xt7vhh6c5w1j https://exploreuk.uky.edu/dipstest/xt7vhh6c5w1j/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1933-07 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.), vol. I, no. 5, July 1933 text Educational Bulletin (Frankfort, Ky.), vol. I, no. 5, July 1933 1933 1933-07 2021 true xt7vhh6c5w1j section xt7vhh6c5w1j  
  
 

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CONTENTS

Page

Statement from Supt. Richmond ........................................................................ 2

The Case for the Public Schools by Supt. James H. Richmond ................ 3—16

A Public Discussion Contest for Kentucky Schools by D. Y. Dunn‘ .......... 17—18
Partial List of Articles Published Concerning the Studies of the Edu-

cational Commission ...................................................................................... 19—20

Division of Library Service Added to Department of Education ................ 2i

Representatives of Kentucky Colleges in Conference at Frankfort..._....22—23

Radio Interview Between General W. L. Sibert and Supt. James H.
Richmond .......... 24-38

Trends ‘in Public School Support (Chart) ...................................................... 40

 

Published By

l DEPARTMENT OF EDUCATION

JAMES H. RICHMOND,
Superintendent of Public Instruction

 

 

 

 

 

 

‘ ISSUED MONTHLY

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

Vol. 1 0 July, 1933 o No. 5

LEBRARY
UNlVERSlTY OF KENTUCKY

 

 
  
 
   
 
   
 
     
  
   
  
  
  
   
     
 

 

 

 

 

 

 

    

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MORE CHlEb/illEN—LESS MONEY.

School census estimates for the year 1933—34» indicate that there
will be 720,000 children of school age—an increase of some 10,000 over
the census of 1932—33. As a result of this increase in the number of
children, and a decrease in the amount of money available for the
Common School Fund, the per capita for the coming school, year will
be $6.00 as compared with $7.00 for the year just past, and $9.00
for the school year 1931-32. l n other words, there has been a reduc=
tion within two years of 33 1/3 per cent in state support of common
schools.

Those who are familiar with the school situation in Kentucky
know that this decrease in state support, coupled with corresponding
reductions in local support, will complicate an already serious condi—
tion, and in many rural districts the result will be little short of
tragic. Greater inequalities will exist, terms will be shortened, teach-
ers’ salaries Will reach new “lows,” necessary activities will be cur-
tailed, and thousands of children will be denied the educational oppor-
tunities to which they are entitled. Although general business condi—
tions are rapidly improving, the schools in Kentucky are facing a.
crisis. It must be remembered that under Kentucky’s present system
of tax machinery, the schools are largely supported by levies on real
estate; as a result, schools were about two years behind general con-
ditions going into the depression, and they will be even slower in
coming out of it. The general improvement will not be immediately
reflected in school support; unless action is taken to increase school
revenues, they will decline to even lower levels, and the per capita
for 193435 may be even smaller than that for the school year 1933-84.
Kentucky’s educational ranking has always been low as compared
with the rest of the nation, and the coming year may deal it a blow
from which it may take many years to recover.

The report of the Kentucky Educational Commission, now in its
final stage, will point out the steps which must be taken to save our
schools from irreparable harm. Today’s children must be educated
today; other things can wait, but the training of the future citizens
of this Commonwealth cannot be delayed. It behooves every citizen
who is interested in the progress of Kentucky and the welfare of
Kentucky’s children to study carefully the findings and recommen-
dations of the Commission, and to lend full support to the end that
this carefully worked out program may become a reality.

JAMES H. RICHMOND
Superintendent of Public Instruction.

 
  
 
 
 
 
   
   
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
   
   

  

 

The Case For The Public SchoolsI

By JAMES H. RICHMOND,
; Superintendent of Public Instruction.

vaflyon

For nearly four years acute and wide-spread financial distress
has afflicted our economic and social life. Our democratic system of
government has been threatened with a complete breakdown, but it
has survived, nevertheless, because we have maintained the corner-
stones upon which every successful democracy has been erected—free
speech, free press, and free public schools. This democracy of ours
will continue to function in the service of humanity as long as these
institutions are respected and preserved.

Undoubtedly, we are now definitely on the road to economic re-
covery, but we must not become careless through a false sense of
security. Grave dangers still confront us; complicated problems yet
remain to be solved, fundamental institutions of our civilization are
,2 still under malignant attack; the public school, democracy’s rarest
flower, is being assailed by selfishness and greed. Like an army of
termites, the enemies of free public education are boring away. Un-
less they are exposed and defeated, we may find but the hollow shell
of this civilization crumbling about us.

