1 1 .L+ Educational Survey
e-
Bv M.L.DUGGAN,. R d &hod1 Adent,
State Department of ,Eduoation
AND
EURI BE- BOLTON,
Extention Dept. Ga. State ColleOe for Women
No. 40
Under Dksddon aj-,Sloft
DEPARTMENT OF EDUCATION
IUDLX PRIUTINO C 0 . s ATLANTA. @&

Ed~rcationalS u r v e y Wilkes County
BY M. L. DUGGAN, Rural School Agent,
State Department of Education
AND
EURI BELLE BOI,TON, Extention Dept. Ga. State College for Women
U n d w Z>irection of Stare L)IcX'AHTMI~:N'I' O F E:D[J<:A'rIoN
M. M. P A R K S . State Superintendent of Schools

WILKES COUNTY PUBLIC SCHOOL SYSTEM
Hon. S. B. Savage, Superintendent, Washington, Ga.
COUNTY BOARD OF EDUCATION IIOK. J. A. JIORSE, C'hairnzan............................................... Tignall, Qa. HOS. E. ,I. ('ATJIAOIIT,\T...................................... Raylc, Ga., Route 2. HON. TIT. FI. GRIFFIX................................... TVasliington, Ga., Route 2. IION. 0. 8.B,\R~SETrI..1........................................................ a s h i n t o Ga. HOT\'. I\. S. LISI)EIISOK............................................................ Dan'r)nrp, Ga.
XOTE-The E t l ~ ~ c a t i o nSa lurvey of Wilkes County was untlrrtaken a t the request of the superintendent and Board of Education. We ask a cal.efnl consideration of the facts presented a n d the recomnlc~ld:rtio~loifYerrtl llrreiil on tllc p a r t of school officials ant1 citizens of the county. Tllc proper education and training of its f11turc3 c.itizclili i\ 1))- f a r tllc. inoit iilll~oi.ta~1lt)ublie problcm confrontirlg the county.
M. 11. DUGGAT\',
Rural School lZpc~it for the State Departmeat of Education. Atlanta, Ga., Oct. 1!122.

WILKES COUNTY
\Villies C'oullt~-was one of tlie earlier counties of C$eo~.giu, having heen created I)p the ('onstitntion of 1877. The ('olulty has a heritage of intellectuality of which i t is jnstly proud, but npon n.hich we n.ill not elm-ell here.
The public scllool system of t h e County, a s will 1)e seen 1)y a careful consideration of this report, is inadequate, and fails to offer to the present and coming generations such edncational opportunities as a r c necessary to t h e perpr,tuation of the ('ount y 7 s proncl heritage. casual obse~*rationof t h e pictures of the many little schools of t h e Connty, a s sho\i~n011 the pages of this report, indicates conditions to which the citizens cannot "point with pride." A careful reatling of the details of the report will f u r t h e r s11o11~t h a t most of t h e scllools are being operated under conditions t h a t defeat the possibility of good t e a c l ~ i n gor thorough leal'ning ; anci a further examination into the results of educational measurements i n the small r u r a l scbools fnrnish al)lxndant proof of this statement. To these general statements, it will be observed, there are a fc\v notatlle excc,prions, I n ~ tt l ~ e s eserve to emphasize t h e weakness of the system and the inefficiencies in the majority of the schools.
The educational situation in this good County calls loudly for reorganization, or rather for organization and co-operation ; and the snpreine i m l ~ o ~ t a n coef t h e p ~ o l ) l e mdemands serious consideration and vigorous leadership of the sons of the fathers who, in tlic past age, Fare such notal)lr statesmanship in working (jut the 1)oltitic;tl prol)lenls of tllc. State a ~ n~atidoli.
A n aroused anc1 unselfish public scntimerit t h a t wonlcl give t o the pul)lic school system of the County sucll support and administration and supervision as has recently been piren to the public road s\ strlll of the C l ~ u n ct o~uld so011 p u t \\'ilkrs C'ounty in the forefront ill educational progress in Georgia, and none mill cleny its ecjnal or far-reaching importance.
At the request of the County School Administration, and with an earnest hope of revealing existing conditions and pointing the v7a\- to better tllillps educationally, this survey was undertalien ailtl this ~ ~ e p oirst 11o1r~subinitted to t h e good people of Tl'ilkes Connv.

RECOMMENDATIONS
If the public school system of the County is expected to f u n c t i ~ neconomically ant1 efficiently thcre must be, as in every "Big Business" :
1. Proper organization, co-ordination and co-operation.
11. Businesslike administration.
111. Close and constant professional supervision.
1. Organization. I n a proper re-organization of the count; public school system, according to best authorities, there
should be :
1. One centrally located Senior High School of eleven or twelve grades, well provided ~vitlisuitable libraries, laboratories, etc., and free in its high scllool grades to all the children of the county. This school should offer an approved Training Course, from ~vhichmould come most of the trachers for the county sclzools. I t ~ ~ ~ o nblec lclesirable, if possibl~,to provide also elective classical and coin~nc~cieaol urses.
2. Vocational High Schools. There is an increasing demand for Vocational Education, and i t is needed nowhere more tlian in lTTilkes County. I t xvonld be wise if some of the struggling IIigh Sel~oolsof the county ~vonlddivert their aims, energies and resources toward in-ovitling efficient vocational training abore the elenlentary grades for such pupils of the County as desire it. F a r greater credit could thus he gained for the community and nnlch better service rendered to prosp e c t i ~ efarmers and home-makers of the County. The com~iiui~itieths at will first attempt and accomplish such purpose mill render a most nrorthy serrice and receive full and snbstantial recognitioii therefor.
3. Junior High Schools.-To builci up a Senior TTigh School is a ~ ~ r o r t l iaymbition of any community, but the tendency in TTTilkesCounty, as in many other Georgia counties, has heen to attempt too many Senior High Scl~ools. It is nnuiqe t o attempt Inore grades than existing or prospecire conditions indicate or j u ~ t i f y . Favora1)le conditions that mould jl~stifyhigh schools aqc financial allility to p r o ~ i d eand main!ai~l ;r!eqnate anrl efficirnt teaching force, inoclcrn l a l ~ o r a t o ~ evse,fcrcllce libraries, and other equipment, and sufficient partonage in the high grades to justify such expenditures. The ambitions of any community ought to be better satisfied with good elementary or junior high schools than with insufficiently supported and inefficient senior high schools. Some of the latter class in

this count;\-. ant1 \-el.?. Iii:rn;\ ill otllel. countic-'s, \lave not only
failetl to 1,rino credit to the com~inul~itayn d to secure school "cl+cdits' for their graduate\, but ha\ e seriously irllpaired the efficie~icJo- f t h e primary a n d elenlentary gradts. ITigh school
studies cannot l)c well taught, ancl therefore sllollld not bi, a t t(x~ill)t(~TTli,tllol~tel ell clll;rllfietl teach(,rs ar~cl i l ~ e ~ .laalbora;itory e c l l l i l ~ ~ i l ( ~-1~11~atlai.milig lack of t h o l o ~ l g l i ~ l e io\n acaconrlt of attr3nljiting 1noi.e t h a n can he ~ v e l ldone has I)rongllt disi2rc~tlit 1 1 j ~ nnlarly icl~oolsand defeated the purpose of education Inore than any otlicr cause.
4. Primary and Elementary Schools. JYllere for lack of snffivient 5ilpport and patronage of ,Jnl~iorllipll Scllools ('annot be .j:istificd, and where consolidation is impracticable, there slr ol~ltIl)e pro\ ltlcd l'ri~nar? and E l c r i r c ~ ~ ~ t sacrdiyl oolc, of one unci two teachers each. These should never he nearer than four miles of other schools (See Ga. School Laws, Art. G ; Scc. 1 1 7 ) . They sllould be well honsed and equipped, and providccl jrith capable teachers. F o r tlic sake of thoroughness in the fmldan ~ e n t a l sof education, i t is most important t h a t they l)e liiliitcd to four 01. fire g ~ . a d e ai t onz-teaclic,~s*chooli, and scrcn grades a t t h e two-teacher schools. More grades allo~reclr i l l reinlt in sucll laclc of thoroughness a s mill hinder t h e normal progress of pnpili as they are advanced. Pupils allore sncli gratlcs slio~~lil atter~ctlh e nearest Junior IIigh School, or one of t h e vocational schools or the Senior IIigh school. Transportatiori shonl(l bc provicled if (1istanci.s are too great. (See Ga. Scliool L a ~ v i , Art. .5: Scc. 93.)
11. ADMINISTRATION. Upon th(1 Cornit)- Snpwintendent and his Board rests the rey)onsil)ility of ad~tiinistration. The Superintendent's officc sllould be well proritled with such office furniture and equipment as would be indicated f o r the 1,rol)cJrndnli~~isti.,rlioonf the ~iiostimportant, far-rt3aching, ancl pcrmanent department of the County's pnblic i r ~ t e r ests. I t s l ~ o n l di n c l ~ ~ da(n, u p to tlatth earti index system, showi n g t h e lilunan assets of the County ( ~ v i t h i nscllool ages), a n d their g r o ~ v t hand derelopment from year to pear-physical, intellectual, moral-whether i n or out of scliool. This is very important, but only as a basis of information to illdipate activities.
Proper and vigornu.; acl~liilliitratio~olf so im1)ortant a dcpartmeilt as a County's public school system mill leave a Superintendent no time or opportunity for more than a very general supervision. His is the most important of all t h e collnty offices.
111. SUPERVISION. Constant, close, professional supervision of teaching processes in all t h e schools lilust he

