United States v. Scotland Neck City Board of Education Appendix Vol. 2

    A P P E N D IX
Vol. II  (pp. 419-787)

I n  T h e

fflmtrt of %  Ittiteli &taten
O c t o b e r  T e r m , 1971

No. 70-130

U n it e d  S t a t e s  o f  A m e r ic a ,
_ __ Petitioner,

S c o t l a n d  N e c k  C i t y  B o a r d  o f  E d u c a t io n , e t  a l .,
Respondents.

No. 70-187

P a t t i e  B l a c k  C o t t o n , e t  a l .,
Petitioners.V •

S c o t l a n d  N e c k  C i t y  B o a r d  o f  E d u c a t io n , e t  a l .,
Respondents.

ON WRIT OF CERTIORARI TO THE UNITED STATES COURT 
ON APPEALS FOR THE FOURTH CIRCUIT

PETITIONS FOR WRITS OF CERTIORARI FILED APRIL 22, 1971 
AND MAY 20, 1971

CERTIORARI GRANTED OCTOBER 12, 1971



I n  T h e

§>u$xm? GJmtrt of %  Xttftrft
O c t o b e r  T e r m , 1971 

No. 70-130

U n it e d  S t a t e s  o f  A m e r ic a ,

—v.—
Petitioner,

S c o t l a n d  N e c k  C i t y  B o a r d  o f  E d u c a t io n , e t  a l .,
Respondents.

No. 70-187

P a t t ie  B l a c k  C o t t o n , e t  a l .,
Petitioners.

S c o t l a n d  N e c k  C i t y  B o ar d  o f  E d u c a t io n , e t  a l .,
Respondents.

on writ of certiorari to the united states court 
on appeals for the fourth circuit

i n d e x  t o  a p p e n d i x
Page

Certified copy of docket entries________________________________ - 1
Complaint _________ 7_____________________________________________  26
Plaintiff’s notice of motion and motion for a preliminary

injunction -------      39
Plaintiff’s notice of motion and motion for leave to join an 

additional party defendant and to file an amended com­
plaint __________________________________________________________  41

Response to plaintiff’s motion for a preliminary injunction, 
motion for leave to join an additional party defendant, 
and motion to file an amended complaint _________________  43

Answer of all defendants with the exception of Halifax
County Board of Education ________________________________  47



ii INDEX TO APPENDIX
Page

Response to plaintiff’s motion for a preliminary injunction, 
motion for leave to join an additional party defendant, 
and motion to file an amended complaint___________________  51

Answer of Halifax County Board of Education_______________  56
Notice of hearing by Judge Butler ___________________________  60
Order that Clerk file amended complaint and U. S. Marshal 

serve copies upon defendants_________________________________  61
Amended complaint ____________________________________________ 62

Answer to amended complaint by all defendants except Hali­
fax County Board of Education____________________________  69

Answer of defendant Scotland Neck Board of Education____ 72
Transcript of hearing on August 21-22, 1969________________  76
Deposition of Ferd Harrison___________________________________ 96
Deposition of C. M. Moore, J r .________________________________  117
Deposition of Craig Phillips ___________________________________  153
Deposition of W . Henry Overman_____________________________ 218
Deposition of Henry Harrison_________________________________ 355
Deposition of Frank P. Shields________________________________ 419
Deposition of Aubrey Powell__________________________________  460
Deposition of F. Boyd Bailey__________________________________  493
Affidavit of J. L. Pierce________________________________________  580
Plaintiff’s Exhibit # 1  _________________________________________ 585
Plaintiff’s Exhibit # 2 _________________________________________ 587
Plaintiff’s Exhibit # 3  _________________________________________ 679
Plaintiff’s Exhibit # 5  _________________________________________ 681
Plaintiff’s Exhibit # 7  _________________________________________ 683
Plaintiff’s Exhibit #8  ________________________________________  684
Plaintiff’s Exhibit # 9  ________________________________________  686
Plaintiff’s Exhibit # 1 0 _________________________________________  687
Plaintiff’s Exhibit # 1 1 _________________________________________  688
Plaintiff’s Exhibit # 1 3 _________________________________________ 727
Plaintiff’s Exhibit # 1 4 _________________________________________  746
Plaintiff’s Exhibit # 1 7 ___________________________________    759
Plaintiff’s Exhibit # 1 8 _________________________________________  704
Order dismissing certain defendants__________________________ 788
Memorandum opinion of Judge Larkins_______________________  790

Amended answer of the Scotland Neck City Board of Edu­
cation _________________________ _________________________________  793



Page
Motion of defendant Scotland Neck City Board of Educa­

tion that order be entered modifying temporary injunc­
tion ____________________________________________________________  798

Order allowing Scotland Neck City Board of Education to 
use private donations for expenses and fees incurred_____  800

Motion of Robert Morgan, Attorney General of North Caro­
lina, to intervene in this action in behalf of the state of 
North Carolina, as party defendant________________________  801

Order allowing intervention of Robert Morgan, Attorney 
General of North Carolina, in behalf of the state of North 
Carolina -----------------------------------------------------------------------------------  804

Answer of Robert Morgan, Attorney General of North Caro­
lina, in behalf of the state of North Carolina_______________  806

Order allowing motion of Halifax County to be dismissed 
as to the question of constitutionality of the Act creating 
Scotland Neck U n it___________________________________________  812

Answer to plaintiff’s interrogatories by defendant Halifax
County Board of Education__________________________________ 814

Memorandum opinion and order of Judge Larkins__________  923

Order amending order of 1 1 /2 4 /6 9 ------------------------------------------- 925

Motion for leave to intervene by additional plaintiffs Pattie 
Black Cotton and Edward M. Francis, public school teachers 
of Halifax County, and others _____________________________ 926

Transcript of hearing on December 17, 1969__________________ 931
Memorandum opinion and order allowing motion to inter­

vene ___________________________________________________________  994
Complaint in intervention________________________________________ 1000
Answer of defendant Scotland Neck City Board of Educa­

tion to the complaint in intervention_________________________ 1029

Answer to complaint in intervention by board of county 
commissioners of Halifax County______ ________________   1046

Answer of defendant Halifax County Board of Education
to the complaint in intervention_____________________________  1051

Order that motion of defendants that effective date of imple­
mentation be delayed until on or about 6 /1 /7 0  is allowed; 
“Proposed Interim Plan” of defendant Halifax County 
Board of Education be implemented by board no later 
than 6 /1 /7 0  ____________________________________________________  1058

Opinion and order that further implementation of Chapter 
31 of the 1969 Session Laws of North Carolina is perma­
nently enjoined ________________________________________________  1062

INDEX TO APPENDIX iii



IV INDEX TO APPENDIX

Page
Judgment that Chapter 31 of the 1969 Session Laws of 

North Carolina creating Scotland Neck Administrative 
Unit is declared to be unconstitutional and null and void. 
Defendants, their respective officers, agents, etc., are 
permanently enjoined from all further proceedings pur­
suant to said statute_________________________________________  1085

Amended order, amending order of district court dated 
5 /1 8 /7 0  ------------------------ ,----------------------------------------------------------  1086

Notice of appeal by Scotland Neck City Board of Education .. 1087

Notice of appeal to the United States Court of Appeals for 
the Fourth Circuit by Robert Morgan, Attorney General 
of North Carolina, North Carolina State Board of Educa­
tion, and Dr. A. Craig Phillips, State Superintendent of 
Public Instruction____________________________________________ 1088

Motion of defendant Halifax County Board of Education for 
further amendment to “ Proposed Interim Plan” __________  1089

Plaintiff’s response to defendant’s motion to amend interim 
desegregation plan approved May 19, 1970_________________  1092

Defendant Scotland Neck City Board of Education’s Answer 
to motion of Halifax County Board of Education__________  1094

Plaintiffs’ in intervention opposition to defendant’s motion 
to amend interim desegregation plan approved May 19,
1970 ------------------------------------------------------------------------------------------ 1096

Order denying motion of defendants to amend the order 
of May 19, 1970, with respect to the operation of Scotland 
Neck School and Brawley School (Judge Larkins)________  1098

Affidavit of W . Henry Overman dated September 15, 1970
(Enrollment Statistics)_______________________________________ 1100

Affidavit of W . Henry Overman dated December 2, 1970
(Enrollment Statistics)______________________________________  1102

Opinion and judgment of the United States Court of Appeals 
for the Fourth Circuit dated March 23, 1971________________  1104

Opinion of the United States Court of Appeals for the Fourth 
Circuit in Wright v. Council of the City of Emporia, March 
23, 1971 ------- ...------------------------------------------------------------------------- 1H 9

Order staying the mandate dated April 21, 1971______________  1151
Order of Supreme Court of October 12, 1971 allowing certi­

orari in No. 70-130___________________________________________  1152
Order of Supreme Court of October 12, 1971 allowing certi­

orari in No. 70-187___________________________________________  1152
Affidavit of W . Henry Overman dated October 14, 1971 (En­

rollment Statistics)___________________________________________  1153

Halifax County map indicating the school districts and dif­
ferent schools__________________________________________________ H55



419

FRANK P. SHIELDS
Being first duly sworn, was examined and testified as 

follows:

EXAMINATION BY MR. KENNEDY:
Q State your name and address, please.
A Frank P. Shields, 311 West 12th Street, Scotland 

Neck.
Q And what is your occupation?
A  I am a fertilizer manufacturer.
Q And are you the chairman of the Scotland Neck 

City Board of Education?
A Yes.
Q How long have you been chairman?
A Since its inception, which was in April of this 

year.
Q What public office, if  any, did you hold before 

that?
A I was a member of the Town Board of Commis­

sioners.
Q Have you served on any advisory committee for 

any school?
A Yes. I have served on the advisory committee of 

the local school and I have been on the board of trustees 
of Chowan College.

Q When you said ‘local school’ you mean the Scotland 
Neck School?

A Yes, the Scotland Neck School.
Q Not the Brawley School?
A Yes, all the schools in this area.
Q I see. Then the committee was not the advisory 

committee— served just one school or several schools?
A It served several schools. Under the County— you 

want me to expand?
Q Yes, sir, please.
A Under the County system we had two high schools 

here in Scotland Neck, in the Scotland Neck area, and 
several primary schools that fed into these two high 
schools, and this advisory committee represented what 
was known as the Scotland Neck District.



420

Q Thank you. How long have you been living in 
Scotland Neck ?

A  All my life.
Q How old are you, sir?
A  Fifty-one.
Q Were you aware in about July 27, 1968, an official 

of the Justice Department wrote a letter to the Halifax 
County Board of Education concerning the desegregation 
of the Halifax County School System?

A I was aware of it.
Q Did publicity to that effect appear in the news­

paper?
A  As I recall, it did.
Q Up to that time had the County School System been 

operating under free choice?
A Yes.
Q After August 1, 1968, and for the opening of 

schools in September of 1968 was the seventh and eighth 
grade from the Brawley School transferred as a group 
to the junior high campus of the Scotland Neck School?

A I understand it was.
Q The Brawley School is a predominantly Negro 

school?
A  Yes.
Q In fact, it’s always been a Negro school; have there 

been any white children there?
A  Not to my knowledge.
Q And was the seventh and eighth grade taught at 

all at the Brawley School during the 1968-69 school year?
A My understanding, it was not. I was not on the 

advisory committee at that time.
Q Yes. Do you have children in school, sir?
A  Yes.
Q At the Scotland Neck School?
A Yes.
Q Are you— do you know what pairing of schools 

means?
A I have heard the term and I have had it explained 

to me, so I presume I know.
Q Well, in general, it is reassigning grades between 

two schools that are located very close together so that



421

all of the children served by the two schools in one par­
ticular grade go to one school and all the children of a 
different set of grades go to the other school?

A That is my understanding.
Q Did the transfer of the seventh and eighth grades 

from Brawley to Scotland Neck in approximately Sep­
tember, 1968— was that a preliminary step to a pairing 
plan of the Scotland Neck School to the Brawley School?

A I don’t know.
Q Was there any discussion of this in August, since 

August 1968, that you were aware of?
A You mean in an official capacity?
Q No, sir, any discussion, official or unofficial?
A Yes, I would say so.
Q Can you tell us about that, please?
MR. JOSEY: Object. Can’t you make your ques­

tion a little more specific.
Q (Mr. Kennedy) I asked him since October— since 

August 1968, tell us about the first instance when that 
topic was discussed, after August 1968.

MR. JOSEY: That’s too specific.
A  That’s too specific. I can’t tell you.
Q (Mr. Kennedy) Who were the persons?
A I can’t tell you that specifically, because discus­

sions of a school have come up at social gatherings; they 
have come up in our restauraunt over here, at Idle Hour 
when we’re sitting around drinking coffee. Schools have 
held a predominant part of the topic of conversation. 
You talk about schools and farming and your golf game. 
That is about all there is to talk about down here.

Q Did you talk about possible pairing of County 
schools with Mr. Kitchin Josey?

A I can’t recall specificaly ever discussing it with 
him. The discussion may have taken place in which he 
and I were at the same function, but I cannot say speci­
fically that I discussed it with him.

Q With Mr. Henry Harrison?
A Well, I am certain that I must have discussed it 

with Mr. Harrison because he and I travel in the same 
social circles and he seldom goes along without discuss­
ing the school situation.



422

Q Aren’t there about— weren’t there last year about 
slightly under one thousand students at the Scotland 
Neck Schools, about 950 or a thousand students?

A  According to the testimony that I have heard here, 
yes.

Q Do you have any reason to doubt that testimony?
A  No.
Q Did you go to Tryon City with Mr. Josey and Mr. 

Henry Harrison?
A Yes.
Q And who else was with you?
A  Representative Thorne Gregory.
Q Thorne Gregory. Does Tryon City School System 

have about 800 or 850 children enrolled?
A That is my understanding.
Q Is that the reason that you picked Tryon to look at, 

is because it has about the same number of children that 
Scotland Neck has?

A  Yes.
Q Do you know who selected Tryon?
A The suggestion, I heard, came from Mr. Harrison. 

Henry Lee Harrison.
Q And I take it, your trip to Tryon was sometime in 

November, is that correct, 1968?
A  It was sometime in the fall. I don’t know just 

when, but I would assume it was in November.
Q Did any of your conversations concerning possible 

pairing of Brawley and Scotland Neck— did anybody in­
dicate that there would be further pairing or that there 
would be no pairing, or what would happen in the fu­
ture?

A You mean any official?
Q Anybody, sir. Officially or unofficially.
A I say there was speculation as to whether there 

may be pairing or not.
Q Were you aware in general that there had been 

pairing of at least some grades in neighboring school 
systems?

A I had heard there was.
Q Bertie County has a common border with a part of 

Halifax County, doesn’t it?



423

A I don’t think so. Naw.
Q Did you know that grades eight through twelve had 

been paired in Bertie County for the last— for the last 
school year?

A For this— ? From what I read in the newspaper.
Q And the pairing occurred between the predomin­

antly white school and the Negro school?
A Yes.
Q Of the children who make up the 950 or a thousand 

at the Scotland Neck School, do some of them live out­
side the Town of Scotland Neck?

A Yes.
Q Of the children of school— school-age children who 

live inside the Town of Scotland Neck, did some of them 
last year go outside the city to school?

A Yes.
Q Was most all of them to Brawley?
A You’re talking about public schools now?
Q Well, let’s talk about public schools, first, yes.
A Yes, I would assume they went to Brawley.
Q Of the white children of school age in the Town 

of Scotland Neck who did not go to Scotland Neck School, 
do you know or have any idea where they went to school?

A If there were any that were not in the Scotland 
Neck School, they were in private school as far as I 
know.

Q Are some of these private schools so-called Enfield 
Academy?

A Yes. That is one.
Q How old is that school? Is it more than two or 

three years old?
A I really don’t know. I would guess it’s about five 

years old.
Q Do you know of any Negro children at that private 

school or any other private school in Halifax County?
A No.
Q Or in any private school in any county neighbor­

ing Halifax County?
A What?
Q Any Negroes in any private school in a county 

that is neighboring to Halifax County?



424

A I don’t know any Negro children that’s going to 
any private school.

Q All right, sir. How long were you in Tryon?
A  I would say about four hours.
Q Did you talk to the superintendent and the princi­

pal? F
_ A Yes, and the assistant principal or building prin­

cipal I believe.
Q What was the nature of your discussion?
A Well, we talked first about the amount of money, 

supplemental local money, required to operate that school. 
We talked in general terms about what type of educa­
tion he was offering. Mr. Dussenberry showed us a list 
of the subject matter that was taught in that school. He 
explained the— I would think you would call it the in­
dustrial arts phase of the school. We discussed his opin­
ion as to the academic courses he was giving in view of 
this failure or success of those that he knew of that had 
continued their education, how they got along in college 
or schools of higher education. I think that is generally 
what we talked about.

Q Did you leave there with any materials, any pa­
pers?

A We left with a copy of his budget I’m sure, and 
I think we left with a copy of a list of courses that he 
was offering in high school. Well, I know we left with a 
copy of his budget,

Q Did any of the members of your group make any 
notes at that time?

A  No.
Q Did at any time you or any members of the group 

that went to Tryon write any letters concerning the 
Tryon trip?

A Not to my knowledge.
Q Did— before you want to Tryon did you or these 

other three gentlemen discuss— let me start this question 
again.

Between August of 1968 and January of 1969, and 
excluding for a moment the Tryon people, the Tryon 
superintendent, did you or Mr. Josey or Mr. Harrison



425

or Mr. Gregory discuss the separate school system with 
any principal?

A I did not personally. I don’t know what the others 
in the group did. Unless I talked with Dr. Craig Phillips 
during the dates that you have suggested.

Q Did you or members of this group that we have 
talked about talk with any school superintendent or as­
sistant superintendent, a member of the superintendent’s 
staff about a special school district for Scotland Neck?

A  I did not. Mr. Harrison told me that he had dis­
cussed it with Mr. Overman at some time. I don’t know 
what dates, whether that fell within that time or not. 
I assume it did.

Q During the August-January period do you know 
of any discussions by yourself or these other three gen­
tlemen with any person involved in education in the 
State of North Carolina?

A Well, as I said, I think Mr. Overman.
Q Other than Dr. Phillips and the two or three gen­

tlemen in the Tryon system?
A Not to my knowledge.
Q Do you know of any discussions with persons con­

nected with education before August of 1968, concern­
ing a separate school system for Scotland Neck?

A No, I don’t know of any specifically.
Q You were here yesterday when Mr. Henry Harri­

son talked very briefly, I believe, about— was it a bill 
that was submitted in the Legislature in about 1965, I 
believe?

MR. JOSEY: Something like that.
Q (Mr. Kennedy) Possibly about another proposal?
A Yes.
Q Sometime around 1966, for a consolidated high 

school, but outside of possibly those two topics, is it your 
testimony that you know of no other discussion prior to 
August 1968 for a separate school system for Scotland 
Neck, with any persons connected with education?

A Now, ask that question again.
Q Okay. Outside of the 1965 and the 1966 proposal 

for a consolidated high school, do you know of any dis­



426

cussion prior to August of 1968 with any educational—  
any person connected with education concerning a sepa­
rate school system for Scotland Neck?

A No, none other than involved those two cases that 
you refer to.

Q Were you aware, then, in the approximately— cor­
rection, June of 1968 the Halifax County Board of Edu­
cation had requested State officials to do a school survey?

A I was aware of it sometime. I had either read it 
in the paper or had discussed it at some time with some­
body. I was aware that there had been a survey made.

Q Were you aware generally of the kinds of recom­
mendations that State officials make in these surveys?

A Yes.
Q That they recommend?
A  You mean this specific proposal?
Q Just generally what they recommend.
A  No.
Q Did you or anybody else who was— concerning sep­

arate schools for Scotland Neck during the August to 
January period, consider seeking advice from an educa­
tional consultant?

A Not that I am aware of. We had no funds and we 
didn’t know where you could get that, where that type 
of service would be available to us other than for hire 
basis, and I didn’t even know— I don’t know now that 
there is any such service available to a group that is 
not officially connected with public schools.

Q Just for the purpose of the record, then, do you 
know of any advice from any professional educator given 
at any time to any person in the last twelve months con­
cerning a separate school system for Scotland Neck in 
addition to those you have already told us about?

A No.
Q Now I believe Mr. Gregory introduced the bill 

sometime in the latter part of January 1969, is that 
correct?

A I think so.
Q Prior to that time or during the twelve months 

part of that time had any contact been made with any 
Negro groups in the Scotland Neck area, Negro churches, 
Negro voters, associations?



427

A Contact for what purpose?
Q Well, to discuss a possible separate school system 

for Scotland Neck.
A Not that I know of.
Q Is there any contact since January of 1969 with 

any—with any Negro parents concerning separate schools 
for Scotland Neck?

A Me personally?
Q You, or do you know of any?
A Well, now, either prior to the introduction of this 

bill or while it was in the House, or while it was in the 
House or the Senate, there was a— but prior to the vote, 
the referendum, the bill was discussed in a Parent Teach­
ers Association meeting in which all citizens were invited 
to attend and in which I was present.

Q Were there Negroes at this meeting?
A Yes.
Q Did any Negro persons ask questions or give their 

opinions about this school system?
A Yes. I can remember one.
Q Can you tell us about that, please?
A What the question was?
Q Yes, sir.
A  The question involved the tax, and this person, as 

I recall, stated that she didn’t want to have to pay any 
more taxes.

Q Outside of that meeting do you know of any ef­
forts made by persons on behalf of passing the referen­
dum to contact any Negro parents or pupils, P.T.A. 
groups concerning a separate school system?

A You mean to discuss the separate school system 
with them?

Q Yes, sir.
A No, nor were there any white groups either.
Q Would your answer to any of the questions that 

have been put to you today be any different if— if we 
substitute— take out the word ‘Negro groups’ and substi­
tute in its place the word ‘groups partialy or— or pre­
dominately composed of Negroes’ ?

A Well, I don’t remember the specific questions. If 
she will read them back, I will answer them and change 
from Negro to what—



428

Q Well, groups predominantly composed of Negroes.
A I don’t know what you are asking.
MR. JOSEY: Object. I object because I think it cov­

ers fifty questions, Mr. Kennedy, and I’m not sure, I 
think he would have to go— what— he would probably 
answer that question, saying that no, I don’t think that 
does affect it. And I ’m not sure— I think I understand 
what you’re trying to say, and I’m not sure he does, but 
there again I think it is a little bit confusing— the ques­
tion. That’s all.

Q (Mr. Kennedy) Was there any contact made to 
discuss the possible separate school system made to groups 
in which Negroes form a part or make up the whole 
group ?

A  Other than this P.T.A. meeting?
Q Yes, sir, other than that one.
A  I don’t know of any.
Q After August of 1968 did you or the other three 

gentlemen who went to Tryon discuss the interim plan 
contained in the State survey?

A I had— I had been in groups in which it was, soc­
ial groups now, not any formal gathering of any type, in 
which the interim plan had been discussed. Now whether 
we as a group— and I’m not sure who ‘we’ is supposed 
to be.

Q You and Mr. Josey and Mr. Harrison and Mr. 
Gregory.

A I don’t recall discussing it specifically.
Q Was the general feeling in your social discussing 

about the interim plan in favor of adopting it or against 
adopting it?

A I would have to say against the interim plan.
Q For what reasons, sir?
A Well, I think anybody dislikes change from what 

is— they are familiar with, with techniques, the general 
association, and I don’t think anybody could visualize 
what pairing might mean. I did not, and don’t myself 
know whether it would mean that a student would take 
in high school— would take part of his courses in one 
building and then have to be transported to another to 
take other courses, and that was my reason for opposing 
it, for certainly not looking forward to it.



429

Q Do you know of any discussion concerning the in­
terim plan that Mr. Josey or Mr. Henry Harrison or 
Mr. Gregory had with anybody?

A If in asking your question, your next question is 
going to be when or where or with who I would have to 
say: no.

Q Just answer it.
A I feel that they must have discussed it in my pres­

ence at sometime, but I can’t recall what the circum­
stances were.

Q Did any of these three gentlemen tell you that 
they had discussed it with anybody?

MR. JOSEY: Let me object. Off the record.
(DISCUSSION OFF RECORD)

Q (Mr. Kennedy) Mr. Shields, in order to clarify the 
possible confusion about what portion of the interim 
plan we’re talking about, I believe that the interim plan 
contained in the State survey, on page 15, recommends 
for the Scotland Neck area that all children in grades 
ten through twelve shall attend those grades which shall 
be taught at the Scotland Neck main campus?

A It says what?
Q That all chlidren in the Scotland Neck area in 

grades ten through twleve shall attend those grades which 
shall be taught at the Scotland Neck main campus. That 
is the only place where those grades are going to be 
taught— children in grades eight through nine in the 
Scotland Neck District shall be taught at Brawley and 
children in grades one through seven from the Town of 
Scotland Neck shall be taught at Brawley. It’s that por­
tion of the interim plan that we are referring to now. 
Was this portion of the interim plan discussed at those 
meetings that you told us about?

A Mr. Kennedy, my knowledge of the interim plan 
is very limited because I have never seen the plan my­
self. I have never had it specifically spelled out to me 
that I know of before right then. In discussions with 
people— and I can’t recall who or exactly who, or exactly 
when. I know I have discussed it with Mr. Harrison. 
— that there was an interim plan and a long-range plan, 
and to implement the interim plan was basically to util-



430

ize the buildings that are now in existence by pairing. 
That is about the extent of my knowledge as to what 
it was. I have not talked with anybody, Mr. Harrison 
included, specificaly that I can recall to what— where each 
grade would be.

Q Okay. And then I take it that your opposition to 
the interim plan remains the same as you have just told 
us about a few questions back? . . . Well, do you still 
have the same opposition to the interim plan?

A Personally, yes, I do because I do not feel that you 
can pair— that pairing is really the way to do it because 
I have had three boys that have finished high school and 
I know that if they do it, after the pairing, after they 
did it— before the pairing there was a, say, an eleventh
grader, a student, might be taking something that— in the 
same class with a—yeah— a ninth grader, and the defi­
nition between grades and high school is not as specific 
as they are in the elementary school. Those children—  
there, after a class fills up, a specific class fills up, then 
nobody else in that class can get in it, then he may have 
to take it a year later than his classmates, or maybe the 
class is not full and they will reach down and fill it up. 
For instance, in science— chemistry is taught one year 
and physics is taught the next. Now a student may for 
some reason miss out on his physics and have to take it 
at a later date than it would work out on paper that you 
would normally expect him to take it, so you have a lot 
of interchange of students between what might be called
grades. Children coming from one home room don’t nec­
essarily take all the same courses in the same year. And 
I don’t see how pairing— how you could work it. It looks 
like to me it would be too much lost time, lost motion, 
moving from one building to another.

Q Do you know of any persons who have discussed 
possible pairing between Brawley and Scotland Neck?

A By name?
Q My group or employer or by race.
A Well, as I have said, we have been talking about 

schools— that is one of the subjects we frequently discuss. 
The very disruption that has taken place in our schools 
down here has made it foremost in our minds, that is,



431

not foremost, but one of the foremost topics. Every­
thing that has ever been tried I suppose in the process, 
since the Supreme Court decision in 1954—whenever it 
was— has been discussed at sometime in my presence 
by people here in Scotland Neck and by people out of 
Scotland Neck. I’m not trying to evade your answer, 

but the thing is this is just such a general topic of con­
versation. It’s sort of like asking me when is the last 
time I discussed the fertilizer business with somebody 
or how many times I discussed it between August and 
January. I don’t know. I talk about it a lot and I talk 
about schools a lot.

Q Did— in any of your discussions about schools, say 
within the last year, was the topic brought up whether 
students could— would attend schools if the Brawley and 
Scotland Neck were paired or if any other schools were 
paired?

A I have heard— ask that question again. Let me 
make sure I know what you’re asking.

(QUESTION READ)
A Well, I have heard people say— and I couldn’t say 

who said it— that they would put their children in pri­
vate schools if we had a pairing of schools.

Q Is that a general feeling in the community?
A I couldn’t say that it was. I have never intended 

to put any of my children in private school until they 
had finished their public school education.

Q Have you ever told anybody that the separate 
school system for Scotland Neck was a better alternative 
to pairing Brawley with Scotland Neck?

A Yes.
Q Do you believe it?
A Yes.
Q Have you told anybody that a system for Scot­

land Neck was a better alternative than private school?
A Yes.
Q Who have you told that to?
A I told my wife for one.
Q Have you told any of these other gentlemen, Mr. 

Gregory, Mr. Josey, or Mr. Henry Harrison?



432

A That I think the Scotland Neck Administrative 
Unit as now proposed is a better alternative than a pri­
vate school ?

Q Yes, sir.
A Yes, sir.
Q Have they expressed similar opinion to you?
A Yes, sir.
Q . Have other persons in the Scotland Neck com­

munity expressed that opinion to you?
A I would say: yes.
Q Are you prepared to name some of those persons? 
A  Well, there again it would be sort of like pulling 

names out of a hat because I’ve discussed the schools so 
many times I can’t specifically recall it, but I am an ad­
vocate of public schools. And I preach public schools. I 
don’t preach it either, but I talk in favor of public 
schools. I am not a crusader in any sense. I could name 
you people that I feel certain feel as I do, that the Scot­
land Neck City Administrative Unit is a better alterna­
tive than private schools, but I can’t say that they spec­
ifically said it to me, but I feel that I know them well 
enough and they have been around me enough that I feel 
reasonably certain they are for it.

Q Could you name some of these people?
A Mr. Edward Ethridge, who is my plant superin­

tendent; Mr. Alton Bullock, who is a salesman with my 
organization. Mrs. James Boyd, who is a bookkeeper 
with my organization.

Q Is she related to either— the Town Clerk?
A  She is the wife of the Town Clerk.
Q Is that Mr. Boyd, Jr., or Sr.?
A Junior. Do you want others?
Q Please.
A  Well, let me sort of go down the street.
Q Excuse me. Are you going to go down the street 

and name practically everybody on Main Street in Town; 
if you are we don’t need the names.

A Turn the question around the other way; if you 
asked me to name the people who I thought favored a 
private school over the Scotland Neck City Administra­
tive Unit, I would say that it would compose less than 
ten.



433

Q And of the other adults in Scotland Neck do I take 
it that they are in favor, like you are, of the unit as 
a better alternative than private schools?

A My opinion is that they are.
Q Is your view that we have been talking about 

shared by other members of the Scotland Neck City
Board? .

A In preference of the Scotland Neck City Admin­
istrative Unit over any type of private education, yes.

*  *  *  *

Q I believe that you were present at part or all of 
Mr. Henry Overman’s deposition last week, is that right?

A A half a day.
Q And you were here yesterday when Mr. Henry 

Harrison was deposed?
A Y os.
Q You have heard considerable discussion about the 

Governor’s Commission Study Report of the Public 
Schools; you have heard us discussing it?

A Yes. You’re talking about the Governor’s— yes.
Q In fact, you’re looking at a copy right now, aren’t

you, sir? _ .
A I presume that is what, it is. That is the first time 

I have seen one, but I will put my glasses on. Yes, that 
is what it is.

Q If I were to tell you that one of the recommenda­
tions in this Governor’s Study Commission Report was 
the merger of the administrative units and the merger 
of schools within the administrative units, would you 
know or do you know of any educators who would dis­
agree with that conclusion or recommendation?

A I don’t know of any educators. I have heard some- 
— unless you call a teacher an educator. I have heard 
teachers say that they didn’t see that we derived any 
particular benefit from being in an eleven thousand pop­
ulation administrative unit. And my personal opinion 
is that it has hurt us.

Q What is the race of those teachers?
A White.
Q Are there any Negroes?
A I can’t recall having discussed it with a Negro 

teacher.



434

Q After August of 1968 or since August of 1968 do 
you know of any inquiries made to determine what plans 
for future school operations the Halifax County Board 
of Education was making or had made?

A Ask that question again.
Q I will ask it in a slightly different fashion. Since 

August of 1968 do you know of any inquiries made of 
the Halifax County School Board or its staff concern­
ing possible reorganization or curriculum improvements 
or changes that would bring possible educational bene­
fits to any of the schools in the Halifax County Unit?

A No.
Q Did you or Mr. Josey or Mr. Harrison or Mr. 

Gregory in the past year endeavor to find out whether 
the Halifax County School Board was planning to make 
any school improvements in the Halifax County Schools?

A Did you name Mr. Harrison in that group?
Q Yes, sir.
A  Since—
Q August.
A  August. I feel certain Mr. Harrison must have. 

He was on the County School Board.
Q Have you heard or seen publicity to the effect that 

Halifax County is planning to select a site and begin 
construction on a consolidated high school for the north­
western part of the County?

A Yes, I am very well aware of that. It’s going up in 
the other end of the County.

Q Did you know that a consolidated high school for 
that part of the County was a part of the long-range plan 
made by the State survey?

A I assumed as much in that I had heard that they 
had recommended two large consolidated high schools, one 
in the upper end of the County and one in the lower end 
of the County, and this I assumed to be the one in the 
upper end of the County away from Scotland Neck.

Q If a consolidated high school as planned in the 
long-range plan in the Survey could be built in the Scot­
land Neck area of the County, would that be an educa­
tional improvement for the children in the Scotland Neck 
area?



435

A At the time— at such time at which it was built, 
yes.

MR. KENNEDY: I’m not sure that you understand
the question.

MR. JOSEY: I think he hit it right on the head.
Q (Mr. Kennedy) I’m talking about the Survey that 

came out in December 1968 that the long-range plan 
recommended two consolidated high schools, as you said.

A  Un-hunh.
Q And if we— if that plan could be and would be 

adopted would that— would that provide educational bene­
fits for the children of the Scotland Neck-Halifax Unit?

A I would have to say: yes.
Q Would the construction and operation of two con­

solidated high schools as planned in the long-range plan 
of the Survey provide educational benefits for the children 
of the Halifax County Unit?

A At the time that it was done.
Q They are not done yet, sir; at the time they would 

be done?
A Assuming that they would be done?
Q Yes, sir, assuming.
A Yes, I would think so.
Q A few questions ago you told us about some social 

gatherings at which the schools were discussed. Were 
there any Negroes at these social gatherings?

A As guests?
Q Yes, as guests.
A No.
Q Were there any Negroes there in any other ca­

pacity?
A Well, I suppose that it was possible that they 

could have been. I can’t— I couldn’t say specifically who 
it might be.

Q What capacity would this have been?
A Well, I know it is hard for you to understand, but, 

for instance, we had a big wedding out here on the edge 
of Town. Maybe the biggest wedding we have ever had 
here in Scotland Neck. And there was a Negro woman 
who came in ; she was hired— I suppose you could call her 
as a servant, but she advised the family on— I would



436

really consider her more or less a caterer or certainly in 
a consultant capacity to preparation, display of food, 
and type of service to use, and that sort of thing.

Q Did— after August 1968 was there any discus­
sion by you or other persons in favor of the proposed 
Scotland Neck School System concerning the eifect of 
such school system on desegregation of the County 
schools?

A Well, possibly so. I— I think that the people in 
Scotland Neck, both Negro and white, are moderates. In 
my talking to people, they have felt that integration was 
inevitable. I would have to say that the thinking of— I 
don’t like progressive. That sounds— but the people that 
really consider problems ahead of their actual taking 
place have felt like we ought to be making some prepara­
tion for the two races attending the same school. And 
the— I have personally felt that when you involve some­
thing as large as this County, that there is going to be 
a lot of rough road ahead. Now we have not had any 
demonstrations here; we have not had any boycotts 
here; as far as I know there has been no friction be­
tween the two races, but I could not say that about any 
other community in Halifax County. And I personally 
have felt that if folks right down here could go ahead 
and integrate and get it over with and get on back to 
education, that it would be effort well spent. I was aware 
of, and was in agreement with, Mr. Harrison when he 
asked for an integrated high school down here. I felt—  
and I wasn’t by myself; there were others that felt, well, 
in this way we can go ahead; we will be right; we can go 
ahead with education. So I am sure that in our discus­
sions— and I felt like this was— we had tried every meth­
od that I knew of to try, within the County, to try to 
go ahead and in this end of the County— I’m not talk­
ing about independently— but for us to go ahead and 
move on into integration. And I felt like this setting up 
this school system would bring us in compliance with the 
law and we could go ahead without interruption toward 
education. So I am sure that in that— certainly, in my 
talking— that that was what was prompting my talking 
about'the integration or the effect of desegregation—  
that it might have in this area.



437

Q Well, you mentioned about the middle of your an­
swer that there possibly were other ways to desegregate 
the school in this area of the County. Can you tell us 
what possible other ways of desegregating in the Coun­
ty were discussed?

A Well, I suppose that the— that the chief discussion 
has been in the area of having constructed here a new 
integrated high school. I certainly felt back when we 
tried to include the four townships that we were at least 
restricting the influence in this area where I knew the 
temperament of the people, and I felt like we could har­
moniously come to some sort of solution. I don’t know 
that that facet was ever discussed, but I don’t reckon 
this idea— that I particularly came up with this idea 
myself. Most of my ideas I get from other people any­
how.

Q This idea for a high school that you just told us 
about, was that the proposed consolidated high school 
that was proposed about 1966?

A Yes, somewhere in that area.
Q Were you present when Mr. Josey and I asked 

Mr. Overman about this, questions about this proposed 
consolidated high school?

A No.
Q Within the last two weeks have you discussed with 

anybody the— what was actually proposed at that time 
for a consolidated high school?

A No.
Q Were you a part of the group that went to Raleigh 

to talk about the proposed consolidated high school?
A No.
Q Mr. Henry Harrison, I believe, and Mr. Overman 

were among those who went, is that right?
A I don’t know who went. Mr. Harrison and I, along 

with— I’m sure there must have been some others, not 
again in any sort of formal meeting, but just maybe over 
a cup of coffee, had discussed the possibility of a con­
solidated integrated high school here in this area. And 
I can remember specifically speaking out in defense of it 
at a couple of bridge clubs I belong to.



438

Q Prior to January of 1969 were there any rough 
proposals or general proposals concerning where the sup­
plementary tax that the Scotland Neck Unit could raise 
would be spent?

A  Mr. Kennedy, I did not know that there was such 
— such a thing was posed under the law until it was men­
tioned in the Legislature by some opponents to the bill. 
I did not know that you could have a special school tax 
district within, and not composed entirely of, an admin­
istrative unit.

Q I don’t believe that is responsive to my question, 
but let’s pursue the topic.

MR. JOSEY: What was your question, Mr. Kennedy?
MR. KENNEDY: The question was: prior to Janu­

ary 1969 was there any rough or proposed budget, to 
provide for spending of the supplementary tax which 
would be raised in the Scotland Neck Unit.

THE WITNESS: Is that the question he asked me?
(QUESTION READ)

Q (Mr. Kennedy) Do you know anybody else who 
knew of the possibility of a special taxing district be­
fore the Scotland Neck bill was introduced in the Legis­
lature?

A Before it was introduced in the Legislature?
Q Yes, sir.
A  At any time before it was introduced in the Leg­

islature?
Q Yes, sir.
A  Yes, I would say it was general knowledge.
Q Do you know of anybody who considered setting 

up a special taxing district as a possible alternative to 
a separate administrative unit to Scotland Neck?

A No. As I have said, I didn’t even know that such 
a thing was possible until I heard it in the Legislature.

Q Do you know of any proposal for a budget drawn 
before January of 1969 to spend the supplemental tax 
that would be raised by the creation of the Scotland Neck 
Unit?

A Are you talking about specifically how it would 
be spent?



439
Q Yes, sir.
A No.
Q I believe you were here yesterday when Mr. Henry 

Harrison stated that approximately $25,000.00 would be 
raised by this budget by the supplemental tax. Did you 
have any general idea prior to January 1969 where the 
money would be spent?

A If you’re talking about my personal opinion, I can 
tell you what my personal opinion was and still is.

Q Please give it to us.
A I felt that such of these funds as could be spent, 

when and if they were needed, should be spent either 
for supplementing teachers’ salaries or for broadening 
our faculty, that is, adding faculty members paid total­
ly by local funds. I have felt that at least some of this 
money should be set aside for enrichment of the capital 
outlay fund that we get from the County because our 
physical plant is— is antiquated and inadequate and cer­
tainly something is going to have to be done in the fu­
ture about the physical plant of the Scotland Neck School. 
We have— the largest building we have was built in 1903. 
The second largest building we have was built in the 
1920’s. There is a gymnasium and— well, vo-ag depart­
ment and home economics department there that were 
built with W.P.A. funds. Since that time there’s only 
been eight classrooms built in Scotland Neck School.

Q What investigation, if any, did you make in order 
to get an idea of where the money should be spent?

A I didn’t make any investigation. I— in my mind I 
simply stated if I had some extra money to apply to the 
school, how would I apply it, where, in what areas would 
I feel like it should be spent.

Q Do you know anybody who made an investigation 
to determine where the money could be best spent?

A No, I don’t, because we didn’t have the money. We 
didn’t have the authority to raise the money, and I per­
sonally felt that it would be immature to make any sort 
of investigation as to how to spend the money until you 
were at least reasonably certain that you were going to 
have it.

Q Do you now, at this day, know where you are go­
ing to spend the supplemental tax?

A No, not in its entirety.



440

Q How much of it and where do you know?
A  I can only tell you specifically $1800.00, which will 

be spent to supplement the superintendent’s salary, and 
I believe that we agreed to pay the superintendent travel 
expense. And I am— I cannot say for certain whether 
we have specifically allotted the travel money, that is so 
many dollars and cents. We have agreed on a rate in 
which to pay his travel but— I know that.

Q There’s been a lot of discussion about supplements 
for teachers. Are your teachers going to have supple­
ments?

A Definitely not this first year.
Q In addition to the approximately $25,000.00 from 

the supplemental tax, what other funds will Scotland 
Neck Unit receive to operate the schools? Let me exclude 
for a moment State funds and federal funds and your 
base proportionate share of County revenues.

A I know of no other, other than the anticipated 
income from tuition. And I understand that in school 
finance you are allowed to charge certain fees for books 
and specific courses, like typing, which I couldn’t even 
approximate, but every school I know has a little—

Q Is it a— a fee schedule, sir?
A Yes. And a small amount of individual funds for 

that school that can be spent in certain areas.
Q Just in general will the fees for the coming year 

vary significantly from the fees that were charged last 
year?

A We have not discussed fees. My thinking is that 
they would be the same.

Q How much money do you anticipate coming in from 
tuition?

A On our ten dollar— I think Mr. Powell pointed out 
we required a ten-dollar registration fee, which would 
come off the tuition. We have received $1850.00, which 
would indicate that there were a hundred eighty-five 
families sending children into this Unit. So I would say 
a minimum of eighteen thousand five hundred dollars, if 
it were an average of a hundred fifty dollars— you can 
figure it out.

Q Would it be possible for persons living outside the 
Town to come in to the Town schools up to the time you 
open schools in late August?



441

A Well, here, again, we have not set a— a deadline. 
We have indicated to the people that they must make 
payment by August the first. You see at the time we 
open school we must know what our school population is 
going to be so that we can make some sort of— we can ar­
rive at our teacher allotment from the County.

Q This fee that must be paid by August the first, 
you’re not talking about the ten-dolar fee; you’re talking 
about the full tuition?

A No, we are talking about half of the tuition, less 
ten dollars.

Q I believe Mr. Overman, the other day, indicated 
that his best figures were 1,029 students, and indicated 
that they wanted to go to the Scotland Neck Schools for 
the coming year. Do you have any figures that are or 
appear at the moment any different from Mr. Overman’s 
figures?

A I would believe that a thousand twenty-nine is 
right. I think Mr. Baily told me that that was right.

Q Now Mr. Powell in his presentation earlier this 
morning testified that there were some approximately 380 
children living outside the Town who would probably or 
possibly come to school at Scotland Neck this fall. Do 
you agree with his figures?

A I am not sure of the figure, but I think he is a 
little high.

Q About how much, sir?
A I would guess 75 to— I think it’s in the neighbor­

hood of 300 total.
Q And of the 300 children how many of those are 

Negroes?
A I don’t know. I can simply say that the majority 

of them are white.
Q Mr. Powell thought that there would be some 

forty— I believe he said some forty Negroes in this group. 
Do you have any reason to doubt those— that figure?

A No, I don’t. I really just don’t know what the 
racial breakdown is.

Q Does Mr. Bailey know?
A Mr. Bailey should know. I— at the time the free­

dom of choice form was sent out it was required— not 
required, but there was a space on there for the child



442

to put his race. We took those freedom of choice forms 
and transferred them to a small card because we had 
to give the freedom of choice forms back to Mr. Over­
man. Where that information was— was on the free­
dom of choice form, and it was in most cases, then it 
was put on a card. I f it was not, it was supposed to 
have been put on a card, and in looking through the 
cards I would say that most of them do have the race, 
so he should be able to tell you fairly close, and he may 
be able to tell you exactly.

Q Do you know whether the Scotland Neck Unit will 
receive any share of A.B.C. profits?

A I understand that it will receive— that the A.B.C. 
funds, those that are allocated for education, are allo­
cated back to the administrative units in the County on 
a per capita basis, and I understand that we will receive 
our per capital share, and— I mean—  well, I shouldn’t 
use the word per capita. I should say school census or 
average daily attendance. It is based on the number of 
children that are attending school in this area and not 
the population that lives in that area.

Q Do you know how much money that will be?
A No, I don’t recall, although it has been estimated.
Q Does the Board have a fiscal officer?
A Are you asking do we have a treasurer?
Q Somebody who specializes in money matters for 

the School Unit?
A Well, the City Administrative Unit has hired a 

woman who is, I understand, to do bookkeeping and 
stenographic work, and she is the treasurer of the ad­
ministrative unit. We have not— we do not have a fis­
cal expert, if that’s what you’re talking about.

Q Well, does this lady have more knowledge of in­
come, say, than you or Mr— than you do?

A I doubt if she would have as much because I un­
derstand that she hasn’t gone to work yet.

Q Who is she?
A Mrs. Craig Perry I believe.
Q You mentioned that— that you had a discussion 

with Dr. Craig Phillips, the State Superintendent of 
Public Instruction?

A  Yes— no, State Superintendent of Schools.



443

Q And that was sometime in January of this year?
A I would guess that is right.
Q Right before the bill was introduced?
A Before it was introduced, yes.
Q Who was at the meeting with you?
A Well, I met with Dr. Phillips twice. Once after 

the enactment of the law, but as I recall at that first 
meeting there was Mr. Josey, Mr. Harrison, Henry Lee 
Harrison, myself, and I feel like there was a fourth one, 
but I can’t remember now who it was. The Mayor.

Q Did Dr. Phillips in general express favor or op­
position to the proposed bill in your meeting with him 
before the bill was introduced?

A Dr. Phillips said he was going to oppose the bill in 
the Legislature.

Q Okay. Did Dr. Phillips express any observations on 
the desegregation of the County schools which would be 
occasioned by the creation of the Scotland Neck Unit?

A Are you asking did he discuss what effect this 
would have on desegregation?

Q Yes, sir.
A In this area?
Q Yes, sir.
A Not that I recall.
Q Who was at your second meeting with Dr. Phil­

lips?
A Oh, me! Let’s see. Mr. Overman and Mr. Currin, 

and me, and I believe Mr. Harrison was there.
Q Where was this meeting?
A In Raleigh.
Q What was the purpose of it?
A The purpose of the meeting was that the bill read 

that upon ratification by people that the Scotland Neck 
Unit would become into existence. Mr. Overman wanted 
clarification as to whether the County should stop func­
tioning immediately or how this transition should take 
place, that is, the transition from being administered by 
the County Unit and becoming a City Administrative 
Unit, and we talked with Dr. Phillips and Mr. A. C. 
Davis, and at that meeting we agreed that the County 
would go ahead and operate the school just for the re­
mainder of this school year and any summer programs



444

since the funds were already allocated, would be carried 
on by the County this summer.

Q Is Mr. A. C. Davis a controller for the State Board 
of Education?

A  Yes.
Q Was that meeting held after the bill was voted on 

by the people?
A  Yes.
Q Is your unit going to receive any federal school 

money this year?
A It is my understanding that we will. As a matter 

of fact, we— I believe we are going to have some money 
that we are going to use that is federal money for— I 
believe they call it developmental reading now.

Q To go for a teacher?
A Yes.
Q How many teachers?
A  Well, let me say this: my understanding is that 

you become eligible for certain funds under these fed­
eral programs and you write up what is called a project 
and then they allocate it, if the project is approved then 
they allocate the funds to implement the project. Now 
I really don’t know how many teachers would be in­
volved. I simply know that Mr. Bailey has said that he 
is in the process of drawing up a project and the Board 
has agreed to use these funds for developmental reading 
program and in the lunchroom program for children 
that are not able, I suppose, to pay for their lunch.

Q Do you know how many children that are in this 
category that would qualify them for federal school 
money?

A  No.
Q Does Mr. Bailey know?
A  I’m not certain. The final separation from the 

County, that is, in its finest details, hasn’t taken place 
yet. There are certain information that we must have 
in this unit, for instance, how many of these children 
are underprivileged or whatever you call them. That is 
a matter of County record, and I understand those chil­
dren are listed by name and consequently you would 
know who they were and Mr. Overman would know, and 
he could tell Mr. Bailey and Mr. Bailey would ultimate­
ly know, but whether he knows now I can’t tell you.



445

Q Prior to January 1969 did you know that the bill 
for the Scotland Neck Unit defined boundary lines which 
excluded the junior high campus?

A Yes.
Q Do you know why that was not included within 

the bill?
A  Because it is outside of the city limits.
Q But it is right adjacent to the city limits— isn’t 

that right?
A That is true.
Q Was there any discussion to drawing the school 

boundary lines so as to include the junior high campus?
A There may have been, and I suppose— yeah, there 

was some discussion as to drawing the lines including 
it.

Q Why was the line drawn in the bill so as to exclude 
the junior high campus?

A Well, we had to draw a line somewhere to define 
the administrative unit, and the most logical line was 
the Town lines, that is, the city limits.

Q But isn’t it true that you would have needed both 
the classrooms and the number of mobile classrooms at 
the junior high campus in order to house approximately 
one thousand students which you expected?

A Yes, it is true that we needed that much space. It 
is not true that we needed that particular location, but, 
of course, it was nice to get it, to have it.

Q Prior to January 1969 were there any written or 
unwritten agreements with County School Board offi­
cials to acquire that junior high campus for the new Scot­
land Neck Unit?

A Not to my knowledge.
Q Were there any other sites or school facilities out­

side of the junior high campus which the Scotland Neck 
Unit may have used?

A Well, the possibility of what to do with these stu­
dents, naturally, that had been housed over there— what 
we would do with them had come up, and I had discussed 
it with Mr. Harrison. You have heard mention that they 
trade and industries course.

Q Yes, sir.
A They rented a building that was right across from 

our office. We felt if  we couldn’t get the junior high



446

school, that we could move the vo-ag department in that 
building. We could lease that building and move it into 
that building. There is a residence constructed on the 
school campus that is now being rented by the coach. 
We felt that we could take that house and move the 
home ec department into that residence and then we 
could take the room that was devoted to shops and class­
rooms and kitchens, and what not, and make additional 
classroom space available without it terribly disrupting 
the school children by having to do a lot of transporting 
and that sort of thing. And then across the street from 
the school, behind the houses on Church Street, there is 
a lot of open land back there that we felt we might could 
lease or that we possibly could find some area close by, 
within walking distance, that we could lease and put 
mobile classrooms if we had to.

Q Since August of 1968 have you or Mr. Josey or 
Mr. Harrison or Mr. Gregory, have you had any dis­
cussion with people who indicated interest in a separate 
school system for the Littleton-Lake Gaston area of Hali­
fax County?

A I could not say. I haven’t.
Q Do you know of anybody— any of these other three 

gentlemen?
A I don’t know.
Q Do you know of anybody else since August that’s 

had a discussion with people who were interested in a 
school district for Littleton-Lake Gaston?

A Well, I would be speculating.
MR. JOSEY: Well, I object. He asked if you know

anybody. I object. If you know somebody— now if you 
know the answer to the question, I suggest you answer 
it. If you don’t know, say you don’t know and let it 
go at that.

A Well, I don’t know of anybody.
Q (Mr. Kennedy) Have you heard of any discus­

sions?
A Well, let me say that at sometime I heard of the 

Littleton-Lake Gaston proposal, prior to the introduc­
tion of that bill into the Legislature. Now I can’t tell 
you— and it was bound to have been since August 1968.

Q Who did you hear about that from?



447

A There, again, I couldn’t tell you specifically. It 
was just street talk I reckon. I would suppose Mr. Harri­
son may have mentioned it to me, and others.

Q At the election on April 8, 1968, for the referendum 
here in Scotland Neck were there people at tables outside 
the polling places?

A Yes.
Q Were these persons, some of them, working on be­

half of approving the referendum?
A I would assume so. They were not passing out 

any literature or— or as far as I know voicing any opin­
ion, but knowing the people, I felt that they were for. 
There were some of them who were for.

Q Who were some of those people, sir?
A Well, let’s see. I didn’t have any idea that I was 

going to have to tell you who was out there under that 
tent. They rotated. Actually, what those people were 
doing out there was keeping a list of who came to vote, 
which is what we do in every election down here, and 
where people had not voted they are called and reminded 
to vote.

MR. JOSEY: Show him that picture.
Q (Mr. Kennedy) Did you organize those people?
A No.
Q Who did?
A I don’t know. I would say— well, I just don’t know 

who organized them because I didn’t organize them. I 
knew that such a group was going to be there.

Q How did you know that?
A Well, here again, talking in the coffee shop, I just 

heard, or had asked, or somebody, if they were going to 
have people at the polls to encourage a big vote, to keep 
track of who was going there, and to encourage a big 
vote.

Q You were a Town Commissioner at that time, 
weren’t you?

A Yes.
Q And under the Scotland Neck statute, the Town 

Commissioners have to administer or run the election, is 
that right?

A In the sense that they— I am no attorney and I 
don’t know what the law is. I simply know what trans­



448

pires at an election. We appoint a registrar; we set out 
in the minutes when the books will be open and at what 
hours, and at what location. We elect the judges, and 
as far as I know that’s— that’s what we do. I don’t 
know what we are required to do under the law.

Q I show you this newspaper clipping which appears 
to be from the Scotland Neck COMMONWEALTH, dated 
April 11, 1969, which has a photograph of some human 
beings, and see if you can identify any of those persons, 
in addition to the Mayor.

A Well, I can— I would assume that these two ladies 
here, the one I’m looking at profile and the other one 
I’m looking at— I would say mostly from a rear profile 
view— one of them appears to be Mrs. Henry Lee Harri­
son. The other appears to be Mrs. Kermit Veech.

Q Are they Scotland Neck citizens?
A  Yes. Mrs. Kermit Veech and Mrs. Harrison are 

Scotland Neck citizens.
Q There appear to be two ladies sitting down in 

this picture. Is Mrs. Harrison the one on the left or the 
right?

A She is the one on the right. Now I cannot recog­
nize the other people in that photograph. There is one 
man there, apparently a pedestrian.

Q Who do you think that is, Mr. Shields? The man 
in the hat?

A Well, he said it was Ennis Bryant?
Q Can you identify him as Ennis Bryant?
A I canot identify him as Ennis Bryant, and then 

there are some Negroes in the background that are too 
far away for me to recognize, that are also at a table 
at the polling place.

Q Yes, sir. Do you know who provided the tables?
A Well, let’s see. I think I do happen to know who 

provided at least one table, because I was there when 
the poll closed and asked if I could take the table home 
and Mr. James Boyd said it was his card table.

Q Again, Junior or Senior?
A  Junior, the Town Clerk.
Q Referring you again to the same photograph, what 

location appears in the photograph. This appears to be



449

the front of a polling place. Do you know where that 
polling place is?

A It appears to be the Town Hall.
Q Was it a polling place on the April 8 election?
A That was a polling place.
Q Was that the only one?
A That was the only one.
Q Was there a telephone campaign to get people out 

to vote?
A Yes.
Q Do you know people who worked on that?
A Those people who sat— who were sitting right 

there at— I would say from three o’clock in the after­
noon on.

Q Do you know who organized those people?
A No, I don’t.
Q Was there a car service for people to come to the 

polls?
A Yes, there was.
Q Do you know who organized that?
A I heard that Joe Lewis Daniels, a Negro, had or­

ganized it for— had organized one, and—
Q Would you like to finish your answer?
A And I know that there was one organized for 

the whites. I do not know who organized it.
Q Were you at the polls that day?
A Yes, I was at the polls that day. I voted that day. 

But—and I can say this: my son took a shift but I don’t 
know who called him. Somebody called him on the phone 
and asked him if he would provide— would he serve as 
a driver, and he did, but I did not ask him who called 
him. I don’t remember who called him if I did ask him.

Q Which of your sons did that?
A Which?
Q Yes, sir.
A Well, I have five and I only have two that don’t 

drive. It was one of the oldest three, and I believe it 
was Clay.

Q For the record, what are the names of the other 
two of your sons who do drive?

A The oldest one Frank, and he was in school, so I 
feel certain it was not he. And Charlie, and he was in



450

school, and I reckon it must have been— it was bound 
to have been Clay because the two older boys are in 
college. Clay was in high school last year.

Q From August, or during the period of August 1968 
to January 1969, did the—persons like yourself who are 
interested in exploring the possibility of a separate school 
system retain a lawyer?

A You mean did we employ a lawyer?
Q Yes, sir.
A  No. Now what were the dates again?
Q August 1968 to January 1969?
A No.
Q From January 1969 to April 8, 1969, did persons 

in favor of the Scotland Neck School Unit retain a
lawyer?

A Employ a lawyer?
Q Employ one, yes, sir.
A  No.
Q But since April 8, 1969, the Scotland Neck Board 

has retained a lawyer, who is Mr. Josey, is that right?
A Yes.
Q Well, prior to April 8, 1969, did persons in favor 

of the bill secure professional legal advice on the creation 
of the separate unit for Scotland Neck?

A Well, it’s already been brought out in previous tes­
timony that I have heard that Mr. Josey went with us, 
and I brought it out myself and testified that he went 
with us to Tryon. And I suppose he gave us some legal 
advice. I don’t remember him having— saying: now, 
let’s be sure and do this and let’s be sure and don’t do 
that.

Q Did Mr. Josey prepare, prior to April 8, 1969, any 
legal opinions, do legal research for persons on behalf 
of the Scotland Neck School System?

A Not to my knowledge.
Q Do you know if anyone paid Mr. Josey’s expenses 

for his trip to Tryon?
A No. As I recall, Mr. Josey and Mr. Harrison and 

I split the gas bill, as I— I think it was something l ik e -  
well, I don’t remember how much it was. I was amazed 
an airplane burnt that much gasoline.

Q That was Mr. Gregory’s airplane to Tryon?
A  Yes. Yes.



451

Q How about your trip to— you gentlemen took to 
Raleigh to talk to Dr. Phillips?

A Well, it’s an old southern custom down here, if  I 
ride with somebody, you buy his meal. I suppose who­
ever drove the others— other fellows paid for his meal. 
That’s sort of the way you share expenses. Now, I don’t 
even remember whose automobile we went in.

Q Do you know then of anyone who might have paid 
Mr. Josey for legal services on behalf of the Scotland 
Neck System prior to April 8, 1969?

A No.
Q Did Mr. Josey at any time prior to April 8, 1969, 

indicate to you or anyone else that he was acting as the 
attorney for the group that was seeking a special school 
system?

A Well, Mr. Josey didn’t say: “ Look, boys, I’m your 
attorney.”  But it is sort of like having a doctor in the 
crowd, when somebody gets hurt, you look to him for 
what advice he might have— can give you. I was not 
legally qualified; Mr. Harrison has no legal training; and 
as far as I know Mr. Gregory has no legal training, 
but—

Q Do you recall how Mr. Josey was introduced, say, 
to Dr. Phillips at your meeting in January of 1969? Was 
he introduced as attorney for the group?

A As I recall, we introduced ourselves, and I think 
at sometime in that introduction— I mean sometime while 
we were there, Dr. Phillips became aware that Mr. 
Josey was an attorney, but I can’t say for sure that 
it ever came out, but I would have to assume that he 
might have known he was an attorney.

Q Do you know if Mr. Josey ever indicated to any­
body prior to April 8, 1969, that he was the attorney for 
citizens working on behalf of a separate school system 
for Scotland Neck?

A No.
Q The 185 families that you indicated paid their ten- 

dollar fee and who live outside the Town, do you know 
how many of those are white and how many Negroes?

A No. I just know the majority of them are white,
Q Do you know where their name and address is 

kept; who keeps it?



452

A  Mr. Bailey should have the list.
Q Prior to your trip to Tryon did you consider going 

to the school system in Winston-Salem?
A No.
Q Greensboro?
A  No.
Q Charlotte?
A No, sir.
Q Raleigh?
A No, sir.
Q Durham?
A No, sir.
Q Greenville?
A No.
Q Any other system than Tryon?
A  No.
Q Is there any particular reason why?
A Yes, there was from my standpoint. I suppose that 

my activity in this group was as the ‘Doubting Thomas’ , 
if there was such a thing. I felt that if— that we must 
be assured that the thing was financially feasible and 
workable, and in a discussion, I believe this was— was 
at the Idle Hour, and I said— well, Mr. Harrison said: 
suppose we go to see a unit that will be smaller than this 
one; if it is smaller than this one, do you think it will 
work if the money works out. I said: yes, the smaller 
it is, to me it would appear that if we can find one the 
size this one will be or smaller, that we will certainly 
be on safe ground, investigating from a financial stand­
point.

Q Is Mr. Josey your personal lawyer?
A I have never employed Mr. Josey to do anything.
Q Has Mr. Henry Harrison?
A  Beg your pardon.
Q Do you know if Mr. Henry Harrison has employed 

Mr. Josey to do legal work for him?
A No, I don’t.
Q Do you know whether Mr. Thorne Gregory has?
A No, I don’t.
Q Prior to April 8, 1969, did Mr. Josey caution any 

member of the group who was in favor of the Scotland



453

Neck School System as to what to say and as to what 
not to say?

MR. JOSEY: What was that question?
Q (Mr. Kennedy) Prior to April 8, 1969, did Mr. 

Josey caution you or any of the other gentlemen work­
ing in behalf of the separate school system as to what to 
say or what not to say?

A As I recall, the only conversation that— and there 
may have been more than one regarding anything that 
was to be said or wasn’t to be said— involved appearing 
before the State Legislative Committee in which he and 
Mr. Harrison and I, I know, were present. I don’t know 
who else. And we sort of decided who was going to say 
—who was going to make any kind of presentation. We 
knew that it was a hearing and that somebody from this 
area would be allowed to speak before the legislative 
group, and as I recall at that time we decided that Mr. 
Josey would be the spokesman.

Q Did anybody else, in addition to Mr. Josey, speak 
on behalf of the Scotland Neck citizens?

A Yes. I understand— yes, Mr. Harrison spoke on 
behalf of it.

Q At the same time or before the same legislative com­
mittee?

A As I recall, Mr. Harrison, Mr. Josey spoke before 
the House Committee and I believe Mr. Harrison spoke 
there, too. I know Mr. Harrison spoke before the Senate 
hearing and Mr. Josey spoke there also, but I couldn’t 
be positive that Mr. Harrison spoke before the House 
Committee.

MR. KENNEDY: Your cross-examination.

EXAMINATION BY MR. JOSEY:
Q Now, getting back to this business of my participa­

tion in this thing as a lawyer and as an individual that 
Mr. Kennedy asked you about, and particularly in regards 
to the meeting we had with Dr. Phillips, isn’t it your—  
don’t you recall that I was the only one that even knew 
Dr. Phillips before we went up there, had ever met him 
or seen him?



454

A Yes. I had forgotten that. Dr. Phillips was from 
Greensboro.

Q And, of course, he had been with the Richardson 
Foundation in Greensboro, isn’t that correct, before he 
was elected?

A  Yes.
Q Of course, I lived in Greensboro for ten or twelve 

years, isn’t that correct?
A Yes, sir.
Q So Dr. Phillips obviously knew I was a lawyer be­

fore I ever got there, isn’t that correct?
A Yes.
Q Now, isn’t it true, also, that in spite of the fact Dr. 

Phillips said that he would have to oppose us and would 
in fact oppose us, oppose a bill if it were introduced in the 
Legislature, isn’t it true that you and the others there 
asked him to give us any other solution that he saw to 
raising the academic standards of the children of Scotland 
Neck?

A Yes.
Q In any immediate future or any solution that he 

had that he felt could possibly be attained?
A Yes, that’s right.
Q What solution, if any, did he say he had for, that 

he could be reasonably assured that could be implemented?
A I can’t recall he said he had any. He mentioned 

that if he could wave a magic wand and get the money 
and build a building, and put us up a nice new building, 
he could solve the problem.

Q Now, concerning this tax district in lieu of a sepa­
rate administrative unit for Scotland Neck, do you not 
recall that the first time any person mentioned it— even 
Dr. Phillips did not mention that until the first hearing 
before the House Committee there in Raleigh, wasn’t that 
the first time that you heard about it?

A The first time I recall hearing about it was Repre­
sentative Penny of Durham speaking in opposition to 
the bill on the House floor. I don’t even think it was 
before the legislative committee.

Q Now, I believe Mr. Kennedy asked you whether or 
not any professional educators were in any way con-



455

suited— strike that. I believe Mr. Kennedy asked you if 
you knew of any professional educators who were in dis­
agreement with this rather large document known as the 
Report of the Governor’s Study Commission on the Public 
School System of North Carolina, and I will ask you if 
in fact there weren’t a number of— several school super­
intendents, including Mr. Dussenberry, and including one 
of the representatives who spoke in favor of the Scotland 
Neck School Bill on the floor of the House who was a 
school superintendent for thirty years or so, and others, 
including Mr. Joe Talley who’s been the— a school super­
intendent of Roanoke Rapids for a number of years, and 
a number of other professional school people who you know 
to be opposed to certain portions of this Governor’s Study 
Commission which, among other things, says that they will 
do away eventually with even county lines to consolidate 
schools?

A Yes.
Q And do you not recall that Mr. Dussenberry told 

you and the others with you that in fact Dr. Carroll’s 
office, or Dr. Phillips’ office, one or the other— it must 
have been Dr. Carroll’s office because Dr. Phillips had not 
taken office at that time— the former State Superintendent 
of Schools had been trying to consolidate his little school 
with the surrounding county for several years and he 
and the other citizens of that community, and the other 
professional educators in his system had violently op­
posed that consolidation?

A Yes, I recall that.
Q And, of course, isn’t it true, Mr. Shields, too, that 

that consolidation and the opposition that Mr. Dussen­
berry had to the consolidation of his schools with the sur­
rounding county had nothing to do with integration or 
race, did it?

A No.
Q _ And I believe that you, in answer to Mr. Kennedy’s 

question concerning whether or not you made any investi­
gation regarding the spending of the supplementary funds 
that the Scotland Neck School Administrative Unit might 
have prior to April 8, 1969, I will ask you in that connec­
tion if you, particularly you and the others that went to



456

Tryon in either November or early December— whenever 
the trip was— did not discuss that particular point with 
Mr. Dussenberry, about what he did with his supple­
mentary funds, and at least discussed supplementary sal­
aries for teachers in general?

A Yes.
Q So, to that extent, you did have that much knowl­

edge from a professional educator as to what possible ex­
penditures, supplementary funds, were used for in a 
school administrative unit similarly organized in size as 
the Scotland Neck School System, isn’t that correct?

A Yes.
Q Now, to get back to this lawyer-client relationship 

which may or may not have existed between the people 
that had something to do with the beginnings of this bill, 
let me ask you if the Scotland Neck School Administrative 
Unit has retained my services officially?

A We have elected you our attorney.
Q Has the Scotland Neck School Administrative Board 

ever set any salary or paid me anything for anything I 
have ever done for them?

A No.
Q And as far as— so— and back before the school board 

was organized and was actually appointed, whether or not 
I received remuneration for my efforts and my legal—  
whatever legal work I had participated in up to that time 
would not as of itself determine whether or not I acted 
in the capacity of the lawyer-client for those folks, would 
it?

MR. KENNEDY: Objection.
Q (Mr. Josey) The mere fact I did not get paid would 

not be determinative of the issue of whether or not the 
relationship of lawyer and client existed between the 
group that went, let’s say, to the Legislature or whether 
they went up to Tryon, would it?

MR. KENNEDY: Objection. It calls for a conclusion.
A You have confused me on that question.
Q (Mr. Josey) All right. I will ask him this ques­

tion: Mr. Shields, I believe you say that the school— the 
Scotland Neck School Board had ex officio elected me as 
their official attorney, is that correct?



457

A Yes.
Q But they have not set any salary or retainer fee, 

have they?
A No.
Q They have not even set— there is no agreement 

either informally or formal agreement which in any way 
sets any sort of range of retainer fee, does it?

A No.
Q In fact, I have never received one dime of pay from 

the school board for even what deeds or leases I might 
have drawn, or actual legal documents, or any legal work 
I have done for the Scotland Neck School Board to date, 
is that correct?

A That’s correct.
Q And they have never received a bill so far, is that 

correct?
A That’s correct.
Q And yet don’t you, as chairman of the Scotland 

Neck School Board, consider that a client-attorney rela­
tionship exists between me and the board’

A Yes.
Q Now, the question I ask you now: is the mere fact 

that I did not receive and have never received any pay 
from a group that— of individuals which began to draft 
this bill and get it through the Legislature and get it 
passed, the mere fact that I have never received any pay 
would not as far as you are concerned mean that I— that 
the realtionship of lawyer and client did not exist, would 
it?

MR. KENNEDY: Objection. Leading.
A No.
MR. JOSEY: He is not my witness. He’s yours. I’m

cross-examining.
Q. (Mr. Josey) In fact, isn’t it true that in this area, 

particularly these smaller towns, rural areas, that advice 
is sought, by certainly public groups and sometimes indi­
viduals, of lawyers that—that are strictly legal advice and 
yet the group that is seeking the advice doesn’t ever in­
tend to get a bill from the lawyer?

A Yes.



458

Q And in fact quite often the lawyers do have— do as 
a custom provide their legal services free of charge and 
still consider themselves giving legal advice— isn’t that 
true in this area?

A Yes.
MR. JOSE Y : All right, I believe that’s all.

EXAMINATION BY MR. CREW:
Q Mr. Shields, in your opinion is the quality of educa­

tion now being given in our public schools superior to that 
being given in the private schools that have arisen in re­
cent years in this County and in neighboring counties?

A I would say so. I certainly have no thought of send­
ing any of my children to one of these schools for that 
reason: I feel like that they are inferior.

Q I ask if in your opinion if the— either the Justice 
Department or Health, Education, and Welfare should 
order immediate and full and complete desegregation in 
Halifax County Schools and in the Scotland Neck Unit, if 
in your opinion that would encourage the growth of the 
private schools in this area, in and around this area?

A I think so.
Q Now I believe you testified this morning that all of 

the students that you know going to these private schools 
were of the white race?

A Yes.
Q Therefore, if the enrollment in the private schools 

should increase, I ask if  the net result would not be a 
decrease in the amount of desegregation in the County 
rather than an increase in segregation or an increase in 
the desegregation?

A  Well, it would reduce the number of white students 
going to public schools.

Q Yes, sir. Would it be feasible after August the 25th 
for the Scotland Neck Unit, or for the Halifax County 
School System, to make drastic changes or changes for 
that school year that is after August 25th?

A I don’t think so.
Q In your opinion as a parent and from your experi­

ence as a businessman I ask if in your opinion is it detri­



459

mental to the education of a child to transfer the child 
from school to school or class to class or teacher to teacher 
during a school year?

A I think it is.
MR. CREW: That’s all.
MR. KENNEDY: Just one question.

EXAMINATION BY MR. KENNEDY:
Q Have you conducted any investigation to determine 

to what extent and how often attorneys in this community 
provide free legal services?

A Have I investigated— had I made an investigation?
Q Yes, sir.
A No, but I know that they don’t ever charge us at 

the church and in other organizations I’ve been in. I can’t 
ever recall paying a lawyer anything, such as— w e l l -  
social clubs, and that sort of thing.

Q Would your reaction be one of surprise if you would 
get a bill from Mr. Josey for services that he rendered 
to your group prior to April 8, 1969?

A Well, yeah, I reckon it would.
Q Prior to April 8, 1969, was Mr. Josey attorney for 

the Halifax County Board of Education?
A At any time prior to that?
Q No, during that time, throughout that whole period.
MR. JOSEY: From when?
Q (Mr. Kennedy) For the twelve months preceding 

April 8, 1969, was Mr. Josey an attorney for the Halifax 
County Board of Education?

A He was employed some of that year, but I don’t 
know when his employment terminated.

Q Part of 1969?
A I don’t know whether it was in 1969 or— I don’t 

know whether his employment extended into 1969 or not.
Q Do you know that he went to Washington, D. C., in 

February of 1969 to the Department of Justice and talked 
to me there with Mr. Henry Overman and Mr. Benjamin 
Currin, the superintendent and assistant superintendent 
of Halifax County?

A No.
MR. KENNEDY: Okay.



460

EXAMINATION BY MR. JOSEY:
Q Do you know that as early as November Mr. Josey 

made a statement to the chairman of the Halifax County 
School Board and told him he was working with the 
group in Scotland Neck, and that if at any time he felt 
that the interest was conflicting with his duties as Halifax 
County School Board attorney, that he would turn in his 
resignation— do you know of that?

A I remember that statement being made.
MR. JOSEY: All right.
MR. KENNEDY: No more questions.

(FURTHER DEPONENT SAITH NOT)
*  *  *  *

AUBREY POWELL
Being first duly sworn, was examined and testified as 

follows:

EXAMINATION BY MR. KENNEDY:
Q State your name, please.
A  Aubrey Powell.
Q And your address?
A 407 North Grace.
Q And your age and occupation?
A 29. Postal clerk, Rocky Mount Post Office.
Q How much education do you have, Mr. Powell?
A High school.
Q Where was that?
A  Scotland Neck. Brawley High, Scotland Neck.
Q Are you a member of the Scotland Neck City Board 

of Education?
A Yes.
Q Is that an appointed or elected position?
A  Appointed.
Q How long have you been on that board?
A Since the organization in about April, maybe. Some­

what after they became a unit. In other words, April the 
eighth was the voting. About four days later. I don’t



461

know the exact date. But somewhere around about April 
the 12th I believe.

Q Did you work with any other person prior to Jan­
uary of 1969 on behalf of the separate school bill for 
Scotland Neck?

A No.
Q Did anybody ask you during that period to— for 

information, for your opinion about the separate school 
system of Scotland Neck?

A No.
Q Were you living here in Scotland Neck at that 

time?
A Yes.
Q Were you living here in Scotland Neck in August 

of 1968?
A No.
Q When did you come back?
A October. Actually September, but I started work­

ing in Rocky Mount in October. September of 1968.
Q Where had you been before that?
A New York.
Q For how long?
A Well, it depends on what you mean by ‘how long’. 

And I will explain this. Ten years totally, but really six 
years because my home address was stated as North Caro­
lina when I spent four years in service, and, as a matter 
of fact, I spent most of my time here because I was sta­
tioned down at Goldsboro at Seymour Johnson. Actually 
it’s six years.

Q Are you generally familiar with the people and 
customs in this town?

A Yes, sir.
Q Were you born here?
A Yes.
Q Your family here?
A Yes, sir.
Q Are you married?
A Yes, sir.
Q Do you have school-age children?
A Not yet. Four.
Q You have a child four years old?



462

A Four years old, that’s right.
Q Do you know anybody who was working during 

the period of August 1968 to January 1969 on behalf of 
the school bill?

A Do I know anybody that was working on that be­
half?

Q Yes.
A You mean did I know that they were actually doing 

it?
Q No. Do you know now that they were?
A Yes, I know the people that originated it, but at 

the time I did not know the people that originated it.
Q I’m asking what you now know about what hap­

pened back then.
A All that I know is that the people of the Town 

decided they just wanted a better education for the people, 
you know, for the people of Scotland Neck, and that they 
proposed a bill through the Congressman, that they set 
up that school system for the Scotland Neck city limits.

Q That was to the State— State representative, wasn’t 
it?

A Right.
Q Do you know any Negro persons during the period 

August 1968 to January 1969 who were contacted to 
work— for their views on the separate school system?

A Not— no, only hearsay.
Q Who?
A Professor Bias, Brawley High School. This is strict­

ly hearsay.
Q Anybody else?
A Hearsay again, what is—
Q To refresh your memory, do you know Mr. Herrit- 

age?
A  Right.
Q Is he connected with the Halifax County Schools?
A  Right.
Q What does he do?
A He is a principal at one of the schools, outlying 

county schools.
Q Did you talk to them about the separate school sys­

tem?



463

A Mr. Bias. I haven’t seen Mr. Herritage yet.
Q What was the substance of your conversation?
A The conversation with Mr. Bias— after being a 

board member— the conversation was to— actually, it was 
to help me out as far as the school board operation. In 
other words, this is my first time serving on a board, and 
he is a trustee at Elizabeth City College in Elizabeth City, 
and he was just giving me general information— what to 
expect on a board, and so forth.

Q Did you discuss the impact of the Scotland Neck 
School System on the desegregation of the Halifax County 
Schools?

A Not really. The things that he said were more or 
less what I would have to encounter as a board member 
from different people who would probably be— resent me, 
from some blacks, and probably resent me, from some 
whites. And that is about the extent of it. And the gen­
eral going-about duties on the board.

Q Has the board adopted a tuition— correction. Has 
the board discussed a tuition policy for children coming to 
school who do not live in Scotland Neck?

A Yes.
Q Has the board adopted such policy?
A Yes.
Q Tell us what that is.
A The policy is that the people who reside outside of 

the city limits would pay a tuition per family, per stu­
dent, actually. Actually, it’s a hundred dollars for the 
first, a hundred twenty-five dollars for the second, and a 
hundred fifty for the— maximum for three in one family, 
but the minimum is one hundred dollars.

Q How many students are expected at Scotland Neck 
School who reside outside of the town?

A Approximately in the area of 380 or 390, I believe, 
outside of the city limits.

Q Do you know how this number was determined?
A We had pre-registration which was done in ac­

cordance, more or less together with Halifax County, since 
they had all the records for all the students in the County; 
they had to get their pre-registration. So we worked 
with them so as that would get the pre-registration, and



464

they had a form where the people who wanted to come 
to the Scotland Neck Unit would say so.

Q Is that the free choice form?
A More or less free choice. That is Halifax County 

forms, incidentally.
Q Do you know, of this approximately 380 children 

who live outside of the town, what is the racial break­
down; how many whites and how many Negro?

A I believe there is about thirty— about thirty Negro 
and the rest white to come into— this is to come into 
the city unit.

Q I see. When is the tuition due?
A The tuition— there was a pre-registration fee of 

ten dollars that come with pre-registration. The fee is 
due— the date was set as half the fee for the first— you 
had to pay half of it by August first, I believe, and the 
other half at the second session in January, but that date 
hadn’t been actually set in January yet.

