DEAR SIRS:—I wish to call your attention to a very important matter in regard to funds due the schools on each poll in your county.

Article 5, sec. 2 of the Constitution, is as follows: “The proceeds of the State and county capitation tax shall be applied to the purposes of education and the support of the poor, but in no one year shall more than twenty-five per cent thereof be appropriated to the latter purpose.”

It matters not what revenue acts we may have on this subject the Constitution is the supreme law and must be obeyed.

The poll tax of course varies in the different counties, but I am informed that it has been the custom in some places to take 25 per cent of $2.00, or 50 cents, without regard to what the poll actually is, or in other words, where the poll is only $1.80, fifty cents of this has been taken from the school fund, where there should have been taken only 25 per cent, or one-fourth of $1.80, or 45 cents.

The point I wish to emphasize is this, that no matter what the poll tax of your county may or may not be, 75 per cent of whatever is is belongs to the public school fund.

It is very strange that the school fund seems to be so often misused, and so little concern taken for this fund in comparison with other public funds.

I have no objection to the County Commissioners caring for poor, but let them only take 25 per cent of the poll tax as the Constitution directs for this purpose.

I believe we would have fewer people in our county homes if we had more intelligence, so one way for the commissioners to lessen the public burden of the poor is to increase the intelligence of their people.

GENTLEMEN:—I write this letter because the question has arisen in some counties as to whether the Legislature had authority to abolish the County Boards of Education as the members were elected for three years.

I shall not attempt to decide as to the legality of this act of the Legislature, but want to inform you that it is my earnest desire that you waive any legal right that you may feel that you have in this matter for the sake of the cause of public education.

The work of public education in North Carolina is bigger than any set of politicians or any political party. So I beg you for the sake of the great work to be done, not to throw any obstacles in the way that may in any way hinder the success of the law as enacted by the recent Legislature.

It was reported to me that the principal qualification considered in the appointment of the County Board of Directors was that the men must be Democrats. Be this as it may. Let these men have an opportunity to prove by their works that they are for public schools as well as Democrats.

I advise you to meet with the County Board of Directors on second Monday in April, make a full, complete report of your work since July 1, 1898, and turn over all official records, books, etc., to the County Board of Directors, in order that said Board of Directors may have as little trouble as possible to make out the annual report for the fiscal school year ending June 30, 1899.

There have been the most pleasant official relations existing between you and myself, with very few exceptions, the memory of the exceptions will be forgotten, and that of the general rule will be cherished in the years to come.

The manuscript of the Public School Law and notes thereon were placed in the hands of the printer on March 15th, but owing to law suits, injunctions, etc., I have no assurance of a definite time as to having the School Law published—hence this letter.

The Supervisor will hold his office and discharge his official duties until the end of the school year, or until his successor, the County Superintendent of Schools, is elected and qualified.

The County Superintendent of Schools will be elected by the County Board of Directors on the second Monday in July.

The County Supervisor can not do any visiting of schools since the 7th of March, because there has not existed a County Board of Education since that date under whose supervision this work must have been done in order to be in accordance with law.

The new County Board of Directors will allow the County Supervisor pay for his services actually rendered in public school work since 7th of March, such as examination of teachers, signing vouchers, etc.; such compensation as was allowed by law by the County Boards of Education.

It would be well for the County Supervisor to meet with the County Boards of Education and County Boards of Directors on the second Monday in April and assist in every way possible to make clear and plain matters of record as to the public schools and give all the information possible, so that the school interest and work will not be injured by change of officers.

The Township Committees will sign orders of teachers' salaries to finish up contracts made with teachers for the schools now in operation. These orders to be endorsed by the County Supervisor as heretofore.

This, I think, is sufficient information for you until your successors are elected and qualified.

GENTLEMEN:—I was expecting to have the Public School Law in your possession by the second Monday in April, but owing to some legal questions being raised as to the public printing, I may not be able to do so.

In the first place, I wish to say that I shall take it for granted that you were selected for the important position you now have because you are men who have at heart the interest of the public schools of your respective counties.

In the second place, I wish to assure you that in the person of myself you will find one who is willing and anxious to be a co-worker with you in improving and bettering the condition of the public schools.

I shall advise you freely and candidly, with only one purpose in view; namely, the progress and improvement of the schools.

I hope my official record has been such that you can and will confer freely with me at any and all times in regard to your official duties and plans pertaining to the public schools.

I trust you may prove to be broad, liberal-minded men, that you will not cater to any social, political or religious sect or faction, but will have as your motto the following words: “Qualification and merit shall win in ..... County of North Carolina.”

If all the County Boards of Directors would adopt this motto and live up to it for the next two years, more progress will be made in the two years than at any period in our educational history.

You have important officers to elect, namely, the County Superintendent of Schools and the Township School Trustees.

Much depends upon the County Superintendent of Schools. In most counties, in my opinion, the man best suited and qualified for his place will not be around seeking it, but I urge you to seek the man. You want first of all an educator in the broad sense of this term. You do not want a politician, or narrow, selfish, one-sided man, but you want a man of character and genuine worth, who is respected and esteemed by your people; a man who will be, not only a leader of teachers and children, but also a leader of parents.

I said much depends upon the County Superintendent of Schools, but perhaps even more depends upon the Township School Trustees, because these men apportion the fund to each school, elect the committee for each school in their respective townships, fix a maximum salary for the teacher, fix boundaries, etc.

The Township Trustees have large discretion as to apportionment of school fund. The very best men in the township should be selected.

You will organize on the second Monday in April. I have advised the County Boards of Education and the County Supervisors to meet with you then and aid you in every way possible so as to cause no confusion in records of the schools, by a change of officers.

You will allow the County Supervisor such compensation as you think just and proper for his services since the 7th March to the end of the school year.

You will elect the County Superintendent of Schools on the second Monday in July, and before this time you will have the School Law.

DEAR SIR:—This is to inform you, and through you the young people of your county, that there will be no examination for Peabody Scholarships this year.

There were eight vacancies, but Dr. Payne, the President of the Peabody College, has nominated persons for all these places.

I quote from the circular of information sent out by Peabody Normal College:

These scholarships are distributed to the several States by the General Agent, and their award to students is vested in him; but for convenience of administration this award is delegated to the State Superintendents in conjunction with the President of the College. The whole number of scholarships is now 200, distributed as follows:

Alabama, 15; Arkansas, 17; Florida, 8; Georgia, 18; Louisiana, 13; Mississippi, 15; North Carolina, 18; South Carolina, 14; Tennessee, 33; Texas, 20; Virginia, 18; West Virginia, 11.

1. No State can claim scholarships as a right. They are gifts from the Peabody Board of Trust, and, as such, the ratio of their distribution, as well as their amount, may be changed, or they may be withheld altogether.

2. At the close of each College year the President will notify State Superintendents of the vacancies that are to be filled in their respective States for the ensuing College year, and send the names and standing of nonscholarship students who are deemed worthy of scholarship appointments. If the President's nominations are not acted on within two weeks after they are forwarded, his nominees will be enrolled as scholarship students.

You are hereby notified that the State Board of Examiners will furnish you or your successor in office a set of questions for teachers who may wish to stand the examination for Life Certificates. This examination will take place on the second Thursday in July. You will notify the teachers of your county, through the press or otherwise. Be sure that it is generally known, so that all who wish may have an opportunity to take the examination.

You will conduct the examination at the Court House or some convenient place at the county seat. The questions are not to be opened until the examination begins. Examination papers are to be forwarded to this office and graded by the State Board of Examiners.

A diploma will be issued to all successful applicants. This diploma will have the signature of each member of the State Board of Examiners and their seal upon it, and will entitle the holder thereof to teach anywhere in North Carolina without examination by the County Superintendent of Schools, subject, however, to the provisions of Section 75 of School Law.

Questions on the following subjects will be prepared:

DEAR SIR:—I wish to call your attention to Section 39 of the School Law. You will see that teachers are hereafter required to be examined on Civil Government.

I advise you to inform your teachers of this additional study, so they may inform themselves upon this subject.

See to it that you in your examination give this important subject its proper care and consideration.

It is not expected that we will have classes in Civil Government in many of our schools, but we do expect for our teachers to be well informed and to give the entire schools a recitation at least once a week. In this way not only the larger pupils, but the entire school may have a general knowledge of our State and National Government.

There are numerous text-books on Civil Government. The ones most largely used in our State are, perhaps, Peterman's Elements of Civil Government (N. C. Edition), and Finger's Civil Government. Finger's Civil Government was written especially for North Carolina teachers and schools.