p~*o\lclcldtllror~gllat1 e\!)el.iencc1ii alr(l n-ell trai~lt.tlSnl~el.vi\or acting ill co-operation wit11 and as assistant to t h c Comity Superillteildent ant1 nnder his directiou. The lack of any such supervision is perllaps tlir greatest weakness in nlost of our Georgia c c ~ u l ~ ti;cllool hystellls alld is a cause of great waste in pulilic. scliool fulltli a n d i l l the ol)port~ulitiesof tlie cl~ildreii. An nntraii~c~tl,~ulikilletl, nntac.tfa1 \ ~ i p c r r i s o ris worst. tlinr~ none, and great cart. should I)c ?sercised in their selection.
LOCAL APPLICATION
Such re-o~.gauixatioiiof the Count>- Seliool Systern will first ii~volvclal)olisliiug tilt. ](.gal \\-all of se1)aration ill rdrlcatiorial atlluinistratio~l4t.t 111) 1))- spec.ia1 lepislatioll I)et\reen TVilkes ('onlit?- and t h r ('itj- of \lTasl~ingtoiia, nd makilig one conlliioli cause for a tlioronpl~lyefficic~liteduc.ntiona1 systorir.
Reasons ~ r l i i c lc~alled for sucll se1)aration no Iolicer exist, a n d no good fol.tuiir car1 comtl to a n y p a r t of t h e coallty ill p11l)lic schools or !)ul)lic. roads o r !)~il)l;cIiealtll I\-itl~outI,riiig slliirrtl I);v tllc ('on~itj-seat.
Tllr very Iwst pn0lic scllool sj-itrln (.ail ]levcar 1)l8oi\tled
for t11c e o n ~ ~ et xycept n i i d e ~a "county unit system." This has heen a n ~ p l yproveil 1);. so many espcriences, bot11 ill and out of
Georgia. that it is no longer. a mooted cluestion in etlncational administl.atioil.
Tllp ~ ) r i ) l )l~o ~r a t i o i lfor t 1 1 ~proposecl ( ' o I I ~ I ~S>e-11ior IIigli Scllc~olis perfecatl~e v i d r l ~ t o e r e r y tllinkillg citizell.
E't-olu a grogral)llieal statldpoi~lt,there arc several scl~ools that might l)resent equal claims for t h e ~ ~ r o p o s e colne o r two rocatiollal high schooli;, lrut t h e local ]ml)lie sentiluci~tant1 driizsrlcl a n d ~ i ~ o r asul pport tlevr.lopeil. \voultl likely indleatc a wise decision. Silllilar coliclitions ~ v o u l dinake it colriparatively easy to locate jmlior or grade-limited Iiiph schools. The sc.lrools or locatious in the county where collditions, sclltinieiit and ~ 1 1 ~ ) port mould most like1)- suggest vocational 11igIi sellooli aild j u l ~ i o rhigh scllools will 1)e so evident to thinking citixcils f a ~ r l iliar \\.it11 the county that it is Ilardly necessary to point t l ~ e m out. Thesc slioulrl not I)e difficult prol)lc~nfsor a wise adlililiistratiotl to solrr.
Whcrcrcr e n d :is so011 as possible, one and two-teacher schools slionlcl 1 ) ~ al)scirl)ed larger and 1)etter equipped schools.

A BUILDING PROGRAM
Any ~ristb~*c~-org:rr~izatpiool~iql nlnit c t t ~ ~ t c n ~ l ) l::I ~It)t .~ ~ i l t t ing progranl far. 11ey011d a n y immedjate realizatioll. All 1)11iltIirigs should be lilanned wit11 referrlice to tlirir use ; ~ n df u t ~ n . e demands. I'nder oiw r e ~ i s e dschool la\17s,no pul~licfnnds ch:r~r legally be used f o r I)uil(lil~gplirposes escept acc.ordi11g to :I\)provrd plans, ant1 tlie S t a t e I)epartmei~t of Eilncation stalltls ready to give ac1vit.r alltl whsistance i:1 this nxattc.r.
Important permanent public improvements are nowhere undertaken now except by bond issues. Georgia laws pro\ itle f o r issuing 1)oncts for I~uildingscliool lionsc~sbj- cotuntiei 01. 1)y scllool districats Tlir latter plan lnigllt l)e n ~ o s tsatl.facto!y ill I Y ~ l l i t iC'olulty, as rac.11 district n-ol~ltlthus ilicnr. ol~ligtitions f o r its o ~ v nhl~iltiings. It would not be unreasonable to ask a county to contribute for the construction of permanent and adequate public school honses at least as much as for the building of permanent roads.
A FOUNDATION
T l ~ eforcpoil~greeco~n~~iel~tlataiyoei~tso 1)e ~ ~ ~ i ( i ~ rasst o ~ d planning the foundation for an adequate educational system for Wilkes County by which every part of the county will profit. TITedccm this vastly inore im1)ortallt t11s11 ~ ) o i ~ ~ ot iu~t l e t h e many needs of tlie pl-esel~st y s t t l i ~~, r l ~ i cclaill ntbver IN. 111atle adequate to tlie edncational dclnands of the county.
IVith trrl effi(~i~11styhtenl well o ~ . p a ~ ~ i aae~di d1-igoronsly administeretl, tlie s~llallerp r o l ~ l e i l ~wsill easily 111. solved.
"The Common Schools should have the right-of-way over all other public institutions." l 'I<ducation costs liiyll, ljnt ignorariccb costs 111orc.." l 1 Ignorance pel.pctnates p o ~ e r t j - . "

NUMBER AND LOCATION OF SCHOOLS
There a r e in IVilkes ('01111ty '17 wll;te \cllools : 9 oile-tr,acdl~~~* schools; 11 t \ ~ o - t c a e h c rscl~ools3; tlirecb-teacher schools, and tlie Tignall and TVashington Schools. Soiile of t h e schools are 7
a n d S niilcs a p a r t a n d clra~vtlieir pupils from a large territory and others a r e only 2, 3 or 4 miles apart. Some of t h e one-
teacher sellools now teaching 8 grades a n d some of the tnroteacher schools teaching 9 grades are only 3 111ilesfrom a school ha\-ing thrce or more teachers. The problem of distance should not be a great hintllsance to a reorganization of the system so as to lilliit the one-teaclier scllools to 3 grades, the two-teacher scllools to 7 grades aild thc t1irr.e anel four tracller schools to Junior High Schools. I11 some illstances the roads mill make tlie psol)lrnl of tr;11iil)oltatioi1cliffic~ilt.Itllt if tile people ~ ~ a i i t I~ettchrscllools, t1iri.r will I)e an acldecl i~~c.c.iitivfeor the building of good roads j11 the county.
SCHOOL GROUNDS AND PLAY EQUIPMENT
The school syst(>mof \\'ilkes Coimty has w r y little money inve\ted in land for the location of school plants. ilefirlite inforiliation in w p a r d to the arca ancl titles of school %rounds co~xl(1not be asccrtaineil f o r all of t h e schools. Of the 21 s ~ l i o o l\tl~(li(';l, 10 have only I ;\c2rcof Ii11l(1, 1 has 12 ;icres; 3 h a r e t' acres ; 1has 4 acres and G are locatecl on church property. F o u r of the scliools mllicll have a definite amount of land in name, ha\ e only conditional titles. Every permanent school i n t h e county should be located on land owned b y t h e County Board of Education. Tllis ii a n l c ~ cinattcr of I ) u \ i l ~ ~ as ns d conl~uollsc1n.,c \rhirli t a k r s into coli\itl~.r;~t~toli~icp. crpcltl~ityof t h r scllool ant1 the f ~ l t n r cgoocl of tll; conlnluility.
The scdllool eronnds for each scliool s h m ~ l dhe large erlough to pro\-icle .;pact. for a playg~olxnd,a .:chool garden a n d a n att r n c t i ~ cl;r\v11 Clliltll~rllhart. r c l - 1:ttle 41)ac7efor play a t a scl~ool~ ~ l l i chhas only one acrc of groniid. There was very little playg1.oni~dequipment a t a n y of tllil scliools except Tipnall a n d JITasliington. Three of the coniity .:cllools had hasket ball ant1 r o l l r y I ~ a l leqnipment anil onr. had eql~ipmcntf o r basket hall, baseball a n d football. There \ras no play eclnipnrent f o r t h e smaller children a t a n y of t h e schools. The children i n the primary and intermediate gracles need sandhoses, swings, slides, 1,ean-1j;lgs an11 Iriilian clal)s a71d tliis cclniplnent is just as csseiltial f o r tllein a.: t ~ a s k c tball or volley hall equipment is f o r high qchool boys and girls. Many of the most important phases of trainiilp for citi~ensliip~ v h i ~Rl ls1~110oLc a ~ )give to its pupils come through the principles of honesty, co-operation, a n d unselfishness indirectlg instilled i n children on a ~ v e l lcon-

