The Georgia conferences preceeding the White House Conference on Education

FOREWORD
All of us in the South, of which Georgia is the keystone and an important part, have come a long way in the past twenty years. We are deriving our strength through renewed faith in ourselves, our labors, our heritage, our destiny and our God. Georgia and her sister states in the South are advancing at a faster rate than those in any other region. We are diversifying our agriculture. Our State ranks third in size among the leading textile manufacturing states. Georgia led the entire South in industrial development last year, with 207 new or expanded plants. These plants for the most part are located in small cities and towns. The word has spread that more and more firms are coming to Georgia. The old description used by some people when referring to Georgia-of a model T Ford, mired in the mud, near a one-room school house, overlooking eroded cotton fields-does not apply today.
To meet this growth, we must expand all five phases of our vocational program. Farmers are recognizing the need for an expansion in the field of agricultural education. Fewer farmers, larger farms, specialized farming, a larger consumer's market, and the farmer's desire to possess all the modern facilities and advantages available to all people of our society encourage us to expand this phase of education.
Trades and industries are demanding highly skilled people to man their enterprises. Many of these people will have to come from surplus labor in other fields and must be trained. The number of new industries coming into Georgia has put a tremendous strain on our education leaders and facilities to provide the necessary training for these people. We are on the threshold of a great industrial expansion. Education must keep pace with the needs of this expansion in industry.
Not only Georgia, but the entire United States is lagging behind other nations in the training of technically skilled men and women needed in this atomic age. This nation-wide shortage of trained scientists, engineers, and technicians has pointed up the need for increasingly better training in the sciences and in mathematics in our high schools and colleges. I believe that one of our objectives should be the provision of programs of studies in our high schools which will enable our boys and girls to secure the preparation necessary for entrance into first line colleges, universities and technical schools so that Georgia will have the trained research scientists, engineers and technicians who will be needed in the years ahead. This means that we must have more

and better teachers of the sciences and mathematics than we have had in many of our high schools.
Georgia is appropriating 53% of her total annual revenue for educational purposes-a percentage unmatched by any other state in the union. Our School Building Program is receiving recognition throughout the nation.
While we take pride in the progress of education in this State, we cannot rest on our laurels. There is more work to be done and we must face the future and the tasks that lie ahead for the school year 1954-55 saw more of our young people enrolled in our secondary schools and the university system than ever before. These increasing enrollments have brought along with them the usual pressing problems of housing, equipping, teaching, financing and transportation. These problems will continue with us as major problems in the years to come.
Edwina Davis advises us, in the September 13th issue of the Atlanta Journal, that Georgia's most precious crop-babies-continues to expand. H. B. Wells, statistician for the Georgia Department of Health, points to a continuing increase in the total population in predicting the birth of about one million more in the next ten years. As Dr. Collins has often stated, "You can't argue with the stork."
In a few years the children will be in school, which x'neans that a wave of enlarged school facilities must follow them through the grades.
The most successful businessmen are those people who by their ability to see into the future and by their ability to appraise trends, can anticipate problems that shall confront them, thereby enabling them to organize and to develop their business in accordance with the anticipated problem.
Successful businesses make their projections as much as ten years in advance. More often than otherwise, their projections correctly anticipate their problems. Furthermore, successful businesses shape their problems and shape their budgets in line with their projections. The history of education in Georgia is one crises after another. We are destined for such predicaments unless we likewise make our projections and shape our budget in accordance with these projections.
We are guilty of operating in the reverse order in the field of education. That is, we wait for the problem to come upon us; we nurture it for a while, until it becomes so unruly we are compelled, in selfdefense to give it some recognition. For the sake of our children and the young people, it is well that the problems of increased enrollments, housing, teaching and transportation are getting unruly and running amuck in the field of education to such an extent we are compelled to face them and to do something about them.
ii

As an illustration, without detracting from any group's field of study in this conference, let me briefly indicate the public school system's position in reference to housing of our students. Give us two more years and we shall have sufficient school buildings for our enrollment of 1951! Let me repeat. Two years from now, on the completion of our present building program, we will be six years behind our then current school building needs. It is a serious problem, but no more serious than many other problems in the field of education. Our position in reference to other problems in education is similar to our position in reference to housing, in spite of the fact. we have and are making remarkable progress.
Each of you is a leader in your community and upon your shoulders rests the responsibility of acquainting the people of Georgia with the true plight of our educational forces in Georgia. Unfortunately, the great majority of the press of this state are interested only in sensationalism. They decry the deplorable conditions which exist-as evidenced by an editorial which appeared in an Atlanta newspaper on September 13th, in which they described the university system as follows: "A university system such as the overcrowded, under-staffed and poorly supported one of the state of Georgia."
Yet, when our chief executive had the courage to call a special session of the legislature and requested a tax program to adequately finance both our university system and our common schools, they fought this program with every power at their command.
Our schools and universities cannot expect to render the type educational services which are required so long as teachers are poorly paid, housing is inadequate, and all the other necessary research and expense attached to an educational program is not adequately financed. The burden of educating our youth---our most precious asset-ean be realized only if each individual assumes his just share of the burden. We are now engaged in the greatest struggle of our history. It is a clash of ideas and fundamental philosophies. The test is whether this nation and its republican form of government, guaranteeing freedom for all its people, shall survive, or whether the entire world shall fall victim to the Godless dictatorship epitomized by the one word-communism.
Our youth must be fully equipped to fight these strange philosophies coming to us from across the seas. So long as the American people spend more money on liquor than they do on education-so long as the American people put pleasure before duty and are not willing to admit that Government can provide only those services for which they are willing to pay, we will never reach our goal.
As the personnel of this conference moves into the various areas of study, I am confident that you will explore every avenue to ascertain our needs. Both lay and professional people have already done ,extensive study of our needs and the problems involved. I am confident we
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have a competent professional leadership with which to solve the problems if we had sufficient finances with which to effectuate the various
programs of education. I agree with the philosophy of Dr. J. I. Allman
who said, "There is not too much wrong with education that adequate finances will not cure."
This conference is a definite challenge to each of us to ascertain and agree upon the basic educational needs of the State at the present time and in the foreseeable future. I know we shall catch the spirit of being involved not only in a local movement, but also in a state and national movement whose impetus shall cause Georgians to subsequently evaluate and implement the findings into an effective program of education for all our people.
We must give ourselves to a nationwide resurgence of faith in Almighty God; a faith which is the only source of lasting strength and power and a faith without which no- country can be built or can long endure.
Georgia Whitehouse Conference on Education Athens, Georgia September 14, 1955 George P. Whitman, Jr.
IV

TABLE OF CONTENTS

Introduction

1

Events Leading up to Conference____ _

1

Participants Selected and Invited

_

3

Topics Recommended for Discussion

_

3

Report from the Athens Conference__________

4

Personnel and Organization___________________

5

Topic I. What Should Our Schools Accomplish?_______________ 7

Topic II. In What Ways Can We Organize Our School System More Efficiently and Economically?._ 17
Topic III. What Are Our School Building Needs?___________ 24
Topic IV. How Can We Get Enough Teachers and Keep Them?________________________ 25

Topic V. How Can We Finance Our SchoolsBuild and Operate Them?________________________________ 31

Topic VI. How Can We Obtain A Continuing Public

Interest in Education?

33

Background Information and Suggested Questions for Use in Conference Discussion________________________________________________ 43

I. Beliefs and Facts Concerning Georgia's Program

of Education

44

II. Organization, Size, and Costs of Georgia's

School Systems

59

III. Georgia's School Building Program and School

Building Needs

67

IV. Teacher Supply and Demand, Salaries,

Qualifications, Etc.

78

V. Income for School Purposes and Funds Needed___________ 85

Report from the Fort Valley Conference _

Acknowledgments

_

Introduction

_

Orientation Meeting

General Session

Group Meetings

____________________ 93

_

94

_

95

_

_ __ 104

_

_

104

_

_

106

v

Group I. Goals of Education

_

Group II. School Organization ----

_

Group III. School Building Needs

Group IV. Getting and Keeping Good Teachers

Group V. Financing Our Schools

_

Group VI. Public Interest in Education

_

Summary

_

106 110 _ 113 _ 116 121 124 128

Appendix

130

Athens Conference Program_______________

131

Organizations and Institutions Represented at the

Athens Conference

134

Fort Valley Conference Program

136

Address by George P. Whitman, Jr., at Fort Valley Conference__ 138

Address by W. A. Shannon at Fort Valley Conference__

141

Address by L. D. Milton at Fort Valley Conference______

143

vi

INTRODUCTION

Events Leading up to these Conferences

President Eisenhower in his State-of-the-Union message of January 7, 1954, underscored the serious problems confronting our educational system and called for a conference on education to be held in each state culminating in a national White House Conference On Education in November, 1955. The overall purpose of these conferences was to arouse interest in the improvement of education through meetings .of educators and lay citizens in which they could identify problems and explore possible solutions.

In accordance with this plan, Governor Marvin Griffin on April 12, appointed a committee of 30 persons to serve as the state committee for the White House Conference on Education and to represent the State at the national conference in Washington. The organization of the committee was as follows:

Hon. Marvin Griffin, Honorary Chairman ..Governor of Georgia

Mr. George P. Whitman, Jr., Chairman Chairman, State Board of Education

Dr. M. D. Collins, Vice Chairman

State Superintendent of Schools

Dr. W. Henry Shaw.........

Superintendent of Schools, Muscogee County

Mr. William H. Long

...................Attorney at Law

Mr. Clifford G. Hale

.. .

Superintendent of Schools,

Dalton

Mrs. Ralph Hobbs

Cataula, Georgia, Past President, Georgia Congress of Parents and Teachers

Dr. Frank C. Underwood, Jr.

.

Executive Assistant Superintendent, Chatham County Schools

Mr. Marvin Pound

Sparta, Georgia

Dr. Mark Smith...

Superintendent, Bibb County Schools

Mr. James S. Peters

Vice Chairman, State Board of Education

Dr. Claude PurcelL

Assistant State Superintendent of Schools

Mr. Robert O. Arnold

Chairman, State Board of Regents

1

Dr. Harmon W. CaldwelL__________

_ Chancellor, University System of Georgia

Dr. O. C. Aderhold_____------------Mr. Hal Salfen

President, University of Georgia
National Vice President, Junior Chamber of Commerce

Dr. George B. ConnelL__________ _ Dr. Helen Greene_________________

President, Mercer University
Georgia State College for Women

Mr. Carter Shepherd Baldwin_______ Milledgeville, Georgia

Mr. Paul Sprayberry

__

Superintendent of Schools, Cobb County

Mr. Thomas C. Law____

_

Atlanta, Georgia

Mr. S. F. Skrine____________

_ Assistant Supervisor, State Purchasing Department

Dr. Marcus Hutto_

_

Bainbridge, Georgia

Mr. W. C. Ervin__ Mr. L. T. Bacote_________________ _ Mrs. Clara B. Gay___________

.Business Manager, Paine College
Principal, Oconee High School
President, Georgia Congress of Colored Parents and Teachers

Dr. C. V. Troup_________

President, Ft. Valley State College

Professor W. B. Nelson
Mrs. Betty M. Smith
Dr. J. W. Holly

Department of Industrial Education, Savannah State College
Principal, Calhoun Colored School
AIbany, Georgia

Mr. Lorimer D. Milton

President, Citizens Trust Company, Atlanta

The Georgia Committee for the White House Conference met on July 22, 1955, and adopted plans and organizations for one state conference for white citizens and another for colored citizens. The dates September 14-16 were set for the white conference, to be held at the

University of Georgia in Athens, and September 30-0ctober 1 for the Negro conference to be held at Fort Valley State College in Fort Valley. A budget was adopted for the expenditure of federal funds provided for the conferences. An executive committee was appointed for each conference and charged with the responsibility for conference plans. Their names appear in later sections of this report.
Participants Selected and Invited
The announced- purpose of the conferences was to bring together the leaders in all phases of the state's life in order that they might have an opportunity to receive information about the state's educational programs and to have an opportunity to discuss these programs thoroughly and to contribute their best thinking on education in Georgia. An effort was made to have represented civic, fraternal, business, labor, professional, religious, educational, patriotic, governmental, agricultural and trade associations.-
Governor Griffin's letter of invitation calleel attention to several purposes of the conferences and presented six vital questions as topics for discussion. The purposes stated were:
1. To consider the facts and figures regarding the total educational process in Georgia
2. To make decisions and recommendations concerning the six vital questions
3. To report to the White House Conference on Education "our status and needs in this vital area of governmental services."
Topics Recommended for Discussion
The topics recommended for discussion were those suggested by the National White House Conference Committee, namely:
1. What should our schools accomplish?
2. In what ways can we organize our school systems more efficiently and economically?
3. What are our school building needs?
4-. How can we get enough good teachers-and keep them?
5. How can be finance our schools-build and operate them?
6. How can we obtain a continuing public interest in education?
3

REPORT OF THE ATHENS CONFERENCE
PRECEDING THE WHITE HOUSE CONFERENCE ON
EDUCATION Held At
THE UNIVERSITY OF GEORGIA Athens, Georgia,
September 14-16, 1955
4

REPORT FROM THE ATHENS CONFERENCE
Personnel and Organization
The executive committee appointed for the Athens Conference was Dr. Harmon W. Caldwell, Chairman; Mr. Frank Underwood; Mrs. Ralph Hobbs; Mr. James S. Peters; and Dr. George Connell. Dr. Claude Purcell was asked to serve as consultant.
An advisory program committee was selected to aid in the develop-
ment of the Conference: Mr. J. Eugene Welden, Chairman, Center for
Continuing Education; Mrs. Ivella K. Barnes, GEA; Dean John A. Dotson, College of Education, University of Georgia; Miss Lucile Nix,
State Department of Education; Dr. J. A. Williams, Assistant to the
President, University of Georgia; Mr. Knox Walker, President, Georgia Congress of Parents and Teachers; and Mr. T. W. Mahler, Center for Continuing Education.
The following persons were asked to serve as resource consultants during the Conference particularly in the discussion group sessions.
Mr. E. A. Crudup, Mr. H. S. Shearouse, Mr. Knox Walker, Mr. Harold Saxon, Dr. W. Henry Shaw, Mr. Jim Cherry, Mr. W. E. Pafford, Dr. I. S. Ingram, Dr. Frank Underwood, Dean John A. Dotson, Mr. James S. Peters, Mr. Frank Hughes.
The participants in this conference were broadly representative of professional educators and lay citizens. Invitations were extended to approximately three lay citizens for everyone professional educator. An effort was made to insure that each county in the State would have at least one representative present. In addition to this, most of the major civic, fraternal, business, and professional organizations in the State were contacted and asked to suggest one or more representatives to whom invitations were extended. Finally, invitations were extended to representative people of the various economic interests and groups in the State such as agriculture, banking, industry, and the like. The professional educators were selected from the State Department of Education officials, University System officials and faculty members, school board members, school administrators, principals, supervisors, and classroom teachers.
Two hundred and fifty-five persons registered for this conference. One hundred and forty of these represented forty-nine organizations*, the Congress of Parent-Teachers having the largest representation. Forty-two registrants represented eight institutions of higher learning, fourteen represented the Governor's Committee on Education and one was a field representative of the White House Conference, Dr. W. A. Shannon. Fifty-eight of the participants did not indicate that they were delegates from any organization.
The general organization of the Athens conference is indicated by
*A list of these 49 organizations and eight institutions will be found on pages 138-139.
5

the program which appears on the following page and by the more detailed program which appears in the Appendix on pages 144-146. The general sessions on Wednesday afternoon and Thursday morning presented and interpreted the statements of educational philosophy and the facts about education in Georgia which had been assembled for the conference and appear on pages 43-92 of this report.
The conference dinner on Wednesday evening provided further information, more points of view, and motivation to discussion. A copy of the talk given by Mr. Whitman, Chairman of the Georgia Committee for the White House Conference, will be found on pages 147-150 of this report.

THE GEORGIA CONFERENCE

Preceding

THE WHITE HOUSE CONFERENCE ON EDUCATION

The University of Georgia

Athens, Georgia

In order that the best thinking of Georgia citizens may be given to the discussion of education for our State, the following conference outline has been developed.

The decisions and recommendations of this representative group will form the basis for the report of the Governor's Committee to the White House Conference on Education.

Wednesday, September 14

12:00- 2:00 p. m. Registration-Conference Headquarters, Soule Hall

Lobby

2:00- 4:00 p. m. General Session

Presentation of information on Georgia's present

educational program

Objectives, Organization, Building

7:00 p. m.

Conference Dinner

Thursday, September 15 9:00-10:30 a. m. General Session Presentation of information (continued) Teachers, 'Finances 11:00- 1:00 p. m. Discussion Groups 2:30- 5:00 p. m. Discussion Groups 7:30- 9:00 p. m. General Session Panel Discussion: How Can We Obtain a Continuing Public Interest in Education? General Discussion

Friday, September 16 9:00-11 :00 a. m. General Session Reports from Discussion Groups Final Decisions and Recommendations The Next Step

6

Housing in University dormitories and dinner on September 14 are made available at no cost to you. Snelling Hall Cafeteria will be open for this conference; admittance is by ticket only which may be purchased at the Registration Desk. Should you not desire dormitory space please make your own reservations.
Please return the enclosed reservation card to the University, and complete your registration on September 14 between 12:00 and 2:00 p. m. in the Lobby of Soule Hall.
The general session on Thursday evening provided a panel discussion which will be reported under topic VI.
The discussion groups were twelve in number. To each group were assigned persons with a variety of interests, the representatives from each organization having been assigned to different groups as far as possible. Each group had a leader and a recorder.
The groups were urged to discuss topics I through V in any order desired and to feel no compulsion to discuss all of them if time did not permit. Each group was asked to attempt to arrive at as many points of agreement as possible under each of the questions raised and to identify noticeable differences of opinions. In addition, each group was asked to make a record of questions and issues raised that were not included in the material.
Each discussion group met two or more hours Thursday morning and about three hours on Thursday afternoon. The group leaders and recorders met for several hours after the general session Thursday evening to compare their findings and prepare a report for the Friday morning session.
The last session of the conference was devoted to the presentation and discussion of the reports from the twelve discussion groups. A panel composed of a representative from each group presented a composite of their Decisions and Recommendations as well as statements concerning areas of disagreement and needs for further information. Each statement has been allocated to its respective topic and will be found in the following sections of this report.
Tape recordings were made at the Thursday evening and Friday morning sessions and their transcriptions have also been used for reference in compiling the following reports.
TOPIC I. WHAT SHOULD OUR SCHOOLS ACCOMPLISH?
Five major questions were used as bases for discussing this topic and ~~y have been used as bases for reporting decisions of group partiCIpants.
7

A. Do you accept the statements of role, scope, and purpose of schools in Georgia presented in this material?
If not, what would you add to it?
How would you modify it?
The panel reported general acceptance of the statements concerning role, scope, and purpose of schools in Georgia as presented in the study materials included later in this report on pgaes 44-58. The panel also reported a general recognition of the fact that no age limits exist on learning and that it is the responsibility of governmental agencies to provide, through tax support, a continuous program of education for children, youth, and adults.
The panel further recommended that the basic objective of logical, critical thinking be emphasized, and suggested that schools generally need to give attention to the areas of free inquiry and wholesome attitudes toward change. Other objectives emphasized were those of assisting the home in strengthening moral stamina and preparing groups for family life.
Reports from individual discussion groups included a variety of suggestions for emphasizing certain objectives. Three objectives listed for emphasis were the encouragement of logical critical thinking, the development of moral and spiritual values in cooperation with the home, teaching children how to face and solve the problems of life that face them, and "do the best job they can in teaching citizenship."
One group reported its agreement with the statement, from Curriculum Framework for Georgia Schools, that "The essential function of the schools of Georgia is the development of individuals who can participate effectively in the democratic society of which they are a part." Another group reported general acceptance of the statements of the purposes of education in Georgia as set forth by the State Department of Education (1954) and the Education Policies Commission (1938) but warned that a close look should be taken to see that our educational program is actually accomplishing these objectives.
A third group reported its acceptance of the "statements of role, scope, purposes and objectives presented in the material provided." The development of the whole person as an intelligent citizen with the four objectives of (1) self-realization, (2) human relationship, (3) civic responsibility, and (4) economic efficiency "as detailed in Purposes of Education in American Democracy, Washington, D. C., N.E.A., 1938 was accepted by a fourth group which called attention however, to the lack of emphasis in these objectives on knowledge itself"; "in the professional educators' gobblydegood expressing these objectives there seemed to be omission of the respect we owe to scholarship." This was summarized succinctly in a reference to Wilson's numeration of the four fields of knowledge which should mark the educated man, viz: (1) To know at least one language well (certainly one's own), (2) To know one science well for utilization of the scientific method of thought, (3) To know
8

the history of man, (4) To know the history of man's thought or philosophy.
A fifth group reported the belief that the spirit of creativity should permeate all teaching in all areas of learning.
B. A number of proposals for expanding Georgia's school program have been made and debated among professional educators and laymen alike. Among these are following: What are your reactions to each of these proposals?
1. To add the kindergarten grade .to our public school program.
2. To establish a comprehensive junior college program with emphasis on two-year terminal program; .the plan envisions strategic location of units throughout the state so that the best majority of students may live at home and attend.
What other suggestions do you have for expanding or improving the total educational program?
Kindergarten: The panel recommended that serious study be given the question of pre-school training, and the possibility of providing kindergarten training as part of the public school system, if funds are available, be considered. It reported concern for nursery school supervision and for professional preparation and requirements at this level.
Individual groups reported a variety of suggestions and questions. One recommended that public funds be provided to enable the operation of pre-school experiences for the age group 5 to 6-the extension -of the public schools to include kindergarten. Another recommended that nursery schools be under the supervision of the department of education, although privately financed. Two groups agreed that a preschool grade or kindergarten should be added with the stipulation that all children of the proper age be required to attend, while some participants in another group thought that attention should be given to providing kindergarten on a "free" public school basis but it should be optional rather than compulsory.
Still another group contributed these three reasons for the establishing and financing of kindergartens as part of the public school system.
1. Kindergarten gives children readiness for first grade, giving attention to remedying of physical defects, training them to follow directions and to get along well with others.
2. Kindgarten contributes to the best all-round development of the child, preparing him for actual school work and helping him to avoid the stigma of "failure" at the beginning of his school career.
3. Kindergarten is economical because it prevents the costly repetition in the first grade of 20% of the pupils.
Several groups recommended more supervision of curricula, teacher
9

preparation and qualifications, and control of private nursery schools and kindergartens since at present the pre-school age child has no legal protection; this problem has become acute in metropolitan areas.
The value of kindergartens was generally accepted. Most groups agreed, however, that serious study should precede a recommendation for their general establishment in the public schools, since the problem of expense is a real one. Some supervision should be given to "private" kindergartens as to the competence of teachers, etc.
Some participants thought the 12-year program ought to be kindergarten through 11 rather than 1-12.
Twelfth grade. The panel made no report concerning the 12th grade, but it was discussed in several groups. One group in criticizing the addition of the twelfth grade reported feeling that a study of comparisons of the mental achievements of those completing the eleventh and twelfth grades was needed to point up the advantages of the additional year.
Two groups highly favored retaining the twelfth year of school, one pointing out that the additional year of maturity and training better fitted our young people for jobs or for college and helped to prevent delinquency, while the other recommended that the twelfth grade be retained or expanded since the largest percentage of students enrolled end their education at that level.
Junior College Programs. The panel reported that junior college programs should provide definite preparation for senior college work.
One group recommended that careful study and analysis be made of post high school educational opportunities, including trade schools and junior colleges. A second group reported a consideration of "dropouts" and that it was the general feeling of the group that there be made available opportunities for an individual to obtain a complete secondary education even after having been out of school a considerable number of years. In connection with this thought it was agreed that these educational opportunities should be made available as near to the people as possible, either through Junior College programs or other centers of continuing education and that this program contain vocational education as well as general education. Another group recommended that a careful study and analysis be made of post-high school educational opportunities, including trade schools and junior colleges. Still another group recommended that future planning should include consideration for establishing 13th and 14th grades.
A fourth group recommended that consideration be given to the cooperation of systems in the organization of area trade schools; that the minimum age on entrance from high school be set at 16.
Other suggestions for improving programs. The panel presented these suggestions:
10

1. Better counselling services for elementary and high school students should be sought.
2. Programs should be made more flexible to provide for acceleration for the gifted child and more attention for the gifted and other exceptional children.
3. More study, time and attention generally be given the basic tools for learning.
4. Groups of schools should experiment with the idea of cooperation on regional bases for vocational education.
5. A better correlation between vocational and general education should be sought.
6. In the face of the increasing importance of science and with the dwindling number of qualified teachers of science, steps should be taken to improve the situation.
7. Serious study should be given to the possibility of an intensified program of evaluation, or an effort to establish indexes of achievement with the individual pupil.
The panel called attention to four problems of general concern in this area-the question of involving the public and bridging the gap of understanding between home and school, the question of the 12 year program and the general recognition that for practical purposes the 12th grade in Georgia has not had time to prove itself, the question of seeking assistance on programs and content from business and industry, and also the serious question involving the attacks on education and the lack of financial support on the part of vested interests.
Suggestions from individual groups dealt with both the nature of the improvements needed and ways to make improvements. An improved guidance program was termed "a necessity in our schools;" it was recommended that schools do everything in their power to cause each pupil to measure up to what he is capable of doing and that special provision be made to speed up the education of the gifted.
One group's report included these statements: "The way in which the goals are carried out is crucial; the program as suggested in the factual material makes good sense, but we should continuously examine and evaluate our progress toward these goals. We are agreed that we should have a program to equip the child to cope with problems in many areas; the areas suggested by the planning committee make good sense to us. We are in a "transition period" not only in education but in all areas of our national life. Thus it is difficult to assess what we have because there is such a tremendous variation in policy and in practice in our schools."
Recommendation from one group was that the compulsory school law be changed to require graduation from High School and to guarantee opportunity for every child to finish. One group discussed the
11

possibility of teaching languages in the elementary schools, as well as the problems involved in accomplishing this. One group thought that emphasis should be placed on a substantial core of learning that will lead to competencies in the skills and professions. Another said that although our schools are improving in meeting fundamental needs of children, including the 3 R's, they need a "hard core of fundamentals, plus other good things." They need to provide general education for all, including those going into trades.
One group believed that our high schools need to provide a balanced program of general and vocational education that will meet the needs of all those attending the schools. Our institutions of higher learning should give new emphasis to courses essential in the background training of technical scientific personnel, but not neglect cultural subjects.
Three ways to work toward improvements in school programs were suggested in these sentences from a report. "Whatever we want our schools to accomplish it can be done better in small groups." "By getting good teachers and keep them, we can come nearer to accomplishing what we want to in our schools." "Those teachers should be secured who evidence an understanding of child growth and development and who utilize this knowledge in bringing about better mental health among school children."
In one group a majority felt that the program of providing vocational guidance specialists for schools should be expanded as far as it is economically feasible; there was strong contrary opinion, however; several groups favored better counselling services for elementary and high school students. One group pointed out that insufficient mathematics and science were offered in Georgia high schools but that mainly the difficulty is in finding trained science and mathematics teachers.
Other specific suggestions found in the reports were that parents participate in the development of an orientation program for parents of beginning children (Study-groups in some PTAs are actually in operation), that fine and practical arts should be recognized as essential aspects of the curriculum in the public schools of Georgia, that courses essential in the background training of technical scientific personnel should be given new emphasis but the "cultural" subjects should not be neglected, and that a program of adult education should be added to our system of public schools (high school and college) at public expense.
One group discussed the urgent necessity of courses in family living being offered and even required. It was thought that these should be part of entire program throughout all grades but that they are of special interest at 6th and 7th grade levels, and should not be postponed until 11th or 12th grades.
More general suggestions contributed by individual groups called attention to the "need for providing a full program for all without at the same time watering down content offerings," said that room for
12

acceleration should be provided in the twelve year program using counseling and guidance services, and recommended that programs should be made more flexible to provide for acceleration of the gifted child and more attention for the gifted and other exceptional children. Attention was called to the danger of placing too much responsibility on school alone for developing and carrying out the school program; it requires the full cooperation of parents, school, and community.
One group expressed the belief that pupils should have an understanding of political and economic issues but should not be involved in partisan politics as it applies to personalities, that pupils in public schools should be made aware of the factors and issues involved in change and should be helped to develop wholesome attitudes toward these changes, and that teachers should present factual information on all sides of an issue but that they also have an obligation to help children evaluate this information and know what are the prevailing ideals and practices acceptable in a democratic society.
Several groups recommended that more attention be given to evaluation. One recommended that the State Board of Education finance a statewide "program of evaluation" including achievement as well as other tests, in order that we may have facts about pupils and eliminate "guesswork." Another suggested that a program of continuous evaluation and revision, when necelisary, be applied to the public schools using the same methods that an industry uses when it attempts to improve the quality of a product through research-the quality of students including (1) abilities, (2) characteristics, and (3) achievements may be evaluated.
Some participants expressed the belief that we have a responsibility for getting parents really concerned about the schools (not just the enlightened parents). They thought that the great misunderstanding of school programs is due to the program's not being drawn from the people. (Only recently has there been concerted effort to describe or inform the public of school programs.) They recommended that school programs be built with lay participation.
The greatest agreement and emphasis seemed to be that education begins with a good teacher, and the best way to economize is to have good teachers. "The key to the good school program is the well-qualified teacher." (A school may have excellent facilities and plant, and a poor program.)
The central thread of the group discussions seemed to be: "better interpretation to the lay public and professional people of what is going on, not only the needs, but the good things that are taking place."
C. Some educators and laymen alike have pointed out that in the
United States the schools are expected to do everything for the people that other social institutions and processes leave undone. Education is suggested as a principal solution for all of our major problems.
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Does society expect too much or too little from the schools?
Is there a danger in Georgia of demanding more of our schools than the resources supplied can produce?
Were the elements now a part of the school program including the so-called "frills" provided in response to some specific public demand?
How can those responsible for educational programs handle situations in which strong segments of the population demand expansion of the educational program and other strong segments attack them for doing so?
Who determines the role of the schools and the scope of its program in Georgia?
How is it done?
Who should determine it and how should it be done?
The panel reported no concensus of opinions with reference to the above questions but reports from individual groups revealed many opinions. Parents and the lay public in general need to be informed about what is going on in the schools. The gap between home and school can be bridged by (1) a low pupil-teacher ratio to enable teachers to become acquainted with children, (2) encouraging home visitation as an integral part of teacher responsibility, (3) showing teachers the value of home visitations, and (4) administrative provision to facilitate home visitations by teachers. The purposes and program of the school should be planned cooperatively by professional school people, lay people and school children. The present school curriculum as planned for Georgia schools is vital and essential and should be continued and improved, but the schools should be conscious of and utilize fuller those community agencies that may contribute toward the adjustments of school children.
Groups and individuals within groups disagreed with respect to "fads and frills", some contending that they may be worthy of the tax dollar because the contributions they make toward a better and more complete adult life, while others disapproved of tax support for specific fields such as driver education and athletics.
Many individuals considered the areas of education in which they are not especially interested as "fads and frills" but considered their own educational preferences as needed elements in school programs. One group reported that "The so-called frills in education are essentials-nothing is a frill that contributes to the cultural growth of a person. We should have additional programs."
One group recommended that attention be given to the advisability of and means for expanding present school curricula (including the state proposal) to more effectively prepare children for participation in a complex dynamic society and that emphasis be placed on "societal needs."
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Another group, in discussing the danger of overloading our schools with responsibility for educating to solve the multitudes of social problems facing our society concluded that, in spite of this danger, dealing with these problems is all a part of the total educational process; but, if more money is spent on education, schools and teachers' salaries to help people help themselves, it is then hoped that less in the future will be needed for welfare, prisons, etc.
In one discussion of society's expecting too much or too little from the schools, it was pointed out that the economic trend of today disintegrates the home, and it is necessary to provide the child with additional services which the home no longer provides. The danger of demanding more than resources can produce was not felt as great a danger as that of the pressure of conformity-mass media of communication, etc., aiding in stamping out students lacking in individuality.
The offering of adult education in all of its aspects was definitely emphasized, education being recognized as a continuing thing from birth to death. Spiritual and moral education, education for tolerance and ability to get along with other people were included as necessary adjuncts.
The question of developing objective evidence on the intellectual achievements of the public schools was raised. It was agreed that an intensified program of testing to determine the progress of a child from one grade to the next was needed. Although teachers, superintendents agree, are better balanced and better trained than before teacher training programs were instigated, there is definitely a note of neglect of development of academic skills. At the same time the program of studies of the emotional nature have advanced. .
Some general conclusions seemed to be expressed in these sentences from the reports: "The total adjustment of the child is not beyond the scope of the school." "The scope of the school program should be determined through lay participation." "Citizens should be concerned with and involved in decision made about the curriculum of the school."
One caution was sounded-that demands should not be increased to the point that teachers cannot do the job.
Questions posed but not answered included these:
1. How much of the high school program should be devoted to general education and how much to vocational education?
2. How can we coordinate the efforts of all community groups in providing a total educational program for our people?
3. How can the schools help pupils measure up to what they are capable of doing?
4. To what extent can we develop a thirst for learning in children and youth?
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5. Should we spend a great deal of money on "special training" for the few? (Such as athletics, music)
6. Is the school trying to do too much during the school day?
D. The percentage of Georgia children and youth enrolled in school from ages five through fifteen approaches or equals the national average. The proportion ages sixteen through twenty-four enrolled in school is about twenty-five percent less than the national average.
What, in your opinion, are the reasons for this situation?
What suggestions do you have for improving it?
One group reported that "The problem of Georgia's youth in school being below the national average was discussed to some length but the only conclusion which the group came to was, that this problem should be given considerable study and research by school people and university researchers. Some felt it was due to teachers, large classes, lack of equipment, problems at home, etc. It was expressed that if we had good schools and good teachers, we would also have an active enrollment up through the secondary school."
The problem of "drop-outs" was considered and it was the general feeling of the group that there be made available opportunities for an individual to obtain a complete secondary education even after having been out of school a considerable number of years. In connection with this thought it was agreed that these educational opportunities should be made available as near to the people as possible, either through Junior College programs or other centers of continuing education and that this program contain vocational education as well as general education.
Another group said that the solution to the "drop-out" problem would seem to lie in a two-fold attack: (1) increasing the desire to stay in by providing a good school program; (2) improving attitudes of parents through an effective continuing education program.
One report reflected the belief that public schools are too much assembly-line fashion-We can't have the same program for all.
E. According to the current survival rate in our school system only about 5% of those who enter the first grade graduate from college. According to the President's Commission on Higher Education, 49% of our population is capable of profiting from at least two years of college and 32% is capable of profiting from four or more years of college. Another study indicates that one-half of the top twenty-five percent of high school graduates in terms of academic capacity never enter college.
Does this gap between the numbers capable of profiting from college and the numbers who actually do so constitute a wastage of potential leadership in Georgia?
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What reasons, in your opinion, account for this situation?
What suggestions do you have for improvement?
No answers to these questions were reported by the panel. Only one of the discussion groups attempted any answers; it expressed the opinion that an important factor in college attendance is the proximity of college facilities, recommend an expanded system of Junior Colleges but recognized the difficulty in the light of other school needs.
II. IN WHAT WAYS CAN WE ORGANIZE OUR SCHOOL SYSTEM MORE EFFICIENTLY AND ECONOMICALLY?
The panel reported general recognition of the fact that merger and consolidation do not mean necessarily dollar economy, but that they result in an increased opportunity for a greater number of students. There also seemed general agreement that there is a point in number beyond which operations are neither economical nor desirable. And it was generally agreed that Georgia is capable of financing an adequate education program.
The following recommendations were reported by the panel:
1. That small independent city and county system should be merged.
2. That consolidations should be arranged within systems.
3. That zoning on a statewide basis as in the health and library programs be considered.
4. That no elementary school should have less than one teacher per grade and no high school less than 300 students; county lines should be crossed if necessary.
5. That a study and an overhaul of the system of selecting boards and superintendents should be made, with educational requirements set for county and state superintendents, and with minimum qualifications for board members. Terms of board members should be staggered. The study of these factors should be made with an eye to keeping lines open between people and their schools and school business from the smallest community to the top level of administration.
Note: There was considerable discussion as to methods of selection, and some groups recommended election of board and appointment of superintendent, where others recommended the opposite approach.
6. That purchasing of supplies below state level can be done effectively if properly approached.
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7. An exploration of full use of facilities should be made.
8. Functions of non-teaching personnel should be extended.
9. Fine and Practical Arts should be recognized as essential parts of curriculum.
10. The question of transportation should be studied completely.
Discussion of Question II raised unresolved questions:
Reports from the twelve individual discussion groups reveakd a great many more suggestions which will be reported following the four major groups of suggested questions from section 2 in the Background materials. (see pages 62-67)
Administrative Organization
1. What size system (in terms of number of teachers) do you think should be the minimum to justify a full-time superintendent and staff?
2. Do you think that several counties should have a joint superintendent and staff? (Such as regional libraries now exist.)
3. Do you think that if several counties were to cooperate in such things as purchasing, transportation, etc., economies would result? Would there be any disadvantage in this system?
4. What is your opinion concerning the functions of non-teaching professional personnel, such as supervisors, visiting teachers, etc.? Should their functions be extended--or perhaps eliminated?
5. Do you think a principal should teach in addition to his administrative duties?
6. Do you think that school superintendents should be elected or appointed by the local board of education? Why?
7. In a recent election year, over one-third of the superintendents were not reelected. Can you give reasons for this? Do you think this resulted in a loss of efficiency in the systems involved?
8. A suggestion has been made that only classroom teachers be allotted by the State-that band directors, coaches, principals, vocational teachers, etc., be locally supported. What do you think of this suggestion?
9. Do you think that sizable purchases should be made on the basis of "lowest bidder"?
10. Do you think that the State should handle purchases for the local system?
11. Howard Dawson (in the September 10, 1955 issue of Saturday Review) gave these figures: pupil-teacher ratio, 25-1; minimum
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size of elementary school, 175; minimum size for high school, 300; optimum size for high school, 700-1000; and at least 1,200 pupils in a school district.
Do you agree with these? If not, why?
One group reported a discussion concerning the size of a system justifying a full time superintendent and staff, and it was generally agreed that these really depend on the situation and not size but that existing APEG recommendations should be followed: it is possible, they said, for several counties to have a joint superintendent and staff but in some cases it might be easier to combine the counties. Another group recommended that administrative units be consolidated to the extent that the professional services of the administrator (superintendent) and staff would be utilized, county lines and independent districts notwithstanding. Still other groups recommended that inter-county cooperation be encouraged by the State Department of Education in providing adequate education services in some of our sparsely populated counties and in cases where schools are located near county lines, and that as soon as transportation will permit, elementary schools be consolidated to the point that no elementary school have less than one teacher per grade.
Cautions in consolidation were expressed, one group suggesting that elementary schools be kept close to the people as long as there is at least one teacher per grade, and another suggesting that high school enrollment should not exceed 1,000.
One group pointed out that there is now some joint employment of personnel between systems and that this trend should be further explored and extended. Another suggested that school personnel utilize the knowledge of business to increase the efficiency in the organization and operation of our schools.
With reference to functions of non-teaching personnel the different groups expressed several opinions. One was that a principal should not teach if he had more than twelve teachers, that his time should be devoted to administration and supervision of the instructional program. Strong feeling was expressed concerning the time given to drives and campaigns and it was suggested that all those should be eliminated which do not contribute to the fulfillment of the purpose of the school.
One group reported a concensus of belief that vIsItmg teacher and instructional supervisor services should not be cut out. In two groups there was strong feeling that "band directors, coaches, principals, vocational teachers," and other calls "special services" (supervisors and visiting teachers) should be allotted and supported by the state. Still another group reported the belief that the functions of non-teaching professional personnel are needed and should be expanded but these should not be figured in the ratio between teacher and number of pupils.
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Another view expressed was that "we have too much of a tendency to feel not responsible locally for schools because of so much state support. Some systems don't tax themselves; they live off the state. If the trend continues the state will more and more take over schools." "Local system could take more responsibility for programs, such as bands."
The groups had mixed feelings about the election or appointment of school board members and about the election or appointment of superintendents. However, they did feel that the superintendent should meet professional requirements. One group recommended that the State Board of Education be elected, each member to be elected from his congressional district, and that the Board appoint the State Superintendent. Two groups reported that most of their participants agreed that boards of education should be elected for staggered terms and that superintendents should be appointed by these elected boards, and that this practice should be followed at the state and local levels; there was minority opinion that the status quo should be preserved. Another group recommended that local boards be elected and that county boards appoint certified county superintendents; it also recommended the elimination of per diem for local board members. Still another group suggested that each local system be allowed to determine, by referendum vote, the manner of selecting school boards.
Another suggestion was that certification requirements for system school superintendents be set by the State Department of Education; these requirements to include educational requirements, as a minimum, not less than those required for certification of principals. And a further suggestion was that a greater effort be made by the GEA for securing legislation which will enable the county school superintendents to be appointed by boards of education that the people have had a part in selecting.
Only two groups reported opinions concerning a desirable teacherpupil ratio. One felt that for better teaching efficiency a ratio of 1-25 class size is preferable. The other recommended that we strive toward a teacher load of no more than 27 pupils.
Some individuals favored centralized purchasing of school buses, library books, athletic supplies, and other like supplies; other members of the group favored the purchase of such supplies on the local level. It was believed by some that central cooperative purchasing on a systemwide basis would result in savings as would some purchasing on the state level, such as buses. Acceptance of the "low bidder" should be on the meeting of specifications as well as price. Others expressed the views that it might be possible for counties to cooperate in such things as purchasing, etc., but it might be difficult to administer, and that purchasing of supplies below state level can be done effectively if properly approached.
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School Program

1. One suggestion has been that the school year be divided into four three-month quarters and that students be required to attend three' of these four. This would result in better usage of already existing buildings, increase the teachers' pay, relieve some of the teacher shortages, and enable the students and parents to choos~ "vacations" to suit themselves (so to speak). What do you think of this?

2. Another suggestion has been to increase the size of the classes. The proponents believe that an additional five or so pupils in each class would not decrease appreciably the efficiency of the buildings and teachers. Do you believe this to be true? (What doyou think, should be the maximum class size?)

3. Some have suggested that a "master teacher" and several "teaching assistants" be used in the place of qualified teachers. If qualified teachers were available do you favor this suggestion? If they were not available, would you favor this suggestion?

4. Suggestions have been made concerning the use of mass mediasuch as television, films, etc. as replacements for the usual teaching situation in a classroom. Do you believe this to be a possible solution to the question of "needs and shortages"? Why?

5. Do you think that all children should be required to complete 12 years of schooling before being allowed to enter college? Should some children be allowed to graduate from high school before the end of 12 years? If so, how would you determine which ones should and which ones should not do so?

Individual discussion groups answered the above questions directly, although meagerly.

1. One opposed the idea of a twelve months school term. Another felt that, for better usage of existing buildings, some method might be worked out on a twelve month school year.. A third felt that we need to recognize the summer vacation period as an historic aspect of our culture and that a four quarter plan should be studied and experimented with before decisions are made. Many participants acknowledged the need to fully use facilities and seemed in favor of "summer programs" and other "supervised activities" in school buildings.

2. Three groups reports indicated the belief that maximum class size should be twenty-seven.

3. One group was strongly against the "master teacher-assistant plan."

Other groups reported uncertainty about the meaning of a "master

teacher" program. They recognized the value of assistance to te~chers, but wanted more study of and some experimentation

wIth the idea of a master teacher working with less qualified

teachers.

.

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4. "Mass media are not substitutes for teachers" was the only answer received to this question.
5. One group believed that all children should be required to complete twelve years of school. Another pointed out the need of flexible programs providing for acceleration-suggested accelerated small groups. A third suggested that a battery of guidance tests be instituted early in the high school career to aid students in determining their abilities for commercial or vocational or college training.
Physical Facilities
1. Do you feel that "cafetoriumnasiums"-a multi-purpose room-is the answer to the need for such facilities as an auditorium, gymnasium, and cafeteria? Or should they be separate?
2. Do you believe that every high school should have a gymnasium? A cafeteria? An auditorium? Special classrooms, such as a band room, shop, etc.?
3. What do you think should be the minimum facilities available for a high school physical education program? For an elementary school?
4. What "average life" do you think a school building should have?
What construction would this call for?
5. What would you consider the minimum size for a classroom for, say, 30 students?
6. Do you think school buildings should have just the "bare" necessities----or should they also include such things as hot running water, ice water fountains, public address systems, venetian blinds, etc.?
7. How much playground area would you consider adequate for an elementary school of 800 children?
8. Do you think a school building should be planned and built with the idea in mind that community organizations will want to use its facilities?
This topic presented such enormous problems that group participants did not know how to tackle them and felt that a great deal of study needs to be made concerning them. One brave group reported its belief that the cafeteria should be separate and that it should be the first choice, before a gymnasium or an auditorium. It approved the idea of community use of school facilities but suggested planning the structures so that parts can be so used without opening or disturbing a whole building.
Transportation
1. Should free transporting of students be kept as it is, expanded, curtailed, or even abolished?
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2. Do you think that the requirement that the child live at least a mile and a half from the school is about right?
3. Should the local boards of education own their own buses, or should the State own them, or perhaps private ownership?
4. Should there be standards for the employment of school bus drivers? What should some of these be?
5. Should students be used for school bus drivers?
6. What do you think should be the maximum time a child should have to ride the school bus?
7. How early do you think children should be picked up-and how late do you think they should be returned?
8. Should school buses be used for other purposes than just the transporting of students to and from school?
9. Should there be inter-county cooperation where school transportation is concerned (bus routes, etc.)?
Relatively few responses to the above questions were recorded. One group went on record as favoring free transportation and none expressed opposing views. One agreed to the requirement that a child should live at least 11'2 miles by road from a school. One recommended that a study be made of the maximum time students should ride to and from school on school buses; that the maximum number of passengers on a school bus be determined by the number of seats provided for comfortable and safe travel. (Some bus routes are too long and some buses are too crowded.)
Many participants expressed disapproval of the private ownership of school buses. Some felt that the state should own the school buses for greater safety, better purchasing methods, maintenance and repairs, but could be operated on a contract basis. Others expressed very strong feelings about county ownership.
Some participants said that there should be standards set up for the employment of school bus drivers and these standards could be maintained by the State Highway Patrol. Some recommended that all bus drivers in the system be given physical examination by one doctor and bus driver examinations by the Georgia State Patrol.
Participants disagreed on the feasibility of using student school bus drivers. Discipline seemed to be of concern to some. Some thought that student bus drivers could be utilized, provided they were responsible, possessed mature judgment, and had intensive training. Some agreed that study and further investigation should be made as to the advantages and disadvantages of students as bus drivers, more objective evidence being necessary.
The groups answering questions 6 and 7 said that school buses should be used for school purposes only, but for all valid school activities, and that there should be inter-county cooperation for school transportation.
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III. WHAT ARE OUR SCHOOL BUILDING NEEDS?
1. How can the increasing needs for school plant facilities be met?
What part should be played, in providing for these needs by: The local system (county or independent)? The State? The Federal Government? Can the needs be partially absorbed by operating schools on a 12-month basis?
2. What facilities should be provided in school buildings?
Should efforts to provide sufficient housing be limited to classroom space, or should auditoriums, gymnasiums and other general purpose areas be considered essential parts of the school plant? Who should participate in the advanced planning preliminary to setting up educational specifications for school buildings?
3. What structural standards should be accepted as minimum for school plants?
Should buildings be considered complete if acoustical tile overhead and asphalt tile on the floors are not provided? What built-in equipment in classrooms should be included as a minimum?
4. What should be the minimum size of school buildings for which public funds should be provided?
5. Should steps be taken to make it possible to cross county lines in planning school building programs?
What are the possibilities of school administrative areas including two or three counties?
6. What school plant services should be provided by the State Department of Education?
The University System? Other agencies?
The enormity and seriousness of the building needs were revealed when Mr. Whitman said on Wednesday night, "Two years from now, on the completion of our present building program, we will be six years behind our then current school building needs."
The panel did not report on this topic and only six of the discussion groups turned in any answers to questions suggested on the topic.
One group commended the State Department of Education and the State School Building Authority for the progress made in the Building Program. Another expressed the hope that every effort possible would be made to secure enough adequate school buildings to meet the present and future needs in Georgia. A third suggested that buildings should be planned in terms of changes that are taking place and are likely to take place in the near future.
In discussing the question of federal aid for school buildings, one
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group felt there was ment III "an equalization fund" on the national level. Emphasis on local school effort was recommended by another group which knew that some buildings, approved, are not being built because local systems are not raising their part of the money.
One group concluded that an adequate building program should take into consideration all the needs of the school and facilities should be provided for the needs. Members agreed that first consideration must be given to classrooms. Several members felt that an auditorium is a necessary part of an educational structure and deplored the necessity of combination auditorium-gymnasiums. One group recommended that consideration be given by the State Building Authority to the idea of constructing portable school buildings so that they can be moved as shifts take place in our population.
It was suggested that a re-examination be made of the laws requiring schools to be constructed of incombustible materials, the fact being pointed out by an architect present that some schools were not necessarily fire-proof: the law prevents the use of exposed wood structure which can withstanding buckling and twisting that steel sheeting under high temperatures cannot. Another suggestion was that school systems employ planning commissions for help in the location of future buildings similar to those commissions which study the location of industry and re-location of population. Counties should employ professional consultants when the need arises.
IV. HOW CAN WE GET ENOUGH GOOD TEACHERS -AND KEEP THEM?
The teacher shortage is most critical. But why is there such a scarcity of qualified people in such an important field? What can be done to make the profession of teaching more attractive-indeed, can anything be done to make it more promising to our young people?
There seemed to be general agreement that competitive markets are robbing the "seed bed" of teachers, and that people on the local community level need to be brought face to face squarely with the problem. It was recognized that a concerted attack is needed where this question is concerned. The recommendations reported by the panel were these:
1. Salaries for public school teachers and university professors should follow APEG recommendations.
2. An organized recruitment program should be instituted.
3. Attention should be given to increasing "fringe benefits" (tenure, retirement, etc.) for teachers.
4. The creation of a "$10,000 Position" for teachers should be considered.
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5. The Community should be made aware of its responsibility to teachers.
6. A long look should be taken at certification procedures.
7. Colleges should re-evaluate and overhaul courses in education, particularly those which apply to returning teachers.
8. A statewide scholarship program similar to that for prospective doctors should be spelled out and considered. It should provide teachers for communities where they are most needed.
9. Clear lines of work expected on specific jobs and their remunerations should be laid out.
10. An effort should be made to attract more men into the field.
11. The positive, non-material aspects and rewards of teaching should be emphasized.
12. The fact that discipline in the classroom discourages many from beginning a teaching career and many from resuming such a career should be recognized.
Further suggestions gleaned from the reports of group discussions will be presented under the major headings used in presenting the background information on pages 78-85.
Demand-an evergrowing demand with a supply apparently static at the best. What can be done?
No suggestions were offered for lessening the demand.
Supply
1. What will the future years bring in the way of a balance between supply and demand?
2. Do you know personally persons who have been teachers and are not teaching? Why do you think these people are not in the classroom?
3. If your daughter said that she wanted to be a teacher, what would be your reaction? If it were your son, would your reaction be the same?
4. What are the reasons young people do not want to teach? Are these reasons the same for boys and for girls?
5. What are reasons why a young person should want to teach?
6. What suggestions can you offer to help interest more young people in the education of future generations?
Seven group reports stressed the need for providing ample scholarships for potential teachers-to be given to worthy young persons, preference given to persons preparing to teach in areas where the most acute
26

