Imagination at work : the child, the school, and tomorrow's world

THE CHILD, THE SCHOOL, AND TOMORROW'S
Report to the Governor and the General Assembly
georgia state department of education January, 1962

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Dr. Claude Purcell, State Superintendent
of Schools

To the Governor ~
Georgia and the Members
of the General Assembly
This is the story of Georgia's pubIic'schools as they were on yesterday, as they are today, and as we hope they will be tomorrow.
It has certainly been a story of progress up to now. In the decade ahead we face many new challenges in our State and nation. We realize that the product of our schools and coUeges must be the very best product possible.
CoUege age population will increase more than 50% in the next 10 yean. Therefore, those students whom we are preparing for coUege must have the very best education possible to enable them to get into coUege and to remain there to graduate.
Fewer than half of our public school students are coUege-bound. Our schools must offer a comprehensive program of education to fit the needs and special abilities of each student. Only thus can we stem the tide of school drop-outs, and give aU students marketable skills and knowledges for the world of tomorrow.

The unskilled worker is disappear. ing from the labor scene while need for the skilled craftsman, the technician, and the professional men in. creases. We must provide educational programs which will chaUenge the talented, hold the slow learner, and serve the needs of the average stu dent, as weU.
Shifts in our population must be carefully studied because of its vary. ing effects on our school populations, school plants, transportation problems curriculum offerings, etc. We must look closely at our State's economic make-up, our balance between agriculture and industry, our business growth, our civic, cultural and social changes, to make sure that we are providing education which meets the needs of our changing economy.
We have set our imagination to work in Georgia to provide new ways to meet these needs with a strength. ened curriculum, better paid and better qualified teachers, additional school plants with modern facilities, a net work of educational television stations, a system of area vocational-technical schools, continuous improvements in routing and safety of school buses, and programs to meet the special needs of special children. We are moving in alI directions in order to move forward in one direction--toward the best educational system in the nation!
We are working diligently with local communities to help them plall and develop the sound programs of education they want for their children.
AlI of us must set our imaginations to work, continue to plan and study and y~, to dream, in order that we may achieve in the decade ahead the best in education for Johnny, Sue, and all of Georgia's school children.
Claude PurcelI, State Superintendent of Schools

JOHNNY SMITH is one of a million students enrolled in Georgia's public schools. He i in the first grade. He already know a jet aircraft by sound and the difference between a Saturn and Atlas rocket. Televi ion to him is ju t another piece of furniture in the hou e. Before he entered chool, he had already had five years of adult education via the televi ion tube.
Yet, to most of you reading this, all of these things are new in our time-jet aircraft, rocket, and the electronic miracle of televi ion.
Johnny, if he takes advantage of the educational opportunities offered him, will graduate from high chool in 12 year . The world will be 12 years older. What kind of a world will it be? No one really knows.
Maybe electronics will have changed the kinds of jobs many people will hold, space travel will be done on a round-trip basis, Johnny will be able to talk to a friend on his wrist-watch telephone, or ee hi friend on his phonevision; maybe automation will be doing all the work in some industrial plant, typewriters will not have keys, people will be renting, not buying, new car; maybe mo t houses will be built in prefab sections. We do not know.
We do know that in the 12 years of school ahead of him that Johnny mu t gain the kinds of knowledge, judgment, ability, reasoning power, initiative, creativeness, ambition, and skills that will enable him to fit into this new world easily and become a good citizen of his community, State, and nation.
Thf' e are the rea ons why imagination is at I> ark in the field of education. Education cannot remain static and hope to help Johnny fit into tomorrow's world. He must have the best subject matter, teacher, textbooks, laboratory equipment, shops, and guidance the public schools can offer. And he must have the zeal to learn, the encouragement of his parents, and the flexibility to move from one world into another.
We cannot fail him. Parents, legislators, educators - all must work together as a team, diligently and with imagination, to create for Johnny a climate of learning which will equip him for his world of tomorrow.

Johnny is one of Georgia's 1,061,243 school-age population. In 1970, this number will probably have increased to 1,125,000.

The Child-
The largest increases in school-age populations between now and 1970 will be in the high school age brackets (14-17 years) and the college age (18-21 years). It is predicted that high school-age population will increase from 278,223 in 1960, to 346,000 in 1970 (more than a 24 percent increase). College-age population is predicted to increase from 233,871 in 1960 to 357,000 in 1970 (nearly a 53 percent increase). See Figure 1.
Georgia's total school-age population will steadily increase, but not so rapidly as the age group mentioned above. The total school-age population will rise six percent from 1,061,243 to 1,125,000. (See Figure 2). School-age population figures differ from school enrollment figures. About 89 percent of Georgia's total schoolage population was actually enrolled in school in 1960-61.

He will attend school 180 days this year. Will this have increased to 200 or maybe 220 days by 1970?
2

--

HIGH SCHOOl AGE POPULATION
IN HU DREDS

COlLEGE AGE POPULATION

4000 3800 3600 3400 3200 3000 2800 2600 2400 2200 2000

1960 1970

1960 1970 (Figure 1)

Year Round Schools? There are no school systems in the State now experimenting with year-round school. However, there is considerable discussion about it at the present time. Some new schools are including airconditioning with this in mind as a po sibility. It is already a fact that hundreds of students are attending summer school each year, not for make-up work, but for additional cour es they feel they need or want but cannot crowd into their winter schedules.
3

The School-
Johnny's teacher has her master's degree. She is one of 17"10 of Georgia teachers who do. By 1970, how many more teachers will have master's degrees or better?
Johnny's teacher is one of 34,104 teachers in Georgia's public schools. By 1970, her fellow teachers will number 37,000 if Georgia's needs are met.
The State Education Department issues credentials to Georgia teacher ba ed on training and experience a official evidence of a teacher's fitness to serve in the profession. Thi also determine the State teacher' salary. 13, 621 such certificates were is ued in 1960-61.
4

'ollege Training of Georgia Teachers

I

(Figure 3)

) Years

Aaster's leg ree

770

5070 chelor's
lQree

.270 1770 7270

10070
?


17% I Years 770

! Years 2070 370

lelow ! years

670
1950

.870
1961

1970

Number of Teachers OUSANDS in Georgia Schools
401-------------1

35 1 - - - - - - - - 301-----.:..-----:....-

25 1-------:-----'--

20 1950

1961

1970

(Figure 4)

Johnnys teacher, with nine years teaching experience and a master's degree, earned $4200 in 1960-61 school year. The average salary for all Georgia teachers was $4060. This average was $1155 below the national average.
What will it be by 1970?