ducted piaygromld The educatiol~al eaders of t h e S t a t e co~rsicleu good health sllch a n important p a r t of the child's life t h a t they have secured t h e passage of a law requiring 30 minutes of health instmetion t o he given i n t h e scllools every day, a p a r t of wllich instruction sllall supervised play. Tllr
~ c l ~ o o l ns iust h a r e cqnipnlc.nt for c4fectire play. Ii well
conducted playground, c o m p e t i t i ~ egames h e t ~ v c e nneighhoring schools and collllnunitp or county Fic.1~1Days are great factolqs In p ~ n n o t i u gi ,lrool iilttrest. Tlierefore the tt'acl~ers are strongly urgecl to p u t on a campaign throng11 the ParentTe;iclle~,-,lssociatio~las i ~ d(>omnillnit>-clnl)s for ' ' A well eclnipped 1,layground for euery school in TT'ilkes County."
To say t h a t eyer? scl~oolsllollld ]la\-e a school garilen does not mean that the gardell shonld l)e as large nor tlle sarilc kind a s the 11onlepiirdrns. Bnt t1lc.w illollld I)(, at each school, space for l~otbeglsor cold frames and slllall j~ltttsmllere t h e cllildrrn
call plant a fen. ~7egetal)lesand flo\rers and watch them grow. T l ~ ccardens forill the basis f o r vital projrcts in a nature study
and l a ~ l p n a g c~ v o r kl,) n t more ini1,ortant tllan thicr they enable t l ~ ecl~ildrerlt o n-atc.11 tiny sr,ctlcr spring into life aacl 1)ealxty tlirongll tllc raacic touch of Sattzre. Tllc teaclrers and pupils i n country schools h a r e a most ~ ~ y o n d c r f ulall)ol.ato~.pall aljont tlrcni for the i t u d y of S a t u r e . l>nti n most instal~cesthe 1:tl)ol.atola;- is never l~nlockcd. Children in tlic co11~1t~sycllool.; are ~ ~ ~ o e f nilglnyorant of t h r common l ) i ~ . dasncl f l o ~ ~ ~~errl isi c bthop siXe;1ro1111(1them elveryday.
Tlic City of I ~ 7 i i s h i i ~ g lmo ~iglllt v-ell be called a "city of Bcautj-." T1in.e are in tlie city sni.11 stately trer.s, sucll n-ell kclrt lawns and 90 111nl1yolcl flower gardens mllich i n tlicir silent f~.agranccl ~ r r a t l l ef o r t h tlie qpirit of former days. Tile hare yaiads a t nlost of t h e co~uztyvho~tlcsin the county ant1 t h e roizgl~,nnkel)t school g1'ollllils a t tlic cortntinyscllools stilnd out in sharp c.ont~.astto the l>eautycrc.atet1 in IT7ashin:to~l 1)7\ crass and trees anct flon-ers. I170nld it l)e an impossible or an lnlpibofitable task for the teaclitars iind pl~pilcr a t each scl~oolto
make the grounds attractive? TTrllat good n-o111dl come t o the children fro117 such a n lul(1prtabing !
minimurn of foulb acreq of l a n d ~ v o u l dhe necessary a t t h e larger schools f o r such a school plant a.; sngcestetl above.
BUILDINGS AND EQUIPMENT
Tlie majority of school bnilclinps in Jlrilkes Connt>- a r e hnilt of poor material, are poorly planned and are unsuited to school purposes. Practically all of the one-teacher schools have one sniall e 1 a ~ ~ - r o owmith mindox~son thi-ep or fniu. sidrs

ancl without cloak 1~)oinos r utility rooins. Sorile of the larger buildings are coilitrncted of poor material and are poorly planned. For e\aml)lc the 1)uiltling at tllc IIogne School is n ~ n c hIwttcr tlli\~lman?- of t h e buildings i n tlie count?- ail(\ i x cornparatirely new. Tllcl l ) a i l ( l i ~ ~isg ~lnl)ro~)erl1>1-gllted and it tloes not measure 1113 to motlerli standards of school architcvtnre. Thcre are a few l)lxildings in the coanty 1)nilt accaording to starlclard ~ ) l a ! ~ if,or t~\-;~inpltehcl 1)uildings a t Oak Grove. ( ' t d a r Qrorr. ancl Pratlier schools. Soinr of tllcse I)aildings are nnfiiiished but when contjjlcte they will atitlcluatcl>- mot>t tlie nreds of the res1)cctire conlnlanltic+ 11: J\ llicll the)- are built. Ally coinnlnrlity c.ol~tc~iiil)latiit~hge e r x t i o i i of a new I)l~ilding shoul(1 write tlre S t a t e Department of Edncation in regard to plans.
None of the schools in the county have adequate equipment for teaching. Some of tlie scahooli, especially the l;lrg!.cr schools, have a few n1al)s and a small scllool l i l ~ r a r yB. ut Inany of then1 h a r e no I ~ ~ H ~ 1I1S0 , g l o I ) ~ in, o '.i~ll(ltiil)l~I\I,O charts or other rnate~sialfor ritalizing the ichool ~ v o r k . Espclcial attelltion is called to tllc need for more .sul)pleiiic.ntar>- rcadiiig 1)ook.s in the scllool 1il)rarie.s. At Inany of the schools rclnil>~ n e n t~vliiclihad I~erlr ~jnrcliasetl tlirongll the effort of some irml)itions tcacllcv had not I)een csrrtl for 1 ) ~t h e snc.c.~eding teachers. F o r caaiul~le the ITogne School has had a irnall t cluipn~entfor I)o~n(lsticdScirlicc, but tiic>work I ~ a slwen t l ~ s c o ~ l tilined ant1 inost of tlir. ecjnipmel~tscatlc11.ed or destro-etl. OIIC of the most important civic lesso~is\\-hiell the sc.llool (&allteacall c l ~ i l d r e ris~t h a t tl1r.y sl~onltihave a liigll rt.gard for pul)lic. prope r t y and shonld I)e as careful of it a5 if it werr. p r i \ ate prope 1 . t ~ . Teachers can not get the heit results without the r)ropc,r tools. The conntic5 which ~ri.;Iito hare good schools will see t h a t tlirv a1.c u r l l ec1uily)r.d \vith th(1 nt1cessary teacllin: I~r.lpi.
STUDY OF THE DAILY SCHEDULES
The t c a c l ~ e r sof tllc c o i u l t , ~Irere aslteci to haat1 ill tlleir daily schednlcs of n-ork. Practically cvcry teacher in tlic eolulty responcled to the ~ . ~ c l u r ~I)sntt,solne of tht. sc*llech~leTs\ (.re indefinite ancl could not he ioc.lncled in tile stllcl,r.

