xt7g4f1mkw9s https://exploreuk.uky.edu/dipstest/xt7g4f1mkw9s/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1943-03 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.), "Kentucky High Schools 1942-43 with Adaptations to Meet War Needs", vol. XI, no. 1, March 1943 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Kentucky High Schools 1942-43 with Adaptations to Meet War Needs", vol. XI, no. 1, March 1943 1943 1943-03 2022 true xt7g4f1mkw9s section xt7g4f1mkw9s 0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN
_
KENTUCKY HIGH SCHOOLS

1942-43

WITH ADAPTATIONS
'O MEET WAR NEEDS

Donovan
Kentucky

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"' y of
! Ky

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Lexin gt On

Published By

g~ DEPARTMENT OF EDUCATION

A ,
‘ JOHN W. BROOKER
Superintendent of Public Instruction

"1‘9 Sid ent H.

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ISSUED MONTHLY

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

v°|' XI ' March, 1943‘; gégggfléij;
LIBRARY 324117

UNIVERSITY OF KENTUCKY

 

  

FOREWORD

The material in this bulletin has been divided into two sections.
Section one is devoted to a discussion ol.‘ how schools, particularly
high schools. can make certain adjustments to meet war needs. I
believe that the material developed in this section will be helpful to
both superintendents and principals.

The second section of the bulletin has to do with Kentucky high
schools for the school—year 1942-43. This section contains considerable
information regarding the high schools of the State. In fact, some
data are given regarding every high school now operating.

The official rating given each high school by the State Board of
Education was made on the recommendation of the Commission on
Secondary Schools of the Kentucky Association of Colleges and
Secondary Schools. This Commission. is composed of the following
members :

Henry A. Adams R. E. Jaggers

M. J. Belew Lee Francis Jones
II. A. Coeanougher \V. F. Jones

J. M. Deacon M. E. Ligon
Sister Dolorosa \V. G. Nash

Sister M. Aquinas C. V. Snapp

Carl Fields \V. H. Vaughan
Dorothy (lratt' Arville \Vheeler
Mark Godman S. S. \Vilson
\Villiam 0. Gilreath Duke Young

J. M. Glenn

The material in this bulletin was prepared by Mark (lodman and
L. N. Taylor of this Department.

J. W. B zooxnn
Superinimidmzl of Public Instruction

 

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Section 1

SUGGESTIONS REGARDING HOW SCHOOLS MAY MAKE
ADJUSTMENTS TO WAR NEEDS

In war-times our school forces as well as those who suppoit the
schools must keep level— headed. Hysteria should not be permitted to
impair the efficiency of the schools The schools are the bulwark of
the democracy for which we fight If we sincerely belie1e this then
the schools should be, allowed freedom of action within reasonable
limits du1 11133, the emergency. In no other 1'ay can the schools be 111 a
position to make adjustments in their program so as to make ett‘ective
contributions to the winning ot' the war.

In

Neither business 1101' the schools can be conducted “as usua
durinn‘ the e111er11'e11cy.’l‘l1e schools must meet the situation 11ith
adjustments of their curriculum that will best meet war- time needs.
and they must avoid hasty or radical chances that 11 ould embarrass
the cultural her'itage of our democracy. The schools can and must
continue to ott'e' a sound educational program and at the same time
promote the war effort in every way possible.

The instruction of the elementary schools should continue to be
preparation for service as adult citizens in a de1110ci'acy. This means
that the elementary schools should place increased emphasis on better
health and physical training. It means that they should do a better
foundation job in developino‘ desi able habits and skills lt means
that they should make every effort to keep the discussion of war its
horrors and its hates within bounds. Certainly the elementary schools
should insist upon an expansion and improvement in the teachi11<1
of geography; they should emphasize the ideals ot freedom secu1it1z
and equality enrich literary and musical experiences, and 11101ide
pupils with opportunities to actively participate in such community
services as Red Cross 1'ar s11111111ssalv1111e clubs v11to1v naideus.
etc lxecently Commissioner Studebaker aptl3 sunnnarized this matter
when he said. “There is neither any wartime need for curtailment
ot the elementary school terms nor for any unusual chanvc ol the
curriculum.’

