xt75dv1cns35 https://exploreuk.uky.edu/dips/xt75dv1cns35/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1937-12 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.), "Report of the Superintendent of Public Instruction", vol. V, no. 10, December 1937 text Educational Bulletin (Frankfort, Ky.), "Report of the Superintendent of Public Instruction", vol. V, no. 10, December 1937 1937 1937-12 2021 true xt75dv1cns35 section xt75dv1cns35
0‘ Commonwealth of Kentucky 0
”EDUCATIONAL, BULLETIN
1—-
REPORT
of the
7 SUPERINTENDENT OF
PUBLIC INSTRUCTION
Published By order of the
STATE BOARD OF EDUCATION
V 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|.V 0 December, 1937 O No.10
HER A RY
WWW—
UNI
BUPL CAME
BIENNIAL. REPORT
0f the
’ SUPERINTENDENT. OF
, ‘PUBLIC INSTRUCTION
0f the
Commonwealth of Kentucky ‘ 139,391).
h 1..
FOR THE BIENNIUM ENDED
JUNE 30, 1937
:E, :4 WC 62$ 0 flair. bkhl, L??? r ' m, ,
Pz/é/iJ/zed éy order of the
STATE BOARD OF EDUCATION
, H. W. PETERS
Superintendent of Pun/it Inxtrnetz‘en
Chairman. State Board of Ednmtz'on
LIBRARY
“WWW“ Y 0F KINTUCKY .
\
mu \\m mu
_.) AJI‘ R
‘1} \IA j qxw‘ GT
If \L.
n
0
SH
mm
Tm
‘.
mm
Vim
xm
YR
R
mew
Hm
m
KENTUCKY STATE BOARD OF EDUCATION
I pmijms, ‘H. XV., Superintendent of Public Instruction, Chairman
BROADY, W. 171., CannIer, Kentucky
‘ liYRN, CHESTER, Mayfield, Kentucky
I‘IIOAR, I L., Middleslmro, Kentucky
i I‘IIJAIERAIAAN, BERNARD, (Toving‘ton, Kentut'ky
GOODIJAS'I‘E)», \IRS. ESPY, Owingsville, Kentucky
IIAMMOCK, 'W. G., Versailles, Kentucky
SANDIDGE, JOHN P., Louisville, Kentucky
L‘ROOKER, JOHN W., Set-rotary, Frankfort, Kentucky
2/.
‘ STATE DEPARTMENT OF EDUCATION
{x PETERS, II. “7., Superintendent of Public Instruction
{A YOUNG, GORDIE, Assistant Superintendent of Public Instruction
0’
DIVISION OF SCHOOL BUILDINGS AND GROUNDS V
IROOKIGII, JOHN \V., Director
JARVIS, .Ii 17., Assistant Diretttor
DIVISION OF SCHOOL CENSUS AND ATTENDANCE
L WALTON, MOSS, Director
DIVISION OF SCHOOL FINANCE
~‘ EVANS, GEORGE L., Director
1 )‘HLLS, J. 0., Auditor and Inspector ;,
LADES, HAR LD, Auditor and Bookkeeper
DIVISION OF FREE TEXTBOOKS
%1NEBLE’I"I‘. l’. TL. Director
I (,IIAPMAN, J. VIRGIL, Assoc-latte Director
\i
\i\ . DIVISION OF PUBLIC RELATIONS ‘
1 2 HDDLE, FREDDIE, Director
DIVISION OF SCHOOL SUPERVISION
, GODMAN \IAPK Di
, I A i t , rector
“YLORI 14- N., Supervisor, Negro Education
DIVISION OF SPECIAL EDUCATION
NICHOLS, HOMER W., Director
MOORE, CLEVELAND, Supervisor
PATRICK, OLNEY, Supervisor
DIVISION OF TEACHER TRAINING AND CERTIFICATION
JAGGERS, R. E., Director
COMBS, LOUISE, Assistant Director
DIVISION OF VOCATIONAL EDUCATION
WOODS, 1i. IL, Director, and Supervisor of Agricultural Education
LEE, ATA, Supervisor of Home Economics Education
WILLIAMS, MARY LOIS, Assistant
WILSON, HAROLD G., Supervisor
BELL. LIE-NA
BELL, RACHEL
BROWNING, FRANCES
CAMPBELL. MARY
CARTER. KATHERINE
CLASBY, ALICE
CONWAY, HUGH
DENNIS, CHRISTINE
CLERICAL ASSISTANTS
FORQUER, I’IALLIE HI
HAMILTON. FLAGET
IIOWELL. CLYDE
JOHNSON, CHRISTINE
KERSHAVV. CLARA
LUTTRELL. JAMIE
LYON, ERNESTINE
IVICCANN, KATE
Supervisor of Home Economics Education
of Trades and Industrial Education
O‘DONNELL. LOUISE
ROBERTS. LENA
SMITH. GENEVA
SNIDER, NELL
\VALSH, ESTHER
WALTERS. GRACE T.