Q When are you going to open schools?
A School opens on August 28th I believe. I have a 

calendar; I think it’s the 28th. The 26th or the 28th.
(DISCUSSION OFF RECORD)

A Approximately the 27th or 28th.
Q (Mr. Kennedy) Do you know the total number of 

Negro children that will be at the Scotland Neck School 
this fall in addition to the thirty?

A In addition to the thirty, would be somewhat in the 
area of 300. Close to 300. In the 300 area.

Q And those children, I presume, are the ones who live 
inside the town?

A Inside the city limits and— well, those are the ones 
that live inside the city limits. These are the ones that 
we know we have.

Q Will some of those children be permitted to go to 
Brawley?

A Not of the number I mentioned.
Q Not of the 300?
A No. This number is from one to ten who were as­

signed. There was more or less a freedom of choice given 
to eleven and twelve because of prior commitment to



465

Brawley, so they had a freedom of choice where— some 
had already bought class rings, and so forth.

Q Of the approximately 380 children outside of the 
town will any of them be exempted from tuition?

A No.
Q Does everybody have to pay tuition?
A Everybody will have to pay tuition. There’s pos­

sible now that—'we have two speech education teachers. 
There could possibly, where there is a deficiency, as far 
as you have some people in the area that I know personally 
have a deficiency— how would you say it? They have re­
tarded— really— where you have special education I be­
lieve, in Halifax County doesn’t have the special education 
this year, that they will be allowed to come in under— for 
special education. These are retarded people. We haven’t 
made a decision on that yet. We— this is strictly my 
opinion. There’s been no decision on that.

Q How many people are involved?
A As far as I know we haven’t even got the count 

yet, and this only came up in the last meeting and no 
decision hasn’t been made on it. This is strictly my opin­
ion of what might happen.

Q Do you know any Negro families who during the 
last school year sent their children to Scotland Neck who 
live outside of the town and who will not send their chil­
dren to Scotland Neck the coming year?

A Well, I don’t know of any particular ones that will 
not, because the ones that I know that sent them there 
last year had intended to send them this year. Now I 
don’t know if they have applied or not. I could check the 
records and see if they applied— I don’t know— but they 
intended to apply. That is what he said, anyway.

Q Do you know of any persons, white or black, who 
have indicated that they live outside of the city limits and 
who will be— either find it difficult or be unable to pay 
the tuition?

A Not who have been interested in the school. I have 
heard no one personally who wanted to come to the school 
say anything about the tuition, that they are not coming 
because of the tuition.



466

Q The reason I am asking you— now the reason doesn’t 
have to be— the tuition doesn’t have to be the whole rea­
son; it could be a part of the reason.

A Well, no. The only people that I have heard men­
tion anything about the tuition was people who didn’t 
have any students at all to come into either school. They 
were just expressing their opinion and it had nothing to 
do with a student coming into the school system.

Q Do you know when Professor Bias was contacted 
about his opinion concerning the separate school system?

A  No.
Q Or who contacted him?
A I haven’t discussed with him on that matter.
Q Are there any Negroes who are elected officials in 

Scotland Neck?
A Not that I know of.
Q In Halifax County?
A Elected officials? I’m not that familiar with the 

Halifax County School Board.
Q Do you know of any—
A All I know, they have some on the sheriff’s depart­

ment. I don’t think that is elected though.
Q In your familiarity and knowledge of the general 

community customs, is it customary for Negroes to have 
their own churches and for whites to have separate 
churches in Scotland Neck?

A It is customary. I don’t know of any instances 
where there’s been any resentment or requirements one 
way or another, but it’s been a custom to have it in your 
certain denominations. I think there are some denomina­
tions that there are— I have known some Negroes to go 
what is predominantly white churches here, but it’s been 
a custom that they have their own churches.

Q Is it customary for adult Negroes and adult whites 
to visit in each other’s homes socially?

A Well, it depends on what you mean because there 
are occasions where it happens, but to say it is customary, 
I wouldn’t go so far as to say that. I think it depends 
upon the individuals who are involved.

Q Is it customary in Scotland Neck for teenage Ne­
groes and teenage whites to date?



467

A No.
Q Is it customary in Scotland Neck for Negroes to 

use—to eat at the eating places, the restaurants?
A Well—
Q Customary.
A No, it is not customary. Well, that depends, too, 

because there are some places that they do. It is not a 
restaurant. What would you call the place? . . . The 
snack bar, the Tastee Freeze place. Everybody goes there.

Q Do you sit down and stay or stand—
A They have this counter service outside.
Q A drive-in restaurant?
A That’s right, drive-in restaurant.
Q There’s been previous testimony that the Brawley 

High School is on the edge of the Town of Scotland Neck 
but outside, and borders the town limits of Scotland Neck, 
and it is within a mile or maybe a little more of the Scot­
land Neck campus.

A (Witness nods head in the affirmative)
Q Do the white and Negro— white teachers from the 

Scotland Neck School and the Negro teachers from Braw­
ley School— is it customary for them to meet socially?

A I’m not sure about that. There are joint meetings, 
but I don’t know.

Q Professional meetings?
A These are professional meetings, but on socially, 

I’m not sure.
Q Is it customary for white persons in the Scotland 

Neck area to be employed by Negroes?
A Customary?
Q Yes, sir.
A Let’s see. I don’t believe so. There have been some 

cases where there have been employment, but I wouldn’t 
say it is customary.

Q Is it customary for Negroes to be employed by 
whites?

A I would say so.
Q Did you have a conversation with a reporter from 

the Raleigh NEWS AND OBSERVER?
A Yes, sir.



468

Q Mr. Gene Marlowe, I believe?
A Right.
Q Concerning the Scotland Neck Schools?
A The Scotland Neck Schools, yes.
Q Of the approximately 380 non-resident children, 

does this— and of that eliminating approximately 30 Ne­
groes, that is approximately 350 whites?

A Approximately.
Q Does that include all of the white children in the 

Scotland Neck area outside of the town?
A I am not sure because I don’t know how many who 

are enrolled in Enfield Academy.
Q Is that a private school?
A That’s right, a private school. And how many might 

be enrolled— I think there is another private school in 
Northampton County and there is another private school 
in Rocky Mount. I don’t know how many are enrolled in 
those schools.

Q Do you know of any white children living outside 
of the Town of Scotland Neck who will be going to public 
schools in Halifax County this coming fall?

A I don’t know of any. You mean this immediate 
area?

Q Yes, sir.
A  I don’t know of any.
Q We discussed— Brawley is outside the Town. That 

is a predominantly Negro school or all Negro school?
A Right.
Q I believe— is the Tillery Chapel, that is outside the 

Town?
A Yes.
Q And Thomas Shields is another Negro school, isn’t 

it?
A Yeah.
Q And Bakers?
A (Witness nods head in the affirmative)
Q And Dawson?
A  Right.
Q Do you know of any whites— white children going 

there?
A  I don’t know of any.



469

Q Are there white children that live in the areas of 
these four schools that I mentioned— Bakers, Thomas 
Shields, Dawson, and Tillery Chapel?

A The Thomas Shields, the Dawson, and the Tillery 
Chapel, Bakers— no, I don’t know of any.

Q Where are those white children going to school?
A Previously they were coming to the Scotland Neck 

School. Now I feel sure that some of these people that 
are enrolled here will be from some of those areas, will 
have to be from some of those areas.

Q Does the board or its superintendent have the names 
and addresses of the children who are coming to the school?

A The superintendent handles this.
Q The election of the referendum held in the Town 

here, I believe on April the eighth, was to approve or to 
disapprove the Soctland Neck School System— isn’t that 
right?

A Yes.
Q Do you know of any Negro or predominantly Negro 

organizations who were working on behalf of passing that 
legislation?

A No, I don’t.
Q Any citizens organizations or predominantly Negro 

churches?
A Not working in behalf, no.
Q Any working against passage of the referendum?
A One organization. That was the Scotland Neck— I 

can’t even—
Q Is that Reverend Deloatche’s?
A Reverend Deloatche’s.
Q Do you know of any Negroes who informed Mr. 

Thorne Gregory, the State representative, that they were 
m favor of the separate school system?

A I don’t know of any.
Q Or hear tell of any?
A No.
Q How many principals will you have this year at 

Scotland Neck?
A In the Scotland Neck City Unit?
Q Yes.
A One allotted by the State.



470

Q What is his name?
A He is yet to be hired.
Q What happened to Mr. Edwards who was there last 

year?
A  He sought employment at another place.
Q Do you know where that is?
A No, I don’t, not—
Q Will you have a building principal at the junior 

high campus?
A Yes.
Q Has he been selected?
A No, he hasn’t been selected. It will probably be 

from a classroom allotment.
Q So you need both a principal and a building princi­

pal?
A Right.
Q Do you know the Negro children residing in Scot­

land Neck who will be at the Scotland Neck Schools in 
grades eleven and twelve this year?

A I don’t know. I would have to check the records on 
this.

Q You told us— we talked a little earlier about that.
A They had a freedom of choice on that.
Q Some Negroes—
A That had purchased class rings, and so forth, some 

had indicated that. They would be special— some of the 
basketball players and football players.

Q Was there any discussion or have you known of any 
discussion about the possibility of a special taxing district 
for the Scotland Neck area as a substitute or alternative 
for a separate administrative unit for Scotland Neck?

A  State that again.
Q Do you know whether there’s been any discussion of 

adopting a special taxing district where the Town or an 
area around the Town of Scotland Neck could raise special 
tax monies to be used just for the schools in Scotland 
Neck without going so far as creating a whole separate 
administrative unit?

A No. The only thing I know about the taxing was 
in the referendum where there was another fifty cents 
for a hundred evaluation to be on the townspeople for this



471

school unit. That’s the only taxing that I know of, which 
was approved in the referendum, you know, by the people. 
I don’t know when it was effective. I think it was July 
first probably— another fifty cents for a hundred dollar 
evaluation.

Q When were you first contacted as to whether or not 
you would accept an appointment to the school board 
here?

A About two days I believe— when the people voted a 
separate school system.

Q Did you have any indication of that before then?
A Not at all. It was a surprise to me— that it was.
Q Who contacted you?
A The Mayor of the Town. And he asked me, he said 

that—his conversation to me— that he had asked around 
and that I had been recommended. In other words, my 
name came up and certain people— I guess from the Negro 
area, I guess, or somewhere— said that they recommended 
me.

Q Do you have relatives who are teachers or who work 
for the school system?

A Yes. What? This school system or the Halifax 
County?

Q Either one.
A Halifax County, yes.
Q Who is that?
A Victoria Lambson. Miss Victoria Lambson.
Q What does she do?
A She is a biology teacher at Brawley.
Q Does she live here in town?
A No, she’s at Hobgood. That’s all you want to know?
MR. JOSE Y : Tell him all of them.
A Mrs. Annie Mutts Rutherford.
Q (Mr. Kennedy) Where does she live?
A Roanoke Street. I don’t know the number.
Q Here in town?
A Yes.
Q Mrs. Lambson— could you tell us where she lives?
A She lives in Hobgood. They don’t even call that a 

street.
Q Where is it? It’s in the community.



472

A It’s in the community. In other words, it wouldn’t 
be hard to find.

Q Are there others?
A Do I have any more relatives in the system? . . . 

Queen Wiggins, elementary teacher at Dawson.
Q Are these cousins?
A  Cousins. They are all cousins; that is the distance. 

The other two are first cousins.
Q Have any of your relatives taught at predominantly 

white schools?
A No.
Q How many teachers are you going to have this fall? 

Let me ask more precisely: how many teachers do you 
want to have this fall— you, the Board, want to have this 
fall?

A Well, whether we want them or not we are going 
to have what the State allots us, and I— that will be the 
final determination— I don’t think it has come up yet.

Q How many teachers, not State allotted teachers, do 
you plan on having?

A There won’t be any as such.
Q Are you going to offer a supplement?
A Not this year.
Q Are you going to offer a supplement any year?
A That is what we’re working on, trying to, working 

on to get a supplement for your better teachers. In other 
words, where you have better teachers, just— that’s what 
we are working on to have better teachers.

Q You mentioned two special education teachers. Who 
pays them?

A The State. The State will pay them.
Q How many vacancies do you have for teachers now?
A No more than seven.
Q Has there been any change in the curriculum at the 

high school over what was taught last year?
A I think there will be— music will be dropped. And 

that’s about all. Everything else will be practically the 
same. They are working on a curriculum studies program 
whereas they will be— eventually see fit to change the 
curriculum according to the needs of the community.

Q Who is developing— who is working on this?



473

A The superintendent. And he’d have student groups 
from the colleges during the school year to work on it, 
and the community to work on the curriculum studies.

Q Who in the community?
A Everybody.
Q Everybody can’t.
A In other words, people from all aspects of the com­

munity.
Q Do you know who these are?
A No, we haven’t selected them yet. They are people 

to be selected yet— to be selected.
Q Do you know of any other curriculum studies that 

have been done as of now or are being done right now?
A Not really. They really haven’t started yet on the 

curriculum studies.
Q Do you know of any evaluations of the education 

program at the Scotland Neck School that have been done 
in the last year?

A Not personally, not— I haven’t had any personal 
contact with the people who have done the evaluation. 
I am sure that some has been done. There was a lot of 
discontentment with the people, just people in general, 
about the condition of the school. Just talking to different 
people, they were highly discontent.

Q Who was?
A Merchants, people who had pupils going over there.
Q Do you know any names?
A Eckles was one, from Western Auto. It was a 

Forest Sherron.
Q That is an insurance agent here in town?
A Right, an insurance agency. People I have met on 

the street that I don’t even know some of their names, 
people that was—-they knew that I was on the board.

Q Any Negro persons?
A Some Negro people, too.
Q Who was that?
A Kiah. Lives on East Twelfth Street.
Q Do you know what Mrs. Kiah’s complaint was?
A She just mentioned that she didn’t think the school 

was operated properly. In fact, I believe her daughter or 
granddaughter was going to the Scotland Neck School



474

rather than the Brawley School before, and for some dis­
contentment they were going to leave the school.

Q And go where?
A I don’t know, but they—they have been reassigned 

to the school now because they live inside the city limits.
Q I didn’t mean to overlook this document I am show­

ing you now, entitled “ The School Survey,”  North Caro­
lina Department of Public Instruction. Do you know of 
any surveys of schools or curriculum or anything touching 
the schools in addition to this survey?

A No, I don’t.
Q Do you know the— any persons who were working 

on behalf of passing the referendum on April eight?
A Do I know of any?
MR. JOSEY: What was that question?
Q (Mr. Kennedy) Do you know of any persons who 

were working in favor of passing the referendum, April 
8, this year?

A Yes, by way of the paper I know the people that 
went to Raleigh, in favor of it, was in the papers. Had 
Mr. Henry L. Harrison.

Q To speed this up, in addition to the persons who 
were in the paper, do you know persons who tried to get 
people out to vote?

A For it?
Q Yes, sir.
A  I don’t know of any particular drive by anyone to 

vote for it. The only—
Q Any person-to-person contact in favor of it?
A  No, not to mention it at all— vote, no.
Q Did you see any advertising literature in favor of 

passing the bill?
A  No.
Q You know, the handouts that you—
A I know what you mean. The only thing I saw was 

against it. I didn’t see any literature encouraging people 
to vote for it. The only thing I saw encouraging people to 
vote for it— it wasn’t even encouraging people to vote for 
it— was an editorial stating their opinion in the Scotland 
Neck Commonwealth. It was stating their opinion. You 
could take it one way or another.



475

Q I am going to show you what looks like a clipping 
from the Scotland Neck Commonwealth, newspaper clip­
ping dated April 11, 1969; the by-line in the article is 
Harold Stephens, S-T-E-P-H-E-N-S. There is a picture 
there. Can you identify the persons in that picture?

A Yes. The Mayor.
Q Is that the gentleman standing up there?
A Right. That is the Mayor.
Q Without a hat on?
A Right. And that’s— I can’t recognize the other 

people.
Q Okay. Thank you. Has there been any discussion 

by anybody with respect to merging all or part of Braw- 
ley and the Scotland Neck Schools?

A Well, there has been some people that asked a ques­
tion: why didn’t that happen; why wasn’t it that way.

Q Who asked the question and to whom was the 
question addressed?

A The question was asked to me. By who? . . . Who 
asked that question?

Q Was that before or after—
A This was after the whole organization.
Q I didn’t mean to interrupt you.
A I believe it may have been Grant. Gary Grant.
Q Who is he?
A They have a service station here, but outside the 

city limits. They live in Tillery.
Q What is his race?
A Negro.
Q What was your reply?
A I told him that that may have been one of the al­

ternatives but it wasn’t offered at the time of the refer­
endum, because he was asking me a request that I had 
no control over. It had already become a school system 
when he asked the question.

Q With respect to the several private schools that you 
talked about, did the Mayor or Mr. Henry Harrison or 
Mr. Josey or Mr. Frank Shields ever discuss that with 
you?

A No.
MR. JOSEY: Ever discuss what?



476

Q (Mr. Kennedy) Discuss the private schools.
A Private schools, no. That, as far as I can remember, 

that’s never been an issue one way or another as far as 
this board is concerned.

Q But you did tell us—
A Or in private.
Q But you did tell us that you believed the white chil­

dren living in the outlying areas, outside of the Town 
might go to Tillery Academy?

A  Might go to it or attend?
Q Might attend.
A Oh, this is general knowledge, that some might at­

tend there. This is nothing new. There are some that 
attend the Academy now.

Q Do you know the names of those children?
A No.
Q Do you know who does?
A I know some people that know some people. In other 

words, I think there is one man in particular in Hobgood 
that my cousin knows, and there would be some other 
people— because I have seen the bus myself going there 
with several on it. I don’t know the names of them, but 
I have seen the bus that takes them there.

Q The approximately 380 non-resident children who 
will be attending or possibly attending Scotland Neck this 
fall, will they be provided bus transportation?

A No. They will have to provide their own transpor­
tation.

Q Are there any car pools going to be set up?
A I don’t know, as far as the school— the school sys­

tem is concerned there won’t be. In other words, we have 
no responsibility whatsoever for them coming except 
maybe through the insurance procedures. But as far as 
their coming to the school, they have to furnish their own 
transportation. Now if they got their own car pool, I 
think— I guess that— I guess that would be logical. It 
would save money.

Q Has the board approved the lease agreement to rent 
the junior high school site from the County School Board?

A Yes, they have. That is finalized.



477

Q What are the terms? How much is it going to cost 
the city board to lease that?

A I believe it’s a dollar a year.
Q I see. For what term does the lease run?
A One year, providing their need— I believe the Hali­

fax County Board said they didn’t have any need for it 
this year and that the term would be according to their 
terms for next year.

MR. KENNEDY: I don’t have any further questions.
Mr. Josey and Mr. Crew.

EXAMINATION BY MR. JOSEY:
Q Now, Mr. Powell, I believe you said that you— were 

you living in New York at the time that you went in the 
service?

A Not legally as a resident.
Q Well, were you working up there?
A Right. I was there working.
Q And how old were you at that time?
A Nineteen.
Q And how long had you been up there working after 

you—graduation from high school in Scotland Neck?
A Three months. The summer months.
Q And where did you register? Up there? Did you 

register—
A To go in the service?
Q Yes.
A I enlisted, but everything had to come from this 

Halifax County local board.
Q In other words, you enlisted—
A It was just a matter—
Q But you listed your residence as Scotland Neck and 

Halifax County?
A Scotland Neck and Halifax County. Everything 

came under it.
Q What sort of work were you doing at that time?
A Believe it or not I was playing baseball.
Q For a little bit of money?
A Yes.
Q What position did you play?



478

A Pitcher.
Q And where were you living in New York?
A I was living with a sister in the Bronx.
Q At what address, do you remember?
A Well, that address is— that address was 1419 Steb- 

bins Avenue in the Bronx, but she has since moved twice.
Q I mean at that time.
A At that time, right.
Q All right then, what branch of service were you in?
A Air Force.
Q And what— how many years were you in the Air 

Force?
A  Four.
Q And where did you first go from, take your basic 

training?
A Lackland, in Texas, San Antonio, Texas.
Q San Antonio, Texas?
A Right.
Q How long were you there?
A About a month.
Q And then where did you go?
A And transferred to Keesler, down in Mississippi, 

at Biloxi.
Q How long were you at Keesler A ir Force Base in 

Mississippi?
A  Nine months.
Q And what type of training was it that you received?
A Radio maintenance.
Q And then— approximately what year did you enter 

the service?
A Actually it was October 8th, 1958.
Q And from Keesler Field, Biloxi, Mississippi, where 

did you go?
A Seymour Johnson in Goldsboro.
Q And what type of training— what type of unit 

were you assigned to?
A They assigned me to a supply unit for cross train­

ing. That’s what they call it in service.
Q And what does cross training mean?
A Cross training means that my equipment had be­

come obsolete and they put me in the next available 
field, which was food service.



479

Q And so you then became connected with food serv­
ice, as they call it a mess steward.

A Actually in a mess steward they call it food serv­
ice specialist, you know, where you go from administra­
tion; you work the whole phase of it.

Q And that was at Goldsboro, North Carolina?
A Right.
Q How long were you there at Seymour Johnson?
A Two years, and at the time I acquired another 

A.F.C.S., what they call an Air Force Career Specialist, 
into highway construction. Highway construction.

Q And how long were you in that phase of it?
A Well, that phase was really temporary because I 

was transferred to Alaska under the food service A.F.C.S.
Q After you got to Alaska did you then go into high­

way construction?
A No, stayed in food service.
Q In food service. And what base were you assigned 

to?
A Galena Air Force Station.
Q And what town was that near, if  any?
A Galena— a little dot. Yukon River.
Q Was it near Fairbanks or Nome, or how far from 

which of those?
A It was 300 miles northwest of Anchorage and 

about a hundred ninety miles southeast of Fairbanks.
Q And how long were you there?
A A year. One year.
Q And then?
A And that did it.
Q Up until this time were you in what is known as 

the regular A ir Force or were you in the regular Air 
Force?

A I was in the regular Air Force at that time.
Q And after a year in Alaska you decided not to 

re-up?
A I was discharged, that’s right.
Q And what— were you discharged at Galena Air 

Force Base or did you come back to the States to be dis­
charged?



480

A  Well, effectively, the way they word it, the— my 
tour of duty was at Galena. The way they worked the 
procedures your discharge is finalized at McChord Air 
Force Base at Seattle.

Q All right. Then when you left McChord Air Force 
Base in Seattle where did you go then?

A I came here for a short period.
Q To Scotland Neck?
A Right. And I had a job waiting for me in New 

York, so—
Q And what month and year was that?
A That was August, what they call an early hour. 

August 14th, of 1962.
Q All right. Now you— then after just a month’s 

leave really—
A Right.
Q — here in Scotland Neck, you then went to New 

York, is that right?
A Right.
Q And what job did you take there?
A Construction, in the construction line. I was work­

ing with the carpenters in the basic construction.
Q What rank did you receive— were you at the time 

you were discharged?
A Airman second.
Q What step in that category, pay category?
A Pay category, it’s E-3.
Q Now what was the— what was the— how long did 

you stay in this particular job when you went to New 
York?

A For— from 1962 to 1965.
Q What was the nature of your duties?
A To— the nature was to start off as an apprentice, 

and the nature of your duties was to— building of forms 
for protection against elevator shafts and staircases, and 
from just falling out the building, period.
# Q In other words, some type of construction, insula­

tion against— not scaffolding, but something that ap­
peared to be scaffolding?

A  Well, scaffolding, too. Excavation of materials. In 
other words, we build dirt shutes, and so forth. That



481

was the beginning of your phase. The second phase was 
setting of door bucks, setting up doors, setting of window 
frames, setting up cabinets, putting down wood base for 
them. General carpenter work.

Q By the time— just before you left that field of en­
deavor or job what was your position with the— what 
was your particular duties?

A Before I left?
Q Yes, just before you left.
A I had become a— well, actually I wasn’t with the 

same company. That was my reason for leaving. The 
work up there— you got a very high scale and with a 
union affiliation, and because of the high scale, when­
ever the job is slow, they let them go. In other words, 
the youngest go. And I was going from one job to an­
other, the same type of work, but being that I was in 
the Brotherhood of Timbermen and Journeymen meant 
that I had to do some timberman work, too, so at the 
final stages I was working out in the stag line work 
where they were digging holes and putting down stag 
lines and storm sewers.

Q Did you get in the phase of— in somewhat of a 
supervisory capacity or were you still wielding a ham­
mer, or what was your—

A I wielded a hammer the whole time. It’s hard to 
become a foreman in that line for that length of years. 
You would have to stay with the company approximately 
five or six years before you could even think about be­
coming a foreman, and that is almost unheard of now 
for people to stay with one company the entire time be­
cause of the high salary range.

Q When you first went to New York what was your 
address, if you recall?

A 301 West 150th Street.
Q Is that the section known as the Harlem area?
A Well, they call it Harlem, and then some people 

call it another— some people call it Harlem. Some people 
call it Washington Heights. It’s in that general area of 
upper Harlem.

Q How long did you live there?



482

A A very short while. About— well, actually, I 
moved into it approximately in December, so from Sep­
tember to December. Three months. And I moved to 1823 
Davidson Avenue in Bronx.

Q And then how long were you in the Bronx?
A Until I moved here.
Q During the time that you were in New York until 

you moved to Scotland Neck, moved back to Scotland 
Neck, were you in this same type of construction busi­
ness the whole time?

A No.
Q When did you change the types of employment?
A Well, I had applied for— well, I had taken the 

post office test for some time, and it looked like it wasn’t 
coming through so I was employed by Northwest Air 
Lines.

Q In what capacity?
A As a ramp operator. I will explain that. They 

take care of baggage, the loading of the plane, the actual 
loading of fuel, in other words, the measurement of the 
fuel that goes into the plane, and the general mainte­
nance of the plane really.

Q Where was that— at La Guardia?
A No, at Kennedy Airport.
Q And how long were you with Northwest A ir Lines?
A Well, I was with them I think, regretfully, for 

only two months, I believe, because the post office called 
me.

Q All right, then, where did you first work for the 
United States Post Office Department?

A  At General Post Office in New York. Manhattan.
Q And how long did you work there in New York 

for the post office, approximately?
A  Let’s see. Approximately three years.
Q And did you work for the United States Post 

Office in Manhattan continuously up until the time you 
left to come to Scotland Neck?

A  Yes.
Q And what was your— what was your duties in the 

post office there, the United States Post Office?



483

A Well, to break it down, just make it plain, it was 
clerk, a clerk in the post office, because their duties range 
from so far it would be hard to try to explain all of 
their duties.

Q All right, sir. Now in the places that you lived, 
either in Harlem, upper Harlem, Washington Heights, 
or the Bronx, in New York, was it the general custom 
in the community in which you lived for Negroes to go 
to generally predominantly Negro churches and whites 
to go to white churches?

A Yes.
Q Was it not generally the custom for Negroes, young 

men, Negro men, to date young Negro women rather than 
the mixing of the dates?

A Right. In other words, you are asking me wasn’t 
it customary that Negroes dated Negroes and whites 
dated whites?

Q That’s right.
A Yes.
Q Did you know anything at all about the— did you 

see any schools in upper Harlem or Washington Heights 
as you went from work to where you lived; did you see 
any school children out there next to schools and around 
schools; did you know anything about— anything at all 
about the schools or where they were or anything else 
in Washington Heights?

A Well, in the actual Washington Heights area, which 
is mixed, you have a mixture of just about every na­
tionality there. George Washington High School up there 
is fairly well mixed. It was once predominantly white 
but then it came— it was pretty well mixed, but down 
further in Harlem you have practically all black and 
Puerto Ricans.

Q All right. Now in any of your six or so years—  
number of years of staying in New York wasn’t it the 
general custom that— was it the general custom that 
whites—white people worked for Negro people? Was 
that the general custom up there?

A Generally, I would say it wasn’t the general cus­
tom. There were cases that they were working for black,



484

but generally it wasn’t the case. Generally, the black 
community hired its own.

Q All right, sir. Did you as a Negro living in Wash­
ington Heights or the Bronx, working in Manhattan, was 
it your custom as a Negro, when you went into the homes 
of other people socially, was it your general— wasn’t it 
your general custom to generally socialize at homes with 
Negroes rather than with the whites?

A Generally.
Q Wasn’t that also generally true of your observation 

of other— of most of the other Negroes which— which you 
knew?

A Yes. Actually, it’s more or less— I guess you could 
round it off that people stuck to their own kind socially. 
There were cases where you were invited to another 
race’s house, you know, for supper or dinner, so forth, 
but generally socially, unless it was an organizational 
thing, say— there was unions and— well— organizational 
things, you very seldom mixed, in certain areas anyway. 
Of course, when you went out farther, out in Long Is­
land, it became different, but in the actual city limits 
of New York, whether you included the Bronx, Queens, 
Richmond, which is Staten Island, Brooklyn, generally 
people associated with particular races.

Q Now let me ask you this: before you testified here 
this morning have I as an attorney or as an individual 
in any way talked to you about what questions would 
be asked, how to answer the questions, or in any way 
indicated to you any answers that you should give here 
or not give here?

A No. My big question was I— the big thing was I 
didn’t know when I was ever going to be here. To put 
it bluntly, you haven’t talked to me at all, or anybody.

Q Has anybody tried to tell you what questions were 
going to be asked, what answers to give, or in any way 
try to influence your answers given here today?

A No, No one has actually mentioned it because I 
came here dumbfounded this morning to find out what 
was going to happen, like no one has mentioned any 
questions about what went on, and the information that 
I could get out of Mr. Shields— he’s the only one that



485

I talked last week when he was waiting. He said “ I 
don’t know when you are going to be called,”  and he 
said that Mr. Overman testified for two days, and that 
Wednesday— I think you were tied up Wednesday, or 
some of you was tied up Wednesday, and someone was 
going to call Thursday. And someone called the house 
and my child answered and told me— I took it to be Mr. 
Shields— Friday, and somebody said be there at two 
o’clock, and I didn’t know whether it was a job or what 
—whether it was Mr. Shields or the attorney’s orders.

Q Let me ask you this: since you have— has any 
board member or any member in the community— cer­
tainly, any white citizen— or anybody as far as that is 
concerned, tried in any way to influence you in the stand 
you took in the board meetings or in any way tried to 
pressure you or influence you to make a decision for any 
particular reason?

A No, I— and the— no one, either black or white, 
have tried to influence me in any way during these pro­
ceedings or during any proceedings for the board. I have 
gone to people, especially in the Negro community, to 
find out what are some of the things that they want as 
to the operation of the school. I have gotten some reac­
tion, but not that much.

Q Do you have any indication at all, or is there— do 
you believe that the School Board, the Scotland Neck 
School Board, since its appointment, has in any way 
attempted to operate by some— any secret meetings in 
excluding you or had you had any indication or do you 
know of anything that they have tried to do as a group 
that they haven’t included you in on?
.A  Not to my knowledge. Anything that became offi­

cial has been done by the Board. There were certain 
duties that Mr. Shields would have to do as chairman 
and bring it back to the Board for action, but this was 

was board action. Everything that was done 
officially was done by the Board. There has been no—  
anything done secretly. Anything that was ever done 
without my being there was when I asked to be excused. 
I asked. And I think that was only one time that I have 
been excused from a meeting that I couldn’t attend.



486

Q And the appointment— what I’m asking you, which 
you basically answered, have you had any feeling whatso­
ever since you have been on that Board that anybody 
was either trying to unduly influence you or whether 
they were trying to run the Board without consulting you 
in any way— didn’t want your full opinion on a matter?

A  No, I haven’t had any indication of that.
Q Now before Mr.— the Mayor approached you about 

being on the Board and asking you if you would serve— 
and that is basically what he did?

A Right. He asked me if I would serve, right.
Q If you would serve. Did he in any way ask you any 

questions as to your feelings about the bill or in any 
way try to get you to indicate to him what position you’d 
take on any issues that arose before the Board— in any 
way tried to determine what your philosophy was or 
anything before he appointed you?

A  No, sir. He just told me that I had been highly 
recommended, and asked me would I serve, and I told 
him I couldn’t give him a definite answer actually, not 
as to my actual taking it, in my opinion it was strictly 
a matter that I had to go to the Post Office to determine 
whether I would be able to serve or not and I had to 
get approval from Atlanta.

Q And did you in fact get that approval?
A I got that approval, and that didn’t mean I was on 

the Board. I had to be approved by the City Council. 
And so they approved it. In other words, there was no 
prior coaching or prior questioning as to my feelings, you 
know, as to the school situation as it had been developed.

Q Now before this vote on April the eighth, 1969, 
had you— did you personally know or ever had any con­
tact with Mr. Frank Shields?

A To be frank, I didn’t really know him. I knew his 
name, as far as his company over here, but I didn’t know 
him personally until we became Board members.

Q And did you know Mr. Ferd Harrison or— before 
April 8, 1969, or had any personal contact with him?

A I hadn’t had any personal contact with him at all. 
I can’t recall, since my being here, until after that.



487

Q All right. Did you know— before April 8, before 
this school bill was actually passed, did you— had you 
had any personal contact with Mr. Henry Lee Harrison 
or worked for him or had any contact with him or know 
him at all?

A No. I knew him, but I didn’t have any personal 
contact with him.

Q Now, you say you knew him. In what?
A Oh, I knew him as far as his company. Oh, yes, 

there was personal contact. I will take that back. He 
had the contract I believe for the heating system for the 
school, for this house, the project that the high school 
built.

Q The T and I project?
A T and I project. And at the time that I went to 

see him it was at the time when he was— when he was 
on the Halifax County Board of Education, and then he 
went to magistrate I believe.

Q How long ago was this?
A This was prior to the election. But I was trying 

to find out some information about that house because 
I didn’t know anything about it, because I was going to 
submit a bid for it.

Q I see.
A But after I became— got on this Board, then I 

couldn’t bid on it.
Q That was back in sometime—
A When it was first advertised. It wasn’t even ad­

vertised I don’t believe, because I was asking in Town 
to see how—

Q It may have been in January or February?
A Probably in that time.

. Q y°u and he, Mr. Henry L. Harrison, at that 
time have any discussion at all about it?

A About the school system?
Q About the school system or the school board?
A I didn’t know anything about the school system at 

that time, or the school board. The first I knew about 
the school system was I picked up THE NEWS AND 
OBSERVER one morning and I read it.



488

Q How long would you say you were talking to Mr. 
Henry L. Harrison about the building?

A I went to him in a state of confusion. Someone 
had told me that he was in charge of it and I went to 
him and found out he wasn’t in charge of it, and— I saw 
some of his men put the heat in— and he told me he 
didn’t have any information on what— what it cost or 
what the bidding was, I would have to wait until the 
house was advertised and it came up for bid. And that 
was all it was to it.

Q No more than five minutes?
A  No more than five minutes.
Q And as far as you know, before the school bill on 

April the eighth, that was the only personal contact you 
had with him— over the phone or anything else?

A  Yes, that’s right.
Q And you never knew me before?
A No. The first time I saw you was at Halifax I 

believe. No, it wasn’t at Halifax, no. It was after I 
had been appointed to the Board.

Q After you had been appointed to the Board?
A It was after I had been appointed to the Board.
Q Now, I think Mr. Kennedy asked you whether or 

not you knew that there were any elected officials either 
in Scotland Neck or Halifax County, and I believe you 
said as far as you knew there were none. You, of course, 
do know that there are— have been for a number of years, 
several years, Negro policemen appointed by the Scotland 
Neck—

A Right.
Q Whoever they are appointed by, hired by— the Scot­

land Neck Police Department, anyway?
A  Right.
Q Do you also know that the local community hospital 

board has had a Negro member on that board for prob­
ably twenty years?

A No, I didn’t know that.
Q Do you know that there is a member, or has been 

a member for many years on that board— on that hos­
pital board?

A Hospital board?



489

Q On that hospital board?
A No, I didn’t know that.
Q Did you know or do you know now that the Scot­

land Neck advisory— or that this area advisory council 
which was— school advisory council which was appointed 
by the Halifax County School Board, under the law, that 
Scotland Neck was the first such area in the whole County 
to have a Negro member of the Board?

A I didn’t know about it being the first, but I knew 
there was one on the Board. The confusion to the ques­
tion was that he said an elected position.

Q Yeah, I know. This is a different question.
A Un-hunh.
Q A different question.
A Right.
Q I believe that you— your job— you are still with 

the United States Post Office?
A Right.
Q But your duties actually with the Post Office is lo­

cated in Rocky Mount, in Nash or Edgecombe County?
A Well, it’s hard to say. One of them is in Edgecombe 

and the other is in Nash County.
Q In Rocky Mount, North Carolina?
A In North Carolina.
Q And that you go to and from your job; you travel 

all the way from Scotland Neck to Rocky Mount when 
you go to your job?

A That’s right.
Q And you prefer to do that than live in Rocky 

Mount, even though Rocky Mount is a larger city— isn’t 
that right?

A Right.
MR. JOSEY: All right. I believe that is all.

EXAMINATION BY MR. CREW:
. Q Mr. Powell, you came back to Scotland Neck to 

live because you considered it a better place in which to 
live than in Harlem and the Bronx, isn’t that true?

A Well, frankly speaking, yes.



490

Q And I will ask you if race relations here in this 
County haven’t been very good and in fact as good as 
they are in Harlem and the Bronx?

A Somewhat better.
Q And you came back here because you considered 

the school system here a better school for your children 
to attend?

A Partly. That is part of the reason. I knew that 
they could get a better education in the system down here 
than they could in New York under the public school 
system, and in a small community like this you can exert 
more influence into the school system to make it a better 
system, whereas in the larger cities it’s become a bureau­
cratic— it’s nothing too much any one individual can do. 
In fact it should have been evident— I don’t know, you 
may have heard it here, they had a big thing in New 
York in the school system, whereas the local people were 
trying to get some control over the school. Evidently 
they did get some control, but it’s more a shambles.

Q Is it your opinion, from living here, that the public 
schools in Scotland Neck and in Halifax County give a 
superior education to the public schools in the Bronx 
area and in Harlem?

A  Now. At the time I was in high school I believe 
Halifax County offered a better education than what 
they offer now, yet at that time the schools in other 
areas, according to the national survey, were better, but 
then the latest survey that came out showed that in New 
York City, compared with the rest of the States, and 
they made a comparison with the southern states, that 
they are behind the southern states in education, in ele­
mentary education.

Q Is it your opinion that the public schools here in 
Scotland Neck and in Halifax County were giving edu­
cation superior to that of the private schools that are 
growing up in and around this area?

A I would hope so. I have not investigated any of 
the private schools. The only private school that I have 
any information about— the Wake Forest Academy. And 
I believe that they will eventually have superior educa­
tion with the system that they are employing.



491

Q From your experience as a school board member 
I believe you have testified that the schools will be ready 
to open the latter part of August?

A Yes.
Q And would it be detrimental to make changes in 

the plans for the school openings after they open in your 
opinion during the school year?

A During the school year?
Q Yes, sir.
A I mean what— could you be more specific?
Q Would it be detrimental to switch the Scotland 

Neck Unit back to the County Unit or to make any major 
changes during the school year?

A During the school year? . . . Let’s see. I believe 
it would.

Q I ask you this: if  in your opinion it is detrimental 
to switch children from one classroom to another or from 
one school to another during the school year?

A During the school year, I believe so.
Q And I ask you if you do not know of many occa­

sions where men who are authorized to change jobs dur­
ing the school year actually leave their wife and children 
there in order that the children may complete their 
schooling in the same schools?

A Let’s see. Do I know of any—
Q Do you know of any occasions where men who have 

to change jobs during the school year possibly leave their 
wife and children to live in the town from which they 
have transferred so that the children may complete the 
school year in the same school?

A I have known of instances where this has occurred. 
I don’t know of any that are presently, now, but I have 
known this to occur, that some people who may move 
out of a district— I have known where they have gone 
so far as to allow their kids to stay with someone else 
to allow them to continue their education in a particular 
system that they had started, and rather than to trans­
fer them.

Q I will ask you if the City of Scotland Neck Board, 
in adopting that the Brawley students in the tenth and 
eleventh grades be allowed to stay at Brawley, if there



492

wasn’t consideration given in that action to whether 
changing the students to Scotland Neck School might be 
detrimental to or interfere with their education?

A  Right. This is the position we took. This is why 
we allowed the freedom of choice. We decided it would 
be left up to the parents and to the students since, under 
the State law if you are fifteen or over you can make 
your own choice of school— to make their own decision 
as to whether it would be detrimental or come to Scot­
land Neck or to Brawley. However, from one to ten we 
don’t believe they should have a choice, and as far as 
Scotland Neck City is concerned, they are assigned.

MR. CREW: That’s all.

EXAMINATION BY MR. KENNEDY:
Q Mr. Powell, there are four board members and one 

chairman on the Scotland Neck City Board?
A  Yes.
Q Are three of the members and the chairman white 

persons?
A  Yes.
Q What is the T and I project that you talked to 

Mr. Josey about?
A The T and I project is a house that were built by 

federal funds. They allotted federal funds for crafts 
whereas they taught students carpentry, bricklaying, and 
so forth, and they built a house in what they call the 
Brawley Heights areas, right across the street from 
Brawley, and this house I understood was for sale.

Q What students or what school built that?
A This was built by the Halifax— it was built by all 

the students, white and black, from the Halifax— this 
area, the high school students.

Q Both Scotland Neck and Brawley?
A And Brawley, right.
Q Is Scotland Neck this fall going to have a T and 

I program? Was that the trades and industry—
A  Trades and industry. No, they won’t have it this 

year.
Q Are they going to have some kind of vocational 

program?



493

A Yes, they will have vocational— vo-ag and home 
economics I believe.

Q Are they going to have a course called I.C.T., In­
dustrial Cooperative Training?

A I don’t believe so. I would have to go back to the 
records and check that.

MR. KENNEDY: I don’t have any further questions.
MR. JOSEY: I believe that’s it.

(FURTHER DEPONENT SAITH NOT)
*  *  *  *

F. BOYD BAILEY
Being first duly sworn, was examined and testified as 

follows:

EXAMINATION BY MR. BOURNE:
Q Would you state your name and occupation for the 

record?
A F. Boyd Bailey, Scotland Neck City School.
Q How old are you, Mr. Bailey?
A 34.
Q What is your— where— are you originally from 

North Carolina?
A Yes, sir. Martin County.
Q Did you attend school in Martin County?
A Martin County.
Q And what is your educational background after 

finishing the public schools?
A I attended Wake Forest College for one year, at 

the old campus, went in service, and while in service I 
attended Syracuse University, the Russian Language 
School. After coming back, after getting out of service, 
I completed the B.S. degree at the new campus of Wake 
Forest in Winston-Salem. I got my teaching certificate at 
East Carolina University.

Q When did you graduate?
A I graduated from Wake Forest in 1961 and from 

there I started working on my class “ A ” certificate. I 
suppose 1963. I— then I got my masters, probably in ’64



494

— I’m not sure about the dates— from East Carolina, and 
I have completed my advanced principal’s and superin­
tendent’s certificate from the same university.

Q How long have you been working in public edu­
cation?

A  Since 1961.
Q Can you outline for us the jobs that you have held 

in public schools prior to coming to Scotland Neck?
A  Teacher, elementary school principal, assistant 

high school principal, and then elementary school princi­
pal again, and then into Scotland Neck.

Q Where were these jobs held?
A  In Bertie County. All of them in Bertie County. 

Would you like to know the names of the schools?
Q Yes.
A My teaching, first teaching position was at Mars 

Hill in Bertie County and my first principalship was at 
West Bertie School, Bertie County. I was assistant prin­
cipal at Bertie High School, Bertie County, and I was 
principal of Windsor Elementary School, Bertie County.

Q How long were you assistant principal at the high 
school?

A Two years.
Q And how long were you an elementary principal, 

both— counting both times?
A Five.
Q Five years total. For the record, when did you 

leave the Bertie County System and join this system?
A I joined— I started permanent employment here 

June 16th, and the Friday before that would have been 
the fifteenth, fourteenth— thirteenth was when I termi­
nated my contract at Bertie County.

Q When did you first come in contact with persons 
from Scotland Neck concerning employment here?

A  When?
Q Yes.
A  I can’t give you exact dates.
Q Approximately, your best guess or your best esti­

mate.
A I was called by Mr. Shields concerning the position 

of superintendent, and it must have been the last of May.



495

I’m not sure. I’m sure probably correspondence would 
show that, but I’m not sure.

Q The first contact was by phone?
A By telephone.
Q Had you had any contact with persons here prior 

to that time concerning Scotland Neck Schools?
A No, sir.
Q Either officially or unofficially?
A No, sir.
Q May I ask what the first salary offer was that Mr. 

Shields mentioned?
A It was the State salary for superintendents at 

that particular time, which I believe was $714.00, and 
I’m not sure. I f I had the salary scale, I could show 
you. Plus a supplement to make it— I believe it was 
eleven thousand eight hundred. And, now, if I have to 
have these figures exact, I’m going to have to go back 
to the minutes of the meeting here. It was approximately 
eleven thousand eight hundred dollars.

Q All right.
A Then it was renegotiated for— to bring it up fifty 

dollars per month because of the difficulty we were run­
ning into in renting, and it made it $12,450.00— I be­
lieve it was— and the mathematics may not work it out 
to that, but it’s close.

Q And so you were going to make approximately 
$12,450.00 next year; you’re making that now on a year­
ly basis?

A No, the contract— the contract read that the sup­
plement that I would receive would be the difference 
between the State salary at that particular time and the 
stated salary, twelve thousand four hundred fifty. Now 
that salary has changed the State raised it, and now 
the salary would be— well, let’s go back to the supple­
ment. The supplement was running about $3800.00. The 
State ̂ salary was increased far beyond what anybody 
else, including myself, thought it would be and now we 
have agreed on the State salary, plus $2,040.00 per year.

Q Two thousand forty plus the State allocation, State 
minimum—



'496

A  Right.
Q — for this size?
A For this size unit and no experience, years experi­

ence.
Q And originally you expected to make thirty-eight 

hundred and the State—
A It was approximately thirty-eight hundred differ­

ence between the State salary and the salary we had 
agreed upon.

Q Computed over what— twelve months?
A  Yes. As I recall it’s thirty-eight eighty— eighty- 

three— I’m not sure, somewhere.
Q The amount that they would give you?
A Right.
Q Now the first offer was to make it eleven eight?
A (Witness nods in the affirmative)
Q When did you negotiate that up fifty dollars more 

a month?
A I don’t recall the specific date.
Q Well, approximately. Was it after you came here 

and you went to work?
A  No, it was before we agreed on a contract, before 

the contract was agreed upon. This, again, was agreed 
on, like I said, before I came and accepted the contract.

Q How much money were you making as principal 
of Windsor Elementary?

_ A This was ten and a half months at approximately 
nine thirty per month.

MR. JOSEY: What was that figure?
A. Ten and a half months for approximately nine 

thirty per month. Now, here again, I haven’t spent 
enough time memorizing the salary scale. I don’t know 
— I don’t pay that much attention to it. This is approxi­
mately.

Q Right. And that was what you made your last 
year there?

A Right. And, of course, that salary is based on the 
number of teachers and number of years’ experience.

Q I think you said you had, of course, for that con­
tract year you would have had four years’ experience, 
was going into the fifth year— four years’ principal expe­
rience?



497

A Right.
Q Plus the—
A The number of teachers involved in that particular 

school.
Q How many teachers were there?
A Twenty-two, counting librarian and principal.
Q Would the figure $714.00 a month, computed on an 

annual basis, have given you a smaller salary than what 
you received as a teacher last year?

A Something around eighty-five hundred.
Q And as a teacher you would have received, of 

course, approximately ninety-three hundred, plus four 
fifty, $9700.00?

A (No answer)
Q You haven’t figured it out?
A No. Not as a teacher.
Q You don’t know what you made last year as a—
A As a teacher.
Q As a principal?
A No, I could not give you the exact figure. As I 

said, it’s approximately nine thirty, as I recall, times 
ten and a half.

Q And that salary is based on a ten and a half month 
basis every year?

A Right, to that school, if  you kept the same number 
of teachers and the same principal. The number of teach­
ers determines the contract on the State base.

Q Was there any supplement?
A Travel.
Q Travel supplement?
A Right. And I received $26.00 per month.
Q How long is your contract for with the Scotland 

Neck School System?
A Two years, in addition to the— my contract— most 

of the time your contract begins the first of July. Mine 
began the middle of June. So it will be two years and 
a half month.

Q Were any representations made to you before you 
signed the contract as to what your— how you would 
get your salary should the Scotland Neck School System 
be declared unconstitutional?



498

A No. I didn’t question it. They couldn’t tell me
I’m sure, so—■

Q Have any representations been made to you since 
that time by members of the Board or Mr. Josey, or—

A No, I don’t— as I recall, I don’t think so. No, I 
don’t think so.

Q So that hasn’t been discussed?
A  Well, not really. Specifically, figures or pay or 

anything. I have no idea how it would be paid. My wife 
might be concerned. I’m concerned of course, but I 
haven’t been concerned enough to investigate it.

Q You said there was difficulty renting here. Can you 
explain what the problem was?

A No houses.
Q Just no houses?
A Well, either a few houses or having to build, and 

interest rate in building is rather expensive.
Q The housing market pretty tight here?
A I would think so.
Q That was the reason you renegotiated?
A Right.
Q Were you aware of the— before you were contacted 

by Mr. Shields were you aware of the problems which the 
County School Board had encountered with desegrega­
tion of schools and the negotiations they had had?

A  Which county?
Q Halifax County?
A No. I could assume from what you read in the 

paper, but actually officially, no.
Q But you were aware of it from newspapers?
A  I was aware of it in my own hometown, too.
Q Were you aware of any controversy surrounding 

the setting up of the Scotland Neck School?
A  Maybe I can answer it this way: when I was con­

tacted about the job, the position was legal; the unit was 
legal; and that is as far as I went. I accepted the job 
with the idea of running it as a superintendent.

Q Well, I understand that, but is it also correct or 
incorrect to assume that you had read about the Scotland 
Neck bill in the Legislature and that you knew generally



499

the—some of the history of the school system, of it as an 
independent unit?

A I was aware of the creation of the Scotland Neck 
Unit from reading it in the papers. I had visited Scot­
land Neck gym before, because the school in which I had 
an interest, or where I had been assistant principal, they 
were in the same athletic conference. I had visited here.

Q Was that last spring?
A Or this past spring or fall, or last fall, or several 

years ago I guess.
Q But not in the winter or spring after the bill was 

introduced?
A No, basketball was over at that time I think. No. 

And I didn’t come to the baseball games.
_ Q When you first were contacted by Mr. Shields, now, 

did you come up here and become interviewed by various 
persons here and interview them about the— concerning 
the school system?

A We set a time, about which we could talk with 
the Board, and that is what I did. I talked with the 
Board.

Q When was it approximately? Was the first meet­
ing in June, the first of June or the last of June?

A It may have been the last of May or the first of 
June. I don’t recall.

Q Around the first of June?
A I would say so, probably.
Q Was it around this time that you renegotiated 

your contract of fifty dollars a month because of rental 
problems or had you looked into the rental problems at 
that time?

A Well, after we had more or less agreed that I—  
and I had agreed that I would be interested in the posi­
tion— as I recall we had set the salary first and then as 
we— Mr. Shields took me around and we looked for places 
to rent and he found out that they would be rather high, 
and when  ̂I went back and discussed it with my wife' 
then this is when it was renegotiated.

Q So it was after you came up here?
A Yeah, right.



500

Q When you first talked to Mr. Shields over the tele­
phone did he inform you of any specific goals in terms 
of curriculum or plans that he and the board hoped and 
wanted you to implement?

A  As I recall, we discussed— he informed me that 
the creation of the unit was established and they were 
interested in talking with me as a possible candidate for 
the job of superintendent. Now whether or not he got 
into the goals by telephone I’m not sure.

Q Do you recall at the meeting that you attended 
here any goals set forth by the board, either officially or 
unofficially, or by any of your conferences with them 
concerning the Scotland Neck School System?

A  Well, perhaps some of these things— well, for ex­
ample, the curriculum change— I think they had more or 
less agreed they could not go into wholesale curriculum 
change, and I don’t recall whether it was at this meeting 
or another meeting that we mentioned the possibility of 
a curriculum study.

Q Was that suggested by you?
A  Yes. A  very effective means of finding out where 

you are and what you’re going to do in the field of edu­
cation.

Q Were any other specific goals set up for you when 
you first came here or set by the board?

A  I don’t recall any.
Q Policy set by the board that they wanted you to 

implement essentially?
A Such as?
Q Well, curriculum changes is one, changes in staff— 

did they want you to bring in new programs and, if so, 
did you have any ideas precisely what kind of programs 
they wanted— that sort of thing?

A  As I recall, not— of course, in being a new unit 
we had to reissue contracts, and this was hiring of per­
sonnel, but as far as dictating a type of program that 
would in turn dictate a type of personnel, no.

Q Was there at that time discussion with you about 
the curriculum that Mr. Shields and some of the others 
may have been aware of that was taught at Tryon School?



501

A As I recall, Tryon was mentioned as a possible 
program that we could take a look at, yes. Now, whether 
it was at this meeting or a subsequent meeting I don’t 
know.

Q Did you see the curriculum that was used at Tryon?
A I haven’t been there yet.
Q They didn’t show you any documents about Tryon?
A No.
Q Was your desire to have a curriculum study pro­

gram carried out related to two things, one, determining 
what sort of job is done now and, two, determining the 
interest areas, the capacities of the students here so as 
to determine what changes may be made— is that what 
a curriculum study program is?

A A curriculum study encompasses many things in 
my way of thinking. Now you can take a hundred cur­
riculum studies and you’ll not find one carbon copy of 
another. To me â  curriculum study would encompass the 
areas of instruction, and that involves the curriculum 
itself. It involves utilization of personnel. It involves 
utilization of finances. It involves extra-curricular ac­
tivities. It involves the— well, it involves students, par­
ents,  ̂businessmen, lay people, other school people, all 
working together to determine what we’ve been doing, 
what things are effective for our unit, what things are 
not effective for our unit— any changes that should be 
made in relation to the goals of education for the chil­
dren.

Q Are—
A So it may or may not indicate a change if we find 

from our study that this is what it needs to be here—
# Q Is one part, and perhaps a major part, of a cur­

riculum study the determination of the backgrounds, in­
terest areas of the students and the career goals of those 
students in order to determine what sort of program 
would be best for them?

A Now, are you talking about the students now en­
rolled and will be enrolled in the future and— or are you 
basing it on the pupils in the past?

Q Well, whichever is relevant. I’m asking you.
A I think certainly it should reflect the interest of 

the students and the needs of the student, certainly.



502

Q Were there any statements— or have there been 
any statements made to yon concerning the interests of 
the students by the board, that the curriculum does not 
meet their interest, does not serve their interest?

A  I think any time you have a board of education 
there’s going to be mention of interest of students be­
cause there is what they are interested in. Now specifi­
cally as to whether or not we should eliminate one thing 
or the other, now, it was brought out— I don’t know at 
which meeting— that trades and industries probably 
would not be offered in the school system. We may find 
in the curriculum study that this does need to be offered 
and reinstitute it.

Q Is it going to be offered next year?
A No. I think, according to the records I find, there 

were two students enrolled in that from Scotland Neck 
last year. I believe that’s correct.

Q Is that the masonry and carpenter course?
A Carpentry, right.
Q When you were first contacted by Mr. Shields and 

by other persons here, did they know how many pupils 
would be in the school system here, approximately?

A They may have known it but the first time I was 
contacted it was not mentioned as I recall.

Q When did you subsequently discover that number, 
approximately, for the first time?

A I believe— I’m not sure, but I believe when I was 
over here for an interview. I’m not sure. I think it was.

Q And what was the first number that you remem­
ber being quoted?

A A thousand sixty-seven I believe.
Q Approximately a thousand?
A And seven of those were from a private school. 

Enfield I believe.
Q You mean they knew that there would be approxi­

mately seven pupils attending school here next year, 
1969-70, who attended Enfield School last year?

A From the choice forms, I suppose, that has been 
sent, and this is the information I had.

Q That Enfield School or Enfield Academy?
A I don’t really know.



503

Q At that time had the Scotland Neck School Board 
acquired the use of the junior high school campus here?

A When I was first contacted?
Q Or when you came. At what time did they acquire 

it?
A I don’t know. That’s in the minutes. I don’t re­

call the specific date. It was not acquired when I first 
came. I think this was negotiated afterwards, but it’s 
in the minutes, far as the dates are concerned. I don’t 
know.

Q Feel free to look it up . . .  I f  you know approxi­
mately when it was?

A The State Board of Education at its meeting on 
June fifth, 1969, approved the extension of the boundaries 
of the Scotland Neck City Administrative Unit to in­
clude an area now located in Halifax County Adminis­
trative and described by metes and bounds in a resolu­
tion approved by the Scotland Neck Board of Education 
on May 26, 1969, and by the Halifax County Board of 
Education on June 2, 1969.

Q So that was accomplished essentially before you 
came here?

A Right.
Q When you first talked to Mr. Shields, or when you 

first interviewed— well, when you first talked to Mr. 
Shields you recall whether he informed you of any alter­
native plans to the acquisition of that school?

A In the first conversation?
Q Yes, sir.
A By telephone when he called me about the job? 

No.
Q Have you had any conversations with anyone here 

since about the alternative plans which had been devel­
oped?
_ A We had discussed in board meetings two possibili­

ties: lease or deeding the property from Halifax.
Q Do you recall any other alternative that would not 

have involved— pertaining that school building?
A No.

*  *  *  *



504

Q Have you heard the view expressed here in Hali­
fax County that the majority of pupils in the County 
schools will be Negro if pairing or zoning or some other 
total desegregation plan is used?

A  I haven’t heard any specific comments, hut you can 
look at the total population and you could assume this.

Q Do you have any feeling regarding— concerning— 
either educational or personal, concerning the desirability 
of being a principal or teacher in a majority Negro 
school?

A I could— I could function as a teacher or as an 
administrator in that position with the same desire and 
enthusiasm that I have for this one. It wouldn’t make 
any difference.

Q Have you discussed— strike that. Are you familiar 
with the School Survey of Halifax County of 1968 done 
by the Division of School Planning for North Carolina, 
Department of Public Instruction?

A I have seen it but I have not read it and I have 
not discussed it.

Q Have you discussed with any person the possibility 
of pairing schools?

A  No.
Q In Halifax County?
A  (Witness shakes head negatively)
Q Have you heard it discussed?
A  No.
Q The possibility of pairing Brawley and Scotland 

Neck School?
A  (Witness shakes head negatively)
Q What is the number of required courses for gardua- 

tion in the Scotland Neck School, high school?
A I’m not sure I can tell you. I would say it’s eight­

een, but I wouldn’t— I’m not sure.
Q Is the State minimum sixteen?
A  Pardon?
Q Is the State minimum sixteen?
A  I’m not sure of that either. I’ve not checked those 

requirements recently. I do know that many of the tran­
scripts that we have filled out for the students for— in 
fact, the majority of them— have more than eighteen,



505

so it may be that the County requirement is more than 
eighteen. I don’t know.

Q Are you aware of a general movement on the part 
of educators in North Carolina toward consolidation of 
high schools in the interest of creating broader and more 
comprehensive curriculum?

A Yes. We have found that this has been occurring. 
Of course, now, the broader curriculum is only part of 
it I would think, as the— the size in itself is only part 
of the situation. Educators will also tell you that what 
happened in one particular location is not necessarily 
good in another, so these are— the criteria that you use 
to determine the effectiveness of a school— you can’t use 
one here, and you can’t use one in this zone area. It has 
to be made in a particular area I think.

Q Are you aware generally— I think you said you 
have not read this County Survey done by the Depart­
ment of Public Instruction?

A No.
Q But are you aware generally that it proposes on an 

interim basis consolidation of the several high schools of 
Scotland Neck, including Halifax County, including the 
Scotland Neck School?

MR. JOSEY: I object. He said he hasn’t read it, he 
hasn’t discussed it. I think that is completely clear.

A I’m not aware of it, no.
Q (Mr. Bourne) He is not aware of it. Are you 

aware of the Governor’s Commission Report?
A Yes, sir.
Q Are you aware that one of the recommendations in 

that report was to promote the merger of schools, high 
schools, within school systems and of— in limited cases 
school units in order to create a comprehensive high 
school with at least a hundred pupils per grade in each 
high school?

A  ̂I’m aware of the context but I’m not— I have not 
scrutinized it close enough to make sure that this is a 
definite recommendation.

Q The view which— but you are aware of it, of that, 
that is, the general view that is promoted by the— it



506

may not be a specific recommendation, but it is a gen­
eral view that is promoted by that report?

A  I think this is the general overtone of that report, 
yes.

Q Do you know of any organized group of educators 
in North Carolina who disagree with that— is a proper 
goal to be promoted?

A  I don’t know of any.
Q Do you know of any— anywhere else who opposes 

that sort of—
A  A  group?
Q Yes.
A  No.
Q Are you aware of the formula of three times the 

number of courses in a high school necessary for gradua­
tion is a recommended minimum for—

A  Not specifically.
Q — for a comprehensive high school?
A  As a— that formula, no. Are you talking again 

about the comprehensive high school as recognized by 
Conant?

Q Yes.
A  No, I’m not aware of that specific formula.
Q Were you aware that North Carolina officials in 

this Survey and in planning and in the Governor’s Re­
port uses that?

A  I’m not aware that they used that specific formula, 
but they did base some of their work on Conant’s report, 
and of course it would come from there.

Q Do you know of any educators who basically dis­
agree with that formula?

A  I don’t know of any.
Q In any school?
A  No.
Q If the required number is eighteen in Scotland 

Neck, then would that not mean that this high school 
here should have according to that standard at least 
fifty-four courses?

. A According to the formula, if the formula you have 
given is correct— and I haven’t seen it.

MR. JOSEY: In other words, three times eighteen 
is fifty-four. He can say that.



507

A I’m not disputing the formula.
MR. JOSEY: All— I think all he is doing is multi­

plying three times eighteen and coming up with fifty- 
four, which I think most of us can do.

Q (Mr. Bourne) Have you in your letters any cor­
respondence concerning the creation of the Scotland Neck 
Unit, which you have in your possession or which the 
Board has in its possession and used in its executive 
meeting?

MR. JOSEY: Off the record.
(DISCUSSION OFF RECORD)

Q (Mr. Bourne) During your connection with the 
Scotland Neck School System could you tell me about any 
basic changes in your procedures for employing teachers 
for the 1969-70 school year which would differ from 
those which the County probably employed, or the County 
employed last year?

A I could not because I’m not aware of their proce­
dure. _ I would assume it’s according to the way the other 
counties do it, but I’m not aware of their procedure.

Q How many teachers have you now hired for the 
next year?

A Oh, if it has to be exact I will have to call the 
secretary. I would say it’s approximately thirty-five.

Q We’ll take a break and get back to that a little 
later. Do you know how many of those taught here last 
year?

A Specifically, exactly, no.
Q Do you know how many are new?
A Well, if  I knew that I could subtract it, but I 

don’t know.
Q Do you know how many have— do not have “A ” 

or “ B” certificates in the State of North Carolina?
A No.
Q Do you know of— any of them do not?
A Do not have “A ” — oh, I’m sure some of them do 

not have “A ” , but exactly how many I couldn’t tell you.
MR. JOSEY: Off the record.

(DISCUSSION OFF RECORD)



508

Q (Mr. Bourne) Is it correct that approximately 
thirty-six or thirty-seven teachers have been contracted 
with by the Scotland Neck School Board to teach here in 
the 1969-70 school year?

A Yes.
Q Is it correct that approximately eight of these per­

sons did not teach in the system last year?
A  Yes, sir.
Q In this school, in one of these schools here last 

year, or in the Halifax County schools?
A (Witness nods head in the affirmative)
Q And approximately twenty-eight of them, or twenty- 

nine, were under contract with the Halifax County Board 
and taught at Scotland Neck?

A  Yes, sir.
Q And are going to teach there again?
A  (Witness nods head in the affirmative)
Q Are you generally familiar with the name of the 

teachers?
A Yes.
Q Lizzie Johnson White Partin?
A Yes.
Q Are you aware of the fact that she taught in the 

public schools for approximately thirteen years and has 
a B-6 rating?

A I have no idea how long she’s taught, nor of her 
rating.

Q Are you aware that Edna Godwin Herring has a 
B-6 rating and has thirty-eight years of teaching experi­
ence?

A  No, I’m not aware of that.
Q Were you aware that these two women are going 

to be hired and working for your school system?
A They are under contract.
Q What are the race of these two women?
A White.
Q Are you aware that Mrs. Cleo Turner is under 

contract?
A  Yes.
Q With your school system?
A (Witness nods head in the affirmative)



509

Q Do you know where Mrs. Turner taught last year, 
what grade here in the school system, or in what school?

A She taught either seventh or sixth. I’m not sure. 
Maybe fifth.

Q At the junior high school?
A If she had taught fifth or sixth, she would have 

been— seventh or eighth, she would have been at the 
junior high. If she taught any other grade, she would 
have been at another school.

Q After you know that now do you plan to assign 
her to a different grade or do you know where you’re 
going to assign her?

A Our plans now— we have sent out choice forms 
which have been sent to each teacher for— and got letters 
to the applicants. These forms list three preferences per 
grade level, three preferences for subject area, and we 
will try insofar as possible to assign the teachers where 
they wish to teach in so long as they are qualified. We 
will try first choice, if  they— if we can’t get first choice, 
we will try second, but they have not been specifically 
assigned.

Q Do you have any idea when you will be able to 
assign the teachers?

A No.
Q How long ago did you sent out these choice forms?
A It must have been about a month, approximately.
Q How many persons do you anticipate having under 

contract by the time school opens for teaching positions?
A I can’t give him a specific answer on that.
Q Do you know how large a faculty you want to 

have or—
A It will be approximately 42, including special edu­

cation allotment— I mean which we have had— which was 
not here before.

Q How many people are you allotted under special 
education?

A Two. Two positions.
Q And so if  you have approximately thirty-six or 

thirty-seven people now under contract you lack three or 
four— a few teachers of having your—

A We lack several.



510

Q — of your full— plus your special education teach­
ers; you—

A Right.
Q — you haven’t employed them?
A  No.
Q When do you— do you employ them or are they 

assigned to you— these special education teachers?
A  We employ them. They are recommended by me, 

approved by the Board of Education.
Q Are they paid out of local funds or who pays for 

them?
A  State.
Q Do you know what procedure was used before you 

came to the Scotland Neck System generally; do you 
know what procedure for employing teachers here in the 
school system who had taught here before?

A No, I’m not aware of the procedure that was used 
in this system before I came.

Q Were any of the persons under contract with the 
Scotland Neck Board before you came here, any of these 
thirty-six or thirty-seven people?

A Before I came?
Q Yes, before you took your office.
A  Applications had been sent to these people but I’m 

not aware.
Q That is what I mean— I meant by procedures.
A  Applications had been sent to them.
Q Local teachers?
A  Yes.
Q And these were formerly hired by the Halifax 

County Board?
A Because this is the first year the Scotland Neck 

Board has existed. Are you talking about formerly hired 
in previous years?

Q Yes.
A Yes.
Q And applications were sent out to all the local 

teachers?
A The ones teaching in the schools. I think this is 

correct. I’m not absolutely sure. I think the ones teach­
ing in the school at that particular time.



511

Q And that is your understanding?
A Yes.
Q And some of them had returned their contracts, or 

not?
A Some of them had, yes.
Q Had at that time or—
A No. . . .
Q You had several vacancies, I think you indicated. 

Are you seeking to employ teachers from the various— 
who have graduated from the various colleges, universi­
ties in North Carolina, in this area?

A We’re seeking them from any source as is indi­
cated by a recent ad in the paper.

Q Have you sent letters to the University of North 
Carolina, Chapel Hill, to the various State teachers col­
leges?

A Not to all, no.
Q To some of them?
A East Carolina. We have contacted people from 

other areas, but not specifically to their placement bu­
reau.

Q But you have contacted East Carolina?
A Yes.
Q What other universities have you contacted?
A Well, actually, we’ve been doing it more or less on 

an individual basis, in response to the ad that w7e re­
ceived, and I have not really sent formal letters to these 
other universities. And I recently called the placement 
bureau at East Carolina.

Q You have not contacted any predominantly Negro 
schools, is that correct?

A Not in fact sending any formal letter to any— any 
formal questionnaire to a university. Was by telephone 
to East Carolina approximately three days ago.

Q Do you know what your pupil-teacher ratio will be 
next year?

A I can give you an approximate figure perhaps, 
and this depending upon whether or not we’re able to fill 
all the positions. I would guess that in the e^mentary 
schools it will probably run about thirty. Of course, now, 
in the primary grades we will have to run it approxi­



512

mately twenty-seven. This is according to the State law. 
In other words, a teacher has been assigned to reduce 
the class load in the primary grades, and we’re hoping 
that we can keep it down to twenty-seven. High school 
— if you count all teachers, the principal, librarian, all 
professional personnel, it will probably run somewhere 
around twenty-two, twenty-three, twenty-four.

A And if you don’t count that staff but you take 
that staff out, do I understand that in North Carolina 
there generally are two figures counted: staff-teacher 
ratio and teacher-pupil ratio?

A What you normally— yes.
Q What you just recited was staff ratio and not 

pupil ratio?
A I’m not sure whether they— we’ll have approxi­

mately 337 high school students.
Q And how many teachers?
A  Including principal and guidance and vocational I 

believe it’s seventeen.
Q For special personnel in your school system, such 

as principal— is the principal of your school employed 
yet?

A No he is not.
Q Are you offering a supplement for that principal?
A Well, yes. Twelve months employment.
Q Twelve months employed as opposed to—
A Ten and three-quarters.
Q Is what the State will pay?
A  In this school, yes. This is a union school, and 

then the union school personnel are allotted differently 
from the elementary school or the high school.

Q So you are giving a month and a quarter supple­
ment?

A Well, actually, it’s an extra month. We have 
agreed to pay one extra month. In other words, it will 
be eleven and three-quarters as opposed to ten and three- 
quarters, and travel is negotiable.

Q Will that principal be a teaching principal?
A  No.
Q Full-time?



513

A (Witness nods head in the affirmative)
Q And will you have an assistant principal for the

junior high school? _ .
A Not an assistant principal. A  building principal, 

and the building principal has not been named yet.
Q Who was the building principal there last year, 

do you know?
A I would have to guess. Mr. Swain.
Q Is he under employment here now?
A No.
Q Do you know where he is employed?
A It is my understanding that he is working with 

the Halifax County Unit.
Q Is Mr. Swain white or Negro?
A He’s Negro.
Q Will you pay the building principal a supplement?
A I’m sure something will have to be worked out. 

We will not be— we will have to negotiate something 
similar to the State salary, which is approximately forty 
per month. They have a salary set up for this, but we 
will not be allotted a supplement for a high school prin­
cipal and the building principal. The State will pay so 
much here per teacher, six teachers, eight teachers, and 
depending on how many you had, and that would dictate 
the salary that building principal would get, as opposed 
to a classified principal.

Q So the County will have to pay some—
A No, the City.
Q The City will have to pay some in addition to what 

the State—
A Actually the State will pay only the salary of that 

person as a teacher.
Q And it will run approximately, maybe run—
A Forty dollars a month.
Q Forty dollars a month. Now will these, both the 

building principal of the junior high school, plus— and 
the principal at the high school— I guess grades one 
through six— will be the only two principals or quasi­
principals or assistant principals in the entire school, is 
that correct?



514

A Yes. I would like to think that the principal would 
have the prerogative to name someone as assistant prin­
cipal to act in his stead when he is on an emergency, 
someone to be in charge, but as a paid position, it would 
not.

Q Would your building principal in the junior high 
school campus teach a full class load, teach full time?

A Right. Now part of the responsibility, I might 
add this: part of the responsibility of the non-teaching 
principal will be supervision of teachers in the junior 
high.

Q Now I think you mentioned guidance personnel. 
Have you employed guidance— or a guidance teacher?

A No. I have an interview set up for tomorrow after­
noon.

Q Was there a guidance teacher there last year?
A Yes, sir.
Q Full time?
A I’m not sure, but I guess so.
Q But there was one?
A Right.
Q Is this teacher’s salary going to be paid entirely 

out of State funds?
A We are hoping that this will be a State allotted 

position. We are anticipating the paying of a local 
teacher— well, paying a teacher from local funds, and if 
it’s necessary we may do that.

Q If the State allotment doesn’t come through?
A We’ve got a State allotment as of now. She would 

have to be a part of a State allotment. The thing that 
we’re going to have to look at is the eacher-pupil ratio 
in determining whether it’s full time, part time, or what 
have you.

Q You mean whether the—
A The guidance counsellor.
MR. BOURNE: Off the record.

(DISCUSSION OFF RECORD)
Q (Mr. Bourne) Summing up what you just said, 

am I correct in understanding then that you do plan to 
have someone working in guidance in the school, in the



515

high school, but you don’t know whether that person will 
work full time or part time in guidance?

A That is our intention, and if the person is avail­
able.

Q If the person is available, they will work full time 
but if you need the teaching time, then that person will 
have to teach part time?

A We’re planning to hire a guidance counsellor if the 
person is available, and that guidance counsellor will 
either teach or serve as a guidance counsellor full time 
or part time.

Q Who is the person that you’re seeking— Mrs. Wil­
son?

A No. This is— this is an applicant and—
MR. JOSEY: Off the record.

(DISCUSSION OFF RECORD)
Q (Mr. Bourne) So you haven’t hired a guidance 

counsellor as of yet?
A No, sir.
Q Now, have you employed or are you seeking to 

employ a speech therapist?
A No.
Q For the schools?
A No. This is a possibility. But in the two special 

education allotments, this is an area in which they can 
be used. We’re going to have to take a look at the needs 
the best we can in the short time allotted to determine 
whether or not it will go into special education or edu- 
cable mentally retarded. And this is where it looks like 
according to the records that we will need these two 
special teachers, and not in area of speech. This, inci­
dentally, will be brought about in our curriculum study, 
as to where these special teachers will be needed or util­
ized.

Q Now have you employed or are you going to em­
ploy an instructional supervisor, one or more? I f so, 
how many?

A Now; supervision of instruction will be a primary 
responsibility of the non-teaching principal— all grade 
levels.



516

Q Is there a State allotment for instructional super­
visor for the Town?

A Or this unit?
Q Yes.
A  Not that I’m aware of, no.
Q Have you inquired about that with the State peo­

ple?
A  Supervisory allotments have been made and we 

didn’t get one.
Q What arrangements have you made for nursing 

assistance or medical care or examinations, and that sort 
of thing?

A Well, actually, I’ve made no arrangements at this 
point, but I would assume that we would work with the 
County health nurses. I assume that they work this way, 
as they did in the County I was with previously, plus 
some of our own trained personnel, including coaches 
and things of this nature.

Q And these will be people affiliated with the County 
Board of Education or the County health department?

A Halifax County Health Department I would as­
sume.

Q You do not employ a nurse to work for the school 
system?

A  No. I have not investigated it however.
Q Now I think you indicated a little earlier that you 

planned not to have a trades and industries program. 
What kind of vocational education program do you an­
ticipate?

A Vocational allotments have not been made from 
the State. The State is waiting on informtaion from the 
federal government. We anticipate that home economics, 
vocational agriculture and I.V. will continue to be of­
fered as it was last year.

Q What is I.V.?
A Introduction to vocational education.
Q And beyond that you will have no vocational pro­

gram?
A No. That is what we had last year, and other than 

the trades and industries, and we anticipate that the 
same positions will be offered this year.



517

Q Now as to special programs I think you have indi­
cated that you hope to use your special education teach­
ers for working with educable but mentally regarded 
children?

A (Witness nods head in the affirmative)
Q What sort of program will you have— this is a 

developmental reading sort of program?
A No. Your educable mentally retarded program is 

designed for students who operate within a certain limit 
of mental ability. I don’t think I need to indicate what 
that is. We anticipate from— for the needs of the stu­
dents that we have seen through the records that we will 
probably use, if  we’re able to employ the personnel, one 
special education teacher in the area of primary stu­
dents, possibly ages ten, eleven, twelve, thirteen. A sec­
ond possibility is moving into the area of junior high 
and working it in with our vocational program of agri­
culture and home economics, and we are getting help 
from the developmental clinic in Greenville— the lady 
that was there yesterday when you came in, devising a 
program that will help us meet these requirements for 
vocational education, for the educable mentally retarded. 
This is a possibility; it is not certain.

Q Are you anticipating employing funds provided by 
the Elementary and Secondary Educational Act?

A Yes.
Q Where will the funds be used?
A We’re anticipating— in fact, I’m supposed to take 

the project to Raleigh Friday for examination and I hope 
approval. We will anticipate an estimated eighteen to 
twenty thousand dollars for ESEA at this time. Once— 
from that we are hoping to develop— in fact, our project 
is being submitted in the area of developmental reading 
or remedial reading. The funds that are not used for 
the instructional program of developmental reading will 
go into providing lunches for indigent children.

Q Do you anticipate this will provide enough money 
to employ an extra teacher?

A This has to be part of the money. The salaries 
of the teacher comes from that eighteen to twenty thou­
sand.



518

Q Do you anticipate more than one teacher under 
this?

A No, not this first year. We are anticipating one 
teacher.

Q And the remainder of that will go into the school 
lunch program?

A  Right.
Q Do you know how many pupils, or poverty pupils, 

you have in this area who qualify under Title I of ESEA?
A Exactly, no. We are making an estimate: seventy- 

five students will— approximately seventy-five students 
will receive instruction in the developmental reading pro­
gram, and we are estimating approximately 225 students 
will benefit from the free lunch program.

Q Do you know the race of these students?
A No.
Q Do you have any idea what the race of them is, or 

a general idea of what the race of most of them is?
A Of the ones we have I have no idea. We have not 

made this list.
Q Now, I believe you stated that you were going to 

drop the trades and industries courses that have been 
offered. What other curriculum courses do you antici­
pate for the 1969-70 school year?

A Other than what we have mentioned with the spe­
cial programs, I don’t know of any now.

Q Were these special programs not available last year 
either with special education or ESEA money?

A I’m not aware of whether special education was 
taught last year here or not. I don’t think developmental 
reading was taught as a regular nine months program. 
I understand they do have the program offered during 
the summer.

Q Are you planning to carry on the music program 
which was used last year?

A The music position has— I recommended to the 
Board of Education, as I recommended to the Board of 
Education was temporarily detained until we could de­
termine once again our student-teacher ratio, and we 
have not as yet made a decision as to whether this would 
be re-employed or not.



519

Q Have you— do you have to have a special kind of 
teacher for music instruction, and have you employed 
such a person?

A No, we have not employed a music instructional 
teacher. They are specially trained.

Q You haven’t employed one.
A We haven’t employed one.
Q So you won’t be able to determine that until you 

determine whether you can be able to afford one from 
the point of your pupil-teacher ratio?

A That’s right.
Q How many courses do you plan to offer here next 

year?
A I haven’t counted them. They’re on that informa­

tion sheet I gave you yesterday.
MR. BOURNE: Off the record.

