xt7zkh0dzm4c https://exploreuk.uky.edu/dips/xt7zkh0dzm4c/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1939-12 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.), "History of Education in Kentucky 1915-1940", vol. VII, no. 10, December 1939 text Educational Bulletin (Frankfort, Ky.), "History of Education in Kentucky 1915-1940", vol. VII, no. 10, December 1939 1939 1939-12 2021 true xt7zkh0dzm4c section xt7zkh0dzm4c 0 Commonwealth of Kentucky 0

EDUCATEONAL BULLETIN

HISTORY OF EDUCATSON
IN KENTUCKY

1915-4940

Published By

DEPARTMENT OF EDUCATION

H. W. PETERS
Superintendent of Pubiic 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.

VoI.V|| O Decemb-er,1939 O No.10

HISTORY OF EDUCATION
IN KENTUCKY
1915—1940

UBR Y g .
VEQNWERSEW OF KENTUCKY

Published by
1:51. DEPARTMENT OF EDUCATION

H. W. PETERS
Superintendent of Public Instruction

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“(1 JRAmz-m ..— —1—.4 n
1

FOREWORD

I11 1914, unde1 the direction of Superintendent barksdale I-Iani-
lett, the State Dcpa1tment of Education published a “Histo1y of
Education 111 Kentuckv. ” That hist01y set for th briefly the background
of our public educational sy stem in Kentuekv7 and 1"e1iewed brieflv
the activities during the adn1inist1ations of: the filst nineteen
Superintendents of Public Instruction.

The past quarter of a century has been rich in educational prog-
ress in Kentucky. At the beginning of my administration as Super-
intendent of Public Instruction, it was my plan to have published a
report of this progress. Mr. Virgil Chapman, then Assistant Director
of Free Textbooks in the State Department of Education, was asked to
prepare such a. report. The untimely illness and death of Mr. Chap-
man prevented his completing this work. Mrs. Chapman 1vas employed
to assemble and compile the necessary information. Lack of
ﬁnances made her employment of short duration. However, she
assembled a great deal of valuable information, for which much credit
is due her. During the latter part of my administration, several staff
members of this ofﬁce we1e engaged in reairanging material already
gathered, securing additional information and producing the 1"ep01t
contained in this hist01y.

The ﬁst Chapter portrays briefly the educational situation in
Kentucky a quarter of a century ago. The second Chapter reviews the
activities of the administrations of the six Superintendents of Public
Instruction since 1915, and the last Chapter gives something of the
present situation.

I hope this record will be of use to those who are interested in the
study of educational development in Kentucky.

HARRY W. PETERS
Superintendent of Public Instruction

_ < ,1.
\,___.__——v..—-— —— v_""

isdale Ham-
‘History of
background
‘wed briefly
'st nineteen

tional prog-
n as Super-
published a
nt Director
was asked to
Mr. Chap-
s employed

Lack of
wever, she
much credit
ever-al staff
ial already
the report

ituation in
reviews the
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. Aw

TABLE OF CONTENTS

Chapter Page
I, A Glance at the Educational System of Kentucky in 1915 ____________ 5

II. A Review of the Activities of the Administrations of the Six
Superintendents of Public Instruction in Kentucky since 1915.. 11

Virgil 0. Gilbert, 1916—1920 ............................................................ 13

George Colvin, 1920—1924 .............................................................. 29

McHenry Rhoads, 1924—1928 .......................................................... 47

W. C. Bell, 1928—1932 ...................................................................... 67

James H. Richmond, 1932—1936 .................................................... 85

Harry W. Peters, 1936—1940 .......................................................... 111

Ill. Conclusionr;A Glance at Twenty-Five Years of Educational
Growth in Kentucky .............................................................................. 133
LIST OF TABLES

Table Number Page

1. Statistical Data for the School-Year 1914-1915 ............................ 142

2. Statistical Data for the School-Year 1918-1919 ............................ 143

3. Statistical Data for the School-Year 1922-1923 ............................ 143

4. Statistical Data for the School-Year 1926-1927 ............................ 144

5. Statistical Data for the School-Year 1930-1931 ............................ 144

6. Statistical Data for the School-Year 1934-1935 ................ ' ............ 145

7. Statistical Data for the School-Year 1938-1939 ............................ 145

LIST OF PICTURES

Page

Virgil 0. Gilbert ________________________________________________________________________________________________________ 12

