Opportunity

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WORKS PROG-RESS ADMINISTRATION OF GEORGIA
EDUCATION DIVISION
5PRI Ncr EDITION
1937

E D U CAT ION D I V I S ION WORKS PROGRESS ADM7NISTRATION OF GEORGIA
Sponsored by STATE DEPARTYEIJT OF EDUCATION

MISS GAY B. SHEPPERSON, ADMINISTRATOR

DR. N. D. COLLINS

WORKS PROGRESS ADMINISTRATION

STATE SUP::;RINTEND~NT OF SCHOOLS

*****

D IRE C TOR Y

D. B. LASSETER J. I. ALLMf:.N MaNITA BULLOCK DUlnVODY

DIRECTOR ASSISTANT DIRECTOR ADMINI STilli-TIVE ASSISTilNT

SUPERVISORY STAFF

~rrr~SERY SCHOOLS AND PARENT EDUCATION

MRS. NAN Y'1". INGRAM

STATE

NEGRO EDUCATION

L. L. ISON

STATE

ADULT EDUCATION DISTRICT

1ms. KATE B. OLIVER

KISS CASSIE MC~~IN

IV. IV. vVELLS

MRS. SARAH K. GAY

!U8S DIXIE BROOKS JONES

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The purpose of this publication is to tell the story ~fthe progress in adult education in Georgia from 1933 to the present time. We have compiled statistics and related the experiences of teachers, supervisors and sponsors in the field of adult education in order to acquaint the public with ~he accomplishments which have been made. The social significance of this experimental work is obvious. The underlying assumption is that our educational service should be extended to higher age levels and made co~~ensurate with the needs of adult life.

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"One of tho most important jobs to be done is the building of our adult education program so that the people may be equipped to understand the public problems and be in position to pass judgment intelligently upon complicated government affairs. The education of our adult populo.tion is absolutely necessary for a democro.cy in this time of tho world's history. We can, we will put our talents to it, so strengthen the averago citizen that democracy will succeed. We must, if we are to survive, roa1ize that the age of physioal frontiers is over, that our frontier is no longer a physical one where good
prairies and rich land may be had for tho asking.
We have frontiers but they are intulloctunl frontiers, moral frontiers, spiritual frontiers, aesthetic frontiors, creativo frontiers the frorrtiers that mean the devolopment to a higher degree than ever
before of our humnn V'O.lues."
Dr. L. R. Ald&rma.n, Director, Division of
Education, "Works Progress AdMinistration,
Washington.. D. c.

Education in Goorgia has long boen a target for criticism but noteworthy progress has been made in recent years, especially in the campaign against illiteracy. Georgia r~s 48th in tho Union in the matter of illiteracy. In 1910, of the entire population 10 years of age or older, 20.7 per cent were illiterate. In the decade preceding 1920, 15.3 per cent of the illiterate persons were taught to read and ~~itc and ~ additional 9.4 per cent of the total blot wus removed in the 1930 census. A progrcm embracing much broader aims than nominal literacy is now underway in Georgia launched by thu Feder~l Government in 1933 through the Federal Emergency Rolief dministration in cooperation with state Departmont of Education. ht first intended to croate employment for the te~chers who through no fault of their own found themsolves unemployed, tho program has unearthed r-n opportunity for the advancement of Georgians upon a basis of functional literacy and progressive citizenship. In scores of instances adults have loarnod, through this program, to wTite their o,vn names for the first time, to read the newspapers, compute the amount of their crops.

The program has advanced on mc.ny more fronts thc.'1.n thr.t of primc..ry instructions. Thero arc other ph~sos of the emergency education progrcm: General Adult Education, Worker's Education, Vocational Education, Rehabilitation, Classes for NYi.'s, Naturalization, Nursery Schools and ParQnt Education.

Today three hundred twenty-eight teachers in Georgia are giving 11,292 adults instructions in the 3-R's. One hundrod thirty teachers are meoting 4,402 peoplo who are interosted in Vocational Training. Forty-seven teachers plan vrlth 1,557 heads of families in the Education for Homo and Family Life. One hundred fifteen toactwrs assist 4,207 in Gcnerc~ Education. Eighty-six toachors conduct forty-two Nursery School Units in which arc enrolled 1,182 children, and there are 73 classes enrolling 1,020 NYA's. Totaling the program of the Emergency Education Division of the VWA, we have 711 teachers meeting 23,660 adults in some phase of oduc~tion~l C:.ctivitics.

Less specificc.lly, but fLr more importc,nt in its ultimate implicc.-

tions, the progrtJn should result in morc.l values which "\Ivell may

condition tho broader aspects of community life. It means that

more ~d more Georgie:.ns arc being fortified against the continuous

assnul ts of propagc.ndists, of hdred c.nd prejudice end the forces

of superstition end ignorance.

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Mc,rch 15, 1937

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D. B. Lasseter Education Director