(DISCUSSION OFF RECORD)
Q (Mr. Bourne) How many English courses will be 

offered?
A Four.
Q In the school next year— how many math courses 

will be offered?
A Six.
Q Are you including in that number business math, 

or not?
A (Witness nods head in the affirmative)
MR. JOSEY: Answer yes or no.
A Yes.
Q How many science courses will be offered?
A I’m not sure whether this— this was— I have a 

feeling one of these chemistries should have been chem­
istry two— chemistry one and chemistry two. I’m not 
sure whether it should have been or not.

Q Well—
A That could be the reason for repeating it, but it 

still maybe just chemistry one.
Q Well, if you want to you can count it either way 

and then just tell us how you counted it, you know, so 
that we will have it on the record.

A We’ll count it just one way— three. Now there is 
a possibility, according to preliminary searching of the



520

records, there is a possibility that we can offer physics, 
and this will be something different, and heretofore I 
think they’ve been alternating the courses, and there’s a 
good possibility there will be enough students to offer 
physics, and if physics is counted, there will be four.

Q Do you offer biology this year?
A  Yes.
Q How many social studies courses will you have?
A Five, and we are not counting I.V.
Q How many French courses?
A  Three.
Q Any Spanish or Latin?
A No Spanish, no Latin.
Q Any other languages?
A  No, sir.
Q How many business courses?
A  Five, not counting business math.
Q Agriculture courses?
A  Six, if  you count small engines and welding— cor­

rection, five if you count small engines and welding, and 
we usually do isolate that as a course, plus the possibility 
of vocational training with special education, it would 
be five.

Q If you count small engines and welding?
A Small engines and welding.
Q Plus vocational education?
A A possibility. This is not on the sheet.
Q How many home economics courses?
A  Five, which includes family relations and also the 

possibility of special education with the girls.
Q Five, including—
A Family relations.
Q Family relations?
A  Plus the possibility of vocational training for the 

girls similar to that of agriculture, or vocation rather 
than agriculture.

Q Trades and industries— I think you said you have 
none?

A Right.
Q Music?



521

A We are not sure. A  course will probably be of­
fered in the high school, and you count this one course 
even though it may be offered on various levels.

Q And physical education?
A Well, actually, there will be only two physical edu­

cation courses as such, but physical education, one, in­
volves all freshmen.

Q Any health courses?
A Health and physical education is— let me see.
Q Is that included in—
A Normally, you include it in physical education.
Q You include it in one or two?
A In one, in P.E. one.
MR. BOURNE: Off the record.

(DISCUSSION OFF RECORD)
Q Now I believe if you add those up, do you not get 

the number of— what number do you get?
A I didn’t—
MR. BOURNE: Off the record.

(DISCUSSION OFF RECORD)
Q (Mr. Bourne) When you add up the courses and 

the probabilities one way or another, you determined 
that you probably will have 39 or 40 courses, with the 
possibility of one or two more?

A Yes, sir.
Q Now, I believe you stated that when you first came 

here you believed that the total enrollment for the city 
system would be 1,067, approximately?

A That’s correct.
Q Now have you revised that figure one way or an­

other?
A Yes, sir. The revised figure is 1,029.
Q And do you know generally how that 1,029 figure 

has been arrived at?
A I’m not sure, but I think we took the indicated en­

rollment from the students, plus our tuition students, 
the ones who paid the deposit, and then we arrived at 
that figure. And this is the figure that has been agreed



522

upon as the exchange figure between the Halifax County 
and the Scotland Neck schools.

Q You say ‘indicated’ , the figure indicated, by whaD- 
the number of pupils living in Scotland Neck? You say 
there was the possibility of an indicated figure plus the 
tuition.

A  The ones who had indicated coming to Scotland 
Neck School.

Q They were coming in the past I suppose?
A The students who were enrolled in Scotland Neck 

this past year and indicated coming back next year.
Q Under freedom of choice forms?
MR. JOSEY: Off the record.

(DISCUSSION OFF RECORD)
Q (Mr. Bourne) Now how many pupils were involved 

in this tuition group that have put up their deposits?
A Approximately 360 had made the deposit of ten dol­

lars according to our most recent records. I think it was 
35 yesterday, and then received about four more. Ap­
proximately thirty have not paid half of the tuition.

Q Do you anticipate that those persons may come 
across with that?

A Oh, yes. The dead line is not here. The second 
notice has been sent to them, people, indicating the dead 
line, and we still have time to go on that.

Q Your pupils who did not put in the ten dollar 
deposit but might desire to come here, and who would 
come across with the deposit at a later date, but prior 
to the dead line, would they be permitted to come?

A This is something we would have to discuss with 
the Board.

Q You haven’t had any of those pupils come to you 
yet?

A  No. Well, we have had one application of a stu­
dent formerly living in Rocky Mount who has moved to 
Scotland Neck. He’s seventeen years of age. And this 
will be discussed at our Board meeting next Wednesday.

Q Does he live in the town or outside?
A He has moved in the town of Scotland Neck and he 

has requested to come here, but no action has been taken,



528

but I think the agreement has been that the Board stated 
that these will have to be handled on an individual basis, 
and this has not been presented to the Board, but will 
be next Wednesday.

Q But except for that individual and the possibility 
of a few more, you don’t inticipate any large number 
of changes, do you?

A I don’t foresee any, no.
Q Now was this figure, 360, the one you plugged into 

your 1,029, to get your figure of 1,029?
A I believe so.
Q Now would you subtract one thousand— from 1,029, 

360, and tell me how many pupils residing in the Town of 
Scotland Neck are going to go to the school?

A It appears to be 669.
Q Would be approximately 669 pupils?
A (Witness nods head in the affirmative)
Q Living in the Town who will go to the school?
A Yes, sir.
Q Now, there are I believe roughly 700 school-age 

children living in the Town of Scotland Neck. Do you 
have any reason to question my figure?

A Not if they are juniors or seniors.
Q No, 700 total number of school-age children who live 

in the Town of Scotland Neck, including the juniors and 
seniors who might not go to your school, do you have 
any reason to question that figure?

MR. BOURNE: Off the record.
(DISCUSSION OFF RECORD)

A I don’t know about the 700.
Q (Mr. Bourne) Is it not true that approximately 

forty students who were last year in the tenth and 
eleventh grades and who will be juniors and seniors this 
coming year have chosen to go to Brawley High School 
under freedom of choice?

A According to the information I have that would be 
approximately correct.

Q Now do you know of the 669 pupils who live in the 
Town and who will be going to Scotland Neck how many 
of those are white and how many of those are Negro?



524

A Exactly, no, sir.
Q Approximately?
A I can tell you according to our figures the total 

number. I think I can. The total number of whites and 
the total number of Negroes. And then give you an 
estimate of approximately how many of the Negroes are 
tuition students.

Q All right.
A  And we can subtract. According to our records 

there are 258 Negroes in the total enrollment of 1,029, 
and I would estimate— as this is all that I can do, be* 
cause our tuition notices did not indicate race— that there 
is less than five percent, and I have used the figure four 
percent Negro tuition students. That would mean ten. 
So that would leave a total of 248 Negroes within the 
city limits of Scotland Neck and ten outside. And I 
repeat once again— the four percent is an estimate.

Q Now do you also have the freedom of choice forms 
in your possession for the children who chose to go to 
Scotland Neck School last year under the free choice 
period which was run by the County Board of Education?

A I don’t believe I do. I f I do, I haven’t run across 
them. I may. I don’t know.

Q You haven’t used them?
A I haven’t used them.

*  *  *  *

Q (Mr. Bourne) Now, I believe you have told us 
that you’ve— approximately 360 students will be coming 
into the school system next year from outside and that 
of these roughly ten are Negro and the remainder, ap­
proximately 350, will be white students?

A  That is approximately correct.
Q Approximately?
A (Witness nods head in the affirmative)
Q That is your best estimate at this particular time?
A Yes, sir.
Q I believe you have also— strike that. Are you aware 

of the fact that Halifax County Unit, prior to the crea­
tion of the Scotland Neck system, had approximately— 
was approximately 78 percent Negro?



525

A I am not aware of that, or was not aware of that.
Q Have you become aware of it?
A As of now?
Q Did you know there was a majority Negro school 

district?
A I didn’t know it as a fact.
Q Had you heard that?
A No, but I could guess, knowing a little hit about 

the geography of eastern North Carolina that it possibly 
would be.

Q Are you aware of— strike that. Will these trans­
fers into the City Unit from the County change the over­
all percentage of pupils within the County— white versus 
Negro— within the City School System?

A Would you repeat that again, please?
Q Will the transfers from the County to the City Unit 

of these 360 pupils— 350 of whom are white and ten 
of whom are Negro— appreciably change the percentage 
of white and Negro pupils attending the Scotland Neck 
Schools?

A It will change the percentage. Whether it is ap­
preciable will depend upon the total number in the County.

Q In the City Schools. Will it change the City per­
centages from what it would have been?

A Yes.
Q Isn’t that true, that you have testified that the City 

School System has approximately— strike that. Do you 
know the percentage of pupils attending the— did you 
know that approximately 400 pupils living within Scot­
land Neck and attending the schools here are white?

A I didn’t know it, but I could gather— well, let’s 
see. 669 minus 248.

Q And so, if there was approximately 400 to 248—  
white—to Negro in the City, roughly 400, maybe a little 
more than that, that percentage is now about three to 
one white to Negro, is that not correct, because of the 
transfers in Scotland Neck?

A That’s approximately correct.
Q And if you round these figures off and you say 

there were approximately 400 white pupils who live in the 
Town and approximately 250 Negro pupils who live in



526

the Town, and who are going to attend the Scotland Neck 
School next year, without these transfers in, the school 
system would be roughly eight to five white as opposed to 
three to one, is that not correct?

A Would you repeat that, please?
Q The school system— would you read the question.

(QUESTION READ)
(DISCUSSION OFF RECORD)

A I can answer by saying approximately.
Q Yeah, approximately eight to five white to black. So 

by allowing these pupils to come in on a tuition basis, 
isn’t that clear that the white percentage in the Scot­
land Neck Schools has increased from eight to five ma­
jority to about three to one majority?

A Yes.
Q Approximately?
A (Witness nods head in the affirmative)
Q Now, I believe you stated, also, that there are ap­

proximately forty students who are going to be attending 
Brawley School?

A This is taken from the letter of correspondence. I 
have not counted them nor would I know where to count 
them really.

Q You don’t have any idea how many pupils there 
are that live outside?

A Outside?
Q Who live inside, but who are going to Brawley next 

year?
A The only thing that I would know anything about is 

forty. That was in the correspondence. I’m sure there 
are probably in that box of cards—

Q Do you know how many Negro pupils live in the 
Town, how many Negro school-age pupils live in the 
Town?

A Did you give that figure awhile ago?
MR. BOURNE: I may have. Off the record.

(DISCUSSION OFF RECORD)



527

A I might say I don’t know, but you mentioned it 
awhile ago.

MR. BOURNE: It’s around 300. It’s 296. That is
Overman’s estimate.

THE WITNESS: I didn’t know that.
Q (Mr. Bourne) If you don’t know that then we will 

just skip it and go on. Are you generally aware of the 
fact that the Department of Justice and the County 
School Board reached an agreement last summer, in the 
summer of 1968, by which the County agreed to com­
pletely desegregate its school by the 1969-70 school year?

A No, I’m not aware of that.
Q Are you aware of the fact that the Department of 

Justice has a suit against the County School Board?
A If you’re talking about the suit in which we are, 

we’ve been named, yes, sir.
Q To desegregate the County schools?
A Yes.
Q Are you aware of the fact that the transfer of these 

360 pupils, approximately 96 or 95 of whom are white, 
into the Town from the County will change the black- 
white ratio in the County and in the Town— are you 
aware of that?

A Yes.
Q Are you aware of the fact that it will increase the 

percentage of whites in the Town system and decrease the 
percentage of whites in the County system?

A Yes.
Q Are you aware of the fact that— strike that. Have 

you obtained a legal opinion, or have you heard a legal 
opinion expressed as to the legality of transfers from 
one school unit to another where the effect of such trans­
fer will be to permit pupils to move from schools in which 
they would be in a racial minority to schools in which 
they would be in a racial majority?

MR. JOSEY: I object to that. You’re asking him a
question which nobody, including lawyers, has ever heard 
about, and there is no way for you to further your in­
vestigation in the proving of this case— I mean way out. 
And I object to it.

MR. BOURNE: I have asked him the question.



528

MR. JOSEY: If you can interpret that question and
have some answer to— ask him to repeat the question.

A Would you repeat the question?
(QUESTION READ)

A I have not heard of such a thing.
Q (Mr. Bourne) Now it is my understanding that 

there will be approximately 25,000 dollars raised by the 
additional tax which has been imposed on the citizens of 
Scotland Neck, is that correct? Is that your estimate?

A Approximately, yes.
Q Approximately how much money will be raised 

through the tuition if it’s all paid?
A It’ll be— I’m not sure I can answer that. I don’t 

know the number of families. I haven’t counted the 
number of families nor the number of children in each 
family.

Q So you couldn’t really know how much money will be 
brought— do you know roughly, have you heard a figure 
quoted?

A We could perhaps give a— I could tell you exactly 
if I had my records down here.

MR. JOSEY: Off the record.
(DISCUSSION OFF RECORD)

A I would estimate, based on a hundred eighty-six 
families and a hundred twenty-five dollars per family, 
approximately $23,000.00.

Q (Mr. Bourne) Approximately $23,000.00. And so, 
that you would have in addition to your twenty-five or 
twenty-four thousand dollars from the County?

A That’s correct.
Q Now what allocation of this money have you as su­

perintendent of the Board determined to make of this 
extra money that does not come from either the County 
or from the State or from the federal government?

A An itemized budget has not been prepared for the 
use of this money. Of course, some of it will go perhaps 
— you’re talking about the entire amount of forty-some 
thousand dollars— you’re talking about?

Q Right.



529

A Some of it will go for supplements.
Q For 1969-70?
A Supplements.
Q For 1969-70.
A Yes.
Q You have offered supplements to teachers?
A My supplement, the principal’s supplement, the sec­

retary. We anticipate the study and this will come out. 
Also, in our curriculum studies we hope the feasibility 
of supplementing teachers. We will also have operation 
of plants, buying of materials, and things of this nature.

Q But you haven’t determined how to— determined 
how to spend that money yet?

A The Board hasn’t determined how to spend it, no, 
sir.

Q Approximately how much of that money will be 
spent in supplements for yourself, the principals, and 
clerical this year?

A It depends on whether or not you count the extra 
month for the principal’s supplement. I don’t because 
that’s work— extended work period, but even if you did it 
would be two, three, maybe forty-five hundred. That’s 
an estimate of course.

Q Is the clerical assistance that you have or will have 
paid for at all by the State?

A Yes, sir.
Q How much?
A We receive a State allotment for superintendent’s 

secretarial help and the difference between her monthly 
salary as supplied by the State and that that they have 
agreed on as a salary will be approximately $25.00 per 
month.

Q What is she to be paid next year, at what rate is 
she paid?

A Three ten per month.
Q Have you employed or do you anticipate employing 

a bookkeeper?
A The person what we have employed will serve as 

bookkeeper-secretary. We’re not anticipating hiring any 
more office personnel.



530

Q Will she then serve the function of property and cost 
clerk?

A Don’t have one. We don’t have transportation.
Q Will there be any other office expenses which the 

State will allocate money for, such as supplies?
A Oh, yes, they allocate a certain amount of money 

for office expenses, and I could not— cannot tell you the 
figure, even approximately.

Q Will that be more than sufficient to cover your office
expense?

A More than likely not. It hasn’t ever been anywhere 
I’ve ever been, either as teacher or principal.

Q Will there— that in addition to the County funds 
will you need to supplement that with your local funds?

A I don’t know yet.
Q Have you received travel allowance from the Board 

of Education yourself?
A Yes, I get a travel allotment from the Board of 

Education.
Q The figures you cited to me did not include that?
A I don’t believe so.
Q What travel will you—
A Ten cents per mile, no other meals or anything like 

that. Just ten cents per mile.
Q Does the State provide any travel for you?
A They provide an amount of $240.00.
Q A year?
A Per year. That can be used to pay lodging for 

conventions, and food.
MR. BOURNE: Off the record.

(DISCUSSION OFF RECORD)
Q (Mr. Bourne) ITas the State allocated money for 

the travel of the Board of Education?
A _ It’s my understanding that they do not pay travel, 

per diem for city units.
Q Do you anticipate that that money would come out 

of— any travel for the local board would come out of the 
local funds?

A This has never been discussed, but I’m sure the 
travel of— the Board could reach an agreement if they



531

want to pay travel. This has not been discussed as a 
budget item.

Q Have you employed an attendance counsellor?
A We are in partial agreement with Halifax, Weldon 

and Roanoke Rapids for hiring an attendance counsellor 
on a prorata basis, that is, we will help to supplement 
the salary of the attendance counsellor, the base salary 
paid by the State, but it is not enough to secure qualified 
personnel and travel. We also have the understanding 
that if we do not choose to pay part of this attendance 
counsellor, it will be absorbed by those other three units, 
the cost of that, and we would not receive any benefit from 
it of course.

Q You are working now to reach this agreement, is 
that correct?

A No, we already have the agreement vocally with Mr. 
Overman that—

Q Now, am I correct in understanding that there will 
be no teacher supplement paid this next year to supple­
ment teachers salaries?

A We are not anticipating any at this point. Now, 
just a moment.

Q For the 1969-70 school year?
A He is not referring now I suppose— (To Mr. Josey)
Q Not to the ones you have already discussed.
A And I’m talking about new coaches, for example, 

but they receive that from the local school; the Board 
of Education is not obligating itself— have not obligated 
themselves to pay supplements to other teachers.

Q What supplements do you have for coaches?
A Athletic?
Q Yes.
A You mean the amounts?
Q Yes.
A I cannot tell you. These are handled through the 

local school. The Board of Education does not pay these 
supplements. The money is raised, as I understand it, 
through booster clubs and sale of tickets and athletic 
events, and this is money raised through the schools.
. Q Will any local monies have to be spent on instruc­

tional supplies?



532

A I’m sure they will, yes.
Q Do you anticipate— in what areas will you have to 

depend on local money?
A Construction paper, pencils, colored pencils, marking 

pencils, duplicating paper.
Q This American history T.V. course— do you antici­

pate that local money will go into that?
A I’m not sure how the T.V. course will operate, real­

ly, I could not say.
Q Is any of your local supplement going to be spent 

on enlarging or improving the library of the local school 
system?

A As I said, we haven’t got that far. I could not 
tell you. I f we find that it needs to be expanded or re­
paired or— has to be done, and we have to use the money, 
we will do it, but nothing has been planned as far as this 
is concerned.

Q Any of this money planned for child health care 
programs?

A  The State allots I assume the— you’re talking about 
the same program they have allotted us $458.00, I be­
lieve, for child health program? We’ve not budgeted any 
of our local money for this.

Q Do you know what sort of program this would 
amount to, this $458.00, what would it go for; what is 
the substance of the child health program?

A  Well, I suppose necessary tonsillectomies or eye 
checks where the people are unable to afford it.

Q Does the school board pay for expenses in the extra­
curricular fields, such as travel to— for students to Girls 
State, Boys State conventions, that sort of thing?

A You mean will we?
Q Do school boards generally pay for this and do you 

plan to spend—
A I’m not aware that they do and I don’t know what 

the board will do.
Q Do you know whether the school board pays for 

travel for athletic, extra-curricular activities, expenses, 
such as travel for the football team to the—

A The School Board itself does not, at least that’s 
the way it’s been operated. I’m almost certain.



583

Q That is like the coaches?
A That is a local— right.
Q I think you said there was a possibility that some 

of this money might be expended on one extra teacher 
but you didn’t know whether that teacher would be al­
lotted or whether you would employ him or her?

A This goes back once again to whether we think that 
educationally this teacher will be needed. Whether it 
is to reduce extra load, or special area, we don’t know.

Q I didn’t ask you this question about special person­
nel. Do you have a librarian?

A Yes, sir.
Q Does she teach or is she a full-time librarian?
A I hope she teaches library skills, yes, but she is 

not assigned to a classroom.
Q Is the library here ever used, or will it be used for 

classrooms outside of library science courses or will you 
ever have classes conducted in the library?

A I couldn’t tell you. We certainly would try— make 
every effort not to.

Q And you don’t know whether that was done in the 
past or not?

A No, sir.
Q Is there a librarian for the junior high school 

campus?
A No.
Q Is there a library there?
A Yes. The way it was operated, as I understand, 

last year they had someone that possibly the P.T.A. paid 
to help take care of the junior high library. I’m not 
sure about that.

Q Do you know whether the P.T.A. attendant was full 
time or part time?

A I really don’t— well, I’m almost certain it wasn’t 
full time.

_ Q Your impression was, for whatever services indi­
viduals had rendered, it was for part time, short periods 
of the day?

A It is part time. The teachers themselves are able 
to help themselves in the library, but if there was some­
one else there I’m sure it was part time.



534

Q Do you yourself— we’ve been talking about— now 
about the 1969-70 school year primarily. As for long­
term changes I think you testified, have you not, that 
many of these changes or improvements will have to await 
the curriculum study before you can determine whether 
they are needed and what sort of— where your emphasis 
needs to be?

A I would certainly think so.
Q But have you yourself got any ideas about where 

you would like to spend your supplementary funds here in 
the Town of Scotland Neck; as an educational expert have 
you got any ideas where that money ought to go?

A Well, not at this point. I think you’re going to 
have to determine where your money has to be spent on a 
priority. For example, one of the best things you could 
do probably is to look into teachers supplements and in­
structional materials, and all of this will be developed 
and determined from the curriculum studies as to what 
is needed, so I think it would be presumptious of me to 
say now how we’re going to spend funds that we know 
the curriculum study is going to show.

Q Do you have a kindergarten program here in Scot­
land Neck?

A We have not been administering one.
Q Has one been administered here in the past?
A Are you talking about public or private?
Q Public.
A I don’t know.
Q Are there Headstart Programs?
A There was not one conducted here this summer, 

and Headstart is usually conducted during the summer.
Q In public schools you don’t anticipate them?
A Right.
Q What sorts of— can you outline for me the kinds of 

reports which you as a superintendent or members of 
your staff must file with the State every year in order 
to obtain monies or these different— the kinds of reports 
that any other school systems would have to file?

A I’m not sure because I’m finding out every day we 
have different ones. You have to file reports, financial 
reports, statistical reports showing information concern­
ing students— I’m not sure what other reports are re­



535

quired, really. Reports that are required in other areas 
throughout North Carolina I would assume.

Q Now, of course, special— most of the special per­
sonnel that you would hope to get are generally allocated 
on a per pupil basis, and if you have a certain number 
of pupils, you have a certain number of teachers, is that 
correct?

A Some of them. Special education I think is one.
Q And ESEA is also one?
A It depends on the number of pupils who qualify.
Q Right.
A Yes.
Q Are the kinds of statistical reports that you file or 

that, for instance, the finishing principal’s report, or the 
preliminary principal’s report, that will be filed by the 
principal with the State, do they differ in format and 
kind, from the kinds of reports, for instance, that Mr. 
Overman or members of his staff might file with the 
State?

A I wouldn’t think that they would.
Q Are those forms provided by the State?
A Insofar as I know they are. There may be some 

that we get the forms and have to pay for them.
Q But they are standard forms that the State Board 

of Education uses?
A I would think so.
Q Well, now, I believe you have testified that approxi­

mately twenty-eight or twenty-nine of your teachers for 
next year were employed here last year, out of thirty-six 
or thirty-seven, is that correct?

A Approximately.
Q And that the number of courses you intend to offer 

and the kinds of courses you intend to offer here next 
year are very similar to the kinds of courses that were 
offered here last year?

A (Witness nods head in the affirmative)
Q With the exceptions that we went through?
A That’s correct.
Q And that the enrollment here, approximately a thou­

sand pupils, is roughly similar to the enrollment that they 
had last year, is that correct?



536

A Somewhat higher.
Q Somewhat higher. Have you obtained extra facili­

ties to accommodate those pupils?
A It’s approximately, estimated approximately thirty- 

five or forty students more.
Q Have you obtained extra facilities, such as mobile 

classrooms?
A No, we have not.
Q Do you anticipate doing that?
A We don’t know. We will have to determine the 

need and then go from there.
Q Roughly the same number of 1,029 as opposed to 

nine hundred seventy or eighty, right?
A I would guess. I don’t know.
Q What administrative difficulties would arise with 

the transfer of the school system from Scotland Neck 
back to the County in view of the fact that most of the 
teachers are the same, most of the courses are the same, 
the plant is the same— what administrative difficulties 
would arise with that transfer, with the exception of the 
fact that there is an extra school superintendent?

A I’ve not given that any thought because I’ve been 
trying to get ours opened up, and I can give some 
off-the-cuff report. You got the matter of assigning 
students, your tuition students, to bus routes. Are we 
assuming that if we go back into the same situation as it 
was last year or are we assuming that some other type 
of organization for the County would be in effect?

Q Well, you can assume it either way. You can as­
sume first of all— I’ll let you assume it any way you 
want to— both ways.

A Well, I think you probably— the assignment of pu­
pils, if they’re going back to the same situation, perhaps 
would not be too difficult. I f  they’re going back into an­
other situation where they go to another school, then 
you’ve got to go through the process of reassigning all 
high school students, not only realigning the transporta­
tion for the 360 tuition students that we have, but you’d 
have to realign bus transportation for all other areas in 
which the school area had been changed.



537

Q But if you left those pupils in the school to which 
they are already assigned at least for one year, then 
you say the only difficulty you have named so far really 
would be the— creating the bus routes for these pupils 
who live outside and who are going to be attending 
schools—

A Probably one of the major ones, but I can’t think of 
any others right now. I could if I had time to sit 
down and go through the organizational process myself, 
I’m sure.

Q I believe you stated you have not prepared a budget 
for next year?

A No, we have not prepared an itemized budget for 
1969-70.

Q Is the only budget you have prepared the budget 
which you have submitted to the County?

A This was the County budget, and that’s the only 
formal budget that we have prepared.

Q When is the dead line for filing a budget with the 
State? Do you have to file one with the State?

A I could not tell you. I don’t know. Probably past 
due.

Q Do you anticipate budgeting any local funds for 
capital expenditure?

A The Board has not decided that as yet.
Q Well, that’s sort of running ahead of the Board. Do 

you anticipate that the Board will be called upon to at 
least make a decision on that sort of thing and do you 
anticipate any problems in that area in the immediate 
future? Or is that something—

A I have not made any plans for capital outlay.
Q Now I believe you received a subpoena duces tecum 

to bring some documents with you, did you not?
A The ones I’ve been using.
Q Do you have any letters of agreements between the 

Scotland Neck City Board of Education or its officials 
and the Halifax County Board of Education and its of­
ficials concerning the lease and rental of the school over 
here?

A Unless they’re in this right here.
MR. BOURNE: Off the record.

(DISCUSSION OFF RECORD)



538

Q (Mr. Bourne) Have you— you have rented that 
building from the County, have you not?

A Which building?
Q The junior high school campus.
A It’s been leased.
Q Right. There is a lease agreement?
A Yes, lease agreement.
Q And an extension of the Town Board of Educa­

tion—
A Boundaries.
Q — boundaries of the administrative unit to encom­

pass the leased property.
MR. BOURNE: I may have a few more questions but

I believe that is all for now.
(THE FOLLOWING PROCEEDINGS TOOK 
PLACE ON AUGUST 7, 1969)

MR. BOURNE: I have a few more questions.
MR. JOSEY: You go ahead.

EXAMINATION BY MR. BOURNE:
Q Mr. Bailey, I believe yesterday you stated that you 

had— you planned a curriculum study program for the 
school system here?

A Yes, sir.
Q Could you describe that program, and who is going 

to serve in it, when the report is due?
A There’s no report due. This is something that will 

be locally initiated. As to what it will encompass, any 
item that would be encompassed, we could not tell you 
now. It would cover I assume such areas as the cur­
riculum itself, the physical plant, operation and organi­
zation of the school system. It will involve teachers, 
administrators, parents, laymen, businessmen, students, 
and any others that we deem necessary. Probably I will 
be coordinator of the curriculum study, probably.

Q Do you plan to get outside educators to come in 
as consultants in this matter?

A Possibly. We will of course get outside help, either 
getting copies of curriculum studies that have been made,



539

and then sort of glean from that what will be applicable 
to our situation here.

Q And am I correct in restating what I think you 
said, that there is no particular date or dead line by 
which you— by which time you hope to complete this 
study?

A No, we have not. Any time you take a study such 
as this you have to establish dead lines other than which 
—it can drag on, on and on, but as of this point we 
haven’t instituted a study so therefore we do not have a 
completion date.

Q Do you know when you will complete the study?
A At this point, no.
Q Do you have any idea?
A It will be as soon after opening of the school as 

possible.
Q Did you have a committee in view?
A No.
Q Sort of an executive committee?
A No. As I said before, as far as I’ve gotten in 

planning this is generally what we’re going to cover, 
and I feel like at this point I probably will be the co­
ordinator, and that is as far as I’ve gotten.

Q I believe you testified yesterday concerning the 
trades and industries courses that was offered here last 
year. There were only pupils from Scotland Neck that 
were engaged in that course.

A This was from the principal’s report. I did not 
check the date. It may have been from the year before. 
I saw two pupils on that thing, and this may or may not 
reflect the total number in it. I don’t know.

Q I believe you stated, regarding the recruitment of 
teachers for next year, that the only university you had 
contacted or contacted first, being a student or recent 
graduate of such a university, was East Carolina and 
that only a few days prior to coming here, is that cor­
rect?

A. No,̂  not prior to coming here. Oh, you mean for 
this meeting?

Q Yes.



540

A Yes, about three or four days ago, and that was 
by telephone.

Q I believe you also mentioned some advertisements 
in newspapers. What newspapers have you advertised?

A The NEWS AND OBSERVER, and I don’t have 
a copy of the advertisement.

Q Do you know what date?
A  Probably somewhere around the second or third 

week of July, and it ran— it was run for seven calendar 
days.

Q How many Negro teachers, aside from the two that 
you have employed this year, have sought employment 
with Scotland Neck School System since you’ve been 
here?

A I could not give you a number. There have been 
some, but I could not give you a specific number. I would 
estimate a half dozen.

Q Do you have in your files their names and ad­
dresses?

A  We have the applications, yes, sir, of the ones who 
have applied here. Now, I visited three possible teachers 
in one family and gave them applications. They did not 
return them.

Q Were these Negro teachers here in the community?
A  No. They’re in Martin County.
Q These were Negroes?
A Right.
Q And it would involve three teachers?
A  Three that I talked with?
Q Yes.
A  Yes, sir.
Q Do you think later on in this deposition you could 

make available the names of those persons, Negro per­
sons, who applied?

A Yes.
Q And let me see the applications of those persons 

so I can get that in?
A Yes, sir.
Q I believe you talked about pupil-teacher ratio here 

for next year and quoted the figure one to thirty, one 
to twenty-seven for elementary grades, and I’m not en­



541

tirely clear as to which of those you meant would apply 
next year and what the other figure signified?

A Well, by State law in North Carolina teachers have 
been appropriated to reduce the ratio of the primary 
grades, consisting of one through three. They make a 
specific allotment for this in order to reduce that load to, 
say, twenty-seven at least, and it appears now that if 
we— the way we have it now our primary load will be 
twenty-seven, point five, approximately, and that the 
upper grades, four through eight, would run somewhat 
above thirty. Now if you include just the elementary 
ratio, which is misleading, then the ratio of grades one 
through eight would probably run something less than 
thirty.

Q Around thirty. Is that what you meant yesterday?
A Something less, maybe twenty-nine, if you include 

grades one through eight, but the way the allotments 
are made, you can’t really do that because there’s a dif­
ferent requirement for primary grades than there is for 
the other elementary grades.

Q What is the requirement for the other elementary 
grades?

A Well, it’s that the pupil-teacher ratio must be less 
—I don’t know whether it’s less than thirty or around 
twenty-seven.

Q For the other than primary?
A It’s— was primary that we’re talking about here.
Q Do you know what your overall pupil-teacher staff 

ratio will be?
# A Are we talking about including all of our profes­

sional personnel, including the superintendent?
Q Including the superintendent but excluding your 

clerical assistant and any other clerical or janitorial 
staff?

MR. JOSEY: Off the record.
(DISCUSSION OFF RECORD)

Q (Mr. Bourne) Back on the record. Would you 
now—what would be your pupil-professional staff ratio 
again? Have you figured that out?

A This is including all of our professional staff, in­
cluding special education, two special education, one



542

ESEA, and the superintendent, and the principal, be 
twenty-two, point eight.

Q And what is your pupil-teacher ratio?
A Removing from the total staff personnel the su­

perintendent and the principal, twenty-three, point nine.
Q And how many total teachers and total profes­

sional staff are you using for this determination?
A  I used total professional staff, forty.
Q And total teachers, forty-three?
A Forty-three.
Q And you’re figuring 1029 students?
A 1029 students, right.
Q Now I believe you stated that approximately, your 

best guess, was that there would be 23,000 dollars accru­
ing to the city school system from tuition?

A That’s correct.
Q Paying students?
A That’s correct.
Q Now, is it correct to say that the way you derived 

at that approximate figure, by dividing the number of 
tuition paying students, 360, into the— no, strike that. 
By dividing the number of tuition paying families, 186, 
into— by multiplying that by a hundred twenty-five?

A I used the figure of a hundred eighty-six families 
and I used the median tuition figure of a hundred twenty- 
five dollars per family and—

Q And reached an approximate figure of—
A Of twenty-three thousand dollars.
Q I believe you stated that you had reached an oral 

agreement with Superintendent Overman of Halifax 
County School Board concerning the sharing of attend­
ance counsellors with his unit and with that of Roanoke 
Rapids and of Weldon school district?

A  That’s correct.
Q Have you reached any other agreements involving 

the sharing of personnel or facilities with the County 
aside from this and aside from the lease agreement of 
the Scotland Neck School?

A I don’t recall any.
Q Are you considering any?



543

A There’s always the possibility of the sharing of a 
supervisor, for example; this has been done.

Q An instructional supervisor?
A Yes. However, I have not discussed that with him 

nor has he discussed it with me. This is a possibility. 
One other thing that might fit here. I have talked with 
Mr. Hardison, director of the food service— I think is his 
title— for Halifax County concerning the possibility of 
in the future including in his bids for the lunchroom 
purchase of products, that perhaps ours might be in­
cluded in his in the future. This was discussed with 
Mr. Hardison. I have not mentioned it to Mr. Overman.

Q Have you mentioned it to the Board here?
A No.
Q But this is just something you’re considering?
A Something that came up one time as to possibly a 

better way to more efficiently operate possibly.
Q And Mr. Hardison is the director of food services 

for the school board?
A For Halifax County. Now, whether it’s the school 

board or ESEA I’m not sure. I would assume that it’s 
for the school board. I don’t know.

EXAMINATION BY MR. JOSEY:
Q Now, Mr. Bailey, these possible arrangements with 

the Halifax County School Board in regards to sharing 
of certain instructional personnel, isn’t it your informa­
tion that those agreements, certain agreements, do now 
exist between Halifax County School Administrative Unit 
and Weldon and Roanoke Rapids and have for many 
years on various, maybe special education teachers or 
that type of thing?

A I think it has. Now I could not state as a matter 
fact it has, but I believe it has existed.

Q Now you also mentioned earlier concerning the fact 
that there was no Headstart program actually conducted 
on the physical facilities of Scotland Neck School in the 
summer of 1969, but I will ask you if it isn’t a fact 
that arrangements were made and oral agreements were 
reached between the Scotland Neck School Board and 
Halifax County School Board that, although the Head­



644

start program was not physically conducted on the Scot­
land Neck School campus this summer, 1969, but that 
the children that lived in the Scotland Neck city limits 
were in fact permitted to go to the Headstart program 
in the summer of 1969 on a campus which was outside 
the city limits but was in Halifax County Unit?

A It is my understanding that the summer school 
privileges were extended into the summer, the ones that 
were with the Halifax County.

Q And is it not your information, also, that this 
Headstart program had— was conducted-not only the 
Headstart program, but other summer programs— were 
conducted more or less on alternate years on the physical 
facilities which are now in Scotland Neck School Dis­
trict and on other school— at other school locations in 
the— somewhere in the vicinity of Scotland Neck from 
time to time over the past several years?

A  I’m not aware of the method under which these 
were operated in the past.

Q But it is your information that the— that the school 
children that live in the Town— that pre-schoolers that 
live in the corporate limits of Scotland Neck were not 
denied the privilege of going to Headstart program this 
year?

A  That is my understanding.
Q Now, getting back to the pupil-teacher ratio, I be­

lieve you testified on direct examination that— on yester­
day— that you estimated the high school pupil-teacher 
ratio at twenty-two when in fact you testified that there 
were 337 students and 17 teachers, and I will ask you 
if in fact this doesn’t mathematically come out to some­
thing less than twenty rather than twenty-two?

A Now, here we’re talking about all the high school 
personnel, is that correct, principal, guidance, all of this?

Q I want you to talk in the same terms that you 
talked about when you said that the— when you testified 
that there were 17 persons and that there were 337 
students, and you said that came out to twenty-two, a 
ratio of one to twenty-two. And I’ll ask you to use the 
same— whatever you used in arriving at 17 and ask you 
if in fact that mathematical figure doesn’t come out to 
under twenty rather than twenty-two?



545

A If we use the total number of high school profes­
sional personnel, principal, guidance, all included, the 
figure is nineteen, point eight.

Q Now, concerning this advertisement that you ran 
in the NEWS AND OBSERVER for teachers, in general 
what was the substance of that advertisement?

A It gave the name of the unit, it indicated at that 
time what we estimated to be our needs as far as teach­
ers and administrative vacancies; it advertised for a 
principal, for approximately— well, it was a thirty-teacher 
school based on our best estimate; it advertised for pri­
mary teachers. I don’t think it gave a specific number. 
Grammar grade teachers. And it did not give a specific 
number. And we also indicated a need— I believe we 
were indicating this need at that time, a science teacher, 
and social studies, and girls coach. I believe that’s cor­
rect.

Q Was there any indication whatsoever that you pre­
ferred one race over the other?

A No, sir.
Q Now do you have an estimate or an opinion as to 

how many teachers totally made application or inquiry 
of any type as a result of this advertisement?

A I would estimate between fifteen and eighteen. 
Maybe twenty. I don’t know exactly.

Q Do you have an estimate of how many of those 
were Negro and how many were white— just an estimate?

A Well, as I think I said yesterday, approximately 
a half a dozen or so.

Q A half a dozen or so what?
A Were Negro.
Q Now out of the ones that were white approximate­

ly what percentage of those did you actually hire, do 
you know— some estimate?

A I really have— don’t have much of an idea really.
Q Well, do you know how many?
A Perhaps three. I’m not sure.
Q And what was the approximate total of the num­

ber of whites that applied as a consequence of the ad­
vertisement?



546

A  Well, there would probably be nine to twelve to 
fifteen perhaps.
_ Q And how many Negro teachers have you hired 

since you first put the application in the newspaper— 
the advertisement in the newspaper? Do you recall?

A  None.
Q Now of the approximately six who did, the six 

Negroes who did, did they actually make application or 
did they make inquiry?

A When they made an inquiry we in turn sent them 
an application.

Q How many of those six would you say— six would 
you say— the six forwarded an application— showed that 
much interest in coming?

A I would say as many as five of them perhaps, and 
maybe all six.

Q Did you interview any of those five or six?
A Yes.
Q _ Now did any of those— of those Negroes that made 

application, did you— did they meet the minimum stand­
ard or qualifications academically or— as a teacher, the 
standard that you set— strike that. Did you in f a c t -  
have you in fact in all of your hiring practices used the 
same standard of academic excellence or standard for 
hiring teachers with the white teachers as you have the 
Negro teachers; did you use—

A Yes.
Q Did you use the same standard?
A Yes, sir.
Q Did any of the five or six Negro teachers who ap­

plied meet the— meet this standard?
A  Yes, sir.
Q Did you hire any of those?
A  No, sir.
Q Would you give any reason for them not being 

hired?
A  Well, of course, we check— not only do we look at 

the application, but we check references and places of 
last employment, and in some cases the ones that we 
have turned down, the recommendations, we felt or I 
felt were not strong enough.



547

Q Now without calling any particular names, would 
you give us any particular reason that any of the Negro 
teachers who were— who did not— who failed to meet the 
minimum standard of academic excellence, the reason 
they were not hired?

A Well, one in particular, I had an interview with 
the lady and was very favorably impressed with the 
interview and the place of employment that I checked, 
her last place of employment that I called, they made 
the comment over the telephone— this was not written 
—over the telephone that we cannot give you any good 
things about this particular person. Well, I said, “ Could 
you be more specific?”  And they said, “ Well, we think 
she’s an alcoholic.”

Q And that was the only reason that you felt like you 
could not in good faith hire her as a teacher and take 
that risk, is that correct?

A Yes, sir.
Q And you would have done that regardless of wheth­

er she was black or white?
A Yes, sir.
Q Were there any others that you felt met the mini­

mum standard of teaching ability that you did not in 
fact hire?

A I can’t think of any now. Now I might add here 
that we are still considering two, maybe three of these 
applicants. These have not been—

Q Of the six?
A Of the six. They have not been rejected. They 

are still under consideration just as some of the other 
white applicants are under consideration.

Q So the five or six who applied have not been re­
jected?

A Not all of them, no, sir. We’re still considering 
the applications.

Q Now Mr. Bourne in his direct examination of you 
asked you about Mr. Swain who, I believe in the deposi­
tion, was shown to have taught in— at the— what is 
known as the junior high building, the Scotland Neck 
Junior High building last year, and he asked you if in 
fact he was— that you rehired him and I believe you



548

testified, did you not, that he was not under contract 
with the Scotland Neck School at this time?

A  That’s correct. He is not under contract with Scot­
land Neck.

Q Now I will ask you if in fact why isn’t he?
A Well, first of all, he never made application. I 

have on two occasions talked to Mr. Swain concerning 
the possibility of him returning in the same capacity 
that he served last year, which was building principal 
of the junior high. He did not accept.

Q And isn’t it your information that Mr. Swain is 
in fact— did an unusually good job there last year and 
that the other teachers that taught with him recom­
mended him, that is, particularly all teachers, white and 
Negro that served under him thought highly of him and 
of his ability and the way— the job that he did, isn’t that 
your information?

A  It is my understanding that Mr. Swain did a fine 
job in this position and in talking with him I have no 
doubts that he’s capable of doing the same again.

Q And isn’t it also your information that the chair­
man of the School Board, Mr. Shields, and possibly others, 
have personally talked with him in an attempt to get 
him to again sign a contract with— strike that word 
“ again”— to sign a contract with the Scotland Neck 
School Board in order to retain him in the same position 
that he was in last year?

A  He was the first— as I recall he was the first name 
mentioned for the possible position of principal in fact.

Q And isn’t it also your information that the Hali­
fax County School Board, particularly the Superintend­
ent and the Assistant Superintendent, Mr. Currin, made 
a special effort to hire Mr. Swain this year?

A  I’m sure they must have because they did. He’s 
under contract, as I understand it, with the Halifax 
County Board of Education.

Q Now Mr. Bourne asked you about any— any efforts 
you made with any colleges to obtain teachers in general, 
and I believe the only one that you mentioned, other than 
the advertisement and the normal— and the usual proce­
dure of passing the word around that we needed— that



549

the School Board in Scotland Neck needed teachers, the 
only college that you contacted was Eastern Carolina 
University?

A (Witness nods head in the affirmative)
Q And that was by a telephone call just two or three 

days prior to the taking of this deposition?
A That is approximately correct. Now I might add 

this: when we got applications we wrote back to some 
colleges to get their personal data on those individuals, 
but not to write to the placement bureau to ask them 
to please send all lists of applicants that you have.

Q Now isn’t it also true that there are a substantial 
number of Negro students graduate from East Carolina 
each year?

A I have no idea the number, but I’m sure there are 
several garduates.

Q Now what special efforts, such as personal visits, 
running down leads, and so forth, have you made to hire, 
over and above the normal for all teachers, to hire Negro 
teachers?

A I made a visit one Friday afternoon to a home in 
Martin County, a Negro family lives there. There are 
eight children in the family. And barring any accidents, 
seven of those eight children will graduate from college. 
I think four, maybe five, already have. Three sisters 
have graduated from college. And I personally talked 
with them, their mother, and the family for about one 
hour and a half.

Q In their home?
_ A In their home. I left with them— with the three 

sisters an application and asked them to return it if  
they were interested. They did not return those applica­
tions and I think I know the reasons why for two of 
them. Two of them are teaching out of State. They 
make more money. One of them has been teaching in 
North Carolina in a particular system for six or seven 
years and is not ready to move.
. Q And did you in fact use all of your persuasive abil­
ities and had a keen desire to obtain the services and 
sign them up as teachers in Scotland Neck School Sys­
tem?



550

A Two out of the three I would not have hesitated 
one minute to recommend to the Board of Education. One 
perhaps lacked— perhaps lacked a little bit in experience, 
and the use of the language, I might have hesitated, but 
two out of the three I would not have hesitated.

Q Now, in regards to the— to the dropping of the 
trades and industries course from the curriculum of the 
Scotland Neck System for the year 1969-1970, I believe 
you testified, did you not, that from your observation two 
— determination that only two students out of the entire 
high school last year that attended Scotland Neck High 
School were actually enrolled in the T and I program to 
the best of your knowledge?

A  Well, the only basis I have to know that, I believe 
it was the principal’s final report. I’m not sure. I be­
lieve, too, the principal’s final report indicated the 
number of students enrolled in each particular subject. 
I believe it showed the figure two. It may have been a 
typographical error. And that’s the only thing I have 
to go on.

Q Now, Mr. Bailey, you’ve been employed in this job 
for a month and a half now. Why is it that you have 
not gotten further with your curriculum study? Would 
you explain that, please, sir?

A  Well, the superintendent’s job is new. I’m having 
to learn that, willing to learn that. It takes time. I’m 
trying to hire personnel, and I don’t know whether I 
should add this or not, but it is my belief that the chang­
ing of this hearing three times, four times, has inter­
fered with my job to some extent. It interefered with 
an interview. It interefered with a planned visiting or 
seeking of teachers on the first day scheduled by the sub­
poena when it was changed. And, actually, another rea­
son why we have not gotten on the curriculum study is 
that it involves teachers and teachers are not here yet. 
Our immediate plans are to open the school efficiently, 
get our organization underway, and at that time under­
take the curriculum study, which is the only sensible 
way to do it. We can plan in our minds, get an idea, 
a skeleton idea of what we are hoping to accomplish,



551

but to get down to the actual organization of commit­
tees, things of this nature, it would be rather foolish to 
begin this in my opinion until we get school open and 
things settled in school.

Q Would it be fair to say that you— that you have 
had and that you will have until the opening of school 
other administrative details which are absolutely neces­
sary to be accomplished, such as hiring teachers, making 
arrangements for the smooth flow of funds from the 
State and County, and the federal funds, and that type 
of thing which— without which the school cannot effi­
ciently operate and which you have been involved with 
and feel that they are the first thing that should be 
accomplished?

A Yes, sir.
Q Before the curricular study can get underway?
A Yes, sir. I think it would be very ill-advised to 

begin the curriculum studies before the opening of school.
Q Now, when you speak of this hearing being changed, 

what you mean is the taking of your deposition, isn’t 
that correct?

A That’s correct. Now I don’t know the circumstances 
for the changes. I have no idea. The only thing is that 
I know it interfered with planned teacher recruitment, 
and another day with a teacher interview.

Q And this is— is it not the third time that it has 
been set?

A Well— oh, I think I was scheduled on a Tuesday, 
the first— well, Tuesday— whatever the subpoena says—  
in the morning at 9:30. It was subsequently changed 
until the— possibly the next morning, and then I didn’t 
hear anything else from it until it was changed once 
again and I believe finally set for yesterday.

Q Now some mention yesterday was made concern­
ing possible expenditure of certain funds. I believe that 
the tax funds that— supplemental tax funds— the specific 
question being asked by Mr. Bourne was whether or not 
you would spend these funds or any portion thereof, or 
had planned to spend any portion thereof, for capital 
outlay. And I believe your answer was in general, was 
it not, that at least at this time you knew of no definite



552

plan by the Board of Education to use these particular 
funds for capital outlay, isn’t that correct?

A That’s correct.
Q Now, based on what you have seen of the facilities, 

the physical plant, since you’ve been here, a month and 
a half or so, can you foresee— do you foresee the need 
for capital outlay or certain funds being set aside for 
capital outlay for improvement of the facilities?

A Yes, sir. Specifically, the majority of the buildings 
are old, the plant is small, the gym facilities would— are 
poor. There is the need of— in my opinion there is al­
ready the need of new facilities, new plant, in order to 
improve not only the condition of the old ones or to re­
place the old ones but to improve the size of the facilities.

Q And, Mr. Bailey, isn’t it true that even in the 
State School Survey made in, I believe, in January of 
1968 that Scotland Neck— that the State Survey shows 
that Scotland Neck has more inadequate— in general, 
more inadequate classroom spaces and physical facilities 
than any other school in the whole Halifax County Unit?

MR. BOURNE: Objection. I don’t think he said yes­
terday that he was familiar with this sort of thing.

Q (Mr. Josey) Well, if  you can answer it in what­
ever way you can answer it, answer it.

A Not being familiar with the survey I can certainly 
say, in looking at the buildings, that the majority of our 
classroom facilities are inadequate.

Q And would you, based on what you have seen of 
these facilities, and based on what you know as an edu­
cator, the minimum standards of certain facilities should 
be, wouldn’t you— is it fair to say that— that there is 
no question but what additional physical facilities will 
have to be supplied and to be built in order to bring 
these facilities up to a reasonable standard?

A As I stated before, the size of the plant is too 
small, and it is my opinion that new facilities, more 
facilities will have to be built.

Q And isn’t it pretty obvious to you that— that the 
vast majority of the classroom facilities are extremely 
old and that very few classrooms and school facilities



553

have been built in the Scotland Neck School in the last 
twenty or thirty years?

A In what— in the facilities that we now operate, the 
majority of the buildings are old, some built some— as 
old as fifty years I suppose, and the majority of them 
have not been built in the last twenty or twenty-five 
years according to the building dates on the— that the 
architect gives.

Q Now, Mr. Bailey, isn’t it true that Scotland Neck 
School Administrative Unit, under the present plans, will 
in fact be for the year 1969-70, and thereafter, be oper­
ated as a completely integrated unitary school system as 
you understand the term to be?

A That’s correct.
Q Do you know of any other school in Halifax County 

that, under the present plans, that will be so operated?
A I do not.
Q Now on yesterday, Mr. Bailey, Mr. Bourne asked 

you if you—if you know of any administrative difficulties 
which would occur in the unlikely event that the Court 
on the 25th of August 1969 were to allow the United 
States Government’s motion to enjoin the Scotland Neck 
School from operating under the— under the Scotland 
Neck School Bill and would prevent the Scotland Neck 
School Board from functioning, and would in fact turn 
the school over to the Halifax County Board of Education 
for operation during the year 1969-70 pending the final 
outcome of the trial of this matter, and I believe you 
stated, did you not, that you had not given any thought 
to that and were at that time, when he asked you the ques­
tion, really didn’t— had not given enough thought to know 
what administrative difficulties there were— isn’t that ba­
sically what you told him yesterday?

A As I told him this, this possibility— I had not given 
it thought because we were trying to go along on the 
function that we would operate— in order to get the 
school ready to operate. I also told him that one way 
that I could go through this was to sit down and put 
myself in the position whereby this would have to occur
and then I could come up with some problems that vou 
run into.



554

Q Since yesterday have you given it some considera­
tion and do you now know of and have some additional 
ideas about what administrative difficulties would occur?

A Well, let’s assume that the Scotland Neck City Sys­
tem would be again incorporated into the Halifax County 
System. We would still have your problem of setting up 
bus routes and transportation. The one that occurred 
to me was money, since I would be involved. We now 
have our teachers under contract with the Scotland Neck 
City School Board. This is an agency of the State. And 
the question came to my mind legally how would we re­
solve either paying or transfering contracts from the 
Scotland Neck City School Administrative Unit to the 
Halifax County Administrative Unit. How would we de­
termine whether or not that legally a teacher was em­
ployed. The injunction hearing, as I understand it, will 
be the 25th. Teachers are scheduled to arrive the 26th. 
Some of them v/ill be here the 25th working. Those we 
could get in touch with perhaps— how would we get in 
touch with the others, indicating that they are under 
contract or not under contract— how would we be able 
to resolve all of this if the hearing is at twelve o’clock 
and the decision is rendered at one o’clock. We couldn’t 
do it.

Q Let me ask you if in fact each of the teachers that 
are scheduled to teach in the physical plant located in 
Scotland Neck is in fact under contract to teach and 
under contract with the Board of Education of Scotland 
Neck?

A That’s correct.
Q And they are in fact, and will not on the 25th of 

August be under contract to Halifax County?
A That’s right, not the way the State statutes now 

stand.
Q Of course, these State statutes over that have noth­

ing to do with the law that created the Scotland Neck 
School Administrative Unit, do they; they are another 
statutory body of laws that have been in existence for 
many years?

A That’s correct.



555

Q Now I show you here Defendant Scotland Neck Ex­
hibit 3.

(MARKED FOR IDENTIFICATION)
Q And ask you if that is a form, a blank form, of 

contract for professional service, North Carolina Public 
Schools, which form is drawn up in accordance with the 
State Superintendent of Public Instruction of North 
Carolina’s instructions and in fact obtained from that 
office?

A That’s correct.
Q And, of course, all of the teachers and personnel, 

other personnel of the Scotland Neck School Administra­
tive Unit who are at the present time under contract and 
who will be under contract on the 25th of August, 1969, 
and at the beginning of the school year, in this contract 
agree to work within this Unit only, isn’t that correct?

A The way the contract reads and my understanding 
of the contract is that they agree to work in a particular 
unit, not in a particular school, but in a particular unit. 
In other words, this, the contract that we have here, I do 
not believe could be legally transferred to Halifax County, 
Bertie County, or any other county.

Q And in your opinion if the Court— if the Court in 
fact granted the plaintiff in this case, that is the United 
States of America, its prayer for relief as set forth in 
its complaint and as set forth in the subsequent pleadings 
and motions filed to prevent the Scotland Neck School 
Board from operating under the— under Chapter 31 of the 
Session Laws of 1969, and to prevent the Halifax County 
Board of Education from operating under a freedom of 
choice for the year 1969, do you have an opinion as to 
whether or not a number of the school teachers who 
have already signed a contract with the Scotland Neck 
School Administrative Unit would not voluntarily sign 
such a contract with Halifax County School Board?

A If we assume that the people now under contract 
with the Scotland Neck City Board of Education would 
be asked to move into locations new to them on the 25th, 
on or about the 25th— maybe the 26th— and due to other 
chaotic conditions that would exist, I think you would find



556

some would not agree to teach in this situation. You may 
even find some who might try and determine whether or 
not they could receive salary legally by not doing anything 
because they’ve been under the contract with the Scotland 
Neck City Board of Education. I’m certain that many 
teachers and workers would give serious consideration to 
not moving into another system under these conditions. 
It is rather difficult to expect teachers and administra­
tors to operate an orderly process of education under 
stuff such as this.

Q And that would particularly be true because of the 
time element involved in attempting to reshuffle stu­
dents and teachers some one day, at the most two days, 
before school opened, isn’t that correct?

A That is true. And one other aspect of the teachers 
concerning this, we would have to assume if this occurs 
that there would have to be a minimum delay of— this 
would be just transferring of bodies— of perhaps two to 
three weeks. We have many teachers who continue their 
education during the summer— these summer— these col­
leges or summer programs— and they begin on— I would 
estimate— maybe June the ninth or tenth. By necessity 
our school year would be pushed back so far that they 
would not be able to enter. This would interfere with the 
professional growth of a teacher.

Q In other words, what you’re saying it would appear 
that if a temporary injunction was entered against Scot­
land Neck School and/or the Halifax County Unit, that 
it would almost follow as a necessity from an administra­
tive standpoint that school would have to be delayed some 
several weeks in order to make any substantial change in 
the plan of operation of the Scotland Neck Unit in rela­
tion with the Halifax County School, is that correct?

A Yes, sir. It is my belief, and having seen this 
from experience in Bertie County, that effective school 
organization and scheduling has to be planned in advance. 
If we come up on the 25th or the 26th and they say you 
cannot operate, some other plans are going to have to be 
devised and worked out, these plans will include the re­
registration of students, reassigning of teachers, ne­
gotiating legally of the contract, this takes time. In my



557

estimation you can change bodies and you can change 
desks in maybe two or three weeks, but in order to get 
the students effectively registered, this takes a little 
more time.

Q Now, assuming from Mr.— from the attorney’s 
questioning, attorneys for the United States Government, 
Mr. Bourne and Mr. Kennedy, assuming from their 
questioning that the United States Government is request­
ing the Court to require the Halifax County Board of 
Education to emplement the interim plan for the schools 
located—which were located last year, in 1968-69, in the 
Halifax County Unit, to implement the interim plan 
to set forth by— as proposed by the State of North Caro­
lina in its December survey, December 1968 survey, which 
includes transferring all of the— strike that word “ trans­
ferring”— of placing all high school students in grades 
ten through twelve that are presently in the Brawley- 
Scotland Neck High School District to the physical plant 
which is known as the Scotland Neck School, that is, the 
main campus of Scotland Neck School, which of course 
includes the primary grades, the old grammer school, 
what administrative physical problems would exist in ac­
complishing this after the 25th of August, 1969, for the 
1969-70 school year?

A Well, as I understand it now, this would— what 
we’re saying is that what is now Scotland Neck High 
School would become a senior high school?

Q That’s correct, under the interim plan as I under­
stand it.

A And am I also to assume that we will— I believe 
yoû  stated, or did you, where would the students for the 
junior high, eighth and ninth—

Q Well, let’s just take first the main school location.
A Okay.
Q Which last year, in Scotland Neck, which last year 

housed the grades one through— one through six and 
nine through twelve of certain students in the County, 
and assume, as I understand the interim plan of the 
North Carolina Public School Survey, take out all of 
those one through nine, that is, those students, one through 
nine, who would normally attend that school district, that



558

physical location, and place all of the students, ten through 
twelve, that is, those who attended Brawley last year and 
those who attended Scotland Neck and who are scheduled 
to attend those two schools under the present plans, and 
put all of the ten through twelve students in that physical 
location, and only those students, what administrative or 
physical problems do you see occurring?

A  Well, of course, you still— we would assume here 
that transferrings would be involved, and we can never 
ignore that because that takes time. There would be the 
problem of once again re-registering students, and I’m 
not certain as to the number of students involved, but I 
would assume that it would be rather crowded when 
you put tenth, eleventh, and twelfth graders in quarters 
that have been designed for students in grades one 
through six.

Q What do you mean by that? Are the desks, the rest 
rooms, and that type of thing different for students one 
through five, six, seven, primary grades, than it is for 
high school students?

A Desks are, of course, different sizes for the differ­
ent age groups. You do not use the same desk for a 
first grader that you use for a senior, and, consequently, 
you use different height urinals, different height com­
modes to some extent, and if the building has these, it 
would be a little bit cumbersome proposition for the larger 
students— they might even resent it— I don’t know.

Q Physically, could a two hundred pound junior or 
senior boy sit in a desk designed for a first grader?

A No, sir.
Q What would have to be done in order to adapt that 

to a tenth or to a twelfth grade?
A Transfer of equipment would have to be under­

taken, if the equipment is available, and we assume that 
it is. It would have to be transferred. Remodelling—I 
would think it would certainly be in order in the bath­
rooms, things of this nature. We would have the prob­
lem, as I said before, of accommodating— even if it’s 
the same number of students involved, we’re talking 
about different sized students, so we have the difficulty of 
using the same amount of space for these same children,



559

same students, different desks, more lab space, things of 
this nature that are geared to high school curriculum.

Q Would the lab facilities at the Scotland Neck School, 
present lab facilities, be adequate for a high school of 
more than tiwce the number of high school students that 
now exist?

A No, sir, unless it’s different from what I have seen, 
it would not.

Q Would there be any— strike that. Are there— cer­
tainly—library books available for primary children now 
physically—library facilities physically located in the 
main building on the Scotland Neck campus which would 
not in any way be needed or adequate for high school 
students?

A Library books, once again, are geared to the level 
of interest of students. High school students do not 
read the same books as your primary grade students, and 
in order to have an effective library program the library 
would have to be transferred to the location on the stu­
dents, wherever the students go then the library books 
would have to go. And this involves more than just 
loading them in a truck, backing up to a door, and dump­
ing them out. These books have to be catalogued, main­
tained, checked, and filed by your librarian or assistant 
in the library. You just don’t back up and load them and 
dump them out. You can do thus but, here again, that 
is not a mark of an effective school system.

Q And at least the Halifax County Unit will not on 
the 25th of August have any of the seventeen-odd teachers 
that are now— will be under contract with the Scotland 
Neck School Administrative Unit; they will be short that 
many teachers, isn’t that correct, to teach those number 
of students?

A Unless something could be done about the contracts, 
and I can’t see where it can. They would not be under 
contract with the Halifax County School System. And, 
as I stated before, there’s a very good possibility, even if 
the contract situation could be worked out, that some of 
them would not go simply because of the chaos, the con­
fusion for them not being able to do what they’ve sup­
posed to do— is teach children.



560

Q Now, as I understand it, from your experience, it’s 
a teacher under contract to a particular unit under the 
law and under the contract can be assigned against her 
will if  necessary, or against his will if  necessary, into any 
school within that administrative unit?

A This is my—
Q But he cannot be assigned outside of the unit?
MR. BOURNE: I object. That calls for a legal opin­

ion.
Q (Mr. Josey) Well, hasn’t that been your experi­

ence?
A This is my understanding.
Q Even by a federal court judge as far as you 

know?
MR. BOURNE: Object.
MR. JOSEY: Go ahead and answer it.
A I assume this is correct.
Q (Mr. Josey) Now do you know of any way that 

the State of North Carolina under the— under the policies 
and laws as set forth, other than the law— Chapter 31— 
creating— of the Session Laws of 1969, creating the Scot­
land Neck School Administrative Unit, could pay a teach­
er or could refuse to pay the teacher who had signed a 
contract with the Scotland Neck School Administrative 
Unit; do you know of any way that they— that those 
teachers— that the State of North Carolina could refuse 
to honor the contracts that have already been signed?

A I know of none. Now I might add this: legally, 
now, the teachers who are under contract with the Scot­
land Neck City Board of Education, the only way they 
can receive a pay voucher is with the signature of the 
Chairman of our Board of Education, and my signature 
as secretary. I f an injunction were served and we were 
no longer permitted to operate, we could not sign these 
vouchers.

Q And as far as you know the money under the laws 
of the State of North Carolina has been allocated to 
the Scotland Neck School Administrative Unit in Dr. 
Craig Phillips’ office and that money under all the body 
of laws of North Carolina, none of which has yet been 
declared unconstitutional, certainly not the vast majority



561

of it, that money would be allocated to pay these teach­
ers certainly in the event that six months from now, one 
year from now, or whenever it is, a final judgment is 
entered determining that that law is constitutional?

A The way the State allots this money, they allot it 
monthly. The money is available and we make a request. 
This is pure paper work. We make a request to the State 
for the money and then the money is certified to us and 
we pay—we pay the teachers. Now the State has the 
money.

Q So long as— the State is not going to have the money 
to put aside for the eventual payment of these contracts 
and at the same time pay additional— the teachers for 
Halifax County to operate under the same— for the same 
students?

A In other words, you’re talking about hiring sev­
enteen more teachers to teach the same number of stu­
dents and still honoring the same contracts of these sev­
enteen, these high school—

Q Right.
A I would guess that the State has not budgeted money 

for this situation.
Q So, in effect, you’re saying that this— the issuing 

of a temporary injunction in a case of this nature is en­
tirely—that is, as far as the teacher pay and teacher con­
tract—is entirely different from the issuing of a tem­
porary injunction against a— one unit as a whole and the 
Court requiring teachers to shift from one school to 
another?

A I think it is different.
Q Now the policy that Mr. Bourne asked you about, 

the Board of Education of Scotland Neck had set con­
cerning permitting students who live outside the cor­
porate limits of Scotland Neck and outside the limits of 
the school administrative Unit of Scotland Neck, allowing 
those students who live outside of those boundaries to 
come in, is set, is it not, in accordance with other laws 
of the State of North Carolina other than the particular 
statutes that created this Scotland Neck School Adminis­
trative Unit?

A My understanding, that it does exist elsewhere.



562

Q And as far as you’re concerned and the Board is 
concerned, you are merely operating or have set this pol­
icy to operate as you understand is legal and lawful for 
every other school unit, school administrative unit, in the 
State of North Carolina, isn’t that correct?

A That’s correct.
Q And isn’t it true that in the event that the Court 

were at some time to say for one reason or the other 
that Halifax County School Administrative Unit could 
not permit these students to come into the Scotland Neck 
School Administrative Unit, that Scotland Neck School 
Administrative Unit could and would operate without 
them?

A I would certainly think so.
Q And would, of course, still he a complete— com­

pletely integrated unitary school system as far as you 
visualize it in operating and in complete compliance with 
the Civil Rights Act of 1964?

A It would be.
Q Is it not your information that the regional head 

of the Department of Health, Education, and Welfare 
out of Charlottesville, Virginia, a Mrs. Sorenson, has pub­
licly stated that as far as she could determine that such 
— that Scotland Neck School Unit specifically would— as­
suming they are permitted, every student, black and 
white, to go to the same school and in fact assign them 
to the same school, that it would be, as far as she could 
determine at that time, would be in complete compliance 
with the Civil Rights Act and any other policies that the 
H.E.W. set— is that your information?

A I have not seen that in writing, however, I have 
talked with Mr. Bob Strothers, who is assistant super­
intendent in Raleigh, and he indicated to me vocally that 
we would be in complete compliance. I have subsequent­
ly written a skeleton outline of our decision plant to Mr. 
Strothers. He at this time has not returned it, but it’s 
my understanding that, as far as the guidelines are con­
cerned, that we will be in complete compliance, giving us, 
incidentally, a chance to know what we’re going to do 
from year to year so we will know how to operate.

Q Now, Mr. Bailey, yesterday, and in direct examina­
tion by Mr. Bourne, he asked you certain questions which



563

related to more or less a comparison of the curriculum 
and plans that you had with the operation of the Scot­
land Neck School Administrative Unit as compared to, 
basically, the curriculum and operation of schools in pre­
vious years under the Halifax County Board of Educa­
tion, and I believe that you did in fact give him certain 
things that you had planned for, and in essence compared 
your curriculum, proposed curriculum for 1969-70, par­
ticularly course offerings, with those in the past, isn’t 
that correct?

A That’s correct.
Q Now I will direct the next series of questions to a 

comparison with what you visualize this Scotland Neck 
School Administrative Unit, that is, the academic prog- 
gress which you may visualize and the proposal for the 
long-range goals of the Scotland Neck School Administra­
tive Unit and whatever advantages that you see exist in 
a unit of this size as compared to a larger, more spread 
out, physically spread out unit which the Scotland Neck 
School was in-previous to the creation of the Scotland 
Neck School Unit, and ask you if in fact you see any 
educational advantages in Scotland Neck School Admin­
istrative Unit over a unit which it was previously in?

A Well, as I stated yesterday, most of my views 
given yesterday was from— as far as what has been de­
cided by the Board of Education, the views that I would 
give now would be my own personal views and the things 
that I could foresee as possibilities for the Scotland Neck 
City Administrative Unit. Number one, I think— and 
these may or may not necessarily be in the order of pri­
ority, but we mentioned before our curriculum study. 
I think this is important and I ‘m not saying that this 
hasn’t been done before in the County. I do not know 
whether it has or not. But I do know that we will be 
able to carry out a curriculum study; we will be able to 
follow up this curriculum study and recommendations we 
find from this. Now, going along from what I see de­
veloping from the curriculum study, studying of the plant 
facilities, for example, how adequate or inadequate are 
they, do we need more or do we need less. And I can 
foresee that we will need more and better physical fa­



564

cilities in the Scotland Neck City Administrative Unit. 
We will have more funds with which to work along these 
lines. We will be able to utilize our extra money— if you 
would like to call it that— in other areas other than just 
the physical plant. As I said yesterday, no plans have 
been stated concerning teacher supplements but this is— 
certainly will receive top priority in our investigations— 
the possibility of teachers supplements. We will also 
utilize— I foresee utilizing teachers to reduce class load.

Q Let me ask you about teachers supplements. Do 
you consider the supplements for teachers in certain 
cases necessary in order to obtain adequate teachers or 
adequate qualified— adequately qualified teachers?

A In some areas we find that this is true. For ex­
ample, supply and demand of teachers dictate their sal­
ary I think or what they will work on in some specific 
areas, such as your math area, math and science area. 
This sometimes does require specific supplements. In 
some cases your special teachers. If you go into— our 
curriculum study indicates you need band, for example, 
you certainly do have to supplement the band instructor 
to get him in, so in some instances supplements are nec­
essary.

Q I believe you also testified that you were approxi­
mately six or seven teachers short at the present time, 
that is, those that are under contract, and I will ask you 
if  the— having additional funds, supplementary funds, do 
you anticipate the possibility of using any of those funds 
for hiring of these teachers if it becomes necessary?

A If the money will make the difference, we have 
the money, then it could be spent to secure these other 
teachers.

Q Now in the Halifax County Unit, or any other 
unit which does not have supplementary funds, would 
this be possible or as practical?

A It would be possible I presume, however, I don’t 
know of— and here again I’m speaking from my own 
experience which is limited in area— I don’t know of it 
occurring other than in the coaching staff.

Q Are you saying that in a unit that has no supple­
mentary tax funds, such as Halifax County or many of 
the other counties, that it is a policy or not a policy to 
supplement teachers salaries?



565

A I don’t think you could say it is a policy either 
way. I think it might be isolated instances where it does 
occur where supplements are paid to special teachers. 1 
don’t think you would find it as a policy. I’m not familiar 
with the surrounding areas, but it is possible that the 
necessity of supplementing these teachers— of course, 
would be dictated by supply and demand, and other places 
may do it.

Q Well, is it not your— do you not know that— strike 
that. Isn’t it true that in this area and probably other 
areas of North Carolina that almost every city unit or 
unit that had a supplementary tax does in fact supple­
ment the salary of some or all of their teachers?

A I would guess so, yes, sir.
Q And would you say it is fair to compare the com­

petition which exists among superintendents and hiring 
teachers with the competition that industry and business 
has in hiring— hiring their personnel?

A It certainly is. And, incidentally, supplements are 
only one of the enticing benefits of teachers that can be 
used between units.

Q What are others?
A Well, an environment or atmosphere in which a 

teacher can teach not knowing, or knowing from one 
year to the next what they’re going to be able to do, not 
having this feeling of suspense hanging over them until 
August tenth; August eleventh come in and wholesale 
changes. This, believe it or not, has a lot to do with 
teachers wanting to teach in particular areas. Some­
times more so than money.

Q That is, a stabilized academic situation and the at­
mosphere, are you saying that this certainly is an en­
couraging feature to teachers and that this would enable 
a superintendent of a system which is stabilized and—  
to have an advantage in hiring teachers as compared to 
a unit that is less so?

A Beyond any shadow of a doubt.
Q And would you say that one of the advantages of 

a small—that is, a physicaly geographically small admin­
istrative unit over a large geographical school adminis­
trative unit is that the teachers in the small unit, re­



566

gardless of the number of students, but in a compact- 
physically compact unit, would at least know within just 
a mile or so where they are going to physically be when 
they sign a contract as compared to the more physically 
spread out unit?

A  Yes, for example, from— in our unit the teachers 
know that they will either be at the junior high school 
or at the high school.

Q Is that true when a teacher signs a contract in a 
county, say, as large as Halifax County Unit or Bertie 
County Unit, or Northampton County Unit?

A My experience in Bertie Unit is that they are not 
told; they do not know where they will be assigned.

Q Other than the procurement of teachers, do you 
see any other advantages, possible advantages, potential 
advantages, of the Scotland Neck School Administrative 
Unit over a larger unit?

A Well, continuing with the supplements of— supple­
ment of teachers, for example. There are other possible 
fringe benefits that are enjoyed in some other occupations 
that are not, as I understand it, here in this particular 
area. For example, hospitalization. Our extra money 
could be used as a fringe benefit in hospitalization. Extra 
sick leave for teachers. We could use some of our money 
in this particular area. And these things help, not only 
from a physical standpoint, but at least showing the 
teachers that we’re interested in and aware of their own 
well-being. This is important.

Q Is this not typical of any hiring practice where 
you have certain additional fringe benefits, such as hos­
pitalization, that type of thing, to offer to employees, 
whether they are teachers or whether they are engineers, 
or whatever it is, it’s a typical business—

A  From a business—
Q — advantage?
A — standpoint this is a fringe benefit that most of 

your industry does offer, however, I have been employed 
previously in the Bertie County Unit and I have never 
I have always paid my hospitalization.

Q Is there any— any possible advantage to having 
teachers aides?



567

A In my opinion there are certain functions per­
formed by a teacher that are non-teaching. We will never 
liquidate all of these. It is my opinion further that one 
of the ways that we can help promote the morale of the 
teacher and the efficiency of the teacher is the use of 
aides in clerical positions and the supervision of stu­
dents, to give the teacher a break, a scheduled break, not 
one where they think they’ll get one on Friday, but it is 
very—rather difficult to go to a classroom with a bunch 
of third graders— and I say ‘bunch’ in the strictest sense 
of the word— stay in there all day long and never— can’t 
get a Coca-Cola, can’t get a cup of coffee; you have to 
run out to go to the bathroom and run back. To me this 
would be one of the areas that we would certainly look 
at in hiring of personnel— to type up tests, do mimeo­
graph work and supervise students, to give the teacher 
an opportunity to relax for a while and then to go back to 
teaching.

Q Won’t Scotland Neck City Administrative Unit, as 
any other city administrative unit, have some funds from 
which this would be possible that a unit without a sup­
plementary tax would find more difficult?

A I think our position now is much more favorable 
than it would be without the tax. Well, I don’t know 
where the funds might come from in our particular situa­
tion if it were not for the extra money that we were 
getting.

Q What other advantages, what other potentials do 
you visualize for the Scotland Neck Administrative Unit 
in improving its school system over what it is now and 
what it has been in the past?

A I would like to continue along the lines of the 
teacher. Of course, it’s my firm belief that your educa­
tion, the backbone of your education is the classroom 
teacher and the welfare of that teacher is important, and 
the financial welfare, or what have you. The teachers 
must be able to enjoy an atmosphere in which they are 
free to teach, free to carry on educational experimenta­
tion. They must be in a position in which they can fur­
ther themselves professionally, and it is one of my desires 
—and this can be done at no cost to the teacher— to make



568

sure that all teachers, every teacher and principal, guid­
ance counsellor, myself, all of us be allowed to visit an­
other school location for one whole day, not for ten min­
utes or thirty minutes, but for one whole day, to do bas­
ically two things: to get an idea of methods, different 
methods, employed by other teachers, different techniques 
employed by other teachers, and then to come back and 
glean if that— the methods, techniques, or what have— 
that will work in their particular area. All of them are 
not going to work alike. I think that the teachers will 
benefit from that. And, as I said, this will be at no 
cost to the teacher. Here, again, is where we’re going 
to be helped by the community experience in Scotland 
Neck. I have no doubts whatsoever that we can get 
qualified parents to come in and work with these teach­
ers. While the teachers are visiting. The parents will 
do it on their own time and the teachers are not going 
to have a loss of that fifteen dollars a day for substitute 
teachers.

Q And in the event that qualified personnel were not 
available, is it not possible to have— pay substitute teach­
ers from supplemental funds?

A We would have the money for that purpose and 
it will be money well spent.

Q Do you see any other advantages that— or poten­
tials for the Scotland Neck School Administrative Unit?

A  Well, comparing the size of the County of Nor­
thampton with possibly that of Bertie with which I’m fa­
miliar, many times we have weather conditions prevail­
ing in the northeastern or northwestern part of the 
County, and Bertie, that would make it necessary to dis­
continue the operation of the school— the safety of the 
travel of the bus, icy roads. We have seen times in 
which one part of the county— it would be totally un­
safe to operate the schools while in another area, more 
concentrated area, they could be operated without any 
trouble. So we will be able to make these decisions local­
ly here. We will be able to operate our schools and not 
disrupt the schedules perhaps as is necessary on a larger 
scale, and, believe me, it’s necessary when you operate 
as the entire unit.

Q Now do I understand that it is the policy of all 
schools, including the Halifax County School, for school



569

to operate or not operate because of weather or other 
conditions as a total unit rather than closing down a 
particular location because of weather?

A I don’t know whether it’s a written policy or not, 
but where you have your transportation entwined, in­
volving all the schools especially, you’ll have one central 
high school, or for example, one junior high school where 
all students have to come in from all sections of the 
county, then by necessity they would have to show up. 
Now whether this is a policy or not I don’t know. One 
isolated instance, you may find where a school will not 
operate, for instance, because of a blown-up boiler, they 
can work out something on that, but normally if one 
stops the other stops in that particular unit.

Q And isn’t it your information that quite often the 
weather in the western and northwestern part of Halifax 
County is quite often more severe, particularly with ice 
and snow, than it is in our part, the Scotland Neck part 
of the County, and as a result occasionally each year 
where the Halifax County Schools are in fact closed as 
a whole because of the weather conditions, in the west­
ern part of the County, it would have been completely 
safe to operate and proceed to operate the Scotland Neck 
Schools?

A This would be my understanding.
Q Are there any advantages that you see as far as 

the Scotland Neck School Administrative Unit operation, 
as far as teachers meetings, and meetings of all the 
staff and faculty, as compared to county-wide or Hali­
fax County Unit teachers meetings?

A I see two major ones. And I might add in preface 
to this: that this has a lot to do with teacher morale, too 
—how many meetings, what do we talk about, where de 
we meet. These are important in a unit such as Scot­
land Neck. The meetings would be either held at the 
junior high school or at the senior high school, and I 
don’t know— either of those two places— and I don’t 
know the distance. Perhaps a mile or less, maybe more. 
In the county in which I worked previously some teachers 
had to travel as much as twenty miles one way to at­
tend meetings. They would get out of school at perhaps 
3:15 and the meeting would be at a quarter to four.



570

They would have to push the students out of the door and 
run to the meeting. They’re tired, bushed, don’t have 
time to relax. This is an imposition. This is one ad­
vantage. You reduce the amount of time involved in 
travel. Another one is this: from, well, just by sheer 
compactness we will be able to get our fingers on— with 
teachers meetings— the needs of our particular area and 
community, and we will be able, I believe, to develop more 
meaningful teachers meetings, and this is an imposition 
with your large unit where you have many schools, be­
cause School “ X ” over here may be wondering about 
testing; they need to talk about this. School “ Y ”  over 
here may need some help with transportation. And 
there’s no way in the world you could schedule an hour’s 
meeting that covers all of these things. I think we could 
very advantageously determine all of our meetings. One 
thing teachers do not like: they do not like to attend 
meaningless meetings. They do not like— they need to be 
well planned; they need to know where they’re going to 
be in advance and need to know when they can go down­
town, for instance, to get their hair fixed and not be in­
terrupted by having to go into a teachers meeting.