Table Showing the Average Number of Minutes per Day Devoted to Each Grade in the Different Types of Schools in Wilkes County
Primer I 11 111 IV V V I VII VIlI IV X Grds.
One-Teacher Schools 33 49 50 5 1 62 67 7 5 78 58 40 Two-Teacher Schools 73 87 87 86 1 0 3 1 0 3 111 1 0 1 96 73 86 Larger* Schools 67 117 128 118 120 111 1 2 5 1 3 5 143 1 2 3 106
* Schools having three or more teachers.
The ti~ile allotment for each grade, in the one-teacher school\ is i n ~ ~ clleiss t h a n the. time allotnlcnt for each grade in the t\\.o-teacher and in the larger schools. Tlle average numl~er of ~nillntesgiv(3il to cacli grade in tlie one-teacller school is 3G: in the two-teacher school., it is 9 1 and i n the larger schools i t i . ~ 118, ~ ~ l i i icshmore t h a n twice the amount of tiiue given to eacli grade in the one-teacher .;cliools. I t is not surprising t h a t the elassroonl \\-ork done in tlie small schools is so much lrrs thorougli tllan tlic c~la\.;rooinIT-01.k(lone in the larger scliools. Cliil&.ell \vh(\ a1.e UII(!PI. the teacller's instri~ctionf o r onlv 56 millutes tluri~lptlic d a y can not 1)e expected to do as good work a s children 1 ~ 1 1 0Iiave tlic 1)cnefit of the teaclier's inctrlxction f o r 118 ~ ~ i i n u t et ls~ ~ r i i ltghe day.
,111 of thc scl~oolsshow ~nlxchi r l . ~ g l ~ l i ~ riint ythe amount of t i ~ n cgiven to t h e various grades, but ill each type of school there iq nlllch more time given to the upper grades than to the lower grades. The average nninber of millutes given to thc priincr clesses in the one-teacher schools is 3:3. This 1nean9 t h a t for 337 nlinutcs during the (lay these I)al)yfolk who know notllinp a l ~ o u thow to study have to employ tliemsc~lvesas hest they can witllolxt the teacher's directio~l. Every tcsacher 1v21o makes a daily schcdule sliolxld realize t h a t priniar>- cllilcircrl are practically hclpirss and need lnucll mow of tlie teacher's tiine than t h e older pupils in tlie upper praclcs who 11ave lcarned to study inclependcntly.
The sclle(1u'c.s sllon that tll(.i.e is a11 improper distribution of time among the different subjects. This is especially t m r of tlir small schools. I n most of the schools more time is givc.11 t o the teaching of arithmetic than t o the teachina of a n y other sc.hoo1 snhject. ,4nd in many of t h e schools vcry little time is cr~vc~tno tlie t ~ a c h i n gof reaclitig ill t h e ui>pri gratlcs. The life values of the various subjects should be considered very care-

fully in the apportionment of time on a daily schedule. Tlie social ralues of aritlimetic even for pupils in the npl?tlr grarles arc not greater t h a n t l ~ eT B ~ I I C Sof reading and language.
Tabulation of a Schedule from a One-Teacher School:
County, TYilkes-Scllool . . . ., Xo. Tcachei..;, O ~ i e .

Tabulation Showing the Number of Minutes Devoted to Each Subject in the Different Grades

Subjects Reading Larieua-ae Arithmetic Saellirle
-- L
History Geoara~hv Hygiene Civics

1

I1

111 IV

26

20

8

12

-

-

12

8

18

12

15

20

10

7

7

7

-

-

-

-

--

-

-

12

-.

-

-

-

-

-

-

-

V

VI VII Total

11 11 - -

8*

8

8-

10

20

20

-

7

7

7-

12

8# 15

8# 12

--

8

-

-

-

-

11** -

Total

54

39

42

59

66

69

64

-

* Fourth and fifth grades recite language together. ** Alternated with Agriculture. # Alternated with Hygiene.

This scliaciule sllo~vsthat in this scliool no provision is made for the teaching of writing. Clliltlren ~ v h oare not tallgllt writing may learn to n'ritc but they could not be expected t o writ(. 1-ery \yell. K Oprovision is made for story-telling nature-
s t u d y or 21and1vo1.kill tlie lowt~1.grades. Nature study conld be corrclated with language ancl history a n d civics could be taught by means of stories. It should be noted t h a t only 8 minutes are given to the teaching of reading in the third grade, a n d yet t h e pupils of this grade have not mastered the mc3chan-
ic.; of reading. 0111)- S inin~ltcsare given to the teaching of language in the upper grades, and language iq one of the most
important snl)jecth in tllc school curricr~ll~ni.Tlie children of

this school a r e getting a v1.r~-narron- type of trainiilc ;111cl a very limited school esl1eriei1c.e. Rut tlie tpac1lc.r n-lio made tliis schcd~xlcnwnld p r o l ~ a b l qbe 1ma1)lc to tcacll 1,- a 1)ettc.r Ol.$aJlized scl~edaleif it were made for her. Sllcl needs a c~ai.c~full>trained snperrisor to help Ilcr r e o r c a ~ ~ i alleer worlc ant1 ~nalicx it more eff'pcti~e ant1 intt.l.estilrp I~otlil o r Ii(~~.sc.:lnfltl Ilci. pt~pils.
The schedules s h o ~ vthat practically no effort has been made to organize the high school work in the schools of the county. Thth high school work atteil~ptf.tiin tli:. one ant1 twoteacher schools is r e r g irregular ant1 i i done untler the most u ~ l f a r o r ; ~ l )clce~lrlitio~lSso. r~lcxof tlir. ollc-tracllc~.scllools are offering eight grade ~ v o r kallti one is offering nintll grade work. The average number of minutes given to all of the recitations in the eighth grade in these schools is 58, ant1 yet in sonlr of these schools thir, gracle in h a r i n g 7 yecitations c a c l ~day. The, minirliuln length of t h e recitation periotl ill a standard high school is 10 niinntes aiid tlie n l a \ i ~ i ~ ~nunui11l)c.r of recitationi per day is five. The total ~ n l m b c rof millutes givc.11 to rccitations ill the elglltli, ilintli and tell111 eratlrs i11 tlir t \ v o - t c ~ ~ c l ~ ~ r scl~oolas !I(;, 7;i ant1 86 rei1)ecatively. &laill\-of t l i t l s ~jii.ad~~s arc, a l w , reciting 7 Jeisoll~encli (la:-. The parents who think 'that their children are receiving high school training under these conditions are being deceived, for no accredited high school or college could gi\ c credit f o r t h e work which is clone. TITould it not be better for these schools t o teach fewer grades and do the ~ t w r kthorouglilq t h a n to attempt to teach so niany graclcs tllat tlic \ ~ - o r kin all of t h ~glades is inaccurate a n d poorly done? I t is unfair to thc teachers to have to attempt the inirjossible; it is unfair to the pupils to have to do the work ~vhiel\i\-ill h a r e t o he repcated if they eyer go t o a larger school to continue their educational training: and it is especially unfair to the large nuinher of pupils in t h e lowcr grades to have ho rnucll tinle givc.11 to the three or foiu. pupils in the. 11iglr scdhool gracles. (See recommendations i n regard to Jlmior and Senior High Schools.)
T l ~ c r eseems t o be a total lack of nnifonllity in the subjects tauglit in the high school grades in the larger scliools. Some of the scllools a r e offering tn-o branclics of matlicmatic~sand no science. One is offering Latin and French. There is not one of these larger schools in the county attempting to do high sch8001work which is offering a course in Agriculture. iZnrl yet TVilkes County is one of t h e great agricultural counties of t h e State. The county is a t present passing throng11 a great ccononlic crisis Iwcause of t h e ravages of t h e boll x~yeeril. The citizens of the future need a t y p e of education v.hich \trill enahle them to do clirersifiet7 farming a n d to meet the c h a n p i n ~w o n -

olrlir contlitions. Tlre c20u~*socf stlltly f o r t h e h i g h schools of t h e coulrty sliol~ltlOr tliol.onglil! re-orgallizctl ailcl if n o t inade 1111ifcrln slrould ccrtairil5- h r m a d e t o confol-in t o c e r t a i n definite sta~itlartls. The rc,citatioll periods sliould be of stanclarci l e i y t h . This will 1rrea11t h a t s c l i o o l ~lia\ i n g onlv t h r e e o r folxr teacllers slroultl be o ~ - g a n i ~ r tal s Jliniol* H i g h Schools a n d slroul(1 offer (\illy l l i ~ l ig~1.;1tIrs of 1vi11'li aild t h a t t h e one and t \ \ o - t c a c l l e ~s*cliools s l i o ~ ~ l~( lr tc Ilr l)e~mlittedt o :~ttrlrtiptIligll s ~ l l o o lI\ orlc.

TRAINING AND QUALIFICATION OF TEACHERS
Tliree of the t e a c l ~ e r sin t h e one-teacher schools of Wilkes Comity hold a first grade elementary license, two lrold a second grade license, one holds a t h i r d grade: and onc has a n A . B. dcg~.ee. One of the teachers i n the two-teacher schools Irolds a t11ii.d pradc licci~se,9 liold a secolid grade licensta and 11hold a first grade licensc. Five of t h e tcacllevs in tliesc scl~oolshold ii first grade high school license. One teacher ill t h e larger cclrools llolds a third grade license, 3 hold a second gradc licr n w , and 1.5 11old a first grade licensc..

Table Showing Training and Qualifications of Teachers

Lic*ense

Primary Elementary High

Total No.

1st 2nd 3rd I s t 2nd 3rd 1st 2nd ? of Teachers

One-Teacher

Schools

--- 3 1 1

1

2

8

Two-Teacher

Schools

21148-

5

-

21

Larger Scl~ools- - - 8 3 1

7

2

21

Training

Total No. 8th 9th 10th 11th 1-yr.2-yrs. 3-yrs. 4-yrs. ? of Teachers

One-Teacher

Schools

-2 2 1

1 1 -1

-

8

Two-Teacher

Schools

21 2 5

5 6 --

--

21

Larger

Sc11ools

-- 1 3 7 5 - 5

21

Experience

1vr. 2 yrs

3 yrs.