Average Teacher SalariesState & National
$8,000

$7,000

$6,000

$5,000

?

$4,000

$3,000

$2,000 $1,000

need for teachers nationally
According to national survey, we will need balf a million more teachers in tbe nation by 197G-we now have about 1,400,000. Are we training enough good teacbers to fill the need?
5

NATIONAL TEACHER EXAMINATION
Since April, 1960, Georgia teachers have four times had the opportunity to take the National Teacher Examination which qualifies them (1) for a $300 or $500 state grant to do fifth or sixth year of graduate work in the summer, (2) for a six-year certificate when they already have their six years of college work, or (3) for a certificate in an additional teaching field, one in which they have been teaching five or more years but are not yet certified to teach. Of the 4,408 teachers who have taken the examination, 62 percent have qualified in one or more of the above areas.
SIXTH-YEAR TEACHING CERTIFICATE
Until 1960, a Georgia teacher received no additional State salary for study beyond the master's degree. Now, a teacher with six or more years of college who attains a qualifying score on the National Teacher Examination receives an additional $1,000 in State salary beginning his fourth year of teaching (over what he would have gotten with five years of college). Also eligible to receive this new cer tificate are superintendents, visiting teachers, and curriculum directors. A real step forwar in Georgia's educational program!

WORKSHOPS-More than 500 Georgia teachers participated in 12 local, State-approved, noncredit work hops this year to improve themselves profe ionally.
6

The year 1961 was the third year the Stat has offered grants-in-aid to teachers to do grad uate work in the summer. Originally, this program was limited to high school teachers in only a few fields, was expanded the second and third years. Now administrators who qualify may do sixth-year study under the grants program; high school teachers may do fifth or sixth-year study in most fields; elementary teachers at the fifth-year level in a few fields; and curriculum directors, visiting teachers, and teachers of exceptional children at the fifthyear level. 538 persons received grants in 195960. Ninety-nine percent of the $362,200 appropriated in 1961 was u ed up by 952 participants. There were 194 persons who received grants both years.

FUTURE TEACHERS OF AMERICA CLUBS About 9,000 boy and girl in Georgia high chool are
member of the Future Teacher of America Club administered from the State level to encourage tudents to enter the teaching profession.
- encouragement to future teachers-
GA. TEACHER SCHOLARSHIP PROGRAM Since 1959, the State has annually appropriated $487,000
for scholar hip to aid future teacher in getting their education. Applicant mu t meet pecific requirement and agree to teach in Georgia three years - each year of teaching canceling $ 1,000 of the scholar hip. There were 291 participant in the cholarship program in 1960-61. (See Figure 6).

0

25

50

75

100

1961 Graduates

Now Teaching

29

Seniors* 22

Juniors* Sophomores*

72
85

Freshmen*

112

*From 106 Counties & 120 Local School Systems

TEACHERS TOMORROW . . .
Twenty-six Georgia colleges have approved programs for the education of teachers at the bachelor's level-J2 of the e have approved program at the master's level. Approximately 1,768 pro pective teachers were graduated from the e in titution in 1961, nearly 300 more than in 1956. Unfortunately, tati tic how that many entered fields other than teaching, other will leave the profe ion after a few years. Improved salaries, however, are helping to curb teacher "drop-out."
7

elementary curriculum
Two fir t-graders on the playground watched a jet fly over. They discus ed the plane s wing span, it peed per second, it gasoline hauling capacity, the technical aspects of jet flight. Suddenly, the school bell rang summoning them back to the c1asroom. One looked at the other and aid, "Well, gue s it's time to go back in and stack those darn blocks!"
This did not happen in Georgia. Why? Becau e Georgia elementary school are moving wiftly into the "new" curriculum. Teaching guides in many area of study are providing equential program beginning at the fir t year level. The e guides are fast eliminating the "block and mud pie" curriculum.
Children are beginning foreign language, art, mu ic, science and ocial studies early. The wider use of visual teaching methods such a movies and television teaching are expanding the horizon over which young children can see.

CURRICULUM

Johnny's school operates on a regular first, second, third grade progression. Some elementary schools are experimenting with non-graded primaries. What will there be in the future?

8

NON-GRADED PRIMARY PROJECTS
Forty Georgia chool system are experimenting with non-graded primary project. ineteen y terns began projects last year, and twenty-one additional ystems began projects this year. Purpo e of the non-graded primary-to improve quality by meeting individual need through a better plan of organization. All primary children are together instead of being in the first, econd and third grade'. A tudent advance at hi own peed, many complete three years of work in two years. 0 one fails or repeats from grade one through three. Grants for experimentation are provided by the State Board of Education.
9

----------------------1

Social Studies

high school curriculum


Mathematics

Beginning with the June, 1961 graduates, the State Board i requiring 18 units for high school graduation, nine required and nine elective (See Figure 7). The Board stipulates that high school must offer certain additional courses for a comprehen ive curriculum, and tudent who are qualified are required to include in their credit certain math and cience cour es (See Page 11). Many local school system require tudents to have more than the 18 units for graduation specified by the State Board.
10

. -

Georgia's High School Curriculum (9.12 grades)
All High Schools
Must Offer:
4 Units English 2 Units Algebra 3 Units Social Science (Including
U. S. Hi tory, Government) Unit Biology 1 Unit Chemistry 1 Unit Physics 2 Units in One Foreign Language 1 Unit Health (Unless taught in 8th grade) Vocational Subjects (Agriculture, Home Ec., Business Ed, DCT, DE, Trade & Industry) as needed
All High School Students
Must Have These To Graduate:
3 Units English 3 Units Social Science 1 Unit Biology 1 Unit Mathematics 1 Unit Science (or Math) I Unit Health (Unless studied in 8th
grade) PLUS: 8 or 9 Units of Elective Courses
(depending upon health course)
Qualified Students Must Graduate With No Less Than:
2 Units Algebra 1 Unit Physics 1 Unit Chemistry

traveling teachers
In 1958, five outstanding Georgia science teachers were selected for a 13-week training program at Oak Ridge In titute of uclear Studie under a grant from the ational Science Foundation and the Atomic Energy Commi ion. At Oak Ridge, they were given the latest information in the biological and physical cience.
The e teacher have been traveling the State ever ince giving lecturedemon trations to high chool science and mathematic cia e. The e seion are concerned with the newer concepts in mathematic and cience and upplement the training of the regular teacher.
Traveling teacher at 0 work with individual elementary clas e. aiding teachers in pre enting cience to their pupil with greater elf a urance,

science
A sequential cience program beginning in the fir t grade and spiraling into intensive high chool cour es i now underway in Georgia s public school . Simple concepts at the first grade level become meaningful science understandings at the eighth grade level. General science is no longer nece ary in the ninth grade. ow students can begin a more advanced cour e in this grade.
How is this po ible? With use of the new science guide developed to help teacher understand how to make science meaningful in the curriculum. One-day to two-week work hops have been conducted over the state to aid teacher in implementing this program. A televi ion series (the W. B. Baker series) on elementary science, which is ba ed on the science guides,

with teacher group and work hop, and provide con ultative help in purcha e and use of cience equipment and material.
Thi year traveling cience teacher vi ited 196 chools (one week period) giving lecture-demon tration amounting to 103,700 student-hours of in truction.

is being u ed in the e work hops. ThlS serie help teacher under tand how to pre ent cience with greater selfas urance.
When Johnny reache the ninth grade, he will already have had the equivalent of a ninth grade general science cour e.