It may be well for you to examine the record of books in the office of Register of Deeds of your county. If a text-book on Government was adopted in your county on the first Monday in June, 1896, this book must be used for two years by your teachers; if no book was adopted then your teachers may use whatever book they wish.

I have frequent enquiries as to effect of the recent decision of Judge Timberlake in the case of the Sampson County School Board, and also enquiries as to the effect this will have as to the County Boards throughout the State if said decision is sustained by the Supreme Court of North Carolina.

I write this letter to say, in reply to the first enquiry, that the decision of the Sampson County case does not affect any County Board of Education except the County Board of Education in Sampson County. I recognize the old County Board of Education of Sampson County because the Superior Court of said county has so ordered, and I obey this order until it is passed upon or otherwise ordered by the Supreme Court.

In all other counties where the old County Boards are contending I recognize the County Boards of Directors appointed by the General Assembly as the de facto officers and official boards until ordered otherwise by the Courts, as in the case of the Sampson County Board. I, as an executive officer, take it for granted that a statute enacted by the General Assembly is the law, and must govern myself accordingly until I am otherwise ordered by the Courts, as in the Sampson County case. Therefore you, as County Superintendent, will recognize Board of Directors as the legal board of your county until otherwise ordered by a judgment of your Court.

In regard to the second enquiry will say, it will be time enough to answer it after the Supreme Court shall have rendered its decision. We have trouble enough to take it as it comes, without going ahead to look for it.

DEAR SIR:—You will see by referring to section 39 of the School Law of 1899, that the Theory and Practice of Teaching is not named.

Teachers are still required to be examined upon this subject as heretofore. White's Elements of Pedagogy, the same book we have used, will be the text-book used for the examination on this branch of study.

The book is to be furnished teachers for one dollar, postpaid.

DEAR SIR:—I have numerous inquiries in regard to the text-books to be used in the public schools, what prices, etc. These inquiries, strange to say, come very often from teachers who ought to be informed on questions of this kind.

I wish you to go to the office of Register of Deeds of your county and make a copy of the contract your county has with publishers, the names of the books, together with the prices to be paid for them by the children.

I think it would be well to have this list of books, together with prices, published on good card-board' and placed in each school-house of your county. In this way not only the teacher would know what books he is required to use, but the children would also know what they must pay for them.

You will find that the contract provides that books shall be sold at the prices contained therein, and if merchants and book dealers are charging more than these prices, it is your duty to look after the matter and see that the publishers place the books on sale at the prices agreed to in the contract of 1896.

You will see by referring to section 80 of the School Law the text-books now prescribed and in use in said schools shall not be changed, nor the price of the same raised prior to said date, and that the list of such books, and the price for the same as now recorded upon the minutes of the County Board of Education,” etc.

Thus you see the Legislature of 1899 virtually adopted the text-books for two years; you will so inform the public, and especially the teachers of your county.

I have recently received a letter from a large county, stating that not a single fine had been reported to the Clerk by the Magistrates of this county. The County Superintendent writes that several Magistrates were known to have collected fines, and yet not one of them has been reported, as the law requires.

I wish for you to call on the Clerk of your county for his report of fines, as this money belongs to the school fund of the county.

I have reason to believe that Magistrates have not done their duty in several counties in regard to fines. If, after you receive the report of fines from the Clerk, you have reason to think there has been negligence on the part of any of your Magistrates, then you should go and examine the record books of any or all of the Magistrates. Their record books are public property, and they have no right to refuse to let you see them.

If the returns have not been made in your county, I advise you to report the matter to the Solicitor of your Judicial District. You should not only inform him, but see to it that he takes action in the matter.

It is your duty, as you are aware, to protect the school fund in every way possible. It may not be a popular thing to be looking into the records, but I am sure you will be ready to stand up for the childrens' interest in your county, whether it is a popular thing to do or not.

DEAR SIRS:—I send you the following official letter as to the recent decision of the Supreme Court in regard to the School Board Cases:

GENTLEMEN:—I send you the following correspondence, in the first place, that you may know that the individual opinions of a member of either an old or a new board, will not affect in the least degree the official actions of the head of this Department. While I am always glad to have your advice and suggestions as to what is best and wisest to be done in all matters pertaining to the great work of the public schools, still I wish for you and the public to know from this correspondence that I do not propose to be driven by any man or set of men to do otherwise than that which I believe to be my duty. In the second place, I wish to recall to your mind certain facts in regard to this Department which may have escaped your memory.

After reciting the acts of the new board, all of which, of course, were known to this Department as well as the official acts of all the new boards throughout the entire State, Mr. Lawrence says:

The following is a copy of the letter sent from this Department in reply to Mr. Lawrence:

DEAR SIRS:—Among the many questions of anxious concern that I have had to deal with, one of these has been my earnest desire to have the special appropriation of $100,000 for the public schools.

I wrote an official letter to the State Treasurer some months ago in regard to this appropriation. I have seen him in person three or four times and urged him to make special effort to pay this money when due. He assured me on each occasion that he would gladly pay the money if he had it when due, but could never give me any assurance that he would have the money. You, no doubt, have his official letter before this time, stating that he has not the money now, but that he hopes to have it in time for the Fall term of schools.

This money was appropriated by the Legislature for the school year, beginning July 1, 1899, and ending June 30, 1900, and we must have this money on or before June 30, for the Spring term, and not for the Fall term.

My advice to you is, that you go ahead and apportion this special appropriation to your respective townships, keeping a strict account of the amount of the special fund given to each township, and the Township Trustees in turn to keep a strict account of how much special fund they give to each individual school. This may cause the teachers to have a small bill of $15, $20, or $25 that may not be paid promptly at the close of the schools, but can be paid as soon as the County Treasurer receives the money from the State Treasurer.

Of course, if the State Treasurer pays the money before the schools close, then there will be no delay in paying the teachers in full at the close of their schools.

No one regrets the failure to receive the money promptly more than myself, as I have been exceedingly anxious that the last year of my term of office should show an increase in the length of school term, as well as an improvement in the quality of work done in the school room.

DEAR SIRS:—On February 5, 1898, I sent a letter to the denominational and private schools of the State, asking them to take space in the Official Report of this Department at a nominal cost of $1.50 per page. In response to this quite a number of these colleges and schools agreed to take space, some only a few pages, others more.

This report has gone into every State and Territory in the United States, to nearly every public library throughout the United States, to the college libraries, and one special bound volume to the Paris Exposition, so that I think it will be of great value to the institutions as well as to the State.

I offer you the same terms as the others had to cover cost of printing, and hope that all the schools of any prominence that were not represented in my former report will be represented in the next one.

I want a short concise history of each school, and an outline of what has been done and is being done.

Will be glad to insert cuts of the colleges and school buildings, faculties, etc.

I ask your careful consideration of this matter and hope to have a reply at an early day as to how much space you will want.

I desire to leave on record a history of all our schools and the work they are doing, for the good of the schools and for the good of the State, and for future generations.

Do not put this matter off, because you think there is plenty of time. It takes a great deal of time to get the information together from the various parts of the State, hence I start out on this work at this early date.

I shall also be very glad, if any of the “Old Schools” were overlooked in the sketches which were prepared by Dr. Battle in my last report, to have a sketch of such school or schools.

Let no citizen wait for a personal invitation to write such a sketch, as I hereby extend a special request to anyone and all who know of any such schools, or if you can put me in communication with persons having valuable historical educational facts that should be preserved for future generations, I shall appreciate it very much.

Just to-day I saw an interesting sketch in the Greensboro Telegram of a “Post-bellum High School.”

No doubt there are hundreds of such schools, sketches of which if not written soon will be lost forever so far as our educational history is concerned. No charges for sketches of schools not now in operation.

I close this letter by asking the hearty co-operation of all private schools as to their history, and of all citizens in my efforts to secure valuable educational history that may be lost if not preserved in some official record like the Educational Report of this Department.

DEAR SIR:—I refer you to the following words of section 39 of the School Law, last part: “The County Superintendent or Schools shall hold his examinations publicly, and may invite competent persons to assist him in such examinations. He shall keep a copy of all examinations, questions, both public and private, and shall forward copies of the same to the State Superintendent upon request.”

In accordance with this law, I hereby request you to send me the set of questions used last October, and a set of questions you have used for a private examination.

You will please make each set distinctly, so I can see at once which was the private examination and which was the public examination.

It gives me pleasure to say that most of the County Superintendents are punctual in complying with my requests made from time to time, but some few have been somewhat remiss in this respect. I wish to refer those who have been negligent to the words of the law quoted above: “shall forward,” etc.

The reason I wish to have these questions, is, I want to see what standard of scholarship is required by the different county superintendents in the various counties throughout the State. Hoping to have a prompt response from all the counties, I am,

DEAR SIR:—This is to say to you that I have decided that the special appropriation of $100,000 is to go to the benefit of the children direct, without any shaving down by commissions for County Treasurers or other officials.