During this period of economic distress, which has brought in-
tense and manifold suffering to people in all walks of life, no agency
of government has rendered a better account of its stewardship than
the public schools and yet none has been subjected to more bitter
I attack. At a time when our once respected leaders have been found

to have only feet, but whole bodies of clay, and when hysteria has
, stalked abroad in the land, our public schools have calmly and faith-
i fully carried on. They have been true to their trust.
‘ Why does society, when it gets down on its luck, resort to the de-
. structive practice of picking to pieces those instrumentalities which
‘, » are most necessary to progress? Why is the public so quick to criti-
l cize those service agencies which are the least capable of defending
‘ themselves? Why has the attack been centered upon our educational
, system? Our schools have not failed. Public education is the one
l business which has paid increasingly large dividends. It is one of the
few responsible supports of our government that has measured up
, in this trying situation. Public education is not responsible for the
economic chaos which has existed. It has no preferred list to which
favors are dispensed. It has not lured our people into a mystic maze
of high finance only to dissipate their fortunes and shatter their hopes.
It has not lulled them to sleep with blatant promises of a greater and
still greater measure of prosperity. It has not encouraged specula-

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1Address delivered before the Kentucky Press Association, Mammoth Cave,
Ky., June 23, 1933.

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tion, indulged in fantastic write-ups and issued shares of stock which
represent nothing more than huge patches of blue sky. These are
the sins of our industrial and financial leadership, yet the public,
angered in its disillusionment, has been directing its wrath against
the public schools, in many instances aided and abetted by those very
instrumentalities which have brought our people upon these evil days.
Not infrequently leaders of our great financial and industrial corpora-
tions, in order to deflect criticism from their own incompetent and
questionable tactics, have established a siti(,)lr0priate legislatiOn, provide for an efficient system of common
schools throughout the state.” Thus, public education is accepted as
a function and a responsibility of the Commonwealth to all its chil-
dren. The constitutional mandate has been carried out from year to
year, according to the General Assembly’s conception of the
philosophy of education, the plan of organization and control that
seemed to be‘most effective, and the ability and disposition of the
people to support the program. Along with the changing needs of
the people of the state and their increased dependence upon public
education, this conception has not always changed rapidly enough,
nor has there always been that element of coordination which is so
essential to a sound educational program. This is amply illustrated
by a review of the progress made during the past two decades and by
the situation in which our school system finds itself.

Viewed from almost any angle the schools cost more today than
they did some twenty years ago. In 1910-11 the yearly per pupil
cost was approximately $12.00 while by 1929-30 it had increased to
$34.66. It. is true that the yearly 0 st per pupil enrolled was reduced
by 1931-32 to $31.61. Reports for 1932—33 will show a reduction of
approximately 16 per cent over 1931-32, and it seems safe to predict
a further reduction of approximately 15 per cent during the school
year 1033—84 over 1932—33. That these increases in cost during
the past twenty years are not entirely due to changes in
the purchasing power of the dollar must be admitted, but
that they have been without value or that educational costs
have increased more than other governmental costs is flatly de-

 

 

 

 

 

 

 

 

       
 
  
  
    
  
 
 
 
 
 
 
 
 
 
 
 
 
    
    
  
 
 
 
 
 
 
 
 
   
   
  
    
   
   
 
   
 
 
   

nied. Economy must be measured not alone in terms of money spent
hut in terms of value received. The report of the Subcommittee on
School Costs 01’ the Kentucky Educational Commission and other
analyses of school costs show that for this increased cost in education
Kentucky has received certain values:

1.
2.

U1

The length ot‘ the school term has been lengthened from 116 days in
1918-19 to 156 days in 1930-31, a gain of one third.

The total enrollment in the public elementary and high schools of
Kentucky increased from 509,987 in 1910-11 to 613,119 in 1931-32.

High school enrollment has increased from 14,037 in 1910-11 to 71,945
in 1931-32—More than five times as much!

Kentucky has reduced her percentage of illiterates, those above ten
years of age who can neither read nor write, from 8.4 per cent in 1920
to 6.6 per cent in 1930.

Extended school service has been imposed upon the schools by the
people themselves. Demands on the part of the public have made
necessary nursery schools, kindergartens, opportunity classes, home
economics, vocational agriculture, vocational rehabilitation service,
trade schools, schools for crippled children, pre-vocational courses,
junior high schools, junior colleges, night schools, and classes in adult
education.

