ N Q (M !005^0HNiO^«50NM01COOOi<000«00 W3CM*At^.rHO"<1lT-HT-Hi-ICO»005CO^H^ Tp OO 05 o 1 1 r- 1 o 1 . 1 o © 1 1 N tO ■ > " © o 1 ! o ! o 1 1 'Co i-H 1 I -^ I U0 f I I CD CM 1 1 -^ 1 CM 1 1 1 CO CO(Mt^r^CDOCqcOCOOCO-^»-ii-H'^'^'^HOOCDCO'ct- 1-4 1-H -H © © CO © *— tt— © •* co co © 10 co ©©©*— - icMCOcO'-HCOOu^l^-ai N^NCNCO^Ol^NQONCO" *C»NO^OONNNOCOU5 O ~h CD co" ■* cm" co" cm" h N 1-1 Ol Oi rH * S.S § fe-3 8 tc s 3 3 ISOOPNM^Ph * "2 a fl J o ~ a bo , 9 fl a .2 fi -e '=» « 8 sj-d-g-aJI'^ sill B-3 i •2J §41 Pabt III 271 e>a co oa cm o O -^ Oi -h O OS CD ** QO CO -^ CM ~h PJ N N — . « T) « o a T* c-j IQ US as p r^ r^ o o ^*l •«*< ^•©i-iCOC^USCO© COCOO^-OCOCOC^ ~h CN flH«0OWO0©N tONP3tDi)fiOO(N I-*T WHOM «5 O O CO iO O CM CO t-» ©*-«*< or Rate Amount Rate Amount S 32,220,947 8 ,000 ,096 4,613,641 22 ,352 ,339 11,686,885 5 ,591 ,774 28 ,583 ,264 15,220,915 13 ,632 ,762 8 ,956 ,226 146 ,420 ,354 26,202,341 37 ,964 ,229 21,414,407 3 ,462 ,422 13,104,431 8,592,969 39 ,228 ,192 18 ,789 ,780 8 ,524 ,402 10,187,078 2,240,518 37,242,127 20,166,643 29,181,949 30,913,793 5,853,186 2,614,283 35 ,203 ,509 12,368,231 25 ,481 ,292 83 ,828 ,568 34 ,374 ,906 178 ,709 ,494 14 ,228 ,098 91,582,199 7 ,333 ,790 4 ,448 ,646 21,181,528 13,514,683 168 ,932 ,839 39 ,961 ,708 25 ,830 ,345 20 ,405 ,808 25 ,255 ,427 11,219,405 10,464,627 5 ,746 ,041 45 ,722 ,202 11,017,446 44,056,937 7,061,552 13,950,314 1 74 74.5 47 75 62 98 74 82 92 60 55 65 55 70 100 80 81 52 50 60 50 116 65 84 60 100 97 82 65 75 90 59.7 84.5 28 90 60 72 90 93 • 77 40 62 82 70 65 84 55 100 60 87 75 75 $ 238,435 59,601 21,684 167,643 72,459 54,799 211,516 124,812 125,421 53,737 805,312 170,315 208,803 149,901 34,624 104,835 69,603 203,987 93,949 51,146 50,935 25,990 242,074 169,400 175,092 309, 138 56,776 21,437 228,823 92,762 229,332 500,457 290,468 500,374 128,053 549,493 52,803 40,038 196,988 104,063 675,731 247,763 211,809 142,840 164,160 94,243 57,556 57,460 274,333 95,852 330,427 52.962 15 13 23 15 30 15 15 15 15 15 10 12 15 15 15 10 15 12.5 15 55 15 40 08 20 10 15 15 27 15 15 15 14 15 08.5 15 10 18 20 15 15 10 15 15 25 15 86 18 15 10 11 15 15 15 $ 48,332 10,400 10,611 33,528 35,061 8,388 42,875 22,831 20,449 13,434 146,420 31,443 56,946 32,122 5,194 13,104 12,889 49,035 28,185 46,884 15,281 8,962 29, 794 40,333 29,182 46,371 8,780 7,059 52,805 18,552 38,222 117,360 51,562 151,899 21,342 91,582 13,201 8,897 31,772 20,272 168,933 59,943 38, 746 51,015 37,883 *96,487 18,836 8,619 45,722 12,119 66,085 10,592 20,925 $ 03 6,706 Ashe Brunswick 01 896 Caldwell **05 01 **10,707 346 02 04 3,758 3,410 Clay Cumberland 01 3,091 23 6,013 02 5,098 Forsyth Gates Hoke. 01 05 1,046 Hyde 2,873 04 4,407 Lee 60 83,702 | Part IV 323 TAX RATES AND TAXES LEVIED FOR ALL PURPOSES, 1926 Other Than Schools Total Other Than Schools Roads and Bridges Bonds and Interest Miscellaneous Total Rate All Rate Amount Rate Amount Rate Amount Rate Amount Purposes 20 37.5 $' 64,442 30,000 3,691 44,705 16,362 5,592 71,458 ■ 60,884 54,531 8,956 146,420 52,405 94,911 59,960 8,656 144,149 86,789 78,456 28,185 4,262 35,655 23,525 37,242 20,167 72,955 77,284 7,024 784 23,212 39,578 15,289 129,934 35 03 35 19 80 47 69 33 $ 112,773 2,400 16,148 42,469 93,495 26,281 197,225 50,229 01 $ 3,222 71 53.5 66 57 124 72 109 88 55 87 50 50 55 48 51 120 124 53 72 70 84 174 60 64 90 91 53 53 60 65 85 45.3 23.5 27 33 40 31 90 66 108 46 88 45 70' 90 86 59 84 75 83 62 60 55 $ 228,769 42,800 30,450 127,408 144,918 40,261 311,558 133,944 74,980 77,919 732,101 131,012 208,803 102,789 17,658 157,253 106,553 207,909 135,286 59,671 85,572 38,985 89,381 129,067 262,638 281,315 31,022 13,856 211,221 80,393 216,591 379,743 80, 781 482,503 46,953 366,329 22,735 40,038 139,798 145,958 777,091 351,663 116,237 142,841 227,299 96,487 61,741 48,267 342,917 91,445 110,142 42,369 76,727 $ 1.45 1.28 08 1.13 20 1.32 14 1.86 10 1.70 25 1.83 40 1.70 40 1.47 10 10 52 30 18 15 46,572 439,261 47, 164 56,946 09 8,061 1.47 1.05 20 1.15 25 1.10 28 1.18 25 10 3,462 1.51 110 , 2.00 101 08 6,874 2.05 20 20.5 40 80,418 75,159 1.05 15 1.22 05 06 5,114 1.30 35 34 29 06 34 55 50 21 34,636 6,497 22,344 68,567 160,501 154,569 12,292 1.34 105 2.90 10 .89 10 1.48 25 1.50 25 1.91 12 03 05 2,927 1.50 1.35 35 10 18 62 15.8 08.5 07.5 35,204 22,263 157,983 132,450 29,219 134,029 1.25 32 1.40 06 1.75 15.5 1.05 1.08 11 196,575 25,611 114,478 9,534 13,346 59,308 27,029 354,759 171,835 51,661 20,406 55,562 .55 18 1.23 12.5 17.5 160,269 1.00 13 1.03 30 40 23 55 15 30 10 30 52 17,795 48,718 74,331 253,399 119,885 25,830 61,217 131,328 1.80 28 1.59 20 21 18 24,326 1.85 .86 43 1.50 20 1.27 10 22 05 01 10,203 2,526 1.40 1.55 1.70 20 20,929 20 64 45 05 10 20 20 20,930 36,775 205,750 5,509 44,057 14,123 27,901 1.14 1.84 20 91,445 69,410 1.35 63 1.70 1.37 25 17,654 1.35 20 27,901 1.15 324 Report of Educational Commission table III— Assessed Valuations, 1926 For Six Months For Purposes General County Pc County- Rate Amount or Rate Amount Rate Amount S 28 ,827 ,573 15,311,051 6 ,308 ,733 10,198,704 16,029,910 20 ,791 ,603 168,598,107 9 ,233 ,625 15 ,250 ,903 25 ,706 ,496 32,631,141 57 ,758 ,863 14,739,413 10 ,976 ,775 17,447,612 5 ,465 ,972 18 ,938 ,566 10 ,486 ,330 7,899,391 14 ,687 ,970 50,907,072 7 ,282 ,942 20,566,515 31,279,515 44,671,774 42,191,882 56 ,891 ,944 34 ,240 ,555 23 ,003 ,407 16,824,865 30 ,362 ,246 12,630,807 28 ,431 ,661 12 ,532 ,024 8 ,635 ,972 3 ,892 ,039 24,705,011 21,617,604 95 ,294 ,055 14 ,203 ,545 8 ,677 ,437 8,696,581 49,120,813 15 ,524 ,928 46,555,613 9 ,401 ,048 8 ,021 ,460 74 70 72 92 88 65 44.25 72 50 53 75 49 90 78 78 100 60 125 77 55 50 100 45 55 75 68.5 60 60 80 54 54 81 63 55 100 77 80 83 62 65 80 70 64 71 80 63 58 $ 213,324 107,177 45,423 93,828 141,063 135,145 746,047 66,482 76,255 136,244 244,734 283,018 132,655 85,619 136,091 54,660 113,631 131,079 60,825 80,784 254,535 72,829 92,549 172,037 335,038 289,014 341,352 205,443 184,027 90,854 163,956 102,310 179,119 68,926 86,360 29,968 197,640 179,426 590,823 92,323 69,420 60,876 314,373 110,227 372,445 59,227 46,524 20 15 15 15 15 15 14 25 15 15 10 09& 20 17 10 20 15 15 15 15 13 25 12 15 10 17.1 15 10 15 15 21 15 12 15 15 15 15 12 15 15 15 15 15 11 13 12 18 % 57,655 22,967 9,463 15,298 24,045 31,187 236,037 23,084 22,876 38,560 32,631 52,464 29,479 18,661 17,448 10,932 28,407 15,729 11,849 22,032 66,179 18,207 24,680 46,919 44,672 72, 148 85,338 34,241 34,505 25,237 63,761 18,946 34,118 18,798 12,954 5,838 37,058 25,941 142,941 21,305 13,016 13,045 73,681 17,077 60,522 11,281 14,439 8 03 1,893 03 6,237 Mitchell M ontgomery 08 12,201 Nash New Hanover 03M 18,290 03 3,146 Pitt Polk Richmond 02 03 6,256 13,402 01 5,689 10 23,003 05 03 03 07 6,266 Transylvania Tyrrell 2,591 1,168 17,294 Wake . Wilkes 03 4,657 12,798,293,601 $17,321,621 $ 3,864,915 $ 170,442 •Includes all purposes other than school. "For poor and permanent improvements. tRoad bonds and maintenance. Part IV 325 Continued Other Than Schools Total Other Roads and Bridges Bonds and Interest ' Miscellaneous Than Schools Total Rate All Rate Amount Rate Amount Rate Amount Rate Amount Purposes 22 $ 63,421 68,899 4,416 20,397 8,015 24,950 370,916 18,467 114,382 64,266 81,578 98, 190 68,774 54,884 57,577 16,398 28,407 23,070 23,698 66,096 86,542 53 15 46 80 S 152,786 22,967 29,020 81,590 $ 95 80 71 118 20 74 53.75 69 98 55 60 55.5 66^ 67 56 109 76 75 123 70 60 25 55 80 45 100 .27 47 49 62 81 66 86 58 90 85 69 85 47 19 25 85 77 45 89 58 67 92 $ 273,862 122,489 44,792 120,345 32,060 153,858 906,214 63,711 149,459 141,386 195,787 320,561 98,253 73,545 97,707 59,579 143,933 78,647 97, 162 102,816 305,442 18,207 113,116 250,236 201,023 423,058 267,391 167,779 142,621 136,280 200,391 108,625 164,904 112,789 73,406 26,855 209,994 101,603 181,059 35,509 73,758 66,963 221,044 138,172 270,023 62,987 73,798 $ 1.69 45 07 05 7,656 1.50 1.43 20 05 03 3,060 2.10 1.08 12 44 13.5 24 91,483 227,607 22,160 1.39 22 20 04.25 71,654 .98 1.41 75 1.48 25 15 25 19M 38,560 81,578 111,186 1.08 25 1.35 17 46Ji 07 40,431 1.045 1.56H 50 1.45 33 13 59 46 35 78 10 30 22,682 32,249 87,118 36,702 61,615 14,688 152,721 1.34 30 2.09 15 1.36 22 2.00 30 2.00 45 1.25 17 1.10 1.25 25 51,416 115,734 80,409 117,715 96,716 58,209 23,003 104,314 42,507 41,682 59,707 12,532 19,863 7,784 74,115 64,853 18 25 10 53.95 12 22 27 04 31 38 25 52 44 31 33 05 04 10 50 42 12 t67 26 35 37,020 78, 199 44,672 227,625 68,270 75,329 62,110 6,729 94,123 47,997 71,079 65,167 37,999 12,065 81,527 10,809 38,118 14,204 43,387 36,525 58,945 tl04,017 121,045 32,904 1.00 37 18 27.9 17 17 01 04 01.32 02 3,128 17,869 5,569 11,378 1.35 1.20 1.688 1.07 1.09 10 1.42 62 1.35 14 1.20 33 1.67 21 1.21 10 23 08 10,026 1.45 1.85 20 1.46 30 1.65 30 1.30 .81 .90 20 17,355 17,393 88,417 10,867 88,457 18,802 59,359 1.65 20 1.47 18 1.09 07 19 01 1,552 1.60 1.38 20 1.30 74 1.50 $5,609,458 $6,244,950 $ 235,576 $16,125,345 326 Report of Educational Commission co n m s t— as ^H © »* CO ■* •ctl N 00 CD OS 00 cm © as r- CO o o co as ■^ o ^ -^ e gj OO 00 OS O CO -# © o © r~ 3 (M CM t-« CM O CO O US N CO OS o H H N CO © a CO rt H S3 < w *• CD \M IO o o o CO O O O CO CN W CO LQ ■* CO CO ■<# Tt< Tt< OS N CO M -H CO IO © 00 00 so a r~ ^H CO CO O CO CM 00 o CM co cm as CM OS © O U3 CM O O —■ OS in co V US N OS os CO ^ CO ICS CO •«*< N N CO m CO a m « n ■* -CH H CO CO M CO "c3 O" N H »" os > w CN K ; ! s i • Eh ! 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Yadkinvill > 03 S Ph >H o CO CO !>■ O o c~> en H H CO H °,3 I SI o3 5 3 ^J <5 pq pq pq o Part IV 371 TABLE V— DISTRICT AND TOWNSHIP ASSESSED VALUATIONS, PROPERTY TAX RATES AND TAXES LEVIED FOR PURPOSES OTHER THAN SCHOOLS, 1926*— BY COUNTIES ANSON COUNTY Name Valuation Purpose of Tax Rate Amount Lilesville... Morven Gulledge... Ansonville. Total for county. $ 5,947,244 2,351,692 1,605,510 1,776,030 Rural police. Rural police. Rural police. Rural police. 811,680,476 15 15 10 $ 2,081.54 3,527.54 2,408.27 1,776.03 9,793.38 BEAUFORT COUNTY $11,447,147 4 $ 4,578.86 $11,447,147 $ 4,578.86 BUNCOMBE COUNTY $ 362,980 4,112,764 219,295 4,985,083 298,775 30 10 40 11 50 $ 1,088.94 4,112.76 877.18 5,483.59 1,493.88 $ 9,978,897 $ 13,056.35 CAMDEN COUNTY $ 2,396,149 1,066,273 35 27 $ 8,386.52 South Mills 2,878.94 $ 3,462,422 $ 11.265.46 CHEROKEE COUNTY $ 3,581,525 8,524,402 15 47 40 $ 5,372.29 40,064.69 34,097.61 $12,105,927 $ 79,534.59 CLEVELAND COUNTY $13,366,800 Hospital 7 $ 9,356.76 111,142.83 1,720,228 14 2,408.32 $15,087,028 $122,907.91 *As reported by Registers of Deeds and County Auditors. 372 Report of Educational Commission TABLE V— Continued CUMBERLAND COUNTY Name Valuation Purpose of Tax Rate Amount $ 1,483,282 13,555,824 2,546,300 22 3 30 $ 3,263.22 4,066.75 Flea Hill... 7,638.90 $17,585,406 $ 14,968.87 CURRITUCK COUNTY Fruitville Total for county >. R.. Tots sville lia... v Tots hips: lips 7 hip 6. TotE Cedar Rock Cypress Creek Dunn Franklinton Gold Mine Hayes ville Harris Louisburg Sandy Creek Youngs ville.. Total for county $ 875,471 $ 875,471 Road bonds. 1,750.94 1,750.94 DARE COUNTY S. S. D. R $ 383,370 S. S. D. R. tax 30 8 1,150.11 $ 383,370 $ 1,150.11 DUPLIN COUNTY $ 1,970,193 1,496,460 3,134,574 3,147,412 5 20 10 20 $ 985.10 2,992.92 3,134.57 6,294.28 $ 9,748,639 $ 13,407.41 EDGECOMBE COUNTY $17,860,159 18 40 10 30 50 S 32,148.28 71,440.63 Townships 7-12-13-14 14,539,774 14,539.77 43,619.32 1,975,922 9,879.61 $34,375,855 $171,627.61 FRANKLIN COUNTY $ 1,109,091 641,614 1,197,402 3,470,847 540,915 812,427 1,111,691 3,035,321 831,723 1,477,067 $14,228,098 46 $ 5,101.82 83 5,325.40 70 8,381.81 30 10,412.54 178 9,628.29 108 8,774.21 104 11,561.59 50 15,176.61 104 8,649.92 38 5,612.85 $ 88,625.04 Part IV 373 TABLE V— Continued GRAHAM COUNTY Name Valuation Purpose of Tax Rate Amount $ 1,562,544 6 $ 937.53 $ 1,562,544 $ 937.53 HARNETT COUNTY $ 870,289 7,236,292 960,528 1,625,381 812,777 4,661,501 1,889,679 1,103,669 1.633,068 1,284,434 1,351,795 1,847,388 20 8 15 10 25 13 35 35 15 10 23 8 S 1,740.58 5,789.03 Roads 1.440.79 1,625.38 2,031.94 Duke 6,059.95 Roads Roads 6,613.88 3,862.84 2,449.60 Neill's Creek _ 1,284.43 Stewart's Creek Upper Little River Roads Roads 3,109.13 1.477.91 $25,276,801 $ 37,485.46 HENDERSON COUNTY $ 376,373 594,199 680,611 16,465,126 1,426,136 1,649,510 4 15 13 2 8 7 % 150.55 891 .30 884.79 3,293.03 1,140.91 1,154.66 $21,191,955 $ 7,515.24 HYDE COUNTY $ 5.448,212 Roads 15 I 8,172.32 $ 5,448,212 $ 8,172.32 IREDELL COUNTY $ 744,428 635,593 17,687,805 1,078,850 675,364 10 IS 2 20 9 $ 744 .43 Eagle Mills Railroad Railroad 1,144.07 States ville 3,537.56 2,157.70 Union Grove Railroad 607.83 $20,822,040 $ 8,191.59 374 Report of Educational Commission TABLE V— Continued JACKSON COUNTY Name Valuation Purpose of Tax Rate Amount $ 114,114 680,211 967,750 2,773,472 7 30 16 22 S 79.88 2,040 63 1,548.40 6,101.64 $ 4,535,547 $ 9,770.55 JOHNSTON COUNTY $ 3,619,110 860,700 2,515,240 3,334,272 6,147,950 1,082,617 1,754,320 2,322,747 1,410,892 1,230,096 2,278,546 2,066,596 1,020,360 4,317,452 6,834,620 1,829,780 1,471,244 30 50 50 40 20 35 40 40 25 50 43 30 80 25 20 35 25 $ 10,857.33 4,303.50 12,576.20 Boon Hill 13,337.09 12,295.90 3,789.16 7,017.28 9,290.99 3,527.23 6,150.48 9,797.75 6,199.79 8,162.88 10,793.63 Smithfield 13,669.24 6,404.23 3,678.11 $44,096,542 $141,850.79 MACON COUNTY $ 6,308,733t 17* 26.7* $ 10,677.66 16,834.93 $ 27,512.59 MADISON COUNTY $ 486,000 2,107,217 258,810 500,510 169,102 35 40 20 30 50 $ 1,701.00 8,428.87 517.62 1,501.53 845 .51 $ 3,521,639 $ 12,994.53 MARTIN COUNTY Bear Grass Cross Roads... Goose Nest Griffins "Calculated $ 847,847 1,041,708 2,281,305 741,766 Roads. Roads. Roads. Roads. 2,119.62 3,645.98 5,703.26 2,596.18 fCountywide Valuation Part IV 375 TABLE V— Continued MARTIN COUNTY— Continued Name Valuation Purpose of Tax Rate Amount $ 1,516,411 1,832,472 492,055 851,959 2,898,239 40 25 30 25 30 $ 6,065.64 4,581.18 1,476.17 2,129.90 Roads 8,694.72 $12,503,762 $ 37,012.65 Mcdowell county $20,791,603 $ 22,113.00 18,171.00 $20,791,603 $ 40,284.00 MITCHELL COUNTY $ 1,379,850 858,505 255,745 123,629 2,578,078 400,653 213,543 1,203,238 1,601,986 52 50 90 160 50 90 90 65 65 $ 7,175.22 4,292.53 2,301.71 1,978.06 12,890.39 3,605.88 1,921.89 Red Hill 6,617.81 10,412.91 $ 8,615,227 $ 51,196.40 NASH COUNTY $ 1,361,543 863,722 1,550,588 1,234,510 787,706 1,297,125 1,162,783 2,812,702 2,812,958 1,723,889 820,368 17,880,387 1,332,887 65 40 8 85 70 40 65 46 40 75 38 30 8 $ 8,850.03 Roads and bonds .. 3,454.89 1,240.47 10,493.34 Ferrells 5,513.94 Griffin 5,188.50 7,558.09 Roads and bonds 12,938.43 11,251.83 North Whitakers Roads and bonds Roads and bonds.. 12,929.17 3,117.40 53,641.16 South Whitaker Bonds 1,066.31 $35,641,168 $137,243.56 ORANGE COUNTY $ 2,856,148 $ 856.84 $ 2,856,148 $ 856.84 376 Report of Educational Commission TABLE V— Continued PENDER COUNTY Name Valuation Purpose of Tax Rate Amount $ 2,286,917 1,119,073 670,336 820,296 433,383 20 20 10 25 20 $ 4,573.83 2,238.15 670.34 2,050.74 866.47 $ 5,330,005 $ 10,399.83 PITT COUNTY Ayden, Chicod, Falkland, Farmville, Greenville and $36,047,183* 6* $ 21,628.31 $ 21,628.31 POLK COUNTY $ 860,389 826,457 1,515,922 1,033,334 1,552,164 878,506 50 55 36 70 70 50 $ 4,301.95 4,545.51 5,457.32 7,233.34 10,865.15 White Oak 4,392.53 $ 6,666,772 $ 36,795.80 RANDOLPH COUNTY S 1,735,174 7 $ 1.214.62 $ 1,735,174 S 1,214.62 ROBESON COUNTY $44,671,774 18 $ 80,410.99 $44,671,774 $ 80,410.99 ROWAN COUNTY $25,102,558 8 $ 20,082.05 $25,102,558 $ 20,082.05 'Calculated from list of townships levying tax for road bonds. Part IV 377 TABLE V— Continued RUTHERFORD COUNTY Name Valuation Purpose of Tax Rate Amount $ 73,130 18,673,951 2,760,095 7,641,734 50 4 6 1 $ 365.65 7,46^.58 Colfax 1,656.06 764.17 $29,148,910 S 10,255.46 SAMPSON COUNTY $ 2,262,108 1,853,476 1,199,292 1,400,573 883,519 1,007,080 1,691,368 . 381,252 2,874,217 950,523 2,312,212 1,042,322 1,350,088 883,896 710,138 1,208,857 992,486 10 10 20 10 20 15 15 15 15 10 30 20 15 15 15 25 20 $ 2,262.11 1,853.48 2,398.58 1,400.57 Halls. 1,767.04 1,510.62 2,537.05 571.88 4,311.33 950.52 6,936.64 2,084.64 2,025.13 1,325.84 1,065.21 3,022.14 1.984..97 $23,003,407 $ 38,007.75 SCOTLAND COUNTY $ 2,455,725 1,799,482 9,290,448 3,279,210 14 12 5 9 $ 3,438.02 2,159.38 4,645.22 2,951.29 $16,824,865 $ 13,193.91 SURRY COUNTY $ 1,692,122 4,465,471 1,003,671 1,380,459 1,389,426 999,558 1,078,600 1,288,337 3 2 3 3 4 4 3 3 $ 507.63 Elkin 893.09 301.10 414.13 555.77 399.82 St. Creek 323.58 Westfield 386.50 $13,297,644 $ 3,781.62 378 Report of Educational Commission TABLE V— Continued VANCE COUNTY Name Valuation Purpose of Tax Rate Amount $ 26,250 910,228 55 55 $ 144.38 5,006.25 $ 936,478 S 5,150.63 WAKE COUNTY $92,076,307 20 10 10 25 5 40 6 5 25 S 184,152.61 92,076.31 480,807 1,364,743 1,889,406 3,217,748 408.80 3,411.85 944 .70 12,870.99 1,930.65 1,248,824 4,568,605 624 .41 11,421.51 8104,846,440 $ 307,913.83 WARREN COUNTY 814,203,545 $ 58,052.00 $ 58,052.00 WATAUGA COUNTY $ 1,939,168 10 $ 1,939.17 $ 1,939,168 $ 1,939.17 WILKES COUNTY North Wilkesboro $ 4,769,043 3 $ 1,430.71 $ 4,769,043 $ 1,430.71 WILSON COUNTY 824,985,088 4 $ 9,994.04 $24,985,088 $ 9.994.04 North Carolina $698,087,326 $1,673,944.00 Part IV 379 TABLE VI— CITY AND TOWN ASSESSED VALUATIONS, PROPERTY TAX RATES, AND TAXES LEVIED FOR PURPOSES OTHER THAN SCHOOLS, 1926f— BY COUNTIES ALAMANCE COUNTY Name Valuation Purpose of Tax Rate Amount $10,174,035 44 81 80 59 96 50 80 $ 44,765.75 82,409.68 Elon College 295,500 2,867,928 2,364.00 16,920.78 27,532.11 2,526,922 12,634.61 20,215.38 §15,864,385 $206,842.31 ALEXANDER COUNTY s 820,964 60 25 75 15 $ 4,925.78 2,052.41 6,157.23 1,231.45 $ 820,964 $ 14,366.87 ALLEGHANY COUNTY $ 372,840 35 $ 1,304.94 $ 372,840 1 $ 1,304.94 ANSON COUNTY $ 378,229 640,400 341,147 3,461,005 181,277 50 90 45 100 50 $ 1,891.15 5,763.60 Polkton 1,535.16 34,610.05 906.39 $ 5,002,058 $ 44,706.35 ASHE COUNTY $ 203,157 20 30 60 $ 406.31 609.47 552,000* 3,312.00 $ 755,157 $ 4,327.78 fAs reported by Town Clerks and Mayors. •Valuation and rate of 1925. 380 Report of Educational Commission TABLE VI— Continued AVERY COUNTY Name Valuation Purpose of Tax Rate Amount % 206,308 73 35 15 20 % 1,506.05 722 .08 101,170 151.76 202.34 $ 307,478 % 2,582.23 BEAUFORT COUNTY $ 309,000* 100 50 15 40 156 4 60 18.85 69.6 125 $ 3,090.00 1,545.00 Bath 141,931 1,293,388 212.90 5,173.55 20,176.85 517.36 161,136 7,800,566 966.82 14,704.07 54,291.94 175,680 2, 196 .00 $ 9,881,701 $102,874.49 BERTIE COUNTY $ 1,355,646 126,458 412,735 107,498 100 20 20 20 10 10 235 10 % 13,556.46 Kelford.... 252 .92 825 .47 215.00 107.50 328,758 1,003,130* 248,872 328.76 23,573.56 248 .87 $ 3,583,097 % 39,108.54 BLADEN COUNTY $ 782,826 410,286* 133,997 502,914 50 30 20 28 12 % 3,914.13 1,230.86 267.99 1,408.16 603.50 % 1,830,023 $ 7,424.64 'Valuation and rate of 1925. Part IV 381 TABLE VI— Continued BRUNSWICK COUNTY Name Valuation Purpose of Tax Rate Amount $ 991,665 50 10 60 25 8 4,958.32 991 .67 5,949.99 2,479.16 $ 991,665 $ 14,379.14 BUNCOMBE COUNTY $85,152,540 48 40 65 60 5 125 150 $408,732.19 340,610.16 1,338,274 8,698.78 8,029.64 669.14 1,107,228 800,049 13,840.35 12,000.74 $88,398,091 $792,581.00 BURKE COUNTY Connelly Springs Drexel Glen Alpine Hildebran Morganton Rutherford College Valdese Total for county. 950,000 099,097 289,265 164,469 070,343 200,000" 1,528,890 $11,302,064 Streets and lights... General General General General Bonds and interest. General General 20 $ 1,900.00 30 3,297.29 20 578.53 15 246.70 30 21,211.03 50 35,351.72 30 600 .00 20 3,057.78 $ 66,243.05 CABARRUS COUNTY $13,000,000 50 36 36 1 1 13 33^ 33J^ $ 65,000.00 46,800 00 46,800.00 1,300.00 1,300.00 410,864 534.12 1,376.39 1,376.39 $13,410,864 $164,486.90 CALDWELL COUNTY Granite Falls $ 2,280,622 588,855 5,720,566 50 10 30 50 1 $ 11,403.11 588.86 17,161.70 28,602.83 2,641,780 264.18 $11,231,823 $ 58,020.68 'Valuation and rate of 1925. 382 Report of Educational Commission TABLE VI— Continued CARTERET COUNTY Name Valuation Purpose of Tax Rate Amount $ 2,207,643 50 115 25 100 35 43 % 11,038.22 25,387.89 5,519.11 Morehead City 2,833,674 28,336.74 9,917.86 New Port 288,563 1,240.82 $ 5,329,880 $ 81,440.64 CAS\ VELL COUNTY Milton % 138,705 30 s 416.12 $ 138,705 s 416.12 CATAWBA COUNTY Catawba $ 342,845 415,222 60 10 40 120 HH 76 2 10 120 43 27 35 25 75 $ 2,057.07 Claremont 415.22 1,660.89 938,523 10,511,199 11,262.28 15,504.02 79,885.11 2,890.58 2,102.24 1,485,000 1,485.00 17,820.00 Newton 3,737,045 16,069.29 10,090.02 Longview 1,013,766 1,528,000 3,548.18 West Hickory 3,820.00 11,460.00 819,971,600 $180,069.90 CHATHAM COUNTY Moncure. $ 186,666 600,000 30 55 20 45 73 20 $ 560.00 Pittsboro 3,300.00 1,200.00 Siler City 1,503,355 6,765.10 10,974.49 Goldston 320,000 640.00 $ 2,610,021 1 23,439.59 CHEROKEE COUNTY $ 1,263,653 217,730 1,439,693 250 35 150 $ 31,591.33 Marble 762.06 Murphy 21,595.40 $ 2,921,076 t 53,948.79 Part IV 383 TABLE VI— Continued CHOWAN COUNTY Name Valuation Purpose of Tax Rate Amount $4,326,978 43J/ 2 7 32^ $ 18,822.35 3,028.88 14,062.68 $ 4,326,978 $ 35,913.91 CLAY COUNTY Hayes ville Total for county. S 134,338 $ 134,338 General. Special.. 268.68 806.03 $ 1,074.71 CLEVELAND COUNTY $ 500,000 5,391,194 20 25 75 50 10 40 20 45 *20 15 25 $ 1,000.00 13,477.99 40,433.96 352,297 215,481 1,761.49 215.48 Light bonds 861 .92 430.96 Shelby 9,763,760 43,936.92 19,527.50 243.00 Waco 162,002 405.01 $16,384,734 $122,294.23 COLUMBUS COUNTY $ 160,259 10 13H 10 43 55 40 20 40 56 54 90 42 36 35 107 $ 160.26 213.63 160.26 Chadbourn 1,820,517 7,828.22 10,012.84 Cerro Gordo 1,713,660 216,862 275,626 720,643 6,854.64 Delco 433.72 Fair Bluffs 1,102.50 Tabor 4,035.60 3,891.47 6,485.79 Whiteville 1,803,819 7,576.04 6,493.75 Crowell judgment Bond interest and sinking fund 6,313.37 19,300.86 $ 6,711,386 $ 80,862.95 *Thirty-four cents on old limits estimated as 20 cents on new limits. 384 Report of Educational Commission TABLE VI— Continued CRAVEN COUNTY Name Valuation Purpose of Tax Rate Amount $ 334,698 50 50 37 35 57 6 15 35 $ 1,673.49 1,673.49 425,000 14,051,943 1,572.50 49,181.80 80,096.08 8,431.17 523,734 785.60 1,833.07 815,335,375 $145,247.20 CUMBERLAND COUNTY $13,275,874 125,000* 60,000 147,150 80 25 25 25 $106,206.99 312.50 150.00 Wade 367.88 $13,608,024 $107,037.37 DARE COUNTY $ 266,771 35 10 $ 933.70 266.77 $ 266,771 $ 1,200.47 DAVIDSON COUNTY $ 361,450 9,265,154 5,322,395 50 125 135 9 6 $ 1,807.25 Lexington 115,814.43 71,852.33 4.790.16 3,193.44 $14,948,999 $197,457.61 DAVIE COUNTY $ 1,752,457 20 70 $ 3,504.91 12,267.20 $ 1,752,457 $ 15,772.11 DUPLIN COUNTY Pakt IV 385 TABLE VI— Continued DUPLIN COUNTY— Continued Name Valuation Purpose of Tax Rate Amount $ 299,588 544,925 100,000 142,807* 1,120,000 20 33K 30 12H 50 60 33 49 63 $ 599.18 1,816.24 Rose Hill. 300 .00 178 .51 5,600.00 6,720.00 1,269,802 4,190.35 6,222.03 7,999.75 $ 4,650,533 $ 38,909.02 DURHAM COUNTY $71,721,785 60 50 $430,330.71 $358,608.93 $71,721,785 $788,939.64 EDGECOMBE COUNTY $ 179,319 662,058 45 67 68 88 28 97 100 25 25 25 $ 806.94 4,435.79 4,501.99 21,050,012 5,632,639 185,240.11 15,771.39 54,636.60 765,107 7,651.07 1,912.77 115,168 287.92 287 .92 $28,404,303 $275,532.50 FORSYTH COUNTY $ 1,553,613 20 50 18 6 6 58.40 $ 3,107.23 7,768.07 2,796.50 932.17 932.17 127,656,859 745,716.06 129 ,210 ,472 $761,252.20 •Valuation and rate of 1925. 25 386 Report of Educational Commission TABLE VI— Continued FRANKLIN COUNTY Name Valuation Purpose of Tax Rate Amount Franklinton. Louisburg... Youngs ville. Total for county. $ 1,412.762 1,528,655 336,192 General Water, sewer and paving. General , Light sinking fund Water sinking fund Street improvement Funding Water improvement Public improvement General Bonds and interest... Electric lights 3,277,609 65 120 90 35 21 57 28 18 21 30 30 15 9,182.95 16,953.14 13,757.90 5,350.29 3,210.18 8,713.33 4,280.23 2,751.58 3,210.18 1,008.58 1,008.58 504.29 S 69,931.23 GASTON COUNTY 3 7,000,000 2,715,333 2,764,195 65 110 40 70 50 15 6.6 68.4 8 2 33M 38 62 30 S 45,500.00 29,868.67 11,056.78 19,349.37 1,415,973 26,040,816 7,079.87 39,061.22 17,186.94 178,119.18 2,147,500 1,718.00 429 .50 182,046 3,604,072 606.76 Mt. Holly 13,695.47 22,345.25 807,431 2,422.29 846,677,366 8388,439.30 GATES COUNTY Gatesville (1925) $ 338,595* 20 $ 677.19 253 .95 $ 338,595 $ 931.14 GRAHAM COUNTY $ 237,656 110 % 2,614.22 % 237,656 S 2,614.22 GRANVILLE COUNTY Creedmoor. Oxford % 355,085 4,410,328 General. General. 