Q You’re not—
A  — about things I think he can supervise very close­

ly-
Q You’re not in any way by these remarks making 

disparaging remarks on the previous administration or 
the present administration of the Halifax County Schools; 
it is just the fact of a physical plant that exists in a 
larger physical unit, is that correct?

A As I see it, in my remarks, it’s not the fault of 
anyone. It’s from sheer necessity. I f you have a meeting 
in Scotland Neck and it involves all of the unit, then 
wherever they live in the Halifax County Unit, as it was 
before, then they have to come to Scotland Neck.

Q And it is your understanding that this— that Scot­
land Neck, of course, is approximately fifty or sixty miles 
from, let’s say, the Mclver School or the Littleton area, 
isn’t that correct?

A Well, this is fairly close. And if you even divide 
the distance, that’s 25 miles.

Q One way?
A Right.



571

Q Now, Mr. Bailey, in these remarks that you have 
made concerning advantages that you visualize in the 
Scotland Neck School Administrative Unit over the Scot­
land Neck schools being in the Halifax County system, is 
that— are you opposed— do you oppose the general theme 
and policy of the Governor’s Commission Report on con­
solidation—how does that fit into your thinking as an 
educator?

A When you’re dealing with education, education 
where you’re talking about the education of the indi­
vidual or the educational aspects of a community, you 
can never isolate one factor and basically all of your 
decisions on that factor. I’m sure that in some localities 
in North Carolina and others contemplating the compre­
hensive high school, for example, it is excellent. In other 
locations it may not be. It depends on several criteria. 
Size is only one of the factors involved.

Q When you say ‘size’ you mean the number of stu­
dents?

A The number of students or the physical size of the 
particular school district, but basically you cannot tie 
down an effective school program by saying 613 stu­
dents are needed for a comprehensive high school or 514, 
plus six special education teachers, are needed for an ef­
fective— I mean for a continuous progressive school or 
non-graded school.

Q Do you see any advantages in the Scotland Neck 
School Administrative Unit over its previous condition as 
regards to local participation, local support, local, to 
some extent, control as far as the local board is con­
cerned? Do you have any feelings concerning that as­
pect?

A Here, again, I think from sheer necessity, out of 
sheer necessity, when you have a local board of educa­
tion, that the Scotland Neck City Board of Education—  
five people, let’s say— they’re representing an area here 
that is so large; they can keep their finger on the pulse 
of the feeling of the people, and in doing so not only 
the Board of Education but school officials and teachers 
and others can react quicker in my opinion to the needs 
of these people, needs of the student, needs of the fac­
ulty, the needs of the community. This is an advan­
tage I think in this particular situation.



572

Q In other words, are you saying that the curricu­
lum study— the authority of the school board can be more 
concentrated and certainly more local and will enable 
the Scotland Neck School Administrative Unit to con­
centrate on— more pointedly on the problems that exist in 
this particular school and for these particular students?

A I do. For example, one that I found in the recent 
rains. I think Mrs, Caudle now has marked on her floor 
the number of places where we found leaks. ̂ Mr. Clark 
has indicated several places in the house adjoining where 
it leaks. I believe we can give more concerted efforts to 
particular needs, not only that go back to the instruc­
tional program— well, N.D.E.A. funds. I don’t know now 
in the new allotment whether that’s been reduced or 
not, but let’s say it has not and we have the money now, 
that we can determine the need, that we need to put in 
for matching funds in the N.D.E.A. If the government 
supports it, or the school, that’s $500.00. The govern­
ment matches it under N.D.E.A. That s a thousand dol­
lars that you can use for purchasing power for $500.00 
from local funds. I believe that we can determine put 
our finger on the needs of the school as far as the equip­
ment is concerned. You can’t spend this N.D.E.A. money 
just for anything, only equipment, any various equip­
ment, If we decide we need an incubator ot an oscillo­
scope and it’s pointed out we need it to go into that pro­
gram, we have the money and can put it in our pro­
gram and we can use it quicker.

Q What is an oscilloscope?
A You shouldn’t have asked that.
Q Do you really need one?
MR. BOURNE: I’d like to know generally.
A  Well, it’s something used in physics, for example, 

checking frequencies and things. It’s a scope that you 
can see and determine frequencies. Let me see what is 
a comparable piece of equipment? The new piece of 
equipment that we’re talking about for the hospital uses 
the screen type like this. The cardio— I don’t know what 
it is. But,‘ anyway, it’s used in physics. The cardio­
vascular machine I think. It’s— it’s used in physics,

Q To show the frequency of what?
A Well, frequencies of light. Well, maybe sound. De­

termine the frequencies of sound and things like this.



573

A science teacher, one that’s a little more up to date, 
can give you a better explanation. It’s been a long time 
since I worked with one.

Q Now isn’t it your information that there is no 
school anywhere in the Halifax County Administrative 
Unit, including the Scotland Neck School, which is ac­
credited by the Southern Association of Colleges and 
Schools?

A Well, now, from the— we have a list of— it’s a list­
ing from the State Department of Public Instruction 
giving the State Department personnel and superintend­
ents, and when the school is accredited, and as I recall, 
I have looked in the Halifax County area, including 
Scotland Neck, and to the best of my knowledge this 
is true. Now this— the one that I used in the 1967— no, 
it’s the 1968-69 edition.

Q Now do you anticipate that within a reasonable 
length of time that under the'—-in the operation of the 
Scotland Neck School Administrative Unit that you and 
other personnel involved could— would work towards, and 
feel that you have a good chance of, becoming accredited 
by the Southern Association of Colleges and Schools?

A Certainly there is a possibility and it would have 
to be long-range because I think you’re going to run into 
difficulty with the present facilities, for instance, the 
curriculum study, the information derived from the cur­
riculum study as of that time when that would be able 
to be undertaken. Certainly— the school from which I 
left is accredited by the Southern Association. I think 
it’s fine and I think it’s good, and I think it’s a com­
mendable goal to work for. It involves— mind you, this 
is where the money is important. You have to have so 
many volumes for the library, so many volumes for each 
student and spend about $25.00 on each student, and 
$3.50 for each book of a high school student, and you 
have to have ten of these. As of 1970 you have to have 
ten of these for each student. That’s $35.00 or $40.00 per 
student that you have to have, that extra money could 
be used in this area if it’s needed.

Q Well, wouldn’t you say generally that a school that 
is accredited by the Southern Association of Colleges and 
Schools would be certainly better educationally than a 
school that is not accredited?



574

A I think accreditation doesn’t guarantee anything. 
Perhaps it shows that you have the minimum students, 
but I certainly would think that a school that’s accred­
ited by the— both the State Department of Public In­
struction and the Southern Association of Colleges and 
Schools, that there’s always some improvement shown 
from schools accredited by these associations.

Q Woudn’t it be fair to say that at least it gives you 
a working basis from which it would be more likely that 
the teachers, that the school principal and superintendent 
could turn out a higher grade of students than if they 
did not have the facilities and other aspects that would 
enable them to be accredited?

A I think this would certainly be a correct assump­
tion. For example, there are minimum requirements in 
equipment, materials, teacher-pupil ratio, things of this 
nature.

Q What, if any, advantage to the Scotland Neck— 
educational advantage to the Scotland Neck School Ad­
ministrative Unit do you see in the mere fact that it 
has a superintendent?

A Well, if  we just— well, let’s compare it with an­
other unit, perhaps any other unit. You have one super­
intendent in large areas. You have several assistant sup­
erintendents, let’s say, but I dare say that if you take 
the student-superintendent ratio that ours would be rath­
er small; now that doesn’t mean anything unless the 
particular individual carries out the job that he’s sup­
posed to do in leadership and public relations to develop 
the school system. We would by necessity— well, not by 
necessity; by the mere fact that we have a superintendent 
and a principal, we would be able to offer in my opinion 
closer supervision of the instructional program. We 
would be able to offer or to react quicker, as we have 
said before, to the needs of the community, to the needs 
of the student, to the needs of the teachers. In my opin­
ion we would be able to give an instructional program 
that will be— depending, of course, upon the individuals 
involved— myself and others— we will be able to offer a 
closer supervised program, and when you do this you’re 
going to see an improvement in your program.

Q Comparing the Scotland Neck School Administra­
tive Unit with the Halifax County Unit, I believe you



575

know, don’t you, that the Halifax County Unit has, with 
out including the Scotland Neck students, has some— be­
tween nine and ten thousand students, that we have one 
superintendent and one assistant superintendent, which 
gives us a ratio of one superintendent or assistant sup­
erintendent to approximately four or five thousand stu­
dents, isn’t that correct?

A I’m not. sure. I’m not sure about the number of 
students, but it sounds reasonable.

Q And, of course, we in the Scotland Neck School Ad­
ministrative Unit will have one superintendent for ap­
proximately a thousand students, isn’t that correct?

A That’s correct.
Q So wouldn’t it be fair to say that that would en­

able you as a superintendent to spend much more time 
with your teachers, individual teachers, much more time 
on individual students obviously, than a superintendent 
and assistant superintendent of a unit that is consider­
ably larger in numbers?

A I think you can't deny this mathematically.
Q And that would ,of course, be even further, that is, 

the superintendent’s supervisory potential in a small unit 
such as Scotland Neck would be further enhanced by the 
physical compactness of the unit as compared to the 
physical size of the Halifax County Unit?

A Well, I can’t— of course, the size is similar again, 
but going back to Bertie County, we had two elementary 
supervisors and an assistant superintendent in charge 
of elementary instruction and one in charge of high 
school instruction, plus he also had the job of ESEA di­
rector, and they had quite a bit of their time travelling, 
plus they’d be paid for travelling, and they spent quite 
a bit of their time travelling from one school to another, 
and consequently it reduced— if they travelled thirty min­
utes, that’s thirty minutes taken away from the class­
room. I don’t care where they go, thirty minutes of 
supervision is gone. Once again, just from sheer geog­
raphy. And they leave a school where they supervise, 
and I dare say they don’t have that many supervisors. 
And this again is mathematicaly evident I would think.

Q Are there any other advantages that you see in 
general at this time of the Scotland Neck School Admin­



576

istrative Unit over a larger unit such as the Halifax 
County Unit?

A I don’t know. These are general conclusions that 
I have and I’m not saying it’s over Halifax County or 
Bertie or what have you. I do know for a fact that if 
we are permitted to operate as a city administrative 
unit, and we have said this before, we know from year 
to year what we’re going to be able to do. This will im­
prove the organization of the school. It will improve 
the supervision of the school. It will improve the morale 
of the teachers, students of the community, and especial­
ly teachers. They will know what to expect. We feel like 
we will be able to give them more time to do their job, 
and that is to teach and, very importantly, in my opin­
ion we will be able to provide a better atmosphere for 
instruction than they are now used to. And I’m not here 
again indicating anything against Halifax County. It’s 
true in Bertie County. The atmosphere for enjoyable 
teaching is gone and it needs to be revived. And I dare 
say that this unit will show an improvement m this area 
quicker than the County unit, any county unit.
' Q I will ask you if in fact this has anything to do 

with whether there are Negro children in the classroom 
or whites or mixed, or has anything to do with the color 
or race of the teachers or the students as such?

A To me, when— for example, I ’m hired to be in 
charge of the Scotland Neck City Schools. I had this 
same philosophy as a principal. I did not serve in this 
same capacity as a teacher. When integration, freedom 
of choice came about in Bertie County, I was principal 
of the Windsor Elementary School. My philosophy then, 
now, and will continue to be when a student is assigned 
under my supervision or in my charge— however you 
want to call it— they are still students—black, white, 
polka dot— they are still students, and it is my job, the 
teacher’s job to educate these students regardless of race. 
This does not bother me.

Q And don’t think it is fair to say that that really 
does not bother the vast majority of the teachers, but the 
only thing that bothers the teachers is not knowing what 
tomorrow holds in the way of organization, curriculum, 
or where they are going to be, who they are going to be



577

teaching, and where they are going to be teaching, and 
that type of thing?

A Very few teachers that I know of could— in fact, 
I could not name one— will say that I’m not going to 
teach the Negro child, the Indian child, or the Puerto 
Rican child. I know of no one who will say that. It’s 
the conditions under which they have to teach. I f the 
atmosphere is there for teaching the child, they are not 
going to isolate the Negro child or the white either. It’s 
not the aspect of integration that has interfered with 
the education. It’s the uncertainty of it. This has af­
fected it I’m sure, but it has affected it in the line of 
uncertainty.

Q And, of course, the implementation of an interim 
plan would be, where the interim plan may last for an 
indefinite period of time, would it not continue to leave 
this uncertain atmosphere in— whether it’s in the Hali­
fax County School or the Scotland Neck Schools?

A As long as the condition— the system is unsettled 
there is still that shadow of uncertainty. Well, I’m go­
ing to make this statement: there is a certain amount 
of uncertainty as far as the Scotland Neck City Sys­
tem is concerned.

Q Why?
A The Court— the injunction, or the Court brought 

the lawsuit. And I will make this statement— I cannot 
prove it in writing, but I will make this statement: that 
this uncertainty has interfered with our hiring of per­
sonnel. I make this declaration, that once this uncer­
tain’ y is relieved and we are operating as a city unit and 
the atmosphere that we have now going for education, 
we will not be faced with this difficulty of hiring teachers. 
It may take us two years; it may take us three, but once 
we get it estabished— it gets established we will not have 
this problem.

Q And would you say that includes Negro teachers 
as well as white teachers?

A Any teachers, I don’t care who they are, and ad­
ministrators. This has affected our hiring of a principal, 
and as long as the— this affects the hiring of personnel 
in Halifax County; it affects the hiring of personnel in



578

Bertie County. It helps deter and push good teachers 
into private schools. It has done it and will continue to 
do it. We are short of teachers now, and the ones we 
have are going out of the private— I mean the public 
schools and going into private schools.

Q And isn’t it also true that they are taking to the 
schools some of the teachers that you feel would otherwise 
accept jobs in maybe the Scotland Neck School or Hali­
fax County School, or Bertie County Schools, where there 
is this unsettled situation; it’s also running some of those 
teachers into units removed from this problem—

A It’s not only—
Q — of public schools?
A  Right. Well, it’s not only— this uncertainty affects 

whether or not a teacher is going to teach here. If she 
doesn’t come here, she’s going to teach some where else. 
The point: this uncertainty in my opinion— I don’t know 
of any affidavits to prove it— in my opinion is driving 
teachers out of teaching, is driving them into other 
businesses— insurance salesmen. It’s depleting our sup­
ply of teachers, and this is what we need to— we don’t 
have enough to go around. And I might add this: until 
the situation is cleared and until the teaching profession 
once again is restored into what I have referred to be­
fore, a career in which enjoyment is derived, we will con­
tinue to have problems in securing them.

Q Wouldn’t you say that it is a fair statement to 
make that teachers, a vast majority of them, prefer to 
teach in public schools because of retirement benefits, 
because of the pure service— the enjoyment of rendering 
a service to the public, other things being equal, other 
than these in private schools?

A Not only the teacher, but if education itself could 
be restored in some way to where not only teachers en­
joy teaching, but students enjoy going to school—  you’ll 
find that many of your students that go to private schools 
would rather'be in public schools—-more extra-curricu­
lar activities. For example, sports are offered _ more in 
public schools than in private schools, and this is an im­
portant part of their education, and in many cases they 
are being deprived of this in private schools. And your 
private schools are geared to the ones going to college



579

solely and primarily— most of them that are springing up 
now. They’re not going to have a class in special educa­
tion. No, sir. They’re going to have French and Latin 
teachers. They’re going to college, and it’s academically 
geared to college. And all students are not going to col­
lege. And I dare say— I have no idea what percentage it 
is here in Scotland Neck but I dare say it would be five 
percent.

Q And as far as you anticipate the Scotland Neck 
Unit it would not only be oriented towards those students 
who expect to go to college alone, but will be a broader 
approach to the needs of the students in this entire com­
munity, black, white, poor, rich, or otherwise, is that 
correct?

A Well, you’re talking about a total school program. 
You have to consider individuals, and to me it’s just as 
important to give an education to that child who has a 
mental ability of special education range as it is to the 
Phi Beta Kappa material, the point being that we don’t 
want to weaken— you must not weaken any other area 
at the sacrifice to strengthen another. You can’t do this. 
You’ve got to emphasize all areas of it. No schools yet 
has devised a system whereby they meet every need of 
every child. This is one of the utopian goals of educa­
tion. It will never be attained, but it doesn’t keep us 
from trying to move from this point up to where utopia 
is—where we can better get this. And this includes all 
students.

Q And do you feel that you can better accomplish this 
under the Scotland Neck City Administrative Unit than 
it was accomplished in the past under a large unit in this 
area?

A I can say only this: that the atmosphere and other 
criteria that we have talked about is more evident in this 
unit than I have seen since I’ve been in education, and 
I can say that unequivocably, that is, the atmosphere for 
community spirit, participation, the willingness to pay a 
little bit more money. Well, that’s already evident by the 
tax. The financial support is important; moral support is 
important, too. And it is more evident here than I’ve seen 
in a long time.



580

* * * *

AFFIDAVIT *

S t a t e  o p  N o r t h  C a r o l in a  )
) ss

W a k e  C o u n t y  )

Being duly sworn this affiant swears or affirms as 
follows:

1. I, Dr. J. L. Pierce, am the Director of the Division 
of School Planning, Department of Public Instruction, 
Raleigh, North Carolina, and have been in such position 
for eleven years. As such I supervise the work of the 
Division of School Planning, including in particular the 
conducting of school surveys done at the request of local 
administrative units in the State of North Carolina. 
Under my general supervision several such school sur­
veys have been conducted and the results thereof pub­
lished by my office in the past few years.

2. I am in general familiar with the contents of the 
Report of the Governor’s Study Commission on the Pub­
lic School System of North Carolina, which was published 
in December 1968. I participated in the research and 
writing of the Report as a member of the Committees on 
Financing the Public Schools and on Organization and 
Administration, and gave my approval to the section of 
the Report concerning school facilities. It is my profes­
sional opinion as an educator that the Report states 
sound educational principles concerning the size, organi­
zation, and reorganization of public schools and school 
systems for the children of the State of North Carolina. 
As a professional educator, I endorsed the recommenda­
tions made in the Governor’s Study Commission Report 
concerning size and organization of public schools and 
systems.

3. In the School Survey conducted under the auspices 
of the Division of School Planning in 1965, at the request

* Respondents object to the inclusion of this affidavit since they 
do not believe that it was received into evidence or is properly 
part of the record in this case.



581

of the existing Cherryville City Administrative Unit, 
Cherryville, North Carolina, the Survey Committee rec­
ommended that the Cherryville City system, comprising 
approximately 1,689 students, and some 3 elementary and 
2 high schools, be merged with the Gaston County Ad­
ministrative Unit. In 1968, both the Cherryville Unit 
and the Gastonia City Administrative Unit, which was 
larger than the Cherryville Unit, were merged into the 
Gaston County Unit. The cities of Gastonia and Cherry­
ville are located wholly within the Gaston County Unit.

4. In a separate School Survey conducted in 1965, the 
Survey Committee recommended that the Gaston County 
Administrative Unit merge with the Cherryville City 
Unit and the Gastonia City Unit. In the same survey 
it was recommended that the 19 separate taxing districts 
be eliminated and that only one taxing district be formed 
with an equal tax on a County-wide basis. On page 3 
of the Survey it was recommended that “ in an effort to 
provide an economic and well-balanced and comprehen­
sive program at the secondary level it is desirable to have 
a minimum of 20 to 25 teachers for each secondary 
school” and further, in the same Survey, with respect to 
the merging of the three administrative units, “ the pres­
ent formation of the administrative district lines no 
longer provides sufficiently for the educational needs of 
all children in the County.”

5. In April of 1965, a School Survey was conducted 
jointly with respect to the McDowell County Adminis­
trative Unit and the Marion City Administrative Unit. 
In 1963-64 these two administrative units had a com­
bined pupil average daily membership for grades 1-12 
of approximately 6,800. The Survey Committee recom­
mended that steps be taken to consolidate the two units. 
These units have since been merged.

6. The Division of School Planning in 1966 published 
a School Survey with respect to four administrative units 
located within Rockingham County; they are the Rock­
ingham County unit and the city units of Reidsville, 
Leaksville and Madison-Mayodan. The Survey Commit­
tee recommended that consideration be given to the 
“adoption of a long range plan by the establishment and



582

operation of one school system under the control of a 
single board of education and one administration for all 
the children in Rockingham County.”  Average daily 
membership for the four units was approximately 17,000.

7. The Survey Committee in February of 1966 recom­
mended that the Edenton City Administrative Unit and 
the Chowan County Administrative Unit be merged. At 
that time, there were in the two units a total of five 
schools, with a total of approximately 1,300 students en­
rolled. In 1967, the two units were in fact merged.

8. As a result of a joint School Survey in 1967 for 
the Cherokee County Administrative Unit, the Andrews 
City Administrative Unit and the Murphy City Admin­
istrative Unit, the Survey Committee recommended that 
one school system under the control of a single board of 
education and one administration be adopted for all of 
the children in the three administrative units of Cherokee 
County. The average daily membership for all three sys­
tems in 1965-66 was approximately 3,900 students. On 
July 1, 1969 these units were consolilated into a one 
county unit.

9. In 1967, a joint Survey was conducted with respect 
to the Moore County Administrative Unit, and the two 
city Administrative Units of Southern Pines and Pine- 
hurst. The Survey Committee recommended the merger 
of all three units. Such a merger took place in 1967.

10. With respect to the Tyrrell County Administra­
tive Unit the Survey Committee in a survey conducted 
in April of 1968, recommended that high school pupils 
from Tyrrell County and high school pupils from the 
adjacent area of neighboring Washington County, be 
jointly housed in a new consolidated high school.

11. The local administrative units of Lincoln County 
and Lincolnton City were the subject of a School Survey 
in 1968. The Survey Committee recommended the merg­
er of the two units.

12. In February 1969, a Survey Committee studied 
the three units of Burke County, Glen Alpine City and 
Morganton City. The Committee recommended the merg­
er of the three units into one single unit. The total aver­



583

age daily membership for the three units is approximately 
12,000. These units have since been consolidated.

13. Six years ago this Division conducted a school 
survey of Granville County and Oxford City Adminis­
trative Units, which recommended merger of the two 
systems. Subsequently the two systems have been merged.

14. In 1967 a survey was conducted which recom­
mended merger of Richmond County, Rockingham City 
and Hamlet City Administrative Units. These units were 
merged in 1967.

15. In 1966 Anson County Administrative Unit was 
merged with the Wadesboro and Morven City Adminis­
trative Units, following a school survey report which 
recommended such merger.

16. A survey committee recommended merger of the 
Freemont Administrative Unit and the Wayne County 
Administrative Unit in 1965. These have since been 
merged.

17. In 1965 a survey committee recommended consoli­
dation of the Tryon City and Polk County Administrative 
Units.

18. A 1962 survey recommended consolidation of the 
then units of Pasquotank County and Elizabeth City, and 
subsequently such a merger was effected.

19. There have been seven private schools created 
since 1965 in Halifax County and other North Carolina 
Counties adjacent to it. These are the Bertie Academy, 
first opened in Aulander, North Carolina on September 
30, 1968, and due to reopen in September 1969 at Merry 
Hill; the Roanoke-Chowan Academy, located in Windsor, 
North Carolina, and first opened September 6, 1967; the 
Franklin Academy, and the Franklin Christian Schools, 
both located in Louisburg, North Carolina on September 
9, 1968; the Enfield Academy, first opened in Halifax 
County on September 1, 1965 and now operating in Whi­
takers, North Carolina; the N. E. W. Christian Academy, 
first opened on September 12, 1967 in Sharpsburg, North 
Carolina; and the Halifax Academy, A  Christian School, 
Inc., located in Roanoke Rapids, North Carolina and 
scheduled to open in September 1969.



584

20. Prior to the creation in the Spring of 1969, of 
the three City Administrative units of Scotland Neck, 
Warren ton and Littleton-Lake Gaston, it is my informa­
tion that the next most recently created administrative 
units in North Carolina were the St. Pauls City Adminis­
trative Unit and Maxton City Administrative Unit, both 
created in 1953.

I make this Affidavit for use in the case of United 
States of America v. Halifax County Board of Education, 
C. A. No. 1128 (E.D. N.C., Wilson Division).

/ s /  J. L. Pierce 
J. L. P ie r c e



585

HALIFAX COUNTY SCHOOLS 
Halifax, N. C.

HALIFAX COUNTY BOARD OF EDUCATION 
DESEGREGATION PLAN

The Halifax County School System operates 18 public 
schools, 4 which are comprised of predominantly white 
students, and 14 consisting of all Negro students. There 
are approximately 10,655 students in the system. Of 
these, there are 8,196 Negro students, 2,357 white stu­
dents and 102 Indian students. There are in this system 
447 teachers; 322 Negro, 123 white, and 2 Indian.*

There is attached herewith and made a part of this 
plan a map of the Halifax County public school adminis­
trative unit marked Exhibit A  showing geographical 
areas I, A-E; II; III, A-C; IV, A-C.

1.
Beginning with the school year 1969-70, students re­

siding within areas III and IV will be assigned to schools 
within the areas as follows:

Ill Grades 8-12 Eastman School
HI (A) Grades 1-7 Hollister School
HI (B) Grades 1-7 Pittman School
III(C) Grades 1-7 White Oak School

IV Grades 8-12 William R. Davie School
IV (A) Grades 1-7 Aurelian Springs School
IV (B) Grades 1-7 Everetts School

2.
In Area V, all students, grades 1-12, will be assigned 

to Mclver School.
3.

Students residing in Area I, grades 9-12, would be 
assigned according to their choice to one of the follow­
ing schools:

Brawley High School 
Scotland Neck High School

* Based on data collected 10-4-68.



586

Students residing in Areas I ( A ) - ( D) ,  grades 1-8, 
would be assigned to the school within the area as fol­
lows:

1(A) Tillery Chapel School
1(B) Dawson School
1(C) Thomas Shields School
1(D) Bakers School

Students residing in Area 1(E) ,  grades 6, 7 and 8, 
will be assigned to Scotland Neck School; all other stu­
dents residing in Area 1(E) ,  grades 1-5, will be assigned 
according to their choice to one of the following schools:

Brawley School 
Scotland Neck School

4.
In Area II, all students residing therein in grades 7 

and 8 would be assigned to Enfield School; students of 
all other grades will be assigned according to their choice 
to one of the following schools:

Enfield School 
Inborden School

5.
The dual bus system presently used to transport stu­

dents to and from school will be eliminated and buses will 
be operated without regard to race.

6.
Any student assigned under the above plan to a school 

where there is less than 15% of his race or less than 
15% of the race different from his own by request timely 
made may be assigned to a school where such condition 
does not exist, provided such student furnishes his own 
transportation.

7.
Staff and faculty shall be assigned as far as possible 

to constitute the same ratio between Negro and white 
races as exists in the student body and no school faculty 
shall be comprised of less than 12% of either Negro or 
white.



587

“A ”
Survey/ HALIFAX COUNTY SCHOOLS
Conducted b y / DIVISION OF SCHOOL PLANNING, 

Department of Public Instruction, Raleigh, North 
Carolina

Directed b y / J. L. Pierce, Director, Division of School 
Planning

SURVEY COMMITTEE
C. R. Calhoun, Supervisor 
Federal Programs— ESEA Title II 
State Department of Public Instruction
Mr. J. C. Manning 
Former Superintendent 
Martin County Schools
Walter McCraw, State Supervisor of
Curriculum Development
State Department of Public Instruction
Robert A. Pittillo, Associate Professor 
Department of Education 
Duke University
Donald G. Tarbet, Professor 
Education Department
University of North Carolina at Chapel Hill
Nurham 0. Warwick, State Supervisor 
Programs for Students with Special Needs 
Division of Vocational Education 
State Department of Public Instruction
Ben D. Quinn, Educational Consultant
Division of School Planning
State Department of Public Instruction

September, 1968



Conducted fo r / BOARD OF EDUCATION, HALIFAX 
COUNTY, NORTH CAROLINA

C. M. Moore, Jr., Chairman
H. L. Harrison
C. H. Leggett
Mrs. J. C. Shearin
J. D. Whitehead
A. G. Wilcox
Mrs. A. L. Williams

SUPERINTENDENT OF SCHOOLS 
W. Henry Overman

588



589

“ B”
FOREWORD

Organizing and conducting educational surveys of local 
school administrative units is a function and service of 
the State Department of Public Instruction. Specific re­
sponsibility for directing and supervising surveys, includ­
ing the selection of personnel to assist in all aspects of 
the studies, is vested in the Department’s Division of 
School Planning.

Comprehensive educational surveys are made by the 
Department upon official request of county and city 
boards of education, since it is they who have jurisdic­
tion over the schools in their administrative units. Simi­
larly, implementation of survey recommendations lies 
within the discretion and judgment of city and county 
boards. This official liaison between local and State school 
authorities gives validity to educational surveys and pro­
vides stability in their interpretation and implementa­
tion.

It is hoped that the findings and the recommendations 
contained in this report will be informative and con­
structive. The report should be analyzed carefully in 
terms of implications for improving school administra­
tion, school organization, facilities, and classroom instruc­
tion. Good schools are the result of thoughtful planning 
and forthright decision; this report is designed to stimu­
late action in achieving both these objectives.

As consideration is given to this report and as plans 
are developed for its implementation, the Department 
will be pleased to provide such additional consultative 
services as may be requested by the superintendent and 
the board of education.

C h a r l e s  F. Ca r r o l l  
State Superintendent 
Department of Public 

Instruction



590

“C”

INTRODUCTION
At the request of the Halifax County Board of Edu­

cation and the Superintendent of Schools, the Division of 
School Planning, North Carolina Department of Public 
Instruction, conducted a school survey for the board of 
education in September, 1968. The field portion of the 
study was conducted by a seven-member survey commit­
tee which spent two days in the school system. The com­
mittee held conferences with the administrators and vis­
ited each of the schools in the administrative unit.

Purpose
The purpose of the study was to determine the possi­

bility for improvement in the areas of facilities, organi­
zation, and finance.

Data and Procedures
Data used in the survey were obtained from (1) the 

office of the Halifax County Superintendent of Schools, 
(2) records of the North Carolina State Department of 
Public Instruction, (3) State and Federal publication, 
and (4) visitations and observations at each school.

This report is organized in six sections, with a sum­
mary of the findings and recommendations being pre­
sented in the first section.

It is desired that this report provide the basis for the 
development of long-range plans with regard to school 
organization, programs, and facilities. The long-range 
plan of action, whether it be endorsement of the sugges­
tions in this report or the rejection or modification of 
them, should he reviewed periodically to insure keeping 
current with modern educational developments.

*  *  *  *



591

SUMMARY OF FINDINGS

A summary of findings concerning the community, 
school finance, the school population, the school system, 
and school facilities are brought together and presented 
under these subheadings.

The Community
Population increased in Halifax County between 
1950 and 1960 from 58,377 to 58,956 or a total of 
579.

. One population projection shows a decrease to 57,195 
between 1960 and 1970 and a further decrease to 
55,046 between 1970 and 1980.

. Nine townships increased in population between 1950 
and 1960 while twelve decreased in population for 
the same period.

. Two adjoining counties, Nash and Edgecombe, showed 
an increase in population between 1950 and 1960 
while four adjoining counties, Warren, Northamp­
ton, Bertie and Martin, showed a decrease.

. In 1960 there were 28,023 people in Halifax County 
19 years old and younger and this is projected to 
decrease to 26,134 by 1970.

. The birthrate per 1,000 people dropped from 25.6 in 
1962 to 20.1 in 1966.

. Halifax County had 920 people going out of the 
county for employment in 1960 and had 1536 com­
ing into the county for employment. The largest 
number of these went to Northampton County and 
the largest number came from Northampton County.

. The median number of school years completed by 
those who were 25 years of age and older in 1960 
was 7.4 years.

. In 1960 Halifax County had 6,636 families with in­
come of $3,000 or less. This represents 52.6 percent 
of all families.



592

. From eleven categories of occupation, the category 
of operatives showed the largest number employed in 
the county.

School Finance
. The Halifax County Board of Education has an 

adopted student fee schedule. There are general fees 
charged to both elementary and high school pupils 
and special fees for various secondary course offer­
ings.

. The total county tax rate for 1968-69 is $1.50. The 
schools receive $.855 of this amount.

. The assessed valuation in 1968 was $109,482,327 and 
the assessment ratio was 40 percent. The 1969 esti­
mated assessed valuation was $112,000,000.

. The date of the last revaluation was 1967.

. The present bonding capacity of Halifax County for 
school purposes is $3,974,116.00. This figure was de­
rived by taking the county’s maximum bonding ca­
pacity of $5,474,116.35 and subtracting the county’s 
school indebtedness of $1,500,000.00, (1968 data).

. Halifax County Board of Education has $872,052.88 
in capital outlay funds available from the 1963 
State Bond Funds.
The taxable property in back of each pupil in Hali­
fax County in 1967 was $6,905.65.
An analysis of the current expense disbursements
from all sources in 1966-67 shows:

Amount Percent

$ 89,601.10 General Control 2.2
3,272,254.28 Instructional Services 80.0

156,028.62 Operation of Plant 3.8
118,602.46 Maintenance of Plant 2.9

50,002.68 Fixed Charges 1.2
405,235.67 Auxiliary Services 9.9

Total $4,091,724.81 100.0



593

The total per pupil expenditure for current expense 
from all sources in 1966-67 was $444.69.
In 1966-67 the per pupil expenditure from local 
sources for the Halifax County Administrative Unit 
was
(1) $22.93 below the State average for county ad­

ministrative units.
(2) $45.40 below the State average for city admin­

istrative units.
. During the period between 1962-63 and 1966-67 the

per pupil cost in capital outlay from local sources 
fluctuated from $12.35 in 1962-63 to $20.20 in 1966- 
67.

. In 1967 the per pupil expenditure for debt service 
was $12.72.

The School Population
. The total professional staff for 1966-67 was 449.
. The total number of teachers and principals for 

1966-67 was 442.
. The 1967-68 professional staff/pupil ratio for the 

unit was 24.2 and the classroom teacher/pupil ratio 
was 25.6 for the same period.

. In 1967-68 there were nine teachers, or two percent, 
holding less than a North Carolina Class “ A ”  cer­
tificate.

. The administrative unit has four teachers (profes­
sional staff) paid entirely from local funds in 1968- 
69.

. A five-year pupil population projection shows:
(1) A decrease of 262 pupils in grades 1-8 from 

7466 to 7204.
(2) A decrease of 292 pupils in grades 9-12 from 

3107 to 2815.
(3) A decrease of 554 pupils in grades 1-12 from 

10,573 to 10,019.



594

. There are 382 resident pupils attending schools in 
other administrative units (1968-69). Estimated

. There are 65 nonresident pupils attending schools in 
the Halifax County Administrative Unit (1968-69). 
Estimated

. Out of the 960 pupils that were enrolled in the 
eighth grade in 1962-63, 552 graduated in 1967.

. Out of the 552 graduates in 1967, 102 or 18.5 per­
cent entered either a four-year college or a two-year 
college or its equivalent.

The School System
. There are 18 separate schools in the Halifax County 

Administrative Unit; eight are union schools, nine 
are elementary schools, and one is a high school.

. The number of secondary course offerings range 
from 44 at Brawley to 28 at John A. Chaloner.

. Most of the schools in the unit are either accredited 
or being accredited by the North Carolina State De­
partment of Public Instruction. None of the schools 
have been accredited by the Southern Association of 
Colleges and Schools.

. The number of library books per pupil range from 
12 at Hollister to six at Inborden Elementary.

. In special education, the unit has ten classes of edu- 
cable children and four speech and hearing teachers.

. All schools in the unit serve a type “A ” lunch daily.

. Many of the schools are too small to operate a food 
service program efficiently.

. In 1967-68, Halifax County operated 121 buses and 
transported 9,872 pupils daily.

School Facilities
. A compilation of data related to the elementary and 

secondary facilities of the administrative unit is 
given on pages 78 and 79.

. A  map indicating the present schools and their loca­
tions follows.



595

6





597

Major Problems
The findings of the survey indicate that there are some 

major problems facing the schools in the Halifax County 
Administrative Unit. The problems are (1) small ele­
mentary schools, (2) small high schools, (3) inadequate 
financial support for the current expense operations and 
the capital outlay needs, and (4) the shifting of pupil 
population brought about by the 1964 Civil Rights Act.

Recommendations
The recommendations that follow are based upon the 

findings of this study and the professional opinions of the 
Survey Committee. These recommendations may be used 
in any manner deemed feasible by the officials of the 
Halifax County Schools.

Basic
Although the purpose of the survey was to study the 

organization, finance, facilities, and special areas of con­
cern of the Halifax County Board of Education and to 
make recommendations accordingly, the Survey Commit­
tee suggests that consideration and study be given to 
merging the county unit with other administrative units 
in Halifax County.

Basically, the Survey Committee recommends that every 
effort be made by the officials of the Halifax County 
Administrative Unit to assure, insofar as possible that 
(1) each secondary student will have an opportunity to 
attend a comprehensive high school; (2) each elementary 
student will have an opportunity to attend an elementary 
school having a non-teaching principal, two to four teach­
ers per grade level, a full-time librarian, a pupil/pro­
fessional staff ratio of about 20:1, and adequate pro­
grams in the basic subjects as well as music, art, physi­
cal education, guidance, and special education; and (3) 
the unit will be prepared to initiate a kindergarten pro­
gram when a statewide program is established.

The Committee further suggests that areawide (sev­
eral counties and administrative units) planning and 
cooperation could produce for each unit, on a shared



598

basis, (1) a more specialized staff of professional and 
non professional supervisors, (2) a comprehensive edu­
cational media center, (3) broader and more specialized 
guidance services, (4) broader and more specialized 
maintenance programs, (5) an economical use of data 
processing, and (6) economy through more centralized 
purchasing and warehousing.

Reorganization

The Committee recommends that consideration be given 
to a long-range plan of reorganization that provides for 
two high schools (east and west), grades 9-12, to serve 
the entire Halifax County Administrative Unit. Elemen­
tary schools, grades 1-8, should be developed or main­
tained to meet the standards for elementary schools sug­
gested in the basic recommendations. This should not 
be construed to mean that elementary schools in various 
areas should not be paired or stratified. In fact, the 
Committee sees advantages in an organizational pattern 
that would establish middle schools and lower elementary 
schools and recommends this pattern in areas where it 
is feasible and practical.

Facilities

I f the above suggestions are acceptable, the Committee 
suggests that the following facilities be developed for 
long-range use. See Map 2.

Secondary, grades 9-12— Since the existing school 
facilities are not adequate to house the secondary 
pupils in the eastern or western areas of the 
county, the Committee suggests that two new 
plants be constructed, one in the east and one in 
the west, to house approximately 1,500 students 
each.

Elementary, K-8— The Committee suggests the fol­
lowing use of existing facilities for elementary 
purposes:
Aurelian Springs— Use all facilities on an imme­

diate basis. Replace all facilities constructed



599

prior to 1948 that will be needed for long-range 
purposes. The 1935 gymnasium building that 
has been converted into a classroom building is 
marginal and should be re-evaluated periodical­
ly-

John A. Chaloner— Phase out of use and raze all 
facilities constructed prior to 1950. The facili­
ties constructed during 1950 and after are sug­
gested for long-range use.

Mclver— Phase out of use and raze the 1925 and 
1930 classroom buildings. The 1941 band and 
shop buildings and the 1948 gymnasium are 
marginal structures and should be given addi­
tional study prior to any major renovations. 
All other facilities on this site are suggested 
for long-range use.

Pittman— Use all the facilities for long-range pur­
poses.

Scotland Neck— Phase out of use and raze and re­
place as needed the 1903 and 1923 classroom 
buildings. It is further suggested that the 1949 
building (1 classroom) be phased out of use for 
instructional purposes. The other facilities on 
this site and on the “ Junior High Site”  are 
suggested for long-range use.

Thomas Shields— Use and expand as needed for 
long-range purposes.

Tillery Chapel— Use all the facilities on an imme­
diate and long-range basis with the exception of 
the 1932 classroom building. This structure 
should be phased out of use and replaced.

White Oak— Use and expand as needed for long- 
range purposes.

William R. Davie— All facilities are suggested for 
long-range use. However, additional study is 
recommended prior to any major renovation of 
the 1940 classroom building.



Bakers— Expand as needed and use all facilities 
for immediate and long-range purposes.

Brawley— Use all facilities on an immediate basis. 
Replace all facilities constructed prior to 1942 
that will be needed for long-range elementary 
purposes.

Dawson— The 1938 classroom building should be 
phased out of use. All other facilities on this 
site are suggested for long-range use.

Eastman— Use all facilities on an immediate basis. 
The 1947 shop classroom building on this site 
is marginal and should be given additional study 
prior to any costly renovations. The other fa­
cilities are suggested for long-range use.

Enfield— Use all the facilities for long-range pur­
poses.

Everetts— Use all the facilities for long-range pur­
poses.

Hollister— Expand as needed and use all the fa­
cilities for long-range purposes.



Inborden Elementary - Use all the facilities for long-range purposes. • However,-.'.it;is] 
suggested, that interior finishes of this building be generally upgraded.

Inborden High - Use all the facilities for long-range use.

EAST - ENROLLMENT AND FACILITY DATA

SCHOOLS GRADES
Enrollment September, 1968

CLASSROOMS
\ -CLASSROOMS NEEDED- 
■ FOR SELECTED 
'■ GRADE ORGANIZATIONS

SUGGESTED 
FOR LONG . 
RANGE USE

ALL. 
AVAIL­
ABLE 'Ka 1-6 1-Sb 7-9 9-12' 10-12

Enfield 1-12 33 221 428 257 151 101 24° ' 24°

9-12
1,604 * 25 - 1 64 | + 10* 

1-8
3.624 . 25 =tl34 1

Inborden High 9-12 219 469 250 11= . ll6

Inborden Elem. 1-8 122 801 949 133 ‘ 28 . 28

Thomas Shields 1-8 26 149 203 38 10 10

Dawson 1-8 44 308 448 125 16 20

Scotland Neck 1-12 63 • 402 677 357 ' ■’ 302 • 220 ■' 15c - 35c '
K •
391-4. 20 » l 20 lBrawley 1-12 54 349 364 228 682 454 •’ 17° . ■34°

Bakers 1-8 24 207 ' 283 67 . 13 • 13

Tillery Chapel 1-8 25 201 272 71 7 11

Totals ■ 391 2,638 3,624 1,495 1,604 1.025 141 186

a Estimated
^ Includes special education
Teaching spaces including gymnasium, ..shop, etc.



0 5Oto
WEST - ENROLLMENT AND' FACILITY DATA

' CLASSROOMS
: •*. ' v'- ■ ■: -

Enrollment. Seotember. 1968
SUGGESTED 
FOR LONG

ALL
AVAIL-

' CLASSROOMS NEEDED 
FOR SELECTED 

GRADE ORGANIZATIONS■ SCHOOLS GRADES K* 1-6 1-8 7-9 9-12 10-12 RANGE USE ABLE
John A. Chaloner 1-12 : 57 ■ 383 393 92 287 195 17* 39*
W. R. Davie 1-12 78 ' 521 .834 411 282 184 29//- 29*
Mclver 1-12 45 302 312 89 260 171 20* 30*

1,537 * 25 = | 61 1 + 105S

Aurelian Springs 1-12 25 151 315 218 188 134 8'":" 26* 1-8
Hollister 1—8 32 244 331 ■ 87 13 13

2,921 - 27 =| 108 |

Eastman 1-12 45 314 432 287 , 520 351 26* 28* K
White Oak JL-8 43 234 304 54 ii ii

325 20 * 1 16 |

Totals 325 2,149 2.921 1,238 1,537 1,035 124 176
^Teaching spaces including gymnasium, shop, etc. 
aEstimated.

In addition to the pupils listed above that live in the western half of Halifax/County, there are 
approximately 310 pupils living in this area and attending school in Warren County. Approximately 160 
in grades 1-12 attend the Littleton School and approximately 150 in grades 1-8 attend the Haliwa School,

The Committee,recommends that (1) all pupils attending the Haliwa School be returned to Halifax 
as soon as feasible due to the deplorable conditions of the Haliwa School facilities, and (2) that all 
pupils living in Halifax and attend school in other administrative units be eventually returned to the 
Halifax County Unit.



603

In order for the Halifax County Administrative Unit 
to provide the new programs and services and to upgrade 
the existing programs in terms of standards that are 
defensible from both an educational and economic point 
of view, the Committee makes the following suggestions 
to meet the current expense and capital outlay needs of 
the county unit.

Current Expense
The Halifax County Board of Education should seek 

an increase in appropriations sufficient to permit the unit 
to equal the State average in the per pupil expenditure 
from local sources. Based on 1966-67 data, the annual 
appropriations to the Halifax County Unit would need 
to be increased by approximately $290,000 (26 cents tax 
rate) annually. This increase is needed to provide the 
following:

Estimated Cost

Salary supplements for all professional 
personnel and for the employment of 
additional professional personnel $240,000

Elimination of all student fees $ 25,000

Provision of some dual transportation, 
an improved maintenance program, and 
improved operations in general $ 25,000 

$290,000

Capital Outlay
The level of financial support for capital outlay should 

be adequate to annually provide for new construction, 
additions, major renovations, and replacements. To fi­
nance these needs the Committee suggests that approxi­
mately $300,000 is needed annually. This would require 
an increase in the county tax rate of approximately 27 
cents. This amount placed into a capital reserve fund 
should be sufficient to meet the continuing construction 
needs of the county administrative unit.



604

However, since there was not a capital reserve fund 
in the county, and there is an immediate need for two 
new secondary schools at an estimated cost of $4,200,000, 
the Committee recommends a maximum bond issue of 
approximately $4,000,000. Unfortunately, this is the to­
tal borrowing capacity of the entire county for school 
purposes, and if divided on a per pupil basis the Halifax 
County Administrative Unit could expect approximately 
$2,720,000. It is further noted that $872,052.88 is avail­
able to the county unit from the 1963 State bond funds, 
and this amount added to the $2,720,000 would still leave 
a deficiency of approximately $600,000.

As one possible solution to the above lack of borrowing 
capacity, the Committee suggests that both the current 
expense increase request of $290,000 and the suggested 
capital reserve fund be diverted toward this goal for a 
two-year period, thereby providing the needed $600,000 
for construction purposes and for necessary equipment 
throughout the system.



IWELDON

LURELIAI
iPRINGS

h o l l i s t Ier .TILLERY
XHAPEl

EASTMAN

FIELD ; 

lIBORDEN iWSON
lOTLAND

BRAWLEY

RECOMMENDATIONS 
LONG-RANGE PLAN

m a p  2

HALIFAX
c o u n t y : "

ROANOKE
RAPIDS

O b a k e r s

□ h ig h  scHooi 

Q elementary

Wtwmlnod by l » » l  • flica li T‘ *•>£-Uartiam to k* b i m M  by fecal *<f k a li
Oo
Or



606

Interim Plan
Assuming that a period of time will be needed to de­

velop plans and to arrange for financing of the long- 
range recommendations, the Committee offers the follow­
ing interim plan of organization and facilities.

In reorganizing it is recommended that consideration 
be given to the adoption of a plan providing for four 
secondary attendance districts in the Halifax County Ad­
ministrative Unit (see Map 3).

If the above is acceptable, the Committee recommends 
the use of the following existing facilities in each district.
District I

Scotland Neck— Use the 30 teaching spaces on the 
main campus to house all the secondary students 
living in the district in grades 10-12. The four 
teaching spaces at the “Junior High site”  are rec­
ommended for elementary purposes for the immediate 
area of Scotland Neck (See recommendations for 
Brawley below).

Brawley— Use the total school (35 teaching stations) 
to house all students living in the district in grades 
8-9 and to house the elementary pupils, grades 1-7, 
living in the immediate area (town) of Scotland 
Neck. It is further suggested that the Brawley 
School and the classrooms at the “Junior High site” 
of the Scotland Neck School be paired for housing 
the pupils in grades 1-7 in the immediate area of 
Scotland Neck.

Bakers, Dawson, Thomas Shields, and Tillery Chapel—  
These schools (combined 54 classrooms) are recom­
mended to serve all pupils in grades 1-7 for their 
respective areas.

Note: It is estimated that four additional teaching
stations will be needed for the total district. 
The Committee suggests the use of mobile 
classrooms or temporary spaces for the interim 
plan.



607
District II

Enfield— The total school (24 teaching stations) is sug­
gested for high school purposes to house all pupils 
living in the district in grades 9-12.

Inborden— The combined 39 teaching spaces at both 
schools (elementary and high) are recommended for 
elementary purposes to house all pupils living in the 
district in grades 1-8.

Note: Approximately 16 additional teaching stations 
will be needed for the total district. The Com­
mittee suggests the use of mobile or temporary 
teaching stations for the interim plan.

District III
Eastman— The total facility (28 teaching stations) is 

recommended to house all pupils living in the dis­
trict in grades 8-12.

Hollister, Pittman, and White Oak— Use the combined 
40 classrooms to house all the pupils in grades 1-7 
in the district. Elementary attendance zones are 
recommended for each of these schools.

Note: Approximately 12 additional teaching spaces
will be needed to house all the pupils living in 
District III. The Committee suggests the use 
of temporary space or mobile units to provide 
these additional spaces.

District IV
William R. Davie— The total facility (29 teaching sta­

tions) is recommended for high school purposes, 
grades 10-12, for the entire District IV and for the 
9th grade pupils living in the Everetts-W. R. Davie 
section of the district.

Aurelian Springs, Chaloner, and Mclver— Use the com­
bined 95 teaching stations to house pupils in grades 
1-9 in their respective locations of the district.

Everetts— This school (20 classrooms) is recommended 
for grades 1-8 only.

Note: The number of available classrooms in this
district will be sufficient to house all pupils for 
the interim plan.



o>ooo



609

THE COMMUNITY
Halifax County is located in the northern part of the 

State at the approximate intersection of the Piedmont 
and Coastal Regions. The county is bordered to the north 
by Virginia and Northampton County, North Carolina, 
to the east by Bertie and Martin Counties, to the south 
by Edgecombe, Nash, and Franklin Counties, and to the 
west by Warren County. Halifax ranks sixteenth among 
North Carolina’s counties in total land and thirty-seventh 
in population density. A decline in population is pro­
jected through 1980.

The main traffic arteries into and out of the county 
are Interstate 95 and U.S. 301 and 258.

Although more than sixty-five percent of the residents 
are classified as either rural farm or rural nonfarm, 
manufacturing claims an equal share of the county’s 
productive capacity. Textiles is the principal product, 
and most mills are located in and around Roanoke Rap­
ids. Agriculture also plays a large role in the economy 
of the county. The major farm products are peanuts and 
cotton.



.Population-by Minor C iv il  Subdivision

Table—I s hows the increase or decrease in population between 1910 and 1960 by minor civil 
.for. Halifax County.'

TABLE 1
m.-.

... COUNTY. AND MINOR 
CIVIL DIVISION 1910 1920 1930 1940 1950 1960

DIFFERENCE 
(+ OR -) 
1950-60

Brinkleyville Twp. • . 4,858 ' 5,234 5,370 5,200 5,315 4,838 _ 477
Ringwood Towri; 'j:Jv • .'147 -

Butterwood Twp. <*'••• 1,449 1,474 ■ lj361 1,312 1,169 772 - 397
Conoconnara Twp. 1,505 1,046 2,011 1,797 1,913 1,618 . -. 295

Tillery Town ■ 269 -

Enfield Twp. . 5,790 ,.6,668 8,909 8,435 8,425 8,746 321
Enfield Town \ ■ 1,167 , 1,648 •• 2,234 2,208 2,361 2,978* + •. 617

Faucett Twp. ' I. '.;- 2,159 2,766 ••2,995 '2,972 . 2,814 2,522 ■ 292
Halifax Twp, ' .. iV-i . 2,775 3,071 3,122 3,813 3,570 3,529 - 41

Halifax Town ' _ ' :-.314 ■ ; 299 321 : 374 346 370 . + . 24
Littleton Twp.. • : 3,338 3,070 3,681 3,669 3,668 3,149 -■ 519
Littleton Town (pt) . 571 469 488 511 535 489 - 46

Palmyra Twp. 2,423 2,815 3,222 3,053 2,771 2,128 - 643
Hobgood Town 165 ■ 336 , 557 629 603 630 27
Palmyra Town 94 103 91 93 67 50 - 17

Roanoke Rapids Twp. 4,250 7,703 10,612 13,472 15,607 17,664 + 2 057
Belmont-S. Rosemary 3,173 2,043 - 1 130
Roanoke Rapids City 1,670 3,369 3,404 8,545* 8,156 13,320* + 5,164

Roseneath Twp. 1,140 1,346 1,531 1,588 1,653 1,550 - 103
Scotland Neck Twp. 4,065 4,356 5,116 5,462 5,122 5,699 + 577
Scotland Neck Town 1,726 2,061 2,339 2,559 2,730"- 2,974* + 244

Weldon Twp. 3,894 4,217 5,316 5,739 6,350 6,741 + 391
Weldon Town 1,999 1,872 2,323 2,341 2,295 2,165 - 130

Totals 37,646 43,766 53,245 56,512 58,377 58,956 + 579
^Indicates boundary changes.
Source: Taken from compilation by Division of Community Planning.

610



Map 4 
population

i
/

/
/

/
/
V -

shows the various towns and townships in Halifax County. The sliaded area denotes 
increases between 1950 and I960.

r — — wi
i

&

i
IITUETON ,:S > >

r  ~ ' J
BUTTERWOOD ^

ROAV iC :<r •• V / ‘-'S
/  -  • - U s ,
‘ ’ ,v:l; } j

/
l

X

r>
EAUCETT

\ \

BRlNKLEYVILLi

' X  \  HALIFAX

r ------ —  \

r \ \ CONOCONNARA XO  . QTMI.T.
V WHito V  l ^  S'" ' 'Ny

BInCwood * f V  /
V  ~ •«.. fEnlr.fcJ -X.-"--. SCOT.lAMa

V '■ ■ \  S’ ■ ■ .S*.- V  £c*tio; ;

w « y - ,V
/  '

V PALMYRA

m  Deriotes ’ population increase • 

□  Denotes papulation decrease •

{  ROSENEATH

(s' . 1 ■ " >

V -
Hobgood^^^



Table'2 'gives the •totafceouhty'pdpulatipi) by age and:.race since 1950 and makes projections, to 
1980. .: X’. u " ' ............... ...... ...................... ■■

'• TABLE f

Population;. Past' arid Future1.

AGE GROUP 7

'• "•I......-THE- PAST Tv V  /• - THE FUTURE'- If: •/
: 1950 • ' ■ ■ '.".“. . I 960' ■' =" ' 1970 -  1980 '

WHITE : - NONWHITE . WHITE • • NONWHITE'. WHITE NONWHITE WHITE •NONWHITE • i
.0-4 2,845 . • 5,505 2,535 . 4,914 -.2,431 - ’ 4,584 •2 ,449, . 4,338
5-9 ' 2,366 4,668 2 ,554: .,, - 5,119 / • 2 ,194. W  4 ,332'..-. ■ 2 ,251'.- . ' 4 , 221-'

10-14 -; f y; . 2 ,130,.: 4,250 • -2,662 n i ■ :A: 4,765 :• /A 2/ 371'- .-: ’ ; . -4,253 V- - 72,273;;:"': .V- V 3,968 .
15-19 . 1,928 ;;v ' ;,;-.3, 643": -•1 ,983.-' V:.; -3 ,491/: • 3,828 V:. • -1 , 839V- •: V-..- 3 , 239-:
20-24 - 1 ,952:-.' i  TC2 ,so i:: / yi i , 354.-V :/.--:;a ;86b:/: ;% i ,692 : " 2,085 .-' - .r ;S07??-- -86i
25-29 ..i 2,202 -■ V. V;2 ,13S-; 1 ,578:/: ' 1 ,554.'. ^ 1/ 623:.;. ."V; -1 ,488 ', ■•'1^751? 3- ' i j 631
30-34 2,013 V f ; ; i ,766v Jt.: 1 , 853.:.-' 1 , 763-'. ; : / i ; 285A : -1 , 169. . . ' 1,605 1,310
35-39 - ;V .1,932 tv i ,718 . -.v 2,024 . I 1,617 ' 1 , 442.:.-:.- 1,175 ' ;?:l i 484rV •VV 1 , 125-''
40-44 i 1 , 761' ; '.-1,360 • - 1,898 ; A , 501 .- 1 , 746/- - ■ . 1,495 ■ -1/210 ; • ' 994'.'
45-49 1 , 503' . 1,250 , 1 , 810-:-. ; • 1,397 •'..l-,885 >,. 1,314 ’• -1/349 • . '-'.-955

' 50- 54/  •' 1,296 1,073 . : 1,630 . •w .-liioe  -. •" 1 , 756-' ' 1 , 221- '-. 1,615 '• .-' ■' 1 ,215,
55-59 1,054 . i 830 . ■■ 1 ,349.' . '968  ■ 1 , 618' ', . 1 , 083- ■ ' 1 ,684. '••i,020"
60-64 ' ‘ ..-. .785 . !; V i ,  -617’ 1,056 •. r •' 734 . I j 327 . 760 A -,425 ..... •' 835--.

' .65-69 ' '  '• ••■718.:-: ... 610 - ■ .858 '. ' 668 ' 1,104 •• 779 ' 1,323 . ■ 870'.-.-
70- 74 - ' ■'642; ■ 461' 866. 550 1,087 . .A" ' 574 ■
75-79 -r- -. • -421..' •• : I 313 , , 505 • • •: 344. - 656 ';-iv  •. 402.;
80-84 .V ... 377 V/ ’• ;• -345- - ' 192 • .139 - " 279 '...i68 . ■ 378 ' • ' 201 ' ;
85 Plus ■ 39 70 103 • - 94 179 ■ 123 . 254 . ■ ■ 147

Totals 25,349 -:: ~:;33.028'- -.26,492 ' !- ■ 32,464 - ' 26.444 -
*: "• t X
-30.751 ' 26,140- - •28;906 '

t'One computation made for  ages 70-79 in  1950,..' ;• '.V-.'
Source: Publication "1980 Population Projections fo r  North,Carolina" by Community.Planning and U.,S.-

■ Census Books .1950 and I960.'.'



''"̂ Figure 1 shows in graph form the total county population, past and projected, and the sane information 
for the population of age group 0-19.

FIGURE 1
1940 1950 I960 1970 1980



Comparative Growth

Table 3 shows the growth o f H a lifa x  County in  comparison w ith a l l  the ad jo in in g  counties from 
1910 to  1960 with estim ates fo r  1966 and 1967.

TABLE 3

COUNTY 1910 1920 1930 • 1940 1950 1960 1966* 1967*

H a lifa x 3 7 ,6 4 6 4 3 ,7 6 6 5 3 ,2 4 6 5 6 ,5 1 2 58 ,3 7 7 5 8 ,9 5 6 61,'998 6 0 ,7 6 8

Nash 3 3 ,7 2 7 4 1 ,0 6 1 5 2 ,7 8 2 55 ,6 0 8 5 9 ,9 1 9 6 1 ,0 0 2 6 4 ,2 2 0 6 3 ,8 3 6

Warren 2 0 ,2 6 6 2 1 ,5 9 3 2 3 ,3 6 4 2 3 ,1 4 5 2 3 ,5 3 9 1 9 ,6 5 2 1 8 ,9 2 6 1 8 ,7 0 0

Northampton • 2 2 ,3 2 3 2 3 ,1 8 4 2 7 ,1 6 1 2 8 ,2 9 9 2 8 ,4 3 2 2 6 ,8 1 1 26 ,0 6 6 2 5 ,5 5 7

B ertie 2 3 ,0 3 9 2 3 ,9 9 3 2 5 ,8 4 4 2 6 ,2 0 1 2 6 ,4 3 9 2 4 ,3 5 0 2 4 ,0 8 1 2 3 ,7 2 3

Martin 17 ,7 9 7 2 0 ,8 2 8 2 3 ,4 0 0 2 6 ,1 1 1 2 7 ,9 3 8 2 7 ,1 3 9 2 7 ,7 5 3 2 7 ,7 5 8

Edgecombe 3 2 ,0 1 0 3 7 ,9 9 5 4 7 ,8 9 4 4 9 ,1 6 2 5 1 ,6 3 4 5 4 ,2 2 6 5 6 ,2 9 5 5 5 ,9 1 8

■̂Population estimates by Statistical Service Center, Budget Division, Department of Administration.

Source: Population of Counties by Civil Subdivisions: 1910-1960 by North Carolina Department of
Community Planning, January, 1962.

614



Figure 2 compares the schooling of the people aged 25 and older in Halifax County with the 
State, the south, and the United States.-

Schooling of Population

FIGURE 2

I960.

615



Income"of Families

Figure 3 gives the 1960 income of families in Halifax County in comparison with North Carolina families.

FIGURE 3
00- $3,000- $5,000- $7,000- $10,000

$3,000 $5,000 $7,000 $10,000 and over

Information not shown in the figure:
Median family income for Halifax County— $2,797 (1960)
Per capita .income for Halifax County was $1,357 compared to $1,732 for North Carolina (1962)

616



figure 4 shows ..the. number. And. percentage.of- persona employed in eleven categories of occupation In 19

FIGURE 4
CATEGORIES OF OCCUPATION NUMBER PERCENT .

OPERATIVES 3,765 20.3

FARM LABORERS AND FOREMEN 2,387 12.9

FARMERS AND FARM MANAGERS .2,239 12.1

CRAFTSMEN AND FOREMEN 1,833 9.9

LABORERS, EXCLUDING FARM 1,179 6.4

. • • PROFESSIONAL AND TECHNICAL 1,174 '6.3

SALES WORKERS 1,163 6.3

PRIVATE HOUSEHOLD WORKERS 1,162 6.3

1 ' • • MANAGERS, EXCLUDING FARM . 1,074 5.8
1 • OTHER SERVICE WORKERS (Waiters,■ 
L  Bartenders, Cooks, Etc.) 1,056 5.7' '

.1 • .,•.»! :'U  ' • •' CLERICAL. ■ ' . .V , 1,024 5.5..;
•. ' ■'"V> OCCUPATION NOT REPORTED - . V "  •' .• -477 2.6

S'dU-ftciyj.Ŝ.'Censû, Import .7 I960..



Commuting Patterns-

Map 5 shows the:number of people coming into and leaving Halifax County for employment..

Oit-i
00

■r~-
i

/y '. 'W A k i COUNTY

... ■ ■■:-y

•• /  V' *.’>•
COUNTt- •:

y  *17 -...''BERTIE COUNTY j

sl l % , '
v: .

■ ..... .
DGECOMBE / V « •  \ ••.•• ’ ‘ O  • :
■COUNTY' :• -o-
'• y '  ■: ■.- ;  MARTIN COUNTY- f

W11SQM milkITV . E lsewhere 32 °UT of HAl,-,Ax 
WILSON COUNTY /  192 INTO HALIFAX



irflis arid Deaths

Figure 5 shows in graph form the birthrate and death rate per 1,000 over a five- 
year period. The number of live births decreased from 1,515 in 1952 to 1,193 in 1966.

RATE PER 1,000 FIGURE 5
5 10 15 20 25

frw.i'irii iiin'VriflJ ............. ...... ' ......... .
S o u n t i North Carolina: State Board of Health; Public Health Statistics Section.

0 5  1—1 to



620

SCHOOL FINANCE

Probably the one best single determinant in a quality 
program of education is the financial factor. This is not 
to say that money and quality educational programs are 
synonymous, only that many aspects depend largely on 
adequate financial support.

The State of North Carolina guarantees enough cur­
rent expense money to provide a minimum program of 
education for all public school pupils in the State. In ad­
dition to the State’s minimum program, the Federal gov­
ernment provides current expense monies through the 
Elementary and Secondary Education Act (ESEA) and 
other programs. While the State and Federal monies 
assure the various school units an educational program, 
quality programs are more often found where they are 
substantially supported by local resources.

The erection and maintenance of school buildings are 
the financial responsibilities of the local administrative 
units. However, the State and Federal governments have 
helped on a limited basis with construction funds. The 
various methods available for financing the construction 
of school buildings are bond issues, borrowed money, 
gifts, tax levies, and as mentioned above, Federal and 
State grants on a limited basis.



Table 4 shows the fees charged to all pupils and to.pupils enrolled or participating in a 
special course or activity in'the Halifax County Administrative Unit.

' TABLE 4'

• AMOUNT
•• *.V. • KIND OF FEE '. . ELEMENTARY . ■ SECONDARY

Local Fees Charged.to All Pupils

Instructional Supplies • $2-00 ■ $2.00 A. •

Local Fees Charged Only.to Pupils
. .. • • •• .

; 4;.:. •• •
Enrolled in a Course or Partici- ....
pating in. an. Activity,. - * 1 .v;

' $1.50 ■ ■ - S i . s o” ~ '£y
• ■ • . .•
k Typing’ • •: V- . '.'5.oo

‘ • • *’ ’
■ Agriculture / • - . 3.00 •

.•' 'Home Economics '• ■ • 2.00 '

Source:.. Department of Public. Instruction/ 1968-6? •

'.;The existence of a-system of fees being charged for many items is. an.indication that .there is 
both a desire and need for more current'expense money;- Fees, often work undue hardships on parents 
unable to pay them and the prospects for citizen support of adequate tax measures may be damaged 
by such fee programs.



Table 5 gives basic data 
related to the borrowing capacity 
of the total county.

.bonding Capacity and Bonding Indebtedness

Taxable Property PerPupil

■ "Table 6 gives, the taxable" 
property per pupil' in average 
daily membership (ABM), for ,tbe 
•tstal county."

TABLE 5

DATA TOTAL COUNTY ■
Date of Last Revaluation 1967
Assessment Ratio 40%

Assessed Valuation. 1968
$109,482,327.
($112^000,000 estimated 1969)

Legal Maximum Bonding'Capacity '
FOR SCHOOL PURPOSES

$5,474,116.35 ' •
Percent Limitation 5% ■ ■■ ■

Bonded Indebtedness (7/1/68) $1,500,000
Present Bonding Capacity • $3,974,116 . . ■■ ■ ■
1963 State Bond . 
Funds Unallocated

e s 3 r . - t f ~ :  ■■ .<b 03 c Ci n rr * •C p O i C . Z z) ■ • ••
Source: Statistics of Taxation. Department of. Tax Research.

. .̂ c;v': v̂ .>/ 'SSTABLE 6?
-■■■ ■ ; .u : , . . ■ ' ..
ADM - Roanoke Rapids. City/,!;:' ■'A-"' ̂5 ;-u,.. 

.•"•'Weldon' v . 
Halifax/Countyifc1"- _

• Total Country A D M ", •. •'?? vf-? ■?.

" ^ 7 2 3  V : 
Vf2,354.5;/
: lb,777..'- 
' 15.854'-

.. ••
Assessed Valuation, of
Taxable Property - 1968 • •• ■ • $109,482,327
• • ’■ •■;•• • •• 
Taxable Property Per ADM • • ' $ 6.905.65
Source: Statistics of Taxation. State of North Carolina

Biannual Report, Department of. Tax Research, 
pages.337-338.



Figure 6 shows the tax rate for schools (total county, three administrative units) by currtat 
expense, capital outlay, and debt service. It also shows the percent for schools and for other 
than schools.

FIGURE 6

Property Tax. 1968-69

43 %
FOR OTHER THAN 

SCHOOL PURPOSES 64.50 *

f l I-}
12% DEBT SERVICE 17.00*

18% CAPITAL OUTLAY 27.50*
57% *—  —-

27% CURRENT EXPENSE 41.00*

COUNTY
TAX
RATH!

$1.50

0 5
to
CO

Source: Statistics of Taxation. State of North Carolina Biannual Report,
Department of Tax Research, pages.337-338.



Tax Levies

Table 7 gives -a comparison o f tax le v ie s  fo r  a fiv e -y e a r  period fo r  the t o t a l  county.

TABLE 7

YEAR AND AMOUNT
1963 1964 1965 1966 1967

T otal Tax Rate $1.55 $1 .55 $1 .50 $1 .50 $1.43■

T otal Amount o f Assessed Valuation $86 ,965 ,104 $90 ,2 4 5 ,0 9 8 $92 ,992 ,660 $97,522 ,972 $109,482,327

T otal L ew  fo r  a l l  Purposes $ 1 ,3 4 7 ,9 5 9 $ 1 ,3 9 8 ,7 9 9 $ 1 ,3 9 4 ,8 9 0 $ 1 ,4 6 2 ,8 4 5 $ 1 ,5 6 5 ,5 9 7

T otal Amount fo r  Schools $ 791,382 $ 794,157 $ 842,514 $ 855,764 $ 938,811

Percent fo r  Schools 5 8 .7 $ 5 6 .8$ 6 0 .4 $ 5 8 ,5$ 6 0 ,0$
T otal Amount fo r  Purposes 
Other Than Schools $ 556,577 $ 604,642 552,376 $ 607-,081 $ 626,786
Percent fo r  Purposes Other 
Than Schools 4 1 .3$ 4 3 .2 $ 3 9 .6 $ 4 1 .5 $ 40 .0$

Source: Department o f  Tax Research.



TabTe"8rgiveV current expense disbursements, for the s ix  budget categories over a. four-year 
for the Halifax County Administrative Unit'.'-- '•

TABLE 8

C urr ent'- Expens e P is  bur's eme’nts

' TEAR T —  “ i - ,

' 1966-67 • - . 1965-66 " - •'- 1964-65 - : '•' . . 196VW -•
' ACCOUNT.'.-'"- '•'. ■ AMOUNT • ■ ' AMOUNT ' AMOUNT .- - •'. AMOUKT-^T

Total • -■ $4. 6911-72-4 • 81 - $2.985.272.94 ' *•? V $2;561 .3  58.49 ■ $2,457,786.2* 1

General Control - 89.601.10 2 .2 "  92,331.02-• •3.1 ' '' 65 .794 .70 ' ' 2 .6 •- 61,-745.55-i

Instructional Services 3 .272 .254 .28 80.0 2 ,234 .077 .56  ' 74^8 1,972 ,942 .42 J X -o ^ ■ 1 ,'911.940-. 37.. | .

ODeration of Plant •'156.028.62 ' ' 3 .8 127.820.11 ''4,3 ' 122.794.96'•■ 4 .8 '. 120.871.71

Maintenanc e o f ■Plant ■ U 8 . 602.A6 • 2 .9 . "115,438.29 • "3 .9 ' ’•••' 108'. 679 '.'24 ' -'' 102,375.21

Fixed Charges 50.002.68 ’ 1 .2 '59.393.87 •2:0 38:660:30 - •1.5 "  35.855.24

Auxiliary ’ S ervic es • 405.23 5-.67- ‘ '• 356.' 212.09 .U.d- •' •-252.486;87' 9.9 -224.998.20 . c

^Percent' o f to ta l.

Source: .Divlsiim--to^RW^e'H**iuttii’.S t* t i8 t ic 8 ,• Pepapfanentf;'^' P&blic Instruction-'D ata''reported to'them on Aanui 
Financial Reports 625



Table 9 shows current expenditures per pupil for a five-year period from i962-63.tc 1966-67 for 
the Halifax County Administrative Unit. ■ ■

TABLE 9'.

Current Expense Expenditures and Per P up il Cost

- ' AMOUNTS 
■ EXPENDED • 
' '■ AND PER 

PUPIL COST 
(PPC) BY 
SOURCE OF 

FUNDS
' YEAR. . . . . . . .

1962-63 1963-64' ' 1964-65* . - .1965-66 ~ ” 1966-67.

ADA __ ___8^920.____ 9.148 ' ~ ' ‘9,214
.*•? - '■■r-XeX 

9.361 r :;v
r ~ : J v

9.908 .-'.V-

State $1,989,170.60 $2,139,386.56 ' $2.365.521.08
.
32.619.096.06

7  .. ~ ; 
33.048.337.58

PPC 221.30 233.86 256.73 ■'.■ ! 279.79 . 307.66

Federal 53.074.86 51.201.80 1-08,207.91 ' 283.985.56-
-5V”. ~  
- . 968.440.63

PPC 5.90 5.60 ■ 11.74 - .v  >.-30.12 --' V ----97.74--

Local** 270.790.70 ' 305.534.00 300,854.26
. r:.

350,362'-30: ■389.304.66
PPC 30.13 33.40 32.65 - - ■ 37.43 39.29

Total
ExDenditures 2,313.336.16 2.496.122.36 2.774.583.25

• '• * ; . . /  * ,  •• .*•
"• 3.251.443.; 92

•i'v • *'• ;• 0&
r-o,-:

■4.406.132.81-.

Total PPC 257.33 272.86 - 301.12 —  .i. 4 ii-6 9 .

ar.d this fact should be kept in mind i f  comparisons‘between this and iprevious'years are, to be. 
realistic since the data referred to caused significant-increases in expenditures .from-State- 
'.'•.r.d3 and total expenditures. -7. ■ ".■:>*£ *'tf-
■ ■--al amount expended on local voucher .does'not indicaite actual^expenditure v •

, -rcc: Ilorth Carolina Department of Public Instruction, .Division, of Research and-Statistics.

626



Comparison of Current''Bxpehse (1966-67)

.r^.Tableyidrgi^esvioca per,: pupil- expenaitures in/the HalifaxCounty. Unit
comparedwith'; the S t a t e u n i t s c i t y ' ; :uni t s and to ta l State adm inistrative w iits  
A {hationar^pm ^arison :-is laldpYm adeVijy^ £

;TABLE‘'iO

PER PUPIL'' EXPENDITURES BY SOURCE •: OF FUNDS
AVERAGE " - .’.STATE ‘i&f-P'- -FEDERAL:'' fe. 'SJ LOCAL'¥r>:<::---v -

H a lifa x ’ Cd'intyx U n it  •/ ’ £;.v- ' $ 3 0 7 , # i t t v''
■''••" W' i • : ' ’ / •• ’ •'%••>• i

.:;'$t44>69:-.

VvtN ’.VC ̂ ?C6unties-w^ft:'- .. 294.3S $ W '■'.7V:;-62i'22?:svns>;; t :'j4 2 6 .S lt

V . N iC ^ C .it ie s :^ ^ C \ t .-\ i  •• j - : '. 8 4 ,6 9 ;; '’ V ;

; • N ; C’;;.’ T o ta l ; ?  !••• ■292.18-44-4 'i’t'426',29 ;

' \ U. >Sr< f ’ i f '  , P '
• • >4 •.•;.* ‘' i v V JGv'-.V\7;~: \ yc'/\\ ;' / f -$lh » ‘

PPP'pPft :? 0 f :
: . . .  /; vy»;**•

"tv*. !•. • t' •
•* * *?..■» • • i'V'H 't ’.'.' t ;:.'

7^573-00'':

Sbiirces v̂ 'biyisidpbf vJleseardK .ind•Statistics, 'Dejarfoerit';of :Ptbiic'Instruction.

627



Capital Outlay Expenditures

Table 11 shows the amount of funds spent by the Halifax County Unit for capital outlay purposes 
divided by local, State and Federal expenditures for the years 1962-1967.

TABLE 11

YEAR ADA

CAPITAL OUTLAY
SOURCE

LOCAL PPC STATE PPC FEDERAL PPC
TOTAL

EXPENDITURES
TOTAL
PPC

1962-63 8.990 $111,020.47 $12-35 $ $ $ 11.708.61 $ 1.30 $122,729.08 $13.65
1963-64 9.148 196.141.92 21.47 6.568.88 .12 203.010.80 22.19
1964-63 9.214 175.633.22 19.06 10.320.95 1.12 185.954.17 20.18
1965-66 ,9,361 222.568.38 23-78 143.734-84 15,-35 46,301.87 4-95 412,605.09 UU-OS
]966-6? -9a.90S 200.180.08 20.20 138,416.44 _ 1JL17- 493,675-92 49.83 832,272.44 84.00
Source: Division of Research and Statistics, Department of Public Instruction.

Comparison of Expenditures

Table 12 makes a five-year comparison of expenditures (per pupil) of current expense, capital 
outlay and debt service for the Halifax County Administrative Unit.

TABLE 12 •

YEAR
1962-63 1963-64 1964-65 1965-66 1966-67

".vint of Local Budget for Current Expense (Per Pupil) $ 30.13 $ 33.40 $ 32.65 $ 37.43 $ 39.29
. ■•■it of Local Budget for Annual C. 0. (Per Pupil) 12.35 21.47 19.06 23.78 . 20.20

of Local Budget for Debt Service (Per Pupil) ..15,-49... -.1.4-93 13.70 12.37 12.92
Sf-rci-: Division of Research and Statistics, Department of Public Instruction.

628



629

THE SCHOOL POPULATION

The increasing need for well educated and highly- 
skilled personnel in our increasingly complex and techni­
cal world demands that school systems be competently 
and adequately staffed.

It is also important, in terms of efficiency and economy, 
that school systems have a sufficient number of pupils 
in the system as well as in any designated school.



It has been generally accepted that,a school system (administrative uriitj should, have, a minimum ' 
of 10,000 pupils and a suggested 15,000. to 20,000 .pupils in order to provide 'a,full'range.'of•• educ.aS>na£. 
■services. _ .1 school system of approximately 10,000 pupils can.'justify' the .’staff positions as’.suggested'.' •' 
below!

FIGURS. 7
Staff' Functior.3 and■ Relationships 
in a'School System of 10,000 Pupils



'Cent'raT' flm ireistra t lVS'TOrSSTimr t H a m  ax ■ oo urtuy >

7 . 7 , . /te.MfcyO:
Table- 13'-’shows .the th e .H alifa x  Adm nLstratiye' Unit..

.:tabi£.:;13;.

.TiTHE . '•■;'•'. V'•'■••': ••' ' -.'.NUMBER.

Superintendent ’ ' • " . .V. .v
■Associate-Superintendent -' - •• '"-C v-f.-.-i'...-"5'
.Supervisors . 7  .. 7;' '"

" 'Other -In stru ction al Service's.-
Attendance Counselors. • .
S e c r e t a r i a l .. . -• ' ' .  6-
M aintenance..'" • 1 9 -
Food-Service : 7 • • tv2:v

■Transportation- -• • '• *•. :''
-ESEA-Central O ffic e  Personnel-it- - t i l  •
T otal", v -v  . .1 ' ■ . - ■

•Source;, local'. Adm inistrative.' Uniti.7i 967.-68'.

631



instruct!on:1 r Personnel
Tablo 14 gives a detailed listing of-instructional personnel for all schools in the county unit.

05
COto

TABLE 14.

SCHOOLS

ORGANI--.
z a t i o x a l’

' LEVEL ..

