xt78930nw31s https://exploreuk.uky.edu/dips/xt78930nw31s/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1936-12 volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "The Program of Special Education in Kentucky", vol. IV, no. 10, December 1936 text Educational Bulletin (Frankfort, Ky.), "The Program of Special Education in Kentucky", vol. IV, no. 10, December 1936 1936 1936-12 2021 true xt78930nw31s section xt78930nw31s

90 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN

THE PROGRAM

SPECIAL EDUCATION
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Published by

DEPARTMENT OF EDUCATION

HARRY W. PETERS,
Superintendent of Public Instruction

ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

Vol. IV 0 December, 1936 O No.10

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FOREWORD

One of the most important trends in educational progress at
present is the demand for different types of Special Education. The
increasing demands on the part of adults to have assistance in facing
the problems of leisure, retraining, and constantly adding to their
education to keep abreast with a changing society, necessarily re-
quires recognition in our system of education. Perhaps of greatest
importance are the problems of giving a square deal educationally to
our physically handicapped boys and girls, of training and rehabili-
tating our physically handicapped adults into the proper vocations,
and of providing school activities which will develop the mental and

physical well-being of preschool children in underprivileged homes.

This Bulletin deals with the Program of Special Education in
Kentucky. The material was prepared by the Division of Special
Education under the direction of Homer W. Nichols, Director of this
Division.

H. W. PETERS,
Superintendent of Public Instruction.

CONTENTS
Page
Changing Social Order Requires Special Education ______________________________________ 5—10

Legal Provisions and Regulations of the State Board of Education Gov-
erning Special Education of Physically Handicapped Children ........ 11—13

Advantages Offered Blind Children .................................................................... 14
Federal Authorization for Operation of Vending Stands by Blind
Persons ........... 15
Bill to Provide Federal Aid for Education ........................................................ 16—19
Vocational Rehabilitation _____________ _...20—23
Emergency or Special Education:
Introduction 24—26
Adult Education ...... 26-30
Nursery Education 31—40

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CHANGING SOCIAL ORDER REQUIRES SPECIAL EDUCATION

Does the educational philosophy of yesterday meet the demands
of education today in the new order of things? Yesterday a Columbia
professor said, “Personality is that congeries of coordinated attributes
the integrated functioning of which constitutes the essence of any par-
ticular psyche”. Today, after reading this statement, a “hardboiled”
business man says, “A ‘Professor’ is a fellow who knows very little
about a great many things. He keeps on learning more and more
about less and less until he acquires the distinction of knowing every-
thing about nothing”. Such statements being submitted to a growing,
changing business world have contributed to the demand that changes
be made in our educational programs. Yesterday, were we educating

.for credits, college hours,~and degrees, or for living a better life?

Today the current of American life is unstable. It is personiﬁed
by new and changing scenes. The American mind glibly stops, looks,
listens, searches, doubts, and then wonders what it’s all about. Then
sowing, now reaping, a quivering social order is ushered in. At first
trembling and amazed, the world looked on, and now we are striving
fiantically to meet the rapid changes brought about by the readjust
ment in the social affairs of mankind.

In order to satisfy the demands of this changing modern social
order adjustments in our educational programs are necessary. These
adjustments call for special plans, special service, and special facili-
ties, eSpecially for the handicapped child, the handicapped citizen,
and the untrained adult. The Division of Special Education now has
supervision of special programs for the handicapped child, vocational
rehabilitation, and adult education.

The President, in his message of 1934 to Congress, said:

“Our task of reconstruction does not require the creation of new
and strange values. It is rather the ﬁnding of the way once more to
known, but forgotten, ideals and values. If the means and details are
in some instances new, the objectives are as permanent as human
nature.

“Among our objectives I place the security of the men, women,
and children ﬁrst. Education, training, and vocational guidance are
of major importance in obtaining economic security for the individual
and the Nation.”

In compliance with what sound pedagogical principles did we
arrive at conclusions that our system of free education should provide
only for children frOm six to sixteen? As the years from one to six
are the most important in the life of the child, why not provide the
training needed for this period, especially where it has not been pro-
vided by other agencies such as children from needy families which
our nursery schools are providing?