George Colvin ____________________________________________________________________________________________________________ 28

a MCHeni‘y Rhoads _______________________________________ 46

\‘i’ W. C. Bell ____________________________________________________________________________________________________________________ 66

:11 James H. Richmond ________________________________________________________________________________________________ 84

9“ Harry W. Peters ________________________________________________________________________________________________________ 110
(/3.
i2

CHAPTER I

A GLANCE AT THE EDUCATIONAL SYSTEM
OF KENTUCKY IN 1915

This ﬁrst Chapter contains a few statements of pertinent facts l
about the educational systcm of Kentucky at the close of Superintend- it
cut Barksdale Hamlctt’s Administration in 1915. These statements
are given to acquaint the reader with some of the situations that ,1
existed a quarter of a century ago, and thus to prepare him to under- .- i :
stand better the conditions confronting the succeeding Superintend— l , i
cuts of Public Instruction, and to enable him to understand better '
the recommendations and changes that have occurred since that time.

1. School Districts
In 1915, at the close of Superintendent Hamlett’s Administration,
Kentucky had 120 county school districts, 29 city school districts, and
405 graded common school districts. V;

2. State Board of Education
The State Board of Education consisted of the State Superintendent,
ex-ofﬁcio chairman, the Attorney General, and the Secretary of State.

3. State Superintendent ‘
The State Superintendent was elected by popular vote for a. period 3
of four years. No special educational qualiﬁcations were required.

4. County Board of Education
Each county was divided into educational divisions not to exceed
eight in number. The subdistrict trustees of each educational division
constituted the division board of education. The chairman of the various
division boards of education constituted the county board of education.

5. Independent School District Boards of Education
a. First Class Cities
The board of education in cities of the ﬁrst class consisted of ‘ l
ﬁve members, elected by popular vote for a term of four years. ‘

b. Second Class Cities
Boards of education in cities of the second class consisted of.
ﬁve “trustees”, elected by popular vote from the city at large.

0. Third and Fourth Class Cities
Boards of education in cities of the third and fourth class con-
sisted of two trustees elected from each ward in the city, one-half of
whom were elected for a term of two years and one-half for a term of
fOUI‘ Years, the terms of individual members being determined by lot
at the ﬁrst regular meeting of the board. ~ ~ 3 z“: 5

(1.

HISTORY OF EDUCATION

Graded Common School Districts
After 1914, the board of education in graded common school
districts was to consist of ﬁve members.

6. Selection and Terms of Local Superintendents

County School Superintendent

The superintendent of county schools was elected by popular
vote of the people for a period of four years. He was required to be
24 years of age, a citizen of the state and “shall have resided two
years next preceding the election in the state and one year in the
county for which he is a candidate”. He was also required to hold a
“state diploma”, a “state certiﬁcate” or a certiﬁcate of qualiﬁcation
which should in all respects be the equal of the “state certiﬁcate”,
and “he shall possess a good english education and shall be com-
petent to examin ethe teachers who shall apply to teach in the
schools in the county”.

Superintendent in a City of the First Class

The superintendent of schools in cities of the ﬁrst class was
appointed by the board of education for a term of one year. If he
were reappointed, his reappointment would be for a term of four
years.

Superintendent in a City of the Second Class

The superintendent of schools in a city of the second class was
appointed by the board of education in such cities for a period of
two years; if reappointed, his term was for four years.

Superintendents of Schools in Third and Fourth Class Cities

The superintendents of schools in cities of the third and fourth
class were appointed by the respective boards of education for
terms to be ﬁxed by such boards not in violation of the charters for
for such districts.

Graded Common School District

The superintendent of schools of a graded common school
district was called a “principal” and was appointed and employed by
the board of “trustees” in such district. Such “principal” was
required to be a person of good moral character, hold a county
certiﬁcate, plus other qualiﬁcations that might be imposed by the
board of “trustees.”

