Educational survey of Walker County, Georgia

BY
M. L. DUGGAN, Rural School Agent
AND
EURI BELLE BOLTON, Extension Dept, G. N. I. Cdege
No. 35
Under Direction o f State
DEPARTMENT OF EDUCATION

Educational Survey of Walker County Georgia
BY
M. L. DUGGAN, Rural School Agent
AND
EURI BELLE BOLTON, Extension Dept., G. N. I. College
No. 35
Under Direction o f State
DEPARTMENT OF EDUCATION
M. L. BRITTAIN State Superintendent of Schools
1921

MAP SHOWING PROPOSED GROUPING OF SCHOOLS WALKER COUNTY.
Explanation: Large Circles denote Senior High Schools. Sniall Circles denote Junior High Schools. Light Solid Lines denote Public Roads. Heavy Solid Lines denote Proposed District Lines f o r Grouping of Schools.

WALKER COUNTY PUBLIC SCHOOL SYSTEM.
HON. J. A. SARTAIN, County Superintendent........ ........................ L a F a y e t t e , Ca.
County Primary Supervisor. MISS E T H E L T Y N E R L .................................... a F a y e t t e Ga.
County Board of Education. HON. W. B. SHAW, chairman^ L ..................... aFayette, Ga. HON. 0. P. A N D R E W S K ...................... ensington, Ga., R. 1 HON. L E O H. AU Rossville .................................... Ga., R. 1 HON. E. M. GOODSON....................Chickamauga, Ga., K. 2 HON. J. C. McWILLIAMS L .................... aFayette, Ga., R . 2
Ellis Health Officer. DR. J. H. HAMMOND L ...................................... a F a y e t t e Ga.
Sanitary Inspector. T. F. KANE, U. S. P. H.................................. LaFayette, Ga.
Farm Demonstration Agent. R. L. V A N S L a F a y e t t e , Ga. ................................................
County Attendance Officer. R. L. McWHORTER L .............................. a F a y e t t e Ga., R. 5

WALKER COUNTY SCHOOL SYSTEM
The biggest public problem confronting Walker county, undoubtedly, is the proper education of the childrenfuture citizens of the county. No other compares with it in present importance or projects itself so f a r into the future. In proportion as people are more important than property will their training mean more than any possible development of the material resources of :he county.
"I11 fares the land, to hastening ills a prey, Where wealth accumulates and men decay."
But more serious thought and business-like planning and liberal financial support has been given to the development of the material interests of Walker county than to the construction of an efficient public school system, as evidenced by the greater progress accomplished, court house and jail, public road system, agriculture, etc., etc. As compared to these we would call attention to the photographs and detailed descriptions of the school houses and school equipments of the rural schools given in this report.
A good public road system makes a good public schvol system possible, and neither can be had without both liberal financial support and strong central expert administration. Local initiative or administration never accomplishes either. Administration and supervision should always come from the same source as the support, and in the same proportion.
Walker county has been exceptionally fortunate in having more than 100 miles of permanent public roads constructed and maintained by the Federal Government under

expert direction and supervision and without cost to the county or State. These roads leading to the famous battle grounds a t Chickamauga Park, under government control, furnished the citizens of the county an unanswerable argument in favor of good public roads. Their experienccs in traveling over them convinced t h e people, as experiences always do. As a result they have voted around half a million dollars in bonds to extend good public roads throughout the county, and in co-operation with and under guidance of the State and National Highway Commissions. It is not conceivable that any such permanent and efficient system of public roads ever could have been accomplished under the old road laws and system of "road working," where each locality under local direction and local supervision and local support determined when, where, horn, and how much or little road-working was needed. The cost was little and the results were less.
The matter of public education, as t h e matter of public roads, is now universally considered even more an obligation upon the State and county than upon the locality or individual. The State and the county now recognize this obligation and give by f a r the greater part of the support. With support should go expert or professional administration and supervision, lest the support should fail of its proper results. But in Walker county, as in many other Georgia counties, the organization, administration and supervision of the public school system has never been assumed by the State and county authorities in proportion as they have increased their part towards the support of the system. Consequently much of this support is being wasted, or partly wasted, through much misdirection. Fortunately, this has not recently been the case in public road construction as with public school building.
At last, however, the county has an object lesson pointing towards a more efficient public school system. It will only be necessary for the citizens of Walker county to see t h e greatly increased opportunities offered their childr~ri,n
6

the western part of the county through the new consolidated school a t Cedar Grove to realize the inefficiency of the several "little schools" displaced by it. The Cedar Grove Consolidated School, organized and constructed under State and county direction, but by the consent and co-operation of the community, has already attained to much greater efficiency than could have been expected under merely locally prescribed conditions. Whenever the entire county school system is organized and supervised under expert and professional guidance, the 6,000 children can have equal educational opportunities with those who live within the territory of the Cedar Grove Consolidated School. How long will local preferences and prejudices be allowed to deny them such opportunities ?
By a careful reading of the reports published herein it will be seen that the lack of thoroughness in the fundamentals of education in the rural schools of the county is alarming. Because of it comparatively few of the pupils ever get as f a r as the seventh grade. Under present conditions there is little hope of much improvement. It is generally difficult and often impossible for local administration to revolutionize or very greatly improve conditions. But local public sentiment can help or hinder a county administration in bringing about more favorable conditions. The real conditions of the rural schools of the county are set forth in this report with the hope that a new interest in them may be awakened among the people. The educational needs of the 6,000 children call loudly for wise, constructive planning and unselfish sacrifice.
All Walker county children go to school a little; but not many of them go much. In sheer illiteracy the county stands well, only eleven counties making a better showing, but in near-illiteracy the showing is not good. In average attendance upon the schools 116 counties make a better showing than Walker. The schools do not appear to have much "holding power" upcn the pupils. Seventy-seven per

cent of pupils entering first grade quit school before reaching seventh grade. The reason is likely within the schcols.

THE TEACHING FORCE.
From the table below it will readily be seen t h a t the teachers in the small schools of Walker county have had very little training for the work they are attempting to do. Three of the teachers in these schools hold a thirdgrade primary license and five hold a third-grade elementary license; thirteen hold a second-grade license, and only fourteen hold a first-grade license. Thirteen of the tetchers in these small schools have had only seventh or eighth grade training and only five have had any college training. In many of the two-teacher schools, boys who had not completed high school were in charge of the primary grzdes. Men teachers who are well trained very seldom make plod primary teachers. How could boys who know nothing of child nature or of the best methods of teaching be expected to teach little first and seaond grade children as they should be taught?

Table Showing Training and Qualifications of Teachers.

License
One-Teacher Schools Two-Teacher Schools Larger Schools

Primary Elementary High School Total No. 1 s t 2d 3d 1st 2d 3d 1st 2d 3d NoneTeachers

-

-2

2 4 310 -- 1 7

5 5---
4---2 - 5---

5 17
1 24 15

Elementary High School

College

Training 7th Gr. 8th 9th 10th 11th 1 yr. 2 yrs. 3 yrs. 4 yrs.?

One-Teacher

Schools

3

Two-Teacher

Schools

6

Larger

Schools -

1 61 6 3 2 2 7 2 2---- 1 1 3 5 - 2 3

Total No. Teachers
17 24 15

5 or more Experience 1Year 2 P e a r s 3 Years 4 Years Years

One-Teacher

Schools

6

2

2

1

5

Two-Teacher

Schools

8

4

2

1

8

Larger

scllools

1

-

Total No. ? Teachers
I 17
1 21

Service at

Present

5 or issore

Tot21 No.