Certain classes and courses have been brought on by the recognition
by the public of the need for training in worthy use of leisure time.
Examples are music, art, organized play, physical education, extra-
curricular activities—all the so-called “frills” which, in reality, con-
tribute most to permanent progress in social and intellectual develop-
ment. With the near—collapse of our boasted industrial and financial
structure, we have «been saved from chaos only because our people have
been encouraged to devote their leisure to constructive and worthwhile
things, rather than to indulge in fomenting strikes, organizing revo—
lutionary activities, and plotting against their leaders. The splendid
spirit shown Iby the American people during,r the dark days of the eco—
nomic depression is an eloquent testimonial to a governmental system
founded on the Widespread diffusion of knowledge.

There has been a demand for better teachers, better equipment, better
buildings, and a broader and richer curriculum.

The schools have been an important factor in absorbing the children
released from industry by the agitation against child labor. In 1910
18.4 per cent of the children in the United States between the ages of
ten and fifteen years were employed in gainful occupations. By 1930
only 4.7 per cent were thus employed. WVith the adoption of codes by
various industries under the Industrial Recovery Act this percentage
will doubtless decrease sharply during the next two years. Society has
demanded that immature children, for their own sake and for the sake
of unemployed men, should not be allowed to compete with adult
workers. High schools and colleges, especially, are factors in absorb~
ing many who might otherwise compete with heads of families in
obtaining employment. Imagine the situation if we should suddenly
close the high schools and colleges and dump into industry and agri-
culture the more than five million high school students and the 1,200,000
college students in this country.

The value of the schools as an agency of social stability—great

as it is in normal times——is of inestimable value during periods of
depression. Large numbers of unemployed young men‘ and women
return to the schools to continue their studies, while countless

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thousands of adults turn to self—improvement as a means of keeping
up their morale. W hen their jobs have disappeared, when banks have
failed them, and when their trusted leaders have enticed them into
the intricacies of speculation only to destroy their fortunes and blast
their hopes, is this nation to deny its people even the hope of an edu-
cation? Surely it is a primary obligation of our social order to pro-
vide constructive training for the people ’s leisure time.

These facts and many others show that the demands made on our
school system have increased enormously during the passing years,
and that increased costs have been due to increased services justly
demanded by the public. But this is only a part of the picture. There
are those who admit that these facts are true, but who say that by the
end of the “twenties” Kentucky had gone too far in the extension of
school service, had progressed too rapidly in public education, and
was spending too much on her public schools. Let us give some. con—
sideration to this criticism, and measure the progress of educational
support in Kentucky with the only yardstick available—the progress
that had been made by other states during the same period.

Twenty years ago Kentucky stood fortieth among the states in
educational ranking. Today she is still fortieth! It is true that great
progress has been made in public education in Kentucky, but it has
been no greater than that made throughout the nation. In other
words, we have simply “held our own.’7 At least. a partial explana-
tion of the needs of education in Kentucky can be found by referring
to comparisons of school costs in Kentucky with school costs in other
states at the close of the decade 1920—30. Data of this type have been
prepared by the United States Office of Education for the school year
1929-30.

In current expenses per pupil enrolled, Kentucky ranked 43
among the states. The annual amount per pupil in the United States
in 1929-30 was $75.40, in Kentucky it was only $34.66. (As has been
pointed out this figure had dropped to $31.61 in 1931-32 with a
further reduction of 16 per cent in 1932-33 and a still further reduc-
tion of about 15 per cent in 1933—34.) The outlays for buildings and
equipment for the same year were $14.44 per pupil enrolled for the
United States, and $4.32 for each Kentucky pupil, giving Kentucky,
in this respect, a rank of 43. In the average annual teacher’s salary
for 1929-30, the state’s average of $896 compared with the United
States average of $1,420 represented a rank of 41. The school. debt
per pupil enrolled as well as the item of school property per pupil are
figures that reflect the degree of financial support over a period of
time. It is interesting to note that the state’s ranking on each of
these items is 47. Kentucky’s school debt of $14.80 per pupil en-
rolled for 1929-30 was less than one sixth the national average of
$94.47. The United States average investment in school property

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per pupil enrolled was $242.00, practic ill 1i three times the valuation
in Kentucky of only $82.00 per pupil.

Thus we see that although Kentucky had made progress in edu-
cation up to 1930, it had simply paralleled, though on a much lower
plane, the progress made in other states and in every respect, educz-
tional cost; in hentuclxy 11 e1e considerahlv belon the United States
average at the end of the prosp1rous "Wt11c11ties " li‘urthcrmore,
there 1s not thiny' in the situ ition toda1 11'1l‘1i1l1‘11.ould 11 1111"1nt the e011-
clusion that Kentnekvs edntatirzin 1l 12111‘::in 'zshi i111proved during
the past three years.