Education for all is required in a democracy. The progress of
this nation is the sum of the progress of its individuals. The battle
in which we are now engaged in a campaign of democracy is raging
around the possibility of general education for the grown-ups and
special programs for the handicapped child just as the battle of the
last century has been about the general schooling for the normal child
between six and sixteen years.

The education of the citizen is a funct'on of all governments. I
believe we can proceed upon the principle that all education is a
public responsibility and all governments, local, state, and federal,
should participate in making it available to all the people.

Kentucky is able to ﬁnance a program of education from the
nursery child to the aged of our land. Last year we spent less than
$50.00 per pupil for education, while it cost more than $400.00 to
maintain a criminal in a penal institution.

Some think we are not able to expand our educational program.
Inquire from your druggist how much he receives annually for ciga-
rettes, soft drinks, chewing gum, and intoxicating drinks, Investi-
gate in your community how much is expended annually for gasoline,
oil, amusements, and for luxuries.

In 1935 facts indicate that Kentucky’s tobacco bill was approxi-
mately $27,000,000, soft drinks and candy $21,000,000, theater and
amusements $15,000,000, sporting goods $7,000,000, and passenger
automobiles $165,000,000. How much will it be this year for in-
toxicating drinks“? Facts indicate we spend more than $125,000,000
annually in Kentucky for luxuries, and still some tell us that Ken-
tucky cannot ﬁnance an adequate program of education.

Two hours’ cost of the World War would run the city schools
of all fourth class cities in Kentucky ten years. Five hours’ cost
equals the endowment of the largest university in the United States.
The total amount spent for all purposes by all the churches In
America last year would run the World “far less than three days.
One day ’s cost would provide funds to carry on the whole W. P. A.
education program for the present year in the forty—eight states. The
United States has spent $5.00 per minute in relief of war veterans fOI‘
every minute since Christ was born. Annually, we pay more f01‘
working the jaws of the Commonwealth than for education. A11-
nually more money goes up in tobacco smoke in Kentucky than we
spend for education.

THE HANDICAPPED CHILI). “Handicapped child” as used 111-
cludes all children who are so physically, mentally, morally, 01‘ 80‘
cially handicapped that they are unable to attend or make satistaetm‘.v
progress in a regularly established public school.

Legal 1"7'0'197'3'170918. Section 4434-83, Kentucky Statutes. “DIS'
trict Boards of Education may provide for Special Education—“Ally
district board of education in this Commonwealth is hereby author-
ized, subject to the approval of the State Board of Education, to pI‘O'
vide for the instruction of children of proper school age by reaSOl1

of defective eyesight and/or hearing or because of physical or mental

1: , handicap require special books or special instruction, or both, in
:1 order to proﬁtably or safely attend the public schools in such district,
1e and any district board of education may, subject to the approval and
.d direction of the State Board of Education, select and furnish suit-
able books and equipment for use in such schools, elect qualiﬁed
teachers, and provide services in the same manner as for other schools.
1 ! . . . . . . .
I Any board of education prov1ding such spec1al instruction may, in
a its discretion, transport any or all of such children to and from school
LL and pay for such transportation from its general funds.” (1934,
c. 65, p. 295.) ,
‘6 True American philosophy in education proclaims equality of
”1 opportunity for all children regardless of maladjustmeiits. Within
to the century education has become America’s largest business, but it
is only recent that society ’s obligations to underprivileged groups
n. i have been recognized in the light of modern education. The educa-
a- ’f tional trend today is toward the solution of social problems. The
:i- ‘ recent Social Security Act provides more than $31,000,000 for handi-
.e, capped children. Special education for handicapped groups is a
rapidly developing phase of our education program. Besides the
:i- state institutions for handicapped children, many city school systems
[(1 including Louisville, Lexington, Paris, Covington, Ashland, and
er ‘1 others have made some special provisions for such children. Seventy~
n- ? three school systems, with federal aid, are providing special training
)0 for the underprivileged groups of preschool children.
n- _ The Commonwealth, boards of education, and state educational
Institutions should consider their responsibilities for the handicapped
)ls child as equal to their responsibilities for the normal child.
st . Although the Constitution speciﬁcally implies that the General
35, Assembly shall provide for all children, whether normal or abnormal,
in Hall efﬁcient system of public schools,” Kentucky has made special
rs. provisions for less than one-ﬁfth of her handicapped children who
A. are unable to attend or make satisfactory progress in the public .
lie Schools. This army of handicapped children will, one day, become
or all army of adults. Shall they be a contributing part of the ‘social
or order, or shall they become liabilities that will drain the resources of
.n- SOCiety? Shall. Kentucky spend part of the public money to train
we them for social efﬁciency, or shall the State later be required to spend
3 greater sum for almshouscs, hospitals, reformatories, and prisons in
n an attempt to protect society and reform the handicapped adult?
5.0. Kentuckys answers to these questions will be expressed in the provi-
1—y Slons which she is willing to make for them while children.
The handicapped child is certainly an economic factor. An in-
‘is- telligent consideration of this alone would force the State and local
nv districts to double their efforts to bring to him those facilities which
31. “‘ill help him to realize his maximum capacity despite his handicap.
ro— The conception of educational opportunity, however, should not be
1011 limited to the economic aspects alone. If the educational philosophies

