Colored Schools. The highest total enrollment of the colored schools 

 for the year of 1911/12 was 1,782 which is 57.6% of the colored popula- 

 tion of school age, a better showing than the white schools have made 

 in this regard. The total average attendance was 1,087 or 60.9% of 

 the enrollment, a proportionately smaller average than that maintained 

 by the white schools. The average attendance per school was 36. 

 The average attendance in the different districts varies greatly for no 

 very evident reason. The highest per-cent. was shown by the Clarks- 

 burg District with 75%, while in the adjoining district of Damascus the 

 average attendance was only 32.5% of the enrollment. 



After the fourth grade the enrollment begins to decrease rapidly and 

 only four schools have any pupils enrolled above the sixth grade. (Table 

 No. 19, Appendix, page VI). These schools graduated in 1911, only 4 

 pupils, 1 boy and 3 girls, but it was reported that all of these went on 

 to higher schools. The average distance from the school to the home 

 of the pupils for the county, is about one and a quarter miles. 



In the matter of organizations for the pupils, the colored schools do 

 even less than the white schools, there being only four organizations 

 among the 30 schools; 2 of these are literary societies and 2 are temper- 

 ance societies; they have a total membership of 260. 



The Curriculum 



White Schools. The teacher in the one-room school has a multiplicity 

 of things to do and a very limited time to do them in. This is the prime 

 reason why the criticism holds true here as everywhere where the one- 

 room school flourishes, that the curriculum of the rural school contains 

 very little that distinctly prepares for country life. In spite of the 

 fact that conditions are far better here than in many rural communities, 

 the fact remains that each teacher in the county must conduct on the 

 average, twenty-three recitations per day, with the average time allotted 

 each recitation, only fifteen minutes. Such a program leaves opportunity 

 for very little beyond the limits of the presecribed course of study. 



The greater proportion of the schools give no time at all to those 

 studies which are of special importance for country life (See Table No. 

 20, Appendix, page VI); namely, Nature Study, Elementary Agriculture, 

 Manual Training, and Domestic Science. The same is true of Music 

 and Drawing. Only a small number attempt to teach these subjects 

 thoroughly. Sandy Spring and Brookeville High Schools share between 

 them the entire time of one man in teaching of Elementary Agriculture. 

 Four schools have each a special teacher of Domestic Science, three 

 schools share the time of one man as an instructor of Manual Training 

 and one school has a special teacher giving her entire time to the teaching 

 of music. 



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