xt7wh708122q https://exploreuk.uky.edu/dipstest/xt7wh708122q/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1933-03 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.), "The Kentucky Educational Commission", vol. I, no. 1, March 1933 text Educational Bulletin (Frankfort, Ky.), "The Kentucky Educational Commission", vol. I, no. 1, March 1933 1933 1933-03 2021 true xt7wh708122q section xt7wh708122q ’—§\
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,0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN,

THE
KENTUCKY EDUCATIONAL
COMMISSION

Published By

. J
7qu . DEPARTMENT OF EDUCATION.
,,

JAMES H. RICHMOND,
Superintendent of Public Instruction

ISSUED MONTHLY EXCEPT JUNE, JULY, AUGUST
Application Pending for Entry as Second Class Matter at Frankfort, Ky.

Vol. I 0 March, 1933 0 No. I

EDUCATION IN KENTUCKY
IS AT THE CROSS-ROADS

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 educa—
tion in Kentucky, but it has been no greater than that made
throughout the nation. In other words, we have simply
”held our own."

Today our educational system faces a crisis. We must
choose whether it is to make progress or whether it is to go
backward. Educational leaders of the State have been alert
to Kentucky's educational problems, and upon their recom-
mendation, the I932 General Assembly created the Ken-
tucky Educational Commission to make a searching analysis
of the problems facing public education within our Common-
wealth.

The Kentucky Educational Commission has been work-
ing diligently for several months. It is studying thoroughly
every phase of public education. Its ﬁnal report will point
out the path that we must take.

This booklet, which tells something of the work that is
being done, should be of interest to every citizen and taxpayer
in Kentucky. Constructive criticism and suggestions are in-
vited. Inquiries regarding the work of the Commission will
receive careful consideration and attention. Your interest in
this undertaking is solicited, and your cooperation in this
great Kentucky enterprise is earnestly desired. Address all
inquiries and suggestions to:

JAMES H. RICHMOND,

Superintendent of Public Instruction,
Frankfort, Kentucky.

LIPRAPY '
UNWERSHY OF KENTUCKY

PUBLIC EDUCATION IN KENTUCKY
and the

KENTUCKY EDUCATIONAL
COMMISSION

Education and Kentucky’s leaders of the past have recognized

the State the State ’s responsibility for the support of pub-

lic education. In 1821, the Kentucky Legislature

made provision for a public school system by creating the Literary

Fund, which was to receive a part of the earnings of the Bank of

Kentucky. The preamble to the Act providing for the Literary Fund
reads:

“Whereas the well-known and important inﬂuence of general
education upon the habits, the morals, the religion and consequently
the happiness of society cannot fail to present the subject to the
present General Assembly as an object of primary importance to the
State of Kentucky: Therefore, with a View to carrying into effect, as
early as practicable, a system of diffusive education, which shall be
calculated to meet the just expectations of the country, and the in-
tentions of the Legislature in the establishment of the Bank of the
Commonwealth of Kentucky—Be it enacted—”

One of Kentucky’s most interesting documents pertaining to
public education is the famous report submitted to the Legislature
in 1822 by Messrs. Barry, Witherspoon, Pope, White and Roper.
Eloquently and impressively it points out the importance ct educa-
tion:

“Popular education is the prop which sustains free institutions,
and the lever which overturns the oppressor’s throne—It was not
Caesar that overturned the liberties of Rome—it was ignorance. It
was not Napoleon that made France a despotism—it was ignorance.
Bind the minds of men in chains of ignorance, and it requires but a
moderate portion of arts and talents to enslave their bodies. Wherever
these chains exist, let us break them. Let us wage on the citadels of
ignorance a perpetual and exterminating war. . . . It is the ﬁrst

~v w.

.E.

of our political duties—we owe it to our principles, to our institutions,
to our posterity, and to mankind!"
Progress of Education Education has made progress in Ken-
. ‘ tucky. In the year 1910, there were
In KentuCky 510,000 boys and girls enrolled in the
common schools of the State; in 1932 the total enrollment was 611,000,
an increase of more than 100,000. The high school enrollment in 1982
was 72,000—m0re than ﬁve times the enrollment in 1910. Never be-
fore has there been so large a percentage of the State’s population
in school.

Within the decade 1920 to 1930 the average length of the school
term increased from 123 days to 165 days. Within a decade also, the
proportion of Kentucky’s teachers equipped with two years or more
of college training has increased from one-sixth to more than one-half.
Progress has been made in the increased amounts of money expended
for education, and in the increased valuation of school property.

