xt7xwd3q0369 https://exploreuk.uky.edu/dips/xt7xwd3q0369/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1945-12 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. XIII, no. 10, December 1945 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. XIII, no. 10, December 1945 1945 1945-12 2022 true xt7xwd3q0369 section xt7xwd3q0369    
   

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EDUCATIONAL BULLETIN

  
       
  
 
   
     
      
   
  

 

 

 

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Published by order of the 1.
STATE BOARD OF EDUCATION

9 JOHN FRED WILLIAMS

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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.

 

 

 

 

VRI- XIII DECEMBER, 1945 No. 10

 

 

 

 

 

 

 

 

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BIENNIAL REPORT

of the

SUPERINTENDENT OF N [7.73
PUBLIC INSTRUCTION

of the

Commonwealth of Kentucky

 

FOR THE BIENNIUM ENDED
JUNE 30, 1945

Published by order of the

STATE BOARD OF EDUCATION

JOHN FRED WILLIAMS

Superintendent of Public Instruction
Chairman State Board of Education

 

 

  

 

 

 

 

 

 

 

JOHN FRED WILLIAMS

Superintendent of Public Instruction

 

 

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KENTUCKY STATE BOARD OF EDUCATION

WILLIAMS, JOHN FRED, Superintendent of Public Instruction, Chairman

i ' BABB, MRS. H. A., Frankfort WESLEY. GLADSTONE, Somerset
‘ BROADY, W. 1-1., Canmer FARMER, JOHN W., Lexington
RAMEY, MRS. HARRY H., Salyersville HART, P. A., Murray
TRAVIS, O. M., Monticello JAGGERS, R. E., Secretary

 

STATE DEPARTMENT OF EDUCATION
WILLIAMS, JOHN FRED, Superintendent of Public Instruction

YOUNG, GORDIE, Assistant Superintendent of Public Instruction
CARTY, D. .1, Administrative Assistant

 

BUREAU OF ADMINISTRATION
YOUNG. GORDIE, Chief of the Bureau

DIVISION OF SCHOOL LAW
DIVISION OF SCHOOL BUILDINGS AND GROUNDS
THURMAN, PAUL W., Supervisor
DIVISION OF RESEARCH AND STATISTICS
DIVISION OF PUBLIC RELATIONS
DIVISION OF PUPIL TRANSPORTATION

 

 

BUREAU OF FINANCE ‘ '2, ‘
FALLS, J. D., Chief of the Bureau

 

DIVISION OF PUBLIC SCHOOL FINANCE

FALLS. J. D., Director MILLS, J. c.. State Supervisor " , f .r ‘*

MARSHALL, KENNETH T., GARRISON, EARL E., State Supervisor
Assistant Director

 

DIVISION OF CENSUS AND ATTENDANCE " ‘. "Int, ‘

CARTY. D. J.. Director DAVIS, MITCHELL, Assistant Director ‘j ;

 

BUREAU OF INSTRUCTION , ‘ .
JAGGERS, R. E., Chief of the Bureau ‘ “1p . ‘

 

 

DIVISION OF TEACHER TRAINING AND CERTIFICATION

JAGGERS, R. E., Director
COMES. LOUISE, Assistant Director of Teacher Education and Certification

DIVISION OF SUPERVISION

YOUNG. WHITNEY M., (COL) Assistant
Supervisor Negro Education

WILHOIT, NAOMI, Supervisor

, Supervisor Negro Elementary Education

GODMAN, MARK, Director

TAYLOR, L. N., Supervisor Negro
Education (Retired)

TAYLOR, SAM B.
Education

   

T DIVISION OF FREE TEXTBOOKS ” ; ' 1" I ,
RIPLETT, ISHMAEL, Director BURRESS, NONA, Assistant Director

DIVISION OF HEALTH EDUCATION ‘ ‘
TAPP, HAMBLETON, Director ‘

   

 

  

 

 

 

 

.. ._.._.c t.