VVOODVVARD. JAMES H.
1
Education
LtiOl’l
[1. LOUISE
‘NA
GRACE T.
,D. JAMES H.
LETTER OF TRANSMITTAL
COMMONWEALTH OF KENTUCKY
DEPARTMENT OF EDUCATION
FRA‘NKFORT
To the Governor and the
General Assembly of the
Commonwealth of Kentucky:
In compliance with Section 4384-20 of the Kentucky
Statutes, I submit herewith the report of the Superin-
tendent of Public Instruction for the biennium ended
June 30, 1937.
The report is given in two parts: Part I, the Report
of the Superintendent of Public Instruction; Part II, a.
summary of statistical tables and detailed financial and
general school statistics for the individual school dis-
tricts of the state.
Respectfully submitted,
H. 'W. PETERS.
Superintendent of Public Instruction.
January 1, 1938.
TABLE OF CONTENTS
Page
Letter of Transmittal .................................................................................... 5
Report of the Superintendent of Public Instruction ____________________________ 7
1. Study of Local School Units ........................................................ 9
2. School Buildings and Grounds .................................................. 12
3. Census and Attendance 14
4. Finance .......................................................................... . 15
5. Free Textbooks __________________________________________________________ _ 16
6. Supervision ........................................................................................ 18
7. Special Education ., ................ 29
8. Teacher Training and Certification ............................................ 34
9. Vocational Education 37
10. Higher Education for Negroes .................................................... 42
11. Cooperating Agencies in Education __ 45
12. Kentucky’s Educational Needs ........ . 46
A Brief Summary of Educational Needs ________________________________________________ 49
Statistical Tables 51
PART I
REPORT OF THE SUPERINTENDENT OF
PUBLIC INSTRUCTION
INTRODUCTION
l The purpose of this report is to make a record of the progress of
’ public education in the Commonwealth of Kentucky during the bien-
nium beginning July 1, 1935, and ending June ‘30, 1937.
The adoption of a new school code in 1934 paved the way for the
development of a more adequate program of education for the difierent
school districts throughout the state. This is especially true for the
rural schools of the county school districts. With the idea of provid-
ing more adequate facilities for the districts, based on their needs,
A Study of Local School Units was made during the year 1936-37. This
study was made in addition to the regular work usually carried on by
the Department and with assistance from the Office of Education,
Washington, D. C. It served as a program of research and partial
supervision of the school units during this period. ;It is probably the
most outstanding piece of work done by the Department during the
biennium. The purpose of the study, the information secured, and the
recommendations made for future activities of each district, together
with suggestions as to how each may be reached, are contained in a
special report available in the Department of Education. For that
reason, only a short statement concerning the study is contained in
this report. Brief reports from the different divisions of the Depart-
ment reflect‘the activities of these divisions during the last two
years.
_ Fewer appeals to the State Board of Education, less number of
V requests for opinions from the Attorney General, and a decrease in p
the number of school cases coming to the Court of Appeals indicate M U j
that the school code does provide ample opportunity for proper opera- “
tion of the school system at the present time. For that reason I
request, with the approval of school friends of the state, that the school
code remain unchanged until new conditions render it less effective.
