Educational survey of Thomas County, Georgia

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m'p6 Educational Survey

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Thomas County 4 Georgia

M. L. DUGGAN, Rural Sc

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AND
EURI BELLE BOLT

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Extension Dept., G. N.

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No. 31

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nder Direction of State

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M. L. BRITTAI

State Superintendent of Schools

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1921

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Educational Survey of
Thomas County Georgia
BY
M. L. DUGGAN, Rural School Agent
AND
EURI BELLE BOLTON, Extension Dept., G. N. I. College
No. 31
Under Direction of State
DEPARTMENT OF EDUCATION
M. L. BRITTAIN State Superintendent of Schools
1921

THOMAS COUNTY PUBLIC SCHOOL SYSTEM
HON. C. H. RICE, Superintendent Tho .............................. masville, Ga.

County Board of Education
HON. B. W. STONE, Chairma HON. E. R. CLAR HON. B. C. R E E S HON. M. J. L E HON. T. C. McKIBBEN .................................................................Cooledge, Ga.

Home Economics Demonstration Agent
MISS LILA FORREST .......................................................................Boston, Ga.

County Health Officer
DR. JOHN SCHRIVER

Thomasville, Ga.

NOTE: This survey of Thomas County was undertaken a t the request of the county school administration, and was made during the month of February, 1921. It did not include the negro schools, nor the schools within the independent systems of Thomasville and Boston.
M. L. DUGGAN, Rural School Agent.

THOMAS COUNTY
Thomas County is located on the Florida line near the Southeast corner of Georgia. Its area is 530 square miles ; there are 650 miles of good public roads in the county, and some eighty miles of railroads. The population is about 35,000; and the school population is 9,468, of whom 5,292 are negroes. Climatic conditions make i t an ideal winter resort, and the balmy gulf breezes in the summer make i t an attractive place to live all the year round. Hence i t has become famous for the wonderfully beautiful estates of many Northern millionaires who have come to make their homes there. The county was originally covered with forests of yellow pine, most of which have been sacrificed for turpentine and lumber except where preserved upon the large estates referred to above. Th soil is generally productive, the principal products being corn, cotton, sugar cane, peas, velvet beans, oats, melons, pears, pecans. The melon, truck, and nursery industries are assuming large pro-
Hollywood Winter Home (New York Millionaire)

' - ' portions in the county. The public roads of the county are generally good, and with a recent bond issue voted by the county for the purpose of road building i t is proposed to construct 135 miles of concrete roads. This work is already under way.
Owned by Thomasville Live Stock Co.
The live stock industry has been highly developed in Thomas County. Many specimens of the finest pure hied cattle and hogs of the various types ever exhibited have been raised and are owned in the county.
Overseers and caretakers of live stock receive much higher salaries than school superintendents and teachers.

MATERIAL ASSETS
The tax digests of the county show a property valuation (at thirty-eight per cent of i t s estimated true value) of $12,783,604.00 to which should be added corporate property to the value of $1,297,489.00. The estimated real value of the property of t h e entire county, including corporate property, is $36,324,996.00.
The population of t h e county is about 35,000, of whom . ... are negroes. The school population of t h e county is 9,468, of \vhom there are 4,175 white and 5,292 negro children.
According to the tax digest and the census, there are in the county $1,486.58 worth of property per capita of t h e school population; or, figuring the property a t its estimated true value, $3,832.38 per capita of the school population. Dividing t h e white property by t h e number of white children we find, according t o the t a x digest, $3,084.38, or according to the estimated real value of the property $7,941.85 per capita of the white school population. Likewise, dividing only the property held by t h e Negroes by the number of Negro children, we have according to t h e t a x digests, $226.89 per capita; or reckoned a t its estimated true value, $597.09 per capita.
Again, if the entire property of the county, (including independent systems), as shown upon the digests ($14,081,093.00) were taxed five mills for school support i t would yield annually $70,405.47. I n addition to this the county (including independent systems) will receive froin t h e State for school support $49,138.92, making a total of $119,544.39 annually for t h e education of all the children of t h e county. To this could be added a s much more as the local needs might indicate (within the Constitutional limitations of a n additional five mills) through local levies by "local systems, municipalities, or school districts".
A Question of Brain Power vs. Gas-Engine Power
From last available published official reports there appears to be 1,600 automobiles in Thomas County. At an es-

t i n ~ a t e daverage valuation of $1,000.00 each, these cost $1,600,000.00, which is above $168.00 per capita of the entire school population, black and white. The annual maintenance cost of these autolnobiles owned and operated in t h e county is many tiines the maintenance cost of operating all the public schools in the county. How the people of any county spend their money is significant.
From the foregoing it is evident that Thomas County is abundantly able to provide as good schools for the children of the county as the citizens think their children deserve. The conditions as found and reported in this bulletin clearly show t h a t progress in the development of public schools of the county has not kept pace with the development of the material interests of the county.
EDUCATIONAL ASSETS
The educational assets of Thoinas County consist of the Thomasville independent public school system, the Eoston independent public school system, and the county system under the administration of the County Eoard of Education. There are also two or three private institutions.
The County School System consists of 21 one-teacher schools; 12 two-teacher schools; and 5 scl~oolswith three or more teachers. These schools are located from two t o five miles apart, averaging 13 square miles per school. (The minimum contemplated under Georgia School Laws for a school district is 16 square miles).
The one and two-teacher schools are operated in n ~ o r eor less uncomfortable buildings of one or two classrooins; with no cloak rooins ; generally insufficient, and always inlpropeial y lighted ; some of them unceiled; most of them unpainted; none of thein properly planned for school purposes ; unattractive. The average estimated value of these buildings is about $700.00. They are seated with good patent desks, in some cases, and in other cases with very rough and uncomfortable holnenzade desks, but nowhere sufficiently adjusted t o the physical deinands of the children of the several grades. In a few cases, the children are overcrowded to