7. Buildings, Grounds and Equipment

Because the data on the status of school buildings, grounds and

equipment in 1915, are so meager, and because the Kentucky Educa-
tional Commission in 1921 made such a good summary of the situation in
Kentucky at that time, we quote from the Commission:

“Of the 8,070 rural and graded district schoolhouses in the state,
ﬁfty per cent have been erected since 1908. . . .

“The great majority of rural schoolhouses—approximately 9 011"
of 10——are one-room, box-like structures, essentially alike from the
mountains to the Mississippi, and from the Ohio to Tennessee.
These box-like structures have, in the main, a single classroom;
cloakrooms are rarely provided, and additional rooms for manual

‘ﬁtraining, cooking, agriculture, or for fuel, almost never.

.’—\.o\.- ‘4‘

)mmon SChool

Ed by popular
required to be
e resided two
.e year in the
ired to hold a
f qualiﬁcation
e certiﬁcate”,
shall be com-
teach in the

st c1a5s was
a year. If he
term of four

nd class was
r a period of

Cities

(1 and fourth
ducation for
charters for

men school
employed by
ncipal” was
1d a county
osed by the

grounds and
icky Educa-
situation in

in the state.

nately 9 out
{e from the
Tennessee.
classroom;
for manual

4“ m_,_..

HISTORY OF EDUCATION 7

“Approximately 50 percent of these schoolhouses are painted and
in good repair. . . . The other half in most instances never had even
an initial coat of paint, and are in ill repair. The roofs leak, the
weatherboarding is off here and there; doors are broken, knobs gone,
window panes out, walls stained, ﬂoors uneven and cracked, seats
broken and out of place, and a pall of dust over all. These neglected
schoolhouses teach eloquently the doctrine of shiftlessness, disorder

and indifference. . . . An upright Burnside stove furnishes heat, the
ﬁre being started by the ﬁrst person who reaches school, whether
pupil or teacher. . . . The stove usually stands in the center or front
center of the room. . . .A galvanized bucket with the common drink-

ing cup almost invariably takes the place of a sanitary drinking
fountain; lavatory facilities are nonexistent. The blackboard usually
consists of a front wall and a few side walls painted black. . . . In a
few counties, each School has in addition to the above equipment, a
globe, maps of the world, of the United States, and of Kentucky, and
a, number of charts for reading, physiology, etc. . . . Rural teachers
are their own janitors. . . . About half of the rural schools have
wells or cisterns; at the other half, water is carried from a nearby
spring or well. In the mountain counties toilets are practically un-
known. . . . Rural school grounds are invariably small. . . . Besides
these one-room rural buildings, there are one or more two-, three,
and even four-room schoolhouses in almost every county of the state.
. . . The latest type of rural structure is a consolidated school, con-
structed within the last four or ﬁve years. . . . In the smaller graded
common school districts, the building situation is similar to that in
the rural sections. . . . Of city school buildings, 40 per cent are old
structures erected prior to 1890. They are, as a rule, inadequately
lighted and ventilated. A second group, including buildings erected
between 1890 and 1910, mark only a slight improvement over their
predecessors.”

8. School Census

The school census was taken annually by the trustee of each sub-
district of the county. The trustee made a return of the census to the
county superintendent. He was paid ﬁve cents per pupil child reported
in such census. The census age was six years to twenty years. Rather
severe penalties were imposed on subdistrict trustees who committed
fraud or who did not comply with the statutes covering the method of
taking the census. The compulsory attendance law required attendance
at school, public or private, of every child between the ages of seven
and twelve years inclusive. The county courts of the respective counties
had jurisdiction of all cases coming within the terms of the law providing
penalties for parents and guardians failing to observe the laW.

There seems to have been no uniform laws regulating the taking and
reporting of the census in cities of the ﬁrst four classes. Graded common
school districts reported their census to the county superintendents.

During the closing year of Superintendent Hamlett’s Administration,
there were 741,077 children in the census, and the average daily attend-
ance was 345,371.