of Dewey, Kilpatrick, Bode, Rugg, and others agree in any one phase
7

more than in another, it is in the emphasis that is placed upon the
child and upon his welfare as a child. Happiness, contentment, ad-
justment, acl'iievement—these are some of the key words which apply
to the education of every child. A twofold service then is the corner-
stone upon which any program of education is built that considers the
special needs of the handicapped pupil—service to the child and
service to society—and both are paramount considerations in the wel-
fare of the State.

011 the basis of a partially complete census or survey we now have
in Kentucky approximately seven thousand mentally sound children
including only those unable to attend school, not able to read, who are
not receiving their per capita share or the $11.65 guaranteed them by
the Constitution. This is neglected discrimination against that for—
gotten group of helpless, neglected, handicapped. children who cannot
demand their constitutional rights.

On the basis of seven thousand homebound, crippled children
the state per capita alone due for training these children would be
$81,550.00. This does not include the local per capita cost which
should be set aside for teaching. For example in consideration of the
state per capita received, the average salary per teacher, and the num-
ber of homebound, crippled children, Pike County should employ
three full—time teachers, Calloway County two full-time teachers,
Graves County two full-time teachers, McCracken County two full-
time teachers, Harlan County three full-time teachers, Kenton County
four full-time teachers, and Campbell County three full-time teachers.

THE CRIPPLED LAD SPEAKS
“God takes the clean, moist Earth to make us of,
The loam that wind and sun breathe blessings on.
He makes the meadows green to race, hills to climb and paths to pace.
He makes you lads to run, so neatly framed and swift in ﬂight.
Your footsteps come and go. They mock me all the time.
They keep my heart just burning to follow where they go.
But, Pain, you are my master. You bind my feet, my spirit blight.
How is it, I can never dance and run in merry sprite?
Did God’s great hands just tremble, then, when God made me?”

It seems but ﬁtting at this point to raise the following question
for careful consideration:

What right has any school system, which levies public taxes, to
educate all the children of all the people, to spend the major portion of
public money on the normal child, while the less fortunate or handl"
capped child remains untrained, because of failure to provide 0DDO1'
tunities [01‘ him?

V OCATIONAL REHABILITATION. “A handicapped child from birth
to three is a medical problem. From three to sixteen, if left handl-
capped, is a twofold problem, medical and educational. After SIX-
teen this handicapped person becomes a threefold problem, not only
medical and educational, but also an economic problem unless 1‘6-
habilitated and made self—supporting.” Rehabilitation through voca—
tional training is a new phase of the educational system. TlllS new
idea contends that not only should vocationally handicapped 13601319

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be trained, but that the training be speciﬁcally adapted to the needs

- of the individual. The federal and state governments provide re-

habilitation service because it is sound economic business. It is essen-
tially a social remedy. It helps unfortunate people to help them-
selves. It ﬁts them for a livelihood. It adds to the productive power
of the Commonwealth. Being included in the recent Social Security
Act, it is now ﬁrmly established as a public policy of governments.

Every handicapped child is entitled to as sound body as medical
science can provide and to training adapted to his own individual
needs to the end that he may become a self-reliant, self-respecting,
and a self-supporting citizen.