It is true that 1011' educational costs in .licntuclgv are partly ex—
plainahle in terms of the low per capita wealth of the state. Possibly
a fairer comparison of the state ’1; support ol" education is based upon
performance in terms otf actual financial ability. Even upon this
basis Kentuckv 'anks far helo 1111' the 211111 use state. In school cost per
cent of income the state s rank is 412; in wheel property per cent of
11'2e1lth the state’s rank is also l2.

Another significant comparistm ol‘ the state’s performance in
support of education is the pl'OpOlllt.“ ol ta); 1111111111' 111111101 to public
education. ln this respect also Kentuclev 1.1 1-1so111le121l1lj below the
averawe. In school cost per cent of state and local taxes, the state’s

'2111k is ‘33; in school cost per cent ol total taxes i111l‘111ling federal,
state, and local, the .tatc’ s rank is 3:).

Recent data on teachers’ salaries tro111 all over the. 'lfnited States
show that percentage reductions in Kentuelzv teactnrs" salaries are
greater than the United States 211411321150. Th 1e b1 1t 211‘211lahle d2 .ta give
the state a 121111: 01 40 in this respect

()l: more imnortance than a11Vl‘hlu11 11hich has taken place in the
past. is the question “What has ham mud to 1::dn121tion in the three.
school vea1s since 192.9- 80 and 111'121t are the pre. 11nt tr 1 1 :.l st” Today ’s
children must be educated todav, and it is impor tant t1. be informed
011 recent trends in public education l1ecause the changes rapidl1i

taking place e211e of much sierit'canee 1n the days that 10 ahead. J11

the. main, there are t11o great changes to be noted in public education
in Kentucky during,r the three years since. 15‘29 30. (These changes
are shown graphically in the e hart on page 40 )

In the li1st. place, a lareer proportion of the population is at—
tending school The total enrollment in the common schools has i11—
ereascd het11een 4 and 5 per cent, since 1930. The high school enroll-
ment has increased steadily and is now 25 per cent are eater than it
1121s three years aemo The college enrollment increased 20 per cent in
a single vear. and then more slo11l1i' the next t11o yeais. It is now 2.1
per cent 11'1 eater than in 1921.. The slight slowing: up of increase in
college enrollment is characteristic of the situation all over the
country. As conditions improve, enrollments in colleges and uni-
versities will continue to increase.

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\ In the second place, public school support in Kentucky is falling
rapidly. The great decrease in support of higher education has al—
I ready been noted. Common school support is decreasing and with it
‘ teachers’ salaries are going down. For the state as a whole, salaries
for this year are one—cightl’r less than last year. Salaries in the rural
l districts are one-fifth less this year than last.
) As a measure of school cost and, therefore, of school support, no
, figures are more significant than those representing teachers’ salaries.
, The charge that teachers are paid too much is too ridiculous for me to
dignify it by taking time to submit data to refute it. Few people,
1 however, realize the depths to which teachers’ salaries in Kentucky
‘ have fallen. During the coming year, the more than 10,000 teachers
l in the rural schools, representing 60 per cent of all the public school
l teachers in the state, will receive an average annual salary of less than
l $450.00.

A most striking illustration of the seriousness of the salary situa-
tion in our schools has just come to my attention. A few days ago
there was received at the Department of Education the report of the
superintendent of one of our county districts. In that district the
average salary for the 77 teachers in the district was less than $300
for the Year. Ponder on that figure for a moment.

The only fair basis on which a teacher ’s salaryr should be calcu-
lated is for a period of twelve months. It is true that school terms
run from six to nine months, depending on the district, but unfortu-
nately the teachers of this state have not acquired the faculty of
, going into a state of suspended animation during the months in which
the schools are not in session. They must not only live during those
months, but they must frequently undergo the added expense of
summer courses at some college.

‘ On the basis, then, of three hundred working days in the year, the
\ teachers in the county I have mentioned received the princely sum of
‘ $1.00 per day. Relief labor paid from R. F. C. funds received $1.50
g per day. And yet we are entrusting the mental and moral welfare

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of our children, during the important formative period of life, to a
teacher whose ability is less highly valued than that of labor employed
for relief purposes primarily. _
That you may more fully understand the declining measure of
support extended by Kentucky to her schools, let me cite these facts.
According to the Subcommittee on School Support of the Kentucky
Educational Commission the state government of Kentucky is now
making 31 per cent less provision for education in comparison with

l support of other state functions than it did ten years ago. In 1924,
44 per cent of the gross revenues of the state including local. taxes
‘ went for the support of our public schools, including the state main—

tained institutions of higher learning. Last year only 37.71 per cent
of such revenues was used in the support. of education at all levels

 