three or more per seat. Occasionally, there is a teacher's desk. The teaching equipment is limited in most cases to a blackboard, sometin~esof very poor quality; a few cheap political maps; a chart; and occasionally a small globe apparently little used.
In most cases it was difficult to ascertain infornlation as to titles or areas of the school grounds. They are nowhere much improved, and in 111ost cases, utterly neglected; without sufficient playgrounds, or any play equipment; rarely any school gardens or flowers, although the woods around are full of wild flowers; and at none of them were sanitary toilets t o be found.
The attendance a t these schools appears to be very irregular and unsatisfactory. The total enrollment, according to official report, was 91.396 of the school census; while the average daily attendance was only 66.7% of the school census.
Our boasted Democracy proclaims t h a t all nien are born equal and should be guaranteed equal opportunities. But we are not living up to any such profession in the matter of providing equal educational opportunities t o "all t h e children of all the people." Thomas County is not f a r from the other extren~et, h a t of rank autocracy in educational opportunities. The "accident of residence" seems to determine the educational opportunities provided for the "future citizens" of the county-whether rural or urban. If the policy of universal education is to be seriously undertaken for the county the entire public school policy and system must be revolutionized and so planned as to reach alike, in so f a r as possible, all of the county's children. True, there are only two places in this county where a legal wall of "independence" separates superior school advantages from the rest of the county; but i t is also true t h a t several similar superior schools in the county are clearly results of local initiative rather than of county-wide administration and they easily fall into a class widely differing from the strictly

rural schools of f i e county. Thomasville, the county seat, and Boston are "independent systems" ;while Pavo, Meigs, Coolidge, Ochlocknee, Ozell, and Metcalf have each forged forward in proportion to the degree of their respective local initiative, support, and supervision, over and above that given from the county administration.
Qualitatively every school in t h e county should be made as good a s any, and this is n~easurablypossible and practicable. Quantitatively, this would be impracticable and impossible. To provide adequate high school facilities (including necessary reference libraries, laboratories, etc.,) is a very expensive proposition and neither the funds available nor t h e prospective patronage would justify more than a very few in any county. The many failures in so-called high schools furnish abundance of proof from experience. Probably as many weak primary and elementary rural schools over the State are due to their unwisely attempting high school work as to any other cause, and thus a very poor foundation is laid for the education of many children in a vain effort t o advance ( ? ) t h e few. To organize t h e school system as a county unit under central administration, supervision and support, and for greatest economy and highest efficiency to serve "all t h e children of all t h e people", conditions in Thomas County seem to indicate that there might be four "Approved" Senior High Schools, viz. : Thoinasville, Boston, Pavo, and Meigs. It is doubtful if any other school in t h e county could meet all requirements for this class without seriously impairing t h e quality of service in primary and elementary grades. However, demand and conditions would seem to justify "Approved" Junior High Schools a t Coolidge, Ochlocknee, Metcalf and Ozell. A good Junior High School will serve t h e comn~unityf a r better than an inadequately equipped Senior High School.
Besides the eight mentioned, i t is doubtful if any other school in the county should attempt any high school work a t all, certainly not until t h e quality of their primary and elementary work is much improved and their facilities are greatly increased. Many of the one-teacher rural schools
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should be limited to four or five grades until these show much better results than a t present. With such improved organization and an improved teaching force, under constant supervision, educational opportunities of the county would be f a r better equalized and greatly improved.
An important question being inuch and favorably discussed over t h e State a t this time is whether i t would not result in "the greatest good to the greatest number" if an entire county, including the county seat, were working together for the good of all. To paraphrase a remark of t h e late President Roosevelt, "The county will never have the best schools for any of its children until i t has good schools for all of i t s children." The county seat is as much dependent upon its rural public schools as upon its rural public roads for its prosperity, and should be as willing, even from a selfish standpoint, to promote their efficiency. Public roads, public health, public schools, and all other public institutions are for t h e good of the entire public, and the costs of maintenance should be distributed accordingly. As in matters of taxation for the support of other institutions for the public good, no lines should be drawn except county lines. To adequately meet t h e demands of democracy or promote t h e highest interests of the county, equal educational opportunities should be extended to all the children. The accident of residence should not handicap any child. No child should.be penalized educationally because i t lives in city or country. Financial support should be as liberal in the education of the one as the other, and close and constant and expert supervision should be assured alike to both.
In working out a plan for practically accomplishing this, however, great care should be had t h a t no policy is undertaken that would impair t h e efficiency of any school or system, or lessen t h e educational opportunities of any child. The purpose should be to improve all without impairing any. The highest interests of a county and i t s county seat are nlutual and interdependent one upon the other. Neither can prosper permanently without sharing its prosperity, nor suffer seriously without imposing its misfortunes upon
9

t h e other sooner or later. The theory of democracy in education should become a practice, and this is now the teadency in many progressive counties of the State. The Constitution of 1877 made i t so in four counties, others are voiuntarily or by legislative action following their example, and our next Constitutional Convention will likely require i t in every county-unless accomplished by earlier legislation.
The administration has been left largely in the hands of local trustees, and there has been no close professional supervision of the teaching processes in t h e various schools. Wherever and whenever there is secured a competent teacher, the results show up a little better for the time being, and a s well as could be reasonably expected under adverse conditions.
The school year is very short, being only five and a half months except as increased by local initiative and support. This local support is varying and uncertain from year to year, and sometimes fails in the middle of the term.
The State school funds are appropriated to the several schools upon the basis of last year's attendance, and local trustees elect t h e teacher. As probably an extreme illustration of this policy and its operation, one school was found which enrolled about 100 pupils last year, requiring two teachers. The combined salary of these two teachers entitled this school, under such policy, to an appropriation of $100.00 per month for this year. The local trustees elected a new teacher (holding second grade certificate) as principal. She declined t h e position a t t h e salary of one teacher, but proposed to t h e local trustees to accept the school without a n assistant if they would pay her t h e combined salary appropriated. The proposition was accepted. We found 45 pupils present on t h e day we visited t h e school. The daily schedule showed inore than thirty recitation periods. Further coniment is unnecessary.

THE FUNSTON CONSOL1I)ATED SCHOOL, Colquitt County, Ga.
.\ riiral ediicational institution taking the place of several little coi~ntryschools.

