xt770r9m6808 https://exploreuk.uky.edu/dips/xt770r9m6808/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1939-11 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. VII, no. 9, November 1939 text Educational Bulletin (Frankfort, Ky.), "Report of the Superintendent of Public Instruction", vol. VII, no. 9, November 1939 1939 1939-11 2021 true xt770r9m6808 section xt770r9m6808

’0 Commonwealth of Kentucky 0

‘ EDUCATIONAL BULLETIN

REPORT
" '1‘ of The .
SUPERINTENDENT OF
PUBLIC INSTRUCTION

I
I I
g ‘ Published by Order of the

' STATE BOARD OF EDUCATION
E3 . H. w. PETERS
é) Superintendent of Public Instruction

ISSUEDVMONTHLY

Entered as second-class mat'ter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

IVO|:VII,O _Nov.ember,1939 0- No.9

LIBRARY
ERSITY OF KENTUCKY

BIENNIAL REPORT

of [/23

SUPERINTENDENT OF
PUBLIC INSTRUCTION

of #26

Commonwealth of Kentucky . , . "

FOR THE BIENNIUM ENDED
JUNE 30, I939

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Pzzé/z'xlzed 5y arr/er of t/M

STATE BOARD OF EDUCATION

H. W. PETERS

Superiﬂmz/lmt of Pué/it Imirmtioiz
Chain/M72 State Board of Ed’zzmzioiz

LIBRARY
WIVERSITY OF KKNTECKY

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KENTUCKY STATE BOARD OF EDUCATION

PETERS, H. \\"., Superintendent of Public Instrnz-tion, Chairman
. BROADY, \V. IL. Canmer

BY‘RN, CHESTER, Mnyﬁeld

CLOAR, J. L., Niddlesbnro

EILERMAN, BERNARD, (Tm’ing‘ton

GOODPASTER, MRS. ESPY, Owingsrillc

HAMMOCK, \V. G. , I’ewee Valley

TURNER, GEORGE R., ('amphellsrille

BROOKER, JOHN W'. , Sorretury

STATE DEPARTMENT OF EDUCATION

PETERS, H. “C, Superintendent of Public Instruction
YOUNG, GORDIE, Assistant Superintendent of Public THSII‘IH‘LIOH
RIDDLE, FREDDIE, Sot'retzu'y

DIVISION OF SCHOOL BUILDINGS AND GROUNDS
BROOKER, JOHN “7., Direvtor

DIVISION OF SCHOOL CENSUS AND ATTENDANCE
\VALTON, RIOSS, Director

DIVISION OF SCHOOL FINANCE
EVANS, GEORGE L., Dil‘OCtOr

MILLS, J. C., Auditor and Inspectmg
EADES, HAROLD, Auditor and Bookkeeper

DIVISION OF FREE TEXTBOOKS
NEBLETT, P. H., Director

DIVISION OF SCHOOL SUPERVISION

I GODMAN, MARK, Director
TAYLOR, L. N., Supervisor, Negro Education

DIVISION OF SPECIAL EDUCATION

NICHOLS HOMWR W Dire-Ur

MOORE bLEin AND" Su L‘ 3‘ ~
) 4 , x DeIVISOI

PATRICK, OLNEY, Supervisor

DIVISION OF TEACHER TRAINING AND CERTIFICATION

JAGGERS, R. E., Direetor
COMBS. LOUISE, Assistant Director

DIVISION OF VOCATIONAL EDUCATION ’

WOODS, RALPH H., Director, and Supervisor of Agricultural Education
WILLIAMSON, MARY LOIS, Supervisor of Home Economics Education
VAUGHAN, MARY BELL, Assistant Supervisor of Home Economics Education
WILSON, HAROLD, Supervisor of Trades and Industrial Education

CLERICAL ASSISTANTS ,

BELL, LENA HO\VELL. CLYDE SHOCKENCY, ELIZABETH
BELL, RACHEL JOHNSON. CHRISTINE SMITH, GENEVA’“
CABIPBELL, BIARY KERSHAIV, CLARA \VALSH. ESTHER
CLASBY, ALICE LUTTRELL, JAMIE \VALTERS, GRACE T.
CONWAY, HUGH MERKLEY. ELANDOR E. \VOODVVARD, JAMES H.
COURSEY. FRANCES 1\IOOR.E, CECIL VVOOTEN, KATHERINE~
DENNIS, CHRISTINE O’DONNELL, LOUISE

DOUGHERTY, ADA PENN. KATHERINE

FORIQUER. HALLIE ROBERTS. LENA
HAMILTON. FLAGET

*Away on account of illness.