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GENERAL PIJiN OF THE WPA EDUCATION PROGRAM:
The purposes of the WOrks Progress Administration in the operation of Education projects are:
1. To provide employment for unemployed teachers who have established eligibility for the works program.
2. To integrate the WPA Education Program with established agencies of public education of state, county and school districts, to develop activities and values which may permanently accrue to the established program of public education in the states and to avoid a separate or competing educational system~
3. To permit a maJl:imum of flexibility in the state plans so that the plans may be adapted to the peculiar needs and conditions existing in the state where the project is operating.
SPONSORS
Education projects may be sponsored by any public agency authorized by law to oonduct the educational activities included in the project within the geographical area or local unit covered by the project. The Education Program in Georgia is sponsored by the state Department of Education whose responsibility is to determine the professional rating of the teachers employed on the projects and to encourage and maintain a maximum of initiative and responsibility on the part of the local educational officers as sponsors.
ADMINISTRATIVE
All authority, responsibility and administration of the WPA Education Program in Georgia is reserved for the state administrative staff of the Education Division of the Works Progress Administration.
SUPERVISION
j). supervisory staff necessary to mainto.,in a program of high educational quality is employed in Georgia. The staff includes state, district and area supervisors.
TEACEERS
Teaehers on. the WPA Education Progre.m are subject to provisions of WOrks Progress Administration eligihility for employment, conditions of elfiploy.rr..ent, rate of- p$.3'" hours of work and monthly earnings. wage :clusif'io$tiOltt Q1: te{;l,ohers on the Education Program rests with the $to;t;e Work. ;P~ress .ddm1nistration Administrator.
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ACTIVITIES INCL~DED IN THE GEORGIA In~~ EDUCATION PROGRAM
It is intended and expected th~t the Educntion Frogr~~ ,rill continuo to consist wholly or largely of adult education of various types and of nursery schools. However, provision is made for the inclusion of certuin educational activities of other types where there is a definite c~~unity need.
1. Literacy and Naturalization Classes: Classes are conducted for adults ~~~ble to read and write English vdth sufficient facility to be able to read a newspaper ,nth understanding and to v~ite an intelligible letter. Other pOOses of elementr.ry general education needed by the group aro taught under this classification. Instruction is kept at the level of adult intelligence and related to the activities of adult life. Tho cOntent of literacy classes provide elomentary instruction in henlth, homemaking, parent educntion and < public afftdrs.
2. Public Affairs Education: Classes, study groups, panel discussions, foru...'!lS, lecturos ~other types of eduCL\tional activities on mntters of current interest in economic, sociul,political, educational and international affuirs are organized and conducted.
3. Homemaking Educa~: Classes in homeljUking subjocts in such
fields as fa.rdly foods, including buying, plnnning and propr.ring manls, nutrition, clothing for the family, including buying, designing, drawing, remodeling, art in rel~tion to the hODe, and home furnishings havo b0en very populo.r. Special !:tttention has been given to the needs for homeDclcing education of womon employed on \VPA projects, women from f~~ilies receiving state and local relief and women fro::! other unemployed groups. Classes in the homem.a.lcing fie ld h".ve been correlated closely vrith the State Home Domonatrati on F'rogram.
0.. Parent Education: Educationul activities arc conducted for groups of puronts and otho r interested c..dults who desire opportunitios for study a.nd discussion of matters related to family rela.tionships, child development QUd beho.\Tior, T.1omal hygiene, problems of c.dolesccnce, relationships betweon frtJllilies n.nd cOmITluni ties. Under the supervision of tl~ State Nursery School Supervisor teachers give individ~~l and group instruction to po.rents of children enrolled in ~7PA nursery schools on m!:ttters of child care and welfC1.re nnd ffu~ily relationships. 1\11. effort is being mnde to corrolr::to these activities with the State Parent Teacher Association Qud tho ;~rican ~ssociation of University Women.
b. Home Hygiene and ,Health Educa.tion: Classes, lectures, and demonstrations in home hygiene and Imalth are conducted by o.lr;lost every teacher employed on the program.
4. Vocational Education: Since one of the chief aims of the Works
Progress J"dministration is to develop in unemployed persons those skil~s, kn~{ledges, and personnl qualifications which ,rill enable them to secure private employment, it is highly L~portant toot c}asses and other instruction directed towa.rd this end be included in the Education Progrrun wherever possible.
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a. Job Training for WPA Employees: Upon request of the heads of the operating divisions concerned, teachers are assigned to conduct short, intensive units of training for persons employed on WPA projects, both men and women, wherever those employed on the project are without sufficient training for the work in which thoy are or will be engaged, and the work is of such a ncture as to justify organized training.
Classes are taught during the leisure time of persons employed on WPA projects, both men and women, to afford opportunity to acquire skills and knowledge in excess of those reqUired for the immediate job, as well as basic training in fundamental tochnical subjects which underlie many phases of industrial, commercial and domestic work, to the end that, as opportunities for private employment develop, WPA employees will be able to secure such employment with a minimum of difficulty and additional training.
b. Training for Commercial Occupations: Classes in business practices, skills and knowledges required in co~ercial fields, and related basic subjects for adults eligible for vocational training are offered in many localitios. Such subjects as English grammar and composition, business forms, commercial law, mimeographing, multigraphing and the operation of other business machines, filing and indexing, retail-selling, bookkeeping and accounting are included. Brush-up courses in stenography and typewriting are taught, but elementary instruction in these subjects is authorized only for WPA and NYA project employees who need these skills in connection with their employment on work projects.
c. ~gricultural Education: Vocational agriculture (including soils, crops, control of diseases and pests, farm machinery, animal husbandry, poultry husbandry, gardening and landscaping) is taught many adults who are engaged in agriculture either fulltime or part-time, and who are in need of such instruction. Instruction in this field is closely correlated with the County AgriCUltural l~ents, and the Smith-Hughes vocational agriculture teachers in public schools.
d. Other Vocational Training: Classes are conducted for persons eligible ?ir vocational training in the skills, knowledges and basic information necessary for employment.
1. In domestic service, restaurant, hotel work, sewing, tailoring, millinery and cooking.
2. 1-.1$ helpers in VVPA Nursery Schools as governosses of pre-school children in private homes.
3. In making nativo art and craft prcqUcts, with distinctivQ art vnlue peculiar to the state or section concerned, either through home industry or private employment.
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e. Vocational Guidance and ...djustment Service: .11 services of vocational gU~dance ~~d adjustment are closely correlated with the work of the National Youth -Administration under the supervision of the State Super~sor of Vocational Guidance of that agency.
5. Other General Adult Education:
a. ~cademic and Cultural Education: Classes for adults regardless of educational background, in a wide variety of academic and cultural subjects, such as history, economics, psychology, philosophy, English literature, foreign languages and literature, chemistry, biology, mathematics, public speaking and parliamentary procedure have been oonstantly in demand. ~ number of educational tours are made by these classes.
b. Safety, First kid: Instruction in first aid is given by teachers who hold the teacher's certificate of the Red Cross. L.ttention has been directed to the opportunity for and desirability of offering instruction in safety and first aid to foremen, supervisors and all other employees on Works Progress Administration work projects. The instruction for Works Progress Administ~ation employees is carried on in close cooperation with WP~ Safety Consultants, and with heads of the operating division concerned.
c. Instruction for the Deaf and Blind: Teachers qualified by special training give group instruction and training in lip-reading to adults who are hard of hearing or deaf, and give group or individual instruction Braille reading, ,handi"crafts, and other useful skills to blind adults.
6. Nursery Schools: Eligible persons are assigned to employment as teachers, nurses, utility men and cooks in Nursery Schools for children from two to four years of age inclusive, from homes of those eligible for any form of Federal or state relief or work relief, or from similar low-income families. Parent Education is an integral part of the Nursery School program. Only Nursery School units organized on a full day basis are conducted. Professional supervision is given to all Nursery toachers by the State Supervisor of Nursery Schools and her assistants. ;~l Nursery Schools conducted under Works Progress Administration projects are included in the Education Program. Nursery Schools may not be conducted under any other type of Works Progress Ldministration project. No other activities for pre-school children excopt play groups for children of mothers in parent Education classes are eligible for inclusion in the Education Program.
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Thnt in 1930, nccording to the Fodoral Census, thore were in Georgin 210,734 men cnd women whn c[luld not read Gnd writo? This numbor is approximately eque! to tho populatic,n of tho lnrgest city in tno stuto.

Th~.t there were more boys nne: girls between ten 8nd twenty cut of school than thoro wore in school?

Thn.t of those enrolled for Adult Educntion in Works Progress Administration scrillols, 43,417 succoeded in learning to read and write in the years, 1933-37?

That this stop forvu'.rd in Georgia Educdion vms accomplished by means j,// of a plan designed to conserve the c"bilities of toachers who, for the time being, were unf.ble to obtain public schccl employment?

