-tOith Cc
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The news in this publi
cation is released for the
press on receipt.
THE UNIVERSITY OF NORTH CAROLINA
NEWS LETTER
Published Weekly by the
University of North Caro
lina for its University Ex
tension Division. *
NOVEMBER 8,1922
CHAPEL HILL, N.
VOL. IX, NO.l
Kilitoriat BnarA
, B. 0. Branaon, 8. H. Hobbs, Jr., L. B. Wilson, B. W. Knight, D. D. Carroll, J. B. Bullitt, H. W. Odum. Entered aa seoond-clMS matter November 14,1914, at the Postoffioe at Chapel Hill, N. C., under the set of August 34, 1918.
WHAT NEXT IN NORTH CAROLINA
THE N. C. CLUB SCHEDULE
Oct. 30-The Boll Weevil and a Re
organized Agriculture.—J. B. Eagles,
Wilson county.
Nov. 13—Country Community Life
and Cooperative Farm Enterprise.-
F. J. Herron, Buncombe county.
Nov. 27—The Social Gospel of Jesus.
—E. A. Houser, Jr., Cleveland county.
Home and Farm Ownership.—A. Joy
ner, Jr., Guilford county.
Dec. 13—Cooperative Marketing and
Its Value to the State.—D. C. Carr,
Cumberland county.
Jan. 16—County-Wide -Library Ser
vice.—A. M. Moser, Buncombe bounty.
State-Aid to Home (jwnership: —P. S.
Randolph, Buncombe county.
Jan. 29—Prison Reform.-E. A.
Houser, Jr.,Cleveland county. Improved
County Government.-A. Joyner, Jr.,
Guilford county.
Feb. 12—Home and Farrh Ownership.
—L. H. Moore, Duplin county. The
Corporations and the Commonwealth.—
W. F. Somers, Rowan county.
Feb. 26 —Capital, Labor, and the
Public in North Carolina.—E. 0. Baum,
Hyde county^
Mar. 26—The equalizing of Taxes.—
W. C. Perdue, Vance county.
Apr. 9—Improved County Govern
ment.—C. E. Cowan, Bertie county,
and George Robbins, Guilford county.
Apr. 23—Improved Citizenship.—R.
R. Anderson, Tennessee. State-Aid to
Home Ownership. —H. E. Martin, Cum
berland county.
May 7—County-Wide School Systems
and Consolidated Schools.—D. C. Carr,
Cumberland county. The Corporations
and the Commonwealth. —P. A. Reavis,
Jr., Franklin county.
—Mnyfli -The Hvitention and Accumu
lation of Wealth by Farmers. —T. A.
Little, Chatham county. A Four-Year
Medical School and a Teaching Hospit
al.—S. S. McDaniel, Jr., Vance Coun
ty-
“•t-une 4—County-Wide School Sys
tems and Consolidated Schools.—W. E.
White, Cleveland county. Reform of
the State Primary Laws.~W. E. White,
Cleveland County.
NEWS LETTER BIRTHDAY
With this issue, the University News
Letter enters upon a ninth year of pub
lication.
It has always been our purpose to
make this little publicity sheet sound
the full deep organ voice of the Uni
versity as a whole. Instead we have
barely escaped being a penny whistle
blown by the department of rural social-
economics. So because it happens to
be our job, and oth^r departments are
busy with their own particular work.
Fortunately, rural social-economics
in the University of North Carolina
means much more than a mere study of
country-life conditions and problems in
the state and the nation; it means a
study of these problems as consequen
tially related to every business and
everybody—to the merchants, bankers,
and manufacturers, to church life and
school enterprise, to small-town condi
tions and functions, to county affairs
and county government, to public fi
nance, public highways, public health,
and public welfare, and so on and on.
Population considered we are still
dominantly rural; wealth production
and distribution considered, we have
become dominantly industrial and ur
ban. And the shift has been definitely
made during the eight years of Univer
sity News-Letter existence.
Week by week the year through, the
News Letter has exhibited this move
ment in brief detail for popular read
ing, with the people of the state full in
mind, and the Brahmin caste at Har
vard not even in the tail of our eye. In
which saying, we are borrowing a fig
ure of Emerson’s.