* TOTAL '
; ; N U M B E R . 
.. TEACHERS
• AND •' ; 

PRINCIPALS

SPECIAL A ;SA TEACHERS . _ _

w  
<  oW  <d
a  ta

CrJw--. ■-
8 g<  P  W  M  E-4 •<

oMW
s

• £  
CP

•

EhZ
8 *  >  oQ  W  
CP >-5 Cu O
f i g

Eh
S

g5S<PWP
. 0 j A

CA
DE

MI
CA

LL
Y 

TA
LE

NT
ED 9CO<oCopK SP

EC
IA

L 
ED
. 

TR
AI

NA
BL

E *3

c
E-<O
g

g)—ic: e-
g  g
2  p  P  -K

P
O

XCO t- 
CPk;.

co SELEM.' H'.S.
Aurelian- Springs l-ll' '9 11 • . 20 : '• 1 2 i
Bakers 1-5 - 13 . 13 ' ' ' i 1 ' 1
Brawlev ' . ■' 1-12 : 20 • 25 • 45 .2 l ' 1 1 1 3
Dawson 1-9 18 ■ - IS - . 1 i
Eastman •' •• . 1-12 " 17, • 20: • • -37 • 2 .1 1 1 1 • 3-
Enfield. 1-12 12 ■ n ’ 23 1 i •2
Everetts 1-S • 20 ' 20 ... ' 1 1 i
Hollister 1-5' 13 -.13 ' 1
Inborden High • ' 9-12 16 ■ -.16' ■ 1 2
Inborden Elem.. 1-S • 37 37 ■ 1 1 1
Chalorier.. ■ 1-12 •"'21 ' IS ■ ' .36 ■ • 2 1 1 1 3
•Mclver 1-12 .. 16 13 . 1 29 " ' 2 ■ 1 1 2
Pittman' 1-S 18 18 . 1 1
Scotland Neck .1-12 21 18 ' 39 r • 1 1 5
T! as’ Shields' 1-S • 10 10 • 1 1
Tillery Chapel 1-S 12 . 12 ■ 1 1
White Oak !t*S 12. 12 1 i -
William R. Davie' 1-12 • 28 16 ■ 44 1 1 . ]. •3

Totals' 297 145 ’442 • ' : 18 ' 4 ■■■» - -3 1 1 11 25 3
Source: Local Administrative Unit, 1967-68.



Table ■ 1$ g iv e s the number an d ’type o f  p r o fe s s io n a l p erson n el by m ajor 
com ity a d m in istrativ e  u n it f o r '1 9 6 7 -6 8 ..'

source o f  funds fo r ’ fch-

TABLE 15

’ PROFESSIONAL PERSONNEL
. . NUMBER BY' SOURCE OF FUNDS . ■

TOTALLOCAL STATE FEDERAL VOCATIONAL---

Superintendent • . -• 3 1
A s s is ta n t  Superintendent • •• 1 1

• Supervisors ' . . .1 ’ 3  ■ k

Attendance Counselors- ?
P r in c ip a ls  • ' 

Elem entary • . . . . 9 9
''High- School ' ' . ' 9 9

Teachers • 
.Elem entary ■ - 269 19 288
High School ' ■ L 102 5 111 .

V ocation al Personnel 25 ^  25 ‘
D river Education 1 ’ 1

Othe r ■Per sonne1 • *
T ota l' 6 * * 39 L ______ 24______ • 25 1 L L 9 :

•■“ Combination p f  • l o c a l ,  s t a t e , and fe d e r a l fu n d s.
#*TK e• u n it has'-.four p o s it io n s  paid  e n t ir e ly  from lo c a l  fu n d s, 1 9 6 8 -6 9 .
Source: D iv is io n  o f  Research and S ta tis tic s ,.D e p a r tm e n t o f  P u b lic  I n s tr u c t io n .’



S'.stmary o f  Prof e s s io n a l Personnel

Table 16 g iv e s  a .summary o f  p r o fe s s io n a l .personn el fo r -.th e  H a lifa x  • G.o.unty A d m n is tr a tiy e lH h it .

TABIE-16

■ PERSONNEL TYPE . ‘ • • NUMBER PERCENT.
. " r

Ken Employed •' . . . 1 2 8 ./-  •’ . 2 8 .3 ' -
Personnel H olding Less Than C lass "A " C e r t i f ic a te • - 9 : . ' ' 2 : 0  •
P erson nel Not Having Scheduled' Teaching Assignment '• • 2 l  ' ' 5 .3  '
Personnel Teaching "Out o f -C e r t i f i c a t e "  F ie ld  .• ’’ . 3 -  ■ 0 .7 '
Personnel Paid E n tir e ly  From L ocal 'Funds ■ . . ' -1 ■ ••• ' . 0 . 2 -
P ersonnel R eceivin g  L ocal S a la ry  Supplement • . 5- • 1 .1  •'
Personnel Not in  U nit L ast Year .- 72  ■■ ' • 1 5 .9  '
"Brand New" Teachers • • • ’• • . ' 5 0  V 1 1 .0 -
"Form er" Teachers • ■ ... 6 _. • 1 :3-
Source: North .C arolina P u b lic  S chool Survey -  F a l l , .  1967*



Y Y \ en i b & -r s  h j p — . • -. ............  ..... »- ...... , .. .,. ,..... ...
. ■ . - Table. 17 gives'the 1968-69 membership at the end ‘of- the second /week , of.'-school’ by .'grade for • 
school in.the. county unit.. : <•*"•.■?•>-• ■-•■•* :«
’ ’: '-'4 ■ ; ’ V. TABLE'17 ..

SCHOOL. • 1 2 3 4 ■5 6\ 7 ^ 8
SP:
ED..

TOTAL 
ELEM• :.. 9, 10 1 1 1 2

TOTAL-
SEC.'.

GRANS',
TOTAL’

Aurelian Springs* 28 25 28 20 30 20 78 86 -• 315 • '54 4-4' 44 66 ■ 188 "503 ■
Bakers ' • ' 27 34 36 29 43 38 33 34. 9 ■■ 283 283
Brawley 60 • 59 54 49 66 61 15 ■ 364 228 182 154 118 682 1.046
Dawson. 49 51 51 48 59 50 62 63 15 . 448 663
Eastman 50 58 41 65 46 54 59 59 432 ■169 146 108 97 520 952
E nfield* V 32 32 37 44 39 154 53 428 50 33 35 33.' ' 151 579
Everetts 56 66 62 67 57 50 60 ■36 16 . 4.70 670
H ollis ter 36 45 33 44. 39 42 47 40 331 331
Inborden Elem. 136 115 123 146 136 145 133 15 949 969
Inborden High 219 114 68 68 669 669
John A. Chaloner 64 61 70 52 74 62 10 393 92 74 63 58 287 680
M clver' .5.1 50 51 47 51 52 10 312 89 75 56 60 ' 260 572
Pittman 58 56 53 56 45 57 33 46 16 420 620
Scotland Neck* 20 JZ3. 54 61 82 62. .127 148 677 82 66 74 80 .. 302 979
Thomas Shields 29 21 23 24 24 28 18 20 16 ■203 203
T ille ry  Chanel 28 43 39 34 29 28 39 32 272 ■27 2
White Oak 48 41 40 31 35. 39 24 30 16 304 306
William R. Davie*i 87.. 1 0 0 ! 75 86 88 ' 85. 170 [143 834 98 62 2 1 51 ' 282 1 . .116
Totals fell 930 1870 396 943 912 904 1923 138 7.435 1.081 796- 673 1591 3.161' 10.576
■^Predominantly white schools.

Source: Local Administrative Unit.



05
CO05?y.gjl_FrJ,lections

Table 13 gives the pupil population p rojections through 1 9 7 5 -7 6 -by grade for. the .Halifax-County' 
Administrative Unit. These projections have been made through the use o f the retention ratio.method: 
and.users should .remember that many factors can change the projections.- Therefore, the;.projections  
should be made yearly .

TABLE 18

GRADES

TSAR l' 2 3 4 ■ 5 6 7 8 9 .10 11 12

SP.
ED.
1-8 1-6 1-8 '7-9 7-12 9-12 10-12 1-12

i 963-61 U76 1067 1015 1133 1042 1010 944 894 855 '689 492 420 56 6469 •8307 2693 4294 2456 ■ 1601 10763
1961-65 1106 995 7.055 1005 1115 963 966 901 8.47 739 593 473 83 6322 8189 2714 4519 2652 ■1805' 10841

-196.5-66 1Q31 1010 971 987 985 1058 931 904 839 699 576 527 93 6135 7970 2674 4476 2641 1802 10611
-1966-67 1017 973 965 '960 983 1006 1059 915 937 809 651 576 165 6069 8043 2911 4947- 2973. 2036 11016

921 ' 913 927 ,9,41. 937 -981 996 980 750. 677 568 5825 7802 2957 4952 2975. 199.2 10777-
1057 _?22. 906 2i0 918 903 9 i s 1932 99? 843 638 636 5616 74dT 284T 4957 310? 2111 10573

7-969-70 1057 962 901 870 901 881 835 872 952 85? 717 593 5575 7332 2689 4856 3099 216? 10431
962 2M 868 861 865 '863 841 872 802 728 667 5556 7260 257614773 3069 2197 10329

19.71-72 105? 962 943 _2°5 859 827 848 820 841 750 682 677 5553 7221 2509 14618 2950 2109 10.171
1972-73 1057 962 913 905 896 825 810 806 820 723 638 634 5588 7204 2436 4431 2815 1995 100.L9
1973-71 1057 962 243 J?05 896 860 ■809 770 806 705 615 593.. 5623 ?202 2385 4298 2719 1913 29921
1971-75v 1057 962 _243 905 896 860 343J769 770 693 599 572 5623 7235 2382 14246 2634 1864 9869

_i2Z5z76 1057 962 943 -J205 896 860! 843 i301 Z62. 662 £ §1 12L1 5623 1 §67_ 2413 14221 2372 1808 984L

Source: D ivision of Research and S ta t is t ic s .



ficpt/s fitted/ ng fithe-r "Schools
Table 19 gives the number of resident pupils that attend school -in other administrative units.

'TABLE 19

OTHER
ADMINISTRATIVE

UNITS
•NAME ..
OF ' 

SCHOOL

NUMBER 
■ ELEMENTARY 

'PUPILS'
. (1-8)

NUMBER 
.SECONDARY 
PUPILS. 
(9-12) '

TOTAL'
. PUPILS

Warren County. . .Haliwa .148 148
Warren County Littleton 94 65 159

Nash County •Enfield. Academy • ' ' 65 10 75*

Total 307 •75 . ... ■ 382
' -^Estimated -1968-69.
Source: Local Administrative Unit. 05co-a



Nonresident. Firoils Attending Halifax County Schools

Table 20 gives the number o f nonresident pupils attending school,in the Halifax County-'Administrative
Unit.

TABLE 20

SCHOOL :

NUMBER
ELEMENTARY

1-8'-

■NUMBER- . 
SECONDARY 

9 -1 2 TOTAL

William R, Davie 50 _ . 15 65

Source: Local Administrative U nit. "



•r^rgU inniH iy x>j . i i .l k h  u c .iiu y x  w a u u-a.t.^ u  
C3>uMy..v-.fr ct 4'jA 5cA oc/ (j  t i J S '+ c. f t ' s

Table 21 shows a five-year summary of all high school graduates in the county administrafw^. unit.

TABLE- 21'

. . ■ . YEAR • • •
1962-63 I 1963-64. 
1958-59* 1 1959-60*

1964-65
1960-61*

1965-66 
■ 1961-62*

1966-67
1962-63

Number of High School Graduates 309 411. 453 578 552
Enrollment of- Eight Grade Four” 
Years Preceding 727 802 •799. • 886 ■ 960
Number and Percent of Graduates 
Entering College _ ’ •'

Four-Year College: No_;_ _ S 7 ---* A>
_  _72 _ m  

18.5
1 91 

2 2.1
122 •

"• —2o.9 ~
129

~  22.3
84 . 
15.2

: Two-Year College No. 
or .'Its Equivalent: * %

1 2
3.1

_ 17 A M
. 17-

3.3 •
12

2 .1 '
IS

Number and Percent of Graduates 
Continuing Education or Training 
Other Than College: ' No.

?
22
5.6

_ 22'
■7.8

. 2L 
5.9 '

• '69 
11.9

_ _  5J .. . 
1 0...

Number arid Percent of Graduates 
Entering Military Service or 
Gainfully.Employed 
• ' Military: No.- 

• %
J _ 3 Z _ _

9.5
22
5.4~

____ .12.-1 _
__ 4 .2 _

’ 11 .. 
’ lT9

_____1?....
• Employed: ' ' * No. 

• • • ■■%
_ i 5 4 ___39.6

' 182 
” • 44.3~

^ _ 152 _ „ 
' 33.8

_ _125_ _ 
33.8

_ _ 2 5 1 .  . 
46.1

Number and.Percent of Graduates. 
Not Accounted For: • .No.-
____ ____________ :___ _____t____

' _92
___ 22..-.Z-.

67
16.3

'115
' 25.4

162
23.0

125

*Yehr,graduates were in eighth grade. . . ■ ' •
•Source: Principal's Preliminary Reports, Follow-Up Survey North Carolina High School

Graduates, and compilation by North' Carolina Department of Public Instruction, Ot
Division of Research and Statistics. * fS



s-Ias's.rpoEi
22 gives the 1967-63 .'professional staff-pupil ratio for the county unit. Table 23 gives the
:safchsr-pupil .ratio for the- same .period'.

CT>
O

TABLE .22"

.. .ITEM'
' WORTH- 

CAROLINA . ’•
HALIFAX.
'COUNTY

Enrollment- 1.193,257 ••• -’ 10-.979
Total Professional Staff 52.84.7 - 453
Professional StaffrPupil 
■'Ratio - . 22.6 - 2 4 ^
.Sources -.Division of Research arid Statistics,- 

' . Department of Public.. Instruction.

TADIS 23

• • * ITEM •
NORTH 

'CAROLINA
HALIFAX 

’ COUNTY

Enrollment ■-i.193-.257 10.979
Total Classroom Teachers 47,893 429
_ Classroom -Teacher-P.upil- 
Ratio‘ • ’ 24.9 • .25.6'-

: Source:' Department of Research, KCEA'. ••



r e  -rSon m  l----Table 24 .gives the auxiliary'personnel'.by school.

TAELS .24.

---— ---  .„i ■„ y-y ■ ■'CUSTODIANS V ■',:fcod. SERVICE . •■: -BUS-DRIVERS ' ■
. - .SCHOOL. . •..'■' MALE FEMALE : SECRETARIES 1 • - •* PERSONNEL , ’ ' •••STUDENT ADULT

Aureliah■■ Springs' ■' ' 1 ’* L •v " ' : 9 ' •
Bakers '. ‘ — 3" 1 . " . : • vc-.' 6 • " • ' • ■ • 1'. • -
B r a w l e v :•• :• ■2 • .■'Ml.. . . . > 1VV. •• v 30. V.'.'- •' ■ -14 ■ ■
Dawson ' • :-2 " 1 ,' ■ - v 7 'l,;!'— : v ' ; 5 ' 1 ■
'Eastman1-:'-■ ' ■ V 1 • 2 •: ••• ,.:V !:■■■ •'•••-15' -
Enfield '1 ..■■ 2 ■■ ■ ■• 1 *'•: ■ W  S ViV-L:. •"•■'■'•••' ;6 '-V
Everetts '' /» • 1 ■V-.-l ■ •• • ' 1 v iv: '.. SM-:;..
Hollister ' ' • 1 • ’ • ' Vl'.' V-'r.,. > •• ' .: -.. < 2
Inborden High: •'• \ '" ' 1 •: l.-. '..:l ■ ' 3.0 ' : M-'IO
’I'nbordeh• ■ElemiV' ••' . 2 - •' ' -l "' ' '- •
J. Ai • Chaldner ’• .-.1 : 2 ' l-. - 6 - ' 6: .' •••
Me Tver."-''■••••4 ; • 2. • -V " A: 6 ' •' ■.. •' ■ 8 "
Pittman 1 • i •• ■1 • ' .6- . • 2 •
Scotland Neck-'. • • 3 ■ 1 • . • 1 8 ' "1 0 •
' Thomas Shields r. ■ 1. . •' • 1 •. ' A '• • •" '• 1
. Tillerv Chanel ’ ■ 1 VI ' ' •'• • :1 • • .5 . ' - 2 •
White Oak • "■ .■ .1 ■ ' :1 • • • ' 1 ' . •• 7_______ ■■ 2 • ■
William'R. Davie" 1 •••■ "2 ■ ■. •• • I./- ■■•.12 8-..
Source :, .'. Local Administrative Unit, 1967-68 ••



642

THE SCHOOL SYSTEM

This section of the report is concerned with the school 
organization, instructional program, library services, spe­
cial education, accreditation, food services, and transpor­
tation.

Organization
There are eighteen separate schools in the Halifax 

County Administrative Unit. The basic plan of organi­
zation is the 8-4 plan. Out of the eighteen schools, eight 
are union schools; one is a high school; and nine are 
elementary schools.



yfccredflation
Table 25 ITots'the schools in the Halifax County Administrative .Unit 'and. give® - the 1̂ r ::accjradiu£

TABLE 25

••••■'> STATE DEPA RTMENT OF : , 
' * PUBLIC INSTRUCTION

:/;• SOUTHERN ASSOCIATION.'-: -. 
'•'••OF COLLEGES AND SCHOOLS

" SCHOOL .■••••• • ELEMENTARY . • SECONDARY /ELEMENTARY. SECONDARY

Aurelian Serines'' Full1  : •' ■■ Full2’ ■
Bakers- v Provisional̂ ,-.'-:.--: •;
Brawley - A :r 1 * Provisionai^-'V 19165'
Dawson A ‘- ; Filii1  '• '•
Eastman •• Provisional^ ■.193l5.'
Enfield .Full1  . . - Full2 -' • ,
Everetts : ' ■ "■'•A N. A- ./v' *. rr." .. . '
Hollister ' Provisional^ .-‘v. ;;"j ' . O /

.v, j\:-.vr..-v,.Inborden Elem. 1 N . ' A •’ v ...' .•** ••
Inborden HieH'f V '  ; •** ■''* 195^ '
John A; Chaloner*'• • AL93A Provisional? • ^ ’n .:a : -
Mciver “ ••• *'• Provisional^ « C • ■.:/"-'l9il5u
Pittman '- t'n 'Provisional^
Scotland Neck Full1 ’■ ' -Full.2  ' ’ \

• Fuii.1:'-V . .-*'*•..**;
Tillerv ChaDei'.'".!.. V ' •' \ ;•

•. • 4  •

William R. ' Davis .v ' m t f -  , /  ,v:- • '' 19115 ' ■
feeaccredited 1967 V" ’ ' provisional initial accreditation I960 
TReaccredited 1968 . ‘.‘/-'Not reevaluated under current standard* -of aocreditatiOQ.

, ^Provisionally .reaccredited 1968 ' N. A. - pot accredited
<83 Source i. LocalAdminiatrativeUnit#. 1968*69*"• •

643



Secondary Curriculum Course Offerings
Table-26 shows.the.number of courses.'offered-at.;each; secondary sohopljihi the-county'..:Jt ds 

generally'agreed that- i secondary school'should be large, enough to provide-a minimum Of three, times as 
many courses' as the -'school requires for, graduation. In North Carolina a minimum'Of sixteen units is’ 
•required for. graduation; consequently, .-.all'high Schools in.North. Carplina. should/.strive do .offer a 
minimum-.of 48 cohrses.' ....’ '

TABIE-26-

t

... SCHOOLS,...

■ COURSE OFFIKINGS- • '  ' A'--

EN
G

LI
SH

 ■

COoM EH <1* 3

3o

Q13EH
CO
H-i
PiOOco

22o

SP
AN

IS
H

 •
• 

|

3ME-«•aJ

COCO
iMco
B ■ A

G
RI

CU
LT

U
RE

.' 
| O3

s33O
Jj

3

d  S '3  H 
E"* 

g g

I S
0Mco
§

g s

S B g
•• •* ! 
i

V.fS;.VO.

'■ Aureliah Seringa
M-'
% i i 6 2

>•
f* 5 A 4

•yvi'.v “ s'
:"i* •. 
.1 '' f '33

Brawlev ' 3 •i 6 i 8 2 — 3 3 3 3 1,'. i- 44 '
Eastman ■ • 6 A 4 1 — _ 4 3 3 4 1 • 2 39
Enfield 4 6 1 s 2 _ 3 4 1 32
Inborden High 6 1 4 2 — 3 1 — 1 1 33
John A. Chaloner 4 4 4 8 1 — _ 3 1 2 2 1 1 28
Mclver 4 3. 3 1 — — 3 4- 3 «. : 1 1 1 31
Scotland Neck 4 6 4 5 3 — — 4 1 2 1 1 1 ?9
William R. Davie 6 4 1 4 2 - 4 4 4 .. - 2 1 3 4-Source: ;..J}orth.;Caro_HnaJRrincinal\s..Ann.ual;iE.epprt.:r',1967r6S,

644



. '  ; Table 27 shows the number of books arid the number of books per pupil for. each school in the 
unit, .v.j'fc also shows various information relative to the librarian.

Selected Library Data.

TABLE 27

'!V - ■ school'

LIBRARY BOOKS .
•'■■:•/ PERIODS '• 
•■•v. SERVED'BY , 
■ ■' -'.I-LIBRARIAN :

■ LIBRARIAN 
'■ CERTIFIED

.■'.TOTAL
'NUMBER

AVERAGE • 
NUMBER'.’ 

PER PUPIL

Aureli'an Snrines 7 AO 10 ■' W V &393
■' .
: Full time -' •

Bakers • ' ■2.709 8 •'••••■ 319 • Library aide
Brawley '• .' • ■9,237 • 8 ■ ' • 1 , 1 5 2 .' : ■ Full time ; '••• Yes ’
Dawson 4,589 10 • 475 ■ Library aide
Eastman 7,925 8 958 Full time
Enfield 4.874 ■ 10 482 Full time Not reported
Everetts 5,279 10 520 Library aide
Hollister 4.250 12 •' 362 Library aide
Inborden Elem. 6,000 ■■ 6 1,067 Full time Yes
Inborden High 3.800 ' 9 418 Library aide
John A. Chaloner 9.367 11 844 Full time No
M elver 6.859 10 682 . Full time No
Pittman 4.002 • 8 495 • Library aide
Scotland Neck - 7.872 9 875 ... Full time No
Thomas Shields 2.823 11 . 251 Library aide
Tillery ChaDel 3,019 11 • 284 Library aide
White Oak 2.977 9 • 334 Library aide
•William R. Davie 10,131 10 999 Full time Yes
Source: Department of Public Instruction, 1967-63*



Sp
ec
ia
l 
E
du

ca
tio

n

646

•So
ure
d.:
' •
' De

pa
rt
me
nt
- 
of
 .P
ubl

ic.
 .I

ns
tr
uc
ti
bn
 

19
67
-6
8.
.



Food Service

Table 29 above information relative to the food service operation in the Halifax County Unit.
TABLE 29

SCHOOL

ADA
EN­
ROLL­
MENT

PERCENT
PARTICI­
PATION

TYPE OF 
LUNCH 
PROGRAM

SANITA­
TION

RATING

PUPIL 
LABOR . 
USED 

HOW MANY
PRESENT
MEAL
LOAD

ADULT
LABOR

EQUIP- 
• MENT

DINING
SPACE

KITCHEN
SPACE

Aureliar. Springs 50 4 92.1 Type A
4-30-68.

93.0 ' 0 405 ' A '• A F ' A
Bakers 283 99.3 Type A

4-27-68
96.5 0 271

Exces­
sive •A G A

Brawlev 1046 5 97.8 Type A
4-22-68
93.5 0 875 Over G ' A G

Dawson 448 .99.8 Type A
4-22-68. 
95.0 0 460 Over A G ’ A

Eastman 957 93.2 Type A
7-1 1 - 6 8
92.5 . 1 820 Over G F G

Enfield 579' 90.A Type A
•4-23-68

94.0 0 547 A F 'F A
Everetts m 95.6 Type A

4-29-68
91.0 0 438

Exces­
sive ' A A • A •

Hollister 334 96.0- Type A
4-24-68

98.0 0 2 6 0 • A' A A A
Inborden 1414 8 6 . 6 Type A

H23-68
92.5 2 1 2 1 0 A P P A

John A. Chaloner 634 65.6 Type A
4-30-68
84.5 1 * 482 A P ' P P

Mclver 567 91.3 Type A
4-29-68

95.5 0 510 A F ' P G
Pittman 424 99.5 Type A

4-24-68
96.0 1 386 Over A A A

Scotland Neck 979 74.0 Type A
7-9-68
92.0 2 765

Exces­
sive ' P F F

Thomas Shields 203 97.3 Type A
4-22-68

90.0 1  • 205 Over G G A
Tillery Chapel 272 • 99.2 Type A

2-5-68
96.5 1 263 Over’ A G A

White Oak 305 96.8 Type A
4-24-68

95.0 i 280 A A ■ A G
1 1 2 1 — 8^ — Type A

7-8-68 
— 93...P— i ___ 22Z_

Exces­
sive P __ £___ ___ E___Code: G - Good, A - Adequate, F - Fair, P - Poor.

6 Source: School Food Services, Department of Public Instruction {September 1968).

647



Table 30 shows the number of buses and the number of students transported.

TABLE 3 0

Selected Transportation Data

SCHOOL

NUMBER
OF

BUSES
NUMBER OF PUPILS

ELEMENTARY SECONDARY
Mclver 8 479 189
Aurelian Springs 9 192 157
Hollister Elementary 2 105 19
Bakers 1 102 12
Thomas Shields 1 28 8
Enfield Graded 6 100 37
Pittman 2 88
Tillery Chapel 2 169
Brawley 14 935 520
Everett3 5 253
Ralph J. Bunche Elementary 9 564 283
Weldon 5 278 113
White Oak 2 129
Dawson 6 302 62
Eastman 15 944 282
William R. Davie 8 636 219
Scotland Keck 10 232 139
Inborden High 10 601 194
John Armstrong Chaloner 6 427 220
Ralph J. Bunche High 9 561 288
Total 121 7.125 2.747
Grand Total
(Elementary and Hieh School) 9.872

Source: Principal's Monthly Bu3 Report, 1967-68

648



649
SCHOOL FACILITIES

Each school was visited by the Survey Committee for 
the purpose of determining space adequacy and to evalu­
ate facilities in terms of national and state standards.

The following section gives general information for 
each school, construction data for each building and 
major addition based on the year of construction and 
condition, and a summary for each plant. An engineer­
ing evaluation for each building is also included.

Standards by which the adequacy of sites and class­
rooms were determined, as found in the summary of this 
section and in other parts of the report, are as follows:

School Sites— Sites were evaluated by standards set by 
the Council of Educational Facility Planners. The 
Council suggests the following as minimums to which 
all should strive but most should exceed.
. Elementary Schools— Ten acres plus an additional 

acre for each 100 pupils of projected ultimate 
maximum enrollment.

. Junior High Schools— Twenty acres plus an addi­
tional acre for each 100 pupils of projected ulti­
mate maxium enrollment.

. Senior High Schools— Thirty acres plus an addi­
tional acre for each 100 pupils of projected ulti­
mate maximum enrollment.

Classrooms— The recommended minimum size for an 
elementary classroom is 750 square feet. Larger 
classrooms are more desirable. Secondary teaching 
spaces were evaluated by the Committee based 
upon space adequacy for the activity being taught.

Aurelian Springs
• General Information

. Size of site— 13.6 acres 

. Grades housed— 1-12
. Number of professional staff— 25; 13 elementary 

and 12 secondary
. Year built— 1922; additions— 1925, 1929, 1934, 

1935, 1948, 1959



. Membership (2nd week)— 503; 315 elementary 
and 188 secondary 

. Mobile units— 2
Construction Data
. 1 9 2 2

. 4 classrooms— poor 

. Auditorium— poor
. 1 9 2 5

. 4 classrooms— poor 

. 1 library— poor
. 1 9 2 9

. 5 classrooms— poor

. Library— poor
. 1 9 3 4

. 3 classrooms— poor

. 3 classrooms— fair (originally an old gym)
. 1 9 3 5

. 1 classroom— poor

. 1 shop—fair (enlarged in 1952)
. 1 9 4 8

. Gym— fair 

. Cafeteria— fair
. 1 9 5 9

. 3 classrooms— good
Engineering Evaluation (On site water and 
sewerage)
. The old, 1934, wood frame physical education 

building is a substandard unit in nearly all re­
spects except for the 1961 boiler room plant addi­
tion. Upgrading this building to satisfactory level 
is not believed to be economically feasible.

. The 1922, single story, high school-auditorium 
building is of “ ordinary”  construction and re­
ceived additions in the late 1920’s and early 1930’s. 
Deficiencies include considerable floor sagging in 
various locations, a specific floor weakness near 
the center of the auditorium which should be in­



651

vestigated, past problems with termites, and sub­
standard classroom lighting. Major renovation of 
this unit for long-term use would be difficult to 
justify on an economic basis.

. The 1935, single story, structurally sound, shop 
building with its small 1952 addition is of mason­
ry block construction with a wooden roof system. 
A  new roof covering was being installed. The gen­
eral condition of this building is considered to be 
fair with the bare concrete restroom floor classed 
as poor. Short-range use is considered feasible. 
Major renovation to meet modern standards for 
long-range use is considered economically unwise.

. The 1948 gymnasium-cafeteria building is of 
mixed construction and is in generally fair condi­
tion. A  few minor wall cracks were noted but the 
basic structure appears to be sound. Upgrading 
of the soft tile kitchen floor and the bare concrete 
gymnasium restroom floors with hard tile is rec­
ommended. An exhaust hood at the dishwashing 
area is needed to reduce the deterioration of the 
adjacent plastered wall. Major renovation of this 
unit for long-range use would probably be diffi­
cult to justify economically. Heat is supplied from 
this building to the small 1959 primary building.

. The single story, 1959, three classroom primary 
building is a modern, fire-resistive, structurally 
sound unit in good condition.

• Summary (Aurelian Springs)
. Size of site— below minimum standards
. Classrooms— 7 meet minimum size standards,

16 do not
. Library— both are inadequate
. Lunchroom— adequate
. Gymnasium— adequate
. Auditorium— adequate

Bakers Elementary
• General Information

. Size of site— 17.64 acres
. Grades housed— 1-8



652

. Number of professional staff— 12 

. Year built— 1959; addition— 1961 

. Membership (2nd week)— 283 

. Mobile units— 0
• Construction Data

. 1 9 5 9

. 10 classrooms—good

. Library— good
. 1 9 6 1

. 3 classrooms— good

. Cafetorium— good
• Engineering Evaluation (On site water and 

sewerage)
. The two buildings comprising this facility are of 

fire-resistive construction and were built in 1959- 
1961. The general condition and structural 
soundness appears to be good. No major prob­
lems were noted.

• Summary (Bakers Elementary)
. Size of site— meets minimum standards 
. Classrooms— meet minimum size standards 
. Library— adequate 
. Cafetorium— adequate

Brawley
• General Information

. Size of site— 18.8 acres 

. Grades housed— 1-12

. Number of professional staff— 40; 14 elementary 
and 26 secondary

. Year built— 1926; additions— 1937, 1942, 1951, 
1954, 1960, 1968

. Membership (2nd week)— 1046; 364 elementary 
and 682 secondary 

. Mobile units— 5
Construction Data 
. 1 9 2 6



653
. 8 classrooms— fair to poor 
. 1 library— fair to poor

. 1 9 3 7

. 8 classrooms— fair to poor
. 1 9 4 2  (shop added in 1954)

. 2 classrooms— fair 

. 1 shop— fair
. 1 9 5 1

. 5 classrooms— fair 

. 1 library— fair
. 1 9 5 5

. 5 classrooms— fair 
. 1 9 6 0

. Gymnatorium— good 

. 4 classrooms— good
. 1 9 6 8

. Cafeteria— good
Engineering Evaluation (Municipal water and 
sewerage)
. The 1926, elementary building of ordinary con­

struction appears to be structurally sound. Rest­
rooms were added in 1954. This building is in 
generally fair condition. Heating units are need­
ed in the restrooms and better downspout drain­
age away from the building should be provided. 
The heating plant supplies heat to the adjacent 
1937 building also. Minor renovation and normal 
upkeep for medium-range use is believed feasible. 
Some improvement in classroom lighting would be 
desirable when funds permit.

. The 1937, single story, elementary classroom build­
ing of ordinary construction and with a stucco 
finish is a cheaply constructed, minimum cost unit. 
Though structurally sound and in fair condition 
upgrading to meet modern standards for medium 
to long-range use is not recommended. The in­
terior is in need of painting for short-term use.

. The 1942-1954, single story, structurally sound 
shop building is of ordinary construction with



654

painted block walls and a wooden roof system. 
The general condition is fair though it is also a 
minimum cost facility. The heating plant was re­
cently converted from coal to oil. The shop equip­
ment appears to be minimum. Major renovation 
for long-term use would probably be difficult to 
justify economically.

. The 1951-1955 single story high school building 
and the 1960-1968 gymnatorium-primary-cafeteria 
building are both structurally sound, fire-resistive 
units in good condition. No major problems were 
noted.

• Summary (Brawley)
. Size of site— below minimum standards 
. Classrooms— 15 meet minimum size standards;

17 do not
. Library— secondary adequate; elementary 

inadequate
. Lunchroom— adequate 
. Gymnatorium— adequate

Dawson Elementary
• General Information

. Size of site— 5.95 acres 

. Grades housed— 1-8 

. Number of professional staff— 18 

. Year built— 1938; additions— 1957, 1960 

. Membership (2nd week)— 448 
. Mobile units— 0

• Construction Data
. 1 9 3 8

. 4 classrooms— poor 
. Music room— poor

. 1 9 5 7

. 6 classrooms— fair to good
. i 9 6 0

. 10 classrooms— fair to good
. Library— fair to good 
. Cafetorium— fair to good



655
• Engineering Evaluation (On site water and 

sewerage)
. The 1938, single story, classroom building is of 

ordinary construction with a stucco finish. This 
building is of minimum cost construction and 
though fairly well maintained has many deficien­
cies. Floors and ceilings are sagging. Lighting is 
very inadequate and no restroom facilities are 
present. Heat is supplied from the adjacent build­
ing. Renovation for continued use is not recom­
mended.

. The 1957-1960, single story, fire-resistive building 
is structurally sound and in good condition. No 
major problems were noted.

• Summary (Dawson Elementary)
. Size of site— below minimum standards 
. Classrooms— 16 meet minimum size standards;

4 do not
. Library— adequate 
. Cafetorium— adequate

Eastman
• General Information

. Size of site— 15.35 acres 

. Grades housed— 1-12

. Number of professional staff— 38; 17 elementary 
and 21 secondary

. Year built— 1947; additions— 1949, 1953, 1956, 
1959, 1968

. Membership (2nd week)— 952; 432 elementary 
and 520 secondary 

. Mobile units— 7
• Construction Data

. 1 9 4 7

. 1 classroom— poor

. 1 shop— poor
. 1 9 4 9

. Gymnatorium— fair 
. 1 9 5 3



. 5 classrooms— fair 

. Library— fair
. 1 9 5 6

. 7 classrooms— fair
. 1 9 5 9

. 13 classrooms— fair to good

. Library— fair to good
. 1 9 6 8

. Cafetorium— good
Engineering Evaluation (On site water and
sewerage)
. The 1947, single story, structurally sound, painted 

masonry block shop building is of fire-resistive 
construction except for the wooden ceiling-roof 
structure. Relighting and the provision of a 
standard heating system to replace the room fired 
stoves are recomended for continued use.

. The 1953 and 1956, single story, structurally 
sound, high school buildings are of fire-resistive 
construction and in generally fair to good condi­
tion. Lighting is somewhat substandard in both 
buildings. Heating radiation in the 1953 building 
appears to be substandard and at times is prob­
ably not quite adequate. Upgrading these fea­
tures for continued use is recommended. These 
buildings are heated from the adjacent gymnas­
ium unit.

. The 1959, single story, primary building and the 
1959, single story, elementary building are struc­
turally sound, fire-resistive units in generally good 
condition. Both buildings are heated from a boiler 
room located in the primary unit. Space is avail­
able for a second boiler. Upgrading of classroom 
lighting in the elementary building is recommend­
ed when funds permit.

. The 1968, single story, structurally sound cafe­
teria building is a modern fire-resistive facility in 
good condition.

. The 1949 brick gymnatorium building is of fire- 
resistive construction except for the wooden ceil­



657

ing-roof deck. A  small addition was made in 1956. 
The building appears to be structurally sound and 
in generally fair condition. Several areas of floor 
buckling need to be repaired. It is suspected that 
the unit heater fan noise is bothersome when the 
space is used as an auditorium. Minor alteration 
and normal upkeep for medium-range use is be­
lieved to be economically feasible.

• Summary (Eastman)
. Size of site— below minimum standards 
. Classrooms— 21 meet minimum size standards;

5 do not
. Library— both are adequate 
. Cafetorium— adequate

Enfield
• General Information

. Size of site— 15.5 acres 

. Grades housed— 1-12

. Number of professional staff— 28; 16 elementary 
and 12 secondary

. Year built— 1948; addition— 1952 

. Membership (2nd week)— 579; 428 elementary 
and 151 secondary 

. Mobile units— 4
• Construction Data

. 1 9 4 8

. 20 classrooms— fair 
. Library— fair 
. Auditorium— fair 
. Cafeteria— fair 
. Gym— fair

. 1 9 5 2

. 1 classroom— fair

. 1 shop— fair
• Engineering Evaluation (Municipal water and 

sewerage)
. The 1948, two-story, high school and elementary 

building is of semi-fire-resistive construction and



658

received a small addition in 1951. The general 
condition is fair to good and structural soundness 
appears to be adequate except the cracks in the 
plaster ceiling of the auditorium should be in­
vestigated and repaired. Improvement in class­
room lighting, the kitchen floor, as well as rein­
stalling student lockers in a standard manner 
would be desirable and are recommended. Space 
is available for a second heating boiler if needed.

. The 1952, single story, masonry block shop build­
ing is of ordinary construction and appears struc­
turally sound. This is a fair building of minimum 
cost construction. The heating boiler has recently 
been converted from coal to oil.

. The 1948 structurally sound gymnasium building 
with masonry walls and wooden roof deck as well 
as the 1953 dressing room-boiler room addition is 
in fair to good condition. No major problems 
were noted.

• Summary (Enfield School)
. Size of site— below minimum standards 
. Classrooms— 8 meet minimum size standards;

13 do not
. Library— adequate 
. Lunchroom— adequate 
. Gymnasium— adequate 
. Auditorium— adequate

Everetts Elementary
• General Information

. Size of site— 9.93 acres 

. Grades housed— 1-8 

. Number of professional staff— 22 

. Year built— 1958; addition— 1960 

. Membership (2nd week)— 470 

. Mobile units— 0
• Construction Data

. 1 9 5 8

. 14 classrooms— fair to good

. Library— fair to good



659
. 1 9 6 0

. 6 classrooms— fair to good

. Cafetorium—fair to good
• Engineering Evaluation (On site water and 

sewerage)
. This facility, constructed since 1958, consists of 

single story, structurally sound, modern, fire-re­
sistive buildings in generally good condition. No 
major problems were noted.

• Summary (Everetts Elementary)
. Size of site— below minimum standards 
. Classrooms— all meet minimum size standards 
. Library— adequate 
. Cafetorium— adequate

Hollister Elementary
• General Information

. Size of site— 7.26 acres 
. Grades housed— 1-8 
. Number of professional staff— 13 
. Year built— 1960; addition— 1966 
. Membership (2nd week)— 331 
. Mobile units— 0

• Construction Data
. i 9 6 0

. 13 classrooms— fair to good
. 1 9 6 6

. Cafetorium— good 

. Library— good
• Engineering Evaluation (On site water and 

sewerage)
. This facility, constructed since 1958, consists of 

single story, structurally sound, modern, fire- 
resistive buildings in generally good condition. 
No major problems were noted.

• Summary (Hollister Elementary)
. Size of site—below minimum standards



660

. Classrooms— 5 meet minimum size standards;
8 do not

. Library— adequate 

. Cafetorium— adequate
Inborden Elementary

• General Information
. Size of site— 16.27 acres (total site for elementary 

and high school)
. Grades housed— 1-8 
. Number of professional staff— 33 
. Year built— 1948; additions— 1954, 1956, 1960 
. Membership (2nd week)— 949 
. Mobile units— 4

• Construction Data
. 1 9 4 8

. 12 classrooms— fair to poor

. Cafeteria— fair to poor
. 1 9 5 4

. 2 classrooms— fair
. 1 9 5 6

. 2 classrooms— fair

. Library— fair
. 1 9 6 0

. 12 classrooms— good
• Engineering Evaluation (Municipal water and 

sewerage)
. The 1948, single story, elementary building with 

small additions in 1954 and 1956 is in generally 
fair condition and is of semi-fire-resistive con­
struction. The basic structure appears to be sound 
though one porch roof column needs straighten­
ing and anchoring at the bottom. Deficiencies in­
clude a poor interior appearance due to the old 
style mortar joints, lack of heat in restrooms and 
absence of a dining area. The kitchen floor cover­
ing the soft tile is also substandard. Major reno­
vation for long-term use is believed questionable 
from an economic standpoint.



661

. The 1960, single story, fire-resistive, structurally 
sound elementary building is a modern unit in 
good condition. Space is available for a second 
boiler when needed.

• Summary (Inborden Elementary)
. Size of site— below minimum standards 
. Classrooms— 18 meet minimum size standards;

10 do not
. Library— adequate 
. Lunchroom— inadequate

Inborden High
• General Information

. Size of site— 16.27 acres (total site for elementary 
and high school)

. Grades housed— 9-12 

. Number of professional staff— 18 

. Year built— 1951; additions— 1955, 1961 

. Membership (2nd week)— 469 

. Mobile units— 7
• Construction Data

. 1 9 5 1

. 5 classrooms— fair

. Library— fair
. 1 9 5 5

. 3 classrooms— fair

. Gymnatorium— fair
. 1 9 6 1

. 1 classroom— fair to good

. 1 shop— fair to good
• Engineering Evaluation (Municipal water and 

sewerage)
. The 1951-1955, single story, fire-resistive high 

school building is structurally sound and in fair 
condition. Some corridor floor tile needs replac­
ing. Improvement in classroom lighting would be



662

desirable. Heat is supplied from this building to 
the gymnasium. Minor renovation and normal up­
keep for medium to long-range use is believed 
feasible.

. The 1955, structurally sound, fire-resistive, gym- 
natorium building is a modern facility in gener­
ally good condition.

. The 1961, single story, structurally sound shop 
building is of ordinary construction with block 
walls and a wooden roof system. Its general con­
dition is fair to good. The interior appearance 
could be improved by painting. The heating plant 
was being converted from coal to oil.

• Summary (Inborden High)
. Size of site—below minimum standards
. Classrooms— 5 meet minimum size standards;

4 do not
. Library— adequate
. Lunchroom— inadequate
. Gymnatorium— adequate

John A. Chaloner
• General Information

. Size of site— 12.86 acres

. Grades housed— 1-12

. Number of professional staff— 31; 16 elementary 
and 15 secondary

. Year built— 1924; additions— 1938, 1940, 1941, 
1942, 1944, 1945, 1950, 1955, 1958

. Membership (2nd week)— 680; 393 elementary and 
287 secondary

. Mobile units— 0
• Construction Data

. 1 9 2 4

. 5 classrooms— poor

. Library— poor 

. Auditorium— poor
. 1 9 3 8

. 4 classrooms— poor



663

. 1 9 4 0

. 1 classroom— poor

. 1 shop— poor
. 1 9 4 1

. 7 classrooms— poor

. Cafeteria— poor
. 1 9 4 2

. 1 classroom— poor
. 1 9 4 4

. 1 music room— poor
. 1 9 4 5

. Gym— poor
. 1 9 5 0

. 2 classrooms— fair 
. 1 9 5 5

. 6 classrooms— fair to good
. 1 9 5 8

. 9 classrooms— fair to good 

. Library— fair to good
• Engineering Evaluation (Municipal water and 

sewerage— assumed)
. The single story, auditorium-classroom building 

of ordinary construction is believed to have been 
constructed in the early 1920’s with various small 
additions completed over the years and as late as 
1951. The structure appears sound since the re­
cent replacement of the auditorium roof system. 
The overall general condition is classed as fair to 
poor. Some features such as restrooms and finishes 
on walls, floors, and ceilings are poor. Major reno­
vation for medium to long-range use would be dif­
ficult to justify on an economic basis.

. The shop building, the classroom-cafeteria build­
ing, the one room classroom building, and the band 
building are of ordinary construction and appear 
to have been constructed in the late 1930’s or the 
1940’s. All of these buildings are poor substand-



664

ard facilities in nearly all respects. All have room 
fired stoves except the cafeteria-classroom unit. 
Upgrading to meet modern standards is not be­
lieved to be economically feasible.

. An occupied teacherage on the site was not evalu­
ated but the double car shed adjacment to it was 
noted to be improperly built. The roof is believed 
to be in imminent danger of collapse. Removal 
from the site is recommended as soon as possible.

. The masonry block-wooden gymnasium building is 
believed to have been constructed in the 1940’s 
with shower rooms and a heating plant added 
about 1954. This is a poor facility in nearly all 
respects except the heating system. Upgrading to 
meet present standards is not believed to be eco­
nomically feasible.

. The single story 1954 primary building and the 
1958, single story high school building are struc­
turally sound, fire-resistive units in good condi­
tion. Space is available in the high school boiler 
room for two additional boilers.

• Sumary (John A. Chaloner)
. Size of site— below minimum standards
. Classrooms— 18 meet minimum size standards;

17 do not
. Library— both are adequate
. Lunchroom— inadequate
. Gymnasium— inadequate
. Auditorium— adequate

McJver
• General Information

. Size of site— 9 acres 

. Grades housed— 1-12 (minus grades 7-8)

. Number of professional staff— 26; 13 elementary 
and 13 secondary

. Year built— 1925; additions— 1930, 1941, 1948, 
1954, 1959, 1964, 1968



665

. Membership (2nd week)— 572; 312 elementary 
and 260 secondary 

. Mobile units— 3
• Construction Data

. 1 9 2 5

. 6 classrooms— poor 
. 1 9 3 0

. 4 classrooms— poor 
. 1 9 4 1

. Band room— fair 

. 1 classroom— fair

. 1 shop— fair
. 1 9 4 8

. Gym— poor to fair
. 1 9 5 4

. 2 classrooms— fair to good 

. Library— fair to good
. 1 9 5 9

. 8 classrooms— fair to good 
. 1 9 6 4

. 6 classrooms— good
. 1 9 6 8

. Cafetorium— under construction
• Engineering Evaluation (Municipal water and on 

site sewerage)
. The 1925, single story grammar building with its 

1930 two classroom addition is of combustible, 
wood frame, brick veneer construction, and is a 
generally poor facility. Floor sagging, roof sag­
ging, and wall movement in one classroom appears 
to be structurally unsound and serious in nature to 
the extent that repairs are believed to be required 
prior to use this fall. Upgrading this building 
for use even short range is not believed to be eco­
nomically feasible.



. The 1941-1946 structurally sound shop building is 
of masonry block and stucco construction and is in 
generally fair condition. Some improvement in 
lighting and replacement of the noisy unit heater 
in the shop classroom with more appropriate radi­
ation is desirable. Major renovation of this build­
ing for long-range use would be difficult to justify 
economically.

. The 1948, structurally sound, painted masonry 
block, gymnasium building received a new boiler 
room addition in 1964. The general condition of 
this unit is considered to be fair with the rest­
rooms and shower dressing rooms poor due to 
their small size. The adjacent primary building is 
heated from this gymnaisum. Minor upgrading 
for continued use is considered to be economically 
feasible. Construction type is fire-resistive except 
for the wooden ceiling-roof deck.

. The 1952, structurally sound, fire-resistive central 
boiler plant— central restroom building is in fair 
to good condition. Space does not appear to be 
available for increased heating capacity. All 
buildings on the site are heated from this plant 
except the gymnasium and primary buildings.

. The 1954 and the 1959 single story, fire-resistive, 
high school buildings and the 1964 primary build­
ing appears to be structurally sound and in gen­
erally good condition. No major deficiencies were 
noted. A cafeteria addition to the primary build­
ing was under construction.

Summary (Mclver)
. Size of site— below minimum standards
. Classrooms— 22 meet minimum size standards;

5 do not
. Library— adequate
. Gymnasium— adequate
. Cafetorium— under construction



667

Pittman Elementary
• General Information

. Size of site— 11.31 acres 

. Grades housed— 1-8 

. Number of professional staff— 17 

. Year built— 1959; addition— 1960 

. Membership (2nd week)— 420 

. Mobile units— 0

• Construction Data
. 1 9 5 9

. 15 classrooms— good 

. Library— good
. i 9 6 0

. Cafetorium— good 
. 1 classroom— good

• Engineering Evaluation (On site water and 
sewerage)
. This facility, constructed since 1958, consists of 

single story, structurally sound, modern, fire-re­
sistive buildings in generally good condition. No 
major problems were noted.

• Summary (Pittman Elementary)
. Size of site— below minimum standards 
. Classrooms— all meet minimum size standards 
. Library— adequate 
. Cafetorium— adequate

Scotland Neck
• General Information

. Size of site— 4.6 acres (10.35 acres junior high 
site)

. Grades housed— 1-12

. Number of professional staff— 46; 27 elementary 
and 19 secondary



. Year built— 1903; additions— 1923, 1939, 1949, 
1954, 1960

. Membership (2nd week)— 979; 677 elementary 
and 302 secondary 

. Mobile units— 9
Construction Data 
. 1 9 0 3

. 12 classrooms— poor

. Library— poor
. 1 9 2 3

. Cafeteria— poor to fair 

. 8 classrooms— poor to fair

. Library— poor to fair
. 1 9 3 9

. 1 home economics lab— fair

. 2 classrooms— fair

. 1 shop— fair

. Gym— fair
. 1 9 4 9

. 1 classroom— poor
. 1 9 5 4

. 4 classrooms— fair to good

. Auditorium— fair to good
. 1 9 6 0  (junior high building)

. 4 classrooms— good

. Cafeteria-library— good
Engineering Evaluation (Municipal water and 
sewerage)
. The 1903, multistory, elementary building is of 

ordinary construction with masonry exterior walls, 
wooden joists, and a slate roof. The basic struc­
ture appears to be sound though some floor sag­
ging was noted and exterior mortar is beginning 
to soften. Other deficiencies include wooden stair­
ways (stair towers are fireproof), deterioration of 
wooden roof overhangs, substandard classroom 
lighting, and a generally unattractive appearance.



669

Major renovation for medium to long-range use 
would be difficult to justify for economic reasons. 
This building is heated from the 1923 unit.

. The 1923, three story high school classroom-cafe­
teria building is of ordinary construction, appears 
structurally sound and is in generally fair condi­
tion as renovated. Deficiencies noted include wood­
en steps (in otherwise fireproof towers), some 
areas of cracked ceiling plaster, a soft tile kitchen 
floor, and the absence of any restroom facilities on 
the two upper floors. Use short range with normal 
upkeep is believed to be feasible.

. The 1939, single story, structurally sound gym­
nasium-vocational building is of ordinary con­
struction with stucco finish and is in generally 
fair condition. The basement boiler room is sub­
standard and damp. Use short to medium range 
with no major renovation is believed feasible.

. The small, 1949, structurally sound, single story, 
cold storage-classroom building is of semi-fire- 
resistive construction. The building appears to be 
suitable for storage use but the single classroom is 
substandard as an instructional space in most 
respects. Use for storage only is recommended.

. The 1954, single story, fire-resistive auditorium­
primary classroom building is a modern unit in 
generally good condition. Space is available for a 
second boiler when needed.

• Summary (Scotland Neck)
. Size of site— below minimum standards
. Classrooms— 10 meet minimum size standards;

22 do not
. Library— both are adequate
. Lunchroom— both are adequate
. Gymnasium— adequate
. Auditorium— adequate



670

Thomas Shields Elementary
• General Information

. Size of site— 9.33 acres 

. Grades housed— 1-8 

. Number of professional staff— 9 

. Year built— 1957; additions— 1958, 1961 

. Membership (2nd week)— 203 

. Mobile units— 0

• Construction Data
. 1 9 5 7

. 6 classrooms— good
. 1 9 5 8

. 4 classrooms— good 
. 1 9 6 1

. Library— good 

. Cafetorium— good
• Engineering Evaluation (Municipal water, on site 

sewerage)
. This single story, structurally sound, fire-resis­

tive facility was constructed in stages during 1957 
through 1961. No major problems were evident. 
Space can be made available for a second boiler 
if needed by rearranging the present equipment.

• Summary (Thomas Shields Elementary)
. Size of site— below minimum standards 
. Classrooms— all meet minimum size standards 
. Library— adequate 
. Cafetorium— adequate

Tillery Chapel Elementary
• General Information

. Size of site— 7.21 acres 

. Grades housed— 1-8 

. Number of professional staff— 11 

. Year built— 1932; additions— 1957, 1962 

. Membership (2nd week)— 272 

. Mobile units— 0



671

• Construction Data
. 1 9 3 2

. 4 classrooms— fair 
. 1 9 5 7

. 6 classrooms— good
. 1 9 6 2

. 1 classroom— good
. Library— good 
. Cafetorium— good

• Engineering Evaluation (On site water and 
sewerage)
. The 1932, single story, structurally sound, wood 

frame, brick veneer, elementary building has re­
ceived various renovations in the past. Its gen­
eral condition is good. Medium-range use with 
normal upkeep appears feasible.

. The 1957-1962, single story, structurally sound, 
fire-resistive new elementary building is in good 
condition. Space is available for a second boiler 
when needed.

• Summary (Tillery Chapel Elementary)
. Size of site— below minimum standards 
. Classrooms— all meet minimum size standards 
. Library— adequate 
. Cafetorium— adequate

White Oak Elementary

• General Information
. Size of site— 12 acres 
. Grades housed— 1-8 
. Number of professional staff— 13 
. Year built— 1959; addition— 1966 
. Membership (2nd week)— 304 
. Mobile units— 1



672

• Construction Data
. 1 9 5 9

. 10 classrooms— good
. 1 9 6 6

. 1 classroom— good
. Library— good 
. Cafetorium— good

• Engineering Evaluation (On site water and 
sewerage)
. This facility, constructed since 1958, consists of 

single story, structurally sound, modern, fire-re­
sistive buildings in generally good condition. No 
major problems were noted.

• Summary (White Oak Elementary)
. Size of site— slightly below minimum standards 
. Classrooms— all meet minimum size standards 
. Library— adequate 
. Cafetorium— adequate

William R. Davie
• General Information

. Size of site— 28.64 acres 

. Grades housed— 1-12

. Number of professional staff— 47; 31 elementary 
and 16 secondary

. Year built— 1940; additions— 1952, 1953, 1955, 
1958, 1961

. Membership (2nd week)— 1,116; 834 elementary 
and 282 secondary 

. Mobile units— 15

• Construction Data
. 1 9 4 0

. 11 classrooms— fair

. 1 library— fair

. Auditorium— fair



673

. 4 classrooms— fair to good 

. Library— fair to good
. 1 9 5 3

. Shop—fair 

. Cafeteria— fair 

. Gym— fair
. 1 9 5 5

. 5 classrooms— fair to good
. 1 9 5 8

. 4 classrooms— fair to good
. 1 9 6 1

. 2 classrooms— fair to good
• Engineering Evaluation (On site water and

sewerage)
. The 1940, structurally sound, elementary class­

room-auditorium building has masonry block in­
terior and exterior walls and wooden floor and 
roof systems. General condition is considered fair 
to good. Past renovation of lighting, wiring, and 
restrooms is evident. Several basement classrooms 
have low, but adequate, ceiling height. No major 
deficiencies were noted.

. The 1940, masonry block, single story, shop build­
ing with its 1953 addition appears to be structu­
rally sound and in generally fair condition. Up­
grading of the restroom with hard tile is recom­
mended. No major problems were noted. The 
heating boiler was being converted from coal to 
oil firing.

. The 1953, single story, gymnasium-cafeteria build­
ing is of masonry block construction with a wood­
en roof system. The basic structure appears to 
be sound but considerable sagging of the covered 
walk and entrance roofs exists. Additional pipe 
columns and wooden support beams are believed 
needed. Some minor termite damage to the wooden

. 1952



gymnasium floor was noticed. Replacement of the 
soft tile kitchen floor with hard tile is recommend­
ed when funds permit. The general condition of 
this building is classed as fair.

. The 1952, single story, high school building with 
additions in 1955 and 1963 and the 1958-1961 pri­
mary building are fire-resistive units in generally 
good condition. No major problems were noted.

Summary (William R. Davie)
. Size of site— below minimum standards 
. Classrooms— 16 meet minimum size 

standards; 9 do not 
. Library— both are adequate 
. Lunchroom— adequate 
. Gymnasium— adequate 
. Auditorium— adequate



675

Sanitation Inspection Report j

Figure 8 shows the sanitation grade given to  each plant at the last inspection by the count; 
sanitarian.

FIGURE 8

A u reliant Springs

Bakers

Brawiey

Dawson

Eastman

Enfield

Everetts

H ollister

Inborden High

Chaloner

Mclver

Pittman

Scotland Neck

Scotland Meek Jr.

Thomas Shields

T ille ry  Chapel

White Oak

Davie

J o u - r t d  : J ~ .o c & l  d m .  * .  s ?  T < t f /.
98 99 10Q

percent 76



Fire Hazards Inspection
Table 31 gives the date that each plant was inspected as prescribed by General Statute 115-150.

SCHOOLS

DATE OP LAST INSPECTION 
AUTHORITY (G. S, 115-150)
ELECTRICAL FIRE

Aurelian Springs 6/12/63 5/68
Bakers 4/8 /68 5/68
Brawley 4/19/68 5/68"
Dawson 4/23/68 6/68
Eastman 6/10/68 5/68
Enfield 4/9 /68 5/68
Everetts 6/6/68 5/63
H ollister 6/7/68 5/68
Inborder. High 4/17/68 5/68
Inborder Elem. 4/17/68 5/68
Chaloner 5/16/68 . 5/68
Mclver 6/14/68 5/68
Pittman 6/14/68 5/68
Scotland Neck (T & 1) 4/10/68 5/68
Thomas Shields 4/8 /68 5/68
T ille ry  Chanel . 4/23/68 5/68
White Oak 6/7 /68 5/68
William R. Davie 6/6/68 -  5/68Source: Local Administrative Unit.

77



677

COMPILATION OF SECONDARY USE DATA 
HALIFAX COUNTY

»
i
1

ACRES
YEAR

BUILT
ADDI­
TIONS

MEM­
BER­
SHIP

2ND
WEEK

NUMBER
OF

PRO-
FES-

SIONAL
STAFF

NUMBER OF

SPECIAL FACILITIES ADEQUACY

MOBILE
UNITS

NUMBER MEETING 
MINIMUM SIZE 

STANDARDS
ADM.

SPACE
LI­

BRARY
MULTI­
PURPOSE

MU­
SIC ART GYM

AUDI­
TO­

RIUM
LUNCH­
ROOM

COUN­
SEL­
ING

SPACE

ADE­
QUACY

OF
SITE

SCHOOL 
AND GRADES

TEACHING
STATIONS

CLASS­
ROOMS

TEACHING
STATIONS

CLASS­
ROOMS

Aurelian Springs 1 -12 1 3 .6 1922

1925,
2 9 ,3 4
3 5 ,4 8
59

E-315
S-188

503

E-13
S-12

25 26 23 9 7 I
E—I
S -I None I I A A A I I 2

Brawley 1 -12  
(Minus grades 7 -8 ) 18,8- 1926

1937,
4 2 ,5 1
54,55
6 0 .6 8

E-364
S-682

1046

E-14
S-26

40 34 32 L___1Z________ ________ I
E -I
S-A None I I

Gymtorium
A A

j

U t
|

. . 5 .  . 1

Eastman 1-12 15.35 1947

1949,
53 ,56
59.68

E-432
S-520

952

E-17
S-21

33 28 26 23 21 A
E-A
S-A None I I

Gymtorium
A A I I

!

....... ?  |
i
! E nfield  1-12 15.5 1948 1952

E-428
S-151

579

E-16
S-12.

28 24 21 11 8 A A None I TX A A A I I

i

4 J
1
1Inborden High 9 -12 16.27 1951

1955,
61 469 18 11 9 7 _ J _________ A A None I I

Gymtorium
A I ■Y

X I 7

John A. Chaloner 1 -12  
(Minus grades 7 -8 ) 12 .86 1924

1938,
4 0 ,4 1
4 2 ,4 4
4 5 ,5 0
55.53

E-393
S-287

680

E-16
s -1 5

31 39 35 22 18 A
E-A
S-A None I I I A I I I 0

iSolver 1-12  
• i fMinus grades 7 -8 ) 9 1?2?

1930,
4 1 ,4 3
54,59
6 4 .6 8

E-312
S-260

572

E-13
S-12

26 30 _ 2 L _ _ _w-24________ 22 A A None T I
Gymtorium

A A* I I 3
t

• .u -i I.Vck 1-12
4 .6

1 0 .3 51 1903

1923,
3 9 ,49
54.60

E-677
S-302

979

E- 2 1  

S -12  
46 35 32 - 1 3 10 A*

E-A
JH-A
SH-A None I I A A

A
A

*
I I 9 j

i
i Ham R. Davie 1-12 2 8 .6 4 ' 1940

1952, 
53,55  
58,6,1,

E-834
S-282

1116

E -31
S-16

47 29 26 . _ 2 2 ____ 16 A
E-A
S-A None I I A A A ! i I 15 !

*lbJer in s tru ctio n  
fu n L o r t t (h school

C *4i A -  mate
X -  It.-, ‘equate

78



678

COMPILATION OF ELEMENTARY USE DATA 
HALIFAX COUNTY

!

YEAR
BUILT'

ADDI-̂
TIONS

MEM­
BER­
SHIP
2ND
WEEK

NUMBER
PRO-
E’ES-
SIONAL
STAFF

PRO­
FES­
SIONAL
STAFF/
PUPIL
RATIO

1

NUMBER
OF

CLASS­
ROOMS

---------------— j

NUMBER
CLASS­
ROOMS
MEET­
ING
STAND­
ARDS

MINI­
MUM
NUMBER
OF

CUSS-
ROOMS
NEEDED

SPECIAL FACILITIES ADEQUACY " j
3

SCHOOL 
AND GRADES ACRES

PU­
PIL
CA­
PAC­
ITY1

ADM.
SPACE

LI­
BRARY

IN­
STRUC­
TIONAL
MULTI­
PUR­
POSE

MU­
SIC ART

GYM
OR
MUL-
TI-
PUR-
POSE
FOR
PLAY

AU-
DI-
T0-
RI-
UM

C
LUNCH- 1 
ROOM

JYM-
JA-
’0-
tlUM

11

ADE­
QUACY
OF
SITE

Moaite ! 
uMrrsi

1J■j -

17.64 1959 1961 283 12 24:1 13___ __ ±2. 10 221 A A None I I None
Cafetorium

A lone A

.1

1
0 1

j Dawson 1-8 5-95 1933
1957, 
60 448 18 25:1 ! 20 16 H -JZ— 540 A — i _ None T

.1 I None
Cafetorium 

A J1lone T 0

1 Everetts 1—8 9.93 •1958 1960 470 22 20 1 20 i—j£L___ 540_ A
•
A None I I None

Cafetorium 
A EJone I 0

!
Holljster 1-8 7.26 1960 1966 331 13 25:1 13 V 12 2 2 1 _ A A None I I None

Cafetorium 
A Flone I 0

Inborden Elem. i~8 
(Minus grade 7) 16.27* 1948

1954
56,60 949 33 29:1 23 18 32 . 756 A A None J T None Mob I flone -L 4

P i t.tir.an 1—8 11.31 1959 1960 420 17 25:1 16 16 16 432 A A None I I None
Cafetorium 

A Ilone I 0

Thomas Shields 1 -8 9.33 1957
1958,
61 203 9 23:1 10 10 3 270 A A None I I None

Cafetorium 
A IJone I 0

Ti'llerv ChaDel 1 -8 7.21 1932
1957,
62 272 11 25:1 11 7 10 22L _ A A None I T None

Cafetorium 
A rlone I 0

White Oak 1 -8 12.00 ■J322 1966 304 _ £ L K lL -.. 11 ! 11 12 2 2 2 _ A A None I I None
Cafetorium  

A Ilone I 1 i

*Total site for Inborden Elementary and High School
■̂The capacity for all elementary schools was computed on the basis o f 2? pupils per teaching space.

Code: A - Adequate
I - Inadequate

79



679

May 15, 1969

Mr. Frank P. Shields, Chairman 
Board of Education 
Scotland Neck City Schools 
P. 0. Box 428
Scotland Neck, North Carolina 

Dear Mr. Shields:
I regret that we have not been able to give you  ̂earlier 

a complete report of the tabulation of the free choice sur­
vey of students as it pertains to the Scotland Neck School 
Unit. This has been a tremendous task and we have been 
working diligently to get the information completed.

Based on 96.3% of the choice forms returned, the tab­
ulation for those choosing Scotland Neck is as follows:

• White Negro

Pupils Living Within Scotland Neck 362 143
Pupils Living in Halifax County Unit 351 26
Pupils Living in Scotland Neck— Grades 
1-10 who requested a school located in 
Halifax County Unit 92

Totals 713 261

Assuming that the 92 who live in Scotland Neck and 
who are in grades 1-10 will not be allowed to attend a 
school outside of the Scotland Neck Unit, the total num­
ber as of this date is 974 which would be withdrawn from 
the Halifax County Unit and this number may be used 
by the office of the State Board of Education for allot­
ment of teachers and division of school funds.

The survey shows also that there were 40 Negro stu­
dents in grades eleven and twelve who live within the 
Scotland Neck Administrative Unit that have chosen 
Brawley School. We assume that these students will at­
tend Brawley School. The survey shows that the students 
who attend school last year outside the Halifax County 
School Unit are as follows:



680

Enfield Academy 5
Rich Square 2

7

The list of students by name and grade that chose 
the Scotland Neck School and those that live in the 
Scotland Neck School Administrative Unit and chose a 
school in Halifax County School Administrative Unit is 
being typed at present and will be mailed this afternoon.

Sincerely yours,

W. H e n r y  Ov e r m a n  
Superintendent 
Halifax County Schools

WHOrar



STATE PLAN

HALIFAX COUNTY SCHOOLS 
Halifax, N. C.

December 17, 1968
Proposed Plan of School Organization for the 1969-70 School Year

*Expected 1969-7C
Elementary Grades Pupil Enrollment
Aurelian Springs 1-8 502 (166)
Bakers 1-8 393 (6)
Brawley 1-4 & 7-9 1,070 (330)
Dawson 1-8 614 (44)
Everetts 1-8 488 (300)
Hollister 1-7 333 (4)
Inborden (Elementary) 1-5 870 (160)
Inborden (Middle School) 6-8 480 (90)
J. A. Chaloner 1-8 618 (270)
Mclver 1-8 549 (94)
Pittman 1-7 409 (26)
Thomas Shields 1-8 408 (68)
Scotland Neck (Middle School) 5-6 255 (120)
Tillery Chapel 1-8 409 (31)
White Oak 1-7 316 (25)

ELEMENTARY TOTALS: 7,714 (1,734)

1969-70 Teachers ,____________________ _______  Teachers
1-30 1-15 ESEA Sp. Ed. Total 1968-69
17 1 1 1 20 (24)
13 1 1 0 15 (12)
36 2 1 1 40 (40)
20 1 1 1 23 (18)
16 1 1 2 20 (21)
11 1 1 0 13 (13)
29 1 1 0 31 (50)
16 1 1 1 19
21 1 1 1 24 (31)
18 1 1 1 21 (26)
14 1 1 1 17 (17)
14 1 1 0 16 (9)
9 1 1 1 12 (12)

14 1 1 0 16 (10)
11 1 1 0 13 (13)

259 16 15 10 300 (296)



Proposed Plan of School Organization for the 1969-70 School Year— Continued

1969-70 Teachers

High Schools Grades
Expected 1969-70 
Pupil Enrollment 1-30 1-15 ESEA

Voc. & 
Sp. Ed. Total

Teachers
1968-69

Davie 9-12 918 (330) 31 2 1 5 39 (47)
Eastman 8-12 690 (32) 23 1 1 6 31 (38)
Enfield . 9-12 529 (120) 18 1 1 6 26 (28)
Scotland Neck 10-12 710 (205) 24 2 1 7 34 (34)

HIGH SCHOOL TOTALS: 2,847 (687) 96 6 4 24 130 (147)
TOTALS: *♦10,561 (2,421)*** 355" 22" 19~ 34 ****430 ****(443)

Total pupils enrolled (ADM) at end of 3rd month of school (1968-69): 10,413 
White pupils enrolled (ADM) at end of 1st two weeks of school (1968-69): 2,357

* ( ) are white students living in attendance area.
♦♦Includes 94 elementary pupils now attending Littleton and 148 elementary pupils now attending Haliwa. 

♦♦♦Includes 94 pupils now attending Littleton.
♦***Speech Therapists (4) not shown.



683

Estimated Cost— General Control Scotland Neck 
(based on 1,000 in ADM ) on Present Standards

611-1 Superintendent S-0 & S-l

1969-70 

$ 8,208

1970-71 

$ 8,400

Total

$16,608
611-2 Asst. Supt. — — — —
612 Travel 240 240 480
613-1 Clerical Assistants 3,110 3,110 6,220
613-2 Property Clerks — — —
614 Office Expense 400 400 800
615 Co. Board of Education — — —

617 Attendance Counselors — — —
TOTAL GENERAL CONTROL $11,958 $12,150 $24,108

611-1
Decrease in Halifax Co. 
Superintendent S-8 ($ 43) (? 43) ($ 86)

611-2 Asst. Supt. — — —

612 Travel — — —

613-1 Clerical Assistants ( 527) ( 527) (1,054)
613-2 Property Clerks — — —

614 Office Expense — — —

615 Co. Board of Education — — —

617 Attendance Counselors — — —

TOTAL DECREASE ($570) ($570) ($1,140)

611-1
Net Cost of General Control 
Superintendent $ 8,165 $ 8,357 $16,522

611-2 Asst. Supt. — — —

612 Travel 240 240 480
613-1 Clerical Assistants 2,583 2,583 5,166
613-2 Property Clerks — — —

614 Office Expense 400 400 800
615 Co. Board of Education — — —

617 Attendance Counselors — — —

TOTAL NET COST $11,388 $11,580 $22,968

1967-68 ADM Halifax County 10,810
Roanoke Rapids 2,755
Weldon 2,403
TOTAL 15,968



684

The Honorable Julian R. Allsbrook 
Representative of the 4th District 
North Carolina State Legislative Building 
Raleigh, North Carolina

Dear Senator Allsbrook:
We, the members of the Halifax County School Mas­

ters Club, are opposed to the proposed withdrawal of the 
Scotland Neck School from the Halifax County School 
Unit.

1. We oppose because we believe that the unit will be 
too small to have a sound educational program and to 
fulfill the recommendations set forth in the recent report 
of the Governor’s Study Commission on the Public School 
System of North Carolina.

2. According to our information at this time, there is 
only one (1) school in the incorporated city limits, and 
if  the school district be extended outside the city limits 
to include the former predominantly white Junior High 
School that it also be extended to include the predomi­
nantly Negro Brawley School.

Therefore, in the best interest of our children, we rec­
ommend that you vote against the proposed formation of 
a city school system for Scotland Neck, separate from 
the Halifax County School System.

Sincerely yours,

/ s /  Forgan S. Berry 
F organ  S. B erry  
Principal

February 19, 1969



685

cc: Mr. Thorne Gregory— Chairman House Finance 
Committee

Mrs. Martha W. Evans— Senate Education Commit­
tee Chairman

Hon. Vernon E. White— Member of Sub-Committee 
on Education

Mr. Henry E. Frye— Twenty-sixth District, Guilford 
County

Mr. Craig Phillips— Superintendent, State Depart­
ment of Public Instruction

Mrs. Jeraldine Nielson— Twenty-second District, 
Forsyth County

Mr. Albert J. Ellis— Representative, Sixth District, 
Onslow County



686

Feb. 7, 1969

Dear Mr. Phillips:
Contrary to the statement made by Rep. Thorne Greg­

ory that there is no local opposition to the proposed city 
school system for Scotland Neck, I want to let you know 
that there is opposition, but none of the Scotland Neck 
City Officials have bothered to explain fully to local and 
county residents. Nor have they bothered to ask our 
opinions.

Knowing how most white people in this area dislike 
Negroes this seems to me the apparent reason for the 
proposed Scotland Neck City School System. The way I 
understand it the city school system will be only 18% 
black students and I am sure the percentage of blacks 
is greater than that now. I do not have any figures and 
I may be wrong but this is my understanding.

The authors of this proposed school system know damn 
well that the poor people (financially) will not be able 
to pay the tuition or provide transportation for their 
children. I, for one, with a child that will enter the first 
grade next year, am opposed to the proposed Scotland 
Neck City School System, as I am sure a great many 
other county residents are. By the way, I am white—  
not black!

Let’s put a stop to this nonsense and consolidate the 
Scotland Neck and surrounding schools.

Thank you for listening to my complaint and for let­
ting me register my opposition— which Mr. Gregory 
thought there was none of.

Yours truly,

/ s /  Jim Casey, Jr.
Route 1 Box 300A 
Scotland Neck, N. C. 27874



687

Scotland Neck City Schools 
1969-70 Budget Request for Capital Outlay

Expenditures
Items of Expense
1. Old Buildings & Grounds
2. Auxiliary Agencies
3. New Buildings & Grounds

TOTAL
Income

Source of Funds
1. Land Sales
2. Intangible Taxes
3. Advalorem Taxes

TOTAL

1969-70 Budget Request for Current Expense 

Expenditures
Items of Expense

1. General Control (No County Funds Used)
2. Instructional Service
3. Operation of Plant (Janitors, Maids, Fuel,

Utilities, Janitors’ Supplies)
4. Maintenance of Plant (Repairs & Replacement)
5. Fixed Charges (Insurance, Workman’s Compensation,

Retirement, Social Security)
6. Transportation, Auxiliary Agencies

TOTAL
Income

1. ABC Funds
2. Land Sales
3. Poll Taxes
4. Fines, Forfeitures, Penalties
5. Intangible Taxes
6. Advalorem Taxes

$21,642.68
1,000.00

______ .00
$22,642.68

$ 383.43
860.75 

21,398.50 
$22,642.68

$ .00
13.592.00

11.529.00 
15,000.00

3,283.90
_______1)0
$43,404.90

$ 5,008.00 
444.46 
677.02 

5,321.00 
1,263.30 

30,671.12
TOTAL $43,404.90



688

THE REPORT OF THE 
GOVERNOR’S STUDY COMMISSION 

ON THE
PUBLIC SCHOOL SYSTEM OF 

NORTH CAROLINA

“A Child Well Taught/”

Raleigh, North Carolina 
1968

The Report of the Governor’s Study Commission
on the

Public School System of North Carolina 
“A Child Well Taught/ ”

Published 1968 by
The Governor’s Study Commission on the Public School 

System of North Carolina 
Raleigh, Wake County, North Carolina

Library of Congress Catalog Card Number: 68-66564

Printed by

North Carolina State University Print Shop, Raleigh 
Printed in the United States of America



689

OUR GOAL IS A CHILD WELL TAUGHT!
Go v e r n o r  D a n  M o o r e , A u g u s t  25, 1967

([State Seal] December 3, 1968

The Honorable Dan K. Moore 
Governor of North Carolina 
Raleigh, North Carolina

Dear Governor Moore:
The Governor’s Study Commission on the Public School 

System of North Carolina has the honor to submit its 
report.

In your charge to the Commission on August 25, 1967, 
you stated that the primary question to be answered by 
the study was: “ How best can the people of North Caro­
lina meet their obligation to provide full educational op­
portunity for their children?”

To help provide the answers to that question, experts 
in many areas of public education were consulted, re­
search was conducted, and schools were visited. More 
importantly, tens of thousands of North Carolinians were 
directly involved in the search for answers to your ques­
tion.

We are convinced that the people of North Carolina 
are ready to act upon the answers which they have 
helped provide.

We thank you for the leadership which you have given 
to insure brighter futures for the boys and girls of this 
State.

Sincerely,

,/s/ James H. Hilton 
J a m e s  H. H il t o n  
Chairman



690

/ s /  R. D. McMillan, Jr.

/ s /  Martha W. Evans

/ s /  J. F. Allen 
/ s /  Julian R. Allsbrook 
/ s /  Allen C. Barbee 
/ s /  C. Graham Tart 
/ s /  Phillip C. Brownell 
/ s /  John W. C. Entwistle 
/ s /  J. W. Goodloe 
/ s /  Conrad L. Hooper 
/ s /  Amos Johnson, M.D. 
/ s /  C. B. Martin 
/ s /  W. B. McGuire 
/ s /  Mary C. Nesbitt 
/ s /  A. Craig Phillips 
/ s /  Wallace I. West, Sr.

C o m m is s io n  M e m b e r s

Dr. James H. Hilton 
Chairman

Hon. R. D. McMillan, Jr.
Vice Chairman 

Hon. Martha W. Evans 
Secretary 

Hon. J. F. Allen 
Hon. Julian R. Allsbrook 

Hon. Allen C. Barbee 
Hon. C. Graham Tart 

Mr. Phillip C. Brownell 
Mr. John W. C. Entwistle 

Mr. J. W. Goodloe 
Mr. Conrad L. Hooper 

Dr. Amos Johnson 
Mr. C. B. Martin 

Mr. William B. McGuire 
Mrs. Mary Nesbitt 

Dr. A. Craig Phillips 
Mr. Wallace West, Sr.

Dr. Neill A. Rosser 
Executive Director

Associate Directors 
Mr. Jerome H. Melton 

Dr. Richard S. Ray
GOVERNOR’S STUDY COMMISSION ON THE 

PUBLIC SCHOOL SYSTEM OF NORTH CAROLINA
Administration Building, Room B-13 

116 West Jones Street 
P. 0. Box 22

Raleigh, North Carolina 27602 
Telephone (919) 829-3972, 3973



691

Priorities for Action
What is accomplished for the future of North Carolina 

rests, finally, upon the people. What are the things that 
we, the people, must insist upon if our children are to be 
well taught? This entire report is concerned with that 
question, but there are a few areas that merit priority 
attention if progress in other areas is to follow.

Priority for Action: Organization of the Public Schools
The Commission recommends that there be established 

a North Carolina Education Development Council with 
subsidiary branches in each of the eight educational dis­
tricts and each local school administrative unit.

The Commission recommends that the State Board of 
Education be firmly established as the policy formation 
agency for public education.

