xt7bk35md30f https://exploreuk.uky.edu/dips/xt7bk35md30f/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1941-12 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.), "Report of the Superintendent of Public Instruction", vol. IX, no. 10, December 1941 text
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Report of the Superintendent of Public Instruction", vol. IX, no. 10, December 1941 1941 1941-12 2022 true xt7bk35md30f section xt7bk35md30f

nson

izabe’th Ha

‘Mlss E1
Period:

.. Commonwealth of Kentucky 0

'x/‘EDUCATIONAL BULLETIN
,—

REPORT,

of the

SUPERINTENDENT OF
BLIC INSTRUCTION

Published by order of the

BOARD OF EDUCATION

JOHN W. BROOKER

Superintendent of Public Instruction

ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post oﬁice at
Frankfort, Kentucky, under the Act of August 2.4, 1912.

Vol. IX 0 December, 1941 O No.10

BIENNIAL REPORT

of they

9 SUPERINTENDENT OF
PUBLIC INSTRUCTION

of 1716

Commonwealth of Kentucky

FOR THE BIENNIUM ENDED
JUNE 30, 1941

Pz/HiJ/zm’ 5y order of [/23

STATE BOARD OF EDUCATION

J. W. BROOKER
Superimmz/mi of [Dz/Hit Imtrmtz'olz'
Chain/147; State BMM’ of Edutaiz’oi}

EIIE W

NE
RII
G0
NIC
MOI
PA’]
JAG

JOHN W. BROOKER
Supt. of Public Instruction

{ﬁdﬁawﬁﬁuﬂﬁ \ .,: .

KENTUCKY STATE

BOARD OF EDUCATION

BROOKER, J. W., Superintendent of: Public Instruction, Chairman

BROADY, W. H., Canmer

BRYAN, CHESTER, Mayﬁeld
DUFFY, FRANK, Cynthiana
HAMMOCK, W. G., Pewee Valley

KINNER, EARL W., Louisa
NOLAND, JOHN, Richmond
SUPPINGER, LAMBERT, Frankfort
EVANS, GEORGE L., Secretary

STATE DEPARTMENT OF. EDUCATION

BROOKER, J. W., Superintendent of Public Instruction _
YOUNG, GORDIE, Assistant Superintendent of Public Instruction

DIVISION OF SCHOOL CENSUS AND ATTENDANCE

WALTON, MOSS, Director

JOLLY, W. C., Assistant Director

DIVISION OF SCHOOL FINANCE

EVANS, GEORGE L., Director
SHIRLEY, CURTIS '13., Assistant Director
MILLS, .I. C., Auditor and Inspector
EADES, HAROLD, Auditor and Bookkeeper

NEBLETT, p

RIDDLE, FRE H., Director

DDIE, Assistant Director

DIVISION OF FREE TEXTBOOKS

DIVISION OF S
GODMAN, MARK, Director

CHOOL SUPERVISION
TAYLOR, L. N., Supervisor Negro Education

DIVISION OF SPECIAL EDUCATION

NICHOLS H0
. MER W., Director
£19125", CLEVELAND, Supervisor
K, OLNEY, Supervisor
WALTERS, CHARL

DUGAN, DAWSON D., District Supervisor
SALYERS, JAMES R., District Supervisor
TRAYLOR, ROBERT E., District Supervisor
ES A., District Supervisor

DIVISION OF TEACHER T
JAGGERS, R. 13., Director

RAINING AND CERTIFICATION
COMES, LOUISE, Assistant Director

u x
.,.<. Akuﬂagrrk

+1.4:

7-H»

«cw-w w.