He would be a hopelessly stupid
reader these eight years, who failed to
see that the University News Letter is
not a college gossip sheet, that it is not
thinking first and most about the Uni
versity but first and foremost about
the state, about the people’s puzzles
and problems of life and livelihood.
The News Letter in volume nine will
be devoted as usual to North Carolina
as a proper study for North Carolinians
—this, as an indispenaablejculture a
mong all the othes* essential cultures of
life.
And the basis of these' studies will
continue to be comparisons—compari
sons, always comparisons. He little
knows his home state, who does not
know her in contrast, in fundamental
matters, with other states and coun
tries in the big wide world.—E. C.
Branson, Editor-in-charge.
A BIRTHDAYREQUEST
The News Letter goes free of charge
to every North Carolinian who writes
for it in person, at home or abroad. It
goes directly into 18,000 homes. It
goes to every one of the 237 newspapers
of the state and to a score or more of
the big dailies outside the state.,Direct
ly or indirectly it reaches a half million
readers weekly.
And once more we most earnestly
ask: (1) that you do not send in lists
of other people to whom you want The
News Letter sent; instead, ask them to
send us personal post-card requests;
and (2) that you write us at once upon
a change of post-office address—that is,
if you value The News Letter. In
changing stencils in our mailing rooms
it is necessary to know the old as well
as the new address.
WHY BE A TEACHER
America’s best talent should be dedi
cated to the training of the youth for
citizenship. The National Education As
sociation appreciates the efforts of its
members to enlist in the. educational
army the strongest men and women in
every locality. It. is j:ecommended to
our best young people that they con
sider the following advantages of the
profession of teaching:
]. Teaching pays. Besides ever-in-
creasing financial compensation, the
teaching profession offers the highest
social sanctions and rewards.
2. Teaching is a growing profession.
The nation now requires the service of
700,000 teachers. There is a strong de
mand that teachers be better trained.
As training increases, the financial and
social rewards likewise increase.
3. Teaching offers a growing career.
The well-trained teacher need have no
fear of unemployment, but may look
foward to increasing opportunities com
mensurate with added training and
growth in personal fitness.
4. Teaching offers mental and moral
growth. The soundest mental and
moral processes are involved in the
making of good citizens.
6. Teaching is building. The teacher
shapes the unfolding life of childhood
and radiates ideals and purposes that
in the citizenship of tomorro\^ will be
come the fabric of an improved social
structure.
6. Teaching inspires high ideals.
There is nothing nobler or more practi
cal than to shape and to guide the ideals
and practices of the young citizens who
are soon to be the nation’s responsible
leaders.
7. Teaching is service. Those who
enter this high calling enjoy the spirit
ual development and true happiness
that come from rendering real service
to the Republic.
8. Teaching insures big opportuni
ties. With growth and inspiration
come multiplied opportunities for self-
improvement, for rearing the family in
a wholesome atmosphere, and for liv
ing and building on life’s bestside.
9. Teaching is practical patriotism.
Inspiring young citizens and di
recting problems of citizenship prac
tice is a ministry essential to a democ
racy.
10. Teaching is the profession of
professions. Measured by the stand
ards that make life genuinely rich and
happy, teaching offers opportunities
beyond those of other professions.
Teaching is th(? clearing house of the
past, the guide of the present, and the
pcophet of the future. It is therefore
necessary that the nation’s finest tal
ents should be consecrated to public
education upon which the perpetuity of
American ideals and the salvation of
the Republic depend.—Journal of the
National Educational Association.
KNOW NORTH CAROLINA
A Chicago Verdict
The University of Chicago sum
mer school, said Dean Royster, is
the country’s chief clearing house
for university and college gossip.
Scholars of the first rank come there
from institutions all over the United
States. In their off hours they gath
er together and exchange informa
tion and opinions about faculties and
student bodies and educational af
fairs in general.
A native North Carolinian like
myself could not help' feeling proud
of what these teachers had to say
about our university. Their familiar
ity with wjpat it was doing proved
clearly enough that it had made its
mark in the fia,tioh. They ^poke of
it as unquestionably the foremost in
stitution in this part of tht south,
with Texas as the only possible rival
ill the entire south for pre-eminence
in scholarship.
