I 
 
 
 A STUDY 
 
 OF THE 
 
 WINSTON-SATCEM 
 SCHOOLS 
 
 L. A. WILLIAMS 
 J. II. JOHNSTON 
 
 Printed at the High School Press 
 
 1918 
 
 
 
A STUDY 
 
 OF THE 
 
 WINSTON-SALEM 
 SCHOOLS 
 
 J. H. JOHNSTON 
 
 r ' 
 
 Printed at the High School Press 
 
 1918 
 
PREFACE 
 
 The work of the Home-County Study Clubs at the Uni- 
 versity of North Carolina has attracted the attention of 
 thoughtful people all over the country. It would be difficult 
 to estimate the good that has been done by these intimate 
 studies of home-county conditions by students who counted 
 it a privilege to do their part in helping their county find 
 itself. 
 
 Forsyth County and Winston-Salem desired a survey 
 even more intimate. We wanted the University to send us 
 men to go over the field and tell us ' 'where we lead, where 
 we lag and the way out." The request was presented to 
 President Graham. He gladly fell in with our plan and made 
 it possible for Winston-Salem and Forsyth County to have 
 the most complete survey yet made in the State. 
 
 . The survey was made by Prof. E. C. Branson, Dr. 
 C harks 'Lee Raper and Dr. L. A. Williams. It will be pub- 
 Jished,4n-two parts. The first part will contain two sections. 
 The 1 -first' section is The Social and Economic Survey of the 
 County by Prof. Branson, and the second section is the In- 
 dustrial Survey of the City by Dr. Raper. The second part 
 is presented in this volume and contains the Educational 
 Study of the Schools of Winston-Salem by Dr. Williams. 
 
 Dr. Williams came to Winston-Salem in February, 1917, 
 and made a personal inspection of the school system. Every 
 opportunity was afforded him that the facts might be known. 
 No attempt was made to dictate in any way what should be 
 put in or what should be left out. All available records were 
 placed at his disposal. The study was made with the hearty 
 approval of the School Board and the co-operation of the Su- 
 perintendent, principals and teachers. 
 
 The delay in printing the results of the study has been 
 brought about by a combination of circumstances which we 
 could not control. While the public has not seen the find- 
 ings, they have been known to the school officials and we 
 have already acted on many of them. Many more are under 
 consideration. The city has already greatly benefitted by 
 the work of Dr. Williams and Dr. 4 J. Henry Johnston, who 
 ably assisted Dr. Williams in many ways. 
 
 It is the intention of the school officers to continue this 
 study and have Dr. Williams make an examination of the 
 teaching results of the schools. 
 
 We desire to express our hearty thanks to the State Uni- 
 versity and to Dr. Williams in particular for what has al- 
 raady baen done for our schools. R. H. LATHAM. 
 
 Winston-Salem, N. C., July 18, 1918. 
 
Of 
 
 TABLE OF CONTENTS 
 
 I. HISTORICAL--. ...- 1-3 
 
 II. ORGANIZATION 4-28 
 
 The Board of School Control - 4- 9 
 
 Recommendations 9 
 
 The Chief Executive 9-11 
 
 Recommendations 11-12 
 
 The Minor Executives 12-15 
 
 Recommendations 16 
 
 Other Officials 1 16-19 
 
 Health Officer 16 
 
 Attendance Officer 17 
 
 Treasurer. . 18 
 
 Janitors 18 
 
 Repair Man .18-19 
 
 Reco mmendation s 19 
 
 The System - 19-26 
 
 A Particular Problem.. .1 24-25 
 
 Recommendations 25-26 
 
 Summary 26-28 
 
 III. THE SCHOOL PLANT 29-39 
 
 The Buildings 29-30 
 
 The Sites 30-31 
 
 Playground Apparatus 31 
 
 Teaching Apparatus 31-33 
 
 Heating and Ventilation 33-34 
 
 Janitor Service 34 
 
 Toilets - 34 
 
 Drinking Fountains 35 
 
 Swimming Pool 35 
 
 Repairs 35 
 
 The High School Situation . 36-38 
 
 Recommendations. _ . I 38-39 
 
 IV. THE PUPILS 40-51 
 
 Numbers . 40-43 
 
 In School and Out 43-44 
 
 Placement 44-50 
 
 Recommendation 1 51 
 
 V. THE TEACHING STAFF AND SUPERVISORY OFFICERS.52-75 
 
 Tabulation , 52-56 
 
 Explanation of the Tables 57 
 
 Experience "... 57 
 
 vl 
 
 A73658 
 
Appointment 57-58 
 
 Qualifications of Teachers for Appointment 58 
 
 Salaries 59-61 
 
 Hours of Teaching 61-62 
 
 Supervision ____62 
 
 Teacher Rating 62-63 
 
 Teacher Promotion __63 
 
 Teachers' Meetings 63-64 
 
 Special Supervisors 64 
 
 Size of Classes 64 
 
 The Negro Schools 65 
 
 Congestion ___66-71 
 
 Tables . 67-70 
 
 Reorganization 71-72 
 
 Living Conditions for Teachers 72 
 
 Pensions for Teachers 72-73 
 
 . Recommendations 73-75 
 
 VI, FINANCES., ----76-91 
 
 Basis of Support 76-82 
 
 Per Pupil Costs '_ 83-86 
 
 Distribution . 81-88 
 
 Building Costs 1 88-89 
 
 Future Policy 10-91 
 
 Recommendations 91 
 
 VII. HIGH LIGHTS.. -_92-93 
 
 ERRATA 
 
 Page 14, last paragraph Insert keeping after record, in "any amount of record," etc. 
 Page 15, last paragraph Insert is after this, in sentence "In many ways this," etc. 
 Page 18, first paragraph The sentence, "Report for five months only," refers to 1916-17. 
 
 Page 31, second paragraph, second sentence should read: "The site at the East End is on 
 the very outer edge of its district as a map of the district shows." 
 
 Page 31, third paragraph, insert between Oak Street and Columbia Heights the word and. 
 Page 71, paragraph before Reorganization Insert is after This. 
 
 Page 76, third paragraph, in the sentence, "In the end insufficient maintenance funds for 
 schools," etc,, omit second "funds for schools." 
 
 Page 83, first paragraph, in the sentence "Are the children" etc, omit second "with chil- 
 dren." 
 
 NOTE There'are a number of errors of spelling which were not noticed until after the 
 printing had been done. The school print shop assumes responsibility for all such mistakes. 
 Dr. Williams is responsible only for the content of the Survey. 
 
I. HISTORICAL 
 
 Perhaps it will not be entirely out of place in this study 
 to review hastily the development of public schools in Wins- 
 ton-Salem. Any such a review must necessarily be brief and 
 in particular when, as in this case, it can serve only as a 
 background for the much more compelling and interesting 
 present situation. 
 
 As early as January 29, 1875, certain public-minded citi- 
 zens of the town of Winston began to discuss the education- 
 al interests of the town. They organized themselves into a 
 working committee and proposed to see what could be done 
 about establishing a public school system for the education 
 of all classes in Winston. Prominent among these citizens 
 was Rev. Calvin H. Wiley, whom all North Carolinians de- 
 light to honor and who had so ably served as the first state 
 Superintendent of Public Instruction. 
 
 The necessary machinery was set in motion and a bill 
 introduced into the Legislature amending the Town Charter 
 so as to permit the citzens of Winston to tax themselves for 
 public schools. This bill failed to pass, but in 1879 the Town 
 Charter was amended and contained seven sections relating 
 to the organization of Graded Schools in Winston. 
 
 The section provided that separate schools be established 
 for the two races; that the money raised by taxation be used 
 only to pay the salaries of teachers; that the town could not 
 incur any interest bearing debt for the support of the schools; 
 that tuition charges to the children entitled to attend should 
 not exceed fifty cents per year; that children outside of the 
 district might attend by paying tuition charges; that buildings 
 and equipment must be provided by voluntary subscription; 
 that the school tax should not exceed twenty cents on the 
 hundred dollars of assessed property, and that 25% of the 
 amount derived from fines and forfeitures be paid to the 
 Graded School Fund; that the citizens in the town must be 
 allowed to vote whether or not they wished the schools es- 
 tablished; that the same question of schools or no schools 
 could be submitted annually to the voters. 
 
 The managing board was to be a body of five citizens, 
 three chosen by the people and two by the Town Commiss- 
 ioners from their own number. This board was to be known 
 as the Winston Commissioners of Graded Schools and was to 
 ''establish, as soon as possible, and keep open a system of 
 Graded Schools for the Town. ' ' It was empowered, ' 'to provide 
 
suitable buildings, furniture and apparatus for the same by 
 voluntary effort; to select teachers and to dimiss them for 
 cause; to fix their salaries; to aid them in the establishment 
 of grades and the enforcement of discipline; to abate nuisan- 
 ces at school; to admit pupils from without the corporation 
 on payment of tution fees; to visit the schools regularly for 
 inspection, and to do all other acts pertaining to the office 
 for the good and success of said schools. " They were to 
 serve without salary but might employ a secretary and pay 
 $30.00 therefor. 
 
 The legal limitations by which the sites and buildings had 
 to be provided by voluntary subscriptions made necessary a 
 further modification of the charter in 1881 whereby these 
 necessities could be provided from the tax money. Under this 
 provision the schools were finally organized in May, 1884, but 
 did not open until September of that same year. 
 
 At once the process of organizing a public school system 
 began. The West End Building was erected, teachers were 
 examined and appointed, a course of study was drawn up and 
 adopted. With J. L. Tomlinson as the first Superintendent 
 was associated Charles D. Mclver as Assistant Superinten- 
 dent and J. Y. Joyner as teacher of the seventh grade. Thus 
 did Wmston from the very beginning establish a policy of 
 selecting only the best teachers obtainable. 
 
 The school commissioners had been given far-reaching 
 powers in controlling the schools and all matters concerning 
 changes in the course of study, textbooks and methods to be 
 used in teaching, as well as in the choice of school sites, 
 erection of buildings and raising of school funds, had to be 
 considered by them. 
 
 Nor were the colored children and school patrons neg- 
 lected. At the same time the organization of the white 
 schools was going on plans, policies and programs relating 
 to the provision of public school advantages for the negroes 
 were developing and being put into execution as rapidly as 
 possible. 
 
 Each year saw rapid increase in the school population and 
 to meet this increasing demand sites and buildings at the 
 North and East ends of town were secured and before 1910 
 the High School building was erected. Not only did these 
 new buildings become necessary but additions had to be made 
 to the original buildings at West End as well to meet the 
 pressing and immediate needs of the rapidly growing town. 
 
 In this respect too, growth was not confined to provid- 
 ing for only the white population. The Depot Street school 
 for colored children had been built in 1887 and its capacity 
 increased in 1S>94. In 1910 the Woodland Avenue frame struct- 
 
ure was first occupied, and the Oak Street building came into 
 use by September 1913. 
 
 A more concrete idea of this condition of rapid growth 
 and consequent necessity for more school room space may be 
 gained from the following statements. In the scholastic year 
 1903-04 there were 1735 children enrolled in the Winston 
 schools; in 1912-13 the enrollment was 3486. In 1903-04 the 
 town employed 33 teachers; in 1912-13 it employed 100. As 
 a result of these conditions the total value of school buildings, 
 grounds and equipment for the year 1903-04 was $78,300 and 
 $210,00 in 1912-13. In 1910-11 the School Commissioners spent 
 $16,000 for new buildings, in 1911-12 they spent $52,000, and 
 in 1912-13 a third expenditure of $10,000 was made for this 
 same purpose. 
 
 Beginning with the year 1913-14 a consolidation of the 
 Winston and the Salem school system was effected through 
 the inclusion of Salem within the corporate limits. The form 
 of organization remained the same as before while the prob- 
 lems incident to housing and teaching were made much more 
 complex. The Salem system was easily and successfully ab- 
 sorbed within the larger system and at present one wculd 
 not realize but what the two had always been one. 
 
 From the very beginning the Winston -Salem public school 
 system has increased in size, influence, and efficiency. 
 Normal problems have had to be met and solved, but there 
 has always pervaded the thought of the School Commissioners 
 a most commendable poise and single-minded uprightness 
 which has served to prevent any open ruptures between 
 school officials and patrons such as have occurred in less well- 
 governed communities. 
 
 The city is justly proud to have enrolled in its teaching 
 corps such men as Tomlinson, Mclver, Joyner, Bickett, and 
 the Blairs. The system stands today a fitting and living 
 memorial to the life work of Dr. Calvin H. Wiley who gave 
 it the full measure of his long experience and careful study. 
 The spirit of these its founders and of others its guardians 
 still actuates the present administration. 
 
II. ORGANIZATION 
 
 The Board of School Control 
 
 Control of schools in Winston-Salem is vested in a board 
 of se\ren members known as the Public-School Commission- 
 ers who serve without pay. Two members of this board are 
 appointed by the board of aldermen from their own number 
 and the other five are elected by the aldermen from the city 
 at large. As a matter of custom, the two aldermen on the 
 board of education are the finance committee of the board of 
 aldermen. 
 
 The board of Public-School Commissioners handles in full 
 all school matters of the city except the single item of school 
 funds. Since Winston-Salem has no separate school tax but 
 considers its schools a department of the municipal govern- 
 ment like the police or fire department, the school commis- 
 sioners must make out an annual school budget which it sub- 
 mits to the board of aldermen for final action thereon. 
 
 This single exception, however, is a most important one. 
 The fact that no friction over this question has ever develop- 
 ed between the two boards in a period of over thirty years is 
 a rare compliment to the lofty aims and steadfast purpose 
 .which have actuated both bodies. 
 
 But public schools do not constitute a department in mu-^ 
 nicipal government. Public education is a function of the* 
 state government and a city board of school control is the 
 delegated power of the state to administer state laws relative 
 to public schools. As such, the city board of school control 
 should administer in full its own financial affairs. 
 
 By placing the power to determine the amount of money 
 which shall be spent for schools in the hands of the board of 
 aldermen, the body in actual control of the schools has be- 
 come the board of aldermen and not the Board of Public- 
 School Commissioners as was clearly intended and as the State 
 expected. It is the right, privilege and duty of the State to 
 educate the children in the State. It delegates power to 
 certain smaller units of government, but does not" surrender 
 one least part of that power. Both English 2nd American 
 encyclopedias of law recognize school districts as political 
 subdivisions within the State which have been created for 
 the purpose of supporting and administering a system of 
 public education. Such districts may be or may not be cotermi- 
 nous with the city corporated limits. The city may settle for 
 
itself how much and how little it will spend on streets or police, 
 it never can bring its support of schools below a certain min- 
 imum. The city may, it should, and the State expects it will, 
 provide more than the minimum amount for school oppor- 
 tunity, because of its increased wealth. The State does not 
 desire to have public education forced to form "entangling 
 alliances" with any part of municipal politics. In all matters 
 relating to public schools the State's delegated authority 
 should be supreme and, therefore, be given the right to levy 
 its own taxes and administer its own funds. 
 
 Accepting the principle that it is the function of the State 
 to provide free education for all its children, it follows that 
 the board of school control within the city should not 
 be responsible in any way to the board of aldermen. In 
 about 70 per cent of the cities, large and small, studied by 
 Dr. Ballou in 1915, it was found the people elected their 
 own boards of school control mostly from the city at large. 
 Deffenbaugh, in his studies, presents almost exactly the same 
 figures and conditions. There is no doubt that practice and 
 experience in the older cities have demonstrated the wisdom 
 of making the board of education responsible directly to the 
 people and not to any authority delegated by them. It is a 
 most unusual proceeding at the present time to find city, coun- 
 cils or city board of aldermen appointing school board mem- 
 bers, though this custom was prevalent twenty-five years 
 ago. 
 
 Organization within the Winston-Salem board of school 
 control is on the basis of standing committees. The commit- 
 tee on buildings and grounds has four members. The com- 
 mittee on repairs has two members and the committee on 
 finance and supplies likewise has two members. At the pre- 
 sent time two of the board members are both serving on two 
 committees, viz., the committee on buildings and grounds 
 and the one on finance and supplies. In practise this inter- 
 nal organization is more formal than actual and might well 
 be done away with since the great bulk of school matters are 
 handled in a committee of whole and since, also, there is at 
 present a clearly defined tendency all over the United States 
 to do away with this form of internal organization and to- 
 ward delegating to executive officers the duties which form- 
 erly fell to the lot of standing committees. 
 
 The present tendency also in the cities of the United 
 States is all toward a small board of education. In large cities 
 a board of seven members seems most common, while in the 
 smaller cities five is the most common number. According 
 to the study by Dr. Ballou made in 1915 the size of boards of 
 education in seventy-two cities of various sizes was distribut- 
 ed as the following table shows: 
 
-B 
 I - 
 
 0) O5 
 
 "^ of 
 P be 
 
 11 
 
 '3 2 
 
 .5 
 
 S.S 
 
 "o "S 
 
 ^ 1 
 
 c g 
 
 l.s 
 
 x o 
 
 ^ -^ 
 2 , 
 
 pq 
 
 <fi f. O 
 
 r: 2> a*^ cO 
 
The section of the city charter relating to schools pro- 
 vides that the board may choose a secretary \\ ho shall be paid 
 not to exceed $30.00 per year. Accordingly the present 
 board has chosen one of its own members who keeps the re- 
 cords of the board meetings. The great number of inter- 
 ests with which the present public school system of Win- 
 ston- Salem is connected involves a large amount of clerical 
 and business detail. This is attended to, not by the secre- 
 tary, but by the Superintendent of Schools with a very limited 
 office force. When the system was small and the range of 
 school activities was limited the charter provisions were ad- 
 equate, but the present magnitude of the school business 
 in Winston-Salem calls for more business-like organization 
 and a larger clerical force. This question is related also to 
 the efficiency of the Superintendent and will be discussed in 
 another of its phases in connection with that officer, as it 
 concerns him perhaps more than it concerns the board. 
 
 Members of the board who are chosen from among the 
 aldermen serve for the length of term they are chosen as alder- 
 men; the other members are elected for three year terms. 
 The expiration of terms of office makes possible the retire- 
 ment of two members every year, either in May or September. 
 Here is a possible source of weakness. For example, every 
 member of the 1915-16 board may have been legally retired by 
 September, 1918. By the time this report is printed, a ma- 
 jority of the 1915-16 board may be out of office, and by the 
 time this report is distributed only two of the 1915-16 board 
 may be in office. While such a case has not happened the pres- 
 ent arrangement makes it perfectly possible and it is not be- 
 yond the imagination to see great damage done to the Win- 
 ston-Salem' s school system if the possibility should become a 
 reality. Where a body is so unstable and where such very 
 great. uncertainty prevails as to the personnel of a board of 
 directors, few far-seeing and constructive policies of admin- 
 istration are possible. A long term for board members tends 
 to stability and hence to progress. 
 
 Charter provisions make it possible for the Winston-Salem 
 board of school control to perform inspections^, supervisory 
 and certain definite administrative duties relating to the pub- 
 lic schools. It is the very wise custom of this body, however, 
 to place the care of such matters in the hands of their chief 
 executive officer, the City Superintendent of Schools. It is not 
 wise to have snch legal authority whereby the board may in- 
 terfere with details of the plans and policies of the expert 
 whom they have engaged to run the schools. Either such an 
 officer is competent and should be given legal authority or 
 he is incompetent and ought not to be retained. A board of 
 school control is mostly concerned with legislation affecting 
 
the schools, in a few cases it must serve in a judicial capac- 
 ity. The executive phase of school administration, and for 
 the majority of cases the judical phase, should be vested in 
 the executive officers chosen by the board of school control. 
 
 Once every month the board meets in regular session. 
 These meetings are most informal in character and pervaded 
 by a most wholesome atmosphere of public interest and pu- 
 pil welfare. Discussion is free and informal while yet serious 
 and purposeful. Recommendations and opinions of the Super- 
 intendent are greatly depended upon, which is right and pro- 
 per. Representatives of the press are not present at these 
 meetings but through the Superintendent all matters of gen- 
 eral public interest there discussed are given to the reporters 
 for publication. In this way the public is kept informed 
 about all school affairs which are general in nature while the 
 matters which concern only individuals or small groups are 
 properly guarded. The time is not taken up in listening to 
 long reports or in discussing petty details but items which 
 concern large policies and future plans are carefully con- 
 sidered. All questions are settled by a majority vote and in 
 only rare cases is there any disagreement, due largely to the 
 freedom with which all points are discussed and also to the 
 single-minded purpose of serving the best welfare of the pu- 
 pils which actuates the entire membership, 
 
 A very large part of this form of organization for the 
 board of school control is an inheritance from the earliest days 
 of the Winston school system. A glance at the sections of the 
 revised charter of 1879 relating to schools will show that many 
 of the sentences in the present charter relating to schools were 
 taken bodily from this document which was drawn up to 
 meet conditions in Winston when it was only a small town. 
 The radical changes have been to increase the number of 
 school commissioners from five to seven and to remove the 
 separate school tax, which changes might well have been 
 omitted and were steps backward rather than forward. 
 
 Winston-Salem is no longer a country town far removed 
 from the turmoil and bustle of the great world activities. 
 From it now there branch forth great arteries of trade and 
 industry which make it known to the isles of the seven seas. 
 Surely the form of business organization which was effective 
 in 1879 will not suit the city's present industrial situation. 
 No more will the form of public school organization so 
 ably worked put and so admirably administered then, fit the 
 educational situation now. Accordingly, it is recommended 
 that steps be taken to secure the following changes in the 
 organization of the board of school control, or Board of Pub- 
 lic-School Commissioners. 
 
RECOMMENDATIONS 
 
 It is desirable: 
 
 1. That the name of this board be changed to the Board 
 of Education. 
 
 2. That the number of members be reduced to five. 
 
 3. That these members be elected by the direct vote of 
 the people at an election called at a different time 
 from that in which the city officials are chosen. 
 
 4. That these members be elected for a term of five 
 years each, so arranged -that only one member shall 
 retire in any one year. 
 
 5. That the funds for the support of schools be secured 
 by a separate school tax. 
 
 6. That all matters concerning school finance be placed 
 under the sole management of this board, and that 
 it be held responsible therefor. 
 
 7. That the policy of standing committees be abandoned. 
 
 8. That the legislative, executive and judicial powers, 
 duties and responsibilities concerning school affairs 
 be definitely and properly located. 
 
 9. That the present policy of selecting a secretary from 
 within the board be abandoned and that the office be 
 held by a trained and paid clerk in accordance with 
 later recommendations concerning the Superinten- 
 dent of Schools, 
 
 The Chief Executive 
 
 The School Commissioners select as their chief executive 
 officer a superintendent of schools. This officer is elected 
 for one year at a time, is paid$2500.00per year, acts as direc- 
 tor of the schools, purchasing agent, superintendent of build- 
 ing and grounds, inspector of schools, advisor to the board, 
 mediator between parents and teachers, statist'cian of the 
 schools, and in general personally does anything needful to 
 keep the schools in good running order. 
 
 To help in the performauce of these myriad duties he is 
 furnished with one stenographer whose services he shares 
 with the principal of the high school. No further office 
 force is provided. 
 
 As a result of the multitude of duties thus placed on the 
 superintendent his time and energy must be consumed in at- 
 
 9 
 
tending to petty details of little matters, many of which a 
 mere office boy might do as well. Strength and opportunity 
 for thinking out new policies and for enlarging the service 
 of the public school system to the common good are wasted 
 in nerve-racking and brain -fagging attention to the routine 
 and mechanics of small affairs. 
 
 A small city content to do small things in a small way, 
 with no very great future in store, may rest content with 
 making a clerk and office boy of its superintendent. A city 
 which is growing as rapidly as Winston-Salem, with a prom- 
 ise of long-continued prosperity and with such great indus- 
 trial possibilities cannot afford to follow any but a far-sight- 
 ed policy. To continue under the present plan is both short- 
 sighted and wasteful. 
 
 The superintendent of a great factory is not bothered 
 with ordering coal for the boilers or oil for the engines. 
 Routing of material, repair of machinery, immediate super- 
 vision of work, are matters which little concern the general 
 superintendent. The greater questions of change in process 
 of manufacture, of enlarging the scope of the business, of 
 cutting down the waste here and improving the grade of pro- 
 duction there, are the lines of thought pursued by the general 
 manager. 
 
 To absorb within the Winston-Salem school system the 
 new school population which has been and soon will be taken in 
 calls for thoughtful consideration, careful planning and tact- 
 ful handling. The present location of certain school build- 
 ings in relation to the patrons they serve is only one illustra- 
 tion of what is to be expected as the result of failure to look 
 ahead and plan for the future. An executive officer in a busi- 
 ness using a yearly operating capital of $100,000 must have 
 time and opportunity to determine how such a sum may be 
 best utilized to get the largest returns possible. 
 
 Moreover, it is not to be expected that a superintendent 
 who is chosen for one year at a time will feel sufficiently 
 secure in office to attempt any far-reaching changes in policy. 
 Many times a period of several years is necessary in order to 
 justify certain charges in organization, administration, or 
 methods. An executive whose tenure of office is limited to a 
 single year will be careful not to recommend changes the re- 
 sults of which and the justification for which will not appear 
 before he is to be considered again for re-election. The ten- 
 dency all over the United States is strongly toward the election 
 of city superintendents for long terms. Good business sense 
 demands that such a change take place and experience proves 
 its wisdom. 
 
 In the matter of expenditures for the Superintendent's 
 office Winston-Salem is not keeping up with cities of her class. 
 
 10 
 
The following table shows the expenses during the past two 
 years for this item in 25 cities chosen by lot from the same 
 class in which Winston-Salem is placed by the U. S. Com- 
 missioner of Education. 
 
 
 1913-14 
 Amount 
 
 Rank 
 
 1914-15 
 Amount Rank 
 
 Selma Ala 
 
 $2683 
 2580 
 2000 
 275. 
 3370 
 5655 
 3100 
 No Report 
 No Report 
 3279 
 2557 
 2780 
 2715 
 1850 
 3718 
 3700 
 2640 
 2400 
 4?u5 
 
 12 
 14 
 19 
 10 
 6 
 1 
 8 
 25 
 24 
 7 
 15 
 9 
 11 
 20 
 3 
 4 
 13 
 16 
 2 
 22 
 5 
 18 
 16 
 23 
 21 
 
 $2700 
 3970 
 2100 
 2750 
 3,370 
 5655 
 No Report 
 3650 
 No Report 
 3171 
 3225 
 2830 
 2400 
 2390 
 3671 
 3720 
 3643 
 2500 
 4476 
 1800 
 3395 
 2300 
 2400 
 1738 
 2054 
 
 14 
 3 
 20 
 13 
 9 
 1 
 25 
 6 
 24 
 11 
 10 
 12 
 16 
 18 
 5 
 4 
 7 
 15 
 2 
 22 
 8 
 19 
 16 
 23 
 21 
 
 Eureka Cal 
 
 Danbury Conn 
 
 Columbus Ga 
 
 Galesbury 111 
 
 Hammond Ind 
 
 Burlington, la. _____ 
 
 Coffeyville, Kans 
 
 Monroe La 
 
 Peabody Mass 
 
 Ann Arbor Mich 
 
 St Cloud Minn 
 
 Hannibal Mo 
 
 Laconia N H 
 
 Irvington N J 
 
 Dunkirk N Y 
 
 Durham N C 
 
 WINSTON-SALEM N C 
 
 Lakewood 
 
 Enid, Okla. 
 
 1800 
 3395 
 2300 
 2400 
 1738 
 1818 
 
 Butler, Pa. 
 
 Cranston, R. I. 
 
 Marshall, Tex. 
 
 Staunton, Va. 
 
 Ashland, Wis 
 
 The median rank is of course No. 13. and for both these 
 years Winston-Salem ranks below the median. In fact she 
 ranks lower in 1914-15 than in 1913-14 even though the ex- 
 penses of the Superintendent's office advanced $100. The 
 fact only goes to show how the general tendency is toward 
 increasing the sums paid for expert service. Clearly Win- 
 ston-Salem is not doing as well as she might in this particu- 
 lar and is not using the same business sense in running her 
 school business that she is using in her other industrial en- 
 terprises. 
 
