Seventy-sixth and seventy-seventh annual reports of the Department of Education to the General Assembly of the State of Georgia for the biennium ending June 30, 1948 [1948]

SEVENTY-SIXTH AND SEVENTY-SEVENTH
^Annual J^ep orts
OF THE
DEPARTMENT OF EDUCATION
TO THE
GENERAL ASSEMBLY
OF THE
STATE OF GEORGIA
FOR THE BIENNIUM ENDING JUNE 30, 1948

SEVENTY-SIXTH AND SEVENTY-SEVENTH
nnua l J^ep orts
OF THE
DEPARTMENT OF EDUCATION
TO THE
GENERAL ASSEMBLY
OF THE
STATE OF GEORGIA
FOR THE BIENNIUM ENDING JUNE 30, 1948

STATE BOARD OF EDUCATION M. D. Collins, Executive Secretary
1st District: Hon. W. C. Clary 2nd District: Hon. E. M. Vereen 3rd District: Hon. W. T. Anderson 4th District: Hon. W. W. Kirby 5th District: Mrs. Henry Troutman 6th District: Hon. J. W. Overstreet 7th District: Hon. J. Roy McGinty 8th District: Hon. L. 0. Smith 9th District: Hon. W. W. McCay, Chairman 10th District: Hon. Kay Tipton

REPORT AND RECOMMENDATIONS OF THE STATE SUPERINTENDENT OF SCHOOLS TO THE GENERAL ASSEMBLY OF GEORGIA January 1949
Because of the high cost of printing, shortage of paper and the diffi culties of obtaining prompt service on printing, the State Department of Education this year is presenting a streamlined report. Detailed statistical tables have been omitted and only summaries are included. However, any other statistical information gladly will be furnished by this Department upon request from interested Legislators and others.
To Members of the General Assembly:
This is primarily a report to members of the General Assembly as required by law--but I also want it to be a report to every Georgian interested in the welfare and progress of our public school program.
During the past decade Georgia has made considerable progress in the field of public education. We are rapidly letting the rest of the Nation know that we are not a "Tobacco Road" state. We are doing things for our teachers and children that might well set an example for others outside our borders.
A great deal of the credit for this progress should go to interested and forward-looking members of the General Assembly who have had the vision and inclination to do something about our problems in education. For that sympathy and support, I wish to express deep appreciation on behalf of the State Department of Education.
One has only to study the results of our new compulsory school at tendance law, passed by the General Assembly in 1945, to see what can be accomplished by sound legislation. This law made possible a modern visiting teacher service that has already paid dividends to the tune of approximately 66,000 additional children in school, although the real dividends will accrue in years to come when those children start earning a living.
A greater Georgia can be built through better education. The standard of living and the income of our people will rise in proportion to the educational level of our citizenry.
Article 8, Section 1, of the State Constitution provides that "The pro vision of an adequate education for the citizens shall be a primary obliga
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tion of the State of Georgia, the expense of which shall be provided for by taxation. Separate schools shall be provided for the white and colored races."
With this constitutional provision goes also a responsibility, on the part of the State, for establishing minimum educational standards or require ments to be met by local units of administration. The General Assembly followed-, this principle in 1937 by enacting laws which provided for a mandatory seven-month school term for all children, minimum local school tax of five mills and minimum salary schedule for teachers. In general, county and independent school systems have been given wide powers of support, control, and management of schools.
Since 1937 the State has given more aid per pupil to the poorer coun ties than to the wealthier counties. Such a policy must be followed, if an acceptable educational opportunity is offered all children. A number of the states are guaranteeing a broad educational foundation upon which the counties and cities are authorized to build, hence the term "foundation program" or "Minimum Foundation Program" is coming into general use.
The Minimum Foundation Program of Education in Georgia which has been widely publicized throughout the State was originated by a legislative investigating committee on education. This committee was es tablished by a resolution passed by the adjourned session of the General Assembly, January 31, 1946. The duties of the committee were outlined in a resolution as follows:
"1. To make a complete and exhaustive study and investigation into the operation of the common schools of the State,
2. To determine the cause of the crisis, 3. To propose a remedy, and 4. To make a complete report to the General Assembly to serve as a
guide to it in its deliberation on matters pertaining to improving the educational facilities of the State."
The legislative committee appointed Dr. 0. C. Aderhold as Executive Secretary and instructed him to secure the services of personnel needed to make the study. A staff of professional educators was selected. Dr. Joe A. Williams, Mr. L. 0. Rogers, and Dr. W. A. Stumpf were responsible for statistical research and compilation of data. The staff received the full cooperation of the State Department of Education, the University System and the Public Schools in making the study. The legislative report entitled A Survey of Public Education of Less Than College Grade in Georgia recommended a minimum foundation program of education for Georgia.
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Briefly, the Minimum Foundation Program, as recommended by this com mittee, would provide for every person attending the public schools in Georgia: (a) a competent teacher, (b) a decent classroom, (c) safe trans portation if he lives beyond reasonable walking distance, (d) an adequate supply of textbooks and other learning aids, (e) a minimum school year of 180 days.
The distribution of State school funds and the equitable spending of school money on the local level is now more important than ever before. Increasing enrollments, teacher shortage along with expanding school programs and services, and rising costs have made the operation of schools extremely difficult. In the next few years the school building program, retarded during the war years, must be stepped up sufficiently to provide for the 12th grade and also for replacement of worn-out and dilapidated structures. Every child, regardless of locality, is entitled to be housed in a safe and sanitary building. Every child, regardless of locality, is entitled to receive instruction from a qualified teacher. He is also entitled to a reasonable amount of learning aids such as books, maps, etc., and safe transportation if he lives beyond a reasonable walking distance from the school. This principle of state responsibility for the support of at least a minimum foundation program in all schools, and for all children, is now accepted almost without question.
In providing for the support of a foundation program for schools on an equalization cost basis, the first essential step is the definition of the program or list of items which shall be included in calculating the needs of each local system. Unless such a policy is followed there is a tendency in the absence of statewide standards to judge the need for State aid of local schools upon the basis of their individual claims and not upon a uniform policy.
The second step in establishing a foundation program is that of cal culating the needs and costs uniformly for all county and independent school systems. Costs for teachers salaries, pupil transportation, operation and outlay for school plants must be determined alike for all systems. The third step involved in a minimum foundation program of education is that of determining what part of total cost of the entire program will be paid from local funds and State funds. The local financial ability of each school system must be impartially determined and applied to the total cost of the foundation program. The yield from a required local tax levy is recognized to be imperfect due to inequalities in property assess ments. An index of economic ability based on total income payments to
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individuals, retail sales, property tax, etc. is a better measurement of local financial ability to support schools.
After applying a reasonable amount of required local effort, the re mainder of cost for these basic items in the foundation program must be provided for by State funds. All State funds should be transmitted to county and independent school officials for use in meeting the total cost of operating schools.
Provisions for the Minimum Foundation Program of Education for Georgia is absolutely imperative if Georgia is to liberalize the educational opportunity of her youth to the extent that it will compare favorably with that of our neighboring states.
Much could be written about the operation of Georgia's public schools during the past two years. In this report I want to be as brief as pos sible and still tell the story. I want you to go with me into each division of the State Department of Education, understand its role in the over-all program, evaluate its contributions and determine what is needed in the future.
SCHOOL ADMINISTRATION
One of the most important cogs in the successful operation of Georgia's educational machinery is the Division of School Administration through which flow all funds to the public schools and a stream of information vital to their proper functioning. Activities of this division might be sub divided as follows:
1. Assistance to school officials in solving administrative problems;
2. Administration of the Seven-Months School Law and Equalization Law which governs the distribution of state school funds;
3. Administration of school census and Compulsory School Attendance Law;
4. Administration of pupil transportation law, and
5. Collection, tabulation and dissemination of statistical information relative to education in Georgia, as required by law.
Because of their varied nature, each phase will be taken up separately.
Assistance to School Officials The personnel of this Division advises with school superintendents and Boards of Education on a wide variety of administrative problems. Super intendents of county and independent school systems frequently call on the
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director of this division, Dr. J. I. Allman, for information and counsel on bond issues, merger of independent and county school systems, consolida tion of schools, budgets, employment of principals and teachers, interpreta tion of school laws, and financial difficulties, etc.
At present there are 30 school systems operating independently--two with 0 to 25 teachers; 9 with 26 to 50 teachers; 5 with 51 to 75 teachers; 4 with 76 to 100 teachers, and 10 with 100 or more teachers.
Aid has also been provided in the consolidation of many rural schools. Since the last report to the General Assembly, consolidation has reduced the number of rural schools by 446. As of July 1, 1948, 192 white schools had only one teacher and 164 had two teachers. A similar reduction is being made in Negro schools, as shown in the section of this report on the Division of Negro Education.
Administration of Seven Months School Law and Compulsory Attendance Law
Administration of the Seven Months School Law requires a careful check of attendance, the allotment to each system of a specified number of teachers for which the state will pay salaries in accordance with the salary schedule adopted by the State Board of Education.
Names of all teachers employed in each system are checked to determine their qualifications and the salary each is entitled to receive. Daily revision of these records is necessary because of improved qualifications of teachers, resignations and replacements. This job has been complicated during the past two years by the unusually large turnover in personnel each month.
County and independent school systems file monthly requisitions with the Department of Education showing changes in personnel and any other factors which might affect the payment of funds due from the state. These require careful auditing.
The total number of teaching positions filled during the school year 1947-48 was 23,041, of which 175 were visiting teachers and 561 in special programs such as Veterans' classes--an increase of 114 over the last biennial report. During the same period the number of teachers paid by the State went from 20,236 to 20,308--an increase of 72.
A large number of classroom teachers continue to quit their jobs. Bv actual count, 4,259 white teachers and 2,029 negro teachers were employed in 1945-46 who either resigned during the school term or did not return to their jobs the following year. The low salaries paid teachers together with difficulties in housing and living conditions greatly aggravate this problem of teacher shortage. During the 1946-47 school term there were
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3,531 white teachers and 1,745 negro teachers who resigned or failed to accept re-employment as teachers in the 1947-48 school year. Generally these teachers were replaced by other people who have little or no recent training for the job. According to official records only a small fraction of these replacements were filled with four-year college professionally trained beginning teachers. The superintendents of all city and county school systems reported the employment of 165 white and 96 negro four-year college beginning teachers in filling 3,531 and 1,745 vacancies in these respective schools.
This is proof that young people are not now being attracted to teaching jobs. This situation will have serious consequences upon the public schools.
An increased number of white teachers who have only high school edu cation or less have been employed during recent years. Proportionately, the loss in the number of qualified teachers was keenly felt by all school systems of the state.
Recent studies of teacher supply and demand show that many of the qualified teachers who are leaving their jobs in Georgia are accepting positions in the schools of Florida, Alabama and other Southeastern States. A higher salary seems to be the motive for transferring to the other states. A prominent Florida school official recently said the University System of Georgia was one of his best teacher training institutions.
School officials cannot complain if young and experienced teachers ac cept jobs in these other states so long as Georgia pays on the average $400.00 to $1,000.00 per year less in salary.
Educational opportunities are being broadened in many schools through an increased emphasis on such subjects as agriculture, homemaking, trades, and industries, commercial subjects, public school music and library service.
Administration of the Equalization Law
The Equalization Fund, as its name implies, is for the purpose of equal izing educational opportunities. This fund makes it possible for all school systems to operate longer than the required seven months on the same cost basis as the state supplies for seven months.
The amount of this allotment is based on the total funds necessary to pay the salaries of teachers and administrative costs for the extended terms minus any balance of local ability measured by the yield of a fivemill tax after operating the seven-month terms as required by law.
Approximately $1,500,000 of the Equalization Fund is used as state aid in defraying part of the cost of pupil transportation and $300,000 is used
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to aid County Boards of Education to provide supplements to the salaries of principals of consolidated schools. This fund is provided on a matching basis within limitations according to qualification and size of school as fixed by the State Board of Education.
Generally the Equalization Fund is allotted to the various systems based on their needs, after allowing for local ability to operate schools.
School Census, Enrollment and Attendance
Georgia took a long step toward making its educational program effec tive when the 1945 General Assembly passed a new and modern compul sory school attendance law. This new law authorizes city and county boards of education to employ visiting teachers to enforce this act. The chief functions of visiting teachers are to investigate cases of unlawful school absences, study carefully the causes of such absences, consult with parents and teachers in helping to eliminate the causes of nonattendance, and to coordinate the efforts of the school, home and community welfare agencies in discovering and diagnosing problems relating to irregular attendance and in finding solutions for these maladjustments.
Georgia is the fourth state in the Union to set up a state-wide visitingteacher service in relation to compulsory school attendance. The laws of compulsion alone are not sufficient to keep children in school. A special ized and professional service is rendered by visiting teachers, quite dif ferent to that which characterized the attendance or truant officers of the past. This new effective compulsory attendance service is concerned with removal of the causes of nonattendance and with the promotion of condi tions favorable to the child's normal development and regular attendance.
Requirements of the new modern school attendance law are very simple. All children between their 7th and 16th birthdays must enroll and attend a public or private school every day the school is in session. Pupils who graduate from high school prior to their 16th birthday are excused from attendance. Children who are physically and mentally incompetent are also excused from attendance. Sickness, death in the family, or other provi dential causes are legal excuses for temporary school absences. Poverty of parents and isolation of the home are not acceptable excuses. Today at least 12 years of schooling is an inalienable right of Georgia children, nine of which are compulsory under the law.
The first few years of breaking ground in this field of visiting teacher service proved a challenge to all those interested in the new school attend ance law. School enrollments and attendance increased in most school systems immediately after the passage of the new law and the employment
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of visiting teachers. The net increase in enrollment in all schools of the State during this biennium was 5,082, and the increase in the average daily attendance was 18,602. These data show that the children improved in their regularity of attendance at school.
This, however, was not the only result of the Visiting Teacher Service. In many counties, schools became increasingly conscious that the under lying reasons for nonattendance were not always attributable to indiffer ence of the child or parent. They also found that a child's presence in school by compulsion of the law did not invariably mean that he was being "educated" in the true sense of the word. In many instances, home con ditions or community influences were successfully adjusted to the benefit of a pupil's school environment.