STUDY OF LOCAL SCHOOL UNITS
In the month of February, 1936, the State Department of Educa-
tion was notified by United States Commissioner of Education, J. W.
Studebaker, of the authorization of a federal project involving the
study of local school units in Kentucky, with an appropriation of
approximately $65,000 by the Federal Government for the (prosecution
of this study. This project was immediately accepted by the Depart-
ment of Education and work was begun in perfecting an organization.
A supervisory and administrative staff of federal employees, all of the
staff members of the State Department of Education, professors of
school administration from the University of Kentucky and other state
institutions 0f higher learning, and school leaders throughout the state
were all actively engaged on the project. Statisticians were employed,
10 SUPERINTENDENT OF PUBLIC INSTRUCTION
data were collected, analyzed and interpreted, maps showing the
present and :proposed school programs were prepared and meetings
were held with groups of local citizens, for the purpose of discussing
findings and recommendations of the study, in practically all of the
counties of the state.
The purposes of the study were to briefly trace the development
of the program of public education in Kentucky from its infancy up to
the present time, to take an inventory of existing educational condi-
tions, to evaluate these conditions in the light of desirable educational
standards, to discover wherein present conditions fail to meet such
desirable standards and to plan a definite, desirable, long-time program
of improvement toward which to work. Special emphasis was placed
on the study of local school organization and administration for the
purpose of determining the possibilities for organizing more satis-
factory schools, school. attendance areas, and local units of school
administration.
The study revealed definite trends in recent years toward larger
elementary and high school organizations, the gradual elimination of
one-teacher schools, more school transportation at public expense, a
great increase in high school enrollment with the elementary school
enrollment gradually approaching a, constant figure, more adequate
and serviceable school buildings, a substantial increase in state support
for public education and fewer and larger school administrative units.
The study of status was based on the school year 1934-35. Some
of the more pertinent findings revealed by the study of school condi-
tions for that year are given below:
1. The total population of Kentucky increased 9.5 per cent from
1920 to 1935, whereas, the average daily attendance in public schools
increased 43 per cent during the same period.
2. There were 7,592 school buildings in Kentucky in that year, of
which number 5,367 housed one-teacher elementary school organiza-
tions, and 995 housed two-teacher elementary school organizations.
3. The average daily attendance in one-teacher schools was 69.7
per cent of the enrollment, while in elementary schools served by
four or more teachers the average daily attendance was 80.1 per cent.
4. Fifty-five ('55) per cent of the teachers serving in one-teacher
schools had two or more years of college training, whereas, 78 per
cent of those teaching in elementary schools, four teachers in size or
larger, had this amount of training.
5. It was shown that as a general rule the larger the elementary
school attendance area, the better the school building and equipmel1t
that was LDl'OVidBd.
6. There were 848 high schools in the state, only 222 of which
employed six or more teachers.
7. The training of the typical high school teacher consisted of
BIENNIAL REPORT 11
)wing the graduation from college and it was discovered that the better trained
meetings and more experienced teachers and those with the greatest tenure
iiscussing served in the larger high schools. :
all of the 8. The course of study in the small high school was found ‘
t to consist of purely traditional college preparatory subjects, while the
larger high schools had a rather extensive program of work, including
velopment such vocational subjects as home economics, vocational agriculture,
,ncy up to and industries and trades.
nal condi- 9. The wealth of local school districts varied from $354 per census
iucational child in the most impoverished district to $11,115 in the wealthiest dis-
neet such trict. There were 60 school districts with an assessable wealth of less
atprogram than $1,000 per census child.
'as placed ‘10. Fifty-four (54) per cent of the county elementary school
11 for the teachers and 11 per cent of the high school teachers received less than
ore satis- the legal minimum salary of $75 per month. In the independent dis-
Of 3011001 tricts only 16 per cent of the elementary teachers and 6 per cent of the
high school teachers failed to receive the legal minimum salary of $75 1
trd larger per month. ‘
[nation of 11. There was a great discrepancy between instructional cost in
XPense, a the elementary grades and that in the high school grades. Based on
1‘Y 5011001 the average daily attendance, annual instructional cost in the elemen-
adGIluate tary grades was $20.62 and in the high school grades $48.30.
