Report of the State School Commissioner of Georgia to the General Assembly for 1896 [1897]

REPORT
OF THB
State School Commissioner
OF GEORGIA
. TO THE
GENERAL ASSEMBLY
FOR 1896.
G. R. GLENN,
STATE SCHOOL COMMISSIONER.
ATLAl'TA, GEORGIA:
(GEO. W. HARRISON, State Printer.) Franklin Printing and Publishing Company
1897

OFFICE STATE SCHOOL COMMISSIONER, ATLANTA, GA., October 1, 1897.
To His Ex()eUency Governor W. Y. Atkinson:
My Dear Sir:-I beg to submit herewith the annual report required by law from this department. I have tried to lay before the legislature as complete a statement as possible of the present condition' of the public schools. I trust that this reporf will be carefully studied by Your Excellency and by every member of both branches of the legislature.
Very respectfully, Your obedient servant, G. R. GLENN, State School Commissioner.

THE TWENTY-FIFTH ANNUAL REPORT
. FROM THE
DEPARTM.ENT OF EDUCATION
TO THE
GENERAL ASSEMBLY OF THE STATE OF GEOROIA.
Gentlemen: The law requires from this Department, annually, a report setting forth a statement of the present status of the schools and suoh statistical matter as will indicate the growth of the schools for the year.
In order to ascertain intelligently and satisfactorily, the actual educational conditions of every county in the State, the law requires that the State School Commissioner shall visit, as often as possible, each one of the 137 counties. 'Within the last two years I have visited personally, every one of these counties. I have traveled within that time, more than sixty thousand miles; have delivered more than five hundred addresses on education.
I am glad to report very many hopeful indications of an educational revival in the State. Vle have built more and better schoolhouses. We are tearing down the old plank shacks and the uncomfortable log huts, and we are erecting in their places cozy, modern school buildings, furnished with comfortable seats and modern appliances.
Another significant movement is the centralizing of the schoolhouses and the changing of residences to a closer proximity to the schoolhouses. In the rural districts especially, the people should gather closer together, and this is

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being done. I think our people in the rural districts are realizing as never before, the importance of educating the children. In both the town and country' the sentiment is growing in favor of the same educational facilities for the country as we have provided for the towns and cities. The more intelligence we invite into the rural districts, the more wealth we can develop in the rural districts, and as a natural consequence values in the towns and cities will improve again.

The following statistics will show that we have made gratifying progress during the last school year:

Number of teachers in 1896 Number of teachers in 1895

8,125 7,982

Increase in 1896

143

Number of first grade teachers in 1896 Number of first grade teachers in 1895

3,187 2,909

Increase in 1896. . . . . . . . . . . . . . . . . . . . . . . . . . . . 278

Number of normal trained teachers in 1896. . . . . . 937 N umber or normal trained teachers in 1895. . . . . . . 695
Increase in 1896. . . . . . . . . . . . . . . . . . . . . . . . . . . . 242

Number of pupils enrolled in 1896 Number of pupils enrolled in 1895

389,057 366,937

Increase in 1896. . . . . . . . . . . . . . . . . . . . . . . . . .. 23,120

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Number of visits made by County School Commis-

sioners in 1896

10,615

Number of visits made by County School Commis-

sioners in 1895

8,742

Increase in 1896

" 1,873

Number of schoolhouses owned by boards in 1896. . 421 Number of schoolhouses owned by boards in 1895. . 277
Increase in 1896. . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

Estimated value of these schoolhouses in 1896 .... $78,977 Estimated value of these schoolhouses in 1895. . .. 59,157

Increase in 1896

$19,820

Number of schools in 1896 ... Number of schools in 1895 ...

White. Colored. Total. 4,813 2,606 7,419 4,650 2,603 7,253

Increase in 1896 ........... 163

3 166

The increase in the normal trained teachers and in the teachers holding first grade license will indicate clearly to the legislature that our teachers are beginning to study and equip themselves for their work as never before.
The increase of pupils enrolled from 1896 over 1895 is 23,120.
Another significant increase is found in the number of visits made to the schools by the County School Commissioners in 1896 over last year. The increase for 1896 is 1,873.

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8
SENTIMENT IN FAVOR OF BETTER PUBLIO SOHOOL SYSTEMS GROWING IN GEORGIA.
I think our people everywhere are beginning to appreciate the value of an improved system of education for om' children. Intelligence is on the increase. We are paying a higher premium for intelligence than ever before. We are finding out that ignorance is the costliest thing in the State. We have boundless resources that intelligence alone can develop and put upon the market. It may be true, or it may not be true, that the world is more and more inclined to measure things by their money or market value. We might wish that when it comes to things of the mind and soul that those things should be rated far above any financial considerations; but the fact remains that men are accustomed to value character even, by the financial stamp that character can put upon material things. So it has come to pass that man is valued, largely at least, by the amount of intelligence he is able to stamp upon raw materials of the State or country in which he lives. The wealth of the State or nation is measured by the aggregated product of the value of the raw materials plus those same raw materials converted into manufactured goods. States and nations become rich in proportion as they multiply manufactures. Mere producers of raw material can never make the State of Georgia rich. We must multiply the smokestacks on every railroad in this State before we can greatly increase the wealth of the State. We might double the acreage of our cotton and corn fields, but we would not necessarily double the value of the farms that yield our cotton and corn. But the moment we begin to spin up every bale of cotton raised in Georgia, inside of the boundaries of the State, that moment we shall begin to prosper.

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There is no reason why Georgia should not vastly multiply her manufacturing institutions and work up every pound of raw material produced in the State.
Lcall attention of the legislature to this fact, that those States in this Union have the greatest prosperity that have the lowest percentage of illiteracy, and those that have the lowest percentage of illiteracy have the largest number and the greatest variety of manufacturing institutions.
Another fact deservingspecial attention. Those States that produce the greatest amount of wealth annually by converting raw material into manufactured products are those States that have the finest systems of public schools. This also is true as the records will show. Crime decreases among the native population just in proportion as intelligence spreads among the laboring classes. 1 these statements are true, and the records of allehe States will verify everyone of them, then it follows that the best money that Georgia can spend within the next ten years at least, will be the money that she will spend in making the masses of the people in Georgia intelligent enough to work up the measureless amount of raw material that we can produce inside of the State.
The plain people of this State are beginning to study this question, I believe, as never before, in their history, and they will continue to demand more and more the kind of popular education that will fit our children, not only to bring our raw material out of our soil, but to convert that raw material into manufactures for the markets of the world.
Manufacturing establishments may vastly increase our population and vastly increase the, earning power of the laboring classes. They will 'also increase the demands for the supplies that the farms produce. This will increase and improve the character of the products of our farms, and will help to increase the tide of population flowing into the

10
country, as well as the tide of population flowing towards the towns and cities. Manufacturing people in the towns and cities can earn enough wages to buy all the supplies that the agricultural communities can produce. All this must come by the spread of intelligence among our people, that the public schools and the public schools alone can distribute. Our own children can be made strong enough and wise enough to develop Georgia resources, if they receive at the hands of the State the training of hand and of eye and of ear and of head and of heart that is necessary to prepare them for the waiting opportunities that are abundant everywhere in the State.
After all, the State is going to live in the children of the State as it lives nowhere else. The perpetuity of our institutions and the advancement of our growth as a people, and the increase of the taxable wealth of the State, all of these, depend more upon the foundations of life and character that are now laying in the public schools of Georgia than they depend upon everything else combined.
It is not the increase in our bales of cotton, barrels of corn, bushels of wheat and pounds of rice, the price of any one of which 'Can be "cornered" in Liverpool, N ('JW York 0'1:' Chicago any day in the year, but it is the increase of brains in the masses of our people that will produce and create in the State of Georgia everything that the State consumes, that will make us independent. Nobody has ever yet made a "corner" on brains.
No State in this Union has such boundless possibilities as the State of Georgia possesses and as our children will be able to control and utilize if we will only make our children strong enough and wise enough by a well ordered system of public education.

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BUT THERE IS ANOTHER SIDE TO THE QUESTION OF EDUCATION.
That other side is not the money side and not the mere financial value of education. I hope that the time has not yet come in Georgia, and will never come, when we will insist upon a system of public education simply on the ground that it will enable our children to produce more wealth for the State. It is well enough from a financial view of the ease to argue that an intelligent citizenship will create more wealth than an ignorant citizenship can create. Ignorance never was and never can be anything but a curse to the people who are ignorant, but an educational policy that is pitched upon no higher motive than mere creation of intelligence because intelligence produces wealth, is not pitched upon the highest and best basis.
There is something else that must enter into the character of an individual, of a State and of a nation besides mere ability to create money 'Values, before an individual or a State or a nation can be called great.
Besides, it is as true now as it was two thousand years ago, that man does riot live by bread alone. Our children must be taught that the acquisition of wealth and the power to produce wealth, is after all an incidental thing.
It is a serious question whether mere money-getters are worth much to the world. "Ve want underlying our system of public education a better thought 'than that. We desirethat our children shall learn at school and 'at home, and in society and everywhere, that the best product of civilization is manhood and womanhood, land that. manhood and womanhood cannot be purchased in any of the markets of the world. . The time has come when we should insist upon it, in thelegislature, in the administration of the government, in the-

12
'conduct of public and private affairs, in social and business life, in our school system, from the kindergarten up .through the universities, that honesty of purpose, integrity of life, cleanness of conduct in public and private station, uprightness of character, purity of heart, and loyalty to an intelligent sense of duty-that all of these graces of manhood and womanhood count for more in the estimation of the people of Georgia than anything and everrything else that we hold dear in this life.
The best product of any civilization, after all, is not what we have dug out of the hills, and not what we can dig from our richest mines. It is not what we can garner from our fields into our barns and storehouses, it is not what we have produced in any or all of our manufacturing industries; but the best product of our cirvilization is the splendid type of manhood and the matchless type of womanhood that has given to this grand old State the proud title 'of Empire State of the South.
Our right to this title must be maintained in the future, as it has been in the past, because of the fact that we lay more stress upon the character of a man than we lay upon the money of the man.
The schoolhouse of the future, therefore, must be more ariel more I'll place where the destiny of a man or woman Call. be shaped, where power for usefulness can be forged, where inflexible purpose of high thinking and noble living can be immutably fixed in the lives and characters of our children.
The returns that the State desires, therefore, from all the outlay that we make for the education of our children should not be estimated by the increased power alone which may be given to our children to make money, but those returns should also be estimated in the increased usefulness of our citizenship and unselfish devotion of that citizenship -to everything that is true and right, and the larger and thtl more unwavering loyalty of that citizenship to the service -of God and the cause of humanity.

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THE OPINION OF A HIGH EDUCAT'IONAL AU-THORITY ON THE PUBLIC SCHOOL SYSTEM.
Our public school system has passed beyond the stage in.
which it needs to be either apologized for or defended. It
is no eleemosynary institution in which education is provided by a charitable community for the children of the poor. It is no mere preventive for crime, prescribed on the" ground that it is cheaper to teach children than to police adults. Our public school system is based on the broad principle that universal suffrage requires as a condition, precedent universal education; that self-government is im-possible without self-education; that a State which main- tains a policy of political power must be founded on a democracy of learning; that the people cannot safely assume that they are wise enough to govern themselves; without making provision to acquire the wisdom. On this basis, and on no other, is our American system of public education established-the right and duty of the State to.. provide for the education of its rulers. As in a democratic State all the people are rulers, the State must provide for' the education of all the people. But all the people constitute the State; the people must therefore educate them- . selves.
If the State has a right to teach at all, and if that rightdepends upon the fact that self-education is essential to selfgovernment, then it has a right and a duty to teach all that is necessary to self-government. The citizen must be able to understand his fellow citizen; he must therefore be able to understand the English language, as spoken and written.. He must be able to communicate with his fellow citizens; he must therefore be able to speak and write the English language. He must know something of the world he lives' in, especially his own quarter of the world; he must; there--

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fore, know something of geography. He must be able to transact at least the simpler forms of business; he must, therefore, know arithmetic. He must know something of the experience of the past, that he may not repeat old errors"; he must, therefore, know something of history. He must be able to appreciate the thoughts of great thinkers, that he may have the benefit of the true leaders of mankind; he must, therefore, know something of literature.
But these alone are not enough. Oonduct is not only the greater part of life, it is almost the whole of government; and conduct depends upon the motive power and the will. These, therefore, must ,be trained in right directions. The citizen must first of all be able to govern himself; he must next be able to co-operate .with his fellow citizens in community self-government. But for this is necessary, not only knowledge, but wisdom; not only wisdom, but wisdom inaction. "Education," says Professor Huxley, "is the instruction of the intellect in the laws of nature, under which name I include not merely things and their forces, but men and their ways; and the fashioning of affections and of the will into an earnest and loving desire to move in harmony with those laws. For me education means neither more nor less than this. Anything which professes to call itself education must be tried by this standard; and if it fails to stand the test, I will not call it education, whatever may be the force of 'authority or of numbers on the other side." This enlarged idea of education, as including "the fashioning of the affections and the will into an earnest and loving desire to move in harmony with these laws," we need to embody in our system of public education; we must incorporate it in our laws and constitutions and in our judicial interpretations of them; we must inspire with it our school boards, our superintendents, our teachers, and most of all the parents themselves.

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IMPROVEMENT IN SOHOOL BUILDINGS.
The improvement in the schoolhouse buildings in Georgia for the last two years has been remarkable. In many of the counties as many as fifteen new modern schoolhouses have been built. The interest that the country people are taking in this matter has been noted, I am sure, by the members of the present legislature in their 'own counties. The counties for the most are now laid off into school districts as the law requires, and the county boards of education 'are actively engaged in securing for the children comfortable school buildings. The people in each one of these school districts of course contribute, in many instances, everything that goes into the new schoolhouse. In many instances where the people cannot build the schoolhouse without help, the Board of Education makes a small contribution.
Nearly all of these new schoolhouses are equipped with modern school furniture, maps, charts and other appliances necessary to do efficient work.
Another noticeable fact in this connection is that the people in many instances are erecting new homes around the new schoolhouses. This is as it should be. The homes of the people in the country should be brought nearer together, not only for the protection of the women and the children, but also for social, educational and religious privileges. It is not necessary that the home should be in the middle of the farm. As the matter now stands, it is necessary that the homes of the people in the country should be as neal' together as possible. . These school improvements that have been going on in the country are leading to other improvements, that bring from year to year, material enhancement of value of real estate in the country.

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The improvement in the country schoolhouse suggests the improvement of the country roads, and everywhere in Georgia the country roads are being improved. The improvement in the schoolhouse and in the road suggests the building of new barns and the building of new homes, and all of this is gradually being done in the State of Georgia.
As the result of this general improvement in the schools, roads and homes, eighty counties that might be called the rural counties of the State, no one of which has a large town in the county, show an increase in the taxable valuation of nearly six millions of dollars for the present year. While this is only a small increase perhaps, such an increase under the present circumstances, is certainly indicative of what will continue to happen, year by year, as we improve the conditions of rural life.
I have had prepared by the architects Messrs. Bruce and :Morgan,of Atlanta, plans and specifications for three classes of country schoolhouses. In order that these plans may be of service to the County School Commissioners and the Boards of Education, the plans are respectively for a oneroom schoolhouse and a two-room schoolhouse. These plans, 'as the legislature will see, place the same comforts in the single room schoolhouse for the country tlnat are to be found in the large imposing school structures in the towns and cities.
In no branch of architecture has there been more improvement within the last few years, than in the school architecture. I trust that the new schoolhouses that we shall build in Georgia during the next few years will embody every idea that has been approved by the leading architects and educators.

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LOCAL TAX.
Every State in this Union that has a successful common school system has in operation a la w requiring a levy on all of the counties and districts for the support of the schools. As a rule the State provides about one-third of the school money and the counties provide the other two-thirds by the levy of a local tax. When the people pay a direct tax for the support of the schools, they take more interest in their school system. This is true without a single excep~ tion, so far as I am informed. The idea of local self-government and local control in the county affairs, and the prejudice against paternalism and centralization seem tc suggest that the county should be required to raise some part of the school fund by local taxation. Under our present constitution the local tax cann~t be levied except upon the recommendation of two successive grand juries and then upon the approval of two-thirds of the voters of the last registration list of the county.
It frequently happens that one grand jury will recommend local taxation and the next grand jury will refuse to recommend it. It. has also frequently happened that two grand juries have recommended the tax levy and a vote is taken, and while a well-nigh unanimous vote has been cast in favor of the .tax for schools, yet the indifference of the voting population and their failure to go to the polls have resulted in the failure to get the requisite constitutional two-thirds.
The legislature should take some step necessary to simplify this matter and make it easier for the people to secure local taxation for their schools, when a majority of the people interested really desire it.
We can turn the tide of population into the rural dis-
2u

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tricts in this State just as Soon as we can provide a school system in the rural districts that will educate the children.
There are thousands of people in the cities and towns in
Georgia eking out awretched existence, who would be glad
to go back to the country if they could educate their children in the country.
We have no more vital question before the people of Georgia than the question that affects the proper settlement of this rural school problem. In my humble judgment, we can double the taxable and market value of our farms in the State of Georgia if we shall aid the people in establishing an adequate school system for the children of the farmers. Here as elsewhere the only thing that is necessary to increase the value of our lands is to stamp intelligence enough upon our broad acres. The schoolhouse has always been and always will be the pioneer post of prosperous and intelligent citizenship.
I do not go anywhere in ,this grand old commonwealth that I do not find the agents of many syndicates spying out Georgia resources. In the mountains they are searching for our mineral wealth; towards the south and west they are buying up our forest lands; through the central portion of the State they are taking options on our water-power. The eyes of the whole world seem to be fixed on Georgia as never before. The testimony from every direction is that we have vast resources here yet undeveloped, and we have vast power not utilized. These resources and this power ought to be developed and utilized by our own people. They constitute the best heritage of our children.
Intelligence, and intelligence only, can give a market value to all of these possibilities. The question is, shall we sit idly by and allow the people who have been educated and trained in the public schools of other <states, and who have acquired the capacity through their intelligence, to take possession of a heritage that ought to be transmitted

19
to the control of Georgia children ? We have come to the time when the world is placing a larger premium on intelligent citizenship than ever before in our history. Every thoughtful student of advancing civilization has noted this. The earth itself is yielding larger increase to intelligent hands than ever before. The forces of nature are yielding more readily to intelligent control than ever before. Omchildren must be made ready to utilize the wonderful energy that science and art are bringing to our aid in every department of labor, or else our children must become mere helpless drudges in the activities of the future. I believe that many of our people are beginning to realize what is: possible for Georgia 'and for the children of the State if we can only provide a system of public education that will be adequate to the wants of the children.
I am glad to testify also, as I have done in a great many public addresses, that our people everywhere are awaking to the demands of the present times. So far as I can observe, the people of the State are now ready to be taxed any reasonable amount necessary to provide sufficient school facilities for their children.
"THE RURAL SCHOOL PROBLEM."
The interest in rural schools is reviving everywhere in the United States. Two years ago, at a meeting of the National Educational Association, a committee of twelve was appointed to report at the meeting this year, 1891, upon a plan for the improvement of the rural schools in the United States.
This committee of twelve has spent two years investigating the subject, and I give the legislature elsewhere the results of their investigations as reported to the National Association that met in Milwaukee in July.
The committee reported among other things that the

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county should be a school unit in all of the States. The committee assumes that all of the school affairs of the county should be in the hands of one board of education and that the same school facilities should be provided for the rural districts that are provided for the towns and cities.
It willl be gratifying, I 'am sure, to the Georgia legislature to know that this ideal system approved by this committee 'Of distinguished educators, was found to be in operation here in Georgia. This system so highly commended has been for many years in actual operation in the counties of Bibb, Chatham and Richmond.
In my report 1Jo the legislature in 1895, the very year of the appointment of this committee, I called attention to the system in vogue in these three counties, and have been urging the adoption of such a system in every county in the State.
I ask the carefulattention 'Of the legislature to a summary of the report of this committee of twelve, which will be found elsewhere in these pages.
WOMEN'S CLUBS AND PUBLIC EDUCATION IN GEORGIA.
The interest that the good women of this State are taking in the cause of public education is another hopeful indication of the times.
The Federation of Women's Clubs has taken up the question with growing interest and great enthusiasm. These clubs are being formed in almost every county in the State, and are destined to be a potent factor in arousing sympathy and support in the cause of popular education in this State. These clubs are forming reading circles among the young people. They are studying the conditions of home life and of school life in the rural districts. Mother's

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dubs are also being formed in this State as well as elsewhere. One great trouble with our schools has been that the mothers and fathers have taken too little interest in their children at school. The school and home have been too far apart. The object of these women's clubs has been to bring the school nearer to the home.
Their thoughtful study of the work that is being done by the children at school will aid us materially in overcoming the difficulties that are in the way of educating our children properly.
I call attention to this matter because iI beg to commend to the legislature the interest that these good. women are taking in the children and in the young people of Georgia. If they can aid us through their reading circles in placing the right kind of books in the hands of our children, this, of itself, would prove the salvation of many a wayward boy.
In a number of towns and cities in this State these good women are also establishing free kindergartens for the needs of little children whose mothers, in many instances, 'are compelled to be away from home during the tender years of the child's life.
These free lcindergartens are intended for the children from three to seven years old, and no man can limit the good that these noble ladies are doing in this modest and quiet way for the salvation of the little children.
I wish it might be so that we could establish kindergartens in connection with every public school in the State. All these good women in Georgia who are taking up the little waifs everywhere and training them, as only the wise kindergarten teacher can train these children, may be laying the foundations for an educational reform that will make their names blessed among men long after they are dead and gone.
Mrs. Robert Emory Park, of Macon, Ga., is the Ohair-

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man of the Oommittee on Education for the Georgia Federation of Women's Olubs. The entire State is to be congratulated that this splendid woman, herself for many years a successful teacher, is in charge of this noble work.
INSTITUTE WORK.
There has been a great improvement in the manner of conducting our institutes. The institute has now become a valuable feature of our educational work. There has been a very great improvement in the manner and methods of conducting the weekly institutes. The law now requires an institute of only one week. I beg to suggest to the legislature that the law be changed so as to require an institute of not less than four weeks duration. This is the almost universal custom in the other States in the Union. One week is entirely too short a time for the work that the teachers should undertake when they are brought together in annual session.
With the increase of our school fund, and the increase of the school term, we can now afford to have an institute last for an entitre month.
The teachers not only do not object to this, but in most oases they 31"e anxious fiorthe extension of the institute time.
In this connection I beg also to suggest that the county Board of Education be allowed to spend whatever amount in their judgment may be necessary, for the proper con' ducting of the institute, in case the legislature should see fit to lengthen the time to one month.

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OUR CHILDREN SHOULD LEARN THE TRUTH AS TOLD BY OUR OI..D VETERANS.
I bring another important matter to the attention of the Legislature. There is a growing demand on the part of the schools everywhere for what are known as supplementary readers. These readers are made up for the most part of stories and incidents that are located elsewhere than in Georgia.
No State in this Union is richer in legends and incidents calculated to interest and instruct the minds of the young than the State of Georgia. Yet, with the exception of one or two books like that prepared by Joel Chandler Harris, we have neglected this important field of our literature.
The noble company of old veterans who passed through the late war can tell stories and incidents of that struggle that will entertain and instruct our children for ages to come.
These old veterans are rapidly passing away, and nobody will be left when they are dead and gone to ten these stories of heroic struggle on Ithe biattle-field as they alone can tell them. No more charming literature, full of healthfuland holy sentiment, 'can be put into the hands of our young people than the stories which can be taken . down from the lips of the old guard while they are still in life. I have wished thousands of times that I had stenographic reports of these stories illustrating the courage and endurance of the Confederate soldier from Georgia.
The legislature should take steps at this session to provide for the preservation of this unwritten history of the State. Nobody can ten the story of Georgia heroism, the stories of .sacrifice and suffering on the part of men and women of that day and time, as the actors in that tragedy can tell it.

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A skillful stenographer could take down verbatim a report of the incidents and events on a thousand-battle-" fields, and forced marches, illustrating the heroism of our fathers in the camp or on the field.eand these'1"ooords should be handed down to our children as the history told by their fathers. As I see it, in no other way can our children learn the truth of that long and heroic struggle to which the State of Georgia contributed the best and brightest of her sons.
This is too important a matter to admit of delay. The cost of taking down these stories will not amount to a great sum. The editing and preparing for publication such a series of books would cost but little, and the publication of such a series could be made without any expense to the State. The important thing is to have the truth told to our children as it comes from the lips of our fathers and grandfathers who were engaged in that struggle.
1 'the legislature wiN authorize the employment of a stenographer or stenographers for taking down verbatim accounts of the stories that these old veterans can tell, I will gladly see to it that the stories are properly edited and prepared for publication.
A committee could also be appointed from the Veterans. Association to verify and approve the records to be submitted.
THE TEACHERS GROWING.
No fact in connection with the recent educational progress in Georgia has been more gratifying than the fact that the teachers are rapidly advancing in their professional studies, They are reading as never before the best professional books and educational literature.
At least two books on school management and methods are now required for preparation for the general examination.

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The texts selected for this purpose are those that have the approval. of the best educators in the entire country. The texts selected for next year contain the latest and best .thought .asto th,e methods of managing and training children.
.More and more our teachers are learning that all school education that amounts to anything must result in good conduct. Our teachers are learning rapidly, therefore, what the great masters of the profession have found to be the wisest and best guide posts by which the children can be led in the right direction.
THE NOR:MAL SOHOOL.
The increase of attendance at the Normal School during last year has nearly doubled the attendance of the former year.
Four hundred and fifty 'teachers have attended the school this year.
The faculty has been greatly strengthened by the addition of Prof. E. O. Branson, Prof. D. L. Earnest, :Miss Ida Young and Prof. Orr.
No normal school in this country is' doing better work with the facilities at its command, than our own Normal School, at Athens, is doing. President S. D. Bradwell has managed the finances of the school with consummate ability. Board, including fuel, lights, washing and expenses. for books, does not exceed $7.00 per month. This school is bringing normal training within the reach of every teacher in the State, and has already justified the prophecy of its friends as to its usefulness. Although the Commiesion has added about eighty new rQOInS to the dormitory
since the beginning of tlhe year, these new rooms are all oc-
cupied and the President reports that he will need at least 100 more new rooms in the near future.

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THE SCHOOLS SUPPORTED BY THE STATE.

The following schools are supported by annual appropriations from the State legislature:

The University of Georgia

$22,500

The School of Technology. .. . . . . . . . . . . .. 22,500

The State Normal School

" 22,500

The Georgia Normal and Industrial College .. 22,900

The North Georgia Agricultural College. . .. 6,000

The Academy for the Blind. . . . . . . . . . . . .. 20,000

The School for the Deaf

" 25,000

All of the reports of the' opening days show a gratifying increase in the attendance. Everything points to a successful school year for all of the schools supported by the State.

$400,000.00 ADDITION TO OUR SCHOOL FUND.

No act of the legislature in recent years has provoked so much favorable comment all over the country as the act of the last legislature which added $400,000.00 to our common school fund. This act of the legislature is a long step in the right direction. With the $600,000 already raised by direct taxation, we will now have one million dollars raised for the schools by direct taxation.
Gradually our people are beginning to see how small a school tax weare paying in comparison with the other States. vVe have about two million population, so that this million dollars of direct tax is only about 50 cents per head for our population. Very few States in the Union pay" so small a per capita tax for schools. Many of the States pay over $4 per capita for school population. Only seven States in !the Union pay less than one dollar and Georgia is one of the seven.

27
By reference to the table published elsewhere showing the school statistics of the United States, the members of the legislature can see just what each State is doing for its children. The tables will also show how much each State is raising by local taxation and how much by general taxation for the support of the schools.
This addition 'Of $400,000 will enable us to lengthen the school term, provide better pay for the teachers, improve the schoolhouses, and add generally to our school equipments.
THE SCHOOL-BOOK QUESTION.
A matter of great importance in connection with the public school affairs of 'the State, and of which the legislature has already taken cognizance, is the school-book question.
Since the School-book Commission appointed by his Excellency, the Governor, in compliance with a resolution adopted by your honorable body, has investigated this question very thoroughly, and will make a report to you, at your coming session, 'any comments or reeommendations upon this subject from myself are unnecessary at this time. The School-book Oommission has endeavored to discharge its duties carefully, and I ask for its report your thoughtful consideration.
THE GRADING OF THE COUNTRY SCHOOLS.
The county school authorities are giving very gratifying attention to the matter of the grading of the country schools, in order that the studies may be consecutive, and may be arranged under a definite and intelligent plan, whereby better results may be secured.
As an illustration of what is !being done in this direction, the plan adopted for Fulton county is described and outlined elsewhere in this report. .
\
/

28
EDUOATION AND ORIME.
What is education doing to diminish crime? This is a question often asked and often answered. There are those that believe that. education is a remedy for all sorts and degrees of crime; there are those also who study the criminal records, and out of these records !build the argument that education does not diminish crime.
Dr. William T. Harris, the Commissioner .6 Education of the United States, and who is perhaps the ablest authority in the country, has studied this question with his usual philosophical acumen, and some of the conclusions that he has reached may Ibe helpful to the Georgia legislature at the present time.
Dr. Harris shows conclusively that the illiterate population furnishes about 'eight times as many criminals as come from that portion of the population that can read and write. This statement of Dr. Harris is practically confirmed by the records of our own penitentiary system.
Everybody will admit that mere ability to read and write will not save a man from becoming a criminal, A
or school a school system that does not get beyond the
training of the intellect would have small claims on the public for support. Our public school system is intended to develop, normally and naturally, every part of the child's being-its intellect, sensibilities and will: its moral and spiritual nature. A system of education, therefore, that has for its object the development of the child's entire being is bound to be a preventive to crime. If this assumption is not correct, then there is absolutely nothing to justify the maintenance of the public school system. But Dr. Harris's statements are so strong on this important matter that I prefer that he should speak in his own language:

29
"Statistics 'are collated to show that the majority of criminals in our jails haw attended school for a longer or shorter period. Statis'ticsare likewise quoted to show that. those States which have the oldest and most efficient school systems have the largest number of criminals in their jails and State prisons. Assertions are made that education merely changes the character of the crime, for example, from robbery and theft, the crime of the illiterate, to forgery and embezzlement, or breach of trust, which are the crimes of those who have had school education, The returns 'of the prisons and jails Irave been often studied with a view to get the facts in these particulars. Most teachers are familiar with the collation of statistics made on the census returns of 1870, by E. D. Mansfield, and published in Gen. Eton's report of the Bureau of Education for 1872.
"The returns from the prisons and jails of seventeen States, fourteen of which were Western or Middle States, gave an aggregate of 110,538 prisoners, of whom 27,581, or almost exactly twenty-five per cent., were illiterate, or not able to write.
"The fact that three quarters of all the prisoners could read and write and hadhad some schooling, looked serious enough to challenge the good influence claimed for the schools. If school education is adverse to crime, why should not the statistics show that a majority of the prisoners are illiterate ~
"At this point the subject was taken up by those who understood arithmetic, and the question was modified so as t.o ask whether a given number of illiterates in the population furnished as many criminals as the same number of persons who could read and write. Put in this shape the answer was intelligible.
"The illiteracy of the population in the seventeen States

30
which furnished the twenty-five percent of illiterate criminals W!j.S about four per cent., according to the census of 1870. This four per cent. of the population furnished twenty-five per cent. of the criminals, and the ninety-six per cent. who could read and write furnished only seventy-five per cent If one per cent. of the illiterates had furnished only one per cent. of the criminals, it would appear that education made no difference in regard to crime. But the illiterates furnished more than six times their quota, while those who could read and write furnished one-fifth less than their quota, and the ratio of the two was one to eight. A thousand illiterates on an average furnished eight times 'as many prisoners as the same number who could read and write.
'Within the past ten years many of the jails and reformatories have published comparative tables, showing results for a term of years, during which accurate records have been kept These are of course more valuable than the returns for any single year, 'because inequalities and unusual conditions are eliminated. In 1887, for instance, the jail' at Detroit gave a summary for twenty-five years, showing an aggregate of 40,338 committals, of whom 28,652 could read and write, and 11,686 could not write. This gives eight times the quota of criminals to the illiterate, because in the total population of the State there were less than five per cent. of illiterates.
"The main point in the interpretation of criminal statistics is to consider the ratio between the number of criminals furnished by a given number of illiterates as compared with a like number of those who can read and write. We must consider not only the numerators, but also the denominators of our fractions in order to get at the true value.
"Massachusetts, it is said, committed to its jails and prisons only 8,761 persons in 1850, while in 1885 it commit-

31
ted 26,651, or nearly three times as many. In 1850, onlyone person to 113 inhabitants; in 1885, one to seventytwo. This evidently demanded a qualitative inquiry. What crimes are on the increase? Mr. Torrey classified them, first under two heads, and found that the crimes agarnst person and property were, on an average, from 1865 to 1870, one to 301 inhabitants, while from i880 to, 1885 they were one to 436; thus showing a decrease in serious crime of forty-four per cent. The second heading was commitment for crimes against order and decency, and these had increased largely.
"Investigating further into these crimes against order and decency, Mr. Torrey found that they were mostly cases of drunkenness. The commitments for drunkenness in 1850 were only 3,341, while in 1885 they had risen, to 18,701. The commitments for all other crimes than drunkenness in 1850 amounted to one for 183 inhabitants, and in 1885 to only one for 244 inhabitants. Theaverage from 1850 to 1865 was one to 17tl, inhabitants; while the average from 1870 to 1885 was one to 241 inhabitants, for other crimes than drunkenness.
"This showing completely turned the tables on that class of sensational or emotional writers who deal with what I call hysterical statistics. Person and property' have become more safe in Massachusetts. Between 1865 and 1885 commitments for crimes against them decreased' forty-four per cent. allowing for increase of population. 'The decrease was greatest in crime against property, but there was a decided decrease of crimes against pierson. But while person and property have become safer in twenty-five years, drunkenness is not nearly so safe; the prisons and jails are crowded with intemperate people, who were formerly allowed to go unmolested through the' streets and country roads."

32
SYNOPSIS OF STATISTICS.

NUMBER OF SCHOOLS.

Number of schools under common school system .... 7,419 Number of schools under local school system. . . . .. 337

TEACHERS.

Number of teachers under common school system .. 8,125

Number of teachers under local school system .... 1,136

Number of normal trained teachers under common

school system. . . . . . . . . . . . . . . . . . . . . . .. . . . . .. 937

Number of first grade teachers under common school

system .,

3,187

Number of second grade

2,554

Number of third grade

'"

2,344

ENROLLMENT AND ATTENDANCE.

School census of Georgia (census of 1893)

604,971

Total enrollment under common school system .. 389,057

Total enrollment under local school system

57,114

Total average attendance in school under common

school system

205,732

Total average attendance under local school sys-

tern

40',951

Amount per capita of enrollment of school fund to

children under common school system

$ 2 72

Amount per capita of enrollment of school fund to

children under local system

$12 79

PAY TO TEACHERs..

Amount paid to teachers under common

school system

$935,906 43

Amount paid to teachers under local school

system ... . . . . . . . . . . . . . . . . . . . . . . . . .. 500,481 18

Average annual salary paid to teachers under

common school system. . . . . . . . . . . . . . . . . 126 14

Average annual salary paid to teachers under

local school system. . . . . . . . . . . . . . . . . . . . 440 56

C01fMISSIONERS AND SUPERINTENDENTS.

Number of County School Commissioners

133

Number of Superintendents of Schools under local

system

35

Amount paid Commissioners

$54,952 58

Amount paid to Superintendents. . . . . . . . . .. 42,680 00

Number of visits made by County School Commis-

sioners during year

10,615

INCIDENTAL EXPENSES.

Amount expended for postage, printing and

'Other incidentals on account of schools un-

der common school system

$ 12,357 85

Amount expended for incidentals under local

school system. . . . . . . . . . . . . . . . . . . . . . .. 187,544 56

SOHOOL FUND.
Amount of fund received from the State for schools under common school system. $1,050,902 26
Amount of fund received from State for schools under the local school system. . . . 191,109 04
Amount of fund raised by local taxation for schools under local system. . . . . . . . . . . . 358,353 51
Bsr

34

SOI-IOO~HOUSES AND SUPPLIES.

N umber of schoolhouses belonging to County Boards

of education

421

Estimated value of these houses

$78,977 00

Number of schoolhouses outside of cities, not owned

by Boards of Education, but used for schools under

common school system

.4,763

Estimated value of these houses

$728,657 00

Estimated value of school supplies, maps,

desks, etc., in schools under common school

system

, 83,914 00

Amount expended during past year for sup-

plies for schools under common school sys-

tem

19.029 92

Number of school houses in cities and towns, belonging

to County Boards

23

Estimated value of these

$27,400 00

ESTIMATE OF SCHOOL FUND FOR 1896-7.

Sources.

Liquor tax

Show

-

Div. Ga. R. R. stock

Hire of convicts

:Fees of oil insp

Half rental W. & A

Direct appropriation

Poll tax

Guano

,

,

1896.

$ 92,000

.

7,000

.

2,046

. 16,000

. 13,000

. 210,000

. 600,000

. 2,21,000

,.

1897. $ 89,000
4,000 2,046 16,000' 14,000 210,000 600,000 226,899 8,000

$1,161,052 $1,169,945

35
GEORGIA NORMAL AND INDUSTRIAL COLLEGE, MILLEDGEVILLE, GA.
ANNUAL REPORT, TO HON. G. R. GLENN, STATE SCHOOL COMMISSIONER, FROM PRESIDE~T J. HARRIS CHAPPELL, FOR THE SESSI01\ 1~96-'97.
Hon. G. R. Glenn, Stale School Commissioner, Atlanta, Ga.. :
DearSir--I have the honor to present to you the following report of the work of the Georgia N ormal and Industrial Oollege for the session of 1896-7.
ATTENDANCE.
During the session we had in attendance three hundred and seventy-nine (379) regular matriculate students, coming from one hundred (100) different counties in Georgia. Three hundred and forty-two (342) of the number were boarding pupils, most of them boarding in the college dormitories, and the rest in private families. The college wac; crowded to its utmost capacity throughout the session and nearly two hundred (200) applicants for admission were turned away for want of room in the buildings.
Besides the three hundred and seventy-nine (379) college students, there were sixty-four (64) children from six to' fourteen years of age in our Model School, making a total attendance of four hundred and forty-three (443) pupils.

36

CLASSIFICATION.

The students "'ere divided among the several departments, or courses of study pursued in the college,as follows:

Collegiate Normal Course

150

Collegiate Industrial Course

148

Special Industrial Course . . . . . . . . . . . . .. 28

Preparatory Course. . . . . . . . . . . . . . . . . . . 53

Model School

64

Total

443

NORMAL DEPARTMENT.
There were in attendance in the normal department last session Que hundred and fifty (150) young women, coming from all parts of Georgia. They came, without an exception, in good faith to prepare themselves for the profession of teaching and they devoted themselves to the work with remarkable earnestness and enthusiasm.
Our normal course of study is designed to give both general scholarship and professional knowledge and skill. 011 the scholarship side it consists of the usual collegiate, Of, more strictly speaking, high school studies in mathematics, English, Latin and natural science; on the professional side, it includes methods of teaching, psychology, pedagogy and practice teaching in the model school. All normal students are also required to take a thorough course in freehand drawing and physical culture, and a short course in the elements of sight-singing. The entire normal course of study extends through four years, and to students who gain their diplomas it means invariably four years of very hard study.
Our curriculum is not very high, either in the scholarship or in the professional branches, but our methods of instruction are exceedingly thorough and our requirement'}

37
for class admission and promotion and for graduation are
very exacting, more so, perhaps, than in any other educational institution in Georgia. 'Dhe teachers are all instructors of great ability and are full of zeal for their calling. They are all graduates of leading normal colleges, and their methods of teaching are fully in accord with the best developments of modern pedagogy.
The model school, connected with our normal department, enables us to give our normal students the finest kind of practical teacher-training. The school consists of about one hundred and twenty (120) children from six to fifteen years of age, and includes our collegiate preparatory department. The pupils are divided into eight classes, corresponding with the first eight grades in the best city public school systems. These classes are in charge of three expert normal training teachers, and occupy three well furnished, well equipped rooms in the main building. The classes are taught largely by the members of our senior normal class, under the careful direction and supervision of the three training teachers and of the gentleman who is at the head of the normal department. The schedule is so arranged that in the course of the year every member of the senior class has very considerable experience in teaching every one of the eight grades. This practice teaching in the model school is of inestimable value to our pupil teachers, It trains them (as they could not be trained under any other conditions) to apply practically and skillfully the principles of pedagogy that 1ihey have studied in the previous years of their normal course. We have the strongest possible proofs of the great benefits of this practical training. From all parts of the State of Georgia where our graduates are teaching in the public schools of the Hoota and in the city graded schools, we are constantly getting gratifying intelligence of their splendid.

38
work, and they themselves almost invariably attribute their success mainly to the training they get in our model school, Scoresof them have said to me, or written to me in effect, "I would not take anything for my model school training, it has helped me so much!"
This model school is supported almost entirely by the Peabody educational fund. The salaries of the three training teachers are all paid from that fund, the incidental expenses being defrayed by a small fee charged the pupils, But for the generous aid given us by the Peabody fund it would be entirely impossible for us to have a model school, and the absence of it would make the normal department almost like the play of "Hamlet" with the part of Hamlet left out.
The Peabody fund also aids us materially in furnishing the very best of instruction in free-hand drawing and sightsinging to our normal pupils. A part of the salaryof the teacher of each of these branches is paid from our Peabody appropriation; but for this aid we should be forced to dispense entirely with one of these teachers, or else to employ in both cases inferior teachers at a lower salary.
We are preparing to make important changes and improvements in the plan of the collegiate-normal course of study. By the new plan the first two years of the course win be devoted exclusively to the purely collegiate studies without any technical normal work, the idea being to lay well land deep ,the foundation of general scholarship before attempting to give professional knowledge. Through the third and fourth years the collegiate course of study will be continued, and in addition thereto the principles underlying the profession of teaching will be carefully imparted by the study of psychology and pedagogy. A fifth year will be devoted exclusively to the more practical parts of 2teacher's professional education. It will be given up

39

almost entirely to the study of methods of teaching, school

management, and to practice teaching in the model schooL

This new plan amounts virtually to adding another or a

fifth year to our collegiate-normal course of study. It will

undoubtedly enable us to do better work,on the scholarship side and the professional side of a teacher's education. It

has the most enthusiastic support of every member of the

collegiate-normal faculty, and 1fu'e indorsement of the board

of trustees. Dr. J. L :M:. Curry, manager of the Pea-

body educational fund, to whom in a personal interview I

explained the plan fully, also approves it heartily. His

standing as fin educator and his thorough acquaintance

with normal schools throughout the country give great

value to hisopinions on such subjects.

It is deemed unwise to upset the established order of

things in our school by the too abrupt substitution of thi,

new plan for the old one. The changes will therefore be

made gradually. The first step towards it will be taken

next session) and in a year or two we hope to have the new

plan fully established. vVe shall then have, I sincerely be-

lieve, the yery best normal or practical teacher training

6choo1 in the South.

INDUSTRIAL DEPAl{TMENT.

The industrial arts taught in our school are such as are

most suitable for women, either for making a livelihood

or for home and domestic purposes. The industrial

branches taught are stenography and typewriting, book-

keeping, dressmaking, cooking, telegraphy, and free-hand

drawing. The number of pupils pursuing each of these

branches during the past session was as follows:

Stenography and typewriting . . . . . . . . . .. 37

Bookkeeping

24

Dressmaking

112

Cooking........... .

...

}'ree-h~"iJ.d and industrial drawing

. .. 52 246

.
40
Nearly every student in the college, except those taking the full normal course, studied one or more of the industrial arts last session.
The teachers of these several industrials were chosen with the utmost care from a great number of applicants. Each of them is an expert of extensive 'and successful experience in teaching the special branch for 'Which she was employed. The same thoroughness, exacting requirements and intolerance of sham and superficiality prevail in this deparementas characterize 'aU of the other work done in this institution.
FREEHAND DRAWING.
I would call special attention to our department of freehand drawing. It is perhaps ahead of anything of the kind in any woman's college in the South. It is taught with the utmost thoroughness and embraces every branch of the art from drawing simple geometric forms up to modeling in clay from the "living model." It is an invaluable accomplishment in the equipment of a teacher, and our normal pupils are required to take a two years' course in it. There is also a fuller course for those who wish to plepare themselves for the specialty of teaching free-hand drawing in city graded schools and other educational institutions. There is a growing demand for teachers ana supervisors of free-hand drawing in Southern schools, and already we have supplied several institutions with splendidly equipped instructors who have given the highest satisfaction.
THE DORMITORIES.
In my report of a year ago I spoke of the new dormitory then in process of erection. It was finished in the latter part of August and was very appropriately named "A.tkinson Hall." The entire establishment, including the building, furniture, fixtures and all appurtenances, cost

41
about $30,000. It accommodates one hundred and forty students, and it was full to its capacity last session from the opening day of school. The old dormitory ("The Mansion") accommodates one hundred and ten boarders, and was also full to overflowing. Many students were compolled to board out in private families for want. of room in the dormitories.
COST OF AT'fENDANCE.
Every studerit pays an incidental fee of $10.00 a year. Tuition is entirely free, except for music and fine art, for which moderate charges are made. The dormitories are run strictly on the co-operative plan, the boarders paying only the actual expenses of running the establishment. ." The cost last session averaged only $9.08 a month, or $81.72 for the session, including fuel, lights and laundry. For this small amount the girls lived as well in every particular as they do in fashionable female colleges where the board is $18.00 or $20.00 a month.
The entire cost of a year's attendance, including incidental fee, board, books and stationery, is about. $110.00. This is a liberaJl estimation; the actual cost usually falls below, and never goes beyond, that amount. In no other school in America, I believe, can a girl get such fine advantages at so small a cost.
. DISCIPLINE.
The discipline of the school last session was well-nigh perfect. A large majority of the students came to the college for a very earnest purpose 'and pursued it with great steadfastness. The moraltone of the school was ve;ry fine, and the conduct of the students was wonderfully good, considering the great numbers and the different classes of people and the various communities from which they came.
The school is opened with brief religious exercises' every

42

morning. All students are required to attend church (the church of their choice) every Sunday morning. A very flourishing and zealous Young Woman's Ohristian Association was maintained in the college throughout the session, the membership being very large though entirely voluntary.
Students are required to dress strictly in uniform-a remarkably pretty and becoming suit, though inexpensive.
The rule is as rigidly enforced as it is at any military academy. If we should have a millionaire's daughter among our students, she could not be distinguished by her dress, either on Sunday or every day, from the poorest girl in school.
The steadfast and uncompromising enforcement of our requirements for class admission, class promotion, and for graduation has now become pretty well known throughout the State and is fast establishing for us a reputation for thoroughness that few colleges, and especially female colleges, have. This in time is bound to have a stimulating and wholesome effect on preparatory schools throughout Georgia, for our pupils come from all parts of the State and from nearly all sorts of schools.

GRADUATES AND PROFICIENTS.

On last graduating day, Wednesday, June 2, 1897, the number of diplomas and certificates of proficiency awarded was as follows:

Normal graduates . .. . . . . . . . . . . . . . . . . . .. 14

Oollegiate graduates

10

Proficients in stenography

5

Proficients in bookkeeping . . . . . . . . . . . . .. 1

~Most of the normal graduates and also several of the

collegiate graduates of the session have already secured

gcod positions as teachers. Several of the proficients have

43

.also obtained positions where they are earnmg their own .lix-elihood.
SOME STATISTICS.
Although the college was established only 'six years ago, fully four hundred of its students-graduates and undergraduates-have become school-teachers, mainly in Georgia schools. About one hundred others have been making a good living by the practice of the industrial artsstenography, 'bookkeeping, telegraphy, dressmaking, freehand drawing-v-that they learned at this school.

NEEDS OF THE SCHOOL.

Last year the trustees spent the entire special appropria-

tion of $25,000.00 in the erection of the new dormitory

building. They were therefore compelled to furnish and

equip it throughout on a credit, the cost being about

$O,000.00. To payoff this debt it was necessary not only

to practice rigid economy, but to stint the college in the

wry necessities of its life, greatly to the disadvantage of

its work in several important particulars. If the legisla-

ture does not come to our relief, the situation will be still

worse with 11S next session. \Ve are in dire need of new

furnishings and equipments for the various departments,

such as typewriting machines, sewing-machines, desks,

blackboards, pianos, books for the library, etc., etc. Also,

the college buildings need repairs, the grounds should be

improved, and the dormitories should be furnished with

fire protection and fine-escapes. These are present and

pressing necessities. The college cannot be carried on as

it should be without these things; and yet we cannot get

them unless the next legislature gives us a special appro-

priation of $5,000.00 or $6,000.00. It is earnestly hoped

that they will grant this very reasonable request.

It is needless for me to say that the institution also needs

I:'~~;'r-'~1:

. -

~-

:..........

;t-,'

44
an additional college building and additional dormitory buildings. The present establishment is always overcrowded, and even at that we have to turn off applicants literally by hundreds for want of room.
PROSPECTS FOR NEXT 8ESSION.
Although it is more than a month before the next session begins, I already have on file more applicants for admission than we can accommodate, and the applications are still pouring in at the rate of ten or 'twelve 'a day. All of the 250 dormitory places have already been engaged. Many students will have to board out in private families, and
many more will rhaw to be turned away entirely for want
of room in recitation halls of the college building. I helileve we would register 800 to 1,000 students here next session if we had room 01' them.
At the meeting of the board of trustees in June, the faculty was increased and greatlv strengthened, and we have now the most efficient teaching forcethat the institution has ever had. Several important improvements will be made in the organization of the work, and I think there is no doubt that the session of 1897-8 will be the best in the history of the institution thus far.
Yours truly,' J. HARRIS CHAPPELL.
President Georgia Normal and Industrial Oollege. Millcdgevill.e, Ga., AugU8t 5, 1897.

45
GEORGIA AOADEMY FOR THE BLIND,
W. D. WILLIAMS, PRINCIPAl..
MACON, GA., August 25, 1897.
G. R. Glenm, State School Oommissioner, AtWinta, Ga.: Dear Sir:-In response to your request. that I contribute
to yourenrrual report for 1897 something concerning the work that is being done in the Georgia Academy for the Blind, I send you herewith the circular we are accustomed to distribute throughout the State. It embodies within a small space an account of the intention and S00pe of this institution, and furnishes a certain amount of information needed by those who wish to make application for the admission of young blind persons whom they desire entered as pupils in this school. I trust this circular will serve your purpose, and may be the means not only of giving the general public information concerning this particular item of the educational enterprises of the State, but also of reaching some readers of your report who chance to know of young blind people who ought to be enjoying the benefits of the State's generous appropriation to this establishment.
Our school finds one 'of its chief difficulties in the fact that it cannot find out and reach a's marty as it ouglh,t to have in it, of the 'bliond ohildrenthroughout our counties. It has always seemed to me that our county school eommissioners could help us to a great extent in this direction. I trust the circular I send you may appeal to them.
Your request for a contribution to your report comes just 'at a time when I am unable, through lack of time, to furnish a detailed statement of our work; next. year, I hope, I may be more comprehensive.
Permit me to express an appreciation of your request.

46

While this institution does not fall within your jurisdic-

tion, it is nevertheless within the public school effort of

our State, and is entirely, by purpose and process, educa-

tional in its nature. Hitherto our State School Commis-

sioners have not deemed 'the Academy properly within the

subject-matter making up their reports. Without meaning

to reflect in any way upon those estimable gentlemen, I

beg to recognize your interest in the matter as being very-

encouraging to us.

Yours respectfully,

W. D. WILLIAMS,

Principal,

47

GEORGIA AOADEMY FOR THE BLIND..

B. C. SMITH,

W. D. WILLIAMS,

President of the Board.

Principal.

C. E. CAMPBELL, Secretary and Treasurer,

TRUSTEES, 1897.

B. C. S)IITH,

A. L. MILLER,

T. D. TINSLEY,

J. L. HARDEMAN.

C. E. CAMPBELL,

T. U. CONNOR,

G. B. JEWETT.

CIRCULAR.
1st. This is an institution, as its name implies, for the education of the blind youth of the State. It is not, therefore, an asylum for the aged and the helpless, nor a hospital for the treatment of eye diseases.
2d. The Academy comprises two departments, 0lle for whites and one for colored. These departments, 'although connected under the 'same management and superintendence, and conducted on the same system of instruction and government, 'are located on separate lots distant from each 'Other, land have no internal connection other 'than that named.
3d. The course of instruction and training embraces: First. The school, in which blind children and youths are instructed in all the branches of English taught in the common schools of the country. Second. Department of music, in which vocal and instrumental music is taught in connection with the following instruments: piano, organ, guitar, violin and flute. Third. The department of handicrafts, in which the blind are trained to do industrial work and taught trades. by which they can earn a livelihood for themselves.

48
QUALIFICATIONS FOR ADMISSION.
Fourth. T-he Academy receives in its school department such youths, male or female, 'as are hopelessly blind, or incurably blind to that degree which prevents education in the ordinary method, between the ages of eight and twenty-one years, of sound mind and free from bodily disease and of good moral character and habits. It is desirable to have on the points of health and vision the certificate of a physician.
TERMS OF ADM:ISSIO~.
Fifth. Those of this' State having the requisite qualifications, are taken without charge for board and tuition, being supported upon State appropriation. The applicant must furnish proof of citizenship and residence of two years in this State immediately previous to the time of application. All are expected. to come provided with a supply .00 good, comfortable clothing, to be replenished by their friends, or means provided therefor, from time to time, as it becomes necessary.
Sixth. Blind men, not too old to learn a trade, will be received as apprentices, in the department of' handicrafts, on the same terms as pupils are received into the school.
Seventh. If a pupil or apprentice shall, after a fair trial, prove incompetent for useful instruction, or disobedient to the wholesome regulations of the Academy, or in. anywise an unfit or improper subject for retention in the institution, he or she will be discharged.
THE ANNUAL SCHOOL TER\1: BEGINS SEPrEYlBER i, AND ENDS JF~E 30.
Eighth. Pupils admitted at any time. All persons are requested to send to the principal the names and addresses of blind children known to them, with a statement of their

49
circumstances, so as to enable him to form Borne opinion as to their fitness for udmission into the institution, and to assist in putting him in communication with their friends.
The information sought may be conveniently given in simple answers to the questions appended in form, to this circular-which, although no form is prescribed, may be used as a form of application for admission.
Ninth. Pupils from other States may be taken upon such terms as the trustees may accept.
Tenth. Persons bringing pupils to the institution, or visiting them while there (except upon special occasions), cannot be furnished with boarding and lodging during their stay in the city.
Eleventh. All letters to pupils should be addressed to the care of the Academy, and 'all boxes or packages sent to them should have transportation prepaid, and be carefully consigned and safe delivery provided for.
Twelfth. Parties making application :01' the admission of pupils should make true answers to the questions subjoined, and procure the certificates required, and forward the same to the principal, and the pupil in no case should be sent to the institution before the application has been favorably considered and the admission granted, and the parties duly notified of the same.
QUESTIONS.
1. Name and age of blind personi 2. Name of parents or guardian, with post-office addressj 3. "Blindness, whether total or partial? 4. Cause of blindness, if known? 5. Has the blindness been examined by physicians and pronounced incurable? 6. Is the person of sound mind, and susceptible of intellectual culture? 7. Also of good character and habits ~
4sr

50

8. Aho free from disease that will interfere with m-

struction or incommode the household?

9. What provision is made fur clothing?

.

10. Give the name of the party who obligates himself

to take care of the pupil during vacation, and remove the

same at 'any time should such removal be required, with-

out charge to the Academy. Address,

W. D. WILLIAMS, Principal,

Georgia Academy for the Blind, Macon, Ga .

...

51

NORTH GEORGIA AGRICULTURAL COLLEGE.

DAHLONEGA, GA., August 9, 1897.
G. R. OZcnn,Stalc School Commiissioner, Atlomio; Gu:
Dear Sir-In response to your request, I have the honor to present the following report of the N O1'11h Georgia Agricultural College for the session 1896-7.
Therewere in attendance atthle institution during the session 179 pupils in the college classes, besides eight in the art class and sixteen in the music class, making a total at 190 students enrolled. Of these 126 were males and sixty-four were females. Forty counties of Georgia were represented. There is no elementary work done in the institution, our work being confined to the college classes. The college takes the boys and the young men from the elementary schools, and, by offering cheap hoard 'and free tuition, enables hundreds to obtain an education that would otherwise be deprived of an opportunity. Many of the boys, by furnishing their awn provisions, were enabled to Iive on four or five dollars a month. Few run their expenses above $100 for the school year.

CALENDA R 189i-'98.

1897.

Session Begins-Fall Term

'

HOLIDAYS.
Thanksgiving Day Christmas Holidays Begin Christmas Holidays End

1898,
New Year's Day Lee's Birthday Fall Term Closes Spring Term Begins

September 6
November 27 December 24 December 26
January 1 January 19 January 28 February 1

52

HOLIDAYS.

Washington's Birthday Field Day Memorial Day Oommencement Begins Session Closes

February 22 April 1 April 26
First Sunday in June Three Days Later

The faculty selected for the year 1897-98 is as follows: Rev. Wm. E. Boggs, D.D., LL.D., Chancellor 'Of University; Joseph S. Stewart, A.B., A.M., President, English, Mental Science, Pedagogy; Benjamin P. Gaillard, A.M., Professor of Natural Science; J. E. Witherspoon, A.B., A.M., Professor of Mathematics 'and Astronomy; Oapt. Tillson, Oapt. 5th Regiment United States Infantry, Professor of Military Science, Commandant of Oadets, . French; E. B. Vickery, A.B., A.M., Professor Ancient Languages and Literature; Oscar Palmour, A.B., Instructor in Sub-Freshman Department and History; Miss Josie W. Clarke, L.I., B.L., Instructress in English and Sub-Freshman Department; Miss Annie Stillwell, Instructress in Art and Music; Henry O. Whelchel, M.D., Surgeon.
This Oollege owes its origin to the Act of Congress 01
July 2, 1862, entitled "An Act donating public lands to the several States and Territories which may provide colleges for the benefit of agriculture and the mechanic arts." The Act contemplates the "endowment, support and maintenance of at least one college, where the leading object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts in such manner as the legislatures of the States may respectively prescribe, in order to promote the liberal and practical education of the industrial classes."
The donation was made upon certain conditons, the chief of which is that the annual interest arising from the fund

53
derived from the sale of the lands shall be applied to the purpose mentioned above; that if any portion of the principal or interest shall be lost by any contingency whatever, it shan be replaced by the State; that no part of the prin.cipal or interest shall be applied to the purchase, erection, preservation or repair of any building, it being the duty of the State, upon accepting the donation, to provide the necessary buildings; that if the State should fail to provide, within the time specified, at least one college for the purpose of the Act, the grant shall cease and the State should be bound to repay the fund to the United States; that the State should express its acceptance of the donation, with the conditions, through its legislature. By Act of March 10, 1866, the General Assembly of Georgia accepted the donation "upon the terms and conditions prescribed" in the Act of Congress.
The fund having been received, the interest of it was placed und'erthe control of the Trustees of the Unive,rsity for the purpose of. the Act. The North Georgia Agricultural Oollege, having been incorporated in 1871, received from the United States government, in pursuance of an Act of Oongress passed in that year, a donation of a building at Dahlonega, theretofore known as the United States Branch mint, with ten acres of land connected therewith.*
A contract was then made with the Trustees of the University by which the North Georgia Agricultural Oollege became a department of the University, the title of the above property being conveyed to the Trustees of the University on the conditions specified in the donation, and the
*The Act above alluded to was introduced by Hon.W. P. Price, then a member of Congress from Georgia, and who, for twenty-five years, has filled the office of President of the Board of Trustees.
N OTE.-Co]one] Price is now engaged in preparing a "History of the N. G. A. College for twenty-five years," which will be published in a few months.

54
Trustees of the University appointing the President of the OoUege, making a certain allowance for its support, Ito wit: $2,000 annually, and exercising over it a general supervision.
It will thus be apparent that the office of the Oollege is to effect the purposes expressed in the Act of Oongress of 1862, and the State's acceptance of that Act in conformity with the system of the University itself; and the courses of study and exercises are arranged with that view.
The General Assembly of Georgia appropriated $6,000 per annum to the Oollege for the years 1897 land 1898, which shall be used only for its support, maintenance and repairs. It is to be hoped that this appropriation will be increased, since the College has become one of the leading educational institutions of the State, and occupies such a broad field of usefulness 'with vts growing popularity and consequently increased attendance.
Under legislative authority a joint committee from the Senate and Honse of Representatives is annually appointed to visit !th1e Lnstitution during the Commencement exereises, 'Said committee making report of the workings of the Institution to the General Assembly.
J,OOATION.
Dahlonega, the home of the North Georgia Agricultural Oollege, is a town of one thousand inhabitants, of fine moral tone and culture, and is the county site of Lumpkin county, and away from the allurements of a great city. The altitude of the town is 2,240 feet above the level of the sea. It nestles under the lofty peaks of the far-famed Blue Ridge. Pure freestone water and refreshing and invigorating mountain air have long rendered this place celebrated as a health resort.
The Oollege is non-sectarian, but decidedly Ohristian in tone and character. The town possesses ample church
.u,

55
facilities, and students are required to attend some church at least once every Sunday, unless excused. The sale of spirituous liquors is forbidden by law in Lumpkin county, wherein the College is situated, and in addition to this all the surrounding counties are dry and the law is vigorously enforced. The officers of the College pride themselves upon the fact that the College is so well protected and free from anything that would have a demoralizing influence upon the student.
The nearest railway point is Gainesville, on the Southern Railway, twenty-five miles distant, with which place there ie. daily communication 'by means of mail hacks. Fare from one to two dollars.
Special arrangements are usually made at the opening of the session, good for ten days from September 1st, at greatly reduced rates. On arrival at Gainesville, students will find it to their interest to inquire for special College hacks.
BUILDING AND GROUNDS.
The College has forty acres of beautifully situated and valuable land-ten acres originally granted by the United States government, to which thirty acres have since been added-affording ample space for all military exercises and agricultural experiments.
The College building has a commanding situation, and the views from its porches are unquestionably the finest in the State; surrounded by towering mountains and beautiful valleys with varied and romantic scenery, well calculated to kindle in the mind of the beholder a love for nature's God and inspire the soul with a loftier conception of life's aim and duties.

56
ADMISSION.
Persons intending to enter the Oollege must see the President and make application for admission within twentyfour hours after their arrival.
The applicant must be prepared to furnish testimonials of good moral character, and if he has been a member of an incorporated institution of learning, he must produce a certificate of honorable withdrawal. He must pass an examination in each department, which examination will determine which class he is to enter, and whether he can enter at all. -
He must sign a pledge that he will, upon his honor, faithfully abide by the rules and regulations of the Oollege, a copy of which will be furnished him, and that whenever he is called upon by a member 'of the faculty with questions concerning his deportment, or that of others, he must answer truthfully to the best of his ability; that he will be honest with himself and the teachers at all recitations and examinations, and that he will not enter into any combination whatsoever against fellow students or any of the workings of the institution, and that he will deport himself in a gentlemanly manner at all times.
No tuition is charged. This institution was founded and is supported by the State and National governments, and students are encouraged to attend and receive the benefits. An admission fee of five dollars on entering and at the beginning of each term thereafter is required of everyone except those holding appointments by legislators or county school commissioners.
This is for the purpose of forming a library fund, and defraying incidental expenses of the scientific department.
APPOINTl\1E~T8.
Each Senator and Representative of the General Assembly and each county school commissioner is authorized and

57
requested to appoint one student to this institution from his senatorial district or county only, as the case may be, during' hils term as such Senator, Representative or Commissioner, who shall be received without the entrance fee-these ap~ pointments to hold good for the scholastic term for which they are made, but may be renewed from term to term. Blank appointments can be obtained from the Secretary of the Board of Trustees at Dahlonega.
THE SOCIETIES.
Three flourishing Literary Societies, the Phi Mu, Decora Palsestra, and Corona Hederre (the latter for young ladies), have comfortable and well finished rooms in the Oollege building, in which weekly meetings are held. Each Society is already equipped with a good library and additions are continually being made.
The interest in these Societies is increasing from year to year, and they prove .an invaluable factor in training our students in oratory, debate and parliamentary rules.
MEDALS.
1. The F. P. Rice Latin 111edul.-This is a large and beautiful gold medal, given to the Oollege by the Hon. F, P. Rice, of Atlanta, to be awarded at each annual commencement to the regu1lar student in the freshman, sophomore or junior class making the best record in Latin, with a mark of not less than 75 or 80 in every other study, and in deportment, during the year.
2. The Clark 111athematics Medal.-This is an equally beautiful gold medal, given to the Oollege by Harlow Clark, Esq., of Dodge county, Georgia, to be awarded annually at Oommencement to the student making the best record in mathematics, with a mark of not less than 75 01' 80 in every other study, and in deportment, during the year.

58
3. 1'llJC Company Drill Meool.-This is a handsome gold medal, given by Lieutenant \V. C. Rafferty, First United States Artillery, formerly detailed at the College, to be awarded at Bach Commencement to the best drilled company in battalion of cadets, to be worn by the First Sergeant during the year.
THE COLLEGIATE YEAR.
The collegiate year comprises two terms, the first commencing on the first Monday in September and continuing until the first Monday in February, when the second commences, which continues until Commencement.
There is no interruption of either term except fox an intermission of three days at Christmas, beginning the day before Christmas, and such days as are appointed for legal holidays by the Strate or U nited States,
On the first Sunday in June the Commencement sermon is preached, and the next three days are devoted to the usual Commencement exercises, closing on Wednesday, 'which is the end of the collegiate year.
DEGREES.
The College is authorized by its charter to confer degrees. 'The degrees usually conferred are tho~e of Bachelor of Arts, Bachelor of Science and Licentiate of Instruction.
Degrees are conferred and the corresponding diplomas given only to students who creditably complete the entire course prescribed with at least ,the minimum record allowed in every branch.
Those who pursue partial courses of study receive, but upon a like average only, certificates of proficiency in the courses pursued.
EXPENSES.
Board, including fuel, lights, etc., can be had in good families at from $10 to $12.50 per month. Many of the

59
very best young men buy provisions and rent rooms, where they hire their cooking done, and in this way do very well at from $6 to $8 per month. These expenses are still further reduced by some who bring supplies from home.
The annual cost of books is not over $10, and this may be reduced by purchasing second-hand books. No tuition is required. For admission tickets, appointments and distribution of Brown Fund, see under their respective headings.
THE CHARLES MeDON ALD BROWN FUND.
From the Charles McDonald Brown Scholarship Fund the institution gets $1,000 annually. This is to aid worthy young men who are unable to pay their way through college. The applicant must be at least eighteen years of age, in good health, and reside in one of the following counties: Rabun, Habersham, Towns, Union, Fannin, Dawson, Murray, White, Lumpkin, Gilmer, Pickens, Cherokee and Forsyth in Georgia, and Oconee, Anderson and Pickens in South Carolina. On entering school he gives his promise on honor in writing that he will pay back the money he receives with 4 per cent. interest as soon after he completes Iiis course as he is able. Applicants or appointments to the Brown Fund must be made in writing to the Secretary of the Board of Trustees and be accompanied by a certificate from his paren't or guardian certifying to his age, and setting forth his inability to provide the applicant the means of higher education; and that the amount thus to be received (viz.: $6.25 'each month) for the collegia:t1e year, will enable the applicant to continue in College after once entering, without interruption till the end of the collegiate year for which the appointment is made.
Every county of the thirteen in Georgia and the three in South Carolina which receive the benefit of said fund at this College shall be given full opportunity and notice

60
by advertisement or otherwise to furnish one student each as a beneficiary of said fund before any of said counties shall be allowed more than one such beneficiary.
If, after such notice, any of said counties shall fail to furnish a beneficiary of said fund, then the Board of Trustees shall select from said territory at large a suitable person to fill the vacancy.
In case of two applicants from one county, or appointments from the territory at large, preference will be given to those who can show evidence of their ability to complete the entire course.
DISCIPLINE.
The government of the College is in the hands of the President and the Faculty. A copy of the rules governing the institution may be had by lany student on application.
The grades of punishment are as follows: 1. Reprimand, deprivation of recreation, extra duty. 2. Arrest, reduction to ranks of officers and non-commissioned officers. 3. Suspension, dismission. 4. Expulsion. The system of discipline has for its object to secure with as much mildness as possible, prompt and cheerful obedience, and quiet, respectful demeanor to the College authorities, and orderly conduct everywhere.
TEACHERS' LICENSES.
By an Act of the General Assembly of Georgia, approved February 23, 1877, the Faculty is authorized to grant certificates or licenses to students intending to teach. These licenses are graded in conformity with the provisions of section 1261 of the Code of 1882, and enable the recipients to be employed as teachers in the primary common schools of the State without examination by or license from any

61
board of education or county school commissioner. They are issued usually at Oommencement, and only upon special examinations held to test the qualifications of the applicants.
CURRIOULUM.
A. B. Course.
SUB-FRESHMAN B CLASS.
Geography, English Grammar, Orthography, etc., Penmanship, Grammar School Arithmetic, Introductory Science, First Book in Latin.
SUB.FRESH)IAN A CLASS.
Physical Geography, Practical Arithmetic, English Grammar, Orthography, Penmanship, etc.; Physiology, Introductory Science, Latin Grammar, Prose Composition, Csesar, Nepos; Algebra and Geometry begun; United States History.
FRESHMAN CLASS.
One recitation daily in Orthography and Penmanship. Science.-Ohemistry. Mathematics.-Algebra to quadratics, Plane Geometry. English.-Rhetoric, General History. Latin.--Grammar continued; Virgil, Scanning; Mythology. Greek.-First Greek Book; Xenophon. Elocution.
SOPHOllIOR~; CLASS.
Science.-Ohemistry continued, Agriculture, Physics (Kimball's Olmstead.)
Mathematics.-Higher Algebra, Solid Geometry, Plane and Spherical Trigonometry, Ohain, Oompass, Transit Surveying and Leveling.

62
English.-:Mental Sciences, Logic, Composition and Declamation, American Literature.
Latin.-Grammar, Livy, Horace, Ovid. Greek--Grammar, Homer, Herodotus, Greek Testament. French.-Elementary Grammar and Reader.
JUNIOR CLASS.
Science.-Physics continued. (Kimball's Olmstead.) Mathematics.-Analytical Geometry, Differential Calculus, Higher Surveying. English.-Moral Science, Political Economy, English Literature, Composition, etc. Latin.-Grammar, Cicero, Pliny's Letters, Tacitus, Composition. Greek-Grammar, Thucydides, Aristophanes, Demosthenss, Composition. French.-Analytical Grammar and Reader, English translated into French.
SEXIOR CLASS.
Science.-Zoology, Botany, Mineralogy, Geology. Mathematics.-Integral Oalculus, Descriptive Geometry, Analytic Mechanics, Astronomy. English.-English Literature, Elements of Criticism, Composition, Constitutional History. Latin.-Juvenal, Terence, Literature. Greek-Selections from Tragedies, and Plato, Greek Literature, Exercises, etc. French.-Analytical Grammar, Plays, Translation of English into French, Idioms and Conversation.

63

MILITARY DEPARTMENT.
Organization.

STAFF OFFICERS.
R. T. Harrell, First Lieutenant and Adjutant. E. G. McAdams, Sergeant-Major.

Company "A."
F. S. Price, Capt. E. P. Gaillard, 1st Lieut.
J. W. Cavender, 2d Lieut. M. W. Chastain, 1st Sergt. H. D. Gurley, Jr., Sergt. C. L. Bryson, Sergt. L. ~I. Thurston, Sergt.
C. S. Sirmans, Corpl. A. Miller, Corpl,

Company "B."
W. P. Palmer, Capt,
J. L. Bell, 1st Lieut. H. W. Copeland, 2d Lieut. M. S. Blasingame, 1st Sergt J as. Kerr, Sergt.
W. G. Thompson, Sergt.
B. B. Arthur, Sergt. C. T. Simpson, Corpl,
A. J. McDonald, Corpl,

This department is under the immediate direction of an officer of the United States army, detailed for the purpose for four years. The students are organized into a battalion of as many companies as ,their numbers will permit.. commanded by the officer in C'harg'e. The subordinate officers are student'S appointed by the President on the reeom-. mendation of 't,he Commandarrt.
The recommendations of the Commandant are based npon the result of competitive drills, tests, or general military knowledge of the cadet.

THEORETICAL INSTRUCTION.

"Infantry Drill Regulations, U. S. Army;" "Manual of Guard Duty, U. S. Army;" Pettit's "Art and Science of War ;" Military Reports and Returns; four recitations per week throughout the year for all cadets;
Five drills of one hour each per week for all cadets. throughout the year.

64
Infantry-Squad, Company, Battalion (close and extended order), Patrols, Guard, Outposts, Advance and Rear Guards, etc.
Artillery-Gun Detachment, Manual of the Piece, Mechanical Maneuvers.
Signalling-Flag and Heliograph. One of the most interesting features is the camping trip taken by ,the heliograph squad every Spring to tlle mountains, twelve miles distant, for the purpose of transmitting messages with the heliograph across this great distance. The College will be furnished by the United States government with two breech-loading rifled pieces and 148 breech-loading rifles with corresponding accoutrements. A supply of ammunition is also furnished, sufficient to afford ample opportunity for practice in both artillery and infantry, and for target practice with small arms. Military duty is obligatory on all male students over fifteen years of age and not laboring under physical disability, and ordained preachers in charge of churches are also excused. In case of disability the fact must be certified to by the College surgeon. But every student is liable to such military studies and modified military duty as he may be found capable of performing. Uniforms must be worn at all drills and other military exercises. On other occasions they may be dispensed with or not, at the option of the student. The uniform consists of a gray coat, pants and cap, of a pattern prescribed by the Faculty, with white belts. The entire cost need not exceed $17, and arrangements are made by which uniforms can be procured promptly at minimum prices. Every student subject to military duty must equip himself within thirty days from entering College. The names of students who rank well in the military department are forwarded annually to the War Department and published in the official reports and army register.

65
This is intended as a means of ready reference by the War Department i~ case of war, or other necessity, that may
. require great increase in the number of officers of the
United States army, as well as an honor to the cadet who can win a place of such distinction.
It is justly claimed by the authorities of this Oollege that a military training assists not only the body by straighteningand hardening it, but also the mind by teaching it to give close and concentrated attention, and by instilling habits of quickness, promptness, precision and regularity that are of benefit to men of all callings; and finally, by teaching the student the method of command as well as the habit of obedience.
At the competitive drill at commencement, June, 1896, Company "A," at that time commanded by Oadet Oaptain W. R. Sinquefield, was declared the best drilled company, and since that time the company medal has been worn by the First Sergeant of that company.
Extracts from reports of Lieutenant-Oolonel G. H. Burton and Major E. A. Garlington, Inspector-General United States Army, now on file in the office of War Department, Washington, D. 0.:
For 1895. "The appearance and military bearing of the students was fully up to, and probably a little above, the average of schools of like character." "I found his battalion of two companies more than ordinarily wen instructed in the battalion exercises, and especially in the extended order." "The military branch is on a firm foundation, and is more than ordinarily progressive in its class (viz.) of agricultural colleges. It merits the continued support of the government."
For 1896. "First Lieutenant R. L. Bullard, 10th Infantry, seems to be well fitted to the place." "The ceremonies of review and inspection were handsomely executed."
5sr

66

"The appearance and bearing of the cadets at inspection were excellent." "The rifles andequipments were in excellent condition-the best I have seen on this inspection, thus far." "The battalion is very much improved over last year." "A very commendable spirit among the cadets was noticeable; everyone of them seemed to individually make an effort to do the very best he could."
A gold medal will be awarded to pupil making most advancement in any grade at end of each year.

VOCAL MUSIC.
An analytical, physiological and practical system for the cultivation of the voice will be given. Different qualities of the voice, just methods of articulation and truo process of culture.
STUDIES.
Concone-Op. ); 50 Lecons; Selections from well known authors and best composers.

TEHJ\IS.

Instrumental .Music-s-piano or organ-one month .. $2 50 Use of instrument, one month. . . . . . . . . . . . . . . . .. 1 00
,iTocal .Music-c-private lessons-one month. . . . . . .. 2 50
Class lessons, one month. . . . . . . . . . . . . . . . . . . . .. 1 00 Tuition payable in advance.
:\IC8C PUPILS OF 18Hli-'97,

:JEss ;"-llie Blackmer. :Miss Ethel Jones.

Miss Emma Anderson. JY1rs. A. VV. :Meaders.

~Iiss Julia Blackmer. 'Miss Birdie .Meaders,

~Iiss Blanche Cook. .Miss Hattie Rogers.

.Miss Fannie Gaillard. Miss Annie vVaddell.

:Miss Sallie Gaillard. Mr. E. L. Waddell.

~rr. C. N. Jones.

:Mr. Vivian B. vVaddel1.

J\lr. R. R. Walker.

67
DEP ARTMENT OF ART.
~fIES F.\NNm CRAIGMILES.
Since females are admitted by law in the North Georgia Agricultural College to equal advantages with males, the Trustees have taken the matter in hand with the determination that the department of fine arts shall be equal to that of any female college in the State, and the superior advantages offered in the literary department make this without question the best institution in the State to which parents can send both sons and daughters.
The ornamental branches, though regarded only as the accessories and embellishments of learning, not its substitute, are given due prominence in our course of study. The tendency of the study of fine arts to cultivate the taste and refine the manners is fully recognized. Hence adequate provision is made for a thorough and extended course of instruction in drawing and painting.
It is an erroneous idea that it is best to defer the study of art until after the general education is finished. It is then too late to acquire more than ordinary ability in this branch, and it is seldom that it is begun after the school days are finished. It is better to study art from the first, and, if necessary, be a little longer at- school.
COL"RSE OF STUDY I~ FI:'\E ARTS.
This course will be based on the systems in me in the best art schools of the South, and includes free-hand and, model drawing, oil-painting, crayon and water-colors.

68

REGISTER OF STUDENTS.

COLLEGIATE DRPARTMENT.

Name.

Residence.

Adams, J. F

Lumpkin county, Ga.

Alexander, 1. S

Oconee county, S. O.

Allen, H. A. L.

Lumpkin county, Ga.

Allen, J. R.

White county, Ga.

Allen, R. J

Lumpkin county, Ga.

Anderson, Emma, Miss

Lumpkin county, Ga.

Archer, W. B.

Oherokee county, Ga.

Arnold, E. 0

Douglas county, Ga.

Arthur, B. B.

Pickens county, Ga.

Ash, W. Loo

Lumpkin county, Ga.

Barnes, D. T

Hall county, Ga.

Bearden, Eva, Miss

Dawson county, Ga.

Bell, J. L

Oherokee county, Ga.

Berry, T. N

Union county, Ga.

Bird, J. D

Hall county, Ga.

Blackmer, Allie, Miss

Habersham county, Ga.

Blackmer, Julia, Miss

Habersham county, Ga.

Blackstock, L. L.

Hall county, Ga.

Blasingame, M. S

Murray county, Ga.

Bowen, J. Boo

White county, Ga.

Brasleton, O. P

:

Jackson county, Ga.

Bryson, O. L.

Dawson county, Ga.

Bryson, L. R

Dawson county, Ga.

Oagle, J. S

Cherokee county, Ga.

Oain, A. W

Lumpkin county, Ga.

Oarroll, A. G

Elbert county, Ga.

Oavender, J. W

Union county, Ga.

Oavender, Rebecca J., Miss

Union county, Ga.

Ohandler, Oohen

Madison county, Ga.

Ohandler, G. M

Madison county, Ga.

Chastain, M. W

Dawson county, Ga.

69

Oheek, J. S

Gwinnett county, Ga.

Ohester, Lula, Miss

Dawson county, Ga.

Olements, Fannie, Mrs

Union county, Ga.

Oleveland, Oolumbus

Hart county, Ga.

Oochran, J. V

Dawson county, Ga.

Oollins, W. WoO

Bibb county, Ga.

Oonner, J. H

Jackson county, Ga.

Oook, Blanch, Miss

Fulton county, Ga.

Oook, Nellie, Miss
Oopeland, H. 'V

Lumpkin county, Ga. Henry county, Ga.

Crawford, Ada M., Miss

Dawson county, Ga.

Crawford, Mary F., Miss

Dawson county, Ga.

Orenshaw, D.O., Miss

Lumpkin county, Ga.

Orisson, O. F

Lumpkin county, Ga.

Orisson, Maggie, Miss

Lumpkin county, Ga.

Davis, M. E., Miss

Lumpkin county, Ga.

Davis, J. H

Oobb county, Ga.

Dowda, S. F

Pickens county, Ga.

Erwin, H. 0

Habersham county, Ga.

Everett, 'V. H

Berrien county, Ga.

Fowler, Eula, Miss

Oherokee county, Ga.

Fowler, T. G

Oherokee county, Ga.

Gaillard, B. P., Jr

Lumpkin county, Ga.

Gaillard, Fannie, Miss

Lumpkin county, Ga.

Gaillard, Marie, Miss

Lumpkin county, Ga.

Gaillard, Sallie, Misss

Lumpkin county, Ga.

Green, L. P

Oherokee county, Ga.

Gurley, Blanche, Miss

Lumpkin county, Ga.

Gurley, E. 0

Lumpkin county, Ga.

Gurley, G. A

Union county, Ga.

Gurley, H. D., Jr

Lumpkin county, Ga.

Gurley, Mattie, Miss

Union county, Ga.

Gurley, Maud, Miss

Union county, Ga.

Gurley, W. MoO .. . . . . . . . . . . . . .Union county, Ga.

Ham, W. 0

Hall county, Ga.

Harrell, R. T Hawkins, N annie, Miss Hawkins, Sallie, Miss Head, O. 0 Head, Ola, Miss Head, Sallie, Miss Higgins, Lula, Miss Higgins, Mattie, Miss Higgins, W. F .Tacks, Oarrie, Miss eJackson, O. L. Jackson, J. B. Tackson, J. L. Johnson, R. L. .Tohnson, VV. A .Tones, O. N
Jones, E. H .., J ones, Ethel B., Miss Kerr, .Tas
LaPrade, Zora, Miss Lance, J. M Latham, L. E Lewis, A. M Light, G. vV Littleton, O. S Mann, R. L. Masters, F. M Mayes, Bessie, Miss
McAdams, E. G
McDonald, A. J McDonald, J. R. McGuire, Maud, Miss ]\!(cKinney, J. 0 McLeod, W. R. Miller, Alvin

70
Lowndes county, Ga. Hall county, Ga. Hall county, Ga.
Lumpkin county, Ga. Lumpkin county, Ga. Lumpkin county, Ga. Lumpkin county, Ga. Lumpkin county, Ga. .Tackson county, Ga .
Fulton county, Ga. Habersham county, Ga. Habersham county, Ga. Habersham county, Ga.
Macon county, Ga. Hall county, Ga.
Lumpkin county, Ga. Lumpkin county, Ga. Lumpkin county, Ga. Sampson county, N. O. Habersham county, Ga. Lumpkin county, Ga.
Fulton county, Ga. Bartow county, Ga. Forsyth county, Ga. McMinn county, Tenn. Floyd county, Ga. Whitfield county, Ga.
Hall county, Ga. Anderson county, S. O.
.Tackson county, Ga. Lumpkin county, Ga. Lumpkin county, Ga.
Hall county, Ga. Lowndes county, Ga.
Banks county, Ga.

71
Miller, Edna E., Miss Miller, H. A Miller, J. 11.. Mincey, E. Moore, B. H 1100re, G. H 1100re, J. A Morton, O. P Norton, G. 0 Nunnaly, J. R. Ownby, Alice, 1fiss .. ~ Palmer, \V. P Parish, J. T Parks, B. G Parks, O. A Parks, E. T Peacock, H. L. Penn, H. M Pfeiffer, B. Pitner, Hattie, 1fiss Pitner, Mattie, Miss Price, F. S . Quarles, J. R Quarles, T. D Reese, May, Miss Rice, Flay, Miss Rice, B. S Ritchey, 11. L. Roberts, lela, Miss Rogers, Hattie 0., Miss Rogers, Hester, Miss Rogers, Mittie, Miss Rogers, S. B. Sanders, A Satterfield, T. F

"White county, Ga. Hall county, Ga.
White county, Ga. "White county, Ga. Lumpkin county, Ga. Lumpkin county, Ga. 11adison county, Ga. Floyd county, Ga.
,V"Floyd county, Ga. alton county, Ga. Lnmpkin county, Ga. Habersham county, Ga. Emanuel county, Ga.
Hall county, Ga. Hall county, Ga. Hall county, Ga. Pulaski county, Ga. Jasper county, Ga. Screven county, Ga. Union county, Ga. Union county, Ga. Lumpkin county, Ga. Oherokee county, Ga. Cherokee county, Ga. Lumpkin county, Ga. Lumpkin county, Ga. Forsyth county, Ga. Cherokee county, Ga. Lumpkin county, Ga. Emanuel county, Ga. White county, Ga. White county, Ga. White county, Ga. Fulton county, Ga. Lumpkin county, Ga.

72

Schlittler, J

Seabolt, J. J

Seabolt, M. L.

Seabolt, W. D

Shahan, L. N

Simpson, C. T

Simpson, Maud, Miss

"

Sirmans, C. S

Smith, Barilla, Miss

Smith, Bertha, Miss

Smith, J. H

Smith, M. J

Smith, N annie, Miss

Smith, W. M

Smith, W. N

Stargell, E. N

Stewart, W. L.

Stone, Carrie, Miss

Stone, F. W

Stone, J. D

Stow, Croffie, Miss

Stow, D. C

Sullivan, W. C

Sutton, Annie, Miss

Swaim, W. H

,

Tate, J. C

Tate, J. E

Thompson, G. W

Thompson, W. G

Thurston, L. M

Underwood, Josie, Miss

Underwood, S. J

Van Pelt, G. H., Jr , '"

Waddell, E. L.

Walker, J. L.

Appling county, Ga. White county, Ga. White county, Ga. White county, Ga. Walker county, Ga. Hall county, Ga. Hall county, Ga. Clinch county, Ga.
Lumpkin county, Ga. Lumpkin county, Ga.
Jackson county, Ga. Pierce county, Ga. Lumpkin county, Ga. Richmond county, Ga. Jackson coun ty, Ga. Union county, Ga. Pickens county, Ga. Greene county, Ga. Greene county, Ga.
Floyd county, Ga. Lumpkin county, Ga. Lumpkin county, Ga.
Union county, Ga. White county, Ga. Union county, Ga. Lumpkin county, Ga. Lumpkin county, Ga. Lumpkin county, Ga. Jasper county, Ga.
Butts county, Ga. Fannin county, Ga. Fannin county, Ga.
Cook county, Ills. Lumpkin county, Ga. Lumpkin county, Ga.

\!{alker, R R. Whelchel, Cora, Miss 'Whelchel, Naomi, Miss
wu, Julia, Miss
White, 1f. W 'Wimpy, C. B., Miss 'Wingo, Laura, Miss Worley, Maud, Miss

McIntosh county, Ga. Hall county, Ga. Hall county, Ga.
Union county, Ga. Hall county, Ga.
Lumpkin county, Ga. Hall county, Ga.
Lumpkin county, Ga.

DEPARTMENT OF ART.

Mrs. Baker. :M:rs. WaddelJ. Mrs. Meaders. 1Irs. Whelchel.

Miss Allie Blackmer. Miss Ethel Jones. Miss Ada Hightower. Miss Annie Waddell.

DEP ART:.V1ENT OF MeSIC.

Miss Emma Anderson. Miss Allie Blackmer. Miss Julia Blackmer. MissV. Blanch Cook. Miss Fannie Gaillard. 11iss Sallie Gaillard. :Mr. C. N. Jones. Miss Ethel Jones.

Mrs. A. W. Meaders. Miss Birdie Meaders. J\!Iiss Hattie Rogers. Miss Cordelia Smith. Miss Annie Waddell. Mr. E. L. Waddell. Mr. V. B. Waddell. Mr. R. R. Walker.

74
THE STATE NORMAL' SCHOOL.
11 on. (1-. R. Glenn, S. S. 0., Ohairman Commiiesion. of the ]ITormal School; Attosua, Ga.: Dear Svr-Ihiave the honor to report to you the fol-
lowing statement of the condition and prosperity of the State X ormal School, the salary list, receipts and expenditures, together with a roll of the students.
CONDITION AND PROSPECTS.
The growth 'of1:lhe school ha:s far exceeded the most sanguine expectations of its friends. In the short period -of its existence-s-since April 17, 1895-over one thousand teachers of the common schools of the State have been the recipients of its benefits. Each year the enrollment has rapidly increased-171 in 1895, 3G3 in 1896, and' over 600 in 1897. The outlook for the next year is very encouraging. With more buildings, more land, and more improvements, it is not extravagant to estimate the rE:gistration for 1898 at 1,000.
The entire sum voted by the legislature, since the school has been in existence, for buildings and equipments, is $7,000. This represents the investment of the State in the way 'of permanent improvements, with the exception of a part 'of the annual appropriation of $22,500 for the current year, which the commission was authorized to spend in the line of improvements.
Expenses have been reduced to an average of $7.00 per month, and this includes table board, lodging, laundry, fuel, water, and lights. By this plan, teacher-training has been brought within reach of the masses.

SALARY LIST FOR 1897.

B. D. Bradwell, President

Eo B. Smith, English Department

.Miss V. Fraser, Assistant English Department

E. C. Branson, Pedagogy (From .March 1st)

D. L. Earnest, Science

}'. ,T. Orr, Drawing and Penmanship

.Miss S. Newton, Geography and History

Bothwell Graham, Mathematics

]YEss Ida Young, Latin

:

'Miss Annie Linton, "Model School

Mrs. -I. E. Palmer, Housekeeper

"Miss Darricott, Matron

President's Typewriter

'G. A. :Yrell, Treasurer

$ 1,900 . 1,600 . 800 . 1,500 . 1,200 . 1,000 . 1,100 . 1,600 . 600 . 800 . 400 . 200 . 150 . 200

These salaries have been paid to September 1st. Our school year coincides with the calendar year and embraces ten months.

FINANOIAL STATEMENT OF THE STATE NORMAL SOHOOl", ATHENS, GA.

DISBURSEMENTS.

Salaries to August 31st, 1897 Incidental expenses Furniture and repairs . Water connections Buildings

$8,799 92 536 42
3,190 50 1,077 58 6,694 59

76

REOEIPTS.

Balance from 1896

.

State appropriation for three

quarters 1897

.

Gilmer Fund

.

Peabody Fund

.

Balance due bank

.

$ 55 20
16,875 00 1,000 00 600 00 1,768 81

$20,299 01-$~0,299 01

RESOUROES.

State appropriation for 1897

$ 22,500 00

Gilmer Fund

'

. 1,000 00

Peabody Fund

.

900 00

Fourth quarterly State appropriation yet to

be received

. 5,625 00

STATE NORMAL SOHOOL.

Enrollment 1897 (to September 23).

Adams, Mollie Allen, Emma Allen, James D AIlon, William U Arneson, Leona

Mitchell Stewart Franklin Franklin Wilkes

Anthony, Sara Arnold, Mary Lou Askew, Kate Askew, May, Askew, Shelbie Aspinwall, Frank A

Wilkes Morgan Jackson Jackson Greene
Pierce

Avant, .Mizel B Avera, William G Aycock, John H

Washington Berrien Oconee

77

Bacon, Mrs. R. M

Oglethorpe

Baggett, Emory

Walton

Bailey, Isaac W

Walton

Balkcom, Jessie

Quitman

Banister, W'alter G

Forsyth

Barnett, Jesse

Jackson

Barnett, Rossie

Baker

Barwick, Mary

Clarke

Beall, Augustus

Haralson

Bean, H. Charles

Decatur

Bean, Rosa

Coweta

Belcher, Samuel A

Decatur

Bell, Albert

Rabun

Bell, Augustus

Hall

Bell, John

Rabun

Bell, Julia

Jackson

Bell, Lollie

Jackson

Bell, Maud

Terrell

Bell, Tutney

Wilkes

Bennett, Jennie

Muscogee

Benson, Robert

Forsyth

Binns, Sara

Wilkes

Black, Sallie

Madison

Blackwell, Dempsey J

Hall

Blackwell, J. Dillard

Hall

Blackwell, John S

;

Hall

Blanton, Lawton W

Lowndes

Bli tch, Susie

Pierce

Blood worth, Walter P

Monroe

Blount, Annie

Liberty

Blount, Jennie

Liberty

Bodiford, Robert L ........................ Decatur

Bodiford, Mrs. Robert L

Decatur

Bond, Oharles N

Madison

78

Bonnell, Charles Moo. Berrien 0

00

0 0 0 0 0 0

0 0 0

0

Boss, ,Tohn W Gwinnett 0

0

0

0 00

0

0 0

0

00

0000 0000

Bostick, Annie. Wilkinson 0 0 0 0 0 0

000

00 0 0

0 0 0 0 0 0

Boswell, Lillian Clarke- 0 0 0 0

0 00

00



0

00

0



0



000

0 0 0

Bouchell, Minnie Lee Oglethorpe 0 0 0 0 0 0 0

Bowie, Eloise o' . Fulton 0 0 0 0 0 0

0 0 0 0

Bowling, Hugh Oglethorpe 0 0 0 0 0 0 0 0

0 ... 0

0 0

Bradberry, J. Hope Clarke 0 0 0 0 0 0 0 0

Bradwell, J. Dowse Clarke 0 0 0 0 0 0 0

Bramblett, N. J. Clarke 10

0 0 0 0 0 0 0 ' 0

Branan, Olyde Emanuel 0 0 0 0 0 0 0 0 0 0 Braswell, E. )1c . . . . ,\~alton 0 0 0 .. 0 0

Brightwell, Ira B . Fulton 0 0 0 0 0 0 0

Brinson, Annie Jefferson 0 0 0 0 0 0 0 . . . . .

Brinson, Oelia . . J efferson 0

Bristow, Claude Taliaferro 0 0 0 0 0 0 0 0

Brooks, vVilliam T . . . .Gwinnett 0 0 0 0

Brown, Cora Jefferson 0 0 0 0 0 0 0 0 0

Brown, Mrs. E. Co . . . Henry 0 0 0 0

Brown, Effie. Coweta 0 0 0

Brown, Fa11l1ip . . . . Coweta 0 0 0 0

Brown, I v y Jefferson 0 0 0 0 0 0 0

Brown, Lawson E . Jefferson 0

Brvant, Carrie

Carroll 0 0

Bryant, Charlton

Jefferson 0 0

Blllloch, )fattie

::\Leriwether 0

Burbank, Nellie

Clarke 0

Bnrge, Amorette

T e r r e l l 0 0 0

Burge, Eleanor

Terrell

Bnl'nlss, Ossie

F r a n k l i n 0 0

Bnrt, Xohia. Richmond 0

E,vingtOll, Charles (} . . . . 0 0 Wilkinson

Cagle, Lucie

\\~alton 0 0

79

Cald well, Lillian

Meriwether-

Callaway, Ida

Clarke

Carlisle, Berry A

Hall'

Carrington, Lucas N

Madison

Carswell, Eliza ............................ Jefferson

Carswell, Thomas J

J efferson,

Carter, Elisabeth

Talbot

Cary, 1\htltie

Morgan

Cater, Minnie

Burke

Chason, James

Decatur

Chason, Reuben

Decatur

Chcsn ntt, Thomas 1\1.

Berrien

Clark, Edgar H

Randolph

Clarke, Minnie

Gordon

Clayton, Laura

Cobb

Cleveland, William L

Elbert

Clifton, Pearl

Clarke

Clotfelter, Fanny

'"

Rockdale

Cocroft, Bert

1\Iorgan

Cofer, Ora

'Madison

Coleman, Y. Rufus

Fayette

Collins, Annie

Mitchell

Collins, Grace

Haralson

Collins, Lilly

Mitchell

Collins, Rosa

Mitchell

Connell, Julia

Hancock

Conner, James II

Forsyth

Conner, Mrs. James H Conner, .Metie

Forsyth
.-Walton

Conway, Archie 1\1.

Clarke

Conway, Daisy

Clarke

Coogler, Oscar J

Clayton

Cooper, John G

Mitchell

Cornwell, Joseph E

Jasper-

Cox, Ida Cox, Stella Croley, James T Crossley, Olio Orow, Emory E Crowder, Belle Culbreth, Minnie Oulpepper, Eula Culpepper, Homer L
Daniel, George T Dasher, Edwin S Davant, Gertrude Davidson, Nora Davis, Ella Davis, Fay Davis, John F Dawson, Belle Deal, Oornelia DeLong, John R Dennard, Dora Dennard, Ida Dennis, Alice Dey, Channa Dillard, Ella Dixon, James B Dixon, Robert L Dolvin, Floyd Douglas, Rosa Dowd, Maude DuPree, Olive
Eberhart, William Echols, George L

80 :
;

Greene Coweta Meriwether Walton Habersham
Pike Lowndes Mitchell Meriwether
Habersham Lowndes Hall Fulton Franklin Clarke Pierce
, DeKalb Bulloch Hall "Wilcox Wilcox
Randol ph Mitchell Fulton Pierce Pierce Greene Morgan Stewart
Wilkinson
Madison Madison

81

Edmondson, -Eula Edmondson, Jessie Ellington, Pauline Elliott, Ellen Edwards, J. Goss Edwards, Marion Epps, Ella Evans, William R

Fain, Bertie Finch, Gussie Fleming, 'Susie Franklin, Willielu Freeman, Oharles M .. " Freeman, L. Oscar Freeman, M. A Frey, Harry Fricks, Dora Fuller, Lillie Fuller, Minnie Ferguson, Charles H

Gaissert, Johnnie

Galliher, Hattie

Gaston, John A

Getzen, John H

Gibson, Julia

Ginn, Middleton E

Gorman, Sallie

Gray, Mamie

Griffeth, Joseph

'"

Griffeth, Senie

Grist, Carree

Gross, Pierce
6sr

Murray

"

Greene

Columbia

Olarke

Elbert

,

Bibb

Hancock

Thomas

Gordon

Greene

Baker

Meriwether

Burke

Wilkinson

"

Olarke

Irwin

Franklin

Gordon"

' Gordon

Ohatham

Hancock . Olarke
, .Meriwether Bibb
Thomas Oconee Talbot Columbia Madison Clarke
Early Washington

82
Hall, Idalu Hall, Maxa Hannah, Olyde T Hardaway, B. Odessa Harper, Annie Harrison, J. Binion Harrison, Lena Harrison, Rebie Harrison, Sallie Hartley, William G Harton, Effie Heard, :JYfary Heard, Pearl Hobby, Kluxie Hodges, .Mamis Hodges, Mrs. Mary Holbrook, :Mary ,Holbrook, Tommie Holmes, Lula Horne, Norman Howell, Eldora . Hunnicutt, Lucie
Jackson, Thomas J Jackson, vVilliam A Jameson, Jessie Jenkins, May Jennings, Addie Johnson, Berry B Johnson, Emmett
,V Johnson, Oscar S
Johnson, orthy Jones, Annie Tones, Ethel

Baker

Wilkinson

'

Walton

Meriwether

Randolph

Washington

Washington

Washington

Washington

Washington

Hancock

Greene

Greene

Oolumbia

Bulloch

Fulton

Franklin

Franklin

Ohatham

;

Twiggs

Terrell

Clarke

Decatur

Lumpkin

Talbot

Worth

Terrell

Gwinnett

Thomas

Haralson

Madison

','

Washington

J efferson

83

J-ones, Laura. . . . . . . . . . . .. . . . . .. .

Jones, Margarete

J ones, Winnie

'"

Kennedy, Susie

Rerlen, Alice

Kilpatrick, Sarah

King, Floy

King, Lula

King, Mattie

Kinman, Vienna

Kinnard, Annie

'

Laing, .Maggie Layton, Benjamin G Ledbetter, Clara , Ledford, Robert A Lewis, Ira D Linn, Frank L Lovelace, Linda

McAlpin, Leonard McOallum, Carrie McOonnell, Lizzie :McOonnell, William O McDonald, Oscar McElveen, Barber O :McFarlane, Alice McGhee,- Walla .Mc.Millan, Georgia .Mc.Mullen, Alice McTyre, Annie Maddox, Rosa Malciom, J. E .Manley, Maude

McDuffie Jefferson Habersham
Appling Elbert Greene
Gwinnett Fulton
Houston Jefferson
Coweta
Fulton Washington
Dooly White Thomas Bartow Fulton
Clarke Twiggs Effingham Gwinnett Oarro11 Bulloch Troup Elbert Habersham Brooks Decatur Olarke Wahan Franklin

84

lfapp, Blanche

Marbut, Lime

M.arkette, Flora

Martin, Mrs. Lillie May

~Ja.thews, M. Oobb

Mathews, Maud

Mathis, Ambrose P

M,auk, W'alter G

Meadow, Minnie

11eadows, Effie

Meadows, Rossie

Medlin, Giles

Medlin, Mattie

Mewborn, -Iames G

lfichael, Lanie

lfiles, Annie

Miles, Emma

l\iilikin, Oharles B

Miller, Mamie

Mitchell, As-a L

Mitchell, Carrie

Mitchell, Lucy

Mitchiner, Dessie R

Montgomery, .Maie

Moore, Leila

"

Moore, Mamie

Moore, Phebe

Morris, J. Oscar

Morris, John II

Morton, E. A

Moseley, Witt

Mullis, Bettie

Munday, Lula

Nelson, Nannie

Greene Floyd
Sumter Randolph OglethoTPe
Thomas Stewart Terrell Clarke Ma:oon Macon Oconee Oconee Gwinnett Walton 'Muscogee
White Appling Wilkinson Walton .Meriwether Musoogee
Terrell Clarke Greene Greene Greene Randolph Spalding Stewart Coweta Pulaski Olarke Troup

85

Newby, Benj. S Nix, Dillard :M Neal, Lillian

Norris, James P Norris, Viola

O'Kelley, .Tohn :M Olive, Sarah Oliver, Willism N O'Neal, Annie O'Neal, :Maltire Z O'Neal, Willie Ozburn, .Tulia

Palmer, William E

Park, Addie

Parrish, Oolumbus E

Parrish, O. Luther

Parrish, Sallie

Parrott, George B

Patten, Emma

"

Patten, .T. Lacy

;

Patten, .T. Marcus

Patterson, Alfred F

Paulk, Daniel W

Payne, B. Edgar

Peteet, Marie

Petrie, Clemmie

Phillips, Daniel O

Phillips, :Minnie

Pinkerton, .Tulia

Pittman, Cora

Poole, Emma

Poole, Lura

Twiggs .Tackson Columbia
Warren Warren
Hall Clarke
Hall Harris 'Meriwether Harris Fulton
Walton DeKalb Berrien Berrien Berrien
Irwin Berrien Berrien Berrien Wilkinson
Coffee Madison
Wilkes Cobb Troup
Franklin Bartow Gordon :Milton Milton

Poole, May Poole, William E Powers, Lorena
Quillian, Marvin C
Raines, Hynes Raines, Julia Randle, Dora Randolph, Kate Rape, Peter Rauch, Lillie Rawlins, Lafayette C Rawlins, Mackie Reaves, Mrs. J. H Reeves, Linton S Rhodes, J. Lonnie Rice, J. Luther Rice, Lettie Rice, Parker Riley, O. E Roberts, Annie Roberts, Ina Roberts, James J Roberts, Robert O Roberts, Samuel Rogers, Jessie Rogers, Lithonia Rountree, Rev. A. R Royster, Kate Rucker, Miriam Ryan, Minnie
Sale, Fannie Sammons, Effie

86 "
:

Fulton

Gwinnett

'

Jasper

;

Troup

Museogee Muscogee
Stewart Jackson Berrien Terrell Gwinnett Wilkinson
Clarke Meriwether
Decatur Jackson
Elbert Cobb
Clarke Terrell Pierce Coffee
Hart Hart Walton Forsyth Jefferson tiordon Clarke Pulaski

Wilkes Jefferson

87

Sands, Ella Scott, Hettie Sessions, Maggie Sewell, Lou Sharp, John B Shell, Robert H Simmons, Walter W Sims, Emma Leila Sims, Will Matt Sisk, Hattie Sluder, Annie Smith, Annie Smith, Bessie Smith, Daisy Smith, Daisy Smith, Ella Smith, Mrs. Lizzie W Smith, Lillian
Smith, Lodie ';Tv
Stevens, Mrs. M. E Stephens, Merle Stephens, Willie May Stevenson, Ida Stewart, Irene Stewart, May Smith, William R Storey, Ada Strickland, Maggie Strickland, Pearl Stovall, Mary Stummer, Oarrie Stykes, Ethel

, '

Taylor, Gertrude

Harris Hart
Randolph Polk
Oglethorpe Coweta P ulaski Olarke
, Wilkes Elbert Walton
Monroe Clarke J ackson Jefferson Jackson Hancock Gordon Oglethorpe Clarke Fulton Fulton Franklin Jones Jones Olinch Wilkinson Dawson Dawson Franklin Oconee Oconee
Randolph

Teal, Charles B Teal, Eddie Teasley, W. Alfred Terrell, Russell F Tharin, Bene Thomasson, Mrs. Dora Thompson, Mat Threlkeld, George W Todd, B. Franklin Torrence, Mamie Torrey, Mattie Towns, Lena Towns, May Trout, Kate Turner, Bernie Turner, Clara
Usher, J. Arte
Vason, Alberta
Wagnon, Nettie Walters, Allen J Walton, Leila Ware, Thomas Z Warren, Edmond W Wassermann, Katrina Waters, Robert L Watkins, John F Watts, Mattie Weaver, James A Webb, Mamie C Wells, Wm. D Whipple, Clifford Winter, Annie MaL

88 , " ,
,
'"
'"

Carroll Carroll Elbert Franklin Camden Haralson Walton Thomas J ackson Baldwin Elbert Clarke Clarka Jackson Carroll Elbert
Effingham
Randolph
Clarke Franklin
Wilkes Lincoln
Pierce Haralson
Hall Thomas Monroe Berrien Jackson :Marion Pulaski Morgan

"Williams, Kate Williams, Drusa Woodward, Susie Wright, Myra Wheeler, Kate Wooten, Fannielu Wortham, Mattie "Willis, Florrie West, James A Whelcher, Lester P White, Walker Whitley, Walton J Wier, Mary Lou Wike, Arehilaus O Wilder, Allen Williams, Charles Williams, Ida May Williams, Sallie Wilson, Eunice Wilson, Joseph H Wofford, Lulu. '" " Wood, May Wright, Jacob G "Wright, Minnie Wynn, William J
Young, Annie Young, Julia Young, Ree
Zant, Beulah

89

Sumter

Hancock

Spalding

Lincoln

'

Wilkinson

Putnam

Meriwether

'"

Monroe

White

'"

Jackson

Monroe

Berrein

Olarke

Habersham

Monroe

Gwinnett

Fulton

DeKalb

Washington

Oglethorpe

,

,

Bartow

Lumpkin

Meriwether

Meriwether

Putnam

,

Greene

Greene

Oglethorpe

Lowndes

~o

TO ENTER ON OR BEFORE SEPTEMBER 29.

Nash, Emma Webster, Nora Webster, Lula Jordan, Neva Newsome, Mattie Jackson, Mamie Bailey, Etta Bailey, Virgie Pleasance, Henry Huff, Corrie Hancock, Etta Davis, Nettie Maddox, Etta Carey, R. F Wood, H. M Wasserman, K York, Hexie Dolvin, Floyd Merritt, Ola Young, Minnie Duggan, J. M Holsenbeck, Mamie Dillard, J. E McEntire, J. T Willingham, J. O Joiner, Claude Curry, Annie Brewton, Robert. Waldrop, Bessie Crosby, Milton Bell, W. C Sims, Eva

Appling

Washington

Washington

,

Washington

,:Vashington

Washington

,

Coweta-

Coweta

'

'Wayne-

'

Oglethorpe

Jefferson

Washington

Madison

"

Emanuel

Forsyth

Haralson

'White

Greene

Greene

Bartow

Hancock-

Putnam

,

Gordon

Gordon

Gordon

'

,

Mitchell

Decatur'

Taotnall

Jasper

'"

Berrien

'

Decatur'

Fulton,

91
Boa tright, Irene Whitehead, Willie Lou Lumpkin, Louise Lumpkin, Susie Lumpkin, Marion Young, Irene Parker, Hattie George, Fannie Dollar, Leah

Washington Clarke Clarke Clarke Olarke Greene BibbDeKalb, Olayton

PUPILS OF THE MODEL SOHOOL.

Horace Brinson. Rolland Oallaway. Joe Dillard. Robert Dillard. Ben Eidson. Julian Fowler. Grantland Graham. Tandy Hammett. Robert Holman. John Kenney.

BOYS.
Clarence Ketchum. Leon Lester. Ernest Poss. Gordon Poss, Rufus Sanders. Frank Mcf.eroy. Rufus Sanders. Lamar Scott. Paul Smith.

Anna V. Davis. Daisy Eidson. Katie Hodgson. Ruby Chandler. Estelle Lester. Oreole Mcl.eroy. Odelle Mcl.eroy.

GIRLS.
Una Poss. Bertha Sims. Hallie Smith. Yula May Smith. Eula Thomas. Nellie Thomas.

92

Enrollment to September 29

479

Enrollment Model School

31

Grand total

510

I have the honor to be Your obedient servant, S. D. BRADWELL, President State Normal School.

93
GEORGIA STATE TEACHERS' ASSOCIATION.
The thirty-first annual meeting of the Georgia State Teachers' Association was held at Warm Springs, Ga., June 26th to 30th, 1897.
The meeting proved to be one of the most profitable, enthusiastic and pleasan't that tJhe Association has ever held, and was characterized by an unusually large attendance of earnest teachers, seeking helpful information, desirous of more thoroughly fitting themselvee for their great work, and thoroughly in accord and sympathy with the progress that the profession is making in this State.
Extracts from the minutes of the session and some of the speeches delivered and papers read before the Association, are published herewith, and will be found highly interesting.
RESOLUTIONS ANDiREPORTS ~~DOPTED BY THE GEORGIA TEACHERS' ASSOCIATION-1897.
The following resolutions, offered by the Committee on Resolutions, were adopted:
Be it resolved, (1) That the thanks of the Association be hereby tendered to the retiring president, Joseph S. Stewart, and his associate officers, to whose persistent efforts is due the success of this meeting; to the proprietor of the 'hotel, and to the railroads for financial favors; to the press of the State for the interest shown in the Association, and for the kindly notices given of its meetings; also to the Georgia Normal and Industrial College for the excellent exhibit made of school work.
(2) That we commend to the people of the State the

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invaluable services of State School Oommissioner G. R. Glenn, and that we express our high appreciation of the untiring efforts he is making to improve the entire school .systern of Georgia.
(3) That we hereby reaffirm our belief in the principle of local taxation as the most practical and equitable means of increasing the educational funds of the counties, and we pledge our best efforts 'to secure the passage of appropriate legislation. Further, that it is a matter of pride to us that the county unit system as practiced by four counties in Georgia commends itself to the committee on rural schools as the ideal solution of the rural school problem, and we hereby recommend this system for every county in Georgia.
(4) That it is a matter of regret that the pay of the country teachers is withheld during the latter part of the year, and We urge that steps be taken to remove this embarrassing annoyance.
(5) That the efforts that have been made by the leading colleges and universities and the progress thus far secured towards making uniform their entrance requirements commend themselves to this body.
(6) That no partial, unfair or unjust school history should be used in our schools.
,;Ve beg to report favorably on the following resolutions
referred to this 'committee: Besolced, That the teachers of Georgia undertake to
create such a strong sentiment against the injurious habit .of cigarette-smoking among the youth, that nhis nefarious practice may be stopped.
By Prof. Gardner, of Decatur: Resolved, That the Georgia Teachers' Association. recommend that the county school commissioners of the State adopt and inaugurate the system of "circulating libraries" in every county in Georgia.

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Reeolced, That as our State Teachers' Association is seeking to advance in the truest and wisest way the educational interests of our State, we request that a special hour of the next session 'be devoted to the discussion of the use of the regulation "commencement exercises," the abuse of which, in the judgment of many of our best teachers, makes them an unhealthful factor in our school work.
Resolved, That the Georgia Teachers' Association heartily indorse the principle of equal educational privileges and advantages of men and women alike; and that the intelligence and strength of this association will eo-operate in any wise and conservative movement, from any source, that will ultimately secure in this State equal opportunity of culture and scholarship to men and women alike.
O. B. GIBSON, :MRS. L K. ROGERS, VV. W. DAVES, LYMAN HALL, O. M. SNELLING, Oommittee on Resolutions.

REPORT OF SPEOIAL TEXT-BOOK OOMMITTEE.

Resolved, That the Georgia State Teachers' Associa-

tion, in meeting assembled J nne 29th, do express their un-

qualified disapproval of the principle of State uniformity

in -text-books,

W. F. SLATON,

VV. H. BABOOOK,

N. E. WARE,

Committee.

Resolved, That a committee of three he instructed to investigate the requirements for degrees in such institutions in this State as are empowered to confer degrees and to report to this Association at its next meeting.

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.'
Messrs. J. M. Pound, VIf. M. Slaton 'and J. S. Stewart

were elected on this committee.

We, the Committee on Records, beg to report that the

treasurer's book is correct. Further, that we find no mem-

bers whose qualifications may ,be contested.

Again, we report with pleasure that there have come

before us no cases of breakers of the code of ethics adopted

by the G. T. A. last. summer.

Very respectfully submitted,

A. H. ALLEN,



MISS FAVORS,

BOWDAIN PALMER,

Oommittee.

Resolved, That the president of this Association appoint a committee of five to confer with the daily and weekly press of the State, and ascertain if the use of their columns can be secured for the purpose of agitating the local taxation matter with a view to building up our common schools in the country. This committee is expected to report at our next annual meeting.
Resolved further', That this committee be empowered and requested to furnish material to thenewspapers for publication.
The following members of this Association were appointed by the president:
Oommissioners 111:. B. Dennis, W. O. Wright and Joh.'1 Henley; Professors Homer Wrigfut and S. V. Sanford, with the State School Commissioner ex officio.
On motion of Miss Allen, of Forsyth, the Association resolved to give some time at its next annual meeting to the consideration of the matter of closing exercises of schools, or "commencements."
The following Committee on Legislation was appointed: Messrs. W. F. S1atlOn,J. H. Chappell, David Barrow and Prof. Sewell.

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One of the most important results of the convention was the agreement reached by the colleges and high schools for a uniform entrance requirement for the freshman class.
This question was first discussed at last year's meeting, and a committee was appointed to arrange for a uniform entrance requirement. This committee made its report, and after being discussed in the high school round table and in the college round table, was, in the general meeting, adopted as the sense of the Association. In brief, the requirement for entrance into Emory, Mercer, the University of Georgia, or the Wesleyan Female CoiIege in 1898, will be as follows: Two years of Greek, completing two books of Anabasis, with grammar and exercises; fourbooks of Ceesar, two of Virgil and two of Cicero, with grammar and exercises based on texts read; high school algebra, quadratics and three books of geometry; English grammar, rhetoric and certain work in literature and composition.
A standing committee was appointed, whose duty it would be to see that this arrangement was successfully put into operation. This committee consists of Prof. C. M. Snelling, of the University of Georgia; Prof. L. H. Harris} of Emory College; Prof. Tichenor, of :M:ercer University; Dr. J. D. Hammond, of Wesleyan College; Prof. M. L. Brittain, of Atlanta; Prof. C. B. Gibson, of Columbus. and Prof. J. M, Pound, of Barnesville. All correspond.~11C'{, relating to this matter should be with this committee.
L\j' last the work of the colleges and the high schools has !.J(~Er correlated. A definite work has been assigned the 101gh schools, which they must measure up to, or suffer in
rank and reputation. i\. no less definite entrance require-
ment. for the Freshman class is made upon the colleges, which they must meet or cease to be called colleges of the
7~r

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first rank. :By this agreement the people and the profession will understand what is Freshman work. . Angthing below this will not be called by tIm name F'reshman.
One can see at a glance how this agreement will clarify the atmosphere. By this agr.eement the high schools can definitely shape their courses, and their pupils can enter any of the colleges that enter this agreement without extra study.
The reading circle work among the teachers and the young people was extended to the establishing of Iibraries in every school, and an additional course was accepted looking to the correlation of the school with the library work of the community. This new course is prepared by the University Association of Ohicago and consists of a course 'Of history and another in literature. These are advanced courses and are intended for the teachers and the citizens of the community who will enter in definite study. It is believed that these courses will be invaluable to the progressive teachers who wish to increase and direct the litrary work of the people among whom they dwell.
For information concerning this University course, write to J. S. Stewart, Dahlonega, Ga.
In this connection it may be proper to add that at the dose of this administration the Association owes no man .a dollar; that the debt on the Cumberland Island property has been paid in full, over a thousand dollars having been collected and paid out in two years. The Association now has property on the island worth $3,000.
The officers elected for the ensuing year are: President-s-P. D. Pollock, Mercer University, Macon, Oa. Vice-President--J. M. Pound, Gordon Institute, Barneswille, Ga.

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Second Vice-President-Mrs. M. A. Lipscomb, Lucy Cobb Institute, Athens, Ga.
Secretary-C. B. Gibson, Columbus, Ga. Treasurer-e-W. M. Slaton, Atlanta, Ga.

OFFICERS OF THE ASSOCIATION-1896-7.

,JOSEPH S. ST'EWART Superintendent of Schools, Marietta.

President.

P. D. POLLOCK

First Vice-President.

Mercer University.

MISS MAMIE L. PIT'TS

Second Vice-President.

Atlanta Public Schools.

W. B. MERRITT Superintendent of Schools, Valdosta.

Secretary.

:J. E. KEMP

Gordon Institute, Barnesville.

Treasurer.

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PRESIDENT'S ADDRESS.
PROF. J. S. STEWART, PRESIDENT G. T. A.
It is with unfeigned pleasure that I welcome you to this thirty-first annual meeting of our State association.. This large gathering of representative teachers from every section of the State and from every department of our educational system but betokens the increased interest in education manifest to every student of the times. I can recall meetings of our association, during the last ten years, that numbered less than forty members. We see here several hundred enthusiastic members.
The year 1896-97 has been one remarkable for its educational advancement. The State has increased very largely its appropriation to the common schools, besides adding to its appropriations to the institutions of higher learning. Vast sums have been spent by private institutions and church schools. The marked interest manifested in the county institutes, Ohautauquas and reading circles point to better times in Georgia. The opportunities for boys and girls receiving a liberal education, at so little cost, were never so great. An education is in the reach of every boy and girl that will take it.
Our educational system, however, is not a finished prodnet, but is in a state of evolution. It is faulty, and some would condemn it for its lack of perfection. To those who study it there is a beauty in its growth. If we are true to the fundamental idea of giving every child the opportunity for complete living, many of the perplexing questions before us will settle themselves.
With no unfriendly spirit, therefore, but with faith in the ultimate success, do I speak of some features of this transitional period in our educational growth.

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We have almost as many standards of scholarship as there are schools endowed with the rights of conferring degrees. We have no adequate nor definite idea of a college. A college may be any school from the University of Georgia, Emory, Mercer, Wesleyan and Shorter down through all the stages to a village school, with all the classes from abc to calculus taught by one wise head. An A.B. graduate of one college may not be able to enter the freshman class of another; a Ph.D. of one wonld not rank with an A.B. fromanotlrer.
This has not been altogether the fault of the profession but has been largely due to the distorted imagination of the founders of these schools. The prominent citizens of Mud Flat would subscribe a few thousand dollars for a school. The representative would obtain, without que,stion, a charter from the legislature, a large two-room building would be erected, Professor John Doe would be elected president, ably assisted by Miss Roe, and the Mud Flat College, "with all the rights and privileges," would be a reality. Many of these colleges have died an unnatural death, killed by overexertion in their efforts to inflate themselves to the size of their more pretentious neighbors. Of the others we need have little fear, "the fittest will survive." They do some harm in discrediting college scholarship, in deluding a few pupils, and in dissipating the resources of the real colleges. If the Association, through a properly appointed committee, should establish a minimum for the several degrees and define more clearly the line between the college and the high school, this matter will soon 'rectify itself.
Again, we have no clearly defined idea of a high school and of a common or elementary school. If a teacher has fifty pupils, ranging in age from six to eighteen, and if three or four have begun Algebra 'and Latin, we have a first-class

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high school. It might more properly be called an elementary or grammar school with a high school attachment.
The trouble is, in such cases, we attempt too much and all suffer. Our secondary schools are trying to do elementary work and a little high school work; our high schools are doing secondary, high school, land a little college work; our colleges are invading the territory of the high schools and even of the .secondary schools. The result is that the pupils fail to receive proper instruction and educational standards are low.
When we get local taxation in the counties, the school authorities will require the common schools to devote their time to th orough elementary work; promoting to a central high school that will prepare all for higher institutions of learning. We are growing in that direction now, and have reached it in the cities.
It is not only in regard to educational standards that we are in a transitional state, but our ideas of the ends of education and the means by which these ends are to be reached are also undefined.
It is to this phase of our education that I wish especially to invite your attention; for I believe most of our troubles arise from wrong conceptions of education and ignorance of the fundamental principles determining the same.
Every age and nation has had its conception of education and has worked it out in its schools. This has shown itself again in the nation; for what is put into the schools will manifest itself in the life of the people. Athens made the 'esthetic idea most prominent in her schools laud we see beauty manifested in a thousand forms; Sparta made the martial idea dominate her schools, and we see the most remarkable soldiers in history; Ohina makes the worship of ancestry the chief idea in her education, and we see it reflected in the life of the people above every other principle.

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Thus we might go on with other nations, all proving the

principle that what is put into the schools is dominant in.

the people.

Before the war our education was largely denomina-

tional. The schools were under the control of the several

churches. The first question asked an applioant to teach

was, "What is your denomination]" Education ran mainly

along church lines. Parents of one church rarely sent to

a teacher of another denomination. The promotion of our-

church school, her tenets, her doctrines, was the chief end.

Not only must religion occupy a large part of the time of

the school, but necessarily it had to be in accordance with

their particular belief. The result was fanaticism and'

bigotry. Often the pastor thought more of fighting the

church across the street than he did the devil. It extended

into business relations and dominated the social life. In-

termarriages between persons of different religious faith

were rare and disapproved. Denominational matters in-

jected into the sohoolsof a community tended to create

strife in ,the social and civic rel1awons.

'

In the cities and larger towns denominational education

has given place to popular and secular education, without

detriment to the churches and greatly to the growth of the

spirit of brotherly love.

In the smaller towns and villages it still exerts a power-

ful influence. It is no uncommon thing to find a town of

eight hundred inhabitants supporting a Baptist institute,

a Methodist academy, land possibly a Presbyterian semi-

nary. What battles are fought each year for the mastery]

What charges,counterchargesand flank movements! .

There are other towns that have gone a step further;

They have united the schools, but there is a fight each year-

over the election of a teacher. The Baptist must give place

for a Methodist, or possibly there will be a compromise by

lOt
decting two principals of different denominations. If the principal is .Meth'odist then the assistants must be Baptist or Episcopalian.
There are others who do not recognize in the school any function but giving instruction in the books studied. Book learning of a specific kind and amount is the demand. Good order is demanded solely that the books may be learned. Anything that does not prevent that is all right. Anything taught more than what can be used in business is useless and a waste of time. Their idea of education is that it must be practical, useful, or in other words, capable of being turned into money. If they can find a school that will promise to do this in six weeks, all the better. The school is useful to them only as it can turn its product into money for the boys, and fit for fashionable society their girls. These debase the school, oppose all appropriations 01' taxes, and look upon itas a fit field for speculation and politics.
There are many good people, believing as all Americans do, in the entire separation of church and State, who believe that State education must be purely intellectual 'and "Godless." Believing thus they have conscientiously opposed State taxation for education.
Since the State has so largely taken control of the education of the young, furnishing over a million and a half dollars annually to the support of the schools, it seems that some common ground should be found upon which all those who hold different views, may meet and unite their strength for the advancement of education and the progress of the State. I believe thatthere is,and that it is being worked out 'already in many communities withever increasing sue-cess.
All the great educational thinkers of recent times, in Germany, England and America, agree that the chief func-

ios

tion or duty of the schools is the development of good char-

.acter.

Herbarl, the greatest of the German writers on educa-

tion, though little studded in iJhe SO'l1tJh, says: "The one and

the whole work of education may be summed up in the

concept morality." Again he says: "Thatthe ideas of right

and good in all their clearness and purity may become the

essential objects of the will, that the innermost intrinsic

contents of character-the very heart of the personality-

shall determine itself according to these ideas, putting back

.all arbitrary impulses-this and nothing less is the aim of

moral culture."

He founds his treatise on the Science of Education upon

this idea of the formation of 'moral character. .



Dr. White says: "Character is the supreme test of the

'school, and, hence, effectual moral training its central

duty." Again he says: "The function of the school is to

prepare its pupils to live completely in the present life, and

this involves right conduct in all social, personal and civic

duties, and this in\'olves moral character; hence, character

:is the end of school training."

Dr. Adler says: "Theaim should be,wbove all, to build

up manhood, to develop character."

And Dr. W. T. Hams says: ''Moml education is the

most important part of all education."

We have, then, in character-building a common ground

'upon which all may unite in the school, whether Protestant,

J'ew, Oatholic, 'or pagan. Let it be admitted that State

sehools, private schools, church schools, of all grades and

kinds, are a'll working to one and the same gre31t end, the

formation of moral character, and much of the 'Confusion

'in our work to-day will pass away.

Character has its seat in the will. As one expressed it, '~'Oharacter is a completely fashioned will." A man's char-

L06
acter is not expressed by anyone act of will, but is constituted by the motives, the predominant interests and inducements to action, upon which he habitually acts. A man's, activity, however, depends upon the circle of his desires, and these have their abode in his circle of thought.
",Ve have, then, two modes of moral training: first, the formation of good habits; second, the building up of right ideas and ideals.
.Moral education, then, relates primarily to the will, ,and is a training in habits of action. It is not a study of the theory of morals or of religion, nor an acquisition of knowledge about morals, though these have value, but it is theculture of the moral nature itself. Not only must right habits be formed, but appeals must be made to the highest motives; 'the higihest of these all willadrrnit to be the religious, or that which centers in God.
The teacher, in whatever school he may be, will havethis twofold idea ever before him. Every mental exercise, every rule of the school, every act of discipline, will be regarded in its relation to the formation of good habits and the creation of high ideals.
Keeping this central idea in view he may use all things as a means to this end. He will not teach the child religion, as that is not his function, but he will use the religion, that the pupil has to enforce the moral law and intensify his motives, just as the State, in its civic relations, ,~hiI~ not teaching religion, recognizes 'and uses it to intensify the sacredness of an oath in the jury box, the governor's chair' and the president's mansion.
The people should not demand of the school instruction in religion. This should be reserved for the home, the Sunday-school, and the pulpit; but they should demand that the school be so organized and manned that the pupils; will at aU times be taught to revere these sacred relations,

107

and that they be trained in good habits of thought and deecL

To teach man's relation to God, to save souls, is primarily

the work of the church, and if the church measures up to'

its duty here, less will devolve upon the school. The'

teacher has at his command, in creating right ideas and

ideals, the previous and continuous instruction in religion

that the pupil is given by the church and home; he has the

Bible, song, literature, history, science, philosophy, art, in

fact, the whole circle of thought. There is no lack of op-

portunity or means; if there is lack of inspiration, the fault

is .not in the relation of the school to the body politic, but

in ourselves. "\Ve have failed to grasp the idea of our work,

and dull plodding has taken the place of divine flight. I

would have the church enswath the school with its holy

influence, permeating the same in the lives of its pupils

and teachers and officers, present in song and story, in book

and picture, in "the starry heavens above and the moral

law within," but I would banish all sectarianism from the'

school program or government; I would secularize the

school at the same time that I idealize its mission. Men do

not make a parade of their religion in other relations. This

is something sacred and personal, and it should be so re-

garded in the school.

The school, when properly organized, is a most efficient

means of forming right habits. Here should be purposely

taught habits 'of regularity, punctuality, silence, industry;

of kindness, self-sacrifice, truth, honesty, reverence, purity;

of study and thought, of respect '01' 1aw, and of respect for

the rights of others.

-

Thus under the instruction, discipline and training of

worthy leaders, men mid women of character, inspired by

high ideals of their work, .the school becomes the t1Jraining-

ground and the teacher the character-builder 'of tJhe nation.

As to whether the Bible should be taught or read in the-

school, depends upon the spirit in which it is used and.

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. whether it will violate the religious scruples of the pupils. 'The perfunctory reading of the Bible, or observance of aUf .religious ceremonial, has little educational value, but I believe, where properly used, Bible selections, prayer and song would be most valuable aid in character-forming, though by no means a necessary one in the school. From my investigations in child-belief, I find that their religious ideas are formed more from their songs than from their Bible study. Yet I believe that when teachers more fully recognize the duty of {arming character and ,the great value
or appealing to the highest ideals, they will find some means
of introducing Bible readings and prayer 'as a part 'of the .school exercises.
From an investigation that I recently made, I find, from replies received from over 2,000 white schools, situated in .all parts of the State, that forty-seven per cent. use the Bible in their opening exercises; and from similar replies from over 1,500 negro schools, I find .that seventy-two per -cent, of these use the Bible.
It is especially important for the education of the negro that we stress moral character. The negro has, in a degree, .a religion, but it has not been reinforced, as in slaveey times, by the formation of good habits. The result has been a decadence in morals and a marked increase in the death-rate. A recent congress of the race declared that the great disparity between the death-rates of the whites and blacks was due to the immoral habits of their people. What a serious duty rests upon the teachers of the colored .children, that they inculcate right habits of life and thought in those that the State has committed to their care. If -education spoils the negro, it is because it is not of the right kind. It is a spurious article. Education does not make .idleness, licentiousness, immorality, but develops industry, purity, morality.

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Fellow teachers, let us then rally around this high ideal' of the work of the school, let us go back to our homes tr.. preach it to the people and work it out in our schools, Here is the salvation of our State.
The legislature that has grasped this idea of the school will not dare to pass any law that will be detrimental to the' efficiency of the 80ho018 on the score of mere cheapness, but will gladly furnish the means to man the school with those capable of instructing and of forming character bI exemplifying it in themselves. It will not discriminate against the great church colleges like Emory and Mercer, taxing their meager endowment, but will welcome them as potent agents in the school work of the State.
When this idea is accepted the churches will cease to fight the State schools as Godless, but they will unite with others in increasing the efficiency of our school system by demanding local taxation to improve the common schools . and to extend the work through the high school and beyond. The only demand of anyone should be that men awl women of intelligence and character be placed in charge. No man is fitted to be a teacher by virtue alone of his attainments in a particular branch of knowledge; no more is ho fitted to be a teacher for his piety alone. Character and scholarship are the indispensable prerequisites in every school.
Again, the politician and ward healer will not dare to put their hand upon the school. Favoritism, the paying of political debts, .the making of political capital, the restricting of the selection of teachers to home talent regardless of qualifications, bossism will have no place in the organization of tlhe school, but "the child will stand in the midst," and his good alone will be considered.
The political teacher, the time-server, those who hate the work but who teach merely for the money there is ill it, the arrogant, domineering teacher, the ignorant, the

110
-wicked and immoral teacher will be forever driven from the school, and in their place will come the God-fearing, "child-loving, child-studying, scholarly teachers, embodying, .as best they may, in their lives the beauty of character they would have formed in the child.
Tried by this standard many of our methods and school devices, many of our pet schemes and hobbies, many of our rules, much of our teaching, mueh of our discipline, will be found to tend towards the formation 'of bad or weak .character, rather than good. We preach one thing anJ .eontinually develop by our methods in the schoolroom the opposite habit. Much of what we call intellectual training turns out to be but intellectual enervation. We fondle and .assist and require mechanical work, and stuff with information our pupils, until they. become like a certain species of .ants that Sir John Lubbock tells us of. They had been fed and eared for by slave-ants of another species so long that one of them, which had been kept alone, showed no signs of eating in the midst of plenty and would certainly have starved to death had not a slave-ant 'boon put in, which at once fell to, washed and brushed the idler and filled his mouth with food.
And thus it is that we cannot really judge of a teacher's work until his pupils have passed beyond the school life. Then in the broader sphere will come the supreme test. In life, not in the school alone, must the educational the.ories and methods, must the work of 'the teacher and an in.stitution he tested. What of the finished product! A great scientist can take a bone and read therein t~e life of the .animal, In much the same way the keen student of human nature Clan picture thesehoolroomof the boy. Is the man self-governing, self-acting, strong-willed, thoughtful? Does he show clear discrimination, sound judgment? Does the higher dominate the lower? Is he selfish, narrow, .rebellious, indolent, sensuous, self-indulgent, incapable of

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"prolonged thought? Go back to the formation period of his life and learn what methods were used in his training, what motives were chiefly used to prompt to action, what habits were daily drilled into him. Study thus the mall .and many men. Test here the work. We must study . man, but we must no less study the child and children.
Happy he, who in years to come, may read in the lives of his pupils the "well done" of his work, seeing there manhood, nobility, the good, the beautiful, the true.
May our schools not be governed by the stupid, the mediocre and the frivolous; but may the Georgia teacher, in the closing years of the nineteenth century, leave a rich legacy to the twentieth, in tJhe characters of his pupils, such that the next generation will say of him as England does of Arnold, he made the men that make glorious the Geol'gia of our day.