The visiting teacher also proved a stimulus to an over-all health program, in some counties, as a result of statistical surveys of causative factors that pointed up the large number of children absent because of personal illness or illness in the home.

During the past three summers, the State Department of Education and the College of Education of the University System of Georgia jointly spon sored specialized workshops for the visiting teachers of the State. These workshops have been the proving ground, so to speak, of the individual programs of the visiting teachers who assembled at the University of Geor gia from June 17 through August 3.

The compulsory school attendance law and the continuing census law require local school officials to maintain an accurate accounting of all children between the ages of 6 and 18 inclusive. The school census aids in enforcing the compulsory attendance law because it lists the pupils who should be in school and gives the ages and addresses of all such pupils. With such information at hand the local staff and the visiting teacher can investigate all pupils who do not enroll or do not attend regularly.

The total enrollment in the white schools according to grades for the school year closing June 30, 1948, was as follows:

1st _______________ 64,381

2nd

36,408

3rd _______ _______ 54,447

4th

53,023

5th ______ _______ 48,574

fith

45 306

7th ................_______ 41,857

8th _...........

30,273

Qth

31,686

10th ___ ____________ 26,139

11th

21 157

12th

2 105

Total _____ ________ 367,595

Attention is called to the fact that in the past a great many children have dropped out of school prior to high school graduation. The eleventh grade enrollment as shown above is about one-third of the first grade. The new

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attendance law, which requires children to remain in school until they are 16 years of age, will partially correct this condition.
According to the 1940 U. S. Census the average educational achievement of Georgia adult population 20 or more years of age, was 7.2 grades. The average for the nation was 8.8 grades. All the children of all the people must remain in school for a longer number of years if the educational level of Georgia is increased. Illiteracy can be wiped out by strictly enforcing the new attendance law. Better schools, better attendance and more edu cation for all the children will result in higher incomes, more retail sales and a higher standard of living for the people of Georgia.
Pupil Transportation
The present decade has witnessed a phenomenal growth in the amount of pupil transportation provided, as well as marked improvement in the quality of service rendered. Last school year there were 2,966 BUSES traveling 152,026 miles daily to transport 213,995 children to and from school. This is an average of 72 children per bus. This service was ren dered at an annual cost of $4,453,866 or $20.81 per transported child. Four-fifths of the total daily mileage of all school buses is over unpaved roads. The operation cost of the bus, including the driver's salary, amounted to 17c per mile.
CARS are also used in many instances to provide pupil transportation in localities of sparse population. During the school year 1947-48 there were 1,773 children transported to and from school in automobiles. This service was rendered at an annual cost of $62,215.79 or $35.09 per trans ported child. It should be noted that the cost of pupil transportation by car is almost double that of bus transportation.
The state aid for pupil transportation is disbursed from the equalization fund. The formula used for bus transportation is as follows:
Ten per cent depreciation on equipment annually; Four cents per mile one way over unpaved roads; Two cents per mile one way over paved roads; One cent per day per child transported.
When cars are used the State aid for pupil transportation amounts to three cents per mile (one way mileage) and one cent per day per child transported. The State does not reimburse boards of education for any part of the cost of pupil transportation when common carrier service is used or for per diem given in lieu of transportation.
Most local school officials follow the policy of allowing a great many of their buses to make two and sometimes three trips to a school. Children
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who are picked up first in the morning are transported to their home last in the afternoon. This practice causes these children to leave home at break of day and return at dusk in the evening. There are more than 1,900 second and third bus trips each morning and afternoon. The scarcity of buses are the prime factors contributing to this condition.
Since pupil transportation is a relatively new service, county school systems are still in the first stages of developing sound programs of school bus maintenance. Most of them have not yet advanced to the point where they are able to achieve the maximum in efficiency and economy. If effi cient maintenance programs were in operation in all systems where they can be justified, the schools could save a considerable portion of the $4,453,866 now being spent for this purpose.
An efficient maintenance program will achieve economies other than those which result from reducing the cost of the maintenance itself. One saving would come from prolonging the life of school buses. There is no accepted life span for school buses and it is obvious that they last much longer under certain conditions of operation than they do under others. It is the practice of a few states, however, to amortize the cost of buses over a period of 7 or 8 years for purposes of paying State funds toward the cost of these buses. This means that these states expect counties to make their buses last at least 7 or 8 years. However, there are fleets in operation in which buses are still operating safely, economically, and effi ciently after an average service of ten or more years. Such service can be obtained only when the buses receive regular and complete care.
A bus which is regularly and completely inspected is less likely to break down because of faulty parts than one which is not regularly inspected. The seepage of exhaust gases into the bus body is a hazard which must be guarded against constantly. Frequent headaches, dizziness, or nausea among the passengers are signs of too great a concentration of carbon monoxide in the air. Especially in cold climates the heating and ventilat ing systems of the bus must be checked frequently. Aside from accidents which may cause injury to pupils, the health and comfort of the bus pas sengers are often affected by the efficiency of the school bus maintenance program.
The quality of the maintenance program is also reflected in the efficiency of the transportation service. Unless a school system has a good main tenance program, a bus may be laid up for repairs for days because of a breakdown which never should have occurred. Such a breakdown in a small system which does not own a spare bus may throw off schedule the whole transportation program for the unit. But trouble on the road fre
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quently is due to lack of proper periodic bus inspection, and even though such troubles are minor ones, they may be sufficient to cause many chil dren to be late to school with a consequent disarrangement of their day's program. An efficient maintenance program provides for emergency service when there are unavoidable delays and reduces interference with the school program to a minimum.
A superintendent who is planning a maintenance program is faced with many problems related to personnel, garage facilities and equipment needed, and procedures to be followed. The best guide for finding the answers to these problems is the experience of those who have operated similar programs.
Report of the Committee on Transportation to the Superintendent's Conference
The Committee on Transportation respectfully submits for your con sideration the following report:
SECTION I: Recommendation Affecting the Minimum Foundation Program:
1. The Committee recommends that the present policy of county administration of pupil transportation be continued, leaving the type of ownership and opera tion to the discretion of county boards of education in keeping with the pro visions of the Minimum Foundation Program.
2. The Committee recommends that state aid for transportation be distributed by the State Board of Education to county boards of education through the use of a formula which takes into account the number of transported pupils, the density of transported pupils according to race, and the types of roads.
The County superintendents in conference at Athens August 10-13, 19415, made the following recommendations:
1. The present law permits the State Department of Purchases to purchase for county boards school supplies, "Such as, school buses, bus bodies, tires, parts, and other equipment."
(a) It is recommended that the State Board of Education provide service for initiating quantity or fleet purchases, and that the forms and mechanics of fleet purchases be left to the discretion of the State Board of Education and the State Department of Purchases.
(b) It is recommended that provisions be made by the State Board of Education for county boards to submit to the Supervisor of Transportation: (1) a yearly estimate of buses (chassis and bodies) needed, with special provi sions for time of deliveries, make of chassis or body, and weight of chassis or length of body; (2) quarterly estimates of other transportation equip ment parts and supplies.
2. It is recommended that legislation be enacted to permit county boards of edu cation to finance the purchase of transportation equipment over a period not to exceed four years, paying not less than one-fourth of the total cost each year.
3. It is recommended that the transportation law passed in 1947 be amended to authorize the State Board of Education to establish policies for routing, sched uling, and operating school buses.
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4. It is recommended that the State Board of Education sponsor an in-servicetraining program for bus drivers, beginning with one itinerant instructor who would conduct classes in counties upon request of the county boards of educa tion, and increasing the staff of instructors as the needs arise.
5. It is recommended that a law be passed to require school bus drivers to get annually, in lieu of a chauffeur's license, a special school bus operator's permit from the Department of Public Safety at the time the bus inspection is made.
Statistical Information
Although tables of summary statistics may be found elsewhere in this report, a few statistical facts will be given here as indicative of trends estab lished during the past two years.
It should be pointed out that a portion of the receipts are non-revenue and non-recurring in so far as the actional operation of schools are con cerned. Income from loans, salary tax, retirement deductions, etc., are offset by outgoing payments of like character. The income from the sale of bonds and tax for payment of bonds are trust funds and cannot he used for the maintenance and operation of schools.
The net income allowable for the operation of schools in 1946-47 from state and local sources was $51,026,483. In 1947-48 it was $56,219,457. This is an increase of approximately six million dollars--two-thirds of which was provided by the state and one-third by county and indepen dent systems.
Reports from superintendents indicate that about one-fourth of counties have voted the maximum amount of bonds allowed for school building purposes. Many of the counties are withholding the expenditure of these building funds because of excessive present-day costs. They also have been led to think there may be federal funds to aid in the construction of buildings. The total building needs of most school systems far exceeds the local ability which is limited by law to 7 per cent of taxable assessments.
During the biennium there were 124 consolidations of white schools and 322 of Negro schools.
There was an increase in net enrollment for the biennium of 5,082 with a much greater increase in average daily attendance of 18,602. During the same period the number of teachers paid by the state was increased by 72.
The average annual salary of white teachers increased from $1,296.00 to $1,922.90 or a net increase of $626.13 per year. For Negro teachers the increase was from $631.00 to $1,265.67 or $634.61 per year additional.
Of 487,977 white children enrolled, only 2,426 were in schools oper ating less than nine months. Approximately 77 per cent, or 195,989 of
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the 255,304 Negro children were enrolled in nine months schools, an in crease of 14,177 over the previous report.
The number of white high schools was reduced from 793 to 735 since the last biennial report, and there is a great need for further consolidation in this field. The large number of schools with very small enrollments is largely responsible for the seeming understaffing of elementary schools.
There are 103 four-year high schools having fewer than 75 children enrolled and 170 two-year high schools having fewer than 50 enrolled. In many instances these schools, teaching only 8th and 9th grades, have enrollments of 40 or less while the 10th and 11th grades of these same schools are transported to a central four-year high school. In many cases the 8th and 9th grades could be transported to the central high school on the same bus which carries the 10th and 11th grades, enabling them to receive better education without additional cost either for transportation or instruction.
The cost of instruction for these two-year high schools and for the small four-year high schools is excessively high while the educational oppor tunities are extremely restricted.
For example, in one county a large high school provides a choice of 30 courses at a cost of $136.20 per pupil while in the same county a small high school offers only 16 courses at a cost of $192.45 per pupil. Children in the larger school have twice the opportunity at two-thirds the cost. This is by no means an isolated example. It is repeated many times throughout the state.
Not only do these small high schools provide inadequate opportunities at excessive costs, but frequently they are over-staffed at the expense of primary and elementary grades. This results in overcrowded grades, over worked grade teachers and a poor and inadequate instructional program at a point in the educational system which should be strongest. Main tenance of small high schools destroys much of the effectiveness of the whole program.
It is obvious to anyone who understands modern schools and their pro grams that accurate records must be kept and certain periodic reports must be made if the schools are to function effectively and intelligently. School superintendents and boards of education are gradually coming to recog nize that adequate records must be available as a basis for determining trends and problems relating to individual pupil and community educa tional progress.
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TEACHER EDUCATION AND CERTIFICATION
The serious shortage of qualified teachers continues to be the major problem of the schools. Even the better financed systems are unable to fill all their positions with teachers who have the standard professional four-year certificate. In smaller and poorer counties, many teachers have limited training and still others can not qualify for even the lowest state certificate. This deficiency in the quality of instruction weighs most heavily upon the rural elementary schools, in which are enrolled more than half of Georgia's children.
The total number of teachers employed in Georgia schools has not in creased during the last ten years, but we are now faced with conditions which call for more teachers, viz:
1. Increased population of school age; 2. Increased enrollments due to enforcement of the compulsory attend
ance law; 3. The need for lower pupil-teacher ratio in the elementary grades; 4. The popular demand for new school services and a broader curricula
in the high schools; 5. The addition of a twelfth year to the school program.
As these needs are met, we shall face a demand for more teachers.
It is at the solution of this problem that Georgia's Minimum Educa tional Foundation Program is primarily aimed. This program has the advantage of being realistic. It recognizes the qualified teacher as the chief factor in the good school. It recognizes the complexity of the prob lem and makes a specific attack upon each major difficulty.
1. It proposes a beginning salary which competent young people can afford to consider in making their choice of life work.
2. It would provide in the salary scale recognition for experience and for additional training which should stop the migration of qualified teachers to other states.
3. It would provide funds for beginning a school building program.
4. It proposes to get the children to school on time by providing better transportation facilities.
5. It includes funds for classroom equipment and supplies, without which teachers, in many cases, are making "bricks without straw."
The Minimum Foundation Program is an attack upon the whole problem of public education as compared with the piecemeal solutions which we
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usually offer. It is the second major advance in education for the state, the first being the "Seven Months School Law" enacted by the Legislature in 1937.
In dealing with problems of teacher education during the last biennium, the State Department of Education has continued the policies which have guided its activities for a number of years. It has assumed that progress must be made slowly but steadily. It has recognized that many agencies have a part in the solution and that only by cooperative planning and action can these parts be woven into a unified statewide program.
The State Council on Teacher Education
Engaged in one or another phase of teacher education in Georgia are 42 colleges, the public schools and the State Department of Education. Obviously the first problem in such a situation is coordination.
In 1941 the Georgia Council on Teacher Education was organized to facilitate cooperative planning. This rather flexible association of agencies includes representatives of the state colleges, the public schools and the State Department of Education. Committees on In-Service Education, Pre-Service Education, Leadership Training, Recruitment and Selection work under the direction of the general Council on problems in their respective fields.
Out of this policy of cooperative planning and action have come pro posals which have been submitted as recommendations to the State Board of Education and to others legally responsible for providing qualified teachers for the schools.
In-Service Training
Examination of the table. Level of Training of Georgia Teachers, reveals that except for the war years there has been a steady decrease in the num ber of teachers holding lower level certificates and a corresponding in crease of those holding higher level certificates. The median training level of white teachers in Georgia has increased from 2.9 years of college in 1937-38 to 4.0-j- years in 1947-48. The median training of Negro teachers has increased from less than high school graduation in 1937-38 to 3.0-j- years of college in 1947-48.
However, there are still 7,317 (48%) white teachers and 4,287 (60%) Negro teachers now in service whose training is not adequate and who must combine learning on the job with training which will be acceptable for a degree or a standard certificate. Georgia institutions in recent years have made remarkable progress in adapting curricula to the needs of
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teachers in service and in providing on the job instruction and consultant service for groups of teachers at work on curriculum problems.
An undertaking in which Georgia has been unusually successful is the program for providing well trained instructional supervisors in each county in the state. In 1948-49, after five years of the program, forty-eight coun ties have such supervision for the white schools and ninety-one for the Negro schools, while twenty-five counties have supervision for both white and Negro schools.
Recruitment and Selection
Vigorous programs of recruitment have been conducted in the high schools and colleges and the number enrolling in the training institutions is increasing. The Georgia Congress of Parents and Teachers, the Class room Teachers Association, the principals and the Georgia Education Association have actively supported the movement. The Minimum Foun dation Program provides funds which may be used as scholarships for one or more superior young people who want to prepare themselvesi for teaching.

