By M.B. Andrews
The following letter from Professor Edward Evans, principal of the colored schools of Fayetteville, will explain itself.
It is hoped that the colored people will appreciate the work that has been done this year. The contractors have promised to have the new eight-room brick building in the southeastern section of the city ready for occupancy by the opening of school next fall.
Also, the Board of Trustees have perfected an arrangement with the Board of Trustees of the Colored State Normal School, whereby all graduates of the grammar grades of our school will be admitted free of charge by the Normal for high school instruction.
In addition to the above plans, the trustees are doing everything possible to have the present Orange Street school properly heated by the fall. Mr. Stiles S. Dixon, architect, has already been instructed to secure bids for the work; so if water is available, the heating plant will be installed.
The report is interesting; read it.
Report of the Work Done at the Orange and Worth Schools
“Education is the cheap defense of the nations.”
The colored Graded Schools of this city opened September 22, 1921, with an enrollment of 487. After a few preliminary remarks, the children were committed to the care of 13 teachers.
There was not the least bit of confusion. The superintendent had placed upon each door placards giving an outline of the work to be done in each room. There seemed to be perfect sympathy and mutual confidence among teachers and pupils. The ready response to the question propounded by the teachers caused them to realize the force of the expression “Acorns grow into oaks, but children into philosophers.”
They love their work and find a great deal of pleasure in pouring the fresh instruction over the youthful minds and teaching the young idea how to shoot. The teachers keep in touch with the parents and close to the hearts of the children. They have great faith in the fireside university. It is at the domestic hearth that the friend, the husband, and the citizens are formed.
The enrollment of the school has increased until it now number 825.
They are classed as follows: First grade, 1B, 94 pupils; 1B2, 101 pupils; 1A, 61 pupils. Second grade, 1-B, 94 pupils, 1-B2, 102 pupils. Third grade, 97 pupils; fourth grade, 69 pupils; fifth grade, 63 pupils; sixth grade, 75 pupils; seventh grade, 40 pupils; eight grade, 29 pupils.
The end and aim of all education is the development of character. For this reason we use some of our strongest teachers in the first grade. The child that is started right has a great advantage over the child who is started wrong. It is not so much the book used as who is teaching it. The instructors in this grade stress reading, writing, spelling, language, and vocal music. They sing the scale with ease and recognize at sight the position of the note on the staff.
The class has committed to memory poems, songs, and Mother Goose Rhymes. The children who have attended school regularly have completed the Aldine Primer, Aldine First Reader and a supplementary reader. They do good work in clay modeling.
The second grade has completed Reading Literature Book Two, Aldine second reader, story cards and supplementary reading. The class does good work in reading, language, spelling and history. The teacher emphasizes the use of capitals, commas, semicolons, and question marks.
The third grade finished Graded Classics III Reading Literature III, supplementary reader, New World Speller, Milne’s Arithmetic I. The class worked out a number of projects in spelling and reading.
The fourth grade completed Reading Literature Book IV, supplementary reader, New World Speller II. They did good work in arithmetic, Tarr and McMurray’s Geography Book I, Practical English, Primer on Hygiene, committed to memory several poems, worked out projects in home geography.
The fifth grade finished Reading Literature Book V, New World Speller II, Tarr and McMurray’s Geography. This grade was poorly disciplined the first of the session, and for this reason it did not complete the work.
The sixth grade was overcrowded, but we relieved this congested condition by sending classes into different rooms for recitations. Under previous teachers, this grade had been poorly disciplined, and for this reason the instructor found it necessary to address himself principally to the development of character.
The work of the seventh grade shows a steady increase in knowledge and character building. Much benefit has been derived from the study of history and geography by the problem and project methods. Special emphasis has been placed on talks from outlines before the class leading the children to make original statements and develop in them a greater ability to think accurately and precisely. For lack of space, the seventh and eighth grades studied in the same room. The eighth grade recited its lessons in the office. The students found great delight in the study of their lessons. A special study of each child was made and as much as possible was adapted to his particular needs.
The children have been enthusiastic over indoor and outdoor games. We have a quantity of playground equipment on the campus, due largely to the splendid co-operation of the teachers.
The school building is spacious and scientifically arranged, containing 10 large class rooms and an office and teachers’ room.
We have an excellent music department under the tutorship of Miss Ocla Melchor, who makes no charge for the services, so far as the schools are concerned. We have a large school garden which grows vegetables the year around.
The children are very generous. They respond when called upon to every noble cause. During the current year, the teachers and children contributed to the Jewish and Armenian Relief Funds.
We have enjoyed so far, a profitable and prosperous session. The attendance has been good, yet there is room for improvement.
“The sweetest song is yet unsung; the wisest word is yet unsaid.”
From the Fayetteville Observer, June 5, 1922
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