School

1Year 2 Years 3 Years 4 Years Years ? Teachers

One-Teacher

Schools

15

Two-Teacher

Schools

17

Larger

Schools

9

1

-

5

1

3

-

1

15

1

-

- 24

1

-

2 15

NOTE-Information concerning qualifications was not secured fro111 all the teachers and therefore the table is not complete. The number of teachers in each type of school i s sufficient to be rep-
resentative.

Not all of the untrained teachers were young teachers. One teacher who has taught for twenty years has had only seventh grade scholarship and holds only a second-grade license. Because of economic reasons it is sometimes necessary for a young teacher to begin work before he has completed his training, but a teacher who is not ambitious to be a growing teacher has no right to expect a place ir, the public school system. The teachers in the larger schools of the county are better qualified for their work than the teachers in the small schools. Before any permanent improvement in the condition of the rural schools can be expected it will be absolutely necessary to improve the tezching force in these schools. The Board of Education should adopt such a scale in the payment of salaries that the trained teachers will be encouraged to increase their professional strength by attending summer schools, and that t h e untrained teachers will feel it necessary to attend normal school and fit themselves for their work.

The frequent change of teachers makes i t impossible for either the trained or the untrained teachers to do their best work. (See table above showing length of service a t present school.) Many of the teachers who were teaching the summer terms in the country schools teach in other systems during the winter term. Forty-one of the fifty-six teachers included in the study were teaching in the schools for the first time. A teacher who teaches in a school only two months during the sun?mer does not have time to do any constructive school or community work. As long as it is necessary to have the divided school term, wherever possible, the teacher who teaches the winter term a t a school should also teach the summer term.

RETARDATION AND ELIMINATION.
The problem of retardation in the rural schools of Walker county is very serious. Children usually enter school a t the age of six years and complete one grade each year. Some children, however, do not enter school imtil the age of seven. For this reason in the present study, two years are allowed for the completion of each grade. Thus a child in the first grade six or seven years of age is considered normal; a child in the second grade seven or eight years of age is considered normal, and so on. A child in any grade older than the normal age for that grade is considered over-age or retarded.
Table I. Showing the Number and Percentage of Retarded Children in the Rural Schods of Walker County.

Grades I. 11. 111. 1V. V. VI. YII. VIII. IX. X. Total

No. Pupils

in Each

Grade 963. 448. 446. 499. 384. 218. 212. 40. 11. 2. 3223

No. P u -

pils Re-

tarded 413. 316. 308. 377. 296. 182. 180. 35. 11. 1. 2119

Percentage of

tPa-n;ieneils

R;-
-

-

42.9 70.5 69.1 75.6 77.1 83.5 84.497.5 100.0 50.0

'"eaorts from one or two schoals were not included in the study and it is atherefore not absolutely accurate.

Table 11. Showing the Number of Years Lost by Retarded Pupils in the Rural Schools of Walker County.

No. Pupils

No. Years Retarded

- --- - - -
No. Years Lost

There are 3,223 pupils (see Table I. above) in the rural schools of Walker county. Of this number, 2,119 are retarded or older than they should be for their grade. The 2,119 retarded children have lost a total of 5,266 years (see Table 11. above). This means that the 3,223 pupils have lcst an average of 1.6 years per child in reaching their xjresent state of advancement in the grades. At this rate it is taking two and one-half times as much time as it should take for the children in the rural schools to complete their grades. This slow rate of progress means a tremendqus loss of time for teachers and pupils and a great loss in money for the county.
The chief causes of this retardation of pupils are irregular attendance, the short divided school term, and lack of thoroughness in classroom work. Pupils who attend scl~ool irregularly hinder not only their own progress, but that of the class also, and cause the teacher much trouble in keeping the classes organized. Parents who earnestly desire their children to be educated will realize the seriousness of keeping them out of school for petty reasons. They mill enforce the compulsory attendance law of their own volition because they know it is best for the children.
The pupils in the rural schools are just as capable as the
11

pupils in city schools, but they can not do the same amount of work in six months that the pupils in the city schools can do in nine months. A long school term is absolutely necessary for the normal advancement of pupils t h r ~ u g h the grades. The divided school term makes any regular system of promotion in t h e grades impossible. Many of the teachers who teach the schools during the summer term do not teach them during the winter. They leave nc records of work accomplished. Such conditions necessarily cause a great deal of repetition and irregularity and result in much waste of time and effort. (See discussion of the summer term under Recommendations.)
Many of the teachers in the rural schools have ver:, !ittle training. Practically all of them, especially in the oneand two-teacher schools, have so many grades t h a t the.. ;:an give only a few minutes to each recitation. Consequently the classroom work can not be done thoroughly and this hinders the normal progress of the pupils.
The slow progress through the grades resulting frnm the causes pointed out above is largely responsible for the dropping out of so many pupils before they reach the upper grades.

Table 111. Number of Children per 100 Entering the First Grade who Stay in School Long Enough to Reach The Seventh Grade.

Grades

I.

VIi.

Larger Schools ................................ 100

42

Two-Teacher Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

23

One-Teacher Schools ........................... 100

P1

Table IV. Percentage of Children Entering the First Grade who Reach the Other Grades. Rural Schools of Walker County.

Grades I I1 111 IT' V VI VII 100 46.5 46.3 51.8 39.9 22.6 22.0
32

VIII IX X --
4.3 1.1 . 0 2 P e ~ c ; _ n t

Table 111. above shows that in the larger schools only 42 children out of every 100 stay in school long enough t o reach the seventh grade; in the two-teacher schools, 23 stay in school long enough to reach t h e seventh grade, and in the one-teacher schools only 11 children out of 100 reach the seventh grade. In all of the rural schools, 60.1% of the pupils drop out of school before they reach the fifth grade. This is an alarming fact. Boys and girls wbo receive less than a fifth grade education will grow up t o be men and women who are almost illiterate. The larger schools are holding more pupils in the upper grades than the two-teacher schools and the two-teacher schools are holding more than the one-teacher schools. From the abme figures i t is clearly evident that the small schools are failing to give the largest percentage of children for whom they exist more than the merest primary principles of an education. Since they are failing t o meet the needs of the p e ~ p l e of an enlightned civilization, they should as rapidly as possible give place to large, efficient school plants.
CLASSROOM WORK.
In order to get an accurate idea of the quality of work being done in the schools, simple educational tests were given in the fundamental or most important school subjects -reading, language, arithmetic and spelling. These tests have been given under the same conditions to thousands of pupils in representative schools in all parts of the United States. The median or average scores made by the large number of pupils in each grade to whom the tests were given have been carefully worked out and are given as Standard Scores. The standards, therefore, do not represent perfect scores, but scores made by average children in schools in which the teaching has been well done. A careful study of the tables of results will reveal the type of work being done in the various schools of the county.
From the results of the tests discussed on the following pages, certain definite conclusions may be drawn.
13

