xt76m9022d2x https://exploreuk.uky.edu/dips/xt76m9022d2x/data/mets.xml The Kentucky Teachers Association  The Kentucky Teachers Association 1953 journals  English The Kentucky Teachers Association   Kentucky Negro Educational Association Journal African Americans -- Education -- Kentucky -- Periodicals The Kentucky Teachers Association (KTA) Journal, vol. 1, no. 1, October-November 1953 text The complete set of originals are at Kentucky State University Library. The Kentucky Teachers Association (KTA) Journal, vol. 1, no. 1, October-November 1953 1953 1953 2021 true xt76m9022d2x section xt76m9022d2x  


















The Ralph I. Bunche High School
Glasgow, Ky. L. I. Twymcm, Principal

The Kentucky Teachers Association
First Convention at Louisville. Kentucky
April 21. 22. 23. 1954


“An Equal Educational Opportunity for Every Kentucky Child"













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A’ Kentucky State College

Frankfort, Kentucky

Established 1886
A. B. and B. S. Degrees

In Agriculture. Biology, Business Administration, Chemistry,
Commercial Teacher Education. Elementary Education.
English, French Language and Literature, General Science.
History and Government, Home Economics, Mathematics.
Music, Music Education. Physical and Health Education, Social
Science, Sociology and Economics, and Vocational and
Industrial Education.

Two-Year Trade Curricula
In Carpentry, Welding, Radio Repair, Poultry and Dairying.
Registration for Second Semester — February 2. 1954

For Further Information Write:

Dean David H. Bradford
Kentucky State College
Frmiiort, Kentucky










Lincoln Ridge, Kentucky

“A” Rated High School

Courses :

Regular High School Subiects
Vocations (Engineering, Bldg.
Trades, Home Economics and


Pre-Nurse Training — Music

A safe, healthy and friendly
home for any child.







 The K.T.A. Journal
Vol. 1 October-November, 1953 N0. 1



Published by the Kentucky Teachers' Association
Editorial Otlice at 1925 W. Madison Street
Louisville, Kentucky

Mrs. Anita W. Robinson, Executive Secretary, Louisville, Managing Editor

A. R. Lasley, Hopkinsville, President of K. T. A.

Atwood S. Wilson, Louisville, Whitney M. Young, Lincoln Ridge,
Associate Editor Contributing Editor
Robert S. Lawery, Louisville, Mrs. B. L. Douglas, Louisville,
Assistant Editor and Business Manager Contributing Editor

Published Bimonthly during the school year October, December, February
and April


Membership in the K. T. A. (Three Dollars) includes subscription to the

Rates for Advertising space mailed on request
Present Circulation, 2,000 Copies 1953 K. T. A. Membership 1400


The K. T. A. Officers for 1953—54 ___________________________________ 2
Editorial Comment ________________________________________________ 3
The Kentucky Negro Education Association
The Kentucky Teachers' Association
The K. T. A. Membership Fee
Our 1953—54 K. T. A. Forecast

The Ralph Bunche High School of Glasgow, Ky. _____________________ 5
CTOSSiI’lg the Bar — K. N. E. A. to K. T. A. ___________________________ 6
President's Report on N. E. A. of 1953 ______________________________ 7
PUbliC School Integration and the Negro ____________________________ 8
The Minimum Foundation Program for Kentucky ____________________ 9
President’s Annual Address ________________________________________ 11
K. T. A. Kullings __________________________________________________ 12
Report of the K. N. E. A. Auditor ____________________________________ 13
The Constitution of the K. T. A. ____________________________________ 14
Report of the Legislative Committee _______________________________ 16
K. T. A. Announcements ___________________________________________ 18
Proclamation of the Governor of Kentucky ___________________________ 19











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The K.T.A. Officers for 1953-954


Pres, A. R. Lasley, Hopkinsville, Ky.
lst Vice—Pres, William Wood, Harlan, Ky.
2nd Vice— Pres. Mrs. M. I. Egester, Paducah
Sec'y—Treas., Anita W. Robinson, Louisville, Ky.
Ass't Sec’y., Robert S. Lawery, Louisville, Ky.
Historian, Alice D. Samuels, Frankfort, Ky.