Measured by generally accepted standards, however,
Kentucky’s progress simply parallels (though on a much
lower plane) the progress made in education throughout the
United States. Kentucky’s educational rank, relative to the
other states, has not advanced during the past twenty years.
Kentucky still ranks about fortieth among the states.

Kentucky ’s prestige is enviable by virtue of her ﬁne traditions,
her pioneers, her statesmen, and her scholars. Kentucky has tremen-
dous wealth in her relatively undeveloped rich natural resources. But
—the Commonwealth’s greatest potential wealth is in her boys and
girls, who at the present time do not have educational opportunities
on a par with the other boys and girls in the majority of the states
of the Union. The problem of. providing such opportunities becomes
more serious when we realize that Kentucky is one of the poorer
states. It is imperative, therefore, that Kentucky should obtain the
largest possible return on the amount of money that can be devoted
to her educational program.

In one important respect the cause of education within
the State has gone backward during the past few years. The
proportion of State revenue going to education has de-

creased from 37.8 per cent in 1916 to 15.8 per cent in 1.929.

. Moreover, the ratio of the total cost of education in Ken—
tuchy contributed to by both local support and State reve-
nue, to all State and local taxes collected, declined from
Mt? per cent in 1924 to 37.71 per cent in 1930. In other
words, the proportion of tax monies going to education has
decreased considerably in recent years.

livery child in Kentucky is entitled to the same opportunity for
an education. Nevertheless, enormous differences in educational op-
portunity exist under present conditions. Picture a county in which
the average annual expenditure per child enrolled is only one-tenth
of that in another county where more nearly adequate educational
advantages are afforded the children. There are many counties in
Kentucky—counties with large numbers of children—Where educa-
tional opportunities are so meager that they can scarcely be said to
exist.

Kentucky ’s progress in education is dependent upon the ﬁnancial
support which the citizens of Kentucky are able and willing to give
to her public schools. The present emergency in public ﬁnance pre-
sents a challenge to the thoughtful and patriotic citizenry of the
State. Kentucky ’s greatest mistake would be to make retrenchments
at the expense of her children in the public schools. The cause of
education in Kentucky is identical With the cause ot the welfare of
Kentucky is children. The development of Kentucky’s wealth depends
upon the advancement of public education. Natural resources will
be develOped—wealth will be increased—if we provide the children
with adequate educational opportunity. Kentucky’s citizens of to-
morrow need educational opportunities today. “The situation calls
for neither panic nor despair. It does call for careful study and
courageous action 011 the part of civic, business and educational lead-
ership; a real need for local and State study and action to meet the
cr1s1s.”

What Are K entucky’s Kentucky’s educational needs are many.
. They may be summarized in seven brief
1’
Educational Needs. statements, as follows: '
1. Kentucky ’s system of education is not adequately supported
when viewed as a whole; too much of the cost is borne by local dis-
tricts. '

.ﬂ.

2. Equality of educational opportunity for all Kentucky chil-
dren does not exist.

3. There are too many school districts in existence today in
Kentucky to allow for the most efﬁcient and economical administra-
tion. There are too many types of districts. The program as a whole
is improperly controlled and supervised.

4. Certain provisions of the Constitution, pertaining to educa-
tion, and many provisions of the school law actually work as a
detriment to educational efﬁciency in Kentucky.

5. Kentucky’s educational ranking is low in average length
of school term, in percentage of children of school age enrolled, in
regularity of attendance of those enrolled, and in the holding power
of the schools.

6. Kentucky is behind in the training of teachers. The cur-
ricular offerings of the public schools are often inadequate and poorly
planned. There is a lack of libraries and other instruction materials.

7. Kentucky’s school buildings are inadequate and poorly

equipped.

Why Make a Study of The defects in Kentucky’s educational
Public Education system are not new discoveries. They

. have long been the concern of educa-

1n KentuCky? tional leaders and public-spirited citi-
zens. Attention has been focused on them by the Special Planning
Committee of the Kentucky Education Association. School adminis-
trators have worked hard to make inadequate appropriations meet
ever-increasing needs. Teachers have cheerfully labored in antiquated
schools for salaries far below the national average. As far as possible,
provision has been made for the education of handicapped and under-
privileged children, but this provision has been woefully inadequate.
Kentucky’s educational system has with great sacriﬁcal effort literally
tried to “lift itself by its own bootstraps.”