5 or more Total No. 4 yrs. years Teachers

One-Teacher

Schools

2

2

-

1

.0 ,

8

Two-Teacher

Schools

4

2

5

4

6

21

Larger

Schools

'I

4

-

4

10

21

Service at

5 or more Total No.

Present School 1Sr 2 yrs. 3 j r s 4 yrs. yrs. ? Tchrs.

One-Teacher

Scllools

3

Two-Teacher

Schools

10

Larger Schools 12

4

-

1

-- 8

J

3

1

- 2 21

4

2

2

- 1 21

F o u r of tlrr eight tcaclic~1.sill tllr. ()]I(>-tc,aclrc\cr.hools hav? not collipleted high school, one is a high school gracinutc, one has l~aclone year a t college, one is a nornlal eradnate aird one is a c~ollcgc,z r a t h ~ a t c .Tlrree of tl~c.tc.;iclrri-\ h a ~ 1e1aclsomc~summer 5clrool work i n atldition to tlrcii. ~ ) ~ e v i o ntrsaining. Boys and girl5 who h a r e had olily llinth 01. tent11 gri~clcscllolarship kno\r r c r y little a l ~ o n t h e sn1)jcctq the)- ;i1.c3 trying to teat*lr or

about the best methods of teaching. Tllc. teachers in the oneteacher schools IlavrI the most difficult \rc,rli of a n y teacllers i n the school system. They should have better training and higher salaries. Five of the teachers in t h r t ~ i ~ o - t e a c h escrhoolf have hacl less than high school sclllarsllip, five are high school graduates, fire have had one year in college and 6 are norinal graduates. F o u r of t h e teachers i n the larger schools have h a d only high school work. The others have had some norrrlal or college training. i t l a ~ l yof the teachers a r e continuing their professional gr-o~vtllE)y attending summer school and the state educational mcetings. There is no county teacher's association or plan for regular meetings of the teachers in the county. One of tlle rnost vital age~lcxiesin promotillg school progrf>ss ancl in creating a loyal county school spirit is through t h e county teachers7 meetings. Teachers ~ v h oa r e progressive a n d ambitious for the schools of their county a r e glad t o assume iniativc aild respoilsil)il ity in making such mectiilgs possil)le. The jwofrssional y~lalificatiorisof tht. teachers of V i l k e s Cowlt y are higher than those of most Georgia counties which have bren sl~rvryecl,Imt the board of education a n d the people should not satisfied until all of the untrained and unprepared teachers are eliminated from the system.
Most of the trachers h a r e had experience, but 50 per cent of them are serving a t their present schoals for the first term. Teachers who teach only one year a t a school can not do constructive community work. A salary schedule wllich will encourage them to serve for a longer time a t the same sell001 slrol~ldbe atloptctl 1)y the county acinlirlistration.
CLASSROOM INSTRUCTION
Educational tests were given in the fundamental or most inlportant school subjects-reading, language, arithmetic, spelling and ~ ~ ~ i t i n g - t doetermine the thoroughness of t h e classroom TVOI-kI)e~ngdorte in tllesrh sul),jects i n the various schools. Tltese tests have been given under the same conditions t o thousands of pupils in representative schools in all parts of tlrcl I'iritetl States. The median or average scores macie 1)). tltc large numl)rr of pupils ill each grade to wllortl the tests I\ erc given have been carefnlly worked out and a1 c given as Standard Scores. The standards, therefore, do not represent perfect scores, 1Il1~tscores made by cl~ildrenof averapt. ability i l l schools in which t h e teaching has been ~ v e l lclone. A careful stucly of the tables of results will reveal t h e typv of work I ) e i n ~(loll(, in t h r various schools of the courltj-.
F r o m the ~ . e s u l t sof tllc tests cliscnssc~clo ~ rthe follo~ving pages, ce~.tailt~ o n c l n s i o l ~msay be clra\\ n

READING
The Monroe Silent Reading Test revised \vas given to the third, f o u r t h a n d fifth grades i n t h e schools of the county. (The unrevised test was given to tlle sisth, seventh, and eiglltl~ grades, but the results are not included in the study because it is impossible to compare the scorc~+made on the t ~ te~stso.)

Median Scores in Silent Reading Made by the Schools in Wilkes County

Standard Washington High chool Tignall High School Three-Teacher Schools Two-Teacher Schools One-Teacher Schools

I11
82 3.8 73 3.0 88 4.5 62 3.0 61 2.0

IV
122 7.7
111 8.0
116 6.0
100 6.0
73 3.0
54 3.0

v
142 9.8
125 9.0
139 8.0
112 7.5
90 5.0
95 6.0

Rate Comp.
Rate Coml~.
Rate Comp.
Rate Comp.
Rate Comp.
Rate Comp.

~111of the grades are 1)elo~rstandard in rat(. of reading. The Washington scores are almost up to the standard in comprehension. Tlle third grade in the Tignall School is above standard in 1)oth r a t ? and comprehension. The rate scorc.s made by the fourth ant1 fifth grades in this school are higllrr, but the comprehension scores are lower than the scores made by those grades in the \TTashington School. The scores made by the three-teacher schools a r e lo~iyert h a n t h e scores made by the Washington and tlle Tignall schools and are very much
lower than the standard scores. Thrl scores made hy tlie one and tmo-teacher scllools are very poor. They a r e ~nliclllowclr than the scores made I)!- the three-tcac2hc.r schools and a r e more t h a n a year helow the standard scores. The scores made I)? the fifth grade in all the schools are lowrr than the scores made by the third grade. The daily scheclnles llanded in by the teachers show t h a t very little time is given to the teaching of
reading in the upper grades. I t is a mistake for teachers to neglect the teaching of reading i n the upper grades. I n these grades pupils sllould hare especial training in rapid silent reading, in organizing, in condensing and in reproducing
thought gained from the printed page. It is this type of train-
ing ~ v h i c hprepares the child for growth i n after-school life
through effective reading. ,211 of t11r schools, including 11-ashjngton and Tignall, need more supplementar!- I)ooks for the

teacliitlg of reading. The reading library for each grade sl~ould il~clude five 01. six scts of the best sch:)ol readers. The reading of a p r r a t deal of easy subject inattrr helps tlie ehiltl to acquit.(% a large vocabulary and to rvatl wit21 ease and rapidity. The teaclirrs in the small schools need more perception cards, charts and other helps for t h e teaching of primary reading. F o r suggestive methods on
the teaching of reading see the ?rlannal for Georgia Teachers and "Sile~it ant1 Oral Reading'' by Stone, Houghtoii Jlifflin
Company.

LANGUAGE

Tlie Trabue Jianguage Scale B was used i ~ rineasuring the 7 ~ 0 r kin language. The test consists of t~veiltyincomplete sentences-sentences which h a r e some of the ~vorclsleft out. The l n ~ p i l sare given seven nlinutes in mliich to write the missing ~ ~ o r (ilnstlie blank spaces. Tlie score depends upon the nuin1)er of col.r~bc.tie1rtenct.s tllr pupil hiis a t tlw eiid of tllc. time limit.

Grade Medians Wade by the Schools of Wilkes County as C,ompared With the Standard Medians

Grades

111

IV

I-

TI

VII

VIII

Standard

7.4

9.6

11.1

12.2

13.1

14.1

TTashington

6.8

12.1

11.8

12.5

12.9

14.2

Tignall

6.5

9.0

9.4

12.3

12.3

12.1

Three-Teacher

Schools

8.2

10.4

10.2

11.4

12.7

14.2

Two-Teacher

Schools

6.7

8.2

9.2

10.4

11.8

12.0

One-Teacher

Schools

6.5

8.2

9.5

10.2

12.0

The scores made by the fourth, fifth, sixth and eighth grades in the TTrasl~ingtonSchool are above the standard scores and the scar:..; made by tlie other pyatie\ are allnost up to the standarcl. Tlie 5c20re made 1 ) t~lie sistll ~ ~ ' a c ilne the Tigilall school is u p to staridarcl, I ~ u tthe scorcAsiilatlc I)y the other craclrs in this ~ h o o alre from one to two - c a r s below the stan. (lard \cored. T l ~ escore 111atle 1 ) ~tllt~ eighth grade in this ~vlloolis just a little 1)ettt.c than the stailtlartl for the sixth grade. The scores made by tllv grades in the three-teacker scllools are better than the scores nladc I)? the. Tignall school, ljut the scores niade I)y the oil(, and t u o-teacher schools are verj- i~luclllower than the scores mad. 1). tlic larger schools. The scores sllo~v that the IVasliinyton School i~ getting excellent results in language work, but that tlre results in the

other scllools are not so good. The :~cliedules show that in many instances the teachers are devoting inore time to tlle teaching of arithmetic tliarl to the teaching of language., especially in the upper grades. afore emphasis upon oral a n d written composition will make the language work more practical.
ARITHMETIC
The \1700rlv-J'lc('al1 Mixed Fundamentals aritllinetic test, Form I, was used to measure tlie ~ ~ ~ ion rarkithmetic. Tlie test consits of 35 ~niscellaneousexamples involving t h e addition, substraction, rnultiplicatiou and division of simple numbers, fractions and decimals. These examples are printed on one
sheet and are so arrangecl t h a t they increase in difficulty. ,I
time limit of 20 lninntes is allonred for the completion of the test.
Median Scores Made in Arithmetic by the Schools of Wilkes County as Compared With the Standard Scores