I found that the publications of
the university—the Elisha Mitchell
Journal, Studies in Philology, the
new Law Review, and others—had
elevated our prestige remarkably.
Time and again professors from
great universities, knowing I was a
North Carolinian, complimented me
highly upon the liberal attitude that
the state’s chief institution had tak
en in supporting the'se publications
devoted to research and scholarship.
They spoke, too, of North Caro
lina’s success in attracting experts
In the several fields of learning. On
one occasion a group of professors
were talking of the creditable work
of a certain member of the faculty in
the University of Utah, and one man
in the group said. They’d better look
out—North Carolina will go out there
and drag him away.
I found that the progressive policy
of our state in si^porting the uni
versity and other educational insti
tutions was well known among edu
cators throughout the country, and
was the object of the heartiest sort
of praise.—Dean J. F. Royster, Col
lege of Liberal Arts, University of
North Carolina.
BRICKLAYER WAGES
It is a familiar reproach that teach-^
ers are less well paid in many parts of
the United - States than bricklayers.
The discussion of wages in connection
with several recent strikes has thrown
an interesting light upon the compara
tive compensations of teachers and
workmen, both skilled and unskilled. It
is safe to say that if many workers in
many fields were reduced to the aver
age incomes of teachers, strikes would
quickly follow.
Statistics gathered from ali. parts of
the country make it possible to state
accurately the average salaries paid to
the various classes of school employes
in American cities. It must be remem
bered that these are the salaries of
men and women high in their profes
sion, who have spent years in preparing
to hold such positions. They are besides
the salaries paid in cities where the cost
of living is high. The teachers in the
men’s senior high schools receive on
the average $1,850 a year, while those
in the junior high schools average only
$1,594. For the same service wonjen
senior high school teachers receive ?
497 and the junior high school teachers
receive only $1,298. The women ele
mentary school teachers receive $1,154.
The rate of increase in salaries in the
trades and for manual work has been
much greater in the last few years than
in the teaching profession. Between
1914 and 1919, the advance in teachers
salaries averaged less than 20 percent.
. It has since gone up some 40 percent,
but in view of the fact that living ex
penses of all kinds have in general
doubled in the last ten years, the posi
tion of the teacher is less satisfactory
than before the war. In arguing their
cases many workmen have admitted a
rise in wages greater than that of the
teachers, but at the same time have
considered a strike inevitable.
The South La^s Behind
The teachers of the lower grades
have not fared better than those in the
upper grades although their work re
quires much more preparation. As re
cently as 1914 only 12 percent of the
elementary school teachers received
more than $1,000 a year. The increase
in the salaries of school superinten
dents, who must have long training and
considerable executive ability for their
work, is amazingly low. In the last six
years, school superintendents and their
assistants throughout the country have
had an advance *on the average of some
30 percent. In the larger cities, how
ever, the school superintendents have
been raised on the average only 12 per
cent, while the cost of living has dou
bled.
The figures for various parts of the
country, are extremely significant. If
the United States be divided into geo
graphical groqps we find that the South
is mqst backward in the matter of
teachers’ compensation, where 86 per
cent are below the average. The Great
Plains district ranks next where 66 per
cent are below the average. In the Great
Lakes district 64 percent and in the
Eastern district 40 percent are below
the average. The Western district
meanwhile has but 6 percent of its
schools below the average.—N. Y.
Times.
THE CENSUS OF CRIPPLES
It is the inalienable right of every
one of God’s creatures to have the op
portunity to live his or her life as use
fully and as happily as possible; and
since every person has that right, we,
as citizens of a great and benevolent
commonwealth, owe it to those who are
physically incapacitated, to do all with
in our power to either eliminate or al
leviate their disabilities. In the fulfill
ment of this obligation, we will not
only be of real service to the maimed
and crippled, but will serve our state.
In order that as many as possible of
such people within the borders of our
state may receive assistance that will
aid tl\em in rehabilitating themselves,
I earnestly request the people of North
Carolina to set aside the period of Oct
ober 30 to November 4, inclusive, as
Cripple Census Week, and urge that
during that time, especially, all our
citizens who may know of crippled per
sons notify officials of the Department
of Vocational Rehabilitation of the
State Department of Public Instruc
tion and the Bureau of Child Welfare
of the State Department of Public
Welfare, who have these matters in
charge.