 In order to make the office of chief executive in this sys- 
 tem more efficient and more nearly in accord with good prac- 
 tice elsewhere it seems wise to recommend as follows: 
 
 RECOMMENDATIONS 
 
 1. The Board of Education should continue to choose 
 the Superintendent of schools. 
 
 2. This officer should be chosen for a period of not less 
 than four years after two probationary periods of 
 
 11 
 
- 
 
 one year each in the case of an untried candidate, 
 subject to removal at any time upon proven charges 
 of gross incompetence or immorality at a public hear- 
 ing. 
 
 3. The office force of the Superintendent of Schools 
 should be increased, by adding thereto a paid busi- 
 ness manager, or office clerk, who might also serve 
 as Secretary to the Board of Education and who 
 should give full time to his duties in connection with 
 this office. 
 
 4. The Superintendent of Schools should be given full 
 power to carry out the policies of the Board of Edu- 
 cation and be held responsible by- the Board for re- 
 sults but not for methods. 
 
 5. In case a business manager or office clerk is not se- 
 cured the salary of the Superintendent of Schools 
 should be materially increased thus enabling him to 
 secure necessary aid. It would be better business 
 to secure the extra officer and would make toward 
 more efficient organization. 
 
 The Minor Executives 
 
 Strictly speaking, the system has no supervisors. Such 
 special subjects as manual training, printing, the commer- 
 cial branches, are taught by a special teacher for each, draw- 
 ing and penmanship are taught in all the schools and domes- 
 tic science in four. Yet no one is made responsible for cor- 
 relating, unifying and extending the scope of the work done 
 in the vocational subjects, or of the work done in drawing 
 and penmanship or in the home-making subjects. Every 
 primary grade and every grammar grade teacher, or at least 
 every primary and grammar grade department within a 
 single school is a law unto herself or itself except in so far as 
 the general influence of the Superintendent can make itself 
 felt. 
 
 Such a condition is easily explained, of course. The sys- 
 tem has grown so rapidly and certain demands have become 
 so insistent that conditions have been met as circumstances 
 arose. New demands have constantly arisen, almost over 
 night, and no opportunity has been presented for departmen- 
 talizing any of the work. When attempts have been made 
 to attend to this matter the rapidly increasing enrollment 
 has pressed the administration to supply even sufficient teach- 
 ing force and no chance has been given for supplying a proper 
 and adequate force. 
 
 Under such circumstances there must inevitably be a 
 
 12 
 
great deal of lost motion. The teacher of the regular sub- 
 jects finds it difficult to plan work along a great variety of 
 lines, something must be neglected in the planning and that 
 something will very probably be the subject or subjects in 
 which the teacher is least interested. The specific training 
 of many regular grade teachers for giving proper instruc- 
 tions in certain subjects likf drawing for instance, has been 
 limited, to say the least, and there is no great store of knowl- 
 edge about the work with which to arouse new interest and 
 from which to draw new inspiration, 
 
 A primary grade or grammar grade supervisor may be of 
 incalculable aid to a Superintendent in training and developing 
 teachers. Many a teacher of little experience and 1 mited 
 training has always remained mediocre in teaching ability be- 
 cause she had no one with a broader training or with a bright- 
 er vision to lead her in to ways of self-improvement and growth. 
 Money spent for special supervisors is money well-invested. 
 It must be, or well organized business concerns would not 
 charge up so large a sum to the services of room or depart- 
 ment foremen. 
 
 It is a matter of common knowledge that when a city 
 department needs a number of men to do a given piece of 
 work well and quickly, the head of the department will send 
 out a group of men to do the work and make one of the men 
 "the boss, " who will never think of doing the work him- 
 self but rather will direct, show the others how to do it, 
 This is not deemed waste in ditch digging or in track laying, 
 why should it be considered thus in teaching school? 
 
 Working under the inspiration and leadership of efficient 
 supervisors the teachers will do more work and better work, 
 while the results will be more nearly uniform. Without su- 
 pervisors it is difficult either to establish or to maintain stand- 
 ards and as a result the quantity and especially the quality 
 of finished products becomes a matter of chance, if not of 
 doubt. 
 
 The weaknesses which naturally result from a lack of 
 supervisors are partly counteracted by the corps of principals 
 in the system. None of the five principals of the white 
 schools teaches at all except in case of an emergency. One 
 of the principals in the colored schools also does no teaching, 
 the others teach part of the time. 
 
 Because of this condition the work within each school 
 can be fairly well standardized, the teaching inspected and 
 watched. Through the principals' meetings a kind of uniform- 
 ity can be extended to a degree over the entire system. 
 Yet much is lost in transit which might be retained through 
 an adequate supervisory force. Because the principals are 
 free to inspect and supervise and because they are expected 
 
 v 13 
 
to aid the superintendent in the selection or retention of 
 teachers, there is a tendency for the principals to watch the 
 classroom work rather carefully. Just how rr uch of con- 
 structive criticism the principals make of classroom work 
 does not clearly appear, there certainly is some. 
 
 The comparative duties of the principals, as concerns 
 number of classrooms to be supervised and the number of 
 teachers and pupils over which each is in control are shown 
 in the following table. 
 
 Table Showing Extent of Principals' Responsibilities 
 
 WHITE 
 
 Name of School 
 
 No. of Rooms 
 
 No. of Teachers 
 
 No. of Pupils 
 
 West End 
 
 25 
 
 25 
 
 913 
 
 East__ 
 
 16 
 
 17 
 
 638 
 
 North and Fairview 
 Central 
 
 25 
 
 7 
 
 26 
 
 7 
 
 1004 
 224 
 
 Granville _ _. _ . 
 
 12 
 
 12 
 
 443 
 
 COLORED 
 
 Depot Street.. 
 
 11 
 
 11 
 
 767 
 
 Woodland Avenue _ 
 
 12 
 
 11 
 
 633 
 
 Oak Street. 
 
 8 
 
 7 
 
 448 
 
 Columbia Heights 
 
 7 
 
 7 
 
 333 
 
 At West End and in the North and Fairview scho 
 the situation is fairly normal, with one principal handling 
 around twenty-five to thirty teachers and a thousand pupils. 
 The principal in the East school with a smaller teaching corps 
 and student body might be expected to dp some teaching. 
 Just wliy there is need for two principals in the Central and 
 Granville schools is not clear. One principal could easily per- 
 form all necessary duties for both schools since by consolida- 
 ting these positions the one principal would have to direct on- 
 ly nineteen teachers and 667 pupils. The distance between 
 tht two buildings is no more prohibitive of such an arrange- 
 ment than that between the North and Fairview schools 
 where the enrollment and teaching force is much larger. 
 There seems to be a most regrettable tendency on the part 
 of the principals not to do classroom teaching. In the Win- 
 ston-Salem system there is no school unit so large that the 
 principal might not well do a little teaching. Under such a 
 plan benefits accrue to pupils, teachers, the principal and to 
 the system as a whole. 
 
 A principal who teaches one or more classes in a single 
 grade through a year, after a few years comes to know more 
 intimately the individual difference of pupils in that school 
 than any amount of record could possibly give. As a result 
 
 14 
 
justice can more nearly be meted out to the pupils in matters 
 of scholarship as well as of discipline. 
 
 The principal who does little teaching soon gets out of 
 touch with classroom problems. When the class teacher 
 comes to the principal with a very specific difficulty the prin- 
 cipal can give only a very general and vague solution of the 
 problem. Daily contact with classwork keeps the principal 
 alive to classroom problems and makes him appreciative of 
 the class teacher's viewpoint. 
 
 In this way the principal does not stagnate but on the 
 other hand grows daily through the simulation of first hand 
 contact with the pupils under him. So the entire system 
 feels the influence of the personal touch ar;d is stimula ed to 
 a greater mutual appreciation of tasks, duties, problems and 
 viewpoints. Mutual confidence is established and the entire 
 personnel has a sur^r sense of justice and a freer willingness 
 to perform alloted tasks. 
 
 The principals in the white elementary schools have had 
 the following terms of services in the Winston Salem system: 
 Two have served four years; one, thirteen years; one, fifteen; 
 one, twenty-three. The high school principal has served 
 seven years. 
 
 In the colored schools one principal has served four years; 
 one, ten; one, sixteen; one, nineteen. 
 
 This strongly indicates a tendency to select principals 
 with great care and then to keep them on from year to year 
 just as long as possible. In other words, the tenure of office 
 among the principals is reasonably secure and the length of 
 term fairly long. The policy is a good one and tends toward 
 unifying and building up the system. Long term policies can 
 be adopted with reasonable, assurance that they can be 
 brought to fruition under such a system. The term of ser- 
 vice for principals should be long and their tenure of office 
 secure. This appears to be the condition in Winston-Salem. 
 
 The duties of the principals are largely clerical and 
 supervisory. The clerical duties are not as yet very tedious 
 or exacting. In the matter of supervision much time and 
 thought is consumed in detail work. Minor problems of 
 class teaching, promotions, discipline, etc., must be handled 
 through the principals. The larger matters which concern 
 the development of enlarged policies, new methods, testing 
 and standardizing of work are matters which the principals 
 can attend to only at the expense of extra time and out of 
 school effort. In many ways this not an unfortunate con- 
 dition at the present time. The time is coming, however, 
 when more time must be allowed the principals during school 
 hours to consider these greater and more far-reaching prob- 
 lems. 
 
 15 
 
RECOMMENDATIONS 
 
 Because of these facts and conditions it is recommended : 
 
 1. That a supervisor of primary grade work at least be 
 secured at once. 
 
 2. That a supervisor of drawing and music be secured 
 as soon as possible. 
 
 3. That immediate steps be taken to secure proper ex- 
 tension, correlation and unification in teaching the 
 vocational and the home-making subjects. 
 
 4. That plans be made looking toward securing a su; 
 pervisor of the grammar grades within the next 
 three years. 
 
 5. That one principal be placed in charge of both the 
 Central and the Granville schools, in this way follow- 
 ing the policy adopted for the North and Fairview 
 schools. 
 
 6. That principals be expected to teach at least one class 
 in a given grade, say the fourth or fifth, daily 
 throughout the year. 
 
 (If this can not be done at the present in all schools 
 it certainly should be done in the East, Central and 
 Granville schools). 
 
 7. That the principals be encouraged to use standard 
 tests of school measurement more freely in esti- 
 mating the work of both pupils and teachers. 
 
 s 
 
 THE TEACHERS 
 
 The organization of the teaching corps is treated under 
 the larger division of this study entitled, "The Teaching 
 Force." (q v. ) The conditions as there stated need not 
 given here. 
 
 Other Officials 
 
 HEALTH OFFICER 
 
 The health inspection of the pupils is in charge of a 
 school nurse who is appointed by the city physician who, in 
 turn is selected through the Board of Aldermen. The nurse 
 is not responsible to the school officials except in a most gen- 
 eral way. 
 
 This official examines the eyes, ears, nose, throat, and 
 genaral health of the children, and reports the results of 
 
 16 
 
such examinations to the parents, in case any unfavorable 
 conditions are found. What action is taken looking toward 
 a remedy of the conditions depends upon the parents. Sani- 
 tary and hygienic conditions around the buildings and grounds 
 are cared for by the principals and teachers. 
 
 The health of school children and the physical conditions 
 which surround them are most important factors in the de- 
 termination of pupil welfare. Such matters need most care- 
 ful scrutiny and constant care. Cursory, intermittent, or 
 perfunctory attention to the pupils 7 physical surroundings 
 ought not to be allowed. 
 
 It is just as important that children have proper super- 
 vision of their health as it is that they be taught proper sub- 
 ject-matter by correct methods. There is no more reason 
 why the Board of Aldermen should control the medical in- 
 spection of children than there is that this same board should 
 control the teaching force. This is a specialized phase of the 
 public school work and should be managed entirely by the 
 Boa d of Education in the same way as it manages the teach- 
 ing force, janitor service, etc. 
 
 ATTENDANCE OFFICER 
 
 To no single officer is entrusted the enforcement of com- 
 pulsory school attendance. In a most general way teachers, 
 principals and the superintendent see to it that the children 
 do attend school. 
 
 The result is not entirely satisfactory as the following 
 figures will show. 
 
 Table showing per cent of children 8 to 12 years old en- 
 rolled in school and per cent attending daily: 
 
 WHITE 
 
 Enrollment-- _ . .. 
 
 1913-1 t 
 
 97 ' 
 79 
 
 1914-15 
 
 97 
 
 SO 
 
 1915-16 
 
 97 
 
 81 
 
 1916-17 
 
 97 ' 
 
 80 
 
 Attendance -_._.._ 
 
 COLORED 
 
 Enrollment _ _-..__ 
 
 79 
 73 
 
 85 
 69 
 
 72 
 
 69 
 
 72 
 65 
 
 Attendance 
 
 It ought not to be possible for one child daily out of every 
 five of compulsory school age to be absent from school. Yet 
 this is the condition among the white children, and the situa- 
 tion among the colored children is even worse. The city must 
 make provision for all children of compulsory school age and 
 when that provision is once made every absence from school 
 is a distinct loss and a waste of school money. 
 
 If grand totals are considered the condition is no better, 
 in fact it is a little worse. 
 
 17 
 
Table showing per cent of attendance based on median 
 enrollment. 
 
 1913-14 
 
 78 
 
 1014-15 
 79 
 
 1915-16 
 79 
 
 1916-17 
 
 81 
 
 Report for five months only. 
 
 It is not a valid excuse to say that if all who enrolled 
 were in attendance daily proper accommodations could not 
 be given them. The city has obligated itself to the state to 
 provide free public school education 1'or all its children and 
 it must fulfill that obligation. If the children of the city 
 who are entitled to go to school are not given proper accom- 
 modations then the city is in duty bound to provide such ac- 
 commodations. 
 
 More than that, the city is bound to enforce the state 
 laws regarding public schools. The compulsory attendance 
 law holds for Winston-Salem as for other school districts in 
 the state. Winston-Salem is under legal contract to enforce 
 that law and to see that children of compulsory school age 
 are in school. If it means providing an attendance officer to 
 attend to the matter then such an officer must be chosen who 
 will attend to his duties without fear or favor. 
 
 TREASURER 
 
 The custodian of the school money is, obviously, the City 
 Treasurer, since the schools are considered a department of 
 the city government. There is every reason to expect that 
 under any circumstances this officer should attend to the de- 
 tails of receiving and dispensing the school funds. 
 
 JANITORS 
 
 Every school is provided with a full-time janitor. These 
 officers are nominated by the principals to the Superintendent 
 who, in turn recommends them to the Board of School Com- 
 missioners by whom the recommendation is confirmed. This 
 method is proper and in accord with good practice. All this 
 is a custom, however, which has come about through the 
 mutual confidence of the board and the Superintendent. Lack 
 of specific regulation makes it possible that such an ideal 
 condition might not always obtain. 
 
 In fact, there are no regulations governing the selections, 
 duties and responsibilities of janitors. Rules governing these 
 items are as necessary for controlling janitor service as for 
 controlling the teachers, or principals in the performance of 
 their duties. 
 
 REPAIR MAN 
 
 As an economy measure, all repairs are attended to by 
 the teacher of manual training. The Winston-Salem system 
 
 18 
 
is growing so rapidly and the course in manual training is 
 becoming so popular that this arrangement cannot go on in- 
 definitely. The time is soon coming and is perhaps at hand 
 when a whole-time repair man will find enough employment 
 to keep him fully occupied. Neglect of little repairs is not 
 good school economy any more than it is good business econ- 
 omy. 
 
 RECOMM KNDATIONS 
 
 It is recommended : 
 
 1. That at least one fall time health officer be chosen 
 by the Board of Education to attend with care and 
 thoroughness to all matters concerned with school 
 sanitation and hygiene. If possible, the service of 
 such an official should be supplemented by securing 
 a school nurse whose chief duty should be to follow 
 up the reported cases of unsatisfactory health con- 
 ditions am> ng the pupils. 
 
 2. That the Board of Education request the police de- 
 partment to detail a special officer to serve as the 
 school attendance officer and that the board enact 
 proper legislation concerning his duties looking to- 
 ward full enforcement of the compulsory attendance 
 law. 
 
 3. That the City Treasurer continue to serve as treasurer 
 of the school funds, without extra compensation. 
 
 4. That rules and regulations governing the selection, 
 duties and responsibilities of janitors be adopted 
 by the Board of Education. 
 
 5. That farther consideration be given the matter of a 
 full-time repair man, or school engineer, to deter- 
 mine if such an officer is necessary. In case such a 
 necessity appears the Board of Education should 
 select him and fix his duties. 
 
 THE SYSTEM 
 
 The school system is organized on the basis of a seven- 
 year elementary course and a four year high school course. 
 Like all North Carolina school systems it has one set of 
 schools for white children and a separate set for colored 
 children. 
 
 The elementary system for the white children is housed 
 in seven buildings. There are, however, only five school units 
 since in two cases there are two separate buildings but all 
 the work is handled as if there were only one. The high 
 
 19 
 
school system is housed in a separate building with the pupils 
 in the ungraded class and those taking printing or commer- 
 cial work in rented rooms near at hand. 
 
 For the elementary system among the colored children 
 five buildings are provided. In one case, two buildings are 
 used for a single school unit, and in another case one build- 
 ing serves also to house two years of high school work. 
 There is no separate unit for instruction in high school sub- 
 jects for the colored ehildre i. 
 
 In general, the buildings are not well located in relation 
 to the homes of the children whom they serve. The East 
 school, in particular, is thus badly located being on the very 
 outer edge of its district. As can be seen from the map 
 showing the location of the several school buildings, the 
 colored school buildings are somewhat better located than 
 those for white children. 
 
 Custom and long-established habit has determined the 
 7-4 or 8-4 form of organizing the courses of study in the 
 public school. Recent studies and experiments have shown 
 how lacking such a plan is in good principles of physiology, 
 psychology and pedagogy. The modern tendency and rapid- 
 ly growing practice is to establish a system under the so-called 
 6-6, 6-3-3, 6-3-2. 7-3-2, or Elementary-Junior High School- 
 Senior High School plan. The accompanying figure shows 
 how this more modern form of organization fits the needs 
 of the children more readily than the customary plan. 
 
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 21 
 
Which system best helps the pupil to bridge over the nat- 
 ural and artificial breaks in the process of development trd 
 growth? 
 
 Nor is the question as simple as this illustration would 
 imply. By the plan of having three school periods instead 
 of two in the school life of the children it is possible to adapt 
 courses more nearly to the individual difference and to the 
 varying needs and desires of different children. The system of 
 gradation and promotion becomes simplified *md the so-called 
 "misfit child" has better provision made for him. The more 
 flexible a system can be made, within certain limits, the fewer 
 cases of misfits there are, for as has been pointed out, so many 
 times in other places, the case of public school system is 
 rather that it is a misfit to the child, than that the child is a 
 misfit to it, that is to say, the attempt has not been to fit 
 school systems to meet the needs of the children but to try to 
 fit children into a too rigid and too inflexible system. 
 
 This situation is recognized by the Superintendent and 
 principals in Winston-Salem since the custom is to try to make 
 the system of promotions as flexible as possible. Grade pro- 
 motions are reported under five headings, viz., (1) Honor 
 Promotions, (2) Full Promotions, (3) Special Examinations, 
 (4) Retained list, (5) Left school. Special promotions may 
 take place at any time in the year when teacher and principal 
 consider the welfare of any pupil demands it. In spite of even 
 this excellent plan for pupil accounting there is too high a 
 percentage of over-ape pupils in the system as the section of 
 this report dealing with the pupils will show. Evidently, an 
 even greater flexibility than is possible under the present 
 system is needed to care properly for the great individual 
 differences of the school children. 
 
 The system of promotions in the first three grades is very 
 simple. Upon the deportment, atter dance and progress in 
 the studies pursued the teachers recommend the pupils to 
 the principals for promotion who announce the promotion or 
 retention of pupils. The rules and regulations specifically 
 state that teachers do not promote pupils but recommend 
 only. As a check upon a teacher's judgment oral tests are 
 given in the first three, or primary grades, at such times as 
 teachers, principals or Superintendent may deem wise. 
 
 In the grades from four through seven the process is 
 naturally more complicated. Four conditions determine pro- 
 motion in the grammar grades, viz., deportment, absences, 
 tardies, a passing mark of 75 on each subject, except that 
 in case any two marks of a pupil fall as low as 70 an average 
 of 85 must be made on the remaining subjects. - In "these 
 grades, too, intermediate and.final written examinations are 
 given the result of whicft with the other written tests counts 
 
 22 
 
40% in making up the final mark. Here also teachers rec- 
 ommend pupils for promotions but do not promote. Success- 
 ful completion of the work in the seventh grade secures pro- 
 motion into the high school. 
 
 In the high school promotions are by subjects and not by 
 g rades. Three factors determine full promotion, viz. , deport-' 
 rnent, attendance, a passing mark of 75% in all subjects. 
 Graduation from the high school is conditioned upon the suc- 
 cessful completion of the work in the eleventh grade togeth- 
 er with a satisfactory record as to deportment and attend- 
 ance. ' The privilege of special examinations is determined 
 by the principal and Superintendent. 
 
 All these provisions are in accord with good practice and 
 are successful in the conduct of the Winston-Salem system. 
 Sufficient rigidity tends to secure respect for the system 
 while proper elasticity provides that none may suffer from 
 the injustice of unfortunate circumstances. 
 
 There is some attempt to provide sections of varying de- 
 grees of progress in the work of a given grade throughout 
 th > system. In the nature of the case, such a practice can be 
 followed with greater ease in the primary grades than any 
 where else. Just how successful such a practice is current 
 in Winston-Salem is not within the province of this report, 
 since the question concerns methods and material quite as 
 much as organizations, but in one North Carolina city of Win- 
 ston-Saiem's own population class such a plan i? carried out 
 extensively and with marked success. It would seem that 
 the plan is worthy more extended use in Winston-Salem. 
 
 Tranfer of pupils from one school unit to another, 
 grade for grade is fairly easy and accompanied by a minimum 
 of difficulty for the pupils. A closer correlation of work by 
 closer, more unified and more direct supervision, as suggest- 
 ed elsewhere, would aid greatly in still further reducing 
 the difficulties of pupil transfer. While identity of method 
 and material in the several units is not desirable even if 
 possible, yet a minimum of uniformity is indispensable if 
 the system is to be a united whole. 
 
 A discussion of the courses of study and of the methods 
 used in teaching is not to form a part of this report since 
 time and opportunity did not allow such a study. This phase 
 of the system should be taken up and studied carefully over 
 a considerable period as soon as possible. 
 
 The spirit existing within the system is most commend- 
 dable. At all times the school officials from Superintendent 
 to janitors manifest, an attitude of cheerful co-operation and 
 industry, justifiable pride in their work and interest in 
 pupil welfare and progress which means much in establish- 
 ing and maintaining efficiency. The entire system appears 
 
 23 
 
to be pervaded with one consuming desire, viz., to give the 
 children of Winston-Salem the best possible sort of school 
 training and the taxpayers full value for their money. It is 
 this spirit and motive which largely accounts for the marked 
 success of the Winston-Salem school product. 
 
 A PARTICULAR PROBLEM 
 
 Consideration of this school system would not be com- 
 plete without a statement concerning provisions made in it 
 for giving school facilities to certain groups of citizens here- 
 tofore deprived of educational privileges. In other words 
 one might ask what Winston-Salem 's illiteracy problem is, 
 and how the school system is helping to solve it. 
 
 Status of Illiteracy in Winston-Salem According to the 1910 Census 
 
 Population 
 10 years and over 
 
 WINSTON 
 
 SALEM 
 
 Number 
 
 Per cent 
 
 Number 
 
 Per cent 
 
 Total illiterate 
 
 2553 
 575 
 1/59 
 
 805 
 
 18.8 
 8.0 
 31.0 
 17.0 
 
 323 
 155 
 
 168 
 103 
 
 7.5 
 4.7 
 17.3 
 7.7 
 
 Native White 
 
 Negro 
 
 Males of voting age__ 
 
 These figures will mean more if a concrete illustration is 
 used. Of every twelve white residents in Winston, one can 
 neither read nor write. Of every three negro residents, one 
 is unable to read or write. In Salem the ratio is one in 
 twenty-five, and one in six; respectively 
 
 There are more white illiterates in Winston-Salem than 
 there are pupils attending the North and Fairview schools, or 
 the Gran vi lie and Central schools combined. There are more 
 negro illiterates in the city than there are negro pupils en- 
 rolled in any three of the negro schools 
 
 In North Carolina as a whole only 5 per cent, or one in 
 twenty, of the native white population in the cities is illiter- 
 ate and only 25.5 per cent of the negro population, or one in 
 four, in the cities is illiterate, 
 
 Nor is this the worst of it. If the number of illiterate 
 women of voting age is equal to the number of illiterate 
 males of voting age it leaves 1060 children between and 21 
 years of age unable to read and write, more children than 
 the total enrollment of the East, Fairview and Central schools 
 combined. 
 
 To be sure, many of these are negroes, but in a great 
 many Winston-Salem families the very first teachers of the 
 children there are and will be the negro nurse girls Ignor- 
 ance due to illiteracy is not an efficient teaching force. 
 
 In spite of this situation Winston-Salem makes no pro- 
 vision for evening schools or special classes in which to teach 
 
 24 
 
this vast ar/ny the most elementary forms of learning. The 
 country children have moonlight schools, the city children 
 must go on in darkness and ignorance. 
 
 How much longer must children be neglected? When will 
 the citizens of this state come to realize that a good education 
 is the bulwark of democracy and the richest heritage which 
 any community or individual can pass on to the children? 
 The only real democracy is equality of opportunity. That 
 equality must apply in education if it applies anywhere in 
 our civil life. Winston-Salem ought to provide more ade- 
 quately for the instruction of the illiterates in her midst. 
 
 For the year 1914-15 of the 375 cities in the same popu- 
 lation group as Winston-Salem which report to the U. S. 
 Commissioner of Education, 143 or 38.4 per cent of them re- 
 ported from 1 to 53 teachers employed in evening schools, 
 and from 20 to 1214 pupils in attendance. 
 
 In this group are included Raleigh, N. C., and Durham, 
 N. C., both of which report evening schools. Winston-Salem 
 and Asheville, belonging to this same group make no report 
 on evening schools. The total population, enrollment, at- 
 tendance, and expenditures for schools are greater in Win- 
 ston-Salem than in any other one of these cities. 
 
 Clearly there is need for such work in Winston-Salem 
 and for such schools to be established there is ample prece- 
 dent both in this state and throughout the nation. 
 
 RECOMMENDATIONS 
 
 As concerns the system, it is recommended: 
 
 1. That a very careful and detailed examination be 
 made of the system as concerns the courses of study 
 and the methods of teaching with the thought in 
 mind of reorganizing the system on the basis of a six- 
 year elementary school, three-year junior high school 
 and a two-year or three-year senior high school. 
 
 2. That more attention be paid to making provision for 
 the individual differences of pupils by organizing sec- 
 tions within the grades based on different rates of 
 progress for covering the work of a given grade. 
 
 3. That every effort be exerted to secure a degree of 
 uniformity in the work of the several schools such 
 that the transfer of pupils from one school unit to 
 another shall be accompanied by a minimum loss of 
 time and maximum ease of adjustment for the pu- 
 pils so transferred. 
 
 4. That provision be made at once for the education of 
 
 25 
 
the illiterate children and that ample opportunity 
 for more education be offered adults through even- 
 ing schools or special classes. 
 
 SUMMARY 
 
 The form of public school organization which obtains in 
 Winston-Salem may be represented graphically by the ac- 
 companying diagram (q.v.). Simple, direct, it is adapted to 
 conditions in a little community which has no large businesses, 
 no greater interest than its own little round of daily affairs. 
 Such a form of organization is not sufficient for handling the 
 big business of educating 10,000 children in which Winston- 
 Salem is engaged. 
 