Grades

I11

Standard Washington Tignall Three-Teacher Schools Two-Teacher Schools

13.0 10.8 11.00
10.3
11.0

IV 18.5 17.9 18.5
16.3
14.0

V 24.0
18.4 22.5
20.5
17.0

VI 28.5 22.5 26.0
23.8
18.3

VII 31.0 26.5 27.0
29.5
22..i

VIII 34.0 27.2
26.0

The scores made hy all of t h e schools a r e vcry much h e l o ~ v the standard in arithmetic. The fifth, sixth and serenth grades i n the Washington School are more t h a n a year I~elomthe standard. The scores made by the Tignall School are higher than the scores made by the grades in the MTashinpton School but all of the gradcs except the fourth i n this school a r e belon- the stantlard. Tlre score$ made b y the three-teacher schools a r e lower than the Tignall scores, I)nt the scores inade 1)ythe n p p r r grades in t h e w scllool~are higher t h a n the VTashington scores. The scores made 1,)- tlic two-teacher schooIs are vcry l o ~ va n d show that the arithmetic work in these sellools is very inaccurate. The score nlade l)y thc serenth grade in the two-teacher scllools is ncahigliel- t l ~ a nthe score made 11y t l l ~fifth grade in the Tignall School. The test papers ~1101t~h-a t the pupils in all of the schools are w r y inaccurate i n their hahits of work. This is because they h a r e liot niastered the fundameiital operations in arithmetic.
12 discllssioil of method5 is out of place in this report, but it is well to call attention to the need for more drill work in

arithmetic. The ('olu*tisPractice Tests ~rllicllinay he pur*chased from the \\'c,rld Kook Company, Yol1kcrs-Oi~-II1~d4orX~e, v York, are very conveiliellt and give opportunity f o r systematic. written exercises under a time limit. The set costs only about $8 00 ancl is a piece of teaching equipment which \vould be a great help to all of t h e teachers. Especial eff'ort should he nlade to impro\,c the mork in t h e sixth and sercrlth grades in all of the schools before t h e pupil4 are promoted to the high school. Oral tlrills in the fundamental operations ilealing with integers, fractions and decimals sllonld be ciren in these crades t ~ o~r thoree tiines a. n - ~ e k .
CONCLUSIONS
Thi, scores nladr on the tests I)y the small schools are very mucli l o ~ r e rt h a n the scores made hy t h e larger schools. The poor qualit>- of instruction i n the small scliools is due t o t h e unfavorable teaching conditions i n these schools. No teacher, no matter \v11:1this traiaing :land c,sperience may be, can teach seven or eight grades of school ~ v o r kto children from 6 to 18 years of age a n d even approach moilern edllcational standards. There is not enough tiille in the school clay f o r one person t o do t h a t amount of mork. The classroon~~ r o r ki n the t ~ v o teacher schools is not done a n y more thoro~xghlyt h a n in t h e on(.-tcacher schools. Tile t ~ r o - t c ~ a t s~chl~( o~o~ls~ilrP 1)crmitted t o attempt too many grades. Many of them are offering ten grades. No credit could possibly be g i ~ e nfor high school mork done in a school ofithis type ancl the tragedy of it is that when t h e teachers t ~ t t e n i lt~ot (10 high scliool work, i t i~ not 1)ossil)le f o r them to do elementary work thoroughly. 2, limitation of grades i n t h e small schools and t h e organization of central schools f o r high school work iq t h e only solution to t h e prohlem.
RETARDATION AND ELIMINATION
Children usually enter school a t t h e age of six years and complete one grade each year. Some children, howeyer, do not enter sc11ool ~tlltilt1lc.y kr1.1. se\-en )-ear\ oltl. F o r this reaion i n tlie present s t ~ x d yt ~ y~earos are allo~vedfor the completion of each grade. Thus a. child in the first grade six or seven years of a r e is considered norinal, a clljld in tllr wcond grade seven or eight years of age arc considered nornlal and so on. A child i n a n y grad(>oltler than the norinal grade i.; considered overape or retarded.

Table Showing the Number and Percentage of Retarded Children in the Schools of Wilkes C,ounty

Grades

I I1 111 IV V VI TI1 VIlI IX X Total

No. Pupils

in each

Grade

266 1 i 8 1 6 1 169 1 4 1 150 150 89 46 47 1397

No. Pupils

Retarded 6 1 44 64 7 1 58 76 79 5 1 25 13 551

P e r c e n t a g e of

Pupils

- R e t a r d e d 22.9 24.9 28 8 47.9 41.1 50.7 52.7 57.3 ~54.331.9 39.4

The retarded children in the schools of TVilkes County have lost a total of 1143 years or an ayerage loss of .8 of a year for every child in the schools. At this rate it is taking nearly
twice as long as it should take for the children in the schools t o complete their grades. This means a tremendous loss of time for teacliers ant1 l)lll>ilsand a waste of Itioilry for tlie county. T-Torx~evetrhe percentages of retardation of pupils in the schools of TVilkes County are l o ~ v e rt h a n they are i n many of the Georgia cdo~ultiesn-liicli have becan studied.

The percentages for the l o ~ v e rprades are corri~~arativrly 10117, but ~ v i t hone or t ~ v oexceptions, they increase steariily through tlirl f r a d r s and are Iliori, than 30 in the sixtli, si.rentll, eight11 and ninth grades. Retardation in these upper grades is lTery sprious. Boys and girls who do not reacli the. sprc1rlth gratle I)c.forc they are sixteen or sevc~ilt~t.11yi3ars of age usually tlrop out of school before they h a r e acquired a liigll scllool education. There is greater retardation in the one and two-teacher school., than in the larger schools. The economic conditions in the different cominunities ma)- have some effect on ~.etard:rtio~lI,)nt the 1.~tardatiollill tlie silialler sc11ools is 1argel)- clne to tilts fact t h a t tklt~sescllools a r e ~ i o tgettiiig as gootl r.rsnlts as tllc larger sc1iools.

Table Showing the Number of Pupils per 100 Entering the First Grade Who Stay in School Long Enough to Reach the Seventh Grade

Counties
Laurens Walker Thomas Dooly MTilkes

One-Teacher Schools

Two-Teacher Schools

Larger Schools

13

18

48

11

33

42

1 6 (One & TTTO-TeacherSchools.) 47

16

24

48

49

38

84

The scliools of TJTilkesCounty are holding a much greater percentage of the pupils in school long enough to reach the
seventh grade than the schools in the other counties included

in the table. A larger number of pupils stay in school until they reach the high school grades in \Yilkes than ill most of the other counties ~vhic!i have heen studied. I n JYalker county
only .02 per cent of the children entering the first grade reach t h e tenth grade in high scltool but in XTilkesCounty 17.6 of the childrerl entering the first grade reach t h e tent11 grade. The figures and comparisons on the holding power of the schools in Wilkes are very encouraging ant1 \ l ~ o t\h~at tlre people of tlre county are ambitious to provide educational opportmlitics for their children. Recommendations are offered as a sngge:,ti~ci
basis for a plan of re-organization o f the county system wr-llicl~ will greatly incrcaic the efficienq- of the schools and will
provide atlcql~ate high scllool opportmlities f o r all of tlir, children in the county. A c a r e f u l considerntioll of t l ~ e s c recommendations a n d policies 1)y every citizen in the coimty is earnestly solicited.

AONlA SCHOOL.
Teacher: Miss Lois Moore.
Location: Big Cedar 4 miles south; Pierce Chapel 6 miles east.
Grounds: Are. 1 acre; titles, County Board of Education; unimproved; no playground equipment except a merry go round made by the children; no school garden: one surface toilet poorly kept.
Building: Value, $500.00; one room; n o cIoak rooms; winc:ows on two sides of building; painted outside and inside.
Equipment: Double patent desks; a teachers desk: a few maps; no globe; a book case and 28 books in t h e library; a reference c'.ict:onary; n o primary teaching helps; a water cooler.
Organization: One teacher; 8 grades; largest enrollment, 23; 8 months school term. No school nor community clubs.
Maintenance: $560.00.