 

 

BUREAU OF VOCATIONAL EDUCATION
ARMSTRONG, WATSON, Chief of the Bureau
DIVISION OF VOCATIONAL EDUCATION

ARMSTRONG, WATSON, Director
HILTON, E. P.,
Supervisor Agricultural Education

WILLIAMS, J. B., Assistant Supervisor
Agricultural Education

MOORE, BUELL G., Assistant Supervisor
Agricultural Education

WILLIAMSON, MARY LOIS. Supervisor
Home Economics Education and Super-
visor School Lunch Program

VAUGHAN, MARY BELL, Assistant
Supervisor Home Economics Education

LEWIS, JANE 5., Assistant Supervisor
School Lunch Program

BOTTS, ANNIE MARY, Assistant Super-
visor School Lunch Program

WILSON, HAROLD G., Supervisor Trade
and Industrial Education and Supervisor
Distributive Education

MITCHELL, GEORGE A., Coordinator in
Trade and Industrial Education

 

DIVISION OF VOCATIONAL REHABILITATION AND SPECIAL EDUCATION

BALDREE, W. HICKMAN, Director
MOORE, CLEVELAND, Assistant Director
PATRICK, OLNEY M., Assistant Director
REED, JOHN 5., Supervisor Services for
the Blind
ALLEN, LINDSEY E., District Supervisor
DUGAN, DAWSON D., District Supervisor
FORD, HARRY B., District Supervisor
HUDSON, LEONARD L.,
District Supervisor
STAPLETON, DOW, District Supervisor

TRAYLOR, ROBERT E.,
District Supervisor

WESLEY, L. G., District Supervisor

YOUNG, WILL, District Supervisor

POPE, ACLES, District Supervisor

COOK, J. CLIFTON, Assistant District
Supervisor

SANBORN, EARL L., Supervisor Vending
Stands

O’CONNOR, MURRAY C., Industrial
Placement Specialist for the Blind

BACON, SALLY
BELL, LENA
CAMPBELL, MARY
CAMPBELL, WILLENA
CASTLE, PRUDENCE
CHURCH, HELEN
CLASBY, ALICE
COOK, RUBY WILSON
DAWSON, ALMA
FLEMING, EDITH
FORQUER, HALLIE H.
GOIN. ANNA HORN
HOGE, ANNE

CLERICAL HELP

HOWSER, MILDRED
JONES, EMILY
KAEMMERLE, MARY LEE
KAGIN, ELIZABETH
KERSHAW, CLARA
LOGSDON, HIEATT N.
MARTIN, ALICE S.
MCCOY, CHRISTINE
MERKLEY, ELANDOR E.
MILLER, LOUISE B.
NORRIS, KATHERINE
O’DONNELL, LOUISE

PARKER, GEORGE ELLA
RIESTER, MARY K.
SMITHER, DORIS
STEVENSON, VERA
STONE, SHAN
STRASSNER, JOSEPHINE
STUCKER, MARY L.
THOMAS, TACIE
WALSH, ESTHER
WALTERS, GRACE T.
WEBSTER, LILLIAN
WILSON, MILDRED B.

TEACHERS’ RETIREMENT SYSTEM OF THE STATE OF KENTUCKY

FRANKFORT
Board of Trustees

 

 

MAGUIRE, MARY J., Chairman,
Lexington ‘

CURRY, L. C., Vice Chaiman,
Bowling Green

CAWOOD, EDWARD L., Harlan

WALKER, MORTON, Louisville

WILLIAMS, HON. JOHN FRED.
Superintendent of Public Instruction.
Frankfort

DUMMIT, HON. ELDON S..

Attorney General, Frankfort

VINSON, HON. T. W., State Treasurer,
Frankfort

 

Personnel

KIMBLER, N. 0., Executive Secretary
BECKHAM, VERA, Assistant Secretary
PHILLIPS, F. L., Accountant

JONES, WELDON, Principal Clerk
BLANFORD, LORA M., Stenographer

BATES, ANNA MAE. Machine Operator
KERBY, LOIS, Machine Operator
MEADE, HELEN, Clerk Typist ‘
SMITH, ANNIE LAURIE, Clerk TYPISt
O’NAN, DOROTHY, Clerk

 

 

 

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upervisor

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LETTER OF TRANSMITTAL

 

COMMONWEALTH OF KENTUCKY
DEPARTMENT OF EDUCATION
FRANKFORT

To the Governor and the
General Assembly of the
Commonwealth of Kentucky:

In compliance with Sections 57.140 and 156.250 of the Kentucky
Revised Statutes, I submit herewith the report of the Superintendent of
Public Instruction for the biennium ended June 30, 1945.

