PAGE TEN W ' Tk® 'SaßraSl Pr—i 1» exclusively entitled to W^Vw^*wT^»« B Awiw»«« ■»** »wirtti« y> 1 Ite-ter***"**’** clqge tn*H matter at the SKafiteOcu at Concord, N. C„ under the Act of K Miftte »■ IW. _ I '£ ' MiBPCttJPTION HATBIT I wKtaT' 47 of Concord or by speciai carr »» r »» k OutSt2# > 'the State the SubccripUon is the same ■ aa in the City 1 S Out of the city by mail in North Carolina the |Kajut t 0 correct the I SCHOOL EXPENDITURES IN |- ~ NORTH CAROLINA? I P : During the 25-vear period from 1900- to 1925-20 expenditures for schools in Carolina increased about $30,- I pOOOIOOO annually. That is the total in |sTß2r>-26 was about 30 times the total in **oo-01. ■'jwThis fact is established in a recent dis- Pcufcsion in School Facts of expenditures ||ifor schools in North Carolina. In 1900-01 ftthe total school expenditures, exclusive If of debt service, was approximately one I and a quarter million dollars while in | 1925-26, twenty-five years later, approx- I imately thirty-two and a half million dol -1;-lifers was spent for elementary and second 1, ary education in the State. School expenditures as used in this dis y cussion includes all amounts spent for gctSSChers’, principals' and supervisors’ salary and expenses of the sup itefimtendents of schools, salary and ex- Ppftnses of the superintendent of public salary and expenses of the rural «'SHpervisor, the per diem and expense of |>the board of education, clerical, office and ■jollier administrative expense of the sup- Xerintendent of schools. The total expenditures also include the |samounts spent for fuel and janitors, gschool supplies, rent, insurance, trans gpprtation of pupils and other costs of op- Ijerfetion. In addition to these, all repair *charges, new furniture and apparatus, books for libraries, trucks, new build p:ings and sites and all other capital out ; lay payments are included in the total |f expenditures for schools. No debt ser- payments are included in these ex -1 petiditures for the reason that the expen- I diture for which the payment of a debt ■ is being made was included in the items ■ above at some preceding time. The fig- Hl'tires presented, therefore, represent the IF actual cash disbursements for a particu- K lai* year, but not including payments for E debt service. They represent also the ex- Bjienditures for all elementary and sec wondary public schools—white, colored, ip Indian —for the entire school term. J| whether it be six, seven, eight, or nine Il||aß*hths, and from funds received for Hh|&pl purposes from all sources—State, fjgfetnty, district and private. HHfr 1900-01 there were 435,184 public ! plglool children. In 1925-26 a total of 'HHp$39 children were enrolled in the ele- I'Jpttary and secondary schools of the • j§?|lir 1900-01 the per capita cost was $2.81 Riper year. In 1925-26 the annual cost per 900-0l!| only 59 peT cent, of the enrolled attended school regu- P darkly. In 1925-26 74 per cent, of the en- Bprdltthent attended school daily. iMn 1900-01 the average annual salary |o{ l white teacher was $98.77 and a col- BRbred teacher, $79.85. Iri 1925-26 the av- Hprftge white teacher received $853.23 and H||he Average colored teacher received Kin 1900-01 the average length of term *|for the white schools was 86 days and for ■gfe colored schools 79 days. In 1925- |K the white schools had an average term days and the colored schools data were obtained from the an- [iretaffion and conventant analysis the expenditures -fdr the year 1925-186 for the several systems are divided into two parts: current expense, which includes all administrative, instructional, opera tive and maintenance cost; and capital outlay, or that amount spent’ for new buildings, sites, trucks, furniture;'- appa ratus, libraries and equipment The significant feature of the figures is the'constant increase* from 1900-01 to 1919-20, and then a j decided jump from $0,'768,062.03 the preceding year, to $12,- 1 14,258.20; That year, 1919-20, witnessed the beginning of the'renaissance in edu cation in this State. The operation of the new minimum school term of six months went into effect. A more string ent compulsory attendance act was put into effect. A building program of mod em schoolhouses wias begun. Better trained teachers were recognized by be ing better paftd. The State as a whole was experiencing- an era of prosperity, i It is noted that the current expendi tures from 1914-15 to 1918-19 slightly in crease from year to year. From 1918-19 up to 1925-26 there is a regular and more vigorous growth in current expendi tures. In 1920-21 