Board of Directors
R. L. Lasley, President, ‘Hopkinsville, Ky.

H. C. Mathis, Drakesboro, Ky E. W. Whiteside, Paducah, Ky.
C. B. Nucholls, Ashland, Ky. E. 0. David, Cynthiana, Ky.
Departmental And Conference Chairmen
Agriculture Teachers, P. I. Manley ____________________________ Frankfort
Art Teachers, Mrs. S. S. Minor _______________________________ Louisville
Elementary Teachers, Mrs. M. R. Morris _______________________ Louisville
English Teachers, Mrs. Alice Samuels _________________________ Frankfort
Foreign Language Teachers, A. I. Richards ____________________ Frankfort
Guidance Workers, W. H. Craig _____________________________ Covington
Librarians, Iames O'Rourke __________________________________ Frankfort
Music Teachers, R. Lillian Carpenter __________________________ Louisville
Physical Education Teachers, W. L. Kean _____________________ Louisville
Primary Teachers, Mrs. A. E. Bertam __________________________ Louisville
Principals' Conf., Mrs. Agnes Duncan __________________________ Newberg
Rural School Teachers, Mrs. E. B. Bennett _____________________ Louisville
Science Teachers, E. T. Woolridge ___________________________ Louisville
Mathematics Teachers, A. 1. Ramsey _________________________ Louisville
Teachers of Exceptional Children, A. E. Woods ________________ Louisville
Vocational Education Teachers, B. W. Browne _________________ Paducah
Social Science Teachers, D. A. Bradford ______________________ Frankfort

Presidents of the K. T. A. District Associations
Mrs. M. Egester, Paducah, First District
G. Briscoe Houston, Henderson, Second District
F. B. Simpson, Elkton, Third District
R. L. Livers, Bloomfield, Fourth District
I. A. Carroll, Lincoln Ridge, Fifth District
E. 0. David, Cynthiana, Bluegrass District
H. R. Merry, Covington, Northern District
Mrs. Iohnnie Woods, Harlan, Upper Cumberland District






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Editorial Comment





The K. N. E. A. was organized in 1877 by Prof. John H. Jackson, a pioneer in
the education of the Negro in Kentucky and the first president of the Kentucky
Normal and Industrial Institute, This faithful group of teachers met in various
cities in Kentucky annually. The organization was then known as the Kentucky
Association of Teachers in Colored Schools. The membership varied from a few
hundred up to about seven hundred in these earlier years.

In 1913, there was a reorganization of Negro teachers in Kentucky. Louisville
was designated as the annual meeting place and the organization was incorporated
as the Kentucky Negro Education Association,

Between 1915 and 1922 the association grew in membership until it reached
about 1,100. During this era, E. E. Reed of Bowling Gren, Kentucky, and H. C.
Russell of Louisville, were secretary and president, respectively

In 1922 Atwood S. Wilson was elected as the executive secretary. He served
twenty years, 1922 to 1942. During these years the K.N.E.A. membership was in_
creased to 1,590, about all the Negro teachers in Kentucky. Annually a pageant
was given, one of which, “The Pageant of Progress” was given on the 50th anni—
versary of the K.N.E.A. in 1927.

In 1951, the K.N.E.A. celebrated its Diamond Jubilee, this being the 75th con-
vention. At the 1953 meeting the K.N.E.A. voted to change its name to the Ken-
tucky Teachers’ Association. So ends the K.N.E.A. after over three quarters of a
century in seeking to realize its main objective, “An Equal Educational Opportun-
ity for Every Kentucky Child.”