Part 1 represents the Report of the Superintendent of Public Instruc—
and Part 2 contains statistical reports concerning personnel and finance
from the standpoint of the state at large and from individual districts of the
state. Your attention is called to the Summary of Recommendations con—

cerning Kentucky’s Educational Needs, which appears at the beginning 0f
Part 1 of this report.

tion

Respectfully submitted,

JOHN FRED WILLIAMS
Superintendent of Public Instruction
January 1, 1946

 

  

 

TABLE OF CONTENTS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Page
Summary of Recommendations Concerning Kentucky’s . I :2
Educational Needs _ 615
Bureau of Administration 623
General Administration 623
Transportation 623
Educational Bulletins 626
School Buildings 626
Future Needs 628
Bureau of Instruction ~ 629
Elementary Schools 629
Free Textbooks 633
Health Education _ 635
High Schools ‘ 636
Negro Schools .. 641
Teacher Education and Certification ________________________________________________________ 645
Bureau of Vocational Education 652
Vocational Education 552
Vocational Rehabilitation and Special Education ................................ 577
Bureau of Finance 681
Census and Attendance 631
Finance 688
Summary of Reports on Census, Attendance and
Teaching Personnel 723
Statistics on Census, Attendance and Teaching Personnel in
County and Independent School Systems ...................................... 726
762

Summary of Financial Reports on Finance ..........................................

Statistics on Finance in County and Independent School Systems 715

 

 

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TABLE I—a
TABLE I—b
TABLE I-h
TABLE II-h
TABLE III-h
TABLE IV—h
TABLE V-h
TABLE 1-!)

TABLE II—n
TABLE III-n
TABLE I-t
TABLE II-t
TABLE III-t
TABLE IV-t
TABLE V-t
TABLE I—v
TABLE II-V

TABLE III-v
TABLE IV-v
TABLE V—v

TABLE VII-v
TABLE VIII-v

TABLE IX-v
TABLE X-v

TABLE XI-v
TABLE XII-v
TABLE XIII-v

TABLE XIV-v

TABLE XV-v
TABLE xv1.v

 

Pupils Transported, Types of Vehicles and Costs .......................

 

 

Annual Free Textbook Purchases . m4
Types of High School Organization and Numbers in Each ...................... 637
High School Enrollments by Grades, Race and Control .......................... 637
Number of High Schools by Years ................................................................ 638
Enrollment by Years of Different Types of High Schools ...................... 639
High Schools Accredited Through Grade 12, 1909—1945 .............................. 640

Number and Size of Negro Elementary Schools Showing Membership
and Type of Control ...... .. 642

Membership in One-Teacher Schools and Teacher Load “"642

 

  

Number, Type and Membership in Negro High Schools ........................ 644
Emergency Certificates in War Years ,i ....645
Education of Emergency Teachers . ...................................................... 646
Education of Teachers in Kentucky, 1944-45 .............................................. 646
Number Persons Taking Supervised Teaching in Elementary Schools..647'
Number Persons Taking Supervised Teaching in High Schools ............ 647
People Served by Vocational Education ........................................................ 654

Enrollments and Expenditures in Food Production and War Produc-
tion Training Programs .. 654

Vocational Teachers by Field and Disbursement of Federal Funds ...... 655

 

 

 

Enrollments in Departments of Vocational Agriculture ........................ 656
Enrollments in Young Farmer, Adult Farmer and Food Production
War Training Classes, 1939-1945 656
Enrollment of Courses in Food Production War Training Classes ......657
Farm Machinery and Equipment Items Repaired in Farm Machinery
and Repair Classes, 1942-1945 658
All-Day Departments, Part-time Classes and Evening Classes in
Home Economics, Enrollments 660
Numbers and Types of Home Projects by Pupils in Vocational Home
Economics . 664
Number Students in Trades and Industrial Classes .................................. 666
Number of Students in War Production Training Classes .................... 666

