The news & observer. [volume] (Raleigh, N.C.) 1894-current, 1897-02-28
tLIITERACY IN NORTH CARO-
INA-4HOW 1T MAY BE
ERADICATED.


10 the Editor: What is the chief
cause of the illiteracy that is no less a
stigma on the good name of our State
than a drawback to the prosperity of our
people-and what is the practical RENE
dy?
Or. Wccls, III his admirable centennial
address, says:
Wiley sueeeeded in giving to North
Carolina the best public school system
that there was in the South before the
war"
And to the same effect other Thoughtful
men now speak, i 60 further, for re
member to have heard patriotic North
Carolina statesman, as far back as 1852,
declare in Washington city with pride
and great satisfaction that even then
North Carolina had the very best com-g
mon school system in theiUnited States"
He may have been carried away by his
enthusiasm. but as since then our school.
system has been improved" by changes
made by nearly every Legislature that
has met we must for sometime past have
had very good schoollaw 1916
Yet, notwithstanding, illiteraoy in
North Carolina continues, and each year
many children arrive at age entirely un-
able to read and write
The suggestion is made that the cause
Of our relative backwardness in general
is that North Carolina was a yeritable
old Rip Van Wrinkle, and was forty years
behind the times in establishing, public
schools Those who think so are in error.
When did public Schools become general.
ut the North? Even as late as 1910 the
only State that had a general public
school system was Massachusetts In
the decade between 1910 and 1850 there,
was great growth in, public education
at the NorthT-but at the end of that de-
cade North Carolina was in the process,
sion. The census report of 1890 on ED
ucation," after mentioning that Masachu
chusetts alone had a general free school
system in 1910, states that the census Ia
hes for 1850 indicate the growing prom
nenee Of public schools" and those for,
1860 illustrate the continued growth
of the public free school sentiment north
If the Ohio river" while the tables for
1870 show that the public schools of the
older BAortIerp States had passed the
stagetof rapid growth belonging To new
popular nstitntionss's @ ~ @
In passing, let me say that Congress
fostered education in the new States.
the Territory Of all of which belonged
to the Federal Government, by setting
apart for educational purposes one thirty
sixth of every State from Ohio West
admitted into the Union before 1853,
and one-eighteenth of every State admit
ted after 1853. These donations consti-
tuted magnificent school fund and gave
those States great educational adyan-
tages which the thirteen" old States did
not enjoy.
But the point / am now making, is that
public schools were not introduced at the
North generally much in advance Of their
establishment in North Carolina, and
that our relative backwardness cannot
be attributed to our slow start What
then, is the cause of our abominable illit-
eracy? ! beg every reader to pause and
try to find an answer for himself
As it may be said that our schools have
not been efficient, l would remark that
we are considering absolute illiteracy-
not superior education. However poor
the schools may have been, they at least
afforded an opportunity for every child to
learn how to read and write. The illit-
eracy of the younger people cannot be as
cribed to the absence of schools or to
the short terms although four
mouths term is greatly 10 be desired, and
ught TO be provided for without fur
ther delay.
We must look for the cause Of our
leplorable illiteracy elsewhere than in
he schools. We can find it only in the
homes OF the illiterates themselves. If
I To- ,S4t- - :.
I love North Carolina and admire our
people and / desire to see the evil cured
md the blot on the good name of the
State removed.
The children remain illiterate because
there is no influence in their homes to
make them attend school and learn. 1t
because there is no ambition at home
for the future Of the children; no hope Of
improving their condition in life; no In
:entive to equip them for rising to a
higher level Anybody who knows our
eople knows these facts. 1t is a misera-
lie condition in many homes. How can
his be changed? That is the question.
By agitation and discussion?o These
lliterates cannot be- reached by such
means. We must apply an incentive.
We cannot do it by appeals We must
ind an incentive outside of their home
ife. let me illustrate.
After the war quite a number Of Amer
cans went to Egypt and took service
with the Khedive. Now / win let Rev
Or. Potter tell the story, as it is found in
lis PHEASANT book. The Khedive asked
me of those gentlemen what impressed
him as the most conspicuous defect in his
army.
Said my countryman in reply: That
it is governed by civilians, and then he
vent on to explain that the officers Of
the army were generally unable to read
and write, and were dependent on their
clerks, who although they were civilians,
thus acquired and exercised undue inful
ence. M ISL %''E
The very next day an order was issued
making the ability to read and write an
----