I am quite sure the Legislature intended for this special appropriation to go direct to the children, and urge you and your County Board of Directors to see that this is done.

If the Legislature and the people are willing to give this special fund for the special benefit of the children, then the County Treasurers can surely handle this special money without a commission.

This letter is written in response to County Superintendents, who are making efforts to have the special fund handled without any cost to the children.

It may be that some County Treasurers are not demanding a commission, but the cases referred to are from counties where the demand has been made.

DEAR SIRS:—I wish to refer you to section 19 of the School Law. which is as follows:

“The County Board of School Directors of any county may annually appropriate an amount not exceeding fifty dollars out of the school funds of the county for the purpose of conducting one or more Teachers' Institutes for said county; or the County Boards of School Directors of two or more adjoining counties may appropriate an amount not exceeding fifty dollars to each county, for the purpose of conducting a Teachers' Institute for said counties, at some convenient and satisfactory point, and the public school teachers of the said county or counties are required to attend said institute, unless prevented from attending by sickness or other good cause. A County Teachers' Institute under this section shall be conducted by the County Superintendent of Schools, assisted by some member of the State Board of Examiners, or a member of the faculty of the normal department of the University of North Carolina, or the State Normal and Industrial College, or of the Agricultural and Mechanical College at Raleigh, or by some practical teacher appointed by said State Board of Examiners: Provided, that the local and traveling expenses of the persons thus appointed shall be paid out of the general public school fund of the county by order of the County Board of School Directors: Provided, that the Teachers' Institutes shall be held for the white race and the colored race separate and apart from each other.”

It does seem to me that the time has come for members of every County Board of School Directors to realize that they must do all they possibly can to help the teachers of their respective counties to better prepare themselves for their important work.

So, my friends, the question of a County Institute once a year ought to be an established fact, and the only questions with you in regard to it should be: How may we have the best Institute? How may we best serve the teachers' needs of our county? How may what we do this year add to what we did last year and prepare the way for what we expect to do next year?

Send your requests in for men as leaders in the work. Professors McIver, Joyner and Claxton, of the Normal and Industrial College, can and will serve several counties. The Agricultural and Mechanical College professors are also required to do some of this work, and if these can not supply all the demands, we have good educators whose services can be had for a small compensation. Let us have an educational awakening in County Institute work. Our public school teachers have not the means to go off to Summer Schools, but all can attend a County Institute and get new life, new zeal and new inspiration in the work.

Will you not do this much for the teachers of your county?

I still have some inqueries in regard to combining the public schools with denominational schools, and, therefore, write you in substance what I wrote the County Supervisors during the year 1898.

DEAR SIR:—I wish you to write me an official letter for publication in my next Educational Report. Want you to give me the condition of educational affairs in your county. Please write the situation briefly, candidly and plainly, just as it is, so that the people of the present and those of the future may know the true condition during the school year 1899 and 1900.

Would like to have any plans or suggestions you may have for the improvement of our public schools. With such limited means as we have in this State, it is absolutely necessary to exercise the greatest wisdom and prudence in the operation of our schools. It is somewhat like a father having ten children to feed with only food enough for five, and yet he must not let one perish. Our children have not educational food enough for even one-half of them, and yet they must live—must be the future citizens of North Carolina.

The more I see of this great work, the more awful the responsibility of those who operate the public schools appears to me. I would remind you that your responsibilities are even greater than they were a year ago, and will increase as the years go by. May you increase in wisdom and power as your work grows; may you not only grow with the work, but may you make the work grow. Remember that you are the fountain, so to speak, from which must come the life and inspiration of your teachers. See to it that you prove yourself a leader worthy of the great cause you represent.

Hoping to have a prompt response to this letter, I am, with best wishes and kindly feelings,

MY DEAR SIR:—In response to your request, I beg leave to say, Bertie County is not lagging in the work and interest of schools. About one year ago we held an Institute for white teachers, conducted by Prof. P. P. Claxton, of the State Normal. About sixty teachers were in attendance. Prof. Claxton proved himself a workman of whom we are not ashamed, and I am sure that much good was the result of his work among us.

Bertie was one of the first counties of the State to organize a Teachers' Association (ten years ago). We keep them going. They are attended not only by the greater part of our teachers, but by large masses of our country people. Indeed, we endeavor to make these meetings the best known means of reaching the parents of our children, since we have long ago learned that an interested parentage is the best stimulus to larger attendance upon our schools. We think about two well-conducted meetings of this character, each year, would be sufficient. We consider them chiefly as educational rallies. We believe they should be in active operation in each county in the State.

One of the most pleasant, and, we think, profitable parts of the County Superintendent's work is an annual committeeman's day. At this time census papers are given out, and all necessary instructions, interchange of opinions, etc., etc., are made, whereby the entire school work of the county is brought together and unified. The officers of the work are drawn closer together and good otherwise done. Let the first Monday in August be the day.

Arbor Day is appointed in this county to be on Friday before Christmas, at which time the teachers, children, committeemen and patrons of the various schools are requested to meet at their respective school houses and put the grounds in nice condition; trim up existing trees, plant out needed ones, and in any other way beautify the place. The children should at the same time give some entertaining exercises.

While the grade of our teachers is not altogether as good as we would desire, yet we believe, upon the whole, they will average well up with those of other counties. They are selected largely for their moral, as well as intellectual worth, together as to capacity and aptness to impart instruction. Teachers found to be inefficient in their work are soon set aside, or not employed again. This is done in response to our advice to committeemen.

For the past few years we have been issuing an annual salutation, or reminder of duty, to our teachers and committee. We believe it is productive of some good.

In comparing our annual reports for the past two years, we are much gratified to find that both the average, as to enrollment and attendance, upon our schools for the past year, were at least eight per cent better than the year before; also an encouraging increase in length of term. This we look upon as a hopeful feature.

We encourage public school closings. It is the best way we know whereby to reach our people in all sections of the county to get them interested and more intimately associated with the work of the teachers. How many bright boys and girls make a start in life from the result of public recitations! Therefore, we say, give them full scope.

It has been suggested that we not only have public closings, but also have public openings. We think it a good idea. It would bring teachers, children and parents together in the beginning of the work, thereby being calculated to hold the educational influence of the community closer together during the term. Start right and success is always assured.

The condition of our school buildings is being much improved. Many of them are neatly painted and ceiled inside, with good desks and benches. This part of the work is especially gratifying to us.

At present our county has quite a number of private, high, or academy schools, all of which are being well patronized. Although we believe that our people have not yet learned to appreciate the value of these “middle ground” schools,” to that degree which they should.

We have on foot a plan whereby we may be enabled to contribute one-fourth to any school which will otherwise raise three-fourths, thus lengthening out the term one month. This plan was suggested by a donation from some Northern friend. It now only remains that our people should add to and perpetuate the fund.

During the past Spring sessions of our schools, we were impressed with the idea of inaugurating a work among the children by which a fund should be raised by all the children of the State, sufficient in amount to erect in the Capitol Square at Raleigh, a monument to the memory of that great and good man, friend of the children and apostle of public education, Calvin H. Wiley. Thus far, every school to which we have mentioned the matter has responded with a voluntary collection, averaging in amount fifty cents to each school. This simple effort has convinced us that this work is practical and possible within the next six months. There are nearly eight thousand public schools in the State, and at an average of fifty cents each would amount to about $4,000. The hundreds of private schools and academies could and would supplement this by at least $1,000 more, thus making $5,000, an amount sufficient to build the monument and statue to this worthy man, who did so much in fashioning the better part of the history of North Carolina. We repeat, this work should be done only by the children of the State. Then why not get about it and accomplish it at once, and call it a “Twentieth Century Labor of Love, by the Children?” Bertie County will pledge her fifty cents each from her one hundred and twenty schools. We propose putting this work in motion throughout the State by our County Superintendents, and through them to the teachers and children. It is an easy work and can be done only by the asking. It can, it must be accomplished.

In conclusion, justice compels me to say, that the attentive, earnest and laborious work of our present outgoing State Superintendent has infused life, energy and a quickened impulse in every feature of the public educational work in North Carolina. Surely his work will testify as to his fitness for the position. May his successor take up the work and carry it on with equal success.

With best wishes for success in your future work, I am,

Catawba County is making some progress along educational lines. Since July, 1899, we have organized a Teachers' Professional Library, which numbers more than forty volumes; also we have a reading circle with sixty members.

Educational Foundations is the leading journal of this circle.

