Report of the Commissioner of Education Made to the Secretary of the Interior for the Year ... with Accompanying Papers

1862.

8vo., pp. 72+2 tables; Doc. No. 9, session 1862-63, dated December, 1862.

92.

[Circular of State Educational Association on a General Convention of Teachers of the Confederate States.] January 12, 1863, 1 p.

93.

Columbia, S. C., April 28, 1853, recommended as the time and place of meeting. Circular, to the authorities and people | of | North Carolina. | By Rev. C. H. Wiley, superintendent of common schools for the State. | Greensboro, N. C. Sterling, Campbell & Albright, | 1863.

Svo., pp. 8; also in Report for 1863, pp. 18-25.

[Circular on Graded Schools], 1863.

Svo., pp. 3.

94.

95.

8vo., pp. 32+11. +2 tables; extracts from same in North Carolina Journal of Education, VIII, pp. 27-36 (March, 1864).

Svo., pp. 213.

97.

[Letter] to the Honorable, the General Assembly of the State of North Carolina [against suspension of the Public Schools] n. p., n. d. [1865].

Q., pp. 1.

98.

[Eleventh annual] Report of the superintendent of common schools. n. t. p., n. p., n. d.

99. Forms pp. 23-36 of the message of Governor Worth to the general assembly of 1865-65, which is dated January 18, 1866, and is printed as Document No. 7, session 1865–66. The swamp lands | of the | State of North-Carolina: | facts for emigrants and capitalists. | Published by order of the Literary Board. | Raleigh, N. C. | Printed by W. E. Pell, State printer-Sentinel office. | 1867.

Svo., pp. 31; suppressed.

100.

Circular [letter] to the officers and friends of the Bible cause in North Carolina.

101.

Q., pp. 1; dated April 24, 1874; reprinted in the State papers. [Letter declining the nomination for office of Superintendent of Public Instruction.] Greensboro Patriot, June 21, 1876, and other State papers. Dated Winston, N. C., June 7, 1876.

102.

[Circular letter] to the officers and friends of the Bible cause [in North and South Carolina].

103.

Q., pp. 1; dated Winston, N. C., October 17, 1876. [Circular from] American Bible Society, District of North and South Carolina [to the ministers of the Gospel in North and South Carolina].

104.

Pp. 1; dated Winston, N. C., October 24, 1876.

Letter [to Rev. S. S. Murkland on the Education of the Negroes]. Greensboro Patriot, March 26, 1879. 2 columns.

105.

Dated June 30, 18:5, and decided in its advocacy of their education.

106. 8vo., pp. 46. Summarized in North Carolina Presbyterian, and summary copied in Greensboro Patriot about November, 1879, 24 columns.

"Aramanchy" v. "Allemande," North Carolina Presbyterian, February 25, 1880. 107.

A discussion of the origin of the name "Alamance," holding that it is an anglicization of "Allemande."

Report of Rev. Calvin H. Wiley on the condition of the University of North Carolina, May, 1881. 108. Svo., pp. 4+ table; summarized in North Carolina Educational Journal, July 15, 1881. History of the common schools in North Carolina.

109.

A series of chapters in Heitman's North Carolina Educational Journal, Chapel Hill, N. C., 1881-1883, as follows: June 15, July 15, August 15, September 15, November, 15, December 15, 1881; February 15, March 15, June 20, August 20, November 20, 1882; January 15, March 1, June 1, 1883.

Circular to the ministers and Sunday school superintendents and teachers of North Carolina [n. p., n. d. [1883].]

Pp. 2; on the State Sunday School Association.

110.

Report on the trade of North Carolina. Internal Commerce of the United States, Washington: Government Printing Office, 1886.

North Carolina, pp, 214-260.

111.

Dr. Wiley also edited the Oxford Mercury; along with W. D. Cooke, founded and edited the Southern Weekly Post, Raleigh; contributed to Sartain's Union Magazine, to the Saturday Evening Post, and helped to found the North Carolina Presbyterian.

Besides the foregoing which are known to be the work of Dr. Wiley I have found various references to other work which he had undertaken, but I am unable to say whether they were brought to a conclusion and published. In 1852 a "College address is mentioned and in 1854 Dr. Deems proposed to publish the address which he had delivered at the previous commencement of Greensboro Female College. In 1853-54 he proposed publishing a "Common School Almanac" and also a "Primer." In 1852 W. D. Cooke, Samuel Pearce, and C. H. Wiley made a formal and legal agreement to publish a "Map of North Carolina together with a book of reference." It was to be at their joint risk and each was to have an equal share in the copyright and profits. Wiley was to prepare the book of reference, “consisting of a statistical work to accompany the map," on railroads, canals, plank roads, rivers, cities, schools, colleges, productions, and general topography. Cooke was to construct the map and prepare it for the engraver. He was also to act as secretary and central agent. Pearce was to solicit subscribers. Wiley did some work on his part of the undertaking, having been particularly interested in the botany of the State, but withdrew in 1854 and the undertaking was carried on by the remaining members. The map, known as Pearce's map, was published about August, 1856. The Gazetteer, continued by Pearce, was about ready in November, 1860, but was killed by the war. The map was again issued in 1871, from New York, by H. H. Lloyd & Co.

Dr. Wiley had a catechism in hand in 1855 which was about ready to be sent to press. It was to be pedagogical in character and to be used as a text-book. It was to contain "short lessons in questions and answers, as to the origin, history, and progress [of] common schools generally; their history, character, and

ED 97-93

object here; the duties of parents, teachers, and children in regard to them; the name and style of the State, names of its governors, etc.”—Special Report, 1855, p. 61.

He prepared and published a School Register, which was intended as a daily and permanent record of the school," and had ready in 1857 a “Manual" or guide for the use of teachers, with extracts from the school laws, etc. He wrote also a monograph on botany called "Catalogue of vegetable productions." It extended to 100 pages. In 1858 he was engaged on a work entitled The duties of Christian masters."

In 1872 he proposed to A. S. Barnes & Co. to prepare a book on the resources of North Carolina and to issue it in three editions, English, French, and German, of 3,000 copies each. July 4, 1876, he delivered in Greensboro an address on the history of Guilford County, in which he traced the sources of its population. He had also been engaged for many years in the preparation of a work on Revelations, which was left unfinished at his death.

The bibliography of Dr. Wiley given above represents the principal sources for the history of the Common Schools in North Carolina. To this may be added a few others, as follows: Colonial and State Records, Laws, Journals and Documents of the Legislature, North Carolina University Magazine, Reports of the Literary Board, Reports and Writings of A. D. Murphey, Caldwell's Letters, Caruthers's Caldwell, Foote's Sketches.

CHAPTER XXX.

THE TEACHING OF GEOGRAPHY IN CERTAIN FOREIGN COUNTRIES.1

REPORT TO THE COUNCIL OF THE ROYAL GEOGRAPHICAL SOCIETY.

By J. SCOTT KELTIE, the Society's Inspector of Geographical Education.

A very remarkable thing in the matter of education is the rise in the importance which within the last twenty-five years has been given to geography; more remarkable still that since that enhanced importance has been made manifest, it did not occur sooner to college faculties and other educated thoughtful minds.

The pamphlet mentioned at the head of this article appeared in the year 1885, and contains results of Mr. Keltie's observations throughout Great Britain and several countries in Europe, which he was appointed to make for the Geographical Society of London. The extent of those observations, the author's judicious and painstaking use of the facilities everywhere accorded him, his candid admission of the inferiority of geographical instruction in his own country as compared with several others, especially with the German Empire, all contribute to make his paper very interesting. A brief review with some extracts is given in this article.

The following from the introduction shows the motive of Mr. Keltie's appointment and the scope of his duties:

The object of the council in appointing an inspector of geographical education is to obtain fuller information than they now possess regarding the position and methods of geographical education in this country and abroad.

I. As regards the United Kingdom.

A. The inspector will ascertain, by means of correspondence or by actual inspection (1) the extent to which geography of any kind is taught in our universities and public schools, and what special rewards are offered for proficiency in it; (2) the actual subjects taught under that name and the comparative time allotted to them; (3) the methods and appliances used in teaching these subjects; (4) the attitude of teachers and professors with regard to geography generally; (5) the value allotted to geography in university examinations, and with what subjects it is united.