LEVEL OF TRAINING OF GEORGIA TEACHERS

Class of certificate

Race 1937-38 1940-41 1945-46* 1947-48

Less than one year of

White

college___________________ __ Negro

828 3,146

394 1,594

2,246 2,315

770 1,443

From one to two years

White 3,182 1,004

648

818

of college_____________ ___ __ Negro 1,320 1,404

634

485

From two to three years

White

of college____________ _____ Negro

4,939 938

4,642 1,907

3,060 1,826

3,541 1,533

From three to four years

White

of college_________ ___.... . .....Negro

1,608 179

2,204 484

2,561 875

2,288 1,126

From four to five years

White

of college_______ ______ ___..... Negro

2,260 937

7,342 1,675

6,432 1,907

6,805 2,577

From four to five years of

White

321

790

897 1,147

college (bachelor's degree) __ Negro

16

59

129

160

Five years of college

White

(Master's degree)................ . __Negro

Total:

17,138 6,536
23,674

16,376 7,123
23,499

15,844 7,686
23,530

15,669 7,025
22,693

The above table shows the level of training of Georgia teachers (1) in 1937-38, the first year under the state salary schedule (2) in 1940-41, the last year before the war began to affect the supply of teachers, (3) 1945-46, the year of the greatest shortage, and (4) 1947-48, the most recent count.
*Estimated. Accurate count not practicable on account of rapid turnover of per sonnel during the war.
20

New Policy in Teacher Education
On February 20, 1948, the State Board of Education approved a new policy with reference to the professional certification of teachers. This policy had been carefully studied and recommended by the Teacher Educa tion Council. The essentials of the new policy are:
1. "Effective for individuals who complete their training after Sep tember 1, 1950, the professional certificate will be based upon a planned professional curriculum, four years in length, which has been approved in advance by the State Board of Education. Each training program must have been designed to prepare for a specific teaching field or school service and the student must have received the bach elor's degree."
In evaluating programs which are submitted for approval, the committees are guided largely by their findings with reference to FOUR ESSENTIAL CONDITIONS:
1. The administration and the staff are definitely committed to teacher education as a major objective of the institution.
2. The administration has provided a superior staff and the facilities necessary for developing a professional program for the education of teachers.
3. The staff has carefully planned and is conducting a systematic pro gram of instruction and laboratory experiences which, in the judg ment of the committee, will prepare the kind of teachers needed.
4. The administrative and instructional staff are organized for continu ous study and improvement of their own programs and for coopera tion with other institutions and the State Department of Education in promoting a unified state program of teacher education.
Training programs for elementary and high school teachers have been submitted by the following four-year institutions: College of Education, University of Georgia, Georgia State College for Women, and Georgia Teachers College. These programs have been approved by the State Board of Education. Other state institutions are now engaged in developing pro grams to be submitted to the Board for approval.
Since the total annual supply of teachers from all the institutions in the state amounts to less than one-third of the demand, it is obvious that we must enlist in the undertaking as many of the private and denominational colleges as are able to provide acceptable training programs. The State Department of Education is cooperating with such colleges in the effort
21

to develop programs which may be approved by the State Board of Educa tion.
Similarly, studies are being made of junior colleges and senior liberal arts colleges with a view to having them qualify for the provisional cer tificate.
Training of School Leaders
Failure to provide training for leadership in education has the same implications for peace and democratic living as failure to train officers would for the prosecution of war.
Local leaders for the public schools of Georgia should have at least one year of professional and technical training beyond the bachelor's degree. The State Board of Education, several years ago, authorized the issuance of certificates on this level for principals, superintendents, supervisors and master teachers.
Salary supplements are provided for principals and supervisors. As a result, most of the larger schools and many of the smaller ones are under the supervision of principals who are qualified or who are studying to become qualified for educational leadership.
Attention of those concerned, especially the members of the General Assembly, is called to the need for professionally trained leadership in the county superintendency of schools. While most superintendents are doing a good job, present laws permit the election of individuals who have little preparation for teaching or administration. An effective way of dealing with the problem would be to authorize the State Board of Education to fix professional requirements for county superintendents of schools, as for others having administrative or supervisory responsibilities in the conduct of school affairs.
Leaders on the state level should have at least two years of graduate study, with special emphasis upon the areas of their responsibility. The College of Education at the University of Georgia should have a staff of outstanding instructors in order to make a major part of this training available within the state.
Scholarships should be provided for individuals seeking training on the highest level, especially for those who find it necessary to attend insti tutions outside the state.
SUPERVISION
The staff members of the Division of Supervision are field representa tives of the State Department of Education and, as such, have supervisory
22

responsibilities for all phases of the public school program except voca tional education, for which other provisions are made for supervisory services.
The state is divided into nine supervisory areas with a supervisor resid ing in each area as near the center as conditions will permit. Headquarters for the supervisors are now located at Gainesville, Calhoun, Atlanta, Wood bury, Madison, Americus, Statesboro, Waycross, and Quitman. This pro vision for the resident area supervisor who supplies liaison service between the State Department of Education and the local school system seems to be somewhat unique, but its value has been generally accepted by school people working on both state and local levels.
The supervisors are constantly in touch with superintendents and prin cipals of schools in their respective areas and visit the different schools as frequently as their services are needed and time will permit. They assist in the administration of regulations of the State Board of Education, advise concerning requirements for accrediting and concerning reports which are to be made to the State Department of Education, and assist superin tendents in the elimination of excessive instructional costs and in making proper adjustments in pupil-teacher ratio. They encourage local people to keep records in order, and they assist in keeping the instructional programs of the different schools adjusted to the needs of the people who are served by the school. They advise with county and independent system superin tendents and boards of education concerning proposed budgets, teacher allotments, distribution of state-owned textbooks and library books, trans portation, in-service education of teachers, interpretation of school laws and state board regulations, and general improvements of the school pro gram through community or county-wide meetings.
They report to the State Department of Education on school conditions, conformity with state regulations, improvements and irregularities, and to the Accrediting Commission on conformity with its regulations, school deficiencies, exceptional work and improvements. They represent the State Department of Education in such miscellaneous duties as selecting and approving sites for new buildings, recommending prospective per sonnel for county instructional supervisors, assisting school people in making the transition to a twelve-year school program, and presenting educational programs to civic clubs, parent-teacher associations, etc.
In cooperation with the program for the education of teachers, members of this staff have at times served as summer school staff members at teacher education institutions, consultants in workshops and conferences, and as leaders of discussion groups.
23

The method of allotting teachers by the State Board of Education to the different school systems is fixed by state law. This law provides that ad justments can be made by the state board if existing circumstances indicate that such adjustments are advisable. In some instances, the number of teachers to which a system is entitled on the basis of average daily attend ance is excessive, and in such cases reductions in allotments should be made. In other systems the rigid application of the law would greatly handicap the successful operation of the schools, and in these cases the allotments are adjusted upward. The supervisors are expected to supply the facts relative to teachers' needs in each system and to make recom mendations to the State Department of Education concerning the number of teachers to be allotted by the state to each of the systems in their respec tive areas.
The accrediting of schools is the responsibility of a commission organ ized for that purpose representing the elementary and secondary schools and colleges of the state. The supervisors have assumed part of the respon sibility for acquainting school officials with the regulations of the state and regional accrediting agencies, for giving such interpretations of regu lations as are desired, and for providing these accrediting agencies with facts*concerning the extent to which each school is conforming to standards. The director of the Division of Supervision is serving as executive secretary for the Georgia Accrediting Commission and the Georgia Committee of the Southern Association of Colleges and Secondary Schools.
One of the recently developed phases of the educational program in Georgia which has been given favorable recognition throughout the nation is the program of instructional supervision. The State Board of Educa tion has made provision for supplementing the salaries of these people on a matching basis provided the persons selected for this work have been properly certified. At present approximately fifty of the counties are em ploying instructional supervisors. The area supervisors have been active in the selection of people to be educated for this type of work, in assisting them in securing suitable positions after they have been prepared, and in coordinating the work of the instructional supervisors who are serving counties in their supervisory areas.
Beginning with the school year 1944-45, the Division of Supervision was given the responsibility for supervising Negro schools in addition to the work in the white schools. Although the number of Negro pupils is only about one-half the number of pupils enrolled in the white schools, this added service has practically doubled the responsibility for super vision, since a great majority of the Negroes attend small schools, and the job of visiting a large number of small schools is time-consuming. Only
24

one person has been added to the staff because of this responsibility for the supervision of Negro schools, and for that reason supervisors are not able to visit either the white schools or the colored schools as frequently as their services there might be needed. Supervision of Negro schools will be explained more fully in the section of this report devoted to Negro education.
Previously, the supervisory staff had been assigned the responsibility for the supervision of the state free-textbook program. In August of this year provision was made for each of the supervisors to have the services of a half-time secretary. This makes it possible for the records on text books for each of the systems to be kept up to date and for the supervisor to render greater assistance in the matter of the placement and use of text books in the different schools.
Reports filed by the supervisor on school conditions are available for use by any division of the State Department of Education, and frequently these reports eliminate the necessity for correspondence or travel for other employees of the department.
TEXTBOOK AND LIBRARY PROGRAM
Significant progress in expansion of library service to the State was made during the two years covered by this report and the free textbook program has continued to operate for the benefit of the masses of children, making it possible for them to have books at less cost than their parents could have obtained them through individual purchases. At the same time, the program brought improvement in school enrollment, attendance and promotions.
Groundwork for the free textbook law was laid by the 1935 General Assembly which proposed that the people legalize the sale of wine and beer. This proposal provided that, if it was ratified by a vote of the people, the taxes collected from such sale would be used to provide free textbooks to pupils attending public schools. Following ratification of this proposal the 1937 session of the General Assembly passed what is commonly known as the Free Textbook Bill. Acting under authority of this law, the State Board of Education then set up a program whereby all children from the first through the twelfth grades would be furnished a supply of textbooks in all subjects.
The increased enrollment, the addition of the twelfth grade, and the increased price of materials, have added greatly to the cost of providing the necessary instructional materials.
25

Many of the textbooks now in the hands of the school children are really unfit for further use. Such books will be replaced as rapidly as funds will permit.
Audio-Visual
The Audio-Visual program made its first shipment of films to the public schools on November 18, 1947, and during the balance of the school year more than 10,000 films were shipped to approximately 350 schools through out the state.
The Department owns more than $100,000 worth of educational films and recordings that are available to any school that has equipment for using the materials. There are now about 975 film titles and 200 record ings to choose from.
The indicated demand for Audio-Visual materials for the new school year is double that of last year, and films have to be limited to not more than four per week for each school. The number of films cannot be in creased until more money is made available for these materials.
The Georgia program is unique in that it is the only State program in the entire country that pays the transportation both ways on the materials. Approximately $75,000 has been made available by the State Board for the year 1948-49. The demand is now so heavy that this sum is in adequate in the amount of about $25,000.
Library Service
The library service program is designed to give financial aid in the purchase of library materials and assistance in the establishment of regional libraries; provide advisory service to schools and public libraries; furnish a reference and lending service and a centralized catalog service.
The professional staff includes trained librarians and an instructional consultant who specializes in work with schools on curriculum problems, making better use of all types of materials and also aids in in-service teacher training programs.
The library staff gives advice and assistance on organization, admin istration, selection and use of library materials, planning buildings and library quarters, bookmobiles and other problems related to the library program. Requests for visits from the staff, made by librarians, library boards and schools, have steadily increased.
The Division has helped provide in-service training opportunities for school and public librarians. An outstanding example of this was the special bookmobile institute held in the summer of 1947, when about 60
26

bookmobile librarians and persons in charge of this type of service met to discuss their problems, and to receive instruction and information about new practices and activities in this field.
Since 1938, when the school matching fund was first made available for the purchase of library materials, there has been a steady increase in the number and marked improvement in the quality of books available to Georgia's school children.
Young Georgians learn to solve their problems through the use of materials in the school library.
The state school library matching fund amounting to $150,000 annuallv is allocated to county and independent school systems on a per teacher basis. The State pays two-thirds of the amount of library orders. Since the last report in 1946 schools have increased their book collections by 158,129 volumes valued at $350,068. There are 4.6 books per pupil in all the white schools, but only 2.2 books per pupil in the elementary grades of these schools. A great deal of emphasis has been placed on improv ing elementary library service and classroom collections, but schools still fall far short of the recommended five books per pupil.
Schools have benefited greatly from the rural public library program started in 1944. Many of them serve as centers for distributing books to
27

the entire community. This gives the schools another opportunity to be come real community centers.
During this biennium funds have been available to assist in the estab lishment or extension of public library service to the rural population. 126 of the state's 159 counties have participated in the use of these funds, with 11 multi-county library systems serving 25 counties on a regional basis and 102 counties being served on a county-wide basis. Fourteen of the 33 counties without a county-wide or regional library service do not yet have a free public library within their borders.
State aid has continued to stimulate increases in local library appropria tions from city councils, county boards of commissioners of roads and revenue and boards of education, which are the primary sources of local support for library service. Local library appropriations have been in creased $181,880.48 for the biennium over the year 1945-6.
The total income from all sources for 148 public municipal, county and regional libraries operating in 145 counties reached $937,449.43 for the calendar year 1947. When this is evaluated on the basis of the State's total population, it provides only $.30 per capita for library service, which is far below the standard of $1.50 per capita recommended by the Ameri can Library Association for minimum library service, or even the national average of $.52 per capita.
Bookmobiles are fast becoming the most popular means of expanding library service to reach rural schools and communities and farm families. This is one of 28 bookmobiles carrying books to remote sections of 39 counties.
Georgia ranks high in the number of bookmobiles operated by county and regional libraries in taking books direct to rural schools, communities
28

and farm families. Twenty-eight bookmobiles are now giving service in 39 counties. Nine new bookmobiles have been purchased and put into operation in the past two years. The fact that three of these are replacing vehicles completely worn out through six to eight years of constant travel is the strongest evidence of the success of this type of service. Other counties and regions are raising funds or investigating new styles and types of bookmobiles to begin this service or replace present models.
The general stimulus to library development and increased interest in reading is reflected in the Library Extension Service, through which books loans are made and information supplied to libraries, schools, organiza tions, communities without libraries, and individuals living in sections of the state not served by a local library. Since the last report 105,881 books and other printed materials have reached more than half a million citizens. These loans have been sent out daily by mail or express to all parts of the State. There has been a marked increase in the number of inter-library loans of supplementary materials to other libraries and in the scope and extent of the services given to the summer workshops for teachers.
The addition of 9,277 volumes to the book collection, raising the total number of volumes to 53,099, has made it possible to lend more books in the large group collections and to meet more adequately the numerous requests for information on special subjects.
The Catalog Service has prepared and distributed an average of 4,961 sets of cards per month during the period covered by this report. The cards have been used by 240 schools and 68 public libraries. The use of these cards has resulted in saving a tremendous amount of time to local librarians, freeing them from such technical routines and permitting them to put this time to more effective use in personal service to patrons.
Georgia was one of nine Southeastern states participating in a survey of library resources conducted under the auspices of the Tennessee Valley Library Council and the state library associations. Between 50 and 78 per cent of all libraries in the state took part in the survey. The informa tion received was evaluated by a state-wide committee composed of citizens and librarians representing all types of libraries. Findings and recom mendations of the committee are available through the Library Division office. These provide valuable background information on present library conditions and are proving helpful to many groups and organizations in planning for future growth and development.
29

Results of four years operation of the state aid program for expanding rural public library service

NORTH CAROLINA

Regional library systems receiving state aid
County library systems receiving state aid
Municipal public libraries NOT receiving state aid
Counties without libraries

30

VOCATIONAL EDUCATION SERVICE
According to the latest Annual Report of the Division of Vocational Education of the U. S. Office of Education, Georgia ranks fourth in the nation in total enrollment in federally-aided vocational schools and classes. The total enrollment in all phases of vocational education was 136,599 for the year ending June 30, 1947, and 140,693 for the fiscal year ending June 30, 1948. In addition to these figures approximately 23,000 World War II Veterans are enrolled in all phases of vocational education. The total cost of the Veteran program is borne by the Veterans Administration.
Though great progress has been made in the last twenty years in the development of vocational education as a definite and integral part of the total school program, there are still many schools in all parts of the state with no programs or with inadequate offerings in vocational education. There is great need for further expansion of this phase of our educational program if Georgia is to keep its people abreast of developments in agri culture, industry, business, and homemaking. The state is making great strides in the development of new industries and in mechanizing farms. To man these new industries and our farms with well-trained, efficient workers, we must see that our people have opportunities for vocational training in keeping with their needs.
A brief summary of each of the five phases of vocational education being carried on as a part of the public schools of Georgia is presented herewith.
Vocational Agriculture
For the year ending June 30, 1948, Georgia had 372 departments of Vocational Agriculture with 347 full-time teachers, and a total enrollment of 67,107 individuals.
Vocational agricultural teachers who are employed in the public schools conduct classes for in-school and out-of-school groups. The in-school groups are known as "all-day" and "day-unit" pupils, the out-of-school groups are called "part-time" and "evening class" members.
"All-day" students are those who are regularly enrolled in school on a full-time basis and spend at least ninety minutes each day in the study of agriculture, in addition to actual farm work on home projects. "Day-unit" students are the same as all-day pupils except that they study agriculture only one or two periods each week. "Part-time" students are out-of-school youths who return to the school and study agriculture at convenient periods during the year. "Evening classes" are for adults who study their farm problems under the guidance of the teachers of vocational agriculture.
31

There has been a marked decrease in the number of vocational agricul tural departments and teachers in the public schools of Georgia since 1942. As of July 1, 1948, there were 112 less departments of vocational agricul ture and 111 fewer teachers of vocational agriculture in the public schools of Georgia than there was during the fiscal year 1941-42. This was a decrease of approximately 26 per cent of the number of teachers during a period of six years.
During the past two years emphasis was placed on the production and preservation of food for family needs. During this period farm families processed 11,020,076 pints of fruits, meats and vegetables in community canning plants under the supervision of teachers of vocational agriculture. Home economics teachers assisted agriculture teachers in the canning operations.
Farm shop work, which was carried on as a part of the instructional program of teachers of vocational agriculture, rendered valuable service to farmers. There are in the State approximately 400 vocational agricul tural farm shops under the supervision of teachers of vocational agriculture. Last year farmers made 26,671 items of farm equipment such as self feeders, screen doors, screen windows, wagon beds, chicken brooders and lime spreaders. Farmers repaired in vocational school shops 29,229 items such as grain drills, stalk cutters, tractors, lime spreaders and combines.
In addition to these accomplishments, teachers of vocational agriculture last year taught 483 regular evening classes. Some of the major problems taught in the evening classes were: peanut production, establishing per manent pastures, livestock production, soil conservation and sweet potato production.
Members of the Future Farmers of America (a youth organization of farm boys enrolled in vocational agriculture classes) sponsored many activities during the past two years. Some of the most popular contests sponsored were: Home Improvement, permanent pasture, public speaking, quartet, chapter, Georgia planter and corn and cotton judging and tree identification. Nearly 600 Future Farmers had forestry projects totaling more than 6,000 acres last year. An additional 713 were in-school forests. Nearly 400,000 pine seedlings were planted last year by Future Farmers and almost 4,000 cork acorn seeds were planted.
On-Farm Training for Veterans
In addition to the regular program of Vocational Agriculture, the Voca tional Education Service of the State Department of Education has been delegated the responsibility of administering and supervising the Institu tional On-Farm Training Program for Veterans. This program is financed
32

entirely with Federal funds made available by the Veterans Administra tion under the provisions of the G.I. Bill of Rights. As of June 30, 1948, a total of 12,463 Veterans were enrolled in this training. A total of 1,631,317 acres of farm land is being operated by the trainees enrolled in this phase of vocational training. Farm owners, renters, share croppers and those operating on a partnership basis are enrolled in this program.
Since the program was started the veteran trainees have purchased a total of 1,752 farms. Of this number, 1,098 were purchased during the fiscal year ending June 30, 1948.
The following tables give a brief record of outstanding accomplishments of the Veterans who are enrolled in this training program.

CAPITAL EQUIPMENT ON FARMS OF TRAINEES

Kind
Tractors............_______ ______ Trucks____________ ______ Combines___ _____________ ______ Hay Balers______ ________ .......... . Disc Harrows ____.......... ..... ..... ______ Wagons_____ __ _________.. ____ Disc Plows__ ____ _______ ______ Power Dusters____________ ______ Grain Drills______________ ______ Manure Spreaders ---,-........... ______

Items on Farm
4834 3967
763 868 4882 7596 3210 1259 1700 220

Number of Total number

Trainees with since class was

Equipment

organized

4236 3831 739 806 4395 6989 2903 1185 1547 233

2386 2185 380 346 2331 2775 1652 768 751
97

SUMMARY OF LIVESTOCK AND POULTRY ENTERPRISES

KIND

Workstock____
Bee! Cattle _......_ Dairy Cattle___ Hogs------------Sheep_____ ___
Goats________ Broilers......... ... Layers .............
Turkeys ______

--

Total Number During Fiscal
Year
16,143 26,851 26,166 151,734
803 2,511 3,110,773 470,690 11,967

Number of Trainees with
Enterprise
11,039 5,412 9,628 12,311
47 394 9,545 10,879 574

Total Number Obtained since
Class Began
7,746 16,325 15,846 116,058
652 4,671 3,058,263 338,588 11,622

33

SUMMARY OF CROP ENTERPRISES

Kind

Total Acreage During Fiscal
Year

Cotton______ ____ 102,029
Tobacco_______ ___ 8,969 Peanuts____ _____ 131,769 Soybeans_______ __ 12,866 Pimentos__________ 1,745 Sorghum____ _____ 10,578 Georgia Cane............. 2,934 Watermelons_______ 7,477 Cantaloupes_______ 1,273 Irish Potatoes______ 2,293 Sweet Potatoes.......... 7,565 Tomatoes.......... ......... 2,383 Commercial Truck__ 9,197
Commercial Fruits__ 4,945 Commercial Nuts__ 8,162
Corn_____________ 237,995
Oats_____________ 60,915

No. of Trainees with each Enter
prise

Kind

Total Acreage During Fiscal
Year

8,355 2,743 6,665 1,832
558 2,135 3,149 4,658 1,602 5,022 6,928 4,035 1,801
268 976 12,714 6,267

Wheat___________ 19,579

Barley-__ ________

649

Rye_____________

1,308

Summer Legumes .... 56,767

Winter Legumes.... 85,203

Permanent Pastures 130,536

Winter Temp.

Grazing___ __ _ 31,220

Summer Temp.

Grazing ................... 17,902

Meadow Hay_______ 9,947

Home Garden &

Truck............ ......... 18,953

Home Orchards____ 5,584

Commercial

Forest Trees____ 225,193

No. of Trainees with each Enter
prise
2,293 124 214
4,933 4,172 6,509 3,665
2,086 1,466
11,971 5,017
2,152

ITEMS MADE AND REPAIRED IN SCHOOL SHOPS BY VETERANS

Kind

Total Number Items During Fiscal Year

No. of Trainees During the Practice

Farm Tools repaired ------------- -------- -------Farm Tools made ____ ___ _______________ Farm Machines repaired __ __ ________ ___ Farm Machinery made...______________ ___ _ Household Furnishings repaired ..... ...... ........... Household Furnishings made ......------- -------Livestock and Poultry Equipment repaired...... Livestock and Poultry Equipment made_____ Window and Door Screens repaired________ Window and Door Screens made_______ ___ Board feet of lumber dressed ___ ____ ___-- .

86,843 19,765 23,968 2,513 13,154
5,297 14,244 14,489 12,999 14,323 1,328,981

10,660 5,643 6,520 1,449 3,946 2,529 4,752 5,558 3,942 3,711 3,209

34

IMPROVEMENT PRACTICES ON THE FARM OF VETERANS

PRACTICE

TotalScope No. of Trainees

Unit

During Fiscal During the

Year

Practice

Farm Dwellings Built _______ __-...... . Farm Dwellings Repaired __ _______ Farm Buildings Constructed ............... Farm Buildings Repaired ..................... . Home Grounds Landscaped ................. Water Systems Installed __ ________ Septic Tanks Installed ....................... . Farm Buildings Wired ________ ____ Sanitary Well Curbs Installed _______ New Fences Built ....---- ------ ---------Fences Repaired _________ ________ Farm Gates Built or Repaired_______ Farm Ponds Constructed___________ Terraces Constructed ....................... .... Gullies Filled and Controlled............... Fence Posts Treated____________ ___ Building Timber Treated --- ------------Hot Beds or Cold Frames Constructed... Liming Soil _____________________ Broadcasting Compost --..................... Spraying Fruit and Nut Trees----------Pruning Fruit and Nut Trees.---- -----Constructing Fire Breaks .................... Thinning Forests -------------------------Planting Seedlings in Forests.......... .... Treating Planting Seed ------------------Treating Livestock and Poultry.........-- Culling Poultry ------------ ---------------Castrating Livestock --------- ---- ---------Seeding New Pastures -------------------Improving Pastures ------------------- ---

Number Number Number Number No. Homes Number Number Number Number No. Rods No. Rods Number Number No. Feet No. Feet Number Bd. Ft. Number Acres Acres Acres Acres Acres Acres Acres Bushels Head Head Head Acres Acres

1,002 5,613 5,043 7,618 2,274 1,208
405 2,856 3,593 751,456 1,448,911 75,181
298
14,071,811 115,213 119,666 174,111 3,719 28,555 38,617 16,248 17,727 31,603 13,821 25,826 419,286
2,049,600 262,811 52,166 15,044 36,498

991 4,956 3,074 5,300 2,271 1,216
392 2,322 1,272 4,900 7,122 5,198
271 2,704 2,619
525 214 2,425 1,721 6,886 1,055 2,305 394 1,045 525 9,017 5,751 3,128 6,759 1,720 3,439

SUMMARY OF FOOD PRESERVED BY VETERAN TRAINEES

Method of Preservation
Canning No. 2 Cans_______ No. 3 Cans_______
Dehydrating and sun curing products (lbs.) .................
Storing Produce in Lockers (lbs.) ....................
Salt Curing Pork (lbs.)........ Storing Sweet Potatoes
in Curing House (bu.)

Amt. of Processed Products by Each Method

Fruits

Vegeta bles

Total Meats for All
Products

352,954 647,494 121,984 1,122,432 318,828 554,270 107,261 980,359

Number Trainees Served During
Year
15,861

29,700 49,086 25,574 104,360 1,827

55,122

69,173 531,133 655,428 2,651,374 2,651,374

3,187 9,020

161,302

161,302 3,231

35

Home Economics
For the year ending June 30, 1948, Georgia had a total of 448 high school departments of Vocational Homemaking with 490 teachers. In addition, there were 31 adult vocational homemaking teachers in Atlanta, Macon, Savannah, Clarkesville and Rome. There were 365 teachers em ployed on the nine months basis during 1947-48 and 125 employed on a twelve months basis. The total enrollment in both day school and adult classes was 48,237.
A total of 31,873 high school girls were enrolled in homemaking classes last year. These girls completed 105,829 home projects which were super vised by homemaking teachers upon home visits. This is the largest number ever completed in the history of the vocational homemaking program in Georgia. Homemaking teachers made 49,588 home project visits to homes of pupils enrolled in day school and adult homemaking classes during 1947-48. Girls enrolled in high school homemaking classes last year made 66,533 new garments at an estimated cost of $242,355.32. In addition, these girls renovated or repaired 25,995 garments for themselves or mem bers of their families.
There has been considerable increase in demand by adults for instruc tion in homemaking, particularly in the cities. Well organized adult pro grams are now in operation as a part of the vocational schools in Atlanta, Macon and Savannah. The total number of adult classes taught in city and rural areas by day school and regular adult teachers this year was 883. In rural areas a number of these women were wives of veterans attend ing farm veteran training courses. Homemaking classes have also been offered for women patients at Battey Hospital and to wives of Veterans attending the North Georgia Trade School.
Since 1941-42 there has been a decrease of 14 per cent in the number of vocational home economics teachers employed in the public schools of Georgia. As of July 1, 1948, there were 86 fewer teachers and 72 less departments of home economics in the public schools of Georgia than there were in the fiscal year 1941-42.
The Homemaking Division has given considerable time in consultation with schools planning for transition to a twelve-grade school system. There seems to be common agreement that homemaking training should be made available to all girls as well as short courses for boys. There is also in creased interest in having homemaking teachers furnish leadership in directing school and community nutrition education programs.
During the past year the Homemaking Division has cooperated with the University of Georgia and General Mills in producing a documentary edu
36

cational film entitled "The School that Learned to Eat." This film has received international recognition and will be used with teacher groups in stimulating similar nutrition education programs.
Quarterly meetings of Home Economics staffs from the State Depart ment of Education and from colleges training teachers of Home Economics for the vocational program have been held during the past two years. In addition to regular Home Economics staff from the institutions and State Department, representatives have been invited to attend certain meetings from other fields of Vocational Education, Elementary Education, Text book Division, School Lunch and Certification Department. The combined thinking of this group has done much to promote common understanding and feeling of responsibility for the total homemaking program.
During the past two years the Homemaking Division has sponsored the work of a State Home Economics College Curriculum Committee. This committee has recommended a number of changes in the college programs which should make possible better trained teachers.
The Future Homemaker organization has continued to grow and is now being accepted as an integral part of the high school homemaking program. During 1947-48, the total membership was 9,459. The new Homemaker organization for Negroes has also grown rapidly and last year had an enrollment of 4,190.
Two issues of Georgia Homemaking Bulletin were published during 1947-48, dealing with current curriculum problems. Two state in-service training conferences were held during 1947-48 as well as 78 small study group meetings. These dealt with such subjects as Transition to 12 Grade Program, Visual Aids, Family Relations, Adult Programs, Methods and Materials for Teaching. The Homemaking Division has cooperated in the preparation and publication of a research study entitled Education for the Vocation of Homemaking in Georgia.
Distributive Education
The Vocational Distributive Education program in Georgia continues to offer four types of training:
(1) High School Cooperative; (2) Extension Part-time; (3) Evening Extension; (4) College, Teacher Training.
The High School Cooperative program is offered to high school students in the junior and senior classes or to graduates of the high school on the
37

post-high school level. To enter, students must be sixteen years of age or older; regularly enrolled in school and employed in a distributive occupa tion such as merchandising, advertising, restaurant operation, etc. Sched ules include two to three regularly high school subjects, one period of specifically related study correlated with the job activities, and a minimum of fifteen hours per week working on the job.
Teachers employed in this program are called coordinators. To qualify as a coordinator, one must have three years' successful working experience in a distributive occupation and meet other state certification requirements. The coordinator places students on the job and follows the job activities to the extent that the related study is adapted to meet the needs of the student.
Extension part-time training is offered to persons fourteen years of age or older who are employed in a distributive occupation, under contract for employment or temporarily unemployed. These classes are scheduled con tinuously during the day for workers who can leave their daily employ ment for instruction only a few hours each week or they are organized in short intensive courses and taught for a limited time to workers who can leave their daily employment.
Evening classes are set up for persons sixteen years of age or older who are employed in a distributive occupation. Classes may meet at any hour of the day or evening when the workers are not on the job. The course content must be of such nature that it is directly supplemental to the daily employment and aids the worker in becoming more proficient on the job. Courses of this type are most effective and are in great demand. The table below gives the enrollment for the years 1946-7 and 1947-8:

1946-7

1947-8

High School Cooperative ____ _______________ 487 Extension Part-time and Evening ____________ 9,685

331 10,103

At the present time high school cooperative programs are in operation in Athens, Atlanta, Rome, Fulton County, Macon, Augusta, Albany, Griffin and Valdosta.

Youth Organization in distributive education becomes more important every day. Not only are there local and state clubs, but there is a national club in which Georgia participates most creditably, having won four of the six prizes in last year's meeting. The demand for this program is great, There should be at least fifty to one hundred high school programs in the State of Georgia within the next five years.

Part-time Extension and Evening classes were conducted in 36 centers during the years 1946-7 and 42 centers during the years 1947-8. These

38

programs are worked closely with the Restaurant Association, Hotel Asso ciation, various merchants' associations and Chambers of Commerce.

The teacher training programs in distributive education are well worked out and in full operation at the University of Georgia from which teachers may be secured at the end of the fiscal year.

During the past two years related classes for Veterans taking on-the-job training have been offered in most of the counties in the State. These classes are a part of the on-the-job training program. A standard course of study for veterans in distributive occupations has been worked out by the State Department of Education in cooperation with various trade asso ciations. The plan is called "Georgia Plan for Training in Merchandising and Management for Distributive and Service Occupations." It is designed to give training to workers employed in the following types of businesses:

Drug Stores Fountains Banks Hotels Restaurants
Book Stores Music Stores Jewelry Stores Millinery Stores Laundries Grocery Stores Furniture Stores Men's Furnishing Stores Wholesale Establishments

Real Estate Agencies
Insurance Agencies Ladies' Ready-to-Wear Filling Stations Auto Supply Stores
General Merchandising for Small Stores
Hardware and Paint Stores Dry Cleaning Establishments Electrical Supply Stores Sporting Goods Stores Automobile Agencies Office Supply Stores Roadside Fruit and Produce
Stands

Credit cards and certificates at the completion of each unit are issued by the local school authorities from the State Department of Education. The state plan of necessitating their management consists of six basic units: Principles of Selling, Elements of Business English, Mathematics for Dis tribution, Regulations Affecting Business, Sales Promotion and Establish ing and Operating a Small Business. To date more than five thousand veterans have been enrolled in the program.

The great difficulty confronting distributive education is a lack of funds. It has the support of businesses where programs are or have been offered. Last year $44,000 state funds were available for distributive education.

Trade and Industrial Education
The Vocational Trade and Industrial Education program consists of the following types of training: All-Day Trade, Part-Time Trade Extension, Part-Time Trade Preparatory, Part-Time General Continuation and Evening Trade Extension.
39

The All-Day Trade and Part-Time Trade Preparatory programs are designed for high school boys and girls who wish to learn a trade while in high school. They will apply in any high school curriculum where equip ment is available for trade training or in a town with good high type em ployers. Part-Time Trade Extension, Evening Trade Extension and PartTime General Continuation programs are designed to improve the civic and vocational efficiency of workers who are employed or temporarily un employed. These programs are used extensively by industry to upgrade workers in all phases of work.
For the year ending June 30, 1947, the enrollment in all phases of Trade and Industrial Education was 14,019 with 307 full-time and part-time teachers and for the year ending June 30, 1948, the enrollment was 14,915 with 550 full-time and part-time teachers.
As mentioned in the annual report for the biennium ending June 30, 1946, the vocational schools of the state have the following equipment located in the towns indicated below with the estimated value shown:

NAME OF SHOP

ESTIMATED

AREA OF VALUE OF STUDENT

COL-

SHOP EQUIPMENT CAPACITY WHITE ORED

SOUTH GEORGIA TRADE SCHOOL--Americas

Airplane Mechanics

12,294 Sq. Ft. $160,000.00 40

X

Automotive Mechanic 9,517 " "

20,000.00 50

X

Commercial Art and Neon

Tube Bending

1,368 " "

1,500.00 20

X

Diesel Engine Shop

3,120 " "

127,300.00 30

X

Machine Shop

3,120 " "

50,000.00 20

X

Radio Repair

1,786 " "

12,000.00 40

X

Sheet Metal

1,944 " "

5,000.00 20

X

Upholstering and Wood

Finishing

1,512 " "

3,000.00 20

X

General Woodwork

3,024 " "

15,000.00 18

X

$393,800.00

NORTH GEORGIA TRADE SCHOOL--Clarkesville

Automotive Mechanics 4,595 Sq. Ft. $ 40,000.00 25

X

Body and Fender Repair 1,650 " "

8,000.00 27

X

Laundry and Dry Cleaning 2,600 it ii

35,000.00 19

X

Machine Shop

2,920 " "

125,000.00 28

X

Photography

1,583 U it

7,000.00 17

X

Radio Repair

1,440 ti ii

5,000.00 32

X

Refrigeration

1,850 ii ii

18,000.00 35

X

Shoe Repair

1,100 ti it

5,000.00 19

X

Watch Repair

1,107 ii ti

12,000.00 41

X

General Woodwork

3,320 it ii

30,000.00 30

X

$285,000.00

40

NAME OF SHOP

AREA OF SHOP

ESTIMATED

VALUE OF STUDENT

COL-

EQUIPMENT CAPACITY WHITE ORED

ALBANY
Automotive Mechanics Electrical Shop Machine Shop Radio Repair Refrigeration General Woodwork Automotive Mechanic General Woodwork

2,052 Sq. Ft. $ 12,500.00 20

1,000 44 44

3,500.00 15

2,318 a a

80,000.00 20

800 a a

5,000.00 15

1,000 a a

5,000.00 15

2,200 a a

15,000.00 20

1,800 a a

10,000.00 20

1,600 a a

6,000.00 20

$137,000.00

ATHENS

Airplane Mechanics

4,972 Sq. Ft. $175,000.00 20

Jewelry Repair and

Engraving

800 44 44

5,000.00 16

Office Equipment Repair 1,633 a u

11,000.00 26

Tailoring

1,456 a a

6,000.00 20

General Woodwork

3,200 a a

10,000.00 20

Refrigeration

1,600 a a

10,000.00 20

ATLANTA--FULTON COUNTY

Beauty Culture Commercial Sewing Commercial Art Electrical Shop Industrial Power Sewing Machine Shop Radio Repair and
Communications Automotive Mechanics Beauty Culture Commercial Sewing Domestic Service Practical Nursing Shoe Repair Tailoring

1,200 Sq. Ft. 1,200 a a 1,200 a a 1,200 a a 1,200 a a 1,800
1,600 u a 4,000 u a
800 tt a 800 a a 3,600 a a 900 U " 700 ii ii 900 ii <t

$217,000.00
$ 5,000.00 20 3,000.00 25 3,000.00 25 8,000.00 25 5,000.00 25
100,000.00 25
8,000.00 30 8,000.00 24 3,000.00 20 3,000.00 30 4,000.00 30 1,000.00 25 3,000.00 18 1,500.00 25

AUGUSTA
Beauty Culture Electrical Shop Machine Shop Radio Repair Refrigeration Sheet Metal Radio Repair

$155,500.00

800 Sq. Ft. $ 8.000.00 21

600 ii

6,000.00 25

2,590 U ii

70,000.00 32

560 (( ii

6,000.00 20

1,400 ii it

8,000.00 30

1,200 ii ((

6,000.00 28

2,000

6,000.00 20

$110,000.00

X X X X X X
X X
X
X X
X X X
X X X X X X
X X X X X X X X
X X X X X X
X

41

NAME OF SHOP

AREA OF SHOP

ESTIMATED

VALUE OF STUDENT

COL-

EQUIPMENT CAPACITY WHITE ORED

BRUNSWICK

Automotive Mechanics 3,600 Sq.Ft. $ 15,000.00 15

Commercial Art and Neon

Tube Bending

8,000 " "

6,000.00 20

Machine Shop

3,600 " "

75,000.00 20

Radio Repair

2,100 " "

5,000.00 25

General Woodwork

2,100 " "

10,000.00 25

Automotive Mechanics 9,000 " "

10,000.00 20

Radio Repair

2.000 " "

5,000.00 20

General Woodwork

5,400 " "

7,000.00 30

CARTERSVILLE
Automotive Mechanics General Woodwork

$133,000.00

1,500 Sq. Ft. $ 8,000.00 20

2,100 " "

6,000.00 20

COLUMBUS
Automotive Mechanics Electrical Shop Machine Shop Radio Shop Refrigeration General Woodwork Automotive Mechanics General Woodwork

$ 14,000.00

3,780 Sq.Ft. 2,400 " " 4,800 " "
576 " " 1,056 " " 3,780 " " 1,436 " " 1,224 " "

$ 10,000.00 20 15,000.00 20 80,000.00 20 5,000.00 15 4,000.00 20 12,000.00 20 12,500.00 20 6,000.00 20

CORDELE Automotive Mechanics

$144,500.00 1,700 Sq. Ft. $ 8,000.00 20

COVINGTON
Automotive Mechanics Carpentry Plumbing Carpentry

$ 8,000.00

5,000 Sq. Ft. $ 25,000.00 20

1,600 " "

5.000.00 20

1,200 " "

4,000.00 20

1,200 " "

3,000.00 20

$ 37,000.00

FORSYTH

Automotive Mechanics 1,800 Sq. Ft. $ 5,000.00 20

Body and Fender Repair 1,500 " "

3,000.00 20

Machine Shop

1,200 " "

30,000.00 20

General Woodwork

2,400 " "

6,000.00 20

Automotive Mechanics 3,600 " "

4.000.00 20

General Woodwork

1,800 " "

5,000.00 20

$ 53,000.00
42

X X X X X
X X X
X X
X X X X X X
X X
X
X X X
X
X X X X
X X

NAME OF SHOP

AREA OF SHOP

ESTIMATED

VALUE OF STUDENT

COL-

EQUIPMENT CAPACITY WHITE ORED

GAINESVILLE

Automotive Mechanics 1,620 Sq. Ft. $ 10,000.00 16

Body and Fender Repair 2.562 (( ti

3.000.00 13

Carpentry

1,330

5,000.00 12

Electrical Shop Upholstery

2,000 " " 1,600 " "

7,000.00 10 3,500.00 10

Upholstery

1,200 a a

3,500.00 8

Radio and Television

2,000

10,000.00 20

MACON
Automotive Mechanics Beauty Culture Machine Shop Plumbing Radio Repair Refrigeration Watch Repair Welding Automotive Mechanics Carpentry Shoe Repair Tailoring

5,000 Sq. Ft.

2,000

ii

2,200 ii ii

800 it ti

700 ii ii

8,000 ii ii

700 ii ii

4,000 ii ii

2,160 ii ii

2,100 ii ii

2,100 i. ii

2,100 ii ii

$ 42,000.00
$ 40,000.00 20 20,000.00 15 125,000.00 20 3,000.00 15 15,000.00 15 20,000.00 15 16,000.00 15 15,000.00 15 25,000.00 20 14,000.00 20 15,000.00 15 10,000.00 20

MARIETTA
Machine Shop General Woodwork

$318,000.00

2,800 Sq. Ft. $ 60,000.00 25

3,000 ii ii

8,000.00 25

MILLEDGEVILLE

$ 68,000.00

Automotive Mechanics 5.040 Sq. Ft. $ 20,000.00 20

Body & Fender Repair 1,420 it ii

1,500.00 20

Electrical Shop

1,200 ii ii

21,000.00 20

Machine Shop

4,620 ii ii

26,000.00 20

Sheet Metal

1,352 ii ii

8,000.00 20

$ 76,500.00

ROME

Automotive Mechanics 4,000 Sq. Ft. $ 10,000.00 15

Machine Shop

2,400 <( ii

50,000.00 21

SAVANNAH
Automotive Mechanics Commercial Sewing Diesel Engines Electrical Shop Forging Machine Shop Painting & Decorating

$ 60,000.00

2.700 Sq. Ft. $ 15.000.00 30

2,500.00 20

2,700 ii ii

18,000.00 30

2,400

ii

27,000.00 20

1.350 ii ii

7,000.00 10

3,600 a ii

75.000.00 23

1,500.00 15

43

X X X X X
X X
X X X X X X X X
X X X X
X X
X X X X X
X X
X X X X X X X

NAME OF SHOP

AREA OF SHOP

ESTIMATED

VALUE OF STUDENT

COL-

EQUIPMENT CAPACITY WHITE ORED

SAVANNAH--Continued
Plumbing Printing Radio Repair Sheet Metal Welding General Woodwork

2,400
2,400 " "
2,400
2,400 " 44
4,000 u a
3,600 "

3,500.00 20 4,000.00 15 25,000.00 30 4,000.00 20 20,000.00 25 12,000.00 30

$214,500.00

THUNDERBOLT--Georgia State College (Cooperative Working Agreement with the Board of Regents)

Automotive Mechanics 2,242 Sq. Ft. $ 9,000.00 20

Body & Fender Repair 1,332

2,000.00 20

Carpentry

3,106 u

15,000.00 20

Electrical Shop

864 ti it

7,500.00 15

Machine Shop

2,196 ti it

30,000.00 20

Painting & Decorating 1,200 ii ii

1,500.00 20

Radio Repair

864

ii

3,000.00 15

Shoe Repair

1,701 ii ii

4,000.00 15

X X X X X X
X X X X X 1X X X

WAYCROSS

$ 72,000.00

Machine Shop

2,000 Sq. Ft. $ 75,000.00 20

X

Sheet Metal

4,000 ii ii

4,500.00 15

X

General Woodwork

4,000 4k 44

4,000.00 20

X

Radio

2,000 ii 44

5,000.00 20

X

$ 88,500.00

The total estimated value at present day costs of the training equipment in the State available for vocational education is $2,627,300.00 with a total training capacity of 2,274 students. At present prices the estimated value of the vocational buildings throughout the state is in excess of $6,000,000.00. Many schools have several hundred thousand dollars invested in vocational buildings and equipment. Few of these shops are now operating except for Veterans.
There have been over 7,000 Veterans to complete training in these schools. They should be available to non-veterans as well as Veterans, but due to the fact that costs for Veterans is paid from funds from the Veterans Administration, and non-veterans from State funds and practically no State funds are available, non-veterans cannot attend.
It is to be noted that in the list of shops shown above, two are state institutions. All of the others are local institutions with buildings and equipment the property of the local board of education. Most of these

44

schools could be utilized as area schools and made available to boys and girls, men and women in not only the immediate vicinity but in the sur rounding areas.
Schools of this type are financed partly with local funds. An enabling act allowing the setting up of area schools was passed by the Georgia Legislature in 1943 and since then 15 area schools have been approved by the State Board of Education. These are Fulton County, Athens, Rome, Macon, Albany, Griffin, Augusta, Fitzgerald, Marietta, Waycross, Bruns wick, Savannah, Columbus, Moultrie and Dalton. No funds have been made available for their operation. Areas should be restudied before any of them are operated as area schools. It would require an estimated $500,000.00 to operate the area vocational schools. The equipment is in place and personnel is ready, and with the funds they can train for almost any job or occupation. This is one of Georgia's best selling points for attracting new industry. They should be put into operation at the earliest time possible.
All schools are operated on the usual high standards as outlined in the State plan for vocational education which makes it possible for the State to secure Federal funds to cover part of the operating costs. Where schools are identified with other state boards, such as the schools of cosmetology, they meet state board requirements and state board specifications.
During the year the Apprentice Agreement has been revised and most apprentices are attending supplementary classes where a group sufficiently large to justify the cost can be assembled. We are making every effort to provide related training for all workers who wish to improve themselves.
The Rural Electrification Administration Cooperatives share equally in costs in conducting a training program for people employed by the REA in Georgia. This is one of our very best programs and is an indication of what business thinks of vocational education.'
The course in carburetion for up-grading mechanics employed in the automotive field should be expanded to other phases of automotive repair.
The program in the public service occupations which deals with fire prevention is moving steadily forward and this phase of our activity should be expanded.
During the last two years, related instruction for Veterans taking on-thejob training has been offered on a state-wide basis with more than 7,500 Veterans being enrolled. Veterans in these classes are required to attend. To make this program possible, twenty-two area coordinators for Veterans' training have been designated and the total cost of this program has been
45

borne by Federal funds from the Veterans Administration. Local school boards have cooperated fully and there is no way to estimate the ultimate value to this training. The State Department of Education has followed the standards worked out by the Veterans Education Council for this program.
Georgia has been outstanding in developing its teaching material in Trade and Industrial Education just as it has in Distributive Education and the following units of instruction have been prepared and issued on a state-wide basis and used nationally in many other states:
Inside Electrician's Trade Mathematics for the Electrical Trades Auto Mechanics Mathematics for the Automobile Trades Machinist's Trade Auto Body Repair Carpenter's Trade Plumber's Trade Plumber's Arithmetic Problems Painting and Decorating Mathematics for the Masonry Trades Radio Service Optical Mechanic Medical Laboratory Technician The Iron Moulder's Course
The whole field of area trade schools needs restudy before attempting to place all of them in operation. It would require ultimately $500,000.00, more or less, to put the area vocational schools, which the state needs greatly, into operation. The equipment is in place now and ready for use. We can train the personnel.
North Georgia Trade School
The North Georgia Trade and Vocational School located at Clarkesville, in Habersham County, is one of the two State Vocational Schools now in operation. It is a resident school with two modern brick dormitories for boarding students, and 100 comfortable four-room apartments for married students.
The curriculum includes both long and short term courses, ranging from a few weeks to two years, depending upon the desires and vocational needs of the individual student. Active enrollment for the month of September, 1948, was 335.
Courses offered include Auto Mechanics, Body and Fender Repair, Brick Masonry, Cooking and Baking, Dry Cleaning, Laundry, Machine Shop Practice, Photography, Radio Repair, Radio Communications, Refrigera tion, Shoe Repair, Watch Repair, and Woodworking. All shops are equipped with modern machinery and tools.
46

The faculty is staffed with highly skilled and experienced instructors, who have been carefully chosen from the various fields of industry. During the past year every member of the faculty has attended professional im provement courses either in colleges or in industry. An excellent guidance service is provided for all students.
The North Georgia Trade and Vocational School has been in operation since February, 1944. Since that time a total of 1,131 students have been successfully trained and placed in profitable employment. A large number of these students have entered business for themselves.
During the past year the school has completed two new temporary shop buildings, a modern athletic field, including a 1,000 capacity concrete grandstand, and a modern fireproof gymnasium, housing basketball court, auditorium, swimming pool, and other student facilities.
South Georgia Trade School
The South Georgia Trade and Vocational School, Americus, is the second State trade school established and operated by the State Board of Education.
It is a resident school with dormitories, cafeteria, and other living ac commodations. A gymnasium and other recreational facilities are pro vided also.
All courses are offered in units. A trainee may take a full course or just those units of a course which he needs. Courses vary from eight months to two years.
Courses now offered include Auto Mechanics, Diesel Engine Mechanics, General Aircraft Mechanics, Aircraft Engine Mechanics, Sheetmetal (for building and air-conditioning), Radio (including AM, EM and communi cations), Commercial Art (including showcard writing), outdoor adver tising, theater poster work, silk screen work, and neon tube work; Uphol stering and Woodfinishing, general upholstering, auto interiors, and seat covers; Cabinet Making; and a special course in Handicraft for physically handicapped women. The school also offers a course in Mechanical Draw ing, drafting--both architectural and mechanical.
Active enrollment for the month of September, 1948, was 176, with a cumulative enrollment of 261 for the seven and one-half months period since the school opened February 16, 1948.
Two new courses will be opened by January 1, 1949: Refrigeration and Air-Conditioning Mechanics and Electrical Appliance Serviceman.
Much emphasis has been placed upon teacher training and teacher training is now being offered at the University of Georgia, Georgia Teach
47

ers' College and at Mercer University. Our teacher training program will compare favorably with any teacher training program in the United States. Our vocational teachers are constantly improving and our teacher training staff is most competent. Over 150 Distributive and Trade and Industrial teachers were enrolled in teacher training this past biennium.
Occupational Information and Guidance
Many careful studies have been made to discover problems of people as a means of uncovering educational needs, and to develop a foundation upon which the school's program of educational services may be formu lated. All studies reveal problems common to groups and problems com mon only to individuals. Group problems such as acquiring skill in using the tools of learning, earning a living and others, may be solved best by a program of group instruction.
The problems of individuals revealed by these studies are reflected in letters to the State Department of Education from students and parents. They ask for help in selecting some promising field of work, finding a school where one can get training that will qualify as an interior deco rator, "What talents do I have?" "What work can I do?" "How long should I go to school?" "Where should I go to school?" These are prob lems that cannot be adequately solved by group instruction. They point up the need for providing a program of guidance services.
The occupation an individual pursues is important to both himself and society. It is important to himself because it largely determines his security, his service to others and his happiness. It is important to society because the welfare of the State and nation is determined largely by the effectiveness with which workers produce useful goods and render useful services needed-and wanted by society.
An estimated 52,000 boys and girls leave Georgia's schools annually to go to work. Before leaving they should have had assistance in choosing a wise occupational goal and formulating careful plans for participation. They should have had assistance, over a long period of time, that would assure them of the best education available as preparation for their chosen occupation.
The first effort of the State Department of Education to provide assist ance in helping students solve these individual problems was the adoption, as a part of the high school program of studies, a course in occupations in 1937. The second effort was promotion of organized programs of guidance in schools as a part of the World War II Victory Corps Program. However, it was soon realized that this was not enough and still more needed to be
49