expenditures for building start and continue to increase very rap idly to the present. The past four years each shows a very large amount of building activity, yet the year 1925-25 in dicates a slowing down tendency. While current expenditures have increased, cap ital outlay expenditures decreased from $12:947,253 to $9,620,592—0ver three and A quarter million dollars- This decrease in conjunction with an increase in school enrollment and' better attendance has caused a corresponding decrease in per capita cost. In 1900-01 it cost an average of $2.87 to "educate” each child in the public schools. Now (1925-26), it takes an aver age of $39.63 to pay for the education of each child enrolled in school. This is' $2.33 less than it cost the preceding year. The same general trend is shown in j per capita expenditures as was seen in to tal expenditures. There was a regular increase every year except 1923-24 and 1925-26. In the year preceding the first of these two years an excessive amount of building was done by the cities to make up for the little building activities during and immediately following the war. In 1925-26 there was a general de crease in building activities in both rural and city schools. The latest available data for other states are for the school year 1923-24. In that year the average per capita cost for the United States as a whole was $74.96. In the same year the five leading states spent per child the following amounts: 1— Nevada—sl32.23. 2 New York—sl2s-97. 3 California—sllß.B4. 4 New Jersey—sllß.B4. 5 Wyoming—sll2.B7. School Facts explains that “these con trasts are^ presented not so much to show the progress that has been made during the last quarter of a century as to show some of the parallel advances with the growth in school expenditures. We might just as easy add other items: in crease in number of teachers, increase in training of teachers, better buildings and equipment, increase in attendance in the high schools where maintenance costs are almost double that of the elementary schools, and. possibly greatest of all. the increase in cost of living, better describ ed as the decrease in purchasing power of the dollar; but these will suffice to Prove that expenditures for schools have not increased alone, even though they do show a phenomenal growth within the past decade." ABOUT NAVAL ARMAMENTS. Great Britain and the United States are not in agreement now as to naval armament limitations but apparently the Japanese and American viewpoints have much in, common. The British proposals, in fact, have been rejected by the United States whereas the plans from the Japanese have won our approval. That does hot necessarily mean, of course, that agree ment cannot be reached, and before the conference is over the three nations may be in perfect accord. The United States hopes the Geneva conference will bring a solution but in case it does not President Coolidge may call another conference. That holds out the hope that before the matter is finally disposed of at present the armament ques tion may be settled insofar as these three powers are concerned. William G. McAdbo declined to discuss politics when seen by newspaper r me*i in Charlotte- He was there on,business for a rail company and apparently he devoted all of his time and talent to that task. reporters sought some i y ' -> '.''mL U U [THE CONCOR&. thtfLV fhlßtlNS iften mentioned as possi bility but he has been quiet on this sub ject recently. He has been innnany states but in none-of them has he directly dis cussed politics and the approaching presi dential campaign. A CITIZENSHIP CODE. W i»»ton-Sal«arß«iitim4; * A good deal of emphasis was placed upon char acter building in the public schools by the memr bera of the Fourth Reynolds Conference held laat week at Reynolds Ohirch. The conference mem bership was composed of principals and ministers of religion, Jewish and Christian. Various plana and suggestions for developing character were con sidered. One contribution made to the conference was the code-of'citisenship. for boys and kirls of Calvin H. Wiley School, which was explained by the principal bf ‘the school, W. B. Owen. This code was placed before the notice of the pupils some four months- -before the end of the term just closed. Every article in it was suggested iby some pupil. The code, according “to Principal Owen, had a marked eifeet upon the children in that brief time and still greater things are expect ed of it during the next school year. He code follows: A good citizen should be — • HONEST lie sould not. cheat nor