BETHEL SCHOOL.
Teacher: Miss Lexie Combs.
Location: Stony Ridge 3 miles east; Court Ground 335 miles west; W a r Hill 454 miles south.
Grounds: Church property; unimproved; no playground equipment; a small flower garden; one surface toilet in fair condition.
Building: Value, $750.00; one room; n o cloak rooms; light from three sides of classroom; (children sit facing t h e light).
Equipment: Double patent desks; a teacher's desk; homemade blackboard; two maps; no globe; a reference dictionary; no school library; a few framed pictures; a water cooler in bad condition.
Organization: One teacher; i grades: largest enrollment 30; 8 months school term; no community club.
Maintenance: $480.00.

C E L E S T E SCHOOL.
Teacher: Mr. 'A7. T. Callaway. Location: Rayle High School 31h miles west; Dyson 4 miles north-
west.
Grounds: Area 4 acres; titles, conditional; beautiful shade trees; a ffomer garden ; otherwise unimproved : one surface toilet.
Building: T7alue, $400.00; one room; lighted from two sides; no cloak rooms; painted green on the inside.
Equipment: Single patent desks; a teacher's desk; a few maps; no charts; a small globe; no bookcase; a few books in the school library, an encyclopedia and a reference dictionary.
Organization: One teacher; 8 grades: largest enrollment 36; 9 months school term.
Maintenance: 1900.00

FRENCH MILL SCHOOL.

Teacher: Miss Bertha Gunther. Location: 4 % miles east of \\'ashington.

Grounds: Area. one acre; titles. County Board of Education; unimproved; no playground equipment; two surface toilets.

Building: Value $-

; two classrooms; no cloak room; well

lighted; painted.

Equipment: Single patent desks; a good teacher's deslr; good blarliboard and a fen- framed pictores.

Organization: One teacher; 16 pupils on roll.
NOTE: The teacher of this school has taught here for four years; s h e i s a normal graduate and has had five years experience.

MT. MARIAH SCHOOL.

Teacher: Mrs. B. F. Griffeth.

Location: Rayle High School 3 miles northeast.

Grounds:

Building: Value, $-;

one classroom; lighted from three sides; no

cloak rooms; painted insid? and outside; in rood condition.

Equipment: Single patent desks; n o teacher's desk; poor blackboards; one map; no charts; no globes; no school library; no reference dictionary.

Organization: One teacher; 7 grades; 38 pupils on roll.

NORMAN SCHOOL.
Teacher: Miss Bessie Snellings.
Location: Broad School 31h miles east; hlallorysville 4 miles west; Tignall, 5 miles east.
Grounds: Area. 1 acre; titles, conditional; unimproved; no playground equipment: no school garden; surface toilets.
Building: Value, $350.00; one room; no cloak rooms; lighted from two sides; ceiled; unpainted.
Equipment: Double patent desks; poor blackboard: two maps: no globe; no charts or other teacher's helps.
Organization: One teacher: 7 grades; largest enrollment 27: 8 months school term; no school or community clubs.
Maintenance: $640.00 from county and local subscription.

PIERCE CHAPEL SCHOOL.
Teacher: Miss Addye Lou Jernigan.
Location: Aonia.. 8 miles west: Oak Grove School. J miles west.
Grounds: Area. 2 acres; unimproved; no playground equipment; no school garden; one surface toilet in good condition.
Building: Value, $800.00; one room; two small cloak rooms; lighted from two sides of room; painted inside and outside.
Equipment: Single patent desks: teacher's table; tm-o maps; poor blackboard; a small globe; a reference dictionary; no school library; a primary reading rhart and one framed picture.
Organization: One teacher; I) grades; largest enrollment 2 9 ; 8 months school term: a school improvement club.
Maintenance: $800.00.

SMYRNA SCHOOL.
Teacher: Miss Ruby Jordan.
Location: Oak Grove 4 miles northeast; 3Ietasville 5 miles northeast.
Grounds: Area, ... ...?; titles held by church and school together;
grorincls cleair and w ~ l lkept; a flower garden; n o playnround equipment; one surface toilet.
Building: 1-alue $1000.00; one room (built for a clubhouse); lighted from tv-o sides; no cloak rooms; painted insicle and outs id^
Equipment: Single patent desks; a teacher's table; good blackboard; two maps; no globe ;a few books in the school library; no reference dictionary; a few well selected framed pictures.
Organization: One teacher; 8 grades; largest enrollment 37; 8 months school term; no school or community club.
Maintenance: f640.00

WAR H I L L SCHOOL.
Teacher: Mr. Herbert Hackney.
Location: Tyrone, 3 miles southwest.
Grounds: Area. 1 acre; clean and well kept; no playground equipment; one surface toilet; water supplied from a spring.
Building: Value, $750.00; one room; lighted from two sides; no cloak rooms; painted inside and outside; clean, attractive and well kept.
Equipment: Double patent desks; a teacher's desk; one map; no globe; several framed pictures; a bookcase and a few books in the library.
Organization: One teacher; 7 grades; largest enrollment 26; only 5 pupils were present the day the school was visited; 8 months uchool term.
Maintenance: $560.00.

BIG CEDAR.
Teachers: Miss Blanche Allen; Miss Laura Harris.
Location: Three miles north to Aonia; three miles southwest to Lundburg.
Grounds: Area, 2 acres; titles. County Board of Education; a few flowers; no playground equipment; one surface toilet.
Building: Value, $1.,000.00; one room; correctly lighted; two cloak rooms; one utility room: ceiled but not painted; Smith heating system; well ventilated.
Equipment: Single patent desks; good blackboards; one map; a small library and a few framed pictures.
Organization: Two teachers: 7 grades; largest enrollment. 53; 8 months school term.

BROAD SCHOOL.

Teachers: Miss Mary Carmichael. Principal; Miss Ella Ree Carlton.

Location: Six miles south to Tignall; four miles east to Norman.

Grounds: Area, 1% acres; titles.

? ; unimproved: spacious

playgrounds. but no play equipment; a school garden; one

surface toilet; water supplied from a neighboring well.

Building: Value. ------; two class rooms; improperly lighted; heated by small stoves in t h e center of room; a high stage in one room; no cloak rooms: no utility rooms: building unpainted and in need of repairs.

Equipment: Single and double patent desks; two teachers' desks: t w o good maps:. n o globes; good blackboard:. no school library: a reference dictionary in bad condition; no framed pictures.

Organization: Two teachers; 9 grades; largest enrollment. 4.5; 8 months sckool term; no school improvement club.
Maintenance: $1,200.00.

COURT GROUND SCHOOL.
Teachers: Miss Gladys Sherrer, Principal; Mrs. Frank Lamar. Location: W a r Hill 4 miles southwest: Rayle T, miles north
Grounds: Area, 1 acre; titles, local trustees; beautiful shade trees; unimproved: no play equipment; no school garden; one s u p face toilet.
Building: Value, $1200.00; two classrooms; unilateral lighting; two cloak rooms: one room ceiled; building partly painted.
Equipment: Double patent desks; two teachers' desks; good hyloplate blackboards; case of roller maps; no globes; a reference dictionary; a few framed pictures; no school library.
Organization: Two teachers; 9 grades; largest enrollment 73; 8 months school term; no community clubs.
Maintenance: $1240.00.

FlCKLlN SCHOOL.
Teachers: Miss Mary Heard, Principal; Mrs. B. C. Lyons.
Location: Lundburg 5 miles east; Washington 8 miles northeast.
Grounds: Area, 1 acre; titles, church. and school; very rough and badly washed; no playground equipment; two surface toilets in bad condition: water supplied from a neighboring well.
Building: Value, $1000.00; two classrooms with a lodge hall above; improperly lighted; no cloak rooms; in very bad condition.
Equipment: Double patent desks; good blackboards; a few maps; no globes; no school library; no reference dictionary; no charts or other teaching equipment.
Organization: TKO teachers; 8 grades; largest enrollment 64; 8 months school term; no community or school clubs.
Maintenance: $1360.00.

FLORAL H I L L SCHOOL.
Teachers: Miss Lucy Morgan, Principal; Miss Rose Morgan.
Location: Danburg 3 miles northwest; JIetasville 5 miles south.
Grounds: Area, 2 acres; titles, County Board of Education; a few shade trees; clean and well kept; no school garden; no playground equipment; two surface toilets in poor condition; water supplied from a neighboring well about a quarter of a mile from the school.
Building: Value. $1200.00; two classhooms: unilateral lighting; one cloakroom ; ceiled and painted.
Equipment: Single patent desks; teachers' tables: good blackboards; a case of roller maps: n o globes; no reference dictionary; no school library; no charts or sandtables; a few framed pictures.
Organization: Two teachers; 9 grades: largest enrollment, 67; 8 months school term; no community clubs.