DIVISION OF VOCATIONAL EDUCATION

WOODS, R. H., Director, and Supervisor Agricultural Education

HILTON, E. R, Assistant Director Agricultural Education

WILLIAMSON, MARY LOIS, Supervisor Home Economics Education
VAUGHAN, MARY BELL, Assistant Supervisor Home Economics Education
WILSON, HAROLD G., Supervisor Trades and Industrial Education

NATIONAL DEFENSE—Personnel

STINSON. CARL Hi, Assistant Supervisor
WILLIAMS, J. 8., Assistant Supervisor
MARSHALL. KENNETH T., Accountant
BLYTHE, RUTH. Stenographer

MOCQUOT, MARY, Stenographer
REISTER, MARY KENNETH, Stenographer
THOMPSON, GEORGE ELLA, Stenographer

CLERICAL ASSISTANTS

BARLOW, NANCY DARNELL, SUSAN MOORE, CECIL
BELL, LENA DOUGHERTY, ADA O'DONNELL, LOUISE
BELL, RACHEL FORQUER, HALLIE PENN, KATHERINE
BRADSHAW, MARY HAMILTON, FLAGET STUCKER, MARY L.
CAMPBELL, MARY HOWELL, CLYDE WALSH, ESTHER
CLASBY, ALICE KERSHAW, CLARA WALTERS, GRACE T.
CONWAY, HUGH LUCKETT, CHRISTINE WHITAKER, MABEL
COURSEY, FRANCES LUTTRELL, JAMIE WOODWARD, JAMES H.

MERKLEY, ELANDOR E.

TEACHERS’ RETIREMENT SYSTEIVI OF THE STATE OF KENTUCKY—Personnel

KIMBLER, N. 0., Executive Secretary
BECKHAM, VERA, Assistant ROBERTS, LENA, Stenographer
PHILLIPS, F. L., Accountant BOONE, KATHRYNE, Machine Operator
JONES, WELDON, Bookkeeper MEADE, HELEN, Clerk

ucation

), JAMES H.

{yr—Personnel

2r
3 operator

LETTER OF TRANSMITTAL

COMMONWEALTH OF KENTUCKY
DEPARTMENT OF EDUCATION
FRANKFORT
To the Governor and the
General Assembly of the
Commonwealth of Kentucky:

III compliance with Section 4384-20 of the Kentucky Statutes, I

submit hereWith the report of the Superintendent of Public Instruction
for the biennium ended June 30, 1941.

The report is given in two parts: Part I, the Report of the Superin—
tende 1t of Public Instruction; Part II, a summary of statistical tables and

detailed financial and general school statistics for the individual school
districts of the state.

Respectfully submitted,

JOHN W. BROOKER
Superintendent of Public Instruction

January 1, 1942

i
i
‘:

“vague .. ”-
V J

TABLE OF CONTENTS

Page

Letter of Transmittal ________________________________________________________________________________________ 581
REDOFt Of Superintendent Of Public Instruction ________________________________________ 583
1. Census and Attendance ________________________________________________________________________ 585

2. Finance ______________________________________________________________________________________________________ 585

3. Free Textbook ________________________________________________________________________________________ 537

4. Public School Transportation ________________________________________ .590

5. Special Education ____________________________________________________________________ 593

6. Supervision ______________________________________________________ 599

7. Teacher Education and Certiﬁcation _____________________________________ .609

8. Teacher Retirement System _______________________________________________________ .614

9. Vocational Education ____________________________________________________________________________ 627
Statistical Tables ________________________________________________________________________________________________ 643

PART I

REPORT OF THE SUPERINTENDENT
OF PUBLIC INSTRUCTION

1.1111((5 .T. pSauL .I met.

INTRODUCTION

This report is made in accordance with the requirements of Section
4384-20, Kentucky Statutes. It represents an attempt to record the out-
standing activities in the public school system for the biennium beginning
July 1, 1939, and ending June 30, 1941.

During the biennium ending June 30, 1941, the most out-standing
developments were represented by the inauguration of a program for the
improvement of instruction; the active functioning of the teacher retire-
ment system; increased attention given to public school transportation
leading to the enactment of rules and regulations concerning school busses;
an increase in the program of vocational education with particular
emphasis on defense training and programs for out—of~school youths;
the inauguration of annual conferences on the improvement of teacher
education; close study of school census records; and the action of the
General Assembly authorizing the submission to the voters of the
question of amending the constitution affecting the distribution of state
school funds.

A detailed statement concerning each of the above is to be found in
the reports of the various divisions of the Department of Education.