 Unrelated to the state and county system, removed from 
 popular control, overburdened with internal committees, 
 insufficiently provided with supervisors, and with a too 
 greatly limited office force, such a system overworks its su- 
 perintendent, lacks in the sense of h'xed responsibility, and 
 in general leaves much to be desired. 
 
 Limited in the control of its finance, the Board of Edu- 
 cation is hampered at every turn; removed from the patrons 
 to whom it is responsible, opportunity is offered for a sense 
 of aloofness to appear; individual and personal in thought 
 and organization, little chance is given for the development 
 of a broad minded and far sighted social consciousness so 
 necessary in this day and time when the school is so promi- 
 nent a factor in social welfare. The present form of organ- 
 zation, for a city of Winston-Salem's size and importance, is 
 provincial, antiquated, out of balance, inefficient. 
 
 Such a situation is easily accounted for when one under- 
 stands how very rapidly the system has increased in size 
 with little or no time permitted in which to consider the ma- 
 chinery for school control. Conditions have demanded ac- 
 tion, immediate and direct, and the school authorities have 
 had to meet the demand as best they could. As a result the 
 attempt has been made to have the machinery of a small 
 town unit do the work for a good-sized city and now there 
 is undue strain which must be relieved. 
 
 The recommendations which have been made concerning 
 organization have been made with the thought in mind of re- 
 distributing the load and of increasing the force with which 
 to handle the increased demands more efficiently. Perhaps 
 no better summary of the form of efficient organization nec- 
 essary in a city of Winston-Salem's size can be given than 
 that represented by the diagram taken from Dr. E. P, Cub- 
 berley's book on Public School Administration, with permis- 
 sion of its publishers, Houghton, Mifflin & Company. 
 
 26 
 
Form of Organization of the Winston-Saitm School System and its 
 KeJation to the State and County , ystetn 
 
OF THE STATE XI- 
 THI LEGISLATURE 
 
 PEOPLE OF THE CITY 
 SCHOOL DISTRICT 
 
 COU/tTY 5UPFRI/JTINDI- 
 1TOF 5CHOOL5 
 
 COMMITTIf Of 
 
 CITY 5uFiR)/jrfAiDiNT OF SCHOOLS 
 
 SFECIAi. 
 5UFIKVISO^5 
 
 ^ 
 
 
 
 Ncr 
 
 CIR 
 
 
 TrACHI-RS 
 
 PUPILS 
 
 ATTENDANCE 
 OFFJCfE 
 
 \ 
 
 
 
 
 { 
 
 -J s?rc\/ 
 1 TrA 
 
 
 / 
 
 
 
 (Cubberley, E. P., Public School Administration, p. 169) 
 Courtesy of Houghton, Mifflin & Co. 
 
 Such a plan is not one whit too much of an ideal for 
 Winston-Salem, but rather, it would be the most practical and 
 business-like thing for the city to do if a similar plan of or- 
 ganization can be brought to pass. It is doubtful under the 
 conditions obtaining in Winston-Salem if the two committees 
 of the Board of Education are now necessary, otherwise the 
 plan is worthy adoption, in to to. 
 
 28 
 
III. THE SCHOOL PLANT 
 
 Under this heading certain statements must be made 
 which will appear to the casual reader as carping criticism. 
 
 Let it be understood, however, that every criticism, every 
 suggestion is made in the kindest spirit and with a desire to 
 make this report as constructively useful as possible. The 
 one sole object in mind, as the several features of the Win- 
 ston-Salem school plant were examined, was to try to see 
 exactly how near the city comes to providing adequately and 
 properly for the welfare of her children in school. There is 
 no blame to be attached to anyone because certain conditions 
 are unfavorable; that must be placed at the door of citizens 
 if they do not see to it that power and means are given the 
 school authorities to correct the faults. To possess these de- 
 fects is no shame, to let them continue would be a disgrace. 
 
 THE BUILDINGS 
 
 Winston-Salem carries on its school business in eight 
 buildings for white children and five for the colored. There 
 are actually, however, only eleven distinct units of operation. 
 At West End School two buildings are on the same lot and 
 considered as one unit. The same holds true for the colored 
 school at Woodland Avenue. While the North and Fairview 
 schools are considered as a single supervisory unit the 
 buildings are separated by several blocks and call for sep- 
 arate janitor service, heating plants, etc. The Central school 
 building is not owned but rented by the city which must, 
 however, keep it in good repair and provide all service and 
 supplies for it. Three of the buildings are located on streets 
 with electric car lines with the result that the pupils and 
 teachers are not only disturbed by the accompanying noise 
 but in dry and windy weather great clouds of dust roll 
 through the rooms to carry disease and scatter filth. School 
 buildings ought not to be located near factories or on noisy 
 streets. When buildings are once located permits should 
 never be granted whereby car lines, factories, or noisy traffic 
 may disturb the children in the school. 
 
 The buildings for the white children show about three 
 different periods in school architecture. The old building 
 at West End is of the central hall type with classrooms and 
 stairways radiating therefrom. High ceilings, no artificial 
 method of ventilating, three-side lighting (with obstructing 
 
 29 
 
'pillars between the windows), wasted floor space, are char- 
 acteristics of this type. The wooden portion of the building 
 at East End represents ail these defects and more. 
 
 The brick building at East End and the one at North 
 End indicate a step forward in building construction. These 
 buildings are charactized by a modified central hall and 
 stairway plan, less wasted floor space, costly and wasteful 
 roof construction. In general, the High School build ing and 
 the primary building at West End belong also to this stage of 
 school building construction. In both this and the earlier 
 type of building towers and cupolas add to the cost of build- 
 ing and repairs but not to the beauty or efficiency of the 
 structures. 
 
 The Fairview and Granville buildings are modern, and 
 conform .closely to the b3st ideas in schoolhouse construction. 
 In particular the Granville building is built with a true pub- 
 lic school function in mind. Its swimming pool, shower baths, 
 provisions for the home-making classes, etc., speak its pur- 
 pose as a real community center* Like the Fairview building 
 it is constructed on the unit plan and thus can be added to al- 
 most without limit retaining all its symmetry, beauty and 
 adaptability to school and community use. The^e two build- 
 ings are properly constructed and the Board of Education 
 ought to continue its building program on the plan of these 
 structures. 
 
 The frame buildings for the colored schools are entirely 
 out of date. In particular, the building at Depot street is in- 
 adequate, poorly lighted, without ventilation, contains dark 
 stairways and corridors, is improperly heated and not at all 
 adapted to the needs of the pupils. The building at Colum- 
 bia Heights is a great improvement over the other frame 
 buildings and will serve its purpose temporarily. The brick 
 building at Woodland Avenue, while at present incomplete 
 in its equipment is correctly built and conforms to good 
 standards in sehoolhouse construction. It is badly in need of 
 proper heating, ventilating and sanitary provisions. 
 
 THE SITES 
 
 ' At the time the inspection of the buildings and grounds 
 was made, the playground area at several of the buildings 
 was found to be inadequate. Since that time, by a bond issue, 
 the city has made possible the purchase of more land 
 around some of these buildings which will remedy these 
 conditions. There is no way by which the wholly inad- 
 equate space around the High School building can be 
 remedied. How inadequate this area is the aldermen 
 recognized when they passed an order allowing a part of the 
 street in front of the building to be closed to traffic during 
 
 30 
 
such time as the high school pupils are having recess. While 
 the Granville site is adequate it needs attention. The bushes 
 and trees on the rear of the lot should be trimmed out and 
 and the brush removed. The front lawn needs shrubs and 
 grass, the play area needs to be put into proper condition. 
 
 As a whole the sites are not properly located as concerns 
 the patrons of the several schools. The site at the East End 
 is on the very outer edge of its district as the accompanying 
 map shows, Some of the pupils who attend the North school 
 have to come long distances and through unsuitable streets 
 to reach the building. The district for the Granville and 
 Central schools are too small as compared with the other 
 districts. These two districts could be consolidated and the 
 pupils all placed in one building. The Granville site is well 
 chosen to make such action possible and to include any re- 
 cent addition of territory and children in that section of the 
 city. 
 
 The site of the Depot Street colored school is entirely too 
 small though fairly well located for the population it serves. 
 Some means should be found at once for giving the children 
 in this school more play room or provision be made for the 
 children somewhere else. When the remainder of the new 
 building at Woodland Avenue is constructed play area here 
 will be- inadequate also and the available lot should be secured 
 while possible. At both the Oak Street, Columbia Heights 
 schools insufficient play area makes it advisable that whatever 
 land is available adjoining the present sites be secured with- 
 out delay. 
 
 Little or no attempt has been made to beautify the 
 grounds at any of the buildings. 
 
 PLAYGROUND APPARATUS 
 
 There is not appropriate or sufficient playground appar- 
 at a single school center. In fact, the entire system has 
 only four giant strides, all at the West End school, and the 
 swimming tank at the Granville as its playground equipment. 
 Of course this equipment is entirely inadequate. 
 
 TEACHING APPARATUS 
 
 The buildings arfe well provided with blackboard space, in 
 general well-located in relation to the size of the children 
 who must work on them. In particular this is true at the 
 newer buildings. 
 
 The pupils' desks in the schools for the white children 
 are of the single, non-adjustable type. Many of them are 
 old and a considerable number are badly cut and battered 
 but are being rapidly replaced by new desks. Provision is 
 made for taking care of the boys and girls of ' 'out-sizes" by 
 
 31 
 
means of placing a sufficient number of extra large or extra 
 small desks in the room as occasion demands. Modern practice 
 is tending strongly in the direction of adjustable dtsks and 
 seats with a growing sentiment in favor of movable furni- 
 ture for children in school as for adults in the home. Cer- 
 tainly all through the growing years much care needs to be 
 taken to see that children are seated comfortably. The par- 
 ticular type of desk or chair may mean little or much accord- 
 ing to the care each teacher gives each pupil in attending 
 to bodily comfort. The essential factor is attention to pupil 
 welfare and this appears to be carefully given in Winston- 
 Salem. 
 
 In schools for the colored children, the desks are largely 
 of the patent, double, non-adjustable type. This allows over- 
 crowding and is not conducive to easy maintainance of good 
 order. Not only is this so, but where floor area is planned for 
 ,a given number, the air space or cubical contents of the 
 rooms is planned accordingly. If more pupils are crowded in- 
 to a room than it was planned to hold then a sufficient amount 
 of pure air cannot be given to each pupil and the children's 
 health will suffer thereby. 
 
 In modern school house construction 16 sq. ft. of class- 
 room floor space per pupil is the usual allowance. How far 
 short of this Winston-Salem falls at present the following 
 table shows. 
 
 Table showing the per cent of classrooms in the Winston- 
 Salem schools which are below and equal to, or above stan- 
 dard area of floor space per pupil, based on enrollment. 
 
 Below Standard 
 W hite Elementary Schools __________________ 33 f ' f 67 % 
 
 High School ________________________________ 27 % 73% 
 
 Colored Elementary Schools ________ . 85% 
 
 To put it another way, there is an actual maximum 
 classroom floor space, if it could be properly distributed, suffi- 
 cient to accommodate 4152 white children, 'and 1555 colored 
 children. The total enrollment for the current year up to 
 March 1st is 3722 for the white schools and 2181 for the 
 colored. In view of the fact that the compulsory attend- 
 ance law is not rigidly enforced the condition is deplorable, 
 since the rooms for the colored children are already over- 
 crowded, and too small a margin allowed for uneven distri- 
 bution in the schools for white children. 
 
 This overcrowding is particularly bad in one of the high 
 school rooms where 51 desks are crowded into a room large 
 enough for only 45. In order to accomplish this the desks 
 are so located that it is impossible for the teacher to stand 
 at the alloted place and see every pupil in the room at a 
 single glance. The room is too full and too much is expected 
 
 32 . 
 
of a teacher when trying to work under such conditions. 
 
 The equipment in printing and in commercial branches 
 is adequate, at least for the present. A more complete 
 equipment for cooking and sewing is needed for the work in 
 the elementry schools; at the high school this type of equip- 
 ment is excellent. The manual training equipment is ade- 
 quate for present needs. There are no science laboratories 
 and only $100 worth of chemicals and apparatus for class dem- 
 onstration in the teaching of science. This is absolutely in- 
 adequate and insufficient. It is impossible to teach science 
 efficiently without laboratories and apparatus. There -is lit- 
 tle use in supplying apparatus without seperate rooms for 
 labatories and of course, laboratories without equipment are 
 merely waste space. The provisions for the mechanical 
 drawing class is not sufficient and the classroom is not 
 properly adapted for such work. The tables are unsteady, 
 the lighting is not right, and no chance is given for proper 
 control and care of instruments or specimens of work done. 
 
 In none of the schools is there a sufficient supply of maps, 
 globes, charts, and other teaching apparatus so necessary in 
 these days when visual instruction is so greatly emphasized. 
 
 Some attention is paid to room libraries but not enough. 
 The high school students are most fortunate in their proxim- 
 ity to the Carnegie library and in the hearty spirit of cp-pper- 
 atipn with the educational interests which pervades this insti- 
 tution. 
 
 HEATING AND VENTILATION 
 
 Little difficulty is encountered in providing a sufficient 
 amount of heat for the school buildings. All the white 
 schools -are equipped with heating plants. The rooms in the 
 colored schools are provided with unjacketed stoves. No pro- 
 vision is made by which to care for humidifying the air, and 
 in the old buildings the provisions for distributing the heat 
 are inadaquate. 
 
 In the new buildings proper care has been taken to ven- 
 tilate the classrooms by the use of fans forcing the air through 
 separate ducts for each room. In these buildings also proper 
 care has been taken to ventilate the clcakrrcrrs ard waid- 
 robes. In the old buildings dependance must be placed on 
 window adjustment for ventilation; in rare cases window 
 boards are used where such a condition exists. The vent- 
 ilating system for the high school is antiquated and insuf- 
 ficient. 
 
 The best authorities agree in calling for about 2000 cu. ft., 
 of air per hour per pupil in the primary grades, 2500 cu. ft. 
 per hour per pupil in the grammar grades, 3000 cu. ft. per 
 hour per pupil in the high school. No tests were made to 
 
 33 
 
determine exactly how near Winston-Salem comes to these 
 standards but clearly in the buildings depending upon window 
 ventilation alone such an amount of air per pupil cannot pos- 
 sibly be supplied, nor can the so-called "gravity systems" of 
 ventilation be depended upon to meet these requirements. 
 
 JANITOR SERVICE 
 
 The janitor service is uniformly good. The visits for in- 
 spection were made at different times during the days and in 
 all cases the rooms and corridors gave evidence of care and 
 thoroughness on the part of the janitors. Some of the jan- 
 itors still use the feather duster. Prepared, sanitary dust 
 cloths should be substituted in these cases and the janitors 
 made to use them. '1 hese cloths remove the dust, feather 
 dusters simply change its position. Taken as a whole the 
 work of the janitors is to be commended. 
 
 TOILETS 
 
 As a rule the toilet arrangements are only fair, though 
 in the newer buildings they are very good. At the West 
 school these arrangements are insufficient but the Superin- 
 tendent says plans are maturing for making necessary pro- 
 visions. In the new building at West End the toilet rooms 
 are dark and not well ventilated. At the North school the 
 odor from the toilets is offensive, the approach very bad. 
 Dark passageways and insufficient light make the conditions 
 very dangerous for both health and morals. The conditions 
 in the East school are no better. The floor is dirty and wet, 
 the approaches not satisfactory, and obscene markings ap- 
 pear on the walls. 
 
 Only three toilets and one urinal are provided at the 
 Central School for 119 boys and four toilets for 92 girls. 
 This is too small an allotment. The toilet rooms are kept 
 scrupulously clean but do not have sufficient light. At all 
 the other buildings conditions are very much better. 
 
 At the buildings for the colored children care is taken to 
 watch these matters, but at Woodland Avenue, the toilets 
 are of the open, outdoor type and ought not to be continued. 
 Ample room is provided here in the basement of the new 
 building for better arrangements and these should be made 
 without delay. While the number of toilets and urinals at 
 the Depot Street school is insufficient the authorities have 
 done everything possible to provide ample facilities and 
 have greatly improved the conditions which existed until re- 
 cently. Present conditions are not entirely satisfactory. 
 
 The number of toilets on the whole is about right. Ow- 
 ing to the difference in demand according to the age of pu- 
 pils no exact standard can be stated. If one toilet is provid- 
 
 34 
 
ed for every 15 girls and one for every 25 boys with one uri- 
 nal also for every 20 boys additional there will be no unneces- 
 sary crowding but really ample provision for almost any sit- 
 uation. This condition obtains in the newer buildings and 
 practically so in the older ones. 
 
 Plenty of space, plenty of light and sunshine, are fea- 
 tures to be considered in planning toilet arrangements for 
 school buildings. Dark basement rooms, poorly ventilated, 
 without sufficient space or equipment have no place in mod- 
 ern school buildings. Moreover, at least two sizes of seats 
 ought to be installed in all buildings and the urinals ought 
 to be made of hammered glass since this substance is non- 
 absorbing and easily cleaned. 
 
 DRINKING FOUNTAINS 
 
 A sufficient number of sanitary drinking fountains have 
 been installed in all the schools. These need careful atten- 
 tion in order to keep them truly sanitary and they get this 
 attention. The outdoor, non-freezing fountains at the 
 West End are especially commendable. 
 
 SWIMMING POOL 
 
 At the Granville school a swimming tank and shower baths 
 were installed in the basement as forward steps in making 
 the public schools effective community centers. Everyone 
 gets great good and a wealth of pleasure from these pieces 
 of school equipment. It is desirable that more ideas of this 
 sort be built into the system. 
 
 REPAIRS 
 
 Owing to the poor quality of bricks used in the East aud 
 North school many unsightly places have appeared in the 
 outside walls of these buildings which need attention. All 
 the frame buildings need to be repainted if they are to be 
 preserved and the exposed woodwork on all buildings 
 needs painting. The walls and ceilings at the North school 
 were poorly constructed and have had to be patched. Other 
 places are weak or cracked and in some instances dangerous 
 for the children. The plaster over the entire North building 
 needs to be removed and the walls and ceilings re-plastered. 
 
 As a whole the buildings are kept in fairly good condi- 
 tion but there are a few broken window lights, some rotted 
 pillars, a slight lack of attention to minor matters like crack- 
 ed plastering, spring doors, imperfect door knobs and locks, 
 etc , which need greater care and nearly all the walls and 
 ceilings ought to be re-tinted according to approved stand- 
 ards of color. 
 
 At the high scoool building and at both the Fairview and 
 
 35 
 
Granville schools there is evidence of a slight lack of care 
 about providing for the settling of the building after com- 
 pletion. Perhaps this was unavoidable but great care heeds 
 to be exercised in this matter. While this situation is not 
 always a source of danger it may well be if not given due at- 
 tention. New ground, unseasoned lumber, insufficient sup- 
 ports, lack of proper consideration of stresses, are all con- 
 tributing factors in causing such defects. 
 
 THE HIGH SCHOOL SITUATION 
 / 
 
 Certain conditions at the High School are so important 
 that it seems wise to discuss them in a separate section, and 
 perhaps here is the best place. 
 
 The building is not properly located in relation to the 
 district it serves. The high school, or at least its academic 
 department ought to be from 1-4 to 1-8 mile further west 
 than at present. If the plan of a junior high school were 
 adopted the present building might serve to house it for the 
 present and combine with it the high school industrial, 
 commercial, and home-making departments with the thought 
 of the building later becoming the vocational high school 
 center. 
 
 The present building is not large enough. The un- 
 graded class has to meet in a basement room of the Carnegie 
 library. The place was never intended as a schoolroom and 
 is not properly or sufficiently lighted, heated or ventilated. 
 The very room which ought to be the brightest, best lighted, 
 most comfortable, and best arranged, is cheerless, isolated, 
 cold, and uncomfortable. The condition here is not fair to 
 teacher or pupils, especially because the very raison d'etre 
 of this class is to try to prolong the school life of the pu- 
 pils in it; its surroundings hinder rather than help. 
 
 The commercial department has had to be mov T ed out of 
 the high school building and located in rooms never intended 
 for and hence poorly adapted to any sort of school work. The 
 pupils taking work in this department have to vibrate be- 
 tween these rooms and those in the High School, thereby ex- 
 posing themselves to all kinds of weather and also tending to 
 destroy that sense of relationship between culture and indus- 
 try so necessary in our modern business life. The best pos- 
 sible has been made of a difficult situation but that best is 
 not even good. 
 
 If the work in vocational and industrial training is to be 
 extended and brought up to standard, which ought to be done, 
 more room and equipment is necessary. A good start has 
 ben made in helping to develop the boy and girl gifted with 
 manual skill and dexterity but better and more ample room 
 must be provided for teaching the productive, decorative and 
 
domestic arts and sciences or only mediocre results can be 
 expected. 
 
 There are no science laboratories and no rooms available 
 for them in the building. As a result there is little, very 
 little science apparatus. One might as well expect to farm 
 without a plow, or to manufacture cotten goods without ma- 
 chinery as to teach science without laboratories and apparatus. 
 
 There is no playground space at or near the building ex- 
 cept as a part of one street is roped off during recess time. 
 Not only so, but there is not even the excuse of a gymnasium 
 or playroom to take the place of the outdoor play area. Play 
 and recreation is as necessary for the complete development 
 of youth as are books and libraries. More playroom is need- 
 ed for the high school pupils. 
 
 All the classrooms are too large, seven are too long, five 
 are too wide. As a result eight of the rooms have more 
 desks in" them than they ought to have, allowing the classes 
 to be too large for the best work and overworking the teach- 
 er. A class room ought not to contain over 700 sq. ft., of 
 floor space and not over 42 desks, 40 would be better. This 
 space can be best proportioned by making the room 30 ft. 
 long and 23 ft. wide. A longer room makes it difficult for 
 the pupils at the back of the room to hear all the teacher says 
 or to see clearly what is being put on the blackboard. If the 
 room is wider than this and lighted from one side only, as it 
 should be, sufficient light cannot carry to the row of desks 
 furthest removed from the windows or to the blackboard op- 
 posite the windows. The desks should be so placed that the 
 light may come in on the pupils left side and that the teach- 
 er may be able to see every desk or pupil at a single glance. 
 These conditions do not obtain in the high school classrooms. 
 
 The auditorium is badly in need of repair and re-decora- 
 tion. It is unfortunate that this room is on the second floor 
 where no school auditorium should be. 
 
 The wardrobe provisions are far from ideal but much 
 better than the situation originally was when no provision 
 at all was made, Unventilated, open to the corridors, set 
 off by only low partitions, jutting out into the corridors they 
 they present a hazard in case of fire or panic and an un- 
 sightly appearance as makeshift construction. 
 
 Enrollment in the high school increases around 50 pupils 
 each year as the following figures show. 
 
 High School Enrollment 
 
 1910-11.. ..202 
 
 1911-12 _>_ 213 11 increase 
 
 1912-13 230 17 
 
 1913-14 281 51 
 
 1914-15 326 45- 
 
 37 
 
1915-16 392 66 
 
 1916-17.. .. 437 45 
 
 Not only so but the tendency is all toward a still more 
 rapid increase in enrollment. The present building is not 
 sufficient to care for more than 440 pupils on the basis of 40 
 pupils to the class-room, and then no provision is made for 
 laboratories and workrooms for special subjects. 
 
 It might be said that the high school population of Win- 
 ston-Salem is increasing at a sufficient rate to demand three 
 additional class-rooms every two years. The present build- 
 ing is filled to overflowing as has been stated. Within two 
 years three more rooms will surely be needed, and probably 
 more even if the policy of sending some of the classes to 
 rooms outside the building is continued, which ought not to 
 obtain. 
 
 There is at present a clear immediate demand for a min- 
 imum of one room for the ungraded class, three rooms for 
 the commercial work, two rooms for manual training, one 
 room for mechanical drawing, and one science laboratory. 
 Those are the minimum and the immediate needs with the 
 prospect of needing at least one more room within the next 
 year to care for the increased enrollment. 
 
 RECOMMENDATIONS 
 
 For the improvement of the'school plant it is recommen- 
 ded: 
 
 1. That the present policy of constructing two-story, 
 brick buildings on the unit-plan and according to 
 the best principles of school architecture be contin- 
 ued. 
 
 2. That no more frame building be built. 
 
 3. That the Depot Street building be abandoned and a 
 new building be erected there as soon as possible. 
 
 4. That the Woodland Avenue brick structure be com- 
 pleted. 
 
 5. That a heating and ventilating system be installed 
 for this building and proper toilet facilities be pro- 
 vided. 
 
 6. That proper care and forethought be taken in con- 
 structing new buildings to see that they are located 
 in relation to the district they are to serve and in 
 relation to car lines, factories, noisy streets, etc. 
 
 7. That the Central school building be abandoned as 
 
 38 
 
soon as the present lease expires and that the dis- 
 trict served by this school be consolidated with Gran- 
 ville district. 
 
 8. That playground apparatus be placed at all the 
 schools. 
 
 9. That more adequate teaching apparatus be provided 
 in all the schools. 
 
 10. That no more double desks be purchased for any of 
 the schools. 
 
 11. That up-to-date heating and ventilation 'systems be 
 installed in all new buildings. 
 
 12. That care be taken to secure correct and sufficient 
 toilet facilities in all buildings, 
 
 13. That all needed repairs be made at once. 
 
 14. That a new high school building be constructed at 
 once and that it be located with regard to the sug- 
 gestions previously made about new buildings. This 
 building is immediately necessary. 
 
IV. THE PUPILS 
 
 NUMBERS 
 
 The magnitude of Winston-Salem's school business may 
 be understood when one learns that in this current year 
 there have been enrolled 3222 white children and 2139 col- 
 ored children in the grade schools alone. To this can be 
 added 414 in the high school, making a total enrollment of 
 5775 pupils as the supply of raw material for this business. 
 
 A better idea may be secured perhaps if one sees the ac- 
 tual increase in enrollment over a period of years. The fol- 
 lowing table shows the enrollment for each of the school 
 years 1913-14, 1916-17, at each of the grade school buildings 
 for white children. The figures in this form for the negro 
 children are not easily obtainable but they would show a like 
 if not a greater increase. The first column of this table 
 shows the actual number of desks and chairs provided for 
 the pupils enrolled. 
 
 White Schools 
 
 
 No. of 
 Sittings 
 
 ENROLLMENT 
 
 
 1916-17 
 
 1915-16 
 
 1914-15 
 
 1913-14 
 
 West End: 
 
 973 
 665 
 263 
 622 
 230 
 456 
 
 917 
 758 
 272 
 641 
 224 
 443 
 
 892 
 615 
 285 
 604 
 227 
 408 
 
 884 
 647 
 274 
 494 
 196 
 359 
 
 808 
 578 
 258 
 476 
 185 
 300 
 
 North 
 
 Fairview - - 
 
 East . - - 
 
 Central 
 
 Granville _. _, 
 
 Total _ . 
 
 3209 
 
 3255. 
 
 3031 
 
 2854 
 
 2605 
 
 
 At a glance it is evident that there has been a very rapid 
 increase in white enrollment during these years. In round 
 numbers, the enrollment in the white schools has increased 
 about 200 pupils yearly. That means about five new rooms 
 are needed every year to meet the actual needs of natural 
 growth. To put it another way, on the average through the 
 year Winston-Salem needs a new schoolroom every two 
 months to provide adequately for its normal increase in 
 white school population alone. More vividly still, it may be 
 
 40 
 
said that one new pupil has been enrolled in the white grade 
 schools every day the schools have been in session for the 
 past four years. . 
 
 Is it any wonder then, as the table shows, the present 
 number of desks is inadequate for the enrollment in the 
 grade schools. If the daily attendance wtre what it ought 
 to be the present seating capacity would be barely sufficient 
 and at some of the buildings there Would be greatly over- 
 crowded rooms. 
 
 There seems little reason to expect that the year 1917-18 
 will see any falling off in this increase of school enrollment 
 and some plan must be devised to meet the situation. Two 
 ways are open for the solution of this problem. The most 
 obvious way is to build enough new rooms to care for this in- 
 crease; the other way is to see just where this increase is, 
 i. e., during which school years and at which school centers 
 and try to discover a way to handle the situation. 
 
 The following table shows where this increase and this 
 congestion is the greatest for the white schools. 
 
 Table Showing Enrollment in the Different Grades of the 
 Winston-Salem Schools Over a Period of Four Years 
 
 White Schools 
 
 
 FIRST GRADE 
 
 SECOND GRADE 
 
 1913-14 
 
 175 
 119 
 117 
 177 
 41 
 104 
 
 1914-15 
 
 1915-16 
 
 1916-17 
 
 1913-14 
 
 1914-15 
 
 1915-16 
 
 1916-17 
 
 West End __ 
 North 
 
 198 
 122 
 120 
 161 
 68 
 99 
 
 169 
 115 
 110 
 192 
 
 78 
 112 
 
 175 
 125 
 113 
 204 
 81 
 113 
 
 '125 
 90 
 
 78 
 100 
 39 
 57 
 
 111 
 
 100 
 92 
 110 
 37 
 67 
 
 144 
 77 
 92 
 125 
 41 
 76 
 
 136 
 83 
 
 101 
 128 
 33 
 
 77 
 
 Fairview 
 East 
 
 Central 
 
 Granville 
 Total 
 Increase 
 
 733 
 
 1 
 
 768 
 35 
 mRD 
 
 776 
 
 8 
 
 811 
 35 
 
 489 
 
 517 
 
 28 
 
 555 
 38 
 
 557 
 2 
 
 West End.. . 
 North 
 
 GRADE 
 
 FOURTH GRADE 
 
 162 
 73 
 63 
 55 
 29 
 41 
 
 154 
 76 
 62 
 84 
 32 
 45 
 
 126 
 
 47 
 83 
 117 
 31 
 68 
 
 142 
 
 98 
 48 
 111 
 33 
 70 
 
 113 
 115 
 
 54 
 35 
 50 
 
 138 
 126 
 
 59 
 25 
 59 
 
 142 
 126 
 
 74 
 25 
 73 
 
 134 
 130 
 
 79 
 34 
 fl 
 
 Fairview . 
 East - .- - 
 
 Central 
 
 Granville 
 Total 
 
 423 
 
 453 
 30 
 
 472 
 19 
 
 502 
 30 
 
 367 
 
 407 
 
 40 
 
 440 
 37 
 
 228 
 
 88 
 
 Increase 
 
 41 
 
Table Showing Enrollment in the Different Grades of the Winston- 
 Salem Schools Over a Period of Four Years. (Continued.) 
 
 White Schools 
 
 West End 
 North 
 
 FIFTH GRADE 
 
 SIXTH 
 
 GRADE 
 
 1.) 13-14 
 
 1914-15 
 
 1915-16 
 
 1916-17 
 
 1913-14 
 
 1914-15 
 
 1915-16 
 
 1916-17 
 
 110 
 
 86 
 
 38 
 22 
 22 
 
 105 
 126 
 
 35 
 34 
 26 
 
 119 
 102 
 
 44 
 23 
 
 28 
 
 126 
 101 
 
 65 
 24 
 40 
 
 84 
 60 
 
 26 
 19 
 
 18 
 
 109 
 81 
 
 27 
 32 
 
 117 
 
 82 
 
 30 
 29 
 32 
 
 114 
 95 
 
 28 
 20 
 25 
 
 Fairview 
 East 
 
 Central - 
 
 Granville 
 
 Total 
 
 278 
 
 296 
 
 18 
 
 316 
 20 
 
 356 
 40 
 
 207 
 
 249 
 42 
 
 290 
 41 
 
 282 
 
 8* 
 
 Increase 
 
 
 SEVENTH GRADE 
 
 West End . 
 
 39 
 35 
 
 26 
 
 8 
 
 69 
 46 
 
 18 
 31 
 
 75 
 66 
 
 22 
 19 
 
 86 
 110 
 
 23 
 
 27 
 
 North - - - - - -- 
 
 Fairview 
 
 East 
 
 Central 
 
 Granville - - - - 
 
 Total - 
 
 215 
 
 199 
 16* 
 
 204 
 5 
 
 246 
 42 
 
 Increase ___ ___ L_ -_ 
 
 *Decrease 
 
 Clearly the increase is at no one point in the system but 
 spread through all the grades, though the immediate diffi- 
 culty appears at the North and East schools. Some of the 
 third grade increase at the North school may be cared for at 
 the Fairview school. This single change will not clear up 
 the situation very much so far as meeting the 1917-18 de- 
 mand is concerned. It is probable that the only relief is to 
 be found in the so-called "platoon plan," unless the city can 
 build more school buildings at once. 
 
 At the West End, North and East Schools, with Central 
 and Granville consolidated, the platoon plan may be a very 
 happy solution of the problem. The plan permits two sets 
 of pupils to use the same building during the same day. It 
 involves reorganization of both the teaching force and the 
 course of study, more playground and teaching apparatus is 
 needed, and a larger supervisory force. Even with these in- 
 creased demands, however, the plan would be a cheaper so- 
 lution of the overcrowing than a building program would be, 
 and might prove most beneficial to the children judging from 
 the experience of other cities which use it. The Superinten- 
 
 42 
 
dent of Schools is familiar enough with the plan that further 
 explanation of it need not be made in this report. 
 
 Perhaps partial relief may be secured by having one set 
 of primary childien attend school in the morning and another 
 set attend to the same teacher in the afternoon. This would 
 necessitate a re-arrangement of school hours for the primary 
 teachers, more supervision of the primary work, and more 
 pay for the primary teachers who do this extra work. 
 
 This last plan might be the best one at present in the 
 schools for the colored children since the very large part of 
 the overcrowding here is in the primary grades. Ultimately, 
 a larger building program or adoption of the platoon plan 
 must be considered for the colored children, since the col- 
 ored school population is increasing rapidly. 
 
 Without doubt, this problem of rapidly increasing school 
 population is the greatest single problem which now con- 
 fronts the Winston-Salem school authorities. It reaches out 
 into every field of the administration of the city's school 
 system and vitally affects the future welfare of the entire 
 population. From it evolve questions of finance, teaching 
 force, supervisory officer?, equipment, course of study, 
 schedules, etc , which can be solved only by most careful 
 consideration. 
 
 IN SCHOOL AND OUT 
 
 Reference has been previously made to the enrollment 
 and attendance record of Winston-Salem, In order that this 
 problem may be clearly set forth and Winston-Salem's rec- 
 ord in relation to other cities of its size made known the fol- 
 lowing table has been worked out from the report of the U. 
 S. Commissioner of Education for 1914-15, which was the 
 last available report at the time this study was made. 
 
 Table showing per cent of school population enrolled in school and per 
 cent of enrollment attending daily in 25 cities of the same popula- 
 tion group as Winston-Salem, for 1914-15. 
 
 CITY 
 
 Percent 
 Enrolled 
 
 Rank 
 
 Percent 
 Attending 
 
 Rank 
 
 Selma, Alabama_ 
 
 47 
 
 23 
 
 84 
 
 10 
 
 Eureka, California (No Report) 
 Danburv Connecticut 
 
 64 
 
 14 
 
 85 
 
 7 
 
 Columbus, Georgia " _ - 
 
 77 . 
 
 7 
 
 76 
 
 18 
 
 Galesburg, Illinois _ _ _ _ 
 
 52 
 
 19 
 
 86 
 
 6 
 
 Hammond, Indiana 
 
 61 
 
 15 
 
 61 
 
 23 
 
 Burlington Iowa 
 
 70 
 
 9 ' 
 
 88 
 
 3 
 
 Coffevville Kansas 
 
 96 
 
 4 
 
 69 
 
 22 
 
 Monroe Louisiana _ - 
 
 82 
 
 6 
 
 84 
 
 10 
 
 Peabodv, Massachusetts 
 
 91 
 
 5 
 
 88 
 
 3 
 
 Ann Arbor, Michigan 
 
 75 
 
 8 
 
 85 
 
 7 
 
 St Cloud Minnesota 
 
 49 
 
 22 
 
 85 
 
 7 
 
 Hannibal. Missouri . 
 
 58 
 
 17 
 
 81 
 
 15 
 
 43 
 
Laconia, New Hampshire 
 
 69 
 
 10 
 
 87 
 
 
 Irvington, New Jersey (No report) 
 Dunkirk, New York 
 
 61 
 
 15 
 
 82 
 
 14 
 
 Durham, North Carolina 
 
 59 
 
 18 
 
 77 
 
 '17 
 
 WINSTON-SALEM, N. C. 
 
 51 
 
 20 
 
 73 
 
 19 
 
 Lakewood, Ohio _ 
 
 69 
 
 10 
 
 90 
 
 2 
 
 Enid, Oklahoma __ 
 
 112 
 
 1 
 
 79 
 
 16 
 
 Butler, Pennsylvania 
 
 103 
 
 3 
 
 84 
 
 10 
 
 Cranston, Rhode Island 
 
 105 
 
 2 
 
 72 
 
 20 
 
 Marshall, Texas 
 
 69 
 
 10 
 
 71 
 
 21 
 
 Staunton, Virginia 
 
 68 
 
 13 
 
 83 
 
 13 
 
 Ashland. Wisconsin _ _ _ 
 
 50 
 
 21 
 
 91 
 
 1 
 
 Median _ 
 
 69 
 
 
 84 
 
 
 Of course the Winston-Salem report includes all schools, 
 white and colored. This is true in all the other southern 
 states, however, and the comparison is fair even considering 
 this fact of the other southern cities included in this table. 
 Columbus, Ga., Monroe, Ala., Enid, Oklahoma, and Staun- 
 ton, Va., all rank higher in both particulars than does Win- 
 ston-Salem. 
 
 This table shows that Winston-Salem enrolls only one- 
 half of her school population, and that only three-fourths of 
 those enrolled are in actual daily attendance. Not only so, 
 but in both cases Winston-Salem is much lower in actual per- 
 centage than the median per cent for the twenty-five cities. 
 Only three cities report a lower percentage of enrollment 
 and four report a lower percentage in attendance. 
 
 No further comment is necessary to show that Winston- 
 Salem does not give proper care to the question of school en- 
 rollment and attendance. Too many children are not en- 
 rolled in school and too many are absent who should be in 
 attendance. 
 
 PLACEMENT 
 
 All the forgoing has a direct effect upon the success of 
 the school system in giving to the city full value for its 
 school money. The Superintendent has repeatedly called 
 attention in his annual reports to the relation between school 
 attendance and pupil progress through the grades. Princi- 
 pals and teachers realize this relationship and do their ut- 
 most to remedy unfavorable conditions but they cannot do 
 it all. 
 
 In view of what has been shown about poor attendance 
 records and in view of the close relation existing between at- 
 tendance and pupil progress it is interesting to study the 
 number and percentages of children who are making: or not 
 making normal progress through the grades of the Winston- 
 Salem schools. 
 
 The following tables show the enrollment of children of 
 
 44 
 
different ages, the number in each grade, the number and 
 percentage above normal age for all white schools, elemen- 
 tary and high, and for the colored schools. The figures are 
 for the current year, 1916-17. 
 
 Age-Grade Distribution. Net enrollment on March 1, 1917. Number 
 and Per cent of Pupils above Normal Age. 
 
 All White Elementary Schools 
 
 
 AGE 
 
 
 Above 
 
 Above 
 
 ft "p A T^TT 1 
 
 
 
 
 
 
 
 Total 
 
 Nnr 
 
 ISJnr 
 
 
 6 
 
 7 
 
 8 
 
 9 
 
 10 
 
 11 
 
 12 
 
 13 
 
 14 
 
 15 
 
 16 
 
 17 
 
 18 
 
 19 
 
 J. O ttll 
 
 JA or. 
 Age 
 
 IN or. 
 Age 
 
 Boy' 
 
 112 
 
 131 
 
 76 
 
 44 
 
 26 
 
 7 
 
 9 
 
 
 
 3 
 
 
 
 
 
 
 410 
 
 167 
 
 41 
 
 1 Girls 
 
 142 
 
 131 
 
 72 
 
 20 
 
 16 
 
 7 
 
 9 
 
 c 
 
 
 
 
 
 
 
 399 
 
 126 
 
 32 
 
 Total 
 
 254 
 
 262 
 
 148 
 
 64 
 
 42 
 
 14 
 
 18 
 
 4 
 
 3 
 
 
 
 
 
 
 809 
 
 293 
 
 36 
 
 Boys 
 
 
 48 
 
 99 
 
 64 
 
 41 
 
 17 
 
 7 
 
 6 
 
 6 
 
 
 
 
 
 
 288 
 
 141 
 
 48 
 
 2 Girls 
 
 
 64 
 
 103 
 
 52 
 
 28 
 
 12 
 
 8 
 
 r 
 A 
 
 1 
 
 
 
 
 
 
 270 
 
 103 
 
 38 
 
 Total 
 
 
 112 
 
 202 
 
 116 
 
 tmfmm 
 
 69 
 
 29 
 
 15 
 
 8 
 
 7 
 
 
 
 
 
 
 558 
 
 244 
 
 43 
 
 Boys 
 
 
 10 
 
 60 
 
 75 
 
 62 
 
 39 
 
 25 
 
 19 
 
 1 
 
 1 
 
 
 
 
 
 292 
 
 147 
 
 50 
 
 3 Girls 
 
 
 12 
 
 69 
 
 72 
 
 50 
 
 35 
 
 14 
 
 8 
 
 2 
 
 1 
 
 
 
 
 
 263 
 
 110 
 
 42 
 
 Total 
 
 
 22 
 
 129 
 
 147 
 
 112 
 
 M^H 
 
 74 
 
 39 
 
 27 
 
 3 
 
 2 
 
 
 
 
 
 555 
 
 257 
 
 46 
 
 Boys 
 
 
 
 2 
 
 43 
 
 59 
 
 60 
 
 42 
 
 22 
 
 7 
 
 7 
 
 1 
 
 
 
 
 243 
 
 139 
 
 57 
 
 4 Girls 
 
 
 
 8 
 
 43 
 
 64 
 
 53 
 
 35 
 
 27 
 
 4 
 
 5 
 
 
 
 
 
 239 
 
 124 
 
 52 
 
 Total 
 
 
 
 10 
 
 86 
 
 123 
 
 113 
 
 77 
 
 49 
 
 11 
 
 12 
 
 1 
 
 
 
 
 482 
 
 263 
 
 54 
 
 Boys 
 
 
 
 
 1 
 
 16 
 
 35 
 
 43 
 
 39 
 
 19 
 
 13 
 
 6 
 
 2 
 
 
 
 174 
 
 122 
 
 70 
 
 5 Girls 
 
 
 
 
 
 30 
 
 60 
 
 37 
 
 32 
 
 15 
 
 7 
 
 1 
 
 
 
 
 182 
 
 92 
 
 50 
 
 Total 
 
 
 
 
 1 
 
 46 
 
 95 
 
 80 
 
 71 
 
 34 
 
 20 
 
 7 
 
 2 
 
 
 
 356 
 
 214 
 
 60 
 
 Boys 
 
 
 
 
 
 
 23 
 
 33 
 
 36 
 
 24 
 
 13 
 
 7 
 
 
 1 
 
 
 137 
 
 81 
 
 59 
 
 6 Girls 
 
 
 
 
 
 1 
 
 32 
 
 41 
 
 35 
 
 25 
 
 5 
 
 2 
 
 1 
 
 
 
 142 
 
 68 
 
 48 
 
 Total 
 
 
 , 
 
 
 
 1 
 
 55 
 
 74 
 
 71 
 
 49 
 
 18 
 
 9 
 
 1 
 
 1 
 
 
 279 
 
 149 
 
 53 
 
 Boys 
 
 
 
 
 
 
 1 
 
 18 
 
 35 
 
 38 
 
 19 
 
 11 
 
 2 
 
 1 
 
 1 
 
 126 
 
 72 
 
 57 
 
 7 Girls 
 
 
 
 
 
 
 
 19 
 
 36 
 
 21 
 
 33 
 
 6 
 
 3 
 
 2 
 
 
 120 
 
 65 
 
 54 
 
 Total 
 
 
 
 
 
 
 1 
 
 37 
 
 71 
 
 59 
 
 52 
 
 17 
 
 5 
 
 3 
 
 1 
 
 246 
 
 137 
 
 56 
 
 Total 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Boys 
 
 112 
 
 189 
 
 237 
 
 227 
 
 204 
 
 182 
 
 177 
 
 159 
 
 98 
 
 53 
 
 25 
 
 4 
 
 2 
 
 1 
 
 1670 
 
 869 
 
 52 
 
 Girls 
 
 142 
 
 207 
 
 252 
 
 187 
 
 189 
 
 199 
 
 163 
 
 142 
 
 68 
 
 51 
 
 9 
 
 4 
 
 2 
 
 
 1615 
 
 688 
 
 43 
 
 Total 
 
 254 
 
 396 
 
 489 
 
 414 
 
 393 
 
 381 
 
 340 
 
 301 
 
 166 
 
 104 
 
 34 
 
 8 
 
 4 
 
 1 
 
 3285 
 
 1557 
 
 47 
 
 45 
 
All White Elementary Schools (Continued) 
 
 GRADE 
 
 12 
 
 13 
 
 14 
 
 A 
 
 15 
 
 GE 
 
 16 
 
 17 
 
 18 
 
 19 
 
 20 
 
 Total 
 
 Above 
 Nor. 
 Age 
 
 % 
 Above 
 Nor. 
 Age 
 
 Boys _ _ .:_ 
 
 
 
 1 
 
 4 
 
 5 
 
 
 
 
 1 
 
 11 
 
 11 
 
 100 
 
 7 Girls 
 
 
 
 3 
 
 6 
 
 9 
 
 1 
 
 
 
 
 12 
 
 12 
 
 100 
 
 Total - ... 
 
 
 
 4 
 
 10 
 
 7 
 
 1 
 
 
 
 1 
 
 23 
 
 23 
 
 100 
 
 Boys 
 
 5 
 
 16 
 
 MM 
 
 24 
 
 20 
 
 10 
 
 13 
 
 4 
 
 3 
 
 
 95 
 
 50 
 
 52 
 
 8 Girls 
 
 1 
 
 7 
 
 17 
 
 99 
 
 11 
 
 3 
 
 9 
 
 1 
 
 
 64 
 
 39 
 
 61 
 
 Total 
 
 6 
 
 2,3 
 
 41 
 
 4?, 
 
 21 
 
 16 
 
 6 
 
 4 
 
 
 159 
 
 89 
 
 56 
 
 Boys - - 
 
 
 
 9 
 
 mmw 
 
 11 
 
 16 
 
 13 
 
 3 
 
 1 
 
 4 
 
 57 
 
 37 
 
 65 
 
 9 Girls 
 
 
 1 
 
 8 
 
 2?, 
 
 20 
 
 4 
 
 2 
 
 1 
 
 1 
 
 59 
 
 28 
 
 47 
 
 Total 
 
 
 1 
 
 17 
 
 33 
 
 36 
 
 17 
 
 5 
 
 2 
 
 5 
 
 116 
 
 65 
 
 56 
 
 Boys 
 
 
 
 
 7 
 
 mmtm 
 11 
 
 6 
 
 8 
 
 3 
 
 
 35 
 
 17 
 
 48 
 
 10 Girls .... 
 
 
 
 
 10 
 
 23 
 
 7 
 
 8 
 
 1 
 
 2 
 
 51 
 
 18 
 
 35 
 
 * TotaL-_ _ 
 
 
 
 
 17 
 
 34 
 
 13 
 
 16 
 
 4 
 
 2 
 
 86 
 
 35 
 
 41 
 
 Boys 
 
 
 
 
 1 
 
 4 
 
 uv. 
 
 10 
 
 3 
 
 1 
 
 2 
 
 21 
 
 6 
 
 29 
 
 11 Girls 
 
 
 
 
 1 
 
 11 
 
 10 
 
 8 
 
 2 
 
 
 32 
 
 10 
 
 31 
 
 Total 
 
 
 
 
 ?, 
 
 15 
 
 20 
 
 11 
 
 3 
 
 2 
 
 53 
 
 16 
 
 30 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Boys 
 
 5 
 
 16 
 
 34 
 
 43 
 
 46 
 
 42 
 
 18 
 
 8 
 
 7 
 
 219 
 
 121 
 
 55 
 
 Total Girls 
 
 1 
 
 8 
 
 38 
 
 61 
 
 67 
 
 25 
 
 20 
 
 5 
 
 3 
 
 218 
 
 107 
 
 49 
 
 Total 
 
 6 
 
 24 
 
 62 
 
 104 
 
 113 
 
 67 
 
 38 
 
 13 
 
 10 
 
 437 
 
 228 
 
 52 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Age-Grade Distribution. Net Enrollment on March 1, 1917. Number 
 and Per cent of Pupils above Normal Age. 
 
 All Colored Schools 
 
 
 AGE 
 
 
 Above 
 
 Above 
 
 GRADE 
 
 , 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Total 
 
 Nor. 
 
 Nor. 
 
 
 
 
 
 
 
 
 6 
 
 7 
 
 8 
 
 9 
 
 10 
 
 11 
 
 12 
 
 13 
 
 14 
 
 15 
 
 16 
 
 17 
 
 18 
 
 19 
 
 
 Age 
 
 Age 
 
 Boys 
 
 125 
 
 108 
 
 89 
 
 54 
 
 44 
 
 ~23 
 
 18 
 
 7 
 
 5 
 
 1 
 
 2 
 
 
 
 
 476 
 
 243 
 
 51 
 
 1 Girls- ._ 
 
 175 
 
 125 
 
 95 
 
 53 
 
 55 
 
 27 
 
 20 
 
 6 
 
 5 
 
 3 
 
 
 
 
 
 564 
 
 264 
 
 47 
 
 Total- __ 
 
 300 
 
 233 
 
 i 
 
 184 
 
 j^^ 
 
 107 
 
 99 
 
 50 
 
 38 
 
 13 
 
 10 
 
 4 
 
 2 
 
 
 
 
 1040 
 
 507 
 
 48 
 
 Boys 
 
 
 2 
 
 10 
 
 31 
 
 17 
 
 12 
 
 6 
 
 8 
 
 2 
 
 2 
 
 
 
 
 
 90 
 
 78 
 
 87 
 
 2 Girls-- _ 
 
 
 16 
 
 21 
 
 29 
 
 28 
 
 21 
 
 9 
 
 5 
 
 3 
 
 2 
 
 
 
 
 
 134 
 
 97 
 
 65 
 
 Total. . - 
 
 
 18 
 
 31 
 
 60 
 
 45 
 
 33 
 
 15 
 
 13 
 
 5 
 
 4 
 
 
 
 
 
 224 
 
 175 
 
 78 
 
 Boys - 
 
 
 
 6 
 
 15 
 
 26 
 
 14 
 
 11 
 
 13 
 
 8 
 
 1 
 
 
 1 
 
 
 
 95 
 
 74 
 
 78 
 
 3 Girls 
 
 
 
 14 
 
 27 
 
 27 
 
 23 
 
 14 
 
 10 
 
 4 
 
 3 
 
 
 
 
 
 122 
 
 81 
 
 66 
 
 Total. __ 
 
 
 
 20 
 
 42 
 
 53 
 
 37 
 
 25 
 
 23 
 
 12 
 
 4 
 
 
 1 
 
 
 
 217 
 
 156 
 
 71 
 
 Boys 
 
 
 
 2 
 
 3 
 
 10 
 
 13 
 
 13 
 
 24 
 
 7 
 
 3 
 
 6 
 
 1 
 
 
 
 82 
 
 67 
 
 82 
 
 4 Girls_ 
 
 
 
 1 
 
 5 
 
 32 
 
 21 
 
 28 
 
 15 
 
 14 
 
 5 
 
 6 
 
 
 
 
 127 
 
 89 
 
 70 
 
 TotaL-_ 
 
 
 
 3 
 
 8 
 
 42 
 
 34 
 
 41 
 
 39 
 
 21 
 
 8 
 
 12 
 
 1 
 
 
 
 209 
 
 156 
 
 75 
 
 Boys 
 
 
 
 
 1 
 
 4 
 
 11 
 
 12 
 
 18 
 
 9 
 
 2 
 
 7 
 
 7 
 
 1 
 
 1 
 
 73 
 
 57 
 
 78 
 
 5 Girls... _ 
 
 
 
 
 3 
 
 9 
 
 15 
 
 20 
 
 26 
 
 18 
 
 3 
 
 4 
 
 1 
 
 2 
 
 1 
 
 102 
 
 75 
 
 74 
 
 Total __ 
 
 
 
 
 4 
 
 13 
 
 26 
 
 32 
 
 44 
 
 27 
 
 5 
 
 11 
 
 8 
 
 3 
 
 2 
 
 175 
 
 132 
 
 75 
 
 Boys 
 
 
 
 
 
 
 5 
 
 12 
 
 8 
 
 6 
 
 5 
 
 8 
 
 5 
 
 3 
 
 4 
 
 56 
 
 39 
 
 70 
 
 6 Girls 
 
 
 
 
 
 1 
 
 17 
 
 20 
 
 19 
 
 17 
 
 5 
 
 6 
 
 3 
 
 1 
 
 1 
 
 90 
 
 52 
 
 58 
 
 Total--. 
 
 
 
 
 
 1 
 
 22 
 
 32 
 
 27 
 
 23 
 
 10 
 
 14 
 
 8 
 
 4 
 
 5 
 
 146 
 
 91 
 
 62 
 
 Boys 
 
 
 
 
 
 
 
 1 
 
 4 
 
 11 
 
 3 
 
 2 
 
 2 
 
 1 
 
 7 
 
 31 
 
 26 
 
 84 
 
 7 Girls..-. 
 
 
 
 
 
 
 
 7 
 
 13 
 
 10 
 
 5 
 
 7 
 
 4 
 
 2 
 
 2 
 
 50 
 
 30 
 
 60 
 
 Total-.. 
 
 
 
 
 
 
 
 8 
 
 17 
 
 21 
 
 8 
 
 9 
 
 6 
 
 3 
 
 9 
 
 81 
 
 56 
 
 69 
 
 Boys 
 
 
 
 
 
 
 
 2 
 
 3 
 
 4 
 
 4 
 
 1 
 
 
 1 
 
 
 15 
 
 6 
 
 40 
 
 8 Girls... 
 
 
 
 
 
 
 1 
 
 1 
 
 8 
 
 6 
 
 6 
 
 2 
 
 4 
 
 
 
 28 
 
 12 
 
 43 
 
 Total... 
 
 
 
 
 
 
 1 
 
 3 
 
 11 
 
 10 
 
 10 
 
 3 
 
 4 
 
 1 
 
 
 43 
 
 18 
 
 42 
 
 Boys 
 
 
 
 
 
 
 
 
 
 3 
 
 2 
 
 4 
 
 4 
 
 1 
 
 
 14 
 
 9 
 
 64 
 
 9 Girls 
 
 
 
 
 
 
 
 4 
 
 4 
 
 7 
 
 5 
 
 6 
 
 3 
 
 1 
 
 
 30 
 
 10 
 
 33 
 
 Total. _. 
 
 
 
 
 
 
 
 4 
 
 4 
 
 10 
 
 7 
 
 10 
 
 7 
 
 2 
 
 
 44 
 
 19 
 
 43 
 
 Total 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Boys _ 
 
 125 
 
 110 
 
 107 
 
 104 
 
 101 
 
 78 
 
 75 
 
 85 
 
 55 
 
 23 
 
 30 
 
 20 
 
 6 
 
 12 
 
 932 
 
 599 
 
 64 
 
 Girls 
 
 175 
 
 141 
 
 131 
 
 117 
 
 152 
 
 125 
 
 123 
 
 106 
 
 83 
 
 37 
 
 31 
 
 15 
 
 7 
 
 4 
 
 1247 
 
 710 
 
 60 
 
 Total. __ 
 
 300 
 
 251 
 
 238 
 
 221 
 
 253 
 
 203 
 
 198 
 
 191 
 
 138 
 
 60 
 
 61 
 
 35 
 
 13 
 
 16 
 
 2179 
 
 1309 
 
 60 
 
 47 
 
With such figures as these as hand it would be possible 
 to make a long and complicated dissertation. This, however, 
 is not necessary. Suffice it here to point out one or two out- 
 standing situations. 
 