That ene ('f the greatest problems to be surmounted by the adult who

dfoersirseposcitro.~ledgurocru.ptes,

himself is that (thO i'\'f'rk day of

of finding the illite

time rnte

fe'r school? Except
person is from V

sunrise to sunset. Only the early hours of the evening \ro open for

school work.)

Yet, ~~itious adults find ways of ovorcoming obstacles, and teachers daily vntness the sacrifices they mako in their eagerness to road and write. Often'they come ~~ediately from their work, having food sent from homo to school in order that they mny not lose the time by going home fo I' e meel.

According to Thorndike, the curve of loo.rning,ability rises up to thcl . twenty-fifth yenr r.nd then declinfJs at the rr.te Qf one per cent a yef,r.
This is why r..n adult with the necosso.ry determination t r : learn can
progress much fo.ster tho.n the. six-year-old child of similer intelligence.
That in Works Progress Ac~inistration schools the adult does not fcce th~ embarrassmont of rending from childish primers? Books of more rc.pid progression properly o.djustod to n.dult interosts and ways of ,
thinking make it'possible for him to obtain the special tools and V
knowledge that he needs vnthout covering the mf'Jly mo.terio.ls of the graded schools.

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In addition to instructing the gro\vn people of unschooled families~ the teachers assist parents to keep the children in school and thus do their part to prevent the necessity of repeating their job ten or twenty years hence.
When a group has been taught to read and write, the task of Adult Education has just begun. Now that schools have been in progress more than three yea~, teachers report that the problem of class organization is much less difficult than formerly. Those who have become literate want to continue to learn, and those who were skeptical of adult learning, having seen the results, come themselves to study.
That teachers holding Red Cross instructors' certificates obtained through free summer school courses have taught the junior course in first aid to one worker from almost every Works Progress Administration project, and that the same course is offered in most of the literacy classes?
In the spring of 1936, more than a hundred teachers were trained for a home c~Lning program by a home economics specialist. They went into the heme3 in many rural districts to teach scientific methods for preserving surplus produce.
That many farmers who were unable to keep records of their business transactions have learned to do so through the Works Progress Administration classes? In one instance, two brothers were at the point of relinquishing their interest in a farm they had inherited because they felt themselves unable to manage it. With the assistance of the Works Progress Administration teacher who helps them with the books while they learn, they are retaining their homestead.
That many teachers who have entered the field of Adult Education have derived so ~uch satisfaction from the service they are able to render, that they hope to make it a permanent occupation?
That special training of poriods from three days to six weeks has been made available to te~chers and supervisors of Adult Education~ Thus has been developed a group of PDople having direct qualifications for a specialized field of education.
That as openings develop in the regular public school field, many teachers are returning to it with richer experiencG? In l,936, Works Progress Administration teachers leaving the program to accept public school work numbered 285.
During the winter of 1936-37 eighty-four Works Progress Administration teachers received certificates from the American Red Cross in food and nutrition courses. This work was taken as a part of the in-service training which the Works Progress Administration encourages and provides for its teachers.
Recently a superior court judge publicly commended a teacher of Adult Education for her achie~ements in reducing disease and promoting cleanliness in a negro slum district.
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---'--~"----A LITERAeY'

I 1l PROCESS

OF

ADULT

EDUCATION
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No venture in education could be less stereotyped in.,process than is ~dult Education as it actually works in Georgia today. Developed out of human J.bili ties which in the machine of social organization had become temporarily useless# the task of directing the work became not merely finding an outlet for these energies but rather by means of the unused power to spoed up the activity of the machine to the end that these identical resources should become necessary factors in the intricate revolutions of the whole. Indeed# one glance at the condition of the population was sufficient to indicate the end toward which these valuable teaching abilities might be guided with profit to all. Here on another side of tho picturo were other hlli~an resources slipping usel~ss out of the great functioning society# largely because they were untrained --- untrained for productive work, untrair.ed for satisfactory living. Potentially as valuablo to themselves and .to the world as the teachers, this mass of men and women, was approaching despair.
To use the splendid abilities of tho great surplus of teachers in making life easier to live and ~ore worth tho living for the group of illiterate, partiallyliterato# of otherwise untrained citizens bec!~e an important part of the national progrrum of emergency relief. But it vms working out the details of the plan which created in the Adult Education program its wealth of variety in methods, circumstances, and immediate aims of teachers.

Here in ono town was a teacher,ncollege graduate VIDO had taught fifteun years and was also a person experienced in praeticalhousehold problems. In the samo to,m was a C. C. C. Camp for veteruns, a large r..mnbor of "Vlhom had moved their fc..'Tlilies there< in order to be near them. The mAjority of the WCJn6,U ha.d little elamentnry cduolltion and fOUnd . it e, problem to make the S!nUll allowance meat the Dlany needs of the t$.lnily . Artange.m.ents were mado th:-..t the teacher might, in addition
_1lol, '- regular elementary training# teach tho 'WOmen to plan more n\Jtritiou8 tor leu mon@y,to deal more wisoly with their children in problems of home a~d school, to devolop more Bctisfactory habitations. At tho same time anotherteacher, whose training was more strictly ~oademic, taught the husbands in the camp lessons in arit~'Tletio, roadlng and writing.
It cannot be known to what extent the educational program has been responsible for the cha::l.ge, but a visit to tho vicinity after two
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years reveals positive signs of improvement. Some of the veterans have v~luntarily left the camp and have built for their families on small farms comi'ortable homes which their wives delight to make neat and attractive.
OPPORTUNITY SCHOOL FOR UNE1~LOYED YOUTH
Again, in a certain town having a population of less than one thousand were forty-three young people employed on ~?~A and ~YA projects of a clerical nature. The home town offered these boys and girls no ODDortunity for vocational training, and as all of their families
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were of a low income group, if not actually on relief, there was no chance for them tC'l Q/' elsevlhere either for training or for employment. In the same small town was a teacher who had a year of training beyond high school in cOIT~ercial cducatien and had a record of fifteen years of successful experience in teaching and practicing stenography and bookkoeping. Tho economic crisis had placed her without work, without income or property, and with an aged mother dependent upon her.
Amazing has been the outcome of the project in vocational education which was organized in this small to"n two and a half years agoo During the present school term bventy-five students have sccured private employment in full-time jobs and others are doing part-time stenographic w~rk either for remuneration or for experience.
LITERACY O~E }lli~mRED PERCE1~
Teaching talents were astray everyvvhere---in the largest cities and in the most remote counties to which many fled, seeking a bare exiso tence where their poverty might be unobsorved by friends who had known them in better circumstances. In such a county lived a man who was a college graduate with five years teaching experience. Although one of the largest in the state, this county was very thinly populated. Census reports shmved 135 white illiterate persons in the county. Gonference with the suporintendent of s~hools resulted in the determination of tho teacher, with the assistance of one other who was later a$signed, to teach every white person in the county at least to write his name. Undaunted he faced his difficult task, sought out the last illitero.te. and gave him sufficient lessons to remove him from the slnugh of c.nplete illiteracy. Classes met in tile school buildings, in farm houses, and even under a great camp meeti~~ arbor. Now that everyone has completed this first lap in the road to learning, the teacher has organized a smaller group for more intensive study.
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' I FOR THE BLIND

