xt70gb1xgx3b https://exploreuk.uky.edu/dips/xt70gb1xgx3b/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1939-08 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.), "School Consolidation in Kentucky", vol. VII, no. 6, August 1939 text Educational Bulletin (Frankfort, Ky.), "School Consolidation in Kentucky", vol. VII, no. 6, August 1939 1939 1939-08 2021 true xt70gb1xgx3b section xt70gb1xgx3b  

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0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN
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WSWCHOOL CONSOLIDATION
IN. KENTUCKY

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A POOR SCHOOL PLANT

Published by ' ‘ I ‘I

2;.DEPARTMENT OF EDUCATION '
H. 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.

Vo|.VII o August, 1939 0; £9.95...

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 

 

 

FOREWORD

This bulletin contains information on the present status of educa—
tion in Kentucky, together with a brief survey of changes that have .
been brought about by school consolidation in our Commonwealth. 1
Evidences to justify school consolidation are presented. ‘

 

This bulletin was prepared by Freddie Riddle of the Department - ‘
of Education. I commend a study of its contents to those interested ' l
in progressiVe education in Kentucky. i

 

 

II. \V. PETERS,
Superintendent Public Insh'zoction.

 

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OUR COVER

On the front cover page of this bulletin is pictured a school that
is now operative in the blue grass section of Kentucky. On the back
cover page is pictured another school in Kentucky that is operative this
year. These two pictures are used to show one of Kentucky’s poorest
and one of Kentucky’s best educational plants. This bulletin will
show that we are gradually coming from the former to the latter type
school building, and will show the benefit that may accrue to children
attending school in the latter type of school building with a school
program that can be carried on in such a school plant.

, LIBRARY
UNIVERSITY of KENTUCKY

339

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ACKNOWLEDGMENTS

Acknowledgements of gratitude are due the one hundred twenty
county school superintendents in Kentucky who furnished the statis—
tical data and many of the photographs contained in this report.

The writer is grateful to the Model Training School of Eastern
Kentucky State Teachers College, Richmond, Kentucky, for
picture display N0. 7, to the Vocational Division of the State Depart-
ment of Education, Frankfort, Kentucky, for the photographs con-
tained in picture display N0. 8, and to Mr. Maurice F. Seay, Director,
Bureau of School Service, University of Kentucky, Lexington, Ken-
tucky, for his advice and suggestions during the preparation of this
report.

FREDDIE RIDDLE.

340

 

 

  

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TABLE OF CONTENTS

 

 

Chapter Page
I. INTRODUCTION ......................................................................................... 343
Reasons for the Study .................................................................................. 343
Scope of Study ...... 344
Source of Data ........ 345

II. PRESENT STATUS' OF EDUCATION IN KENTUCKY .................... 347

III.

IV.

VI.

Analyses, Computations and Observation on the Status of Four

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Types of Schools Studied in Kentucky ............................................ 368
One-Teacher Elemnetary Schools .................................................... 368
Four-or-More—‘Teacher Elementary Schools __________________________________ 369
High Schools with Three or Fewer Teachers .............................. 369
High School with Six or More Teachers .................................... 369

HOW HAS THE EDUCATIONAL STATUS OF KENTUCKY

CHANGED DURING THE PAST FEW YEARS? ............................ 371

Personnel and Types of Schools . 371
Transportation 372
School Building Programs ...... 374
WHAT ARE THE ESSENTIALS FOR CONSOLIDATION? ............ 379
Road Conditions . ........ 379
Financial Ability ..... 379
Public Sentiment 380
JUDGING KENTUCKY’S EDUCATIONAL SYSTEM BY THE
SEVEN CARDINAL PRINCIPLES ...................................................... 381
Elementary Education .......... 381

Health 381

Command of the Fundamental Processes .......................................... 383

Worthy Home Membership —- 384

Vocations ______ 385

Citizenship ........ 385

Worthy Use of Leisure ............................................................................ 385

Ethical Character 386

Secondary Education ‘ __________ - 336
SUMMARY AND CONCLUSION ______________________________________________________________ 397