Two Teachers' Institutes have been held, and were well attended. We have a Teachers' Association, which meets monthly, and is well attended. This Association was organized about three years ago, but has been meeting monthly only since September, 1900. No teachers' certificates are endorsed; an examination has been required each year.

The most encouraging indication for increasing progress is the increased amount of professional literature among the teachers. This has increased about fourfold since July, 1899.

Public education is in a fair condition in this county, but there is room for much improvement.

DEAR SIR:—The schools of Craven County, considering their financial capacity, are good. We have an admirable body of teachers, many sent into the ranks from our best colleges and high schools, and encouraging progress is being made every year. I do not think, however, that such frequent changes in the school machinery is good. And I am certain that nothing can be made to take the place of many in the educational work of this land. First-class men can not be induced to give their time, talents and culture to the State without compensation. If our people want the best schools, they must pay the best prices. Having spent a few weeks of each year among the richly endowed schools of the North, I know this to be true. I have, nevertheless, the brightest hopes for our future.

There has been some advancement made in this county in the qualification of the teachers and the school-houses within the last few years, but there is great want of interest in public education among the people. More than one-half of the children in the county were not in school last year. I suggest that a law should be passed prohibiting the employment of children under 12 years in cotton mills, and that will compel parents and guardians to keep all children under 15 years in school at least five years before they reach the age of 15.

I do not believe we will ever reduce the illiteracy existing in this county or State until we have compulsory law on this subject.

DEAR SIR:—In compliance with your request, I submit the following in regard to the public schools in Orange County:

Much more interest is now being taken in public education than ever before. Our average length of term has increased from eight weeks, in former years, to sixteen weeks, the school year just passed. Both the enrollment and average attendance have increased in like proportion. We have a very efficient corps of teachers—many very excellent ones. Houses and furniture are not so good as I could wish, but we are having built, every year, some very good houses. Ours is generally a rural population, with no cities or large towns, and consequently the grouping of a large number of children into one school is almost impossible. Yet some of the very best schools I have seen are found in these remote, isolated districts, sparsely populated, not more than fifty children of school age in the district, and yet having an average attendance of thirty-five or forty, and even more.

As to legislation needed, I would recommend the discontinuance of Township Trustees. Three-fourths of the disturbances are traceable to their arbitrary rulings. They are too near, and are influenced by the local pressure always brought to bear on them. The power given to them can be more wisely exercised by the Board of Directors, who are not so apt to yield to local pressure. The local committeemen should not be allowed to have any school commence until the money to pay for it is actually to the credit of the district on the books of the Treasurer. This teaching, “on credit,” causes much trouble in many ways; neither should committees employ a teacher who has not a “live” certificate in the county where he proposes to teach. Committeemen should be displaced as well as the teachers who do this. More safeguards should be thrown around the children's money in those districts where the committees contract with the principal of a high school, and especially church schools.

Some adequate and simple provision should be made for replacing the old log houses with comfortable frame houses and modern furniture.

The County Superintendent should be required to visit each school at least once during the term, not to make speeches on holiday occasions, but to see the school in its “every-day” garb. Advise with the teacher and patrons in a quiet way, as to the needs and best interests of the school. Much has been, and can be accomplished in this quiet way, where a speech would do no earthly good.

As to increasing the length of term, I would submit the following:

Have the white and negro districts separate as to territory, and separate in every other way—Districts No. 1, 2, 3, etc.—white and colored not covering the same territory. Then give each child, white and colored, say $1.00 yearly; make the school district (not township) the unit before the law, and if any school district, white or colored, will raise, by voluntary subscription, another dollar for each child in said district and pay the amount of said voluntary subscription into the hands of the County Treasurer, and take his receipt therefor, then the State Treasurer to duplicate this amount in favor of said district, let it be white or colored. This will remove the prejudice against local taxation on account of the negro, and I would almost guarantee that three-fourths of the white school districts would tax themselves in this way, and willingly, because the negro would not be in the way. The amount of 75 cents (instead of one dollar) per capita would run our schools six or seven months during the year.

DEAR SIR:—In response to your request for a short official letter in regard to the public schools of Onslow County, I will say that after the Civil War it took a long time to get our schools on anything like a permanent basis, as you well know. We will begin with the condition of the schools in 1885. In 1885 there were in the county of school age 2,400 white children, with an enrollment of about 1,200, or one-half. In 1900, there are of school age 2,700, with an enrollment of 1,800, or two-thirds of the total, as against one-half in 1885. In 1885, there were only 27 public school-houses, valued at $1,700, while in 1900, there are 39 houses, valued at $2,400. In 1885, the total disbursements amounted to about $3,000 in the county, while in 1900 they amount to about $5,000. In 1885, there was only one good public record in the county, while in 1900 there are three, two of which have been established within the past two years, with a number of others that supplement their public term by from one to three months' private school.

While the progress has not been so rapid in this county as it has perhaps been in some other sections of the State, I think it has been at least healthy.

I believe that our teachers will compare favorably with those of any county in the State, in which there is no large town or city.

In 1885, we had no organized systm of teaching. In 1900, every teacher in the county knows the general system upon which every school in the county is conducted or taught. (All this relates to white schools.)

In 1885, a teacher read nothing but what he bought individually, and I know that was but little—I don't believe it would have averaged one volume per teacher in a year. In 1900, we have a good, though small library, which is supported in the main by teachers, at least nine-tenths of the teachers give it their support, and it is supported in part by others also than teachers. It has received $100 support in the past year, which is the first year of its existence. While the above facts all go to show, in my opinion, that the schools are doing well, considering with what they have to work, etc., they are not near what they should be. They need a broader base. If the North Carolina Legislature would vote about $500,000 a year for a few years with which to endow the public schools, say give the public schools $200,000 a year, and let the other $300,000 per year go to build, equip and endow a normal university for teachers only, and then pass a law that no one should teach in a public school except one bearing a certificate from that university that he is qualified to teach school, and let that certificate permit him to teach anywhere in the State (of course the tuition would have to be free and a part of the board also), then we may look for good teachers and better houses, and better filled houses. Then a compulsory law, if necessary, which necessity I doubt, will be in order.

DEAR SIR:—In compliance with your request for a statement of the condition of educational affairs in this county, I would submit the following:

The attendance is neither full nor regular. I am not prepared to suggest the best remedy for this. To me, it appears that the greatest fault in our schools is the low grading of the teachers, thereby setting a premium on inefficiency. I advocate raising the second grade about to where our first now is. Make a first grade hard to get, and pay salary enough to justify competent persons to teach a public school. To do this, it would be necessary to educate the patrons to see that a $20 horse, though a horse, is not as valuable as one worth $100. Such action would not make a teacher who now holds first, but later holds second, any worse teacher. It would merely open the door to many men and women, who to-day are kept out of the profession by having to compete with those less competent under the same grade and at a low salary.

DEAR SIR:—In response to your circular letter of the 18th inst., will say that the schools in Dare County are much better than ever before. By hard work and persistent efforts, we have raised our standard of teachers and teaching. The School Laws of 1899, regulating the school system, works a hardship on the various school officials of this county. We would love to have it changed so the School Trustees would not be in the way. The geography of our county is very peculiar. Dare is one of the largest counties in North Carolina, but nine-tenths of it is covered with water and uninhabited.

I think a good plan for Dare would be to do away with every school official except the Board of Education and County Superintendent.

Give the Superintendent charge of the teachers and the schools to a certain extent. Let him employ and discharge teachers for the various districts, audit and sign all vouchers, have a finance committee of one in each district to look after the property, and report census, etc. The Superintendent should be a practical teacher and a worker. He should be paid a salary for the six months he is engaged in having the schools taught. The money that is taken out of the school fund to pay expenses of the Board of Education will pay the Superintendent, and the board to meet twice to apportion the money for the children and transact other semi-annual business.

A similar plan for Congressional or Judicial Districts would be best for the State. I argued this very question before the Committee on Education in 1887, and I believe it is the only key to the solution of the “starving family.” This is not the full plan, but a mere sketch, and I hope to see it developed.

With congratulations for your untiring and earnest efforts to educate the boys and girls of North Carolina, I am,

DEAR SIR:—We organized two Teachers' Associations in Lincoln County last year, one for the white teachers, and the other for the colored. They were not as largely attended as they should have been. We are now organizing one for each township. Our plan is to extend a cordial invitation to all people to meet with us and to hold each meeting in a different district, and thus by coming in contact with the masses to excite an educational interest over the entire county.

We held two Institutes (each one week in length) last August, one for the white, the other for the colored teachers; that for the white was attended by seventy teachers; that for the colored by nineteen teachers.