On April 16, 1953, the K.N.E.A. voted to change its name to the Kentucky
Teachers’ Association. This constitutional change was unanimously approved by
the general body in session. Previously an announcement had been made in the
K.N.E.A. Bulletin that such a change would be voted on at the 1953 convention,

During the month of September, 1953, the new organization was officially in—
corporated. The K.N.E.A. was at the same time officially dissolved in the office
of the Secretary of State at Frankfort, Ky. The present secretary-treasurer has
been bonded for $5,000 to insure the faithful performance of duty. A new bank
account has been opened for the K.T.A. at the Liberty National Bank in Louisville.
In this issue of the K.T.A. Journal, there is printed the constitution of the Ken-
tucky Teachers’ Association. This new organization has a good start. Its member-
ship is open to all, regardless of race. No longer is it felt that any group of teachi—
ers should bear a racial tag. The Negro teachers now receive equal salaries to
other teachers in most of the states. His training is, in general, equal to that of
his white co—worker. He must meet the same standards of certification. There is
evidence that the Negro teacher in Kentucky will give the enthusiastic support
to the K.T.A. that he or she gave to the K.N.E.A. Enrollment for 1953-54 is now
in order. Plans should be made to attend the first convention of the Kentucky
Teachers’ Association in Louisville on April 21, 22, and 23, 1954. The convention
will be held in the beautiful new Central High School of Louisville. Onward and
upward we go, as “Time Marches On.”










The constitution provided that the annual membership fee be $3.00 per year.
However, it was recommended by both the president of the K.T.A. and the Resolu-
tions Committee that the membership fee be raised from $3.00 to $4.00 per year.
In accordance with this recommendation the teachers of Kentucky will have the
opportunity to vote at our 1954 convention on an amendment to our constitution
which would permit this increase in membership fees.

A two_thirds majority of those voting will be required to put into effect a new
membership fee. In line with this general trend, teachers of Kentucky will be
asked to make a voluntary donation of $1.00, along with their membership fees.
This extra dollar should be earmarked for a scholarship loan fund for the K.T.A.
and to help pay the expense for having a lobbyist in our state legislature to help
execute the state legislative program outlind by the K.T.A. legislative committee.

Teachers who Will contribute an extra dollar along with their dues will be
given a special membership card and will be called “honor members” at the 1954

convention. The name will appear under such a heading in the official program at
the next convention.

Teachers are asked to consider this proposal for an increase in the member—
ship fee and discuss it during the school year. The Kentucky Education Associa—
tion has raised its annual fee from $5.00 to $6.00 per year, Since Negro teachers
are fighting for equal salaries and are in the planning stages for integration among
the teachers, it appears logical that the membership fees of the K.E.A. and K.T.A.
should be either identical or more than equal


During the school year of 1953—54, each teacher enrolled in the Kentucky
Teachers’ Association will receive bi—monthly the K.T.A. Journal. Read it and
pass it on to a non—enrolled teacher or to a friend of education, white or colored.
The editorial staff of the K.T.A. Journal is making every effort to bring you the
latest educational trends and news of interest to teachers.

Plans are now under way to have an outstanding convention in Louisville April
21, 22, 23, 1954. Speakers of national prominence will appear in the general ses—
sion programs. There will be more workshops for special groups of teachers.
The various departments are to present guest speakers to the extent that our trea—
sury will afford it.

The annual spelling ‘bee will be made wider in scope. An effort will be made
to secure entries from a larger number of counties and independent districts. More
prizes will be offered to motivate the children.

We shall do all possible to support the Minimum Foundation Program for
Kentucky. Our Legislative Committee will seek to urge legislative enactments that
will improve the educational status of the Negro teacher in Kentucky We shall
be on the alert to meet any problems of integration that might arise

Plans are being made to expand our commercial exhibits at the 1954 conven-
tion. The K.T.A. office will serve as a counseling center for teachers. Acquaint
the staff with your problems. We will aim to give you guidance and serve you
in any way possible. Send your suggestions for a bigger and better organization.




 The Ralph J. Bunche High School

of Glasgow

(By Atwood S. Wilson)
Among the new schools built for

Negroes in Kentucky is the modern, up—
to—date Ralph J. Bunche High School,
Glasgow, the picture of which is on the
outside cover of this Journal.

