The news & observer. [volume] (Raleigh, N.C.) 1894-current, 1902-02-02
CALVIN HENDERSON
WILEY, fATkER OF
OUR SCHOOLS
Continued from Page Nine.)


faced him; those that grew naturally out
of the condition of things and the state
of the public mind and those that grew
out of the peculiar organization of the
common schools. This last was the lack
of an efficient executive head, the Liter
airy Board the nominal head being di-
vested of all powers necessary to make it
useful as such. This obstacle OF course
was removed by the appointment of Dr.
Wiley as General Superintendent, but all
through his administration he had Ito
contend with the results of the old loose
system. Thus at the beginning of his
office it was not known how many
schools had been established, what was
taught, nor who We're taught: how many
were in attendance how many not: how
long the schools ere conducted; nor what
had become Of the money appropriated
for school purposes; nor was there avail
able any information necessary for an
intelligent management of the system.
Of the difficulties growing out of the
condition Of the public mind six were to
be met with: First, the diversified char
acter of the people, resulting in a lack
of harmony absolutely fatal to sys-
tematic conduct of the schools; second
the novelty of the common school idea
from which grew many misconceptions of
the objects of Nee schools and an impa-
1ience at their necessarily slow work.
third, the illitehscy of the population
which gave birth to a mistrust of the
ability of the people to conduct success
fully q system OF schools; fourth, the err
roneous idea that the common schools
were mere charity schools for the poor.
from which grew a distaste among many
TO accept of their benefits; fifth, the lack
of a feeling of responsibility for the
schools on the part of the people causing
a great difficulty in getting efficient men
to fill the official positions in the coun-
ties. the salaries being insignificant, or
there being none at all; and finally, the
scarcity of teachers. which. of course
struck at once at tue very roots of the
system. 1t will at once be noticed that
these were obstacles removable only by
the schools themselves.
On entering, upon the duties of his of
fee. Dr. Wiley male two nnalterable
resolutions, the wisdom of which was
shown by the result, of his Iabors They
We're to do what he deemed right re-
gardless of circumstances and all OK
nectation; and to do nothing violently,
hut to introduce every change and every
BILE. With these resolutions in mind he
began his work, having in view six OBJ
jects. They were: To gain information
for his own guidance; to let teachers, Of
ficers and pupils know and feel that the
State as State was really interested in
them; to diffuse information on common
school subjects in general and the North
Carolina system in particular; TO enforce
ha 1ax tn init tote FIJI
in the law. in the discipline Of the
schools, in books and in any other way
OF advantage 20 the system; and finally
TO make the system its own means of
supplying teachers.
An attempt to narrate all that Dr.
Wiley did to carry out these measures
would fill large volume. In his own
words there were "a thousand lit,
springs invisible TO the casual observer
10 be delicately touched thousand
nameless duties to be performed, thou
sand crosses and difficulties unknown to
the word at large" In this article how
ever, We can touch on but few of his most
characteristic methods and attempt TO
show the great results that came from
his work
Before it was possible to begin an in
felligent prosecution Of his duties it was
necessary to have information For this
he could not rely upon reports. They
were hard TO get and full OF Inaccuracies
Personal Investigation was necessary.
Dr. Wiley recognized this and in the first
year of his administration VIC find him
visiting thrty-six counties. making tho
tour largely in bis buggy behind his ia
vorite horse. "Old Hector" The expense
of these visits he bore himself taking
nearly half his first years salary But
the results amply repaid him He gain
ed accurate knowledge of essential facts
and conditions that he could have gained
in no other way: the physical and moral
difficulties in the way: the general
method of proceeding; knowledge OF
every peculiar locality as to climate, in
terest and population. He supplemented
these travels with large correspond
unce, circulars. and finally by taking up
his residence in the country in a typical
locality and there watching continually
he course OF events and the operation
of general principles. He thus viewed
the conditions from every point of adj
vantage
That the teachers, officers and chill
dren might know and feel the interest Of
the State, he prepared Immediately upon
his coming into office digest of the
school laws with explanatory notes and
suggestions. Along with these he sent
out circulars explaining in his clear. for
chile style the new order of things: ac-
companied also by an address to teach
ers and pupils, giving advice. sugges-
tions and assurances of the States in
terest. This was sent to the chairmen
of the different committees to be posted
In every school house. In addition to
these he kept In constant communication
With the officOrs and teachers answering
questions, deciding disputes. explaining
the law and giving advice and sugges-
tons on a thousand different points. He
likewise spent j considerable part of his
time III visiting schools. thus showing by
his personal attention the interest that
he felt in the work.
The common schools We're not estab-
1ished without considerable opposition
and not only must the Superintendent be
ready to meet all attacks on the system,
but he must also instruct every officer,
every teacher and every friend of the
schools with arguments in their defence.
This was done by means of an extensive
correspondence, public addresses, circul-