In the one, the Superintendent had the assistance of Professors F.H. Curtiss, Superintendent City Schools, Mount Airy, N. C.; J. N. Hauss, City Schools, Jackson, Tenn. In the other, Miss Fannie Thompson, graduate of Scotia Seminary, Concord, N. C.

The Institute also enjoyed an instructive lecture by Hon. C. H. Mebane, State Superintendent of Public Instruction.

They were the best attended Institutes ever held in the county, and much interest was taken in the work by the teachers of both races. There is no doubt that the eighty-nine teachers who attended the Institutes were greatly benefited and will go forth to their respective works with greater zeal and a renewed determination to teach better schools than ever before.

The general condition of the public schools in this county is gradually improving. The enrollment and average daily attendance were larger and term longer last winter than heretofore. I feel safe in saying our corps of teachers are better qualified than ever before. Many of the small shabby houses have, in recent years, been torn down and replaced by spacious and well-built frame ones, and in a few instances by brick ones; though too many of these old, dingy buildings with inadequate supplies still exist. Under such circumstances no teacher can show results.

There are several high schools in the county running from seven to nine months in the year. In the town of Lincolnton is a commodious brick structure, two stories high, where three teachers are employed, and many boarding students attend school.

The school census report shows an average of seventy-six white children of school age to the district in Lincoln County; an average enrollment of forty-eight pupils; an average daily attendance of thirty-one for the entire term. Certainly this is not what it should be. And since the Constitution has been amended by requiring an educational qualification after 1908 to vote, we have every reason to believe that the average daily attendance will be largely increased. Then it is evident that many school-houses must be enlarged and at many places two teachers employed. While the present School Law favors the plan of large schools, the almost inevitable practice is to divide up and create new districts for the sake of convenience. Township Trustees should see to it that new districts are not established for the special benefit and convenience of a few influential families, but that the greatest good to the greatest number of children be the controlling motive in all the changes. We must admit, however, that the plan of small districts has the advantage of securing the maximum attendance, since the children must go a shorter distance through the inclement wintry weather to reach school. But as a general thing it would be attended by the unfortunate condition of small shabby houses, inadequate school supplies, and short terms.

When we consider the fact that of the 600,000 children of school age in North Carolina, about 200,000 do not attend any school, and of the nearly 6,000 in this county, 2,000 do not attend school, we are almost forced to the conclusion that the wise thing to do is to enact a mild compulsory attendance law. These stupendous figures of illiteracy blazoned upon the pages of our statistical manuals leave a blot upon the good name of our great State, however grand her achievements in other respects. And dear, substantial Lincoln County, whose sons are famed for their soundness in legal love, and for their military bravery, tact and skill on the battle-field, must bear her full share of the stain.

One or two good high schools in every township in the county are badly needed for the convenience of poor boys and girls, who have completed the free-school course, and are not able to leave home and pay for board and tuition. There is too great a gulf between the public schools and the high schools. Schools of higher grade need to be more plentiful and cheaper, so as to bridge over the separation. With such improvement thousands of bright pupils in the State, who annually cease to make any further efforts to procure an education when they have finished the public school course, would continue in school until they obtain a thorough education, and thus in all probability become potent factors in the upbuilding of church and State.

In this county our supremest need is money, more money. Instead of a three-and-a-half-months' school, we should have six or seven. Let the State do her duty and the county do her's and these conditions will vanish like darkness before sunshine. The time has come for broader conscience and wider vision, larger policies and more enduring systems. The day of larger and better things should begin to dawn upon our fair State. Let the people be aroused and made to feel “in heart and nerve, and blood” the importance of educating all the children, and then we will move grandly forward.

DEAR SIR:—In complying with your request for a statement of the conditions of our schools in Gaston County, I will say, that to a man in my position, eagerly watching the slow progress and the discouragement connected with our public schools, it is not a very inspiring theme to write about; and yet we have made some perceptible improvement. We have about reached the constitutional requirement of four months' term, and I am sure there is some improvement in the quality of our schools. I have tried to hold up the standard of our teachers, both intellectually and morally. In the towns and villages of the county which are, we may say, all factory towns, the factory authorities frequently supplement the schools and furnish a free school for most of the year, so I have about concluded that we do not now seriously need more schools or longer terms. Indeed I am thoroughly convinced that if we had not quite so many schools we would have a little longer term and a little better schools. The farming communities can not well use more than four months—or at least will not—and in many cases they even divide this into a winter and a summer school, in my opinion a most ruinous policy.

The length of the term we have is sufficient to enable every child to “read, write and cipher,” and when they learn well these three “R's.,” we will have made good progress. I do not mean our learning should be confined to these, but it does seem to me that under our present conditions and stage of progress these, with the necessary preliminary spelling, are the essentials, and that instead of scattering over a dozen subjects we should stress more these fundamentals, leaving some of the other subjects for later introduction.

But as I look at it, the great need of our schools is to get the children in them. The average attendance on our schools is about three-eighths of the school population. It costs about $1.17 per scholar per month to teach them, when perhaps half as many more could be just as well taught at same expense. The people are not enthusiastic over a system that so signally fails to reach so many of the children—and those are the very ones most needing it, for, as a rule those who now attend, except the colored children, would go to school and pay for it less per scholar in private schools than it is costing now.

I think our next crusade in the cause should be just here at the very base of the system. And for years I have been urging our teachers, for the love of the children, to make missionaries of themselves and gather them in.

A hasty statement like this I know may easily be misunderstood. I am heartily in favor of progress. I am impatient with the tardy step with which we are going and I believe in enlarging the system just as fast as our real progress permits, but th children can not be taught unless they go to the schools, nor will the people be thoroughly interested till they see the schools more nearly accomplishing their intended work. I am happy to acknowledge your courtesy, your faithful energy, and zeal in the cause, and allow me to express my regrets that, having learned so well the needs of the schools, you must leave us just when you are better than ever prepared to help us.

HON. SIR:—At your request, I write you the condition of the educational affairs in Cleveland County.

I am glad to say that all our public schools have made substantial advancement during the school year of 1899 and 1900. The instruction, as a rule, has been more thorough and practical; the average daily attendance has been the best on record, and the general interests of pupils, teachers, patrons and school officers show a decided improvement.

So Cleveland County is educationally alive, and the present interests indicate that we are going to get liver, and that we shall never forget your proficient work and interests as State Superintendent of Public Instruction.

DEAR SIR:—In reply to your inquiry of the 18th ult., which was missent, I beg leave to say that, although Stokes is not in the front rank with some of her other sister counties in an educational point of view, yet the public schools are rapidly improving.

We held an Institute last year and such deep interest was manifested that we were encouraged to hold another this summer with largely increased attendance and interest.

I am striving to raise the standard of scholarship in this county.

Quite a number of school-houses are in course of construction, nearly all of which are of a better class of buildings than formerly.

For the past year the general enrollment of pupils was far greater than ever before, while the average attendance increased sixteen and two-thirds per cent. Taking all things into consideration, I think the sentiment in favor of public schools has been strengthened and the schools generally are in a more prosperous condition than ever before. The provisions in our School Law for the township as a unit, and for Township, Trustees, operate against us in this county.

Our townships are very irregular and intersected by one large river, numerous large creeks and mountains. It works quite a hardship to many of our children in nearly all portions of the county to be controlled by township lines.

DEAR SIR:—Your letter of July 18th, with the request that I write you an official letter for publication in your Educational Report, would have received earlier attention, but for my absence from home.

The condition of educational affairs in Beaufort County is, I think, upon the whole, encouraging. I am sure that the interest manifested in public schools is greater than in former years; that the teachers are better prepared, and that the work done by them is not only of a better grade, more thorough and systematic, but that their work is being more highly appreciated, and that the public schools have greatly increased in public estimation.

One of the greatest hindrances to the success of our schools is the inability, or the unwillingness, of some patrons to supply their children with text-books, and the disposition on the part of some District School Committees not to teach out the whole term apportioned in one continued term, but to stop the schools whenever the children are needed for farm work, and teach out the balance of their apportionment at another time. I have done all in my power to prevent this waste of public money, and this injury to the children of the county. I have been connected with public schools for many years, and realize the responsibility of which you speak as resting upon the County Superintendent of Schools.

Permit me to say, sir, that, in my humble opinion, you deserve the sincere thanks, not only of the children, but of all friends of education, for your able, wise and faithful efforts to advance the interests of a great cause. I believe, sir, that since the day you became Superintendent of Public Instruction, you have discharged not only most courteously, but faithfully and impartially, the responsibilities and duties of your high office.