LETTER OF TRANSMITTAL

.BETH ‘
g-H COMMONWEALTH OF KENTUCKY
{NE} DEPARTMENT OF EDUCATION

FRANKFORT

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 Superintendent of Public Instruc-
tion for the biennium ended June 30, 1939.

The report is given in two parts: Part I, the Report of the Super-

intendent of Public Instruction; Part II, a summary of statistical tables

f and detailed ﬁnancial and general school statistics for the individual
school districts 0f the state.

Respectfully submitted, }

H. W. PETERS,
Superintendent of Public Instruction

January 1, 1940

TABLE OF CONTENTS

Letter of Transmittal ____________________________________________________
Report of Superintendent of Public Instruction ....................

1. Buildings and Grounds ____________________________________________________
Census and Attendance .................................................................. 7. 12
Finance __________________________________________________________________________________________________ 13
Free Textbooks ................................................................................... 15

Special Education

Supervision ................................................... 24

Teacher Training and Certiﬁcation ____________________________________________ 34

. Vocational Education ........................................................................ 43

9. Summary .............................................................................................. 54

Recommended Legislation ____________________________________________________________________________ 57
Statistical Tables

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INTRODUCTION

This report is made in accordance with requirements of Section
4384-20, Kentucky Statutes. It records developments in the public
school system of the Commonwealth for the biennium beginning July 1,
1937, and ending June 30, 1939.

The Study of Local School Units of 1936-37 suggested a program
of improvement and educational deve10pment for each of the school
units of the State. It is the purpose of this report to state the activ-
ities carried on and the progress made toward the realization of the
suggested program made for these units. Reports from the different
divisions of the Department of Education contained herein will give
some idea of the work being done by the department staff to aid in
this connection and in the development of an adequate and desirable
educational program. They will reﬂect the signiﬁcant changes in the
trend of educational progress which have taken place during this
period.

During this biennium a new educational service has been provided
by the establishment of the Mayo State Vocational School at Paints-
ville. Courses in vocational education for white people are provided
in this institution. The West Kentucky Industrial College at Paducah
was discontinued and in its place was established the West Kentucky
Vocational Training School, in which instruction is offered in vocational
education for colored people.

Probably the most outstanding developments during this biennium
have been the increase in building construction and growth in the size
of school units. These have resulted in considerable increase in the
number of consolidated schools, as well as in the number of pupils
transported to these schools. Signiﬁcant problems demanding attention
as a part of the educational program of the State are: Sufficient ﬁnance
to provide safe and economical transportation to these schools; a
curriculum suitable to meet the needs of the pupils of these units;
teachers trained to meet the new demands of the increasing number
of pupils coming to these schools; and a personnel in the Department
of Education to provide the necessary state administrative and super-
Visory procedure to insure proper integration of the educational
program.

The summary at the close of this report will show not only the
changes in the educational situation during this period but will indicate
some of the needs for the future educational program.

BUILDINGS AND GROUNDS

This Division of the Department of Education was created
July 1, 1930, and for ﬁve years was ﬁnanced by the General Education
Board. Its personnel consisted of a director, architect and secretary
until 1935, when the work was taken over by the State and budgetary
limitations made it necessary to dispense with the services of the

.4“?

10 SUPERINTENDENT OF PUBLIC INSTRUCTION

architect. This has seriously impaired the efficiency of the work of
this Division and, as far as architectural services are concerned, has
forced it to depend entirely upon stock plans for small school
buildings, ranging from one to four teachers in size. Other functions
of the Division are—

1. To assist local school authorities in conducting school surveys.

2. To assist in the selection of school sites.

3. To examine and approve or disapprove architects’ plans and
speciﬁcations for school buildings, in accordance with Section
4384-23, Kentucky Statutes.

4. To aid school officials with their school housekeeping
problems.

5. To advise with school officials concerning alterations or
extensions to existing school buildings.

6. To advise school officials concerning the program of the
Federal Government relative to ﬁnancial aid for schoolhouse
construction.