 In the white elementary schools every other pupil, prac- 
 tically, is one year or more behind in normal progress 
 through the grades, while 73 pupils, or about 2 in every 100, 
 are four years or more behind schedule time. In addition to 
 these facts is the very large amount of falling off, or drop- 
 ping out from the first grade through the seventh. This 
 last matter will be treated separately in succeeding para- 
 graphs. 
 
 In the high school the percentage above normal age is 
 also very large; more than 50% fail to make normal prog- 
 ress. Here also the number who leave school mounts far 
 too high. 
 
 Among the colored children, where the attendance rec- 
 ords show up so very poorly the progress through the grades 
 likewise show r s up most unfavorably. . In several of the 
 grades three out of every four pupils are from one to seven 
 years behind time and in the others two out of every four 
 are lagging from one to nine years in the rear. On the 
 whole, three out of every five colored pupils fail to be pro- 
 moted every year. 
 
 Of course there are many other causes besides irregular 
 attendance which contribute to this condition in all the 
 schools. Poor health, contagious diseases, crow4ed rooms 
 which does not permit teachers an opportunity to give the 
 necessary individual attention to pupils, insufficient teaching 
 apparatus, etc. No one cause brings about this condition, 
 but a long series of causes, attention to which has been and 
 will be called in this report. 
 
 While it is costly to provide all these correct teaching 
 conditions, it is much more costly to have one-half the entire 
 student body lagging behind in their work, repeating work 
 already gone over once. 
 
 Exactly how much worse this condition is in Winston- 
 Salem than elsewhere can be illustrated by the following 
 table which compares the situation in the white elementary 
 schools with the schools in eight other cities of like size. 
 Comment upon the comparison is unnecessary. 
 
 It is not to be expected that of every 100 pupils who 
 enter the first grade an equal number will reach the seventh 
 grade or enter the high school. Some of these children will 
 move away, some may die, others may move into the dis- 
 trict, etc. In order to provide for such conditions in making 
 comparative studies the standard by which to judge the 
 amount of elimination in any system is the so-called ' 'larg- 
 
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est age group. " This is the largest number of children of 
 any one age in a school system for any one given school year. 
 Comparison of one system with another is made by finding 
 the percentage relation between the number in this largest 
 age group and the number in each of the grades in the sev- 
 eral schools compared. In theory the percentage relation 
 should be 100 for all the grades. Where it is more than this 
 a corresponding amount of retardatien is evident. Where 
 it is less than this a corresponding amount of elimination is 
 shown. 
 
 The following table compares Winston- Salem with eight 
 other cities of its own population group in this way for both 
 the white and the negro schools. 
 
 Table showing the percentage relation between the largest age group 
 and the number found in each grade in Winston-Salem compared 
 with certain other cities of like size. 
 White Schools 
 
 CITIES 
 
 Lar- 
 gest 
 Age 
 Gr. 
 
 Elementary School Grades 
 
 H 
 
 . S. 
 2 
 
 Yea 
 3 
 
 rs 
 4 
 
 1 
 
 2 |3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 
 
 1 
 
 Danbury, Conn. / B 
 
 142 
 130 
 
 174 
 194 
 
 169 
 170 
 
 113 
 105 
 
 100 
 
 98 
 
 93 
 104 
 
 103 
 
 140 
 
 104 
 
 101 
 
 131 
 142 
 
 117 
 102 
 
 126 
 166 
 
 138 
 127 
 
 146 
 158 
 
 180 
 190 
 
 152 
 114 
 
 152 
 114 
 
 141 
 124 
 
 313 
 
 280 
 
 149 
 137 
 
 121 
 105 
 
 92 
 104 
 
 92 
 
 86 
 
 98 
 69 
 
 135 
 132 
 
 113 
 
 81 
 
 94 
 
 72 
 
 219 
 190 
 
 113 
 104 
 
 219 
 137 
 
 92 
 
 72 
 
 122 
 124 
 
 134 
 119 
 
 114 
 
 108 
 
 80 
 90 
 
 124 
 
 85 
 
 133 
 106 
 
 89 
 66 
 
 108 
 125 
 
 223 
 
 185 
 
 139 
 146 
 
 95 
 104 
 
 104 
 91 
 
 100 
 98 
 
 100 
 
 117 
 
 126 
 93 
 
 103 
 69 
 
 145 
 117 
 
 186 
 168 
 
 115 
 90 
 
 69 
 
 80 
 
 92 
 101 
 
 92 
 107 
 
 112 
 86 
 
 107 
 
 74 
 
 78 
 61 
 
 125 
 131 
 
 133 
 
 128 
 
 92 
 89 
 
 54 
 52 
 
 103 
 93 
 
 95 
 95 
 
 87 
 108 
 
 76 
 
 82 
 
 87 
 49 
 
 63 
 97 
 
 104 
 100 
 
 58 
 72 
 
 36 
 47 
 
 77 
 91 
 
 91 
 
 80 
 
 101 
 90 
 
 54 
 61 
 
 71 
 51 
 
 69 
 
 82 
 
 96 
 
 84 
 
 43 
 44 
 
 64 
 68 
 
 75 
 56 
 
 75 
 101 
 
 54 
 29 
 
 61 
 50 
 
 56 
 
 87 
 
 61 
 56 
 
 75 
 101 
 
 43 
 29 
 
 49 
 61 
 
 32 
 41 
 
 63 
 67 
 
 38 
 36 
 
 97 
 108 
 
 29 
 41 
 
 44 
 19 
 
 48 
 74 
 
 72 
 45 
 
 48 
 45 
 
 97 
 108 
 
 29 
 29 
 
 25 
 43 
 
 18 
 
 28 
 
 43 
 64 
 
 24 
 
 26 
 
 59 
 
 79 
 
 8 
 7 
 
 37 
 23 
 
 12 
 34 
 
 43 
 41 
 
 25 
 34 
 
 59 
 64 
 
 8 
 
 7 
 
 14 
 18 
 
 7 
 11 
 
 32 
 
 78 
 
 17 
 19 
 
 52 
 61 
 
 4 
 4 
 
 7 
 24 
 
 15 
 33 
 
 26 
 35 
 
 15 
 24 
 
 52 
 61 
 
 4 
 
 4 
 
 4 
 5 
 
 25 
 32 
 
 20 
 20 
 
 107 
 61 
 
 3 
 2 
 
 10 
 9 
 
 3 
 12 
 
 16 
 
 22 
 
 15 
 
 16 
 
 107 
 61 
 
 3 
 2 
 
 \G 
 
 Columbus, Ga._ _ . - / B 
 
 \G 
 Galesburg, 111. / B 
 
 \G 
 
 Peabody, Mass... ./B 
 
 \G 
 
 Ann Arbor, Mich. / B 
 
 \G 
 
 Irvington, N. J. / B 
 
 \G 
 
 Dunkirk NY /B 
 
 (G 
 
 Enid, Oklahoma, . . . . / B 
 
 VG 
 
 Wlnston-Salem, N. C..../B 
 
 \G 
 
 Median / B 
 
 113 
 130 
 
 169 
 194 
 
 93 
 
 98 
 
 146 
 127 
 
 313 
 280 
 
 117 
 102 
 
 122 
 108 
 
 223 
 185 
 
 80 
 66 
 
 104 
 104 
 
 186 
 168 
 
 100 
 91 
 
 107 
 90 
 
 133 
 128 
 
 78 
 61 
 
 87 
 93 
 
 104 
 108 
 
 54 
 49 
 
 71 
 
 80 
 
 101 
 91 
 
 36 
 47 
 
 VG 
 
 High /B 
 
 -TO 
 
 Low.. _/B 
 
 \G 
 
 49 
 
Table showing the percentage relations between the largest age group 
 and the number found in each grade in Winston-Salem compared 
 with certain other cities of like size. 
 
 Negro Schools 
 
 CITIES 
 
 Lar- 
 gest 
 Age 
 Gr. 
 
 I 
 1 
 
 jlementary School Year 
 
 H 
 1 
 
 . S. 
 
 Year 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
 92 
 89 
 
 54 
 52 
 
 103 
 93 
 
 95 
 95 
 
 87 
 118 
 
 76 
 
 82 
 
 87 
 49 
 
 63 
 
 97 
 
 45 
 51 
 
 7 
 
 8 
 
 3 
 
 4 
 
 Danbury, Conn. f B 
 
 142 
 130 
 
 147 
 194 
 
 169 
 170 
 
 103 
 105 
 
 100 
 
 98 
 
 93 
 104 
 
 103 
 140 
 
 104 
 101 
 
 125 
 175 
 
 117 
 102 
 
 126 
 166 
 
 128 
 127 
 
 146 
 158 
 
 180 
 190 
 
 152 
 114 
 
 152 
 114 
 
 141 
 124 
 
 381 
 322 
 
 146 
 127 
 
 381 
 322 
 
 117 
 102 
 
 149 
 137 
 
 121 
 105 
 
 92 
 104 
 
 92 
 86 
 
 98 
 69 
 
 135 
 
 132 
 
 113 
 
 81 
 
 94 
 
 72 
 
 72 
 76 
 
 98 
 86 
 
 149 
 137 
 
 74 
 69 
 
 122 
 124 
 
 134 
 119 
 
 114 
 108 
 
 80 
 90 
 
 124 
 
 85 
 
 133 
 
 106 
 
 89 
 66 
 
 108 
 125 
 
 76 
 70 
 
 114 
 106 
 
 133 
 
 125 
 
 76 
 
 66 
 
 139 
 146 
 
 95 
 104 
 
 104 
 91 
 
 100 
 98 
 
 100 
 117 
 
 126 
 93 
 
 103 
 69 
 
 145 
 117 
 
 66 
 73 
 
 103 
 
 98 
 
 145 
 117 
 
 66 
 69 
 
 115 
 90 
 
 69 
 
 80 
 
 92 
 100 
 
 92 
 107 
 
 112 
 86 
 
 107 
 74 
 
 78 
 61 
 
 125 
 131 
 
 58 
 58 
 
 92 
 86 
 
 125 
 131 
 
 58 
 58 
 
 58 
 72 
 
 36 
 47 
 
 77 
 91 
 
 91 
 80 
 
 101 
 90 
 
 54 
 61 
 
 71 
 51 
 
 69 
 
 82 
 
 25 
 
 28 
 
 43 
 44 
 
 64 
 
 68 
 
 75 
 56 
 
 75 
 
 101 
 
 54 
 
 29 
 
 61 
 50 
 
 56 
 
 87 
 
 49 
 61 
 
 32 
 41 
 
 63 
 
 77 
 
 38 
 36 
 
 97 
 
 108 
 
 29 
 41 
 
 44 
 19 
 
 48 
 74 
 
 12 
 16 
 
 25 
 43 
 
 18 
 
 28 
 
 43 
 
 64 
 
 24 
 26 
 
 59 
 79 
 
 8 
 
 7 
 
 37 
 23 
 
 12 
 34 
 
 11 
 17 
 
 14 
 
 18 
 
 7 
 11 
 
 32 
 
 78 
 
 17 
 19 
 
 52 
 61 
 
 4 
 4 
 
 7 
 24 
 
 15 
 33 
 
 4 
 5 
 
 25 
 32 
 
 20 
 20 
 
 107 
 57 
 
 3 
 2 
 
 10 
 9 
 
 3 
 
 12 
 
 10 
 12 
 
 107 
 61 
 
 3 
 
 2 
 
 \G 
 
 Columbus, Ga. / B 
 
 to 
 
 Galesburg 111 /B 
 
 to 
 
 Peabody. Mass. _ / B 
 
 to 
 
 Ann Arbor Mich. / B 
 
 \G 
 
 Irvington, N. J._. / B 
 
 \Q 
 
 Dunkirk N. Y. / B 
 
 \G 
 Enid. Oklahoma . / B 
 
 to 
 
 Winston-Salem, N.C...-/B 
 
 to 
 
 Median.. -/B 
 
 113 
 130 
 
 169 
 194 
 
 93 
 98 
 
 87 
 89 
 
 103 
 108 
 
 45 
 
 49 
 
 69 
 
 72 
 
 101 
 91 
 
 25 
 
 28 
 
 61 
 56 
 
 75 
 101 
 
 43 
 
 29 
 
 44 
 41 
 
 97 
 108 
 
 12 
 16 
 
 24 
 
 28 
 
 43 
 64 
 
 8 
 
 7 
 
 14* 
 21| 
 
 52 
 
 78 
 
 4 
 4 
 
 /G 
 High / B 
 
 \Q 
 
 Low-_ ../B 
 
 \G 
 
 These tables show very clearly that in the white schools 
 there is an unusual number of repeaters in the first five 
 grades and a rapid dropping out from the seventh grade on 
 through the high school. In the negro schools the first 
 grade percentage shows up a great number of repeaters and 
 elimination or dropping out begins at once in great numbers 
 with the second grade continuing on through the two years 
 of high school work offered the negroes. 
 
 These are the facts. What the actual causes are in the 
 
 50 
 
case of Winston-Salem can be determined only by a very 
 careful and systematic investigation of the course of study 
 and methods of teaching. The working conditions as let 
 forth in this report doubtless contribute to the present situ- 
 tion but they are probably not fundamental. It is possible 
 that more provision needs to be made for opportunity to give 
 individual attention to many pupils by some plan of special 
 teachers, part time classes, vacation schools, more flexible 
 promotion, or some other of the various means now used in 
 handling the problem of retardation and elimination. As 
 has been said, the Superintendent has recognized and set 
 forth this condition of affairs in his annual reports and the 
 time seems to be at hand when something needs to be done 
 about it. What shall be done rests with the city's delegated 
 school authorities. 
 
 RECOMMENDATION 
 
 It seems wise, therefore: 
 
 That the course of study and methods of teaching em- 
 ployed in the schools be carefully investigated with the 
 idea in mind of making such changes in these two re- 
 spects and in respect to teaching conditions in general 
 as will serve to prevent so great an amount of retarda- 
 tion and elimination. 
 
 51 
 
V. THE TEACHING STAFF AND 
 SUPERVISORY OFFICERS 
 
 By DR. J. H. JOHNSTON 
 
 The present teaching staff of the Winston-Salem schools 
 includes 142 teachers. Of these, 106 are white and 36 are 
 colored. 
 
 The following tables show the important facts regarding 
 these teachers. The items recorded for each teacher in 
 order are: Grade or subject taught, School, Sex, Color, Age, 
 Years Training, Experience (in teaching) in Winston-Salem, 
 Experience (in teaching) Elsewhere, Salary Now, and Sal- 
 ary 1913, (the year Winston and Salem were consolidated.) 
 
 TABLE I. 
 
 ELEMENTARY SCHOOL TEACHERS 
 WHITE 
 
 
 
 
 
 
 
 Years 
 
 
 
 
 
 
 
 
 
 
 Training 
 
 Experience 
 
 
 
 
 I 
 
 
 
 t 
 
 
 
 
 JP 
 
 
 I 
 
 d 
 
 '& 
 
 
 CO 
 
 
 
 
 
 
 
 3 
 
 
 "03 
 
 m 
 
 
 g 
 
 
 
 
 
 
 
 
 
 1 
 
 CO 
 
 3 
 
 
 
 1 
 
 
 '^ 
 
 
 | 
 
 "3 
 
 1 
 
 .d 
 
 g 
 
 
 
 O 
 
 1 
 
 1 
 
 1 
 
 1 
 
 3 
 
 o 
 
 d 
 
 I 
 
 1 
 
 1 
 
 1 
 
 1 
 
 Gran. 
 
 F 
 
 W 
 
 40 
 
 4 
 
 
 1 
 
 18 
 
 $450.00 
 
 $450.00 
 
 2 
 
 1 
 
 Gran. 
 
 F 
 
 W 
 
 40 
 
 2 
 
 
 8 
 
 6 
 
 517.00 
 
 427.50 
 
 3 
 
 1 
 
 Gran. 
 
 F 
 
 W 
 
 40 
 
 
 2^ 
 
 2 
 
 16 
 
 495.00 
 
 472.50 
 
 4 
 
 2 
 
 Gran. 
 
 F 
 
 W 
 
 26 
 
 6 
 
 
 4 
 
 3 
 
 472.50 
 
 405.00 
 
 5 
 
 2 
 
 Gran. 
 
 F 
 
 W 
 
 28 
 
 3 
 
 
 2 
 
 8 
 
 495.00 
 
 450.00 
 
 6 
 
 3 
 
 Gran. 
 
 F 
 
 W 
 
 23 
 
 4 
 
 
 4 
 
 
 405.00 
 
 225.00 
 
 7 
 
 3, 
 
 Gran. 
 
 F 
 
 W 
 
 22 
 
 3 
 
 
 2 
 
 2 
 
 450.00 
 
 405.00 
 
 8 
 
 4 
 
 Gran. 
 
 F 
 
 W 
 
 26 
 
 5 
 
 
 3 
 
 3 
 
 495.00 
 
 450.00 
 
 9 
 
 4 
 
 Gran. 
 
 F 
 
 W 
 
 27 
 
 2 
 
 
 4 
 
 3 
 
 .495.00 
 
 427.50 
 
 10 
 
 3 
 
 Gran. 
 
 F 
 
 W 
 
 28 
 
 
 
 3. 
 
 14 
 
 495.00 
 
 450.00 
 
 11 
 
 5 
 
 Gran. 
 
 F 
 
 W 
 
 30 
 
 3 
 
 
 4 
 
 5 
 
 562.50 
 
 495.00 
 
 12 
 
 7 
 
 Gran. 
 
 F 
 
 W 
 
 25 
 
 4 
 
 
 2 
 
 3 
 
 562.50 
 
 540.00 
 
 13 
 
 1 
 
 Cen. 
 
 F 
 
 W 
 
 35 
 
 3 
 
 
 2 
 
 14 
 
 585.00 
 
 540.00 
 
 14 
 
 1 
 
 Cen. 
 
 F 
 
 W 
 
 21 
 
 3 
 
 
 1 
 
 
 572.50 
 
 
 15 
 
 2 
 
 Cen. 
 
 F 
 
 W 
 
 23 
 
 6 
 
 
 3 
 
 
 517.50 
 
 450.00 
 
 16 
 
 3 
 
 Cen. 
 
 F 
 
 W 
 
 24 
 
 3 
 
 
 4 
 
 
 517.50 
 
 450.00 
 
 17 
 
 4 
 
 Cen. 
 
 F 
 
 W 
 
 28 
 
 
 4 
 
 3 
 
 5 
 
 585.00 
 
 495.00 
 
 52 
 
TABLE I. CONTINUED 
 
 
 
 
 
 
 
 Years 
 
 
 
 
 
 
 
 
 
 
 Training 
 
 Experience 
 
 
 
 
 I 
 
 . 
 
 
 
 
 
 
 1 
 
 
 1 
 
 f 
 
 
 
 
 '- 
 
 
 h 
 
 
 & 
 
 1 
 
 1 
 
 1 
 
 -t-3 
 
 
 
 
 
 
 
 O 
 
 
 
 
 
 
 
 
 
 O 
 
 1 
 
 x 
 1 
 
 6 
 
 & 
 
 
 
 
 
 fc 
 
 
 
 S 
 
 1 
 
 3 
 
 18 
 
 5 
 
 Cen. 
 
 F 
 
 w 
 
 34 
 
 
 
 2 
 
 12 
 
 540.00 
 
 540.00 
 
 19 
 
 6 
 
 Cen. 
 
 F 
 
 w 
 
 26 
 
 2 
 
 
 4 
 
 2 
 
 585.00 
 
 495.00 
 
 20 
 
 1 
 
 East 
 
 F 
 
 w 
 
 31 
 
 
 
 7 
 
 2 
 
 517.50 
 
 400^00 
 
 21 
 
 1 
 
 East 
 
 F 
 
 w 
 
 32 
 
 
 
 3 
 
 8 
 
 562.50 
 
 495.00 
 
 22 
 
 1 
 
 East 
 
 F 
 
 w 
 
 29 
 
 
 
 3 
 
 4 
 
 562.50 
 
 495.00 
 
 23 
 
 1 
 
 East' 
 
 F 
 
 w 
 
 22 
 
 3 
 
 
 1 
 
 1 
 
 495.00 
 
 
 24 
 
 2 
 
 East 
 
 F 
 
 w 
 
 22 
 
 2 
 
 
 2 
 
 
 472 50 
 
 450.00 
 
 25 
 
 2 
 
 East 
 
 F 
 
 w 
 
 27 
 
 
 4 
 
 10 
 
 
 517.50 
 
 427.50 
 
 26 
 
 2 
 
 East 
 
 F 
 
 w 
 
 30 
 
 
 
 2 
 
 8 
 
 517.50 
 
 495.00 
 
 27 
 
 3 
 
 East 
 
 F 
 
 w 
 
 23 
 
 3 
 
 
 1 
 
 4 
 
 495.00 
 
 
 28 
 
 3 
 
 East 
 
 F 
 
 w 
 
 22 
 
 2 
 
 
 1 
 
 2 
 
 495.00 
 
 
 29 
 
 3 
 
 East 
 
 F 
 
 w 
 
 30 
 
 2 
 
 
 5 
 
 5 
 
 562.50 
 
 495.00 
 
 30 
 
 4 
 
 East 
 
 F 
 
 w 
 
 31 
 
 
 5 
 
 4 
 
 4 
 
 562.50 
 
 472.50 
 
 31 
 
 4 
 
 East 
 
 F 
 
 w 
 
 48 
 
 4 
 
 
 20 
 
 2 
 
 562.50 
 
 495.00 
 
 32 
 
 5 
 
 East 
 
 F 
 
 w 
 
 23 
 
 4 
 
 
 3 
 
 
 495.00 
 
 360.00 
 
 33 
 
 5 
 
 East 
 
 F 
 
 w 
 
 30 
 
 2 
 
 
 5 
 
 2 
 
 317.50 
 
 427.50 
 
 34 
 
 6 
 
 East 
 
 F 
 
 w 
 
 35 
 
 4 
 
 
 13 
 
 
 585.00 
 
 540.00 
 
 35 
 
 7 
 
 East 
 
 F 
 
 w 
 
 22 
 
 2 
 
 
 2 
 
 3 
 
 562.50 
 
 495.00 
 
 36 
 
 Asst. 
 
 East 
 
 F 
 
 w 
 
 22 
 
 4 
 
 
 1 
 
 
 270.00 
 
 
 37 
 
 1 
 
 Fair 
 
 F 
 
 w 
 
 35 
 
 4 
 
 
 4 
 
 10 
 
 657.50 
 
 495.00 
 
 38 
 
 1 
 
 Fair 
 
 F 
 
 w 
 
 28 
 
 
 4 
 
 1 
 
 5 
 
 540.00 
 
 
 39 
 
 1 
 
 Fair 
 
 F 
 
 w 
 
 26 
 
 2 
 
 
 6 
 
 
 405.00 
 
 315.00 
 
 40 
 
 2 
 
 Fair 
 
 F 
 
 w 
 
 22 
 
 2 
 
 
 2 
 
 
 405.00 
 
 315.00 
 
 41 
 
 2 
 
 Fair 
 
 F 
 
 w 
 
 24 
 
 2? 
 
 
 2 
 
 4 
 
 450.00 
 
 405.00 
 
 42 
 
 2 
 
 Fair 
 
 F 
 
 w 
 
 29 
 
 3 
 
 
 2 
 
 7 
 
 540.00 
 
 540.00 
 
 43 
 
 3 
 
 Fair 
 
 F 
 
 w 
 
 25 
 
 
 5 
 
 4 
 
 2 
 
 495.00 
 
 405.00 
 
 44 
 
 Asst 
 
 Fair 
 
 F 
 
 w 
 
 22 
 
 2 
 
 
 2 
 
 1 
 
 382.50 
 
 360.00 
 
 45 
 
 1 
 
 North 
 
 F 
 
 w 
 
 25 
 
 3 
 
 
 6 
 
 
 $495.00 
 
 $360.00 
 
 46 
 
 1 
 
 North 
 
 F 
 
 w 
 
 26 
 
 2 
 
 
 7 
 
 
 517.50 
 
 382.50 
 
 47 
 
 1 
 
 North 
 
 F 
 
 w 
 
 25 
 
 3 
 
 
 5 
 
 
 427.50 
 
 315.00 
 
 48 
 
 2 
 
 North 
 
 F 
 
 w 
 
 25 
 
 1 
 
 
 7 
 
 
 472.50 
 
 360.00 
 
 49 
 
 2 
 
 North 
 
 F 
 
 w 
 
 24 
 
 '5 
 
 
 1 
 
 4 
 
 405.00 
 
 
 50 
 
 3 
 
 North 
 
 F 
 
 w 
 
 22 
 
 3 
 
 
 1 
 
 3 
 
 450.00 
 
 
 51 
 
 3 
 
 North 
 
 F 
 
 w 
 
 26 
 
 2 
 
 
 7 
 
 1 
 
 472.50 
 
 360.00 
 
 52 
 
 4 
 
 North 
 
 F 
 
 w 
 
 26 
 
 2 
 
 
 7 
 
 1 
 
 472.50 
 
 382.50 
 
 53 
 
 4 
 
 North 
 
 F 
 
 w 
 
 24 
 
 4 
 
 
 1 
 
 3 
 
 450.00 
 
 
 54 
 
 4 
 
 North 
 
 F 
 
 w 
 
 34 
 
 2 
 
 
 16 
 
 
 540.00 
 
 472.50 
 
 55 
 
 5 
 
 North 
 
 F 
 
 w 
 
 27 
 
 3 
 
 
 3 
 
 4 
 
 540.00 
 
 495.00 
 
 56 
 
 5 
 
 North 
 
 F 
 
 w 
 
 25 
 
 3 
 
 
 6 
 
 
 495.00 
 
 337.50 
 
 57 
 
 6 
 
 North 
 
 F 
 
 w 
 
 21 
 
 4 
 
 
 1 
 
 1 
 
 472.50 
 
 
 58 
 
 6 
 
 North 
 
 F 
 
 w 
 
 21 
 
 4 
 
 
 ti 
 
 1\ 
 
 495.00 
 
 450.00 
 
 59 
 
 '7 
 
 North 
 
 F 
 
 w 
 
 30 
 
 4 
 
 
 2 
 
 6 
 
 517.50 
 
 495.00 
 
 60 
 
 7 
 
 North 
 
 F 
 
 w 
 
 42 
 
 4 
 
 
 4 
 
 1 
 
 585.00 
 
 450.00 
 
 53 
 
TABLE I CONTINUED 
 
 
 
 
 
 
 
 Years 
 
 
 
 
 
 
 
 
 
 
 Training 
 
 Experience 
 
 
 
 
 I 
 
 
 
 
 
 
 
 1 
 
 
 1 
 
 1 ' 
 
 
 m 
 
 
 
 
 
 
 
 3 
 
 
 
 m 
 
 
 
 
 
 
 
 
 
 _H 
 
 i 
 
 i 
 
 >=> 
 
 3 
 
 
 V 
 
 
 
 M 
 
 
 
 9 
 
 +m 
 
 *2 
 
 fl 
 
 &~> 
 
 
 O 
 
 s 
 
 1 
 
 
 
 o 
 
 o 
 
 1 
 
 
 
 E 
 
 o 
 
 I 
 
 i 
 
 1 
 
 1 
 
 61 
 
 7 
 
 North 
 
 F 
 
 w 
 
 26 
 
 3 
 
 
 4 
 
 2 
 
 585.00 
 
 495.00 
 
 62 
 
 Asst 
 
 North 
 
 F 
 
 w 
 
 25 
 
 2 
 
 
 5 
 
 
 450.00 
 
 337.50 
 
 63 
 
 1 
 
 West 
 
 F 
 
 w 
 
 40 
 
 2 
 
 
 12 
 
 10 
 
 607.50 
 
 540.00 
 
 64 
 
 1 
 
 West 
 
 F 
 
 w 
 
 29 
 
 2 
 
 
 9 
 
 
 540.00 
 
 450.00 
 
 65 
 
 1 
 
 West 
 
 F 
 
 w 
 
 25 
 
 2 
 
 
 3^ 
 
 
 427.50 
 
 315.00 
 
 66 
 
 1 
 
 West 
 
 F 
 
 w 
 
 23 
 
 1 
 
 
 4 
 
 
 360.00 
 
 225.00 
 
 67 
 
 2 
 
 West 
 
 F 
 
 w 
 
 36 
 
 3 
 
 
 13 
 
 
 630.00 
 
 540.00 
 
 68 
 
 2 
 
 West 
 
 F 
 
 w 
 
 27 
 
 2 
 
 
 7 
 
 
 540.00 
 
 450.00 
 
 69 
 
 2 
 
 West 
 
 F 
 
 w 
 
 23 
 
 5 
 
 
 3 
 
 
 360.00 
 
 225.00 
 
 70 
 
 2 
 
 West 
 
 F 
 
 w 
 
 26 
 
 3 
 
 
 6 
 
 
 450.00 
 
 337.50 
 
 71 
 
 3 
 
 West 
 
 F 
 
 w 
 
 25 
 
 4 
 
 
 2 
 
 1 
 
 540.00 
 
 540.00 
 
 72 
 
 3 
 
 West 
 
 F 
 
 w 
 
 33 
 
 4 
 
 
 7 
 
 4 
 
 517.50 
 
 427.50 
 
 73 
 
 3 
 
 West 
 
 F 
 
 w 
 
 22 
 
 
 2 
 
 2 
 
 
 405.00 
 
 360.00 
 
 74 
 
 3 
 
 West 
 
 F 
 
 w 
 
 30 
 
 5 
 
 
 5 
 
 5 
 
 562.50 
 
 472.50 
 
 75 
 
 4 
 
 West 
 
 F 
 
 w 
 
 26 
 
 5 
 
 
 1 
 
 4 
 
 495.00 
 
 
 76 
 
 4 
 
 West 
 
 F 
 
 w 
 
 30 
 
 
 
 5 
 
 5 
 
 562.50 
 
 495.00 
 
 77 
 
 4 
 
 West 
 
 F 
 
 w 
 
 24 
 
 3 
 
 
 1 
 
 2 
 
 450.00 
 
 
 78 
 
 4 
 
 West 
 
 F 
 
 w 
 
 29 
 
 2 
 
 
 4 
 
 4 
 
 450.00 
 
 405.00 
 
 79 
 
 5 
 
 West 
 
 F 
 
 w 
 
 24 
 
 4 
 
 
 3 
 
 3 
 
 495.00 
 
 450.00 
 
 80 
 
 5 
 
 West 
 
 F 
 
 w 
 
 24 
 
 4 
 
 
 2 
 
 1 
 
 540.00 
 
 495.00 
 
 81 
 
 5 
 
 West 
 
 F 
 
 w 
 
 24 
 
 4 
 
 
 1 
 
 2 
 
 540.00 
 
 
 82 
 
 6 
 
 West 
 
 F 
 
 w 
 
 36 
 
 4 
 
 
 7 
 
 9 
 
 585.00 
 
 495.00 
 
 83 
 
 6 
 
 West 
 
 F 
 
 w 
 
 30 
 
 3 
 
 
 3 
 
 6 
 
 540.00 
 
 495.00 
 
 84 
 
 6 
 
 West 
 
 F 
 
 w 
 
 30 
 
 4 
 
 
 4 
 
 5 
 
 585.00 
 
 495.00 
 
 85 
 
 7 
 
 West 
 
 F 
 
 w 
 
 25 
 
 4 
 
 
 3 
 
 2 
 
 585.00 
 
 540.00 
 
 86 
 
 7 
 
 West 
 
 F 
 
 w 
 
 27 
 
 5 
 
 
 1 
 
 7 
 
 540.00 
 
 
 87 
 
 Asst 
 
 West 
 
 F 
 
 w 
 
 23 
 
 3 
 
 
 1 
 
 2 
 
 360.00 
 
 
 54 
 
TABLE n. 
 