CONSOLIDATION
Not much, if anything, should be done towards improvements in the school houses and equipment until the problem of consolidation is worked out. As already stated, there are more "little schools" in Thomas county than the law contemplates or the needs indicate. Very great improvement t o t h e system can be accomplished through consolidation and, where necessary, transportation. No attempt is made to outline definitely any full program of consolidation in this report. However, to make our recommendations concrete we call especial attention to the territory situated between t h e forks of t h e Ochlocknee river in the Northern part of the County. This territory consists of about 36 square miles, with a school population of about 275 children. At present they are served by three little schools, usually employing four teachers, the pupils upon investigation showing exceedingly meager educational results. An adequate building erected a t a central location would be easily reached by several good roads with very little, if any, transportation of pupils. Every child in t h e territory would get the benefits offered by a modern consolidated school while the citizens of t h e district would quickly become very proud of such a n institution. None of them "point with pride" t o either of t h e three which they now tolerate.
There are a number of other places in the county where similar problems of consolidation could be easily worked out by a vigorous central administration, giving consideration only to the public interests, and not too inuch to local prejudices and petitions.
The public school funds have increased very niuch niore than t h e public schools have been improved. The people would be entirely willing to pay, through school taxes, more dollars for education if they were assured t h a t their children would get more education per dollar. Before much improven~entcan be expected in the schools, there will have to be complete reorganization in the system. Eased upon conditions and results as found and reported in this bul-
12

letin, and guided by successful experiences of educational systems elsewhere, i t seems wise to offer for the earnest consideration of school officials and patriotic citizens of Thomas county the following:
RECOMMENDATIONS
1. A COUNTY UNIT SYSTEM OF PUBLIC SCHOOLS, consisting of Senior High Schools, Junior High Schools, common schools, a few Primary schools-and eventually Kindergartens,-all under a strong central administration and ample expert supervision.
2. LIBERAL SCIIOOL TAX LEVIES against all of the property for the education of all of the children of the county.
3. A careful grouping of t h e schools, and a gradual and progressive policy of consolidation of the rural schools around such centers a s give best promise of permanency and efficiency. Transportation where necessary. Limitation of the grades per teacher where full consolidation is not feasible.
4. A stronger teaching force. A higher standard of scholarship and training should be required. No school can be any better than its teacher.
5. Free text-books as soon as a thorough business-like system is inaugurated.
6. Ample office room, office equipment, office help, etc., providing for such full information and records as m~culdbe demanded for the successful conduct of any "big business".
THE TEACHING FORCE. It was iinpossible to secure information concerning the training and experience of all the teachers. The data secured shows, however, that the teachers of the small schools are not so well trained and have not had so much experience as the teachers of t h e larger schools. Of the 31 teachers in t h e snzall schools surveyed, only 1 had college training; 7 had normal training, and 7 were high school graduates.

The remaining 16 had less than four years of high school ~ ~ o r akn,d of these sixteen, 6 had attended one summer school. Two of the large schools surveyed do not have any
teachers who have not had either normal or college training. It would be possible for t h e county to secure better trained
teachers f o r t h e smaller schools if a different plan were adopted as the basis for the salary schedule. The present
plan for the payment of teachers is discussed elsewhere in this bulletin. It is enough to say here t h a t no school systen? n~illever have a well trained teaching force until the administration of that systeni recognizes t h e importance of training and pays a higher salary to the trained teacher than is paid to the untrained teacher.
The qualifications of t h e teachers in t h e small schools of Thomas County compare favorably, however, with the qualifications of the teachers in t h e small schools of some of t h e counties surveyed. (See the Bulletin on Johnson County.) The small schools of Thomas County made higher scores on the tests than those made by t h e small schools of Johnson County. This fact is a decided argument for better trained teachers.

TABLE SHOWING AGE-GRADE DISTRIBUTION O F PUPILS IN THE LARGER SCHOOLS OF THOMAS COUNTY.

AGE 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Total

Grade I I1
I11 IV V VI
VII VIII
IX
x
XI

5572514 3 4---------

108

- 41921 2 7 3 2-------

58

- 17201411 6 2 - 2 - I---

64

- - - 10 22 31 18 1 3 5 2 1 - - - - 102

--- 12141313 5 3 5 I---

57

- - - - 2 414151210 6 I - - -

66

- - - - - - 3 1 6 1 0 12 6 3 1 - -

51

- - - - - - - 2 610 7 4---

29

- - - - - - - 1 1 7 1 4 5 4 2 2 36

- - - - - - - - - - 7 8 6 1 - 22

------------ 1- 1 2

Totals 5 62 51 66 45 71 57 66 39 46 46 23 12 3 3 595

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TABLE SHOWING AGE-GRADE DISTRIBUTION IN THE ONEAND TWO-TEACHER SCHOOLS OF THOMAS'COUNTY.

AGE
Grade I I1
111 IV
v
VI VII VIII Totals

5 6 7 8 9 10 11 12 13 14 15 16 17 18 Total

TABLE SHOWING THE NUMBER AND PERCENTAGES OF OVER AGE OR RETARDED CHILDREN IN THE SCHOOLS OF THOMAS COUNTY.

I I1 111 IV V VI VII VIII IX X Grades

No.Pupils 129 82 115 93 64 47 32 29

One and two

Percentages 40.2 50.6 63.5 66.9 68.8 65.3 64 80.6 teacher schools.

-

-

-

No.Pupils 21 14 22 39 27 29 22 11 13 7 Larger

Percentages 19.4 24.1 34.4 38.2 47.4 43.9 43.1 37.9 36.1 31.8 schools.

RETARDATION AND ELIMINATION.
The Age-Grade tables printed above were compiled froni the teachers' monthly reports for the month of January 1921. It was impossible to secure reports from one of the one-teacher schools, from two of the two-teacher schools and from the Pavo High School. For this reason, the tables do not include all of the-children in the county and are not absolutely accurate. A span of two years is allowed for the completion of each grade and t h e table is therefore very liberal. Children are supposed to enter the first grade a t the age of six. Thus, children in the first grade six or seven years of age are considered normal; children in t h e second grade seven or eight years of age are considered normal, etc. Those children in the various grades