The Commission recommends that the position of the 
State Superintendent of Public Instruction be removed 
from the Constitution and the statutes as an elective 
position; that this position be established in the Constitu­
tion as an appointive one, subject to the salary, term, 
and conditions established by the State Board of Educa­
tion.

The Commission recommends that the State Board of 
Education reorganize its divisions into a single agency 
responsible for the administration of all aspects of the 
educational programs.

The Commission recommends that the State Board of 
Education, in cooperation with the State Superintendent 
of Public Instruction and the State Department of Public 
Instruction, provide improved services to school adminis­
trative units through the establishment of a regional 
educational service center in each of the eight educa­
tional districts of the State.

The Commission recommends that the State adopt the 
county as the basic school administrative unit. Merger 
of city units with county units and, where necessary, 
merger across county lines should be accomplished in 
order to achieve sound educational programs. The State 
Board of Education should be empowered by the legisla­



692

ture to develop criteria for such mergers, taking into 
account geographic conditions and other relevant factors. 
Mergers should be accomplished as speedily as local con­
ditions permit.

The Commission recommends that the State set aside 
a sum to be determined by the State Board of Education 
for the employment of aides and educational technolo­
gists.

The Commission recommends that the State make pay­
ments directly to teachers who serve as supervisors of 
student teachers. (Teachers so chosen would automatical­
ly become Instructional Specialists during such service.)

The Commission recommends that local school adminis­
trative units establish and maintain supplementary pay 
scales which make provisions for higher salaries for per­
sons of special competence and leadership abilities who 
are designated as Instructional Specialists.

The Commission recommends that local school adminis­
trative units establish and maintain supplementary pay 
scales which recognize those persons who perform addi­
tional duties for the schools not directly related to aca­
demic instruction.

Priority for Action: The Curriculum
The Commission recommends that the General Assem­

bly enact legislation providing for an extension of public 
education to five year olds on the same basis that educa­
tional programs are established for other age levels 
(grades 1-12). In view of the limited availability of 
teachers and facilities, the initial effort should be for 25 
per cent of the eligible children with an accompanying 
two or three phase effort to serve all five year olds.

The Commission recommends that the State Board of 
Education and the Superintendent of Public Instruction 
initiate policies and procedures which establish for chil­
dren ages five through eight a program of continuous 
learning that is based upon their individual needs, inter­
ests, and stages of development.

The Commission recommends that, as part of the de­
velopment of comprehensive secondary schools, much 
greater emphasis be placed on occupational education,



693

including specific training in vocational subjects at the 
junior and senior high school levels. Special emphasis 
should be given industrial and service related skill train­
ing.

Priority for Action: Finance
The Commission recommends that the State Board of 

Education set policy calling for adoption in North Caro­
lina of a Minimum Basic Program to finance the public 
school system. Such a program is designed to support all 
essential elements of public education desired by the peo­
ple of the State. It is further recommended that the 
budget of the Minimum Basic Program consist of the 
consolidation of local, State, and federal funding which 
is sufficient to achieve an average expenditure for each 
pupil that assures equitable education opportunity for all 
pupils in the State.

Above and beyond the Minimum Basic Program, the 
Commission recommends that the State of North Carolina 
establish an Incentive Support Program which rewards 
counties that exceed the mandated local share of the Mini­
mum Basic Program.

Priority for Action: Personnel
The Commision recommends that the concept of team 

teaching be encouraged at all levels in North Carolina 
schools.

The Commission recommends that to utilize the abili­
ties of teachers and other instructional staff members 
more fully, to remunerate them accordingly, and to in­
crease the efficiency of instructional personnel, the staff 
be differentiated such as follows:

Aides
Educational Technologists 
Teacher Interns 
Probationary Teachers 
Provisional Teachers 
Professional Teachers 
Senior Professional Teachers 
Instructional Specialists



694

The Commission recommends that the State establish 
a salary range for teachers based on the national aver­
age; that the salary be for ten months employment which 
should include holidays, time for in-service education, 
and similar activities; and that the State provide for 
twelve months employment for supervisory and adminis­
trative personnel and other instructional personnel.

The Commission recommends that the State adopt an 
index salary schedule for teachers, supervisory, and ad­
ministrative personnel based on the salary of the begin­
ning probationary teacher; and that the State maintain 
all future salary appropriations based on the index salary 
schedule.

THE STAFF OF THE COMMISSION STUDY

Dr. Neill A. Rosser, Director 
Jerome H. Melton, Associate Director 

Dr. Richard S. Ray, Associate Director 
Jean F. Thompson, Administrative Assistant

Program Development and Research
Dr. Lucy T. Davis 

Dr. Barbara M. Parramore

Research Associates
Ben T. Brooks 

Dr. H. T. Conner 
Dr. Oliven T. Cowan 

Craig Horsman 
Dr. Hugh Peck 

Dr. James P. Sifford 
Dr. J. Fred Young

Clerical Staff
Frances L. Taylor 
Myrtle B. Hudson 

Judy B. Cline



695

Report of the
1968 Governor’s Study Commission 

on the Public School System of 
North Carolina

Neill A. Rosser, Director 
Lucy T. Davis, Editor 

Jean F. Thompson, Assistant Editor

Writing and Preparation of Materials
Anne J. Berry 
Ben T. Brooks 
H. M. Hamlin 
Robert C. Hanes 
R. Sterling Hennis

Robert Eugene Marlowe 
Jerome H. Melton 
Hugh Peck 
Robert A. Pittillo, Jr. 
Richard S. Ray

Barbara M. Parramore, Special Assistance 
Robert E. Phay, Legal Advisor

Commission Members 
Dr. James H. Hilton

Executive Director, Z. Smith Reynolds Foundation 
Winston-Salem, North Carolina

The Honorable J. F. Allen 
State Senator, 19th District 
Biscoe, North Carolina
The Honorable Julian R. Allsbrook 
State Senator, Fourth District 
Roanoke Rapids, North Carolina
The Honorable Allen C. Barbee 
State Representative, 14th District 
Spring Hope, North Carolina
Mr. Philip C. Brownell
Group Vice-President, Fine Paper and Film Group 
Olin Mathieson Chemical Corporation 
Pisgah Forest, North Carolina



696

Mr. John W. C. Entwistle
President, N. C. State School Boards Association 
Rockingham, North Carolina
The Honorable Martha W. Evans 
State Senator, 27th District 
Charlotte, North Carolina
Mr. J. W. Goodloe
President, N. C. Mutual Life Insurance Company 
Durham, North Carolina
Mr. Conrad L. Hooper 
Superintendent, Raleigh City Schools 
Raleigh, North Carolina
Amos N. Johnson, M.D.
Garland, North Carolina
Mr. C. B. Martin
Superintendent, Tarboro City Schools 
Tarboro, North Carolina
Mr. William B. McGuire 
President, Duke Power Company 
Charlotte, North Carolina
The Honorable R. D. McMillan, Jr.
State Representative, 24th District 
Red Springs, North Carolina
Mrs. Mary C. Nesbitt
President, N. C. Classroom Teachers’ Association 
Raleigh, North Carolina
Dr. A. Craig Phillips 
Administrative Vice-President 
The Richardson Foundation, Inc.
Greensboro, North Carolina
The Honorable C. Graham Tart 
State Representative, 12th District 
Clinton, North Carolina
Mr. Wallace I. West, Sr.
Assistant Superintendent 
New Hanover County Schools 
Wilmington, North Carolina



Consultants to the Commission

Dr. Samuel M. Brownell
Professor of Urban Educational Administration
Yale University
New Haven, Connecticut
Dr. Lewis G. Dowdy
President, Agricultural and Technical University 
Greensboro, North Carolina
Dr. H. M. Hamlin
Consultant, Center for Occupational Education 
North Carolina State University 
Raleigh, North Carolina
Dr. R. Sterling Hennis, Jr.
Associate Professor, School of Education 
University of North Carolina 
Chapel Hill, North Carolina
Dr. W. C. McClurkin
Director, Division of Surveys and Field Services 
George Peabody College 
Nashville, Tennessee
Jesse 0. Sanderson
Director, Raleigh Cultural Center, Inc.
Raleigh, North Carolina
Dr. Herbert W. Wey 
Associate Dean, School of Education 
University of Miami 
Coral Gables, Florida
Arnold Zogry Associates 
Economic Consultants 
Raleigh, North Carolina



698
*  *  *  *

Chapter 13

ORGANIZING NORTH CAROLINA’S SCHOOLS

The organizational structure of public education must 
create a setting in which the human and material re­
sources involved in bringing education to the people can 
be used most effectively to provide a quality educational 
program. The key to a successful school program rests 
with the experiences and development of individual stu­
dents and the creativity of teachers. However, public 
education functions through the appropriate organization 
and administration of the schools’ resources. Just as 
learning and teaching have become more sophisticated 
and will continue to undergo changes, so must new and 
more efficient means be found of organizing available 
resources.

Most of the current patterns of educational organization 
and administrative structure in North Carolina were de­
veloped for circumstances geared to implement a much 
less complex school program. Current organizational pat­
terns have served North Carolina in the past and have pro­
vided valuable information for further planning. The 
State now faces the task of utilizing current information 
and practices as a base for building a program for the 
future. It is toward this goal that the report of the 
Commission concerning organization of the public schools 
is directed.

A view of societal and economic changes in North Caro­
lina has been described elsewhere in this report. Those 
who study and seek to implement the Commission recom­
mendations on school organization are asked to consider 
the validity of the recommendations in light of the follow­
ing projected conditions.

Advancing technology, accompanied by the demand 
for highly skilled workers and capable theorists, will 
excite efforts to extend the public educational pro­
grams downward and upward, broaden school curric­
ular offerings, and strengthen significantly those as­
pects of the present school program that continue to



699

be important. Increasing demand will be placed on 
governmental bodies in North Carolina to fund and 
establish educational programs for early childhood 
education. Senior high schools, technical institutes, 
and community colleges will be expected to prepare 
workers whose skills compare with those trained in 
other states. Students attending technical institutes, 
community colleges, and universities will be more 
nearly ready to work at a post-high school level. A 
better job of teaching basic communicative and math­
ematical skills and understanding of social relation­
ships will be accomplished at all educational levels.
The schools will be staffed by larger numbers of pro­
fessionals and aides who possess specialized skills, 
who are better prepared, and who are more capable 
of assuming enlarged responsibilities. The organiza­
tional structure of the schools will encourage, develop, 
and accommodate changes in the nature of personnel 
in the schools. Regulatory control on the part of 
State educational agencies and officials will be shifted 
to increased emphasis on leadership and guidance. 
Responsible groups at the local levels will execute in­
creased responsibility for making important deci­
sions.
The State cannot afford to support pockets of educa­
tional ineffectiveness. The results of a poor educa­
tional program, as evidenced in high dropout rates, 
and other factors, affect conditions throughout the 
State. It will be less expensive for the State to pro­
vide programs which help its citizens develop social 
and economic competence than it will be to support 
increasing numbers of uneducated, dependent people.
The concept of equal and uniform schools, when in­
terpreted to mean equal distribution of money and 
services to all local school administrative units, will 
become a defunct principle. The State will need to 
provide more funds, people, services, and— most im­
portantly— more leadership to areas of the State that 
are now educationally deprived. The ability of lo­
calities to help share the cost of education varies, as



700

does the interest in education. Efforts will be taken 
to improve the quality and to lessen the differences in 
educational opportunity for the child growing up in 
the poorest community as compared with the child 
growing up in the wealthiest.

In summary, the Commission has analyzed the organi­
zational structure of public education in terms of eco­
nomic and social considerations that are rapidly chang­
ing, educational programs which are as yet incompletely 
developed, and modified functions of the people involved 
in bringing education to the people.

The Problem
In his address to the Conference on Public School Edu­

cation, Governor Moore made the following comments re­
garding organization for education at the State level:

The entire structure of public school education in 
North Carolina must come under the careful scrutiny 
of the Study Commission. We cannot allow tradi­
tional patterns to obscure any need for constructive 
changes in the overall structure. It is essential that 
care be taken to insure that our public schools are 
prepared to meet the needs of the children in the 
communities they serve.
On the State level we must be extremely careful that 
a rigid bureaucracy does not develop. Yet, we must 
have State level safeguards to insure that sound edu­
cational policies are developed and that every child 
regardless of where he lives in the State shall be as­
sured of his rightful educational opportunity. To 
achieve this objective we need unified and strength­
ened State level service.1

The Governor’s forthright call for a thorough study of 
school organization at the State level and for the develop­
ment of a unified and strengthened structure of services 
through State agencies is not a new plea. The 1948 State 
Education Commission noted serious deficiencies in the 
organization of education and made some far-reaching



701

recommendations for unifying the structure. Seven of 
the recommendations which follow apply directly to the 
present Commission’s study.

The State Board of Education should be established 
as the policy-making body of the State for public 
school education . . . .
The State Board of Education should be composed of 
ten lay members, not ex officio, to be appointed from 
the State at-large for 10-year overlapping terms by 
the Governor, and to be confirmed by the General As­
sembly in joint session.

*  * * *

Local School Organization
Public schools began in America because of the initia­

tive of citizens in local communities. The people joined 
forces in the common interest of providing education for 
their children. They found a room, hired a teacher, and 
sent their children to school.

C. 0. Fitzwater points out that, because of the nature 
of the beginning of public schools, “ no principle has been 
more generally or persistently held than the principle of 
local control.” 22 He continues by saying,

Adapting local district structure to changing condi­
tions and needs has been a persistent problem in 
American education. . . . The urgency of the problem 
has been greatly accentuated in recent decades by 
the increasing importance of improving school pro­
gram quality and by the massive population changes 
affecting all types of local government.23

The 1948 study conducted by the North Carolina State 
Education Commission presented an excellent summary 
of the many changes that have taken place in North Caro­
lina school district organization since 1838.24 The 1948 
study made six recommendations which apply to the 
emphases in this chapter.

There should be established a more uniform system of 
local boards of education on the policy-determining



702

and rule-making authorities in local administrative 
units.
The local board of education should be composed of 
five or seven lay members to be selected at large in 
terms of their fitness for the position, preferably in 
an independent election, and for overlapping terms 
of six years.
The local superintendent of schools should be ap­
pointed by the board for a term of four years, and 
should serve as the executive official with responsi­
bility for administering the educational program in 
accordance with the policies and rules of the board.
Legislation should be enacted placing on the State 
Board of Education the responsibility, with the as­
sistance of county committees on reorganization, to 
make and carry out a plan for determining on a 
statewide basis the number of local school adminis­
trative units and the number of school attendance 
areas that can satisfactorily provide the educational 
program of the future.
Since a local administrative unit should be sufficiently 
large enough to warrant the provision of all essential 
administrative and supervisory services, local units 
of school administration which are established in the 
future should be organized so as to assure in the 
unit an adsolute minimum of 3,500 to 4,000 school 
population and a desirable minimum of 9,000 to 
10,000 school population.
Except as it is found to be administratively im­
practical, secondary schools should be established so 
as to assure an absolute minimum enrollment of 300 
pupils and a desirable minimum of 500 to 600 pupils. 
. . .  A  four-year secondary school . . . should have an 
absolute minimum of 600 to 700 students and a de­
sirable minimum of 900 to 1,000 students.25

Resolution Number 81 of the 1967 Legislature directed 
this Commission to study the following aspects of school 
organization at the local level: the need for merger for



703

school administrative units (including the merger of small 
county school units), the need for consolidation of small 
schools within administrative units, and the role of local 
boards of education.

Determinants of Adequacy of Local School Administra­
tive Units. The adequacy of North Carolina’s school ad­
ministrative units should be measured in terms of iden­
tifiable criteria. Reorganization of local school units, 
when needed, should occur on the basis of such criteria.

When is a school unit organized effectively? The Edu­
cation Commission of the State lists nine factors in de­
termining organization of school districts.

Unified operation and control: The district is or­
ganized to operate both elementary and secondary 
schools under a single board of education and admin­
istrative staff.
Comprehensive educational program: The district is 
organized to provide, to the maximum extent prac­
ticable, the scope and quality of educational pro­
grams and services, regarded in the State as desir­
able for all children (the offerings of existing sound 
organized districts in the State may serve as a guide). 
Consideration of this factor should be limited only by 
unavoidable conditions imposed by population spar­
sity and community isolation.
Location and size of high schools: The district is or­
ganized to maintain one or more high schools which, 
to the maximum extent possible, are sufficiently large 
to provide well-rounded programs, and are located 
within reasonable transportation distance of the pu­
pils. This factor will also be applicable to elementary 
school organization.
Instructional staff utilization: the district is organ­
ized to maintain schools, at reasonable per pupil cost, 
which can make effective use of the teaching staff, 
so that teachers are not assigned to teach unneces­
sarily small classes or are assigned courses outside 
their fields of preparation.



704

Staff specialization: The district is organized to in­
clude, where possible, a sufficiently large pupil popu­
lation to provide at reasonable per pupil cost: (a) 
the specialized personnel, such as guidance counselors, 
speech therapists, and librarians, needed to supple­
ment and support the work of the classroom teach­
ers; (b) specially trained teachers to staff special 
classes for handicapped children, and (c) the spe­
cialized administrative, supervisory, and service per­
sonnel who function on a district-wide basis.
Financial equitability: The district is organized to 
eliminate unjustifiable differences in the market 
value of real property per pupil and to obtain maxi­
mum equalization of the local tax base for support of 
the educational program.
Adjustment for population sparsity: The district is 
organized to minimize effect of population sparsity 
on district adequacy. The effect of sparsity can be 
mostly overcome by making the area large enough 
to include two or more villages or a city. Although 
imposing much greater limitations on district size, 
extreme population sparsity can be compensated by 
making the district areas sufficiently large to in­
clude as many pupils as conditions permit.
Socio-economic and ethnic composition: The district 
is organized to include all socio-economic and ethnic 
groups that may be logically included in it. Although 
relevant everywhere, this factor is especially signifi­
cant in metropolitan suburbs in preventing unrea­
sonable imbalances in income groups and racial com­
position.
Citizen participation. The district is organized in 
accord with the principle of local operational con­
trol, so that its size will not hinder meaningful and 
effective citizen oversight and participation.28

In a study conducted for the Georgia State Board of 
Education, W. D. McClurkin27 identified criteria of a 
good school system and of good schools within a school 
system.



705

A school system must be large enough to provide a 
full range of educational services and a qualified 
staff. This means 15,000 to 20,000 pupils in most 
systems, with a minimum of 10,000.
Operations must be efficient and economical. This 
means control of all educational services by one local 
board of education.
All schools and the administrative offices must be 
accessible to the students they serve.
The school system is governed by a nonpartisan lay 
board, elected at large by popular vote.
Elementary schools should have about three sections 
per grade.
Enrollment in elementary schools should be from 
500-700 pupils.
Senior high schools should have 100 students in 
grade 12.
Three times as many units should be offered in high 
schools as are required for graduation.

The aforementioned studies and all others which have 
come to the attention of the Commission identify specific 
school system features toward which the people of a 
state or of a school system should work. While the cri­
teria differ slightly from one report to another, there 
seem to be these areas of agreement.

A school system should offer a comprehensive cur­
riculum at all levels so that all students, regardless 
of their capabilities, can receive appropriate educa­
tional experiences.
A school system should include enough tax resources 
that it can make the necessary local contribution to 
financial support for the schools.
A school system should be of such size that schools 
are convenient to those they serve without undue 
transportation problems.



706

The school unit should be of a size and organization 
that the principles of local control and citizen par­
ticipation can be functional.
The school system should be of sufficient size in pop­
ulation that all of the above characteristics can be 
achieved in an economical manner.

The Commission feels that North Carolina school units 
should be judged against such criteria. Probably no 
school unit can completely measure up to such standards, 
even though the standards are realistic. When measured 
against any list of standards, school systems will meet 
each of the criteria to varying degrees. The important 
thing is that there be criteria which each school unit 
meet in order to justify its existence.

As has been discussed earlier in the report, North 
Carolina’s rankings among the states is not an enviable 
one. While such rankings tell only a part of a story, 
this part of the story is significant. By most standard 
measures upon which school units are judged in the na­
tion, North Carolina ranks near the bottom. Massive 
efforts need to be undertaken in order to provide a better 
opportunity for the State’s young people. Part of the 
massive effort must be structural reorganization at the 
local level as well as at the State level. The recommen­
dations in the following section provide some beginning 
steps that need to be taken.

The Recommendations 

Determination of Criteria
There should be qualities of geographic or sociological 

uniqueness, school financial support characteristics, or 
curriculum features that make it necessary or desirable 
to have a particular area and population served by a 
school administrative unit. The size of school adminis­
trative units should not be confined by political bounda­
ries or limited to local tradition if these two factors no 
longer serve as reasons for maintaining schools.



707

84. The Commission recommends that the State Board 
of Education adopt, with the full utilization of 
citizens’ advisory councils and all other concerned 
groups, specific criteria to which all school units 
in North Carolina must adhere in order to qualify 
for recognition as a separate school administrative 
unit. (See Recommendation 85.)

Such criteria should be developed by the State Board 
of Education only after an ample period of study. Once 
school units are made aware of the criteria, a period of 
time should be allowed in which school units can meet 
them. After such time, the State Board should have the 
power to withhold State funds for the support of educa­
tion from those units that have not taken appropriate 
steps to meet the criteria.
Size of School Systems

North Carolina has many school administrative units 
that do not have a justifiable basis as to the number of 
students served. Although North Carolina has made sig­
nificant progress in administrative unit mergers, much 
effort is still needed to insure sound use of the State’s 
money and quality educational programs. Seventy-three 
of the today’s 157 units enroll fewer than 5,000 students 
in grades 1-12. Many authorities state that a minimum 
enrollment of 15,000 is needed to provide economically 
the kinds of educational opportunities described in this 
report. The merger of small units must receive high 
priority if every child is to receive a strong and effective 
instructional program and if maximum utilization is to 
be made of limited resources.

85. So that North Carolina can provide economical 
and effective schools, the Commission recommends 
that the State adopt the county as the basic school 
administrative unit. Merger of city units with 
county units and, where necessary, merger across 
county lines should be accomplished in order to 
achieve sound educational programs. The State 
Board of Education should be empowered by the 
legislature to develop criteria for such mergers, 
taking into account geographic conditions and 
other relevant factors. Merger should be accom­
plished as speedily as local conditions permit.



708

The reorganization of schools can be accelerated if cer­
tain conditions prevail. The most important conditions 
are those of establishing realistic objectives through State 
level leadership and adequate consultative services to pro­
vide help in reaching such objectives. Small city units 
where no extra funds are provided should be merged 
with larger county units. The county unit should be the 
basic district around which school units are structured. 
Individual city units serving large, varying urban groups 
may serve a purpose where citizens elect to make exem­
plary efforts in financial support. However, it is likely 
that rapid urbanization in the State will decrease the 
difference between urban and rural communities and in­
crease the pressures for merger into larger school units.

The public can understand the many limitations of the 
small school unit, the advantages of a more comprehen­
sive plan for organization, and the growing complexity 
of effective school programs. Movement towards merger 
will require knowledgeable leadership by citizens, effec­
tive professional administration, and large scale involve­
ment of the lay public.

Current statutes appear to be adequate to accomplish 
effective reorganization of local school units if sufficient 
leadership is provided to effectively implement the legis­
lation.

The State Department of Public Instruction, through 
state-wide leadership and regional service centers, should 
exert greater leadership in working with local boards and 
professional and lay groups in discussion of and plan­
ning for merger. The regional service centers should 
encourage the merger of services and provide such serv­
ices across county and city unit lines. Patterns for such 
services are already developing through transportation, 
multi-media services, in-service education, etc. Psycho­
logical and testing services, health services, educational 
TV, and other specialty services are examples of new 
and expanding opportunities in this direction.

The State Board of Education should be adequately in­
formed as to progress and current status of merger in 
small units. The Board should carry on a dialogue with 
local boards and advisory groups. A climate for school



709

improvements would thereby be fostered and the positive 
aspects of change could be better understood.

Local Boards of Education
The local school board is the key to strong local ad­

ministrative units. Yet through the years, national and 
state legislative and funding procedures have centralized 
some functions which were formally local ones. Cur­
rently, there is grave danger of losing the local board of 
education as a strong, effective organ of local govern­
ment. This trend must be reversed if North Carolina 
schools are to enjoy the support and interest of the citi­
zenry. All concerned should work toward enrolling the 
local school board to serve as a dynamic body in the op­
eration of a strong program of public education. The 
following are examples of how this might be accom­
plished :

The decision-making process should he as close to the 
people as possible. No decisions relative to education 
should be made at the State level which can better be 
made at the local level.
State leadership should encourage and plan with lo­
cal boards to the end that each board is educated 
as to its vital role and kept informed as to its re­
sponsibilities.
Decisions and administration at the State level should 
be as general as possible, allowing the local board 
as many specific decisions as possible and the re­
sponsibility for implementation of policies and pro­
grams.
Training programs and leadership workshops should 
include the cooperative attention of school board as­
sociations, the State Board of Education, universi­
ties and colleges, and other government and civic 
agencies.

There should be a uniform method of selecting local 
school board members in North Carolina. Such an effort, 
if tied to the above suggestions, would increase the lead­
ership capacity of local boards.



710

86. The Commission recommends that the General As­
sembly enact legislation that requires all members 
of local boards of education be selected by the peo­
ple in the school administrative unit they serve. 
The election should be on a non-partisan basis for 
terms of four to six years, with approximately 
one third of each board’s membership elected every 
two years. Local boards should consist of five to 
nine members.

Local boards of education should be the only policy­
making, legally constituted body responsible for all pub­
lic education within their respective administrative units. 
The State Board of Education and the State agency 
should function through the various local boards and 
should involve local boards in the decision-making proc­
ess. * * * *

Chapter 18

SHARING FINANCIAL RESPONSIBILITY

The lack of adequate investment is the paramount fi­
nancial problem of education in the United States. In 
1966 approximately 4 per cent of personal income was 
spent on current operating expenses for public schools. 
If the demands for the improvement of existing pro­
grams and the additions of new ones are met, the nation 
may have to increase its investment in education to a 
minimum of 10 per cent of personal income. North 
Carolina may be expected to reflect this general trend. 
The extent of investment will be a major factor in shap­
ing the educational goals of the future.

The problems of financing the public schools of North 
Carolina may be classified in three categories: educa­
tional conditions requiring additional funds; disparities 
between the tax system and the economic capability of 
the State; and diversity of support arising from inade­
quate structure of some school administrative units in 
the State.



711

In the new era of public education in North Carolina, 
pupils are expected to enter school earlier and learn more 
during their years in school. In order to provide pupils 
with the education they need, most school programs must 
be improved. Potential dropouts need more help in se­
curing appropriate experiences in secondary schools. Ex­
panded special services to pupils and auxiliary services 
will require part of the education dollar. Provisions for 
capital improvements should be planned on a systematic 
rather than an intermittent basis. These and other con­
ditions necessitate a substantial increase in the State’s 
investment in the education of its future citizens.

An examination of the tax system in North Carolina 
reveals many disparities between the yield of tax dollars 
and the economic capability of the State. Property valua­
tion is low in comparison to that of other states. Valua­
tions differ from region to region in spite of the legally 
required reassessment every eight years. Income is not 
necessarily spent where it is earned. This fact partially 
invalidates retail sales as a single index for determining 
local support capability.

The pattern of local financial support for schools is 
one of diversity. The structure of school administrative 
units and local sources of revenue vary from county to 
county. Some counties contribute primarily to capital 
outlay expenses. Other counties, in addition to the costs 
of capital improvements and debt service, make large 
contributions in support of current operating expenses. 
The operation of more than one school administrative 

• unit in a county further complicates the pattern of local 
financial support. Currently, the number of school ad­
ministrative units within a county ranges from one to 
six with most counties having two such units.

School Finance in North Carolina
_ The Constitution of the State of North Carolina pro­

vides for public education in the following ways.
The people have the right to the privilege of educa­
tion, and it is the duty of the State to guard and 
maintain the right.



712

Religion, morality, and knowledge being necessary 
to good government and the happiness of mankind, 
schools and the means of education shall forever be 
encouraged.
The General Assembly shall provide by taxation and 
otherwise, for a general and uniform system of pub­
lic schools, wherein tuition shall be free of charge 
to all the children of the State between the ages of 
six and twenty-one years.1

Prior to 1900, public education in North Carolina was 
financed primarily by local support and contributions, 
with limited State funds on a per capita basis. In 1901 
the General Assembly made an appropriation of $100,- 
000 to the public schools and authorized the continuation 
of an equivalent fund. This action was the first attempt 
to equalize educational opportunities for all children in 
the State.

In 1911, by constitutional action, the school term was 
lengthened to six months. Appropriations continued to 
increase until a six-months term was provided chiefly by 
a State property tax in 1919. At that time, the basis of 
support for high schools was made the same as the basis 
for elementary schools.

In 1931 the General Assembly passed the School Ma­
chinery Act, providing for a fair and equitable distribu­
tion of the school funds to all counties of the State and 
the extension of the school term to eight months. This 
Act, as amended in 1933, placed the major responsibility 
for school support upon the State and created the State 
School Commission to administer the system. This rev­
olutionary legislation abolished all existing ad valorem 
taxes and enacted a general State sales tax to finance 
the State program of education.

According to a 1948 study, the State’s plan for financ­
ing education prior to 1933 failed for these reasons: a 
world-wide depression which caused a rapid decline in 
State and local funds; the lack of a satisfactory plan for 
determining the taxpaying ability of the school adminis­
trative units; the failure of the State to include provi­



713

sions for school buildings and other essential elements 
of school costs; poor rural school organization; and the 
failure of the State to provide sufficient funds from 
State administered taxes to finance its fair share of the 
costs of an adequate basic program of education for all 
children.2

The School Machinery Act left with the General As­
sembly the responsibility for determining educational pro­
grams through its authority to allocate specific amounts 
for specific line-items in the budget. Since limited local 
financial participation was required, the State-financed 
program became the standard program. Such a system 
of State support was, and is now, an unusual departure 
from established finance programs in other states. The 
basic structure of school finance in North Carolina has 
not changed since 1933. As new programs were added, 
new specific line-items appeared in the State budget.

Local, State, Federal Ratios
The pattern of financial support for current operating 

expenses of public schools has made the cycle from a



predominantly local support plan to a predominantly state- 
supported plan of finance. As shown in Chart D, the State 
percentage of current operating expense increased from 16 
per cent in 1927-28 to a high of 75 per cent in 1965-66, then 
decreased to 68 per cent in 1966-67. Trends towards decreasing 
State and local support, and increasing federal support, are 
evident in the financial picture of North Carolina public 
schools*

.CHART D

EMERGING FINANCIAL SUPPORT PATTERN 
FOR CURRENT OPERATING EXPENSE 

IN NORTH CAROLINA 
(FOUR SELECTED SCHOOL YEARS)3

Year 1927-28 1947-48 1965-66 1966-67Expenditure $47 per pupil $105 per pupil $369 per pupil $421 per pupil

CHART E

COMPARATIVE FINANCIAL SUPPORT PATTERN, 
CURRENT OPERATING EXPENSE*

North Carolina United States.
1966-67 1966-67

Per Pupil Expenditure $421 Per Pupil Expenditure $573

Chart E compares the support pattern prevalent in other 
states with the pattern in North Carolina. Nationally, funds 
for public schools are proportioned by source as follows: 52 
per cent local, 8 per cent federal, and 40 per cent state sources. 
Currently, North Carolina utilizes more federal and State 
funding and less local funding than the national average for 
the support of public schools.



Chart F indicates the comparison of financial support for 
current expense with support for current expense and capital 
outlay combined. Information about debt service is not in- 

1 eluded because a full accounting is not now available. The 
local contribution to capital outlay alters somewhat the 
financial support pattern. The federal percentage is essentially 
the same.

.1
♦ CHART F

NORTH CAROLINA CURRENT OPERATING EXPENSE 
COMPARED WITH COMBINED CURRENT OPERATING 

EXPENSE AND CAPITAL OUTLAY, 1966-67

Current Operating Expense Combined Current Operating Expense and Capita! Outlay5
Per Pupil Expenditure $421 (ADA) Per Pupil Expenditure $512 (ADA)

For more than thirty years, the State has assumed the 
major responsibility for current operating expense of the 
public school system. State revenue for this support is derived 
primarily from sales and income taxes, a combination which 
taps wealth irrespective of location. The ad valorem tax is 
reserved as the principal source of revenue for county 
operation, including local schools, from which capital outlay 
and additional funds for current expense are derived. North 
Carolina ranks 44th among the states of the nation in current 
expenditure for each pupil based on average daily attendance.6 
Both State and local governments need to provide increased 
revenue for the support of schools.

State funds are allotted to administrative units for most 
items of annual operating expense. However, expense for 
maintenance of plant, audits, attorney fees, elections, in­
surance, and certain other operating costs do not come from 
State allocations. These costs must be borne by the local 
administrative unit. Local units may supplement State funds 
in any areas of expenditure by a local current expense fund 
upon approval of the county commissioners or by a special 
supplementary tax approved by the citizens. In the 1966-67 
school year, 16.1 per cent of current expenditures for public 
schools came from local funds to extend State funds for 
current expense. The extent of this local effort among the 
administrative units ranged from a low of 5.1 per cent to a 
high of 34.7 per cent. During that school year, eight of the 
169 school administrative units provided more than 25 per 
cent of the financial support for current expenditures from 
local funds.7 /

In North Carolina, the contributions of the State for 
current expense are distributed through ten funds which are 
described as follows:

Nine Months School Fund 
Vocational Education Fund 
Retirement and Social Security Fund



'

■



717

Trainable Children Fund
Driver Education Fund
Comprehensive School Improvement Fund
Professional Improvement of Teachers Fund
Elementary Textbook Fund
High School and Supplementary Textbook Fund
Textbook Clerical Fund

Each of the ten funds listed above has its own distri­
bution procedures, some of which require intricate and 
duplicate accounting procedures. In the majority of cases, 
local expenditures are made by State voucher drawn 
directly upon the State treasury. In some cases local 
funds are advanced for expenses and later reimbursed 
by the State. Driver Education funds are requisitioned 
and advanced monthly to the administrative unit. Local 
units which supplement State funds must maintain a 
dual set of accounts— one for State expenditures and an­
other for local expenditures. At times, invoices have to 
be split in order to pay a portion of the cost on State 
voucher and the remainder on local voucher.

Over 90 per cent of State funds are distributed through 
the Nine Months School Fund. The 37 categorical allot­
ments under the Nine Months School Fund are listed as
follows:

(1) 611-1 Salary: Superintendent
(2) 611-2 Salary: Assistant Superintendent
(3) 612 Travel: Superintendent
(4) 613-1 Salary: Clerical Assistants
(5) 613-2 Salary: Property and Cost Clerks
(6) 614 Office Expenses
(7) 615 County Boards of Education: Per Diem,

Travel
(8) 617 Salary: Attendance Counselors
(9) 621 Salary: Elementary Teachers

(10) 622 Salary: High School Teachers
(ID 623-1 Salary: Elementary Principals
(12) 623-2 Salary: High School Principals
(13) 624 Instructional Supplies— General
(14) 624a Instructional Supplies— Film



718

(15) 625-1 Salary: Supervisors
(16) 627 Clerical Assistance in Schools
(17) 631 Wages: Janitors
(18) 632 Fuel
(19) 633 Water, Lights, Power 

Janitors’ Supplies(20) 634
(21) 635 Telephones
(22) 653 Compensation School Employees
(23) 654 Reimbursement for Injured School

Children
(24) 656 Tort Claims
(25) 661-1 Wages: Drivers
(26) 661-2a Gas, Oil, Grease
(27) 661-2b Gas Storage Equipment
(28) 661-3 Salary: Mechanics
(29) 661-4a Repair Parts, Batteries
(30) 661-4b Tires and Tubes
(31) 661-4c License and Title Fees
(32) 661-4d Garage Equipment
(33) 661-5 Contract Transportation
(34) 661-6 Replacement of Major Items 

Principals’ Bus Travel(35) 661-7
(36) 662 Libraries— Supplies, Repairs
(37) 664 Child Health Program

Formulas employed for the allocation of State funds to 
school administrative units in the 37 categories involve 
complicated factors of average daily membership (ADM),  
average daily attendance (ADA) ,  plus contagion, the 
number of teachers allotted by the State to the adminis­
trative unit, and certain scheduled funds. Allotments are 
made by many different formulas; 124 pages of memo­
randa and directives were required to explain allotments, 
rules, and regulations for the 1967-68 school year.

State funds are controlled through an intricate account­
ing system that not only requires the reporting of expen­
ditures in detail to the Controller’s Office of the State 
Board of Education, but also involves forwarding to the 
Controller’s Office duplicate invoices, check copies, and a 
daily transaction record in certain cases. At times, the



719

meticulous requirements for use and accounting for State 
funds on certain specified forms discourage school ad­
ministrative units from using modern accounting systems 
and electronic data processing.

Variation Among School Administrative Units
Despite mergers and consolidations, many small admin­

istrative units and schools remain, and their shortcomings 
are evident. Administrative costs are higher. The small­
er the school unit, the greater the number of teachers 
and other employees that are necessary to provide a 
quality educational program for each 1,000 pupils. Due 
to isolation or population sparsity, some small adminis­
trative units may be necessary. Other units could be 
consolidated without creating undue inconvenience or haz­
ards for pupils.

Ten years ago, James B. Conant recommended that a 
high school have a minimum of 100 pupils in the gradu­
ating class to function effectively as a comprehensive 
school. Greater efficiency and better utilization of teach­
ing staff, as well as a low average cost for each pupil, 
can be achieved if a high school has more than twice the 
minimum enrollment recommended by Conant. Results 
of research show a definite relationship between school 
size and quality of program offerings. Counseling, other 
services, and enriched programs which provide pupils 
with high quality education are not usually available in 
small schools except at excessive costs.

In 1967-68 North Carolina had 735 schools offering 
high school courses. Despite the importance of both a 
comprehensive and specialized program in the high school, 
North Carolina has 202 high schools with enrollments 
ranging from 31 to 299 pupils. Over one-third of the 
number of high schools in the State enroll less than 300 
students, a minimum size to provide a good program at 
a reasonable cost. One can conclude that an adequate 
secondary program cannot be offered in one-third of the 
high schools at an average pupil cost.

Table 9 reports enrollments of the four largest and 
four smallest high schools in North Carolina. In grades 
10 through 12, Ocracoke had 31 students while Brough­
ton had 2,638.



720

Table 9

Enrollment Eight High Schools 
Grades 10, 11, 12, 1967-68*

Four Largest High Schools Four Smallest High Schools

School Enrollment School Enrollment

Broughton 
(Raleigh Unit 

Wake County)

2,638 Ocracoke
(Hyde County)

31

Garinger
(Charlotte-

Mecklenburg)

2,229 Taylorsville
(Alexander County)

47

Fayetteville 2,093 
(Fayetteville Unit 

Cumberland County)

Mountain View 
(Graham County)

50

New Hanover 
(New Hanover 

County)

2,016 Hoffman
(Richmond County)

50

* Source: Unpublished Data, State Department of Public In­
struction.

The number of school administrative units is decreas­
ing. In 1966-67, for which the latest cost data are avail­
able, there were 169 administrative units. In 1967-68 
there were 160, and the 1968-69 school year began with 
157 units. Yet, too many of the administrative units 
have too small a pupil population to provide an effective 
educational program at reasonable cost. Almost half of 
the number of pupils in the State are in the 25 largest 
administrative units. For example, during 1967-68 Meck­
lenburg’s enrollment was twice as large as the total en­
rollment in the 25 smallest administrative units. Twenty- 
three units had enrollments of less than 2,000 pupils. 
Merger of very small units would bring greater financial 
efficiency in operational costs and improved educational 
opportunity for pupils.®



721

In addition to limited school programs, costs of admin­
istrative services are higher in the smaller administra­
tive units compared with larger administrative units. 
General control includes the costs related to the salaries 
of superintendents and their staffs and operation of the 
central office for the administrative unit. Table 10 shows 
the relationship between the cost per pupil for general 
control in 1966-67 for three large units and three small 
ones. Gaston spent the low amount, $4.98 for each pupil 
for general control; and Tryon the high, $28.03. Chowan 
ranked high in per pupil expenditure for general control 
($24.11) and ranked fourth in per pupil expenditure 
($338.92) for all State funds.

Table 10

Comparison of Selected School Administrative Units 
Per Pupil Expenditure for General Control with

Total State Funds for Current Expense, 1966-67 9

School Per Pupil
Administrative Expenditures Expenditures

Unit 1966-67 for General State Funds
(N: 169) Enrollment Control Rank* Per Pupil Rank**

Gaston 24,133 $ 4.93 1 $278.87 155
Caldwell 11,589 5.21 2 282.77 142
Greensboro 30,873 6.51 5 282.16 144
Chowan 807 24.11 162 338.92 4
Morven 970 26.01 163 302.62 60
Tryon 832 28.03 166 327.39 10

* Rank: low expenditure to high 

**Rank: high expenditure to low /
Differences exist also among school administrative units 

in expenditures from local funds for each pupil. Ability 
to provide financial support from local sources varies, 
especially in relation to county and city administrative 
units. Effort exerted by local governments in support of 
schools also varies. A comparison of financial support 
effort and financial support ability for each administra­
tive unit indicates apparent lack of effort on the part 
of a number of county and city units.



722

Table 11 indicates the expenditure for each pupil and 
selected administrative units’ rank in utilizing local funds 
for current operating costs during 1966-67. Henderson­
ville unit ranked first with the expenditure of local funds 
of $171.20 for each pupil. The lowest amount of local 
funds expended by an administrative unit for each pupil 
was $19.63. The average expenditure from local funds 
for each pupil was $52.29.

Table 11

Per Pupil Expenditure, Local Funds for Current Expense, 
Selected Administrative Units 

1966-67 10
School

Administrative
Unit Per Pupil Expenditure Rank

Hendersonville $171.20 1
Mecklenburg 166.47 2
Currituck 102.89 13
Alexander 22.05 167
Yancey 20.19 168
Onslow 19.63 169

Per Pupil Expenditure Low $ 19.63
High 171.20 
Median 52.29

The Commission has made recommendations earlier in 
this report in regard to the merger of small administra­
tive units and the consolidation of small schools. Such 
reorganization is needed not only to reduce the excessive 
operation costs, but also to provide more adequate in­
structional programs and services. The administrative 
units which received the largest sums in State funds for 
each pupil were those with small enrollments. On a per 
pupil basis, each of 102 administrative units received 
more State funds than did any of the ten largest admin­
istrative units in 1966-67.

Table 12 shows the average pupil expenditure from 
State funds for the administrative units ranking the 
highest and lowest in amounts for current expense. The 
three administrative units— Cherokee, Alleghany, and



728

Polk— receiving the highest amounts of State funds had 
less than 4,000 pupils enrolled in each unit.

Table 12

Per Pupil Expenditure, State Funds for Current Expense, 
Selected Administrative Units 

1966-67 11

School
Administrative

Unit

High 
Per Pupil 

Expenditure

School
Administrative

Unit

Low
Per Pupil 

Expenditure

Cherokee $365.85 Onslow $265.96

Alleghany 340.32 Glen Alpine 262.21

Polk 339.44 Cumberland 259.41

For All Administrative Units Low $259.41

High 365.85

Median 295.67

* * * *

Chapter 19
KEY RECOMMENDATIONS REVIEW ED:

SOME SUGGESTED PRIORITIES

The citizens of North Carolina who have read this 
report may feel overwhelmed by the number of recom­
mendations made. However, the Commission was charged 
with the responsibility of developing a detailed blueprint 
for the future of the public schools. Some things need 
to be done now; other things must wait for future de­
velopments.

In the final analysis, how well something is taught—  
if it is taught at all— depends upon four chief factors: 
the child who comes to school with his own private hopes,



724

ambitions, capabilities and limitations; the persons who 
work with him, especially the teachers; the materials 
and tools of instruction; and the conditions under which 
teaching and learning take place. The Commission has 
studied these factors in depth and the entire report re­
lates in one way or another to them.

What, then, are the priorities? As viewed by the Com­
mission, the priorities fall into four categories: organiza­
tion, finances, personnel, and the curriculum. In identi­
fying the priorities, the Commission does not intend to 
lessen the importance of either the key recommendations 
mentioned later in this chapter or the recommendations 
contained throughout the report.

There must be improvement in the areas of organiza­
tion, finances, and personnel if improvement in other 
areas is to follow. In the curriculum area, early child­
hood education is of paramount importance in building 
a foundation for the future education of the child; and 
occupational programs are essential to give purpose and 
meaning to many students who do not see school programs 
as related to their goals.

Organization of the Public Schools
Progress has been made in the reorganization of North 

Carolina’s public school system over the past several 
years. Improvements have been made in the State De­
partment of Public Instruction, and consolidation of 
schools has occurred in several counties. However, much 
more improvement must be made in the organization of 
public schools before many of the recommendations of 
this report can be implemented. The need for better 
organization has been fully documented throughout the 
report. There are few clear lines of authority and re­
sponsibility between the State Board of Education and 
the State Department of Public Instruction. The fact 
that the present organizational arrangement has worked 
is a tribute to the men who have occupied the positions 
of leadership.

The Commission found widespread sentiment that the 
services of the State Department of Public Instruction



725

are too highly concentrated in the central office located 
in Raleigh. There was agreement that the should be re­
gional service centers to bring the leadership and exper­
tise of the State Department closer to the local schools.

At the local level, the Commission found that North 
Carolina has too many small, ineffective schools. Con­
solidation has occurred in some schools of the State, but 
much more such action needs to occur. The general con­
trol (administrative) costs, for instance, ranged in 1966- 
67 from $4.93 per pupil in a large school administrative 
unit to $40.93 in a small unit. This is only a minor part 
of the story. Educational programs are inadequate, and 
children are paying the consequences in limited oppor­
tunities in too many schools across the State.

The Commission realizes fully that reorganization can 
occur only to the extent that the people of North Caro­
lina wish it to occur. No leader can step very far ahead 
of the people without losing his effectiveness. The Gen­
eral Assembly reflects as closely as possible the will of 
the people. And this is as it should be.

What are the things that the people must insist upon 
if children are to be well taught? This entire report is 
concerned with that question, but a few major items—  
on which progress in other areas depends— are clearly 
indicated in the organization of public schools.

Citizen Involvement. Specifically, to provide the organ­
izational means by which citizens can become more ac­
tively involved in promoting good schools, the Commission 
recommends:

That there be established a North Carolina Educa­
tion Development Council with subsidiary branches 
in each of the eight educational district and each 
school administrative unit.

The functions of these advisory groups should be to: ini­
tiate and conduct planning and study of public educa­
tion in North Carolina at the State, regional, and local 
school levels; report regularly on the results of such 
study to local boards of education, the staffs of regional 
education service centers, the State Board of Education, 
and the General Assembly of North Carolina; and make



726

recommendations for the improvement of public education 
in the State.

The State Department of Public Instruction. North 
Carolina now has a State Superintendent of Public In­
struction elected by the people and a State Board of Edu­
cation appointed by the Governor. Clear lines of author­
ity and responsibility do not exist in several crucial areas. 
Therefore, the Commission recommends:

That the State Board of Education be firmly estab­
lished as the policy formation agency for public edu­
cation.
That the Superintendent of Public Instruction be 
appointed by the State Board of Education.
That the State Board of Education reorganize its 
divisions into a single agency responsible for the 
administration of all aspects of the educational pro­
gram.
That, to provide improved services to school admin­
istrative units, Regional Educational Service Centers 
be established in each of the eight educational dis­
tricts of the State.

School Administrative Units. Few people will argue 
against the values of consolidation from an educational 
standpoint. On the other hand, each local situation is 
different. To be successful, consolidation must have the 
support of local citizens. Therefore, the Commission rec­
ommends :

That the State adopt the county as the basic school 
administrative unit. Merger of city units with county 
units and, where necessary, merger across county 
lines should be accomplished in order to achieve 
sound educational programs. The State Board of 
Education should be empowered by the legislature 
to develop criteria for such mergers, taking into ac­
count geographic conditions and other relevant fac­
tors. Merger should be accomplished as speedily as 
local conditions permit.

* * * *



| R T I N G  R E Q U IR E M E N T :
>cpor* is required pursuant  to Che H E W  

■ Nation (-45 C l  R 30)  issued to  carry  out 
Urposes o f  Title VI o f  the Civil Rights 
,f 19 6 4 .  Section 8 0 .6 ( b )  o f  the Reg­
ia provides:

l u n c e  R e p o r ts .  E a c h  recipient shall 
' S u c h  re c o rd s  and submit to the respon- 
' D e p a r t m e n t  official o r  his designee 
V. c o m p le te  and accurate compliance 
ts at such times, and in such form qjid 
i n i n j  such information as the reSp’ 
D e p a r t m e n t  official or his designee m 
m i n e  t o  be necessary to enable him to 
la in  whether the recipient has complied 
c o m p l y i n g  with this Regulation

U have any questions write: 
ffice for Civil Rightsepartment of Health, Education &. Welfare 
ox 1419S
ashington, D.C. 10044 

X telephone 202-338-7866

.DEPARTMENT OF HEALTH, EDUCATION AND* ~LFARE .Office for Civil Rights ' \
Washington, D.C.

SCHOOL SYSTEM REPORTFALL 1968 ELEMENTARY AND SECONDARY SCHOOL SURVEY 
Required Under Titie VI of the Civil Rights Act of 1964

. Due October 15, 1968 • v

FORM 
OS/CR 10« 

(5/68)

Budget Bureau 
No:51-R550

Expiration 
Date: 6 /30 /69

f  Name of School System___________ TfeK i ' a x  County Scho o l A c V A ri* st r a t i v o  U n i t ,

1 street Address Pol l s  S tree t_______________________________________1____
^39-C ity , county, state, Zip Code_________ H a l i f a x , ...H a l i f a x  . . C o u n t y , - ! ! . — £ » _

Name of Chief Administrative Officer of School System "J. I f c n r y  f:v̂ -r~,ri'n__________• _________ _ _ _ _ _

Most recent type of Assurance of Compliance accepted by H EW t "

□  H E W  Form  441 . - ' ' ; • »
□  H E W  From  441-B  : ;
□  Assurance of Compliance with Court Order -

□  other. Please explain: CoynpHancg. v rlth Pon t. o f  ca requests fo r  addifio.aal_jsiens_±CL
d i s s s t & b l i s h  t h e  d u a l  s c h o o l  • -

Num ber of Schools in this School System. 

~t.iRi.ntc =..H r'rnficcir.r.al fitaff.

-13-

ort number of persons in each 
pory. Do not use percentages.

Column 1 
School 
System 
Total
(BOTH 

minority and 
non-minority 

groups)

'! Enrolled Students.

Full-T im e Professional 
Instructional Staff

1 0 ,6 #

’W-Wa. JB'iCiuAad
M I H U n i l  1 b n u u r

. olumn 1 who are members of the minority groups listed below)
OaO n

AmericanIndian

102

'jmn 3

Negro

8,196

Column 4

Oriental

Column 5
SpanishSurnamedAmerican

Column S 
TotalMinority G f c j  (Surn of Colum: 2, 3. 4, and 5)

8,29.3 _

ift:: fc;:;:

< ( i )  Assigned to One
School O nly

(2) Assigned to More Than 
One School

(3) T O T A L  of ( 1) and (?.)

Ih?

8

L i t t
-HO

322

h

32h

Jl___

M I M c  I em it, tv.. « .  M M .  « »  < *  m m  Hi™ . mmm  »  * .  M .  of m mmm* -  *  ~ 'a,u"> « “
statement is punishable by law. (U.S. Code, Title 18, Section 1001..

—  - t s _;________r ' •--------—
Signature tod Title of Person Furnishing Information Vw t . __i2lVo:t£l- -

-CJ- a p - i r r -  TXtSrtfinneTtfumlTelephone'Number

HEW FILES

T)ate bighdd

727



i.*'* A c t  o f  I •»*f>-4. ’ S c c im V  £* j : j  Jr tne Retina pvov tu«r%.
p l i jn c t f  p  -••>«»*■ t v  I ' j c h  rec ip ien t  shall k eep  sue .c u r d s  3» J
ttf t o  the  re sp o n s ib le  D e p a rtm e n t  o f f i c ia l  o r  I?is designee 
ty ,* c o m p l c f e  and accu rate  c o m p l ia n c e  r o p o r ? ^ '  t 'U; rimes, 
i n ' s u c h  f o r m  c o n ta in in g  such in fo r m a t io n  j fs , - sible
i f f  merit  o f f i c ia l  o r  his des ignee  m a y  d e t e r m i n e ' . ne ». cssary 
tab le  h im  t o  ascertain w h e th e r  the r ec ip ien t  has c o m p i l e d  or  
m p ly i n g  w ith  this R egu la t ion .

« m > i V g D U A L  S O U , .  l U . I ’ O H l  
B Y  G R A D E SFALL 3963 ELEMENTARY AND V >N'' *Y SCHOOL SURVEY

Required Under Title VI of th vil its Act of 1964
Due October 15, 1963

Budget Bureau
No: Sl-ROSS! SExpiration 
Date: 6/30/49

Name of School System. J&tlifSK Cotmty School Adainistratiyo Unit
OCR School System Nijrpl'er . 3-A -CQ C-,t2 C ^2 -- -------------------- . 
Name or School___  FiViC LxghTaC^OOl__________________ ___
- ........... -  TcOUwO I ,  Lex 191
c!ty!county!state, zip code_ £ciiio!xQ_i’ cpId3?„-KsIIJ(ri.C.ouiity,3l*_Ca_22SI5I
A. Number of Campuses at this School | X j NOTE: File a separate report form (OS/CR 102-1) for each campus?
B. Crades offered (Hut an "x" in the appropriate box for each grade offered at this school)
fit K 

□

K□ 1
GS

2 3
CS

5
IS

■6
cs

7
rar

s
S

s
■ BE

10 n
m

n̂gfaded
□

4 Students and professional Staff 
Report number of persons in each Column 1 

School Total (BOTH minority and non­minority groups)

MINORITY GROUP MEMBERSHIP OF STUDENTS AND PROFESSIONAL STaT j" (Persons included in Column 1 who are members of the minority groups listed he!,,...category. Do not use percentages.
j

Column 2
AmericanIndian

•Column 3 

Negro

Column 4 

Oriental

Column S Spanish Surnames American

Column 6 Total Minoru, Group (Sum ui 
Col. 2,3,4,£ 5)

l Enrolled Students Pre-K
I ■- K - ■
j ' . ' I 07 8 8
1 ■ 2 ICO 1 J.0 11
| -• . 3 .JZS £ 5
i 4 . 06 7 7 .. a. ..
i 3 m 10 70
\ 6 s$  . 6 _ 6...j 1 n o 6? _  6$8 lh3 S? 8?
i . 9 98 - n  _ L JSL

10 62 ih Ik ..
i 11 n n 13 ...
i 12 $ 1 IF :Hi....

0 Ungraded, Special Educa.
‘ Other Ungraded
J * TOTAL Enrollment t a i 6 2 2.62 2<&

Professional Instructional Staff Assigned to this School on a Full-Time Basis.
(1) 7 tie rrmcipai X .
(2) Assistant Principals
(3) Classroom Teachers Pre-K J ■

(a) Elementary 
Classroom

K
f

a 1
Teachers (by grade)- 2 h

3 • 3• / ; 4 3 ■1 '..
' s 3

6 3
7 6 3-
8 1 3 1

»<*!|

(b) Secondary Classroom Teachers (as a group) lli '
2 p

(c) Ungraded, Special Educa. __________
(d) Other Ungraded P

TOTAL Classroom Teachers h6 9 L. 5’. -(4) Other Instructional Staff
<5) TOTAL of (I).(2).(3),(4) J

. . . . .9 ........ ...9....
C. Vacancies Filled in Full-Time Pro-

School since October I, 1967
(1) Newly hired staff members (new to this system) H j. h ... . h ... -
(7) Transfers (staff members * transferred from another school of this system) h ___h „ __ , ,.h  ..
(3) TOTAL of (1) and (2) . .18 1 8 .

- 0 -
i j ‘ D .  N u m b e r  of Cur . 'iv . V  j  incies in F u l l - t i m e  p r o f e s s i o n a l  i n s t r u c t i o n a l  s t a f f .  [___

1 E .  Data for Item V 11 f u r m ; h e d  as o f  f  D a  t e l  c a __________________ - —

j ^  w h a t  s  ‘ b o o t  year (e.g. : ’ - 6 6 - 6 7 )  d i d  t h i s  s c h o o l  f i r s t  e n r o l l  s t u d e n t s  ’ _______ I S ' ! I _____________________ ___ - ____________________________________________ __ _____________________

'• State the si nnl v.*ir in which .ddif i.,nv t.y 7h.c c.-tuv-ii ,t -sni 'vere opened. Include only tiie two most iccent additions. Do not include jdditi»*M<-
— eh as mol i!classroom ..

i t u x t s .  w r i t e

3 o v a t e  the s i  n o l  year i n  w h i c h  a d d i t i o n s  t o  t h i s  s c h o o l ,  i f  a n y ,  w e r e  o p e n e d .  I n c l u d e  o n i y  t i i e  t w o  m o s t  l e c e n t  a d d i t i o n s .  D o  n o t  m e n u  opened b e f o r e  I 9 5 4 - 1 955 s c h o o l  y e a r .  F o r  t h e  p u r p o s e  o f  t h i s  q u e s t i o n ,  a d d i t i o n s  d o  N O T  i n c l u d e  ( A ) t e m p o r a r y  s t r u c t u r e s ,  s u c h  a s  m o l  if.- or ( i ' , )  s t r u c t u r e s  w h i c h  d o  n o ;  i n c r e a s e  t h e  s t u d e n t  c a p a c i t y  o f  t h e  s c h o o l ,  s u c h  a s  a  c a f e t e r i a ,  g y m n a s i u m ,  o r  s c h o o l  l i b r a r y .  ( I f  n o  j d d inONF”) __ _2..Elementary elr-ssrcoxa,. 2$$3
"NONE.")

1. _Elc'.*,Gatar7 . clncsrccnn.,-.1961-62■» »ure the >ubmi> i• »n of correct Title V'l compliance data, please check tiie completeness and accuracy of cadi item reported. I.rrorsor omissions nu> Jt'e a refiling of this foim.
•fit itinn. i certify th it the information given above is true and correct to the best n; ir,y knowledge and belief (A willfully false statement is punishable 1' N. (. <>Jv I ill.- t K. Section; I UO I ) /'

728



Cr,
l ' K . u r >  u u l j n o  p u f i ' i A o  i f i ' n -  \ Ac« of »uo4. Section hQ.c»<t>> «»f the ftegtiljr ?r<a* Kiev, ftijnee Reports. Each reorient sFiaJI keep such .cord* a«d if. to the responsible Department official rp-'-hn t */nee complete and accurate compliance report/ ;',f "T!*s*n sucl» form containing such information as v. re*:, . .̂ ole rfrnent official or his desivnee may determine to be necessary able h*"1 to ascertain whether the recipient has complied or 

„ p l y i n g  with this Regulation._____._______ _____ _

Wdsh&igton 
IN D IV ID U A L  SCIIO- -  REPORT  BY GRA' ri -;v

FALL 196# ELEMENTARY AND S 'Sl“ Y SCHOOL SURVEY 
Required Under Title V I  o f  the «-ivil K:gn:s A c t  o f  196 4  

Due October IS, 1968

XS/6BJ*r F .
Budget Bureau
N o :  SI-ROSSI
E x p ir a t i o n  
D a te :  6/30/69

H-iliffr? County School Ad’̂inia tr&t4vo_Unit-
31*, co  c','2 ckz.

\

Name of School System _
OCR School System gVr V,1^r>im~ScSDOl'Name of School------
S tre et  A d d r e s s .City, County. State, Zip Code_ __ivilLlC2.r2f—lioiif2X_CG'Ull1yf^.—U«— C«— 2JuZ3-
A. Number of Campuses at this School £
B  G ra d e s  offered (Put an “x" in the appropriate box for each grade offered at this School)

NOTE: File a separate report form (OS/CR 102-1) for each campus.

Fre-K
□

K
□

1GS 2OS 3

B B s
B

7
B

8
a

*
□

10
n

! 1
□

12
a

Ungradrj
»

S Students and professional Staff
* Report number of persons in each 

category. Do not use percentages.
|
%

“2----*- ‘
Column 1 . MINORITY GROUP MEMBERSHIP OF STUDENTS AND PROFESSIONAL STAFF (Persons included in Column 1 who are members of the minority groups listed bel*>w)School Total (BOTH minority and non­minority groups)

Column 2
AmericanIndian

Column 3 

Negro

Column 4 

Oriental

Column 5 Spanish Surnamed American

Column 6 Total Minority Group (Sum of 
Col. 2,3,4 5}

Enrolled Students Pre-K
1 K •
I . 1 1*3 Il8 JjS
1 2 T lJ ■ • ■ i 3 b o 2 38 n ...liO .$ .
■‘1 4 3 1 3 1  .... ____31.1
i s 3 5 3 5 _ ..3 5 ___

6 „39 . 3.9 _ ___ 3SL___
1 1 k ~ 21} ■ - _ 3 k _
H - • % V  v . • 8 3 0 .30 * • l___3 9 .___J . - 9 ■■
1 • ; 
i
i  • " V  - 
■1

10
11
12 *.

i 0 Ungraded, Special Educa.
Other Ungraded

1 6 1 6 L 1 6
\

 ̂ TOTAL Enrollment r m ... . \ 2 r  302 n
% Professional Instructional Staff Assigned fo this School on 1

fv'Xv '.•‘•'. ‘.•’•X;
rUII* I 1U IC D a a i i .

] (i) The Principal X i 1_._ . ___ -X____
i (2) Assistant Principals
(3)

s ( a )  Elementary 
Classroom 
Teachers (by grade)

i * K.
5> ____ -2----ii 2

•---- 3 .5
\ 3 X>£____ - 1^5

4 1.5 i .5 _____ 'LS
\ s 1.5 _____1.5-1

6 i ____ 4,---
| 7 i 7 • _____1 —
j . 8 l , i ______ . . . . -XL—
1 (b) Secondary Classroom Teachers (as a group)

,s*
•

(c) Ungraded, Special Educa. " ~l ....i — 4.-—
i - L ___  -

TOTAL Classroom Teachers _ _12 . .
(4) Other Instructional Staff

i (S) TOTAL of (1),(2),(3),(4)
Mv,:-:-:-:-.:. ...... ,1̂ >....... ■ ■ m A -Vacancies Filled in Full-Time Pro­fessional Instructional Staff of this School since October 1, 1967

(1) Newly hired staff members (new to this system) 1 1 \ i
(2) Transfers (staff members transferred from another school of this system) •
(3) TOTAL of (1) and (2) - ‘ _ i _  .

c j

i

D. Number of Curtcnt Vacancies in Full-time professional instructional sin
E. Data for Item VII furnished as of (Date)___ _____________________________________ ________________ ____________—
I:.'what school year (e.g. i'766-67) did this school first ̂nroll studentŝ  ___________ 1____________________ ____________________
State the school yYar in which additions to this school, if any, were opened. Include only the two most recent additions. Do not include additions openej before 195*1-195 5 school year. For the purpose of̂ his question, additions do NOT include (A)tcmpornry structures,such an mobile clĵ'fooins, *,NONF̂ '*)C*l,reS n°l increase the student capacity of the school, such as a cafeteria, gymnasium, or school library. (If no additions, write

_ E l c c c n t a i y . . c ! L i 2 2 r Q c r j ^ _ l 9 ^ - r £ 7 —  ---- 2. - E l x s T s n i a r y  cl.-.narcaTSj, —
n*/U . ..... . correct Title VI compliance data, pleast; check the completeness and aeeuraey of each item reported Errors or

—Tto
CD

"re • refiling of this form. o m iss io n s  may

.••fiction: I certify that the information given above is true and correct to th? best of my knowledge and belief. (A willfully false statement is punishable J-lW. Û S. Cyde title ld,Se>hyn IO0I.)



. ''plijncc Hcpoflv  ufi r. cipient sh iff Keep su- a«J
to Che roponMt.lf  L)c-p.«fi riiciit = . designee

;lytocomplete arid accurate compliance fcportj . »ui;b times, 
»̂n such form containing such information af r%* isible 
jfimcitl official or his dcsi.:nce may determine- >e \* ssary 

. nable him to jscertain whether the recipient has complied or 
nipiyiog with this Regulation.

__ iN IV IV lD U A t .  SCI? f t r .P O R T
• iBV G K A :

F A L L  1968 E L E M E N T A R Y  A N I>  S :’ ^ N . r V ^ Y  S C H O O L  S U R V E Y  
Requited U n d e r T id e  V !  o f iti iii ’it* A c t o f  1964 

O u e i O c l o b e r  15, 1966

N a m e  o f  S c h o o l  S y s t e m  _______C o u n t y  S c h o o l  M r d i i l s t r a U V X t  U n i t _________________________
< V R  S c h o o l  S ys te m  N u m b e r ___ r V  C - i « _  V - i 2  _.

■ "TVr-'S'j 
Budget  B u r e a u  ! 
N o : S I K O S i t

Expiration Date: 6,30/69

O C R  S c h o o l  S ys te m  N u n d u y  -  -  . . . .  _ _
N a m e  o f  S c h o o l  T x l l C ^ /  S l  - f - p l  E l C ^ n t a r ^ C h O O l

Street A dd re ss  * •  e - ‘r- ' - >
C it y lc o u n t y ,  State. Z,o  C o d e .....  ^ B ? ~

A -  N u m b e r  o f  C a m p u s e s  at this S c h o o l  Q "  "

B. Gra d e s  offered (P u t  an " x ”  in  the a p p r o p r ia t e  b o x  for  each grade offe red  if  this s c h o o l )
_ J  N O T E  : F i le  a separate rep o rt  f o r m  ( O S / C R  1 0 2 - 1 )  f o r  each c a m p u s .

Pre-K
□

K□ t

3
2
3

3

b
4
3

5

8
6
8 b

9
s

■$> ■□ 30□ 12
O

Ungraded
□

S tu d e n t s  and professional S ta f f

R e p o r t  n u m b e r  o f  persons in each 
c a te g o ry .  D o  no t  use percentages.

E n r o l le d  S tu d e n ts Pre K  

K

1

2

■3

• 5
* «

7

8
‘ 9.

10
11
12

U n g r a d e d ,  S pecial E d u c a .

O t h e r  U n g r a d e d  

T O T A L  E n r o l l m e n t

Professional In s tru c t io n a l  S ta ff  
A ssig ned to  this S c h o o l  o n  a 
F u l l - T i m e  Basis.

/ I )  T h e  Princinxt

j  <2 > Assistant Principals

• C o l u m n  1 
S c h o o l  T o t a l  

( B O T H  
m i n o r i t y  
an d n o n ­

m i n o r i t y  g r o u p s )

M I N O R ! T Y  G R O U P  M E M B E R S H I P  O F  S T U D E N T S  A N D  P R O F E S S I O N A L  S T A F F  
(P ersons in c lu d e d  in C o l u m n  1 w h o  are m e m b e r s  o f  the m i n o r i t y  grou ps  listed be lo w )

C o l u m n  2

A m e r i c a n
In d ia n

C o l u m n  3 

N e g r o

C o l u m n  4 

O r ie n ta l

C o l u m n  5 
Spanish 

S u r n a m e d  
A m e r i c a n

C o l u m n  6 
T o t a l  M i n o r i t y  
G r o u p  ( S u m  o f  
C o l .  2,3 ,4,&. S)

l

28 28 ! | 28
Ji3L IX ■ • 1*3

_ J 2 .  _ 39 ! 39
i 32t V .. .  .  3k

29 . — 29 . -------- --------------------- --------------- -
2 9

2 & _ .  i 28 _......... 28
29 ... 39 f — 39
32 22 ■

■ 32
_. . . .  ' _ • **

j
• *

- • i
i «

._ .2 7 2 .................. 272 - 272

1 *t
J---------------- J U - ------ r----------------2------------------------- -------------------A ---------------------- 'l

( 3 )  C l a s s r o o m  Te ac h ers

( a )  E le m e n t a r y  

C las sroo m  

T e a c h e r s ( b y  grade)

P r e - K

K

1

2
3

4

5

6

7
8

( b )  S e c o n d a ry  C la s sro o m  
Te a c h e rs  (as a g r o u p )

( e )  U n g r a d e d ,  Special E d u c a ,  

( d )  O t h e r  U n g r a d e d  

• T O T A L  Classroo m  Te a c h e r s

(4) O t h e r  In s tru c t io n a l  S ta ff

( 5 )  T O T A L  o f  ( 1 ) , ( : ) . ( 3 ) , ( 4 )

V ac an cies  Fil le d in F u l l - T i m e  P r o ­
fessional In s tru c t io n a l  S ta ff  o f  this 
S c h o o l  since O c t o b e r  I ,  1967

,.ax.

- X - -

_2_

_______ - X -

----------------X _
— l i .  
_____X -

XX..

x _

.11

( I )  N e w l y  h ired staff m e m b e rs  
( n e w  to this s ys te m )

( J ) Tra n s fe rs  (s ta ff  m e m b e rs  
transferred f ro m  a n o th e r  
s ch o o l  o f  this s> s te m )

(3)  T O T A L  o f  ( I )  and ( 2 )

-X— 

1  .

s D. Number o f  C u r r e n t  V ac an cies  in F u l l - t i m e  professional i n s tru c t io n a l  staff. C  

, E. Data fo r  Item V i !  furn is hed as o f  ( D a t e )  9 - 1 2 - C X
- 0 -

* In what K h o o l  yea' "  g. 1 9 6 6 - 6 7 )  did this school first e n ro l '  s tu d e n ts ? ______ 1933~ 3 l l _______________________________________ —
State the school  y c i  in w h i c h  ad dit io ns  to thi., s chool,  if  a n y ,  were opened! fr>■ ■ ‘ i - o n l y  the t w o  m ost recent addit io ns  D o  not inc lu de  additio ns 
opened before 1 9 5 4 1 9 5 5  school > ear. F o r  the purpose o f  this q ue s tio n ,  ad dit io ns  d o  N O T  inclu de  ( A ) t c m p o r a r y  structures,such as m o b i le  classrooms, 
^ s t r u c t u r e s  w h i c h  d o  no t  increase the s tudent  capa city  o f  the s ch o ol,  such as a cafeteria, g y m n a s i u m ,  or  school l ib ra ry .  ( I f  no a d dit io ns ,  wr ite

i  *• -353arient5uy-cln£;02,ocr<)r»,--19^7-5 -̂------- 2- -J51cr.nntary eltu-sroons, 1962*63------- —--------
ssure the suhmission o f  eorreet  T i t le  V I  c nm pl ia i  e data, please cheek the com ple te ness and accuracy o f  each item rep orte d.  Errors or om issio ns m ay 
ire a refi ling o f  this fo r m .

■ f ica tion :  I certify  that the in f o r m a t i o n  given abo ■ is true and correc t  to  the best o f  m y  k no w le d g e  and belief. ( A  w i l l f u l ly  false statement  is pu nishable  
U ^ i .  C o d e  T i t le  16. S ectio n  1 0 0 1 )

** ' ; i / < Lf*
•ture a n j  1 u le  o f  Person > urnisli iiie l u f o r i i u t i o n Supt, S53-2XP- . . - ,

730



„ k»jj  i>»ucu »■» i jn y  «n«-p«*« r ” '"' ’  _
/Vet o f  lo o -* .  See n o n  o t  the Ke,:ut  p r n v iU e . .

■ i »  l rtr .  R c p w r ls .  -R ueh  re c ip ie n t  shall keep suet, records and 
- to  the responsib le  D e p a r t m e n t  off ic ial /r— . his -signee

;  c o m p l e t e  and ac c urate  c o m p lia n c e  repot. ' . . ' i n n
-'fe'vuch f o r m  c o n t a in in g  such i n f o r m a l i o n  as , r e . /  risinle 
i e m e n t  off ic ia l  o r  his designee m a y  d e te r m in e  to be necessary 
’ablt h i m  t o  ascertain w h e t h e r  the r e c ip ie n t  has c o m p l i e d  o r  

r e p l y i n g  w i t h  this R e g u la t io n .

WmtiinEto?'
I N D I V I D U A L  S C H O u c  R E P O R T

8 Y  c r . » v : s

F A L L  19 68 E L E M E N T  A H  V  A N D  i  J .V  - Y  S C H O O L  S U R V E Y  
RsquiretJ  U n d e r  T i t l e  V I  o f  the C iv i l  Rig hts  A c t  o f  1 9 4 4  

OueOciobei JS, I9S8

( * / * » »  C \
B u d g e t  B urea u  ef '
N o :  S I - R O S S I  j

E x p ir a t i o n  t
Date: 6/30/69

N a m e  o f  S c h o o l  S y s t e m  .
ITalljrax County School Acbd c&g tx’ativg JJait 
3h CO C’i2 CU2oor. school system Nu^..-^'s m o 1u3 fil^eankuy School -

N a m e  o f  S c h o o l . , --------------- p  f t  T r ; j
Street Address--------

--------- 1 “
City. County. S ta te .  Z i p  C o d e
A .  Number o f  C a m p u s e s  at this S c h o o l  [ ___________

B  G r a d e s  offe red  ( P u t  an “ x ”  in the a p p r o p r ia t e  b o x  for  each grade offered at this s ch o o l )  

P r c - K  K

]  N O T E :  F ile  a separate re p o r t  f o r m  ( O S / C R  1 0 2 - 1 )  f o r  each c a m p u s .

1

B□  □
Students and professional S t a f f  

Report number o f  persons  in each 
category. D o  n o t  use percentages.

2
( B

3

QC
«

IB
s

( B

6
m-

7

IB
3IB

9□
10
n

n

n
n□ U ngraded

J  Enrolled S t u d e n t s

ada - •

P r e - K  

K  

&

. 2

3

. 4

S

s

7

#

»

10
IS
12

U n g r a d e d .  S pe cia l  E d u c a .

* O t h e r  U n g r a d e d

T O T A L  E n r o l l m e n t

>_ Profe ssio nal I n s tr u c t io n a l  S ta ff  
Assig ned t o  this S c h o o l  c r  a

C o l u m n  t 
S c h o o l  T o t a l  

( B O T H  
m i n o r i t y  
and n o n -  

m i n o r i t y  g r o u p s )

29
21
23
21T

1ST
"28"
18

M I N O R I T Y  G R O U P  M E M B E R S H I P  O F  S T U D E N T S  A N D  P R O F E S S I O N A L  S T A F F  
(Persons  i n c lu d e d  in C o l u m n  1 w h o  are m e m b e rs  o_f the m i n o r i ty  grou ps  listed bel».v

C o l u m n  2

A m e r i c a n
In dia n

20

16

203
, - i - -

C o l u m n  3 

N e g r o

29
21
23
W
2h
2 8
IQ
20

W

C o l u m n  4 

O r ie n ta l

C o l u m n  5 
Spanish 

S urna m e ti  
■ A m e r i c a n

C o l u m n  6 
T o t a l  M i n o r i t y  
G r o u p  ( S u m  of 
C o l .  2 , 3,4,&. 5}

29
21
23

~2i r
2k
i s :
18
20

203

16

203

j ( 1 )  T h e  Principal 1 1 ____________ _____ - 4

| ( 2 )  A ss is tant  Pr inc ipals . ■f \
j . - ___ _

1 (3 )  C l a s s r o o m  T e a c h e r s  P r e - K - ____________  _____ ___ ■

_____ ___
5 ( * )  E l e m e n t a r y  K  

1 C l a s s r o o m  I

|  T e a c h e r s  ( b y  g ra d e )  2 

1 3

% X _____ ________:
1 1 i

1 1 . ■ ______■________ __________________  ^ ________

1 4 1 l  _________ _______ j

1 5 1 1  •

■ 6 1 -_________ _

A A  H - ________

-■*

( b )  S e c o n d a r y  C la s s ro o m  
T e a c h e r s  (as a g r o u p )

( c )  U n g r a d e d ,  S pecial E d u c a .

( d )  O t h e r  U n g r a d e d  

T O T A L  C la s s r o o m  T e a c h e r s

A  ' — '*
 

i
iW

|
i 

i

i ! i__
__ ________

- s
i

i i ____

. - ___________ —

6 8 MfT\mausxr:*aem i(r»j»srasi«ar: ____ ____

i ( 4 )  O t h e r  In s tr u c t io n a l  S ta ff

? ( 5 )  T O T A L  o f  ( I ) . < 2 ) , ( 3 ) , ( 4 ) 9 .._ .v.vcy.T, f t r r r n  • » i.'.f.•.......... 9 . „ .  w . %-. , . • ,*.v. .* v .n'.a

C .  V a c a n c ie s  f  illed in F u l l - T i m e  P r o ­
fessional In s tr u c t io n a l  S ta ff  o f  this 
S c h o o l  since O c t o b e r  1, 1967

X n-X*.’nun

( 1 )  N e w l y  h ire d  staff m e m b e rs  
( n e w  to this s y s te m ) 2 jj

•
j1 ___ ___

» ( 2 )  T r a n s f e r s  fs taff  m e m b e rs  
transferred f t o m  a n o t h e r  
s c h o o l  o f  this  s y s te m )

-
•

•

5 ( 3 )  T O T A L  o f  ( 1 )  and ( 2 ) 2 2 — —

1

j £ _

A

0

n

D .  N u m b e r  o f  C u r .  ent V  - ; a n c ic s  in  F u l l - t i m e  professional in s tru c t io n a l  staff. [------------ - J O 1.------------------------------® -•

E .  D a t a  fo r  I t e m  V H  f t v r i s h e d  as o f  ( D a t e ) --------------------- y ? " 7 . X ---------------- -— ---------------------------------------------------------- ---- --------------
in  w h a t  r c h o o l  year  (e  g. I 3 J . 6 - 6 7 )  did  this sch o ol  firs! enrol!  s tudent  ."  --------- l y Z O ' - Z J -----------------------------------------------  . .

State the sch o ol  ye a r  in w h i c h  a d d it io n s  to  this s chool,  i f  a n y ,  were o p e n e d .  In c lud e  « " ' ? ,, w ° ™ 0,;1 « 5 * " ‘ :!?udcr„0̂ ^ , ° ° h T n . « b . ! l :  elussr.m m..  
o p e n e d  be fo r e  m - J - t d S S  school ye ar. F o r  the purp ose o/oihis q u es tion  a d d i t io n ,  d o  V O !  . n c l u u t  (A / t e i  ,» y ■ ' , , r . .jutti-atis. «»•«*
Ot ( f t )  s tru c tu re s  w h i c h  d o  n o r  increase the stu dent  c a p a c .ty  o i  the s ch o ol,  such as. a c a le tc n a .  g y m n a s i u m ,  o r  school 1 . a r > . U

h o n f  c l a ^ o r o c o o j _  1957-53  — —  2 . J S 3 ^ n ( ? n t n r y _  c l o s s r o c w s , .  ------------------------ -
-  ................  ■ '  h ite m  r ep orte d.  E r ro rs  or  u r n ...........

w i i i f u i i y  false statem ent is punishable

J.0-!:-63

CO

a .s u .e  the s u b m iss io n  o f  c o rre c t  T i t le  V I  c o m p l ia n c e  data, please ch e c k  the c om ple teness  an d accuracy ot  eat 
sire a ref i l ing  o f  this f o r m .