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One field of Adult Educo.tion is tho.t of trdning the blind, supplying current informo.tion for them, o.nd instructing their f~ilies how to provide more intelligent co.re. St~te institutions offer trQining for blind children, but those who beceJTle o.fflicted o.fter roo.ching o.dulthood are often left without suito.ble voco.tion and without the so.tisfo.ction of being n.ble to cOIlh'1lunico.to with others by writing. In their o.ffliction they become 0. burden to their f['JTlilies but to themselves they nre a much greo.ter burden. In many cases friends and relatives in their desire to o.nticipo.te 0.11 their needs, rob them of motivo.tion for activity end interest. Out of conto.ct with the world, the blind frequently build up around themselves 0. shell which destroys porsonality and capacity for happiness.
On tho other hand, relief investigators discovered in needy circumstnncos here und thero trnined blind persons wall equipped for training others. Usually these perscns are experts at ho.ndicraft also end many sighted persons o.ttond thoir classes.
Typical of the projects employing blind teachers is one in a Georgio. city of twelve thousand. On two afternoons each week the teacher gives instructions in ho.ndicraft nt the community centers. For these groups, he plans o.rticles from mo.terinls which may be found in the native woods and fields. The most frequent used material is corn shuck which is o.ttractively dyed in sevoro.l colors.
But far more importo.nt tho.n the service the blind mQn rendors to those who soe, is his work c\Jllong nino of his comrades in darkness. Those he teo.ches to read from braille primers which nrc secured threugh the No.tional Lssociation for the Blind. The blind also recive vocational tro.ining in chair-caning and bnsketry. Realizing the tendency of the blind to pass through undesirable personality chnnges, he draws his pupils into conversation and seeks to develop interests and hobbies. Especially dOes ho train them to wc.it upon themselves, to put awo.y their tools, Qnd to walk freely about their homos. Intensely interested in the wolfnre of blind people everywhere, the teacher carries on beth in braille and by moans of his typewriter nn extensive correspondence with the blind in Georgia. A favorite acquaintance of his is a blind woman who works in a braille publishing house in Scotland nnd who frequently sends him materiels for his group.
Learning bro.ille is n long and arduous task even with the best equipment but the blind who attond this clo.ss are kept abreo.st of the times even before they become proficient in rending newspc,pers :::.nd magazinos. This is done by meo.ns of 0. "to.lking book", an electrice,l devico similar to tho phon0gre,ph which provides progrems of a hulf hour or mc're on records which have beon produced on WPA projects. -While they practice twisting shuck or weaving cane, tho class hears and discusses a civics losson, a summary of current uvents, or a Sho.kespeo.rian play.
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Another project for the benefit of the blind is conducted by a group of seven sighted persons who have been trained by a skille~ teacher to transcribe and teach braille. The group provides individual instruction in the homes for 133 persons. Significant among the accomplishments of the project is the publication of "The Daily Guide" a newspaper in braille which grew out of an instruction sheet for daily lessons. The paper now makes available for the blind the news appearing in the local dailies which have given permission for reproduction. A recently added feature of the leaflet is that of reproducing pictures in braille. So popular has the publication become that it is difficult to supply the demand for copies. "The Daily Guide" is distributed to one hundred and. twenty-one families in which thero are blind persons, and "The Vveekly Guide" goes into six hundred and five homes scattered over five states.
I J TEACHING ON TOBACCO ROAD
hlissionary, nurse, teacher and friend to the people who have boen given much publicity through Erskin Caldwell's "Tobacco Road" is the WPA teacher from a nearby community. Familiar with the needs of the people who are illiterate she approached them with a sincerity and gentleness that soon won their confidence.
Recently, upon c.rri val at tho teacher's residence, a vi sitor was informed that she could be found three miles away whence sne had gone to complete urranb0mcnts for placi~g a motherless girl in an institution. The girl, sGventeen yoars old and illiterate, was boing made the victim of her o~~ ignorance and that of those around her. Realizing the situation tho teachor had sought to place the girl in a home vmere she would receive desirable care. She had v~,lked the distance of three miles for the third time in a week to insure success in her mission.
Deeply interested, not only in tho students enrolled in her classes, but in the welfare of the entire families, tho teacher assisted in placing in n loc~l school thirteen children of various ages who had never gone to school before. She procured clothing and books by enlisting the assistance of civic clubs. At Christmas time she made arrangements for n school bus to convey the pupils on n trip to ~ noarby city in order that they might for the first time enjoy the wonders of the city.
Tho teacher counsels and aids the people of Tobacco Road when cries arise and ministers to them in illness. She teaches the women homemnking, henlth, general sanitation cnd the cc.re of the sick.
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CRA~T
1\ i, 1. I l'

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_,- SPECIAL EDUCATION FOR YOU'J:H
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The National Youth Administration charged with the responsibility of providing useful part-time work for youth who were out of school and in need found much difficulty in ore;anizing projects which would result in worthwhile experience leading to future private employment. The reason was lack of fundament~l education among these people from 18 to 25 years old. Boys and girls who had finished high school or some high school grade were in demand to serve as office assistants to public officials, as general assistants in libraries, as book-binders or indexers. But for the greater number of youths only simple manual labor could be immediately arranged.
For the negro youth it was oven hanler to offer work providing opportunity for advancement but adjusted to present abilities. The solution worked out where suitable negro teachers were available was that of a short course in domestic service work taught during leisure hours while vrages were eanled in sewing rooms or other manual projects.
An efficient school in domestic service requires the use of a fully equipped kitchon end other household articles. Local organizations offer the use of such equipment in ordor that they may have the opportunity to employ better trained cooks and maids. In one Georgia city a school of this type for negro bays and girls oporates under the .supervision of the director of the local vQcc.tional school for whito peoplG~ Although tho majority of the youth concentrate on the domestic service course, the boys study special trades such as carpentry, painting, and brick masonry. Continued elementary training is a part of the progra~ for every youth who has not completed the sQventh grade.
WPA toachers conduct a tot8.l of 73 classes for white and colored youth who numbered in December 1020.
[ PLANN ING THE HOME ORCHARD
Although originally designed to provide employment for the professionally qualified teacher the program of adult education through the vooational division makes available an informal typo of education through the 11 sharing of skills." A man who by prr.ctico has acquired a skill and who has the ability to impart it to others may be employed to teach oven though he lacks college credits. In Georgia such porsons have been appointed in most instances to work as assistants to trc.ined vocc..tional toachers in extending educdion to adults.
-17-

