The progressive farmer. [volume] (Winston, N.C.) 1886-1904, 1897-07-20
4 STRONG AND CON-
VINGING ADDRESS.
WHY POPULAR EDUCATION HAS
FAILED IN NORTH CAROLINA.

Before the University Summer School
In considering the results OF popular
education in North Carolina, we must
compare this State with all others IN
the Union. Oae of the results OF edu-
cation is wealth. Judging by this
standard, education in North Carolina
has lamentably failed. For, with the
exceptions of South Carolina and Mis-
sissippi there is less wealth per capita
in North Carolina than anywhere else
In this Union. ButSouth Carolina and
Mississippi have over half their popula-
ton black-North Carolina third
only.
LLITERACY IN NORTH CAROLINA.
But the first object of education is
to remove i~lliteracy. Judged by this
standard our popular education has
been an ignominious failure. In fact
there is no such thing as popular edu
cation here. For the people are not
educated. More than q third of those
over 10 years of age cannot read or
write. Our condition is worse than
that of any other State or territory ex-
cept 6ve-South Carolina, New Next
CO, Alabama, Mississippi, and Georgia.
But all these States, except New Next
CO have a larger per cent. of negro pop
ulation than North Carolina, Virginia
and Florida, also have a larger per
cent. of negro population than North
Carolina, yet their illiteracy is less
than ours.
OTHER STATES ARE EDUCATING FAsTER
THAN WE.
These facts are unpleasant to admit,
but the most humiliating is this, that
our State was nearer being the most
Mliterate in 1890 than it had been in
1870. It is true the whole amount of
iliteracy was somewhat reduced. But
we have been more laggard than other
Southern States. Florida, which has
nearly half its population black has
gone by US, so that whereas in 1870 we
ranked 8sh in nliteracy, in 1890 we
ranked 9TH. At this rate it is only a
question of time when North Carolina,
the other States having educated their
children, will be the home of the most
illiterate people in the American
Union.
nLITERATE WHITE PEOPLE.
Already it is the home of the most
~illiterate white people in the United
States, except in the territory of New
Mexico. Our State ranks worse in il
literacy when we compare the white
people of the different States than
when we count the negroes. This does
not mean that the white people of
North Carolina are more illiterate than
the negroes; but it does mean that the
white people of North Carolina are the
most ignorant of all the white people
in the United States except in New
Mexico, and that the negroes Of North
Carolina have more education than the
negres of several other States.
WE RANK LOWEST OF L EXCEPT NEW
MEXICO.
About n white person out Of every
four in North Carolina cannot read
W 10 CAASe3 BAO AA4lUCLd CN 40 4 B"OhbN-
three per cent. The enormity OF this
appeal when we consider other States,
Massachusetts and Nebraska have less
than one per cent. of illiteracy among
their native white population. There
are seventeen States with less than two
per cent. Counting the District of
Columbia and excluding the Indian
Territory and Alaska there are 40
States and Territories. There are 81
of these that have only half as much
illitercy among their native white pop
ulation as North Carolina. In other
words the white people of North Caro-
lima are twice as illiterate as the white
people almost anywhere else in the
Union, including the State of Mary.
land, Delaware, Missouri, Arizona,
Texas, Florida, Mississippi, and West
Virginia. We have more ilIiterate
white people than South Carolina and
Georgia combined, more than Alabama
and Mississippi, more than Louisiana
and Texas, whose combined white pop
ulation is twice as great as North Caro-
lina's. Delaware. Maryland, District
of Columbia, Virginia and Florida,
together fall short of North Cardinals
number of white ilIiterates, but their
aggregate native white population is
over twice as great.
SHORTEST SCHOOL TERM OF ALL.
The aus of this large per cent. of
illiteracy is seen when we compare
the school terms of other States with
North Oarolina's. The Report of the
United States Commissioner of Educa.
ton To- 1901 nnH 'nE nino H.