B. The inspector will consult the reports of the examiners for the Royal Geographical Society public-schools medals.

C. He will ascertain the comparative position of geography in the examinations for the English public services, and will acquaint himself with the experiences of the examiners.

II. As regards the Continent of Europe.

The inspector will be expected to visit Germany, Austria, France, Switzerland, Italy, Belgium, Holland, and Sweden. In making his inquiries on the Continent the inspector should keep the following points in view:

A. The position allotted to geography, especially in high schools and universities, as shown (1) by the extent to which it is taught, the maps and other appliances provided, and the rewards offered in it; (2) by the time allotted to it as com pared with other subjects; (3) its comparative value in examinations; (4) by the

For previous article see Teaching of Geography in Central Europe. Report of Commissioner for 1892-93, vol. 1, pp. 279-321.

comparative number, status, and emoluments of professors of geography in universities as compared with those of professors of other subjects; (5) by the attendance of students in the geographical classes.

B. The extent of the field covered by geographical teaching in high schools and universities, and the standpoint from which geography is taught, whether (1) from that of physical science; (2) from that of history and politics; (3) from that of commerce.

C. The methods of instruction adopted at various stages from the primary school upward. Whether the subject ever attains the position of a discipline, as distinguished from a mere exercise of memory; whether it has been found possible to set habitually geographical problems for solution. Also the methods adopted in teaching pupils to read maps.

III. As regards America.

The inspector will ascertain, by correspondence with the proper authorities, the condition of geographical education in the United States of America.

IV. In the prosecution of his inquiries both in the United Kingdom and abroad the inspector will collect specimens of the best text-books, maps, globes, diagrams, models, and other operations used in teaching the various branches of geography. These he will arrange and classify on the society's premises for the information of the council. Where it is impracticable to obtain specimens, the inspector will report upon such contrivances as seem to him effective ends to geographical instruction, or in developing the geographical imagination.

V. On the conclusion of his inquiry the inspector will prepare a report embodying (1) a summary statement of the work done by him; (2) the results of his inquiries in the various directions indicated above; (3) the steps which he would recommend the council to take in order to improve and extend geographical education in the United Kingdom.

This commission is dated July 26, 1884.

Mr. Keltie, in pursuance of these instructions, obtained extensive acquaintance with educational institutions at home and on the Continent, beginning with those which had been invited to compete for the society's medals. Many of these he visited in person and attended class examinations. About eighty in the United Kingdom were dealt with, some of which, being regarded as representative, were described in detail and subjoined in the appendix to his report. It was already known to the council that the attention given to geography in the public schools and even in the universities was far below being adequate to its importance, and the medals bestowed by them for proficiency in the study had been discontinued. Of all the institutions, Dulwich College and Liverpool College alone exhibited proficiency deserving such reward.

The subject has grown in importance since primary instruction came under the charge of the State. The study was made compulsory, and much progress has been made under a system adopted from Germany, known there as Heimatskunde, notably in London and some of the other great cities. These schools are abundantly provided with maps, beginning with those of the district in which the schools are situated, the cities and their suburbs; besides these there are in some large wall maps, geographical pictures, sheet maps, atlases, relief maps, and accompanying those of outlying districts specimens of products, vegetable and mineral, belonging to them.

In the appendix is a very interesting article on the Heimatskunde,' showing how minutely the Germans have studied the subject and provided for its instruction to the youngest pupils.

The report of the inspector, when discussing the higher and middle class schools of the United Kingdom, grows less and less favorable as it ascends from the primary. In all of these geography is included and receives some degree of attention, in many cases nearly nominal and in none as much as it is entitled to. As a general rule it is compulsory to a certain degree; that is, to the lower half of the school included in the third and part of the fourth forms downward. Herein it received from one hour to two and a half hours a week, while eight to sixteen

1 See Report of the Commissioner for 1892-93, vol. 1, p. 290.

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