1. The classroom work being done in reading, language, arithmetic and spelling in the schools in the county is not thorough.
2. The quality of the work being done in the LaFayette and Chickamauga Schools is f a r superior to the quclity of work being done in the other schools of the county. The scores made by these two schools in all of the subjects except reading and arithmetic in the upper grades were up to standard.
3. The work being done in the small country schools is very poor as compared with the work being done in the larger country schools and in the LaFayette and the Chipkamauga Schools. The work being done in the one-teacher schools is very poorly done. The average sixth and swenth grade pupils in these schools can not read their text)oo>ks understandingly and can not do more work in arithmetic than that which is expected of a fourth grade child. T h z ~ e schools are wasting the people's money and the time and energy of the pupils, but they can not do better work until the unfavorable conditions under which they operate are changed. The small schools of the county have very poor buildings and practically no school equipment-in rnmy instances they do not even have blackboards; they have only a six months' school term, which is divided into two sessions, and the most poorly trained teachers in the system are in charge of the one-teacher schools and the primary
grades in the two-teacher schools. The children in a small
community have a right to as good and as thorough training as that received by the children in a large community. Recommendations for the reorganization of the county system are given elsewhere in this report. If the proposed changes are effected, all of the children in the county will in time receive equal educational opportunities.
READING.
The Monroe Silent Reading Test was given to all the

grades from the third through the eleventh. Test I was given to grades 111, IV and V ; Test I1 was given to grades VI, VII and VIII; Test 111 was given to grades IX, X 2nd XI. Each of the three tests consists of a series of sirnple paragraphs with a question a t the end of each. The question can be easily answered if the paragraph is understood when read. The pupils are given five minutes in which to read a s many of the paragraphs and to answer as many of the questions as possible. The test measures the pup;l's rate of reading and his ability to understand what he has read. The rate of reading is indicated by the Rate Score (see table below), which means the number of words read per minute. The ability to understand what has been read is indicated by the Comprehension Score (see Comp. score in table). Each pupil's rate score in reading depends on t h e number of paragraphs read in the five minutes and his comprehension score depends on the number of questions answered correctly. The individual scores made by the pupils in each grade in the various schools were combined and the median or average score for each grade was found. Some scores made by the individual pupils were higher than the average for their grade and some were lower, but the median or grade scores given in the tables represent 50 per cent of the pupils. Hence the median grade scores for each school represent the average work being done in reading in t h a t school or type of school. The scores in all of the subjects were worked out in the same way and the median grade scores represent average work being done in each subject.

Table V. Median Scores in Silent Reading Made by Schools in Walker County.

Grades Standard
LaFayette
Chickamauga
Linwood
West LaFavette Rossville
Cedar Grove
Larger Schools Two-Teacher Schools One-Teacher Schools

I11 IV V VI VII VIII 1X X XI

60 79 94 96 104 108 86 87 94 Rate 9.3 15.3 20.8 21.0 24.5 27.3 24.0 26.0 28.6 Comp.

48 69 83 66 93 85 8 1 85 6.8 13.1 17.2 15.5 21.2 22.5 23.2 23.2

Rate Corqp.

51 56 90 59 85 7.5 10.5 17.5 13.7 18.3

Rate Comp.

50 55 108 108 6.1 9.7 18.5 18.0
44 51 50 6.0 8.5 11.0

Rsle Com~.
Rate Comp.
Rate Comp.

37 44 48 61 75 72 4.0 6.0 6.5 11.0 15.0 17.5
26 36 44 51 61 60 3.1 4.4 5.0 9.7 12.0 18.0

Rate Comp.
Rate Comp.

28 40 56 57 53 65 2.8 6.0 10.3 14.6 15.9 17.2
27 43 59 69 59 2.9 6.7 10.3 14.0 11.0

Rate Comp.
Rate Comp.

There is very little difference between the LaFayette and the Chickamauga scores in reading. The scores of these schools are a little more than a half year below the standard scores in both rate and comprehension. The Linwood third and fourth grade scores are lower than the LaFayette and the Chickamauga scores, but the fifth and sixth grade scores of this school are higher than either the LaFayette or the Chickamauga scores and are almost up t o standard. The high scores in the Lintvood fifth and sixth grades are partly due to the fact that only a few children stay in this school long enough to reach the upper grades and these are the strongest children in the community. The LaFayette and the Chickamauga Schools hold a larger percentage of their pupils in the upper grades and their scores
16

represent average groups of pupils instead of a highly :;elected group. There is very little difference between the third and fourth grade scores of the West LaFayette and the Linwood Schools, but the fifth grade score of the West LaFayette School is very low. Both the rate and comprehension scores made by the Rossville third grade are very low, but the scores made by the upper grades compare favorably with the LaFayette and the Chickamauga scores. The low score made by the Rossville third grade may be accounted for by the fact that the primary teachers in this school have had to work under impossible conditions. The teacher of the first grade had 90 pupils crowdeci iogether in one small room. Many of these pupils were too old for their grade and needed special help. How long will parents continue to expect children and teachers to get results under such conditions ? The scores made by the Cedar Grove School are very low in comparison with the scores made by t h e other schools. This school has just been consolidated and the teachers have not had time to organize the various groups of pupils coming from the one-teacher schools. The scores show not the work of the Cedar Grove School, but the results of the conditions in the small schools before the consolidation was effected. The scores in all of the country schools are much lower than the scores made by the town and village schools. The comprehension scores in reading made by the lower grades of the rural schools average about 11/CL years below the standard scores; the seventh and eighth grades average about 21,; years below. These scores show that the children in the country schools have very little ability to understand what they read.
Reading is very poorly taught in the rural schools. Several classes in oral reading were observed. The pupils either stood or sat in very bad position and called words indistinctly. The teacher pronounced the difficult words and a t the end of the reading made a new assignment without discussing or permitting the children to discuss what had been read. Some of the teachers in the small schools mere teaching their beginners by the alphabet method. In many
17

instances there were eight or ten pupils in the primer class and each pupil was reading on a separate page in t h e book. In addition to this there were in some instances one or two sections of the "first reader" class. Such an arrangement makes it absolutely impossible for the beginning classes to
make anything like normal progress. The parents are r a t -
ly to blame for this condition. The teachers say that the children start to school at any tinie during the term and come so irregularly that it is difficult to classify tliein. There were no charts, no perception cards for word d:ills nor other devices for making the work interesting. In some instances 16 or 17-year-old boys, who have had only sixth or seventh grade training, were teaching the primary grades. The wonder is not that the children under these conditio:i~ have learned so little, but that they have learned evm as much as they have.
LANGUAGE.
The Trabue Language Scale B was used in measnrixg the work in language in the schools of Walker county. The test consists of twenty ineomplete sentences-sentences in which some of the words are left out. The pupils are given seven minutes in which to write the missing words on the blank spaces. The score depends on the number of correct sentences the pupil has a t the end of the seven minutes.
Grade Medians made by the Schools of Walker County a s Compared with the Standard Medians. Trabue Language Scale B.

Grades

I1 I11 IV

V

VI -- VII VIII

Standard

5.8 8.6 10.4 11.6 12.6 13.6 14.6

LaFayette

- 8.3 10.9 11.9 12.6 --- --

Chickan~auga

- 8.5 10.8 -- 13.1 ---- --

Linwood West LaFayette

-
-

6.1 6.5

-1-0-.9

- 12.2 - 12.0 -------

-
-

Rossville Cedar Grove

- 6.8 - 6.7

8.5 10.6 12.5 12.0 --
8.4 10.7 10.5 12.5 --

Larger Schools - 6.8 8.0 11.3 11.8 14.1 13.5

Two-Teacher

Schools

- 6.0

8.6 10.5 10.9 12.1 11.9

One-Teacher

Schools

- 6.3

7.8

9.6 11.3- 10.6 --

18

There is an approximate difference of 1 between t h e standard scores for all of the grades above the fourth. Therefore if a grade score is 1 point below t h e standard score that grade is a year below the standard in language work; if a grade score is .5 lower than the standard scoye, that grade is a half year below the standard in language work.
The scores of all the grades except the third in t h I~da-
Fayette and the Chickamauga Schools are either up t~ or
above the standard scores; the third grade score in these schools is almost up to standard. The third grade score jn the Linwood ScIlool is about a year below standard; the fourth and fifth grade scores are above standard, and the sixth grade score is about a half-year below ~ t a n d a r d .The language test was given only to the third grade in the West LaFayette School. The score for this grade is just a little above the score made by the Linwood third grade. The scores of all grades in the Rossville School except t h e sixth are about a year below standard. The score made by the sixth grade in the Cedar Grove School is two years below the standard; the scores made by the other grades in the school are about a year below standard. All of t h e grades in the larger country schools except the fifth and seventh
are a year or llh years below standard, with the excep-
tion of the scores made by the fourth grade, the scores made by all of t h e grades in t h e two-teacher schools are fmrn a half to 1?/12years below t h e scores made by the larger schools, and the scores made by the one-teacher schools are an average of one-half year lower than the scores made by the two-teacher schools. The scores made by the oneteacher schools are very low. The seventh grade score made by these schools is just a little above the standard score for the fourth grade. The scores made by all of the schools except those made by the LaFayette and the Chickamauga schools are very much below standard and show that the language work in the schools of the county is not thorough.