12

general science 35,950
25,440

1957
(Figure 8)

1961 chemistry

(Figure 9)

8,650 1957

14,130 1961

(Figure 10)

interest in science is increasing*

physics

(Figure 12)

4,040
other courses
(1961 only)
130 520 2,525
Advanced Biology

6,560
1961
(Figure 11)

*high school (9-12)

enrollments in science courses

13

Foreign language will not remain a mystery to Johnny until he reaches his teens. He will begin study in his elementary school. Will foreign language be taught in all Georgia elementary schools by 1970?

foreign language

Foreign language i no mystery to a large group of Georgia elementary school children. About 30,000 children received foreign language instruction in 1961-10,000 more than in the previous year. Teachers were aided in teaching by new instructional materials developed in the State, including the Aprendamos el Espanol for elementary school Spanish, and the Apprenons le Francais for elementary school French.

14

through NDEA funds-
Marked progres is being made in the introduction of new approaches to teaching of foreign language, especially in the audio-lingual field.
Through Federal DEA funds and local matching funds, about 50 high schools have e tablished complete language laboratory in tallation , and 100 other have partial language laboratories. In 196061, there were some 1,133 approved projects for purchase of books, material and equipment in 603 elementary chool, 415 secondary chool, and 115 elementary- econdary combination project.
In addition, 64 Georgia teachers qualified for fellow hips under NDEA for study in foreign language in titutes, twice as many as the previous year.

HIGH SCHOOL ENROLLMENTS IN FOREIGN LANGUAGES, 196061

FRENCH

18,600

LATIN

13,400

SPANISH
I GERMAN
I RUSSIAN

11,350
300
150,

during 1961 ...
a guide for teaching foreign language in the elementary grades will be developed.
printing and distribution of two foreign language news-letter, The Arch and The Reporter, will be assumed by the Education Department.
a state-wide foreign language advisory committee will be organized.
15

Q

mathematics

Twenty-eight Georgia school sys-

tem teachers this year are u ing new

state mathematics guides developed for the grade kindergarten through

1

grade twelve.

These guides incorporate the best from several nation-wide experimental programs in mathematics. They aim at increasing a pupil' ability to think with the ideas of mathematics. Emphasis is placed on what numbers mean and on their relationships to each other rather than on manipula-

tion of numerals. The pupil's learning thus becomes a process of exploring and discovering.
These guides contain content, teaching suggestions, lists of equipment and aids for each grade level, professional references and a glossary for teachers.
Suggestions from the pilot centers will be used as a basis for revision of the new guide originally developed by a committee composed of elementary, secondary and college teachers, and State Education Department personnel.
16

Federal NDEA funds have made possible:
work hops of one or two-week duration for 287 elementary or high school teachers.
demonstration in use of new teaching aids and method of teaching certain concepts to 2,116 teachers
several programs and conference for math teachers in cooperation with Georgia Mathematics Council.
compilation of equipment and materials list for use in NDEA Title III projects, and lists of books for children in the area of mathematic .
a re earch project in arithmetic in cooperation with the Univer ity of Georgia involving te ting of 2,900 pupils in 31 school systems.
social science
Forty-two counties in Georgia now have projects underway using a new social science guide developed in the State by some 70 persons repre enting the public schools, Education Department, Georgia universitie and the U. S. Office of Education. This ocial science guide presents a comprehensive, up-to-date social science program for all grade .
Evaluation of the guide in these pilot centers will serve as a basis for revision and development of a permanent guide.
17

vocational education

AGRICULlURE Investment by Boys in Supervised Farm Program.
$3,429,000

Students enrolled in vocational agriculture receive training for proficiency in farming with an opportunity to study and practice the cience of agriculture. Their e perience tend to educate them for other occupation closely related to farming, to develop leadership abilitie, and to develop realization of certain de irable general educational values. Each tudent has a home project where he receives individual teacher supervi ion with the home project serving as a laboratory.
Schools are continually improving their facilities for teaching agriculture, with every department now having at least one classroom and a farm shop, and mo t department including a food proce sing center. State, federal and matching local funds go into equipment for farm hop.
Schools are beginning to offer new in truction in farm management (including the various a pect of marketing), in the operation and maintenance of complicated farm machine and in the many facet of agricultural engineering with which the farmers of tomorrow will be confronted.
18

$1,122,000
$
1951

1961
(Figure 14)

Johnny may elect to take any one of several vocational education courses of study in high school, courses which will provide him with knowledges and skills for useful employment.

Enrollment in Vocational Agriculture - High School

20,400
~
1951

~27,000
1961

(Figure 15)

HOMEMAKING EDUCATION
Many girls marry before high school graduation-80% marry within five year after graduation. Because present patterns of family living do not provide adequate opportunities for girls to learn kill and build sound homemaking value at home, Georgia' chool have recognized that they mu t provide basic training for effective home and family living. They know that homemaking attitude and understanding developed today by future parents can greatly influence the tability of future families and our determination to survive as a democratic nation.
Newly developed curriculum guides are being used by teachers in all homemaking areas including money management, care and development of children, planning and preparation of meals, buying and making clothes, and establishing sati factory family relationships.
Georgia school -both junior and senior high schools-offer homemaking in the classroom, in the school homemaking laboratory, in the Future Homemaker activities, and in the home with special projects supervi ed by the homemaking teacher.
Many Georgia schools are working on plans which will make it po ible for them to offer varied programs of homemaking to meet the need of different age, ability, and interest levels so all girls may take ome homemaking cour es in high school.

