The news & observer. [volume] (Raleigh, N.C.) 1894-current, 1903-01-06
SUPT. ]. Y JOYNER
To The GOVERNOR
We Must do Our Part to Edu-
cate the Negro.
BETTER SCHOOL HOUSES
Use Funds Arising From Sale of Public Lands
Superintendent Salaries Should be
S500---Law Regulating Child
Work in Factories.
Work in factories

The Report and Recommendations of
tho State Superintendent of Public Instruc-
ton to the Governor was issued yester-
day.
1t begins with a beautiful introduction
upon the spirit of the age with regard to
education, the power of education to
create wealth, the power of proper edu-
cation to make men, the safety and bless
ings of education, and the right of every
child to have a chance through education
10 make the most possible of himself and
the duty of State and community to give
him this chance.
In connection with this last idea, Supt.
Joyner goes on to say:
Il am persuaded that a vast majority
of our intelligent white people, so far as
the children of their own race are con-
cerned, have accepted these truths as to
the power, the necessity, the blessings of
education, and the duty of the community
to provide it. But there are those who
deny these truths in their application to
the negro race. who are unwilling for the
white race that pays the greatest part
education of the negro. The recognition
of the right to withhold from the negro
his just and needed part of the public
school fund because to pay his part of
the public school tax would strike at the
very foundation of the entire public school
system. By the same reasoning, why
should not the taxes of the rich, because
they pay more taxes, be used for the edu-
cation of the children of the rich only,
and the taxes of the poor be used for the
ducation of tn childrn of tn poor only?
The weaker and more helpless the race
the louder the call to the strong to help"
The following conclusion, among others,
is reached on this subject
That it is absolutely impossible for
any race to remain in this great republic
in the twentieth century uneducated. 1t
is not, therefore, question of whether
the negro shall be educated or not but
rather of who shall do it and how it
shall be done. If we fail to direct his
education those from other sections
some of whom are not in sympathy with
cur civilization, because they do not un-
Gerstand our social structure who are ig-
ToTant of the nature and needs of the
negro, and may have false notions Of his
relation to the White race in the South
Will tatke charge Of it. Our safety then.
lies in taking charge of it ourselves. and
directing it along lines that shall be help
full to him and to us, and in harmony with
cur civilization and society and with his
ia ture."
AS to the condition of public education
il North Carolina, the report says:
The task of the public schools is ire
ncndous one. There are 676,G15 children
OF school age, 1885, white and 221 ,95S1
cOiored. Fairly accurate statistics indi-
cate that about nine out of ten of these
children are absolutely dependent for ed.
ucation upon the public schools. For the
education OF these children, the State is
spending annually s1.2S7 ,275.7O, exclusive
OF S161 1868 raised by local taxation This
report shows that, during the year ending
June 20, 1902, 314,S71 white children and
9,379 colored children were enrolled in
the public schools, and 1S5,59S white and
S0,972 colOred children were in daily at
tendance"
A table is given comparing the expen-
ditures with the average expenditures for
the same purpose in the United States
1t shows the totals spent for each child
of school age in North Carolina, includ-
ing local taxes, is $2.17, as against $3.50
in the United States.
On the subject of illiteracy, the report
says that the census for 1900 shows that
2S.7 per cent. of the total populatf ton of
the State 1913 per cent of the white pop
ulation, ard AIS per cent of the negro
population, are illitcrate North Caro-
lima stands in illiteracy of white popula-
ton second of total population, tenth, of
negro population sixth.
Tabulat3d reports from the counties
upon school property show that there are
502S white school houses valued at
81. t636G1, including grounds, furniture,
9 226 colored school houses, valued at
SSG3,1 The average value of school
houses in the State, including grounds
furniture, etc., is white $231.43 colored,
$4,000.
Eight hundred and thirty districts. 625
white and 20j colorcd are without houses.
in other words, without fixed places of
business. without school homes for the
children. Eight hundred and twenty nine
districts. ISL white, 345 colored, still have
rude log houses.
''In one county of the State twenty
schools had to be closed last winter he
cause the children could not be kept warm
in the houses; in other words, because
these houses were not HdDltdDle III Winter
in a temperate climate. In one of the
richest counties of the State fifteen
houses were reported valued, house.
cquipment and land, at less than fifty
dollars each. IN many of the rural dis
tricts the houses arc still rude, deskless
and comfortless, but in many other dis
tricts, am glad to say the improvement
of school houses and grounds is receiving
nuch attention"
"The movement for better school houses
Is rapidly spreading. During the year
ending June 80, 1901. los new school
houses, 63 whites, As colored were erected
Euring the year ending June 80. 1892. 332
school houses were erected. more than
three times the numbe multi the preceding
year-more than one new house a day.
emitting Sundays. During the past year
covered by his report in fffty-seven coun-
ties reporting, ST.. 1876 was raised by priv
ate subscription for new school houses"
In order to provide suitable school
houses, in the weaker counties, so that
the States pledge to give every child
chance to learn to read and write before
1908 may be left. Superintendent offers
the following: