USA > North Carolina > Guilford County > The History of Guilford County, North Carolina > Part 8
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The popular will is represented in the District Committees selected by the people; these Committees chose the teachers, while, at the same time, they are limited in their choice. A County Com- mittee of Examination is appointed to pass on the merits of all teachers, and only those having the certificates of the committee are allowed to draw public monies. A tolerably wide margin is allowed this Committee to discriminate as to the merits of teachers so as to suit all classes. From this method good results are ex- pected. The certificate shows on its face whether the holder takes the lowest or the highest or an intermediate place.
(By R. D. W. Connor, Superintendent Oxford Graded Schools.)
"The work of Calvin H. Wiley was essentially that of an originator and organizer. Beginning with practically nothing except opposition as a foundation, he built up by his own power, often unassisted, a flourishing system of efficient schools. Although the strain of the terrible days follow- ing the war broke down the system he had founded, so strongly had he laid the foundation, so well had he builded, so deeply had he instilled into the minds of the people the common school idea, that it proved but a temporary suspension. With the rescue of the. State from the hordes which were sucking her life-blood, came the opportunity to redevelop her resources. Far-sighted statesmen and leaders clearly foresaw that the first essential for development was universal education. Upon the apparent ruins of Wiley's system, they founded our present growing, influential public school system, with many of the improvements which Wiley himself would have adopted had he held the helm."
PRESIDENT L. L. HOBBS.
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"When Dr. Wiley took charge of the educational interests of the State he clearly perceived two important things, heretofore passed by with- out notice; first, that before a system of schools could be successfully established the adult population must be educated to believe in public educa- tion and to act upon that belief; second, that he must educate, train and equip a full supply of efficient teachers. These two things done, then it would be time to consider the details of the system. He bent all his energies toward accomplishing these ends."
"He resorted to every conceivable method of reaching the great mass of the people. Personal visits, newspapers, circulars, private and public letters, ringing and eloquent speeches-all were brought to his use in edu- cating the people. He succeeded beyond his fondest hopes. Nothing better emphasizes the success of his labors than the fact that with every nerve strained to meet the demands of war, the people were willing to strain a little further in order to continue the operation of their schools."
"In the training of a sufficient force of teachers Dr. Wiley adopted as his motto, 'Scatter judiciously over the State good copies of any good work on education and it will create a revolution.' He began his work with less than a thousand old-field teachers, whose ideas of teaching were that the teacher must be merely a recitation-hearer and a thrasher of boys. Besides fitting this force to be used in the work he was compelled to furnish a supply of two thousand new ones. His plan for doing this cannot be ex- plained here. It is sufficient to say that after five years of labor he supplied to the State more than three thousand well-equipped, trained, enthusiastic instructors. What a powerful influence this force had on the development of the State it is impossible to estimate, no little part of that quality which made our State 'First at Bethel; last at Appomattox,' was due to this trained army of devoted workers. When we think of the work done by Calvin H. Wiley and his splendid school system, it does not seem strange that North Carolina rallied so soon after a destructive war in which she had spent her life-blood freely, and has had such marvelous success in building up her resources. Back of all her wonderful development in other matters as well as in school affairs, lies the solid foundation of Dr. Wiley's 3,488 schools and his trained force of teachers."
"Our people are just beginning to awaken to a knowledge of Dr. Wiley's greatness and of his wonderful work. Our educators have long been working under his influence without knowing it. When they fully realize what his labors have meant in the past to their work, his influence will spread as it ought to do and continue to grow until it pervades the rank and file of all who are interested actively in our material, intellectual and moral welfare."
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"In this great educational campaign now arousing our people to a full sense of their educational duties and responsibilities, it would be a fitting time for the teachers to whom it properly falls to start a movement for the erection of a monument to Dr. Wiley as a testimonial of their recognition and appreciation of his great efforts and results. A resolution looking to this end will probably be introduced in the meeting of the Teachers' Assem- bly and it is to be hoped that it will receive the earnest and active support of that body-such a movement would do much for the cause of education by showing to the people that teachers honor their educational heroes and demand the same from others. No North Carolinian better deserves such honor than Calvin H. Wiley, for no man has better served his State."
In 1853, Guilford County had seventy-two Districts; five thousand, nine hundred and eighty-nine children reported; three thousand, five hundred and forty-five children taught; average time, four and one-half months; average salary, for men, $17.00, for women, $14.00. The number of teachers licensed was fifty- seven males and nineteen females.
Guilford County has at present about ninety public schools for white children and thirty for colored. The salary of teachers and the length of the school years is about the same as it was in 1854.
In May, 1874, Greensboro voted a special tax' for the support of its public schools. So much in sympathy with the movement were the people that only eight votes were cast against the tax.
The first graded school in the state was established in Greens- boro in 1875. Mr. J. R. Wharton was the first superintendent until elected County Supervisor of Schools. Prof. J. A. Grimsley served the graded schools as superintendent for ten years. His successor is Mr. Edgar D. Broadhurst. The number of children enrolled in the three schools for whites under his supervision ex- ceeds the number of children reported in Guilford County in 1854.
Guilford County is not only the first in the State to establish graded schools in the larger towns but also the first to establish rural graded schools. In the neighborhood of New Garden in
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1901 a tax was voted for the New Garden graded schools. At Summerfield and Brown's Summit a similar plan is in progress. In April, 1902, a meeting held in the interest of education at Greensboro donated $8,050, in addition to the tax money, for rural public schools.
The Board of Aldermen and the Chairman of the School Committee of Greensboro were interested in getting a more suit- able school building and in 1887 the handsome building on Lind- say Street was completed. In May, 1891, the corporate limits of Greensboro were extended, and in that year graded schools were provided for both white and colored children. In May, 1893, Ashboro Street School was built.
The graded schools enrolled during the first year, 1875, one hundred students. In 1897 there were enrolled 1,096 white chil- dren and 452 colored. Ninety-five per cent. of white children between the ages of six and sixteen are in school.
The High Point graded school was established the first Mon- day in May, 1897, when the citizens of High Point voted $10,000 for the erection of buildings and equipments. It opened the 20th of September, 1897. The following is a brief history of its growth : Its enrollment the first day was 386, which increased during the year to 476. It began the second year with 479 pupils and ended with 562; the third year, with 568 and ended with 598; the fourth year, with 559 and ended with 662; the fifth year with 670, and will end with about 725. The increase the first year was 90 pupils ; the second, 83; the third, 30; the fourth, 103; the fifth, 55, and a real increase for the four years of 339.
OAK RIDGE INSTITUTE.
In 1851, Jesse Benbow, Allen Lowery, Dr. John Saunders, Jas. B. Clark, Thomas J. Benbow and Samuel Donnell, of Oak Ridge; Archibald Bevil, of Hillsdale; Wyat Bowman, of High Point, feeling the need for a preparatory school for young men, founded Oak Ridge Institute. By a majority of one, the present
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beautiful location was selected. From this knoll, with its majestic oaks, the peaks of the Blue Ridge mountains may be seen. From this knoll as a watershed the Haw River and the Deep River rise and, winding each its separate way, they unite in loving embrace · and flow to the sea as our noble Cape Fear River. This is one channel by which the heart of Piedmont Carolina reaches the East. The natural beauty of Oak Ridge is fine, probably the most pleas- ing in the County of Guilford.
Dr. Saunders was the first chairman of the Board of Trustees ; Dr. Charles F. Deems was chairman ex-officio, then president of the Greensboro Female College, a man who did much for edu- cation in North Carolina, and became pastor of the Church of Strangers of New York City.
Oak Ridge Institute first opened its doors to students in Feb- ruary, 1852, with Prof. John M. Davis as principal. Fifty students greeted him. Among them were Mr. Rufus Benbow, of Oak Ridge, and Dr. Morris, of Forsyth County. Although students came from North Carolina, Virginia, South Carolina. Mississippi, Louisiana and Texas, the school was not a financial success. At the outbreak of the Civil War the students numbered about one hundred. Hon. John A. Gilmer, Sr., addressed the people of Oak Ridge on the coming storm of war. All but three students volun- teered.
