The semi-weekly messenger. [volume] (Wilmington, N.C.) 1897-1908, 1900-05-25
The MessengT.
INSTRUCTIVE EDUCATIONAL STA
TISTfCS.

1t is very instructive 10 study the ed
ucational statistics of our great and
prosperous country. The advance is
without a parallel in the history Of ma
lions. In 1880, there were 15,00O,OOO,
1--WE give round numbers), Of persons
between 5 and Is years Of age. In
1898 the estimate is q, 900, 900. In 1850.
there were 81, S67, sos enrolled in schools,
and in 1898, 1898, 636. In 1880. the per
cent. of the population enrolled was
1857: in 1898 20.6S. Average daily at
tendance, 1880, 6,144, 143; 1898, 10,2S6,0 92.
Ratio of same to enrolment, 62.3, 6s.4.
In 1880, the average length of schools,
100 days; in 1895, 143 days. The average.
attendance in 1880 was So; in 1898 IS.
Number of teachers in 1880, 286, 593; in
1895, 4O9, 1873. School houses in 1880. 49,
222; 1898, 242, 800. School property in
1880, s209, 81, 71S. In 1898. 1892, 7OS, lS1,
largely over double. Expenditures,
1880, $40, SOC, us; 1898, $194, O25, 470. In
1880, average per capita, s1.50; 1898,
s2.67. A writer in the admirable Dial
estimates that by 1902 we shall close
the century with pa, 700 schoolhouses
and AIS. 900 teachers; 10, 7Oe,O 900 pupils
enrolled in the schools and an aver
age attendance of 10. S25. 900; an annual
income of s206. 10000 and an expendi-
ture of 1903, 5S7, 900. The total common
school expenditure of h country is
now increasing at the rate of about
$5,OOO,O 900"
1t is most gratifying to note improve
ment in the term time and attendance.
You can not give good, sound public
education with short terms and poorly
paid and equipped teachers. The United
States commissioner of education
points to the very gratifying fact that
the increase in the length of the
school year keeps pace with the growth
of large villages and cities. Urban
populations" he says. have a school
session of nine or ten months, while
rural districts have three or four
months, or at the highest six months.
But this view must not be presented to
the point of assuming that rumal COM
munities have not heightened their
lSEfIlS % SC1OOI. vi eAdIIlpIc III SCIOoi
term grew in North Carolina 10. South
Carolina 13, Georgia AZ. Tennessee %,
Louisiana 10, Texas 10, days in the
year. The amount of schooling fur
nished in these states as measured
by the length of the term is still
painfully small; but perhaps as much
has been made as could rea-
-~-1AI L.rr1 Ao@- nDDnntAI - Thhrn
were large opportunities for this in
crease as the length of time spent in
teaching was so small. The commits
,sioner notes that in the eighteen years
there was notable increase in the
south Atlantic and south central states
in the per centage Of school popula-
ton, while in the north Atlantic and
north Central states such per cents &C
tually fell off in many cases, and in
none did much more than to hold their
own. That considerable gains were not
made is ineligible enough; but that a
loss noticeable in degree should occur
in such a state as Massachusetts has
never been adequately explained"
There was a marked increase of ex-
pCIlulluICo " SlloO pun pOSSo III Tx
eighteen years. The commissioner of
education notes this, and says that
many states of the old south more
than double such expenditures, but
50 did many states at the north. Posi-
bly, an advance from q cents to 53
cents per capita of the population in
North Carolina, or from 81 to 81 cents
in Georgia, all things considered, is as
significant as al advance from $3.50 to
s5.07 in Massachusetts,, or from S1.90
to s4.12 in Rhode Island; but the large
ratio is. overlooked in the small terms.
In 1880 the school expenditure per zap
tia of school population Of the six
teen former slave states and the Dis
trict of Columbia approximately clas-
sified by races was, white S2.76, colored
s1.09. In 1898 the same averages were
s4.01 and 1884"
We may at another day recur to the
report of DIR. Harris for some other
facts and figures concerning the edu-
cation of the boys and girls of u
country. The thing for the Quit to do
is to spur UP in popular education. Mr..
Aycock, now making such a wise, con-
sentative, able V as the demo-
cratic candidate for governor, par
ticularly dwells pom an expansive,
more liberal popular education. 1t is
needed, and the white men should see
to it that both races are better taught,
have longer school terms, more eff
cient teachers with better pay for SER
vices. 1t is penny wise and pound fool
ish to stint at education and make
generous appropriations for far less
important matters.