With best wishes and my high regard, I am,

DEAR SIR:—In compliance with your request I'll try to give you an insight on the condition of educational affairs in Currituck for the year from July 1, 1899, to June 30, 1900, and to do so I am compelled to go back some years in order that you may compare the present with the past. It is known by you that I succeeded my predecessor, Dr. Ritter, as Supervisor of Schools, in July, 1899, it being the first month of the past school year, and in August next I came in custody of the books of record and some other documents pertaining to that office. To inform myself of school affairs, I at once set about examining these records. I found apportionments made and school district accounts kept up till 1895, but during this year it appeared the accounts collapsed. After this, apportionments were made, but how and when the schools were taught the records fail to tell, yet I know some and perhaps all the schools were taught in these years, from 1895 to 1898. When I say year 1898 or 1899, I mean precisely what it says—from January 1 to December 31 following, which constituted a Currituck school year, under the supervision of both Dr. Pitts and Dr. Ritter, let reports say what they may to State Superintendent every July.

When Dr. Ritter, in 1898, succeeded Dr. Pitts as Supervisor, he opened township accounts for that year and in January, 1899, opened others for that year—running from January to January as aforesaid. When vouchers were presented for countersigning to Supervisor, the date of signing, the name of the holder and the amount named therein was entered in the township account, but no noting by what school it was issued, its number or color. These accounts would cover parts of two separate school years in Wake County, perhaps, but one whole school year in Currituck. Besides this inaccurate way of keeping yearly accounts, I found a teacher's voucher that was given for services in one township placed to the account of another township, also vouchers for two years teaching put to one year's apportionment, and the vouchers from a district for a certain school year, part would be put to one year and part to another, etc. Sheriffs of Currituck have, generally, had from one September to another to make settlement, the school funds are paid to Treasurer from time to time in this period, and as one school year counts from January to January, you can see some parts of two years taxes coming into Treasurer's hands during one Currituck school year. Now, the Treasurer has not heretofore been keeping each year's school fund separate and to itself, but a steady stream of receipts from Sheriff and other sources put in his book with little or no information from what source the items were derived. Now, let me take these books of both Treasurer and Supervisor, together with the records of Board of Education in the past, where one can't find a plain statement of Treasurer settlement of school funds for any year, and you'll find a brain-splitter in trying to straighten out the past so as to start aright now, and for the future. The Treasurer don't know where he stands relative to the school funds of the past. His book has been submitted to the Board of Directors, that employed good counsel and good accountants to help sift the matter, and after poring over Treasurer's book, comparing it with finance records of the county and the books of the Board of Directors, it was deemed impossible to make a correct statement, on account of the mass of confusion that thwarted every step. It has been found, however, that by the failure of our Sheriff one year in the past three, that there has been as much or more money paid out for school purposes than has been paid in, and the Treasurer is left to untangle his web and show up. Two leaves have been torn from his book. These leaves might show something—Treasurer says they were important. One of them has lately come to life, ah!

Besides all the above-named entanglements, the school funds from year to year have been misapplied by Treasurer, that is, funds of 1898 in liquidating claims that should have been paid in 1897— of 1899 applied to claims of 1898, etc. This has been going on from year to year. This mode of procedure I have stopped since I became Supervisor.

After I was duly elected and recognized by the State Superintendent consternation was depicted on Bell and those he could at once call to his aid. Now Bell can't write a line for publication, and there is no doubt in my mind that he was the cause of those inflammatory and invective letters written by Dr. Ritter to and about the State Superintendent doing his moral as well as lawful duty in the premises. Dr. Ritter by so doing got himself in a hole (his friends say he lost his head). Then came Bell's letter of extrication—that fawning and palliating letter to the State Superintendent so full of errors and misleadings. He tried to impress the State Superintendent that there was no unfriendliness, to his knowledge, that existed between himself and Ansell. This insinuation and intimation was a gross error and falsehood and no one knows it better than Bell. I could tell you how the influence of a government office was brought to bear against me on that memorable 10th of July, 1899, but it don't belong here. Now, with the light before you, I will try and give you a statement of school affairs for the year 1899 and 1900, that you desire. After viewing the school premises in the past as above set out, I was determined to try to make a change. I found the schools of the past year in full blast. I countersigned vouchers for the year 1898 and 1899, about $1,500. I saw the Sheriff the Treasurer and Board of Directors in the fall of 1899, and insisted that the school funds for the year 1899 and 1900, should be collected promptly, and that the Treasurer should apply it to the schools and schools expenses of that year only.

The Sheriff, if he didn't settle by 31st December, 1899, he did soon thereafter, to his great credit. Sheriff Flora collected from property, polls and liquor license tax, the whole amount charged against him—$4,261.48, less his commissions of $213.07—$4,048.41. The Treasurer received the net amount so collected—$4,048.41 plus $20.45 fines, plus $206.63 from the State—total $4,275.49. Of this amount $3,790.44 was apportioned to schools vouchers during the year signed $3,275.46, and perhaps all paid. It leaves for schools not taught in the year but being now taught $514.98. When the schools for the year are finished, the expenses of Board Directors and Treasurer's commissions, etc., are deducted, there will be about $200 to go to this year's school fund.

Last January I insisted that the apportionment made then should be taught out before June 30 next, and not in the fall following, as has been the custom heretofore. All but three responded and went at it, but before many of them had taught out, crop time came on and not one-fifth of the pupils attending, the schools were stopped. Now, I am suggesting a plan to relieve this trouble. Those that will teach in the wrong fall, I suggest that they commence their school for this year, 1900 and 1901, say next November or December. While they may not know precisely the amounts coming to their schools, it can be approximated very closely from the past year, and before their schools are taught out they will know the precise amounts, and it will be in Treasurer's hands for payment. This will stop a world of trouble I'm sure. What do you think of it? The school year 1898 and 1899, over half the schools were taught the next year or last fall. The schools of 1899 and 1900, not one-seventh failed to be taught in the proper time, and I'm sure this year they will all be taught in due season. So you see there has been great improvement in the collecting and the paying out of funds—the observing of the school year—the manner of keeping school accounts, for I've even got the Treasurer on his work in that respect. The school-houses in our county are generally poor affairs, small and dilapidated, not furnished and equipped—many uncomfortable. I'm suggesting relief for this. The teachers and teaching are about the same as years past. I am going to try, if I can, to get the committees to go with me on that line. The most of these committeemen are selfish, ignorant, and will not work. Will not even furnish a small account book to note the business proceedings that come before them. They actually call on me to furnish a book that 25 cents would buy. Not only do I furnish deeds for them when called on, but I have to write them. So I can't say much of our schools. They are something like an old Virginia rail fence grown up with weeds. I'll try to have it improved.

DEAR SIR:—Your letter of July 18, asking for an official letter setting forth the condition of educational affairs in Burke County, has been received, and will try and give the situation as I see it, and as reports show.

All reports for the year ending June 30, 1900, show an advance along all lines. Yet we are only beginning to realize that the only hope for our children is in the public schools. All of our Trustees and committeemen do not do their whole duty. They have not got into the idea of combining small schools and making fewer but stronger and better schools. Until we can reduce the number of our schools at least one-third, our progress is going to be slow. We have tried to keep the standard of teachers up to the very best that can be had. We indorse from no other county, neither do we give private examination.

I believe I can safely say that we are on the forward move on educational lines in Burke County.

As to latter part of your letter I will say that I believe that the County Superintendent should be a bonded officer and be Treasurer of the school fund, without extra pay. I think it would be more convenient to the teacher.

I would further suggest that only two examinations be held in each school year—the first week in July and January, and that private examinations be forbidden. This is the case with all other professions in the State. I believe that a Teacher's Institute should be held in each county every year, and all teachers should be required to attend or not allowed to teach.

DEAR SIR:—The schools of Alleghany County are better than one year ago, but not what they ought to be. The greatest drawback is the small salary paid to teachers. They do not feel that they can afford to attend our summer schools and normals. Our teachers want to keep apace with the improved ideas and methods of teaching, but they have not the means.

Another drawback is the disposition of committeemen to take the man that will do and no more. Hence the cheap man is ahead, and his work is correspondingly cheap. The sentiment against such things is increasing, and we hope to overcome it entirely.

But the trend is upward and onward, and at no distant day our schools will not be a whit behind the best.

Our school buildings are not generally comfortable, but there is a marked improvement in this. The old houses one by one are giving way and better ones are taking their places. I hope ere long to see a neat, comfortable house in each community.

The wise and opportune suggestions of our State Superintendent have been a factor for good in our school work.