In 1866 Prof. O. C. Hamilton, a graduate of Trinity College, was chosen principal. He found the building burned, probably by an incendiary, before reaching his charge. Obstacles did not daunt the courage of Oak Ridge. The new trustees added to the old board were Messrs. W. O. Donnell, J. F. Holt, C. R. Benbow, Charles Case, A. J. Rolling, Thomas Graham, Charles Wilson, J. S. Brown, John King, R. A. Blaylock and Thos. J. Benbow. They erected a new building.
In 1869 Prof. Pendleton King, a graduate of Haverford Col- lege, librarian of the State Department at Washington City, was principal of Oak Ridge. After him the school declined until
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1875, when Prof. J. A. Holt brought energy to it and the influence of Mark Hopkins, his teacher and friend. In 1879 Prof. M. H. Holt became junior principal. As the school grew year by year, new and more spacious buildings were erected, wood giving place to brick. In 1891 a large, three-story building, containing a Y. M. C. A. hall, library, gymnasium and class rooms, was built and christened "Holt Hall." .
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For twenty years this institution, under the present manage- ment, has been giving young men thorough commercial training. It is this training which has made a place for Oak Ridge Institu- tion. This influence is felt in every trade centre in this State. Her graduates are everywhere.
To Professor J. Allen Holt and his brother, Prof. Martin H. Holt, is due the credit of contributing to North Carolina the Rugby of the State. This is a business age; everything seems to turn on the pivot of the dollar, even religion, etiquette, good prin- ciples, Death and the Grave have to do with money, the one great . basis. Therefore a business education, to know not only the classics but also to understand people in business and how to clinch a bargain is of great importance. With a keen eye Oak Ridge has seen the point of contact between the scholar and the world. Therefore they seek to unite in their students what is best in the old idea of culture together with business ability.
The Holts come of a race remarkable for business capacity. They were born in Alamance County, near the battleground of the Regulators. In Colonial days Michael Holt, their forefather, lived here, a farmer, innkeeper, large land-owner, man of wealth and of affairs in the State. His descendants have made of Ala- mance County and the State a great manufacturing centre. "Isaac Holt, the son of Michael Holt, married Lettie Scott. Their son, Thomas Scott Holt, married Sallie Foust. She was the niece of George Foust, who married Maria Holt, sister of Isaac Holt. John Foust Holt, of Alamance County, married Louise Williams, of Rockingham County." This is the direct line of descent of the
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professors of Oak Ridge, showing who they are and at the same time giving an index of the success of the school.
Prof. J. A. Holt was born in 1852. For many years he has been chairman of the Board of Education of Guilford County. His name was prominently before the people for State Superin- tendent of Public Instruction at the last convention. He was president of the Teachers' Assembly. in 1901.
Prof. M. H. Holt was born in 1855. When a member of the Legislature in 1893 he served as chairman of the Committee on Education. From 1893 to 1897 he was a trustee of the State University. He has been for some time director of the North Carolina School for the Deaf and Dumb, at Morganton. For years he has been on the township board and public school com- mittee. In 1875 and 1878 Professors J. A. and M. H. Holt came to Oak Ridge.
Fifty years ago Oak Ridge Institute was founded. This year, 1902, its year of jubilee is celebrated.
WHITSETT INSTITUTE.
'Thirty-eight years ago there was established a school which became later, Whitsett Institute. Located in Southeast Guilford, on a beautiful plateau eight hundred feet high, the institution was built, looking toward the southeast over a beautiful expanse of open country, like a rolling savannah. About the buildings and westward are great oaks of nature's own, a reinforcement against the tumultuous world beyond. The landscape offers philosophic repose and sweet peace. Nature has contributed her advantages luring youth to health, to beauty and to thoughtfulness. Two or three miles away the lonesome whistle of the train blows at Gib- sonville, the nearest station. The village of Whitsett without the student is deserted, like an oasis without the songs of birds or merry antics of animals. Nothing there tempts the youth to waste his time. To study is the natural way at Whitsett.