9. School Revenue

a. There were several sources provided by law for raising money for
the state school fund. Some of these were: (1) Interest on the bonds
of the Commonwealth for $1,327,000 in aid of common schools at the
rate of six per cent per annum; (2) The dividends on shares of
capital stock of the Bank or Kentucky; (3) Interest on certain $606,.
641.03 received from the United State Government under an Act

10.

1.1.

HISTORY OF EDUCATION

approved March 2, 1891; (4) The annual tax of twenty-six and one.
half cents on each one hundred dollars of value of real and personal
estate and corporate franchises directed to be assessed for taxation,
etc. According to Superintendent Hamlett all of the sources of
revenue outlined in the school fund amounted to around $4,000,000 in
1915. The school per capita was $5.25.

b. The maximum tax rate which a county board of education could levy
for school purposes was twenty cents on the one hundred dollars of
taxable property. Subdistricts had legal authority to vote an ad
valorem tax not to exceed twenty-ﬁve cents on each one hundred
dollars of taxable property each year for local school purposes; con-
solidation and transportation taxes might also be voted.

c. The maximum tax rate which graded common school district boards
of trustees could levy for school purposes was ﬁfty cents on each one
hundred dollars of taxable property in the district. This was the
limit of tax for operating expenses. The board of trustees might be
authorized by a vote of the people to levy an additional tax on each
one hundred dollars worth of taxable property in the district for the
purpose of maintaining the school and erecting and repairing school
buildings.

Supervlsl‘on

The law during Superintendent Hamlett’s Administration provided
that county boards of education might employ a supervisor of schools, in
addition to the county superintendent. There were employed by County

boards of ducation seventy-ﬁve county school supervisors.

There were one high school supervisor and two rural school super-
visors in the State Department of Education. The salaries of all three
supervisors, and the traveling expenses of the two rural school super-
visors, were paid by the General Education Board of New York. The
traveling expenses of the high school supervisor was paid by the Uni-
versity of Kentucky.

Consolidation and Transportation

The idea of consolidation and transportation seems to have begun
to appear on the horizon about 191441915. In Superintendent Hamlett’s
report for that biennium he writes “consolidated schools” in quotation
marks and among other things had this to say:

“Consolidated Schools— . . . While the movement for consoli-
dated schools has not become general in Kentucky, it is being widely
and favorably discussed. Its merits are understood, and its advan-
tages are admitted. The greatest obstacles to the movement are the
condition of the roads and the added expense. A careful reading 'of
the epistolary reports of the county superintendents in the Biennial
Report this year shows that there is a general movement of public
opinion toward the consolidated school.

“Notwithstanding the objections to the movement on the score
of. roads and expense, there is some progress being made in several
counties in the State.‘ Mason county has led the way with several
consolidated schools, in one of. which—Mayslick—sixteen wagons are
transporting children. Fayette county has good consolidated schools
in several places and employs a number of methods of transporta'
tion. Madison county has three good consolidated schools; Garrard

A , .W «.—
,————~;~——~——‘

_ _‘,A.. 1.1-

n—‘g-o-r

AVIA»

"Six and one-
a11d personal
for taxation,
6 sources of

l. $4,000,000 in

011 could levy
'ed dollars of
. vote an ad
one hundred
1rposes; con-
5d.

strict boards
on each one
‘his was the
aes might be
tax on each
ltrict for the
tiring school

on provided
E schools, in
l by County

:hool super-
of all three
,hool super-
York. The
)y the Uni-

iave begun
, Hamlett’s
l quotation

or consoli-
ling Widely
its advan-
ant are the
reading of
e Biennial
; of public

the score
in several
th several
'agons are
ad schools
ransporta-
; Garrard

HISTORY OF EDUCATION 9

county has as many; Jefferson county has a number; and Warren
county has only recently established two in excellent buildings, at
Woodburn and Rich Pond. There are others scattered over the
State, and with the advent of good roads under the State aid plan,
the movement bids fair to become general, at least in the more level
parts of the State. It is a pity that the State has tied its own hands
with a constitution which prevents the State from spending one
penny for stimulation, a method which has been proven good in many
sister States. It is to be hoped that the Kentucky Gulliver will not
be much longer tied to the ground by the Lilliputian strands of a
constitution.”