Sue will graduate from high school in June. Statistics show she will marry within five years. Her homemaking courses will help her establish a good home.
In 1960-61, nearly 58,000 were enrolled in high school homemaking classes, a 66'% increase since 1950.
(Figure 16)
19

DISTRIBUTIVE EDUCATION .
students receive instruction in the di tribution and marketing of good and ervice for employment in retailing, whole aling, manufacturing, storing tran porting, financing and risk bearing, and other bu ines e tablishments. Twenty-two Georgia high school offer DE in 11th and 12th grade a an elective. In the DE cla room, students tudy such thing as marketing, merchandi ing, ale manship, adverti ing, retail mathematic, tore organization and operation.
Some ix local chool y tems are expected to add DE to their curriculum next year to meet the demand for local workers in this field.
DIVERSIFIED COOPERATIVE TRAINING .. .
students are co-op student who plan to enter trade and indu trial occupation on a full-time basis after graduation. Some 1,400 tudent in 11th and 12th grades in 51 Georgia high chool are taking DCT. Many chool are adding D T to their elective program (about 10 a year), to meet the expanding need for indu trial workers.
VOCATIONAL OFFICE TRAINING ..
tudents are senior busine education student who are preparing for full-time employment in office occupation . Thirteen chool in Georgia now offer VOT with 300 tudent enrolled. The need for trained office worker demand continued expansion of this program.
20

vocational education part-time cooperative programs
More than 2,500 Georgia high school tudents are enrolled in one of three part-time cooperative program of education available to them -Distributive Education, Diver ified Cooperative Training and Vocational Office Training.
These vocational students attend regular high school in the morning hour studying subjects required for graduation plu one period in the coop program cIa sroom studying subject related to their field of occupation. In the afternoon, they receive supervi ed, practical experience in selected local bUl;ines es or industries (downtown laboratorie ). These students are supervised on the job by the teacher--coordinator and their employers.
The e co-op students receive academic credits for both the related clas room instruction and on-the-job training, and receive pay for their work; thu , they earn while they learn.
Although cooperative programs operate imilarly, neither is a substitute for the other.
Each program offer pecialized training in a pecific field, a different core curriculum in the classroom, and group leader hip activities through three different club organizations.
Each co-op program is custommade to train a student to be an efficient worker in the field of his choice whether it be di tribution, trade and industry or office work.

business education
Sue is taking business education courses as some of her electives to gain job skill competency. She is making practical use of her studies in English and math in the business education classroom.

Nearly 100,000 students were enrolled in bu iness education courses in 1960-61 in the secondary schools (public and private), and junior high schools.
Some Georgia school offered as few as one busines education subject, others as many as 12, but 010 t schools offered four five or ix subjects. Many Georgia school are providing a balanced bu iness education program including both general education and vocational education (the vocational business ubjects usually include horthand, typewriting, bookkeeping, transcription, and office practice). A number of other schools are strengthening their programs to include all necessary subjects.
Students who are following a wellplanned business education curriculum are gaining marketable skills, a knowledge of job opportunities and job requirements, and an appreciation of the importance of the e jobs in busine organizations.

trade preparatory training
High chool students accounted for about half of the trade preparatory cia enrollments and about one-tenth of the total enrollment (27,340) in Trade & Industrial Education in 1961. These high school juniors and eniors in 10 Georgia center (where shop facilities are available in the local high chool or vocational school), spend three hours daily in a trade shop and the remainder of the chool day in regular clas es. Typical courses are auto mechanics, machine shop, radio and TV repair, bricklaying, and refrigeration.
21

industrial arts education
Students enrolled in Industrial Arts Education make a comprehensive study of industry-its organization, materials, occupations, processes and products-which orients them toward careers in engineering, technology and trades.
The number of industrial arts programs in Georgia schools has nearly doubled since 1954. In the future, industrial arts should be available to all high chool students beginning in grades 7-9 to serve as a guidance-exploratory function for industry, and a second year cour e (grades 10-12) on an elective basis for advanced study of pecial intere t in one of the

High Schools With Industrial Arts
(Grades 9-12)
~214

F354

1>120

Student Enrollments
14,400 8,250

25,500

1954

1961

1970 (Figure 17)

ba ic indu trial areas-de ign and drafting, general metals, general electricity-electronic , and general woods.
214 schools are now using two guides prepared for admini trators, supervisors and teachers to a ist them in planning, organizing, administering and teaching industrial arts.

22

art education
Art teachers over Georgia not only are working to improve their school programs but want to encourage art experience in their communities a well. To this end, a group of art teachers recently vi ited both public and private galleries in Atlanta to investigate ways in which community gallerie have been developed through the years with a view of organizing community resources in their own localities. At the present time, reproductions of art masterworks are being placed in individual classrooms and school ystems through local interest and purchase.
Seventeen school systems in the state now have art con ultants or upervisors on a sy tem-wide basis (three added this year). There are 116 high school art teachers.
The State Education Department, working cooperatively with the Georgia Art Education Association, ha developed four traveling art exhibit of art work from Georgia schools which are now available to schools and communities upon request.

music education
Some 30,000 Georgia 6th-7th graders are acquiring early appreciation and understanding of music using a new publication A dventures in Listening to Music. During the 1960-1961 school year, 53,000 boys and girls (grades 7-12) studied special music (band, orchestra or choral), Many of these same students look forward to participation with their teachers in a new two-week summer workshop now being planned.
driver' education
105 Georgia school system offered Driver Education (c1as room and behindthe-wheel) to nearly 4,000 students in 1961, and 23 more offered classroom training only to an additional 1,000 students, Intere t is increa ing in the program although lack of qualified driver-training instructor and cars and finances, continue to be retarding factor in the program.
health, physical education
The State Education Department has made available to every school in Georgia the new booklet-Youth Physical FitnessSuggested Elements of a School Centered Program in an effort to strengthen the physical education program in the State. The booklet was authored by a Kennedy-appointed national council of health and physical education leaders.
A better understanding between medical and school people in the state ha been accomplished through a 1961 summer seminar on "The Medical Aspects of Sports", sponsored by the State Departments of Health and Education and the Georgia Medical Association.
alcohol education
The State Department of Education and Health, the State PTA, the ational Intitute of Mental Health, and churches of Georgia are cooperating in an effort to find way various intere ted groups can work together to improve the program of alcohol education in our schools. A 1961 summer seminar was held for this purpose.