26 Sllpport 12. The total indebtedness of all school districts in the state was 1
1% units. found to be extremely small in comparison with that of other states. i
5. Some Certain minimum desirable standards were established by those in 4 ‘
301 condi- charge of the study and the evaluation of existing attendance areas , ,t '
and administrative units was made in terms of such standards. The ‘ it ‘
39m from general standards set up provided that no elementary school should
0 schools be considered as permanent in which a teacher was called upon to
teach more than one grade of elementary school work and that no
t year, of high school should be considered as a desirable permanent high school
organiza- with a faculty of less than six teachers. The proposed reorganization
uizations. of the school system of the state on the basis of these desirable ‘
was 69.7 standards revealed the following facts: ,
erved by 1. Whereas 7,491 elementary schools were in use in the school
per cent. year 1934—35, only 3,194 should be considered as permanent schools,
and of this number approximately 1,700 one-teacher elementary schools
e-teachel‘ were were included, because of the topography of the land and the
5: 7_8 per natural barriers which exist in certain sections of the state.
[1 size or 2. Only 328 of the 848 high schools of the state should be per-
manently maintained. Of this number 72 would be smaller than six
amental‘y , teachers in size, due to the sparseness of population and the lack of
luipment satisfactory roads over which transportation could be effected. ,1 ,
3. Sixty (60) small independent school districts of the state do i
)f which not in themselves have a sufficient number of children to operate a, ‘
desirable educational program and recommendation was made that
dsted of such districts voluntarily merge with larger contiguous districts.
12 SUPERINTENDENT OF PUBLIC INSTRUCTION
4. No changes were recommended in the present law which pro.
vides for the voluntary merger of school districts by concurrent action
of the boards of education involved.
5. Recommendations were made that ultimately the state must
set up a school fund that will provide a per capita of approximately
$25, in order to guarantee a minimum educational program for every
school child in the state, and that local boards of education be per-
mitted to expend such state school monies for purposes other than for
teachers’ salaries.
‘6. All local boards of education should be given authority to levy
a tax rate not to exceed $1.50 per $100 of assessable wealth subject to
school taxation, plus a sufficient sinking fund levy to meet debt service
on voted bonds.
The advantages of the program proposed in the study of local
school units as stated in the report of the study are as follows:
1. Every school district in the state would have enough children
within itself to provide a desirable elementary and high school pro-
gram without depending upon annual tuition contracts with neighbor-
ing school districts.
2. The proposed program would reduce overhead expenses in
many instances where excessive administrative costs obtain, due to
the small number of school children in the administrative unit.
3. The proposed program would lead to ease of administration
and would result in a more equitable distribution of the tax burden for
school purposes.
4. Such a program would provide more equal educational oppor-
tunities.
5. Since the proposed program would result in more efficient
school service and would reduce present inequalities, it would be more
logical for the state to assume a greater portion of the burden of
financing the educational program.
It is felt that the study of local school units in Kentucky has done
much toward the stimulation of local school officials and citizens to
study the existing school conditions in their respective districts
throughout the entire state, and to the planning of a more desirable
educational program for the future. It appears further that this study
has made the public “school conscious”, and that much good will result
both through the reorganization of school attendance areas and school
administrative units, and from the state more nearly carrying out the
mandate of the State Constitution to “provide for an efficient system
of common schools throughout the state.”
SCHOOL BUILDINGS AND GROUNDS
The Division of School Buildings and Grounds of the State Depart-
ment of Education was created July 1, 1930. For five years it was
financed by the General Education Board. Since July 1, 1935, thiB
vhich pro.
ant action
:ate must
oximately
for every
11 be per-
' than for
:y to levy
subject to
at service
of local
vs:
. children
hool pro-
neighbor-
)enses in
1, due to
it.