'CENSUS AND ATTENDANCE

The efforts of the Division of Census and Attendance during the
past biennium were largely devoted to an intensive study and a close
Superwsion of the activities of the attendance officers in each county
find Independent school district of the state. As stated in the school laws
”151““? dUty of the attendance officer to maintain an accurate and
Continuous census as well as to promote better school attendance through
the enforcement of the compulsory attendance law. v
_In order to determine the efficiency of the work of the attendance
Ofﬁcer In keeping accurate and up-to—date census records a series of con—
ferences was held in nearly every section of the state. At these meetings
311: licalattendance officers were required to attend and submit their
in: lorcllflspection and comparison. .This ‘check—up revealed numerous
In agéldatlllties and resulted in the elimination of extensive duplication.
discov1 10n.to the conferences and on the basis of the irregularities thus
d" t“ ered it was found necessary to conduct an actual canvas in several
IS ilcts. In each case Where an actual canvas was made the work was
Sféicﬁmfd by the teachers of the district under the direction and super—
that in0 the iniSion of Census and Attendance. It is interesting’to note
less th each instance the canvas resulted in a‘census figure which was
deSirabir'lt the fleg-um previously reported. This fact may indicate the
his h 13’ and. in. some instances the necess1ty for an actual canvas

3C School district of the state.

( implications eliminated by these meetings fell into two classifications:
in the”? 0}“ {more census record cards representing the same child present
, . 1ndiv1dua1 district file and (2) duplications of pupil records appear-

in
E In two or more school districts. The net result Of this investigation

585

gaining; ‘: -. 77:1.

was a decrease in the school census of the entire state of approximately
17,000 in 1940 and another 15,000 in 1941. Cause for these discrepancies
in most instances can be traced to careless methods of filing, inefficient
office help and failure to secure sufficient authentic information on
families moving from one school district to another. In order that these
same mistakes will not occur again it is absolutely necessary that the
census cards for all children not enrolled in school be verified before they
are included in the active census of the district.

It is obvious that the success of the attendance program, especially
the census phase, depends upon more than one or two persons in the
school system. Complete and wholehearted cooperation of everyone con-

.nected with the system is of Vital necessity since all have certain duties

in connection with the proper administration of the program. The need
for a capable and qualified person, free to devote full time to the dis-
charge of his duties as attendance officer, has been forcibly called to the
attention of school administrators by means of this investigative study.

FINANCE

Naturally, it is undesirable when working in the field of school finance
to elaborate at any great length on one particular phase, and both time
and space would preclude writing very much about the many phases
of the work necessary. Therefore, this narrative will be confined to the
making of a few statements with sufficient elaboration to point out what
the writer considers to be some of the outstanding facts revealed by the
assemblage of the financial data.

Additional auditor and inspector.—With one more auditor and
inspector attached to the staff, it was possible to examine and audit the
records and accounts of many more boards of education during 1940-41,
With few exceptions, all the public school districts were visited by one (if
our auditors and the records and accounts examined and audited. It 15
estimated that this work has been of decided advantage to the general
program of education carried on in the state as well as being a distlnCt
service to the various boards of education.

Length of school term.—The average term expressed in months 0f
county school districts for the year ending June 30, 1941, was 7.79 months.
The average term for independent districts within cities of the first four
classes was 9.57 months. The average term in months for the independem
school districts not contained within cities of the first four classes was
9.09 months. This gives an average for the state at large of 8.33 months.

Property assessments.—A study of the corporate and non-corpora”?
property assessments in each school district in the state reveals the follow-
ing facts. The median per pupil assessment of corporate and ﬂout
corporate property in county school districts was $1,475. In independgfﬁl‘
school districts embraced in cities of the first four classes, it was $24“;
in other independent school districts $1,891. The median for the Sta
at large was found to be $1,841. This shows a range in the county SChiiii
districts of $9,840, Woodford County representing the high extréme [the
Clinton County the loW. In the large independent school districts, hie
range was $7,647, Fort Thomas representing the high extreme W

586

oproximately
iiscrepancies
g, inefficient
ormation on
3r that these
ary that the
l before they

n, especially
rsons in the
.reryone con-
ertain duties
1. The need
i to the dis-
:alled to the
:ative study.