60 $ 2,130.51 30,431.26 •Valuation, 1925. Part IV 387 TABLE VI— Continued GRANVILLE COUNTY— Continued Name Valuation Purpose of Tax Rate Amount 46 13 20 15 $ 20,287.51 5,733.43 S 347,275 334,924 694.55 Stovall 502 .39 $ 5,447,612 $ 59,779.65 GREENE COUNTY $ 383,794 1,115,000 150 50 125 75 50 1 5,756.91 Snow Hill 5,575.00 13,937.50 148,681 1,115.11 743.41 $ 1,647,475 S 27,127.93 GUILFORD COUNTY $ 2,234,355 89,361,701 75 35 20 17 45 70 $ 16,757.66 312,765.95 178,723.40 Additional levy in Old City of Greensboro (four square miles 60 ,238 ,145 32,315,866* 102,404.85 High Point 145,421.40 226,211.06 $123,911,922 982 ,284.32 HALIFAX COUNTY Enfield . $ 2,011,633 401,653 322,741 1,200,000 1,462,625 2,030,060 150 50 66% 160 90 40 135 40 90 10 $ 30,174.50 2,008.27 2,151.39 19,200.00 13,163.63 8,120.24 27,405.81 1,911,010 7,644.04 17,199.09 1,911.01 $ 9,339,722 $128,977.98 HARNETT COUNTY Angier $ 397,536 247,600 260,484 60 50 50 $ 2,385.22 Buies Creek _ 1,238.00 Coats . General 1,302.42 *1925 Report to Commissioner of Revenue. 388 Report of Educational Commission TABLE VI— Continued HARNETT COUNTY— Continued Name Valuation Purpose of Tax Rate Amount $ 4,375,000 836,400 175 75 75 $ 76,562.50 6,273.00 6,273.00 $ 6,117,020 $ 94,034.14 HAYWOOD COUNTY Clyde Canton Hazlewood. Waynesville Total for county. $ 494,170 4,782,529 950,000 2,729,075 $ 8,955,774 General Sinking fund General General General Street Sinking fund Fire department. 130 20 140 100 55 100 10 10 6,424.21 988.34 66,955.41 9,500.00 15,009.91 27,290.75 2,729.08 2,729.08 $131,626.78 HENDERSON COUNTY $ 9,541,084 54 14 52 21 11 5 3 8 51,521.85 13,357.52 49,613.64 20,036.28 s 10,495.19 4,770.54 2,862.33 $ 9,541,084 , $152,657.35 HERTFORD COUNTY $ 1,713,839 75 100 50 40 40 30 75 $ 12,853.79 17,138.39 107,925 557,249 539.63 2,229.00 2,229.00 Tunis 87,834 410,736 263 .50 3,080.52 $ 2,877,583 $ 38,333.83 HOKE COUNTY $ 2,059,095 60 $ 12,354.57 $ 2,059,095 $ 12,354.57 Part IV 389 TABLE VI— Continued IREDELL COUNTY Name Valuation Purpose of Tax Rate Amount 8 5,618,830 13,954,888 100 68 6 1 30 50 $ 56,188.30 94,893.24 8,372.93 1,395.49 440,231 1,320.69 2,201.16 $20,013,949 $164,371.81 JACKSON COUNTY $ 551,806* 1,717,956 33^ 100 65 $ 1,839.17 Sylva : 17,179.56 11,166.71 $ 2,269,762 S 30,185.44 JOHNSTON COUNTY $ 2,579,751 35 45 30 35 50 62J-S 62}^ 66M 65 30 33^ 50 165 50 75 $ 9,029.13 11,608.88 7,739.25 9,029.13 12,898 75 1,828,867 11,430 42 Special 11,430 42 476,969 626,306 ' 41,029 514,770 339,848 3,169,702 1,529,527 3,179 48 General 4,070 99 123 09 1,715 73 1,699.24 Smithfield 52,300 08 7,647.64 11,471.45 $11,106,769 $155,373.68 JONES COUNTY $ 283,949 301,400 50 15 110 30 $ 1,419.75 452 10 3,315 40 299,748 899 24 $ 885,097 $ 6,086 49 LEE COUNTY $ 732,512 45 30 $ 3,296 30 2,197.54 •Valuation and rate of 1925. 390 Keport of Educational Commission TABLE VI— Continued LEE COVNTY-Continued Name Valuation Purpose of Tax Rate Amount $ 5,324,265 20 80 S 10,648.53 42,594.12 $ 6,056,777 $ 58,736.49 LENOIR COUNTY $10,384,852 67 15 31 130 100 $ 69,578.51 15,577.28 32,193.04 1,640,363 146,176 21,324.72 Pink Hill 1,461.76 $12,171,391 $140,135.31 LINCOLN COUNTY $ 136,031* 69,971* 4,641,635 10 25 80 40 $ 136.03 174.93 37,133.08 18,566.54 $ 4,847,637 $ 56,010 58 MACON COUNTY $ 1,150,112 402,608 150 105 90 55 $ 17,251.68 4,227.38 3,623.47 2,214.34 $ 1,552,720 $ 27,316.87 MADISON COUNTY $ 431,251 100 25 25 113 20 17 $ 4,312.51 1,078.13 Mars Hill 222,061 555.15 2,509.29 441.12 377.50 $ 653,312 $ 9,273.70 MARTIN COUNTY Everett Hamilton.. Hassell James ville. Oak City... 408,000 331,121 65,526 127,000 330,974' General. General. General. General. General., Lights... 45 40 25 30 25 10 1,836.00 1,324.48 163 .82 381 .00 827.44 330 97 •Valuation and rate of 1925. Part IV 391 TABLE VI— Continued MARTIN COUNTY— Continued Name Valuation Purpose of Tax Rate Amount $ 1,220,104 60 70 10 50 25 150 8 7,320.62 Water and sewer General 8,540.73 1,220.10 1,539,629 7,698.15 3,849.07 Water, light and street bonds 23,094.44 $ 4,022,354 $ 56,586.82 Mcdowell county $ 2,799,858 189,540 846,000 87 15 50 50 S 24,358.76 Nebo. Old Fort General General Bonds 284.31 4,230.00 4,230.00 $ 3,835,398 $ 33,103.07 MECKLENBURG COUNTY 8121,626,500 85M 50 50 100 80 40 81,039,906.57 6,081.33 1,104,933 1,118,840 General General Bonds and interest 5,524.67 Davidson 5,594.20 11,188.40 765,897 521,722 6,127.18 2,086.89 8125,137,892 $1,076,509.24 MITCHELL COUNTY $ 1 ,231 ,259 33% 66% S 4,104.20 Water, sewer, street improvement 8,208.40 8 1 ,231 ,259 % 12,312.60 MONTGOMERY COUNTY Biscoe Candor Mt. Gilead $ 596,859 310,311* 1,685,000 General General... General 30 35 30 60 10 25 95 40 80 30 8 1,790.58 1,086.09 5,055.00 10,110 00 Star 520,000 General Sinking fund, sewer and water bonds. 520.00 1,300.03 4,940.00 Troy 1,698,714 6,794.86 13,589.71 5,096.14 Total for county % 4,810,884 % 50,282.38 •Valuation and rate of 1925. 392 Report of Educational Commission TABLE VI— Continued MOORE COUNTY Name Valuation Purpose of Tax Rate Amount $ 1,287,338 50 100 30 65 40 68 92 95.93 87.55 5.45 30 $ 6,436.69 12,873.38 321,414 1,088,172 964.24 7,073.12 4,352.69 Pine Bluff 422,160 2,870.69 3,883.87 2,775,208 26,621.18 24,296.95 1,512.49 800,000 2,400.00 $ 6,694,292 $ 93,285.30 NASH COUNTY $ 292,352 537,090 369,374 75 40 50 50 65 100 35 64^ 75 100 150 I 2,192.64 2,148.36 1,846.87 1,846'. 87 922,958 5,999.23 9,229.58 3,230.35 Rocky Mount.* Rocky Mount Mills 1,000,000 199,000 956,967 6,450.00 1,492.50 9,569.67 14,354.51 $ 4,277,741 8 58,360.58 NEW HANOVER COUNTY $45,783,729 45 65 175 $206,026.78 297,594.24 792,852 13,874.91 $46,576,581 $517,495.93 NORTHAMPTON COUNTY $ 490,079 431,799 400,000 75 70 80 $ 3,675.59 3,022.59 3,200.00 $ 1,321,878 $ 9,898.18 ONSLOW COUNTY Jacksonville. *See Edgecombe County. General ! Water and sewer bonds. 33M 100 $ 2,091.54 6,275.26 Part IV 393 TABLE VI— Continued ONSLOW COUNTY— Continued Name Valuation Purpose of Tax Rate Amount $ 341,463 176,094 33M 25 $ 1,138.10 440.24 S 1,145,083 $ 9,945.14 ORANGE COUNTY S 1,140,025 40 40 52 18" 100 $ 4,560.10 4,560.10 Chapel Hill 3,196,886 16,623.81 5,754.39 798,800 7,988.00 $ 5,135,711 S 39,486.40 PAMLICO COUNTY Bayboro Oriental Vandemere Arapahoe Stonewall Total for county. Elizabeth City Total for county, ■o. T Atkinson Burgaw Watha Total for county 216,926 344,468 110,870 85,346 39,000 $ 711,264 General General Interest General General and lights. General 30 $ 650.78 90 3,100.21 35 1,205.64 100 1,108.70 30 256.03 10 39.00 6,360.36 PASQUOTANK COUNTY $10, 277,238 $10,277,238 General. Fire $ 56,524.81 12,332.69 $ 68,857.50 PERSON COUNTY $ 3,572,691 52 98 $ 18,577.99 35,012 37 $ 3,572,691 $ 53,590 36 PENDER COUNTY $ 293,314 1,111,809 106,442 $ 1,511,565 General. General. Bonds... General. 733 .29 3,335.43 3,335.43 212.88 7,617.03 394 Keport of Educational Commission TABLE VI— Continued PERQUIMANS COUNTY Name Valuation Purpose of Tax Rate Amount $ 1,551,362 52 18 40 $ 8,067 08 2,792 45 6,205.45 $ 1,551,362 S 17,064 98 PITT COUNTY $2,152,187 33 127 25 45 42 38 20 25 25 50 50 45 30 20 15 10 10 30 50 40 $ 7,102.22 27,332.77 Bethel 940,000 2,350.00 4,230.00 3,220,012 21,464.60 13,524.05 12,236.05 Water, lights and fire department 6,440.02 55,417 138 .54 ' 138.54 277.08 9,287,226 46,436.13 41,792.52 456,698 1,370.09 913 .40 685 .05 240,000 240.00 240 .00 720.00 515,685 2,578.43 2,062.74 $16,867,225 $192,272.23 POLK COUNTY $ 693,485 1,228,840 150 100 85 $ 10,402.28 12,288.40 10,445.14 $ 1,922,325 $ 33,135.82 RANDOLPH COUNTY $ 3,203,167 50 75 25 50 50 50 60 40 $ 16,015.84 24,023.75 605,571 758,915 1,513.93 3,794.58 3,794 58 844,491 1,208,600 4,222.46 7,251.60 Bond interest and sinking fund 4,834.40 $ 6,620,744 $ 65,451.14 ART IV 395 TABLE VI— Continued RICHMOND COUNTY Name Valuation _ Purpose of Tax Rate Amount Ellerbe . $ 557,981 4,692,680 4,700,660 General „ 150 135 23 3 110 $ 8,369.72 63,351.18 10,811.52 1,410.20 51,707.26 $ 9,951,321 $135,649.88 ROBESON COUNTY $ 175,229 4,303,015 30 14 HOJi 65 35 30 25 80 30 31 124 90 102 100 $ 525 .69 6,024.22 47,440.74 1,889,932 12,284.56 6,614.76 5,669.80 98,029 372,126 245 .07 2,977.00 1,116.38 1,190,625 3,690.94 Bonds, interest and sinking fund 14,763.75 803,493 7,231.46 8,195.65 St. Paula.. 1,589,631 15,896.31 $10,422,080 $132,676.33 ROCKINGHAM COUNTY $ 3,316,284 35 65 140 10 90 43 17 60 $ 11,606.99 21,555.85 1,514,656* 1,368,001* 7,769,617 21,205.18 1,368.00 69,926.55 33,409 35 13,208.35 559,361 3,356.17 $14,527,919 $175,636.44 ROWAN COUNTY China Grove Cleveland East Spencer... Granite Quarry Landis Rockwell 'Valuation and rates of 1925. $ 1,125,882 90 20 100 20 20 20 25 11 16 3 424,421 984,287 241,551 2,122,688 705,529 Street lights $ 10,132.9 4 848 .84 9,842 .87 1,968 .5 7 1,968 .5 7 483. 1 5,306.7 2 776 .0 8 1,128 .85 211.6 6 396 Report of Educational Commission TABLE VI— Continued ROWAN COUNTY— Continued Name Valuation Purpose of Tax Rate Amount Salisbury Spencer Total for county Bostic Ellenboro Forest City Rutherfordton Spindale Total for county 1 >ro Total for East Laurinburg... Laurinburg ... Wagram Total for county. Albemarle New London Norwood Oakboro Total for county. 822,557,444 3,014,500 General Bonds and interest. General Sinking fund $31,176,302 $ 96,997.01 94,741.26 9,344.95 28,939.20 $265,275.22 RUTHERFORD COUNTY 179,007 332,920 3,748,806 2,081,316 2,659,387 $ 9,001,436 General General Bond interest Retiring bonds Sinking fund General Bonds and interest. General 75 $ 1,342.55 30 998.76 120^ 45,173.11 16J^ 6,'l85.53 2 749.76 25 5,203.29 200 41,626.32 125 33,242.34 8134,521.66 SAMPSON COUNTY % 1,995,216 75 105 58J4 75 $ 14,964.12 20,949.77 705,743 4,116.60 5,293.07 $ 2,700,959 $ 45,323.56 SCOTLAND COUNTY 451,614 3,810,671 4,585,517 General General Bond interest... Retiring bonds. Sinking fund... General 25 $ 1,129.04 33 12,575.21 62 23,626.16 23 8,764.54 7 2,667.47 35 1,131.31 $ 49,893.73 STANLY COUNTY $ 5,200,706 194,922 1,471,042 326,466 $ 7,193,136 Genera] Special and sinking fund. General Special General General. 20 115 15 35 125 60 $ 10,401.41 59,808.12 292 .38 682 .23 18,388.03 1,958.80 $ 91,530.97 Pakt IV 397 TABLE VI— Continued STOKES COUNTY Name Valuation Purpose of Tax Rate Amount $ 659,459 20 180 $ 1,318.92 11,870.26 $ 659,459 S 13,189.18 SURRY COUNTY $ 221,573 3,165,000 7,052,349 50 80 41 40 4 40 $ 1,107.87 Elkin .: 25,320.00 28,914.63 28,209.40 2,820.94 1,038,585 4,154.34 $11,477,507 $ 90,527.18 SWAIN COUNTY $ 1,192,000 331,190 205 17 63 40 $ 24,436.00 563 .02 Bond 2,086.50 Whittier 279,722 1,118.81 $ 1,802,912 $ 28,204.33 TRANSYLVANIA COUNTY $ 2,501,687 100 100 25 $ 25,016.87 25,016.87 632,961 1,582.40 $ 3,134,648 8 51,616.41 UNION COUNTY Marshville Mineral Springs. Monroe Waxhaw. Wingate. Total for county. S 815,000* 86,367 5,428,649 637,592 409 ,646 7,377,254 General Lights General Special General Light bonds. General 150 25 70 100 30 45 40 12,225.00 215.92 38,000.54 54,286.49 1,912.78 2,869.16 1 ,638.58 Sill, 148.47 VANCE COUNTY $ 7,819,406 70 30 10 $ 54,735.84 23,458.22 107,762 107.76 S 7,927,168 $ 78,301.82 •Valuation and rate of 1925. 398 Report of Educational Commission TABLE VI— Continued WAKE COUNTY Name Valuation Purpose of Tax Rate Amount Apex $ 1,090,005 50 100 165 50 35 10 85 30 34 116 35 165 50 100 $ 5,450 03 10,900 05 Cary 958,434* 871,796 291,692 165,000 49,497,038 15,814 16 4,358.98 1,020 92 Morrisville... 165.00 420,724 82 148,491.11 Wake Forest 1,205,608 4,099.07 13,985.05 Wendell 1,052,045 3,682.16 17,358.74 1,213,884 6,069.42 12,138.84 Total for county $56,345,502 $664,258.35 WARREN COUNTY $ 270,667 1,784,255 30 50 50 $ 812.00 8,921.28 8,921.28 $ 2,054,922 $ 18,654.56 WASHINGTON COUNTY Cherry Creswell Plymouth Roper Total for county $ 31,251' 142,111 1,079,143 269,003 $ 1,521,508 General General General '_ Special General Funding bonds. 30 30 41 186 40 30 93.75 426.33 4,424.49 20,072.06 1,076.01 807.01 $ 26,899.65 WATAUGA COUNTY $ 400,000 100 90 150 $ 4,000.00 3,600.00 783,608 11,754.12 $ 1,183,608 $ 19,354.12 WAYNE COUNTY $ 102,688 1,800,778 33% 75 $ 342.26 13.505.84 Special 75 13,505.84 •Valuation and rate of 1925. Part IV 399 TABLE VI— Continued WAYNE COUNTY— Continued Name Valuation Purpose of Tax Rate Amount $ 17,560,703 65 60 100 50 25 S 114,144.57 105,364.22 Mt. Olive 2,580,947 434,193 70,896 25,809.47 Pikeville 2,170.97 White Hall 177.24 Total for county $ 22,550,205 S 275,020.41 WILKES COUNTY $ 3,876,180 15 102 17 63 50 75 $ 5,814.27 Bonds 39,537.04 331,191 563 .02 2,086.50 443,377 2,216.89 3,325.33 $ 4,650,748 $ 53,543.05 WILSON COUNTY Black Creek $ 273,100 939,670 60 50 80 50 50 65 58 $ 1,638.60 Elm City 4,698.35 7,517.36 378,809 470,498 1,894.04 2,352.49 3,058.24 19,388,952 112,455.86 $ 21,451,019 $ 133,614.94 YADKIN COUNTY % 255,743 222,614 286,840 10 10 50 35 40 $ 255 74 222 .61 1,434.20 1,003.94 1,147.36 S 765,197 $ 4,063.85 YANCEY COUNTY $ 1,018,000 150 $ 15,270.00 % 1,018,000 $ 15,270.00 North Carolina 11,263,685,855 $12,100,723.00 •Valuation and rate of 1925 400 Report of Educational Commission table vii— summary of state taxes* collected for fiscal year 1926-27*' Schedule A (inheritance) $ 824,441.14 $ 824,441.14 Schedule B (license) — License tax 1 ,122 ,950.68 Process tax 81a (fines, etc.) 47,919.36 1,170,870.04 Schedule C (franchise) — Railroads.. S 469,037.51 Public utilities 203,434.46 Express companies 23,336.63 Telephone 171 ,448.46 Telegraph. 41 ,918.05 Corporation franchise — Domestic 569,493.18 Foreign 183,519.77 Marriage license 70 ,183 .00 Bus tax 167,733.71 1,900,104.77 Schedule D (income) — Individual $ 1 ,702 ,852.34 Domestic corporations 2,320,443.29 Foreign corporations 2,316,456.18 6,339,751.81 Insurance department — Taxes... $ 1,235,966.20 Fees.... 14,742.70 License 64,730.03 Agents 64,935.00 Building and loan , 32 ,216.49 Lightning rod agents.. 100.00 1 ,412,690.42 Total other than automobile and gasoline taxes $11 ,647,858.18 Automobile license $ 5,894,448.54 Automobile title registration 160,371 .50 Gasoline tax*** 8,120,604.29 Total automobile and gasoline 14,175,424.33 Total, all sources $25,823,282 51 *Taxes collected through State Department of Revenue. This table does not include some small amounts of taxes collected by other State Departments. "July 1, 1926 to June 30, 1927. ***Rate of 4 cents per gallon. 402 Report of Educational Commission ©CO o H o ^_^ fc i* o o Eh « S < w t- V h < « a O 2 2; ►H 0, Q S 2: to D H o r". =3 2 (5»Ss QJ CO cs2 So a N ►5 C3 \ o r— 5 CD ■*# os O CD CO O CO "* H ^1 OS lO ^H IS -tf lO O co io ua CO © r* ifl M H CO CD 00 © H W »Q Tf< TtH ■* CO CO O OS ^H «-4 ■* OS N CD CO CO CO CD CO lO CO 00 CO CO h « n eg CO CD CO CO O N CO in CD OS CO CD CO N CD ■O CO CD CO 00 t-H CO C5 N N ?S-t O Q re ^f< CO ** OS O CO OS ^ O CD © «* h « © w io -^ io CO ^h CD CD ^ CO CO i-i CO O IO •* N CO CO ^ CO OO rf< O ■* ^h CO OS CO — I O t~- O t*- CO CO i-« 3 & O o q, O Ph tf Off 00 w O <-H ~H io --< CO h O a g M uh -a <* >> o Jsja St 1 I .- u cm aj *c u « .a CM ■" M t, •^ o »o '*-' a© t, <^ CO O t s 1 05 Part IV 403 ■£ ©co CD o3 °* !>; CO to OS °£2 CO OS b- tO CM CO ■«1* ^ H HhI-hS I »o OS ■^n CM 0) CO -HH "* oo "* CO CO C32 S<± o CO CO CD OS co_ o CO co_ Js CO* CM ^J o M ^h •ft •ft CM •ft to i-h o to cm o CO OS i^ CM to CO OS CM r~ ■*** 1— O tO OS tO -HH O CO •* CO ^ CO h N O CO •^ CO CO TJ* CO CS ■^ O O OS CM b- rt* O o tO CO O0 1 CM I>. © CO ^H ^ OS CM CO r*- CM 1^- CO X h c» M ^ CO CO i-H CO CO 'H- CM o> ^ ^H C© 1-H tO CO •^ to 1^. co to CO e© •ft •ft €^ •ft ^ CO ^ ** t^- CO OS CO -«$« CO o OS ^ CO CO CO CO CO t— ■— « "* i* CM CO to OS CM !>. 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S 3 u u 03 "s o d c3 "el H 4) cy qj cj 3 -Cj _= JS jS £ o O o o c 0Q CO CO CC iU o o o CD o o o ' Eh ■g § 5 H H H H fld 404 Report of Educational Commission O CD O t* o 10 "j< m « ^ o © «N CO (N o o o o o o © o o o o o o o o o o o o o o o o o o o C5 o o o © © © © © © o o o © o o o o o o o © o o »o © o o o 03 CO O O O © o o o o © © o © o O iO o o o N CO » CD O CO CO CO Cft IO Tf< ■* o O CO CO 10 o *o © CO CD CO CO *-H ^ ^1 05 N " CO *-H iH CO CO - CO OS CO CO GO © *-l CO i-H © © © © © o o o o o o o © o © © © © © © © o o © o © iO © © © © © © © © o o © © © © o o © © o o o o © o o o o o O CO © © © © o o © © CO O CO O CO © *o © © © © CO O CO CO O CM CD i-H CM © CO CO "C* © CO T* © © IO O CO CO CO CO CO CO t— CO T* CO r*- CO *H ^h CO l-H CO 2^9 o o o o o o © C5 o o © © o o o o © © © © o o © © CO O IO CO © © © (3 © O CD © CD O o ua o o o © CO O id © i-« CM CM o © © © CD IO h IC N o o o o © © © CD CD CD © © © © © © © © © © CD CD © C5 © © © © © © © © © © © © © © © © ©CD © © © © © © © © © CD CD CD CD © © © © © © © © © © © © © © © CO CO IO TH CO »o W IO CO T-H CO i-H CM ^ CO CO CO © © © © © © £?-i-i 'B I 5 5 - CO o CM i-H 1-1 CD CO CD O CO CM CO f- CD CO *cH CO il O »0 O rH ~h CD O O ^h to O W •* »0 't cm <* ro tf ira O O ^ CD N o o o o o — o o o o o o o o o o o o 5 o © o © o © o © o o o o o o "3S 3* S 796,000 655,560 625,000 700,000 1,905,000 525,000 930,000 340,000 804,000 *406,400 320,000 341,000 400,000 960,000 230,000 607,000 590,000 2,026,000 273,500 743,500 551,000 75,000 2,720,000 470,000 "o o co o fa $ 96,000 72,000 660,000 33,000 50,000 121,000 98,000 115,000 597,000 _g -3 c 3 fa 96,000 33,000 50,000 121,000 98,000 115,000 597,000 d S '3 PQ $ 72,000 660,000 >> d 3 O O 1 1 1 1 ^ : e? 1 1 t JiiiJ N'-i i 1 iiidi • i ! sa is 1 1 1 1 § | i i 1 1 1 | : ; j «"s i| 1 SSS2S SSIS^:^; jz; o o fa fa fa fa fa E fa eg # tf « # Part IV 407 147,996 1,710 11,375 20,000 159,931 4,000 110,500 36,948 75,783 CO oT o 1,439,000 1,087,500 531,000 1,510,000 435,000 995,000 1,105,500 720,500 179,000 983,000 514,000 2,648,000 50,000 545,000 455,000 587,000 1,126,000 1,835,500 407,000 798,000 OO o r- 1,130,000 1,047,500 531,000 1,510,000 435,000 995,000 1,080,500 660,500 156,000 941,000 514,000 2,593,000 451,000 440,000 587,000 1,052,000 1,835,500 407,000 798,000 CD 00 32,000 45,000 50,000 120,000 40,000 12,000 331,000 154,000 320,000 169,500 50,000 o <* 89 55,000 83,500 34,000 CO HO 354,000 8,000 50,000 99,000 9,000 96,000 2,000 29,000 320,000 74,000 40,000 100,000 14,000 416,000 12,000 o o CO Ci 744,000 1,002,500 523,000 1,355,000 435,000 776,000 1,031,500 481,000 142,000 941,000 485,000 1,908,000 223,000 400,000 167,000 1,038,000 1,250,000 407,000 736,000 o CO OO CO I>- €i© 309,000 40,000 25,000 60,000 23,000 42,000 55,000 50,000 94,000 15,000 74,000 o "5 CO OO OO 59,000 40,000 25,000 60,000 23,000 42,000 55,000 50,000 94,000 15,000 74,000 o o lO uo CO CO CO i i i i iiii, O 1 1 f 1 i i I , i I i i i i O I > < I 1 I 1 I I I , i i i iiiii o i •■ i i iiiii ! ! ! ! ! I!!!! i© i i i i iiiii iiiii CM < < > i iiiii i i i , i o H i i I | | ! 1 ! ! i i ' J i ! 1 ! ! ' j^C-Oii 'I'*! I'lbC^S ' ' ' ! ' Cd 7i ot ^ m c» ai H h 1^ > ^ ££ ££ ^ *£ j£ >£ >-« >h c3 "o O 408 Report of Educational Commission a - M £■ OT3 §3 a Bco 12,000 33.997 8,548 83,129 13,979 9,721 7,193 2,194 1,535 43,020 11,000 3-3 1 $ 396,500 79,000 135,000 609,320 78,000 441,000 147,000 5,033,000 398,500 320,000 335,000 180,000 407,459 9,300 612,000 425,500 398,000 89,000 982,500 171,000 262,000 "3 ja CD a oj ja -a 6 o a o $ 210,000 352,500 99,000 255,000 257,000 130,000 104,000 92,000 302,000 313,000 548,500 iiiii i i O i i iiiii iiiii iiiii I I o I I i i O 1 I ill!! Iiiii I i I I I I I O 1 1 iiiii iiiii iiiii iiiii I I o I I iiiii iiiii 11*11 •» 1 1 1 1 IIIII IIIII IIIII II l| bo ^ .9 a S cj 03 » h &> a $ 160,000 215,000 81,000 o $ 50,000 352,500 99,000 40,000 257.000 130,000 23,000 92,000 302,000 313,000 448,500 "o O -C CO O "3 ."o 02 S 396,500 79,000 135,000 399,320 78,000 88,500 48,000 4,778,000 141,500 20,000 335,000 50,000 303,459 9,300 520,000 123,500 85,000 89,000 434,000 171,000 262,000 D.-C.2 CQQQ S 325,500 129,000 332,000 3,064,000 103,500 320,000 335,000 145,000 391,000 55,000 75,000 423,000 220,000 o a! _lco£ % 71,000 79,000 6,000 67,320 78,000 88,500 48,000 1,714,000 38,000 50,000 158,459 9,300 129,000 123,500 30,000 14,000 11,000 171,000 42,000 3 o O Alamance Alexander.. __ Alleghany. Anson Ashe. Avery Beaufort.. __ Bertie Bladen . Brunswick ... Buncombe Burke... Cabarrus Caldwell Camden . Carteret .. Caswell Catawba Chatham . Cherokee Chowan Clay Cleveland Columbus Craven Part IV 409 i o CD o CD t* => i r- CO "^ tO t- CD o o o o o o o o CO CO iO o tO o o o us o tO o to o o iO o o Ol to co i-t co to co O N H H © ^ r_| -^ _ H OS M t*- -<*< to OS ^ tJ< ^ (M CD M QO CO N 2,000 15,100 7,500 41,500 10,000 53,000 580,000 7,500 15,000 51,000 202,000 440,000 30,000 129,500 127,500 67,500 670,000 4,500 53,000 30,000 10,000 127,500 I I 1 O 1 iiiii iiiii 1 1 1 O 1 IIIII iiiii IIIII iiiii i i i «S i iiiii iiiii i i i r~T i ! i i Iiiii iiii 2,000 15,100 37,000 10,000 580,000 7,500 15,000 51,000 202,000 440,000 119,500 67,500 670,000 o O o o o o o o ttj o o o iO o o iO CD t* o o CS1 o CM o o m o H ^ OO CO N ffi OO N OS CO CD CO O tO tO IO o co o r- to CD IO CO O i— I H OO iO ^ to CO -*t* ^H t-- t-- O iO -*i oo ooooo o oo ooooo o too ooooo o i— (i-H H !D Tf OO O i-H co to »o CS i— I CO CO CD CO OO N ^ i-H ooooo O ^h O CD O O O o o o o o o o o oo to OOOOO) O CD tO O O O CO i>- to o o o o o o CD CD O O O o o o o to O O O CD O O O O to o o to O to ■* W O N O O O O o o o to o to o t> ooooo o o o o to 0)0000 CD O O O O to O O to O i— i to CO to tJ* OS CO tO t-h OS to T-t rH "* l> o t» OOPQQ Q Q H fo £ — o i_ l. i- orararatD cu u «■*> COO O W W W W www o o « « ••- 1-5 1-5 l-J M iJ 410 Report of Educational Commission a . bo ill $ 6,243 6,000 21.141 5,000 12,587 1,550 6,002 7,650 8,873 101,872 2,120 166,902 21 n= 1 H 3 $ 158,000 99,000 165,000 371,300 2,343,000 290,000 315,000 423,500 464,300 183,500 6,000 192,000 7,000 474,200 213,000 40,000 95,000 934,900 100,500 262,000 463,500 1,568,000 428,000 1,334,000 "o o M ra a 3 Jq H Jd O I I 1 a fe a m £g3 $ 90,000 99,000 50,000 152,900 290,000 22,000 236,000 1,000 52,000 30,000 468,000 25,000 100,000 860,000 16,000 i i i i i i i i i i i i i ■ a 1 1 1 , 1 1 1 I I O ( I i I i I I i i o 1 i i i ! i ! ! 1 ! 111!! ! 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C ! -§ S 3 I "3 O O 1 ^ •S ! pQ ~ d IS .S g 1 £ ! T3 "S |"S g i c O 3 >. o 3 CO CQ o £ ffl O C ca 5 1 > z Part IV 455 TABLE XVI— SUMMARY OF INDEBTEDNESS OF STATE OF NORTH CAROLINA, BONDED AND CURRENT, AS OF JUNE 30, 1926 1. BONDED INDEBTEDNESS (a) General Fund Date Issued Amount Issued Date of Maturity Title of Issue Amount Outstanding Interest Rate 7- 1-09 7- 1-10 7- 1-11 7- 1-11 1- 1-13 7- 1-13 7- 1-17) 7- 1-20J 10- 1-23 7- 1-17 7- 1-17 7- 1-21 1- 1-22 10- 1-23 10- 1-23 2-15-22 1- 1-26 500 ,000 3 ,430 ,000 250 ,000 60 ,000 550 ,000 1,142,500 1 ,568 ,500 3 ,049 ,000 75 ,000 25 ,000 3 ,372 ,000 3 ,373 ,000 7,100,000 500 ,000 4 ,500 ,000 5,125,000 7-1-49 7-1-50 7-1-51 7-1-51 1-1-53 7-1-53 7-1-25 to 7-1-38 10-1-63 7-1-27 7-1-27 7-1-61 7-1-62 10-1-63 10-1-63 2-1-37-42-47-52 1-1-66 534,620,000 State hospital. Refunding Administration building School for feeble minded Refunding Improvements. Educational and charitable institu tions, improvement (serial) Educational and charitable institu tions- Caswell training school Training school for girls and women.. Educational and charitable institu tions Educational and charitable institu tions Educational and charitable institu tions. Public improvement State funding (serial) Educational and charitable institu tions Total — general fund 500 ,000 3 ,430 ,000 250 ,000 60 ,000 550 ,000 1 ,142 ,500 1 ,276 ,500 3 ,049 ,000 75 ,000 25 ,000 3 ,372 ,000 3 ,373 ,000 7,100,000 500 ,000 4,500,000 5,125,000 4H 4 4 5 IM m 5 $34 ,328 ,000 (b) Highway 7- 1-2 ll 125 ,000 ,000 4 ,552 ,600 1,250,000 3 ,750 ,000 25 ,000 ,000 447 ,400 10 ,000 ,000 7-1-32 to 7-1-62 7-1-31-41-51-61 1-1-33 to 37 1-1-38 to 52 1-1-34 to 64 1-1-51 1-1-34 to 63 $25 ,000 ,000 4 ,552 ,600 1 ,250 ,000 3 ,750 ,000 25 ,000 ,000 447 ,000 10 ,000 ,000 VA 1- 1-23J 7- 1-21 5 1- 1-23 VA, 1- 1-23 i 3 A 1- l-24\ i}4 1- 1-25 J 1- 1-25 % 1- 1-26 4J-2 $70 ,000 ,000 $69 ,999 ,600 (c) Special School Building Bonds 1- 1-22] 1- 1-23J 1- 1-26 $ 5,000,000 5 ,000 ,000 1-1-27 to 47 1-1-36 to 49 Special school building (serial) Special school building (serial) Total special school building fund Total state bonded debt 5 ,000 ,000 5 ,000 ,000 VA VA $10,000,000 $10,000,000 $114,620,000 $114,327,600 456 Report of Educational Commission TABLE XVI— Continued 2. INDEBTEDNESS NOT BONDED (a) Genebal Fund Date Issued Amount Issued Date of Maturity Title of Issue Amount Outstanding Interest Rate 7- 1-25 $ 9,438,531 7-1-26 to 35 $ 9,438,000 4% (b) Highway $15,000,000 300 ,000 Highway notes payable, anticipating $15 ,000 ,000 300 ,000 315,300,000 $15,300,000 (c) Special School Building $ 5,000,000 Payable $ 5,000,000 $29 ,738 ,531 Total state indebtedness not bonded. $29 ,738 ,000 $144,358,531 Total state indebtedness, bonded $144,065,600 Part IV 457 TABLE XVII— LIST OF COUNTYWIDE BOND ISSUES OUTSTANDING, 1926 ALAMANCE COUNTY (a) For Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 1923 $ 84,000 1924-53* $ 78,000 4M (b) For Purposes Other Than Schools 50 ,000 200,000 25,000 15 ,000 20 ,000 20 ,000 10,000 20 ,000 200 ,000 95 ,000 250 ,000 600 ,000 100 ,000 1933 1959 Serial Serial Serial Serial Serial Serial Serial Serial Serial Serial Serial Floating debt. Macadam road Roads and bridges Necessary expense Necessary expense Jail and necessary expense Bridges Necessary expense Central highway Funding Court house Roads Roads 50 200 10 1 7 11 4 10 180 89 238 600 100 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 55,510 5 5 5A Wt. 5H 6 VA 5 514 5% * 3 A ALEXANDER COUNTY (b) For Purposes Other Than Schools 150 ,000 60 ,000 35 ,000 92 ,000 1952 1964 1960 1929 Roads Roads and bridges Funding Roads and bridges 150 ,000 60 ,000 35 ,000 92 ,000 5 5 3 A VA 5 ALLEGHANY COUNTY (11-1-26) (b) For Purposes Other Than Schools •Serial bond issue maturing in series from 1924 to 1953, inclusive. tS 1946 means serial bond issue with final installment falling due in 1946. 