who are older than the norlval age for their grades are overage or retarded.
A study of t h e Age-Grade tables and of t h e table giving t h e numbers and percentages of retarded children in the two types of schools shows t h a t t h e probleni of retardation in t h e schools of Thomas County is very serious. Out of
1054, 621 or 58.92% of t h e pupils in t h e one- and twoteacher schools are retarded; out of 595, 205 or 34.45% of the pupils in the larger schools are retarded. The percent-
ages of retardation in all of the grades of the smaller schools are much higher than those in the grades of the larger schools. As pointed out elsewhere in this bulletin, the greate r retardation in t h e smaller schools is t h e result of the unfavorable conditions of these schools. The buildings of these schools are inadequate and have very little equipment; the average length of the school term is 5 % months; t h e teachers are largely untrained and inexperienced and usually teach a t the same school only one year; the average length of t h e recitation period in these schools i s 10 or 15 minutes. Under these conditions children can not do as thorough work nor progress through t h e grades a t the same rate as do pupils who attend the larger schools for eight months in t h e year where one teacher devotes all of her time t o one or two grades. It is an expensive proposition to educate retarded children.
In the one-teacher schools there are eight children in the first grade who are each five years retarded. The county has spent $23.00 each year, or $92.00 during t h e past four years for those children to get the first grade work offered by the schools. Those children have failed to do t h e first grade work either because they were not a t school or because irregular attendance has caused them to fail to be promoted to the next grade, and the county is spending $23.00 again this year t h a t these same children may do this work.
It would be economy for t h e county t o provide such schools t h a t t h e retardation of pupils will be largely prevented.
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Children who drop out of school before they complete the seventh grade have not acquired the elementary principles of a n education. Of 321 pupils entering the first grade in the one- and two-teacher schools, only 50 or 15.57% stay in school long enough to reach the seventh grade; of the 108 pupils entering the first grade in the larger schools, only 51 or 47.22% stay in school long enough to reach the seventh grade. Thus it is readily seen that Thonias County is failing to educate a large percentage of its children.
The failure of the smaller schools to hold the children in school is very striking. This failure is due to many causes but among them these are the most important: lack of thoroughness in class-room work and retardation. Children who have not mastered the elementary principles of reading, writing, arithmetic, spelling and language in the lower grades find i t difficult to master the subjects taught in the 6th and 7th grades, and school work to them is a burden. If the pupils are retarded, they are attempting to do work that has been outlined for children who are younger than they are and the work has very little interest for them. Because of these two difficulties, many of them get discouraged and drop out of school.

CLASSROOM WORK.

Sonie of the small schools were closed a t the time the

survey was made. For this reason, and because of a lack

of time, i t was impossible to give all of the tests used in

the survey in all of the schools. Eut notwithstanding the

fact t h a t the study of classroom work and of classroom con-

ditions was brief, some very definite conclusions may be

drawn a s to t h e type of work being done in the various

schools.

1. The results of the tests, as given in the tables on the

following pages, show that, on the whole, the work being

done in

language, arithmetic, and writing in all of

the schools of Thonias County is below the standard.

2. The larger schools (this term includes all schools hav-

ing three or more teachers) are doing much more thorough work than the one- and two-teacher schools. The great dif-
ference in t h e quality of work done in the larger schools and in the smaller schools is indicated by the scores made in reading by t h e two types of schools. The comparative scores made by t h e smaller and the larger schools is not given for all of t h e tests. The scores made on t h e arithmetic and on t h e language test indicate t h a t these subjects, as well a s reading, are better taught in the larger schools. Since a child's ability to learn any school subject depends upon his ability to read understandingly, i t is logical to conclude that schools in which reading is poorly taught are getting poor results in all of the classrooln work, For this reason only the scores in reading are given in comparison.
3. The classrooin work in the one- and two-teacher schools i s very poor. A few of t h e smaller schools, however, are doing very good work, notwithstanding the unfavorable conditions under which the teachers have to work. Patten and Singleterry are two exceptions to the general statement made above. The median score in comprehension in reading made by the eighth grade pupils in the smaller schools is 15.0. The standard score in comprehension for the fifth grade i s 17.8; so i t is seen t h a t t h e reading ability of the eighth grade pupils in these schools is 2.8 points below t h e standard for fifth grade pupils. The scores made in language and arithmetic, and t h e quality of handwriting in these schools is correspondingly low.
4. As pointed out elsewhere in this bulletin, this difference in t h e quality of work being done in the snialler schools and in the larger schools is the result of t h e unfavorable
conditions of t h e smaller schools. If the people of Thomas County would give all of the children of t h e county an equal opportunity to acquire an education they will have to provide a longer school term for all of the schools, build larger schools, and pay sufficient salaries to secure better trained teachers for all of the schools.

READING.
The Monroe Standardized Silent Reading Test was given t o all of the grades from the third through the eleventh, inclusive. Test I was given to grades 3, 4 and 5; Test I1 was given to grades 6, 7 and 8 ; and Test I11 was given to grades 9, 10 and 11. This test measures the pupil's rate of reading and his ability to understand what he has read.
The rate and the comprehension scores made by all of t h e grades of the one- and two-teacher schools are below the standard. The rate scores of all except the ninth and eleventh grades and t h e coniprehnesion scores of all of t h e grades in the larger schools are below t h e standard. The high school grades in the larger schools are not so f a r below the standard as are the primary and the intermediate grades. This fact does not indicate that the pupils in the high school grades have received better training in silent reading than the pupils of t h e lower grades. The two most i~nportantreasons for the better score in t h e high school grades are these: first, the pupils of these grades through their continued study have developed a greater ability to read understandingly; second, through t h e process of elimination, a large number of the weaker pupils entering t h e lower grades have dropped out of school, and thus the few pupils in the high school represent a select group of strong pupils.
The scores made by all of t h e grades (except the fifth) of the smaller schools are lower than the scores made by the grades of larger schools. The low score made by the fifth grade of the larger schools is due to the very low scores made by the large number of pupils in the fifth grade of t h e Coolidge School. A study of the table will show that t h e fifth grade of all of the larger schools except Coolidge is higher than t h e fifth grade score of t h e snialler schools. Therefore the fact that the fifth grade score in reading for the small schools is higher than the combined fifth grade score for the larger schools does not indicate an error in, nor an exception to the general statement made in the beginning

of t h e discussion t h a t t h e classroonl work of t h e larger schools is more thorough than the classroom work being done by the smaller schools.
The scores made in reading by the high school grades of the Meigs and the Pavo Schools are nearer the standard than t h e scores made by t h e high school grades of t h e other large schools in the county. The Meigs school and the Pavo school have better financial support, better buildings, better equipment, and more teachers in the high school department than the other large schools, and are consequently doing better work.

TABLE SHOWING MEDIAN SCORES IN SILRNT READING MADE BY THE SCHOOLS OF THOMAS COUNTY.
MONROE SILENT READING TEST.

GRADES
Rate Comare-
hksion Rate Comp.
Rate Comp. Rate Comp. Rate Comp. Rate Comp. Rate
Comp.

I11 IV V IVI VII VIII IX X X

-

52. 70. 87. 90. 100. 106. 83. 85. 90.

6.812.717.818.5 22.8 26.023.025.427.2

27. 31. 67. 54. 69. 69. 2.0 4.6 10.5 10.7 13.7 15.0

One & Two Tchr. Sch.

39. 54. 59. 69. 87. 69. 86. 77. 81. T h r e e o r 4.0 7.2 10.1 12.3 16.7 17.0 19.8 22.0 26.0 More Tch.