High schools, however, face two major responsibilitics. one ol'
which is caused by the war and its needs. This year many boys 01‘

the graduating class will go directly into military service while many

3. g

 

 girls will enter occupations essential to the war effort. llencc, high
schools face two responsibilities:

First, they “must operate a good general education program
which includes control of the Mother tongue (English), man’s rela-
tion to man (social. studies), environment as it relates to human
welfare (science and mathematics)—-all, of course, modified in the
light of present needs.”

Second, they must otter such subjects and activities as will pre—
pare boys and girls for active participation in all phases of our effort
to win the war. This means educational services that go beyond
peacetime requirements. High schools must provide these services in
addition to the normal school program. These services must be pro-
vided in the place of some electives or as separate courses in the

What are some of these modifications and adjustments demanded?

Prc-mduction training courses.

Certain types of courses are recognized as essential to the prepara-
tion of men Who will enter our armed forces. These courses, contrary
to popular belief, come from both the so-callet
and certain special subject fields. English, physics, mathematics,
chemistry, biology, social studies, all adjusted to war needs, must be
taught as background training to the recognized pre-induction courses.
These specialized, ofiicially recognized pre-indnction training courses,
offered to the limit of the school ’s facilities and personnel, include

(4

academic subjects”

Fundamentals of Machines
Fundamentals of Radio

Fundamentals of Electricity
Fundamentals of Automotive Mechanics
Fundamentals of Shop \Vork
Pre-Flight Aeronautics

Few of our high schools can offer all of these courses, but capable
junior or senior boys and girls should take at least one or more of
them, either as a separate subject or as a unit. of work in other sub-
jects. A number of publishing companies have prepared texts in
these courses. The content of these texts follows the outline of material
prepared in bulletin form under the joint direction of the War
Department and the U. S. Office of Education for the pre-inductiou
courses listed above, Schools that do not have these bulletins outlining
the content; of the various pre-induction courses listed above should
secure them from the U. S. Government Printing Office, \Vashington.

each.

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2. Preparatory training for civilian worh whenever possible and
practicable for both boys and girls in such courses as

Home nursing \Velding

Conservation Sheet metal work
Foods and clothing Lathe work

Child care Agriculture

Nutrition Shorthand and typing

It will be noted that these courses are especially designed for pre-
paratory training for civilian work. Many schools are now provid-
ing instruction in many of these courses. They are doing it through
their departments of home economics, industrial arts, agriculture, or
in courses in trades and industry. It is imperative that all schools try
to find ways and means by which at least some of these important
preparatory courses or units can be taught.

3. Physical Fitness.

Physical fitness is a ”voluntary must” in the secondary schools
of the nation. The old maxim~a sound mind in a sound body—is
still fundamental. Little can be accomplished unless we build sound
bodies as a foundation. The physical fitness program must be empha-
sized.

Wartime service demands a program of physical education that
will have for its objective the development of strength, stamina,
agility, and bodily coordination beyond that ordinarily required for
peacetime. Hence, more time must be allotted to physical and health
activities in the daily schedule. Physical drills, recreation and safety
must receive added attention. If at all possible, the school should
provide a program of physical, education daily throughout the high
school course. If this cannot be done, then the school should
provide at least one period each week for physical education without
credit. It should be an organized program in physical fitness for the
war period and should be based on the program outlined in the U. S.
Office of Education bulletin, Physical Fitness Through Physical
Education for the Victory Corps, U. S. Government Printing Office,
\Vashington, D. C. Price 25c. The bulletin outlines a physical edu-
cation program for every school. It is carefully planned to contribute
to the physical fitness of high school pupils as a part of the total war
effort.

It is further recommended that a separate course in health for
one semester be taught in either the eleventh or twelfth grade or to
these grades combined. It should be an advanced health course, and
first aid should be emphasized. If a separate course cannot be offered,

5

 

  

other courses in the curricular program should be modified to include
units of health materials. Certainly this can be done in courses such
as general science, biology, home economics, etc.

4. Modification of courses in physics and mathematics.

Textbooks that represent modification of physics and mathematics
to meet military needs are 110w appearing. The emergency course in
mathematics should be taught in the fourth year of the high school.
It is intended for those people who need it as a refresher course and
for those who have not followed a particular sequence of mathematics
courses in high school and for whom much of the content will be
new. The emergency course in physics should be taught both in those
schools now offering physics and those providing a new course in the
subject. The content in the emergency course in physics is based on
present-day wartime needs and experience.