1ist1'ation
urden for
al oppor-
efficient
be more
urden of
has done
tizens to
districts
desirable
1is study
ill result
.d school
: out the
t system
Depart-
; it was
I35, this
BIENNIAL REPORT 13
Division has been financed by the State. During the past biennium
its personnel has consisted of a director and a secretary. Because of
the additional duties imposed upon this Division as a result of the
devasting flood of 1937, the General Education Board has provided for
the employment of an assistant director and an architect and traveling
expenses for same, until January 1, 1938.
The functions of the Division, about which its activities have
centered for the past biennium, are as follows:
(1) To assist boards of education in formulating schoolhousing
programs consistent with their needs and resources.
(2) To assist in the selection of school sites.
(3) To furnish plans and specifications for smaller school build—
ings ranging from one to four teachers in size.
(4) To furnish unit layouts of special rooms, such as study halls,
science laboratories and recitation rooms, and home economics
laboratories.
(5) To prepare suggestive floor plans for larger school buildings.
(6) To examine and approve or disapprove architects’ plans and
specifications for school buildings, in accordance with Section
4384-23, Kentucky Statutes.
(7) To advise with school ofiicials concerning remodeling or add-
ing to existing school buildings.
(8) To furnish information and render assistance on school
housekeeping problems.
(9) To advise school officials concerning the program of the Fed-
eral Government relative to the financing of schoolhouse
construction.
The biennium ended July ‘30, 1937, witnessed the greatest amount
of schoolhouse construction in any similar period of time in the history
of the Commonwealth. This huge program, of course, was made pos-
sible by the large grants of. money to the various school districts by
the Public Works Administration and the ‘Works Progress Administra=
tion. During the two-year period this Division has rendered services
on a total of 240 school building projects, involving a total outlay of
$11,805,611. Of this amount $0,107,074 was contributed by the various
school districts, while the remaining $5,698,437 came as a direct grant
or gift from the Federal Government. The P. W. A. and W. P. A.
programs will be continued through the school year 1937-38. A rather
large schoolhouse program for the coming year has been prepared and
is pending before these two agencies. A conservative estimate made
by this Division indicates that the total cost of needed school buildings
in this State is approximately $30,000,000. School officials are being
encouraged to exert every effort to take advantage of government aid
while it is available.
During the greater part of the biennium, the Division of School
Buildings and Grounds had direct charge of a study of school condi-
tions in the State, which study was financed by the Federal Govern-
ment. This study resulted in a definite, tangible program for each
14 SUPERINT’ENDENT OF PUBLIC INSTRUCTION
school district in the State toward which to work over a long period
of years. This study further showed the amount and estimated Cost
of needed schoolhouse construction throughout the entire State.
One of the outstanding needs of public education in Kentucky, at
the Ipresent time, is adequate physical facilities for the children of the
State. It is indeed gratifying to those interested in the development
of the school system of the Commonwealth to witness the great
advances made in schoolhouse construction as shown by this summary
of activities for the past biennium.
CENSUS AND ATTENDANCE
The Division of Census and Attendance was established July 1,
1934, for the purpose of supervising the enforcement of the compulsory
attendance and school census laws within the several school districts
of the Commonwealth. A report of the activities of this Division will
be concerned largely with the results of the work of the two hundred
and twenty attendance officers in the various school districts in the
State.
The following table gives a partial picture of the results of the
work that has been done since July 1, 1934.
1933-34 1936—37 Increase firm;
Census 721,265 790,032 68,767 9.5
Enrollment _ 609, 684 635,109 25,425 4.17
A. D. A. ....... 471,920 501,566 29,646 6.28
The per cent of increase in the census, enrollment and average
daily attendance in 1936-37 over 1933-34 can be attributed in the main to
the work of the attendance officers. It is very probable that the per
cent of increase in enrollment and average daily attendance would be
as great as the per cent of increase in the census if data for these items
were available from all private and parochial schools. It is of particular
significance that the gain in average daily attendance in 1936-37 over
1935-36 is larger than at any time since the first year of the operation
of the new Compulsory Attendance Law.