12. Textbook Commission—Personnel—Selection of Textbooks

13.

During the term of Superintendent Hamlett, the State Textbook
Commission was composed of the following members: The Governor,
who was ex-officio chairman, the Superintendent of Public Instruction,
who was ex-officio secretary, one member of the faculty of each of the
State Normal Schools at Richmond and Bowling Green, one member of
the faculty of the State University, and one educator from each of the
Appellate Court Districts. All members, except the two ex—officlo
members, were appointed by the Governor. They served for a period of
four years.

This Commission adopted textbooks to be used in the elementary and
high schools of the state, except in cities of the ﬁrst four classes. Boards
of education in cities of the ﬁrst four classes prescribed their own
courses of study and selected their own textbdoks.

Teacher Certification

During Superintendent Hamlett’s Administration, there was no
deﬁnite relationship between the training required of the teacher and
the grade and validity of the certiﬁcate granted. There were no deﬁnite
requirements of an applicant before taking an examination for a teacher’s

certiﬁcate,

a. Types of Certiﬁcates
There were three grades of certiﬁcates issued to teachers of the
common schools: first, a state teacher’s diploma; second, a state
teacher’s certiﬁcate; and, third, a county certiﬁcate, which might be
either ﬁrst class or second class.

b. State Board of Examiners
A State Board Of Examiners prepared questions for teachers, and
sent such number of questions as the county superintendent made
requisition for. Two examinations were held annually in each
county for state certiﬁcates, and three examinations held each year
in each county for county certiﬁcates. The law at that time went
into great detail outlining the procedure and methods which should
be followed in order that the examinations would be honestly and
fairly conducted. The County Board of Examiners consisted of
“two strictly moral and well-educated persons" who themselves held

valid teachers’ certiﬁcates.

c. State Teacher’s Diploma
“State Teacher’s diplomas” were granted by the State Board of
Examiners after a. personal examination held at the State Capitol

14.

15.

HISTORY OF EDUCATION

on the last Wednesday of. July of each year. The state diplomas
were good in all public schools throughout the state.
(1. University and Normal Schools—Private Institutions
The State University and the two Normal Schools also were
empowered to issue teachers’ certiﬁcates. Under certain conditions,
private institutions were also granted authority to issue certiﬁcates.

Teachers’ Salaries—Minimum Term

The salaries paid to teachers in Kentucky at that time were close to
the lowest paid in the United States. The average paid in 1900 was $215
per year; for 1910 $337. In 1918 it was $364.

Up to 1912, teachers were left to “wring” from school boards what-
ever they could get in the way of salaries. The state, however, came to
the assistance of rural elementary teachers. In 1912, a minimum wage
of $35 per month was set, with the maximum of $70 per month for a six
months term. The minimum was raised to $45 per month in 1918, and
to $75 per month in 1920, with no maximum speciﬁed.

Vocational Education

Vocational Education as it is known in Kentucky today did not exist
a. quarter of a century ago. In 1917 the Smith-Hughes law was passed,
and in 1918 a Division of Vocational Education was established in the
State Department of Education of Kentucky.

7“,“‘mm—a. A. t“,- a- .

Itate dipIOmas

018 also Were
,in condition;
.e certiﬁcates.

were close to
[900 was $215

boards what-
aver, came to
lnimum Wage
rnth for a six
in 1918, and

did not exist
Was passed,
ished in the

A ' " “W\4.~ _._‘,_ 4% AA

CHAPTER II

AREVIEW OF THE ACTIVITIES OF THE ADMINIS-

TRATIONS OF THE SIX SUPERINTENDENTS OF
PUBLIC INSTRUCTION IN KENTUCKY
SINCE I915.

T
R
m
L
I
G
O.
L
I
G
m
V‘

- /—-——~._‘4—_—_.__..