5 The High-School Victory Corps.

The program of the High-School Victory Jorps presents an excel-
lent opportunity to enlist the energies and interests of high school
pupils in the war effort. The Victory Corps integrates all of the cur-
ricular and extra—curricular war effort activities into one unified and
coordinated program. Every high school in the state, public and
private, regardless of size, can and should have such an organization.
Practically every high school is now carrying on activities that are
considered Victory Corps activities, such as scrap drives, Red Cross
work, \Var Stamp sales, etc. These, together with the program of
physical education designed to develop physical fitness, which is the
only constant in the Victory Corps program, constitute the essential
activities for General Membership in the Victory Corps. They may
be carried out during the emergency as club, assembly, and home
room activities in place of those that are usually included in this phase
of the educational program.

The High School Victory Corps should always be organized and
conducted in cooperation with the local Civilian Defense Council.
Each student should be registered through the Volunteer Office of the
local Defense Council. The Victory Corps organization should always
be under the control of school authorities, A local advisory commit-
tee, however, should. be appointed to aid in coordinating the work of
the Victory Corps with all Community activities.

One of the objectives of the Victory Corps is voluntary military
drill. Properly conducted, military drills are of the greatest value to
future inductees. If the drills are not properly directed and con-
ducted, however, they are largely a waste of time and tend to fix 1111'
desirable habits and attitudes in the student. In order that the mili—

6

 

 ch tary drills may be properly conducted by instructors who are carefully
‘ selected and well trained, the following program has been adopted:

The American Legion has volunteered the services of the Legion—
naires to act as instructors for the military training program in our

1108 high schools. The State Military Department, under the direction of
in Adjutant General John A. Polin, Frankfort, Kentucky, will, upon
)01. request, provide the services of instructors from the Kentucky active
1nd militia, who will go to the various counties and provide refresher
. training courses for the volunteer American Legion instructors. In
UCS addition, the American Legion will furnish, free of~charge, Victory
be Corps Military Drill Instructor’s Manual to all drill instructors.
rose The Board of Education should furnish copies of the Basic Field
the Manual, Infantry Drill Regulations, FM 22—5, to all drill instructors.
011 This Manual may be secured from the Superintendent of Documents,
’ Washington, D. C., price 25c.
It is, therefore, through the cooperation of the American Legion,
the military department and educational authorities, that we can now
'cel- offer an effective military training program in the high schools of the
‘ state. ‘
11001
cur— For further information concerning the organization of the Vic-
and tory Corps, see the bulletin entitled High-School Victory Corps, U. S.
and Government Printing Office, \Vashington, D. 0., price 150.
tion.
are 6. Credits allowed.
311055 (a) Pre-flight aeronautics will be given one credit when taught
11 0f five periods per week for a full year, eleventh or twelfth grades.
s the Schools should secure Leaflet No. 63, Pre—Flight Aeronautics in
utial Secondary Schools, U. S. Government Printing Office, Washington,
may D. C.
home (b) Physical fitness (physical education for war period) should
uhase consist of the following, with credit as stated:
' (1) Physical education, one period daily—no credit.
(2) Health education—one—half credit upon successful com—
1 and .
. pletion of a separate, advanced course for one semester for
UnCIL eleventh or twelfth grade or these grades in combination.
)1? 1,er (c) Physics (modified to meet military needs or taught as a
lways regular class)—five periods weekly, one-half credit in eleventh or
mmlt- twelfth grade or these grades in combination.
)l’k 0f (d) Mathematics (modified to meet military needs or taught
as a regular class)—five periods per week, one—half credit, and taught
ilitary to eleventh or twelfth grades or these grades in combination.
.1116 to (e) Pre—induction courses in fundamentals of Electricity, Radio,
1 (3011— Shop Work, Machines, Automotive Mechanics, will be given one—half
. . _ credit each when taught as a separate subject for one period daily
12‘ 1:: for one semester. These courses should be taught in the eleventh and
e m —

twelfth grades.