341

 

 

 

 

 

 

 

 

 

 

 

  

 

 

 

 

 

 

LIST OF TABLES

 

 

 

 

 

 

Table Page
1. DATA ON STATUS OF ONE-TEACHER ELEMENTARY
SCHOOLS. IN KENTUCKY, 1938-39 .................................................... 348
2. DATA ON STATUS OF FOUR-OR-MOREHTEACHER ELE-
MENTARY SCHOOLS IN KENTUCKY, 1938-39 ............................ 352
3. DATA ON STATUS OF THREE—OR—FEWER—TEACHER HIGH
SCHOOLS IN KENTUCKY, 1938-39 .................................................. 356
4. DATA ON STATUS OF SIX-OR-MORE-TEACHER HIGH
SCHOOLS IN KENTUCKY, 1938-39 .................................................... 360
5. SUMMARY OF STATISTICAL DATA ON PRESENT STATUS
OF THE FOUR TYPES OF SCHOOLS STUDIED IN KEN-
TUCKY, 1938-39 364
6. NUMIBER OF, AND ENROLLMENTS IN, THE DIFFERENT
TYPES OF SCHOOLS IN KENTUCKY IN THE COUNTY
SCHOOL DISTRICTS, BY INTERVALS ............................................ 372
7. OPINIONS OF KENTUCKY COUNTY SCHOOL SIUPERINTEND
ENTS IN REGARD TO CONSOLIDATION, 1938-39 ...................... 400
8. SUMMARY OF OPINIONS OF KENTUCKY COUNTY SCHOOL
SUPERINTENDENTS IN REGARD TO CONSOLIDATION,
1938-39 _____________________________ 404
LIST OF PICTURES
Number Page
1. FLOYD COUNTY SCHOOL BUSSES ______________________________________________________ 373
2. PENDLETON COUNTY, 19341939 .. 375
3. HANCOCK COUNTY ________ 377
4. INTERIOR OF OLD TYPE, ONE-TEACHER SCHOOL .................... 388
5. MODERN ARCHITECTURE 389
6. LIBRARY SERVICE ._ 390
7. LEARNING ACTIVITIES IN A LARGE ELEMENTARY SCHOOL 391
8. ACTIVITIES IN A LARGE HIGH SCHOOL ........................................ 393
9. TYPICAL OF KENTUCKY’S POOREST AND BEST
SCHOOLS COVER PAGES

 

342

 

 

 

 

 Page

348 '

352

360

364

372

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Chapter I
INTRODUCTION

A. Reasons for the Study

Only a few months more than one hundred years ago, 1838, Ken-
tucky ’s public school system was established.1 Few Kentuckians then
conceived of a state-wide public school system. Many of the citizens
were conservative and inclined to look upon a scheme of public educa-
tion with doubt and disfavor ; they were accustomed to the traditional
plan of private education. The early sponsors of public education in
Kentucky were confronted With the problem of building sentiment for
such a public service. Their task was one of establishing schools.
Their chief goal was one of providing a school service, meager as it
was, within reasonable reach of every child.

Although skepticism and conservatism retarded the early growth
of public schools in Kentucky, it is now evident that a system of public
elementary and secondary education meets the approval of Kentucky’s
citizenry.

The early citizens of Kentucky did well at the task of establishing
schools. The number of public schools continually grew for almost
one hundred years. More than seven thousand five hundred schools
were established during this period. Many hundred separate admin-
istrative units were organized.

In recent years, educators have striven to check this growth in the
number of schools and school districts in Kentucky. It seems that the
present task is one of improving schools rather than establishing
schools; one of broadening educational services to meet present-day
demands; one of equalizing educational opportunities in order that all
pupils may be equipped for more abundant living.

In February, 1936, the State Department of Education of Ken-
tucky received a grant of approximately $65,000 from the federal gov-
ernment to be used in making a co-operative study of school adminis-
trative units and attendance areas in Kentucky and in proposing a
long-range educational service for all of Kentucky’s children. There
has :been a concentrated effort during the past three years on the part
of the Department of Education to reduce materially the number of
small schools and, by centralization, to maintain larger and more effi-
cient schools.