•lifit i t i o n :  I certify  that the i n f o r m a t i o n  given above is true a n d  corte ef  to  the best  o f  m y  K no w led ge an a be. ie . .  ( A  
S * \ i* * t  - M - S ^ o d e  T i t le  18. Sectten 1 0 0 1 .) -

A .  jA t/ ' '■' * ' f t  -PL. ?vr ;  ...........



H '  l  «•*<*» r m b  r f v f p it M t r  • J» itl ’•»»
l i l  <•» f6 * . ‘  r . - p f r m h l t *  D c p j r r r i u n j  n f t i v i a t  • • :>  '  • • . i ^ n e e
|y.# c o m p l e t e  anJ accurate compliance repo? st imes.
jn’ suclJ form conl.iininj; sm h information j\ . rc . li able 
>rcmcnC officiaf or his designee niav determine to be necessary 
nable h i m  to ascertain whether the recipient has complied or 
ruplying w i t h  this Regulation.

mift, i n d i v i 'i t u ,\l  s e n  iu i T m t
B Y C R A '  i

F A L L  3 9 6 8  E L E M T N T A R Y  A N D  ! tY  S C H O O L  S U R V E Y
Required Under Title VI of  the civil Rights Act o f  1964  

Du* October 15, S968

Ealifr_x Co-mty School Askduiatrativa Unit
5t ■ CO Chz C l2-----------— -------------- i-------------- —

Sc otland ' 7 Sack liirh^chooT---------------1-tlaln o  tract, ~ “ - —

Name o f School System _____ r < . } -  ,
OCK School System Number CO  C-«^e: Cci._
Name of School 
Street Address
City, C o u n t y ,  S ta te ,  Z ip  Code, Scot7^ndlTeehVTIaXif^ r C c u h ty7~E:- C ;r2T3?r^-----------
A. Number of Campuses at this School ( X  | N O T E :  File a separate report f o r m  { O S / C R  102-1J for each campus.
B. Grades offered ( P u t  an “  

Pre-K K 1
□  □  ®

' ir the appropriate box for each grade offered at this school)
2 3 4 $ .6 1 : 1 3 ■

s  s  s  a  • s  • r ; is
ic

8
31

»»r” i
Budge! liure.au 
N o :  S I - K O S S i

E x p ir a t i o n  
Sate: t»/Jo/r,9

n Ungradec
o

Students and professional Staff
% Report number of persons in each 

category. Do not use percentages.

s *• •
i

Column ( 
School Total 

(BOTH
minority 
and non­

minority groups)

. MINORITY GROUP MEMBERSHIP OF STUDENTS AND PROFESSIONAL ST.\7f 
(Persons included in Column 1 who are members of the minority groups listed below

Column 2

American
Indian

Column 3

i
Negp

Column 4 

Oriental

Column S 
Spanish 

Surnameii 
American

Column f> 
Total Minority 
Group (Sum .,f 
Coi. 2 ,3 .4 ,i sj

Enrolled Students ' Pre-K 

J K 

J • 1

J 2
jj ■' ' 3

• * . 1 . J
6

1 - ' 7

1 : : 9 t • 10

1 . ‘ u

| ’ • *2

Ungraded, Special Educa.

> . Other Ungraded

j TOTAL F.moliment

j - •

-

7 0 2 2

7 3 6 6
_Jb 2 2

61 2 2
8 2 6 6
£ 2 3 3

1 2 7 1 * 6 8 . 6 8

1 1 -8 8 5  a  - L  8 5
8 2 . . .  h • .*: . ' _____ _ ■ . .  k
66 a  1 j r -  8

7 1 i « 1
e o 6 •

...........

979 O m ................. 'TTC'rr v,T‘7lf,r'.r % - ____________ r. m
). Professional Instructional Staff j Assigned to this School cm a

( 1 ) T h e  Principal 1 /
i ( 2 ) Assis tant  Principals -  ■ . 1
j w C l a s s r o o m  Te a c h e r s  P r e - K

f ( » )  E le m e n t a r y  

C la s s ro o m

K

I 3  "
-

j T e a c h e r s  ( b y  grade) 7, 3 :  •

| 3 2
1 4 2

j S 3 2  * ' _ 2  _

1

i

6 _ _ 2

1 6 3 3 _____

] ' *
8 6 , . . 2 _________ J _____________

] ( b )  S e c o n d a ry  C las sroo m  
T e a c h e rs  (as a g r o u p )

-4

XL ______ 3 - -
i

r

( c )  U n g r a d e d ,  S pecial E d u c a .

( d )  O t h e r  U n g r a d e d . ____________ •___

1 T O T A L  C la s sro o m  T e a c h e rs 1 1 .....  1 C ____________ _ _ . 2 0  _ . .

( 4 ) O t h e r  In s tru c t io n a l  S ta ff 1 _________ ,  _

i ( S ) T O T A L  o f  ( 1 ) , ( 2 ) , ( 3 ) , ( 4 ) ...............h 6 ............... „  3 0 ...................... 1 0

c V ac an cies  T i l le d  in F u l l - T i m e  P r o ­
fessional In s tr u c t io n a l  S ta ff  o f  this 
S c h o o l  since O c t o b e r  1, 1967 •;:H 5 x F < v

t o N e w l y  hired staff  m e m b e rs  
( n e w  to this s y s te m ) 9 2 .  .  2 -

J(2> Tra n s fe rs  (s ta ff  m e m b e rs  
transferred f r o m  a n o th e r  
school o f  this s> s te m ) 5 - 6 • -»=-------r--------------

6
( 3 ) __ T O T A L  o f  ( 1 )  and ( 2 ) Jdi ■ 0 ................... 1 6 -

1
D .  N u m b e r  o f  C u r r e n t  Vacancies  in F u l l - t i m e  professional in s tru c t io n a l  staff. I______ 0 .__________ __ J
E .  D a ta  for  Item  V I I  furn ished as o f  ( D a t e ) ______ $ f““X 2 ~ 6 3 __________ — _____________— — ----------- --------------------- —

In  v .h a t  school year  (e  g. 19 66-6 7*  d«d this school first en rol l  students? -------------- 5 $ 0 > C U -----------------------

; State the school ye ar in w h i c h  ad dit io ns  to  this sch o ol,  if  a n y ,  w ere o p e n e d .  Inc lu de o n ly  the t w o  roost recent a d dit io ns .  D o  no t  i r , , i j  
I opened before 1954-1 955 school year . F o r  she pu rp os e  o f i h i s  q uestion,’'a d d i t io n s  d o  NOT inc lu de  ( A ) t e m p o r j r y  s t r u c t u r e ' , such a s m o ' i l i .
! o r  ( B )  s tructures w h i c h  d o  no t  increase the stu dent  c a p a c ity  o f  the s ch o ol,  such as.a cafe te ria, g y m n a s i u m ,  o r  school l ib ra ry .  ( I f  n o  a d J i

NONV. ^JileAsntAry, c l ____ . 2— B lczion t^ ..c lM $x,$oa3,-3,9C'Q~Cl—
assure the s u h m i . d . i n  o f  correct  T i t le  V I  c o m p l ia n c e  data please ch eck  the com ple te ness and accuracy o f  each item r e p o rte d .  E rro rs  or  or 
aire a refilme o f  this f o r m .

tif ieation: I certi fy  that the i n fo rn ta t io n  given above is true and correc t  to  the best o f  m y  k n o w le d g e  and belief. ( A  will  ful ly  false statem ent i 
b v J a v v .  I I .S .  C o d e  T i t le  I S'. S ec t io n  l o o t . )* • ’ 4 t

r auditions 
dassrooms, 

d u n s ,  write

ssions m av 

p u m h .i l ' ! - . :

f -S cot, 5 3 3 - 2 1 5 1  _____

- 4
COto



.liancr K «n »n s .  Jfach recipient sli ill keep cue n rec (.fJa and 
J(> Ifje- recporAibte Dfparlntenl official ' ‘iinec

* complete  end accurate compliance rcpnrf u - met,
n ’ »och form containing such information as i rc , n able
rtment official ot fiis dosienee may determine to be necessary 
able him lo  ascertain whether the recipient has complied or 
nplying with this Retaliation.________ ■_____________ ________________ l

- » INDIVIDUAL SCHTkTT. r e p o r t  
BY GR.-V S

F A L L  1968 E L E M E N T A R Y  A N D  S Nc Y SCH O O L  S U R V E Y  
Required Under Title VI o f  she Civil Rights Act 0 ^ 1 9 6 4  

Due October IS ,  i96S

B u d ge t Bureau  
No: SI-ROSSI
Expiration 
D a te :  6/ 30/49

Name o f School System ------ :Eilifrnc County School AsbdM^trati%re Unit'1’ ’OCR School System
Name of School— ------ n A, . i  o  TV'~r P: v̂ s

ChOO'l

B2X
A . Number of Campuses at this School [
B Grades offered (Rut an “ x”  in the appropriate box for each grade offered at this school) 
Pre-K K

2  N O T E :  File a separate report form ( O S / C R  1 0 2 -1 )  for each c a m p u s .

□ □ I
cc

2
££

3 A 6
m

?
e

s
. a

9
□

80
- □

II
n

12
□ UngraJcJ

1 Students and professional Staff
Report number of persons in each 
category. Do not use percentages.

\

i

Column 1
MINORITY CROUP MEMBERSHIP OF STUDENTS AND PROFESSIONAL STAI l 
(Persons included in Column 1 who are members of the minority groups listed belov.

School Total 
(BOTH 
minority 
and non­

minority groups)

Column 2

American
Indian

Column 3 

Negro

Column 4 

Oriental

Column 5 
Spanish 

Surnamed 
. American

Column 6 
Total Minority 
Group (Sum ».»f 
Col. 2,3,4.^ 5)

------------- ---—----------------
- Enrolled Students Pre-K

.

K

' i 5 3 5 3 • 5 8

.2 £ T - £ T 5 6 ~

1 ' -  ' 3 _ 5 3 5 3 53
5 6 5 6 _  _ 5 6 _

•i 5 US 1*5
1 • 6 5 ? S i $

. 3 3 - _  _ 3 3
i M l k 6  . : • . ltd

1 9 • 1

■s 10

i . u *
i --------- . . . . . .  12 *

* 0
Ungraded, Special Ed.uca. 1 6 1 6 1 6

Other Ungraded
_

.

i TOTAL Enrollment 1 -2 0 1 -2 0 I l\ 2 0

’ . Professional Instructional Staff

r.jll T R ick

(1) The Principal X /  _ _ .......... i X

(2) Assistant Principals .... i

(7 ) Classroom Teachers Prs-K

(*) Elementary K
•*

1 Classroom 1

Teache/t ( b y  grade) 7. .

3

2 ________2 -  -i
i

— -------- for - ---

3L J 2 .  . - _______ 2  _
j g . 2 2

i
n

4 2 2 2 .  .

s 2 2

6 2 2 2 . . .
| •j 1 . 5 1 . 5 ♦ ________ l . 5

1

i

jl J l+ $ 1 . 5 J L w 5

(b)Secondary Classroom 
Teachers (as a group)

-

(c) Ungraded, Special Educa. 

- (d) Other Ungraded 
TOTAL Classroom Teachers

‘i X . ■ - i —

i
----------- ---------------- «

>
.16 1 6 _ 1 6

(4) Other Instructional Staff . ------------ - , ,
jf (S) TOTAL of (1),C).(3),(4) .........1 7 . . , . . . . . . . , . , , 3 7  -

C. Vacancies rilled in Full-Time Pro­
fessional In struct io nal  Suff^f-Jhis 
School since O c t o b e r  1, 1967 4

(1) Newly hired staff members 
(new to this s> s te m ) 1 _3L. _ 1 .

*(2) Transfers  (^t .i f f  m e m b e rs  
transferred f ro m  an oth er  
school o f  this s y s te m )

•

( 3 )  . T O T A L  of ( 1 )  and ( 2 ) X 1 ........... . ........ ................  , i r- _______ 1

ij D. Number of Cut er.i v- fancies in Full-time professional instructional staff. C 
E. Dah for Item V’U fu*r:Shed as of (Dat'i)___ ^ pv 12- 6 3 .

■O-

y'-&0'II. In whai «chool ye ar (e  g. 19 6 6 - 0 7 )  d i d  this sch o ol  fust enroll  students?

1 S ta le  t h :  school year  ir. w h i c h  ad dit io ns  to  this s chool,  i f  a n y ,  were o p e n e d . “ T T u i u d e ' m l y  She t w o  m o s t  recent ad dit io ns.  D o  n o !  inc lu de  ad dit ions
! o p e n e d  b fore 1954-4 953 sch o ol  year . F o r  the purpose o f  i f  is question ,  add i lions d o  N O  1 inc lu de  f A )  t e m p o r a r y  structures, such as m o b i le  rlav rooms,

o r  ( f l )  structures  u h i -h do no t  increaie the s tudent  capacity  o f  the s chool,  such as a cafeteria, g y m n a s i u m , o r  school l ib ra ry .  ( I f  no additions, write

“NONE.") f  ̂  ̂ ^  ̂ IQSl f 2 j
assure the s u h i H i n a u U w b d  ■ -tie V l ^ c o u v l  lance d u a ,  please ch eck  the comple te ness and accuracy o f  each item  re p o r te d .  E r ro rs  or  omissions may 

. I ^ i r c  a refi ling o f  this fo n : i .
•rtifieation: I certify  that the i n f o r r  i t ion -tvert above is true an d c o rre c t  to  the best o f  m y  kn o w le d ge  an d belief .  ( A  w i l l f u l ly  false statem ent is punishable 

by taw U  S C o d e  J  die I 8, Sc 'i o n  10 0 1 .)
'  . - V  ... -.- i > /  l* /  /. . a

Qt t*B Slk

733



• .c-
p r o v  i Jvr's: 
■ m is  and

-,( ^ 4.t 0 f |^r ,- « . S e c t io n  »>o *»<t>> o f  the K cg u Ju i  
R e p o r ts .  E a c h  r e c ip ie n t  shall keep sue. 

i  * ghc r«*>ponsH»le D e p a r t i n c u t  off ic ia l  o r  f.is i l -s jg nce 
W c o m p l e t e  am J A c u r ia t e  c o m p lia n c e  r e p o r t*  u<? ncs,

%m jcH f o r m  c o n t a i n i n g  such i n f o r m a t i o n  as 4 esr  ih:e
, n Cn t  o f f ic ia l  or  his designee m a y  d e te r m in e  to  be necessary 
W e  h i m  t o  ascertain w h e t h e r  the r e c ip ie n t  has c o m p l i e d  o r  
f l y i n g  w i t h  this R e g u la t ion

' W a s h i n g t o n .  > - '**— ‘

I N D I V I D U A L  SCltt.  t l l f O R T  CYGRADfS
F A I L  1 9 6 8  E L E M E N T A R Y  A N D  S I  i l Y  J  S C H O O L  S U R V E Y  

R e q u ir e d  U n d e r  T i t le  V i  o f  Hie v_..il R ig h ts  A c t  o f  89 64 
D u e  O c t o b e r  15,  1968

T " " " “ L

Budget Bureau* 
N o :  S I - K 0 5 S J

E x p ir a t i o n  
D a t e :  6/30/69

■]

. . .  H a lifa x  County S ch oo l Ad^dintut^tive Unit
i N a m e  o f  S c h o o l  S y s t e m -------------4 ?, r/ Y  r ' . D  -------------- *---------------------------------------------------------------------- ----------------
: O C R  S c h o o l  S y s t e m  N u m b e r  ^ 4  ^  ^ -----------------------------------_ _ _ _ _ _ _ _ _

N a m e  o f  S c h o o l --------------  l• Q f * • X ^ > , C a O O A . ----------------------------------- — ------------- --------- r - ------------------- —

J A. Number o f  C a m p u s e s  at this S c h o o l  | X________

1  B G r a d e s  offe re d  ( P u t  an “ x "  in  she a p p r o p r ia t e  b o x  for  each grade offered at this s ch o o l )

I Pre-K K I

NOTE;: File a separate report f o r m  (OS/CR ICJ-I) f o r  each c a m p u s .

O □  K
1 S t u d e n t s  a n d  profe ssiona l  S ta f f

| (R eport  n u m b e r  o f  persons  in  each 
] s s t e g o r y -  D o  n o t  use percentages.

i -
f ■ _  . .

E n r o l l e d  S t u d e n t s

2 3

S
4

ss
5
m

6 7

□
8

n
9

m
10
3

II
&

n
&

U ng ra d e d

s

C o l u m n  1 
S c h o o l  T o t a l  

( B O T H  
m i n o r i t y  
an d  n o n -  

m i n o r i t y  gr o u p s )

M I N O R I T Y  G R O U P  M E M B E R S H I P  O F  S T U D E N T S  A N D  P R O F E S S I O N A L  S T A F F  
(P ersons in c lu d e d  in C o l u m n  1 w h o  are m e m b e rs  o f  the m i n o r i t y  g rou ps  listed be low >

“  1 C o l u m n  6
T o t a l  M i n o r i t y  
G r o u p  ( S u m  of 
C d l .  2,3 ,4 ,5t  S)

■i

i
■s

„  U n g r a d e d ,  S p e cia l  E d u c a .

“  ■ O t h e r  U n g r a d e d

T O T A L  E n r o l l m e n t

< P rofe ssio na l  I n s tr u c t io n a l  S ta f f  
| A ss ig ne d t o  this S c h o o l  o n  a

( 1 )  T h e  P r inc ipal

( 2 )  A ss is ta n t  Pr inc ipals

HV C l a s s r o o m  T e a c h e r s  

£a| E l e m e n t a r y

C l a s s r o o m

‘Rssehers  ( b y  grad e)

Pre K  

K
1

2
3

4

5

6
7

8

1

( b )  S e c o n d a r y  C la s s r o o m  
T e a c h e r s  (as a g r o u p )

( c )  U n g r a d e d ,  S pe cia l  E d u c a .

( d )  O t h e r  U n g r a d e d  

T O T A L  C la s s r o o m  T e a c h e r s

w
< s )

O t h e r  In s tr u c t io n a l  S ta ff

T O T A L  o f  ( 1 ) , ( 2 ) . ( 3 ) , ( 4 )

- A

_ _ ......SL—

____ Z . _
________2 _ _

___2L

_____

: ' 1

!'
-■

_ .51*. _
•

.... ----------*- ——1
3 ____ X --------- L ... -7.......-a

~ rr" ' r _-r”  =
r i s : _______I

H !< :’tV
3

•CN :;i '.TYtvrrr' m.iii '< ................. ...
V a c a n c ie s  Fil led  in F u l l - T i m e  P r o ­
fessional I n s tr u c t io n a l  S t a f f  o f  this 
S c h o o l  s in ce O c t o b e r  1, 1967

N e w l y  h ire d  sta ff  m e m b e rs  
( n e w  to  this  s y s te m )

( I )

( 2 )  T r a n s f e r s  (s ta ff  m e m b e rs  
tra nsferred  f r o m  a n o t h e r  
s c h o o l  o f  this  s y s te m )

( 3 )  T O T A L  o f  ( I )  and ( 2 )

JL

==JU =

.Jt.

i S t a f f  
/

JSL.
Ict-

. 1

...

' j.:..._ .2____
„  z ____

.. ... 2____
9 ...

____ 2____
. _2. __
____—

___ 1 2 -— -
_____l ___

2$
rJ>ar *•>--» rnantr--
r . .,..2 6 .....

i
_2.__

_z.

|>. N u m b e r  o f  C u r r a n ;  V Ac ^nc ies  in F u l l - t i m e  professional ins true ijen o

E .  D a ta  f o r  It e m  V I  i furii* ' l t d  as o f  ( D a t e ) -------- -------------------------------------------------— -------------------- :----------- " ' ““ ___
In  w h a t  sch o o l  year *>.g. * V 6 6 - 6 7 )  d id  this school first en rol l  s tudents  *--------~~ " ?

y % B school if  any were o p e n e d  Inclu de o n l y  the t w o  m ost  recent a d dit io ns .  D o  n o t  inc lu de  audit ion*
' o f  this  q u e s t i o n  au dition s  do  N O T  in c lu d e  ( A ) l e m p o t a r y  structures  such_asmobj.o classroom s, 

pacify ol

S ta te  th e  c h o o l  ye ar  in  w h i c h  a d d it io n s  to  this ........ ■ . • , . . . .  ,
o p e n e d  be fore  1954 1955 sch o ol  ye ar.  F o r  the purpose o f  this q u es tion ,  a i idtn  uu>‘JajsO l  
o r  ( I t )  s tru c tu re s  w h i c h  d o  n o t  increase the s tudent  capa crty  o f  the s ch o ol,  .rut h as a ca e U n a ,  g>

Inclu de on lynrlude (A)lempo(ary structures.suci
rnn asiu m , or  school l ib ra ry ,  ( i f  n o  ad ditio n-.

2 . - H i e *  S c h o o l  c l a s a r o c s a , - 3 $ $ 9 - 6 0

- T
COrfSw

re a refi ling  o f  this f o r m .
Heat i o n :  | certify  t l u t  the i n f o r m a t i o n  given above is true r n i  correc  
. h y  le w  I t  c  r v . t ,  r t i l . .  IX  S e c t i o n -100 I . )

I to  the best c f  rny k n o w le d g e  and belief. ( A  w i l l f u l ly  false statem ent is p- -h.ibt



Act u'f Seclio.t Ht\. r.( P» J c f fhc Rê uS. proviJ<?»:jjjnte Report*. Kacli recipicni keep sj.u and/it to the responsible Deparisricn* official’ hi stgnee[y complete and accurate compliance repoV t tf. times,in such form containing such information as the responsible irtment official or his designer may determine io be necessary lable him lo ascertain whether the recipient has complied or diplyirtg with this Regulation

* V ~ 1
IK  D IV  S D U .V I- SC »! t H F. 5*0 R T

&V & H . ;S •' . ) .FALL 1968 ELEMENTARY AND :v. .'"ONi.̂ RY SCHOOL SURVEY Required Under Title VS of she Civil Rights Act of 1964 
. Due October !$ e 396ft

.. ,e Ealifttc County School Administrative Unit
N in e  o f  School System----- -jf -CO' Cij"r -------------------------------- --- —  —
eCR Sc:r L lyr em Numb$ t i m x ^ u ^ l ^ c h c o l ----------— ------------"T —
Name o f School-------BOX 1 6 0 ----------- --- •-----  ~~----- -----------— -- — ---- :
City*County! State. Zip CodeZIZlEQClSOkoI?^i^O*JI2Iif
A- Number of Campuses at this School | 'X  ~ j NOTE: File a separate report form (OS/CR 102-1) for each campus.
B. Grades offered (Put an “x” in the appropriate box for each grade offered at this school)

V'^TV. K t V I i - J -
” <S/6K) 

Bud ge t  B urea u No: SthoSJI
E x p ir a t i o n  
D a t e :  6/ 20/ t o

Prc-K
□

K
□

1E2P 2
□ c

3
m

4
3

s
m m

7
□

»
□

4 3 G

DC
ii
C2£

12 .
CX*

On*r idrj
a

j Students and professional Staff 
’■ Report number of persons in each Column 1 

School Total (BOTH minority and non- minority groups)

MINORITY GROUP MEMBERSHIP OF STUDENTS AND PROFESSIONAL STul (Persons included in Column ! who are members of the minority groups listed bei-.v.
category. Do not use percentages.

1 . . • ' . • i

Column 2
AmericanIndian

.Column 3 

Negro

Column 4 

Oriental

Column S Spanish Surnamed American

Column 6 Total Minorti) Group (Sum (»f
Col. 2,3,4̂  5)

l Enrolled Students Pte.K
| • 'X -

‘ 1 . _ --- . 61a
3 ~ 6 1 ‘ 6 l ' ^1

j .« • 3 70 70 e r_ T O
• 4 3 2 ' $2

s ?u 7h 7 4 _
■ « 6 2 n 62 J 62

7 - -
. * •’ \  *• •

. . 9 n L... 92 . ... j [ Z . T 2..
10 ih . 7h _ . L  Til .
O 63 6 } 63__.

' ..■- 12 _ J 3 ..j a _ _  _ .58
0 ■ Ungraded, Special Educa. 10 10 ___ IQ. ._

Other Ungraded
TOTAL Enrollment czo 600 ...600 ...

J Professional Instructional Staff
ruii'Timc uuSij. .*X%V«! >*■'**•' viv'.'iVAVr,*'-'
(1) The Principal i / . ..... X . i
(2) Assistant Principals
(3) Classroom Teachers Pre-K V

(a) Elementary K ’■:3gr
2*9 ____ 2,9.

TeactTers (by grade) 2 
3

2 A r ... _ L___ £*$..
3 3 3-__

’ 4 2 2 .. . L___ _2___
J 2 2 -

____ 2___
'* 6 2 2 ____ 2..--

7
8 ] _______

(b) Secondary Classroom Teachers (as a group) ill i4_ ....... ! - ji1

(c) Ungraded, Special Educa.
(d) Other Ungraded

i i  .. . ... ---- 3.—■ ■ ■ ■- -----— ________ J____
TOTAL Classroom Teachers 29 .. 29 ..... — 29—

(4) Other Instructional Staff 1 .. . r i ....
(S) TOTAL of (1),(2),(3).(4) ... >—

 

:W *4 □ 3 , . • I ~ 3 1
Vacancies Filled in Full-Time Pro­fessional Instructional Staff of this School since October l, 1967
(1) Newly hired staff members (new to this system) 3 J .. — . ... — 3 —
*(2) Transfers (staff members transferred from another school of this system)

* •
(3) TOTAL of (1) and (2) 3 - _ / L  J  . L

(—
D. Number of Cu-re.it Vacancies in Full-time professional instructional staff. L_
E. Data for Item VII fu;::is*ted as of (Date)__ _9-l 2-6S.

_ 0 _____ □

i I. In what school year (e.g. i 166-67) did this school first enroll students? 3$ 23** 2 9 ------------------- --------------------
| State the • hool year in which additions to this school, if any. were opened. Include only the two most recent additions Co not include aiMtli'ms? opened b'fr.te 1954-1 955 school ye.ir. For the purpose of this question, additions do NG T include (A)Cemporary structures,such as mobwe dasstcî  *•or (ft) structures which do nor increase the student capacity of the school, such as a cafeteria, gymnasium, or school library, {if no additions, wn <-

none. ^EicriCntoryLclessrcoKG^ 1999S 6______ , a.—Hdc^a.School b u ild in g , JL953-99--------- ——— --
assure the submission of correct Title VI compliance data, please check the completeness and accuracy of each item reporte I. Errors or omissions may 
■lire a refiling of this form. . .lification: I certify that the information given above is (rue and correct to (he best of my knowledge and belief. (A willfully Use statement ts pumsha’ by law. U S. Code Title IHf Section IdOI.)

-is ■“ riT 7 'i'*s  ’

COcn



«.• .i th • &l'' ' >1 ! t■ r\ A i l  o f  1̂ 04. S c c i i o i i  h 0.6i ( . )  o f  i h v  K c t* iilianc*: R»-*Vor*N- L*"*eh recipient shall keep sue - to the responsible Departrnerit official iJ accurate compfiJtice reportit
;■ r • > v ivl • 

»Ji  f t - v u r J i  a n d  
‘ *s .ignee

y  i n m p l c l f  a n J  accurate c o m p li a n c e  re p o r  sc mes,
;'n such f o r m  c o n ta in in g  such i n f o r m a t i o n  as «..v re.-., msible 
IrtmenC o ff ic ia l  or  his designee m a y  d e t e r m i n e  to  be necessary 
iaiile h i m  t o  ascertain w h e t h e r  the tec ip ie nt  has c o m p l i e d  ot 
n p l y i n g  w i t h  this R e g u la t io n .  ________

__ 8I'asImiKlut, **
I N D I V I D U A L  S C H O O L  R I - T O R T

B V  G R A  '  - S
F A L L  1968 E L E M E N T  A l t V  A N D  S , N .  - Y  S C H O O L  S U R V E Y

R e q u ir e d  U n d e r  T i t le VS c f  ih c  C iv i l  R ig h ts  Ac$ o f  R964
?)U' O c t o b e r  I S ,  *968

' Va o e --‘1
IS/6R) ' j 

Budget Bureau 
No: SMtOSSl

Expiration 
Dale: 6 /30 /6 9

Name o f  School System__ ^ O ^ t r S c h O O l
OCR School System Number P-i r V  y ; 7 -  **-------------------- --------- ------------------------------------ -XnboiY on Jll*h School.____________ ___ _____

Ecx hoi

i

Name of School 
Street A d d re s s ~~T, 0 .
City. County. State. Zip Code _  ..IIaI05kICOU lit-X lgJflL £»..2?323____________ ________
A . Number o f Campuses at this School ( X  1 NOTE: File a separate report form {OS/CR 102-1) for each campus.
B. Grides offered (Put an “ x”  in the appropriate box for each grade offered at this, school)
Pre-K K * *
□  □  □  □

Students and professional Staff

Report number o f persons in each 
category. D o not use percentages.

3
□

4
□

$
□

6
□ □!

8
n

9 ■ 10
&

if 12
3

Ungraded

□

l Enrolled Students Pre-K 

K 
8 
i

.* 3
^ 4

S

’/  6 
1

- 8 
• 9

10
18
12

Ungraded, Special Educa.

Other Ungraded 
TOTAL Enrollment

Professional Instructional Staff A*signed to this School on a
• Ull*l lltIV

Column 1 
School Total (BOTH minority and non- minoiity groups)

M I N O R I T  Y  GROUP M E M B E R S H I P  O F  S T U D E N T S  A N D  P R O F E S S I O N  A L  STa7 f (Persons included in Column 1 who are members o f  the minority groups listed be!..-.-,.

Column 2
AmericanIndian

Column 3
|

Negtts

Column 4 

Oriental

Column $ Spanish Surnamed American

Column t, Total Minority Group (Sum ut 
Col. 2,3.4.̂  S)

• i

• •

.
•
.1 .. .

219 219 ' a ‘ 219
nil -  nil . . .  llli

68 68 l  .  jsa .  .

60 63 • 68

‘
'.V.'.V.V.T. .-rm-fYw rr *jr rrrr 777-7-. .J ̂TTI TT

(1) The Principal 1 / 1 at
. .  A .

(2) Assistant Principals /
(3) Classroom Teachers Pre-K

(a) Elementary K 
Classroom 2

3 Teachers (by grads) 2i . . •>»% . . .
3

i  ■ : ;

1  *
!  7
f r®

(b) Secondary Classroom ,1 Teachers (as a group)
j - (c) Ungraded, Special Educa.

•

;
-

1 1 - 1 6 -s 1 6

— ------------------:------------------- — ----------------------- --— . -----------------

V (d) Other Ungraded
TOTAL Classroom Teachers '“i 1 _

i

_ _  1 6 _________
— — ---------

.....
■j (4) Other Instructional Staff
i (S) TOTAL of (l),(:),(3),(4) | J3

_____b

C. Vacancies Filled in Full-Time Pro­fessional Instructional Staff of this School since October 1, 1967
(1) Newly hired staff members (new' to this system) < It
(2) Transfers (staff members transferred from another School of this system) *
(3) TOTAL of (1) and (2)

- ..~1- : __________ h !■■■ — w  11 mi ........ an-l_________i .

0. N u m b e r  of Current Vacancies in Full-time professional in s tru c t io n a l  s! iff. (____ 0_
E. Data for Item VII furnished as if ( D a t e ) _____ SB____________-____——■—
In what school year  (e .g .  1966-67) did this school first en rol l  students'.’ . . . .  _  j L 9 S I * * J ) / - -

State the school year in w h i c h  ad dit io ns  So this sch o ol,  if a n y ,  were o p e n e d .  In c lu d e  o n ly  the t w o  m o s t  recent ad dit io ns.  D o  not Inc lu de ad dit ions opened be fore  1 9 5 4 1 7 5  5 school year . I o r  the purpose o f  this ques tion ,  ad di i i  ,>ns d o  N O T  in c lu d e  ( A )  t e m p o r a r y  structures,  such as m o b i le  classrooms, or (R) s tructures  w h i c h  J o  n o t  increase the s tudent  c apa c ity  o f  the s chool,  such as a c a feiefin. g y m n a s i u m ,  or  school l ib ra ry .  ( I f  no  a d d it io n s ,  '■'•rtf
,‘NONV.'l,2 I lr U .S c iw o llu lld ir3 >J I 5 ^ - r**

S o - 2.„JLl2 h School clfesrcciTO, l$Cl~C2
assure the s ubm iss .on  o f  c o rre c t  T i t l e  V I  c o m p l ia n c e  da ta , please c h e c k  Hie c om ple teness  an d accuracy o f  each item  r ep orte d.  E r ro rs  or om issio ns may iuire a refiling o f  t in .  f o r m .

ttifieatiui i:  I  c ert if .  th.it the i n f o r m a t i o n  eiven above is true and c o rre c t  In  the best o f  m y  kn o w le d ge  an d belief.  ( A  w i l l f u l ly  false statem ent is punishable

736



; M?1 »>sittr.r t h  c . - i r j  " u t  * *■■ r » n -  -  "> > >m « «■•« v . . . .
tv  A c t  o f  J S c c t i ' i n  h(» r » (h )  <»t (ttic H c y u l j .  .1 p rovides;  

’V l i j n c e  R e p o r ts .  F ac h  recipient  -sh-il! keep sp s ret is and 
til to  tb£ responsible  D c p . i r t n u i i t  official/ i p - -iyrice 
j y c o m p le t e  an d accurate c o m p lia n c e  report.  i *Uv. times, 
in 's u c h  f o r m  c o n ta in in g  such i n f o r m a t i o n  as the responsible 
ir t in e n t  off ic ia l  or  his designee m a y  d e te r m in e  to be necessary 
table h i m  t o  ascertain w h e t h e r  Che re c ip ie n t  has C o m p lie d  o r  
m p l y i n g  w i t h  this R e g u la t io n .  ___________________ __________

V+ adii,.^tv>i..
I N D I V I D U A L  V .J  " O U T  *

8 Y  G R .  s *
F A L L  19 68 E L E M E N T A R Y  A N D  S L c O N U a K Y  S C H O O L  S U R V E Y  

R e q u ire d  U n d e r  Taile V I  o f  the C iv i l  R ig hts  A c t  o f  19 64 
* Dar. O c t o b e r  I $, 3968

OS/C h » cra-4 (S/t.H?
Bu d g e t  R ureau 
N o :  S I ROSSI

.Expiration 
Date: 6/30/69

N a m e  o f  S c h o o l  S y s t e m _________, R Y U J p X  ^ ^ n t ^ _ C h O O l _ A & d ^ t r 3 & V & . J 3 &

O C R  S c h o o l  S y s t e m  N u m b e r  -------,*<' v U i ’, (• - C t i 2 —  ------------------------------ --------------C------------------- ----------------- ----------- ---

Name o f S c h o o l ________  . 0 3 . & W 2  5 . 0 M [ _____________ ____________ ______________ —
S tr e e t  A d d r e s s __________P _ « _ v » -  .. . -C O C :  H 5 l
City, C o u n t y ,  S ta te ,  Z ip

A. N u m b e r  o f  C a m p u s e s  at this S c h o o l

B. G r a d e s  offered ( P u t  an “ * ”  in the a p p r o p r ia t e  b o x  fo r  each grade offe red  at this s c h o o l )

Li - J I a l i £ a x - C c u a t ’/ ^ L - - C * - 2 ? U 2 3 _____________-______ — -
i  ~i M O T E :  Pile a separate rep o rt  fo rm  ( O S / C R  1 0 2 - 1 )  f o r  each c a m p u s .

P r e K  K  I 2□ □ ea a
S tu d e n t s  a n d  professional S ta ff

R e p o r t  n u m b e r  o f  persons in  each 
c a t e g o ry -  D o  no t  use percentages.

3

ES
. 4

B
7
□

8
S5

«

n
10
n

i Enrolled S t u d e n t s P r e - K

K
I

■ 2
3
4
5
6
7
8 
s’

10

11
12

'  U n g r a d e d ,  S pe cia l  E d u c a .

O t h e r  U n g r a d e d  

T O T A L  E n r o l l m e n t

11
El

13

D
Ungraded

Qx
C o l u m n  1 

S c h o o l  T o t a l  
( B O T H  
m i n o r i t y  
and n o n -  

m i n o r i t y  g r o u p s )

M I N O R I T Y  G R O U P  M E M B E R S H I P  O F  S T U D E N T S  A N D  P R O F E S S I O N A L  S T . A F l  
(P ersons inc lu d e d  in C o l u m n  t w h o  are m e m b e r s  o f  the m i n o r i t y  g rou ps  listed beh.w.

• C o l u m n  2

A m e r i c a n
In d ia n

C o l u m n  3 

N e g r o

Cofcirasi 4 

O r ie nta l

C o l u m n  S .
Spa nish

S u r n a m e d
A m e r i c a n

C o l u m n  n 
T o t a l  M in o r i ty  
G r o u p  ( S u m  of 
C o l .  2 .3 ,4 .£ *$)

.

/

3 3 6 1 3 6 L  _ 2 3 (\
1 1 $ 2 3 £ _______1 3 5 -

1 2 3 1 2 3 ______ m
"  1 M  " m  ■ 1 i h s

1 3 6 1 3 6 _______ 2 3 6 ......

2 h $ ; — 2 h $ —
, *■

1 3 3 1 3 3 l ____1 3 3 -
*

1

i • .
t

—

i -

_ 2 i L u ______ 3 5 -

9 h 9 1 ~ 9 h 9 ........ _

Profe ssio nal In s tr u c t io n a l  S ta ff

r*..n t : — „

( 1 )  T h e  Principal

N ( 2 )  A ss is tant  Principals

( 3 )  C l a s s r o o m  T e a c h e rs  

(a) E le m e n t a r y  

C la s s r o o m  

T e a c h e r s  ( b y  grad e)

P r e - K

K

1
2 
3

. ns 
5 
«  

1 
i

( b )  S e c o n d a r y  C la s s r o o m  "
\ T e a c h e r s  (as a g r o u p )

(c) U n g r a d e d ,  S pecial E d u c a .

1 (d) O t h e r  U n g r a d e d

T O T A L  C la s s r o o m  T e a c h e r s

1 ( 4 )  O t h e r  In s tr u c t io n a l  S ta ff

Q T  T O T A L  o f ( 1 ) , ( 2 ) . ( 3 ) . ( 4 )

V a c a n c ie s  Fil le d in F u l l - T i m e  Pro -  
I fessional In s tr u c t io n a l  S ta ff  o f  this 

S c h o o l  since O c t o b e r  I ,  1967

___*L
k
h

___________ k-

______$ ________

_ J l____
— -l i____

________5 . _______

- 4 __________ h . _______

___ J i ____

i

- h —

- ______ 5 -

_______ k —
--------------It—

( » ) N e w l y  h ire d  sta ff  m e m b e rs  
( n e w  to this  s y s te m )

b )  T r a n s f e r s  (s t a f f  m e m b e rs  
tra nsfe rred f r o m  a n o t h e r  
s c h o o l  o f  this  s y s te m )

( 3 )  T O T A L  o f  ( 1 )  and ( 2 )

i

- 3

=JL 3izr . .  3

D .  N u m b e r  o f  C u - i  c t  V a c a n cie s  in F u l l - t i m e  professional in s tr u c t io n a l  staff. j _ 

| E .  D a t a  : o r  I t e m  V". i fu rn is h ed as o f  ( D a t e ) ______

_ P „

1  In  w h a t  sch o o l  ye ar  (e  g. 1 9 6 6 - 6 7 )  d i J  this  sch o ol  first en rol l  s tu d e n ts ? -------- l ? i l 2.mk 3 ------------------  . .
- |  Sta te  the school ye a r  in  w h i c h  a d d it io n s  t o  this sch o ol,  H > n y ,  were o p e n e d .  In c lu d e  o n l y  the t w o  m ost  recent a d dit io ns .  D o  no t  , t ;,’ n5 ,

, o p e n e d  be fo re  I 9 $ 4 - I 9 5 $  sch o o l  year,  l o r  the pu rp os e  o f  this q u es tion ,  a d d it io n s  d o  NOT inc lu de  ( A ) l e m p o r a r y  s m i e t u r c s . s u c h a s m o l  tic - '  •
or ( B )  Struc tures  w h i c h  d o  n o t  increase the s tud en t  c a p a c ity  o f  the s ch o o l,  such as cafeteria, g y m n a s i u m ,  o r  sch o ol  l ib ra ry .  ( I f  n o  a d dit io ns .

. . .  2 .  _- N° N V. iElcjianiary-clar3£iroce-T3i -1 9 £ 0 -6 l---------
issure the subm issio n  o f  c o rre c t  T i t le  V I  - o n ip l ia n c e  da ta ,  please ch e c k  She com ple te ne ss  an d a c c u ra c y  o f  each ite m  r e p o rte d .  E r ro rs  o r  om ission 
’ ire 3 r<ffiling o f  litis f o r m . ., ^  t
i f ic a t ion :  ! sertif> t h i t  the in f o r m a t i o n  r is e n  above h i 't ie  an d c o rre c t  to  the best o f  m y  k n o w le d g e  ar.d belief. ( A  w i l l f u l ly  false statem ent is L

- 403
- 4

by I n.w. tJ .S .  C o d e  I tile I M. S e c t io n  S u ) ! . }
corr̂ c



H u h  r t
X  A l l  c.< l ' i t *  »
r |,.,iKf

ti»e re^pufii i l ' lc  trncrii
... c o m p l e ( ;  and accu rate  c c m p S u t u c  report  

J j J ' j o c h  f o r m  co n ta in in g  such in f o r m a  Sion a;.

) t.1 : *, ■... I
nt  sh j li  k ’ . 'p si ■

t riVv 1 .11.
< yt d S J l ld  
JcSl^liCC 

• 't ines,
.ls iblr

. r tm e n t  off ic ia l  or hi* designee m a y  d e t e r m i n e ' h e  n p e s s a r y  
n.ihle h i m  t o  ascertain w h e t h e r  the rec ip ient  has c o m p l i e d  or  
r t iplying w i t h  this Regulation^____

I N D I V i D U A t .  S ' . ; h  K I l ’ O H T
* 'B Y  a.

F A  L L  1 9 6 8  E I F - M E N T A R Y  A N  6  f  ' :y N ; • V  X Y  S C H O O L  S U R V £'Y
R e q u ire d  U n d e r  T i t le  V i  o f  the ivi! »» .frh is  A c t  o f  196*4 

Duel O c t o b e r  i f 0 29 63

- €*/<- 
BuJ%
N o :  S I -R U S *;*  

E x p ir a t i o n  
Da#*: 6 ( 3 0 / 4 9

.1 S.hoo, System _______
OCR Sc (tool St Item '’p f e  A « ™ . -  ----------------------
N a m e  o f  S c h o o l ---------------------- t V
Street A d d r e s s .
C i t y ,  C o u n t y ,  Sta te , Z ip  C o d e . ila H i s t  or ,  _i!ali£ax_ County*- IT, _ it* _2 ? 3ljl^------—-— —
A. N u m b e r  o f  C a m p us es  at this S c h o o l  [----------- 1 ------------------ 1 N O T E :  F ile  a separate re p o r t  f o r m  ( O S / C R  5 0 2 - 1 )  f o r  each c a m p u s .

B  G r a d e s  offered ( P u t  an “ x "  in  the a p p r o p r ia t e  b o x  for  each t r a d e  offe red  at this s c h o o l )
tS

m
K

□
1Pie-K

O

Students and professional S ta ff  

Report n u m b e r  o f  persons in each 
category. D o  not use pe rcentages.

2oc 3

m
3

■ K

? ■ 8 

«

9  ■

D

10

□
n
□

Wstgradei!
□

E n r o l le d  S tu d e n ts • P r e - K  

K  

S 

2 

.3
' • _ ' «

■ S

• e
i

- 8
‘  - . • _ ' '  • . 9

10

11

12

U n g r a d e d ,  S pecial E d u c a .

Other- U n g r a d e d  

T O T A L  E n r o l l m e n t

C o l u m n  3
S c h o o l  T o t a l  

( B O T H  
m i n o r i t y  
and n u n -  

m i n o r i t y  g r o u p s )

3 6

Ji5
38

" B T

3?

V  Professional In s tru c t io n a l  S ta ff  
i A ssig ned to  this S c h o o l  o n  a 
I F u l l - T i m e  Basis.

( 1)  T i i c  t  i ia iC ip u a

M I N O R I T Y  G R O U P  M E M B E R S H I P  O F  S T U D E N T S  A N D  P R O F E S S I O N A L  S T A F F  
(P ersons  in c lu d e d  in C o l u m n  i  w h o  are m e m b e rs  o f  the miinority^ grou ps  listed be lo w

C o l u m n  2

A m e r i c a n
In d ia n

2

C o l u m n  3

N e g r o

.33,
36

2
M _____
M _______

TjO

jSL
2

T

331 2 d

_J}0
3?

......3 & _

J L

C o l u m n  4

O r ie n t a l

n - :- ..... •

C o l u m n  S 
Spanish 

S u r n a m e d  
A m e r i c a n

____ L_

C o l u m n  <» 
T o t a l  M i n o r i t y  
G r o u p  ( S u m  of 
C o l .  2.2.4.JL 5)

_36_ 
JtS.
ja_
Jik
39-
-hst-

_ _ l l 0 ______

303

( 2 )  Assis tant  Principals

( 3 )  C l a s s r o o m  Te a c h e rs  

( a )  E le m e n t a r y  

C las sroo m  

T e a c h e rs  ( b y  grade)

P r e - K

K

1

2
3

4 

$ 
& 

? 

8
( b )  S e c o n d a ry  C la s sro o m  

Te a c h e rs  (as a g r o u p )

( c )  U n g r a d e d ,  Spe cial E d u c a .

( d )  O t h e r  U n g r a d e d  

T O T A L  C las sroo m  T e a c h e r s

X 5
,X5.
_X5-
JU5
J - l
X5_
1 . 1

..I

( 4 )  O t h e r  In s truc t io nal  S ta ff

12

| <s )  T O T A L  o f  ( 1 ) , ( 2 ) . ( 3 ) . ( 4 ) _

J ) .  V ac an cies  Killed in F u l l - T i m e  Pro -  
:  fessional In s tru c t io n a l  S ta f f  o f  this

S c h o o l  since O c t o b e r  1, 1 9 6"

_ J ........ 1 3

-*W-

X 5 -
X I-

......x l
X I
X I .

X I
1.5-

.X 5 -

. = = 1 2 .

------------------------------------------

.13. ~r

- X 5 -
-X5--
- 1 . 5

X 5 -
X £_
X5-- 
X 5-
X 5

. 1 2 .

.13

( 0 N e w l y  hired staff m e m b e rs  
( n e w  to this s ys te m )

( 2 )  Tra n s fe rs  (s t3 ff  m e m b e rs  
transferred f ro m  a n o th e r  
school o f  this s ys te m )

( 3 )  T O T A L  o f  ( I )  and ( 2 )

-------- J U

' D .  N u m b e r  o f  C u r r e n t  Vacancies  in F u l l - t i m e  professional ins truc t io na l  staff. (Z ---------------0 —  --------------------1

| E .  D a ta  for  Item  V <! furn is hed as o f . ( D a t e ) --------------! ? " 1 2 ” 6 8 ------------- -------------•-------- --— - — —

! - .  In  w h a t  school yea-  e g. 1 9 6 6 - 6 7 )  did  this school first enroll  s t u d e n t s ? ----------------- — ----------------------------------------------------------------------------- -----------------------~  # . .

I State the schooi y t , r  in w h i c h  additio ns to this s chool,  if  a n y ,  were o p e n e d .  r̂ r" * s“ ^ V ^ e l \ w ' h ^ m o b i U ,c « ^ s r .a « m ^ .

| -* ■*“

tTw*tloI,1,7 c e r t i f y \ h a t nthe i n f o r m a t i o n  g i - e n  abtm* is true an d c o rre c t  to  the best o f  m y  k n o w le d g e  and belief. ( A  w i l l f u l ly  false statement  is pu m sh  .hle 

b j f^ a w .  U . S .  C o d e  T i t le  Itt, S e c t io n  IOC).- .)

✓  X -1 ' t / -1C~h~C3

738



' o m i t  r e s p t i it >lt.’ D t p j r  tfi
• » « I y .  c o m p e t e  a n j  a c c u r a t e  c o m p l i a n c e  r e p o r t s  at < u c h  t i m e s ,  
i l  in such f o r m  co n ta in in g  such in formation '- ’"  " ihr  p o n s ib ic  
p j r t m e n t  o f f i c ia l  or  h is des ign ee  m j > determ . o ’ cecssary 
c n a h lc  h im  to  ascertain w h e th e r  the r e c ip ie n .  nas c o m p l i e d  orcomplying w i t h  this R e gu la t io n .

i K D t v i m j A i .  sc. n .  h r . i 'O R T  .
b y  c ;r< \ s ,  , •* ✓  *

I-'AL1. 1 96 8  E L F .M K N T A R Y  AN*'  *  Cf ' A R Y  S C H O d t .  S U R V E Y  
R e q u ire d  U n d e r  T i t le  V I  o. C» U gh ts  Act o f  19 64 '

Due OcSober I 5k *968

N a m e  o f  S c h o o l  S y s t e m ___ S c h o o l  A d a l n i s t r a t i V O  U n i t

O C R  S c h o o l  S y s t e m  N u m b e r ____  ,  ^

Name o f  S c h o o l __________ ” .**35' i j 7 . ; „  - - ' - 1 L .'.p x  S C i ' ; C ’v l3 L ____________________________

Budget
N o: ,S 4 K l )S S !  
Expit JtilH! 
Date: 6 /J 0 /6 4

i

Street Address______________ itlQU*fc Q l j  LOa  2  i_3_____________________________________________________________
City, C o u n t y .  state, zip c o d e ^ g o a a a l o o J i p l d a j ..H a H  f a x  C o t u x t y ^ - l l ^ - 2 7 S ? Q _ I
A .  N u m b e r  o f  C a m p u s e s  at this S c h o o l  | 3.~  | N O T E :  F ile  a separate rep o rt  f o r m  ( O S / C H  1 0 2 - 1 )  f o r  each c a m p u s .
B .  G r a d e s  offered ( P u t  an “ x ”  in the a p p r o p r ia t e  b o x  for  each grade offe red  as this s c h o o l )
P r e - K

O
K

O
I
&

2
L36

3

&
A
@5

3
St

6
S

7

ES-
8

Iff
Cn «C 1 l i

O  -  □
12
□

' X
Ungraj !

a
I, S t u d e n t s  an d professional S taff

1 R e p o r t  n u m b e r  o f  persons in each 
\ c a t e g o r y .  D o  no t  use percentages.
| -

i

C o l u m n  1 
S c h o o l  T o t a l , 

( B O T H  
m i n o r i t y  
an d n o n ­

m i n o r i t y  g r o u p s )

M INOR IT V GROUP MEMBERSHIP QE STUDENTS AND PROFESSIONAL ST~7 
(Persons. in c lu d e d  in C o l u m n  1 who are m e m b e rs  of the m i n o r i t y  groups listed h,‘a *.

C o l u m n  2

A m e r i c a n  . Indian

C o l u m n  3 

N e g r o

C o l u m n  4 

O r ie n t a l

C o l u m n  S 
Spa nish 

S u r n a m e d  
A m e r i c a n

C o l u m n  V  
T o t a l  M i n o r u  
G r o u p  (Sum i 
C o l .  2 , 3 , 4 , ^  .

jL. E n r o l le d  S tu d e n t s  P r e - K | ' -

K * * '

1 & 56 | 5 6
- 2 66 66 | 66

3 62 62 62 ~
4 6? . . .  6? 6?

1!
x  . S SI L .......S i __________ 57

6 50 ;  5b- ms. . .  - s 6 b 60 60
8 3 6 36

| 9

10

11

12 t

| • U n g r a d e d ,  S p e cia l  F.duca. 16 16 .... I K0
\ O t h e r  U n g r a d e d 8 8 J5

T O T A L  Enrollment t\T3 I.?8
w U k m *)- Profe ssio nal In s tr u c t io n a l  S ta ff  

A ss ig ne d to  this S c h o o l  o n  a 
P u l l - T i m e  Basis.

• t • * 1 A.
- ..........  . . .N. . . . .

JL '
(2) Assis tant  Principals

(3) C l a s s r o o m  T e a c h e r s  P r e - K ... 1 ... 3
(a) E le m e n t a r y  K /

. C la s s ro o m  | 2.5 1 P .. 5
' T e a c h e r s ( b y  g ra d e )  2 2.5 . 2.5

3 2.5 -9-2,5 2.5
4 2*5 2 £ _ .  .5.5

• ■’ S 2 2 . . 2
6 2 2 * _ . ^ ..
7 2.5 2.5 2.5 .
8 _  1,5... .1.5 ■*

(b) S e c o n d a ry  C la s sro o m  
Te a c h e r s  (as a g r o u p )

( c )  U n g r a d e d ,  S pecial E d u c ’a; . i ___  . 2 ______ ^ ___- —
(d) O t h e r  U n g r a d e d ..... i .  •

Was
- 1

* TOTAL C las sroo m  T e a c h e rs on
( 4 ) O t h e r  In s tru c t io n a l  S ta ff

— — c v  — --r--— = 4
I  _ = “ --0 .y = = = —

. . . . . . i _. . . . . .
35’ ' '

( 5 ) T O T A L  o f  ( 1 ) , ( ; ) , ( 3 ) , ( 4 )
m ? L m W

l

21
V a c a n cie s  Killed in F u l l - T i m e  P r o ­
fessional In s tru c t io n a l  S ta f f  o f  this 
S c h o o l  since O c t o b e r  1, 1967

(D N e w l y  hired staff m e m b e rs  
( n e w  to this s y s te m ) 6

— *
5 ... 5 . .

(2) T ra n s fe rs  (s ta ff  m e m b e rs  
transferred f r o m  a n o t h e r  
s ch o o l  o f  this s y s te m ) 1 . , .3, ,....1

O ) T O T A L  o f  ( 1 )  and ( 2 ) 7 e 6
. D. N u m b e r  o f  C u r r e n t  V a c a n cie s  in F u l l - t i m e  professional i n s tru c t io n a l  staff. [ 

 ̂ E. Data fo r  Item  V N  I'unm* ed as o f  ( D a t e ) ____  0  *•! 12-63— - _________________

(  In  w h a t  sch o ol  ye ar  (e .g. l - i j t ' - 6 3 J  d id  this sch o ol  first enroll  s tu d e n ts ? . 1 9 1 9 - 1 9 2 0 -
■f S la te  the r c h o o l  ye ar in w h i c h  ad dit io ns  to  this school,  i f  a n y ,  were o p e n e d .  I n c lu d e - o n ly  the t w o  most recent addit io ns.  D o  no t  inc lu de  ad dit ions 
j  * V w n e J  b e ; o r -  1 9 5 4 -1 9 5 5  sch o ol  ye ar.  F o r  the purp ose  o f  this q u es tion ,  ad dit io ns  d o  N O T  inclu de  ( A ) t e m p o r a r y  s tructures,such as m o b i le  classrooms, 
$ ®* ( 0 )  s truc tures  w h i c h  d o  n o t  increase the s tud en t  capa city  o f  the school,  such as a cafeteria, g y m n a s i u m ,  o r  school l ib ra ry .  ( I f  no  a d dit io ns ,  write
* “ M O M p  *• v ° J y

-tlctioataQL.cT^sroaEO,J226Q-61_______  2 _JSlcssntary -xaassrD©3o,.-3S5?«60
“ N O N E . " :

AiC'rion-cary_clr,55rco^>._i960-Cl_______  2. _JSl£ssntary-classropaoy-^^
s u r -  the s ubm issio n o f  correc t  T i t l e  V'l c o m p l ia n c e  J a t a ,  please ch eck  the com ple te ness and accuracy o f  each item rep orte d.  E r ro rs  or  om issio ns may 
* refi ling o f  this fo r m .

ic i o n :  I certify  that the i n f o r m a t i o n  given above is true and correc t  to  the besf o f  m y  k/io sledge an d belief. ( A  w i l l f u l ly  false statem ent is punishable 
* p*v.  Ud>. C o d e . T i t l e  18, S e c t io n  l y O i . )

- T
COto

Uds. C o d e .  I isle I 8, S e c t io n  lo t )  1.)

'/6  . /. // (  l,:/y ■ ,-,/s2 /A__/  c
. ir< afJd Title ol Person f-ur/tishiniz Information TF>t-l -7  3 f c a !T '  -M-Jl-rW



tv A*-« < » f  *_**«>-*- 
A ilp iuV  FU’ p u f t  

t o  Jhc r«.-sp

t r i l l i o n  t j l  l i i t  i ' . C ( ; u ! „  p r u v i i l c s ;
Fact* rec ip ien t  .vh.sfl k e e p  such  r e c o r d s  and 

i>s. . sihle D e p u r fm c n t  oH ’icia ' '  h ‘ signee
Y  c o m p l e t e  and a ccu ra te  c o m p l ia n c e  r e p o  t \ l imes . 

!,j such f o r m  c o n ta in in g  such in fo r m a t io n  as Die resp on s ib le  
rr im ent  o f f i c i a l  o r  liis d e s ig n e e  m a y  d e t e r m in e  to  he necessary 
iuW e h im  t o  ascertain w h e th e r  the re c ip ie n t  has c o m p l i e d  o r  
rep ly in g  w i t h  this R egula t ion ^

i^oNhinrUM. <.:.
I N O f V i D i l / t L  S e l l !  »OL lt j ; r O R  f

8 Y  G  K sS ' ' . a
F A L L  1 9 6 8  E L E M E N T A R Y  A N D ....... O N .  A R Y  S C H O O L  S U R V E Y

R e q u ire d  U n d e r  T i t le  V |  o f  ihe C iv i l  R ig hts  A c t  o f  1964 
D u e  O c t o b e r  ! S ,  1968

osier !■>, r
<S/r>bi

B u d get  Bureau 
N o :  5 i -KOSS J

E x p ir a t i o n  
D a te :  6/30/69

N a m e  o f  S c h o o l  S y s t e m .
H a l i f a x  C o u n t y  S c h o o l  A c L a l n i s t r a t i v e  U n i t ________ ;______

O C R  S c h o o l  S y s t e m  N u m b e r  3 ^ k - O O  C ] | 2  0 ^ 2 . --------------------------------------------------- ----------- ----------------------------— -------------- --

Name of School...________ L n f x e l d . G r a d e d  S c h o o l ----------------------- ------------------------------------------------ ---- -— — — —
Street Address------------_ S h C T T C d  l i g h t s  ------- — ------ ---------- - . . . . f — ----------------------------------
^ i i y ( C o u n t y ,  S ta te ,  Z ip  C o d e  j , D - I X C X c l - H i c L L X j l CL-C—  C 0X1X1 v ^ T j.— — C # ~ ^ 2 , / ------------------- —  -— -  ■ • —   ________

A -  Number o f  C a m p u s e s  at this S c h o o l  | 2, I N O T E :  F i le  a separate rep ort  f o r m  ( O S / C R  1 0 2 - 1 )  f o r  each c a m p u s .

B .  G r a d e s  offe red  ( T u t  an ia  the a p p r o p r ia t e  b o x  fo r  each grade offe red  at this- s c h o o l )

Pre K K
□□  □  f i

Students and profe ssiona! S ta ff  

Report number of persons in  each 
category. D o  not use percentages.

2
B a

4
m

i
m

7

B
t>

a
« .  a to

S
12
f i

Ungrad,,
a

M I N O R I T Y  G R O U P  M E M B E R S H I P  O F  S T U D E N T S  A N D  P R O F  
{Persons in c lu d e d  in C o l u m n  1 w h o  are m e m b e rs  o f  ih e  m in o r i t y

E S S i O N A L  S T A H  
g rou ps  listed bel■

C o l u m n  6~ 
T o t a l  M i n o r i t y  
G r o u p  ( S u m  o:
C e l .  2 ,3 , 4 , &  5 ir_J

Profe ssio na l  In s tr u c t io n a l  S ta ff  
A ss ie n e d  t o  this S c h o o l  or. s 
Full-1 i m e  oasis.

( 1 )  T h e  Principal 1  1 ___________ . ....  . . . _____

i ( 2 )  A ss is ta n t  Pr inc ipals ■ ____ _______ _____

j  ( 3 )  C l a s s r o o m  T e a c h e r s  P r e - K

( a )  E l e m e n t a r y  K

j  . C l a s s r o o m  1 

T e a c h e r s  ( b y  g ra d e )  2

:  l  
6

. .  . .  7  

HS

( b )  S e c o n d a r y  C la s s ro o m  - 
T e a c h e r s  (as a g r o u p )

_  ( c )  U n g r a d e d ,  S pecial E d u c a .

T
■ ______

T ______ ________
------ —  ---------

1  t f ______________
—  -----------------

1
■

— --------- -------------------------- (V .
____ __________

V _______ _______
i, i. ■■■■— -i/.n --

t f 1
— 1 —

i — - - J r ------------------ £ -----------

_ _ _ n ___________ J 2 _ _____ -%---------------

- ----------- -------- f-~- r  - - -
______ ______

i T O T A L  C la s s r o o m  T e a c h e r s o A ------- - — ■

\ ( 4 )  O t h e r  In s tr u c t io n a l  S ta ff
— - = ^ S -  --------------

f  7 s )  T O T A L  o f  ( 1 ) , ( 2 ) , ( 3 ) , ( 4 ) . _> J -j _........ .. :.*v
C .  V a c a n c ie s  F i l le d  in F u l l - T i m e  Pro-  
‘ fessional In s tr u c t io n a l  S ta ff  o f  this 

S c h o o l  since O c t o b e r  I ,  1967

( 1 )  N e w l y  h ired sta ff  m e m b e rs  
( n e w  to this s y s te m )

( 2 )  T r a n s f e r s  (s ta ff  m e m b e rs  
transferred f r o m  a n o t h e r  
s c h o o l  o f  this  s y s te m )

( 3 )  T O T A L  o f  ( 1 )  at.d ( 2 )

.JjDl

JL=
= 1 2 ,

4U-

,JL
-hr

______2 - ■

—  2

- 0 -D. Number o f Cu» *nt V a c a n cie s  in F u l l - t i m e  professional i n s tru c t io n a l  staff. 1—

E .  D a t a  for I : cm V I furn ish ed as o f  ( D a t e ) ---------— ^ * * 2 2 ‘* 6 $ - ---------------------------------------------------------- -------------------
In  w h a t  sch o ol  ye a r  (e .g .  1 9 6 6 - 6 7 )  did  this sch o ol  enroll  s t u d e n t s . ----------------

|  Sta te  th e  school ye a r  in w h i c h  a d d it io n s  to  this s ch o o l,  if  a n y ,  were opened Ia Je  o g ' y the ivvo m o f t  recsnt " jT ^ ^ i H ^ c T a ^ r G o u i b .
1 o p e n e d  be fo re  1 9 5 4 - 1 9 5 5  s ch o o l  ye ar.  F or  the pu rp os e  o O h . s  qt.esb o n  a d d,  ions d o  N O !  <~>« m p <>“  ^  a d d it io n s ,  w . i . e
■■i o r  ( B )  s tru c tu re s  w h i c h  d o  n o t  increase the s tudent  c a p a c it y  o f the J . h o o i ,  such as. ,t cait .t - .ua ,  g y m n a s i u m ,
'. ■•n o n e .") • ____________________________________

»• --------------- Hone— - -----------------------------— T-— ITorfo-
i t i u r c  the s u b m iss io n  o f  c o rre c t  i i t le  V I  cornp fiance da ta ,  please c h e c k  the com ple te ness aiid accuracy o f  each i te m  r e p o rte d .  E r ro rs  or  om issio ns may

O

>»re a ref i l ing  o f  this f o r m .
i f i e a l i o n : I certify  that the i n f o r m a t i o n  eiven above is tru e and c o rre c t  So the best o f  m y  k n o w le d g e  an 

by l a w .  U  S. C o d e  lis le  I S .  S e c j in p  1 0 0 1 . )

m\ y 7 * h  t  , ' . V
- ~ t  -T- K  -  - ™mo~-

d belief. ( A  w i l l f u l ly  false statem ent is punishable  

.. ......... ------------- in .T ;../fl ....



' *' * * •, * rl-o u i r w l  | >u! 'U 3ni  i o  Hie } ( K W  P ’ at i«»n (4 5
* “1 ( m V  issue*! to  t s i t y  u u t  H i t  pu rposes  nl T i t le  f tlie C'ivil

Cl A c «  o f  i96 -> .  S e c t io n  atf 6(1.1) o f  Ifie U e R u l j t i o n  p r o v id e s:  
L tijn ct R e p o r ts .  *  E a c h  rec ip ient  shall keep f  tv  s and

1 i i r  t o  She responsib le  D e p a r t m e n t  off ic ial .us a y n . e
c o m p le t e  an d accurate c o m p li a n c e  rep orts  at such t imes, 

i n 's u c h  f o r m  c o n ta in in g  such i n f o r m a t i o n  as the responsible  
vtment official or  his designee m a y  d e te r m in e  to be necessary 
Stable h i m  t o  ascertain w h e t h e r  the recipient  has c o m p l . e d  o r  
Im p ly in g  w i t h  this R e g u la tion .

: t- fci /"W *v'i tstf.ii 1 77Z t r s . - • • . r . . e e w.- . a , :
J  O ffic r  f« r Civ ;h«*

U ’jivMogtofi. . . .C .
« - - v  I N  D E V  I  D U A L  S O '

' B Y  C R .  a . ' ■
F A L L  t96<5 E L E M E N T A R Y  A N D  S E C O N D A R Y  S C H O O L  S U R V E Y  

R e q u ir e d  U n d e r  T i t l e  V I  o f -th e  C i v i l  R ig h ts  AeS c f  1964 
V  . ' D u e  O c t o b e r  I S ,  1968

O S / C X « C q . |
f S f t S )

Bud ge t  Bureau
N o: Si-KdSSI

E x p ir a t i o n  - 
D a t e :  6/30/69

N a m e  o f  S c h o o l  S y s t e m .
OCR S c h o o l  S y s t e m  N u m b e r  ^

N a m e  o f  S c h o o l -------------------- E s s t ^ . a r t  r i " h .  S c h o o l
Street Address------- — & O U t©  2 ,  E ' D X ' l ' l i " ; ----- ~

llalifcx-Couniy-Scho ©1- Adtdais trativa 4J rd t-
&- <X) Qh.2 Ch2-------------------------------- —-------------------

C i t y .  C o u n t y ,  S ta te .  Z ip  C o- ............. -fin fifijd  ̂ -H a llfg g J ^ a n y t  -i^~CT-27B2>
A .  N u m b e r  o f  Ca m p u s e s  at this S c h o o l  j _  ^  1 ' N U 1 L .  l i f e *  separate rep ort  t o r m

B .  G ra d e s  offered ( P u t  an

Pf« K K >
o  O g

'  S tu d e n t s  and profe ssional S ta f f

in the a p p r o p r ia t  
2 3
£  . £

t?"bo
— N O ! E :  i s l e *  separate rep ort  fo r m  ( O S / C R  1 0 2 - 1 )  f o r  each c a m p u s ,  

s for  each grade offered at this s ch o o l )
4 S f> 7

£  £  a  £
a

£

9
■ s

80

£

IS
2

12 Ungraded

2  □

' R e p o r t  n u m b e r  o f  pe rsons in each 
Y " ' " c a t e g o r y .  D o  no t  use percentages.

. E n r o l le d  S tu d e n ts P r e - K  

K 
1

• 2
•-» 3 .

4

5
6

. . . . . .  ’ ;  7

8
9

10
u

___ . 12
U n g r a d e d ,  S pe cia l  E d u c a .

O t h e r  U n g r a d e d  

T O T A L  E n r o l l m e n t

C o l u m n  I
"minority g r o u p membership o f students AND PROFESSIONAL STAKl(Persons included in C o l u m n  X wno are members of the minority groups listed be!.,-.-.

Column 4 " I Columns j Column V 1 ’ * Total MinorityGroup (Sum of Col. 2.3,4,£, S)

Professional In.'.truclior.a! Staff 
A ssig ned t o  tnis s c n o o i  o n  a 
F u l l - T i m e  Basis.

S c h o o l  1 otal  
( B O T H  
m i n o r i t y  
a n d  n o n -  

m i n o r i t y  g r o u p s )

C o l u m n  2

A m e r i c a n
In d ia n

C o l u m n  3 | 

N e g r o

"

■ ______

— 5 0 -
_ ........... -

•

— p o ------------
} , T

V * '
h % -"HL&X. ■■

*____ ----------—------— — --------—

i,A ■ - J i 6  ' -— --------------------------------~

-  - -  -iOk-*------------------------------  > ? 4
s fo . . . .  - § & _  ....

— - — ?7 ~

-

- 1 6 7 -------------------
- ■ s L £ ____

—  > y
^  Cr\ <2 ___

— 3 j6 / —  £

• m f !

X f - i O

_____ i r - S -
--------- J L U O — -

0 7 <J 7  _  _
-  ¥ 1

j

O r ie n ta l

C o l u m n  5 
Spanish 

S u r n a m e !  
A m e r i c a n

j <0 T h e  P rincipal

i (2) Assistant Principals

1 O ) C l a s s r o o m  T e a c h e rs P r e - K

J ( a )  E le m e n t a r y K
1
J C la s sro o m 1

1 T e a c h e rs  ( b y  grade) 2

( b )  S e c o n d a r y  C la s sro o m  
T e a c h e r s  (as a g r o u p )

( c )  U n g r a d e d .  S pecial E d u c a .

( d )  O t h e r  U n g r a d e d  

T O T A L  C la s s r o o m  T e a c h e r s

(4) Other In s tr u c t io n a l  S ta ff

"(5) TOTAL of (1),(2),(3).(4)
C. Vacancies Fil le d in  F u l l - T i m e  P r o ­fessional In s tr u c t io n a l  S ta ff  o f  this School since O c t o b e r  ! ,  1967

- 3 2 —
u .  --  2 - - -  . 5 0

: i T ’.-T

( 1 )  N e w l y  h ire d  staff m e m b e ts  
( n e w  to this s ys te m )

( 2 )  T ra n s fe rs  (s ta ff  m e m b e rs  
transferred front  a n o th e r  school of this s y s te m )

" ( 3 )  . T O T A L  o f f ! )  and ( 2 )

D. Number of C u r r e n t  V acancies  in" F u l l - t i m e  professional in s tru c t io n a l  staff.

- 7 -

7

Students?___j  E. Data for  Item V I !  furn ish ed as o f  ( D a t e ) ------------

11. In what school yfear (e g. 1 9 6 6 - 6 7 )  d id  this sch o ol  av

State th opened•* or (It) structures 
“ N O N E . " )

. assure c h e c k  the com
-uire a refiling o f  this fo r m

t if ic a t io n :  I certify  that the i n f o r m a t i o n  given above is true and correc t  
by la w  , U  S. C o d e  I d l e  I d, S e c t io n  J U O  I . )

t r r

« r ... - ....
- Tifcv

•irrors or  om issio ns m a y  

to the best of m y  k no w le d g e  and belief.  ( A  w ill fu lly  false sta tement is puni



> H  f  I N O  H I  M I N  r .S
rcnorl is required purvjanl to  the HilSV Rr^. jlion  

4#0> is>ueu (o  cjr/V^DUl Ihc purposes o f  Tilic Vi o f  the Civil 
s \cl  *>f 19 64 .  Section 80.f -(b)  o f  Che Regu|i^":n r iaes: 
jijaiice Reports.  F:ieh recipient shall keep s> «  . • and
j{ to the responsible Department official oi nis assignee 
v  complete am) accurate compliance reports at such times, 
n'surh form clmtaining such information as the responsible 
rtment official or hisdesignee may determine so be necessary 
able him to ascertain whether the recipient has complied or 
ttply ing with this Regulation.

A ! , - N .  a R D  VCELl ARK

4RT

O.S. O f T A R I M E N T  O f  U f A l .T H ,  K
O f f i c e  f u r  C i v i l  H s^I j 
- V /a sh a n gto n !> .C .

I N D I V I D U A L  S C i
B Y  C R A b e i

F A L L  ! » 6 8  E L E M E N T A R Y  A’ N D  S E C O N D A R Y  S C H O O L  S U R V E Y  
R e q u ire d  Ortdef  T i t l e  V I  o f  ihe C iv i l  R ig h ts  A c t  o f  1954 

D u e  O c t o b e r  » $ ,  19 68

*CesJ»te*at

Q S / C K l o j - t(Sf68)
B u d g e t  Bureau 
N o :  5 1 - R O S S t

Expiration 
Date: 6 /30 /69

, ....  Halifax‘County School Jldsdttistrativo Unit
N a m e  o r  School System -----------------------r . v, n  r\ '>  ---------------------------------------------------------------------------------------------------------------------------------7

--------------------------------------------------
strain Address H e a t ©  1 7 ? .  0 ,  _____ L _ _______________________^ --------------- ---------

---------- ------
“1 ----------------- 1  N O T E :  F ile  a separate rep ort  fo r m  ( O S / C R  1 0 2 - 1 )  f o r  each c am pus .

C i t y
A .  Number o f  C a m p u s e s  at this S c h o o l  r_______

B .  G r a d e s  offered ( P u t  an “ st" in the a p p ro p ria te  b o x  for  each grade offered at this s ch o o l )

PreK K 1
£]o  □

S t u d e n t s  a n d  professional S ta ff

R e p o r t  n u m b e r  o f  pe rsons in each 
c a t e g o r y .  D o  no t  use percentages.

2 3
ffi

<1 S

[3.
6

at
?
as

• 3
B

. 9
□

JO
□

n
O

i 2
□

Ungr.ide4
&

Enrolled Students P r e - K

C o l u m n  1 
S c h o o l  T o t a l  

( B O T H  
m i n o r i t y  
and a o n -  

m i n o r i t y  g r o u p s )

m i n o r i t y - g r o u p  m e m b e r s h i p  o f  s t u d e n t s  a n d  p r o f e s s i o n a l  s t .u t
(P e r»o n s  in c lu d e d  Iri C o l u m n  I w h o  are m e m b e rs  of t h e m i n o r i t y  g roups listed b c ln -.v j

C o l u m n  2

A m e r i c a n
In d ia n

C o l u m n  3

N e g r o

C o lu m n  4

. O r ie n ta l

C o l u m n  S 
• Spanish 

Surnameci 
A m e r i c a n

C o l u m n  o 
T o t a l  M inor ity  
C r o u p  (Sunt o f  
C o l .  2 ,3 ,4 ,&  S )

i

i . .
i 8 W h 9

j i ~ 5 x
• 5 1 ...... 5 1

3 5 1 1 5 1 ______j a ______
i
I 4

.  - J - g -  * -------- --------------------
~ m

5 5 ? 5 ? .... 5 ?  ...

1 6
— ^

5 0 -

‘  7 62 6 2  ■ 6 2
! a 6 3  7 6 3 „ . _ 6 l ______

i 9

a H s-

: - ' 1 2 '

l Ungraded, Special Educa.

Other Ungraded
T $ ~

’ ^  - 1 5 _____

n X I H

TOTAL Enrollment ~ ~ T & T &  ------------ 1 ;.......... 1 5 7

Assigned io v/f« * 
Full-Time Basis.

*! *.' !* : ■**::

(1) The Principal i 1 . ... . 1 . ____
(2) Assistant Principals

(3 )  Classroom Teachers Pre-K  ̂ r

(a) Elementary K 

Classroom I 

Teachers(by grade) 2 
3

(—  - ■ ■

p 2  _ ______ -2 —

2 P r  - Z  - -

2 L  ' 2 ______ 2 _____

4 2 2 _ 2 _  .

s I n 1 ________1 ______

} 2
*

L  2  „

8

2 X r _  i ____

2 X 1 i  .

(b )Secondary Classroom 
_ Teachers (as a group) -

(c) Ungraded, Special Educa.

(d) Other Ungraded 
TOTAL Classroom Teachers

1 1 . -  - X -

1 . X __________ - .........1 — .

1 7 1 5 __________ i L
i

u
a : .

(4) Other Instructional Staff , . „ , -----r r • ~ -

(5) TOTAL of (1).(2).(3).(4) ..... i o .......... .........  ... . Vt.t, .

C. Vacancies Filled in Full-Time Pro­
fessional Instructional Staff of this 
School since October 1. 1467

M  i s ®  •. ''

(1) Newly hired staff members 
(new to this system) h 2 ---------- 2 -

(2) Transfers (staff members 
transferred from another 
school of this sy stem)

*

..........

( 3 )  T O T A L  o f  / (,• ai d ( 2 ) _ . x .  .. _  - 2 -  - - -_rr— ■ —  — L ^ 2 . -

}
D .  N u m b e r  o f  C u r r e n t  \  aeancies in F u l l - t i m e  professional in s tru c t io n a l  s ta ll ,  i.

E .  D a ta  f o 1 H e m  V i l  furn ish ed as o f  (D a t e ) . — . . . . . p - « . X 2 ' ' * 6 3 -------------

CL _l
•3/*•Jo-

nJy the t w o  m ost  recent addit io ns.  D o  not in c lu d e  aJJiti*»ns
s,such as m o b i le  classrooms,

I In  w h a t  school ye ar (e  g. 1 9 6 6 - 6 7 )  d id  this school first enroll  s t u d e n t s ? ---------------1 J
State the school ye ar  in w h i c h  ad dit io ns  to this s ch o ol,  if a n y .  were o p en ed.  Include o n ly  the t w o  m o s t  recent ad dit io ns
o p e n e d  before 19 54-1 435 s c h o o l  year  F o r  Ihe purpose o f  this question  ad dit io ns  d o  N O !  inc lu de  y A ) l e m p o r j r y  s t r u c t u le v  „ j d i t m i n  wn le
or  (||) structures  w h i c h  do no t  increase the stu dent  c apa c ity  o f  the s chool,  such as a c a le te na .  g y m n a s i u m ,  o r  sc................ . ( I f  n o  . . d d u m n

"none/-) c l a 3 f l r 0 C C : 0 j _________________*2— d a ssrocK u v  M & -5 9 —  ------------------------;----------
: assure the subm issio n o f  correc t  I die V I  c o m p l ia n c e  data, please ch e c k  the com ple teness  and accuracy o f  each item  re p o rte d .  E r ro rs  or omissions may 

lift* j ref i l ing  o f  i l i i s  fo pnc . . . . .
• I . . .O s  i n f - r m  i i i o n  v:«v o n  a b o v e  is t r u  : c o r r e c t  S o  f '  b?s “ f  m y  k n o w l e d g e  a n d  b e l i e f .  ( A  w i l l f u l l y  f a l s e  s t a t e m e n t  D p a n i s  ».« ' 1

742



1 1 *. <
J •••» »nf t ‘ » *l»b‘ » J F V'. H

kmVV.-.iiV^  l o  «:j rr y  <*t.l the purpose** os ! u l f  
s Act  o f  ( (>64 S e c t i o n  S O .M b )  o f  the K c^cjI - 
"l iaiice  R ep or t - . ,  E ach r e c ip i e n t  shaft h -'T - 
fj. |o th e  r e s p o n s ib l e  D e p a r t m e n t  oJfic j. il

»ti<m i  •* S i 
-f a te t  ivii

I'jrt r*-'»viJes: 
rt f ami

his . sienee
c o m p l e t e  a n d  a ccu ra te  c o m p l ia n c e  r e p o r t s  at such  t imes , 

i such f o r m  ci-nt.iiniiit'. such  i n f o r m a t io n  as the respons ib le  
rt inent o f f i c i a l  o r  his d es ig n ee  m a y  d e t e r m in e  to  be necessary 
able h im  So ascertain w h e th e r  the  r ec ip ien t  has c o m p l i e d  or 
ip ty in g  ssith this  R e g u la t io n .