 

  

English and social studies in the eleventh and twelfth grades
should be given special emphasis. They should be modified to meet war
needs. In literature, increased opportunities should be provided to
read the biographies of great Americans, patriotic poems, and histori-
cal novels; also, increased emphasis on reading the literature of allied
as well as enemy countries, to develop understanding of them. In social
studies, special emphasis should be given to the nature of war and post
war problems, inflation, conservation, rationing, federal taxation prob-
lems, place of education in our democracy, democracy in contrast to
totalitarianism, etc.

7. Finding time for the new courses and activities.

1. Substitute the emergency courses for other courses not con-
tributing so directly to preparation for the war effort.

2. If you do not teach new, emergency mathematics and science
courses, adapt present mathematics and science courses to include
desired content.

3. Do away with the extra—curricular period entirely. Handle
club activities in class time.

4. Reduce each class period five minutes and thus secure twenty-
five to thirty additional minutes in the school day.

5. Lengthen the school day.

6. Decrease length of lunch period.

8. Some suggestions regarding curtailment or elimination of existing
courses.

“Tith the increased emphasis 011 mathematics, science, physical
education, pre-flight areonautics and pre—induction courses, the prob—
lem of elimination or curtailment of the regular school offerings
becomes very real for some schools and some pupils. In some cases
adjustments in the scheduling will help the situation. It is recom-
mended that wherever possible schools plan to adopt the sixty-minute
periods. By this means, and possibly by offering some subjects only
four days a week instead of: five, sufficient periods will be provided
for most pupils.

To assist school authorities in adjusting their school schedules
and individual pupil programs, the following policies are suggested:

1. Where teacher time is available, pre—induction courses may
be offered as additional electives and carried by pupils as a fifth sub—
ject. They should not, however, be a sixth subject.

2. Announcement has been made that there will be a forth-
coming pre-induction course in Code Practice and Touch Typing.
Since, in general, the program of commercial pupils is full, competent
commercial pupils should not take pre—induction courses in the juniOl"
year. Clerical skills are important in the war effort. It should be

8

 

 grades
et war
led to
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ompetent
rie junior
hould be

possible for them to take some pre—induction work in their senior
year, especially when the program of the pre—induction course in Code
Practice and Touch Typing is available.

3. Pupils who are unusually competent in English might be per-
mitted to take pre—induction courses’in lieu of their last semester’s
work in fourth-year English.

4. Since eighteen—year-old boys are to be inducted, pre—induction
courses should be made available not only on the basis of grade but
also of age. The pre-induction courses are especially needed for boys
of imminent draft age no matter what their year in high school.

5. Each teacher’s schedule should be examined carefully. This
should be done to find out whether the teacher’s abilities are being
used wisely, and to find out whether or not some teachers are not
being overloaded with work. In the light of the increasing scarcity
of teachers, light teaching loads should be avoided and all of the
facilities and equipment of the schools should be employed to the
fullest extent. Free periods, small classes, light teaching loads, are
“out” for the duration.

6. Where teachers are willing, larger—than—usual groups may be
scheduled for some types 01’ music and for some forms of physical
education.

7. Many teachers may be willing to work with groups of
interested pupils before and after school hours.

8. Especially during this emergency it is vitally important that
all teachers and all equipment in commercial departments, home
economics, vocational agriculture, industrial arts, shops, and science
laboratories be utilized to the fullest extent possible. Where there are
several small Classes in mathematics it may be possible for one capable
teacher to conduct them in one period.

9. Some schools may find it possible to make shop and laboratory
facilities available to pupils over the week end.

10. While it is realized that an understanding of the history of
our country and an appreciation of our government is most important,
still it may be possible to telescope the courses of American History
and Government into a one—year course of American History and
Government.

11. Pre—Flight Aeronautics should not be substituted for funda—
mental courses in mathematics and science but should follow or
accompany such courses.

12. Wherever possible, combine and alternate classes by years.

 

  

 

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 Section 2
SECONDARY EDUCATION IN KENTUCKY—194243

Schools and Types of Oi'gcwu'eatiotts. There are 697 high schools
in Kentucky. This number is in contrast to 716 operating last year.
In other words, Kentucky has 19 fewer high schools operating this
year than were operating last year. Eight years ago there were 848
high schools in the state, a decrease of 151 in the eight years.

Of the 697 high schools now operating, 626 are complete or-
ganizations; i. e., they offer a program of work through the twelfth
grade. Of the 626 complete organizations, 363 are county high schools,
186 are high schools in independent districts, 70 are private high
schools and 7 are state operated. 58%, ot' the complete high schools
are organized on the six-year basis (grades 7—12). 40% are four-year
organizations (grades 9—12). The others are three—year senior high
schools, all located in independent districts.