By thus taking a census of those of
our people who are physically disabled
or incapacitated because o^some bodily
impairment, and whenever possible se
curing treatment or vocational training
for them, we will surely help to im
prove the usefulness and welfare of a
portion of our population which merits
aid from those of us who are.^ more
fortunate.
Through a census, the Department of
Vocational Rehabilitation may enlarge
its work in helping the handicapped
man or woman to help himself or her
self, and. the Bureau of Child'^Welfare
may widen its service by ascertaining
the number of crippled children who
need treatment and by aiding them to
receive it.
Your individual co-operation is earn
estly sought. I feel that this appeal
will meet with sympathetic approval.
In seeking out the crippled of your
community and giving their names to
the superintendents of public welfare,
superintendents of schools, health offi
cers, nurses, farm and home demon
stration agpnts, Red Cross and Y secre
taries, you will help towards the re
habilitation of this unfortunate portion
of our population, and will increase the
general welfare of North Carolina.—
Governor Cameron Morrison.
AMERICAN IDEALS
1. In every class room in America
a well-qualified, professionally trained
teacher who is a loyal American citi
zen and who receives adequate compen
sation.
2. Elimination of the 26 per cent
adult illiteracy in our population.
3. Universal training for citizen
ship.
4. Equalization of education oppor
tunity for all America’s twenty-five
million boys and girls.
6. A leader of the educational forces
of the country in the highest councils
of the nation—a secretary in the presi
dent’s cabinet.—Journal ofthe National
Educational Association.
LIVESTOCK VALUES PER FARM
In the United States in 1920
Based on the 1920 Census of Agriculture, and covering (1) the total value
of livestock in each state, (2) divided by the number of farms.
Livestock values have greatly decreased since 1920, but the decreases have
been fairly uniform the country over. Therefore the rank of the states remains
practically unchanged.
Livestock values per farm vary, (1) according to the number and quality of
farm animals, and (2) the size of farms.
When a landowner has one or more tenants, renters, croppers, or managers,
the land operated by each is considered a farm by the census taker; which fact
puts all the cotton-belt states at a disadvantage in the various tables of farm
property.
Similar tables to follow are (1) Farm Implements and Machinery, (2) Farm
Buildings, (3) CultivatedJAcres per Farm in North Carolina counties, (4) Build
ings, Livestock, and Machinery per Farm in North Carolina.
H. D. Laughinghouse, Pitt County
Department of Rural Social Economics, University of North Carolina
Rank
States■
Livestock Values
per Farm
Rank
States Livestock Values
' per Farm
1
Nevada
$9,461
26
New Jersey
...$1,214
2
Wyoming
6,681
26
Rhode Island
... 1,186
3
Arizona
5,268
27
Pennsylvania
... 1,181
4
South Dakota.
3,196
28
Oklahoma
... 1,125
6
New Mexico..
3,137
29
Ohio
... 1,121
6
Iowa,
2,876
30
Massachusetts
... 1,048
7
Nebraska
2,704
31
Michigan
... 1,040
8
Colorado
2,686
32
Connecticut
.... 1,036
9
Montana
2,673
33
Maryland
. .. 1,003
10
Idaho
2,286
84
New Hampshire...
.... 934
11
Utah
2,105
36
Delaware
... 848
12
Oregon
2,027
36
Maine
... 826
13
North Dakota
2,021
37
West Virginia
771
14
Kansas
1,924
38
Tennessee
.... 686
16
Illinois
1,881
89
Virginia
666
16
California ....
1,879
40
Florida
... 664
17
Minnesota....
1,710
41
Louisiana
... 618
18
Wisconsin ....
1,703
42
Kentucky
.... 686
19
New York....
1,623
48
Arkansas
.... 660
20
Missouri
1,482
44
Georgia
.... 499
21
.Vermont
1,468
45
Mississippi
... 496
22
Texas
1,360
46
South Carolina ....
... 476
Indiana
1,274
47
North Carolina
... 442
24
Washington ..
1,242
48
Alabama
.... 441