Since 1936, the number of high schools has been reduced by
approximately 75, and the number of one-teacher elementary schools

 

1Barksdale Hamlett, History of Education in Kentucky. Bulletin of Kentucky
Department of Education, July, 1914.

343 ; 22'

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

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has been reduced by approximately 1,000. This report gives evidence
in justification of these changes.

B. Scope of Study

This study is made to portray the present educational status,
together with the changes which have been made, and to enumerate, in
part at least, the reasons for these changes and the effect of such
changes upon the ability of the school to render its true service.

The study is concerned with the situation in county school districts
only.2

The following questions Will be considered:

1. What is Kentucky’s present status in regard to:
a. One-teacher elementary schools,
b. Large elementary schools,
c. High schools with three or fewer teachers,
d. High schools with six or more teachers?

2. How has the educational status changed during the past four
years?

3. What are the essentials for consolidation?

Using the seven cardinal principles of secondary education

as criteria, what progrese has been made toward a better
educational system?

In this study data relative to the four types of schools mentioned

under question number 1 are presented and classified as to types of
schools in order to show:

1. The number of such schools
2. The number of pupils served by such schools, and
3. Information as to the construction of school buildings, such as:

a. Type
b. Condition
c. Location

Source of water supply
Kind of light

Library facilities
Equipment, such as:

“27‘5"!"

Blackboards
Stoves

Maps, globes
Laboratories

919.65»

”Kentucky has two types of school districts—county school districts and
independent school districts. There are 120 county school districts and 142
independentschool districts. A county school district embraces all the area within
the boundaries 01f the county, exclusive of the area. embraced by independent school
districts found in the county. Independent school district boundaries usually
comcxde with boundaries of the city in which they are found.

344

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8. Sanitary conditions

9. Physical education programs

10. The attitudes of pupils and patrons toward consolidation
11. The effects of consolidation upon:

a. Attendance

Holding power
Teacher turnover
Safety education, and
Scholastic attainments.

sees

A portion of this report will be devoted to presentation and dis-
cussions of statistics which indicate the educational trends in Kentucky
as they relate to consolidation. The number of one-teacher elemen-
tary schools, the number of elementary schools of four or more teachers,
the number of high schools with three or fewer teachers, and the num-
ber of high schools with six or more teachers at present will be con-
trasted with the number of each such type of school in existence four
years ago—4935.

The situation in regard to Kentucky’s school transportation will
be presented briefly, showing the type and number of busses used, the
number of pupils transported, and the cost of transportation.

Chapter IV of this report will deal with what may be termed the
prerequisites of consolidation; that is, what conditions should exist
before consolidation is attempted. The relation to consolidation of
the number and location of pupils, the condition of roads over which
pupils must travel in the event of consolidation, the ability of the
school district to finance transportation and building programs, and
public sentiment in regard to same will be discussed.

For some time now, educators generally have accepted “the seven
cardinal principles of secondary education” as the goals of education.3
In this report these principles of education are used as criteria, and an
attempt is made to measure the ability of difl'erent types of schools to
serve those for whom the schoods are maintained.

0. Source of Data

County school superintendents furnished a major portion of the
statistical data used in this report. Each of these 120 superintendents
supplied for his respective county school district the data called for
from his district.

 

3Formulated by a committee appointed by the National Education Association
Of the United States.

345

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 Chapter II

. PRESENT STATUS OF EDUCATION IN THE COUNTY SCHOOL

DISTRICTS OF KENTUCKY

This report deals with only ohefltype of district—the county school
district—and only four types of schools in those districts, namely,
one-teacher elementary schools, elementary schools with four or more
teachers, high schools with three or fewer teachers, and high schools
with six or more teachers.