ARITHMETIC.
The Woody-McCall Arithmetic Test Form I was used to measure the work in aritmetic. The test consists of 35 miscellaneous examples involving the addition, subtraction, multiplication and division of simple numbers, fractions and decimals. These examples are printed on one sheet and are so arranged that they increase in difficulty. A time limit of 20 minutes is allowed for the completion of the test.

Table Showing the Median Scores made in Arithmetic by the Schools of Walker County as compared with the Standard Scores.

Grades
Standard LaFayette Chickamaugee Linwood West LaFayette Rossville Cedar Grove Larger Schools Two-Teacher Schools One-Teacher Schools

I11 IV

V -V-I -- VII VIII

13.0 18.5 24.0 28.5 31.0 33.0

14.5 13.0 12.4 11.5

18.5 15.7 16.1 12.9

21.4 23.3 ---- --

20.2 21.5 21.3

22.1 25.0

19.5
-

--
----

--
-
--

11.0 13.3 18.5 20.7 26.0 --

5.7 10.6 16.5 18.0 25.0 --

10.3 14.5 16.4 21.5 21.9 26.5

8.3 13.4 17.7 19.4 23.6 4 . 0

8.0 12.5 14.8 18.5 18.5 --

The LaFayette third grade score is above standard;
the fourth grade score is up to standard; the fifth grade
score is about a half-year below standard, and the sixth grade score is a year below standard. The third grade score of the Chickamauga School is up to standard, but the other grades are from a half-year to nearly two years below t h e standard scores. The scores made by all of the grades in the Linwood School are below standard. The score made by the sixth grade in this school is lower than the score made by the fifth grade. The scores made by all of t h e grades in the West LaFayette School are below t h e standard scores. The score made by the Rossville third grade is only two points below the standard score, but the other grades are from a year to a year and a half below the standard scores. The scores made by the lower grad.es in t h e Cedar Grove School are very low, but the score made by

the seventh grade compares very favorably with the s:ures made by the seventh grades in the Chickamauga and the Rossville Schools. The scores made by the lower gr:~des in the larger country schools are about equal to the sc:ores made by the Rossville School, but the scores made by the seventh and eighth grades are more than two years be!ow the standard scores. The scores made by the two-tet~cher country schools are lower than the scores made by the larger schools. The score made by the eighth grade in theqe schools is the same as the standard score for the fifth grade. The scores made by the one-teacher country schools are lower than the scores made by the two-teacher schools. The fourth grade score made by these schools is more than a year below the standard; the fifth grade score is nearly two years below the standard, the sixth grade score is two years below, and the seventh grade score is three years below the standard score.
The work being done in arithmetic in the upper grades in all of the schools in Walker county is below the standard In all of the schools the scores made by the upper grades are further below the standard than the scores made by the lower grades. This is probably due to the fact that the teachers in the upper grades repeat some of the work done in the lower grades and do not require their pupils to push forward and master the subject matter outlined for their particular grade. The papers show that the upper g-rade children in all of the schools have difficulty in handling decimals and the simplest fractions. The scores made by the one-teacher schools and a study of t h e papers from these schools show that the pupils in the one-teacher schools are merely skimming the surface of the subject of arithmetic. When pupils who have studied arithmetic for six or seven years can do no more than add, subtract and multiply the simplest combinations of numbers, i t is time for the people to investigate the causes of such inefficiency and waste ~f time. (These causes are referred to under the discussion of consolidation or reorganization of the county school system.)
21

SPELLING.
The Monroe Timed Sentence Spelling Test was given to the high school grades in the LaFayette School, to the seventh grade in t h e Chickamauga School and to a few of the country schools. Only the scores made by the LaFayette School are given below.

Median Scores made in Spelling by the High School Grades of the LaFayette School as compared with the Standard Scores.

Grades
Standard LaFavette

-

VII VIII IX

X

86% 900%

70% S4'h 86

90

65

73

84

90

The tenth grade is up to standard; the ninth grade is almost up to standard, and the seventh and eighth grades are very much below standard. The score made by the seventh grade in the Chickamauga School was above standard. The papers handed in by t h e pupils of this grade were very neat and showed that they have had excellent training in dictation and composition work. The scores made by the country schools in which the spelling test was given were very low, the papers were very poorly written, and showed that no standards of composition were observed. More emphasis should be placed by the teachers of these schools on written spelling and practice in dictation.

CHIEF CAUSES OF LACK OF THOROUGHNESS IN THE RURAL SCHOOLS OF WALKER COUNTY.
1. Most of the schools have been left mainly t o local administration.
2. Untrained teachers.
3. TOOmany grades per teacher.
4. Short school year-often divided into two terms.
5. Inadequate buildings and teaching equipment.
6. Irregularity of attendance.
REMEDIES RECOMMENDED.
1. A businesslike administration of the entire county system by the county Board of Education and constant, close professional supervision of all teaching processes by superintendent and supervisors. This is essential, as in all other business enterprises, if unity of purpose, systematic efforts, and satisfactory results are t o be expected. Permanent records of progress should be kept. ( A good beginning in this direction has already been made.)
2. TRAINED TEACHERS-Teaching is a profression. The education of the county's 6,000 children is a very serious matter and should not be trifled with. A strong central administration and sufficient supervision will bring about the solution of this problem. (Some Georgia counties now refuse to employ any teachers holding licenses below first grade.)
3. Even trained teachers can not accomplish impossibilities.. Seven grades are more than anybody can teach well. An hour-a-day-to-a-grade is not enough, and results in great waste of t h e children's time and opportunity. CONSOLIDATION wherever possible, and limitation of small schools t o four or five grades where consolidations a r e impracticable, appears to be the sensible and only solution.

Where little schools can not be consolidated we would strongly urge that they be grouped around one stronger central school whose influence and supervision can be extended t o them. A strong principal of such central school should, under direction of the county superintendent, give limited supervision to the smaller and weaker schools within his "group." Such a tentative grouping of the schools of the county is suggested by the map published herein. It is suggested that the several little schools on Lookout Mountain, because of their isdation and difficulties of access, should be given closer supervision than would be possible from the county superintendent and county supervisor, and the strongest principal of one of the best of these schools might be charged with such duty and responsibility in addition to his duties as principal. Extra remuneration should, of course, be provided.
4. It can not be expected of country children t o make a grade in six or seven months when it takes city children nine months. Still more is this true when buildings and equipment are inferior, teaching force weaker, and the short school year divided into two short terms. A LONGER AND CONTINUOUS SCHOOJ, YEAR IS NECESSARY IF WE EXPECT TO EDUCATE OUR CHILDREN. We can not educate our children if they are to go t o school only "when they a r e not needed on the farm."
5. Just a goad house is not necessarily a good school house. School houses should be "planned for the purpose" a s skillfully as cotton mills or cow barns. A look a t the pictures in this bulletin will be sufficient argument upon this subject. Fortunately, correct plans carefully worked out by experienced school architects may now be had from the State Department of Education upon application and without cost.
6. Enforce the compulsory attendance law.
7. Of course it will require more money t o carry out

the above recommendations. We can not expect to get education cheaply. By overwhelming vote t h e people recently ratified the Constitutional Amendment which authorizes county Boards of Education t o levy such taxes against their property a s may be necessary to maintain good schools for their children. THIS RESPONSIBILITY NOW RESTS UPON THE COUNTY BOARD O F EDUCATION. Both education and good roads come high-but ignorance and bad roads cost vastly more

NEW AUDTTORIUM OF T H E CHICKAMAUGA HIGH SCHOOL.
Prof. W. A. Wiley, Superintendent.
The Chickamauga High School has two classroom buildings and a new auditorium which is well planned and modern in every detail. The school is a fully accredited Four-Year High School and has a faculty of thirteen teachers.
The Chickan.auga School is an independent system, but a large percentage of the pupils in the high school department come from the surroundinc schools in the county and many of its gradutes go back to the rural schools as teachers. If the school were merged with the county system and its curriculum so organized a s t o offer courses more closely related to the immediate needs of the pupils and of the county-courses in teacher-training and Vocational Agriculture and Home Economics-the school would be able to render a f a r greater service than it can possibly render under the present conditions.