Expenditures for National Defense and War Production Training
Programs ........... . 666

Enrollment in the Mayo State Vocational School Resident and Ex—

tension Courses 669

A Financial Report of Mayo State Vocational School ................................ 669

 

 

Enrollment 670

 

 

 

  

 

 

 

 

 

 

 

 

 

 

TABLE XVII-v
TABLE XVIII-Iv

TABLE I-c

TABLE II—c
TABLE III-c
TABLE IV-C

' TABLE V—c

TABLE VI-c
TABLE VII-c
TABLE VIII-c
TABLE IX-c

TABLE X-c
TABLE XI—c
TABLE XII-c

TABLE XI‘II-c
TABLE XIV—c
TABLE XV—c
TABLE XVI—c
TABLE XVII—c
TABLE XVIII—c
TABLE XIX-c
TABLE XX-c
TABLE XXI-c

TABLE XXII—c

TABLE XXIII-C

TABLE XXIV—c
TABLE I-f
TABLE II-f
TABLE III-f
TABLE IV—f
TABLE V-f
TABLE VI—f

 

List of Tables—Continued

Page
Number of Students in Distributive Education ........................................... 672

Types of Vecational Education and Disbursement of Federal and

 

 

 

 

 

 

 

 

State Funds by Counties ‘ G73
Census and Attendance ' 681
Enrollment 682
Average Daily Attendance ,, 683
Promoted and Retained in Grades 1 to 8 .................................................... 683
Census Children Not Enrolled 685
Number and Per Cent Not Enrolled by Age Groups .............................. ,.686
Number and Causes of Absence ....................................................................... 687
Absences Due to Various Types of Illnesses ................................................ 688
Membership at Close of Year 1943-44 Showing Number Promoted and

Number Retained (White) , ..716
Membership at Close of Year 1943-44 Showing Number Promoted and

Number Retained (Colored) 716
Membership at Close of Year 1944—45 Showing Number Promoted and

Number Retained (White) 717

Membership at Close of Year 1944—45 Showing Number Promoted and
Number Retained (Colored) _ “1.717

.718
.718
.719
.720
.721
721

 

Enrollment 1943-44
Enrollment 1944-45
Census May 1, 1944
Census April 1, 1945
High School Graduates by Ages, 1942—43 ...........................................
High School Graduates by Ages, 1943-44 ...........................................
High School Graduates by Ages, 1944-45 ...........................................

 

 

 

 

 

 

 

  

 

   

 

 

Transportation .......
Summary of Attendance and Teaching Personnel by Types of
Organization 1943-44 ___________________________________________________________________________________________ 723
Summary of Attendance and Teaching Personnel by Types of
Organization 1944-45 ........................................... 724
General School Statistics for Year Ended June 30, 1944 ........................ 729
General School Statistics for Year Ended June 30, 1945 ........................ 744
______________________ 689

Calculations Equalization Fund for 1944—45 ......

    
  
 

Calculations Equalization Fund for 1945-46 .............................. 691
Summary of Financial Reports for 1943-44 ...................................... 707
Summary of Financial Reports for 1944-45 .......................................... 711
Receipts and Disbursements of All Districts for 1943—44 ........................ 752
Receipts and Disbursements of All Districts for 1944-45 ..... 858

 

 

 

  

 

 

 

 

PART I

REPORT OF THE SUPERINTENDENT
OF PUBLIC INSTRUCTION

 

 

   

 

 

A SUMMARY OF RECOMMENDATIONS
CONCERNING KENTUCKY’S EDUCATIONAL NEEDS

This volume contains the Biennial Report of the Superintendent of
Public Instruction for the school years 1943—44 and 1944-45. It contains
extensive reports from the bureaus and divisions in the Department of
Education. The report gives information about public elementary and
secondary schools, what they are attempting to do and the needs which
should be met if maximum service is to follow. The statement which
follows here points out those phases of education which need the attention
of the Legislature.