These four types of schools are studied for purposes of contrast.
It is generally believed that the one—teacher elementary school is the
poorest educational institution that Kentucky has established for her
pupils; that a high school with three or fewer teachers is too small to
render the services for which secondary schools are maintained; and
that an elementary school with at least four teachers and a high school
with at least six teachers can accomplish, to a greater degree, the goals
for which schools are established and maintained. An elementary
school with four or more teachers is large enough to provide teachers
for the different grades who have prepared themselves to teach in those
grades, and a high school with at least six properly selected teachers
can offer some practical training in addition to academic subject
matter.

Tables 1, 2, 3 and 4, which follow, present pertinent facts about
the four types of schools with which this study is concerned:

347

 

 

 

 

 

 TABLE 1—DATA ON STATUS OF ONE-TEACHER ELEMENTARY SCHOOLS

I ’ . T DAIA 0” SI“

IN KENTUCKY, 1938-39—Continued

 

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Total Number
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Elem. Schools
in Such Schools
Construction
Construction
Constructed in
Last Twenty Yrs
Constructed in
Last Three Yrs.
Constructed on
Solid Foundation
Painted in Last
Three Years
Roads Transpor~
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Drilled or
W'ithout Arti~
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[library Books

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Last 5 Years

Enrollment
Frame
Open Wells
Cisterns
\Vaterworks
Artificial
Av. Anl. Amt.
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Flush Toilets
With Less
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With Three or
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Equipment
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N0.
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Seats Adjusted
Bd‘

Blackboar
Slate Blackbds.
Cornposi
Painted Walls
Sufficient
No. of Seats
to Pupils
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Globes
Schools with
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Stoves
Jacketed
Stoves
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Hot Air
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Breathitt
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Carlisle
Carroll
Carter
Casey
Christian
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Cumberland
Daviess ..
Edmonson
Elliott
Estill
Fayette
Fleming
Floyd

 

 

 

 

 

 

 

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Fulton
Gallatin
Garrard
Grant
Graves
Grayson
Green
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Hardin
Harlan
Harrison
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Henry
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TABLE 1—DAT IN KENTUCKY, 1938-39—Contmued
TABLE 1—DATA ON STATUS OF ONE-TEACHER ELEMENTARY SCHOOLS

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'N KENTUCKY, 1938-39—Continued

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Without
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Total Number
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Total
Enrollment

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Frame

_ Construction
Other
Construction
Constructed in
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Constructed in
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Constructed on
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Painted in Last
Three Years
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Springs
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Marshall

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Mason ..

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Meade

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Mercer

Metcalfe

Monroe

Montgomery 3421
Morgan .................... l 65 1,928;
Muhlenberg _ 54| 2,164I
Nelson 36

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Powell
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Spencer
Taylor

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ESE

 

483$107, 930

wfioocow seam
$9832 308

 

 

 

 

en

cCreary

McLean

gston
Meade

Livin
Legan

y" .i
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Perry
Pike

TABLE 2—DATA ON STATUS OF FOUR-O

astle
an
Russell
Scott
Shelby
impson

S
S

Lyon
Madison
Magorfin
Marion
Marshall
Martin
Mason
McCrack
M
Menifee
Mercer ,
Metcalfe
Monroe
Ohio
Oldham
Owen
Owsle

P

Rockc
Row
Dencer
TEYIor
Todd .
Trigg

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

draw 5;?
mHoofiow .oZ
\Jlll
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5m? .38 oZ
Hoonom

on swam 6m
”MEAN“ £0,254

. >5 .th
UWEEESUE

$.84 95?

.5 93% at?
\ l

mwwd .5

98d 2.0 HEP?

131aygrounds

 

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35 I
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EE 1M2
ESEww 5:5

 

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OR—FEWER TEACHER ELEMENTARY

 

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E336 SE

mw>3m .
flogged...

mo>oum
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mass? madam.» $ 32
mudww we .oZ 421242
aEEBtDm ‘
l‘l 423 w
a 4213 V
:oEmOQEoU

SC HO0LS—1938-39—Continue

 

£633de wuflm
Ill‘l‘l.

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385.3

unsung Ewen
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R ELEMENTARY

mviofihoud»?