The following table presents data regarding the number of the
various types of high school organizations found in Kentucky:

Table I
TYPES OF HIGH SCHOOL ORGANIZATIONS AND NUMBER OF EACH

 

 

 

 

 

 

 

Types of County Independent Private State Total
Organizations Districts Districts Schools Operated

Grades 7—12 218 117 f 24 5 364
Grades 9—12 145 60 l 46 2 253
Grades 10—12 0 9 l 0 0 9
Grades up to 11 4 1 l O 0 5
Grades up to 10 21 I 6 I 0 l O 27
Grades up to 9 17 l 21 l 1 0 39
Total I 405 l 214 l 71 7 [ 697

 

 

The above table not only shows the number of different types
of high schools but it also indicates the number of high schools under
different types of control. It will be noted that 405 high schools are
~ Operated by county boards of education while 214 are maintained by
independent districts. Seventy-one are private high schools. The
other seven represent high schools that are entirely state operated.

Of the 405 county high schools, 390 are operated for white pupils
while 15 are maintained for colored. Of the 214 high schools in inde-
pendent districts, 160 are for White pupils and 54 are for colored.
Of the state operated high schools, five are for while pupils while two
are for colored. One of the private high schools is for colored pupils.

11

 

  

Table II
HIGH SCHOOL ENROLLMENTS BY GRADES, RACE AND CONTROL

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

County Independent State .. ‘

Districts Districts Operated P1 ivate
Grades 3 2 B 2 8 S 8 8 Total

'3 no :8 :1 E g,» E :3

a 8 a z a z B z

| 1

7 7,436 143 9,045 1,540 124 0 _ 183 0 18,471
8 6,573 121 8,143 1,356 128 0 2761 0 16,597
9 16,340 314 12,398 2,023 151 87 2,920 31 34,264
10 10,764 210 9,625 1,517 120 751 2,433 17 24,761
11 10,281 126 8,258 1,266 1321 88 2,221 21 22,393
12 7,263 68 6,767 935 1141 78 1,935 11 17,171
7—12 158,6571 982 54,236 8,637 7691 328 9,9681 801133,657
.251 7.461 .061 100.00

Percentage 1 43.891

.73140.581 6.461 .571

 

Information Concerning High School, Development. The three
tables that follow should prove interesting to all who are concerned
with the development of secondary education in Kentucky.

 

 

 

 

 

 

Table III
NUMBER OF HIGH SCHOOLS BY YEARS

HW
1915-16 316 No report No report 316
1916-17 376 32 No report 408
1918-19 400 30 No report 430
1922-23 529 56 No report 585
1923-24 492 51 86 629
1924-25 496 50 84 630
1925—26 551 57 91 699
1926-27 552 55 88 695
1927-28 607 64 98 769
1928-29 .............. 614 73 97 784
1930-31 661 72 73 806
1931—32 676 70 86 832
1932-33 .............. 678 73 82 834
1933-34 .............. 682 74 84 838
1934-35 684 75 89 848
1935—36 680 75 83 833
1936-37 663 _ 78 77 818
1937—38 652 80 76 808
1938—39 628 80 . 75 783
1939-40 605 78 75 758
1940—41 592 74 72 738
1941-42 574 71 71 716
1942-43 555 71 71 697

 

 

 

 

 

 

 

 

 

m
in
sci
th
pr
so]
(36]

 

 {TROL

 

Total

 

 

 

 

3 three
lcerned

 

)tals

 

:16
108
130
i85
329
530
399
395
769
784
306
132
334
338
348
333
318
308
783
758
738
716
397

Table III indicates that there was a continuous growth in the
number of high schools from 1915 to .1935. Since 1935 the decrease
in the number ol.‘ high schools has been marked. In fact, 131 high
schools, public and private, have ceased operation since that date. 01"
this number, 133 have been public high schools while 18 have been
private secondary schools. The decrease in the number of public high
schools has resulted very largely from their merger into la rger school
centers.