1. We must make our school plants safe, sanitary, and suited to the
expanding needs of our children. Very little has been done since the war
started to keep the school plants in good repair. The erection of new build-
ings to meet the growing needs of the pupils in the schools has been out
of question. This has been due to the fact that war needs have made
building materials unobtainable. Only meager repairs have been possible.
Only in extreme emergencies have burned buildings been replaced. No
expansion has been possible. Progress in education has been slowed up.

We must open the gates of progress by opening the doors to school
building construction and repair. Out of the war has come a higher
regard for effectiveness in all things. This generation must have school
buildings in which they can live healthfully and safely, and where they can
learn and work toward the life they will live. Better health, better oppor-
tunities to learn, demand efficiently equipped school buildings. Kentuck-
ians cannot accept less for the young people. There is immediate need
for the expenditure of approximately $25,000,000 on school plants and a
longtime need for the expenditure of probably four times that amount.
The 1946 Legislature is asked to open this door to expansion by authorizing
boards of education to provide building funds to meet immediate and long
time needs.

2. The state's program of pupil transportation should be brought in
step with expanding pupil needs. The amount of money now expended
for transporting pupils to school in rural areas ranks second only to the
amount of money spent for the salaries of teachers in these schools. The
ability to transport country boys and girls to school determines to a
large degree whether these young people can have an effective school pro-
gram. This is especially true for young people of high school age. We
cannot have extensive curriculums in small high schools. We cannot pay
the cost. We must consolidate high schools if we have programs to meet
the needs of young people. We cannot consolidate schools unless we have
adecluate, safe transportation. This question is a major concern in any at-
tempt to meet the needs of young people of this generation.

It may be necessary at some time in the not too distant future for the
state to finance and operate a pupil transportation program if educational
Opportunities are to be equalized in all parts of the state. Many districts
need help now, however. This help should come so it can improve trans-
portation next year. Districts have expanded their current revenues in
trymg to keep the schools going under war~time living costs. Buses are
Worn out. Boards of education do not have adequate funds with which to

615

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

replace them. They need help. The Legislature is asked to provide a fund
of not less than $500,000 per year to be used in aiding districts to rebuild
their transportation systems and to extend them in keeping with the needs
of our expanding school program.

3. Human waste due to non—enrollment and non-attendance must be
decreased and, finally, stopped. We can at once stop blaming the failure
to enroll in school and the failure to attend regularly upon any one thing.
We can recognize that non-attendance and non-enrollment are caused by
many things. We must locate these causes and remove them. An attrac-
tive, safe and sanitary school plant will help; safe and effective trans-
portation will help; a wider use of health services will prevent absence
on account of illness; a well—rounded school program will help; and above
all, a well—educated, well-paid, conscientious teacher in charge of a school
will draw children to it. When we help get these blessings for a school we
will improve attendance and reduce human waste due to non—attendance.

We must bring this problem home to parents. We must improve the
enforcement of health laws and provide new health education and services.
We must pass laws which will prevent the employment of children who
should be in school. We must strengthen our supervision of attendance
and enforce attendance laws. There should [be in every school system an
adequate stafi of Well trained persons who understand how to help people
keep their children in school. We need persons as attendance officers who
at least are college graduates and who are trained in social and economic
problems of living. These persons should be well paid and treated as
professional leaders. To aid in improving attendance the Legislature should
increase the compulsory age limit and the minimum age for issuance of
work-permits so that children who should be in school will not be ex-
ploited. Records show that Kentucky’s rank in school enrollment is due
largely to the age limits of compulsory attendance.

4. The school’s learning program must be made to meet the needs
of the young people of this generation. When about 81,000 young people
of high school age never enroll in high school it is time to raise some
questions about what the high schools offer them. When one out of fiVe
of all children of school age (6 to 17 inclusive) never enrolls in school, the
question becomes louder. There is no one cause of non-attendance and
there is no one answer. There are many causes. There are many answers.
We must find the causes and the answers.