1921 % 125,000 50 ,000 26 ,000 19,000 S 1946t 1952-61 1931-56 Serial % 125,000 50 ,000 26 ,000 7,000 6 1923 5A 1926 5A 6 ANSON COUNTY (11-29-26) (a) For Schools 10-1-26 % 57,000 1946 % 57,000 VA 45S Report of Educational Commission TABLE XVII— Continued ANSON COUNTY— Continued (b) For Purposes Other Than Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 7-1-12 $ 95 ,000 100 ,000 75 ,0G0 150 ,000 100 ,000 30 ,000 1914-37 1917-40 1922-46 1927-46 1929-58 1937 $ 58,000 69 ,000 6C ,000 1 150,000 > 100 ,000 J 30 ,000 $ 7 ,823 7,823 26,883 5 4-5-17 5 8-1-20 f 6 5-1-22 •1 514 10-6-24 1 5 10-1-26 414 ASHE COUNTY (5-1-26) (b) For Purposes Other Than Schools 1916 $ 20,000 200 ,000 300 ,000 365 ,000 21 ,000 135 ,000 310 ,000 94 ,000 1936 1949 S 1950 1927-41 1942 1942 1933-53 1930-45 S 20 ,000 200 ,000 300 ,000 350 ,000 21 ,000 135 ,000 310,000 94 ,000 5 1919 Roads and bridges. Roads and bridges. _ 514 1920 6 1921 6 1922 Roads. ._ 6 1922 6 1923 5M 1925 4M AVERY COUNTY (10-15-26) (a) For Schools 7-1-15 11-1-23 1-1-27 8,000 70 ,000 20 ,000 1945 S 1951 S 1951 Building IS 8,000 Funding. 67,000 Funding... 20,000 (b) For Purposes Other Than Schools 2-1-12 3-1-18 1918 3-1-21 1-1-22 2-1-26 25 ,000 25 ,000 150 ,000 150 ,000 30 ,000 50 ,000 1927-32 Serial 1955 1961 S 1952 S 1959 Court house and jail. County funding Roads Roads and bridges. Funding Sinking fund.. 20 ,000 17,000 150 ,000 150 ,000 30 ,000 50 ,000 S 27 ,500 BEAUFORT COUNTY (11-23-26) (b) For Purposes Other Than Schools 6-1-05 7-1-08 2-1-09 12-1-13 7-1-19 1-1-21 1-1-21 6-1-23 6-1-23 9-1-24 12,500 50 ,000 25 ,000 50 ,000 500 ,000 100 ,000 500 ,000 150 ,000 100 ,000 500 ,000 1935 1938 1938 1943 1925-47 1927-51 1927-51 1929-53 1929-53 1930-54 Funding Bridges Roads and bridges Bridges Roads Roads Roads Roads Funding Roads. 12,500 50 ,000 25 ,000 50 ,000 460 ,000 96 ,000 480 ,000 150 ,000 100,000 500 ,000 9,650 50,686 25 ,000 14 ,025 16,616 4,910 16,000 483 743 1,343 Part IV 459 TABLE XVII— Continued BERTIE COUNTY (a) For Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 1924 $ 40,000 1925-45 S 38,000 5^2 (b) Foe Purposes Other Than Schools 1921 $ 45,000 100 ,000 25 ,000 150 ,000 300 ,000 1922-61 1926-42 1926-31 1930-59 1932-66 % 40,000 95 ,000 15 ,000 150 ,000 300 ,000 5K 1922 5A 1923 514 1925 V/% 1926 i% BLADEN COUNTY (10-31-26) (a) For Schools 1923 1924 S 115,000 20 ,000 Serial Serial Funding. Funding. 106 ,000 18 ,000 (b) For Purposes Other Than Schools 1920 S 130,000 60 ,000 185 ,000 100 ,000 90 ,000 Serial Serial Serial 1953 Serial S 122,000 60 ,000 110,000 100 ,000 90 ,000 6 1921 6 1922 b l A 1923 5A 1926 5M BRUNSWICK COUNTY (b) For Purposes Other Than Schools 6-1-19 6-1-19 4-1-22 8-1-22 4-1-23 9-1-23 8-1-24 3-1-26 10-1-26 20 ,000 35 ,000 300 ,000 100,000 65 ,000 200 ,000 150 ,000 160,000 100 ,000 1953 1954 S 1952 1951 Roads Ferry and bridges Roads Roads Refunding and court house Roads and bridges Funding Roads and bridges Roads and bridges 20 ,000 25 ,000 300 ,000 100 ,000 65 ,000 200 ,000 150 ,000 100,000 100,000 5V 2 5 l A 6 6 BUNCOMBE COUNTY (12-31-26) (a) For Schools 12-1-26 % 40,000 1956 Funding. 40 ,000 VA (b) For Purposes Other Than Schools 1-1-02 S 50,000 20 ,000 1932 1935 t 50,000 20 ,000 5 6-1-05 County home VA 460 Report of Educational Commission- table XVII— Continued BUNCOMBE COUNTY— Continued (b) For Purposes Other Than Schools— Continued Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund 2-1-06 1-1-08 3-1-09 3-1-10 12-1-11 5-1-13 5-1-13 12-1-14 7-1-15 7-1-15 12-1-16 4-1-18 4-1-19 4-1-19 1-1-20 4-1-20 4-1-21 5-1-20 4-1-21 10-1-21 10-1-21 4-1-22 11-1-23 11-1-23 6-1-23 7-1-24 5-1-25 8-1-25 8-1-26 11-1-26 60 ,000 40 ,000 111,000 50 ,000 50 ,000 50 ,000 50 ,000 75 ,000 100 ,000 98 ,000 300 ,000 303 ,000 175 ,000 600 ,000 450 ,000 300 ,000 360 ,000 75 ,000 25 ,000 150 ,000 150 ,000 100 ,000 250 ,000 200 ,000 250 ,000 300 ,000 1 ,000 ,000 100 ,000 1 ,000 ,000 50 ,000 S 1936 S1955 1939 1930 1931 S1963 S1963 S1946 S1950 1935 1956 1937 1949 1949 1946 1930 1947 1936 1946 1941 1941 Serial S1952 S1952 Serial S1958 1957 1955 1955 1956 Funding Jail Funding Roads and bridges Funding Funding Roads and bridges Funding Roads and bridges Funding Roads and bridges Roads and bridges Roads and bridges Funding Roads and bridges Roads and bridges Roads and bridges Roads and bridges Children's home... Roads and bridges Funding Funding Court house Roads and bridges. Roads and bridges. Roads and bridges. Roads and bridges. Sewer Roads and bridges. Water 22 ,000 26 ,000 111 ,000 50 ,000 50 ,000 40 ,000 40 ,000 55 ,000 70 ,000 98 ,000 268 ,000 303 ,000 138 ,000 495 ,000 360 ,000 135,000 360 ,000 55 ,000 20 ,000 150 ,000 150 ,000 100 ,000 250 ,000 200 ,000 240 ,000 300 ,000 ,000 ,000 100 ,000 ,000 ,000 50 ,000 BURKE COUNTY (10-31-26) (a) For Schools 11-1-24 $ 100,000 S 1951 Funding. 94 ,000 (b) For Purposes Other Than Schools 6-1-12 9-1-15 10-2-16 7-1-19 3-1-21 11-1-23 4-1-25 1-1-27 30 ,000 5,000 100 ,000 40 ,000 65 ,000 30 ,000 100 ,000 133 ,000 S1932 1930 S1944 1944 S1946 1952 1945 1954 Jail and floating debt Current expenses Bridges Roads, bridges and county home Roads, bridges and county home Roads and bridges Public improvements Roads and bridges 9,000 5,000 76,000 36 ,000 63 ,000 30 ,Q00 100 ,000 133 ,000 CABARRUS COUNTY (12-4-26) (b) For Purposes Other Than Schools 7-11-11 4-1-14 3 105,000 25 ,000 1941 1927-51 Funding Court house and jail. $ 105,000 25 ,000 Part IY 461 TABLE XVII— Continued CABARRUS COUNTY— Continued (b) For Purposes Other Than Schools Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 38 ,000 60 ,000 34 ,000 21 ,000 250,000 50 ,000 300 ,000 125 ,000 1927-45 1927-48 1927-47 1927-47 1927-47 1934-53 1935-55 1956-60 Funding Road improvements County home Roads and bridges.. Roads and bridges.. Roads and bridges.. Roads and bridges.. Roads and bridges.. 38 ,000 60 ,000 34 ,000 21 ,000 250 ,000 50 ,000 300 ,000 125,000 5 5 5 6 5H 5 5K CALDWELL COUNTY (b) For Purposes Other Than Schools 25 ,000 38 ,000 12 ,000 250 ,000 51 ,000 75 ,000 2C0 ,000 S1929 S1940 1946 S 1946 1943 1952 1953 Court house Roads and bridges County home Roads County home Roads Roads • 3 ,000 28 ,000 12 ,000 200 ,000 51 ,000 75 ,000 200 ,000 5V 2 5 5V 2 5 5 CARTERET COUNTY (12-1-26) (a) For Schools S 16,000 14 ,000 100 ,000 S1934 S1935 1957 Building Building Building 11,200 13 ,050 100 ,000 4 4 5H (b) For Purposes Other Than Schools $ 200,000 1926 200,000 1959 50 ,000 1962 150 ,000 1959 700 ,000 1965 Roads and bridges Roads and bridges, funding Roads and bridges Roads and bridges Roads and bridges 185 ,000 200,000 50 ,000 150 ,000 700 ,000 5H 6 5^ 5y 2 CAMDEN COUNTY (11-22-26) (b) For Purposes Other Than Schools 36 ,000 Serial Refunding. $ 35,000 $6,501.05 CASWELL COUNTY (6-30-26) (b) For Purposes Other Than Schools 8,000 50 ,000 20,000 20 ,000 100 ,000 S1926 S1926 S1941 S1941 1930-50 Court house and jail Roads Roads Roads. Roads 800 15 ,000 15 ,000 16 ,000 94 ,000 5 5H 6 6 6 462 Report of Educational Commission TABLE XVII— Continued CASWELL COUNTY— Continued (b) For Purposes Other Than Schools — Continued Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 1920 $ 50 ,000 200 ,000 65 ,000 35 .000 1920-50 1922-47 1923-57 1925-60 $ 47,000 180,000 64 ,000 35 ,000 6 1922 6 1923 5% 1925 i% CATAWBA COUNTY (12-6-26) (a) For Schools CHEROKEE COUNTY (a> For Schools 1-1-24 % 100,000 Serial $ 96,000 5M (b) For Purposes Other Than Schools 7-1-17 % 69,000 408 ,000 200 ,000 200 ,000 Serial Serial Serial Serial 8 57,000 408 ,0C0 200 ,000 200,000 5 7-1-21 6 10-1-23 5V 2 1-1-24 5M CHATHAM COUNTY (b) For Purposes Other Than Schools 1909 $ 9 ,000 5,000 96 ,000 200,000 60 ,000 90 ,0C0 50 ,000 50 ,000 60,000 71 ,000 45 ,U0 S 9 ,000 5,000 96 ,000 200 ,000 60 ,000 90 ,0 50 ,000 50 ,000 60 ,0C0 71 ,000 15 ,000 VA 1909 5 1919 5A 1920 6 1922 6 1922 6 1923 1960 1953 1954 1960 1962 5A 1923 5V 2 1924 Roads and bridges. $A 1925 SM 1926 Roads and bridges 5 % 16,000 1953 Funding. $ 15,000 (b) For Purposes Other Than Schools. 5-1-09 % 25 ,000 12 ,000 50 ,000 50 ,000 10,000 75 ,000 50 ,000 200 ,000 28 ,000 172,000 1939 1941 1941 1941 1942 1943 1953 1955 1956 1956 Roads ¥ 25,000 12,000 50 ,C00 50,000 10,000 75 ,000 50,000 2C0 ,0C0 28 ,000 172,000 514 5-1-11 6 6-1-11 6 3-2-11 5 4-1-12 6 5-1-13 Railway Roads Roads and bridges.. 5)4 11-1-23 oVi 4-1-25 4M 5-1-26 4M 5-1-26 4% Part IV 463 TABLE XVII— Continued CHOWAN COUNTY (a) For Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 9-1-18 S 6,000 1947 $ 6.000 6 (b) For Purposes Other Than Schools $ 150,000 100,000 60 ,000 1953 1953 1949 Roads and bridges Roads. .. Ro.-ids.__ . . 150,000 100,000 60 .000 5M 5K CLAY COUNTY (a) For Schools 20 ,000 S 1944 Building. S 19 ,000 (b) For Purposes Other Than Schools 1-1-14 S 75 ,0l0 7,500 100,000 100,000 30 ,000 70 ,000 30 ,000 1944 1936 1951 1953 1953 1955 1956 ? 75,000 7,500 100,000 100,000 30,000 70 ,000 30.000 6 8-1-16 6 2-1-21 6 1-1-23 6 7-1-23 6 7-1-25 6 4-1-26 6 CLEVELAND COUNTY (b) For Purposes Other Than Schools 10-1-11 S 25,000 10 ,000 25,000 50 ,000 80 ,000 40 ,0C0 24,000 100,000 S 1944 1931 1943 S 1942 1942 1948 S191S 1955 ? 19,000 1, ,000 25 ,000 34,. 00 80 .000 10,000 23 ,000 100,000 6 10-1-11 5 6-2-13 6 12-1-15 5 3-1-17 1)4 7-1-18 6 7-1-19 6 3-1-23 Bridges and Funding 5 COLUMBUS COUNTY (a) For Schools 165,000 1926-55 Funding % 161,000 4M (b) For Purposes Other Than Schools 50 ,000 1944 20 ,000 1929 200 ,000 S1950 50 ,000 1941 200,100 1940-52 50 ,000 1930-49 35 ,000 1954 135,000 S1950 Court house Funding __ Roads and bridges. Ro_tds and bridges. Roads and bridges. Roads and bridges. Roads and bridges. Roads and bridges. 50 ,000 20 ,000 200 ,000 50 ,000 200 ,000 50 ,00C 35 ,000 130,000 35 ,000 5 5^ 5H 5H 5M 464 Report of Educational Commission TABLE XVII— Continued CRAVEN COUNTY (11-30-26) (a) For Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 1C-1-12 $ 15,000 10,000 100,000 165 ,000 1942 1043 1941 S1953 $ 15,000 10,000 100 ,000 156,000 5 8-1-13 5 6-1-21 6 10-15-23 5H (b) For Purposes Other Than Schools 7-1-08 5-1-12 3-1-15 3-1-15 3-1-17 1-1-18 5-15-20 3-1-21 10-1-22 5-1-23 4-1-25 20,000 10,000 10,000 25 ,000 275 ,000 150,000 210,000 260 ,000 300 XOO 150,000 375 ,000 1937-39 1927 1932 1947 1927-47 1928 1931-50 1936 1933-52 1927-43 S1955 Bridges... Refunding Refunding Refunding Road... Bridge... Roads and bridges Funding Roads and bridges Road funding Permanent imp. funding 20 ,000 10 ,000 10,000 25 ,000 275 ,000 150,000 210,000 260,000 300 ,000 150.000 375 ,000 CUMBERLAND COUNTY (11-1-26) (a) For Schools 10-1-23 $183,000 S1952 Funding S 168,000 (b) For Purposes Other Than Schools 6-7-97 4-1-09 4-1-13 3 — 15 •7-1-21 3-1-23 4-1-24 87,300 25 ,000 25 ,C0G 29,000 340 ,000 455 ,000 300 ,000 1927 1929 1933 1945 1925 S1952 S1953 Railroad Bridges Funding Funding Roads and bridges... Roads and bridges... Court house and jail 87,300 25 ,000 25 ,000 29 ,000 340,000 438 ,010 300 ,000 CURRITUCK COUNTY (a) For Schools -1-23 f 40 ,000 S 1953 Funding. S 37,000 (b) For Purposes Other Than Schools 8-13-17 S 5 .000 15,000 20 ,0C<0 5 ,700 16,000 S1938 S1938 S1945 S 1929 S1928 S 4,500 12,000 19 ,000 3,700 8,000 6 4-1-18 6 1-1-20 6 5-19-24 6 12-1-24 6 •Shown in Auditor's Report as an issue of $705,000 with $688,000 outstanding. Part IV 465 TABLE XVII— Continued DARE COUNTY (11-8-26) (b) For Purposes Other Than Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 1904 S 12,500 5,500 20 ,000 29 ,000 12 ,500 50 ,000 1913-35 1937-47 1954 1927-55 1952-63 1951 S 5 ,500 5,500 2C ,000 29 ,000 12 ,500 50,000 6 1919 6 1924 6 1924 6 1925 6 1926 6 DAVIDSON COUNTY (b) For Purposes Other Than Schools 4-2-23 5-1-16 4-1-23 2-1-26 $ 100,000 300 ,000 100,000 300 ,000 1933 1955 1957 1928 County Roads and bridges Roads and bridges State highway S 100,000 300,000 100 ,000 300 ,000 $ 57,132 DAVIE COUNTY (6-30-26) (b) For Purposes Other Than Schools 12-1-13 S 90,000 10 ,000 40,000 20 ,000 35 ,000 10,000 100,000 25 ,000 37 ,000 65 ,000 S 1940 S1934 S1934 S1934 S1944 S1929 S 1943 S 1936 1932 1946 S 75,000 4,500 18 ,000 9,000 28 ,000 8,000 90 ,000 23 ,000 37 ,000 65 ,000 5 11-1-14 11-1-14 5 11-1-14 6 1-1-15 5 11-1-16 5 7-1-19 5 2-1-20 6 5-1-22 5}4 5-1-23 5 DUPLIN COUNTY (11-30-26) (a) For Schools 10-1-25 $ 35,000 S1955 Funding. 34 ,000 900 (b) For Purposes Other Than Schools 5-1-11 6-1-19 11-1-20 3-1-21 5-1-21 1922 10-1-22 10-1-22 2-1-24 9-1-25 1-1-27 30 ,000 100,000 100,000 100 ,000 300 ,000 100,000 150,000 43 ,000 150,000 520,000 30,000 S 1931 S1936 S 1950 S1951 S 1950 S1955 S1955 S 1952 S1960 S 1945 1941 Court house Roads and bridges Roads and bridges Roads and bridges Roads and bridges Roads and bridges Roads and bridges Jail Roads and bridges Roads and bridges Roads and bridges 18 ,000 65 ,000 100,000 100 ,000 300 ,000 100,000 150,000 43 ,000 150,000 520 ,000 30 ,000 9 1 ,008 *6 ,944 •Sinking fund for all road and bridge issues. 30 466 Report of Educational Commission TABLE XVII— Continued DURHAM COUNTY (7-1-26) (b) For Purposes Other Than Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 12-15-15 10-1-16 4-1-17 10-1-19 5-1-21 5-1-25 5-1-25 225 ,0C0 75 ,000 125 ,000 250,000 520,000 150,000 400 ,000 S 1940 S 1933 S1936 S1949 S 1933 S1955 S1950 Court house Court house Roads Roads - Roads and bridges County home Roads and bridges $ 182,000 45 ,000 73 ,000 240 .000 477 ,000 145 ,000 400,000 S 7 ,065 228 258 2,982 23 669 4H iA 5 5 6 iA EDGECOMBE COUNTY (7-1-26) (a) For Schools 4-1-27 108,000 Funding 108,000 4H (b) For Purposes Other Than Schools 1-11 -1-14 -1-14 -1-15 -1-15 -1-15 -1-16 15-20 -1-22 -1-24 -1-24 7-1-25 7-1-26 20 ,000 20 ,000 20 ,000 20 ,000 10,000 20 ,000 50,000 100,000 100,000 100,000 40 ,000 60 ,000 500,000 S1932 S1929 S 1929 S 1939 S 1934 S1944 S 1969 Serial S 1947 S 1948 S 1953 S 1956 S1957 Court house Roads Bridges Roads Bridges Bridges Bridges Roads and brie Bridges Bridges Jail Bridges Roads 5 4 4 20 10 20 5C 100 100 100 40 60 500 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,010 5 5 5 5 5 5 5 6 5A 5 VA FORSYTH COUNTY (6-30-26) (a) For Schools 12-15-24 9-1-25 1926 57.0C0 400,000 250,000 1942 1938 1956 Funding § 51 ,0CO Building 400,000 Building 250,000 ±A 4M 4^ (b) For Purposes Other Than Schools 7-1-13 7-1-13 1-1-19 7-1-21 5-1-22 4-1-26 85 ,000 100,000 100,000 300 ,000 800 ,000 275 ,000 S 1943 1933 S 1930 S 1934 1944 1956 Funding Roads Roads Roads Roads Court house. 85 ,000 50 ,000 70,000 250 ,000 800, OuO 275 ,000 5 5 5 6 5 4M FRANKLIN COUNTY (12-1-26) (b) For Purposes Other Than Schools 1916 1920 1920 3-1-23 6-1-24 1-1-27 20 ,000 50 ,000 60,000 45 ,000 30 ,000 55 ,000 1946 1940 1930-40 1929-53 1910-54 1957 Bridges Bridges Bridges Funding Bridges County home 20 ,000 50 ,000 50,000 45 ,000 30 ,000 55 ,000 5 5A 6 5 5 5 Part IV 467 TABLE XVII— Continued GASTON COUNTY (6-30-26) (b) For Purposes Other Than Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 10-1-05 8 1C0, COO 200 ,000 30,000 100,000 80 ,000 600,(00 100,000 800.CC0 300,000 100, COO 50 ,000 1935 1938 1941 Serial Serial 1921-49 1946 1923-46 1928-52 1931-55 1931-55 S 100,000 200 ,000 30 ,000 100,000 80 ,000 415,000 100 ,000 730,000 300,000 100,000 50,000 4 10-1-08 4 2-1-11 5 7-1-15 Roads and liquidation of debts. . 5 2-1-17 4% 10-1-19 5 4-1-21 6 1-1-22 6 3-15-23 5 5-1-26 &A 5-1-26 4A GATES COUNTY (12-7-26) (a) For Schools S 18,000 Funding.... { 12,000 (b) For Purposes Other Than Schools 1-1-25 8 100,000 1930-53 t 100,000 5 GRAHAM COUNTY (a) For Schools 1-1-24 $ 10,500 1925-45 Funding. 9,000 (b) For Purposes Other Than Schools 7-1-23 8 15 ,000 100,000 50 ,000 1943 1935-2025 1946-86 8 15,100 100,000 50,000 8 322 6 8-1-25 Roads Roads and bridges 6 6-1-26 5% GRANVILLE COUNTY (6-30-26) (a) For Schools 7-15-23 8 30,000 240 ,000 1924-53 1935-44 S 28,000 240 ,000 5 1924 5 (B) ?or Purposes Other Than Schools 5-1-09 $ 100,000 40 ,000 80 ,000 150,000 30,000 18 ,000 1939 1942 1939 1946 1943 1935-44 8 100,000 40,000 80 ,000 150 ,000 30 ,000 18,000 8 26,524 810 4J^ 12-1-12 5 7-7-19 5 11-1-21 7-15-23 Roads, bridges and funding 19 ,509 3,144 6 5 1924 468 Report of Educational Commission TABLE XVII— Continued GREENE COUNTY (11-9-26) (b) For Purposes Other Than Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 10- 1-09 2-1-16 2-1-16 2-1-16 12-1-19 7-1-21 4-15-20 30 ,000 20 ,000 12,000 18 ,000 100,000 550 ,000 100,000 1910-35 1922-32 1932-38 Serial 1940 1931 1940 Court house Road improvements Road refunding Bridges Roads and bridges.. Roads and bridges.. Roads and bridges.. 14 ,000 10,000 12,000 18 ,000 100,000 550,000 100,000 5 5 5 5 GUILFORD COUNTY (a) For Schools •10-1-13 % 10,000 8,000 22,500 10 ,000 10 ,000 10 ,000 500 ,000 1943 1944 1944 1946 1946 1949 S1953 % 10,000 7,500 22 ,000 10,000 10,000 10,000 500,000 5 ♦8-1-14 5 ♦8-1-14 5 ♦9-1-16 South Buffalo 5 ♦9-1-16 Whitsett 5 ♦8-1-19 5 5-1-23 5 (b) For Purposes Other Than Schools 6-1-03 1-1-13 11-1-17 1-1-20 1921 3-1-22 9-1-22 9-1-22 7-1-24 7-1-24 % 300 ,000 23,917 250 ,000 250 ,000 24 ,000 1 ,000 ,000 100,000 1 ,000 ,000 40,000 120,000 1933 1944 1951 1947 1946 1951 1957 1951 1929 1928 Roads. -. Railroad aid... Court house Court house Jackson Training School Road improvements Tuberculosis hospital Road improvements Roads and bridges Roads and bridges % 300,000 23,917 250 ,000 210,000 19 ,000 1,000,000 94 ,000 1 ,000 ,000 40 ,000 120 ,000 5 6 5 5 5 M. 5 4 4 HALIFAX COUNTY (11-30-26) (b) For Purposes Other Than Schools 7-1-09 1-1-14 1-1-15 1-1-15 11-1-19 7-1-21 5-1-21 10-1-22 9-1-23 11-1-24 5-1-25 8-1-25 40 ,000 51 ,000 15 ,000 20 ,000 250 ,000 150,000 250 ,000 40,000 25 ,000 35 ,000 105,000 500 ,000 1913-29 S1956 1936-46 S1935 1920-49 1931-40 1922-51 1927-52 1939-43 1925-59 1926-55 1940 Court house Roads Bridges Jail Roads and bridges Roads and bridges Roads and bridges County home Roads and bridges County home and funding Funding Roads and bridges 32 ,000 45 ,000 15 ,000 9,000 208 ,000 150 ,000 220 ,000 39 ,000 25 ,000 34 ,000 103 ,000 500,000 6 6 6 6 5M 5 5 m ♦Assumed from these districts by the county, by vote of people. Part IV 469 TABLE XVII— Continued HARNETT COUNTY (6-30-26) (a) For Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 1-1-26 1 100,000 1936-55 $ 100,000 5 (b) Fob Purposes Other Than Schools 7-1-07 1-1-09 2-15-22 11-1-23 1-1-24 12-15-26 36,000 38 ,000 150,000 40 ,000 40 ,000 100 ,000 S1937 1910-39 1933-52 1924-43 1925-44 1955 Funding Bridges .. -. Roads and bridges Roads and bridges. Roads and bridges. Roads and bridges. 30 ,000 26 ,000 150,000 36 ,000 36 ,000 100 ,000 5 5 6 5 HAYWOOD COUNTY (11-1-26) (b) For Purposes Other Than Schools 3-1-04 6-1-15 6-1-15 1-1-21 3-1-21 12-1-21 9^1-23 11-1-23 7-1-24 11-1-24 4-1-25 10-1-26 50 ,000 47 ,000 10,000 60,000 100,000 300 ,000 50 ,C00 50 ,000 150,000 50 ,000 100,000 100,000 1934 1945 1945 S1927 1950 1950 1952 1953 1954 1956 1945 1956 Roads and bridges. Roads and bridges Roads and bridges. Roads and bridges Roads Roads and bridges Roads and bridges Roads and bridges Roads and bridges Roads and bridges Roads and bridges Hospital... 50 ,000 47 ,C00 10,000 12 ,000 100 ,000 300,000 50 ,000 50,000 150,000 50 ,000 100 ,000 100,000 5H 5V 2 5 5 6 5 HENDERSON COUNTY (7-1-26) (b) For Purposes Other Than Schools 5-2-04 1-1-13 8-1-16 12-1-17 1-1-21 4-1-21 9-15-23 1-1-23 7-1-23 2-1-25 7-1-25 2-15-26 9-1-26 38 ,000 20 .000 25 .001 50,000 75 ,000 590,000 80 ,000 130,000 25 ,000 80 ,000 100 ,000 850,000 100 ,000 S1942 S 1929 S1931 Serial S1951 S1951 1938 1938 1933 1944 1949 1928 1927 Court house Bridges Flood debt.. Roads and bridges Roads and bridges Roads and bridges Road funding Roads and bridges Funding.. Railroads Jail Loan to state Loan to state 16,000 3,000 11 ,000 34 ,000 65 ,000 500 ,000 80,000 130,000 25 ,000 80,000 100 ,000 850 ,000 100 ,000 35 ,000 6 6 6 5V 2 5V 2 5M 5 5 HERTFORD COUNTY (12-1-26) (b) For Purposes Other Than Schools 11-1-21 11-1-21 $ 200 ,000 300 ,000 1932-46 1947-51 Roads and bridges. Roads and bridges. 200 ,000 300,000 $ 25,149 470 Report of Educational Commission TABLE XVII— Continued HOKE COUNTY (11-1-26) (a) Fob Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 11-1-23 8 15,000 S 1953 $ 13 ,500 Wi (b) Fob Pubposes Otheb Than Schools 6-1-11 6-1-li 8-1-13 10-1-20 4-1-21 11-1-23 3-1-25 5-1-26 6-1-13 3-1-17 6-2-18 3-1-20 11-1-20 3-1-22 12-1-23 5-1-26 50 ,000 50 ,000 7,000 25 ,000 25 ,000 15 ,000 20,000 20 ,000 S1942 1941 1943 S1935 1941 1948 S1954 S1955 Court house Roads Court house Roads and bridges. Roads and bridges. Roads.. Roads Roads and bridges. Sinking fund 32 ,000 50 ,000 7,000 23 ,000 25 ,000 15 ,000 20 ,000 20 ,000 $ 13,182 72 ,000 18 ,000 12,000 19,000 75 ,000 65 ,000 50 ,000 75 ,000 1931 1938 S1931 S1938 1949 1962 1953 Funding Funding Funding... Funding Roads and bridges Roads and bridges Roads and bridges Roads and bridges 72 ,000 18 ,000 5,000 12,000 75 ,000 65 ,000 5C ,000 75 ,000 HYDE COUNTY (6-30-26) (a) Fob Schools 7-1-23 $ 40,000 1953 $ 40 ,000 6 (b) Fob Pubposes Otheb Than Schools IREDELL COUNTY (11-30-26) (b) Fob Pubposes Otheb Than Schools 7-1-11 8-1-12 8-1-12 5-1-13 5-1-13 10-1-17 10-1-17 4-15-21 7-1-23 7-15-24 4-1-25 7-1-26 $ 75,000 50 ,000 100,000 125 ,000 80 ,000 20 ,000 40 ,000 300 ,000 300,000 200 ,000 1 ,000 ,000 50 ,000 1951 1932 1942 1943 S 1945 S1942 S1927 S1956 S1948 S1949 S1950 1950 Road improvements Road improvements Road improvements Road improvements Bridges Roads and bridges.. Roads and bridges.. Roads and bridges.. Roads and bridges.. Roads and bridges.. Roads and bridges. . Refunding 5 75 ,000 50 ,000 100 ,000 125 ,000 59 ,000 16 ,000 4,000 275 ,000 270,000 190 ,000 1,000,000 50 000 28,125 35,000 46,667 54,167 Part IV 471 TABLE XVII— Continued JACKSON COUNTY (a) Fob Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 1-1-24 $ 13,000 S1944 % 11 ,000 5 (b) For Purposes Other Than Schools 5-1-20 6-1-20 9-1-22 2-1-24 100 ,000 150 ,000 250 ,000 50 ,000 1931-40 1941-50 1936-60 1939-63 Roads and bridges Roads Roads Roads % 100,000 150,000 250 ,000 50 ,000 JOHNSTON COUNTY (b) For Purposes Other Than Schools 1-1-21 10-1-25 2-1-26 5-1-26 S 500 ,000 150,000 240 ,000 130 ,000 1-1-51 1960 1936 1941 Court house and jail Roads and Bridges Loans to state highway Loans to state highway 500 ,000 150,000 240 ,000 130,000 ! 56,000 5 JONES COUNTY (a) For Schools 3-1-24 % 50,000 S1954 Funding % 48,000 5 (b) For Purposes Other Than Schools 11-6-16 $ 15,000 10 ,000 50 ,000 425 ,000 1936 1936 S1949 1945 S 15,000 10 ,000 47 ,000 425 ,000 6 12-1-16 6 12-1-19 6 9-1-25 5 LEE COUNTY (12-31-26) (a) For Schools $ 23,000 S 1935 Funding. 