Table IV

ENROLLMENT BY YEARS IN DIFFERENT TYPES OF
HIGH SCHOOLS

 

 

 

 

 

 

 

 

School Year fil‘é’fiwsgfléfi 11331110 sgggglesd Higliinsiifimis TOWS
l l l

1914-15 ............ 1 15,547 1 No report No report 15,547
1915-16 ............ 1 18,850 1 1,054 No report 19,904
1916-17 20,800 1 1,225 No report 22,025
22,929 1,209 No report 24,138

21,255 1,218 No report 22,473

25,939 1,446 No report 27,385

35,806 2,373 5,007 43,186

38,575 2,586 6,548 47,709

37,264 2,952 5,857 46,073

42,416 1,929 7,168 51,513

46,096 2,664 7,440 56,210

50,368 3,516 8,835 62,719

54,903 4,083 8,590 67,576

58,370 4,100 ............ 62,470

61,589 4,054 65,643

67,268 4,677 71,945

*83,092 *6,994 *7,407 *97,493

83,930 6,961 7,445 98,336

88,583 7,983 7,846 104,412

101,017 6,546 g 8,173 115,735

106,799 8,711 8,994 124,504

109,587 8,938 9,610 128,135

117,284 9,587 9,166 136,037

121,204 10,342 9,999 141,545

123,822 10,440 10,185 144,447

119,398 10,173 10,339 139,910

113,662 9,947 10,048 133,657

 

 

 

. *Beginning with the school-year 1932—33, the enrollment of the seventh and
fhghilltgfades of six—year high schools and of junior high schools are included in
e '0 a s.

Table IV presents an interesting picture of the increase in high
school enrollments in the different types of high schools since 1915.
This statement should be modified, however, because one will observe
that the total high school enrollment of the state has been decreasing
during the past two years. Last year there was a decrease of 4,537

13

 

  

pupils in the total high school enrollment while this year there has
been a, decrease of 6,253 pupils, a total decrease ol:‘ 10,790 pupils in
the last two years. The decrease in high school enrollment is noted
in all. types of high schools-#puhlic white, public colored, and private.
The decrease is especially niarked in the, case of the public white high
schools. Our total high school enrollment is reflecting," the fact that
many high school pupils have dropped out of school either to enter
defense industries, pursue some type of defense training, or enter
the armed forces.

 

 

 

 

 

 

 

 

 

 

 

Table V
HIGH SCHOOLS ACCREDITED THROUGH GRADE TWELVE,
1909—1941
$011001 Year fil‘g‘ll‘cslllfiéli liiuilgiic $311867: 111511 $31600” Totals
l | l

1909-10 54 No report 29 83
1910—11 69 No report 32 101
1911—12 85 No report 33 118
1912-13 100 No report 34 j 134
1913—14 123 No report 38 162
1914-15 134 No report 41 175
1915-16 149 No report 45 194
1916-17 171 No report 50 221
1917-18 185 No report 52 237
1918—19 201 No report 52 253
1919-20 220 No report 55 l 275
1920—21 225 No report 57 | 282
1921—22 .............. 228 No report 55 283
1922-23 .. 263 7 61 331
1923-24 ______________ 286 8 69 363
1924-25 .............. 311 11 68 390
1925-26 342 14 73 429
1926-27 382 14 80 476
1927-28 .............. 415 ~ 13 83 511
1928-29 457 16 87 560
1929—30 491 18 89 598
1930-31 522 l 26 91 639
1931-32 ..... 527 | 34 l 84 645
1932-33 539 35 83 648
1933-34 ..... 535 34 82 l 651
1934—35 529 34 84 l 647
1935—36 ........... | 559 l 51 l 77 | 687
1936-37 .............. | 558 | 54 l 73 | 690
1937—38 .............. 546 l 56 75 l 677
.. 543 ! 60 73 l 676

529 l 59 73 l 661

516 l 61 72 l 649

510 | 56 70 | 636

500 | 54 72 l 626

 

 

 

 

 

1h
to
co
or

 

 ere has
Ipils in
s noted
private.
ite high
net that.
o enter
r enter

LVE,

atals

83
101
118
134
162
175
194
221
237
253
275
282
283
331
363
390
429
476
511
560
598
639
645
648
651
647
687
690
677
676
661
649
636
626

Table V shows the situation as regards the number oi" aecrmlited
high schools, by years, since ltltltl. \Vllen one thinks ol' 2] high school
in its true sense. one thinks ol’ an institution that otters a program
of work through the twell'th grade. lligh schools that, are organized
to give work which does not extend through the twelfth grade, except—
ing junior high schools (grades 7—9), should be. looked upon as in-
complete, feeder schools for regularly organized high schools; i. (2.,
schools that offer pupils a complete high school program through the
twelfth grade.