» \ r  s *■: i
*7 X.J* Csv»; 
ashirsjjion

I N D I V I D U A L  s cBY ORA.

' iS I .
.n o  I> C\

. . L I  A K  t.

C R T

1'ALl, 1953 EJ.F.MENTAK jf AND SITONDAHY SCHOOL SURVEY Required Under Tide,VI of the Civil Rights Act of 1964 
Due!October 15, IV68

OS/CK 1 O i t 
(S/b8>

B u J g e l  Bureau 
No: SI-ROSSt
E x p ir a t io n  
D ate 6/30/69

N am e o f  School System 
O C R  School System Num
Name of School--
Street Address

..Hailffcv County School Acird r& strative thiit
CO C'i2"Cij2----------------------------------------------------"T>Va-'loy KL^CSchool' 

l o a i ' J t v c c t

C i t y .  County. State. Zip CoJe. S cotlcy d U acl:.!
A. Number of Campuses at this School_________
B. Grades offered (Put an “x” in the appropriate box for each grade offered 25 this school) 
P rt -K

~j NOTE: File s separate report form (OS/CR S02-J) for each campus.

□
X
□

I
S

2
m

3
©

4

©
S
©

7 'r; a
□ m

■ so

e

u
S

12
n

Ungraded
Dfc

Students and professional Staff 
Report number of persons in each 
category. Do not use percentages.

i Enrolled Students
i*

Fre-K 

K 
1
2■»
3

4
5
6

- '  7

8 
9 
10 
13

\ - SJ 
Ungraded, Special Educa.

Other Ungraded 
T O T A L  Enrollment

Column E MINORITY GROUP MEMBERSHIP OF STUDENTS AND PROFESSIONAL STAFF (Persons included in Column £ who are members of the minority groups listed below )
School Total (BOTH minority and non­minority groups)

Column 2
AmericanIndian

Column 3 

Negrb

Column 4 

Oriental

Column 5 Spanish Surnamed American

Column 6 Total Minority Group (Sum of 
CoL 2,3.4 A 5)

• • 1H " "1
’ -&5 ] - 66 60

59 59
" 3k ‘ & ____
* kJ ■ ‘ ■ W 1 3 9 ......

65 66 66
- $1 — ’6 1 .... -____  „ _ 6 l .--------- ,_.___
___ -. _____ ----------- - V --- • ' |____ ____
■ ■ m 280 208

102 3.02 ' __ 182.___
13k f  nr • '___________ __35ts-____
XXEf ‘ 113 ^  110
nr r  -5® “ _ 35__

1
T7L05""' ‘ i/ic-5 r ijio5

iV/.y-'v
t . . •__ Jl l d la  » V. » . . . aFull-Time Basis.

uc -Urv,,! .

( I )  T h e  Princ ipa l

O) Assistant Principals
(3 )  C lassroom  Teachers 

(a) Elementary 

Classroom 

Teachers (by grade)

Fre K 
K 

i 
7
3

4
5

6 
1

3_
2

2
2

(b) Secondary Classroom 
Teachers (as a group)

(c) Ungraded, Special Educa.
(d) Other Ungraded 

TOTAL Classroom Teachers
( 4 )  Other Instructional Staff
(S)  T O T A L  o f  (1 ) , ( 2 ) . ( 3 ) , (4 )

23
J l _

~ yf

Uo

■ 2 _
2 •

2

2 3

___1 ___

37.
2

.... i]Q,

---- 3_
____2.

_2__

2. Vacancies Killed in Full-Time Pro­fessional Instructional Stott or this School since October l , 1967
(I) Newly hired stair members (new to this system)
(2) Trans fers (staff members transferred from another school of this sy stem)
(3) TOTAL of (1) and (2)

2 0 L 2 0 -  -

i

— L -
4

....JQ -t-
---r l -

Z 5 C  
_ 2  -  . To..,

-20

„ 2 G

ai staff, *.___0__________ fP. Number of Current Vacancies in Full-time professional instruction
E. Data for Item VU furnisiied as of (Date)-----------------
In what school year (e g. I9o6-67) did this school first enroll students 
State the school year in which additions to this school, if any, were or op
or (|t) -srujeiures which i«ji hiuv  j -y » ,,v- .................. - i / n
“NONY.'E&h S ch oo l clar.iiroo:vtjL9& ~& .^-____ 2.K .to n ta r y . clr^aroona*..2^60-61

J;Llc£ctiteyl^.J-?CKi S d iod l-~ 3$32  - — — ~IncluJc only the two most recent additions Do not ,"elude addin '
— S A S H E S 02

ess and accuracy of each item reported. Errors or omissii.sure the submission of mi: t Title VI compliance data, please check the completenes
ire a refiliue of this fin in , , , . ur.,u r iiemenf is puni’ ha1' uIf,cation: le-itifs „d .rotation given above is tm.... . to the bus- my knowledge and bchef. (A willful., false slate

' • -m. 4 5 > - / \ '



h o t «"'k J  1' c JfT y 
t - i Ac*  o f  5 * Sc

«»ic purpn<« <;f
>*» H ( J . o ( b ) - t f  r h c  Kegu

Wiartce Report's, recipient shall keep su> h rec**''Is an*,
fit Che responsible Department official rr- li* i^nes

f So Civil
p f  o \  i *Jc  • ' 

i d  
jgnee

j ’ ’  c o m p l e t e  j n d  a c c u r a t e  c o m p l i a n c e  r e p o r .  s l , . i m e s ,  
j n  s u c h  f o r m  c o n t a i n i n g  s u c h  i n f o r m a t i o n  a s  t h e  r e s p o n s i b l e  
t r i m e n t  o f f i c i a l  p r  h i s  d e s i g n e e  m a y  d e t e r m i n e  t o  b e  n e c e s s a r y  
C a t t l e  h i m  t o  a s c e r t a i n  w h e t h e r  t h e  r e c i p i e n t  h a s  c o m p l i e d  o r  
n i p l y i n g  w i t h  t h i s  R e g u l a t i o n . __________ __________________ .

• O f f i c e  »«>r C iv s* -h.is
W ahhin^ton

I N D I V I D U A L  SCI I D D L  P ' P O R T  
B t r C R /  ' V

F A L L  1 9 6 3  E L E M E N T A R Y  A N D  S i . . J N b < s R Y  S C H O O L  S U R V E Y  

R e q u i r e d  U n d e r  T i t l e  V I  o f  t h e  C i v i l  R i g h t s  A d  o f  1 9 6 4  

. D u e  O c t o b e r  I S ,  1 9 6 8

" " ' , o . on, ov,tcm Ilalifc-tc County School Adminiotrativo Unit 
” ^ 5 T "  N7 b% r j  E l c a e ^ y  SchooI— ----- —
Street Address________ M „

o s y C K  t o r  i 
tS/68) .«•

Budget Bureau
N o :  s i - R o s s i

E x p ir a t i o n  
D a t e :  6/30/69

S co t l a h d T T o c ’ c .  H a l l f r a T T o u n u sCity, County, Slate, Zip Code.
A- Number of Campuses at this School 
B. Grades offered (Put an “ x "  in the appropriate box for each grade offered at this school) 
Pre-K K

O □
Students and professional Staff 
Report number of persons in each

i r z m u i :
2] NOTE: File a separate report form (OS/CR 102-3) for each campus.

1
BP

2
8

3
8

4

8
5

8
6
8

7
8

3
8

9
□

10
□

1 1
D

12
□

U ng rade d

BC

Column 1 M I N O R I T Y -  G R O U P  M E M B E R S H I P  O F  S T U D E N T S  A N D  P R O F E S S I O N A L  S T A F F  
( P e r s o n s  i n c l u d e d  i n  C o l u m n  1 w h o  a r e  m e m b e r s  o f  t h e  m i n o r i t y  g r o u p s  l i s t e d  b e l . i w j

category. Do not use percentages.

I'**'*'- .
j1 ___

ocnooi i oral 
(BOTH 
minority 
and non­

minority groups)

Column 2

American
Indian

Column 3 

Negro

Column 4 

Oriental

Column S 
Spanish 

Surnamed 
Artierican

Column 6 
Total M i n o r i t y  
Group (Sum of 
Col. 2 , 3 , 4 S)

t Enrolled Students Pre-K

i

1 1 2 7 2 7 2 ?

\ ■ 3 f i w ~ , j '  3 l i

1 * 3 6 3 6 *
_____ 3 6

■ 4 2 9 2 9 2 9
5 1*3 Jj3 h  1*3
6 3 3 3 3 3 3
7 3 3 3 3 - 3 3

* ' * •" • ' 8 3 h 3 k 3 h
%

10
4

12a
Ungraded, Special Educa. 9 9 _______ $L .

j Other Ungraded

TOTAL Enrollment 2 3 3 2 8 3 2 8 3
1. Professional I n s t r u c t i o n a l  S t a f f  

Acsi.n.-.-f t o  ih :. g.-hcakac. a 
Full-rime Basis.

v’ylv .v.vd\\v!; Xv.'X1*1iLvIylyA/V.i.y.VvXvy 77),;!,t!v’’V,'‘7v ‘.v - •’•X*

(1) The Principal T 1  _ X .........
i <2) Assistant Principals

(3 ) Classroom Teachers Pre-K /

(a) Elementary K 

Classroom ] 1 1 J L
>J Teachers (by grade) 2 

3

1 . 6 1 . 6 ... 1 , 6
1 1 . 6 1 , 6 _  . 1 . 6
il 4 1 1 . 1  . . .

•1 5 1 * 5 1 . 6 -  - 1 , 6

i 6 1 . 6 -  - 1 . 6
1 1

•

8- 1 1 _______- 1 ________

(b) Secondary Classroom 
Teachers (as a group)

-

i n n . ,
_____

j (d)Other U n g r a d e d  

TOTAL C l a s s r o o m  T e a c h e r s

------------JU-------------

n _J L 0  . _ 1 0  . ..
i (4) Other I n s t r u c t i o n a l  S t a f f _  _

I (S) TOTAL of (1),(2),(3),(4) .........1 2 ............... .......... n .......... „... ________ ' ......
3- Vacancies F i l l e d  i n  F u l l - T i m e  P r o ­

fessional I n s t r u c t i o n a l  S t a f f  o f  t h i s  
School s i n c e  O c t o b e r  1 ,  1 9 6 7

( ! )  N e w l y  h i r e d  s t a f f  m e m b e r s  
( n e w  t o  t h i s  s y  s t e m ) 1

( 2 )  T r a n s f e r s  ( s t a f f  m e m b e r s  
t r a n s f e r r e d  f r o m  a n o t h e r  
S c h o o l  o f  t h i s  s y s t e m )

(3) TOTAL of (1) and (2) / — r —a-----...............

D .  N u m b e r  o f  C u r r ,  n t  V  . a i d e s  i n  F u l l - t i m e  p r o f e s s i o n a l  i n s t r u c t i o n a l  s t a f f .  [

E .  D a ta  f o r  I t e m  V I I  f u i ;  i - h e d  a S  o f  ( D a t e ) ________ ____ ^ « * 1 2 ,* 6 3
I n  w h a t  s- h r . ' o l  y e a r  ( e  g .  1 9 6 6  6 7 )  d i d  t h i s  s c h o o l  f i r s t  e n r o l l  s t u J e n t s ?  .

* S t a t e  t h e  s c h o o l  y e a r  i n  w h i c h  a d d i t i o n s  t o  t h i s  s c h o o l ,  i f  a n y ,  w e r e  o p e n e d .  I n c l u d e  o n l y  t h e  t w o  m o s t  r e c e n t  a d d i t i o n s .  D o  n o t  i n c l u J e  a J J i l m n '  
o p e n e d  b e f o r e  195-1- 19' 5  s c h o o l  y e a r .  F o r  t h e  p u r p o s e  o f  t h i s  q u e s t i o n ,  a d d i t i o n s  d o  N O T  i n c l u d e  ( A ) t e n i p o r a r y  s t r u c t u r e s , s u c h  a s  m o b i l e  c l a s s f o o  
o r  ( I ! )  s t r u c t u r e s  w h i c h  d o  n o t  . n c r e a s e  t h e  s t u d e n t  c a p a c i t y  o f  t h e  s c h o o l ,  s u c h  a s  a c a f e t e r i a ,  g y m n a s i u m ,  o r  s c h o o l  l i b r a r y .  ( I I  n o  a d d i t i o n s .  » n  c

I.__C lacsrocn o,. 1 2 o l - 6 2 __________________ } ------------------- -------—--------- ---------------------- ------— ------7 '
' ••sure t h e  s u b m i s s i o n  o f  c o r r e c t  T i t l e  V I  c o m p l i a n c e  d a t a ,  p l e a s e  c h e c k  I h -  c o m p l e t e n e s s  a n d  a c c u r a c y  o f  e a c h  i t e m  r e p o r t e d .  E r r o r s  o r  o m i s s i o n s  m a y

♦ r e  a  r e f i l i n g  o f  t h i s  f o r m .
• i f i i a t i o n  I i c r t i f y  t i n t  t h e  i n f o r m a t i o n  g i v e n  a b o v e  i s  t r u e  a n d  c o r r e c t  t o  t h e  b e s t  o f  m y  k n o w l e d g e  a n d  b e l i e f .  ( A  w i l l f u l l y  f a l s e  s t a t e m e n t  i s  p u n i s h a b l e  

b y l a w -  u s .  C o d e  U r i c  I S .  S e c t i o n  1 0 0  I . )  J
' '  ' '  '  '  ■ " *  '  i -  * f  A

-T

j ,t



T... Act Soi imfi HO.(>(b/ <»f llic K c ^ u i j i  pruv iUe.-i: 
l" l > ! «3nctf  R e p o r t '  I ' i i i - h  rec ip ien t  s h a l l  K e e p  re  Is  andfit l*1 the rcspon̂ iNc- Di'p.irfmcnl official? Hi . ignee »y. complete and accutate compliance reporu at sue., times, in‘such form containing such'information as the responsible otment off«ciaM»r’hisdcs'î nee may determine to be necessary iab!e him to ascertain whether the recipient has complied or mplying with this Regulation.

.Ufasliinft'.
IN D IV ID U A L  SL l >L -  " O K I

B Y  G R ,  j  ‘
F A L L  1 9 6 8  E L E M E N T A l < Y  A N D  S E C O N D A R Y  S C H O O L  S U R V E Y  Required Under Title VI of the Civil Rights A c t  of 1964 ■<

• Due October IS. 1968 7‘

j
.IlaH ^ax^C o^ntg^Schooli^ain istrativeJJidt-

OS/CH»i« . j.
< S / & » )

Bud ge t  B urea u  
No: S1-R05S1
Expiration 
D a l t L ^ / J O / 6 9

Name of'School System_
OCR School System Number ---  ---
Name o f School___ ATirOXiCUl^SpraX^iLLCA. School_______________

A. Number of Campuses at this School ( ■ | NOTE: File a separate report form (OS/CR 102-1) for each campus.-
B. Grades offered (Pul an “x” in the appropriate box for each grade offered at this school)
Pre K

□
K
□

1
a

2
B

3
B

4
B

s
B

6
a

7
B

8
•B

9
B

10
S if

12
B

Ungraded

□
 ̂ Students and professional Staff 
a Report number of persons in each Column I 

School Total (BOTH minority and rton- minority groups)

. MINORITY GROUP MEMBERSHIP OF STUDENTS AND PROFESSIONAL STaT f (Persons included in Column 1 who are members of the minority gioups listed belowtf category. Do not use percentages.

r -

Column 2
AmericanIndian

Column 3 

Negro

Column 4 

Oriental

Column 5 Spanish Surnamed American

C o l u m n  6 Total M in o r i ty  Group (Sum uf 
Col. 2.3,4

Enrolled Students Pre~K *
K

—  - -f V . . s  - - « 23 ____________3___ 1 - 3
25 i

-i) : ' ' 3 28 : ' \l ■ t
. ' 4 20 i ■

.• '-... $ 30 1 T',1 " ~  6 20 I i'• l- 1
s 7 73 1 _ 5 2 ______ 53• • ' - ~“8 35“ 62 61(

9 " " 9 22 1 23....  - - - 10 ■ iih 18 i.| 18
11 . Wi 11 2

&
. 1312 i)6 10 r ___10.. .

. __ '-Ungraded, Special Educa. 1

Other Ungraded
- TOTAL Enrollment 503....... . 68 n o 106
. Professional Instructional Staff 

VC"V;%7_7 ~r~, _
A Uirt 4tiiv- Uuau.
(1) The Principal 1

‘j (2) Assistant Principals
-j (3) Classroom Teachers Pre-K 7 -
j (a) Elementary K 

Classroom 1

}
j 1
4 Teachers (by grade) 2 1

- - ' 3 i
-

i 4 r

\ 5 1 ___________ - ”
i 6 i

7 34.1
1 S1 3 2 . . 2

j ( b )Secondary Classroom Teachers (as a group) 70 ?
'

2 - -
j -  (c) Ungraded. Special Educa. 3 - -/l-

'i TOTAL Classroom Teachers e < ■

j (4) Other Instructional Staff ------ ...........-•

j (5) TOTAL of (1),(2).(3),(4)
Vacancies Fil led in F u l l - T i m e  P r o ­fessional In s tru c t io n a l  S ta ff  o f  this School since O c t o b e r  1 , 1967

( I )  N e w l y  hired staff m e m b e rs  
( n e w  to this s y s te m )

O )  T r a n s fe r s  (s ta ff  m e m b e rs  
transferred f ro m  a n o t h e r  school of this s y s te m )

( 3 )  T O T A L  o f  ( I )  an d ( 7 )

D. Number of Curt n» Vacancies in Full-time professional instructional staff, i Q______ !
| E. Data for Item Vi furnished as of (Date)______ ^—68---------------------------- ------------ -----------------------
j  In what school ye ar (e g .  1 9 6 6  6 7 )  did this school f i r s f e n r o l l  s tu d e n ts ? _____ ^ 2 8 ^ —  --------------------------------------------------------------------------------------------------------------------------------------------------------------------

 ̂ State the school ye ar in w h i c h  ad dit io ns  to this s ch o ol,  if  a n y ,  were o p en ed.  In c lud e  o n ly  the t w o  most recent addit io ns.  D o  no t  inc lu de  ad dit ions 
o p e n e d  be fo re  1 9 5 4 -1 9 5  5 school year.  F o r  the purp ose o f  rids q ue s tio n ,  ad dit io ns  d o  NOT inc lu de  ( A  ( t e m p o :  . r y  struct  ores, such a : m o b i le  classrooms.

; or  <II) s t r u :  lures w h i c h  d o  no t  increase the stu dent  capa city  o f  the s ch o ol,  such as a cafeteria, g y m n a s i u m ,  or  school l i b ra iy .  ( i f  no a d d it io n s ,  write •‘NON):-)
'■ »•—Ecnovatcd-vc-cant c7 .7j 13.sluM,--1963---- J--Princry clasoroor^> 19 6 I ------------------------------'Sure the Suh m issiim  o f  correc t  I tile V I  t o i n p l i j u e e  da la. please ch eck  the com ple teness  and a c c u r a i) o f  each item reported f r rors  or  om issio ns rna) ire a refiling o f  this fo rm .
if ic .i tion : | certify  that the I n f o r m a t io n  e'v .-n above i true an d correc t  to  the best o f  m y  kn o w le d ge  and belief. ( A  w i l l f u l ly  false statem ent  is punish .hie 

b y - l a w .  U  S. C n J e  1 nle  I b. S ectio n  H u l l . )

745



REVISEDG Vi;' >"

1

NORTH CAROLI NA SCHOOL FACILITIES PROGRAM 1963

F O l ^ M  S P - 2
(R E V I S E I 9 )

SUMMARY OF PROPOSED CONSTRUCUQN

Instructions; Administrative Unit Halifax County

File one copy with the Division of 
School Planning:. Only one of these is 
required for each administrative unit.

School Enrollment 10’ 6it2 < 30, 1965)

'I ̂ I\

Total taxable property in the c o u n ty .....................................................  $ 92?992,6 0 0 ,0 0 _____

Total indebtedness for school purposes . . . . . . .  ;  . . . . . . .  . $ 2 ,363;887.50  ^ c ^ thrt

Tax rate for school capital o u t la y .................................. ....  . . , $___ t325_____ ,__per 5100.00 valuation.

Tax rate for school current expense ....................................... . $..._______________ per §100.00 valuation.
I 0

Supplementary Tax: voted per $ioo.OO valuation.

le v ie d ............................................ ....  §— ~*QQ— .— ..—— per §100.00 valuation.

L CAPITAL OUTLAY FUNDS AVAILABLE (Indicate estimates with an asterisk*)
r—3:966=6?-----

aasuraa —.Jmtrmust UOM

■*T3r6r=?iT-------- -r'
A. From local capital outlay •* $138,356.02 RBl5Q.GGO.OQ c S150,000.00 *$ 1 5 0 , 0 0 0 .0 0
B. Capital Outlay Reserve Fund
C. Bonds—District
D. Bonds— County
E. Sale of school property •
F. Donations .

G. Insurance
H. Federal Funds t
I. Other sources, not including State

Funds (specify ) ■ >.

J. Subtotal (A through I) * ^1389358.02 *c$i5o,ooo.oo <̂ 150,000.00 i ■$1 5 0 , 0 0 0 .0 0

K. State Literary Fund

L. Unexpended balance from
SCHOOL PLANT CONSTRUCTION 
AND IMPROVEMENT FUND of 1953

M. Funds from PUBLIC SCHOOL O Xl A1. i nSFACILITIES FUND of 1963 y OX y CLj X • 7 O

N. Subtotal (K through M) 961,61-1.98 •

O. TOTALS (J plus N) L, 100,000.00 * i5 o ,o c o .o o * i5 o ,o o o .c o * i5 o ,o co „e o

746



List in the order of priority, all school construction and improvement projects needed by September, JLS7Q. 
whether or not funds are now available for all of them. File a Form SP-*3 (Revised) for each project.

II. PROPOSED PROJECTS

P r o je c t  
X  a m b e r N a m e  o f  i ’r o j e c t

! Y e a r  c o n ­
s tr u c t io n  

Is c o n ­
te m p la te d

i S ta t e  F u n d s  
(S h o w  o n ly  funds 

k n o w n  to  be a v a i l ­
a b le  a t  U iis  t im e )

O tlie r  F u n d s

'
T o t a l

e s t im a te detjst

1 White Oak Addition 1966
1l
165,000.00 l65,ooo.oo

2i Scotland Keck-High School Building-Ojimasium 1966 75o,oco.oo 750,000.00
3 Brawley - Lunchroom 1966 46,641.98 78,358.02 1 2 5 ,0 0 0 .0 0

h Mclver - Lunchroom 1967 • 95,000.00 95,000.00
5 Eastman - Lunchroom 196^ 125,000.00 1 2 5 ,0 0 0 .0 0

6 Inborden - Lunchroom 196| . 1140,000.00 140,000.00
7 Mclver - Elementary Building 1969 1 5 0 ,0 0 0 .0 0 15&,ooo9oo

i

f -.

. . ■ 

;V '

■ ■

•

.
.. .

.

5
w

/• 1 
\{

- •

•• ■.
.

. —a

~V- •

% K ■ -
1

• * 0

Total _2£U64l*2fl- i,^aa.i5iLQ2_ i,55o,ooo.oo
This is to certify that the information on this form is accurate and reliable.

This, the _  ___day o f _____February.____________ , 19 .66  ..
Board of Education •

H a lifa x  County 
of the _________________

' ‘ . •• v  * •

Administrative Unit.

, Chairman

Secretary

/

it.-a



EK7ISED

NORTH C A ROL I NA  SCHOOL F A C I L I T I E S  P R O G R A M  1963

' F O R M  S P - J j O
• (REVISED!

PROJECT NO. _ a C _  -

Instructions:
File one copy with Division of School 
Planning. Use project number to corres­
pond to that given on Form SP-2 (Re­
vised), Section II. Administrative Unit HaULftac County  

Name or proposed
name of s ch oo l----------- S co tla n d -Neck

L Facilities proposed for this project: 
No. of

Number o f  acres now in the site 
Name of schools this 
project will replace

-lQvJfL.

and-^yom&sim___

each
10

Jut.

Acres to be acquired 
Kindergarten rooms 
Self-contained primary classrooms 
Other elementary classrooms 
Special education classrooms 
Library, elementary 
Library, high school 
Home economics rooms 
Biology or all-science rooms 
Physics-chemistry rooms 
Business education rooms
i J L f i e r  111 ( i l l  iS C ilo u i  c m o a i  o u u i a

Shops, agriculture
Shops, other (Use_____________
Music rooms 
Art rooms 
Audiovisual rooms 
Health clinic room 
Guidance rooms 
Teachers’ rooms 
Administrative office rooms 
Pupils’ toilet rooms 
Auditoriums 
Gymnasiums
Gym dressing-showering rooms
Multipurpose (Use_____________
Lunchrooms 
Storage rooms 

.Janitors’ closets 
Other (Specify_________________

III. Check type of project:

New plant on new site 
New building at existing plant 
Addition to existing building 
.Renovation of existing facilities 
Addition of new and renovation

A . __

-)
IV. What new equipment is included as part of 

this project? (Attach additional page if
necessary.) jr\ir^ ^ u re  - la b o r a to r y  Equips e a t

Shop Equipment

V. Describe renovations which are a part of this 
project:

None

-)
II. Service systems proposed for this project: 

Check
— 7k—  Heating, Central system 

Water system 
— X—  City owned
----------  School owned— pressure

---------*_ School owned— gravity
Sewerage Disposal 

-------  City .-orvice
----------- Septio ta? k and nitrification bed
------:----  Septic tank and sand filter

VI. Funds— Estimated amount to be spent on this 
project:

State Funds $. 750,000.00- 
Other Funds $

Total $-750,000,00-

748



A . . How many pupils will go to this school Elementary
after this project is completed? Junior high school (if

High school . i. „

B. How many pupils will be transported by school bus?

C. Distance farthest pupil will travel to and from school. (total)

D. Total.time necessary for farthest pupil to travel to and from school.

V I I .  P u p i ls *

_____305

200

15 miles

A ___hr. ~ jaiin.

VIII. Long range plans for this school: 
A . Probable enrollment: Sept. 1003 Sept. 1675

Elementary school ~
Junior high school (if applicable)
High school 305“—  • 370 ~

B, Effect of possible consolidations on this school:
Ko conoojidatioa  anticipated a t th is  tine*, 

probable increase in  enrollment due to  integration

C* gCfhool*°f P°SSible modification of administrative boundary lines or pupil assignment policies on this 
hone

D. Curricular changes proposed for this school: Four year program in  Foreign Language

E. Personnel available for operation of this school. Indicate number by job classification and source funds for salaries. 1 principal Stats Funds
15 teachers State Funds
1 janitor State Funds
1 maid State Funds
It Lunchroom Workers Local Funds <*»

This is to certify that the information contained on this form is accurate and reliable. 

This, the ____ day of February____________ 1Q 66

Board of Education
Halifax County

------  ------- -— ;----------- Administrative Unit
, c j f ,

of the _

Secretary

749





751

REPORT OF STATE REVIEW PANEL 

Date February 24, 1966

Administrative Unit Halifax County
To: The State Board of Education,

Raleigh, North Carolina.
The State Review Panel has studied the plan of or­

ganization of schools and the plan of expenditure of 
school building funds as presented by the official repre­
sentative (s) of the above school administrative unit and 
makes the following recommendations:
The panel agrees with the proposal of the Halifax County 
Board of Education to provide more adequate facilities 
for the secondary pupils in the Scotland Neck area, and 
would look with favor on plans to provide, on an ade­
quate site, a facility that might be expanded to serve all 
secondary pupils in the area. However, the panel recom­
mends that approval of the revised long-range plans be 
withheld until the Halifax County Board of Education 
can provide the State Board of Education with: (1) defi­
nite and precise plans for financing projects No. 3, 4, 5, 
6, and 7 as listed on the revised SP-2; (2) definite plans 
for providing adequate facilities for the Haliwa children, 
who live in the county in case this becomes necessary. 
The panel recommends that State funds not be approved 
for the construction of a gymnasium in view of the other 
major needs, particularly classrooms, cafeterias, etc.

In session in Raleigh, North Carolina,
This the 24th of February, 1966.

/ s /  J. L. Pierce
J. L. P ie r c e  ---------------------------------------------
Chairman D . J . D a r k

A . B . C o m b s  J a m e s  M a n n i n g

T . Ca r l  B r o w n  D a n  J o n e s

C. C. E r w i n



752

Dr. J. L. Pierce, Director 
Division of School Planning 
State Department of Public Instruction 
Raleigh, North Carolina

Dear Dr. Pierce
Pursuant to the discussion before the State Review 

Panel on February 24, 1966, the Halifax County Board 
of Education passed a motion that adequate land to meet 
the requirements of a large high school would be pur­
chased for the proposed Scotland Neck High School Build­
ing. The Board wishes to inform you also that this land 
is now available and can be purchased at a reasonable 
cost.

Sincerely yours,

W. H e n r y  Ov e r m a n  
Superintendent 
Halifax County Schools

WHOrar

February 25, 1966



753

[State Seal]

STATE OF NORTH CAROLINA 
S u p e r in t e n d e n t  o f  P u b l ic  I n s t r u c t io n  

Raleigh
Charles F Carroll 
Superintendent

March 7, 1966

Mr. W. Henry Overman, Superintendent 
Halifax County Schools 
Halifax, North Carolina
Dear Mr. Overman:

The State Board of Education at its meeting on March 
3, 1966, took the following action relative to the long- 
range plan of school improvement and construction sub­
mitted by the Halifax County Board of Education:

“ Approved the recommendations of the State Review 
Panel, dated February 24, 1966.”

This approval is not to be interpreted to include a 
sum of State funds in excess of the amount to which 
your administrative unit is entitled. Contracts for the 
individual projects should not be executed until you have 
submitted an application based on firm bids and said 
application is approved by the State Board of Education.

A copy of the State Review Panel’s recommendations 
to the State Board of Education is enclosed for your 
records.

Sincerely yours,

/ s /  Charles F. Carroll 
C h a s . F. C a r r o l l  
State Superintendent of 

Public Instruction

CFC/JLP/pj
Enclosure
cc: Dr. J. L. Pierce



754

Dr. Charles F. Carroll 
State Superintendent 
Department of Public Instruction 
Raleigh, North Carolina

Dear Dr. Carroll:

. The notice of the action of the State Board of Educa­
tion on March 3, 1966 relative to the revised plan of 
school improvement and construction submitted by the 
Halifax County Board of Education has been received. 
It was noted that State Board of Education approved 
the recommendations of the State Review Panel which 
was to withhold action until the Halifax County Board 
of Education can provide the State Board of Education 
with definite and precise plans for financing proposed 
projects and providing adequate facilities for the Haliwa 
children who live in Halifax County.

The Halifax County Board of Education has directed 
me to request information as to the definite actions and 
procedures that must be taken by the Board of Educa­
tion and/or other authorities in order to obtan approval 
of the revised Plan presented to the State Review Panel 
on February 24, 1966.

We will greatly appreciate your assistance.

Sincerely yours,

W . H e n r y  O v e r m a n  
Superintendent 
Halifax County Schools

WHO:ar

March 15, 1966



755

D e p a r t m e n t  o f  P u b l ic  I n s t r u c t io n

STATE OF NORTH CAROLINA 
[State Seal] Raleigh

March 21, 1966
Mr. W. Henry Overman, Superintendent 
Halifax County Schools 
Halifax, North Carolina

Dear Mr. Overman:
In accordance with your request, we are arranging for 

you to present the long-range plans of the Halifax County 
School System to the State Review Panel on March 31, 
1966, at 12:00 noon, in the Library, Room 312, Educa­
tion Building.

It would be very helpful if you would send us, several 
days prior to the Review Panel, seven copies of the ma­
terial that you will present in order that members of the 
panel might examine the material prior to the meeting. 
In case you are not able to supply sufficient copies for 
each member of the Review Panel, we would appreciate 
receiving one copy early enough prior to March 31 to 
route this to each panel member. We would prefer to 
have the long-range plans bound or stapled and the SP-1, 
2, and 3’s in loose leaf form.

In presenting your long-range plans to the Review 
Panel, please be prepared to explain to what extent these 
plans have been discussed with the County Commission­
ers.

Sincerely yours,

,/s/ J. L. Pierce 
J. L. P ie r c e  
Director
Division of School Planning

JLP :dr



756

i [State Seal]
State Of North Carolina 

Superintendent of Public Instruction 
Raleigh

C h a r l e s  F . Ca r r o l l  
Superintendent

Superintendent W. Henry Overman 
Halifax County Schools 
Halifax, North Carolina

Dear Mr. Overman:
I have discussed with Dr. J. L. Pierce your letter of 

March 15, in which you state that the Halifax County 
Board of Education wants information as to the definite 
actions and procedures that must be taken either by said 
Board or by other authorities in order to obtain approval 
of the Revised Plan presented to the State Review Panel 
on February 24, 1966.

Dr. Pierce and I are of the opinion that it will be de­
sirable for you and your Board to discuss this matter 
with the Building Committee of the State Board of Edu­
cation which will be in session next on Thursday morning, 
April 7. If you will indicate very soon the fact that you 
would like to appear before this Committee, I shall glad­
ly arrange for such.

With all good wishes, I am

Sincerely yours,

/s /  Charles F. Carroll 
C h a s . F. C a r r o l l  
State Superintendent of 

Public Instruction
CFC/mgc
CC: Dr. J. L. Pierce

Division of School Planning



757

Dr. J. L. Pierce, Director 
Division of School Planning 
State Department of Public Instruction 
Raleigh, North Carolina

Dear Dr. Pierce:
The Halifax County Board of Education has requested 

me to express to you its appreciation for arranging an­
other hearing before the State Review Panel on March 
31, 1966.

As a result of recent developments in regard to the 
compliance with the new guidelines for desegregation of 
schools, it has been agreed that the hearing should be 
delayed. Our Board of Education does request that an 
appearance be permitted at a later date if it should ap­
pear to be desirable.

Thank you.
Sincerely yours,

W. H e n r y  Ov e r m a n  
Superintendent 
Halifax County Schools

March 28, 1966

WHO :fg



758

Dr. Charles F. Carroll
State Superintendent of Public Instruction
Raleigh, North Carolina

Dear Dr. Carroll:
The Halifax County Board of Education has requested 

that I express to you its appreciation for your willing­
ness to arrange an appearance before the Building Com­
mittee of the State Board of Education on April 7.

As a result of recent developments in regard to the 
compliance with the new guidelines for desegregation of 
schools, it has been agreed that an appearance before the 
Building Committee should be delayed. Our Board of 
Education does request that an appearance be permitted 
at a later date if it should appear to be desirable.

With all good wishes, I am,

Sincerely yours,

W. H e n r y  Ov e r m a n  
Superintendent 
Halifax County Schools

M arch 2 8 , 19 66

W H O  :fg



HALIFAX COUNTY SCHOOLS 
Halifax, N. C.

July 2, 1968

BOARD REQUESTS SCHOOL SURVEY

759

The Halifax County Board of Education in its regular 
meeting on Monday, July 1, 1968, voted to ask the Divi­
sion of School Planning of the State Department of 
Public Instruction to send a survey team into Halifax 
County to make a study of the County schools. In view 
of recent court decisions and court actions being brought 
against surrounding school systems due to the failure of 
the school systems to comply with the Civil Rights Act 
of 1964, the Board felt that a study of the Halifax County 
Schools was necessary. This study will be concerned with 
determining the necessary steps to be taken in order to 
remain in compliance with the Civil Rights Act of 1964 
and to make recommendations concerning the most ef­
fective organizational patterns for the County schools in 
order “ to insure the best education possible for the chil­
dren.”  This study by the State Department of Public 
Instruction will be made as soon as feasible.

Other main items of business taken by the Board 
of Education included the following:

. Approved an Elementary and Secondary Education 
Act, Title I, budget for the expenditure of $962,- 
068.00 for the 1968-69 fiscal year.

. Employed the following teachers: Jean M. McLaw- 
horn, Scotland Neck School; Harry A. Lloyd, Jr., 
and Dorothy Marie Holmes, Inborden High School;* 
Grady W. Tunstall, Lessie May King, David C. Bird­
song, and Mary Ann Bass, William R. Davie School; 
Harry James Ghee, Brawley School; Eva Doretta 
Silver, Eastman School, and * Mildred Carole Bob­
bitt, Inborden High School.



Voted to accept the low bid in the amount of $2,- 
135.00 from Carolina Well and Pump Company of 
Sanford, N. C., to drill a well on the site of the 
proposed Central Administrative Office Building.
Set a special Board Meeting on July 9, at 3 :00 p.m. 
to open bids for the construction of the new Central 
Administrative Office Building.
Assigned the 446 teachers and principals to be em­
ployed by the Halifax County Schools in 1968-69 to 
the various schools in the County.
Approved six requests for change of school assign­
ment.



761

COUNTY ORDERED TO END DUAL SCHOOL
SYSTEM

Given Ten-Day Period To Submit Plan
HALIFAX— The Halifax County Board of Education 

has been given a ten-day period in which to submit a 
plan to the U. S. Department of Justice for the elimina­
tion of the dual school system in the county school unit.

A  letter from Assistant Attorney General Stephen J. 
Poliak, dated July 27, stated that he had received com­
plaints from Negro parents in Halifax County that “ their 
school-age children are being denied their constitutional 
rights” because of the operation of a dual school system. 
Poliak wrote that the Department of Justice had investi­
gated the operation of the Halifax County Schools and 
had reached a “ conclusion that insufficient steps have been 
taken by the school board to disestablish the dual system 
of schools in the Halifax County Administrative Unit.”

After a lengthy discussion of this latest directive, the 
county board of education, at its regular meeting Monday, 
agreed to propose a tentative plan to the Department of 
Justice. Details of this plan are incomplete and can­
not be released until another conference with Justice 
Department officials can be obtained.

Pollack said in his letter that under the “ freedom-of- 
choice”  plan of school desegregation which the school 
board has adopted, all of the white children have remained 
in previously all-white schools. “Approximately 8,085 Ne­
gro students will be assigned for the 1968-69 school year 
to schools where no white child is assigned,” the letter 
stated. “ The board anticipates the assigning of 395 Neg­
ro students, less than five per cent of the total number 
of Negro students, to schools that are traditionally white. 
Since there is little residential segregation in the school 
district, there are reasonably available otherways, such 
as unitary geographic attendance zoning or some form of 
grade reorganization or consolidation, promising speedier 
and more effective conversion to a unitary system. Conse­
quently, under the recent decision of the United States

[Scotland N eck  Com m onw ealth 8 /9 /6 8 ]



762

Supreme Court in the case of Green v. School Board of 
New Kent County, Virginia, continued adherence to a 
freedom of choice plan of desegregation in the Halifax 
County Administrative Unit is constitutionally impermis­
sible.

“ In the matter of teacher assignments, your system will 
have assigned nearly 410 teachers, both white and Negro, 
to schools where all the other teachers are of the same 
race, while assigning 17 teachers to schools where their 
race is in the minority. Current judicial standards re­
quire that the racial identification of schools by the com­
position of their faculties be promptly disestablished.”

At this week’s meeting of the board of education, a 
delegation composed of C. M. Moore, Jr., board chairman, 
Claude Kitchin Josey, the board’s attorney, Schools Sup­
erintendent W. Henry Overman, and Associate Super­
intendent Ben F. Currin gave a report on a conference 
held August 1 in Washington, D. C. with officials of the 
Justice Department. This conference was for the pur­
pose of finding out what type of plan would be acceptable 
to the Justice Department and the length of time that 
would be granted for the complete elimination of the dual 
school system.

The delegates reported that the Justice Department of­
ficials wanted “ substantial progress during the 1968-69 
school year and a unitary school system by the next school 
year, 1969-70.”

In other business, the board of education:
— Approved a budget in the amount of $30,600 for the 

operation of a centralized lunchroom program for the 
1968-69 school year and adopted a salary schedule for 
lunchroom employees.

— Employed 23 new teachers for 1968-69, leaving 31 
additional teachers to be employed.



763

OVER 2,000 STUDENTS WILL REPORT TO SCHOOL
More than 2,000 students will report to classes Wednes­

day, Aug. 28, when the new term begins at Scotland 
Neck and Brawley school systems

This year, for the first time in its history, Scotland 
Neck School has a total enrollment above 1000. Principal 
Donald Edwards reported 1026 enrolled, with 419 in the 
elementary grades, 298 in junior high and 309 in high 
school. Transfer of approximately 156 seventh and eighth 
graders from Brawley to junior high accounts for a big 
jump in the enrollment.

Brawley has an enrollment of about 1100. The high 
school has 727, grades 1-6 have 373. The overall total 
is expected to increase with the enrollment of a number 
of “ freedom of choice”  students from other schools and 
students returning home after spending the summer up 
north.

Scotland Neck School has some 46 faculty members, 
Brawley about 40.

Schools will operate for a half-day Wednesday, begin­
ning at 8:30 a.m. Pupils will report for registration, 
assignments, issuance of books and payment of fees. 
School buses will be operating Wednesday.

The first full day of school will be Thursday, Aug. 29.
Principals and teachers will report to Enfield Graded 

School in Enfield on Tuesday, Aug. 27, for a county­
wide meeting beginning at 8:15 a.m. and closing at ap­
proximately 10 a.m. The remainder of this day will be 
spent by teachers and principals at work in their re­
spective schools.

Sept. 2 will be observed as Labor Day Holiday for all 
students and school personnel.

Students are asked to bring the necessary money to 
pay fees on the first day of school. Fees are: General 
instructional supplies and materials, $2.00; typing, $5.00; 
vocational home economics, $2.00; vocational agriculture, 
$3.00. An insurance policy is available at a cost of $1.50 
per student.

Parents and pupils should watch for announcements 
from principals for further information pertaining to 
school opening at their respective schools.

[Scotland N eck  C om m onw ealth 8 /2 3 /6 8 ]



764

TRANSFERS DOUBLE SIZE OF JR. HIGH

The size of Scotland Neck Junior High School’s student 
body will just about double this fall when Brawley 
School’s seventh and eighth grades are transferred there.

Transfer of these two grades is part of a plan adopted 
by the Halifax County Board of Education and approved 
by the U. S. Department of Justice for “ disestablishing 
the dual school system” in the county. Similar action is 
being taken at three other schools in the county unit.

I. 0. Swain, who taught seventh grade at Brawley for 
the past 16 years, is the new building principal at Scot­
land Neck Jr. High. Swain, 49, graduated from Eliza­
beth City State Teachers College in 1940.

Along with Swain, five other teachers are being trans­
ferred from Brawley. The names of these faculty mem­
bers were not available at this writing, however, since 
several have been out of town for the summer and have 
not yet been officially notified by the county.

Junior High will have a total enrollment of 298, ac­
cording to figures released by Donald Edwards, principal 
of Scotland Neck School System. There will be approxi­
mately 143 seventh graders and 155 eighth graders.

Approximately 156 students are being sent there from 
Brawley. Junior High vfill have about 142 white students. 
Edwards said approximate figures show 68 Negro pupils 
will be in the seventh grade, 79 in the eighth. These last 
figures do not add up exactly with the number reportedly 
being transferred and it should be noted again that they 
are approximate.

Apparently as a result of this latest ruling, there has 
been a noticeable increase in the number of students ap­
plying for enrollment at private schools. C. C. Turner, 
Jr., of Scotland Neck, chairman of the board of trustees 
at Enfield Academy in Whitakers, reported that the acad­
emy was expecting an enrollment of about 170-175 this 
term, which would double the size of the 1967-68 student 
body.

[Scotland N eck  Com m onw ealth 8 /2 3 /6 8 ]



765

This sudden increase in the number of students attend­
ing S.N. Jr. High has, of course, made more classroom 
space a necessity and seven mobile classrooms (six from 
Brawley, one from the Scotland Neck School grounds on 
Main Street) have been moved there.

Reportedly, there has been some concern as to whether 
toilet facilities at the junior high school are adequate, 
but Edwards said these meet minimum state require­
ments and the county administrative unit is planning to 
have them enlarged.

[Scotland Neck Commonwealth 9/13/68]

PTA GIVES SUPPORT TO BOARD OF EDUCATION

Approach To Ending Dual School System Explained 

by Harold Stephens
The Parent-Teacher Association of Scotland Neck 

Schools went on record Thursday night of last week as 
supporting the Halifax County Board of Education in its 
approach to elimination of the dual school system in the 
county unit.

This action came at the end of the PTA’s first meeting 
of the new school term. Just before Dr. Weldon Estes, 
PTA president, rapped down the gavel to end the session 
of more than an hour and a half, W. D. Holloman, Jr., a 
past president, made the motion for the PTA to take an 
official stand in support of the Board of Education’s ef­
forts to comply with an order from the U.S. Depart­
ment of Justice to “ disestablish” the dual school system.

The motion was quickely seconded and received near- 
unanimous approval from the crowd estimated at 300 
to 350 people, there was one “ no.”

Advance publicity and widespread interest in the 
school issue brought the large crowd to the auditorium. 
The meeting was orderly, calm and no angry words were 
hurled. Anybody who came looking for a fight went away 
disappointed.

Dr. Estes, who was the first of several speakers, said 
the meeting was being held “ not to discuss the merit of



766

the decrees we have received (from the Federal Govern­
ment, concerning school integration), but to see how we 
can better implement these decrees.”

Other speakers, in the order of their presentations, 
were: Henry Lee Harrison, vice chairman of the County 
Board of Education; W. Henry Overman, superintendent 
of Halifax County Schools; Claude Kitchin Josey, attor­
ney for the Board of Education; Ben F. Currin, associ­
ate superintendent of schools; Ferd L. Harrison, Mayor 
of Scotland Neck, C. Hoke Leggett, member of the Board 
of Education.

Henry Lee Harrison explained that the Justice Depart­
ment in July had ordered the Board of Education to 
submit a plan within ten days for integration of the 
schools. He said the speakers appearing after him on 
the PTA program were there to give a “ factual account” 
of what had been done and what was planned for county 
schools.

Overman referred to the Supreme Court decision of 
1954, declaring that racial segregation in schools was un­
constitutional, and he said not much had been done about 
it until 1964, the year integration began in Halifax 
County schools. He pointed out that “ freedom of choice” 
for student enrollment was used until May of this year 
when three separate district court decisions declared it 
unconstitutional unless it resulted in elimination of the 
dual school system.

A representative of the Justice Department informed 
county school officials in July of complaints about racial 
imbalance in the schools and the county was subsequently 
ordered to submit a compliance plan for creation for a 
unitary school system. School officials conferred with the 
Justice Department in August and submitted a compli­
ance plan calling for the transfer of about 500 pupils, 
additional integration in 1969-70 and completely dis­
establishment of the dual school system by 1969-70.

A survey team, Overman said, was presently working 
in the county to determine the best plan to meet the needs 
of all students and to create a unitary school system. The 
survey, he said, should be completed this month.

Josey outlined two different means of enforcement of 
the Civil Rights Act of 1964. He said the only conse­



767

quence of non-compliance with guidelines from the De­
partment of Health, Education, and Welfare was loss of 
funds, but under Title IV of the Rights Act the Justice 
Department could investigate complaints and bring court 
proceedings against a school board.

“ Some people,”  Josey said, “ say just forget the darn 
funds’ (to avoid school integration), but that won’t work. 
The school board has no choice, it’s got to comply with 
the law. We are not in compliance and have no legal de­
fense.”

The school board, he added, would have to integrate 
the schools “ or go to jail.”

Letting the federal government bring court action 
against the board of education, he said, would have been 
the easy way out, would have “gotten the monkey off 
their back,” He said it was his opinion, however, that “ we 
are in a better position (through the education board’s 
approach to the problem) for Negro and White leaders to 
come up with a solution.

“ This school board has a little flexibility under the 
law to be in a better position than those who took no ac­
tion until court orders were brought against them. Under 
the law, I’m convinced that if the people will stick with 
the school board another year or two, this thing can be 
worked out.”

Currin produced statistics showing that 870 Negroes 
were attending predominately white schools in the county 
unit. This figured out at 12 per cent of the Negro stu­
dents in the county attending white schools. Twenty per­
cent of the student body of Scotland Neck Schools was 
Negro, he said.

He reported that 36 teachers had crossed racial lines in 
county schools and five of them were white teachers in 
Negro schools.

Currin commended the people of Halifax County for 
their calmness in compliance with the law. “ This year was 
as smooth a school opening as we’ve had,”  he said, and 
he complimented the school board members, principals, 
community leaders and maintenance workers for doing 
a lot of work in a hurry to get the schools ready.



768

“ Without your continued support,”  Currin concluded, 
“ we will bring about the prophecy of doom many have 
forseen. We must put the children first.”

Mayor Harrison’s talk was on the effect of school inte­
gration on the community and industrial development. 
Next year,”  he began, “will try our patience and judg­
ment and the way our people respond will determine the 
future of this community.”

Industry, he said, was vitally interested in how a town 
reacted to social problems, expected schools to prepare 
students for jobs, and was willing to share the tax bur­
den if the schools provided the needed programs.

“ This tells us that the public school system is a ‘must’ 
if we are to continue our industrial growth,”  the mayor 
said. I’m here to ask the people of Scotland Neck and 
surrounding areas to support our leaders in working out 
the programs of the future. I have taken pride in the 
racial relationship of this community. Give the support 
that you can in solving our problems,”

Leggett said part of the work being done by the school 
survey team had been completed and “ it is expected from 
the results of this survey that we might know how to 
prepare for the future.”

He said the county had about $950,000 in state funds 
for school building construction and also that future 
school integration would probably mean a combination of 
geographic zoning and pairing of schools.

“All we ask is your cooperation,” Leggett said, “ and 
if we are guided by that Supreme Being in whom we 
place confidence, we can solve our problems.”

When the speakers had finished, Henry Lee Harrison 
presided over a short question-and-answer period.

Mrs. Mamie Brooks, a Negro, referred to the transfer- 
ral of Negro students to Scotland Neck Junior High this 
year and asked why no white students had been sent to 
Brawley School. Harrison said “ We have moved a com­
plete unit and this was our plan (as accepted by the 
Justice Department). Next year’s plan will have to do 
away with the dual school system.”

Josey said his interpretation of the law was that no 
child could be forced to go to a school where the student 
body was mainly of another race.



769

After her question was answered, Mrs. Brooks said she 
was not talking about “ a trivial issue like race”  but was 
interested in providing more room, better textbooks and 
other educational benefits for children.

Tommy Allsbrook, a town commissioner, asked Currin 
where he got his statistics, adding that his daughter was 
attending Scotland Neck School in a class where Negroes 
outnumbered whites 18 to five. Currin said that 20 per 
cent figure applied to the total number of Negroes attend­
ing the school, not just to one class.

W. J. (Bill) Murray asked if students were placed in 
classes according to their ability and, if so, would this 
continue. Currin said this varied from school to school 
and there was no definite policy about it in the county 
unit.

[Scotland Neck Commonwealth 10/11/68]

SCHOOL OFFICIALS REPORT ON EXTENT OF 
INTEGRATION IN HALIFAX COUNTY SYSTEM

A total of 750 Negro pupils and 70 Indian pupils are 
attending the predominatly white schools of Halifax 
County, it was reported to the Halifax County Board of 
Education at its. regular monthly meeting which was 
held Monday at Halifax.

The report was made by Ben F. Currin, assistant sup­
erintendent, and he used figures compiled after the first 
ten days of school in the 1968-69 session. In addition he 
said there were 33 teachers teaching in schools where 
their race was in the minority. On the basis of this re­
port it was indicated that the Halifax County School sys­
tem had been 7.5 percent integrated. This is approxi­
mately twice as much as last year, and the U. S. De­
partment of Justice has given the school board until 
the 1969-1970 term to complete integration of the 10,928 
pupils, most of whom are Negroes.

W. Henry Overman, County Superintendent, reported 
there were 10,928 pupils enrolled in the county school 
system at the end of the first two weeks of school. Com­



770

pared with the same time last year this amounted to a 
98 pupil increase in the high schools and 357-pupil de­
crease in the elementary schools.

During the morning session the Board heard a number 
of reports from different departments of the school sys­
tem. Officials of the Halifax County Technical Institute 
outlined courses which were being offered there and the 
student enrollment of the institution by classifications. 
Charles C. Davis, architect, presented and the Board of 
Education approved the preliminary drawings for con­
struction of a cafeteria at Inborden School in Enfield.

Other action of the Board of Education included the 
following:

Authorized a survey through the school children to de­
termine adult interest in extension classes to be offered by 
the Halifax County Technical Institute.

Superintendent Overman announced that October 24, 
1968, at 12:00 noon would be the date and time for the 
sale of the Hobgood School property.

Employed six teachers for various schools in the County 
and reassigned 9 pupils to the schools requested.

Appointed board members C. M. Moore, Jr., Henry L. 
Harrison, A. G. Wilcox, Jr., and J. D. Whitehead as dele­
gates to the State School Boards Association Meeting to 
be held in Chapel Hill on October 24.

The Board of Education reviewed and distributed the 
audit reports for individual schools recently completed 
by Riddick and Urquhart, CPA firm.

Accepted a low bid in the amount of $1,132.20 for 
lunchroom tables for the Mclver lunchroom.



771

-[Scotland Neck Commonwealth— Friday, October 11,1968] 

EDITORIALS . . . .

A  Serious Situation For The School System

The enormous task which faces the County Board of 
Education during the next several months is emphasized 
by a report which was made this week to the board by 
Ben F. Currin, Associate Superintendent of the County 
Schools, and also indicates the degree to which the U.S. 
Justice Department officials have displayed an unusual 
lack of common sense in orders issued to local school 
boards.

Mr. Currin’s report showed that 10,928 pupils were 
enrolled in the county school system as of the end of the 
first two weeks of school. Of these 810 Negro students 
were attending the White schools, which is about twice 
as many as last year but still leaves more than 10,000 
students who have not been integrated in accordance with 
directives of the Health, Education and Welfare Departr 
ment at Washington.

The U. S. Department of Justice has ordered the coun­
ty school system to integrate all pupils in the local schools 
of the county by the start of the 1969-1970 school term, 
which means that some kind of arrangements will have 
to be made to accommodate the switching of a large num­
ber of the 10,000 students in the next year. The Depart­
ment of Justice ignored the fact that the schools had 
been proceeding under the “ freedom of choice”  plans for 
the past three or four years and under this plan less than 
five percent of the students and their parents had indi­
cated that they desired to change from all white or all 
colored schools to the mixed groups. But freedom of 
choice was struck down by the U. S. Supreme Court on 
the ground that it was not accomplishing integration as 
quickly as was deemed desirable. The Department of 
Justice ordered substantial integration this year and com­
plete integration by next year, and apparently the school 
system will face a cut off of funds and possible prosecu­



772

tion of school officials unless the order is carried out to 
the letter, or is amended during the next few months.

*  *  *  *

The Halifax County school system is completely with­
out funds or facilities with which to make such a drastic 
change within a year unless the welfare of the students 
educationally is neglected. Buildings are not available to 
complete the switchover, and other facilities are lacking 
in some schools, such as libraries, classrooms, cafeterias 
and equipment.

A comparatively short length of time has been granted 
in which to evaluate and classify the students according 
to their ability, and if the switchover is completed there 
will be little that the school officials can do except to 
transfer students en masse from one school to another 
and vice versa, that is from black to white and white 
to black, without taking into consideration the ability of 
the students to keep up with the mixed classes to which 
they may be assigned. Although Congress this past week 
more or less tempered the decision of HEW by ordering 
that action not be taken to correct imbalance of popula­
tion but simply to facilitate integration, it still left the 
final decisions and guidelines in the hands of HEW, and 
no one expects that group to alter its previous decisions 
unless they are forced to do so by court action. A chaotic 
condition in the Halifax School system could easily be 
created next fall with harm being done to both White and 
Negro children, but more so to the Negro children in 
whose behalf it is said the wholesale change orders are 
being issued on the allegation that their rights have been 
neglected.

*  *  *  *

The attitude of the federal government in these matters 
seems to ignore entirely the fact that schools have been 
created for educational purposes and not for integration 
purposes. Federal authorities are intent on accomplish­
ing certain things in the South by abolishing freedom of 
choice and certain things in the North by insisting on 
bussing of school children many miles in order to mix 
them up racially, and in the meantime the education of 
the children is a matter of secondary consideration.



773

In the meantime the school folks are practically help­
less in the matter because they are under orders from 
the Justice Department or orders from the District 
Courts, in which many federal judges have shown a 
serious lack of understanding of the situation. When 
the United States Supreme Court decreed that a segre­
gated school system was unconstitutional and that it 
should be abolished, it did not decree that education 
should be sacrified on the altar of integration, but that 
seems to be the interpretation which has been placed on 
the Supreme Court decision and the Civil Rights Act of 
1964 by those in authority at Washington, D. C.

The only remedy that we can suggest in an effort to 
gain sufficient time for an orderly compliance is for the 
State School Board and the state superintendent to re­
quest a hearing on a statewide basis before the federal 
court. Such a plan was carried out in some sections of 
South Carolina and the court ruled in favor of the school 
system, allowing more time for changes.

[Raleigh News & Observer 1/20/69]

SCOTLAND NECK CONSIDERS 
SEPARATE SCHOOL SYSTEM

By Marshall Lancaster 
Staff Writer

SCOTLAND NECK— A group of Scotland Neck towns­
people will ask the General Assembly for authority to re­
move their public schools from the Halifax County school 
system.

State Rep. Thorne Gregory said he will introduce a bill 
in the House this week enabling Scotland Neck residents 
to vote on the proposed school system division and the 
group will meet today in Raleigh with State Supt. of 
Public Instruction Craig Phillips.

The proposed split is in opposition to a trend in North 
Carolina toward consolidation of city and county school 
districts.



774

I f it is approved, Scotland Neck will become one of 
the State’s smallest school districts at a time when school 
units are growing larger and fewer.

The apparent spark for the proposal is the U.S. Office 
of Education’s desegregation policy.

Integration Planned
Macon Moore of Littleton, chairman of the Halifax 

County Board of Education, said that the county system, 
partially desegregated last year by pairing the sixth and 
seventh grades from several schools, will have to be “ to­
tally integrated”  next September in order to continue to 
receive federal aid.

“ That is what we promised the Justice Department,” 
he said. “ I don’t think we will, but that’s what we prom­
ised.”

Moore explained that Negro students outnumber whites 
by roughly four to one in the 10,000-pupil county system. 
In Scotland Neck, however, he said Negro pupils consti­
tute only 18 percent of the total enrollment.

By leaving the Halifax County system, Moore said, 
Scotland Neck could insure that the ratio of Negro to 
white pupils would remain comparatively low.

“ I think it would be a good think for the people of 
Scotland Neck,”  he said.

Private Schools
Moore regards the proposal as an alternative to the 

private schools for white students which have been es­
tablished in Eastern North Carolina during the past five 
years.

“ We’re losing white children every day who apply for 
private schools,”  he said. “ I’m sure next year we would 
lose a tremendous number.”

Scotland Neck attorney C. H. Josey, counsel to the 
Halifax County school board, said he was contacted un­
officially by the citizens’ group several weeks ago.

“ They don’t think private schools are the answer,”  he 
related. Josey estimated that between 900 and 1,000 
pupils would attend a separate Scotland Neck school sys­
tem.



775

Open Tuition
Rep. Gregory said the proposed division has been dis­

cussed with the State attorney general’s staff and “ found 
completely legal.”

He said the system’s purpose would be “ to give the 
children a better education.”

“Anyone from outside in the county could attend if he 
paid a tuition fee,”  Gregory said. “ We know this is op­
posite to the current trend, but we’ve given it exhaustive 
investigation.”

Department of Public Instruction statistics show that 
in 1967, North Carolina had 169 administrative school 
units. In 1968, that figure had fallen to 157.

Gregory said his bill, if  passed, would also permit 
Scotland Neck resident to vote on a supplemental school 
tax— not to exceed 50 cents on each $100 valuation of 
assessed property.

Scotland Neck Mayor Ferd L. Harrison presented the 
plan to the town’s commissioners at a recent meeting.

He said that while he does not favor or oppose the 
plan, he felt that the commissioners should be aware of 
it. They would appoint the initial school board if the 
division were approved.

[Raleigh News & Observer January 21, 1969]

HALIFAX SCHOOL SPLIT DISCUSSED

By Judy Bolch 
Staff Writer

A Scotland Neck plan to remove its schools from the 
Halifax County school system apparently would be ac­
ceptable to federal education officials but it is contrary 
to State Board of Education policy.

Dr. Craig Phillips, State superintendent of public in­
struction, said after meeting with a Scotland Neck dele­
gation here Monday that he “ made it clear that State 
Board of Education practice and policy have been mov­
ing in an opposite direction from this.”



776

State Rep. Thorne Gregory plans to introduce a bill 
later this week in the House of Representatives which 
would enable Scotland Neck residents to vote on the pro­
posed school system division. The Scotland Neck system 
would have a smaller percentage of Negroes than the 
county unit has.

Phillips said that if the General Assembly acts favor­
ably on the bill, State Board of Education approval is 
not required.

Advisory Capacity
He said he was acting only in an advisory capacity in 

his talk with the Scotland Neck delegation.
Phillips declined to name the people who approached 

him with the idea. He said he did not feel he should 
make their names public without permission since they 
did not represent a formal group.

Phillips said he hoped that “good leadership,”  such as 
the people involved, should “be able to find a better solu­
tion” to their problems.

No separation of units has been approved by the State 
board in modern history, Phillips pointed out. The board 
and the Governor’s Study Commission on the Public 
Schools have supported the theory that a larger school 
unit is able to offer a better and more varied program. 
Consolidation of units has been the trend.

The Halifax County system, which has roughly four 
Negroes to one white in the 10,000 student enrollment, is 
scheduled to become totally integrated next September 
in order to continue to receive federal aid. In Scotland 
Neck alone, however, Negroes constitute only 18 per cent 
of the school population.

Dr. Eloise Severinson, a spokesman for the Charlottes­
ville, Va., regional office of the U.S. Department of Health, 
Education and Welfare, said Monday that a splinter 
Scotland Neck system could continue to receive federal 
aid providing it adopted an approved plan for schooling 
the Negroes who would be living in the new unit.

“ What communities do about the organization of the 
public school system is their own business,”  Dr. Severin­
son said in a telephone interview.



777

HEW is concerned only that the Negroes involved in 
any system are treated fairly, she said.

Still Integrated
“ In effect, they would still have an integrated system 

if the students in the system were permitted to attend 
any schools and take an equal part,”  Dr. Severinson said.

She added that she personally always worries that 
smaller units will have financial troubles.

According to the State Department of Public Instruc­
tion, the total Halifax County unit is now receiving over 
$1.36 million a year in federal funds.

If the Scotland Neck split were approved, the system 
would have between 900 and 1,000 students, making it 
one of the State’s smallest.

Rep. Gregory has said any student in the county could 
attend the city school unit if he paid a tuition fee.

He also has said the bill’s purpose would be to give 
the children “ a better education.” It would permit Scot­
land Neck to vote on a supplementary school tax of up to 
50 cents per $100 valuation of property.

[Raleigh News & Observer Jan. 26, 1969]

NOT IMMUTABLE
At the request of a group of Scotland Neck people, 

Halifax Rep. Thorne Gregory has introduced “ local legis­
lation” to remove the town from the county school sys­
tem. Negroes far outnumber whites in the county and 
the creation of a second, smaller school district would 
provide for many whites an alternative to planned in­
tegration of the present countywide system.

The proportions of blacks to whites in this county is 
unusual. Other factors may argue for a unique approach 
to effecting racial change there. As the proposed solu­
tion moves through the legislature for perfunctory ap­
proval, however, it should be obvious that concepts of 
government close to the people and majority rule are 
not immutable ideals.



77 8

HOUSE OK’s SCHOOL BILL FOR HALIFAX

RALEIGH (A P )— The North Carolina House Wednes­
day passed and sent to the Senate a bill to permit the 
people of Scotland Neck to create their own school unit.

The House voted 86-29 to approve on third reading 
the bill that would take Scotland Neck out of the Halifax 
County School unit. The bill passed second reading Tues­
day.

Rep. Henry Frye, D-Guilford, the only Negro in the 
General Assembly spoke against the bills saying it would 
“ be going in wrong direction.”

He noted that creating a new school unit runs contrary 
to recommendations of the Governor’s Study Commis­
sion for the Public Schools and to policy of the state 
Board of Education. The measure would take Scotland 
Neck from a system in which Negroes outnumber whites 
nearly three to one and place it in a system where whites 
outnumber Negroes nearly four to one.

Frye urged the House to seek “ a long range solution” 
and seek merger of Halifax County, Roanoke Rapids and 
Weldon as well as the Scotland Neck schools into a single 
system.

Speaking for the bill was Rep. Daniel Lilley, D-Lenoir. 
He said the bill should be passed because the people of 
Scotland Neck are “willing to pay for better schools for 
their children.”

[R aleigh  N ew s O bserver 2 / 1 / 6 9 ]



779

SCOTLAND NECK SCHOOL BILL 
CLEARS HOUSE COMMITTEE

By Judy Bolch 
Staff Writer

A proposal to remove the Scotland Neck schools from 
the Halifax County school system came out of the House 
Education Committee Wednesday wearing a “ without 
prejudice” label.

This means the committee neither approved nor disap­
proved the bill and sent it to the House without a rec­
ommendation.

The bill, sponsored by Rep. Thorne Gregory (D-Hali- 
fax ), is considered a landmark measure which could 
have a Statewide effect on concepts relating to school 
consolidation, financing and, indirectly, integration.

The measure was re-referred to the Finance Committee 
because it involves a vote on a school supplement tax.

Proponents of the bill told the education committee 
that they simply want better schools for Scotland Neck 
children. They said the people of Scotland Neck are 
likely to approve a school supplement tax to raise the 
standards, but a county wide tax would be rejected at the 
polls.

Scotland Neck citizens propose to set up their own 
public school unit. It would have about 736 white and 
193 Negro students. The Halifax County unit, including 
Scotland Neck pupils, now has 8,169 Negroes and 2,357 
whites.

State Superintendent of Public Instruction Dr. Craig 
Phillips questioned the effect the bill might have for the 
rest of the State.

He told the committee the State Board of Education 
policy favors consolidation of school systems where pos­
sible because larger systems are more economical and 
efficient. He pointed out that the Governor’s Study Com­
mission on the Public Schools also recommends consolida­

[N e w s  and O bserver 2 / 6 / 6 9 ]



780

tion, and said the Scotland Neck proposal is contrary to 
these concepts.

Dr. Phillips also said that it would cost $22,000 in 
State funds over a two-year period to finance a new ad­
ministrative office for Scotland Neck.

Removal of the Scotland Neck students would also have 
an “ impact” on the county students, Dr. Phillips con­
tended. He pointed out that the racial imbalance would be 
further increased and that the urban leadership would be 
disassociated from the county schools.

Kitchin Josey, spokesman for the Scotland Neck citi­
zens, said county standards are “ far below” those desired 
and said the tax supplement would enable Scotland Neck 
to hire and keep good teachers.

Josey denied that racial factors were involved. He said: 
“ There is no way for us to keep our standards up unless 
we follow the Civil Rights Act.” All Scotland Neck stu­
dents, white and black, would go to the same schools un­
der the new plan, he said, and this would be a “ pure Uni­
tarian system.”

“ We feel we know what is best for us in Halifax Coun­
ty,”  Rep. Gregory said, adding that he knew of no opposi­
tion locally to the change.

Rep. Henry Frye (D-Guilford), a Negro, asked if a 
serious effort to consolidate the Halifax County schools 
with those of Roanoke Rapids and Weldon, two towns in 
the county, had been made. The two city units already 
charge supplementary taxes.

Henry L. Harrison, former member of the Halifax 
School Board, told Frye that over half the county’s tax 
valuation is in those two towns and that the county 
itself is 60 miles wide, two factors which have discour­
aged the richer units from consolidating with the county.

Frye later spoke against the proposal calling it a 
short-range approach to the problem of better schools 
and said he was afraid this would start an unfortunate 
trend. He said that it would be better to “ look way 
down the road” and try to get county and city schools in 
the county together.

The bill calls for the two county schools in Scotland 
Neck to be turned over to the city. Several committee



781

members questioned the legality of giving one govern­
ment’s property to another.

If the bill is approved by the legislature, the people of 
Scotland Neck would vote on whether to establish the 
separate public system and to establish a school supple­
ment tax of up to 50 cents on each $100 of property 
valuation. The new school board would decide the exact 
amount of the tax.

About a dozen Scotland Neck residents were on hand 
for the committee hearing.

[News and Observer]
Scotland Neck Issue

SCHOOL BILL CLEARS HURDLE

B y  J u d y  B o l c h  
Staff Writer

A  local bill which has become a hot issue in the Gen­
eral Assembly passed a major test in the House Tuesday 
as that body voted 82 to 27 to permit Scotland Neck to 
create its own city school system.

The proposal to remove the Scotland Neck schools from 
the Halifax County system is considered to have state­
wide implications for future decisions on school consoli­
dation, financing and racial balance, and the bill evoked 
spirited debate.

A third reading for the measure is expected in the 
House today and if it passes that test, as is likely, it will 
go to the Senate for consideration.

Rep. Thorne Gregory (D-Halifax) led the fight for the 
bill, which he introduced. He argued that the measure, 
which would allow Scotland Neck citizens to vote on the 
proposal and on a supplementary tax for the new school 
system, should be passed because “ the people of Scotland 
Neck know what’s best for us.”

Gregory said the bill would not set a precedent because 
Halifax already has city school units in Roanoke Rapids 
and Weldon. He said while consolidation of school units,



782

considered vital by the State Board of Education, might 
not be bad, it wasn’t the best thing for Scotland Neck.

Speaking out strongly against the bill were House Edu­
cation Committee Chairman, Graham Tart (D-Sampson), 
Wade H. Penny, Jr. (D-Durham), James C. Johnson, Jr. 
(R-Cabbarus) and Charles W. Phillips (D-Guilford).

The “potential harm almost staggers the imagination,” 
Penny said.

He pointed out that it would cost $22,000 in State 
funds to form a new administrative unit. Penny at­
tempted to re-refer the bill to the Appropriations Com­
mittee since a State allocation would be needed, but his 
motion was defeated.

Can Vote Tax
Present law permits special tax districts to be set up, 

Penny said, and if Scotland Neck wanted to do so, it 
could vote a supplementary school tax and still be part 
of the Halifax County unit.

There are 376 towns without their own school systems, 
Penny said, and 12 already inquired of State officials 
how they can go about setting up units if the Scotland 
Neck proposal passes.

He predicted a flood of such separations would result, 
in direct contradiction to State Board of Education policy 
and the Governor’s Study Commission recommendations.

“ Some of you say you are going to vote for it (the 
bill) because you don’t want local bills tampered with,” 
Johnson said, “ But some of you are going to vote against 
your conscience and what you know is right.”

Johnson asked the House to remember the students 
who’ll be left in the county system. “ What are we going 
to do about those kids?”  he asked.

Removal Said Harmful
Opponents of the bill had said that removal of more 

tax property from the county system, already deprived of 
the property values of the county’s two larger towns, 
would be harmful.



783

Phillips asked what purpose study commissions, such 
as the one on the public schools, served if “when they 
come back with recommendations, we tell them they don’t 
know what they are talking about.”

Both the State board and the study commission recom­
mended larger school units and consolidation of units as 
more economical and efficient ways to better education 
facilities.

Intermingled with the factors legislative tradition that 
local bills are not tampered with, Rep. Perry Martin 
(D-Northhampton) said that defeat of the bill would be 
a “personal affront to this distinguished gentleman from 
Halifax.”

Martin said that all House members from the Halifax 
area were in support of the measure.

“ There’s actually no reasonable basis” on which Scot­
land Neck should be treated differently from other towns 
permitted to have their own school units, he said.

Another supporter, Rep. Hugh Beam (D-McDowell), 
a former school teacher and principal, said localities with 
“ incentive and initiative”  should be permitted to move 
forward and questioned the value of across-the-board 
consolidation.

Gregory told the House that he had not heard of any 
opposition to the bill in his area.

The Scotland Neck Community League, however, an­
nounced plans last week to fight the referendum when it 
comes before the people. The League, a race relations 
group, said it thought it was too late to stop the bill 
before the Legislature.

The racial issue was only alluded to once in passing 
during the debate Tuesday, but the racial question is in­
volved, observers say.

There is a four to one ratio of Negroes in the Halifax 
County, school system. In the proposed Scotland Neck 
unit, Negroes would make up only 18 per cent of the 
school population.

On a roll call vote, Reps. Sam Johnson and Archie 
McMillan of the Wake delegation voted present. Rep. 
Howard Twiggs of Wake voted against the measure and 
Rep. H. W. Taylor voted for it.



784

HALIFAX ANNOUNCES SCHOOL PLAN

HALIFAX— The Halifax County Board of Education 
announced a desegregation plan Tuesday affecting its 18 
public schools, four of which are predominantly white 
and 14 all-Negro.

C. M. Moore Jr., chairman, said the plan resulted from 
demands by the U.S. Department of Justice in July, 1968, 
that a dual system be eliminated and that the Halifax 
schools be in full compliance with the Civil Rights Act 
of 1964 at the beginning of the 1969-70 school year.

Halifax was ordered to submit its plan to the Depart­
ment of Justice not later than March 15, 1969.

The plan specifies that any student assigned to a school 
where there is less than 15 per cent of his race or less 
than 15 per cent of a race different from his own, may 
be assigned to a school where such a situation does not 
exist.

A  student desiring such a transfer must make a 
“ timely-request”  and furnish his own transportation to 
the school to which he transfers.

Staff and faculty, according to the plan, shall be as­
signed as far as possible to constitute the same ratio be­
tween white and Negro races as exists in student body.

The plan further states, however, that no school fac­
ulty shall be comprised of less than 12 per cent of either 
Negro or white.

The dual bus system now used to transport students to 
and from school will be eliminated. The buses will be 
operated without regard to race.

There are approximately 10,655 students in the Hali­
fax school system, including 8,196 Negro students, 2,357 
whites and 102 Indian students. There are 447 teachers, 
including 322 Negro, 123 white and two Indian.

[R aleigh  N ew s &  O bserver, 2 /1 2 /6 9 ]



785

RUSH TO THE REAR

One of the most astute comments so far on the Scot­
land Neck school separation movement came from a local 
foe who called it “ a step backward when we should be 
going forward.”

Instead of striving to strengthen all Halifax County 
schools through consolidation, Scotland Neck people sup­
porting an independent school unit for their town limit 
a desire for better education to municipal boundaries. 
They want town money confined to town schools. Pre­
sumably, the rest of Halifax could just go begging.

Shrewd strategists are at work arguing through the 
General Assembly the bill permitting a local referendum 
on the separate unit idea. They claim that there’s no 
hope for passage of a countywide school tax, while Scot­
land Neck people probably would support a town levy. 
And as Rep. Thorne Gregory said on behalf of the refer­
endum bill he introduced, “ the people of Scotland Neck 
know what’s best for us.”

What Scotland Neck separatists obviously believe best 
for them is an educational island dominated by whites. 
Statistics make this clear. The Halifax County school 
system now has about 8,100 Negroes and 2,300 whites; 
a Scotland Neck unit would have some 736 whites and 
193 Negroes. The county school system must fully inte­
grate by September. Undoubtedly, Scotland Neck would 
prefer to do its own integrating. By creating a sharper 
racial imbalance in municipal schools, the town would 
promote a sharper imbalance— in reverse— out in the 
county.

The forgotten ones in this matter are the children who 
would remain in the Halifax County school system. If 
Scotland Neck pulls out, county schools will be left with 
just 37 per cent of Halifax’s taxable property from which 
to draw support for educating roughly 67 per cent of 
Halifax children. The State, furthermore, would have 
to subsidize this inequity by footing a $22,000 bill for 
Scotland Neck’s school administrative offices.

'[N e w s & O bserver, 2 /1 4 /6 9 ]



786

The separation bill got through the House on Wednes­
day, aided by an incredible argument that since it was 
local legislation, balking at it would be a personal in­
sult to the sponsor. Surely the Senate will display a 
more responsible concern over this measure, which is 
local in name only and far removed from the usual pay 
hike or dog tax proposal. It suggests a precedent which 
truly would be a rush to the rear, and North Carolina 
could pay for it with inferior county schools and deteri­
orating race relations.

[Raleigh News & Observer, February 22, 1969]

NEW STATE POLICY?

If the State Senate approves the Scotland Neck school 
bill, it will do more than separate the present Halifax 
County School System into two units— with most of the 
county’s white pupils in a new Scotland Neck unit. In­
disputably the Senate also will set a new State policy 
contrary to the desirable trend toward consolidation and 
contrary to the spirit if not the letter of federal law.

This is no simple matter of acceding to a local govern­
ment request, of letting the people involved have the kind 
of school structure they want. The State legislature will 
be giving official endorsement and $22,000 in State funds 
for the fragmentation of a school system now so small it 
is lacking in some aspects of educational soundness and 
efficiency.

The example will not be lost on other school systems 
confronted with similar racial problems. They will seek 
— and how can the legislature deny them?— the same 
course of least resistance, the same creation of new school 
units with less racial accommodation. And in each in­
stance the State will be footing the bill for new admin­
istrative costs and putting its stamp of acceptance on the 
educational inefficiency and racial ill will created.

This would be new State policy of using the legisla­
ture to evade national policy. If it failed— if the courts 
struck it down— it would create new and unnecessary



enmity within our governmental systems. I f it succeed­
ed, it would encourage more racial apartness and dis­
trust. Negro North Carolinians would be given an 
object lesson in White Power, and a mocking example 
of Law and Order with Justice.

The Halifax County school system may have special 
problems. The legislature could provide the education 
tools and money to help meet them. It still could post­
pone action until it researched such possible alternatives. 
The Scotland Neck school bill is a change in State policy, 
with far reaching consequences. It ought not to be en­
acted without further search for a wiser, less harmful 
answer to the concerns of Scotland Neck people.