4“ A_?_

GILBERT’S ADMINISTRATION

1916-1920
Virgil 0. Gilbert

Virgil 0. Gilbert, the twentieth Superintendent of Public Instruc-
tion of Kentucky, was born June 23, 1861, in that section of Simpson
County, Kentucky, known as “over the creek”. His father, Thomas
Gilbert, was a successful farmer, and his mother, Mary Reed Gilbert,
was a member of a large family of Reeds, who were early settlers in
East Simpson. Both were born and reared in Simpson County, and
both survived to a ripe old age, spending their latter years in the home
of their son in Frankfort, and later in Louisville.

His parents were good, thrifty, substantial people, and early in
life Virgil, together with an older sister and a younger brother, learned
to work and to place a proper estimate on the value of money earned.
The religious life of the community was above the average. Members
of the family were Missionary Baptists, and the subject of this sketch
united in his youth with that church, During most of his life, he tOOk
an active part in Sunday School and other religious work, and for
thirty years served as an ofﬁcer of the Church. At all times he took an
active interest in the civic affairs of his community and state. He was
a member of the Woodmen of the World and of the Masonic fraternity.

He attended the common schools of Simpson county and after-
wards entered Hickory Flat Institute, where he was a student for
several years and later a teacher. After teaching in the country
schools, he became a student in Mall and Williams Institute at Glas-
gow, Kentucky, from which he received the AB. degree. Early in life,
he became deeply interested in educational work and began teaching
at the age of sixteen. For several years, he divided his time between
teaching and going to school, thus paying his own way and developing
a spirit of self-reliance.

Following is a list of the most important positions he held before
his election to the highest educational ofﬁce in his native State:

1. Founder and principal of Middleton High School;

Principal of the Scottsville Seminary;

Superintendent of Simpson County Schools;

Superintendent of Franklin City Schools;

Instructor in Western Kentucky State Normal School;

Chief Clerk and Assistant in the office of State Superintendent of

Public Instruction.

95°19?!“

HISTORY OF EDUCATION

In these positions, Mr. Gilbert demonstrated unusual skill and
interest in training and inspiring young teachers.

On his twenty-sixth birthday, he was married to Julia Esma Chap-
man, daughter of John H. and Frances M. (Anthony) Chapman at
Middleton, on the extreme western border of Simpson County.
Having no children of their own, they provided a home and ﬁnancial
aid for a number of young people striving for an education. 011
June 23, 1937, this couple celebrated their golden wedding anniversary
at their home in Crescent Court, Louisville, Kentucky.

Mrs. Gilbert also was a teacher and rendered valued assistance to

her husband in the preparation of materials for bulletins and other
publications.

After his four-year term as Superintendent of Public Instruction,
Mr. Gilbert became President of the Central School Supply Company
of Louisville, and held this position for four years. He was interested
afterwards in the development and operation of iﬂuor spar and asphalt
mines in Kentucky and Alabama.

Mr. Gilbert possessed many ﬁne attributes of character, one of the
most marked being his unswerving loyalty. He lived loyal to his
friends and true to his convictions. The desire to stamp upon the
hearts of his students those same admirable qualities and his unusual

inﬂuence on his associates contributed to his success as a teacher and
administrator.

His death occurred March 15, 1939, Louisville, Kentucky.

A SYNOPSIS OF RECOMMENDATIONS. LEGISLATION AND PROGRESS
DURING THE ADMINISTRATION OF V. O. GILBERT——1916—1920

l. Recommendations of Kentucky Education Association—1917

1. Tax Levy—Minimum, Maximum
Minimum Salary—Teachers
Subjecting Property to Taxation
Constitutional Amendment—Tax
Payment 01? Teachers’ Salaries
Salaries of County Superintendents
Building Regulations

Vocational Education

9°T‘F‘P‘EI‘P’N’

Ill. Additional Recommendations—by Gilbert

School Term

Attendance

Agriculture

Supervisors

Constitutional Amendment—School Fund .
Constitutional Amendment—Superintendent of Public InstructIon
Tax Levy—Minimum

Reorganization-0f State Department of Education

a. Assistant Superintendent
b. Statistician

mﬂmwewse

~ .. __n.