steal. He should pay what he owes. He should vote honestly. TRUTHFUL Hd can always be depended on. He can be trusted any where and under any conditions. FAIR He* should be fair in his criticisms, judgments, and treatments of others. He should be fair in play. INDUSTRIOUS He should never be satisfied until his work is done the best itossrble. OBEDIENT He should keep the laws of his country, city, home, and school. PROMPT He should always 'be on time. He should be prompt to begin and finish work. POLITE He should listen while others are speaking. He should not distudb others, but in every way show courtesy. and -thoughtful consideration for others. KIND He should be gentle and sympathetic in his treatment of others. He should -be helpful when ever possible. GENEROUS He should be unselfish; willing to share with others; willing to forgive. • IiOYAL He should be loyal to his country, his city, his home and his school. He should tjiink enough of his school to take care of the buildings and ground*,- and to guard in every way its honor and interests., CLEAN He shoml be neat about nil work. He should keep liis body, clothes, speech, and mind clean. He should help to keep a clean school. BRAVE He should have self-control; should keep on even if lie fails or is made fun of; if he does Wrong he should own up and try to make it right. • THRIFTY He should save money, things, and time for him self and as fur as possible for other iieople. RESPECTFUL He should be respectful to parents and teachers, to all in authority, and should have regard for the rights and bekmgiugs of ail people. HEALTH Continually striving for the best health he should keep the good health rules aud in every way guard his body and health. CHEERFUL He should not be stubborn, but pleasnut and agreeable in work and play. He should keep his temper when things go wrong. A GOOD SPORT He should know how to take a joke and lu*w to play fair. He should not show off. He should he a good loser and a modest winner. THE NAVAL CONFERENCE Asheville Citizen-. Uncle Sam goes against a tough game in Geneva today when the Naval Arms Limitation Confer ence, called by Mr. Coolidge, -begins play. There will be only three players, the United States. Britain and Japan, but France and Italy will be sitting in the grandstand ns interested observers of what transpires on the field. Mr. Coolidge's Adminstration wants, generally speaking, whatever? it can get in the way of limita tion on naval strength among- the big, powers. Britain has already politely announced that she will serape none of her cruisers. Japan has pro claimed her opinion that she shouid have as much auxiliary tonnage as either America or Britain and that she needs more cruisers than America's total. France and Italy are saying, in effect: “No matter what you fellows do. we shall do wliat we think best for ourselves!“ That, we submit, is a tough game for the Ad ministration to beat, It sounds like going into a fixed game. It undoubtedly is a game in which two of the players have already doctored the rules by which they will compete. Moreover. Britain and Japan are adepts in diplomacy. They have m%n who have been trained from early youth to fling the double entendre, juggle the status quo, hurl the mystifying silence and dance lightly on the cobweb net of diplomatic procedure, while-the Ad ministration is about as rich in thoroughly trained diplomats us it is in advocates of- free-trade. The most optimistic and patriotic of us can hardly insist that we got the best of things in the Washington Arms Conference when none of the players sat iu the grandstand instead of appearing on the field. Now. when France and Italy are making faces at Britain and reserving tbt right to go ahead of any limitations she may put upon herself, the outlook is even more discouraging. Everybody hopes, of course, that our men will sweep the field and come off with vast aebiev*- ments iu the matter of holding down naval arma ments. But nobody can deny that at th* begin ning of play they face terriffc odds. If they doesn’t get anywhere. | Generally speaking it is the broad, liberal practice that w'ims, and that does not mean giving away everything {ton 1 has either; but it takes a gener pu>. open mind to 1 see large possibili ties. A map can hold a penny so dose to his eye that it will shut off Bis view of thk entire world. Solomon's favorite wife was one in a thousand. 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B. Wilkinson OUT- OF THE HIGH RENT DISTRICT RlP>nnv Adhai4itamofifa.r[iif ihu ffaMilU Thursday, June IS, 162 T