19 ,000 5M (b) For Purposes Other Than Schools 7-1-08 5-1-12 8-1-13 7-1-15 7-1-15 7-1-22 3-1-26 8-1-26 40 ,000 100 ,000 25 ,000 50 ,000 50 ,000 50 ,000 60 ,000 40 ,000 1938 1952 1943 1955 1955 1952 1956 1956 Court house and jail Highway County home Highway Highway Funding Highway Bridges 40,000 100,000 25 ,000 50 ,000 50 ,000 50 .000 60,000 40 ,000 S 10,898 7,534 31 ,936 3,891 5 5 5 5 5 5 5 472 Eeport of Educational Commission TABLE XVII— Continued LENOIR COUNTY (9-25-26) (b) Fob Purposes Other Than Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 4-1-19 6-1-19 6-1-19 6-1-19 6-1-19 6-1-23 100,000 600,000 700 ,000 200 ,000 500 ,000 100 ,000 1939 1934 1944 1946 1949 1943 Road building Road building. Road building. Road building. Road building. Road building. 75 ,000 370,000 700 ,000 200 ,000 500 ,000 100 ,000 Taxes levied each year to cover \ amount coming due. 5V 2 5M oV 2 5 LINCOLN COUNTY (b) For Purposes Other Than Schools 7-1-13 S 50,000 50 ,000 100,000 39 ,000 - 30 ,000 35 ,000 1C0 ,000 125 ,000 225 ,000 1943 1948 1954 1926-45 1941 1951 1950 1951 1938-57 S 50,000 50 ,000 100 ,000 39 ,000 30 ,000 35 ,000 100 ,000 125 ,000 225 ,000 5 7-1-13 5 7-1-14 5 1-1-15 5H 12-1-16 5 12-1-16 5 9-1-20 6 5-1-21 6 4-1-23 4J4 MACON COUNTY (b) For Purposes Other Than Schools 1-1-14 3-1-21 11-1-21 1-1-24 10-1-24 4-1-25 3-1-26 3-1-26 11-1-26 80 ,000 23 ,000 100 ,000 20 ,000 100,000 75 ,000 57 ,000 18 ,000 325 ,000 1944 1941 1941 1934 1954 1955 1956 1943 1956 Roads Roads Roads and bridges Roads and bridges Roads and bridges Roads and bridges Roads and bridges Roads and bridges. Roads and bridges. 80 ,000 23 ,000 100,000 18 ,000 100,000 75,000 57 ,000 18 ,000 325 ,000 5M 6 6 5H 5M &2 5V 2 MADISON COUNTY (6-1-26) (b) For Purposes Other Than Schools 7-1-05 7-1-07 1-1-16 7-1-16 7-1-13 10-1-17 9-1-19 7-1-23 6-1-25 85 ,000 30 ,000 28,145 20 ,500 300 ,000 125,000 100,000 50 ,000 75 ,000 1935 Serial Serial Serial 1943 1927 1949 Serial Serial Jail and funding Court house Bridges Bridges. Roads Roads Roads Roads Roads 85 ,000 12 ,000 3,561 2,000 300 ,00C 125 ,000 100,000 50,000 75 ,000 Part IV 473 TABLE XVII— Continued MARTIN COUNTY (11-10-26) (a) For Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 12-1-23 % 100,000 1924-53 % 96,000 hYi (b) For Purposes Other Than Schools 6-1-19 4-1-21 3-1-22 4-1-26 150,000 75 ,000 300 ,000 175 ,000 1959 1932-41 1927-53 1929-55 Bridges... Funding Roads and bridges Roads and bridges 150,000 75,000 300,000 175 ,000 % 12,467 44 ,482 5H 5 Mcdowell county (9-30-26) (b) For Purposes Other Than Schools 7-1-17 7-1-19 7-1-19 7-1-20 7-1-20 12-1-21 7-1-23 3-1-25 9-1-25 20 ,000 50,000 100 ,000 150,000 150 ,000 150,000 60 ,000 250 ,000 18 ,000 1939 1949 1949 1950 1951 1951 1925-36 1930-54 1926-34 Funding Highway Highway Highway Highway Court house Court house Highway Court house 13,000 50 ,000 100 ,000 150,000 150,000 150,000 50,000 250 ,000 16 ,000 ? 36,436 5V 2 5 l A VA * 3 A 5K MECKLENBURG COUNTY (10-8-26) (b) For Purposes Other Than Schools 9-1-13 5-1-15 11-1-20 6-1-21 6-1-22 3-1-22 2-1-25 I 110,000 215,000 300 ,000 600 ,000 1,400,000 75 ,000 100 ,000 1943 Serial 1936-50 S 1931 S1951 S 1957 S1955 Jail Improvements Refunding railroads. Highways Highways York bridge Tuberculosis hospital S 110,000 105 ,000 300 ,000 450 ,000 1 ,400 ,000 55 ,000 98 ,000 5 6 6 5 5 MITCHELL COUNTY (11-30-26) (b) For Purposes Other Than Schools 1-1-22 9-1-24 3-1-25 200,000 325 ,000 50 ,000 1943-52 1927-53 1931-55 Roads.. Roads.. General 200 ,000 325 ,000 50 ,000 f 23,897 5% MONTGOMERY COUNTY (6-30-26) (b) For Purposes Other Than Schools 8-1-20 11-1-20 2-1-22 2-1-22 100 ,000 160,000 50 ,000 300 ,000 1941 1950 1952 1952 Roads and bridges... Court house and jail Court house and jail Roads and bridges... S 25,543 474 Report of Educational Commission TABLE XVII— Continued MONTGOMERY COUNTY— Continued (b) For Purposes Other Than Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 6-1-22 % 100,000 100 ,000 150 ,000 100,000 100,000 1951 1953 1953 1953 1953 S 100 ,000 ' 100,000 150,000 100,000 100 ,000 J S 25,543 ( VA 1-1-23 sy 2 5-1-23 hYi 11-1-23 514 10-1-24 5M MOORE COUNTY (11-16-26) (a) For Schools 9-1-25 10-1-25 51 ,000 22 ,000 1926-46 1926-46 Funding. Funding. 51 ,000 21 ,000 51-i 5X (b) For Purposes Other Than Schools 7-1-09 12-1-21 1911 1-1-21 11-1-21 10-1-23 8-1-26 20,000 150,000 82 ,000 65 ,000 100 ,000 50 .000 50 ,000 1914-33 1931-51 1921-46 1931-51 1931-50 1928-52 1952-61 Bridge funding Court house Highways Highways Highways Bridges Bridges. 6,000 150,000 69 ,000 65 ,000 ' 100 ,000 50 ,000 50 ,000 I 15 ,000 5^-6 6 6 5V 2 m NASH COUNTY (12-30-26) (b) For Purposes Other Than Schools % 144,000 192 ,000 140 ,000 230 ,000 175,000 325 ,000 S 144,000 192 ,000 112,000 230,000 175 ,000 325 ,0C0 7-1-24 1934 1944 1966 1966 5 10-1-24 County home, jail and bridges... 1% 8-1-26 4M 8-1-26 IK NEW HANOVER COUNTY (6-30-26) (a) For Schools 7-1-13 1-1-18 2-1-19 7-1-20 7-1-19 S 175,000 125 ,000 100,000 225 ,000 125 ,000 7-1-38 1948 Serial Serial Serial Building Building Building Building Building 8 175,000 125 ,000 80 ,000 180 ,000 100 ,000 $ 96,992 (b) For Purposes Other Than Schools 1-1-02 $ 50,000 50 ,000 50 ,000 50 ,000 100,000 1-1-27 1-1-30 7-1-33 7-1-36 7-1-38 S 50,000 ' 50 ,000 50 ,000 50 ,0C0 100,000 % 129,974 ( 4H 1-1-05 4 7-1-08 j VA 7-1-11 VA 7-1-13 Roads 5 Part IV 475 TABLE XVII— Continued NEW HANOVER COUNTY— Continued (b) For Purposes Other Than Schools — Continued Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 7-1-15 1-1-15 7-1-17 8-1-17 7-1-19 7-1-21 1-1-24 1-1-10 4-1-25 5-1-23 5-1-20 8-1-23 8-1-23 8-1-23 22 ,000 35 ,000 17 ,000 20 ,000 50,000 50 ,000 225 ,000 1927 1-1-35 1937 1929 1944 Serial Serial Drainage Work house... County home Drainage Ferry Ferry. Court house.. 4,400 35 ,000 17 ,000 10,000 50 ,000 42 ,000 225 ,000 16,887 10,320 21 ,303 40,000 80,000 25 ,000 50 ,000 100 ,000 50 ,000 150,000 1940 1926-45 1924-48 1941-50 1924-33 S 1943 1934-48 Railroad funding.. Funding Court house Roads and bridges Roads Roads Roads 40 ,000 76 ,000 22 ,000 50 ,000 70 ,000 50 ,000 150,000 NORTHAMPTON COUNTY (a) For Schools 8-1-24 $ 33,000 1948 $ 33,000 &A (b) For Purposes Other Than Schools 6-1-24 % 45,000 1940 $ 45,000 5 ONSLOW COUNTY (12-6-26) (b) For Purposes Other Than Schools 5 5 6 6 5 ' ORANGE COUNTY (a) For Schools 1923 65 ,000 S 1937 Funding $ 50,000 5^ (b) For Purposes Other Than Schools 7-1-07 1913 1921 1925 $ 40,000 250 ,000 99 ,000 65 ,000 1937 1931 S1931 S1955 Roads Roads Roads and bridges Jail $ 43,000 PAMLICO COUNTY (a) For Schools 1-1-24 $ 125,000 1954 Funding $ 121,000 VA 476 Report of Educational Commission TABLE XVII— Continued PAMPLICO COUNTY— Continued (b) Fob Purposes Other Than Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 9M-04 % 20,000 100,000 100,000 80 ,000 40 ,000 80 ,000 1934 1948 1949 1972 1953 1973 $ 20,000' 100 ,000 100,000 80 ,000 40 ,000 , 80 ,000 $ 7 ,000 ( 5 3-1-18 6 7-1-19 J 6 5-1-23 5V2 [ 6 11-1-23 1-1-24 b l A PASQUOTANK COUNTY (11-30-26) (b) For Purposes Other Than Schools 6-1-19 9-1-21 7-1-25 $ 500,000 250 ,000 250 ,000 S1949 1951 1955 Road building Road building Road building 460 ,000 250 ,000 250 ,000 $ 13 ,835 5 6 4M PENDER COUNTY (11-15-26) (b) For Purposes Other Than Schools 1-1-20 8-1-20 6-1-21 7-1-24 100 ,000 100,000 60 ,000 35 ,000 1921-40 1931-40 1937-44 1929-33 Roads and bridges Roads and bridges Roads and bridges Jail 70 ,000 100 ,000 60 ,000 35,000 69,919 oV 2 PERQUIMANS COUNTY (b) For Purposes Other Than Schools 2-1-21 $ 300 ,000 350,000 15,000 1924-51 1925-52 1926-40 $ 270 ,000 337 ,000 14 ,000 6 4-1-22 6 4-1-25 6 PERSON COUNTY (b) For Purposes Other Than Schools 1-1-15 5-1-19 1-1-22 5-1-23 S 75,000 225 ,000 300 ,000 15 ,000 1955 S1956 S1956 1943 Roads Roads Roads Roads 75 ,000 210,000 290 ,000 15,000 S 10,601 5 5 5% 5 PITT COUNTY (9-25-26) (a) For Schools 10-1-24 $ 100,000 1926-54 Funding. 98 ,000 (b) For Purposes Other Than Schools 7-1-07 7-1-08 $ 50,000 50,000 1937 1938 Training school, building, E. C. T. C Bridges ? 50,000 50 ,000 Part IV 477 TABLE XVII— Continued PITT COUNTY— Continued (b) For Purposes Other Than Schools — Continued Date Issued Amount Issued Date of Maturity- Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 2-1-11 3-1-17 6-1-19 5-1-20 4-1-21 4-16-23 9-1-23 3-1-25 75 ,000 50 ,000 100 ,000 500 ,000 500,000 400 ,000 326,000 200 ,000 1941 1947 1959 1935 1932-61 1948-63 1948-63 1950-65 Court house and jail Bridges Funding Roads Roads - Roads and bridges... Roads and bridges... Roads and bridges... $ 104,543 5 5 5 6 6 5 5K iV2 POLK COUNTY (a) For Schools 9-1-26 115,000 Funding. $ 115,000 VA (b) For Purposes Other Than Schools 10-1-07 11-1-1 I 6-6-13 7-1-15 7-15-15 8-1-16 3-1-18 1921 7-1-21 7-1-23 4-1-24 7-1-25 7-1-25 12,000 9,000 100 ,000 8,500 15 ,000 13 ,000 15 ,000 25 ,000 15,000 63 ,000 10,000 30,000 25 ,000 1927 1943 1935 1945 1923-35 1938 1933 Serial 1948 1954 Roads and bridges... Funding Roads and bridges... Roads and bridges... Roads and bridges... Roads. Roads Roads and bridges... County home Roads and bridges... Water systems... Improvements Highway and bridges 12 ,000 2,000 100 ,000 8,500 15 ,000 10,000 15 ,000 25 ,000 12 ,000 63 ,000 10,000 30 .000 25 ,000 5H 6 6 5H 6 6 RANDOLPH COUNTY (12-6-26) (b) For Purposes Other Than Schools 4-1-16 1 30,000 50 ,000 50 ,000 30 ,000 5,000 150,000 122 ,000 500 ,000 1931 Serial 1947 1934 1934 1950 S1951 1953 $ 10,000 43 ,500 50 ,000 30 ,000 5,000 150,000 119,000 500 ,000 5 10-1-15 5 1-1-17 5 7-1-17 5 7-1-19 5 10-1-20 6 4-15-23 5 2-1-25 4K RICHMOND COUNTY (6-30-26) (b) For Purposes Other Than Schools 7-1-05 7-1-09 1-1-11 1-1-11 1914 $ 25,000 20 ,000 15 ,000 15 ,000 6,000 1935 1939 S1930 1941 Serial County refunding County refunding Jail County refunding Roads $ 25,000 20 ,000 5,000 15 ,000 500 5 5 5H 5 l A 6 478 Eeport of Educational Commission TABLE XVII— Continued RICHMOND COUNTY— Continued (b) Fob Purposes Other Than Schools — Continued Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 11-1-15 $ 25,000 15 ,000 25 ,000 200 ,000 75 ,000 50 ,000 300 ,000 150,000 S 1934 S1943 S 1945 1932-51 1952 S 1953 S 1955 1927-56 $ 20,500 11,000 15 ,000 200 ,000 75 ,000 50 .000 290 ,000 150 ,000 5 3-1-17 4% 3-1-17 6 9-1-21 7-1-22 5 9-1-24 4M 7-1-25 Wa. 1-1-26 4$i ROBESON COUNTY (12-30-26) ' (b) For Purposes Other Than Schools 11-1-07 5-1-08 2-1-24 5-4-25 6-1-25 50 ,000 25 ,000 100,000 75 ,000 100,000 1937 1938 1953 1955 1955 Court house Jail... -. County home.,.. County highway County home 8 50,000 25 ,000 100,000 75 ,000 100 ,000 S 45,477 13 ,500 5V 2 5 IK ROCKINGHAM COUNTY (7-1-26) (a) For Schools 2-1-25 S 600,000 1926-55 Funding... $ 597,000 (b) For Purposes Other Than Schools 1-1-11 12-1-14 5-1-18 4-1-19 10-1-19 11-1-20 3-1-21 1-1-22 3-1-23 5-1-24 2-1-25 34 ,000 30 ,000 225 ,000 225 ,000 300 ,000 200 ,000 300 ,000 400 ,000 547 ,000 400 ,000 400 ,000 1913-29 1917-41 1920-48 1922-49 1920-44 1922-41 1923-42 1923-47 1925-48 1925-50 1926-55 Jail and roads Roads and bridges Roads Roads Roads and bridges Roads and bridges Roads and bridges Roads and bridges Roads and bridges Roads and bridges Funding roads 6,000 25 ,000 202 ,000 200 ;ooo 228 ,000 150 ,000 240 ,000 360,000 537 ,000 380 ,000 398 ,000 &V2 6 5J4 5 6 6 5^ 5 4% ROWAN COUNTY (b) For Purposes Other Than Schools 4-7-03 % 25,000 115,000 25 ,000 20 ,000 20 ,000 500 ,000 20,000 20 ,000 70 ,000 Serial 1914-42 1916-45 1917-45 1918-60 1924-51 1947-56 1948 1954 Health $ 10,500 78 ,000 19,000 15 ,000 17 ,000 470 ,000 20 ,000 20 ,000 70 ,000 5 6-1-12 5 2-1-14 5 1-1-14 6 4-1-15 5V 2 11-15-21 6 4-1-15 5H 12-10-24 5 12-10-24 5 Part IV 479 TABLE XVII— Continued RUTHERFORD COUNTY (12-31-26) (a) Fob Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 3-1-26 8-1-23 250 ,000 63 ,000 1951 1926-85 Building. Funding. 250 ,000 59 ,000 5 5 l A (b) Fob Pubposes Other Than Schools 1-1-08 7-1-13 9-1-16 3-1-.. 10-1-.. 8-1-20 3-1-21 10-1-22 4-1-23 8-1-23 4-1-23 7-1-24 8-1-23 7-1-24 10-1-24 7 r l-25 1-1-26 46 ,000 250 ,000 60 ,000 40 ,000 5,000 55 ,000 49 ,000 50,000 50 ,000 36 ,000 50 ,000 70 ,000 45 ,000 55 ,000 60 ,000 250 ,000 32 ,000 1927-45 1926-52 1927-48 1944 1931 1926-36 1927-44 1927-44 1938-53 S 1931 1938-53 1926-64 1938-53 1929-64 1953-60 1930-55 1927-36 Court house Roads Roads and bridges Roads and bridges Roads and bridges... Roads and bridges — Roads and bridges Roads and bridges Roads and bridges Charlotte, Asheville highway . . Roads and bridges. County home Roads and bridges Roads and bridges Roads and bridges Court house Refunding 36 230 48 36 5 55 36 50 50 24 50 68 45 55 60 250 32 ,000 ,000 ,000 ,000 ,000 ,000 .000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 .(00 VA 5 5 6 VA 6 6 6 5 6 5 5V 2 5M 5 VA SAMPSON COUNTY (12-1-26) (a) Fo,r Schools 7-1-25 40 ,000 1955 Funding. 40 ,000 VA (b) For Purposes Other Than Schools 7-1-13 $ 4,000 3,500 25 ,000 25 ,000 25 ,000 20 ,000 25 ,000 175 ,000 100 ,000 100 ,C00 100,000 100 ,000 45,000 100 ,000 30 ,000 170,000 1933 $ 4 ,000 ' 3,500 25 ,000 25 ,000 25 ,000 20 ,000 25 ,000 175 ,000 100,000 100,000 100 ,000 100 ,000 45 ,000 100 ,000 30 ,000 170,000 % 147,996 - 5 6 1-1-14 1934' 1935 1936 1937 1737 1938 1938 1939 1939 1941 1941 1942 1943 1947 5 1-1-15 1-1-16 5 1-1-17 5 7-1-17 5 7-1-18 5 7-1-18 5 7-1-19 5 7-1-19 5 1-1-21 6 7-1-21 6 1-1-22 6 7-1-23 5 7-1-24 i 2 A 480 Report of Educational Commission TABLE XVII— Continued SCOTLAND COUNTY (6-30-26) (b) Fob Purposes Other Than Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 10-1-01 $ 30,000 125 ,000 400 ,000 S1931 S1954 S1956 $ 8 ,000 123 ,000 400 ,000 $ 1,710 6 5-1-24 Donated to state highway 5 3-1-26 4% STANLY COUNTY (b) For Purposes Other Than Schools 7-1-07 10-1-19 2-1-20 2-1-20 2-1-21 2-1-21 7-21-21 7-21-21 7-7-23 4-15-25 5-15-25 12-15-25 100 ,000 300 ,000 125 ,000 100,000 100 ,000 50 ,000 100 ,000 100 ,000 50 ,000 100,000 100,000 359 ,000 S1937 1922-49 1930-50 1925-50 1932-51 1926-37 1931-60 1931-60 1928-52 1945 1945 1930-52 Railroads Roads and bridges Roads and bridges Roads and bridges Roads and bridges Funding. Roads and bridges Roads and bridges County home Roads and bridges Roads and bridges Roads and bridges 55 ,000 275 ,000 125 ,000 96 ,000 100 ,000 50 ,000 100 ,000 100,000 50 ,000 100 ,000 100,000 359 ,000 5 5^ 5H 5 5 5X STOKES COUNTY (2-2-27) (b) For Purposes Other Than Schools 5-1-22 $ 15,000 150 ,000 60 ,000 60 ,000 120 ,000 30 ,000 1937 1933-52 S 1941 S1953 S1955 1955 $ 15,000 150 ,000 60 ,000 60 ,000 120,000 30,000 6 6-1-22 5^ 6-5-23 6 7-1-24 6 5-1-25 5 5-1-25 &A SURRY COUNTY (6-30-26) (b) For Purposes Other Than Schools 1-1-09 1-6-11 2-1-16 4-1-16 5-1-18 9-1-19 1-1-21 1-1-21 6-1-21 1-1-22 6-1-23 6-1-23 5, COO 15 ,000 100 ,000 50 ,000 100,000 151 ,000 75 ,000 25 ,000 150 ,000 75 ,000 105 ,000 150,000 1929 1941 S1946 1926-46 1933-58 1949 1951 1936 1951 1942 1943 1953 County home... General .. Court house and jail Bridges... Bridges Roads.. Roads Roads Roads Bridges General.. Roads 5,000 15 ,000 94 ,000 50 ,000 100,000 151 ,000 75 ,000 25 ,000 150,000 75 ,0C0 105 ,000 150 ,000 $ 11,375 5 5 5 5 6 5 6 6 6 5 5 SWAIN COUNTY (a) For Schools 2-1-24 S 25,000 1949 Funding. $ 25,000 5V 2 Part IV 481 TABLE XVII— Continued SWAIN COUNTY— Continued (b) For Purposes Other Than Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 4-1-08 4-1-15 6-1-16 4-28-19 5-1-19 12-1-21 9-1-21 1-1-25 10-1-25 10-1-25 5-1-26 9-1-26 11-1-26 24 ,000 100,000 150,000 26 ,0C0 30 ,000 400,000 55 ,(00 40 ,000 75 ,000 95 ,000 25 ,000 25 ,000 75 ,000 S1928 S1940 1946 S 1949 S1933 1950 S1948 1955 1961 1963 1961 1966 1946 Court house Roads Roads Roads Bridges Roads and bridges Roads Funding Roads and bridges Roads and bridges Roads and bridges Roads and bridges Roads and bridges 9,000 95 ,000 150 ,000 23 ,000 17 ,500 400 ,000 51 ,000 40 ,000 75 ,000 95 ,000 25 ,000 25 ,000 75,000 7-1-1895 11-1-1900 4-1-19 5-1-20 9-1-20 4-1-21 6-1-22 5-1-23 9-1-24 1-1-25 500 25 ,000 50 ,000 50 ,000 100 ,000 50,000 100 ,000 125 ,000 60 ,000 125 ,000 1930 1924-49 1921-50 1925-49 1922-46 1937-51 1933-52 1925-54 1935-59 Railroad Railroad.. Roads and bridges... Roads and bridges... Court house and jail Roads and bridges... Roads and bridges... Roads and bridges... Railroad Roads and bridges... 500 25 ,000 47,000 44 ,000 96 ,000 40 ,000 100,000 125 ,000 58 ,000 125 ,000 2-1-09 6-1-20 1-1-25 7-1-26 f 6 ,500 100 ,000 12 ,000 50 ,000 1918-31 1923-50 1928-51 1931-55 Jail Roads and bridges Funding Roads and bridges 2,000 92 ,000 12 ,000 50 ,000 6 5 5A 5A 5A VA VA TRANSYLVANIA COUNTY (6-30-26) (a) For Schools 9-1-25 f 60,000 1936-55 $ 60,000 5H (b) For Purposes Other Than Schools 5.4 5V 2 VA 5V 2 5% TYRRELL COUNTY (10-1-26) (a) For Schools 1-1-25 $ 24,000 1926-49 $ 23,000 6 (b) For Purposes Other Than Schools UNION COUNTY (10-19-26) (a) For Schools 10-1-23 $ 45,000 S 1953 Funding $ 42,000 5K 31 482 Report of Educational Commission TABLE XVII— Continued UNION COUNTY— Continued (b) For Purposes Other Than Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 8-1-19 $ 50,000 100 ,000 150 ,000 200 ,000 150 ,000 100 ,000 250 ,000 75 ,000 1921-56 S1945 Serial Serial Serial Serial Serial Serial $ 38,000 80 ,000 120, COO 175 ,000 130 ,000 85 ,000 238 ,000 75 ,000 5 12-1-19 5H 6 9-1-20 12-1-20 6 7-1-21 6 10-1-21 6 3-1-22 6 11-15-26 4% VANCE COUNTY (7-1-26) (b) For Purposes Other Than Schools 7-1-13 $ 100,000 100 ,000 25 ,000 25 ,000 85 ,000 30 ,000 150 ,000 1933 1953 1935 1953 1936 S1954 1931 I 100,000 100,000 25 ,C00 25 ,000 85 ,000 29 ,000 150 ,000 5 7-1-13 5 7-1-15 5 7-1-15 5 9-1-24 5 9-1-24 5 2-15-26 4M WAKE COUNTY (a) For Schools 1-1-13 1-1-24 25 ,000 40 ,000 1933 1925-28 Funding. Funding. 25 ,000 30 ,000 $ 15,637 (b) For Purposes Other Than Schools 1901 1905 1-1-05 1905 1909 1913 1914 1915 1915 1918 1918 3-1-22 3-1-22 1923 1925 1925 1926 $ 8 ,p00 14 ,000 15 ,000 34 ,000 18 ,000 20 ,000 75 ,000 225 ,000 41 ,000 50 ,000 50 ,000 50 ,000 175 ,000 214 ,500 40 ,000 20 ,000 175 ,000 85 ,000 1,300,000 1929 1931 1935 1935 1935 1929 1943 1944 1945 1945 1948 1948 . 1938-62 1938-62 1928-48 Serial Serial Serial Serial Bridges County County Railroad Roads. Roads County hospital Court house Funding road Funding road Funding road Funding county Funding Funding road building Roads and bridges Refunding old court house Road funding County funding. Loan to state highway comm.. General county sinking fund General roads sinking fund Road fundings sinking fund 8,000 14 ,000 15 ,000 34 ,000 18 ,000 20 ,000 75 ,000 225 ,000 41 ,000 50 ,000 50 ,000 50 ,000 167,000 206 ,000 40 ,000 20 ,000 175 ,000 85 ,000 ,300 ,000 38 ,493 67 ,600 24 ,221 13 ,980 Part IV 483 TABLE XVII— Continued WARREN COUNTY (a) For Schools 1-1-15 1-1-17 1-1-19 1-1-20 6-1-22 6-1-22 5-1-23 2-1-25 6-1-25 2-1-25 30 ,000 50 ,000 25 ,000 145 ,000 70 ,000 30,000 20 ,000 35 ,000 35 ,000 35 ,000 S 1945 1936-51 S1942 1930-50 1930 1947 1953 1930-35 1942 1960 Funding Court house Court house Roads and bridges Roads and bridges Funding Roads and bridges Funding Funding Funding 19 ,000 49 ,000 25 ,000 133 ,000 70 ,000 30,000 20 ,000 35 ,000 35 ,000 35 ,000 5-1-18 2-1-19 8-11-19 2-10-20 3-1-22 10-1-22 5-1-23 5-1-25 5-1-25 50 ,000 50 ,000 50 ,000 50,000 100 ,000 50 ,000 50 ,000 20 ,000 40 ,000 S1947 S1949 S1949 S 1949 1952 1952 1943 1945 1954 Roads and bridges Roads and bridges Roads and bridges Roads and bridges Roads and bridges Roads and bridges Roads and bridges Roads and bridges Jail 42 ,000 46 ,000 46 ,000 46 ,000 100,000 50 ,000 50 ,000 20 ,000 40 ,000 Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 10-1-23 S 65,000 1928-31 S 50,000 6 WASHINGTON COUNTY (2-1-27) (a) For Schools 12-1-23 $ 100,000 S1953 S 94,000 Wi (b) For Purposes Other Than Schools sy 2 5V 2 W 2 WATAUGA COUNTY (11-30-26) (a) For Schools 11-1-23 $ 18,000 S1941 $ 15,000 5H (b) For Purposes Other Than Schools 5V 2 5V 2 6 6 5*A hV 2 5 5 WAYNE COUNTY (b) For Purposes Other Than Schools 12-1-13 7-1-19 6-1-21 3-1-22 4-1-23 6-1-24 11-1-24 5-1-25 % 110,000 75,000 25 ,000 200 ,000 25,000 25 ,000 130,000 25 ,C00 S1957 S1949 S 1935 1937 S 1933 S1936 S 1949 S 1939 Court house Bridges Bridges Funding Bridges Bridges Funding Bridges 100 ,000 73 ,000 25 ,000 200 ,000 19 ,000 25 ,000 120 ,000 25 ,000 5 5 5 5 5 5 484 Report of Educational Commission TABLE XVII— Continued WILKES COUNTY (a) For Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 7-2-23 $ 80,000 1924-53 $ 74,000 5^ (b) For Purposes Other Than Schools 3-1-15 3-1-15 7-1-16 11-1-16 9-1-18 4-12-19 4-12-19 11-15-21 5-1-22 5-1-23 12-1-24 14 ,000 11,000 20 ,000 250 ,000 22 ,000 25 ,000 250 ,000 275 ,000 50 ,000 30 ,000 116,000 S1935 1916-35 1936 1927-51 1938 1934-58 1934-58 1941-60 1933-52 1943-52 1934-62 County home Jail Bridge repair Highway improvement Bridge repair Highway improvement Highway improvement Highway improvement Roads and bridges Roads and bridges Roads and bridges 8,500 5,500 20 ,000 250 ,000 22 ,000 25 ,000 250 ,000 275 ,000 50 ,000 30 ,000 116,000 $ 36, WILSON COUNTY (10-1-26) (b) For Purposes Other Than Schools 10-1-20 3-1-22 6-1-24 7-1-25 4-1-26 43 ,000 217 ,500 400 ,000 625 ,000 625 ,000 S1932 S1936 S1953 S 1954 S1955 New county home. Funding... New court house.. Roads and bridges Roads and bridges 16,000 169 ,500 400 ,000 625 ,000 625 ,000 YADKIN COUNTY (10-2-26) (b) For Purposes Other Than Schools 6-1-15 9-1-15 11-1-16 3-1-17 5-1-19 1-1-21 2-1-22 40 ,000 20 ,000 12 ,000 140 ,000 50 ,000 90 ,000 60 ,000 1945 S1940 1946 1957 1959 1951 1952 Roads and bridges Roads and bridges Roads and bridges Roads and bridges Roads and bridges Roads and bridges Roads and bridges. 40 ,000 15 ,000 12,000 140 ,000 50 ,000 90,000 60,000 " S 75,783 YANCEY COUNTY (a) For Schools 1925 $ 50,000 1955 Funding. $ 50,000 Part IV 485 TABLE XVII— Continued YANCEY COUNTY— Continued (b) For Purposes Other Than Schools Date Issued Amount Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sink- ing Fund Interest Rate 1908 S 30,000 125 ,000 25 ,000 150 ,000 20 ,000 150 ,000 105 ,000 95 ,000 100,000 S1938 S1953 I 12 ,000 111 ,000 25 ,000 135,000 15 ,000 150 ,000 105 ,000 95 ,000 100 ,000 6 1913 5M 1915 5 1919 S1946 S1942 1962 1963 1963 1964 6 1922 6 1922 6 1923 6 1923 6 1924 6 486 Report of Educational Commission TABLE XVIII— LIST OF BOND ISSUES OF DISTRICTS AND TOWNSHIPS OUTSTANDING, 1926 ALAMANCE COUNTY (a) For Schools Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate $ 50,000 6,000 20 ,000 1922 1925 1922 S 1952 S 1941 S1952 $ 46 ,000 6,000 19,000 h\i Eli Whitney 6 Building 6 Special Charter Burlington' Graham If.. Haw River Mebane % 40,000 1915 1945 150 ,000 1923 1927-53 10 ,000 1904 1934 50 ,000 1921 Serial 20 ,000 1922 1924-51 75 ,000 1922 1924-52 Building Building. Building Building Building Building f 40,000 141 ,000 10,000 45 ,000 18 ,500 71 ,000 5 5 5 6 6 5H ALEXANDER COUNTY (a) For Schools Stony Point. Taylorsville.. 35 ,000 50 ,000 7-1-22 5-1-22 S1948 S1943 Funding. Funding. 33 ,000 46 ,000 ANSON COUNTY (a) For Schools JSpecial District. $ 6,000 7-1908 1939 Funding. 6,000 6 Special Charter Morven Wadesboro Wadesboro $ 8,000 1909 S 1930 15 ,000 1908 S 1928 125 ,000 1922 Serial Funding Funding Funding $ 4,000 12 ,000 113,000 12 ,000 BEAUFORT COUNTY (a) For Schools Aurora fBelhaven fBelhaven Pantego Terra Ceia JSpecial District $ 10,000 1915 1935 4,000 1911 1941 16,000 1909 1939 25 ,000 1923 S1950 4,000 1923 S 1936 16,200 11-1-21 S 1931 Funding Funding Funding Funding Funding Funding 10,000 4,000 16 ,000 24 ,000 3,600 9,720 •Issued by City of Burlington, llssued by City of Graham, tissued by Town of Belhaven. f'Special District" is term used when the name of district issuing bonds was not furnished in report. Part IV 487 TABLE XVIII— Continued BEAUFORT COUNTY— Continued Special Charter Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate HWashington. $300 ,000 25 ,000 7,000 1923 1904 1905 1943 1934 1935 Funding. Funding, Funding. $300 ,000 25 ,000 7,000 15,213.38 4,259.26 (b) For Purposes Other Than Schools Little Creek. Washington. $160,000 50 ,000 3-1-23 2-1-16 1947 1941 Roads. 5160.000 50 ,000 14,525.06 BERTIE COUNTY (a) For Schools Aulander Aulander Colerain Mars Hill.. Mars Hill.. Roxobel Windsor Woodville-Lewiston $ 12,500 1915 1925-36 15,000 1917 1930-45 20 ,000 1922 1924-41 5,500 1918 1921-37 5,000 1921 1924-41 10 ,0C0 1917 1919-34 10,000 1907 1912-31 25 ,0C0 1920 1921-40 Buildings Buildings Buildings Buildings Buildings Buildings Buildings Buildings 10,500 15,000 17,500 3,500 4,000 6,000 2,500 19 ,000 1,630 825 1,550 682 240 830 650 2,140 BLADEN COUNTY (a) For Schools Bladenboro Brown Marsh Elizabethtown French's Creek Hollow Township. White Oak.. $ 20 ,000 1917 1937 25 ,000 1922 1942 15 ,000 1922 1942 10 ,000 1922 1942 12 ,500 1924 S1944 6,000 1922 1942 Buildings. Buildings- Buildings. Buildings. Buildings. Buildings. 