Toward the south is Southern Pines; toward the west is
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Asheville. The soil of Whitsett is loam, not red clay. Flowers bloom and the grass grows tall. 1
Country life reduces the expenses of the student away at school. Courses for business, teaching or college are offered both boy and girl, young men and young women. In 1900 the student body numbered 329, with room for more. Still a beautiful new building is being erected, 80 by 100 feet, furnishing every modern convenience for school work, library, chapel, reading room, society halls, gymnasimu and music rooms. At the State Fair, held in Raleigh, this school was awarded two elegant diplomas, one for "Best General Display by School" and another for "Best Com- mercial Display."
Rev. Brantley York, D. D., "the founder of Trinity College," and Charles H. Mebane, one of North Carolina's best Superin- tendents of Public Instruction, and of Guilford County by birth, have helped by years of teaching and superintending to build up this institution.
William Thornton Whitsett is a native of Guilford County, North Carolina. He attended the public schools of his native county and was prepared for college by private tutors. He was educated at North Carolina College and the University of North Carolina. He has been president of Whitsett Institute since 1888, is a trustee of the University of North Carolina; member of the Southern Historical Association, Washington, D. C .; secretary of the North Carolina Association of Acadamies; member of the American Authors' Guild, New York; member of the School Directors of Guilford County ; member of the American Academy of Social and Political Science, Philadelphia. For three years he was secretary of the North Carolina Teachers' Assembly.
THE AGRICULTURAL AND MECHANICAL COLLEGE OF GREENSBORO.
The Agricultural and Mechanical College for the Colored Race was established by an act of the General Assembly of North Carolina, ratified 9th of March, 1891. The financial support of
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the school is derived from the United States, under an act of Congress known as the "Morrill Act," passed August 20, 1890. The citizens of Greensboro donated twenty-five acres of land and eight thousand dollars to be used in the construction of buildings. In 1893 the General Assembly appropriated ten thousand dollars. Substantial buildings have been erected. They have about two hundred students. Its president is James B. Dudley, A. M. of Shaw University, A. M. of Livingston College, teacher in public schools 1876-1880, principal of Peabody graded school 1880-1896. He is a blessing to his race.
Fully 80 per cent. of the colored people in this State live in the country and subsist on agriculture. The future of the colored race in the South depends upon the ownership of farm lands and their intelligent and skillful treatment by colored farmers. This field is free from competition and race feeling. Owners of large tracts of land now yielding nothing are only too glad to rent them to the skilled farmers who graduate from an agricultural college, and also provide him with stock and implements of husbandry. The young man who leaves this college with honor, a good charac- ter and a well-trained mind, who is familiar with science and art relating to his calling in agriculture, mechanics or any of the trades, will not be compelled to canvass the country seeking em- ployment. Capital will be looking for him to place him in charge of land and stocks, to handle machinery and direct unskilled labor. Wherever skilled labor is found among producers, turning the wheels of industry that increase the wealth of the world, there will be found graduates of the Agricultural and Mechanical College.
The reputation of the Agricultural and Mechanical College is extending over wider fields. Immediately following the infor- mation that the College had received notice of the awarding of a silver medal on the account of its exhibit at the Paris Exposition, comes information from another remote section, showing the rec- ognition of this institution elsewhere.
"President Pulido, of San Chez, Mira, Philippine Islands,
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JONATHAN E. COX.
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writes that he intends to have his son enter the 'famous college of Greensboro' about the first of April. He will make arrange- ments for his son to remain here until graduation."
BENNETT COLLEGE was opened in the city of Greensboro in 1873 by the Freedmen's Aid and Southern Education Society of the Methodist Episcopal Church, North, one of forty-six such in- stitutions founded and sustained by that church. About 1876 the institution became a boarding school in a large four-story brick building, and chartered under the laws of North Carolina. It is situated on the outskirts of Greensboro. Its president is Rev. J. D. Chavis, a negro man reared in Guilford County. The classics and mathematics are taught. It is co-educational.
Near Bennett College is the KENT INDUSTRIAL HOME FOR COLORED GIRLS, under the support of the Woman's Missionary Society of the M. E. Church, North, Troy, N. Y., Conference. This Home was dedicated May 2, 1887. Industrial training for sixteen girls is yearly given. The superintendent is a white woman from the North, Miss Carrie L. Crowell. They have also a teacher of sewing and a primary teacher. The building erected for this home is of brick, neat and convenient. A new and larger house will be erected soon. Servants from this home are well · recommended.