The LaFayette High School is a fully accredited Four-Year High School and receives aid froill the State a s a county high school. The new building is located on spacious grounds and ample playgrounds suited t o the needs of the children in each department of the school will be developed later. The school has a t present a faculty of fourteen well trained teachers and will probably have twenty teachers when the high school pupils fro111 the surrounding schools a r e sent in. As the school develops well equipped science and Home Economic laboratories will be added.
,Is a County High School this institution should be able to render service of untold value t o the entire county.

KENSINGTON SCHOOL.
Teachers: Mr. C. W. Bowman, Miss Ilah Williams.
Location: Two miles east from New Prospect; four miles south from Pond Spring; five mi!.es north from Cedar Grove.
Grounds: Area, .... ....; titles, .........; very good condition; no
play equipment; no gardens; one surface toilet.
Building: Value, $1,200.00; three rooms; well lighted; fairly good condition; cloak rooms; very well kept; unpainted inside; painted outside.
Equipment: Double patent desks; rough blackboards; no maps; no charts; no globes; no framed pictures; no library; no reference dictionary.
Organization: Two teachers; seven grades; 57 pupils; programs posted. Nine months' school year.
Maintenance: $1,350.00 per annum.

WESLEY CHAPEL SCHOOL.
Teachers: Mr. Glen Duncan, Miss Ina Mae Mills.,
Location: Three miles north to Lee; three miles east to Waterville; one and one-half miles south to Oakdale.
.. ... Grounds: Area, ... ; titles (private property); fairly level; on-
improved; no gardens; one toilet, in very good condition.
Building: Value, $1,200.00; two rooms; no cloak rooms; insufficiently 'lighted; well kept; unpainted inside; needs repainting outside.
Equipment: Single patent desks (new); good 20-ft. blackboard; a few maps; no charts; no globes; no reference dictionary: no library; two framed pictures.
Organization: Two teachers; nine grades; 49 enrolled; no program posted; 55 recitation periods; six months' school year.

WATERVILLE SCHOOL.
Teachers: Miss Gladys Duncan, Miss Sadie Martin.
Location: Three miles northeast to Oakdale; three miles east from Wesley Chapel; three miles south from Corinth.
. Grounds: Area, ....... ..; titles ( ?); unimproved but ample; low
and moist; two springs; playgrounds clean but very small; 9
no gardens; two toilets, in bad condition.
Building: Value, $900.00; one room; in good condition; well kept; no cloak rooms; painted inside and outside; needs repainting outside.
Organization: Two teachers; eight grades; 71 pupils. Six months' school year.
Maintenance: $546.00 per annum from county.

WALLACEVILLE SCHOOL.
Teachers: Miss Patsy Glenn, Mrs. Ella Buchanan.
Location: Three miles west from Robertsville; three miles northeast from Garrett's Chapel; three miles north from Oak Grove.
Grounds: Area, one acre; titles ( ?); hilly; not enough play ground; two toilets, in poor condition.
Building: Value, $1,000.00; two rooms, unilateral lighting; well kept; in very good condition; no cloak rooms; painted outside; unpainted inside.
Equipment: Double patent desks (old); insufficient amount of blackboard; no maps; no charts; no globes; no pictures; no library; a reference dictionary.
Orgamzation: Two teachers; seven grades; 78 pupils: program posted.
Maintenance: $750.00 per annum from county and local tax.

VILLANOW SCHOOL.
Teachers: W. N. Morgan; Mrs. Ewing Reed.
Grounds: Area, two acres; titles in trustees; ample play gron~ds; no gardens; one surface toilet.
Building: Value, ........; one large room (curtain); improperly
lighted; no cloak rooms; well kept; in good condition; p3inted inside and outside.
Equipment: Double patent desks; fairly good blackboard; no maps; no charts; no globes; no library; a few pictures; a reference dictionary.
Organization: Two teachers; nine grades; 86 pupils. Seven mctnths' school year.

PEAVINE SCHOOL.
Teachers: Herschel Powell, Miss Alma Conley.
Location: Three miles north of Rock Spring.
Grounds: Area, two acres; titles in church; neglected; amp!e g!ay grounds; no school gardens; water secured f r ~ m~ p r i n y ;two toilets in neglected condition.
.... Building: Value, $. . . .; two rooms; impropely lighted; no cloak
rooms; painted inside; unpainted outside.
Equipment: Double patent desks; blackboards; .a U. S. map; no charts; no globes; no library; some framed pictures.
Organization: Two teachers; seven grades; 53 enrolled; a corn club. Six months' school year.

CEDAR GROVE SCHOOL.
Teachers: Mr. J. D. McFarlin, Mrs. J. D. McFarlin, Miss Eva Ruper, Miss Elsie Andrewe, Mrs. Lona Mai Powell, Mr. Westbrook.
Location: Six miles south from Kensington.
Grounds: Four acres; titles in board of trustees; level; fairly good play grounds; no school gardens; sanitary toilets.
Building: Value, $20,000.00; new building built by approved plzin.
Equipment: Single patent desks; teachers' tables; good b!ackboards; no maps; no charts; no framed pictures; g!ob,be:; a small library; a reference dictionary.

Organization: Six teachers; ten grades; 164 pupils; progrsms wsted; industrial work; two literary societies; community clubs; eight months' school year.
Maintenance: $6,000.00 from county and local tax.
NOTE-This school is the most notable instance of consolidation in the county. I t is the result of a combination of three smsll schools and is receiving a bonus of $500 from the state under the Barrett-Rogers Act. I t also receives state and federal aid for vocational education under the Smith-Hughes bill.

NAOMI SCHOOL.
Teae~lors: Mr. B. D. Keown, Miss Ella Chapman, Miss Annie Justice.
Location: Four miles east from LaFayette; three miles northeast from Corinth; four miles from Catlett.
Grounds: Area, one acre; titles in Board of Education; hilly; not improved; no gardens; one surface toilet ,in fairly good condition; water secured from church cistern.
Euilding: Va!ue, $2,000.00; three rooms; cloak rooms; insufficient lighting; well kept and in good condition; unpainted inside; painted outside.
Equipment: Double patent desks in two rooms; single patent in one; plenty of good blackboard; no maps; no charts; no globes; some framed pictures; covered water cooler in each room
Organizaticn: Three teachers, seven grades, 127 pupils. Six months' school year.
Maintenance: $1,206.00 per annum from county and local tax.

SHILOH SCHOOL.
Teachers: Miss Rebecca Bomar, J. C. Young, Jr., LaFsyette, Ga., Route 3.
Location: Three miles south to Pleasant Hill.
Grounds: Area, bne acre; titles ( ? ) ; wooded; small play grounds; no gardens; one surface toilet, in good condition.
Building: Value, $500.00; two rooms; insufficiently lighted; leaks badly; well kept; no cloak rooms; unpainted.
Equipment: Single patent desks; good blackboards; no maps; 110 charts; no pictures; no library; no reference dictionary.
Organization: Two teachers; eight grades; 45 enrolled. Six months' school year.