LUNDBURG SCHOOL.
Teachers: Miss Marie E. Smith; Miss Ethel Hopkins.
Location: Three and a half miles east to Big Cedar; three miles to County Line.
Grounds: Unimproved; adjoining church lot; one surface toilet in poor condition.
Building: Value, $3000.00; two classrooms; unit type; unilateral lighting; Smith Heating System; two cloak rooms; painted.
Equipment: Single patent desks; good blackboards; s e t of maps; 1 globe; a few framed pictures.
Organization: Two teachers; ten grades; 60 pupils enrolled; 8 months school term.
Maintenance:

MALLORYSVILLE SCHOOL.
Teachers: Miss Ophelia Amason, Principal; Miss Julia Bunch.
Location: Tignall High School 3 miles east; Hogue 4 miles southwest; Norman 5 miles northwest.
Grwnds: Area, 1 acre; titles, conditional; clean and well kept; no school garden; a basketbali, but no other playground equipment; one surface toilet in bad condition.
Building: Value, $1200.00; two classrooms; insufficiently and improperly lighted; no cloak rooms; painted.
Equipment: Double home-made desks; good hyloplate blackboards; four maps; a globe; a reference dictionary; a primary chart; a few framed pictures and a small school library.
Organization: Two teachers; 7 grades; largest enrollment 72; 8 months school. term; a Parent-Teacher-Association.
Maintenance: $1200.00.

OAK GROVE SCHOOL.
Teachers: Miss Agnes Gunter, Principal: Miss Sallie Lou Gunter.
Location: Metasville 2% miles northwest; Chapel School 3 miles east.
Grounds: Area, 2 acres: titles, County Board of Education; unimproved; no school garden ;two surface toilets: water supplied from a spring.
Building: Value, $2000.00; two rooms; two cloak rooms; a utility room unfurnished; correctly lighted; unceiled and unpainted.
Equipment: Single patent desks; one teacher's table; good blackboards, a reference dictionary; one case of maps; a very small school library: no framed pictures; no charts.
Organization: Two teachers; 10 grades: largest enrollment 80; 8
months school term; no community clubs. .
Maintenance: 1RZn.00.

PRATHER SCHOOL.
Teachers: Miss Ruby Bufford, Principal; Miss Daisy Cason.
Location: Celeste 2 miles n e s t ; Hogue 6 miles northwest.
Building: Value, $3000.00; two classrooms built by standard plans. Equipment: Single patent desks; a small amount of blackboard; n o
maps; a globe; a bookcase and a few books in the library; no other equipment.
Organization: Two teachers; 9 grades; largest enrollment 30; n o community clubs; 8 months school term.
Maintenance: $1080.00.

STONY RIDGE SCHOOL.
Teachers: Jliss Ellie Turman, Principal; Jliss Esther Combs.
Location: Bethel 3 miles northwest; War Hill 4 miles west; Court Ground 5 miles northwest.
Grounds: Area, 1 acre; rough and unimproved; no school garden; n o playground equipment; two surface toilets in bad condition; mnter supplied from neighboring well.
Building: Value, $1000.00; two classrooms, improperly lighted; no cloalr rooms; ceiled but not painted.
Equipment: Double patent desks; good hyloplate blackboards; one teachers' table; two maps; no globes: no charts; no sandtable; no framed pictures.
Organization: Two teachers; 8 grades; largest enrollment 50; 8 months school term; no community clubs.
Maintenance: $1080.00.

TABOR SCHOOL.
Teachers: Miss Gladys Echols, Principal; Miss Irene Freeman.
Location: Tignall 3 miles south.
Grounds: Area 1 acre; titles, conditional; unimproved; no school garden; no playground equipment; one surface toilet in bad condition; water supplied from neighboring well.
Equipment: Double patent desks; no teacher's desks; very small amount of blackboard; no maps; no globes; no charts or other teaching helps.
Organization: Two teachers; 8 grades; largest enrollment 53. No community clubs.
Maintenance: $920.00.

DANBURG SCHOOL.
Teachers: Miss Martha Sutton. Principal; nliss Lucy Bellows. Miss Norma Bunch.
Location: Floral Hill 3 miles south; Tignall 6 miles west; Beulah 5 miles north.
Grounds: Area 1 acre; tites, Danburg Baptist Church; basket ball and volley ball coiirts; no playground equipment for small children: a flower garden; two surface toilets in bad condition; water supplied from a well on school grounds.
Building: Value, $1500.00; three classrooms; improperly lighted; heated by stoves placed in center of rooms; painted.
Equipment: Single and double patent desks; good hyloplate blackboards; a case of maps; a globe; a small bookcase and 100 volumes in school library; a sandtable and charts for primary work; a few framed pictures; a school piano.
Organization: Three teachers; 10 grades; largest enrollment 84; 9 months school term; no community club, but patrons are actively interested in improvement of school.
Maintenance: $2025.00.

HOGUE HIGH SCHOOL.
Teachers: Mrs. J. M. Brooks, Principal; Miss Rachel Butler. Niss Connie Brooks.
Location: Mallorysville 7 miles northwest; Rayle 8 miles south.
Grounds: Titles, County Board of Education; unimproved; a basket ball court, but no other playground equipment; no school garden; two surface toilets in unsanitary condition.
Building: Value. $2500.00; three classrooms. a library and auditor-
ium; improperly lighted; a frame building plastered; no cloak
rooms: painted.
Equipment: Single and double patent desks; very poor blackboards; a few maps; no globes; no framed pictures; 125 books in the
school library; a piano: a sandtable in primary room; school
has had equipment for Domestic Science. but it has been destroyed.
Organization: Three teachers: 10 grades; largest enrollment 95; 8 months school term; a school literary club; a Parent-TeacherAssociation.
Maintenance: $2080.00.

METASVILLF SCHOOL.
Teachers: Mrs. S. E. Phelps, Principal; Miss Kell Harper, Miss Margaret Dougherty.
Location: Ook Grove School 3 miles east; French Mill 6 miles west; Smyrna 5 miles south.
Grounds: Area 4 acres; titles, Baptist Church: grounds unimproved; n o playground equipment; one surface toilet in an nnspeakably bad condition.
Building: Value $500.00; 3 classrooms; an old church building has been made into a school building; all of t h e rooms a r e improperly and insufficiently lighted; the rooms are painted dark grey and green inside; the whole structure is absolutely unsuited to school purposes and tile community is committing a crime against its children by making them spend five days
out of t h e week in soch unattractive surroundings.
Equipment: Double patent desks; teachers' tables: a few maps: no globe; a reference dictionary and about i 5 books in the school library; a few framed pictures.
Organization: Three teachers; 10 grades: largest enrollment 77: 8 months school term; no community clrihs.
Maintenance: $2000.00.

RAYLE HIGH SCHOOL.
Teachers: Mr. T. E. Grenade, Principal; Mrs. T. E. Grenade, Mrs. S. B. Savage.
Location: Celeste 31h miles east; Mt. Yariah 31, miles west; Washington 11 miles east.
Grounds: Area, 5 acres; titles, Local Trustees; Some efforts have been made to improve grounds; equipment for football, bask e t ball a ~ bdaseball; n o play equipment f o r smaller children; two surface toilets in bad condition.
Building: Value $2000.00; three classrooms; three cloak rooms; a n auditorium and a music room; the building has been remod. eled and is correctly lighted and painted. The school owns a teacherage situated on the school grounds.
Equipment: Double patent desks ( a few single desks in t h e primary room); good blackboard; no maps; no globes; no laboratory equipment; a school piano and a few good pictures.
Organization: Three teachers; 10 grades; enrollment 120; special work, music; no community club; two literary societies in high school grades.
Maintenance:

TYRONE SCHOOL.
Teachers: Miss Maggie Poss, Principal; 3Iiss Ruth Smith. Mrs. W.
C. Dickinson.
Location: War Hill 3 miles northeast.
Grounds: Church property; unimproved; a basket ball court. but no other playground equipment: no school garden; one surface toilet well kept; water sppplied from a spring.
Building: Value, $1500.00; two classrooms and t h e lodge hall upstairs (now being used a s a classroom); improperly lighted; only one cloak room; has been painted.
Equipment: Single and double patefit desks; two teachers' tables; a few maps; no globes; a reference dictionary and about 100 books in the school library.
Organization: Three teachers; 10 grades; largest enrollment 95; 8 months school term; no community clubs.
Maintenance: $2000.00.

TIGNALL HIGH SCHOOL.
Teachers: Prof. R. R. Brewton, Superintendent; Miss Lois Ragsdale. Miss Marjorie Butler, Miss Myrtle Foreman, Miss Edith Smith, Miss Lila Cooper.
Location: Situated in the northern part of tho county about 10 miles from nrashington.
Grounds: Improved and well kept; some playground equipment.
Building: Value. $20,000.00; a well planned brick building in good condition.
Equipment: In addition to the classroom equipment, the school has a small equipment for '~omestic Science; some laboratory equipment and a small school library.

SENIOR HIGH SCHOOL, Washington, Ga.