31. 54. 59. 69. 69. 54. 81. 86. 3.6 6.0 8.0 13.0 15.0 10.0 17.0 19.0

~ i g h 31. 59. 67. 69. 89. 69. 77. 55.

3.0 7.0 12.0 13.0 21.0 13.0 23.5 13.5 22.0

Sch.

- 44. 59. 67. 67. 98. 81. 86. 86. 86. Pavo 4.0 6.0 11.0 10.8 17.5 20.0 23.0 28.0 30.0 High Sch.

44. 44. 67. 69. 69. 54. 87. 68.

Metcalf,

Ochlochnee

4.2 7.0 12.7 11.2 12.9 12.6 20.0 22.0

& Ozell

ARITHMETIC.
The arithmetic test used in t h e survey was Woody-McCall's Mixed Fundamentals, Form I. The test consists of 35 lniscellaneous exan~plesinvolving the addition, subtraction, multiplication, and division of sin~plenumbers, fractions and decimals. These exal~lplesare all printed on one sheet and are so arranged that they increase in difficulty. A time limit of 20'111inutes is allowed f o r t h e completion of t h e test.

The test is given to all of the grades from the third through t h e eighth, inclusive. The test, was given t o only two of the larger schools and was not given to the third .and fourth grades in both of these schools. The niedian scores made by the grades of these two schools are included in the table to show that even two of the weaker large schools are doing better work in arithmetic than the small schools are doing.

TABLE SHOWING THE MEDIAN SCORES MADE IN ARITHMETIC BY SOME OF THE SCHOOLS OF THOMAS COUNTY, AS COMPARED WITH THE STANDARD SCORES.
Woody-McCall Mixed Fundamentals Form I.

- GR- ADES Standardscore ........................................... One- and Two-Teacher Schools... TWOLarger Schools*.......-......................

I I I.13.0 7.0
-

IV 18.5 11.7
-

V 24.0 17.3 19.0

VI 28.5 19.6 21.0

VII VlII 31.0 33.0 23.0 24.0 23.5 28.0

"It must be remembered that these scores represent only two of the larger schools.

A coi~iparativestudy of t h e niedian number of exaniples worked correctly will show t h a t all of t h e grades in the smaller schools and in the two larger schools are inore than a grade below the standard scores for t h e respective grades. In the snialler schools the upper grades are much further below the standard than the lower grades. The low scores niade by the grades seem to be the result of two causes: inaccuracy on the part of the pupils in working exanlples involving simple processes t h a t were thoroughly understood, and a failure of the teachers to work towards any definite standard of accomplishment in arithmetic work for the various grades. In many instances fifth grade pupils failed to subtract correctly a simple example of three figures and eighth grade pupils failed to multiply by two figures correctly. 4 study of their work shows t h a t they understood t h e processes involved, but had not been trained to habits of accuracy in work. I n some of the schools t h e fourth grade pupils understood the processes of addition, subtraction, multiplication, and division involving simple numbers; in

other schools the fourth grade pupils were not able to multiply correctly by one figure and did not understand how to multiply by two figures. In some of the schools the sixth grade pupils could work all of t h e simple examples involving decimals and fractions; in others the sixth grade pupils could not add $12.50 plus $16.75 plus $15.75, nor solve 2% - 1= ? This inequality of accol~~plishmenbyt the grades of the different schools is the result of a lack of supervision and the changing of teachers from one school to another each year without leaving for the succeeding teacher any record of what she has accomplished.
LANGUAGE.
The Trabue Language Scale B was used in measuring the work in language. The test and instructions given to pupils are printed below.
INSTRUCTIONS.
This sheet contains some incoinplete sentences-sentences in which some of the words are left out. There is a blank in each place where a word should be written. You are to write one word on each blank, in each case writing the word which makes the most sensible statement.
You will have just seven minutes in which t o sign your name and age a t the top of t h e page and write the words t h a t are missing. The papers will be passed to you with the face downward. Do not turn them over until you are told to. After I tell you to start, remen~bert h a t you are to write just one word on each blank and that your score depends on t h e number of perfect sentences you have a t the end of seven minutes.

NA

Write only one word on each blank

Time Limit: Seven minutes

AGE (on last birthday) ..................

TRABUE

LANGUAGE SCALE B

1. We like good boys.................................................. girls.

2. The..................................................... is barking a t t h e cat.

3. The s t a r s and the........................................... will shine tonight.

4. Time......................................... often more valuable.................................. t h a n money.

5. The poor baby........................................ a s if i t were.................................... sick.

6. She.................................................... if she will.

7. Brothers and si

.......................... to help.............................

other and shoul

uarrel.

8. ................................... weather usually................................. a good effect..............................

one's spirits.

9. It is very annoying to......................................................... tooth-ache ................................

often comes a t t h e most........................................... time imaginable.

10. To........................... friends is always........................................ t h e............................... i t

takes.

The test was not given to all of the larger schools and for this reason only the median scores niade by the grades in t h e smaller schools are included in the table printed below.

GRADE MEDIANS MADE BY THE ONE- AND TWO-TEACHER SCHOOLS OF THOMAS COUNTY AS COMPARED WITH THE STANDARD.
TRABUE LANGUAGE SCALE B.

GRADES 111 IV V VI VII VIII

Standard

8.0 10.0 11.4 12.4 13.4 14.4

One- and Two-Teacher Schools. . 6.3 8.1 9.5 11.4 12.1 12.3

As shown by the table above t h e scores of all of the grades in the smaller schools are a year below the standard and the eighth grade score is two years below t h e standard. Since only one of the short scales was used in the survey, i t is not possible to make a study of individual capacity nor to check up t h e accura.cy of grading in t h e various schools. The results of the test show, however, t h a t the language work in the smaller schools is f a r below the standard. These schools are failing to develop in the pupils the ability to select and use words correctly. The papers show especially a lack of understanding of the correct use of singular and plural verbs.

WEST S I D E PIiBLIC SCHOOL
EAST SIDE PUBLIC SCHOOL Thomasville, Ga.

Pavo High School.

Meigs High School.

The Meigs High School has recently been remodelled and made adequate to meet the school needs, and is providing the necessary equipment for the science work in the high school. The school has running water, inside toilets and is providing playground equipment. The standards of the school are being raised and an effort is being made to put i t on the accredited list.
The Pavo High School has a brick building and has made much improvement in the last few years. The school has a Department of Vocational Agriculture. There are twelve teachers and they all have either college or normal training. Both Meigs and Pavo are four-year high schools.