 ELEMENTARY SCHOOL TEACHERS 
 COLORED 
 
 
 
 
 
 
 
 Years 
 
 
 
 
 
 
 
 
 
 
 Training 
 
 Experience 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 d 
 
 
 S 
 
 
 
 
 
 
 
 g 
 
 
 ^ 
 
 'Sb 
 
 
 fe 
 
 
 
 
 
 
 
 
 "03 
 
 
 J3 
 
 
 
 
 CO 
 
 
 
 
 
 
 
 CO 
 
 03 
 
 
 ^O 
 
 
 S 
 
 
 
 
 
 
 _ 
 
 i 
 H 
 
 fe 
 
 -4-3 
 
 3 
 
 
 
 1 
 
 
 
 
 03 
 
 M 
 
 a 
 
 1 
 
 1 
 
 cs 
 
 jj| 
 
 
 O 
 
 1 
 
 g 
 
 CO 
 
 
 
 bC 
 
 'o 
 O 
 
 1 
 
 1 
 
 1 
 
 1 
 
 CO 
 
 88 
 
 5 
 
 0. S. 
 
 M 
 
 C 
 
 40 
 
 4 
 
 
 4 
 
 15 
 
 $446.25 
 
 $382.50 
 
 89 
 
 1 
 
 0. S. 
 
 F 
 
 C 
 
 38 
 
 
 3 
 
 4 
 
 12 
 
 297.50 
 
 212.50 
 
 90 
 
 IB 2 
 
 0. S. 
 
 F 
 
 C 
 
 28 
 
 
 4 
 
 4 
 
 6 
 
 233.75 
 
 170.00 
 
 91 
 
 1A 2 
 
 0. S. 
 
 F 
 
 C 
 
 24 
 
 
 4 
 
 4 
 
 2 
 
 233.75 
 
 170.00 
 
 92 
 
 1A 1 
 
 0. S. 
 
 F 
 
 C 
 
 21 
 
 
 3 
 
 2 
 
 1 
 
 233.75 
 
 212.50 
 
 93 
 
 1A 1 
 
 0. S. 
 
 F 
 
 C 
 
 23 
 
 
 3 
 
 4 
 
 
 233.75 
 
 170.00 
 
 94 
 
 2A3A 
 
 O. S. 
 
 F 
 
 C 
 
 23 
 
 
 3 
 
 3 
 
 
 255.00 
 
 170.00 
 
 95 
 
 4A 
 
 0. S. 
 
 F 
 
 C 
 
 37 
 
 
 
 3 
 
 2 
 
 233.75 
 
 212.50 
 
 96 
 
 7 
 
 C. H. 
 
 F 
 
 C 
 
 40 
 
 
 4 
 
 15 
 
 
 382.50 
 
 318.75 
 
 97 
 
 IB 
 
 C. H. 
 
 F 
 
 C 
 
 36 
 
 
 6 
 
 4 
 
 11 
 
 382.50 
 
 340.00 
 
 98 
 
 1 &2 
 
 C. H. 
 
 F 
 
 C 
 
 24 
 
 
 4 
 
 6 
 
 
 318.75 
 
 255.00 
 
 99 
 
 3 
 
 C. H. 
 
 F 
 
 C 
 
 30 
 
 4 
 
 
 5 
 
 3 
 
 318.75 
 
 297.50 
 
 100 
 
 4 
 
 C. H. 
 
 F 
 
 C 
 
 23 
 
 
 3 
 
 1 
 
 
 297.50 
 
 
 101 
 
 5 
 
 C. H. 
 
 F 
 
 C 
 
 25 
 
 
 4 
 
 2 
 
 1 
 
 318.75 
 
 297.50 
 
 102 
 
 6 
 
 C. H. 
 
 F 
 
 C 
 
 27 
 
 4 
 
 
 2 
 
 4 
 
 318.75 
 
 297.50 
 
 103 
 
 9 
 
 D. S. 
 
 M 
 
 C 
 
 55 
 
 4 
 
 
 16 
 
 10 
 
 722.50 
 
 701.25 
 
 104 
 
 IB 
 
 D. S. 
 
 F 
 
 C 
 
 39 
 
 
 3 
 
 21 
 
 
 382.50 
 
 361.25 
 
 105 
 
 1A 
 
 D. S. 
 
 F 
 
 C 
 
 26 
 
 5 
 
 
 5 
 
 2 
 
 297.50 
 
 233.75 
 
 106 
 
 IB 
 
 D. S. 
 
 F 
 
 C 
 
 27 
 
 
 2 
 
 9 
 
 
 318.75 
 
 276.25 
 
 107 
 
 1A 
 
 D. S. 
 
 F 
 
 C 
 
 23 
 
 
 6 
 
 2 
 
 
 297.50 
 
 276.25 
 
 108 
 
 2 
 
 D. S. 
 
 F 
 
 C 
 
 27 
 
 
 2 
 
 10 
 
 
 297.50 
 
 255.00 
 
 109 
 
 3 
 
 D. S. 
 
 F 
 
 C 
 
 21 
 
 
 4 
 
 2 
 
 
 212.50 
 
 170.00, 
 
 110 
 
 4 
 
 D. S. 
 
 F 
 
 C 
 
 28 
 
 
 4 
 
 5 
 
 1 
 
 255.00 
 
 233.75 
 
 111 
 
 5 
 
 D. S. 
 
 F 
 
 C 
 
 28 
 
 
 2 
 
 1 
 
 11 
 
 276.25 
 
 
 112 
 
 6A 
 
 D. S. 
 
 F 
 
 C 
 
 28 
 
 
 3 
 
 9 
 
 2 
 
 318.75 
 
 276.25 
 
 113 
 
 8&7 
 
 D. S. 
 
 F 
 
 C 
 
 30 
 
 
 3 
 
 9 
 
 4 
 
 340.00 
 
 276.25 
 
 114 
 
 8 
 
 D. S. 
 
 F 
 
 C 
 
 34 
 
 
 5 
 
 5 
 
 9 
 
 318.75 
 
 255.00 
 
 115 
 
 1 Bl 
 
 W. A. 
 
 F 
 
 C 
 
 36 
 
 
 2 
 
 7 
 
 3 
 
 318.75 
 
 255 00 
 
 116 
 
 1 B2 
 
 W. A. 
 
 F 
 
 C 
 
 47 
 
 
 6 
 
 5 
 
 13 
 
 233.75 
 
 212.50 
 
 117 
 
 1 B3 
 
 W. A. 
 
 F 
 
 C 
 
 31 
 
 
 4 
 
 10 
 
 
 318.75 
 
 297.50 
 
 118 
 
 1A 
 
 W. A. 
 
 F 
 
 C 
 
 28 
 
 
 6 
 
 7 
 
 
 340.00 
 
 276.15 
 
 119 
 
 1A 
 
 W. A. 
 
 F 
 
 C 
 
 24 
 
 
 3 
 
 1 
 
 5 
 
 233.75 
 
 
 120 
 
 1 A2 
 
 W. A. 
 
 F 
 
 C 
 
 23 
 
 
 2 
 
 5 
 
 2 
 
 297.50 
 
 255.00 
 
 121 
 
 2 
 
 W. A. 
 
 F 
 
 C 
 
 22 
 
 2 
 
 
 4 
 
 
 255.00 
 
 170.00 
 
 122 
 
 3 1 
 
 W. A. 
 
 F 
 
 C 
 
 21 
 
 4 
 
 
 3 
 
 
 233.75 
 
 170.00 
 
 123 
 
 3 
 
 W. A. 
 
 F 
 
 C 
 
 23 
 
 2 
 
 
 6 
 
 
 276.25 
 
 233.75 
 
 124 
 
 4 
 
 W. A. 
 
 F 
 
 C 
 
 28 
 
 
 3 
 
 5 
 
 5 
 
 318.75 
 
 255.00 
 
 125 
 
 5 
 
 W. A. 
 
 F 
 
 C 
 
 38 
 
 
 6 
 
 7 
 
 7 
 
 297.50 
 
 255.00 
 
 55 
 
TABLE m. 
 
 HIGH SCHOOL TEACHERS 
 WHITE 
 
 
 Grade or Subject 
 
 
 8 
 
 
 
 < 
 
 Years 
 Training 
 
 Experience 
 
 Present Salary 
 
 d 
 
 2 
 1 
 
 CO 
 
 JS 
 
 u 
 
 13 
 
 E 
 
 o 
 
 1 
 
 
 
 3 
 
 126 
 127 
 128 
 129 
 130 
 131 
 132 
 133 
 134 
 135 
 136 
 137 
 138 
 139 
 140 
 141 
 142 
 
 Math. 
 
 M 
 M 
 M 
 M 
 F 
 F 
 F 
 F 
 F 
 F 
 F 
 F 
 F 
 F 
 M 
 M 
 F 
 
 W 
 W 
 
 w 
 w 
 w 
 w 
 w 
 w 
 w 
 w 
 w 
 w 
 w 
 w 
 w 
 w 
 w 
 
 26 
 24 
 25 
 24 
 36 
 35 
 25 
 26 
 30 
 40 
 26 
 30 
 22 
 27 
 40 
 32 
 28 
 
 4 
 5 
 5 
 4 
 3 
 3 
 4 
 4 
 2 
 
 4 
 1 
 
 1 
 5 
 
 
 5 
 
 1 
 1 
 1 
 20 
 10 
 3 
 2 
 3 
 1 
 1 
 7 
 1 
 3 
 2 
 1 
 2 
 
 2 
 
 2 
 7 
 1 
 4 
 6 
 19 
 4 
 2 
 
 2 
 
 7 
 
 1125.00 
 900.00 
 900.00 
 855.00 
 720.00 
 675.00 
 630.00 
 630.00 
 630.00 
 630.00 
 630.00 
 900.00 
 495.00 
 810.00 
 1200.00 
 1300.00 
 630.00 
 
 $990.00 
 
 630.00 
 585.00 
 585.00 
 485.00 
 540.00 
 
 810.00 
 
 720.00 
 960.00 
 
 585.00 
 
 Mod, L 
 
 History - 
 
 Science 
 
 English 
 
 History 
 
 Math. 
 
 Math. 
 
 Latin 
 
 English - _ 
 
 Latin _ 
 
 Com 
 
 Com. 
 
 Dom. Science __ 
 Man. Training. 
 Printing 
 
 Intr. High 
 
 56 
 
EXPLANATION OF THE TABLES 
 
 H. S. is used as an abbreviation for high school in the 
 second item of the tables. All of the other schools are ele- 
 mentary schools. Schools, "0. S. f " "D. S.," "C. H.," and 
 "W. A.," are negro schools. All of the others are white 
 schools. 
 
 Under Years Training, "Col." represents college and 
 "Nor." represents normal school, The State Normal Col- 
 lege has been represented in the tables as a college rather 
 than as a normal school, as the grade of instruction offered 
 there cannot fairly be ranked with that offered at the typi- 
 cal normal school. The salaries paid before 1913 are not 
 shown, as this was the year of the consolidation of Wins,ton 
 and Salem and consequently the first year of the operation 
 of the present system as a unit. 
 
 EXPERIENCE 
 
 The central tendency in the experience of Winston- 
 Salem teachers shows nothing surprising. The median num- 
 ber of years total teaching experience among these teachers 
 is practically seven. The median number of years teaching 
 experience in Winston-Salem is barely four years. The me- 
 dian age of the teachers is a little below twenty-seven. 
 
 APPOINTMENT 
 
 The teachers are recommended for one-year terms by 
 th eCity .Superintendent of Schools, in consultation with the 
 principals of the schools concerned. Acting on these recom- 
 mendations the Board of School Commissioners appoint the 
 teachers. 
 
 In practice this system has worked well, the superinten- 
 dent and the present board having established excellent 
 working relations with .one another. However, there is 
 nothing to prevent at any time the members of the Board 
 themselves recommending and electing teachers without re- 
 gard to the Superintendent, and it is quite possible that with 
 a different board or a different superintendent the, board may 
 assume the duty of choosing teachers, which is certainly a 
 function of the superintendent. It should be formulated as 
 one of the rules governing school affairs and clearly under- 
 stood by both superintendent and board that the selection of 
 teachers is a function of the superintendent, to be exercised 
 in co-operation with the principals, and that the function of 
 the board in this matter is to affirm, or perhaps in rare in- 
 stances, to reject. If the board has acted wisely in selecting 
 the superintendent it will seldom find it necessary to reject 
 the teachers of his choice. 
 
 The superintendent is the man whose business it is to 
 
 57 
 
know how to distinguish good and poor teachers. He will be 
 help responsible for the successful operation of his school 
 system, which of course depends finally on the teaching 
 corps more than on anything else, and he should be given 
 the freedom and the responsibility of selecting his teaching 
 staff.- 
 
 The board should be made up of a body of men selected 
 for their ability to formulate large school policies and to di- 
 rect the administration of a school system along the lines of 
 sound business policy. They should be, therefore, good 
 business men. They cannot be expected to be educational 
 experts. 
 
 One of their most important duties is the selection of a 
 superintendent of schools. To this superintendent of their 
 choice they should leave those matters which demand pro- 
 fessional knowledge, and one such matter, obviously, is the 
 selection of teachers. 
 
 QUALIFICATIONS OF TEACHERS FOR APPOINTMENT 
 
 Winston-Salem has set rather high standards in the 
 amount of training required of teachers for appointment to 
 positions in the system. 
 
 For the past few years the rule has been that no new 
 teacher is appointed to a position in the elementary school 
 who has not completed a high school course and had at least 
 two years of work in a normal school, except in a few cases 
 in which the candidates have had a number of years success- 
 ful teaching experience. 
 
 No new teacher is appointed to a position in the high 
 school who has not completed the work of a college, normal 
 school, or university. The exceptions to this rule are the 
 teachers of commercial training, printing and domestic 
 science work. The two other teachers in the high school 
 who have less than four years' college or normal training 
 are teachers who have served in the Winston-Salem system 
 ten and twenty years, respectively. These teachers were 
 appointed some years before the beginning of the present 
 superintendent's administration. On the whole, the pro- 
 fessional requirements for appointment to teaching positions 
 in the Winston-Salem system are reasonably high. 
 
 Sixty. seven of the eighty-seven elementary teachers are 
 natives of North Carolina, thirty-two are natives of Forsyth 
 county, and thirty are natives of Winston-Salem. 
 
 Eleven of the seventeen high school teschers are natives 
 of North Carolina, two are natives of Winston-Salem. 
 
 Of the thirty-six negro teachers, thirty are natives of 
 North Carolina, eleven are natives of Fortyth county, and 
 eleven are natives of Winston-Salem. 
 
 58 
 
There is little evidence here of the process of "inbreed- 
 ing of teachers" or the partiality to home talent that has 
 been found in some of the recent surveys of school systems. 
 It is well for Winston-Salem that she has adopted the pol- 
 icy of employing the kind of teachers desired, wherever 
 they may be found. The number of natives of Winston- 
 Salem and of Forsyth County on the teaching staff of the 
 white schools is comparatively small, especially so, consider- 
 ing the location of Salem College. 
 
 SALARIES 
 
 The average annual salary of white teachers (all wom- 
 en) is $500. The average salary for men teachers in the 
 high school is $1,000. The average salary for women teach- 
 ers in the high school is $675.00. The following table shows 
 the salaries paid teachers in a number of cities throughout 
 the country. All of these cities are classed in the same 
 group with Winston-Salem on the basis of population, in the 
 latest report of the United States Commissioner of Educa- 
 tion. This is the same group of cities used in comparison 
 with Winston-Salem throughout the report. 
 
 The following table has been compiled from data found 
 in the 1916 Report of the Commissioner, which report in- 
 cludes statistics covering the school year 1914-15. It shows 
 the average annual salaries paid elementary school teachers 
 in each of the twenty-five cities. 
 
 Eureka, Cal. $980.00 Butler, Pa . $615.00 
 
 Lakewood, Ohio 907.0 Columbus, Ga 588.00 
 
 Irvington, N. J 861.00 Enid, Okla. 563.00 
 
 Hammond, Ind. 851.00 Selma, Ala 562.00 
 
 Ann Arbor, Mich 764.00 Marshall, Texas... 554.00 
 
 Ashland, Wis ... 691.00 Coffeyville, Kan. 53100 
 
 St. Cloud, Minn 682.00 Kranston, R. I. 508,00 
 
 Dunkirk, N. Y.__ 680.00 Staunton, Va 492.90 
 
 Laconia, N. H 673.00 Durham, N. C 492.00 
 
 Burlington, Iowa 670.00 Hannibal, Mo 488.00 
 
 Danbury, Conn 657.00 Monroe, La 446.00 
 
 Galesburg, 111. .. 643.00 
 
 Peabody, Mass. 631.00 WINSTON-SALEM, N. C... 428.00 
 
 \ 
 
 In this group of cities, which represents a purely ran- 
 dom sampling of the cities of this size throughout the coun- 
 try, Winston-Salem ranks at the bottom of the list in salaries 
 paid to its elementary-school teachers. The average salary 
 in Winston-Salem during the present year, $500, is some- 
 what higher than that for 1914-15, shown in the foregoing 
 table. But the salaries in the other cities during the past 
 two years have likewise increased, and Winston-Salem's 
 ranking in the list is probably not much different from what 
 it was two years ago. 
 
 Winston-Salem compares more favorably with other cit- 
 
 59 
 
ies of its size in North Carolina and throughout the South 
 than with the cities of the foregoing list, but with its large 
 per capita wealth it should be able to pay its teachers sala- 
 ries equal to those of cities at all near its size the country 
 over. The city needs a minimum teacher-salary schedule. 
 It has within recent years established in practice minimum 
 requirements for appointment to teaching positions which 
 insure a fairly high grade of professional preparation on the 
 part of teachers entering the system. It should now insti- 
 tute a minimum salary schedule which will guarantee to in- 
 coming teachers a comfortable living wage. 
 
 The surveyors of the Butte, Montana, school system rec- 
 ommended the following schedule for that city: (Butte's 
 population, according to the 1910 census, was 39,161, not 
 very much greater than the population of Winston-Salem.) 
 For elementary school teachers who are qualified by profess- 
 ional training and experience, (as all Winston-Salem teach- 
 ers must be) a beginning salary of $900,00 per year and in- 
 creasing automatically by annual increments of $50.00 to the 
 sum of $1000.00. 
 
 For high school teachers the surveyors recommend a 
 minimum salary of $1250,00 to be increased by $50.00 annu- 
 ally until $1400.00 is reached. 
 
 Winston-Salem should not at once attempt so ambitious 
 a program as this, but she might well afford to fix her mini- 
 mum beginning salaries at $500, for elementary school teach- 
 ers, the present average salary, and at $700 and $900, re- 
 spectively for women and men teachers in the high school. 
 
 In the negro schools the present average annual salary 
 of $300 might well be adopted as the minimum salary. The 
 present members of the teaching staff in the negro schools 
 of Winston-Salem are, on the whole, teachers with a consid- 
 erable amount of professional training, the majority of them 
 having had four years or more of normal training. They 
 surely deserye an increase in salary, as well as better condi- 
 tions for work; particularly less crowded rooms, as suggested 
 in another section of this report. 
 
 The white men principals are the most favored class of 
 school officers in the system in regard to salary, considering 
 the conditions under which they work, but this does not 
 mean that their status is what it should be. The salaries 
 for the three men principals are $1100, $1400, and $1525, re- 
 spectively. The salaries of the two women principals are 
 $855 00 and $922.50, respectively. 
 
 All of the principals in Winston-Salem should be men. 
 The administrative and supervisory duties of a school prin- 
 cipal "an almost always be better carried out by men teach- 
 ers than by women teachers. Not only do men exert a 
 
 60 
 
stronger influence over the pupils but they can, as a rule, 
 secure better co-operation and they have less jealousy and 
 opposition to contend with among their women teachers. 
 Many men who are mediocre as teachers make good princi- 
 pals when they are not required to teach, as the principals 
 in the Winston-Salem school at present are not. In a city so 
 largely composed of industrial workers, as in Winston-Salem, 
 the type of pupil population perhaps especially demands men 
 as principals, in the interests of discipline. 
 
 The duties and responsibilities of principals vary so 
 widely in schools of various sizes that there should be a rather 
 wide range in salaries. However, a conservative minimum 
 salary should be fixed at not less than $1000. This rather 
 low minimum should not be allowed to influence the increase 
 in the larger schools, where the present salaries need to be 
 gradually enlarged. 
 
 The principalship of the high school is a responsible po- 
 sition, and will increase steadily in importance as the school 
 population gn/ws, as new vocational departments are intro- 
 duced, and as the present departments expand. The mini- 
 mum beginning salary of the principal of the high school 
 could safely be placed at $1600. 
 
 In all of the recommendations regarding minimum sala- 
 ries it is intended that they should be accompanied by pro- 
 visions for increases on definite bases. These provisions 
 should be something like the following: 
 
 For elementary teachers an annual increase of $50.00 
 for two years, after a probationary period of two years for 
 inexperienced teachers. After the salary of $500.00 is 
 reached a further increase should be allowed for each of 
 three summers spent at approved summer schools in courses 
 approved by the superintendent. A further increase of $100 
 in annual salary should be allowed for each year of absence 
 on leave during which the teacher attends an institution ap- 
 proved by the superintendent, and devotes herself to fur- 
 ther professional study. 
 
 In the case of high school teachers, the increases al- 
 lowed for summer schools and years of study should be $75 
 and $150, respectively. For principals, the salary for the 
 same kind of efforts toward professional growth should be 
 $100 and $200, respectively. And for negro teachers the in- 
 creases on the same bases should be $25 and $50, respectively. 
 It seems hardly necessary as yet to suggest a maximum sal- 
 ary schedule for Winston-Salem. 
 
 HOURS OF TEACHING 
 
 In point of hours taught per day the Winston-Salem 
 teachers are well within the limits prescribed by such well- 
 
 61 
 
recognized standardizing associations as The North Central 
 Association. All teachers in the high school teach five reci- 
 tations per day. These periods are 40-45 minutes long. 
 No white elementary teachers teach more than one grade. 
 In no case does a teacher in the high school teach more than 
 one subject. 
 
 The average number of recitation periods taught by ele- 
 mentary school teachers is six per day. The length of these 
 periods is thirty minutes. 
 
 There are seven regular recitation periods in the high 
 school day, but every teacher has two study periods. 
 
 On the whole the amount of teaching required of teach- 
 ers in Winston is very reasonable. 
 
 SUPERVISION 
 
 It is appropriate to repeat here the recommendation 
 found in another section of this report. The Superintendent 
 should be relieved of much of the business management and 
 clerical work which now, in the absence of a business mana- 
 ger and adequate office help, falls to his lot. 
 
 The Superintendent is a comparatively highly paid 
 school man. He is paid for expert knowledge as to the gen- 
 eral management and administration of a school system and 
 in the selection and supervision of teachers. The city can- 
 not afford to allow such an officer to occupy his time with 
 office duties and clerical work which could be done as well 
 by less costly help. 
 
 In one respect, the Winston-Salem schools are unusually 
 fortunate with regard to supervision. The principals have 
 no regular teachin^to dp, and hence have time for real su- 
 pervision. Very few towns the size of Winston-Salem have 
 gone so far in the direction of making their principals (ele- 
 mentary and high school) real supervisory officers. A com- 
 mon practice in good school systems of approximately the 
 size of Winston-Salem is to have the principal teach at least 
 one class. This need not interfere seriously with the duties 
 of the principal and it is valuable in keeping the principal in 
 closer contact with the pupils and their work. 
 
 The bulk of the supervisory work must be left to the 
 principals, of course, but the superintendent should be able 
 to get around to the various schools at frequent intervals, 
 confer with the principals regarding who, in the opinion of 
 the principal, need special attention, and occasionally^ 
 visit the rooms and see for himself the kind of work which 
 his teachers are doing. 
 