THE STATE NORMAL AND INDUSTRIAL COLLEGE.
When the South began to recuperate after the paralysis of Civil War and of slavery and her people had a little easy leisure in which to think, they gave their attention to education. Thought- fully and with great earnestness a few men in the State studied the great plan of education, as developed in other lands. They soon came to the conclusion that teachers should understand their profession before being allowed to practice, that the minds of chil- dren were just as sacred as their bodies. The quack physician had long ago been relegated to the dark corners.
Institutes were held for the training of teachers in the court- houses in many counties in the State. These institutes were usu-
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ally in session for two weeks in July and August. During the years 1889 and 1890 the Board of Education sent out two men as Institute conductors to visit every county in the State and hold in each an institute lasting one week. The two men sent by this Board were Dr. Chas. D. McIver and Dr. E. A. Alderman. They aroused a love for learning and a desire for reading and study among the teachers. Page's "Theory and Practice" and other books on pedagogics were placed in the hands of teachers, many of whom had never seen a book on teaching, though they were "duty-loving and duty-doing men and women."
To quote from the report of Prof. J. Y. Joyner to the Super- intendent of Public Instruction (See report 1897-98, p. 964), he says : "To one who, for the past fifteen years, has been engaged in this educational work, and who, during each year, has mingled much and talked much, publicly and privately, with all classes of our people in the interest of public education, there is noticeable a very marked and hopeful change in their attitude toward the public schools. This change has come about so gradually that many whose work has not kept them in touch with the educational sentiment of the State are not conscious of the extent of it."
Out of these institutes for teachers the feeling grew and there arose a demand for a State Normal and Industrial College for the education of young women, giving them thorough training in the science of teaching, and instead of a few weeks of training in their profession, to give them four years of instruction at much less than cost, at prices within their reach.
At the Teachers' Assembly, which was the congregation of the Teachers' Institutes, the first formal step was taken toward the establishment of a Normal College. The teachers passed reso- lutions, in 1886, asking for this institution, and they appointed a committee to memorialize the General Assembly.
Meanwhile, Dr. Chas. D. McIver, the propelling spirit of the movement, was studying the system of the education of women. His determinative wisdom and zeal fought the fight before the
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General Assembly for the higher and better education of her women by the State. By his persistent energy and logic the North Carolina State Normal and Industrial College was estab- lished in 1891. The time was hastened throughout the whole State by the teachers, the King's Daughters, the Woman's Chris- tian Temperance Union and the Farmer's Alliance. Dr. J. L. M. Curry made a strong appeal for the cause. The citizens of Greensboro gave $30,000 for its location. Mr. R. S. Pullen and Mr. R. T. Gray, of Raleigh, and others donated the land -ten acres. . During the ten years of its existence hundreds of young women who could not have gone elsewhere have been sent out into this State and everywhere as most efficient teachers and as cultured women in every walk of life. The course of study has been arranged for meeting the needs of young women in North Carolina and it embraces the Normal Department, the Commercial Department and the Department of Domestic Science.
At the comencement of 1902 of the State Normal and Indus- trial College at Greensboro, President McIver presented the fol- lowing report, which embodies the history and the wonderfully successful career of that great school:
"'T'en years ago on this hill, then a bleak and barren ten-acre lot-the gift of Mr. R. S. Pullen, Mr. R. T. Gray, Mr. E. P. Wharton and others, with $30,000 voted unanimously by the far- sighted citizens of Greensboro to secure the location of the institu- tion, and with an annual appropriation of $10,000, voted by the General Assembly of 1891 to aid in the employment of a faculty, the State Normal and Industrial College began its work.
"In 1886 the North Carolina Teachers' Assembly, then in session at Black Mountain, passed resolutions asking for the establishment of a normal college and appointed a committee to memorialize the General Assembly. Each succeeding Teachers' Assembly for five years passed similar resolutions and appointed similar committees to present the question to our law makers. In his biennial report to the General Assembly the late Hon. S. M.
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