 

wunwwwwo

 

 

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mm 5.5m

 

335? 550
.3 wwHHEQ

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wEwwwom moths

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SCHOOLS—1938-39

.maw 3st8 ”.me {4.1.1.34 32. H’ljflmimlllmll
E 6305,5980

 

 

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$50 ”

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053% l .

 

 

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$9532 $308

 

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{

(
3

TABLE 3—DATA ON STATUS OF THREE-OR-FEWER TEACHE
stian

Ballard
Barren .l
Bath
Bell
Boone _.
Bourbon
Boyd
Boyle
Bracken
Breathitt
Breckinrid
Bullitt
Butler
Jessamine
Johnson ..
Kenton

Henderson
Y
1ckman
Knott

Franklin
Grant
Graves
Gl‘ayson
Green
Greenup
Hancocl
Hardin
Harlan
Harrison
Hopkins
Jackson
Jefferson

Edmonson
Fulton

Elliott
Fayette
l‘lemin .-
Floyd
Gallatin
Garrard

Cumberland
Daviess

Caldwell -
Callowa

C
Crittenden

Clinton

Cartel

Casey .

Clay
Knox
Larue

Carlisle
Chri

Clark
Henr

H‘

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.EzO 5;?
£25an .94

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55> .mzom oz
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.30 35am 6mm
#54 #9254

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$.84. 95:
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SCHOOLS—1938-39—Continue

 

 

 

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SCHOOLS—1938-39—Conti nued

 

 

 

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2

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"ame of
County

 

 

TABLE 3—DATA ON STATUS OF THREE-OR-FEWER TEACHER ELEM

Laurel

Lawrenc

Lee '.

 

 

Letcher

Lewis

Livingston

Lincoln

McCreary
Vchean
Meade

Menifee
Mercer

Metcalfe '
Monroe

152I7, 802

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1

None

m
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Webster
Whitley
Wolfe
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Robertson
Warren ..

Pendletonumm

Muhlenhercr
Perry

Taylor
Todd
Trimhl e
Union ,i

Nichola.
Spencer i

Montg
Nelson
Ohio
Oldliam
Owen

l ike
Rowan
Russell
Scott
Shelby
Simpson
Ti'ig'g

M01

 

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3161111 21 2137 1 m
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fits. nfioozom .oz
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KENTUCKY—1938-39—Continued

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TABLE 4—DATA 0N STATUS OF SlX-OR-MORE TEACHER HIGH SCHOOLS IN

 

 

Breckinridge

Bullitt
Butler
Crittenden
Cumberland
Daviess
Edmonson
Elliott
Fayette
Fleming
Floyd
Franklin
Fulton
Gallatin
Garrard
Grant
Graves
Grayson
Green
Greenup
Hancock
Hardin
Harlan
Harrison
Hart
Henderson
Hickman
Hopkins
Jackson
Jefferson
Jessamine
Johnson
Kenton
Knott
Knox

Campbell
Estill

Carlisle
Christian.

Ballard .
Barren
Bath
Bourbon
Boyd
Breathitt
Caldwell“.
Calloway ..
Clark
Clay
Clinton

Anderson
Bell

Adair
Allen
Boone
Boyle
Bracken
Carroll
Carter
Casey
Henry

 

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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KENTUCKY—193839—Contlnued
|

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KENTUCKY—1938—39—Continued
12‘

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ATUS OF SlX-OR-MORE TEACHER HIGH SCHOOLS IN ;

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TABLE 4——DATA ON ST

Pendleton
Perry
Powell
Pulaski ..
Robertson
Rockcastle
Rowan
Russell
Scott
Simpson
Spencer
Trimble
Union
Warren
Washington
Wayne
\Vebster
Whitley
Wolfe
VVoodford

Muhienbeiig
Pike

Montgomery
Morgan
Nelson
Oldhan'i"

Nicholas
Owen

Larue
Laurel
Lawrence
Lee
Leslie
Letcher
Lewis
Lincoln A,
Livingston
Logan
Lyon
Madison
Marshall
Martin
Mason
McCracken
McCreary
McLean
Meade
Menlfee
Mercer
Metcalfe
Monroe
Ohio
Owsley
Shelby
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