With the already inadequate facilities strained further toward
the breaking point by recent economic conditions, it became vital
that steps be taken to meet the impending crisis. But—what steps
should be taken? What course should be followed’.z Public education
is the largest single enterprise of the Commonwealth, and it must not
be endangered by hasty or ill-advised action. Realizing these things,

.—.

educational and legislative leaders decided upon a course of action
that seems destined to be one of the most important events in Ken-
tucky’s educational history.

The Kentucky Educational Upon the recommendation of edu-
Co ission Is Created cational leaders, the 1932 General

Assembly made provision for an
educational commission to make a thorough study of public educa-
tion in Kentucky, and to recommend a revision of the school laws.
The purpose of the Commission is best explained by Section 2 of the
Act passed on January 20, 1932, which reads—

”It shall be the duty of this commission to direct a study
of public education in Kentucky and report its ﬁndings to
the Governor and the General Assembly of this Common-
wealth at the opening of its next regular session, with recom-
mendations of such measures and such revision of our school
code as may be found necessary for increasing the efficiency
and equalizing the beneﬁts of public education throughout
the Commonwealth.”

The Commission Act also provided that not more than four of
the appointed members should be actively engaged in school work.
On April 9, 1932, Governor Laffoon appointed the following persons
as members of the Commission:

Honorable James H. Richmond, Superintendent of Public Instruction and
chairman of the Commission, in accordance with Section 3 of the Com-
mission Act.

Mrs. James G. Sheehan, president of the Kentucky Congress for Parents and
Teachers, Danville.

Dr. Frank L. McVey, president of the University of Kentucky, Lexington.

Dr. H. H. Cherry, president of Western Kentucky State Teachers College,
Bowling Green.

Mr. J. W. Bradner, superintendent of city schools, Middlesboro.

Mr. H. W. Peters, superintendent of Christian County Schools, Hopkinsville.
Honorable W. J. Webb, attorney, Mayfield.

Mr. Yancey Altsheler, wholesale grocer, Louisville.

Honorable Ben Williamson, former U. 8. Senator, Ashland.

If no other facts about the Commission were known, the names
of its members—the caliber of those in whose hands the work has
been placed—should be sufﬁcient assurance that a notable contribu-
tion will be made to public education in Kentucky.

KENTUCKY’S SCHOOL CHILDREN ARE EVERYWHERE IN THE STATE

ENRQLLMENT @F @HULDF’JEN
IN THE PUBLIC SCHOOLS
BY COUNTIES FOR 1930-1931

ONE DOT EQUALS 500 CHILDREN

PREPARED BY C.A,MANEY JANUARY-I933

This map shows Where Kentucky’s school children are located. Although there are a few centers where the school popula-
tion is more dense than the average, the_ striking fact $110W11719y this map is the comparatively even distribution of children in all

BUT—KENTUCKY’S EDUCATIONAL DOLLARS ARE NOT EVENLY DISTRIBUTED

' U . . . _ _ , ,
located. Although there are a few centers Where the school popula-

' hows Where Kentucky’s school children are . . ‘ _ . . _ .
tion “23113612135: than the average, the: striking tact shownrlyy this map is the comparatively even distribution of childien in all

BUT—KENTUCKY’S EDUCATIONAL DOLLARS ARE NOT EVENLY DISTRIBUTED

@@MPAEHS@N @F @(CJJUNTUES
lN TOTAL DOLLARS EXPENDED YEARLY
FOR EACH PUBLIC SCHOOL CHILD

ENROLLED
12-19 20-29 3039 4049 50-59 60-75 85l22

PER YEAR FOR lHE TEN YEARS
19 21‘19 3l

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PREPARED BY CJLMANEY JANUARY-l933

This map shows that Kentucky’s educational dollars are not distributed according to the needs of Kentucky’s children. In
some sections, education receives only one-tenth as much support as in others. Under these conditions, equality of educational
opportunity is impossible. It should be noted that the shading shows total dollars per child, and not total dollars per county.

The Plan of The usual plan of employing a few experts to carry
on a program of this kind was not adopted, because
it was felt that this should be a Kentucky enter-
prise in so far as possible. The work of the Commission is carried
on by various committees composed of schoolmen and laymen. The
major divisions of the committee work are (1) aims and functions of
public education, (2) organization and control of public education,
(3) ﬁnancing of public education, and (4) recodiﬁcation and revision
of the public school laws. The membership of the various committees
is shown on pages 12, 13 and 14-.