testing, guidance and counseling
I pc;i1 schonl s\'stems are rel\'ing nll're ,I[hl nll're on s\'stematized testing t1f students heginning at an earh' age T e'1s arc prt)\'ing !<' he time sa\'er, in grade placement and. h\' comparing nati\'e ahilit\, with perfnrmance. e:lrh recpgnitit'n t1f indi\'idual prt'hlems t'r speci:i1 talents can he m,llle
The impetus of kderal '\iDEA funds has served !<' hring guid:lnce nel'ds and g,,:i1S intt' ,h:lrper focus in sch""I, throughout the SLlte.
The m:lj,'rit\ pf uncertified perSl'ns Sl'r\ ing in the capacit\, pf guid,lnl'e c,'un'el,'rs in !<J<;<Jhn quickh g:,in,'d C"rlific:,ti,'n thr,'ugh additi,'n:i1 ,tud\' \\ hl'n '\inF\ :Ind Statl' fund, hl'clme :t\"iLlhle Thi, re,ulted in a r:lpid in, crl':,se in qu:t1ified cpurselprs (Sec Fi~'ur,' 1S )
Durinl' Iqf)Ohl. I"cal. SL,k :'Ihl fl',kr;t! fund, e\pended fpr appr,n cd
Georgia Guidance Counselors
882
(675 qualified)
625 (183 qualified)

1960

1961 (Figure 18)

l'uid:lTlce pers,'nne! salaries :Inh'unll'd 1<' ,ncr 'l,()()6.sno (Thi, inl'llllle, pnh' the p,'rtipn pf salaril" rep,'rkd h\' I,'cd "'1ems ft1r '1:ltefl'ller:i1 fund reimhursement) I ,'cal '''!l'm, 'pent
an :,dditi"n:i1 SI R~.hnO fpr l'uid:tnce
"mee equipment :lTld secreLtri:i1 :,,,i,LlTll'e The c"st pf the te,tinl' prncram
under '\iDEA W:\S (wer SI00.1 00
23

program for exceptional children
Nearly 3,000 Georgia school children with retarded mental development (and some other exceptional children) were tested or re-tested during the 1961 school year. Psychological evaluations were made to either assess their eligibility for new programs or to evaluate previously-tested students whose scores did not agree with their functioning in the class at a later date.
A $5,250 Federal appropriation was expended for large print and Braille edition books for "legally" blind

children enrolled in Georgia's public schools, and State funds were used to purchase additional books for blind and partially-sighted children.
Five demonstration and research classes will be established soon for children who are trainable mentally retarded in three large Georgia school systems.
During the 1961-62 school year, under a $40,000 appropriation by the State Board, one school system in each of the 10 Congressional districts will conduct experimental projects in the education of the academically talented children.

Ga.'s Exceptional Children Programs, 1960-61
CRIPPLED HOSPITALjHOME EDUCABLE MENTAL RETARDED SPEECH CORRECTION VISUAUY IMPAIRED IMPAIRED HEARING' BRAIN INJURED EMOTIONALLY DISTURBED
TOTAL

Number of School Systems
5 10
78 24 5 3
1
3 85

Number of Classes
11 28
295 55 22 6
1
6 424

Number of Children

119 999

4,374 5,489
208 77
8

38 11,312

-

(Figure 19)

curriculum directors
115 curriculum directors are erving 126 Georgia school systems working with teachers and local chool admini trator to develop better instructional programs. Sy tem qualify for state-allotted curriculum director on the basis of number of teachers they employ. Smaller ystems may be served by a combination curriculum director-visiting teacher, or a curriculum director may serve two systems.
24
~

....
TEXTBOOKS
A committee of Georgia public school educators approves all the free textbooks which Georgia school children use. The committee annually approves about one-fifth of the books on the total textbook list for a five-year period. Following their evaluation, group consultations and publishers' hearings, their recommendations go to the State Board for final approval.
By State Law, not less than three dollars per child per year is spent for textbooks for Georgia children. Funds are prorated to each school system on the basis of number of pupils enrolled. In addition to State adopted textbooks, material for special needs (such as classes for mentally retarded) are approved in limited quantities. After all basic textbook requirements are. met at the local level, 20% of a system's annual textbook allotment may be used to purchase library books, maps, globes, charts, films, filmstrips and recordings.
TEACHING AIDS AND MATERIALS

AUDIO-VISUAL AIDS

Local school systems in Georgia make better use of the audio-visuals available through the State Education Department than anywhere else in the nation.

During the 1961 school year, 1,623 Georgia

schools used nearly 232,400 films together with many

thousand tapes. The Department's film library con-

tains 4,743 film titles with over 48,000 prints of

these films, and the tape library contains more than

6,800 pre-recorded tapes (largest audio-visual ser-

I

vice in the nation).

I

25

,..,

school libraries
Number Elementary School Libraries

Less Than 200 "I'

1950

1961

State Schaal Library Matching fund

State-Lacal Per Pupil Library Material Allatment

$630,000

$300,000

47 cents

$1.08

1951

1960

1951 1960 (Figure 20)

26

Local school library services continue to improve annually, but the most dramatic advance have been made in the elementary school library field and in provision of new and remodeled library quarters. (See Figure 18.)
Local systems continuously need an increasing number of qualified school librarian to admini ter the school library program. Grant for graduate study in library cience are helping to improve thi ; al 0, of help as a stop-gap measure, is the cooperative program between 20 school systems and the State Education Department which make po sible the employment of a high school librarian to organize and serve as a con ultant to all elementary Iibrarie within a y tern. The work and con ultative services of trained regional public library talI member has also been of great service. Forward-looking local school systems are working to obtain:
an increased program of library education for administrators, teachers and librarians.
more financial support for purcha e of print and non-print materials to give depth and quality to the program of studies.
qualified local library upervior for larger school ystems.
well-trained librarians for local elementary schools.
increased help and direction in selection of materials in special subject areas.

e
public libraries
Continued use and growth of Georgia's public libraries is due largely to the interest of better informed and educated citizens. They have assisted in developing more effective library systems to meet the needs of people of all ages and educational levels in cities, small towns and rural sections of the State.
Georgia is the national leader in the development of regional library ystems (larger units of library service serving several counties) the most economical and feasible method of improving public library service. Regional libraries have increased from 14 in 195 I serving 32 counties, to 33 serving 118 counties in 1961.
Per capita expenditure from all funds-local, State, and Federal-although increasing for public library service, still falls below one dollar per capita annually. The per capita expenditure was 39 cents in 1950, and in 1961 it was 97.6 cents. Georgians borrowed 4~ books per capita in 1961 compared with two books in 1951, a surprising increase since Georgia libraries still have less than one book per capita.
Bookmobiles provide one of the most effective means of reaching persons in rural sections without other

library services. Locally-owned bookmobiles now number 63 serving 124 counties.
Georgia's catalog service, the first central state service of it kind in the nation, provided over 386,200 sets of cards for school and public libraries in 1961. This state service releases local librarians for other important professional duties. The State's Readers Service in the past year loaned nearly 50,000 books and other printed materials to libraries when these requested materials were not available locally.
If the objectives of Georgia's public libraries are to be achieved in the future, there must be increased localState-Federal financial support; more professionally trained librarians; additional books, other library materials; more bookmobiles, library branches, new and/or enlarged library buildings; expanded pre-service and inservice training for librarians.