:hool finance
.d both time
nany phases
.fined to the
.nt out what
aaled by the

auditor and
1d audit the
‘irng 1940-41.
ad by one of
.dited. It is
the general
1g 3 distinct

1 months 0f
7.79 months.
1e first four
indepeIlalent
classes was
$.33 months'
>n-corl30rate
: the follow‘
1 and non-
lndependent
was $2,405;
)1" the state
tunty schOOI
xtreme an

istricts: the
reme while

Corbin represented the low. For the other independent school districts
the range was $9,538, Anchorage representing the high extreme and
Gatliff the low.

Teachers’ salaries—The median salary for all teachers in the Com—
monwealth in 1940—41 was $717. The median salary for all men teachers
was $738. The median 101' all women teachers was $710; The median
salary for elementary teachers was $625; for high school teachers $1,069.
The median salary for all white teachers was $706; for all negro teachers
$807. Thus it is seen that the median salary for the negro teacher is
higher than the corresponding measure for the white teacher. It is not the
point of this statement to say that there is no discrimination between the
races. The higher median salary paid negro teachers is brought about
by the fact that the negro population has gravitated toward centers
having longer school terms, thereby affecting the annual amount of
salary payment and, too, the districts wherein are found most of the
nti‘gro population pay better salaries than the typical Kentucky district.

The wide range between the median salary of elementary teachers
and the median salary of high—school teachers can be explained in part
by the following statements. The training and preparation of the high—
school teachers are superior to the elementary teachers. The typical high—
schoolteacher has a longer teaching year than does the typical elementary
teacher; however, there still appears to be some unwarranted differentia—
tion in salary in favor of the high—school teacher.

Bonds of treasurers and depositories.—It is interesting to point out
that in 1935-36 there were 1414 personal surety treasurer bonds as com—
pared with 92 of the same kind in 1940—41. In 1935—36 there were 173
Personal surety depository bonds. In 1940—41 only 45 depository bonds of
personal surety type were in effect. It is the judgment of the writer that

this represents a very wholesome trend and that the use of personal
SUFBU’ bonds should be discouraged.

Transportation—In 1934—35 the public school districts of the state
eXDEIlded $588,584.68 for transporting children to and from school. In
1940-41 this cost had risen to $1,538,117.83, indicating that many small
Schools have been discontinued and that school service is being supplied

by larger, more efficient units, thereby necessitating increased expendi—
tul‘es for transportation.

Defense areas—The personnel of this Division has assisted the
Sth of Census and Attendance in attempting to work out plans
reby financial assistance may be received from the Federal Govern—
ment in school districts adjacent to large defense projects. Some Of the
SChools affected are Vine Grove, Elizabethtown, Rineyville, West Point,
and Meade County High, and Muldraugh in the Fort Knox area and
Heﬂderson Independent School District and Henderson County School

dlstrict in the area adjacent to the new ammonia plant located in
Henderson County.

Divi
whe

FREE TEXTBOOKS

'In the earl
pellOdS Of our own schools, textbooks were few in number and poor in

58 7

y history of American education and even in the primitive '

quality; however, they have been a vital factor in accelerating the slow
but steady progress in the development of public education in Ken-
tucky during the period they have been supplied by the State.

It is only since July, 1934, that State bought textbooks have been
provided for the lower grades in our elementary public schools. After
seven years service it is generally recognized that no more valuable,
merited or popular contribution has been made to our educational system
within the last century than the provision for free textbooks for Ken-
tucky boys and girls.

The present Free Textbook Law though enacted in 1928 was
inoperative until 1934 because the General Assembly failed to provide
funds at the time.

In 1934, the “Appropriation Act” provided $500,000 per annum with
which to buy and deliver books for the pupils of the public schools in
Kentucky free of any charge to them. According to the provisions of
this Act books were purchased beginning in the first grade and so on
as far as the funds for the year would provide (Sec. 4421c-7, Kentucky
Statutes).

The first free books were furnished in the school year 1934-35 at
which time 1,333,402 books were purchased. This number supplied
completely the first three grades, serving approximately 300,000 pupils
and in addition supplied three subjects in the fourth grade.