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STATE OONTROL AND STATE UNIFORMITY OF TEXT-BOOKS.
By SUPERINTENDENT E. A. POUND, WAYCROSS, GA.
There is an impression fixed in the minds of some wellmeaning persons that our present system of text-book selection and adoption is radically wrong and needs remedy.
I believe it is our duty, as educators, to study every plan, to investigate every theory, and to sift every opinion looking to the promotion of good gorvernment and the efficiency of our schools, and no one will hail with more gladness than myself the day when ervery child within the borders of thia State enjoysthe 'best school advantages that theworld affords at the minimum cost.
Did I believe that State uniformity or State control of text-books-whether exercised under the condition of State publication or State purchase--would secure cheapness and good results; did I believe that it would save dollars and cents, better our schools, and, at the same time, leave unimpaired the theories of good government which have stood the test 'of the 'ages, no one would accord the coming of such a system more hearty welcome than myself.
These things I do not believe, because the system strikesat the very tap-root of good government; because it is undemocratic and despotic; because it would foster a monopoly, beget paternalism and encourage centralization. If there is one disposition which has done more to impair the efficiency of OUT form of government than lany other, it. isthat disposition, upon the part of some, to put under the federal government affairs that the State should manage, and to put under the jurisdiction of the State matters that the people should control. This disposition would take an

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power from the people, wither their individuality, destroy their rights, and usurp their heaven-given prerogatives. It would create monopolies and lock the wheels of individual progress. It would destroy some of our most precious local powers, mar the purity of educational thought and stop the whole business of public education. It would make us the creature of our government, the government master of our goods and of. ourselves. And yet, as Mr. Grady says: "There are those who demand that the federal government shall control our railroads-the arteries of trade. The manufacturer asks that his product be protected, the rich man for an army, the unfortunate for help, this man for subsidy, and that man for schools." But despite the splendor of a central government which dazzles the unthinking" which tempts the greedy and avaricious with its str~:.n, which assures the rich and timid with its strength, yet 1protest against that spirit which would take from the- one.. hundred and thirty-seven counties in this State all voice in! school matters, which would have their thinking to be done by the central authority and place the 'yoke of despotism and tyranny upon their necks. I protest against tJhat spirit which would make the State a competitor with the individual, and besmirch her garments fair in the dust and mire. of the marts of trade. With all my heart I protest against. that spirit wlhich would make of school-teachers schoolkeepers, turn our school officials into mere lieutenants and clerks, and which would take from us all stimulus for independent thought and action.
If the State has a right to say what books we shall read or study, it has a right to say what thoughts we shall think, what creed we shall follow and what food we shall eat. If it has a right to print our books, it has a right to print our newspapers. If:it has a right to set the price of these books, it has a right to set the price of our cotton, to elect
8sr

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the mayors of our cities and to enact our city laws.i fear that if we give the State such power--too great and dangerO'UB a power, indeed-that the 'day may come, "when languishing under the fatal sickness of nihilism, socialism and corruption, the State may assert itself and cause us all to wear the blouse of the industrial army of socialism."
If the State has such a right, as the advocates of uniformity would give, has not the national government, which is the parent of us all, a much greater right? "If the State adopt such a principle and apply it to the counties, may not the federal government assert its right and prescribe the course of study for the State-schools?" Is there no danger here? "Let the paternal idea work its way through the States; let it leaven the masses,and the absolute sway of a paternal Central Government is easy. The only breakwater against the flood-tide of central power which is sweeping over the whole country is in the democratic idea that the people are to have the largest possible liberty, and especially, in the kind and choice of their hooks." For years we have striven to place power close to the people, for a free government and liberal institutions; for years we have striven to resist the effort to magnify the State-to turn back the tide of centralized power which is encroaching upon our liberties, and every effort has been put forth to exalt the home. This grand and glorious principle of our government is as applicable to school affairs as to any other department.
lt is claimed that under a system of uniformity not only will cheaper books be secured, but books which are better adapted to the use of our schools. But why such a claim? You may search this State from Rabun's Gap to Tybee's Light, and select the very best commission possible -a commission composed of upright, conscientious menlet them make their selection, and they will be guided by their own modes of judgment, possibly by their own preju-

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dices-c-all of which will effect the result. They may call to their aid tJhe best seholars that th'e land affords, 'and it will still remain a 'certainty that the forced use of their selection will impair, and not promote, the efficiency of scores of schools within this State.
r do not believe there is any set of men under the blue
sky of heaven so wise-even admitting that they are conscientious-as to select a series of books which will be adapted to the use of the schools of every city and villa and country-side. Even allowing that the sentiments contained in the books of their selection are worthy of approval, still State uniformity would revolutionize and disorganize our whole school system, for no one is so foolish as to believe that the books adapted to the use of a fourteenweeks school would he adapted to the use of a forty-weeks school; no one is so stupid as to believe that the book used successfully by one teacher can be handled successfully by all. All may do well, after his own manner, but to require one to adopt the method or books of another would be absurd in itself, and would insure loss both in the quality of the work done and in the time required for its performance. As in all kinds of labor the methods and instrumentalities employed are many and various, so every teacher should be allowed to select his own tools; hence, in every school we should have books that are adapted to the use of the teacher.
But let us suppose that the very best selection possible is made. What will be the result? One teacher or one county will recommend and indorse, another will disapprove and condemn. There will be innumerable cases of the latter class. Once kindle the spark of dissatisfaction, once light the fires of discontent, once engender distaste for such a system, and all its good. results, if any, will be destroyed. There are to be found in every locality men who think for themselves, men who will not submit to such

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dictation, and to force them means rebellion. This has been the case in Minnesota, West -Virginia, Indiana and Missouri; in fact, in every State where the system has been tried. We find that in Missouri the people have not accepted the contract books, and will not do so either willingly or uniformly. The result is that the schools of that State are disorganized, and they are experiencing the trouble and difficulty always incident upon a general change of books. Superintendent Sims, of Goshen, Indiana, tells us: "1 have tried to live up to the law, and now that I find so general a breaking of it, I am going home to do the same." Superintendent Stratton, of Peru, says: "The Indiana school-hook law is not a law for the schools. I do not believe there is a single superintendent in the State who obeys it to the letter. I do not ; and cannot see how any one gets satisfactory results." Superintendent Black adds: "The books now in use are not modern. The reason we have them is because they are cheap. I have already been compelled to substitute some books, and do not believe we should retain those we have." These complaints come from a State where it is claimed by some that the law has been partially successful? But let us see what the status of affairs was in Minnesota. .Minnesota was the first State to make the experiment, and the result has been that she secured neither uniformity nor low prices. The teachers and school officers would not submit to such dictation, and we find that they protested so strongly against the contract books, inasmuch as they were not 'adapted to their schools, tihat the State hoard WIllS compelled by force of public opinion to change the books to other series, and two changes were thus made in two years. Mr. C. 1,V. Smith, the superintendent of Hennepin county, Minnesota, tells us that "the law was so bad that, notwitJhstanding the fermidable array of fines and imprisonment for non-compliance, many rural districts ignored the law and supplied their-

117
books as they pleased, and the democratic sentiment of the people have indorsed such defiance of the law. Is there :any uniformity in Minnesota? In answer, most emphatically, No! No! and there never will be. One auditor having fifteen packages of books on hand informs me that the feelings of the district are such that they will let the books rot in his office rather than take them. And this wail went up from every district in Minnesota. Superintendent Kiehle says: "Disgusted with the impracticability of the measure, the people now quite generally buy their books through the ordinary avenues of trade." Virginia, harassed by the specious pleading of "uniformity," passed through the strife, and after three years of rebellion and disorganization of her schools, she, in 1877, repealed the law. Hon. J. P. Nickereham, of Pennsylvania, one of our best school authorities, gives it as his opinion that, should an effort be made to introduce uniformity into t'his State, it would be met by the earnest protest ofa 1Jhemsand boards of school directors, and a hundred thousand of the most intelligent citizens of the commonwealth. The history of all laws concerning the subject, briefly written, is: their passage, abortive attempts to enforce them breeding antagonism and strife everywhere in the administration of the schools, and checking for the first time all educational progress, and their repeal. These results are easily accounted for. No people, with the instincts of self-government warm in their bosoms, will submit to have the books their children are compelled to read selected for them by a small, unknown commission hid away at the seat of government, who may act without regard to their wants, wishes or interests, and in whose selection they have had no voice."
I have quoted from those parties who are in a position to know, and their opinion but strengthens the assertion that, should Georgia adopt a system of uniformity, it would but beget dissensions, bickerings and revolution.

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This has been the case in Vermont, Maryland, Missouri, Minnresota, California, Oregon, and, in fact, in every Statewhere the system has been adopted or seriously agitated and discussed.
Not only this, but I know that there are schools in this very State which are not using the books adopted by our boards of education. Some are absolutely refusing to use the books adopted, and asking that each school be allowed the privilege of selecting its own books. 1 this is trueand it cannot be successfully denied-if murmurings of complaint are heard under 'our present system, what may we expect under a system of.State uniformity. Either oneof two things. When a complaint against the books selected is made, the commission will refuse to heed thecomplaint and the school funds will be withdrawn from thecounty not using their selection, or else the commission will heed and make the change. Either would be disastrous. The one resulting in direct rebellion to the central authority, the disorganization of the schools, or the withdrawal of thousands of dollars from counties which are entitled to the school fund; the 'other, in frequent changes of books, which would entail a loss of thousands of dollars upon the parents of the State.
State uniformity of text-books means that the teacheris to be thrown into the maelstrom of politics. Surely, if there is a state of affairs that is to be deplored, it would besuchan one as this. The commission would naturally be composed of politicians who would run for office with the cry of in with certain hooks, out with others. This was the case in Missouri. A writer in the St. Louis Rep.ublic states that "with probably one exception, of the five politicians appointed to compose the Book Commission, none were either teachers, publishers or book dealers. They were politicians. Some of them had not looked into a school-book for forty years. None of them knew the actual

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needs of the class-room." But, even should Georgia's commission be composed of upright, conscientious men-of men who are posted in school affairs-if their selection is not adapted to the use of the teachers of the State, they would and should use every honorable means to lbring about a change. It is a matter of fact that there are in these United States firms which would not hesitate-if the commission Was composed of men above reproach-to spend thousands of dollars to change the personnel of this commission, and this, I understand, was actually done in one State, within four years after the adoption of the system. The whole thing is bad, obnoxious to teachers, pernicious in its influence and too great and an unwise temptation to official integrity.
But why, then, do we hear so much of uniformity i Are not our teachers and boards of education sufficiently intelligent to select their own books ~ Are they not as patriotic as any other class of citizensj Are they not in a position to know their needs better than any others ~ There seems to be a tacit assumption that the teachers of this State and our school boards are not capable of managing their own business affairs. But I hold that the teachers are not only as intelligent as any other class and as patriotic, but that they are not open to bribery or corruption. Having a local pride in the selection of their books, with no hope of reward save the efficiency of their schools,oognizant of the practical workings of school systems, and with motives for public good as their aim in their selection, I know that their adoptions will be superior and better adapted to their schools than the selections of any book commission under the sun.
Ohanges, evenof the best books, are oftentimes necessary, beneficial and desirable. If our boards of education will accept the recommendations of their teachers-if they will make these changes wisely-not radical changes-but

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if they will put out an arithmetic this year, a reader the next, so that the expense may fall as lightly as possible upon the parent, then we may keep abreast of all improvements in text-books, while the evil of frequent changes will be avoided. If a bad selection is made, if books which contain pernicious doctrines are selected, how easy to make the change in one county, but how disastrous will be the result if such changes are to be made all over the State several times during an administration, and with every change of administration.
And yet, the cry goes up that hundreds, yea, thousands of dollars would be saved the people 'of our State under such a system. There is no proposition about which there is a greater misconception than that in reference to the cost of books. We spend $125,000,000 for boots and shoes; $96,000,000- for cigars and tobacco; $4,000,000 for baby carriages; $910,000 for head-gear for our ladies and about $7,000,000 for books. A senator of Missouri proclaimed that, as near las he llad been 'abletJo obtain, the facts led him to believe that $6,000,000 were wrung from the people of his State annually, which were ~arnel'led into the capacious pockets of <the school-book publishers. Now what is the 'truth? The year this law was passed and placed upon the statute books there were sold in Missouri less 1Jhan a quarter of a million of dollars worth of books in gross quantity. Instead of $6,000,000 profits there were sold 'in the United States that year but $5,675,000 worth of school-books. This includes high school as well as common school books. It was claimed in Indiana that a million of dollars was spent annually for books, whereas, she spends but $300,000.
By reason of the competition school-hooks are cheaper than they ever were before. It can be shown by reference to Dr. Clarke's address, made before the Oommittee on Education of the Legislature of 1891, "that the average

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'reduction on school-books between 1870 and 1881 was twenty-one per eent.; the average increase on miscellaneous hooks, owing to the fact that there was no such competition in them as in school-books, was from twenty-seven DO 150 per cent. He further shows that Van Antwerp, Bragg & Co. proved that McGuffey's Revised Sixth Reader was sold for fifty per cent. less than even the American Alumnse, though the latter is inferior to the reader in number of pages, in paper, in type, in press work, in binding and in everything entering into the cost of the hook." But what as to cheapness in Minnesota? One hundred and fifty thousand dollars worth of books were thrown out of the schools on the adoption of the system and their places supplied by State hooks. The clerks ordered indiscriminately, far in excess of the requirements of the schools, the books became soiled, and thousands of dollars worth were left upon the shelves.
But replying to the argument of cheapness by admitting it, for the moment, as a fact, let me say that nothing is cheap which would render inefficient and disorganize our schools, or which would starve the minds of our children. Nothing is cheap which would sour the minds of our people' towards public education or bring it into disrepute.
Parsimonious indeed is that policy which, for the sake of saving a few cents to the parents of this State, would withhold from the teacher the privilege of giving his pupil the purest draughts of the Pierian spring.
But still the wail goes up that even this privilege does not counterbalance the cost that is entailed upon those parents who move from county to county. There are those who claim that this expense is enormous and that uniformity is the remedy. I admit that there is such an expense, but it is not, as asserted, enormous, for has not our president, Mr. Stewart, produced the figures; has he not shown us that only about four children in every hundred-and

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this estimate is too large-move annually, a number not sufficiently large to authorize the change, when we contemplate the evils of such a change. On the other hand, I believe, and venture the assertion that, just as changes are oftentimes desirable, a large majority of those children who move are actually benefited and stimulated by the change in diversity in the chosen sequence of subjects, and topics and rules. But admitting that every child that moves buys new books in their entirety-and this he does not-admitting that he receives 1)10 better stimulus from the new books than from the old, are we to tear down the beautiful edifice of our liberties, are we to destroy our heaven-given. right-that of self-government-in order that we may legislate for this class of our population-a shiftless class at that-and not regard the good of the greatest number? It is not just nor right that we should legislate for such a floating population to the detriment of our permanent residents-the very bone and sinew of our government.
If uniformity is adopted it must be either under the condition of State purchase or State publication. Either would be bad. If we are to purchase the books it would require nearly $1,000,000 to restock the schO'olsof the State, as Missouri has already lost $916,000 by the confiscation. If the State adopts those now in use she gives us no better books; if she adopts others, thousands of dollars worth now in use will be thrown out of circulation, and the book-seller will be robbed of the books he has upon his shelves. Not only this, but it cannot be doubted that the subsequent cost of books will be enhanced, instead of lessened, by virtue of the fact that there will be no competition, and it will be a moral certainty that we will pay more for books than under our present system.
Delaware has tried the contract system, and she complains that under it she has been a constant loser. Minnesota has tried it, making a contract for fifteen years, but

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when that expired in 1892 her legislature was forced to repeal the Law. ArkJansas still laments toot. she. is in the toils 00 the book-dealers, while South Carolina admits that there is a doubt if she has been a gainer under the system.
Why should we adopt uniformity when it can be proven that the leading firms of the United States will make county contracts upon as good terms as State contracts? I know objections may be made against the contracts of city and county hoards, but when the State contract fails the whole machinery stops, all the people of the State suffer.
But while State purchase of hooks would be bad, State publication of them would .be infinitely worse. Under a system of State publication it would be necessary to purchase manuscripts which would be published by the State. Albeit, we have men in 'our State who are able and competent to write good books, yet wlhat assurance have we that, even if their books were the best, they would be selected. No self-respecting man among them would dare to write a book if he had to bow his knee to a commission or appeal to the politician for his favor. Such a system carried out-since it would peremptorily adjourn, for the prescribed term of years, their chance of obtaining recognition-would toll thedeatih-kneil'l of our best authors, lessen their incentives to write, and palsy their enthusiasm and inspiration.
One of the most general complaints urged against our text..books-which are the cheapest and best we have ever had-is that urged against our histories-in that they are sectional, ascribing praise to Grant and not to Lee. The claim is advanced that under a system of State publication Southern authors would be given an inspiration and a chance. As for me, I would use books fresh from Southern hearts and brains, for well I know that some of our histories "tell the story of slavery as if the system originated at the

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:South, and as if the South alone was responsible for it." But rising above this complaint 'Of sectionalism, as far as the sky is above the swoop of the eagle's wings, do not -consider me unpatriotic when I say that if Southern historians have as yet but slightly ploughed the fertile fields of our country's history, when there was a chance for all -of merit to obtain recognition, what assurance have we that they will receive an impetus and an inspiration from such .a piece of legislation as is proposed, which will shackle all .progressend forever wither individuality and dwarl our inspiration. By our general exemption from such monop-olies and the consequent freedom of competition among publishers we are to-day free to select the hest histories from the hest brains that the world affords, and, if under 'our present system, we cannot find books that do justice to the South, let us, as teachers, tell to our pupils the true story of our ante-belbun civilization-s-c'the brightest and best that ever hloomed along the pathway of the centuries."
But let us see what has heen the result in Oalifornia, which has State puhlication. After several years of trial she has produced three readers, a single geography and a few other books, all of which have been condemned by the rteaohers of that State. And has she saved anything under the system? Let us see the figures-the estimates of the 'State printer. "He proposed to furnish 500,000 hooks for $89,000, hut before he had published 187,000 volumes he had expended $357,000, and was asking for more." .He estimated that a speller would cost eight and one-eighth cents; it sold for thirty cents; that a history would cost twenty-nine and a quarter cents; it sold for eighty-two cents. The children of Ohio hought this speller for twenty .cents,and a1Jh~r books proportiou:a:telycheaper than the pupils of California,
The Superintendent of Education, Hon. I. G. Hoibt, of California, tells us that "for over four years this plan has

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had a fair and impartial trial in this State. I came intooffice a believer in the project, and every aid which I could give to its successful issue has been freely rendered throughcut my administration. But now in the .light 'of my experience, I must acknowledge that the results have not metmy expectations. Taking into consideration the large appropriations made, and the further and contant outlays for revisions, new plates, etc., the same books can be purchased in open market at wholesale prices for less than it costs the State to manufacture them. I am therefore constrained to admit that I would not advise any other State to enter upon the publication of books."
The county superintendents of this State tell us that by reason of the poor selection, and the worse than faulty arrangement, that the school-books of that State are apositive detriment to education and the educational interests of their State, and they adopted a resolution to this effect.
And so, when we study tihe history of uniformity, we find that no State has ever secur~d under it cheapness or good results. It has produced trouble and discontent wherever tried. Oalifornia has disapproved it; Maryland has overthrown it; Missouri has disregarded it; Minnesota. has repealed it; Indiana is throttled by it, while New York and other States have protested against it. The States which have adopted it have secured poor books, poor in paper, binding, press work, etc., and by reason of unused books, and the dishonesty of disbursing officers, they have paid out thousands of dollars that could have been saved under our present system.
But let us listen to what the Hon. D. Burt, Superintendent of Instruction for the State of Minnesota, has to say: "It is enough to say that the uniformity law has made books dear rather than cheap, and we can never realize any better under the law. Its native depravity exceeds the original sin in the theology of Jonathan Ed--

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wards, depravity innate, inherent, inseparable, incapable of regeneration and sure to work out waste and loss for which there can be no remedy while the law remains in force."
We find that what cost the people of Minnesota $43,000" 000 could have been purchased for $26,000,000, and yet the books of the publishers were superior in every way. This estimate does not take into consideration the enormous expense of the plant-about $1,000,000.
State publication would not only entail an eno~ous expense upon the taxpayers of the State, but to purchase or contract for any manuscript without any' certainty of what its merits will be-as the schoolroom is the best test of a book-wou!ld be contrary to the spirit of ()lUI' Institutions, and the New England States, with the exception of Vermont-Star1Jes which are foremost in edueatlonal thought-ehave never seriously considered the system.
In the light of the experiepce of other State'S, Georgia
cannot afford to adopt uniformity under any circumstances, unless there be 'unity of interests, which there is not.
Observation and experience confirm this view of the matter: that the present system of adoption and selection is the best system; that uniformity tends to demoralization and disorganization; that it is a movement towards centriliization; that it fosters a monopoly, secures poorer books, begets corruption, in fine, is a farce, a delusion and a snare. Give us a government of, by and for the people. Put power close to the people--within their grasp, and never let us consent to clothe a book commission, which may take from us privileges that are dearly prized, in the garb of tyrants. Let us stand by what is good, make it better if we can, but let us by voice and influence cry out against 1Jhis innovation, and put the iron heel of our protest down upon this movement towards State control' of textrbooks--a measure which,' if adopted, would take from us our dearest right-that of self-government,

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SOME TEACHERS BEFORE THE WAR.
RUFUS W. SMIrH.
The English language is indefinite. In the Bible "the certain man that has two sons" means an uncertain man. When one says that his friend has the fever, he means that he has a fever. Fever itself is not a disease but the effect of disease. It would be more accurate, in case of typhoid fever, to say that my friend is affected with typhoid infusorial.
My subject gives me much latitude. The first school that I attended for a short while was taught by a man with large eyes and large head, filled mostly with space. T caught a light case of whooping-cough and gave it to my sisters. It was light on me, but proved to my sisters to be genuine and severe. The teacher called in school by rapping on the door with a stick. T!here were belles in this school, but thy all had beaux. My gallantry was shown to my belle by my walking barefoot through the branch and holding her on the crossing log. The only other event remembered that W>M not personal to myself was, that one of the boys put a pin sharp end upwards in the teacher's chair while he was out taking recess. On the return of the teacher his personality carne in contact with the pin. The meeting was short 'and sharp, land the teacher's antics that immediately followed were too numerous and too romantic to mention. He thencommenced the Socratic method of asking, and pupils answering questions as to the author of the deed. With me ignorance was bliss, but I learned afterwards Eph Jones was the author of the pin scrape. 'My next school was taught by an intelligent, and lovely yet strict lady. I loved her, yet feared her. I studied

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Smith's grammar, Smith and Mitohell's geography-book and map separate. In those good old days questions and
answers were further apart than they are now-i. e., in dif-
ferent books. This teacher used moral suasion, but always used a switch to make the application. The use of the switch was modified in its method by the relation of the pupil and teacher, and the length of the switch. If close at hand it was rapidly laid onarrd the work done before the pupil could retreat to any distance.
The old-fashioned schools were gotten up by subscription. The teacher would write out his article stating what he could teach, and rates; when he got a sufficient number of names, he would commence his school to run the specified time, five, eight or ten months, as per contract. Such schools might now be had all over the land, supplemented by the public school money.
:My first lady teacher is still teaching and has kept her old-time habits with the rest of modern methods that she desires used. One of her pupils graduated at LaGrange a year or two since, after attending the college three years. During all of that time she was never absent, or tardy from any duty. That old-time steady drawing of the rein of authority was thus exhibited in this faithful pupil. In our country village we had Ware and Dr. J. R. Thomas, afterwards president of Emory Oollege. A better president, a finer scholar, or a more efficient disciplinarian, Emory never had. Just outside of his academy one day, a peddler with his whisky, tobacco and fiddle, disturbed the quiet of his schoolroom, Mr. Thomas sent a hoy to tell him "please go a little further off." He replied that "Thomas might go to h-." Thomas at once left the shoolroom and proceeded toward the representative of that hot country, and gathered a limb as he went and put the peddler to flight. His rule, as that of most of the stern school monarchs of that day, was to have speeches from the boys one Friday

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.,

and composition the next. When the boy failed to appear

Friday, he must respond onMOOlday. Bill J. failed on

Friday. Monday he came but brought no speech. Ten

licks, with a promise of doubling it next day if no speech

was brought. The next day no speech, but twenty licks.

The next, no speech, but forty licks. The next day, Bill

said at the end of the third day that he "had no more back

for Thomas," and hence he brought his speech.

My first teaching of any note was in Hancock county; the

county of Beman, R. M. Johnson, Prof. Duggan, Carlos

Stevens, and ex-Governor Northen. All used the rod 'and

made the man. Dr. Beman was a typical teacher of the

old time. One day a bad boy (lame to enter his school.

He met him at the door and asked him if he knew the rules

of his school; did he know that he (Beman) must be obeyed, and if he would keep the rules of his school. The boy

answered each question affirmatively and with that under-

standing he took him.

The old methods were the spelling-book by heart; some-

times the dictionary instead; the multiplication table by heart. If not learned the history or a Latin dictionary or

other books were used to beat into us. Webster's speller

and Smith's grammar and arithmetic were used in my day.

They had but few pictures, and they were such as the boy in the apple tree with rocks, if necessary, to bring hiI~l

down. Pictures were few and in keeping with the heroic

teaching of that age. Dr. H. H. Tucker, once president of

1fercer, a master of English, Prof. Shelton P. Sanford, of

arithmetic fame, were fine teachers, judging by their pupils.

None will stand a better test than Shelton P. Sanford.

Blessed is the man whose works do follow him, but still

more blessed the man whose works overtake him.

April fools and turning teachers out were in vogue in

my days. This never fell to my lot. 'While teaching at

9sr

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Emory, some boys reached school on April the 1st before I did. They went under the schoolhouse, where was our dOTmitory TO'1' fleas. I sat quietly in the schoolroom until they and the fleas came lout anld came in to books.
The tendency of the modern school is to too much pictures. It appeals too much to the senses to the neglect of memory, A combination of old and modern methods would be an improvement on both. The pencil pad and picture leave too little for the pure memory. I had a boy with a dull memory that I taught to memorize and speak. Oultivate the sense, cultivate the memory and imagination, and above all encourage youth whenever there is an opportunity to give an honest word of praise, and the plan will bring fruit many days hence.

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LITERATURE AND THE LIBRARY IN RELATION TO THE SCHOOL.
EMILY M. ALLEN.
Some time ago I was a guest in a handsome home where tokens 'of refined taste abounded. Out glass and exquisite china and silverware gleamed upon tables and sideboards in the elegant dining-room. Costly vases, urns with rare growing plants, pictures, statuary, brio-a-brae, mirrors and luxurious hangings made halls and parlors a delight to the -eye. It was asweet, attractive horne, for gentlest courtesy and kindest, sincerest Christian hospitality was the law of the household-a law both by inlheritance of alVte-beUum traditions .and by. unwavering practice in these less generous days. But despite its beauty and kindness, it was u very lonely home to me. For during the week of my stay there was not a book visible anywhere from the parlors to the dainty bedroom, where everything was provided for one's comfort except the society of those book friends with whom one would lie down every night and rise ever> morning-the friends that never change or grow cold or deny you the inspiration of their royal presence-and that make a strange place seem a.tonce dear and homelike. My thoughts ran ilon~in:gly back "boa simple little home where the only luxuries counted among life's chief necessities, however, are books that heve a delightfnl way of leaving library shelves and invading every part of the house, hall land bedroom, and even the kitchen, when household duties are of such a nature that "the work will prove the better for the song" listened to while doing it. As the bookless days went by my lonelinessgrew, and when some casual reference was made one day to the library 011

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the third floor, I was strongly tempted to be so impolite as to suggest a possible invasion of that unvisited quarter of the house. Now, there was a boy ten years old in that home, wide-awake, trustful, obedient, of a genial, beautiful nature. Was it any marvel that that mother said to me, "Miss Allen, I wish you would tell me how to interest Frank in books-he cares nothing about them-can't get him to read a thing." I gave some counsel that I hope was helpful; but what I wanted to say was, "Why, my dear Mrs. B., let Frank see that you care more about books yourself. Have them around the house where he can find them as easily and naturally when he comes in as he can his hat and bicycle when he goes out. Let books be as familiar to him as your face and your voice. A boy' kept on the first and second floors. Books confined to an unfrequented third. What small hope of casual acquaintance, much less of intimate friendship between the two!" And lookin~ into the face of that boy flushed with expectant life and indicating; habits of restless activity, I thought how almost surely the da,y of that mother's opportunity had passed. I give this instance not idly, but that we teachers may understand how mighty is the work given largely into our hands of leading the children of this generation into the world of literature. The home I have quoted is not a rare one; it is typical of that extreme of society where wealth and luxury and the unceasing novelty of city life satisfy the eye with seeing, and the hunger of the mind is fed upon the diluted milk of shallow culture 'auld pure estheticism. The other extreme, alas! we have all found, and this is the extreme to which many of us in town and country place
must direct our attention,. not for the purpose of criticism, but with an unselfish, loving desire to help the home where hard poverty, or harder stinginess, or ignorance pure and simple condemns the life of the household to intellectual starvation by an almost entire absence of books, or by

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'-'books that betray a vulgar and narrow conception of life." The school must supplement the needs of the home with its library, and with its wise course of reading begun so early that the child shall feel at home only in the high atmosphere of pure literature. To one reared from earliest years upon the Ihealthflrl table-lands of thought, and 'accustomed to look up to the stars that have shone above them for centuries, there will come small temptation to descend to the fens and marshes of pernicious literature and exchange the calm, glorious starlight for the wandering willo'-the-wisps that will 'only lead astray, The teacher, particularly the country teacher, must see that her children have good things to read, even though she has to maintain 8 small circulating library out of her own meager salary. She must not count the cost until she has awakened at least in some of the homes about her a hunger for 'the best culture that comes only from companionship with the masters of thought.
She will have the sure reward in the joy of the quickened lives about her. Next to the duty and happiness of cultiva:ting the seeing eye and the hearing ear in children, oornesthe joyful duty of opening up to them the treasurehouses into which all centuries and all climes have poured their riches of human knowledge and experience and aspiration.
I wish to recommend to every teacher of English that timely book, "Literary Landmarks," by Mal'Y E. Burt, member of the Ohicago Board of Education and formerly teacher of literature in the Oook Oounty Normal School. I do not know any book that will prove more suggestive as to best methods of helping children to the best reading. It will infuse into the most timid teacher courage enough to attack even the narrow stinginess of the average 'Community-that adamantine barrier to educational progress which we usually think only the grace of God can soften or re-

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move. Better still, it will make one attack one's own 00-
ponderable mass of stupidity m the teaching of literature
and seek to bring out of the confusion of the ordinary teaching a symmetrical order that will prove 'an open sesame to success. I suppose every earnest, conscientious, observant teacher hasarrived 'at some of Mrs. Burt's conclusions, and solved 'Some of the difficnlties in her way, but few can give 'as large help in so simple, strong and straightforward a manner.
There are many difficulties in doing such work. I mention some of the greater ones. The teachers are themselves sufficiently largely and wisely read to map 'Out work for the children under their guidance. Then, too, there is almost an itinerant system among the teachers in our common schools. A teacher scarcely ever stays in one community long enough to carry out any continued plans for reading. The ideal school, as well 'as the ideal teacher, is still a long way ahead 'of us. Village farming with the unity and prosperity attending it will help to develop the .ideal conditions. With the existing conditions, we see at once the wisdom and necessity of some plan like that of the Reading Circle under the supervisionofour State Teachers' Association. This is one 0: the encouraging educational signs of the times in our State. The opportunities of city schools for such work are more favorable; but there are Irindrances here also, due to the environments and to tIm unceasing drill work demanded by most systems.
Another difficulty lies in the prevalent opinion that "text-book literature is all sufficient in the education of ~. child." A reading course, however modestly small and unpretentious, is regarded by parent, and sometimes by one's fellow teachers, a positive impertinence and interference in the sphere of necessary school work, or as purely a work of-supererogetion, it being taken for granted that children will readanyhow. "Yet," as Mrs. Burt says, "it is
- -----"~....4~q,en . P ).41.; 10 ;4$$.

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true that one may find everywhere young men and young

women who have never read a standard book and scores of

children, often from the best families, who innocently con-

fess that they read only the criminal news in the news-

paper." And I am sure that those omnivorous readers

among children whose minds are reaching out with a thou-

sand feelers after whatever food they can find, must be

saved from the literary debauchery that is made so easy by

our age of weak and weakening juvenile literature and of

bad literature "deadly as the power o asps." This diffi-

culty will vanish only before a wider and truer understand-

ing of Tennyson's great thought as to culture-e-fknowl-

edge comes but wisdom lingers," an:d when we grasp the

trutJh that a well-chosen, thoroughly and enthusiastically

pursued course of reading is of the finest disciplinary value

to both mind and heart.

Some of our great publishing houses ate giving valuable

help in overcoming this difficulty by their wise and liber-

able provision of the best in literature adapted to the differ-

ent stages of child development, seeking to bring as early

as possible into the school the companionship of earth's

great souls.



I hope to live to see the day when to grind a child.

through the mill of a regular series of readers adopted and

worn out ait the dictate of a city board, or a county board,

or that larger honor, a State board, will be reckoned as a

cruelty equal rto that of Procrustes, who fitted long and

short men to his murderous bed.

The day is fast passing when a child, fresh from the

world of nature in which it has lived and moved and had

its eager, delightful being, coming to the gateway of the

pleasant fields of learning, has to force its way painfully

through the entrance by a long and tortuous process of

"Can you hop, Tom?" "Yes, I can hop so far." "How :6ar

can you hop?" and so on ad iimfinUwm ad nauseam;

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The greatest encouragement the situation presents, the one encouragement that has inspired many a weary, fainting teacher, is found in the blessed children themselves. They just will like the best things if they have only half a chance. Th:ey do not dread hard words so much as insipid thought; they will be tripped up a thousand times by short words when they will stumble once over long ones, and will read with expression in spite of being continually "nagged at about the definitions of words" when what they are given to read h~s in it the life-blood of real thought.
We must make a beginning with literature in the very youngest grades. With what shall WB begin ~ With food convenient for them, and entirely congenial to the child mind-fairy tales, folk 10Te, myths, "childhood is the mythmaking period of life, and a child's mind is one great wonderland of mysteries." Poor beyond expression is the imaginative life of that child who has not revelled in the world where Jack and the Bean Stalk, Jack the Giant Killer, Three Bears, Cinderella, Red Riding Hood, Ugly Duckling, and all that goodly company live in wonderful harmony, and prepare the way for the larger, indeed boundless worlds of Greek mythology, in the cloudland of which one mounts to the conception of high truth without the impertinent haec tabula docet wearisome ladder of interpretation marking our modern teaching of morals.
Mrs. Burt states in her admirable book one fact to which I would invite the attention of anyone who believes that this myth world is simply a ghost world that makes children dreamy, unpractical and of small and untrained mental capacity: "The brightest pupil I ever had, the one who could pass an examination where two hundred and thirty others failed, the brightest in grammar and arithmetic, and in after years in abstruse philosophy, was brought up on what some call "insane fairy stories."
I am grateful that among the very first books that came

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anto my outstretched hands, when as a child of seven or eight I stood with curious delight upon the threshold of the world of books, was Hawthorne's \V"onder Book, in which some of the old Greek legends and the ohdld mind meet on a pure spirituallevel, loan not tell how often I went forth with Perseus to attack the cruel Gorgon and secure the head of Medusa with its snaky locks and fatally beautiful countenance; which turned every beholder into stone. I learned then what constitutes a hero-a great heart, a teachable spirit, dauntless courage, calm patience and divine help for his task. Some years ago when Kingsley's Greek Heroesblessings upon this heroic, kingly soul of our own century! ~ -fell into my hands for the first time, how delighted I was 1:0 find my old friend Perseus portrayed in even more glowing colors, and how good it was to feel in the thirties the same warm glow about the heart that I felt when, as a child, I understood in some subtle, helpful way 1Jhat the story of Perseus had much of life's meaning in it! How understandingly, with what warm sympathy and untold profit a child may follow the mighty Hercules from the cradle where his baby hands strangled the serpents sent to devour him, to the time when, as a youth, he made ibis life choice; though the voluptuous maiden Pleasure waved her fragrant garlands and wooed with the brimming wine cup, Hercules followed simpleausterity, 'beautiful virtue,aJlld so began to make ready for his twelve great labors, daring at last the Ihorrors of Pluto's realmand ascending into the skies, having overcome all forms of physical and moral evil. Next to the simple life stories from the Bible, in which, alas! I am afraid our children are not so well taught as they were 8. generation ago, I know no sure'!'quickener of the imagination, no more healthful food for the mind and heart than the mythical tales of Greece. The story of Perseus placed over againstthat of Israel's shepherd king, the young David, or that of Hercules over against t).Iult of Samson, would give

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a parent or teacher excellent opportunity to show the difference between the truth of legend and the truth of history, as the Jewish civilization was nearing its moonlight when authentic Greek history began, and "Would emphasize in contrast the Hebrew conception of the oneness and purity of God. David going forth to moot the great Philistine in the name and might of the Lord of Hosts is more heroic than human, yet more spiritual than Perseus w'ith his winged cap and shoes, the wonderful shield and sword of Pallas Athene, and the enchanted wallet.
The frequent prejudice that is found among young people to classical studies is due, I am sure, to the fact that they are introduced to them without proper preparation. We give them bones to gnaw instead of fruit rare and delicious, grown from seed planted in the garden of their own youthful loves. The legends of Greece and Rome and simply told biographies of their greatest spirits should follow almost immediately upon the heels of Mother Goose in the nursery, continuing through all the years of childhood, and then when later school begins Latin and Greek it will be simply a new and delightful way of renewing old acquaintances.
I have sometimes found boys and girls as far as the fourth book of the JEneid, struggling painfully to get the meaning into the light of English who had no idea of Virgil's story, didn't know at all that it is a story. An account of the Trojan war and frequent recurrences to it until pupils were familiar with main events and characters made the JEneid a growing delight instead of a slow process of mental torture.
The heroic age of Greece, that misty morning time in which men loom up as giants, and the gods are seen descending to walk and talk with them; what has not been born of that time in which myth and eternal truth blended! No wonder in the noon of this nineteenth century a little Ger-

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man boy of humble but lettered parents, hearing and reading again and again Homer's epics, made up his mind that such vivid pictures did not represent myths but realities, and resolved when he became a man he would find Troy. Holding to this resolve through years of poverty, disappointment and struggle, at last he did find Troy and dug it from the soil of unremembering centuries.
Beginning with the myths we have put into the child's hands the golden keys to unlock art and literature and spiritual truth. Take the mythical element out of art and literature, and what is left of beauty and embodied aspiration'? Painting and sculpture would be lost arts, music would lose its grandest harmonies, and life would be dull gray prose.
Banish the mythical and Rome is without an lEneid; Greece without 'an .Iliarl or an Odyssey; lEschylus, Sophocles, and Euripides would have been unborn and Greece forever unsung.
In the bold mythology of the North is found the secret of our Anglo-Saxon conquest of the world. Tennyson's genius flowered into its fullest perfection as it warmed itself in the hazy atmosphere of the age of King Arthur and his Round Table. 'Who would have Tennyson without those exquisite Idylls of the King, with Sir Lancelot.tihe flower of chivalry, "Whose faith unfaithful kept him falsely true"; Elaine, "the lily maid of Astolat, delicately pure and marvellously fair"; Queen Guinevere, "thel pearl ~ beauty, the fairest under heaven"; Sir Ga1ahad, "whose strength was as the strength of ten, because his heart was pure," and the great and gentle King Arthur himself, "the highest and most human too."
How much poorer would Shakespeare's unequaled riches be if we should rob his fame of all the plays based upon legends. Som-e of his mightiest works would fade into the almost airy nothingness aut of which he created 'them.

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"The fairy tale, the myth, excite a child's first, his last and his eternal interest, because that. class of reading depicts so strongly, so picturesquely, so humanly, the relation of one living being to another." And 001. Parker happily says that the Hproper function of fancy in intellectual life is spirituality."
I close this hasty, somewhat incoherent treatment of my theme with a quotation from the book to which I have .alluded more than once in this paper:
"The highest office of reading is not to open the eyes of the child to the evolution of the material world, or to teach him to adapt its resources to his own subsistence; he needs no books for that.
"The greatest hunger of the human soul is not for food. It is that he may better understand soul motives and heart needs; that he may more freely give to the heart-hungry and more freely receive from the soul-full; that he may live out of and away from his meaner self; that he may 'grow all-sided; that he may look with analytic rather than with critical eyes upon the erring; that he may relish the homely side of life, and weave beauty into its poverty and ugly hardships; that he may add to his own strength and wisdom the strength and wisdom of the past ages; it is that he may find his own relation to the eternal, that. the child, equally with the grown person, turns to the songs which ?uvish the ear and gladden the heart."

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ENGI,ISH IN THE SECONDARY SCHOOLS AS RB> r~ATED TO A COLLEGE COURSE.
By CHARLES C. COX, President of Southern Female College, College Park, Ga.
This is the day of English studies. Texts on both thelanguage and the literature multiply beyond all other publications. Reading circles or university extension clubs are at work upon the subject in every town and city, and a school that does not give a well regulated English course falls behind the progress of the times.
The movement of the study of English is part of the educational development of the century, and has its rise in England, and originally in Germany. W m. von Humboldt, appointed Minister of Education for Prussia, in 1808, put Germany at the head of the learned world by establishing the University of Berlin in 1810, and reorganizing the secondary schools as related to universities. The gymnasia had prepared directly for the universities, in languages, by teaching the elassical rtongues, but gradually the mother tongue and other modern languages were added as co-ordinate departments; later, however, to be reduced to subordi-: nate portions of the CUIT~cU'1um. The real schools grow upas middle schools to give, in place of Greek and an extended course in Latin, special training in modern foreign languages and the vernacular, and within the last twenty-five years their pupils, as well as the classical students from the gymnasia, have been admitted to the universities.
This movement to study the vernacular reached England, where the universities and public schools had paid so much attention to the classics that no time scarcely was left for'

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the native tongue. Oxford, then Cambridge, followed by the secondary schools, established regular chairs o Englisn language and literature.
A systematic course in English embraces four branches of study: (1) the language, (2) the literature, (3) essay work, (4) elocution.
On account of ,the lacko system and correlation in our educational work the distinction between the secondary and the college course in English is somewhat illy defined at present. In general, the preparatory course is receptive, reproductive, while the higher is critical and creative. Thelower course is concerned chiefly with correctness and clearness of style, while the higher superadds force and beauty. The aim of the preparatory course should be: (1) A knowledge of the forms of speech; (2) some acquaintance with the works o leading authors, especially American; (3) ability to write with acc~lracy, and more or less clearness of style upon simple topics; (4) ability to render intelligibly and appreciatively a production of ordinary difficult.v in in terpretation.
O these, in order: 1. Beginning on the language side, there is need to sutJSS, a,'! the foundation of all English study, grammatical analy81", Parsing of words and diagramming o sentences are insufficient preparation in grammar for college; there is rr-quired a thorough acquaintance with the logic o the subjc--r. Not one pupil in ten who applies to enter college ran tell the difference between a phrase and a clause, what parts of speech they are, and their relations and government in the sentence. It is useless to, undertake rhetoric, ('r;ti( ism of literatnre, essay work proper, and interpretative elocution, until this introductory study be mastered, and ';"lL"t'quently the colleges, before they can make any satisfactory progress in their English curriculum, are compelled to review grammar.

143
N ext in the order of language studies comes etymology, which should precede the methodical study of literature. A useful exercise in connection with Kennedy's "What Words Say," or a similar work, is to have written on the blackboard the words of the lesson, each pupil taking a word and dividing into syllables by horizontal lines, and showing prefix, stem and suffix by vertical lines; next, to have the pupil state or write the derivation and meaning of each part, trace the stem through a series of related words, define according to etymology, andthen logically according to the present sense, tracing changes in the history of the signification, and lastly, write an original sentence, using the word correctly. 'While this exercise seems slow and tedious at first, it pays, teaching not only etymology, but also spelling, syllabication, pronunciation, definition, synonyms, and composition,
The foregoing two studies prepare the way for the following work in English language at college: (1) Etymology passes from the secondary schools directly into such college studies as Trench on 'Words and 'Whately's Synonyms. (2) Etymology and grammar pass into Anglo-Saxon, History of English, Historical Grammar, Comparative Philology, all of which studies should come at the close of the college course, or be postponed to the university proper.
2. English Literature. There should be more literature in the secondary schools, and it should begin earlier. Literature should go hand in hand with grammar, rhetoric and composition, to supply examples for rules and to teach inductively how material is formulated, according to law; moreover, literature supplements the negative process of correcting mistakes and errors in exercises by furnishing for study and imitation good models.
The course in literature should blend with the history of the period, as they contribute to each other, and the one cannot be understood without the other. Instead of a mis-

144
cellaneous course in both British and American literaturefor secondary schools I incline to a more representative and systematic course in American literature. (1) This plan gives the advantage of studying American literature and history together. (2) It is a matter of patritoism 1Jo begin with our own literature. (3) American literature is a section within itself that can be finished fairly well in the schools, and their courses are already arranged with this end in view. The last two or three years that are expected to be spent at college can then be devoted to British literature and the more advanced American courses. (4) American literature is modern, easily intelligible, generally interesting, sufficiently varied, and prepares by natural grades for other literature.
As to methods in the study of literature in secondary schools: (1) Study authors themselves, and not histories and criticisms of literature. (2) Study literature as literature. Grammar, etymology and rhetoric may make excursions into literature for illustrative examples in elementary branches. Occasionally this linguistic drill is necessary to develop the meaning and force of a passage, but in <l regular course of literature do not parse the poets, do not subject them to a monotonous etymological inspection, and do not parade every little figure of speech. Instead of dissecting the bird's throat to see where the music comes from, let us revel in the song. Literature should be made to the young an object of love-a luxury 'and joy. First, read the extract through as a whole to goet the story, plot or course of thought; have the pupil reproduce it in his, own words; group' into main heads or divisions; give the 'hisooric setting and show the peculiar coloring of the time, place and point of view; note episodes, incidents, details' and their order; develop the characters; weigh the thoughts and sound the emotional qualities, and compare with similar passages from other sources; point out striking figures, pic-

145
turesque terms, and the arts of description and narrative; study the vocabulary, synonyms and idioms; paraphrase Ii stanza; review the construction of sentences and paragraphs; bring out the music, rhythm and verse forms; prove the adaptation of the form to the idea; discuss the poetic justice and moral lessons; and then, to appropriate the beauties more fully, read and reread with proper interpretation apd due appreciation, and commit to memory. (3) The teacher should have a working collection for ready reference to be used in reading extracts to the class, in assigning topical reports, and in parallel reading. (4) Have a printed set of test questions to call attention to leading points of study and to serve for review and examination.
3. Oomposition and Essay Work. In this branch the secondary schools teach spelling, punctuation, elementary rhetoric and writing of compositions. Spelling and punctuation are usually not mastered within the limits of secondary education; and for that matter many never learn them. Nevertheless, we must persevere in teaching these branches through the lower college grades, sometimes up to senior year, if necessary, requiring frequent written exercises and practice. Correct orthography, pointing and capitalization are to be taught as essential parts of the thought. Efforts should be made to improve the preparation of pupils in these requisites.
The elementary rhetoric should teach correctness and clearness of style, general rules for the choice of words, the construction of sentences and paragraphs, the simpler figures of speech, and common verse forms. Entrance compositions for college are generally characterized by marked deficiencies in sentence and paragraph structures, and special drill needs to be given just here.
Some suggestions in composition work: (1) Give precedence to thought and subject-matter over the rules of style.
trsr

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(2) Assign easy, familiar subjects, or those with which the pupil has an opportunity to become acquainted; as, reproduction of stories, narration or description of observed events, paraphrases, letters, topics from geography, history and literature classes. (3) Teach how to make a plan by collecting on the blackboard random suggestions from the class, and then classifying into heads of discourse. (4,\ Correct the compositions by marks and marginal co~ments; if possible, read over the paper with the pupil privately for fuller suggestions; and select the most striking productions for criticism in class, taking time for this purpose from the recitation periods allotted to rhetoric and literature.
4. Interpretative Elocution. English studies are not complete until the thoughts and emotions of worthy discourse are brought by grace and cultivation into the voice for appreciative expression. 'While ranting declamation i3 torture to the nerves of the listener, quiet, sympathetic rendition of good literature is the rarest and highest art. Faulty habits of reading on the part of the pupils are due to the imitation, conscious or unconscious, of the preachers and us teachers. Especially needful of correction 'are the tendencies to indistinct articulation, rapid pronunciation, and last but not least the downward inflections-dropping the voice at every comma, which produces 'as melancholy effects as the dejected features and curves of the human countenance. In connection with the literature work, '3 few simple lessons could most profitably be given in breathing, chest tones, enunciation, as well as in the general concep~ tion and interpretation of leading forms of literature.
The secondary studies in English may, then, be summarized as follows: Grammatical analyses, simple etymology, two years in literature, elementary rhetoric and punctua.. tion, ability to write a brief essay with correct spelling, punctuation, grammar; observing sentence and paragraph structure and showing a fairly good vocabulary.

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LITERATURE IN PRIMARY GRADES.
By MISS JESSIE SNY DER, COLUMBUS, GA.
Literature 'has been divided by De Quinoey into two branches, the literature of knowledge, which comprises those studies which are given to the child for the accumulation of facts, as history, geography, ete., and the literature of power, or literature as a fine art,
I will ask your attentiqn for a few moments to a consideration of the-importance of the latter branch as a part of our primary school curriculum. Possibly there is no subject of educational interest that has been more generally theorized than the subject of literature in the primary school. These theories 'are of various and sundry kinds. One theorist tells us thattlhechild must read or have read to him only those things which he can understand without conscious or unconscious effort. Another asserts that all reading for children should bear directly upon the things around him,those things within his physical horizon. .
Others declare that imaginative literature should be entirely eliminated from the course of reading for young children, and only those selections which deal with facts should be used. Still others, I regret to say, affirm that children who read learn to despise labor, and through their reading become utlte:rly incapacitated fora business life. Numerous other theories have been advanced.
It is a significant fact that not more than about sixty per cent. of our pupils ever reach the grammar grades, and unless teachers have lard the foundation for a wise discrimination of books, the child may justly feel that he has been defrauded of his rights. It is useless to say that parents are equally responsible for this. That does not concern

148
us as far as our duty lies. Examples are not wanting to show that parents do not always exercise a wise choice in providing for the physical wants of the child. A glance at a school yard during lunch period justifies this statement. So that in all cases we need not hope that their selection oithe mental pabulum will be of the wisest. It is a strange fact that those who disregard the laws governing physical digestion are loudest in their opposition to too much studying from books, lest the child's health suffer.
I say, unhesitatingly, that it is as much a teacher's duty. tv teach her pupils to discriminate between good and bad literature, as it is to teach them the fundamental rules in arithmetic. It is her duty to use every means in 11. 81' to instill in the hearts of her pupils a deep and abiding love for that which is good and beautiful in literature; to create in them such a thirst for good reading that precludes the possibility of their ever reading undesirable matter. The influence of the early days in school life must play an important part in the moulding of character which is beginning to form. Ohildren then begin to form. ideals of what they wish to be. Agassiz wrote to his mother when only ten-years of age, "I mean to be the first naturalist of my age," and he was.
Who can measure the teacher's influence over these ideals? How important that her influence should lead them towards the things which are noble, true and honest. Children's lives are shaped in a great measure by the light of ideals. Louisa Parson Hopkins, in an article on "The Utility of the Ideal in Education," said, "Great ideals cherished in the heart grow into a hope and a controlling determination to achieve them." "Only the highest J?ossible ideals should be placed before the child," says Dr. White. Literature is the medium through which the highest results may be reached.
The richest product.s of human thought are stored in

149
books, and it is essential that whatever other means of education we use, the door which reveals to us these rich treasures should be placed in the hands of pupils in the primary grades.
As a constant practice in right doing will eventually lead to right doing as a pleasurable preference of the heart, S0 if children are constantly trained to appreciate the beautiful in literature, later in life they will turn from that which is coarse and seek that which is refining and elevating. .Just as a bee absorbs all it wants of a flower,and only that, so will he whose intellect has been rightly trained appropriate to his own use only that which is helpful and uplifting from the literature within his reach.
Any enthusiastic teacher with a love for the beauties of nature will have no trouble in creating in her pupils a taste for good literature. But unless the teacher herself appreciates the value of literature, she cannot properly estimate its service to others. She must feel that it is the great culture study, that it furnishes avenues for training not found in any other branch. It touches the feelings, quickEns the mental pulse, creates ideals, incites to noble thoughts and higher living as nothing else in our eurriculum can. As a strengthener of the imagination it has no equal in any other study. If we believe Dr. Dewey, who G.l fines imagination as "the power by means of which all other educational activities are carried on," we dare not neglect anything that will tend to cultivate this important faculty.
Those who have studied little children will tell you that the child is by nature a poet. In his preface to "Child Life in Prose," Whittier wrote, "The child is always something of a poet. If he cannot analyze with VVordsworth and Tennyson the emotions which expand his being, within his fullness of life blest above the birds and flowers, he finds with them all nature plastic 'to his mind and eye." Not

150
irreverently has Jean Paul said, ''1 love God and little children; ye stand nearest to Him, ye little ones." Macaulay appreciated this poetic spirit in the child when he said, in substance, if you would become a poet, you must first become as a Iittle child. That grand old writer, Thomas Oarlyle, says, "A vein of poetry <exists in 1Jlm hearts of all men; no man is made altogether of poetry. ~We are all poets when we read a poet wen. . . . The imagination that shudders at the hell of Dante, is not that the same faculty, weaker in degree, as Dante's own? No one but Shakespeare can embody out of Saxo Grammaticus the story of Hamlet as Shakespeare; but everyone models some kind of story out of it; everyone embodies it better or worse." Stories of child life, nature, home life, history, fiction, and mythology, are necessary to the symmetrical development of the child.
To the selection of suitable literature too much attention cannot be paid. We should pick and sort the food for the minds of the immortal charges under our care; should see that the chaff is removed from the wheat-or, better still, that the chaff is crushed out by the wheat- and that the mental food is of the purest and most suitable kind. It is essential that there is real literary merit in what we have chosen, introducing elements of the beautiful in nature and art, true heroism and patriotism. A child's book should be chosen as reverently as his friend's, and if this be done, we need no .longer fear his lack of usefulness in life. He will feel as keenly as Emerson that ''Nable souls convey their quality insensibly to us," and that "with the great we easily become great, oUT thoughts and. manners become great." If we believe, with Ruskin, that a nation's virtue and progress are written in its art, you must agree with me that a child's virtue depends largely upon the literature he enjoys.

151
Since t11e myths were the beginning of the world's literature and enter so largely into all literature of succeeding ages, they are valuable as a foundation. The myth is the key which unlocks the storehouse of.the richest treasures of art and literature. The opposition to their use with little children is due, I'm sure, to the abuse of them. A great deal of caution should be used in their selection. Great care should be taken that the teaching of them is in the right direction. They should be selected with reference to the subjects taken up in regular study, never as an isolated thing. The relation and interdependence of all things is one of the heavenly visions to which we hope to open the child's mind; hence, we must always seek to make this harmonious relation apparent. In the earlier ages everything jn nature had its myths, but we have grown so practical in these days that we have lost sight of them; let us inspire our pupils to read, love and admire them. N ature grows more alive to them by the beautiful nature myths. They tell in an intensely interesting manner of the wondrous forces, mighty as giants, elusive as fairies, which surround us with their invisible power. In connection with the meteorological observation lessons, the myths of the winds, "Apollo and Phreton," "Ulysses and the Bag of Winds," etc., will arouse much thought and interest. Children will learn much more of the action of cold through stories of the "NorthvVind" and "Jack Frost" than they would if the facts were told without these beautiful personifications. 001. Parker tells us that "the child is near the savage in his love for myths and fairy stories; the myth is the shell, the beautiful shell, that has brought truth to us adown the ages. 'Without the myth we should have very little of the past." He further says, "It is truth coming to the ohild in the way God intended it to come.
If we confine the child to the stern world of

152
fact, he becomes a very stern fact, with little thought of the world beyond or faith in spiritual life."
It is often said that the child cannot interpret the myth; ho isn't expected to, in every instance, but he can feel its beauty, and at the time when, through his observations, he does see a meaning in the story, he awakens to the fact that he has come into a new world of life and beauty. Some one has said, "A taste of a great thought is far better than a full comprehension of a small one." If the teacher, herself is master 'of the significance of tJhe myth, her pupils will see much of the meaning, and will feel it more than they see it. The motive for the presentation of the myth must be clearly in the mind of the teacher. So much depends upon the teacher. The light which shines from her eyes will lead her pupils onward and upward" A myth, to be of educative value, must embody some universal truth. Through the myth, unselfishness, heroism, sympathy with nature, kindness to the weak, and many other ethical qualities are developed.
We must make no less careful discrimination in our selection of fairy tales. All fairy tales are not suitable for the young mind. Felix Adler tells us that "Fairy tales may be divided broadly into two classes; one consisting of tales which ought to be rejected, because they are really harmful, and children ought to be protected from the bad influence; the other, of tales which have a beautiful and elevating effect, and which we cannot possibly afford to leave unutilized." Dr. Railman very strongly urges against the use of the former class. Re complains of having been fed on such stories when a child, and claims to be laboring under tihe pernicious effects of them to thrs day. Not only does the selection, but also the presentation, require great care. It is essential t:1mt the cihild get the right impression, for the impressions of the child are so strong and his mind so susceptible that it is highly important that only

153
that which is correct in form, thought and expression should be presented to him. Allow me to say, ~n pG,88ant, that no .forced attempt to point the moral of the story should be made; if the story is understood, the lesson it teaches will sink deep into the impressionable hearts of the little ones.
"Ohildren love to hear of children," says Longfellow; so we must not omit the stories and poems of child life. Ohildren see themselves and their experiences in the characters and experiences described. Only those in which the emphasis is placed upon what the children do should be chosen-not upon what they say and think. What child has not been thrilled with admiration of the hero of "A Leak in the Dyke," or moved to generous impulses over Kate Douglas Wiggin's "The Bird's Ohristmas Oarol," or felt the glorious beauty of Onida's ''Little Dog of Flanders," or aroused to patriotic feelings over "Paul Revere's Ride"? LouisaAlcott, Francis Hodgson Burnett, Thomas Nelson Page, Kate Douglas Wiggin, and I would not for the world omit Eugene Field and a number of others, afford us an abundant supply of suitable Iiterature, Weare under very heavy obligations to Jane Andrews, who gave us, among other excellent books, those which describe the child life of seven different races, "The Seven Little Sisters" and "How the Sisters Proved Their Sisterhood." Longfellow's "The Song of Hiawatha" is admirably adapted to the study of Indian life. This has been found to be intensely interesting to little children.
What more beautiful picture of home life would you wish than Whittier gives in "Snow-Bonnd."? He, too, must have loved the fairy tales. I recall two portions of this winter idyl. When the boys, in obedience to their father's command, cut a path through the snow, he says:

164
"And where the drift was deepest made, A tunnel walled and overlaid
Witih dazzling crystal ; we had read Of rare Aladdin's wondrous cave, And to our own his name we gave, 'With many a wish the luck were ours To test his lamp's supernal powers."
Again, when at night, all had gathered around the hearthstone, while outside their own warm hearth seemed blazing free, childish fancy whispered the old rhyme:
."Under the tree, when fire outdoors burns merrily, There the witches are making tea."
In the stories of earth's great heroes, the child should never be allowed to lose sight of the fact that all ideals (no matter how noble, how true, how beautiful) can only approximate the "One Perfect Life." He should be made to know that all good emanates from this "Source," and that only goodness and purity can return to God. That no evil can inherit eternal life except as a curse.
John Burroughs has written so delightfully of nature; he has made the birds and bees talk to us, and has revealed beauty in many ways. :Miss Burt showed a just appreciation of Burrough's works by basing her little "Nature Readers" on his essays.
I referred in the beginning to those who claimed that a love of books led children to despise labor. I assert that when children grow up to despise manual labor "because their book learning has raised them above mean toil," it is wholly the fault of the teachers who have trained them. None can become so learned, so wealthy, that they are exempt from God's command that all mankind shall eat bread by the sweat of his brow. And so the doting father. the fond mother, need no longer fear that their boy and

15.5
girl will become incapacitated for work because they enjoy good reading. Ohoose the child's teacher-the teacher that will heighten 'and broaden his intellect until he will scorn the "bookworm" who labors not. We would, under no circumstances, 'Omit iJhe literature of labor. There are 'POems, through which labor becomes dignified in the eyes of the child. Do you suppose that there were many children in Oambridge after "The Vi'1lage Blacksmith" 'appeared, who did not have the profoundest respect and admiration for the man "with large and sinewy hands," who, in his shop, "under a spreading chestnut tree," toiled "week in, week out."~ Will "The Corn Song," "The Huskers," "The Lumberman," by Whittier; "The Wiss Fairy," "The Shoemaker," by Alice Cary; "The Rope Walk," "The Building of the Ship," by Longfellow, fail to bring out the moral that "All labor is noble and holy" ~ that it builds, strengthens and ennobles man's entire na ture ~ Will they not realize that physical labor is a part of the divine plan for mankind's growth, a blessing and not a curse ~ Through these readings, the blacksmith becomes more than a blacksmith, the farmer more than ,a farmer, the shoemaker more than a shoemaker. Children will realize that we have a deeper relation to the world's workmen than those of respect and gratitude for their labor.
Whoever says that love of hooks interferes with success in a business career lays himself open to correction. As some kind of relaxation must take its turn with business, it will be profitable, or useless, according to circumstances. Hence, the necessity of providing for that which is useful. The love of books supplies 'a man's mind with such vast resources of enjoyment. In early life it is a delightful recreation to him, broadening the mind and enlarging the "heart, In old age, when his society is necessarily circumscribed and he is unable to join in the bustle of the world,

156
he draws on his stores of literary matter, instead of dwelling upon the unpleasant memories of the past. It is an undeniable fact that love of good literature is .friendly to good manners and upright conduct, which, in every profession, is the high road to .respect and success. Consequently our faculties and principles are equally improved. In every business the man who can think rises superior to him who can only labor.
By 'all moons give children"whole pieces,not fragments." They are unsatisfactory alike to young and old. 'Dhe reason is 'obvious; fragments do not give the child any sense of totalities or idea of the relation of part to part, like whole pieces give us units. This is the great objection to the ordinary school readers; their contents are too fragmentary and the power of great literature is lost in them. Dr. Maxwell, in an adress, said, "There is nothing sadder in a child's school life than that he should be compelled to read over and over again for five months some :fifty or sixty pages of the ordinary school reader, until he knows them by heart. If he could have been reading over and over, instead, the same amount of great literature, which he could never forget, instead of the little literature, which he can never remember, how immeasurable would be the gain~" Many classics are now published in such form and at such prices as to make them available as school readers.
In my remarks, I have endeavored to be practical, not original. I couldn't be original if I would; 'twould be egotism to attempt it. The views which I have expressed are mine only from the fact that I have imbibed them from the writings of, and personal association with, those who have studied the matter thoughtfully and carefully. These, with my own practice in the schoolroom, have I given to you.
Perhaps your work will be slow at first; all reform work

157
is. We cannot overcome all the obstacles in our own characters at once. Certainly we should not hope to mould the minds of fifty little children and fashion them 'as we will without patience, repetition and eternal vigilance.
"Heaven was not reached in a single bound, But webuild the ladder by which we rise From the lonely earth to the vaulted skies,
And we mount to the summit round by round."

]58
DISOUSSION.
By MISS E. H. MERII~L.
The subject of literature in the lower grades is of vast importance. The foundation determines the size, strength and duration 'Of the structure. The love of good and worthy books, the power to appreciate noble sentiments, the keen perception of proper figures, of well placed words, can only come after the eye, ear and mind have been trained to act in harmony. The haJbitof careful study of whatever is read, instead of the rapid skimming to get the story, alone can furnish a sure foundation for broad intellectuality and steady mental growth.
That world growth suggests that I change my figure; that I refer you to that "berel" of the twig which prefigures the forest tree of later date; that I recall to you the wise man's promise of the lasting effect of early training in the moral sphere. This holds out then the sure reward for our efforts. We labor in hope knowing that this same care will become a habit of our young pupils for after life. Let us help them to select beautiful passages, well turned phrases, to store in memory these "gems" of t.hought for idle hours or future needs. Let them early learn to reproduce tho story; to select the salient points; again to omit no telling stroke, no dainty touch. All we, no doubt, have been woefully disappointed in these reproductions, for it is one form of work the average child dislikes, andonly years of training can make it a pleasure or success. Yet this method is the best for the study of models laud for gaining a good style.
Along with this reading for style and matter, the child should be taught to observe the form of words and thus

159
become proficient in spelling. The deaf and dumb, they say, rarely misspell; shame on us, that we who have all the senses fail ~o often just here.
True elocutionary training is here both a requisite for correct understanding of the subject-matter, and a necessary outcome of such understanding.
Therefore, give all attention and diligence to the subject of literature in the beginner's classes, for the youngest pupils are the hope of the schools,

160

GEORGI.A. STATE TEAOHERS' AS800IATION.

(COLORED.)



The sixteenth annual session of the Georgia State Teach-

ers' Association was held in Macon in Steward's A. M. E.

church from June 29th to July 3d, 1897.

The president, William E. Holmes, was in the chair,

and there was present a body of enthusiastic, representa-

tive teachers from various parts of the State.

The program consisted of a wide range of subjects, and

they were intelligently and thoughtfully discussed. It

consisted of departments, as has for several years been the

case, and over each of :these a chairman presided.

Oommon, high school and college education were made

departmental subjects, 'as was also industrial education.

Literature and music, too, received special attention. At

stated intervals addresses bearing on some branch of the

profession of teaching were delivered by persons eminently

fitted to perform that duty. Among Ithe most inspiring of

these was that delivered by Georgia's patriotic and progres-

sive commissioner of education, Hon. G. R. Glenn, who

willingly accepted an invitation to be present and speak

before the Association.

The Association is planning to establish a Ohautauqua

so that it may be alble to devote more time to the consid-

eration of matters relative to teaching and the science of

education,

WM. E. HOLMES.

161

THE STATE ASSOOIATION OF BOARDS OF EDUOATION.

The following are the minutes of the meeting of the

members of Boards of Education of Georgia, held at Haw-

kinsville, Ga., on May 9, 1897:

In response to an invitation extended by the secretary

of the Ocmulgee Chautauqua, members of Boards of Edu-

cation of several counties of the State met at Hawkinsville

~m May 9, 1897, and formed an organization, having for

its object the advancement of public school interests,

arrangements for 'the meeting having been made by the

secretary of the Ohautauqua and the president of the Board

of Education of Pulaski county.

After

the

meeting

was

called

to

order,

Hon.

O.

R.

'

V

a

lo -

ren, the president of the Pulaski county Board, stated the

object of the meeting, and upon motion 'Of Mr. Geo. M.

Napier, of Walton county, Mr. O. R. Warren, of Pulaski,

was elected temporary chairman, and .Mr, R. J. Arnold, of

Henry, temporary secretary of the organization.

Upon motion of J\fr. 1. J. Holder, of Pulaski, permanent

organization was effected by the election of the above

named officials as permanent officials.

Mr. Napier, of Walton, offered a resolution providing

for the appointment, by the chairman, 'of a committee '0

five to draft a constitution and by-laws for the organization.

The resolution was adopted and the chairman appointed

the following as members of the 'Committee:

G. M. Napier, of Walton, chairman.

H. L. Middlebrooks, of Hancock.,

T. H. Kimbrough, of Harris.

J. R. Monroe, of Wilcox.

J. P. Cobb, of Gilmer.

llsr

162
Mr. T. H. Kimbrough, of Harris, moved that the chairman be 'authorized to 'appoint an Executive Committee to' consist of three members.
Mr. H. L Middlebrooks, of Hancock,offered an amendment providing that the chairman and secretary be added, making the membership of the committee five.
The motion was adopted as amended.rand the. chairman appointed the following as members of the committee:
T. H. Kimbrough, of Harris, chairman. J. F. Lovett, of Screven. G. C. Bell, of Hancock. C. R. Warren, of Pulaski. R. J. Arnold, of Henry. Mr. G. C. Bell, of Hancock, moved that the association be known as "The State Association of Boards of Education." This motion was adopted. It was decided to hold the meeting of the 'association for 1898 at Macon, Ga., on the same date that the meeting of the Association of County School Commissioners is held. 'The meeting was then adjourned.
R. J. ARNOLD, Secretary.
Mr. J. N. Rogers, of Washington, offered the following motion:
"That district institutes, to meet annually at such places as may be designated by the State School Commissioner .and members of the County Boards of Education, be organized for the special instruction of County Commissioners and members of County Boards; That these meetings be under the direct supervision of the State School Commissioner, and that he furnish such' instruction as will in his , opinion be necessary to thoroughly instruct such meetings in practical school matters, and all other questions, a thorongh understanding of which is essential to the best work to be done by County Boards and County Commissioners."

163
After discussion, the foregoing motion was laid on the table. The matter of indorsing and transferring teach-ers' licenses from one county to another was freely dis-cussed by E. R. Warren, Maddox, Evans, Williams, Wall, Henley, Smith and others, and a motion recommending against such practice was laid on the table.
State School Commissioner Glenn made some announcements in regard to the next teachers' examinations, and <especially advised that notice be given that teachers must be examined in the counties where they expect to teach.
001. .Morgan, of Warren, offered a motion to the effect that we recommend that State licenses now in existence be revoked, <after a two years' notice, and new examinations he required of the holdeirs, hut as it was thought that such a law would not be operative, the motion was tabled.
Oommissioner Glenn then explained the only manner in which a State license could be revoked. On motion, the text-book was made a special order for 8 o'clock to-mor:row morning.
Adjourned to 8 a.m. to-morrow.
M. L. DUGGAN, Secretary.
SECOND DAY.
Hawkinsville, Ga., May 5, 1897. The convention was called to order at 8 :15 a.m. by the president. The special order was displaced temporarily, and the president addressed the convention, explaining his policy in several matters. A motion to lay on the table the spe-cial order (the text-book question) failed. The speeches were limited to one of not exceeding five minutes from each member, except the mover, and the convention proceeded to the consideration of the following offered by Oounty School Commissioner Morgan:

164

Resowed" That it would be unwise to adopt a uniform

series of text-books for the State."

The resolution was freely discussed by the following, a

call for the previous questions during the discussion having

failed:

Morgan, of Vlarren.

Reid, of ,Tasper.

Napier, of Walton.

vVare, of Pulaski.

Williams, of Miller.

Wall, of Elbert.

Williams, of Berrien.

Welch, of Dougherty.

Henley, of Pickens.

VVooding, of Banks.

Daniel, of Henry.

Lamar, of Baldwin, and others.

Upon a vote on the resolution, it was accepted-yeas 4t;

to nays 19.

An informal and interesting discussion was then held on

"What Constitutes a Legal Visit to the School?" by Reed,

Morgan, Rowland, Farley, Rogers, Welch and others.

The president read a telegram from the mayor of the city

of .Maoon, inviting 'uhe Association to hold its next annual

meeting in that city.

The following places were put in nominahan for the

next .Meeting: 'Macon, Milledgeville, Gainesville, Warm

Springs.

The city of Macon receiving the majority of votes, it
was announced that the next Annual Convention 01

County School Commissioners would be held in that city

at the call of the president.

Adjourned.

M. L. DUGG AN, Secretary.

165

THIRD ANNUAL MEETING OF THE GEORGIA STATE SCHOOL C'OMMISSION~RS' ASSOCIATION.

Hawkinsville, Ga., :May 4, 1897.
The third annual meeting of 'tlhe Oounty School Commissioners' Association of Georgia was called to order at 2
o'clock by President G. R. Glenn. An informal meeting
of the Oounty School Commissioners with teachers and members of County Board of Educa,tion had already been held on yesterday, at which considerable interest was developed in a discussion on the subject of corporal punishment in the schools, and participated in by State School
Commissioner G. R. Glenn, Prof. Fitzpatrick, Prof. Ware
and many others, and also an encouraging speech from ,Gov. Atkinson.
On motion of J. N. Wall, :M. L. Duggan, of Hancock county, was elected secretary. The president made some appropriate remarks, and the secretary was instructed to perfect the roll of commissioners present.
The following commissioners were in attendance:
Han. G. R. Glenn, State School Commissioner.

COUNTY SCHOOL COMMISSIONERS.

NAME.
A. T. Fountain N. N. .Marohant J. T. Hagin
'V. S. Moore
)II. Dickson L. 1\f. Simmons J. N. Wall T. P. Windsor

CPUl\TY.
Pulaski. Oolquitt. Bulloch Sumter. Irwin Gilmer. Elbert. Telfair.

166
NAME.
E. Y. Bowen J. N. Rogers Ohas.Banks D. P. Hill R. A. Clayton T. E. Williams M. L. Duggan H. E. Smith H. 11. Kaigler J. B. Martin L. C. Rosser H. W. Wooding J. R. ,Villiams A. S. Morgan R. M. McCaslin T. H. Robertson Thos. F. Jones R. N. Lamar W. A. Reid H. J. Arnett ,V. S. Ramsay
T. H. Dozier J. S. Bradwell ~L R. Russell A. H. S. McKay L. E. Welch J. D. Smith B. S. Fitzpatrick J. Bishop, Jr C. H. Smith F. J. Johnson W. A. Farley E. G. Green W. Z. Spinks

COUNTY.
Wilcox. Washington, Appling. Monroe. ~ .. Bartow. Berrien. Hancock. Jefferson. Oglethorpe. Liberty. Walker. Banks. Miller. Warren. Meriwether. Hall. Earley. Baldwin. Jasper. Screven. Lawrence. Clarke. Decatur. Carroll. Jones. Dougherty. Crawford. Twiggs. Dodge. Clinch. Muscogee. Harris. Dooly. Paulding.

167
N.\ME.
L. B. Evans J. R. Long C. S. Maddox J. C. Daniel J. O. A. Miller John W. Henley D. P. Reiser J. H. Rowland

COUNTY.
Richmond. Lee. Butts. Henry. Spalding. Pickens. Effingham. Johnson .



168

PEABODY FUND.

Below is given the amount received from the Peabody

fund for each year, from the year 1868, up to and includ-

ing the present year, the total amount 'being $154,229.52 .

1868 . . ......... .................. . .. 0.$ 8,562 00

1869

................................ ...... . 9,000 00

1870 o .......... . .......... .. 0 o. 0 000 o'

1871 o ............................ .. 00 o.
. 1872 0 0 .................. .......... 1873 . .......... . .. .......... ........ . ...... .

18'74 . .......... .. .............. . 0........

18J5

........ .. .......... . ........ 0 00

1876 . o. 0... 0.............. . .

1877 ...... . . . . ................ .. 0 .

1878 . . .. . ........ . .. .......... . .

1879 .......... . 0 o . 0 ........ o ...... .

. 1880 ........ . ...... . . ..................

.. 1881

........ . ...... . . 00..............

1882 1883

.. 0 .. "0" 0" 00000000 0. 0 -
........ .. . ..0 ...... .

1884 ........ . .......... .......... . ........ .

1885 . . . .................. . ...... .

1886

. .. o .............. .

1887

.

..

. ......

.

..

..

......

.

.0

o'

1888 . . . . .. ...... .. ........ . .. .

1889 . .......... ...... . . 0 . . . . ........ ..

1890 ................ .......... . ................ o'
.. 1891 o ........ . 0"0 .............. . . 1892 ................ 0 0.. 0 o. 0.. 0
1893 ................ .. 0., 0.......... ........

. 1894 .......................... . .......... . o.

1895 ........................................

1896 0.0 ...... 0. 0000... 0... 1897 ...... .. ........ o. o ...... .. ........ .

6,000 00 3,800 00 6,000 00 13,750 00 6,500 00 9,750 00 3,700 00 4,700 00 5,400 00 4,400 00 1,300 00 1,600 00 4,300 00 3,500 00 2,500 00 2,000 00 2,500 00 2,000 00 1,200 00 4,553 00 4,635 00 6,746 00 6,040 00 6,600 00 4,906 20 4,262 40 6,862 46 7,162 46

$154,229 52

169
PEABODY INSTITUTES.
Fourteen Peabody Institutes, for the normal instruction .of the colored teachers, were held in the State this year, at points where they were most accessible to the greatest . number.
The session of each institute was of 'two weeks duration and the work done cannot fail to have very beneficial results.
The total enrollment was nearly 1,800, or about twothirds of the colored teachers of the State. While the attendance upon these institutes last year was good, the increase this year was marked, and illustrates the apprecia-tion on the part 'of a groo't majority of the colored teachers of the advantages afforded by ,these institutes, 'and shows their desire to equip themselves 'as tlhoroughly as possible for the work 'Of 'educating their own race,
Some of the foremost 'and best colored teachers of the State were eng-aged as 'instruotors in tlrese institwtes, and with but few exceptions, their work was verysatisfactory.
Further information concerning the Peabody Institutes is given in a letter to Dr. J. IJ. ~f. Ourry, general agent of the Peabody fund, published elsewhere.

170
REPORT TO DR. J. L. M. CURRY, GENERAL AGENT PEABODY FUND.
Atlanta, Ga., August 5, 1897.
Dr. J.D. oM. Gurry, Washington, D. C.: ;My Dear Dr. Ourry-l.am g1ad 'to report a continued
growth of the educational sentiment in Georgia. I have visited everyone of the 137 counties within the last two yeaTS; have made a great many speeches on education; have traveled about 60,000 miles within the State, and have given in this time, a close personal study of our actual educational condition. I 'am glad tUO find everywhere that the common people are becoming more and more interested in the education of their children.
My first thought in coming into this 'office was to arouse the common people of the State. I felt sure that any common school reform to he successful, would have to attract and enlist the support of the people of the rural districts.
When I went before the last legislature with an appeal for an addition to our school fund of $400,000 a great many people laughed at the mere suggestion that a Georgia legislature would appropriate so large a sum. But these doubting Thomases did not know as I did, that a majority of these legislators came fresh from a constituency that had been canvassing very thoroughly, theeducational situation.
A great many members of the legislature came with positive instructions from the people IVO vote for any educational measure that would give the people of the rural districts longer school terms and a higher grade of teachers.
I may say also that perhaps no act which the last legislature passed has been more heartily approved by the

171
people at large than the act appropriating an additional' $400,000 to the common school fund.
Within the past. two years we have built more schoolhouses in Georgia than have been built in perhaps twenty years previous. In a number of counties we have built asmany as fifteen or twenty new modern schoolhouses with modernequipments. There is no county in the State that has not either built several new schoolhouses or improved the old ones. This work of building new schoolhouses' continues with increasing interest everywhere. At the' present time there are ,a great many buildings in the course of construction. I am determined to make the next yeara notable year for Georgia in the erection of new school' buildings. The people have a mind to work in this direction. The attractive modern buildings that we have already erected have only increasedthe demand in other communities for similar buildings for ,their children.
I am glad to tell you also that the sentiment in favorof local tax is growing everywhere in the State. By the end of next year I shall hope to have a local tax levy in force in a great many counties in the State. .The prejudice which I found w.ell nigh universal when I came ink", office, against the local tax idea, is gradually melting away, and the people everywhere are beginning to see that Georgia must take another great educational step,by the enforcement of the local tax on the part. of every county that receives State aid. I think that I have brought our people to see very clearly the truth of this proposition: It is safer and wiser for the people to levy a local tax to establish a school system that will save the children from becoming vicious,than it isto levy a local tax 'to punish the children after they have become criminals.
Inmany of our counties the records have shown that a great deal more money has been expended Hom year to-

1-I

)
..

.year in detecting, convicting and punishing criminals, than has been expended on 'all of the children of school age in the county. You can see what an appeal could be made to the people and how the hearts of the fathers could be turned to the salvation of the children with such a record as this.
After what I have stated above, yon can well understand that I look hopefully to the future. If I live and remain in this office a few years longer, and a good Providence shall give me health and strength, Georgia shall take a long .stride upward. The next census of 1900 shall show that we have illuminated a great deal of the dark territory that HOW marks a domain of illiteracy.

ATHENS NORMAL SCHOOL.

The Normal School at Athens is doing a great work for

the State. It has enrolled this year three hundred

pupils, all of whom are teachers in the service of the

State.

'

The faculty of that school has been greatly strengthened

by the addition of Professors Branson and Earnest, for-

merly connected with the Normal and Industrial School at

Milledgeville, and Miss Ida Young, a distinguished grad-

uate of ,the Peabody Normal. I do not know anywhere a

'School that has a more earnest body of students and a more

united and harmonious faculty.

The State is now giving this school $22,500 per annum,

and lam satisfied that the legislature will continue to ap-

propriate, from year to year, all that is necessary for the

adequate support and enlargement of the institution. Capt. S. D. Bradwell, the president, has managed the

finances of the school with consummate ability. The .average cost, for board, washing, lights, books and all inc i-

dental expenses to the pupils does not exceed $7.00 pel' month,
I have paid to this school from the Peabody fund $900, the amount which you have sent me for this purpose.
THE NORMAL AND INDUSTRHL SCHOOL AT "MILLEDGEVILLE, GEORGIA.
The Normal and Industrial School at .Milledgeville has just closed another prosperous year. The enrollment has been larger than ever. President Chappell informs me that about two hundred applicants had to be turned away during the last session because there was not more room for their reception in the dormitories.
The normal graduates of this school are doing very great service in the common schools of the State. I find them everywhere, from the mountains to the sea-board, and the transformation that they are working in the life of the communities, is in many instances simply remarkable.
President Ohappell says: "The .Model School connected with the Normal Department enables us to give our normal students the finest kind of practical training. The school consists of about 120 children, from six to fifteen years of age. They are divided into eight classes corresponding to the first eight grades in the best city public school systems. These classes 'are in charge of three expert normal training teachers and occupy three well furnished, well equipped rooms in the main college building. The classes are taught largely by members of the Senior Normal class, under the careful direction and supervision of three training teachers, and of the gentleman who is at the head of the normal department. The schedule is so arranged that in the course of the year every member of the Senior class has very considerable experience in teaching everyone of the eight grades.

]74
This practice teaching in the Model School is of \nesti.mable value to our pupil teachers. It trains them as they could not be trained under anyother conditions, to apply practically and skillfully the principles of pedagogy tbhat they have studied in the previous years of their rnormal .course, We have the strongest possible proofs of the great benefits of this practical training. From all parts of Geor,gia where our graduates are teaching in the public schools -of the State and in the city graded schools, we are constantly getting gratifying intelligence of their splendid work, and they themselves almost invariablyactribute their
success mainly 'vo tJhe training !they get in our Model School.
.Soores of them have said to me or written to me, in effect: "I would not take anything for my Model School training; it, has helped me so much."
This Model School is supported almost entirely by the Peabody education fund. The salaries of the three trainjng teachers are all paid from that fund, the incidental ex.penses being defrayed by a small fee charged tlJhe pupils. But for the generous aid given us by the Peabody fund, it would be entirely impossibla for us to have a .Model School, .and theabsence of :i<t would make our normal department .almost like the play of Hamlet with the part of Hamlet .leftout.
The Peabody fund also aids us materially in furnishing the best. instruction in free-hand drawing and in sight-singing to our normal pupils.
Apart of Ithe salary of the teacher of each of these 'branches is paid from the Peabody appropriation; but for this aid, we should be forced either to dispense entirely with ,(>11e of these teachers, 'or else employ in both cases inferior teachers at low salaries."
The President has drawn this year from the Peabody -fund $220.00, as you will see from the statement of the re-ceiptaand disbursements from December 14th, 1896, to August 1st, 1897.

]75
PEABODY H'STITCTES.
I have devoted the money which ;y'ou sent. me last year and this :/101' the Peabody Institutes exclusively to the colored teachers, because they needed it most. I have already held this year thirteen Peabody Institutes for the colored teacher'S at a OOS)t of $1,600.00 and have more yet to be held. I shall reach in this way, during the summer, nearly all of the colored teachers in the State.
I have employed, for the most part, the most capable teachers of the race in Georgia as institute conductors. 'Where this could not be done, I have had some of the most cultured and capable white teachers to conduct the Institute. Theresults have been everywhere most gratifying. 'Some of the best work I have ever seen done anywhere has been done by some of these eujtured men and women of the colored race in Georgia.
It has boon 'an inspiring and helpful indication of the .rapid advancement 'of educational thought among the people of that race,
In a number of places the Institute has been aided by contributions from the 'Counties and the conductors have been reasonably well paid for their services.
So universalhas been the demand among the teachers for longer institutes, that I shall ask the legislature to make the institute attendance hereafter compulsory for 'at least one month and provide adequate pay for the conductors, for this length 10 time.
I mention another matter in this connection that I am sure will be gmtifyingto Sou and the Board of Trustees of the Peabody education fund.
There is a growing sentiment in Georgia in favor of the establishment of a normal school for the training of colored teachers.
I shall present this matter also 'to the next legislature. I

176
hope we shall soon be able to establish a school similar in character to the one at Athens for the colored teachers of the State.
This, you will observe, will be a direct outgrowth of the Peabody Institutes for the colored people sustained hy the Peabody fund for the last two years.
PEABODY AGENCY.
I must add one word more concerning the noble agency provided by :Mr. Peabody "for the suffering South, and for the good of the whole country."
The spirit of the gTeat benefactor and of the "brave, honest and noble-hearted friends of mankind," who compooe the splendid company thwt have administered this princely gift to the children of the South, is pervading every institutionand every individual that has been blessed by the Peabody fund. .More than any other agency, this Peabody agency has been instrumental in educating themasses into peace. As far as I have been able to observe, the Peabody institutions have about them and through them, this distinctive atmosphere of peace.
It has been a new translation, as well as a new interpreration of the glad message of the olden times of "Peace on earth and good will to men."
Those who have been educated at the schools, that receive assistance from the Peabody fund, delight to call themselves the beneficiaries of a great and good man. They delight to tell the children whom they teach the simple and beautiful story of George Peabody's splendid caner. I have noted wibh infinite pleasure the stress that even the negro teacher in the Peabody Institute lays upon the name of Peabody-as he declares himself a learner in the Peabody Institute.
The Peabody fund has come to mean, in the public

177
mind in Georgia l!t least, an agency furnishing help to those who will help themselves. In this way 'lilie Peabody agency is transmitting the spirit of George Peabody's noble life down into generations that are yet unborn. In all the swelling streams of the growing, widening Southern civilization 11here will be a constantly increasing current that will cotninually clarify and sweeten and .ealm the whole stormy flo,od and by and by 'a beautiful river of peace shall gladden the hearts of this Southland people yet to be. Of all the sources of tha:t stream thrut is to bring healing to the people and joy and peace to the nation, men shall turn to none with more rapture than to the new fountain of life that was opened in America when George Peabody was born.
The people to whom he shall bring a great light shall multiply with the rolling years and children of children yet to be, will bless and crown his name.
Yours very truly, G. R. GLENN,
State School Commissioner.
12sr

178
PLAN O:F GRADING :FULTON'S SCHOOLS.
'Po the BOC1Jrdof Education of Fulton County:
Gentlemen-Without close and careful supervision, public schools cannot ,be successfully carried on. The present unsystematic method of classifying and 'teaching in the common schools makes accurate and effective supervision next to impossible. The lack of uniformity, the absence of system, and the aimlessness in the work of the rural schools that exist in almost every other section of th? State, are quite as apparent in Fulton as in other counties. The blame for this condition does not attach altogetherto either teachers, patrons or school officials, but all here contribute more or less to bring it about.
To get the best results in school work the governing .authority must provide a definite system operating uniformly upon all sections. The teacher must have a definiteamount of work to do in a given time, having the minimum as a basis. This will serve to inspire the effort necessary to conform to the requirements made. The child must have an object constantly before it to be attained. This is a strong incentive to ambitious children and does much to kindle a laudable ambition in the minds of the indifferent. The parent must accord a willing cooperation to all. And when the parent fully understands the importance of conforming to the plan arranged for his child's education, there will be far fewerabsences and far less indifference to educational work generally. When we remember that these important factors in the conduct of public schools have been but slightly considered, is it tc be wondered at that common school work has been unsatisfaetory '?
When teachers having charge of the same school but a
---_.~

179
few years at least, are permitted to exercise their discretion as to what shall he taught at different periods of the child's advancement, it is not at all surprising, .that after a school has undergone a change of teachers two or three years in. succession, the advancement of the child is disjoined. and provokingly awkward. The interest. of the child imperatively demands that there should be soma well arranged plan: for its education carefully outlined from the beginning, and that the course so arranged should be observed from the day the child enters school until it leaves. In no other way can proper work be done.
The libert.y which for many years has been accorded teachers of the common schools of giving instruction in branches foreign to a common school course, and not contemplated under our common school laws, while permissible, if not wise, in the infancy of our system, is proving harmful now to common school work. I do not mean to say that higher branches properly taught are not. beneficial, 'but I do claim that all the time thus given to high school work by a teacher in the employ of the County Board of Education is to the neglect. and detriment. of the children in the lower grades who are rightfully entitled to all the teacher's time. The Constitution of the State and the laws made in pursuance thereof clearly define what shall be taught in the common schools. To allow teachers to take any considerable portion of the time allotted to common school work, in teaching branches beyond the curriculum so fixed, 'not only prevents systematic work, but is a positive perversion of the 'public school fund.
To meet properly the conditions which I have called attention to above, and to make our school work more effective and uniform, I have arranged the following course of study, covering nine years of six months each, which I recommend for your adoption,

180

NOTES.

In looking over this outline it will be observed that

in some of the studies the point of advancement is not

clearly stated, The omission is made necessary by reason

of the fact that the course will require a change in many

of our text-books, and until they have been adopted, defi-

nite divisions cannot be made.

In carrying out this course, a large discretion should be

allowed the teacher. The Boardt in adopting the plan 0:

work makes known what will be required ina given time.

I recommend that the teacher be allowed to arrange tha

division of time as to hours to be devoted to each branch

to suit his own ideas, subject, of course, to the revision of

the commissioner in the event it should appear that by the

t-eacher's arrangement the work cannot <be satisfactorily

performed.

The school year of six months is divided into two terms

of three months each. At the end of each term written

examinations for all grades proposed by the <commissioner

should be sent to all teachers. Upon the result of these

examinations, together with the class of work of the term,

promotion should be made. At the end of each term op-

portunity should be allowed pupils making more rapid ad-

vancement than their classes to skip half grades, upon

written examinations. By this plan a child is confined to

one class.

By the above course, operated as briefly hinted at, in

nine years of six months each, we will be able to give the

children of this county a thorough common schooleduca-

tion,

Respectfully submitted,

R. J. GUINN,

County School Commissioner.

!BRANCHE8 OF STUDY.

BRANCHES OF STUDY.

.r! READING. J From chart. ~1;::l
~ f First Reader.
~'lI~~jl

SPELLING.

WRITING.

ARITHMETIC .

From chart.

Copying w 0 I' ds Co u n t ing and fro m chart or writing n u m-
slate or SCI' i P t bel's to 50. and print.

W 0 I' d s fro m Copying words C 0 u n t ing and

reading lesson. and short sen- writing to 100.

tences from 1st Addition and

Reader on tab- sub t I' act ion,

lets.

oral and writ-

ten, with num-

bers to 10.

GEOGRAPHY.

LANGUAGE.
Teach to note, and correct errors in speech.

f . f Second Read'r. W 0 I' d s fr 0 m Copy Book No.- Addition, Sub -IOral work.

Same as above.

I l . ~!
I~ ~ ~
~~

reading lesson. Written recitation three times

t I' act i on and Teach direction M u 1tiplication and distance. Table work to

;><

each week.

10.

;g. ~ {I f Second Read'r, Word P r i m er Short sentences Primary

oI

written recita- from reader by metic.

l 1:3 Il2~1 ~

tion three times dictation, and

each week.

Copy Book N0.-

Arith- Continue 0 I' a 1 Same as above. work. Teaching h 0 III e geography, direction,

etc.

HISTORY.

.rThird Reader. Word Pr.imer, Copy Book No.- Sec 0 n d Book, Primary.

First Book to -. (Weekly).

lrP:l :g.
< I :t:~ ~ :l

and words from various lessons, written mostly

through Multi- Learning natural

plication.

divisionsof land

and wat'r, shape

Short stories by teacher, in connection wit h

~ r I::l1

as above.

of the earth, etc.

reading lessons,

:llI So Third Reader. Complete word. Copy BookNo.- Second Book to\COmPlete Prima- First Book to _, biog'iaphy and

i Eo<

Fractions.

ry book.

and S imp I e nove s,

(jI~ l,

Composition.

I
Fourth Reader Word Book to - Copy Book N0.- Sec 0 n d Book Second Book to First Book to -, (Weekly) .

. 1:-:.:.

t h I' e e written

through Frae- -

and simple ex- ~imple stories of

" -l~ J' ~
>< :;

recitations each week.

tions.

ercises in com- familiar history position and let- by teacher, in tel' writing; one connectionwith

Eo< I

each week.

reading lesson.

=I r ~ s Fourth Reader Word Book to - Copy BOf)kN0.- Complete Second Second Book to Fi rs t Book to

e I i~{11

th~e~ written

Book.

end. Supple-

I l'l:l

recitations each

mented as

l""

week.

above.

( (I Supplementa- Word Book to-, Copy Book No.- Third Book to Second Bo~k to Second Book to Stories bv teach-

s ary. Classical con tin u i n g

Decimal Frac-

-, and compo- er. History or

II~ 1 and historic- written recita-
~ t5 'I al, as follows: t ~ 0 n s t h r e e

< .....

times each

tions.

si tion each Biography, in

week.

connection with

reading lesson.

~, l

week.

r ~il Supplementa- WordBookto-,CopyBookNo.-l'hird Book

l:ll il ~ :s I ry. As above. and written re-

I"<
~

recitations as above.

Percentage.

Reproduced in

to Complete S e c- Second Book .to pwirlsit.ing by pu-

ond Book.

-, ~nd exerci~- (Weekly). es ill compost-

tion or letter

writing 0 n c e

each week.

BRANCHES OF STUDY-Continued.

READING.

SPELLING.

WRITING.

I I ARITHMETIC.'

GEOGRAPHY.

LANGUAGE.

HISTORY

. r....:.{ Supplementa- Word Book to-. Ooyy Book to -. Third Book. Per- Advanced to -. Second Book to Oontinue histor-

~ ~ ry, Olassical

centage, to -.

-. with weekly ical stories as in

~ ~ and historic-

1;.< ~ l al, as follows:

r '0 ~
~

:g.
~i

Same as above. Word Book to -.

Copy

Book

to -. T h i r d Boo k. Through Per

Advanced

' .exercises as be- fifth year. fore.
-'Isecond Book to -,and as above.

m l i:l l

centage.

I~ rs r Supplementa- Word Studies tolOopy Book N 0.- Third Book to -. Advanced to -. Ad vanced Gram- United States to

~ ~ ~ ry. As before.

mar to -. Com- -

~ 'tll

position contin-

lIH M l

ued.

r ~ i:g.
... 1i:Q~

Same as above. Word Studies
-.

to/COpy Book N0.- Complete Book.

Third Advanced to -.

Advanced Gram- United mar to -. Ex- -

States to

~ l~ II

ercises as above.

. r 'r Supplementa- Word Studies to Grade all written Advanced to-, Advanced to -. Advanced Gram- United States to

~ 1:g.1 ry. As before.

work ~or Pen-

mar to -. Oom- -

i o:l ~

manship.

position or let-

~ :s l

terwriting each week.

Eo<
~

S r Same as above. Word Studies to

Advanced to -. Advanced com- Advanced Gram- United States to

~~ l~~~l

-

pleted.

mar to -. Ex- ercises as above.

z8t~>r>I:l<\I:ri:S@~:~-1tfr

Supplementary. As before.
Same as above.

Z l21l

Grade all written Advanced to -. Advanced to -. work for Penmanship.

Advanced com- Advar.ced com-

pleted.

pleted.

United States to
United States completed.

'MISCELLANEoUR.-Each school shall be organized into a literary society, offieered by pupils of the school, but under the supervision of the teacher. One hour and thirty minutes each Friday afternoon shall be devoted to the exercises of the society. The program for same shall be made by the teacher so that each child in the school shall have some part in the exercises at least once each month. The xeruises shall consist of declamations, recitations, reading, debates, etc. At these meetings the teacher shall see that parliamentary usages are observed.

186
CIRCULARS ISSUED TO COUNTY SCHOOL 0011MISSIONERE:l.
Office of State School Commissioner. Atlanta, Ga., October 10, 1896.
ARBOR DAY.
To the County School Uommussioncr : I beg to 'call your attention to the law setting apart a
day as "Arbor Day." You will find the section on page 37 of the Common School Law.
Section 1 of this law sets apart the first Friday of December in each year as a day for tree planting. The law also requires a general observance of this day by all of the public schools of this State.
The County School Commissioners are charged with the proper observance of the day. The law requires that each public school child, shall, in this way, be taught "the value and beauty of forestry by practical tree planting on school, church, and other public lots, lawns as well as on the public highway."
I have mailed to every Commissioner a most excellent volume prepared by Mr. N. H. Egleston, of the Department of Agriculture, ,Vashington, D. C. This volume will be very helpful to the Commissioners in preparing suitable programs for the day.
Arbor Day will occur this year on Friday, 4th of December.
From the above mentioned volume I quote the following, which will give out people the value of the product of our forestry as compared with the value of the product of our mines, our fields, etc.:
"It would seem that the mining of gold and silver is the

187

most important interest of the country. It certainly holds

a very prominent position in the public estimation.

"But the last report of the Director 'of the :Mint gives

the value of the product of the gold and silver mines in

the United States for the year 1894 as follows: Gold,

$39,500,000; silver, $31,422,000; total, $70,922,000. At

the same time, the most recent and careful estimates of the

value of the products of our forests during the same year

make it $1,058,650,859, or fifteen times that of gold and

silver.

"Another comparison is very significant. If we add to

'the gold and silver products that of all other minerals, in-

cluding such prominent ones as iron, copper, lead, zinc,

coal, lime, natural gas, petroleum, slate, salt, building

stones and twenty-five or more remaining, which are less

important, we shall have the value of all 'our mineral

products obtained during the year 1894, $553,352,996, or

only about one-half the value of our forest products.

"Again, we may make a comparison in a different direc-

tion and with no less striking results. The statistical re-

port of the Department of Agriculture gives the value of

our cereal crops for the year 1894 as follows:

Wheat

,

$ 225,902,025

Oorn . . . . . . . . . . . . . . . . . . . . . . . . . .. 554,719,162

Oats

214,816,920

Rye

13,395,476

Barley

27,134,127

Buckwheat. . . . . . . . . . . . . . . . . . . . . . 7,140,238

$1,143,007,948

or less by $15,000,000 than our one forest crop. "Is it not worth our while, therefore, to perpetuate such
a crop, and to guard against anything which threatens to

188
-diminieh it~ Ought we not, by every means within our 'Control, to see that the source of this valuable supply is not lessened in its capacity of yielding such 'a prominent contribution to our welfare and comfort?"
You will find also in }Ir. Egleston's volume very many "Suggestions as to the proper observance of the day. I hope to live to see the time when every public road in Georgia will pe shaded by trees that have been planted by our children; when about every school-house in the State there will be 'a beautiful park or lawn shaded by trees that have been planted by the hands of our little ones.
Excellent suggestions for programs, including miscellaneous readings, opinions of distinguished men, etc., with subjects for declamations, essays, etc., will be found at the close 'of Mr. Egleston's volume.
I send you this circular, with the volume, in time to make ample preparation for the proper observance of "Arbor Day." I suggest that you interest your county papers in this matter. They can render us great service in .reaching the people and awakening interest.
Very truly, G. R. GLENN,
State School Commissioner.
Office of State School Commissioner, Atlanta, Ga., November 25th, 1896.
'To the County School Oommi."f8ionecrs: Jf.y Dear Sir: It is now very clear to my mind that
this legislature will take some steps looking to a different method of procuring books for the Common Schools than the one now in vogue.
A resolution has already passed the House and is practically certain to pass the Senate, authorizing the Governor

189

to appoint a "School Book Commission," whose duty it-

shall be to ircvestigate the whole question of providing

,books for the schools, State uniformity, ete., and report

back to the legis:ature. In view of the certainty of some

legislative action, therefore, in regard to the adoption

of books, I suggest that the County Boards of Education

postpone any further adoption 'of books, or the making of

long term contracts. The present contracts can stand un-

til we ascertain definitely what the legislature will do.

I send this circular at once, as I understand that a num-

ber of counties are proposing to adopt books during the

coming week. There is certainly no harm in postponing

the matter until J annary, 1897. 'With highest regards,

I am,

Yours very truly,

G. R. GLENN,

State School Oommissioner.

Office of State School Commissioner. Atlanta, Ga., December 21, 1896.

To the Oounty School Commissioners:

It becomes my duty to call the attention of the Com-

missioners and members of the Boards of Education to cer-

tain important matters for the next school year.

1. The amount of money that has been apportioned to

your county for the year 1897 is $

.

The first and second quarters of this amount will be

paid as heretofore, in April and July. The condition of

the Treasury is such that there will be no m.oney in the

Treasury on the 1st of October to pay the third quarter,

The October payment will be made along with the Jan-

nary payment, in January, 1898: I suggest that the

Boards of Education arrange for two or two and a half

months' schools, beginning with the first of January or-

190
February, and then for three months' schools, beginning with the first of September or October. I believe we should avoid altogether Summer schools. My observation is. that the children accomplish practically nothing when they are sent to school during July and August. The time for our children to go to school, it seems to me, is during the winter months. It is in the winter months when most of the children can be spared from the farms. A child win accomplish more in one month while the weather is cool than it will accomplish in three months in confinement when the weather is hot. July and August are the months for picnics, camp meetings, revival meetings, institutes, etc. All of these things interfere with the schools.
2. I am glad to note that more school houses were built in 1896 than have been built in the last ten years, perhaps, altogether. This is a most hopeful sign. I urge upon all our worthy County School Commissioners and Boards of Education to press this matter with the people. The children ought to be comfortably housed while they are at school. The Boards of Education should not locate the school in a house that is not comfortable. There will be no trouble about having continued sessions of five months, as most of the counties prefer to do, if we can secure comfortable houses where the schools can be held in the winter time.
3. I find in visiting the counties that in some instances the school records are not satisfactorily kept. Every Board of Education should keep a record of all its official transactions. The law requires this. It has happened during the year that obligations have been given by members of the School Boards, individually, when the School Board was not in session. These obligations may be binding individually, but they are not binding upon the School Board. The law requires that all obligations of the County Board, in order to be binding, shall be made when

191
the County Board is in session, and the minutes of the Board should show, in every case, the amount of obligation and the consideration for which it was given and that it was duly authorized by the Board during the legal session of the Board.
In order to inaugurate greater uniformity in the keeping of our records, I have had prepared a blank form, a copy of which will be sent to the County School Commissioners as soon as it is ready for distribution. I hope that the Commissioners will criticize this form and make any comments and suggestions that they may deem wise, and when I hear from them all, if they approve the suggestions, I desire that they shall adopt this uniform system of keeping our records. It. will systematize our work and will preserve an intelligent record of what we all have done.
4. We have a law on our statute books, the object of which is to encourage long-term schools. There are a great many places in the rural districts where such schools could be held, if the proper encouragement were given. I trust that the County School Commissioners will examine this law, sections 54 and 55,and will visit the communities where such schools are likely to have sympathy and support,and encourage the people to make supplemental contracts with the teachers. This is absolutely necessary in our present eonditon, and I hope that we will have many such schools during the next year. A small amount from the patrons will enable the teachers to protract the spring term, say two months. This will give in many cases, a five months' school in the spring.
5. A great many complaints have come to this office from teachers who have been forced to discount their claims at usurious rates. In some instances it has been alleged that the teachers have been forced to discount their contracts at 25 per cent. from the face value.
This is not. only brazenly illegal, but shamefully iniqui-

192
tous. There is no safer paper in this Sta te than these con-tracts with the Teachers, where they are legally and properly made with the Board; and the County School Cornmissioners should see to it that arrangements are made by which Teachers can discount their contracts without having to pay blood money for the privilege of doing so. I happen to know personally that in many of the counties arrangements are made to discount these papers at the regular rate of 8 per cent. I trust that similar arrangements may be made in all the counties for such Teachersas are compelled to discount their papers.
6. I beg to call your attention to the law that requires the County Boards of Education to divide the counties into sub-school districts. In many counties this is not done. The law is mandatory on this subject. It says: "The Oounty Boards shall layoff their counties into subschool districts, in each of which sub-school districts they shall establish one common school each for white and colored races, where the population of the races is sufficient, which schools shall be as near the center of the sub-school districts as can be conveniently arranged," etc.
In counties where the law is not complied with in this important particular, the Board of Education of the county should immediately take steps to lay' off the county into sub-school districts, as required by the law above referred to.
7. The legislature which has just closed, has added $400,000 to the $600,000 already received by direct tax, making $1,000,000 by direct tax for the support of thecommon schools. This, with the amount we receive from other sources, will make the school fund for 1898 about $1,600,000.
The entire State is to be congratulated on this forward step which the present- legislature has taken to provide an adequate system of common schools for the people of Geor-

193
gia. It now becomes your duty, and mine, and the duty of all the friends of the common schools, to set about making our system of public education more efficient. The people will cheerfully pay the school tax, if we administer the school fund properly. We must reach all the children of Georgia. Too many of 'Our children, as is shown by our reports, are not at school. As school officers we must show our diligence, and our earnestness, and our loyalty to the people and to the children in providing the very best schools everywhere, that the means at our command will supply, and we must insist that all of the children of school age shall be sent to school. In this way only we can disarm unfriendly criticism and secure for the cause of public education the hearty and enthusiastic support for the public schools.
8. The legislature has passed a law authorizing the Governor to appoint a School Book Oommission. The object of the appointment of this Oommission is to investigate this whole school book question.
During the year 1897 no school book contracts can be made. The purpose of the law is to have existing contracts, so far as books are concerned, to stand for the year 1897. Of course contracts that have already been made with publishers, or those that have not expired, will remain as they are. The Oounty Boards are simply required, under the law, to make no changes at all in the text-books for the year 1897. Such contracts as expire during 1897 remain of force till the end of the year.
I am directed by the law to notify the Oounty Boards of Education to this effect.
9. One other change in the law I must not forget to mention. The legislature has interpreted the law in reference to the school month, so as to make a school month
13 r

194

now consist of twenty days. One hundred days therefore

will constitute a school term of five months for 1897.

I shall revise and republish the School Laws, adding

those changes the legislature has just made, within the

next three months.

10. I have already made this communication unusually

long, but I must add another closing word. I have learned

to have a strong personal regard for all of the County

School Commissioners in this State. I believe they are

realizing more and more the importance of the great work

committed to their care. No other office in the county, to

my mind, is so high and so holy. It is our mission to save

the children. 1 we save the children we save the State,

and we save the nation, and we save all things that make

the State and nation good and great; so that all things will

bless us if we save the 'children.

Speaking for myself, I beg to pledge my time and what-

ever talents I may possess, for this new year to the salva-

tion of the children.

I realize more and more that the space of time allotted

to each one of us is at best very short. What we do we

must do quickly. Two of our fellow Commissioners were

called away during the last year; more of us may be called

to' our final reward during the next year. Hon. R. B.

Rogers, of Hall county, died after a long sickness; Hon.

J. C. Bryan,of Screven county, went home late one even-

ing from his officeand was dead within an hour after reach-

ing home. So you or I may be called next year. 1 the

call shall come let us be found in our places working for

the little ones; and if we are faithful in fulfilling the be-

hests of love for the children there will be no alarm when

the call shall come.

Very sincerely,

G. R. GLENN,

State School Commissioner.

195
Office of State School Oommissioner. Atlanta, Ga., December 28th, 1896.
T~ the Oounty School Uommiesumors: I have had mailed to you a sample sheet of the copy of
the School Record, which in my judgment will give, us the desired form for preserving our records. I will thank you to let me know at once if this blank form meets your approval. If you think well to do so, I will be glad for you to make any suggestions as to suitable changes in the form. I desire to have this Record form as perfect as possible before it is adopted.
I have secured a uniform price of $9.00 for the book. G. R. GLENN,
State School Commissioner,
Office of State School Commissioner. Atlanta, Ga., January 27th, 1897.,
To the Gown:ty School Comauesuma-: My Dear S'ir:
1. I send you herewith the blanks for the consolidated annual report of your county. Please fill carefully all of the blanks in this report. In any case where you cannot fill the blank, please tell why you cannot do so. It is very important that the information asked for in this report should be as accurate as possible.
2. If any vacancies occur in your Board of Education during the present year, you will find also another blank enclosed giving the name of the member of the Board and the date of the expiration of his commission. Please .see to it that all vacancies in your Board of Education are filled promptly. at the next session of the grand jury of your county.
3. The following books will be used in the teachers' pro-

196
fessional course for this year. These books should be in the hands of your teachers as early as possible, if they are not supplied already. The first and second books mentioned have already been used in connection with the State examinations. They will be used again, as I desire that our teachers shall be especially thorough in mastering the principles embodied in these books. The new book added to the list, viz.: the one marked No. 3 in the list, discusses matters equally as important for the teachers as those discussed in Nos. 1 and 2. I am very sure tha t the teachers will enjoy the course of sjudy mapped out for this year. No.4, you will observe, is the Out-Lines of Methods used last year. It is needless to say that we did not get all of the good things to be found in this little manual during our Institutes last year. I desire that we shall use the same Out-Lines of Methods in preparing for the Institute work this year.
No.1. Page's Theory and Practice of Teaching; No.2. White's School Management; No.3. Parker's Talks on Teaching; No.4. Out-Lines of Methods. Nos. 1 'and 2 can be obtained from the American Book 00., J. Van Holt Nash, General Manager, Atlanta, Ga. No. 3 can beobtained from E. L. Kellogg & 00., either from Ohicago or New York. Special discounts will be given to you by the publishers in case you need a number of the books. Please notify me as early as possible if you will need more of the Out-Lines of Methods. 1 so, how many copies you will require for your teachers.. Questions for the next examinations will be taken from all three of these books, along with the questions from the Out-Lines of Methods.
4. I notice that some of the Commissioners fail to mention in their quarterly itemized statements the number of months or fractional parts of months, the teacher has been employed and the pay per month. Please do not neglect this hereafter. A few of the Oommissioners are slow in

197
sending in their reports to this office. To-day is the 27th of January, and there are eight counties that have not yet sent their fourth quarterly itemized statement to this office. To-morrow the checks for 'all those counties that have sent reports will be sent from this office. If the law should be rigidly enforced, those eight counties that have not reported by the end of the month would not get their money at all until the next quarter. A word to the wise is sufficient.
5. I hope that the Oounty School Oommissioners will begin as early as possible to arrange for the Combined .Institutes, A number of 'counties have already completed their arrangements. The Combined Institutes were so successful last year that lam sure there will be no hesitation on the part of the Oommissioners to make the combinations wherever they are practical. In some instances, under the leadership of a wise Oommissioner, the teachers of several counties were entertained free of cost by the people of the community where the Institute was held. I would like to see this magnificent hospitality encouraged, and extended over the entire State, Free entertainment of an intelligent body of men and women will prove a great blessing to any community in Georgia. The teachers will always leave a great deal of helpful intelligence and blessings in any community where they are freely entertained to more than compensate for the trouble and expense of the hospitality they receive, However, this may be left to the Oommissioner to make the most satisfactory arrangement possible for the entertainment. of the teachers.
6. I am glad to note that nearly all of the counties have begun the organization of the teachers, and that monthly meetings are held and special branches of professional work are undertaken by the teachers. This is a most healthful and encouraging sign. Whenever the teachers in Georgia become thoroughly organized, and realize the potency

198
'of organized intelligence and effort, then our educational interests in Georgia can be forced upon the notice of the public men, as well as upon the voters who put the public men in office. From personal and professional consideration, therefore, I suggest the wisdom of organized efforts on the part of the teachers, the County School Commissioners and the members of the Boards of EdU:cation, in order that we may secure the effectual support. necessary to perfect our system of education in this State.
Yours very truly, G. R. GLENN,
State School Commissioner.
Office of State School Commissioner. Atlanta, Ga., March 27, 1897.
To the County School Oommiissioner : My Dear Sir: At the last annual meeting of the County
School Commissioners it was resolved unanimously to hold the next meeting in Hawkinsville during their Chautauqua week, which is the first week in May.
We should hold at least a two days' session. I believe that most all of the Commissioners would like to remain the entire week. I will appoint Tuesday, 4th, and Wednesday, 5th, as the days of our special meeting. I hope that you will be present and if possible bring the members' of your County Board 'of Education. The Hawkinsville people have made ample provisions for our entertainment. They have invited the County School Commissioners and also the Boards of Education of all the counties in the State.
I am now preparing a program for our meeting. I will be glad to have suggestions from you at once as to special topics of interest that you would like to have discussed. I

199
desire that this meeting shall be the most practical and the most helpful that any of us have ever attended. It cannot be entirely successful unless you are there, and unless you take part in the deliberations. I want the school work of your county represented. Please, therefore, send me any suggestions that you would like to make that will give special interest to that meeting.
I am sending you herewith a list of questions that explain themselves. As you know the last legislature authorized the appointment of a School-Book Oommission; I desire the fullest possible statement from you and your people on this important matter. I wish to place before the honorable Oommission the views of all the people, and that means the Boards of Education, the patrons and the teachers, on this question.
If you have not yet made arrangements for your Institute, please do so at once. If possible, combine your county with others, and have a great Inter-county Institute, and let me know the date, place of meeting and the Institute conductors.
I desire to have a full statement as to where the Institutes are to be held, and who will conduct them, as early as possible.
The next general examination will take place the last Saturday in May. Please advise your teachers as to the date. I have appointed the date earlier than usual at the suggestion of a large number of Commissioners. I hope this date will be agreeable to everybody.
Yours very truly, G. R. GLENN,
State School Commissioner.

200

Office of State School Commissioner.

Atlanta, Ga., March 27, 1897.

To the Ooun'fy School Commiesumors:

Is there any complaint among the people of your county

as to the cost of school books or the methods adopted for

supplying the books to the children?

.

What is the sentiment of your county in reference to

the adoption of a uniform system of text-books for the use

of all the common schools in the State?

.

Are your teachers for or against uniformity?

.

...................................................................... .....

Are the patrons for or against uniformity?

.

......................................................................................

..

....................................................................................... .....

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0_"

0

..

How does the Board of Education in your county stand

-for or against uniformity? ;

.

........................................................................................ ......

........................................................................................ .....

........................................................................................ 0 ....

From personal experience would it be wise, in your

judgment, for the legislature to pass a law requiring the

adoption of a uniform series of text-books for all the com-

mon schools in the State?

.

........................................................................................ 0 ...
.. .. .. .. .. . .. .. .. .. .. .. .. .. . .. .. . .. .. . .. .. .. . .. . .. . .. .. .. .. .. .. .. .. .. .. .. .. .. . .. ...... .

201

Give your reason, if for or against uniformity

.

Have you any suggestions to make to the School Book

Oommission?

.

1 you can do so, please give the average cost 'of school

books, per pupil, per year, as they are now furnished to

people of your county

.

............................................ ..... G. R. GLENN,
State School Oommissioner.
Office of State School Oommissioner. Atlanta, Ga., May 18th, 1897.
To the County School Uommissionere: My Door S,ir: I will send on Saturday, the 22nd, the
questions for the examination on the 29th. I think that you will find that those of your teachers who have studied the Syllabus carefully, together with Page's Theory and Practice, and White's School Management, will stand satisfactory examinations. Some of the counties were unable to secure copies of Parker's Talks on Teaching, and so I . have omitted the questions on that text.
The examination will be for one day only. The answersto the questions will be sent you on Monday the 31st. In case the questions should not reach you by the 27th, you should wire me so that I may have another set forwarded

202 _,i__

to you by that day. The package containing the questions

must be kept in a safe, place and opened in the presence of

applicants on the morning of the examination.

Use the same method of grading as the one adopted in

the last examination. For 3rd grade license the general

average of the applicant must be 70 per cent. or above;

for 2nd grade license it must be 80 per cent. or above, and

for Lst grade license 90 per cent. or above.

I have taken every precaution to prevent fraud in this

examination. In case you should detect any person at-

tempting in any way to perperate a fraud or to aid or

abet others in doing so, refuse absolutely to issue license

in every such case,

Please be careful in regard to sending papers to this

-office for State licenses. Do not send papers unless you

are absolutely sure that the general average of the appli-

cant is overe 95 per cent. Over 60 papers were sent up

from the last examination, and 20 licenses were issued. It

takes a good deal of time to examine these papers, and it is

extremely painful to me and mortifying to the applicants

to find that the papers do not meet the requirements of the

standard fixed.

Yours very truly,

G. R. GLENN;

State School Oommissioner.

Office of State School Commissioner. Atlanta, Ga., May 27th, 1897.
To the Oounty School 'Commissioner:
I send you, enclosed, answers to the questions used in the examination held to-day.
In grading the papers use the method adopted last year. You will observe that there are ten questions upon each subject, except "Theory and Practice," upon which there are seven. In grading the papers value each question

203
upon all the subjects except "Theory and Practice," at 10. Value each question upon "Theory and Practice" at 14 2-7. For Lst grade license, the general average made by the applicant must be 90 per cent. or above; for 2d grade license, 80 per cent. or above, and for 3d grade license, '70 per cent. or above. Permit me to again call your attention to the matter of State license. Please do not send any papers to this office for State license unless you are 'absolutely sure that the general average made by the applicant is over 95 per cent. Yours very truly, G. R. GLENN, State School Commissioner.
Office of State School Commissioner. Atlanta, Ga., September 4, 1897.
To the Oounty School Commiesioners: My Dear Si,r: As you have been previously advised,
the third quarterly payment to the teachers can not be made as promptly as usual, for the reason that there is no money in the State treasury. We cannot pay for the work done during the third quarter until the money comes in from the counties. It will probably be about the middle of November before we can send out the checks. In the meantime, it will be necessary for the County School Commissioners to send in their quarterly itemized statements as usual. Let this be done as promptly as possible after the first of October.
An effort is being made in some quarters to influence the legislature to repeal the law appropriating $400,000 additional to the school fund of the State. With this $400,000 added to the $600,000,.the direct tax for school purposes will be one million dollars. The amount that we receive from other sources will make the entire school fund

204
a little more than a million and a half. The million dollars raised by direct tax is less than 2! mills, or less than $2.50 per thousand. There is not a State in the Union, as far as I am advised, that is doing less than this in the way of direct tax for school purposes. It will simply be an unspeakable shame for the State of Georgia to advertise to the world that she is unwilling to give the children of the State at least $2.50 per thousand for school purposes. Many of the States, as you know, make a levy 'of two and three times as much in the way of a general tax, and then add to this a great deal more in the way of local tax. A million dollars direct tax is only fifty cents a head for our population. The per capita school tax in many of the States reaches as high 'as $4.00 to $6.00 per head. There are absolutely no grounds on which the Georgia legislature will be justified in repealing this law appropriating $400,000 to our school fund. I cannot in this circular, of course, enter into 'an argument, even if it were necessary, to show you that this school fund should not be disturbed.
I mention the matter in order to have you see your representative in person and ask him to take a firm stand for the children and the public school system of his State. If you think it proper to do so, have the 'Board of Education of your county to meet and pass resolutions respectfully asking the legislature not to disturb the appropriation as it now stands. The action of your Board will unquestionably have great weight in case a serious fight should be made in the legislature.
There is no doubt in my mind that the legislature intended that this $400,000 should be available on the 1st of January, 1898. But as the law was framed, it cannot now be collected until the fall of '98. However, the apportionment for '98 will be made to include the $400,000, and the counties will get the first and second quarterly payments as usual on this basis, and the third quarterly pay-

205

ment will probably be delayed, as has been the case this

year, until the tax money can come in from the counties.

The legislature at its next session will have to fix the

school term for next year. I would be very glad to have

an expression from yourself and your Board of Education

as to the length of the school term-should it be five

months, six months, or seven months ~

Before the 'apportionment for '98 if; made we ought to

have a new school census taken. Some of the counties

have more than doubled their school population since '93,

and yet we are distributing the money on the census of

1893. It is very important that the legislature should

provide in the early days of its session for a new census, to

be taken during November and the early part of Decem-

ber. If this is done it will give ample time to get in the

returns of the new census and make the apportionment for

1898 on the new census. I call your special attention to

this matter also, and urge you to have your representative

consent to the immediate passage of a bill authorizing the

census to be taken during the months of November and

December. Please attend to these important matters at

once.

Yours very truly,

G. R. GLENN,

State School Oommissioner.

206

QUESTIONS USED IN STATE :EXAMINATION~

HISTORY.

1. What should be done ,the first. two yeaTS to stimulate

irnlterest in History?

2. Should the text book be memorized?

3. How should the lesson be a:ssignnd?

4. What forces in Illis1Jofl'y should be emphasizedj

5. Tllustrate a topical outline by making 'a model of the

North American Indians]

6. What facts in Biogmphy should be emphasized]

7. How.may History and Geography be related]

8. Mention some devices for 'testing :the progress of

'the pupils.

I

9. On what should 'the emphasis of History be plaeedj

10. 1fention some historical games.

READING.
I
\
1. Wihy should ,the ,allphabet rnethodof tWaching Rood~ ing be discarded?
2. Teach ,the word doll by the word, or sentience method.
3. Give the psychological ground of the work you have just done.
4. .Namefour objects of pihbni,c work. 5. Construct all the words you can on the following'
phonograms: ag, oil, ash, ound, 6. "\Yhat is the object 'of l'lil~nt, sight reading? 7. How can the teacher thoroughly satisfy himself that
this object has been aceomplished I 8. What is ifillie best way to teOlc'h a pupil to read with
expression.

207
9. How would you break up halting 'and repeating? 10. Develop by questions thJel fuHovVJing-
"Luther justly looked upon learning as a source of wealth anid power to a community."
GEOGRAPHY.
1. Name all ,the States of the Union that border on the Great Lakes an~ rtlhe Capitals of each.
2. Dray from memory a 'simple 'outline map of South America, and locate upon it the Andes Mountains, ,the Amazon, 'the Orinoco, the Parana, Rio Janeiro, Quito.
3. Locate Naples, Oorsica, Ghenlt, Barcelona, Crete. 4. What is meant by the longitude of a placej: 'Where
must a place be 'Situated tohave neither latitude nor longitude? 5. Wrhwt is the chief occupation of the people of Greece-and whacare 'their principal exports] 6. Name tf:Ihree river'S of Asia 'vhat flow into the Arctic Ocean.
7. W,haJt is Ian outline map? Describe two methods of
using outline maps before a 'Class. 8. At whas lage do you thinkclhildren may profitably
begin rth'e study of geography] Give your reasons. 9. State brieflytilre Cause of the change of the seasons, 10. 'What is the difference between a monarchical and a republioan form of governmentj
ENGLISH GRAMMAR.
1. Name the kinds of common nouns, and give example of each.

208
2. G1.ve example of (1) 'a part'wiple used as an adjective. (2) A pwrtcipial,adjoo'tJive.
Even a coward could fighit a battle if he were sure of W'vnning; but g'iV1e m'e 'a man toot has pluck to fight when he is certain: 'tbJat he will lose.
(The remaining questions refer totlhe preeeding sentence.) 3. Classified aecordingto [orm; w1ha't kind of sentence
is i't~ W'hY~ 4. 1 the sentence ended at the semicolon, what kind
would it be~ WlhY~ 5. Seloot the dependent clauses. As what part of
speech is eadh used? 6. Give all the connectives. Wh~t part of speech is
-each, 'and wh'at does eaoh eonrn'OO't~ 7. Abridge the last dependent clause into a phrase hav-
irng a participle for its base. 8. Give ,the mode and tense of Gould fight, were, give,
and willl()8e. 9. Select (1) 13. transitive verb, (2) a copulative verb,
(3) Ian illitransitive verb not copulative. 10. GiV18 (1) part of speech, (2) case (ifany), and (3)
oonstruoeion, of words italicized.
THEORY AND PRACTICE OF TEACHING.
1. What are 1Jheends l1Jo be aimed alt in school governrnenti
2. What we the requisite qualifications ofa good disciplinarian?
3. Stateand explain tJhree artificial incentives in moral braining,
4. Name "The Royal Nine" incentives in moral training.

209
5. 'Whalt is "T:he BOUTing In Process'tof itooching~ In wha't respects is it Wl'fong?
6. Wh1at is ,the most important question a candidate for the teacher's office can ask himself?
7. Whnt is education, rightly viewed!
SPELLING.
1. How should spelling be taught in the first year's work?
2. How many words are sufficient for ,th1e first yea;r? 3. Tell what you know of Phonic Analysis, 4. What, is the relative importance of written and oral'
spelling? 5. How many words should be assigned from the spell-
ing book? G. vYlrat words are most important? 7. ,Yh1a'tar6 some ways of using written methods in
spelling? 8. Describe two good methods of syllabication. 9. Whatcan you say in regard to correeting errors by
trapping? 10. Mention two spelling games.
PENMANSHIP.
1. What do you consider the essentials of a gao,a handwriting]
2. Which of these do you consider most important 01"' the beginnerr?
3. Discuss briefly the value of good penmanship from the standpoints of writer and reader.
4. State tine evils (to tJhe body) tha:t may result from the studentassuming an incorrect position while writing.

.t:

210

5. On geneml 'Principles, what <do you consider the

elements tending to make Ith'e best style of pen-

msmshipj

<6. When would you begin to urge speed in 'a course of

writing?

'1. Would you make use 'of the blackboaed in teaching;

rand if so, how?

'8. How is the memory brought into play infhestudy

'Of penmanship?

9. How is a copy book valuable?

10. Would you favor a heavy or light line in letters for

beginners? vV1hy?

ARITHMETIC.

1.

2IFl _X

2
7

-X!--r7,-

!t
-;

red uce

to

a

decimal.

1r 11 'T

2. a. How many bushels of wheat equals the weight of

180 bushels of corn.

b. What% of ~ is t?
::3. a. House and lot cost $4,200; cost of lot is t that of the

house. What value has each?
b. What part of %is !t? Analyze.
4. Find the num ber of bushels and gallons in a box 12

feet long, 3 feet and 2 inches wide, 2 feet and six

inches deep.
5.. a. If!t of a bushel of salt costs 90 cents, what will ~

peck cost? b. How many feet of lumber in 2 inch plank 16 feet

long, 9 inches wide?

,6. How:much will it cost to plaster a room '27 feet long,

15 feet wide and 12 feet high, at 25 cents a square

yard, allowing 432 square feet for doors and windows.
':7. 'a.i of'Mary's age is equal to %of John's. The sum of
their ages is 38. Howald is each?

&. Use these two decimals to illustrate addition, sub-

traction, multiplication and division, .021 .0007.

:211
:8. At what price must I mark a book costing $120 in order that I may take off 1()% and still make 20%.
'9. a. What is the amount of $840 for 2 yean;, 6 months and 18 days at highest rate of interest legal in Georgia?
b. If 5 dogs kill 5 rats in 5 minutes, how many dogs will kill 100 rats in 100 minutes?
10. a. What is the bank discount on a note for $1500 payable in 60 days, at 6 %1
b. If a merchant gives discounts of 30% and 10% and still gains 20%, how much does he mark his goods above cost?

212
ANSWERS TO QUESTIONS USED IN STATE EXAMINATION.
HISTORY.
1. See page 51, sections 1 and 2. 2. I should not. 3. It should beassigned by Itopic. 4. See page 52 Note. 5. See page 53 for suggestions. 6. See pages 54 and 55. 7. By the use of 'Maps, See pages 55 and 56. 8. See page 57, !any two sections, 9. See page 56, 'any three sections. 10. See pages 58, 59 and 60, 'any two sections.
READING.
1. Too slow, oannotacoomplish more than one-third as much 'as modern method,
2. Fundamental idea: Present object or picture of it, attraot attention ito it and when interest is at white heat make the chalk say it on the board.
l'hi8 is the unit. Parker's N otes 'on Talks on
Teaching, pp. 56-57. Sylabus, p. 14. 3. The wordand idea are relaeed as sign and thing sig-
nified under the l<a,VIS of association. 4. (1) To aid pupils itO become good epellers; (2) To
enable ,them to recognize words readily; (3) 1"0 enable them to determine mew words by their own efforts; (4) To make them fluent readers. 5. Bag, cag, fag, jag, lag, nag, rr-ag, sag, tag, wag, boil, coil, foil, moil, soil, toilvcash, dash, gash, hash" lash, mash, rash, sash, bound, found, hound" mound, pound, round, sound, wound.

213
'6. To teach the pupil to get the thought without the use of tongue 'Or lips.
7. By questioning; sometimes by having 'the pupil act
what the words say. 8. Get the ,thought inibo him; Nature will get it out
right. 9. By patient daily <111il1. Give special practice on
short sentences. 10. By requiring bhe pupil 'to he thoroughly familiar
with the words land :thought. ,Vho looked upon learning in this mannerj How did he look upon tt? Looked upon it as 'a what? What is a 'Siource? vVlhat is it source of wealth? vVhat is a commun'ityj Why is learning a source of weal tlh to it community?

GEOGRAPHY.

1. :xGnnesota

Wisconsin

Michigan

Illinois

I'ndiema

Ohio

;

Pennsylvania

New York

St. Paul, .Madison. Lansing. Springfield. Indianapolis. Columbus. Harrisburg, Albany,

2. This map should he simple but neat land fairly accurate, The object is 'to test the 'accuraey 'of the 'teachers' mental picture of this country, the ability to reproduce this picture reasonably well in map drawing, and Ito locate upon it the principal places. Grade accordingly.
3. Naples is located in Southwestern Italy on the Bay of NapleB.

214
Corsica is Ianisland in the .Mediterraneem Sea, West of Italy, Ghlent is a city in the NorltJh 'of Belgium. Barcelona is in Ithe Northeastern part of Spain 'on the .Mediterrarrean Sea. Crete is an islalnd in the .Mediterranesm Sea Southeast of Greece. 4. The longitude of a place is it's distance in degrees Eastor West of itJhreprime meridian. A place will 'have neither l:a:titud'e nor longitude when it is situated on the equator at ,the iintersection of the prime meridian with Ithe equator, 5. Agriculture amd grazing. The 'chief exports are wine, 'olives, currants, figs and other fruits. 6. Obi, Yenisei and Lena. 7. An outline map lsa map (usually a wall map) on which <are represented Ithe outlines of ,the countries, the principal rivers, cities, etc., but with no names. It is used Ito test the knowledge of pupils on what they have learnedand 'to deepen these :impressions by drills land reviews. One method 'of using outline maps ls:o1' the teacher to point the places on the map land haV'ethe p.upils,either individually or in concert, name them. Another method is to send a pupil to the outline map with a pointer and have him point rout 'the places as '1:1he teacher names them. 8. From nine '1:0 ten years. Because rthe facts of Geography appeal sh'ongly Ito the memory rand percep-
tion, and these two faculdies are especially active in young children. Advanced descriptive and physical geography require a gre1ater exercise of the rational faculties and !hence they should be deferred 'till these faculties are developed. 9. The change of season is produced by the revolution of the earth around the sun in connection with the

215
fact 'that the earsh'saxis is inclined 23 1-2 degrees to the ecliptic. In 'our summer the 'nortll'8T1l hemisphere is turned towards the 'Sun, and the 'heat rays strike the earth moranearly perpendicular, while in the winter this hemispihereis turnedaway from the sun land Ithe sun's rays strike it more obliquely. 10. A monarchical. [orm. of g01JvJr/urn.::cnt is 'One in which the supreme power is vested in one person. A~epubli()wn form of govcr'mllwnt is lone in whioh the sovereign power resides in the whore body of the people 'and is exercised by representatives elected by them.

lNGLISH GRAMMAR.

1. (1) Concrete; as, apple, tree.

(2) Abstract.

a. Attributive; as, sweetness, height.

b. Verbal; as, running, to sleep.

(3) Collective; as class, army.

2. (1) We, starting early, arrived in time; (2) Our cradle is

th~ starting place.

.

3. It is a compound sentence. Because it contains two in

dependent clauses.