COOLIDGE-Teachers: J. G. Garrison, Miss Prudence Blalock, Miss Gertrude Coghlan, Miss Alma Barrow, Miss Sarah Perry, Miss Jewel Martin, Coolidge, Georgia. Two and one-half miles west to Pine Grove; 4 miles east to Enon; 5 miles south to Merrillville. Grounds: Area, 4 acres; titles in Board of Education; landscaped; pecan and oak trees planted; open well; some play equipment; supervised play; two surface toilets, well kept. Building: Value $12,000; seven rooms; well lighted; new and in good condition; well kept; no cloak rooms but lockers are to be supplied. Equipment: Single and double patent desks; composition blackboards; a good library; maps; globes; pictures; reference dictionary; teachers' desks. Domestic science equipment; special reference library for teachers. Organization: Six teachers; ten grades; 220 enrolled; programs posted; industrial work; 8 months school year.
OCHLOCIiNEE-Teachers: Prof. Chas. E. New, Miss Nelle Dekle, Mrs. Leta Stephens, Miss Carrie Harrison, Ochlocknee, Ga. Center Hill 3 miles north. Grounds: Area, 1% acres; level; open well on grounds; no play equipment; no gardens; two surface toilets in very bad condition. Building: Value $3,000; four rooms; insufficiently lighted; floors oiled; no cloak rooms; unpainted. Equipment: Double home-made desks, and double and single patent desks; hylo-plate blackboard; two maps; 1 small globe; a few framed pictures; a few books; a reference dictionary; teachers' tables. Organization: 4 teachers, 10 grades, 8 months school year.
METCALFE-Teachers: E. E. Bishop, Mrs. E. E. Bishop, Miss Jewel Gardner, Miss Mary Glisson, Metcalfe, Ga. About six miles to Springhill School. Grounds unimproved; supervised play; no gardens; two surface toilets. Building: Value $1,500.00; five rooms; improperly lighted; painted. Equipment: Single and double patent desks; poor and insufficient blackboards; a small library; a few framed pictures; no other equipment. Organization: Four teachers; ten grades; 100 enrolled; no industrial work; no clubs; $2,600.00 per annum f o r maintenance.
OZELL SCHOOL-Teachers: Misses Laura Snlythe and Beulah Shankle. Area, 4 acres; titles in Local Trustees; ample play grounds, fine grove, yards fenced, good school garden. Value of building $5,000.00; two rooms, auditorium, cloak rooms; painted and in good condition; properly lighted; floors oiled; patent desks; teachers' desks; maps in case; reference dictionary with stand; library. Enrollment 94; ten grades; poultry and canning clubs; local tax.

BARNETT'S CREEK-Walker, four miles southwest. Teacher: Miss Bessie Sasser, Thomawille, Georgia. Building: Two rooms; painted; no play equipment; supervised play; no school garden.
Single patent desks; hyloplate blackboard (needs reslating) ; no charts; one map (in bad condition); a teacher's table; .a "World Book" library; a reference dictionary. Organization: One teacher, eight grades, 35 enrolled; 28 recitation periods; canning, pig and
poultry clubs; school year 5% months. $522.50 maintenance per year.
PEBBLE HILL-Teacher: Miss Gladys Edmondson, Morven, Ga. Center Hill one and a half miles east; White, two and one-half miles northwest. Grounds: 2 acres; title in local trustees; supervised play; no play equipment; open well; no garden; two surface toilets. Building: Value, $1000.00; two rooms; improperly lighted; well kept; painted. Equipment: Double patent desks; slate-cloth blackboard; a large globe and teacher's table; no other equipment. Organization: One teacher; seven grades; 22 enrolled; 30 recita-
tion periods; school year 6 months; maintenance $300.00.
PROSPECT SCHOOL-Three miles east to Five Forks; 4 miles northeast to Patton; three and a half miles west to Dillon. Teacher: Miss Marie Miller, Boston, Ga. Grounds: Unimproved, ample
playgrounds, no school garden, surface toilet. Value of building, $1,200.00; two rooms; not painted; i n good condition. Single patent desks; poor blackboard; no charts, globe, dictionary; sand table. Enrollment 36; canning and poultry clubs.
SPRING HILL--Teachers: Miss Ruth Connally, Ochlocknee, Ga. Grounds: Area 2 acres; no play equipment; play supervised; open well on grounds; one surface toilet in very good condition. Building: Value $1,000.00; one room; goocl material, b u t poorly planned; floors oiled; painted inside and outside. Equipment: Double patent desks; slate cloth blackboards; three maps; a reference dictionary; a teacher's desk and chair; no other equipment. Organization: One teacher, seven grades, enrolled 42; 22 recitation periods; no industrial work; no clubs; 5% months school year; $412.50 maintenance.
CENTER HILL-Teachers: Misses Bertie Pilcher and Mamie Watson, Ochlocknee, Ga. Three miles south t o Ochlocknee; 3 miles southeast to McIntyre; 4 miles north to Meigs; 2 miles west to Pebble Hill; 3 miles northwest to Law. Grounds: Area, 2% acres; titles in local trustees; level; open well; some play equipment; supervised play; a flower garden; two surface toilets (in good condition). Building: $800.00 value; 2 rooms; 2 cloak rooms; painted outside. Equipment: Double patent desks (not sufficient in number); hyloplate blackboard; a chart; a globe, a few framed pictures; a small library. Organization: 2 teachers, 8 grades. 112 enrolled; no program posted; 22 recitation periods; no industrial work; no clubs. Seven months school year. Maintenance $1,190.00.
28

PLEASANT GROVE-Teacher: Miss Pansy Reese, Pavo, Ga. Patten 2% miles northwest; Cross Roads 3 miles south. Grounds: Area, one acre; unimproved; no play equipment; no school garden; one surface toilet (in bad condition); open well. Building: Value $750.00; one room; improperly lighted; unpainted. Equipment: Double patent desks and home made desks (very uncomfortable); poor blackboard; one map; no other equipment. Organization: One teacher; 7 grades; 36 enrolled; 28 recitation periods; no prog r a m posted; 5Ih months school year. Maintenance $412.50.

UNITY SCHOOL-Four miles northeast to Ozell; 2 miles south to Boston; 4 miles west t o Summerhill. Teachers: A. W. Riley, Boston, Georgia. Area: 2 acres, titles in local Trustees; grounds improved and fenced; well on lot; two surface toilets in bad condition. Value of building, $800.00; one room; painted outside and inside. Double patent desks; poor blackboards; maps in case; charts; globe; pictures; reference dictionary; covered water coolers. Enrollment 52; six grades. Local t a x of 3 mills.