It has been found over and over again that pupils attend school if the
school is accessible, if it is housed in a safe and sanitary building, if it has
a good physical education program, if it offers a variety of interesting
programs of study, and if it is staffed by a principal and teachers who un-
derstand children and are educated to the degree that they can work
with children and young people. The reasons fer non—enrollment and
non-attendance may be found in one of these phases. Young people are
not fickle. They are earnest.~ They want meaningful living. They knPW
when a curriculum meets their needs. They want to know how to hve
and work in the world in which they live. They want to understand art and
music, and they want to learn how to live and make a living. Many boards
of education cannot provide the things their young people want, the things
they need, because they are restricted. They are not permitted 1:0 pay

616

 

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._,_.-_.

out for education more than 75 cents on each $100. Other boards are
permitted to expend twice as much on each dollar they possess. We have
placed a severe penalty on a person who lives in a county school system.
We have lifted the penalty from the person who lives in a city. We say
to a country father, “We will let you spend only 7.5 mills out of each
0f your dollars on the education of your child, but We will let the man who
lives in an urban center pay 15 mills out of each of his dollars on the edu—
cation of his child. We let him get twice as much for his boy as we will
let you have for your boy.”

The Legislature is asked to stop this discrimination. The lawmakers
are asked to equalize the right to levy taxes to support schools in both
city and country at the maximum rate of 15 mills per $1.00, so that people
in rural districts will have the right to provide a rich curriculum which
will include vocational and occupational training. We must start now and
advance as rapidly toward providing for every child in this commonwealth
opportunity not only to citizenship education but to be trained in the occu-

pation, vocation or profession in which he can serve best and find greatest
happiness.

5. Kentucky’s children should have teachers as well trained for this
work as physicians are trained for their work. We must move toward this
goal at a greatly increased rate. When the war came we had made
great progress in this direction. At that time we were proud to report
that less than 6 teaching positions out of each 100 were held by persons
with less than two years of college preparation. More than half of the
positions Were held by persons who had four or more years of college
preparation, and a considerable number had one, two or three years of
graduate preparation. Today almost one-fourth of our teaching positions
are held by persons who cannot meet certification requirements, and more
than one in five do not have two years of college preparation.

It will be a difficult road back to the place we were when the war
started, but it need not be a long road if the problem is attacked boldly.
We must face the fact that we shall reach none of our educational goals
unless we have an excellent teacher no matter in what direction we turn,
What steps we take, nor what we do. The excellent teacher is the absolute

essential and we may as well face the issues involved and do something
about them.

The issue where all other issues converge is that the teacher must
have security if he is to be effective. Security includes training, tenure,
retirement, salary, period of employment, and working conditions.

a. The teacher has a sense of security if he is well educated and well
trained. To guarantee this, every effort must be made to up—grade
lChose regularly certificated teachers by providing in-service educa-
tion opportunities at public expense. Since up-grading will be
reflected in the improved educational opportunities of the children,
It is a legitimate public expense. The training level at which inex-
perienced persons may be admitted to teaching should be raised as
soon as possible to four years. At the 1946 Legislative session the
Way should be opened so that the State Board of Education will have
the right to up-grade present staff.

617

     

 

  

 

b. It is expensive to train for teaching. Four years of college prep-
aration involves what it actually costs to pay for board, room, bookS,
clothing, fees, etc. for a four—year period, and, also, the salary the
college student fails to earn by the fact that he is not employed.
Actual and potential expense of going to college for four years is at
least $8,000 and probably $10,000. This means that he should have
the security of a long tenure. And since this long tenure in one
job makes him less effective in another job in old age, he must have
retirement security. The money he receives upon retirement should
not be a mere pittance. He should not be forced to reduce, sub-
stantially, his level of living upon retirement. The Legislature is
asked to take steps not only to increase the mimimum amount of re-
tirement income but the maximum, and to make other minor adjust-
ments as will correct some of the weaknesses which have been re-
vealed in the retirement law.

c. Security of the teacher can be increased by improving working
conditions. When the war began there were approximately 18,800
teaching positions and principalships in Kentucky. Now there are
not more than 17,700. This represents a loss of some 1,100 persons.
It means that 17,700 teachers have a teaching load as heavy as 18,800
teachers had at the beginning of the war. Teachers in many schools
are over—crowded with numbers or with classes. This condition re-
duces the sense of security. Norton, in a study completed some
months ago, indicated that Kentucky should have 21,000 classroom
units or 21,000 teachers and principals. To make pupil—teacher ratios
normal Kentucky should increase the teaching staffs by some 3,000
to 3,500 persons. This means a greater financial support. This is a
problem the Legislature must face now or in 1948.