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and sufficient data have already been assembled for the school year
just past to warrant the statement that this percentage has again. de—
creased. In 1907 approximately 42 per cent of the total receipts into
the state treasury went to the support of public elementary and
secondary schools. 3y 1916 the percentage had dropped to 38 per
cent and in 1931 only about 17 per cent of total state receipts were
spent on public elementary and secondary schools. in further con—
sideration of the charge that too much money is bein:r spent on public
education in Kentucky, 1 would remind you that most recent figures
available indicate that while the cost of educatiou per child per day
has dropped to approximately 1—1 cents for the United States as a
whole, in Kentucky it has been reduced to the low figure of 251 cents.
Surely, the small sum of 2:} cents per day is little enough to spend in
preparing a child to becon’ie an intelligent and worthwhile citizen of
this Connnonwealth.

It. is to be expected that inadequate and unequal support will be
reflected in the educational opportunities which are available to the
children of the Commonwealth. .It is not possible here to present in
detail all the inequalities and injustices which are the logical results
of the conditions i have mentioned, but it is possible to give some
consideration to the frequently heard remark that “our school system
is good enough as it is and :an get along on one—third to one-half less
money. ’ ’

As has been pointed out, the needs of the schools in terms of sup-
port and administrative organization are but a reflection of the edu—
cational needs oi" the children. if all of these needs were being aile-
quately met, if the present system were functioning with a reasonable
maximum oE efficiency, and it' all of the 720,000 children in Kentucky
were being given an opportunity to secure the educational advantages
to which they are entitled and which the state for its social good

should afford them, then there might be some truth in the statement

that “our present school system is good enough.’7 Untortunately,
such conditions do not. exist. The present school system is :I’ar from
adequate in any respect. Lack of time precludes a discussion otf all
the needs of public education in our state, which are in some respects
dillei'ent at the levels of the elementary school, the high school, and
the college. Only a. few significant facts are necessary, however, to
show most conclusively that these needs are not being adequately and
uniformly met at any level and especially is this true of the eleiiient—
ary school.

1. Of the 613,119 pupils enrolled in the common schools in 1931-32, 541,174
were in the elementary school and 71,945 were in the high school. About
two-thirds of the enrollment was in the county school districts.

2. Less than one-third of the elementary school teachers hold certificates
based on two years or more of college work and one out of every seven
or eight elementary teachers is without previous teaching experience.

3. The typical elementary school in the rural districts is the one-room
school as compared with the much larger and better equipped buildings

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
 
 
 
 
 
 
 
 
 
 
  
 
 
 
 
 
 
 
 
 
 
 
  

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in the larger consolidated schools and the city school districts. In
1930 the average value of school property per pupil enrolled in the
county districts was only $39.43 as compared with $106.19 in the in-
dependent graded school districts and $179.05 in the city school districts.
Comparable figures based on average daily attendance were $55.47 for
the county districts, $124.02 for the independent graded school districts
and $215.29 for the city school districts.

In rural districts the typical school term is seven months for the ele—
mentary schools, whereas in the elementary schools of the city and
graded School districts and in the high Schools of all three types of
districts the typical term is nine months.

There are not adequate teaching supplies and equipment to supplement
the textbook in the elementary school. In the elementary grades of the
county schools there is an average of only about onehalf book per
child, While in the elementary grades of the independent graded dis-
tricts there is an average of only about two—thirds book per child, Many
children, probably 150,000 or more, do not even have the minimum
number of basic textbooks.

Because the educational needs of the children are not met, large num-
bers of pupils in the elementary schools fall behind in their classes.
Forty per cent of the rural elementary pupils are behind one or more
grades. These retarded pupils become discouraged and, as a result,
drop out early in their school career and oftentimes become juvenile
delinquents.

That the needs of youths of high school age in Kentucky are far from
being adequately met is shown by the small proportion of the popula-
tion of high school age attending school in Kentucky. Only three states
rank lOWcr than Kentucky in per cent of public school enrollment in
high school.

Students of secondary education regard the fiveteacher size high school
as the smallest unit in which an adequate course of study can be pro-
vided. A study of high school salaries in county and graded school
districts for the school years 1931-32 and 1032-33 shows that the salary
cost per pupil is less in the high school of five teachers than in the
high school of two teachers. Yet considerably less than one-third of
the high schools in Kentucky have five or more teachers. In fact only
372 of the 749 public high schools in the state have faculties of tour or
more teachers. In View of these facts an extensive program of school
consolidation seems imperative.

Kentucky is behind most of the states in the proportion of population
of college age attending public and private colleges in the state. It the
United States’ average percentage of college age attending college were
applied to Kentucky, then s