shortages occur, the scholarships to be given by the state government, businesses and civic clubs. One participant told of his Civitan Club's giving a four-year college scholarship to two young people each year, asking only that they teach for two years in Georgia. Other organizations and clubs might consider similar projects.
One group recommends that due to the teacher-shortage emergency, state legislative appropriation for loans similar to the medical education loan fund be established for prospective teachers, the principle to be amortized either through contracting to teach in a specified area for a given number of years or through cash repayment in lieu of service.
One group called attention to the fact that new teachers need a great deal of help. Even though they are college trained, they often have a bare minimum of preparation. In-service training programs are needed to help them find success and pleasure in their work. Their co-workers can facilitate the adjustment of new and beginning teachers by making less "extra" demands on them. The community has an obligation also to accept teachers socially and facilitate their adjustment.
Adequate salaries would do a great deal toward getting enough good teachers and keeping them in the profession, but high school graduates considering teaching as a profession should be made aware of the benefits desired from teaching other than the financial benefits. Teachers themselves should consider their job a profession, express enthusiasm for what they are doing and thus encourage young people to enter the profession. The "double light on teaching" needs more emphasis, Le., we need to publicize the favorable aspects while recognizing the unfavorable aspects.
The lay public and professional school personnel should do everything they can to show their appreciation and respect for those persons who are now teaching. If the respect that should be accorded the teaching profession was accorded, this would help secure more teachers.
Conditions surrounding teaching should be improved so that people will want to teach. The GEA should continue a program of sick leave that is financed, contracts for more than one year, adequate size classes and other favorable working conditions.
Parents and teachers both discourage children from entering teaching.
This should be corrected.
Older college graduates who prepared for the profession of teaching should be contacted as possible source of teacher replacement and professional educational activities of an in-service nature utilized to bring them up-to-date.
More guidance may be needed in colleges to help every student to see whether or not he wants to teach.
Salaries-How can they be increased to overcome the inadequacy of the remuneration? (See page 80 for figure)
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1. Do you think that a starting salary should be based on trammg, training and experience, experience alone, merit, dependents, etc.?
2. If a university professor wanted to become a high school teacher, he would be considered as having "no experience" and paid accordingly. Do you believe that starting salaries should be based on training and experience, experience alone or what?
3. A college professor with a doctor's degree has spent at least seven years in obtaining such a degree-approximately the same as that spent by a physician and more than that spent by dentists. What do you think should be a fair salary considering both training and importance of position?
4. The minimum public school salary now guaranteed by the State is $2,600 per year for no experience and a college degree. How many young men with college degrees do you know who will enter a profession where the beginning salary is less than $200 a month after taxes and deductions? How many young women?
5. What do you think should be the upper limit of the salary schedule? Do you believe that if there were a few $10,000 teaching salaries that better qualified young people would be drawn into the profession?
6. Should salary increases be based on length of service, merit, a combination of the two, or some other factor?
7. What do you consider a fair salary for a principal who is responsible for 40 teachers; 20 maids, janitors, lunchroom staff; and 1,200 students? What would industry pay an executive who is responsible for 1,260 people?
8. Do you tnink the teachers should be paid extra for extra duties?
9. Do you think a young man (married, with two children) should be paid the same as a young woman (no dependents)? Do you believe that a dependents allowance would attract more young men into teaching as a career, especially those who are veterans?
10. The average Georgia classroom teacher's salary was $2,800 in 1953-54. Do you know of any other professional group with an average salary as low? With few exceptions, do you know of any occupational groups with earnings so meager?
11. Do you believe that the people of Georgia still believe in the saying, "you get what you pay for"? What recomm.endations can you make to improve the situation?
Here are answers reported from individual discussion groups:
1. Young people will not be attracted to the profession at present salary prospects.
2. Teacher salaries should be competitive with government, business, and industry.
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3. Salaries for public school teachers and college and university teachers should follow the recommendation of the APEG study.*
4. The General Assembly of Georgia should provide enough money to pay adequate salaries to the teachers in the state according to the recommendations of APEG.
5. "Establish salary scales at point where you would advise your SON (not your daughter) to take up teaching as a career-then we may make an approach to the solution."
6. Salary increments are needed for six year and doctoral programs of training for teachers; these would help to keep as well as attract more teachers.
7. Salaries should be based on training and experience-and merit, but we recognize the difficulties of measuring merit.
8. Same pay for men and women-no regard for dependents. Dependents allowance would attract but wouldn't solve the problem.
One group recommending extra pay for extra duties while another said that the job should carry work requirements and salary-nothing should be paid for additional work. A hot argument was carried on in a group which discussed "Should teachers in particular fields (science, mathematics) be offered higher salaries?" "That seems a matter of practical necessity."
Teacher Qualifications and Certification
There are "entering standards" used by all professions as "yardsticks" to measure those engaged in the profession. In general, education has as those "yardsticks" number of years of college training, number of years of public school teaching, number of hours credit in education, and number of hours credit in major subject field(s). These are all objective types of measurements which "pigeonhole" an applicant into a certain salary bracket.
1. What do you feel are the qualities necessary for becoming a good teacher?
2. Do you feel that being a college graduate is a desired minimumor should this minimum be higher or lower?
3. Do you believe that a "qualified teacher", a "certificated teacher", and a "good teacher" are one and the same? Should salaries be based on these measurements--or other factors?
4. There is no state-wide salary "schedule" for a person with a doctor's degree. Do you believe that a person with a doctor's degree has "wasted his time"?
An Adequate Program of Higher Education for Georgia, University System of Georgia, 1954.
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5. Should a teacher be teaching outside of a major field, that is, should a teacher without a major in English be teaching English?
6. What do you think should be done about those teachers now teaching without a college degree? Why?
Individual groups recommended that we "take a long look" at certification policies and procedures to make sure that while professional standards are maintained, good people are not lost to the profession. The experience and training of people who have taught in private schools, colleges and out-of-state should be studied with the purpose of giving credit for the qualification and experience of these people. It is possible that some persons well-trained in subject matter fields do not enter teaching in Georgia because they are penalized for insufficient courses in Education. It seemed agreed that a "certificated teacher" and a "good teacher" are not necessarily one and the same thing.
Courses in Education that are required for certification at certain levels should be critically re-examined.
Higher professional standards would increase the prestige of teaching as a profession, but participants felt it unrealistic to think of raising requirements before we raise salaries.
Reciprocity between states in the matter of the certification of teachers exists for some subject areas. Perhaps it should be investigated for others.
Teachers should not teach out of their field.
Social Status
Some teachers have long felt that they are, in general, a "breed apart" from the rest of the adult population, that they are "outsiders" in the community.
1. Do you believe that teachers are "looked down upon" in your community?
2. Do you believe that teachers should lead "better" lives than yourself? Why?
3. What do you feel is the role of the teacher in the civic and political life of your community?
4. Do you think that teachers should be active workers in the Church? Why?
5. What do you think can be done to make the out-of-school life of the teacher more attractive in Georgia?
One group reported some difference of opinion as to whether there should be a double standard for teachers. Another spoke out against a double standard on teacher behavior and talk: it recommended that
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teachers have freedom to teach, freedom to think and freedom to act, and it recommended opportunities for teachers to lead free lives in and out of school. Strong feeling was expressed that restrictions have adverse effects on teacher recruitment. One report said "Someone must take the responsibility for making the profession of teaching attractive to youth, not only from the standpoint of remuneration but as a socially desirable way of life." Another said "We should find ways of indicating appreciation and respect for the people who are now in the teaching profession."
There seemed to be some agreement that patrons respect teachers, that teachers have status, that living conditions are improving, that teachers are made welcome by communities and integrated into community activities.
v. HOW CAN WE FINANCE OUR SCHOOLS-BUILD
AND OPERATE THEM?
The panel answered this question by making the following recommendations:
1. That a complete study of the relationships between federal and state and state and local tax structures be made.
2. That a statewide evaluation and reassessment of tax values, through legislative direction be made.
3. That full federal aid be provided but with no controls exercised on policy, administration and curricula.
The panel further reported that other questions were raised concerning changing the base of taxable property, the possibility of various increases in specific taxes, and other matters all of which would impinge upon these three recommendations.
Reports from the individual group discussions gave more suggestions for solving this problem. These are grouped under the four aspects of the topic discussed in the background material. See pages 85-92.
A. Do you think the State of Georgia can afford to support its educational system in the amounts recommended by the APEG study groups and by the Board of regents? Do you think it can afford not to do so?
Four groups responded to these questions. Three said that they !>elieved that the people of Georgia can support its educational system In the amounts recommended by APEG. The other agreed that school programs should be more adequately financed and 50 million was the figure mentioned.
B. What is your opinion of this trend toward the state's carrying a larger and larger proportion of the total cost of education?
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Why do you think this trend exists?
What proportionate part of the total cost would you recommend be borne by local and by state levels of government?
Five groups responded with these statements:
"Theoretically, more local support is to be preferred and encouraged because it keeps support close to the people." "The present 'chargeback formula' for determining the 'ability to pay' of each system should be examined and subjected to careful study to determine its reliability and validity." "Each system should make a maximum effort to provide adequate schools."
"Local school systems should participate to the extent of their ability in financing the school and its program (about 20% of the total)." "There is danger in shifting too much toward local effort."
Another group reported approval of the trend toward state support, "because it is the only workable system." It felt, however, that the bonded indebtedness of the state should not be increased.
C. What, in your opinion, should be the major provisions of a state policy and plan for providing adequate financial support for Georgia's school system?
Six groups reported answers to this question. Three suggested that the state tighten and enforce its present tax laws, that "perhaps we ought to move away from 'ad valorem' taxes at the local level; we should find something else," that study should be directed toward the accomplishment of a more nearly uniform percentage of property assessment for tax purposes, in order that each system will pay its proportionate share of the "school bill," and that the equalization fund be continued as a means of insuring educational opportunities for all children. One group said, "Scrutinize present fiscal practices of the schools."
One suggested that the needs of both the public and private institutions of higher education should be taken into account in arriving at the total needs of higher education and that the tuition at state supported institutions of higher education might be increased to help support higher education.
Another said that not only was it necessary to revise the tax structure and raise the tax rates in order to provide better schools, but that doing so would soon provide better equipped workers, thereby raising the level of economic productivity and encouraging greater industrial expansion which would feed back into the revenues of the state.
Several possibilities for additional finance were suggested, but none of the measures was approved unanimously or voted down unanimously. They were soft drinks tax, 2% sales tax, income tax, school or head tax. One group recommended fixing state income tax as a standard
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percentage (i.e., 10%) of Federal income tax, pointing out that this would be easily administered and cost little.
D. What do you think are the advantages and disadvantages of federal aid? What do you think should be the policy of this state toward federal aid?
An analysis of the reports from discussion groups revealed disagreement and several suggestions concerning federal aid. Disagreement is illustrated by these quotations from two reports; one said, "It was the general feeling that federal aid is necessary," while another said there was a "general feeling against 'Federal aid and the belief that we should and could provide an adequate program (without it.)"
One group expressed the belief that the history of federal aid to education is highly favorable and that the principle of equalization is applicable on this level.
One group suggested that federal funds should be provided for teachers' salaries, transportation, and building-these funds to be state controlled.
Most of the groups recommended federal aid without control of curriculum or policy. Two points of view were expressed as follows:
"Accepting Federal aid without strings attached to provide the minimum level of education for each school child throughout the country will increase pride in the local school and create a desire for greater contribution by the local community to its school system than before."
"That, with increased demands on the state for educational services and seeing the impossibility of doing alone the job of furnishing the kind of education that is as desirable and equal to that throughout this country, the State of Georgia be willing to accept Federal aid for education provided the government does not control the curriculum or the social policy in the community."
VI. HOW CAN WE OBTAIN A CONTINUING PUBLIC INTEREST IN EDUCATION?
This was the topic for the panel discussion on Thursday evening September 15 in the Connor Hall Auditorium. Mrs. Bernice McCullar, State Department of Education, presided and led the panel discussion. Other members of the panel were:
Mrs. Weldon Shows-First vice-president of the Georgia Congress of Parents and Teachers
Mr. Les Hendrickson-Program director of station WAGA in Atlanta
Miss Ruby Anderson-Teacher in the Athens High School and former member of the Educational Policies Commission of the N.E.A.
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Mr. Earl Braswell-Publisher of the Athens Banner-Herald
Miss Mary Grubbs-State Department of Education
Mr. Hal Salfen-National vice-president of the Jaycees.
After making some preliminary remarks and introducing the members of the panel Mrs. McCullar presented three premises on which the panel discussion would proceed.
1. The school story is a big story and an enormously important story (39 million of us in this country are in school or college, one in every four). Parents and teachers are interested in education-"They are interested with their hearts but it is necessary for us in this competitive world to make an effort to get their attention when so many other things are clamoring for it."
2. Channels of communication are open to us.
3. It is up to us to provide the initiative for telling the story and to develop techniques for doing so.
Each participant was allotted five minutes to present his initial contribution to the discussion and Mrs. McCullar served as timekeeper as well as leader.
Mr. Hendrickson was called on first to talk about radio and television.
He said that educators should take advantage of radio and television and that putting an educational program on the air should be simple since stations are required to put on public services programs and are glad to get good programs of that kind.
He said that many persons believe that they cannot broadcast because they have poor voices but that is not true; he then called attention to two of the foremost commentators today who have poor voices. "It isn't the voice, it is what you have to say." If you are sold on something you can make it interesting. Taking advantage of the stations throughout the entire state of Georgia is extremely important to you but making the content of the program is what is important.
The most important thing you have to do is selling education.
"You are getting a lot of attention with the lack of classrooms and the lack of teachers and things like that. It seems to me that the time is right now to take advantage of the stations throughout the entire state. (As I said we do public services). All you have to do is go in and present your case and get the materials prepared and make it strictly local. I wish I could go into more details of just what is reo quired from the F.C.C., but this I will tell you that as far as WAGA is concerned in Atlanta we will furnish 95 minutes a week on education [on our station and we would like to do more. We are doing exactly 95 minutes] now. If somebody could come up with an idea on just how to present the educational program and problems, we would be more than happy to have you but the most important thing you
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have to do is to prepare an interesting way. Now the competitive assets of our business are important. Just because an article in the newspaper doesn't necessarily mean it's right, and because the program is on the air doesn't necessarily mean that it is heard or seen. So if you put something on that is no good no one will listen to it. You have a good chance in a small town to get listeners especially if you get the idea around, so I suggest that you definitely get the material in an interesting way and make a contact with these people in the various towns. They will give you all the help you need, believe you me. But the burden is on you, and, like I say, don't make it a lecture that you think is interesting and fast-you have to get someone on the outside, you have got to get the people." . . . The best way that you can do it, if, if you did nothing else, it would be to get on the air or write a newspaper or an article telling people very simply what is going on in the school systems today."
Miss Mary Grubbs was the next speaker. She said she was "the voice of experience" telling what she has learned about television. The specific suggestions and cautions which she contributed were these:
1. Thinking ahead is vital. Always ask the question, "Is this the medium for this subject?" Many times the answer is "no." A good rule here is if you cannot show it, reserve it for some other medium. Another question to ask and answer is "What does education want to present? A list of theories or values or purposes or facts?" When we are ready to spell out what we are trying to do, then we are ready to begin to make plans for translating our message into television material.
2. Developing a program policy through discussions with the managers of the radio or television stations is important. A station is expected to give us the time of public service but it has certain rights that it holds on to. Sometimes those rights conflict with the principles of education. Never should education compromise its integrity just to get on the air. "Educators cannot afford at any time to lose control of the contents of their programs, but it is good to get ideas and advice from the station managers."
3. Providing a program of entertainment and information is necessary. "We are competing with many other types of television programs. Our programs must be interesting and presented in a form which can be transmitted by a camera in a very convincing way, otherwise we are turned off. We no longer have them sitting in rows and going when a bell rings-They go when you are not interesting."
4. The subject, whatever it is, must be distilled and visualized in order to make it entertaining and understandable. Our illustrations must be well placed and ably done if they are to be effective.
5. Another caution is to avoid a program which presents a series or a sequence-anything which depends on the preceding day or the following day for clarification, because it is a changing audience.
Mr. Braswell spoke next, representing the Press.
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"The primary function of the newspaper is to print news. There is a great variety of news. Most of us as I see it are trying to print most of it, at the same time giving due consideration to the more important items and giving them greater emphasis in the paper than we do some of a minor nature that we feel we have to publish. It has been our observation that there is no other classification in the news field that there is more general interest than in new school activities. For that reason I think that maybe we devote a little more space than the average paper in a town this size to school news. I am only talking about the grade schools.
"I would divide school news into two classifications-Spot news, which, of course, is unusual and then there is the routine news. The spot news takes care of itself very well because it is unusual and out of the ordinary, it is usually handled by a fast man who goes out and does his own writing. At the same time what we call the routine news is really very important in bringing about a good relationship between the school authorities and the patrons of the school, the parents of the pupils. Once a week we devote nearly a page in the paper (BannerHerald) to the activities of the classroom activities of children in the various schools. Of course, we cannot take every class in the school every week. It is divided over a period of several months so that each school has the same representation. This news is written by the pupils themselves and signed by them. We do not make any effort to edit it. We print it in their own language but naturally we have the cooperation of the classroom teachers because they are the ones that select from week to week which child is going to write the news about their particular activities. And don't believe that it isn't read, because all the kids in that room and in fact all the children in that school read every line of it. Everybody reads it including all the family and relatives. They love to see their kid's name in the paper.
"We publish all of the meetings for the schools, such as P.T.A. meetings. We write all the athletic news ourselves and we also print just as many pictures in that field as any paper I know of. I will end by saying that cooperative relationship between the educating forces and the newspapers is naturally essential in publicizing those matters which are calculated to foster a healthy attitude on the part of the public. Then to cooperate with that in view I regard as the responsibility of both the educator and the newspapers. I think that in most localities you will find newspapers ready to carry their part of the load, and all they ask is cooperation on the part of the school authorities."
Mr. Harold Salfen spoke for the Jaycees, as follows:
"It is the responsibility of the Junior Chamber of Commerce to tell the city's groups about the problems that exist in education. You should sell the people in your civic club on the idea that education is a vital part of your community and then go out and try to sell the rest of the people in your community. You need to start from your individual local club. I think it is high time that we as a group devote our time to publicizing education in our communities. One of the most
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pressing problems of our State is the problem of education in our public schools. Every citizen has a responsibility, but also the educator has a big responsibility. We can sponsor business education days, and teacher business days. We need to do this, but I think until we get to the point where I can go to my boy, or any father can go to his son, and say, 'Son, I wonder if you wouldn't think about being a teacher,' that we have got a big job to do and we will be a long time accomplishing it."
Mrs. Weldon Shows, representing the Georgia Congress of Parents and Teachers, spoke next.
"P.T.A. began in the mind of an individual mother. She wanted a line of communication between the home and the school. When she realized the necessity for reaching the school and the school reaching the home, she encouraged the establishment of an organization, and it was called the Parent-Teachers Association. This is an organization to help parents know what the needs of the school are and what the parents, as individual citizens, may do. We have 200 thousand members here in Georgia and that is a lot of people. Last year in Georgia, we had Parent Education groups in which there were about 50,000 people who took part. They discussed the things which interested them about our schools.
"We have many magazines here in Georgia that parents are bringing into their homes and which all parents should have in their homes. One of our most interesting and helpful magazines is our National Parent Teacher magazine. This magazine carries many articles concerning current ql,lestions of today. In Georgia we have the Georgia Parent-Teacher Bulletin, which is published monthly during the school year. Many schools have their monthly bulletins telling about what is going on in their schools.
"One principal said just the other day that one of the best things that happened to his school was when the P. T. A. dads took over the paper sale. Now he wasn't speaking about the fact that we had gotten men to work in the P. T. A., nor was he speaking of the fact that money was coming in for the sale of those papers. He said that working together with the dads of his community that he had established working relationships, an understanding with them which was priceless."
Miss Ruby Anderson, representing classroom teachers, said:
"The key to keeping the public interested in education has just been brought up, but back of that is the need to improve the quality of education by improving the quality of teaching. The child is the ambassador of good will or ill will toward the school because of what takes place on the teacher's part. How can we improve this quality of teaching and thereby the quality of education? Pay the teacher more so that she can get more preparation that will enable her to have better. r.elations between herself and other teachers, parents, her pupils, and CItIZens.
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"Another means of keeping the public interested is to permit the public to have its part in policy making; keep in touch with the Board of Education, and keep informed as to what goes on at their meetings.
"Another thing I suggest is that we have more talent nights.
"Get your tape recorder and go from room to room making tape recordings of what is going on in the classrooms and the note the teaching of democracy. Use this at one of your P-TA meetings.
"Letters that go from the school to the home establish public interest. Do these letters show how the school is benefiting the child? Some schools send out bulletins monthly and that helps to keep the parents interested. Some schools ask the parent to take parts in various activities they sponsor such as camping trips, different clubs, etc.
"Here is a news item from an Atlanta paper which should stimulate some interest in education. A notebook paper manufacturer is sponsoring a contest which will keep Southeastern school teachers on their toes during the fall term. Pick Your Favorite Teacher is the name of the contest. On the back of each notebook paper wrapper, the Wright Right Manufacturing Company has printed a ballot on which the grade school or high school student can vote for his favorite teacher. All during the year the student can solicit votes for his particular favorite. The votes are to be counted next Spring. Sixteen school teachers will receive a trip to Havana via Delta C & S Airlines. Last year 10 favorite teachers won a trip to the Caribbean."
Audience participation. Following the above presentation from panel members the audience was asked to participate in the discussion by asking questions and making further suggestions concerning ways to create more interest in the problem of education.
Question 1: "Can Mass Communication people assume more responsibility for the school story as they do the football games?" was answered by Mr. Braswell.
"No, I don't think so because you would ask us to have a qualified educator on our staff to interpret your story. We could not afford to have a person for that specific function. We must have a person who has some idea about sports because sports is one thing we know will get a big rating if we have a guy who knows what he is talking about. We must have men and women who are interested in sports on the national level. All of our people are professionals. An educator is a professional in his or her own right and what could we use that educator for other than maybe the one program that we would have on the air?"
Question 2: "What kind of a program on education is best received by civic clubs? Student performances, speeches, or what?" was answered by Mr. Harold Salfen.
"I think the best type of presentation that can be made by educators to the civic groups is for either the principal or teacher to make them
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aware of their own school program. We sponsor both the democracy contests, as many of you know about, for the students and I think that it is directed another way. I think the best proposition today is for us to get someone from the school to the civic groups throughout the state and tell them the educational story as you (school people see it)."
Question 3: "Shouldn't schools give out the story of achievement through mass media? Isn't that part of the administrators principal's job, the teacher's job?"
Miss Anderson answered, "Schools should give programs at the civic clubs and over the radio. For example, last year, in debating, my 12th graders took the subject 'Should comic books be censored?' We were invited to send a group down to the Rotary Club to present that debate. Keep the students informed about the problems of the school. Keep the staff informed about the problems of the schools through really creative faculty meetings. Give students an opportunity to participate in what goes on in the school. Here are eleven suggestions that I received from my English classes when I asked them what ideas I should contribute to this panel discussion:
"1. Keep the public informed of what is going on.
"2. Have group meetings of parents, students, and teachers to discuss the problems, needs, and program of the school.
"3. Get out more bulletins to let the public know in brief what is going on in our schools.
"4. Ask the Board of Education to keep its work before the public.
"5. Give the public a challenge always.
"6. Let the public know the necessity of more highly educated students to meet the highly specialized, complicated jobs of today.
"7. Inform the people of drop-outs. Let them see what those dropouts students are going to face.
"8. The parents should encourage their children to enter the profession of teaching.
"9. Bring to the public attention the role that the public school has played in building this nation, in upholding the principles of democracy, and in maintaining an American citizenship.
"10. Take a motion picture of what is going on in the school.
"11. Show the public the benefit to be derived from more education.
"The public schools have kept America free and they will keep America free if they are properly guided and directed."
Question 4: "Will you suggest needs for preservice education for teachers that may help?" This was answered by Miss Anderson.
"I would emphasize liberal arts education. I would suggest more
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study of languages in this age of world communication. I would recommend that teachers be trained in the use of the mass media. I would emphasize teachers being trained in public relations, in human relations. What is the matter with us today? We don't know how to get along with one another. If we teachers can be trained in this business of human relations, living together, loving each other, will not our education have a higher quality? Should not teachers have some access to some help in training in moral and spiritual values? I would keep church and state separate but schools that lift the character of their students must be staffed with teachers who uphold moral and spiritual standards.
Question 5: Mr. Hendrickson, Will the radio have a program called "School" like one of the stations in Atlanta has today?
Answer: "I think something like that would be terrific. Once again the burden would have to fall on you, Mr. SaHen. This I will tell you that if anybody in Atlanta would like to undertake it, we will put it on. It can't help but be interesting. It would have to be done by somebody. We will see if we can't do this when we get back to Atlanta."
Then Mr. Salfen responded, "We, the J. C.'s are going to get together
with all the teachers in the various communities and see what we can do to iron out all the problems and to talk about our education problems in that community. I think it has to be localized."
Question 6: Miss Grubbs, please tell us what is good and what to avoid in putting on a television program?
Answer: "I would say that planning is most important-planning in a group. I would say having a staff, having helpers, is another important thing. I would say, too, first of all, what is it that you want to show? Is it a good television show? Will television do the job. If so, it is a matter of planning, a matter of distilling-getting out everything except the important steps that you want to bring out and doing that in a dramatic sort of way."
Question 7: What are we to do if the superintendent is opposed to lay participation? Suppose you had 12,000 pupils, wouldn't the school be upset with too many visitors?"
Answer: "The school might be upset if there were five visitors a day for over a period of a week, and yet, couldn't a principal, if the ideas has any value, so choose the parents that they wouldn't even go into the same classrooms on the next visit? Wouldn't that be possible? Maybe I have given an idea that isn't so workable, but I believe it has great value. Personally, high-school students don't like parents to visit school often and yet I believe that if they know the motive back of our suggestion to familiarize the parent more in order to get better public support-they would not object."
Question 8: "Are our teachers being trained in humanities?"
Mrs. McCullar answered, "An Atlantic Monthly article on principles
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of Education by Richard Livingston stated that the primary purpose of education should be 'to help us know what is first rate.' Alfred Whitehead says that when we know it, we must put it into practice in our everyday living. I want to point out to you that a channel of communication that we must not overlook is your own tongue: over the back fence, over the bridge table, or on the golf course, talking about education; because you may be surprised to know that if you told two people in the next fifteen minutes something about education and each one of them told two other people in the next fifteen minutes that within eight hours everybody in the United States could have heard it! Now when we are talking about it, we must be sure to get our facts straight. Somebody has said that everybody has the right to his own opinion but that nobody has the right to be wrong in his facts. Be sure to get the facts about education straight; they are available to you from your state department of education. We need to talk with our neighbors about education. I hope that you believe that it is your responsibility to keep the public interested in education."
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BACKGROUND INFORMATION AND SUGGESTED QUES.
TIONS FOR USE IN CONFERENCE DISCUSSIONS
The Planning Committee believed that the contributions of partIClpants in discussion groups would be more fruitful if they had a common background of pertinent information bearing on the topics for discussion. For this reason information was gathered and organized around five of the six main discussion topics. This committee also believed that questions to guide the discussions of each topic might be helpful; therefore questions were suggested to accompany each topic. Mimeographed copies of these background materials were prepared for the participants. The persons who did the research and prepared the materials were:
George D. Miller, College of Education, University of Georgia
T. W. Mahler, Georgia Center for Continuing Education
Also provided for each participant were copies of the following publications from the State Department of Education and the State Board of Regents:
Georgia's "School House Story"
"Curriculum Framework for Georgia Schools-A guide to Curriculum Planning"
"A Summary of What People Say About an Adequate Program of Education for Georgia"
"An Adequate Program of Higher Education for Georgia"
This section of the report presents the material which was mimeographed and presented to the conferences as background for their discussions of the topics.
Unless otherwise noted, all statistics (together with compilations of statistics) were obtained from the following main sources:
1954 Annual Report, University System of Georgia (for the Fiscal Year 1953-54).
Eighty-second and Eighty-third Annual Reports of the Department of Education to the General Assembly of the State of Georgia (for the biennium ending June 30, 1954).
Georgia Education Association, A Summary of What People Say About an Adequate Program of Education for Georgia.
Georgia State Chamber of Commerce, Good Schools are Good Business, 1953.
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I. BELIEFS AND FACTS CONCERNING GEORGIA'S PROGRAM OF EDUCATION
The discussion of this topic involves consideration of a series of related questions as follows:
A. What is the role or function of the school in our society?
B. What are the purposes of objectives toward which the Schools should direct their educational efforts?
C. What kind of education are we providing for the achievement of these objectives?
D. Who and how many are we educating at the various levels of our educational system?
The Role of the Schools in our Society
While considerable difference of opinion exists about the detailed functions of the schools in our society there seems to be general agreement that the primary function of public education is to promote the general welfare of the society which supports the schools by educating the people for intelligent and effective participation in the life of that society. This major job of education was defined by the Educational Policies Commission as follows:
"The primary business of education, in effecting the promises of American democracy is to guard, cherish, advance, and make available in the life of coming generations the funded and growing wisdom, knowledge, and aspirations of the race. This involves the dissemination of knowledge, the liberation of minds, the development of skills, the promotion of free inquiries, the encouragement of the creative or inventive spirit, and the establishment of wholesome attitudes toward order and change-all useful in the good life for each person, in the practical arts, and in the maintenance and improvement of American society as our society, in the world of nations."l
An official body in Georgia, the State Department of Education, in a recent publication has re-affirmed this belief when it said; "The essential function of the schools of Georgia is the development of individuals who can participate effectively in the democratic society of which they are a part."2
If this is accepted as the major role of our schools, then the educational program in Georgia must be related directly to the conditions of life in Georgia as they now exist and the aspirations of Georgia people as to the quality and level of living they desire for themselves.
lEducational Policies Commission, Policies for Education in American Democracy. Washington. National Education Association, 1946, p. 60. 2State Department of Education, Curriculum Framework for Georgia Schools, 1954.
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In line with this belief the Education Panel, in the decade of the forties, met with numerous community planning groups over the state and asked them what they thought the schools should do. In each instance it was found that community planning groups thought that schools should deal with the problems of the individual and the community. The specific suggestions made were classified as follows:
"1. Problems in health and recreation.
2. Problems requiring the basic tools of learning, such as reading, writing, and number relationships.
3. Problems of creative expression.
4. Problems of choosing a vocation.
5. Problems of home and family living.
6. Problems in neighborhood living.
7. Problems of school living.
8. Problems arising between the individuals, organized groups, and government.
9. Problems of earning a living.
10. Problems of utilizing money and other resources."3
In 1954, a group of educators, at the request of the State Board of Education, developed a curriculum framework for Georgia Schools. In this publication a classification of aspects of living with which schools should deal was presented. This classification is similar to the one presented by the Educaton Panel, but has the virtues as well as the shortcomings of greater brevity.
"Aspects of Living
1. Achieving and maintaining physical and mental health.
2. Making a vocational choice and earning a living.
3. Performing responsibilities of citizenship.
4. Conserving and utilizing resources.
5. Communicating information and ideas.
6. Expressing aesthetic values."4
If, then, it is the responsibility of the schools to help develop people who are capable of dealing effectively with the problems of living in our society, what are the necessary qualities and competencies of such people toward the achievement of which the schools should direct their
'Epd.2u.cation Panel, State Department of Education, School Leaders Manual, 1947, State Department of Education, 1954, op. cit., p. 9.
45

efforts? The answer to this question will give us the educational purposes or objectives of the schools.
The Purposes and Objectives of Georgia Schools
The most authoritative recent statement of educational objectives for Georgia was made by the State Department of Education in the publication already cited and is quoted as follows:
"The objectives of the school in our society stem from some commonly held broad purposes of education which are adaptable to all levels of the school system. These purposes are achieved to a degree at each age level, and to a higher degree and broader scope at successively higher levels. Many educational objectives and many ways of organizing objectives have been proposed during the past years by many educational groups at national, state, and local levels. The classified list of objectives developed by the Educational Policies Commission reflects Georgia beliefs and provides the scope and detail essential to the development of a rich and varied curriculum on local levels; it is thus presented here as the list of accepted objectives for Georgia.5
THE OBJECTIVES OF SELF-REALIZATION
THE INQUIRING MIND: The educated person has an appetite for learning
SPEECH: The educated person can speak the mother tongue clearly
READING: The educated person reads the mother tongue efficiently
WRITING: The educated person writes the mother tongue effectively
NUMBERS: The educated person solves his problems of counting and calculating
SIGHT AND HEARING: The educated person is skilled in listening and observing
HEALTH KNOWLEDGE: The educated person understands the basic facts concerning health and disease
HEALTH HABITS: The educated person protects his own health and that of his dependents
PUBLIC HEALTH: The educated person works to improve the health of the community
RECREATION: The educated person is participant and spectator in many sports and other pastimes
INTELLECTUAL INTERESTS: The educated person has mental resources for use of leisure
5Educational Policies Commission. The Purposes of Education in American Democracy. Washington, D. C., N.E.A. 1938.
46

AESTHETIC INTERESTS: The educated person appreciates beauty
CHARACTER: The educated person gives responsible direction to his own life. He also develops moral and spiritual values.
THE OBJECTIVES OF HUMAN RELATIONSHIP RESPECT FOR HUMANITY: The educated person puts human relationships first
FRIENDSHIP: The educated person enjoys a rich, sincere, and varied social life
COOPERATION: The educated person can work and play with others
APPRECIATION OF THE HOME: The educated person appreciates the family as a social institution
CONSERVATION OF THE HOME: The educated person conserves family ideals
HOMEMAKING: The educated person is skilled in homemaking
DEMOCRACY IN THE HOME: The educated person maintains democratic family relationships
THE OBJECTIVES OF CIVIC RESPONSIBILITY
SOCIAL JUSTICE: The educated citizen is sensitive to the disparities of human circumstances
SOCIAL ACTIVITY: The educated citizen acts to correct unsatisfactory conditions
SOCIAL UNDERSTANDING: The educated citizen seeks to understand social structures and social processes
CRITICAL JUDGMENT: The educated citizen has defenses against propaganda
TOLERANCE: The educated citizen respects honest differences of opinion
CONSERVATION: The educated citizen has a regard for the Nation's resources
SOCIAL APPLICATIONS OF SCIENCE: The educated citizen measures scientific advance by its contribution to the general welfare
WORLD CITIZENSHIP: The educated citizen is a cooperating m~mber of the world community
LAW OBSERVANCE: The educated citizen respects the law
47

ECONOMIC LITERACY: The educated citizen IS economically literate
POLITICAL CITIZENSHIP: The educated citizen accepts his civic duties
DEVOTION TO DEMOCRACY: The educated citizen acts upon an unswerving loyalty to democratic ideals"6

The Kinds of Education Offered in Georgia Public Schools
The kinds of education offered in Georgia Public Schools can be classified according to graded levels of offerings and according to major functions.

Organization of Programs According to Graded Levels

The Public Schools of less than college grade in Georgia extend from the first grade, most commonly, through the twelfth grade. Some systems provide kindergartens as well. Three major patterns of organization are found as follows:

Elementary School Junior High School
High School

Pattern A
Grades 1- 7
Grades 8-12

Pattern B
Grades 1- 6 Grades 7- 9
Grades 10-12

Pattern C
Grades 1- 8
Grades 9-12

Public schools of college grade in Georgia include junior colleges, four-year senior colleges, Universities offering advanced graduate programs and professional schools offering programs beyond the college level.

The number of public schools at each level operating in the State are as follows:

Elementary Schools

_

High Schools

_

Junior Colleges __

_

4-year Senior Colleges

_

Advanced graduate universities_

Advanced professional schools_

___ 1,615
1,249 5 8 2 1

Programs According to Major Functions
Educational programs in Georgia can be described according to major functions. These can be summarized as general education-those learnings desirable for all citizens in our society-and specialized educationthose learnings which fit the individual for the vocations, professions, and avocations of his choice.
The elementary schools, generally, confine themselves entirely to general education. Through the elementary program the schools aim to

6State Department of Education, 1954, op. cit., Curriculum Framework, pp. 4-5.

48

develop functional literacy, elementary understanding of the natural and social environment, physical fitness, ability to get along with people, and ability to create and enjoy in the areas of music, arts and crafts, and the like. The principal subjects taught are language arts including reading, language usage, penmanship, and spelling; arithmetic; social studies, including community life, history and geography; elementary science; health and physical education; and arts and crafts.
The secondary schools in Georgia attempt to provide a comprehensive program to meet the needs of both the thirty to forty percent who plan to go on to college as well as the sixty to seventy percent who terminate their formal schooling at the secondary level. This gives the secondary schools a three-fold job. First, they must carryon the general education of the elementary schools to the more advanced levels required for effective living in Georgia today; second, they must provide advanced study in the subject-matter fields required for satisfactory performance in college; and third, they must provide for those who do not go to college terminal vocational programs in such fields as agriculture, office work, trades and industries, and distributive occupations.
The State Board of Education requires sixteen Carnegie units for graduation from high school. It prescribes nine of those units for general education purposes as follows:
English-3
Social Studies including American History & Government-3
Science-l
Mathematics-l
Health-l
Rich offerings are recommended in addition, from these and a wide variety of other fields coupled with a strong guidance program to assist students and parents make choices which will best meet the individual student's aptitudes, interests, and needs.
The colleges and universities continue to offer both general education and specialized education with the end-in-view of providing effective leadership in community life, in government, and in business and the professions. Courses contributing to a general education are emphasized in the earlier years of college with increasing emphasis on specialization in the latter years of college and in graduate and professional sch?Ols. Some indication of the breadth and variety of offerings from which students may choose for specialization in the University System may be obtained from scanning the following list.
49

SUBJECT FIELDS AND PROGRAMS OFFERED BY THE UNIVERSITY SYSTEM OF GEORGIA

ARTS
English Mathematics Psychology Philosophy Language History Political Science Sociology Speech Etc.
SCIENCES
Biology Chemistry Physics Geography Geology Etc.

LANDSCAPE ARCHITECTURE
JOURNALISM
FORESTRY
ENGINEERING Aeronautical Chemical Civil Electrical Industrial Mechanical Sanitary Textile
CERAMICS
ARCHITECTURE

FINE ARTS Art Drama Music Etc.
EDUCATION
BUSINESS ADMINISTRATION
LAW
VETERINARY MEDICINE
NURSING EDUCAnON
PHARMACY

CITY PLANNING
MEDICINE
AGRICULTURE
Agricultural Chemistry Agricultural Economics Agronomy Animal Husbandry Dairying Entomology Food Technology Horticulture Plant Pathology and Breeding Poultrying Agricultural Education &
Extension Training

50

ADDITIONAL KINDS OF PROGRAMS OFFERED BY THE SCHOOLS
The following headings and brief statements are indicative of other kinds of programs offered through and by the schools:
LIBRARY There are 26 regional libraries servmg 72 counties. Two counties do not have a public library. Operating income was $2,200,000 in 1953-54, or 64 per capita-
just over one-fourth the $2.25 per capita recommended by the American Library Association.
AUDIO-VISUAL In 1953-54, 1,179 schools used 145,453 bookings, yet over 1,800
schools made no bookings at all.
VOCATIONAL GUIDANCE 258 schools had designated "vocational guidance" people-however,
only lout of 9 students in the State had available these services.
HOMEMAKING There were 541 vocational homemaking teachers in 1954-55-yet
only 25% of the high schools offered a course at the twelfth grade level in preparation for marriage and family relations.
TRADE AND VOCATIONAL SCHOOLS There were 1,060 students enrolled at the North Georgia and South
Georgia Vocational Schools during 1954-55.
VOCATIONAL AGRICULTURE There were 440 teachers employed during 1954-55 as vocational
agriculture teachers in 414 schools.
VOCATIONAL EDUCATION Over 193,000 Georgians were enrolled in a vocational education
program during 1954-55. All counties (but one) have at least one such program (agriculture, homemaking, trades and industry, etc.) Expenditures were over $5,000,000 for the fiscal year.
EXTENSION
There were almost 12,000 students enrolled for extension work, correspondence courses, Saturday classes, etc. during the fiscal year.
51

SPECIAL SCHOOLS
There were almost 8,000 handicapped Georgians rehabilitated during the biennium 1952-53, an increase of almost 1,700 over the previous two-year period.
SCHOOL LUNCH
Over 56,000,000 meals were served at 1,420 lunchrooms--yet only 45% of Georgia's school children were served through this program.
Federal funds amounted to 2Y3 million dollars, in addition to over
5 million dollars worth of surplus food received during 1954-55.
ACTIVITY PROGRAMS
A highly diversified program of student activities is provided by the schools including athletics, intra-mural sports, clubs, student publications, and the like.
ADULT EDUCATION
The public schools of less than college grade enrolled over 103,000 out-of-school students during fiscal 1955, in courses in agriculture, in homemaking, in trades and industry, and in distributive education.
The colleges and universities carryon an extensive program of adult education through (1) the Continuing Education Center at the University of Georgia which offers instruction at 6 off-campus centers and through a varied program of conferences, short courses, and correspondence courses; (2) through the Agricultural Extension Service of The University of Georgia, whose county and home demonstration agents throughout the State are constantly extending the bounds of knowledge in improved farm practices and home life; (3) through the Georgia Tech Engineering Extension Division which conducts short courses and conferences in engineering and offers industrial education and engineer-technician training for many adult citizens; and (4) through short courses and conferences conducted by other Georgia institutions of higher education.
RESEARCH
In 1954 the University System spent over $4,000,000 for all types of research in engineering at the Georgia Tech Experiment Station; in agriculture at the University of Georgia Experiment Stations located throughout the State; in the arts and sciences and many professional fields at the University of Georgia; in medicine at the Medical College of Georgia; and in a variety of these and other fields by individual staff members at all units of the University System.
QUESTIONS FOR DISCUSSION
A. Do you accept the statements of role, scope, and purpose of schools in Georgia presented in this material?
52

If not, what would you add to it?
How would you modify it?
B. A number of proposals for expanding Georgia's school program have been made and debated among professional educators and laymen alike. Among these are the following:
1. To add the kindergarten grade to our public school program.
2. To establish a comprehensive junior college program with emphasis on two-year terminal program; the plan envisions strategic location of units throughout the state so that the vast majority of students may live at home and attend.
What are your reactions to each of these proposals?
What other suggestions do you have for expanding or improving the total educational program?
C. Some educators and laymen alike have pointed out that in the United States the schools are expected to do everything for the people that other social institutions and processes leave undone. Education is suggested as a principal solution for all of our major problems.
Does society expect too much or too little from the sShools?
Is there a danger in Georgia of demanding more of our schools than the resources supplied can produce?
Were the elements now a part of the school program, including the so-called "frills", provided in response to some specific public demand?
How can those responsible for educational programs handle situations in which strong segments of the population demand expansion of the educational program and other strong segments attack them for doing so?
Who determines the role of the schools and the scope of its program in Georgia?
How is it done?
Who should determine it and how should it be done?
D. The percentage of Georgia children and youth enrolled in school from ages five through fifteen approaches or equals the national ~verage. The proportion ages sixteen through twenty-four enrolled In school is about twenty-five percent less than the national average. What, in your opinion, are the reasons for this situation?
What suggestions do you have for improving it?
E. According to the current survival rate in our school system only about 5% of those who enter the first grade graduate from college.
53

According to the President's Commission on Higher Education, 49% of our population is capable of profiting from at least two years of college and 32% is capable of profiting from four or more years of college. Another study indicates that one-half of the top twentyfive percent of high school graduates in terms of academic capacity never enter college.
Does this gap between the numbers capable of profiting from college and the numbers who actually do so constitute a wastage of potential leadership in Georgia?
What reasons, in your opinion, account for this situation?
What suggestions do you have for improvement?

PER CENT AND NUMBER ENROLLED, BY AGE GROUPS (GEORGIA)

Year
Age group: 5-19 years 1910 1920 1930 1940 1950

Per Cent Enrolled
51.4% 58.4 63.8 67.1 72.7

Number Enrolled
484,000 616,000 656,000 652,000 698,000

Age group: 5-6 years 1910 1920 1930 1940 1950

23.8% 30.8 32.4 34.6 39.3

35,000 49,000 45,000 45,000 58,000

Age group: 7-13 years 1910 1920 1930 1940 1950

70.5% 79.1 88.6 91.9 96.0

318,000 409,000 429,000 413,000 441,000

Age group: 14-15 years 1910 1920 1930 1940 1950

59.3% 67.7 73.7 78.5 89.3

72,000 91,000 99,000 101,000 106,000

Age group: 16-17 years 1910 1920 1930 1940 1950

37.3% 39.7 43.6 50.7 57.5

42,000 49,000 59,000 66,000 68,000

54

Age group: 18-19 years
1910 1920 1930 1940 1950
Age group: 20-24 years
1910 1920 1930 1940 1950

15.3% 14.5 17.5 20.2 22.1
Not available Not available 4.2% 4.1 9.8

17,000 18,000 23,000 27,000 26,000
12,000 13,000 27,000

PERCENT OF AGE GROUPS ENROLLED: 1950 (GEORGIA, SOUTH, U. S.)

Age Group
5- 6 years 7-13 years 14-15 years 16-17 years 18-19 years 20-24 years

Georgia
39.3% 96.0 89.3 57.5 22.1 9.8

South
34.9% 94.8 89.5 65.3 29.0 11.1

U.S.
39.3% 95.7 92.9 74.4 32.2 12.9

MEDIAN NUMBER OF YEARS OF SCHOOL COMPLETED (ADULTS 25 YEARS AND OLDER)

Combined white and non-white White only Non-white only Percent with no schooling

1940 Ga. U. S.

1950 Ga. U. S.

7.1 8.6

7.8 9.3

8.1 8.7

8.8 9.7

4.2 5.8

4.9 6.9

6.5 3.7

4.3 2.5

-U. S. Census Reports

PERCENTAGE OF COLLEGE AGE POPULATION ENROLLED 1949-1950
(for selected states)

State
UTAH OREGON _
CALIFORNIA VIRGINIA __ TENNESSEE GEORGIA
SOUTH CAR6LINA . NEW JERSEY MISSISSIPPI _

Percent

_________ _________

52% (highest) 43 39

33

21 ______________ 20

16 16

15 (lowest)

55

PROJECTED ENROLLMENT IN HIGHER EDUCATION (UNITED STATES)

Year

Assumed Per Cent of College Age Attendance

50%

40%

310/0

1955

2,500,000

1957________ 2,800,000

1 9 5 9 _ __ __ 3,050,000

1961

__ __

3,500,000

1963

4,200,000

1965 _

_.

4,600,000

1967 _

5,500,000

1969____________ 6,200,000

1971____

6,600,000

4,100,000 4,300,000 4,800,000 5,200,000 5,400,000

2,300,000 2,400,000 2,500,000 2,800,000 3,100,000 3,300,000 3,750,000 4,050,000 4,100,000

TOTAL ENROLLMENT IN HIGHER EDUCATION (UNITED STATES)

Year
1900 __ 1910 1920 1930 1940 1950 1960

._ _ _
_ _
._

Total Enrollment
250,000 325,000 510,000 ___ 1,100,000 1,490,000 _ 2,400,000 over 3,000,000 estimated

PER CENT OF COLLEGE AGE GROUP ATTENDING COLLEGES AND UNIVERSITIES (UNITED STATES)

Year

1900

_

1904 _

1908 _

1912

_

1916

_

1920 __

1924 _

1928 1932 _

1936 __

1940

_

1944

_

1948

_

1952 _

Per Cent
4%
4 4.5 5 6 8 11 12 12.5 13 17 18 30 _ 35

56

PER CENT INCREASED ENROLLMENT-HIGHER EDUCATION (1930-1950)
(By selected states)

State
FLORIDA NEW MEXICO ARKANSAS MONTANA GEORGIA NEW YORK. NEBRASKA NORTH DAKOTA

Per Cent Increase
561 % (highest)
321 216 162 183 84
50 35 (lowest)

HOLDING POWER OF WHITE CHILDREN IN GEORGIA PUBLIC SCHOOLS
(from fall of 1953 to fall of 1954)

Grade
1 2 3 4 5 6 7 8 9 10 11

1953-54
80,818 66,704 56,876 58,008 58,554 53,728 48,563 43,844 38,263 31,592 24,479

Returned For Grade
2 3 4 5 6 7 8 9 10 11 12

1954-55
74,602 64,044 55,705 56,463 56,471 51,717 46,025 39,875 32,452 26,540 21,046

Percent Returned
92.3 96.0 97.9 97.3 96.4 96.3 94.8 90.9 84.8 84.0 86.0

90.17% of the enrolled twelfth graders (1953-54) graduated.

89.87% of the enrolled twelfth graders (1954-55) graduated.

On the basis of 35% of high school graduated entering college, about 130 enter college. Approximately 40% eventually graduate from college; therefore, about 52 graduate from college.

While the percentages look good, if this same "survival power" continues, here is the progress of 1,000 white first graders ..

Enter First . . .

Enter Second .

Enter Third

.

Enter Fourth .

Enter Fifth

.

Enter Sixth

.

Enter Seventh ..

Enter Eighth ..

Enter Ninth

1,000 923 886 867 844 814 784 743 674

57

Enter Tenth

572

Enter Eleventh

480

Enter Twelfth

__

413

Graduates

371

Therefore, survival power equals 37.1 %; from entering the first grade to graduation from high school. -

HOLDING POWER OF COLORED CHILDREN IN GEORGIA PUBLIC SCHOOLS

1953-54

Grade
1 2 3 4 5 6 7 8 9 10 11

Enrolled
47,261 33,924 31,858 30,084 28,567 24,637 21,186 18,202 13,480 10,032 6,954

1954-55

Grade
2 3 4 5 6 7 8 9 10 11 12

Enrolled
35,775 32,535 30,064 28,119 26,070 22,322 19,190 15,053 10,857 7,936 5,398

Per Cent Returned
75.7 95.9 94.4 93.5 91.3 90.6 90.6 82.7 80.5 79.1 77.6

89.87% of the enrolled twelfth graders (1953-54) graduated.

88.07% of the enrolled twelfth graders (1954-55) graduated.

While the percentages look good, if this same "holding power" continues, here is the progress of 1,000 colored first graders . .

Enter First

Enter Second

_

Enter Third __ _

Enter Fourth _ Enter Fifth _ _

Enter Sixth

Enter Seventh __

Enter Eighth _

Enter Ninth _ _

Enter Tenth

Enter Eleventh __

Enter Twelfth

Graduates

_
_ _
_ _
_ __
_ _ _

1,000 757 726 685 640 584 529 479 396 319 252 196 172

58

II. ORGANIZATION, SIZE, AND COSTS OF GEORGIA'S SCHOOL SYSTEMS

There has never been an organization that operated at "peak" efficiency-the schools of the State of Georgia are no exception. The public schools and the University System of the State are "big business"-hence opportunities for improvement of the efficiency of these organizations should be (and probably are) manifest. But what are ways to increase the efficiency with which they are operated? Where can we get more for our money-where can we obtain better services at the same cost?
The following sections are devoted to certain aspects of the school system-aspects which are believed to be typical. There have been many suggestions concerning efficiencies in the public schools. These suggestions have been kept in mind and, where possible, background data have been furnished to assist in the making of value judgments. These sections are:
1. Administrative Organization.
2. School program.
3. Physical facilities.
4. Transportation.

On the following page is a schematic diagram of the administrative organization of the public school system and the University System of Georgia. In general, all administrative decisions and policies follow the indicated paths of responsibility.
Georgia has over 200 school systems. Some of these are very small (14 or 15 teachers in 1953-54) while others are very large (over 500 teachers in 1953-54). The following is a table showing the numbers of systems by size-that is, by the number of teachers employed during 1953-54.

Size of Systems by Numbers of Teachers Employed

Total Number of Teachers
0- 19 20- 39 30- 59 60- 79 80- 99 100-149 150-199 200-299 300-399 400-499 500 and over

Number of County
Systems
1 7 15 31
22 47 16 11
1 1 7

Number of Independent
Systems
2 4 12 6 7 5 7 0 0 0 1

Totals

159

44

59

ADMINISTRATIVE ORGANIZATION OF PUBLIC EDUCATION IN GEORGIA
Ele(:t
Appoinh

Elect

Recommends

YOU Appoint
(Grand Jury J
Elect

LOCAL BOARD Of EDUCATION

Appoints
Recommend Recommend

Some eleded "Some ~ppointed

Recommend

I

STUDENTS

60

Average Number Teachers Employed ...
Range ...

County Systems Independent Systems

137 15-992

150 (with Atlanta) 83 (without Atlanta) 15-3052

School Program
The school program has come in for its share of discussion, also. Many of the salient points concerning the program of the school have been "cussed" and "discussed" at community meetings. What are your ideas concerning the offerings and administration of the local school program?
The following shows the number of schools by SIze (number of teachers) employed 1954-55, as well as by race.

Teachers Employed
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 and over

Number of Schools by Size

White Schools

Negro Schools

47

462

84

297

75

104

94

51

82

51

78

38

88

43

56

41

37

33

54

14

41

19

42

26

61

21

61

21

44

14

42

12

52

13

43

15

32

7

353

116

Total
509 381 179 145 133 116 131
97 70 68 60 68 82 82 58 54 65 58 39 469

Total

1,466

1,398

2,864

Nation-wide Average-Size of Classes Elementary School

Nation-wide
92% 76% 39% 11%

Cities Largest
86% 62% 27%
6%

had over 25 pupils had over 30 pupils had over 35 pupils had over 40 pupils

61

Thus, on a nation-wide average, one elementary classroom out of every nine had over 40 pupils in the class.1
Physical Facilities
The number of school buildings in the State has been reduced greatly in the past 15 years (from 5,221 in 1940 to 2,864 in 1955). Paramount in this reduction has been the decrease in one and two- teacher schools -from 62.1 per cent in 1940 to 31.1 per cent in 1955. Even greater reduction is planned in the next two years, as the following table indicates, especially in the Negro schools, which accounts for 759 of our 890 one- and two-teacher schools in the State.

REDUCTION IN THE NUMBER OF SCHOOLS FOR NEGRO CHILDREN

School Year
1936-37 1941-42 1950-51 1953-54 1954-55

Number of Schools
3,415 3,205 2,008 1,524 1,398

Transportation
The State of Georgia is a large state-and consequently many chilo dren do not live within close proximity of a public school. For that reason transportation is furnished by the State. The schools spend a great deal of money on buses and drivers-in fact, in 1953-54 transportation accounted for about $10 million-the greatest single expense outside of the salaries paid and capital outlay costs. How can we get better transportation for the same cost-or how can we keep the same standard of transportation at less cost?
In 1953-54, there were about 3,160 buses for white children, making 4,788 trips in the morning and the same number in the afternoon-an average of 1.5 trips per bus. The yearly cost per pupil was $29.16 for white children-$27.44 for Negro children. The cost per mile was 25.4 for while children-19. 7 for Negro children.
It should be remembered that these are average costs-some counties spend four or five times as much per pupil for transportation as do I other counties within the State. The same is true for the number of trips per bus--some counties average almost three trips per bus while other counties have each bus making one trip in the morning-and one trip in the afternoon.
1 Research Division of the National Education Association, "The 1955 Teachet Supply and Demand Report," Journal of Teacher Education, March, 1955.
62

SUMMARY AND COMPARISON OF THE COST OF SCHOOL TRANSPORTATION ACCORDING TO THE TYPE OF OPERATION (From Superintendents' 'Annual Reports') 1954 - 1955

Type of Ownership

No. Buses

No. Trips

Number of Miles
Traveled Daily (One Way)

Children Hauled Daily

Total Expend. Plus 12'70 Depreciation for Publicly Owned Buses

Average Cost Per

Bus

Child

Mile

0w1 Public Ownership and Operation .

2,615 3,971

Total

Per Bus Total

Per Bus

72,085 27.6 223,831 85.6 $ 5,757,145.97 2,201.59 25.72 22.2

Private OwnershipContract Operation 1,158 1,758

32,680 28.2

93,335 80.6

3,032,752.67 2,618.96 32.49 25.8

Joint OwnershipContract Operation 496

762 13,903 28.0 37,370 75.3

1,303,838.81 2,628.71 34.89 26.0

State Bus Totals.

4,269 6,491 118,668 27.7 354,536 83.0 10,093,737.45 2,364.42 28.47 23.6

Car Totals

185 201

1,779 9.6 2,115 11.4

100,687.74 544.26 47.61 16.4

State Grand Totals

120,447

356,651

10,194,425.19

Range per pupiL

White
....... $12.52-$86.39

Negro
$14.53-$242.58

White Negro
Total

Number of Buses
... ' 3,160 956
.......... 4,116

Number of Morning Trips
4,788 1,498 6,286

Number of trips per bus
1.5 1.6 1.5

Yearly cost per pupil
$29.16 $27.94 $29.00

Yearly cost per bus mile
25.4 19.7 23.8

The following table shows the number of children transported daily by school buses:

Year
1949-50 1950-51 1951-52 1952-53 1953-54 1954-55

Children Hauled Daily

Number
246,903 263,006 290,560 317,992 336,205 356,651

Increase
6.5% 10.4%
9.4% 5.7% 9.1%

Cost per child per year
$24.45 $25.20 $26.85 $29.91 $29.00 $28.47

To further emphasize the "bigness" of school transportation, in 1953-54 these 4,116 buses travelled 41,067,000 miles-or about 1,650 times around the earth. It is estimated that approximately 1,200 more buses will have to be added by 1956, increasing these figures even more.

The following table compares "private, public, and joint-ownership" of buses-all figures for 1954-55:

Ownership
Public Private Joint

Number of
Buses
2,615 1,158
496

Average Cost
Per Bus
$2,202 2,619 2,629

Average Cost
Per Child
$25.72 32.49 34.89

Average Cost
Per Mile
22.2 25.8 26.0

Average

$2,364

$28.47

23.6

SUGGESTED QUESTIONS FOR DISCUSSION
Administrative Organization
1. What size system (in terms of number of teachers) do you think should be the minimum to justify a full-time superintendent and staff?
2. Do you think that several counties should have a joint superintendent and staff? (Such as regional libraries now exist.)
3. Do you think that if several counties were to cooperate in such things as purchasing, transportation, etc., economies would result? Would there be any disadvantage in this system?
4. What is your opinion concerning the functions of non-teaching pro-

64

fessional personnel, such as supervisors, vlsltmg teachers, etc.? Should their functions be extended-or perhaps eliminated?
5. Do you think a principal should teach in addition to his administrative duties?
6. Do you think that school superintendents should be elected or appointed by the local board of education? Why?
7. In a recent election year, over one-third of the superintendents were not reelected. Can you give reasons for this? Do you think this resulted in a loss of efficiency in the systems involved?
8. A suggestion has been made that only classroom teachers be allotted by the State-that band directors, coaches, principals, vocational teachers, etc., be locally supported. What do you think of this suggestion?
9. Do you think that sizable purchases should be made on the basis of "lowest bidder"?
10. Do you think that the State should handle purchases for the local system?
11. Howard Dawson (in the September 10, 1955 issue of Saturday Review) gave these figures: pupil-teacher ratio, 25 to 1; minimum size of elementary school, 175; minimum size for high school, 300; optimum size for high schools, 700-1,000; and at least 1,200 pupils in a school district.
Do you agree with these? If not, why?
Physical Facilities
1. Do you feel that "cafetoriumnasiums"-a multi-purpose room-is the answer to the need for such facilities as an auditorium, gymnasium, and cafeteria? Or should they be separate?
2. Do you believe that every high school should have a gymnasium? A cafeteria? An auditorium? Special classrooms, such as a band room, shop, etc.?
3. What do you think should be the minimum facilities available for a high school physical education program? For an elementary school?
4. What "average life" do you think a school building should have? What construction would this call for?
5. What would you consider the minimum size for a classroom for, say, 30 students?
6. :?o you think school buildings should have just the "bare" necessi-
~les--or should they also include such things as hot running water, Ice water fountains, public address systems, etc.?
65

7. How much playground area would you consider adequate for an elementary school of 800 children?
8. Do you think a school building should be planned and built with the idea in mind that community organizations will want to use its facilities?
School Program
1. One suggestion has been that the school year be divided into four, three-month quarters and that students be required to attend three of these four. This would result in better usage of already existing buildings, increase the teachers' pay, relieve some of the teacher shortages, and enable the students and parents to choose "vacations" to suit themselves. What do you think of this?
2. Another suggestion has been to increase the size of the classes. The proponents believe that an additional five or so pupils in each class would not decrease appreciably the efficiency of the buildings and teachers. Do you believe this to be true? (What do you think should be the maximum class size?)
3. Some have suggested that a "master teacher" and several "teaching assistants" be used in the place of qualified teachers. If qualified teachers were available do you favor this suggestion? If they were not available, would you favor this suggestion?
4. Suggestions have been made concerning the use of mass mediasuch as television, films, etc. as replacements for the usual teaching situation in a classroom. Do you believe this to be a possible solution to the question of "needs and shortages"? Why?
5. Do you think that all children should be required to complete 12 years of schooling before being allowed to enter college? Should some children be allowed to graduate from high school before the end of 12 years? If so, how would you determine which ones should and which ones should not do so?
Transportation
1. Should the free transporting of students be kept as it is, expanded, curtailed, or even abolished?
2. Do you think that the requirement that the child live at least a mile and a half from the school is about right?
3. Should the local boards of education own their own buses, or should the State own them, or perhaps private ownership?
4. Should there be standards for the employment of school bus drivers? What should some of these be?
5. Should students be used for school bus drivers?
66

6. What do you think should be the maXImum time a child should have to ride the school bus?
7. How early do you think children should be picked up-and how late do you think they should be returned?
8. Should school buses be used for other purposes than just the transporting of students to and from school?
9. Should there be inter-county cooperation where school transportation is concerned (bus routes, etc.) ?
III. GEORGIA'S SCHOOL BUILDING PROGRAM AND SCHOOL BUILDING NEEDS
Prior to the activation of the :Minimum Foundation Program, no State funds had ever been appropriated for school building construction in Georgia. With few exceptions, all school buildings in the State were financed from district or county bond issues, so that the quality of school buildings throughout the State varied with the local bonding capacity of the school administrative units. The only substantial financial assistance from outside agencies come from the Rosenwald Fund which contributed a part of the construction cost of Negro school buildings during the '20's and '30's. The amount of assistance from this source was very small as comparable to the total needs, however.
The Minimum Foundation Law in 1951 made educational history in Georgia by providing for the allotment of $200.00 per State-allotted teacher to the school systems of the State for construction of school plant facilities. At that time, however, the schools of the State had an accumulated back-log of building needs amounting to more than $200 million, and increasing enrollments were adding to the total needs each year. As a result, it was evident that the School systems of Georgia could not hope to catch up with these expanding needs, so long as allotments of State funds had to be used on an annual basis, even though local bonding abilities should also be used to the limit.
In order to make a relatively large amount of money available for school plant construction in a short time, the Georgia Legislature in February, 1951, approved the act setting up the State School Building Authority to serve as an agency through which annual allotments of State funds could be capitalized by the school systems of the State. In addition to providing for the capitalization of capital outlay funds, provision was also made for the appropriation of additional funds to care for building needs in the school systems of the State as of the base year for the school building program, 1951-1952.
Following surveys of school plant needs in all of the school systems of the State, and the designation of permanent school centers by the system boards of education, applications for allotments of capital out-
67

lay funds were made to the State Board of Education. Upon approval of each application, an entitlement of State funds was set up for each system, based on total needs for housing the Average Daily Attendance at that center for the 1951-1952 school year. State funds are payable in annual installments over a period of 20 years, and the amount allotted each system includes provision for actual building costs and architects' fees and contingencies, as well as for interest on bonds sold to capitalize the State allotment.
The school building program which is currently under way in Georgia will provide, in round numbers, 1,200 new buildings or additions to existing buildings, with 12,000 new classrooms. When all improvements have been completed, the school systems of the State will be equipped to adequately house the number of white and Negro children in Average Daily Attendance during the 1951-1952 school year-a total of 631,114 children. It is anticipated that the facilities being constructed by the State School Building Authority will be largely completed prior to or during the 1956-1957 school year. The completion of the remainder of the 12,000 instructional units will depend upon the willingness of each school system to care for its share of the total program. A number of school systems have already voted bonds to enable them to meet this responsibility.
All Georgia can be proud of the progress which has been made. It must be remembered, however, that the number of children for which housing is being provided falls far short of the number of children actually enrolled in Georgia schools. For the base year, 1951-1952, the Average Daily Attendance was 631,114, while the actual net enrollment for that year was more than 744,000-a difference of approximately 113,000 children.
The net enrollment in Georgia for the 1953-1954 school year was in excess of 807,000 children, or 176,000 more than Average Daily Attendance for 1951-1952. This means that Georgia actually needed 6,000 more classrooms at the beginning of the 1954-1955 school year than the total to be provided by the building program currently under way, and the backlog of needs is mounting steadily.
The attached table and graph will furnish some idea of the continued rapid growth in enrollment and average daily attendance. Incomplete data for the 1954-1955 school term and preliminary reports for the term just beginning indicate that the estimates of enrollment and average daily attendance shown on this table are very conservative, and that enrollment and average daily attendance will increase at a rate in excess of 30,000 annually through 1960-1961.
The implications of these figures for Georgia are tremendous. To provide classroom facilities for the anticipated growth in enrollment will require a minimum of 15,000 classrooms, in addition to those already scheduled, by 1960-1961. Increased holding power growing out of improved instructional programs and improved attendance resulting from additional transportation of Negro children may add to
68

the number of classrooms needed. To these needs should be added the accumulation of needs for auditoriums and gymnasiums, which are not being included in the building program now under way.
To meet these needs, it is estimated that a minimum of $240 million of additional capital outlay funds will be needed by 1960-1961. In considering ways and means by which these needs can be met the people of Georgia will wish to find answers to a number of questions, such as:
1. How can the increasing needs for school plant facilities be met? What part should be played, in providing for these needs by: The local system (county or independent)? The State? The Federal Government? Can the needs be partially absorbed by operating schools on a 12-month basis?
2. What facilities should be provided III school buildings? Should efforts to provide sufficient housing be limited to classroom space, or should auditoriums, gymnasiums and other general purpose areas be considered essential parts of the school plant? Who should participate in the advanced planning preliminary to setting up educational specifications for school buildings?
3. What structural standards should be accepted as minimum for school plants? Should buildings be considered complete if acoustical tile overhead and asphalt tile on the floors are not provided? What built-in equipment in classrooms should be included as a minimum?
4. What should be the minimum size of school buildings for which public funds should be provided?
5. Should steps be taken to make it possible to cross county lines in planning school building programs? What are the possibilities of school administrative areas including two or three counties?
6. What school plant services should be provided by the State Department of Education?
The University System? Other agencies?
69

. 1500
1000 o"-l
500

rKt..~.t..J'Il ~1t\.1 U;:) VI' l:tli\lC ",L-nUVL DUll.. Vll''-.J r1\.VLJI'i"\.!"-l
PROJECTS (New Buildings or Additions to Existing Buildings)
1200

Included In
Program

700
Under Construrtinn
or ,"Vorking Dra\\-ings
Completed

500
'Plans Being Prepared

- 30,000
25,000
20,000
.-.....r.
- 15,000
10,000
5,000

NEW CLASSROOMS NEEDED TO HOUSE INCREASING ENROLLMENTS IN GEORGIA

12,000
Present Building Program
Planned or Under
Construction

r - - -18,000 --I

I

I

I

600

I

I

Additional

I

I

I

Needed to House Actual Net
Enrollment

r - - - 25,000 - - l

I

I

I I

7,000 Additional

I

I

I

By 1960-1961 Total Includin~ Present Program
25,000

2:>0 - Millions Of Dollars
200
1:>0
-.r
~
- 100

STATE FUNDS FOR SCHOOL BUILDINGS $178,000,000

:>

$14,300,000
1 -r- Annual Appropriation

Capitalization For
New B\lildings

$240,000,000
Additional Needed Capitalization
For New Buildings By 19:>8-19:>9

ENROLLMENT AND AVERAGE DAILY AlTENDANCE 1951.52.196061

1960;1
1958-9 1957-8 1956.7 19556 19545
19~-4 1~23
i951.2

ADA

Total Enrollment

.886,000
I

/996,000

I
I.I 860,000

/
! '77,0011
/

/
I
/ 833,000

I
, 9S8,OOO
/

/

/

/
/ 805000 '

iI 9.17,000

/

/

Ie/ 7i7,000

/
e 914,000
/

/ I
7:,2,000
/

/
I e 896,000
I

/

I

/
e 730,000
/

! 882,000
/

I

/

/eI 697,000

/
e 853,000
/

/ Ie/
662,000

/
/
.823,000
I

I

I

I
e 631,000

1798,000

8 "

C<O>l b
0

<>

'<<">>
b<<>>

<>>
0 0
<<>>

b 0<> b 0
'"

73

15,000
10,000
...-.]
5,000

STATUS OF PRESENT SCHOOL BUILDING PROGRAM NEW CLASSROOMS
12.000
8,000

Included in
Program

Under Construction
or Working Drawing,
Completed

4,000
Plans Being Prepared

- 1,000,000
- 900,000
- 800,000
'-l Vl
- iOO,OOO
- 600.000
500,000

GEORGIA SCHOOL CHILUKJ:.N 1 U tiL t1UU"CU

3Ui,OOO

63i.OO(j
ADA 1951-1952 Present Building
Program

1953-1954 Net Enrollment

'J96.000
) %0-1961 Projected Enrollment

ENROLLMENT AND AVERAGE DAILY ATTENDANCE

1951-52 - 1960-61

----

Total Enrollment

ADA

-----

1951-1952 1952-1953

798,123 823,743

631,114 662,622

1953-1954

853,891

.~-"-_._--

~-~-~

1954-1955

-.r ---------O'l

1955-1956

_ --_._--... _ ..... . - - - - - _ . _ -

882,264
----_._._-
-----~
896,100~ - - - - - - - - _.._-

- .'--------- ------------------- - - -- .._----------------_.

1956-1957

914,140*

- - - - - - _ ...........

-'------

1957-1958

937,084*

-------_._-

_._-'-._----_.---'--- ----

1958-1959
- -------------------------------

_.. -_._-----_ .. _--- _.- -_.-------_._----

958,004*

_ - - - - - - - ..._-_.- .._----

1959-1960

- - - - _ . _ - _ . _ ._ _ _._--- ._--~-------_._-_._---------_._--

.. --,.-._--

------1~96-0-1-96-1 - ______LI ______

977,780*

_______ ___ 996,403*

I
~1-~~

*Estimated

697,619

730,252 752,724*

_._----.._ -

777,019* 805,892*

-----,- .._--'-'-------

833,463*

--,'.,._-------------

860,446*

...._------.------

886,799*
_--- - - - - - - - - _ . _ ..

1:'0 200
150 ---r ---r
100
50

SCHOOL SYSTEMS RECEIVING ALLOTMENTS OF STATE FUNDS FOR CAPITAL OUTLAY

159 Counties
All Systems

153 Counties
Systems Contracting with
State School Building Authority

6 Independent Systems
6 Counties
V
Systems Using Allotments On Annual Bas}s

IV. TEACHER SUPPLY AND DEMAND, SALARIES, QUALIFICATIONS, ETC.
It is a rare day when a person can pick up a copy of a metropolitan newspaper and not find at least one article pertaining to the shortage of qualified teacher personnel in our public schools and colleges. And-in truth-the shortage is spreading to non-teaching personnel, such as maids, janitors, lunchroom personnel, secretaries, etc., including principals!
The teacher shortage is most critical-it is doubtful if there is an adult in this State who is not aware of this shortage. But why is there such a scarcity of qualified people in such an important field? What can be done to make the profession of teaching more attraetiveindeed, can anything be done to make it more promising to our young people?
Demand
It has been estimated by the Research Division of the National Education Association that 85,000 replacements will be needed each year just to fill the vacancies created by teachers retiring and resigning. Approximately 30,000 teachers will be needed each year to accommodate the new students who enter our public schools. Thus about 115,000 new teachers will be needed each year, with this number growing as our population grows! In addition, there are approximately 40,000 teachers with so little preparation that they should be replaced at the first opportunity.!
In Georgia about 250 teachers retire each year while about 1,200 others resign for various reasons. Hence at least 1,450 new teachers are needed each year to fill existing vacancies. By the same token, estimates show that at least 1,000 teachers each year will be needed within the State to accommodate the extra 30,000 children who enroll each year in the public schools of our State. Thus, approximately 2,500 teachers are needed annually for the filling of existing vacancies and anticipated enrollments.
Hence, we can see the tremendous demand which is always with us for additional good teachers. The above figures are based on the con tinuing pupil-teacher ratio of 31-1 in our public schools. If this ratio be lowered to 27-1 as recommended by various professional and lay groups, the demand becomes even greater.
This demand is true also in our colleges and universitles. College enrollments are expected to double by 1970. By equalizing the teacher loads in our various institutions and keeping the students per teacher ratio to the desired level, our need for college teachers will be even greater percentage-wise than the need in our public schools.
'Research Division of the National Education Association, "Teacher Supply and Demand", Journal of Teacher Education, March, 1955.
78

Numbers of .Faculty in University System, 195253, and Estimated Numbers Needed In 1962-63

Note: Estimated numbers of teachers needed based on enrollment and

recommended pupil-teacher ratios.

1952-53

No.

Ratio

Faculty

1962-63

No.

Ratio

Faculty

University of Georgia

and Georgia Tech

1 to 16 651

to 12 1,604

Four year Colleges"x-

1 to 14 257

to 16

435

Junior Colleges*

1 to 15

70

to 20

123

988

2,162

Can you think of ways by which this enormous demand can be lessened?

How would each of the ways suggested affect students? Society?

Supply

We have seen the demand--at least 115,000 teachers needed each year in our nation. At least 2,500 needed each year on our own State level. How does the supply match the demand?

Nationwide, over the past four years, only a little more than 70 percent of this demand was met by adequately trained teachers. In Georgia, in 1954 there were 1,765 (1,017 white, 748 colored) potential teachers graduated by our teacher training institutions (not all of these went into teaching). In 1955 this number dropped to less than 1,273 (647 white, 626 colored), 492 in one year! The demand 2,500 a year; the supply trained within our own state-l,273, a little more than half the needed amount. This deficit is cumulative and as of the fall, 1955, the State Department of Education estimated that schools were opened with a shortage of over 4,100 teachers. This means that one classroom out of every seven does not have a teacher.

There arc indications that we have "touched bottom" nationally, however. In 1950, 115,477 young people were graduated prepared to tea_ch; the number dropped to 85,801 in 1954 (26 percent less than in 19JO). The number for 1955 increasr-d slightly to 86,696. It must be remembered, however, that not all of these enter the teaching profession. The NEA reports that about 80% of those prepared to teach in elemen~ary school will do so, while the corresponding figure for the potentIal high school teachers is about 56 percent. These percentages are probably approximated on our own State leve1. 2

.There are the cold statistics of the matter--an evergrowing demand ~h a supply apparently static at the best. What can be done?

-Low ' .

~Ie

ratio In 1952-53 due to abnormally small enrollment caused by low birthif depression years and the transition of the public school system from

II~~ even-grade to the twelve-grade program.

79

1. What will the future years bring in the way of a balance between supply and demand?
2. Do you know personally persons who have been teachers and are not teaching? Why do you think these people are not in the classroom?
3. If your daughter said that she wanted to be a teacher, what would be your reaction? If it were your son, would your reaction be the same?
4. What are the reasons young people do not want to teach? Are these reasons the same for boys and for girls?
5. What are reasons why a young person should want to teach?
6. What suggestions can you offer to help interest more young people in the education of future generations?

Salaries

One of the major reasons for not teaching is probably that of pay. The following figures present the present status of teachers' salaries on the nationwide and state levels. The average salary of public school teachers in the State of Georgia in 1953-54 was $2,843.85-01' about $235 a month before taxes and deductions. The average salaries paid in other states ranged from $1,774 in Mississippi to $4,300 in California and $4,625 in New York. The average for the nation was $3,405. 3

Compared to other occupational groups, the following was found to be true on the basis of 1951 national figures.

Teachers

Employees in manufacturing.

Civilian employees of the Federal Government

Non-salaried

Dentists

.

Lawyers

.

Physicians

$ 3,190 3,611 3,832
7,820 8,730 13,4324

The average pay of a college teacher in the University System is considerably higher than that of the public school teaeher-$4,574 for a nine-month school term. However, it should be remembered that college teachers (in general) have education and training equivalent to that of the physicians, while their salaries are but one-third as large as the physicians'. 5

The range in salaries for the University System is wide-varying from

3"That Which is Best For Georgia" Georgia Education Association, 1954.
4"Good Schools are Good Business," Education Committee, Georgia State Chamber of Commerce, 1953. 5 An Adequate Program of Higher Education for Georgia, University System of Georgia, 1954.

80

an average of $2,933 for instructors at South Georgia College (195354) to $6,116 for full professors at Georgia Tech (1953-54).
While the range of salaries for public school teachers is also fairly wide, it should be remembered that, even so, only one teacher out of 100 earned $4,500 or more (1952-53).
With these figures in mind, how can the salary be increased to overcome the inadequacy of the remuneration?
1. Do you think that a starting salary should be based on trammg, training and experience, experience alone, merit, dependents, etc.?
2. If a university professor wanted to become a high school teacher, he would be considered as having "no experience" and paid accordingly. Do you believe that starting salaries should be based on training and experience, experience alone or what?
3. A college professor with a doctor's degree has spent at least seven years in obtaining such a degree-approximately the same as that spent by a physician and more than that spent by dentists. What do you think should be a fair salary considering both training and importance of position?
4. The minimum public school salary now guaranteed by the State is $2,600 per year for no experience and a college degree. How many young men with college degrees do you know who will enter a profession where the beginning salary is less than $200 a month after taxes and deductions? How many young women?
5. What do you think should be the upper limit of the salary schedule. Do you believe that if there were a few $10,000 teaching salaries that better qualified young people would be drawn into the profession?
6. Should salary increases be based on length of service, merit, a combination of the two, or some other factor?
7. What do you consider a fair salary for a principal who is responsible for 40 teachers; 20 maids, janitors, lunchroom staff; and 1,200 students? What would industry pay an executive who is responsible for 1,260 people?
8. Do you think the teachers should be paid extra for extra duties?
9. Do you think a young man (married, with two children) should be paid the same as a young woman (no dependents)? Do you believe that a dependents allowance would attract more young men into teaching as a career, especially those who are veterans?
10. The average Georgia classroom teacher's salary was $2,800 in 1953-54. Do you know of any other professional group with an average. salary as low? With few exceptions, do you know of any OccupatIonal groups with earning so meager?
81

11. Do you believe that the people of Georgia still believe in the saying, "you get what you pay for"? What recommendations can you make to improve the situation?
Teacher Qualifications and Certification
There are "entering standards" used by all professions as "yardsticks" to measure those engaged in the profession. In general, education has as those "yardsticks" number of years of college training, number of years of public school teaching, number of hours credit in education, and number of hours credit in major subject field (s). These are all objective types of measurements which "pigeonhole" an applicant into a certain salary bracket.
1. What do you feel are the qualities necessary for becoming a good teacher?
2. Do you feel that being a college graduate is a desired minimumor should this minimum be higher or lower?
3. Do you believe that a "qualified teacher", a "certificated teacher", and a "good teacher" are one and the same? Should salaries be based on these measurements--or other factors?
4. There is no state-wide salary "schedule" for a person with a doctor's degree. Do you believe that a person with a doctor's degree has "wasted his time"?
5. Should a teacher be teaching outside of a major field, that is, should a teacher without a major in English be teaching English?
6. What do you think should be done about those teachers now teaching without a college degree? Why?
Social Status
Some teachers have long felt that they are, in general a "breed apart" from the rest of the adult population, that they are "outsiders" in the community.
]. Do you believe that teachers are "looked down upon" in your community?
2. Do you believe that teachers should lead "better" lives than yourself? Why?
3. What do you feel is the role of the teacher in the civic and political life of your community?
4. Do you think that teachers should be active workers in the Church? Why?
5. What do you think can be done to make the out-of-school life of the teacher more attractive in Georgia?
82

SOME DATA WITH REFERENCE TO THE PROBLEM OF SECURING TEACHERS
The National Situation
(From "The 1955 Teacher Supply and Dcmand Report", Journal of Teacher Education, March, 1955)
1. The number of teachers in service, 1954-1955:
690,000 Elementary teachers ~75,000 High school teachers

1,065,000 Total in service

2. The number of college students completing certificate requirements
in 1955 in the 48 states, Alaska, D. c., and Hawaii:

Elementary school teaching High school teaching

43,768 (35,278 with 120 S.H.) 51,418

TotaL

95,186

3. The number of college graduates prepared to teach with percent of year-to-year change, 1950-1955:

1950 1951 1952 1953 1954 1955

Elemcntary
28,258 33,782 37,649 37,430 36,885 35,278

% change
+18.2 +31.7 +30.9 +29.0 +23.4

H.S. 86,890 73,015 61,510 54,013 48,916 51,418

% change
-16.0 -29.2 --37.8 --43.7 --40.8

Grand total prepared to teach in 1950 was 115,477.

Grand total prepared to teach in 1955 was 86,696, which is a decrease of 24.9%.

4. Replacement needs: Approximately 8% quit teaching each year for various reasons. This replacement demand is thus approximately 55,000 elementary teachers 30,000 high school teachers

85,000 Total

5. Other needs:
a. Increasing enrollment (1 million each year for several years) will require-30,OOO teachers per year for six years.
b. Added services needed through obvious current shortage of scientists, engineers, and technicians.
c. Reduce teacher-pupil load and relieve overcrowded classes-All qualified graduates last year.
d. Replace incompetent teachers-40,000 teachers.

83

6. In 1951, the average annual earnings of teachers and certain othel groups (national figures) were as follows:

Teachers All persons working for wages and salaries Employees in manufacturing Civilian employees of federal government

_$3,190 3,253 3,611 3,832

From Good Schools are Good Business, Georgia Chamber of Commerce, Education Committee, 1953, page 20.

The Georgia Situation

1. Total number of teachers employed in the elementary and high schools last year (1955) was 29,280.
2. Distribution of the kind of certificates held:

84% have 4 and 5 year certificate
11 % have 3 year certificates
5% have 2 year certificates
1% have below 2 year level

In 1945, 40% had degrees; in 1954, 77%, in 1955, 84%.

3. The "Average" Georgia teacher, according to Mr. John Medlin, Supervisor of Teacher Education, is
a. Female

b. Approximately 40 years old c. Has been teaching more than 9 years

d. Is an elementary teacher (two-one ratio) e. Married (60%)

f. Earns a salary of $2,940.00 (Includes recent $200 raise)

4. Within the past three months out-of-state teachers have been certificated in Georgia, as follows: (From Supervisor of Teacher Education)

Alabama _

101

S. Carolina

56

N. Carolina

52

Tennessee

47

Florida __

37

Mississippi

15

Pennsylvania

9

Others

18

5. According to a study made by Dr. J. D. Park, Georgia Teachers
College, last January (1955), with data from 123 school systems
in Georgia:

a. For school year 1954-55, 2,525 new teachers were employed from these sources: Georgia colleges, 28%; other school systelIlS in Georgia, 27%; local personnel, not formerly teaching, 23.5%; out-of-state, 20.8%.

84

b. When school began in September, 1954, these 123 systems reported 164 vacancies (123 elementary-41 high school).

c. From the 123 systems 2,310 teachers indicated that they would leave present employment at end of school year.

d. Within a one-year period, September to September, the Placement Bureau of Georgia Teachers College received a total of 1,270 requests for teachers (1953-1954). The number of graduates totaled 254, of whom 128 were new in the teaching profession.

6. Total number of college graduates completing certificate reqUirements in Georgia in 1955

White Negro

Elementary School 1955 1954 Net change 1955
269 553 --264 378
404 487 -- 83 222

High School 1954 Net change
464 --86
261 --39

From Journal Teacher Education, March, 1955, page 28

7. In 1953-54, the average salary for Georgia teachers was $2,720.00. Other averages at that time were $3,605 national average--Florida, $3,600--0klahoma, $3,340--Louisiana, $3,225--North Carolina, $3,175--South Carolina, $2,765--Alabama, $2,610--Tennessee, $2,620--Mississippi, $1,741.

8. Classroom teacher needs in Georgia, based on four less pupils per teacher, plus 94,000 more pupils (from 1953- to 1956-57) equals 7,735 more teachers. From The APEG "Summary of What People Say About An Adequate Program of Education for Georgia."

Paul Carroll, Dean Georgia Teachers College

September 14, 1955

V. INCOME FOR SCHOOL PURPOSES AND FUNDS NEEDED
This topic will be discussed under three major headings: (1) What are the sources and amounts of income for the support of our schools, (2) What are the current items and amounts of expenditures for our schools, and (3) What amounts of funds will be needed to support our schools in the course of the next few years.
Sources and Amounts of Income for School Purposes Public Schools
For public schools of less than college grade the rna ior sources of IIlC:ome for support of schools are state tax revenue, loc,{l tax revenue,
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and federal grants. In reccnt years, the actual amounts of funds provided by the three sources names have increased rapidly. At the same time, the proportion of total school cost met by State Revenue has increased markedly, while the proportion from local sources has de-
creased.

The following table presents this change:

Year
1945-46 1950-51 1951-52 1953-54

State Amount
$19,167,490 50,703,957 72,035,845 83,631,842

Percent
55 66 71 72

Local Amount
$15,395,870 26,345,005 29,693,165 33,025,098

Percent
45 34 29 28

Total
$ 34,563,360 77,048,962 101,729,011 116,656,940

In addition to funds from these two sources, public school systems of Georgia in 1953-54 received the following amounts of federal funds:

For Veterans farm training, Veterans on-the-job training,

lunch programs, vocational education, vocational re-

habilitation

.... $ 5,849,683

Direct allotments to school systems in Georgia in federally

affected areas for maintenance and operations

$ 3,000,000

Reserved for school buildings in federally affected areas

under Public Law 815

$25,000,000

University System
Major sources of income for the support of the University System include appropriations from state revenue, federal government, and internal income, which includes student fees, gifts and grants, and revenue from auxiliary enterprises. In 1953-54, the University System received $11,499,020 as an appropriation for general operations. This was approximately $734,000 less than the previous year due to the budget balancing reduction of 6% by executive order of the governor. In addition, the University System received $1,808,413 in special allotments from the state for development of the 4-H Club camp at Rock Eagle Park, for additional beds in the University Hospital, for children suffering from cardiac trouble, for the development of the Poultry Department at the University of Georgia, and for matching the Kellogg Grant for the Continuing Education Center at the University of Georgia. During the same year the University System received $1, 880,069 from the federal government. Other income of the University System in 1953-54 including student fees, gifts and grants, sales and services, and earnings from auxiliary enterprises totalled $14,843,629.
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PROPORTION OF STATE INCOME EXPENDED FOR EDUCATION
Although the actual amounts of state revenue expended for education have increased markedly since 1942-43, the proportion of total state revenue expended for education has not changed markedly. In 1954, in fact, it was less than in 1943 as can be seen from the following table:

Proportion of State Revenue Expended for Education (including University System)

Year
1942 1943 1952 1954

Percent
37.8 42.9 39.3 40.1

purposes and Amounts of Expenditures
Public Schools The major items and amounts of expenditures for the public schools
of Georgia in 1953-54 can be seen from the following table:

Major Items and Amounts of Expenditures for Public Schools 1953-1954

Item
Administration Instructional Services
Regular Program Special Program Plant Maintenance and Operation Pupil Transportation Other Expense

Amount
$ 2,942,097
86,173,353 2,293,884 11,024,119 10,786,049 8,004,478

% of Total 2.4
71.1 1.9 9.1 8.9 6.6

Total expense payments

$121,223,981

100%

The eost per pupil in average daily attendance was $157.28. This amounts to 87 per pupil per day.

University System
The expenditures of the University System and the purposes for which they were made for 1953-54 can be seen from the following table:

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Major Items and Amounts of Expenditures for the University System 1953-54

Item
Administrative and General. Student Welfare Plant Operations Libraries .. Instruction and Related Activities Research Agricultural Extension General Extension Auxiliary Enterprises Plant Expenditures Student Aid

Amount
.. $ 1,633,652 385,614
1,888,645 702,363
8,110,170 4,092,054 2,074,237
881,597 4,933,096 4,738,336
435,329

% of Total 5.5 1.3 6.3 2.3
27.2 13:7 6.9 2.9 16.5 15.9
1.5

Total Expenditures

$29,875,093

100.0

On the basis of overage enrollments the state funds expended pel student was slightly more than $500.

Funds Needed to Support Georgia Schools
The most authoritative estimate of amounts of money needed to sup. port Georgia schools is contained in the proposed Adequate Prograrr of Education for Georgia. The recommendations for the public schaab were arrived at through consolidating the recommendations of joinl parent-teacher-school board study groups in over 150 school system in the state. These groups used a common study guide developed fOJ this purpose. It is estimated that over 50,000 Georgia citizens partici pated directly in this study. The University System recommendatioru were developed by the Chancellor and Regents of the University Sys. tem after consultation with the presidents and administrative staffs 0 all units of the University System.

Public Schools

The recommendations for funds needed are based on expenditure for 1953-54 as compared with estimates of need for 1956-57 and a1'I as follows:

1953-54

Estimated 1956-57

Estimated or Recommended
Increase

Enrollment Teachers

863,000 38,440

957,000 36,175

94,000 or 31,000 pro 'fI 7,735 to care for 94,00 more pupils and have'
less pupils per teacher

Teachers salaries

Beginning 4-year

college

$

2,400 $

$ 1,100

3,500

1,100

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Average salary

2,900

Current operating

cost per teacher

425

Transportation $10,000,000

Other school costs

(textbooks, libra-

ries, vocational

services, school

lunch, exception-

al children.) $ 9,700,000

4,000 680
$16,800,000
$17,700,000

255 $6.800,000
$8,000,000

University System

The recommendations for funds needed are based on expenditures for 1952-53 as compared with estimates of need for 1962-63 and are as follows:

1952-53

Estimated 1962-63

Estimated Recommended
Increase

Enrollment Faculty

18,931 988

Salaries

Univ. of Ga.. Ga.

Tech

.$

4,665

Four year colleges

3,995

Junior Colleges

3,651

Cost of Faculty Sal-

aries & supporting

instructional services

and supplies .

11,238,000

Research & Extension

Services (Not all of

this is cost to state) 7,049,000

Grand Total

Expenditures

20,898,000

State Appropriation 12,233,000

33,838 2,162
$ 5,980 5,200 4,400
23,817,000
16,190,000 42,002,000 27,54-8,000

15,007 1,174 ( bas e d on increase in enrollment & reduction of studentteacher ratio as proposf'd of APEG.)
$ 1,315 1,205 749
12,579,000
9,056,000
21,104,000 12,315,000

If the State appropriation was increased to match the increase in

enrollment (79%) the appropriation for 1962-63 would be $21,897,000

(79% over $12,233,000)-therefore the actual recommended increase

for a more adequate program of higher education in Georgia is but

$5,651,000 in 1962-63.

.

Building Program
In 1953-54 the State Department of Education rcported that the total value of school plants was approximately $264,000,000. While

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this figure seems enormous (and is) the buildings it represents are far from being adequate for our present needs, much less our future needs. The same can be said for the University System-present day and anticipated enrollments far overshadow the present physical facilities of the public school property.
The needs existing in 1955 are even greater. Some of the reasons for this are:
( 1) Continued increase in the number of births
(2) Increase in holding power of the schools (about one per cent greater each year)
(3) Higher percentage of average daily attendance.
Considering all of these it has been estimated that approximately $240,000,000 of additional building funds will be needed by 1960.
Regarding the University System, in addition to the anticipated doubling of enrollment by 1970, a further problem exists in the fact that alany of the temporary wooden structures which have served the institutions are now in an unusable condition. The officials of the various institutions of the University System estimated by 1963 they will need buildings costing approximately $80,000,000. The Board of Regents, however, has set its goal for $50,000,000 over the next eight years. Limitations on the borrowing power of the Building Authority for the University System makes it impossible to handle needs of such magnitude. As a result the Board of Regents has asked the General Assembly for an appropriation of $6,250,000 per year for the next eight years to meet these building needs or provide means whereby they can be constructed through the Building Authority.

SUMMARY OF REQUESTS FOR FUNDS

Year

For Fire Hazards and For Operations Deferred Main.

For New Buildings

Totals

1953-54 1954-55 1955-56 1956-57 1957-58 1958-59 1959-60 1960-61 1961-62 1962-6'\

$13,764,518.00 15,296,036.00 16,827,554.00 18,359,072.00 19,890,590.00 21,422,108.00 22,953,626.00 24,485,144.00 26,016,662.00 27,548,181.00

$1,957,417.00 1,957,417.00 1.957,417.00

$6,250,000.00 6,250.000.00 6.250.000.00 6,250,000.00 6,250,000.00 6,250,000.00 6,250,000.00 6,250,000.00

$21,971,935.00 23,503,453.00 25,034,971.00 24,609,072.00 26,140,590.00 27,672,108.00 29,203,626.00 30,735,144.00 26,016,662.00 27,548,181.00

Amounts of State Taxes by Sources
During the fiscal year 1954-55 the State of Georgia received $2~6, 474,000 in taxes, fees, and forfeits. This amounted to $68.65 per capltll.

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The following table shows the amounts collected by different kinds of taxes and the amount per capita represented by each.

195455 Finance

Amount

Sales, 3% Sales and Use Tax Alcoholic Beverage Tax Cigar and Cigarette Tax Motor Fuel Tax Income Tax Etc.

$107,044,000 7,641,000 9,698,000
60,497,000 26,685,000
Etc.

Per Capita
$31.08 2.22 2.81
17.56 7.75
Etc.

Total Taxes, Fines and Forfeits

$236,474.000

$68.65

It should be remembered that the public schools and University System did not receive all of these tax monies. For the fiscal year ending June 30, 1955, the state appropriated for public school education $110,210,000 which amounts to about $30 per capita. This average annual cost per citizen represents an investment of about nine cents per day! For the University System the state appropriation was $12,084,000 or approximately $3 per capita.

Thus, of the $236,474,000 collected by taxes, fees, and forfeits, the public schools and University System received less than half in the form of appropriation from the state.

QUESTIONS FOR DISCUSSION
A. Do you think the State of Georgia can afford to support its educational system in the amounts recommended by the APEG study groups and by the Board of Regents? Do you think it can afford not to do so?
B. To finance an adequate program of education for the public schools the people of Georgia who participated in the APEG study recommended that local communities increase their financial support by 35 per cent over 1953-54 and the state increase its support by 73 per cent. If this recommendation were carried out, the total proportion of educational cost carried by local funds would amount to 22 per cent as compared with 28% in 1953-54, while the proportion of costs carried by state funds would amount to 78% as compared with 72% in 1953-54.
What is your opinion of this trend toward the state carrying a larger and larger proportion of the total cost of education?
Why do you think this trend exists?
What proportionate part of the total cost would you recommend be borne by local and by state levels of government?
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C. There are three broad approaches to securing adequate financial support for the schools. These are (1) raising the level of economic productivity of the state so that existing tax structure and rates will realize the needed revenue; (2) revising the tax structure and raising the tax rates; and (3) using the borrowing power of the state either directly (this would require a constitutional amendment) or indirectly through such devices as the school building authority. What in your opinion, should be the major provisions of a state policy and plan for providing adequate financial support for Georgia's school system?
D. Federal aid for education already exists. This aid is primarily for vocational education, agricultural extension services, veterans programs, and the like. Direct federal aid for general operations and for school buildings is provided to a few systems which have experi_ enced large increases in population because federal facilities have been located in the community. A big issue before the nation is whether or not the federal government should enter into a general program of financial support for school buildings and for operation. What do you think are the advantages and disadvantages of federal aid?
What do you think should be the policy of this state toward federal aid?

INFORMATION CONCERNING BUDGET ALLOTMENTS FOR 1955-56

(With Comparisons For 1954-55)

Description
Number of Stateallotted teachers
For teachers' salaries_ Current operating costs
(Per teacher) _
For current operating costs Transportation costs _
For new transportation Capital outlay costs Total State Budget

1954-55
26,797 _$ 74,565,204
300 8,039,100 9,055,000
500,000 14,500,000 $109,438,726

1955-56

Increase

28,000

1,203

$ 85,885,600 $11,320,396

300

8,400,000

360,900

9,505,000

450,000

500,000

14,500,000

$121,936,660* $12,497,934

*Includes $12,180,000 appropriation voted by Special Session of the State Legislature in July of this year.

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REPORT OF THE FORT VALLEY "LITTLE WHITE HOUSE
CONFERENCE" ON EDUCATION Held At
THE FORT VALLEY STATE COLLEGE Fort Valley, Georgia
September 3D-October 1, 1955
Prepared by
w. S. M. Banks, II
Conference Coordinator

ACKNOWLEDGIVIENTS
The Conference Committee wishes to express its deep gratitude to each person who helped to make the Conference a success. Laymen and professional educators gave of their time, money and efforts with. out reluctance. They were concerned about our schools in the most positive \vay. Out of such concern can come an adequate program of education for the people of our state.
As most people know, the holding of a conference, no matter whether it is a religious, fraternal, political or some other type, involves a tremendous amount of work and cooperation on the part of people who are "behind the scene" at the place where the conference is held. For this Conference there were many such people.
Our thoughts go first to the students here at the Fort Valley State College. Many of them were asked to "double up" in the dormitories so that their rooms could be available for our guests. They not only did this, but in a number of instances students took another step. Several guests reported that they found notes left in the room by students. One note read: "\Ve are glad to share our humble abode with you." Another read: "I hope that you find the room comfortable and that your visit will be enjoyed." And so they wrote.
In addition, the students handled the registration and assumed full responsibility for greeting and guiding the participants when they arrived. Finally, they accepted without complaint an "adjusted" meal schedule in order that the guests could be fed in accordance with a program outlined for the Conference. In some instances delegates were late arriving at the dining hall whereupon students yielded their places at the head of the line to these guests. These efforts on the part of the students did as much as anything else to make the delegates feel at home throughout the Conference. They set the tone for the Conference so far as the delegates were concerned.
We think next of the College Dietitian and her entire staff of workers. They accepted a job which was doubly difficult because they had only a 24-hour notice as to the number of people for whom to prepare meals. To our knowledge, not one Conference participant went hungry.
Then there were the deans of women and men and their staffs who did an excellent job of housing the delegates. We could go on listing the groups who did so much for so little. If no specific rderence is made here to these, it is not an oversight. Rather, it is a reflection of limitations of space imposed on the writer in composing this acknowledgment. I could not conclude this without saying something about one "behind the scene" helper-11r. R. L. Cousins, Director of Neg~o Education for the State of Georgia. Many of the details involved l.n
plannin!! and organizing the Conference were handled by him. HIS
lmowledge about '-school problems and plans served as an ever available reservoir from which we could draw.

INTRODUCTION
BACKGROUND
During the first half of the 20th Century, education has suffered from the "pains of growth" more than any other phase of our national life. The advances in our efforts to provide our young people (and adults) with the kinds of educational experiences which would make adequate adjustments to a rapidly changing world possible have been slow and painful. Gradually the several states moved to provide "free" textbooks and transportation. More adequate facilities in terms of school buildings came slowly. School curriculums have bcen revised a number of timcs in the effort to make them more useful in helping young people prepare themselves for effective living in the kind of world they now face. "Progressive education" dominated the thinking and practices of many educators for several decades.
In recent years, particularly after World "Val' II, attention has been directed toward the matter of teachers' salaries. During the war many teachers left the classroom for more lucrative jobs in other occupations. With the return of an unstable peace many of these "ex-teachers" elected to rcmain on the new jobs. A flurry of articles pointing up the economic plight of teachers appeared in newspapers and other publications. There were accounts of teachers working at jobs at night which paid more than their teaching jobs; teachers leaving one state for teaching jobs in other states where salaries were higher. For example, several of the units of the University System of Georgia had such experiences. Florida drew a number of Georgia teachers to Florida classrooms because of higher salaries. The financing of the Minimum Foundation Program tended to stem this tide so far as the common schools were concerned.
What is the point of making these observations? At the risk of over simplification, this question may be answered by saying that American education at mid-century is at the crossroads. There are two basic alternatives. We can accept defeat and go on muddling with programs designed for use during the first quarter of the 20th Century, or, we can take stock and plan and carry out programs of education adapted to the needs of the present and the future. Our history, our traditions, and our new role of world leadership demand-necessitate-make imperative the rejection of the first alternative. At the same time, our turning to the second involves much more than meets the eye. It is not a matter for educators alone. It must involve a number of the major categories of people in America. Politicians must come to see the. problem as it is with all of its implications for our future as a nation; Mr. and Mrs. John Q. Citizen everywhere must become integral parts. of a collective effort to deal with the problem; leaders in business and Industry must come face to face with a new definition of their relationship to education; all America must face the problem with a new concept of the role and importance of education in shaping our future.
In his State-of-the-Union message on January 7, 1954, President
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Eisenhower set the stage for bringing interested Cltizens from various walks of life together in an effort to deal with the problems involved in developing and maintaining an adequate program in education. He stated in part: "I hope ... a conference will be held in each state, culminating in a national conference. From these conferences on education every level of government-from the Federal Government to each local school board-should gain the information with which to attack these serious problems." As a follow-up of this expressed hope for "the most thorough, widespread, and concerted study that the American people have ever made of their educational problem," the President scheduled the White House Conference on Education in the nation's capital November 28 through December 1, 1955.
The several states of the union, along with our territories, will have had "Little White House Conferences" in keeping with the suggestions of the President. It was in this way that the Fort Valley White House Conference on Education had its genesis. As Governor Griffin stated in his official invitation to each delegate to the conference: "A large number of individuals, organizations, and institutions are cooperating to make this conference a rewarding experience. vVe need the benefit of your deliberations in these sessions. The sharing of our experiences, plans, and problems should aid us in carrying out an educational pro. gram for the growth and development of Georgia and its citizens."
Following the official calling of the conference for Washington, the Governor of Georgia appointed a number of citizens to a committee which is to represent Georgia at the Washington Conference. This committee was divided into two sub-committees, each of \vhich was to be responsible for a little White House Conference. The detailed plans for the Fort Valley Conference and their execution was the responsi. bility of an Executive Committee composed of Mr. Lucius T. Bacote, Mr. W. C. Ervin, and Dr. C. V. Troup, who served as Chairman. Mr. R. L. Cousins, Director of Negro Education for Georgia was named as consultant to the Executive Committee.
The Executive Committee held three planning meetings for the pur pose of making necessary preparations for the Fort Valley Conference. The first two meetings were devoted to the task of setting up the broad framework of the Conference in terms of dates, needed personnel, financing the C.onfercnce and allocation of representation to the several school systems of the state. The committee decided to employ a coordinator and a secretary. These persons were selected by the Chairman of the Executive Committee with the approval of thc Executive Com' mittee. The coordinator was given the task of carrying out the details of the plans formulated. This included the working out of all of the mechanics of the Conference as well as the preparation of the necessary
reports to be submitted to the State White House Committee and to aD
of the participants.
SELECTION OF DELEGATES
Prior to the actual breakdown of delegates allotted each of the 201
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school system affected by the Fort Valley Conference, Mr. Lucius T. Bacote, President of the G.T.E.A. and a member of the Conference Executive Committee sent the following communication to educational leaders throughout the state:
"To Our Key People:
The Executive Committee of the White House Conference is desirous of having full participation in this conference by lay and professional people in Georgia. In order that full representation might be had we are asking all key people to recommend at least eight lay people in their school community; 1 Jeanes Supervisor; 1 Principal, and 4 classroom teachers, to the Executive Committee. In order that the best qualified people might be selected, please place a check by your preference of not more than 6 people.
To help us complete the plans for the Fort Valley Conference which is to be held September 30-0ctober 1, this list must be in the office not later than August 22."
Unfortunately, so far as getting the mechanics of the Conference under way was concerned, most of the "key people" were away from their business addresses at the time the letters went out. By the end of August only thirty systems had responded to the letter.
Meanwhile, the Executive Committee decided on a plan for allocating representation to the several systems. Each system recognized by the State Department of Education was allotted one delegate for every fifty teachers or less and one delegate for each additional fifty teachers or major thereof. Thus, a system with seventeen teachers would be entitled to one official delegate and a system with 133 teachers would be entitled to three official delegates.
The point of view reflected in the President's statement quoted above so far as the delegates were concerned was followed. That is to say, an effort was made to get a majority of the delegates from occupations other than the general teaching profession. With this in mind the lists submitted were used as bases for selecting delegates from the several systems. Approximately two of every three persons invited were nonschool connected laymen.
Persons selected to be invited were sent official invitations prepared by the Office of the Governor of the State. In addition, a set of "Instructions," a tentative program and a "reservation card" were sent to these persons. The card was to be returned to the coordinator with specified information. A facsimile of the card is as follows:
I will attend the State Conference at the Fort Valley State College
I will not attend the State Conference at the Fort Valley State College
I desire accommodations in:
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The Men's Dormitory
The Women's Dormitory
A Cabin at Camp John Hope
NAME:
ADDRESS: .
Of the 110 persons to whom official invitations were mailed, 81 returned the card as requested. Of the 81 replies which were returned, 71 or 87.6 per cent came from persons agreeing to attend the Conference. Another card came from a person saying she could not attend but she indicated that she had a substitute who did agree to attend the Conference. All told, there were official delegates from 57 of the state's 159 counties which maintain state approved school system for Negroes, and 17 of the independent system.
A number of the delegates came in response to a general plea sent to the educational leaders one week prior to the date of the Conference. The systems which had not responded to the original request sent out from the office of the G.T.E.A. were urged to have delegates come to the Conference even if they had not written for accommodations.
In addition to the official invitation sent to people as representatives of specific school system, a blanket invitation was extended to all lay and professional people who were interested in the school program of the state to attend the two general sessions. These people were urged to attend the final public session if not the opening one. Summaries were to be presented at this final session.
In our opinion, the major shortcoming of the Conference was the failure to get representation from the majority of the affected school systems of the state.
ORGANIZATION OF THE CONFERENCE
The U. S. Office of Education suggested six questions which reflected major problem areas in the effort to develop an adequate program of education for American youth. These questions are:
1. What should our schools accomplish?
2. In what way can we organize our school systems more efficiently and economically?
3. What are our school building needs?
4. How can we get and keep enough good teachers?
5. How can we finance our schools-build and operate them?
6. How can we obtain a continuing interest in education?
A series of related questions were set forth by the State White Hou~ Conference in outline form for consideration under each of the sIX major problem areas. This outline is reproduced here with a few minor changes.
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COL'NTIES WITH ONE OR MORI', SCHOOL SYSTEMS REPRESENTED AT THE
fORT VALLEY "LITTLE WHITE HOUSE" CONfERENCE ON EDUCATION
99

PROBLEM AREAS OF THE STATE'S EDUCATIONAL PROGRAMS
I. What should be the goals for our schools so far as selected areas are concerned?
A. Drop-outs-What data are available and accessible?
B. Curbing juvenile delinquency 1. Where have we had high incidents of juvenile delinquency? 2. How do we account for it? 3. Does there seem to be any correlation between drop-outs and juvenile delinquency?
C. Citizenship and moral values-What attitudes, values and practices should be foster among children and adults through our schools? How?
D. Teacher Education (A concern of the colleges with suggestions from school functionaires and lay people)
E. Adult Education
1. Its merits and demerits
2. How can we develop and finance such a program (if it IS deemed desirable)?
3. Securing personnel for such a program
4. Other considerations
F. Evaluation-General curriculum, students, teachers
II. What organizational changes are needed in order to operate our school systems more economically and more efficiently? Which of the following would help?
A. Reorganization of attendance units
B. Reorganization of transportation system
C. The establishment of area vocational schools
D. The establishment of area libraries-conventional and audiovisual aids
E. Setting up plans for inter-system cooperation
F. The addition of a kindergarten section to the elementary schools
G. The addition of the 13th and 14th years to the present system
H. The addition of more people to the corps of supervisors and visiting teachers, or, the reduction or elimination of this corps.
III. What are our school building needs now, what can be expected during the next ten years and how can the future needs be met?
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A. What are the building needs which are not now included in the school building program? (Classrooms, gymnasiums, auditoriums, special shops and laboratories)
B. Trends since 1951
1. Replacements due to fires, storms, etc.
2. New buildings to meet expanding needs
3. New buildings to replace hazardous buildings
C. Maintenance needs and suggested practices or plans for increasing the value of this service
D. Functional planning of new buildings or additions to old buildings in terms of anticipated needs
IV. How can we get and keep enough good teachers?
A. Should professional standards be raised or enforced more rigidly?
B. Provide opportunities for in-service training
C. The role of the "local climate" in retaining or losing good teachers
D. The role of the F. T. A.
E. The value of public testimonials 111 recognition of valuable services rendered by teachers
F. School Board election of "Teacher of the Year": Pros and cons and criteria for selection
G. Salary schedule as they relate to cost of living index
V. How can we finance our schools-Construction and operation?
A. The amount and kind of local support which ought to be binding for building and operation
B. The amount and kind of state support for building and operation of schools
C. The amount and kind of federal support for building and operation of schools
NOTE: Give attention to the matter of improving our school programs by presenting data which show the correlation between per capital wealth and the educational lcvel attained.
D. Basic principles to be used as guides in the distribution of educational funds
VI. How can we obtain and retain a positive public interest in our educational program?
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A. Better and more extensive use of communication media
B. Public participation in the planning, evaluating and financing of the program
C. Provide opportunities for all of the people to come together for study and planning
D. Selection of school board members on a basis of their interest in the school program and their ability to contribute to the implementation of the program
NOTE: Each group leader will be responsible for the analysis of one of the six problem areas.
In order to get at some answers to the basic questions, the Conference was divided into six groups. Each of the six groups was assigned the task of trying to find answers to one of the six basic questions. For example, Group One was assigned the task of answering the question "What should our schools accomplish?"; Group Four had the task of answering the question "How can we get enough teachers and keep them?"; and so on.
The first task undertaken in connection with this group plan was to decide on persons to be used as Group Leaders. The conference Executive Committee recommended seven persons "on the basis of their extensive and intensive knowledge about and interest in the educational programs of the State of Georgia." Each of these persons was contacted and only one found it impossible to serve as a Group Leader. However, this presented no problem in view of the fact that each group would have at least one person who had agreed to serve as leader.
The next consideration was for the matter of getting an accurate and complete record of all of the basic developments as the groups grappled with their respective problems. Six persons were invited to serve as Recorders. All six persons consented to serve. A Recorder was assigned to each group and he or she was given the responsibility of preparing a summary which was to be in the form of recommendations to the Conference and the State White House Committee.
In order to make certain that each group had at its immediate disposal as much of the available knowledge about the particular problem with which it was dealing, a number of "experts" were asked to make their services available during the Conference. These persons were selected on the basis of their accumulated knowledge about the six problem areas to be considered by the several groups. Twenty-four persons were invited to serve as consultants with specific group assignments. In addition, twelve regularly employed State Consultants in the general area of Education were invited to attend and serve with any group of their choosing.
Finally, the matter of assigning delegates to specific groups was considered. It was agreed by the Executive Committee that the delegates. would be distributed among the six groups so that there would be an
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1

equal number of persons in each group, or nearly so. The assignment of delegates was to be done randomly with two exceptions. Two or more delegates from the same system were to be split, even if it meant that one group would have more delegates than another. This was done in order that such systems would get a more detailed and comprehensive look at the several problems.
The second exception was a reflection of an opinion of the Executive Committee. This committee felt that the problem of "School Building Needs" could be more profitably attacked through a plan whereby participants in this group would be partly selective. It was felt that the problem and possible solutions could be focused by having in the group, persons from selected systems which had come up with fairly satisfactory solutions to the problem and persons from selected systems which seemed to be having most difficulty in trying to solve the problem. In addition, of course, other persons were to be assigned randomly to this group.
There was a definite rationale behind the division of the Conference into six groups as described above. At the very outset the Executive Committee expressed grcat concern about the depth to which the participants would go in dealing with the several problems. Even if the Committee conceded the great value inherent in a procedure whereby all participants discussed each problem, it was felt that the pressure of time made such a procedure inadvisable. Therefore, the decision was made to assign a specific problem to each group. As a means of getting some of the value inherent in the other suggested procedure the Conference program was so organized that all of the participants were given an opportunity to hear what each of the groups had agreed on. In addition the delegates could inject their own ideas as amendments to the reports from other groups than the ones in which they participated.
A final organizational note must be added. Since this Conference represented the first major organized effort to "harness" the whole citizenry to the task of developing adequate educational programs for the people of Georgia, three persons were asked to present at the first general session, general overviews. These "overviews" were designed to point up the need for a concerted collective effort and to indicate how each person in attendance could help to give direction and momentum to the movement. The persons selected for these assignments were Mr. George P. Whitman, Jr., Chairman of the Georgia State Board of Education and the Georgia Committee for the White House Conference; Dr. W. A. Shannon, Field Representative for the White House Conference on Education; and Mr. L. D. Milton, Presidcnt of the Citizens Trust Company and a member of the National White House Conference Committee.
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CONFERENCE PROCEEDINGS*
ORIENTATION MEETING
During the month which preceded the Conference, communications were sent to each of the persons requested to serve in specific capacities at the Conference-Consultants, Group Leaders, and Recorders. In view of the known shortcomings of written communications, the Conference Committee set a meeting of these functionnaires at 9:00 o'clock of the first day of the Conference. At this meeting each of the three groups of functionnaires was briefed on what was expected of each member. For example, Group Leaders were reminded that they would be responsible for keeping their discussions to the point of the question assigned; the Recorders were given specific instructions regarding the preparation of the reports to be presented at the final session; and the Consultants were cautioned not to do all the talking but to help simulate the delegates to get into the discussions.
In addition to this briefing the Group Leaders, Consultants, and Recorders who would be working together were given time to meet for any additional planning they deemed necessary. All of the questions relative to procedure which were raised by the functionnaires were answered.
GENERAL SESSION-1O:30 A. M., September 30,1955
Dr. C. V. Troup, President of the Fort Valley State College and Chairman of the Conference Executive Committee extended greetings to the participants following the opening devotional service. Mr. George
P. Whitman, Jr. then presented a general survey of recent developments
which helped to account for the need to assess our achievements in education and formulate plans to meet present and future needs in this area.! He called attention to the accelerated rate of change which has characterized this region in general and Georgia in particular. In the field of Agriculture, "fewer farms, larger farms, specialized farming, a larger consumer's market, and the farmer's desire to possess all the modern facilities and advantages available to all people of our society encourage us to expand this phase of education. Trades and industries are demanding highly skilled people to man their enterprises . . . Not only Georgia but the entire United States is lagging behind other nations in the training of technically skilled men and women needed in this atomic age." Mr. Whitman then went on to enumerate some specific achievements of Georgia in the area of education. He cautioned that "we must face up to the fact that we really have not yet achieved for our people the Minimum Foundation Program of education which we desire. One of the major reasons why you are here in conference is to take stock of progress made, note the gaps to be filled and plan for an Adequate Program of Education for all of our people in Georgia. This conference provides you with a fine
*Program appended. lComplete text appended.
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opportunity to get better acquainted with the educational problems in our state."
Following this presentation by Mr. Whitman, the Regional Field Representative of the United States White House Conference Committee, Dr. W. A. Shannon, further emphasized the importance and function of the Conference.2 He described this and similar conferences held throughout the nation as "one of the most important educational movements in the history of our great country." Through these conferences "people are learning of our educational problems that never before realized we had any ... "I hope", he concluded, "you enjoy the deliberations of this conference and go home determined to plan and sponsor Community Conferences on Education to further educate the people to the needs of public education in Georgia."
The Keynote remarks were delivered by Mr. L. D. Milton, a member of the President's White House Conference Committee.3 Mr. Milton reviewed our past in terms of the way our educational programs were neglected. As he puts it, ". . . public indifference to educational needs brought on one crisis after another. While our minds were on the depression, the war, international problems-our schools took a nosedive. . . . Most of all, there was not enough interest in schools and little understanding of their problems." Much of this apathy is beginning to disappear. This is due very largely to the work initiated by the President, according to Mr. Milton. As he stated, "Proof of the mounting interest in education which has developed lies in the fact that five months after the start of the White House program, every State and Territory has volunteered to take part.... In some States, as many as 22 regional meetings will be held in advance of the State Meetings. . . . Literally tens of thousands of citizens will take a look at their schools this year."
The holding of this and similar conferences is illustrative of democracy in process, according to Mr. Milton. "One way of getting things done in a democracy is to have people get together and talk things over. Then, when a great many ideas and opinions have been exchanged, they can be culled to fit the needs of the people."
In addition to making these observations, Mr. Milton outlined the work of the President's White House Committee of 33 and its relation to the State committees and the forthcoming Conference at Washington, D. C.
At the close of the General Session, all of the participants assembled by groups and they were directed to the rooms in which they would meet during the afternoon. After this, they prepared for the mid-day meal.
'Complete text appended. 'Complete text appended.
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GROUP MEETINGS
During the afternoon of September 30, each of the six groups met and started to grapple with the problem assigned to it. The results of their efforts are described on the following pages. In addition, some of the details of the group activity are described. Although the recommendations of the individual groups were presented to the entire conference at the last Conference session, the account of these presentations will be given after the discussion of the work of each group. That is to say that in presenting the account of each group's activity the last portion of these discussions will reflect the reactions of the entire Conference assembled to the recommendations presented by each group. Thus the account of the activities of the last session of the Conference will be included in the reports on group activities.
GROUP I. GOALS OF EDUCATION
Group I had as its task the problem of setting forth certain goals
for our schools. Dr. C. J. Duncan Berry, Group Leader, presented a
general background or framework within which the group could think and exchange ideas relative to the "goals of education". Excerpts from her introductory remarks follow. "What is it that we would like for our schools to accomplish? Let us review the activities of early mankind in this perspective."
"Early man was primarily interested in securing food, clothing and shelter. Thus, the children were taught where to find and how to catch the most fish and other game, etc. As time passed, it became more difficult for parents to pass this knowledge from one generation to another. Ways of living became increasingly complex. New problems arose and new solutions were needed. This meant that there was much more to teach the children. Old word-of-mouth methods of passing on this information proved inadequate. Finally man hit upon the idea of compiling information into one book or volume."
"Today the world has become so complex that it is impossible for parents to teach their children everything they need to know, even though there are thousands of books which contain the necessary knowledge. Generally we have turned over to the schools the task of teaching our children what they ought to know in order to live fully and effectively in the kind of world which now exists. However, all of us are not agreed on what specific things our schools ought to do. Consequently, we tend to get varied criticism from varied segments of our population. Therefore, from time to time we find that we must ask ourselves 'What do we expect our schools to accomplish?'"
In commenting to'this question, one of the lay delegates said: "One of our failures may be attributed to the fact that the schools and management have failed to work together. There should be some type of coordination or coming together in order that the programs of the schools may be geared to meet the demands of the community."
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Another partIcIpant, a professional educator, stated that "stress should be placed on the teaching of English and the languages of other lands. The world is becoming so small that we can no longer neglect this in our school programs."
Onc lay participant stated that "something should be offered in our schools to create within the graduates a desire to remain in their communities." Another lay participant pointed up the need for our schools to teach children "how to cooperate with leaders and have respect for them." There were numerous other suggested functions for our schools. Practically every delegate had "his say." Out of the group's analysis of each of the many suggestions put forth, the recommendations which follow were set forth as representing thc conscnsus of the group so far as the basic question was concerned:
We recommend
1. That competence in communication be developed. Stress should be placed on the teaching of English and other languages. The world is becoming so small that we can no longer ignore the need to communicate with people who speak other languages. Competence also implies skill in reading, writing, and speaking.
2. That pride in home-life be developed. Something should be offered in our schools to create within the graduates the ability to make their homes desirable places in which to live, and thereby give them a desire to remain in their communities.
3. That attitudes be developed within pupils which will result in cooperativeness and in the recognition of leadership. Group living requires that people work together for the good of all. There are also many occasions when respect for and recognition of leadership are very necessary for the best results of group life.
4. That competence in material, economic, manual and vocational aspects of life be developed. a. Guidance in the selection of vocations, and give preparations for them. b. Opportunities should be provided for contacts with avocational activities. The group stressed particularly band, fine arts, dramatics, and the dance. c. Should provide training for those adults and out-of-school youth who have not had opportunity to complete the public school curriculum and those who far reasons of rapid industrial and technological changes need special training.
5. That better human relations be developed. The opinion was voiced that the home has had the major responsibility for starting children on the right track for good human relations. The school should further develop these relations. Where the home has been derelict in its duty the school should make up for the deficiency.
6. That international understanding be fostered. While this is a phase of human relations, the group felt that it is of such magni-
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tude that it should be listed separately. The smallness of the world and the growing interdependence imply that people of all nations should have understanding and social sensitivity.
7. That help be provided for exceptional children to get maximum benefits from schooling. This implies that the exceptionally bright child as well as the slow learner and the physically handicapped child should be aided in gaining maximum values from school life.
8. That a foundation be provided that would enable children to adjust themselves to socio-economic changes.
9. That desirable spiritual, ethical, and moral values be developed. One of the moral values stressed was that of sense of responsibility.
10. That opportunities to practice citizenship duties be afforded. It was felt that students should have opportunity in school to carry out many of the kinds of activities which are generally considered civic duties, such as conducting campaigns, elections, etc.
11. That the child be given knowledge and skills so taught that they will produce attitudes which will cause him to practice healthful living.
12. That appreciation be developed for the social heritage and for the capabilities of each child to contribute to the social order.
13. That the desire to keep on learning and to seek truth be fostered.
14. That the child be helped to understand that the total efforts of the school have been directed toward his self-realization.
15. That children be taught the importance of thoroughness in whatever they do.
16. That schools should make periodic checks with industry to deter. mine what their needs are and train students to meet these needs.
The Executive Committee agreed that the above recommendations were comprehensive and inclusive and that they should be given serious consideration and study.
When these recommendations were read to the entire Conference delegation, a rather lively discussion followed. The questions raised and comments made gave evidence of a general concern about the matter of goals of education. Some of these questions are as follows:
Question: Does the home play a definite part in the development of the child by purchasing books, providing opportunities for travel, and participating in cultural activities of the community?
Comment: The consideration of that question and its implications
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led to the inclusion of a recommendation calling for an adult education role for our schools. This is included in recommendation Number 4.
Question: Can the group be more specific in its recommendations relative to vocations?
Conunent: We feel that there should be periodic get-togethers of school people who employ the graduates or drop-outs from schools. This would enable the school people to know what kind of work their students do when they leave. This knowledge could be used by school people in planning programs for the students.
Question: What can be done for specialization in certain fields? What is the possibility of transfer?
Comment: Provisions can be made in the vocational guidance program to take care of the first problem. The second could be handled on a contractual basis between school systems. Adjacent county or independent school systems could avoid what may be a fruitless effort to provide every need on an individual system basis and instead allocate funds between themselves on a contractual basis including the transfer of students.
Question: Should we give some attention to the possible relationship between poor attendance and the enforcement of the Child Labor Law?
Comment: The group considered the kinds of things that would interest pupils, fit them for earning a decent living and being good citizens. As citizens we should work on the Child Labor Law but the school cannot campaign for laws. Its job is to help people see the facts and know the truth.
The leader of the group concluded the discussion with this statement: "Whatever is done in our schools should be done thoroughly. One aim should be thoroughness. Much of the learning should have implications for what people do and how they do it."
The functional personnel of Group I included the following:
Group Leader: Dr. C. J. Duncan Berry, Head, Division of Education,
Fort Valley State College.
Recorder: Mr. J. L. Powell, Principal, East Depot High School,
LaGrange, Georgia.
Consultants: Dr. J. C. Dixon, Vice President and Executive Secretary, Southern Education 'Foundation; Mr. J. M. Gordon, Consultant,
Health and Physical Education, State Department of Public Health; Mr. George I. Martin, Director, Division of Vocational Education, State Department of Education; Mrs. Ada Price, Jeanes Supervisor, Jefferson County Schools; Mr. H. S. Shearouse, Supervisor of Curriculum Development, State Department of Education.
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GROUP II. SCHOOL ORGANIZATION
Group II spent its efforts trying to find answers to the question "How can we organize our school systems more economically and more efficiently?" The approach used was that of trying to set forth specific organizational changes which would bring about more efficiency and economy. Particular attention was directed towards vocational education, attendance units, transportation, libraries and audio-visual, and the 13th and 14th grades.
In the discussions there was in evidence a great concern about "things we don't have in our school" and "the things the children ought to have a chance to learn." Lay delegates were especially concerned about the fact that the children "did not learn how to do anything in school." After considerable deliberation the group agreed on the following recommendations relative to vocational education:
1. That more area vocational schools be provided which would prepare youth to participate in industries such as television, electronics, radar, etc.
2. That as much of the vocational education be done on the local level as possible.
3. That all new school centers improve their vocational offerings so that attendance upon an area school would be more or less
a "post-graduate course."
4. That elementary and secondary schools improve and strengthen their vocational guidance programs.
5. That surveys be made to discover
a. Vocational needs of people surveyed
b. Vocational opportunities in Georgia and other areas
c. Vocational needs of industry
The discussion of attendance units reflected a major concern about the practice followed by some independent systems of putting a disproportionate amount of the county wealth behind one or two schools at the expense of the others in their systems. As one delegate stated: "We need to look after every child. We even fight consolidation because the school won't be in our community."
In keeping with a general trend throughout the county, the group gave serious thought to the overall task of conserving our human resources. "The schools have a major part to play in this effort and we can't start too soon," said one of the delegates. As a result of the group discussion of attendance units, the following recommendations were agreed on:
1. That attendance units be reorganized so that the wealth of the
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county is behind every child of a county instead of a few as is the case in the independent system.
2. That in reorganization necessitated by merging of smaller units, the school be organized to serve the best interests of the child.
3. That the state assume responsibility for paying for group instruction in instrumental music.
4. That organized athletics be recognized by the state and provisions made for paying the salary of personnel in charge of such activities.
5. That the school systems of Georgia be organized to include kindergartens as an economic and efficiency measure.
6. That elementary schools be set up so that there is no more than one grade to a teacher; and that the pupil-teacher ratio be no greater than 27-1 for both elementary and high school teachers and suggested maximum size of an elementary school would be 300 and a high school of 1,000 pupils.
7. That provisions be made for every child to have access to an accredited high school.
Lay delegates were particularly concerned about the safety factor in the transportation system. As one participant said: "Old and ragged busses ought not be used. There is no telling where or when they will stop." Another pointed up the fact that whoever drove the busses ought to be interested in the children. The recommendations which follow grew out of this phase of the group's deliberations.
1. That there be a preventive maintenance operational service in each county where busses will be inspected daily.
2. That more state consultant services be used in helping to correct transportation problems on the local level.
3. That school bus driver education be provided in every school system.
4. That school bus mechanic education be included in the vocational provisions.
5. That an unbiased and objective study of the merit of student drivers be made of states which have had experience in this area.
Other matters considered by this group and the resulting recommendations are as follows:
1. That there should be a centrally-located library in every school regardless of the size of the school, and staffed with trained personnel.
2. That money be appropriated to secure a basic collection of 500 books for each school and 5 books per pupil to meet state and national requirements for libraries.
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3. That area libraries be continued and further developed.
4. That the basic audio-visual equipment be provided each school and supervisory services on a system basis.
With regard to the addition of the 13th and 14th year grades, it was recommended:
1. That a study be made of the 13th and 14th year program, and that opportunities be provided for all youth on the junior college level.
Supervisory Services
2. That the services of supervisors, vlsltmg teachers, special teachers, etc. be extended to coincide with the expanding educational program.
The Executive Committee agreed that the above recommendations were comprehensive and inclusive and that they should be given serious consideration and study.
The recommendations of Group II were received and endorsed by the delegates and other conference participants. The discussion which followed the presentation of the recommendations centered around two points-the suggested minimum number of pupils per elementary school and the use of student bus drivers. The questions raised and the comments to these questions follow:
Question: Why was the maximum number of students in elementary schools suggested as 300?
Comment: Three hundred was merely suggested by the group as the maximum number which would make maximum efficiency possible.
Question: Is the group opposed to consolidation?
Comment: No. The group is for consolidation. It was the feeling of the group that very large schools start missing out on the purpose for which they had been planned. The maximum was suggested because large schools may be looked upon as handicaps.
Question: It would seem that assistant principals would be secured instead of one person in a very large school.
Comment: Perhaps "desirable maximum" is a better term. It is recognized that many schools will be built in the future and as nearly as possible we should avoid factory-type, long travel and mass situations.
Question: What would be the advantage of having several 300 maximally loaded schools with each one having a lunchroom, necessary administrative group, and all other desirable factors? Does it seem ecOnomical?
Comment: The thinking of the group might be re-stated. In some measure economy seems to take precedence. For example, student bus
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drivers. $5,000,000 was saved and consideration was also given to what would be in the best interest of the child. Oneness is very important.
Question: It appears that 300 pupils would necessitate approximately 11 teachers.
Comment: We are overlooking the fact that this is suggestive. It is recognized that in some areas we have schools with fewer than 300 pupils.
Question: What is the purpose of suggesting student bus drivers?
Comment: Financial saving.
The functional personnel of this group included the following:
Group Leader: Mr. Charles L. Butler, Principal, Augusta School System.
Recorder: Miss Lillian A. Price, Jeanes Supervisor for Carroll and Heard Counties.
Consultants: Mr. Joe T. DeFoor, Assistant Director, Division of Administration & Finance State Department of Education; Dr. R. O. Johnson, School of Education, Atlanta University; Mr. W. E. Pafford, Director, Division of Field Services, State Department of Education; Mr. Henry W. Shaw, President, G.T.E.A. and Superintendent of Muscogee School District.
GROUP III. SCHOOL BUILDING NEEDS
The problem of school building needs now and in the immediate future was tackled by this group. Mr. Allen C. Smith, Director of the Division of Staff Services for the State Department of Education presented a general picture of the efforts to meet our building needs to date, and the results of these efforts, and the problems which we still face. 'Facts and figures were included in this presentation.
Following this presentation by Mr. Smith the participants who represented 29 different systems pointed out what had been accomplished in their respective communities and the needs which were still unmet. Particular attention was given to the comments of those persons who represented systems which had done most to solve the problem of securing adequate buildings and facilities. The methods used by these people proved to be quite suggestive to others who had not been able to do very much about meeting their school building needs. The discussions revolved about the respective role of the several echelons of government-local, state, federal-in this effort. The group was particularly concerned about means of getting local support for local building needs. It was noted that in a number of cases the state's share of the cost of providing more adequate buildings had been made available to a number of systems but the local share had not been forthcoming. In some instances the buildings were constructed but equipmenf for
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these buildings-a local responsibility in these instances-still was not purchased.
In the light of inadequate information and data so far as certain aspects of the whole problem of meeting building needs was concerned, it was suggested that a study be made to ascertain the inadequacies so far as these particular facilities are concerned.
The group's thinking was summarized in the following ten recommendations:
1. That the present Citizens Committees on the local, state, and national levels, which participated in educational planning and study, augment their ranks and continuously project studies which will attempt to deal with anticipated building needs.
LOCAL
2. (a) That we request the local systems to provide necessary finance to complete and equip the buildings which were approved to house the 1951-52 average daily attendance.
(b) That local systems make use of present status permitting contractual arrangements for meeting their immediate and anticipated needs.
3. That the local system be requested to provide the needed finances in order to supply the Physical Education facilities in all approved high school centers in the state.
4. That needed repairs and alterations be made on existing buildings and that satisfactory drinking, toilet and other health facilities be provided.
5. That definite training in plant maintenance be provided for principals so that they might better supervise the work of custodians.
6. That the American Building Association regulations for location and size of sites be used as minimum requirements.
STATE
7. That there be a current study made during 1955-56 to determine any inadequacies such as provision for vocal and instrumental music, intercommunication systems, adequate audio-visual facilities, separate auditoriums and gymnasiums for large school centers, etc., as have been revealed in the building program or as a result of increased enrollment since 1951-52.
8. That the State School Building Authority consider a 5th bond sale, to make it possible for systems that failed to get in on the other bonding issues and now see the necessity for capitalizing
on their annual allotment, to meet immediate needs and gain
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further benefits from any additional state funds for capital outlay.
9. We recommend the allocation of State Funds for the erection of area trade school buildings.
FEDERAL
10. We recommend that we approved Federal Aid for school buildings for those school systems that have exhausted both local and state resources and still find that they have not met the current building needs.
The Executive Committee agreed that the above recommendations were comprehensive and inclusive and that they should be given serious consideration and study.
These recommendations were presented to the Confercnce. Following this presentation a number of questions were raised. These questions and the comments to them were as follows:
Question: How can stress be placed on Health and Physical Education when there are limited facilities?
Comments: (l)A study can be made to see what the inadequacies are in the building program; inadequacies will be removed. (2) We must understand that the State School Building programs provide the minimum essentials except physical education facilities and auditoriums. Some school systems are getting physical education facilities under the Building Authority. For example, one county capitalized on its bonding responsibility in order to build a gymnasium. It takes onehalf of the bonding ability of a school system to supplement the state money in order to provide the minimum essentials and one-half for additional facilities.
The group was informed that a chart was being prepared which gives information on types of projects in each system, types of finances and status of construction as of October 1, 1955. The Conference was offered a copy of this chart to be appended to the Conference Report. A motion was made and carried that the chart be included as an appendix to the Conference Report.
Question: Under what conditions are federal funds made available and how are they used?
Comment: They are available in Federal impacted areas. A certain percent of school population must come from families who are engaged III some federal installation.
The functional personnel of this group was as follows:
Group Leaders: Mr. J. S. Wilkerson, Principal, Risley High School, B~unswick, Georgia; *Mr. R. J.Martin, Principal, Ballard-Hudson HIgh School, Macon, Georgia.
-Mr. Wilkerson had undergone an emergency operation late in August and at the eleventh hour Mr. Martin was asked to serve with him as Co-leader of Group III. Mr. Martin graciously agreed to serve.
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Recorder: Mrs. A. Cathryn Johnson, Principal, College Park Elementary School, College Park, Georgia.
Consultants: Mr. C. M. Richardson, Paine College, Augusta, Georgia; Mr. Allen C. Smith, Director, Division of Staff Services, State Department of Education.
GROUP IV. GETTING AND KEEPING GOOD TEACHERS
At the outset this group agreed on seven sub-topics which would be discussed as a means of finding solutions to the basic problems. These seven sub-topics were as follows:
1. Should professional standards be raised or enforced more rigidly?
2. Provide opportunities for in-service teachers.
3. The role of the "local climate" in retaining or losing good teachers.
4. The role of the FTA.
5. The value of public testimonials in recognition of valuable service rendered by teachers.
6. School Board Election of "Teacher of the Year"-pros and cons and criteria for selection.
7. Salary schedules as they relate to the cost of living index.
In addition, the group agreed that the following factors needed to be considered along with those suggested in the outline provided by the State White House Conference:
1. Reasons for teachers quitting.
2. Reasons teachers move to teaching positions m other states.
3. Number of new teachers who are: a. Inexperienced. b. Graduates of earlier years. c. Former teachers. d. Returning veterans.
4. Recency of training of former teachers and other new teachers who are not members of current graduating classes.
5. Age, sex, marital status of all teachers in service. 6. Source, experience, age, sex, marital status of new teachers com-
ing from out of state.
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7. Number of graduates of colleges within state accepting positions in other states.
8. Strength of preparation of high school teachers in subjects taught.
9. Number and preparation of teachers holding non-standing certificates.
10. Progress of non-standard certificate holders toward certification through summer and in-service study.
11. Number of pupils affected by the employment of non-standard certificate holders.
12. Class size; number in excess of 25, 30, 35; number of additional teachers needed to reduce overcrowded classes to designated sizes.
13. Number of pupils attending less than full-day sessions (excluding kindergarten) .
14. Number of college students pursuing teacher-education programs.
The issues discussed were related to both elementary and secondary schools, rural and urban.
The initial question that arose was: What are the criteria for judging a good teacher and who will be the judge? The combined definitions suggested by different participants described a "good teacher" as:
1. One who is competent in assisting pupils in solving their everyday problems.
2. A teacher who is happy because of
a. His love for children.
b. Pleasing surroundings 111 which he works.
c. Security.
3. A person who knows his community and works with its interest at heart.
4. A person who is willing to grow professionally.
5. A person who is both professionally qualified and competent.
6. A person who possesses a close working relationship with parents.
7. A person who has a pleasing personality.
Six specific issues came in for detailed discussion. Out of these discussions grew a number of recommendations. The issues, major portions of the discussions of these issues and the recommendations agreed on are set forth in the succeeding paragraphs.
Issue 1. Should professional standards be raised or should present
standards be enforced more rigidly?
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While there is no generally accepted set of criteria against which to measure the "quality of teachers", one necessary but not sufficient element is collegiate preparation. However, collegiate preparation, as a yardstick, fails to measure how well the individual has assimilated his college work, what material was actually included uncleI' the given course titles, the individual's personality, philosophy of education, understanding of young people, and many other characteristics conceded to be desirable in teachers.
In general, the following appears to be reasonable and generally acceptable for increasing (raising) the professional standards for the standard license (certificate).
1. The required programs and courses composing them should insure that the prospective teacher have a scholarly mastery of the field taught.
2. The teacher should have a knowledge of education, including such aspects as the nature and development of the child and adolescent learner, testing and evaluation.
3. The teacher should have skill and competence in teaching (based on a sequence of professional laboratory experience throughout the pre-service period)-a full-time internship of at least one semester (or quarter) and developed through realistic experience with actual problems which arise in schools and communities.
4. The prospective teacher should have contact with all major
areas of human knowledge, constituting from 2/5 to Y2 of the
undergraduate program. Specialization is not enough; the teacher should be aware of the interactions of his major field of study with other fields of human endeavor and creative thought.
5. The five-year college training program for teachers should be a mandatory minimum for the first standard certificate. Certificates based on a four-year program should be provisional in nature, and not valid for more than three years.
6. Nationwide, or at least regional standards for teacher certification should be adopted, and better methods of appraising teacher competence found.
7. During the training process, a sense of self-criticism should be instilled so that later the teacher may have ability to evaluate himself and his work.
Recommendations to improve the professional standard relative to the individual are as follows:
1. That a job analysis for the various fields be made to determine what abilities a person needs to become a competent teacher and provision of some means for the prospective teacher to get experiences that will help develop those abilities and some means for a follow-up of teacher performance.
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2. That a plan be formulated for reerUltmg individuals for the teaching profession and channeling them into experiences that will prepare them for the profession.
3. That colleges prepare teachers for supplementary competency in addition to specialization.
4. That colleges provide a broad general education base and also provide for concentration on specific subjects.
5. That colleges make a study of the need for qualified teachers in all fields so as to be able to determine whether or not there are enough qualified teachers in the various areas.
Issue 2-How will the provision for in-service teachers affect a teacher's growth?
The group recommends the following stimulus for professional growth:
1. That more in-service training be provided locally with programs planned to be beneficial to the teacher. By so doing the individual teachers will be able to get additional training without loss of payor contact with the community being served. For many teachers the cost of additional training at institutions or centers some distance away is prohibitive in the light of salaries received.
Issue 3-What is the role of the local authority in securing and retaining good teachers?
Participants pointed out that in many cases, factors other than training and demonstrated competency serve as bases for selecting and retaining teachers. This is reflected in the actions of superintendents and principals. Consequently many teachers feel insecure and tend to accommodate themselves in teaching practices which they abhor and know to be in direct opposition to the best thinking of educators. The ~ollowing recommendations reflect the group consensus relative to this Issue:
1. That a more effective method for the screening of applications for employment be developed.
2. That Boards of Education be taken out of politics.
3. That teachers be hired on the basis of qualifications.
4. That a good principal-teacher relationship be established.
5. That the state legislature enact tenure laws.
Issue 4-How can the role of the FTA affect the selection of good teachers?
The group recommends that:
1. A study of the need for qualified teachers be made. This may reveal that there is a need for more teachers in special areas.
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2. FTA organizations be used to create interest in high school students for the teaching profession.
3. Education take on more of a forward look. If teachers do not see that this is done, other professions may grab the potentials.
Issue 5-What is the value of testimonials and school board selection of a "Teacher of the Year", in recognition of valuable service rendered by teachers?
The group was generally agreed that such activities could be of great value in the effort to get and keep good teachers. However, general concern was expressed over the prospect of such practices becoming meaningless so far as the basic purpose is concerned. This apprehension led to the recommendation that public recognition of teachers be made by civic groups or organizations other than by school boards.
Issue 6-How does the present salary schedule as they relate to cost of living index affect our getting and keeping good teachers?
The participants agreed that salary considerations were very important in our efforts to get and keep good teachers here in Georgia. For example, the median of minimum salaries for teachers, including principals, in Georgia is $3,050 while for the nation it is $3,400. Other professions and occupations tend to make cost-of-living adjustments in salaries and wages. In addition, other occupational outlets requiring similar training as that required of teachers have salaries higher than those paid teachers; skilled labor provides salaries in excess of that of teachers; and the present day cost of living exceeds the salary of many teachers. The group discussion led to the following recommendation:
That the median of minimum salaries for teachers, including principals, in the state of Georgia be increased to meet the national median of $3,400.00.
'From a discussion of other factors that may affect the getting and keeping of good teachers, the group agreed that:
1. Citizens should avoid issues that imply the weighing of values when arriving at truths. Teachers should be free to teach the truth if the citizenry are to be critical minded.
2. Requirements of teachers to sign certain type oaths is often used to abridge their freedom to teach certain democratic principles.
The Executive Committee agreed that the above recommendations were comprehensive and inclusive and that they should be given serious consideration and study.
The group report was received and endorsed after a few questions had been raised and answered. The questions raised and the comments on these questions are as follows:
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Question: Are any suggestions made to keep a teacher up to his minimum efficiency?
Comment: The group proposed the abolishment of the life certificate.
Question: Was shortage in specialized areas considered?
Comment: It was not in any detail but the group recommends that facts should be collected.
Question: Is it possible for increased certification to be based not only on going back to school but on recommendation of people with whom one works?
Comment: The certification will not be based on credit alone but also on experience.
The Functional participants of Group IV were:
Group Leader: Dr. Edward K. Weaver, School of Education, Atlanta University.
Recorder: Mrs. Nellie W. Coleman, Oconee High School, Dublin, Georgia.
Consultants: Dr. M. Gordon Brown, Assistant Chancellor, University System of Georgia; Miss Sarah Jones, Chief Library Consultant, State Department of Education; Mr. T. C. Myers, Administrative Dean, Savannah State College.
GROUP V. FINANCING OUR SCHOOLS
Group V considered the problem of financing our schools in terms of construction and operation. Dr. Claude Purcell, Assistant State School Superintendent presented some statistics on school financing during the last twelve years as a background for the discussion. These figures indicated a tremendous increase in the amount of money put into our educational program since 1943. For example, in 1943 the state put $32,500,000 into the program and in 1955 the state budget is $118,000,000. During the 1945-46 school year the state put up 55.0 percent of the total money spent on education and during the 1953-54 school year the state's share was 72.0 percent. During the current year the state's share is approximately 75.0 percent.
In addition to the trend towards greater state support of education there has been an increase in the amount of federal funds put into education in Georgia. This is due partly to the fact that school systems which have increased enrollment due to the presence of a federal activity, have received federal funds to supplement their existing budgets. "In view of the need for an increasingly larger amount of money for education the question arises: What should be the sources of these additional funds? Shall we expect more local support or more state support, or more Federal support?"
Mr. L. H. Pitts, Group Leader, pointed out that "The remarkable
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progress made in Georgia under the Minimum Foundation Program has inspired much in the way of improved education. However, noticing the increase in attendance from 780,000 in 1951 to the present enrollment of more than 900,000, we believe that the greatest urgency today is to find funds to provide more classrooms, a greater number of teachers, more busses, books and other facilities needed for the children of Georgia."
Following the general introduction, the group participants got into a discussion of specific answers to the basic question. One of the participants suggested a need to "change attitudes on the local level." He went on to say that "if people knew how much an adequate program of education could benefit them in the long run, then they would not mind an increase in the amount of local support." Another suggestion was that the tax digest be revised or looked into so that property assessment and value will be reflected.
On the matter of Federal aid in the effort to develop an adequate program of education two basic considerations should serve in making a decision. First, we must consider our own capabilities, both state and local. There must be an honest effort in the light of our economic potentials. At present Georgia is rated 36th nationally in its ability to finance its educational program and 43rd in its effort to do so. Our effort and our ability ought to be the same. When we consider the fact that during the last six years our taxable wealth increased 29.0 percent while the number of children increased only 14.0 percent, this makes all the clearer our need to increase our effort.
The second consideration in making a decision relative to requests for 'Federal funds is the matter of control over the school systems. There was some concern expressed about the possible loss of local control if and when Federal funds were used to implement local and state funds.
Throughout the deliberations there was a constant return to "local responsibility." There seemed to be a rather general feeling that local systems generally do not get all of the local support which is possible in many cases. It was conceded that in many instances the local community just did not have the economic resources which could be tapped for additional support for education.
The following recommendations grew out of the group deliberations:
1. That as the cost increases local communities should keep up the ratio of 25% local to 74% state aid.
2. That it be binding on the part of local communities to pay to the Boards of Education money allocated for building and operation.
3. Whereas the state has carried out its share of the building program we recommend that local communities complete their part of the program which is their responsibility before asking for, or the state giving other assistance.
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4. That there should be enough funds made available to meet the needs or additional building operations and teachers beyond the number allotted through state funds.
5. That every effort be made to gain more local support for schools through an adjustment in the collection of property taxes.
6. That local school systems take the necessary steps to permit issuance of bonds for school building needs in excess of 7% of the assessed value of property (some systems have bonded to present limit and have capitalized on allotments of state capital outlay and still have unmet school plant needs).
7. That building funds conform to the needs as reflected by the current ADA.
8. That the state provide adequate transportation for all its children, which may mean shorter bus routes and a more careful study of consolidation.
9. That the state provide funds for a more adequate system of retirement, teacher tenure and sick leave.
10. That federal aid be requested where needed for buildings and other educational opportunities in places other than federally impacted areas.
11. That although federal aid is received this should not relieve local communities of their responsibility to provide for better education for all their children.
12. That funds be allocated on the basis of need, using the equalization principle of providing adequately so that all children may receive maximum opportunities for growth and development.
The Executive Committee agreed that the above recommendations were comprehensive and inclusive and that they should be given serious consideration and study.
The report of the group, including the recommendations, was read to the assembled delegates and participants. Several questions were raised. These questions and the comments to them follow:
Question: What would you consider the possibility of suggesting to local communities the raising of tax rates?
Comment: All efforts should be made to gain all local support of schools in raising taxes, but more important is the need to examine and revise the present tax structure so as to more nearly equalize the tax burden and yield greater income.
Question: Was any consideration given to the recommendation that the present ceiling of bonds be raised?
Comment: It was mentioned that the state might consider the same procedures considered in the combination systems.
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Question: From where does aid for sick leave come?
Comment: This aid comes from local systems. There is no financial plan for sick leave. The report suggests that the state finance and make policies regarding this matter.
The functional personnel of Group V included the following:
Group Leader: Mr. L. H. Pitts, Executive Secretary, Ga. Teachers & Education Association, Atlanta, Ga.
Recorder: Mrs. Freda Dawson, Jeanes Supervisor, Floyd County Schools, Rome, Ga.
Consultants: Mr. J. J. Cordell, Superintendent, Douglas County Schools; Mr. E. J. Granberry, Professor of Education, Albany State
College; Dr. Claude Purcell, Assistant State Superintendent of Education, Atlanta, Ga.
GROUP VI. PUBLIC INTEREST IN EDUCATION
This group directed its attention to the question "How can we obtain and retain a positive public interest in education?" Mrs. Bernice B. McCullar, Chief of Public Information Service of the State Department of Education, presented a general overview which served as a basis for the group's deliberations. She pointed out that one of the basic needs in our efforts to secure an adequate program of education is a strong public support of and demand for such a program. "Lay interest during the last 50 years is most hopeful", she said. "Letting the public know what is happening in the schools-communication-is the problem." Several channels were suggested, including "word of mouth", mass communication media, motivation in the light of people's need to belong, parents, and students. Caution was expressed so far as the use of mass communication media was concerned. In many instances the program dealing with schools which are presented on radio and TV programs are trivial and fail to present vital and living facets of the school program and problems.
On the matter of "motivation" it was pointed out that a basic personality need of all people is the "need to belong" or a sense of "identity with." In the past when each community was largely active in the maintenance of its school, there was this "we-ness". The people talked and acted in terms of "our school." They felt wanted and needed so far as the educational program was concerned. In spite of consolidation there can be a basic "we-ness" and identity with the school and its program. It is the job of leaders to help motivate people in this direction.
Following this presentation the group gave detailed consideration to specific steps which may be taken at local, state and national levels in the effort to get and keep a positive public interest in education. Of the participants presented two basic observations which reflected the thinking of a number of our National leaders in the area of edu-
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cation, so far as motivation is concerned. It is not "ideas-information-" that motivates people to action. Rather, it is "ideas loaded with emotion." There are "three ideas which move people to action: (1 ) Information; (2) Participation on the part of the people concerned with such information; and (3) Inspiration (about the information). Unless people become inspired there is no action."
There was a recurring emphasis on the role of teachers in particular and school administrators in general and parents and interested lay people in the effort to solve the basic problem. One participant stated that there is a basic need for "rededication on the part of classroom teachers so that the people in the community can well see her interest in the children and the community." In addition, there were suggestions that teachers (a) plan conferences with each child's parents if at all possible at the homes of the students; (b) plan a "parents day" on which occasions parents will play the role of pupils all through the day; (c) set up a Home Room Mothers' Club.
The administrators at the several schools could plan a citizens' day. All of the different categories of people could be invited in to see what a day at school is like: the problems involved, the goals set up and the efforts at achieving these goals. It was noted that quite often the people in the community who blocked progress in the effort to get an adequate school program were people who just did not know what the schools were doing for the whole community. "The school program must be sold to these people," one lay participant stated. He went on to say that "sometimes the school people act like the schools are there for them to make a living." It was suggested that a number of community-orientated activities could be carried out at the schools other than during class time. One participant presented a sort of summary statement to the effect that the best thing that the school administrators could do to get and keep a positive public interest in education is to "have a dynamic school program right there at home."
Some thought was then given to the part that local Superintendents and Boards of Education could play in the effort to get and keep a positive interest in education. The group consensus was that the "public should have opportunities to participate in the planning and evaluating of the total school program." There was a suggestion that a handbook be prepared which explained the school program and suggested how citizens could help to carry the program. One delegate cautioned that such a device should be used to inform the public rather than to manipulate it.
The group summarized its discussion of the role of parents and citizens in general as follows:
1. While there is a school of thought which places a limit on public participation in program planning and evaluation, we feel that public participation on all levels of the educational program is essential for obtaining and retaining interest in the school's program. Professional leadership is a must; however, a
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CItizenry more informed through actual partlClpation will lend considerable assistance to the opinions of the experts.
2. Because parents are in an extremely strategic position to evaluate the school program through observing changes in behavior of their children, they should be asked to participate in planning and evaluation meetings to give indications of success or failure of the school program and to help identify basic needs of their children. This will help develop positive public attitude as well as help improve the educational program of the community.
Finally, the group pointed up the fact that high school students and PTA groups could help in the effort to solve the basic problem. The group had this to say about the former:
"Some activities should be provided which involve upper high school pupils in the problems of education. If pupils understand what the cost to the community is when he throws a piece of crayon or abuses school textbooks, he becomes more informed and a potential positive-thinking citizen."
The following recommendations grew out of group deliberations:
1. That the motivation approach be used with the community, directed at helping the public develop a sense of belonging regarding the educational program. The school does belong to the community.
2. That dramatic interpretations of the school's programs and needs be given through public programs. The showmanship of television and movies could be used effectively here. Ideas worn with emotion inspire action.
3. That the school's resources (equipment and personnel) be used to promote activities for the community such as: home visits by teachers, homeroom mothers organization, released time-parents school day, businessmen's school visitation day, and school programs for the community.
4. That Superintendents and Boards of Education provide meetings of citizens for study and planning with interest group divisions which embrace an honest attempt at securing wholehearted participation rather than the manipulation of the public.
5. That all citizens be asked to participate in study and planning without regard to academic training.
6. That Boards of Education encourage the organization of citizens' committees on education in the community, providing data and statistics regarding the total educational program. This is to be a constant and continuing practice rather than publicity for passage of special taxation.
7. That the talents, skills, abilities and expert knowledge that are within every community be utilized by educational leaders. If
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our schools are to become a true community enterprise, "the door to citizen participation in planning the whole school program must remain open." 8. That legislation be sought that wiII provide a more democratic method of selecting school board members, i.e., direct election of all board members by the people in all communities. 9. That the U. S. Office of Education be urged to find additional ways of disseminating information on education in our nation through a wider use of the mass communication media (TV and radio-possibly lowering regular mailing list for free publications of local school administrators-principals and superintendents). The Executive Committee agreed that the above recommendations were comprehensive and inclusive and that they should be given serious consideration and study. The following statement was appended to the report of this group by agreement of the entire conference as a reflection of a basic point of view to which all subscribed: "If a nation expects to be ignorant and free in a state of civilization, it expects what never was and never wiII be." The report was regarded by the Conference participants as complete and comprehensive. There were no questions raised regarding this report. The functional personnel of Group VI was as follows: Group Leader: Rev. A. L. Lowry, Minister, Tabernacle Baptist Church, Augusta, Ga. Recorder: Mr. Harold N. Stinson, Principal, Boggs Academy, Keysville, Ga. Consultants: Mr. Knox Walker, Assistant Superintendent, Fulton County Schools, Atlanta, Ga.; Mrs. Bernice McCullar, Chief Public Information Service, State Department of Education, Atlanta, Ga.
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SUMMARY
It is the OpInIOn of the Coordinator that the conference made at
least one invaluable contribution to the achieving of an adequate educational program for our state. It brought lay and professional people together from all sections of the state. Together they examined the status of our educational program and then agreed on plans for collective action at the local and state levels. In a word, the conference did much to initiate a much-needed kind of public interest in education. Our sincere hope is that this new bud of interest will be nurtured to its fullest possible development for the good of the youth of our state. This seemed to have been a matter of some concern to a number of the participants. There were numerous anxious querries as to what would be done about the decisions made in the form of recommendations. This anxiety reflected the hope that the "findings" of this conference will not be filed away to gather dust but that they would be used by all echelons to further the effort to provide an adequate program of education for our children.
During the weeks which have followed the Conference, a number of rather significant observations have been brought to our attention. In a conversation with one principal, the value of having had lay delegates was pointed up. The principal had made an all-out effort to get as many lay people as possible to attend the Conference as observers. Every school district in the county was represented. At the first PTA meeting following the Conference, the lay people were called on to give a report on the Conference. The lady who served as spokesman for the delegation said: "I can't tell it to you the way they did at the general reporting session, but I can tell it to you in my own words." She then gave an accurate summary of the major recommendations of the several groups.
This principal also pointed out that each of the representatives had been very verbose in pointing out how much at ease they felt at the Conference. One of these stated: "When any of us had something to say, everybody listened-educated people and all." Group leaders and consultants attested to the fact that the lay people were quite active in the discussions and that they had some definite points of view about the several basic problems with which the Conference concerned itself.
These and similar observations seem to justify a basic assumption which guided the Conference Committee in making its plans. "The people, regardless of academic training or occupation, can help to secure and maintain an adequate program of education." An invaluable reservoir of strength is at our disposal. The people of our state at all levels and walks of life have some valuable contributions to make to our efforts at securing an adequate program of education. We need only to "count them in" at our planning meetings or conferences. Perhaps this is the surest way to a program of education geared to our needs and supported wholeheartedly by all the people.
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It is the sincere hope that the steps taken by the principal above (or a similar procedure) be adopted in every school community of the state. This coming together ought to be a continuing activity and efforts should be made to keep the lay people informed about the school program and working to help make it succeed. We can't get the adequate program without the assistance of the people.
Although more than sixty per cent of the total number of persons hoped for were in attendance at the conference, we still feel that a great loss resulted from the fact that at least fifty systems did not have representation. In our humble opinion, nothing could be used as a substitute for actual presence at the Conference.
No plans are set forth for future conferences of this nature by the group in charge of this Conference. It is our opinion that plans for future conferences ought to grow out of an assessment of the fruits of the two just completed. A definite and rather early follow-up of this and the Athens conference is strongly recommended. This would be more intelligently and more profitably planned after the conference in Washington, D. C.
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APPENDIX
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APPENDIX A

THE GEORGIA CONFERENCE

preceding

THE WHITE HOUSE CONFERENCE ON EDUCATION

The University of Georgia

September 14-16, 1955

PROGRAM

September 14

10:30 a. m. Pre-conference Session for Group Leaders, Recorders and Resource Persons.
Dawson Hall Auditorium

12:00-2:00 p. m. Registration-Soule Hall Dormitory assignments and meal tickets

2:00 p. m.