_ ~.,.__.,. _. A

III. Ste
1.

IV. Le

VIRGIL o. GILBERT 15 V 7 "

Skill and c. First Clerk
(1. Certiﬁcation Clerk
e. Shipping Clerk I
« f. Five Stenographers
1
11a Chap. g. TWO Inspectors
Ipman ~ '
C c at Ill. Statements of Governor A. 0. Stanley ,
Guilty, 1. Textbooks—«Adoption . 1
ﬁnancial 2. Educational Institutions
1011. 011 ; IV. Legislation
llvel'sary A. General Session of 1916 ;
I 1. Codiﬁcation of School Laws l I-
-. . ‘ a. Census—Biennial l
stance to ' I). Compulsory Education 5 I
1d other ( 0. Books for indigent Children a I
(1. Railroad and Bridge Taxes ‘ _ ‘ I
i, e. H. S. Pupils ‘ . .
)1“ a ' A ‘
“mo“: - 2. Textbooks . ~
Olnpany I 3. High Schools for Graded School Districts I
ter . 4. Tax Levy ,_
eSted ’ 5. Joint High Scllool
asphalt 6. Certiﬁcates
7. University of Kentucky
3 0f the B. Special Session of 1917
. 1. Tax Commission
to hls 2. Taxes
)On the a. Race Track
. ‘ b. Bank Shares
muwal ( c. Distilled Spirits
er and I d. Oil
C. General Session of 1918
I 1. Maximum County School Levy
2. Vocational Education
I 3. Census—Age
.‘ 4. Agriculture
:RESS 5. Certiﬁcates
'0 6. Warrants
I V. Observations—Progress
I 1. World War and Inﬂuenza 1,.
2. Lack of Teachers and Textbooks
-. 3. Vocational Education
I 4 Institutions of Higher Learning ‘ ' p
Q; a. University of Kentucky ' I
b. Bowling Green and Richmond Normal Schools
5 C. Frankfort Colored State Normal School
I 5. High Schools
6. Adult Education
7. Consolidation
, 8. Supervision
I 9. Philanthropical Contributions
I
ion SUMMARY OF RECOMMENDATIONS, LEGISLATION AND PROGRESS
I l. Recommendations of Kentucky Education Association—1917
Not infrequently, progressive school legislation has been outlined
and advocated by the Kentucky Education Association some years before

4:5;wﬁm27r- 1 a 11-5 If;

HISTORY OF EDUCATION

being enacted into law. In 1917, the Kentucky Education Association
made the following recommendations, which were subscribed to by
Superintendent Gilbert:

1. Tax Levy
That the maximum amount that might be levied by county
boards of education for school purposes be increased from twenty
cents to ﬁfty cents on each one hundred dollars of taxable property;
and that the minimum levy that such boards could make be set at
twenty cents on each one hundred dollars of taxable property.

2. Minimum Salary
. That the minimum salary for public school teachers in Kentucky
'J-be made forty-ﬁve dollars per month, depending upon the passage of
the law providing for an increase in the county levy.

3. Subjecting Property to Taxation
That property exempt from local taxation under the new tax law
be made subject to taxation for school purposes wherever the body
that ﬁxes taxes for school purposes so desires.

4. Constitutional Amendment—Tax

That the State Constitution be so amended that independent
school districts may levy a higher rate of taxation.

5. Payment of Teachers’ Salaries
That there be some legislation to provide for the prompt pay-

ment of teachers’ salaries, and that they be paid upon a monthly
basis.

6. Salaries of County Superintendents
That the law be so amended that the minimum annual salary of
county school superintendents be six hundred dollars ($600) and the
maximum twenty-ﬁve hundred dollars ($2,500).

7. Building Regulations

That a law be passed to authorize the State Board of Education
to adopt standards for school buildings and to make regulations for
their enforcement.

8. Vocational Education

That the bill being prepared by the temporary Vocational Educa-
tion Board to permit Vocational Education in the state, be enacted
into law and that the state make provision to take care of the interest
of the state as a whole in providing funds to carry foward provi-
sions of the Smith-Hughes Law.

. Additional Recommendations—by Superintendent Gilbert

In addition to the foregoing recommendations, it was recommended
also that the following school legislation be enacted by the 1918