Another extensive school building program was undertaken during
the biennium which ended June 30, 1939. A brief summary of the work
during this biennium follows:

Type of Project Number Total Cost Coggggfiztion
Additions and new buildings
with P.W.A. aid ........................ 35 $2,623,751 $1,180,690
Alterations, additions, and l
new buildings with W.P.A. l
aid .............................................. 123 4,007,083 l 2,326,990
|

Additions and new buildings
with N.Y.A. aid ........................ 34 152,628 97,554
Additions and new buildings]
without Federal aid ............... 52 863,000

Total .................................. 244 | $7,646,462 $3,605,234

| l

As shown by the above table, contracts were awarded for 244
projects at a total cost of $7,646,462 during the biennium and of this
amount $3,605,234 was a direct grant or gift from the Federal Govern-
ment. These grants or gifts were made by the Public Works Adminis.
tration, the Work Projects Administration or the National Youth
Administration, and this office wishes to express its sincere apprecia-
tion to these organizations for their splendid cooperation and support.

The total value of all school property in Kentucky at the time this
Division was created in 1930 amounted to approximately $50,000,000.
Since that time 1,758 new school building projects have been com-
pleted at a total cost of nearly $25,000,000. The following table shows
the amount of construction which has taken place annually during
that period:

BIENNIAL REPORT

SCHOOLHOUSE CONSTRUCTION IN KENTUCKY IN
NINE-YEAR PERIOD

From July 1, 1930, to June 30, 1939

Year Projects Total Cost Cogigﬁlﬁion
1930-31 90 $ 1,500,000
1931-32 109 500,000
1932-33 137 1,160,000
1933-34 222‘ 702,254
1934-35 259 1,466,400 $ 405,250
1935-36 458 1 7,957,859 4,145,720
1936-37 139 I 3,847,652 1,552,717
1937-38 86 I 3,871,927 1,636,300
1938-39 158 I 3,774,535 1,968,934
|
Total 1,758 I] $24,780,627 $9,708,921

It should be pointed out again that this ﬁne record was made
possible because of the large grants made for this work by the Federal
Government. As will be noted from the table, the government has
contributed $9,708,921 toward the construction of needed school build-
ings in Kentucky during the past five years. These projects con-
structed with federal aid vary in size and cost from small one—room
schools costing less than $1,000, to large centralized school buildings
costing more than a half million dollars. It is extremely gratifying to
know that fewer but larger and better school buildings are now being
constructed in Kentucky. A great majority of the small one-room
schools, which have been constructed in this state in recent years, are
in remote and isolated places where consolidation will be impossible
for many years to come because of the topography of the land, the
sparseness of the population and poor road conditions.

The future, insofar as federal participation in schoolhouse con~
struction in Kentucky is concerned, is very uncertain. Although great
progress has been made in recent years, the need is still very great.
Conservative estimates indicate that approximately $20,000,000 must be
invested in new school buildings in Kentucky within the near future,
in order to provide anything like adequate physical facilities for all
school children of the state.

12 SUPERINTENDENT OF PUBLIC INSTRUCTION

CENS’US AND ATTENDANCE

The Division of Census and Attendance was established July 1,
1934. As indicated in the school laws, the function of this Division is
to supervise the enforcement of the Compulsory Attendance and School
Census Laws within the school districts of the Commonwealth.
The report of the activities of this Division must of necessity be a
report of the services rendered by the attendance officers in the local
school districts.

It is interesting to note that at the present time over ﬁfty per
cent of the attendance officers are college graduates and eXperienced
teachers. This is an important factor when consideration is given to
the fact that a person is not required to have more than two years of
college and no teaching experience to become an attendance ofﬁcer.
It appears from this that school administrators are increasingly
recognizing the importance of this work. This fact is further
emphasized by the comparatively small turn over from year to year
in the position of attendance officer.