DEAR SIR:—In reply to your letter of recent date, win say that the public schools of Cherokee County are in a reasonably good condition. The average length of term for the present year will be longer than any previous year. The educational interest is taking on a gradual, but a permanent growth. The amount of money in our county is so limited that it becomes necessary to study every available plan to best utilize this money to the greatest good to the greatest number; but we meet our opponents in this as well as in other avocations of life. We find that almost every patron would like to have the school kept near his own door, but this we all know can not be done, but it has caused no little trouble and expense in trying to meet the demands of so many patrons, hence the great number of school districts with a small amount of money to each, and in many instances, a sorry, poorly paid teacher, hence a sorry school. We consider the best way out of this trouble is to consolidate districts where it can be done without too much inconvenience thereby increasing the means as well as the children which gives in almost very case a longer term, a better teacher, and consequently a better interest. There are six townships in the county, and we are trying to consolidate the districts so as to have at least one central school in each township, which will have a longer term and allow all that can attend this central school do so where they can consistently, which is sure in every case to create a greater educational interest. We have three central schools in the county that are prospering. Some of these schools will be able to give the young men and women who are getting well advanced, such stimulation as will soon cause several to get certificates, whereby they can teach, all of which has its good effects. We are studying this important subject with due consideration, realizing fully the fact that we should have a permanent educational interest established which can only be effected by degrees. So with pleasure, I conclude this letter, realizing from the pleasant letter that I have received from you that I have a cooperating leader and brother in the great and glorious work of educating the children of the Old North State. I trust that every County Superintendent and educator in the State may feel the weight of the grave responsibility resting upon him in this glorious work.

MY DEAR SIR:—It gives me pleasure to respond to your circular letter of July 18, 1900, in which you ask for information regarding the condition of educational affairs in Swain County.

1. I have been serving as County Superintendent since July, 1899, and immediately after entering upon the duties of my office, I had provisions made for an Institute for our teachers for a term of three weeks, in which there was an attendance of 37 teachers.

I am glad to say that it was often referred to by teachers and all who witnessed its working, as being the best Institute Swain County ever had. I was ably assisted by Prof. Louis C. Perry, who is a worthy young man.

2. Our force of teachers have been faithful in their work, and by their aid and economy used by Board of School Directors, we were able to lengthen the school term last year about one-third month, and we will still be able to do better things the present school year. The length of school term for 1898 was three and a quarter months, for 1899, three and one-eighth months, and for the year 1900, the term will be at least four and a quarter months in every district in the county in which there are 65 students.

3. It is my constant aim to raise the standard of education, and to this end I try to make my examinations from time to time more rigid. The effect of this is to reduce the number of teachers—some failing to stand the examination, but the more progressive teachers are looking ahead and with the ambition to keep abreast with the progress of education and with the forward movement of all things else. In my mind, the future is looking for young men and women who are alive to the things of to-day instead of living twenty-five years in the past, who are growing mentally instead of declining, who invent plans of success instead of imitating plans and methods of the past.

I have great admiration for the old retired teacher and those who ought to retire. I praise him for the valuable services rendered and that under such unfavorable conditions, but higher education and the fastness of the times demand that these retire and give place for others who are more competent, and such as the progress of the times demand.

Let me say that my conviction along lines to which I have referred, and having put them in effect, have reduced the number of teachers to an insufficiency to supply all our schools for this county.

But I find, to my delight, that the quality of education and instruction given are getting better, the committeemen are becoming more particular about the selection of teachers, they consult the Superintendent personally about teachers, and are very anxious to accept none only those he recommends as being competent, both in point of education and good morals.

4. Our school officers are working harmoniously and the plan of our school supervision is in the main commendable, as I see it, with the following exceptions: I am sincere in the opinion that section 16 of the school law, providing for a Board of Township Trustees is not a necessity, and adds but very little, if anything, to the good of our school supervision.

tI will not be in order for me to discuss the objections this time, but it makes our work more complicated, and most all the work this Board does is done through the direction of the County Board, and the people are naturally inclined to go to the County Superintendent and County Board with all their grievances. I think too much machinery about anything is a mistake.

5. The main trouble in connection with our school system is, we can't get the people to send as they should. I wish they could be induced to make proper use of the wonderful opportunities they have. I am convinced of the fact that if the human family is under obligations to do their duty in one thing they are in all things.

When God gave man his children, he did it that he might raise them up in such a way as to be most useful to their country, and glorify Him. To this end they must be educated, and I for one shall always be found raising my voice in North Carolina in favor or some kind of compulsory law that will require parents to send their children to school.

6. Now, Mr. Superntendent, I will close, and in doing so I, with all my teaching force in Swain County, wish to thank and praise you for the honorable and high-toned way in which you have administered the affairs of education in North Carolina during your term of office. We feel sure that we relate a fact when saying that no one whom you have succeeded in your office has ever been looked upon with more honor and respect than yourself. I am

DEAR SIR:—I have been doing all in my power to raise the standard of education in my county, and am pleased to say that some progress has been made in the last year. Directly after taking charge of the office of County Superintendent in July, 1899, I called the teachers of the county together, and organized a Teacher's Association. There had been such an organization in the county before, but for want of something to keep up the interest in such meetings the attendance soon became so small that the plan was abandoned. Heeding the lessons of the past I began casting about for some incentive, and decided to make an effort to establish a circulating teachers' library, and began to solicit subscriptions for that purpose. We opened the library in May with 25 volumes. We have now 90 books, and expect to add more in the near future. This plan has succeeded beyond our expectations, the attendance upon these meetings has steadily increased.

The most of our teachers sadly need a course of professional reading, and a little money judiciously expended would be productive of much good. Our Association meets every other month with the exception of July, and a teacher takes a book at one meeting, keeping it till the next.

I have also adopted the plan of having the teachers hold written examinations each month in their schools, and report to me the results. I find this helpful. It has been a custom here to have only one set of examination papers during the year for applicants for teachers' certificates, with the result that before the end of the year quite a knowledge of the questions would get abroad and a number of certificates would be granted to unworthy applicants. I resolved to avoid this trouble, and have changed my examination questions at each regular examination. I have also a new set of private examination questions each quarter. I am satisfied that the adoption of this plan has done much towards weeding out inefficient teachers. I also refuse to duplicate or extend certificates. On the whole, I think the outlook encouraging from an educational standpoint, and that our people are slowly but surely becoming awakened to a sense of their duty along the line of education, and with the proper management and the cooperation of all the friends of education, we see no reason why in the near future we should not rank alongside our sister States in the race for a higher and a grander education for the great common people.

White children in the county outside of Raleigh Township, 6,828; colored children, 5,478; white children enrolled, 4,405, being about 65 per cent; colored children enrolled, 4,305, being about 78 1-2 per cent. White children in Raleigh Township, 2,915; colored children, 3,310; white children enrolled, 1,511, being about 51 1-2 per cent; colored children enrolled, 1,418, being about 42.2-3 per cent. White children in the entire county, 9,743; colored children, 8,788; white children enrolled 5,916, being about 61 per cent; colored children enrolled, 5,723, being about 65 per cent. The average length of schools outside of Raleigh Township was: White race 87 1-2 days, colored race 88 3-4 days; in Raleigh Township, both races, 160 days; average length in the entire county, 92 days; average attendance outside of Raleigh Township, white race, 2,838; colored race, 2,540; average attendance in Raleigh Township, white race, 1,001; colored race, 844; average attendance in the entire county, white race, 3,839; colored race, 3,384. Number of schools in the entire county, white race, 103; colored race, 73; average price of teachers, white race. males, $32.25; females, $28.50; colored race, males, $29.00; females, $22.50.

DEAR SIR:—At your request I will try to set before you the condition of educational affairs in Duplin County. In the first place, we have very few well-equipped teachers. For some reason, there has not been an Institute held in the county for several years, and consequently the teachers have had no opportunity for professional training. In the second place, the pay of teachers is so little that many of the best teachers have quit the business. I know of one good teacher who gets only $13 per month and boards herself.

In the third place, we have very poor school houses, badly located, and many without suitable seatings and desks.

These are a few of the evils under which we are laboring and the cause of all the trouble is the ignorance of the people and consequent want of interest in education.

I would suggest a few changes in the School Law: First, make the holding of Institutes obligatory; second, fix the minimum as well as the maximum salary of teachers; third, raise the fee for private examination to at least $2 in order to induce the teachers to attend the public examinations; fourth, require the people to build and equip the school houses themselves. Lastly, compulsory education is surely bound to come before the children of our beloved State are educated.

I hope you will excuse these crude remarks, as I am very much pressed for time this morning.

In reply to your letter of a feg days ago, our public schools are short, and I hardly know what would be the best means to resort to in order to revive them. We have a very good grade of teachers in our county, but owing to the short terms it keeps the majority of the students in the background.

I have done all that was in my power to get the special school tax levied by the County Board of Commissioners, but owing to the hgih taxes in the county and the indebtedness of the county, they failed to levy the tax. Our schools are some better than usually, the people are taking more interest in education than they have heretofore.