The building contains ten classrooms,
including home economics department,
science laboratories and a modern cafe-
teria that will seat 250. The gymnasium
that is to be completed will seat 800
with a regulation game area. The build—
ing is located on a 16—acre plot that at.
fords excellent play area for the school
and community, as well as provide
projects for the agriculture department.
The school is very modern in design
and will serve as “an area school” for
several counties and school districts,

The school was named for Ralph J.
Bunche. Ralph Bunche is an authority
on African problems and was success—

ful as the arbitrator between the Arabs
and the Jews. Bunche is a noted States—
man, a receiver of the Nobel Peace
prize, a Negro of whom all are justly

This school carries a twelve grade
program, with an enrollment of about
300 pupils, The faculty consisted of nine
members in 1952-53 as follows:

Prof. L. J . Twyman, Principal

Mrs. Carrie Morrison, Social Studies
and Mathematics

Mrs, Margaret Davidson, English

Miss Bettye Walker, Home Economics
and Science

Mr. Elmer P, Lysle, Agriculture and

Mr. Russell Conley, Jr, Social Studies
and Science

Mrs. Mary L. Murrell, Grades

Mrs, Gladys Twyman, Grades

Mrs_ Artanzie Haynie, Grades





Life and Accident
Insurance Company

Louisville, Kentucky
Operating 1n Kentucky Ohio Indiana
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The Domestic writes: Industrial Educational Insurance
Whole Life Endowment
Health and Accident

Hospital Insurance


Help make jobs for our Own 'Sons and daughters






-'PAGE 5






Crossing the Bar—K.N.E.A. to K. TA.

(By Whitney M. Young)

We cling tenaciously to the old and
the tried. Names and faces do not
change easily. Certainly this is true
with an organization like the K.N.E.A.
Starting in 1877 with a small band of
devoted men and women as the State
Association of Teachers in Colored
Schools under the leadership of John
H. Jackson it has grown to be one of
the most powerful organizations in our
state. Its membership numbers close to
1400 and its influence reaches thous—
ands of parents and persons not con—
nected in any way with the class room.
Its policies down through the years have
been mainly on the conservative side,
but there have been flashes of aggres—
siveness that gave respectability to the
giant. Down through the years commit—
tees representing the association have
appeared in Frankfort with legislative
petitions; committees have waited upon
the governor and presented petitions
signed by members.

When the name was changed to
K.T.A. there were some hearts sad-
dened and a few protests here and
there, but in general everyone saw the
handwriting on the wall. Negro, Jewish,
Chinese, Italian, Polish, White, Indian
and all other such designations are
going overboard, We must have only
Americans, not hyphenated Americans.
Our sons are fighting side by side. They
must defend our sacred heritage to-
gether or democracy is doomed.

Under its new title all teachers can
unite in a common front against ignor—
ance which is basic to all the ills we
suffer. Keep in mind book knowledge
without moral and spiritual values may
be more destructive than no training.
An educated fool is far more dangerous
than an uneducated fool. In the K.T.A.
we can build walls of friendship that
will resist all the forces of evil. Some
day K.T.A. and K.E.A. will realize their
common destiny. When that day comes

we shall have a Minimle Foundation
Program in Kentucky that will be the
envy of all the states. We have been a
sleeping giant because our strength has
been divided. Under our new leader—
ship may we not hope for bigger and
better fruit?

In our jubilation let us not forget the
pioneers and eX—presidents who built
the first bridges. Such names as John
H. Jackson, W. H. Perry, Sr., W. J.
Simmons, C. H. Parrish, Sr., Miss M. S.
Brown, J. E. Woods, F. L. Williams, H.
C. Russell, E. E. Reed, E. B. Davis, A. E,
Meyzeek and W. H. Fouse. These people
were outstanding educators and leaders
who would have ranked high in any
state and any age. They had a tremen-
dous amount of racial pride and believ-
ed in themselves. But for their heroic
efforts we would not be where we are

I am a little disgusted with some of
our present day leadership which seeks
to liquidate everything which Negroes
have built up. Integration must be a
two—way highway. The word liquidat—
tion is the only thing we want to wipe
out and concentrate on consolidation
because it can prove helpful to all con-
cerned when there is integration of
ideas and leadership from all races. All
they seem to want is to be a part of
something which is controlled hand and
foot by somebody else. We must not
forget that leadership comes through
the opportunity to lead. We may in our
anxiety to get ahead lose many of the
gains which we have made. There are
times when certain types of pressure
force individuals and races to forge a-
head in spite of every kind of opposi-
tion.. The next five years may be the
most crucial in the history of our asso-
ciation. We shall need the combined
thinking of all our educators. Any
piecemeal program should be thrown
out the window. Ours is a noble herit-
age. Let us not be weighed in the bal-
ance and found wanting.