20 ,000 25 ,000 15,000 10 ,000 12 ,500 6,000 4,987.15 3,912.74 3,353.93 1,979.82 1,519.90 5 6 6 6 5V 2 (b) For Purposes Other Than Schools Abbotts Bethel.. Bladenboro Brown Marsh... Caown Marsh... Bresrrv Creek.. Carvers Creek.. C 8 ntral C°lby Cypress Creek.. Elizabeth French's Creek. Hollow Lake Creek Townhall White's Creek.. White Oak $ 25,000 1919 1939 20 ,000 1919 1939 25 ,000 1916 1936 10 ,000 1908 1928 40 ,000 1919 1939 10 ,000 1914 1934 50 ,000 1919 1939 5,000 1918 1938 5,000 1919 1939 12 ,500 1919 1939 20 ,000 1919 1939 30 ,000 1919 1939 20 ,000 1919 1939 20 ,000 1918 1938 10 ,000 1918 1938 30 ,000 1919 1939 20 ,000 1917 1937 Roads. Roads. Roads. Roads. Roads. Roads. Roads. Roads. Roads. Roads. Roads. Roads. Roads. Roads. Roads. Roads. Roads. 25 ,000 20 ,000 25 ,000 10,000 40,000 10,000 50,000 5,000 5,000 12,500 20 ,000 30 ,000 20 ,000 20 ,000 10 ,000 30 ,000 20 ,000 814.58 517.06 452.09 13,137.09 104.84 896.01 915.84 ,196.20 ,871.88 ,475.23 ,246.00 ,439.62 ,420.80 ,806.33 ,775.05 tissued by City of Washington. 488 Report of Educational Commission TABLE XVIII— Continued BRUNSWICK COUNTY (a) Foe Schools Barnardsville Biltmore Biltmore Beech Black Mountain. Black Mountain. Candler Emma Fairview.. Flat Creek French Broad Grace Grace Haw Creek Haw Creek Oakley Oakley Sand Hill Sandy Mush Swannanoa Swannanoa Turkey Creek Valley Springs... Valley Springs... Venable Weaverville - West Asheville... West Buncombe.. Woodfin Woodfin % 6,000 45 ,000 250 ,000 10 ,000 35 ,000 250 ,000 35 ,000 50 ,000 50 ,000 55 ,000 40 ,000 75 ,000 25 ,000 50 ,000 35 ,000 40 ,000 25 ,000 60 ,000 50 ,000 50 ,000 150 ,000 12,000 10 ,000 115,000 40 ,000 40 ,000 25 ,000 12 ,000 75 ,000 17,000 1-1-16 4-15-16 4-1-26 5-1-22 1-1-17 5-1-26 3-1-22 11-1-19 12-1-23 1-1-26 7-1-23 8-1-23 10-1-24 1-1-24 10-1-24 8-1-23 4-1-24 11-1-23 4-1-26 11-1-22 4-1-26 1-1-22 8-1-19 10-1-24 12-1-23 10-1-19 4-15-16 9-1-16 6-1-24 4-1-16 1936 1936 Serial 1942 1939 Serial 1942 1939 Serial Serial Serial Serial Serial Serial Serial Serial Serial Serial Serial Serial Serial 1927-47 1939 Serial Serial 1939 1936 1936 Serial Serial ,000 ,000 ,coo ,000 ,000 ,000 ,000 ,000 ,0C0 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 000 000 000 000 Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate $ 50 ,000 9-1-22 S1951 $ 48 ,000 5J4 (b) Fob Purposes Other Than Schools $ 99,00o! Prior to 3-1-21 \ % 99,000 J BUNCOMBE COUNTY (a) For Schools Special Charter % 10,000 30 ,000 50,000 25 ,000 200 ,000 200 ,000 550 ,000 24 ,500 550 ,000 1,500,000 4-1-02 4-1-07 1-1-13 10-1-16 12-1-15 8-1-19 6-1-21 6-1-21 4-1-25 1926 1932 1937 1943 1946 1945 1920-49 1924-51 1923-50 1928-55 1966 % 10,000 30 ,000 50 ,000 25 ,000 200 ,000 158 ,000 520 ,000 21 ,000 550,000 1,500,000 5 5 5 5 5 5 6 6 m 4M *Issued by Town of Asheville. Part IV 489 TABLE XVIII— Continued BUNCOMBE COUNTY— Continued (b) For Purposes Other Than Schools Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate % 25,000 15 ,000 25 ,000 75 ,000 100 ,000 25 ,000 15 ,000 3-1-08 5-1-11 11-1-25 7-1-26 8-1-25 7-1-26 7-1-26 1928 1931 S1941 S1956 Serial S1956 S1956 Roads and bridges.. Roads and bridges.. $ 25,000 15 ,000 25 ,000 75 ,000 75 ,000 25 ,000 15,000 6 6 6 6 6 6 6 BURKE COUNTY (a) For Schools DrexeL. Valdese. 25 ,000 15 ,000 1924 1922 Serial S1927 Buildings. Buildings. 23 ,000 15 ,000 Special Charter Glen Alpine Morganton. Morganton. Morganton. $ 12,500 1920 S1940 20 ,000 1905 1945 5,000 1913 1933 75 ,000 1921 S1950 Buildings Buildings Buildings Buildings 5,500 20 ,000 5,000 73 ,000 (b) For Purposes Other Than Schools Icard Linville Lovelady Lovelady Lovelady Lower Falls Morganton Morganton „ Morganton Morganton Quaker Meadows Upper Creek Upper Fork Silver Creek Silver Creek S 50,000 1916 1946 30 ,000 1920 Serial 10 ,000 1917 1947 10 ,000 1917 1947 30 ,000 1919 Serial 17 ,000 1922 Serial 15 ,000 1913 1933 10 ,000 1914 1934 10 ,000 1915 1935 10 ,000 1916 1936 20 ,000 1922 Serial 20 ,000 1922 Serial 10 ,000 1917 1947 15 ,000 1917 1947 10,000 1917 1947 Roads Roads Roads Roads Roads Roads Roads Roads Roads Roads Roads Roads Roads Roads Roads. 50 ,000 28 ,000 10,000 10,000 28 ,000 15 ,000 15 ,000 10,000 10,000 10 ,000 18 ,000 18 ,000 10 ,000 15,000 10,000 CABARRUS COUNTY Special Charter Concord. ?*20,000 •65 ,000 •62 ,000 •10 ,000 •225 ,000 1914 1918 1920 1922 1922 S1944 S 1942 S1942 S1932 S 1944 ; 20 ,ooo 47 ,000 45 ,000 5,000 203 ,000 •Issued by Town of Concord. 490 Keport of Educational Commission TABLE XVIII— Continued CALDWELL COUNTY Special Charter Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate $ 75,000 13 ,000 150 ,000 •100.000 7-1-21 1-1-24 1-1-24 6-1-20 S 1950 1934 Serial $ 72 ,000 13,000 150.C0C 100 ,000 $13,978.94 6 6 hVi 5 CAMDEN COUNTY (a) For Schools Court House Old Trap... Shiloh S 20,000 7-1-25 1945 15,000 7-1-21 1941 15 ,000 7-1-21 S1941 Buildings Buildings Buildings 20 ,C00 15 ,000 15 ,000 980.06 1,940.26 3,059.76 (b) For Purposes Other Than Schools Shiloh andCourt House South Mills $100 ,000 30 ,000 1925 10 yrs. j Township road 1 \ bonds J $100,000 30 ,000 $ 1,521.56 2,222.14 6 CARTERET COUNTY (a) For Schools Atlantic Atlantic and Newport. Camp Glenn Davis Davis .. Harkers Island Harkers Island.. Newport High School. Newport Sea Level Sea Level Smyrna Smyrna Stacy Stacy White Oak $ 6,000 7-1-22 S1952 Builc 13 ,000 12-15-22 S1941 Buik 35 ,000 7-1-22 S1952 Builc 2,000 3-10-23 S 1933 Buik 3,000 7-1-22 S1942 Builc 3,500 2-10-22 S1932 Buik 2,000 3-10-23 S1933 Buik 16,000 12-15-22 S 1941 Buik 65 ,000 10-1-21 S1951 Buik 3,000 7-1-22 S 1942 Buik 2,000 3-10-23 S1933 Buik 5,900 12-15-22 S 1942 Buik 3,600 12-15-24 S1943 Buik 1,000 3-10-23 S1933 Buik 3,500 7-1-22 S 1942 Buik 15 ,000 10-1-24 1953 Buik lding lding. lding. lding. lding lding. lding. lding. lding lding lding lding lding lding lding lding 5,600 11 ,700 33 ,000 1,400 2,600 2,024 1,400 12 ,000 57 ,500 2,600 1,400 5,015 3,420 700 3,100 15 ,000 Special Charter Beaufort Morehead City Morehead City Morehead City Morehead City S 20 ,000 65 ,000 50 ,000 4,000 6,000 1-1-16 12-15-20 9-1-17 1-1-18 7-1-13 1936 1960 1945 1943 1932 20 ,000 65 ,000 50 ,000 4,000 6,000 •Issued by Town of Lenoir. IV 491 TABLE XVIII— Continued CARTERET COUNTY— Continued (b) For Purposes Other Than Schools Name of District Amount Date Da'te of Issued Issued Maturity $ 81 ,0C0 3-1-24 1945 5,000 5-1-14 1956 3,000 5-1-13 1955 10 ,000 5-1-13 1955 5,000 4-1-16 1958 Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate District No. 2 Newport Newport... Morehead Township Hunting Quarter... Drainage Roads Roads Roads Roads 81 ,000 5,000 3,000 10 ,000 5,000 CASWELL COUNTY (a) For Schools 'Special district 'Special district •Pelham $ 300 1917 1927 3,000 1921 S 1931 10,000 1922 Serial 300 1,500 7,500 CATAWBA COUNTY (a) For Schools Con over Longview Maiden. Catawba, special dist.. stio.ooo 30,000 80 ,000 15,000 6-1-17 1924 1-1-24 6-6-21 1928-54 1941 Building Building. Building Building. 8 10,000 30 ,000 74 ,0C0 15 ,000 5H 6 Special Charter Hickory. Newton. $§25 ,000 6-1-16 S1941 §35 ,000 3-1-20 S1950 §250 ,000 1-1-24 S1954 15 ,000 1907 1937 100 ,000 1922 S1948 Building Building Building Building Building I 16,000 31 ,000 245 ,000 15 ,000 84,000 7,192.50 5 6 5A 5 5H (b) For Purposes Other Than Schools Special district. 50 ,000 50 ,000 6-1-12 6-1-12 S1932 1942 Roads. Roads. S 42 ,000 50,000 CHATHAM COUNTY (a) For Schools Bonlee Goldston. Moncure.. Pittsboro. Siler City % 3,500 1917 1937 7,000 1918 1938 12 ,000 1919 1939 50 ,000 1923 Serial 50 ,000 J4 ,000 Serial 1909 Building Building Building Building Building Building 3,500 7,000 12,000 49 ,C00 48 ,C00 4,000 2,194 6 VA •Taken over by county. §Issued by Town of Hickory, tissued by Town of Conover. tissued by Town of Siler City. 492 Report of Educational Commission TABLE XVIII— Continued CHATHAM COUNTY— Continued (b) For Purposes Other Than Schools Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate $ 30 ,000 50 ,000 32 ,000 50 ,000 50 ,000 20 ,000 5,000 20 ,000 45 ,000 1920 1919 1916 1915 1919 1915 1916 1919 1915 $ 30,000 50 ,000 32 ,000 50 ,000 50,000 20 ,000 5,000 20 ,000 45 ,000 6 6 5 5 Gulf 6 5 5 6 5 CHEROKEE COUNTY (a) For Schools % 30 ,000 7-1-09 1939 $ 30 ,000 6 Special Charter $ 10,000 15 ,000 10 ,000 20 ,000 7-1-12 1-1-14 1-1-15 7-1-10 1942 1944 1945 7-1-40 $ 10,000 15,000 10,000 20 ,000 5H &A hYi 5K (B) For Purposes Other Than Schools S 50 ,000 25 ,000 13 ,000 100,000 20 ,000 15 ,000 25 ,000 50 ,000 15 ,000 6-1-23 1-1-24 4-1-14 4-1-12 4-1-24 7-1-24 1-1-24 1-1-24 4-1-12 1953 1954 1944 1942 1954 1954 1954 1954 1942 $ 50 ,000 25 ,000 13 ,000 100 ,000 20 ,000 15 ,000 25 ,000 50 ,000 15 ,000 6 6 6 5 6 6 6 6 Valley 6 CHOWAN COUNTY (a) For Schools $ 15,000 1921 S1941 S 14,000 $ 1,514.76 6 Special Charter District Edenton $'25 ,000 •10,000 *50 ,000 1916 1917-25 1924 Serial Serial 1927-54 3 15,000 10,000 50 ,000 5 5 5 •Issued by Town of Edenton. Pakt IV 493 TABLE XVIII— Continued CLEVELAND COUNTY (a) For Schools Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate $ 6,000 5,000 1915 1913 1935 1933 $ 6,000 5,000 6 6 Special Chartbb Kings Mountain. Shelby $*10,000 1909 1929 *50 ,000 1922 S1942 '60,000 1925 1945 t35 ,000 1907 1937 t75 ,000 1922 S 1925-55 t200 ,000 1925 S 1928-48 f 10,000 49 ,000 60 ,000 35 ,000 69 ,000 200 ,000 6 5 (b) For Purposes Other Than Schools Number 1 Number 2 Number 3 Number 4 K. M... Number 4, Grover Number 5 Number 6 Number 7 Number 8 Number 9 Number 9 Number 10 Number 11 Number 6... $ 25 ,000 7-1-19 1925-49 40 ,000 3-1-16 1936-55 30 ,000 12-1-15 1926-45 f 25 ,000 9-1-11 1941 \ 15,000 4-1-14 1924-34 10,000 4-1-14 1935-45 40 ,000 7-1-19 1929-48 100 ,000 1-1-10 1933-44 50 ,000 6-2-13 1938-47 f 25 ,000 \ 25 ,000 1939-48 75 ,000 7-1-18 1928-57 15 ,000 5-1-22 1927-49 25 ,000 7-1-19 1924-48 30 ,000 7-1-19 1924-49 100,000 5-1-22 1927-61 Roads. Roads. Roads. Roads. Roads. Roads. Roads. Roads. Roads. Roads. Roads. Roads. Roads Roads Hospital. I 23 ,000 40 ,000 29 ,000 25 ,000 10 ,000. 10 ,000 40 ,000 100,000 50 ,000 50 ,000 75 ,000 15 ,000 22 ,000 27 ,000 100 ,000 1,228.20 733.04 1,017.78 577.68 3,000 5,938.19 2,822.66 3,097.57 952.89 13,266.69 2,431.10 2,467.66 2,664.06 2,822.66 6 5M 5M 5 5 5 6 6 5J^ COLUMBUS COUNTY (a) For Schools Chadbourn Fair Bluff.. Tatum Whiteville.. Williams % 10,000 8-1-11 8-1-41 25 ,000 7-1-24 1927-51 6,000 7-15-15 1945 50 ,000 1-1-24 1926-53 75 ,000 1-1-22 1925-49 10,000 2-16-14 1916-44 Building Building Building Building Building Building 10 ,000 25 ,000. 6 ,000 49 ,000 71 ,000 10,000 S 6 ,000 1,000 4,000 6 5H 6 CRAVEN COUNTY (a) For Schools Bridgeton.. Vanceboro. $ 15,000 30 ,0C0 11-1-22 3-1-22 1927-52 1928-52 14 ,000 28 ,000 "Issued by Town of Kings Mountain, tissued by Town of Shelby. 494 Report of Educational Commission TABLE XVIII— Continued CRAVEN COUNTY— Continued Special Charter Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate 1*20,000 "150,000 *30 ,000 »20 ,000 1914 1920 1921 1925 1934 1940 1941 S1955 $ 20 ,000 150 ,000 30 ,000 20 ,000 4 4H PA 4M CUMBERLAND COUNTY (a) For Schools East over Gray Creek Linden (Pearce's Mill) Massey Hill... Seventy-First. Stedman Wade S 50 ,000 5-1-25 S 1955 25 ,C0C 11-1-21 S 1946 24 ,000 1923 1953 75 ,000 7-1-23 S1953 40 ,000 4-1-24 S1944 45 ,000 4-1-24 S 1953 35 ,000 7-1-24 S1953 Buildings Buildings. Buildings Buildings Buildings Buildings Buildings S 50 ,000 20 ,000 24 ,000 73 ,000 36 ,000 45 ,000 35 ,000 Special Charter Fayetteville. % 50 ,000 1910 1940 250,000 1921 1961 125 ,000 1923 S 1954 Buildings Buildings Buildings \ 50 ,000 250 ,000 125 ,000 CURRITUCK COUNTY (a) For Schools Crawford, No. Moyock % 2,500 25 ,000 8-17-16 7-1-21 S1930 S 1941 Buildings $ 800 Buildings 19,000 Bulton. Kitty Hawk__ Manteo Nags Head... Stumpy Point St 3,000 1924 S 1958 t700 1924 S1958 fl ,900 1924 S 1958 fl ,500 1924 S 1958 f8 ,000 1924 S 1958 Roads and bridges. Roads and bridges. Roads and bridges. Roads and bridges. Roads and bridges. 3,000 700 1,900 1,500 8,000 (b) For Purposes Other Than Schools % 5,000 1921 S 1928 I 2,000 6 DARE COUNTY (a) For Schools $ 3,500 1915 S1935 High school building $ 1 ,750 (b) For Purposes Other Than Schools 'Issued by Town of New Bern. fThese district road bonds underwritten by two county wide bond issues. Part IV 495 TABLE XVIII— Continued DAVIDSON COUNTY (a) For Schools Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate 3 20 ,000 15 ,000 12,500 12 ,500 20 ,000 1922 1925 1923 1925 1926 S1949 1957 1950 1950 S1965 S 18,500 15 ,000 12 ,500 12 .500 18 ,000 6 6 6 5H 6 Special Charter Lexington. Thomasville. S* 4 ,000 1901 1931 *225 ,000 1922 1942 *75 ,000 1920 1921-50 *50 ,000 1924 S 1944 *150,000 1925 S1945 tio.ooo 7-1-02 1932 tl5 ,000 2-1-17 S1947 tioo.ooo 3-22 1951 tl25 ,000 4-23 1953 High school High school High school City 5 4,000 180,000 15 ,000 45 ,0C0 142 ,000 10,000 10,500 100,000 125 ,000 5 5 6 5 5 (b) For Purposes Other Than Schools District No. 1. 3 7,500 Drainage 3 7,500 DAVIE COUNTY (a) For Schools Farmington Shady Grove.. Smith Grove... Special district 3 5,000 7-1-17 1947 23 ,000 7-1-24 1951 15 ,000 10-1-23 S1940 3,000 7-1-17 1937 2,000 7-1-17 1934 School School School School School 3 5,000 23 ,000 14 ,000 3,000 2,000 6 VA 6 6 Special C HARTER 3*45,000 10,300 5-1-23 7-1-24 S1953 S1934 3 42 ,000 9,000 6 School h\i DUPLIN COUNTY (a) For Schools Calypso. Rose Hill. Teachey.. 3tl6,C0O 5-1-18 Serial 50 ,000 2-1-21 Serial 10,000 10-1-13 1928 §6 ,0C0 1-1-11 1930 12 ,000 6-1-19 Serial Buildings Buildings Buildings Buildings Buildings 12 ,000) 42 ,000 I 10 ,000 \ 6 ,000 | 2 ,000j 3 7,607.84 5M 6 6 •Issued by Town of Lexington. tissued by Town of Thomasville. 'Issued by Town of Mocksville. §Issued by Town of Teacheys. fAll School District Bonds Assumed by County. 496 Report of Educational Commission TABLE XVIII— Continued DUPLIN COUNTY— Continued Special Charter Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est . Rate $ 50,000 10,000 2-1-21 8-1-23 Serial Serial $ 42 ,000 9,000 6 Buildings 6 (b) For Purposes Other Than Schools $ 10.0G0 30 ,000 20 ,000 4-1-15 4-1-13 1911 Serial Serial 1941 8 4,500 17,000 20 ,000 6 Roads 6 6 DURHAM COUNTY (a) For Schools Bethesda East Durham Lakewood 30 ,000 40 ,000 50,000 36 ,000 2-4-24 1922 1924 11-1-22 S1954 S1943 1954 S1952 School building School building School building School building 28 ,000 34 ,000 50, COO 33 ,000 Special Charter Durham. $*5C ,000 7-1-05 1935 *25 ,000 1-1-12 1927 ♦45 ,000 1-1-16 1941 *650 ,000 7-1-20 S1949 t!18 ,000 Serial Building Building Building Building Building i 50 ,000 25 ,000 45 ,000 588 ,000 118,000 EDGECOMBE COUNTY (a) For Schools Battleboro.. Conetoe Crisp.- Leggett Macclesfield Pinetops $ 25,000 4-1-20 1940 30 ,000 7-1-24 1954 25 ,000 1-1-23 1942 30 ,000 7-1-24 1954 22 ,000 7-1-22 1941 3,000 7-1-25 1933 15 ,000 4-1-20 1940 Buildings Buildings Buildings Buildings Buildings Buildings Buildings 25 ,000 30 ,000 25 ,000 30 ,000 22 ,000 3,000 15 ,000 Special Charter Rocky Mount. Tarboro. $*15 ,000 5-1-01 1941 *35 ,000 7-1-13 1S53 *150,C00 4-1-22 S1953 "30,000 9-1-21 S1951 *350 ,0C0 10-1-26 1962 35 ,000 5-1-09 1939 130,000 6-1-23 S1952 School School School.. School School.. Building and equip- ment School building I 15,000 35 ,000 130,000 25 ,000 350 ,000 35 ,000 124 ,000 $13,389.57 fBonds assumed from county and districts annexed to Durham Special Charter District. "Issued by City of Durham. 'Issued by Town of Rocky Mount. Part IV 497 TABLE XVIII— Continued EDGECOMBE COUNTY— Continued (b) For Purposes Other Than Schools Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate $ 10,000 9-1-08 Road building % 10,000 $ 1,320.00 5 FORSYTH COUNTY (a) For Schools Clemmons Kernersville... Lewisville Old Richmond Rural Hall Vienna Walkertown Waughtown Sf36 ,000 1926 1943 25 ,000 1921 S1948 8,500 1926 1943 8,500 1926 1943 12 ,750 1926 1943 8,500 1926 1943 90 ,000 1926 1943 12,750 1926 1943 School School School School School School School School building S 36 ,000 building 23 ,000 building 8,500 building 8,500 building 12 ,750 building 8,500 building 90 ,000 building 12 ,750 4^ 6 4H 4H 4^2 VA Special Charter Winston-Salem. S*60.000 7-1-12 1952 *60 ,000 7-1-14 1944 *50 ,000 4-1-17 1947 *800 ,000 5-1-21 Serial *300 ,000 5-15-22 Serial *700 ,000 5-15-23 Serial *800,000 7-1-24 Serial School School School School School School School building building S 60,000 60 ,000 50,000 660 ,000 260.000 625 ,000 773 ,000 building building building 4^ 5 5 VA (b) For Purposes Other Than Schools Winston-Township . 53 ,000 1-1- 1928 Railroad. 53 ,000 FRANKLIN COUNTY (a) For Schools Cedar Rock. Epsom. % 7,500 6,000 30 ,000 1939 1941 1958 School School School 7,500 6,000 30,000 681.56 Special Charter Franklinton. Louisburg... $ 10,000 1905 1935-45 10,000 1905 1935 10 ,000 1907 1937 School School School 10 ,000 10,000 10 ,000 7,295.99 •Issued by City of Winston-Salem, t Assumed by county. 32 498 Report of Educational Commission TABLE XVIII— Continued FRANKLIN COUNTY— Continued (b) For Purposes Other Than Schools Name of District Amount Date Date of Issued Issued Maturity $ 20 ,000 1916 1946 10,000 1919 1949 40 ,000 1920 1950 10 ,000 1921 1951 20 ,000 1917 1947 20 ,000 1919 1949 10 ,000 1909 1939 30 ,000 1911 1941 20 ,000 1913 1949 40 ,000 1919 1949 40 ,000 1921 1951 50 ,000 1919 1949 50 ,000 1920 1950 50 ,000 1925 27-54 40 ,000 1911 1941 40 ,000 1914 1944 50 ,000 1919 1949 25 ,000 1911 1941 15 ,000 1913 1943 Purpose of Issue Amount Out- standing Amount in Sinking Fund Cedar Rock... Cypress Creek Dunns.. Franklinton... Gold Mine Harris Hayesville Louisburg Sandy Creek.. Youngsville.-. Road Road Road Road Road Road Road Road. Road Road. Road. Road Road. Road. Road Road. Road. Road Road. 1,327.64 4,321.88 7,979.95 4,388.48 5,731.39 6,611.81 1,000 1,217.66 GASTON COUNTY (a) For Schools $ 50 ,000 30 ,000 50 ,000 25 ,000 30 ,000 50 ,000 25 ,000 25 ,000 50 ,000 50 ,000 30 ,000 t 7,000 tl4,000 f50 ,000 50 ,000 25 ,000 30 ,000 50 ,000 10,000 10 ,000 50 ,000 5-1-21 6-1-23 5-1-26 7-1-18 5-1-26 7-1-24 7-1-17 6-1-23 7-1-24 7-1-24 5-1-26 1908 1917 1921 7-1-24 4-1-20 1923 5-1-21 7-1-19 6-1-23 5-1-21 1941 S1953 1952 1938 1929-56 1927-54 1937 1926-50 1927-54 1927-54 1929-56 1928 1937 S1941 1927-54 1940 1926-53 1941 1939 1926-45 1941 $ 50 ,000 29 ,000 50 ,000 25 ,0C0 30 ,000 50 ,000 25 ,000 24 ,000 50 ,000 5C ,000 30 ,000 7,000 14 ,000 37,500 50 ,000 25 ,000 29 ,000 50 ,000 10,000 9,500 50 ,000 6 6 5M 6 5A Flint Grove 514 5A 6 &A Myrtle 5A Mt. Holly 5H 6 6 5 5V 2 6 6 6 6 6 6 Special Charter Bessemer. $c20 ,000 c30 ,000 1913 1921 1933 S1951 tissued by Town of Mt. Holly, clssued by Town of Bessemer City. $ 20 ,000 27 ,000 % 6,400 Part IV 499 TABLE XVIII— Continued GASTON COUNTY— Continued Special Charter — Continued Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate $ 40 ,000 30 ,000 *2C ,000 tl5,000 tl5 ,000 tio ,000 tlOO ,000 450 ,000 150,000 100 ,000 200,000 1921 6-1-24 1915 1901 1907 1913 1916 1921 1922 1923 1925 1924-41 1927-46 1945 1931 1937 % 34 ,000 30 ,000 20 ,000 15 ,000 15 ,000 10,000 100 ,0C0 394 ,000 142 ,000 94 ,000 200 ,000 6 6 6 5 5 5 1946 S 1948 1925-49 1925-52 1968-62 5 6 5 5H 1% GATES COUNTY (a) For Schools Eure (Hall)-. Hobbsville.. Holly Grove S 15,000 25 ,000 9-1-21 1921 1941 1941 15 ,000 25 ,000 S 1,561.00 4,707.81 (b) For Purposes Other Than Schools s 100 4-5-15 ' 1930 400 4-5-15 1935 7,000 5-5-16 1946 Road. Road. Road. s 100 400 7,000 Knap of Reeds Creedmore Stem Stovall Oxford $ 6,000 5-1-17 1937 3,500 6-1-18 1928 20 ,000 1921 1922-40 40,000 1922 1925-51 40 ,000 1921 1925-51 6,000 3,500 15,000 38,000 38 ,000 GRAHAM COUNTY (a) For Schools $ 25,000 12-1-21 1941 $ 25 ,000 S 4,556.00 6 (b) For Purposes Other Than Schools % 15,000 11-1-13 1933 $ 15,000 6 GRANVILLE COUNTY (a) For Schools Special Charter % 20 ,000 5-1-13 1943 50 ,000 7-1-19 1949 75 ,000 1-1-21 1951 20 ,000 50 ,000 75 ,000 % 3,930.84 6,779.76 10,053.55 5 5H, 6 'Issued by City of Cherryville. tissued by Town of Gastonia. 500 Report of Educational Commission TABLE XVIII— Continued GREENE COUNTY (a) For Schools Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate Snow Hill $ 25 ,000 50 ,000 7-1-20 1-1-21 1940 1951 $ 25 ,000 50 ,000 Shown as county- wide sinking fund. These bonds taken over by county. 6 > u 1 6 (b) For Purposes Other Than Schools GUILFORD COUNTY (a) For School . Special Charter Bull Head $ 20 ,000 10 ,000 20 ,000 20 ,000 10 ,C00 20 ,000 5-1-15 5-1-15 5-1-15 5-1-15 5-1-15 5-1-15 1919-34 1919-32 1919-34 1919-34 1919-32 1919-36 f 10,000 5,500 10 ,000 10,000 5,500 10 ,000 5 5 Olds 5 5 5 Snow Hill Road.... 5 Greensboro (old dis- trict). High Point. $ 35.00C 1910 30.000 1911 60.000 1915 500. 0G0 1922 500.000 1924 "10,000 1897 *15 ,000 1904 ♦10 ,000 1911 *50 ,000 1913 *175 ,000 1921 250 ,000 1922 *750 ,000 1925 1940 1941 S 1945 S 1951 S 1951 1927 1934 1941 1943 1924-51 1925-52 1928-55 $ 35.000 30.000 40.000 467.000 478.000 10 ,000 15,000 10 ,000 50 ,000 163 ,000 238 ,000 750,000 HALIFAX COUNTY (a) For School Palmyra. $ 25 ,000 1922 S 1942 $ 21 ,000 Special Charters Enfield. Roanoke Rapids. S 15,000 7-15-16 S1948 12 ,000 4-16-24 S1944 20 ,000 4-19-24 S1944 10 ,000 1907 S1939 20 ,000 1910 S1964 10 ,000 1915 S1944 85 ,000 1918 1949 10,000 10,800 18 ,000 6,500 19 ,000 9,000 85 ,000 "Issued by Town of High Point. Pakt IV 501 TABLE XVIII— Continued HALIFAX COUNTY— Continued Special Charter— Continued Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate S375 ,000 34 ,000 20 ,000 10 ,000 35 ,000 10,000 50 ,000 tl6 .000 20 ,000 25 ,000 10 ,000 101 ,500 7,600 25 ,000 *3 ,500 1919 1919 1923 1923 1924 1924 1926 1913 1923 1924 1924 S1951 Serial Serial Serial Serial Serial Serial 1943 S1942 S1943 S 1943 $351 ,000 10,200 17,000 8,500 31 ,500 8,000 50 ,000 16 ,000 17 ,000 22 ,500 9,000 101 ,500 7,600 25 ,000 2,000 6 4 i l A iA 4A &A VA VA 4H VA VA 6 6 6-10-26J 1910 Annu- ally 20 yrs. S 1929 1 4 J 6 (b) For Purposes Other Than Schools % 40,000 25 ,000 60 ,000 25 ,000 5,000 40 ,000 60 ,000 1-1-16 4-1-16 1-1-14 7-1-16 7-1-16 1-1-14 1-1-16 1956 1922-46 1944 1922-46 1942-46 1944 1956 $ 30,000 20 ,000 42 ,000 20,000 5,000 40 ,000 45 ,000 6 6 Enfield - 6 6 6 6 6 HARNETT COUNTY (a) For Schools Angier Anderson Creek Coats Lillington Long Branch S 20,000 4,000 50 ,000 15 ,000 15 ,000 30 ,000 15 ,000 10 ,000 15 ,000 30,000 1917 2-1-19 1924 1919 1920 1920 1913 1915 1919 1924 1937 S 1927 1927-64 1939 S1940 1940 1933 1935 1939 1927-54 20 ,000 500 50 ,000 15 ,000 10,000 30 ,000 15.0C0 10,000 15,000 30 ,000 Special Charter Duke % 75,000 70 ,000 100 ,000 40 ,000 60 ,000 1922 1924 1921 1922 1926 1924-52 1926-54 1924-51 1925-40 1929-56 % 75,000 68 ,000 94 ,000 38 ,000 60 ,C00 5A 5K 6 5A 5 'Issued by Town of Weldon. tissued by Town of Scotland Neck. 502 Report of Educational Commission TABLE XVIII— Continued HARNETT COUNTY— Continued (b) For Purposes Other Than Schools Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate $ 15,000 50 ,000 10 ,0G0 25 ,000 40 ,000 30 ,000 30 ,000 ,30,000 50,000 10 ,000 40 ,000 20 ,000 15 ,000 15 ,000 15 ,C00 25 ,000 20 ,000 1915 1920 1914 1915 1921 1919 1920 1918 1919 1920 1920 1915 1920 1917 1920 1920 1914 1935 1940 1934 1935 1941 1940-49 1940 1938 1949 1940 1940 1935 1940 1937 1940 1940 1934 $ 15,000 50 ,000 10 ,000 25 ,000 40 ,000 30,000 30,000 30 ,000 50 ,000 10,000 40,000 20 ,000 15,000 15 ,000 15 ,000 25 ,000 20 ,000 6 6 6 6 6 Duke „ 6 6 6 6 6 6 6 6 Mill's Creek 6 6 6 6 HAYWOOD COUNTY (a) For Schools Dollwood... Lines Creek Waynesville $ 10,000 30 ,000 10 ,000 f2 ,000 t20 ,000 t6 ,000 235 ,000 1922 7-1-26 1899 1904 1912 1913 1924 S1944 1956 1926 1934 1942 1943 S1954 f 9,000 30 ,000 10,000 2,000 20 ,000 6,000 231 ,000 Special Charter Canton. $ 15,000 *65 ,000 *25 ,000 2-1-09 6-1-21 8-1-23 1939 S1951 S1951 S 15,000 60 ,000 24 ,000 (b) For Purposes Other Than Schools Cataloche. $ 30 ,000 3-1-24 1954 S 30,000 HENDERSON COUNTY (a) For Schools Balfour Edneyville E. Flat Rock... Edneyville Fletcher Flat Rock Hooper's Creek Mills River $ 50 ,C00 1-28-26 1927 45 ,000 50 ,000 1-25-26 1927 25 ,000 1923 S1943 8 ,000 1925 1945 40 ,000 1925 1945 30 ,000 1924 1944 40 ,000 7-1-25 1944 20 ,000 1922 S 1942 50 ,000 45 ,000 50 ,000 23 ,750 8,000 40 ,000 30 ,000 40 ,000 19 ,000 *Issued by Town of Canton. tissued by Town of Waynesville. Part IV 503 TABLE XVIII— Continued HENDERSON COUNTY —Continued Special Charter Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inte-r est Rate S *6,000 *15,000 *2C ,000 *280 ,000 1903 1911 1920 2-1-25 1933 Serial Serial 1928-57 S 6,000 1,000 23 ,000 280 ,000 6 6 6 5H (b) For Purposes Other Than Schools Clear Creek Road Crab Creek Road Edneyville Henderson ville Hendersonville Road.. Hooper's Creek Mills River $ 2,500 7-1-17 1927 15,000 1-1-15 1945 12 ,000 1-1-14 1944 10 ,000 2-1-25 1935 50 ,C00 7-1-13 1943 20 ,000 7-1-13 1943 20 ,000 1-1-15 1945 Roads Roads. Roads. Funding railroad . . Roads Roads -. Roads 2,500 15X00 12,000 10 ,0C0 50 ,000 20 ,C00 20 ,000 6 6 6 5Ji 6 HERTFORD COUNTY (a) For Schools Harrellsville. Menola Murfreesboro Winton S 40 ,000 10-1-21 1941 4, COO 7-1-18 1938 25 ,000 10-1-21 1954 25 ,000 6-1-19 1949 Building Building Building Building S 40 ,000 4,000 25 ,000 25 ,000 4,345.07 HOKE COUNTY (a) For Schools Antioch-. Raeford__ Stonewall $ 10, coo 1913 35 ,000 1913 15,000 1922 1943 1943 Serial Building Building Building 10 ,000 35 ,000 14,000 $10,404.04 HYDE COUNTY (a) For Schools Fairfield Swan Quarter. $ 5,000 1,500 1917 1903 S 1932 S 1928 3.000 200 IREDELL COUNTY (a) For Schools Sharon _ % 20,000 10-1-21 S 1941 1$ 15,000 Spec.al Charter S 10,000 10 ,000 50 ,000 50 ,000 7-15-06 7-1-09 1-1-21 1-1-21 7-15-36 1939 1951 1941 S 10,000 10,000 50,000 50 ,000 5 5 6 6 'Issued by Town of Hendersonville. 