library for the blind
The Library for the Blind i a free library service for the blind or partially blind throughout the State. Braille books (3,700 titles) and talking books (3,500 title) are being u ed annually by some 2,800 persons. Talking books are recorded on records for tho e who cannot read Braille. In 1961, some 35 visually handicapped children completed required reading and received certificates for participation in the first summer reading club organized for this group. Large type book for visually handicapped children in public schools are issued annually-835 books to 235 students in 86 counties this year.
27

Educational television-a new and very effective instructional mediumwill soon be available to every school pupil in Georgia. In August, 1961, Georgia's State Board of Education approved a plan for establishing a state network of ETV stations as a third step toward reaching this goal.
The first step toward this goal was taken in September, 1960, when a regular program of televi ed classroom instruction was inaugurated over the facilities of WGTV, the University of Georgia station. Secondly, in February, 1961, a contract was awarded to RCA for installation of broadcasting equipment for WXGA-TV, Waycross, the first ETV station to be completely owned and operated by a State Board of Education. This station is scheduled to begin broadcast services in December, 1961.

educational television
'IOPOUO NrtWOIll: 0' IOUC"tIOHAl TlUVIIIOH SUlIOHS
,""OVIO n lHI OIOIOiA nA" 10"'0 o. loue.flON

183 chool y tern employ either n vi iting teacher or an attendance officer. ith five employing more than one worker. Eleven ) tern hare a visiting teacher, while 22 mall ystems employ per. on \ 'ho give half time to thi duty, half to other ndmini trative or cia r om dutie. i itmg teacher help children go to chool regularly, tay there longer, and get more out of chool when they go. Teacher and principal work cooperatively with them to learn cau e of a child's problem and plan h w be t to help the child. Visiting teach rs help parent gain in ight into problem of their children and erve a a Itai on person between child, chool, home, community ag ncie and r ource -the focll heing to help the indi idual child. In th 1961 chool year, vi iting teachers h d nearly 54,600 children referred to them involvmg problem of attendance (u ually a urface mptom of .omething el e), behavior or pe onality, health.. cho1 rshlp or economic. A chool y'tem with 75 teachers qualifies for a full-ttme, state-paid viSiting teacher.
28

TRANSPORTATION
The transportation of children to and from school is an increasingly important part of the local school program. Superintendents work continuously, with cooperation of the State Education Department, to meet standards of safety and in conducting bus route surveys.
Routing of school buses is affected by many things---consolidation of schools, expense of operation, increased school enrollments, population shifts to the suburbs and to the big cities. This year, for instance, 103 counties are losing school bus-transported population, 33 are gaining, and 26 are remaining about the same. With 445,000 school children being transported in 1960-61 school year on 4,935 buses, it is easy to see how

Johnny rides a school bus to school every morningone of 445,000 students who do. By 1970, an estimated 524,000 students will be transported by school buses.

efficiency and economy can break down if constant routing revisions are not made.
Safety is a most important part of the school bus story, and Georgia is a leader in this field nationally. Children are safer on Georgia school buses than in any other vehicles on the highway.
Drivers of Georgia school buses must pass a more rigid medical ex-

(Figure 22) amination than any other group of drivers on our highways. They also must pass a psychophysical examination given by the Mobile Testing Laboratory of the State Education Department.
In 1950, Georgia school systems had 3,321 school buses in operation. By 1970, this number will have increased to an estimated 5,828. (See Figure 20.)
29

school lunches
An important part of every Georgia school student's day is lunchtime-if the school lunch is hot and the meal is a balanced one. Local schools served more than 490,500 such lunches daily in 1960-61 (twice the number than served in 1951). This totals 86,725,500 lunches served annually at an average cost to the student of 25 cents. In addition, federal money for a Special Milk Program enables schools to serve extra milk to students at about 2-3-4 cents. The State Department's School Lunch personnel, who work with local schools in this program, recommend a "Type A" lunch which includes specified proportions of a protein-rich food, two fruits and/or vegetables, butter or fortified margerine, enriched or whole grain bread and milk.

ADDITIONAL SERVICES

surplus foods
During the 1961 school year, the State Education Department's Food Distribution Program distributed more than 50,777,100 pounds of 31 varieties of USDA donated foods valued at $17,360,640. These foods were distributed to 1,927 schools, 154 institutions, 103 summer camps and 52 county welfare programs. Foods distributed included poultry, meats, vegetables, staple items, fruits canned, frozen and processed.

surplus properties
The Georgia Agency for Surplus Property, a program which provides for the donation of federal surplus real and personal property to eligible educational, health and civil defense organizations is supervised by the State Education Department. Last year nearly $7,070,000 worth of property went to 4,626 recipients (72 percent were educational .institutions ). This surplus property is available at warehouses in Atlanta, Americus and
30

Swainsboro. To meet local increased need, efforts are being made to secure more varied types and larger quantities of property.

school buildings
Sue's school was built in the 1950's. Additional building funds are keeping it modern and adequate for housing increased enrollments.

Georgia's school children are better housed than ever before in our history. Georgia's school building program of the 1950's caused many changes in local school plants. More than $200 million of State, Federal and local money was spent to update and improve school buildings. To the State's $14;.2 million annual capital outlay through the State School Building Authority, the Governor in 196061 added $5;.2 million for school building construction.
This year nearly half of all local public school building in use are buildings con tructed since 1950. The percent of frame buildings in use has decreased from 68% in 1950 to less than 19% this year. There are 4,158 publicly-owned chool buildings (not individual schools) now available to Georgia's children containing over 35,800 instruction rooms. Due to a number of school consolidations,
the number of school buildings has decreased since 1950 by some 2217

Monetary
Value-
All School
Property in Georgia

$601 MILLION

$158 MILLION

$

1950

1961

(Figure 23)

but the number of instruction rooms has increased by some 12,400 rooms.
The value of all Georgia school property including buildings, grounds, furniture and equipment, library books, and instructional aids amounted to $600,701,823 in 1960-61 or an investment of $709 per child in average daily attendance. There has been a sizable increase in school property value since 1950 (See Figure 23).