 President’s Report of N.E.A. Meeting

(By A. R. Lasley)

Miami Beach, Florida —— Taking as
their theme “We pledge allegiance”, a
record turnout of 3,900 delegates to the
915t Annual Meeting of the National
Association gathered July 28-July 30,
1953 to elect as president, William A.
Early, Superintendent of Chatham
County Schools, Savannah, Georgia; to
pass resolutions on book burning, Con—
gressional probes, mid—century “fund-
amentals”, plus a score of professional
problems, and to hear top speakers
drawn from education, government, and
civic life,

Delegates affirmed, through a series
of thirty resolutions, their beliefs in
acade nir: freedom, in constructive crit—
ticism of the schools, and in the rights
of legislators to investigate schools,
provided such probes threatened no
citizen’s constitutional rights, They
voiced vigorous opposition to the tenets
of Communism and the tenets of any
other philosophy of government which
denied freedom of thought and which

ignored the intrinsic worth of the in—
dividual human being. The convention

urged the establishment of an indepen-
dent office of education under a Na-
tional Board of Education, called for
sufficient Federal financial support to
provide for essential public—school
building programs, and recommended
that all sums payable under any lease
of the US. outer continental shelf be
appropriated exclusively as grants—in-
aid to elementary, secondary, and high-
er education. Other resolutions called
for increased teachers’ salaries, better
preparation for future teachers, well-
planned state and local teachers’ re—
tirement systems, and the right to vote
for eighteen—year-olds.

Reporting on her stewardship of the
N.E.A. during the past year, which took
her more than 50,000 miles to meet
some 100,000 persons, President Sarah
C. Caldwell, teacher of Akron, Ohio,
charged her colleagues to give to chil-

dren in their classrooms the personal
obligation of affection, inspiration and

Comments were made, but no one was
surprised to learn that none of the edu-
cators who “hide behind the legal pro—
tection of the Fifth Amendment when
called before duly constituted Congress—
ional Investigating Committees”, were
members of the National Education As—
sociation, U.S. Attorney-General Herb—
crt Brownell commended delegates for
heir resolutions re—stating their belief
the American people, in order to
~ ‘ in and advance our way of life,
be free to think and write as they
e, and to read books of their own
choosing. Pointing out that teachers
should have courage, goodwill and cheer,
Mrs. Newton P. Leonard, president of the
National Congress of Parents and
Teachers, urged delegates to take par-
ents into full and functioning partner_
ship in the education of today’s school
child. Speaking on academic freedom,
Louis K, Gough, National Commander
of the American Legion, declared that
the teaching profession is a priority
target for the would—be subverters, and
that patriotic teachers in their organiz—
ations should prepare to meet resolute-
ly and courageously, the threat which

In surveying the growth of the N.E.A.
since 1920, when the first Executive
Secretary personally transported the
files to the new headquarters in a
wheelbarrow, Executive Secretary Wil-
liam G, Carr outlined the need for an
N.E.A. Educational Center in Washing-
ton, which would better serve the Asso,
ciation’s 520,000 members. Services
carried on during the past year, he re-
ported, put special emphasis on im—
proving the quality of teacher prepara—
tion and training, more effective
teacher recruitment programs. hieher
salaries and better working conditions,
and improved school—community rela











At the close of the meeting, it was
my privilege to join 325 other teachers
on a week’s Educational Tour to Hav—
ana, Cuba. This tour was planned and
sponsored by the NBA. Therefore, it
was quite unique. The tour carried us
to the different parts of the island of

Cuba and included visits to schools,
churches, capitol building, sponge fish—
ing center, sugar cane and pineapple
plantations, banana fields, tobacco and
rum factories, and many other places
of interest. We were entertained by the
Cuban Ministry of Education, and given
the details of the system of education.