4. It would be a complex sentence. Because it would con-

tain one independent clause and one dependent clause.

5. (1) If he were sure of winning. (Adverb clause.)

(2) That has pluck to fight. (Adjective clause.)

(3) When he is certain. (Adverb clause.)

(4) That he will lose. (Noun clause, governed by pre-

position of implied.)

6. If, a subordinate conjunction. It connects the clause

if he were sure of winning, to could fight.

But, a co-ordinate conjunction. It connects the two in-

dependent clauses.

That, a relative pronoun. It connects the clause that

has pluck to fight, to man.

216

When, a 'Conjunctive adverb. It connects the clause when he is certain, to (to) fight. That, a subordinate conjunction. It introduces the noun clause, that he will lose. 7. That he will lose-of losing.

MODE.

TENSE.

8. Gould fight .

. poten tial .

. . past.

Were. .

. subjunctive. past.

Give. .

. imperative. . present.

Will lose .

. indicative.. . future.

'9. (1) Give (or couldfight), (2) were (or is), (3) will lose (or

to fight).

PART OF SPEECH.

CASE.

CONS'l'RUCTION.

10. Even

Adj

modifier of coward.

Battle

noun

Obj .cognate object of could fight.

Winning, Purt., used as noun Obj

object of preposition oj.

Me

Pro

Obj indirect object of give.

Tofight,Inf.Pb,used as Adj

modifier of pluck.

Certain

Adj

pred. Adj. (Att. cornplement.)

THEORY AND PRACTICE OF TEACHING.

Wihite-

1. Page 102.



2. " 102.

3. " 189.

4. " 189.

P'age-

5. " 107, section 1.

6. " 95. 7.' " 96, last paragraph.

SPELLING.
1. See page 9, section 1. 2. Not more than 100 simple words. 3. See page 9, section 2. 4. Written spelling is more valuable, hut oral spelli:lg'
should not be abandoned,

; i ;;;;.\110; a,; t Uk I I . itkU:'

217
.5. From 20 'to 25 words. 6. Words 'of every <lay use.
7. See page 9 'alld 10 under the head of "Suggestions."
Any tJhr1ee will suffice. 8. See page 11, section 2. 9. See page 9, section 5. 10. See page 12.
PENMANSHIP.
1. Legibility, uniformity mid rapidity or speed. 2. Legiblit.y. 3. To the former, ,that is 'the best style that 'admits of
the most ihygenic position, the easiest movement and ,the grlela~est rapidity. To the latter, t!hat is the best wri'tingf11om which he can get the thought most rapidly arid with the least strain upon the eyes. 4. Round siltoulders, near-sightedness, etc. 5. Graceful forms, easy to read, easy to, write and elasy to learn. 6. Not until the studenit ihas thoroughly mastered all the forms in alphabet and number. 7. Yes, to illust11a;tJe to Ithe school, methods of overcoming special difficu1ties, 'wndlio give occasional board practice t!O 'the children, encoumging full free movement 'of ,the muscles employed 'in writing. 8. By the endeavor to obtain 'a clear, definite, accurate, mental 'picture of the forms used, after :tJhe model or copy is removed f110m t.he sight. 9. In ,the training tlha1t ilt gives in :the cultivation: of these mental pictures, without which, (Ithe latter) progress will be slow and tedious. 10. A moderately heavy line is tihe better from the filet tll'at it produces less strain on the eyes 'and is more natural and easily made by achild.

218'

ARITHMETIC.
* = 1.-2~ to t X 2 = 5, 6i- = :/--, %-;- i = %X t = t, -iT X = T\' + 5 _.~ = 4t = 397, J/--_ 161 = Vat, ..;- W s<:::: X 1931 = Hi = 71.

2.-a. 'U\ill = 168 bu. b. t -+- t =! X t =! = 66!.%.

+ 3.-a. fof cost of house t of cost of house = cost of both ..

.zo. " " ,1- " "

= $4200,
= $600,

-oi " "

= $::1000; house,

t""

= $1200; lot.

b~ i is i of t. ps t of i,
tis t of t,
* t is to of i,
i is H of t ; = 1\'

4.-12 X 3i = 38. 08 X 2i = 95 eu, ft.
164,100 -;- 211)0.42 = 76.33 + bu.

164,100 -i- 231 = 710ft gaL

5.-a. it bu. = .90,

b. 16 X it = 12,

t bu. = .30,

12. X 2 = 24.

t pk. = .15.

6. - 27 X 2 = 54. 15 X 2 = 30.

13,5

t 4 X 12.= 1008

27

405

40>

1413

432.

981 -+- 9 = 109 sq. yd.
Xl

$27.2&

219

7. -a. of Mary's age = i of John's age.

t
4 4"

"
"

,,_ s -18
, ,--1280

",,

""

-H + H = i~ " " = 38

-18 " " = 1

18
18

"

" = 18; John's age..

20 18

"

" = 20; Mary's"

b. Addition, .021

Subtraction, .021

,0007

.0007

.0217 Multiplication,

.021 .0007

.0203

.0000147

Division, .0210 -7- .0007 = 30.

or .0007 ...;-. .021 = .03! = -fo.

8.- 5) 120

100 - 10 = 90

24 $1.44, selling price.

90% of market price = $1.44

1% " "

,016;

10%

"

" = 1.60

= = 9.-a. Interest at 8% $171.36; amount $1011.36.
b. By cause and effect,

55 dmoigns s.. 5 ra tss :..: 10?0dmogisns, .. 100 ra ts,

Ans.5 dogs.

10.-n. Interest for 63 days = $15.75.

b. 126 per cent. of cost = selling price.

100 per cent. of marked price - 30 per cent. of
= itself 70 per cent. of marked price.

70 per cent. of marked price - 10 per cent. of'
= itself 63 per cent. of marked price.

63 per cent. of marked price = 126% of cost.

1 "" 100""

"

" = 2% of cost.

"

" = 200% of cost, or'

100 per cent. above cost.

220
'THE FHIL0S0PHY OF CRIME AND PUNISH:1fENT.
By DR. WM. T. HARRIEl.
Inaeoeptinga place on JOur programme I did not real'ize until to-day that I was expected to address you on a subjct so ambitious 'as the printed title indicates, No one ex(lepta very immature student in sociology would name 'his thoughts on the nature of crime and punishment by so preientioUiS a title 'as "The Philosophy of Crime," implying thalt he had found the ultimate grounds of the subject.
What I -shall bring forward will be found poorly to de-serve so comprehensive 'a name-it is rather a contribution 10 the philosophy of crime and punishment from rthe side of Titeratureand eduoanion.
I commence winhthe truism t:lmt man has two natures, 'one as animal, as individual, as passive product of 'heredity .and of his physical environment-s-and the other nature realized in institutions as the family, ,civii society, the .church, the State. The former may be called also the natural man and the latter the spiritual man. Left to impulses and desires tihat spring from appetite the individual is selfish. Subordinated to his spiritual existence in the social whole and its institutions, man is non-selfish and al'truistic. We may call this life in institutions a secondary and higher self of man; the life of appetite and desire 'a primary and degraded form of self.
Let us look a moment alt the reason for calling a selfish 'life a lower form of life and Ithe social life a higher life.
As a mere individual.risolated from the community, man cannot ascend above 'a saV'agery. What small portion of ,the earth and ,the heavens 'a mere individual can apprehend with his unaided-five senses, is only sufficient to bewilder
'him with problems. It can not attain to any solution of
'them. It is only when man comes to avail himself of the

221
aggregate observations of mankind tliar 'he is placed inll' position 'to get 'an inventory of 'tihe world of some value. Whatone individual cannot do, the organized laborers of mankind can do-continuous as it is through space and time-handing from one generation to the 'next and' sacredly preserving the heritage of wisdom 'and adding to it the small accretions of ddseoveruv made bvu the constituent members. 11an, as an individual, is an insignificant affair; as a social whole he constitutes a living miracle. By participatdon the individual is enabled to re-enforce himself by' the sense-perceptions of all, by the 1:lhoughits and reflections. of all, by the life experience of all. He reaps what others sow, he avails himself of the lives of others without havingto pay the heavy price of first experience. All the mistakes made by others enter as so much positive experience, transferred as so much wisdom by the race to each individual, He is saved the trouble of 'trying over again what has been' found to be error, 'and' 'hence is saved also the pain which comes from it.
Hence I have often asserted that human society is founded on the deep mystery of vicarious atonement which is announced in the creeds 'of Christendom. The social whole' learns and suffers for the- first eost of its experience, dividing up the pain among the myriads of human beings who' contribute this experience. But ,it delivers its entire lesson to each new person who comes into the world without thenecessity 'of his living over 'again the life of toi] and pain which has furnished ,the lesson, The race tihus lives vicariously for ,the individual, and it is ,this vicarious living of all for each and of each for all, made possible by the institutions which form the net-work of society, that makes human nature divine,
Withthis faet in view we do not wonder iihat mankind" defend institutions and stnike down the individual who attacks them. For crime is the attack made by the- individ-

222
ual 'against the social whcle-s-the attack made against the higher self of human nature by the lower self. Life is not worth living :601' man unless he cam paoticipate in the life of the race, and thus partake of infinitude. For by this participation he uses the sense-perceptions of innumerable beings like himself past and present; he uses the results of mheir thinking over the problems of the world and profits by ltihe fruits of their experience. The individual, thus reinforced by the entire race past and present, is as we have named it, made infinite. The criminal would by .his act destroy this great process of collecting from all and distributing to each, For he refuses to obey the necessary laws that make society possible. He will not obey these laws.
There are two attitudes of 'the individual who puts his lower self in hostility to his higher self-these ,a,ttHudes 'are called sin and crime. The institution of the church takes .cognizance of sin while the state takes cognizance of crime. The church looks at the disposition of ,the man while the state looks 'at the overt act. The-attitude of hostility to the higher self in the depths of the soul-in the innermost disposition-is deadly sin, and whether accompanied with overt ads or not is immeasurable in its deserts 'Of punishment. Only repentance can undo the sin-no amount of external deeds will restore the sinner to holiness. But the state must not regard the mere disposition-it must wait for the overt act. The overt aet Clan be measured while the disposition cannot be measured. The state can 'attempt to measure out its punishments and fitly adapt them to each case. The overt act, ,the actual deed oan be measured, but the internal disposition is immeasurable. If met by justice it must suffer annihilation. Grace will meet it if it repents and save it from punishment and eternal death.
This disfinctien between crime and sin has been grow-

223
ing clear for many centuries 'and by its lig'ht the nations are coming to 'see the necessity of tlie separation of church and state. If the two standards 'are mixed we have the state undertaking to punish individuals not :1'01' overt acts but for supposed intention to commit such-i-this produces a "reign of terror." Or the church on the other hand may. tl'ea,t sin as though it were crime and offer forgiveness for sin on condition of the performance of some work of penance. Either course would destroy 'human society if persisted in. :F0'r the ohurch must not 'omit to measure sin, nor the state omit to measure the overt act.
In the course of the ages of human history the state has learned how to secure justice-s-thet is to say, how to measure crime and inflict due punishment. It has discovered that this can be done by returning the deed 011 the doer.
It does this symbolically rather than literally. It says to
the murderer, "you have taken the life of a fellow man; "your act shall come home to you 'and you shall take your own life either on the scaffold or in prison wi,th a litesentience." Or it says to a thief, "your act was to take away property which Isman's means of independence-e-you shall lose your independence as aconsequence ofthe deed corning home to yon, and you shall sit in a ga'ol."
vVhat the state has devised since the beginning has also been celebrated in the literatures of all lands. In fact the supreme task of Iiterary art has been this: to show how human deeds come back to their doers in spite of the struggles of the criminal to escape their consequences. Literature has indeed shown this so clearly tlmt it furnishes the wisdom 'of the race in its most accessible form. The great poets, Homer, Dante, Shakespeare land Goethe have ereated for us personages whose inner dispositions and overt actsare perfectly transparent to us 'and their fat-es square theacoourrt of justice. These literary forms 'are so much clearer to us than any historical characters can be that in

224
them we realize the saying of Aristotle-s-that poetry is truer than history. In history weare ever at a loss to determine the relation between the overt act and the disposition or motive of the doer. But weare in no doubt whatever as -to this relation in the case of such as l\ftacbeth, Othello, King Lear, Ulysses, Agamemnon, Achilles or Faust, The logical connection between the deed and its reward is portrayed by these grea1t literary artists in order to reveal man's higher self~t!he social self. But more
than this is done. It is shown t!hat the individual is so
made in his innermost nature that he cannot exist as huma:n apart from the institutions of society. Hence his punishment overtakes him for his crimes even when there is no punishment done on him by the state.
There is a state of the soul which is called hell, and there the individual meets his worst punishment.
Dante has devoted his great three-fold poem to th~s internal relation of >the soul to its deeds. There are seven mortal sins or states of hostility within the soul to its higher self as realized in instirutions-s-there are lust, intemperance, avarice, anger, indolence, envy and pride. Dante shows us by symbolical pictures in his Inferno how the sin itself~the very disposition in which the sin or crime originates is itself a punishment of hell. To him, the soul in the lustful frame of mind is driven about by tempestuous gust's ,jjhl'ough the darkened air without a star. The lustful souls fly in long flocks like cranes. Lust darkens the air and shuts out :the light of truth. The intemperate lie onthe ground beaten upon by the storms of hail and foul water, their bodies preventing their intellectual souls from partaking of the higher spiritual food, the wisdom of the race. So, 'too, the ,ava!ricitous are shown to us rolling heavy weights to and fro, heaping pelf and squandering it, but riot using it for dndependence of bodily wants, or for ,the

225
diffusion of a knowledge of the higher self. The angry ave represented by Dante 'as swimming about in 'thick putrid mud, gurgling in their throats, an apt symbol of the effects of wrath onthe soul's power of insight. The indolent are dniven furiously about, running after a giddy flag. Having 'no reasonable purpose of their own they are driven about by the goadings and stings of outside circumstances, The envious are punished in iilie different ditches as perpetrators of as many different kinds of fraud. The hypocrites, for instance, wear heavy cloaks of lead gilded on the outside 'to look as if of gold. The hypocrites have to endure the hard task of sustaining two different characters-s-first their own and second of Ithe one they assume. The soothsayers and fortune-tellers, who open the book of fate and make the future known in the present, have all suffered a paralytic stroke, and their necks are so twisted around that their faces look backward, as if Dante had said: the effect
of knowing 'the future 0'1.' of supposing that we know it, is be paralyze our wills in ithe present and prevent us from aeting and trying like reasonable beings to do our best 'to make the future better than the present. 1 we believe the fortune-teller, all is now already determined land irrevocably fixed before we have acted. AU time in fact is converted into a past, and we can only stand wibh our hands folded and look at ,the future as if 'already gone by. Our necks are so paralyzed and twisted that we look back upon all as past and only past. Pride is the deepest of the mortal sins because it strikes at ,the very fundamental principles of all institutions. It wants no bond of union with its fellow-men or witli the Creator. It says, I alone by myself am sufficient for myself. Dante therefore punishes pride 3S four different kinds of treachery-freezing the {JT0ud
traitors in ice to symbolize the effect of unsoeiality in chilling the activities of the soul.' The sins of incontinence-elust, intemperance, avarice, anger and indolence-s-do not
15sr

226
strike against society and institutions directly, but indirectly through their ultimate effects. But envy with its ten species of fraud attacks the social bond itself; for fraud IlSsumesthe forms and ceremonies of society to work the ruin of social ends and aims. The individual seeing that fraud is done in the forms of society hesitates to trust society. Thus envy strikes against 'the social bond direct. But envy does not equal pride in its negative effects. Pride says, I do not want either the goods of my fellow creatures or their society. Envy says, I wish all your goods given tc me and you deprived ofthem.
Dante has in the second part 'of Iris poem shown the sort of pain that the soul suffers in its struggles no purge itself free from these seven mortal sins. The Purgatory differs from the Inferno therefore in ,the quality of its pain and suffering. The state of mind which is in the Inferno persists on retaining the sinful frame of mind and doing its deeds against the institutions of society, It supposes 1fuat its sufferings are undeserved and due to the hatred and unjust persecution of its fellow men and of God. It does not see that its state of torment is due no its own deeds-e-tc the atmosphere of those of its deeds which strike against the existence of its own higher self.
But in the Purgatory the soul sees that mortal sin brings with it its own atmosphere of 'torment, 'and it strives to eradicate from itself 'all 'tendency to sin, and for this purpose it welcomes the pain that comes as a means of purifieation, If 'the mortal sin had not been 'accompanied by hell- . ish torments the soul would not have been able to discover the true nature of its deed, and might therefore have never known the paradise of tJhe higher self-1Jhe life in subordination to institutions.
Punishment is thus seen in the purgatorial state of the soul to be a tribute of recognition on the part of the Creator-a recognition of the freedom of the will. Man is

227
recognized as responsible for 'hiis acts, as owning his deed. Punishment by imprisonment on th~ part of the state is a high compliment to the individual criminal, for it assumes that the individual is free in doing his deed.
All literature of our European civilization is a celebration of the freedom of Ithe human will, just as the criminal laws are an implicit assertion of such freedom. While we must admit that this freedom characterizes man and renders him a responsible being and thence one who may demand punishment 'as his due recognition when he wilfully commits a crime, yet there is much to be considered before the exact limits of his deed can be determined, and this has caused 'llJDd is causing a new investigation of the entire relation of 1Jhe state to its criminal classes.
Let us look for one moment on an element of fate or destiny that enters man as a concrete factor of his being.
Man,as we have said, is two selves. The primal self is largely a product of nature. There is heredity which gives the person his outfit of dispositions and impulses-the body that he lives in land must use as an instrument to ad with. He may inherit strong passions or a weak nervous organism, or a tendency to anyone of the seven mortal sins. This does not, however, destroy his freedom, nor can the surrounding cireumstanees which form the second element of fate next after, heredity, annul his transcendental freedom. He is free to withhold from all action-he can utterly suppress the natural factor attached to him by suicide-this i3 the transcendental character of his will. If he permits passion, or interest, or impulse to have sway, it is he that consents and is responsible.
There is of course insanity, total and partial, wherein the individual loses the light of copsciousnessand. is not responsible for the deed because it is not his deed-not the execution of his intention or volition. We may admit that there are many cases in which it is very difficult to deter-

228
mine where to draw the line between responsible and irresponsible acts-that is all well enough-it is a matter of concrete details and of legal casuistry to settle such cases on their merits. But we must not give up one iota of the doctrine of freedom and responsibility as the highest attribute of rational beings. We must stand firmly on the ground that punishment is the right of the free individual himself.
But what then? There is another principle than justice in the divine nature, namely, g-rU<ce-----4and grace subsumes and also limits justice. The deepest principle of Christianity requires us to make the missionary spirit supreme, and to seek, under all circumstances, to reform 'and make better all that wear the human form.
The new penology has therefore by degrees moved forward to a platform higher than that of abstract justice which sought merely to return his deed on 'the doer. In the name of humanity in general, whose image the criminal wears, we add reformatory measures to punishment and strive to so modify 'the punishments that they shall not neutralize the reformatory efforts.
The reformatory movement does right in studying with painstaking minuteness the physical conditions of criminality. Heredity and home nurture, the physiological status,the effects of gymnastics, labor, dietary, military discipline-by attention to these the factor of fate or destiny which enters the consciousness as a source or spring of motivesto <action may be modified and the free moral will of the soul assisted in overcoming it and putting it down permanently.
Temptations vary in st,rength, but the soul that yields is responsible, we repeat. But what we desire is not 'to have a criminal to punish, but to help the moral weakling out from his tendency to yield to criminal impulse. The soul may build up fortresses within itself against temptation to

229
crime. Jrt may profitably get an insight into the nature of sin and crime and seohow they offer momentary pleasure and inevitable and lasting torment. The intellectual insight is reformatory in proportion to its clearness. Again, the view of one's 'Concrete relations, one's interest ':in the progress of 'the world, in 'the success of friends and kindred -all these will help as counter-motives against crime, All that is done to make the "line of least resistance"some 'Other line than that of crime is reformatory. Deepest of influences, it is admitted on all hands, is that change of heaet that comes of religion. For in case of 'true religion there is a conscious adoption of the standpoint 'of the transcendency of the will. It says: "The world is nothing to me, for I belong to God to will and to do." All finite motives are by one supreme act of renunciation forever subordinated.
Habit reinforces intellectual conviction, and here is ,the ,gl'eat force of military training. The ox loves his yoke and his yokemate. Habit makes a second nature. Hence it is found that military discipline is of great service to ren! der criminals tractable and obedient to order.
"Ve live in an age in which 'the restraints that surround the individual have been removed to such an extent tJhat there is less temptation for that kind of crime which formerly showed itself in open revolt 'against government. Individuality has full scope for itself in adventures for the sake of wealth, 'and in the work of adjusting itself to the newcondition 'of society which it may ascend into out of its 'old rank by a little effort,
This kind of crime whioh consists in the assertion of individuality against tihe paternal restraint of government does not form a large element in our modern criminal population.
On the other hand, the element that becomes criminal
because of lack of individuality and the self-respect that

230

comes with it is increasing. The criminals are mostly weaklings who have not boon able 'to use properly the freedom which is giV'en 'to all classes of society, and under which the great majority thrive and grow into citizens of strong characters.
In our time tJhe increase of cities in number and size is the most important factor in our social problem. According to J ohn Fiske's recent book on Oivil Government in the United States, the growth has been from 3.33 per cent. in 1790 to 32.5 per cent. in 1880 as follows:"

Cities,

1790. . . . . . . .. 6

1800....

6

1810

11

1820

13

1830

26

1840

44

1850

85

1860

141

1870

226

1880

286

Population. 131,4'72 210,873 336,920 474,135 864,509
1,453,994 2,897,586 3,072,256 8,071,875 17,318,597

Per Oent. 3.33 3.9 4.9 4.9 6.7 8.5 12.5 16.1 20.9 32.5

In 1890 we must have 50 per cent. of our population in cities of 4,000 and their suburbs. This growth of cities causes a constant readjustment of the attitude of public and private effort, Under ,the old regime of farmers and planters there was a sort of rude but ready local government. The landholder and managers ruled by personal influence each 'a small circle of laboring people, and secured the blessings of peaee and prosperity, such as they were, in their several precincts. People were not brought :togethe'l' in masses, but only in clans and tribes, according to the pateiarchal principle, Accordingly personal influence
*J. F. Fiske, Civil Government in the Unitpd States, pag~ 337.

2:)1
prevailed. Each influential person of wealth or education knew his immediate environment of persons and ruled it witJh his strong will-power.
Under this partriarchal regime each pers?n was very close to another, and the substitution of the will of the oneman power was much more complete ,tJhan it can possibly be in a city civilization. It was a family government and personal authority was at its maximum as a social factor,
Our increasing city growth breaks up completely the old patriarchal rule in the community. 'The environment of persons is too large for the strong-willed leader to penetrate and control by the authority of his presence. The patriarehal principle can prevail only where the community is small and isolated and interdependent.
In the city there is no isolation and yet very little interdependence. The powerful will of one citizen cannot act QIl his weak neighbors) for the reason tha:tthere is no fulcrum 'of dependence or common interest. He goes to his manufactory or to his warehouse, and his neighbors to their several tasks-s-he knows not where. The employees in his factory or store 'are powerfully influenced by him during the few houra of labor, but he knows nothing of their home
life,and 'has no influence OVeT it. There is a citadel of
private life at home over which he can have little authority. The patriarehal farmer ocr planter knows his obedient
clan in their domestic life and in all their histories and interests, and he can easily stifle tendencies to independence by pulling this or that sltring of immediate influence. Thus it happens in all rural communities, wherever they are, there is the dominance of one-man power and the subordination of individual will, the suppression of manly independence by nipping it in the bud, as it were. With the socialchange from the rural community to the village and the suburbs, land then to the full urban life there is a progressive emancipation from this thraldom to personal in-

232
fluence 'and 'a tendency to individual sovereignty. The responsibility falls on the individual and he must decide for himself without the advice of 'the head of his clan.
In the family only the patriarchal principle remains, and will remain always,though with diminishing power. For only when the family has a patriarchal environment has ita firm grasp on the individuals composing it. The authority of the parent is something sacred, and the worst sin is disobedience. Let the rural environment change to an urban one, and the father 'of the family loses his hold onthe obedience of his children, a:t 'an early age. For implicit obedience he can expect only a limited obedience, secured partly by appeals to reason and self-interest. Implicit obedience to personal authority yields to eo-operation through mtellectual insight into what is reasonable to be done under the circumstances. Instead of one brain with many pairs of hands we see many brains each governing its own pair of hands.
In the rural part of the nation-away from '!Jhe urbanizing influence of the railroad and daily newspaper-the new status has not arrived, but is arriving. The youth hears of the city 'and its possibilities of individualism from the summer visitors if not from his city cousins, and he begins to reflect disparagingly on ,the net-work of customs and usages land blind obedience to personal 'authority which holds him in its meshes. Parental authority is compelled to relax even in the rural district. The railroad, which brings with it the daily newspaper and other instrumentalities of urban life, is piercing these rural communities and
'town fast modifying 'all their conditions. Still in the rural
meeting may be seen the old-time power of the strong-willed patriarchs of the town. They control the !henchmen of their dans still. They browbeat and crush out individual freedom of opinion among their neighbors. Only through their mutual collision is there left 'opportunity for some ex-

233
ereiseof free individuality on the part 'Of the subordinate clansmen. They may revobt from one leader to another, and thus maintain some degree of self-determination.
But how about 1Jms matter of urban growth? Is it not a disease to be cured by social enlightenment ? Should not people cease ,to herd together in towns and remove into the country {moo more? Alas! no one can suggest this who once glances at the causes of the increase of city life.
The avatar of natural science has brought along with it an era of mechanic invention, and mere hand labor is superseded by machinery. The consequent increase of productive power is constantly cheapening the necessary articles of food and clothing, aadchanging the ratio between the producers of the raw materials of food, clothing and shelter, and the manufacturers 'and distributers of these. The railroad land steamship connect the agricultural regions of greatest fertility with the regions of great manufacturing facilities, and fewer and fewer persons are needed for farmers and more smd more persons are called to the management of machinery for manufacturing, for elaborating, 'Ornamenting, and distributing the productions.
The demand iseonstant as is shown by the prevalence of lower agricultural wages as compared with 'wages for meohanical skill, and for the managers of 'transportation and trade. The farmer averages his $23.00 per month while all occupations average $34.00.
This glance at the cause of urban growth convinces us that it is not a temporary affair. It will go 'on with increasing rapidity in the future because of <the increasing perfection of the natural sciences 'and the increasing fruits of invention that accrue. Agriculture is destined to be done by machinery at an increasing rate of progress. The rural principle of patriarchalism is bound to yield to individual responsibility.

234
Now what is the effect of urban life? What new strain does it plM on the individual and how far does :ilt operate i
The most obvious effect of these great soo1:311 ehangee which I have described, is the increase of individual responsibility and of the phenomena which flow from this ex1Jra strain upon the individual. l!ts negative effectsare twofold, seen in the increase of crime and insanity. 80 long, 3 ,the individual held a sort of family relation to III clan leader who did his thinking for him, and who made up his mind for him amd directed him in matters nat purely routine, it is obvious tlhat he was relieved of a great weight of care and anxiety, All this weight comes upon the individual emancipatel from patriarchial obedience by change to urban surroundings. The strain acts upon the citizen who has possibilities of strength in such a way as to develop his resources and make more of a man of him. U poo the weakling it has quite another effect. If he be weak in intellect, in nervous power and executive capacity and possessed of good moral proclivities, 'he is liable to become insane under the pressure for constant self-adjustment to changing outside circumstances. Hence with the increase of urban life there is a constant increase of cases of insanity observable in all civilized countries. There is also an increase of crime. The pateiarch of his tribe holds 'a sort of sway within each personality of his clansmen, and this appears as a certain restraint or inhibiting force holding back from crime.
It is obvious enough that this is not a moral force of 'high order. It is only a sort of obsession. The clansman is obsessed by the will of his chief. He leaves his own mental house and lets it be tenanted by the will of a master. This is not moral nor immoral, but unmoral. Without the sense of personal responsibility there is no morality possible.
On emerging from this authority of the clan and entering the city life our weak moral and intellectual individual
F

235
gravitates into association with criminals. The close companionship that prevails among confederates in crime allures our moral weakling. He has none of the instincts which grow with the exercise of responsibility. For such exercise leads one quickly to see that freedom of the individual implies moral and statute laws to protect the exerelse of free self-determination.
The moral weakling yields to temptation and enters the career of crime, because he is too immature to be endowed with full responsibility and because he is not looked afterby good directive power, but allowed ,to come under th'8 influence of evil directive power. The good lljcen are apt to be rough 'and repellant towards this class of the community. They have no sympathy with rthe moral weakling, though they are willing to help Ithe honest struggler. Hence they crush the individual of immoral proclivity and drive him 'out to seek the recognition of wayward and criminal companions. This is the rationale of 'uhe increase of crime incident to the increase of urban life, and it is a very serious matter 'to consider, because it brings us to the question of the proper limits to be set to 'our doctrine of local self-government, That principle takes for granted intelligent selfdirection. It presupposes citizens of moral aims and purposes, together with educated mind enough to not mistake the best means to secure them,
In other words, it makes noaccount of immature intelleetualand moral people who can not direct themselves. To be sure it meets these immature people at the last end of their career with halters in one hand for those who have yielded to criminal tendencies and with straight jackets in 'the other hand for 'those who have become insane. It has moreover to provide for a 1arge class neither criminal norinsane, but who have proved unequal to their responsibilities in the way of thrift, and who, therefore, drift ashore for the pauper asylum.


236
The principle of let alone, laisse [eire, <1008 not take bold of ,this immature class and provide what it needs for .it; it. does not institute for ita system of nurture. Immature development in responsibility does not need justice; it needs nurture ;~t needs not the principle of the snare so much as the principle of the family, the educative function.
But ,the family or patriarchal principle should be cor.reeted S'O as not to hold back the development of responsibility by the principle of implicit obedience, but no adopt a treatment that shall kindle self-respect and intelligent selfdirection. It must aid the growth of self-help, Educative efforts increase self-help.
Indeed, ~t is found 'jjh~t the weakling class thrut comes into jails and insane asylums is disproportonately large from illiterate classes. Our subject, the philosophy of crime, necessarily involves the question 'of its relation to school education,
The relation of school edueetion to crime has been often canvassed, Sometimes it has been asserted that as edueation increases, crime increases, in equal or greater ratio. The inference left for us to draw from this isthat education in tbe school produces more intellect and not a sufficiency of moral restraining force to prevent crime. An examination of the criminals in one 'of ,the states shows seventy per cent. who can read and write and only thirty per cent. who are illiterate. It seems by this that our schools furnish the grea t majority of our criminals. But, while it is certain that the mere possession of a knowledge of reading does not utterly prevent crime, the exact influence of education on crime is not shown by Ithe figures presented, for the reason that nothing is said of iJhe ratio of illiterates to those who can read .and write in the state referred to. We cannot tell the value of a fraction by an inspection of its numerator alone; we must also see its denominator. Six is larger than three,


237
but six-tenths is not so much 'as three-fourths, To determine whether 'the statistics of illiteracy of criminals tells, for or against education we must compare them with the statistics of illiteracy of ,the whole population. In otherwords, we must add the denominators 'to the numerators given. The state in question was found to have, in 1880, an ilfiterate population of less than five per cent. Thequestion of education and crime now stated in view of the statistics reads differently. Seventy per cent. of the population in 1fue jails have been furnished by the ninety-five per cent. who can write, while thirty per cent. have been furnished by the five per cent. who are illiterate, This would give us eight times as many criminals from each' thousand of illiterates as from a thousand not illiterate.
Certainly the statistics thus examined are not unfavorable to the schools; and this is the actual showing of the house of correction in Detroit, Mich., for the first twentyfive years of its existence. Forty thousandcommitted, and seventy per cent. able to write, but there were thirty per' cent. of illiterates sent thither from a population of which less than five percent. were illiterate.
In 1870 'an investigation of ,the returns of seventeen states that kept a record of the educational status of their criminals showed nearly the same results as these from the jain in Michigan, namely, eight times ae many criminals from 'the illiterate stratum of ,the population as from an equal number of the population who could read and write. In ,that investigation there were 110,000 prisoners in the 'aggregate investigated. The statistics of penitentiaries, that is to say, the state prisons, show an average of better eduacted criminals than the jails or houses of correction, but we found recently in an investigation undertaken by the Bureau of Education that there were in the thirty prisons reporting for 1888 three and one-fourth times as.

238
many criminals in the prisons from the illiterates as '1Jheir quota allowed.
Another interesting question is that concerning the kinds of crime which are now punished in those states which rlJhe alarmists of our time cite as having so greatly increased in criminals while t.he schools have been growing in efficiency. Take the state of Massachusetts. Its criminals in prisons and jails have increased 'Out 'of all proportion to the increase of population, But it is important to inquire whit is the nature of the crime punished-s-ar they crimes against person and property or only crimes ,against public decency which were not formerly punished at all, or less frequently than now? In reply to i!his pertinent question we have learned that :ilt is the zeal of the prohibitionists
up at has made this bad showing. Once it was thought to be
a vicethat leaned to virtue's side to get under the influence of liquor. Only eases of gross intoxication publicly exhibited would be thought important enough to warrant 'an arrest. Now an enlightened public sentiment discovers so much evil emanating from drunkenness that it deals sternly with the vice of intemperanceyand in 1885 Massachusetts had over 18,000 arrests for intemperance, while in 1850 there were less than 4,000. On ,the other Ihand, in 1860, the eases for crimes against person and property were more numerous proportionately fu'an in 1885. In twenty-five years the crimes against pemon and property had decreased 44 per cent., allowing for increase in population.
It seems, therefore, that Ijjhis alarm about the increase of crime with the increase of education means this: Person and property are much safer than they were seventy-five years ago, but intemperance is not nearly so safe.
The school is only one factor, 'to be SUTe, and its work may be more or less neutralized by such other agencies that are educational, as for example, the home influence or the neighborhood influence. It (1)he school) may not be suf-

239
ficient in itself, to overcome the inertia of heredity or physical disease. But so far as it goes, it is a positive influence against crime, 'as will appear by glancing a moment at its nature,
The two pillars of school education are good behavior and the course of study-s-the discipline of the school is a training of the will directly in 'habits of good behavior-habits that make possible theoombination of the pupil with his fellows 'and prepare for neighborly helpfulness in mature years, This discipline relates to habits of regularity, punctuality, silence and industry, all of them elementary social virtues in the days of machinery, when so much depends on concerted action in order to get through one's work. Then there is 'truth-telling emphasized in every school exercise as accuracy of statement. and fullness of definition. Courtesy and obedience to order are direct disciplines to preparethe child for a law-abiding manhood.
If the discipline of a good school is adapted to prevent crime, the course of study is even more adapted to this need.
For the arts of reading and writing usher the child into the world of the newspaper and periodical and book, where he hears over and over the lesson of the wisdom of the race, and sees deeds and their results in close connection.
His study of geography teaches him his relation to the world asproducer and consumer; and with history all the studies of ,the school go to developing in the child thwt survey of the world wherein he sees his dependence on institutions,and the importance of protecting and preserving those institutions as the realization of his higher self.
In the school his 'association with his fellows is in itself
ana anethieal culture, because he forms friendships at the
same time in the work of the school learns to appreciate those solider traits of character which the pressure of the intellectual and moral training challenges.

240

The smattering of elementary branches learned in the

common school really prepares the child to avail himself of

the advantages of the age in which the newspaper is the

great organ of public opinion, and in which the library is a

continually growing force.

All kinds of schools are necessary in dealing with the

weakling class of the community and the newest addition

made to rthe curriculum namely, manual training, is one of

the best, taken either as prevention or cure.

Since crime is an attack made upon the institutions of

societyyand we wish not only to punish the criminal but

also to reform him, we must be guided in this by the follow-

ing obvious rules:

1. To isolate the criminal from his former criminal so-

cial surroundings and place him in contact with normal

society.

~

2. To fill his mind with all phases of that view of the'

world which forms the basis 'of our civilization, so that the

food of his mind may be of such a character as to nourish

and not to poison it.

3. To form by practice as many habits of civilized life

as possible-making it a second nature to work at some pro-

ductive industry 'and practice thriflt with his earnings.

All of these measures of reform may be set in opera-

tion while the groat lesson of punishment-the return of

his deed upon him is in course of infliction upon him.

But justice should be 'conformed to the principle of grace

as .taught in ,tilmt remarkable work of modern fiction, Hugo's

LeeMiserobles, a work that one would suppose should be

found in prison libraries.

The good shepherd leaves his ninety and nine sheep and

seeks out the one tll.'at has strayed from the fold and brings

him in rejoicing.

241
REPORT OF THE COMMITTEE OF TWELVE ON RURAL SCHOOLS.
'Po the National 'Council of Educa:tion:
The undersigned Committee of Twelve on Rural Schools, appointed at the meeting of the National Council of Education, Denver, Colo., July 9, 1895, has the honor to submit the following report discussing the rural school problem in its four several aspects, each of which has been the special care of a subcommittee of three persons, who have submitted their results from time to time to the criticism of the entire committee. These subcommittee reports are preceded by a general introduction, written by the Chairman of the Committee of Twelve, in which a history of the formation of the committee is given, together with a brief summary of the recommendations of the several subcommittees. In the appendix will be found a number of valuable contributions illustrative of different points made in the several reports.
HENRY SABIN, D. L. KIEHLE, A. B. POLAND, C. C. ROUNDS, J. H. PHILLIPS, B. A. HINSDALE, S. T. BLACK, W. S. SUTTON, L. E. WOLFE, W. T. HARRIS, L. B. EVANS, C. R. SKINNER.
Iller

242
REPORT OF THE OOMMITTE ON RURAL SCHOOLS.
INTRODUCTION.
To the National 'Council of Education:
The undersigned, Ohairman of the Oommittee on Rural 'Schools appointed at the meeting of the National Oouncil of Education, Denver, 0010., July 9, 1895, would respectfully submit the following report:
At the meeting of the Oouncil on July 5 the Oommittee on State School Systems made a report on the Rural School Problem, through its chairman, Henry Sabin. O. O. Rounds, President of the Oouncil, urged immediate action, in view of the importance of the subject, and of the growing interest in the question of improving the condition of the rural schools. Other members joined in the discussion, and, on motion of B. A. Hinsdale, the chair was directed to appoint 'a committee of five, who should submit a plan for the further investigation of this subject.
July 9 the committee reported as follows:
Resolved, That there be undertaken, under the auspices of the Council, an investigation of the subject of Rural Schools, embracing such topics as revenues and expenditures, the constitution, organization and duties of boards of management and control, and the provision of suitable teachers. More definitely, said investigation shall be conducted in general on the lines laid down in the report of the Committee 00 State School Systems submitted to the Oouncil at its present session.
Resolved, 'I'bat a committee of nine be appointed to conduct this investigation, said committee to consist of the following persons: Henry
Sabin, of Iowa; D. L. Kiehle, of M.innesota; A. B. Poland, of New
Jersey; C. O. Rounds, of New Hampshire ; J. H. Phillips, of Alabama; B. A. Hinsdale, of Michigan; S. T. Black, of California; W. S. Sutton, of Texas j and L. E. Wolfe, of Missouri.
Resolved, That the Board of Directors of the National Educational Association be urgently requested to appropriate, at some session to be held during the course of the present annual meeting, the sum of two

~.
Il.

243
thousand five hundred dollars, or such part thereof as may be necessary to defray tbae:s:~ses of this investigation, including the publication of the report of the committee.
Resolved, That the committee should report within the period of two years, in such form as it may determine, and that it be authorized to publish its report. Respectfully submitted,
B. A. HINSDALE, G. P. BROWN, D. L. KIEHLE, J. R. PRESTON, EARL BARNES.
Committee.
At the same time the committee was empowered to enlarge its number to twelve, and to fill all vacancies which might occur.
On the twelfth day of July the Directors adopted a series of resolutions, under which a sum not exceeding two thousand five hundred dollars was set aside and placed in the Emergency Fund for the use of the committee. The resolutions also provided that not more than one thousand five hundred dollars should be drawn during the year 1895-96; that no compensation should be allowed any member of the committee; and that the fund may be drawn upon, if necessary, to defray in whole or in part the publi- . cation of the report. It is proper to add here that at a meeting of the Directors at Buffalo, upon the request of the Oouncil, an additional one thousand dollars was placed in this fund for the use of the committee under the same conditions as above.
The committee held its first meeting July 10, 1895, at which time, on motion of Dr. Hinsdale, the committee was increased from nine to twelve by adding the following persons: W, T. Harris, Washington, D.O.; L. B. ,Evans, Augusta, Ga.; O. R. Skinner, Albany, N. Y.
Messrs. Sabin, Riehle, and Hinsdale were constituted a special committee to formulate a plan of work and furnish members with copies of the same; also, to divide the com-

244

mittee into sections and to assign appropriate work to each.

The committee as finally constituted consisted of the fol-

lowing gentlemen:

.

Henry Sabin, Des Moines, la., Chairman; B. A. Hinsdale, Ann . Arbor, Mich.; D. L. Kiehle, Minneapolis, Minn.; W. T. Harris,Washington, D.O.; A. B. Poland, Trenton, N. J.; C. C. Rounds, Plymouth,
N. H.; J. H. Phillips, Birmingham, Ala.; S. T. Black, Sacramento, Cal.; W. S. Sutton, Houston, Tex.; C. R. Skinner, Albany, N. Y.; L.
B. Evans, Augusta, Ga.; L. E. Wolfe, Kansas City, Mo.

The special Oommittee of Three met in Ohicago Octo-

ber 25 and 26, 1895, and, after consultation, divided the

entire committee into four subcommittees, and assigned

certain topics to each for investigation and report. These

subcommittees were constituted and the work assigned to

each in accordance with the following schedules:

I. School Maintenance. Subcommittee: B. A. Hins-

dale, Chairman; W. S. Sutton, S. T. Black.

This branch of the subject was divided for convenience

into three subheads:

1. Revenues. Permanent school funds; taxation, gen-

eral and local, embracing state, county, township, and dis-

trict taxes; miscellaneous sources of school income, such as

fines, licenses, gifts, etc.

2. Expenditures. Machinery and methods of distribu-

tion, general and local. The main points to be considered

are the channels through which the funds reach the schools,

and the rules and methods governing their distribution and

application.

3. Organization and Business Administrative Machin-

ery. The county, district, and township-unit systems; the

consolidation of schools; the transportation of pupils;

county, township, and district high schools; the relation of

rural schools to city schools. Inquiry should be made into

the main social, industrial, and economical factors that con-

dition rural education, as density of population, wealth,

means of communication, etc.

245
H. Supervision. Subcommittee: L. B. Evans, Ohairman; O. R. Skinner, Henry Sabin.
1. The manner of electing the superintendents, state, county, district, or township.
2. Minimum qualifications required of each, and term of office.
3. The relation of the superintendent, state, county, district, or township, to the teachers and pupils as officer and adviser.
4. The relation of the superintendent, state, county, district, or township, to school officers, and their duties.
5. The relation of the state superintendent to the county and township superintendent.
6. The relation. of the superintendent to the public at large, as creating and shaping public opinion in rural districts.
7. The relation of the superintendent to school buildings, architecture, sanitation, and hygienic conditions:
III. Supply of Teachers. Subcommittee: O. O. Rounds, Ohairman; J. H. Phillips, D. L. Kiehle.
1. An inquiry into the assistance rendered rural schools by the following facilities for preparation:
(a) Normal schools. (b) Training schools in high schools and academies. (c) Summer training schools. (d) Institutes. 2. An inquiry into the means provided for the improvement of teachers already. in the service. (a) Teachers' meetings and associations. (b) Reading circles. (c) Libraries and current literature. 3. An inquiry into the manner of electing, employing, and paying teachers. (a) By what authority examined and certified.

246

(b) By what authority employed.

(0) Terms of engagement, certificates, and salaries paid.

IV. Instruction and Discipline. Subcommittee: W. T.

Han-is, Ohairman; A. B. Poland, L. E. W olfe,

1. Methods of teaching and government peculiarly

affecting rural schools.

2. Oourses of study, text-books, and other appliances.

3. Working programs.

4. Gradation and classification of pupils.

5. The relations of rural schools to their environments;

as to farm life, mining life, etc.

It was also provided that the investigation of the several

subdivisions of the general subject should follow two main

lines:

1. The condition of rural schools now existing.

2. Ohanges to be recommended; what is, lind what

should be.

It was not thought necessary that the committee should

go into history or development farther than to make the

conditions that now exist, and the reforms that are recom-

mended, intelligible. It was also recommended that

changes to be made, or reforms to be proposed, should have

respect to existing facts; that they should be practical in

the rational sense of that word.

It was further left to the several committees to deter-

mine the methods to be employed in carrying on their

.work, and to exercise the greatest freedom in enlisting aid

from every possible source.

Each subcommittee was thus Ieft free to formulate such

questions as seemed best designed. to elicit the desired in-

formation in the most definite form.

The committee and 19, 1896, for.

mcoent sautltaJtaicoknsoannvdilcleo,mFplaar.i,soFneborfuraersyul1ts8.

An informal meeting was held during the sessions of the

National Educational Association at Buffalo in July, 1896,

247

,-

at which time it was determined to hold a meeting of the full committee at Chicago November 18 to 21, 1896. The chairman of each subcommittee was also directed to have such preliminary matter ready at that time as would em-
brace all the essential points necessary to a fair understand-
ing of the scope of the final report to be made to the Council in July. tlt was also voted to ask certain experts in rural school matters to meet with the committee, in , order that it might have the benefit of their experience.
The committee met at the Auditorium in Ohicago, as determined. The entire committee was present at each session, with the exception of D. L. Kiehle, who for satisfactory reasons was not present until Thursday. morning. The following gentlemen were present upon invitation of the chairman:
John MacDonald, editor of the Wcstern School J ournal, Topeka, Kas.; W. W. Stetson, State Superintendent of Maine; J. L. Pickard, of Iowa Oity, Ia.; O. T. Bright, Oounty Superintendent of Cook county, Ill.; Albert G. Lane, Oity Superintendent of Chicago; D. E. McOlure, Oounty Superintendent of Oceana county, Mich.; W. H. Chandler, of Madison, Wis.; President F. W. Parker, of the Ohicago Normal School; G. R. Shawhan, Oounty. Superintendent of Oampaign county, Ill.; John Trainer, of Decatur, Ill.; T. O. Ohamberlin, of The University of Ohicago; J. J. Schobinger, of Morgan Park, Ill.; W. S. Jackman, of the Chicago Normal School; A. W. Edson, State Agent, Boston, Mass.
Wednesday and Thursday were devoted to general discussion, one half day being allotted to each of the four subcommittees in the following order: School Maintenance, Supervision, Supply of Teachers, and Instruction and Discipline. Friday and Saturady were devoted to the consideration of the preliminary reports submitted by the chairmen of the respective subcommittees, The sessions were

248
held from 9 a.m. to 12 m. and from 3 to 6 p.m. In order to facilitate discussion printed or typewritten copies of the main propositions in each report were placed in the hands of those present. During Friday and Saturday the reports were read section by section, and, after alterations and amendments as suggested by various members of the committee, they were adopted.
It was further ordered that the reports 01 the different
subcommittees should appear in the printed volume in the following order:
1. School Maintenance. 2. Supervision. 3. Supply of Teachers. 4. Instruction and Discipline. On motion the entire matter of printing the report, when completed, was intrusted to the charge of the chairman of the committee, with the suggestion that he confer with the United States Commissioner of Education in regard to securing the co-operation of the national bureau for publication purposes. T. O. Ohamberlin, of The University of Ohicago; W. S. Jackman, of the Chicago Normal School, and F. R. King, of Madison, Wis., were requested to prepare a discussion of the possibilities of a course of study especially adapted to agricultural environments. This discussion constitutes Appendix G of this report.' Appendix A, consisting of a paper read by B. A. Hinsdale before the Department of Superintendence at J acksonville, is published by order of the committee. The course of study for rural schools and the paper by Dr. White, designated as Appendia: I, and the paper by F. W. Parker, Appendix H, are inserted by the same authority. The other matter in the appendix has been placed there in accordance with a vote of the committee, leaving the selec-

249
tion to the choice of the chairman of each subcommittee and of the general committee.
The date for publication of the report was fixed at from lour to six weeks before the meeting of the National Educational Oouncil at Milwaukee.. After determining that the chairman of each subcommittee should send a typewritten or printed copy of his report to each member of the committee before publication for suggestions or amendments, the committee adjourned.
In the foregoing historical statement no attempt has been made to follow the exact order of proceedings, but only to gather from the Secretary's records such main points as will give the Oouncil exact information of the methods adopted by the committee.
As soon as possible after the adjournment of the committee the chairman of each subcommittee prepared his report, and printed or typewritten copies were sent to other members, and also in all cases to persons who were supposed to be able to point out omissions or to suggest alterations. As a result these reports represent the combined experience of many competent persons besides members of the committee. This method led to much correspondence on the part of the chairmen, but it has undoubtedly aided them very materially in making a broader and much more comprehensive report. The committee found itself confronted from the beginning with the fact that the environments of schools differ so much in various sections of the country that it is impossible to make other than very general suggestions. Conditions vary so much between Maine and California, or Minnesota and Texas, that what would be an excellent system in one would possibly fail in the other.

2.")0
SOHOOL MAINTENANOE.
Those who readthe following reports will find Vhat several recommendations are made by more than one subcommittee. Thus in the matter of organization the necessity of adopting a larger unit than the district, as the township or _the county, is very strenuously insisted upon by two or more subcommittees. It is a fact of such great importance that other essential points hinge upon this. The 'arguments 'are very fully stated in the report of the Subcommittee on School Maintenance, but the general eommibtee is fully 'agreed upon 'the desirability of effecting this change wherever the district system at present prevails.
It would conduce to effectiveness 'and simplicity of organi-
zation; to economy in the use and distribution of funds; . to the equalization of the burdens of taxation, a'lldto a system of supervision which would produce better results from the instruction given in the rural schools.
Aga1n, all the subcommittees 'are strongly in favor of the 'Consolidation of schools which are too small to employ profitably the time of one 'teacher into larger schools, when practicable, in order that better instruction may be provided than is possible under the present system. Trills involves also paying for the transportation of pupils to some central school at the public expense. The different subcommittees have reached this conclusion, each from its' 'own standpoint, The inferences drawn from facts and figures 'are too obvious to need 'any argument. The conelusions arrived at in the discussion of the two points, organization 'and consolidation, are very broad, <and would seem 1Jo be applicable to some section of nearly every Startle in ,the Union.
The manner of raising and distributing the revenues has been carefully investigated, and the subcommittee having

251

1ihwt subject in charge seems to have reached very wise and just conclusions, The township, or special district, in which the parents of the pupils reside should contribute to the school funds, 'as should ~e county and the State, Every interest concerned in rtfue education 'Of children should bear Ill. proportionate share of the 'burden of taxation. In the distribution of school funds, because of the community of interests involved in popular education, the strong and wealthy must contribute to 'the support of schools in weak and impoverished districts. It may not be possible to provide equal school facilities in every part of the Strute, 'but every district in which a school is established should beassured beyond all doubt of a sufficient sum of money to employ a competent 'teacher for the minimum number of months or days fixed by the law, The duty of providing for the pupils of the rural schools the means whereby they can have the benefit of high schools in their neighborhood has not been overlooked. It is not necessary to discuss fully these points. Attention is invited to them as set forth in the report oithe Subcommittee on School Maintenance.

SUPERVISION.

The subject 'of school supervision is discussed under

the general divisionsof State, county, township, 'and dis-

trict. The task assigned this subcommittee is difficult because, as far as rural schools are concerned, there are

no well defined lines of work upon which there is a general

agreement. There is great need of supervision which is

intelligent and which carries with it some degree of au-

":hr;.# ~_.

thority. As a ~eneral thing the officer known 'as State superintendent 'has only 'advisory authority. He can make

f
~'
!'r,.

suggestions, but they caTTy with them no more force than .there is in the character-and influence of the officer who

i'l,.,

l: ;

252
makes 'them. He is too fur removed from the rural schools, and is too much engaged in. other matters connected with his office, to come into close touch with them 'and their l)l'lesent interests.
No one questions that supervision should be compulsory. In fact, such ,is the case in most Strutes to-day. The great question connected with .it is how to make it effective. A supervisor who has charge of a hundred schools or more, .scattered C!V'er an entire county, finds it impossible to control 'and direct ithem in accordance with well-devised plans. Aooordingly the subordinate urges 'township or distniet supervision where it is practicable, or that each supervisor should have such deputies or assistan tsas will enable him to reach every part of his field. Again, if supervision is to be effective it must be the product of skill and intelligence. As well put an ordinary seaman, selected from the arew by lot, in charge of an ocean steamer, with its precious cargo of lives and wealth, 'as to place a raw, uncultivated man or woman, selected by the chances of a political -convention, in charge of the schools in which our yoUJth are 'being trained for citizenship. The subcommittee is of the opinion that certain qualifications, moral and mental, with some experience in teaching, should he exacted from every one who aspires 'to iJhe duties of a supervisory office. The duties which are incumbent upon a supervisor of schools have !been so minutely discussed that it is not nee-essary to restate them here. It is sufficient ito say that knowledge 'and skill, enthusiasm and pabience, sympathy and forbearance, firmness and justice, are requisite in one who would discharge his duties conscientiously and with due regard to the highest good of all 'Concerned.
The importance of bringing the school into touch with the farm and the home has been dwelt upon at some length (Appendix 0). To this end the supervisor should make

253
himself thoroughly acquainted with peculiar conditions: of life in his supervisory district. It is not enough that !hevisit the school and consult with the teacher, He must meet school officers and parents, 'awaken their sympathy 'and 'arouse their interest, if he would do !his whole duty. He must have aconteolling influence in the selection of tteachers, in the erection of school buildings, especially as concerns sanitation and hygiene, in 'teachers' meetings, and in general school work throughout 'his entire territory.
'A wise supervisor cannot fail to observe carefully theenvironments of the school, which exert a powerful, 1fu:ough unconscious, influence upon the character of the pupils. The bearings of the esthetical upon the ethical side of the child's nature, the 'relations of music and art as determining 1Jhe development of the child along right lines, should be observed and guarded as well in the rural as in zthe city schools.
SUPPLY OF TEACHERS.
The question of the support afforded teachers is one great hindrance in the way of improving the rural school. The following table showing the average monthly salaries paid teachers in rural schools has been compiled from
answers to circulars sent out to State superintendents. n
if unfortunate that in most Stwtes 'the statistics make no distinction between city and rural school-teachers. Consequently many of the returns are estimated. They 'arevaluable, however, for the purpose of comparison and general inrormation.

254
I I Males Femalesll

I IF Males emales

Alabama .......... $25 $20 Missouri ......... $40 $34

Arkansas ......... 33 30 Montana ......... 60 45

California 1 ..... 67

56 Nebraska ......... 35

30

Colorado" ......... 50 45 Nevada ........... 85 60

Connecticut. " ... 30 30 New Hampshire .. 30 30

Delaware ......... 35 33 New York.' ....... 37 37

Illinois ..... ' .... 30

25 Ohio ............. 35

29

Indiana ........... 40

35 Pennsylvania 5 42

33

Iowa .............. 35 30 Rhode Island ..... 40 36

Kansas ........... 40 32 South Carolina ... 30 27

Kentucky ........ 36 34 South Dakota ..... 36 31

Louisiana ......... 40 33 Utah ............ 53 37

Maine ............ 35 22 Vermont ......... 39 27

Maryland ........ 29 29 Virginia ..

28 25

Massachusetts 3 32

26 West Virginia .... 36

36

Michigan ......... 29 25 Wisconsin ........ 46 30

Minnesota ........ 40 31 Wyoming ........ 45 40

In connection with above table we must take into account that in only a few States is the average length of :bhe school over eight months. This includes cities and towns, as well as rural districts, so that it is fair to conclude that in general the country teacher finds employment not to exceed seven months in a year,and often not more than five or six.
The subcommittee regrets that so few are able toapprehend the qualitiea essential toa good teacher. Professional fitness is ignored in nearly every case. The smaller the unit of organization the greater is the disposition to engage reachers for strort periods of time. All engagements should be for one year at least, and frequent changes of teachers should be discouraged.
Perhaps the most important subject intrusted to this
1 Includes schools of not more than two teachers. 2 Iucludes the schools in the agricultural sections only. 3 Based on fifty-two male teachers and 142 female teachers in towns under $500,000 valuation. $9.26 a week, counting thirty-three and one-third weeks in a year. 5 N. t including the city of Philadelphia.

255
subcommittee has reference to the :training 'and preparation of teachers. There is no doubt that the normal school in most States does not reach down and take hold of the common district school. There is room, as indicated in the report, for a series of normal training classes with a course of one year, or 'at most two years, not modeled after a State normal school, but suited in all respects to the needs ofa class of young people from whom we draw nearly
year all our rural school-teachers. Instruction for one
in such a school could be made 1Jo so inspire students With a desire for knowledge, to so fill them with rhe teaching spirit, as to work a most beneflcient change in the schools coming under their charge. The proposition toestwblish continuous sessions in normal schools, es set forth in the subcommittee's report, is full of promise for rehe improvement of rural school-teachers without withdrawing them from active service. 11he terms and courses oould, under the plan, be so adjusted as to enable them to a;1Jtelnd a normal school for work in regular courses of study during th'<l!t large part of the year not occupied in teaching. AcoUI"Se for one year is indicated below. If extended to two years, the extension should consist not so much in the introduction of new branches as in doing something more than elementary work in ifu.e branches already in the curriculum.

256
THE COURSE OF STUDY FOR ONE YEA.R OF FORTY WEEKS.

General Divisions

First Term

Second Term

Language. Mathematics.

Reading and Litera-,Grammar.

ture,

Elements of Rhetoric.

Arithmetic.

Geometry.

Algebra,

Natural and Physical Sci- Geography.

Botany,

ence.

Elements of Chemis- Elementary Physics.. try.

History. .

U. S. History.

General History,

Civil Government. Biography.

Professional Studies.

School Economy. Physiology with special ref-,

Elementary Psychol- e.rence to hygienic condi-

ogy.

tions,

[practice Teaching. Practice Teaching.

The number of lessons in each branch per week must be determined by the conditions and necessities of the class. Singing and drawing should have such a place as their importance demands. At least two lessons per week for each of them should be insisted upon.
The course of study to 'be completed in one year is arranged according to relation of subjects and not according to order of study. It. embraces, so far as elements are concerned, those subjects which are necessary in order to enable a teacher to deal with organic and inorganic nature, with history and civil government, with literature and language, and so much of music and art as the conditions of !the school will admit. While provision is made fur professional training, the success of such a course as this.

2.57
as a means for preparing teachers for their work will depend almost entirely upon the good judgment and skill of those who are intrusted with the management of the school. The tendency to overload such a course, to crowd two years' work into one, will have to be very carefully guarded against. The entire course is intended only to be elementary, and is for the benefit of a large class of teachers who have but little preparation, and are not able for various reasons to devote more than one year's time to attendance upon a normal school. The advantages of a school of ,vhis nature would be greatly enlarged by the possession of a carefully selected library, and of sufficient apparatus for the purposes of illustration and experiment. If the students could be taugbt ito make this apparatus, with maps, charts, etc., for use in rural schools, it would add to their usefulness as teachers. Very great advantage would accrue to the pupils from coming in contact with disciplined minds in the persons of their instructors. But few rural teachers know how to study or how to get the most out of books which fall into their hands.
Summer schools, reading circles, and institutes have received their 'share of attention. The whole ground has been well covered and will repay a careful perusal.
The scheme for the examination and certification of teachers has been thoroughly digested. There will be" some who may not agree with the subcommittee in all particulars, but no one will dispute the fact that too many teachers in the rural schools are contented with the lowest grade of certificate which will answer the purpose of the law. There is a great necessity for some scheme such as is here recommended, whereby teachers can rise stepI by step in their calling, if they earnestly desire to improve."
17sr

258
On the other hand, this scheme furnishes a reasonable excuse for not uffording further professional recognition of any kind to those who show no disposition or no ability to do anything better in the line of preparation for their . work.
INSTRUOTION AND DISOIPLINE.
The report under this head will be found to embrace several important recommendations. Some of these will provoke discussion, but most of them are of such a nature as to commend themselves to every thoughtful person. The report opens a broad field of inquiry, which must of necessity receive more attention as the wants and necessities of rural schools are better considered.
The evils of attempting to grade the rural school as the city school is graded are very clearly set forth, accompanied by the suggestion that those normal schools which as part of their work train teachers for rural schools should carefully impress upon such teachers the necessity of considering the size of the school in determining the uses and abuses of grading and classifying pupils. This suggestion is all the more pertinent in view of the movement in many States to require some previous professional training as a
prerequisite for entering any public school as a teacher,
Oonsidering that the course of study for the rural school need not differ in any material point from that provided-for the city school, it ]S urged thatthe aim of such a course is to enable the pupil to recognize the conditions of inorganic and 'organic nature, 'and to pursue the studies of literature, language, and history, as they are necessary for his entrance upon civilization. The difference in courses of study for rural or city schools is found to be in those

259
collateral branches which relate 'to the environment of the pupil or to the neighborhood in which he dwells. The report upon this point is very full and will repay a careful study of its details. The subcommittee calls especial attention to the relation of the course of study to the system of grading and classification. The suggestions made are of great practical value in any discussion which endeavors to determine the method of adapting a course of study to the wants and conditions of rural schools. Lt cannot but be very helpful to be told that the course of study is the measuring rod used only to determine at what point in ,his work the pupil has arrived, and not a Procrustean bed used to give the work the lifeless beauty of a dead uniformity.
The consolidation 'of those schools which have become so reduced in numbers as to renderr it unprofitable to maintain them separately, the transportation of pupils at public expense to other schools than their own, and the 000centration of higher-grade pupils rut a central point, are urged as means of lessening many of the evils from which rural schools are suffering. This provision having been grafted into the lawof several States, bids fair to prove of great benefit. Wherever it has been tried it has coonmended itsel as economical, and as a means of affording better teachers and consequently better schools. The matter of improved, roads enters incidentally dnto this discussion, as having great bearing on the question of transporting children to central points for school purposes.
, In connection with school exercises at the town or county center, once or twice a year, competitive examinations are not recommended unless they are very carefully guarded. The feature of social intercourse, the stimulus which comes from meeting with his mates, have advantages which ought not to be overlooked or neglected.

260
Home reading, with what is termed school extension, is dwelt upon at such le~gthas its prominence demands (Appendio: 0). To carry good reading material, whether of science, literature, or fiction, prose or poetry, into the schools and homes of the rural districts must be a part of any educational scheme which has for its object making COUn:tTy life more endurable and more attractive. The various recommendations of this part of the report are worthy of careful consideration at the hands of those even who may not wholly agree with them.
CONCLUSION.
Your committee has called in the aid of a number of persons whose time and thought have been largely given to matters connected with the management and instruction 'best suited to the wants of rural schools. It was found impossible to embrace the entire manter placed at our disposal in the body of the report. 'Ve have, therefore, printed much of it in the form of an appendix, be, lieving that it will add largely to the value of this report, It is not to be supposed that every point has been covered, or that the entire subject has 'been exhausted. The commiHee has endeavored diligently and to the best of its ability to throw some light upon what may possibly be regarded as a collection of subjects embracing a very large field. While there are many points worthy of especial attention, I have gathered up the following as a brief summary of those which may be considered of most pressing importance:
SU1BIARY.
1. For purposes of organization, maintenance, or supervision, nothing should be recognized as the unit smaller than the township or the county; the school district is t:he most undesirable unit possible.


261
2. Everycommunity should Ibe required to raise a certain sum for the support of its schools as a prerequisite for receiving it'S share of public money. A certain definite sum should be appropriated to each school out of the State funds, and the remainder should be divided in accordance with some fixed and established rule, a discrimination being made in favor of townships most willing to tax themselves for school purposes.
3. One of the great hindrances to the improvement of of the rural school lies in its isolation,and its inability to furnish to t'hepupil that stimulative influence which comes from contact with others of his own age and advancement. The committee, therefore, recommends collecting pupils from small schools into larger and paying from the. public funds for their transportation, believing that in this way better teachers can be provided, more rational methods of instruction adopted, and at the same time the expense of the schools can be materially lessened.
4. There is a tendency to fill the rural schools with untrained, immature teachers. The establishment of normal training schools, under competent instructors, with short courses, each year of ,vhich shall be complete in itself, would do much to remedy this evil. Theext,ension and adjustment of the courses and terms of the State normal schools so as to constitute a continuous session would enable them to contribute more directly than now to the improvement of the teachers of rural schools (Appendi 8). The State would then :be justified in demanding some degree of professional training from every teacher in the rural as well as in the city schools.
5. The establishment of libraries, the prosecution of the work of school extension by lectures and other mean'S, the introduction of such studies as will have a tendency to connect the school and the home, especially those having


262
a direct bearing upon the 'every-day life of ,the community and the necessity of applying the laws of sanitation to the construction of rural schoolhouses, demand immediate attention.
6. The rural schools are suffering from want of official and intelligent supervision. In every State some standard of qualifications, moral and intellectual, with sonie amount of actual experience, should he demanded by law from tJhose who aspire to fill the office of superintendent or supervisor of schools.
7. Good morals and good manners constitute an essential part of an educational equipment. The inculcation of patriotism,' of respect for law and order, of whatever tends to make a good 'Citizen, is of as much importance in a small as in a larger school. Regularity, punctuality, obedience, industry, self-control, are as necessary in the country as in the city school. Country school-teachers should call to their aid the beautiful things in nature, that with ruverential spirit they may lead the children to reverence Him who hath made all things good in thrir season.
HENRY SABIN, Chairman.

263
ImpORT OF THE SUBCO:NIMITTEE ON SCHOOL l.fAINTENANCE.
The maintenance of an efficient State system of public instruction involves numerous sociological factors of an important character. This is particularly true in a democratic State, where public opinion gives the final sanction of all public activities. MoreoV'er, there is good reason to think that it is even more important-to consider such factors carefully when providing rural schools than when providing urban schools. The bearing of the wealth of the State, both in the aggregate and in relation to population; the density of population and the ratio of rural to urban population; ,the ratio of the adult lor wealth-producing population to the population of legal school 'age; the facilities for travel and the character of the people in respect 'to race elements-the value 'Of such factors as these in the problem is almost too plain for argument (Appendix A).
The organization and edministrasiou of the powers of government must also be considered. The government of the United States stands to all the members of the Union in the same relation; that is, within the States it has no proper educational function whatever. The State government, however, is a constant factor; it exercises the central State authority. But when we take nhe next step we are at once confronted by contradiction and confusion.
First, we find in New England the town system of local government. Here nearly all the local governmental functions are performed 'by the town; the county exists, but it is more a judicialthan a political unit, and in Rhode Island it is wholly judicial. The town is much, the county little. Secondly, the county system, which exists

264
throughout the South and in several of the Western States, more than reverses these conditions, The county is the organ of local government, and the township does not commonly exist. The county is divided into districts for the purpose of defining the jurisdiction of justices of the peace, into election precincts, and sometimes into school townships. Here the county is everything, the town nothing. Thirdly, the old middle States and most of the Western States have what is called the mixed \01' compromise system. In these States the township is less than in Now England and the county more, the county less than in the South land the township more; in other words) both township and county 'are employed in something like equal measure. Again, t.wo types of the mixed system are found in different States. In New Y.ork and the States that have imitated her the county legislative and executive board is composed of supervisors elected by the several townships, while in Pennsylvania and the States that have followed her examl)lethis board is composed of commissioners elected by the county at large. The county is, therefore, a governmental organ in all the States, while the township is found only in two groups of States. :1\[oreover, in those States where the town or township is found it varies considerably in powers in comparison with tl18 county. These elementary g'overnmental facts it is necessary to remem'ber, because they directly affect the matter in hand, ::\fanifestly, the people will not be apt to create local organs of g'overnmcnt for any one single purpose unless they deem it absolutely necessary; on the otherhand, they 'will manifestly use for any such purpose, a" far as consistent, the same organs that they use for other local purposes. This is just as true of schools and education as of other public interests. Except that Vermont has a county 'examiner of teachers, no mention is

265
made of the county in any New England school lawj! no mention is made of the town or township in any Southern State; while the States that have the compromise system use both the county and the township as organs for carrying on their schools. It will be seen that no account is here taken of the city or municipality,because this is common to all States and does not relate to rural schools.
An ambiguity in the use of the term town is also to be mentioned. The townsh,ip of the middle and vVestern States corresponds in general to the New England town; while in these States the town is a village, hamlet, or even city. All the recommendations made in this report will recognize distinctly the facts now stated.
Still another preliminary explanation is called for. The term distr'ict, as used in school legislation and in educational discussions, is very misleading. The two leading senses of the word must he sharply discriminated. This can be done by describing the two principal forms of local school organization.
1. The Toum- or TOWJlship-1Ulit Systmn.-This is something wholly different 01' separate from the town system of local government described above. The two systems may exist together, but not of necessity so; the town- or township-unit system, called also the toum-disirict system, is found in connection with both the town and the compromise systems of local government; it could not exist with the county system, as a matter of course. The town system of local government relates t,o local affairs generally; the town- 01' township-district system to schools only. The name towr1ship-tmit system, means only that the town <or township is the ultimate unit of school organization and
1 "Vermont, Maine and New Hampshire once enacted laws creating the county superintendency, but these laws did not remain long on the -statute books. N a State is likely to use the county tor an administrative school purpose unless it uses it for other administrative purposes,

266
administration. This unit, with such assistance as it receives from the State or county, provides and carries on its own schools independent of any other unit. It. raises funds by taxation and expends them, subject only to the law of the State. It is the organized town or township, a body corporate and politic, under its educational aspect. The local authority is sometimes a school committee, as in .Massachusetts; sometimes a board of education, as in Ohio, and again a township trustee, as in Indiana. Again the township-unit system does not necessarily involve theconsolidation of rural schools. The school children within the unit may all be brought together in one central school at some advantageous point, or they may attend a plurality of schools scattered through the township. In the SEcond case, the limits orboundaries of the several schools must be marked off for the regulation of school attendance, unless indeed pupils 'are 'permitted to attend such schools as they please, and these areas are commonly called dietricteo school disiricte. In Ohio they are known as subdistrict, and they serve 'also as units of representation in the township, board.! Here then 'are two dear cases of the term district: one is the town or 'township, and the other a part of the town or township defined primarily
1 The explanation of the Ohio law on this point is historical. Previous to 1892 the township was the school district proper, but this was divided in ;o subdistricts. The township board of education raised all the local funds by a tax levied on the taxable property of the township, and apportioned them among the subdistricts; the subdistrict boards of directors employed the teachers and carried on the schools. The voters of the subdistrict, in annual school meeting, elected the three directors, one every year, for three years, and these again elected one of their numberclerk, who represented his subdistrict in the township board. Under the Workman Law of 1892, all the old powers of the directors were transferred to the township board, but the subdistrict was left for the regulation of school attendance and to serve as a unit of representation in the township board.

267
for the regulation of school attendance, but also sometimes serving as a unit of representation.
2. The District System.-Here dist'rict is used in quite another sense. Geographically, the school district is now commonly a subdivision of a town, as in Connecticut, or of a township, as in Michigan, or of a county, as in the county-system States. Ordinarily it isa body politic and corporate, and is the ultimate unit of school organization and administration. It has its own school committee or board elected by the voters of the district, in school meeting, and, with such help as it receives from the State or county, it builds its own schoolhouse and provides and carries on its own school or schools. It is, therefore, a taxing as well as an administrative unit. Under this system the district is the controlling factor of school organization: Not only is it the most democratic form of school organization, but it has been called "probably the most communistic as well as democratic feature of our political institutions, 'and is certainly the small est minor civildivision of our system."l
Still other districts are mentioned in the laws and reports, as special districts, city districts, borough districts, joint districts, and the like; but these names do not present any new features of an essential character.
These explanations premised, the subcommittee will
divide this report into three grand divisions, viz., Revenue,
Distribution, and Organization. The last. topic, however, will be considered only so far as relates to school maintenance. By school maintenance is meant the provision and support of public schools.
1 Mr, Wellford Addis, Specialist in the Bureau of Education. See chsp. xxxiv, of the Report for 1894-96, "The Social Unit in the Public School System of the Uunited States."

268

REVENUE.

The subcommittee submits that the first essential to the

material improvement of the rural schools of the eoun-

try is the provision of revenue sufficient for their adequate

support. Accordingly, this is the first subject to be con-

sidered.

'

.

The educational items in the budgets of all progressive

countries have assumed great proportions, and are all the

time gJ'owing. The Commissioner of Education reports

the expenditure for common sch100lsin the States of our

Union tor the years 1894-95, not including payments on

bonds, at $178,2] 5,556. Seven States expended more

than $5,000,000 and less than $10,000,000 each, land five

more than $10,000,000. and less than $20,000,000 8Mh.

New York alone stood above $20,000,000. In 1888-89

the total for the country was $132,129,000, and in 1883-84

only $103,909,528. But, unfortunately, we have no sta-

tistics showing the division of these vast sums between the

rural districts and the towns and cities. A city, in the <1ic-

tionaryof the National Census Office, is a concentration

of population containing 8,000 people or more of 'all ages,

and in I 890 there were 443 cities in the country. The

Commissioner of Education reports for the year 1893-94

that 3,126,659 children were enrolled in the schools of

these cities, to 10,80D,318 enJ'olled in other schools. He

reports further that the maintenance of the city schools

cost $69,886,413, and of the others $100,497,760. But

this is no proper division of rural and urban schools, since

the educrutionalconditions existing in many centers of

population containing less than 8,000 people are the same

as those existing in the 443 cities. A,t present it coste

much more to school 1,000, 10,000, or 100,000 children

in the cities than in the country, but this is mainly due

269
to the fact that. the education furnished is so much greater in quantity 'and so much bet~er in quality. It is not improbable that if rural schools were brought as near as possible to the level of urban schools, they 'Would be quite as costly. At. least, it is evident that the first condition of good rural schools is a sufficiency of funds with which to provide and maintain them. How shall these funds be provided?
1. A century ago the American people began to take an interest in the creation 'of 'permanent school funds or endowments. This interest was originally stimulated, if not created, by the policy that Congress foreshadowed in 1785, and subsequently firmly established, to endow the common schools in the public-land States with liberal grants of public lands. In every State in which Congress has exploited the wild lands either one-thirty-sixth or oneeighteenth part of such lands has been dedicated to the public schools. Beginning with Connecticut in 1795, nearly all the non-public-land States have also created such endowments out of their own resources. Several of them devoted the United States deposit fund of 1837 to this purpose. At the beginning of the century no one dreamed to what proportions public education would grow in one hundred years; and men thought, not unnaturally, that permanent endowments would gre'atly ease the burden of taxation for school purposes, and would keep the educational machinery of the State constantly running and well regulated. It will not be denied that, relatively, these funds have come far short of meeting the expectations of those who laid their foundations. There can be little doubt that, in many of the States, and particularly when such States were new and poor, they have hastened educational development; but it is quite certain that they have often done great harm, causing the people to rely upon the feeble income derived from them, and to turn their

270
faces away from the only adequate source of school maintenance, that is, public taxation. Texas has been gazetted as having the most magnificent possibilities of any State in the way of a permanent school fund, but some citizens of the State are now questioning whether these possibilities may not prove other than an unmixed blessing (AppOnidiaJ B). The fact is, public schools in the United States have far outgrown all present or prospective endowments. In 1888-89 the income from such funds was $9,825,000 in a total of $132,125,111; in 1894-95 the corresponding figures were $8,336,612 and $177,597,691; that is, the per cent. fell from 7.4 to 4.7 in six years. New York and Ohio derive less than $300,000 each of their great school revenues from permanent funds, and Pennsylvania derives nothing from such a source. In fact, it would require a permanent fund of $400,000,000 to carry on, at the present scale of expenditure, the common" schools of either New York or Pennsylvania. The subcommittee submits, therefore, that all permanent school funds, either State or local, should be carefully husbanded and wisely "administered; that they should be preserved intact, and the income be scrupulously applied to the support of schools; that, under special conditions, it may be wise to augment old funds or create new ones, as when certain miscellaneous revenues can be devoted to that purpose; but that such funds must necessarily play a constantly diminishing part in popular education. Massachusetts is committed to the policy of adding to her fund $100,000 a year, raised by taxation, until a total of $5,000,000 shall be reached,3Jnd New Jersey to the policy o~ similarly dedicating proceeds of riparian rights that belong to the State; and to 'this there is no objection; but for these States, and any others, to lean heavily upon such funds for school maintenance would be a most fatuous policy:

Public education is, or at least should be, a recognized function or service of the State; the public schools of the' country are civil schools, created and 'carried on by the civic authority, and they must rest ultimately upon the same general means of support as the other functions or services of government. As wen, therefore, endow any other branch or function of the State government, such as the asylums <and hospitals, the judiciary, the civil service, or the militia, as the State schools!
II. Gifts to popular education should be sedulously encouraged. Education has long been a favorite object with public benefactors, as the annals of every progressive country show, and none more convincingly than ourown, No doubt when the public mind is aroused to the advantages of popular education, and school taxes are abundant, such persons who choose an educational object for their beneficence will rather be inclined to seek some other form or kind of education. Still, the constitution or laws of nearly every State, if not indeed everyone, provide for the <acceptance and use of private gifts for school purposes, and there are generous persons who are peculiarly interested in the common schools. Scattered over the country are many local public school endowments that had a private origin, and such gifts have not come to an end. The subcommittee is not aware that there are any statistics showing how far private benevolence contributes to publie education, but it is apprised that the contribution is by no means contemptible, and it believes that it might be made considerably larger than it is. The favorite forms of such contributions, under existing conditions, are most likely to be land for building sites, and apparatus and libraries for schools; land the subcommittee is of the firm opinion that much more could be done than at present in all these directions, and particularly in the way of 'pro-

272
"
curing apparatus and books for the schools in communities where the public funds that are available for these purposes are meager or insufficient.
III. The great 'resource of the public school is, and must cmIJtinue to be, some form or forms of public taxation. The ratio of the total school revenues derived from taxes to those derived from permanent funds is all the time growing, and it will continue to grow. At two periods separated by six years the sources of the common-school revenues expressed in per cents. were as follows:

Year

I Taxes Permanent Funds Other I:lources

1888-89. .. . . , ....... .

Sri 9

7.4

6.7

1894-95 ..... ...... ....

85.7

4.7

1l.6

:Manifestly such areas or units of taxation should be created,or continued if already in existence, as will fully clevelop the sound American principle, that the whole wealth of the State shall be nuuleava.ilable for edtwaUng' all the youth of the State. This is both right. and necessary, for it must. be remembered that, in the United States, education is a civil, or State function, to be supported like other similar functions. 'What shall these units of taxation be? The subcommittee names those following as coming' under the principle just stated:
1. The State.-A liberal provision of funds from the State treasury, to be distributed according to some rational method, is indispensable, 'as a rule, to the maintenance of a good system of State schools. Formerly the burden was mainly or wholly thrown upon the local units. The old :Massachusetts plan was to throw upon the towns the whole burden of maintaining their own schools. But the greatly increased cost of schools, growing out of enhanced salaries, longer terms, and improved material equipment, long ago demonstrated that this plan must be materially modi-

2n
fled. Many local taxing units are too poor to carry such. a load, and they must either abandon all hope of good schools or they must receive assistance from the State or social whole. The fad began to g-ain recognition as early as the middle of the 'century. When the constitution of Ohio, adopted in 1851, 'provided that the legislature should make such provisions, by taxation or otherwise, as, with the interest arising from the permanent school fund, would secure a thorough and efficient system of common schools throughout the State, the lawmaking power hastened to levy upon allfhe property of the State, as rated by the assessors, a State school tax of two mills on the dollar, to be. distributed on the basis of the school enumeration. Taking the country together, the cost of public education is divided between two or more taxing units. Still the fact remains that the part which falls to the local unit is often disproportionate. In 1888-89 the per cent. of the total amount of school revenues raised 'by local taxation was 66.8 to 19.1 per cent. raised by State taxation. In 1894-95 the corresponding per cents. were 67 lund 18.7. The ratio of ,the two elements is variable in different divisions of the Union 'and in different States of the same division. Th.e per cents. raised by State tax, as reported, range all the way from zero to a maximum of 83.2, found in North Carolina. ",Ve should naturally expect the Southern States, since the local government is there less fully developed than at the N OJ.1th, to rely relatively much less on local taxation and much more on State taxation, and such is the fact. But 'Political habit is not the only fac'tor that enters into. the problem; economical conditions also assert themselves. In a State where wealth abounds, and is somewhat evenly distributed throughout its limits, as where manufacturing and commercial towns are frequent, there is not the same necessity for the State, as a unit, to
lSEr

274

assume a large proportion of the whole burden that there is in 'a State where wealth is meager, and where such wealth as exists is largely found in a few concentrations of population, leaving large areas thinly populated and poor. These remarks will throw light on the per cents. of school moneys raised 'by State taxation and local taxation in the five divisions of States that the census office recognizes, The eLate is 1894-95. (See also Appendi B.) No account is here taken of income from other sources than taxation,

Divisions

State Taxes Local Taxes

North Atlantic States

,.

19.4 .

68.2

South Atlantic States. . . . .. .

. 38.1

51.3

South Central States

"

. 48.4

31. 7

North Central States '"

,

.

g9

75.4

Western Division

.

23 0

61.3

In some of the States, as will be shown hereafter, local taxation must he more fully developed than in the past 01' Jrresent; in oohers,and these principal States too, the same may be said of State taxation,
2. In all States where, for other local purposes, the -county is the sale unit of taxation, a liberal county tax should be levied for the schools. This proposition applies especially to those States where the county system of local government prevails. In States where, for such purposes, the county is a large unit of taxation, it may be wise to levy a county school tax; that circumstances must, determine. .This remark applies to the States having the mixed system -of local government. Under the town system county taxation for schools would beaut of harmony with the social ;;;'d political traditions of the people, and could be accomplished only through a change of habit; perhaps this end is attainable, For the year 1894-95 the Commissioner of Education shows that 67 per cent. of the total school reve-

275
Hues of the country came from local taxes. The scale ran from 1.7 percent. inNorth Carolina to 98.2 in Massachusetts. Unfortunately we have no statistics showing from what sources the local taxes come; how much from districts, towns and counties respectively. The point must, however, be strongly pressed that local supply for public education should be forthcoming as well as State supply. It is a great mistake to teach the people to look altogether, or mainly, to the State treasury for school maintenance. They should rather be taught to depend in due measure upon themselves. It is the confident opinion of t!he subcommittee that some States are now committing this mistake. Many States having the county system of local government have in the counties a resource for school maintenance upon which they have never adequately drawn.
3. In those States where the town or township is a large taxing unit for other local purposes, it should also be made to contribute liberally to public education. This recommendation it would be idle to urge in most of the Southern and in some of the Western States, because the civil town or township does not exist, and it would be vain to urge its creation for school purposes exclusively. But in those States where the town and mixed systems of local government exist, a township school tax would be congruous with the general social and political habits of the people. The desirability of local taxation for school purposes was urged under the last head. Such taxation develops self-reliance and local character, and tends to 'awaken and keep alive the interest of the people in the schools. The town was the sole school-taxing unit in old New England, and it is still a prominent, sometimes almost an exclusive, one throughout the Northern States. The local school taxes of N ew England are town and district taxes, and, taken together,

276
they range from the minimum of 69.2 per cent. of the whole in .Maine to 98.2 in Massachusetts. It can hardly be doubted that the New England States, as well as some others, now throw the burden too heavily upon the towns and districts, and that they will find it advantageous considerably to raise the ratio which State taxation bears to local taxation. The other New England States will probably follow, sooner or later, the example of Maine, which raises nearly one-third of her school money by State taxation. In some States, no doubt,. the townships should carry a heavier weight than at present, at least as compared with districts; at all events, the township should bear a reasonable part. of the cost of its own education.
4. Special districts, as incorporated villages, towns, and cities, the subcommittee considers not only proper but necessary units of school taxation. Such districts are the concentrations, large or small, of population and wealth ; they are the industrial and social centers of the country. We have already seen that, in 1893-94, $69,886,413 was expended for school purposes in the 443 cities of the Union. In Massachusetts $7,088,000 was expended in cities; in New York, $12,723,000; in Pennsylvania, $7,745,000; in Ohio, $5,097,000; in Illinois, $8,110,000. If we had the figures for the smaller cities and the incorporated towns, the aggregate would be much increased. Now, not only do the cities, taken together, raise by taxation nearly all of the school money that is expended in them, but, as will be shown in another place, many of them contribute largely to the support of the rural schools. Again, they must in the future, collectively, as before, contribute still more largely to this end. 'Special districts, then, are essential as taxing units, care being taken to secure approximately a fair distribution of the public 'burdens, As a rule, dwellers in cities are much better ableto pay heavy taxes than

277
dwellers in the country, but there is great reason to fear that they do not always do so.
The school district, in the commonly accepted sense of that term, is not a desirable taxing unit, but the contrary. It is now such a unit. in a majority of States, and the subcommittee is decidedly of the opinion that it should either be made much less prominent than it is or be abolished altogether, As a rule, the second course is to be preferred (except in special districts already mentioned). The town ortownship is the smallest area that should be employed for this purpose. Even this may be overweighted, as can easily be shown. The unanswerable objections to district taxation are the inequality in burdens that results, and the inability of many districts to carry the load that good schools would necessarily impose upon them. A few statistics will make both propositions perfectly clear.
In 1871 Superintendent Fallows, of Wisconsin, published a table showing the amount of property assessed per scholar, in the school districts of a certain township, which he believed to ibe a type of the state of things generally existing throughout that State. The maximum was $2,860; the minimum, $784; the average, $1,378. In 1878 Superintendent Graham, of the same State, published a table for the whole State, showing that the valuationof property per district varied from $2,300 to $1,979,708. Districts with less than $3,000 and districts with $40,000 were found in the same township. But the poor districts were required by law to maintain a school six months in the year, just as the rich ones were. The ratio of district taxation ranged from half a mill to' fifty-five
mills on the dollar. Superintendent 'Vells, of Wisconsin,
published similar facts in 1893 for a number of States. He showed that in Rhode Island some districts were taxed fourteen times as heavily as others, and in Connecticut a

278
similar disproportion existed. In New York the ratio of tax raised in two counties varied from .0012 per cent. in one district to .0431 in another. One township presented the extremes .0009 and .0070, and still another one .0048 and .0371. Two districts in one township paid respect-: ively $5.66 and $58.11 per capita; two in another one, $5.43 and $60.37; two in a third, $11.25 and $1811.85. "That is to say," says Mr. Wells, "the rate of taxation is seven times as great in one district as in another in the same town, and the per capita cost of educating a child is eleven times as great,"! But the first of these New York comparisons presents a ratio of almost forty to one.
Statistics such as these could be collected almost without limit. The most instructive way to study the subject is, so to speak, on the ground. If a man unfamiliar with it, who lives under the independent district system, will only take the trouble to collect the facts relating to his own county he may easily be astonished at the result. And yet, as a rule, the law lays upon the districts, rich and poor alike,the same burdens in respect to school maintenance. It is hard to see how or why the people have so long borne such inequalities-inequalit.ies so contrary to the cherished American principle that the property of the State should educate the youth of the State; or, rather, it would be haedto see why Ithey have borne them, if we did not. know the extent of the public ignorance on the subject, and the strength of conservative habit, and did not see also how the district as a taxing unit is bound up in men's minds with the district as a unit ofadministration, But the two are not inseparable." The legislature of Ohio abolished the district as a taxing unit twenty-five years or more before it abolished the district as an administrative unit. In Connecticut, too, town taxes and district management are both met with in the same towns.
1" Town.ship System of School Government." Madis"n, Wis., 1894.

279
Before dismissing units of school taxation, a single point calls for closer attention. This is raised -by the question: What is the advantage of looking to large units for supply rather than small ones?
The answer to this question rests upon the fundamental assumption that public education is a State function, and that the whole State is responsible for the education of all the youth of the State. Now, if the cost of public education bore the same ratio to the ability of the people to bear this cost in all the communities of the State, 01', what is nearly the same thing, if the wealth per capita of all the communities were equal, then, as a matter of course, it would make no difference whether the school tax were levied upon large areas or small ones. But this is far from being the case. The cities are indeed concentrations of both absolute population and school population,as well as of wealth; but their wealth tends to increase much more rapidly than either the absolute or the school population. The fortunes of the country are either made in the cities or else tend to flow into the cities. The last report of the census office shows the per capita wealth of the Union, of the States severally,and of the five groups of States, but it does not show the per capita wealth of the cities and of the rural districts separately. The nearest approach to it is the tables showing the per capita value of real estate with improvements, by States and counties. These aver" ages throw important light upon the subject, and some examples will be given.
Illinois: State average, $860.88; highest county average, $1,311.90; lowest county average, $164.64.
Massachusetts: State average, $848.01; highest county average, $1,564.10; 'lowest county average, $466.65.
New York: State average, $969.66; highest county average, $1,733.35; lowest county average, $305.80.

280
Ohio: State average, $689.01; highest county average, ~1;562.56; lowest county average, $265.99.
Pennsylvania: State average, $719.13; highest county average, $1,049.88; lowest county average, $187.26.
1 personal property were included, the extremes per capita would be still more widely separated than they are at present. Formal argument is not needed to show that tberich counties are much more able to contribute to the expense of government, education included, than the poor ones, and the proposition that a due proportion of such expense should be thrown upon these units rests upon this fact. The tendency would be to remove inequalities in bearing the common burden. Levying the local school tax upon the township instead of the districts that compose it, or upon the county instead of the townships, would work in this direction. It is very truetJhat townships are unequal in per capita wealth 'as well as districts, and counties as well as townships; still the fact remains that large units are less unequal than small ones. Every step towards the highest taxing unit tends to distribute the burden more equally. In fact, theargument for removing a portion of the burden from the small taxing units to the large ones is the same that justifies us in calling upon society to educate individuals or families that are too poor to provide for their own education. Why do we impose a public tax for educational purposes at all? Simply because education is a common interest, while some individuals or families are unable to educate themselves.
.rt may be said that the line of reasoning which has been followed would lead to placing the whole burden of State education 'at tihe door of the State treasury. vVhy should not the State defray the cost of tih~ common schools, just as i,t defrays thecost of reform schools for boysand girls, and of the asylums and hospitals? It must be confessed

281

that this would be strict logic. However, we are to re-

member 11Jhrut. governments are never carried 'on according

to strict logic, and cannot be from the very nature of the

ease, What is more, theTe are the best of reasons, 'as shown

'above, :OT making education, 'to a reasonable degree, a

local oharge-r8lasons that do not apply to some other pub-

lic services. The people are more likely to be vitally in-

terested in 'uhe schools if 'a portion of their cost is derived

from local taxes. In no country of the world, so far as the

subcommittee is aware, is elementary education made an

exclusive general charge. It is not desirable that it should

be. The present contention is for a reasonable distribu-

tion 'among ,ehe severallbaxing units. At the same time, it

may be wonth observing that in some countries there is a

strong tendency, as in England land France, to rely more

than formerly upon general rather 'than local supply.

The appropriations for schools that States make from

the common treasury differ greatly in form as well as in

amount. Massachusetts levies no Strate school tax, but

the legislature nevertheless votes various specific appro-

priations, as for the salaries and expenses of State agents,

aid to pupils of normal schools, compensation of local

superintendents, the payment of high school tuition for

pupils living in towns whose valuation of property does

not exceed $500,000 and that do not maintain a high

school. Connecticut raises annually a State school tax

equal in amount to $1.50 multiplied by the number of

persons in the State between the ages of four and sixteen,

as enumerated annually. Rhode Island, while not levy-

ing a State sehool tax, so-called, votes enough money out

of 'the State treasury, each year, to make, with the income

l

of the permanent fund, a total of $120,000. New York

raises annually, by taxation based on the real and per-

sonal property of the State, such sum for the support of

282
schools as the legislature shall determine. New Jersey assesses and collects a total State tax amounting to $5 for each person in the State between the ages of five and. eighteen years. It is this tax that places New Jersey at the head of the column of Northern States in respect to the per cent. of school revenue derived from a State tax. The constitution of Pennsylvania provides that the State legislature shall appropriate every year $1,000,000 from the State treasury for the use of schools, but the present appropriation is $5,500,000. Ohio levies a tax of one mill on the dollar of the grand tax duplicate of the State. Indiana raises eleven cents, and Kentucky twenty-two cents, on each $100 of taxable property. The Michigan law directs the supervisor of every township to levy a school tax of one mill on the dollar for schools within the township, but as the proceeds are kept within the districts where they are raised, this is only a compulsory local tax; still it stimulates further local taxation for the grand object. The legislature of Michigan also levies a specific tax on certain corporations, as railroads, etc., which is first applied to the payment of the interest on the various educational funds that the State has borrowed, as the university, agricultural college, and common school funds, and then totihe support of the common schools, Nebraska makes an annual levy ana assessment not exceeding one and a half mills on each doiiar's valuation on the grand list of taxable property. The California system of school finance will be mentioned under distribution and in an appendix. These are a few of the States; still others will be dealt with in connection with distribution.
The basis of school taxation, or the ultimate sources of school supply, is an important subject. Whether more money can be had for the schools often depends upon the manner in which it is proposed to levy the tax. In gen-

283
eral,taxation for schools will conform more or less closely to the character of the State taxing system as a whole. While admitting the great importance of the subject, the subeommittee does not feel called upon to discuss it beyond offering brief remarks on two 0:t: tJhree points.
Pennsylvania meets her 'annual State school appropriation, in whole or part, by laying a tax of four mills on ,the dollar on all moneys loaned by citizens of the State. Some States levy poll taxes, and some "occupation" taxes, for their schools. Quite miscellaneous sources of school revenue are met with in the State constitution and laws. We find specific taxes on dogs, and on banks, railroads, and other corporations. Esdheats 'and forfeitures me often, or commonly, devoted to the schools. The constitution of Nebraska prescribes that all fines, penalties and licenses arising from the general laws of the State shall belong; and be paid over, to the counties where such fines, etc., may be levied or imposed; also that all fines, penalties, and licenses arising under the rules, by-laws, or ordinances of cities, villages, towns, precincts, or other municipal divisions less than a county, 'shall be paid over to the same respectively; and further, that all these 'moneys shall be 'appropriated exclusively to the use and support of common schools in the respective divisions where the same may accrue. Nor is N ebraeka ipeouliar in &0 dedicating such funds. It has been suggested to the subcommittee that an inheritance tax would prove a popular, as well as an abundant source of school supply.
DISTRIBUTION.
The subject of distribution is only less important than that of income. Tt is easy to distribute school funds as, first, either to defeat, in whole or in part, the very end sought in taxing the larger units for the benefit of the

284
small ones; or, secondly, materially to weaken local enterprise and liberalty, or wholly to destroy it. The subject will be considered under both these aspects.
1. The assistance that 'the large political and social units render to the small ones,as the State to counties, townships and districts; or the county to townships and districts; 'or the township to districts, should be made contingent, in part at least, upon what the small units do :01" themselves. No community, it is believed, is so poor that it cannot do something towards educating its youth. Again, a State educational system should be so organized and adminis.tered as to stimulate, land not repress, local spirit and effort. It is a great mistake to removethe burdens of public education so far from the people that they forget, or tend to forget,tiheir existence. The principle here involved is a vital one. History shows conclusively that popular education has flourished most in those States of our Union where government is most democratic,
It is difficult, or rather impossible, to lay down ,a gen-eral rule that shall govern the division of taXIrution between the State and the local communities. Two things are to be considered. One is the political institutions that exist in the State. If government is llargely centralized at State capitals and county seats-that is one thing; if it is largely decentralized, as where the principle of local selfgovernment is fully ;developed--'that is quite another. For example, it would beidle to expect that the same results would obtain in the Southern States 'that are found in New England, or even in that great group of States where the mixed system of local government prevails. The gov-ernmental machinery and the traditions of the people will assert themselves in such matters. The other factors to be considered are social. and particularly economical condi.tions. As remarked early in this report, where wealth is

abundant and its distribution general and somewhat equal' in different communities, school burdens 'may be thrown, and should be thrown, much more heavily upan localities than where the opposite conditions prevail. Density of population, relation of urban to rural population, average wealth per clapita, ratio of wealth-producing population to the population of legal school age, the expenditure for education per pupil and per capita, and the per cent, of school revenue derived from State taxes and local 'taxes in the different states-c-are peculiarly interesting when studied together (App'cndix A). NOTtih Carolina shows the largest per' cent, of State school tax (that is, of the whole tax) of any St'3!te in the Union, while the average population per square mile 'and the average wealth per capitaare 'also small. M,aine surpasses all the other New England States in these particulars. The proportionally high ratio of Statetaxation in the South is due to the two factsstated-e-political institutions and economical conditions. But there can be no manner of doubt that, as the cities of the South grow, towns multiply, and concentrations of population increase in number and in the value of property, local school taxation will materially increase. Legislatures ~ould hardly prevent it if they should try, and it would be most unwise for them to try to do so.
2. Funds raised by the large taxing units should be distributed in such a manner as to bring the support of the rich and strong to the poor and weak. The only reason for taxing these units at all for general purposes is to secure this end. On no other principle can a State school tax, or even a county or township tax, be defended, unless indeed the county or township is a single school district. The practical question is: How shall such funds be distributed so as not to defeat the end in view? A historical' account of the leading methods actually pursued' will help, on the inquiry.

286
The public land States may be divided into two classes. From the admission of Ohio to that of Arkansas (180336) Congress gave to the congressional townships of such States, severally, 640 acres of land each for the perpetual use of schools, and vested the title in the 'State legislatures. Accordingly, in these States every township has its own independent permanent school fund.! which is sometimes managed by local authorities and is sometimes in the keeping of the State. Generally speaking, the sum 'of income has been made in 'advance; if the district system, fund, so far as it is derived from public lands. If the township-unit system prevails, the ultimate distribution of income has made it in advance; if the district system, then the township distributes to the districts. From the admission of Michigan to that of Utah (1837-95) Congress gave the common school lands to the States as units rather than to townships, which resulted in the establishment of consolidated State school funds. The annual income from these funds, so far as the subcommittee is informed, is uniformly distributed to the local school organizations on the basis of the J10uth of legal school age as enumerated every year. The ages vary, but the principle does not ehange. It should be added that since the ad: mission of California, 1850, 1,280 acres of common school lands have been given to every congressional township.
The rule of apportionment just explained is followed far more generally than 'any other. Thus, Maine distributes her State funds, from whatever sourcederived, to the 'DOwnS according to the number of children between the ages of four 'and 't.wenty-one. Connecticut distributes the annual income of her permanent fund, and the proceeds of the tax of $1.50 for every child between the ages of four and sixteen, according to the number of children 'between those
I Ohio and possibly some other States offer some minor exceptions.

287
ages. Pennsylvania apportions her State tax of $5,500,000 annually, 01iothe proceeds of her one-mill tax, Michigan so much of her specific tax as goes to schools, and Indiana and Kentuckythe proceedsof their State school taxes, according to the same general rule.
But other rules are followed. Vermont apportions her State tax to the towns, cities, and unorganized districts according to the number of legal schools maintained during the preceding sehool year. New Hampshire distributes her State funds to the towns according to the number of pupils returned as 'fvttending school D'Olt less than two weeks in tlle year. So much 'of the Massachusetts permanent
fund 'as goes directly to the schools is apportioned to tlJie
towns of the State tha't have a propery valuation of less than $3,000,000;t!owll'sranking 'above that line receive nothing. Furthermore, the seale is so adjusted that vIle poorer the town the larger ,t'llie amount it receives. Towns whose valuation does no'texceed $500,000 receive $275 each; those exceeding $500,000 and not exceeding $1,000,000 Deceive $200; those exceeding $1,000,000 and not exceeding $2,000,000, $100, land thoseabove the last amount and not above $3,000,000, $50. Again, 'a portion of the State fund is divided among the towns that are eligible on the basis 'of the ratio that the town's school tax bears to the wholetown tax; the larger the ratio the more help it receives. Rhode Island distributes her annual State contribution of $120,000 'as follows: first, $100 is 'assigned to every school, not 'exceeding fifteen in number, in a township; then the remainder is distributed to the towns pl'iOportionally to the number o;fehildren from five to fifteen years of age inclusive.
The State school moneys of New York are apportioned in a complicated manner. The State superintendent first setsaside the annual salaries of the school commissioners

288
(district superintendents). Next he sets apart to every city, incorporated village having a population of 5,000 and upwards, and every union free-school district. having a like population, which employ a competent superintendent of schools, $800; and to cities having more than one membel' of assembly in the State legislature, $500 for each additional member, to be expended according to law for the support of the public schools. He then sets apart an}' money that may have been appropriated 'by the legislature for library purposes, and $6,000 for a contingent fund. Next he sets aside to the Indians on reservations, for their schools, a sum equal to their proportion of the State school money, on the basis of distribution established by law. These sums set aside, the remainder of the State moneys is divided into two equal parts. The superintendent now apportions to every district in the State $100 (called a "distributive portion" or "district quota"), provided it has maintained a school, taught by a single qualified teacher or succession of such teachers for the legal term of the preceding school year; and the same sum for every additional qualified teacher or succession of such teachers, not counting monitors. The school year is 160 days, not including holidays that occur during the time, or Saturdays. Thin 'apportionment made, the superintendent divides the remainder of the school moneys among the counties according to their respective population as determined by the last preceding United States census, excluding Indians on reservations. But. cities that have special school laws receive their due share separate and apart from the remainder of the counties in which they are situated.
The New J ersey State school tax, equal to $5 for each child in the State between the ages of five and eighteen, is raised by the several counties according to their amounts of taxable property respectively, as shown by the tax rolls

289
of the townships and wards of the counties. Ten per cent. of this tax, when it is paid into the treasury, is known as a reserve fund, and is apportioned among the counties by ,the State board of education (\equitably and justly according to their own discretion." The 90 per cent. remaining is then divided among the counties in the proportion that they have contributed to the tax. When the State school moneys reach the counties they, together with all other school funds in the custody of the county, are distributed to the townships and cities on the following basis: (1) $200 for each teacher employed in the public schools for the full term for which the schools are maintained during the year next preceding (nine months}; (2) the remainder according to .the last published school census (children from five to eighteen years of age), procided.: that no district shall receive less than $275, and that districts with fiftyfive children or more shall receive not less than $375. If these funds are not sufficient to maintain a free school nine months in the year, then the inhabitants may raise by a district tax such additional amount as is needed for that purpose.
The local one-mill tax levied by :Minnesota iii expended within the districts where it is raised. It is, therefore, only a compulsory district tax, the same as in .Michigan, The current school fund of the same State, which includes t,he income of the permanent fund, is distributed on the basis of the number of pupils who have attended school forty days or more in districts that have had school for five months or more during the year. In addition to the above apportionment, graded schools having not less than three departments, which come up to certain requirements, receive aid from the State to the amount of $200 each. Besides, there are eighty-five high schools that receive State aid to the amount of $400 each. The grants to
19sr

290

these graded schools and high schools are paid from per-

manent appropriations that are met by general taxation,

and are apportioned 'by the State hi'gh school board, on

evidence that the schools are complying with the require-

ments. Minnesota also gives the sum of $500 annually

to State high schools providing elementary normal instruc-

tion of a kind that satisfies the high school board. Wis-

consin also has an approved high school list, one-half

the cost of maintaining these schools being paid from the

State treasury. Moreover, 'Visconsin pays $250 each to

certain approved high schools in which manual training is

taught.

-

The California system of school finance is a unique sys-

tem. The State superintendent apportions to the coun-

ties the State school fund according to their respective

numbers of school-census children (from five to seventeen,

certain dassesbeing excluded). Each county superin-

tendent first ascertains the number of teaohersevery dis-

trict in the county is entitled to on the basis of one teacher

for every seventy sehool-census children, or fraction there-

of not less tham twenty, as shown by the next preceding

school 'census, and then the number to which the county

is entitled by adding these district numbers together. He

then calculates the amount of money to be raised 'at the

legal rate of $500 a teacher, From this 'amount he de-

duets the quota of the State fund assigned to the county,

and the remainder is the minimum amount of the county

school fund to be raised by taxation for the ensuing year;

provided, that ,the minimum of such fund shall not be

less than $6 for every census child. The county fund thus

made up is then distributed to the districts in accordance

with this rule, oie., $500 for every teacher, except (1)

that to districts having less than twenty census children

only $400 is assigned, and (2) that to districts having more

291
than seventy census children $20 additional for every such child less than twenty in number shall be allowed. All school moneys remaining in the treasury after thisapportionment has been made are then divided among the districts 'Of thecounty in proportion to the average daily attendance upon each district during the preceding school year. District taxes may also be raised, subject to certain legal conditions (A_ppendix 0).
The subcommittee does not feel called upon to deal with all the States, or even with all the peculiar modes of distributing school moneys. It 'believes that the enumeration of particulars now made is ample for the present purpose. Some remarks upon the leading rules or methods of distribution are, however, called for.
1. Distribution according to the school census or enumeration is open to a serious objection, oie., it does not carry the money where it is most needed. For example, two districts lie side by side, one having twenty and the other forty youths of school age; the second district draws twice as much money as the other, but the cost of keeping up the two schools is practically the same. The same would be true of two township units, unless the schools were consolidated. The result is that the district or township thai needs the most help receives the least. The rule is simple and easily worked, but it tends partially to defeat the end of State or county aid.
2. The same objection holds ,against rules based on the school enrollment or on attendance, only WIth somewhat diminished force. Again, if the enrollment is followed, or attendance for a brief time, there is danger that some children will go to school long enough to be counted, and then drop out. Besides, such rules of distribution work in favor of the graded schools and against the rural schools, on account of their larger enrollment and more regular 'attendance.

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3. Taking everything into account, the subcommittee is inclined to think that a fixed sum or sums, based on an arbitrary unit or units, is most equitable. Examples of such rules are furnished by the States of Massachusetts, Rhode Island, Xew York, New Jersey, and California, The most serious objection to such rules is that they are necessarily complicated; some of those given above are quite complicated. Then, if the fixed sum is so much a teacher, as in New York, or so much a district, as in Rhode Island and New Jersey, there is a temptation to the undue multiplication of sohool or teachers. But this point can be safeguarded by fixing statutory limitations, 8:S in California. No rule can be devised t!hat will not be open to objection. The subcommittee does not believe it possible to invent any rule of distribution that will well accomplish the purpose of taxing large units for the benefit of small ones, unless it rests on the school or the teacher as a unit, with the necessary qualifications. The Massachusetts rule is open to the objection that the school needs of towns cannot always be measured by low valuations of property assessed for taxation, as the number of pupils to be educated is also a factor. If the method of distribution now recommended is objected to as an exclusive one, then it may be supplemented by basing a part of the appropriation on the school census, enrollment, or attendance. The resort to the United States census is most objectionable, as great changes of population occur in the course of ten years.
T'he difference in the working of the school-census method 'and the fixed-sum method of distribution is well shown by comparing the statistics of two States, For the fiscal year ending November 15, 1895, tile mill tax of Ohio produced $1,720,922. Of the eighty-eight counties, forty paid more ,il1't~0 the fund than they received from it, while

293
forty-eight plaid less than they received, Some 'of the major counties of the State received more from the fund than they paid into it, while minor counties paid more than they received. For the year 1896 the city of Cleveland actually received $2,616.67 more from the State than it paid to the State. Assuredly, a rule that makes the agricultural counties of Ohio, or many of them, contribute to the education of Cleveland, the most populous eity in the State, is a travesty of common sense. But the same year Cincinnati paid in round numbers $70,000 more than it received. This is hardly better than repealing the mill tax outright, and letting the burden of education fall directly upon the cities and townships. On the other hand, the State of New York, in 1896, paid a total general school tax of $4,062,903, of which $3,500,000 was immediately distributed to the counties again. Fifty-four of the sixty counties received more from this tax than they contributed to it; only six counties paid more than they received. Erie county paid $241,597 and received $185,460; while the corresponding figures for Kings and New York counties were $503,603 and $387,879, and $1,884,584 and $636,133, respectively. The New: York rule does bring the strong to the help of the weak.
A question arises in respect to separate funds for buildings, the payment of teachers, and incidental expenses. In the opinion of the subcommittee such division is desirable. The need of providing new buildings is often made an excuse by boards of education for keeping down the salaries of teachers. The triple fund would not indeed prevent such injustice, which makes teachers as such contribute to buildings, but it would tend in that direction. It is often stipulated in school laws that State funds 'apportioned to communities shall be wholly applied to the payment of teachers. This is 'a wholesome regulation. The

294
cost of grounds, buildings, and incidental expenses should he met by local taxes or other local funds. Touching the division of the cost of public education, State Superintendent Stetson of ~Iaine, in a private communication, thus defines the prospective policy of that State: "Local communities shall provide school lots and school buildings, and keep the same in repair. Two-thirds of the money raised for maintaining schools shall come from the State, and one-third from the local communities. The apportionment of the money to the several municipalities shall be upon the basis of average 'attendance. Wo shall also try to get a law prohibiting towns from receiving State aid, if they maintain schools having less than a centain average attendance." Such a law as this would serve to prevent the undue multiplication of districts, and would even "work a certain measure of consolidation.
The distribution of taxes levied on railroads, telegraphs, long-distance telephone lines, express companies, and the like, is an important question. In some States, as New York, Texas and Ohio, school taxes levied on railroads inure to the exclusive benefit of the districts or townships through which the tracks run, excluding any State tax that may be levied on such property. This rule the subcommittee regards as unjust. The location of railroads i~ determined largely by physical conditions, and the mere fact that a line happens to run through its territory, where probably not a dollar of the stock or Ibonds is owned, is no reason why a district or township should profit thereby to the exclusion of other and less fortunate districts or townships. In Pennsylvania the taxes on railroads are paid into the State treasury and are distributed by the legislature along with other revenues, the public schools, normal schools, and colleges being included 'among the objects of the appropriation. California has a similar provision.

295
The mode of distributing the AIiehigan specific tax has already been described. It is believed that such revenues as the foregoing should inure to the common benefit of the State; brut what is here said, let it be remarked, in no way relates to pending controversies about the taxation of railroads or other similar property.
The Nebraska law contains one excellent feature that is worthy of mention. All public high schools in the State that, as determined by the State Department of Education, have a proper equipment of teachers, appliances, and course of study, are open to attendance by any pe'rson of school age residing outside the district who is a resident of the State and whose education cannot be profitably carried on in the public school of the district of ,his residence. Such pupil must have a certificate signed by the county superintendent that he has completed the common school course prescribed 'by the State department for work below the high school. He must attend at the high school nearest to his residence or at a high school of approved grade in the county of his residence. Any school board Ithat furnishes high school instruction to such pupil is authorized to charge fifty cents a week for the time that he has been in attendance, and it is made the duty of the county board to pay all such bills out of the county school fund. .Massachusetts and Ohio, and perhaps other States also, provide foreduoa'ting qualified pupils in high schools in other places than those where they reside, provided there are no home schools for them to attend, and this without cost to themselves. As Massachusetts is the only State thrut makes the provision of high schools compulsory under any circumstances, it may ,be well to mention the principal features of the State law in regard to that subject. Every town having a population of 4,000 persons or 500 families is obliged to maintain a high school, the grade of tho

298
Not only is this the suggestion of common sense, 'but it is the teaching of experience as well (Appendix E).
The town-unit school system was the ancient system of New England. The classic school law enacted by the General Court of .Massachusetts in 1648 ordered that the towns should found schools on their reaching a certain number of householders, the teachers to be paid either by the parents of such children as resorted to them for instruction or by the inhabitants in general by way of supply, as those who ordered the prudentials of the town should appoint. The word "township" is also used in the law. Connecticut followed the example of :Jlassachusetts. The original X ew England town, which was a small concentration of population, was well adapted to this system. But. "as the population of each littIe nucleus of settlement spread itself out from the center of the original 'plantation,' it early became convenient, in1Iassa,chusetts and Connecticut at least, to allow neigh boring families at a distance from the local concentration, or nucleus, to form themselves in a school district." The original church parishes were divided in the same way. If these districts had been founded merely for the purpose of school supply, or to regulate attendance, there would have been, under the conditions existing, no objection to their formation, but the contrary. Unfortunately, however, these new districtsalso became units of school maintenance, bodies corporate and politic. Theile districts appear at first to have existed by sufferance merely, but the celebrated school law of 1789 legalized them, thus paving the way for the general introduction of the new system. Horace :Mann declared in his Tenth Annual Report: "I consider the law of 1789 . . . . authorizing towns to divide themselves into districts the most unfortunate law on the subject of common schools ever enacted in the State." Still this "act was not

299
repealed until manufacturing had restored those concentrations of population which in the early colonies had invited township control of school affairs." This was finally done. 1\11". .Mann in the same report (p. 37) bore this testimony to tlhe superiority of the town system:
"As a general fact, the schools of undistricted towns are greatly superior to those in distrieted towns-s-and for obvious reasons. The first class of towns-s-tho undistrictedprovide all the schoolhouses, and, through the agency of the school committee, employ all the teachers. If one good; schoolhouse is provided for any section of the town, all the other sections, having contributed their respective portions 'of the expense to erect the good house, will demand one equally good for themselves ; and the equity of such a demand is so obvious that it cannot be resisted. If, on the other hand, each section were a separate district, and bound for the whole expense of a new house if it should erect one, it would be tempted to continue an old house long after it had ceased to be comfortable, and, indeed, 'as experience has too often sadly proved, long after it has ceased to be tenantable. So, too, in undistricted towns we never see the painful, anti-republican contrast of one school in one section, kept 'all the year round by 'a teacher who receives $100 a month, while, in another section of the same town, the school is kept on the minimum principle, both 'as to time and price, and, of course, yielding only a minimum amount of benefit-s-to say nothing of probable 'and irremediable evils that it may inflict. In regard to supervision, 'also, if the school committee is responsible for ,the conditions of all the schools, it lis constrained Ito visit all alike, to care for all alike, and, 'as far as possible, to aim in all 'at the production 'of equal results; because any partiality or favoritism will be rebukedat the ballot box. In undistricted towns, therefore, three grand conditions of a

298
Not only is this the suggestion of common sense, 'but it is the teaching of experience as well (Appendim E).
The town-unit school system was the ancient system of New England. The classic school law enacted by the General Court of .Massachusetts in 1648 ordered that the towns should found schools on their reaching a certain number of householders, the teachers to be paid either by the parents of such children as resorted to them for instruction or by the inhabitants in general by way of supply, as those who ordered the prudentials of the town should appoint. The word "township" is also used in the law. Connecticut followed the example of Massachusetts, The original K ew England Itown, which was a small concentration of population, was well 'adapted to this system. But "as the population of each little nucleus of settlement spread itself out from the center of the original 'plantation,' it early became convenient, in .Massachusetts and ConnecticUitat least, to allow neighboring families at a distance from the local concentration, or nucleus, to form themselves in a school district." The original church parishes were divided in the same way. If these districts had been founded merely for the purpose of school supply, or to regulate attendance, there would have been, under the conditions existing, no objection to their formation, but
the contrary. 1Tnfortunately, however, these new dis-
tricts also became units of school maintenance, bodies corporate and politic. These districts appear at first to have existed by sufferance merely, but the celebrated school law of 1789 legalized them, thus paving the way for the general introduction of the new system. Horace Mann declared
in his Tenth Annual Report: "I consider the law of 1789
. . . . authorizing towns to divide themselves into districts the most unfortunate law on the subject of common schools ever enacted in the State." Still this "act was not

299
repealed until manufacturing had restored those concentrations of population which in the early 'colonies had invited township control of school affairs." This was finally done. ]\11'. .Mann in the same report (p. 37) bore this testimony to the superiorityof the 1.,O\V11 system:
"As a general fact, the schools of undistricted towns are greatly superior to those in districted towns-s-and for obvious reasons. The first class of towns~the undistricted-eprovide all the schoolhouses, and, through the agency of the school committee, employ all the teachers. If one good schoolhouse is provided for any section of the town, all the other sections, having contributed their respective portions of the expense to erect the good house, will demand' one equally good for themselves; and the equity of such a demand is so obvious that it cannot be resisted. If, on the other hand, each section were a separate district, and bound for the whole expense of a new house if it should erect one, it would be tempted to continue an old house long after it had ceased to ,be comfortable, and, indeed, 'as experience has too often sadly proved, long after it has ceased to be tenantable. So, too, in undistricted towns we never see the painful, anti-republiean contrast of one school in 'one section, kept 'all the year round by 'a teacher who receives $100 a month, while, in another section of the same town, the school is kept. on the minimum principle, both as to time and price, and, of course, yielding 'Only a minimum amount of benefit-s-to say nothing of 'probable and irremediable evils that it may inflict. In regard to supervision, 'also, if the 8ch'001 committee is responsible for <the conditions of all the 8c'h'001s, it ~s constrained to visit all alike, to care for aU alike, and, as far as possible, to aim in 1111 'a:t the production ofequal results; because any partialityor favoritism will be rebukedattho ballot box. In undistricted towns, therefore, three grand conditions of a

300
prosperous school, oiz., 'a good house,a good 'teacher, and
vigilant superintendence, are secured by motives which do not operate, 'Or operate to a very limited 'extent, in districted towns. Under the non-districting system it is obvious that each section ofa town will demand at least an equal degree of accommodation in the house, of talent in the teacher, and of attention in the committee; and should any selfish feelings 'be indulged it is some consolation to reflect Ithat they, too, will be harnessed to the car of improvement."
The district system was at one time universal, and it exists in some form in a great majority of the States today. In .Maine, New Hampshire, .Massachusetts, and New Jersey it has been wholly swept away. In Connecticut and Rhode Island the town system is permissive, and exists side by side with the district system. The township system exists in Pennsylvania, Ohio and Indiana. It is permissive in the upper peninsula of Michigan, in Wisconsin, and in :Minnesota, and doubtless in other States. It varies somewhat in the organization 'of tlhe local authority. The .Massachusetts school committee consists of three members 'Or 'a multiple of'three, elected f110m the town at large. In New Jiersey the board consists 'of three, five, or nine members, '3:S the town may elect. The Ohio board consists of delegates or representatives elected by the subdistricts, one each. A single 'trustee elected by the people manages the schools of a township in Indiana, except that he is assisted by a director in each attendance district who looks after incidental local matters.
Considering the great superiority of the township system over the district system,_ it is not a little strange that its introduction in the room of its competitor should have been so steadily resisted as it has heen. This opposition is due in part to the power 'of conservative habit, in part

30l
to the belief that the district system is more CLemocratic, and in part to the popular fondness for officeholding, all conjoined with much misconception and ignorance in respect to the merits of the two systems. It has also been urged in favor of the district,by politicions, that it is the best unit for canvassing the States for political purposes. Certainly it cannot. be objected to the township system, in its pure form, that it. is not sufficiently democratic. In 1875 .there were 15,087 teachers employed in teaching the common schools of Ohio, and there were in the State at the same time more than 35,000 school directors and members of boards of education charged with the administration of the schools. This, assuredly, is an excess of democracy.
The "community" system is much worse than the district system, and fortunately it is confined to a singlo State. The Texas law permits parents, guardians,or other persons having control of children of scholastic 'age, residing in anyone of the so-called "community" counties (thirty-five in number out of a total of 250), to unite and organize themselves into a free-school community entitled to the benefits of the available school fund belonging to the county, upon complying with certain prescribed conditions. The persons so uniting and organizing first address a petition to the county judge, who is ex officio county superintendent of schools, duly signed by the petitioners, setting forth that the community is white or black, as the case may be, giving an alphabetical list of the names of children of scholastic age within the limits proposed, describing t.he capacity of the schoolhouse and the character of the other conveniences that the petitioners have to offer, naming persons to act as trustees, etc. The matter then passes into the hands of the judge, who has no discretionary power in the premises, He may not even

302
throw aside such a petition either because it is signed by few persons or because the alphabetical list carries few names. The law does not fix any minimum number in either case. If the people of a neighborhood desire a school, no matter how few they may be, a school the judge must grant them. The "community" is a voluntary district in the strict sense of the term, having legal existence for one year only, and having no authority to levy a local school tax, and the evils that attend it are far greater than those that call so loudly for the abolition of the district system "wherever that is practicable, The people of Texas can, however, congratulate themselves that the "commuriity" school, which plainly originated in pioneer society, lost ground in later years.
In the South, and in those 'Western States that have the county system of local government, the only practical alternative to the district system of school organization is a county system. It must be remembered that in these States the town or township does not exist. Fortunately, such a system is not altogether unknown. In a few counties of Georgia it has been in successful operation for a number of years. These are the principal features of the system as it exists in Riehmond county, in which the city of Augusta is situated:
The county is the unit area of organization, and the rural parts and the urban parts of the country district, as far as practicable,are treated just alike. A hoard of education, composed of representatives elected by the people of the county for the 'term of three years, one-third retiring each year, manages all the schools. The school tax is levied at a uniform rate upon all the property of the county, without revision hy any other authoritv and without any limit as to rate or amount. The county and State funds are distributed to the schools according to the num-

303
bel' of children to be educated. There is no district tax. The same qualifications are required for country and for city teachers. The teachers are treated as nearly alike as the conditions admit, and they are paid about the same salaries. The schools are in session the same length of time in a year, nine calendar months. The country schoolhouses, ontihe average, are situated four miles apart, and no child is out of walking distance of a school open nine months in the yc:vr, and taught by a good teacher. One superintendent has charge of all the schools. Augusta has nine-tenths of d18 taxable property of the connty,butonly three-fourths of the school population. In other words, the rural parts of the county pay one-tenth of the school tax and receive the benefit of one-fourth of it. For the most part, these are excellent provisions. The county would seem to be the natural area unit for popular schools under the county system of local government. The subcommittee confiderutlybelieves that this mode of school organization has a great future before it in the United States (Appendix D).
II. In those parts of the country where existing physical and social conditions render it practicable there should be such a consolidation of rural schools as will diminislf the existing number of schools, schoolhouses, and teachers, and bring together, at advantageous points, the pupils who are now divided and scattered among the isolated schools of the township or other similar district. This step should be taken in the interest of good education as well as of public economy. To make this reform possible the children, as far as may he necessary or practicable, must be conveyed to and from the schoolhouses at the public expense.
How absolutely fatal Ito good schools the existing eonditions 'are in many parts of the country statistics show most

304
conclusively. 'State Superintendent Wells of Wisconsin reported in 1894 that his State had 183 districts whose average attendance the previous year was not more than five each; that 858 others were not. above ten each; while 2,481 more did not exceed twenty each. "In other words," he said, "3,522 country districts, about three-fifths 'Of the total number, have an average attendance not exceeding twenty, and about two-fifths above that average, with the great majority near the lower margin;"! Mr. H. R. Gass, of :M:ichigan, citing the State report for his authority, states in a published paper that in 1886 the country schools of Oalhoun counity in that State required 158 teachers, and that t.hey employed 342 different ones in the course of the year. The average length of the school in the district was 8.4 months, while the average term for which the teachers were employcd was but 3.8 months. He cites a second county that presents like statistics, and then observes: "The ratio of the number (of teachers) required to the number employed is about the same as this throughout the State, the tenure being longer in the newer than in the older counties." This state of things Mr. Gass attributes to the prevalence of the district system. He refers to yIassachusetts and Indiana, where changes of teachers are much less frequent and teachers' tenures much longer than in Michigan. While two teachers, on an average, were employed in :Michigan for a school every year, but few schools in the other States employed more than one. In the same State, at the present time, there are over 1,000 districts that enumcrate less than twenty-five children of school age each, while seventy counties contain 468 districts that enumerate less than fifteen each. The statistics alt hand do not show the actual size of the schools. X or are the small schools found in the
,<, The Township System of School Government." Mltdison, 1894.

::\05
newer and poorer parts of the State only; the oldest and richest counties have their fair share of them. In fact, the newest parts of a State often have the largestarrd best schools. Not 'only so, the oldest and most densely populated States frequently make a very poor showing. Iri 1894-95 there were 7,529 school districts in New York, in each of which the average attendance upon 'School during the year varied from one to twenty pupils, while ithe average daily attendance in each of 2,983 districts was less than ten pupils (iippendim I). In 1893 Vermont had 153 schools of six pupils or less each. In 1892 State Superintendent Luce of Maine reported that the average enrollmerrt in the schools of that State for the previous year was less than twenty-five pupils to a school, and that the numbel' of districts having less than twenty-five was larger than the number having more. He declared that there were probaibly between 1,000 and 1,200 existing schools in the State whose enrollment was twelve or less, and that (j00 or 800 schools then existing could be abolished without detriment.f Twenty-five years ago a large number of schools on the Western Reserve, Ohio, long famed for schools, had dwindled to the most insignificant size. Still other statistics of similar import will 'be found in the report of the Subcommittee on Instruction and Discipline. Attention is drawn particularly to those relating to Rhode Island and .Massachusetts,
But it is needless to multiply statistics, or to insist at length that thousands of rural schools furnish their pupils with a miserable preparation for the duties of life. When we consider the various elements that enter into good education, and especially training for social activities, it is not too much to say that a very small school is almost
2 Quoted by Mr. Guss. See" Transactions of the Michigan State> Teachers' Association, 1887."
20sr

306
necessarily a very poor school. The facts are notorious. Hitherto it has been supposed that, although the cities and towns surpassed the rural districts in higher education, the rural districts contained a smaller proportion of illiterate persons. This has been the prevailing view in the Northern States, and probably it was once in accord with the facts. The cities have been considered the great hives of illiteracy. But there is now grave reason to question whether the fact is not often the other way. Oertainly it is so in the only State where, so far as the subcommittee is informed, the subject. has been statistically investigated.J But however this may be, a remedy for the unsatisfactory State 'of the rural schools is one of the pressing needs of the day. -What can be done? One thing that can be done i2 to consolidate many of the small schools by carrying back and forth such pupils as need to be carried, and thus,
1 The State referred to is Michigan. According to the State census of ]894 the ratios of the foreign-born persons in the cities of the State, ten years of age or more, unable to read and write, and in the State at large, were practically the same, eigbty-four in ],000. But the ratios of the native-born in the cities, in tbe State at large, and therefore in the country districts, were quite different, In the cities it was fourteen in ] ,000; in the State at large, twenty-one in ] ,000; in the country twentyfour in 1,000. For every fourteen persons ten years of age or upwards in the cities unable to read and write there were twenty-four in the country; that is, the ratio in the country is 70 per cer.t, greater than that in the cities. If the country rate of illiteracy could be reduced to the city rate, the number of the native-born population ten years of age and upwards unable to read and write would be reduced to 8,000. Several facts, no doubt, enter into the explanation of the greater illiteracy of the country districts, but the most. important of them is the inferiority of the country schoo.s. It does not explain matters to say that Michigan is comparatively a new State, that much of it is thinly settled, that it contains large lumbering and mining districts, etc. The fact is that in the oldest and wealthiest parts of Michigan the cities, as a rule, surpass the counties in which they are situated in respect to popular intelligence. The city of Detroit ranks distinctly higher than Wayne county, and the same may be said of the cities of Grand Rapids and Ann Arbor as comparee with Kent and Washtenaw counties. The counties named contain the cities mentioned.

:307

by one stroke, create several of the conditions of good
schools. The interest that this subject is beginning to awaken is one of the hopeful signs of the times.
It was Massachusetts that led the way in developing the district system, and it is .Massachusetts that is leading the way in consolidation. An act that dates from 1869 authorizes any town in the commonwealth to raise money by taxation to enable the school committee, in its disoretion, to provide for the conveyance 'of pupils to 'and from the public schools at public cost. The towns were already empowered to build schoolhouses wherever they were really needed. Availing themselves of these powers, many towns have entered upon the work of consolidating their schools. How the work goes on is shown by the :01lowing table exhibiting the sums of money paid for public school transportation for a seriesof years.

Year.

11---1--- Amoo~

Year.

Amount,

_ _ _ ,1 _ _

1888, 1889 ' .

$22,1183811 1892, 1893 ......

$5,590 41

1889, 1890

.

24,145121 1893, 1894

..

63,6 17 68

1890, 1891

. 30,648 68 1 1894, 1895

. 76,608 29

I8qI, 1892

.

38,7 26 07 :i 1895, 1896.

91,136 II

The movement has extended beyond Massachusetts and reached everyone of the New England States. In these States many hundreds of schools have been consolidated, and with the most gratifying results. Occasionally an unsuccessful experiment is reported, but Ithe great stream of testimony runs strongly the other way. Longer school terms, better teachers, better grading, better instruction, more interest in the pupils, greater physical comfort on the part of the children, better supervision-these are the claims that are made for the new departure (Appendices B and F). Other things being equal, the new way IS

308
nevermore expensive than the old oue, and often it is less expensive.
The movement has spread beyond New England. In
18D4 a law was enacted in X ow ;J ersey providing for the
transportation of pupils at public expense in order that rural schools might be consolidated with city ones. A most interesting experiment in consolidation is being tried in northeastern Ohio, where some schools had already died out, and many more were lingering on t,he verge of death. Permissive legislation 'has been obtained in several counties,and already mauy townships are working the plan successfully, while many others are looking on expectantly and are apparently on the point of making the new departure. The newspapers are quick to note the innovation, and it is already attracting attention beyond the borders of the State (Appendix}').
The distinct pedagogical advantages of consolidation are much more fully set forth in the reports on supply of teachers and instruction and discipline than here. In this report the topic is dealt with mainly as it is related to organization and administration. The fact is, however, the several aspects of consolidation are inseparsbly connected. As a, rule, whatever promotes simplicity and ease of administration promotes good instruction, and vice iersa. Noone of the subcommittees 'that handle the subject for a moment supposes that there is any charm in the word "consolidation" to cast all the evil spirits out of the rural school, but they all believe, after giving the subject mature consideraaion, that great possibilities of improvement lie in that direction. It is perfectly true that the consolidation remedy cannot be universally applied, because physical and social conditions are forbid. The fact is, that a large proportion of the children of the land will be schooled in little schools-rural schools, ungraded

schools-or they will not be schooled at all. Suggestions looking to the improvement of these schools will Ibe found in the reports of all the subcommittees ; burt insistence is here placed upon the fact that the consolidation remedy can Ibe applied on a grand scale, with the largest promise of success. In most States some new legislation will be necessary to that end, but not in all. \Vherever the town, ship-unit system exists, the first step, and the long step, has already been taken. In such States it should not be difficult to secure the needed legislation in relation Ito transportation. State Superintendent Emery of Wisconsin has already notified the people of his State that the laws contain all the provisions necessary to enable them to move at once in the direction of school consolidation.
It is important that the 'consolidation reform shall not be misunderstood. It does not necessaril.v, mean that there shall be only one school in a town or township. It does not mean either that parts of different townships or countics shall not be comprised in one school. These questions are merely matters of detail, and their adjustment will depend npon such factors as the size of townships, the distriblltionof villages or other local centers, the direction and condition of roads, streams, and bridges, the distribution of population, and the physical configuration of the township and the adjacent parts of the country.
It is noteworthy how the different phases of educational reform all tend to hold together. In the Northern States the cause of school consolidation depends intimately upon the adoption of the township-unit system. A certain amount of consolidation can be effected by the abolition of small districts: it may be possible, also, for several independent districts to merge their schools into one, for the time at least,and still preserve their independence; but it is manifest tha t the first plan will not prove effectual, and

:31U
that the second one will be infrequent and precarious. The subcommittee Ibelieves confidently, therefore, that the fortune of effectual consolidation is closely bound up with the fortune of the township-unit system.
It is also noteworthy, let it be remarked again, how different social elements tendtoruttract one another and so to coalesce. 'School consolidation, especially its praetica'bility turns largely upon means of cheap, safe and easy communication throughout the school area. Here we touch a question intimately relating to social progress that has (been receiving increasing attention the last few years. Reference is made to the improvement of roads. Those who have been promoting this movement have not probably regarded it is a measure of educational reform; but such it is. Perhaps there is no rural interest of a social nature that would be more decidedly enhanced by good roads than the educational interest. The people of some of the towns of Ohio, where the new plan is being tried, claim this as a decided advantage, that the drivers of the omnibuses serve as carriers for the mails between the farmhouses and the post-offices, thus promoting the diffusion of intelligence in still another way.
Only a single point remains to be pressed, but it must be pressed strongly. This is the necessity of lengthening materially the time that the country schools, on the average, are in session each year, and the securing of a more regular attendance of the pupils. The legal years now vary widely in different States, and the practical, or real, years still more widely. Some communities always surpass the legal minimum of time, others as regularly fall below it. In the thickly settled States of the East the rural schools are in session eight, nine, or ten months in the year; 'but often in the South, and sometimes in the West, one-half the shortest of these terms is not reached.