31

...
32

general adult education
1,800 Georgians learned to read and WTite this year through a series of 80 classes televised with the cooperation of the educational television stations of the University of Georgia and Atlanta Board of Education. This special literacy program, reaching adults in the University area, was sponsored by the State Department of Education. Teachers who met with students were members of local civic and church groups who contributed their services. The program is being offered again this Fall over the above two stations and the State Department's Waycross station with about 1,000 people participating.
Classes in elementary and secondary subjects, the humanities, parent education, foreign language, and others, are being taught in many local school , supported by fees from students or volunteer teachers. Lack of state financial support prohibits the stable development of the program in general adult education.
trade and industrial education
In 1960-61, 27,300 adults were enrolled in trade pre-employment training and trade extension classes in a number of industrial subjects including practical nursing and technician courses. Under a special Veteran's Training Program, some 3,000 veterans are studying trade and technical courses and general education this year.

Some 6,300 adults were enroIled in 276 adult DE classes in 20 localities in Georgia during the 1960-61 school year. Kaleidoscopic technological changes and the distribution revolution have focused attention upon the need for increased training for both managers and/ or owners and employees in the areas of food service, retailing, wholesaling, service, finance, insurance and real estate. One-hundred-hour professional certificates were awarded to 177 adults.
In the near future, a training program for persons having contact with tourists will be offered in certain centers (planned with the State Department of Commer~e), as well as a program for teaching mall manufacturers to trade in foreign markets (developed with the Regional Export Expansion Committee of the U. S. Department of Commerce).
A post-high school program, a two-year terminal program which trains high school DE graduates for mid-management positions in marketing and distribution, has also been established.
agricultural education
This year, 41,500 young farmers and adults were enrolled in adult classes in all parts of Georgia. Instruction for these young farmers and adults is a vital part of the program of vocational agriculture, keeping farmers informed about technological and scientific changes which will improve proficiency in their operations. Most of the coordination and/ or teaching of these classes is done by the local high school agriculture teacher.

business education
There were nearly 11,300 Georgians enroIled in either daytime or evening adult classes in business education in 1960-61 (almost double the enroIlment four years ago) taught by 126 adult teachers throughout the State.
The need for office workers directly parallels economic and industrial development. Today, there are 9.9 million workers classified as clerical and kindred workers; by 1975, an estimated 12.4 million will be required to meet the national need. Adult education for business is one of the largest areas of adult education nationally.
In the Summer, 1961, nine local systems sponsored, with the State Education Department, eight-week Pilot Programs in business-education offering typewriting. shorthand, transcription, office practice, and Introduction to Business to high school graduates and out-of-school adults who had previous business education training. Students became better prepared, acquired more self-confidence and were able to obtain better office jobs.
homemaking
education
About 23,000 adults were enrolled in homemaking classes in 1961 taught either in one of the 11 full-time centers by 82 adult homemaking teachers or by the high school teacher in their local communities.
Adult homemakers find they have increasing needs for training in money management, child care, making and buying of clothing, and other homemaking skills. Budgeting of time is an important factor, especially for the working mother.

trade and industrial education-area schools
state technical and vocational schools
The state owns and operates two boarding schools for students interested in training for industrial occupations, North and South Georgia Technical and Vocational Schools in Clarkesville and Americus, respectively.
These two modern facilities, training some 1,350 students annually, offer all types of industrial training courses including many for women such as cosmetology and practical nurse training.
NDEA funds are being used, as they are in all area programs over the State, for highly technical skill training.
In addition to full-time students, these schools conducted special evening classes and trade extension classes for some 1,300 adults in 1961. 34

FROM CONCEPT-
Since July, 1958, when the State Board of Education adopted policies for establishment of Area VocationalTechnical School the Board has approved 20 centers in the State for 3 I schools to be built on partnership basis between State and local communities-a 22 million program.
These school, operated by local system. will serve 40-mile areas surrounding them offer trade and technical courses for high school tudent, out-of- chool youth and adults in electronic technology, mechanical technology, air conditioning and refrigeration, automobile mechanics, bricklaying, radio and TV repair, office training, electrical appliance servicing, and others.
Local communities furnish sites, maintenance and operation costs of buildings; State provides in tructional co ts; buildings and equipment co t are shared on equal fund-matching basis.
TO CONCRETE-
Progress .
4 schools completed and in operation in 196 I-Albany, Augu ta, Columbu (2).
2 schools under construction - Albany, Rome.
8 schools on drawing board - Atlanta, DeKalb County, Marietta, Moultrie Swainsboro, Thomasville (2), Valdosta.
6 schools in preliminary planning tage (State and local matching fund in hand)-Atlanta, Macon (2), Savannah (2), Thomaston.
Promise
7 school centers (11 schools) approved with State matching funds available - Athens (2), Augusta, Brunswick (2), Griffin, Sandersville (2), Walker County, Waycross (2).

vocational rehabilitation
During the year, 6,014 disabled persons-including 331 blind adultswere restored to jobs in Georgia through Vocational Rehabilitation Services.
6,111 others received services preparatory to placement.
.7,955 applications for aid were pending at the end of the year.
The OASI disability determination unit received 15,833 applications for benefit under Social Security;

rehabilitations reach record high in
fiscal year 196061
Expanding Areas of Service:
To the mentally ill in hospitals and intensive Treatment Centers; to mentally retarded youths in public school and in titutions; to mentally retarded adults; to eriously disabled-through rehabilitation centers; development of Evaluation Center at tate trade chools. Vocational Rehabilitation services are available to disabled persons, 16 or older, who have a substantial job

NUMBER OF DISABLED PERSONS RESTORED TO JOBS

IN THOUSANDS
65-

1954-Public Law 565
by Congress

4-
3-

1943-Public Law 113
by Congress

2-

1-
o .....-_.-_~_.