The attendance officers are looking at their jobs from the stand-
point of eliminating those conditions which cause non-enrollment and
irregular attendance rather than from a legal standpoint. lIn view of
this attitude, attendance officers have made approximately 500,000
visits each year to schools, homes, business ﬁrms and other organiza-
tions. This has been done in order that there may be a better under-
standing between the home and the school to the end that the two
institutions will work together for the good of the child. These efforts
have produced slow but steady improvement in school attendance.
One of the duties of the attendance officer is to maintain a continuing
school census. As the name implies, such a census represents a
correct accounting of all eligible children in the school district from
day to day. This is a radical departure from the former procedure of
having the census taken every two years by an enumerator who was
not qualiﬁed for the job. As a natural result the school census has
shown a remarkable increase from 721,265 in 1934 to 795,374 on
June 1, 1939. To facilitate the proper functioning of the school census
laws, each attendance officer makes a monthly census report to the
state office which shows the census at the beginning of the month;
the number of additions during the month; the number of children
becoming ineligible during the month and the net census at the close
of the month. In order that the census of any school district will be
free from duplications there is established in the office of the
attendance oﬁicer a master ﬁle for each school district in addition to
the regular census ﬁle.

The following table gives a partial picture of the results of the
work that has been done within the last two years.

1933-34 1934-35 1935-36 1936-37 1937-38 1938-39

Census ................ 721,265 762,690 784,802 790,032 792,079 795,374
Enrollment ._ 609,684 625,776 634,861 635,109 618,318 614,036
Average Daily Att ..... I 471,920I 489,932I 490,220I 501,566I 1182,1241 494,339

m—Fv‘_

BIENNIAL REPORT 13

The advent of the new Compulsory Attendance Law naturally
brought an increase in school enrollment. The total public school
enrollment for the school year ending June 30, 1939, was 614,036. This
is an increase over the year just preceding the enactment of the new
Compulsory Attendance ‘Law. In this connection it should be pointed
out that during the period from 1934 to the present time the child
accounting methods have been revised. This revision has made it
possible to secure from each school district an enrollment ﬁgure which
is free from duplications. if the same basis had been used in reporting
the enrollment in 1938-39 as was used in 1933-34, there would have been
a large increase since in 1933-34 the methods of reporting made no
provision for eliminating t1 ansl’ers between school districts.

It is difficult to measure the work of the attendance officers in an
objective manner. The increases in school census, school enrollment,
and average daily attendance reﬂect to a certain extent the results of
the conscientious efforts which have been made by these people.
There is no way to adequately show the great effort which has been
made to provide the necessary food and clothing for those children who
are in need and are thereby forced out of school and become irregular
in attendance. The numerous contacts made with the civic organiza-
tions, parent-teacher associations, and public spirited citizens have
made it possible to relieve many of these conditions.

As a result of the conscientious efforts of these attendance officers,
those children enrolled in the public schools are attending more
regularly than in any period of the history of Kentucky schools.

FINANCE

During the past biennium the Division of Finance has been engaged
in giving assistance to school authorities on problems of ﬁnance and
other related work. Summed up in a few words, the main work of
this division consists of advising public school administrators and
boards of education concerning proper budgeting of funds, outlining
good and uniform bookkeeping practices, and seeing that individuals
and institutions handling state school funds are properly bonded.
If these ends are accomplished, the school children of Kentucky are
insured of getting $1.00 worth of education for each $1.00 spent in the
name of education.

In 19§7_—38 the expended sum of the state appropriation for common
public/schools was $9,148,570.56, or a per capita distribution of $11.5_§L
This sum was increased by revenue brought in from local lﬁéﬁue
sources, making available aproximately $23,000,000. Thus the state
exDended approximately 40 per cent of the total amount for this year.
In 1938-39 the state expended $9,599,997.48, or a per capita of $12.12,
While the entire amount expended for education on the public corninon
school level amounted to about $24,000,000, or again almost exactly
40 per cent.

As compared with ten years ago an increasingly larger proportion
of the cost of education is being paid by the state. If the State were
t0 pay the entire cost of public education on this level, and no part

14 SUPERINTENDENT OF PUBLIC INSTRUCTION

of the revenue for schools came from local taxes on property of
highly-valiable assessed value, then the present plan of distributing
funds on a census-pupil basis would admit of equality. Further
increases in the amount of state support will tend toward equality.

The school dollar makes many purchases. Chief among these
purchases are: (1) the employment and payment of approximately
18,500 teachers to serve nearly 800,000 children of school age;
(2) employing a competent, well-trained school executive; (3) pro-
viding for school buildings and grounds; (4) the transportation of
about 90,000 boys and girls to school centers where more modern and
better service is being given; (5) such other expenditures as are
necessary to make it possible to present the best program possible in
a particular district. All of these services are given at a cost of about
Whom all sources for each of the 800,000 school children.