Organization

Every phase of public education is being subjected to careful
analysis. Preliminary reports already made give indication of the
exceptional thoroughness of the study. Bias and prejudice have been
cast aside. The sole objective of the Commission is to offer recom-
mendations that will effect economies, increase efficiency, and insure
every child equity of. opportunity for an education.

How This Work is In another respect, the Kentucky Educa-
tional Commission is unique. Not one cent
of the taxpayers’ money was appropriated
by the Legislature for its work. The members of the Commission and
of the various committees are not receiving salaries of any kind. It
is estimated that the work they will do, if done by outside experts,
would cost the Commonwealth of Kentucky more than $50,000.

Being Financed

The only salaries paid are those for stenographic and clerical
services. In order to carry on the work, three agencies—the Kentucky
Education Association, the General Education Board of New York
City, and the Kentucky Negro Education Association—have appro-
priated $7,500.00, $5,000.00, and $500.00, respectively, a total of
$13,000.00. Again Kentucky ’s teachers have demonstrated in a prac-
tical way their interest in the educational welfare of the children of
Kentucky.

What Will Be It goes without saying that the Commission will
. ‘? prepare a constructive report. What the Com-
Accompllshed. mission’s work will actually be worth to Ken-
tucky, however, will depend upon the desire of the people for a more
efﬁcient school system, with equity of educational opportunity for all.

Our leaders today are searching for solutions to the problems
forced upon us by three years of economic stress. As far as this State

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is concerned, the course is clear—there must be no moratorium in
education in Kentucky!

Tomorrow’s business men, professional men and legislators are
sitting in today ’s inadequate school buildings, being taught by poorly
paid and sometimes poorly trained teachers. Kentucky in 1953 can
hardly go farther than Kentucky’s 1933 schools prepare her to go.
Public education affects every citizen because it affects the wealth and
well—being of the Commonwealth; it therefore behooves every tax-
payer to familiarize himself with the work that is being done by our
Commission.

The report of the Kentucky Educational Commission will be not
an achievement, but an opportunity. Let us hope that Kentucky Will
recognize this—and act.

REVENUE DEE DUDIL
THREE. snnupa or COUNTY SCHOOL DISTRICTS

EACH HAVING A CENSUS DF APPROXIMATELY 36,000

1930 -I931

S AVEQAGE DEE} PUD“. REVENUE ' CITY SCHOOLS
\o
s: AVERAGE FOR snow:
AVEQAGE FER DUDIL REVENUE ' GPADED SCHOOLS
93
O
.—;
:1 AVERAGE Fon GDOUP
AVEQAGC PER Pun“. QEVENUE COUNTY 5CHDOLS
n
N.
+
,‘I‘ AVERAGI Fan snow
GRUUPI GROUP 11 GRDUFm
ID COUNTIES IQ- COUNTIES ID COUNTIES
PREPARED BY w.c. BELL —~ 5'TATE DEPARTMENT or: EDUCATION ——
, FRANKFORT KENTUCKY — OCTOBER I932.

.ﬂ.

COMMITTEE ORGANIZATION FOR THE STUDY OF
EDUCATIONAL PROBLEMS IN KENTUCKY

EDUCATIONAL COMMISSION

James H. Richmond, Superintendent of Public Instruction, Chairman

Mrs. James G. Sheehan, President of the Kentucky Congress for Parents
and Teachers

Frank L. McVey, President of the University of Kentucky

H. H. Cherry, President of Western State Teachers College

J. W. Bradner, Superintendent of Middlesboro City Schools

H. \V. Peters, Superintendent of Christian County Schools

W. J. Webb, Mayﬁeld

Yancey Altsheler, Louisville

Ben Williamson, Ashland

Secretary: James \V. Cammack, Jr., Division of Research, State Depart
mcnt of Education ~

COORDINATING COMMITTEE

James H. Richmond, Superintendent of Public Instruction, Chairman

James \V. Cammack, Jr., Division of Research, State Department of Educa-
tion, Secretary

H. L. Donovan, President of Eastern Kentucky State Teachers College

Leo M. Chamberlain, Bureau of School Service, University of Kentucky

H. H. Hill, Superintendent of Lexington City Schools

B. E. Jaggers, Division of Teacher Training, State Department of Education

COMMITTEE ON AIMS AND FUNCTIONS

H. L. Donovan, President of Eastern Kentucky State Teachers College,
Chairman

XV. L. Matthews, Teacher Training School, Western Kentucky State Teaclr
ers College

M. E. Ligon, Professor of Education, University of Kentucky

John Howard Payne, President of Morehead State Teachers College

CODE COMMITTEE

James W. Gammack, Jr., Division of Research, State Department of Educa-
tion, Chairman