P I N E GROVE-Teachers: Miss Dollie Lennard, Miss Myrtle Lennard, Coolidge, Ga. Coolidge 2 % miles east; Rock Hill 3% miles west (Colquitt County). Grounds : Area, one acre; level, enclosed, unimproved; open well (very shallow); no play equipment; one surface toilet (in need of repairs). Building: $1,000.00 value; two rooms; insufficient lighting; poorly kept; one room unceiled; no cloak rooms; one room has been painted outside. Equipment: Double home-made desks; poor blackboard; a few maps; no other equipment. Organization: Two teachers; 8 grades; 75 enrolled; no programs posted; no industrial work; 25 acd 18 recitation periods. Five and a half months school year. Maintenance: $687.50 per year.

WANNLEIGH SCHOOL-Miss Vititia Dykes, teacher, Thomasville, Ga. Spacious grounds. No playground equipment. Building: New and in good condition; value, $1,000.00; lighting, improper; painted, inside and out. Equipment: Single patent desks; teacher's desk; good blackboard; cooler. Floor oiled. (School was not in session when survey was made.)

FREEDONIA-Teachers: Misses Lillian Petterson, Calla Smith, Bos-

ton, Ga. Stanaland four miles northwest; Merrillville about 5

miles northeast. Grounds: Area, one acre; level and well kept;

unimproved; well with pump; no play equipment; no gardens; one

surface toilet. Building: $1,000.00 value; two

improper

and insufficient lighting; no cloak rooms; floors oiled; has been

painted. Equipment: Double home-made desks; slate-cloth black-

board; one U. S. map; no charts, no globes, no library, no refer-

ence dictionary; a few pictures. Organization: Two teachers; 8

grades; no program posted; 80 enrolled; 27 and 25 recitation pe-

riods; school year 7% months; $1,007.50 f o r m a i n t e ~ a n c e .

SUMMERHILL SCHOOL-Three miles north to Prospect; 5 miles southeast to Boston; 4 miles east to Unity; 4 miles south to Antioch. Grounds unimproved; value of building, $500.00; two rooms; insufficient lighting; building in bad condition; not painted. Double patent desks; poor blackboards; no maps, charts, globes, reference dictionary, or pictures. Enrollment 50; ten grades; two teachers; Mrs. R. L. Reddock and Miss Archie Ward, Boston, Ga. Local tax 5 mills.
BEULAH SCHOOL-Teacher, Miss Claude Stegall, Thomasville, Ga. (School not in session when survey was made). Building: Was formerly a residence; value $500.00. Equipment: Single patent desks; hyloplate blackboard. Two miles to Thomasville.
McGRAW-Teachers: Miss Alice Williams-, Miss E u r a Lee Barrow, Pavo, Ga. Hobbs School 2% miles west; Pavo 3 miles east. Grounds: Area, 2 acres; titles in County Board; nice, level play grounds; no play equipment; enclosed; two surface toilets (in bad condition). Building: Value $900.00; three rooms, insufficiently and improperly lighted; maps in case; one primary chart; a globe; framed pictures; reference dictionary; an organ. Organization: Two teachers; eight grades; 69 enrolled; 55 recitation periods; canning and pig clubs; school year 6 months; $840.00 f o r maintenance.
McINTYRE SCHOOL-Teacher: Miss Myrtis Chastain, Ochlocknee, Ga., Route 2. Area, 2 % acres; good playground space; no equipment; open well on grounds. Building: One room; improperly and insufficiently lighted; badly kept. Double home-made desks; very poor blackboard; no chart, no globe, no dictionary. Organization: One teacher, seven grades, enrolled 71; forty recitation periods. Maintenance: $550.00 per annum. Five miles t o Stanaland.
MERRILLVILLE-Teachers: Mrs. W. L. McMillan, Mrs. Lillie Bird, Merrillville, Ga. Four miles north to Coolidge; 3 miles west to Sherrod; 4 miles east to Hobbs. Grounds: Large; titles in Trustees; ample play grounds; no gardens; surface toilet. Building: Value, $600.00; 2 rooms; well kept; no cloak rooms; unpainted and unceiled. Equipment: Home-made and patent desks; no blackboards; no maps; no charts; no pictures; no dictionary. Organization: Two teachers; 8 grades; 7 3 enrolled; 5% months school term.
32

DILLON SCHOOL-Miss Willie Mae Stephens, teacher. Grounds: Unimproved and poorly kept. No playground equipment. Building: One room; value, $300.00; improperly and insufficiently lighted; unpainted. Equipment: No maps; no globes &r other necessary teaching helps. One surface toilet.
SPRING HILL NO. 2-Miss Nornia Miller, teacher, Metcalfe, Ga. Grounds: Beautiful oak grove. Building: Former tenant house. Absolutely unsuited to school purposes. Equipment: Double homemade desks; no blackboard; no charts, no maps nor teaching equipment. (School was not in session when survey was made.)
SHERROD-Teacher: Miss Della Hancock, Thomasville, Ga. Merrillville three miles west. Grounds: Open country; good play grounds; no gardens; well on school grounds; 2 surface toilets. Building: $350.00 value; one room; no cloak rooms; condition fair; good ventilation; unpainted. Equipment: Home made desks; 2 black boards; no other equipment. Organization: One teacher; 40 enrolled; school year of 5% months.
ENON-Teacher: Mrs. E. V. Golding, Pavo, Georgia. Five miles southwest to Coolidge. Grounds: Area, one acre; well kept; no play equipment; no gardens; two surface toilets, well kept. Building: Value $600.00; one room; insufficient and improper lighting; well kept; no cloak rooms; unpainted. Equipment: Double homemade desks; poor blackboards; a reference dictionary; a primary chart; no other equipment. Organization: One teacher; seven grades; 54 enrolled; 5% months school year; $467.50 f o r maintenance.
F I V E FORKS-Mrs. Golden. Grounds unimproved and poorly kept. No school garden. Building : One room; new; improper1y lighted; unceiled; unpainted; no cloak rooms; fairly well kept. Equipment: Rough, home-made desks; poor blackboards; no charts; no globes; no library nor reference dictionary. Organization: One teacher; seven grades; 43 pupils enrolled; five and one-half months school term. 34