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The legal year is frequently absurdly short. Until two years ago the Michigan year was but three months, and now it is but five months. It is quite unnecessary Ito argue that short schools are, even relatively, poor schools. In order to have a good school, it is necessary not only to bring pupils together in considerable numbers, hut also to hold them to Ithe work a certain number of hours each day,and a certain number of days each year. There must be a concentration of effort as of pupils. It is as wasteful a method of education to send children to school seventy or eighty days in the year as it is to send them two or three hours in the day. Persons interested in popular education, and particularly in rural education, should not rest, therefore, in their efforts until they have made the legal school year in every State at least 160 or 180 days.
But it will not he enough for the State simply to fix a minimum school year: it must see to the enforcement of the law. The law should hold communities to a rigid accountability in respect to maintaining schools of legal grade for the full legal period, to employing none but certificated teachers, and making all the required reports to the State educational department. Most school laws contain such provisions as these, but it is feared that they are not always enforced. The only practicable mode of enforcement is absolutely to withhold from the local organizations all aid from the superior taxing units, as the State, until they first observe the law.
And again, it will not suffice for the State to see that the prescribed quality of instruction is actually furnished. It might, perhaps, be thought that if the State only provided local schools, and made them free, the people would be only too glad to avail themselves of them to the full; hut sad experience shows tha:t this is not always the case. The indifference, ignorance, and selfishness of some parents

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come between their children and the schools. In communities where the school attendance is compulsory some parents 'are in an almost constant battle with the authorities, to keep their children out of the school as much as possible. It is possible that such extreme indifference or selfishness as this is more common in cities than in the country; and yet it is true, as a rule, that the country child's labor, especially the farm boy's labor, has a greater money value than the cityehild's labor, and that the farmer is, therefore, under a special temptation to keep his boys out of school. On the whole, there is quite as much need of an efficient compulsory attendance law in the country as in the city, and perhaps more.
The subcommittee has not taken space to discuss, in general, the common education that the American States are now furnishing the American people. That isa large subject, and for the most part lies outside the field of the present inquiry. 1t will suffice to sayan this large question that the people had better pay what they do pay for what they get than to go without it, or even twice, thrice, or four times the sum; but at the same time, they might receive, and should receive, a great deal more for their money than at present. This is particularly true of the rural schools. No doubt there are many excellent schools in the country; but, all the whole, it may well be doubted whether any money that is expended in the people's interest is expended more wastefully than what goes to the country schools. No doubt the country school has points of advantage over the city school, as the freer communion with nature, but on the whole it is inferior. The typical "little red schoolhouse," so invested with sentiment, is a costly and unsatisfaetory institution of education, Owing to social changes, in many parts of the country it is much less effi-

31;)
cient and useful, at least relatively, than once it was, and a new organization is imperatively called for. Something should be done to stop the wasteful expenditure of the public money. State Superintendent Stetson, speaking for his State, puts the ease thus in a commnnieation to the the subcommittee:
"1 have devoted quite a number of pages in my report [1895J to showing the people of .Maine that we are wasting an enormous sum of money in this State because of the unbusinesslike methods which are used in the expenditure of its school funds. This waste is made in every direction in which money is spent. ,Ye pay more than we need to for school lots, the erection of school buildings, the furnishing of school appliances, text-books, fuel, making repairs, etc., etc. The waste along these lines aggregates more than one-third of a million of dollars each year. I have shown in the report that the money which we spend for common schools is sufficien t to maintain schools taught by professionally trained teachers, and superintended by competent superintendents; that, in addition to doing these two important things, we would have money left to supply them with the appliances necessary for a successful school, and also furnish the needed apparatus, library books, and make all the needed repairs and additions. I feel that I have demonstrated this point so that there will be no further question about it in the State of :3Iaine. The 'whole matter turns npon the simple point that we are alarmingly wasteful in our expenditure of school money.
"Personally I am in favor of local communities being responsible' for providing school buildings. I think twothirds of the funds required for the maintenance of the eommon schools should be furnished by the State, and that the ather third should be raised by local taxation; that the State should examine all teachers and issue all

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licenses to teach; that towns thus receiving State aid must employ teachers who hold such certificates. The State should inspect the school accounts of the towns receiving State aid."
The subcommittee deems it advisable, now that the whole ground has been covered, to restate the fundamental propositions that have been urged in this report. These all start from one central postulate that a provision of funds sufficient for their adequate support is essential to the existence and life of good schools. The threefold division of the subject will be preserved in the summary.
1. REVENUE.
1. The great resource of the public schools is, and must continue to be, some form or forms of public taxation.
2. Such areas or units of taxation should be created, or continued if already in existence, as will fully develop the sound American principle that the whole wealth of the State shall be made available for educating all the youth of the State.
3. To accomplish this end resort must be had to the larger units of taxation, especially where population is sparse and wealth meager. _The following recommendations must be specifically urged: (1) a liberal provision of funds from the State treasury; (2) a county tax in at least all the county-system States; (3) a town or township tax in the States where _this civil division exists; (4) taxes in special districts; that is, in cities and villages. The school district, in the commonly accepted sense of that term, is not a desirable taxing unit, but quite the contrary, and should be abolished as such unit.

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II. DISTRIBUTION.
1. Funds raised by the large political or social units for general school purposes should be distributed in such a way as to bring ,the rich and the strong to the help of the poor and the weak.
2. Such rules of distribution should be adopted as will accomplish this end. In order to do this, distribution must be based, Ito a certain extent at least, upon fixed or arbitrary units; that is, so much money must be given to the school or to the teacher.
3. The large taxing units should render assistance to the small onesonly upon the condition that the small ones first do something for themselves.
III. ORGANIZATION.
1. In the States where the town or mixed system of local government exists, the town- or township-school system should, as far as practicable, be substituted for the district system; in the county-system States the county-school system is the natural alternative to the district system.
2. In those parts of thecountry where existing physical and social conditions render it practicableythere should be such a consolidation of rural schools as will diminish the existing number of schools, school-houses, and teachers, and bring together, at advantageous points, the pupils who are now divided and scattered among the isolated schools of the township or other similar districts.
3. There is urgent need of lengthening materially the time that the country schools, on the average, are in session each year. The ideal should be a minimum school year in every State of at least 160 or 180 days.
The subcommittee does not expect to see, and does not

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desire to see, the school systems of the country all brought to one uniform pattern. It is too well aware of the great diversity of conditions that exist to think such a thing is possible. :Even more, a certain variety, and so conflict, of systems is conducive to life, activity, and improvement. Xeither is the subcommittee under any illusions as to what is possible, or probable, in a field of education so vast as that offered by the United States, with the. great number of authorities, State and local. At the same time there are certain general laws governing successful school systems and schools that cannot be ignored. Some of the principal of these laws have been set forth above; and it is believed that their general recognition will be followed by a marked improvement of the common schools, and so of the popular education of the country.
Some persons may ask, "How shall the principles laid down in this report be made practical?" "How shall they be established in communities or States where they do not exist, or exist only in part?" To these questions only a general answer is needed. The State legislature, the lawmaking authority, is the only source of power in relation to education, as well as in relation to all other branches of the State government. Accordingly, if the school law i" defective and weak, the legislature must be called upon to repair and strengthen it. 1\0 progress can be made without an efficient law and efficient school authorities. But how shall the legislature be induced to act in the premises ~ In precisely the same way that it is induced to act in other matters. Facts, argumr-nts, parsnasion, must be addressed to the members of the legislature. Above. all it is important that the public mind shall be informed as fully as possible upon all branches of the subject. If the people generally knew how much better schools they 111 iqlit have than those that they do now have, and for no

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more cost, it is impossible to believe that they would not bestir themselves to effect reforms. The subcommittee marks out what it believes to be broad lines of educational progress. It enforces its views, as far as possible, with appropriate arguments. But it must necessarily leave tho application of these views and arguments to the exigencies existing in particular communities or States to such persons, belonging to these communities or States, as are interested in the subject and arc familiar with all the local facts and conditions.
W. A. HINSDALE, Chairman, W. S. SUTTON, S. T. BT~AOK.

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REPORT OF THE SUBOo::\nUTTEE ON SUPERVISION.
The Subcommittee 'on Supervision of Rural Schools has taken dnto careful consideration the various topics submitted for investigation. Its inquiries have extended into all the States and territories except Indian Territory and Alaska, and the facts are based on returns more or less full from all parts of the country.
Professional supervision is to-day regarded as an essential factor in our school system. It has been observed that the schools that are closely supervised by men who thoroughly know their 'business at once respond to the influence of this supervision. Expert supervision has resulted in systematic, orderly, and well-directed instruction. It is a matter of remark that the most competent superintendents have the best schools, and that cities noted for their excellence in school work have attained this preeminence through the medium of intelligent supervision. This is also true of those counties which have come under the same influence.
"There is no other agency in our school system that has done so much for the improvement of our schools in organization,and in methods of instruction and discipline, as the superintendency."
The attention of the profession, however, has been mainly directed toward expert supervision in city schools, and but little heed has been paid to the demand for such work in rural districts. It is quite time that our inquiries should be directed toward the character of the supervision demanded by the country school. If supervision through it competent superintendent isa good thing for city schools, there is every reason why it would be a good thing for rural schools.

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STATE SUPERINTENDENT.
Although the State superintendent stands at the head of the public school system of the State, his work is more closely related to rural than to city schools. As this report has reference only to the conditions of rural schools, your subcommittee will consider the duties of this officer as bearing upon that part alone of the general school system. No officer connected with the administration of State affairs requires higher or more essential qualifications than that of superintendent of public instruction. He should be a man of high moral character, well acquainted with approved methods and with the history and condition of education ,in his State. He should be in close touch with the educational spirit of the times, and should be one whom the profession regards as authority in all that constitutes excellence in school matters. It is also agreed that he should be an experienced teacher, of broad and thorough scholarship, and 'a good public speaker. With these qualifications there should be combined a large share of good common sense, and sufficient executive ability to manage the details of his office.
The legal term of office in Massachusetts and Rhode Island is one year. In Oonnecticut it is at the pleasure of the State board. In twenty States the term of office is two years; in four States, three years; in seventeen States, four years; but in no State does it exceed four years. The average length of term of the State superintendent is two years and ten months. The lowest salary paid is $1,000 and the highest $5,000 per year. The average salary is $2,475 per year. In answer to the question as to how much time the State superintendent devotes to supervision of schools, we had definite answers from thirty-seven

States, in which we find that nineteen of these superintendents devote more than half of their time to visiting schools and traveling in the interest of education, and eighteen devote less than half their time. Quite a number of the State superintendents report that they divide their time equally between the office work and supervision. In only a few of the States does the State superintendent exercise no supervision, and in several the supervision is carried on through deputies or agents.
The State superintendent under present arrangements has but little time for personal inspection of school work. The superintendents in fourteen States visit each county once a year and in eight States once every two years. From the other States no definite information could be obtained. :Many superintendents say, as often as practicable; in some instances, not at all. Our information is to the effect that most of the State superintendents devote as much time to supervision as they can spare, but that it is generally considered secondary to work of a clerical nature. There are undoubtedly in some States sections which have never been visited by the State superintendent or his deputy.
By some means the influence of the State superintendent should be extended until it reaches every rural school in the State. In all possible ways the office should be made useful to the teachers and school officers. The rural schools need this stimulating, helpful influence more even than those of the city. 'While in most States the office has but little more than advisory powers, yet, through lectures at associations and through the inspection of institntos, the State superintendent 6ught to be able to convince the teachers of rural schools that he is in dose sympathy with their work.
The work of the State superintendent ought to be made

more effective by so increasing his clerical force as to enable him to spend more time in direct contact with the schools and school officials of the State. The careful compilation of statistics is very important, but it can be intrusted to a skillful statistician, while much of the routine work of the office can be well done by clerks. The higher and by far the more important work of directing educational movements, of instructing the people, and of creating public opinion and arousing public interest devolves upon the State superintendent. These is a general demand for more assistants in his office, longer tenure of service, and more liberal financial support. His work should be so related to that of the superintendents in the various subdivisions of the State for school purposes that the whole may be properly articulated, and. the county or town superintendents may be under his direction and control. He should come in frequent contact with them by conversations held' for the purpose of instructing them in their particular duties, and should send them such circulars and letters as may be necessary to aid and direct them in their work.
The State superintendent should have the power to withhold the State appropriation from all counties or school districts not complying with the law in every particular, because he would then hold the key to the situation and could enforce his orders.
The main duties of the State superintendent are not only to organize and direct educational influence and laws already existing, but also to go among the people in the spirit of Horace Mann, and, by public addresses, by the liberal use of the press, and by securing the assistance of the leading men of the State, to arouse and keep alive an interest in the cause of popular education. In connection
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with the rural schools especially the State superintendent not only has great possibilities for a wise supervisory influence, but also great opportunities to arouse and instruct the people.
In a majority of the States the most needful legislation is that .which bears upon the organization and maintenance of rural schools, and a supply of competent teachers for the same. The State superintendent, therefore, should be a man able to secure the co-operation of the legislature for the enactment of proper statutes. This can be done only by one who sees clearly the great needs of the school system, and who is able t9 go before the people and the legislature and unite all influences to obtain the necessary legislation. \Vhile putting into this high office any person solely through his political affiliations is to be deprecated, the State superintendent should be a man who knows how to approach the leaders of all parties and convince them of the justice and soundness of his plans, viewed from the high vantage ground of the general good.
COUNTY, TOWNSHIP, OR DISTRICT SUPERINTENDENT.
A still more important question opened for discussion is the character and degree of supervision below that of the State superintendent.I Thirty-eight States, mainly in the South and \Vest, have county superintendents, whose duty it is to visit the schools and exercise the duties usually belonging to their office. The New England States generally have what is known as township or district supervision, which arises in large part from their political organ-
1 In this report the term supervisor is used to include also county superintendent, commissioner, or any other term by which the supervising officer of a county or supervisory district is usually designated.

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Ization, In New England the town is the dominant political unit, while in the South and West it is the county. The simplicity and effectiveness of supervision is promoted when the units of political organization and of school administration are identical. This condition has its limitations, however, in the amount of territory to be covered and in the density of population,which is a varying quantity. The main point is to bring every rural school of the country as far as possible under the watchful care of a competent supervising officer. Responsibility is a strong stimulant. It is one of the weak points in our present system that too often the rural school-teacher is responsible to no one.
In regard to the operation of the two principal methods of supervision there is no reason why any section should abandon the practice which has been found best adapted to its peculiar conditions. It must be conceded, however, that a single township, containing on an average ten or twelve schools, is too small a territory to engage profitably the entire attention of one person. In cuch a case one of two things must necessarily happen: either the schools are supervised to the point of interference, or the supervision becomes uncertain, feeble, and unsatisfactory. In a general way, the rural town~hip is too small a supervisory unit. Wherever it has been tried the supervisor has generally had some other business to attend to, and thus his work has been found wanting in those results which are most desirable. In order that the work of overseeing and directing may be effective, it must engage the entire time and the best thought of the supervisory officer.
A proper remedy for this is the combination of towns for supervisory purposes. Three, four, or five towns could be united in one supervisory district, until a sufficient number of schools have 'been secured to engage the entire atten-

tion of one good man. The burden of his salary could be borne by these towns in the proportion of the number of schools they contribute to his work. This plan is in operation inJYIassachusetts, and has been satisfactory. A complete exposition of the .Massacliusetts plan of supervision of township schools is found in A. IV. Edson's monograph, "Supervision of Schools in .:\Iassachusetts" (Boston, 1895).
In that State :353 of the towns are supervised by 155 supervisors. While some of the large towns can alone S11 pport a supervisor, several of the smaller ones must unite to secure the services of an efficient officer. In addition to what the towns do for themselves the State grants to those of low valuation, when they combine into a supervisory district, the sum of $750 to pay for a supervisor. These towns, however, are required to raise an additional sum equal to that furnished by the State, thus insuring a sufficient sum for the employment of an expert school man. By these means 93 per cent. of the children of .:\lassachusetts have been brought under close supervision. The salary paid to a supervisor is at least $1,500 a year, and he is enabled to devote all his time to the work and to inspect each school once a month. It is true that there are still about 100 towns in .:\Iassachusetts without supervision, yet the feasibility of co-operative supervision with aid from the State is proven beyond all doubt,
"The State aid to a district amounts at present to $1,250 -$7;")0 towards the superintendent's salary and $500 towards the salaries of the teachers. The remainder of the snperintendent's salary, $750, must ,be raised by the towns of the district. They are at liberty, of course, to raise more than $750 for the purpose, if they desire to do so" (1fassachusctts State Report, 1895).
\,That has been said regarding the combination of towns

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101' supervisory purposes can be repeated with equal emphasis as to other small divisions of territory termed "school districts." The same principle applies here as elsewhere, that the interests of the schools included in a given territory should be sufficient to warrant the employment of a thoroughly competent person, at such a salary as would justify devoting his entire tin1e to his work. After all has been done, there will still be vast sections of country, especially in the West and Southwest, without any means of efficient supervision. ~a present remedy can be devised to aid them. It can be safely left for the several States, as population increases, to look after the interests {If the schools in the ligh t of the experience of older communities about them.
The worth of the county superintendency is acknowledged, but in many cases the county is too large an area and contains too many teachers for one man to properly supervise. The county is as much too large a unit for supervisory purposes as the township is too smal1. This remark, however, does not apply to every county nor to anyone State. In counties where the number of teachers is too large for one man to supervise, the county superintendent should have one or more assistants or deputies to aid him in his work. They should be directly responsible to him for the kind and character of their work, and should be charged solely with supervisory duties. The importance of having one superintendent for the county Or district to whom other supervisors are responsible must be emphasized. as it would be an error and a fruitful source of strife if in anv territory there should be two or more supervisors having concurrent jurisdiction.

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THE COUNTY UNIT.
Since this report is a symposium of suggestions for supervising rural schools, it may not be amiss to discuss a plan of supervisory organization that has found favor in some few counties that contain large cities as well as a rural population. vVe mention it here because it has valuable features for supervising the rural schools. Thereis but one school board for the entire county. One set of men legislates for the whole area, and it is their duty to relate the urban and suburban and rural schools into a sympathetic system. This is based upon the idea that every city is bound to respect the people that immediately environ it. It is to the interest of a large city to have good roads leading to it, good crops in the fields around it, and good schools to which ,the farmers may send their children.
With this as a foundation principle there is but one school fund for the entire county, raised by taxation upon all property in the county, whether it be in or out of the city. This makes the general school fund, which is distributed upon the basis of school population and according to the needs of the city wards and the rural communities. The same qualification for teachers is required whether they teach ina city graded school or in a country ungraded school, and the same salary is paid to them and in the same way, and for just as long a term. In this system one superintendent is in charge of the whole area. He looks after a city graded school one day and the next may-be twenty miles away inspecting a country school. Expert supervision by a superintendent and his assistants is thus extended into the rural districts, and both city and country school receive the benefit of what there may be in each that is of real value.

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Upon this plan, as a matter of course, a large portion of the school fund raised by taxation on city property is annually distributed to the country schools. The city i~ really made to assist in supporting the rural schools around it. And who shall say it is nota good thing for the city to do, especially in agricultural sections, in which the education, liberal and special, of the farmer's child is the probable salvation of the farming interests of the country. We should not lose sight of the truth that the farmer's child is to be made a useful citizen, not only content to stay in the home in which he was born and reared, if that is best, but fitted to fill honorably any station in life to which he maybe called. To. do this he must have all the opportunities of education and culture that the city affords. This can be brought about in no other way than at the city's expense, for wealth is massed in our populous centers. The expert supervision, the well-trained teacher, the long term, the modern text-book, the good schoolhouse, can be placed at the farmer's door by ,the agencies of the neighboring city, that owes him this and much more (A.ppendix D).
TRAINED TEACHERS NEEDED IN COUNTRY SCHOOLS.
Supervision IS one of the vital needs of the rural schools, since most of their teachers are inexperienced. The number of normal school graduates in rural schools is lamentably small. The reason is that the normal school graduates can obtain a better salary by teaching in a larger field. The demand for this class of teachers makes their salaries so high that the country schools cannot afford to employ them. As soon as teachers become proficient by reason of experience acquired in rural schools, the probabilities are that they will be induced to seek better positions in cities where

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their experIence and abilities will command higher salaries.
Add to this the other fact that many young men begin to teach as a stepping-stone to some other profession, and while they are teaching a country school are studying law or medicine, and their hearts are with that rather than with teaching; and also add that many young girls teach until they marry, or as long as they' are compelled to teach, and no longer, ,that they have no real love for their work and no wish to stay in it, and we see how the problems multiply.
Rural schools suffer from lack of trained teachers. In them, as a general thing, are young graduates from the village high school, or some favorite among neighborhood families, or a type of ancient teacher whose placid life is not disturbed by the vexing problems of his profession. This raw material must be developed, made shapely, orderly, and systematic, if time is to be saved to the children and schools properly supported. A bright and live supervisor will bring order out of confusion, harmony out of discord, and will give life and beauty to that which before was inert and ungainly.
Teaching is a great 'art, based on a profound science. The supervisor is the expert who has given this art and science his careful attention, and whose business is both to know how to teach, and to show others the way of teaching. He can in some measure compensate for the lack of skilled work in the school by closely supervising and guiding inexperienced teachers and showing them what to do. An expert is one who possesses skill gained by practice. A supervisor who claims to be an expert should have experimental knowledge of "the how to teach." He is supposed to have given careful attention to those things which characterize a good school. N at only must he know

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how to teach, but he must know how to instruct others in the art and science of teaching. He must. be a skilled teacher of teachers. Without this directing spirit, schools must necessarily suffer until teachers. happen upon some better way. It is a great misfortune for schools to wait for wisdom in teaching until the many mistakes of teach ers have pointed out better methods. The presence of skilled supervision has been the salvation of many schools,
It is one province of supervision in the country school to bring teachers into contact with each other, to illustrate better ways of teaching, to break up the isolation and monotony of rural school life, and to take to the doors and homes of people and teachers alike the life and freshness which have been the result of research and study on the part of the best minds in the profession. The province of supervision in rural schools falls far short of its legitimate purposes when it begins and ends in the schoolroom.
This point is not sufficiently well appreciated by those who have the oversight and care of schools scattered over a large tract of territory. Country schools have an -environment of their own which should neither be forgotten nor ignored. The best supervisory work is that which brings into the rural school ever.ything in farm and rural life which is strong and pure and wholesome. It is possible for the supervising officer so to exert his influeneo as to give grace and dignity to each individual school, and make it the rallying point for every good influence, .l blessing to the entire community in which it is situated.
Attention is here called to the fact that in general but little care is taken in the selection of officers chosen to look after the interests of the rural schools. In the minority of States the county superintendents .re elected by the people of the county without any regard to the preparation or qualifications they may have for the work. Very few

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'.
States require the superintendents to have any special qualifications, and in many instances supervisors are put in charge of teachers who know more about teaching than they do, and are required to hold examinations that they themselves could not pass. Add to this the fact that the superintendents are generally paid very small salaries (average $828 for the whole country) or 'a meager per diem, and that many engage in other business and regard supervision of schools as an incidental matter, and it becomes apparent that professional supervision is too often the exception rather than the rule.
,VORK OF SUPERVISORS.
,Ve need everywhere trained superintendents of schools. "Supervision of schools should rank next in importance' to the instruction in schools; indeed, so necessary to successful instruction is competent supervision that the two should receive together the watchful oversight of the State" (New Jersey State Report, 1894). Supervisors should know as much of' teaching as the teachers under them, and should be able instinctively to distinguish good teachers by their manners, dress, speech, disposition, and character. Tho best work of a supervisor is his skill in selecting teachers. Not by the results of examination alone, for some learned people make poor instructors; not by yielding to the pressure of family or political influence, for this will ruin any system of schools; not by selecting his own friends or favorites, for this is unworthy of his office; but by following the knowledge that comes to him through study, by long experience, by careful observation, and by conscientious conviction, which enables him to know a teacher when he meets one, though he may not be able to tell why.
Teaching is a matter of both disposition and knowledge.

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The former cannot be examined, but it ought to be recognized; careful supervision will aid in developing it. Skill in doing this is an essential characteristic of a good supervising officer, especially in connection with rural schools. If the cry is raised (and it is) that there is not enough money to pay for professional supervision, the reply is that it wiuld be wiser to have fewer teachers in order that those employed might be better qualified. A supervisor who is an expert can so arrange and organize the system that a less number of teachers can do the work and do it better, because each one is thoroughly competent. "A good superintendent earns many times his salary; a poor superintendent is too clear at any price. The work of supervision may be unsatisfactory either because the number of schools is too large for the oversight of one person, or because the supervising officer lacks the talent for moulding, inspiring, and directing the work of others" (Pennsylvania State Report, 1895). Underpaid supervision is often unskilled and inefficient, and against this we raise our decided protest. Such supervision is of no value whatever to the schools-a penny-wise policy that economizes in the wrong place. A supervisor should have -no other business than to care for the schools. He should not be a merchant, nor a lawyer, nor a farmer, nor an active teacher. His business should be to supervise the schools of his county, or township, or district, or whatever his area be called.
With a given sum of money for school purposes, to devote a part of it to skilled supervision will bring more children under enrollment, better teachers in the community, better instructions in the schools, and more satisfaction to the people, than if all the money were spent in paying the salaries of teachers.
In twenty-eight States the supervisors are required by

law to visit each school twice a year, in the other States they are allowed to visit the schools as often as practicable. In one or two States the supervisors visit the schools very seldom. The length of time the supervisor spends in each school varies from fifteen minutes toone-half day. The time seems to depend very largely upon circumstances, the number of pupils, the character of the teacher, the efficiency and the pay of the supervisor. A skilled supervisor inspecting an intelligent teacher can do more service in fifteen minutes than an unskilled supervisor visiting a poor teacher can do in a whole day. The average time spent in the ordinary rural school by the school supervisor is about one hour every year.
In twelve States the supervisors devote all their time to the work. In these States the average salary is $1,002 a year. In fourteen States the supervisors devote only a part of their time to supervision, with an average annual salary of $408. Sixteen States report that in some counties the supervisors devote all their time to supervision, while in other counties the supervisors devote but a small part of their time to that work. In these States the salariss paid supervisors vary from $100 to $2,000 or $3,000 a year. "Where good salaries are paid they devote all their time to supervision. Where small salaries are paid they devote but little time to this special work. All States have some supervision, though it varies greatly in amount and in efficiency.
In many sections of the county a supervisor not capable of suggesting to teachers better methods of teaching and not able to detect false methods pays only a perfunctory visit to the schools. He merely sees whether the building is clean, whether the children look bright and interesting whether the enrollment is good, such bets as would be noticed by any person of common ordinary sense. Too

often the contact of the average supervisor and the teacher of the rural schools is nothing more than a mechanical business performance, with such elements of aid and encouragement as any intelligent visitor may give the school. Although this is not without advantage, it falls far below the standard of professional supervision.
How many teachers a supervisor can direct cannot be discussed except in a general way.' Schools are more widely separated in some localities than in others, roads are better, teachers are better, and supervisors vary greatly in the rapidity with which they work. As a general rule, however, every rural school ought to be visited at least once in two months. Supervision cannot be called clOSE) that does any less than that, and it would be better if the schools could be visited once every month.
No accurate information can be gained concerning the conditions of the school, nor can the proper influence be exerted over teacher and pupils, unless the supervisor has time at his disposal to make a reasonably thorough examination of the school and its surroundings. Sometimes, with an inexperienced teacher, he may find it necessary to spend the entire day in the school, while in other cases he may be able to visit two or more schools in a day. The point is that he must not feel compelled to shorten his visit, or to leave his work half done, in order to meet other engagements. To make his visits effective in the highest degree requires time and patience. The length of his visit must depend upon the necessities of the school, and of these he must be his own judge. An ideal system of supervision would give one supervisor from fifty to seventy-five teachers to supervise. Where the number of teachers is greater some will be neglected, for a supervisor generally has many interruptions in his work, such as rainy days, holidays, and the demand upon his time for office

3M

work, board meetings, committee meetings, public ad-

dresses, etc., so that it is impossible to put in every day in

supervision. Allowance must be made for other impor-

tant duties.

Attention is also called to the power which the super-

visor can exert through rigidly conducted teachers' meet-

ings, institutes, associations, and round tables. Here we

may meet the teachers under his direction, and make use

of the information which he has gathered in visiting their

schools. From free and open discussions by the teach-

ers he will get an insight into their habits of thought and

their methods of expression. ,such meetings help break

up the unsocial 'character of rural teachers by 'bringing

them into contact, so that each learns something from the

experience of all the others. In this way teachers and

supervisors become better acquainted, gather fresh cour-

age and new inspiration, and go home feeling that they

have much in common, and that, if they will, they can in

many ways be mutually helpful. The most deadening

influence about the country school is its isolation. N oth-

ing is more potent in overcoming this than frequent gath-

erings in which teachers, school officers, and parents freely

discuss matters of common interest. To encourage such

meetings is one of the duties incumbent upon the super-

VIsor. Without being too prominent, he may still be

the inspiring spirit, guiding, directing, and stimulating the

tone and energies of all who participate in the proceed-

ings (A.ppendim P).

.

LEGAL REQUIREMENTS AND QUALIFICATIONS.
The necessity of establishing some qualifications to he required of those who are to occupy the position of supervising officer is emphatically insisted upon.

335
"If it is desirable to insist upon a certain degree of qualification for a school-teacher in the humblest district of the State (this proposition has passed beyond the realm of discussion), it would seem that there is no question that the superior officer clothed by statute with such extended powers as a school commissioner ought to be a person possessing some fixed qualification for the performance of the duties of his office. The schools of the State will never reach that degree of efficiency which the State has a right to demand, and which is expected from the generous provision made for their support by the people, until this evil is corrected. Some standard of qualification should be insisted upon, and the power of removal in case of the election of a person not possessing these qualifications should be vested in the State superintendent" (New York State Report, 1895).
In only seventeen States are there any qualificat.ions, beyond that of Ibeing a resident and a voter. In some States a first-grade license is required, in others a normal or university course, and again in others he must be an experienced teacher. In a majority of the States, however, the electors are allowed to choose any person without regard to educational qualifications.
In answer to circulars of inquiry the following informationwas obtained regarding supervisors:
Wisconsin-By the law of 1895, must hold a university, normal, State, or special superintendent certificate.
New York-No standard of qualification. Pennsylvania-Must hold a college diploma, or a State or local certificate; must have at least three years' experience in teaching. Michigan-Must be a graduate of a reputable college, university, or State normal college, or must hold a State or first-grade certificate.

::\Iississippi-Must hold a first-grade certificate. Texas-Must be a person of educational attainments and hold a first-grade teachers' certificate. Tennessee-Can be appointed only from applicants who pass an examination on questions sent out. by State board. Georgia-Must pass a satisfactory examination. Louisiana-Must have a common school education. ::\fontana-Must hold a first-grade certificate and have one year's experience as teacher. South Carolina-Must be able to conduct a teachers' institute. Kentucky-Must be able to obtain a first-class teacher's certificate, hold a State diploma, or State certificate. Arkansas-Must have a first-grade certificate. Maryland-The county school board may require applicants to be examined by the State superintendent. Utah-c-Must have a valid certificate not lower than the grammar grade. West Virginia-::\;[ust be skilled in the art of teaching. Iowa-First-class certificate, good for two years, a State certificate, or a life diploma. It is unquestionably true that a supervisor should be as well and as highly educated as the better teachers he supervises. He should be a man of broad and generous culture, a lover of good books, versed in the best literature of the day, one whose presence is an influence for good, and whose words are an inspiration. To require him to be in every case a graduate of some higher school would be unreasonable, perhaps, but he should be a friend of higher education in every sense of the word. He must for a long time continue to be one from whom will come the influence which will lead the pupils in the rural district to strive for the highest education possible under the circumstances. His influence should be given to the

337
establishment of rural or township high schools wherever the population will perm~t it. These schools should include in their courses whatever is required on the one hand for entrance to the school of the next higher grade, or, on the other, those studies, a knowledge of which can be made so to change life on the farm, in its various forms, that it will become more attractive and more profitable. In the establishment and conduct of such schools the influence of the supervisor should be a very prominent factor.
A supervisor should have a thorough knowledge of school work. He should know what a teacher ought to do in managing a class of pupils of any age on any subject, This is one of the things he is paid to know. He should be an expert to whom teachers may go for advice and direction. If the advice is good and the direction wise, teachers will have confidence in the administration of the schools, and rely more and more upon the supervisor. The system is thus reduced to uniformity and becomes a source of strength. The supervisor should he able to direct teachers in their professional reading, and select wisely a library of teachers' books, and place them where they are most needed. He should know about school periodicals and be 'able to form his teachers into reading clubs and circles, and direct their studies. He should be able to arrange teachers' meetings so that time will not be wasted, and that teachers will come with pleasure and stay with profit. He ought to 'be able to aid in selecting a library suited to the wants and tastes of an agricultural community (A.ppendi L). In school extension he should he a leader, 01" he can thus make his influence felt in every part of his territory. In directing the home reading of the pupils and the people he may, if he will, find an immense field
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338
of usefulness. He can thus create and foster an interest in the welfare of the farm and the home as adjuncts to the rural schools.
He can understand and sympathize with teachers bette! if he has an experimental knowledge of their work. No supervisor is so good as he who climbed from the lowest rounds and knows all the steps. That this is indispensable we are not prepared to state. There are some very excellent supervisors who have but little experience in teaching, but who have seen enough and studied enough to know how it ought to be done. Experience would have been helpful, however, in understanding the limitations of their work.
First and foremost a supervisor should be able to instruct his teachers in the methods of organization and management of schools. This is particularly the case in rural schools where so few teachers have acquired skill in teaching. But instruction with a teacher is like instruction with a child. There must be an awakening, an arousing) a hungering after instruction. The conditions of "being filled" are that we must "hunger and thirst." The supervisor must inspire his teachers with a desire for better things. He should lead them to see that time is precious, and that the. children in school this year may be on the farms next year and no more in school forever. They must know what to do and do it. The supervisor should he a source of inspiration. His corps of teachers must be alive, and eager, and studious. The thing most to be abhorred in school work is the teacher dead to advancement in professional studies. The supervisor must rouse teachers to work out for themselves plans and methods for building up their rchools, and must set forth the principles which should control them in their work.
The county superintendent, or the supervisor of schools

339
m any rural community, should have had recent experience in the schools which he is to supervise. In cases where this is not possible he should make a careful study of the peculiar surroundings of the schools of which he is to take charge. If the new departure which seems to be at hand in rural school education is to be a success, it must be carefully conducted in reference to those environments which are peculiar to each section. The supervisor who is to have a controlling influence in choice of text-books, in courses of study, in the selection and use of libraries, should be thoroughly conversant with the physical characteristics of his district, with the interests of the people, with their sources of wealth and living, and with the home life of the children (Appendi 0). Whether it be a mining or a grazing region, whether agriculture or horticulture predominates as an interest, he should make himself at home in that domain of science or knowledge which will increase his usefulness as a school officer.
THE HO},IE AND THE SCHOOL.
The parents of children need instruction as well as the children themselves. The home influence and the school influence should be harmonious, or confusion and uncertainty will arise in the child's mind as to what he should do. The people must be reminded that the school is an integral part of the community, and not a separate affair which the law compels them to support, and which takes their children away when their assistance on the farm is most valuable (Appendix 0).
In establishing the true relations between the home and the school, between the necessities of physical and those of intellectual education, the supervisor of rural schools finds an unlimited field of usefulness. In rural districts

340
parents are often ignorant of the advancement education has made since the days when they went to school, and they are often too ready to criticise anything new. The supervisor must gain their confidence, so that they wil ' yield their ideas to his, and allow the teacher in their school to follow his directions without any hindrance from them.
The supervisor can exert a wonderful influence in bringing the fireside to the support of the teacher. To do this he must be able to educate the people concerning their relation to the school, as to sending the children regularly, as to providing necessary material, such as books, etc., as to allowing every teacher to pursue those methods of teaching which his skill and experience suggest as best suited to the wants of the school. At meetings of agricultural clubs, at town rallies, at educational "barbecues," at commencements, at spring festivals, at farmers' institutes, he should embrace every opportunity of saying a word for the schools, in order to arouse the people and interest them in the whole system of education. The columns of the country paper afford the supervisor a very ready means of reaching the people. Almost every farmer takes the county paper that comes weekly to his fireside, which gives the news of the outside world and the doings of his neighbors. School news is an important item and should never he omitted. Every week the paper should contain something of educational interest from the pen of the supervisor, though not always over his signature-suggestions for improvement, statistics of enrollment and attendance, new and better ways of teaching, plans for schoolhouse construction and decoration. The press is valuable to every teacher and helpful to the system of education by bringing farmers into sympathy with the great educational movements of the world. The press gives a larger audience, though it en-

341
forces a shorter address. But a little every week, full of variety and interest, will eventually build up a healthy sentiment in the county and educate parents as well as children.
The supervisor should have a direct or indirect control of the selection of teachers. The crisis in the history of schools is when teachers are to be chosen. Noone is so well qualified to choose them wisely as a faithful supervisor, and no one is more likely to do so conscientiously, since he knows the value of efficient teachers. This control can be given him directly or indirectly. If he does not wish to have the direct choice in individual instances, the same may be accomplished by giving him the power to examine and license teachers for his supervisory district. Noone, then, can be selected by the board of directors except such as are approved by him. He prepares an eligible list to which the board is limited in making its choice. If the superintendent is conscientious and courageous in the preparation of this list, he can safely leave the responsibility of the individual appointments to the board.
In many cases the questions for such examination are prepared at the State office. In some instances the county board conducts the examinations, and in a few the answer papers are sent to the State office for final examination and approval or rejection.
The supervisor should be slow to condemn a teacher who is honestly striving to succeed, but if, after faithful and earnest effort, teachers clearly prove that school-teaching is not their vocation, or, after repeated warnings, teachers will not try to do the right kind of work, it, is clearly the duty of the supervisor to report the facts to the directors, and his report should be given great weight by them. The power to revoke the certificate is usually in the hands of the supervisory officer. It should be exer-

342
cised with great caution and deliberation, but fearlessly whenever there is sufficient reason for it.
Since the supervisor is responsible for school methods and for results in teaching, the arrangement of the course of study and the selecting of the text-hooks should be largely, if not entirely, left to his direction. It is his particular business to know books as well as to know teachers. It is not to be expected that the men who constitute the ordinary "committee on text-books" and whose daily business has no relation whatever to school texts and their use, can decide what book is best for use in the schoolroom. It is very well to have a committee on text-books composed of the members of the board, to prevent possible abuse, but the advice of the supervisor should have much influence in determining the character of the books used in the schools.
SCHOOL DIRECTORS.
It is important that the relations between the supervisor and the school officers should be clearly defined. The directors 1 stand much nearer the people and have an immediate interest in the welfare of the schools. They contract with the teachers, care for the financial affairs of the district, purchase supplies, and are charged with the general business management. The success of the school depends very largely upon the kind of men who are elected to that office. In the rural districts especially the duties of the director are mainly of a supervisory nature. He should inspect frequently the schoolhouse and school premises; he should see to it that everything is provided which is necessary for the comfort and convenience of both
, Director includes whatever term is used to designate the local school ffiocers in any State-as director, commissioner, school committee, trustee, etc.

343
teacher and pupils, that the outbuildings are in a decent condition, and that the supplies are used with due regard to a wise economy. In the discipline of the school he should give a strong moral support to the teacher, and his influence should at all times be on the side of order and obedience. The board of directors should make such rules and regulations for all the schools under its control as it deems necessary for the preservation of school property, for securing punctuality and regularity, and for the general welfare of all concerned, and it should support the teachers in their rigid enforcement. It should be in constant correspondence with the supervisor, so as to keep him informed respecting the progress of the school, and in case a teacher is derelict in his duties, or if for any reason the school needs a special visitation, it should inform him at once. On the other hand it should be the aim of the supervisor to establish the most cordial and intimate relations with the local directors. The supervisor should magnify the office of the director. Whenever he visits the school, he should, if possible, induce the director to go with him. If at such visits they inspect the condition of the outbuildings and the premises, the supervisor can often propose plans for the improvement of the buildings which the director will more readily appreciate and approve.
The inspection of a school by a competent supervisor is an object-lesson of importance to the director. He is able to see at what points the supervisor is aiming, and he learns something of his ideas and plans. He will thus be better able to counsel and advise the teacher in the frequent visits which he makes to the school, and make more intelligent and specific reposts to the supervisor. The practice on the part of the supervisor of calling the directors together at stated times for mutual conference is very commendable. These officers are often ignorant 01

344
their duties, but in a large majority o cases they are willing and anxious to learn. There is no more effective way of improving the rural schools than that of instructing and informing the men who have them in their immediate charge. No doubt large sums are lost to the various funds through carelessness on the part of treasurers and secretaries in the rural districts in keeping their accounts. The supervisor should make it his duty to audit these books at least once each year, with a view to accuracy of statistics and economy in expenditures, and this should be one 0: his duties under the law.
THE VISITATION OF SOHOOLS.
The supervisor's method of visiting schools may be considered briefly. First, he visits schools to see how and what the teachers teach, whether their manner is composed, their method clear and concise, their style interesting; whether they are teaching valuable facts, or wasting time on trifles; whether they are teaching what is right or what is wrong. Second, he goes to find out what the pupils know. This is a test of the past work o teachers, which is shown by the general mannero recitation, the promptness with which pupils reply, the amount of information they have, the degree of skill they manifest, or the power of original thinking they have developed; Third, he inspects the physical conditions o the school buildings and grounds. He should note the conditions of the outbuildings, and i he finds them unsuitable in any respect, he should say so frankly to teachers and directors, and insist upon a change' at once. The supervisor must know whether good light, good seats, proper temperature and ventilation, and thorough drainage are secured. The supervisor should carefully observe the moral atmosphere

345
which surrounds the school, whether it is on the side of order and obedience, of modesty, and of all those virtues which make the character of the typical American citizen. .All these are demanded in order that good teaching may be made possible, and good health and public morals may be preserved.
Such being the purpose of the visit, the supervisor should put himself in easy and cordial relations with the teacher and the pupils, that he may have a true understanding of what each can do. The teacher may conduct one or more recita:tions in the various subjects of study, in order that the supervisor may see the usual methods of instruction. The supervisor can then suggest improvements if needed, and can even take the class in hand and demonstrate them. That he should ask for a class in any particular study and give the pupils a rigid oral or even written review, while the teacher may be attending to some other duty, is proper, for by this means he can find out how much instruction has been given since his last visit and how thoroughly the course of study is being adhered to. It is, however, often best to allow the teacher to pursue the usual routine to exercises, in order that the supervisor may see the school at its every-day work.
An inspection of the teacher's register should not be forgotten. Such a register in every rural school should show the name and age of each pupil, the studies pursued, where each class commenced and its progress during the term, so that a new teacher can at a glance understand at what point the study of each branch to be taught is to be taken up. The supervisor should insist that such a register be carefully kept by every teacher under his control.
A private record of his own, in which names, dates, classes heard, conditions of rooms and premises, material needed, and general observations are kept, will aid the

3-16
supervisor. He can by this means trace the development of anyone school and can more readily observe whether it progresses or retrogrades,
SCHOOLHOUSES AND FURNITURE.
Before closing, your subcommittee desires to emphasize the proposition that the supervisor should have a controlling voice in the erection of the rural schoolhouse, as respects all its sanitary conditions. Before the contract for a new building can be legally let, the written approval of the supervisor should be necessary, certifying that as which conduces xzfiflffffi vbgkqj cmfwyp vbgkqj xzfiflffffi concerns heating, lighting, ventilation, and everything pupils, the requirements of hygienic rules and sanitary science have been carefully and fully complied with. The rural schoolhouse should be built in accordance with the laws of sanitation and modern civilization (Appendix M). It never will be until the State, speaking through the supervisor, compels it as a prerequisite for receiving a share of the public funds.
The supervisor should not be blind to the small things which minister to the comforts of the pupils. Often the rural school-teacher has received no instruction upon these points. If the supervisor finds pupils facing a strong light, he should call attention to the evils likely to ensue, and suggest a remedy. The same is true as regards unsuitable desks or seats. The necessity of proper ventilation and proper temperature should be constantly dwelt upon. Without a thermometer, with no means of ventilation except the door and windows, the rural school-teacher needs and appreciates all the suggestions an intelligent supervisor may make.
Akin to this is the suggestion that the supervisor should

347
insist that the schoolroom be kept clean and neat for sanitary reasons. The floors should be scoured as often as they are soiled; the wood, trash, and ashes should be carefully kept away from around the stove. The walls should be swept free of dust, the chalk racks kept clean, and the window-panes polished. Pupils also should be required to keep their desks in order and their books clean. It is stimulating to the little ones and helpful to teachers for the supervisors to have them show their books, and to take occasion to comment on the care or on the untidiness with which they are kept.
No better educational influence can surround the children than a well arranged schoolroom whose floors and windows are clean, whose walls are free from dust and decorated with pictures, whose school grounds are well ordered and shaded by trees and adorned with flowers, and the school presided over by a qualified teacher who is the personification of neatness and good cheer. Under such conditions the child is self-restrained and respects himself because his surroundings ave respectable. The child naturally puts himself in harmony with his environment. If the teacher is neat and the schoolhouse is in proper order, the pupil will copy the example. Day by day beautiful, comfortable and clean surroundings will have their ethical influence upon his development, until he comes in time to abhor anything that is not beautiful, well-ordered, and clean. This point is too often overlooked in plans for supervision, The reverse of this feature is also true. The rural schoolhouse, generally speaking, in its character and surroundings is depressing and degrading. There IS nothing about it calculated to cultivate a taste for the beautiful in art or nature. If, under the influence of intelligent supervision, this can be changed, it will be a work over which coming generations will rejoice.

348
"There is scarcely a sounder principle in pedagogy than that care begets care; order, order; cleanliness, cleanliness; and beauty, beauty. Things conspicuously good cornmand the respect of children, invite their imitation, and in ways real, though obscure, sink into their souls and mould their being. The power of good example in men and women no one disputes, but there is power akin to it in things, provided they embody the better thoughts of men and women-a power .of which more should be made in school management than is made at present" (Massachusetts State Report, 1895).
If children are daily surrounded by those influences that elevate them, that make them clean and wellordereJ, that make them love flowers, and pictures, and proper decorations, they at last reach that degree of culture where nothing else will please them. 'When they grow up and have homes of their own, they must have them clean, neat, bright with pictures, and fringed with shade trees and flowers, for they have been brought up to be happy in no other environment. The true test of our civilization and culture is the kind of home we are content to live in, and the influences of our schools should help to form a disposition for those things that make home life happy and healthy. If the farmer's boy can be taught to love books when he is at school, he will have a library in his home when he becomes a man; if the farmer's girl can be taught decoration at school, she will want pictures and flowers and embroidery when she becomes a woman.
We appeal also for the influence of a classical art in our schools. If we have pictures, why not have reprints of those that have moved the hearts of men? Why not have the best looking down from our school walls? They are within the reach of any purse. One reprint from the great masters is an uplifting influence for all time. Oheap

349

and gaudy advertisements, glaring and painful chromos,

depress the true spirit of art and perpetuate the crudeness

we seek to overcome.

'

The same can be said of music. If we are to sing songs,

why not sing the songs of masters? They have sung

many for children, beautiful far beyond the rude com-

positions that fret our ears everywhere. Also with litera-

ture. Why not read the simple classics written for the

little ones, and the greater classics for the older ones?

Why not in all things get the noblest and best that the

world has given, and use them to help our children onward

and upward?

The silent influence of clean surroundings, of cheerful

teachings, of classical pictures and music and literature,

the presence of flowers and their care, the planting of

shade trees and studies of their growth, will be a supevi-

sion so constant and so searching that no child can escape

it. Under its potent warmth, like the steady, quiet shin-

ing of the sun, the child plant grows into all the marvelous

possibility of flower and fruit.

SUMMARY.
1. As to the character of the supervisor who is brought in contact with the rural school-teacher in the discharge of his official duties:
(1) He should be selected with special regard to his peculiar fitness for that office. 'Whether his office is elective or appointive, his qualifications, in order that he may be eligible, should be such as to enable him to challenge the respect of those whose work he is required to supervise.
(2) In regard to his scholarship, it should breathe that essential spirit of learning necessary to making good, strong

350
schools. The position of supervisor should be made professional with a view of meeting the demand for' the best education which the rural school can possibly afford. This requires a scholarship which is above that of the ordinary man. The tendency to put persons in the supervisory position who have no mental attainments worthy of mention is earnestly deprecated.
(3) In regard to moral character the supervisor should be a living, inspiring example of such a life as alone is worthy the Christian civilization of our times. . He should carry with him a spirit of sincerity in his work, so that people, teachers, and pupils may look to him with hearty respect, and with entire confidence in the integrity of his purposes.
(4) In regard to his professional spirit, he should be in touch with the best educational thought of the times, carrying with him to the country school-teacher, and to the people of a rural community, the freshness and life' which come from reading and studying whatever bears upon the questions he is called upon to aid in solving. He should be a leader, endowed by nature with strong native sense, and at the same time able to impart enthusiasm and energy to all with whom he comes in contact.
2. As to the purpose of rural school supervision: (1) It should serve to inspire and stimulate the rural school-teacher. If the supervisor is alive to his opportunities, every teacher within the sphere of his influence will be quickened and lifted up to higher efforts for the good of the school. The teachers should learn to look upon him as a friend, and not as a critic; as a wise counsellor, and not as a mere faultfinder. (2) It shoulds be the means of awakening and stimulating the pupils as well as the teacher. They should look for the visits of the supervisor with pleasure, and profit

351
by his talks and advice. By instituting a system of central examinations for the rural schools, he may quicken and encourage the brighter pupils to obtain the best education within their means. The influence ofa scholarly supervisor over the pupils is a very desirable thing in the rural school.
(3) The improved condition of the rural schoolhouse is a sure index of the work of a competent supervisor. The present lamentable condition of these buildings is due largely to ignorance and neglect. Competent supervision in skillful hands can work a marvelous change. The cultivation of a spirit of order and neatness which leads to the ornamentation of the school grounds and to a watchful care over all the environments of the schoolhouse, is one of the purposes of supervision.
(4) Supervision does not accomplish its legitimate purpose when it fails to cultivate a strong, healthy public opinion in favor of everything which tends to make a good school. Hence, the supervisor who contents himself with a perfunctory visit to the school only is not a supervisor in the broad sense of that word. A large share of the work of the supervisor is away from the school and among the people.
3. As to the results to be expected from intelligent supervision:
(1) In regard to the school, it unites teachers for a common purpose, and, by teachers' meetings and by the visitations of the supervisor, it breaks up the monotony and isolation of the country school. Under its influence better teachers find their way into the schools, better methods of instruction prevail, and the tone and spirit of the school are greatly improved.
(2) In regard to the community at large, supervision is just beginning to do its legitimate work. In the estab-

352
Iishment of school libraries, in the relation of the supervisor to the directors, in an improved school architecture in which due regard is had to sanitary conditions, in the ornamentation and care of the school grounds, in school extension, in the introduction of studies which will add to the attractiveness and pro:fitof life on the farm, in the consolidation of small districts into larger and stronger schools! ill awakening a public interest in rural education, there is a :field large enough to occupy the time and thought of the most progressive and most intelligent supervisor. It is here we are to look in the near future for the best results of supervision as concerns the rural schools of the country.
LAWTON B. EVANS, Ohair'n, OHARLES R. SKINNER, HENRY SABIN.

353
REPORT OF THE SUBOOMMITTEE ON SUPPLY OF TEAOHERS.
The Subcommittee on Supply of Teachers has distributed a large number of circular letters of inquiry, designed to elicit information in regard to the agencies now existing for the preparation of teachers for rural schools; and for the improvement of teachers already in the service, and also in regard to certain conditions, as to the manner of certificating, employing, and paying teachers, which affect the supply. In connection with this inquiry the attempt has been made to gather information as to the defects and excellencies of existing systems, together with suggestions for improvement. To these a sufficient number of replies has been received to justify the belief that they give a fair average statement of the conditions which this report has to meet. 'Without attempting to summarize the returns, your committee would state the results of the inquiry upon the problem presented, and mark out the lines which must be followed, and to what end, in order that the child in the country school may receive the education which is his due. In some State systems progress along these lines is much more advanced than in others, and in some individual cases the desired end has been attained; but this is true, as regards the entire country, in so small a degree that it is unnecessary, even if it were possible, to particularize. With but few exceptions the recommendations made could be justified by reference to various States or communities in our own country, and there are none which do not rest upon successful experiences at home or abroad. It will be found quite impossible to treat the rural s.chool in any of its aspects without touching in some degree upon ground common to all
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classes of schools, and this is especially true as regards that branch of the problem assigned to this subcommittee.
Certain conditions now very general must be changed in order that the rural school may be supplied with better teachers.
TEAOHERS.
There must be in rural eommunities a clearer appreciation of the qualities essential to a good teacher. It is too often the case that no distinction is made between a teacher of superior scholarship, of proved ability in instruction and discipline, of long experience, and one far inferior ir; all the qualities essential to success.
The teacher must be engaged for the school year. In many cases the engagement is from term to term, and these frequent changes are without exception classed among the most potent causes of failure in the rural school. It is widely true that the school is in session less than half the year; it is often true that in this short school year two teachers are employed, andseldom does a teacher remain a second year. Engagements should be for a longer term than one year, or continuous, and terminated only for cause, as is the case in many cities.
One of the most important points to be considered in a system of schools is that of the authorities employing teachers and assigning them to their work. In cases in which the county or township is the unit of school administration, the problem is solved; in case the district system prevails, the district containing one school, it is evident that the employment and assignment of teachers should be transferred to the authorities of the larger school unit" in order that in the assignment advantage may be taken of peculiar abilities and aptitudes.
The authority which examines should not employ.

355
Closely allied to this question is one of great interest in the Southern States, namely, that of assignment. of teachers to negro schools. For a full treatment of this subject see A_ppendix J.
SCHOOL YEAR.
The school year must be lengthened to a full school' year of nine or ten months. In many States a minimum length is prescribed by statute, but in few cases is this sufficient. 'Whatever efforts may be made for the improvement of the rural school, until there can be offered. a "year's work and a year's wage," it will be difficult and often impossible to retain accomplished teachers for continuous service; with this, many such teachers would choose this service, from family and social connections, and from a natural preference for rural life.
In countries in which people are accustomed to the action of centralized authority, prescription settles the matter, as in France, where the school year is more than forty weeks; in England, where, as conditions of receiving the government grant, the principal teacher at least must hold the government certificate of qualification, the school premises must be in good sanitary condition, the staff, furniture, and apparatus must be sufficient, and the school must haoemet 400 times ('200 days) in the year.
In countries like our own, in which popular initiative in political matters has been the rule, success must usually come by other methods, and in this respect we have much to learn from our neighbors. In Canada the schools have been lengthened to a full school year mainly under the stimulus given by the mode of distributing the government grants.
Letters and reports have been received from the differ-

356
le~t provinces. By these it appears that the average length -of the school year was in Ontario 212 days; in New Brunswick, 216 days; in Nova Scotia, 198.7 days, the .full school year being 216 days, and some schools exceeding this limit. A report from Regina, the capital of the Northwest Territories, states that the full school year is considered to be twelve months less the holidays, amounting to seven weeks, but this limit cannot be attained where the sparseness of the population obliges the pupils to travel lcng distances, on account of the severity of the winters.I
Adding to our plan of requiring a minimum school year the Oanadian plan, already in a degree recognized in some 'recent school legislation, of making the amount of government grant depend in a large degree upon the length of the school year and the average attendance, eonsolidating schools wherever practicable, and giving from the larger units 'of school administration to aid the smaller and weaker, the obstacle of the short term and insufficient compensation can be removed.
SUPERVISION.
Incompetent supervision forms one obstacle to a supply of better teachers. This obstacle may be removed by securing professional supervision, as provided by the plan of district supervision so successfully applied in Massachusetts, and just enacted in Maine. The subcommittee on subdivision treats this subject fully.
It is necessary that more definite tests of professional
1 The subcommittee is under obligation to more than it can name, throughout the United States, for information. For aid in its inquiries recei ved from the provincial school authorities of Nova Scotia, New Brunswick, Quebec, Ontario, and Manitoba, and from Mrs. Etta F. Grover, of Regina, Assiniboia, and Mr. Chisholm, Principal of the high school in Regina, it would here express its thanks.

;:157
fitness for the work of supervision be instituted. The extension of pedagogical instruction in colleges and universities in recent years is gradually elevating the work of supervision to a higher pedagogical plane, yet the point has not been reached of demanding professional preparation as an essential condition. For examples of the requirements of more definite tests of fitness see Ontario and France (i!ppendi.x N).
It is not unreasonable to hope that in the not distant future the popular standard of education may be so raised that on all educational boards of control, from the State board down to the county or township school board, so much of pedagogical fitness, from the professional point of view, may be demanded as to insure the intelligent consideration of such questions pertaining to the profession as may come before them.
There are various recognized agencies for the improvement of teachers.
ASSOOIATIONS.
The State associations are mainly in the control of teachers representing systems of schools; but in few States are rural school-teachers much in evidence at these meetings. The fact that in some States the opposite condition holds shows that the State association may be made a powerful means of uplifting for the rural schools.
In many of the States vigorous county associations are found, although this is by no means universal. In these the rural school receives more recognition, but not often all which is its due. When the county association holds frequent sessions, and makes the interests of the rural schools prominent, it proves one of the most efficient agencies.
Some of the States report local associations of rural

358
school-teachers which are very efficient. Generally the success of these is largely dependent upon the spirit of the local or county superintendent. With good professional supervision in township and county, the wants of rural schools and their teachers can find due consideration in local and county associations; and by proper organization of rural school sections in the State associations there may be secured such an affiliation of State, county, and local associations as will insure in time a full recognition of the peculiar needs of the rural schools.
It is desirable that the affiliation between these associations be such as to secure in part the working together, along the same lines of thought, during the same years, the local, county, and State associations, under the inspiration of the State Department of Education.
SUMMER SCHOOLS OF SEVERAL WEEKS' DURATION.
In some cases summer schools are apparently conducted for the purpose of enabling those attending to pass examinations for certain certificates. The tendency is necessarily toward cramming for the examinations, and so far they cease to ba educative in any prop~r sense of that term.
There is another class of summer schools, often held in connection with colleges land universities, conducted by able teachers, specialists in their departments, for the purpose of advancing education along true lines. Among these, the Agassiz School at Penekese many years ago was a revelation and an inspiration to the teachers of the United States. These schools have multiplied in number and enlarged in scope throughout the land, and have proved of great advantage to thousands, not only 'by in-

359'
<creasing their knowledge, but also and much more by bringing them under the personal influence of leaders of :thought and masters in teaching.
A third class, with professional courses in psychology, pedagogy, and methods, often combining the character of the second class preceding, offers great advantages for professional improvement. There should be in every county one of these for the special benefit of teachers of the common schools; they should be free of tuition, organized and conducted under the supervision of the State Department of Education, continuing from four to ten weeks. There should be no provision for practice-teaching, and the instructors should be familiar with rural schools, their condition and needs.
INSTITUTES.
The normal institutes, so-called, organized III some States, especially in the West, are essentially the same as the third class of summer schools, described above.
County institutes of one week or more, held during the school year, may exert a great influence in the improvement of teachers. When they are conducted under efficient supervision, with a body of instructors, capable of increasing the range of thought of teachers, and are organized under such laws as will secure the attendance of the teachers of the county, they prove a powerful means of educational advance.
For the description of such an organization of institutes and results see Appendix P.
Teachers' conventions or institutes of one day, as conferences between teachers, or with superintendents, will prove effective to a greater or less degree 'according to the purpose, plan, and mode of conducting. In order to secure the best results, they should be held at intervals so frequent that. the effect may be continuous.

360
READING CIRCLES.
The success 'of the Chautauqua movement, of various organizations for home study, and of teachers' reading circles, in some cases, proves that these may be made generally efficient. There will be no lack of interest on the part of the teachers, if the organization and direction be WIse.
The problem is apparently not a difficult one in the larger places, with systems of schools, where numbers of members are readily brought together, but the case is quite different in the case of rural schools. The results reported clearly indicate certain elements essential to success. To secure the advantage of organization there must be a central board of control. This may be a State board withauxiliary boards in county and towns. Not only are books for reading to be selected, but a plan of work should be carefully drawn up and widely circulated among teachers. The central board should keep in touch with the members of the circles, papers based upon the books read should be written and carefully examined, and the results attained should in some way be passed to the teachers' credit; thus, for a certain number of certificates indi'eating the completion of a course, a diploma may be granted.
The plan of organization is perhaps best formed by the teachers of the State acting through their associations, and the courses of reading can best be made out by committees chosen by the teachers for this purpose; the work may be directed by a committee, .but, from comparison of results reported, the varying degrees of success, and the many failures, your committee believes it desirable that there should be in the State department of education a bureau of teachers' reading circles, with sufficient force

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to keep in touch with the local circles, to conduct and encourage correspondence with them, and in every way to promote their interest and efficiency.
Effective study demands the use of books for consultation and reference. Hence the reading circles should be conducted in conjunction with the lending libraries hereafter mentioned.
The reading circles must be considered as a means of improvement, especially for teachers already in the service. No other agency can really take the place of personal instruction in the original preparation of a teacher for his work.
LIBRARIES.
The country town has suffered, and still suffers, from the lack of books. In many States there is now a movement toward the extension of free library privileges, and wherever there is a town library every school should be made a branch. This system of library extension, becoming universal in cities, can be extended to country as well. By frequent exchange of books, under the immediate direction of the teacher as branch librarian, every teacher and pupil will have the use of a larger library in addition to the special library which should be found in every school. Some books should be added to the library for the special benefit of teachers.
The library belonging to the school is a necessity. Books lent for a time serve their purpose, but a love f011 good books and the ability to use them aright come most surely from daily companionship. From the library center the school can be carried into the home. A more valuable work can hardly be done by the rural school-teachesthan this, of developing a love for good reading.

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In addition to these there should be established in the -eounty, or the State, or both, a professional library for :the use of teachers. This might well be a State library with county branches, and the management of it might well be under the bureau of reading circles which has been mentioned. Such a State school library has been estab.lished in New York (Appeulu L).
TEACHERS' TRAINING CLASSES.
The agencies thus far treated tend to the improvement -of teachers already in the service, none of them furnish a first supply for rural schools, and there is a lack of special agencies designed for that end. The investigations of your subcommittee show that the existing normal schools in general do comparatively little in this direction, except by the teaching of their undergraduates. Although originally established for the benefit of the common school, they have naturally tended to keep step with the development of systems of schools in cities and large villages] the majority of rural teachers, often a vast majority, are now without any professional preparation whatever. The tendency is strikingly 'shown in returns from the Oswego, N. Y., Normal School: "Nine-tenths of our pupils come from the country; not one-tenth ever teach in rural schools." In one of the older States, after many years' existence in normal schools, of more than 12,000 teach-ers in the public schools of all classes less than 5,000 have -ever attended normal schools, less than 4,000 have graduated from normal schools. Over 1,500 vacancies occus .annually in the schools of the State; the normal schools of the State graduate about 300 annually, nearly all of whom become teachers in graded schools.
One of the leading States of the Union, with a well

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organized school system and a grand equipment of normal schools aiming directly to train teachers for the rural schools, reports that a rnaj ority of its teachers have not had
professional training. Many other States report a. much
smaller proportion of trained teachers; one, 8 per cent..; another, with one of the best school systems, 30 per cent. As a contrast, an answer to the inquiry of your committee, from Manitoba, states: "Sixty-six per cent of the teachers employed in the province in 1895 were trained. After this year all will have troimdng." (See Appendi N.)
The cause for such a contrast appears later in this report. The normal school system was first devised especially for the benefit of the rural schools, and in obedience to a tendency which had become increasingly strong for some years previous to the time of their establishment. Some brief passages of educational history bearing upon this subject are here cited: In 1823 Samuel Reed Hall opened a normal school in Concord, Vt., a school for the academic and professional education of common-school teachers, with a school for practice in teaching. Here Mr. Hall's lectures on school keeping were delivered to his class. These were afterwards published. The character of his work led to his being called to the principalship of the English department of Phillips Academy at Andover, Mass. He was afterwards invited to take charge of Holmes's Academy, Plymouth, N. H., and consented on condition that the school should be called a teachers' seminary. He opened this teachers' seminary in 1837 and continued it two years. In this school there was a classical department and no practice school, but the course, as printed in Appendi K, shows the pedagogical character of the institution and the provision made fo. :.~ students to gain experience in teaching.

364

In 1829 a tmining school for teachers of the common

schools was opened in .the town of Effingham, N. H., by

Han. J. W. Bradbury, ex-United States <Senator from

Maine, now living, at more than ninety years of age, in

Augusta, Me. By request, Han. W. W. Stetson, State

Superintendent of Maine, recently visited him to ascer-

tain the facts in regard to this school, and the interview

iii annexed to this report as Appendix K,

The sale purpose of Horace Mann in the establishment

of the first State normal school in Massachusetts, a purpose

zealously carried out by the principal, Cyrus Pierce, was

to elevate the common school of the country. The course

of study of the normal school was for one year. In the

first year of the school a model school was organized, in

which normal school students had daily practice in teach-

ing. Mr. Pierce himself taught in the model school, as

he felt that upon its success the success of the normal

school very largely depended. Almost all the pupils at

first came from country towns, almost all returned to teach

in country schools. There was not then the difference

between the rural school and the city school which now

exists. In 1847 John D. Philbrick began the experi-

ment of modern grading in Boston, and, with the full

development of this system, later, the contrast between the

school of the country and the school of the town became

more and more marked, and the rural school problem ap-

peared. The normal-school course, at first simple and

adapted to the conditions it was designed to meet, devel-

oped to keep pace with the developing school system, and

gradually drew away from the rural schools.

'

The normal school is often removed still further from

those who would teach in rural schools by the tendency to

raise the standard of admission to the requirements of a

high school-course. The fact that most of the towns of the

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State have a high school is not proof that all those who will teach rural schools can go through a high-school course of three or four years, and then a normal-school course of two or three years. Great care should be taken that the normal school does not get too far from those whom it was especially set to serve. There is needed a more careful determination of the qualities and attainments requisite for entrance upon the work of preparation for teaching. These are sometimes given in larger measure by the experienees and responsibilities of country life than by the graded city high school, and with these every added step in education is great gain. So far as raising the standard of admission is in response to a claim that all academic studies should be taken out of the normal-school course, it may be said tha,t the claim is not universally recognized as valid by those who have had most experience of work at home, and can find but little warrant abroad. In the normal schools of Prussia, Austria, Switzerland and France, for example, a larger proportion of time is given to academic studies than in many of the normal schools of the United States.! but with directions, certainly in France, that in all the course the professional aim shall be constantly kept in view.
It is evident that for the fitting preparation of teachers for the rural school some agency is needed intermediate between the brief convention or institute and the normal school, with its two or four years' course, so far beyond the reach of the majority of rural school-teachers. What shall it be?
Several facts must be kept in mind in the solution of the problem: (1) A large proportion of the teachers of rural schools cannot afford the time and expense of a two years'
1 See Report of Committee on Norma! Education, Proceedings of N 8tiona! Council of Education, 1892.

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course in a normal school. (2) The receipts from employment in the rural school under present conditions do not remunerate one for the expense of a normal-school course. This is a simple matter of business, and sentiment will not change the facts. (3) Other conditions remainiug the same, attendance at a school is in an inverse ratio to the distance between school and home. This is especially true for a short course.
To meet these conditions there is needed a normal training school with a short course of study. The place is a village which will give over its schools to this normal training school for practice schools. These practice schools, organized as primary schools in one room and as grammar schools in another, will show what can be done with schools in the simplest form of gradation. 'For 'a part of the course all the grades should be brought together to illustrate the work of the one-teacher school, such work as should be done in the ungraded school. A faculty of five or six good teachers, including practice-school teachers" would suffice for such a school.
This is the general organization-what the work? Treatment of matter essential to good teaching would be grounded on simple fundamental principles. Deficiencies in education would be supplemented by sound teaching; principles of teaching and of school management would be taught and illustrated. Many might learn to do well what they had never done at all; most would learn to do better what they had done poorly. From these schools would come many students for fuller courses of training and a still wider usefulness.
This plan in its development would give a system of district training schools, analogous to the county model schools of Ontario, and the training schools of Quebec and l\fanitoba,.with a course of study and training of one year,

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the first half of which should be mainly academic, for' those who need this preparation, the second half mainly professional, the work so planned that those of more advanced scholarship need take only the course of the sooond half year. Of these schools there should be at leastone in every countyof the State (Appcl'vd'ix N).
The practice in teaching should be thoroughly organized. Every teacher in the school should -be, in a certain sense, a training teacher; he should be responsible for the methods of teaching in his own subjects, and should direct lessons given by members of his classes to children from the model training schools. Besides such lessons; illustrative of methods of teaching, the pupil-teacher' should be trained in conducting school work in the schoolrooms, under conditions similar to those which she will: find in her own school. 'While 'teaching in the practiceschool under the direction of a teacher in charge, sha should be left more and more to her own judgment; she should be held responsible for the control and direction of the school, and for the teaching of a class, not merely of a group.
The membership of the class for training should be limited to such numbers as will give the full advantage of the training course, or, with a practice school of the size presupposed, to about twenty-five. A large class. necessitates the teaching of groups, not of full classes with the control of a school. The French law limits the number of students in each normal school to three classes of twenty-five each.
The practice schools should be under the exclusive instruction and control of their regular teachers a sufficient proportion of the time to keep them up to the standard. of. veritable model schools as well.
The completion of this course should give a teacher's'

368
certificate of elementary grade, which would also give admission to the State normal school with due credit on the normal-school course for work already accomplished.
There should be a summer term for rural school-teach. ers in every normal school in the United States. Tho plant of the normal school has cost thousands, in some cases hundreds of thousands of dollars, and for two or three months in the summer this investment remains entirely unproductive. The success of the summer term in the University of Chicago is significant, and the Winona plan, adopted this year in all the State normal schools of Minnesota, sets the example for the nation (ApptJrIJdix S). In normal schools the work of the first year-or the (ir&t part of the course-should be so planned as to have a unity in itself as a preparation for rural school-teachers, 'and the results accomplished in the summer term should count on this course so 'as to encourage subsequent attendance at the normal school. The summer term should not be an institute nor a summer school, in the usual sense, but should combine the elements of the other terms of the year; the attendance of children in the training school could be secured easily for two or three hours a day.
There should be organized in all States a system of normal-school extension analogous to the university extension. Wherever a class if sufficient size can be formed, a teacher should be provided. The work should be so organized and conducted as to lead to definite results which can be credited to the members of the class.
There are two possible agencies in the preparation of teachers for rural schools that have not been mentioned:
1. Oity Troinvntg Schools.-In large cities it is not to be expected that the city training school will prepare teachers for rural schools; all their graduates usually find employment at home. But cities in this country with a

369
population~>f more than 50,000 are comparatively very few, and it is reasonable to suppose that training schools in cities of less than 50,000 will prepare more teachers than can be provided with employment in those cities. The surplus will naturally seek positions in the village and country schools.
Birmingham, Ala., a city of about 50,000, has had a training school for eight years. During that time 25 per cent. of the graduates of this school have found employment in the ungraded schools of the county and State. If the training school is encouraged, it can be made. an important factor in the preparation of teachers for rural schools. A part of the course in these schools should, therefore, deal with the conditions of the ungraded schools of the country, and the instruction should be specifically adapted to meet those conditions.
.2. A.gricultural ColZeges.-Many pupils in agricultural schools 'and colleges teach during their course. In some cases the agricultural college is brought nearer the people by the establishment of branches. Thus in Alabama there has been established in each congressional district a branch agricultural school, closely related to the agricultural and mechanical college of the State. Cannot such schools accomplish much in the specific preparation of teachers for the work of the rural schools?
3. High Schools.-An effective auxiliary in the training of elementary teachers may be found in high schools. In 1894-95 there were in New York 247 such classes, with 2,482 students. The regulations prescribe the professional qualifications of the teachers who are to instruct these 'Classes, and the equipment and the opportunities for observation and practice to be furnished. The course of study, extending through one year, covers the ground of common-school studies, including with subject-matter
24sr

370
the treatment of methods of teaching, the history of education, school management, and school law. The school is to furnish each day the opportunity for the class, or some members of it, to observe methods of teaching in the several grades of common-school work, and, when practicable, the opportunity to teach in such grades under proper criticism and direction.
A system similar to this is in operation in the province of Quebec.
Although these training classes cannot take the place nor. do the work of special training schools, yet they offer a ready means for effecting some immediate improvement in the teaching force of the State, and for tho selection of those who have such fitness for teaching as will justify their pursuing a special professional course. The teachers of such classes must themselves have received thorough pedagogical instruction, else the result must be a failure; hence the necessity is apparent for pedagogical courses in 'all colleges.
According to the generalizations of the superintendent of the last census, over an area of our country of 1,688,827 square miles, containing a population of two to forty-five to the square mile, the occupation of the people is mainly agriculture; of this territory 1,096,790 square miles are occupied by 'a people mainly engaged in systematic agriculture, leaving about 260,000 sguare miles, with ,a population of forty-five and upwards to the square mile, in which the leading interests are commerce and manufactures, and in which professional and personal service are in large demand. The numbers engaged in the principal occupations in the United States, according to the latest United States census, were as follows:

371

Farm and garden

_. 3,375,979

All the professions

_.,

'. .

944,323

Domestic and personal service

_. . . . .. . 4,360,506

Trade and transportation... . _

,

3,325,il62

Manulacturing and mechanical industries .. __

5,091,669

In behalf of all these occupations, except the professions and agriculture, the claim has been made and has been allowed that special instruction in their interest be made an important part of the school curriculum-in commercial courses; in cooking; in manual training, on which such vast sums have been expended. Indeed, for many of the professions much of the school instruction is a direct preparation.
.Much is said of the necessity for considering the environment of the child; for bringing into his school life the thoughts and interests of his home life, that the school may not prove to him a thing remote and foreign; of making the school a recognition of his past and a preparation for his future. Little sign of this can be found in the ordinary rural school.
The courses of study in the normal school of all grades should recognize more fully than they do the environment and probable future life of the children in the schools, or rather, they should recognize the lines along which lives of most probable future happiness would lie. .As has been shown, much the largest class of the workers of this country is engaged in agriculture. The environments of their children are rural. The rural school should aim especially to make country life more attractive and beautiful, and should pay more attention to rural industries. Every normal school should have as a means of instruction a school garden, planned and conducted not merely to teach the pure science of botany, but also the simple principles of the applied science of agriculture and gardening; and every rural school may

372
reach the home. This element of industrial training should be especially emphasized in the colored normal schools and rural schools of the South.
Other countries lead us. A [arni has been set apart for this line of instruction ato the Provincial N ormal School at Truro, Nova Scotia. The school garden is common in the countries of Europe most advanced in popular education. The school garden and the nursery of fruit trees are a feature of the normal schools of France; there is a course of agriculture in the normal schools for men, of horticulture in the normal schools for women.
The course in agriculture treats of preparation of the soil, special culture of trees and shrubs, of fruit trees, grafting, and the vegetable garden.
The course in horticulture in the normal schools for women treats of the garden in its general arrangementsthe fruit garden, the vegetable garden, the flower garden.
Each garden has a space reserved as a botanic garden for instruction in the science of botany.
The instruction received in the normal school IS applied in the school garden of the rural sehool.!
'The school garden in the New Hampshire State Normal and Training School has proved a source of interest and of instruction to pupils of all grades in the training schools and in the normal schools, such as nothing else can replace. In this garden all the grains and vegetables grown in the region were cultivated, together with a great variety of flowers. Each class in school had assigned to it a plot, for which it was responsible. In the George Putnam School, in Boston, a part of the school yard was turned into a garden, which has received several prizes from the Massachus8tts Horticultural Society. On certain days the Jardin des Plantes in Paris is used as a place for botanical study by the school children. I fonnd once on the roof of a London schoolhouse, which was used as the girls' playground, a large and beautiful collection of plants. And yet the rural sch ool ulm ost utterly ignores its only possible laboratory, the out-of-doors, the garden laboratory, right at hand. Here lies a duty, not a choice merely, for the normal school.

37;3
A French report says that the French farmer is at first opposed to book farming; but when he sees that the products of the teacher's garden are superior to his own, he is glad to learn.
M. Boutan, an inspector general of public instruction, says ina report: "We can cite several departments in which, thanks to the initiative of the teachers, the wealth of the country has increased from year to year,and from which the exportation of fine fruit has become the source of considerable profit."
There can be no doubt that great improvements in agriculture might result from the general diffusion of such instruction through school gardens, under the direction of qualified teachers. Is there ,any other means for such improvement in sight of this generation? And still a higher good for the country life might come from thus blending its utilities and its beauties in the thought of the child.
Your subcommittee would also emphasize the importance of two other lines of work already developed in the graded schools, and of a third, which must be made prominent in all schools-language, elements of science or nature study, and morals. Whatever goes into the common school must go into the normal school. Hence, even in the brief course of normal-school training, the instruction in the English language, instruction in the essential elements of its beauty and strength, instruction leading toward such command of its terms as will tend to make it a transparent medium for the expression of thought, must be held of fundamental importance. There must be such training in elementary science and in manipulation as will give the teacher essential knowledge and skill in this line of teaching, and there must be such instruction in elementary psychology and ethics as is necessary for the

374
comprehension of general principles of method, and of the scope 'and methods of instruction in morals: and as result of all the preparation which can be given there should be a clear comprehension of the essential aims of education. Would that all our teachers could have constantly in mind and at hand such a statement as is found on the desks of the common-school teachers of France (Appendix R).
EXAMINATION AND OERTIFLOATION OF TEAOHERS.
Were teaching a profession in the sense in which law and medicine are professions, teachers themselves would formulate the terms of professional recognition; but evidently the time for that is not yet. What the public school is immediately to aim for is uniformity in State examinations, and we have to consider the agencies, the standards, the' methods for these examinations. The agency may be the State superintendent of public instruction, a special examining board, or a State board of education when such board exists. Times and places for examination should be announced frequent enough and numerous enough to meet all reasonable demand. The scope and character of the examinations should be announced long enough beforehand to enable candidates to consider the matter deliberately, as is now done in regard to examinations for admission to college and for the civil service. Information as to books for use and as to modes of preparation should be given. Each examination should be conduced by an expert, and the papers should be critically examined.
Certificates granted should be graded as to. the range of the examination, not as to length of validity, unless the certificate be a provisional one. A one-year's physician

375
would receive little credit; why should a one-year's teacher .receive more?
Examinations should cover the range of work required of the teacher, and should be written,oral, and practical. The written examinations should be planned not merely to test the candidate's range of acquirement, but rather his accuracy, his general style of thought and expression. The oral examination should test the range of attainment, the personality of the candidate, and his readiness in resource. These two are generally combined in one-the written form-but there are great advantages in the separation whenever it is practicable.
The examination for the elementary certificate should cover the ground of common-school studies, with so much of the elements of science as is demanded for the intelligent teaching of the nature lessons in the common-school course. The questions should be few, but comprehensive, and such as will fairly test the reflective power of the candidate.
The professional examination for the elementary grade of certificate should not be severe, but should require clear general statements regarding methods of conducting recitations and the organization and management of a school.
The practical examination, or the test of skill, for the elementary grade of certificate, should include some test of the candidate's ability to plan a lesson and an examination paper in some common-school subject, and to eonduct a recitation. If the candidate has been 'a member of a class in training, a record of this practical work might be brought over from the work in that class.
So much ability as is implied by this examination is necessary to the good teaching of any school. Wherever this ability cannot be secured now for the rural school, a

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clear public appreciation of the need will lead to a supply of the means.
The examination for the advanced certificate should in general cover the ground of an English high school course of at least three years, or fair equivalents for such a course. A special sertifioate might be given for a foreign language. This examination should include psychology and ethics, drawing, and the elements of vocal music.
The professional examination for the advanced certificate should include history of education, methods of teaching, general principles of pedagogy, and the organization and management of schools.
The practical examination should include the preparation of plans of lessons and of examinations; judging the, character ofa lesson and a written paper; teaching, including an oral lesson on some subject in nature study, elements of science, language, or morals.
As in the examination for the elementary certificate, if the candidate is a member of any training class, the practical examination can be taken in that class.
Formulating the preceding statements, teachers' certificates should be graded in two general classes-elementary and advanced-and in each class three grades.
ELEMENTARY.
(1) Elementary scholastic certificate, Grade 3. (2) Elementary professional certificate, Grade 2. (3) Elementar;y: certificate of skill, Grade 1. '
ADVANOED.
(1) Advanced scholastic certificate, Grade 3. (2) Advanced professional certificate, Grade 2. (3) Advanced certificate of skill, Grade 1.

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A life certificate of either class and honorable recognition in the profession should be granted after a certain period of successful teaching to those holding the firstgrade certificate of that class.
In each class the higher certificate presuppo"es the lower; thus Grade 1 cannot be obtained without 3 and 2.
.Many, if not most, of the examinations of teachers for rural schools in the United States to-day do not go beyond the range of the elementary certificate, Grade 3, as here given; the elementary certificate, Grade 2, could be obtained by attendance upon a teachers' training class in a high school. A course in a district training school organized as described in this report, or a partial course of one year in a State normal school, should give the complete elementary certificate. In many cases thoughtful and successful teachers in the rural school, by their own study and the help afforded by a well-conducted reading circle and a normal extension course, could rise from the elementary certificate, Grade 3, to the complete elementary certificate. A high-school course would give advanced certificate, Grade 3, and, with the course ina high-school teachers' training class, might give advanced certificate, Grade 2. The complete advanced certificate could be obtained by a two-years' course in a normal school.
This gradation of examinations and certificates will utilize to the utmost the existing educational agencies, will point out to teachers a way in which they may rise step by step, and will thus encourage their advance, and will secure to the rural school the benefit of their improvement.
A question will arise as to the interval between the elementary and the advanced certificate. (For a wider interval established in .Manitoba see Appendix N.) In many cases it may be best to lower the standard of the advanced certificate and make it intermediate between the elementary

;)78
certificate and the normal school diploma attesting the completion of a two-years' course. On this question your subcommittee pronounces no opinion. It would point out a way by which the teachers of the rural school as it now is may be taken as they are and induced to enter upon a course of advanced study, and by which the school may derive all possible benefit from the advance; and your subcommittee believes that, by such a course, standards will gradually be raised all along the line.
Your Subcommittee on the Supply of Teachers for Rural Schools, in closing its report, would call attention to some of the main points in this discussion.
It appears that there are numerous agencies which may be made available for the improvement of rural schoolteachers already in the service. With these the only question is that of more perfect organization.
Although there is in general an increase in interest in educational questions, and an elevation of standards of teaching, yet the large majority of rural school-teachers now enter upon their work with no professional preparation; the improvement in the character of rural schools, where there has been any improvement, has been slow; large sections of the country report no advance, some report a dedine.
The causes for this condition, and the changes needed, are not far to seek:
1. The school year must be lengthened to a full school year of nine or ten months, in order that skilled teachers may be retained. This result can be secured, as it has been secured elsewhere when its absolute necessity has been recognized. The State, among other conditions for payment from the school fund, may prescribe a full school year, which is done in England, as logically as six, or seven, or eight months, now done in some of our States, or it may

379

secure this result, as it has been secured in Canada, by

making the length of the school so prominent a condition in

the distribution of the school fund as Ito insure the co-opera-

tion of the county and the town to this end.

2. The existing agencies for the supply of teachers for

rural schools do not suffice. There must be modifications

in these, and the provision of others.

3. There must be some definite standard for the certifi-

cation of teachers, coming within reach of the teacher of

the rural school, and encouraging advance 'to such higher

degrees of attainment and skill as will give full professional

recognition. And your committee believes that some pro-

vie-ion should be made to secure inter-state recognition,

The question of finance does not lie within the province

of this subcommittee, but it does not believe that the

financial difficulty need prevent the necessary reform.

When there is once full recognition by the State of its final

responsibility for the education of every child within its

borders, there will be possible 'Such an adjustment of ex-

penses between it and the lower educational units as will

be burdensome to none and just to all.

Your subcommittee has sought to ascertain accurately

what the rural school now is; in all its suggestions it has had

in view ,the rural schoolas it ought 'to be. It. believes thalt

this nation 'Can have such a system of schools for all its peo-

ple as may challenge comparison with any other, and that it

will have such a system when it clearly perceives the in-

justice 'and the peril of the present condition, and the way

in which safety lies.

CHARLES C. ROUNDS,
Chairman,

DAVID L. RIEHLE,

JOHN H. PHILLIPS.

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REPORT OF THE SUBCO:YIMITTEE ON INSTRUOTION AND DISCIPLINE.
Your Subcommittee on Course of Study, :Methods of Instruction, and Discipline in Rural Schools, begs leave to report herewith that it has carefully considered the conditions which prevail in thinly settled districts with the intent to 'discover the evils that exist in the schools as a consequence of those conditions, such, for example, as (1) the want 'of classifieaeion and (2) the impossibility ofthorough instruction on the part of the teacher, as well as (3) the lack of ~ha:t stimulus which comes to ,the pupil from working at reasonable tasks in company with his equals. Your committee has hereinafter described and discussed various remedies, which it believes will have useful results in practice.
About one-half of all the teachers in the United States teach what are called ungraded schools. They receive in one room pupils of all ages and all degrees of advancement, from ABC's upward, sometimes even to Algebra and Latin. In extreme cases each pupil is a class by himself in all branches, except perhaps reading, writing, and spelling. It quite often happens that there is no uniformity of textbooks, each pupil having a different edition or different author; the teacher is often obliged to borrow the pupil's book when he hears him recite.
According to .Mr. Hinsdale's studies of the United States census (see Appendix A) the sparsely settled region of the country includes, first,one-third of the whole domain entirely uninhabited or containing fewer than two inhabitants per square mile; secondly,an area of 1,688,827 miles with from two to forty-five inhabitants per square mile, leaving only :2tiO,OOO square miles containing more than forty-five

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to the square mile, and the 443 cities with an aggregate of nearly 19,000,000 people.
It happens that ungraded rural schools with a very small attendance are to be found even in the most thickly peopled states and often in proximity to cities. Rhode Island in 1895 reports 158 out of its 263 schools as ungraded and sixty-four of them as containing fewer than ten pupils each; three towns have in the aggregate thirty-nine schools averaging fewer than ten pupils. Vermont in 1893 reported 153 schools with six pupils or less each. Massachusetts in 1893-94 reported sixteen towns with an aggregate of nearly 100 schools with an average of eleven pupils. New York in 1894-95 reported 2,983 schools with fewer than ten pupils each and 7,529 with less than twenty. Other examples are mentioned in the report of the Subcommittee on Maintenance.
A school with ten pupils of ages from five to fifteen years, of different degrees of advancement, some beginning to learn their letters, others 'advanced from one to eight or nine years in the course of study, cannot be graded 01' classified to advantage, but must for the most part be taught individually. The beginner who does not yet know a letter should not be placed in a class with another who began last year and can now read lessons in the middle of the primer. It will not do to place in the same class a boy beginning numeration and another one who has already mastered the multiplication table. The beginner in grammar has not yet learned the technique, and is confused and discouraged by the instruction given to another pupil in his class who has already learned the declensions and conjugations.
Anyattempt, in short, to instruct two or more pupils in a class, when there is a difference of a year's work in their advancement, results in humiliating and discourgaging the less advanced and in making the maturer pupils conceited.

3R2
Higher learning in the possession of a fellowman seems to an illiterate person as something magical, or bordering on the miraculous: he can make combinations of thought which surprise those who 'are unused to them. The case is worse with the child in school. To him the elevation given by a year's study seems an endowment of nature and not a result of industry. Permanent injury to the pupils is very often occasioned by wrong classification. For not only does the lower suffer from discouragement, but the higher pupil is necessarily injured by not being held to his best. The teacher is perforce obliged to adapt the lesson to the average of the class. This does not give enough work for the advanced pupil, although it gives too much for those below the average. There is not enough demand upon the first. to continuo the increase of his powers; he becomes indolent and stops growing,
For these reasons classification as above described ought not to be expected in the rural school; it must remain ungraded, 'and as a result the teacher must resort to individual instruction wherever there are intervals of a year or more in degrees 'of advancement between pupils, and this is the actual practice in perhaps the majority of such schools. The older pupils 'at least should have separate grammar, history, and arithmetic lessons.
It is understood by your subcommittee, 'Us a matter of course, that even in a small school of six to ten pupils there may be two or more pupils of sufficiently near stages of progress to form one class-for example, two beginners in arithmetic, grammar, geography, or history. It may be that a dull pupil has already been studying arithmetic, grammar, Or history for 'U quarter or a half year, and that a bright pupil just commencing the study would be able to keep up with 'him on 'a review from the beginning of the book; but it would not do place a dull pupil commencing a study with a bright one who had already a half year's start

3f<3
ill it. It often happens that pupils placed in the same class at the beginning of the year separate widely in power to learn new lessons before the middle of the year. In such cases a class should be broken up to prevent the two-fold injury, namely, to the bright pupil by assigning him too short Iessons, and to the dull pupil by assigning him more than he can well accomplish.
The teacher, even after forming classes in writing, reading, and spelling, has twelve to fifteen lessons to hear in a forenoon and nearly as many more for the afternoon. There is an average of less than ten minutes for each recitation. The ideal of the recitation or class exercise is that the teacher probe to the bottom of the pupil's preparation of his lesson, and correct bad habits of study. If the pupil fails to master by sufficient industry the details-the facts and external items-the teacher counsels and reproves, requiring more work on the same lesson. If he finds that the details are mastered the teacher next tests the combinations, the thoughts that the pupil has used in connecting one fact with another and in seeing relations. Facts are connected so 'as,to form a science when each one is made to throw light on every other faet, and allexplain each. So a lesson is learned properly when the pupil can place each item in its systematic relation to the whole. He must understand rtJhe bearings of all; he must think out the interrelations.
Hence it happens that the good teacher is not satisfied with a memoriter recitation of the details '0 the lessonstill less with a word-for-word rendition of the text-book, Not the mere words of the book, nor even the disconnected facts or details which the words indicate, but to bring out. the rthought which unites these details rand explains them, is the main object of the good recitation. But such a reeitation requires time. The teacher cannot probe the pupil's knowledge in five minutes and correct his bad habits of study-nor in ten minutes. In the necessarily brief reci-

384
tationofthe ungraded school there is barely time to test the pupil's mastery of ,the external debailsof the lesson, the mere facts and technical words. It is for this reason more especially that the rural school has been the parent of poor methods of instruction-of parrot memorizing and of learning words instead of things.
At the beginning of this century only one-thirtieth of the inhabitants of the United States lived in towns of 8,000 people or upwards, and more han 90 per cent. of all the public schools were ungraded schools. The question has often been asked how it is that so many able men who became scholars and statesmen and professional men of eminence could have come from schools as poor as the rural school is said to be. Such eminent men as were produced in those times came from the rural school; there were few graduates from graded schools to compete with 'tihem. Of the men now living, past the middle age of life, nearly all received their early education in the rural ungraded school, because even as late as 1850 at least 80 per cent. of all the public schools were ungraded, there being only 12i per cent. of the population resident in cities. The rural school threw on ,the pupil the burden of his education. He was obliged to get his knowledge from books, such books 'as he could come to possess. Bright pupils do pretty well by themselves if given good books and taught how to read and to understand the 'technique used in the elementary books of mathematics, grammar, and the other liberal arts. Any country boy who acquires a love for books, who has access to the best ones,and studies them with energy, will by middle age become a learned man.
In the ideal classified school the teacher has two classes of pupils, each class containing within it pupils substantially at the same stage of advancement. The pupils of a given class recite together in all the branches, and the teacher has

385
a half hour for a lesson and can go into the dynamics or causal relations of the facts and events treated.
Each pupil in a class learns as much from his fellow pupils as from the teacher direct; for the teacher draws out of the class its store of observations and reflections on the topic of the lesson. He shows up theone-sidedness of the pl'eparation of the individual pupil; some have neglected this point and some that other point. Each has probably neglected something. But, on the 'other hand, each of the diligent ones has brought forward something new that is valuable to his fellows. Each pupil finds through the recitation of the others that they have seen some things that had escaped his notice, although he supposed that he understood thoroughly the book presentation of the subject. His teacher suggests many new ideas and criticises the onesidedness 'of the views of the pupils and also, it may be, of the text-book. All the statements of the book are brought to the test of verification-either through the child's experienceor through other authorities. The child thus learns the method of study.
The ideal classified school can teach and does teach proper methods of study; the rural school cannot do this effectively in its five or ten-minute recitations. It is because of this that wise directors of education have desired the consolidation of small schools into large schools wherever practicable. Two schools of ten each furnish on an average one-half as many recitations if united as they do when separate, owing to the possibility of pairing 'or classifying pupils of the same degree of advancement. Ten such schools united
into one will give 100 pupils, with a possibility of classes ot
ten each, which can be more efficiently taught than before, because the pupil can learn more in a class than by himself. The class in the hands of a good teacher is a potent instrument for reaching all sides of the pupil's observation and
25sr

386
reflection. Again, it is evident that five 'teachers can 'teach the 100 pupils united in one school far better than the ten teachora were able to tea-ch them in the ten separate schools. If still further' consolidation were possible land 400 pupils were united in one school, the classification might be improved it~ such a degree that a teacher could easily take the charge of two classes of twenty pupils, and ten teachers could do far better work for each pupil than was done by the forty teachers in the forty small rural schools before consolidation, Hence, economy becomes [a great item in what are called "Union Schools."
Your subcommittee, in this discussion of the advantages of classifying and the corresponding disadventages of the want 'Of classifying, has assumed that. as good teachers are supplied to the rural schools as to the schools of villages and cities-s-teaohers of experience and skill, 'teachers of thorough academic land professional training in normal schools. H is assumed [that states have made provision for good salaries in these ungraded schools, 'and that the license to <teach requires professional training.
It is admitted as a fact, however, that the average rural school-teacher receives a small salary-not more than onehalf that of the teacher in the city or large village. It is true, as reported by the Subcommittee on Maintenance of Schools, that some states, notably California, New Jersey, Massachusetts, Rhode Island, and others to a greater or less degree, are providing, by a wise distribution of school money,to secure skillful teachers fur these small, ungraded schools. But the evils above described 'as appertaining 00 instruction in ungraded schools are of such a character as not to yield to ordinary remedies.
Yiour subcommittee would call special attention at this point to the evil results that come from the attempt to remedy the defects of the rural school by forcing on it the

387
system of classification found In cities. It is assumed tb!at some of the benefits of the close grading possible in cities will be gained for the rural schools if they can roughly group the whole school into three or four classes. A. rural school 'of thirty pupils comprising children from six to sixteen years of 'age, and covering different degrees of progress from beginners up to those of eight or nine years of schooling, are grouped, let us suppose, into four classes or grades-thus leaving intervals of two or more years of school work between a given group and the next one above it.
Your subcommittee has already pointed out the evils of classifying pupils in such a way as to bring together pupils differing in degree of advancement by intervals of two years. In fact, it has been found in city schools that one year's Interval between classes is too much. The greatest danger of the graded school system in cities comes from holding back bright pupils for the sake of the slower and duller pupils. Next to this is the evil to the dull ones who are dragged forward at an unnatural rate of progress to .keep up 110 the laverage rate of the class. The best pupils .are engaged in "marking time," while ,the slowest are constantly spurred forward by teachers and parents to keep with their class, 'and their school years rendered miserable. 1'helir self-respect is undermined by a false standard, that of melle speed in learning. The "marking time" injures the bright pupil by developing lax habits of study, while theforced marches of the slow pupil tend to destroy his poise 'of character. It has been found desirable, therefore, in city schools to make the intervals between classes as small as possible, so as to favor frequent transfers, namely, on the one hand, of bright pupils who 'are becoming capable of a greater amount 'Of work into a higher class, land, if necessary, of those who are falling behind the average lot the class into the next one below. Intervals of a half year

388
are, therefore, adopted in a majority of the progressive city
a school systems, 'and m3Jl1Y prefer intervals ofa quarter of
year where it is practicable to make them, that is, where a large number of pupils makes possible the assignment of a requisite quota for each class. .At the request of the subcommittee, Dr. E. E. White, an eminent authority on ,all that relates to school management, has furnished a statement of his views 'of classification in the rural school, illustrating them by a programme, which allows twenty-five minutes for each recitation. But the intervals between the classes amount to two years' work, and inasmuch 'as he expressly provides for capable pupils, letting them "work ahead of their classes," he leaves the question where it is left by the subcommittee, unless ,the pupils 'fire supposed to do their "advance work" without the teachers' supervision (Appendix I).
Your subcommittee would respectfully cell attention to the danger of attempting to classify the rural-school in imitation of the city school as peculiarly liable to happen in those schools where professionally educated teachers are employed.
The state mid city normal schools have very properly laid stress on grading and classification, and on the methods of instruction by classes, and have ignored individual instruction. Their graduates have mostly sought and obtained places in the graded schools of cities and villages. In fact, the graded schools have outbid the rural schools for teachers having professional training. But, with the new movement to secure better teachers for rural schools by larger appropriations from the State, it has happened that many experiments of classification are attempted which result disastrously in the manenr described, namely, by demoralizing, or destroying the courage 'and ambition of the exceptionally bright and exceptionally dull pupils. The charge has been made that such rural schools as adopt a partial grading sys-

389
tern are apt to become stiflers of talent by placing a premium on rtihe average scholars, and holding back 'bhe promising youth of :the district.
It is obvious from this that where State normal schools furnish teachers for the rural districts there should be conducted a special inquiry into the influence of the size of the school in determining the uses and the dangers of grading and classifying pupils.
There is no doubt, moreover, that the abuse of classification is the crying evil of the schools 'Of villages and small cities. For the average pupil these village graded schools are uniformly good, but they often work injury to the exceptional pupils and are in this respect sometimes inferior to the ungraded schools in sparsely settled districts.
Your subcommittee would here explain ,that the technical terms "grading" and "classification" 'are often used, as above, to signify the same thing, namely, the dividing of the pupils of a school into groups or classes, each containing children of the same, or substantially the same, degree of 'advancement. But another meaning is often given to one of these terms. The work of the year, more or less, is also called tJhe work of a gI1ade, and the work of the elementary school, consisting of the first eight years' work, is divided into eight grades. It will be readily understood in this second use of the word "grade" as covering a year's work that a school may be graded, that is to say, its work may be arranged upon a programme of eight grades, each one of which requires 'a certain modicum of reading, writing, arithmetic, geography, grammar, etc., for 'a year's work, and yet have only ten or twenty pupils, and perhaps these representing only three or four of the eight grades. By a graded school, as applied to such 'a state of things, is meant simply a school whose programme requires a regular sequence of studies and a full quota of studies for each pu-
. pil. If a pupil is at a certain degree of advancement in his

390
arithmetic the programme of the graded system would place him also in a class correspondingly advanced in geography, history, reading, or other studies. But the small rural school h3:8 been called "ungraded" because it contains or may contain pupils of all grades, from the lowest to the highest, and consequently obliges the teacher to scatter his taching force over a wide range of topics, The 'large school permits specializing by dividing the school in such a way that the pupils of one grade, or perhaps two grades, are taught by one teacher, the next one or two grades by another teacher, ete., permitting each teacher to specialize his work by giving him fewer topics to teach, and 'consequently insuring longer recitation periods and constant improvement in skill.
It is to be supposed that all schools will be graded in the sense Ithat they will have a course of study, 'and th'a't pupils will take up their branches of study In due order, and that t(heses:tll'dies will be associated, so ,thrut a given degree of ladvancement in one study implies a given degree of advancement dnanother. Wlra;t is properly called the correlation of studies presupposes that a certain degree of advancement in arithmetic corresponds to a certain degree of advancement in geography, reading, grammar, land other studies, 'all of these being determined within limits by the pupil's age. The word "grading," asa synonym for <Classification, is freely used by your subcommittee in this report, but it has discussed the topic indicated in the other and less frequent .use of the word "gra:ding" in that part of its report which follows, relating 'to the course of study.
THE OOURSE OF STUDY.
Your subcommittee haeassumed that the course of study in the rural schools should be substantially the same as that of the city schools. The differences should concern only

391
minor details. It would, therefore, refer here to the report of the Committee of Fifteen fOT fuller details, and :01" the discussion of :Uhe grounds for selecting the several branches of the course of study. The course of study of the elementary school, whether urban or rural, should contain those branches which give the child an insight into the physical world andthe means of conquering it for human uses, and also an insight into human nature and the motives that control mhe actions of men. The child should above 'all be 'taugh't how to combine with his fellows to secure reasonable ends. The windows of the soul are to be opened by the five branches of the course of study, 'thus enabling ,the youth to see (1) theconditions of inJorganic nature by arithmetic and the elements of physics and ehemistry; (2) ifjhe conditions of organic nature by studying plemtsand animals, the Land, waiter, and 'air, and, besides these, the means 'thll'tman invents and uses to conned each place w1th the rest of the world-c-these things belonging to geography. These two "windows" look out upon nature. The three othersenable usto see man; (3) literature and art as revealing human nature,arousing pure and high aspirations in :the youth, and freeing him from narrow 'and mean views 'Of life; (4) the study of the structure of language, as found in the several subdivisions of gl'ammar and rhetoric; (5) history, which treats of the greater self-of man as a social whole.
These five branches belong to all schools, for they relate to the substance of humanity and are necessary for entrance upon civilization. Besides arithmetic, geogl'aphy, literature, grammar, land history, there are collateral branches that each school should include-s-some of them information, studies, suehas oral courses in the sciences, in history, and in ,the larts-othem of the nature of disciplines, or arts of skill, such as vocal music, gymnastics, manual training, the

392
art of cooking, 'and some special attention to the elementary principles of the useful 'arts practiced in the neighborhood of the school, namely, farming, horticulture, grazing, mining, manufacturing, or the like (Appendices G and H).
In general these collateral branches should relate to the pupil's environment and help him understand the natural features of that environment, as well as the occupations of his fellow-men in the neighborhood. There are two things to understand in this matter of the geography of the environment. First, what it is and how it came to be--itls land and water, its mountains and river valleys, its climate and soil, its productions, mineral, vegetable, and animal, and their peculiarities, how they differ from the productions of the rest of the world. Second, the means by which man procures from nature what is useful for himself and others, manufactures it and uses it, or exchanges it with his fellowmen so as to share in the productions of all climes and places, no matter how far distant. If a comparison must bE' made, this second topic of 'elementary geography is more important than the study of the natural feautres of the environment, because it is more immediately useful to the pupil and to the community in which he lives.
Let the pupil beginning the subject of geography commence with what is nearest to his personal and social interests, namely, with the products of the industries of his section. Let hi'S studies go lout from these products in two directions: first, to the natural conditions which make these products possible and which furnish in ge'l1'eral the Taw material; secondly, in the direction of the purpose of this, the uses made of it, the ,things produced, the needs and wants of his fellow-men near and far; and the productions of the other parts of the world which are needed in his section to complete the supply of articles for food, clothing shelter, pro1Jecti'on, and culture. These items, including natural production and the human occupations of manufae-

::393
ture and exchange, may be said 'to be the chief theme of geography as it should be taught in the elementary schools. But the home environment is also to be kept in mind by the ~acherthrroughou't tihe entire course. Arithmetic should gain concretenessofapplication by its use in dealing with home problems. Literature should be pointed and applied, 'So far 'as may be without becoming provincial, to the pupil's environment; and so the other branches-ahistory, 'and even grammar-should be brought home to the pupil's knowledge or 'experience in the same way. The pupil should have prepared for his study 'a list 'of the chief provincialisms of speech to which his section is addicted, and to the peculiarities of pronunciation in which his neighborhood departs from the national-or international standard of usage.
The Committee of Fifte~n has already advanced the opinion that the industrial and commercial idea is ,the central idea in the study of geography in the elementary schools. It leads directly ito ,the natural elements of difference in climate, soil, productions, races of men, religion, political status, 'and occupation of the inhabitants, and it explains how these differences have arisen in some measure through cosmic and geological influences. It should be the teacher's object to make the pupil understand, just as early 'as his growing capacity admits, the peculiarities of his 'habitat, leading himto study the land and water formations in his neighborhood, and giving him power 'to recognize in the visible landscape about him the invisible forces that worked in the past, and still are at work in the present, moulding these shapes 'and forms. On 'the basis of this knowledge of the elements of difference produced by nature inFloil, climate, and configuration of the landscape, he should explain the grounds and reasons for ,the counter pro0E'l3S of civilization which struggles to overs orne these differences by bridging the rivers and tunneling the mountains-

394
by using steamboat and railroad so 'as 'Va unite each particular Ihabit'at with ,the rest of rthe world. He should see how
man adapts to his needs t4e climate of each place by creat-
ing for himself a comfortabletemperature, using for this purpose clothing and shelter, as well as fuels of wood and coal or derived from oils and gases, to protect from cold, and on the other hand utilizing ice 'Or power f-ans, and creating easy access to summer dwellings on the heights of mountains, or at the seashore, to mitigate ,the heat. He turns the soil into a laboratory, correcting its lacks and de:' ficiencies by 'adding what is necessary to produce the crop which he desires. He naturalizes the useful plants and animals of all climes in his own habitat. It is evident that the details of the process by which differences of soil, elimate, and productionarise, important as these are, should not be allowed to occupy so much ofthe pupil's time that he neglects to study the counter-process of industry and commerce by which man unites all parts of the earth to his habitat, and progressively overcomes the obstacles to civilization by making climate and soil to suit himself wherever he wishes.
To restate this important point in a word, it is true that the deeper inquiry into the process of continent formation, the physical struggle between the process of the upheaving , or upbui1ding of continents, and that of their obliteration by air and water; the explanation of the mountains, valleys and plains, is1'ands, volcanic action, Ithe winds, ,tihe rain distribution, is indispensable to a comprehension of the physical environment. But the study of the cities, their location, the purposes they serve as collecting, manufacturing, and distributing centers, leads most directly to the immediate purpose of geography in the elementary school, for it is the study of that civilization in which the pupil lives land moves and has his being.
Keeping this human standpoint in view all the time as a

395
permanent interest, the inquiry into causes and conditions: should proceed. concentrically from the pupil's use of food and clothing to the Sources of the raw materials, the methods 'Of their production, and the climatic, geologic, and other reasons ,that explain th.eir location land 1Jheir growth. It is important in this 'as in 'all matters of school instruc!tion to avoid onesidedness, Although the human factorshould receive the most emphasis, special 'Care should be exercised lest the nature factor should be neglected.
Your subcommittee would refer to 'the discussion 'Of this subject under the head 'of "Geography" in the report of the , Committee of Fifteen for further illustration.
There is not much use in requiring insnruetion in branches not yet reduced to pedagogic form. lit is neeessary that matters naught should be so systematized for school use as to admit of arrangement in a progressive series of lessons, 'the first of which 'alone would be useful if no second lesson followed, and the subsequent llessons each useful if the pupil studied none of the following.
Each lesson when arranged in a pedagogic form leads up to 11he following lesson and makes it easy to grasp, just 'as each stair makes the next one easy to climb. For example, the first lesson in cookery is an exercise in accurate measurement by spoonfuls and cupfuls. etc., and calculated not only to aid in the next lesson 'and make it possible, but also to be of use through life in the kitchen, Concerted efforts 'are being made in 'agricultural colleges to reduce to pedagogic form the arts of the farm, the garden, and the forest.
THE PROGRAMME OF STUDIES.
Your sub-committee deems it important to call attention again in this place to the prevalence of a misconception in regard to the relation of the eourse of study 00 the system

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of grading and classification. Every school, whether ungraded 'Or graded, should have a course of study minutely arranged so as to show ItJheavemge 'Or reasonable rate of progress of the pupil of a given age and advancement in the work of the school: but, as hasalready been shown, it is not required that the school shall contain classes in each and all of 'tilrese grades, nor indeed classes at any given stage of progress in thecourse of study as laid down for 'any particular quarter 'or term 'of the year. Above all it must be understood that in laying down the quarters or other divisions ofa grade or year's work it is not to be expected or desired that the pupils entering school at the beginning of the school year in the fall should commence 'at the beginning of any grade's work. If a class consisting of two or more individuals (or of one individual only) left off the previous year in ,the third quarter's work of the fourth grade, it should begin its work after vacation at the point where it left 'off, unless there are special reasons which require a review of some portions of the work.
The course of 'Study is the measuring rod or scale which is used to determine at what point in the eight years' work of the elementary course a pupil has arrived. It should not be used as ,the Procrustean bed on which to stretch the work of the school in order to give it uniformity. It has happened not infrequently in the past that upon the first adoption of the graded system the superintendent of city schools held annual examinations on vhe completion of the work of illhe grade, and for ,this purpose insisted upon the unreasnable requirement tmat all of the pupils in the school should have begun the work of a grade on the first day of the year land should be expected to finish the grade work in the fourth quarter of the year. This was said to be for convenience of promotion-s-all pupils leaving the work of one grade and passing to the next were said to be promoted. This fiction has effected serious injuries in city schools.

397
The apparent reason for such a system was the convenience 'of the superintendent who desired to make only one set of questions for each grade, and hold his examinations all at one time. If he had adopted a plan 'of preparing an examination for any class of pupils rut ,the time when they should havecompleted the work of the grade (whether in the first, second, third, or fourth quarter), such a system need not have existed. The falsie idea of promotion has also been the 'source of great evils. When a pupil has finished the work laid down in the course of study for any grade, he should begin the work of the succeeding grade at once.and it is not necessary to have any special examination. The class teacher is supposed to examine her pupils from day to day, for 'each recitation is an examination revealing the pupil's understanding not only of the dray's work but of his previous lessons; and the principal of the school is supposed to he well acquainted with the progress of his pupils. It is not neceiSSary, therefore, to hold 'a gen'eral examination on !the work of the grade if the class teacher and the supervising principal have performed their duty.
Jit is understood, too, IthaJt there should be much written work in the school, but that it should not as a rule 'take the form of competitive examinations. There is no other exercise in the school more valuable than that of written expression, but this should be limited chiefly 'to the review work 'of the pupil. The teacher, for illustration, should prepare questions at the dose of the week, on the previous five or six days' work, such questions 'as bring out the most essential points and the principles which connect the details that have been studied. The pupil should be permitted to sit down by himself with plenty of time before him to write out his 'anS"V'BTS to these probing questions. By this means he learns gra:dually to collect his thoughts, land will do more thinking in connection with his written examination than in 'any other test or study in his school course.

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The written examination should nat be postponed till the -end of the yerurorr to the end of 'the quarter, but should be a matter of at l~ast weekly occurrence. It should be written work of a review character rather than examination of a competitive character.
While the course of study for the elementary school will cover eight years and be subdivided so as to show quarterly, semi-annual, or otherr stated progress, 'as already said, it will not be expected that the rural school with its ten or twenty pupils will have each and every grade represented; perhaps, for instance, there will be three pupils in thle first grade, two in the second grade, one in the third grade, none in the fourth grade, two in the fifth grade, none in the eixth and seventh, and two in the eighth grade.
Your subcommittee assumes likewise that 'the discipline of the rural school should be strict though mild, like that of rtrue city school. T,he fundamental school virtues of :regularity, punctuality, and industry are auxiliary to moral virtues and form together 'a 'training of the will which is of _gJ-'eat importance in producing the future good citizen. It must not be 'thought that, because a school is small, therefore the discipline is of less importance. The formation of 'habits of order, 'and of respect for the rights of the social whole, is necessary for the good citizen, whether of country -ortown,
REMEDIES FOR THE EVILS OF THE RURAL SOHOOL.
Your subcommittee would hero point out that some of 'the evils of the rural school rare due to its non-social character, its inability to furnish to each of its pupils that edueative influence t:ruat comes from association with numbers ofthe same 'age and ,the same degree of advancement. The :rural school furnishes only a few companions to the youth,

399
and those eirtheir above mm or below him in grade of pllogress in studies. The remedy for the evils of the ungraded school are suggested by this very feature or characteristic. Radioo1 remedies in this case must 'all contain some device to bring together pupils of different districts land bring into wholesome competition with one another th1e pupils of the same grade of advancement.
Transportation. to Oew"bral Schools.-The collection of pupils into larger units than the district school furnishes may beaccomp1isned under favorable circumstances by transporting 'at State or local expense all-the pupils of the small rural districts to a central graded school and abolishing the small ungraded school, This is the radical and effective measure which is 110 do great good in many sections of each state. As shown 'already by the Subcommittee on the Maintenance of Schools, Massachusetts, in which the plan began under the town superintendent of Concord, Mr. John B. 'I'ileston (about the year 1878 in Concord, or even earlier in the town of Quincy, see Appendix F), paid in 1894-95 th1e sum of $76,608 Tor the transportation of children from small rural schools to central graded sch1ools213 towns out of 'a total of 353 'towns and cities using this plan to a greater or less extent, and securing the twofold result of economy in money 'and the substitution of graded for ungraded schools. The spread of this plan to Maine, Vermont, New Hampshire, Connecticut, Rhode Island, New Jersey, Ohio, and some other states (see Report of Bureau of Education for 1894-95, pp. 1469-82) demonstrates its practicability, Experiments with this plan have already suggested improvements, 'as in the Kingsville experiment in Ohio, where the transportation reached in all eases the homes of the pupils and yet reduced the cost of tuition from $22.75 to $12.25 a year for each of 1Jhe fifty pupils brought 110 the central school from the outlying districts.

400
Lnoprooement of Road.''J.-Wherever this plan of abolishing the small ungraded school is practicable it is by far the best remedy to be applied.
But there will remain Iarge numbers of small ungraded rural schools in which the plan of transportation is not feasible bYl'OOS'On of great distances 'and poor roads. The Agricultural Department is seconding the efforts of many states to improve roads in rural districts. In many places road improvement is a necessary condition previous to the betterment 'of rural schools.
Spec-ial Appropriations for Small Rural Schools.The device of securing skilled and professionally trained teachers by providing, as in California, 'a sufficient salary for each district, no matter how few its pupils (see Appendix C), has already been described by another subcommittee (that on maintenance). It is undoubtedly a wise measure, provided it does not hinder the consolidation of districts through ,the adoption of ,the .Massachuseets plan. If. it works to preserve the small ungraded school in places where consolidation is feasible it will in the end boan injury to the cause 'of rural schools, Your subcommittee therefore ventures to call ,attention to the importance of adopting such laws as 'are operanive in Oalifornia, New Jersey, Massachusetts, and New York, for 1Jhe better remuneration of rural school-teachers, but with a proviso that makes it 'a pecuniary advantage toa town to abolish its outlying ungraded schools and furnish transportation to a central school.
'Concentration of the Higher Grades of Pupils.-Where transportation of the whole school is not feasible it sometimes happens '1Jha:t the teaching may be very much improved by ,the 'transfer of two or tlh1'ee of the pupils of the higher grades who consume very much 'of t)heteacher's time. By transportation of these two or three pupilsto the central schools the teacher thus relieved may find time for

401
much better instruction of the pupils in the lower grades who remain under his charge.
School Eeercise at the Town or Oounty Oentl()rs.-For the small ungraded schools thaf cannot be abolished, perhaps one-third of all the schools in the United States 'at the present time, your subcommittee sug~ests the provision of occasional meetings at town centers 'Or countycenters, perhaps twice a year 'or 'oftener, under th'e direction of township, union township, lor county superintendents, as the case may be. The meeting 'should have as its primary purpose the bringing1Jogether of advanced pupils-i-say siX'tih to nirrth years' work for oxamination 'and comparison, the examinations 'UO be chiefly written. Oertifioates should be given to those who complete the elementary course 'of eight years as a whole or in any 'one of its branches, permitting a pupil who passes in 'one branch this year, say in grammar or history, Ito pass in another branch ana subsequent examination whenever he presents himself. These' examinations have been in operation in several counties of New Jersey for nearly twenty years,
This plan has an interesting 'and profitable Illustration of many of ius features in the operation 'of the Boxwell Iaw in Ohio, (State School Commissioner Corson, Report 1895-96.) It was also carried out yearsago in many particulars by 'Superintendent Wad'e inWest V~rgin~a.
The Proper Use of 'Competitive Examinations.-It is
understood by your subcommittee that the prejudice against competitive examinations is well grounded, It often happens that schoolsare subjected to mere mechanical drill in order ,to secure a higher per cent. in this sort of examination. High per cents. cannot be obtained by en1ire classes upon work which requires not only a knowledge 'of details, but a knowledge of the causal relations underlying them. Your subcommittee desires to say that it
26sr

402
does not recommend indiscriminate competitive examinations, but that iit recommends written work 'and examinations which test 'the thinking ability of the pupil and lead him to considerate inquiries mid accuratestatements. High per cents. on anything except mechanical work, such as spelling, the multiplication table, the tables of weightsand measures.rand paradigms, 'are not desirable.
The plan of township andeounty union exercises of rural schools above described obviously includes Ithe good feature of social interoonneetion.each pupil of the remote districts working consciously in combination with many others towards a common end, and allthe pupils stimulated both in school and out of it, by this social motive.
Promotion. of Home ReCIJding.-Theexcel1ence 'of the Chautauquan plan for 'the promotion of home study lies in the same feature, Bach reader is stimulated and encouraged by the consciousness that he is working on a task common to the endeavors of 'a vast multitude. TlJ:re task is dignified and 'ennobled by such social participation. The youth in the rural district is by this plan to be made a home student,and his education is thus to be extended beyond the school. He may have obtained his first recognition in the township examination while he was 'a member of 'a rural school. He is an object 'of semi-annual inquiry on the pant of ,the township or county superintendent for years afterwards, Bach new teacher that comes to the rural school is charged by the superintendent with the duty of looking up the young men and young women who made a record in ,the centI'lal examinations, rand inquiry is made after their continued reading 'and study. This in itself will be a powerful influence to cause young people to continue self-culture by studying 'a proscribed series of books in years subsequent to the school period. It will add-dignity and self-respect tottie rural school-teacher who is charged with the work of making friendly inquiry into this school

403
extension, and of offering help in case of application from anyof the parties interested.
Reviewing Stud-ies.-The rural school with its five-minute 'or ten-minute recitations cannot do much in the way of reviewing previous lessons. The good teacher in a graded school carries on from day to day ,a review of previous 100SOllS. He gafJhers up land connects with the lesson 'of the day all the essential threads that bind it 'DO' what has gone before. It is !this work of reviewing th'at will be assisted by the occasional examinations !a't the township center,
.Moreover, the old evil of ,the rural school, that of having 'all pupils begin attJhe beginning of the book !a:t the commencement of each annual term, will be removed. For the superintendent will have a record of ,the standing of the advanced pupils and will require fa report from the new teacher 'as to their programme of study.
This plan also points Ito the utility of more written work in the rural school. A set of questions prepared beforehand and given to a pupil ,rut the dose 'of the week, as above recommended, will test notonly his knowledge of the superficial details of his week's work, but also of his understanding of their deeper connections 'and principles, as no oral recitation could be made to do. School Emtension.-In this connection another branch of whet is called "s0hool extension'tor "university extension" is practicable. Home reading can be managed from the same center, namely, the rural school. Everything that 'adds social importance to the rural teacher may be of ser-
vice. It is evident thalt those pupils who have graduated
from the public 'school 'and have entered upon the business of life may profitably carry on useful courses of reading in the various departments of literature 'and ant, science, and Ihistory. The township or union township superintendent, in conjunction with thocounty superintendent or state superintendent, should set into operation as far <as possible

404
courses of home reading, employing the aid of the rural sehool-teachersto carry this into effect. A record containiug the names of ,the persons who have undertaken home reading, the names of the books completed, arrd the dates of such completion, will form an interesting record. This home reading, moreover, should have its social gatherings in which there are discussions 'of the corrtents of particular books that are read.' For ,th'iJs purpose the township superintendent or the county superintendent may select specially well fitted persons who shall present 'analyses of the books and discussions of their contents. It is desirable that the course of home reading shall not be one-sided, but shall move in each of the three directions: literature, including poetry and prose; science, looking towards the 'organic and
inorganic kingdoms of nature, the plsmt, ,the animal, and
the details of matter 'and force; 'and towards archeology, ethnology, and sociology, 'and politics, history, biography, and 'art. One must not be 'altogether dissatisfied if it is found that 'the novel is the chief book in demand, especially in the first five years of .the home reading circle. In our day 1;:he novel discusses every question of history, politics, sociology, 'and natural science. The 'old-fashioned novel which describes manners has its great use, too, in the fact that..it gives to the people of whom we are speaking, the people of the rural districts, a ready knowledge of manners and customs of polite society. In this respect it is sometimes more useful than books of science and history.
Lancosteruuu or Monitorial Plan.-The topic of writ-
ten work suggests a further topic of great importance in the rural schools, namely that '0 1;:he oeeasionalemployment of older pupils in the work of supervising the exercises of less advanced pupils-a committee of two or three pupils to examine and mark the papers written by those studying geography; a monitor assigned for some hour in the day to inquire into the work of a backward or dull pupil who

405
has reached a difficult place in arithmetic; a similar assignment of a pupil to help another in a grammar lesson 0'1.' a history lesson; these arecases where the monitorial or Lancasterian system may have greater or less utmty. Ii culiivates directive power and self-respect in a pupil to be called to the aid of the teacher. But ,the dangers of it are well known. No weak disciplinarian should try the monitorial system. On ,the other hand, every strong disciplinarian in the ungraded school can use some features of it to advantage.
The bane of the Laneasterian system was its use to furnish cheap assistant teachers in' graded schools. It resulted in bringing into tlhe schools 'a class 'of so-called "pupil-teaehers," educational novices in the place of experisnced and professionally trained teachers who ought to be everywhere employed in graded schools. Limited entirely to ungraded schools and to teachers with disciplinary power, the older pupils may profitably be employed to help in the work of the school. But they should not take up any work continuously-it should all be occasional, inasmuch as every thread of the school work must come under the eye of the schoolmaster frequently-c-daily, or nearly as often. If he has asked an older pupil to explain 'a point in arithmetic toa dull pupil the latter ",~llshowthe degree of efficiency of i/Jhlat help, in the first recitation after it.
Another rule for the guidance of the teacher is: never to employ a monitor unless such assignment of work is useful both to ItJhe pupils 'taught and Ito the pupil-teacher.
A teacher may gain time needed for assistance of the advanced pupils in some important study by requiring in 'advance the assistance of these pupils in some of the following forms:
(1) .Marking examination pap!'ll'S. (2) Helping pupils over some difficulty III arithmetic,

406
grammar, or other branch having strict logical sequence in its topics.
(3) In explaining the ifulought of a reading lesson to a backward pupil.
The effort of one pupil to explain to another a difficult passage 'of literature is one of the most profitable 'Of all schoolexercises. There will undoubtedly be crudities in the explanation, but this willall come 'Out under the teacher's subsequent tests, and 'tJhe exercises will increase in profit through 'the final explanation given by ,the teacher.
(4) In assisting to test mere memory work on the part of a pupil, 'as in 'the case of the spelling of difficult words, the learning of paradigms in grammar, the learning of the required tables of weights 'and measures, the muleiplicsoion table, etc., 'or in 'any other necessary data that have to be fixed in the memory. In general, whwt is nearest to mET chanieal work may be supervised lat times by monitors, and monitors may be useful in assisting in the preparation of thought lessons that are to 'come later before the schoolmaster, 'as, in the example given, ,the getting out of ,the thought of a reading lesson-or even of a history lesson.
In conclusion your subcommittee would lay chief stress 011 the function 'of school extension, above sketched in 'Outline, 'as the most profitable line of work for 'i:Jhe improvement of the rural school-both pupils 'and 'teachers.
WILLIAc:M T. HARRIS, Chairman,
ADDISON B. POLAND, LLOYD E. 'VOLFE.
:Mr. Poland, while concurring in most particulars, desires to add the following statement:
While I concur most :heartily in nearly all of the recommendations made by the Subcommittee on Oourse 'of Study, etc., I feel compelled to state that, in my opinion, the report

407

somewhat exaggerates the difficulties and dangers of at-

tempting to classify pupils in rural 'schools. It fails to dis-

criminate between rural schools of 'ten pupils each and

schools of a large number, say ,thirty to sixty pupils each.

The general argument is based upon conditions that ex-

ist in a "school with ten pupils of 'ages from five to fifteen

years;" and the conclusion drawn is that "for these reasons,

elassifieacion as above described 'ought not 1:0 be expected

in the (any) rural schools."

The conclusion, it seems to me, is altogether too general.

My own observation of rural schools in the states of Massa-

chusetts, New York, and New Jersey has led me to believe

that their efficiency as 'a rule is in direct ra tio ItlO their wise

and careful gI;a;aatJion; that, in fact, the best graded schools

are the most efficient, I am speaking, of 'Course, of rural

schools containing twenty-five pupils land upwards, where

partial grading, at, least, is generally believed to be praetica-

ble. Grant all the casesof individual hardship that the

report truly 'affirms 'Of misgraded pupils, yet 'the 'total 10\SS

of efficiency is immeasureably less Ijjhan where no grading

is attempted. Economy of teacher's time, longer recita-

tion period, class emulation, etc., more than offset the dis-

advantage, 'often only theoretic, of 'a pupil's working ill ad-

vance of his point of "maximum efficiency."

lam not, therefore, in full harmony with the report, in

so far as it may have the effect to discourage teachers from

attempting to classify pupils, whenever and wherever prac-

ticable.

A. B. POLAND.

Mr. Wolfe, while agreeing in many points with Mr. Harris, desires ItO make the following statemenf.:
Perhaps my opinion may be characterized as explanatory or supplementary rather than dissenting. Believing with Dr. Harris Ithlrut the chief aim of the report of the Committee of Twelve is to provoke thought, I make 17his contribu-

408
tion to that end, Complete unanimity no more exists among the members of this committee than among the great army of teachers for whom the report is prepared; nor is such unanimity desirable. Th'e subject will be treated under the following heads:
1. The present condition and trend of rural school grading and classification in the States of the Union j 2. Dr. Harris' plea for individual instruction rather than the instruction (in the same class) of pupils who are more than one year apart in their advancement j 3. The underlying pedagogic principles that seem to justify Dr. Harris in opposing the doctrine of his report to a body of opinion on classification and gradin,g which is gathering volume and momentum with each decade J' -1. Objections to the doctrine of the report.
1. Recerrt decades have witnessed a strong movement in many of nhe states of the Union to model the rural school course of study, grading, and classification after tfue ideal of uha city graded school. Several states prepare, publish, and distribute state courses 'of study for rural schools, and send out,at stated times, uniform examination questions prepared wiiuh reference to the course of study and the system of gI13:ding and classification set forth therein, In other states, 'uhe county school authorities issue the rural school 'course of study. In still other states, the school journals and associations hol-d up the grading 'and classiflca-tion of rural schools as 'an ideal to be obtained in the near future.
2. The burden of Dr. Harris' report is: "Be ye not unequally yoked 'together." Just here a word of explanation of the expression of "the ideal of the city graded school." This ideal is a course of study divided into at least eight. yearly divisions.or grades of work, the pupils of the school being divided into eight corresponding divisions, or grades.
A school is graded when the pupils of a certain year, or grade, are pursuing the work of a corresponding year, or

409
grade, in all tJhe branches. It is, therefore, evident that ,the word "grade" has two meanings-c-a grade of work and a grade of pupils. All pupils who are graded are classified, unless there be but 'one pupil 'DO the grade. But all pupils who are classified are not necessarily graded, A pupil without classmates is graded when he pursues all the work of the corresponding grade, and yet he cannot be said to be classified. Pupils may be grouped ~n classes, 'and thus be classified, and yet not be graded, because they may be pursuing work of different grades. Dr. Harris los not opposed to a 'course of study for rural schools, nor to dividing that course of 'Study into eight divisions, or grades of work, nor yet to grouping pupils into classes, 'Or grades, provided classmates are not more 'than a year apart in their advancement, But most rural school courses of study necessitate the grouping of the pupils of ,the fifth 'and sixth years of advancement into one grade; also, the grouping 'of the pupils of the seventh and eighth years into 'another grade. It thus happens that not only are pupils two years apart in their advancement yoked together in the same class and grade, but that, onalternate years, tihey are obliged to study the sixth year's work before 'uhe fith,and ,jjhe 'eighth before the seventh. It will thus readily be seen ,that the main t.hought 'of Dr. Harris' report i8 'a standing protest 'against the grading 'and classification of pupils In the rural school as now practiced in many of the states.
3. We are now to inquire what pedagogic principles can be invoked to justify Dr. Harris in throwing vthe whole weight of his influence against the evolution 'of the ungraded country school into the graded school. And first, wemust bear in mind Ith1at the subject of the report of Dr. Harris is "Instruction 'and Discipline in the Rural Schools." First, dficient instruction must be adaptedto the capacity 'ofthe learner, otherwise it cannot be grasped land assims ilated. Second, other ,things being equal, instruction is

410
more efficient when given to pupils associated in classes than when given to individual pupils, Not only does a pupil gain much information from his classmate during a recitation, but t,he recitation gives him 'an insigJ)).'t into the individual capacities and peculiarities of those 'among whom he is to succeed or fail in professional or business life: Third, efficient instruction requires a reasonable length of time fora class exercise. In a city graded school, with at lerust one teacher for each grade of work,the three principles-adaptation of instruction to the capacity of the learner, grouping of pupils into classes, and a reasonable time for recitation-s-oan be conserved. But, in a rural school with one teacher, 1:10 maintain one of :these principles is to sacrifice 'another. The principal of the adaptation of instruction tocapacityoan be adhered to by dividing the pupils into eight grades of advancement ; but such division gives a minimum time f'or recitation 'and a minimum 'association of pupils. If, however, pupils of ,the third iand fourth, firth land si:x:th, seventh land eighth years of advancement he grouped into bee corresponding grades, we secure a longer time for recitation and a larger measure of association, but we violate the principle of adaptaeion of instruction 'to capacity, thus associating, in iJhe same grade and class, pupils two years 'apart in their 'advancement. It thus appears that the problem of the most efficient instruction in , a rural school with one 'teacher is one of maxima and minima. The principle 'of adaptationof instruction to capacity forever antagonizes the ather two. A maximum adherence to :it means a minimum adherence to the 'other two, and vice versa. Perfect adaptation of instruction to capacity would necessitate a grade for each pupil. Dr. Harris' report shows that he feels that, when pupils ollie year apart in adavncement have been grouped in the same grade, this great principle of 'adaptation of instruction to eapaeity has been strained to its utmost limit, a:ndtJha:t lany sacrifice

411
thereafter must. 'Come from other antagonistic and minor principles. His report throughout shows that he considers adaptation of instruction to capacity the paramount and controlling principle; and '1)he fact t.hat he has made thisthe burden of his report shows with what trained 'acumen ihe has brushed aside the trivial and subsidiary, and has laid grasp upon the vital and fundamental. A still more universal principle underlies. this valuable report. It is this: that the success 'of Ian institution of any kind-political, religious, economic, educational-depends upon its adaptationto its environment. A republic is, no doubt, abstractly the best form of government; but equally true is it that, under 'Certain environment, 'an 'aristocracy or a monarchy is better thana republic. I take it,then, that Dr. Harris has been a spectator of this evolution of the rural school, with its pecular environment, into the city graded schools, with a very different environment, still he has said to himself: "This is a forced andartifical evolution." Having arrived at the conviction that the rural school with one teacher cannot, without injury, be metamorphosed into a graded school, Dr. Harris addresses himself to the problem of changing the present rural school conditions, (1) through transportation of pupils and (2) through pupil-teachers. Now this goes to the very 'heart 'Of the question. For, through the transportabion 'of pupils to central schools, rthe rural school conditions are transformed into city school conditions, and instruction can then proceed in harmony with the three principles above discussed, Or, if pupil-teachers are employed, or if the pupils of the higher grades-c-flfth, sixth, seventh, and eighth, or seventh 'and eighth onlybe transported, the rural school condition will be in 'a measure removed, and instruction can proceed more in harmony with these principles. It is true that transportation of pupils now seems practicable only in a small portion of the territory of the United States, ,andt!hat pupil-teahcing meets with but little favor 'among rural school-teachers and

412
pupils; but a careful study of the report of Dr. Hams will, no doubt, lead to a larger use of pupil-teachers and a much wider extension of pupil transportation, especially in the upper grammar grades. During the last few decades there has been in roperaition in many 'of the western states a strong evolutionary force, which has eliminated most. of the high-school branches from the majority 'Of the 'Country schools. In such eases, 1Jhe pupils who have completed 1Jhle eight years' work of the country school are expected '110 find high-sehool instruction elsewhere at :tJheir own expense of tuition land transportation. !ay not this same evolutionary force, in its own due time, similarly eliminate from the rural schools 'the work of Grades 7 and 8? Whether such rejected pupils will be transported or not will depend upon the sentiment 'of the community. In favor of the ultimate transportation of not only Grades 7 and 8, but of higher grades, is that greet socialistic force that has given birth to our free-school system, our postal system, and our asylums for physical, moral, and mental delinquents. Having addressed himself to the modification of rural school environment through pupil transportation and pupil-teachers, the Doctor finds himself face to face with a great body of rural school conditions which 'are unmodified and at present unmodifiable. I't is here that 'he makes his plea for individual instruction rather than the instruction, in the same class, of pupils who are more than '3, year apart in their advancement.
4. The branches oftheeight years' course oftihe rural school are: writing, drawing, music; physiology, grammar, civil government; spelling, language, geography, history, reading, arithmetic, We shall be able to get a better understanding of the subject if we suppose a city scho'ol of eight grades, four rooms, and four teachers to be suddenly reduced to one-fourth its former number of pupils, rooms, land teachers. There will then remain one teacher, one

413
room, eight grades 'of pupils and eight grades 'of work, and, say, forty pupils; that is substantially rural school conditions, Tlhis one teacher 1I'0W finds that, while he has no more pupils to instruct, than lie had before, these pupils are scattered 'among the eight grades. If he adheres strictly to 'the former graded structure of the school, keeping each grade of pupils distinct in 'all the branches (allowing six recitationsa day to each grade), he will have eight times six, or forty-eiglrt, classes. This gives him an av'erage of about five minutes for a recitation period, The inadequacy of this time forthe development 'of a subject needs no comment. He must group these scattered pupils into classes, largely igll<Oring grades, land many 'of these classes will contain pupils from different grades. By almost unanimous consent :iltils agreed that the pupils of the eight grades can be grouped, for general exercises, in writing, drawing, and music, requiring but 'one recitation period for each brunch. One recitation period will answer for each branch in grammar, physiology, and civil government; two recitation periodseach in spelling, language, geiogvaphy, and history; four in reading, five inelementary numbers and arithmetic. This gives uwenty-three recitations, ranging from ten minutes in the lowest grades to twenty in the highest. It will be observed that I state 'above that many 'of these classes will contain pupils from different grades, Here 'appears the significance of my definitions 'of class and grade in. the beginning 'of this discussion-definitions on ,,,hi'0'h the teachers of this country are far from being 'a unit. The fundamental principle underlying grading is symmetrical development, The fundamental principle underlying classifying is harmonious development. Symmetrical development aims to advance the pupil with equal place in all the branches; harmonious development aims to advance him in harmony with his individual capabilities. Many of the pupils of our best graded schools are classified in violation

414
of the principle of harmonious development. This statement takes no note of mistakes in grading, by which pupils are assigned to the wrong grades. The grading of schools in accordance with the principle of symmetrical development necessitates a violation of the principle of harmonious development. I have reference to those pupils who are assigned to the right grade in a majority of the branches they pursue, but who, in one or more branches, belong to grades above or below the one to which they are assigned. It, therefore, follows that the reorganization consequent upon transforming the four-teacher school into the oneteacher school would bring some pupils into classes better suited to their abilities than the classes to which the graded system had assigned them, thus bringing about a slassifieation more in harmony with the principle of adaptation of instruction to the capacity of the learner. Classification and its correlative principle of harmonious development are the cornerstone of the rural school; grading and its correlative principle of symmetrical development are equally fundamental to the city school. In a graded school the pupil is assigned to classes belonging to one grade only; in the country school he is assigned to classes 'adapted to his capacity, regardless of the number of grades represented by these classes. I institute no comparison here as to the relative merits of the principles-harmonious development and symmetrical development-but simply state the fact of their relations respectively to the city and rural schools.
If practical 'adaptation of instruction to the capacity of the pupil were really attainable in the graded school, I should hesitate to recommend a classification thrut would group, in one class, pupils more ,than a year apart in their advancement, But such adaptation is largely ideal and theoretical. However well Ithe school be graded, the strongest pupils and the weakest are separated by a long distance in the character, 'or grade, of their work. Whether in the primary, the grammar, th'e rhi~h school, the college,

415
01' 'the university, 'a certain per cent. of the students do most of the highest order of work. These strongest pupils discover and develop ,the deepest relations, The weaker
pupils soon learn to repeat the stereotyped expressions of
these relations, and to store rtiliem away in their memories to be fished forth at stated intervals 1;Jy the written test. The Apostle Paul, thas he might not. offend his brother, would eat no more flesh while the world stood; but a large per cent. of the students of 'all grades, not from fear of offending their brother, but from Itheir very mental eonstitutions, abstain, with equal fidelity, from the strongest mental diet. I can select, at random, one-half 'tJhe pupils from Grades 6 and 7 of a city school, 'and put them to studying, indifferently, Niorrth America, South America, Europe, \)1' Asia,andtJhe former leaders in Grades 6 and 7 respectively will still lead. Wh'at is true of geography is true of 11story, civil government, physiology, spelling and reading, and, in a measure.of grammar land'arithmetic. Certain pupils are mentally built for' 'accuracy, clearness, depth, and powell'; others for' relative inac-curacy, 'obscurity, shallowness, 'and weakness. A rule requiring, as III eondieion of promotion, that all pupils, of any certain grade, should do as high an order of work M is being done by some of 11he pupils of that grade, would virtually stop the wheels of promotion. Many of the pupils would never reach a higher grade; many others would do so only after repeated attemptsamd failures.
The gist of Dr. Harris' objectionto gl"ouping pupils who are more than a year apart in -their advancement is that the mare advanced pupils will be kept marking time, while the less advanced will be dragged along 'at an unnatural rate. My answer is that the strongerr pupils will do the higher order of thinking, just as they always do, while the weaker pupils will do the lower order of thinking,rus they always do, getting some knowledge from the books, some from the

416
teacher, and some from their stronger classmates. The rural schoolhas the advantage 'over ,t.he city school in that .its pupils learn much from the recitation of classes to which they do not helong. In a graded school, the walls of the schoolroom shut pupils out from what is being recited in other grades. In 'a: rural school, the pupil can listen 110 the recitation of any grade. You tJ8l1 me that this is <absorption, that the pupil gets this outside knowledge rut the expense of the preparation of his own lessons, andthat the practice of listening to otrhll' recitations militates against the principle 'uhata great <aim in education is to learn to master the printed page; but it is nevertheless the testimony of many of our grerutest educators that the knowledge 'thus obtained by them in the country school was invaluable, The mind has strange uod subtle methods of threading its way to knowledge, not always <in Iharml()ny with the pedagogue's theory. "Vihatteacher in arithmetic (who has 'had the courage, temporarily at least, to lay aside his cut-and-dried soIution-formula) has not been surprised and delighted 'at the ingenious methods different pupils have '(If solving problems? WJ::Lia,t master of the topical method in history, civil gov;ernment, or literature ihrus not marveled at the rich relations revealed by pupils when left free to take their own initirutive? A nation does not postpone its entrance upon a career of republican government till all its members are ready for self-government. The members of a church <are not of equal intellectual or spiritual caliber, nor are the members of a family; yet they 'are assoeiated in one clas&Ij;'h'e state, the church, the family, In actual life, persons of all degrees of 'advancement behold alike ,the same procession of tihe heavens, the same succession of S8000lliS, the same world-happenings; but all do not get the same kind and amount of information from the marshaling of the eonstellations, rflhe budding land fruiting of spring and summer, and the drama 'of events daily unfolding. I grant 1JhatThe

417
examples above given are not identical with the 1fu.ing to be exemplified; but they present important elements of similarity. Finally, I am fully convinced 1J~at the rural school conditions necessitate a departure from the doctrine 810 ably laid down by Dr. Harris, and I believe principles can be found to justify such departure. Whether 'or not I have
found these principles and set them forth in rflms supple-
mentary report is another question. L. E. WOLFE.