Gordie Young, Assistant Superintendent of Public Instruction

Leo M. Chamberlain, Bureau of School Service, University of Kentucky

\Villiam R. Attkisson, Assistant Attorney General

COMMITTEE ON ORGANIZATION AND CONTROL

R. E. Jaggers, Division of Teacher Training, State Department of Educa-
tion, Chairman

J. B. Holloway, Professor of Education, University of Kentucky

A. C. Burton, Professor of Education, Western Kentucky State Teachers
College

D. Y. Dunn, Superintendent of Fayette County Schools

J. W. Brooker, Division of School Buildings and Grounds, State Department
of Education

COMMITTEE ON FINANCE

H. H. Hill, Superintendent of Lexington City Schools, Chairman
J. W. Martin, Bureau of Business Research, University of Kentucky
F. D. Peterson, Division of Finance, State Department of Education

.‘1

ii)

3rs

Subcommittee on Administration

J. B. Holloway, Professor of Education, University of Kentucky, Chairman
N. O. Kimbler, Superintendent of Henderson County Schools

Maurice F. Seay, Dean of Union College

P. H. Hopkins, Superintendent of Somerset City Schools

T. W. Oliver, Superintendent of Pikeville City Schools

Subcommittee on Curriculum

A. C. Burton, Professor of Education, Western Kentucky State Teachers
College, Chairman

G. Ivan Barnes, Division of Vocational Education, State Department of Edu-
cation

W. C. Jones, Division of Research, Eastern Kentucky State Teachers College

H. C. Taylor, Superintendent of Elizabethtown City Schools

Subcommittee on Employed Personnel

D. Y. Dun‘n, Superintendent of Fayette County Schools, Chairman

L. F. Jones, Professor of Education, Western Kentucky State Teachers Col-
lege

R. E. Sharon, Superintendent of Pendleton County Schools

Glenn 0. Swing, Superintendent of Covington City Schools

Warren Peyton, State Department of Education

J. 0. Lewis, Superintendent of Fulton City Schools

Special Subcommittee on Extension Work

Ezra L. Gillis, Registrar of the University of Kentucky

James Pearce, Division of Extension, Western Kentucky State Teachers
College

John W. Carr, Acting President, Murray State Teachers College

W. C. Jones, Division of Research, Eastern Kentucky State Teachers College

W. H. Vaughan, Dean of Morehead State Teachers College

Warren Peyton, State Department of Education /

Subcommittee on School Buildings and Grounds

J. W. Brooker, Division of School Buildings and Grounds, State Department
of Education, Chairman

K. R. Patterson, Superintendent of. ‘Mayﬂeld City Schools

E. V. Hollis, Professor of: Education, Morehead State Teachers College

L. C. Caldwell, Superintendent of Boyd County Schools

Hugh Meriwether, Division of School Buildings and Grounds, State Depart-
ment of Education

Subcommittee on School Costs

H. H. Hill, Superintendent of Lexington City Schools, Chairman
E. C. ‘Blom, Assistant Superintendent of Louisville City Schools
A. B. Crawford, Principal of Bryan Station High School

J. A. Dotson, Principal of Benham High School

Moss Walton, Division of Research, State Department of Education

Subcommittee on Financial Support

J. W. Martin, Bureau of Business Research. University of Kentucky, Chair-
man

0. J. Jones, Public School Supervisor, State Department of Education

Bert R. Smith, Professor of Education, Western Kentucky State Teachers
College

W. J. Moore, Professor of Economics, Eastern Kentucky State Teachers

' Collgee
John W. Manning, Professor of Political Science, University of Kentucky
H. C. Burnette, Superintendent of Nicholasville City Schools

.ﬂ.