In 1935—36, 1,093,316 books were purchased. These supplied replace-
ments in books bought the year before and new books through one
section of the fifth grade.

In 1936—37, 1,041,952 more books supplied the necessary replacements
in the lower grades, and provided the second section of the fifth grade
and one section of the sixth grade.

In 1937—38, 1,161,533 new books were supplied which furnished
replacements in the first five grades and one half of the sixth. NEW
books were then supplied to the second section of the sixth grade.

In 1938—39, 929,579 books of which 587,984 were for replacements and
341,685 were seventh grade books, supplied all in this grade except musw,
art, spelling, civics and one of the social science books for the grade.

In 1939—40, 851,510 were supplied at a cost of $444,687.60.

Although the purchase of free books began in July, 1934, it was n0t
until 1940 that all pupils in grades 1—8 had a complete set of books.
In accordance with the law governing the purchase of free books it was
necessary to make replacements of all unusable books in the lower grades
before books in the advanced grades could be supplied. In 1940—41 {111
books were supplied in all eight grades. The total number of P119115
supplied was 588,000 at an average cost of approximately ninety cents
per pupil per year including administration and freight.

In 1940—41, 935,997 books were purchased at a cost of $527,390ﬂi
Of the above books 634,247 were replacements and 301,750 were optlo
books in grades 1—4, inclusive.

588

slow
(en-

)een
ifter

able, .

;tem
{en-

was
vide

vith
5 in
; of

on
cky

at
lied
pils

nts
ide

as
es
iii
ls
ts

GOOD CITIZENSHIP CODE

FOR PUPILS USING STATE FREE TEXTBOOKS

Pledge
Acknowledging my gratitude to the State for providing good schools
and free textbooks for my education, and recognizing the obligations of
citizenship that this education places upon me, I pledge myself to obey the
good citizenship book code.

The Law of Respect
I will respect and take care of the property of the State.

The Law of Order

lwill keep my books in good order at school and at home.
I will arrange my books neatly in my desk.

The Law of Cleanliness
I will keep my books clean outside and inside.
I will not mark them with pen or pencil.
I will not spoil their pages with finger prints.

The Law of Honesty

I will guard my books as a trust from the State.
I will return in good condition to my teacher the books which the
State lends me. '

Iwill replace or pay for those books that I lose or damage wilfully or
unreasonably.

The Law of Right Dealing

I will keep my books fit for those to use who come after me as I expect
those who come before me to keep their books fit for me to use.

The Code printed above is adapted from a Texas Textbook Bulletin
and used here by permission of the State Department of Education of that
State. We recommend it to our schools and earnestly urge upon teachers
and Pupils the patriotic duty and the extreme importance of taking the
very best care of this valuable property of the Commonwealth.

Some observations:

1- Approximately 588,000 pupils in Kentucky are now supplied with
all books.

Approximately 3,250,000 books are constantly in use.

Cost to taxpayer $.90 per pupil per year.

Average life of a book three and one—half years.

No state has ever had free textbooks and reverted to the old
plan of parent bought books.

Educational administrators, teachers, and parents favor state
owned textbooks through the twelfth grade.

Free textbooks can be supplied to students of all public high

Schools in Kentucky for an additional annual appropriation of
$400,000.

mew.»

589

.cbimr—rm 1'.

PUBLIC SCHOOL TRANSPORTATION

Increasing Services and Cost

During the last biennium transportation of school pupils has con.
tinued to increase. This can well be understood when we know that it
provides a means which will enable children to have school advantages
provided by larger and more efficient school centers which are beyond a
reasonable walking distance from their homes. The school administra-
tors of the state are agreed that public school transportation is one of the
major problems of their educational programs.

The increase in the cost of transportation is becoming so great that
it is impossible to continue this increasing service with the present income
of county school districts. Boards of education and superintendents
throughout the state are agreed that some provision must be made at
once to take care of the increasing cost of transporting children. This is
not a problem in a few places but it is one that is common throughout
the state. The increase in cost is one of increased demand for the
service rather than an increase in the cost of equipment due to the stand-
ards set by the State Board of Education. Better management in many
places will lower cost but this can only be a temporary relief. Additional
funds must be provided or transportation service must be curtailed A
curtailment of the transportation service robs the Children of their rig1_1t
to attend schools best adapted to provide instruction suitable to the”
needs.