d. The teacher should be employed for as long a period each year
as other people in the public service. This should either be done or
the teacher should be paid as other employees for the entire year.
This means a full salary for a full year. The teacher has spent 8 to 10
thousand dollars upon his education. He must pay rent, buy f0°d
and do all the things other people do. He cannot always be sure
of employment during the vacation period. No one can. Since he
has invested so heavily in his preparation, he should have the security
of full year employment. Some districts have school terms of 10
months, others 9 months, others 8 months, others 7 months. The
increased appropriation made by the 1944 Legislature enabled us to
increase the school terms. In 1943—44 there were 72 counties whiCh
had 7 month terms. In 1944-45 the number had reduced to 55, and
in 1945—46 only 46 counties will have 7 month terms. It is a travesty
to expect a well—educated person to be willing to work for 7 months
followed by a period of 5 months in which he will remain idle 0r
risk temporary employment. He has very little security. We must
move to close the gap. Not only will a standard school term tend to
secure a good teacher but it will decrease retardation. Data sub-
mitted in this report by the Division of Census and Attendance shOWS
that 26 per cent of the pupils enrolled in schools With seven month
terms fail to pass a grade in one year. On the other hand, only 12

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percent of the children in schools with 9 or 10 months fail to pass a
grade in one year. A longer school term will reduce the failures.
The Legislature is asked to increase the minimum school term at least
8 months in 1946. This should be considered as the next step. It
should lay the foundation for a 9 month term in 1948. A longer term
should come as the State is able to increase it beyond 9 months.

e. Teachers must be paid salaries in keeping with the importance of
their work. The Legislature in 1944 made a generous start toward
giving teachers increased security. Not only did that Legislature
provide for a reasonably substantial increase for the current bien—
nium but appropriated $3,000,000 to be paid to teachers for the year
1943-44. The $15,000,000 appropriated in 1944 increased the per
capita from $13.49 in 1942—43 to $19.16 in 1944—45 and to $19.77 in
1945-46. In addition to this $1,500,000 was distributed to counties
on an equalization basis.

The effect of these appropriations was to increase the state
average teacher’s salary from $782 in 1942—43 to an average of $1,094
in 1944-45. It increased average salaries for elementary teachers from
$676 in 1942—43 to an average of $984 in 1944—45. It increased the aver-
age salaries of high school teachers from $1,139 in 1942-43 to an
average of $1,456 in 1944—45.

This was a forward step. It must be remembered, however, that
there are 50 per cent of the teachers who get less than the average,
less than $984 per year in the elementary schools, less than $1,456 in
high schools. In fact some elementary teachers get less than $500
per year, or less than $10 a week for the year, which is less than
decent board and room cost.

The Legislature is asked to provide a minimum salary of $800
per year beginning in 1946-47. This with an 8-month school term
requested in this statement will provide a minimum of $100 per
month for 8 months. This means that the teacher who would draw
the minimum 8—month salary of $800 will have $15.40 per week to
live on and set aside savings and continue her professional growth.
This $800 for 8 months represents only the next step toward security.

In order that a minimum school term of 8 months and a minimum
annual salary of $800 may be provided for teachers, the Legislature
is asked to appropriate annually for the next biennium a per capita
fund 0f $18,000,000 and an equalization fund of $2,000,000.

6. Free textbook service. should be extended to the high school

grades. In the school year 1934-35 books were furnished free to the first
four grades. The next year the fifth grade was included. As the years
have gone by free textbooks have reached all the grades, 1 to 8 inclusive:
.hls progress has been made on an annual appropriation of $500,000. It
Is recommended that the Legislature make provision for local adoption

thbooks from a multiple list prepared by textbook commission or

committees and approved by the State Board of Education.

7. Facilities for extending opportunities for training in vocations and
es should be increased. Our programs of education in every school
d tend to function in the lives of young people. Shop work and work

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experiences should be provided in elementary as well as secondary grades.
Vocational education should be an integral part of the total education
program in every school system. Up to this time relatively small sums
have been appropriated by the state for vocational education. In 1944
the