1925

1933

1941

1949

1961 Figure 24

recommended allowances in 7,800 cases, representing payments of $6,216,000 to Georgia citizens.
23 offices in key cities.

handicap which can be corrected or reduced by authorized ervices with reasonable anticipation of employment. The major services include: medical diagno is, counsel and guidance, physical restoration; appliances, training, tran portation and maintenance in training, tools and equipment, and placement.
35

Georgia School for the Deaf
(Founded 1846) Cave Spring
Prepares children from a hushed world for a hearing society by the oral method.
The 1961-62 term opened with the largest enrollment in history--446 pupils. Children come from every county in the State.
The course of instruction is the same as in regular public schools, plus speech, speech-reading and auditory training.
Vocational training is offered in a wide range of occupations such as printing, brick masonry, cosmetology and power sewing.
Children follow a well-rounded program of physical education. School teams compete in athletic competition and have won wany trophies in interscholastic contests.
A registered nurse is on duty at the infirmary.
Facilities are free to Georgia children from 6 to 20 years of age whose hearing is defective to the extent that they cannot learn under normal public school conditions.
The school is fully accredited and graduates are eligible for entrance at Gallaudet College, Washington, D. C.
36

Georgia Academy for the Blind
(Founded 1852) Macon
Prepares visually-handicapped children for life in a sighted world.
Offers academic courses from primary grades through high school, together with vocational courses such as piano tuning, greenhouse occupations, typing and dictaphone operation.
Special emphasis is placed on music, voice, choral singing, piano, organ and violin.
Georgia children who, because of lack of vision, cannot profit by instruction in regular public schools, are accepted if they are capable of receiving an education.
Parents are required to furnish transportation, clothes, incidentals, and major medical expenses for their children.
A registered nurse is on duty at the school.
The school is fully accredited, and graduates are eligible for college entrance without examination.
37

r.lr-----~--------~-----C!!!l"'!urrent!lllll!!E!lxpenldiit!llu reIlllll!!F!lu-n-ld'IS.l

Additional Grants to Local School Systems by the

for local school systems _ 1960-61

State ....

_

From The State*

$142,096,982.76

Capital Outlay

(State)

$ 15,209,071.67

Regional Libraries

(Fed.>

.

221,848.00

Vet. Training (Fed.) 513,919.83

Lunch & Milk Program

(Fed.>

4,073,744.42

1+ State Dollars ~ Federal Dollars

$138,780,568.13 $3,316,414.63

Total Additional

Grants

$ 20,018,583.92

Grand Total Grants To

Systems

$162,115,566.68

Includes $94,266.73 lunch & milk funds paid to Parochial Schools and Organizations

["\:::",:,::t _ local Systems Added**

~ :::::::::::.:.::::.:.:

Lo<ol So,,,,, ,
Federal Sources

$67,424,069.75 $62,202,719.47 $5,221,350.28

Total Available Funds

Expenditures and Transfers at the State Level (State & Federal Funds) . . .

for current expenditures

$209,521,052.51

Admin. & Supv. . $ 3,104,689.30

State Bd. of Educ.

23,183.24

Scholarships &

FellCMships

167,037.80

Textbooks, Lib., &

Audio Visual

4,636,764.92

Vocational

Rehabilitation ..... 4,662,482.83

Bldgs. &

Improvements .....

74,911.97

(Print Shop, Surplus Prop. Warehouse,

Waycross Educ. TV, Abraham Baldwin

College, Equip. for Schools)

Federal 4.1 % $8,537,764.91

State 66.2% $138,780,568.13

Lacal 29.7% $62,202,719.47

Spent By Lacal Systems Far . . . .

Instruction, Regular Program ..................... Plant Maintenance & Operation .................. Pupil Transportation ............................ Fixed Charges ............................... Administration ................................ Attendance Services ............................

Total Current Expenditures

.

Other Expenditures & Balances ................

GRAND TOTAL ..................

Amount
$153,065,472.76 19,945,998.09 14,548,551.55 7,443.873.84 4,475,359.10 907,783.77
$200,387,039.11
$ 9,134,013.40
$209,521,052.51

Per Child In ADA
$180.60 23.54 17.17 8.78 5.28 1.07
$236.44

Per Cent
76.38 % 9.96 % 7.26 % 3.72 % 2.23 % .45 %
100.00 %

Transfers to:
Schools for Deaf & Blind
North & South Ga. Trade Schools .....
University System Branches
State Personnel Board

934,784.59 1,375,927.18
242,514.96 9,893.60

38

Source: "Report of Examination" Dept. of Education 6/30/61 Source: "Annual Report of local Superintendents" (S-18)
6/30/61 local System Balances, Adult and Special Program, Capital
Outlay (locaD, ilnd Debt Service from current expenditure funds

I

p:s

How the State Department of Education is organized
to work with Georgia's local school systems STATE BOARD OF EDUCATION
Chairman James S. Peter., Manche.ter
STATE SUPERINTENDENT OF SCHOOLS Dr. Claude Purcell
I SfATE SUPERINTENDENT OF SCHOOLS EMERITUS Dr. M. D. Collin.

ASSISTANT SUPERlNTENDEN'l' INTERNAL OPERATIONS Dr. C.S. Hubbard
Peraonnel Public Information Printing OElke Service.
1

ASSISTANT SUPERINTENDENT in eha rae of
FISCAL AFFAIRS
Dr. Allen C. Smith
Central Accounting

COORDINATING COMMITTEE

Slate School Superintendent

State School Superintendent Emeritul

Ahtan.t State School Superintendent I

DiviAon Director.

.l

1J J

ADMINISTRA TJON AND FINANCE
Olear Joiner Director

INSTRUCTION
H. S. Shearoul. Director

INSTRUCTIONAL MATERIALS
Hat ClementI Director

VOCATIONAL EDUCATION
Jack Nix Director

VOCATIONAL REHABILITATION
A.P. Jarrell Director

Mill1mum Foundation Program of Education
Allotmentl Paym.catl

Curriculum Guidance T.IUn,

Tran.portation:

Exceptioaal Children

ViliUna Teacher Service Teacher Education

School PI.n.

Teacher CertLBcatio1Jo

TeJltbooka

A,riculture

A t. Director

School Librari
Public Librarie.
Library lor the ~ Audio- VhuaJ Aidl

Homemakin,

Ser. DieabiUty Determill&tion Unit
(O.A.S.I.)

Trade. ~a1Ed.

Geor&ia School For The Deaf

Diltributive Education

rederaJ Relation. StaU.tical Service

Educational TV

Surplu. Propertier

BUline Ed.

Georaia Academy For the Blind

~

FIELD SERVICES W. E. PaUord. Director
School Lunch Commoditie.

NEGRO EDUCATION
T.A. Carmichael Director

( FIELD SERVICES AND NEGRO EDUCATION WORK WITH ALL DIVISIONS)

39

2

TOMORROW'S

Tomorrow's world will affect tomorrow's schools the same as Sputnik affected today's curriculum. What will Johnny and Sue need to meet the challenge?

WORLD .
more technical, more troubled .

More science, math, social science?
New educational programs for adults?
What about technician training?
New programs for the exceptional child?

Will it cost more?
What kinds of teacher will we need?
More TV or team teaching?
What about teaching methods?
Different kinds of buildings?

40

"We commonly say that education is opportunity. Education is opportunity in varying measure, the variables being not only the native limitations of individual ability but also the social and economic roadblocks to individual pursuit of excellence."
-STERLING M. McMURRIN U. S. Commissioner of Education