Service Now

The statistical records of this department indicate that there were in
operation during the school year 1939—40, 1612 motorized and Sixty-one
horse—drawn vehicles of transportation. These vehicles served 1100
schools and transported daily 101,317 children, a daily mileage of 63,330
miles, at an annual cost of $1,359,685.63. This ShOWS an increase in cost
of approximately $43,000 over what the cost was during the school year
1938—39. It may be noted that this increase in cost was used in trans-
porting an additional 11,000 children, as well as improvement of trans-
portation equipment.

Standards and Regulations

In 1938, the legislature passed a law requiring that the State Board
of Education adopt and enforce regulations to govern the deSJEn and
operation of school buses transporting school children in the Common'
wealth of Kentucky. This Act was Section 2739g169m, Kentucky Statutes,
and prescribes penalties for violation of the Act. In accordance With the
duties imposed by this section and Section 4384—25, Kentucky statutes:
standards for school buses and rules and regulations for their Operatwn
were adopted by the State Board of Education on December 15, 1939. Th:
standards for school bus chassis include eighteen items and for sch“:l
bus bodies, thirty items. All of these were deSigned to secure safe art
economical transportation of all school children who are transported 0
the schools of the Commonwealth.

590

lils has can
know that it
1 advantages
ire beyond a

administra-
Is one of the

0 “great that
asent income
erintendents
be made at
'en. This is
throughout
ind for the
o the stand-
‘nt in many
Additional
irtailed. A
their right
lie to their

are were in
:1 sixty-one
3rved 1100
:e of 63,830
zase in cost
school year
d in trans-
t of trans-

tate Board
lesign and

Common-
y Statutes,
93 with the
I Statutes:

operation
1939. The
for school
3 safe and
sported t0

The standards adopted for use in this Commonwealth were based
upon the national standards for school bus chassis and bodies. In deter-
mining the state standards, superintendents, principals, bus drivers, and
chassis and body representatives were called in conference in three
diﬂrent sections of the state. The standards agreed upon in these con—
ferences were adopted by the State Board of Education as state standards
for school bus chassis and school bus bodies. At the same time the
standards for the school buses were being made, this group suggested
regulations for operation of school buses which the State Board should
adopt to insure the safety of the children being transported. The recom—
mendations of the conferences were adopted by the State Board of Educa—
tion as regulations and became effective July 1, 1940, in all details except
in purchase of buses and equipment. These became effective December
15, 1939, for any buses and equipment purchased thereafter. Copies of
the regulations may be secured by addressing the Superintendent of
Public Instruction. These regulations apply to buses designed to seat
more than twenty children.

‘ On November 28, 1941, the State Board of Education adopted regu—
lations for buses designed to transport twenty or fewer children. These
regulations provide that this number may be transported in regular
passenger cars, commercial suburban carryalls, or the commercial panel
truck with certain modifications. These regulations become effective
January 1, 1942.

Insurance

The legislature at. its 1940 session passed a law contained in Sections
4399-20a and 4399—20b, which authorizes boards of education to pur-
chase indemnity and liability insurance on school buses owned and oper—
ated by boards of education and requires that such insurance be carried
on school buses operated by contract with a board of education. Since this
law has gone into effect, the State Board of Education has adopted rules
and Iregulations for carrying out the law and the Superintendent of
Publlc Instruction has arranged for purchase of insurance on the school
buses throughout the state at ﬂeet rates. The ﬂeet rate on the bid basis
has resulted in reducing the cost of insurance more than ﬁfty per cent

9f the annual rates which were charged before the ﬂeet rate plan was put
into Operation.