LAW-Teachers: Miss Oce Warren, Miss Rosalie Wiggins, Meigs, Ga., Route 3. Center Hill 2% miles southwest; 4 miles to Meigs. Grounds: Area, 2 acres; fenced; no equipment f o r play; flower and vegetable gardens; two surface toilets. Building: Two rooms; insufficient lighting; two cloak rooms; painted outside. Equipment: Double patent and home-made desks; painted boards; one map; a globe; a few framed pictures; no charts; a small library; a reference dictionary; a teacher's desk. Organization: Two teachers; 8 grades; 42 enrolled; no programs posted; 8 months school year; $840.00 f o r maintenance.
CENTRAL SCHOOL-Teacher: Mrs. Sadie Rehberg, Ochlocknee, Ga.; Route 2. Area: One acre; ground unimproved; no play ground equipment; no school gardens; spring on ground; surface toilet in bad condition. Building: One room; no cloak rooms; house unpainted; home-made double desks; three small blackboards; no charts, no globe, no dictionary, no library. Organization: One teacher; six grades; 24 recitation periods; 58 enrolled. Total maintenance $412.50. Two and a half miles to McIntyre; 2 miles to Stanaland.
SINGLETERRY-Teacher: Miss Mary Alice Wade, Boston, Ga. Four miles t o Barnett's Creek; Pine Creek 3 miles east; ................. miles north to Spring Hill. Grounds: Area, one acre; level and enclosed; unimproved; open well on grounds; no play equipment; play supervised; vegetable and flower gardens; one surface toilet (ont toilet burned), will be put in good condition. Building: One room; insufficient lighting; well kept; in bad repair; unpainted. Equipment: Double patent desks; slate-cloth blackboards; teacher's table; a n organ; no other equipment. Organization: One teacher; 8 grades; 36 enrolled; 32 recitation periods; canning and pig clubs; six months school year; $480.00 per annum f o r maintenance.
HOBBS SCHOOL-Teacher: Miss I r m a Zeigler, Thomasville, Ga. McGraw 2l/2 miles east; Patten 2% miles northeast. Ground unimproved, but well kept; supervised play; no play equipment; no school gardens; two surface toilets. Building: One room, improperly lighted; comparatively new; not painted. Equipment: Single patent desks, hyloplate blackboard; organ; one primary chart; teacher's desk. Organization: One teacher, eight grades, 35 enrolled, 35 recitation periods; program posted; school year 5% months; $412.50 per annum f o r maintenance.
PATTEN-Teachers : Miss Alice Raiford, Miss Leafy May Stevenson, Pavo, Ga. Hobbs 2% miles northeast; Pleasant Grove 2% miles southeast; three miles southwest to Prospect. Grounds: Area, one acre; title in County Board of Education; level but unimproved; open well; no play equipment; supervised play; no school garden; two surface toilets (in bad condition). Building: Two rooms; improperly lighted; well kept; unpainted. Single patent desks; slate cloth blackboard; a teacher's table; a few framed pictures; one map. Organization: Two teachers; seven grades; 103 enrolled; 27 recitation periods; canning and poultry clubs;
* school year 5% months. $687.00 f o r maintenance.

P I N E HILL-Pebble Hill School 2 miles east; Union Hill 2 niiles north; Spring Hill 2% miles south. Teacher: Miss Marie Hale, Ochlocknee, Ga. Building and land o r n e d by individual. Grounds unimprovecl; no play equipment; water secured from neighboring well; no school garden; one surface toilet in bad condition. Value
of house $300.00; in bad condition; in~properlylighted; unpainted. Equipment: Double home-made desks; no blackboard; no charts; no globes; no pictures; no library; no reference dictionary; a
teacher's table. Organization: One teacher; seven grades; 29 enrolled; 20 recitation periods; school year, 531 months; $276.00 maintenance.

LITTLE FLOCK-Teachers: G. S. Bramblett, Miss Bessie Ward, Boston, Ga. Grounds: Area, 2 acres; titles in local trustees; well kept; play supervised; no play ground equipment; no gardens; two
surface toilets (bad condition). Building: Value, $700.00; 2 rooms, poorly lighted; unceiled; clean; unpainted. Equipment: Home-made desks, but insufficient number; one small blackboard; no maps, no globes, no charts, etc. Organizations: Two teachers; 7 grades; enrolled 54; 18 recitation periods; program posted; clubs; 5% months school y e a r ; $770.00 maintenance. Eleven miles
south to Boston; 5 miles to MacLean; 10 miles to Metcalf.

NEW PINE CREEK-Teachers: Miss Esther Cook, Miss Irene Har-

ris, Thomasville, Ga. Ochlocknee, three miles north; Singleterry,

5 miles west. Grounds: Area 1% acres; titles;

; no

play ground equipment; no school gardens; water from open well:

two surface toilets. Building: Value, $1,000.00; 2 rooms; cheap

material and poorly constructed; improperly lighted; unpainted.

Equipment: Single patent desks; poor blackboards; a reference

dictionary; one primary chart; no other equipment. Organiza-

tion: Two teachers; seven grades; e n r o l l m ~ n t71; recitation pe-

riods 21 and 15; 5% months school year; $770.00 maintenance.

MacLEAN-Teacher: Mrs. M. J. Lee, Boston, Ga. Seven niiles south of Boston; 4 miles t o Little Flock; play ground equipment and supervised play; no school garden; no toilets. Building: Value
$250.00; one room; unpainted. Equipment: Home-made desks;
Blackboards; maps, charts, a small dictionary. No other equipment. Organization: One teacher, 7 grades; 22 enrolled; 35 recitation periods; 5% months school year; maintenance $247.50.

ST 4NALAND SCHOOL-Teachers: C. E. Duggar, Miss Fannie Collier, Ochlocknee, Ga. Grounds, 2 acres; titles in Local Trustees; level, enclosed, but unimproved; no play equipment; two surface toilets. Building insufficiently lighted; no cloak rooms; painted inside; double patent and home-made desks; a few unframed pictures; a book case; no other equipment.
ANTIOCH SCHOOL-Miss Anna Ramsey, teacher, Boston, Ga. Grounds: Clean and well kept; supervised play. Building: (teaching in church). Equipment: Desks made on back of church benches; no blackboards, maps, charts, globes, etc. Organization: One teacher, 5 grades, 17 enrolled; 25 recitation periods; 5% months school year; a canning club; $302.50 per year maintenance. Five miles to Boston; 3 miles to McLean.
3s