Public School Integration and the Negro

(By Robert S. Lawery)

The impending decision of the Sup—
reme Court relative to integration of
public schools has created much anti—
cipation and some concern among the
public and the professional personnel of
the public school systems, The ques.
tion as to the status of the Negro teach—
er in an integrated system has been a
topic of frequent discussion, however,
much that has been said or written has
been largely subjective rather than ob—
jective. In the Spring, 1953, issue of
“The Journal of Negro Education”
Charles H. Thompson reported his find—
ings in a rather realistic and unbiased
approach to the subject. A summary of
his investigations is made here in the
hope that the factors involved may be
understood and considered.

In those states where integration has
already been accomplished —- Southern
Illinois, Indiana, Arizona,_ New Mexico,
and New Jersey — the authors found
very little, if any, adverse effect upon
the status of the Negro teacher_ As a
matter of fact, he found Negro teachers
employed in communities where such
employment had been denied them
prior to integration. In larger localities,
residental segregation resulted in pre—
dominately Negro Schools. In such cases
the school board merely left the Negro
teachers and principals in these schools.
In New Jersey he discovered that over
a three_year period the number of
Negro teachers increased almost 35 per

Cautiously Mr. Thompson points out

that all our experience with integration
has been in Northern or borderline
states, where decent tenure laWs are
well as fair educational practices pre—

In the South where integration will
be of major consequence the situation
is extremely different, Less than half
of these states have good tenure laws
or any fair educational practices. Hence,
he approached the study of the effect of
integrated public schools in these states
on the basis of teacher supply and de-
mand and of residential segregation.
Studying statistics for the school year
1949—1950, he found that 71,361 Negro
teachers were employed in 1'7 southern
states and the District of Columbia.
Citing how almost impossible it is now
to meet the current demand for white
teachers in white public schools, he
conjectures that it would be a very
difficult task to replace any appreciable
number of the 71,361 Negro teachers
with white teachers. Although the
greatest shortage of white teachers oc—
curs in the elementary school, he be-
lieves the replacement of Negro teach-
ers in the secondary school with white
teachers would present an almost im—
possible .task.

He explains in addition that the
greatly expanded enrollments both in
the elementary and secondary school
anticipated by the end of the 1950’s plus
the trend toward raising minimum
qualifications of elementary school
teachers to 120 hours will make it even
more difficult to replace Negro teachers


 with white. More significant, he points
out, is the indication that Negro teach-
ers will be needed to help staff What
are now white elementary schools.
The effect of integration upon the
status of Negro supervisors and princi—
pals is difficult to appraise, but Mr.
Thompson believes that residental seg-
regation will in the beginning result in
a majority of Negro schools remaining
predominantly Negro schools with pre-
dominantly, if not exclusively, all Negro
faculties. In such an event he conjec—
tures that it is quite likely that Negro
supervisors and principals will be con—
rtinued. In conclusion he reports:
“From an analysis of all available
data, it seems unquestionable that the
future status of the Negro public school
teacher, under desigregation of public
schools, should not cause concern Ten-
ure laws in the District of Columbia
and seven of the southern states involv-
ed are such that some two—fifths of the
Negro teachers will be protected in
their present positions. And the teacher

supply and demand situation is such
that, even without tenure laws, as far
as the elementary school is concerned,
it will be practically impossible to re-
place Negro teachers with white.

While the situation as to high school
teachers is not so overwhelmingly con:—
vincing as in the case of elementary
teachers, even here, tenure laws, the
supply and demand picture, and ex-
panding enrollments make it highly
questionable as to whether more than
a few, if any, Negro high school teach-
ers could be replaced by white, even
if there were an inclination to do so.

In the case of supervisor and princi-
pals, the situation is not so sanguine.
If what has happened in other situa-
tions is any indication, we should ex-
pect to find most of the Negro princi-
pals retained in their present positions.
However, even if this should prove not
to be the case, it merely means that we
have got to organize and conduct a
special attack on this problem.”