Manual Prepared

During the last biennium, the Superintendent of Public Instruction
has prepared and distributed a manual on pupil transportation. This
was issued in March, 1940. It contains the standards, as well as the
:glﬂatlons for operating school buses throughout the state. It also con—
seilirsi many suggestions on safety and economy for providing school bus
t ce. Copiesof this manual may be had by addressing the Superin—
endent of Public Instruction. '

Drivers

Regardless of the kind and construction of the school bus body and

ChaSSiS and the number of good regulations adopted by the State Board

591

,v. “a 1"

'13: «9':
an. ulm ,.

of Education to be observed by people concerned with transportation 0f
school children, no school bus is safer than the driver who operates it,
Regulations for the contractor and driver require that the driver shall be
physically ﬁt and that he shall have normal use of both hands, both feet,
both eyes, and both ears. He must be twenty—one years of age, must enter
into a contract by which he agrees to abide by the laws, rules and
regulations for pupil transportation, take ﬁrst aid course and present a
certiﬁcate from the National Red Cross showing that he is efficient in
administering ﬁrst aid, ﬁle with the board of education a physician’s cer-
tiﬁcate as to his physical ﬁtness, and have his bus inspected at least
monthly on a stipulated number of parts of the bus.

The present school laws provide that boards of education shall trans-
port all children of elementary grades who live beyond a reasonable
walking distance and that they may transport children of any grade or
grades who do not live within a reasonable walking distance of school.

Present Trends

The records available in this department indicate that during the
last biennium the trend was toward public ownership of school buses
rather than to provide school transportation by contract with individuals
for this service. There are several reasons for this trend. The general
reason for such a change in ownership is that it provides service at lower
cost than the contract plan. One reason that this cost may be decreased
is that the board of education is not required to pay a number of items
of expense which the contractor must pay. For example, certain federal
taxes, state license fees and taxes, federal gasoline taxes, purchaseof
gasoline on quantity price rather than on individual small consumptlon
price, the purchase of buses at ﬂeet price rather than by the single bus
price which must be paid by the individual owner, reductions in the
price on repairs and equipment for quantity purchase over that Wh.1Ch
may be secured by an individual owner, elimination of the high ﬁnancrng
costs of the individual over that which may be secured by a board of
education because it is a continuing organization. In case of the death
of an individual, a debt which he owes becomes involved in the settle-
ment of his estate while a change of a member or two on a board of
education does not change the board personnel or involve any amount
which it might owe on a school bus in court procedure as would.bf3 1n-
volved in the settlement of an estate for an individual. An individual
must have more for his service because of the uncertainty of his con-
tract. Publicly owned buses can be shifted from section to section of the
district where they carry a full load in a better manner than can 1311.595
when they are individually owned. Individuals are interested in making
a proﬁt on the operation of the bus. The element of proﬁt does not con-
cern the board of education in operation of the school bus. ,

Careful studies made during the past few years from many sections
of our country have shown that public ownership is cheaper than opera-
tion by private contract. Such studies are especially convincmg when
they cover a period of several years. This enables one to compare 15h:
costs before and after the change from privately owned to board owne
buses in particular districts.

592

)ortation of
operates it.
7er shall be
:, both feet,
must enter

rules and
l present a
efficient in
ician’s cer-
id at least

hall trans-
reasonable
v grade or
school.

luring the
1001 buses
ndividuals
re general
e at lower
decreased
.‘ of items
in federal
rchase of
rsumption
:ingle bus
as in the
at which
ﬁnancing
board of
:he death
1e settle-
board of
r amount
[(1 be in-
idividual
his COH-
)n of the
an buses
1 making
not con-

sections
n opera-
1g When
pare the
i owned

Lower costs of service is not the only reason favoring publicly owned
buses. Executives in charge of transportation programs have contended
that the ease of re-routing and reorganizing bus routes is an important
advantage. The assignment of a bus to a different route more nearly
adapted to the capacity of a vehicle is more difficult to administer when it
is necessary to consult contracts and contractors. Maintenance of an
efficient program demands that the system be sufficiently ﬂexible to
enable a person in charge to take immediate action required by popula—
tion shifts or other transportation problems which may arise during any
school year.

SPECIAL EDUCATION

The Division of Vocational Rehabilitation and Special Education is
Charged with the direction and sup