504 Report of Educational Commission TABLE XVIII— Continued IREDELL COUNTY— Continued Special Charter — Continued Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate $t25 ,000 tico.ooo t50 ,000 fl50,000 tlOO.OOO t20 ,000 7-1-14 1919 4-1-20 1-1-22 7-1-25 2-15-12 1944 S 1949 Serial Serial Serial S 1932 $ 25 ,000 94 ,000 30 ,000 130 ,000 100 A 00 2C ,roo 5V2 sy 2 6 5V 2 5 (b) For Purposes Other Than Schools Bethany Eagle Mills... Statesville Turnersburg. Union Grove $ 12,500 7-1-13 1943 20 ,000 7-1-13 1943 50,000 7-1-10 1940 35 ,000 7-1-13 1943 10 ,000 7-1-13 1943 Railroad Railroad Railroad Railroad Railroad 12 ,500 20 ,000 50 ,000 35 ,000 10,000 $ 5,146.67 8,666.67 26,666.67 15,166.66 4,333.33 JACKSON COUNTY (a) For Schools Special District. East La Porte... 5,500 6,000 7-1-18 4-1-23 1948 Serial 5,500 5,750 (b) For Purposes Other Than Schools Cullowhee Dillsboro.. Sylva $ 16,000 9-1-13 1918-38 15 ,000 1-1-14 1934 30 ,000 8-1-13 1918-37 20 ,000 2-1-15 1945 Roads and bridges. Roads and bridges. Roads and bridges. Roads and bridges. 11 ,500 15,000 21 ,000 20 ,000 JOHNSTON COUNTY (a) For Schools $ 12,500 12,500 12 ,500 75 ,000 30 ,000 15 ,000 20 ,000 25 ,000 10 ,000 5,000 50 ,000 30,000 25 ,000 10 ,000 30 ,000 50 ,000 50 ,000 1-1-23 1-1-23 1-1-23 6-1-22 1-1-24 7-1-13 5-1-23 2-1-25 2-1-25 1-1-24 1-1-24 4-15-24 5-1-23 7-1-09 6-1-10 1-1-21 7-1-21 S1929 S 1929 S1929 1942 S1925 S1943 Serial S1950 S1955 S 1929 S1954 S1925 S1929 1939 1940 1951 1941 S 12,500 12,500 12 ,500 75 ,000 28 ,000 14 ,000 20 ,000 24 ,000 10,000 3,000 50 ,000 28 ,000 25 ,000 10 ,000 30 ,000 50 ,000 50 ,000 6 6 6 6 6 5 6 5V 2 5V 2 6 6 6 6 . 5 6 6 6 tissued. by Town of Statesville. Pakt IV 505 TABLE XVIII— Continued JOHNSTON COUNTY— Continued Special Charter Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate S 30,000 20 ,000 20 ,000 20 ,000 25 ,000 10 ,000 80 ,000 50 ,000 10 ,000 25 ,000 40 ,000 35 ,000 100 ,000 6-1-15 6-1-21 4-15-24 4-15-26 1-1-14 7-1-15 4-15-24 4-15-24 9-1-26 3-1-21 3-1-21 3-1-21 3-1-21 1945 1941 S 1944 S 1954 1944 1945 S1945 1954 1945 S1932 S1937 S1941 1951 S 30 ,000] 20,00ol 18 ,000| 20 ,000j 25 ,000 10 ,000 72 ,000 50 ,000 10,000 20 ,000 36 ,000 32 ,000 100,000 t 8,589.16 f fi « P [4 5 514 6 6 0V2 Smithfield 6 6 6 6 (b) For Purposes Other Than Schools % 50 ,000 25 ,000 25 ,000 40 ,000 10 ,000 40 ,000 20 ,000 35 ,000 25 ,000 40 ,000 50 ,000 50 ,000 16 ,000 20 ,000 30 ,000 50 ,000 65 ,000 5,000 15 ,000 25 ,000 40 ,000 4-1-19 4-1-20 7-9-21 1-1-15 7-1-19 10-1-16 9-1-19 7-1-19 1-1-17 7-1-19 1-1-20 7-1-14 10-1-16 ' 4-1-20 5-1-19 1-1-20 5-1-20 1-1-20 4-1-21 2-1-17 1-1-21 1959 1960 1961 1955 S1939 1946 1949 1949 1947 1949 1950 1954 1946 1950 1949 1950 1950 S 1950 1936 1947 1951 $ 50 ,000 25 ,000 25 ,000 40 ,000 5,000 40 ,000 20 ,000 35 ,000 25 ,000 40 ,000 50 ,000 50 ,000 16,000 20 ,000 30 ,000 50 ,000 65 ,000 4,000 15 ,000 25 ,000 40 ,000 % 6 6 6 5 5 Boon Hill 5,473.49 5 6 648.21 3,210.34 2,234.14 5 5 5 5 7,285.50 659.78 5 5 6 6 3,997.16 $ 1,555.75 5 6 5 Smithfield 6 5 3,503.33 6 JONES COUNTY (a) For Schools $ 60,000 15 ,000 25 ,000 5-1-21 11-1-19 3-1-21 S1951 1939 S 1948 $ 50,000 15 ,000 22 ,000 White Oak. 6 LEE COUNTY (a) For Schools Broadway. || 8,000 I 11-1-26 I 1946 1,000 5H 506 Report of Educational Commission TABLE XVIII— Continued LEE COUNTY— Continued (a) Fob Schools — Continued Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate % 7 ,000 10 ,000 10,000 15,000 11-1-26 11-1-11 11-6-22 11-1-26 1946 1941 1942 Serial % 7 ,000 10 ,000 10,000 15 ,000 5 2,500 1,500 p 6 6 Special Charter Sanford. 10,000 20 ,000 35 ,000 65 ,000 7-1-06 1-1-16 5-1-22 4-1-24 1936 1936 S 1961 1963 10,000 20 ,000 35 ,000 65 ,000 4,000 8,000 LENOIR COUNTY (a) For Schools La Grange. 3 7.5C0 1946 $ 7,500 Special Charter Kinston. 5*17 ,000 »300 ,000 >150 ,000 *20 ,000 *50 ,000 1913 1923 1925 1901 1914 1933 Serial Serial 1931 1944 8 17,000 294 ,000 147,000 20,000 50 ,000 LINCOLN COUNTY (a) For Schools Catawba Springs. North Brook % 20 ,000 7-1-22 S1951 25 ,000 6-1-24 Serial 35 ,000 6-1-24 Serial 19 ,000 25 ,000 35 ,000 Special Charter Lincolnton. $*200 ,000 5-1-21 S 1950 S195 ,000 MACON COUNTY (a) For Schools Franklin. Highlands. $ 12,000 1910 1930 50 ,000 1923 1943 6,000 1916 1936 District No. 1 District No. 1 District No. 2 S 12,000 50 ,000 6,000 "Issued by Town of Kinston. "Issued by Town of Lincolnton. Part IV 507 TABLE XVIII— Continued MACON COUNTY— Continued (b) Fob Purposes Other Than Schools Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate Franklin. $ 30 ,000 60 ,000 3-10-14 8-1-14 1944 1944 S 3C ,000 60 ,000 6 6 MADISON COUNTY (b) For Purposes Other Than Schools No. 2 Township f 25,000 5,000 10 ,000 10 ,000 *50 ,000 9-1-22 10-1-20 2-1-12 10-1-20 7-1-24 1952 1950 1937 1950 S1954 $ 25,000 5,000 10 ,000 10 ,000 49,000 8 580.52 211.99 5,350.27 100.00 6 No. 14 Township Roads 6 6 No. 16 Township 6 Spring Creek.. _ 6 MARTIN COUNTY (a) For Schools $ 25 ,000 25 ,000 40 ,000 25 ,000 4-1-22 6-1-21 3-15-23 1-1-17 1942 1941 1943 1937 $ 25 ,000 25 ,000 40 ,000 25 ,000 6 Oak City 5J--2 Robersonville 5 5 (b) For Purposes Other Than Schools Cross Roads. S 50,000 4-1-21 4-1-37-46 Road building.. ... S 5C , COO Mcdowell county (a) For Schools % 60,000 7,000 12 ,000 10 ,000 7-1-22 8-1-18 8-1-18 7-1-22 Serial 1938 1938 1925-45 $ 56 ,000 7,000 12 ,000 9,000 6 Glenwood 6 Nebo.. 6 6 Special Charter $ *3,000 *12 ,000 *65 ,000 *60 ,000 12 ,000 1901 1913 1922 | 1923 7-1-14 1931 1943 Annual Instal. 1943 Serial 1 3,000 12 ,000 57 ,000 60 ,000 2,400 6 5 }... 6 J 6 Old Fort 6 (b) For Purposes Other Than Schools $ 6,000 3,300 4,300 6,000 10 ,300 3,200 3-1-17 7-1-19 7-1-19 7-1-19 7-1-19 7-1-19 S1932 Serial Serial S1943 S 1948 S 1944 $ 2,500 3,300 4,300 6,000 10 ,300 3,200 6 6 6 6 6 Higgins Roads 6 •From Bond Book only. *Issued by Town of Marion. 508 Report of Educational Commission TABLE XVIll-Continued McDOWELL COUNTY— Continued (b) For Purposes Other Than Schools— Continued MECKLENBURG COUNTY (a) For Schools Special Charter Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate $ 50 ,000 5,000 4,300 10 ,000 50 ,000 20 ,000 7-1-13 11-1-24 7-1-19 7-1-13 7-1-17 7-1-13 S1949 S1934 S1934 S1942 1947 S 1942 8 40 ,000 5,000 4,300 8, COO 50 ,000 16 ,0C0 6 6 6 Nebo 6 North Cove &A Old Fort. 6 $ 15,000 15 ,000 15 ,000 12 ,000 25 ,000 12 ,000 6,000 20 ,000 1-1-17 7-1-16 6-15-11 1-1-14 5-1-22 12-1-17 9-1-18 7-1-13 Serial 1936 Serial 1-1-34 Serial Serial Serial Serial $ 11,000 11 ,000 7,500 12 ,000 25 ,000 8,000 6,000 13,500 Wi &A 6 6 6 6 6 6 Charlotte- Davidson. $♦40,000 *100,000 *100 ,000 *15 ,000 *135,000 ♦100,000 ♦150,000 ♦500 ,000 1,000,000 30 ,000 90 ,000 80 ,000 25 ,000 25 ,000 6,000 3-1-01 8-1-11 2-1-18 2-1-18 2-1-18 11-1-20 11-1-20 2-1-22 9-1-24 1-1-23 1-1-23 7-1-24 7-1-24 7-1-24 9-1-1889 3-1-31 8-1-41 Serial Serial Serial Serial Serial Serial Serial 1927-43 1927-63 1927-65 1927-45 1927-50 1909-29 \ 40,000 100 ,000 79 ,000 8,000 106,000 92 ,000 134 ,000 468 ,000 985 ,000 24 ,000 86 ,000 78 ,000 23 ,000 24 ,000 2,000 1,563.30 MITCHELL COUNTY (b) For Purposes Other Than Schools % 15,000 30 ,000 10,000 30 ,000 30 ,000 50 ,000 40 ,000 25 ,000 50 ,000 10 ,000 8-1-25 7-1-19 8-1-25 1-1-22 5-1-15 1-1-20 1-1-25 8-1-25 1-1-22 7-1-23 1935-49 1949 1935-44 1933-52 5-1-45 1-1-50 1929-55 1945-65 1933-52 1923-55 % 15,000 30 ,000 10,000 30 ,000 30 ,000 50 ,000 40 ,000 25 ,000 50 ,000 10 ,000 % 6 3,145.19 5 6 1,000.00 6 6 12,901.61 6 6 Red Hill.... 6 4,093.81 6 6 ♦Issued by Town of Charlotte. Part IV 509 TABLE XVIII— Continued MONTGOMERY COUNTY (a) For Schools Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate % 40 ,000 40 ,000 36 ,000 20 ,000 10 ,000 10 ,000 60 ,000 25 ,000 34 ,000 35 ,000 1921 1921 1922 1910 1922 1922 1924 1912 1922 1922 S1951 S1951 S1942 1935 S1942 S1942 S1954 1942 S 1942 S 1952 % 37,000 37,000 34 ,000 20 ,000 8,500 8,500 58 ,000 25 ,000 32 ,000 33 ,000 6 6 6 Mt. Gilead &A Pekin 6 6 Star.. 6 Troy 6 6 6 Aberdeen Carthage Cameron Southern Pines $112,000 1914 1934 t75 ,000 1-1-23 Serial f50 ,000 1926 Serial 10,000 1-1-C8 1928 65,000 63 ,500 1-1-22 S 1952 50 ,000 2-1-23 S1954 *6 ,000 4-1-14 1930 *50 ,000 7-1-22 1926-49 50 ,000 6-1-24 1926-54 (b) For Purposes Other Than Schools Mt. Gilead % 30 ,000 1-1-18 S1948 $ 22 ,000 6 MOORE COUNTY (a) For Schools S 75 ,0G0 10-1-25 1944 t 75,000 5M Special Charters 1,500.00 6 5 5" 6 6 6 6 5 l A 6 NASH COUNTY (a) For Schools $ 10,000 6,000 10 ,000 37 ,000 10 ,000 75 ,000 8,000 12 ,500 20 ,000 75 ,000 6-1-22 5-15-17 6-1-22 10-1-21 6-1-21 7-1-23 6-1-13 7-1-15 5-1-22 11-1-20 1925-44 1918-37 1925-44 S1951 1922-41 1925-47 1933 1921-45 1925-44 1921-45 J 9,000 3,300 9,000 33 ,000 7,500 71 ,000 8,000 9,500 18 ,000 6C ,000 6 6 6 6 6 5A 6 Red Oak... 6 6 6 'Issued by Town of Southern Pines, tissued by Town of Aberdeen. 510 Report of Educational Commission TABLE XVIII— Continued NASH COUNTY— Continued (b) Fob Purposes Other Than Schools Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate Bailey t 20,000 15 ,000 10 ,000 20 ,000 20 ,500 10 ,000 6,000 15 ,000 50 ,000 20 ,000 20 ,000 10 ,000 10,000 10 ,000 Roads $ 20 ,000 15 ,000 10 ,000 20 ,000 20 ,500 10,000 6,000 15 ,000 50 ,000 20 ,000 20 ,000 9,500 10 ,000 10,000 Roads .. Roads,-. .- Roads-__ Roads. . Dry Wells Serial Mannings 4-1-22 1942 Roads Roads North Whitakers.. 5-1-25 S1945 5 Red Oak South Whitakers Roads - NORTHAMPTON COUNTY (a) For Schools Conway Jackson Potecasi Rich Square Seaboard Woodland... 45 ,000 5,000 10 ,000 44 ,000 70 ,000 30 ,000 6-1-26 8-1-26 2-1-26 1946 Serial Serial Serial 1954 S1942 45 ,000 2,500 6,000 37 ,000 70 ,000 23 ,000 5M 5 5V 2 ONSLOW COUNTY (a) For Schools $ 5,000 11-1-15 1927 S 5,000 % 5,000.00 6 (b) For Purposes Other Than Schools $ 10,000 1-1-18 1918-27 $ 1,000 5 orange county (a) For Schools Chapel Hill, No. 7. Hillsboro.. S 25 ,000 1920 1940 25 ,000 1920 S 1940 100-.000 1921 1941 $ 25 ,000 19,000 75 ,000 S 5,195. Special Charter Chapel Hill. 35 ,000 40 ,000 6-1-15 6-1-22 1945 1925-46 { 35 ,000 38 ,000 $ 7,391.83 Part IV 511 TABLE XVIII— Continued PAMLICO COUNTY (a) For Schools Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate $ 7,000 1913 1943 $ 7,000 % 1,550.00 6 PASQUOTANK COUNTY (a) For Schools Special District. I 25 ,000 1,500 5,000 2-10-17 2-10-19 2-10-19 S1927 S1929 S 1929 250 450 1,500 Special Charter $ 40,000 280 ,000 120,000 10-1-17 1-1-22 7-1-23 S1936 1927-61 1927-56 $ 20,000 280 ,000 120,000 5 6 (b) For Purposes Other Than Schools Drainage District No. 1 S 60,000 12-1-22 S 1939 Drainage. 52 ,000 PENDER COUNTY (a) For Schools Atkinson Burgaw Long Creek.. Rocky Point Top Sail $ 25 ,000 50 ,000 25 ,000 30 ,000 60 ,000 7-1-25 11-15-26 7-1-25 7-1-25 1925 1926-50 1927-56 1926-50 1926-55 1926-54 24 ,000 50,000 24 ,000 29 ,000 56 ,000 5H 5A VA 5A (b) For Purposes Other Than Schools Caswell Columbia. 20 ,000 10 ,000 7-1-13 7-1-13 1943 1943 Road. Road. { 20 ,000 10,000 6,001.65 PERQUIMANS COUNTY (a) For Schools Hertford. % 15,000 30,000 1900 1923 1925-35 1953 I 10,000 30 ,000 i 7,250.00 5 l A PERSON COUNTY Special Charter Roxboro. *20 ,000 *75 ,000 1908 1925 1938 1928-55 $ 20,000 75 ,000 7,574.67 1,298.78 •Issued by Town of Roxboro. 512 Eepobt of Educational Commission- table XVIII— Continued PITT COUNTY (a) For Schools Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate $ 12,000 20 ,000 100 ,000 40 ,000 40 ,000 20 ,000 6,000 7-1-17 7-1-16 5-1-20 8-1-20 7-1-22 1-1-17 1-1-14 1937 1936 1921-50 1950 S1951 1937 1944 S 12,000 20 .000 82 .0001 40,000f 35 ,000j 20 ,000 6,000 $ 1,758.25 3,692.59 16,016.00 3,203.82 1,005.97 Bethel.— (6 \ 6 u hy 2 sy% Special Charter Ayden Greenville- $tl2 ,000 1912 1942 *10,000 1903 1933 *30 ,000 1915 1945 *200,000 1924 1927-55 ( 12,000 9 ,900 30 ,000 200 ,000 15,000.00 (b) For Purposes Other Than Schools District No. 2 $168 ,000 50 ,400 50 ,000 50 ,000 50 ,000 50 ,000 50 ,000 50 ,000 7-1-21 1-1-25 9-4-16 1-1-16 10-1-15 12-1-15 1-1-14 9-1-16 S 24-33 S 27-38 S 16-46 1946 1945 1945 1954 1946 $117,600 50 ,400 50 ,000 50 ,000 50 ,000 50 ,000 50,000 50 ,000 % 6 6 9,243.54 10,162.56 10,291.68 10,347.65 11,905.29 9,244.66 5 5 5 Falkland 5 5 5 POLK COUNTY (a) For Schools Columbus Green Creek No. 2 Green Creek Saluda Special District $ 5,000 7-1-16 1936 3,000 3-30-20 1938 3,000 1916 1931 20 ,000 1-1-21 1941 10 ,000 3-1-14 Serial /Agricultural School \ building 5,000 3,000 500 20 ,000 1,000 Special Charter Tryon $ 65,000 3,000 7,000 2-1-22 3-21-10 1915 S 1937 1950 S 61 ,000 3 ,000' 7,000 6 6 6 •Issued by Town of Greenville, tissued by Town of Ayden. Part IV 513 TABLE XVIII— Continued RANDOLPH COUNTY (a) For Schools Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate S 8,000 29 ,000 75 ,000 2-5-13 5-1-24 7-1-21 1933 1954 1950 $ 8,000 29 ,000 75 ,000 f 5 1,000.00 1,120.00 5V2 6 Special Charter Asheboro_ $*1 0,000 1906 1926 *5 .000 1909 1929 *60 ,000 1923 1S28-58 *50 ,000 1924 1929-58 $ 10.000 5 .000 60 .000 50 .000 5 5 5M 5M (b) For Purposes Other Than Schools Randleman. % 15.000 10 ,000 1-1-15 10-1-15 1945 1945 Roads S 15,000 Roads... 10,000 RICHMOND COUNTY (a) For Schools $ 12, COO 15 ,000 8,000 15 ,000 30 ,000 40 ,000 7,500 7,500 1917 1922 1917 7-1-25 1923 1924 3-1-19 3-1-19 S1937 Serial Serial 1940 Serial Serial S1939 S1935 • $ 7,500 14 ,000 6,000 15 ,000 28 ,000 39 ,000 6,500 4,500 5 l A Ellerbe 6 6 hVi hVi Wolf Pit 5 l A 6 6 Special Charter Hamlet. Rockingham. $110,000 7-1-23 1924-53 t5 ,000 7-1-09 1939 tio ,000 7-1-13 1943 tl8,C00 7-1-01 1931 t20 ,0C0 7-1-13 1943 tioo ,00c 4-1-22 Serial $104 ,000 5,000 10,000 10 ,0C0 20 ,000 94 ,000 5M 6 VA (b) For Purposes Other Than Schools Beaver Dam Black Jack Mineral Springs Macks Creek $ 15,000 1910 1940 5,000 1908 1938 5,000 1908 1938 15 ,000 19C9 1939 Roads Roads Roads Roads $ 15,000 5,000 5, COO 15 ,000 "Issued by Town of Asheboro. flssued by Town of Rockingham, tissued by Town of Hamlet. 33 514 Report of Educational Commission TABLE XVIII— Continued RICHMOND COUNTY— Continued (b) Fob Purposes Other Than Schools Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate $ 10,000 15 ,000 10 ,000 10 ,000 5,000 10.0G0 1905 1906 1908 1905 1906 1907 1935 1936 1938 1935 1936 1937 $ 10,000 15 ,000 10 ,000 10 ,000 5,000 10 ,000 6 6 6 Wolf Pitt 6 6 6 ROBESON COUNTY (a) For Schools Alfordsville, No. 1 Fairmont, No. 1 Howellsville, No. 2 Lumber Bridge, No. 1. Philadelphus Parkton, No. 1 __. Pembroke, No. 1 _. Red Springs, No. 1..'.. Rowland, No. 1.. St. Pauls, No. 4 Sterlings, No. 1 .. Smiths, No. 1 J 25,000 75 ,000 8.0CC 13 ,000 15 ,000 12 ,500 40 ,000 15 ,000 6-1-21 6-1-22 7-1-18 6-1-13 6-1-13 5-1-12 7-1-22 8-1-13 1941 Serial 1948 S1943 1943 Serial Serial 1943 7 ,500 7-1-16 1936 75 ,000 7-1-24 Serial 23 ,000 1913 Serial 15 ,000 1913 1943 25 ,000 11-1-21 1941 30 ,CC0 6-1-24 Serial 25 ,000 $ 500 69 ,000 3,000 8,000 489 11 ,000 2,000 15 ,000 1,000 7,500 37 ,500 1,500 15,000 4,413 7,500 75 ,000 2,000 14 ,500 550 15,000 6,875 25 ,C0C 6C0 30 ,000 1,000 Special Charter S 25 ,000 20 ,000 30 ,000 160,000 20 ,000 100,000 2-1-07 10-1-15 5-1-21 5-1-20 7-1-15 4-1-24 1937 1926-35 1951 1953 1945 1927-54 $ 25,000 18 ,000 30 ,000 160,000 20 ,000 100,000 $ 1,668 5^ 5V 2 2,300 10 ,600 4,930 2,000 6 5V 2 5H 5V 2 (b) For Purposes Other Than Schools Alfordsville Fairmont Gaddys Howellsville Lumber Bridge Lumberton Maxton. Orrum Parkton Pembroke Philadelphus... Raft Swamp Robert Rowland S 60 ,G00 60 ,000 20 ,000 40 ,000 15 ,000 20 ,000 100 ,000 100 ,000 25 ,000 20 ,000 50 ,000 25 ,000 20 ,000 20 ,000 50 ,000 Township roads $ 60,000 Township roads 60 ,000 Township roads 20 ,000 Township roads 40 ,000 Township roads 15 ,000 Township roads 20 ,000 Township roads 100 ,000 Township roads 100 ,000 Township roads 25 ,000 Township roads 20 ,000 Township roads 50 ,000 25 ,0C0 Township roads 20 ,000 Township roads 20 ,000 Township roads 50 ,000 Part IV 515 TABLE XVIII— Continued ROBESON COUNTY— Continued (b) Fob Purposes Othbb Than Schools — Continued Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate $ 10 ,000 10 ,000 75 ,000 20 ,000 25 ,000 10 ,000 20 ,000 30 ,0C0 35 ,000 Township roads Township roads Township roads Township roads Township roads Township roads Township roads Township roads Township roads $ 10,000 10 ,000 75 ,000 20 ,000 25 ,000 10, COO 20 ,000 30 ,000 35 ,000 St. Pauls ROCKINGHAM COUNTY (a) For Schools Special District. S 5,000 10-1-21 1943 5,000 6 Special Charter $120,000 30 ,000 20 ,000 300 ,000 *75 ,000 10-1-21 7-3-01 5-1-16 8-1-21 5-1-24 1926-44 $ 19,000 30,000 20 ,0C0 279 ,000 75 ,000 6 ili 1936 1924-51 1927-54 5 5 hYi ROWAN COUNTY (a) For Schools China Grove ... Cleveland Granite Quarry Mt. Ulla Woodleaf $ 50,000 1925 1926-50 35 ,000 1926 1928-56 25 ,000 1925 1926-50 25 ,000 1926 1928-56 35 ,000 1926 1928-56 Building Building Building Building Building 49,000 35 ,000 24 ,000 25 ,000 35 ,000 5J4 Special Charter East Spencer Spencer Salisbury 5*60 ,000 7-1-22 cl70 ,000 19C6 f55 ,000 1915 t250 ,000 1C-15-21 tioo.ooo 7-1-23 |450 ,000 4-1-25 tl50 ,000 1925 S 1951 S1956 1955 1924-51 1926-53 1926-61 1962 ! 56,000 110,000 55 ,000 235 ,000 98 ,000 446 ,000 150 ,000 $ 2,070.00 6 5 6 4M (b) For Purposes Other Than Schools Gold Hill $ 7,000 50 ,000 8-1-1889 8-1-1889 S 1929 S1929 $ 2,000 14 ,000 5 5 Issued by Town of Reidsville. tissued by Town of Salisbury. tissued by Town of Madison. *Issued by Town of East Spencer, clssued by Town of Spencer. 516 Report of Educational Commission TABLE XVIII— Continued RUTHERFORD COUNTY (a) For Schools Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate % 5. COO 150 ,000 25 .000 *100 ,coo 150 ,000 |1C ,000 1200 ,000 20 ,000 9.000 12-1-21 7-1-24 12-1-21 1921 7-1-24 1910 7-1-24 1-1-22 3-1-20 1941 S 1953 1941 S 1962 S1953 1940 S1953 1942 1940 $ 5,000 150 .000 25 ,000 94 ,500 150 ,000 10 ,000 200 ,000 20 ,000 9,000 $ 200 6 5V 2 6 500 6 5H 6 5}4 300 100 6 6 (b) For Purposes Other Than Schools % 20,000 12 ,000 2-15-18 1919-48 Road S 20,000 12 ,000 6 2-15-18 1919-48 Road 6 SAMPSON COUNTY (a) For Schools Franklin. Garlans.. 60 ,000 35 ,000 6-1-25 7-1-24 S1945 S1944 Funding. Building. 60 ,000 35 ,000 24,240 Special Charter si ioo t 6 ,000 J60 ,000 7-1-12 1-1-17 7-1-24 1927 1937 S1944 $ 100 6,000 56 ,000 5 5 5 SCOTLAND COUNTY (a) For Schools Special District. 3,700 9,000 5-1-14 6-1-19 1934-44 1939 3,700 9,000 Special Charter Gibson. Laurinburg. $ 5,000 1913 S1944 10 ,000 1919 S 1939 30 ,000 1922 S1954 30 ,000 7-1-09 1939 §150,000 9-1-21 1951 I 1 ,900 6,000 26,000 30 ,000 150,000 (b) For Purposes Other Than Schools Laurel Hill.. Spring Hill.. Stewartsville Williamson.. $ 30 ,000 1911 Serial 20 ,000 1911 Serial 50 ,000 1909 1939 30 ,000 1909 1939 Road building. Road building. Road building. Road building. $ 24 ,000 16,000 50 ,000 30 ,000 4,595.83 4,279.19 "Issued by Town of Forest City. § Issued by Town of Laurinburg. tissued by the Town of Rutherfordton. {Assumed by the County. Part IV 517 TABLE XVIII— Continued STANLY COUNTY (a) For Schools Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate S 15,000 4,000 1914 1918 S1934 S1938 S 10,000 2,200 6 6 Special Charter 8*13,000 *50 ,000 *170,0G0 1912 1921 1925 Serial Serial 8 10,000 47 ,000 170 ,000 6 6 6&5% STOKES COUNTY (a) For Schools Walnut Cove. $ 20.000 12-1-23 Serial 19,000 Cb) For Purposes Other Than Schools 8 25 ,000 35 ,0CC 15 ,000 40 ,000 35 ,000 40 ,000 50 ,000 35 ,000 80 ,000 7-7-19 1-1-20 2-2-14 1-1-14 5-5-19 7-7-19 1-1-14 7-7-19 5-5-19 1949 1950 1944 1944 1949 Serial 1944 1949 Serial Roads... 8 25 ,000 35 ,000 15 ,000 40 ,000 35 ,000 36, GOO 50 ,000 35 ,000 72 ,000 6 6 Roads 6 6 6 Roads 6 6 6 Yadkin 6 SURRY COUNTY (a) For Schools Special District Elkin.... Mt. Airy $ 5,000 6-1-19 1939 5,000 Special Charter $ 20 ,000 4-1-14 fl5 ,000 2-1-08 1938 f25 .000 8-1-15 1945 f30 ,000 8-1-19 1949 t40 .000 7-1-21 1951 t60 ,000 9-1-23 Serial f33 ,500 8-1-24 Serial 20 ,000 15 ,000 25 ,000 30 ,000 40 ,000 57 ,000 33 ,500 5 5 5 6 5H 5^ (b) For Pur poses Other Than ScHOOLsft $ 30 ,000 35 ,000 5,000 20 ,000 1915 1915 1917 1911 1945 1947 1947 1941 8 30 ,000 35 ,000 5,000 20 ,000 6 Elkin 6 6 Railway bond 5 •Issued by Town of Albemarle. tissued by Town of Mt. Airy. ttThese township road bonds have been taken over by the county. 518 Report of Educational Commission TABLE XVIII— Continued SURRY COUNTY— Continued (b) For Purposes Other Than Schools Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate $ 10,000 25 ,000 80 ,000 26 ,500 1,500 20 ,000 30 ,000 25 ,000 25 ,000 30 ,000 1915 1916 1913 1915 1918 1916 1915 1915 1916 1915 1945 1946 1943 S1945 1933 1946 1945 1945 1946 1945 $ 10,000 25 ,000 80 ,000 20 ,500 1,500 20 ,000 30 ,000 25 ,000 25 ,000 30,000 5 6 Mt. Airy. 5 Pilot 5 6 6 Shoals 6 6 6 Westfield. 6 SWAIN COUNTY (a) For Schools Charleston, No. 1. S 50,000 1922 1951 Buildings $50,000 $4,377.50 5^ (b) For Purposes Other Than Schools Forney's Creek. $200,000 9-1-23 1940 Roads $200 ,000 TRANSYLVANIA COUNTY (a) For Schools Boyd. Brevard Cathey Creek $ 1 ,600 8-1-17 1937 25 ,0C0 5-1-18 1938 10 ,000 8-1-19 1939 15 ,000 3-15-21 1941 $ 1 ,600 25 ,000 10 ,000 15 ,000 TYRRELL COUNTY (a) For Schools $ 5,000 8,000 6,000 10-1-22 10-1-16 1-1-24 1923-42 1917-36 1926-37 $ 4,000 4,000 5,000 6 6 6 UNION COUNTY (a) For Schools $ 20 ,000 25 ,000 25 ,000 1918 1922 1923 S1938 1942 S 26-50 $ 12,000 25 ,000 24 ,000 $ 6 6,800.30 6 6 VANCE COUNTY (a) For Schools Kittrell $ 45 ,000 8,000 20 ,000 3-1-23 1-1-16 3-1-23 1943 1936 1952 $ 45 ,000 8,000 20,000 5 6 6 Part IV 519 TABLE XVIII— Continued VANCE COUNTY— Continued Special Charter Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate $ 25 ,000 30 ,000 100 ,000 50 ,000 1905 1913 1923 1923 S1928 1943 S1943 S1943 $ 4,000 30 ,000 98 ,000 49 ,000 % 5 1,500 5 5 5 (b) For Purposes Other Than Schools Townsville. 75 ,000 30 ,000 7-10-19 1924 S 1949 1955 Railroads- Railroads. 68 ,000 30 ,000 WAKE COUNTY (a) For Schools Gary, No. 2. Holly Springs, No. 2. Little River, No. 4. .. Mark's Creek, No. 1. Middle Creek St. Mary's, No. 1 White Oak S 25 ,000 20 ,000 10 ,000 10,000 15 ,000 8,000 10 ,000 10 ,000 25 ,000 15 ,000 7,500 18,000 12 ,500 16,500 7-1-13 7-1-22 4-1-14 7-1-09 7-1-13 5-1-16 7-1-11 7-1-17 7-1-23 7-1-17 7-1-22 1-1-24 7-1-13 7-1-24 1943 1942 1944 1939 1938 1936 1941 1937 1953 1947 1942 1927-54 1943 1927-54 25 ,000 20 ,000 10 ,0C0 10 ,000 15 ,000 8 ,000 10 ,000 10,000 25 ,000 15 ,000 7,500 18 ,000 12 ,500 16 ,500 523,348.80 1,786.01 7,835.66 22,553.06 3,141.86 3,929.91 5,255.79 6 6 5K 6 6 5V 2 6 5y 2 6 5V 2 6 5^ Special Charter Raleigh. Wake Forest. $ 50,000 100 ,000 350 ,000 300 ,000 350 ,C00 400 ,000 400 ,000 25 ,000 1899 6-1-16 6-1-22 10-1-23 10-1-24 6-1-26 12-1-26 10-1-21 1929 1946 Serial Serial Serial Serial Serial S1951 f 50,000 100 ,000 326 ,000 294 ,000 350 ,000 400 ,000 400 ,000 6,000 $48,291.74 42,060.64 5 5 m 5 6 WAKE COUNTY— Continued (b) For Purposes Other Than Schools A vent's Ferry Garner Middle Creek. West Wake.... $ 6,000 10-1-19 1949 40 ,000 7-1-18 1958 50 ,000 7-1-15 1955 130 ,000 1-1-19 S1949 Roads. Roads Roads Roads ; 6,ooo 40 ,000 50 ,000 109 ,000 3,883.91 520 Report of Educational Commission TABLE XVIII— Continued WARREN COUNTY (a) Fob Schools Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate S 15,000 10 ,000 12 ,500 85 ,000 1916 1916 1916 1923 1936 1936 1936 Serial f 15,000 10,000 12 ,500 73 ,000 % 7,000.00 5,345.09 6,275.00 6 6 6 6 (b) Foe Pubposes Otheb Than Schools Fork Fishing Creek Hawtree Judkins Nutbush River Roanoke Warrenton $ 25 ,000 4-1-17 1941 20,000 9-1-26 1946 40 ,000 4-1-17 1956 ' 40 ,000 8-1-16 1956 25 ,C00 11-1-21 1955 30 ,000 2-1-15 1951 10 ,000 4-1-17 1947 50 ,000 2-1-14 1954 Roads Roads Roads Roads Roads Roads Roads Roads 25 ,000 20,000 40 ,000 40 ,000 25 ,000 30 ,000 10,000 50 ,000 $55,000.00 6 5 5 5V 2 6 5 WASHINGTON COUNTY (a) Foe Schools Special District Creswell Mackeys 15 ,000 15 ,000 10 ,000 9-17-18 5-14-17 8-1-24 1938 1937 1944 15,000 15 ,000 10,000 Special Chabteb Plymouth. 