ADULT EDUCATION. Section 4399-50, Kentucky Statutes. Nursery
Education—Adult Schools—“The board of education of any school
district Shall'have the power to establish and maintain kindergartens
for children from four to six years of age and, subject to the approval
of the Superintendent of Public Instruction, may establish such night
Schools, industrial schools, and other schools for the residents of the

‘ district as may be deemed advisable.” (1934, c. 65, p. 273.)

The increase of leisure time has brought many important prob-

lens. The proper use of such leisure time now is perhaps as im-

portant as time spent in preparing for a changeable vocation a few

years ago. Heretofore man has been conditioned by his occupation

rather than his leisure, but circumstances have changed. The indus—
trial age has been shortened by mechanical devices and spare time has
correspondingly increased. While earning a living is still a prime
requisite in the existence of mankind the successful life depends also
upon the proper use of the “free hours”. It is this leisure time period
that gives opportunity for the individual to broaden and outgrow his

, job rather than to let his job outgrow him.

Education is a continuous process and does not end at the school-

, house door, nor with the issuance of license, nor the granting of de-
. trees, nor does it begin with the six-year—old child. That education

does and should continue throughout life is not an abstraction, but a
truth forced upon us by our ever-changing environment to which we
must constantly readjust ourselves. The person who has reached
maturity and has not become literate is as much an educational re~
Sponsibility to the state as is the child.

Without work and without interest the individual may become
discontented and destructively minded. Thus throughout the land
We have read much about the highwayman and the gang. One of the
main purposes of these special programs is the treatment in mental
hYgiene which requires infusion of new interests, aims, and purposes.

Connected with this program is strengthening the morale of
handicapped people—it cannot be purchased. It can, however, be
transmitted in the form of new interests, new purposes, and new goals
to depressed minds of the young and old. “It is reducing transiency,
l'ag'rancy, delinquency, and social unrest.”

We have heard that education does not pay. In a recent survey
0f the Frankfort penal institution we found that very few of twenty-

seven hundred inmates had training above the third grade. Not one
person was found who had received college training. During the next
few years the Division of Special Education will emphasize programs
for aiding adults classiﬁed below the ﬁfth grade.

We are faced in Kentucky with the problem of untrained teach-
ers for programs of special education. Through all these years we
have been training teachers for the speciﬁc purpose of teaching only
normal children from six to sixteen, and now we are developing agen-
cies so teachers may be given short introductory courses, in a small
way preparing them for the projects they are to undertake. I would
recommend that programs of our state institutions be made so com—
prehensive as to include training for teachers to begin with nursery
pupils, handicapped children, and carry on through the aged adult.

It is better for all the people to have some education than for
some of the people to have all the education. This country’s real life
and continuance depends upon this proposition. Conceived and born
of the principle that all men should be creatures of a state where
equal opportunities exist, we are today hoping to see that time when
all will have free educational opportunities.

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LEGAL PROVISIONS AND REGULATIONS OF THE STATE
BOARD OF EDUCATION GOVERNING SPECIAL EDUCA-
TION OF PHYSICALLY HANDICAPPED CHILDREN

I. Legal Provisions :

Section 4434-33, Kentucky Statutes. “District Boards of
Education may provide for Special Education—Any district
board of education in this Commonwealth is hereby authorized,
subject to the approval of the State Board of Education, to pro-
vide for the instruction of children of proper school age 'by
reason of defective eyesight and/or hearing or because of physi-
cal or mental handicap require special books or special instruc-
tion, or both, in order to proﬁtably or safely attend the public
schools in such district, and any district board of education may,
subject to the approval and direction of the State Board of Edu-
cation, select and furnish suitable books and equipment for use
in such schools, elect qualiﬁed teachers, and provide services in
the same manner as for other schools. Nothing in this act shall
be so construed as to annul any law or regulations that may pre-
clude from attendance upon the schools children afﬂicted with
communicable eye disease, or any other communicable disease.
Any board of education providing such special instruction may,
in its discretion, transport any or all of such children to and
from school and pay for such transportation from its general
funds.” (1934, c. 65, p. 295.)

Section 4384-5, Kentucky Statutes. “Duties of the Super-
intendent of Public Instruction.— . . . It shall be the duty of the
Superintendent of Public Instruction to execute under the direc- .
tion of the State Board of Education, the educational policies
which have been decided upon by the board and to direct, under
such general rules and regulations as the board may adopt, the
work of all persons engaged in the administration of common
schools: . . .; public vocational education and vocational rehabili-
tation.” (1934, c. 65, p. 218.)