 TLACHER RATING 
 
 The teacher-rating scale in use in Winston-Salem is a 
 
 62 
 
modification of the Boyce Scale. * The scoring of the various 
 teachers is made on this scale and the rating is kept as a 
 permanent record. Such a record is useful, but the princi- 
 pals should have a rating scale or form to use co-operatively 
 with the teachers on individual recitations. In other words, 
 both the principal and the teacher need some short list of 
 items which comprises the elements of good teaching, and 
 they need to use this list in forming their judgments of the 
 recitation. 
 
 TEACHER PROMOTION 
 
 Promotion consists principally of increase in salary. 
 This increase in salary is often accompanied by transfer to 
 the next higher grade, however, and this change is also con- 
 sidered an advance or promotion. 
 
 Promotion depends most largely upon successful expe- 
 rience. While this is perhaps the best basis it should not be 
 the only one. Recognition should be given to continued pro- 
 fessional growth in both the form of study in the summer 
 schools of American colleges and universities and study dur- 
 ing leave of absence in attendance at American or foreign 
 educational institutions. Not only should some definite in- 
 crease in salary be allowed for satisfactory completion of 
 courses in a summer school or during the regular term of 
 some approved educational institution, but such study should 
 be allowed toward qualifying one for high positions in the 
 system (i. e. teachers might thus pass sometimes from the 
 elementary school to the high school. ) 
 
 TEACHERS' MEETINGS 
 
 A course of professional reading of a helpful sort is car- 
 ried on in the general teachers' meeting under the leader- 
 ship of the superintendent. However, teachers should be 
 encouraged to do much more professional reading than can 
 be in any way covered in these one-hour meetings. 
 
 Some financial distinction should certainly be made be- 
 tween teachers who try to keep themselves informed re- 
 garding modern theory and practice in school work and 
 those who do not. 
 
 Besides the general monthly teachers' meeting under 
 "the direction of the superintendent, the teachers in each 
 school come together as a body in semi-monthly meetings, 
 or oftener. These meetings should provide the opportunity 
 for some intensive study of important phases of educational 
 theory and school practice. The principal should be the 
 leader. He should feel the responsibility for a definite and 
 well-planned program for each meeting and for some prac- 
 
 *See Fourteenth Yearbook of the National Society for the Study of 
 Education. 
 
 63 
 
tical and fruitful results in the improvement of the work of 
 his school. 
 
 These meetings provide an excellent opportunity for 
 planning co-operative experiments in methods as well as in 
 valuable reading and study. It is through the work of just 
 such bodies as these that modern educational theories are to 
 be tested. 
 
 There are still other meetings, in which teachers of cer- 
 tain grades come together and discuss the special problem 
 relating to their particular grade of work. These meetings 
 should be better organized and more frequent. Their use- 
 fulness could be greatly increased by having specialists or 
 supervisors in the various grades, and in the different types 
 of work, to meet with the respective groups. 
 
 SPECIAL SUPERVISORS 
 
 The city is unfortunate in having no special supervisors. 
 Such t supervisors are especially necessary in music and 
 drawing if these are to be included as a regular part of the 
 grade work, as they should be. 
 
 It is recommended in this report that the principals 
 teach at least one class. Perhaps two classes added to their 
 administrative and supervisory duties would not be oppres- 
 sive. Such an arrangement is good in itself, and inciden- 
 tally it would make easier the employment of special super- 
 visors. 
 
 SIZE OF CLASSES 
 
 The high school pupils are by no means evenly distri- 
 buted among the various teachers, as the following table 
 shows. In this table, the number in a parenthesis indicate 
 the total number/ (boys and girls) enrolled by each 
 teacher and the total number in average daily attendance 
 with the corresponding teachers.* 
 
 TABLE IV. WINSTON-SALEM CITY SCHOOLS HIGH 
 
 Grade 
 
 Teacher's Name 
 
 Enrollment 
 
 Av. Daily Attend. 
 
 No. of 
 Desks 
 Singles 
 
 B 
 
 G 
 
 Total 
 
 B 
 
 G 
 
 Total 
 
 11 
 
 Moore 
 
 21 
 
 35 
 25 
 32 
 
 17 
 37 
 
 41 
 11 
 
 32 
 51 
 
 26 
 
 33 
 
 7 
 25 
 
 32 
 12 
 
 53 
 51 
 35 
 51 
 32 
 33 
 24 
 25 
 37 
 32 
 41 
 
 19 
 
 32 
 20 
 26 
 
 12 
 31 
 
 39 
 6 
 
 30 
 45 
 
 21 
 
 29 
 5 
 20 
 
 30 
 10 
 
 49 
 45 
 32 
 41 
 26 
 29 
 17 
 20 
 31 
 30 
 39 
 
 51 
 
 48 
 35 
 48 
 38 
 47 
 45 
 51 
 37 
 40 
 45 
 27 
 
 10G 
 
 Wiley 
 
 10B 
 
 Edwards 
 
 9C 
 
 Whitescarver_ _ 
 
 9A1 
 
 Miller _ _ 
 
 8A2 
 
 Baugham 
 
 8A3 
 
 Wright 
 
 8C1 
 
 Viele 
 
 8C2 
 
 Jeter 
 
 8A2 
 
 Hildebrand _ ._ 
 
 8A1 
 
 Mahaffey. 
 
 Int. H. S._ 
 
 Royster 
 
 
 * Similar tables for the elementary school were omitted for lack of 
 space. 
 
 64 
 
The number enrolled per teacher ranges from 20 to 53, 
 while the number in average daily attendance ranges from 
 17 to 45. Forty-five pupils is too large a number for the 
 most efficient work in high school, while a class of 17 in- 
 volves a waste of both in room space and in the time of the 
 teacher. The former criticism is true to some extent of the 
 classes of 39, 39, and 41 pupils respectively, and the latter 
 criticism is true, to some extent, of the class of 20. 
 
 On the whole the classes of the white elementary schools 
 are of a desirable size. Only two of the rooms have more 
 than 40 pupils and only four have less than 20, 
 
 THE NEGRO SCHOOLS 
 
 It is in the negro schools that the size of class is a se- 
 rious and a pressing problem, The worst conditions prevail 
 in the Depot Street School. 
 
 The following table will show clearly the crowded con- 
 ditions of rooms in the negro schools: 
 
 TABLE V 
 
 Size of Class No. of Classes 
 
 10-19 pupils 2 
 
 20-24 
 25-29 
 30-34 
 35-39 
 40-44 
 45-49 
 50 
 
 2 
 4 
 
 12 
 6 
 7 
 4 
 1 
 
 38 
 
 The range in size of these classes is from 12 to 92. Some 
 way should certainly be devised to cut down the numbers of 
 the classes which have more than 40, preferably all which 
 have more than 35. On the other hand the teachers who are 
 teaching classes of 12 to 17, respectively, are largely wast- 
 ing time. 
 
 But besides the poor teaching which must result from 
 the overcrowded condition in some of the rooms another 
 most serious result is evident when one compares the en- 
 rollment with the average daily attendance. A number of 
 these teachers in negro schools enroll as many as 80 pupils. 
 It is impossible, with the present teaching force, building 
 and equipment to put into force the compulsory attendance 
 law. The rooms could not in many cases seat all of the pu- 
 pils enrolled. As elsewhere stated, this condition is intol- 
 erable. 
 
 A redistribution of children would probably be practica- 
 ble now, as a means of relieving the already overcrowded 
 classe . But when the large bcdy of children now enrolled 
 
 65 
 
and not attending school, is brought into the school more 
 rooms and more teachers will have to be provided. They 
 should be provided as soon as possible. 
 
 The present policy of segregating the sexes in the 
 classes of the first three years of the high school is a step in 
 the right direction toward meeting the varying needs and in- 
 terests of boys and girls during early adolescence. 
 
 CONGESTION 
 
 Tables showing the average daily attendance at each of 
 the schools by months, throughout the year, indicate that 
 the rooms which are only reasonably well filled during cer- 
 tain months of the year are during other months badly 
 crowded. The general tendency is toward a rather large 
 attendance during the first school months, tapering off to a 
 much smaller number during the last few months of the 
 year. 
 
 The following tables show clearly the decrease in at- 
 tendance throughout the year for four schools. Tables 
 showing the conditions in the other schools are omitted for 
 lack of space, but they show, in general, the same condi- 
 tion, with the exception of two negro schools. In one of 
 these schools the conditions are almost reversed, while in an- 
 other there seems to be no general tendency toward an in- 
 crease or a decrease. 
 
 66 
 
TABLE VL 
 GRANVILLE SCHOOL 
 
 Average Daily Attendance, and Percentage of Attendance Based 
 on Median (5th Month; Enrollment. 
 
 No. 
 
 1913-1914 
 
 1914-1915 
 
 Average Daily 
 Attendance 
 
 Percentage of 
 Attendance 
 
 Average Daily 
 Attendance 
 
 Percentage of 
 Attendance 
 
 
 B 
 
 G 
 
 T 
 
 B 
 
 G 
 
 T I 
 
 B 
 
 G 
 
 T 
 
 B 
 
 G 
 
 T 
 
 1 
 2 
 3 
 4 
 
 5 
 6 
 
 7 
 8 
 9 
 
 Total... 
 Med En. 
 
 1 
 2 
 3 
 4 
 5 
 6 
 7 
 8 
 9 
 
 Total... 
 Med. En 
 
 126 
 128 
 123 
 122 
 124 
 113 
 112 
 106 
 101 
 
 106 
 107 
 101 
 105 
 104 
 87 
 91 
 89 
 82 
 
 232 
 235 
 224 
 227 
 228 
 200 
 203 
 195 
 183 
 
 
 
 80 i 
 81 
 77 
 78 
 78 
 70 
 70 
 67 
 63 
 
 117 
 174 
 171 
 171 
 170 
 166 
 160 
 154 
 144 
 
 139 
 136 
 128 
 125 
 118 
 115 
 115 
 105 
 105 
 
 316 
 310 
 299 
 296 
 288 
 281 
 275 
 259 
 249 
 
 
 
 88 
 87 
 83 
 82 
 80 
 80 
 76 
 72 
 69 
 
 117 
 155, 
 
 97 
 135 
 
 214 
 290 
 
 75 
 
 72 
 
 74 
 
 165 
 
 198 
 
 121 
 160 
 
 286 
 358 
 
 83 
 
 76 
 
 80 
 
 1915-1916 
 
 1916-1917 
 
 180 
 182 
 184 
 177 
 179 
 178 
 176 
 163 
 141 
 
 138. 
 143 
 134 
 132 
 133 
 130 
 131 
 122 
 99 
 
 318 
 325 
 318 
 309 
 312 
 308 
 307 
 285 
 240 
 
 
 78 
 
 80 
 82 
 80 
 
 78 
 79 
 
 77 
 72 
 61 
 
 212 
 216 
 209 
 196 
 172 
 
 154 
 156 
 148 
 142 
 124 
 
 366 
 372 
 357 
 338 
 296 
 
 
 
 83 
 
 85 
 81 
 77 
 67 
 
 173 
 
 226 
 
 129 
 170 
 
 302 
 396 
 
 76 
 
 76 
 
 76 
 
 250 
 
 189 
 
 439 
 
 
 
 
TABLE VTT. 
 
 CENTRAL SCHOOL 
 
 Average Daily Attendance, and Percentage of Attendance Based 
 on Median (5th Month; Enrollment. 
 
 1 
 
 1 
 
 2 
 3 
 4 
 5 
 6 
 7 
 8 
 9 
 
 Total... 
 Med. En 
 
 1 
 
 2 
 3 
 4 
 5 
 
 6 
 
 7 
 8 
 9 
 
 Total. .. 
 Med. En 
 
 1913-1914 
 
 1914-1915 
 
 Average Daily 
 Attendance 
 
 Percentage of 
 Attendance 
 
 Average Daily 
 Attendance 
 
 Percentage of 
 Attendance 
 
 B 
 
 89 
 93 
 97 
 90 
 93 
 73 
 84 
 77 
 74 
 
 G 
 
 T 
 
 B 
 
 G 
 
 ' -~ 
 
 T 
 
 B 
 
 ._ -^- 
 
 98 
 93 
 88 
 89 
 89 
 89 
 86 
 86 
 83 
 
 89 
 
 82 
 
 G 
 
 T 
 
 B G 
 
 T 
 
 86 
 82 
 79 
 82 
 81 
 79 
 78 
 78 
 74 
 
 61 
 62 
 57 
 58 
 62 
 55 
 53 
 64 
 54 
 
 150 
 155 
 154 
 148 
 155 
 128 
 137 
 141 
 128 
 
 
 83 
 86 
 86 
 82 
 86 
 71 
 76 
 78 
 71 
 
 70 
 67 
 67 
 71 
 69 
 66 
 67 
 67 
 63 
 
 168 
 160 
 155 
 160 
 158 
 155 
 153 
 153 
 146 
 
 
 
 86 
 104 
 
 58 
 76 
 
 144 
 180 
 
 82 
 
 76 
 
 80 
 114 
 
 67 
 196 
 
 156 
 
 78 
 
 81 
 
 80 
 
 1915-1916 
 
 1916-1917 
 
 104 
 104 
 103 
 
 98 
 95 
 96 
 97 
 
 88 
 
 77 
 
 94 
 92 
 92 
 
 89 
 80 
 
 84 
 82 
 75 
 68 
 
 198 
 196 
 195 
 187 
 175 
 180 
 1/9 
 163 
 145 
 
 
 
 88 
 87 
 87 
 83 
 78 
 80 
 80 
 72 
 64 
 
 108 
 104 
 101 
 
 98 
 89 
 
 97 
 93 
 90 
 83 
 74 
 
 205 
 197 
 191 
 181 
 163 
 
 
 
 92 
 
 88 
 85 
 81 
 73 
 
 96 
 116 
 
 84 
 109 
 
 180 
 225 
 
 87 
 
 77 
 
 80 
 
 118 
 
 105 
 
 223 
 
 
 
 
TABLE VIII. 
 
 EAST SCHOOL 
 
 Average Daily Attendance, and Percentage of Attendance Based 
 on Median (5th Month) Enrollment 
 
 No. 
 
 1913-1914 
 
 1914-1915 
 
 Average Daily 
 Attendance 
 
 Percentage of 
 Attendance 
 
 Average Daily 
 Attendance 
 
 Percentage of 
 Attendance 
 
 
 B 
 
 G 
 
 T 
 
 B 
 
 G 
 
 T 
 
 B 
 
 G 
 
 T 
 
 B 
 
 G 
 
 T 
 
 1 
 
 2 
 3 
 4 
 5 
 6 
 7 
 8 
 9 
 
 Total- _- 
 Med. En 
 
 1 
 2 
 3 
 4 
 5 
 6 
 7 
 8 
 9 
 
 Total--. 
 Med. En 
 
 175 
 176 
 175 
 163 
 162 
 149 
 161 
 156 
 149 
 
 211 
 205 
 215 
 193 
 189 
 173 
 198 
 182 
 178 
 
 386 
 381 
 390 
 356 
 351 
 322 
 359 
 338 
 327 
 
 
 
 84 
 83 
 84 
 77 
 76 
 70 
 78 
 73 
 71 
 
 204 
 187 
 192 
 177 
 182 
 179 
 161 
 163 
 166 
 
 202 
 213 
 216 
 205 
 202 
 198 
 201 
 200 
 196 
 
 406 
 400 
 408 
 382 
 384 
 377 
 362 
 363 
 362 
 
 
 
 83 
 82 
 84 
 78 
 79 
 77 
 74 
 74 
 74 
 
 163 
 216 
 
 194 
 245 
 
 357 
 461 
 
 75 
 
 78 
 
 77 
 
 179 
 233 
 
 204 
 254 
 
 383 
 
 487 
 
 76 
 
 80 
 
 78 
 
 1915-1916 
 
 1916-1917 
 
 231 
 220 
 222 
 221 
 214 
 213 
 218 
 188 
 165 
 
 267 
 264 
 255 
 256 
 247 
 248 
 248 
 231 
 195 
 
 498 
 484 
 477 
 477 
 461 
 461 
 466 
 419 
 360 
 
 
 
 85 
 84 
 81 
 81 
 78 
 78 
 79 
 71 
 61 
 
 251 
 241 
 232 
 204 
 193 
 
 300 
 291 
 271 
 251 
 235 
 
 551 
 532 
 503 
 455 
 
 428 
 
 
 
 87 
 83 
 80 
 72 
 67 
 
 210 
 273 
 
 246 
 316 
 
 456 
 
 589 
 
 76 
 
 78 
 
 77 
 
 289 
 
 345 
 
 634 
 
 
 
 
TABLE IX. 
 FAIRVIEW SCHOOL 
 
 Average Daily Attendance, and Percentage of Attendance Based 
 on Median (5th Month) Enrollment 
 
 
 1913-1914 
 
 1914-1915 
 
 Average Daily 
 Attendance 
 
 Percentage of 
 Attendance 
 
 Average Daily 
 Attendance 
 
 Percentage of 
 Attendance 
 
 B 
 
 G 
 
 T 
 
 B 
 
 G 
 
 T 
 
 B 
 
 G 
 
 T 
 
 B 
 
 G 
 
 T 
 
 1 
 
 2 
 3 
 4 
 5 
 6 
 7 
 8 
 9 
 
 Total... 
 Med. En 
 
 1 
 2 
 3 
 
 4 
 5 
 6 
 
 7 
 8 
 9 
 
 Total... 
 Med. En 
 
 111 
 106 
 
 98 
 93 
 95 
 
 85 
 87 
 87 
 87 
 
 95 
 98 
 92 
 86 
 91 
 79 
 76 
 78 
 83 
 
 206 
 204 
 190 
 179 
 186 
 164 
 163 
 165 
 170 
 
 
 
 83 
 83 
 77 
 72 
 75 
 67 
 67 
 67 
 69 
 
 117 
 114 
 111 
 111 
 111 
 105 
 94 
 90 
 86 
 
 105 
 98 
 94 
 95 
 90 
 87 
 83 
 81 
 72 
 
 222 
 212 
 205 
 206 
 201 
 192 
 177 
 171 
 158 
 
 
 
 82 
 78 
 76 
 76 
 74 
 71 
 65 
 63 
 58 
 
 94 
 129 
 
 87 
 118 
 
 181 
 
 247 
 
 73 
 
 74 
 
 73 
 
 104 
 147 
 
 89 
 124 
 
 193 
 
 271 
 
 71 
 
 72 
 
 71 
 
 1915-1916 
 
 1916-1917 
 
 106 
 112 
 113 
 109 
 108 
 108 
 107 
 98 
 72 
 
 123 
 119 
 111 
 117 
 108 
 104 
 108 
 103 
 72 
 
 229 
 231 
 224 
 226 
 216 
 212 
 215, 
 210 
 144 
 
 
 
 84 
 84 
 82 
 82 
 79 
 77 
 79 
 73 
 53 
 
 113 
 112 
 105 
 99 
 93 
 
 112 
 107 
 107 
 
 98 
 84 
 
 225 
 219 
 212 
 197 
 177 
 
 
 
 85 
 83 
 80 
 75 
 67 
 
 104 
 132 
 
 107 
 141 
 
 211 
 
 273 
 
 78 
 
 76 
 
 77 
 
 134 
 
 130 
 
 264 
 
 
 
 
Though the attendance records by grades have not been 
 investigated for the years covered above, it is probable that 
 the heaviest elimination occurs in the lower grades. While 
 the attendance could probably be very much improved by a 
 vigorous attendance officer, the faults of attendance are, to 
 a considerable extent, due to the prevalence of contagious 
 diseases and minor physical troubles, chiefly among the 
 the lower grade children. 
 
 Better care of the children by more efficient medical in- 
 spection will lessen the discrepancies between the entrants 
 and the numbers who remain through the year, but a consid- 
 able discrepancy will probably exist for a long time. 
 
 It is quite obviously wasteful of the time* of teachers to 
 have them begin the year with a normal-sized class, and 
 continue to teach the same class after it has dwindled to 
 three-fourths, or less, of .its normal size. 
 
 The two possible solutions which seem most feasible are 
 to employ additional teachers during the period when the at- 
 tendance is largest; and to have some of the primary grade 
 pupils attend school in the morning and others to attend in 
 the afternoon, the same teacher teaching both groups. 
 There is no particular reason why a primary grade teach- 
 er should teach a shorter day than the grammer grade 
 teacher does. There is no necessity for securing more pri- 
 mary teachers if by judicious arrangement and perhaps a 
 slight salary increase the present force can handle the situ- 
 ation. 
 
 The best plan for Winston-Salem is probably a combina- 
 tion of the two plans suggested above. Such primary grade 
 teachers as are available, including substitute teachers, 
 might be used to relieve the congestion to some extent, but 
 it will be necessary sometimes to have a teacher direct two 
 classes, by having one in the morning and one in the after- 
 noon. 
 
 This a more or less common practice. It has been em- 
 ployed with satisfactory results also in kindergarten work. 
 
 REORGANIZATION 
 
 Winston-Salem has made some attempts during the past 
 few years to provide adequately for the various interests 
 and capacities of pupils at the adolescent stage, by intro- 
 ducing new types of school work. Commercial work, print- 
 ing, and manual training courses are being offered and are 
 popular forms of work. But the need for new types of 
 work is just now being realized, and have by no means been 
 provided for. The present high school building is crowded 
 almost to capacity, even with the work now offered, and it 
 is extremely difficult to effect any great improvements or en- 
 
 71 
 
largements in the work with the present building, equip- 
 ment, and teaching corps. 
 
 A new high school building must be provided at once, as 
 suggested in another section of this report, as a means of 
 improving the teaching conditions in the high school. It is 
 most urgently recommended that at the time plans are made 
 for the improvement and enlargement of the high school, 
 the establishment of a junior high school, covering the last 
 two years of the present elementary school and the first year 
 of the high school, be considered. This plan of organiza- 
 tion is spreading rapidly over the country. It is especially 
 adapted to such cities as Winston-Salem, with large indus- 
 trial and commercial interests. It is but natural that a large 
 proportion of the pupils will, on leaving school, go into the 
 pursuits which the older members of their families are in- 
 terested in, and the school work should be somewhat in- 
 fluenced by the dominant vocational interests of the particu- 
 lar city or community in which the school is located. It 
 must be clearly understood that the schools are not simply 
 preparing more efficient workers for the big trade and in- 
 dustrial organization but that they are indeavoring to offer 
 their pupils such opportunities as will enable them to make 
 an intelligent choice of a vocation and to enter upon it on as 
 high a level as possible. 
 
 LIVING CONDITIONS OP TEACHERS 
 
 The living conditions of teachers in Winston-Salem are 
 far from satisfactory. Complaints to the board by teachers 
 are frequent. Thg board should make a careful investiga- 
 tion of the living conditions of teachers with a view to im- 
 proving these conditions. 
 
 A possible solution to the problem of securing suitable 
 living conditions for teachers, which seems worthy of very 
 careful consideration by the board is the purchase or lease 
 of houses by the board; these houses to be put in charge of 
 a matron and rooms and board furnished to the teachers in 
 them at cost. 
 
 This plan is essentially that of the teacher-cottage or the 
 teacherage plan which is becoming so popular in country 
 communities. Local conditions must be taken into account 
 before instituting such a plan as this anywhere, but the 
 acuteness of the problem in Winston-Salem at present makes 
 such a scheme worthy of very serious consideration. 
 
 PENSIONS FOR TEACHERS 
 
 Most of the progressive cities of the countries have es- 
 tablished some form of teacher pensioning system. The 
 proportion of the pension fund which should be contributed 
 
 > 72 
 
by the teachers themselves, and the proportion which should 
 be contributed by the city (or in state systems by the state) 
 has been fixed in various ways in the various cities. It is 
 generally agreed, however, that there should be some sys- 
 tem of pensioning teachers and that the pension fund should 
 be supported cooperatively by the city and by the teachers 
 in service who later expect to receive pensions. 
 
 The board of education should consider at once the gen- 
 eral proposition of a c coperative pension system for teach- 
 ers. The board should determine what proportion of the 
 pension fund shall ba provided from the public school funds 
 and what proportion should be paid by the teachers and 
 should submit the general proposition to the teachers. The 
 age of teachers and the number of years service required to 
 make one eligible for a pension, and the amounts of the pen- 
 sions should be determined after a careful consideration of 
 existing teacher-pensioning systems. 
 
 RECOMMENDATIONS 
 
 1. More direct supervision by the Superintendent should 
 be made possible by employing a business manager 
 and more clerical assistance. 
 
 2. At least one class or one period per day should be 
 taught by each principal. The work of two regular 
 teachers can be handled thus conveniently by the 
 combined efforts of the principals without depriving 
 them of time needed for administrative duties and 
 supervision. This economy in teaching force should 
 save to the school system funds almost sufficient to 
 employ two badly needed special instructors. 
 
 3. Appoint inexperienced teachers annually on proba- 
 tion for the first' two years they are in the system. 
 Appoint teachers for a number of ypars, or for an 
 indeterminate period after two years on probation, 
 preferably the latter. Dismissal will then come 
 only in cases where the teachers' work has been 
 unsatisfactory, and where the Superintendent has 
 notified such teachers several months before the end 
 of the term that their work is unsatisfactory, and 
 has given them a chance to overcome their deficien- 
 cies. 
 
 4. Teachers should be appointed by the Superintendent 
 in consultation with the principals. These appoint- 
 ments should in all cases be confirmed by the board, 
 but it should be stipulated and clearly understood 
 
 73 
 
that recommendations for appointment to teaching 
 positions can come only through the Superintendent. 
 
 5. The requirements of teachers for appointment are 
 good at present, considering the present teacher- 
 training facilities of the State, but they should be 
 gradually raised until all beginning elementary 
 school teachers shall be graduates of good normal 
 colleges and all beginning high school teachers shall 
 be graduates of colleges of good standing and shall 
 have done one year of graduate study. Some pref- 
 erence should be shown for those teachers and pros- 
 pective teachers who have received a considerable 
 amount of professional training in schools or de- 
 partments of education. 
 
 6. For white elementary school teachers after the pe- 
 riod of probation, a minimum beginning salary of 
 $500 should be provided with annual increases of $50 
 for the first two years. Additional annual in- 
 creases of $50 should be allowed for each summer 
 spent in study at approved colleges or universities, 
 for the first three summers so spent. An increase 
 of $100 in annual salary should be granted for each 
 year on leave spent in professional study at an ap- 
 proved institution. 
 
 For high school teachers, male and female, the 
 minimum salaries should be $700 and $900 respec- 
 tively. Increases of $75 and $100, respectively 
 should be allowed for summer study and years of 
 study on teave. 
 
 For principals, increases of $100 and $200 re- 
 spectively in annual salary ought to be made on the 
 same terms as for teachers. 
 
 For negro teachers increases of $25 and $50 
 should be granted on the same basis as for white 
 teachers. 
 
 7. All persons appointed to principalships in the future 
 should be men. 
 
 8. A teacher-rating scale should be used by the princi- 
 pals and the teachers in cooperation, to make possi- 
 ble more clear and constructive criticism of class- 
 room work. 
 
 9. A special study of the variability in size of classes 
 in both the high school and the elementary schools 
 needs to be made, with a view to securing more 
 
 74 
 
even distribution of pupils among teachers and 
 rooms. 
 
 More adequate provisions must be made both in 
 rooms and in teachers for the negro school popula- 
 tion. 
 
 10. The present limited practice of segregation of the 
 sexes during the period of adolescence should be ex- 
 tended. 
 
 11. The mature pupils retarded in school work should 
 be removed from the elementary schools to special 
 classes, 
 
 12. Careful consideration should be given a plan of re- 
 organization which will provide for the junior and 
 senior high school form of organization. 
 
 13. The Board of Education should consider a plan to 
 provide houses with matrons as homes for teachers, 
 or to find some other remedy for the present unde* 
 sirable living conditions which obtain among the 
 teachers. 
 
 14. The school board should consider the establishment 
 of a co-operative teacher-pensioning system, sup- 
 ported in part by public school funds and in part by 
 contributions from teachers. 
 