Both public and private high schools in Kentuelef are accredited
by the State Board of Education. ,ln. arriving at the official ratings
given the high schools the State Board of Education usually follows
the reconnnendations of The Commission on Secondary Schools of the
Kentucky Association of Colleges and Secondary Schools. The mem-
bers of this Commission meet with the public, school supervisors and
canvass the annual high school reports and the reports of the super-
visors’ inspections. This year it. was the policy of the Commission
and the State Board of Education to maintain school standards unim-
paired for the future, but, to apply them in the present emergency
with liberality. In accordance with this policy. some schools retain
their A. or B ratings on an emergency basis (AE or BE). This action
was taken with the understanding that these shortages are to be
remedied promptly when the war emergency ends.

A few schools were rated ET. The initial “T" indicates that
the schools were accredited temporarily and that they are not expected
to continue in operation next year unless shortages are completely
corrected. Schools marked 1’ are unaceredited. These schools are not
operating in compliance with the laws and regulations.

15

t
2‘
i,
t
t
i

 

 KENTUCKY PUBLIC HIGH SCHOOLS, 1942-43
Offering Work Through Grade Twelve

 

County
District
School

High School Enrollment by
Grades

 

10 11

12 Total

Tchs.

Li—
brnry
Aphro—
m‘ia—
tinn

Voca—
tions
Taught

Term
1n
Mos.

Elementary
School District

Pupils Tchs. Term

 

ADAIR COUNTY
County ..............................
Breeding _.
Glens‘ork
Knifley _____
Columbia ..
White

B
BE
BE

A
BE

ALLEN COUNTY
County H. S.
(Scottsville)
Scottsville

ANDERSON COUNTY

Kavanaugh
(Lawrenceburg)
Western (Sinai) ........ |
Lawrenceburg ................ |

BALLARD COUNTY

County ..............................
Bandana
Barlow
Blandville
Kevil ..........
LaCenter
Wicklifie

B
B
B
B
B
B

BARREN COUNTY I
County .............................. I
Austin-Tracy (Austinfl
Hiseville [
Park City ....................
Temple Hill
(Glasgow)
Cave City ........
Glasgow ..................

Colored ....................... '_'_'_

BATH COUNTY
County
Owingsville
Salt Lick ......
Sharpsburg

BELL COUNTY
County ..............................
Bell CO. H. S.
(Pineville) I
Henderson Settlement]
(Frakes) .................... l
Pruden (Pruden,
Tenn.) I
Red Bird (Beverly)_.]
Lone Jack (Four Mile)|

Middlesboro .................... J
White
Colored

Pineville

BOONE COUNTY
County
Burlington ._
Florence

 

 

! l 1
l I
2 I 401
1 | 13
1 14

8 13
56 62
40 48
16 14

1
1
2

 

 

 

 

 

 

 

 

 

 

 

I
160!
61|
44|
551
269|
2241
451

Hr—I
wwmmm_mmw

p—l
hWK‘IO

l

I
150
50
60
40
350
250

 

l l
1 1
32851 1081l

 

 

 

 

 

 

 

 

 KENTUCKY PUBLIC HIGH SCHOOLS, 1942-43—Continued

 

County
District
School

Rating

High School Enrollment by

Grades

 

7 8 9 10

11

12 Total

Tchs.

Term
1n

Voca-
tlons

Elementary
School District

Pupils Tchs. Term

 

Hebron _
New Haven (Union) ..|
Walton

BOURBON COUNTY

County .............................. |
Center Hill (Paris)....
Clintonville
Millersburg .....
N. Middletown

Paris
White .. ..
Colored ..........................

BOYD COUNTY
County H. S. (Ashland)
Ashland
White ..
Colored
Catlettsburg _
Fairview

BOYLE COUNTY
County ..............................
Forkland (Gravel
Switch)
Junction City .
Parksville
Perryville

Danville ............................ I
White ...|
Colored ........................ |

BRA