Section 4434-26, Kentucky Statutes. “Nature of Census.—
. . Such school census shall specify the name, date of birth, sex,
and the names of parents, guardians, or custodians of each child,
the post ofﬁce address of each parent, guardian, or custodian, the
school district in which the child resides, the school to which the
child belongs, said school to be described by number and name,
and such other data as may be required by the Superintendent
of Public Instruction. . . .” . (1934, c. 65, p. 291.)
The complete census of the physically handicapped children
shall contain information, in addition to the above, as to the

nature, permanency, and origin of the disability, the educational
classiﬁcation, and hospital treatment. Blanks for this purpose

will be furnished by the State Department of Education.

II. Eligibility:
1. “Children of proper school age, in order to proﬁtably or
safely attend the public schools—

“. . . by reason of defective eyesight, . . . require special
books or instruction, or both. . . .”
“. . . by reason of defective hearing, . . . require special
books or instruction, or both. . . .”
“. . . by reason of a physical handicap, . . . require special
books or instruction, or both. . . .”
”. . . by reason of a mental handicap, require special

books or instruction, or both. . .

2. Considerations in Determining Eligibility:

It must be established that each child cannot be “proﬁt-
ably or safely” educated in the regular classes because of
the handicap possessed.

A child may be handicapped, but should not be placed in

a special class unless:

(1) He needs special service and treatments available
through special classes in order to provide an educa-
tional opportunity.

[2) Because of the handicap the child is not making 1101‘-
mal educational progress in relation to his mental
ability.

(3) Some consideration of safety can be established to
warrant eligibility.

As soon as it is possible through physical restoration and

considerations of “safety” for a child to return to the

regular classes, such transfer should be made.

III. General Statements Pertaining to Regulations:

1. Funds available to the State Department of Education maybe
used at the discretion of the State Board of Education for
the support of special schools, special classes, 01- special cases
of handicapped children. .

2. Special schools, special classes, and special cases of handl-
capped children must be conducted and taught by legally

qualiﬁed teachers, who will receive remuneration according

to a salary schedule arranged by the local superintendent 0f
schools and approved by the State Board of Education. d
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Special transportation may be provided for a crippled chi
WhOSe needs cannot be met satisfactorily by regular school bus
facilities.

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Wherever enough handicapped children reside in a com-
munity to warrant the organization of a special class under
a specially qualiﬁed, full—time teacher, special classes may be
established. If, however, there cannot be enough children
gathered for a full-time class, teachers may be assigned and
paid on the basis of the actual time put in.

Home instructions will be limited to two periods of one hour
each week. There must be at least one intervening day be-
tween periods.

The usual curriculum f0110wed in the regular schools will be
the basis for instruction, textbooks and materials to be sup-
plied by the various boards of education, and/ or by the State
Free Textbook Provision.

Teachers giving special instructions will be under joint super-
vision of the local superintendents and the State Superin-
tendent of Public Instruction.

A program designed to meet the special needs of each handi—
capped child must be submitted by the local superintendents
to the Kentucky Department of Education before special in-
struction will be authorized. The State Board of Education
through the Division of Special Education will authorize and
direct all special programs.

A plan of co-operation between the State Board of Education,
State institutions aiding handicapped children, and/or any
district board of education may be entered into in order to
promote and carry on special programs for handicapped
children.

STATE SCHOOL OFFERS ADVANTAGES TO BLIND
I CHILDREN

The Kentucky School for the Blind, Louisville, Kentucky, pro-

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E}, F . - F . vides for the visually handicapped children of the State full educa- S
if: F _ 1 tional opportunities from kindergarten through an accredited high 0
‘ ‘ ‘ school. Instructionis also given in music, commercial work, home 15
F . economics and other vocational occupations. Opportunity is provided 5‘
; for those qualiﬁed to pursue higher education. ‘ is
‘ F . Eligible for admission are boys and girls, residents of Kentucky, Sl
F3, who are blind or whose sight is so defective that they cannot obtain ‘
l . . an education in the public schools; it is further required that they be 1 1
'. ' of good health, sound mind, and between the ages of six and eighteen s:
l years. 3

Tuition, books, board, laundry and medical attention are fur-
nished without cost to the pupil.