During the biennium ending June 30, 1937, attendance officers
throughout the State have made 506,474 visits to homes, schools, busi.
ness firms and other agencies. This large number of visits clearly
indicates that every possible effort is being made to carry out that sec-
tion of the Statute, which places upon the attendance officer the
responsibility of acquainting the school with the home, and the home
with the Work of the school and in seeking to ascertain the causes of
irregular attendance and the elimination of these causes. in addition
to these activities a great deal of time has been given to keeping
accurate census records, sending of transfer notices, attending teach-
BIENNIAL REPORT 15
g Deriod ers’ meetings, contacting public and private charitable organizations,
ted 00“ and numerous other activities. It is of especial significance to note
lte' the effort that has been made by the attendance officers to provide the
“01(35th necessary food and clothing for those children who lack the neces-
n of the sities of life and are thereby forced to be out of school and to become
lopment k irregular in their attendance. This phase of the work is of utmost
e great importance and the work along this line has produced gratifying
llmmary results.
Every effort has been made by the Division of Census and Attend-
ance to assist individual attendance officers and superintendents with
the numerous problems arising from the enforcement of the census
July 1 and attendance laws. This has resulted in a considerable amount of
’ travel and numerous conferences.
lDulsory
listricts
ion will FINANCE
lundred The Division of Finance has operated on the principle that the
, in the records and reports pertaining to finances are adequate and supply
the necessary information for practically all purposes; therefore, no
. of the change in the general plan has been made. It is believed that this is
wise because radical changes would lead to confusion and would result
in inaccurate and misleading reports. Until such time as the present
1. Cent system fails to arrive at the necessary information, it is recommended
Zl‘eflse that no radical changes be made.
As a summary of the work of this Division, it is pointed out here .
Sifl the reports and forms for which this Division is responsible. All 1
6.28 districts make the following reports and records to the State Super- ‘,
intendent of Public Instruction and his State Board of Education: 1
werage The general budget, which under authority of Section 4399-40, of
11am to the Kentucky Statutes, shall be presented to the county court clerk on
the per or before March 20 of each year. This budget shows as accurately , ' 1
mid be as is possible at that time the anticipated receipts and expenditures 2 “ i‘
eitems together with the necessary levy to produce the required sum. It has ‘, I“
£10111“ been found that these general budgets should be given much careful ,‘ ‘
H of“ study. They are all checked carefully for accuracy, a careful inspec- ‘ : ‘3 ‘ 1""
cration tion is made to see that the legal provisions are met, debt allocations ‘1
are checked against the obligations of the districts, and all budgets
)fficers carrying sinking fund levies are analyzed to see if it is legal to have a
s, busi- sinking fund levy in the particular district and to see that the proper
clearly sums are transferred to the sinking fund account to be held inviolate
at sec- for the purpose for which the levy was voted. After any necessary ‘ i 3
er the , adjustments have been made and approved by the district board of 3
, home education, the general budget is then presented to the State Board of
xses of Education for inspection and judgment,
1‘1”}011 The next report due is the annual financial report, which is an ’
eepnig itemized summary of all receipts and disbursements together with ‘
teach- . . - . . . . .
accurate Information covering any and all outstanding indebtedness.
16 SUPERINTENDENT OF PUBLIC INSTRUCTION
These reports are carefully inspected, analyzed, and Checked for
mechanical accuracy and scope of information.
The next report to be presented is the close working budget,
which should follow closely the provisions contained in the genera1
budget; however, because of the fact that this report is not due until
after July 1, it is possible to know more accurately the incomes
expected and to foresee more definitely the necessary expenditures
for the current school year. The working budget is much more
detailed in its aspect than the general budget, making it possible
to show the source of all receipts and the expenditure necessities
for all disbursements. This report, when approved by the State Board
of Education, becomes virtually the control sheet for the financial
operations of the district board of education.
The salary schedule follows the working budget. This report
will show the name of each teacher, the position, the academic train-
ing, the teaching experience, and the special type of work done.