60,000 60 ,000 3-15-20 5-1-21 1950 1951 60 ,000 60 ,000 $12,500.00 WATAUGA COUNTY (b) Foe Pubposes Othee Than Schools Boone Township . $27,000 5-1-18 1945 Railroad $27,000 WAYNE COUNTY (a) Fob Schools Special District.. Eureka Fork (Rosewood) Pikeville... $ 6,000 10, COO 25 ,CC0 25 ,0C0 50 ,000 7-1-15 1-1-14 10-1-24 4-1-22 5-1-24 1935 1934 1951 1942 1944 4,250.00 5 5 5M Special Chabteb Fremont. $ 25 ,000 75 .000 15,000 6-1-19 6-1-22 7-1-23 1939 S 1952 S 1953 25 ,000 71 ,000 14 ,500 Part IV TABLE XVIII— Continued WAYNE COUNTY— Continued Special Charter 521 Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate $ 40,000 75,000 25 ,000 300 ,000 325 ,000 tlOO ,000 1-1-14 7-1-19 6-1-18 5-1-22 6-1-25 1924 1934 1959 1938 S1952 S1955 S1954 $ 40 ,000 75 ,000 25 ,000 280 ,000 319, 0C0 100,000 5 5 6 5 4} 2 Mt. Olive 5Ji (b) For Purposes Other Than Schools Goldsboro Mt. Olive.. Nahunta.. S 40,000 1-1-14 1944 30 ,000 4-1-15 1935 50 ,000 7-1-17 Serial Roads Roads Roads I 40,000 30 ,C00 44 ,000 WILKES COUNTY (a) For Schools Wilkesboro. 15,000 1922 S1942 $ 13,000 5}'2 Special Charter North Wilkesboro. 1*10,000 1912 1942 *8 ,000 1913 1943 *9 ,000 1914 1944 S 10,000 8,000 9,000 (b) For Purposes Other Than Schools North Wilkesboro . $20,000 7-1-13 1923-52 Railroad $16,000 WILSON COUNTY (a) For Schools $ 25 ,000 60 ,000 75 ,000 5 .000 145 ,000 25 ,000 20 ,000 35 ,000 15 ,000 25 ,000 25 ,000 8-1-19 8-1-21 11-1-23 12-1-17 2-1-22 8-1-21 8-1-25 8-1-21 10-1-19 2-1-22 8-1-21 1939 S1948 S1949 1937 S1949 S1948 1956 S 1948 1939 Serial S1948 $ 25 ,000 54 ,000 73 ,000 5,000 135 ,000 22 ,000 20 ,000 32 ,000 15 ,000 23 ,000 22 ,000 6 6 6 Old Fields 6 6 6 6 6 6 tissued by Town of Mt. Olive. 'Issued by Town of North Wilkesboro. 522 Report of Educational Commission TABLE XVIII— Continued WILSON COUNTY— Continued Special Charter Name of District Amount Issued Date Issued Date of Maturity Purpose of Issue Amount Out- standing Amount in Sinking Fund Inter- est Rate Toisnot-Elm City $ 75 ,000 40 ,000 30 ,000 35 ,000 25 ,000 300,000 90 ,000 35 ,000 75 ,000 8-1-21 11-1-26 4-1-14 10-1-17 3-1-20 7-1-21 7-1-23 7-1-24 7-1-26 S1951 1955 1943 S 1944 1950 1951 1950 1953 1958 S 69,000 40 ,000 30,000 30 ,000 25 ,000 279 ,000 90 ,000 35 ,000 75 ,000 6 5 5 5)4 6 6 5H 5 4K Total sinking fund $ 5,800.00 , (b) For Purposes Other Than Schools Wilson. ,000 1-1-08 S 1-1-38 Roads $ 95 ,000 8 20,300.00 5 YADKIN COUNTY (a) For Schools Boonville.-. East Bend.. Jonesville... Yadkinville S 8,000 3-1-17 1937 6,000 8-15-16 1936 12 ,000 7-1-25 S 1951 15 ,000 4-1-23 S1952 Buildings Buildings Buildings Buildings S 8 ,000 6,000 12 ,000 14 ,500 $ 3,317.04 1,276.02 5H 6 6 5M Special Charter East Bend. $ 6,000 8-15-16 1936 $ 6,000 $ 1,025.97 524 Report of Educational Commission a g Q < H DQ H p O 03 13 is O H Q £ 03 @ M H h- 1 o ^ ^< ^1 NN N^l \^l V ^*VfJ s iC *0 iO »o U3 U3 l£3 io CO CO CO CO CO >OiO>CtOU)iCiOCO CO lO CO IQ or CO »0 W5 US -o "73 a o — 3 o o O O O CO 3 M 5 a CO O S3 -<3 02 ™ > £ > > 1 ' m ' ' i J ■ i i u ' 1 ' ( i Ph r i C) i i i . . S o S ! aj ! i I ! J W »H W is a 73 ; ' ^ ' ' ! ' m ai ai u tJ J a! 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J3 2 b c3 c 5 tx u : i 2 : 2 i i Iw • 1 a ! > o o £ is 'i a a "3 o o I.§ * | : fl : J a ; ; ^ h u '£ ^3 a H "C "E (-. •+* ■*■ +§ ffl ^ !0 ^ ! ' OQ w J « « j8 » ® o ffi o U M »' CD 0) a a CD CD c o o o c -t-> Q> 0) o o *** -4-3 '"-*-> f/) -U I-" ' J_l iU 35 QJ S co s £3 "cS "S GJ Ih CD 0) 03 (h U W» oj s W) ^ g c<3 ^ M o **| CO «S N rt CO CO OS OS CO cs Cs OS OS OS OS C3 CO OS ^f Oi OS OS OS OS OS OS os co m m OQ CZ2 cococqcqccckc/: CO CO 03 CC CC CO m ~~ rt CO wo r~ m ■* ■^ CD »— i NNiC«5iftCOC»OOON M W tJ« ^ lO lO CO CO CD CM CM tN > c3 o s c 3 a o s ce s 5 ►J X £ 590 Beport of Educational Commission H o o H 5 8 a> CO T3 ■a a a 3 bx o a M *>.9 a-3 2 fl O sj If O o o CD CD 3 o a) o a GQ > o u a 8 a 3 s o.lS OS QQ 5*8 03 3 OS CO OS At) 3 ai O 3 O o CD © CC o "C CO 5 "3 CD a 03 CO 1 CO OJ '> CO OJ 3 o <-> co co CD CD O O O O O O O CD O O O CD a * 2 a 3££ ■— IC co »o CO ** »C CO IN (N (N (M ■~ * ~ * o o o o O O CD CD O © O O O C3 O iO Past IV 591 TABLE XX— LIST OF COUNTYWIDE CURRENT LIABILITIES OR FLOATING INDEBTEDNESS:}— OUTSTANDING, 1926— BY COUNTIES ALAMANCE COUNTY (b) For Purposes Other Than Schools Date Incurred Amount Incurred Date of Maturity Purposef Amount Outstanding Interest Rate S 100,000.00 100,000.00 55,715.78 76,859.94 500.00 7-27-27 9-17-27 Demand 1927 1928 fW. J. Doyle W. J. Doyle Notes to various people Various people Various people 100,000 00 100,000.00 55,715.78 76,859.94 5C0.G0 ANSON COUNTY (a) For Schools 12-15-26 S 52,500 12-15-27 Funding notes. S 52,500 4M (b) For Purposes Other Than Schools 6-30-26 3-20-26 5-10-26 9-9-26 6-12-26 8-14-26 1-6-27 12-8-26 2-18-27 2-12-27 12-6-26 1,812 25,000 50 ,000 25 ,000 25 ,000 25 ,000 25 ,000 13 ,500 5,000 6,500 4,500 6-30-27 3-20-27 5-10-27 6-9-27 6-12-27 8-14-27 1-6-28 3-8-27 4-18-27 5-12-27 3-6-27 Roads and bridges Roads and bridges Roads and bridges Roads and bridges Roads and bridges Roads and bridges. Roads and bridges Rebuilding county home Rebuilding county home Rebuilding county home Current 1,812 25 ,000 50,000 25 ,000 25 ,000 25 ,000 25 ,000 13 ,500 5,000 6,500 4,500 6 4.7 4.50 4.90 4.40 4.40 4.75 6 6 6 6 *ASHE COUNTY (a) For Schools 12-1-25 1-5-26 55 ,000 60 ,000 6-1-26 2-5-26 Vouchers . Vouchers. 55 ,000 60 ,000 (b) For Purposes Other Than Schools 6-2-25 6-16-25 9-16-25 10-5-25 12-21-25 3-15-26 2,000 30 ,000 25 ,000 15 ,000 15 ,000 30,000 6-2-26 6-16-26 9-17-26 10-5-26 12-1-26 9-15-26 Water power survey Renewal . Renewal Renewal Renewal Renewal 2,000 6 30 ,000 m 25 ,000 5 15 ,000 5H 15 ,000 5M 30 ,000 5 AVERY COUNTY (b) For Purposes Other Than Schools 1-4-26 S 10,000 4-4-26 General county fund. 10 ,000 t/Purpose is "mainly for roads" according to Register of Deeds. Report shows only to whom owed. •$100,000 to be funded with county bonds. JDoes not include indebtedness to State Literary Fund and State Special Building Fund for Schools. 592 Report of Educational Commission TABLE XX— Continued BEAUFORT COUNTY (b) For Purposes Other Than Schools Date Incurred Amount Incurred Date of Maturity Purpose Amount Outstanding Interest Rate 12-15-25 $ 40,000 45 ,000 12-15-27 12-15-27 $ 40,000 45 ,000 5 12-15-25 5 BERTIE COUNTY (a) For Schools 5-10-26 S 25,000 5-10-27 Schools. 25 ,000 4M (b) For Purposes Other Than Schools 10-6-26 11-9-26 10-8-26 1-4-27 $ 40,000 10 ,000 15 ,000 5,000 10-8-27 2-9-27 10-8-27 3-5-27 New jail Roads.. Sinking fund. Roads 40 ,000 10 ,000 15 ,000 5,000 5 5 BLADEN COUNTY (a) For Schools 9-22-26 9-26-26 10-9-26 30 ,000 23 ,500 30 ,000 3-22-27 3-7-27 2-9-27 Building. Building. Building. $ 30,000 23 ,500 30,000 5 5 5H (b) For Purposes Other Than Schools 9-9-26 8-2-26 8-16-26 10-28-26 30 ,000 20 ,000 100 ,000 25 ,000 10-9-26 2-2-27 8-16-27 12-28-27 Road improvement. Road improvement. Loan to state. Road improvement. $ 30,000 20 ,000 100 ,000 25 ,000 BRUNSWICK COUNTY (b) Fob Purposes Other Than Schools Notes* $ 301 ,000 BUNCOMBE COUNTY (a) For Schools 12-11-26 7-1-26 150,000,00 68,183.05 6-11-27 Openacct. Board of education Salaries and operating expenses for city of Asheville 150,000.00 68,183.05 i 3 A (b) For Purposes Other Than Schools 9-15-26 9-15-26 7-31-26 t 200,000 500 ,000 1 ,000 ,000 4-25-27 3-16-27 7-30-27 Road maintenance. Road building Road building $ 200 ,000 500 ,000 1 ,000 ,000 m m m •Report not itemized as to purpose, etc Part IV 593 TABLE XX— Continued BURKE COUNTY (b) Fob Purposes Other Than Schools Date Incurred Amount Incurred Date of Maturity Purpose Amount Outstanding Interest Rate S 6,806.48 162.74 CALDWELL COUNTY (b) For Purposes Other Than Schools $ 1,066.25 CARTERET COUNTY (a) For Schools 5-1-23 $ 40,000 1924 $ 37,000 6 (b) For Purposes Other Than Schools $ 350 ,000 250 ,C00 125 ,000 350 ,000 150,000 100 ,000 4-1-27 6-15-27 11-23-27 11-23-27 4-4-27 Loan to State Highway Commission.. $ 350,000 250 ,000 125 ,000 350 ,000 150 ,000 100 ,000 4M 5M 514 5H 5H 6 CASWELL COUNTY (b) Fob Purposes Other Than Schools 1924 i 15 ,000 5,600 75 ,000 1927 1926 1-1-27 S 10,000 5,600 75 ,000 hYi 1924 1925 6 CATAWBA COUNTY (a) For Schools 8-2-26 $ 60 ,000 40 ,000 208 ,000 4,650 2-2-27 1-5-27 3-7-27 $ 60 ,000 40 ,000 208 ,000 4,650 7-5-26 4-7-26 • (b) Fo r Purposes Other Than Schools 9-7-26 $ 15 ,000 13 ,200 25 ,000 30 ,000 30 ,000 235 ,000 3-7-27 $ 15 ,000 13 ,200 25 ,000 30 ,000 30 ,000 235 ,000 10-4-26 4-4-27 5-5-27 5-1-27 3-21-27 11-5-26 11-1-26 4-21-26 33 594 Report of Educational Commission TABLE XX— Continued CHATHAM COUNTY (a) For Schools Date Incurred Amount Incurred S 15,000 Date of Maturity- Purpose Note. Amount Outstanding t 15 ,000 Interest Rate (b) For Purposes Other Than Schools 20 .000 10,000 10,000 15,000 Roads and bridges Funding ._ Funding Funding S 20 ,000 10 ,000 10X00 15,000 CHOWAN COUNTY (a) For Schools $ 10,000 10,000 (b) For Purposes Other Than Schools 20,000 Roads. 2G ,000 CLAY COUNTY (b) For Purposes Other Than Schools t 1,000 2,500 2,500 4,000 Current Current.. s i ,000 2,500 2,5C0 4, COO 6 2-27 2-27 12-27 8 8 Current 5}-2 COLUMBUS COUNTY (a) For Schools 6-24-26 6-21-26 6-24-26 $ 25 ,000 25 ,000 25,000 -24-26 -21-26 -24-26 25 ,000 25 ,000 25 ,000 5M 5M 5M (b) For Purposes Other Than Schools 6-2-26 8-15-25 11-2-25 7-5-26 75 ,000 400 ,000 50 ,000 25 ,000 20 ,000 20 ,000 30 ,000 12-2-26 2-15-27 5-2-27 4-1-27 6-22-27 6-22-27 7-5-27 General county fund Loan state highway Roads and bridges General county expense 75 ,000 400 ,000 50 ,000 25 ,000 20 ,000 20 ,000 30 ,000 5M 5M 5li CRAVEN COUNTY (a) For Schools Brought J over from I tax year [ 1925-26 J 15,000 15,000 15 ,000 45 ,000 4-4-27 3-16-27 11-21-27 12-15-27 Current indebtedness, 1925-26 Current indebtedness, 1925-26. Current indebtedness, 1925-26 Current indebtedness, 1926-27 15,000 15 ,000 15 ,000 45 ,000 Part IV 595 TABLE XX— Continued CRAVEN COUNTY— Continued (■b) For Purposes Other Than Schools Date Incurred Amount Incurred Date of Maturity Purpose Amount Outstanding Interest Rate S 1 ,575 12-1-26 $ 1 ,575 CUMBERLAND COUNTY (a) For Schools S 236,320.92 $ 236,320.92 (b) For Purposes Other Than Schools 8 350 ,000 440 ,000 Loan to State highway commission S 350 ,000 440 ,000 CURRITUCK COUNTY (b) For Purposes Other Than Schools 1926 $ 2,100 General fund S 2,100 DAVIDSON COUNTY (a) For Schools 6-15-26 I 25 ,000 10,000 10,000 5,000 25 ,000 25 ,000 50 ,000 50 ,000 20 ,000 10,000 10,000 25 ,000 25 ,000 6-15-27 9-10-27 9-10-27 9-10-27 9-10-27 9-10-27 4-4-27 7-4-27 6-7-27 6-7-27 6-7-27 12-23-27 12-23-27 $ 25 ,000 10 ,000 10,000 5 ,000 25 ,000 25 ,000 50 ,000 50 ,000 20 ,000 10 ,000 10,000 25 ,000 25 ,000 4M 9-10-26 4.95 9-10-26 4.95 9-10-26 4.95 9-10-26 4.95 9-10-26 4.95 10-4-26 4.90 10-4-26 4.90 12-7-26 4 90 12-7-26 4.90 12-7-26 4.90 12-23-26 IK 12-23-26 4.95 (b) For Purposes Other Than Schools 2-11-26 $ 20 ,000 10 ,000 20 ,000 10 ,000 4,000 25 ,000 25 ,000 2-11-27 2-9-27 2-11-27 3-8-27 3-8-27 6-6-27 6-10-27 S 20 ,000 10 ,000 20 ,000 10 ,000 4,000 25 ,000 25 ,000 4% 8-9-26 4% 2-11-26 9-8-26 9-8-26 12-6-26 12-10-26 Roads Roads Roads.-. Roads.-. 4.90 DAVIE COUNTY (a) For Schools 2-5-26 $ 23 ,000 15 ,000 12 ,000 7-5-26 7-15-26 7-15-26 i 23 ,000 15 ,000 12,000 6 2-15-26 6 2-15-26 6 596 Report of Educational Commission TABLE XX— Continued DAVIE COUNTY— Continued (b) For Purposes Other Than Schools Date Incurred Amount Incurred Date of Maturity Purpose Amount Outstanding Interest Rate 5-2-26 $ 10,000 5,000 7,000 10,000 11-2-26 11-2-26 11-2-26 10-27-26 $ 10,000 5,000 7,000 10,000 6 5-2-26 6 5-2-26 6 4-27-26 Roads 6 DUPLIN COUNTY (a) For Schools 9-7-26 10-18-26 45 ,000 30,000 3-7-27 4-18-27 Deficit. Deficit. 45 ,000 30 ,000 4.70 5 (b) For Purposes Other Than Schools 11-24 3-28-25 9-26-26 335 ,000 55 ,000 15 ,000 26 ,500 5-2-27 3-22-27 12-26-26 Roads County deficit Roads and bridges Interest on outstanding notes. 335 ,000 55 ,000 15,000 26 ,500 4.85 4.90 DURHAM COUNTY (b) For Purposes Other Than Schools 50 ,000 370 ,000 28 ,392 County home Roads... Accounts payable 50 ,000 370 ,000 28 ,392 43^-6 4M-6 EDGECOMBE COUNTY (a) For Schools 3-6-26 4-5-26 20 ,000 17 ,500 8-28-26 10-4-26 Loan to board of education. Loan to board of education. 20 ,000 17,500 4.70 (b) For Purposes Other Than Schools 7-15-25 1-6-26 6-2-26 6-9-26 6-26-26 6-26-26 200 ,000 90 ,000 10 ,000 200 ,000 50 ,000 50 ,000 7-1-26 7-6-26 7-2-26 5-7-27 7-26-26 7-26-26 Roads Roads Roads Loan to state highway commission. Roads Bridges 200 ,000 90,000 10 ,000 200 ,000 50,000 50 ,000 4H 6 4M 5 5 FORSYTH COUNTY (b) For Purposes Other Than Schools 1926 1926 1926 1926 25 ,000 75 ,000 25 ,000 25 ,000 4-1927 4-1927 4-1927 4-1927 Roads Roads Roads Roads 25 ,000 75 ,000 25 ,000 25 ,000 5V 2 5V 2 5V 2 Part IV 597 TABLE XX— Continued FRANKLIN COUNTY (b) For Pubposes Other Than Schools Date Incurred Amount Incurred Date of Maturity Purpose Amount Outstanding Interest Rate 20 ,000 20 ,000 15 ,000 50 ,000 General fund General fund General fund . New county home $ 20 ,C00 20 ,000 15 ,0C0 50 ,000 GASTON COUNTY (b) For Purposes Other Than Schools S 16,000 100, COO 50 ,000 1C0 ,000 S 16,000 100,000 50 ,000 100,000 6 Roads -.- Roads Roads 5 iA 4.15 GATES COUNTY (b) For Purposes Other Than Schools 12-7-25 S 5 ,000 12-7-26 Debt for tick eradication 5,000 GRAHAM COUNTY (a) For Schools 11-29-26 9-11-26 9-11-26 9-4-26 9-4-26 10,007.74 6,000.00 7,135.00 1,424.32 3,080.00 3-29-27 2-4-27 4-6-27 2-4-27 2-4-27 Truck notes Due on Stecoah school building by county board of education. Approved by county commissioners; not signed by county commissioners 4A VA VA (b) For Purposes Other Than Schools 6-1-26 3-1-26 100,000 7 ,500 i 6-1-28 3-1-27 County (notes). Water (notes)... 10C ,0C0 7,500 GRANVILLE COUNTY (a) For Schools 4-15-26 % 15 ,CCC 25 ,CC0 5,000 20 ,C00 15 ,000 5,000 30 ,000 20 ,000 20 ,000 14 ,000 10,506 11-12-26 10-5-26 10-5-26 9-5-26 9-23-26 $ 15 ,C00 25 ,000 5,000 20 ,000 15 .000 5,000 30 ,000 20 ,C00 20 ,000 14,000 10,506 6 3-5-26 6 3-5-26 6 3-16-26 6 3-23-26 6 5-8-26 6 5-4-26 10-4-26 11-14-26 11-20-26 11-20-26 6 5-14-26 6 5-20-26 6 5-20-26 6 Accounts payable 598 Report of Educational Commission- table XX— Continued GRANVILLE COUNTY— Continued (b) For Purposes Other Than Schools Date Incurred Amount Incurred Date of Maturity Purpose Amount Outstanding Interest Rate % 220 ,000 10 ,000 7,223 8,000 11,000 5,000 5,000 Loan to state highway commission S 220 ,000 10 ,000 7,223 8,000 11 ,C00 5,000 5,000 5 1-21-26 9-1-26 9-1-26 3-2-27 6-3-27 5-1-27 6-11-27 6 1-21-26 6 3-2-26 6 6-3-26 6 5-1-26 6 6-11-26 6 GREENE COUNTY (a) For Schools 5-1-25 15 ,500 Funding.... $ 15,500 (b) For Purposes Other Than Schools" 6-28-26 8-7-26 8-3-26 30 ,000 20,000 10,000 12-25-26 1-5-27 1-31-27 County purposes and roads and bridges Bond interest sinking fund. Roads and bridges and county purposes 30 ,C00 20 ,C00 10 ,000 GUILFORD COUNTY (a) For Schools 5-10-26 S 5C ,000 50 ,000 150,000 7-9-26 7-9-26 10-8-26 $ 50 ,C00 50 ,000 150 ,000 4.40 5-10-26 4.40 6-10-26 3.97H (b) For Purposes Other Than Schools 2-1-24 7-1-24 7-15-25 4-8-26 2-15-26 5-26-26 5-18-26 5-26-26 5-1-26 400,000.00 200,000.00 150,000.00 21,345.75 30,000.00 250,000.00 20,000.00 250,000.00 44,928.52 2-1-32 7-1-29 7-15-30 7-9-26 2-15-36 11-26-26 5-18-36 11-26-26 8-1-26 Roads Roads Roads Roads Roads Roads Roads Roads Roads and bridges, and bridges, and bridges. and bridges. and bridges, and bridges, and bridges. and bridges. and bridges. $ 325,000.00 120,000.00 150,000.00 21,345.75 30,000.00 250,000.00 20,000.00 250,000.00 44,928.52 HALIFAX COUNTY (b) For Purposes Other Than Schools $ 10,000 10 ,000 10 ,000 10 ,000 25 ,000 65 ,000 100 ,000 1-1-27 1-1-28 1-1-29 1-1-30 2-24-27 8-7-27 4-30-27 $ 10 ,000 10 ,000 10 ,000 10 ,000 25 ,000 65 ,000 100 ,000 5 5 5 5 5-24-26 4.4 8-27-26 4.7 8-30-26 5 Part IY 599 TABLE XX— Continued HARNETT COUNTY (a) For Schools Date Incurred Amount Incurred Date of Maturity Purpose Amount Outstanding Interest Rate S 15 ,000 S 15,000 (b) For Purposes Other Than Schools 5-15-26 5-15-26 5-15-26 20,000.00 20,000.00 25,000.00 2,500.00 1,083.24 1,346.10 1,346.10 1,346.10 1,346.10 2,000.00 Interest Date 1-1-27 1-1-27 1-1-27 7-22-26 Demand 12-31-26 6-30-27 6-30-27 6-30-27 12-1-26 General county fund General county fund General county fund Roads and bridges.. Roads and bridges.. Roads and bridges.. Roads and bridges.. Roads and bridges.. Roads and bridges.. Roads and bridges.. 20,000.00 20,000.00 25,000.00 2,500.00 1,083.24 1,346.10 1,346.10 1,346.10 1,346.10 2,000.00 IREDELL COUNTY (b) For Purposes Other Than Schools 4M 6 6 6 6 6 6 6 HAYWOOD COUNTY (b) For Purposes Other Than Schools 9-1-26 S 150 ,000 1927 Roads and bridges S 150 .0C0 5 HERTFORD COUNTY (b) For Purposes Other Than Schools 7-1-25 S 11,493.66 1927 S 11,493.66 6 HYDE COUNTY (b) For Purposes Other Than Schools t S 61 ,834 6-28-26 7-1-26 7-2-26 8-2-26 1 100.0C0 12 ,500 250 ,000 60 ,000 100 ,000 100,000 70 .000 240 ,000 100 ,000 125 .000 50 .000 70 ,000 200 ,000 150,000 1-12-27 1-15-27 1-2-27 2-2-27 2-10-27 3-13-27 3-13-27 3-15-27 4-29-27 4-22-27 4-30-27 5-15-27 Roads General countv expenses Roads S 100 ,000 12 ,500 250 ,000 60 ,000 100 ,000 100.000 70 ,0C0 240 ,000 100,000 125 ,000 50 ,000 70 ,000 200,000 150,000 8-10-26 4% 9-13-26 4 3 A 9-13-26 1C-1-26 Roads 1C-9-26 4% 10-22-26 Roads 4% 10-30-26 4% 11-15-26 11-18-26 Roads Roads.. 4% 11-18-26 4-18-27 4% •Report not itemized as to purpose, etc. 600 Report of Educational Commission TABLE XX— Continued JACKSON COUNTY (a) For Schools Date Incurred Amount Incurred Date of Maturity Purpose Amount Outstanding Interest Rate 7-1-25 $ 45 ,000 $ 45 ,000 6 (b) For Purposes Other Than Schools 10-9-25 $ 400,000.00 100,000.00 122,000.00 40,000.00 5,000.00 4,000.00 6,000.00 3,083.92 150,000.00 10-9-27 9-15-27 5-1-27 12-29-26 $ 400,000.00 100,000.00 122,000.00 40,000.00 5,000.00 4,000.00 6,000.00 3,083.92 150,000 00 5H 6 9-15-26 10-17-25 9-1-26 1927-28 9-1-25 9-1-27 5H JOHNSTON COUNTY (a) For Schools 12-1-26 $ 222 ,340 Building fund. 222 ,340 (b) For Purposes Other Than Schools 10-21-26 11-20-26 63 ,500 86 ,500 1927 1927 General county fund. Convict funds. 63 ,500 86 ,500 JONES COUNTY (a) For Schools 5-10-24 2-20-25 20 ,500 40 ,000 Demand Demand Notes to J. K. Warren and J. R. Lowrey Notes to Bray Bros 20 ,500 40 ,000 (b) For Purposes Other Than Schools 12-15-26 $ 35 ,000 10-15-27 Current expenses. LEE COUNTY (a) For Schools 11-9-26 9-6-26 45 ,000 10 ,000 11-9-27 3-7-27 Sinking fund. $ 45 ,000 10 ,000 (b) For Purposes Other Than Schools 12-10-26 1-8-27 11-7-26 10,000 20 ,000 4,000 12-10-27 1-8-28 2-1-27 General county. General county. Roads... $ 10 ,000 20 ,000 4,000 LENOIR COUNTY (a) For Schools 9-8-26 $ 16,0C0 3-8-27 Part IV 601 TABLE XX— Continued LENOIR COUNTY— Continued (b) For Purposes Other Than Schools Date Incurred Amount Incurred Date of Maturity Purpose Amount Outstanding Interest Rate 2-10-25 S 13 ,500 60 ,000 50 ,000 25 ,000 60 ,000 25 ,000 Demand 11-28-26 10-28-26 11-23-26 11-28-26 1-1-27 S 12 ,300 60 ,000 50,000 25 ,000 60 ,000 25 ,000 6 11-28-25 5 1-28-26 5J4 2-23-26 5.15 11-28-25 5 7-1-26 *K LINCOLN COUNTY (a) For Schools 1926 S 25 ,000 1927 I 25 ,000 6 (b) For Purposes Other Than Schools 1926 t 50 ,000 10 ,000 27 ,000 30 ,000 25 ,000 1927 1927 1927 1927 1927 $ 50,000 10,000 27 ,000 30 ,000 25 ,000 4M 1926 5 1926 5 1926 5 1926 6 MADISON COUNTY (b) For Purposes Other Than Schools 11-1-25 6-1-26 7-1-26 % 100,000 235 ,000 100,000 7-1-27 6-1-27 7-1-27 Loan to State Highway Commission... Loan to State Highway Commission... Loan to State Highway Commission. .. $ 100 ,000 235 ,000 100 ,000 5 5 5 MARTIN COUNTY (b) For Purposes Other Than Schools 5-16-26 S 20 ,000 20 ,000 11-15-26 11-15-26 $ 20 ,000 20 ,000 5 5-16-26 5 Mcdowell county (b) For Purposes Other Than Schools t $ 388,035 MECKLENBURG COUNTY (b) For Purposes Other Than Schools 1-20-26 $ 375 ,000 100 ,000 50 ,000 65 ,000 1-20-28 Short term notes Short term notes Short term notes $ 375 ,000 100,000 50 ,000 65 ,000 4.59 4.60 4.75 4.75 •Report not itemized as to purpose, etc. 602 Report of Educational Commission TABLE XX— Continued MITCHELL COUNTY (a) For Schools Date Incurred Amount Incurred Date of Maturity Purpose Amount Outstanding Interest Rate 9-7-26 S 10 ,000 10 ,000 3-7-27 4-9-27 $ 10,000 10,000 6 10-9-26 6 (b) For Purposes Other Than Schools 1-6-26 $ 2,572.92 1-6-27 Roads. $ 2,572.92 MONTGOMERY COUNTY (a) For Schools 1922 % 10,000 12-21-27 10,000 hYz (b) For Purposes Other Than Schools 6-12-26 $ 5,000 12-12-27 Roads 5,000 VA MOORE COUNTY (a) For Schools 9-1-26 % 16 ,000 15 ,000 3-1-27 3-27-27 % 16 ,000 15 ,000 5 12-27-26 5 (b) For Purposes Other Than Schools 6-1-26 1-3-27 3-11-26 25 ,000 5,000 25 ,000 6-1-27 4-23-27 3-11-27 Deficit.... Deficit Highway. 25 ,000 5,000 25 ,000 NASH COUNTY (a) For Schools 3-1-24 60 ,000 6,000 S1954 Refunding Balance on education building. 56 ,000 6,000 5H (b) For Purposes Other Than Schools 12,500 200,000 Addition to county home Loan to State Highway Commission. 12 ,500 200 ,000 NEW HANOVER COUNTY (a) For Schools t 180 ,000 Notes. 180 ,000 Part IV 603 TABLE XX— Continued NEW HANOVER COUNTY— Continued (b) For Purposes Other Than Schools Date Incurred Amount Incurred Date of Maturity Purpose Amount Outstanding Interest Rate 2-1-25 S 60 ,000 16,000 27,500 2-1-27 12-1-23 2-1-26 3 48 ,000 10 ,000 22 ,000 5 9-1-22 5 2-1-25 5 ONSLOW COUNTY (b) For Purposes Other Than Schools 12-18-26 6-1926 f 100,000 15,000 100,000 12-18-27 3-2-27 2-14-28 Floating indebtedness androads S 100 ,000 15 ,C00 100 ,000 5 6 2-14-27 4% ORANGE COUNTY (a) For Schools s 23,224.25 Various S 23,224.25 6 (b) For Purposes Other Than Schools s 166,000.00 24,002.72 Various Various 3 166,000.00 24,002.72 6 6 PAMLICO COUNTY (a) For Schools If 25 ,000 County Commissioners note for build- t 25 ,000 (b) For Purposes Other Than Schools $ 200 ,000 142 ,500 Loan to State Highway Commission... I 200 ,000 142 ,500 PASQUOTANK COUNTY (b) For Purposes Other Than Schools 10-23-26 $ 5,000 10-23-27 General road fund $ 5 ,000 6 PENDER COUNTY (a) For Schools 6-30-23 ? 23 ,580 3 23 ,580 (b) For Purposes Other Than Schools 1-1-23 I 45 ,000 100 ,000 3 45 ,000 100 ,000 7-1926 604 Report of Educational Commission TABLE XX— Continued PERQUIMANS COUNTY (b) Fob Purposes Other Than Schools Date Incurred Amount Incurred Date of Maturity Purpose Amount Outstanding Interest Rate 1-15-26 $ 200 ,000 1-15-28 Loan to State Highway Commission... S 200 ,000 5 PERSON COUNTY (a) For Schools 12-22-26 12-7-26 10-5-26 9-12-26 15,000 25 ,000 20 ,000 10 ,000 6-22-27 6-7-27 4-5-27 3-12-27 15 ,000 25 ,000 20 ,000 10,000 6 m (b) For Purposes Other Than Schools 12-7-26 25 ,000 County home. % 25 ,000 PITT COUNTY (b) For Purposes Other Than Schools 1-1-26 7-1-26 100 ,000 About 5-1-27 County roads. S 100 ,000 5M POLK COUNTY (a) For Schools 7-1-23 $ 45 ,000 30,000 10,000 % 36 ,000 30 ,000 10 ,000 6 4-5-26 1927 1927 Notes 5 l A 2-16-26 5 l / 2 RANDOLPH COUNTY (a) For Schools f 190,500 $ 190 ,500 (b) For Purposes Other Than Schools $ 182 ,500 86 ,200 185 ,000 $ 182 ,500 86 ,200 • 185 ,000 *Loan to State Highway Commission... RICHMOND COUNTY (b) For Purposes Other Than Schools 1926 60,000 1926 Roads and bridges. 60 ,000 4.90 *Bond issue covering these items is being advertised for sale April 27, 1927. Part IV 605 TABLE XX— Continued ROBESON COUNTY (a) For Schools Date Incurred Amount Incurred Date of Maturity Purpose Amount Outstanding Interest Rate 1926 $ 2 ,509 $ 2 ,509 (b) For Purposes Other Than Schools 9-1-25 $ 450 ,000 1925-26 70 ,000 1926 10 ,000 1925-26 15 ,000 1926 2,491 1933 1927 Highway loan notes Road machinery notes County supplies notes Roadwork — open account County supplies — open account 450 ,000 70 ,000 10,000 15 ,000 2,491 ROCKINGHAM COUNTY (a) For Schools 10-6-25 $ 12 ,000 6,000 $ 12 ,000 6,000 6 10-26-25 Trucks * 5}i (b) For Purposes Other Than Schools 4-20-26 5-18-26 125,000 50,000 10-16-26 11-14-26 Uncollected taxes, 1925- Uncollected taxes, 1925. 