It has been stated that one of the services made available by school
expenditures was the teaching. It will be interesting to see just how
well Kentucky pays her teachers. In 1937-38, 3,267 while men teachers
were employed in the elementary schools of the Commonwealth.
The median salary paid for this group was $567 annually. The same
year 9,411 white women teachers were employed in the elementary
schools. This group received salaries such as the median fell at
$645.00. The same year 2,161 white men were employed on the high-
school level with a median salary of $1,176.00. Two thousand two
hundred seventy-one white women teachers were employed in the
high-school ﬁeld with a median salary of $1,006.00.

To supply the same data for the negro schools, it is necessary to
point out that 186 men were employed in the negro elementary schools.
These men received a median salary of $689.00, while 870 negro women
worked in this same ﬁeld with a median salary of $714.00. In the negro
high-school division, 217 men received a median animal salary of
$1,044.00, while the high-school women working in the same ﬁeld
received a median salary of $956.00.

To arrive at less complicated data, let us use the median salary
for all teachers in all districts for this same Year, 1937-38. This was
$717.00, or slightly less than $13.80 per week for the typical teacher
when based on ﬁfty-two weeks in the period covered by the annual
salary of a teacher.

With this condition prevailing, we should stop defending the
amount of money we spend for teaching service and, instead, apologize
for spending so little. If we take passage on one of the large ships
of our airlines, we ride with a pilot who receives $6,000.00 annually for
his expert knowledge and service, yet we are content to have the
“co~pilot" of our children receive $717.00 for a year’s work and prepara-
tion. Not all teachers receive these extremely low salaries. In fact,
some districts are able to pay reasonably good salaries. These wide
differences are brought about by the variance of ability of the different
school districts to secure revenue locally.

Under the present law, a city of the third or fourth class may
budget for the proceeds of a levy of $1.50, while a county district may

BIENNIAL REPORT

use a maximum of only 750. This is an inequality which cannot be
justiﬁed, for in addition to the variance in the levy, usually the
assessed valuation of property in cities is considerably higher per
census pupil than in the county district. in addition to the variance
in the levying authority, there is a vast difference in the amount of
taxable property in districtsot‘ the same classiﬁcation.

For instance, in Wolfe County the assessed valuation for each
census pupil was $286 in 193839, while in Woodford County it was
$10,307.00 or a range of $10,021.00. Wolfe County might reasonably
expect to receive less than $2.25 per census pupil from local sources
while in Woodford County, by making the same levy as Wolfe County,
over $75.00 could be raised for each of its census pupils. Such inequal-
ities should not exist.

The only way by which these inequalities may be removed under
the present law is for the state to assume the responsibility of main-
taining the minimum program required by law. Instead of 40 per cent
of the cost of education in Kentucky being borne by the state and 60
per cent by income from local sources, 60 per cent should soon repre-
sent the part that the state pays and 40 per cent the amount coming
from local sources. If such provisions were made in the near future,
certainly this would be a long stride toward insuring all districts a
minimum program of education.

FREE TEXTBOOKS

Free Textbooks have been a vital factor in accelerating the slow
but steady progress in the development of public education in Kentucky
during the period they have been supplied by the State.

Adequate buildings, transportation, libraries, and other supplies
have placed within the easy reach of every boy and girl a High School
education. Along with such service of the State came FREE TEXT-
BOOKS.

No longer are we compelled to argue the point that free textbooks
are essential to the equal opportunity in educational advantages.

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

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

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

In 1935-36, one million, ninety-three thousand, three hundred and

16 SUPERINTENDENT OF PUBLIC INSTRUCTION

sixteen (1,093,316) more free books were purchased. These supplied
replacements in books bought the year before and new books up
through one section of the ﬁfth grade.

In 1936-37, one million, forty-one thousand, nine hundred and
ﬁfty-two (7,041,952) more books supplied the necessary replacements in
the lower grades, and provided the second section of the ﬁfth grade and
one section of the sixth grade.

In 1937-38, one million, one hundred and sixty-one thousand, ﬁve
hundred and thirty-three (1,161,533) new books were supplied which
furnished replacements in the ﬁrst ﬁve grades and one half of the
sixth. New books were then supplied to the second section of the
sixth grade.