My whole might is in education, and I aim to do all I can for the cause. Any suggestion that I may receive as to how to stimulate or increase a greater interest in the people of my county, would be highly appreciated by me.

The rules and regulations concerning Peabody scholarships are set forth in the following Circular of Information, issued by the General Agent of the Peabody Education Fund:

I. The intent of the Peabody Board of Trust in establishing these scholarships in the Normal College is to affect public education in the South through a high grade of professionally educated teachers.

1. The realization of this intent implies, on the part of teachers, high moral aims; natural aptness to teach; an education of the liberal type; a knowledge of the history, theory, and art of education, and the pursuit of teaching as a vocation.

II. A Peabody scholarship is worth $100 a year and the student's railroad ticket from his home to Nashville and return by the most direct route, and is good for two years. The college year consists of eight months, beginning on the first Wednesday in October and closing on the last Wednesday in May; and scholarship students receive $12.50 each month of the college years.

1. No payment will be made except for time of actual attendance.

2. Scholarships will be withdrawn from students who allow bills for board to go unpaid.

3. Scholarships will be forfeited for partial or irregular attendance.

4. So far as possible, railroad tickets will be sent to students before leaving their homes; but students who do not receive tickets will be repaid their railroad fare within one month after entrance, and return tickets will be issued just previous to the close of the session in May. Students who leave the college before the close of the term will not be paid their return fare. Railroad tickets to Nashville will be furnished only twice on the same scholarship.

III. These scholarships are distributed to the several States by the General Agent, and their award to students is vested in him; but for convenience of administration this award is delegated to the State Superintendents in conjunction with the President of the college. The whole number of scholarships is now 192, distributed as follows:

Alabama, 13; Arkansas, 17; Florida, 8; Georgia, 18; Louisiana, 13; Mississippi, 13; North Carolina, 18; South Carolina, 13; Tennessee, 33; Texas, 18; Virginia, 18; West Virginia, 10.

1. No State can claim scholarships as a right. They are gifts from the Peabody Board of Trust, and, as such, the ratio of their distribution, as well as their amount, may be changed, or they may be withheld altogether.

2. At the close of each college year the President will notify State Superintendents of the vacancies that are to be filled in their respective States for the ensuing college year, and send the names and standing of non-scholarship students who are deemed worthy of scholarship appointments. If the President's nominations are not acted on within two weeks after they are forwarded, his nominees will be enrolled as scholarship students.

3. If appointees do not report at the college promptly at the opening of the year, or do not render a satisfactory excuse for their absence, their places will be declared vacant.

IV. In the award of scholarships precedence is to be given to students who have been in the college for one or more years, at their own expense, and have there given proof of their fitness for the vocation of teaching.

1. In case there are more vacancies than can be filled in the manner just stated, resort should be made to competitive examination.

2. When State Superintendents can not conduct these competitive examinations in person, they should be careful to delegate this duty to competent hands.

3. Only two years of scholarship aid will be given to the same student.

V. For the purpose of securing to all applicants a uniform basis of competition, the questions for examination will be prepared by the President of the College, and sent to the State Superintendents for distribution to the examiners whom they may appoint.

1. The next competitive examination will be held on July 19 and 20, 1900.

2. These questions, with specific instructions for their use, should be sent to the examiners in sealed envelopes, which are not to be opened till the hour for examination.

3. Each competitor should be required to return the lists of printed questions to the examiners as soon as the answers have been written.

VI. The qualifications for becoming a competitor for a scholarship are as follows: The applicant must not be less than seventeen years of age, nor more than thirty; of irreproachable moral character; in good health; with no physical defects, eccentricities, or habits which would interfere with success in teaching; and must make a pledge of intent to teach for at least two years after graduation.

1. The task of the examiners will be simplified by making a preliminary examination, as suggested above. Good health is an indispensable qualification. Any candidate who has any chronic affection, such as weak lungs or weak eyes, should be rejected at once.

2. The use of tobacco in any form is a disqualification for a scholarship.

3. If it should appear that a candidate intends to use his scholarship chiefly as a means of securing an education, or of ultimately preparing himself for some profession other than teaching, he should not be allowed to compete.

4. Persons of sluggish or indolent temperament, of slovenly habits, or of vicious disposition should be rejected at once.

5. When a choice must be made between a young man and a young woman whose examination papers are of equal merit, the young man should be preferred. This is not intended to discriminate against young women, as such, but it is thought that young men will be more likely to continue the vocation of teaching.

6. As fitness for teaching involves other qualities besides scholarship, students will be excused from attendance when it becomes apparent that they have habits or elements of character incompatible with the teacher's office.

VII. The minimum literary qualifications required of all students matriculating for a degree are as follows:

A. English studies—1. English Grammar. 2. English Composition. Short essays based on the prescribed reading of the year, will be required, which are intended to test the applicant's ability to organize matter and to write idiomatic English. The books prescribed for examination in 1900 are: Scott's Ivanhoe, Burke's Speech on Conciliation with America, and Shakespeare's As You Like It.

B. United States History.

C. Geography, complete.

D. Mathematics—1. Arithmetic, complete. 2. Elementary Algebra, complete. 3. Geometry, two books (Wentworth's).

E. Latin—Beginner's Latin Book, Collar's Gate to Caesar, or equivalents.

1. In the main, the examinations should be written; but certain intellectual qualities can best be tested in the oral way.

2. The ability to think and reason is of more importance than mere attainment of facts and rules. General intelligence and brightness may offset some deficiencies in mere book learning.

Under the rules and regulations North Carolina now has nineteen scholarships worth $100 per annum for two years, and travelling expenses to and from Nashville.

The scholarship students are appointed by the State Superintendent under regulations made by the Peabody Normal College.

Examinations are prepared by the College and sent to the State Superintendent.

The examinations have been conducted by the County Superintendents and sent to the State Superintendent.

The State Superintendent has no choice in the matter, and when competitive examinations are held, he appoints students solely upon the merits of the papers sent in by applicants.

The location of the applicants has nothing whatever to do with securing a scholarship.

The following is the list of those receiving appointment of scholarships at Nashville for the year 1899:

A. C. Hunt, Rusk, N. C.; David A. Mitchell, Net, N. C.; W. B. Mebane, Elon College, N. C.; Adolphus Weisner, Williamsburg, N. C.; C. M. Eddins, Rowland, N. C.

For the year 1900, Dr. W. H. Payne, President of the Peabody Normal College, nominated the following non-scholarship students, in accordance with Article III, paragraph 2, of the Circular of Information:

Verona Kirk, Palmersville, N. C.; L. E. Messick, Boonville, N. C.; C. F. Owen, Dellwood, N. C.; Stella M. Ray, Asheville, N. C.; R. V. Reeves, Lee, N. C.; Lucille Harrison, Greensboro, N. C.

These persons were appointed as nominated by President Payne.

This left only one vacancy to be filled by competitive examination. This was awarded to W. T. Perkins, Orion, N. C.

The Peabody Fund is given to the State by Dr. J. L. M. Curry, General Agent of the Fund.

The State Superintendent receives and disburses this fund according to the advice and direction of the General Agent.

Dr. Curry confers with the State Superintendent as to where and how the fund shall be used to accomplish the greatest good for the cause of education in general and for the training of teachers especially.

The State Superintendent receives no compensation for his services in connection with this fund and gives no bond.

The statement of receipts shows what amount of money has been received for the last two years, and the disbursements show for what purpose and where it was spent.

The vouchers are on file in the office of Superintendent for each item of expenditures.

George Peabody is leaving “foot prints” within the borders of North Carolina. He was one of the greatest friends the South has ever had. North Carolina ought to hasten to join with the other Southern States to erect a statute of George Peabody in the capitol at Washington. A man who gave his money to help the helpless people of this Southland must not and will not be forgotten. Many young men and women will honor and bless his memory. His name and good deeds for our people should be more and more known among the great mass of our people. Would that we had more such noble men who can and will help the rising generations to be men and women.

I am personally and officially very grateful to Dr. Curry, the General Agent, for what he has done for us. He has had a deep and abiding interest in all our educational affairs during my term of office. He has given me the most hearty cooperation in my efforts to do the best I could with this, to me and to every true citizen, most sacred fund.

He has advised me wisely and well, and will do likewise for my successor in office.

I shall always feel that it was good for me to have been brought in touch wtih his great heart and the great work which he is doing.

I have done the best I could under the circumstances. The results are not what I would like for them to have been in some instances, but are better than two years ago.

I hope this fun during the years to come may do more than it has in the past. It ought to do more good each year, and will if properly managed.