125 ,000 50 ,000 4.6 4.5 ROWAN COUNTY (b) For Purposes Other Than Schools 8-9-26 4-15-26 3-4-24 3-12-26 25 ,000 35,000 15 ,000 15 ,000 2-9-27 10-15-27 3-4-27 3-12-27 Bridges Roads Roads General purposes 25 ,000 35 ,000 15 ,000 15 ,000 4.75 4.90 6 6 RUTHERFORD COUNTY (b) For Purposes Other Than Schools 3-3-26 6-15-26 6-3-26 300 ,000 600,000 75 ,000 1927 1927 1927 Roads ... Roads General expenses 300 ,000 600 ,000 75 ,000 4.65 4.5 5 SAMPSON COUNTY (a) For Schools 1924 1925 1926 1926 1926 S 25,000.00 41,000.00 260,000.00 5,211.04 5,278.00 S1944 S1935 1-3-27 2-15-27 3-1-27 Building... Building... Building... Equipment Equipment 22,500.00 38,500.00 260,000.00 5,211.04 5,278.00 6C6 Report of Educational Commission TABLE XX— Continued SAMPSON CDUNTY— Continued (b) For Purposes Other Than Schools Date Incurred Amount Incurred Date of Maturity Purpose Amount Outstanding Interest Rate 1926 1926 1926 50 ,000 10 ,000 35 ,000 3-11-27 4-18-27 5-1-27 Roads Roads County home. 50 ,000 10,000 35 ,000 SCOTLAND COUNTY (b) For Purposes Other Than Schools 6-1926 6-30-26 70,000.00 8,623.33 1927 Grading of state highway. Accrued interest unpaid... 70,000.00 8,623.33 STANLY COUNTY (a) For Schools STOKES COUNTY (a) For Schools 1925-26 $ 90 ,000 60 ,000 10,000 $ 90 ,000 60 ,000 10,000 5-3-26 5-15-27 5-3-27 5 1 5-3-26 5.1 (b) For Purposes Other Than Schools 4-9-26 6-7-26 S 80 ,000 40 ,000 40 ,000 4-9-27 6-7-27 3-6-27 Improvement — roads and bridges $ SO ,000 40 ,000 40 ,000 5.20 5 7-6-26 6 5-4-27 Funding. £ 78 ,000 oK (b) For Purposes Other Than Schools 2-1-27 8-1-27 Roads and bridges. 207 ,000 SURRY COUNTY (b) For Purposes Other Than Schools 1925 50 ,000 1935 Roads. SWAIN COUNTY (b) For Purposes Other Than Schools 12-1-26 12-13-26 1-26-27 1-26-27 $ 100 ,000 10 ,000 10 ,000 10 ,000 1927 4-13-27 5-26-27 4-26-27 Funding notes Current expenses- Current expenses- Current expenses $ 100 ,000 10.000 10 000 10 ,000 5J-2 4.65 4.65 IV 607 TABLE XX— Continued TRANSYLVANIA COUNTY (a) Foh Schools Date Incurred Amount Incurred Date of Maturity Purpose Amount Outstanding Interest Rate 7-1-23 $ 55 ,000 S 1950 $ 51 ,000 6 (b) For Purposes Other Than Schools 2-15-26 $ 250 ,000 45 ,000 20 ,000 2-15-28 5-1-27 5-4-27 Roads — loan to State Highway Corn- $ 250 ,000 45 ,000 20 ,000 5-1-26 5 5-4-26 5 TYRRELL COUNTY (b) For Purposes Other Than Schools 9-1-26 $ 156 ,000 9-1-28 Loan to State Highway Commission 156,000 UNION COUNTY (b) For Purposes Other Than Schools 4-14-26 t 21 ,000 50 ,000 25 ,000 200 ,000 4-14-27 11-15-26 11-15-26 11-1-27 S 21 ,000 50 ,000 25 ,000 200 ,000 4M 8-7-26 8-29-26 Loan to State Highway Commission 5 5 5-1-26 Loan to State Highway Commission iH VANCE COUNTY (b) For Purposes Other Than Schools 8-28-26 $ 2,400.00 1,300.00 3,775.00 5,000.00 10,000.00 4,133.50 2-28-27 2-28-27 3-1-27 3-10-27 4-7-27 7-5-27 $ 2,400.00 1 ,300.00 3,775.00 5,000.00 10,000.00 4,133.50 8-28-26 WAKE COUNTY (a) For Schools 11-1-23 $ 50 ,000 1924-28 $ 20 ,000 5 3 A (b) Fo r Purposes Other Than Schools 11-30-26 $ 185 ,000 60 ,000 $ 185 ,000 60 ,000 5 11-30-26 4H 608 Report of Educational Commission TABLE XX— Continued WASHINGTON COUNTY (b) Fob Pubposes Other Than Schools Date Incurred Amount Incurred Date of Maturity Purpose Amount Outstanding Interest Rate 5-1-26 1 25,000.00 3,973.00 3,230.43 20,000.00 5-1-27 3-15-27 9-13-27 4-13-27 $ 25,000.00 3,973.00 3,230.43 20,000.00 6 3-15-26 6 9-13-26 6 12-13-26 6 WATAUGA COUNTY (a) For Schools $ 75 ,000 $ 75 ,000 (b) For Purposes Other Than Schools $ 125,000.00 4,081.60 Loan to State Highway Commission Road in Laurel Creek Township $ 125,000.00 4,081.60 WAYNE COUNTY (b) For Purposes Other Than Schools 3-2-26 5-1-26 $ 450 ,000 200 ,000 3-2-27 5-1-27 Roads. Roads. 450,000 200 ,000 WILKES COUNTY (a) For Schools 75 ,000 Notes outstanding against Board of Education 75 ,000 (b) For Purposes Other Than Schools 1-24-27 15 ,000 7-24-27 Refunding 15 ,000 WILSON COUNTY (b) For Purposes Other Than Schools 4-21-25 J 25 ,000 12 ,000 Demand 1-6-27 $ 25 ,000 12 ,000 5 7-6-26 4 YADKIN COUNTY (a) For Schools 1922 S 10 ,000 1927 $ 10,000 6 Part IV 609 TABLE XX— Continued YANCEY COUNTY (a) Foe Schools Date Incurred Amount Incurred Date of Maturity Purpose Amount Outstanding Interest Rate 8-15-26 $ 15,000 15 ,000 16 ,000 25 ,000 2-15-27 10-4-27 5-20-27 11-1-27 S 15 ,000 15,000 16,000 25 ,000 5.40 10-4-26 5.25 11-20-26 5.25 9-1-26 5.50 (b) For Purposes Otheb Than Schools 8-14-26 9-28-26 $ 30,000 35,000 2-14-27 9-28-27 Roads and bridges. 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Water, sewers and streets Water, sewers and streets Fire truck 5-8-27 6-2C-27 S1933 11-9-26 12-20-26 1925 $ 50 ,000 50 ,000 8,000 Forest City Rutherfordton O lO o o o O <-l o o o O ~h o CO O © >ra o to o_ -< « CN ~* 00 Q, o o o o ozzzz S3 * Sf * ft 2 * a fe s qMEWS lO o -^ o »c « « « N N »o © © © «H O O O O rH O CO O © U3 O «D O rt H M H 00 Part IV 633 O O O CO O O O f- o o o 2 Z, £ 2; fc £ o 4) tc O cc as Q r. « ffl i - (3 O O O O O us »o o a> eo i 1 a © i j*js::s* i go m *rs io cr $ 38 ,000 750 35 ,000 100,000 30 ,000 10 ,000 a aj a a 6 a O O o o c ! ! c i i a i : e i < a 1 ! > ' ! c ' i u * i '- - j a; •- ! § t p g a j Q da a = e. > c s- C S a a ■p a. 2-37 3-27 5-27 5-27 1931 8-26 9-26 11-26 11-26 12-26 $ 38 ,000 750 35 ,000 100 ,000 30 ,000 10 ,000 j >> i ^ o o o o o o o o o o O O u3 o io o o © o a) a) a> _ bfl bfl bfl bfl tJ3 bO s3 S sd S t. c3 fl) © © 3J flJ © r. ■/: v: X :/. x Td T3 "d T3 t) ^ a a a a c c c3 o3 c3 oi c3 o3 -O ,J3 .C A A A J3 £ 5=££5=££ r-~ t-- t-~ r* i>- (M CN C3 CH H ■t; H r> X o H u a ft o H £ £> ^> a! cd 05 C3 |« U3 CO CO M ■w.9 o o o P-T3 o o o 2 « q io io o a tfi o t- a-s r~ ! i m , : ,£3 t- < ■ CD I 1 3 & : : ^ CD | J n -o ; : o B I i fa * : -a 0) -2 1 ^ o - 13 J "Hi Q SO -M 3 - 3 rt fa h i3 o 2 « ft tj t< .2 £ fa Q r^ 1 _g jS S 'E - c 1 0) CD 4< W K ■8 CD CD CO |9 ■<*< O "* 2 T oo T rl CM CN - -^T3 O O O n a o o o 3 fc; O W3 lO gs iO O! 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(h cd ° d fa h «! m pq £ ■a a - 1 o o o o o co o in o o t o ■* CO o »o -ef CO ^H O CM t>- -H J [Vj S ■a » *0 m C u 3 n 636 Report of Educational Commission oa o 01 T* ic -* O rt< rt ih CO »fl „ ^ M (N OO N M W Ol O OlOlTjf^O!NHCNNNOHnO»NHW eo*OMO)»fti-'oo0>eoT*c'Oe*3OOooo* - OcOCOOO^C<*OCONCNCM^COCO*<*iCO OOOOOOOOOOOOOOl^- ©OOOOOOOOOOOOO^h CXJOOiC-TfiOiOOt^-OiOO^ O >-t 00 o ** ^ OJ i- < Oi O -*ct< Tf< CO tf3 t^- t^Mccoooor^i-HCD CNOJOeoCOiOCOO© ..'*MTt0iOU5iO^ifliO»OiOiC>CW OOOOOOOOOOOOOOOOC^OOcDO OOOOOOOOOOOOOOOOtM" OOOiOOOOO"Or~-OkOOOS^OO i (MCS MNNCOOCDNOOoiMN'NFHt^COOO'-iOO iO «5 ifl « _._... _ o oi o «: w o OOi^OOC<)OSC^t^OCOCOOC^(M««^ N M OO CD 05 Tj( CD 05 H CO CD O CD N H CO M CO OiOS OJi-H'-HCOi— I N Oi CO lO ■* a ^ w » THCDNNCONifJOOCOiO ©CO OiOCO*OiOeO_Oi_CN t~- t* -** lO O CD rt rt N H Tt< CO OO iO OJ N Ol CO •* U5 iO U5 M CRt^NM^^COH CO^OCO'-'NNOOOllO Tt* ^ CM CO N CD CO M M (N H »OiOiO*OOiOiOOiO»0*0 OOOOOOOOOOCDOOOOOOOCOOOOOOsOOO OOOOOOOOOOOOOOOOiOOiOO^OCNCOOOJ© ---■■-■ - -- ug co_ *-_ © oo_ «* OOOO^HOOiOOOOOiOcO^i-HCN *H O t~- O CO -* W H U5 N CO^MOOCCNHOOHOONrtaiOCO^aM-icD -^ — . h N N W M ^ O O W N M «D ^ ^ H CD CD © CD ,—t ,-< ,_i ,-h N tN CD CD ij< CO ^ © o Os ic N h OO t> HO CDCfliQU3MC U) (O CO CO © © © CM ~h © »— i >o W CO 05 ^ M r- ICO OOOOOOOOOOOOOOt>-OOi— (OOOOOOOOO OOOOC0OOC3OOOOOO-— 'OCDCOOOOCJOOOO^O COOOO^CW^OOOOOOOOC7SfcOC^COiOC3CSOOiOiOcjaiO ^^eN©©^©eNr©ao"iO©CO^CO^©©©^CO^©C^ -*}< "■# CO cno}cs0)0)0i0) CM CN N CM _ - Pakt IV 637 ■c* CM to to -* Oi o O os CM OS OS CO as 00 OS CO os IO oo o ■* ■* io ■o 1< io ■o to IO o o l-~ to o o (, Co CO IO r^ OS to to -* OO to CO OS io OS o »o t^ r» CO CO CM oo os CI <* t>J OJ C) CM rp CO CM aft c^ OS 00 ^< =3 os CO — o rt to t^ CO ■* -CH to o- oo OS CM OS o IO 00 o «* -tp IO io ^* IO IO iO IO § o ^ CO o CM O0 CM CM o OS •o o t^ o> o IO o_ 1^ co_ CO o o CM t» IO N IO oo CM 00 CI CO CM CM_ !>•_ CO OS ■CO o a-J CM CM CM cm OS Tt* CM CO aft e^ -t" CO co ■* r- cni OO IO CO OS CS CO o OS o OO OS ■>* CO ^r IO 00 T* ■o io io o IO iO IO o o OS o o OS o o o o CM o o 5 -1 CM o r~-_ t~ BO ^t< CO CO OS iO IO OS CO CM lO *# ■^ n t~ t- O Tt< o CD o Ttc OS •ft CM O0 CO oo CO t~ 00 f- o oo _ CO ua 00 10 -p CO rf ~f ■OS -* co OS OS CO os o iO OS OS IO T* M5 io ■* IO IO ua ■>* o e O 00 o 00 g o o o O o r~ o o •o o_ © o> CO o © >* r~ to >o •■* >o o -p o •# -* -p o CO r- to CO IO rj- -* O0 co IO o t- CO CI OS crs CM OS •ft t*» IO CO 15 CO CO "o OS OS CO r^ H CI OS CI 0> CM OS to CM CS "d 3 CO i 1 -* OS OS 0) % o; OS CM OS OS rt -O J P id 3 CO T3 CU -d 01 T3 3 3 3 3 3 m X) s CD 3 638 Report of Educational Commission E-1 &H fa fa fa pq fa fa H fa fa fa m op tf I g fa fa 2 Eh > Percent- age of Taxes Levied Required for Bond Interest OO (N OS OO C4 Tt* CO 28.3 28.5 16.3 c 0B CO 36.45 20.5 20.2 © Cl CO CO © CM U3 W5 H 25.3 32.6 39.8 Total Annual Bond Interest OO t~ co ai t— CO O © W CM o ■«*< o •^ H OJ lO OO OO = iO © ^H © © 1-1 t- CO © © lO 00 b- CO © I>- CM CM © © © CO ~H |-H t^ en oo CO CO CM CI CO CO lO H CO CO o *o f; Oi CD OS CO OS CM CO 00 ^ © CM CM M M H W CO H «e •3 3 o o o o o ©■ O © O O © CM o o o O CM O O 00 o US o o o CD © © © © © CM 00 © © © © © © © OS © © © CM tH © © © © 55 © iO CO O o o ^H 00 -^* CO oc o O ^H O CO cm ■«* oi »o ■* O CM OO CO N O 'f- GO iO CM CO CD i-l U3 © CO Tt< OS U3 CI ir> -* CM CO CO (O N C3! CM CO OS «# i-t ^H CO lH — 1 T-H ■^h iH CM ^H CO CO i-H ^H G* CM a O o o o lO t-- o o o o o o o O CNI O O O O CM O CD CO "^ a o o O Q O © © © © © CD m oo o © © © o © © © © © ** © © © © © lO CD ^oO ** OO CD ■* 0 H fa 6<& ^ CO r-H ,H rH c o o o o o o O 1 CD O i o o t o o © © i CD ' © l O © i i © ii ■* o as CO CM I OS "3 1 ^ i CO OS i I fa ee a o o o o o © o o o o o CO CD O O O O CD CD O CD O O iO O o to o cz> o © © © ©) © © © © © © © © CD © C> © © WD © © © © © © © © © CD O CO CO CM CM O •«* t^ »C CM O r-i CO CO GO ^^ i-l CO CM ■** l>- f-H CM CO CO © © CI CM © © -H T)< N 00 CD CM fa e© rt - 1 ■g o ! 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O CD a 'm < < I 8 te <3 « m d •a a fa 1 PQ J2 I ai B i 2 O O fa. 9 fa *5 3 P rt PQ pq a 1 O I a -2 | ri ri o a d 4 s S -a o 55 rt 63 "« JS J3 o a o Part IV 639 ■* O o o IN OO a r~ CS1 ua *H CO OS so cq o o a co ^ OS 35 CI M t^ 35 OS oa to »o US CI C^ ua oa © 1Q o 00 iO on oa CI >o IO o <* C* ■fl 1—1 CC CI (M IN OO (.M CM CO cs» CO cq C* '•'' CM CO "3< CI o :^ o o o o o •« ira o o o IC »o o o o o lO Si -a> -* OO 1-H ^H lO ^H O CO O0 OS t-*- CD "^ O i< ifl O CO w ^ »0 OS tH U0 OS CM iO i-i OS O o o -^ ^h o oo -^ CM O "* CO i-H Q O o o o o nn CO CO o o o o o ^o a CI 1U CO CO o o M o o o CO o m CO o CO u5 OS eo t^ Uj CM o o C4 •". 00 i-h CO lO i— i O CD Os CO *H i— i O CO O0 CO 03 il lO.^ •* iO o T* t-( CO O O ^H O !D T(( W lO ^i t^ O OO t* CO CO i-H CM lO O O CO OS CM tF CO O CO O O o h.o o o O OS o o o CO CO CO © o CM lO CO CO OS CM i-h W5 ^H i-H O CO o o o CO O CO o o o o o o o o o o ■* o io O CO CO CO o O CO o o o o o o o o OS OO OO CO o r- o co co os CD CM i-H CO o o o o o o o o CO O CO CO CO o o o © o CO O O CO CO O CO CO o o iO o o o o i-* o OS CO CO OO t* <*ft CO ■«* © W3 i-t cm i—i 1-H CO o o o CO CO CO CO t^ y-< Mi J3 JS .S 6 OOOOO OOQQQ 3 £ -a 1 S Q Q W fc fe 7S := C >> a ooocjo — 9 S ■« V -o -| a> o >. to S W W H A >3 640 Report of Educational Commission Percent- age of Taxes Levied Required for Bond Interest 19.7 28.3 27.6 25.6 23.8 51.2 18.1 27.9 23.9 19.7 26.2 38.9 21.8 18.3 16.46 5.4 15.0 15.9 25.0 43.0 10.6 27.7 21.9 Total Annual Bond Interest $ 213,943 35,350 76,375 180,028 76,898 85,505 48,357 83,545 102,659 635,018 50,663 129,680 106,141 114,140 219,434 16,443 28,830 52,150 -33 , 375 182,433 29,385 51,410 59,380 "3 o $ 3,800,500 668,000 1,431,500 3,243,500 1,410,000 1,483,000 906,560 1,481,000 1,812,300 13,058,750 865,000 2,213,000 1,838,900 2,083,800 4,522,400 303,500 535,000 948,750 583,000 3,508,200 510,000 866,000 1,093,000 a S 2,392,000 195,000 170,500 1,338,000 547,000 828,000 296,560 646,000 1,111,300 1,309,500 460,000 1,643,000 1,199,900 1,122,800 251,400 87,500 148,000 389,750 282,000 707,000 292,000 806,000 43,000 c <2 $ 228,000 24.000 15,000 332,000 375,000 97,000 508,000 3 8 'e 1 > g X w ij m Ph $ 88,500 252,000 582,500 298,000 575,000 50,000 571,000 263,000 330,000 470,000 271,000 109,500 18,000 56,000 120,000 80,000 281,000 120,000 168,000 10,000 98,000 d "* b Ph S— 12,000 20,000 6,305,250 1,050,000 S 40,000 a $ 20,000 198,000 2,200 I IIIII 1 1 1 1 i 1 «? i 1 i • i 1 1 U j j 1 ill'' | J j- 2 i £ i I g collie [ 9 J § i : ! 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'a a a a j ^ i s if 13 a CI a a p I >> O 5 3 OS W Ph PJ Pi EQ CQ GQ 0Q [O m 5 J a j2p:^^&: ^ ^ fe: ?2 fS 642 Report of Educational Commission TABLE XXV— AVERAGE INTEREST RATES ON BONDS OUTSTANDING, 1926, PAID BY COUNTIES, BY DISTRICTS AND TOWNSHIPS, BY CITIES AND TOWNS, AND BY ALL UNITS OF LOCAL GOVERNMENT— BY COUNTIES Average Rate Paid By County Counties Districts and Townships Cities and Towns All Local Units of Government 5.019 5.185 5.817 5.175 5.671 5.805 5.299 4.912 5.613 5.835 5.132 5.175 5.149 5.085 6.000 5.545 5.854 5.606 5.668 5.090 5.169 6.000 5.202 5.397 5.303 5.528 6.000 6.000 5.000 5.141 5.439 5.087 4.818 4.938 5.300 5.197 5.107 5.928 5.146 5.870 5.025 5.279 5.389 . 5.552 5.379 5.474 6.000 5.699 6.000 5.436 5.600 5.817 6.000 5.163 6.000 6.000 5.641 5.704 6.000 5.525 4.979 5.862 5.364 5.595 5.262 5.672 5.836 5.347 5.844 5.827 5.836 5.162 5.604 5.303 5.377 5.667 5.754 4.408 5.522 5.566 5.655 5.157 5.417 5.248 5.727 5.807 5.068 5.600 5.148 Caldwell 5.389 5.721 5.821 5.704 5.826 5.649 5.384 5.964 5.531 5.612 5.523 5.606 5.289 Clay 6.000 5.535 5.718 4.721 5.929 6.000 6.000 5.468 5.814 5.970 5.353 5.208 4.897 5.824 5.546 6.000 • 6.000 5.817 5.595 4.894 5.645 5.826 5.563 5.644 5.515 6.000 4.925 5.152 5.484 5.607 5.129 5.445 6.000 6.000 5.476 5.967 5.973 4.777 5.478 4.963 5.805 5.509 5.387 5.485 5.547 4.873 5.260 4.949 5.729 5.432 5.373 5.942 5.275 6.000 4.846 5.919 5.881 5.829 5.587 5.303 5.872 Guilford 4.885 5.598 5.751 5.695 Henderson 5.519 Part IV 643 TABLE XXV— Continued . Average Rate Paid By County Counties ', Districts and Townships Cities and Towns All Local Units of Government Hertford 6.000 5.303 6.000 5.067 5.980 5.422 5.132 4.976 5.658 5.250 5.563 5.198 5.437 5.536 5.137 5.837 5.737 5.699 5.130 4.949 5.212 5.288 5.228 5.703 5.195 5.934 6.000 5.369 5.453 5.621 5.028 5.093 5.018 5.249 5.700 5.113 5.407 4.827 5.464 5.467 5.389 5.642 5.755 6.000 5.772 6.000 6.000 6.000 5.562 6.000 5.684 6.000 5.257 5.126 6.000 6.000 6.000 5.530 5.900 4.947 5.897 5.968 5.532 5.903 6.000 6.000 6.000 Hoke - 5.652 Hyde 6.000 Iredell 5.364 6.000 5.734 6.000 5.543 5.574 5.465 6.000 6.000 5.9138 5.727 4.755 5.254 5.989" 5.629 5.292 5.335 5.550 5.454 5.766 5.334 5.641 5.665 4.863 Mitchell 5.857 6.000 5.939 5.956 4.811 6.000 6.000 5.581 6.000 5.031 6.000 5.756 5.626 5.822 6.000 5.408 5.545 5.774 5.527 5.467 5.801 5.840 5.521 5.738 6.000 5.589 5.790 5.679 5.860 5.772 5.477 4.852 5.372 5.833 6.000 6.000 5.951 5.512 5.875 5.000 5.379 5.968 5.542 5.609 5.892 5.109 5.248 5.640 5.223 5.900 6.000 6.000 5.578 5.500 6.000 6.000 6.000 5.418 5.389 5.497 5.725 5.200 5.762 5.936 5.433 Pitt 5.547 Polk 5.843 5.246 5.389 5.749 5.329 5.469 5.501 Sampson 5.369 5.360 Stanly 5.604 5.787 5.503 5.660 5.728 Tyrrell 6.000 Union 5.564 5.669 644 Report of Educational Commission TABLE XXV— Continued Average Rate Paid By County Counties Districts and Townships Cities and Towns All Local Units of Government 4.927 5.505 6.000 5.817 5.668 4.927 5.411 4.823 5.473 5.864 5.164 5.004 5.544 6.000 5.000 5.095 5.598 5.638 5.759 5.078 5.026 5.623 6.000 6.000 5.432 5.922 5.257 6.000 6.000 5.051 Wake -.- -- 5.138 5.605 5.910 5.800 5.258 Wilkes 5.583 5.194 5.529 5.902 North Carolina (weighted average)- - 5.330 5.417 5.242 5.316 646 Repokt of Educational Commission pj H rc> P >H ca r/> W H M S3 P O n H 83 P ( i >H n pq Q 8* < 1 Ph H eo S3 w £ O 83 S= pri Q 83 Hi ri H m h-J H < P ( j O ( ) rri j O t, S3 O CO CO H 83 5 p w H p 1-1 «! < K >H H P3 H P P5 K H 25 ■< K 1—1 83 W o IO IO IO "5 U5 IO IO j a 11 -^ •go p^ ca a "^ i >> "a J 1 s > 3 O 3

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(M CO '«*' iO CO CO CO CO CO f-i w « ■* »o O Q C5 OJ O 650 Report of Educational Commission TABLE XXVII— SUMMARY OF TOTAL INDEBTEDNESS OF STATE OF NORTH CAROLINA AND ITS SUBDIVISIONS* (a) For Schools Purpose Counties Districts and Townships Cities and Towns Total All Subdivisions State of North Carolina Total Indebted- ness of North Carolina and Its Subdivisions $ 18,300,404 7,146,871 $ 40,031,233 583 ,642 $ $ 58,331,637 7 ,730 ,513 $ 15,000,000 tS 58,331,637 7,730,513 S 25,447,275 $ 40 ,614 ,875 $ $ 66,062,150 $ 15,000,000 t$ 66,062,150 (b) For Purposes Other Than Schools Roads and bridges $ 91 ,688 ,925 11,998,492 573 ,718 8 ,053 ,985 I 8,321,139 $ $100,010,064 16,645,703 1,247,918 15,685,503 55,651,117 48,470,557 5 ,322 ,980 13,312,900 $ 85 ,299 ,600 $ 185,309,664 4,647,211 188 ,200 7,631,518 55,651,117 48 ,470 ,557 5,322,980 13,312,900 16,645,703 486 ,000 1,247,918 8,480,000 24,165,503 55,651 ,117 48 ,470 ,557 Electric lights and 5,322,980 1 ,892 ,5CC 23 ,955 ,500 9 ,438 ,000 15,205,400 Educational and charitable institu- 23 ,955 ,500 Notes in anticipa- 9 ,438 ,C00 839 ,844 1,750,024 1 ,083 ,820 2 ,589 ,868 1,783,320 2,589,868 Other 699 ,500 1,783,320 Total other than school. $113,154^,964 $ 9,506,639 $138,058,327 $260,719,930 $129,065,600 $ 389 ,785 ,530 Total for all pur- poses $138 ,602 ,239 $ 50,121,514 $138,058,327 $326,782,080 $144,065,600 f$ 455,847,680 "Indebtedness of State of North Carolina as of June 30, 1926; indebtedness of subdivisions as of various dates between June 30, 1926, and December 31, 1926. fEliminating $15 ,000 ,000 borrowed for the special building fund for schools, which, if included here, would be counted twice. This item is eliminated from the state indebtedness, because the state acts only as an endorser or guarantor for the counties. The counties levy the tax to pay this indebtedness. 652 Report of Educational Commission TABLE XXVIII— A STATEMENT OF THE CURRENT AND CAPITAL ASSETS AND YEAR ENDED) CURRENT ASSETS: Cash in State Treasury: Total Cash exclusive of Sinking Fund Cash $ 17,427,683 County Notes Receivable: Special School Building Fund Notes $ 13,740,300 State Loan (Literary) Fund Notes 1,266,752 Emergency Loan Fund Notes - 870 15,007,922 Securities Held in Trust for State Warehouse System: Notes secured by Mortgages $ 364,595 United States and State Bonds 222,350 586,945 Total Current Assets $ 33,022,550 CAPITAL ASSETS: Sinking Fund Assets: Cash in Treasury $ 485,721 United States State, County, and City Bonds 4,409,000 $ 4,894,721 Railroad Stocks Owned: Par Market N. C. R. R. Co - - $ 3,200,000 $ 4,350,290 A. and N. C. R. R. Co.. 1,266,600 823,290 Miscellaneous . 676,647 None 5,173,580 10,068,301 Permanent Investment: Highways; Real Estate, Improvements, Buildings and Equipment at the Capital; Real Estate, Improvements, Buildings and Equipment at various locations belong- ing to the State Institutions and Activities — includes all the State's Permanent Investment (See Statement No. 12 of The Budget of the State of North Carolina, for the biennium 1927-1929) 189,986,564 Total Capital Assets $200,054,865 Part IV 653 LIABILITIES OF THE STATE OF NORTH CAROLINA AS AT THE CLOSE OF THE FISCAL JUNE 30, 1926 CURRENT LIABILITIES: Outstanding Warrants: Auditor's Warrants Outstanding ___' _ % 651,791 Liability for Trust Funds: State Warehouse System Cash S 21,488 And Investments in Mortgage Notes and Bonds 586,945 — 608,433 Reserves for Special Funds: Special School Building Fund: Cash $ 828,421 County Notes Receivable 13,740,300 S 14,568,721 State Loan (Literary) Fund: Cash $ 8,239 County Notes Receivable ,... 1,266,752 1,274,991 Emergency Loan Fund: Cash $ 1,441 County Notes Receivable 870 2,311 Permanent Improvement Fund — Cash 1,517,803 State Highway— Cash 9,960,802 Other Special Funds— Cash 3,167,874 30,492,502 Credit Balance in the General Fund (Cash) 1,269,824 Total Current Liabilities, Reserves and Credit Balance $ 33,022,550 CAPITAL LIABILITIES: Outstanding Bonds and Notes: State Highway Bonds $ 69,999,600 And Notes anticipating Bond Sales... 15,000,000 $84,999,600 Chowan River Bridge Notes anticipating Bonds Sales 300,000 Special School Building Bonds $ 10,000,000 And Notes anticipating Bonds Sales 5,000,000 15,000,000 General Fund Bonds. 43,766,000 $144,065,600 CAPITAL SURPLUS: Being the value of the State's Permanent Investment over and above the Net Debt, the Net Debt being the Outstanding Bonds and Notes, less Sinking Fund Assets and Railroad Stocks 55 ,989 ,265 Total Capital Liabilities and Surplus $200,054,865 Part IV 655 TABLE XXIX— ONE HUNDRED FIRST COUNTY ASSESSED VALUATION, TAX RATES, TAXES LEVIED, 1926 ASSESSED VALUATION REAL PROPERTY— Land S9, 299,644 Manufacturing property, outside towns 1,150,653 Mineral, timber, water power properties 57,608 Town lots 8,507,648 Total real property $19,015,552 COUNTY-WIDE TAX RATES AND ASSESSED TAXES FOR SCHOOLS Rate Amount Total 6 months term.... 61.90 $173,216 PERSONAL PROPERTY— Livestock $ 425,948 Stock and fixtures 1,124,894 Material and machinery 1,193,324 Household and kitchen 242,932 Net solvent credits 1,640,060 All other tangible and intangible 360 , 390 Personal, covered by items 48 to 80 971,870 Total personal property $5,959,419 CORPORATE EXCESS— Railroad, telegraph and telephone, etc S2, 452, 674 Bank stock excess 243,671 Building and loan excess 28,977 Domestic corporation excess 282 , 642 FOR PURPOSES OTHER THAN SCHOOLS County purposes 13.81 $38,649 Poor 0.61 1,704 Bridges and roads 20 . 04 56 , 094 Bonds and interest 22.32 62,450 Miscellaneous 0.84 2,356 Total 57.63 8161,253 Total excess valuation.. $3,007,965 Total valuation all property for county-wide taxation $27,382,936 Total valuation all property for district and township taxation 27,982,936 Total valuation all property for city and town taxation. . 12 , 639 , 859 Total county-wide taxes. 119.53 $334,470 Total district and township taxes 110 ,444 Total city and town taxes 121,798 Total property taxes, all divisions.. $566, 712 Total taxes for six months schools $173,216 Total district taxes for schools 93,704 Total assessed taxes for schools S266.921 Total county-wide taxes other than school $161 ,253 Total district taxes other than school 16,739 Total town aid city taxes other than school 121,798 Total assessed taxes other than schools. $299,791 Total assessed property taxes in county and in all subdivisions of county for all purposes.. 8566,712 656 Report of Educational Commission TABLE XXIX-THE ONE H For Schools For Purposes Other Than Building Funding Total Roads and Bridges Public Build- ings Rail- roads $ 25,177 395,767 $ 33,655 $ 58,832 395,767 $ 762,782 82,655 $ 95,473 $ 5,737 4,860 45,563 1,882 $420,954 157,826 4,546 $ 33,655 37,814 5,836 $454,599 195,640 10,382 $ 845,437 154,108 556 $141,036 24,512 $ 12,479 910 $162,372 183,003 400,313 $ 43,650 71,469 5,836 $206,022 254,472 406,149 $ 154,664 916,890 83,211 $ 25,422 119,985 $ Total county-wideindebtedness, bonded and current. 5,737 4,860 46,473 1,882 $583,316 $ 77,305 $660,621 $1,000,101 $166,458 $ 12,479 *Drainage. "$1,520 for land. Paet IV 657 UNDRED FIRST COUNTY— INDEBTEDNESS, 1926— Continued Schools Total For All Purposes Funding Current Expenses Streets and Sidewalks Water and Sewer Electric Lights and Power Fire Depart- ment Public Improve- ments Not Specified Total Sinking Fund 54,225 $ $ * 6,995 473,689 8- - $ $ $— $ 918,217 94,510 1,321,828 $ 977,049 490,277 1,321,828 $ 33,092 11,605 67,558 540,527 52,610 6,870 133,129 69,014 $121,783 26,315 $540,527 $480,684 $ 52,610 $ 6,870 $133,129 $ 8,398 $ 2,334,555 213,333 556 58,756 $ 2,789,134 408,973 10,938 58,756 $ 122,590 8,757 15,984 11,017 620 2,448 **19,020 $ 35,072 $ 15,984 $ 11,017 $ 620 $ 2,448 $ $ 27,418 8,398 $ 272,645 1,131,550 95,066 1,380,584 $ 478,667 1,386,022 501,215 1,380,584 80,540 6,995 484,706 76,315 556,511 53,230 9,318 133,129 19,020 $156,855 $556,511 $491,701 $ 53,230 $ 9,318 $133,129 $ 27,418 $ 2,607,200 $ 3,267,821 $ 113,711