Subcommittee on Financial Administration

D. Peterson, Division of ﬁnance, State Department of Education, Chair-
man

. E. Meece, Bureau of School Service, University of Kentucky

L. Foust, Superintendent of Owensboro City Schools

D. Owens, Superintendent of Newport City Schools

>345

Committee on Special Problems in Negro Education

R. B. Atwood, President of Kentucky State Indust1ial College, Chairman

L. N. Taylor, State School Agent, State Department of Education, Secretaiy
Rufus E. Clement, Dean of Louisville Municipal College

H. R. Merry, Principal of Covington Colored High School

A. S Wilson, Secretary of Kentucky Negro Education Association

S. L. Balker, Principal of Owensboro Colored School

Advisory Committee on School Laws

Frederick Archer, Superintendent of Louisville City Schools
H. C. Burnette, Superintendent of Nicholasville City Schools
J. L. Foust, Superintendent of Owensboro City Schools

Glenn 0. Swing, Superintendent of Covington City Schools
W. ‘M. Wesley, Principal of Burgin High School

N. O. Kimbler, Superintendent of Henderson County Schools

Advisory Committee on: the Education of Handicapped Children

James H. Richmond, Superintendent of Public Instruction, Chairman

Homer W. Nichols, Division of Vocational Rehabilitation, State Depa1tment
of Education, Secretary

Miss Marian Williamson, Director of Kentucky Crippled Childien Commis-
sion

Miss Catherine Moriarty, Superintendent of School for the Blind

Mrs. Viola McDonald Morey, Secretary of Kentucky Society for Crippled
Children

H. V. McChesney, President of Kentucky Society for Crippled Children

Madison J. Lee, Superintendent of School for the Deaf

A. W. Fortune, Pastor’ of Central Christian Church, Lexington

C.’ N. McAllister, Dean of Department of Education", Berea College

W. S. Taylor, Dean of College of Education, University of Kentucky

Sherman G. Crayton, Director of Training School. University of Kentucky

A. M. Lyon, Superintendent of! FeeblevMinded Institute

E. C. Hardin, Superintendent of Kentucky School of. Reform

H. V. Bastin, Superintendent of Ormsby Village

D. B. Waller, Manager of Kentucky Children’s Home Society

Advisory Committee on Adult Education

Raymond A. Kent. President of University of Louisville, Chairman

Olney M. Patrick, Division of Vocational Rehabilitation, State Department
of Education, Secretary

Mrs. Frank L. chVey, Lexington

Miss Lula Hale, in charge of Homeplace, Ary

Miss Lena B. .Nofcier, Secretary of Kentucky Library Commission

Lee Kirkpatrick, Superintendent oﬂ Paris City Schools

Louis Clifton, Extension Department, University of Kentucky

R. E. Daugherty, Assistant Superintendent of Industrial Education, Louis-
ville Public Schools

Jesse Baird, Dean of Foundation-Junior High School, Berea College

'
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EQUALWY OF EDUCAHONA¢.OPPORTUNWY? UNEQUAL HNANCM¢_SUPPORT!
INEQUAUTES RESUUHNGFROMSCHOOL
:- TAX RATES LEVIED IN 1931 -1932 CHART I

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PPEPA/(X’D BY NCEELL, 57475 DEMPTME/VT dFEDUI‘dT/O/KFFﬂ/VA’FOPT A’)’ FEBJ‘JZB

This chart shows the disparities in ﬁnancial support of the public schools in county, city, and graded school districts. Each bar ex-
tending to the continuous “no running across the chart represents the an1ount of n1oney avaHable per pupllin the school census fron1 the
State per capita and localtaxation in each of the county distﬁcts. Figures for cHy and graded school distﬁcts represent averages for these
types of distﬂcts in the counties in vvhich they are located.

n’"

A RESOLUTION

Adopted by the Kentucky Educational Commission on
the Financial Needs of Kentucky School
Districts ‘

WHEREAS, The extreme economic conditions fac-
ing public schOOls in many parts of the state have placed
them in a desperate plight; and

WHEREAS, The lack of wealth in many school
districts of the State makes it impossible to support
schools from local funds; and

WHEREAS, There was a decrease in the Common

School Fund this year over last year; and

WHEREAS, There will, in all probability, be a ma-
terial decrease in this fund next year unless some pro-
vision is made for stabilizing it; and

WHEREAS, It is impossible to provide for a special
equalizing fund because of the decision of the Court of
Appeals in the Equalization Fund suit last year; and

WHEREAS, The welfare of the State demands an
efficient system of public education at all times, though
there may be other needs of the State which may be
delayed temporarily;

BE IT RESOLVED, THEREFORE, That it is of
paramount importance that relief be brought to many
Kentucky Schools and that deﬁnite effort be made to
supplement means of support now given Kentucky
school dsitricts which are unable to maintain the min-
imum requirements of a standard school after having
exhausted their taxing powers.

Kentucky Educational Commission
(Signed) JAMES H. RICHMOND,
February 21, 1933 Chairman

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