NEW PROSPECT SCHOOL.
Teachers: Mr. Jones, Miss Kitchem.
Location: Five miles north from Cedar Grove; two miles west from Kensington.
Grounds: Area, ........ ..; titIes, .........; rough play groun.l,s;
no gardens; one surface toilet.
Building: Value, $900.00; two rooms; no cloak rooms; in fairly good condition; very well kept; unpainted inside; painted outside.
Equipment: Double patent and home-made desks; teachers' desk$; insufficient amount of blackboard; no maps; no pictures: no charts; no globes; no library; no reference dictionary.
Organizations: Two teachers; 76 pupils; 67 recitation periods: p o grams posted. Six months' school year.
Maintenance: $630.00.

ROCK SPRING SCHOOL.
Teachers: Mr. R. L. Powell, Miss Lucile Payne.
Location: -Three miles north from Noble; five miles south from Peavine; three miles northwest from Center Grove.
Grounds: Area, one acre; titles in trustees; level; no equipment: no gardens; two surface toilets.
Building: Value, $1,500.00; two rooms; improperly lighted; fairly good condition; well kept; no cloak rooms; painted inside; needs new coat of paint outside.
Equipment: Double desks; a teachers' table; insufficient blackboard; a few maps; no charts; no globes; a few framed pictures; a covered water cooler; a reference dictionary.
Organization: Two teachers; seven grades; 123 pupils; 41 recitati->n periods. Six months' school year.
Maintenance: $738.00 per annum from county and patrons.

HIGH POINT SCHOOL.
Teachers: Mary A. Carroll, Louise Simms.
Location: Five miles south to New Prospect; four and one-half miles north to Cenchat; one mile east to Garrett's Chapel.
Grounds: One acre; titles ( ? ) ; unimproved; no gardens; one surface toilet.
Building: Value, 51,200.00; three rooms; in bad condition; not me!l kept; no cloak rooms; ceiled; painted outside.
Equipment: Double and single patent desks; good blackboard; no maps; no globes; no charts; no pictures; no library; no reference dictionary.
Organization: Two teachers; seven grades; 72 enrolled; six months' school year.

POND SPRING SCHOOL.
Teachers: bliss Lilly Morgan and Mrs. Ada Shankle.
Location: Four miles north from Kensington; three miles south from Oak Grove.
Grounds: Area, ..........; titles in trustees; rocky; no equipment;
no gardens; two toilets.
Building: Value, $1,500.00; two rooms; very good condition; well kept; painted inside and outside.
Equipment: Double patent desks; rough blackboards; no charts; no maps; no pictures; a library; a reference dictionary; covered water cooler.
Organization: Two teachers; seven grades; 43 recitation periods; program posted. Six months' school year.
Maintenance: $708.00 from county and patrons.

CORINTH SCHOOL.
Teachers: Mr. Floyd Walker and Mr. Dill Keown.
Location: Three miles north from Waterville; four miles south h o r n Naomi; four miles east from LaFayette.
Grounds: Area, .........; titles, in church; unimproved; good well;
insufficient play grounds; no gardens; two toilets, in bad condition.
Building: Church; one room; no cloak rooms; very good condition; well kept; painted outside.
Equipment: Long seats; insufficient blackboard; no maps; no charts; no globes; pictures; no library; no reference dictionary.
Organization: Two teachers; seven grades; 95 enrolled; no program posted; 33 recitation periods. Six months' school year.
Maintenance: $540.00 from county.

CHATTOOGA SCHOOL.
Teachers: R. D. Love and Miss Elizabeth Thurman.
Location: Four miles north from Harrisburg; three miles southeast from Fairview; four miles southwest from Ridgeway.
Grounds: Area, two acres; titles in trustees; good condition; ample play grounds; no school gardens; new toilets being :onstructed.
Building: Value, $3,000.00; two rooms; no cloak rooms; good condition; well kept; heated by stove; unpainted inside; painted outside.
Equipment: Single patent desks; insufficient amount of blackboard; a map of United States; no sand tables; no charts; no globes; no framed pictures; a reference dictionary; a covered water cooler.
Organization: Two teachers; eight grades; 131 pupils; program posted; corn and potato clubs.
Maintenance: $1,122.00 from county and local tax.

CHENCHAT SCHOOL.
Teachers: Miss Mollie Lawrence and Mr. Foster White.
Location: Five miles from Wallaceville; five miles from High Point; three miles from Flint Stone.
Grounds: Area, two acres; t i t l a ( ? ;no equipment; no gardens; surface toilets, in very bad condition.
Building: Value, $1,500.00; two rooms; no cloak rooms; improperly IigMed; unfinished; kept fairly well; unpainted.
Equipment: Long seats; six feet blackboard in each room; no charts; no sand tables; no globes; no framed pictures; no reference dictionary; a covered water cooler.
Organization: Two teachers;. seven grades; 76 pupils; programs posted; 39 recitation periods; no school clubs.
Maintenance: $720.00 per annum.

WARREN SCHOOL.
reachers: Mr. J. T. Leamon, Miss Lois Martin Miss Annie McDaniel.
Location: Three miles north to Noble; two and one-half miles east to Bethel; two and one-half miles southeast to Sunnyside; three miles south to LaFayette.
Grounds: Area, one acre; titles in county board; very good condition; no gardens; water from cistern; two sanitary toilets, in good condition.
Building: Three rooms; improperly lighted; one cloak room; well kept and in very good condition; painted; used for Sunday school.
Equipment: Double patent desks; 45 feet of blackboard; no charts; no globes; no library; a reference dictionary; some pictures; maps of Georgia and United States.
Organization: Three teachers, ten grades; 125 pupils; corn club. Six months' school year.

ROSSVILLE SCHOOL.
Teachers: Mr. Whiteside, Miss Chambers, Mrs. Benson and Miss Leonard.
Location: One and one-half miles from Dry VaIIey; one and a quarter miles from Lakeview; three miles from Mission Ridge.
Grounds: Area, one lot; titles in trustees; rough; sanitary drinking fountains; flower boxes in windows; surface toilets.
Building: Value, $5,000.00; four rooms; poor condition; very well kept; no cloak room; painted inside; brick outside.
Equipment: Double and single patent desks; poor blackboard; some maps; no charts; reference dictionary; some globes; a library; an organ.
Organization: Four teachers, eight grades; 278 pupils; eight months' school year.
Maintenance: $3,150.00 per annum.

LINWOOD SCHOOL.
Teachers: Miss Mamie Veasey, Miss Hanson, Miss Mildred Routt and Miss Irene Hanson.
Location: Near LaFayette.
Grounds: Area, ... ......; titles in Union Cotton Mill; level; very
good condition; no play equipment; two sanitary toilets.
Building: Value, $6,000.00; three rooms; good condition; well kept; cloakrooms; painted.
Equipment: Single patent desks; insufficient blackboard; some maps; some pictures; a library; a reference dictionary.
Organization: Four teachers, seven grades; 143 enrolled; programs posted; clubs; nine months' school term.
NOTE-Linwood is a separate municipality adjacent to LaFayette, a t the Linwood Cotton Mills. I t is an independent school system, supported mainly by the mill corporaticn.

FAIRVIEW SCII001,.
Teacher: Mrs. R. C. Linn.
Location: Three miles north from Chattooga; four miles south from Burnt Mill.
Grounds: Area, one acre; titles ( ? ; hilly; no play equipment; no gardens; no toilets; water from spring.
Building: Value, $1,200.00; two rooms; no cIoak rooms; in very good condition; fairly well kept; unpainted.
Equipment: Double patent desks; insufficient blackboards; no maps; no charts; no pictures; no library; no reference dictionary.
Organization: One teacher; five grades; 78 enrolled; 30 recitation periods; program posted. Six months' school term.
Maintenance: $258.00 per annum.