T
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TABLE No.1.
STATISTICS OF COMMON SCHOOLS.

II

APPLING.

NUMBER OF TEACHERS.

WHITE.

I

COLORED.

TOTAL.

I~~~f. I Male.!Female.\ Total. Male.!Female.! TotaL Male.! Female.

29 I 23 I 52 II 8 I 10 1 18 II 37 \ 33

70

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

Whitelcolored.[ Total. White\colored \Total. Whitelcolored.\ Total.

I 15

5 ! 20 1\ 26 I 9 \ 35 II 11 \ 4

,15

Number of normal trained teachers-white, 3; colored, 4 j

total

"

.

7

Number of white schools, 51; colored, 17; totaL.........

68

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

<f~~f. Male.l Female.: Total. Male.! Female.\ Total.1 Male1 Female. \

I 8881 814 11,702\\ 2931 344 637111,1811 1,158 \ 2,339

III

APPLING-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

~lale1 ~~~~t Female.! TotaL, MaleIFemale1 Total. Malel Femalel

.. .. \ .. .... 1 955 11...... 1..... ; .. [ 440 11...... / ........ 1 1,395

MONTHLY COST.

.A verage monthly cost per pupil. . . . . . ..

.. .

$ 1 15

Amount of average monthly cost paid by the State......

95

.TEACHERS' SALARIES. Average monthly salary paid teachers:

FIRST GRADE. White. Colored.

SECOND GRADE. I
I

THIRD GRADE.

I I White.

I
I

Colored.

White.

I

Colored.

$30 00

II II $30 00

$2500 i $25 DO
I

$20 00

$20 00

Number of visits made by the commissioner during the

year..

..

. .. .

. . .. . . ..

51

Whole number of days schools were kept in operation

during the year

" ..........

100

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0;

total, 0; total value

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

'" . . .. .

. $ 500 00

Number of school houses in county not belonging to

county board, 50; total estimated value

$ 2,50000

Number of school houses in cities and towns belonging to

county board, OJ total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 0; total estimated value ....

IV

.APPLlNG-COl'lTI~UED.

FINANCIAL STATE~fEl'l'J;-Receipts,for the year:

Balance in hand from 1895. . . . . . .. . . . . . . . . . . . . . . . .. $

Amount treasurer's quarterly checks

6,847 7Z

Amount from any and all other sources, Including

supplemental checks

"

!J 94

Total receipts

$ 6,857 66

EXPENDITURES:

Salary of county school commissioner

$ 224 00

Salary of members of board of education

. 89 50

Postage, printing, and other incidentals

. 45 84

Amount expended in the purchase of school supplies

and buildings

.

. 186 67

Amount paid to teachers. "

. 6,308 89

Total.

.

$ 6,854 90

Balance remaining on hand

'"

$

2 76

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 6 638 76

PRJVATE SCHOOLS:
Number of private high schools in the county, 2; number of private elementary schools, O.

LOCAL SCIIOOL SYSTEMS:
Name of local school system, and where located, .................. , name of superintendent,

COLLEGES:

Name of colleges in county and their loeation ,

.

TEACllERS' I~s'rI'J'UTE:
Where held, Baxley, Jnly l:;th to 18th; name of conductcr, John C. Bennett.
Number of school libraries 0; value, $'0.

y

BAKER.

NUMBER OF TEACHERS.

wlIITES.

I

COLORED.

i

TOTAL.

--

I Male. Female. Total.

---'[1 . 4

10

14

I

I

Male. Female .[Total.

I Male .F emaIe. ITGortaalll.d

__1_-

-------
6

9 I 15

10 -~129

GRADES OF TEACHERS.

FIRST GUADI;:.

SECONT> GRADE.

THIRD GRADE.

White!colored.ITotal.l Whitelcolored.:TotaJ. White\colored.\ Total.

i 4! 2

6 1\ 9 I ; I ]6 Ii 3 I 7

10

Number of normal trained teachers-white, 2; colored, 3;

total. . . . .. . . . . .. _.........

5

SCHOOLS.

Number of white schools, 14; colored, 15; total .... '. . . .

2fl

ENROLL~IENT.
Number of pupils admitted during the year ;

WHITE.

1,

COLORED.

II

TOTAL.

'bll_mo.'. 1"'I'IFmn" . M-a-Ie-.-\-F-e-m-a-I-']"OI.L

\TOla111

i~~:;i"

I Ii I I~:j 179 [ 212 391 346

366 i 712 11 525 1 571\

VI

BAKER-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

I MaleIFemale1 Total. Male.\Female. \Total. Male. Female.IIGTortaanl.d

Hi I

13i I 254 11 218 1

240

I

458
11

355 1 3ii

I i1Z

MONTHLY COST.

Average monthly cost per pupil,

,$

.it

Amount of average monthly cost paid by the State. . . . . .

.il

TEACHERS' SALARIES. Average monthly salaries paid teachers:

FIRST GRADE.
I White. Colored.

SECOND GHADE. White. 1 Colored.

THIRD GRADE.
I White. Colored.

$ 2800 j$ 22 50 11$ 18 60 \$ 16 60 1[$ 16 00 1$ 15 00

Number of visits made by the commisssioner during the

year................ ..

. .. . .. .

.. . . .

Whole number of days schools were kept in operation

during the year ............ . . . . . . . . . . . . . . . .. .....

Number of school houses in the county belonging to the

county board of education--white, 2; colored, 0;

total 2; total value

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps/desks, seats, school

appliances, etc

, ..

Number of school houses in county not belonging to

county board, 2i; total estimated value............ $

Number of school houses in cities and towns belonging to

county board, 0; total estimated value ... , . .. . .....

Number of school houses in cities and towns not belong-

ing to the county board, 2; total estimated value. . . .

65100 250 00 100 00 500 00
35a 00

YJI

BAKER-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895...... .

.

Amount treasurer's quarterly checks

.

Amount from any and all sources, including supple-

mental checks

,

.

5 84 3,338 73

Total receipts .

3,344 57

EXPENDITURES:

Salary of county school commissiouer ..... .

.

Salary members board of education ...............

Postage, printing and other incidentals, and expert..

Amount expended in the purchase of school supplies

and buildings. . . . . . . . ..

. . . . . . . .. . .

Amount paid to teachers ........................ ,

315 00 6800 42 90
86 63 2,54405

Total

, . 3,05658

Balance remaining on hand. . . . .. .

. 287 99

Total amount of salaries credited to teachers during

the year, as per itemized statement

. 2,r,94 05

PRIVATE SCHOOLS:
Number of private high schools in the' county, 0; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located

.

... ...,

; name of superintendent....... .

.

COI.LEGES:

Name of colleges in county, and their location

.

TEACHERS' INSTITUTE:
Where held, Newton; date, July 25; name of conductor, J. B. Bethea.
Number of school libraries, 0; value, 0.

VIII

BALDWIN.
KU~IHER OF TEACHER~.

WHITK.

Male. \Female.\Total

I6

I 24

80

FIRST GRADE.

GRADES OF TEACHERS.

SECOND GRADE.

I

THIRD GRADE.

White!oolored.!Total. i:Whitp'Colored.\Total.1 White) oo]oredITotal.

~9 i i I 3 ! 22 I! 5

4 I !l Ii (;

I 23

29

Number of normal trained teachers-white, 10; colored :l:

total.. , . . .. . . . .

]3

SCHOOLS.

27; Number of white schools, 22; colored. total,.. .. . .. .

49

E:\ROLLMENT.
Number of pupils admitted during the year:

WH"'. :1 COW'""_1

'OTACo

Male.!Female. 1rotal.I! Male.!Female. jTotal. I MaleIFemaleI~f~r~

4551 420 I 875 11 726 I 941 \'],66711 ],]8]: 1,361 j 2,542

IX

BALDWIN-Co:\TIxrED.

ATTENDA:\CE. Av-erage number of pupils in daily attendanee:

WHITE.

COLORED

TOTAL.

MaleIFemale.!Total. MaleiFemale. iTotal. l\1ale.~e-m-a-le.f~~~~~

27.';

297 I 572 11 427 I 559 I 986 11 702 i 856 11,558

I

MONTHLY COST.

Average monthly cost per pupil.. . .. .

.

.95

Amount of average monthly cost paid by the State.

.95

TEACHERS' SALARIES.

Average monthly salary paid teachers:

I~~cOJm FIRST GRADE.

GRADE.

THIRD (;RADE.

j White. Colored.
$ 32 00 1$ 2<1 00

I White.: Colored.
11:1; 25 00 1$ 20 00

White. I Colored.
I

1$ 20 00 i

1$

1800

Number of visits made by the commissioner during the

year.

Whole number of days schools were kept in operation

during the year

"

Number of school houses in the county belonging to the

county board of education-white, 7; colored, 0; to-

tal 7; total value .. .'

'"

.,$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

.

Number of school houses in county not belonging to coun-

ty board, 7; total estimated value

'"

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

N umber of school houses in cities and towns not belong-

ingto the county board; 1; total estimated value....

75 100 2,000 00
1,200 00 750 00

x

BALDWIN-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

"

.

Amount of treasurer's quarterly checks

$

Amount from any and all other sources, including

supplemental checks.

8,149 ()(} 53 47

Total receipts

$ 8,202 47

EXPENDITURES:

Salary of county school commissioner Salary of members of board of education

,

$ 55000

, 48 oo-

Postage, printing, and other incidentals

. 125 97

Amount expended in the purchase of school supplies

and buildings

"

. 18 50

Amount paid to teachers .. '"

. 7,460 00

Total.

$ 8,202 47

Balance remaining on hand

.

Total amount of salaries credited during the year. as

per itemized statements

$ 7,460 00-

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, 6.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

..

name of superintendent,

COLLEGES:
Name of colleges in county and their location-Georgia Normal: and Industrial College, Milledgeville, Ga.; M. G. M. & A College, Milledgeville, Ga.
TEACHERS' INSTITUTE: Where held, Milledgeville, Ga.; date, June 6th to lOth inclusive; name of conductor, Prof. W. E. Reynolds, Milledgeville, Ga.
Number of school libraries: 1; value, $150 00.

XI

BANKS.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

\<f~~:f. Male.j Female1 Total. Male. \Female.\ Total. Male. \Female.

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

WhiteIColored.\ Total. White!colored.! Total. Whitejcolored.1 'l'otal.

I24

3

II I 5

12
1

2I 4

6

Number of normal trained teachers-white,l1; colored, 4 j

total

" .. . . . . . . . .

15

SCHOOLS.

Number of white schools, 32; colored. 10; total... ... . . . .

42

ENROLLMENT.

Number of pupils admitted during the year:

WHIT~.

I

COLORED.

TOTAL.

FemaleI~~~~~ I I I Male. \Female1 Total. Male. Female. \ 'l'otal. Male:

1,206\1,059 12,2651\ 3051 318 I 623 111 ,511 \1,377 12,888

XII BANKf-\-COXTINUKD.
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

I I I ' I Male. Female. Total. Male.IF emale. Total. Male.:!I Female. IGToratanld.

~27-1 [I 23 I 50

20 I 22

42 JI 47

46 \ 93

Average monthly cost per pupil

,.

Amount of average monthly cost paid by the State

.

TEACHERS' SALARIES. Average monthly salary paid teachers:

$1 00 69

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I White. Colored.

I White. Colored.

White. I Colored. I

$ 30 00 1$ 2400 11$ 21 00 \$ 17 00 11$ 16 00 1$ 15,00

Number of visits made by the commissioner during the

year., ,

,

, .. ,

,

R4

'Whole number of days schools were kept in operation

during the year

,'.. ,

'

, ,.

100

Number of school houses in the county belonging to

county board of edncation-white, 0; colored, 0;

total, 0; total value.,

,,

' ,.'

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

,

,..... '

$

2no 00

Number of school houses in county not belonging to

county board, 39; total estimated value,

, ..

::,000 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value,

.

Number of school houses in cities and towns not belong-

ing to the county board, 4; total estimated value. . ..

4,730 00

XIII

BANKS-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 189."; . . . . . . . ..

.

.

Amonnt treasurer's. quarterly cbecks.......

Amount from any and all other sources, including

. supplemental checks

.

5,79400

Total receipts

.

5,79400

EXPENDITURES:

Salary of county school commissioner ..

Salary of members of board of education (1895-1806)

Postage, printing, and other incidentals

.

Amount expended in the purchase of school supplies

and buildings . . . . . . . . . .. .

.

. Amount paid to teachers '.'

.

284 60 142 00
3200
5,33? 30

Total

.

5,791 90

Balance remaining on hand ..

2 10

Total amonnt of salaries credited to teachers dnring

the year, as per itemized statements. ..

0,232 28

PHIVATE SCHOOLS:
Number of private high schools in the county, 3; number of private elementary schools, 6.

LOCAL SCIIOOL SYSTEMS :

Name of local school system, and where located,

.

. . . . .. . . . . . . . . ; name of superintendent,

.

Name of colleges in county, and their location,

Where held: Homer, Ga.; date, June 15th-19th; name of conductor, J. W. Marion.
Number of school libraries, 0; value, $0.

XIV

BARTOW.
NUMBER OF TEACHERS.

WHITE.

II

COLORED.

II

TOTAL.

~~~~~ MaleIFemale.[TotaJ.!IMaleIFemaleITota1.IIMale IFemale. \

I' I 27 \ 41 I 68 II 11 I 16 I 27 38 57

95

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE. II

WhiteIColored.ITotaJ.11WhiteIColoredI'fotal.ll WhiteIColored.!TotaJ.

I 3R

7 I 45 11 19 ) 6 I 25 II 11 I 14 I 25

Number of normal trained teachers-white, 2; colored, 0;

total........

2

SCHOOLS.
Number of white schools, 62; colored, 25; total,...... ........ ...... 87

EKROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.
fl

TOTAL.

~~~~l~ Male.!FemaleITotaJ.IIMaleIFemaleITotaJ.IIMale.IFemale.I

1,67711,516 13,19311 571 I 550 1 1,121 1/ 2,2481 2,068 1 4,314

xv

BARTOW-CONTINUED.

ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

II

COLORED.

TOTAL.

~~~~~ Male. [Female.!Total. lIMale.IFemale. [Total.IIMaleIFemale.j

875 1 787 11,66211 3961 398 I 774 11 1,271 1 1,165 1 2.'436

MONTHLY COST.
Average monthly cost per pupil .Amount of average monthly cost paid by the State

$ 1 00

.

77

TEACHERS' SALARIES. Average monthly salary paid teachers:

FIRST GRADE. WhitA.\ Colored.

II SECOND GRADE. II I White. Colored.

THIRD GRADE. I!
Ii Whitel Colored.

II I II 1$ $ 31 00 $ 31 00 $ 18 00 1$ 18 00 $ 14 00

1400

"Number of visits made by the commissioner during the

year.............................

75

Whole number of days schools were kept in operation

during the year.

100

.Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0;

total, 0; value

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

$ 250 00

Number of school houses in county not belonging to

county board, 30; total estimate value.............. ...... ... 2,500 00

.Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

.Number of school houses in cities and towns not belonging

to the county board, 10 ; total estimated value

$ 12,500 00

XVI

BARTOW - CONTINUED.

FINANCIAL STATE~lENT-Receipjs for the year:

Balance in hand from 1895

,

$ 106 26

Amount treasurer's quarterly checks

'"

. 11,823 38

Amount from any and all SClGrCeS, including sup-

plemental checks

.

Total recei pts

.

.........

$ 11,\l29 64
----

EXPENDITURES:

Salary of county school commissioner

$ 484 .50

Salary of members of board of education

. 108 00

Postage, printing, and other incidentals

. 131 98

Amount expended in the purchase of school supplies

and buildings

.. 100 00

Amount paid to teachers

,

. 10,066 26

TotaL

'.. .

Balance remaining on hand '"

$ 11,890 74
. 38 no

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ , 1l,0f36 2ti

PRIVATE SCHOOLS: Number of private high schools in the county, 0; number of private elementary schools, 0.
LOCAL SCHOOL SYSTE~IS:
Name oflocal school system, and where located, Cartersville school, Cartersville, Ga.: \Y. \Y. Davis, superintendent.

COLLEGES:
Kame of colleges in county, and their location, Euharlee Instltute, Euharlee, Ga.; West End Institute, Cartersville, Ga.
TEACHERS' lXSTl'ITTF: Where, held, Cartersville, Ga.; Date, June 2\)-30, July 1, 2 and :); conductor, D. L. Earnest.
Number of school libraries. 1; value, $.50.00.

XVII

BERRIEN.
NUMBER OF TEACHERS.

WHITES,
Male.[Female . [Total.

COLORED.
Male.jFemale.\Total.

TOTAL.
1 Male. Female .I~~~~~

41 I 14 I 55 II 10

I 2

12 11 51 I 16 I 67

GRADES OF TEACHERH.

FIRST GRADE.

SECO,ND GRADE.

THIRD GRADE.

WhitelColored.jTotal. Whitel COlored.\'l'otal. White\colored.[Total.

4

Number of normal trained teachers-white, 7; colored,

4 j -total,

,...................................

14
1
11

SCHOOLS.

Number of white schools, 47; colored, 11 j total...

58

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

Male.!Female.!Total. Male.jFemale [TotaL I .Male.IFemale.I~~~~~

.,

3~4 1,235 1 1,198 1 2,433 [I 25H I

I 577111,48811,522 1 3,010

XVIII BERRIEN-CONTINUED.
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

Male.IFemale.I'rotal. MaleIFemaleITO~al. MaleIFemaleI~~~~

11,501 II

!

I 3331l!

1,834

MONTHLY COST.

Average monthly cost per pupil. ,

,.,.,

$

Amount of average monthly cost paid by the State.. .. .. .

TEACHERS' SAl,ARIES. Average monthly salary paid teachers:

1 10 75.

FIRST GRADE.
White. II Colored.

I SECOND GRADE.

THIRD GRADE.

II I White. \ Colored. White. Colored.

1$ $ 30 38 1$ 21 36 11$ 20 68 j$ 9 00 11$ 15 68

900

Number of visits made by the commissioner during the

year

'

,....

62'

.Whole number of days schools were kept in operation dur-

ing the year......... ..

100>

Number of school houses in the county belonging to the

county board of education-white, 7; colored, 0; to-

tal, 7; total value

'"

" , $ 1,050 OQ.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats. school

appliances, etc., belonging to board of education.. ~ . '. . . 75 00

Number of school houses in county not belonging to coun-

ty board, 33; total estimated value .... ; . . . . . . . . . . . . . 1,600 OQ.

Number 'of school houses in cities and towns belonging to

county board 0; total estimated value ..............

N umber of school houses in cities and towns not belong.

ing to the county board, 8; total estimated value..... 4,500 00.

XIX

BERRIEN-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$ 1 97

Amount treasurer's quarterly checks

, . , . 7,829 16

Amount from any and all other sources, including sup-

plemental checks

,

.

Total receipts

, $ 7,831 13:

EXPENDITURES:

Salary of county school commissioner

$ 760 00'

Salary of members of board of education

. 8600

Postage, printing, and other incidentals

. 7910

Amount expended in the purchase of school supplies

and buildings .. ,

.

Amount paid to teachers. . . . . . .. .

. 6,87633.

Total

:

$ 7,801 43:

Balance remaining on hand. . . . . . . . . . . . . ..

29 70.

Total amount of salaries credited to teachers during the year, as per itemized statements. . . . .. .... .. 6,876 33:

PRIVA1E SCHOOLS: Number of private high schools in the county, 4; number of prj'-vate elementary schools, O.
LOCAL SCHOOL SYSTEMS: Name of local school system, and where located, ...... , name of superintendent, .... ,
COLLEGES: Name of colleges in county, and their location,
TEACHERS' INSTITUTE:
Where held, Tifton; date, J une 22-29, 1896; name of conductors, Eo C. Branson, L. B. Evans, Miss E. R. May, and Miss Ida Young.
Number of school libraries, 1; value, $:;0.00.

xx

BROOKS.
Nmn~ER OF TEACHERS.

WHITE.

II

COLORED.

III

TOTAL.

MaleIFemaleITotal.IIMaleIFemaleITotal.l!MaleIFe~ale<1f~~~

I I I I I I I 16

24

40 20

13

33 II 36

37

73

GRADES OF TEACHERS.

FIRST GRADE.

II SECOND GRADE.

II

THIRD GRADE.

WhiteIColoredITotal.ll;::l~d.ITotal.IIWhiteIColored.'rlota!.

II 23 I 4 I 27 II 8 I 2 1 10 9 I 27 I 36

Number of normal trained teachers-white, 20; colored,

6; total.

'.

26

SCHOOLS.

Number of white schools, 40; colored, 33; totaL

..

73

ENROLL)IENT.
Number of pupils admitted during the year:

WHITE.

II

COLORED.

1\

TOTAL.

~~:I~ MaleIFemale.!Total.II Male.!Female.!TotaI.IIMale.!Female1

I 676\ ' 687 11,36311 6131 722 !1,B35-\11,289!1 ,409 2,698

:XXI

BROOKS -CONTINUED.

ATTENDANCE. Average number of pupils in daily attendance:

WHITE . .

II

COLORED.

TOTAL.

MaleIFelllaleIT::~l.IIMaleIFema}eITotal. " ~~~:f /IMaleIFemale./

454 1 462 I 916 11 373 j 451 I 824 11 827 1 913\ 1,740

~IONTHLY COST.

Average monthly cost per pupil..

$

Amount of average monthly cost paid by the State......

TEACHERS' SALARIES. Avera~e monthly salary paid teachers:

1 20 98

FIRST GRADE.
I White. Colored.

SECOND GRADE
White. j Colored.

THIRD GRADE.
I White. Colored.

$ 50 00

3000

1*

1$

40 00

1$

20 00

$ 25 00
I

1$ 15 00

Number of visits made by the commissioner during the

year............

66

Whole number of days schools were kept in operation

during the year... ..

.

100

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0;

total value...... .

..

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc

$ 500 00

Number of school houses in county not belonging to

county board, 62; total estimated value

3,500 00

Number of school houses in cities and towns belonging

to county board, 0; total estimated value

'

Number of school-houses in cities and towns not belong-

ing to the county board, 4; total estimated value..... 7,500 00

XXII

BROOKS-CONTINUED.

FINANCIAL ST-ATEMENT-Receiptsfor the .year :

Balance in hand from 1895

$

Amount treasurer's quarterly checks......... .. .

Amount from any and all other sources, including

supplemental checks

' ..

2,M7 U8 9,39800

Total receipts......

..

$ 11,9~5 08

EXPENDITURES.

Salary of county school commissioner

$

Salary of members of boardofeducation

.

Postage, printing, and other incidentals

..

Amount expended in the purchase of school sup-

plies and buildings , . .

..

Amount paid to teachers

.

500 00 3000 10000
13000 9,327 75

Total.

$ 10,087 75

Balance remaining on band

$

Total amount of salaries credited to teachers during

the year, as per itemized statements

$

1,827 73 9,327 75

PRIVATE SCHOOLS:
Number of private higbscbools in tbe county, 0; number of private elementary schools, 0.

LOCAL SCHOOL SYSTEMS:
Name of local achool sytem, and where located, Quitman Graded school. Quitman, Ga.; name of superintendent, E. J. Robinson.

COLLEGES:

Name of colleges in county, and their location,

..

TEACHERS' INSTITUTE: Where held, Valdosta; date, June ... ; name of conductor, ..........
Number of school Iibrariea.Dj.value, $ 0.

XXIII

BRYAN.
NUMBER OF TEACHERS.

WHITE.

)1

COLORED.

II

TOTAL.

MaleIF~male.)rotal.llMa1e.!Fem,ale ITot~t. !!MaleIFemale.\ ~~:~~

_111_ 7 I 18 II 14 11 14 1\ t5 I 7 I 32

GRADES OF TEACHERS.

FIRST GRADE.

II

SECOND GRAD~;.

II

THIRD GRADE.

I I Whitel COlored.,Total. \ Whi.telColored. Total. II Whitelco!Ored./Total.

I 51 .... 1 .5 II 9 2 I 11 II 4 I 12 I 16

Number of normal trained teachers-white, 3; colored, 3;

total ,

,

6

SCHOOLS.

20; Number of white schools, colored, 14; total

34

ENROI.LMENT.
Number of pupils admitte~;duringtheyear:

WHITE.

II

COLORED.

II

TOTAL.

MaleIFemaleITo~al.IIMa~,eIFemaleITotalIIMal~,[.Female., ~~~~r

3251 3071 63211 2691 258 I 527 11 59~1 565 I 1,159

XXIV BRY AN~CONTINUED.
ATTE.NDANCE.
Average number of pupils in daily attendance:

WHITE.

II

COLORED.

II

TOTAL.

~;::~~ Male.!Female.\Total.lfMa1eIFemale.jTotal.IIMaleIFemale1

__ 198 1 208 I 4061 1 116 1 187 I 303ll 314 1 395 1 709

MONTHLY COST.

Average monthly cost per pupil. . ..

'

$

Amount of average monthly cost paid by the State. . . .

1 21 84

TEACHERS' SALARIES.
Average:monthly salaries paid teachers:

FIRST GRADE.

II

I White. Colored.

II SECOND GRADE.

THIRD GRADE.

I I I Colored. White. Colored.

1;-;00 $ 2200 1$ 22 00 11$ 18 00

11$ 14 0(1 1$ 14 00

Number of visits made by the commissioner during the

year..........

Whole number of days schools were kept in operation

during the year. . . . ..
0; Number of school houses in the county belonging to the county board of education-white, colored, (l; total,

OJ total value

.

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

'" . . . . ..

Number of school houses in county not~~longing to

county board, 34 j' jiotal estimated v,a:lue. . . . . . . . . . .

Number of school houses in cities and towns belonging to

county board, 0; total estimated value .... , ... ' ....

Number of school houses in cities and towns not belong-

ing to the county board, 0; total estimated value ....

109
1l(}
$930 00 1,607 O()

xxv

BRYAN-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

.

Amount treasurer's quarterly checks

$

Amount from any and all sources, including supple-

mental checks

3,566 46 1 80

Total receipts

$ 3,568 26

EXPENDITURES:

Salary of county. school commissioner .

Salary of members of board of education

.

Postage, printing, and other incidentals

.

Amount expended in the purchase of school supplies

and buildings

.

Amount paid to teachers

.

22200 3800 30 65
275 00 3,00261

Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. $ 3,568 26

Balance remaining on hand

.

.

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 3.226 61>

PRH'ATE SBHOOLS:
Number of private high schools in the county, 1; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:

Name of local system, and where located .....................

. . . . . . . . . . . . . . . . . . . . . . ; name of superintendent . .

.

COLLEGES: Name of colleges in-county, and their location

TEACHERS' INSTITUTE:
Where held,Ellabell, Ga.; date, July,Aug. 3, 1896; name of conductor, W;E. Rambo and other members of institute.
Number of school libraries, 1; value, $20.00.

XXVI

BULLOCH.

NUMBER OF TEACHERS.

I

WHITE.

COLORED.

TOTAL.

--c---_.---_II__-,--_ _,----__II__-,

-c

_

I I ~~~f Male.1Female1 Total. Male. Female1 Total. MaleIFemale. \

I I II 39' 38

I I 77 11 t 19

30 50

57 ! 107

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GR.~DE.

THIRD GRADE.

White!colored.l1'otal. Whitejcolored1 Total. White!COlored,j Total.

I I 1--;- 37 I 8 45 II 31

11 I 42

i 9

11

Number of normal trained teachers-white, 7; colored, 2;

total

_.. '" . . .. . . . .

9

SCHOOLS.

N umber of white schools, 73; colored, 30; total .... _. . .

103

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COL'mED.

TOTAL.

I Male.jFemale.! Total. Male. Female.1 Total. Male.1 Female:I'~~~~~~

I 1,253 1242 \2,49511563

556 11,119111.816[1,798 1 3,614

XXVII
BUL LOCH-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLOBED.

TOTAL.

<f~~r Male.1Female1 Total. Male.[FemaleITotal. Male1 Female1

I 809\ 83! 11,65311 4191 415 834 111,228 [ 1,249 1 2,477

MONTHLY COST.

Average monthly cost per pupil

$

Amount of average monthly cost paid by the State

1 02 66

TEACHERS' SALARIES.
A verage monthly salary paid teachers:

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I I I White. Colored. White. Colored. I White. Colored.

.\* I $ 26 86 1$ 22 94 11* 23 00 22 00 II $ 13 12 * 16 59

Number of visits made by We commissioner during the

year. . . . .. . . . .. . . . . . . . . ..

160

Whole number of days schools were kept in operation dur-

ing the year. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

100

Number of school houses ill the county belonging to the

county board of education-white, 0 j colored, 0 j total,

0; total value

.

.

Estimated. value of all other property, including school

* supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

1,106 00

Number of school houses in county not belonging to

county board, 100; total estimated value

10,000 00

.N urnber of school houses in cities and towns belonging to

county board, 0 j total estimated value

.

..N um ber of school houses in cities and towns not belong-

ing to the county board, 0 j total estimated value ....

XXVIII

BULLOCH-CONtINUED.

FINANCIAl, STATEMENT-Receipts for the year:

Balance in hand from 1895

"

.

Amount treasurer's quarterly checks

$ 8,987 04

Amount from any and all other sources, including sup-

plemental checks

.

.

Tutal receipts

$ 8,987 04

EXPENDITURES:

Salary of county school commissioner ,

$ 437 50

Salary of members of board of education

.

. 5600

Postage, printing, and other incidentals

. 127 07

Amount expended in the purchase of school supplies

and buildings

. 160 30-

Amount paid to teachers

.. 8,206 17

Total. . . . . . . . . . . . . . . . . . ..

.

$ 8,987 04

Balance remaining on hand . .

.

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 8,206 17

PRIVATE SCHOOLS:
Number of private high sch 101s in the county, 2 j number of private elementary schools, 20.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

.

name of superintendent,

.

COLLEGES: Name of colleges in county, and their location,

TEACHERS' INSTITUTE:

Where held, Statesboro; date, July 19th to 24th; name of con-

ductor,

.

Number of school libraries, 1 j value, $20.00.

XXIX

BURKE.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

Male. Female.!Total. Male.!Female. Total. Ma1e IFerllale. GTortaanld.
~\-2-3-\~1-:-1-;0-1-;-11-5-94-3 --I -10-2--

GRADES OF TEACHERS.

FIRST GRADE

SECOND GRADE.

THIRD GRADE.

I White Colored Total. White Colored. Total. White Colored. Total.

-- --- -- -- ---- -- ---'--- --

29 I 4

33

10
1

10

I 20

1 I 48 I 49

14; Number o r normal trained teachers-white, colored, 0;
total. . . . . . . .. . . . . . ..

14

SCHOOLS.

40; Number of white schools, colored, 62; total

102

ENROLLMENT.

Number of pupils admitted during the year:

----------,-,--------_._-,------_.- - -

I II . eow". I WH"."

M I F=" G"Dd

i Male. Female. Total. Male. Female. Total. a e. emale, Total.

~1~i~I~I~i;-I~II~I-2~~

xxx.
B URKE-CONrINU.&p.
ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOT-AL.

Male.\Female.!TotaL Male. Female., Total. 'Male. Female. Total.
-..-. --I~II--"I--II~I--. I---~

MONTHLY COST.

Average monthly cost per pupil.

$

.99

Amount of average monthly cost paid by the State

.99

TEACHERS' SAI,ARIES.
AVI' rage monthly salary paid teachers:

FIRST GRADE.

II

I White. cUlored11

SECOND GRADE.

II

THIRD GRADE.

I II I White. Colored. White. Colored.

$ 7000 1$ 30 00 11$ 50 00 1$ 25 00 \\$ 35 00 1$ 20 00

N umber of visits made by the commissioner during the

year...

..

141

Whole number of days schools were kept in operation

during the year.. . . . . . . . . . . . . ..

109

Number of school houses in the county belonging to the

county board of education-white, 8; colored, 0; total,

8; total value...... .

ilI: 2,400 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

" .. ;'

'" . . . . . .. . . . . . . . . 394 00

Number of school houses in county not belonging to

county board-white, 25; total estimated value.. . . 6,000 00

Number of school houses in cities and towns belonging to

county board, 1; total estimated value. . . . . . . . . . . . .. 300 00

Number of schoolhouses in cities and towns not belonging

to county board, 4; total estimated value. . . . . . . . . . .. W,OOO 00

XXXI
BURKE~CONTINUED.

FINANCIAL STATEMENT -Receipts for the year:

Balance in hand from 1895 ,

,

.

Amount treasurer's quarterly checks

17,696 68;

Amount from any and all other sources, including sup-

plemental checks

12 83

Total receipts

'17,709 5t

EXPENDITURES:

Salary of county school commissioner. . .. .... ... 81600

Salary of members of board of education ........... 88 00

Postage, printing, and other incidentals ............ 10806-

Amount expended in the purchase of school supplies

and buildings.... . . . . . . . . . . . .. .

.

Amount paid to teachers ......................... 16,697 45 ----

Total

$17,709 51

Balance remaining on hand .. .

.

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 16,697 45

PRIVATE SCHOOLS:
-Number of private high schools in the county, 4; number of private elementary schools, 9.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

name of superintendent

.

.. " ..... ~

COLLEGES: Name of colleges in county and their location, none.

TEACHERS' INS1'ITUTE:

Where held, none held in 1896; date ,

conductor

.

. n.une oJ.

N umber of school libraries, 1; value, $200.00.

XXXII-

BUTTS.
NUMBER OF TEACHERS.

WHITE.

COLORED.

I

TOTAL.

I*~~~~ Male.\Female .!Total. MaleIFelllale .ITotal.1 Male.!Female

GRADES OF TEACHERS.

FIR~T GRADE.

SECOND GRADE.

THIRD GRADE.

White:colored.\Total. White!volored.\Total White Icolored.!TotaL

1

I 16

17

Number of normal trained teachers-white, 5 ; colored. 0;

total

,

,.......

5

SCHOOLS.

Number of white schools, 24; colored, 24; total..........

48

ENROLL"IENT.
Number of pupils. admitted during the year:

WHITE.

COLORED.

II

TOTAL.

I I~~~:I~ Male Female .!TotaL Male. !Female ITotal.l Male.!Female

i 802 1 738 1 1,540 Ii 788 \ 8:!1 \1,6fl9 11 1,590 1 1,559 3,149

XXXIII

B UTTS-COl'iTINUED ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

II

TOTAL.

, \. . I II Male. Female. TotaL I Male. IjFemale. \TGortaanld.

I II I 498 1

500

998 350

362

712 11 848 I 862! 1,702

MoNTHL Y COST.

Average monthly cost per pupil

"

$ 1 30

Amount of average monthly cost paid by the State. . . . . . .

73

TEACHERS' SALARIES. Average monthly salary paid teachers:

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I White.

I

i Colored. I 'Vhite1 Colored. White Colored.

I

--- -- "-

----

.. ~ - - _ _--~~--~_.

I
$ 400 1:;;

30 00 I'~ $ 3000\$
\1

II 20 00 $ 25 00 1$

15 (11)

Number of visits made by the commissioner during the

year

'"

, ,..

75

Whole number of days schools were kept in operation dur-

ing tbe year

..

100

Number of school bouses in the county belonging to tbe

county board of education-white, 0; colored, 0; total,

0; total val ue

.

Estimnted value of all other property, including school

supplies of all kinds, charts, maps. -Iesks, seats, school

appliances, ete

$ 1,00000

Number of school houses in county not belonging to coun-

ty board, 30; total estimated value . . . . . . . . . . . . . . . 2,500. 00

Number of school houses in cities and towns belonging to

county board, t; total estimated value. . . . . . . . . . . . .. 10,000 00

Number of school houses in cities and towns not belonging

to the county board; 0; total estimated value

.

XXXIV

BUTTS-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895 .......................

Amount treasurer's quarterly checks

.

Amount from any and all other sources, including

supplemental checks...........................

98 2() 6,850 OQo
109 00

Total receipts .. , ........................ $ 7,057 2()

EXPENDITURES:

Salary of county school commissioner

"

$ 420 O(}

Salary of members of board of education

. 164 O(}

Postage, printing, and other incidentals "

. 92 33;

Amount expended in the purchase of school supplies

and buildings

,.

Amount paid to teachers

"

. 6,213 48:

Total

,

$ 6,88\:J 811

Balance remaining on hand. . . . . . . . . . . . . . . . .. . ..... $ 167 39'
Total amount of salaries credited to teachers during the year, as per itemized statements ... '" . . . . .. 11,506 45

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of; private elementary schools, O.

LOCAL SCHOOL SYSTEMS:

Name of local school system and where located, ........ ......... ".

name of superintendent,

.

COLLEGES: Name of colleges in county, and their location,

,,

TEACHERS' INTITUTE: 'Where held, Indian Springs, Ga.; date, June 22-26;. name on conductors, Jere Pound, H. A. Hayes and N. E. Ware..
Number of School Libraries, 1; value, $25.00.

xxxv

CALHOUN.
Nl'~rBER OF TEACHERS.

WHITE.

II

COLORED.

TOTAL.

~:~~ Male. jFemale'!'I'otal.IIMale.!Female.\Total.IIMale.IFemale.1

j 9 I 6 I 15 II 12 I 7 I 19 11 21 I 13

34

GRADES m' TEACHERS.

FIRST GRADE.

SECOND GRADE.

II

THIRD GRADE.

WhiteIColoredITotal.IIWhiteIColoredITotal.ll WhitelColored.1 Total.

14 I 4 \ 18 II 1 I 8 I 9 11 ....1 7 ) 7

Number of normal trained teachers-white, 1; colored,

0; total.... ... ...... ....... ........ ...... ...... ........ ........ ... ..

:I:

SCHOOLS.

Number of white schools, 13; colored, 17; total... .. .........

30

ENROLLMENT.
Number of pupils admired during the year:

WHITE.

COLORED.

II

TOTAL.

~~:~~ Male. jFemale.ITotal.IIMale. !Female./Total.IIMale.\Female.\

2721 274 1 546 11 530 1 572 1 1,102 11 802 1 844 1 1,646

XXXVI
CAL HO UN-CONTINUED. ATTENDANCE,
Average number of pupils in daily attendance:

WHITE.

II

COLORED.

II

TOTAL.

~~~l~ MaleIFemaleITotal.IIM ale.!Female.!Total.IIMale.!Female.l

I 211

223

I

434 11

299 1

3\3 I 612 11 510 I

536 1 1,046

MOl\"THLY COSf.

Average monthly cost per pupil.,

$ 1 00

Amount of average month ly cost paid by the State.......

85

TEACHERS' SALARIES. Average monthly salary paid teachers:

FIRST GRADE.

II SECOND GRADE.

II 1 HIRD GRADE.

I I I I White. Colored.

WhIte. Colored. White. 1\

Oolored.

$ 5000 1$ 25 00 11$ 40 00 1$ 20 00 11$ 30 00 1$ 15 00

Number of visits made by the commissioners during the

year......

..

30

Whole number of days schools were kept in operation dur-

the year

"....

107

Number of echool houses in the countyybelonging to the

county board of education-white, 4; colored, 0; total,

4; total value

$ 1,200 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc......

850 00

Number of school houses in county not belonging to

county board, 5; total estimated value..............

1,200 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

..

Number of school houses in cities and towns not belong-

ing to the county board, 3; total estimated value ....... 3,300 00

XXXVII

CALHOUN-CONTINUED.

FINAN<'lAL STATEMENT-Receipts for the year:

Balance in hand from 18B5

_"

" $ 22 14

Amount treasurer's quarterly checks

_. 4,993 00

Amount from any and all other sources, including

supplemental checks

. 22 00

Total receipts ...

..

$ 5,037.14

EXPENDITURES:

Salary of county school commissioner

$ 372 00

Salary of members of board of education

. 100 00

Postage, printing, and other incidentals

- . 64 60

Amount expended in the purchase of school supplies

and buildings and expert.

.. ..

2500

Amount paid to teachers

.. 4,489 00

Total.

,

$ 5,050 60

Balance remaining on hand due to county school com-

- - - - missioner

$

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 4,852 00

PRIVATE SCHOOLS:

Number of private high schools in the county, 1; number of private elementary schools, 4.

LOCAL SCHOOL SYSTE}[ :

Name of local school system and where located,

;

name of superintendent,

..

COLLEGES:

Name of colleges in county and their location,

..

TEACHERS' INSTITUTE:
Where held, Blakeley, Ga.; date, June 8,1897; name of conductor, T. F. Jones; experts, Messrs. E. C. Bransen and D. L. Earnest.
Number of school libraries, 1; value, $150.00.

XXXVIII

CAMDEN.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

~le.\ ~~~f I Male. Female.i Total. Male.1 Female.j Total.

Femalel

I I ~3 I 7 I 16

23 1/ 7 , 16

I
14 I 32 I 46

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

I

THIRD GRADE.

Whit~lcoloredl White!colored.\ Total. WhitelcoloredF II

Total.

1 ~I

1 1 I 13

3

7

8

I15 6 l~\~

Number of normal trained teachers-white, 4; colored, 5;

total

9

SCHOOLS.

Number of white schools, 23: colored, 23; totaL.........

46

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

<f~~f Male.!Female.! Total. Male.!Female.! Total. Male.!Female1

I 2491 229 I 478 11 429 1 536

96511 678 1 765 1 1,443

..

JJ

XXXIX
CAMDEN-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COI,ORED.

TOTAL.

I ~~~~r Male. FemaleITotal. Male.jFemaleITotal. Male.! Female1

...... j

1 .. 1342 11 ..

.1 665 II 1 .. .\1,00;

JlIONTHLY COST.
Average monthly cost per pupil ....................... Amount of average monthly cost paid by tbe State
TEACHERS' SALARIES.
Average monthly salary paid teachers:

FIRST GRADE.
White.l Colored.
I $ 23 00 $ 21 33

SECOND GRADE.

THIRD GRADE.
I White. Colored.

11$ 11 66 \$ 15 50

Number of visits made by the commissioner during tbe

year......

Whole number of days schools were kept in operation

during the year .. ,

Number of school houses in tbe county belonging to the

county board of education-white, 8; colored, 1; total,

9; total value

,

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc

Number of school houses in county not belonging to

county board, 10; total estimated value. . . . . . . . . . . . . .

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 0; total estimated value ....

30 110
900 00
500 00 575 00

XL CAMDEN-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1885

,

Amount treasurer's quarterly checks

$4,099 5<t

Amount from any and all sources, including sup-

plemental checks

.

Total receipts

$ 4,099 50-

EXPENDITURES:

Salary of county school commissioner

$ 312 00

Salary of members of board of education

. 22400

Postage; printing, and other incidentals

. 61 29

Amount expended in the purchase of school supplies

and buildings

"

,

.

Amount paid to teachers

.

.

3,502 21

Total. . . . . . . . .. . . . . . . . . .. ..... . . . . . . . . . . . . .

$4,099 50

Balance remaining on hand

.

Total amount of salaries credited to teachers during

the year, as per itemized statements. .. .

$ 4,023 97

PRIVATE SCHOOLS:

Name of local school system, and where located,

~

name of superintendent, . . . . .. .. '"

COLLEGES: Name of colleges in county, and their location,

TEACHERS' INSTITUTE:
Where held, St. Mary's; date, August; name of conductor, A.. Q. Moody.
Number of school libraries, 1; value, $8.00.

XLI

CAMPBELL.

NUMBER OF TEACHERS.

I w"',," I

:o,"RRD I I'M"

I Male.

Fflmale. Total.

I
Male. jFemale'jlotaI.IIMale. Female.

Grand Total.

34~-1 14 I 20 I

R I 20 1\ 26 I 28

54

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE. I

THIRD GRADE.

WhitelcOlored.!Total.l iWhite[CO!Ored.!TotaJ.I,Whitelcolored.! Total.

~4 2~ I i Ii i 2 1 II 8

tl

14

I 2

12 \ 14

Number of normal trained teachers-white, 2; colored, 2;

total..

" . . . . . . . . .. . . . . . . . . .. . . . .. . .

4

SCHOOLS.

Number of white schools, 31; colored, Itl; total..........

47

EMROLI,)IENT.
Number of pupils admitted during the year:

WHITE.

II
COLORED.

TOTAL.

- - - - - ; - - - - - - - - ; - - - 1 1 , - - - - - , - - - - - 1 1- -,---

- - - - ; --

I I I I I I Male. Female. Total. Mal@. iFemale. Total. [I Male. Female. GTroatanld.

I j ! 815 r 750 1,5tl5[ 473\ 449 922111,2881 1,199 2,487

XLII
CAMPBELL-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

~~~~ Male.jFemale.jTotal. Male.IFemale./Total. Male.!Female.1

I 480 1 470 I 9.'iO II 201 I 195 I 396 11 681 665 \ 1,346

MONTHLY COST.

Average monthly cost per pupil....

. $ 1 00

Amount of average monthly cost paid by the State. . . . . . . .

75

TEACHERS' SAI,ARIES. Average monthly salary paid teachers:

FIRST GRADE.

I I

SECOND GRADE

I

THIRD GRADE.

I I I White.

Colored. I White.

I

I,

Colored.

I I

White.

Colored.

f

\

II $24 10 \ $28 72

II $11 45 \ $13 95 $11 50 $1l 60

Number of visits made by the commissioner during the

year '"

" .. ,

94

Whole number of days schools were kept in operation dur-

ing the year

100

.Number of school houses in the county belonging to the

county board of education-white, OJ coloredO; total,

0; total value

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc. . . . . . . . . ..

300 00

Number of school houses in county not belonging to

county board, OJ total estimated value

$ 1,20000

Number of school houses in cities and towns belonging to

county board, OJ total estimated value

.

.Number of school houses in cities and towns not belonging

to the county board, 2 j total estimated value

5,500 00

XLIII

CAMPBELL-CONTINUED.

FINANCIAl. STATEMENT-Receipts for the year:

Balance in hand from 1895

.

Amount treasurer's quarterly checks

"

Amount from any and all sources, including supple-

mental checks

.

5,748 00

Total recei pts

5,74800

EXPENDITURES:

Salary of county school commlsslOner ,

$ 372 00

Salary of members of board of education. . .. .

.

66 00

Postage, printing, and other incidentals

. 96 52

Amount expended in the purchase of school supplies

and buildings

.

Amount .paid to teachers

. 5,213 48

'rotal

.

5,748 00

Balance remaining on hand ...

'I'otal amount of salaries credited to teachers Juring

the year, as per itemized statements

$ 5,393 89

PRIVATE SCHOOLS:
Number of private high schools in the county, 2; number of pri vate elementary schools, 5.

LOCAL SCHOOL SYSTEMS:
Name of local school system, and where located, ................ , name of superintendent,

COLLEGES:

Name of colleges in county, and their location,

.

TEACHERS' INSTITUTE:
'reachers' institute held at Fairburn, Ga., June 29th to July sa'
name of conductor, W. H. Ferguson.
Number of school Iibraries, 1; value, $60.

XLIV

CARROLL.

NUMBER OF TEACHERS.

WHITE.

[II

COLORED.

TOTAL.

~~~~f. I Malel Female1 Total. MaleIFemale.! Total. Male! Female.j

I I 59

26

I 85 It 12

6 j 18 Ii 7]

32 ]03

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

White!colored.j Total. White!COlored.[ Total. White!colored.\ Total.

! '~2 63 I 2 i 65 II 22 10 I 11 ..1 6

6

Number of trained normal teachers-white, 7; colored, 2;

total......

9

SCHOOLS.

Number of white schools, 85; colored, 18; total..........

103

ENROLL~IENT.
Number of pupils admitted during the year:

WHITE.

COLoRim.

I

TOTAL.

I M~le.IFemale.1 ~~~~t Male.! Female.1 Total.

Total. MaleIFemale1

3,083 1 2,556 [5,63911 600 1 597 11,197113,6831 3,135 1 6,818

XLV
CARROLL-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

.I~~~I~ Male.jFemale . [Total. Male.\Female. (Total. Male. \Female

I 1,735 j 1,438 \ 3,17311 3371 3:?6 663112,07211,764 \ 3,836 __. _ - _ . . ~.

MONTHLY COST.

Average monthly cost per pupiL... . .. . . . . .. . . . . . . . . . . . .

.97

Amount of average monthly cost paid by the State.

.i l

TEACHERS' SALARIES.
Average monthly salary paid teachers:

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I I White. \ Colored. White. Colored.. White. Colored. 2~ $ 27 62 1$ 27 62 11$ 24 75 1$ 75 II $ 24 75 1$ 24 75

Number of visits made by the commissioner -luring the

year........................

95

Whole number of days schools were kept in 'operation

during the year

, " , ......

109

Number of school-houses in the county belonging to the

county board of education-white, 4; colored, 1; to-

5; total value

$ 400 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 750 00

Number of school houses in county not belonging to COUl:-

ty board, 90; total estimated value. . . . .. . . . . . . . . . . .. 20,000 00

~umber of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 1,. total estimated value. . . . . 1,500 00

XLVI

CARROLL-CONTINUED.

FINANCIAL STATEMENT-Receiptsfor the year:

Balance in hand from 1895 ........................ $ 441 12

._ Amount treasurer's quarterly checks

, 14,663 00

Amount from any and all sources, including supple-

mental checks

.

Total receipts

.

$15,07412

EXPENDITURES.

Salary of county school commissioner

$ 60000

Salary of members of board of education Postage, printing, and other incidentals

. 80 00
' ioe 42

Amount expended in the purchase of school supplies

and buildings

, . 35840

Amount paid to teachers , .,

. 13,697 98

TotaL

$14,842 80

Balance remaining on hand . . . . . . . . . . . . . . . . . . . . . . . . . 231 32

Total amount of salaries credited to teachers during

the year, as per itemized statements .. ,

13,697 98

PRIVATE SCHOOLS: Number of private high schools in the county, 5; number of private elementary schools, 2.
LOCAL SCHOOl, SYSTEMS: Name of local school system, and where located, Carrollton. name of Superintendent, J. L. Caldwell.
COLLEGES: Name of colleges in county and their location, Bowden College, Bowden.
TEACHERS' INSTITUTE. Where held, Carrollton; date, June 29th; name of conductors, G. G. Bond and E. C.Branson.
Number of school libraries, 1; value, $65.00.

XLVII

CATOOSA.
NUMBER OF TEACHERS.

WHITE.

COLORED.

II

TOTAL.

~~:~~; Male. \Female.!Total.IIMale.!Female.jTotal./IMale./Female.j

13 \ 12 j 25 II 3 \ 3 I 6 11 16 I 15 r 31

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE. 11

THIRD GRADE.

1\

WhiteiColored.ITotal. fIWhite!colored./Total.11 Whitel Colored. ITOtal.

4 I 1 I 5 \I 15 1.. .. ..1 15 II 8 I 3 I 11

Number of normal trained teachers-white, 3; colored,

1; total........... ...............................

4

SCHOOLS.

Number of white schools, 25; colored, 5; total. .. . .. . . . .

30 l

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

Ii

COLORED.

II

TOTAL.

rFemale.)~~:~~' Male.jFemale. jTotal. J/MaleIFemale.jTotaI.IIMale.

621 1 580 1 1,20111 91 I 92 I ] 83 11 712) 672 1 1,384

XLVIII C ATOOS A- CONTINUED.

ATTENDANCE.
Average number of pupils in (laity attendance:

WHITE.

Ii

COLORED.

II

TOTAL.

I r~~~~~ -M-a-l-e-.-IF-e-m-a-le-.!Total. fIMale./Femaie 'l'otal.IIMale.jFemale.

I I I Ii 292 \ 2il 563 11 57

57

114 3,[9 \ 328 \ 677

MONTHLY COST.

Average monthly cost per pupil. . . . ..

, .. '" ' ..... $

Amount of average monthly cost paid hy tb.e ~tate......

TEACHERS' ~ALAR!E~.

Average monthly salary paid teachers:

1 25 1 04

FIRST GRADE.

I

Ii SECOND GRADE.

THIR]) GRADE.

Whit~~J~:lored I .. 11 White. Colored, II White. I Colored.
~ 2788 1$ 1995 11$ 20 92 1~~'~~'~11$-~;;:~1;-~;~5-

Number of visits made by the commissioner during the

year............

40

Whole number of days schools were kept in operation

during the year. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

108

Number of school houses in the county belonging.to the

county board of education-white, 1; colored, 0; total,

1; total value. . . . . . . . . . . . .. .

$ 300 00

Estimated value of all other property, including school

supplies of all kinds,' charts, maps, desks, seats,

school appliances, etc ,

,..

250 00

N umber of school houses in county not belonging to

county board, 24 j total estimated value ... , . . . . . . . . 4,500 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to county board, 2 j total estimated value, ... ' . . . 900 00

XLIX

CATOOSA-CONTINUED.

FINANCIAL STATE~1ENT-Receipts for the year:

Balance in hand from 1895

.

Amount treasurer's quarterly checks. . . . . . . . . . . . . . . .

Amount from any and all sources, including estrays,

supplemental checks, $18.46-$2.17=

3,~ 73 59 16 29

Total receipts

$ 3,1898S

EXPENDITURES:

Salary of county school commissioner

$

Balance paid board for 1895. . .. .

.

Salary of members of board of edncation

.

Postage, printing, and other incidentals, $12.89; in-

stitute, $15.00 ;.library, $10.00; office desk, $10.00 ..

Amount expended in the purchase of school supplies

and buildings. . . . . . . . . . . . .. .

.

Amount paid to teachers

.

150 00 3 02
64 00
47 89
66 68 2,857 22

Total

$ 3,188 81

Balance remaining on hand. .. ,

1 07

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 2,858 29

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, 2.

LOCAL SCHOOL SYSTEMS:
Name of local system and where located, Masonic Literary Institute, Ringgold, Ga.; name of superintendent, Prof. W. E. Bryan.

COLLEGES: Name of colleges in county and their location. . . . . . . . . . . . . . .. .

'TEACHERS' INSTITUTE: Where held, Ringgold, Ga.; date, June 29 to July 3; name of conductor, Prof. W. E. Bryan.
Number of school libraries, 2; value, $30.00.

L

CHARLTON.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

~~~f. Male. jFemale1 Total. Male.jFemale.! Total. Male. r Female.j

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I White[colored.! Total. White!colored Total. White!colored.! Total.

I6

0 I 6 11 10 I 2 I 12 II 5 I 2

7

Number of normal trained teachers-white, 1; colored, 0 j

total .... _.,

" ..

1

SCHOOLS.

Number of white schools, 23; colored, 4; total...........

27

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

I <f~~l. Male. Female1 Total. Male.1Female1 Total.\ Male1 Female. [ d

2591 I I I 272 531 II 45 I 47

92 11 304 319 I 623

LI CHARLTON-CONTINUED.
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

i<f~~:r Male. IFemale1 Total. Male1Female.\ Total. Male.\ Female.

I 159\ 208 36711 27 I 42 I 69 II 204 1 250 I 436

MONTHLY COST.

Average monthly cost per pupil. . . . . . . . .

: .$ 1 00

Amount of average monthly cost paid by the State......

60

TEACHERS' SALARIES.

Average monthly salary paid teachers:

FIRST GRADE.

SECOND GRADE. I

THIRD GRADB.

I White. Colored.

I White. Colored.

I White. Colored.

$10 19 I $10 19 II $10 19 I $10 19 II $10 19

$10 19

Number of visits made by the commissioner during the

year

,

,.....................

Whole number of days schools were kept in operation

during the year

" ....... ...

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0;

total, 0 i total value ., ,

.

Estimated value of all other property, including- school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. , .. ,

'" . . . . $

Number of school houses in county not belonging to

county board, 10; total estimated value

$

Number of school houses in cities and towns belonging to

county board, 0 i total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 1 i total estimated value....

32 105
150 00 300 00 200 00

LII

CHARLTON-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

" . . .. :$

Amount treasurer's quarterly checks

1,472 47

Amount from any and all other sources, including

supplemental checks , . . . . . . . .. .

.

Total receipts .. ,

"

$ 1,472 47

EXPENDITURES:

Salary of county school commissioner

$ 145 00

Salary of members of board of education

" . 40 00

Postage, printing, and other incidentals

. 13 50

Amount expended in the purchase of school supplies

and buildings

.

.

Amount paid to teachers

. 1,273 97

Total ,

$ 1,472 47

Balance remaining on hand

$

Total amount of salaries credited to teachers during

the year, as per itemized, statements

$ 1,273 97

PIlIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, O.

LOCAL SCHOOl, SYSTEMS:
Name of local school system, and where located, .................. , name of superintendent,

COLLEGES:

Name of colleges in county and their location

.

TEACHEIlS' INSTITUTE: Where held, Folkston, Ga.; date, August 25th, 1896; name of conductor, H. W. Michems,
Number of school libraries OJ value, $0.

,

LIlI

CHATTAHOOOHEE.

NUMBER OF TEACHERS.

WHITE.

I

COLORED.

TOTAL.

I~~w~ I Male. \Female . \Total. Male1 Female.!Total. I Male IFemale

4 I 8 I 12!J 4 I 8 I 12 II 8 I 20 1 28

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

II

3

I

12

I:
il

6

Number of normal trained teachers-white, 2; colored 0:

total.. . . . .. . . . .

2

SCHOOLS.

Number of white schools, 11; colored, 14; total,.........

25

ENROLLMENT.

Number of pupils admitted during the year:

I WBITEO

!


IOOWE~1

I
I I1 'OTU01G"nd

I Male'IFemale. jofotal. 1 Male. Female. Total. Ma e. Female. Total.

1

195 j

206 I *401 If 367 1

390

I *757 II

562 1

596 1 1,158

*Of the number enrolled 33 whites and 53 colored were in C. L. schools in other counties.

LIV

CHATTAHOOCHEE-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED

TOTAL.

.I~~:~~ Male.!Female.!Total. Male.jFemale .!Total. Male.!Female

1191 132 1251.3711 1861 237 1422.8911305.251 369.01 11174.26

MONTHLY COST.

Average monthly cost per pupil

'

" ,"

Amount of average monthly cost paid by the State. . . .

TEACHERS' SALARIES.
Average monthly salary paid teachers:

1 08 76

FIRST GRADE.
White.j Colored.
*24 00 [$ 21 50

SECOND GRADE.
I White. Colored.

THIRD GRADE.
I White. Colored.

Number of visits made by the commissioner during the

year

,

.

Whole number of days schools were kept in operation

during the year. .. . . . . . . . . . . . . . . . . . . . . . . . .. .

.

Nurn ber of school houses in the county belonging to the

county board of education-white, 0; colored, 0; to-

tal 0; total value

" .. "

..

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc ,

,

.

Number of school houses in county not belonging to coun-

ty board, 12; total estimated value

".

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 0; total estimated value ....

30 110
25 00 60000 600 00

LV

CHATTAHOOCHEE-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

.

Amount of treasurer's quarterly checks

,$

Amount from any and all other sources, including

supplemental checks

.

8 00 2,954 34
51 00

Total receipts

$ 3,013 34

EXPENDITURES:

Salary of county school commissioner

$ 28500

Salary of members of board of education

. 11000

Postage, printing, and other incidentals ............ 40 00

Amount expended in the purchase of school supplies

and buildings. . . . . . . . . ..

.

Amount paid to teachers ........................... 2,561 13

Total. . . . .. . . . . .. . . . ..

$ 2,996 68

Balance remaining on hand. . . . . . . . . . . . . . . . . . . . . . . . . 16 66

Total amount of salaries credited to teachers during

the year, as per itemized statements

_ $ 2,561 13

PRIVATE SCHOOLS:
Number of private high schools in the county, 1 j number of private elementary schools, 3.

LOCAL SCHOOL SYSTEMS:

Name oflocal school system, and where located,

..

name of superintendent,

COLLEGES:

Name of colleges in county and their location .................

Name of superintendent

.

TEACHERS' INSTITUTE:
Where held, Cusseta; date, June 29th to July 3rd, 1896; name'of conductor, Chas. R. Jenkins.

Number of school libraries: 0; value, O.

LVI

CHATTOOGA.
NUMBER OF TEACHERS.

WHITES.

COLORED.

TOTAL.

I

I

:Wale. Female. Total.

Male. Female.ITotal.l

Male.

Female. Grand Total.

~-19-~r12 --2-~\~ 21 49

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

White]colored.[Total. White!colored.!Total. White!colored.[ Total.

4 I 18 III 10 I 8 I 18

Number of normal trained teachers-white, 1; colored, 0;

total

.

1

SCHOOLS.

Number of white schools, 32 ; colored, 11; total

...

43

ENROLL,IENT.
Number of pupils admitted during the year :

WHITE.

COLORED.

I

TOTAl

MaleIFemale.I~~~~~ -----.-,----Il---,-----~-_I--__,_--.____;_--
Male.!Female.!Total. Male.jFemale.ITotal.!

12,62~ 9251 1,036 11,961 1,1321 I 346 1667111,2461 1,382

LVII

CHATTOOG A-CONTINUED. ATTENDAKCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

1'OTAL.

IFemalel~~~I~ Male. \Female.! Total. Male. \Female.ITotal. Male.

525 549 11,074\1 1581 163 \ 321 II 6831 712 1 1,395

)IONTHLY COST.

Average monthly cost per pupil,

$ 1.25

Amount of average monthly cost paid by the State.

.83

TEACHERS' SALARIES. Average monthly salaries paid teachers:

FIRST GRADE.

SECOND GHADE.

-----
'l'IIIRD GRADJ'.

I White. Colored.

White. [ Colored

I White. Colored.

s 27 31 )$ 27 31 11$ 27 31 \$ 27 31 11$ 27 31 1$ 27 31

Number of visits made by the commissioner during the

year..................

49

Whole number of days schools were kept in operation

during the year. . . . . . . . . . . . . . . . . . . .. . ..... '. .....

100

Number of school houses in the county belonging to the

county board of education--white, 1; colored, 0;

total 1; total value

$ 500 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . 800 00

Number of school houses in county not belonging to

county board, 31; total estimated value

$ 9,300 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value. .. ... . .....

Number of school houses in cities and towns not belong-

ing to the county board, 1; total estimated value .... 2,000 00

LVIII

CHATTOOG A - CONTINUED.

FINANCIAL STATEMENT-Receipts for the ye ar :

Balance in hand from 1895...... .

.

Amount treasurer's quarterly checks

.

Amount from any and all sources, including supple-

mental checks

.

11860 7,173 29
104 61

Total receipts .

7,396 56

EXPENDITURES:

Salary of county school commissioner

.

Salary of members of board of education

.

Postage, printing and other incidentals

.

Amount expended in thepurchase of school supplies

and buildings. . . . . . . . ..

. . . . .. .. . .. . .

Amount paid to teachers (including amount paid

Trion Public School)

,

.

276 88 6000 28 11
332 64
6,691 48

Total

. 7,389 11

Balance remaining on hand. . . . .. .

.

7 39

Total amount of salaries credited to teachers during

the year, as per itemized statements. .

. 6,691 48

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, 1.

,LOCAL SCHOOL SYSTEMS:
Name of local school system, and where located: Trion Public School, Trion, Ga. j G. B. Myers, superintendent.

COl,LEGES:

Name of colleges in county, and their location

.

TEACHERS' INSTITUTE:
Where held: Summerville j date, June 28th to July 2 j name of conductor, W. M. Ransom. Number of school libraries, 0 j value, O.

LIX

CHEROKEE.
NUMBER OF TEACHERS.

WHITE.

II

COLORHD.

II

TOTAL.

~~f~~ Male.!Female.!Total. IIMlIle.[FemaleITotal.IIMale IFemale. \

I I 34 \ 26 \ 60

6

1

I 7 II 40

27

67

GRADES OF TEACHERS.

FIRST GRADE.

II

THIRD GRADE.

White\colored.!TotaJ.11 Whitelcolored.!Total.11 Whitelcolored. \Total.

I 2R

1 I 29 11 15 1 4 I 19 11 17 I 2 [19

Number of normal trained teachers-white, 6; colored, 0;

total........

b

SCHOOLS.
Number of white schools, 60; colored, 7; total....... ........ ...... 67

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

II
II

COLORED.

II

TOTAL.

~~~l~ MaleIFemale.[Total.IIMaleIFemale.!Total.\!MaleIFemale.\

2,24611,968 \4,21411194\ 194 I 38S 11 2,440 I 2.162 [4,602

LX CHEROKEE-CONTINUE~.

ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TUfAL.

<f~~~~ Male.jFemale. \Total. \\Male. \Female. \Total. \\Male. !Female. \

1 1 I _.1 ~l\ 1 1 II 1,123 1,009 2,132 97

97

1,220 1,106 2,326

MONTHLY COST.

Average monthly cost per pupil

$

.Amount of average monthly cost paid by the State, 4c, 4Y2c

and 5c on daily attendance.

TEACHERS'SAI,ARlES.
Average monthly salary paid teachers:

1 00

FIRST GRADE.

II SECOND GRADE.

II

THIRD GRADE.

I Whitf>.1 Colored. 1\ White. Colored.

White. \ Colored.
I

II I $ 25 41 I $ 25 40

$ 25 40 $ 25 40 \'1 $ 25 40 \ $ 25 40

Number of visits made by the commissioner during the

year..................

67

'Whole number of days schools were kept in operation

during the year.

100

Number of school houses in the county belonging to the

county board of education-white, 9; colored, 0;

total, 9; total value.. ..

2,150 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

$ 875 00

Number of school houses in county not belonging to

county board, 58; total estimated value

16,450 00

Number of school houses in cities and towns belonging to

county board, 0 j total estimated value

.

.Number of school houses in cities and towns not belonging

to the county board, 3; total estimated value

$ 8,100 00

CHEROKEE - CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1896

$ 27 29

Amount treasurer's quarterly checks '

. 9,247 00,

Amount from any and all sources, including sup-

plemental checks

..

Total receipts

$ 9,274 29

EXPENDITURES:

Salary of county school commissioner

$

Salary of members of board of education, for 1895

$64 00; for 1896 $64 00......

Postage, printing, and other incidentals, 4th qr. re-

port $76 68; supplemental report $6 12.. ...... .....

Amount expended in the purchase of school supplies

and buildings :...... .

..

Amount paid to teachers 4th qr. statements $8,408 96;

add J. H. Hendricks by order hoard, $20 57 ........

500 00 ]30 00 82 80 95 62.' 8,429 53

Total...

..

$ 9,237 95

Balance remaining on hand

. 36 34

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 10,750 56.

PRIVATE SCHOOLS: Number of private high schools in the county, 5; number of private elementary schools, 6.
LOCAL SCIIOOL SYSTEMS: Name of local school system, and where located, none.
COLLEGES: Name of colleges in county, and their- location, Rienhardt Normal College, Walesca, Ga.
T~;ACHERS' INSTITUTE: Where held, Jasper, Ga.; Date, July 5th,. 1896.; conductors" E. C. Bronson and D. L. Earnest.
Number of school libraries, 1 j value, $100.00.

LXII

CLARKE.
NUMBER OF TEACHERS.

WHITES.

COLORED.

TOTAL.

Male.!Female.!Total. Male.\Female. \Total. Male. \Female.I~~~~~

7 \ 10 1 17 1\ 6 I 16 I 22 11 13 I 26 I 39

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

White\colored. \Total. White\colored.\Total. \White\colored.\Total.

I 15 I 16 1 31 II 2 I 4

6 II 0

2 I 39

Number of normal trained teachers-white, 4; colored,

4; total............................................

8

SCHOOLS.

Number of white schools, 16; colored, 22; totaL.........

39

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

\~~:~l~ Male.\FemaleITotal. Male.jFemale !Total.l Male. \Female.

252\ 245 I 497\1 561 I 645 \ 1,206 11 81:{ \ 890 \ 1,703

LXIII CL ARKE- CONTINUED.
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

Male.\Female.ITotal. . Male.\Female.!Total. Male.IFemale.I~~~~

I I 100 I 193 I 293 11 212 1 407 619 11 312 I 600 912

MONTHLY COST.

Average monthly cost per pupil ,

$ i 10

Amount of average monthly cost paid by the State. . . . . . .

79

TEACHERS' SALARIES. Average monthly salary paid teachers:

FIRST GRADE.
I White. Colored.

SECOND GRADE. White. \ Colored.

THIRD GRADE.
I White. Colored.

$ 3000 1$ 25 00 11$ 2500 1$ 2250 11$ 2000 1$ 18 00

Number of visits made by the commissioner during the

year.

29

Whole number of days schools were kept in operation dur-

ing the year

" ..........................

109

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0; to-

tal, 0; total value

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc.. . . . . . .. .

.

Number of school houses in county not belonging to coun-

ty board, 10; total estimated value

$ 1,550 00

Number of school houses in cities and towns belonging to

county board 0; total estimated value ..............

Number of school houses in cities and towns not belong-

ing to the county board, 8; total estimated value. . . . . 2,500 00

LXIV

CLARKE-CONTINUED.

FINANCIAL STATE)IENT-Receipts for the year:

Balance in hand from 1895. . . . . . . . . . . .. .

$

Amount treasurer's quarterly checks

" . . ..

4,207 17

Amount from any and all other sources, including sup-

plemental checks. . . . . .. .. . . .. . . . . . . . . . . .. . . . . .. 750 00

Total receipts . . . . . . . . . . . . . . . . .. . . . . . . . . . .. $ 4,957 17

EXPENDITURES:

Salary of county school commissioner

$ 300 00

Salary of members of board of education

. 112 00

Postage, printing, and other incidentals

, . 9093

Amount expended in the purchase of school supplies

and buildings

. 75U 00

Amount paid to teachers. . . . . . .. .

. 3,629 51

Total. ..

.

$ 4,882 44

Balance remaining on hand. . . . . . . . . . . . . . . . . . . . . . . . . 74 73-
Total amount of salaries credited to teachers during the year, as per itemized statements. . . . .. . . . . .. 3,629 51

PRIVA1E SCHOOLS: Number of private high schools in the county, 0; number of private elementary schools, O.
LOCAL SCHOOL SYSTE)IS: Name of local school system, and where located, city schools,
Athens, Ga.; name of superintendent, G. G. Bond.
COLLEGES: Name of colleges in county, and their location, University of
Georgia, Lucy Cobb Institute, State Normal.
TEACHERS' INSTITUTE:
Where held, Athens .date, July 1,1896; name of conductor, E. E. Treadwell.
N umber of school libraries, 0; value, O.

LXV

CLAY.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

I Male. Female1 Tota!. I Male. Female1 Total. Male. IFemale.I~~~r

GRADES OF TEACHERS.

FIRST GRADE.

SIWOND GRADE.

THIRD GRADE.

WhitelColored~1Total. I White/colored. Total. Whitejcolored./ 'rota!.

Number of normal trained teachers-white, 6; colored, 0;

total

, , .. . . . . . .. . . . . .. . . . .

6

SCHOOLS.

Number of white schools, 18; colored. 13; total. . . . . . . . . .

31

ENROLLMENT.
Number of pupils admitted during the year:

WHIT.

COLORED.

TOTAL.

I ~ IF FemaleI~~~I~ Male. Female1Total.

emale1 'rotal. Male.j

2891 281 I 570 II 410 I 493 I 903 11 699 1 774 11,478

LXVI CLAY-CONTINUED.
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COI,ORED. \

TOTAL.

I %~~~~ Male.IFemale.[ Total. Male. [Female.j Total. Male. Female1

I I ! 186 185

371 II 220 \ 359

579)1 406 [ 544 1 950

MONTHLY COST. Average monthly cost per pupil ....... '" .... Amount of average monthly cost paid by the State
TEACHERS' SALARIES. Average monthly salary paid teachers:

$ 99
. 957 os

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I I White. Colored. White. Colored.

I White. Col,ored.

s 44 00 1$

I: 11$ 26 75 26 75 11$

1$ 14 00

Number of visits made by the commissioner during the

year

" . . .. . .. . .. . . . .. . . . . . . .. . . . . .. .

36-

Whole number of days schools were kept in operation

during the year.

.

l1O-

Number of school houses in the county belonging to county board of education-white, 5; colored, 3;

total, 8; total value

, .. '"

$ 800 00,

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. . . . . . . . . . . . . . . . . . . . . . . . . .

$ 200 00

Number of school houses in county not belonging to'

county board, 9; total estimated value

,

900 00,

Number of school houses in cities and towns belonging to

county board, 0; total estimated val ue

.

Number of school houses in cities and towns not belong-

ing t9.tlle countyboard, B; total estimated value .. . . 1,HOO O()

LXVII

CLAY-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$ 42 00

Amount treasurer's quarterly checks

"

. 4,785 44

Amount from any and all other sources, including

supplemental checks

.

Total receipts

4,827 44

EXPENDITURES:

Salary of county school commissioner

'

Salary of members of 'board of education

,.

Postage, printing, and other incidentals

.

Amount expended in the purchase of school supplies

and buildings

.

Amount paid to teachers ...........................

25000 122 00 50 00
4,249 44

Total

. 4,671 44

Balance remaining on hand . . . . . . . . . . . . . .. .

. 156 00

Total amount of salaries credited to teachers during

the year, as per itemized statements

. 4,515 44

PRIVATE SCHOOLS:
Number of private high schools in the county, 2; number of private elementary schools, 4.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

.

. . . . . . . . . . . . . . ; name of superintendent,

.

.

COLLEGES:

Name of colleges in county, and their location,

.

TEACHERS' INSTITUTE: Where held: Cuthbert, Ga.; date, August 24th, 1896; name of conductor, Prof. Earnest.
Number of school libraries,O; value, O.

LXVIII

CLAYTON.
NUMBER OF TEACHERS.

-----,------.-----,-----1 WHITE.

COLORED.

TOTAL.

1- --,- - ,----- 11- ---.- - ,-----,--,

Male.1Female1 Total.I MaleIFemale.j Total.

Male.!Female

Grand \ Total.

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

White\colored.!Total. White!coloreu.j Total. Whitejcolored.1 Total.

Number of normal trained teachers-white, 2; colored, OJ

total

,........

2

SCHOOLS.

Number of white schools, 32 j colored, 14; total. . .... ....

46

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

~~~~~ Male.IFemale.\ Total. Male.l Female.1 Total. Male.\ Female1

I I I I 621 692 11,31311280

310 590 901\1,002 /1,903

LXIX

CLAYTON -CONTINUED.

ATTENDANCE.

Average number of pupils in daily attendance:

WHITE.

COLORED.

I

TOTAL.

<f~~~t Male1 Female1 Total. Male./Female./Total.! Male. IFemale.I

' I 480 I

535

1
1

1511

100 I

112

212 1) 580 r 647 1 1,227

MONTHLY COST.
Average monthly cost per pupil

*

49

Amount of average monthly cost paid by -the State

-19

TEACHERS' SALARIES.
Average monthly salary paid teachers:

FIRST GRADE.
I White. Colored.

SECOND GRADE.
I White. Colored.

THIRD GRADE.
I White. Colored.

$ 22 52

II $ 2252

8 72

Number of visits made by the commissioner during the

year................

35

Whole number of days schools were kept in operation dur-

ing the year.. . . .. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . .

200

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0; total,

. 0; total value

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

,

;$ 1,500 00

Number of school houses in county not belonging to

county board, 38; total estimated value

6,000 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board,2; total estimated value .. " 4,000 00

LXX

CLAYTON-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

.

Amount treasurer's quarterly checks

$ 5,297 49

Amount from any and all other sources, including sup-

plemental checks

.

Total receipts

$ 5,297 49

EXPENDITURES:

Salary of county school commissioner

$ 33050

Salary of members of board of education

. 136 00

Postage, printing, and other incidentals

.

89 02

Amount expended in the purchase of school supplies

and buildings .. ,

. 76 57

Amount paid to teachers

. 4,665 40

Total. . . .. . .. .. .. .. . . .

..

$ 5,297 49

Balance remaining on hand

,

.

Total amount of salaries credited to teachers during

the year, as peritemizedstatements

$ 4,665 40

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, O.
LOCAL SCHOOL SYSTEMS: Name of local school system, and where located, Jonesboro High School, Jonesboro; name of superintendent, W. R. Ward.
COLLEGES: Name of colleges in county, and their location,
TEACHERS' INSTITUTE: Where held, Jonesboro; date, June 21st to and including 25th; name of conductor, W. H. Ferguson.
Number of school libraries, 0; value, $.

I.XXI

CLINCH.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

it

<f~~~f. MaleIFemale.!Total.IIMale.!Female.!Total. \\Male.!Female.\

.24 I . 9 I 33 Ii 4 \

il I I I 6

10 28

]5

43

GRADES OF TEACHERS.

FIRST GRADE.

II SECOND GRADE.

II

THIRD GRADE.

White!colored.\TotaI.IIWhite!colored.jTota1.IIWbite\colored.\ Total.

12 I 2 I 14 II 12 I 3 1]5 II 12 I 2 I 14

Number of normal trained teachers-white, 6; colored,

4; total.

.

10

SCHOOLS.

Number of white schools, 36; colored, 7 j totaL....... ......

. 43

ENROLLltIENT.
'Number of pupils admitted during the year:

WHITE.

I

COLORED.

II

TOTAL.

~~:l~ Male1Female.!Total.\1 Male. \Female. \Total.!\Male.!Female.!

I I I 641 657 11,29611170 198 358 \\ 811 \ 555 , 1,666

LXXII

CLINOH-CONTINUED.

ATTENDANCE.
A verage number of pupils in daily attendance:

WHITE.

II

COLORED.

TOTAL.

MaleIFemaleIT~tal.IIMaleIFemaleITota~"IIMale1Female~1~~~f

I I I 641 \ 6j7 11,29811 170 \ 198 358 811 855 \ 1,666

MONTHLY COST.

Average monthly cost per pupil..

$

Amount of average monthly cost paid by the State ..

TEACHEKS' SALARIES.
Average monthly salary paid teachers:

$0.57 39

FIRST GRADE.
I White. Colored.

SECOND GRADE
I White. Colored.

THIRD GRADE.
I White. Colored.

$ 14 67 1$ 14 67

1$

14 67

1$

14 67

$ 14 67 I

Number of visits made by the eommissioner during the

year

'...........

Whole number of days schools were kept in operation

during the year...

.

Number of school houses in the county belonging to the

county board of education-white, 4; colored, 0;

total,4; total value

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc

$

Number of school houses in county not belonging to

county board, 39; total estimated value ...... ...... .....

Number of school houses in cities and towns belonging

to county board, 4; total estimated value

,

Number of school-houses in cities and towns not belong-

ing to the county board, 4; total estimated value.....

87 4H
300 00
300 00 324 50 3,000 00 1,50000

LXXIII

CLINCH-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$

Amount treasurer's quarterly checks.........

Amount from any and all other sources, including

supplemental checks

,.

3,746 00

Total receipts ......

......

$ 3,746 00

EXPENDITURES.

Salary of county school commissioner

$

Salary of members of board of education

.

Postage, printing, and other incidentals

.

Amount expended in the purchase of school sup-

plies and buildings.. ..

..

..

Amount paid to teachers

..

4,6 eo
10200 58 3&
15 eo
3,15464

Total.

$ 3,746 00-

Balance remaining on hand

$

Total amount of salaries credited to teachers during

the year, as per itemized statements

$

3,620 75-

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; nnmber of private elementary schools, 4.

LOCAL SCHOOL SYSTEMS:
Name of local school sytem, and where located, ... '..... . ..... name of superintendent, ............. ' ..................

COLLEGES:

Name of colleges in county, and their location,

..

TEACHERS' INSTITUTE:
Where held, Valdosta; date, June ... , 1896; name of conductorS. P. Little.
Number of school libraries, OJ val ue, $ O.

LXXIV

COBB. NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

Male.

Female.ITotal.

Male.!Female. Total.

Male

I

I Grand

Fema e. Total.

~,-38--1~'1~1-22-,~11-5-3--

-60-

-I

-113

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

White Colored.!Total. White Colored. Total. White Colored. Total.
-- --- -- -- ------ ------ --

I 14

1

15

I 27 I 8

35

I 38 I 25

63

Number of normal trained teachers-e-white, 11; colored,l;

total. . . . . . . . . . . . . . ..

12

SCHOOLS.

Number of white schools, 61; colored, 30; total

91

ENROLL~IENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

I

TOTAL.

Male. Female. ITOtal.

Male.

Female. Total.

Male.

Female.

Grand Total.

---1- ---------

--

I I 2,2871 1,952 4,239 973

960

933 3,260 2,912 6,172

r 1, 11

J

LXXV COBB-CONTINUED.
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

Male. Female. \Total.

Male. Female1 Total.

Male.

Female.

Grand Total.

-. -. -1 --

2,714

------ --

I . . , .... ],021 ... . ...

r

Ir

3,735

MONTHLY COST.

Average monthly cost per pupil.

$

1 15

Amount of average monthly cost p iid by the State

80

TEACHERS' SALARIES. Average monthly salary paid teachers:

II . FIRST GRADE.
I White. cUlored11

II SECOND GRADE.

THIRD GRADE.

II I White. 1 Colored. White. Colored.

:$

1$ ...... 1\$

1$ ...... 11$ ..... , )$

N unber of vi -its made by the commissioner during the

year.. .

Wh)le number of days schools were kept in operation

during the year............. . . . . . . . . . . . . . . . . . . . . . . .

Number of school houses in the county belonging to the

county board of education-white, 1; colored, 0; total,

1; total value

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. .

. . .. . .

Number of school houses in county not belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of schoolhouses in cities and towns not belonging

to the county board, 0; total estimated value

.

91 100 100 00 500 00

LXXVI

COBB-CONTINUED.

FINANCIAL STATEMENT -Receipts for the year:

Balance in hand from 1895. . .. .

.

Amount treasurer's quarterly checks..... . . .. . . . . . .. 13,842 00

Amount from any and all other sources, including sup-

plemental checks

.

Total receipts EXPENDITURES:

$13,842 00

Salary of county school commissioner. . ..

. . 798 00

Salary of members of board of education

. 64 00

Postage, printing, and other incidentals ........ , . 11400

Amount expended in the purchase of school supplies

and buildings ............ , . . .. '

.

Amount paid to teachers ......................... 12,866 00

Total

$13,842 00

Balance remaining on hand

'

.

Total amount of salaries credited to teachers during

the year, as per itemized statements ..... , ..... $ 13,945 40

PRIVATE SCHOOLS:

Number of private high scho lis in the county, 0; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:
Name of local school system, and where located, Marietta, Ga. ; name of superintendent, J. S. Stewart; Roswell, Ga., E. N. Ellis, Principal.

COLLEGES: Name of colleges in county and their location, none.

TEACHERS' INSTITUTE: Where held, Marietta, Ga.; date, June, 1896; name of conductor, M. L. Brittain.
Number of school libraries, 6; value, $100.00.

LXXVII

COFFEE.
NUMBER OF TEACHERS.

WHITES.

II

COLORED.

TOTAL.

" ~~~~l~ Malel Female.jrotal.lllVIale.j Female.\rotal.ll MaleIFemale1

I 31 I 10 47 II 11 [ 15 I 26 II 42 I 31 I 73

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.
1\

THIRD GRADE.

White/colored.trota).11 White\colored.!Total.ll White!colored.[ Total.

10 I 4 [ 14 II 15 1 10 I 25 II '22 I 12 I 34

Number of normal trained teachers-white, 10; Colored, 6 ;

total......... ......... ..... ...... .... .... ......... ......... ...... ........

16

SCHOOLS.

Number of white schools, 47; colored, 26; total... ......

73

ENROLJ,MENT.
Number of pupils admitted during the year:

WHITE.

II

COLORED.

II

TOTAL.

~~~~l~ Male.!Female.!Total.\IMale. \Female1 Total.\\MaleIFemale1

! 8361 695 11,53111 481 \ 535 11,016111,31711,230 2,547

COFFEE-CONTINUED.
ATTENDANCE:.
Average number of pupils in daily attendance:

WHITE.

II

COLORED.

II

TOTAl-.

MaleIF~maleITota1.IIMaleIFemaleITotal.IIMaleIFemale.~I~~l~

500 I 350 I 850 II 310 I 365 1 6751\ 810 I 715 1 1,525

MONTHLY COST.
Average monthly cost per pupil Amount of average monthly cost paid by the State

$ 1.30 .85

TEACHER'S SAI,ARIES.
Average monthly salary paid teachers:

FIRST GRADE.

I

II SECOND GRADE.

THIRD GRADE.

I I I I I White. Colored. White. Colored. White. Colored.

...............)

\\ 1

11

.. 1

..

Number of visits made by the commissioner during the

year

73

Whole number of days schools were kept in operation

during the year

.

Number of school houses in the county belonging to the

county board of education-s-wbite, 0; colored, 0; total,

0; total value

..

Estimated value o~ all otber property, including school

supplies of all kinds: charts, maps, desks, seats, school

appliances, etc

$ 100 00

Number of schoolhouses in county not belonging to

county board, 30; total estimated value.........

3,000 00

Num ber of. school. houses in cities and towns belonging to

county board, 0 j total, 0 j estimated value

..

Number of school houses in cities and towns not belong-

ing: to the county board, 10 j total estimated value...... 1,000 00

LXXIX
COFFEE-CONTINUED.

FIN ANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895 '"

.

Amount treasurer's quarterly check

$ 5,778 Os.

Amount from any and all other sources, including

supplemental checks

..

Total receipts

, '$ 5,77805

EXPENDITURES:

Salary of county school commissioner

$ 300 00

Salary of members of board education....... . . . 15000

Postage, printing and other incidentals

.. 61 65

Amount expended in the purchase of school sup-

plies and buildings

,'

..

Amount paid to teachers......

.

.. 5,266 40

Total.

..

$ 5,778 05

Balance remaining on hand :

.

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 5,266 40

PRIVATE SCHOOLS:
Number of private high schools, 0; number of private ele mentary schools, O.

LoCAL SCHOOL SYSTEMS:

Name of local school system, and where located, . . . . .. . . . . 0 ,~

name of superintendent,

.

COLLEGES: Name of colleges in county, and their location

TEACHERS' INSTITUTE:

Where held, Tifton, Ga.; Date, opened June lOth; continued,

5 days j name of conductor

..

Number of school libraries, 0 j value, O.

J,XXX

COLUMBIA.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

Male.\Female .jTotal. Male.\Female .!Total. MaleIFemale.I*~~~~

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

Whitelcolored.\Total. White\colored.\Total White \colored.\Total.

II . 15 1 2 I 17

7 I 8 I 15 1\ .... 1 17 1 17

Number of normal trained teachers-white, 7; colored. 2;

total

'"

,.

9

SCHOOLS.

Number of white schools, 22; colored, 27; total. . . .. .....

49

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

\*~~~~ Malel Female .ITotal. Male.\ Female .ITotal. Male. [Female.

77~ 380 \ 342 \ 72211 630 \

\1,4091\1,010 \1,121 \ 2,131

LXXXI
COLUMBIA-CONTINUED.
ATTE~DA~CE.
Average number of pupils in daily attendance:

WHITE

COLORED.

TOTAL.

\ I Male. Female. GTroatanld.

. 1 1 =J==~~II"I

870
11

\1,305

MONTHLY COST.

Average monthly cost per pupil.

,

Amount of average monthly cost paid by the State.

$ 1.1?8

.

.984

TEACHERS' SALARIES.
Average monthly salary paid teachers:

FIRST GRADE.

SECOND GRADE.

I White. \ Colored. White. Colored.

\\$ $ 40 13 1$ 26 80

23 43 1$ 15 25

Number of visits made by the commissioner during the

year. . ..

.

148

Whole number of days schools were kept in operation

during the year.... .

108

Number of school-houses in the county belonging to the

county board of education-white, 1; colored, 0; to-

1; total value

$ 100 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 651 00

Number of school houses in county not belonging to coun-

ty board, 16; total estimated value... . ..... . ... ..... 975 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 3: total estimated value..... 1,05000

LXXXII

COLUMBIA-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

'.'

$

Amount treasurer's quarterly checks

'" .. , . .. . 6,420 00

Amount from any and all sources, including supple-

mental checks .................................

Total receipts

. .$ 6,420 00

EXPENDITURES.

Salary of county school commissioner

, $ 350 00

Salary of members of board of education

. 90 00

Postage, printing, and other incidentals

. 45 98

Amount expended in the purchase of school supplies

and buildings . . . . . . . . . . . . ..

"" 175 71

Amount paid to teachers

. 5,758 31

TotaL

"

$ 6,420 00

Balance remaining on band

.

Total amount of salaries credited to teachers during

the year, as per itemized statements...

5,893 33

PRIVATE SCHOOLS:
Number of private high schools in the county, 3; number of private elementary schools, 3.

I,OCAL E'CHOOI, SYSTEMS:
Kame of local school system, and where located, name of Superintendent,

. .

COLLEGES: Name of colleges in county and their location,

" ...

TEACHERS' INSTITUTE. Where held, Appling; date, August 3 to 8, inclus.ve ; name of conductor, Prof. A. S. Rowland.
Number of school libraries, 0; value, O.

LXXXIII

COLQUITT.
NUMBER OF TEACHERS.

WHITE.

JI

COLORED.

II

TOTAL

'I~:~~ . Male.jFemale.!Total.l[Male. IFemale. [Total. !IMale. !Female

'27 I 19 I 46 [I 1 I 1 \ 2 II 28 I 20 1 48

GRADES OF TEACHERS.

FIRST GRADE.

II

SECOND GRADE.

11

THIRD GRADE.

WhiteIColored./Total.IIWhite!colored.!Total.IIWhite!COIOred./ Total.

I II I 20 I 1

21 11 14 \.. .. 1 14 12

1 I 13

Number of normal trained teachers-white, 6; colored, 1;

total

_ , . . ..

7

SCHOOLS.

Number of white schools, 44; colored, 2; total.. ....

46

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

II

COLORED.

II

TOTAL.

~~~I~ Male.IFemale.!Total.IIMale.IFemale./Total.IIMale.IFemale./

1~8 722 1 812 11,53411---:-1 53

II 7671 865 1 1,632

LXXXIV COLQUITT-COJ'TINUED.
ATTENDANCE. Average number or pupils in daily attendance:

WHITE.

11

COLORED.

II

TOTAL.

~~:ti~ Male: !Female.!Total.IIMaleIFemale. \TotalIIMale.!Female1

I 'I I 4;41 --II-~~l 482 936 32 44 1-;6

526 \ 1,0:2

MONTHLY COST.

Average monthly cost per pupil. . . .

.

$ 1 14

Amouut of average monthly cost paid by the State ,

67

TEACHERS' SALARIES. Average monthly salaries paid teachers:

II FIRST GRADE.
White. r Colored. 1\

II SECOND GRADE. I II White. Colored.

THIRD GRADE.
I White. Colored.

$14 00 1$ 1400 11$ 14 00 1.-.-..-..... 11$ 14 00 1$ 14 00

Number of visus made by the commissioner during the

year..........

.

92

Whole number of days schools were kept in operation

during the year. . . . .. . . . . .. . . . . . . . ..

105

Number of school houses in the county belonging to the

county board of education-white, 5; colored, 0; total,

5; total value

. . . . . . . . . . . . . . . . . . . . . . . . . . . . 450 00

Estimated value or all other property, including school

suppliea cI all kinds, charts, maps, desks, seats, school

appliances, etc

, " .. \Ii 115 00

Number of school houses in county not belonging to

county board, 26; total estimated value. . . . . . . . . . . . 1,600 00

Number or school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 1; total estimated vable.... 125 00

LXXXV

COLQUITT-CONTINUED.

FINANCIAL STATE~ENT-Receipts for the year:

Balance in hand from 1895

.

Amount treasurer's quarterly checks

$

Amount from any and all sources, including supple-

mental checks

.

3,735 00

Total receipts

"

.. $ 3,735 QO

EXPENDITURES:

Salary of county school commissioner .

Salary of members of board of education

'" .

Postage, printing, and other incidentals

.

Amount expended in the purchase of school supplies

and buildings. . . . . . . . . .

.

.

Amount paid to teachers

.

18300 8600 8558
3,380 42

Total

.

$ 373500

Balance remaining on hand

.'

.

'*Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 3,380 42

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located

.

. . . . . . . . . . . . . . . . . . . . . . ; name of superintendent . .

.

COLLEGES:

Name of colleges in county, and their location

.

TEACHERS' INSTITUTE:
Where held, Tifton, Ga.; date, J nne Ist ; name of conductor, Lawton B. Evans.
Number of school libraries, 0; value, O.
*Xot paid by salary.

LXXXVI

COWETA.

1'< UMBER OF TEACHERS.

WHITE.

COLORED.

I

TOTAL.

' \ ' I I I Male. I iFem,ale. Total. Male. I[Female. 'lotal. I'[ Male. Female. GTroatanld.

21 27 I 48 I 25 I 24 I 49 II 46 I 51 I 97

FIRST GRADE.

GRADES OF TEACHERS.

Ii SECOND GRADE.

THIRD GRADE.

Whitelcolored.jTotal. White!colored.!TotaI.IIWhite!colored.! Total.

I I I I i i! 7

39 15

21

36

21 \ 22

Nurn ber of normal trained teachers-white, 10 ; colored, 2;

total.i ,

" ,.,........................

12

SCHOOLS.

Number of white schools, 42; colored, 44; total..........

R6

EMROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

I Male Female.!Total. Male.!FemaleITotal. MaleIFemaleI1-~~~t

j 1,245 f 1,025\2,270 11 1,6461 1,62313,269112.89L I 2,648 5,539

LXXXVII
COWETA-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

I Male.IFemale.!Total.

Male.

Female./Total.

rMale.

IF e m aI e.

TGortaanl.d
I

I I 752] 633 11,384/1 811 780 11,590111,562;1 1,413 2,975

MONTHLY COWf.

Average monthly cost pel' pupil

$

77

Amount of average monthly cost paid by the State. . . . . . . .

77

TEACHERS' SALARIES.

Average monthly salary paid teachers:

FIRST GRADE.
---~.
I White. Colored.

SKCOND GRADE
I White. Colored.

THIRD GRADE. White. Colored.

II I II I $4000 ~35 00

$18 00 $15 (\0

$1200

$12 00

Number of visits made by the commissioner during the

year....

..

93

Whole number of days schools were kept in operation dur-

ing the year

100

Number of school houses in the county belonging to the

county board of education-white, 0; colored 0; total,

0; total value

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances. etc. . . . . . . . . ..

500 00

Negro churches in which schools are taught, 44.

Number of school houses in county not belouging to

county board, 36;. total estimated value. . . . . ... .,. $ 15,000 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belonging

to the county board, 6 j total estimated value

6,000 00

LXXXVIII
co WET A-CONTINUED.

FINANCIAL STATE)1ENT-Receipts for the year:

Balance in hand from 1895

$ 32 08

Amount treasurer's quarterly checks. . . . . . . . ..

12,192 00

Amount from any and all other sources, including

supplemental checks... ..

21 10

Total receipts

12.245 18

EXPENDITURES:

Salary of county school comunsston 1r

$ 45000

Salary of members of board of education .. "

. 42 00

Postage, printing, and other incidentals

. 105 46

Amount expended in the purchase of school suppli rs

and buildings

.

106 00

Amount paid to teachers. . . . . . . . . . . . . . . . . . . .. . .. 11,50!l 79

Total

12,213 25

Balance remaining on hand ...

31 93

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 13,749 67

PllIVATE SCHOOLS:
Number of private high schools in the county, 8; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:
Name of local school system, and where located, Newnan Public School, Newnan, Ga.; name of superintendent, J. E. Witherspoon.

COLLEGES:

Name of colleges in county, and their location, ,

.

TEACHERS' INSTITUTE:
Teachers' institute held at Carrollton Ga., June 29th to -Iuly 3d; name of conductors, E. C. Branson and G. G. Bond.
Number of school libraries, 1; value, $60.

LXXXIX

CRAWFORD.
NUMBER OF TEACHERS.

WHITE.

II

COLORED.

II

TOTAL.

~f~~ Male.\Female.\TotaJ.11 Male.!FemaleITotaI.IIMale./ Female.j

I I I I 9

16

25 1\ 6 - \ 11 I 17

15

27 , 42

GRADES OF TEACHERS.

FIRST GRADE.

II SECOND GRADE.

II

THIRD GRADE.

White!colored.\Total.ll White!colored.jTotal.IJ Whitejcolored.\ Total.

I I I I I I 18' 1 \ 19

4

4

8

3

12

15

Number of normal trained teachers-white, 1; colored,

0; total....

..

1

SCHOOLS.

Number of white schools, 23 j colored, 15; total..... ...... ...

38

ENROLLMENT.
Number of pupils admited during the year:

WHITE.

II

COLORED.

II

TOTAL.

~:~~ Male.jFemale.!Total.IIMaleIFemaleITotal.IIMale.jFemale. \

I 5931 527 (1,120 II 404\ 519 923 11 997 1 1,046 1 2,043

xc
CRAWFORD-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

II

COLORED.

1\

TOTAL.

~~~~~~ Male.!FemaleITotal.IIMale.jFemale.jTotal.l1 Mal e . j F e m a l e l

! I 92311

+

1 368 11

+ 11,291

MONTHLY cosr. .Average monthly cost per pupil.. Amount of average monthly cost paid by the State
TEACHIlRS' SALARIES. Average monthly salary paid teachers:

$ 1 06

"

SO

FIRST GRADE.

II SECOND GRADE.

I 1 HIRD GRADE.

I II I White. , Colored. White. 1 Colored. White. Colored.

:$ 31 00 1$ 20 00 11$ 31 00 1$ 18 00 11$ 31 00 1$ 15 00

Number of visits made by the commissioner during the

year......

..

140

'Whole number of days schools were kept in operation dur-

the year......

107

Number of rchool houses in the county belonging to the

county board of education-white, 0; colored, 0; total,

0; total value...... ..

..

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc

$ 500 00

Number oi school houses in county not belonging to

county board, 38; total estimated value.......... ...... ...... 4,500 00

.Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the COUI).ty board, 0; total estimated value .......

XCI

CRA W]'ORD-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895......

. $ 215 00

Amount treasurer's quarterly checks

. 5,604 95

Amount from any and' all other sources, including

supplemental checks

.

Total receipts ...

.......

$ 5,819 95

EXPENDITURES:

Salary of county school commissioner

$ 525 00

Salary of members of board of education

.. 198 00

Postage, printing, and other incidentals

.. 72 95

Amount expended in the purchase of school supplies

and buildings

." .. .

Amount paid to teachers

.. 5,139 80

Total.

$ 5,935 75

Balance remaining on hand due to county school com-

missioner

$ 9920

-~~~
Total amount of salaries credited to teachers during

the year, as per itemized statements

-$=====

PmVATt' SCHOOLS:

Number of private high schools in the county, 3; number-of private elementary schools, 4.

LOCAL SCHOOL SYSTEM:

Name of local school system and where located,

;

name of superintendent,

..

COLLEGES:

Kame of colleges in county and their location,

..

TEACHERS' INSTITUTE: Where held, Perry, Houston county; date, June 15 to 22; names of conductors, J. W. Frederick aud W. B. Bonnell.
Number of scboollibraries, 0; value, O.

XCII

DADE.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAl"

~~~~ Male.1Female1 Total. Male.\ Female.l Total. Male.1Female.!

I 13

9

I I I 22 11....1 2

I 2 13

11

---"-----------'-----'---'----'------'----

GRADES 'OF TEACHERS.

- = T GRADE.

I SECO~D GRADE. I

THIRD GRADE.

WhiteICOlored.! Tota1.IWhite!COlored.ITotal ! White!COlored.! Total.

1 1 - I -5 1 5 1 1 10

I 1- 10

7

2

9

Number of normal trained teachers-white, 3; colored, 0;

total

3:

SCHOOLS.

Number of white schools, 20: colored, 2; totaL

,

22

ENROLLME:<T.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

.!<;t~~~ Male.jFemale.\ Total. Male.jFemale.l Total. Male.!Female

5831 581 1 1,164 11 30 I 42 I 72 Ii 613 1 623 [1,236

XCIII
DADE-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

~~~~r Male.j Female.I,Total. Male./ Female.!Total. Male.jFernale1

=I. .....1....-....1 I~II-

48 11 .. .. [.. .... \ 816-

MONTHLY COST.

Average monthly cost per pupil

.

Amount of average monthly cost paid by the State

TK\CHERS' SALARIES.
Average monthly salary paid teachers:

FIRST GRADE.

SECOND GRADE.

White.! Oolored. White.j Colored.

THIRD GRADE.
I White. Colored

........... \

.. \1 .. .. \ .... 11 ...... \ ..

Number of visits made by the commissioner during the

year...... .

.

Whole number of days schools were kept in operation

during the year. ..

100

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0; total,

3; total value

,

,

$ 3,500 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc

'. . . . . . . . . . . . . . . . . 250 00

Number of school houses in county not belonging to

county board, 0; total estimated value..... . .. . . . . . . . . 5i5 00

.Number of school houses in cities and towns belonging to

county board, 3; total estimated value ,

$ 3,50000

Number of school houses in cities and towns not belong-

ing to the county board, 0; total estimated value ....

XCIV

DADE-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 18fl5

.

Amount treasurer's quarterly checks from State school

commissioner

$ 2,656 00

Amount from any and all other sources, including

supplemental checks

.

Total receipts

$ 2,656 00

EXPENDITURES:

Salary of county school commissioner

$ 17500

Salary of members of board of education

. 72 00

Postage, printing, and other incidentals, expert...

2500

Amount expended in the purchase of school supplies

and buildings . . . . . . . . . . . . . . . . . . . .. .

.

Amount paid to teachers

.

. 2,38400

Total

: . . . . . . . ..

. . . . . . . . . . . . . . . .. $2,656 00

Balance remaining on hand

.

Total amount of salaries credited to teachers during

the year, as per itemized statements

.

PRIVATE SCHOOLS:
Number of private higb schools in the county, 2; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS.

Name of local scbool system, and where located, ............. ,

name of superintendent,

.

COLLEGES:
Name of colleges in county, and their location, Trenton Masonic Institute, Trenton.

TEACHERS' INSTITUTE:
Where beld, Trenton j date, June 21st, 1896; name of conductor, Mias Mabel Head.
N umber of scboollibraries, 0; value, O.

xcv

DAWSON.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

<f~~~f Male.] Female1 Total. MaleIFemale./ Total. Malel Female1

16 I 14 I 30 1/ 1 I .... j 1 Ii ]7 \, 14 I 31

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

Whitejcolored.j Total. Whitejcolored.[ Total. White/colored.j Total.

II 10 1...... [ 10 9 1.. .... \ 9 II 11 I 1

12

Number of trained normal teachers-white, 0; colored, 0;

total... .. . . . . .. . . . . . . .. . . . . . . . . . .. .. . . ...... . . .. . ..

()"

SCHOOLS.

Number of white schools, 30; colored, 1; totaL..... . . . .

31 .

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

I I~~~~r' Male.l Female1 Total. MaleIFemale-1 Total. Male. Female.

7891 769 11,55811 41./ 27 I 68 11 830 I 796 /1,626

XCVI

DA WSON-CONTINUED.

ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

. COLORED.

I

TOTAL.

Male'IFem~le.ITotal. Male.jFemale.!Total.l MaleIFemaleI~~f~~

".1 .... I I ...... \ ....... 1 ..... \1 ..

1 .. .. 11 .... [ .... ..\ 731

MONTHLY COST.
Average monthly cost per pupil. .. .. .. . . .. .... . ........ $ Amount of average monthly cost paid by the State.......

1 00 781

TEACHERS' SALARIES.
Average monthly salary paid teachers:

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

White. \ COlore~__ wh~~_I_colored_.__ Whit_~COl~red.

$ .... \~........ .. li$ .... I$ .. .. .. II$ ...... 1$. ....

Teachers of all grades paid alike on an average attendance.

Number of visits made by the commiss'oner during the

year.. .

.

31

Whole number of days schools were kept in operation dur-

ing the year. . . ..

100

Number of school houses in the county belonging to the

county board of education- white, 31 j colored, 1;

total, 32; total value

,

,

$ 12,000 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, ete

, . . . ..

.

$ 400 00

Number of school houses in county not belonging to coun-

ty board, 0; total estimated value. .

.

Number of school houses in cities and towns belonging to

county board, 1; total estimated value

, . ~OO 00

Number of school houses in cities and towns not belonging

to the county board; 0; total estimated value. " ....


XCVII

DA WSON-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895 ........................

Amount treasurer's quarterly checks

.

Amount from any and all other sources, including

supplemental checks ...........................

73 25 8,84895

Total receipts

$ 8,422 20

EXPENDITURES:

Salary of county school commissioner

$ 150 00

Salary of members of board of education

,

. 17150

Postage, printing, and other incidentals

. 22 66

Amount expended in the purchase of school supplies

and buildings

.

. 188 60

Amount paid to teachers. . . . . . . ..

. . 2,872 04

Total

$ 3,404 80

Balance remaining on hand. . . . . . . . . . . . . . . . .. . ..... $ 17 40

Total amount of salaries credited to teachers during

. the year, as per itemized statements. . . . . .

2,872 04

PRIVATE SCHOOLS:
Number of private high schools in the county, Oi number of
private elementary'sehools; O.

LOCAL SCHOOL SYSTEMS:

Name of-local- school system.and where located,

;

name of superintendent,

,

COLLEGES: Name of colleges in county, and their location,

_

.

TEACHERS' INTITUTE:

Where held, conductor,

date,

:. _. .. .

.

Number of School Libraries, 0; value, $

name of


XCVIII

DECATUR.
NUMBER OF TEACHERS.

WHITE.

1\

COLORED.

II'

TO'l;'AL.

Male.!Female. tTotal.IIMaleIFemaleITotalIIMaleI:F~male~1~fJl~

34 \ 30 \ 64 II ]8 I ]8 [36 I 52 I 48 \100

GRADES OF TEACHERS.

FIRST GRADE.

II

SECOND GRADE. \1

TIlIRD GRADE.

II White!COlored.!Total.IIWhite\colored.jTotal. WhitelCOlored.j Total.

23 I 3 I 26 II 24 I ,5 I 29 II -171 28' 45

Number of normal trained teachers-white, 12; colored,

3; total...........

15

SCHOOLS.

Number of white schools, 73; colored, 44; total. . . . .. . . .

111

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

II

COLORED.

II

TOTAL.

\FemaJel~~:~~ II Male.jFemale.!TOia Male. !Female,jTotal. IIMale.

1,3921],42512,81711],217 \ 1,38212,599112,~09) 2,807 15,416-

XCIX D ECA TV R-CONTINUED.
ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

II

COLORED.

II

TOTAL.

Male.IFemale.[TotaI.IIMale.IFemaie./ TotaIIIMaleIFemaleI~~:~~

8081 873 11,681 II 6661 996 /1166211 1,474 1 1,869 1 3,343

MONTHLY COST.

Average monthly cost per pupil

$

Amount of average monthly cost paid by the State.. . . . .

TEACHERS' SALARIES.
Average monthly salary paid teachers:

1 00 95

FIRST GRADE.

II

II SECOND GRADE.

THIRD GRADE.

I White. r Colored. II II

White. r Colored.

White. Colored.

$ 4400 1$ 3900 1[$ 25 00 1$ 18 00 1/$ 1800 1$ 14 00

Number of visits made by the commissioner duriug the

year............

138

Whole number of days schools were kept in operation

during the year

,.. ....

100

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0; total,

0; total val ue

,

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc

..

Number of school houses in county not belonging to

county board, 117; total estimated value

$ 15,000 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to county board, 8; total estimated value

10,000, 00

c

DECATUR-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in band from 1895

.

Amount treasurer's quarterly checks

~6,480 51}

Amount from any and all other sources, including

supplemental checks

.

Total receipts

$ 16,480 59

EXPENDITURES:

Salary of county school commissioner

, $ 60000

Salary of members of board of education .. ,

. 62 00

Postage, printing, and other incidentals

"

7494

Amount expended in the purchase of school supplies

and buildings

:

;

.

Amount paid to teachers

.

15,743 65

Total.

$ 16,480 59

Balance remaining on hand. . ..

.

.

Total amount of salaries credited to teachers during the year, as per itemized statements. '., . .. .. . $15,743 65

PRIVATE SCHOOLS:

Number of private high schools in the county, 0; numberof private elementary schools, O.

LoJAL SCHOOL SYSTEMS:

Name of local school system and where located

.

name of superintendent

.

COLLEGES: N arne'of colleges in county and their location ...............

TEACHERS' INSTITUTE:
Where held, Bainbridge; date,4th week in August; name o conductor, C. W. Smalling.
Number of school libraries, 0; value, O.

CI

DEKALB. NUMBER OF TEACHERS.

WHITE.

I

COLORED.

TOTAL.

I I -----11--,.-----:--
Male.jFemale.[ Total.] Male. Female.j Total. Male.

Female. [<f~~f

I I I ~I~ 80

1 I 25

26 II 23 \ 83

106

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

r

I

WhiteIColored.! Total.

WhitelCOlored ITotal.

WhitelCOlored.1

Total.

41

15

Number of normal trained teachers-white, 7; colored, 0;

total

. . . . ..

.

.

7

SCHOOLS.

20; Number of white schools, 60; colored, total. ...

80

ENROLLMEliiT. Number of pupils admitted during the year:

WHITE.

I

I

COLORED.

TOTAL.

<f~~f I I Male. Female1 TotaL I Male1 Female.) TotaLI Male.j Female.

112'00SI 1,413/

1,?-18 12,631 II

595 1

545 1 1,140

1,763 1 3,761

OIl DEKALB-CO-",TINUED.
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAl..

I I I I i I Male. Female. Total. Male'l Female. TotaL Male. Fema e.1 GToratanld. 1

...... j

\2,300 11.. .. l

! 365 11 1..,

21 ,665

MONTHLY COST.

A verage monthly cost pel' pupil. . . . . . . .

.. .

Amount of average monthly cost paid by the State

$ 1 10
86~

TEACHERS' SALARIES. Average monthly salary paid teachers:

FIRST GRADE.
I White. Colored.

I SECOND GRADE. I

I

I

I White.

I
J

Colored. I

THIRD GRADE.
I White. Colored.

$2674 [

11 $2700

II $26 00 $16 20

$14 38

-----'---------''------'-----

Number of visits made by the commissioner during the

year................................................

45

Whole number of days schools were kept in operation

during the year. . . . . . . . . . ..

.. . . . . . . . . . .

7,265

Number of school houses in the county belonging to the

county board of ed~ation-white, 1; colored, 0;

total, 1j total value

, . . . . .. . .. . . . . . . . . . . . 600 (\0

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

,

$

Number of school houses in county not belonging to

county board, 79; total estimated value

$ 6,00000

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

10,800 09

Number of school houses in cities and towns not belong-

ing to the county board, 0; total estimated value ....

om

DiKALB-CONTINUED.

FINANCIAL STATEM:EXT-Receipts for the year:

Balance in hand from 1895

$ 26 71

Amount treasurer's quarterly checks

11,045 25

Amount from any and all other sources, including

supplemental checks. . . . . . . . . . . . . . . . . .. .

.

Total receipts. . . . . . ..

.

$11,071 96

EXPENDITURES:

Salary of county school commissioner

$ 696 00

Salary of members of board of education '

. 8400

Postage, printing, and otherIncidentals

.

75 47

Amount expended in the purchase of school supplies

and buildings . . . . . . . . . . . . . . . . . . .. .

.

Amount paid to teachers .. '

. 10,394 33

'fotal. ... .. . .. . .. .. .. .. ... .. .. . .. .... .. .. $ 11,249 80

Balance remaining on hand due commissioner, over-

paid

$

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ ]0.396 33

PRIVATE SCHOOLS:
Number of private high schools in the county, 4 j number of private elementary schools, 2.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

.

.. . . . . .. ; name of superintendent,

.

COLLEGES:
Name of colleges in county and their location, Agnes Scott, Decatur.
TEACHERS' INSTITUTE:
Where held, Decatur, Ga.; date, September, ]896; name of conductor, E. H. Stevens, John Mable~ A. J. Beck.
Number of school libraries 2; value, :1'100.

elV

DODGE.

NUMBER m' TEACHERS.

WHITE.

I

COI.ORED.

TOTAL.

~~IFemale.;*~r~~ I Male.\Female.\Total.j Male. FemaleF

21 I 27 I 48 II 7 I 17 1- U II 28 I 44 \ 72

GRADES OF TEACHERS.

FIRST GRADE.

SIiCOND GRADE.

THIRD GRADE.

II

10

8

Number of normal trained teachers-white, 0; colored 0:

total.. . . . . . . . . . . ..

0

SCHOOLS.

Number of white schools, 48; colored, 24; total,.. ... .. .

72

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

Male.!Female.1Total.1 Male.!Female. \Total~ Male.IFemale.I~~~~~

856 1 832 1 1,688- lf 475 1 577 11,052111,331 i 1,409 1 2,740

cv
DODG E-C'O~TINUED.
ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED

TOTAL.

I~~~~ Male.!Female. [Total. Male. iFemale ITotal. Male.[Female

4341 II 475 I 909

298 1

406 I 704 11 732 1

881 1 1,613

)[QNTHLY COST.

Average monthly cost per pupil.. . . .

.,. . . . . . . ...

Amount of average monthly cost paid by the State

TEACHERS' SALARIES.
Average monthly salary paid teachers:

I 16 78

FIRST GRADE.
I White. Colored.

I

SECOJ\D flRADE.

I--

I Whitel Colored.

THIRD GRADE.
--
White. Colored.
I

$ 21 70 1$ 22 98 11* 18 81 1$ 17 20 11$ 15 42 1$ 14 87 I

Number of visits made by the commissioner during the

year.

106

Whole number of days schools were kept in operation

during the year, including institute work.. . . . .. . . . . ..

110

Number of school houses in the county belonging to the

connty board of education-white, 1; colored, 0; to-

tall; total value. . . . . . . . . . . . . . . . . ......... ......... . . . . . . .. $250 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

250 00

Number of school houses in county not belonging to coun-

ty board, 66; total estimated value

, 14,8bO 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

N umber of school houses in cities and towns not belong-

ing to the county board, 0; total estimated value ....

CVI

DODGE-CONTINUED.

t,FINANCIAL STATEMENT-Receipts for the year:

Balance ill hand from 1895 , "

.

Amount of treasurer's quarterly checks

$ 7,063 30

Amount from any and all other sources, including

supplemental checks

..

Total receipts

,

$ 7,063 30

~EXPENDITURES :

Salary of county school commissioner

$ 600 00

Salary of members of board of education

. 130 00

Postage, printing, and other incidentals . . . . . . .. . 60 92

Amount expended in the purchase of school supplies

and buildings. . . . . . . . . ..

.

Amount paid to .teachers

. 6,272 38

TotaL

$ 7,063 30

Balance remaining on hand

.

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 6,272 38

"PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, O.

'LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

.

name of superintendent,

'"COLLEGES: Narne of colleges in county and their location. . . . . . . . . . . .. . ...
"TEACHERS' Il"STITUTE: Where held, Abbeville; date, June 29th, 1896; name of conduc-
-tors, W. B. Merrett andR. J. Prentiss. Nurn ber of school libraries: 0; value, O.

cvrr

DOOLY.
NUMBER OF TEACHERS.

WHITE.

COLOR&D.

II

TOTAL.

~~f::l~ MaleIFemaleITotal.!IMaleIFemaleITotal.IIMale jFemale.\

I I I I 22

38

60 11

18 I 29 II 33 I 56

89

FIRST GRADE.

GRADES OF TEACHERS.

"-~~--"----.,.,----------

II SECOND GRADE.
:1

Ii

THIRD GRADE.

I 29

Number of normal trained teachers -white, 10; colored, 2;

total........

12

SCHOOLS.
Number of white schools, 48; colored, 27; total, ...... ...... ...... 75

ENROLLMENT.
Numberof pupils admitted during the year for county:

WHITE.

COLORED.

TOTAL.

~~f~l~ MaleIFemale.jTotal.IIMaleIFemaleITotal.ljMaleIFemale.,

1,175/1,180 12,355/1 871 I 947 1 1,81S 112,0461 2,127 1 4,173

CVIII

DOOLY-CONTINUED.

ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

II

COLORED.

TVfAL.

~:~~~ Male.\Female.!Total.l!MaleIFemale.jTotaI.IIMale.jFemale.J

I

1 !1 . I 1 1,515

1,043 1 1 . = 1

12,558

MONTHLY COST.
Average monthly cost per pupil Amount of average monthly cost paid by the State.
TEACHERS' SALARIES.
Average monthly salary paid teachers:

$ 1 11 91

FIRST GBADE

SECOND GRADE.

Ii

THIRD GRADE.

WhitP1 Colored.
I s 34 00 $ 2,5 00

II White.j Colored.
II I $ 27 00 $ 20 00

I!I White. \ Colored.
II
II $ 20 00 I$ 16 00

Number of visits made by the commissioner during the

Jear......

75-

Whole number of days schools were kept in operation

during the year. ....... ........ ...... ........ ...... ........ ......

110

Number of school houses in the county belonging to the

county board of education-white, 4; colored, 0;

total, 4; total value

$ 500 00

Estimated val ue of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

$ 1,850 00

Number of school houses in county not belonging to

county board, 40; total estimated value

12,000 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belonging

to the county board, 4; total estimated value

$ 3,000 00

_yo'!: ""'~.'-""'.-'.'-tj.t"

CIX

DOOJ.,Y-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$ 670 88

Amount treasurer's quarterly checks

11,734 00

Amount from any and all other sources, including sup-

plemental checks.............. ..... ......... ........ .. ..... 204 00

Total receipts

$ 12,608 88

EXPENDITURES :

Salary of county school commissioner

o'

$

615 00

Salary of members of board of education

.. 7000

Postage, printing, and other incidentals

.

77 60

Amount expended in the purchase of school supplies

and buildings

.. 672 21

Amount paid to teachers

. 10,970 56

TotaL.....

..

$ 12,405 37

Balance remaining on hand

$ 203 51

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 11,250 00

PRIVATE SCHOOLS:
Number of private high schools in the county, 4; number of private elementary schools, 10.

LOCAL SCHOOL SYSTEMS:
Name of local school system, and where located, Vienna City Schools, Vienna, Ga.; name of superintendent, H. J. Lawrence.

COLLEGES: Name of colleges in county, and their location, none.

TEACHERS' INSTITUTE:

Where held, Hawkinsville, Ga.; Date, April 29th, 1896; name



of conductors, Evans, Rooney, and others

Number of school libraries, 1; value, $175.00.

ex

DOUGHERTY.
NUMBER OF TEACHERS.

WliITE.

COLORED.

TOTAL.

---11- I I

I

:Wale. Female. Total. Male. Female. Total.

Male.

Female.

Grand Total.

--- - - ~1-2-5-- -

3

7

10

14

18

32

42

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

Whitelcolored.!TotaJ. Whi.te[colored:!Total. White!colored.[ Total.

9I

4 I 13 11

17
1

Number of normal trained teachers-white, 5; colored, 5;

total. . . . . . . . . . . . . . . . . . . . . ..

.

1()

SCHOOLS.

Number of white schools, 4; colored, 25; total

29

ENROLLMENT.
Number of pupils admitted during the year :

WHITE.

COLORED.

II

TOTAl,.



M'I'IF.m'I'I~~~ M-a-Ie-'-IF-e-m-al-.I'T.t'L M'I'.IF.m'I IT'''I:11

I 11 11 1,2~O I~~ 1571 180 337 936 ,060 11,996111,1931



eXI

DOUGHERTY-CONTINUED. ATTENDANCE.
A verage number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

i Male.IFemale.1 Total. Male.IFemale .!Total.

Male.

Fe~ale.IGrand ITotal.

1121 130 I 242 11 706 1 'i88 !1,495 II 818 1 919 11,731

}{ONTHLY COST.

Average monthly cost per pupil,

$.

76;

Amount of average monthly cost paid by the State......

76.

TEACHERS' SALARIES.

Average monthly salaries paid teachers:
~

FIRST GRADE.

I SECOND GRADE.

THIRD GRADE.

I I I White. Colored. White. Colored.

White. I Colored.

s 53 30 [$ 32 50 Ij$ .\$ 2650 11$ .... ~I$ 23 00

Number of visits made by the commissioner during the

year........

..

63;

Whole number of days schools were kept in operation

during the year

"

100,

Number of school houses ill the county belonging to the

county board of education--white, 2; colored, 8;

total 10; total value

$ 5,500 00.

Estimated value of all other property, including school.

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

,. ..

1,2@O 00'

Number of school houses in county not belonging to

county board, 0; total estimated value............ $

Number of school houses in cities and towns belonging to

county board. 1; total estimated value . . . . . . . . . . . . .. 5,000 00 I

N umber of school houses in cities and towns not belong-

ing to the county board, 0; total estimated value: ...

CXII

D O U G H E R T Y -CONTINUED.

FINANCIAL STA:rEMIliNT-Receipts for the year:

Balance in hand from 1895......

$ 1,709 63

Amount treasurer's quarterly checks....... . . . . . . . .. 6,905 00

Amount from any and all other sources, including

supplemental checks.;.......................... 20300

Total receipts .

8,817 63

EXPENDITURES:

Salary of county school commissioner

Salary of members of board of education

.

Postage, printing and other incidentals

.

Amount expended in the purchase of school supplies

and buildings

'" ." ......

Amount paid to teachers '"

.

500 00 III 00 257 22
52690 6,67829

Total

. 8,072 41

Balance remaining on hand. . . . .. . ~

. 744 22

Total amount of salaries credited to teachers during

the year, as per itemized statements. .

. 6,678 29

PRIVATE SCHOOLS:
Number of private high schools in the county, 2; number of private elementary schools, 1.

LOCAL SCHOOL $YSTEMS:

Name of local school system, and where located:

........

, name of superintendent:

. .. ..

COLLEGES:

~me of colleges in county, and their location

.

TEACHERS' INSTITUTE:
.Where held: Albany j date, June 8th, 1896; name of conductor, E. G; Jones.
Number of school libraries, 1; value, O.

CXIII

DQUGLAS.
1\UMBER OF TEACHERS.

WHITES.

COLORED.

TOTAL.

Male./Female.jTotal. Male.\Fem3Ie.\Totlll. Ma]e.IFemale.I~~~:l~

i 21 I 22 I 43 II 6 I 7 13 II 27

29 I 56

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

I

THIRD GRADE.

WhiteIColored.\Total. WhiteICOlored.\Total. IWhite!co]oredITotlll.
I 22 I 2 1 24 II 10 I 4 14 II 11 I 7 I 18

Number of normal trained teachers-white, 3; colored,

0; total............................................

3

SCHOOLS.

Number of white schools, 38; colored, 9; total...........

47

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

I Male.jFemaleITotal. I Male.jFemale Total. Ma]e.IFemale.I~~:~~

I 1,046 1 852 1],898 [1 284 1 291 [ 575 11 ] ,330 1,143 1 2,473

CXIV
DOUGLAS-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

\~~:r~ Male.!Female .!Total. Male.!Female .!Total. Male.!Female.

603 I 671 1 1,27411 53 \ 78 I 10311656.031 749.1211405.11>

MONTHLY COST. Average monthly cost per pupil. Amount of average monthly cost paid by the State.
TEACHERS' SALARIES. Average monthly salary paid teachers:

$ 1 20 81

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I White. Colored. White. \ Colored. White. 1 Colored.

1$ $ 2250 1$ 2250 11$ 17 50 1$ 17 50 11$ 12 50

12 50

Number of visits made by the commissioner during the

year

,.

101

Whole number of days schools were kept in operation dur-

ing the year............ .. . . . . . . . . . . . . . . . . . . . . . . . . . .

120

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0; to-

tal, 0; total value

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc..................................... $ 569 00

Number of school houses in county not belonging to coun-

ty board, 47; total estimated value. . . . . . . . . . . . . . . . . . 1,59000

Number of school houses in cities and towns belonging to

connty board 0; total estimated value ..............

Number of school houses in cities and towns not belong-

ing to the county board, 3; total estimated value. . . . . 6,600 00

cxv

DOUGLAS-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895.. . . . . . . . . . .. . Amount treasurer's quarterly checks

$ 12949 . 4,733 00

Amount from any and all other sources, includtng'sup-

plemental checks

.

Total receipts ., . .,

.,.,

.,$ 4,862 4&

"E;XPENDITURES:

Salary of county school commissioner

$ 300 00

Salary of members of board of education

. 4200

Postage, printing, and other incidentals

. 2500

Amount expended in the 'purchase of school supplies

and buildings

. 2600

Amount paid to teachers

. 4,338 35

Total

$ 4,731 35

Balance remaining on hand. . . . . . . . . . . . . . . . . . . . . . . . . 131 11

Total amount of salaries credited to teachers during

the year, as per itemized statements... . ..

4,838 35-

PRIVATE SCHOOLS:
Number of private high schools in the county, 0 j number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS: Name of local school system, and where located; Douglasville.
(corporation) Douglasville j n~me of superintendent, A. I. Branham. President.
COLLEGES: Name of colleges in county, and their location, Douglasville
College, Douglasville, Ga.
TEACHERS' INSTITUTE:
Where held, Douglasville; date, June 22nd to 27th, 1896; name of conductor, J. W. Marrion.
Number of school libraries, 0; value, O.

CXVI

EARLY.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

I Male. Female1 Total. I Male. Femalel Total. Male.] Female.I%~~~f

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

White!colored.\ Total. Whitejcolored.1 Total. Whitejcolored.! 'rotal.

~J

I \12 11 8 I 5 I 13 II 2 I 10

12

Number of normal trained teachers-white, 3; colored,O;

total....

. .. . . . . .. . . . . .. .. . . . . . . . .

3

SCHOOLS.

Number of white schools, 21; colored. 19; total........ . .

40

ENROLLMENT.
Number of pupils admitted during the year:

WHIT!!:.

COLORED.

-.,-----,------ r_'_,.---

TOTAL. 11_---,---------,_

cxvn
EARLY-CONTINUED.
ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

I I I ~~:t Male. !Female. Total. Male. Female1 Total. Male. Female1

3~5 I I 360 420 I 780 300 I

625 \1 660 I. 745 \ 1,405

)lONTHLY COST.