In 1938-39, nine hundred and twenty-nine thousand, ﬁve hundred
and seventy-nine (929,579) books of which ﬁve hundred and eighty-
seven thousand, nine hundred and eighty-four (587,984) were for
replacements and three hundred and forty-one thousand, six hundred
and eighty-ﬁve (341,685) were seventh grade books, supplied all in
this grade except music, art, spelling, civics and one of the social
science books for the grade.

From present indications, it would seem that from funds available
practically all books in the required subjects in grades one to eight
will be supplied for the year 1939-40.

S‘ome Observations:

1. Approximately ﬁve hundred and sixty thousand (560,000)
pupils are now using free textbooks in Kentucky.

2. The cost per pupil per year is ninety cents ($.90). This is
approximately one-third of the cost per pupil when the parents
were purchasing the books.

3. The average life of a book is three and a half or four years.

4. Superintendents, teachers and parents are offering splendid
cooperation in the care and use of State owned books.

5. Free books appear to be a vital factor in attendance and pro-
motion of pupils.

6. One of the greatest problems connected with State owned
books is: What should be done with these books when they
become wholly unﬁt for use?

7. No state that has ever had FREE TEXTBOOKS has ever
reverted to the old plan of parent bought books.

8. Superintendents, teachers, and parents favor FREE TEXT-
BOOKS through the twelfth grade.

SPECIAL EDUCATION

Vocational Rehabilitation

The State Board of Education of the Commonwealth of Kentucky,
in cooperation with the Federal Government, provides vocational
rehabilitation for physically handicapped persons as a training process
to prepare them for remunerative employment in occupations for
which they are best ﬁtted and in which they will be able to earn a
living wage for themselves and families.

To be eligible for this service one must have a permanent physical

BIENNIAL REPORT 17

disability, but must be physically and mentally capable of learning a
trade or vocation and engaging in that vocation to the degree that he
becomes a. self supporting citizen.

The major services of vocational rehabilitation offered by the
State Board of Education are advice in the selection of a prOper
vocation, advice in the methods of preparing for that vocation, advice
in the methods of entering and making progress in that vocation, and
vocational training required in preparing for that vocation.

Vocational rehabilitation is maintained by ‘State and Federal
Governments on the thesis that it is socially and economically sound
for governments to promote public welfare by aiding individual
members of society to become a part of and to take their places in
that society.

In view of this thesis, the Federal Government included vocational
rehabilitation as part of the recent Federal Social Security Act.

Because of the increasing demands for these services by eligible
applicants, Congress increased federal money available from $40,423.30
to $71,432.85 for vocational rehabilitation in this State.

Rehabilitation Service Defined: Vocational rehabilitation is
generally accepted as the process of rendering a disabled person ﬁt
to engage in a remunerative occupation. It is designed to assist
(1) in removing inequalities of opportunities for the disabled;
(2) in preparing physically handicapped boys and girls for some
vocational pursuit; (3) vocationally handicapped individuals who have
been engaged in one occuation to become readjusted to another in
which they may be self supporting. It is a case study designed to
provide for adjustments and readjustmenis of eligible disabled persons
to the employment world. The service rendered may be guidance,
prosthesis, training, retraining, placement, or any combination of
these, provided such service results in placement in remunerative
occupation.

Rehabilitation—a Public Responsibility: Rehabilitation through
Vocational preparation is a new phase of educational systems. Such
Special preparation satisﬁes a demand not otherwise provided. This
new idea in education contends not only that vocationally handicapped
people should be prepared but that the preparation provided be
speciﬁcally adapted to the needs of the individual. This special
service is provided by the Commonwealth of Kentucky and the Federal
Government because it is considered to be sound economic business.
It adds to the social order as well as to the productive power of the
Commonwealth and the /Nation. It is accepted as a public policy of
government. The inability of a person to earn a living wage or support
dependents brings not only discouragement, but also a loss of morale
which consequently threatens the welfare of the social order. It is a
well-founded principle and an accepted fact that injured citizens should
be rendered ﬁt to engage in remunerative employment.

Service Extended to All Groups and Communities: Local educa-
tional officials and social agencies in many cities have become
interested in organizing within their departments rehabilitation

18 SUPERINTENDENT OF PUBLIC INSTRUCTION
programs which are carried on in cooperation with state plans. The
service of this division reaches every county and community in the
Commonwealth.

Policies Add to Public Education: Since exploratory training is
provided and vocational trends indicated during the pe