SUNNYSIDE SCHOOL.
Teacher: Miss Grace Bowen.
Location: Four miles west from Pine Grove; two miles east from LaFayette; three miles south from Bethel.
Grounds: Area, .. ..... ... .; titles, in private individual; hilly; un-
improved; no equipment; no gardens; no toilets; water from a spring.
Building: Value, $100.00; one room; very poor condition; well kept; no cloak room, unpainted.
Equipment: Long, home-made desks; insufficient blackboard; no maps; no charts; no globes; some pictures; no library.
Organization: One teacher, seven grades; 34 enrolled; 24 recitatbn periods.

RILlGEWAY SCHOOL.
Teacher: Miss Ethel Skates.
Location: Four miles northeast from Chattooga; four miles west from Wesley Chapel.
Grounds: Area, .............; titles, ..............; very rough;
rocky; no gardens; no toilets.
Building: Value, $800.00; one room; no cloak room; improperly lighted.
Equipment: Insufficient amount of blackboard; no sand tables; no charts; no framed pictures; no library; no reference dictionary.
Organization: One teacher, five grades; 38 pupils.
Maintenance: $330.00 from county and patrons.

PINE GROVE SCHOOL.
/
Teacher: Miss Zephyr Palmer, LaFayette, Ga., Route 2.
. Grounds: Area, one acre; titles, .......... .; small, no gardens;
one surface toilet; use neighbor's well for water.
Building: Value, $1,000.00; one room; no cloak room; properly lighted; ceiled; painted outside.
Equipment: Long, home-made desks; good blackbosrds; no maps: no charts; no globes; no pictures; no library; no reference dictionary.
Organization: One teacher, seven grades; enrollment, 36. Six months' school year.

OLD BETHEL SCHOOL.
Teacher: Mrs. Edith Goodson, Chickainauga, Ga.
Location: Three miles east from Pond Spring; five miles northeast from Rock Spring.
Grounds: Area, .......... .; titles, .. .. . ....; level; no play equip-
ment; no gardens; two surface toilets.
Building: Value, $1,200.00; one room; no cloak room; improperly lighted; fair condition; well kept; painted.
Equipment: Double patent desks; a teachers' table; fairly good blackboard; no charts; no sand table;; no globes; no framed pictures; no library; no reference dictionary.
Organization: One teacher, six grades; 41 pupils; 32 recitation periods; program posted. Six months' school years.
Maintenance: $258.00 per annum from county.

OAK GROVE.
Teacher: filiss Thelma Parker.
Location: Three miles from Garrett's Chapel; three miles from Pond Spring.
. Grounds: Area, .... .......; titles, ..... ...; grounds hilly and
rough; water from a neighbor's well; no gardens; one toilet, in bad condition.
Building: Value, $1,000; one room; lighting poor; good condition and well kept; no cloak rooms; painted inside and outside.
Equipment: Double patent desks but very old; ample blackboard; no maps; no charts; no library; no reference dictionary; some framed pictures; a globe.
Organization: One teacher, six grades; enrolled, 27; program posted; 28 recitation periods. Six months' school year.
Maintenance: $240.00 per annum from county.

OAKDALE SCHOOL.
Teacher : Miss Vinnie Parker.
Location: Two and one-half miles south from Wesley Chapel; four miles southwest from Waterville; Morris (Chattooga County) two
miles south.
Grounds: Area, one acre; titles in individual; unimproved; a goqd well; no gardens; two surface toilets, in good condition.
Building: Value, $300.00; one room; improperly lighted; unceiled; no cloak rooms; unpainted.
Equipment: Long, home-made desks; insufficient amount of blackboard; no maps; no charts; no globes; a few pictures; no library; a reference dictionary.
Organization: One teacher, six grades; 38 enrolled. Seven months' school year.

NOBLE SCHOOL.
Teacher: Miss Irene Glass.
Location: Two miles south of Rock Spring; three miles north of Warren; three miles west of Center School.
Grounds: Area, one acre; titles in Board of Education; unin~proverl; no playground equipment; no school garden; water .secured from neighbor's well; two surface toilets.
Building: Value, $1,200.00; one room; improperly lighted; well kept; no cloak rooms; painted inside and outside.
Equipment: Double patent desks; no charts; no glohes; a few pictures; no library; one map; insufficient amount of blackboard.
Organization: One teacher, seven grades; 40 enrolled; no program posted; a pig club. Six months' school year.

NEW GROVE SCHOOL.
~ e a c h e r : Mr. Oscar Bowman, Curryville, Ga.
Location: Four miles south from Furnace.
Grounds: Two acres; titles in Board of Education: rough but well kept; no play equipment; no gardens; no toilets.
Building: Value, $1,500.00; good condition; well kept; two cloak rooms; unpainted; correctly lighted.
Equipment: Rough, home-made desks; insufficient blackboard; a few maps; no charts; no globes; no pictures; no library.
Organization: One teacher, five grades; 67 enrolled; no program posted; 39 recitation periods. Six months' school year.
Maintenance: $390.00 per year from county and patrons,

HENDERSON SCHOOL.
Teacher: Miss Chloe Kinsey, Villanow, Ga.
Location: Salem (Whitfield County) two and one-half miles east; Concord four miles south.
Grounds: Area, .........; titles, ...:. ......; rocky; not level; un-
improved; mall pl.aygrounds; no gardens; no toilets.
Building: Value, $200.00; one room, very snlall and unsuited for schoolroon~;improperly lighted; fairly well kept; no cloak rooms; unpainted.
Equipment: Rough, home-made desks; no maps; no charts; no globes; no pictures; no library; no reference dictionary.
Organization: One teacher, seven grades; 37 pupi1.s; program posted; 37 recitation periods. Six months' school year.
Maintenance: $258.00 per annunl from county.

GRIFFIN SCHOOL.
Teacher: Miss Jessie Hammontree.
Location: Three miles west of Villanow; four miles north of Mi!l Creek.
Grounds: One acre; titles in trustees; unimproved; small playground; no gardens; one toilet, in bad condition.
Building: Value, $400.00; one room; improperly lighted; fairly good condition; well kept; no cloak ro0m.s; unpainted.
Equipment: Long benches; very poor blackboard; no maps; PO charts; no globes; no pictures; no reference dictionary.
Organiaztion: One teacher, seven grades; enrolled, 70; no clubs.

GARRETT'S CHAPEL SCHOOL.

Teacher : Mrs. Amanda Pierce, Chickamauga, Ga.

Location: Three miles southwest from Wallaceville; three miles west from Oak Grove.

- Grounds: Area, gardens;

........; titles, ........; no play
one toilet, in very bad condition.

equipment;

no

Building: Value, $600.00; one room; poor lighting; very good condition and well kept; no cloak rooms; painted outside but unpainted inside.

Equipment: Home-made; poor blackboards; one map; no charts; no globes; no pictures; no library; no reference dictionary.

Organization: One teacher, six grades; enrolled, 53; no program posted; 30 recitation periods; corn, pig and potato clubs. Six months' school year.

Maintenance: $258.00 per annum from county.

FURNACE SCHOOL.
Teacher: Miss Eddie Partain.
Location: Three miles southeast of Villanow; four miles north from Pocket.
Grounds: Area, .. .......; titles, .... .......; hilly and rocky, very
poor condition; insufficient playgrounds; no gardens; no toilets.
Building: Value, $300.00; one room; no cloak room; in~properly lighted; unceiled; kept very well; unpainted.
Equipment: Long seats; insufficient amount of blackboard; no maps; no charts; no globes; no pictures; no library; no reference dictionary.
Organization: One teacher, seven grades; enrollment, 28; 22 recitation periods; no program pasted. School year six months.
Maintenance: $258.00 per annum.