General Session-Conner Hall Auditorium
Presiding: John A. Dotson, Dean, College of Education, University of Georgia
Opening Remarks: George P. Whitman, Jr., Chairman, Georgia Committee for the White House Conference on Education
Presentation of information on:
1. What Should Our Schools Accomplish? O. C. Aderhold, President, University of Georgia
2. In What Way Can We Organize our School System More Efficiently and Economically?
J. A. Williams, Professor of Education, Uni-
versity of Georgia
3. What Are Our School Building Needs? Allen C. Smith, State Department of Education
Mimeographed materials covering this information will be given to each participant at the conclusion of the session.

6:30 p. m.

Conference Dinner-Snelling Hall General Session
Speaker: George P. Whitman, Jr. Remarks: M. D. Collins, State Superintendent of
Schools

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Harmon W. Caldwell, Chancellor, University System of Georgia
9:00 p. m. Informal Reception-Soule Hall September 15
9:00 a. m. General Session-Conner Hall Auditorium Presiding: John A. Dotson Presentation of information:

4. How Can We Get Enough Good Teachers and Keep Them? Paul Carroll, Dean, Georgia Teachers College

5. How Can We Finance Our Schools-Build and Operate Them? Claude Purcell, Ass't State Superintendent of Schools

10:30 a. m. 10:45 a. m.

Preparation for Discussion Group Sessions
J. E. Welden, Supervisor, Conferences and Short
Courses Center for Continuing Education, University of Georgia
Recess

11 :00 a. m. Discussion Group Sessions Please meet with your assigned group in the place indicated

Group

Place

1. Dawson Hall, Room 110

2.

112

3.

214

4.

213

5.

" " 210

6.

" 310

7.

"

319

8. " " " 312

9. Women's Physical Education Bldg., Rm. 101

10. Women's Physical Education Bldg., Rm. 102

11. Women's Physical Education Bldg., Rm. 203

12. Women's Physical Education Bldg., Rm. 204

Leader Paul Carroll Isabel Lumsden Mrs. J. H. Rockmore Frank Elliott Robert Hartje Emeliza Swain Harold R. Turpin John A. Griffin
Paul Rilling
Lucile Nix
Elizabeth Donovan
Ivella Barnes

Recorder Mrs. Dean Lott Ralph Tyson Ira Aaron Louis Alderman Elizabeth Bailey Lee Sprowles Frank Kaler Archie Rushton
Sara Jones
James L. Dickerson
Horace Lund
Margaret Owen

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1:00 p. m. Lunch-Snelling Hall 2:15 p. m. Discussion Group Sessions
Same groups and places as morning schedule. 6:00 p. m. Dinner-Snelling Hall 7:30 p. m. General Session-Conner Hall Auditorium
Presiding: Mrs. Bernice McCullar, State Department of Education
Panel Discussion on: How Can We Obtain a Continuing Public Interest in Education?
Hal Salfen, National Vice-President Jaycees Mrs. Weldon Shows, Brookhaven, Georgia Miss Ruby Anderson, Athens High School Les Hendrickson, Program Director, WAGA Earl Braswell, Publisher, Athens Banner-Herald September 16 9:00 a. m. General Session-Conner Hall Presiding: M. D. Collins Reports from discussion groups Leader: Mrs. Ivella K. Barnes, Georgia Education Association Final Decisions and Recommendations 11 :30 a. m. Adjournment 12:00 noon Lunch-Snelling Hall
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APPENDIX B
ORGANIZATIONS AND INSTITUTIONS REPRESENTED AT THE ATHENS CONFERENCE
American Association of University Women (Georgia Division) American Institute of Architects Anti-Defamation League of B'Nai B'Rith Associated Industries of Georgia Atlanta Chamber of Commerce Better Health Council of Georgia Camp Fire Girls Council of Catholic Women Eastern Star Fulton County Board of Education Future Farmers of America Georgia Association for Health, Physical Education and Recreation Georgia Association of Supervision and Curriculum Development Georgia Association of Visiting Teachers Georgia Bar Association Georgia Congress of Parents and Teachers Georgia Council of Church Women Georgia County Commissioners Association Georgia Education Association Georgia Farm Bureau Federation Georgia Federation of Business and Professional Women's Clubs Georgia Federation of Women's Clubs Georgia High School Principals' Association Georgia Home Demonstration Council Georgia Home Economics Association Georgia Junior Chamber of Congress Georgia Library Association Georgia Motor Education Committee
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Georgia Motor Trucking Association Georgia Music Education Association Georgia Optometric Association Georgia Press Association Georgia Restaurant Association Georgia School Board Association Georgia Society of Certified Public Accountants Georgia State Board of Education Georgia State Department of Education Georgia State Department of Public Health Georgia Tuberculosis Association Girl Scouts Junior League of Atlanta Kiwanis Club League of Women Voters of Georgia Lions International District 18 B National Association of Manufacturers National Association of Social Workers (Georgia Chapter) National Council of Jewish Women Puritan Chemical Company Women's Auxiliary to the Medical Association of Georgia Armstrong College Emory University Georgia State College for Women Georgia State Teachers' College North Georgia College Shorter College (Private ) University of Georgia West Georgia College
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APPENDIX C

THE FORT VALLEY, GEORGIA WHITE HOUSE CONFERENCE ON EDUCATION

Fort Valley State College

September 30-0ctober 1, 1955

PROGRAM
September 29
Meeting of the State Committee Members-Small Dining Room, Patton Hall
September 30
8:00-10:00 a. m. REGISTRATION-Second Floor Lobby of H. A. Hunt Library
9:00 a. m. Orientation meeting for Consultants, Group Leaders and Recorders-Audio-Visual Aids Room of H. A. Hunt Library
10:30 a. m. General Session-College Auditorium
Presiding: Dr. C. V. Troup, President, The Fort Valley State College; Chairman of Conference Executive Committee
Devotional: Rev. W. A. Smith, Minister, Trinity Baptist Church
Introductory Remarks: Mr. George P. Whitman, Jr., Chairman, Georgia Committee for the White House Conference on Education
Dr. W. A. Shannon, Field Representative, White House Conference on Education
Music-The Fort Valley State College Choir
Introduction of Keynote Speaker: Mr. W. C. Ervin, Member of the Georgia Committee for the White House Conference on Education
Keynote Address: Mr. L. D. Milton, Member National White House Conference
Introduction of Platform Guests and Other Conference Leaders: Mr. Lucius T. Bacote, Member of the Georgia Committee for the White House Conference on Education
Announcements
t 2:00 Noon Dinner

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2:00- 4:00 p. m. Group Meetings

Group 1, Room 21, Topic: What Should Be The Goals for our Schools so far as Selected Areas are Concerned?

Leader: Dr. C. ]. Duncan Berry

Group 2, Room 20, Topic: How Can We Organize Our School Systems More Economically and Insure More Efficiency?

Leader: Mr. Charles Butler

Group 3, A.V.A. Room, Topic: What Are Our School Building Needs, What Can be Expected During the Next Ten Years, and How Can Future Needs be Met?

Leader: Mr. J. S. Wilkerson

Group 4, Room 16, Topic: How Can We Get And Keep Good Teachers?

Leader: Dr. Edward K. Weaver

Group 5, Room 12, Topic: How Can We Finance Our Schools-Construction and Operation?

Leader: Mr. L. H. Pitts

Group 6, Room 10, Topic: How Can We Secure and Maintain Positive Public Interest in Education?

Leader: Rev. A. L. Lowry

4:00- 4:15 p. m. Recess

4:15- 6:00 p. m. Group Meetings Continued

7:00 p. m. Conference Banquet-College Dining Hall

October 1 7:00 a. m. Breakfast-College Dining Hall

8:30-12:00

General Reporting Session-College Auditorium Presiding: Dr. C. V. Troup
Group 1, Reporter: Mr. J. L. Powell
Group 2, Reporter: Miss Lillian A. Price Group 3, Reporter: Mrs. A. Catherine Johnson Group 4, Reporter: Mrs. Nellie W. Coleman Group 5, Reporter: Mrs. Freda T. Dawson Group 6, Reporter: Mr. Harold Stinson

12:00 Noon Lunch-College Dining Hall

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APPENDIX D
REMARKS MADE BY GEORGE P. WHITMAN, JR., CHAIRMAN OF THE GEORGIA WHITE HOUSE CONFERENCE ON EDUCATION COMMITTEE
Platform Guests, Conference Consultants and Delegates:
Permit me to express appreciation for the opportunity extended to me to appear on the program on this significant occasion.
It is an honor and a privilege to be with you today, a group of Georgians banded together with objectives so worthy and whose sole purpose is to bring further educational opportunities to the youth of our state and nation.
All of us in the South, of which Georgia is the keystone and an important part, have come a long way in the past twenty years. We are deriving our strength through renewed faith in ourselves, our labors, our heritage, our destiny and our God. Georgia and her sister states in the South are advancing at a faster rate than those in any other region. We are diversifying our agriculture. Our state ranks third in size among the leading textile manufacturing states. Georgia led' the entire South in industrial development last year, with 207 new or expanded plants. These plants for the most part are located in small cities and towns. The word has spread that more and more firms are coming to Georgia. The old description used by some people when referring to Georgia--of a model T Ford, mired in the mud, near a one-room school house, overlooking eroded cotton fields-does not apply today.
To meet this growth, we must expand all five phases of our vocational program. Farmers are recognizing the need for an expansion in the field of agricultural education. Fewer farms, larger farms, specialized farming, a larger consumer's market, and the farmer's desire to possess all the modern facilities and advantages available to all people of our society encourage us to expand this phase of education.
Trades and industries are demanding highly skilled people to man their enterprises. Many of these trained people will have to come from surplus labor in other fields and must be trained. The number of new industries coming into Georgia has put a tremendous strain on our education leaders and facilities to provide the necessary training for these people. We are on the threshold of a great industrial expansion. Education must keep pace with the needs of this expansion in industry.
Not only Georgia, but the entire United States is lagging behind other nations in the training of technically skilled men and women needed in this atomic age. This nation-wide shortage of trained scientists, engineers, and technicians has pointed up the need for increasingly better training in the sciences and in mathematics in our high schools and colleges. I believe that one of our objectives should be the
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provision of programs of studies in our high schools which will enable our boys and girls to secure the preparation necessary for entrance into first line colleges, universities and technical schools so that Georgia will have the trained research scientists, engineers and technicians who will be needed in the years ahead. This means that we must have more and better teachers of the sciences and mathematics than we have had in many of our high schools.
It has been my responsibility to serve as the Chairman of your State Board of Education since 1948. I would like to enumerate for you some of the outstanding gains made in the field of Negro education in the public schools of Georgia during the past four and one-half years:
The school term has been extended so that every child is now guaranteed by law a minimum of 180 days in the classroom each year.
The salaries of teachers based on training and experience have been equalized at the state level. The salaries of teachers have been greatly increased so that now a beginning teacher holding a professional certificate, based upon four years of college work, receives, $2,600.00 from state funds, per year. This amount is paid in twelve installments for the convenience of the state, but it is earned during the nine months school term.
The state now allots the same amount of money per pupil, regardless of race, for text books.
Vocational education has been extended not only for pupils in the public schools, but area trade schools are being developed for adults.
Remarkable progress has been made in providing facilities for the Negro blind and deaf. At Macon, for the Negro blind, there is one of the most modern school plants to be found anywhere. The Cave Spring facilities for the Negro deaf have been greatly modernized and improved.
The pupil-teacher ratio has been greatly reduced through the allotment of more state paid teachers. In 1950-51 the state allotment of Negro teachers was 7,397. For the current school term, 1955-56, the state allotment of Negro teachers is 8,918. This is an increase of 1,521 state allotted Negro teachers in only four years.
The qualifications of teachers in the Negro public schools in Georgia have shown remarkable progress. The percentage of Negro teachers holding certificates based upon four and five years of college exceeds that same percentage of white teachers in the state. The improved qualifications of the teachers have improved the quality of instruction in the schools.
There has been a great reduction in the number of Negro public schools. In 1936-37 there were 3,415 Negro schools in the state. This number had been reduced to 2,305 by 1941-42. In 1950-51 the record showed that 2,008 Negro schools were in operation. Within the next two years the number of Negro public schools in Georgia should be reduced to not more than 500.
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Public school transportation has shown a marked increase in the number of pupils transported every year as facilities are provided to consolidate school centers.
Without a doubt the most outstanding achievement in public education in our state has been made in the area of providing for the housing of our public school pupils. Prior to July 1, 1951 the state had not provided funds for public school buildings. Now the state appropriates fifteen million dollars annually. Through the State Building Authority, of which I am Chairman, these annual funds can be anticipated for twenty years and facilities provided not to meet the housing needs. Of the approximate three hundred million dollars being expended for public school buildings in Georgia, 54% is being spent for Negro pupils, who constitute only 30% of our school population.
In recent years significant gains have also been made in the improvement of higher education for our Negro citizens. You have only to look about you on this campus to see great improvements in the plant of one of your three state colleges for Negroes. From the office of the State Board of Regents I learned that during last year a total of $208,217.90 was expended on scholarship aid for graduate and professional study opportunities for the Negro citizens of our state.
As significant as are these strides which I have enumerated we must face up to the fact that we really have not yet achieved for our people the Minimum Foundation Program of Education which we desire. One of the major reasons why you are here in conference assembled is to take stock of progress made, note the gaps to be filled and then plan for an Adequate Program of Education for all of our people in Georgia. This conference provides you with a fine opportunity to get better acquainted with the educational problems in our state. The recommendations you make here will be received with great interest by our entire State Committee on The White House Conference on Education as we plan to submit the needs of our schools to the National Conference. I want to assure you that your State Board of Education will also be interested in the recommendations coming out of this conference.
As the personnel of this conference moves into the various areas of study, I am confident that you will explore every avenue to ascertain our needs. Both lay and professional people have already done extensive study of our needs and the problems involved. I am confident that we have a corppetent professional leadership with which to solve the problems if we had sufficient finances with which to effectuate the various programs of education. I agree with the philosophy of Dr.
J. 1. Allman, the beloved former Assistant State School Superintendent
who recently retired, who said, "There is not too much wrong with education that adequate finances will not cure."
This conference is a definite challenge to each of us to ascertain and agree upon the basic educational needs of the State at the present time and in the forseeable future. I know we shall catch the spirit
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of being involved not only in local movement, but also in a state and national movement whose impetus shall cause Georgians to subsequently evaluate and implement the findings into an effective program of education for all of our people.
We must give ourselves to a nationwide resurgence of faith in Almighty God; a faith which is the only source of lasting strength and power and a faith without which no country can be built or can long endure.
APPENDIX E
REMARKS MADE BY W. A. SHANNON, FIELD REPRESENTA. TIVE OF THE GEORGIA WHITE HOUSE CONFERENCE ON EDUCATION COMMITTEE
Distinguished Platform Guests, Ladies and Gentlemen:
May I congratulate you for being here this morning to actively participate in one of the most important educational movements in the history of our great country.
We often refer to the origin of the public schools as having been in the Colony of Massachusetts. We have further seen how this new institution has grown far beyond all aspirations of the most far seeing people of the seventeenth century. The White House Conference program of 1955 could be the inspired beginning of the extension and growth of the public school system just as far beyond the possibilities as we see them today. You are proud and happy, I'm certain to be a part of this important conference and movement.
Should the White House Conference program end today and not be culminated in the Washington Conference and the thousand of post conference meetings on the State and community levels, it would have been worthwhile. When you view this week's issue of Life Magazine, last week's issue of Look Magazine, the September 12 issue of Saturday Review of Literature, the September issue of Harper's and other publications such as Nations Schools and The School Executive, you will realize that people are learning of our educational problems that never before realized we had any.
After President Eisenhower appointed his committee of 33, they realized as busy executives, homemakers and citizens that some group should give their full time to assist States in planning and holding conferences and assist the committees in making their studies and conducting the Washington Conference. Mr. Clint Pace, a newspaper man of Dallas, Texas, and former Regional Director for the National Citizens Committee for the Public Schools was selected as the Director for the Committee. I am one of the Field Representatives having ten Southeastern States in my territory.
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The staff prepared the Citizens' Workbook for the use of the National Committee, State Committees and Community Conferences. Please note the logic in the arrangement of the six topics which you are studying today. These topics are:
WHAT SHOULD OUR SCHOOLS ACCOMPLISH?
IN WHAT WAYS CAN WE ORGANIZE OUR SCHOOLS MORE EFFICIENTLY AND ECONOMICALLY?
WHAT ARE OUR SCHOOL BUILDING NEEDS?
HOW CAN WE GET ENOUGH GOOD TEACHERS-AND KEEP THEM?
HOW CAN WE FINANCE OUR SCHOOLS-BUILD AND OPERATE THEM?
HOW CAN WE OBTAIN A CONTINUING PUBLIC INTEREST IN EDUCATION?
I have been asked to make a statement regarding the Federal aid issue and the White House Conference. Recently, Mr. Pace was talking before a group of officials of the United States Chamber of Commerce. He said that in one day he had received three letters charging the committee of being "loaded" with people against Federal aid for Schools. On the same day, he received two letters and a phone call in which he was accused by these as having the committee made up of people who strongly favor Federal aid. "It seems that the Committee is in the middle of the road on this issue judging from my contacts," Mr. Pace said.
At the September 1 and 2, 1955 meeting of the President's Committee in Washington it was reported that a draft of a working guide of the subcommittee on finance had been prepared with assistance from a committee of four selected because of their varying points of view. Members of this Committee are:
Arthur A. Elder, Director
International Ladies' Garment Workers Union Training Institute
Roger A. Freeman, Special Assistant to the Governor of Washington and Director, Education Committee of the Commission on InterGovernment Relations
'Frank W. Hubbard, Director, Research Division, National Education Association
John R. Miles, Manager, Education Department
United States Chamber of Commerce
From this direct action you can readily see that the Committee is making every effort to remain unbiased in its treatment of Federal aid for Education.
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I hope you enjoy the deliberations of this conference and go home determined to plan and sponsor a Community Conference on Education to further educate the people to the needs of public education in Georgia.
APPENDIX F
REMARKS MADE BY L. D. MILTON, MEMBER OF THE PRESIDENT'S WHITE HOUSE CONFERENCE COMMITTEE
Friends and delegates to the Fort Valley Conference:
There is a great interest in school problems being demonstrated throughout the country today. This was not always so. Within our recent past, public indifference to educational needs brought on one school crisis after another. While our minds were on the depression, the war, international problems--our schools took a nosedive. There were not enough buildings, not enough teachers, and not enough money. Most of all, there was not enough interest in schools and little understanding of their problems.
This has changed, and continues to change. Millions today know of the shortages in educational facilities and faculties. And from this ground swell of public interest in education, the White House Conference on Education emerged. President Eisenhower, in his State-of-theUnion Message to Congress in 1954--last year, activated a national educational program. Under it, every State and Territory was asked to conduct a State conference on education. At these meetings, educators and non-educators, would gather to study their school needs and act to meet them.
Proof of the mounting interest in education which has developed lies in the fact that five months after the start of the White House program, every State and Territory has volunteered to take part. Governors of all 53 announced they would call a State or Territorial conference on education. In some States, as many as 22 regional meetings will be held in advance of the State meeting. In a great many States, the program will operate at the community level as well.
Literally tens of thousands of citizens will take a look at their schools this year. Nothing could hold greater hope for improvements in our educational system.
Now most people generally want to know, "Just what is the White House Conference on Education?"
Well, to go back to its origin, President Eisenhower started it. In the 1954 State-of-the-Union Message he pointed to the Nation's alarming educational dilemma. He declared that the education of the country's youth is being neglected. He deplored the grave teacher shortages
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and inadequate school buildings. He urged the American people to try to solve their own school problems.
Our way of getting things done in a democracy is to have people get together and talk things over. Then, when a great many ideas and opinions have been exchanged, they can be culled to fit the needs of the people. The President recommended that we apply this technique to our educational problems. He urged citizens to get together in their communities, and at State meetings, to try to find answers to their particular educational needs. These meetings would culminate in a national conference, where country-wide findings and recommendations could be pooled, analyzed and reported to the President.
Following this appeal, the 83rd Congress authorized the program of the White House Conference on Education. The Congress appropriated $700,000 for the States and Territories to help defray the cost of their cooperating programs.
Now, it's important in an undertaking of this magnitude, to have all the top-notch help you can get. President Eisenhower appointed a Committee of 34 members. They're outstanding men and women. They include men like the chairman, Neil H. McElroy, President of the Proctor and Gamble Company of Cincinnati, Ohio; Roy Larsen, President of TIME, Inc., and chairman of the National Citizens Commission for the Public Schools; Albert Hayes, president of the International Association of Machinists; Dr. Ralph Bunche of Kew Gardens, New York, Under Secretary for the United Nations and winner of the Nobel Peace Award.
The women members include Mrs. Douglas Horton, a former president of Wellesley College-Miss Margaret Hickey, an attorney and Public Mfairs editor of the Ladies Home Journal-Mrs. Rollin Brown, president of the National Congress of Parents and Teachers. They are civic leaders giving their time and effort. I might add that they are also serving without pay.
Public Law 530 which set up the conference program, states that the national meeting shall be "broadly representative of educators and other interested citizens from all parts of the Nation." The diversity of the committee appointments conforms to the law. Eleven are educators. The other 22 come from varying fields-industry, business, religion, radio and TV, labor, agriculture and publishing. Each member, however, serves as an individual, and not as a representative of a particular organization. The Committee is independent in operation. It reports directly to the President.
The Committee has three main jobs to do. It helps the States and Territories, when requested, to plan and hold their meetings. It will conduct the national conference November 28-December 1, 1955. The Committee also will prepare the report to the President. This report, on the significant and pressing problems in the field of education, will consider:
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1. The Committee's own studies.
2. 'Findings of the State conferences on education.
3. Results of the White House Conference.
The first meeting of the Presidential Committee was held at Washington December 2, 1954. Its initial job was to determine and define the Conference objectives. The Committee decided to concentrate on the following goals:
1. It would further knowledge, appreciation of, and interest in education.
2. It would try to arouse greater numbers of citizens to face their responsibilities toward education.
3. It would seek to analyze the current condition of our educational system.
4. It would seek to accelerate school improvements by example and inspiration.
5. Its report to the President, on educational problems, would include recommendations, insofar as possible, for their solution.
A resolution, approved by the Committee, recognized the limitations of a one-year study of education. The Committee, therefore, decided to engage in a study of the most immediate problems. They decided these revolved around elementary and secondary schools. Many are overcrowded and understaffed. They face today a great tide of enrollments that will not affect colleges until later.
Current figures indicate, that by 1960, elementary and secondary schools will bulge with about 8,000,000 more children. I think most of us will agree the problem here is vital.
Colleges are not to be ignored. The studies conducted by the Committee and the States will be reviewed in relation to the entire educational system. In brief, from the primary schools through the college level.
Our educational problems are many, and they are complex. After much thought and exchange of opinions, the Committee decided on six major topics for study. They are:
1. What should our schools accomplish?
2. In what ways can be organize our school systems more efficiently and economically?
3. What are our school building needs?
4. How can we get enough good teachers-and keep them?
5. How can we finance our schools-build and operate them?
6. How can we obtain a continuing public interest in education?
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Each topic will be examined in the light of: "Where are we? How did we get there? Where do we want to go? How do we get there?"
A subcommittee of the President's Committee to study each topic has been appointed by Chairman McElroy. A seventh subcommittee was organized to enlist the support and cooperation of national organizations and their local affiliates. The seven subcommittees are now studying their individual areas. Six have been assigned one or more consultants-experts in the particular field-to help in their work. Their findings will be brought before the national conference for further study and analysis.
I'd like to add here that the teacher shortage was considered acute enough to warrant the appointment of an advisory committee to help. This committee is made up of prominent educators from seven States.
Earlier, I stated the White House Conference on Education would take place at Washington, November 28-December 1. More than 2,000 lay citizens and educators will take part. About 1,400 conferees will come from the States and Territories. New York State, for example, will get 123 invitations. The minimum number of invitations to any State will be 10. This figure was determined on the basis of population. The remaining invitations will be divided among Members of Congress, national organizations cooperating with the program, foreign observers, and others selected by the Committee.
These participants will be arranged at 200 tables. There will be no more than 10 individuals to a discussion panel. This method was adopted so that everyone who takes part will have a chance for full participation.
This is a good time to underscore the fact the Presidential Committee leaves the selection of State participants entirely to the States. That is primarily the State's concern. The Committee, in fact has said that there should be no outside interference in their selection.
However, the Presidential Committee did recommend a standard of selection for the States. The first recommendation was that the States set up a selection committee to decide representation. Som.e other recommendations were:
1. Participants should be as varied as possible in terms of racial, religious, political, economic and social backgrounds.
2. They should be made up largely of individuals who took part in the State or local conferences on education.
3. There should be two or more non-educators to every educator.
The White House Committee also advised against the domination of State groups by single interests in education-that is, individuals with a single interest in curriculum alone, or finances, teacher problems, 01 facilities.
The States and Territories are supporting the White House Con-
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ference on Education one hundred percent. The 48 States, Alaska, Hawaii, Puerto Rico, the Virgin Islands and the District of Columbia, have announced their cooperation. Each will hold a conference during 1955. All have applied for funds to defray the cost of their cooperating programs. All have appointed conference chairmen, and are holding conferences.
The Chairman, Mr. McElroy, and other members of the Presidential Committee have stated they are delighted at this response. We all are. For as President Eisenhower said not long ago, the program aims to "arouse a concern for education, unparalleled in our history."
I'd like to add a warning here. They do not expect to come up with all the answers to all the problems. Mr. McElroy, and others on the Committee, have said they don't expect to produce a magic formula. School problems are too numerous and complex for any pat solution.
However, through this national effort, through the peoples of 53 States and Territories, weighing and studying their problems, exchanging ideas, the Presidential Committee hopes to make some concrete recommendations in its report to the President. We all hope that these recommendations will help bring about lasting improvements in education. That is the main goal of President Eisenhower's program.
Nothing like this has been attempted before in our country. There have been other White House Conferences, but this is the first one ever called on education.
I know, that with the help of thousands of Americans, who are ready to give their help to improve their schools, education tomorrow will be better-and the day after that, better still.
Before I take my seat I feel compelled to say some things either on the record or off the record. You may take what I have to say as a part of my keynote remarks or as just friendly conversation. I feel I should make at least two things perfectly clear to all of you.
1. I have nothing at all to do with the State of Georgia and its selection of delegates to the White House Conference. I am a member of the White House Conference Committee appointed by President Eisenhower to make rules for and to conduct the conference when it is held November 28-December 1 in Washington. As such a member, I am bound by the vote and decisions of the full committee. I should not be expected to comment or to give my personal opinion.
2. You ought to know that the committee voted not to schedule a discussion of integration and desegregation as a main topic. I am sure the subject will come up and no attempt will be made to stop anybody from talking. You should not ever go to Washington narrowly prepared to discuss only this one of many very serious school problems confronting the nation today.
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The Committee did not indicate to duck an issue but after almost 3 hours of deliberation the following resolution was unanimously adopted:
1. The Committee fully recognizes the importance and difficulty of the problem created by racial segregation within the public schools in some areas of our country.
2. It is also recognized, however, that the Supreme Court of the United States has entrusted to the Federal courts the duty of effectuating just solutions of this important problem within their various jurisdictions.
3. The Committee therefore believes it inappropriate to include this problem for extended consideration by the Committee at the present time.
These things should be said and I thank you for your indulgence in letting me say them.
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