In addition to this information, it will show the finished monthly
salary to be paid to every teacher in the Commonwealth. This report,
after having been checked for principle and accuracy, is presented
to the State Board of Education for approval or rejection. If
approved, the salary schedule becomes the basis for the payment of
salaries to teachers.
Considerable advancement has been made in the proper protec-
tion of school funds through the requirement of adequate bonds
of treasurer and sufficient and good bond for the depository institu-
tion. It is both desirable and interesting to point out that the
number of personal surety bonds covering school district treasurers
has been reduced to 113. The treasurers of the other school dis~
tricts have secured corporate bonds. For depository protection, only
97 districts depend either partially or wholly on bonds of a personal
surety nature. It is believed that depository bonds which have
deposited collateral to cover any liability incurred are much better
than personal surety bonds.
Each district submits monthly financial reports which, if properly
built and continued, Virtually form the basis for the annual financial
report, which is due after June 30‘ of each year.
The Division of Finance is active in inspecting and making post
audits of the financial affairs of the various school districts. This
is a type of service that should be rendered to each district in the
state at least once annually. Although it has been impossible to
audit all districts in the state each year, as many have been inspected
as has been possible with the present staff.
FREE TEXTBOOKS
Public eduation in Kentucky has maintained during the last
sixty years a slow but steady progreSS in the development from a
primitive system conducted largely by private individuals or religious
mfinr‘ufls a“-
{sworn
l for
dget,
neral
until
omes
tures
more
isible
sities
Board
,ncial
eport
train-
done.
nthly
aport,
ented
1. If
nt of
rotec-
3011(18
.stitu~
t the
urers
1 dis-
only
'sonal
have
)etter
uperly
ancial
; post
This
11 the
)18 t0
)ected
5 last
nom a
igious
_
BIENNIAL REPORT 17
institutions. At the present time there is a public school, although
in some instances it may be a poor one, placed within a reasonable
distance to every child in the Commonwealth. Adequate buildings,
grounds and other necessary equipment are being supplied at public
expense. Along with these other services by the State came FREE
TEXTBO‘OKS. Educators and progressive minded citizens have long
since pointed out that free textbooks were essential if our schools
should offer an equal opportunity in educational advantages.
The General Assembly, in 1928, passed a Free Textbook Law to
provide free books for all pupils in Grades 1—8 inclusive in the State.
This law was inoperative until 1934 because the General Assembly
failed to provide an appropriation with which to purchase the books.
In 1934, an appropriation of $500,000 per annum was made and free
books for the first three grades and a part of the fourth were
purchased.
The “Appropriation Act” of 1934 authorized the State Superin-
tendent of Public Instruction, subject to the approval of the State
Board of Education, to adopt such rules and regulations for the
purchase and distribution of free books, beginning at the first grade,
provided that in their judgment such rules should not be in conflict
with the law (See. 44210-7, Kentucky Statutes). The Free Textbook
movement is now four years old in Kentucky.
In 1934-35, one million, three hundred thirty-three thousand, four
hundred and two (1,333,402) books were purchased and delivered.
These books were bought at wholesale prices and supplied approxi-
mately 300,000 pupils.
In 1935-36, one million, ninety-three thousand, three hundred
and sixteen (1,093,316) books supplied the replacements, part of the
fourth and one section of the fifth grade. ‘
In 1936-37, one million, forty-one thousand, nine hundred and
fifty-two (1,041,952) textbooks made the necessary replacements in the
lower grades, supplied the second section of the fifth grade and
one section of the sixth grade.
The economy of State bought free textbooks has shown during
the four years the wisdom of the movement. There are approximately
500,000 pupils in Grades 1—6 inclusive. These pupils now have a full
supply of free textbooks at a cost less than $1.00 per pupil per
year. This is probably about one-third the amount it would cost
the parent to buy the books for this number of students. The average
cost of free books per grade at State contract price is $3.49 and since
the State is supplying these books at less than $1.00 per pupil, the
average life of a free textbook is from 31/2 to 4 years.