There are separate schools for white and colored children, some
distance apart, each with its own staff of teachers. At the present
. time there are enrolled in the White Department one hundred and
‘ ﬁfty-one pupils; in the Colored School, nineteen, making a total of
l » one hundred and seventy. There are sixteen teachers employed in
l the White Department and four in the Colored School. n

. On admission to the school each pupil is given a complete physi— i}
. ; cal examination. Recommendations are carefully carried out and t,

progress noted on health card provided for each pupil. To safeguard
partial vision and to prevent advancement of blindness, each child
from time of admission is under the care of an eminent eye specialist.
% I The State has endeavored to make these schools everything they
} f i should be for the education, health and comfort of the blind children
7 . of Kentucky.

The buildings are beautifully situated on rolling grounds with
magniﬁcent forest trees, and ﬁlled with every possible device for the
training of the blind. The teachers are the best that can be had, thor-
oughly experienced in teaching those who cannot see.

The school session opens the second Wednesday in September and
closes the second Wednesday in June, the children returning to their
homes for the summer vacation.

If you know of any child, handicapped by an eye condition, write
to Miss Catherine T. Moriarty, Superintendent, Kentucky School for
the Blind, Louisville, Kentucky.

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“UNITED STATES
DEPARTMENT OF INTERIOR
OFFICE OF EDUCATION

WASHINGTON

CERTIFICATE OF AUTHORITY

This is to certify that the State Board of Education of the
State of Kentucky, having complied with the requirements of the Act
of Congress, approved June 20, 1936 (Public No. 732—74th Congress,
H. R. 4688), has been duly authorized to issue licenses to blind per—
sons to operate vending stands in federal and other buildings; and
is hereby designated as the agency in the State of Kentucky to issue
such licenses under the provisions of said Act of Congress.

The authority granted under this certiﬁcate will expire June 30,
1938, but may be revoked at any time prior thereto, upon failure of
said State Board of Education to comply with the provisions of the
aforementioned Act of Congress, and the plan of administration.

Approved by the U. S. Ofﬁce of Education
under date of November 11, 1936.

(Signed) J. W. STUDEBAKER,
U. S. Commissioner of Education.

NOTE—The application of the State Board of Education of the Com-
monwealth of Kentucky for a Certiﬁcate of Authority to carry out the re-
quirements of the Act of Congress, aproved June 20, 1936, was the ﬁrst to
receive the approval of the U. S. Commissioner of Education, Washing-
ton, D. C.

74th Congress
2d Session

H. R. 13021

IN THE HOUSE OF REPRESENTATIVES
June 19 (calendar day, June 20), 1936

Mr. Fletcher introduced the following bill, which was
referred to the Committee on Education and ordered
to be printed.

A BILL

To promote the general welfare through the appropriation of funds
to assist the States and Territories in providing more effective
programs of public education.

Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled, That the sum of
$100,000,000, or so much thereof as may be necessary, is authorized to
be appropriated and apportioned annually to the several States and
Territories to be used by them for improvement of their public
schools in the manner prescribed by their respective legislatures, and
the sum authorized to be appropriated and apportioned annually for
such purposes is hereby increased by $50,000,000 for each ﬁscal year:
PROVIDED, That the total sum appropriated for any ﬁscal year for
such purposes shall not exceed $800,000,000.

SEC. 2. The amounts appropriated under authority of this Act
(less amounts set aside for administrative purposes under Section 9)
shall be apportioned among the States and Territories in the propor-
tion which the number of their inhabitants, aged ﬁve to twenty years,
inclusive, bears to the total number of inhabitants, aged ﬁve to twenty
years, inclusive, of all the States and Territories. In the computation
of all sums apportioned under this Act to the States and Territories
for the ﬁscal years ending June 30, 1936, 1937, 1938, 1939, 1940, 1941,
1942, 1943, the population ﬁgures shall be taken from the ﬁfteenth
decennial census of the United States. In computations for the ﬁscal
years ending June 30, 1944 to 1958, and for each successive ten-year
period thereafter, population ﬁgures shall be taken from the decen-
nial census of the United States next preceding the beginning of
each period.

SEC. 3. The manner in which the funds apportioned to each
State and Territory shall be used for the maintenance of the pro-

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