The Minimum Foundation Progrmn
and You

K. T. A. Director

The teachers of Kentucky have been
and are hearing a great deal about the
Minimum Foundation Program of Edu—
cation for our state. The program will
provide opportunities for a defensible
minimum of education for every child
regardless of where he lives in the
state. There are many aspects of the
program. In its final form it will take
into consideration such basic questions
as follows:

1. Minimum level of training for
teachers and a minimum salary for

2. Safe transportation for every child.

3. Adequate library facilities for
.every child.

4. Safe and adequate buildings.

5. Health services.

Such a program is not a unique dis—
covery of the people of Kentucky. The
people will determine what they want
in such a program of education. The
men and women who have the responsi-
bility for developing a proposed pro—
gram have gleaned ideas from Mini—
mum Foundation Programs in other
states as there are certain fundamentals
principles that underlie all such pro-

The actual writing of this program
has been done by the Advisory Commit—
tee on Educational Policy appointed by
the Legislative Research Commission.










This committee has given careful con—
sideration to the answers found on over
20,000 questionnaires returned to them
by the people of this state. The people
indicated to them through these ques—
tionnaires the kind of schools they
wanted. In a sense the people of Ken—
tucky have written the Minimum Foun-
dation Program.

One of the pertinent questions that is
most frequently asked about this pro—
posed program is what difference
would there be in the distribution of
the state’s fund. A committee which re—
cently met to study the Minimum Foun—
dation Program has answered this ques-
tion in a very clear andrsimplified man—

“The money from the state is appro—
priated by the General Assembly. Since
1949, when section 186 was amended,
75% of the state school funds have been
earmarked to be given the districts on
the census pupil basis. This has been
interpreted by the courts to mean the
number of children six to seventeen
years of age living in a district. This
money, which is known as the per capi—
ta fund, can only be used for teachers
salaries. This year 82.5% of the fund
will be distributed in this manner so
that no district will receive less money
than it had been receiving.

The remaining 17.5% is distributed
on need rather than the number of
children in the district. This is called
the “Equalization Fund.”

In the Foundation Program, educa-
tion is supported on a partnership basis
by state and local governments, A fair
method of measuring the ability of the
local districts is worked out, and the
amount they can raise is subtracted
from the cost of their foundation pro—
gram; then the state supplies the rest
up to the minimum level.”

One of the results of the Minimum
Foundation Program will be an increase
in teachers salaries for most teachers
throughout the state. The survey made
by the State Department of Education
showed that out of the 20,000 question—

naires the majority of the people ques—
tioned favored a $2700 minimum year-
ly salary. Years of teaching experience
may add more to the annual salary of
the teacher.

You. as an educator in Kentucky,
have a grave responsibility in helping
the public become aware of the needs
for better education in this state. Being
aware of the need, however, will not
be sufficient, they must become dis—
satisfied with existing conditions. They
should be brought face to face with the
fact that Kentucky is far below her
ieighboring states in educational bene—
fits provided for her people.

You. as a classroom teacher, are a
key figure in this tremendous move—
ment. The first thing you must do is to
become thoroughly familiar with the
whole program so that you are able
to discuss the subject with a resonable
amount of intelligence. Early in Sep_
tember. President R. B. Atwood, Ken—
tucky State College, sent to each Ken—
tricky Principal a packet of material
containing information on the proposed
Foundation Program for Education in
Kentucky, Teachers, avail yourselves
of this material so that you may become
a leader in your community in the ef—
fort to get the voters to vote “Yes” for
the amendment of Section 186 of the
Constitution. Use the suggestions in the
packet to teach your community, as
well as your pupils, the facts concern-
ing education in Kentucky.

The K.T.A. stands 100% behind the
amendment to Section 186 and urges
you to support the Foundation Program
for Education. It is imperative that we
go to the polls on November 3, and vote
for the amendment that repeals Sec—
tion 186. This is the State’s Foundation
Program, but it is up to us to accept
the responsibility to inform the voters
in our several communities, Will you
accept the challenge? WILL YOU VOTE
“YES?” The vote must be “YES” if our
Foundation Program for Education in
Kentucky is