Average monthly cost per pupil

.

Amount of average monthly cost paid by the State

TEACHERS' SALARIES.
Average monthly salary paid teachers:

$1 34

.

91

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I I White. Colored. White. Colored.

I $ 50 00 1............... 1: $ 40 00

$ 25 00 [I

White. $ 30 00

I Colored.
I
1$ 1500

Number of visits made by the commissioner during the

year..........................................

61

Whole number of days schools were kept in operation

during the year

, , . . .. . ..

100

Number of school houses in the county belonging to

county board of education-white, 4; coloredv L;

total, 5; total value.. . .. .

$ 1,180 00

Estimated value of all other property, including school supplies of all kinds, charts, maps, desks, seats, school appliances, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .....$ 1,221) 00
Number of school houses in county not belonging to county board, 24; total estimated value. . .. . .. . . .. . .. 7,200 00

Number of school houses in cities and towns belonging to

county board o total estimated value

..

Number of school h~uses in cities and towns not belong-

ing to the county board, 2; total estimated value ....

7,500 00

CXVIII

EARLY-CONTINUED.

FrNANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

.

Amount treasurer's quarterly checks

"

$ 6,836 00

Amount from any and all other sources, including

supplemental checks

.

Total receipts

$ 6,836 00

EXPENDITURES:

Salary of county school commissioner

$ 30000

Salary of members of board of education

. 10600

Postage, printing, and other incidentals

. 56 60

Amount expended in the purchase of school supplies

and buildings

. 76 26

Amount paid to teachers

. 6,437 74

Total

$ 6,976 60

Balance remaining on hand . . . . . . . . . . . . . .. .

.

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 6,437 74

PRIVATE SCHOOLS:
Number of private high schools in the county, 2; number of private elementary schools, 2.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located, "

.

. . . . . . . . . . . . . . ; name of superintendent,

.

.

COLLEGES: Name of colleges in county, and their location,

TEACHERS' INSTITUTE: Where held: Blakely, Ga.; date, June 7th, to 12th, 1896, inclusive; name of conductors, E. C. Branson, - - Ernest.
Number of school libraries, 1; value, $150 00.

CXIX
ECHOLS.
NU)IBER OF TEACHERS.

I l I I 8 II 3 I 11 II I 4 r 0

4 i 12

3 ]5

GRADES OF TEACHERS.

FIRST GRADE.

THIRD GRADE.

Whitel~tl.lTotal.llI' WhiteIColored.[Total. ]1

WhitelColored.j 'rotal.

3 I 0 I 3 I 3 i 2 I 5 II 5 I 2 I 7

Number of normal trained teachers-white, 0; colored,

0; total.

.

SCHOOLS.

Number of white schools, 11 ; colored, 4; totaL..........

15

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

:::l~ Male.IFemale.jTotal./1 Male.j Female.jTotal.IIMale.jFemale1

I 240 I 167 j 40711 551

67

122 295

11

1

234 I

529

cxx

ECHOLS -CONTIlWED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

II

COLORED.

II

TOTAL.

~~~~i~ Male.[FelllaleIT::al.l!Male./FemaleITotal.IIMaleIFemale.I

.... I

I 187!1 .. ~1

1 71 II .... I .. 1 249g

MONTHLY COST.

Average monthly cost per pupil..

$

Amount of average monthly cost paid by the State ..

TEACHEHS' SALARIES. Average monthly salary paid teachers:

$1 04 99

FIRST GRADE.
I White. Colored.

I SECOND GRADE I White. ) Colored.

I THIRD GRADE.
Ic White. olored.

$ 26 66
1*

. ' "

'$ I

20 00

$ 18 00 $ 16 00 I

$ 12 50

Number of visits made by the commissioner during the

year

"....

40

'Whole num bel' of days schools were kept in operation

during the year... ..

.

110

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 1;

total, 1; total value

75 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc

$ 100 00

Number of school houses in county not belonging to

county board, 12; total estimate I value

1,000 0

Number of school houses in cities and towns belonging

to county board, 0; total estimated value

,

Number of school-houses in cities and towns not belong-

ing to the county board, U; total estimated value .....

CXXI

EC HOLS-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$

Amonnt treasurer's quarterly checks

..

Amount from any and all other sources, including

supplemental checks

.

494 14 1.50785

Total receipts......

..

EXPENDITURES.

$===2=,0=01=9=9

Salary of county school commissioner

$

Salary of members of board of education

.

Postage, printing, and other incidentals ;

.

Amount expended in the purchase of school sup-

plies and buildings i. ..

..

Amount paid to teachers

..

18900 4000 44 95
1.288 90'

Total.

. 1.5M 85

Balance remaining on hand

$

Total amount of salaries credited to teachers during

the year, as per itemized statements

$

49-1 14 1,28390

PRIVA'l'E SCHOOLS:
Number of private high schools in the county. 0; number of private elementary schoola, 1.

LOCAL SCHOOL SYSTEMS:

Name of local school sytem, and where located, .......

name of superintendent,

.

COLLEGES:

Name of colleges in county, and their location

.

TEACHERS' INSTITUTE: Where held, Valdosta; date, June 22,1896; name of conductor A. W. Van Hoose.
Number of school libraries, 0; value, $ O.

CXXII

EFFINGHAM.
NUMBER OF TEACHERS.

WHITE.
Male.1Female1 Total

COLORED.

TOTAL.

~~~~t I Male. Femalel Total. Male.!Female.\

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

~oloredl White!coloredITotal.

Total. Whitejcolored.! Total.

18 I 3 \ 21 II 6 I 2 I 8 [I 7

7

14

Number of normal trained teachers-white, 0; colored, 0;

total

, , . . . . . . . . .. . . . . .. . . . . . . . . .

0

SCHOOLS.

.Number of white schools, 33; colored, 16; total. . .... ....

49

ENROLLMENT.
Number of pupils admitted during the year;

WHITE.

COLORED.

TOTAL.

~~~~f MaleIFemale.! Total. Male.j Female.! Total. Male1 Female1

I 4341 368 I 80211288 I 301 589 11 722 [ 669 1 1 391

CXXIII
EFFIN GHAM-CONTIKUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

1

TOTAL. _

I Male.! Female.\ Total.

Male.\Female.ITotal.[

Male.

Female.

Grand Total.

II 288 \ 289 \ 577 176 \ 186 \ 36211 464

4i7 1 941

MONTHLY COST.

Average monthly cost per pupil

~

95

Amount of average monthly cost paid by the State

63

TEACHERS' SALARIES. Average monthly salary paid teachers:

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I White. I Colored. White. Colored. White. I Colored.

-----c---

I

!* I I * $ 20 00 ]$ 20 00 11* 18 00

18 00 $ 16 00

Hi 00

Number of visits made by the commissioner during the

year

_............

53

Whole number of days schools were kept in operation dur-

ing the year

_............

110

N umber of school houses ill the county belonging to the

* county board of education-white, 0; colored, 0; total,
0; total value .. . . . . . . . . . . .. .

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. . . . .. . _. . . . . . . . . . . . . . . . . . . . . .. . .... $ 600 00

N umber of school houses in county not belonging to

county board, 43; total estimated value. . . . .... . . . . 7,300 00

N umber of school houses in cities and towns belonging to

county board, 0; total estimated value

.

]I umber of school houses in cities and towns not belong-

ing to the county board, 1 j total estimated value. . . . 1,000 00

CXXIV

EFFINGHA"M-CONTINUED.

FINANCIAl, STATEMENT-Receipts for the year:

Balance in hand from 1895

.

Amount treasurer's quarterly checks

$ 4,964 74

Amount from any and all other sources, including sup-

plemental checks

.

.

Total receipts

$ 4,964 74

EXPENDITURES:

Salary of county school commissioner

$ 156 87

Salary of members of board of education

. 102 00

Postage, printing, and other incidentals

. 91 86

Amount expended in the purchase of school supplies

and buildings

. 182 60

Amount paid to teachers

. 4,433 08

TotaL

$ 4,966 41

Balance remaining on hand

,

.

Total amount of salaries credited to teachers during

the year, as per itemized statements. . .... . .... $ 4,433 08

PRIVATE SCHOOLS: Number of private high schools in the county, 0; number of private elementary schools, 3.
LOCAL SCHOOL SYSTEMS: Name of local school system, and where located, Guyton, at
Guyton; name of superintendent, mayor and council.
COLLEGES: Name of colleges in county, and their location,
TEACHERS' INSTITUTE: Where held, Springfield; date, June 29, 1896; name of conduc-
or, J. O. Culpepper. Number of school libraries, 0; value, $

cxxv

ELBERT.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

~~f:r~ Male. Female.!Total.'/MaleIFemale. Total.' Male [Female.

-15-\-2-8 1-4-3-11-17-1-17-1-3-4-11 -32-1-45-1-7-7

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

- 1 - - - White Colored,\Totai. Whitp!Colored. Total. White Colored. Total.

-- --- --

------ --

I 34

8

42

I I 9 13 22

I 1 I 12

13

Number of normal trained teachers-white, 0 j colored,O;

total.

.

SCHOOLS.

Number of white schools, 43 j colored, 34; total

77

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

I

COLORED.

TOTAL.

Male. Female.ITotal.

Male. Female. Total.

Male.1

Female.

Grand Total.

1,1561~~1 - 1,1921

-1,11 30 I-2,3.22

2,40911 2,3481 2,283 4,731

CXXVI

ELBERT-CONTINUED.

ATTENDANCE.

Average number of pupils in daily attendance:

WHITE.

I

I

COLORED.

I_TOTAL'

M'I,.IF.mol'.lTot!.1 IF Male. Female. Total. MaIe. lemaIe. GTortaanld.

---1- -1----

I 705

I 645 1,349 522/ 622 ],144 1,226 1,266 2,493

-

1

MONTHLY COST.

Average monthly cost per pupil. .. ,

94

Amount of average monthly cost paid by the State.

69

TEACHERS' SALARIES. Average monthly salary paid teachers:

II FIRST GRADE.
I White. Culored. IJ

II SECOND GRADE.

THIRD GRADE.

II I White. Colored. White. Colored.

I $ 30 541 $ 35 32 [I $ 13 361 $ 18 31 s (l27 1\

$ 8 23

N umber of visits made by the commissioner during the

year

_.,

7()

Whole number of days schools were kept in operation

during the year............. . . . . . . . . . . . . . . . . . . . . . . .

100

Number of school houses in the county belonging to the

county board of education-white, 1; colored, 0; total,

1; total value

$ 300 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc.

.

1,000 00

Number of school houses in county not belonging to

county board

; total estimated value.. .

6,000 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of schoolhouses in cities and towns not belonging

to the county board, 4; total estimated value

13,000 00

CXXVII

ELBERT-CONTINUED.

FINANCIAL STATEMENT -Receipts for the year:

Balance in hand from 1895

$ 3 74'

Amount treasurer's quarterly checks

" 10,986 27

Amount from any and all other sources, including sup-

plemental checks, fine on a teacher . . . . . . . . . . . . . 12 50

Total receipts

" $11,002 51

EXPENDITURES:

Salary of county school commissioner, (including five

days Inst.)

$ 675 00,

Salary of members of board of education, ($14.00 paid

board after spring term on 1895)

, . . . . . . . . . . 192 00.

Postage, printing, and other incidentals, ($25.00 in-

cluded for expert).... ,. ..................... 96 48.

Amount expended in the purchase of school supplies

and buildings.... . . . . . . . . . . . . .. .

.

Amount paid to teachers.......................... H,750 93.

Total..

$10,714 41

Balance remaining on hand

$ 288 10

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 9,864 28.

"RlYATE SCHOOLS: Number of private high schools in the county, 0; number of
private elementary schools, o.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

;.

name of superintendent,

.

COLLEGES:
Name of colleges in county and their location, John Gibson Iu-, stitute, Bowman, Ga., (Elberton, Ga.), Elberton Collegiate Institute and Girls' Seminary.

TEACHERS' INSTITUTE: Where held, Elberton, Ga.; date, July 20th, 1893; name of con,ductor, Prof. M. Ls Parker.
Number of school libraries, 0; value, 0;

ex XVIII

EMANUEL.
NUMBER OF TEACHERS.

WHITE.

II

COLORED.

II

TOTAL.

Malel FemaleITot~l.l\Malel Female!Totlll II Male.!Female.! ~~:l~

I ! I I I I I 41 17 58 25

5

30 66

22

88

GRADES OF TEACHERS.

FIRST GRADE.

II

SECOND GRADE.

THIRD GRADE.

WhiteIColored.!TotaI.11 Whitp\colored',Total.l\ WhitelColored1 Total.

22 i 5 I 27 [I 23 I 5 I 28 II 13 I I 20 33

Number of normal trained teachers-white, 0; Colored, 0 ;

total

..

SCHOOLS.

N umber of white schools, 57; colored, 33; total......... ......

90

ENROLL~fENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

~~~:l~ Male. \Female.\TotaI.IIMale.jFemale.\ TotaI.IIMale.!Female.\
1,9921~ 1,387)1,219 \ 2,60611 753\ 753 \1,506 !12,140 r

CXXIX
EMANUEL-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

II

TOTAl..

Male.!FemaleITotaL\IMale1FemaleITotaI.IIMaleIFemale.I~~~:I~

......1 ....\1,2931\ 1 .. f 854/) [

\2,147

MONTHLY COST. Average monthly. cost per pupil. Amount of average monthly cost paid by the State
TEACHER'S SALARIES. Average monthly salary paid teachers:

$ 1 10 85

II FIRST GRADE.
White. t Colored.
1\

SECOND GRADE.
I II!I White. Colored.

'THIRD GRADE. White. I Colored.

1$ j$ $ 2392

2392 \1$ 19 65 1$ 1965 11$ 15 38

15 38

Number of visits made by the commissioner during the

year

..

75

Whole number of days schools were kept :in operation

during. he year

"

..

108

Number of school houses in the county belonging to the

county board of education-i-whlte, 0 i colored, 0; total,

OJ total value

.

Estimatl'd value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

.appliances, 'etc

$ 50 00

Number of school houses in county not belonging to

county board, 30; total estimated value

. 2,000 00

Number of school houses in cities and towns belonging to

county board, 0 j total estimated value

..

Number of school houses in cities and towns not belong-

ing to the county board, 0 i total estimated value ......

oxxx
EMANUEL-CONTINUED.

FINANCIAL STATEME1S"T-Receipts for the year:

Balance in hand from 1895

..

Amount treasurer's quarterly checks

$ 9,826 00

Amount from any and alI other sources, including

supplemental checks.........

7 95

Total receipts

t 9,833 95

EXPENDITURES:

Salary of county school commissioner

$ 450 00

Salary of members of board of education "

.

88 00

Postage, printing and other incidentals

.. 82 50

Amount expended in the purchase of school sup-

plies and buildings

"

.

Amount paid to teachers......

.

. 9,213 45

'rotal.

..

$ 9,833 95

Balance remaining on hand

..

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 11,399 75

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number Of private. elementary schools, O.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located, .................. ,

name of superintendent,

.

COLLEGES:

Name of colleges in county, and their location

..

TEACHERS' INSTITUTE:
Where held, Swainsboro, Ga.; Date, August 3,1897; name of conductor.jf), H. S. Jackson.
Number of school libraries, 1 i value, $70.

CXXXI

FANNIN.
NUMBER OF TEACHERS.

WHITE.

COLORED,

TOTAL.

I*~~~~ Male,\Female. jTotal. MaleIFemale ./Total. I MaJeIFemale

I 37

16

I 5S II

1 I .. J

I I1 38

16

I 54

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

White/colored.\Total. White[uolored.ITotal White icolored.jTotaL.

2~ 14 1 1 14 II [

i 23 /1 16

1 I 17

Number of normal trained teachers-white, 0; colored. 0;

total,

, ,., ,,

,

,

.

SCHOOLS.

Number of white schools, 53; colored, 1; totaL,.... .. . . .

1)4

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL

. Male.[Female.ITotaL Male.!Female,ITotal. MaleIFemaleI*~~~~

1,440 1 1,280 12,7201113 I 17

j 30 [) 1,453 1,297 1 2,750

CXXXII

FANNIN-CONTINUED.

ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

I

COLORED.

TOTAL.

Male.IFemale.[Total.l Male.IFemale \Total. Male.IFemaleI<q:~r

"=1 \1,23611

1

\11 11 \

\ 1,247

MONTHLY COST

.Average monthly cost per pupil

$

91

.Amount of average monthly cost paid by the State. . . . . . .

85

TEACHERS' SALARIES.
Average monthly salary paid teachers:

FIRST GRADE.
I Whit.. Colored.

SECOND GRADE.

THIRD GRADE.

I I Whit,. Co10"d. I Whit,. Col"O<1,

$ 2500 \$

\\$ 2000 1$

11$ 1500 1$ 1500

Number of visits made by the commissioner during the

year........................

65

Whole number of days schools were kept in operation

during the year.... ..

3

Number of school-houses in the county belonging to the

county board of education-white, 3; colored, 0; to-

3; total value.._

$ 150 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

.

Number of school houses in county not belonging to coun-

ty board, 51; total estimated value.................. 4,000 00

:Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, -: tota estimated value.... 1,400 00

CXXXIII

FANNIN-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895 ......................... $ 19 43

Amount treasurer's quarterly checks

. 5,875 04

Amount from any and all sources, including supple-

mental checks

.

Total receipts

'

$ 5,894 47

EXPENDITURES.

Salary of county school commissioner

$ 279 00

Salary of members of board of education

. 120 00

Postage, printing, and other incidentals

. 53.50

Amount expended in the purchase of school supplies

and buildings

.

. 17920

Amount paid to teachers. . ..

.

. 5,262 77

Total

$ 5,894 47

Balance remaining on hand

.

Total amount of salaries credited to teachers during

the year, as per itemized statements. . .

5,623 90

PRIVATE SCHOOLS:
Number of private high schools in the county, 2; number of private elementary schools, 3.

LOCAL SCHOOl, SYSTE}IS:

Name of local school system, and where located, .............

name of superintendent,

.

COLLEGES: Name of colleges in county and their location,

TEACHERS' INSTITUTE: Where held, Morganton; date, 29th of June, 1896; name of conductor, Ernest Neal.
Number of school libraries, 0; value, O.

CXXXIV

WHITE.

FAYETTE.
NUMBER OF TEACHERS.

II

COLORED.

II

TOTAL.

Female , TGortaanld. I

35

74

GRADES OF TEACHERS.

FIRST GRADE.

II

SECOND GRADE.

THIRD GRADE.

White!coIOred./Total. \lwhiteiIC~lored.ITotal.IIWhite:colored'lTotal.

32 I 16 I 48 II 4; 10 I 14 II 3 I 9 I 12

Number of normal trained teachers-white, 6; colored, 14;

total , .. . . .. . ..

20

SCHOOLS.

Number of white schools, 25; colored, 16; total. ...

41

ENROLLMENT.
Number of pupils admitted during the year:

[I

WHITE.

II

COLORED.

Ii
Ii

TOTAL.

~~~~t Male./Female./Total./I Male./Female.!TotaI.IIMale.!Female.!

9671 818 11'785114~ I~124111,.5091 I ],400 2,909

cxxxv
FAYETTE-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

II

COLORED.

TOTAL.

~~~~~ Male.]Female.!Total. iIMale.!Female.]Total.l!Male.IFemale.!

4681 297 I 865! I 1\\51 210 I 40) II 663 1 (;07 \ 1,270

MONTHLY COST.
Average monthly cost per pupil. ..................... $ Amount of average monthly cost paid by the State. . . . .
TEACHERS' SALARIES.
Average monthly salaries paid teachers:

1 18 76

FIRST GRADE.

II

SECOI'D GRADE.

I I I White. Colored. White. Colored.

1$ 1\$ $ 24 25

23 78 '1~ 5 60I$ -13 63

Number of visits made by the commissioner during the

year

, . . . ..

,..... .., . . . . . . . . . . .

70

Whole number of days schools were kept in operation

during the year

",...

109

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0; total,

0; total value

, ",.

Estimated value of all other property, including school

supplies d all kinds, charts, maps, desks, seats, school

appliances, etc

,$ 600 00

Number of school houses in county not belonging to

county board, 42; total estimated value. . . . .. . . . . .. 6,000 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

,.

Number of school houses in cities and towns not belong-

ing to the county board, 1; total estimated val'le,... 1,500 00

CXXXVI

FAYETTE-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$ 7 61

Amount treasurer's quarterly checks

. 5,457 00

Amount from any and all other sources, including

supplemental checks

.

Total receipts

$ 5,464 61

EXPENDITURES:

Salary of county school commissioner ,

.

Salary of members of board of education

.

Postage, printing, and other incidentals

"

.

Amount expended in the purchase of school supplies

and buildings. . . . . . . . ..

.

.

Amount paid to teachers

.

28400 7800 62 64
247 50 4,792 47

Total

, . $ 5,464 61

Balance remaining on hand

.

:

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 4,792 47

PRIVATE SCHOOLS:
Number of private high schools in the county, 4; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS: Name of local school system, and where located,

COLLEGES: Name of colleges in county, and their location,
TEACHERS' INSTITUTE: Were held, Fayetteville, Ga.; June 22 to 26, inclusive; conductor, Morgan L. Parker.
Number of school libraries, 0; value, O.

CXXXVII

FLOYD. NUMBER OF 'rEACHERS.

WHITE.

COLORED.

TOTAL.

I ~~~r Male Female.l Total. Male.! Female.! Total. Male.! Female.)

40 1 57

I II I \ 97 1/ 15

43 I 58

55

100

155
1

----"-----------'-----'------'---

GRADES OF TEACHERS

FIRST GRADE.

SECO~D GRADE.

THIRD GRADE.

White\colored.\ Total. White\colored.\Total White\colored.\ Total.
I 56 \ 11 67 Il~\ 17 I 36 1\221~1~

Number of normal trained teachers-white, 1; colored, 1;

total

2

SCHOOLS.

Number of white schools, 81: colored, 50; total

131

ENROLLMENT. Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

I IF I Male. \Female. \ Total. Male.lFemale. Total. MaIe. emaIe. GTroatanld.

1,9871 2,055 \4,04211 1,082 [ 1,172 ) 2,254113,069 \ 3,227 [ 6,296

CXXXVIII
FLOYD-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

'f~~~r Male.j Female.! Total. Male./Female.jTotal. Male.! Female.j

......I .1 2,059 11 I

11,403 11

\

\3,46;

MONTHLY COST.

Average monthly cost per pupil .......................$

85

.Amount of average monthly cost paid by the State

72

TEACHERS' SALARIES.
Average monthly salary paid teachers:

FIRST GRADE.
I White. Colored.
$19 241$ 30 78

SECOND GRADE.

THIRD GRADE.
I White. Colored.
II~ 10 43 \$ 12 22

Number of visits made by the commissioner during the

year......

31

Whole number of days schools were kept in operation

during the year ..

100

.Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0; total,

0; total value .'

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc

.

Number of school houses in county not belonging to

county board, 0; total estimated value

.

.Number of school houses in cities and towns belonging to

county board, 0; total estimated value ...

.Number of school houses in cities and towns not belong-

ing to the county board, 0; total estimated value ....

CXXXIX

FLOYD-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 18\)5

.

Amount treasurer's quarterly checks from State school

commissioner

:

$ 18,094 17

Amount from any and all other sources, including

supplemental checks. . . . . . . . . . . . . . . . . . . . . . . . . . . 427 98

Total receipts

,

,

$18,522 15

Ex PENDITURES :

Salary of county school commissioner

$ 643 00

Salary of members of board of education

. 122 00

Postage, printing, and other incidentals... . . . .. . ..

852 07

Amount expended in the purchase of school supplies

and buildings. . . . . . . . . . . . . . . . . . . .. .

.

8 00

Amount paid to teachers

.

. 16,506 31

Total

'"

$18,130 38

Balance remaining on hand

390 77

Total amount of salaries credited to teachers during

the year, as per itemized statements

" 12,560 90

PRIVATE SCHOOLS:
Number of private high schools in the county, 1; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS.
Name of local school system, and where located, Rome Public School, Rome, Ga.; name of superintendent, Prof. J. C. Harris.

COLLEGES:
Name of colleges in county, and their location, Shorter Female College, Rome Business College, Rome, Ga.

TEACHERS' INSTITUTE:
Where held, Rome, Ga.; date, July 6 to 11, 1896; name of conductor, Prof. Hayes ..
Number of school libraries, 0; value, O.

CXL

FORSYTH.
~ UMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

I Male.jFemale.!Total. Male.!Female.j'lotal. Male.!Female.

Grand Total.

\ 73

FIRST GRADE.

GRADES OF TEACHERS.

II SECOND GRADE.

THIRD GRADE.

White!colored.ITotal. Whitelco!Ored.jTotal.l Whitejcolored.! Total.

-~1 1

! 32! 111 II 20 i 1 21 \1

9 \ 41

Number of normal trained teachers-white, OJ colored, 0;

total..

"

.

SCHOOLS.

Number of white schools, 55; colored, 9; total...........

64

EMROLI,MENT.
Number of pupils admitted during the year:
II
<f~~f. ---;-W--HI-T~E.-II---;--_C-O-L,OR-E-D_. II----,---T.OT.A.L.. ,-
I Male !Female.!Total. Male.\Female.jTotal.! Male. [Female.
! 1,780 r 1,53513,31511 203 1 189 \. 392111.9831 1,724 3,707

CXLI FORSYTH-CONTINUED.
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

~~~~ Male.!Female.\Total. Male.!Female.ITotal. Male. IFemale. I

I 7261 657 11,37811 86 I 78 I 164 1\ 80R 735 1 1,543

MONTHLY COST.

Average monthly cost per pupil. . ..

. $ 1 00

Amount of average monthly cost paid by the State. . . . . . . .

83

TEACHERS' SALARIES.

Average monthly salary paid teachers:

FIRST GRADE.
I White. Colored.

SECOND GRADE White. \ Colored.

THIRD GRADE.
I White. Colored.

I $ 28 18 .. .... .. 11$ 21 20 1$ 2441 11$ 18 50 ]$ 13 55 .,

Number of visits made by the commissioner during the

year....

82

Whole number of days schools were kept in operation dur-

ing the year

100

Number of school houses in the county belonging to the

county board of education-white, 0 j colored 0 j total,

0; total value

.

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances. etc. . . . . . . . . . . .

.

Number of school houses in county not belonging to

county board. 42; total estimated value ............$ 1,94.000

Number of school houses in cities and towns belonging to

county board, 0; total estimated value ............

Number of school houses in cities and towns not belonging

to the county board, 1 j total estimated value

1,500 00

.1

CXLII

FORSYTH-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

,$

27

Amount treasurer's quarterly checks. . . . . . . . .. . . 6,821 00-

Amount from any and all other sources, including

supplemental cbecks

.

Total receipts

$ 6,821 27

EXPENDITURES:

Salary of county scbool commissioner

$ 30600

Salary of member!' of board of education. . .. .

. 74 00

Postage, printing, and other incidentals ............ 38 07

Amount expended in the purchase of school supplies

and buildings

,

.

Amount paid to teachers

. 6,404 20-

Total

.

iii 6,822 27

Balance remaining on hand

.

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 7,718 46

PRIVATE SCHOOLS:
Number of private high schools in the county, 1; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located

.

name of superintendent

.

COLLEGES:

Name of colleges in county, and their location,

,

TEACHERS' INSTITUTE; Where held, Cumming, Ga.; date, from July 6th to 10th ineluelusive; name of conductor, E. H. Holland.
Number of scboollibraries, 0; value, O.

CXLIIl

FRANKLIN.
NUMBER OF TEACHERS.

WHITE.

II

COLORED.

\\

TOTAL.

~~~~~i Male. \Female. \'l'otal. \\Male.\Female.ITotaI.IIMale.IFemale. \

I 50

22

\ 72 II 15 --I

7 I 22 I 65 I 29 I 94'

GRADES OF TEACHERS.

FIRST GRADE.

II SECOND GRADE.

II

THIRD GRADE.

White\colored.\Total. \\Wbilelcolored.\Total.ll White\colored.\ Total.

42 I 3 I 45 II 20 I 11 \ 31 1\ 10 I 8 \ 18

Number of normal trained teachers-white, 11; colored,

5 j total

..

".

16 ,

SCHOOLS.

Number of white schools, 52 j colored, 19; total... ..

71 '

ENROLLMENT.
Number of pupils admitted during the year r

WHITE.

II

COLORED.

II

TOTAL.

MaleIFemaleITotal.IIMaleIFemaleITotalIIMaw.-\~emale~~l:al~ ,

2~7.341 2,160 1 1,829 13,98911 571 1 497 1 1,071 11'

! 2;326 1 5,060 ,-

CXLIV
]'RANKLIN-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

1\

1\

~~~~~ Male.IFemale.ITotal./iMale. \Female. \Total. 'jMale. \Female. \

337\ )~ 1,2451 843 12,0881\

273 I 610 111,58211,116

MONTHLY cosr,

Average monthly cost per pupil.,

$ 1 00

Amount of average monthly cost paid by the State.......

70

TEACHERS' SALARIES. Average monthly salary paid teachers:

FIRST GRADE.

II SECOND GRADE.

I 1 HIRD GRADE.

I I I II I White. Colored. White. Colored. White. Oolored,

$ 2000 1$ 20 00 \1$ 20 00 1$ 2000 11$ 20 00 1$ 2000

Number of visits made by the commissioner during the

year...........................

..

39

Whole number of days schools were kept in operation dur-

the year..

100

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0; total,

0; total value

.

Estimated value of lin other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc

$ 1,200 00

Number of school houses in county not belonging to

county board, 71; total estimated value................ ...... 12,600 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school housesin cities and towns not belong-

ing to the county board, 3; total estimated value ....... 8,000 00

CXLV

F R A N K L I X -CC'l'TINUED.

FINAN('lAL STATEMli:l'T-Receipts for the year:

Balance in hand from 1895......

.. $ 51656'

Amount treasurer's quarterly checks

. 10,042 37

Amount from any and all other sources, including

supplemental checks

..

..

Total receipts ... EXPENDITURES:

.

.-$-10--,5-5-8---93

Salary of county school comnnssioner

$ 365 00

Salary of members of board of education

. 138 00

Postage, printing, and other incidentals

.. 97 37

Amount expended in the purchase of school supplies

and buildings

.

Amount paid to teachers

.. 9,442 00

Tota1.

$ ]0,042 37

Balance remaining on hand

$ 5]6 56

Total amount of salaries credited to teacbers during

the year, as per itemized statements

$ 9.442 00

PRIVATE SCHOOLS:
Number of private high schools in tbe county, 0; number of private elementary schools, O.

r~OCAL SCHOOL SYSTEM:

Name of local school system and where located,

..

name of superintendent,

.

COLLEGES:

Name of colleges in county and their locution,

..

TEACHERS' INSTITUTE: Where held, Carmsville; date, week beginning June 22,1896; name of conductor, J. A. B. Mahaffey.
Number of school libraries, 0; value, O.

\

CXJ~VI

FULTON.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

I <rt~~~~ Male. Female./ Total. Male.!Female1 Total. Malel Female1

20 1 20 I 40 II 6 I 13 j 19 Ii 26 I 33 I 59

GRADES OF TEACHERS, 1897.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

White)colored.! Total. WhitelCOlored.l TotaL White!colored.j Total.
~I- 5 I 30 1 15 I 2 117 1 .. .. \ 1 12 12

Number of normal trained teachers-white, 8; colored, 0;

total ................ "

".

. . .. .. .

8

SCHOOLS.

Number of white schools, 35; colored, 19; totaL.........

M

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

II

COLORED.

I

TOTAL.

I ~~~~f I Male.!Female1 Total. MaleIFemale1 Total. Male.jFemale.j

1,34411,131 12,47511 561 I 586 11,147111,90511,717 1 3,622

CXLVII
FULTON-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

Mal~.IFemale.ITotal. Male.!Female.!Total. MaleIFemale.I~~f:3~

...... 1

1 1,301 11

.[.

\ 634 11

1

\1.93&

MONTHLY COST.

Average monthly cost per pupil.

$

Amount of average monthly cost paid by the State. . . . . ..

TEACHERS' SALARIES.
Average monthly salary paid teachers:

1 15 1 10,

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I . White. COlo,red.
$ 45 00 1$ 25 00

I Whitel_colored~_ White. \ Colored.
~------'--------
11$ 3500 1$ 2250 11$ 30 00 1$ 20 00

Number of visits made by the commissioner during the

year

.

.Whole number of days schools were kept in operation dur-

ing the year. . . ..

100

Number of school houses in the county belonging to the

county board of education- white, 5 j colored, 0;

total, 5; total value

$ 4,000 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. . . . . . .. . . .. . . . . . . .. .

$ 2,000 00

Number of school houses in county not belonging to coun-

ty board, 25; total estimated value. . . . . . . . . . . . . . .. 10,000 00

Number of school houses in cities and towns belonging to

county board. 0; total estimated value .............

Number of school houses in cities and towns not belonging

to the county board; 0; total estimated value .....

CXLVIII

FULTON-CONTINUED.

FINANCIAL RTATEMENT-Receipts for the year:

Balance in hand from 1895

. 1,755 70

Amount treasurer's quarterly checks

. 11,41)1 18

Amount from any and all other sources, including

supplemental checks

.

.

Total receipts '" .......... ,

$13,216 88

EXPENDITURES:

Salary of county school commissioner '" , $ 887 00

Salary of members of board of education

. 214 00

Postage, printing, and other incidentals ,

. 441 71

Amount expended in the purchase of school supplies

and buildings

. . . . . .. .

. 300 00

Amount paid to teachers. . . . . . . .. .

. 10,247 69

Total

$12,090 40

Balance remaining on hand March Ist, 1897.. ,

$ 1,126 48

Total amount of salaries credited to teachers during the year, as per itemized statements. . . . . . . . . . .. 10,247 69

PRJVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, O.
LOCAL SCHOOL SYSTEM:B :
Name of local school system and where located, Atlanta, East Point; names of superintendents, W. F. Slaton, M. F. Ramsey.
COLLEGES: Name of colleges in county, and their location, Southern Female
College, white; Atlanta University, Clark University, Spellman Seminary, Atlanta 3aptist Seminary, Morris-Brown College, colored.
TEACHERS' INTITUTE: Where held, Atlanta; date, July 20th to 24th inclusive ; name of conductor, Mrs. M. C. Thomas.
Number of school libraries, 0,; value, $

CXLIX

GILMER.
NUMBER OF TEACHERS.

WHITE.

II

COLORIlD.

II

TOTAL.

I I Male.jFemale.ITotal. I!Male.!FemaleITotal.IIMale

F e m aI e.

Grand Total.

40 I 21 I 61 II 1 \

! 1 [j 41 21 62

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

II

THIRD GRADE.

White!colored.ITotal.ll Whitelcoloredl:rotal.ll White/colored.!Total.

17 1 1 ........ .. 17 II 37 I

38~11 1 I

7 \ .. .. .. .. 1 7

Number of normal trained teachers -white, 0; colored, 0;

total

.

SCHOOLS.

Number of white schools, 53; colored, 1; total,

.S!

ENROLLMENT.
Number of pupiiS:admitted during the year:

WHITE.

II

COLORED.

!I

TOTAL.

MaleIIFemaleiTi otaI. I.;Male. IFemale I

I I [I Male. Female. TGortaanld.

rTotal.l

1,593/1,540 13,13311 121 10 I 22 111,60511,55013,155

CL
G I L M E R - C O N T I N U E D .: ATTENDANCE.
Average number of pupils in daily attendance':

WHITE.

II

COLORED.

TOTAl

i<f~~~t Male. !Female.!Total.IIMale. \Female.!Total. \1: Male. (Female.

. . . . .... I..........11,388ll......I....~~J~IL~J 11 ,406

MONTHLY COST.

Average monthly cost per pupil..

$

Amount of average monthly cost paid by the State..........

8811

TEACHERS' SAT,ARIES.

Average monthly salary paid teachers:

FIRST GRADE.

il SECOND GRADE.

II

THIRD GRADE.

WhitA.! Colored. II White. I Colored. Ii White. i, Colored.

:$ 20 00 1$

II $ 18 00 I $

1\ $ 16 00 \ $;

..

Number of visits made by the commissioner during the

year......

54

Whole number of days schools were kept in operation

during the year.

100

Number of school houses in the county belonging to the

connty board of education-white, 0; colored, 0;

total, 0; total value

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

$

Number of school houses in county not belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns belonging to

county board, 0 j total estimated value

..

Number of school houses in cities and towns not belonging

to the county board, I-Ellijay Seminary; total esti-

mated value

$ 5,000 00

eLI

GILMER-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$

Amount treasurer's quarterly checks

6,056 75

Amount from any and all other sources, including sup-

plemental checks.............. ..... ......... ........ .. ....

Total receipts

$ 6,056 75

EXPENDITURES:

Salary of county school commissioner

$

Salary of members of board of education

..

Postage, printing, and other incidentals

.

Amount expended in the purchase of school supplies

and buildings

,

..

Amount paid to teachers

.

284 00 146 00 101 34
5,525 41

TotaL ,

,

$ 6,056 75

Balance remaining on hand

$

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 5,525 41

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, 2.

LOCAL SCIlOOL SYSTEMS:

Name of local school system, and where located,

.

......

,...... name of superintendent,

.

COLLEGES: Name of colleges in county, and their location, none.

TEACHERS' INSTITUTE: Where held, Jasper, Ga.; Date, July 6th to lOth; name 0 conductors, E. C. Branson and D. L. Ernest.
Number of school libraries, 0; value, $

eLII

GLASCOCK.
KUMBER OF TEACHERS ..

WHITE.

I

COLORED.

TOTAL.

MRle.IFemale.jTotal.I Male. !Female.!Total'I~' \Female.I~~f~~

8I

I 6

14:]

3\

4 I 7 II 11 I 10 ! 21

GRADES OF TEACHERS.

FIRST GRADE.

SIlCOND GRADE.
1_-----,_ _-,

THIRD GRADE.

WhiteIColored.!Total'ji\Wl1it,,\COlored.! Total. White) Colored. !Total.

-5 I

I 2

7 :1

7r

2 [ 9 Ii

I
2I

2

4

Number of normal trained teachers-white, 2; colored 2:

total.

,

4

SCHOOLS.

Number of white schools, 14; colored, 7; total.

21

E:-lROLLl\lENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

II

TOTAL.

:~~~~~ Male.IFemale.1Total. Male.!Female.!Total.I Male.!Female.

3~1 I 373 I 764 f 186 1 180 1 366 il 577 I 533 i 1,130

CLIII

GLASCOCK-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED

TOTAL.

Male.IFemale.ITotal.-

Male.!FemaleITotal.

Male.,IFernaIe.

Gran d [Total.

_._-+----+-----;'-------;'---

.... I

I .. II .... [

I .. 11 .1

I 487

MONTHLY COST.
Average monthly cost per pupil.. . .. Amount of average monthly cost paid by the State

1 50 1 50

TEACHERS' SALARIES.

A verage monthly salary paid teachers:

FIRST GRADE.
I White. Colored. $ 2055 [$ 20 38

I~CO~D GRADE.
I White.: Colored.
11$ 16 78 1$ 15 70

THIRD GRADE.
---
I White. Colored. 11$ 16 00 [$ If) 00

Number of visits made by the commissioner during the

year.

.

2

Whole number of days schools were kept in operation

during the year

108

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0; to-

tal 0; total value

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

.

Number of school houses in county not belonging to coun-

ty board, 21; total estimated value

$ 2,500 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

N umber of school houses in cities and towns not belong-

ing to the county board, 0; total estimated value ....

CLlY

GLASCOCK-CONTINUED.

tF'INANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

.

Amount of treasurer's quarterly checks

$ 2,533 12

Amount from any and all other sources, including

supplemental checks

.

Total receipts

$ 2,533]2

'EXPENDITURES:

Salary of county school commissioner

$ 150 00

Salary of members of board of education

, . ]50 00

Postage, printing, and other incidentals

. 33 46

Amount expended in the purchase of school supplies

and buildings. . . . . . . . . ..

.

3000

Amount paid to teachers

,

. 2,169 47

Total.

$ 2,532 93

Balance remaining on hand

,

'" , .

]9

Total amount of salaries credited to teachers during

the year, as per itemized statements

' $ 2,437 65

foI'RIV ATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, O.

'LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

.

name of superintendent,

'COLLEGES:

Name of colleges in county and their location

.

"TEACHERS' Il"STITUTE:

Were held, Tennille; August, 1896; name of conductor, G. G. 'Bond.

Number of school libraries: 0; value, O.

eLY

GORDON.
NUMBER OF TEACHERS.

WHITE.

I

COLORED.

TOTAL.

I ~~~~? I Male./Female.j Total. I Male. \Female. Total. Male. Female. \

33 r 31 I 64 II 4 I 4 I R II 37 I 35

72

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I White/COlored.] Total. Whiteicolored Total. White)CO]Ored. \ Total.

14 I 2 j 16 11 10 1

1 10 II 39 I 6

45

Number of normal trained teachers-white, 3 ; colored, 2;

total........

.

5

SCHOOLS.

Number of white schools, 48; colored, 8 j totaL...........

56

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

!

COLORED.

I

TOTAL.

Mal IF.m"1 To",!. IM''.] md.] TO"'!.I: Mal.1 F.m,',.] %~:r

1,908 1 1,740 [3,648 11 217 1 236 I 453 112,14411,957 1 4,101

eLVI GO RDON-CONTINUED.
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

I

COLORED.

TOTAL.

i~~~~t Male. I Female1 Total. I Male.! Female1 Total. Male., Female.

9631 965 11,92811 1191 114 I 234 11 1,082 / 1,082 1 2,163

MO:'lTHLY COST.

A verage monthly cost per pupil. . . . . . . .

.

$

93

Amount of average monthly cost paid by the State......

80

TEACHERS' SALARIES. Average monthly salary paid teachers:

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

White. Colored. White.
r

Colored. White. I

Colored.

I $25 00

$2:! 00 II $2500

II $22 00 $25 00

$22 00

Number of visits made by the commissioner during the

year.......................................

40

Whole number of days schools were kept in operation

during the year. . . . . . . ..

100

Number of school houses in the county belonging to the

county board of education-i-white, 0; colored, 0 j

total, 0; total value

,

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. $

Number of school houses in county not belonging to

county board, 54; total estimated value

$ 3,00000

Number of school houses in cities and towns belonging to

county board, 0 j total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 7; total estimated value.... 10,000 00

CLVII

GORDO~-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895. . . . . . .. Amount treasurer's quarterly checks

. . . . . . . .. $ 441 45 . 9,087 64

Amount from any and all other sources, including

supplemental checks

.

Total receipts

$ 9,529 09

EXPENDITURES:

Salary of county school commissioner

$ 501 00

Salary of members of board of education

. 182 00

Postage, printing, and other incidentals

. 63 32

Amount expended in the purchase of school supplies

and buildings

.

.

Amount paid to teachers

. 8,652 52

Total

,

$ 9,398 84

Balance remaining on hand .................. $ 120 25

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 8,696 77

PBIVATE SCHOOLS:
Number of private high schools in the county, 2; number of private elementary schools, .9.

LOCAL. SCHOOL SYSTEMS;

Name of local school system, and where located,

.

. . . . . . . . . . . . . . . . . . , name of superintendent,

.

COLLEGES: Name of colleges in county and their location, Fairmount College, Fairmount; Calhoun Collegiate Institute, Calhoun.
TEACHERS' INSTITUTE: Where held, Calhoun; date, June 29 to July 3; name of conductor, Prof. Jno. W. Glenn.
Number of school libraries OJ value, 0.

CLVIII

GREENE.
NUMBER OF TEACHERS.

WHITE.

Ii

COLORED.

I

TOTAL.

~~f~~ Male.!FemaleITotal.iIMale.!Female.jTotal.IIMale.!Female1

I 19 I 26 1 45 II 22

22 I 44 11 41 I 48 I 89

GRADES OF TEACHERS.

FIRST GRADE.

II

SECOND GRADE. 11 THIRD GRADE. \

Whitelcolored.)Total.IIWhite\colored.!Total.ll White!colored.1 Total.

I I I I 22

12

34 16

25

I 41 I

7I

I 7

14

Number of normal trained teachers-white, 0; colored, 0; total ..........................................

SCHOOLS.

Number of white schools, 30; colored, 38 j total. ....

68

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

1\

11

MaleIFemale~1Total \1 MaleIFemale.\Total.IIMaleIFemaleI~~f~~

],~1511,378 730 I 707 I ],437 11

1 2,593 11],9451. 2,085 \4,030

CLIX GREENE-CONTINUED.
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED.

II

TOTAL.

Male.jFemale. ITotal.lIMale.IFemaie.[ Total IIMale.IFemale.I~~f~~'

I 550 512 \1, 062 11 662 \ 734 11,3961: 1,2121 1,246 1 2,458>

MONTHLY COST. Average monthly cost per pupil Amount of average monthly cost paid by the State
TEACHERS' SALARIES. Average monthly salary paid teachers:

$ 1 25

.

85!

FIRST GRADE.

1\

II SECOND GRADE.

THIRD GRADE.

I White. 1 Colored. White. j Colored. White. Colored.

11

II

\$ $ 40 00

3000 1\$ 30 00 1$ 20 00 11$ 20 00 \$ 16 O()

Number of visits made by the commissioner during the

year , .. ,....

160,

Whole number of days schools were kept in operation

during the year

,............. ... ... ........ ..

100,

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0; total,

0; total value. . . . . . . . . . . . .. ,

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc.. ..

$ 800 00"

Number of school houses in county not belonging to

county board, 48; total estimated value

$ 7,500 O(}.

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

'Number of school houses in cities and towns not belong-

ing to county board, a j total estimated value

.

CLX

GREENE-CONTINUED.

FINAl\"CIAl, STATEMENT-Receipts for the year:

Balance in hand from 1895. . . . . . . . . . . . . . . . . . . . . . . .. $ 27 04

Amount treasurer's quarterly checks ,

. 11,123 06

Amount from any and all other sources, including

supplementalchecks

. 440 00

Total receipts

$ 11,590 ] 0

EXPENDITURES:

Salary of county school commissioner

$ 4;)2 97

Salary of members of board of education

. 10400

Postage, printing, and other incidentals

. 74 93

Amount expended in the purchase of school supplies

and buildings

. 115 15

Amount paid to teachers

.

10,512 65

'I'otal .

$ 11,295 60

Balance remaining on hand

. 33080

---Total amount of salaries credited to teachers during

the year, as per itemized statements

.
===

PRIVATE SCHOOLS:

Number of private high schools in the county, 0; number of private elementary schools, O.

LOCAL SCHOOL SYSTE~[S:

Name of local school system and where located

.

name of superintendent

.

COLLEGES:

Name of colleges in county and theirlocation

.

TEACHERS' INSTITUTE:
Where held, Madison; date, June 29 to July 4; name :of conductor, Lawton B. Evans.
Number of school libraries, 1; value, $50.

CLXI

GWINNETT.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

- - 1 1 - - - Male. Female. Total.

I

I

Male. Female.'Total.l

Male.

Female.

Grand Total.

--

-- -----

65

15

SO

14

10

24 I 79

25

104

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

WhiteIColored.!Total. White/colored.ITotal. Whitelcolored.1 Total.

N umber of normal trained teachers-white, 6; colored, 1 ;

total. . . . .. . . . . .. . . . . . . . . . ..

.

7

SCHOOLS.

Number of white schools, SO; colored, 24; total. . . . . . . . .

104

ENROLLMENT.
Number of pupils admitted duriug the year:

WHITE.

COLORED.

I

TOTAl"

Mol. IV.m.1.ITOtai. Mol'.lv.m.l.ITO,.I.j Mal'lv.m'I'.I~:'~d

2,504 1 2,973 J5,477 Ii . 502 1 541 11,043113,0061 3,514 1 6,520
(11)

cr.xn

GWINNETT- CONTINUED.
ATTENDANCE.
A vernge number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

~lale'.'IIFemale.! Total. Male.!Female.!Total. Male. II Female.!ITGortaanld.

I 1,141 1 I,R42 12.48311 1851 201 386111,32611,54312,869

~IONTHLY COST.

A verage monthly cost per pupil, .. '"

,

:;:

Amount of average monthly cost paid by the State. . . . . .

TEACHERS' SALARIES.
Average monthly salaries paid teachers :

1 15 81

FIRST GRADE.
I "'hite. Colored.

SECOND GRADE.

I

THIRD GRADJ~.

COlo~ed ! I White.

.. White. I Colored.

$ 35 00 1$ 25 00 11$ 30 00 \$ 20 00 1/$ 25 00 1$ 15 00

Number of visits made by the comn.issioner during the

year. .

..

208

Whole number of days schools were kept in operation

during the year '" . . . . . . . . . . . . . . . . . . . . . . . . . .. .....

100

Number of school houses ill the county belonging to the

county board of education--white, 0; colored, 0;

total 0; total value

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

, ..

2,500 00

Number of school houses in connty not belonging to

county board, 104; total estimated value ........... $ 25,000 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value. . . . . .. . .....

Number of school honses in cities and towns not belong-

ing to the county board, 0; total estimated value ....

CLXIII

GWINNETT - CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from :1895......

$ 2 45

Amount treasurer's quarterly checks

. 13,191 00

Amount from any and all other sources, including

supplemental checks......................... ,.

Total receipts .

13,193 45

EXPENDITURES:

Salary of county school commissioner

. 400 00

Salary of members of board of education

,

. 78 00

Postage, printing and other incidentals

. 83 64

Amount expended in the purchase of school supplies

and buildings

, '" . . . . . . . . . . . . . .. . .

Amount paid to teachers

. 12,631 81

Total. ,

. . . .. . . . . . . . .. . . . . . . . . . . . . . . .. 13,193 45

Balance remaining on hand. . . . .. .

.

Total amount of salaries credited to teachers during

the year, as per itemized statements. .

14,461 87

PRIVATE SCHOOLS:
Number of private high schools in the county, 4; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:
Name of local school system, and where located: LawrencevilleLawrenceville, Ga.; name of superintendent: Prof. R. John ston.
COLLEGES:
Name of colleges in county, and their location, Perry Rainey, Auburn, Ga.

TEACHERS' INSTITUTE:
Where held: Lawrenceville i date, June 29th, 1896j name of conductor, Prof. R. Johnston.
Number of school libraries, 1; value, $60.00.

CLXIV

HABERSHAM.
NUMBER OF TEACHERS.

WHITE.

i

COLORED.

TOTAL.

I

I ~~~~ ~--;----.--- I---,------,---II~-____;---_c__-~
Male.1Female1 Total. Male1Female1 Total. M aleIFemale. \

I 34 I 13 I 47 I 5

4

I 9 II 39

I 17

56

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

WhitelColoredITotal. WhiteJcolored.j Total. Whitejcolored.! Total.

II II I 19 \ 3 I 22 26 1 2

28

I 4

2 /-6

Number of normal trained teachers-white, 5; colored, 1;

total

,..

6

SCHOOLS.

Number of white schools, 47; colored, 9; total

56

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

I ~~~:f Male.IFemale.1 Total. Male. Female1 Total. Male1Female.j

1,380 jl,l71 12,55111218 1 229 1 447 II 1,598 [ 1, 400 1 2,998

CLXV HABERSHAM-CONTINUED.
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

I I Male. Female. Total. Male. Female. Total. Male. F ema1e. GTroatanld.

I

I

1

1

I I 8251 701 11,52611 102 [ 107 210 I) 927

808 1 1,736

MONTHLY COST.

Average monthly cost per pupil

$

1 00

Amount of average monthly cost paid by the State

67

TEACHERS' SALARIES. Average monthly salary paid teachers:

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I I White. Colored. White. 1 Colored. White. Colored.
I
II $ 2324 '1$ 23-2-4---:;11-$-19-3-7--7-----c-c------C----
1$ 19 37 $ 1549 1$ 15 49

Number of visits made by the commissioner during the

year....

. .. ..

41

Whole nnmber of days schools were kept in operation dur-

ing the year... . .. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . .

100

Number of school houses ill the county belonging to the

county board of education-white, 0; colored, 0 i total,

Oj total value

;$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, ete..

..

.. $ 500 ,00

Number of school houses in county not belonging to

county board, 25; total estimated value

3,000 00

Number of school houses in cities and towns belonging to

county board, 0 i total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 6; total estimated value. .. 9,000 00

CLXV1

HABERSHA:M-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$ 20 21

Amount treasurer's quarterly checks

. 7,541 00

Amount from any and all other sources, including sup-

plemental checks

.

.

Total receipts

$ 7,561 21

EXPENDITURES:

Salary of county school commissioner

$ 360 00

Salary of members of board of education

.

. 128 00

Postage, printing, and other incidentals

.

75 58

Amount expended in the purchase of school supplies

and buildings

.

Amount paid to teachers

. 6,957 32

Total

"

.

$ 7,520 90

Balance remaining on hand

$ 40 31

Total amount of salaries credited to teachers during

the year, as per itemized statements

10,914 82

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:
Name of local school system, and where located, Toccoa, in Toccoa city; name of superintendent, N. A. Fesenden.
COLLEGES:
Name of colleges in county, and their location, Demorest, in central part of county; Providence, in northwestern part of county.
TEACHERS' INSTITUTE:
Where held, Gainesville, Ga.; date, July 1896; name of conductors, G. G. Bond and Chas. Lane.
Number of school libraries, 1; value, $100.00.

CLXVII

HALL.
NUNll'lER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

Male. Fem'alIe. Total. - Male,. Female. I Total. Male IFemale. I'IGT'road tanl.
~I-;-[~I ~1-4-1~1-1-lr ~-33-1~

'--'FIRST GRADE.

GRADES OF TEACHERS. SECOND GRADE.

THIRD GRADE.

White!Colored l-rotal.1 White COlored_ITotal. White Colored. Total.

---_. - -

---~

31 i 2

I I I 33 16

1

I 17 19

8 I 27

Number of normal trained teachers-white, 20; colored, :.';

total. . . . . . . . .. . ..

22

SCHOOLS.

Number of white schools, 66; colored, 11; total

77

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

I

COLORED.

I

TOTAL.

Male. Female. Total.

Male.

Female. Total.

Male.

Female.

Grand Total.

-- ------- ------- -- ------ --

I i 2,190/ 1,785 3,975 288 j 236 524/1 2,478 2,021 4,499

HALL-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance;

WHITE.

COLORED.

TOTAL.

r
f
---1-1 Male. Female.jTotal.! Male.1 Female. Total. MaIe.'iFemaIe. GTroatanld. -------.,-- --- --- --
I I, 101 $l~1 2,022 164 147 \ 311, 1,265 1,068 2,333

MONTHLY COST. Average monthly cost per pupil. ............... Amount of average monthly cost paid by the State
TEACHERS' SAI,ARIES. Average monthly salary paid teachers:

1 00 97

I! FIRST GRADE.
I I White. Colored.

SECOND GRADE,
I White. Colored.

II THIRD GRADE.
II I White. Colored.

$ 3t 86 1$ 34 86 11$
- - - _ . , - - _ - - _..

29 05 1$
I

29 05 11$

23 24 1$

23 24

Number of visits made by the commissioner during the

year

..

Whole number of days schools were kept in operation

during the year

, .. . , ,

,...

100

Number of school houses in the county belonging to the

county board of education-white, 8; colored, 0; total,

8; total value

.,., .. ,., '

, ,$ 600 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. , . . . . .. . '.....

. . . . . . . . 2,000 00

Number of school houses in county not belonging to

county board, 60; total estimated value. . . . .. .. . . . 10,000 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

N umber of school houses in cities and towns not belonging

to the county board, 7; total estimated value .... , ... 80,000 OD

CLXIX

HALL-CONTfNUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895 ,

$ 93 46

Amount treasurer's quarterly checks

12,637 00

Amount from any and all other sources, including sup-

plemental checks

.

Total receipts

$12,730 46

EXPENDITURES:

Salary of county school commissioner

$ 675 00

Salary of members of board of education

. 118 00

Postage, printing, and other incidentals

. 19856

Amount expended in the purchase of school supplies

and buildings.... . . . . . . . . . . . . .. .

.

Amount paid to teachers

. 11,356 9(}

Total

$12,348 46

Balance remaining on hand

;

$ 382 00

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 11,336 90

PRIVATE SCHOOLS:
Number of private high schools in the county, 3; number of private elementary schools, 5.
LOCAL SCHOOL SYSTE;\IS :
Name of local school system, and where located, Gainesville;
Gainesville; name of superintendent, J. 'V. Marion

COLLEGES:
Name of colleges in county and their location, Geor1S.a Female Seminary, Gainesville.

TEACHERS' INSTITUTE: Where held, Gainesville; date, ductors, G. G. Bond and A. W. Lane.
Number of school libraries, 1; value, $150.

; name of con-

CLXX

WHITE.

HANCOCK.
NUMBER OF TEACHERS. COLORED.

TOTAL.

I 76

GRADES OF TEACHERS.

I

FIRST GRADE.

SECOND GRADE.

!

THIRD GRADE.

---,-----,---11----,----,------1 !---;--~__,_--

'White!colored. \'fotal. Whitel Colored. \Total.l White\colored.!Total.

I Ii II I 26

11 37

I 9

13 22

5 \ 121 17

.Number of normal trained teachers-white, OJ colored,

0; total

.

SCHOOLS.

:Number of white schools, 33; colored, 30; totaL.. . . . . . ..

63

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

I ' I Male.!Female.!Total.

Male.jFemale

"":

Grand Male.\Female. Total.

I
4141 II 506 I 920 II 989 1 1,162 [ 2,151 1,383 \ 1,668 13,071

CLXXI

HANCOCK-CONTINUED.

ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

,

TOTAL.

I
--I~I-11~i~:-!I--'-'I~IGrand

Male. Female. I'rotal. , Male.iFemale'jTotal. ! Male. Female. Total.

I Ii I I I I - I I ............. I 602 11 ..... , ........ 1,28\ ...... 1 ...... 1,936

MONTHLY' COST.
Average monthly cost per pupil Amount of average monthly cost paid by the State.
TEACHERS' SALARIES.
Average monthly salary paid teachers:

$ 1 00 1 00

FIRST GRADE.

SECOND GRADE.

THIHD GRADE.

White. I Colored. White. \ Colored. i

I Wbite. Colored.

[$ \:$ 1$ $ 3500

2500

2500 1$ 1800 11$ 20 00

1500

Number of visits made by the commissioner during the

year...............

75

Whole number of days schools were keptin operation dur-

ing the year......... ..

108

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0; to-

tal, 0; total value

,.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc.. . . . . . .. .

$ 500 00

Number of school houses in county not belonging to coun-

ty board, 0; total estimated value

.

Number of school houses in cities and towns belonging to

connty board 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the c?unty board, 0; total estimated value. . . .. 18,000 00

HANCOCK-CONTINUED.

Ii INANCIAL STATEMENT--Receipts for the year:

Balance in hand from 1895_. . . . . . . . . . .. .

$

Amount treasurer's quarterly checks

,

10,532 38

Amount from any and all other sources, includingsup-

plemental checks

.

Total receipts .. " .'

,

$10,532 38

'EXPENDITURES:

Salary of county school commissioner ,

$ 52500

Salary of members of board of education

. 98 00

Postage, printing, and other incidentals

. 72 74

Amount expended in the pnrchase of school supplies

and buildings

.

Amount paid to teachers

,

_

. 9,836 64

Total

_. .. .

$ 10,532 38

Balance remaining on hand. . . . . . . . . . . . . .. .

.

Total amount of salaries credited to teachers during the year, as per itemized statements .... " ..... ,

9,836 64

PRIVA1E SCHOOLS:

Number of private high schools in the county,O; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located

.

. . . . . . . . . . .. ; name of superintendent, . . . . . .. .

.

COLLEGES: Name of colleges in county, and their location,

TEACHERS' INSTITUTE: Where held, Sparta, Ga. ; date,
of conductor, W. B. Bonnell.
Number of school libraries, 0; value, O.

name

CLXXIII

HARALSON.
NUMBER OF TEACHERS.

WHITE.

II

COLORED.

II

TOTAL.

I II I Male. Female.)Total.ll Male1 Female.l'I'otal. MaleIFemale GToratanld.

I I 34

I 12 I 46 II 1

2

3 [I 35 I 14 I 49

GRADES OF TEACHEIlS'

FIRST GRADE.

II

SECOND GRADE.

THIRD GRADE.

II White!colored./Total WhitpIColored.jTotal11White/coloredl Total.

II 25 I 0 I 25 11 16 I 1 I 17

6I 2

8

Number of normaltrained teachers-white, 0; Colored, 0 ;

total

.

SCHOOLS.

Number of white schools, 39; colored, 2; total.

41

ENROLl,MENT.
Number of pupils admitted during the year:

WHITE.

II

COLORED.

II

TOTAL.

~~~:l~ Male.jFemale.[TotaI.!IMale.!Female. [TotalIIMaleIFemale1

1,287 1 1,155 1 2,4.42 11 73 1

r~ 89 1 162 11 1 ,360 [1,244

CLXXIV

HARALSON -CONTINUED.

ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

II

COLORED.

II

TOTAL.

MaleIFelllaleIT~~al.IIMaleIFemaleITotal.ll ~~~:f Male.jFelllale./

.... \

I 950 II .... \

1 64 11 .. 1 .... [ 101

MONTHLY COST.

Average monthly cost per pupil..

$

95t

Amount of average monthly cost paid by the State......

90g

TEACHEHS' SALARIES. Average month Iy salary paid teachers:

FIRST GRADE.
I White. Colored.

SECOND GRADE
I White. Colored.

THIRD GRADE.
I White. Colored.

$ 36 60 1$

1$ 25 22 1$ 27 21 11$ 16 60 1$ 26 61

Number of visits made by the commissioner during the

year

,...........

Whole number of days schools were kept in operation

during the year........................

.

N nmber of school houses in the county belonging to the

county board of education-white, 1; colored, 0;

total, 1; total value.....

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc

$

Number of school houses in county not belonging to

county board, 22; total estimated value...... ...... .....

Number of school houses in cities and towns belonging

to county board, 0 j total estimated value

.

Number of school-houses in cities and towns not belong'

ing to the county board, 4; total estimated value.....

76 108 125 00 600 00 1,500 00
5,5:)0

CLXXV

HARALSON-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

"$

Amount treasurer's quarterly checks...... . .

Amount from any and all other sources, including

supplemental checks

".

46 66: 6,810 OQ<

Total receipts ......

.,

$ 6,856 69

EXPENDITURES.

Salary of county school commissioner

$

Salary of members of board of education

..

Postage, printing, and other incidentals

.

Amount expended in the purchase of school sup-

plies and buildings .. ..

.. .

Amount paid to teachers

..

Amount paid to Tallapoosa Public Schools

.

357 00 54 00 44 75
4,595 67 1,691 82

Total.

$

Balance remaining on hand

$ 113 45

Total amount of salaries credited to teachers during

the year, as per itemized statements

$. 4,595 67'

PRIVA'l'E SCHOOLS:
Number of private high schools in the county, 2; number ot
private elementary schools, O.

LoCAL SCHOOL SYSTEMS:
Name of local school system, and where located, Tallapoosa Public Schools, Tallapoosa, Ga.; name of superintendent, B. F. Pickett.

COLLEGES:
Name of colleges in county, and their location, Hamilton College, Bremen.

TEACHERS' INSTITUTE: WherJ held, Rockmart, June 22 to 26,1896; name of conductor.,
J. S. Tomlin.
Number iscli.oollibraries. OJ value, $ O.

CLXXVI

HARRIS.
NUMBER OF TEACHERS.

WHITE.

COLORED.

I

TOTAL.

Femalel~~~~f I I I I Male. Female. Total. Male. Female1 Total. Male.

21 I 20

41 11 13 I 31 I 44 11 34 I 51 I 85

GRADES OF TEACHERS.

FIRST GRADE

SECOND GRADE.

THIRD GRADE.

whitelcOlored.j Total. Whitejcolored.1 Total. White!colored.! Total.

~j

I 22 II 12 I.... .. 1 12 I 8 I 43 I 51

Number of normal trained teachers-white, 1; colored, 0;

total

"

,

,"

,....

1

SCHOOLS.

Number of white schools, 41 j colored. 44; total... .... . . .

85

ENROLLMENT.
Number of pupils admitted during the year:

WHITJI;.

COLORED.

TOTAL.

I Male. Female1 Total. Male.!Female.! Total. Male.l Female./GTroatanld.

2;2~7 7731 683 11,45611 1,319 ( 1,564' 2,883112,092\

14,339

CLXXVII HARRIS-CONTINUIl:D.
AT~'ENDANCE.
Average number of pupils in daily attendance:

WHITE.

I

COJ,ORED.

TOTAL.

I ~~~~~ Male.IFemale.1 Total. I Male. Female.\ Total. Male. \Female1

! 496 I 497 I 993 11 692 \ 822 1,514111,18811,319 \2,507

MONTHLY COST.

Average monthly cost per pupil

.

Amount of average monthly cost paid by the State

TEACHERS' SALARIES. Average monthly salary paid teachers:

$1 63

.

74

FIRST GRADE.
I White. Colored.

SECOND GRADE.
I White. Colored.

THIRD GRADE. White. r Colored.

$ 31 35 1$ 28 78 II $ 23 77 1$ .. 11 $ 16 73 1$ 19 38

Number of visits made by the commissioner during the

year

,

80

Whole number of days schools were kept in operation

during the year

,..............

100

Number of school houses in the county belonging to

county board of education-white, 0; colored, 0;

total, 0; total value

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

"appliances, etc.. . . .. . . . .

. . . .. . .. . .. "

$ 1,200 00

Number of school houses in county not belonging to

county board, 85; total estimated value. . ... . . . . . . . ..

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

8,500 00

ing to the county board, 6; total estimated value. . . . 5,500 00
(12)

CLXXVIII

H A R RIB-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$ IS 23

Amount treasurer's quarterly checks

. 9,95500

.Amount from any and all other sources, including

supplemental checks

.

Total receipts

$ 9,973 23

EXPENDITURES:

Salary of county school commissioner

$ 600 00

Salary of members of board of education

. 14200

Postage, printing, and other incidentals

"

64 27

Amount expended in the purchase of school supplies

and buildings

.

Amount paid to teachers

. 9,149 73

Total

$ 9,955 00

Balance remaining on hand . . . . . . . . . . . . ... . ....... $ 18 23

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 9,149 73

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located, ..............

. . . . . . . . . . . . . . ; name of superintendent, "

.

COLLEGES:

Name of colleges in county, and their location,

.

TEACHERS' INSTITUTE: Where held, Warm Springs; date, June 15th, 1896; name of conductors, E. C. Bronson and D. L. Earnest.
Number of school libraries, 0; value, O.

CLXXIX

HART.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

I I Male. Female'iTotaI.j!:;Male. Female. I'Total. 1'1 MaleIIFemale. \ GTroatnald. I

i 30

20 I 50 j I 12

11 I 23 iI 42 I 31 I 73

FIRST GRADE.

GRADES OF TEACHERS.

I

SECOND GRADE.

'I

THIRD GRADE.

WhiteIColored.!TotaI.11 Whitejcolored.!TotaI.11 Wbitelcolored.1 Total.

30 I 4 I 34 11 12 I 9 I 21 II 8 I 10 I 18

Number of normal trained teachers-white, 0; colored,

0; total.

.

SCHOOLS.
Number of white schools, 37; colored, 17; total, 54, including 7 line schools.

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

II

TOTAL.

~~~:l~ Male./FemaleITotal.II Male.\l'emale.jTotal.IIMale.!Female1

I 1,157/1,004 \2,161 II 478 1 468 946 111,63511,472 1 3,107

CLXXX HART-CoI':TIl'OUED.
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED.

II

TOTAJ..

Male.!Female. \Total.ll~Iale.IFemale.iTotal.llMale. [Female.j ~~~~I~

96$11 548 I 420 I

170 I 174 1 3441l 718 1 594 1 1,312

MONTHLY COST. Average monthly cost per pupil Amount of average monthly cost paid by the State
TEACHERS' SALARIES. Average monthly salary paid teachers:

$ 1 25 70

II FIRST GRADE.
I II White. Colored.

It SECOND GRADE.
II White. r Colored.

THIRD GRADE. White. \ Colored.

$ 3200 ($ 3200 \1$ 28 00 1$ 28 00 11$ 24 00 1$ 24 00

Number of visits made by the commissioner during the

year

2

Whole number of days schools were kept in operation

during the year

,.......

105

Number of school houses in the county belonging to the

county board of education-white, 0 j colored, 0; total,

OJ total value "

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

'

$ 1,000 00

Number of school houses in county not belonging to

county board, 30 j total estimated value

1,500 00

Number of school houses in cities and towns belonging to

county board, OJ total estimated value

..

Number of school houses in cities and towns not belong-

inz to the county board, 2; total estimated value...... 5,000 00

CLXXXI

HART-CONTINUED.

FINANCIAL STATEMEl'iT-Receipts for the year:

Balance in hand from 1895

,

..

7 24

Amount treasurer's quarterly checks

$ 7,375 04

Amount from any and all other sources, including

supplemental checks

..

Total receipts

., $ 7,382 28

EXPENDITURES:

Salary of county school commissioner

$ 441 00

Salary of members of board of education

.

DO 00

Postage, printing and other incidentals

.. 85 19

Amount expended in the purchase of school sup-

plies and buildings

.,

.

Amount paid to teachers......

..

.. 6,765 15

Total...............

..

$ 7,381 34

Balance remaining on hand........

94

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 7,86) 04

Amount paid J. W. McFarland additional on 3rd

quarter

6 30

PRIVATE SCHOOI.S:
Number of private high schools in the county, 0 j number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

;

name of superintendent,

.

COLLEGES: Name of colleges in county, and their location .....

TEACHERS' INSTITUTE: Where held, Hartwell; date, June 29th, 1897; name of con-
d uctor, B. T. Hunter.
Number of school libraries, 0; value, O.

CLXXXII

HEARD.

NUMBER OF TEACHERS.

WHITE.

COLORED.

I ' [ TOTAL.

\*~~~~ Male.\Female.[Total. Male.!Female .ITotal.! Male.\Female.

I II I I 34 16 50 15

5 ! 20 1\ 49

21 I 70

GRADES OF TEACHERS.

FIR~T GRADE.

SECOND GRADE.

THIRD GRADE.

White!colored.\Total. Whitejuolored.ITotal White Icolored.\Total.

~~I~L2:-II. 22 I 5 I 27 II

14 [- 5 . 1 19 -

Number of normal trained teachers-white, 10; colored. 5;

total

,

,. . . .

15

SCHOOLS.

N umber of white schools, 40; colored, 16 i total...... . . . . .

,~6

ENROLLMENT.
Number of pupils admitted during the year:

,WHITE'

COLORED.

II

TOTAL.

.\*~~~~ Male \Female. \Total. Male.!Female. \Total.! Male.IFemale

I 1,092 \ 946 \2,03811601 594 11,195111,69311,540 \ 3,233

CLXXXIII

HEARD-CONTINUED.

ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

II

COLORED.

TOTAL.

Male.IFemaleI~:~r Male. )Female.\Total.II Male.!Female ITotal.

! 530

540 I ],03i 11257 I 240 1 49i 11 787 I 747 /1,534

MONTHLY COST.

Average monthly cost per pupil. "

$

Amount of average monthly cost paid by the State. . . . . . .

1 08 89

TEACHERS' SALARIES.
Average monthly salary paid teachers:

FIRST GRADE.
I White. Colored.

SECOND GRADE.

THIRD GRADE.

I I White. Colored. i White. Colored.

$ 29 21 1$ 24 32 1($ 18 07 1$ 24 80 II $ 16 54

Number of visits made by the commissioner during the

year.

56

'Whole number of days schools were kept in operation

during the year

'

, '" .. , .. . . ..

100

Number of school-houses in the county belonging to the

county board of education-white, 2; colored, 0; to-

2; total val ue

$ 50 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 00

N umber of school houses in county not belonging to coun-

ty board, 36; total estimated value. . . . . . . . . . . . . . . . . . 1,000 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 1 j total estimated value. . . . 2,000 00

CLXXXIV

HEARD-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$

Amount treasurer's quarterly checks .. , '"

.. . 7,243 02

Amount from any and all other sources, including

supplemental checks

.

Total receipts

$ 7,243 02

EXPENDITURES.

Salary of county school commissioner

1i 200 00

Salary of members of board of education

. 86 00

Postage, printing, and other incidentals '"

. 67 99

Amonnt expended in the purchase of school supplies

and buildings

"

.

Amount paid to teachers. . ..

.

. 6,889 03

Total

$ 7,243 02

Balance remaining on hand

.

Total amount of salaries credited to teachers during

the year, as per itemized statements. . .

6,889 03

PRIVATE SCHOOLS:
Number of private high schools in the county, 1; number of private elementary schools, 6.

LOCAL SCHOOL SYSTEMS:
Name of local school system, and where located, name of superintendent,

. .

COLLEGES: Name of colleges in county and their location,

TEACHERS' INSTITUTE: Where held, Carrollton; date, J nne 29th, 30th; July Ist, 2d, 3d; name of conductors, E. C. Branson and G. G. Bond.
Number of school libraries, 1; value, $15.

CLXXXV

HENRY.
NUMBER OF TEACHERS.

WHITE.

JI

COLORED.

II

TOTAL.

~~:l~l I I MaleIFemale .)Total.llMale. \Female Total. \Male1Female. !

_~~_J 23 I 45 I] 16 I

I I I 9 25 1\ 38

32

iO

GRADES OF TEACHERS.

FIRST GRADE.

II

SECOND GRADE.

THIRD GRADE.

II WhitelCOlored.jTotal. White!colored.!Total. I\Whitelco!Ored./ Total.

I I II 19 [ 10 29 24

I I 8

32 it 1

8

9

.Number of normal trained teachers-white, 6; colored, 5;

total..................

11

SCHOOLS.

Number of white schools, 38; colored, 32; total. "

.

70

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

II

COLORED.

II

TOTAL.

I~~~~l~ Male.jFemaleITota1.IIMaleIFemale.jTotaI.IIMale.!Female.

~ll,082 1~11~1~1 ~'854112'1911 2,026j4,21i

CLXXXVI
HENRY-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

II

COLORED.

II

TOTAL.

~~~~~ MaleIFemale.jTotal.IIMale.!Female.]Total.!IMale.\Femalel

Notl shown I on 'I blan+. Not +own 1\ on !blanks. \ 2,259

MONTHLY COST.

Average monthly cost per pupil. . . .

. ..... '" ... $

Amount of average monthly cost paid by the State. . . . .

TEACHERS' SALARIES. .Average monthly salaries paid teachers:

1 25 6S

FIRST GRADE.

II SECOND GRADE. I

THIRD GRADE.

II I II I White. [ Colored. White. Colored. White. Colored.

I$~ $ 35 37 1$ 31 50 11$ 27 77

25 11$ 2250 1$ 18 33

Number of visits made by the commissioner during the

year..........

59

Whole number of days schools were kept in operation

during the year. . . . . . . . . . . . . . . . . . . . . . ..

100

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0; total,

0; total value

.

Estimated value of all other property, including school

supplies uf all kinds, charts, maps, desks, seats, school

appliances, etc

'" ' ,

$

Number of school houses in county not belonging to

county board, 30; total estimated value...

3,000 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 4 j total estimated vallIe.... 8,900 00

CLXXXVII

HENRY-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$

Amount treasurer's quarterly checks

, 1l,9i8 O()

Amount from any and all other sources, including

supplemental checks

.

Total receipts

$ 9,9i8 O()

EXPENDITURES:

Salary of county school commissioner .

Salary of members of board of education

.

Postage, printing, and other incidentals, and institute

expenses

.

Amount A. T. Green suit

.

Amount paid to teachers

,

.

450 O() 11400
78 85 158 75 9,289 21

Total

, . $ 10,090 81

Balance due C. S. C. current expenses

. 112 81

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 9,289 21

PBIYATE SCHOOLS:
Number of private high schools in the county, 4; number of private elementary schools, O.

LOCAL SCHOOl, SYSTEMS: Name of local school system, and where located,

COLLEGES:

Name of colleges in county, and their location, . . . . . . . . . . . . . . .. name of superintendent,

. ..

TEACHERS' INSTITUTE:

Were held, Indian Springs; date, June 22 to 26, 1896; names of conductors, Professors Pound, Ware, and Hayse.

Number of school libraries, 0; value, O.

CLXXXVIII
HOUSTON.
N UMBER OF TEACHERS.

I 12 I
FIRST GRADE.

GRADES OF TEACHERS.

SECOND GRADE.

THIRD GRADE.

I
12 I

Number of normal trained teachers-white, 0; colored, 0;

total..

.

SCHOOLS.

Number of white schools, 25: colored, 33; total..........

58

EMROLLMENT.
Number of pupils admitted during the year:

WHITE.

II

COLORED.

I

TOTAL.

\ . I I ' I [ Male Female. TotaI. .u ual!e'l Female. Total. I Male. Female. [ GTroatanld.

445

I 450 , 895 11 1,045 \ 1,361 \ 2,406\\ 1.490 I 1,811 3,301

CLXXXIX
HOUSTON-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

I ~~:~l~ Male.!FemaleITotal. Male. [Female. Total. ,Male. Female. I

..... j ..... 1 597 II .... 1 ...... 11,47911 ...... \........ \ 2,076

MONTHLY COST.

Average monthly cost per pupil

$ 1 50

Amount of average monthly cost paid by the State. . . . . . . .

1 25

TEACHERS' SALARIES. Average monthly salary paid teachers:

FIRST GRADE.
I White. Colored.

SECOND GRADE
I White. Colored.

THIRD GRADE. White.

\$ $ 55 00 1$ 25 00 11$ 35 00

20 00

Number of visits made by the commissioner during the

year....

120,

Whole number of days schools were kept in operation dur-

ing the year

100

Number of school houses in the county belonging to the

county board of education-white, 0; colored 0; total,

0; total val ue

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc. . . . . . . . . .. .

$ 500 00

Number of school houses in county not belonging to

county board, 58; total estimated value. ...

10,000 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value ............

Number of school houses in cities and towns not belonging

to the county board, 2 j total estimated value

5,000 00.

cxc

HO USTON-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

, $ 274 34

Amount treasurer's quarterly checks . . . . . . . . ..

12,775 00

Amount from any and all other sources, including

supplemental checks..... , . . . . . . . . . . . . . . . . . . . . . . 50 85

Total receipts "

'

$ 13,100 19

EXPENDITURES:

Salary of county school commissioner

$ 55200

Salary of members of board of education

. 56 00

Postage, printing, and other incidentals

, 43 27

Amount expended in the purchase of school supplies

and buildings

.

Amount paid to teachers

. 12,105 17

Total

$ 12,756 44

Balance remaining on hand

$ 344 75

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 9,195 00

PRIVATE SCHOOLS:

Number of private high schools in the county, 5; number of private elementary schools, 10.

LOCAL SCHOOL SYSTEMS:
Name of local school system, and where located, Fort Valley Public School, W. J. Scroggs, superintendent; Perry Public School, W. C. McKenzie, superintendent.

COLLEGES:

Name of colleges in county, and their location,

.

TEACIl:ERS' INSTITUTE:
Where held, Montezuma Ga.j date, June 25-29; name of conductors, W. C. Monk, J. O. Mangham and Joe Smith.
Number of school libraries, 0; value, O.

CXCI

IRWIN.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

~~~~f Male. IFemale1 Total. Male1 Female.] Total. Male1 Femalel

I 37

14

I 51 I 5 I

22

---'-'-----'--------'---------'-------'------'------

GRADES OF TEACHERS.

FIRST GRADE.

SECOlm GRADE.

I

THIRD GRADE.

II WhitelColoredl Total. WhitelColoredITotal WhitelColored1 Total.

I I 11-;-1 I 1- 17

1

1;

I 3

35

2I 9

11

Number of normal trained teachers-white, 12; colored, 0;

total

12

SCHOOLS.

Number of white schools, 44: colored, 13; total..........

57

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

I <;f~~f Male.jFemale1 Total. Male. [Female. Total. Male./Female.[

875 1 799 1 1,674 11 213 1 254 I 467 If 1,0881 1,053 r 2,141

CXCII
IR WIN-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

~~~~r Male.j Female.! Total. Male./Female.ITotal. Male1 Female.j
~I I 1 11'46~ II 577 '1,177111491 140 289 749 717

MONTHLY COST. Average monthly cost per pupil .......................$ Amount of average monthly cost paid by the State
TEACHERS' SALARIES. Average monthly salary paid teachers:

1 25,

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I White. [ Colored. White. Colored.

Whitel Colored.

$35 00 j$ 30 00 \1$ 30 00 j$ 25 00 jl$ 25 00 ]$ 25 00

Number of visits made by the commissioner during the

year......

70

Whole number of days schools were kept in operation

during the year...

100-

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0; total,

0; total value

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc

_

$ 200 00

N umber of school houses in county not belonging to

county board, 65; total estimated value... .... .. ... .. 2,500 00

N umber of school houses in cities and towns belonging to

county board, 0; total estimated value ,

.

Number of school houses in' cities and towns not belong-

ing to the county board, 2; total estimated val ne. . . . 4,000 00-

CXCIIl

IRWIN-CONTINUED.

FINANCIAL Sl'ATE)IENT-Receipts for the year:

Balance in hand from 18H5

.

Amount treasurer's quarterly checks

,

$ 4,39B UO

Amount from any and all other sources, including

supplemental checks

29 jD

Total receipts ............................. $ 4,428 79

EXPENDITURES:

Salary of county school commissioner

$ 362 50

Salary of members of board of education

'"

78 00

Postage, printing, and other incidentals

.

130 00

Amount expended in the purchase of school supplies

and buildings

, . . . . . . . . .. .

.

Amount paid to teachers

.,

. 3,031 50

Total,

.

$ 3,602 00

Balance remaining on hand

826 7B

Total amount of salaries credited to teachers during

the year, as per itemized statements. . . .. . . . .

4,812 78

-----

PRIVATE SCHOOLS:

Number of private high schools in the county, OJ number of private elementary schools, O.

LOCAL SCHOOL SVSTE)IS.

Name of local school system, and where located, .................. ; name of superintendent,

.cOLLEGES:

Name of colleges in county, and their location, ,

,

TEACHERS' IXSTITUTE:
Where held, Abbeville; date, June 29 to July s , name of con-
ductors, R. J. Prentiss and W. B. Merritt.
Number of school libraries, 0; value, O.
(13)

CXCIV

JACKSON.
NU~1BER OF TEACHERS.

WHITE.

II

COLORED.

II

TOTAL.

Malel~emaleITota1.I\MaleIFemaleITotal.IIMaleIFemaIIe~.~~l:l~

60 I 39 I 99 II 17 I 19 I 36 II 77 I 58 1 135

GRADES 01<' TEACHERS.

1<'IRST GRADE.

il SECOKD GRADE.

THIRD GRADE.
11

WhiteICOlored.!Total. \!Wbite!colored.!Total.ll Wbite[COlored1 Total.

i 59

II I 12 II 71

31

13

I 44 II

9 I 11

I 20 -

Number of normal trained teachers-i-white, 23; colored,

4; total....

..

27

SCHOOLS.

Number of white schools, 64; colored, 24; total... .. .........

88

ENROLL)IEXT.
Number of pupils admitted during the year:

WHITE.

COLORED.

Ii

TOTAL.

~~t~J~ l\Iale.jFema1e. !Total. iIMale.[FemaleITotal.IIMale.!Female.!

i I :2,:\[9J :2,lHl 4, 475 11 n31 I n.J.3 1 1,874 3,290 3,059_!6,3cl.;-

cxcv
JACKSON-CONTINUED. ATTENDANCE.
A verage number of pupils in daily attendance:

WHITE.

II

COLORED.

II

TOTAL.

I~~~l~ Male. IFemaleITotal.lllVIale1 Female \Total.ll:\lale1 Female.

I 956 I 1.15612,11211 4:n 451

2,98~ I 872 111,:377 \ 1,007

MOXTHLY cos r,

A verage monthly cost per pupil..

$

Amount of average monthly cost paid by the State.......

TEACHERS' SALARIES.-ESTDIATED.
Average monthly salary paid teachers:

1 37 78

FIRST GRADE.

SECOND GRADE.
II

'tHIRD GRADE.

I I I II White. Colored. White. Colored. White. I Colored.

$ 41 00 1$ 31 00

11~00 1$ 21 00

--'-----
1$ 19 00

----- -

Number of visits made by the commissioner during the

year......

..

102

Whole number of days schools were kept in operation dur-

the year......

100

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0; total,

0; total value

..

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc

$ 5,300 00

:\ umber of school houses in county not belonging to

county board.u.i ; total estimated value....

7,500 00

X umber of school houses in cities and towns belonging to

county board, 0; total estimated value

.

.'\ nnber of school houses in cities and towns not belong-

ing to the county board, 5; total estimated value ....... 3-1,100 00

CXCYI

J ACKSON-C0JSTINUED.

FINANCIAL STATE~IENT-Receipts for the year:

Balance in hand from 1895...

. $ 3 .54.-

Amount treasurer's quarterly checks

. 13,3~1 0)

Amount from any and all other sources, including

supplemental checks

..

..

Total receipts ....

.. .. e

$13,3~4 5-1-

EXPENDITURES:

Salary of county school comrmssioner

$ 615 00

Salary of members of board of education

. 170 00

Postage, printing, and other incidentals

.. 99 67

Amount expended in the purchase of school supplies

and buildings

. 707 6.')

Amount paid to teachers

. 11,732 22

Total.

$13,324 54

Balance remaining on hand

$

Total amount of salaries credited to teachers during

the year, as per itemized statements

$~I ,144 40

PmVATE SCHOOLS:
Number of private high schools in the county, 3; number of private elementary schools, 10.

LOCAL SCHOOL SYSTEi\I :

Name of local school system and where located,

.

name of superintendent,

..

COLLEGES:
Name of colleges in county and their location, Martin Institute, Jefferson ; Winder Institute, Winder; Harmony Grove Institute, Harmony Grove.

TE,\CHERS' INSTITUTE:
Where held, J sfferson : date, June 22-26; name of conductor. Prof. B. T. Hunter.
Number of school libraries, 0; value, O.

CXCVII

JASPER.

KU~IBER OF TEACHERS.

WHITE.

I

COLORED.

I

TOTAL.

%~~~~ Male.l Female./ Total.11 Male.!Female1 Total. I Male Ii Female1

l~ I :0 I

I 34 II 13 I 7 20 !I :13 I 21

5~

GRADES OF TEACHERS.

~--~~'----'---c7------------,,-------------

FIRST GK\DE.
~----- -----,~-

SECO~D GRADE.

THIRD GRADE.

WhiteColored.1 Total. Whitel?OIOred.[ TotaL WhiteiColored.! Total.
[

8

Number of normal trained teachers-white, 0; colored, 0;

total... . . .

.

'

.

SCHOOLS.

.Number of white schools, 30; colored, 18; total. ....

48

EKROLL~IENT.

Number of pupils admitted during the year:

:[

WHITE.

I.

COLORED.

:1

TOTAL.

---~-- -----~-!I

!I-----,-

~~~~;: Male. Female.! Total. I: Male./Female.1 Total.iIMale.!Female./

660 I 571 1,281 7161 804 1,520111,37611,375 1 2,751

CXCVlII

J ASPER-CO~TINUED

ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

I

TOTAL.

Male.jFemale.!Total.l MaleIFemaleW~t:l'~

I I 3621 415 H71i 340 402

I

.'

742 11 702 I

MONTHLY COST.

Average monthly cost per pupil. Amount of average monthly cost paid by the I:5tate.

817 I, 1,51\)

$

\I~

\'H

TEACHERS' SALARIES.

Average monthly salary paid teachers:

II' FIRST GRADE.

SECO~D GRADE.

White. I cOlored~I!w~i~e~l_~o~red.

s 2\J 87 1:1" 2J 31 1:$ 29 87 1$ 21 31

THIRD GRADE.

I

I WLite. I Colored.

il I~ -----.---! $ 29 87

... _ - - - - -
21 31

N umber of visits made by the commissioner during the

year.. . . .

. . .. . . .

...

8(;

Whole number of days schools were kept in operation dur-

ing the year. .. ..

110

Number of school houses in the county belonging to the

county board of education-white, OJ colored, 0;

total, 0; total value

""

$

Estimated value of aU other property, including school

supplies of all kinds, charts, maps, -:lesks, seats, school

appliances, etc. . . . . . . . . . .. . . . . . . .. .

$ .")0 (Ill'

i' urn ber of school houses in county not belonging to conn-

ty board, 25; total estimated value. .. . . . . . . . . . . . . . 1,()i)0 00

;\ umber of school houses in cities and towns belonging to

county board, 0; total estimated value

.

~ umber of school houses in cities and towns not belonging

to the count.yboard; 3; total estimated value... .... 1,:20000

CXCIX

JASPER-CONTINUED.

FIXANCIAL HTATE)IENT-Receipts for the year:

Balance in hand from 1895

.

Amount treasurer's quarterly checks . . . . . . . . . . . . . . ..

Amount from any and all other sources, including

supplemental checks.. .. .. .. . . ... . ..... ......

8,48i 00

Total receipts .............................. $ 8,48i 00

EXPENDITURES:

Salary of county school commissioner

$ 495 00

Salary of members of board of education

. 98 00

Postage, printing, and other incidentals

. 762 94

Amount expended in the purchase of school supplies

and buildings

,

.

Amount paid to teachers. . . . . . . ..

. . 7,131 06

Total

,

$ 8,48i 00

Balance remaining on hand ..... , . .. . . . . . . . .. . ..... $

Total amount of salaries credited to teachers during

the year, as per itemized statements

.
==

PRIVATE SCHOOLS:

Number of private high schools in. the county, 4; number of private elementary schools, 11.

LOCAL SCHOOL SYSTE)IS :

Name of local school system and where located, ........... ,

name of superintendent, "

.

COLLEGES: Name of colleges in county, and their location,

TEACHERS' INTITUTE:
Where held, Indian Spring; date, June 22d to 2iHh; name of conductors, J. M. Pound, H. A. Hayes, and N. E. Wale.
Number of school libraries, 0; value, $

cc

.TEFFERSO~. l\U}IBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

*~:~~l Male.IFemale. Total. IIMale.[Female.!Total. II Male !Female.1

13 I 2.') 'I 88 II 15 I 4

19 II 28 I 2H

57

FIRST GRADE.

GRADES OF TEACHERS.

SECO:-;IJ GR.\DE.

THIRD GRADE.

I1
is

N umber of normal trained teachers -wh ite, :); colored, 3;

total........

6

SCHOOLS.
Number of white schools, 30; colored, 20; total,.................... 50
ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

*~:~l~ Male. IFemale. Total. I,Male. IFemale. !Total. iIMaleIFemale1

I 760 686 11,446 II 674 857 11,531111,43411,543 2,977

CCl
JEFFERSON-ComIKOED. ATTEKDANCE .
.Average number of pupils in daily attendance:

WHITE.

COLORED.

II.. I <f~~~l~ Male.[Female1TotaI.IIMaleIFemale.!Total.!'Male. Female.

--I~...-......I... 942 I

II ~J10 I[;i........

1,852

MONTHLY COST.

Average monthly cost per pupil..

$ 1 01

Amount of average monthly cost paid by the State............. I 01

Average monthly salary paid teachers:

FIRST GRADE .. :1 SECOND GRADE.

I[
Ii

THIRD GRADF-.

II Whitp. Colored. White. Colored.
I

White. Colored.
I

I

II s [$ $ 30 94

26 47

$

30

94

$
1

26 47

[i $ 30 94 1

26 47

_._-~

Number of visits made by the commissioner during the

year

..

Whole number of days schools were kept in operation

during the year. ....... ........ ...... ......... ...... ........ ......

110

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0;

total, 0; total value

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

$ 800 00

Number of school houses in county not belonging to

county board, 50; total estimated value (estimate of

my predecessor)

$ 17,000 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Num ber of school houses in cities and towns not belonging

to the county board, 1 ; total estimated value

$ 1,000 00

cell

JEFFERSON - CONTINUED.

FINANCIAl, STATEMENT-Receipts for the year:

Balance in hand from 1895

*

Amount treasurer's quarterly checks "

10,161 45-

Amount from any and all other.sources, including sup-

plemental checks.............. Total receipts "

.. ..
* 10,161 45

Exi-. NDITURES:

Salary of county school commissioner Salary of members of board of education Postage, printing, and other incidentals

$ 471 on
.. 152 00 .. 116 2.')

Amount expended in the purchase of school supplies

and buildings

.

Amount paid to teachers

,

.. 9,422 20

Total.

* 10,161 45

Balance remaining on hand

'

8

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ \1,422 20

PIUVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, O.

LOCAL Sorroot, SYSTEMS:
Name of local school system, and where located, Louisville Local System, Louisville; name of superintendent, Rev. J. E. Wright.

COLI,EGES: Name of colleges in county, and their location, none.

TJUCHERS' INSTITUTE:
'Where held, Tenniile; date, August, 1896; name of conductors; Prof. Bond, of Athens.
~ umber of school libraries, OJ val ue, $

cern

JOHNSON.
NUMBER OF TEACHERS.,

WHITE.

I

COLORED.

I

TOTAL.

I ~I a l e .

Female. \

Total. \

I

Male.

Ii F e m a l e .

Total.!I

-Male.

\Female

'\ITGortaanld,

I I II 27 1 6

33 !] 10

4

14
1

37 I 10 I 47

GRADES OF TEACHERS.

FIRST GRADE.

I
SECOND GRADE.
I

I,---C---,-----,\
I White COlored'IjTotal.jiWhitp:colored',Total.

THIRD GRADE.
'I White!colored.I'l'Olal.

-;3 I 4 I 27 II 6 I 4 I 10 I 4 I 6 I 10

Number of normal trained teachers-white, 2; colored 3:

total. ,

' ' ............................... ..

5

SCHOOLS.

Number of white schools, 32; colored, 12; total..........

H

E:-lROLL~IEN'l'.
Number of pupils admitted during the year:

WHITE.

COLORED.
I

TOT A L.

Male.IFemale.1~I-M-al-e-IF-e-m-ale. \Total~

IGI"mu Male. Female. ITo;al.

----';----~--\ ~---'---

I

I

675 \ 600 Il,275 [ 3551 394 \ 747 1,030 I 9fJ4 2,024

1

--'-------'----! -'-----'---

CCIV

JOHNSON-CO:\TINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

I

1

Male.[Female.!Total.

Male. Female.ITotal.

1

.Grand

Male.:FemaleITotal.

--'---,'-------;--

602

I

I

11

353
11

855

.\IONTHLY COST.
Average monthly cost per pupil.. . . . . . . . . . . . . . . . . . . . . . Amount of average monthly cost paid by the State.
TEACHERS' SALARIES.
Average monthly salary paid teachers:

1 2i 1 27

FIRST
I White.

30 00 1\$ 22 OO!$ 22 00 [1$ 18 00:$ 18 00

Number of visits made by the commissioner during the

year.

4-l

Whole number of days schools were kept in operation

during the year

lOS

Number of school houses in the county belonging to the

connty board of education-white, 1; colored, 0; to-

tal L; total value. . . . . . . . . . . . . . . . .

. . . . . . .. lUO 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4,000 00

Number of school houses in county not belonging to coun-

ty board, 43; total estimated value

$ 3,800 00

Number of school houses in cities and towns belonging to

coun ty board, 0; total estimated value

.

N umber of school houses in cities and towns not belong-

ing to the county board, 2; total estimated value ... , 3,000 00

ccv

JO HNSO~-CONTINUED.

FINANCIAL STATE)[ENT-Receipts for the year:

Balance ill hand from 1895. . . . . . . . . . .. . ........... $ 2 2f}

Amount of treasurer's quarterly checks..

. . 5,.577 Of}

Amount from any and all other sources, including

supplemental checks

. 37 25

Total receipts

,,

$ 5,616.54

EXPENDITl'RES :

Salary of county school commissioner

$ 301 .~O

Salary of members of board of education

. 104 00

Postage, printing, and other incidentals

".

III 7U

Amount expended in the purchase of school supplies

and buildings

"

.

24 35

Amount paid to teachers

,

" " 5,166 90

Total.

$ 5,616 54

Balance remaining on hand

.

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 5,361 01

PRIVATE SCHOOLS:

Number of private high schools in the county, 0; number of private elementary schools, O.

LOCAL SCHOOL SYSTE}IS:

Name of local school system, and where located,

.

name of superintendent,

COLLEGES:
Name of colleges in county and their location, Nannie Lou Warthen Institute at Wrightsville.
TEACHERS' INSTITl'TE: Were held, combined at Tennille, 'Washington county; date, Au gust 10th to 14th, 1896; name of conductor, G. G. Bond.
Number of school libraries: 1; value, $70.00.

CCVI

JONES.
NU~1BER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

I~~~i~ Male./Female1 Total. I Male.!Female1 Total. Male. I Female.

-9-1~ I 31 II 9 I 20 I 29 I[ lR ii 42

60

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I Whiteicolored.1 Total. Whitel,colored Total. WhitelColored.1 Total.

22

8 I 17

o I 16

N umber of normal trained teachers-white, 8; colored, 4;

total....... . . .. . . . . . . . ..

.

12

SCHOOLS.

K urn ber of white schools, 31; colored, 29; total.

..

GO

EXROLL}IENT.
Number of pupils admitted during the year:

WHITE.

I

COLORED.

I

TOT,II..

';al'. i',,",1,.' TO"l.1 Mal'1 F"",l,j Total.i' M,l,. "",,1,1 \t:,:r

I 413

447 I 860 II 705 831 1 1,536 [1 1,118 1,278 2,3\IG

CCVIl JONES.-CONTINUED.
ATTENDANCE. A verage number of pupils in daily attendance:

WHITE.

I

COLORED.

TOTAL.

I %~~~~ Male. I Femalei Tutal.1 Male'l Fe::nale1 Total. Male. Female. [

.... \ I 11 I I .... II .... /

1 1,482

MONTHLY COST.

A verage monthly cost per pupil. . . . . . ..

.

$

84

Auiiunt of average monthly cost paid by the State......

84

TEACHERS' SALARIES. Average monthly salary paid teachers:

II FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I White. ! Colored. White.
_._~----
s1 40 00 $ 80 00 1 $ 25 00

Colored. White.

I

I

I

1$ 20 00 11$ 15 00

I
I Colored.
1$ 15 00

Number of visits made by the commissioner during the

year .... , .. . .. .. . ... .... . . . . . . . .. . . .. . . .. .. . . ...

60

Whole number of days schools were kept in operation

during the year

102

Number of school houses in the county belonging to the

county board of education-white, 18; colored, 0;

total, 18; total value

5i ~,5i5 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. , . . . . . . .. . . . . . . . . . . . . . . . . . . . .

800 00

1\ um ber of school houses in county not belonging to

county board, 10; total estimated value

$ 1,li5 00

i\ limber of school houses in cities and towns belonging to

county board, 1; total estimated value

850 O(l

Xuruber of school houses in cities and towns not belong-

ing to the county board, 2; total estimated value.... 4.')0 00

CCVIII

JON ES-COXTL\TED.

FD,ANCIAL STATE~IE:\IT-Receipts for the year:

Balance in hand from 1895. . . .. .

~

Amount treasurer's quarterly checks

.7,310 84

Amount from any and all other sources, including

supplemental checks

.

Total receipts. . . . . . ..

.

$ 7,310 84

EXPENDITURES:

Salary of county school commissioner

$ 555 00

Salary of members of board of education

"

~8 00

Postage, printing, and other incidentals

. 105 43

Amount expended in the purchase of school supplies

and buildings

.

. :175 00

Amount paid to teachers

. 6,247 41

Total. . ..

. . . . . . . . .. . . . . . . .. . ~ 7,:310 84

Balance remaining on hand

$

Total amount of salaries credited to teachers during

the year, as per itemized statements

.$ 6,753 25

PRIVATE SCHOOLS:
Number of private high schools in the county, 1; number of private elementary schools, 10.

LOCAL SCHOOl, SYSTEMS:

Name of local school system, and where loc ited,

.

_........ j name of superintendent,

.

COLLEGES: Name of colleges in county and their location,

TE.\CHERS' Il\STITUTE:
Where held, Clinton; date, June :?Otb, 21st, 22d, 23J, 24th; name of conductor, E. L. Ray.
Number of school libraries OJ value, O.

CCIX

LAURENS.
NUMBER OF TEACHERS.

WHITE.

COLORED.

II

TOTAL.

~~~~l~ Male./FemaleITotal.IIMaleIFemaleITotal.IIMale./Female. f

1 42 I 48

90 11 19 I

32 I 51 II 61 I 80

1 141

GRADES OF TEACHERS.

FIRST GRADE.

II

SECOND GRADE. III

THIRD GRADE.

WhiteIColored./Total.IIWhite!colored./Total.lf Whitelcolored.1 Total.

31 I

7

I 38 I

I 41

27

I 68 II 14 I

21

I 35

Number of normal trained teachers-white, 20; colored,

13; total.......... . .. ,.....................

33

SCHOOLS.

Number of white schools, 82; colored, 32 j total. .... ,. . .

114

ENROLLMENT.
N umber of pupils admitted during the year:

WHITE.

COLORED.

II

ccx

LAURENS-CONTINUED. ATTENDAKCE.
Average number of pupils in daily attendance:

WHITE.

II

COLORED.

TOTAL.

I r~~~~ Male.jFemaleITotal. ilMaleI'Femaie Total IIMale.!Female.

..... \...... [1,744[1 .. I .. .. 1 906 I: 1,212 1 1,246 \2,650

MONTHLY COST.

Average monthly cost per pupil

$

Amount of average monthly cost paid by the State......

TEACHERS' SALARIES.
Average monthly salary paid teachers:

1 40 80

FIRST GRADE.

II

II SECOKD GRADE.

THIRD GRADE.

I I I I White. Colored. White. Colored. II White. Colored.

oo-F'-;;j $ 30 00 '1$ 30

00 1;-'25 oo-II;--;~-~o 1$ 20 00

Number of visits made by the commissioner during the

year

.

Whole number of days schools were kept in operation

during the year, five calendar months

.

Number of school houses in the county belonging to the

county board of education- white, 11 ; colored, 0; total,

11 ; total value. . . . . . . . . . . .. .

$ :l,600 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc......

1,500 00

Number of school houses in county not belonging to

county board, 80; total estimated value

.

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not l:elong-

ing to county board, 6; total estimated value. . . .. . . . 7,000 00

CCXI

LA URENS-CONTINUED.

FINA!\CIAL STATEuENT-Receipts for the year:

Balance in band from 18950 0 0 0 0 0 0 0 0 0 0 0 0 0 0

$;

2043

Amount treasurer's quarterly checks 0000. 0 00' 00' 0 0 00 ]],199

Amount from any and all other sources, including

supplemental checks 0'. 0 0 0 0 0 0 00

0000000 0 0 0 0 0

T o t a l r e c e i p t s $ 11 43 0 0 0 0 0 0 0 0 0 00 0 0 0 0 0 0 0 0 0 0 0 0 0

,219

---._--

EXPEXDITURES :

Salary of county school commissioner

000

$ 0 0 0

330 00

Salary of members of board of education o 0 0

70 00

Postage, printing, and other incidentals 0000 000 00.

63 85

Amount expended in the purchase of school supplies

and buildings and institute o. 0 0 0 0 0 0 0 0

00.000 0 0

130 00

Amount paid to teachers 0 0 0 0 0 0 0 0 0 0 0 0

10,617 09

Total. 0 0

0 0 0 .. 0 0 0

00

0 0 .$ 11,210 U4

Balance remaining on band 0 0 .,

0 0 0 "

0 0 0 0 0 0 0 0

8 49

Total amount of salaries credited to teachers during the year, as per itemized statements .000 00' 0 0 0
===
PRIVATE SCHOOLS:

Number of private high schools in the county, 3; number of private elementary schools, U.

LOCAL SCHOOL SYSTE~IS:
Name of local school system and where located, Dublin city schools, Dublin, Ga.; name of superintendent, 'Vo E. Thompson.

COLLEGES: Name of colleges in county and their location. 0 0 o. 0 0 0 00.0

TEACHERS' INSTITUTE:
Where held, Hawkinsville, Ga.; date, ::Vlay 5-10; name of conductor, E. S. Branson.
Number of school libraries, 3; value, $600.00.

CCXII

LEE.
NUMBER OF TEACHERS.

WHITE.

COLORED.

I

TOTAL.

---------11---

I 1.---------

Male. Female. Total.

1
Male. Female.\Total. I Male.

Fema1e. GTortaanld.

-6- --9- ~[l~ -1-0-\~ - -

16

19

35

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

White!colored.!Total. Whi.te[colored.!Total. Whi.te\colored.[ Total.

15 I 3 I 18 I: .... -I 5

5 [ ...... [ 12

12

Number of normal trained teachers-white, 0; colored, 0;

total.

.

SCHOOLS.

Number of white schools, 15; colored, 20; total .... '. ...

35

ENROLL}iENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

I

TOTAl"

M'I'IF,m'I,ITo,"!' IMw'I.m" .[Toto!.11 Mal,. I.,m,',. i~::.:ld

I 190 172 I 362 11 579 1 713 1 1,29211 769 1 885 1 1,654

CCXIII

LEE-CONTINUED. ATTENDAKCE.
A verage number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

Female.i~~~~~ Male. !Female.\ Total. Male. [Female. [Total. Male.!

I 165 I 142 I 307 \1 335 I 433 I 768 1\ 500

.')75 1 1075

1IONTIILY COST.

Average monthly cost per pupil,

$

Amount of average monthly cost paid by the State

.

TEACHERS' SALARIES.
Average monthly salaries paid teachers:

FIRST GRADE.
I White. Colored.
I
$ ...... "1$ 3300

White. Colored. 20 00

Number of visits made by the commissioner during the

year..................

Whole number of days schools were kept in operation

during the year. . . . . . . . . . . . . . . . . . . ..

Number of school houses in the county belonging to the

county board of education--white, 1; colored, 0;

total 1; total value

"$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc.. . . ..

..

Number of school houses in county not belonging to

county board, 2; total estimated value

$

Number of school houses in cities and towns belonging to

county board, 2; total estimated value .,.

Number of school houses in cities and towns not belong-

ing to the county board, 1; total estimated value. . ..

48 100
415 00
140 00 .50 00 450 00 1,000 00

CCXIV

LEE - CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895. . . . .. .

,

$

Amount treasurer's quarterly checks

.

Amount from anyaud all other sources, including

supplemental checks

,.

515 79 5,693 76

Total receipts .

6,209 55

EXPENDITURES:

Salary of county school commissioner

.

.

Salary of members of board of education

.

Postage, printing and other incidentals

.

Amount expended in the purchase of school supplies

and buildings. . . . . . . . .. . . . . . . . . . . . . .. . .

Amount paid to teachers

.

432 00 62 00 62 75
62204 4,710 57

Total

, . 5,889 36

Balance remaining on hand. . . . .. .

. 320 19

Total amount of salaries credited to teachers during

the year, as per itemized statements

. 6,938 11

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:
Name of local school system, and where located: .................. name of superintendent:
COLLEGES:

Name of colleges in county, and their location,

,

.

TEACHERS' INSTITUTE:
Where held: Americus, Ga j date,:June 15th, 1896 j name 0 conductor, H. A. Hays.
Number of school libraries, 0; value, $

coxv

LIBERTY.
NU!1BER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

I

<f~~~t ----c----.--I-----;--------,----II-----;---~-~
Male1Female1 Total.1 Male1Female1 Total. Male.!Female1

22 I 9 I 31 I 21 I 9 I 30 II 43 I 18 I 61

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

WhiteIColored.!Total. White/COlored.1Total. White!colored1 Total'.
I I~ 8 [ ...... 1 8 II e I 4 1 10 17 I 25

Number of normal trained teachers-white, 0; colored, 0;

total

,

.

SCHOOLS.

Number of white schools, 30; colored, 33; total ... " . . . . .

63

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

<f~~~f Male.IFemale.! Total. Male.1 Female1 Total. Male1 Female1

532 [ 429 I 961 II 649 1 767 11,416111,181 I ],1961 2 ,384

CCXVI

LIBERTY-CONTINUED.

ATTENDANCE. Average number of pupils in daily attendance:

WHITE".

I

COLORED.

I

TOTAL.

~~~t Male.! Female.\ Total.11 Male.[FemaleITotal.IMale.[ Female.!

.... 1

\ 663 II [

[ 952 i I

[

1 1,615

)IONTHLY COST.

Average monthly cost per pnpil

'" .

Amount of average monthly cost paid by the State

68

TEACHERS' SALARIES.

Average monthly s rlary paid teachers:
-----------_._-_._--------------

FIRST GRADE.

II

SECOND GRADE.

I
!

I

THIRD GRADE.

White.

I COloredI!- White.

I Colored.

1 White.
I

Colored.

I

I

$ 35 00 I1$ ........ II[$ :!5 00

23 00 II $ 18 00 1$ 16 00

1*

Number of visits made by the commissioner during the

year................

Whole number of days schools were kept in operation dur-

ing the year. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . .

Number of school houses ill the county belonging to the

county board of education-white, 1 ; colored, 7; total,

8; total value

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Number of school houses in county not belonging to

county board, 56; total estimated value about.. . . . . .

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

N urn ber of school houses in cities and towns not belong-

ing to the county board,O; total estimated value ....

215 103
900 00
100 00 6,000 00-

CCXVII

LIBERTY-CONTINUED.

FINANCIAL STATE~IENT-Receipts for the year:

Balance in hand from 1895

.

Amount treasurer's quarterly checks

$ 8,138 (\0'

Amount from any and all other sources, including sup-

plemental checks

.

Total receipts

:

$ R,138 60

EXPENDITURES:

Salary of county school commissioner

,

$ 394 50

Salary of members of board of education

.

. 8000'

Postage, printing, and other incidentals

. 46 25

Amount expended in the purchase of school supplies

and buildings

. 493 09

Amount paid to teachers

. 6,6.,}3 37

Total. .. . .. . .. . .. .. ..

.

$ 7,667 21

Balance remaining on hand

.

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 6,653 37

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located

name of superintendent

.

COLLEGES:

Name of colleges in county, and their location

.

TEACHERS' INSTITUTE: Where held, Hinesville, Ga.; date, 10th to 15th of August ; name of conductor, D. L. Earnest.
Number of school libraries, 0; value, O.

CCXVIIJ

LINCOLN.
~U"'IBER OF TEACHERS.

WHITE

COLORED.

TOTAL.

Male.IFemale. (Total. Male.\Female. \Total.

]9 I ]3 I 32

I

I

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

Number of normal trained teachers-white, L; colored,

2; total............................................

3

SCHOOLS.

Number of white schools, ]9; colored, 12; total. ..

31

ENROLL"'IENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

\~~~~~ Male.! Female . (Total. Male.!Female [Total. I Male.!Female.

I II II 2771 344 621 334 \ 297 \ 631 680 \ 588 [1,268

CCXIX
LINCOLN-CONTINUED.
ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

I

TOTAL.

f~~~~ MaleIFemale.!Total. Male.!Female.!Total.l Male.!Female.[

3461 291 I 637 11 277! 314 I 597 1] 623 \ 68') 1 1,228

MONTHLY COST.

Average monthly cost per pupil.

$

51

Amount of average monthly cost paid by the State

51

'rEACHERS' SALARIES.
Average monthly salary paid teachers:

FIRST GRADE.

SECO;llD GRADE.

THIRD GRADE.

Number of visits made by the commissioner during the

year.

Whole number of days schools were kept in operation dur-

ing the year...........

Number of school houses in the county belonging to the

county board of education-white, 2; colored, 0; to-

tal, 2; total value

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances. etc.. . . . . . .. .

$

Number of school houses in county not belonging to coun-

ty board, 32; total estimated value. . . . . . . . . . . . . . . . . .

N umber of school houses in cities and towns belonging to

connty board 0; total estimated value

.

Nnmber of school houses in cities and towns not belong-

ing to the county board, 1; total estimated value.. ...

36 2,800 15000 300 00 650 00
300 00

ccxx

LINCOLN-CONTINUED

FINANCIAl, STATEllENT--Receipts for the year:

Balance in hand from 18\)5

, $ 36 00

Amount treasurer's quarterly checks. . . . . . . . . . .. . .. 3,750 29

Amount from any and all other sources, includingsup-

plemental checks. . . . . .. .

.

Total receipts

$ 3,786 29

EXPENDITURES:

Salary of county school commissioner

$ 300 00

Salary of members of board of education

.

68 00

Postage, printing, and other incidentals

. 46 85

Amount expended in the purchase of school supplies

and buildings

. 175 48

Amount paid to teachers .. '"

. 3,214 50

Total

$ 3,804 83

Balance remaining on hand. . . . . . . . . . . . . .. .

.

Total amount of salaries credited to teachers during the year, as per itemized statements. . . . . . . . . . .. 3,214 50

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, O.

LOCAL SCHOOL SYSTE1IS :

Name of local school system, and where located

.

. . . . . . . . . . . . . .. ; name of superintendent,

.

COLLEGES: Name of colleges in county, and their location,

TEACHERS' INSTITUTE: 'Where held, Lincolnton; date, July 6, 7, 8,9 and 10; name of
conductor, J. H. Lewis.
Number of school libraries, 0; value, O.

CCXXI

LOWNDES.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

I IFemale'I~w~ Male. Female.!Total.'j Male. Female.! Total.' Male

I ----;4-1~ 11--;- 19 I 13 \ 32 II 17

11 i 28

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

TIlIRD GRADE.

Whi"'fC<>lored ITot'l. White]Colored. Total. White Colored. Total.

-------
- 1 - - - r

- - ---- - -

I I I 16

4

20

14

13

27

2I 7

9

Number of normal trained teachers-white, 3; colored,O;

total.

,...

..

3

SCHOOLS.

Number of white schools, 32; colored, 28; total

60

ENROLLMENT.
N umber of pupils admitted during the year:

WHITE.

COLORED.

I

TOTAL.

Male. Female.l'I'otal.

Male. Female. Total.

Male.1

Female.

Grand Total.

---1-
646 I 567 11,213

~1-3~1

652

11~1-9~

--
1,865

CCXXIl

LOWNDES-Co~n'NUED.

ATTENDA!\CE.

Average number of pupils in daily attendance:

WHITE.

il

COLORED.

Ii

TOTAL.

- - - - - - - - 1- - I

I ------',---, ------

Male Female. !TotaL Male. Female.1 Total. I ,I Male. Female. GTratnld
~~._-.1-_I".~_-I_-.~IIi ---... I_-_.._~. I I:I'-~-~ I~~-_-~0-~a .

MONTHLY COST. Average monthly cost per pupil. . ..

* .,

Amount of average monthly cost p rid by the State

1 04 1 04

TEACHERS' SALARIES. Average monthly salary paid teachers:

FIRST GRADE.

SECO!\D GRADE.
1,1

TIlIRD GRADE.

I II II White. Colored. White. Colored. White. 1 Colored.

$ 29 03 1$
- - _..-

1* 11$ 27 99 I',IS 2:3 '!.7

14 20

I'
J

I II __ --_. - . _. ..

--~--

14 12

i$

13 73

N umber of visits made by the c )mmissioner during the

year

, ..

43

\Vhole number of days schools were kept in operation

during the year

" .. ,

,...

108

Number of school housas in the conitv behnging to the

county board of educ rtion-c-whire, 0; colored, 0; total,

0; total value

,

, .. ,

,$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc,

, , ,...

600 00

Number of school houses in county not belonging to

county board, 24; total estimated value.

:3,500 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value, .. ,

.

Number of schoolhouses in cities and towns not belonging

to the county board, 7; total estimated value

12,500 00

CCXXIII

LO WNDES-COSTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$

Amount treasurer's quarterly checks.... . . .. . .. 9,490 31

Amount from any and all other sources, including sup-

plemental checks

.

Total receipts

$ 9,430 31

EXPENDITURES:

Salary of county school commissioner

$ 510 00

Salary of members of board of education

.

64 00

Postage, printing, and other incidentals

.

10 93

Amount expended in the purchase of school supplies

and buildings

.

Amount paid to teachers ................. '.'

. 8,805 38

Total

$ 9,490 31

Balance remaining on hand

$

Total amount of salaries credited to teachers during

the year, as per itemize.! statements ........... $ 8,805 38

PRIVATE SCHOOLS:
N umber of private high schools in the county, 0; n n mbar of private elementary schools, 3.

LOCAL SCHOOL SYSTE~[:
Name of local school system, and where located, Valdosta City Schools; name of superintendent, \V. B Meritt.

COLLEGES:

Name of colleges in county and their location,

.

TEACHERS' I:'!STITUT~::
Where held, Quitman ; date, June 21st to 25th; nam.i of conductors, Lawton Evans and W. B. Meritt.

Number of school libraries, 0; value,

.

CCXXIV

LUMPKIN.
NUMBER ()F TEACHERS.

WHITE.

II

COLORED.

II

TOTAL.

~~~l~ Male. \ Female.!Total.ll Male.) Female.jTotal.ll Male.[Female \

GRADES OF TEACHERS.

FIRST GRADE.

II

SECOND GRADE.

THIRD GRADE.

White]colored.!Tota1. II Whitp\coloredITotal. IIWhite\colored1 Total.

I I i 15 [ ....... 115 11 15

II 16

6I 1 I 7

Numberof normal trained teachers-white, 1; Colored, 1;

total.........

2

SCHOOLR.

N umber of white schools, 36; colored, 4; total.

40

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

II

COLORED.

TOTAL.

~~:l~ Male. \Female .\Tota1.!1 Male. \Female1 Total. \\Malel Female. 1

920 I 848 \ 1,768 11 49 \ 59 \ 108 II 969 I 907 1 1,876

ccxxv

LlTMPKIN - CONTINUED.

ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

!I

COLORED.

II

TOTAL.

I~~~~~l. Male.!Female.!T:tal.l\Male.!Female.!TotaI.IIMale.!Female.

I I I!~I I 1 411 360 771

35 \ 60 436 395 \ 831

lIIONTHLY COST.

Average monthly cost per pupil.

..

87

Amount of average monthly cost paid by the State .

87

TEACHEHS' SALARIES.

Average monthly salary paid teachers:

----

FIRST GRADE.

I SECOND GRADE

TIlIRD GRADE.

I I I White. Colored. White. Colored.

I White. Colored.

--~~

$ 2300 1$

....... I1$ 18 00 1$

1800 $ I

13 00 1$

13 00

Number of visits made by the commissioner during the

year......

..

77

Whole number of days schools were kept in operation

during the year... ..

.

100

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0;

total"O; total value

..

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc

..

Number of school houses in county not belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns belonging

to county board, 0; total estimated value

.

Number of school-houses in cities and towns not belong-

ing to the county board, OJ total estimated value .....

(15)

CCXXVI

LUMPKIN-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1896

''

$

Amount treasurer's quarterly .checks

.

Amount from any and all other sources, including

supplemental checks

.

..

flOl 80 4,252 00

Total receipts......

......

$ 4,753 80

EXPENDITURES.

Salary of county school commissioner

$

Salary of members of board of education

.

Postage, printing, and other incidentals

.

Amount expended in the purchase of school sup-

plies and buildings .. ..

.. .. ..

Amount paid to teachers

..

340 00 15000 15 87
14500 3,620 00

Tota1.

$ 4,271 37

Balance remaining on hand

$

Total amount of salaries credited to teachers during

the year, as per itemized statements

$

482 43 3,620 00

PRIV ATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located

..

name of superintendent

..

COLLEGES:
Name of colleges in county, and their location, North Georgia Agricultural College, Dahlonega, Ga.

TEACHERS' INSTITUTE:
Where held, Dahlonega, July 6,7,8,9, 10; name of conductor, Prof. J as. E. Dunn.

Number of school Iibraries, 0: value, $ O.

CCXXVII

MACON.

NUMBER OF TEACHERS.

WHITE.

I

COLORED.

TOTAL.

FemaleI<f~~~r I I I Male. Female1 Total.! Male. Female1 Total. Male.

I_~~ _ 9

I 24 II 13 I 17 I 30 I) 22 I 32 I 54

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

White!colo;ed.! Total. White[colored.1 Total. Whitejcolored.1 Total.

[y 9

11 ......... 1 15

1 15

Number of normal trained teachers-white, 2; colored, 0;

total.. . . . .. .. .... . . .. .. . . . . .. . . . . .. . . . . .. . . . . .. . . . .

2

SCHOOLS.

Number of white schools, 20; colored, 25; total...... . . ..

45

ENROLLMENT.
Number of pupils admitted during the year:

WHITJ':.

I

COLORED.

iI!

TOTAL.

FemaleI%~~~I~ -_._-

1----

!

r

I I Male.1 Female1 Total. I:\iale.! Female. Total. I Male.

I I 451 475 9:.'6 803-1 1,058\1,861 111,25411,533 1 2,787

CCXXVIII

1\1 ACON-CO~TIl'UED.

AT1'ENDANCE.
Average number of pupils in daily attendance:

wIInE.

I[

COLORED.

TOTAL.

I l\Iale. !Female. I Tota1.1 Male. \ Female.! Tota1. Male. FemaIe. GTroatnald. ---'--._---'-----'-'-------'----

I 324 I 3-H

665 11

570 I?E.O

1,320 !I 894 i.om 1,985

MONTHL Y COST.

Average monthly cost per pupil ..... '" ... ....

70

Amount of average monthly cost paid by the State. . . . . . .

70

TEACHERS' SALARIES.
Average monthly salary paid teachers:

FIRST GRADE.
White. Colored.

SECOND GRADE.
I White. Colored.

THIRD GRADE.
I White. Colored.

I II $ 38 00 $ 26 00 II! $ 20 49 \ $ 18 00 $

.

Number of visits made by the commissioner during the

year..........................................

flO

Whole number of days schools were kept in opt' ration

during the year

,

, . . . . .. . . . .. .

100

N umber of school houses in the county belonging to county board of education-white, 1; colored, 0;

total, 1; total value '"

,

'"

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

250 00

appliances, etc

'" . .. . ..

Number of school houses in county not belonging to

county board, 26; total estimated value .. '" . . . . . . . ..

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

,

Number of school houses in cities and towns not belong-

400 00 7,250 CO

ing to the county board, 6; total estimated value. . . . 6,500 00

CCXXIX

MACON -CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$ 51 50

Amount treasurer's quarterly checks

' ' . 7,159 48

Amount from any and all other sources, including

supplemental checks ,

. 25 00

Total receipts

' '"

,

$ 7,235 98

EXPENDITURES:

Salary of county school commissioner

$ :l99 00

Salary of members of board of education

. El6 00

Postage, printing, and other incidentals

. 51 00

Amount expended in the purchase of school supplies

and buildings

.

Amount paid to teachers

. 6,699 50

Total

$ 7,235 50

Balance remaining on hand ...................... $

48

Total amount of salaries credited to teachers during

the year, as per itemized statements.

$ 6,699 50

PRIVATE SCHOOLS: Number of private high schools in the county, 2; number of private elementary schools, L
LOCAL SCHOOL SYSTEMS:
Name of local school system, and where located, Oglethorpe, Montezuma and Marshallville; name of superintendents, 1st, Prof. Jenkins; 2d, Prof. Barrett; 3d, Prof. J. W. Fred. erick.
COLLEGES:
Name of colleges in county, and their location,
TEACHERS' INSTITUTE:
Where held, Perry, Houston county; date, June; name of conductor, J. W. Frederick.
Number of school libraries, 1; value, $20.00.

ccxxx

MADISON.
NUMBER OF TEACHERS.

WHITE.

COLORED.

II

TOTAL.

Male.\Female. \Total. jMale.IFemaleITotal.!!Male. iFemale.

Grand Total.

I I J II I 31

16 \ 47

]0 II 11

21 4;

27 68

GRADES OF TEACHERS.

II FIRST GRADE.
~I I ;::I~""'I COlored.\Total.

SECOND GRADE.

[I

THIRD GRADE.

T-o-t-a-l.--'/'1'-W-b-it-e""'lc-o-lo-r-e-d""'I-T-o-ta-1.

~6 I 6 I 32 II 16 I 7 I 23 II 6 !

-
I

i
'

]3

I

N umber of normal trained teachers-white, 10; colored,

0; total

"

,"

If}

SCHOOLS.
Number of white schools, 37 ; colored, 16; total, 53.

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

nlaleIFemale.ITot~l.IIMale.\FemaleITotal.IIMaleIFell1ale'I~~::l~ 1,24811,062 !2,3LO II 437 1 467 '1~-lll,68511,52\l13'214

CCXXXI
MADISON-CONTIXUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

II ,I

COLORED.

II

TOTAr..

I*~~~I~ Male.!Female.\Total.IIMale.!Female.!Total.IIMale.IFemaIe.

- 561 I 522 1 1,08311 198\ 213 I 411 II 759 1 735 1 1,494

MONTHLY COST.

Average monthly cost per pupil..

$

97

Amount of average monthly cost paid by the State

84

TEACHERS' SALARIES.
Average monthly salary paid teachers:

FIRST GRADE,

Ii

SECOND GRADE.

THIRD GRADE.

~~l~:~II~"'~~Tc-:::;II---;~:-lcolored.

!$ [$ :/I 33 00 28 00 11$ 24 00

13 00 11$ 12 00 1$ 11 00

Number of visits made by the commissioner during the

year

89

Whole number of days schools were kept in operation

during the year..

108

Number of school h6uses in the county belonging to the

county board of education-white, 15; colored, 1; total,

16; total value

.

2,100 00

Estimated value of all other properly, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

:

$ 1,500 00

Number of school houses in county not belonging to

county board, 26; total estimated value........

4,000 0:)

Number of school houses in cities and towns belonging to

county board, OJ total estimated value

..

Number of school houses in cities and towns not belong-

ing to the county board, 0; total estimated value.......

CCXXXII

MADISON-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from ]895

'

. 1862

Amount treasurer's quarterly checks

$ 6,997 00

Amount from any and all other sources, including

supplemental checks

.

Total receipts

'

$ 7,015 62

EXPENDITURES:

Salary of county school commissioner

$ 437 50

Salary of members of board of education ('95-'96) .. 204 00

Postage, printing and other incidentals

. 150 19

Amount expended in the purchase of school sup-

plies and buildings.

.. .. 109 00

Amount paid to teachers......

..

. 6,011 47

Total.

..

$ 6,921 16

Balance remaining on hand........

94 46

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 6,819 81

PRIVATE'SCHOOl.S:
Number of private high schools in the county, OJ number of private elementary schools, 0.

LOCAL ScHOOL SYSTEMS:

Name of local school system, and where located,

.

name of superintendent,

.

COLLEGES: Name of colleges in county, and their location .....

TEACHERS' INSTITUTE:

Where held, combined in Athens, date, began June 22d, 1896; name of conductor, Prof. E. B. Smith.

Number of school libraries, 1 j value, $93.00.

CCXXXIII

MARION.
NUMBER OF TEACHERS.

WHITE.
Male.!Female .!Total. I
14 I 18

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

Whitejcolored.!Total.j Whitelcolored.!Total White Icolored.\Total.

B-'-3- I I I II.... 18 I 2

20 II 14

13

27

I

---------'

Number of normal trained teachers-white, 6; colored. 4;

total. . . . . . . . . . . . . .. . . . . .. . . . . . . ... .. . . .. . . . . . . . . . . .

]0

SCHOOLS.

Number of white schools, 32; colored, 18; total.. . . ..... ..

50

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

I

COLORED.

1\

TOTAL.

l\lale.!Female.ITotal.l Male.jFemale.!Total.l Male.IFemaleI~~~~~

I 655 \ 615 11,270 II 597 1 728 \ 1,32511 1,?'i2 I ] ,443 2,695

CCXXXIV

MARION-CONTINUED.

ATTENDANCE.

Average number of pupils in daily attendance:

-------~--cc-------- -cc-cc----~~-------

WHITE.

II

COLORED.

TOTAL.

Male.\FemaleI~~~;~ Male.IFemale.ITotal.ll Male.\Female !Total.

~~~511 1,40~ 370_1

300 I 348 I 648 11 670 I 733 \

MONTHLY COST.

Average monthly cost per pupil. "

".

Amount of average monthly cost paid by the State. . ..

7&

TEACHERS' SALARIES.
Average monthly salary paid teachers:

FIRST GRADE.

II SECOND GRADE.

THIRD GRADE.

I I I II White. Colored. White. Colored. White. Colored

r $ 50 00 1$ 35 00 11$ 30 00 1$ 20 00 II $ .... $ 15 00

Number of visits made by the commissioner during the

year.

42

Whole number of days schools were kept in operation

during the year

"

10(}

Number of school-houses in the county belonging to the

county board of education-white, 0; colored, 0; to-

O; total value

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

,

$ 100 O(}

Nurnber of school houses in county not belonging to coun-

tyboard, 0; total estimated value

.

Xumber of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses ill cities and towns not belong-

ing to the county board, 50; total.estimated value. . . . 5,000 00

ccxxxv

M A R I O N -CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$

Amount treasurer's quarterly checks......

5,624 O(J

Amount from any and all other sources, including

supplemental checks

,

.

Total receipts

.s 5,624 O(}

EXPENDITURES.

Salary of county school commissioner

'Ii 300 00'

Salary of members of board of education

. 66 00

Postage, printing, and other incidentals

. 47 00

Amount expended in the purchase of school supplies

and buildings

.

.

Amount paid to teachers

. 5,107 30

Total. ,

,

,

$ 5,520 30'

Balance remaining on hand

,

$ 93 70-

Total amount of salaries credited to teachers during

the year, as per itemized statements

5,107 50

------

PRIVATE SCHOOLS:

Number of private high schools in the county, 5; number of private elementary schools, 45.

LOCAL SCHOOL SYSTEMS:

Kame of local school system, and where located,

name of superintendent,

.

COLLEGES: Name of colleges in county and their location,

TEACHERS' INSTITUTE: 'Where held, Americus; date, June; name of conductors, Hays and Collum.
Number of school libraries, 0; value, O.

CCXXXVI

McDUFFIE.
NUMBER OF TEACHERS.

WHITE.

II

COLORED.

II

TOTAL.

~~~~~l Male.IFemale.!Total.IIMale.!Female.\Total.!\Male.!Female.1

~J 9 I ~5 II 7 I 13 I ~O II 23 I ~2 \ 45

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

Wbite! Colored. ITotal. \\Whiteicolored.ITotal.IIWhite\colored./ Total.

17 I

II ~ 3 I 20

3 1\

I 5 !I 4 I 15 I 19

Number of normal trained teachers-white, 2; colored, 3;

total., .:

;

5

SCHOOLS.

Number of wbite schools, 22; colored, 22; total ....

44

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

II

COLORED.

TOTAL.

Ma~e1 I~~~~l~ Male.\Female .!Total.ll

I Female.jTotal.ll Male. Female.

I 1 ~I~I 91411 5371 610 ~147111,0121 1,049 2,061

CCXXXVII

McDU FFIE-CONTIKUED.

ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

II

COLORED.

!I

TOTAL.

*~~~~ Male.IFemaleITotaJ.IIMale.IFemale.jTotalIIMale.\Female1
1. .- ~I- ;I~I . . [.... 11. 1.......11,270 1

MONTHLY COST.

Average monthly cost per pupil.

$

82

Amount of average monthly cost paid by the State. . . . .

82

TEACHERS' SALARIES.
Average monthly salaries paid teachers:

FIRST GRADE.

II I SECOND GRADE.

THIRD GRADE.

I I I II I White. Colored. White. Colored. White. Colored.

s I~oo 30 00 1$ 25 00 11$ 25 00

1$ 1$ 20 00

15 00

Number of visits made by the commissioner during the

year..........

48

'Whole number of days schools were kept in operation

during the year

] os

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0; total,

0; total value

.

Estimated value of all other property, including school

supplies "f all kinds, charts, maps, desks, seats, school

appliances, etc

'"

$ 500 00

Number of school houses in county not belonging to

county board, 41; total estimated value. . . . . . . . . . .. 6,000 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 5; total estimated valne.... 3,000 00

CCXXXVIII

McDU FFIE-CONTI1\UED.

!FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895. . . . . . . . . . . . .. .

$

Amount treasurer's quarterly checks

' 5,612 98

Amount from any and all other sources, including

supplemental checks

, . .. .

18 47

Total receipts. . . . . . . . . ... . . . . ... . . . .. . . . . .. . .. $ 5,631 45

.EXPEl"DITURES:

Salary of county school commissioner ,

Salary of members of board of education

.

Postage, printing, and other incidentals

:

Amount expended in the purchase of school supplies

and buildings.. . . . . . . . . . . . . . . . . . . . . . . . . . . .. ..

Amount paid to teachers

.

352 50 88 00 93 62
104 00 4,958 51

Total

. $ .5596 63

Balance remaining on hand

. 34 82

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 4,958 51

lPRI\'ATE SCHOOLS:
Number of private high schools in the county, 1; number of private elementary schools, 4.