i'..griculturo has boon the vocdion tc.ugllt by most of those toachers in Goorgia.. Usually they G.ro young mon who hr.vo completed the high school course in agricul turo but thrcugh v[~rious circumstc.ncos have boen uno.blo to undertake fc.rming fo r thomsel vcs. With 0. program of work plo.nned by the profossiom,l tectCher, they opprocch the fnrmers o.s thoy nctuully porfonn tho detc.i1r: of farm vwrk. They assist them in lrwing off torrncos for tho consorvt'.tion of' tho soil o.nd give instruction for build ing cnd keoping up thG torro.ces. Thoy domonstn,to methods in tho inoculr~'cion of fQrm cnimc.ls und illustrc.te the vc,rious dovicos for sc.nitary c,wo. Thoy ~ro placed in chc,rge of cOl1l.'1lunity conncrios, supervising tho process cmd giving instructions for tho c,nning pror;:rCJll and the propc.ro.tion of food fe,r cc.nninis.
Typicd of thu projocts undortc.kon by such c tco.cher V/D.S tho provision of c,daque.to 0rcho.rds to supply tho home neods of f8.rm fmnilios in his county. ':'ii th the s1.lporvision of the county c.gricul ture.l ngrmt, plans vvore made for tho planting of fruit traus, grc,pos, ond berries of such vo.riot:,r 0.8 tn supply ,;c succossion ()f fruits from spring through , autumn with a surplus for cc.nning;. Ple.nts woro securod at ['. lew cost by coop\;re,ti va purchc.sing. Tho ~;:')A tonchor suporvi sos tho cc,re of those c.nd older treos.
"W'oll, whctt's thE! mc.ttor with it?ll asked tho "kitchen proctor" as tho o.dult educc.tien toc,chcr bit into the yollovi puffy biscuit ho ho.d brought from the C.C.C. moss 111:,11 "Um-m-m ll tho tec,oher delibere.ted, ---llH'.rold, you must he,va usod too much sodc., end you ought tu roll them thinnor. ll ll'iioll, you kn0w---iiiiss----, I just ccm't do on;ything with theso het br;)[,ds. Tho capt'n snys 1fTO ' Ve got to mG-ko 'em becauso 'iVO [iC,von't get oncl..lf~h in tho budget to bUy light broad. Sc.y, cuuld y,u como e'ver o,rly tcmcrrow ecftcrnoon e,nd shew mo how tn mc"ke up something the foll.JWS cecn oc,t?ll
llAll right, I'll como to the kitchon D.t four if you'll hc,vo 0.11 the 'X.P.'S: thero for D. losson. Now, horo is your worl: brok. You're ready for this exercise using. sit f'.nd sot. Try tho first fi vo sontonces." By this time ec dozon h:)ys heed como in, [:end tho toe,chor pc.ssod cut work for 8n.ch ono.
WPA too.chors in tho CCJIlPS instruct only tho so men who he,vo not completed the lowor 81omont~ry grc.dcs. Cmnp records revoccl thc.t by far tho mLj:;rity of the.: boys h[~ve net finished grf.'.IrJn[,r sch()Cl, but tenchurs observed th,:,t oven thoso whc' report third cr fr.,urth gredo educe.tions c,re unl.'.blc tc write 0.. letter home.
-18-

As the boys are at many difficult stages of learning, it is impossilbe to group them by grades. The situation is a complicated one, but the skillfull teacher so17es it. While one group is busy with arithmetic workbooks in the various degrees of advancement, she usually conducts oral reading for the beginners. One
of the most popular subjects in c.e.c. Camps is Georgia history,
whioh is usually taught by the discussion method. Since the enrolles have C0me from all parts of Georgia, they embellish the text material by connecting historical events with colloquial stories from their own home towns. Each coonp has an education adviser on the regular staff to supervise eduoational work. When there is a WPA teacher available to handle the literacy problem, the adviser devotes his time to high school subjects and. to vocational education, of which there is obvious need.
-19-

I [ HOME AND COmmIUTY HEALTH
Hand in hand with literacy training in Georgia has gone a program of education for i~pr~vement in hame alrl family life. In accordance with the needs of the comn~unity a teacher may giva full time to instructing groups in sewing, cooking, child care, home nursing and home hygiene, '-Jut the most frequent plan adopted is that of homemaking instruction in the afternoons and literacy training in the night period.
Qutstanding in this type of pro:iect has b,;en one cO~lducted in a negro cOJ'lh"1lunity which was sufFering severly from the Jrevalence of tubercu.losis and other infectious diseases. At the request of local school Officials, the relief administration brough;; to the community a younc woman who has nade it her mission to help the people fight disease. Working under the advice of county and state departments of health, she has educated the people to standards of cleanliness and to wise prophylactic measures.
Intensive cleaning campaigns were the onslaughter of the program. The whole community scrubbed houses inside and out, then hauled away rubbish from underneath and aroLnd the buildings. Housos were fumigated; wells were cleaned and the water tested. As the women did not know how to plan meals to build up physical resistance, everyone studied the meaning of vitamins and how to spend food money to the best advantage. Hhen spring came, members of the class planted vegetable gardens.
In this mam~er the entire community was transforr;,ed and health conditions remarkably improved. On the day the teacher arrived in the town tvvo persons had djed of tuberculosis; during the present school year there has not yet been a death from this cause. A large number of adults have learned to read and write in the night classes, and fourteen illiterates are now enrolled.
-20-

'"

r

NEGRO ELUCATION

The rank of G~orgia as first among the states in rate of illiteracy is not to be excused because tllis rating is largely due t. an unschooled negro population. The fact that 163,000 of the 210 ,000 illiterates of Georgia are negroes is not to be laid to indifference to education on their part. The enthusiasm with which adult negroes have responded -:;0 the opportunities offered through WPA should cle",r thClT; of condemnation. Attendance in ne:;ro classes average five times that in whi te classes in certain areas of the state. V;llereas teachers must convince tne white illiterate of the values of education, negro men and women welcome the toacher as one sent to free them from ig:lOranco and poverty. ~lecent years have br'ught improvement in public school education for negroes, but there is still much to bo done before the negro element as a whole can ~)ocome a factor of progress in the state.
F<'Irty-scven per'clInt of the teachers om;Jloyed by WPA are negroes and
seventy-eiGht L)or cent of those teach literacy only. The following is an example of a typical negro literacy school in a progressive cormnunity:

L~TEr:ACY SCEO~)L

t:;igit niles from a certain town stands tOt large Glcctrically lighted wuoden building -- the C01!,nty training school for cololed children. Jut this schuol is net for the children alone, for with its comfortable building and its vocational d.E)pal'tm.ent~ it S8rvcs tile adults of the cO~Mnity as well as the children. The principal of the school holds eveninG classes in agriculture for tho fanners of the neighborhood, and a cOlTh"llunity cannery is alwo.ys ready for presorvins surplus produce and meats. But many of these 1'1),1'0.1 adults did not have tne oducationo.l opportunities tiUlt thoir children are now enjoying;, and they'find themselves greatly ho,ndicc,ppod in their efforts to become n~odern, ~)rogressjve fo.rmers because they car:not rGad the bulletins or keep fo.rrn rec1rds. This is tho gap in tho progr2,m that the loco.l '.-,rpA te:1.cher, a no.tive of the community, seeks to fill by means of the class in litoracy training.
Stopping o.t the bate of the school ground between seven nnd nine at night one is p;roetcd by the Clu11 cflUg-chug of the pIo.nt t;encro.ting electricity to light the school. ',ri th 0. fe'if stops through the auditorium one reaches the o.dult classroom. A dozen or more hoc,ds bend over books and tablets 0. t the desks. The chc~lk clicks at the blo.ckboard o.s "group number two lt works problems in multiplication. The tec:.cher leans over one desk to shc,w a pt;pil tLc errors in a lctcor he ho.s just wri tton. This done, she steps forvrard, and seeing that several havo finish8d their work on the boc:.rd, she sc:.ys:
lt1':1r", ''''Iilson, you I:my explain. I! I!I c.m required to divido---" drawled the. lcmk,Y ovorcLl1od pupil. liHo sir, we he,d division lo.st night. You Qre required to---?' I!To multi?ly~!1 "All ri(;ht, continue, i!Ir. Wilson. l1 The problem finished, the d0cp illQlo vnico Qnnouncos with sc:.tisfQcti8n. I!lJ8.foh, I find my answer to bc---.I! I!No, Er. ':'lilson, yoh product. 'Ilhon we multiply, We get a prcduct. 1I !IYes mQm. Thank you mo.m. I find my product to be three hundred and twenty-foh. tl
-2Z-

I I THE URBAN SCHOOL
Adult education in the cities is decidedly different from that of rural sections. The gront problems of transportation for teacher and pupil are mor", easily solved, for more thnn enough pupils to m~ke up a class live in one neighborhood and organized oarriors m'."1.ke it possible for persons iiltcrestcd in spocialized forms of education to re~ch tho preforred class. Moreover, in the city, hours of work nrc shortor than on the farm, and it is easier to moot classes promptly. Yet, the city has its special difficulties, not the least of which is competition for the interest of the pupil. All sorts of amusements vic with tho school or attention, and only the tea~~er who meots in an effective mannor the real need of her pupils, who appeals to vital interests, who does not theorize only but carries out theory in practical demonst~ntion, can succoed in tho urban situation.
',nth tho large numbor of teachers and pupils available in-tho cities, it hets boon possiblo to dovelop highly integr8.ted projects in adult education. Significant among these is a graded school for adult negroes. This school includes all the olemento.ry and high school grades and is mrmned by ten t08.chers, four of whom hnve college degrees etnd n11 of whom have two or more years of tnllege training. The school ho.s nvrnrded diplomas to sixty-three o.dults during two yonrs of operation, nnd twentythroo persons are now in line for graduation o.t the close of the term. The county board of edueation offers graduo.tes the opportunity to tQke examinations Qnd to re.2ive full crodit for the work po.ssed.
An interesting feature of the school is the cho~l directed by
a volunteer musician on Wodnesday evenings. At this time sevon to eight hundred negroes, the usual number attending out of the 1004 enrolled, join in tho mighty malodies that are typical of their ovm culture.
-24-

VOCATIONAL
~. NEGRO~
EDU'CATION ~'

ADULT EDUCATION ~\TIST!C~ FROM May 1, 1936 to March 15, 1937

'Nhi te

Number taught to read

2212

Number taught to write

1986

Number enrolled in First Aid and

Health Classes

1714

Number enrolled in Co~mercial Classes

673

Number enrolled in Braille Classes

94

Number receiving Domestic Service Training 1421

Number NYA1s enrolled

1599

Number given instructions in H~me and

Family Life

3687

Number given instructions in Ho~e imrsing

and Hygiene

1138

Number instructed in nutritious meal

pla~~ing and budgeting

2498

Number aDens enrolled

25

Number of teachers who h~ve received

employment

1. In public schools

47

2. In other typo ell'ployJP.ont

57

Uumbor of studonts who 11.0.vo ,recei"\Ted privato

empl~yment because of having received training

in V~A Education Classes

525

Colored

Total

430B 3921
2969 72 52
1036 1079
3110
1606
2405 2

6518 5907
4683 745 146
2457 2678
6797
2744
4903 27

35

82

17

74

625

1150

,VOCATIONAL'

I

_

~'j

Achievement in Farm Life through
Vocational Education Classes Since May, 1936

1. Acres terraced 2. Acres of land measured 3. Fruit trees sprayed and pruned
4. Number of fruit trees planted 5. Seedling pines planted 6. Blight proof trees planted 7. Home orchards planted 8. Shrubs planted for home beautification 9. School yards beautified 10. Fire breaks in forest made ll. Hogs under sanitary method 12. Hogs and dogs inoculated 13. Hogs castrated 14. Animals treated for screw worm 15. Poultry flocks culled 16. Supervision baby chick projects 17. Treating diseased chickens 18. Home made electric brooders 19. Tea.rns trained in judging c',ttle 20. Gardens under supervision 21. Cans of produce canned (pints) 22. Cans of beef canned (pints) 23. Cans of pork canned (pints) 24. Curing Pork 25. Bushels of feed crushed 26. Seed tests made 27. Soil testing angers 28. Farm implements made 29. Farm implemonts repaired 30. Housohold appliances made 31. Household appliancos repaired 32. Farm records kopt 33. Rehabilitation clients taught 34. Miles of rural electrification SUpv. 35. Sanitary toilets mado

White
22378 725
24696 6392 450 14 12 3320 159 23 801 3929
1242
6 8
202
422 739460 121616 30863
11063
7 2
3953 19302 1841
1527 634 458 75 153

Colored

Total

3369

25747

21

746

2454

27150

872

7264

450

14

12

1518

4838

90

249

23

243

1044

1268

5197

44

44

190

1432

700

706

8

1050

1050

202

3

3

654

1076

67782 807242

22308 143924

3029

33892

800 Ibs. 800

2710

33773

7

307

309

281

4234

935

20227

502

2343

373

1900

792

1426

191

649

75

41

194

-28-

___t~_ _

SEA

II!!
\~
"YTRITING WITH STICKS" ,
/
An ex-slave entered a class for adults and asked to be taught to read and write. She toiled faithfully day by day in spite of failing eyes, and finally one day handed the teacher a paper and asked if she could read it. ~~en the teacher read ,the name aloud she burst into tears and said, 'All my life I've wanted to write with sticks like the white folks and drop little folded papers into the post office like they dces so they can go away to somebody and they'll send back a paper for me and my friends to laugh and talk about. I uster soak old letters I found in de road in water to git de dirt off and dried dem in de sun and taken 'em under de house and try ter figger cut what dey meant."
This she had never beon able to do, and now she prayed aloud in class to thank God and the president for giving her the pleasure of Ifwriting with sticks" before she died.
A RAISE IN SALARY
Jim, who had ~pent the greater part of his life as a porter on a train co~uting between two Georgia cities, was illiterate, but faithful in the discharge of his duties. Often he wondered how the passengers could sit 'f.r hours with their eyes on the pages of an open book or magazine and wished that he could understand the lImarks" he saw when he peered momentarily over their shoulders.
He laughs sheepishly now when he tells of the "drummer't who found him reading the newspaper up-side-down. ~ben this happened Jim realized that'he c.uld no longer fool pe.ple about his education and ceased to , try, but he didn t t forget it.. When a class for adults was trganized i:n hilJ town, Jim was one of the first to enter. He was forty-six years old and thought it would be hard for him to learn, but was determined to do so if possible.
-29-