CONCORD SCHOOL.
Teacher: R. T. Rives.
Location: One and a half miles east to Villanow.
Grounds: Ten acres; titles in Methodist Church; woods; ample playgrounds but unimproved; no gardens; no toilets.
Buildings: Value, $250.00; one room; insufficiently lighted; in bad condition, but well kept; floors oiled; unpainted.
Equipment: Double patent and home-made desks; good blackboard; no maps; no charts; no globes; no pictures; no library; no reference dictionary.
Organization: One teacher, seven grades; 56 enrolled. Six months' school year.

CENTER GROVE SCHOOL.
Teacher: L. V. Swanson, LaFayette, Ga.
Location: One and one-half mile; north from Bethel; three miles east from Noble; four miles northeast from Naomi; two and one-half mile; southeast from Rock Springs; three miles east from Noble.
Grounds: Area, one acre; ample playgrounds; no gardens; no equipment; one toilet, in very bad condition.
Building: Value, $800.00; one-room; in~properlylighted; very poor condition; well kept; ceiled but unpainted; one cloak room; used for church
Equipment: Double patent desks; no teachers' desk; insufficient blackboard; one map; no sand table; no pictures; no water cooler; no charts; no globes.
Organization: One teacher, seven grades; 57 pupils; no program posted; 30 recitation periods; no clubs. School year six 'months.
Maintenance: $288.00 per Year.

Teacher : Miss Rachel Wheeler.
Location: Three and one-half miles south from Rossville; two lnilrs east from Flintstone.
Grounds: Titles, in church; no equipment for play; no gardens.
Building: One room; very good condition; well kept; no cloak rooms; unpainted.
Equipment: Long seats; two small blackboards; no maps; no charts; no pictures; no reference dictionary; no library; no globes.
Organization: One teacher, seven grades; 27 pupils; no program posted; no school clubs. School term, five months.
Mdntenance: $400.00 per annum; county and local tax.

BETHEL SCHOOL. Teacher: Miss Ella Lane, LaFayette, Ga.
Location: Four miles from Sunnyside; two miles from Center Grow; three miles east from Noble.
. Grounds: Area, ..... ..; titles, church property; one well; small
playgrounds; no improveinents; two surface toilets.
Building: Church; one room, 40'x 50'; insufficiently lighted; very good condition; well kept; no cloak rooms; unpainted.
Equipment: Long, home-made seats; a little blackboard; no maps; no charts; no pictures; no library; no dictionary.
Organization: One teacher, six grades; 42 enrolled; no clubs; no industrial work; no program posted; six months' school term.
Maintenance: $258.00 from county.

LEE SCHOOL.
Teacher: Miss Ora White, LaFayette, Ga., Route 4.
Location: Chapel, three miles south; Waterville, four miles soutlleast; Corinth, two and one-half miles east.
. Grounds: Area, .........; titles, ....... ...; broken, rocky, but
good shade trees; insufficient amount of playgrounds; two surface toilets, in bad condition.
Building: Value, $900.00; one room; insufficiently lighted; ceiled; fairly well kept; no cloak rooms; unpainted.
Equipment: No desks, use long wooden benches; insufficient amount of blackboard; one U. S. map; no charts; no globes; no framed pictures; no library; an organ.
Organization: One teacher, seven grades; enrolled, 43; 29 recitation periods; no program posted. Six months' school year.
Maintenance: $330.00 per annum.

BURNT MILL SCHOOL.
Teacher: Miss Beulah Shankle.
Location: Three miles to LaFayette; two miles northwest to Estelle.
Grounds: Area, .........; titles .........; good playgorunds, two
surface toilets; condition, fair.
Building: Value, $500.00; one room; well lighted; well kept; fairly good condition; no cloak rooms; painted inside.
Equipment: Benches; fairly good blackboard; one map; a library; s globe; no charts; no framed pictures; no reference dictionarv.
Organization: One teacher, six grades; 61 enrolled. Six m o ~ t h ~ ' school term.

CATLETT SCHOOL.
Teachers: J. C. Jones and Thomas McGill.
Location: Four miles from Naomi; three miles east from Pine Grove; two miles south from Center Grove.
Grounds: Area, one and one-half acres; titles, in board of trustees; level, but unimproved; good spring; no play equipment; no gardens; two surface toilets.
- Building: Value, $800.00; one room; improperly lighted; fairly well
kept; no cloak rooms; unpainted.
Equipment: Long, home-made desks; 20 feet of good blackboard; no maps; no charts; no globes; no reference dictionary; no library.
Organization: Two teachers, six grades; enrolled, 91; thirteen recitation periods to each teacher. Six months' school year.
Maintenance: $690.00 from patrons and county.

MT. CARMEL SCHOOL.
Teachers: Mr. Jerry Burns, Miss Mary McCurdy.
Cocation: Four miles north from Ridgeway; three miles south of LaFayette.
Grounds: Area, one acre; titles in trustees; very good condition; no play equipment; no gardens; two toilets, in bad condition.
Building: Value, $1,200.00; two rooms; improperly lighted; very poor condition; one cloak room; painted.
Equipment: Home-made desks; a teachers' table; rough, home-made blackboard; no maps; no charts; no globes; no library; no reference dictionary; no pictures.
Organization: Two teachers; seven grades; 85 enrol!ed. Seven months' school year.
Maintenance: $1,328.00 per annum from county and local tax.

PLEASANT HILL SCHOOL.
Teachers: Mrs. Lillie A. Taburiaux, Miss Arline McWilliams, Mrs. Rosa DeWitt.
Location: Three miles north to Shiloh.
Grounds: Area, one acre; title ( ? ) ; unimproved; small play grounds; no toilets. .
Building: Value, $2,500.00; two rooms; no cloak rooms; improperly lighted; ell kept; painted.
Equipment: Single patent desks; good blackboard; a man of TJnited States; no charts; no globes; no pictures; no librsry; nc reference dictionary.
Organization: Three teachers; eight grades; 115 enrolled. Six months' school year.

HAIiRISEURG SCHOOL.
Teacher: Miss Beatrice Blorrison.
1,ocation: E'our nliiles froin Chattooga.
Grounds: Area, . . . . ..; titles, individual; level; not well kept; no
play equipment; no gardens; one toilet, condition bad.
Ruilding:. .Value, $500.00; one room; insufficiently lighted; bad tS,jndition but well kept; no cloak rooms; unpainted.
Equipment: Rough, home-made desks; a teachers' table; one ?niall blackboard; no maps; no sand tabie; no charts; no globe; no pictures; no dictionary; no library.
Organization: One teacher; six grades; 42 pupils; progranl p o ~ t e d ; 28 recitation periods; six months' school year.
Maintenance: $288 per annun1 froill county.
KOEERTSVILLE SCHOOL.
Teacher: Mrs. Ella Buchanan. Location: One-half niile north froin Chickamauga; three iniles cast
from Wallaceville. Grounds: Building rented; very good play grounds; no garden; c:ne
surface toilet. Iiuilding: Improperly lighted; no cloak rooms; painted ontside. Equipment: Home-made ?eats; no maps; no charts; no globes; jlo
pictures; no reference tlictionary. Organization: One teacher; seven grades; 31 pupils; 33 recitation
periods; no clubs. Maintenance: $520.00 fro111 county and patrons.
72

LINWOOD SCHOOL. WEST LA FAYETTE SCHOOL.

TRANS SCHOOL.

OSBORN SCHOOL. ASCOLON SCHOOL.

DILLON SCHOOL PITTSBURG SCHOOL.