VI. FINANCES 
 
 BASIS OF SUPPORT 
 
 Let it be understood from the very outset that every ef- 
 fort is put forth by the school authorities to give full value 
 for every dollar invested in schools by the citizens of Win- 
 ston-Salem. Let it be further understood a so that the 
 school authorities are very successful in their efforts. High 
 standards of work are insisted upon and a most unusual 
 spirit of service pervades the entire corps of school officials. 
 By careful planning, by unceasing forethought, by unre- 
 warded labor, the school funds are made to produce un- 
 usually creditable results. 
 
 There can be, however, no denying of the fact that 
 Winston-Salem is running a cheap system of schools from 
 the viewpoint of actual ccst to the citizens. A cheap sys- 
 tem of schools cannot be highly efficient any more than a 
 cheap process of manufacture can produce first class manu- 
 factured products. On the other hand, it does not follow 
 that because a system of schools is costly it is therefore ef- 
 ficient. The truth is rather that it costs considerable money 
 to run an efficient system of schools. The question for the 
 Winston-Salem citizens to decide is whether or not they de- 
 cide to make their school system conform to standards of 
 efficiency. If they do so desire then they must expect to 
 pay more for educational privileges than they are now pay- 
 ing. 
 
 It is false school economy to overwork the Superinten- 
 dent, underpay teachers, provide insufficient equipment, 
 overcrowd classrooms, and insufficiently supervise methods 
 and processes. Temporary conditions may warrant the 
 adoption of such tentative measures as a make-shift, but 
 they should never be allowed to become established prece- 
 dents leading on to a fixed policy. In the end insufficient 
 maintenance funds for schools funds for schools like insuffi- 
 cient operating capital for a business always affect unfav- 
 orably the quantity and quality of the finished product. 
 
 The discussion of Winston-Salem's school finances is 
 based on the assumption that the citizens wish to have a 
 system of schools commensurate nvith the size, wealth and 
 importance of their city. Any less an assumption would be 
 
 76 
 
unworthy the progressive spirit of the people in Winston- 
 Salem. 
 
 The first question is, naturally, how much does the 
 school system cost each of the citizens and how does it com- 
 pare it this respect with other cities of its size. The follow- 
 ing table and graph answers the questions, the figures being 
 the median figures for each city over a five-year period. 
 
 Table showing the median cost per capita for school maintenance in 25 
 cities the same population group with Winston-Salem, for 1914-15. 
 
 Cities Amount Rank 
 
 Lakewood, Ohio $8.25 1 
 
 Irvington, N. J 8.19 2 
 
 Ann Arbor, Mich 7.11 3 
 
 Ashland, Wis 6.81 4 
 
 Hammond, Ind. 6.78 5 
 
 Eureka, Cal 6.74 6 
 
 Coffeyville, Kan 6.25 7 
 
 Burlington, Iowa 5.38 S 
 
 Peabody, Mass. 5.19 9 
 
 Cranston, R. I : 4.74 In 
 
 Butler, Pa 4.57 11 
 
 Galesburg, 111. 4.55 12 
 
 St. Cloud, Minn. 4.54 13 
 
 Dunkirk, N. Y 4.43 14 
 
 Enid, Okla. 4.17 15 
 
 Danbury, Conn._ 4.02 16 
 
 Durham, N. C 3.86 17 
 
 Columbus, Ga. .. 3.81 18 
 
 Marshall, Texas..- ._ 3.47 19 
 
 Hannibal, Mo.__ . 3.45 20 
 
 Laconia, N. H.._ .3.02 21 
 
 WINSTON-SALEM, N. C. _ . 2.84 22 
 
 Selma, Ala. 2.36 . 23 
 
 Monroe, La 2.18 24 
 
 Staunton, Va 1.86 25 
 
 MEDIAN.. _ 4.54 
 
 77 
 
Graph showing Median Five- Year Cost for schools in 25 cities of Win- 
 ston-Salem's class, and Winston-Salem's rank. 
 
 Winston- 
 Salem 
 
 78 
 
Being interpreted, these figures mean that it costs every 
 man, woman and child $2.84 per year to maintain schools. 
 Twenty-one of the twenty-five cities, which were chosen by 
 lot, demand more money per capita for schools than does 
 Winston-Salem, even the sister city of Durham demanding 
 $1,02 more per capita for school support. This is indeed 
 cheap public school support. 
 
 But, perhaps Winston-Salem runs its entire city govern- 
 ment on a very economical basis and perhaps the schools get 
 their full share of the city's tax money, The following ten 
 cities are about the size of Winston-Salem. The table shows 
 the total city expense, the ratio of school expense to total 
 city expenses, their rank in this respect, and compares Win- 
 ston-Salem's record over the four-year period since consoli- 
 dation, with these cities. The graphs present the propor- 
 tion of Winston-Salem's tax devoted to schools, the increase 
 in this proportion from year to year, and contrasts the in- 
 crease in school enrollment with the increase in school tax- 
 money. 
 
 Table showing ratio of expense of schools to total city expenses in 10 
 cities of Winston-Salem's population, and showing also the per cap- 
 ita expense for schools. 
 
 City 
 
 School 
 Expense 
 
 Total city 
 Expense 
 
 Ratio of School 
 to City Ex- 
 pense 
 
 Rank 
 
 Joplin, Mo. _ _ __ 
 
 $120,347 
 
 $226,893 
 
 .530 
 
 1 
 
 New Castle, Pa. 
 
 146 035 
 
 296 778 
 
 492 
 
 o 
 
 Racine, Wis. 
 
 140 916 
 
 337 999 
 
 417 
 
 3 
 
 Oshkosh, Wis 
 
 107,605 
 
 288,1 4 
 
 .374 
 
 4 
 
 Newport, Ky. 
 
 80 409 
 
 216 928 
 
 371 
 
 5 
 
 Joliet, 111. 
 
 117 329 
 
 339 880 
 
 345 
 
 6 
 
 Taunton, Mass. . 
 
 142,618 
 
 415,829 
 
 .343 
 
 7 
 
 Auburn, N. Y. 
 
 13 028 
 
 381 455 
 
 323 
 
 8 
 
 Woonsooket, R. I 
 
 96,801 
 
 334 744 
 
 292 
 
 9 
 
 Knoxville, Tenn. _ __ 
 
 97,215 
 
 316,925 
 
 .150 
 
 10 
 
 Winston-Salem's average 1913-14 to 1916-17 in comparison 
 Winston-Salem, N. C. $91,312 $476,233 .200 
 
 79 
 
.2 
 
 1 
 > o 
 
 2 8 
 
 5 I 
 
 3 CO 
 
 O ^2 
 
 a 
 
 O 
 
 80 
 
Here again it appears that Winston -Salem does not pro- 
 vide enough money for its schools and the indication is that 
 this is due to its giving only about one-fifth of its total city 
 taxes to schools when other cities of like size give as high as 
 one-half the total city taxes for schools and the great bulk 
 give one-third or more. 
 
 The third graph clearly shows that there has not been 
 any increase in the proportion of city funds devoted to 
 schools even when the school enrollment has gone ahead by 
 leaps and bounds. 
 
 Graph showing increased per cent of total city expenditures 
 
 over those for 1914-15 which was devoted to 
 
 the schools 
 
 1313-14 
 To 
 
 1314-15 
 
 1D14-15 
 
 To 
 
 J315-16 
 
 1915-16 
 To 
 
 1316-17 
 
 81 
 
Graph showing increased per cent of school enrollment 
 over that for 1913-14 
 
 1S>13- 14 
 TO 
 
 19U-15 
 
 1914-15 
 To 
 
 1315-16 
 
 1915-16 
 
 To 
 1316-17 
 
 82 
 
PER PUPIL COSTS 
 
 A fairer measure of the cost for school maintenance is 
 to be found by using the cost per pupil enrolled and per pu- 
 pil in attendance. On this basis an estimate can more 
 justly be made as to where the city stands in its mainten- 
 ance of schools. The question to be answered is this, Are 
 the children of Winston-Salem, in comparison with children 
 with children in other cities of like size, having a sufficient 
 sum spent on them for their education? If Winston-Salem 
 is found near the bottom of the list there is no sense in at- 
 tempting to use the fact as an argument that the Winston- 
 Salem school system is therefore run more economically than 
 the others. The truth will be simply that this city by com- 
 parison is running a cheap school system which, in the long 
 run, will prove inefficient. If, on the other hand, Winston- 
 Salem is found well up on the list it will show how adequate- 
 ly the city really is providing for the children's educational 
 needs. 
 
 The next two tables show the per pupil cost in Winston- 
 Salem and 24 other cities based on enrollmen and based on 
 attendance. 
 
 Table showing the median cost of school maintenance per pupil enrolled 
 in 25 cities in the same population group with Winston-Salem. for 
 1914-1915. 
 
 CITIES Amount Rank 
 
 St. Cloud, Minnesota $44.22 1 
 
 Ann Arbor, Michigan 39. 40 2 
 
 Eureka, California 37.97 3 
 
 Ashland, Wisconsin 33.76 4 
 
 Lakewood, Ohio ! 33.33 5 
 
 Burlington, Iowa . 32.84 6 
 
 Peabody, Massachusetts 32.54 7 
 
 Dunkirk, New York 31.35 8 
 
 Hammond, Indiana 30.49 9 
 
 Irvington, New Jersey 30.29 10 
 
 Danbury, Connecticut 30.16 11 
 
 Butler, Pennsylvania 26.83 12 
 
 Galesburg, Illinois 26.16 13 
 
 Laconia, New Hampshire 25.11 14 
 
 Coffeyville, Kansas 23.35 15 
 
 Enid, Oklahoma 21.39 16 
 
 Cranston, Rhode Island 21.38 17 
 
 Columbus, Georgia 20.88 18 
 
 Hannibal, Missouri 20.02 19 
 
 Selma, Alabama 19.99 20 
 
 Durham, North Carolina 19.91 21 
 
 Marshall, Texas 16.42 22 
 
 Staunton, Virginia / 15.87 23 
 
 WINSTON-SALEM, NORTH CAROLINA 13.95 24 
 
 Monroe, Louisiana 10.81 25 
 
 Median $26.16 
 
 83 
 
The tables are not flattering to a city of Winston-Salem's 
 wealth and prominence. Eleven cities of the group pay 
 more than twice as much per pupil enrolled. Fewer than 
 this pay twice as much per pupil in attendance because Win- 
 ston-Salem's average daily attendance is so low the cost for 
 non-attendonce is proportionately greater than the cost on 
 the enrollment basis. 
 
 It might be mentioned here once more that failure to se- 
 care regular attendance is a costly procedure. The second 
 table here given shows this fact very clearly. Without con- 
 sidering pupil welfare at all, it is not good financial sense to 
 neglect enforcement of attendance on school. 
 
 able showing the median cost for school maintenance per pupil in daily 
 attendance in 25 cities of the same population group with \\inston- 
 Salem, for 1914-1915. 
 
 CITIES Amount Rank 
 
 St. Cloud, Minnesota $52.74 1 
 
 Hannibal, Indiana 52.32 2 
 
 Ann Arbor, Michigan 47.30 3 
 
 Eureka, California 43.81 4 
 
 Lakewood, Ohio 41.22 
 
 Irvingto'n, New Jersey 40.42 6 
 
 Ashland, Wisconsin 38.38 7 
 
 Burlington, Iowa 38.37 8 
 
 Danbury , Connecticut 37. 16 9 
 
 Dunkirk, New York 35.90 10 
 
 Peabody, Massachusetts ,34.80 11 
 
 Butler. Pennsylavnia 32.85 12 
 
 Coffeyville, Kansas 31.37 13 
 
 Galesburg-, Illinois 30.72 14 
 
 Cranston, Rhode Island.** 29.50 
 
 Laconia, New Hampshire 29.40 16 
 
 Columbus, Georgia 26.23 17 
 
 Enid, Oklahoma 26.17 
 
 Durham, North Carolina 25.85 - 19 
 
 Selma, Alabama 25.35 20 
 
 Hannibal, Missouri 24.46 21 
 
 Marshall,' Texas 22.47 22 
 
 WINSTON-SALEM, NORTH CAROLINA 19.50 23 
 
 Staunton, Virginia 18.30 24 
 
 Monroe, Louisiana 12.53 25 
 
 Median.. ..$31.37 
 
 The distribution of this per pupil cost among elemen- 
 tary and high school students respectively shows a similar 
 condition. Winston-Salem is not spending as much per pu- 
 pil in the elementary schools and not nearly as much in the 
 high school as cities of like size with herself, The next two 
 tables give the facts. 
 
 84 
 
Table showing per pupil cost for elementary school maintenance in 25 
 cities of the same population group with Winston-Salem for 1914-15, 
 enrollment basis. 
 
 Per Pupil 
 
 CITY Cost Rank 
 
 Virginia, Minn $39.33 1 
 
 Lakewood, Ohio 31.26 2 
 
 Irvington, N. J 29.42 3 
 
 Eureka, Cal 29.05 4 
 
 Danbury, Conn 28.45 5 
 
 Peabody, Mass 27 . 53 6 
 
 Port Huron, Mich 27.36 7 
 
 Ashland, Wis 26.41 8 
 
 Dunkirk, N. Y 26.25 9 
 
 Laconia, N. H 25.80 10 
 
 Braddock, Pa 24.02 11 
 
 Ottumwa, Iowa 22 . 92 12 
 
 Galesburg, 111 21.08 13 
 
 Richmond, Ind 20.82 14 
 
 Tulsa, Okla 19.19 15 
 
 Durham, N. C 15.76 16 
 
 Barre, Vt 14.91 17 
 
 Hannibal, Mo 14.71 18 
 
 WINSTON-SALEM, N. C 14.07 19 
 
 Coffeyville, Kansas 13.52 20 
 
 Marshall, Texas - 12.83 21 
 
 Jackson, Tenn 11.59 22 
 
 Waycross, Ga 11.56 23 
 
 Baton Rouge, La . 11.20 24 
 
 Gadsden, Ala ! 10.28 25 
 
 Median $21.08 
 
 The list of cities used elsewhere in this study is not used here be- 
 cause so many of them failed to report these items. Fair substitutions 
 have been made. 
 
 Table showing per pupil cost for high school maintenance in 25 cities of 
 the same population group with Winston-Salem for 1914-15, enroll- 
 ment basis. 
 
 Per Pupil 
 
 CITY Cost Rank 
 
 Virginia, Minn . $119.44, 1 
 
 Lakewood, Ohio 76.03 2 
 
 Eureka, Cal 63.48 3 
 
 Tulsa, Okla 57.11 4 
 
 Dunkirk, N. Y 54.87 5 
 
 Ashland, Wis 54.19 6 
 
 Irvington, N. J 53.39 7 
 
 Laconia, N. H 50.70 8 
 
 Braddock, Penn 50.43 9 
 
 Richmond, Ind 48.71 10 
 
 Peabody, Mass 48.03 11 
 
 Galesburg, 111 .'. 47.11 12 
 
 Port Huron, Mich 46.05 13 
 
 Coffeyville, Kansas 45.48 14 
 
 Ottumwa, Iowa 43. 59 15 
 
 Barre, Vt 42.82 16 
 
 Durham, N. C 39.77 17 
 
 85 
 
Per 
 
 CITY" Pupil Rank 
 
 Hannibal, Mo _ ..... 36.12 18 
 
 Waycross, Ga 35 . 17 19 
 
 Marshall, Texas 34.31 20 
 
 Danbury, Conn 34.05 21 
 
 Gadsden, Ala 32.19 22 
 
 WINSTON-SALEM, N. C , . 31.41 23 
 
 Baton Rouge, La 23.36 24 
 
 Jackson, Tenn.__- - .- 13.72 25 
 
 Median $46.05 
 
 The list of cities used elsewhere in this study is not used here be- 
 cause so many failed to report these items. Fair substitutes have been 
 made. 
 
 It is further evident that the high school students are 
 getting their just share of what money is spent. This is 
 shown by the fact that whereas the city ranks 19 in its ex- 
 penditure for elementary schools it ranks 23 in its expendi- 
 ture for high schools. In comparison with other cities, 
 therefore, Winston-Salem spends not only less per pupil on 
 its high school but gives the high school a smaller share, 
 proportionately, of the school funds than is the general cus- 
 tom. 
 
 Absolutely, relatively, individually, and by comparison, 
 therefore, Winston-Salem is not giving its school system ad- 
 equate financial support, Whether or not the city can do 
 more is another question and not one which directly concerns 
 this report. The fact must be faced, however, by the citi- 
 zens and by the school authorities. 
 
 
 
 DISTRIBUTION 
 
 The citizens will justly ask to what purposes this money 
 is put. Why does it take so much money to run the schools? 
 Who gets all the money? The questions are fair ones and 
 the Superintendent has given the answers in his annual re- 
 ports. It is true, however, that even after asking such 
 questions many citizens will not take the trouble to study the 
 reports and find the answers for themselves. 
 
 The city spends now a total of around $100,000 annually 
 for maintenance of its public school system. The following 
 table shows what proportion of every dollar goes for the 
 purpose stated in the table. The distribution in Winston- 
 Salem is contrasted with the distribution in 25 cities of like 
 size. The figures are for a period of five years. For more 
 complete comparison the percentages are given for the high- 
 est, lowest and median reported figures. 
 
Summary table showing the median percentage of distribution of expen- 
 ditures for schools in 25 cities of the same population group with 
 Winston-Salem for the five years 1910-11 to 1914-15. 
 
 Winston- 
 
 Salem 
 High Low Median Median 
 
 1. Board of Education and business offices.. 2.6 0.0 0.6 0.2 
 
 2. Superintendent's Office 8.0 0.0 3.8 4.1 
 
 3. Salaries and expenses of supervisors 6.2 0,0 2.1 1.8 
 
 4. Salaries and expenses of principals 10.9 0.0 6.6 10.9 
 
 5. Salaries of teachers 76.3 55.5 63.9 67.9 
 
 U Textbooks 5.3 0.0 0,1 O.U 
 
 7. Stationery, supplies, other instruction 
 
 expenses 6.2 0.0 0.5 0.0 
 
 8. Wages of janitors and other employees. -10. 6 3.2 7.1 4.1 
 
 9. Fuel 6.1 1.2 3.4 2.9 
 
 10. Water, light, power, janitors' supplies. _ 4.2 0.1 2.2 0.4 
 
 11. Maintenance, replacement of equipment. 8.9 1.2 4.3 3.6 
 U. Libraries 4.6 0.0 0.0 0.0 
 
 13. Promotion of health 1.4 0.0 0.0 0.0 
 
 14. Transportation of pupils 2.6 0.0 0.0 0.0 
 
 15. Payments toother schools, pensions, rent 8.0 0.0 0.0 0.0 
 
 In plain English these figures mean that, for example, 
 from nothing to two cents and six mills of every dollar is 
 spent in cities of this size to pay the expenses of the Board 
 of Education and business offices. One half the twenty-five 
 cities studied spent less than six mills and one half spend 
 more for this item. Winston-Salem spends two mills for 
 this purpose. In the same way the figures can be interpre- 
 ted for each item. 
 
 Evidently then Winston-Salern spends too little for the 
 expense of business control. If it had a business manager 
 this item would appear in about the right proportion. The 
 item for expenses of supervisors is not exactly correct since 
 the so-called supervisors are really teachers. This item 
 should be 0.0 and is too low a percentage, The proportion 
 of money spent for principals is very high. As pointed out 
 previously there is no need for two principals in the Central 
 and Granville schools. 
 
 The proportion spent for teachers is a little high. This 
 does not mean, however, that the total amount paid teach- 
 ers is too much, but that a very little too much of the too 
 small total goes to teaching. This is not a bad condition to 
 obtain in view of the lack of a supervisory force, in fact this 
 is exactly what ought to be expected. 
 
 One other item needs particular attention, viz., item 11. 
 Not a sufficient proportion of the maintenance fund goes for 
 the replacement of equipment, repairs, etc. This is partly 
 due to the fact that so many of the buildings are compara- . 
 tively new. However, as this report shows some of the 
 buildings are now in need of rather extensive repairs and 
 
 87 
 
some new desks and other permanent equipment need re- 
 placing. 
 
 It may be well, in view of what this report has to say 
 about insufficient teaching apparatus, to call attention to the 
 fact that Winston-Salem spends nothing for general instruc- 
 tion supplies while some of the cities spend six cents or more 
 of every dollar for such a purpose. More than half of these 
 cities spend one and one-half cents of every school dollar to 
 provide teaching apparatus. 
 
 Whether or not a city's distribution of expenses corres- 
 ponds to the custom throughout the country means little ex- 
 cept when considered in the light of conditions prevailing in 
 the city under consideration. If a city appears to need a 
 larger supervisory force and if the distribution of its expen- 
 ditures shows it is not spending so much proportionately as 
 other cities of its class for supervisors the total evidence 
 would seem to show rather conclusively that the need is very 
 real. Again, when other cities find it profitable to spend 
 part of the school money in providing office force and a city 
 of like size is overworking its Superintendent to get^ office 
 work done and spending nothing for such a purpose, wisdom 
 would seem to dictate that such a city should provide proper 
 clerical assistance. 
 
 The table, then, serves as a guide and a check upon 
 opinion and upon indications seen at different angles. The 
 table has value not as a final determinant but only as an in- 
 dicator. This table does emphasize the need for certain 
 changes in the Winston-Salem system to which attention has 
 previously been called in this study. 
 * 
 
 BUILDING COSTS 
 
 The accompanying table will serve to show how much 
 the city may expect to be obliged to pay for the construction 
 of future buildings. Of course building prices will change 
 from time to time but the table here given will serve 
 at least as a starting point. The table needs no explanation 
 or discussion. 
 
H 
 D 
 
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 31. 
 
 Cost Per Sq. 
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 ranuojTpny 
 
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 Pup 
 
 Per 
 
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 SUIOOJSSBIQ otraspBoy (un'joy 
 
 Cost Per Cu. 
 (In Cents) 
 
 o^g '5933 s.joaj 
 -tqoiy Smpnpuj 'gmppng 
 
 ^803 I^QX 
 
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 ': 
 
 
FUTURE POLICY 
 
 In the light of these facts what policy ought Winston- 
 Salem to pursue as regards its school system? Can it rest 
 content where it is? Will it try to carry out an extensive 
 .plan of providing greater financial backing for this great 
 business of educating its children? Do the citizens desire a 
 cheap school system or will they strive to develop an ef- 
 ficient system and pay the requisite price I 
 
 Perhaps the answer can best be given when the citizens 
 know what it will cost to make the system efficient On a 
 very conservative estimate (and it must be understood this 
 is an estimate), the immediate needs of the syst m involv- 
 ing extra expenditures for the next five years are the fol- 
 lowing: 
 
 MAINTENANCE 
 
 Present $100,000 for 5 years @ $100.000 per year $500,000 
 
 Business manager for 5 years @ 1000.00 per year 5,000 
 
 Primary Supervisor for 5 years @ 750.00 per year 3,750 
 
 Grammar Supervisor for 5 years @ 750.00 per year 3,750 
 
 Supervisor special subjects for. _ 5 years @ 750.00 per year 3,750 
 
 Evening Schools for 5 years @ 1500.00 per year 7,500 
 
 Health Officer for 5 years @ 1000.00 per year 5,000 
 
 Attendance Officer for 5 years @ 750.00 per year 3,750 
 
 Salary increases for 5 years @ 5000.00 per year 25,000 
 
 $557,500 
 BUILDINGS 
 
 High School- __$250,COO 
 
 New Grade 50,000 
 
 Addition and Equipment 30,000 
 
 $330,000 
 
 Total for five years $887,500 
 
 ANNUAL NEED $177,500 
 
 It will be noticed that the cost of new buildings and 
 equipment is included with the immediate five-year basis. 
 This is done for two reasons. In the first place|Winston-Salem 
 is growing so rapidly that the need for new buildings will con- 
 tinue to come along at short intervals and perhaps their cost 
 cannot be met satisfactorily through bond issues. If an end to 
 the increase in school population is in sight and one or two 
 new buildings will be sure to care for any possible increase 
 then 20-year or 30-year bonds may be the best policy. In 
 this case the annual need will be only $111,000 plus whatever 
 expense is attached to the bonding plan for new buildings. 
 
 In the second place, the city already has a good-sized 
 bonded indebtedness. Sufficient bonds to meet the needs, 
 cannot, perhaps, be issued without crippling the depart- 
 
 90 
 
ments of the city government. In other words, if the city 
 were to provide sufficient bond issues to meet the new school 
 building needs it might deprive itself of opportunity to care 
 for other pressing demands for permanent improvements. 
 
 The whole question of bond issues depends for wise so- 
 lution so much upon local conditions, variable in different lo- 
 calities, it is impossible to state authoritatively what any 
 city should do. It is problem for the business men and the 
 school authorities to work out together. 
 
 The present taxable wealth of Winston-Salem is $20,- 
 000,000 with 4800 polls. How much of a tax would have to be 
 levied in order to meet the needs depends upon what policy 
 is adopted regarding the financing of these necessary per- 
 manent improvements. In any case it will cost the citizens 
 more for schools than they are now paying if sufficient funds 
 are raised to maintain their school system at a high level of 
 efficiency. Exactly what the detailed financial plans shall 
 be is another problem calling for careful and far-sighted de- 
 liberation. 
 
 RECOMMENDATIONS 
 
 Present conditions demand: 
 
 1. That more money be spent for the support of schools. 
 
 2. That these funds be distributed with care in the 
 light of prevailing conditions in the country at large. 
 
 3. That the Board of Education carefully consider the 
 whole financial problem involved in securing and 
 disbursing increased school funds. 
 
VII. HIGH LIGHTS 
 
 The form of organization in the Winston-Salem school 
 system is not in keeping with the size and spirit of the city. 
 It is true to tradition but lacks in the forward look and a 
 broad policy of progress. 
 
 The supervisory force and the amount of clerical aid is 
 insufficient. The time and strength of superior officers is 
 spent in attending to petty details of which they should be 
 relieved. 
 
 The newer buildings are satisfactory. In the construc- 
 tion of future buildings great care needs to be exercised in 
 determining their location. Attention needs to be given also 
 to avoid waste in corridors, halls, etc. There is great need 
 of repairs at certain of the plants. 
 
 Apparatus both for teaching purposes and on play- 
 grounds is inadequate. Lack of tools and poor tools are (not 
 conducive to effective production. 
 
 Salaries are too low and proper recognition of and stim- 
 ulation to professional improvement is not given the teach- 
 ers. Living conditions for the teachers need careful atten- 
 tion. 
 
 Lack of regular attendance on the pajrt of the pupils is 
 a powerful factor in producing and perpetuating a high de- 
 gree of retardation and elimination in the schools. Very 
 little heed is given to special classes for the pupils thus an- 
 nually kept behind in their work. Many causes contribute 
 to make this situation very serious. 
 
 The negro schools, on the whole, are overcrowded and 
 the teachers in them are given too much work to do. The 
 working conditions in the negro schools are far from satis- 
 factory. 
 
 The schools do not have enough money. The cost to the 
 citizens and the relative cost per pupil do not measure up 
 in comparison with cities of Winston-Salem's size. 
 
 The city does not spend a sufficiently large share of its 
 total funds for school maintenance. 
 
 The school population is increasing very rapidly, in fact 
 at the rate of more than one pupil per day, calling for new 
 buildings and more room every day. 
 
 The high school situation especially needs immediate at- 
 
 92 
 
tention, as regards classroom space, teaching apparatus, and 
 playground area. 
 
 If the Waughtown, Centerville and Southside districts 
 are taken into the corporate limits, housing and supervisory 
 problems will arise calling for the very best thought and 
 wisdom of the school officials. 
 
 The spirit of the system is admirable. Every effort is 
 exerted by all to do the very best under any and every con- 
 dition. This spirit needs to be conserved by improving as 
 rapidly as possible the working conditions. 
 
 The Superintendent knows that all these difficulties ex- 
 ist. He has repeatedly called attention to them. He needs 
 more money and a larger force with which to handle the 
 problem. That many of these conditions now obtain is the 
 fault not of the school officials but of a too small banking ac- 
 count for the schools. 
 
 93 
 
YC 02853 
 
 
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