LOCAL SCHOOL SYSTEMS: Name of local school system, and where located,

-CUI,LEGES:
Name of colleges in county, and their location, ................ name of superintendent, .... . . . . . . . . . . . .. . .....
TEACHERS' INSTITUTE:
'Were held, Thomson ; date, August 17-21; name of conductor, N. E. Ware .
.Number of school libraries, 1; value, $300.

CCXXXIX

McINTOSH.
1'< UMBER OF TEACHERS.

WHITE.

COLORED.)I

TOT.IL.

I Male.\Female .ITotal.

Male.j Female.!'lotal.!IMale.IFemale.

Grand Totol.

I 3

8

11 II

I 6

13

I 19 II

I 9

21

30

GRADES OF TEACHERS.

FIRST GRADE.

II

SECOND GRADE.

i

THIRD GRADE.

I i! i WhitejcoloredITotal. i Whitelcolored.!Total. Wlliteicolored. Total.

I I I -3

2 j ~ll 2

4

6 i: 4 12

16

Number of normal trained teachers-white, 0; colored, 0;

total.. .. ~

"

"

.

SCHOOLS.

Number of white schools, 8; colored, 16; total

24

EMROLLMENT.
Xumber of pupils admitted during the year:

~_~_wHI~ _ _ 11

COLORED.

I

TOTAL.

~~~~f Male.! FemaleITotaLII Male. iFemale.j'I'otal, Male. !Femalel

U31 r~~o I 150 293 f: 437 I 512 1 949

I I 662 1,242

CCXL

McINTOSH -CONTI~UED. ATTENDANCE.
Average number of pupils in drily attendance:

WHITE.

II

COLORED.

!II

TOTAL.

i ~~~~l~ Male.!FemaleITotal.!Male. Female./Total.!IMale.!Female1
=1 .[ 18211 1.164111 1 \ 823

No record of average daily attendance.

MONTHLY COST.

Average monthly cost per pupil

'" .. . . .

91

Amount of average monthly cost paid by the State. . . . . . . .

91

TEACHERS' SALARIES. Average monthly salary paid teachers:

FIRST~~A~~II SECOND GRADE I I White. Colored. II White. Colored.

THIRD GRADE.
I White. Colored. !

* \$ nO 50 1$ 30 00 1/$ 35 00

25 00 11$ 20 00 1$ 1200

Number of visits made by the commissioner during the

year '"

,

.

39

Whole number of days schools were kept in operation dur-

ing the year

.

.

109

Number of school houses in the county belonging to the

county board of education-white, 6; colored 3; total,

9; total value. ..

.

$ 2,267 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances. etc. . . . . ..

.

. 650 00

Number of school houses in county not belonging to

county board, 1; total estimated value. . . . .. ... .,. 400 00

Number of school houses in citie s and towns belonging to

county board, 1; total estimated value

. 1,000 00

Number of school houses in cities and towns not belonging

to the county board, 1; total estimated value

. 2,00000

McINTOSH-CONTINUED.

FINANCIAL STATE)IENT-Receipts for the year:

Balance in hand from 1895

.

Amount treasurer's quarterly checks. . . . . . . . .. . $ 5,432 54

Amount from any and all other sources, including

supplemental checks ,

.

Total receipts

. ..... .$ 5,432 54

EXPENDITURES:

Salary of county school commissioner - ,

$ 360 00

Salary of members of board of education ,

. 166 00

Postage, printing, and other incidentals

. 277 79

Amount expended in the purchase of school supplies

and buildings

.

614 38

Amount paid to teachers

. 4,014 37

Total

$ 5,432 54

Balance remaining on hand ,

$

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 4,01437

PRIVATE SCHOOLS:
Number of private high schools in the county, 1; number of private elementary schools, O.

LOCAL 8CHOOL SYSTE)IS:

Name of local school system, and where located, McIntosh County

Academy, Darien; name of superintendent

.

COLLEGES: Name of colleges in county, and their location, ,

".

TEACHERS' INSTITCTE :

Where held: None held in 1896; date .............. , name of

cond uctor

.

Number of school libraries, 0; value, O.

(16)

CCXLII

MERIWETHER.

NUMBER OF TEACHERS.

WHITE.

COLORED.

I

TOTAL.

~6~~f Male. I Female1 Total. Male.\ Female.j Total.l Male1 Female. I

..-vi) I

49

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

WhiteIColored.\ Total. WhitelColored.ITotal WhiteIColored.! Total.
--;-1 I4 51 II~I 7 1~1-3\-;- --;-

Number of normal trained teachers-white, 13; colored, 6;

total

19

SCHOOLS.

Number of white schools, 51; colored, 34; totaL.........

85

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

I ~~~1. Male. jFemale. Total. MaleIFemale.1 Total. Male1 Female1

1,198\1,293 12,491 II 772 11,016 11,788111,970 I 2,309 I 4,279

CCXLIII MERl WETHER-CONTINUED.
ATTENDANCE. Average number of .pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

~~~~r Malel Female1 Total. Male.)Female.!Total. Male.! Female1
I II;;! ~I 883 11,70111--:;'-;1 1,077 I~ 1,495

MONTHLY COST.
Average monthly cost per pupil ......................$ Amount of average monthly cost paid by the State

1 21 1 09

TEACHERS' SALARIES.

Average monthly salary paid teachers:

,

I FIRST GRADE.

SECOND GRADE.

I White.l Colored. I White~ Colored.

THIRD GRADE.
I
I I White. Colored.

[$ $4000 1$ 30 00 11$ 3000 1$ 20 00 [)$ 2000

1500

Number of visits made by the commissioner during the

year......

88

Whole number of days schools were kept in operation

during the year .. .

,..............

108

Number of school houses in the county belonging to the

county board of education-white, 1; colored, 0; total,

1; total value

,

, .. , . . . . . . . . . . 600 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc '

,....... . ' $ 3,000 00

Number of school houses in county not belonging to

county board, 84; total estimated value..

24,400 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value '" '

Number of school houses in cities and towns not belong-

ing to the county board, 4; total estimated value, ... 2,400 DO

CCXLIV

MERIWETHER-CONTINUED.

FINANCIAl. STATE)IENT-Receipts for the year:

Balance in hand from 1895

$ 88 :l2

Amount treasurer's quarterly checks

, , 15,928 00

Amount from any and all other sources, including

supplemental checks

.

Total receipts

$16,016 22

EXPENDITURES:

Salary of county school commissioner

" ~ 495 00

Salary of members of board of education

. 40 00

Postage, printing, and other incidentals

.

95 40

Amount expended in the purchase of school supplies

and buildings

. 137 50

Amount paid to teachers

.

. 15,201 02

'ro'tal . . . . . . . . . . . . . . . . . . ..

" $15,968 92

Balance remaining on hand

47 30

Total amount of salaries credited to teachers during

the year, as per itemized statements. . . . . . . . . . .. 16,016 22

.Pnrv ATE SCHOOLS:

Number of private high schools in the county, 20; number of private elementary schools, 65.

LOCAL SCHOOL SVSTE)IS.

Name of local school system, and where located, .................. , name of superintendent,

COLLEGES:

Name of colleges in county, and their location, , .. "

.

TEACHERS' IKSTITUTE:
Where held, Warm Springs; date, June 20th, 1896; name of conductors, E. C. Branson and D. L. Earnest. .
Number of school libraries, 0; value, O.

CCXLv'

MILLER.

NUMBER OF TEACHERS.

WHITE.

I
I COLORED. 11----T,-O-TA-L-.--,---

I I " I Male. Female1 TotaL Male.!Female1 Total. I Male,! Female. GTroatnald.

11 I 10 I 21 It

3I

3

I I 6 I 14

13

27

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

WhitelCOlored.j Total. WhiteICOlored.[ Total. White!colored.j Total.

I I I 9

1 I 10 I 2 I 2 I 4 II 10

3 13

Number of normal trained teachers-white, 0; colored, 0;

total ..... ' , , . , ,., ., , . ,

" .

SCHOOLS.

Number of white schools, 2::;; colored, 10; totaL.........

3&

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

Male. I Female1 Total.

3421 352 I 691 I 1391 167 I 306 II 481 I 519 11,000

CUXLVI
MILLER-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

I

TOT AL.

MaleIFemale.I~~f~~ Male.iFemale.ITotal. MaleIFemale./Total.[

-~~l 457 11 70 I 80 I 150 II 275 I 332 I 607

MONTHLY COST.

Average monthly cost per pupil.

$ 1 06

Amount of average monthly cost paid by the State....

75

TEACHERS' SALARIES.

Average monthly salary paid teachers:

FIRST GRADE. I SECOND GRADE.

THIRD GRADE.

I I II White. Colored. White. Colored. White. Colored.

~"--"-,.-- - - - _ . - - - - - - - "

I ----

$ 18 00 I~ HOO 11$ 15 00 1$ 12 58 1/ $ 13 00 1$ 12 58

Number of visits made by the commissioner during the

year...............................................

35

Whole number of days schools were kept in operation dur-

ing the year, . . .. .

,........

105

Number of school houses in the county belonging to the

county board of education-white, 3; colored, 0;

total, 3; total value

$ 300 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. . . . .. . . . . . . . . . .. .

.

Number of school houses in county not belonging to coun-

ty board, 23; total estimated value. . . . . . . . . . . . . . . . 1,150 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belonging

to the county board; 0; total estimated value

.

CCXLVII

MILLER-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895 .........................

Amount treasurer's quarterly checks

,

Amount from any and all other sources, including

supplemental checks............... .

.

2,797 00

Total receipts

$ 2,797 00

EXPENDITURES:

Salary of county school commissioner

$ 174 00

Salary of members of board of education

. 99 00

Postage, printing, and other incidentals

.

43 60

Amount expended in the purchase of school supplies

and buildings .. ,

. 197 76

Amount paid to teachers

. 2,282610

Total

,

$ 2,797 00

Balance remaining on hand ..... , . . . . . . . . . . .. . ..... $

Total amount of salaries credited to teachers during

the year, as per itemized statements '"

$ 2,282 64

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:

Name of local school system and where located,

name of su perintendent,

.

'" " ;

COLLEGES: Name of colleges in county, and their location,

TEACHERS' INTITUTE: Where held, Blakely; date, June Sth, 18911; name of conductor, E. C. Branson.
Number of school libraries, 0.; value, $

CCXLVlII

MILTON.

KUMBER OF TEACHERS.

------------------~

WHITE.

COLORED.

TOTAL.

~=-I ~~~~~ I I Male.IFemale.1 Total. I Male. Female. Total.

Female. \

I I I I ~ I~ 32 II 3

0 3 II 21 14

35

GRADES OF TEACHERS.

FIRST GRADE.

SECOKD GRADE.

THIRD GRADE.

I I Whitelcolored.\ Total. White !IColored Total. WhitejcO]Ored.1 Total.

17 I

3

6

Number of normal trained teachers-white, 5; colored, 0;

total

, . . . . . . . . . . . . . . . . . . . ..

5

SCHOOLS.

Number of white schools, 29; colored, 3; totaL....... ...

32

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

<f~~~f.' I I I Male. Female1 Total. Male.1 Female1 Total. I Male1 Female.

I 929 801 1 1,730 II 105 i 87 t_l~~JI1,0341 888 ],922

CCXLIX
MILTON-COKTINUED. ATTEKDAKCE.
Average number of pupils in daily attendance:

"HITE.

COLORED.

TOTAL.

I Male. I Female1 Total. I

Male.1 Fe:nale.[ TotaLI

Male.

Female.

Grand Total.

I

I 452 \ 390

S'l211 3R I

32

70
I

II

490 I 422

912

MONTHLY COST.

Average monthly cost per pupil. . .. . ... ...... . ....... $ 1 08

Amount of average monthly cost paid by the State......

78

TEACHERS' SALARIES. Average monthly salary paid teachers:

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

$ 20 26 1$ 20 26
!

Number of visits made by the commissioner during the

year

,.......................................

3Z

Whole number of days schools were kept in operation

during the year

" ..

100

Number of school houses in the county belonging to the

county board of education-white, 0 j colored, 0;

total, 0; total value

'

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. ,

,

.

Number of school houses in county not belonging to

county board, 28; total estimated val ue

$ 4,700 00

Number of school houses in cities and towns belonging to

county board, OJ total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 2; total estimated value.... 22 00

CCL

MILTON-CONTINUED.

FINANCIAL E'TATEMENT-Receipts for the year:

Balance in hand from 1896. . . . . . .. . . . . . . . . . . . . . . . .. $ 12 18

Amount treasurer's quarterly checks

. 3,821 00

Amount from any and all other sources, including

supplemental checks

.

Total receipts

$ 3,833 18

EXPENDITURES:

Salary of county school commissioner

$ 150 00

Salary of members of board of education

. 92 00

Postage, printing, and other incidentals

. 40 50

Amount expended in the purchase of school supplies

and buildings

.

.

Amount paid to teachers

. 3,546 48

'fotal

$ 3,828 98

Balance remaining on hand .................... $

4 20

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 4,559 30

PRIVATE SCHOOLS: Number of private high schools in the county, 2; number of private elementary schools, 3.
LOCAL SCHOOL SYSTEMS:
Name of local school system, and where located, .................. , name of superintendent, ....
{)OLLEGES:
Name of colleges in county and their location,

TEACHERS' INSTITUTE:
Where held, Alpharetta; date, August 31st, September 1st, 2d, 3d, 4th; name of conductor, J. R. Trammell.
Number of school libraries 1; value, $21.90.

ccr.r

MITCHELL.
NUMBER OF TEACHERS

WHITE.

I

COLORED.

I,

TOTAL.

~~. .I*~~~~ M-a-'-le-'.--'-\F-e-m-al-e .]Total.! Male.! Female. 1Total. 1\

\Female

I I ~I 20 1~II-l;1 14 I-~ 32 34 66

GRADES OF TEACHERS.

FIRST GRADE,'

SECOND GRADE.

THIRD GRADE.

I 8 34 II 11

Number of normal trained teachers-white, 10; colored 1;

total.

, , .. . .. .. . .. . .. . .. . ..

.

11

SCHOOLS.

Number of white schools, 36; colored, 27; total. .. " . . .. .

63

ENROLLMENT.
Number of pupils admitted during' the year:

WHITE.

COLORED.

TOTAL.

I I MIl Male.

Female.

Total.

I
1

Male.

Female.

Total.

I1

a e. Female. IiTGortaanld.

I~I[_ . 7671 715

5391_ 626 \1,165111,3061 1,341 12,647

CCLII MITCHELL-CONTINUED.
ATTENDANCE.

)IONTHI,Y COST.

Average monthly cost per pupil.. . . .. ..

..

Amount of average monthly cost paid by the State.

1 25 80

TEACHERS' SALARIES.

Average monthly salary paid teachers:

FIRST GRADE. White. \ Colored.

SECOND GRADE.
I
White. I Colored.
I

---~----
THIRD GRADE.
White. Colored.

$ 25 00 1$ 2000 11$ 20 00 1$ 15 00 11,$ 12 50 1$ 12 50

I

,

Number of visits made by the commissioner during the

year

,.......

126

Whole number of days schools were kept in operation

during the year

110

Number of school houses in the county belonging to the

county board of education-white, 0 j colored, 0; to-

tal 0; total value

..

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. $ 50 00

Number of school houses in county not belonging to coun-

ty board, 50 j total estimated value

7,000 00'

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

N umber of school houses in cities and towns not belong-

ing to the county board, 2 j total estimated value. . . . 9,500 00-

CCLIII

MITCHELL-CONTINUED.

FINA~CIAL STATE~!ENT-Receiptsfor the year:

Balance ill hand from 1895. . . . . . . . . . .. .

$

Amount of treasurer's quarterly checks

,..... 7,995 47

Amount from any and all other sources, including

supplemental checks

.

Total receipts

$ 7,995 47

EXPE:-IDITURES :

Salary of county school commissioner

$ 501 00

Salary of members of board of education

. 48 00

Postage, printing. and other incidentals

. 90 29

Amount expended in the purchase of school supplies

and buildings . . . . . . . . . ..

.

Amount paid to teachers

. 7,356 18

Total. ,

$ 7,995 47

Balance remaining on hand

.

Total amount of salaries credited to teachers during

the year, as per itemized statements

_ $ 7,356 18

PRIVATE SCHOOLS:
Number of private high schools in the county. 2 ; number of private elementary schools, 61.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

..

name of superintendent.

COLLEGES: Narne of colleges in county and their location,
TEACHERS' INSTITCTE: \Vhere held, Albany; date, June 8, 186; name of conductor,
Prof. W. Gulden. Number of school libraries, 2; value, $300.00.

CCLIV

MO~ROK NUMBER OF TEACHERS.

WHITE.

II

COLORED.

II

TOTAL.

~~f~~ MaleIFemaleITota1.!IMale.[FemaleITota1.IIMale.jFemale.\

18 \ 32 I 50 I 25 I 25 \ 50 II 43 I 57 I 100

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

Ii

THIRD GRADE.

I r-;- WhiteICOlored.\Tota1.11 WhiteICOlored.ITota1.I!WhiteICOlored.!Total.

30

8 I 38 II 20 1 12 I 32 11......... \ 30

Num ber of normal trained teachers-white, 15; colored, 5 ;

total........

2(}

SCHOOLS.
Number of white schools, 39; colored, 49; total,...... ...... ........ 88

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

~~~~~ Male.!Female.!Tota1.!IMaleIFemaleITotal.IIMale./Female.,

871 1 824 11,695111,2431 1,368 1 2,611 112,114 1 2,192 1 4,306

CCLV MON ROE-COl'lTINUED.
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

I <f~~~~ Male. Female. \Total.l\Male.!Female.\Total.IIMaJeIFemale1

I 6041 700 [1,304111,0001 1,200.1 2,200111,6041 1,900 3,504

MONTHLY COST. Average monthly cost per pupil.. Amount of average monthly cost paid by the State.
TEACHERS' SALARIES. Average monthly salary paid teachers:

$ 1 00 75

FIRST GRADE.
I White. Colored.

II SECOND GRADE.
II White. I Colored.

I! THIRD GRADE. II Whitel Colored.

II $ 40 00 I $ 25 00

$ 3000 I $ 20 00 11 .. .......... \ $ 18 00

Number of visits made by the commissioner during the

year........................

90

Whole number of days schools were kept in operation

during the year

,......

100

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0;

total, 0; total value

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

$ 1,000 00

Number of school houses in county not belonging to

county board, 80; total estimated value

$ 4,000 00

Number of school houses in cities and towns belonging to

county board, 0 j total estimated value

..

Number of school houses in cities and towns not belonging

to the county board, 1 j total estimated value

$25,000 00

CCLVI

MONROE - CONTI.IWED.

!FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1896

$

Amount treasurer's quarterly checks

12,221 00

Amount from any and all other sources, including sup-

plemental checks

.. ..

Total receipts .

..

$ 12,221 00
----~

:EXPENDITURES:

Salary of county school commissioner

"

Salary of members of board of education

Postage, printing, and other incidentals

$ 450 00

..

76 00

..

60 35

Amount expended in the purchase of school supplies

and buildings

.

Amount paid to teachers

"

.. 11,634 65

Total

$ 1:2,221 00

Balance remaining on hand

$

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 11,634 65

PRIVATE SCHOOLS:
Number of private high schools in the county, 8; number of private elementary schools, 12.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

..

.........

; name of superintendent,

..

. COLLEGES :
Name of colleges in county, and their location, Monroe Female College, Forsyth; R. Banks, Stephens Institute, Forsyth.

TEACHERS' INSTITUTE:
'Where held, Indian Springs; date, June 20-25; name of conductors, J. E. Pound, et al,
Number of school libraries, 2; value, $500.

CCLVII

MONTGOMERY.
NUMBER OF TEACHERS.

WHITE.

II

COLORED.

TOTAL.

Male.1Female.ITotal.IIMale.IFemale.ITotal.IIMale.IF~malIe~.~~~~

I I I I I I I 25

15

40 15

5

20 II 40

20

60

GRADES OF TEACHERS.

FIRST GRADE.

II SECO::S-D GRADE.

THIRD GRADE.
II

Whitelco)ored.!Total.IIWhitelcoloredITotal.11 White/colored.j Total.

11 I 3 I 14 I 15 I 10 I 25 II 14 I 7 I 21

Number of normal trained teachers-white, 4; colored,

1; total....

..

5

SCHOOLS.

Number of white schools, 44; colored, 22; total... .. .........

66

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

II

COLORED.

II

TOTAL.

~~f~~ Male. jFemaleITotal.IIMaleIFemale.jTotal.IIMale./Female.\

j 790 I 749 1 1,539 )1 412 1 479 891 111,20211,228 /2,430

(17)

COLVIII MONTGOMERY-CONTINUED.
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

1\

\1

~~:l~ Male.!Female. \Total.!IMale.jFemale.]Total.l1 Male. \Female. \

473\ 449 \ 922 II 252 1 304 I 555ll 735 I 753 1 1,488

MONTHLY COST. Average monthly cost per pupil.. Amount of average monthly cost paid by the State
TEACHERS' SALARIES. Average monthly salary paid teachers:

$ 1 20

"

80

FIRST GRADE.

II SECOND GRADE.

I THIRD GRADE.

I I Il I White. Colored. White. Colored. \

White.

Oolored.

$ 30 00 1$ 27 00 )1$ 20 00 1$ 18 00 1\$ 12 00 1$ 12 00

Number of visits made by the commissioner during the

year

"..

..

60

Whole number of days schools were kept in operation dnr-

the year

100

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0; total,

0; total value........... ..

..

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc

" $ 74000

Number of school houses in county not belonging to

county board, 51; total estimated value................ ...... 4,880 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

..

Number of school houses in cities and towns not belong-

ing to the county board, 5; total estimated value ....... 2,500 00

CCLIX

MONTGOMERY-CONTINUED.

]"INANC'IAL STATEMENT-Receipts for the year:

Balance in hand from 1895

;............. . $ 453 75

Amount treasurer's quarterly checks

.. 6,587 02

Amount from any and all other sources, including

supplemental checks

. 12 00

Total receipts ...... EXPENDITURES:

..

.-$-7--,05--2 --77

Salary of county school commissioner

$ 41400

Salary of members of board of education

. 42 00

Postage, printing, and other incidentals

. 32 49

Amount expended in the purchase of school supplies

and buildings

.

.. .

Amount paid to teachers

.. 5,\)15 50

Total.

$ 6,403 99

Balance remaining on hand

$ 648 78

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 6,552 28

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, O.

l ..OCAL SCHOOL SYSTEM:

Name of local school system and where located,

.

name of superintendent,

.

-COLLEGES: Name of colleges in county and their location,
'TEACHERS' INSTITUTE: Where held, Mt.Vernon; date, June 14-18; name of conductors, J. H. Bailey and W. O. Sanders.
Number of school libraries, 1; value, $12 00.

CCLX

MORGAN.
NUMBER OF TEACHERS.

WHITE.

I

COLORED.

TOTAL.

I

.II-----,--~

~~::l~ Male. Female.!Total.IMale.!Female. Total. Male iFemale.

-9-\-1-5-1~r~~1-23-'~11~1-38-~

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I ---
White Oolored.ITotal. Wh;t, COlored_ITot.!. White Colored. Total.

-------

-- ----

23

14

I I 37

I I 1

14

15

...

10

I

10

Number of normal trained teachers-white, 3; colored, 20; total. . . .. . . . ..

23

SCHOOLS.

Number of white schools, 23; colored, 29 j total

52

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

I

COLORED.

TOTAL.

Male. Female. Total.

Male.

Female. Total.

Male.

Female.

Grand Total.

- - ---- --- ~-- ---- - -

I 572

513 \1,085

712 1

935 11,647111.284

1,448

2,732

CCLXI
MORGAN-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

I

COLORED.

TOTAL.

---,-~~---,--~-II----,---~-----'I---...,.

------

-1--1- MaleIFemale.\Total.
.... I .... 589

Male. Female. GTroatanld.

.... I

1,364

MONTHLY COST.

Average monthly cost per pupil.

$

Amount of average monthly cost paid by the State.

TEACHERS' SALARIES. Average monthly salary paid teachers:

II FIRST GRADE.
I II White. Colored,

SECOND GRADE.
I White. Colored.

THIRD GRADE.
11
II White. Ico~

$ 40 00 1$ 24 00 11$ 32 00 1$ 20 00 11$ 1600 1$ 1600

N umber of visits made by the commissioner during the

year.. .

126

Whole number of days schools were kept in operation

during the year... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

110

Number of school houses in the county belonging to the

county board of education-white, 15; colored, 1; total,

16; total value

$ 8,000 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc.

1,620 00

Number of school houses in county not belonging to

county board, 36; total estimated value.

.. .

7,200 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of schoolhouses in cities and towns not belonging

to the county board, 3; total estimated value

26,000 00

CCLXII

MORGAN-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$

Amount treasurer's quarterly checks

;. .. .. . . . 9,670 74

Amount from any and all other sources, including sup-

plemental checks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 560 73

Total receipts

"

,,$10,231 47

EXPENDITURES:

Salary of county school commissioner

$

Salary of members of board of education

.

Postage, printing, and other incidentals

.

Amount expended in the purchase of school supplies

and buildings. . . . . . . . . . . . . . . . .. .

.

Amount paid to teachers .........................

786 00 106 00 77 80
480 79 8,780 82

Total

$ 10,231 47

Balance remaining on hand

$

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 8,780 82

PRIVATE SCHOOLS:

Number of private high schools in the county, 0; number of private elementary schools, O.

LoOAL SCHOOL SYSTEM:
Name of local school system, and where located, Madison Public Schools; name of superintendent, W. L. Abbott.

COLLEGES: Name of colleges in county and their location,

TEACHERS' INSTITUTE: Where held, Madison; date, June 29th to July 3d; name of conductor, Lawton B. Evans.
Number of school libraries, 1; value, $150.00.

CCLXIII

MURRAY.
NUMBER OF TEACHERS.

WHITE.

COLORED.

II

TOTAL.

~~:~~ Male./Female. ITotal.IIMale.IFemale.ITotal./IMale. [Female./

I I 36

12 1 48 1\ 1

3 I 4 II 37 I 15 I 52

GRADES OF TEACHERS.

FIRST GRADE.

II

II SECOND GRADE.

THIRD GRADE.

II White[colored.jTotal. Whitel Colored. !Total.ll White Icolored1 Total.

17 [

I I I 117 1117

1 j18 1[10

3

13

Number of normal trained teachers-white, 8; colored,

0; total.......... . .. ,............................

8

SCHOOLS.

Number of white schools, 41; colored, 4; total. .... , . . .

45

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

II

COLORED.

11

TOTAL.

Male.!Female.! Total II Male.!Female.\ TotaJ.1\MaleIFemale.!f~::3~

II i. 892 1 848 11,740 81! 72 153 1/ 973 1 9::0 1 1,893

CCLXIV MURRAY-CONTINUED.
ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

I

COLORED.

II

TOTAL.

[~~t~~ Male.jFemale.\Total.lIMaleIFemaie1 TotaI.IIMale.[Female.

516 \ 498 \ 1,01411 65 \ 70 1135 l\ 581 \ 568 \1,149

MONTHLY COST.

Average monthly cost per pupil

$

72~

Amount of average monthly cost paid by the State......

72~

TEACHERS' SALARIES.
Average monthly salary paid teachers:

FIRST GRADE.

II

II White. 1 Colored.

II SECOND GRADE. II White. ) Colored.

THIRD GRADE.
I White. Colored.

$ 22 00 1$ '22 00 11$ 22 00 1$ 22 00 11$ 22 00 1$ 22 00

Number of visits made by the commissioner during the

year............

78

Whole number of days schools were kepi in operation

during .the year.. .. . . . . .... .. . . . . . . . .. . . . . . . . ... . . .

100

Number of school houses in the county belonging to the

county board of education-white, 10; colored, 0; total,

10; total value

$ 5,450 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc. ..

250 00

Number of school houses in county not belonging to

county board, 30 j total estimated value

400 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to county board, 1 j total estimated value. .... ... 100 00

CCLXV

MURRAY-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in band from 1895

$

Amount treasurer's quarterly checks. . . . . . . . . . . . . . . . 5,781 03

Amount from any and all other sources, including

supplemental checks

.

Total receipts

$ 5,781 03

EXPENDITURES:

Salary of county school commissioner

'$

Salary of members of board of education

.

Postage, priuting, and other incidentals

.

Amount expended in the purchase of school supplies

and buildings

.

Amount paid to teachers

.

304 00 ]90 00 42 05
120 00 5,124 98

Total

'"

$ 5,78] 03

Balance remaining on hand

.

---Total amount of salaries credited to teachers during

the year, as per itemized statements. " . . .. .. .$ 5,124 98

PRIVATE SCHOOLS :

Number of private high schools in the county, 2; number of private elementary schools, 2.

LOCAL SCHOOL SYSTE~IS:

Name of local school system and where located

.

Name of Superintendent

.

COLLEGES:

Name of colleges in county and their location

.

TEACHERS' INSTITUTE:
Where held, Pleasant Valley; date, began the last Monday of June; name of conductor, M. L. Parker.

Number of school libraries, 1; value, $60.00.

CCLXVI

~USCOGEE. NUMBER OF TEACHERS.

WHITE.

II

COLORED.

II

TOTAL.

*~~~l~ Male. \Female.jTotal.ll Male.] Female.!Total./1 MaleIFemale1

8 I 10 [18 II 5 I 17 I 22 I 13 I 27

40

GRADES OF TEACHERS.

FIRST GRADE.

II

II SECOND GRADE.

THIRD GRADE.

Whitejcolored./Total.11 WhitP!colored.\Total.11Whitelcolored.! Total.

12 I 2 I 14 II 4 1........ [ 4 II 2 I 20 I 22

Number of normal trained teachers-white, 2; Colored, 2;

total.........

4

SCHOOLS.

N umber of white schools, 18; colored, 22; total.

40

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

II

COLORED.

II

TOTAL.

*~~~l~ Male. jFemale. [TotaL IIMale. !Female.[ TotaI.IIMale.[Female1

I ! 2971 300

597 11 5551 692 1 1,247 !1 852 1 992 ],844

CCLXVII

MlTSCOGEE- CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

II

l;OLORED.

II

TOTAL.

~~~~~ Male.!FemaleITotal.l!MaleIFemale.[Total.IIMale.jFemale.I

202\ 207 I 409 11 355 1 420 I 775 11 557 1 627 \1,184

MONTHLY COST. Average monthly cost per pupiL.... Amount of average monthly cost paid by the State......
TEACHERS' SALARIES. Average monthly salary paid teachers:

1 85 96

FIRST GRADE.

i SECOND GRADE
I

I I White. Colored. White. Colored.

THIRD GRADE.
I White. Colored.

$ 39 09 1$

27 50

1$ 3371

1$

........ $ I

31 85 \$

Number of visits made by the commissioner during the

year

,........... .....

Whole number of days schools were kept in operation

during the year... ..

.

Number of school houses in the county belonging to the

county board of education-white, 0 j colored, 0;

total, 0; total value

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc

$

Number of school houses in county not belonging to

county board, 8; total estimated value......

Number of school houses in cities and towns belonging

to county board, 0; total estimated value

..

Number of school-houses in cities and towns not belong-

ing to the county board, 0; total estimated value .....

20 47 105 105
825 00 6,850 00

CCI-,XVIJI

MUSCOGEE-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

"$

Amount treasurer's quarterly checks......... .. ..

Amount from any and all other sources, including

supplemental checks "....... .

.

6,594

Total receipts......

..

$ 6,59400

EXPENDITURES.

Salary of county school commissioner

$

Salary of members of board of education

..

Postage, printing, and other incidentals

.

Amount expended in the purchase of school sup-

plies and buildings ., .. ..

..

Amount paid to teachers

..

600 00 64 00 101 91
11060 5,717 49

TotaL

$ 6,59400

Balance remaining on hand

$

Total amount of salaries credited to teachers during

the year, as per itemized statements

$

5,717 49

PRIVATE SCHOOLS:
Number of private high schools in the county, 1; number of private elementary schools, 7.
LOCAL SCHOOL SYSTEMS:
Name of local school system, and where located, Columbus Public School, Columbus, Ga.; name of superintendent, C. B. Gibson.

COLLEGES: Name of colleges in county, and their location, Massey's Business College, Columbus.
TEACHERS' INSTITUTE: Where held, Warm Springs, July 20th-24th, 1896; name of conductors, E. C. Branson and D. L. Earnest.
Number of school libraries, 0; value, $ O.

CCLXIX

NEWTON.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

~11--9 - - - - I

I

Male. Female. Total. Male. Female. Total.

Male.

Female.

Grand Total.

-- ---

---

-- ---

25

19

25

34 34

44

78

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

Whitejcolored.jTotal. White/colored.ITotal. Whitelcolored.1 Total.

Number of normal trained teachers-white, 4; colored, 1;

total.

_

_. . . . . . . . . . . .. .

5

SCHOOLS.

Number of white schools, 28; colored, 26; total .... '. ...

54

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

Male'IFemale.ITo~ Male./Female.ITotal. MaleIFemaleI*~~~~

I j j 970 966 11,93611 859 947 1 1,806 /J 1,82911,913 3,742

CCLXX NEWTON-CONTINUED.

ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

Female.l~~~~l~ Male.!Female.\ Total. Male.!Female. [Total. Male.)

I I I 440 1 476 916 11 260 290 550 II 700 1 766 11,466

MONTHLY COST.

Average monthly cost per pupil,

$

Amount of average monthly cost paid by the State. . . . . .

1 "1 t 26

TEACHERS' SALARIES. Average monthly salaries paid teachers:

FIRST GRADE. White. 1 Colored.

SECOND GRADE.
I White. Colored.

II THIRD GRADE.

I I
I White.

Colored.

$ 40 00 )$ 20 00 11$ 27 00 1$ 1500 11$ 20 00 1$ 10 00

Number of visits made by the commissioner during the

year..................

61

Whole number of days schools were kept in operation

during the year

"

100

Number of school houses in the county belonging to the

county board of education--white, 2; colored, 0;

total 2; total value

$ 500 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. . . . . . . . ..

..

1,050 00

Number of school houses in county not belonging to

county board, 48; total estimated value

10,000 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 2 ; total estimated value. . .. 2,000 00

OCLXXl

NEWTON-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895. . . . .. .

$

Amount treasurer's quarterly checks

.

Amount from any and all other sources, including

supplemental checks.......................... ,

113 80 9,264 00
103 30

Total receipts .

9,481 10

EXPENDITURES:

Salary of county school commissioner

.

Salary of members of board of education

,

.

Postage, printing and other incidentals

.

Amount expended in the purchase of school supplies

and buildings ......................... " .

Amount paid to teachers

.

442 50 88 00 107 80
859 12 7,979 24

Total

. 9,476 66

Balance remaining on hand. . . . .. .

.

4 44

Total amount of salaries credited to teachers during

the year, as per itemized statements

" 6,893 94

PRIVATE SCHOOLS:
Number of private high schools in the county, 4; number of private elementary schools, O.

LOCAL SCHOOL SYSTE~IS:
Nam s of local school system, and where located: Covington Public Schools, Covington; name of superintendent, W. C. Wright.
COLLEGES:
Name of colleges in county, and their location, Emory College, Oxford.
TEACHERS' INSTITUTE:
Where held: Oxford, Ga; date, June 22 to 26, 1896; name of conductor, D. C. Ernest.
Number of school libraries, 3; value, $125.00

CCLXXII

OCONEE.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

Male.!Female.ITotal. Male.\Female. \Total.

I 17

26 I 43

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

I

THIRD GRADE.

Whit,ICO'O"d.!Tot". WhiteIColO"dI1'O,.,1Whit,ICO'O"d.[TO"".

II 17 I 8 1 25 \\ 4 I 10 [ 14

1I 3 I4

Number of normal trained teachers-white, 13; colored,

8; total

_. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .

21

SCHOOLS.

Number of white schools, 20; colored, 15; total..........

35

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

\~~~~l~ Male.!Female.jTotal. Male.jFemale [Total.j Male.\Female.

5451 576 11,121 II 500 I 578 [1,078 11 1,045 \ 1,154 1 2,199

CCLXXUI
OCONEE-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

~~:~~ Male.\Female.[Total. Male.jFemale.!Total. I Male.!Female. \

289! 311 I 600 11 183 j 231 j 414 1\ 473 1 542 1 1,015

MONTHLY COST
.Average monthly cost per pupil ................ " .$ .Amount of average monthly cost paid by the State.......
TEACHERS' SALARIES.
Average monthly salary paid teachers:

1 10 91

FIRST GRADE.
I White. Colored.

SECOND GRADE.
White. \ Colored.

THIRD GRADE.
I White. Colored.

1$ :$ 31 50 1$ 30 15 11$ 25 03 1$ 21 11 11$ 15 00

15 00

Number of visits made by the commissioner during the

year...............................................

85

-Whole number of days schools were kept in operation dur-

ing the year............

..

100

:Number of school houses in the county belonging to the

county board of education-white,O; colored, 0; to-

tal, 0; total value

'"

'"

"

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc ..................................... $ 600 00

:Number of school houses in county not belonging to coun-

ty board, about 40; total estimated value. . . . . . . . . . . . 2,000 00

:Number of school houses in cities and towns belonging to

connty board 0; total estimated value ..............

:Number of school houses in cities and towns not belong-

ing to the county board, 2; total estimated value.: ... 80P 00

(18)

CCLXXIV

OCONEE-CONTINUED

FINANCIAL STATEMENT--Receipts for the year:

Balance in hand from 1895

,

$ 7 89

Amount treasurer's quarterly checks

, . 5,037 24

Amount from any and all other sources, including'sup-

plemental checks

.

Total receipts

$ 5,041) 13

"EXPENDITURES:

Salary of county school commissioner ,

, $ 250 00

Salary of members of board of education

. 88 00

Postage, printing, and other incidentals ($5 to expert) 18 70

Amount expended in the purchase of school supplies

and buildings

. 5000

Amount paid to teachers

. 4,648 83

Total

"

$ 5,055 53

Balance due C. S. C. (overpay)

' . . . . . . . 10 40

Total amount of salaries credited to teachers during

the year, as per itemized statements

', 4,678 67

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:
Name of local school system, and where located; . . . . . . . . . . . . . . ' ; name of superintendent,

, , ... .

COLLEGES:

Name of colleges in county, and their location,

.

TEACHERS' INSTITUTE; Where held, Madison; date, June 29th; name of conductor,

Number of school libraries, 1; value, $40 (about).

eCI.XXV

OGLETHORPE.
NUMBER OF TEACHERS.

WHITE.

I

COLORED.

TOTAL.

_ _-,-_ _r-r:_ _ II_ _--;--

,.-- __ II_ _,~-----

<f~~~~ I Male.1 Female.! Total. Male1Female1 Total. Male.jFemale.\

I I I il 10 \ 22 32 12

I II 28 40

22

50 I 72

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

~oloredl White!colored.ITotal.

Total. White]colored.! Total.

I I 24 \ 19

43 1\ 7

I 17

24 [I 1 I 4

5

Number of normal trained teachers-white, 5; colored, OJ

total

, '" , . . . . .. . .

5

SCHOOLS.

Number of white schools, 31; colored, 40; total. . . . . . ....

71

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

<f~~:f Male.IFemale.! Total. Male.j Femalel Total. Male1Female1

I 670 611 11,281111,0071 ],122 12,1~9111,6771 1,733 j 3,410

CCLXXVI
OGLETHORPE-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

I I I I I Male. Female. Total. Male. Female. jTotal. MaIe. Fema1e. GTroatnald.
I 434 f 395 I 829 11 460 I 504 96,1 Ii 894 [ 899 1 1,793

MONTHLY COST.

Average monthly cost per pupil.

1 25

Amount of average monthly cost paid by the State

1 09

TEACHERS' SALARIES. Average monthly salary paid teachers:

FIltST GRADE.

SECOND GRADE.

THIRD GRADE.

I I I White. Colored. White. Colored. White. Colored. I
* 37 75 1$ 25 00 11$ 25 00 1$ 20 00 II $ 20 00 1$ 1800

Number of visits made by the commissioner during the

year.....................

80

Whole number of days schools were kept in operation dur-

ing the year

'"

108

Number of school houses ill the county belonging to the

county board of education-white, 0; colored, 0; total,

0; total value

.

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

$ 400 00

Number of school houses in county not belonging to

county board, 45; total estimated value, including 20

colored churches used as school houses. . . . . . . . . . . . . . 4,000 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

.Number of school houses in cities and towns not belong-

ing to the county board, 7 j total estimated value. . . . 6,000 00

CCLXXVII

OGLETHORPE-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$

03

Amount treasurer's quarterly checks................ 10,297 00

Amount from any and all other sources, including sup-

plemental checks

_ ...

92 00

Total receipts

$ 10,389 03

EXPENDITURES:

Salary of county school commissioner

$ 501 00

Salary of members of board of education '

. 46 00

Postage, printing, and other incidentals ........... 74 55

Amount expended in the purchase of school supplies

and buildings

.

Amount paid to teachers

.. 9,767 48

Total. . . . . . . . . . . . . . . . . . .. .

$ 10,389 03

Balance remaining on hand

.

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 9,878 25

PRIVATE SCHOOLS:

Number of private high schools in the county, 4; number of private elementary schools, 11.

LoCAL SCHOOL SYSTEMS:

Name of local school system, and where located

name of superintendent

.

".

COLLEGES:

Name of colleges in county, and their location

.

TEACHERS' INSTITUTE:

Where held, Athens, Ga.; date, 22nd to 26th of June, 1896 inclusive; name of conductor, Rev. M. S. Weaver, for Oglethorpe county.

Number of school libraries, 0; value, O.

CCLXXVIII

PAULDING.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

I Male. Female1 Total. I Male. Female1 Total. Male. IFemaleI<f~~~f

III 49 I 7 I 56 II 4 I 7

11 53 I 14 I 67

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I White!colored.! Total. White!colored.! Total. White] Colored. 'rotal.

I I I I ~l 2

22 11 14

2 [16 28 I 9

37

Number of normal trained teachers-white, 5; colored, 2;

total.................

7

SCHOOLS.

Number of white schools, 56; colored, 11; total... .... . . .

67

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

I

COLORED.

TOTAL.

FemaleI%~~~~ I I Male.! Female.j Total. Male.!Female.! Total. Male.

2,004 1 1,753 /3,75711174 i 142 1 316 11 2,178 \ 1,895 1 4,073

CCLXXIX PAULDING-CONTIKUED.
ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

~~~~~ Male.IFemale.1 Total. Male. [Female1 Total. Male.! Female1

I I 11 .. 1 ).... il ... [
*Teachers did not report them separately.
. MONTHL Y COST;
Average monthly cost per pupil..... Amount of average monthly cost paid by the State. . . . . . .
TEACHERS' SALARIES.
Average monthly salary paidteachers :

j ....
1 15 80

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I I I White. Colored. White. Colored. White. Colored.

I I $ 21 60 $ 21 60 )[ $ 21 60 $ :'1 60 /I $ 21 60

Number of visits made by the commissioner during the

year...............................................

67

Whole number of days schools were kept in operation

during the year

, ., . . . . . . . . . . ..

100

Number of school houses in the county belonging to

county board of edncation-white, 20; colored, 0;

total, 20; total value

$ 2,000 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps,[desks, seats, school

appliances, etc. . . . . . . . . . . . . . . . . . . . . . . . . . ..

800 00

Number of school houses in county not belonging .to

county board, 47; total estimated value. . .. . . . . . . . . .. 1,500 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 3; total estimated value. . . . 1 500 00

CCLXXX

PAULDING-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$ 43()

Amount treasurer's quarterly checks

"

. 7,761 O()

Amount from any and all other sources, including

supplemental checks

.

Total receipts

$ 7,765 30-

EXPENDITURES:

Salary of county school commissioner

$ 283 33

Salary of members of board of education

. 14200

Postage, printing, and other incidentals, including $25

for two conductors

. 54 44

Amount expended in the purchase of school supplies

and buildings

'

. 45 00

Amount paid to teachers ........................... 7,240 00

Total

$ 7,764 77

Balance remaining on hand .. ".... . . . . . .

$

53

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ S,747 92

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, 1.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located, name of superintendent, ................ ,

COLLEGES :

Name of colleges in county, and their location,

,

TEACHDll' INSTITUTE: Where held, Rockmart; date, June 21-25; names or condutors,
G. G. Bond, J. S. Tomlin.
Number of school libraries, 0; value, O.

CCLXXXI

PICKENS.
NUMBER OF TEACHERS.

WHITE.

II

COLORED.

II

TOTAL.

~~~~~ Male.]Female. [Total.IIMale. [Female.!Total./IMale.IFemale. j

III I l 30

16

46

I I I I 2

3 III 31

18 49

GRADES OF TEACHERS.

FIRST GRADE.

II SECOND GRADE.

I

THIRD GRADE.

White!coiored./Total. jFI~::~ITotaI.IIWhitelcolored'lTotal.

II 15 I 0 I 15 11 17 I 1 1 18 14 I 2 I 16

Number of normal trained teachers-white, 3; colored,

0; total,

.

3

SCHOOLS.
Number of white schools, 45; colored, 3; total, 48.

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

[I

COLORED.

II

TOTAL.

~:~~ Male./Female. !Total. IIMaleIFemale./Total./IMale.jFemale./

I 1,47811,319 )2,797 II 87

85 1 172 1/1,56511,404 /2,969

CCLXXXII
PICKENS-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

II

TOTAI..

~~~~l~ Male.!Female. \Total.IIMale.\Female .jTotal.IIMale.!Female.,

643 [ 600 1 1,24311 52 I 45 1 97 1\ 695 1 646 \1,341

MONTHLY COST.

Average monthly cost per pupil..

$

84

Amount of average monthly cost paid by the State

70

TEACHERS' SALARIES. Average monthly salary paid teachers:

II FIRST GRADE.
II I White. Colored.

SECOND GRADE.
I IIII White. Colored.

THIRD GRADE.
I White. Colored.

)$ $ 1900

19 00

1\$ 1900

1$ 19 00 )\$ 19 00 1$ 19 00

Number of visits made by the commissioner during the

year

40

Whole number of days schools were kept in operation

during the year ,

100

Number of school houses in the county belonging to the

county board of education-white, 1 j colored, 0; total,

1 j total value.......

50 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

'

.

Number of school houses in county not belonging to

county board, 47 j total estimated value

$ 4,000 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

..

Number of school houses in cities and towns not belong-

in~ to the county board, 4; total estimated value. ...... 2,000 00

CCLXXXllI

PICKENS-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

.

Amount treasurer's quarterly checks

$ 5,099 73

Amount from any and all other sources, including

supplemental checks

..

Total receipts

"

$ 5,099 73

EXPENDITURES:

Salary of county school commissioner

$ 240 09

Salary of members of board of education , .. 100 00

Postage, printing and other incidentals

.. 47 06

Amount expended in the purchase of school sup-

plies and buildings,

,

.

Amount paid to teachers

.. 4,712 67

Total.

..

$ 5,099 73

Balance remaining on hand

..

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 4,712 67

PRIVATE SCHOOLS :
Number of private high SCh00]S in the county, 1 j number of private elementary schools, 4.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

;

name of superintendent,

.

COLLEGES: Name of colleges in county, and their location .....

TEACHERS' INSTITUTE:
Where held: Jasper; date, July 6-10; name of conductors, E. C. Branson and D. L. Earnest.

Number of school libraries, 2 j value, $200.00.

CCLXXXIV

PIERCE.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

Male.\Female1Total. Male1Female ITotal. MaIe. IFemaIe. \TGortaanld.

2 I 7 II 32 I 19 I 51

GRADES OF TEACHERS.

FIRflT GRADE.

SECOND GRADE.

THIRD GRADE.

Whitelcolored.\Total. Whiteluolored.\Total White \colored.!Total.

20 I 2 I 22 II 9 I.... ..' 9

Number of normal trained teachers-white, 4; colored. 2;

total

;.

6

SCHOOLS.

Number of white schools, 38; colored, 7; total.......... .

45

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

l~~t~~ Malel Female . [Total. MaleIFemale ITotal. Male.jFemale

II I 670 \ 556 11,226 1H2 \ 119 \ 251 802 j 675 \ 1,477

CCLXXXY
PIERCE-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

Male.IFemale.[Total. Male.\Female. \Total. Male.\FePlale.l<qo~~r

435 I 375 I 810 II 95 I 110 1 205 11 530 1 485 \1,011)

MONTHLY COST.

Average monthly cost per pupil.

$

Amount of average monthly cost paid by the State.......

TEACHERS' SALARIES.
Average monthly salary paid teachers:

1 05 80

FIRST GRADE.
I White. Colored.

SECOND GRADE.
I White. Colored.

THIRD GRADE.
I White. Colored.

$ 3000

Number of visits made by the commissioner during the

year.,......................

75

Whole number of days schools were kept in operation

during the year

- _...

110

Number of school-houses in the county belonging to the

county board of education-white, 35; colored, 0; to-

O; total value

_

_.$ 2,50000

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. _

__

__ . . . . 339 00

Number of school houses in county not belonging to coun-

ty board, 2:; total estimated value

_ _. . . . 3,000 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 0:; total estimated value ....

CCLXXXVI

PIERCE-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

,

$ 9 90

Amount treasurer's quarterly checks

. 4,44454

Amount from any and all otber sources, including

supplemental checks

.

22 13

Total receipts

,

$ 4,~76 57

EXPENDITURES.

Salary of county scbool commissioner

$ 252 00

Salary of members of board of education

. 78 00

Postage, printing, and other incidentals

.

55 93

Amount expended in the purchase of school supplies

and buildings . . . . . . . . . . . . . . . .. .

.

Amount paid to teachers

. 4,090 64

Total.

"

,

$ 4,476 57

Balance remaining on hand

$

Total amount of salaries credited to teachers during

the year, as per itemized statements. . .

4,090 64

PRIVATE SCHOOLS:
Number of private high schools in the county, 1; number of private elementary schools, 0.

LOCAL SCHOOl, SYSTEMS:

Name of local school system, and where located,

.

name of superintendent,

.

COLLEGES: Name of colleges in county and their location,

TEACHERS' INSTITUTE: Where held, Blackshear, Ga.j date, August 3, 1896; name of conductors, E. C. Branson and W. H. Baker.
Number of school libraries, 1; value, $50 00.

CCLXXXVII

PIKE.
N UMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

Male. jFemale./Total.

Male.!Female.l'lotal.!

Male.IFemale.

Gran d j Total.

m~ G.,D,.

GRADES OF TEACHERS.
II "OO'D GRAD..

""" G'AD~

WhiteICOlored./Total. Whitejcolored.jTotal.IIWhite)colored.! Total.
I 32 1 5 I 37 II 8 I 20 28 \[.. ... I 10 \ 10

Number of normal trained teachers-white, 5; colored, 0;

total..

"

'" . . .. . . .. . . . . . .

5

SCHOOLS.

Number of white schools, 33; colored, 23; total

56

EMROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

I

TOTAL.

~~~~~ Male.!Female.!Total. Male.jFemale.jTotal.! Male. [Female.j

! [I ! 1,34B [1,10B 2,456 1,OBB , 1,06412,152112,4361 2,172 4,608

CCLXXXVIII
PIKE-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

~~~~~ Male. \Female.\Total. Male.IFemale.ITotal. Male.!Female.\

.......\

11,470 II [

11,005 11

\

\ 2,475

No record of average daily attendance.

MONTHLY COST.

Average monthly cost per pupil

$ 1 50

Amount of average monthly cost paid by the State. . . . . . . .

80

TEACHERS' SALARIES.

Average monthly salary paid teachers:

FIRST GRADE.
I White. Colored.

SECOND GRADE
I White. Colored.

THIRD GRADE. White. 1 Colored.

$ 3012 \$

\$ 19 50 11$ 18 61

17 01

11$ ........ ]$

8 09

Number of visits made by the commissioner during the

year....

56

Whole number of days schools were kept in operation dur-

ing the year

110

Number of school houses in the county belonging to the

county board of education-white, 2; colored, 0 j total,

2; total value

$ 25000

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc..

1,500 00

Number of school houses in county not belonging to

county board, 25; total estimated value. . . . . . . . . . . . . . 3,500 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value ............

N umber of school houses in cities and towns not belonging

to the county board, 9; total estimated value.... . . .. 30,000 00

CCLXXXIX

PIKE -CONTINUED.

FINANCIAL STATEMENT-Receiptsfor the year:

Balance in hand from 1895

$ 1,479 85

Amount treasurer's quarterly checks

10,647 00

Amount fron1 any and all other sources, including sup-

plemental checks..............

26 26

Total receipts

$ 12,153 11

EXPENDITURES:

Salary of county school commissioner

$ 600 00

Salary of members of board of education Postage, printing, and other incidentals

.. 7800

.

91 48

Amount expended in the purchase of school supplies

and buildings Amount paid to teachers

. 386 75 . 9,946 03

Total.

$ 11,102 26

Balance remaining on hand

'

$ 1,050 85

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ ===

PRIVATE SCHOOLS:

Number of private high schools in the county, 5; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

.

.........

; name of superintendent,

..

COLLEGES:
Name of colleges in county, and their location, Gordon Institute, Barnesville, Ga.

TEACHERS' INSTITUTE:
'Yhere held, Indian Springs ~ date, J nne 1893; n a-n s of co nductors, Prof. J. M. Pound, and Prof. Hayes. '
Number of school libraries, 0; value, O.
(19)


ccxc

POLK.
NUMBER OF TEACHERS.

WHITE.

11

COLORED.

II

TOTAL.

~:~~l Male./Female.!Total.IIMale.IFemale )Total.!IMale.IFemale.1

I 1\ I I I I ~I~ 19 52 10

9 19 \1 43 28

61

GRADES OF TEACHERS.

FIRST GRADE.

1\ SECOND GRADE.

THIRD GRADE.

WhiteiCOlored.jTota1.\\WhiteIColored.!Total. \\whiteIColored./ Total.

21 I

~ 3 I 24 II 20; 7 I 27 11 12

9 I 21

Number of normal trained teachers-white, 3; colored, 0;

total

, .. ,

3

SCHOOLS.

Number of white schools, 35; colored, 13; total. ... ,. ....

48

ENROLLM~T.
Number of pupils admitted during the year:

WHITE.

cor.onxn,

TOTAL.

11

1\

J~~~l~ Male.!Female ITotal.IIMa:e.'jFemale.jTotal.IIMale,IFemale1

I I 1,0871 973 I 2,06011444

484 1_928 111,531 1,457 I 2,988



CCXCI
POLK-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

II

COLORED.

TOTAL.

~~f~~ I MaleIFemale.!TotalIIMaleIFemale.jTotalIIMale.\FemaIe.

1 I 610 473 11,08311 224 266 I 490 II 834 1 739 \ 1,5i3

MONTHLY COST.

Average monthly cost per pupil.

',., ...........$

94

Amount of average monthly cost paid by the State"...

72

TEACHERS' SALARIES.
Average monthly salaries paid teachers:

FIRST GRADE,

\1

----
I White. Colored. II

II SECOND GRADE.

THIRD GRADE.

II I I White. Colored. White. Colored.

$

25 00

1$

20 00

11$-~5 ~-I~oo--'-'-----'-----
11$ 25 00 1$ 20 00

Number of visi.s made by the commissioner during the

year

'

"

' " .. , , ,

67

Whole number of days schools were kept in operation

during the year

., ,

",......

100

Number of school houses in the county belonging to the

county board of education-white, 9; colored, 0; total,

9, total value , , ,

,

, .. ,.,....... 2,400 00

Estimated value of all other property, including school

supplies f all kir.ds, cLarts, maps, desks, seats, school

appliances, etc

,

$ 1,500 00

Nn~h,::, n~ ::=-001 houses in county not belonging to

county board, 24; total estimated value. , . . .. . . . . . . 1,000 00

Number of school houses in cities an.I towns belonging to

county board, 0; total estimated value

.,

Number of school houses in cities and towns not belong-

ing to the county board, 3; total estimat..d value ... , 12,500 00

ooxcrr

POLK-CONTINUED.

FINANCIAL STATE)\IENT-Receipts for the year:

Balance in hand from 1895

$ 498 78

Amount treasurer's quarterly checks

. 8,72500

Amount from any and all other sources, including

supplemental checks

. 256 00

Total receipts

$ 9,479 78

EXPENDITURES:

Salary of county school commissioner .

Salary of members of board of education

.

Postage, printing, and otherincidentals ,

.

Amount expended in the purchase of school supplies

and buildings

.

Amount paid to teachers

.

59100 6000 121 22
481 12 6,795 20

Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 8,049 04

Balance remaining on hand.. .. . . .

1,430 74

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 6,801 99

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:
Name of local school system. and where located, Cedartown Public Schools; name of superintendent, H. L. Sewell.
COLLEGES:
Name of colleges in county, and their location, Piedmont Institute, Rockmart.
TEACHERS' INSTITUTE:
Were held, Rockmart; date, June 22, one week; name of conductor, G. G. Bond.
Number of school libraries, 0; value, $ O.

ccxcnI

PULASKI.

NUMBER OF TEACHERS ..

WHITE.

I

COLORED.

TOTAL.

IFemaleI~~~~~ Male.\Female .jTotal1 Male .!Female.!Total. I Male

I I II I I 15

I I 27

42 iJ 10

19

29 25

46

71

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

WhiteIColored.jTotal.!WlJitelcolored.!Total. White) COloredITotal.
~9 I 3 I 22 1\ 15 II 9 I 24 II 8 I 17 I 25

Number of normal trained teachers-white, 4; colored 2;

total.... . . . .

6

SCHOOLS.

Number of white schools, 35; colored, 25; total.

,

60

ENROLLMENT.
Number of pupils admitted during the year:

WH''''

I

_ I eoW"D.

,."'.

Male.IFemale.1Total'l Male.IFemale.!Total.l MaleIFemaleI~~f~~

7141 780 1 1,494 1[ 671 I 833 \1,504111,3851 1,613 1 2,998

CCXClV
PULASKI-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED

TOTAL.

Male.IFemale.!Total. Male.!Female.!Total. Male.IFemale.I~~:~~

350 I 400 I 750 1\ 300 I --:10 I 710 1\ 650 I 850 11 1,500

MONTHI;Y COST.

Average monthly cost per pupil

.

Amount of average monthly cost paid by the State

TEACHERS' SALARIES.
Average monthly salary paid teachers:

FIRST GRADE.
White. \ Colored.

SECOND GRADE.
I White. Colored.

THIRD GRADE.
I White. Colored.

$ 35 00 1$ 25 00 \\$ 30 00 1$ 20 00

Number of visits made by the commissioner during the

year

,...................

120

Whole number of days schools were kept in operation

during the year

.

.

Number of school houses in the county belonging to the

. county board of education-white, 12 i colored, 7; to-

ta119; total value

$ 1,900 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

500 00

Number of school houses in county not belonging to coun-

ty board, 0; total estimated value

.

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

,.

N umber of school houses in cities and towns not belong-

ing to the county board, 4; total estimated value. . .. 20,000 00

ccxcv

PU LASKI -CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$

Amount treasurer's quarterly checks

10.318 0

Amount from any and all other sources, including

supplemental checks ..........................

Total receipts

'"

$ 10,318 00

EXPENDITURES:

Salary of county school commissioner

$ .565 00

Salary of members of board of education

. 58 00

Postage, printing, and other incidentals

. 67 17

Amount expended in the purchase of school supplies

and buildings

. 702 08

Amount paid to teachers

. 8,925 75

Total

"

$ 1031800

Balance remaining on hand

.

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 8,925 75

PRIVATE SCHOOL~:
Num ber of private high schools in the county, 0; number of~pri vate elementary schools, O.

LOCAL SCHOOL SYSTEMS;
Name of local school system, and where Ilocated, Hawkinsville; name of superintendent, N. E. Ware.

COLLEGES:

Name of colleges in county and their location,

.

TEACHERS' INSTITUTE:

Where held, Hawkinsville; date, first Monday in May; name

of conductor,

..

Number of school libraries, 0; value, O.

CCXCVI

PUTNAM.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

I ~~~~f. Male./Female1 Total. Male.jFemale.1 Total. Male. Female. \

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I White[colored.! Total. White!colored Total. Whitelcolored1 Total.

21 I 7 I 28 II 1 I 5 I 6 I 0 1 13 1 13

Number of normal trained teachers-white, 2; colored, 0;

total..............

2

SCHOOLS.

Number of white schools, 14; colored,24; total..........

38

ENROLLMENT.
N umber of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

Male. 1Female1 Total. Male.j Female.j TotaI:I Male. I FemaIe. [GTroatnald.

I j 484

435 919 II 770) 972 11,742111,25411,407 1 2,661

CCXCVII PUTNAM-CONTINUED.
ATTENDANCE. Average number of pupils in daily attendance:

WH;ITE.

I

COLORED.

TOTAL.

I l\hle.\ Female.1 Total.1 Male.; Female1 Total. Male. "FemaIe. IGTroatnald.

I 330 I 296 626 11 416 1 525 [941 II 746/ 821 1 1,567

MONTHLY COST.

A verage monthly cost per pupil. . , . . . . .

.

$

Amount of average monthly cost paid by the State.....

TEACHERS' SALARIES Average monthly salary paid teachers:

1 00 55

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I White. r Colored. White. [ Colored. White. Colored.

s 4285 [$ 18 85 11$ 42 85 ($ 18 85 11$ 4285 1$ 18 85

Number of visits made by the commissioner during the

year .. ,............................................

60

Whole number of days schools were kept in operation

during the year. . . . . . . . . . ..

130

Number of school houses in the county belonging to the

county board of education-white, 1; colored, 0;

total, 1j total value

$ 500 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats; school

appliances, etc . . . . .. . . ..

...

22;000 00

Number of school houses in county not belonging to

county board, 37; total estimated value..

$ 20,000 00

Number of school houses in cities and towns belonging to

county board, OJ total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 2; total estimated value.... 8,500 00

cc XCV III

P U T N AM-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895. . . . . . .. . . . . . . . . . . . . . .. $

Amount treasurer's quarterly checks

9,354 00

Amount from any and all other sources, including

supplemental checks ..... , .... :................

Total receipts

$ 9,354 00

EXPENDITURES:

Salary of county school commissioner

$ 550 00

Salary of members of board of education............ 134 00

Postage, printing, and other incidentals

. 104 91

Amount expended in the purchase of school supplies

and buildings Amount paid to teachers

.

.

. 8,705 or

Total

$ 9,493 98

Balance remaining on hand ..................... $

Deficit

. 1399&

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 8,705 01

PRIVATE SCHOOLS: Number of private. high schools in the county, 0 j number of private elementary schools, O.
LOCAL SCHOOL SYSTEMS:
Name of local school system, and where located, Eatonton Public Schools, at Eatonton, Ga.; name of superintendents, C. H. Bruce and E. W. Howell.
COLLEGES:
Name of colleges in county and their location,
TEACHERS' INSTITUTE:
Where held, Eatonton; date, May 1st; name of conductors, E. C. Branson and D. L. Earnest.
Number of school libraries 1; value, $100.

CCXCCIX

QUITMAN.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

I ~~~:f Malel Female.] Total. Male1 Female. ITotal. Male Female. \

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

White]coiored.j Total. White!COlored.l Total. Whiteicolored.\ Total.

8 \ 4 ! 12 II 1 \ 3 I 4 11 .. .... \ 2

2

Number of normal trained teachers-white, 0; colored, 0;

total

.

SCHOOLS.

Number of white schools, 9; colored, 10; total...... . . . .

19

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

~~~:f. Male.! Female.1 Total. Male.IFemale.\ Total. Male. IFemale.j

120 1 11i I 237 11 297\ 338 \ 635 II 417 1 -155 I 872

cce

QUITMAN-CONTINUED,

ATTENDANCE.
Avera~e number of pupils in daily attendance:

WHITE.

COLORED.

I

TOTAL.

Male.IFemale.I~~~~~ Male.IFemale.ITotal. Male.jFemale.jTotal.[

+ \ . .. .. 1



1 155 1

304 11

1

\ 459

1

MONTHLY COST.

Average monthly cost per pupil.

$

77

.Amount of average monthly cost paid by the State.......

77

TEACHERS' SALARIES.
A verage monthly salary paid teachers:

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I I White. Colored. I Whitel Colored. Whiteo Colored.

---.....'..C-----'....------co------'------

\$ :$ 30 00 1$ 20 00 11$ 25 00 1$ 18 00 11 $ 20 00

16 00

.Number of visits made by the commissioner during the

year...............................................

Whole number of days schools were kept in operation dur-

ing the year

,..................

.Number of school houses in the county belonging to the

county board of education-white, 3; colored, 3;

total, 6; total value

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. . . . .. . . . . .. . . . . . . ..

.Number of school houses in county not belonging to coun-

ty board, 13; total estimated value. . . . . . . . . . . . . . . .

Number of school houses in cities and towns belonging to

county board, 0; total estimated value .............

.Number of school houses in cities and towns not belonging

to the county board; 0; total estimated value. .. . ...

38 1JO
575 00
150 00 650 00

CCCI

QUITMAN-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895 .................. 108 94-

Amount treasurer's quarterly checks

. 2,514 00>

Amount from any and all other sources, including

supplemental checks

,

.

Total receipts ............................. $ 2,622 94.

EXPENDITURES:

Salary of county school commissioner

"

$ 24500

Salary of members of board of education

. 5600

Postage, printing, and other incidentals

.

42 II}

Amount expended in the purchase of school supplies

and buildings

. 415 16

Amount paid to teachers

. 1,779 03.

Total

$ 2,;)37 29

Balance remaining on hand ..... , ..... , . . . . . .. . ..... $ 8565

Total amount of salaries credited to teachers during

the year, as per itemized statements '"

$ 2,026 19

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:

Name of local school system and where located,

,.

name of superintendent,

.

COLLEGES:

Name of colleges in county, and their location,

TEICHERs' INTITUTE: 1Vher<l held, Cuthbert; date, August 24 to 28 inclusive; nameof: conductors, E. C. Branson and D. L. Earnest.
X urnber of school libraries, 0,; value, O.

<;CCII

RABUN.
NL'MBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

~~~f Male.1 Female.j Total. Male.! Female.j Total. Male.! Female1

11 \ 43

GRADES OF TEACHERS.

FIRST GRADE.

SEC01'lD GRADE.

THIRD GRADE.

White\colored! Total. Whitelcolored.!Total Whitelcolored.l Total.

I I \~ l I I 10

II 0 \ 10 1.5

o 15 16

2

.Number of normal trained teachers-white, 6; colored, OJ

total

6

SCHOOLS.

Number of white schools, 40; colored, 2; total..........

42

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

I I I I I Male. Female. Total. Male. Female. Total. MaIe.IFemale. GTroatnald.

I 1,014\ 845 11,85911 24

34 I 68 )1 1,038 1 879 1 1,927

CCCIlI
RABUN-CONTINUED. ATTENDANCE.
Avera~e number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

<f~~~t j Malel Femalel Total. Male. Female.jTotal. Male.! Female.j

I I I G29j 540 11,1691\ 20

14 35. 629 [ 540 1 1,170

MONTHLY COST.
Average monthly cost per pupil Amount of average monthly cost paid by the State
TEACHERS' SALARIES.
Average monthly salary paid teachers:

$ 1 00 54

FIRST GRADE.

THIRD GRADE.

White.! Colored.
$21 40 1$

White.! Colored.
ll~ 12 14 1$ 12 44

Number of visits made by the commissioner during the

year......

42

Whole number of days schools were kept in operation

during the year. ..

100

Number of school houses in the county belonging to the

county board of education-s-white, 4; colored, 0; total,

4; total value

$ 60000

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc

100 00

Numher of school hOURI'S in ",mnty not belonging to

county board, 38 ; total estimated val ue. . . . . . . . . . . . . . ] ,400 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value. " ..........

Number of school houses in cities and towns not belong-

ing to the county board, 0; total estimated value ....

CCCIV

RABUN-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

.

Amount treasurer's quarterly checks

, $ 3,506 98

Amount from any and all other sources, including

supplemental checks c

Total receipts

$ 3,506 98

EXPENDITURES:

Salary of county school commisaioner

$ 98 00

Salary of members of board of education

. 100 00

Postage, printing, and other incidentals

.

62 76

Amount expended in the purchase of school supplies

and buildings

.

Amount paid to teachers

. 3,246 22

Total

$ 3,506 98.

Balance remaining on hand

.

Total amount of salaries credited to teachers during

the year, as per itemized statements. . . . . . . . . . . . 3,246 22'

PRIVATE SCHOOLS:

Number of private high schools in the county, 1 j number of private elementary schools, 0

LOCAL SCHOOL SYSTEMS.

Name of local school system, and where located,

.

. . . , .,

, name of superintendent,

.

COLLEGES:

Name of colleges in county, and their location,

.

TEACHERS' INSTITUTE:
Where held, Clayton j date, July 6th, 1896; name of conductor" W. H. Cobb.
Number of school libraries, 0; value, O.

ccov

RANDOLPH.
NUMBER OF TEACHERS.

WHITE.

II

COLORIlD.

TOTAL. If

I I MaleIFemale.[Total. IIMale.!FemaleITotal.IIMale

Fema1e.

Grand Total.

--;-,-----~--

II 18 \ 22 I 40 II 13.1 13 I 26 31 35

66

GRADES OF TEACHERS.

FIRST GRADE.

il SECOND GRADE.

II

THIRD GRADE.

~hiteIColored'ITotal.llWhitelcoloredITotal.IIWhite/colored.!Total.

3~ I 13

I 45 II

8)

13

I 21 11 ...... -\-- ...... .. 1 .. .....

Number of normal trained teachers-white, 1; colored, 0;

total........

1

SCHOOLS.

Number of white schools, 28; colored, 20; total,......

48

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

II

TOTAL.

~f:l~ Male. iFemale. jTotal.!iMale.!Female.!Total.IIMaleIFemale1

7331728 11,461 II 951 I 1,049 ! 2,00011 1,684[1,777 1 3,461
(20)

CCCVI RANDO LPH-CONTINUED.
ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

II

COLORED.

T0TAL.

~~~~~ Male.!Female.\Total.I\Male. \Female. (Total. I\Male.!Female.j

56~ 440 I 443 1 883 11 585 1

1 1,1531\ 986 1 1,040 I 2,026

MONTHLY COST.

Average monthly cost per pupil..

$

Amount of average monthly cost paid by the State.............

TEACHERS' SA I,ARIES.
Average monthly salary paid teachers:

1 80 86

FIRST GRADE.

II SECOND GRADE.

I II Whitp. Colored. White. \ Colored:

I II I $ 40 00 $ 25 00 $ 30 00 $ 20 00 1\$ 25 00 \ $ 15 00

Number of visits made by the commissioner during the

year......

Whole number of days schools were kept in operation

during the year.

..

Number of school houses in the county belonging to the

county board of education-white, 0 j colored, 1;

total, 1; total value

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc...

Number of school houses in county not belonging to

county board, 50 j total estimated value

Number of school houses in cities and towns belonging to

county board, 1 ; total estimated value.....

Number of school houses in cities and towns not belonging

to the county board, 6; total estimated value

$

53 100
450 00
300 00 450 00 500 00

CCCVII

RANDO LPH-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

.

Amount treasurer's quarterly checks. . .. . . . . .. . $10,771 00

Amount from any and all other sources, including

supplemental checks... . . .. . . . . . . . . . . . . . . . . . . . . .

6 50

Total receipts

$ 10,777 50

EXPENDITURES:

Salary of county school commissioner -

$ 750 00

Salary of members of board of education

. 5600

Postage, printing, and other incidentals

. 191 59

Amount expended in the purchase of school supplies

and buildings

.

Amount paid to teachers ............................ 9,88091

Total

. .. $ 10,878 50

Balance remaining on hand

$

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 9,880 91

PRIVATE SCHOOLS:
Number of private high schools in the county, 2; number of private elementary schools, 5.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

.

name of superintendent

.

COLLEGES:
Name of colleges in county, and their location, Andrew Female College, Cuthbert, Ga.; Bethel Male College, Cuthbert, Ga.
TEACHERS' INSTITUTE: Where held, Cuthbert, Ga.; date, August; names of conductors, Profs. Branson and Earnest.
Number of school libraries, 4; value, $200.00

CCCVlII

ROOKDALE.
NLMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

IT I Male. Female. otal. Male. Female. Total. Ma1e FII emaIe. TGortaanld. ~1-14-\~11~2-1-19-1~11-22-1-3--31-6-5

FIRST GRADE.

GRADES OF TEACHERS. SECOND GRADE.

~---
THIRD GRADE..

WhitelOolored !Total. White Colored. Total. White Oolored. Total.
-- --- -- -- ---- -- -- ------
14 2 16 I S I 3 11 12 I 16 I 28

Number of normal trained teachers-white, 8; colored,2;

total

, . ..

100

SCHOOLS.

18; Number of white schools, 20; colored, total

38

ENROLL}IENT.

Number of pupils admitted during the year:

--------,-;-------_._-,,-------~----.

WHITE.

[I

_._------;---

COLORED.

TOTAL. -_.-------

CCCIX

ROCKD ALE-CON rrNUED.

ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED.

I

TOTAL.

I

--.-I~ -- Male.jFemale.jTotal.

Male.

Female.

Total.

Male.

Female.

Grand Total.

--- ---- -- --- ---

... . ....

I 306 '" . . ".

959

MONTHLY COST.

Average monthly cost per pupil, estimated

$

1 10

Amount of average monthly cost paid by the State......

83

TEACHERS' SALARIES.

Average monthly salary paid teachers:

II FIRST GRADE.
I II White. Colored.

II SECOND GRADE.

THIRD GRADE.

I II I White. Colored. White. Colored.

$ 23 29 1$

16 45 [1$
.1

23 29 1$ 16' 45 11$ 23 29 1$

16 45

N umber of visits made by the commissioner during the

year.. .

..

34

Whole number of days schools were kept in operation

during the year............. . ..

100

Number of school housed in the county belonging to the

county board of education-white, 0; colored, 0; total,

0; total value

.

:

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

$ 250 00

Number of school houses in county not belonging to

county board, 26; total estimated value. " . . .. . . . ... 3,300 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value "

.

Number of schoolhouses in cities and towns not belonging

to the county board, 7; total estimated value

, 5,600 00

cccx

ROCKD ALE-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$ 900

Amount treasurer's quarterly checks

. 4,684 86

Amount from any and all other sources, including sup-

plemental checks ,

.

Total receipts

$ 4,694 36

EXPENDITURES:

Salary of county school commissioner

$

Salary of members of board of education , .

Postage, printing, and other incidentals ,

.

Amount expended in the purchase of school supplies

and buildings .v.. . . . . . . . . . . .. .

.

Amount paid to teachers ,

.

289 50 11200
78 37
16 25 4,]68 38

TotaL

$ 4,664 50

Balance remaining on hand '.

. .. .

$ 29 86

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 4,274 50

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number o,f private elementary schools, O.

LOCAL ScHOOL SYSTEM:
Name of local school system, and where located, Conyers Public Schools, Conyers, Ga.; name of superintendent, Prof. Buell Stark.

COLLEGES: Name of colleges in county and their location,

TEACHERS' INSTITUTE:
Where held, Oxford; date, June 22 to 26; name of conductor, D. L. Earnest.
Number of school libraries 0; value, 0

CCCXI

SCHLEY.
NUMBER OF TEACHERS.

WHITE.

COLORED.
1/

II

TOTAL.

I I ~~~~l~ Male. Female.jTotal.ll Male.] Female.]Total MaleIFemale.\

I 5 I 5 10 I 7 I 7 I 14 II 12 I 12

24

GRADES OF TEACHERS.

FIRST GRADE.

II

SECOND GRADE.

THIRD GRADE.

WhiteIColored.[TotaI.11 White!colored.!Total." White !colored.! Total.

9I

2

I 11 I

1I

1

I 2 II

I 0

11

I 11

Number of normaltrained teachers-white, 0; Colored, 0;

total.........

O.



SCHOOLS.

Number of white schools, 10; colored, 10; total.

20

ENROLI,MENT.
Number of pupils admitted during the year:

WHITE).

COLORED.

TOTAL.

Fema~e1 ~~~~~ Male.!Female.!Total.ll Male. \Female1 Total.llMale1



I 349 1 257 606 II 344\ 401 174.5 II 693 I 658 ) 1,351

\"

C("CXII

SCHLEY- CONTINUED;

ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED. 1\

II

TOTAL.

MaleIFemaleIT~taI.I\MaleIFemaleITotaI.IIMaleIFemale., <f~~~~

.... \ I I 373 .... \ \ 400 II .... I \ 773

MONTHLY COST.

Average monthly cost per pupil.,

..

Amount of average monthly cost paid by the State ..

TEACHERS' SALARIES. Average monthly salary paid teachers:

"IRST GRADE.

SECOND GRADE
1

I White. .1 Colored. White. Colored.

THIRD GRADE. White. \ Colored .

\$ $ 36 00 1$ 27 00 $ 14 00

21 00 $ .... I

1$

Number of visits made by the cOlJlmi~sionei during the

year......

Whole number of days schools were kept in operation

during the year...

.

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0;

total; 0; total value

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc

$

Number of school houses in county not belonging to

connty board, 8; total estimated value...... ...... .......

Number of school houses incities and towns belonging

to county board, 0; total estimated value

..

Number of school-houses in cities and towns not belong-

ing to the county board, 1; total estimated value.....

17 00 35 100
200 00 5,000 00 1,800 00

CCCXIIl

SCHLEY-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

"

"$

Amount treasurer's quarterly checks......... .. .

Amount from any and all other sources, including

.supplemental checks

..

, ..

24 82 3,168 85
27 40

Total receipts......

.

$ 3,221 07

.EXPENDITURES.

Salary of county school commissioner

$

Salary of members of board of education

..

Postage, printing, and other incidentals

..

Amount expended in the purchase of school sup-

plies and buildings ,; . .

.. ..

Amount paid to teachers

""

213 50 83 00 2479
86 66 2,819 84

TotaL.....

.. .. $ 3,227 79

Balance remaining on hand

$

Total amount of salaries credited to teachers during

the year, as per itemized statements

$

3,521 85

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, 1.

LOCAL SCHOOL. SYSTEMS:
Name of local school system, and where located, ... . .. . .. . .. .. ." ; name of superintendent,

......... .

COLLEGES:

Name of colleges in county, and their location,

.

TEACHERS' INSTITUTE: Where held, Americus, June 15, 16, 17, 18 and 19; name of conductors, H. A. Hayes and J. M. Collum.
Number of school libraries, 1; value, $ 25.00.

CCCXIV

SCREVE~. NUMBER OF TEACHERS.

WHITE.

COLORED.
It

TOTAL.

~~f~~ Male.\FemaleITotal.\\Male. \Female.!TotalIIMale.\Female1

23 \ 13 1 3(\ II 19 I 8 1 27 II 42 I 21 I 63

GRADES OF TEACHERS.

FIRST GRADE.

II SECOND GRADE.

THIRD GRADE.

1\

WhiteiCOlored.jTotal.lIWhite\colored.ITotaI.11 WhiteIColored.! Total.

23 I 3 I 26 1\ 8 I 2 I 10 1\ 5 I 22 I 27

Number of normal trained teachers-white, 2; colored,

11; totaL........

13

SCHOOLS
. Number of white schools, 41; colored, 32 j total. ....

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

1\

COLORED.

II

TOTAL.

Male. !Female.\ Total.!! Male.jFemale.1 TotaI.]\Male.IFemale.I~~:al~

I 7751 751 \ 1,526 II 951 973 1 1,924 1\ 1,726 \ 1,724 \3,450

CCCXV SCREVEN -CONTINUED.
ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

II

TOTAL

iFemale.I~~~~~ Male. !Female.jTotal.lIMale./Femaie !TotaIIIMale.

II I: 5::l6'\ 5::l5 \1,051 634' 666 1 1,300 1,160' 1,191 \ 2,351

MONTHLY COST.

Average monthly cost per pupil. '"

$

Amount of average monthly cost paid by the State......

TEACHERS' SALARIES.
Average monthly salary paid teachers:

1 00 86

FIRST GRADE.
11
I White. Colored. 11

II SECOND GRADE.
j White. Colored. 1\

THIRD GRADE.
I White. Colored.

$ 3000 1$ 3000 11$ 26 00 [$ 25 00 11$ 23 50 \$ 22 00

Number of visits made by the commissioner during the

year

.

Whole number of days schools were kept in operation

during the year

" ..........................

100

Number of school houses in the county belonging to the

county board of education-white, 1; colored, 0; total,

1; total value

$ 200 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc.. .

.

75 00

Number of school houses in county not belonging to

county board, 52; total estimated value

3,200 00'

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

,

Number of school houses in cities and towns not belong-

ing to county board, 3; total estimated value. . . . . . . . 800 00

CCCXYI

SOREVEN-OONTINUED.

IFINAKCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895. . . . . . . . . . . . . . . . . . . . . . . .. $ 17 29

Amount treasurer's quarterly checks

. 10,184 83

Amount from any and all other sources, including

supplemental checks

.

Total receipts

,

$10,20:l 12

/EXPENDITURES;

Salary of county school commissioner

. .. . $

Salary of members of board of education

.

Postage, printing, and other incidentals

.

Amount expended in the purchase of school supplies

and buildings

.

Amount paid to teachers

,

,,

672 00 84 00 273 66
9,147 02

Total.

$ 10,176 68

Balance remaining on hand. . ..

. .. , . 25 44

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 9,179 90

'PRIVATE SCHOOLS;

Number of private high schools in the county, 0;' number of private elementary schools, O.

WCAL SCHOOL SYSTEMS:

Name of local school system and where located

.

Name ot Superintendent -COLLEGES:

'

.

Name of colleges in county and their location

.

'TEACHERS' INSTITUTE:

Where held, Statesboro; date,

tor,

.

. '" , name of conduc-

Number of sehool Iibraries, 0; value, O.

CCCXVII

SPALDING.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

-~---

I

I

Male. Female. Total. Male. Female. Total.

Male.

Female.

Grand. Total.

-- ---

11

9

~11~-8-

--- --

9

17

-19

- - ~ - 18 37

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I

1.5 I 1

3

N umber of normal trained teachers-white, 0; colored, 0 ;

total.

'

.

SCHOOl,S.

Number of white schools, 20; colored, 17; total.........

37

ENROLLMENT.
Number of pnpils admitted during the year:

WHITE.

II

COLORED.

II

TOTAL.

~~" M", iF,male.ITotaL I]Mal'IF,mal'.!TOtal.iIMal'! F,mal' I

Ii I 2,04~ .5331 477 [1,010 .500 i 531' 1,031 111,03311,008

CCCXVllI

SPALDING-CONTINUED.

ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

Femalei*~~:~ Male./ Female.! Total. Male. \Female.\Total. Ma le.1

1 11 1 649 \

l .... 1 47211

[1,12]

MONTHLY COST.
Average monthly cost per pupil, Amount of average monthly cost paid by the State

$ 1 25 83

TEACHERS' SALA.JUES.

Average monthly salaries paid teachers:

FIRST GRADE.
I
I I White. Colored.

SECOND GItADE
I WhiLe. Col.,red

-----
THIRD GRADI,;
I While Colored.

$ 40 00 1$ 2500 11$ 2.) 00 \$ :W 110 11$ IS 00 1$ 15 00

Number of visits made by the corn i-s.on-r dudug the

year.................. .....

80

Whole number of days schools were kept in op-r-tiim

during the year. . . . . . . . . . . . . . . . . . . .

110

Number of school houses in the county belonging to tit ..

county board of education--white, 5; colored, (j;

total 5; total value

$ 2,000 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

, '.. ..

425 00

Number of school houses in county not belonging to

county board, 13; total estimated value

2,300 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value. . .. . .. . .....

Number of school houses in chips and towns not belong-

ing to the county board, 4 ; total estimated value .... 20.700 00

CCCXI'X SPALDING-CONTINUED.

FINANCIAL STATEM.D:NT-Receipts for the year:

Ba-lance in hand from 1895. . . .

$

Amount treasurer's quarterly checks

;..

Amount from any and all other sources, including

supplemental checks......................... ,.

8,196 00

Total receipts .

8,19600

. EXPENDITURES:

Salary of county school commissioner .....

S tlary of members of board of education ..........

Postage, printing and other incidentals .............

Amount expended in the purchase of school supplies

and buildings..............................

Amount paid to teachers

.

500 00 6800 58 00
415 00 6,155 00

TotaL

. 8,196 00

Balance remaining on hand. . . . .. .

.

Total amount of salaries credited to teachers during

the year, as per itemized statements

, . 4,680 00

PRIVATE SCHOOLS:
Number of private high schools in the county, 1; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:
Name of local school system, and where located: Griffin Public Schools, Griffin; name of superintendent, J. H. Walker.

COLLEGES:
Name of colleges in county, and their location, Alhambra University (so-called) reported (above) as a high school.
TEACHERS' INSTITUTE: Where held: Indian Springs j date, June 22 to 26 j name of conductors, Messrs, Pound, Hayes, Ware.
Number of school libraries, 0; value, O.

cccxx

STEWART.
NUMBER OF TEACHERS.

WHITE.

II

COLORED.

TOTAL.

~~:~~ Male.jFemale.!TotaJ.I\Male.!FemaleITotaI.IIMale./Female1

I 8 I 13 I 21 1\ 18 I 16 I 34 II 26 29 I 55

GRADES OF TEACHERS.

FIRST GRADE.

III SECOND GRADE.

II

THIRD GRADE.

Number of normal trained teachers-i-white, 2; colored,

1 j total

,

3

SCHOOLS.

Number of white schools, 19 j colored, 32; total.. ..

51

ENROLL1IENT.
Number of pupils admitted during the year:

WHITE,

COLORED.

TOTAL.

II

~~:~~ Male.jFemale.jTotaI.IIMale. !FemaleITotal. I!MaleIFemale1

2931 279 I 572 11 964 1 1,076 12,040111,25711,35.5 /2,612

CCCXXI
STEWART-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

II

COLORED.

II

TOTAL.

~W~ Male.!FemaleITotaI. I/Male.!Female.jTotaI.IIMale.jFemale.!

.........'.. 1 376 11 1 1 996/1 -/-- 1 1,372

MONTHLY cos r.

Average monthly cost per pupil..

$ 1 10

Amount of average monthly cost paid by the State.......

91

TEACHERS' SALARIES.

Average monthly salary paid teachers:

FIRST GRADE.

I SECOND GRADE.
II

'lHIRD GRADE.

I I I II I White. Colored. White. Colored. White. Colored.

11~00 $ 50 00 1$ 35 00 11$ 30 00 1$ 20 00

1$ 15 00

Number of visits made by the commissioner during the

year......

..

32

Whole number of days schools were kept in operation dur-

the year ...... ...... ...... ...... ...... ...... ..... .... ...... ...... ......

100

Number of rchool houses in the county belonging to the

county board of education-white, 10; colored,O; total,

10; total value..

3,000 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc

$

Number of school houses in county not belonging to

county board, 41; total estimated value................ ...... 2,050 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 5; total est.imated value ....... 750 00

(21)

CCCXXIJ

STEW ART-CONTINUED.

FINANC'IAL STATEMENT-Receipts for the year:

Balance in hand from 1895...... ......

. $ 490 04

Amount treasurer's quarterly checks.

10,641 04

Amount from any and all other sources, including

supplemental checks

..

Total receipts ...... EXPENDITURES:

- - - - ...........$11.131 08

Salary of county school commissioner

$ 500 00

Salary of members of board of education

. 178 00

Postage, printing, and other incidentals

. 117 51

Amount expended in the purchase of school supplies

and buildings .........

.. . 25000

Amount paid to teachers

.. 9,58953

Total.

$10,635 04

Balance remaining on hand

$ 496 04

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 9,589 53

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, O.
LOCAL SCHOOL SYSTEMS: Name of local school systems and where located, Lumpkin, Ga., and Richland, Ga.; name of superintendents, J. M. Caldwell, Lumpkin; R. V. Forrester, Richland.
COLLEGES: Name of colleges in co unty and their location,
TEACHERS' INSTITUTE: Where held. Cuthbert, Ga.; date, August 24 to 28,1896; names of conductors, D. L. Earnest and E. C. Branson.
Number of school libraries, 0; value, O.

CCCXXIII

SUMTER.
NUMBER OF TEACHERS.

WHITE.

[I

COLORED.

II

TOTAL.

<f~~~f Male./Female.[Total./1Male.!FemaleITotal.IIMale.[Female. \

14 I 13 \ 27 II 9 I 24 I 33 \1 23 I 37 I 60

GRADES OF TEACHERS.



FIRST GRADE.

II SECOND GRADE.

II

THIRD GRADE.

White/coIOred.!Total. 11 Whitelcolored.jTotal./lwhite/colored./ Total.

19 1 7 I 26 II 8 I 10 1 18 II........ f 16 I 16

Number of normal trained teachers-white, 4; colored,

2; total

.

6

SCHOOLS.
Number of white schools, 27; colored, 33; total, 60.

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

II

COLORED.

II

TOTAL.

I ~~~:l~ Male./Female.jTotal.ll Male. Female.\Total./IMale./Female.,

7741 662 ) 1,436111,09311,273 12,336 [11,86711,935 , 3,802

CCCXXIV SUMTER-CONTINUED.
ATTENDANCE:. Average number of pupils in daily attendance:

WHITE.

II

COLORED.

II

TOTAl ..

I ~~~:l~ Male. IFemale. \Total. II:\Iale. !Female.!Total.IIMale. Female1

I I I 381 326 707 655! 764 11,419111,036 [ 1,090 r 2,126

MONTHLY COST.

Average monthly cost per pupil..

$

90

Amount of average monthly cost paid by the State

8S

TEACHERS' SALARIES. Average monthly salary paid teachers :

II FIRST GRADE. II I White. Colored.

II SECOND GRADE.
! II White. Colored.

THIRD GRADE.
I White. Colored:

I $ 4653 )$ 3500 11$ 24 81 1$ 27 66 )[$............ $ 19 34

Number of visits made by the commissioner during the

year

120

Whole number of days schools were kept in operation

during t he year ..

105

Number of school houses in the county belonging to the

county board of education-white, 1; colored, 1; total,

2 j total value.

.

750 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

1,500 00

Number of school houses in county not belonging to

county board, 60; total estimated value

$ 5,000 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

..

Number of school houses in cities and towns not belong'

ing to the county board, 2; total estimated value. ...... 1,000 00

cccxxv

SUMTER-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

.. . ..

82 41

Amount treasurer's quarterly checks

$1 0,666 62

Amount from any and all other sources, including

supplemental checks.........

53 62

Total receipts

,

$ 10,802 65

EXPENDITURES:

Salary of county school commissioner :

$ 507 00

Salary of members of board of education

. 100 00

Postage, printing and other incidentals

.. 67 55

Amount expended in the purchase of school sup-

plies and buildings

, .. 125 92

Amount paid to teachers .. ..

..

.. 9,507 62

Total.

..

$ 10,308 09

Balance remaining on hand........

494 56

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 9,507 62

PRIVATE SCHOOLS :
Number of private high schools in the county, 0 j number of private elementary schools, O.
LOCAL SCHOOL SYSTEMS:
Name of local school system, and where located, Americus Public Schools, Americus, Ga.; name of superintendent, Wm. Harper.

COLLEGES: Name of colleges in county, and their location .....

TEACHERS' INSTITUTE:
Where held: Americus; date, 18th June; name of conductor, W. A. Hayes.
~umber of school libraries, 0 j value, O.

CCCXXVI

TALBOT.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

Male.!Female.!Total. Male.\Female.\Total. Male.IFemale.l~~~~~

I 6

25

I 31' II

8I

14 I 2:~ II 14 I 39

I 53

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GR.ADE.

\

THIRD GRADE.

White\colored.\Total. Whitelcolored.\Total.I,White\colored.\Total.

I II 17 [ 1 )18 1\ 11 I 3

14

3 \ 18 I 21

Number of normal trained teachers-white, 12; colored,

7; total

19

SCHOOLS.

Number of white schools, 28; colored, 22; total..........

5()

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

Male.!Female.!Total. Male.jFemale ITotal.j Male.IFemale.I~~~~~

II ! 541 I 587 1 1,128 809\ 953 1,762 11 1,350 \ 1,540 1 2,890

CCCXXVII

TALBOT-CONTINUED.

ATTENDANCE.

Average number of pupils in daily attendance:

WHITE.

COLORED.

I

TOTAL.

~~:~~ Male.IFe~ale Male.!Female .ITotal .

. [Total. MaleIFemale.!

... 1 .... I I 920 ..... i ...... [1,210 11 ..... I ......, 2,130

MONTHLY COST.

Average monthly cost per pupil ........................$ 1 16

Amount of average monthly cost paid by the State

71

TEACHERS' SAI,ARIES. Average monthly salary paid teachers:

FIRST GRADE. White. I Colored.

SECO~D GRADE. White. \ Colored.

THIRD GRADE.
I White. Colored.

s 18 66 1$ 18 66 11$ 18 66

Number of visits made by the commissioner during the

year.

32

Whole number of days schools were kept in operation dur-

ing the year......... . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . .

110

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0; to-

tal, 0; total value

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc.. . . . . . .. .

$ 750 00

Number of school houses in county not belonging to coun-

ty board, 37; total estimated value (remainder (col'd)

schools being taught in churches)

6,700 00

Number of school houses in cities and towns belonging to

connty board 0; total-estimated value ..............

Number of school houses in cities and townsinotJbelong-

ing to the county board, 0; total estimated value .....

CCCXXVIII

TALBOT-CONTINUED.

FINANCIAl, STATEMENT--Receipts for the year:

Balance in hand from 1895. . . . . . . . . . . .. .

$

Amount treasurer's quarterly checks.

. .. 8,317 74

Amount from any and all other sources, including sup-

plemental checks

.

Total receipts 'EXPENDITURES:

$
===

Salary of county school commissioner

" $ 48800

Salary of members of board of education

. 11800

Postage, printing, and other incidentals (including ex-

pert fees 18 16)

. 67 36

Amount expended in the purchase of school supplies

and buildings

:.

Amount paid to teachers

" . 7,644 38

Total ...................................... $ 8,317 74

Balance remaining on hand ,

.

Total amount of salaries credited to teachers during the year, as per itemized statements... ... . . . ... 7,644 38

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, 12.

. LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

.

. . ... . . . . .. ; name of superintendent, .................

COLLEGES:
Name of colleges in county, and their location, LeVert College, Talbotton.

TEACHERS' INSTITUTE: Where held, Warm Springs j date, June 15th,'1896; name of conductors, E. C. Branson and D. L. Earnest,
~umber of school libraries, 1 j value, $18.00.

CCCXXIX

TALIAFERRO.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

I l I Male. Female.j Total. Male. Femalel Total. Male.! Femalel~~~~f

7 1 8 1 15 II 12 I 4 1 16 1)19 I 12 I 31

GRADES OF TEACHERS.

FIRST GRADE

I

SECOND GRADE.

THIRD GRADE.

White[colored.1 Total.l Whitejcolored1 Total. Whitejcolored.1 Total.

_:J I I 3

10 11 5 I 8 I 13 j 3 I 5

8

Number of normal trained teachers-white, 4 j colored,5;

total ........................ , . . . . .. . . . . .. . . . . .. . .. .

9

SCHOOLS.

Number of white' schools, 14 j colored, 15; total. . . . .. . . . .

29

ENROLLMENT.
Number of pupils admitted during the year:

WHIT.!!:.

COLORED.

TOTAL.

I FemaleI~~~~~ Male.l Female1 Total. Male. Female. \Total. Male.j
I 323\ 260 I 583 II 493 I . 532 1 1,02511 816 792 1 1,608

cccxxx
TALIAFERRO-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COI,ORED.

TOTAL.

~~~~~ . Male.!Female.! Total. Male. \ Female.\ Total. Male. \ Female.\

.... \

I 398 11 .... \

I 491 II .... \

I 880

MONTHLY COST.

Average monthly cost per pupil..... .

97

Amount of average monthly cost paid by the State. . . . . ..

92

TEACHERS' SALARIES.
Average monthly salary paid teachers:

FIRST GRADE.
White. \ Colored.

SECOND GRADE.
I White. Colored.

THIRD GRADE.
I White. Colored.

$ 31 60 I $ 20 60 1\ $ .... \ $

1\ $ .... 1$

Number of visits made by the commissioner during the

year.,.........................................

Whole number of days schools were kept in operation

during the year, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

N umber of school houses in the county belonging to

county board of education-white, 0; colored, 0;

total, 0; total value ,

'

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps.idesks, seats, school

appliances, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . .

Number of school houses in county not belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 0 ; total estimated value ....

29 100
300 00



CCCXXXI

TALIAFERRO-CONTINUED.

FrNANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$

Amount treasurer's quarterly checks.. . . .. . .. . .. 4,510 69

Amount from any and all other sources, including

supplemental checks

.

Total receipts

$ 4,510 69

EXPENDITURES:

Salary of county school commissioner

$ 29100

Salary of members of board of education

. 11400

Postage, printing, and other incidentals

. 57 IS

Amount expended in the purchase of school supplies

and buildings

.

Amount paid to teachers ........................... 4,048 51

Total

$ 4,510 69

Balance remaining on hand . . . . . . . . . . . . . .. .

$

Total amount of salaries credited to teachers during

the year, as per itemized statements.

$ 4,048 51

PRIVATE SCHOOLS:
Number of private high schools in the county, 3 j number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

name of superintendent,

,

COLLEGES: Name of colleges in county, and their location,
TEACHERS' INSTITUTE: Where held, Hillman; date, July 6th to 10th; name of con-
ductor, N. E. Ware. Number of school libraries, 0; value, O.


CCCXXXII

TATTNALL.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

---.--------.--11- - -,--- - --,-- - .11- - ---.- - - .---- _
<f~'faf. I Male1Female1 Total.! Male. Female.! Total. Male.!Female1

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

WhitelcoloredITotal. Whitejcolored.j Total. Whitejcolored.1 Total.

I I I~ 25 I 1

26 11 24

II 4 I 28 13 I 13

'Number of normal trained teachers-white, 9; colored, 2;

total.... . . . .. . . . .. ... . . . . .. . . .. .. . . ... . . . . . . . .

11

SCHOOLS.

'Number of white schools, 58; colored, 18; total.

76

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

I <f~~~f MaleIFemale.! Total. Male. Femalel Total. Male1 Female1

I 1,379l1,121 \2,500 II 492 1 453 945 111 ,871 I 1,574] 3,445

OCCXXXlII
TA T T N ALL-CONTINUED.
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

MIl Male. Female. Total. Male. Female'IITotal. 1 a e. F ema1e.1 GTroatanld.

I I

\

I 796 [ 701 11,497 II 284 1 242 526 11 1,080 I 943 1 2,023

MONTHLY COST.

Average monthly cost per pupil. ..

. ..

Amount of average monthly cost paid by the State

1 18 82"

TEACHERS' SALARIES. Average monthly salary paid teachers:

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I I I White. Colored. White. Colored. White. Colored. I
$ 3300 1$ 22 00 1\$ 22 00 \$ 18 00 II $ 18 00 1$ 16 00

Nnmber of visits made by the commissioner during the

year.. "

. .. . . ..

10&

Whole number of days schools were kept in operation dur-

ing the year

'" .. . . ..

. . ..

95-

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0; total,

OJ total value . . . . . . . . . . . . .. :

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

$ 900 00

Number of school houses in county not belonging to

county board, 76; total estimated value..

16,200 000

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

~ um ber of school houses in cities and towns not belong-

ing to the county board, 0; total estimated value .. " 16,200 O(}

CCCXXXIY

TAT'l'NALL-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$

Amount treasurer's quarterly checks............ ... 7,81947

Amount from any and all other sources, including sup-

plemental checks ..............

1,080 70

Total receipts

$ 8,900 17

EXPENDITURES:

Salary of county school commissioner

: $ 397 50

Salary of members of board of education

.

. 9800

Postage, printing, and other incidentals

. 14407

Amount expended in the purchase of school supplies

and buildings

.

Amount paid to teachers

.

. 8,26060

Total

$ 8,900 17

Balance remaining on hand .

.,

.

. Total amount of salaries credited to teachers during



the year, as per itemized statements

'"

$ 8,260 60

PRIVATE SCHOOLS:

Number of private high schools in the county, 6; number of pri-

vate elementary schools, 27.

.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located

.

name of superintendent

.

COLLEGES:

Name of colleges in county, a;nd their location

.

TEACHERS' INSTITUTE: Where held, Reidsville; date, June 29 to July 3d; name of conductor, H. A. Hays.
Number of school libraries, 1; value, $100.

cccxxxv

WHITE.

TAYLOR.
NUMBER OF TEACHERS. COLORED.

TOTAL.

GRADES OF TEACHERS.

FIR1lT GRADE.

SECOND GRADE.

THIRD GRADE.

White!colored.\Total. Whitelcolored.\Total White \colored.\Total.

II 12 I 4 1 18

5I

7

12

1

II

1

6

7

Number of normal trained teachers-white, 3; colored. 1;

total.. . .

.

4

SCHOOLS.

Number of white schools, 22; colored, :!.4; total............

36

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

I I I~~~~~ i Male Female . Total . Male.!Female.[Total. MalelFemale

5901 608 1 1,19811 400 I 502 I 90211 990 1 1,110 \ 2,100

CCCXXXVI TAYLOR-CONTINUED.
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

.!~:t~f Male.!Female . [Total. Male.\Female [Total. Male.\Female

345 I 360 I 705 11 300 I 263 I 563 11 645 1 623 \ 1,268

MONTHLY COST.

Average monthly cost per pupil.

$ 1 20

Amount of average monthly cost paid by the State ,

90

TEACHERS' SALARIES Average monthly salary paid teachers:

FIRST GRADE.
I White. Colored.

SECOND GRADE.

THIRD GRADE.

I

I White. \ Colored. I White. Colored.

$ 1$ 1$ 35 00

25 001\$ 2.'; 00

20 00 11$

20 00 1$ 16 00

Number of visits made by the commissioner during the

year.

36

Whole number of days schools were kept in operation

during the year.

100

Number of school-houses in the county belonging to the

county board of education-white, 4; colored, 1; total

5; total value

$ 40000

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc.

200 00

Number of school houses in county not belonging to coun-

ty board, 30; total estimated value.................. 1,50000

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses ill cities and towns hot belong-

ing to the county board, 1; total estimated value

3,500 00,

CCCXXXVII

TA YLOR-CONTINUED.

FINANCIAL STATEMENT-Receiptsfor the year:

Balance in hand from 1895

'" $

Amount treasurer's quarterly checks '"

5,205 00

Amount from any and all other sources, including

supplemental checks

.

Total receipts

$ 5,205 00

EXPENDITURES.

Salary of county school commissioner

$ 390 00

Salary of members of board of education

. 13000

Postage, printing, and other incidentals

. 74 51

Amount expended in the purchase of school supplies

and buildings

.

. 46 10

Amount paid to teachers. . . . . . . . . . . . . . . .. .

. 4,564 B9

Total

'"

$ 5,205 00

Balance remaining on hand

$

Total amount of salaries credited to teachers during

the year, as per itemized statements .. ,

4,564 39

PRIVATE SCHOOLS:
Number of private high schools in the county, 1; number of private elementary schools, 2.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located, ............

name of superintendent,

.

COLLEGES:
Name of colleges in county and their location, Butler Male and Female College, Butler, Ga.

TEACHERS' INSTITUTE: Where held, Perry, Ga.; date, June; names of conductors, J. H. Frederick and W. B. Bonnell.
Number of school libraries, 1; value, $100 00.
(22)

CC.CXXXVIII

TELFAIR.
l'UMBER OF TEACHERS.

WHITE.

COLORED.

I

TOTAL.

Male.IFemale.[~~~~f. Male.!Female.!TotaI. Male. [Female.I'lotal.!

12 I 19 I 31 II 8 I 9 I 17 11 20 I 28 I 48

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

WhitelOolored.ITotal. WhiteIOoloredITotal. Whitejoolored.j Total. .

-;51 I I I 3 1 18 I] 14 I 10

24

2

4

6

Number of normal trained teachers-white, 0 j colored, 0;

total

.

SCHOOLS.

Number of white schools, 28; colored, 17; total

45

EMROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

I

TOTAL.

~~~~f. Male. IFemaleITotal. Male.!FemaleITotaI.IMale.[Female1

I I I II I 472

508 980 [I 331

I 354 685 803

862 1 1,665

UCCXXXIX TEl ,FAIR-CoNTINUED.
ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

I ~t~~ I Male.IFemale.ITotal. Male. Female. Total. Male.!Female./

II I II I I 4721 508 980 331 354 685 803 1 862 1,665

MONTHLY COST.

Avera~e monthly cost per pupil

$

88

Amount of average monthly cost paid by the State. . . . . . . .

53

TEACHERS' SALARIES.

Average monthly salary paid teachers:

FIRST GRADE.

1--------- SECOND GRADE

THIRD GRADE.

I I I White. Colored. White. Colored. I White. Colored.

$ 22 50 1$ 21 00 11$ 17 25 j$ 1600 1/$ 14 00 ]$ 12 00

Number of. visits made by the commissioner during the

year

,

.

90

Whole number of days schools were kept in operation dur-

ing the year

.

100

Number of school houses in the county belonging to the

county board of education-white, OJ colored, 0 j total,

0; total value

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc. . . . . . . . . .. .

$ 600 00

Number of school houses in county not belonging to

county board, 45 j total estimated value. . . . . . . . . . . . . . 1,000 00

Number of school houses in cities and towns belonging to

county board, 0 j total estimated value

.

Number of school houses in cities and towns not belonging

to the county board, - - j total estimated value .... 600 00

CCCXL

T E L F AIR-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

,"

$

Amount treasurer's quarterly checks.....

..... 4,840 76

Amount from any and all other sources, including sup-

plemental checks ~

.

Total receipts

$ 4,840 76

EXPENDITURES:

Salary of county school commissioner Salary of members of board of education Postage, printing, and other incidentals

$
, .. ~ ..

Amount expended in the purchase of school supplies

and buildings

..

Amount paid to teachers

.

346 4&
no 00
84 50
168 00 4,376 29

Total

,

$ 5,085 27

Balance remaining on hand

:

$

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 5,702 03

PRIVATE SCHOOLS:

Number of private high schools in the county, 3; number of private elementary schools, 42.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

.

.................. ; name of superintendent,

..

COLLEGES: Name of colleges in county, and their location, South Georgia College, McRae, Ga.
TEACHE~S' INSTITUTE: Where held, Abbeville; date, June; name of conductor, W. B. Merritt.
Number of school libraries, 1; value, $100.

(J(JCXLI
TERRELL.

WHITE.

COLORED.

TOTAL.

Tot~L ~~~~f I Male. Female.1Total. ,

Male. \ Female.

i

I

IMale.! Female.1

II

1

11

]9 I 30 1,1 9

_-'-'--

I 12

21 1\ 20 I

'-

I

I

I 31 51 '

GRADES OF TEACHERS.

FIRST GRADE.

II SECOSD (JRADE.

THIRD GRADE.

wu'''lcolO''d.!Total.11WU''1co,o"dITot,l wu ,,[C010"dl Total.
1-; 1- ~\ 5 2 7 \- 6 1~\1-3\-10 1~

Number of normal trained teachers-white, 4; colored, OJ

total

4

SCHOOLS.

Number of white schools, 24; colored, 20; totaL.........

44

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

~I;:::\;:~- ~aleIFemaleITotal. MaleIFem~Ie.\~~~,~r

490

I 441 \'931 11561 I 689 1 1,250 [1,051 1,130 r 2,181

CCCXLII
TERRELL-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

I I~~~~ Male. Femalel Total. Male.jFemale.ITotal. Male.! Female.
1 =I-I~ll 1.... .. 76911=1=1-~1~

MONTHLY COST.
Average monthly cost per pupil .....................$ Amount of average monthly cost paid by the State

1 00 90

TEACHERS' SALARIES.
Average monthly salary paid teachers:

FIRST GRADE.

SECOND GRADE.

I I White.l Colored. White. Colored.

THIRD GRADE.
I White. Colored.

$ 37 251$ 26 00

Number of visits made by the commissioner during the

year......

80

Whole number of days schools were kept in operation

during the year ..

109

Number of school houses in the county belonging to the

county board of education-s-white, 2; colored, 1; total,

3; total value

$ 1,500 00

Estimated, value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc

600 00

Number of school houses in county not belonging to

county board, 45; total estimated value..

4,500 00

Number of school houses in cities aud towns belonging to

county board, 0; total estimated value ....

Number of school houses in cities and towns not belong-

ing to the county board, 0; total estimated val ue ....

CCCXJ.III

TERRELL-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

.

Amount treasurer's quarterly checks

, $ 9,618 8()

Amount from any and all other sources, including

supplemental checks, . . . . . . . . . . . . . . . . . . . . . . . . . .

9 10

Total receipts

$ 9,627 90

EXPENDITURES:

Salary of county school commissioner

,

$ 40000-

Salary of members of board of education

. 11100

Postage, printing, and other incidentals

.

95 75

Amount expended in the purchase of school supplies

and buildings

. 278 39

Amount paid to teachers

.

. 8,507 08

Total

" $ 9,395 22'

Balance remaining on hand

232 68,

Total amount of salaries credited to teachers during

the year, as per itemized statements. . . . . . . . . . . . 8,677 53

PRIVATE SCHOOLS:
Number of private high schools in the county, 4; number of private elementary schools, 6.

LOCAL SCHOOL SYSTEMS.
Name of local school system, and where located, Dawson Public Schools, Dawson; name of superintendent, Homer Wright.

COLLEGES:

Name of colleges in county, and their location,

,

TEACHERS' INSTITUTE:

Where held, Dawson; date, July 20-24; name of conductor, D. L. Earnest.
Number of school (teachers) libraries, 2; value, $50.00.

CCCXLIV

THOMAS.
NUMBER OF TEACHERS.

WHITE.

II

COLORED.

II

TOTAL.

~~~~ MaleIFemale.!Total.IIMale.!Female.!Total.!IMaleIFemale1

I I II 27 I 22

II 49 16 I 13 29 43 I 35 I

FIRST GRADE.

GRADES OF TEACHERS.

SECOND GRADE.

11_ THIRD GRADE

\1

WhiteICOlored.ITotal.IIWhite'lcolored.I,Total.IIWhitelcolored.j Total.

1 !I 15 I 9 I 24 II 12

I 7 I 19 22 I 13

35

Number of normal trained teachers-white, 8; colored, 5;

total

,

13

SCHOOLS.

Number of white schools, 61; colored, 43; total. ...

104

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

II

COLORED.

TOTAL.

I~~~~t MaleIFemaleITotal.IIMa:e./Female./Total.IIMale.!Female.

~I~I~II~I 1,47712,833112,7661 2,8661 5,632

CCCXLV
THOMAS-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

MONTHLY COST.

Average monthly cost per pupil.

$

Amount of average monthly cost paid by the State .

TEACHERS' SALARIES

Average monthly salaries paid teachers:
----------;"~------_._-_._------

FIRST GRADE.

\1 SECOND GRADE. II

THIRD GRADE.

I II I I II White. Colored. White. Colored. White. Colored.

I$~OO $ 5000 1$ 4000 11$ 40 00

11$ 3000 1$ 25 00

Number of visits made by the commissioner during the

year

" ., .,.

123

Whole number of days schools were kept in operation

during the year (calendar mouths) .. , ..... . ... .. . . ..

5

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0; total,

0; total value

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

$ ],000 00

Number of school houses in county not belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

'.

Number of school houses in cities and towns not belong-

ing to the county board, 0; total estimated value ....

CCCXLVI

THOMAS-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$

Amount treasurer's quarterly checks

' 15,946 66-

Amount from any and all other sources, including

supplemental checks

.

Total receipts

$ 15,946 66

EXPENDITURES:

Salary of county school commissioner

. 750 00

Salary of members of board of education

. 172 00

Postage, printing, and other incidentals

. 41 10

Amount expended in the purchase of school supplies

and buildings

.

Amount paid to teachers

! 14,983 50

TotaL

,

,.

$

Balance remaining on hand

.

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 145)83 50

PRIVATE SCHOOLS:
Number of private high schools in the county, 2; number of private elementary schools, 7.

LOCAL SCHOOl, SYSTEMS:

Name of local school system, and where located,

..

name of superintendent,

.

COLLEGES:
Name of colleges in county, and their location, Young Female College, South Georgia College (white), Allen Normal and Industrial (colored).
TEACHERS' INSTITUTE:
Were held, Thomasville; date, July 16, 1896; name of conductor, A. Q. Moody.
Number of school libraries, 1; value, $150.

CCCXLVII

TOWNS.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

I I~~~:f. j Male. Female1Total. MaleIFemale1 Total. Male Female.

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

White!coIOl'ed.j Total. WhiteICOlored.[ Total. White/colored. \ Total.

I I I I I I ~I- 0 ~4 6 0

6

4

2

6

Number of normal trained teachers-white, 6; colored, 0;

total

_.... . .

6-

SCHOOLS.

Number of white schools, 23; colored, 1; totaL..... . ...

24

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

I

COLORED.

TOTAL.

~~~~f Male. IFemale.! Tota1.1 MaleIFemale./ Total. Male.!Female./

II 720 I 642 1 1,362 11 15 1 10 I 25 735 I 652 1 1,387

TO WNS-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

\~~f~~ MaleIFemale.\Total. Male.\Female.\Total1 Male.!Female.

365 I 325 I 690 Ii 91 I II 8 17 374 \ 333 \ 707

MONTHLY COST.

Average monthly cost per pupil

$

Amount of average monthly cost paid by the State....

1 00 73

TEACHERS' SALARIES.

Average monthly salary paid teachers:

--------_c-----------------~----

FIRST GRADE. l[ SECOND GRADE.

THIRD GRADE.

I White. Colored.
$ 25 00 1$
I

1\ Whitel Colored.
---------
11$ 20 00 \$

I White. Colored. ----
II $ 18 00 \$ 16 00

Number of visits made by the commissioner during the

year...............................................

Whole number of days schools were kept in operation dur-

ing the year, . . .. .

""

, .. ,

,.

Number of school houses in. the county belonging to the

county board of education-white, 2; colored, 0;

total, 2; total value

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

, . , . . . . . ..

Number of school houses in county not belonging to coun-

ty board, 21; total estimated value. . . . . . . . . . . . . . . .

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

,.

:Number of school houses in cities and towns not belonging

to the county board, 2; total estimated value. .. ....

20 j 05 200 00 50 00 1,000
2,000

CCCX'LIX

TO WNS-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 18915 ' , , . ,

, ..

Amount treasurer's quarterly checks, , , ,', . , .. ' . . .

Amount from any and all other sources, including

supplemental checks ,

'" , .. , , .

2,749 8~

Total receipts

, .. ,

,

" .$ 2,749 83

EXPENDITURES:

Salary of county school commissioner ,. "

$ 57 00

Salary of members of board of education

, 10300

Postage, printing, and other incidentals

. 1033

Amount expended in the purchase of school supplies

and buildings

,

.

Amount paid to teachers. . . . . . . .. .

. 2,579 50

Total

"

$ 2,749 83.

Balance remaining on hand ..... , ..... , . . . . . .. . ..... $

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 2,579 50

PRIVATE ScHOOLS:
Number of private high schools in the county, 2; number of private elementary schools, O.
LOCAL ScHOOL SYSTE:'dS:
Name of local school system and where located, Hiawassee High School; name of superintendent, A. B. Green.
COLLEGES: Name of colleges in county, and their location, Young L. G. Har-
ris, Young Harris.
TEACHERS' INTITUTE: Where held, Hiawassee; date, 2d week in July, 1896; name of conductor, A. B. Green.
Number of school libraries, 2; value, $200.

CCCL

TROUP.
NUMBER OF T,Ii1ACHERS.

WHITE.

COLORED.

TOTAL.

I <f~~~ Male.jFemale1 Total. Male. jFemale.1 Total. Male. Female.j

~ ~ r

I 46 II 20 I 32 I 52 II 36 I 62 j 98

GRADES OF TEACHERS.

FIRST GRADE.

I SECOND GRADE.

THIRD GRADE.

I Whitelcolored1 Total.!White!colored Total. Whitelcolored1 Total.

28 I I 6 I 34 11 11 9 I 20 II 7 I 37

44

Number of normal trained teachers-white, 5; colored, 4;

total........... . .. .

. . . .. ..

9

SCHOOLS.

Number of white schools, 36; colored, 42; total...........

78

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

I

TOTAL.

~~~~f I I I I Male. Female1 Total. Male. Female1 Total. I Male1 Female.

I 897

837 j 1,734 11 1,486\ 1,512 12,978112,3831 2,:H9 I 4,732

CCCLI

TROUP-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

-,---_1 ---------;-- WHITE.

COLORED.

_ _ _ _ _ _ _ _ 1 - - -_ _

TOTAl,.

[%~~~t Male. IFemale1 Total. I Male1 Femalel Total.l Male., Female.

MONTHLY COST.

Average monthly cost per pupil........ .

$

98

Amount of average monthly cost paid by the State......

81

TEACHERS' SALARIES.

Average monthly salary paid teachers:

FIRST GRADE.
I White. Colored.

SECOND GRADE.
I White. C~lored.

THIRD GRADE.
I White. Colored.

:$ 45 00 1$ 3000 11$ 30 00 1$ 22 00 11$ 25 00 1$ 20 00

Number of visits made by the commissioner during the

year

.

78

Whole number of days schools were kept in operation

during the year. . . . . . . . . . ..

.

.

99

Number of school houses in the county belonging to the

county board of education-white, OJ colored, 1;

total, 1i total value

$ 25 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

.

1,6~0 00

. Number' of school houses in county not belonging to

county board, 39; total estimated value

$ 5,500 00

Number of school houses in cities and towns belonging to

county board, 0 j total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 4; total estimated value .... 6,000 00

CCCLII

TROUP-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895. . . . . . ..

.. .. $

Amount treasurer's quarterly checks

16,833 71

Amount from any and all other sources, including

supplemental checks

f>

Total receipts

"

$ 16,833 71

EXPENDITURES:

Salary of county school commissioner

$ 510 O(}

Salary of members of board of education

. 662 O(}

Postage, printing, and other incidentals

. 75 96

Amount expended in the purchase of school supplies

and buildings

. . . . . . . . . . . . . . .. .

. 2,395 07

Amount paid to teachers

,

. 13,790 68

Total

$ 16,833 71

Balance remaining on hand ...................... $

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 13,790 68

PRIVATE SCHOOLS: Number of private high schools in the county, 4; number of private elementary schools, 7.
LOCAL SCHOOL SYSTEMS:
Name of local school systems, and where located, West Point at West Point, and Hogansville, at Hogansville; name of superintendents: N. C. Miller, at West Point, J. E. Whilchel, at Hogansville.
COLLEGES: Name of colleges in county and their location: Southern Female College and LaGrange Female College, both at LaGrange.
TEACHERS' INSTITUTE:
Where held, LaGrange; date, August 31 ; name of conductors, D. L. Earnest.
N umber of school libraries 4; value, $3,500.

C(X)LIII

TWIGGS.
~UMBER OF TEACHERS,

WHITE.

COLORED.

TOTAL.

~ 'I~f~~ Male1Female . ITOtal. Male1 Female.jTotal1

IFemale

- 8I 9 I 17 j 4 I 13 I 17 II 12 I 22

GRADES OF TEACHERS.

FIRST GRADE.

SKCON,D GRADE.

I

THIRD GRADE.

'WhitPIColored'l~ WhiteIColored.jTotal ..

\Whitp!coloredITotal.

1:-1 - ---6-1 .... ....1 6

5

2 \- 7 II 6 I 15 I 21

Number of normal trained teachers-white, 1; colored 0;

total,

,.

1

SCHOOLS.

Number of white schools, 16; colored, 16; total. '. ... ....

32

ENROLLMENT.
Number of pupils admitted during the year:

WH>TR. !I ooWR=_1 ,""c.
l\Iale.!Female. \ rotal.I,1 Male.[Female.!Total.j Male.IFemale.I*~r~~
I I I 304 267 571 II 4771 479 956 11 781 I 746 1 1,527

(26)

CCCLlV

TWIGGS-CONTINUED.

ATTENDANCE.

Average number of pupils in daily attendance :

WHITE.

COLORED.

II

TOTAL.

Male.IFemale.ITotal.I~~:.IFema~l~o~ 11~~;eIFemaleI~~~~~

195\ 172 I 367 11 225 1 226 I 451 1\.( 420.1 398 I 818

~lONTHLY COST.

Average monthly cost per pupil

.

50

Amount of average monthly cost paid by the State .

56

TEA.CHERS' SALA.RIES. Average monthly salary paid teachers:

I FIRST GRADE.

SECOND GRADE.

---_.-
THIRD GRADE.

White. \ Colored. I White. I Colored.

I White. Colore-d

$ 40 00 1$ 40 00 \\$ 30 00 1$ 30 00 11$ 20 00 1$ 20 00

Number of visits made by the commissioner during the

year......................................

84

Whole number of days schools were kept in operation

during the year

10;;

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0; to-

tal, 0; total value

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 08

Number of school houses in county not belonging to coun-

ty board, 21; total estimated value... . . . .. . . . . .. .. . ... 1,475 08

Number of school houses in' cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 4; total estimated value ....

CCCLV

TWIGGS-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$

Amount treasurer's quarterly checks.

4,727 12

Amount from any and all other sources, including

supplemental checks

.

Total receipts

$ 4,727 12

EXPENDITURES:

Salary of county school commissioner

$ 350 00

Salary of members of board of education

. 9000

Postage, printing, and other incidentals

.

73 OS

Amount expended in the purchase of school supplies

and buildings . . . . . . . . . .. .

.

Amount paid to teachers .. '"

. 4,21205

Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. $ 4,727 13

Balance remaining on hand

.

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 4,212 05

PRIVATE SCHOOLS:
Number of private high schools in the county, 0; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

..

name of superintendent,

..

COLLEGES:

Name of colleges in county and their location,

.

TEACHERS' INSTITUTE
Where held, Jeffersonville; date, July 6-10; name of condue tor, Wm, Harper.

Number of school libraries, 1; value, $96.20.



CCCLVI

UNION.
NUMBER OF TEACHERS.

WHITE.

II

COLORED.

II

TOTAL.

I MaleIFemaleITotal. I!Male.!FemaleITotal.IIMale

Fema1e.

Grand Total.

\

I 47 \ 7

54 11

1

1

11 47

7

54

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD G.RADE.

WhiteIColored.!Total.ll White!colored.!Total.IIWhite!colored.!Total.

16 1 116 1119 1 119 1119 1 1 19

Number of normal trained teachers-white, 2; colored, 0;

total........

2

SCHOOLS.
50; 0; 50 Number of white schools, colored, total,........ ...... ........

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

II

TOTAL.

---,----,----,-----,----------c ------

~~~~l~ Male. jFemale.jTotal.IIMale.!Female.\Total. \\MaleIFemale.!

1,51211,340 12,85211......... 1........ 1 ... 111,51211,340 1 2,852

CCCLVII
UNION-CONTINUED. ATTENDANCE.
Average nlimber of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

lIIONTHLY COST.
Average monthly cost per pupil., Amount of average monthly cost paid by the State

$ 1 12~

..

86

TEACHERS' SAT~ARIES.
Average monthly salary paid teachers: Paid on grade and average.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

WhitA.! Colored.

I Colored.
I

Number of visits made by the commissioner during the

year

:...

50

Whole number of days schools were kept in operation

during the year.

..

'.

105

Number of school houses in the county belonging to the

connty board of education-white, 2; colored. 0;

total, 2; total value

$ 300 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc..............

.

150 00

Number of school houses in county not belonging to

county board, 35; total estimated value

1,500 00

Number of school houses in cities and towns belonging to

county board, 0 j total estimated value

.

Number of school houses in cities and towns not belonging

to the county board, 0; total estimated value

$

CCCLVlII

UNION-CONTINUED

FINANCIAL STATEMENT-Receipts for the year

Balance in hand from 1895

.

Amount treasu~er's quarterly checks. . . .. . . . .. . $ 4,896 00

Amount from any and all other sources, including

supplemental checks

.

Total receipts

$ 4,896 00

EXPENDITURES:

Salary of county school commissioner

$ 200 00

Salary of members of board of education

. 82 00

Postage, printing, and other incidentals

. 60 36

Amount expended in the purchase of school supplies

and buildings

.

Amount paid to teachers

. 4,553 64

Total...................... ......... ...$ 4,896 00

Balance remaining on hand

$

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 7,021 96

PRIVATE SCHOOLS:
Number of private high schools in the county, 1; number of private elementary schools, 1.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

.

name of superintendent

.

COLLEGES: Name of colleges in county, and their location .....

TEACHERS' INSTITUTE: Where held, Blairsville; date, July 13 to 17 inclusive; name of conductor, T. B. Passmore.
Number of school libraries, 1; value, $700.00

CCCLIX

UPSON.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

~~~~ MaleIFemaleITotal.IIMaleIFemale.jTotal.IIMaleIFemale1

I 19 19

I 38 II 15 I 12 I 27 I 34 I 31

65

FIRST GRADE.

GRADES OF TEACHERS.

[II, III SECOND GRADE.

THIRD GRADE.

White!colored.!Total.IIVYhite\colored./Total.ll White IColored.I Total.

18 I 3 I 21 II 7 I 5 I 12 II 13 I 19 I 32

Number of normal trained teachers-white, 3; colored,

1; total

4

SCHOOLS.

Number of white schools, 31; colored, 22; total. .. . . . . . .

53

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

II

COLORED.

TOTAL.

Male.\Female.1 Total.11 Male.jFemale.ITo~aI.IIMa}eIF-e-m-a-l-e~IT-G-~-ta-~-~

-~'~1-;;-1~5~~~-1~ 812 i;,(\79 111,718 ] 1,520 1 3,238

CCCLX UPSON - CONTINUED.
ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

II

TOTAL.

\FemaleI~ra~~ Male. \Female.!Total.IIMale.IFemaie.ITotaI.IIMale.

...... \

\ 96511

1

1 943 I! 1

\1,908

MONTHLY COST.

Average monthly cost per pupil.

$

Amount of average monthly cost paid by the State. . . . . .

TEACHERS' SALARIES.
Average monthly salary paid teachers :

1 21
75

FIRST GRADE.
\\
White. \ Colored.
1\

II SECOND GRADE.
II I White. Colored.

THIRD GRADE.
'I White. Colored.

$ 40 00 1$ 3000 11$ 30 00 1$ 2500 11$ 20 001$ 16 00

Number of visits made by the commissioner during the



year

.

102

Whole number of days schools were kept in operation

during the year

"

.

110

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 1; total,

1; total value

$ 100 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc. .

. ..,

Number of school houses in county not belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns belonging to

county board, 35; total estimated value

.

19,000 00

Number of school houses in cities and towns not belong-

ing to county board, 5; total estimated value

. 14,80000

CCCLXI

UPSON-CONTINUED.

FINAKCIAL STATEMENT-Receipts for the year:

Balance in band from 1895. . . . . . . . . . . . . . . . . . . . . . . .. $ 17 83

Amount treasurer's quarterly checks

. 8,103 O(}

Amount from any and all other sources, including

supplemental checks

.

Total receipts

, .. ,

$ 8,120 83

EXPENDITURES:

Salary of county school commissioner

$ 380 00

Salary of members of board of education,

. 94 00

Postage, printing, and other incidentals

. 9396

Amount expended in the purchase of school supplies

and buildings

, ..

Amount paid to teachers

,

. . 7,554 83

Total

, . . . . . . . . . . . . . . . . . . . . . .. ,.... .$ 8,122 79

Balance remaining on hand ($2.16 overpaid)

.

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 7,970 00

PRIVATE SCHOOLS:

Number of private high schools in the county, 3; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:

Name of local school system and where located

.

Name ot Superintendent

.

COLLEGES:

Name of colleges in county and their locationlc. E. Lee Institnte ; Thomaston, Ga.

TEACHERS' INSTITUTE:

'Where held, Warm Springs, Meriwether Co.; date, June Ifith , 1896; name of conductors, Earnest and Branson.

Number of school libraries, 1; value, $5CO.

CCCLXII

WALKER.
NUMBER OF TEACHERS.

WHITE.

II

COLORED.

II

TOTAL.

I .~~~l~ Male. FemaleITotal.ll Male.! Female.jTotal.ll Male.!Female1

I 36 32 I 68 I 10 I 2 I 12 II 46 I 34 80

GRADES OF TEACHERS.

FIRST GRADE.

II

SECOND GRADE. II

THIRD GRADE.

White!colored.\Total11 White!colored.!Total.IIWhite\colored.! Total.

~~. I I I I 1

21 II 20

3 [ 23 II 28

8

36

Number of normal trained teachers-white, 2; Colored, 1 ;

total.........

3

SCHOOLS.

Number of white schools, 66; colored, 11; total.

77

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

alel~emale .~~:l~ M

.jTotal.ll Male.!Female ., Total.ll Male. IFemale. 1

150611~8751~'~1~ 1.630 I 1,361 1 2,991 11 245\ 261

CCCLXIIl WALKER-CONTINUED.
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

II

COLORED.

II

TOTAL.

MaleIFemaleIT~tal.IIMaleIFemaleITotal.IIMaleIFemale./ <f~~~f

9421 786 11,72811141 1 150 I 291 11 1,0831 936 1 2,019

MONTHLY COST.

Average monthly cost per pupil.,

".....

1 00

Amount of average monthly cost paid by the State......

75

TEACHERS' SALARIES. Average monthly salary paid teachers:

FIRST GRADE.

I II SECOND GRADE

THIRD GRADE.

I I White. Colored.
I I - - - -

White.


Colored. White. I Colored.
!

$

28 00

1$

24 00

1$
I

2100

1$

19 00 11$

17 00 1$ 16 00

Number of visits made by the commissioner during the

year

,

..

Whole number of days schools were kept in operation

during the year

..

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0;

total, 0; total value

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc

$

Number of school houses in county not belonging to

county board, 77; total estimated value

.

Number of school houses in cities and towns belonging

to county board, 0 j total estimated value

..

Number of school-houses in cities and towns not belong-

ing to the county board, 1; total estimated value .....

57 109
12 40 11200 400 00

CCCLXIV

WALKER-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$

Amount treasurer's quarterly checks......... . .

Amount from any and all other sources, including

supplemental checks

..

.

479 8,368 6
5211 23

Total receipts......

...........................$ 8,901 67

EXPENDITURES.

Salary of county school commissioner

$

Salary of members of board of education

.

Postage, printing, and other incidentals

.

Amount expended in the purchase of school sup-

plies and buildings ..

.

,........ .. .

Amount paid to teachers

.

454 50 76 00 133 47
8,237 12

Total.

$ 8,901 09

Balance remaining on hand

,.$

Total amount of salaries credited to teachers during

the year, as per itemized statements

$

58 8,237 12

PRIVATE SCHOOLS:
Number of private high schools in the county, 5; number of private elementary schools, 7.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

... . ,

, name of superintendent,

. ....... .

COLLEGIlS:

Name of colleges in county, and their location,

_.

TEACHERS' INSTITUTE:
'Where held, LaFayette; date, began July 6; name of conduo tor, Capt. J. Y. Wood.
Number of school libraries, 0; value, O.

CCCLXV

WALTON. NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

\
------- !

:vIale. Female. Total.

I

I

Male. Female. Total.

'I

Male.

Female.

Grand Total.

--;-II~ - - --35 18

---

- - - - ~--

16

35 54

34

88

GRADES OF TEACHERS.

FIRST GRADE.

II SECOND GRADE.

THIRD GRADE.

TO~ White\colored.!TotaI.IWhiteICOlored.ITotal.IIWhitelcolored.\

I I I I--:-II~I -;-1-8

10 21 II 2 20 22

Number of normal trained teachers-white, 8; colored, 1;

totaL......................



9

Those who attended high grade schools-white, 11; colored, 8 j Total, 19.

SCHOOLS.

Number of white schools, 46; colored, 29; total.........

75

ENROLLMENT. Number of pupils admitted during the year:

WHITE.

COLORED.

II

TOTAl"

lIbl,. IF,mal' ITotaL MaI'IF.mal.T;:;:11 Mal. I>',maI, I~~;]d

I~5 ;;[1,366 12,95911 862 I 904 11,766112,4551 2,270

CCCLXVI

WALTON-CONTINUED.

ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

\

COLORED.

I

TOTAL.

leT;~~~:')~~~~ I Male./ Female.! Total.1 Male. \Female. \Total. Ma

......... 1

1 1,496 11 :.. \

1 ~=1

12,315

MONTHLY COST.
Average monthly cost per pupil, Amount of average monthly cost paid by the State,

$ 1.462 84

TEACHERS' SALARIES.

Average monthly salaries paid teachers: ----------,----------

FIRST GRADE.

I SECOND GRADE.
I

THIRD GRADE.

I I White. Colored. White. Colored. /--;hite. I Colored.

I

I

s 37 5U 1$ 37 50 11$ 30 00 \$ 30 00 11$ 18 00 1$ 1800

Number of visits made by the commissioner during the

year..................

43

Whole number of days schools were kept in operation

during the year

95

Number of school houses in the county belonging to the

county board of education-e-white, 0; colored, 0;

total 0; total value

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. . . . . . . . . .

.

$ 240 00

Number of school houses in county not belonging to

county board, 75; total estimated value

10,000 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value .. . . . .. . .....

Number of school houses in cities and towns not belong-

ing to the county board, 6 ; total estimated value. .. . 8,000 00

CCCLXVII

W A L T O N -CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895. . . . .. .

$

Amount treasurer's quarterly checks....... . . . . . . . .. 10,805

Amount from any and all other sources, including

supplemental checks...........................

Total recei pts

.

10,805 0

EXPENDITURES:

Salary of county school commissioner .............$ 45000

Salary of members of board of education .......... 5000

Postage, printing and other incidentals

. 109 10

Amount expended in the purchase of school supplies

and buildings

,

, . 147 00

Amount paid to teachers

. 10,02936

Tutal ,

. . . . .. 10,805 00

Balance remaining on hand. . . . ..

19 54

Total amount of salaries credited to teachers during

the year, as per itemized statements. . . . . . . . . . .. 14,479 91

PRIVATE SCHOOLS:

Number of private high schools in the county

.

number of private elementary schools

.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located.

'" .

name of superintendent................ . . . . . . .. .

.

COLLEGES:

Name of colleges in county, and their location

TEACHERS' INSTITUTE:
Where held: Madison; date, June; name of conductors, L. B. Evans and Prof. Nealie,
i Number of school libraries, 1 value, $125.00.

CCCLXVllI

WARE.
NUMBER OF TEACHERS.

WHITE.

COLORED.

I

TOTAL.

---;----.

I

------;---

~:~~ 1
Male. Female.\Total. jMale.IFemale. Total. Male iFemale.

1~ I I I 15 I

II '27

.3

7 I 10 II 18

I 19

37

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

-4- WhiteIColored.ITot~~qWhitelcolored.!Total. White COlored.\Total.

~

~11-8-i-4-i~

----\-

I 3 I 2

5

:Number of normal trained teachers-white, 0; colored,

0; total

,.

SCHOOLS.

N umber of white schools, 25; colored, 10 j total

35

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

\I

COLORED.

TOTAL.