This was in 1934. Jim is still a student in the class, and is a good one. Between the stops on his run he pours over his newspaper, his Dible, or a magazine that some passenger left on the train. Last month he had an additional reward. In recognition of his lr')ng faithful service and his self-improvement he was placed in charge of the mail pouch0~ on his train with a considerable increase in salary. Jim is one of the happiest of men and says that he intends to keep on studying and learning as long as he lives.
I NEN YEAR'S RESOLUTIO~
A visitor to a colored class found the students grouped about tables In the annex of a church. She was inspecting the work of the students when she noticed the radiant smile lighting up the face of a man who was looking up at her expectantly.
"How are you tonight?" she asked him.
"Mistus, I is mighty happy tonight -- mighty happyl"
"Why, why are you so happy?" she asked.
"1;\'"el1," he said, lilt is like this. Las' fall when Mis' HcIntosh came over here to teacher, I met her on the street. We didn't knew each other, but she asked mo if I could write, and I said, 'No' and she told me to come to school, but I didn't think it would do me no good so I didn't go. But she wouldn't lot me alOlle. Everytime I 5;.3en her, she told me the same thing -- 'come to school. r I got to thillkjll' about it and finally when she asked me again on ~iew Year's, I suddenly decided to go, and I went t:J.1at night, und here I've been every night since then. The other day I signed my pay slip myself, and that is Why I am happy. I never had beon to school before and now I am sixty years old and have started to school and learned to write and I aint never going to stop as long as there is Q school for me to go to~ I can read too" -- and with th8.t he picked up his book and read a parc. graph pointing out tho words laboriously with a pencil as h~ road.
The visitor wrote his na.me and address, and he said, "I know Jimmie James 8.nywhere I s(;,e it," and took the page and copied it. In less than throe months he is reading hard words like 'community, government and representc.tives' and writes fairly IGi;ibly. He saJ"s he "is got to learn arithmetic and tables and learn';:; rern the Bible and write letters." He wants to "li.ne" the verso;:; of the songs at church and read the scriptures so everybody will understand thorn.
-30-

r FRO': A c-OTHERr S -:.1UTIFG BOOK

:*~.*******************~**~*************************~

>,:

*':' SOtnQlyt" s 07en months ['' ft,-", r o.rr.l v,l.ng I. n the United *

'. ~ us, 0. young mother, 8. 110. tivo of

.

~ 'i'

lco,rned
,'0'

to v;rite

,., S
'-'

-l. 11us t ratud

belowSyrlDS.',

hD..S
c>

*. '],,"'s her r:tpid\ foL. m.l l'lurl.zu.tlon with r 't~ nL:

*',' o.l1d spoken"n I' h t .

v,rl JLoen

'.,~Pl'~

"dult
.. '"

lJ g lS
C ClSSE.:S.

0 fcuthfu1 o.ttendo.nce c~ t

*

*

*****************

tf2 ~ vu-

h0-m

tf~~

f~

rP:Y-

35
(9 )

J 0 c 9 ~ -f!k 0V\~{VL 0/'\ C1
O~~lf~
Q..,-
[rp:;jA ~~.f!/YL ee ~~ Ct, ck?~~ ~.~4 i~-j~

cJC~.

-31-

"Learning to read and write braille t('l the blind is the difference between darkness and light. exercise of the faculties and mental frustration, dungeon-like imprisonment and being set free, but to Hary Mc;:ahone, 19 it is the difference from one week to the next, coupled with nimble mind and the sincere desire to serve those less fortunate than herself.
A short time ag_ Na~rwent to the Supervisor of the Braille Project and in her quiet, shy ~an~er told him she had read about teaching blind to read. 'Could she help someway, would he let her try if she would work without pay?' She wanted to do something.
This appeal was so unexpe~ted that the Supervisor hardly knew what to think about it. Her earnestness and sincerity were beyrnd doubt, so he decided to try her.
Mary is now doing a great part ~f the writing of 'The Guide,' the daily braille paper published for the blind.
'Ne asy that working for the blind .as a volunteer "is fine.' 15ary says 'It is nothing.u
f REV E L A T ION
A man approached a teacher of adult education and asked, "Can you learn me to write my name?"
"Yes, 1 think so, '.".hat is y.ur name?" The man replied, n'Nilliams Randolph Richardson." "I will write it this way," said the teacher, and wrote
the name, using initials, then read, "W. R. Richardson.
See, that is easy." "But my name is William Randolph," said the ma.n. "I know, but I have used your initials." "Y'ihat's initials?" asked the man. "Abbreviatirms for your name." 11 Tho.t 's not my name," he prote s ted II I want it wrote right. Carefully the teacher wrote out the name and read it to him. He seemed pleased, tOClk.the paper and looked at the writing, holding it at ann's length, and said, "so that' my name?" "Yes William Randolph Richardson."
The man looked at it again, smiled and said, "I' 11 declar~ it's right pretty; you done right well by it. Show me hWl. And then and there he learned t. write his name~
-32-

STATUS OF ILLITER~CY IN GEORGIA

Number Unable to c:.ead and Write
U. S. Census
1930

rotal (Jumber Taught to
Read ar:d iNri te 1934 to Far. '37

Approxo No. Now unable to !'tead a.nd 'jeri te

county

Vrhi te-Negro

vVhi te-Negro

White-Negro

Appling Atkinson

451 400
no 312

115 169 61 2']4

U ?31
49 38

Bacon Baker

267 212 92 922

86 128 5 41

181 84 87 881

Baldwin Banks Barrow

502 2032 464 133
383 301

79 127 58 26

79

20

423 195 406 107 304 281

Bartow

946 462

88 128

856 334

Ben Hill Berrien

149 561 512 372

40 107 20 103

109 454 492 263

Bibb B1eck1ey

441 4068 236 1035

183 310 140 34

258 3158
96 1001

Brantley Brooks Bryan

163 186 252 2170 128 467

19 42 29 338
22 89

150 144 223 1862
106 378

Bullock Burke

314 1514 93 5082

41 176 21 345

273 1338 72 4737

Butts

81 585

4 222

77 363

Calhoun

56 1122

57- 129

1 993

'Camden Candler

66 439 182 462

30 111 50

36 328 132 462

Carroll

663 780

254 172

409 to8

Catoosa eo

150 43

7

143 43

Charlton eo 135 225

15' 83

142

Chatham

246 7901

198 1238

48 6663

Chattahoochee 31 257

34- 47

210

Chattooga Cherokee

628 189 400 84

61 76 139 12

567 113 261 72

Clarke

430 1510

101 776

329 734

Clay **

17 484

2 17

15 467

Clayton

93 454

40 54

53 400

Clinch

1;5 609

131 136

24 473

Cobb

671 665

301 100

370 565

Coffee

513 749

154 181

359 568

Colquitt*" Columbia

712 1344 71 881

34 131- 241

712 1310 640

Cook

256 541

20 261

236 280

Coweta

314 1042

73 2']5

241 767

Crawford

78 538

113 52

.:

486

Crisp

170 1384

63 436

101 948

Dade

128 18

64

64 18

Dawson ....