~~~~l~ Male. Female.\Total.! Male. Female. Total. Male1 Female.

~1-4;-1~1~I-ll~I~I~I-5;-~

CCCLXIX
WARE-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.
.

MaleIFemale.!Total.

Male.

Female. Total.

I IF I Grand Ma e'l ema e. Total.

-1~1--:; - 375

---------

100

I 110 210 475

222 697

MONTHLY COST.

Average monthly cost per pupil........................ $

1 00

Amount of average monthly cost paid by the State

41

TEACHERS' SAl, ARIES.

Average monthly jsalary paid teachers:

II FIRST GRADE.
I II White. Colored.

SECOND GRADE.

THIRD GRADE.

lj

I II I White. Colored. White. Colored.

$ 5000 1$ 50 00 1\$ 40 00 1$ 40 00 11$ 30 00 1$ 3000

Number of visits made by the commissioner during the

year

~.............

24

Whole number of days schools were kept in operation

during the year

' ....

100

Number of school houses in the county belonging to the

county board of education-s-white.B: colored, 0; total,

2; total value

.

$ 3,850 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc........

..

..

1,000 00

Number of school houses in county not belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of schoolhouses in cities and towns not belonging

to the county board, 3; total estimated value

22,000 00

(24)

CCCLXX

WARE-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

$

Amount treasurer's quarterly checks..... .

.. . 4,936 85

Amount from any and all other sources, including sup-

plemental checks. .

.

170 94

Total receipts

$ 5,107 79

EXPENDITURES:

Salary of county school commissioner

'" $

Salary of members of board of education

.

Postage, printing, and other incidentals

.

Amount expended in the purchase of school supplies

and buildings.... . . . . . . . . . . . . .. .

.

Amount paid to teachers

.

.
52200 42 00 12800
4,385 79

Total

$ 5,077 79

Balance remaining on hand

$

Total amount of salaries credited to teachers during

the year, as per itemized statements

.

3000

PRIVATE SCHOOLS: Number of private high schools in the county, 1; number of private elementary schools, O.
LOCAL SCHOOL SYSTEM:
Name of local school system, and where located, Waycross name of superintendent, W. J. Carswell, Sec.

COLLEGES: Name of colleges in county and their location, 0' .

TEACHERS' INSTITUTE:
It
'Where held,

; date,

; name of conductor,

Number of schoollibraries 0; value, 0

CCCLXXI

WAI{REN.
NUMBER OF TEACHERS.

WHITE.

II

COLORED.

TOTAL.

~f~~ Male.jFemale.!Total.l\Male.[Female.!Total.lIMale./Female.,

I I I I I I I 11

22

33 17 I 9

26 28

31

59

GRADeS OF TEACHERS.

FIRST GRADE.

II SECOND GRADE.

THIRD GRADE.
II

White!colored.!Total.IIWhitelcolored./Total.II WhitelColored1 Total.

10 I 3 I 13 II 15 I 13 I 28 /I 8 I 11 1 19

Number of normal trained teachers-white, 10; colored,

8 j total....

18

SCHOOLS.

Number of white schools, 29 j colored, 24; total... .. .........

53

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

I' II ~:~~ Male. )Female.ITotaI.IIMale.!Female.ITotal./iMale./Female.1

5051 568 11,073/1 729' 914 /1,643//1,234/1,482 12,716

CCCLXXII WARREN-CONTINUED.
ATTENDANCE . Average number of pupils in daily attendance:

WHITE.

II

COLORED.

II

TOTAL.

~~~~~ Male.IFemaleITotal.IIMale.!Female.!Total.IIMale.!FemaIe. 1

I I 360 377 1 737 11 450 521 I 791 II 810 I 898 1 1,708

MONTHLY cosr, Average monthly cost per pupil Amount of average monthly cost paid by the State
TEACHERS' SALARIES. Average monthly salary paid teachers:

$ 1 50

,.

77

FIRST GRADE.

II SECOND GRADE.

I 'rHIRD GRADE.

I I I White. I Colored. White. Colored. White. Colored. It
~ '$ 4000 \$ 32 00 11$ 25 00 1$ 20 00 .11$ 18 1$ 15 00

Number of visits made by the commissioner during the

year ".........................

63

Whole number of days schools were kept in operation dur-:

the year......

110

Number of school houses in the county belonging to the

county board of education-white, 0; colored,O; total,

0; total value.. .

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats,

school appliances, etc

'$ 250 00

Number ot school houses in county not belonging to

county board, 40; total estimated value................ ...... 6,0:>0 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 5; total estimated value .

CCCLXXIII

WARREN-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895......

. $ 1 77

Amount treasurer's quarterly checks

. 7,155 00

Amount from any and all other sources, including

supplemental checks

.

Total receipts ...... .. EXPENDITURES:

--$ -7-,-1-5-6 --77

Salary of county school commissioner

$ 40000

Salary of members of board of education

. 6800

Postage, printing, and other incidentals

.. 98 75

Amount expended in the purchase of school supplies

and buildings

..

Amount paid to teachers

. . 6,588 z5

Total.

$ 7,155 00

Balance remaining on hand

$

Total amount of salaries credited to teachers during- - - -

the year, as per itemized statements

$ 6,617 38

PRIVATE SCHOOLS:
Number of private high schools in the county, 3; number of private elementary schools, 8.

LoCAL SCHOOL SYSTEMS:

Name of local school systems and where located,......

name of superintendents,

.

COLLEGES: Name of colleges in county and their location,

TEACHERS' INSTITUTE:
Where held, Warrenton; date, July 19, 1896; name of conductor, D. L. Earnest.

Number of school libraries, 3; value, $100.00.

CCCLXXIV

WASHINGTON.
NUMBER OF TEACHERS.

WHITE.

COLORED.

--.-------.--1 1- - -.--- - .--- - 11

~Female.\ ~~~~t Male.1Female1 Total.I Male. [Female./ Total.

TOTAL.

I 19 I 45 I 64 II 33

I 32 1 65 11 52 I 77

129

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

Tot~l. WhiteIColored.!'I'otal. Whitejcolored1 Total. White]colored.1

.... 1 ....1 .. .. 11 .. .. 1.. .... 1 ..11 .. .. [ .... .. 1......

Number of normal trained teachers-white, 0; colored, OJ total ..............................................

SCHOOLS.

Number of white schools, 52; colored, 53; total,. ..

105

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

~~~:f MaleIFemalerTotal. Male.j Female. 1 Total. Male1 Female1

1,122 1 1,047 1'2,169/1 1,460 [ ],71513,175112,5821 2.76215.344

CCCLXXV WASHINGTON-CONTINUED.
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED.

1'OTAL.

~~~~f. Male1 Female1 Total. Male.!FemaleITotal. Male1 Female1

...... \....... \1,278 11 .... \ ...... [1,813 11" , .. .[. ....... 1 3,091

MONTHLY COST.

Average monthly cost per pupil. . . .. ..

97~

Amount of average monthly cost paid by the State

97~

TEACHERS' SALARIES. Average monthly salarypaid teachers:

FIRST GRADE.
White. I Colored.

SECOND GRADE.

THIRD GRADE.

I

I White. I Colored.

White.

r
1

Colored.

I

$ 35 00 1$ 25 00 11$ '27 50 [$ 20 00 II $ 20 00 1$ 16 00

Number of visits made by the commissioner during the

year................

'111

Whole number of days schools were kept in operation dur-

ing the year

' .. . . . . .. . .. .

100

Number of school houses in the county belonging to the

county board of education-white, 11; colored, 1;

total 12 j total value. . . . ..

2,540 00

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. .. . .. ..

.. $ 1,500 00

Number of school houses in county not belonging to

county board, 46; total estimated value.. ........ ......... 8,000 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value.... . .. . .....

N urn ber of school houses in cities and towns not belong-

ing to the county board, 1; total estimated value. . .. 1,500 00

CCCLXXVI

WASHINGTON-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand froIIl:;1895

$ .. ~67(83

Amount treasurer's quarterly checks......... . . . . . 16,902)18

Amount from any and all other sources, including sup-

plemental checks

............. 400:00

Total receipts

$17,370 01

EXPENDITURES:

Salary of county school commissioner

$ 68400

Salary of members of board of education

.

. 6800

Postage, printing, and other incidentals

. 126 40

Amount expended in the purchase of school supplies

and buildings

Amount paid to teachers

.

. 1,390 73
. 15,too 00

Total. . . .. . . .. . .. . . . . .

$ 17,370 01

Balance remaining on hand . .

.

Total amount of salaries credited to teachers during

the year, as per itemized statements

"$15,101 77

PRIVATE SCHOOLS:
Number of private high schools in the county, 5jnumbe(of private elementary schools, 3.

LoCAL SCHOOL SYSTEMS:
Name of local school system, and where located Sandersville'; name of superintendent, C. Whitehurst.

COLLEGES:

Name of colleges in county, and their location

.

TEACHERS' INSTITUTE:
Where held, Tennille, Ga. j date, August 10-14, 1896 j name of conductor, G. G. Bond.

Number of sehool Iibraries, 1; value, $50.00.

CCCLXXVII

WAYNE.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

II

<f~~~t Male./Female.[Total1MaleIFemale.!Total.IIMale.[Female.\

I 27

13

l 40 I 6

I

6

I 12 II 33 I

19 I 52

GRADES OF TEACHERS.

FIRST GRADE.

!/ SECOND GRADE.

II

THIRD GRADE.

-,---':----:--~-..,---

II White[colored.ITota1.11WhitelColored.1 Total. WhitelColored1 Total.

II 13 1 3 I 16 11 15 I 1 I 16

12 I 8 I 20

Number of normal trained teachers-white, 9; colored,

2; total,

.

11

SCHOOLS.

Number of white schools, 48; colored, 13; total .........

61

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.
11

II

TOTAL.

~~~:l~ Male.!Female.ITotal.11 Male. \FemaleITotal. I/Male.jFemale./

I 8571 863 11,720 II 203 1 338 ij41 11 1,0601 1,201 1 2,2Gl

CCCLXXVIII WAYNE-CONTINUED.
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAl..

~~~~l~ Male.!Female . \Total. IIMale. 1Female .jTotal.IIMaleIFemale.J

1 ...... \1, 129 11...... 1 ..... I 353 11...... [ ...... [1,482

MONTHLY COST.
Average monthly cost per pupil.. Amount of average monthly cost paid by the State

$ 1 00 85

TEACHERS' SALARIES. Average monthly salary paid teachers (based on attendance):

FIRST GRADE.
11
II White. I Colored.

I! SECOND GRADE.
I II White. Colored.

THIRD GRADE. White. I Colored.

)$ $ 21 85

2209

\\$ 21 85 1$ 22' 09 11$

21 851 $ 22 09

Number of visits made by the commissioner during the

year

49

Whole number of days schools were kept in operation

during the year n

100

Number of school houses in the county belonging to the

county board of education-white, 8; colored, 0; total,

8 j total value

$ 800 00

Estimated value of all other property, including school'

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc......

400 00

Number of school houses in county not belonging to

county board, 44 ; total estimated value

$ 1,760 00

Number of school houses in cities and towns belonging to

county board, OJ total estimated value

..

Number of school houses in cities and towns not belong-

ing to the county board, 1; total estimated value....... 800 00

CCCLXXIX

WAYNE-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

. 16093

Amount treasurer's quarterly checks

$ 6,946 41

Amount from any and all other sources, including

supplemental checks

".

Total receipts

$ 7,107 34

EXPENDITURES;

Salary of county school commissioner

$ 237 45

Salary of members of board of education

. 7800

Postage, priuting and other incidentlils

. 26 00

Amount expended in the purchase of school sup-

plies and buildings

. 66 55

Amount paid to teachers and expert

.. 6,506 66

Total.

..

$ 6,914 66

Balance remaining on hand........

192 68

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 6,481 66

PRIVATE SCHOOI.S :
Number of private high schools in the county, 0 j number of private elementary schools, O.
LOCAL SCHOOL SYSTEMS:
Name of local school system, and where located, ".Jesup's Free School," Jesup, Ga.; name of superintendent, W. T. Weaver.

COLLEGES:

Name of colleges in county, and their location

..

TEACHERS' INSTITUTE:
Where held: Blackshear; date, August 3 to 8; name of conductor, E. C. Branson.

Number of school libraries, 0 j value, O.

cccr.xxx

WEBSTER.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

.I~~~~~ Male.IFemale . (Total. Male.\Female.!Totlll. Male. \Female

I 8 I

9

17

1

II

7

8

[15

15
11

1

17

[ 32

FIRST.GRADE.

GRADES OF TEACHERS.

SECOND GRADE.

I

THIRD GRADE.

White!colored.\Total. White!colored.\Total.\White\colored.\Total.

:~ 13 [ 3 j 16 II

I 5 1 7 II 2

7

9

Number of normal trained teachers-white, 0; colored,

0; total

.

SCHOOLS.

Number bf white schools, 17; colored, 16; total..........

33

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL

.Male.[FemaleITotaI. Male.jFemale ITotal.j Male.IFemale.I~~:~~

2981

307

1

605
11

324 1

336 1 660 II

622 1

643 1 1,265

CCCLXXXI WEBSTER-CONTINUED.
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

~~~~~ Male.!Female .I'rota1- Male.IFemale. \Total. Male.!Female.[

I 189 1 195 I 375111571 164 [ 321 11 337 1 359 696

MONTHLY COST.

Average monthly cost per pupil ,

$ 1 08

Amount of average monthly cost paid by the State. . . . . . .

92

TEACHERS' SALARIES.

Average monthly salary paid teachers:

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

White. I Colored. White. \ Colored. White. [.colored.

[$ $ 24 73 1$ 1800 1:$ 24 00 J 1800 11$ 1000 1$ 15 00

Number of visits made by the commissioner during the

year

:.....

32

Whole number of days schools were kept in operation dur-

ing the year......... ..

105

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0; to-

tal, 0; total value

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc..................................... $ 220 00

Number of school houses in county not belonging to coun-

ty board, 31; total estimated value

1,600 00

Number of school houses in cities and towns belonging to

connty board 0; total estimated value ..............

Nnmber of school houses in cities and townsnot belong.

ing to the county board, 2; total estimated value.. .. . 500 00

CCCLXXXII

WEBSTER-CONTINUED.

FINANCIAl, STATEMENT-Receipts for the year:

Balance in hand from 1895.. . .. . .

.,$

Amount treasurer's quarterly checks. . . . . . . . . . . . . . . . 3,559 41

Amount from any and all other sources, including sup-

plemental checks

.

Total receipts

$ 3,559 41

EXPENDITURES:

Salary of county school commissioner

$ 217 5(}

Salary of members of board of education

. 78 00

Postage, printing, and other incidentals

_. .. . .

Amount expended in the purchase of school supplies

47 45

and buildings

'"

.

Amount paid to teachers

. 3,216 46

Total

'

$ 3,559 41

Balance remaining on hand

.

Total amount of salaries credited to teachers during the year, as per itemized statements............ 3,216 46

PRIVATE SCHOOLS:
Number of private high schools in the county, 2; number of private elementary schools, 31.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located, . . . . . . . . . . . . . . ; name of superintendent,

. .

COLLEGES:

Name of colleges in county, and their location,

' ..

TEACHERS' INSTITUTE:
Where held, Preston, Ga.; date, ...... , name of conductor. W. B. Merritt.
Number of school libraries, 0; value, O.

OCCLXXXlII

WHITE.
NUMBER OF TEACHERS.

WHITE.

COLORED.

TOTAL.

Male. IFemale1 Total.l Male. IFemale1 Total. Male. IFemaleI~:~~~

24 I 8 I 32 II 2 I 2 I 4 I) 26 I 10 I 36

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

WhitelColored.1 Total. WhitelColored.1 Total. White)colored.[ 'l'otaL

~11j

) I 11 IJ 11 I 2 [ 13 11 10

2 1 12

Number of normal trained teachers-white, 3; colored, 0;

total

" . . . . .. .

s.

SCHOOLS.

Number of white schools, 28; colored, 4; total. . ... . .. . . ..

32'

ENROLLMENT.
Number of pupils admitted during the year:

WHITl:.

I

COLORED.

TOTAL.

FemaleI~~:I~ I I Male. Female1Total. Male.!Female.\ Total. Male.j

7841 679 11,46311 86 [ 107 1 193/1 8iO I 786 1 1,656-

CCCLXXXIV WHITE-CONTINUED.
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

TOTAL.

I ~~~~r MaleIFemale1 Total. Malel Female.j Total. Male. Female/

I I I I 4181 364 782 11 43

55

98 461 I 419 I 880

MONTHLY COST.

Average monthly cost per pupil ...................... $ 1 10

Amount of average monthly cost paid by the State

"

70

TEACHERS' SALARIES. Average monthly salary paid teachers:

FIRST GRADE. White. Colored.

SECOND GRADE.
I White. Colored.

THIRD GRADE. White. Colored.

$ 45 00 $

II I $ 30 00 $ 20 00 II $ 20 00 $ 1500

Number of visits made by the commissioner during the

year

:'............

32

Whole number of days schools were kept in operation

during the year..... . .. . . . .. . . . . ... . . . . . . . . . . . . ..

105

Number of school houses in the county belonging to

the county board of education-white, 0; colored, 0;

total, 0; total value

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps.jlesks, seats, school

appliances, etc....... ........

. $ 200 00

Number of school houses in county not belonging to

county board, 32; total estimated value. . ... . . . . . . . .. 2,500 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

"..

Number of school houses in cities and .towns not belong-

ing to the county board, 1; total estimated value. . . . 400 00

CCCLXXXV

WHITE-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

.

32

Amount treasurer's quarterly checks

$ 3,66400

Amount from any and all other sources, including

supplemental checks

:

Total receipts

$ 3,664 32

EXPENDITURES:

Salary of county school commissioner

$ 219 00

Salary of members of board of education

. 96 00

Postage, printing, and other incidentals . .

. 103 09

Amount expended in the purchase of school supplies

and buildings . .. . . . . . . . . . . . . . .. .

. 80 00

Amount paid to teachers. . . . .. . ................... 3,082 05

Total

$ 3,580 14

Balance remaining on hand

$ 84 18

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 4,425 00

PRIVATE SCHOOLS:
Number of private high schools in the county, 3; number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

name of superintendent,

.

COLLEGES: Name of colleges in county, and their location,

TEACHERS' INSTiTUTE:
Where held, Gainesville, Ga.; date, July 6th; name of conductors, Cbas. Lane and G. G. Bond.
Number of school libraries, 0; value, O.
(2.\))

CCCLXXXVI

WHITFIELD.
NUMBER OF TEACHERS._

WHITE.

COLORED.

TOTAL.

Male.IFemale _jTotal.

Male.[Female . [Total. 4

Male.

FemaIe. I

!GT or at anld.

I I 34

20

54

GRADES OF TEACHERS.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

jW Wh itejcolored.\'I.'otal. hite!UOloredJTotal White ICOlored.ITotal.

I 16

1161115i~~1 11

6

17

Number of normal trained teachers-white, 8; colored. 0;

total. . . . . . . . . . . .. . . . . . . . . . . . . .. . . . . . . . .. . . . . . . . . . . .

8-

SCHOOLS.

Number of white schools, 42; colored, 6; total............

48-

ENROLL3IENT.
Number of pupils admitted during the year:

WHITE.

I.

I'I I COLORED. _ _

TOTAL.

---,----,--

:Uale [Female_Ii Total. Male. Female. Total. ' 1 Ma.le. i1 Female. !TGortaanld.

!,347! 1,274 1 2,621 [I 151

122

Ii 1,~98 273

j 1,396 1 2,894

CCCLXXXVII

WHITFIELD-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance ~

WHITE.

I

COLORED.

TOTAL.

Male.!Female.!Total.l Male.!Female !Total.

Ma1e.

Fema1e. \

Grand
! Total.

704 I 669 1 1,373 /1 67 1 65 \ 132 11 7/1 I 734 \ 1,505

MONTHLY COST.

Average monthly cost per pupil . ....................... $

8.5,

Amount of average monthly cost paid by the State. . . . . . .

7i>

TEACHERS' SALARIES. Average monthly salary paid teachers:

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

White.
$ 30 65

I Colored. White.

1$

11$ 26 5.':;

\ Colored. i White. r Colored.
I

1$

\$ 11$ 22 91 17 88

Number of visits made by the commissioner during the

year.

.

, ,.......

11&

Whole number of days schools were kept in operation

during the year

, .. ,

, ,..

109'

Number of school-houses in the county belonging to the

county board of education-white, 0; colored, 0; total

0; total value

,

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

,,,.,,

.

N umber of school houses in county not belonging to coun-

ty board, 30; total estimated value,

'"

,$ 7,712 00'

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 3; total estimated value .... 2,000 O(}

CCCLXXXVIII

WHITFIELD-CONTINUED.

FINANCIAL STATEMENT-Receipts for the year:

Balance in hand from 1895

,

$ 165 37

Amount treasurer's quarterly checks

.. 8,508 00

Amount from any and all other sources, including sup-

plemental checks

" .. 605 38

Total receipts

$ 9,278 75

IExPENDITURES :

'Salary of county school commissioner

'$

Salary of members of board of education

..

Postage, printing, and other incidentals

.

Amount expended in the purchase of school snpplies

and buildings

..

Amount paid to teachers

,

..

400 00 74 00 71 64
58 00 8,451 18

TotaL

$ 9,05482

'Balance remaining on hand

$ 223 93

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 8,451 18

eRIVATE SCHOOLS:
Number of private high schools in the connty, 1; number of private elementary schools, 2.
,LoCAL SCHOOL SYSTEMS: Name of local, school system, and where located, Dalton Local System, Dalton; name of superintendent, B. M. Thomas.

CoLLEGES:
Name of colleges in county, and their location, Dalton Female College, Dalton, Ga.
- 'TEACHERS' INSTI.TUTE: Where held, Dalton; date, first week in July; naine of conductor, C. H. Humphreys.
.Number of school libraries, 1; value, $20.

UCCLXXXIX

WILCOX. NUMBER m' 'rEACHERS.

WHITE.

COLORED.

TOTAL.

I I Male.\ Female.1 Total. Male.1Female1 Total. "Male. Fema1e.lGo Traatnld.i-

I I 18

15 I 33

7 I 4 111 II 25 I IV I 44

--"-----'------'---

GRADES OF TEACHERS.

FIRST GRADE.

SECOlilD GRADE.

THIRD GRADE.

~olored.\~otaJ. WhitelColored.jTotal II White\coiored.! Total.

13 \ 2 I 1;-1~1 3 I 19 II 4

6 \~

Number of normal trained teachers-white, 6; colored, 1;

total

r

SCHOOLS.

Number of white schools, 30; colored, 12; total. . . .. . . ...

42:

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

TOTAL.

~~~~t. Male1 Femalel Total. MaleIFemale.j Total. Male.jFemale.j

I I I I 634 [ 692 \ 1,23611266

286 552 )[900 978 1,878

cccxc.
WILCOX-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

I ~~~~r j j Male. Female. Total. Male. Female.!Total. Male.l Female.j ~I I 1 I I 11 I 1 367 697 150 157 307 480 524 1,004

MONTHLY COST.

Average monthly cost per pupil .................. , .... $ 1 30

Amount of average monthly cost paid by the State

97

TEACHERS' SALARIES.
Average monthly salary paid teachers:

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

White.l Colored. White.j Colored. White.) Colored;

.$ 26 00 1$ 24 00 ))$ 22 00 1$ 21 00 1]$ 16 50 1$ 15 50

Number of visits made by the commissioner during the

year......

80

Whole number of days schools were kept in operation

during the year. ..

105

Number of school houses in the county belonging to the

county board of education-white, 10; colored, 2; total,

12; total value

$ 2,20000

Estimated value of all other. property, including school

supplies of all 'kinds, charts, maps, desks, seats,

school appliances, etc

300 00

Number of school Muses in county not belonging to

county board, 11; total estimated value... .

1,200 00

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

,.

Number of school houses in cities and towns not belong-

ing to the county board, 4; total estimated value. . .. 10,000 00

occxcr

. WiLOOX-CONTINUED.

FiNANCiAL STATEMENT-Receipts for the year:

Balance in hand from 1895

. 1,312 72

Amount treasurer's quarterly checks

, $ 4,853 61

Amount from any and all other sources, including

supplemental checks ,

.

Total receipts

'"

, , .. "'" $ 6,166 33

EXPENDITURES:

Salary of county school commissioner. , ,

$ 500 00

Salary of members of board 'Of education

. 168 00

Postage, printing, and other incidentals

. 195 72

Amount expended in the purchase of school supplies

and buildings

.

Amount paid to teachers

. 4,874 63

Total

:.$ 5,738 35

Balance remaining on hand

427 98

Total amount of salaries credited to teachers during

the year, as per itemized statements. . . .. . . . . . . . 4,874 63

IPRIVATE SCHOOLS :

Number of private high schools in the county, OJ number of private elementary schools, O.

LOCAL SCHOOL SYSTEMS.
Name of local school system, and where located, Abbeville, Abbeville; name of superintendent, R. J. Prentess, .

'COLLEGES:

Name of colleges in county, and their location,

.

'TEACHERS' INSTITUTE:
Where held, Abbeville; date, opened June 29th, 1896 j name of conductor, R. J. Prentess,

Number of school libraries, 0; value, O

cooxcn

WILKE&.

NUMBER OF TEACHERB-.

WHITE.

I COLORED.

TOTAL.

_ _ _ _---,--_ _ 1 1 _

---,--

_

<f~~~? Male. jFemale.j Total.! Male.!Female.1 TotaL I MaleIFemale.j

24 I 28 1 52 [I 9 I 5 I 14 II 33 \ 33 f 66

GRADES OF TEACHE/{S.

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I WhitelCOloredi Total. White\colored Total. White!colored1 Total.

36 I ..... I 36 II 9 I 10 [19 II 6 I 5 11

Number of normal trained teachers-white, 0; colored,O;

total...... . . . .. . .. . . . . . . . . . .. .

.

SCHOOLS.

Number of white schools, 48; colored,14; totaL..........

62

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

I

COLORED.

I

TOTAL.

<f~~t. Male. IFemale.! Total. I Male. IFemaie.j Total.li Male1 Female. I

I II I 646

j 612 1,258 11 290 I 330 I 620 936 942 \ 1,878

CCCXCIIl
WILKES-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

%~~f Male. IFemale.\ Total. I Male1 Female1 Total. Male. \ Female.j

I II 494 I 471 965 265 1 233 I 497 II 759 1 703 I ],462

MONTHLY COST.

Average monthly cost per pupil. . . . . . . .

. ..-..... $

Amount of average monthly cost paid by the State......

TEACHERS' SALARIES.

Average monthly salary paid teachers:

1 11. 111,

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

White. $ 31 98

I
Colored.
I

White.

\$

2689
1\*

I
1 Colored.
I

White.

I
I$ 19 36 [1$ 12 14

Colored.
r 1
11$ 12 00

Number of visits made by the commissioner during the

year_

_.........

40'

Whole number of days schools were kept in operation

during the year

,

100'

Number of school houses in the county belonging to the

county board of education-white, 0; colored, 0;

total, 0; total value

$

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc. . . . . .. . . .. . . . . . . . . . . . . . . . . . . . .

400 00'

Number of school houses in county not belonging to

county board, 39; total estimated value.. "

$ 2,000 00'

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the county board, 3; total estimated value.... 5,000 00,.

CGCXCIV

WILKES-CONWNUED.

FINANCIAL STATEMENT-Receipts for the year.:

Balance in hand from 1895

,

,$

Amount treasurer's quarterly checks

, . . . .. 10,752 00

Amount from any and all other sources, including

supplemental checks

.

Total receipts

$10,75200

!EXPENDITURES:

Salary of county school.commissioner

$ 585 00

Salary of members of board of education

. 74 00

Postage, printing, and other incidentals

. 80 00

Amount expended in thepurchase-of sehool supplies

and buildings

. . . . . . . . . . . . . .. .

. 206 50

Amount paid to teachers

. 9,806 50

Total.

"

$10,752 00

Balance remaining on hand ..................... $

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 7,401 94

PRIVATE SCHOOLS:

Number of private high schools in the county, 0; number of private elementary schoola.D.

{,OCAL SCHOOL SYSTEMS:
Name of local school systems, and where located, Washington, Washin~ton, Ga.; name of superintendent: T. L. Hollingsworth.

'COLLEGES:

Name of colleges .in county and their location:

.

'TEACHERS' INSTITUTE: Where held, Washington; date, July 6-1@; name of conductor, B. T. Hunter.
;Number of achool Iibranies 0 j value, $ .... ,

cccxcv

WILKINSON.
NUMBER OF TEACHERS.

WHITE.

II

COLORED. 11

TOTAL.

~~~~l Male.!Female.)Total.IIMale.jFemale !Total. !IMale.IFemale.1

~_ 24 I 43 II 10 I 17 I 27 \1 29 \ 41 1 70

FIRST GRADE.

GRADES OF TEACHERS.

SECOND GRADE.

Ii

THIRD GR.~DE.

II Wbite!COlored.jTotal. WhiteIColored.[TotalIIWhite!colored.! Total.

23 I 2 I 25 II II II 13 I 24 II 9 I 12 I 21

"Number of normal trained teachers-white, 3; colored, 1;

total.

,

4

SCHOOLS.

.Number of white schools, 35; colored, 25; total. ...

60

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

II

cor.onsn.

Ii

TOTAL.

~~~~r~ MaleIFemale !Total.IIMa:e.!Female. jTo'tal./IMaleIFemale.!

1 ~I 620 I~II 6231~ ~388111,2821 1,3851 2,667

CCCXCVI
WILKINSON-CONTINUED. ATTENDANCE.
Average number of pupils in daily attendance:

WHITE.

II

COLORED.

II

TOTAL.

~f:r~ Male.!Female./Total.IIMale.jFemale.jTotal/IMale.!Female.,

........., / 69811 1 1 84911 1 11.547

MONTHLY COST.
Average monthly cost per pupil... .. . Amount of average monthly cost paid by the State
TEACliERS' SALARIES.
Average monthly salaries paid teachers:

$ 1 31
. 80 4-5c'

FIRST GRADE.

\1

SECOJo;D GRADE.

II

THIRD GRADE.

I I I I White. Colored. White. COloredljwhite. Colored.
$ 1$ .......... ........../1$ ...... .... I$~...... I:$ .......... 1$

Number of visits made by the commissioner during the

year................

Whole number of days schools were kept in operation

during the year

'.

Number of school houses in the county belonging to the

county board of education-white. 0; colored, (1; total,

0; total value

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc

$

Number of school houses in county not belonging to

county board, 70; tptal estimated value. . . . . . . . . . . .

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

Number of school houses in cities and towns not belong-

ing to the coun ty board, 0; total estimated vallIe....

4T 100'
175 00-
700 00500 00>

CCCXCYII

WILKINSON-CONTINUED.

'FINANCIAL 'STATEMENT---":Receipts for the year:

Balance in hand from 1895

$ 10 45

Amount treasurer's quarterly checks ,

. 6,464 23

Amount from any and all other sources, including

supplemental checks

. 303 00

Total receipts

,

,$ 6,777 68

EXPENDITURES:

Salary of county school commissioner .

Salary of members of board of education

.

Postage, printing, and other incidentals

,

Amount expended in the purchase of school supplies

and buildings.. ,

,,

.

A.mount paid to teachers

.

400 00 72 00 24 37
6,257 82

Total

,

$ 6,754 19

Balance remaining on hand

. 23 49

Total amount of salaries credited to teachers during

the year, as per itemized statements

$ 6,257 82

(PRIVATE SCHOOLS:
Number of private high schools in the county, 3; number of private elementary schools, O.

LoCAL SCHOOL SYSTEMS:

Name of local school system, and where located,

name of superintendent,

.

'COLLEGES: Name of colleges in county, and their location,

TEACHERS' INSTITUTE:
Where held, Irwinton; date, 2d week in June; name of conductor, Simeon IV. Rogers.

..Number of school libraries, 0; value, O.

CCCXCVIII

WORTH.

NUMBER OF TEACHERS.

WHITE.

Ii

COLORED.

I

TOTAL.

~~~~f.. I Male.! Female./ Total.11 Male.!Female.j Total. Mate [Female1

I I II' I I I I 40

13

53 11

13

24 51

26

77

GRADES OF TEACHERS.

FIRST GRADE.

I SECOND GRADE.

THIRD GRADE.

I -,\'-'h-iteiColored.1 Total. WhiteiCOlored.[ Total. Whitejcolored.1 'fotaI.

~I I 1 . 1 I I 4 : 45 1:1 15

2

17

18

18

Number of normal trained teachers-white, 3; colored, 0;

total ................ '. . . ... . . . . .. .. . . .... . . . . . .. . . .

3

SCHOOLS.

N umber of white schools, 53; colored, 22; total ..... , , . . .

75

ENROLL~IENT.
Number of pupils admitted during the year:

WHITE.

COLORED.

:1

TOTAL.

I I I ~\Iale.

FemaleT~otal.

---,------
Male. Female. IITotal. I-I

-,---:1--
Male. Female. (T';oratanld.

963 [ 839 11,802 579/549 11,128111,5421 1,3881 2,930

CCCX8IX WORTH-CONTINUED;
ATTENDANCE. Average number of pupils in daily attendance:

WHITE.

COLORED.

TOTAL.

...... [

MONTHLY COST.

Average monthly cost per pupil

:$

Amount of average monthly cost paid by the State..... ..

TEACHERS' SALARIES.

Average monthly salary paid teachers:

1 5cr
1 50

FIRST GRADE.

SECOND GRADE.

THIRD GRADE.

I White. Colored.
I
$ ...... I1$
I

I I White. Colored. White.

'--~._-'----

11$
II

1$

II $

I
I Colored.
I
I'~

Number of visits made by the commissioner during the

year ,. . .

. . . . .. . . . .

75

Whole number of days schools were kept in operation dur-

ing the year, .. "

1iJ 0

Number of school houses in the county belonging to the

county board of education-white,O; colored, 0;

total, 0; total value

,

.

Estimated value of all other property, including school

supplies of all kinds, charts, maps, desks, seats, school

appliances, etc .. ,

,

$ 95 00

Num osr of school houses in county not belonging to conn-

ty board, 50; total estimated value. .

, . . . ..

2,500

Number of school houses in cities and towns belonging to

county board, 0; total estimated value

.

N umber of school houses in cities and towns not belonging

to the county board, 20; total estimated value.

1,500 00;

ecce

WORTH-CONTINUED.

ffi'INANCIAL STATEMENT-Reeeipts for the year:

Balance in hand from 1895 _

$ 89 58

Amount treasurer's quarterly checks

. 6,078 00

Amount from any and all other sources, including

supplemental checks

.

Total receipts

$ 6,167 58

.. EXPENDITURES :

Salary of county school commissioner

, $ 300 00

Salary of members of board of education

. 66 00

Postage, printing, and other incidentals

. 91 48

Amount expended in the purchase of school supplies

and buildings

. 31 85

Amount paid to teachers. . . . . . . .. .

. 5,295 33

Total

$ 5,784 66

Balance remaining on hand ..... , . . . . .. . . . . . .. . ..... $ 382 92

Total amount of salaries credited to teachers during

the year, as per itemized statements '"

$ 8,655 81

:PRIVATE SCHOOLS:

Number of private high schools in the county, 0; number of private elementary schools, O.

LOCAL SCHOOL SYSTE)IS :

Name of local school system and where located,

.

.........

; name of superintendent,

.

'COLLEGES:

Name of colleges in county, and theirlocation,

..

'TEACHERS' INSTITUTE:

Where held, Tifton; date,

; name of conductors,

L. B. Ewing, E. C. Branson and others.

.Number of school libraries, 0; value, O.

COCCI

TOTAL.
NUMBER OF TEACHERS

WHITES.

COLORED.

TOTAL.

I ! Male. IIFemale. IITotal.l

Male. Female'l Total.

i

I Grand

Male. :Female'l Total.

2,874\ 2,4521 5,326\11,3271 1,47212,799114,201\ 3,924 \ 8,125

GRADES OF TEACHERS.

FIRST GRADE.

I SECOND GRADE.

THIRD GRADE.

I I Whi"'!C'l'''d !'f'tal.[Whit'IC'l'''d 'fotol. Whi"'!C'!O"d 'fotol.

2,660 \ 527 \ 3,187111,641 \ 913 12,5541\ 968 1 1,376\2,344

Number of normal trained teachers-white, 678; colored, 259-total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 937

SCHOOLS.
Number of white schools, 4,813; colored, 2,606-total.

7,419

ENROLLMENT.
Number of pupils admitted during the year:

WHITE.

\

COLORED.

TOTAL.

I ~~~~f. ---,----,---11---,----,---11------;----,----
Male. \Female. 'Iota!.1 MaleIFemale. \ Total. Male.! Female1

120116\ 112,291 12324071172,028\ 84,622 !156650111921441196,913 1389'57
(26)

occcn

TOTAL-CONTINUED.

ATTENDANCE. Average number of pupils in daily attendance:

WHrTE.

COLORED.

I

TOTAL.

I MOl_I F,m"".jTotol. Mol,. F,mOI,1 Tot01.1 M"',I F,m""1~::~f

41,657140,018 11255171123,1681 25,844170,5501164,825\65,8621205,732

MONTHLY COST. Average monthly cost per pupil ........................... $ 1 08 Amount of average monthly cost paid by the State.. . . . .... 8:~
TEACHERS' SALARIES. Average monthly salary paid teachers:

FIRST GRADE. White. \ Colored.

SECOND GRADE. White. \ Colored.

THIRD GRADEi
l White. Colored.

$ 3261 1$ 26 05 11$ 24 77 1$ 20 57 11$ 19 69 1$ 16 68

Number of visits made by the Commissioner during

the year

,

Number of school houses in the county belonging to

the county board of education-white, 368; col-

ored, 53; total, 421; total value .... '" .... , ..... $

Estimated value of all other property, including

school supplies of all kinds; charts, maps, desks,

seats, school appliances, etc.

Number of school houses in county not belonging to

county board, 4,763. Total estimated value......

Number of school houses in cities and towns belong-

ing to county board, 23. Total estimated value. .

Number of school houses in cities and towns not be-

longing to county hoard, 345. Total estimated

value...................... .. .... ............

10,615 78,977 00 83,914 00 728,657 00 27,400 00 1,806,421 00

CCCCIII

TOTAL-CONTINUED.

FINANCIAL STATEMENT- Receipts for the year:

Balance in hand from 1896 ,

$

Amount treasurer's quarterly checks

.

Amount from any and all other sources, including

supplemental checks

.

18,547 40 1,024,664 11
7,690 75

Total reoeipts.. . . . .. . . . . . . . . . . .. . .. . .. .

$> 1,050.902 26

EXPENDITURES:

Salary of county school commissioners

$

Salary of members of boards of education

.

Postage, printing and other incidentals

.

Amount expended in the purchase of school sup-

plies and buildings

.

Amount paid to teachers

.

54,952 58 13,020 02 12,357 85
19,029 92 935,906 43

Total.

'"

$ 1,035,266 80

Balance remaining on hand

.

Total amount of salaries credited to teachers

during the year, as per itemized statements.

15,653 41 992,846 80

PRIVATE SCHOOLS:
Number of private high schools in the State, 199; number of private elmentary schools, 431.

NUMBER OF SCHOOL LIBRARIES: 91; value, $9,819.11.

TABLE No. 1.

Branches of Study Taught.

COUNTIES.

I I GRAM~IAR. ORTHOGRAPHY. READING.

WRITING. \ENG'

GEOGRAPHY. ARITHMETIC.

HISTORY.

I I I I Pllril~. No. Pupils. Ro. PllPiIS.! No. Pupils. ] No. Pupils. No. Pupils. No. Pupils. No.

~PPling

[

Baker ............

Baldwin

.

Banks

.

Bartow

.

Berrien

.

Brooks

..

Bryan

.

Bulloch

,

Burke

.

Butts

.

Calhoun

.

Camden

.

Campbell

.

Carroll.

.

Catoosa

.

Charlton

.

Chattahoochee .

Chattooga

.

Cherokee

.

2,28l 1,020 2,45\) 2,821
2,320 2,788 2,6\)8 1,141 3,614 5,316 3,14\) 1,iiOO 1,367 1,616 6,131 1,402
578 \)61
! 2,306
4,387

2,260 \)\)1
2,259 2,753 2,82l 2,653 2,632 1,101 2,966 4,674 2,9\)3
1,138 1,290 1,570 5,508 1,133
539 1,020 2,248 3,550

2,076 840
2,165 2,678 2,731 2,618 2,520 1,052 3,004 4,226 2,748 1,203 1,188 1,231 4,285 1,157
485 \)25
2,166
3,014

653 315 841 1,634 \)33 \)66
1,782 291
1,136 1,232
885 3.')5
415 4\)3
1,825 430
\)7
238 748 1,221

8\)8
475 \)78
2,046 2.m2 1,201 1,7\)8
421 1,422 2.226 1.201
538 603 4\)5
2,187 423 l62 407 888
1,321

1,643 680
1,783 2,514 1,5\)9 1,\)77
1,653 968
2,464 3,231 2,312
\)58 1,0\)!l ],200
4,175 1,066
3\)0 6\)2
1,754
2516

556 140 438 ],136
824 700 784 237 1,050 1,08\) 5\)4
253 297 200 1,481
1\)\)
112 ]52
568
976

Clarke ........... Clay ............. Clayton, ........
Clinch .........
Cobb ............ Coffee ........... ' Columbia.. , ..... ' Colquitt ......... Coweta...... , ....
Crawford. , .... ' . '
Dade ........... "
Dawson ...... , , , .
Decatur .......... DeKalb. ..... Dodge ... Dooly .......... ,
Dougherty. '" .. , Douglas .......... Early .........
Echols, ..........
Effingbam .. " .', Elbert. , ....... ' .
Emanuel ....... " Fannin ...........
Fayette ......... Forsyth ..........
Franklin, .. '" .. ' Fulton...... Gilmer ......... , .
Glascock....... , ..
Gordon ......... Greene ...........
Gwinnett.........

1,565 1,344 1,879 1,552 5,845 2,466 1,844 1,432
3,582 1,873 1,030 1,488 4,924 3,563 2,412 3,72!l 2,206 2,401 2,010
511 1,391 4,490 3870 2,518 2,294 3,674 4,967 3,225 2,948 1,130 3,789 3,740 5,856

1,329 1,306
1.786 1,445 5,016 2,295 1,878 1,276 3,578 1,716 1,193 1,180 4,488 3.228 2,403
3,658 2,071 1,863 1,615
472 1,16.')
3,947 3,503 1,64G 2,386 3,066 4,031 3,114
1,977 803
2,821 3,688 5,218

1,415 970
1,364 1,407 4,779 2,014 1,648
968 3,389 1,730
733 671 4,059 2,916 2,268 3.395 1,883 1,561 1,551 440 1,130 3,557 3,145 826 1,780 2,424
2,376 3,060 1,227
728
2,553 3,553
4,498

415 385 625 480 1,8!}9 831 595 341 1,848 420 389 324
1.306 !l22 534
1,027 5!l2
1,304 492 68 400
1,5!l2 1,155
364 662 710 1,291 928 365 297 901
1,073 1,718

567 564 791 634 2,202 1,013 977 428
2,256 571 497 400
2,028 1,265
878 1,5l:i8
923 1,426
500 101 534 1,925 1,440 450 820 869 1,205 1,209 324 416 999
1,601 1,638

1,070 974
1,432 1,142 5,002 1,625 1,4!}B
918 3.693 1,454
918 767 3,281 2,662 1,766 3,05:{
1,752 1,571 1,282
352 930 3,153 2,626 868 1,537
1,847 3,284 2,044 1,042
692 2,482 2,834 3,724

246

335

382

377

1,293

467

339

246

984

332

207

183

873

615

296

783 182

0 0 0

921 400

-0<

66

305

818

928

126

358

355

672

437

152

242

668

980

984

TABLE No.1-Continued.

Branches rif Study Ta7lght.

I ORTHOGRAPHY. READING.

COUl'\TIES.

I No. Pupils. No. Pupils.

.. Habersham .....

Hall ..... Hancock ..

.

.

......

..
_.

Haralson Harris ..

... ...

.

.........

Hart .............

Heard ............

Henry ....
Houston ..... ....

Irwin ....

....

Jackson ....

Jasper ............

Jefferson .... .....

Johnson .- .......

Jones ..............

Laurens ...... ....

Lee ...... .... .. ..
Liberty. ... . ...

Lincoln

....

Lowndes ..........
Lumpkin ...... ...

2,783 4,196 2,864 2,315 3,637 3,045 2,848 3,729 2,849 2,050 5,728 2,426 2,827 2,024 1,960 4,719 1,389 2,055 1,175 1.796 1;591

2,171 3,422 2,854 2,121 3,658 2,451 2,848 3,667 3,081 1,933 5,202 2,499 2,705 1,979 1,921
3,268 1,507 2,066 1,102 1,472 1,050

WRITING.

I j ENG. GRAMMARI GEOGRAPHY. ARITHMETIC.

HISTORY.

I I No. PUPiIS.l No. Pupils. No. PUPilS./ No. Pupils. No. Pupils.

] ,886 2,833 2,588 2,015 2,843 2,412 2,306 3,096 2,532 1,854 4;360 2,306 2.745 1,231 1,782 3,001 1,089 1,744 1,006
1,531 682

860 460 878 407 1,242 872 1,0.55 1,274 737 79 .
1,41<2 725 841 537 (i85
1,627 323 6.54 365 443 283

780 958 1,338 536 1,.593 959 1,227 1,809 942 1,162 1,871 1,004 1,287 1)44
794 1,707
438 890 551 615 303

],773
2,363 2,259
1,316 2,760
2.067 2,143 3,049 2,004 1,.')42
409O 2,081 2.438 1,213 1,374 1,503
n70 ],/)61
844 1,203
758

373 390 484 263 655 432 725 872
506 800 1,060 427 592 311 366 1,707 117 397 183
390 101

Macon ............

Madison ..........

Marion ............

McDuffiei. . . . . . . . . .

McIntosh ....... ,

Meriwether ... , ...

Miller... 0

Milton "0

0

Mitchell ..........

Monroe ...........

Montgomery.......

Morgan ...........

Murray ...........

Muscogee .........

Newton ...........

Oconee ..........

Oglethorpe.......

Paulding ........

P i c k e n s. . . . . . . . . .

Pierce ......

Pike ..............

Polk ..............

Pulaski ..........

Putnam. ......

Quitman ..........

Rabun ...........

Randolph.........

Rockdale ........

Schley ........... ~

Screven.. .........

Spalding ..

Stewart...........

Sumter............

2,612 3,117 2,446 1,986 1,223 3,930 1,000 1,701 2,464 4,306
2,296 2,473
840 1,714 3,150 2,141 3,410 4,073
2,579 1.200 3;849 2,770 2,428 1,867
779 1,889 3,112 1,787 1,261 3,209 1,966 2,203 3,802

2,436 2,550 2,068 1,835 1,124 3,847
800 1,584 2,342 4,306 2,156 2,518 1,112 1,751
3,150 1,861 2,969 2,721 1,681 1,400 3,977 2,640 2,371 2,471
782 1,354 3,269 1,534 1,136 2,931
1,708 2,250 3,281

2,256 2,412 1,834 1,458 1,011 3,366
600 1,283 2,064 3,000 2,060 2,121
781 1,512 3,000 1,640 2,735 1,867 1,456 1,477 3,457 2,282 2,112 2,123
648 1,189 2,767 1,603
960 2,840 1,524 1,766 3,225

873 699 691 591 221 1,419 452 443 742 1,500 662 633 914 498 1,200 496 1,000 940 449 600 1,664 745 544 807 212
427
1,220 492 415 904 515 553
1,280

1,076 940 923 944 531
2,019 382 576
1,030 1,650
874 1,018
719 776
1,800 693
1,380 859 580 73.'5
2,091 924 914
1,259 293 409
1,513 736 523
1,318 796 894
1,401

1,967 2,097 1,067 1,448
873 2,987
670 1,210 1,861 3,000 1,697 1,976 1,318 1,364
3,000 1,588 2,298 1,667 1,281 1,252 3,121 1,837 1,774 2,008
507 993 1,791 1,437 994 2,232 1,418 1,366 2,735

517

515

510

395

176

1,009

600

271

606

1,200

505

424

619

344

350 337
519 671

-aaaa<

284

H H

600

1,240

576

304

452

90

155

812

362

253

830

301

312

799

TABLE No. I-Continued. Branches of Study Taught.

COUNTIES.

ORTHOGRAPHY. J READING.

I i I WRITING. ENG. GRAMMAR. GEOGRARHY. ARITHMETIC. I HISTORY.

I No. Pupils. No. Pupils. No. Pupils. No. Pupils. INO. Pupils. No. Pupils. r No. Pupils.

Talbot

.

Taliaferro

'"

Tattnal .

Taylor

.

Telfair

.

Terrell

.

Thomas... . .

Towns

.

Troup

.

Twiggs

.

Union

.

Upson

.

Walker

.

Walton

.

Warren

.

Washington

.

Wayne

.

Wf\bster

.

White

.

Whitfield

.

2,648 ] ,608
3,010 2,005 1,387 2,181 5,632 1,3G3 4,521 1,265 2,445 2,998 3,415 4,280 2,627 5,143 2,061 1,181
1,603 2,884

2,719 1,242 2,978 1,849 ],422
2,000 4,927
927
4,240 1,410
1,392 2,807 2,921 3,896 2,516 4,729 1,988 ],068 1,018 2,493

2,389 1,223 2,900 :,646 1,275
792 4,119 1,002 3582 1;138 1,373 2,550 2,174 3,564 2,302 4,349 1,696 1,021
795 2,292

1045 '417
1,527 709 413 466
1,923 302
1,370 230 359 835 862
1,204 1,201 1,736
617 270 305 785

1,203 568
2,464 882 572 695
2,311 296
1,813 343 447
1,277 958
1,549 1,578 2,]26
726 383 350 935

1,745 1,122 2,884 1,482 1,211 1,418 3,876
752 3,24.'5
866 1,033 2,250 2,133
2,900 2,253 3,467 1,282
789 663 2,091

604 213 1,941 421 294 435 1,050 175 724 178 153 581 468 882 621 874 372 234 129 464

Wilcox ............ Wilkes. . . .. . . . . . . . Wilkinson ......... Worth ...... .. , ...
Total .. . ..

1,752 1,763 2,485 2,508
342.309

~......' 1,687
1,680 2,239 2,288
317,145

1,683 1,642 1,980 2,339
275,394

552 685 599 772
]03,767

699

I

980 892

899

I ]34,198

1,343 1,367 1,522 ],778
237,805

376 1,091
522 431
149,776

TABLE No.2.

Superintendents' Reports of Public Schools Under Local Laws

PART I.-STATISTICS OF SCHOOLS.

COUNTY OR CITY.

Americus (city)..... .

Athens (city)

Atlanta (city)..

Bibb (county)........

Oarrollton (city)

Cartersville (city)

Cedartown (city)

Chatham (county)

Columbus (city)....

Coviugton (city)..........

Dalton (city)

Dawson (city)

Eatonton (city)...........

Fort Valley (city)

Gainesville (city)

Glynn (county)...........

Griffin (city)... ...... ..,

..

\ No. of Schools.
I~
!Ii

'~".

NUMBER OF PUPILS ADMITTED.
1------,------,--------

..-"
OJ

White.

Colored.

'I'otal.

.~.o...

t
.c

8

z"

.. ..
...

2~1

.2 311 277 2 31 405

369 448

3iO 306

4171 646 375 853

75711,403 9 1'181'$ 1 49 681 1,534 9 1,041 1 13

2 214 4,758 5,432 1 1,670 1.896 IO,HlO 3,566 13,756 9~ 9,220 16 10

14 37 4 14511,831 1,814 1,522 1,880 3,645 3,402 7,047 9 5,200 1 32

.

2 1 11 187 204 58 64 391 122 513 10 315 1 35

.. 3 ] 12 ........

.......

355 243 598 9 418 1 13

.

2 ] 8 140 185 65 75 325 140 465 9 315 1 40

37 11 1 167 2,237 2,180 1,789 2,112 4,417 3,901 8,318 9 5729 1 77

] 7 ] 57 707 675 479 626 1,382 1,105 2,487 9 1,851 1 55

] ] 1 8 98 135 120 140 233 260 493 9 270 80

.

2 ..... ]21 254 245 116 120 499 236 735 9 478 ........

. 2 1 11 141 151 50 65 292 Ill> 407 10 332 1 23

.

! 1. . 1 2 2 8

.. 30

11

193 51

83
295701 368

8f)
112 232 378

75
2gl1
627

137
2~~
6?8

]72 212 384 9 297 1 62

;~~I 643

398 1 12

41344 6261 190 1 270 82

746 1,255 2,001 *9. 1,238 1 35

.. ....

13 188 193 68 117 381 185 566 9 390, 1 60

Hawkinsville City.................................... 2 2 10 140 160 65 85 300 150 450 10 350 1 40

Lumpkin (city) ......................................... 2 1 7 108 81 97 124 189 221 4101 9 284 1 07

Marietta............................................. ...... 2 1 15 201 208 143 174 409 317 726 9 590 1 19

Marshallville....................................... ..... 2 ..... 7 35 45 70 8R 80 158 238 9 203 1 10

Montezuma (city).......................

1 1 ...... 7 40 68 55 75 108 130 238 10 199 50

Newnan.(city) .................................. ...... Perry (CIty)........... ..... .. .....................

2 1 12 1 .... 4

152 66

207 90 124 7R ......... ........

359 144

214 .......

....57.3.

10
8~

340 1 33 110 1 48

Richmond (county) ........................... 40 16 3 166 1,92.'> 2,.537 1,412 1,558 4,462 2,970 7,432 9 6,030 1 08

Richland....................................

1 1 1 6 120, 114 89 85 240 174 414 9 218 1 15

Rome (city) .................................... ...... 2 2 27 452 483 216 256 935 472 1,407 9 1,100 1 26

Sandersville (city) .............................. ...... 2 1 9 105 102 125 157 207 282 489 9 405 72

Tallapoosa (city)......... .. .................... ...... 2 1 11 243 252 66 51 495 116 oll 9 426 1 02

Toccoa ........................................., .... ...... 2 1 7 116 134 64 76 250 140 390 9 301 79

Valdosta............. ............................... ..... 2 1 13 205 220 115 135 425 250 67.'> 9 560 ........ '

Vienna ........ " .................. ................. ...... 2 ...... 4 66 76 31 29 142 60 202 \) 138 50

Washington.................................... 1 2 1 12 135 131 238 238 266 476 742 10 338 1 13

Waycross (city)............................. ...... 2 ...... 12 216 219 60 85 435 145 580 9 400 ........

- - - - - West Point (city) .............................. ..... - -1 -

1
-

6 142 133 ...... , . .........
----

275 ......... ......... 10 179 1 69
- --

Total ................... ......... .............. 127 17l 391136 16,494 18,090 10,485 12,04.5 34,584 22,530157,114 9! 40,951 ..... '"

* City.

TABLE No.2.

Superintendents' Reports of Public Schools Under Local Laws.

PART n.-FINANCIAL STATEMENT

3.].";,

s~..'",;

COUNTY OR CITY.

".-"'.0~""
.p.,.,a,;,-

0""0"0
<S

''00lE-"<
p,
"0E"""
<

.;
.,U1 ""c, "P'I
.."'c":
0

.;

~
l

',0g8~

"o"."a,-
.P.0.'I.
30
Eo<

-ii-g
......>
0'o"
"'ij~ .
;o :> ,'0,~ "
I e=! <1'<00

'00..:01
~s 'Oci
"" .0...."0~00.....
~~"~"
;:>'OE-<
S8..
<"' "

~~~

"'" ;..C)=~

.'.0..
Q)

sooO..ala0

>.~ ..'.".

g~ ~"d

~o~~~

<8:=<ill].~l:0l.~..

... t:t"iq>~~
""
""0'"0".".="" <EO. .'s"
';'0]'~0 '0 o'~
E-<oo e

eo
'a"
'O.E,l
~
-ci
"""..""c:
5~o"

* I

Americus (city) ..... $ 1,500 00 $ 13,670 001$ Athens (city) ........ 1,800 00 15,582 501

875 00 $ lG,045 00 $ 1,232 281 16,814 78

3,589 00 $ 11,41300$ 5,357 10 9,977 33

1,81800 $ 1,480 35

16,820 16,814

00 ,8

Ti500
...............

Atlanta (city) ...... 2,70009 133,815 22[ ti4,!J82 76 198,747 ()8 31,20600 75,143 48 92,1!J8 50 198,747 98 ..............

Bibb (county)

2,250 00 ()],76!J 27 20,047 73! 81,81700 24,136 12 48,881 65 8,156 00 81,173 77 ...............

Carrollton (city) ... 1,000 00 4,275 001

449 201 4,724 20 1,70650 4,264 24

458 96 6,429 72 1,705 52

Cartersville (city). 1,000 00 3,240001

48(; 86 4,726 86 1,831 76 2,00!J 49

745 80 4,577 05 113 13

Cedartown (city) ... Chatham (county).
Columbus (city) .. Covington (city) ... Dalton (city).........

1,380 00 2,50000 1,800 00 1,050 001 1,000 00

2,528 001 91,524 90 25,895 00
2,1'0000 3,387 00

611 731 4,.519 73 42,317 !)1, 133,842 81 6,3G8 58! 34,068 G8
330 001 3,98000 701 36. 5,088 36

. 1,14000
31,43!) .52 8,255 98 1,085 30 2,112 00

2,000 00
75,000 00 23,G2904
2,3.54 70 2,865 00

1,303 77 4,443 77 ..............

31,963 69 188,403 21 4,560 40

3,717 21 35,602 18 1,538 60

540 OOr 150 00

~:i~~

1
881 ...... '38'64

Dawson (city)....... 1,350 00 4,095 00

270 00 5,715 00 1,200 00 3,01500 1,500 00 5,715 00 ..............

Eatonton (city) ..... 900 00 2,4G5 00

495 00 3,8f,() 00 2,018 00 1,85000

45 00 3,9]3 OOr ..............

Fort Valley (city) .. 1,400 00 2,231 05

G55 77 4,286 82 1,958 97

750 00 1,577 85 4.286 82!............

Gainesville (city) .. 900 00 Glynn (county) ..... 1,20000
Griffin (city) ........ 1,500 00

3,480 00 9,702 00 4,13650

763 79 1i,143 791 2,800 00 13,702 00 1,734 79 7,471 29

1,708 75 7,045 46 2,600 00

3,544 46 2,036 86 4,106 84

.... 39 02 .5,275 211 131 42

4,602 G9 3,904 13

g;~~g g~

S,i39..68

Hawkinsville........

Lumpkin (city).....

Marietta

Marshallville

Montezuma (city)..

Newnan (city)

Perry (city)

.

Richmond(county)

Richland ........ ......

Rome (city)..........

Sandersville (city)
~~~l~t~~~~.~~.i.~~~:::

Valdosta,.,.......

Vienna., ......

Washington..... ..

Waycross (city).....

West Point (city )..

1,500 00 3,100 00

1,000 00 1,750 00

1,350 00 6,125 75

. 2,000 00

800 00 1,8\)0 00

1,250 00 4,553 00

1,657 50

2,500 00 58,574 49

900 00 1,217 00

I 1,600 00 10,450 Oil 1 2,445 00

.. ~:~~? ~~

2,925 00 2,187 00

1,300 00 4,20000

800 00

900 00

1,200 00 3,850 00

1,200 00 6,30000

1,050 00 2,000 00

200 00 300 00 1,473 80 100 00 120 00 1,281 85 216 85
34,633 27 14900 450 00 175 46 20000 200 00
1,000 00 340 00 926 95 500 00 204 62

4,8QO 00$ 1,800 OOr 3,000 00

3,050 00 1,576 521

350 00

8,949 55 2,522 481 4,093 39

2,100 00

850 00

600 00

2,770 00

800 00

890 00

1

7,084 35 2,255 721 2,nOO 00

1,874 25

952 20

922 15

95,707 76 33,761 501 44,905 41

2,266 00 1,229 441 973 56 12,500 00 3,945 41 8.545 69

2,620 46 1,48'J 10 . ...... ........

4,125 00 1,691 82 2,340 83

2,387 00 1,223 0411 1,250 00

6,50000 2,37.5 00 3,590 00

2,040 00

640 00 1,000 00

5,976 35 2,454 56 2,715 10

8,000 00 1,935 00 5,300 00

3,254 62 1,222 84 2,825 32

400 00 1,365 23 1,203 04
650 00 1,01'0 00 2,647]9
834 17 10,134 83
63 00 .
1,519 61 92 35
50 00 635 OU 500 00 1,057 25 1,600 00 215 00

5,200 00 3,291 75 7,818 81 2,10U 00 2,77<' 00 7,803 91 2,708 52 88,801 74 2,26600 12,491 10 3,002 71 4,125 00 2,523 04' 6,60000 2,140 00 6,126 91 8,835 00 4,263 16

. 241 75
.. .. .. 678 56 .. . .. . 382 31 .. 200 00 . 100 00 .. 835 00 1,008 54

Total...
- --,

$ 42,680 00 $500,481 18 $187,544 56 $ 730,705 74$191,109 Ot $358,353 51 $178,247 74 $.728,873 25 $ 16,448 45

'

-

.

.

.-.--

TABLE No.3. Report of Private High Schools.

COUNTIES NAME OF SCHOOL.

w Number of Pupils Admitted.

.,~"'" White
'"

POSTOFFICE.

H
'.0..

.;

"".0
S Z

:~:';;":

~
S
~"

Total.

'C.

.;
~

.",>.,:::,0':C-:
.~ 0

.0 ~

~o

1J t:i
-~
0..; ... .0 "M
.S0o"l Z"I'-<

BRANCHES TAUGHT.

... ,.:

0"'_''

00

.-.>.0.',."'..0".

>O:P:", ;:;l>::

NAME OF PRI}/CIPAL.

,,-"~:3
...<">I'-0-<_ _ _ _ _ _ _

Calhoun .... Arlington High School. .......... Arlington, Ga...... 2 41 50 91 91 4, Ancient Classics, Mathematics, Sciences.......... $ 150 W. A. Covington.

ureene, ...... Dawson Institute .................. White Plains; Ga. 4 54 41 95 95 9 IIncient Classics, Mathematics and Sciences ...... 200 W. F. Perry.

Greene....... Liberty.................................... Ruth, Ga ............. 1 9 16 25 25 8 Er,glish, Lat in and Sciences.............................

Jessie DeJarnette.

Greene...... Mercer High scbool.. .............. Penfield, Ga ........ 2 35 41 76 76 8y' English, Ancient Clasaies.Mafhemctie.s Sciences 150 Jno. S. Callaway.

Greene....... Union Point School and Com-

mercial Institute.................. Union Point, Ga. 3 78 53 131 131 10 English, Ancicnt Classtos, Mathematics, Sciences 200 J. H. Bailey.

Greene ...... Woodville High School........... Woodville, Ga .... 3 53 59 112 112 9 Ancient Classics, higher Mathematics, Rhetoric 150 Joel Cloud.

t:lreene...... Thos. Stocks Institute............ Greensboro, Ga ... 6 69 81 150 150 10 Science.Classics, Literature, Music, Mathematics 1 50 N. A. Ballatd.

Milton ....... M. E, Institute....................... Birmingham,Ga. Milton....... Alpharetta High School ........ Alpharetta, Ga....

2 1

78 18

15991

137 37

137 37

8 Englfsh.Aneient Classics, Mathematics, Sciences 100 Lamont Gordon.
7% Common School branches, Ancient Classics

Mathematics, Sciences..................................... 250 Wade H. Maxwell

Oglethorpe Maxey High Schoo!. ............... Maxey, Ga .......... 1 19 36 8glethorpe Glade Academy ..................... Point Peter, Ga ... 2 46 29

55 75

~ 55

English, Ancient Classics, and Sciences............ 1 90 K. P. Carpenter.

75

Ancient Classics, Mathematics, and Sciences..... 200 H. A. Lawrence.

glethorpe Meson Academy...................... Lexington, Ga. ,.. 2 38 27 65 65 9 English,Ancient Classics, Mathematics, Sciences 250 M. S. Weaver.

- - - - Oglethorpe Crawford Academy ................. Crawford, Ga ...... -2-2-6 - 30 56 56 - 7- English, Ancient Classless, and Sciences............ 200 E. H. Clark.

31.564 541 1,105 1,105 lOr%;

TABLE No.4.

Reports of Universities and Colleges.

CtUNTY.

.. "" . S"'
~ICOlored' '" "b
.= = ..... -=.. ='" NAME OJ' COLLEGE. POST OFFICE. .....
='" . '0
.. .s . I"="~" .. a~ <Ai
1~8 O'"J
" " Z :8

Number cf Pupils Admitted. Total.

!

gj

.,; <e's

.a,0;
I><

~"'
:8

OaJ I'>"<

:E
t;:

~'"
Q

:d

'0
...,,;

Value of all Proper ty

s i;i 8~ ~Eo< ~-5

~2~
i<1 .. ~

.", ::;j~
'C3'"

:a'" 0

;;:J

0","

~ '0 ~=

'".0 .g 8

"~:0 ;l ~(3 .. Eo<

Z -<

gs~E: ~t~ 'Sd~
o~
Q}"dt)
.E:::" ><eo!'"

.....
., .t-
S;:::::J-l ~'" 25-
~e
=.~P, ~

NAME OF PRESIDING OFFICER.

Baldwin ... Ga. Normal and Indus-

trial College

Milledgeville.. 22 8 410

423 .. 423 9

$150,000 00

Bibb

Ga. Academy for the

Blind

Macon

12 50 44 14

94 21 115 10 3 74 105.000 00

Bibb ......... Wesleyan Female Col-

Chatham .. G~~~~a;te'Industriai:'c~i: Macon

19...... 199

.. 1q9 .. 199 8y' 600 225,00000

J. Harris Chappell. W. fl. Williams. Rev .T. D. Hammond, D. D.

lege

College

. 7 ......... 160 43 ......... 203 203 8

25.000 00

R. R. Wright, A. M.

Clarke University of Georgia .. Athens

. 19 311

......

311 .. 311 9 800 250,000 00 472,7u2 17 Wm. E. Boggs, D.D., LL. D.

Clark" State NormalScbool Athens

. 10 121 197

318

. 318 10 Free 30,000 00 22.500 00 S. D. Bradwell.

Clarke Lucy Cobb Institute Athens

. 16 _ 133......

133

.. 133 10 4 50 c

Mrs. M. A. Lipscomb.

Floyd

GL School for the Deat., Cave Springi .. 9 M ~ ~ 20 % ~, 137 9

80,000 00

. Wesley O. Conner.

Fulton Atlanta Baptist College.. Atlanta

. 15 ......... 146.. .......

1461 146 8 1 00 80,000 00 30,000 00 George Sale.

Fulton Atlanta University

Atlanta

. 20

175 ~5

400 400 8 9 00 250,000 00 33,000 00 Horace Bumstead.

Fulton Clark University

Souh Atlanta.. 12 2 6 171 206 8 377 385 8 1 00 400,000 00. .. ....... Rev. C. M. Melden.

Fnlton Ga. School of Technol-

Fulton Fulton

ogy

Atlanta............ 14 180

Morris Brown College Atlanta

13 .. ,...

Spelman Seminary

Atlanta

40

167

180 21;5.........
573

422 573

I 180 9
422 9 573 8

2 22 1 GO 75,00000 5 33 150,000 00

Lymau Hall. Rev. James M. Henderson. Miss Harriet E. Giles.

Fulton Southern Female (Cox)

College

College Park.. 30

212

212 9...... .

Ohas. C. Cox.

Lumpkin .. N. Ga. Agricultural Col-

lege

Dahlonega

9 126 64

190......... 190 9 3 GO 40,000 00 30,000 00 Jos. 8. Stewart.

Newton Emory College

Oxford

16 281

281

281 8y' 7 00 100,COO 00 225,000 OOIW' A. Candler.

Randolph.. Andrew Female College. Cuthbert

13

163

163......... 163 9 3 50 30,000 00

Hev. Homer Bush.

Randolph.. Bethel Male College Cuthbrrt ..

3 101

101

101 9 2 50 5,000 00

A. J. Clark.

Troup ....... LaGrange Female Col-

lege

LaGraDl;e

18

9 3 00 100,000 00

Rufus W. Smith.

Towns

H'iawassee High School.. Hiawassee.

5 136 65

201

201 10 1 001 3,000 00

A. B. Greene.

TOwill

= = = = Young L. G. Harris Col-

lege

Young Harris.. 9 218 117

335

33.~ 9 1 00

330 1366 1,331 855\ 1,329 3,244 2,284 5,428156'=.

20,000 00

2,000 00 Rev. W. F. Robison.

TABLE No.5.
School Census of the State of Georgia-Enumeration of 1893.

Number of Children between the Ages of Six and Eighteen Years.

COUNTIES.

WHITE.

COLORED.

Appling

Baker

Baldwin

Banks

Bartow

Cartersville (city)

Berrien

,

Bibb

Brooks

Bryan

Bulloch

Burke

Butts

,

Calhoun

Camden

. 1,230 1,048 2,278

439

416

855 3,133

. 267

273

540

608

715 1,323 1,863

.. 582

617 1,199 1,517 1,550 3,067 4,206

,

.. 1,204 1,186 2,390

308

335

643 3,033

.. 2,227 2,024 4,251

787

767 1,.554 5,805

.. 237

240

477

233

259

482

959

.. 1,679 1,6,50 3,329

447

430

877 4,206

. 2,624 2,547 5,171 3,586 3,837 7,423 12,594

.. 1,037 1,026 2,063 1,422 1,435 2,857 4,920

.. 438

420

858

538

469 1,007 1,865

.. 1,618 1,492 '3,110

799

800 1,599 4,709

.. 907

829 1,736 3,789 3,719 7,508 9,244

,

. 828

793 1,621

!l83

982 1.965 3,586

. 337

308

645

993

!l76 1,969 2,614

. 349

313

662

724

734 1,458 2,120

Campbell.

.. 945

"i3 Carroll..

. 3,017

::! Carrollton (city)

. 170

Catoosa

. 81R

Charlton

. 4;')2

Chatham

. 3,234

Chattahoochee

. 264

Chattooga

. l,n27

Cherokee
Clarke Athens (city)......

.. ..

.',3"7371

.. (jim

Clay

. 403

Clayton

.. 882

g~~bh::::::::::::::::::::::::::.::.:::: .. :::::::::.:::::::::'.:::': .. ::::'.:::::::::::.1

782 2,281

Marietta (city)

.. 246

Coffee

.. 1,160

Columbia

.. 474

Colquitt

,

. 8H4

Coweta

.. 1,295

Newnan (city)

. 257

Crawford

. 703

Dade

.. 664

Dawson

. 805

Decatur

. 1,690

DeKalb

.. 1,948

Dodge

. 1,076

Dooly

.. 1672

Dougherty

. '289

Douglas

.. 9.53

Early

.. 724

Echols

. 373

Effingham

.. 598

914 2,833
175 754
377 3,144
264 1,64H
2,12~
302
715 410 836 692 2,076 225
1,133 416 864
1,15\)
286 592 654 846 1,719 1,823 1,116 1,526 283 929 666 317 576

1,859 5,8.50
34.5 1,.572
82H 6,:178
528 :~,~~~-) 4,.);)3
(\7H
1,374 813
1,(iG8 1,474 4,357
471 2,298
8\)0
1,758 2,454
548 1,2H5 1,318
1.G51 3,40\)
3,771 2,192 3,198
572 1,882 1,890
690
1,169

590 6Gl
74 112 \14
4,523
!;.) ~ v_'L
340 250 G87 675 8IG 540 252 999 224 533 1,293 104
2,018 211 874 67 53
2,112 991 783
1,517 1,.535
282
1,136 13G 567

.560 648
83 9H HH 4,H2H [i20
32G 238 Lm5 751
795 557 235
H2:~
278 567 1,178
93 1,911
188 872 68 4H 2,145
HOO
7H9
1,4;~8
1,508 314
1,053 ]26
522

1,150 ],30H
]57
208 HJ3 H,152 1,0.51 Ho6
488 1,382 l,42H 1,611 ],097
487 1,H22
497 1,100 2,471
IH7 3,92H
3H9 1,746
135 102 4,257 1,891 1,502 2,H45 3,043 596 2,18H 262
l,08H

8,009 7,11'9
5U2 1,780 1m2 15,;'i30 ],57n 3,H42 4,841 2,061 2,800 2,424
2,7H5 1,961 6,279
968
3,393 3,361 I,H55 6,383
H42 3,041 ],453 1,753 7,666 .5,662 3,(>94 G,143 3,615 2,478
3,57IJ 952
2,258

COUNTIES.

Elbert....... ..

Emanuel

Fannin

,

Fayette

Floyd

Rome (city)

Forsyth

Franklin

Fulton ,

"

Atlanta (city) .. ,

Gilmer.

Glascock

".....................

Glynn

"

,

Gordon

Greene

Gwinnett

Habersham

Toccoa (city)

Hall

.

Gainesville (city)

TABI,E No. b-s-Coniinued.

,.. , '

Number of Children between the Ages of Six and

Eighteen Years.

- - - - - - - - - - -

~--~--~~-

WHITE.

OOLORED.

..0
'" ."..,.',"0
:80
~o

00

"2 -0
8

O'"J
~

".-0

"...2..
0
8

I o~-o<o~ 0 8

. J,2;57 1,270 2,5~7 1,3>7 1,341 2,6fJ8 5,225

.. 1,GH2 . 1,432 .. 875
.. 2,403 . 04G .. I,G23

1,;")46
1,426
sso
2,186 63;5
1,518

3,338 2,858 1,734 4,f58U 1,281 3,141

9G5 26
535 1,560
437 221

H41 17
58S 124H
'531
209

l,fJ06 42
1,123 2,80fJ
H68 430

5,144 2,fJOO 2,857 7,3fJ8 2,24g
3,571

ooo(";:
~
<.......1.....,

. 2,OG6 1,823 3,888. 576

5H2 1,158 5,04ti

.. 1,883 1,747 3,GilO 1,530 1,412 2,H42 6,572

. 4,550 4,S(;5 U,321 2,U07 3,;388 6,4fJ5 15,81G

.. 1,554 1,4\)6 3,Oi50

8

11

l$l 3,01'16

.. .. 434

426

8GU

233 I 21H

452

1,312

. H04

704 1,308 1,152 1 ,216 2,368 3,676

. 2,1;")3 . 861

1,\)98 777

4,151 1,H38

332 1 281 2,21S 2,073

g13 4,2H]

4,764 5,!!2!!

.. 3,028 2,73S 5,7G6

till

52\) 1,140 G.fJ06

.. 1,G3.") 1,454 3,08!!

207

192

3fJfJ 3,488

.. 1-l6

138

284

8i5

m

176

460

.. 2,461 ; 2,334

.. 378

3HO

4,796 7G8

403 I 384
129 I lil7

787 n,[)82 2()(; I 034

Hancock. .

Haralson

Tallapoosa (city)

Harris "

,

Hart

Heard

Henrv

Houston

Fort Valley (city)

Perry (city)

.

Irwin

Jackson

Jasper

Jefferson

Johnson

Jones

..

Laurens

Lee

Libertv

..

Lincoln

Lowndes

Lumpkin

Macon

Madison

Marion

McDuffie.

..

McIntosh

Meriwether.... ..

Miller

Milton

Mitchell

Monroe

Montgomery......

..

, .

. 679 .. 1,4U6 . 168 . 854 .. 1,387 .. 1,004 . 1,411 . 655 . 78 . 42 .. R64 .. 2,410 .. 8()() .. 946 . !l34 . 586 .. 1,64!l . ]!l8 . 710 . 406 .. 1,194 .. ',0[,4 .. 549 .. 1,325 .. 638 .. 539
223
. 1,4R2 .. 459 .. 928 .. 804 .. H20 . 1,134

70R
1,.:107 193 841
1,2H2 H35
],261 :")86
7()
64 768 2,447 636 832 93;")
564 ],643
190 647 38H 1,053 1,027
579 1,]R3
555 4SS 204 1,468 423 834 767 946 987

1,387 2,813
361 1,695 2,679 1,!l30 2,6n 1,241
]54 ]06
1,632 4,8:")7
1,696 ] ,778 1,869 ],150
3,2D2 388
1,357 7%
1,247 2,081 1,128 2,508 ],H13
1,027 427
2,H50 882
1,7G2 1,571 1,866 2,]21

2,09R 132 71
1,804 632 630
1.326 2,451
133 38 346 1,061 1,385 1,7D5 457 ] ,361
1,265 1,IH4 1,455
.567 1,384
RO 1,2GU
568 891 94R 826 2,734 303 122
1.068 2,28$1
742

2,082 118 70
1,7]8
56H 577 1,22G 2,394 144
27 32;")
1,056 ] ,362 1,7D8
535 1,327 ] 306 1;181 ],445
582 ],350
65 1,437
586 864 943 $128
2,655 279 ]W
1,111 2243
'652

4,180 250 141
3,522 1,201 1,207 2552 4;R45
'277 G5
671 2,117 2,747 3,5H3
D92 2,688 2,571 2,375 2,DOO 1,14H 2,73!
145 2,706 1,155 1,750 1,891 ],754 5,389
582 238 2,17$1 4,532 1,394

5,567 3,063
502 5,217 3,880 3,146 5,224 6,086
431 171 2,303 6,974 4,443 5,371 2,861 3,838 5,863 2,763 4,257 1,!J44 4,981 2226 3;834 3,663 2,948 2,918 2,181 1',33H 1,464
2,000 3,750 6,398 3,515

COUKTIES.

Morgan

Murray

Muscozee

Columbus (f'ity)....................

Newton

Covington (city)

Oconee

:

Oglethorpe

Paulding

Pickens

Pierce

Pike

Polk

Cedartown (rity)

Pulaski.

Hawkinsville (city)

Putnam

Quitman

TABLE No . .5--ConUrwcd.

.. '"

Number of Children between the Ages of Six and Eighteen Years.

\V III TE

00.
aJ
,~ ~ ..,
.. R37 .. 1,4113

i I e...;.;, o
'"' 8
781 t I,GlS 1,332 2,7!l5

. 4H3 I 520 I 1,013

.. .. 1,143 . l.OW

1,1ilil I 2,298
1,027 2,043

. 120

127

247

. li73

mll ],H{)4

. 8116

736 1,(i02

.. r.sst 1,7nO 3,681

.. l,2D8 .. 842

1 ,~() , ,9

2,4US 1,621

.. 1,432 1,2D4 2,726

.. 1,427 1,30!J 2,736

.. 207

201

40R

.. 8S4

R76 1,760

. 94 .. 5.')2

I 510455

1U9 1,097

.. 183

179

362

1,882 117
1,215 1,101 1,OR7
187 Gl4 1,7S1 1R5 67 240
1,345
612 D8
1,5.56 16ll
1,919 469

d

-0
8

I

3,R2 1

22R

1 2,43D 2.017

2.200

3HO

1.2HR

3,7R!J

382

151

481

2,84R

1,230

19t

3,101

342

3,800

954

-0

Q)

~S

:00

... 0

-"0

-,~....l

'l
d

5,43!J 3,023
3,452 4,315 4,243
(107
2,6:12 5,3ill 4,OG3 2,G49 2,102 5,574
3,9GG G02
4,8G1 541
4,8\J7 1,3IG

~~~d~iph...:::::::::::::':':':..:::: ::::::::. ::::::::..:::::::. :::::: ::::.i

904 HOO

858 l,7G2

28

25

53

880 1,78\l 1,923 1,!J~7 3,850

1,815 5,G3G

Richmond.................

.

. 3,733 4,092 7,825 4,234 4,G32 8,8G6 lG,69l

Rockdale

.. G08

585 1,19::1

.')25

4!l1 1,016 2,2(\9

Schley

. 317

288

G05

546

50H 1,054 I,G59

Screven

. 1,2H2 1,117 2,409 1,53l 1,433 2,9G4 5,373

Spalding

.. 51'15

573 1,lG8

845

875 1,720 2,888

Griffin (city)........ ..

.. . 32l

311

632

359

412

771 1,403

Stewart

.

. 513

421

\l34 1,,739 1,7!JO 3,529 4,463

Lumpkin (city)

.. 58

54

112

117

!J7

214

326

Richland (city).......

..

.

G5

5G

121

31

29

GO

181

Sumter. ..

.. .

. 702

GG2 1,364 2,04!) 2,057 4,106 5,470

Americus (city)

.

32~

332

6.54

579

646 1,22.5 1,879

Talbot

.. ,'577

.')70 1,147 1,570 1,H12 3 182 4,32H

Taliaferro

..

.. 358

354

712

H2G

84G l:G72 2,384

Tattnall.......... ..

. 1,533 1,401) 2,H42

G50

5H4 1,234 4,170

Taylor......

.

..

. 732

G57 1.389

G8ti

H50 1,336 2,725

Telfair

.

.. .

. 705

G4ti 1,351

529

547 1,076 2,427

Terrell.

.

..

.. G79

635 1,314 1,49.5 1,401 2,&9G 4,210

~~:~~~ .:.~~~~:.:::::::. ':::::::':::::::.. :::::. :::::: :::::. ::::::.:.::::: :::::.

155 1,838

14\l

304

1,G42 3,480

139 2,43G

HiO 2,454

299 4,8!JO

603 8,370

. :::::. :::::::::.... j,~~~:::::.::::.::::::

:::~.:.::::':.:::'::.::'::::::':::::::::::::

750 1,041

G87 1,063

1,437 2,104

20 2,411

10 2,391

30 4,802

1,467 6,906

.: .: ~~~~~~: ..:..

.::..",::.'

:::::.:.::.::::: .::::: :.. ..:::::..::..::::. '::::.::::::':::::

438 1,263

40C 1,237

838 2,.500

!J30 34

814 1.744 2,582

29

G3 2563

Upson

. 9\l5

857 1,852 1,236 1,14G 2,382 4;234

Walker

. 1,m8 1,777 3,755

327

2\l0

617 4,372

Walton

. 1,G48 1,.583 3,231 1,228 1,198 2,426 5,657

Ware

. 694

628 1,322

253

2!J5

548 1,870

~:~~:~~~..(.~i~:? .::::.:::':::::::::::::::::.:'::.::::::::::::::.'.:::::::: :.:::..::

2!J6 603

259

555

238

221

645 1,248 1,244 1,254

459 2,4!J8

1,014 3,746

~:;~~n.~.~~.~:::: .. .:.:..:::.:'.::::.:..:::::::: .::::::::,::::..::,.:::::::.:

1,852 1,06!J

1,Gn !J87

3529 2;056

2,G53 337

2,72H 338

5,441 675

8,!)70 2,731

TABLE No. f>-Continued.

COUNTIES.

Webster

White

Whitfield

Dalton (city)......... . .

Wilcox......

..

Wilkes ....

Washington (city)

Wilkinson...

Worth

"

Gr~n,lfot~l.

Number of Children between the Ages of Six and Eighteen Years.

WHITE.

00

Q)

u:

~

Q)
..O......J..

8
Q)
""'

COLOUED.

ru

Q)

~
-0
E-<

"" ""' 00

OS

Q)
.O..S..

I
i

>:: @

"--_._-- - - - - -

e.....;
0
E-<

.-0
'" Q) ....
..... 0
~~oO
--'"0 -.>s=~l
0 ~

:188

.

88\l

1,513

............388

..

839

.. 72,')

147

856

"11,030

;).')7
817
1,.~04
382 SOfl 678 108 804
9:!3

745 1,70G 3,017
780 1,G48 1,403
255 1,6GO
1,953

5f15 !)fi 188 ]36 431 1,821 236 837
G.5G

54:! 11G 173 We; 446 1,G8G 228 893
573

1,137 212 35G 301 877
3,507 4G4
1,730
1,229'

1,882 1,m8 3,373 1,081 2,525 4,!JlO
7Hl 3,390
3,182

.. .. W,;;-153.-;;;~WO 14.5:;]0 m.~~03iT;;o4.m

TABLE No.6.

TABLE No.6.
School Statistics of the United States.

STATE OR TERRITORY.

NOJ th Atlantic.

Maine..........

..

New Hampshire

Vermont

Massachusetts

Rhode Island

Connecticut.. .. ..

New york

New Jersey

Pennsylvania

.

South Atlantic.

Delaware

Maryland.

D~st~ic~ of Columbia

VlrgllllH...........

\\' est Virginia

North Carolina

South Carolina

Georgia

..
.. ..
..

00

AVERAhE

ci

~~

~

.. ~g .2.g
~~

FROM WHAT SOURCES A\lOUNT

DERIVED.

RUSED PER

'0g

I-------,------~;---I-"'T-A.X-P'AIY-:1E)01-{-. . I _ "~

~~" "~

"0 g ;~

~A

::: 0

~

><l

~

M

go.. :11 "S:".j

:t::;3
r~e8S

~
~

~
~
g

oj.~

~~

~
s

a.cs
:g

o..~

@~

.,~:B,~~~~g.

~~~

~
0
&:

~
~R

~~

~P

'I

~0

.~
~

go ~~~~a

<d'.~g

I

$ 1,SLHOiifl$ 516,6!lSI$ 1,265,000$ 2611$ 6 31159,000$1898[$ 2 80 s.s

..

920,803 86,8171

720,17B 71 5 97 86,700 ~I 92 2 37 6.8

..

..

975,25R 93,556

68C,5S0 H2 6 6HI SI,fl70 22 S2 2 H3 6.7

.. 10,6Bl,35l\

10,4G9,im8

14 25 565,600 33 HS 4 31 G.2

.. .. ..

1,3ti8,084 2.5S;',I]()

llR,S34 255,883

?'!I 1,1G3,720 1 02 10011 \17,940 3320 83H s.s

1,8iiO,3lG 1 07 ~

!~8,160 2G 87 3 23 es

. 20,n4G,129 3,85~,80-! 13,865,RHO 2 os "'')11.:110,000 27 65 3 28 5.5

. 4,;)61,6ill 2,1l0,-!l\0 2,2G1,5 I:'l 4 54 4 81 424,D5D 26 4H 2 80 6.5

. 18,\lD2,li51 5,484,il16 11,8;)8,Olil 3 3D7 32'1'1,(;2(;,000 24 37 3 26 G.8

.

275,000

G,OOO

20\1,000 1R 4 39 48,S:10 13 99 1 (13 14.8

.. 2,31fi,5'0 583,974 1,4M,0.51 2 04 5 W 322,300 I!I 04 2 10 15.7

.

fJi,0,5:,0

..

\15:,,1;)5

12 fiD ti8.670 28 OH 3 :)1 1:>.2

..

I,RU7,5H2 H30,,)4R

R03,02:) 2 41 2 08 577,:120 8 \12 1 071 :>0.2

..

I,G3 !,00.5 :nS.fiOG 1,08H,1HII' 1 G2 5 54 27R,(;00 11 li2 1 H7 14.4

..

7R3,40,)) 64G,543

13,323 1 7R 04 li07,740[ 840 46185.7

.

523,G28 4in.143

75,9,81 1 73 3U 45H,70H 3 2H 42 45.

. 1,/l83,00G 1,008,752

3SH,702, 2 381 92 GH3,700 G 42 86 39.8

Florida
K:~r~~k~.~t~~.l

.\

Tennessee

..

Alabama

.

1~~i~i~~:.~ ::::::'.::::::::.:~:::::":::::...::::::::::.

Texas

..

Arkansas

..

Oklahoma

..

North Central.

Ohio

.

Indiana

..

Illinois

..

~~~~~~~i~:::::::::: :'::::::'. '.:.::::::::::: ::::::.":'::::.

Minnesota

..

Iowa

.

Missouri

.

North Dakota

.

South Dakota

.

Nebraska

.

Kansas

..

Western.

Montana " ..

Wyoming

Colorado.....

New Mexico

Arizona

Utah

,

Nevada

.

Idaho

"........

Washington......................................

Oregon...

California.

647,175 100'8741

455,967

3,483,524 1,5\19,107
()63,:~59
1,272,500 1,086,046 3,G76,501 1 291 108
'284;2S5

i:~~~;~~~ ......~:~.~::~~.~

513,674

141,861

923,500

17625G

213,550

[,82,077

1,2mi ,679

764,474

396,308

860,000

56,('25

91,000

90r 3 99
~ g;j ...~..~2
] 40 39 308 5H
77 2 11 2 05 1 24 1 30 8 01
74 1 17

151'110 09
645,200 12 78 624,500 4 65 6C3,000: 3 58 522,500 6 28 420,100 9 98 906,300 8 79 445,liOO 7 38
80,070 9 41

1 42 27.8
1 77 21.6 88 26.ti 39 41. 89 40. tl8 458
1 42 19.7 1 08 26.6 1 07 5.4

12,496,215 7,9W,IH5
15,866,S02 6,092,oao
6,5B3,224 4,H36,402 7,796,944 5,li82,945
r.osi.oos
1,G87,918 8,7li6,217 5,022,712

1,740,228 1,915,240 1 000,000
702,:l84 584, J45 733,543
.. 6t15,174 162,867
.. 105,037
.

9,682,324 1 (;6 \) 24 1,074,700 21 Oll 3 30 5.2

3,G23,O!W 3 06 5 til 671,300 20 16 3 44 G.3

12,049,780 4,3:ll,5I1i

81 1110 1 07 G GO

1,240,000 (j]g,500

21954300\

8 62 2 73

5.2 5.9

3,510,05(1 1 13 677 573,700 21 20 2 88 6.7

2,S!14,850 1 56 6 16 470,500 2ll H7, 3 (14 6

7,280,107

12 96 622,600 22 98 3 78 3.6

4,735,498 88 HlO fl17,100 13 32 1 98 9.1

630,431 1 86 7 66 18,360 33 48 4 (,2 6.

1,006,968

S 53 117,500 31 03 4 21 4.2

2,:1O:~,mO

33 7 22 8:~7,700 21 9t 3 3ti 8.1

4,357,H02 ........ 11 67 43H,200 19 46 3 61 4.

605,579

189,600.........

2,337,607

173.920...............

2056ll 156,400

H04,468 276,19,')

203,140

11,9'11

346 332

1,170,401

1,238,111

6,109,082 2,2\12,672

524,789 181,7G6......... 1,462,100 }H),673
43,";00 5 25 504,304 3 H8 83,770 61 303,641 ....... \124,715.........
744'3971.:....... 4,681,031 4 44

5 44 4 29 7 H5 2 34
46 2 27 425 6!J7 463
5 S6 4 63

35,220 36 32 20.300 26 80 114,400 38 42 4H,290 10 89 19,OliO 29 71 85,960 22 56
9,408 402.'> 31,590 21 (jJ 107,800 1898
107,900 20 \19 329,700 34 30

3 36 5.01i 1 HH 3.4 4 49 5.2
99 44.5 2 74 23.4 3 41 5.6 472 12.8 2 97 5.1 247 4.3
3 17 41 439 7.7

Total.

$ 178,215.556 $33.252,~U19,019,984

2,0828,147....... ..

.

DIRECTORY OF
COUNTY SCHOOL OFFICIALS OF GEORGIA.

COUNTY. Appling ....

c ounty School Cornrnis I Term Expires. I sioner and Post-office. 'ICharles Banks. . . . . April, 2, HJOO.
Baxley.

Baker . . . . . . . . J. J. Grant.. . . . . . June 4, HJOO. Newton.

Baldwin . . . . . . R. N. Lamar . . . . . . May 7, 1900. Milledgeville.

Banks

H. W. Wooding Maysville.

May 7,1900.

Bartow

R. A. Clayton . . Cartersvi11 e.

. April 2, 1900.
I
I

Members Board Education.

I Term Expires.

Michael Branch ..

March, 1898.

Preston Grainger .. Leonard Miles.

"" " 1900.

S. M..Johnson . Randall Johnson ..

" ""

L. 8. Adams J. E. Keaton. J. M. Maynard ..
N. H. Sanders
R. E. McCollnm J. W. Moore. 'L'. F. Newell .
B. H. Jones

Ma.y,, 1898.

IJ

IJ

" 1900.

(1
IJ

"
April, 1898.

>< <><'

""

H H

"

O. M. Cone .. W. H. Stembridge

" 1900. ""

V. D. Lockhart ..

April, 1898.

\V. T. Anderson . Garrison Duckett ..

" "

"

l\i. B. Oarter...

" 1900.

A. L. Thompson. G. A. Veach.

""
March, [898.

T. F. Colbert ..
J. G. M. Mont.comery .. J. T. Conyers.

".,
"

"
H,J.OO.

A. M. Foute ..

Next Session G. J.

DIRF.CTORY-s-Continued.

COUNTY.

c oun ty School commis'l
I sioner and Post-office.

Term Expirps.

~~~~~~~-

---------, ,

I

Members Board Education.

I TertIi Expires.
I

Berrien

. . IT. E. Williams. .

.!APril 2, 1900.

!J. W. Futch. . ,

IMarch, ]891'.

Afton.

L. L. Albritton ..

"

Brooks . . . . . . . . S. S. Bennett ..

I
. June 4,1900.

W. H. Morris. G. W. Moore ..
W. S. Walker.. E. A. Jelks ..

"" " ]900. ""

Quitman.

S. M. YOllng.

Bryan.. . . . . . . A. P. Smith Ellabell.

R J. Denmark .. J. H. McCall .. W. H. Talley ..

May, "

]1'98.
"

oooo

December 3,11'96_

Thomas Southwell .

?<

W. B. Hmith .. 1. H. Horn ..

~

Nov., 1k96.

-1
H

.J. N. Duggar ..

"

]k\)8.

H....,

Bulloch

J. S. Hagin Belnap.

April 2, ]900.

C. U. Maxwell W. P. Donalson R. T. Miller Wm. N. Hall .. A. Trapnell J. C Cromley

"
Ma,r.ch, "
"

1898.
" "
1900.
"

Burke ; . . . . . . J. H. Roberts.. . . . . June 4, UlOO.

Price ParmJee

May, 1898.

Waynesboro.

w O. Wadlev . . .

"

W. J. Herrington . . . H. C. Neely. . . . .

"

"

" 1900.

Samuel W. Palmer.

"

Butts . . . . . . . . C. S. Maddox . . . _ . . April 2, 1900.

W. M. Mallett .

March, ]898.

Jackson.

1 H. Maddox ..

"

J. M. McMichael ..

March, lS9S.

.. . Calhoun.

J. J. Beck. Morgan.

April 2, 1900.

T. S. Hammond..
D. N. Carmichael. C. L. Smith P. P. Griffin J. B. Lofton.
W. M. Mount..

"

1900.

March,
" "

lS9S.
I'
1900.

Camden. Campbell Carroll ..

Whitl"y Langston. St. Mary's.

May 7, l(JOO.

J. T. Stewart .. Thomas Casey . George MizefJe ..

.." "

'IAPril,

189S.
"

A. B. Brown ..
D. P. Rose. F..J. Hopkins

" "

is,o. o.

F. J. Dodd .. Fairburn.

'IM","h s 1900.

John C. Smith.
John T. Thames.
R. C. Rhodes .. G. F. Longino

Feb.,
"
Aug.,

1898.
"
18D8.

Looo:
~

M. R. Russell. . Carrollton,

May 7, H)OO.

.J. L. McWilliams .. Eo G. Kramer .. W. B. Candler

. Feb. 1900. . 'April, lS98.
-,,;

.~.... X

W. G. McDaniel. W. M. Meadows.

"

"

!DOO.

Catoosa Charlton ..

1. L. Magill. . Tunnell Hill.
N. N. Mizell .. Folkston.

March 5,1900. November 5, 1900.

W. F. Brown .. E. H. Rood ..
D. W. Williams.. C. A. Cooper .. A. J. Caruthers M. M. Church Felder Lang. M. Price . . .
A. G. Gowen .. John E. Rodgers .
J. S. Mizelle

"
Feb.,
" " "

"
lSD8.
" "
1900.

Oct., 1\)00.

"
"

..1898 "

""

DIRECTORY-Continued.

COUNTY.

Icounty School COll1mis-1 sioner and Post-office.

Term Expires.

Members Board l<;ducittion.

I Term Expires.

Chattahoochee.

C. N. Howard

. !APril 2, 1900.

J. C. F. McCook ....

March, 1898.

Chattooga .

Cusseta. S. E. Jones ..

April 2, 1900

W. T. Cooksey .. J. N. Lightner.
G. G. Gordy.
R. N. Chastain .. J. A. Branner..

"

""

"

1900.

"

Gore.

A. R. Steel ..

Cherokee .. Clarke ..

J. P. Holland .

: !March, 1898.

John D. Attaway .. Canton.

Decem her 3, 1900.

G. W. Martin .. D. T. I~spy . . . T. E. Owens . . John G. Heard .. P. P. DuPree ..

.", "

0 0

0

Nov.,
" "

1900.
"
1898.

0
><
~ ~

Charles S. Steele ..

"

T. H. Dozier.

March 5, 1900.

.J. M. McAfee .. W. H. Mort.on .

""
Feb., 18\18.

Athens.

George T. Murrell
['JF. TW.PLitutcaarsd.. ., .,

" "
1900.

Clay ..

S. E. Lewis ..

April 2, 1900.

G. F Hunnicutt. II. M. Shaw . . .

"
March, 1898.

Fort Gaines.

J. H. Ingram.. . C. P. Norton ., .

"

"

""

Clayton

.

P. E. Duffy ..

Jonesboro.

April 2, 1900.

W. A. Graham .. A. L. Foster . W. P. Dixon .. D. P. Melson ..

"

1900.

"

"

"

1898.

"

Clinch .. Cobb .. Coffee. Columbia Colquitt .. Coweta

C. H. Smith. Homerville.
W. R. Power .. Marietta.
Jeff Kirkland Pearson.
H. A. Merrv. Berzella.
N. N. Marchant Felix.
V. A.Ham .. Newnan.

May 7, 1\)00. April 2, HlOO. May 7, HlOO. June 4, 1900. June 4, HlOO.
April 2, isoo.

1'1. R. Nesbitt ..
/";. C. Fort . . .
[.T. H. Estes. . .
.J. A. Osteen. .

,. 'IMan~h, 1898.

"

1UOO.

I " . April, 1898.

D. C. Fender ..
Benjamin Smith .T. R. Booth W. B. North.
Wm. E. Gilbert..

" " " "
March,

1900.
"
18\)8.

B. J. Hamby .. J. H. Cantrell .

"
March, ]900.

J. N. Johnson Geo. L. Hendrick ..

"

"

March, 189R.

IS'Daniel Lott, Jr ..
DaDni.ePl hSi.llWipasr.e.... Daniel Gaskin, Sr
IHenry Girtman .. J. H. Neal . . . . J. L. Cliatt ., . . G. L. Reville . . .

April, 1898.

,."

"

1900.

"

M~7'

1898.
"

0 0
a("'J
~ ~
.~....

1900.

H. D. Ramsey. A. M. Lozenby .. G. S. Nelson . . .

" "

."
1898.

J. A. Milsap. G. F. Clark.
J. W. Walters .J. H. Scarborough.

"

"

""

"

1900 .

W. A. Post . . . . G. P. Sanders.. W. J. Whatley .. J. H. Wynn.
G. D. Pollock

M?,rch, 'jMarCh,
" "

1900.
"
1898.
" "

DIRECTORY- Continued,

I COUNTY.

c ounty School commis-\ sioner and Post-office.

------------'

Term Expires.

Members Board Education.

Term Expires. I

Crawford . . . . . J. D. Smith . Roberta.

April 2, 1900.

Dade

J. P. .Iacoway Trenton.

May 7, 1900.

Dawson DeKallJ

A.nV. Vandiviere.. Dawsonville.
J. S. Bradwell . . . Bainbridge.
.J. W. Kirkpatrick .. Decatur.

May 7, 1900.
IMay 7, rooc.
April 2, 1900.

Dodge

James Bishop, Sr Eastman.

May 7,1900.

J. F. Hartley ..

March, 11'98.

T. J. Martin A. H. Olarke ..
T. A. Hendrick ..

"" ""
March, 1900.

S. B. Causey . G. A. R. Bible M. A. B. Tatum
W. G. Morrison ..
K. D. Davis W. L. Allison .. J. P. Lily ..

"

April,
"

18,9. 8.

""
April, 1900.
"

oooo

April, 11'98.

>1

Matthew Cox ..

"

R. N. McClure.

>< .>..1..

Charles J. Harbin ..

April, 1nOO.

H

E. L. Whitmore.
AI. Trulock

"
April, 11'a8.

RD. Carr. John B. Bethea

"

1n.O,O.

C. H. Wells M. A. Candler

"
March, 1898.

H. C. Pendleton.

"

G. ""V. Johnson

March, 1900.

G. T. Hopkins. L. M. Peacock

"

"

April, 1898.

C. J. Jones .. Quitman Cook. B. H. Ha old ..

" "
April,

" is"oo.

t3 Douly
~
Dougherty .. Douglas. Early Echols .. Effingham . Elbert.

E. G. Greene .. Vienna.

April 2, 1900.

D. A. Burch. A. C. Bullington.
J. D. Pate. D. L. Ivev .

. April, 1900.
March, ]898.
"" ,.

T. N. Baker

March, 1900.

IL. E. Welch. Albany.

April 2, 1900'

W. V. Harvard T. N. Tichnur J. A. Johnson

"

Ma.,rch,

1898.
"

A. 'W. Mllse.

"

I
J. E. Phillips ..

May 7, ]900.

H. M. McIntosh John A. Davis.
rC' C. Garrett . . .

March, 1900.
""
April, 1900.

Douglasville.

James J. Henley.

"

T. F. Jones. ..
Blakely.

May 7, ]\)00.

Eo M. Banks . . .
S. A. Griffith ..
W. H. Poole .. John S. Moselev .
IR.IL. M. Free .. : W. Davis ..
IG.J. P. Lane . . . A. Cole . . .

April, lR98.
"" ""

o
("J ("J ("J

"

?<

" "
April, 1900.

~
?<
.>>.--.<<.

"

"

IWill. A. Ham

November 5,1900. Henry Parish .

Statenville.

T. C. I.John

HC.amMc.K.en.n()Jl

..

Oct., 1896.

IW. J. MeKennon .

"

1898.

H. H. Wester . .

1\)00.

D. Eo Heiser.

. IDeeI'mher 3, 1900. J. J. Heidt

Nov., 1900.

Cjyo.

S. T. Metzger

"

I
I

Wm. Con net W. A. Nease. C. V. Neidlinger .

I
:I

"
""

1898.
" "

.J. N. Wall .

.!october,1900.

W. B. Henry

. ISeRt., 1898.

Elberton.

A. J. Cleveland

"

DIRECTORY-Continued.

COUNTY.

c ou nt y School COllllllis J
I sioner ~ nd Post-office. 'I

Term Expires.

Emunuel

Edward Warren Swainsboro.

May 7, 1900.

fannin . . . . . . . J. M. Clement . . . . . June 4, 1900. Mineral Bluff.

Fayette

C. R. Woolsey Woolsey.

May 7, HlOO.

Floyd

J. D. Gwaltney . . . . April:!, 1\100. Rome.

Forsyth. . . . . . . H. L. Patterson . . . . May 7, 1900. Cumming.

Mem bel's Board Education.
Clarke Mattox. M. H. Wyche. A. S. Johnson
w. L. Durden
E. J. Coleman. A. J. Youngblood Mike Brown. J. R. Rountree Burton Dickey E. W. Shelton. A. J. Odom J. D. Galloway. A. H. Morris .. J R. 1\1 urphey . J. H. Farr. J. R. Thornton. John McDermid J. G. Posey I. D. Gilliard C. P. Morton R. A. Denny. A. B. S. Mosely E. J. Whatley W. E. Boyd G. L. Heard (i. W. Stovall W. W. Jones W. H. Otwell

I, Term Expires.

Sept., 1898.

"

1900.

"

April, 1898.

"

"

""

"

1900.

"

May,
" ""
A~:il,

1898.
"
1900.
"
1898.

oooo
>< ><
>..<..
~

""

"

1900.

"

Next session G. J.

March,
"

18.,98.

April,
"
"

18,9.8.
"
1900.
H

Franklin .. Fulton .. Gilmer .. Glascock .. Gordon Greene Gwinnett

J. A. Neese Carnesville.

May 7,1900.

R..J. Guinn. Atlanta.

May 7, 1900.

L. M. Simmons Ellijay.

June 4, ] 900.

E. B. Rogers . Gibson.

March 5, 1900.

W. J. McDaniel Calhoun.

March 5, 1\)00.

R. B. Smith.. Woodville.

Apdl 2, 1900.

W. T. Tanner Lawrenceville.

April 2, 1900.

N. J. Holbrook

. April, ]898

T. C. Hayes

"

"

D. M. McConneU .. J. F. Tabor S. P. Rampley . . . J. M. Liddell . . .

" " "
April,

"
1900. ]898.

T. T. Thomason

"

W. ,T. Northen .

"

1900.

W. P. Pattillo

"

1. S. Hopkins

"

1898.

J. S. Hudson

Aug., 1898.

W. H. Petit. R. J. Gable li. (). Penlord
J. P. Cobb, Jr. N. S. Hodges. N. T. Boston
John C. Kitchens 1. S. Peebles. T. R. Williams. J. W. Swain.
WID. Trimmier M. J. Dudley

"

"

"

May,
"
Feb.,
""

1900.
"
1898.
"
"

o (ool
~ ~

1900.
""

~<

" 1898.

""

""

H. C. Irwin. George W. Wells

""

1900.
"

J. V. 'I'homas . .

March, 1898.

J. L. Smith
T. A. Branch O. C. Davison H. W. Jernigan .

"" "" " 1900. ""

J. B. Whitworth.

"

1898.

M. E. Ewing . . S. T. McElroy . .

.

" "

"
"

DIRECTORY-s-Coutinued:

COUNTY.

c ounty School commis-!
I sioner and Post-office.

Term Expires.

Habersham . . . . . L. L. Lyons . . . . . . May 7, 1900. Clarkesville.

Hall

T. H. Robertson

April 2, 1900.

Gainesville.

Hancock

. :\1. L. Duggan . . . . . May 7, 1900. Sparta.

Haralson . . . . . . G. D. Griffith .. Buchanan.

. IOctober 28, 1900.

Harris

W. A. Farley .. Hamilton.

May 7.1$10
'::i

i

Mem bers Board

]

Education.

A. ]VI. \\ inn. . .

B. L. Pat.terson . . .

William Berry. . .

W. A. .McClain . .

'1'. S. Willbanks

W. J. Ramsey.

J. M. Martin, Jr

1. T. Duncan. .

D. T. Quillian .

J. B. Estes . . . .

\Y. R. Canning ..

.T. R. Mason . .

F. A. Butts .

J. T. Whaley .

G. E. Bell

.

H. L. Middlebrooks.

S. N. Chapman.

W. A. Smith.

R H. Parker ..

.T. B. Weaver .

H. C. Head

.

Rout. .1\1. Strickland

M. B. Roberts . .

U. 1. Hudson .

-J. F . .Tenkins .

T. H. Kimbrough

W. F. Nunnelee .

Term Expires.

I

March, 1900.

"

"

April, 1898.

""

April, "

"

1900.

""

March, 1898.

"

I,

.",

"
1900.

Next Session G. J .

April, 1898.

aaoo k >< X

""

" "

<:
H

"

1900.

"

.Tan. 1898.

1900.

" " "
April,

1898.
1900.
"
1898.

"
May, 1900.

"

"

April, 1900.

Hart Heard. Henry. Houston. Irwin Jackson Jasper.

J. R. Stephens.

March 5, 1900.

L. W. Stephens.

Feb. 1898.

Hartwell.

J. N. Thornton. S. W. Peek ..

" ",.

Frank S. Loftin.

June 1, 1900.

E. N. Mason.

JA..

F. Burton. W. Powers

"

1900.

March,l 898.

Franklin.

W. H. Suttles..

r. C. Daniel
McDonough.

E. S. Wellons. Perry.

June 4, 1900.

Marion Dixon . . . . April 2, 1900.

.J. B. Saunders.

""

J. F. Bevis ... J. W. Cook.

""

]900.

W. T. Stroud.. T. A. Ward.

AI?ril , 1898. "

JA..

F. G.

M. Fields. Combs.

""

"

1900.

0

J. Arnold..
R. N. Holtzclaw.. T. H. Willingham.
J. F. Houser. J. M. Heard
G. M. T. Fagin . Wiley Whitley, Sr.

" Ma,.y,
" " "
March,

"
1898.
"r ,
1900.
"
1898.

0 0 0
>< ><
<><
H H

Dorminey's Mill.

Lott Warren .

"

"

G. J. N. Wilson.

March 5, 1900.

John Clements.. Lucius Paulk .
Green C. Ball. W. B. Hardeman...

"

1900.

""

"

1898.

Feb'y, 1898.

Jefferson. W. A. Reid ..

March 5, 1900.

H. J. Cox
H. M. Appleby. John N. Holder T. W. Webb. L. D. Ezell..

""

"

"

""

]900.

1898.

Monticello.

D. L. Conwell B. H. Jordan.

" "

""

DIRECTORY- Continued.

COUNTY.

c ounty School commis'j j sioner and Post-office.

Term Expires.

Members Board Education.

I Term Expire s.

Jefferson . . . . . . H. E. Smith . June 4, 1900. Bartow.

Johnson

J. H. Rowland Wrightsville.

June 4,1900.

Jones . . . . . . . A. H. S. McKay . . . May 7, 1900. Plenitude.

Laurens . . ~ . . . . W. S Rarnsev . . . . . May 7,1900. D u b l i n ..
Lee . . . . . J. R. Long.. . . . . April 2, 1900. Leesburg.

U. F. Thompson. . . . Feb'y, 1\100.

W. H. Middlebrooks. J. F. Brown

""
May, 1898.

Thomas Hardeman..
W. J. Rogers .. W. C. Houser..

"

"

.",

"
1900.

Pierce Hubert.

"

"

A F. Daly .. J. W. Brinson
A. T. Clark. Z. T. Prescott .. J. M. Smith

Aug.,
Sept., May,
Aug.,
.I "

1898.
"
1900. 1898.
"

aaaa
~ ~

J. W. Anderson
J. W. Barron.. Jas. R. Van Buren.
S. A. Hodge

. !April, 1898.

." "

",

1900.

..<~.......:...

R H. Bomer.

"

"

A. B. Clarke. T. J. Blackshear. .J. F .Fuller

"

1898.

Oc.,t.,

1898.
"

John Burch..

April. 1900.

G.W. Warwick

March, 1898.

W. H. Newsome.

"

"

S..J. Powell

"

"

F. M. Heath. .J. S. Kitchens.

"

1900.

Liberty Lincoln Lowndes .. Lumpkin
. Macon
Madison Marion

J. B. Martin
Flemington.

May 7, 1900.

N. A Crawford .. Lincolnton.

May 7, 1900.

J. H Zant . Lake Park.

.Tuly 2, 1900.

J. J. Seabolt . Dahlonsgn ,

May 7, 1900.

H. M. Kaigler . Oglethorpe.

April 2, 1900.

B. N. White . . Danielsville.

'IAPdl 2, 1'00,

W. J. Reese. Buena Vista.

. jMay 7, 1900.
I

R. Q. Cassels .. J M. Caswell, Sr.

..April, lsils. "

I L. Bird Josh UR Lang . .

""

"

1900.

J. H. Parker. . .J. N. Zellars.

"" 1898.

A. E. Strother.

"

c,

G. S. Sims. James R. Hogan

.,

"
H10O.

J. 0 Caldwell . . .T. R. Burton.

.,"
Jnne, 18VS

A. McLeod

"

.T. O. Varnadoe .. E. P. S. Denmark ..

., Aug., 1898. ""

o

.J. H. Smith
Charles H. Jones .1"hn K. Bearden J. K. P. Lance W. P. Price

,."
April, 1898.
" "
April, 1900.

0 0 0 ~ ~ ~

R. L. London

"

~

A. J. Cheves

March, 1898.

C. A. Ureer W. D. Harp.

"" ""

T. S. Brooks

1900.

F. J. Frederick

"

"

J. H Rice .

"

1898.

.T. F. White

Geo. C. Saunders ..

"

1900.

David N. Patton .

"

1. B. Burroughs..

""

W. A. MeMichael

ApJiI, 1898.

W. M. Williams

"

"

Vincent Montgomery ..

"

COUNTY. McDuffie McIntosh Meriwether Miller Milton

DIRECTORY-Continued.

Icounty School commis-j sioner and Post-office.

Term Expires.

Membel's Board Education.

I Term Expire~.

I

W. L. Kinard ..

A-r.ril, 1900.

Henry Lancaster ..

"

M. W. Gross.

April 2, 1900.

E. C. Hawes.

Oct., 1898.

Thomson.
J. B. Bond .. Darien.

December 3, 1900.

R. R. Reeves .. M. W. Dunn. C. H. Ellington .. .J. H. Aldred S. J. McDonald W. MeW. Young ..

.",
.March, .Nov.,

" "
1900.
"
11\93.

R. M. Mc('aslin Greenville.

March 5, 1900.

James Lachlison . O. Hopkins
W. H. Atwood. J. H. Meacham G. J. Martin.

"" "" ""
Feb'y, 1898.

o( j o(J k

"

t"

J . .M. Barnes

"

J. W. Park ..

1900.

W. S. Howell

"

John R. Williams Colquitt.

May 7, 1900.

Artie Strickland John Philips, Jr .

Ap.,ril, 1898.

James Cook ..

""

A. T. Davis

"

1900.

G. M. Hook Alpharetta.

April 2, 1900.

S. C. Debarry D. W. DeVore R. R. Treadwell

.." "
March, 1898.
"

J. N. McLure.

""

J. B. Kimbell

"

1900.

John Rucker

""

Mitchell .. Monroe Montgomery Morgan Murray Muscogee
~ewton

J. H. Powell . Camilla.

,June 4, 1900.

T J. Cross. W. E. Davie.

May, I.

1898.
"

W. C. Withington

""

J. P. Heath

"

1900.

Nathaniel Bradford.

D. P. Hill Forsyth.

March 5, 1900.

J. R. Shannon. A. U. Jackson T. E. Walton ..

..Feb'y, 1898.

"

.1

1900.

Simeon Sikes Lumber City.

May 7, 1900.

T. H. Phinazee Thos. R. 'I'almadg
S. B. Meadows .
.J. N. Miller

""

1898.

I " . ay, M"

.1

A. F. Clarke

"

J. M. McGregor

April, 1900.

J. A. Saye . Rutledge.

April 2, 1900.

S. R. Sykes .T. F. Stovall .
T. F Hollis F. B. Barrow John Bostwick

"

"

0

M~.rch, 1898.

0 0

"

"

1900.

""

0
>r1-
H

E. L. Newton

"

1898.

is. H. Henry.

April 2, 1900.

J. A. McKamy

"

Sumach.

J. A. Patterson O. D. Gilbert O. V. King . .

" "

""

"

1900.

J. A. Langston

"

F. J. Johnson Columbus.

June 4,1900.

J. B. David . . J. M. Wooldridge

Oct. 1898.

"

"

A. B. Lynch . . .

.I. VV. Jackson

May, 1900.

W.O. Wright. Covington.

April 2,1900.

W. T. Kendrick H. H. Stone. A. O. Heard.
1 -,F. Stephenson

""
March, 189B.

""

"

I'

tnRECTORY-Continued.

COUNTY.

Coun ty School commis-I [ sioner and Post-office.

Term Expires.

I
I

\

Members Board Education.

I Term Expires.

R. B. Tuck

March, 1900.

J. F. Lunsford.

""

Oconee

W. C. Carter

June 7, 1897.

R. B. Harris

India.

E. S. Dobbins

May, 1898.

D. D. Stinchcomb

\.

1900.

J. N. Mayne.

"

1898.

A. D. Few.

"

1900.

Oglethorpe . . . . . J. F. Cheney . . . . . May 7, 1900.

J. W. Howard.

April, 1898.

Paulding

Crawford.
W. Z. Spinks Dallas.

Sept. 7, 1900.

J. F. Dillard. W. J. Fleeman R. M. Bacon. J. McBryan
W. R. House W. F. Walker. J ohn C. Kendall .

"

" "

" "

1900.
c,

. Aug., " "

1898.
"

0 '1 0 0
>1
to< >>--<<

R. W. Russom.

1900.

John A. Camp.

II

Pickens ....

John W. Henley . . . . May 7, 1!l00. Jasper.

IE. Wofford . . E. Holt

April, 1898.
""

IJ. G. Faulkner David Anderson.

" "

19.0, 0,

Stephen L. Tate . .

Pierce

J. A. Harper . ,

April 2, 1900.

Michael Henderson

March, 1898.

Blackshear.

J. P. Jones A. N. Smith.

"

" "

J. E. Griner.

May, 1900.

J ackson Walker .

"

"

Pike Polk Pulaski Putnam Quitman Rabun. Randolph

Edward Elder. Barnesville.

'IMay 7, 1900.

J. E. Houseal Cedartown.

March 5, 1900.

A. T. Fountain Ha wkins ville.

May 7, 1900.

M, B. Dennis Eatonton.

April s, 1900.

H. M. Kaigler. Georgetown.

June 4, 1900.

W. J. Neville. Rabun Gap.
.!W. S. Dudley. o Cuthbert.

January 1,1901. June 4, 1900.

IJ. C. Beauchamp

H. H. Strickland

B. M. 'I'urner

R. D. Adams

J. H. Howell

Arthur McBride.

M. V. B. Ake

A. D. Hogg

J. K. Davis

W. G. England

T. J. Holder . .

C.R Warren

G. W. Jordan, Jr.

W. J. Mullis

J. F. Sparrow

R. B. Nisbett

H. R. DeJarnette

N. S. Walker

D. R. Adams

W. B. Wingfield.

H. H. Teel

.T. A. Avara

J. J. Castellow

M.1. L. Bale 1I1 N. Phillips.

W. J. Green.

1M.I'A/" .

B. A.

Dillard. Belk ..

.

W. Swafford .

Cicero Blalock.

Ci. D. Webb . .

J. B. Watson ..

April, 18.98.

"

"

""

1900.

"

Feb'y, 1898.

""

"

"

1900.

1898.

April, "

"

""

"

1900.

" March,

"
1898.

<1 <1 <1

"
"
1900.
"

<1 ~
..t...."........

M.a,y,

]8\)8.
"

.",

"
H100.

""
April, ]898.

"

"

.'

" "

"

May, ]898.

"

COUNTY. Rockdale Schley .. Screven
... Spalding . .
stewart..

DIRECTORY-Continued.

Icounty School commis-j sioner and Post-office.
!.

Term Expires.

T. D. O'Kelly, Conyers.

April 2, 1900.

J. M. Collum. Putnam.

May 7, 1900.

H. J. Arnett. Sylvania.

May 7, 1900.

J. O. A. Miller. Sunny Side.

March 5, 1900.

B. H. Watts. Lumpkin.

May 7, 1900.

Members Board Education.
W. J. Oliver. R. L. Moye , D. W. Hammock. F. M. Uhanler E. M. Owens .. J. T. Tucker. P. G. Tucker .. Jno, B. Hammock .. R. M. Rainey .. T. G. Cheney .. E. T. Lightner.
IL. W. Dixon . . R. A. Wiggins. R. D. Sharp . . J. H. Evans . . C. H. Sharpe .. John F Lovett J. J. B. Morell . M. V. Maddox . J. D. Williams. E. C. Aiken, Jr. T. M. Manley .. J. P. Nicholls J. W. Slaughter E. T. Hickey G. E. Bell . B. H. Overby . R. T. Humber.

-~

-_.. -

.. __.. _~---

Term Expires.

1

May, 1898.

"

Ma"rch,

1!J00. 1898.

"

""

"

1900.

"

April, 1898.

"

Q Q

""

"

1900.

oQ
~

"

"

18!J8.

~
-<

Ap.,ril,

1900. 1898.

" ""

Feb'y, 1898.

"
"""
April,
" " "

"
1900.
"
1898.
" "
1900.

""

Sumter ...

W. S. Moore. . . . . . May 7, 1900. Americus.

'ralbot . . . . . . . . O. D. Gorman.. Talbotton.

Taliaferro

W. T. Flynt Sharon.

. April 6,1900. . [.Jure 4, 1\)00.

Tattnall

John Hnghey Riggton.

May 7, 1900.

Taylor.

. W. Eo Steed Butler.

I Telfair. . . . . . . . T. P. Windsor . I MeRH'.

May 7, 1900. May 7, 1900.

Terrell

.T. H Wbitchard . . . . June 4,1$100. Dawson.

C. C. Sheppard
J. A. McDonald.
.r. R. Battle .
Z. F. Markett Wm. A. Wilson
D. F. Woodall . H. F. Dickson.
R. Leonard Thos. H. McDowell Thom-e W. Morris.
Iw.John Johnson .. O. Holden . . David A. Perkins
A. G. Beazeley R. A. Giles .J. F. Coleman.
D. V. Coleman Wm. F. Barnett
I. J. DeLoach E. Aultman A. Shirah F.E Glover. G. T. Ruffin
A. H. Graham. D M. McRae A. A. Graham. CT. W. Browning.
./. N. Powell .
B. L Hill
E. S. Pinkston L. C. Gourkee . .T. J. Hill C. M. Harris.

Aug., 1900.

.",

""

April, "

"

"

Next session G. J .

March, 1900.

"" "

M,a.y,

1898.
"

""

"..,

1900.
" "

('1 ('1

('1

('1

April, 1898.

>1
-t<"

""

""

"

1900.

"

""

April, 1898,

c
May,
" " "

"
"
" "
1900.

DIRECTORY-i-Continued.

COUNTY.

Ilcounty Schoo.1 Commis-.
sioner and Post-otllce. i

Term Expires.

Members Board Edncation.

Term Expires.

.IK. - - - - - - - - - - ' - - - - - - - - - - - - ' - - - - - - - - - ' - - - - - - - - - - ' - - - - - - - -

Thomas .....

T. Maclean. . . . April 2, 1900.

Robert Alexander

IMarch, BlOO.

Thomasville.

W. P. Clower

Chas. P. Hansell .

March, 1898,

Towns

.

J. N. Gibson . . .

Hiawassee.

July 2, moo.

D. T. Forest J. T. Chastain. B. A. Woodring Jack Berrony

"
."
June,

II II
1898.

Troup .....

O. A. Bull LaGranae.

June 4, 1900.

W. A. --wansou M. V. England . W.R McConnE'lJ. .J. F. Mobley. W. !:{, Bradfield.
W. V. Gray R. L. Gilham

II

II

" "
May,

1900.
"
1898.

aaoa
~

"

"

1900.

-t<'"
H

II

Twiggs

. B. S. Fitzpatrick . . . . May 7, 1900. Fitzpatrick.

Union

A. Y. Clements Blairsvil:o.

rJ pson . . . . . . . . R. D. Shuptrine
Thomaston.

. June 4, HlOO.
I
.)June 4, 1900.

H, W. Miller
.J. T. McCov .
Linton Hatcher J. H. Crosby. B. 1. Dennard .J. W. Vaughn. W. Y. Curtis.
D. A. Byers..
I'homas Christopher.
.r. B. Reece . . .
J. H. Nelson.
r. W. Pilkinton
Geo. A. Weaver. .'

"

II

April, 1898.

"

II

"

II

HlOO.

"

May,

''''

r"

"

1898.

II

II

August, 1898.

May,

'I

Walker Walton \Vare Warren Washington. Wayne.

.

H.D. W. Lewis. H. Howell

May,
"

18H8. 1900.

J. M. Middle brooks.

"

"

L. C. Rosser LaFayette.

March 5, 1900.

J. P. Shattuck. J. T. Little C. )1. Conley.

Feb'y, 1898.

"

"

"

1900.

\Y. S. Walker Monroe.

March 5, 1900.

T. W. Hasberry
( L. Rowland-. J. M. Gresham. J. P. Rockmore.

II

"

"

1898.

,.1.

George M. Napier

IHOO.

T. W. Powell . . .

"

J. D. Smith \Vaycross.

April 2,1900.

W. A.Cannon.
H. H. Gibson. IH. P. Brewer . . .
W. S. Booth . .

"
March,
"
.1

"
18H8.
"

oooo

A.. S. Morgan .. Warrenton,

May 7, 1900.

J. L. Wolf . . .

"

1900.

~

(' A. Cason. . . A. P. Swain . . . . J. L. Reese . . . . .

"
April,
"

"
1898.
II

~.........

George W. Baker ..

"

"

W. H. Pilcher M. R. Hall .

..

"
I.

1900.
"

J. N. Rodgers Sandersville.

April 2, 1900.

Macon Warthen. S. M. Gilmore. J. C. Harman

March, 18H8.

"

.1

.1

Stanley Kittrell

"

1900.

.J R. Bennett

May 7, 1900

Mount Pleasant.

A W ..J. Wood.
G. W. Williams R. J. Madry J. C. Hatcher .

.."

"

Oct., 18H8.

"

"

jJ. P. Mizelle . .

"

1900.

W. T. E. Butler

"

II

COUNTY. Webster. White. Whitfield Wilcox .. Wilkes ..

DIRECTORY-i-Continued:

c ounty School comlllis-I
I sioner and Post-office.

Term Ex pires.

.Is. R. Stephens. Preston.

.IAPril 2, IDOO.

George H. Kytle . Cleveland.

June 4,1900.

M. P. Berry Dalton.

May 7, 1900.

'E, Y. Bowen.
I Abbeville.

April 2, IDOO.

F. T. Simpson Aonia.

June 4, 1900.

Members Board Education.
T. E. Lansford
r. B. Nicholson.
A. G. Lowry ... C. C. Pearson. A. P. Passmore. Newton Miller. B. W. Allison .. H. A.Jarrard.. A. H. Henderson, Jr. J. B. Westmoreland 1. E. Shumate . C. A. Hunt W. H. Crawford. W. G. Liddell . J. W.Bowie. J. W. Armstrong. J. Y. H. Smith .. D. M. Howey.
r. R Mon roe ,
H. P. Stone W. R. Calloway
,r. R. Adams. .
J. C. Dyson . .
IO. S. Barnett ..
C. Granade . .

I Term Expires.

1
.

Au"g.,

1898.

."

"

March, 1900.

Aug.,

"

May, 1898.

" "

""

"

1900.

""

April, 1898.

"

"

"

"

1900.

"

March, 1898.

"

d

"

"

"

1900.

"

"

1898.

"

"

19"00.

"

Wilkinson. . . . . . W. S. Baker . . . . . . May 7, 1900. Irwinton.

Worth

J. G. Polhill Isabella.

May 7,1900.

jJ. M. Shepherd
B F. Ryle, Sr . Ira S. King . . J. R. Rawls . . .T. W. Lindsay.
J. E. Knight. J. T. Hall
C. A. Alford ...
J. F. Kikard . J. M. Sum ner

April,
" "
"

18()S.
" "
1900.
"

April, 1898.
" "
" - - - - - - -1_ 900.. _ -

'I 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

INDEX.

A

A ddress of President of Georgia State Teachers' Association.

100

Answers to Questions used in State Examination. . . . . .

212

B
Branches of Study Taught, Statistical Table.. . . . . . . . . CCCCIV Buildings-Improvement of School. . . . . . . . . . . . . . 15

C

Circulars Issued to County School Commissioners

186

Commissioners and Superintendents.. . . . . .

33

Committee of Twelve, Report of on Rural Schools.

220

Crime and Punishment, the Philosophy of, by Dr. William T.

Harris.. . . . . . . . ..

. ....

241

D Directory of School Officials of Georgia.

. CCCCXXVII

E

Education and Crime. . . .

28

Enrollment and Attendance.

32

Estimate of School Pund. . .

34

G

Georgia Academy for the Blind...

.

45

Georgia Normal and Industrial College . . . . . . .

35

Georgia State Teachers' Association, Proceedings of.

93

Address of President. . . . . . . . . . . .

100

Discussion, by Miss E. H. Meriil. . . . . . .

158

English in the Secondary School as Related to a College

Course, by Prof. O. C. Cox. . . . . .

141

Officers of G. T. A... . . . . . . . . .

\J8

Literature and the Library in Relation to the School, by

Miss Emily M. Alien. . . . . . . .

131

CCCCLII

Literature in the Primary Grade, by Mis, .Jessie Snyder. 147

Report of Special Text-Book Oommittee. . . . . . 95

Resolutions and Reports Adopted. . . . . . . . . . . \13

Some Teachers before the War, by Prof. Rufus W. Smith. 121

State Control and State Uniformity of Text-Books, by Supt.

E. A. Pound . . . . . . . . . . . . . . . . . . 112

Georgia State Teachers' Association (Oolored) . . . . . . . . 160

Georgia State School Oommissioners, Third Quarterly Session. 165

Grading of Country Schools. .

. . . . . . . . . ..

27

I

Incidental Expenses .

33

Institute Work.

22

Introductory ....

5

L

Local Tax

.

17

N

North Georgia Agricultural Oollegc ..

51

N urnber of Schools. . . . . . .

32

o

Officers of Georgia Teachers' Association.

98

P

Pay of Teachers. . .

33

Peabody Fund.. . .

116

Peabody Institutes. .

169

Plan of Grading Fulton County Schools.

178

Private High Schools, Report of. . . .

. eeeeXlV

Public Schools under Local Laws, Reports of .

. ccccxrr

Public School System, Opinion of High Educational Authority on 13

Public School System, SEntiment in Favor of a Better. . . . , 8

Q

Questions Used in State Examination.

206

R

"Reports of Private High Schools.

ccccx rv

Reports of Public Schools under Local Laws. . . . . . . eCCCXII

Report of Special Text-Book Oommittee of Georgi'l Teachers'

Association. . . . . . . . . . .

95

CCCCLIII

Reports of Universities and Colleges. . . . . . . . . . CCCCXY

Report to Dr. 'J. L. M. Curry, General Agent of Peabody Fund. 170

Resolutions and "Reports Adopted by Georgia Teachers' Associa-

tion. . . . . . . . . . . ..

93

Rural School Problem. . . .

. . . . .

19

Rural Schools, Report of Committee of Twelve on .

241

S
School Book Question. . . School Census of Georgia. School Fund, Addition to . School Fund, Distribution of . School-houses and Supplies. . School Statistics of United States. . Schools Supported by the State. . . State Association of Boards of Education .. State Normal School, The. . . . . . . . Statistics of Common Schools, by Counties. Synopsis of Statistics.. . . .

27
CeCCXYI
26 33 34
CCCCXXIY
26 161 .25-74
32

T

Teachers Growing. . . . . . .

24

Teachers, Number and Grade. .

32

Total of Common School Statistics. . .

. . . cccen

Truth, The, as told by our old Veterans, should be learned by our

children. . . . . . . . ..

. . . . . . . . . . . . . 23

W Women's Olubs and Public Education in Georgia. . . . . . . 20