151 15

37

114 15

Decatur

334 1824

147 68

187 1756

DeKalb Dodge

539 2078 539 1808 '

76 563 113 140

463 1515 426 1668

Dooly Dougherty

215 2052 922 2']13

90 306 27 617

125 1746 895 2096

Douglas

115 101

188 148

Early

366 2132

93 2']6 -33-

273 1856

,\

County
Echols Effingham Elbert Frranuel E"I'ans F'annin Fayette Floyd Forsythe.. Franklin Ful\()n Gilmer Glascock Glynn G('\rdon
Grady
Greene Gwinnelt Habersham Hall Hancock Haralson Harris Hart Heard Henry HoustC'Il Irwin'" JacksC'Il Jasper Jeff Davis Jefferson Jenkins Johnson Jones" Lamar
Lan:er
r.ac"'ens Lee** :f;iberty LinMln Long LOW"ldeG'" L=2ki:l1 Macon MadisC'Il Marion McDuffie McIntosh

Number Unable t. Read and Write
u. S. Census
1 930 White-Negr.

107 262
81 644 215 912

649 1865 135 362

296

7

155 297

153B 1281

307

7

446 283

2357 9758

264

1

148 235
205 1224 Eo2 79 394 1300 / 85 1118

799 457
544 76 1059 544
87 1291

504 153
37 1078 422 591 168 210

170 906 41 1589 229 661 788 641

33 968 381 319 250 1537
145 1411 381 1479
71 740
89 546
169 230 701 3450 59 1625
53 463 41 612

56 196
216 1685

315

20

114 2451

632 477

79 768

122 1006

86 &:]6

'-34-

Total Number Apprcx. No

Taught to

Now unabJ,e

Read and Write to Read

1934 to Mar. I 37 And Write

White-Negro

White-Negro

1 22

55 32

123 225

129 161

112 61

172

121 13

67 79

94

224 96

394 1325 127

47 49

44 215

6$ 72

49 168 113" 206
281 140

153

5

213 153

69 172

126 59 102* 43 105 116

321" 181

67 280

- * 188

20 2J9

91 56

145 215 102

67 334 . 91 215

327 154

40 35

42 376

43 70

129 534

5 176 63 352

62* 167

67* 87 70 21('\

90

159 * 293 319 149 91* 209

34 115 10 188

106 240 26 612

92 687 520 1704
23 301

124-

7

34 284

1471 1202

213

7

222 187

1963 8433

137

1

101 186

161 1009

537

7

345 1132

912

518 317 391 71
&+6 391 "i8 1119

378 94 1035

317 475

29 103 626

41 1401
279 372
tfJ7 585
33 823 166 217

183 1203 54 1196

54 1325 31 705

47 170 126 220

572 2916 54 1449
111

445

9 109 146 1475
225 20

2158

313 328

559 88 8;)1
16 408

County
Meriwether Miller*'" Mitchell Monroe
Montgomery Murray Morgan Muscogee Newton Oconee Oglethr01?e** Paulding Pe."I.Ch Pickens
~ierce
Pike Polk Pulaski Putnam Quitman"
Rabun
Randolph Richmond Rockdale Schley Screven Seminole Spalding Stephens Stewart Sumter Talbot Taliaferro Tattnall Taylor Telfair Terrel1-Thomas Tift-Toombs Treutlen Towns Troup Turner Twiggs Union 'Jpson Walker Walton

Number Unable to
Read and "\Vri te
U. s. Census
1 930
',:hi te-Negrl#
142 1499 301 738 499 2426 90 972 247 637 434 19 47 851 953 3034 247 972 230 459 140 1282 97 484 33 1471 39 86 184 329 168 938 768 599 87 0/17 45 1208 19 456 198 12 84 1495 641 3744 181 435 11 270 355 2223 119 478 328 1045 ~2 141 25 825 104 3427 21 634
4 503 249 493 126 737 447 916 77 2125 243 2651 220 741 753 956 243 396 118
417 1949 163 656 135 999
292 11
225 955 912 215 562 1246
-35-

Total Number Taught to
Read and 'Nrite 1934 to Mar. '37 White-Negro

Approx. No. Now unable to Read and -':rite
lNhi te-Negro

49 283

32

982

195 245

48 40

191

179 482

185 610

33 239

44 351 22 149

248- 7 8 236

83 39

36 169

52 147

40 190

77 3Ei=)

30 360

146 97 8 167
239 859 35 110 4l* 71 112 173 38 158 101 255 61 43 60- 7 109- 357 62- 62
13- 116 110 45 135- 224 176 361
19 45 6 368 13 46 156 186
223 136
44 101 321 36 127 75 181 183
99 40 94 78 166 85

93 1016

269 738

409 8

180 727

199 597

243 19

369

770 1564

214 733 186 108

118 1133

477

25 1235

307 47 148 120

118 791 728 409 10 628

15 848

19 456

52

76 1428

402 2885

146 325

199

243 2050 81 320

227 790 201 98

4 755 16 3070
572

387

139 248

17 513

271 555

58 2080

237 2283
207 &)5

597 770 20 260

74

306 1628

127 529 60 818

109 11

126 915 818 137

396 1161

Ceunty

Number Unable to P.ead and ~';ri te
U. s. Census
1930
White-Negro

WPl.re Warren
Washington
Wayne
"{ebster Wheeler White Whitfield 'iiUcox Wilkinson lHltes Viorth

358 786 28 lO97 216 2224
457 476 44 319 319 4')5 221 39 558 85 238 &17 201 1085 44 1610 168 1464

Totals A7319 163801

Tf"tal Number Taught to
Read and 'Ivri te 1934 to Mar. t37 'Nhi te-Negro
.148 167
~ 151 41 330 28 2',38 44 ..z} 218 79 181 142 30 85 36 12;) 219 17 211 76 107
14785 28632

Approx. No. Now unable to Read and Write
'jJhi te-Negrc

210 619

4 946

165 1894

429 ~8

~

292

101 376

32 39

416 55

153 861

72 866

7f 1399 92 1357

33512 132230

* Represents counties teaching ;;!ore illiterates to read and write
than census of 1930 gave. For this reason some of the above figures do not balance.
** No eligible teache-rs have made application in these oounties
f,.,r this year.

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