done. A State Supervisor of Occupational Information and Guidance was employed by the State Department of Education in 1944. This member of the staff has devoted full-time to the promotion, development and main tenance of programs of guidance in Georgia schools.
The primary functions of the state program of assistance to local schools includes:
1. Preparing suggested plans for guidance programs; 2. Collecting, organizing and distributing information about occupations, educa
tional opportunities, and employment opportunities; 3. Preparing and supplying lists of useful guidance materials; 4. Providing consultant service; 5. Promoting professional training of counselors and other guidance workers; 6. Providing in-service training; 7. Securing the co-operation of State and Federal agencies that can render valuable
guidance service and provide useful aids; 8. And others.
The functions of programs of guidance service in local schools are:
1. Studying and continuously recording of interests, aptitudes, abilities, talents, achievement and other significant facts about individuals;
2. Accumulating, analyzing, interpreting, and presenting information about occu pations and related educational opportunities;
3. Providing counseling for individuals as an aid in identifying and intelligently thinking through educational, occupational and personal problems, reaching conclusions and formulating plans of action;
4. Providing placement service, as a direct service of the school or referral to existing organized placement service, to assist the individual in getting into the next situation, within or beyond the school; and
5. Following-up of all students who leave school; as a service to the individual and as a means of evaluating programs of education.
Federal funds made available under provision of the George-Barden Act may be and are being used to support the programs of:
1. State supervision of guidance and 2. Counselor training in the College of Education, University of Georgia.
Acceptance and growth of the program is evidenced by the 133 schools with counselors who had one or more periods of scheduled time each day, free from other duties, for counseling in 1945-46. This number increased to 172 schools in 1946-47 and further to 284 schools in 1947-48.
Through cooperation with the College of Education, University of Geor gia, a comprehensive professional counselor training program is now provided. This program consists of a year of graduate study with a major in professional guidance courses and has had 601 enrollees to date. Twelve counselors have completed the program and 133 have had two or more courses.
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Through cooperation with the Division of Certification, State Depart ment of Education, qualifications for certification of counselors have been set up and the first certificates are now being issued.
There is much evidence that guidance service in Georgia schools is being accepted by and meeting a real need of boys and girls. In many schools adults of the community are requesting assistance with their problems.
VOCATIONAL REHABILITATION
Georgia was one of the first states to take advantage of the constructive, humanitarian provisions of the National Civilian Vocational Rehabilita tion Act, passed by Congress and signed by President Woodrow Wilson on June 2, 1920, just twenty-eight years ago.
From a small beginning, this program has developed into a vital, farreaching State and Federal service to men and women with impaired bodies and minds.
Vocational rehabilitation was given its greatest impetus by the enactment of Public Law No. 113--the Barden-LaFollette Act--in 1943, as amend ments to the previous legislation. This act made it possible for the Voca tional Rehabilitation agencies in the several states to serve not only physi cally handicapped persons hut the mentally handicapped as well. It con tained specific provisions for the blind, for civil employees of the U. S. Government injured in line of duty and for war-disabled civilians. It also authorized expenditures for physical restoration, under which needed medical and surgical services may he rendered to those eligible for voca tional rehabilitation.
Through the years the General Assembly has increased appropriations for Vocational Rehabilitation to match the funds available through the Federal Government. This progressive, far-sighted policy has made it possible for Georgia to stand at the forefront among states in restoring disabled citizens to economic and social usefulness.
Records show that, since the beginning of this program, more than 18,000 handicapped Georgians have been rehabilitated into profitable employment.
During the biennium ended June 30, 1948, 5,245 citizens were prepared for and placed in a wide range of occupations. More than twenty thousand others received some type of service preparatory to placement.
During the fiscal year ended June 30, 1947, Georgia ranked third among the states in the number rehabilitated--2,755. The states which surpassed
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Georgia's record in this respect were: California with 3,205; and Michigan with 2,972. Figures for other states for the fiscal year 1947-48 are not yet available. For the ten-year period (1938-1947) only two states--Cali fornia and New York--rehabilitated a larger number of civilians than Georgia.
Records show that 3,525 of those rehabilitated in Georgia during the two-year period were either wholly or partially dependent upon welfare agencies, families or friends, at the time they applied for services; 1,584 had an educational level of less than eighth grade; 1,696 had two or more dependents; and 2,602 were married. In the group were 3,265 men and 1,980 women. There were 3,744 white persons and 1,501 Negroes.
The major causes of disabilities were: Disease 2,906; accidents 1,671; congenital 613, and military or naval service 55. The types of impair ments covered almost every category that would constitute a vocational handicap--loss of limbs, paralysis, defective vision, defective hearing, tuberculosis, heart conditions, mental disorders, etc.
In the process of rehabilitation all received medical examinations; 2,417 received necessary surgical services; and those needing them received artificial appliances, such as limbs, braces, special shoes, hearing aids, etc. Nearly 1,400 received training in schools or business establishments to prepare them for new vocations.
The Georgia citizens who received the benefit of this service are em ployed in industry and trades; on farms and in service establishments; in offices and public agencies. Records indicate that the first year after rehabilitation they would earn nearly $7,500,000! It stands to reason that in time they will repay to the State and Federal governments, in the form of taxes, the funds invested in their rehabilitation.
While the Division takes pride in what has been accomplished in Geor gia in the field of Vocational Rehabilitation, it is realized that the surface has been barely scratched. There are fifty thousand or more citizens who are desperately in need of this type of service and who want only a chance to become independent and self-supporting. Moreover, every year the ranks of the disabled are being increased through accident, disease and other causes.
There is no yardstick by which to measure what it would mean to the State and Nation, aside from the humanitarian aspects of the service--to restore this civilian army of disabled persons to payrolls and tax rolls.
The establishment of the two trade schools--North Georgia Trade & Vocational School, Clarkesville and South Georgia Trade & Vocational
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School, Americus--represented important steps in providing training facilities for handicapped persons in Georgia. Prior to the opening of these institutions it frequently was necessary to send Vocational Rehabilita tion clients to other states for the type of training needed.
Georgia's program was accorded national recognition June 3-5, 1948, when a joint conference of the National Rehabilitation Association and the Office of Vocational Rehabilitation was held in Atlanta. This was the first time the National Rehabilitation Association, comprising mainly pro fessional workers in the field of rehabilitation, had held a regional confer ence in the Southeast. Previously only national meetings had been scheduled.
The conference was attended by more than three hundred representa tives of rehabilitation agencies from seven states and Puerto Rico, together with NRA and OVR officials from other states. A highlight of the first day's session was a luncheon with Congressman Graham A. Barden, of New Bern, N. C., Governor M. E. Thompson, Earl Correvont, of Lansing, Mich., President of NRA and Director of the Michigan Division of Voca tional Rehabilitation, as speakers. Dr. M. D. Collins was master of ceremonies.
Congressman Barden was the co-author of Public Law 113, and, on this occasion was awarded a life membership in NRA.
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The cumulative value of Vocational Rehabilitation is illustrated by this picture. Standing--Lewis P. Chick, head of Chick Piano Co., Athens, attorney and former Representative from Walton County in the General Assembly, giving on the fob training to Billy Shepherd as a piano technician. Blind since childhood, Mr. Chick graduated from the Georgia Academy for the Blind; received training in piano tuning. In 1923 he applied for assistance from Vocational Rehabilita tion in a law course at the University of Georgia. He served two terms in the Legislature. Seven years ago he moved from Monroe to Athens and entered the piano business. Eager to help others, he cooperates with the Division in training clients. Billy Shepherd is blind in one eye and has defective vision in the other. He graduated from University High School, attended the Academy for the Blind before being enrolled for special training.
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HEALTH EDUCATION
The importance of health education in the total school program has long been. recognized by the State Department of Education and the Public Schools, but not enough has been done in a practical, functional way in this area.
In Georgia the facts brought to light during the last war clearly indi cated this, since 46.9 per cent of white registrants (second highest in 4S states), and 57.8 per cent of colored registrants (seventh highest in 48 states), were classified as not fit for service. Our schools can not be cred ited entirely with the responsibility for these facts, but they can not fail to accept a great part of it. Of course, there are other responsible agencies; such as, the home, which has primary responsibility, the Public Health Departments, the community, and other service agencies. However, since education is the job of the schools, they must accept a large share of this responsibility. And, too, along with the schools, the Public Health Departs ments--state, regional and local--have their share of this responsibility.
Prior to 1944 there had been no concerted efforts on the part of the State Department of Education and State Department of Public Health to attempt to combine their efforts in the field of Health Education. Each had been friendly toward the other, but each had been going its own way with no effort made to coordinate the efforts of the two in the area of health education.
In the Spring of 1944 a regional meeting of representatives from the two departments of nine Southern States met in Atlanta to discuss ways by which they might work together more effectively, particularly through the schools. This meeting was sponsored by the U. S. Office of Education and U. S. Office of Public Health.
Following this meeting, a similar one was held by the two departments of Georgia with regional and local public school people, public health people, and representatives from the University Systepj participating. From these meetings there grew a Joint Health Education (jmmTiittee. composed of three members from each of the two departments arid a repre sentative from the University System. This committee has been holding regular monthly meetings since its formation in 1945. A point of view has been agreed upon; and plans, aims and objectives in the field of Health Education have been set up by the committee. These include, in particular, how the Superintendent and his Board, the Principal, teacher, the pupil, the parent, may use the services of the Public Health people-- the doctor, the nurses, the sanitarian, etc., to best advantage and make them learning experiences for all participating. The Committee is encour aging school people to learn more scientific knowledge and the public
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health people to become better acquainted with sound teaching methods in health education.
Through the Joint Committee the State Department of Education se cured grants for three years, 1945-46-47, from the W. K. Kellogg Founda tion, Battle Creek, Michigan, to sponsor and promote special health projects in four spot counties. To work with this committee a Coordinator of Health Education was employed by the State Department of Education, and to work in the colored schools a Negro Health Educator was employed. The State Department of Public Health is now paying the salary of the Negro Health Educator. The four spot counties are Cobb, Crisp, Spalding, and Walton, and they were selected on the basis of meeting certain require ments set up by the committee. Forty teachers from these counties were sent to a six weeks Health Education Workshop, where a total program in health education was studied with special emphasis on the solution of problems in their own local schools and communities through the coopera tion of the schools and public health departments and all other resource agencies. The total program for the Workshop set up by the committee offered instruction in:
1. A healthful school-community environment; 2. Health instruction to include nutrition, physical education and recreation, safety,
dental hygiene, social hygiene, and other health habits; 3. How to use health services of public health people, dentists, private physicians
and other services, in the educational program, with special emphasis on the use of public health services.
The program is to cover the whole personality: physical, mental, emo tional, social; and to be adapted to the abilities, needs, interests of the learner; and to be considered a vital part of the total school program and not merely added to it. These participants went back into their respective counties and took the lead in a county-wide health education program. The State Coordinator of Health Education and consultants from the University of Georgia followed them up and rendered whatever service possible in helping the schools and the health departments in the solution of their health problems; and the Negro health educator has followed the participants in their workshops.
There have been four of these workshops for white teachers, with a total attendance of 210. The University System has cooperated in the project and furnished facilities and part of faculty personnel. The colored teachers have had three workshops with an attendance of 110. Also, health education is being emphasized in regular summer schools and in general workshops over the state and in all parts of the state in pre-school and post-school planning groups, in faculty study groups, school-community
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study groups during the school year, and in a large number of health councils.
For the first three years the committee confined its efforts principally to the four spot counties, and since this time, help in the solution of local health problems has been given other parts of the State, as requested, using the services of the Coordinator and the personnel from the State Depart ment of Public Health. The University of Georgia has rendered valuable consultative services.
Through the State Department of Health, a vision and hearing testing program has been in operation in the schools of the State for approxi mately three years using the Massachusetts Vision Testing machine and Audiometer. In each of the six Regional Health Offices there are two each of these machines. They may be borrowed by a school through the local health office or direct where there is no local department without cost from the Regional Office in their own District and someone will train teachers or others how to use them. Hundreds of children have been tested and a large number of defects found have been corrected. These services have been used as learning experiences for teachers, pupils, and parents.
The State Departments of Education and Health are not prescribing a course of study in health education, but they are, through the Joint Com mittee, attempting to work out a plan for helping local people with their own health problems. Since there are so many agencies on state, regional, and local level that are interested in and making contribution to health education, the committee feels that there is need for some one coordinating agency on state level. This would help to prevent overlapping, repetition and duplication of services, and in this capacity the committee is attempt ing to serve. It is encouraging the forming of local health councils in counties and local health committees in individual schools and schoolcommunities to serve as the coordinating agency on local level, when there is a definite felt need for such.
The activities of the committee have been many and varied. In addition to those mentioned above, it has sponsored the production of materials in health education as: a "Guide in Health Education for Teachers" in a tentative form, and "An Appraisal of the School Health Program"; and is sponsoring a special health project in Spalding County with funds fur nished by the U. S. Office of Public Health. In general, the committee be lieves that interest and improvement in health education in our state are on the up-grade as a result of its efforts.
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SCHOOL BUILDING SERVICE
Since 1941 the average cost of ordinary schoolhouse construction has advanced more than 150 per cent. At the present time very little reduc tion has appeared in either building materials or labor. Consequently there has been no major schoolhouse construction during this period, ex cept in defense areas where increased enrollment was sufficient to warrant Federal aid.
In the other areas, school boards undertook to get along with a few small new buildings, some additions and some repairs; holding their building funds against a time when again costs would be within reach.
Today an average size classroom of standard construction, including its part of corridor and toilet service, costs $5,000. Our records show a school enrollment of 743,000 pupils--488,000 white and 255,000 colored. It appears that at least 400,000 of these are trying to carry on in classrooms that are below a reasonable standard; many of them far below. Approxi mately 12,000 classrooms, along with necessary assembly rooms, lunch rooms, and such are urgently needed. It is a big bill. Our schools are far behind in this respect. Need for additional space has become so acute in many places that school officials and patrons are struggling to increase their budgets and build some of these much-needed schoolhouses.
During the biennium ninety sets of school building plans were prepared for construction of as many schoolhouses in as many different communi ties over the State. Sixty sets of these plans and specifications were for larger type buildings and were prepared by practicing architects in Georgia and adjoining States. The other plans, for smaller type buildings, were prepared by this Division and furnished free to the owners. These ninety sets of schoolhouse plans include: 2,200 classrooms, 60 assembly rooms, and 40 cafeterias. These ninety sets of school building plans and specifica tions show a total floor area of 2,400,000 square feet and an estimated con struction cost of $12,000,000. Some of these schoolhouses may not be built. They are all needed--and many more.
Preparing school building plans and specifications on a fee system has some merit. But it works a tremendous hardship on our poor little school communities. Architectural fee for this service is 6 per cent of the total cost, and in most cases it includes cost of equipment. This rate has pre vailed for many years and is uniform over the country. In 1940 the cost for this service on a $20,000 school building was $1,200. Construction cost on that same schoolhouse today is $50,000, but the fee for plans and specifications would be $3,000. Increased cost of producing that service could not be that much. It is suggested that the State employ one or two
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extra draftsmen, continue making plans and specifications for the little schools, extend this service to the larger schools, and continue until a better price can be had. Area supervisors could make a few inspections of build ings going up in their territory, calling an engineer from the Division office in case of doubt.
Schoolhouse fires have always been a matter of tremendous loss. This Division has done some survey work on causes and remedies. It is evi dent that our schoolhouse fires originate on the inside of the building. Brick walls around the outside have little or no value in preventing schoolhouse fires. It is the wood walls and plaster, or other combustible ma terials that furnish the fuel for these awful fires. Now that the cost of wood for building has advanced so much, school officials have come to think more of fire resistive walls and floors, especially since these can now be had at a cost surprisingly close to that of wood. A good grade of con crete blocks for inside walls with load-bearing ceramic tile on the outside is considered very good construction. Load-bearing walls 8 to 12 inches thick and non-load-bearing walls 4 inches. This kind of construction is very little more expensive than wood, not any more than a good grade of wood.
For years the need for over-all planning for our public schools has been emphasized by school leaders. Now that a school year with its opportunity for course enrichment has been added, much over-all planning seems im perative. Since school plant location and schoolhouse building will of necessity be a part of this planning, the Department has provided con sultant service to help local school officials in this work. This service may be had upon invitation from Boards of Education.
SCHOOL LUNCH PROGRAM
Georgia's school lunch program was an $8,098,990.43 business during the fiscal year 1947-48. Records show that $4,917,069.32 was spent for food; $2,062,217.51 for labor and $1,119,703.60 for all other expenses. The Federal government contributed 29 per cent of the funds.
During the year, every county in the State had at least one school lunch program with a total of 1,452 schools approved. Of this number 1,375 schools participated in the program. A total of 34,001,950 lunches were served of which 4,060,614 or 11.36 per cent were free.
Income sources for the program were as follows:
Payments for lunches, $4,727,077.25; Federal aid, $2,270,365.00; Other cash income, $563,331.70 and non-cash income, $129,941.93.
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Federal funds were not sufficient to pay the schools for the entire year. This is one of the weaknesses of the program.
The School Lunch Division, in cooperation with the State Health De partment, has been particularly interested in sanitation. A number of schools have been graded and plans have been made to continue this during the year 1948-49. In addition, the division has been working on food preparation, food service, money management, records, keeping and reporting. The supervisory staff assisted schools in attaining these standards.
Realizing that the School Lunch Program is more than merely a "feed ing" program, the Division has been interested in integrating this program with the total school program. Along this line, much work has been done on Health and Nutrition Education.
With the state colleges cooperating, four school lunch training confer ences were held during the summer of 1948 for personnel working in program. These conferences were attended by 175 persons. Several county training conferences also were held. These have contributed greatly to the improvement of the program.
Purposes of the School Lunch Program in Georgia may be summarized as follows:
1. To improve the general health of school children;
2. To provide a situation in which the eating of food is a definite part of each child's complete school day;
3. To develop desirable food habits in school children and indirectly improve food habils of all members of the family;
4. To develop an appreciation and understanding of the types of food necessary to meet nutritional needs of children;
5. To develop an appreciation of the importance of cleanliness in selecting, stor ing, preparing and serving food, and
6. To provide expanding markets for agricultural products.
COMMODITY DISTRIBUTION
The State Department of Education, through the Division of Commodity Distribution, is the sole distributing agency in Georgia for the foods donated by the United States Department of Agriculture. The county and independent school systems, private and parochial schools, nursery schools, institutions and welfare departments are the recipient agencies. At present, 159 county systems, 39 independent systems, 15 private and parochial schools, 25 nursery schools and camps, 60 institutions, and two welfare departments serving 578,490 persons have been certified to participate in
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distribution of donated foods. Of the eligible persons, 555,359 are en rolled in the public schools of Georgia.
**
Distribution during the two-year period has been as follows:
1946-47----------- 9,474,269.50 pounds valued at.............. $ 930,174.11 1947-48.............. 14,076,811.24 pounds valued at....... ....... 2,857,327.51
Total..........-- 23,551,080.74 pounds valued at...............$3,787,501.62
**#
Thirty-two types of commodities have been received and distributed. The receipts during the biennium have been steadily increasing. And, as the purchasing power of the dollar decreases donated foods have been proving a most important factor in the operation of the lunch programs of all recipient agencies. It should be pointed out that the quality of the foods has been highly satisfactory.
The allocation and distribution is based on the average daily number of meals served for certain foods and the average daily attendance for other foods. This procedure assures an equitable allocation to all recipient agencies.
SURPLUS WAR PROPERTIES The Division of Surplus War Properties has been operating since the early part of 1945. This agency was set up to help educational institutions obtain surplus properties needed for instructional and maintenance pur poses.
Staff members have called on many armed force installations in the Southeastern states to locate surplus war properties which are suitable for school use.
The value of properties transferred to the schools of this State for the two-year period ended June 30, 1948, amounts to $7,536,143.68.
The properties obtained have enabled the schools to partially fill a need, long felt by educational leaders. The types of properties are so varied that every department in schools and colleges have benefited through this service. They consist of all kinds of equipment for farm shop, machine shop, electricity, auto mechanics, radio, communications, laboratory, home economics, photography, and heavy farm and construction equipment. Properties were obtained from the Army, Army Air Forces, Chemical Warfare, Medical Division, and the Navy.
All public school systems, University Systems, and other schools which are eligible within the state have been allotted some properties through this surplus war properties division.
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Public Law 889 passed by the 80th Congress provides for the continua tion of the program of donable war surplus properties on a broader scale than heretofore.
GEORGIA SCHOOL FOR THE DEAF
The Georgia School for the Deaf at Cave Spring had a total enrollment of 284 pupils from 94 counties in the State during the year 1948. This enrollment consisted of 218 white and 66 Negro pupils. The faculty con sisted of 26 academic teachers and 8 vocational teachers. The average teacher-pupil ratio for classroom teachers was 1:10.8. The optimum teacher-pupil ratio for deaf children is conceded to be 1:8. Any heavier teacher load than this usually results in slower pupil progress. The de duction is that our teacher-pupil load was about three pupils per teacher too many for the best results.
Despite the shortage of teachers, the school had a very good year. The several divisions of the educational program, including the primary depart ment, intermediate department, advanced department, vocational depart ment, colored school, and the closely related co-curricular activities were all well-balanced and closely correlated. The eight vocational teachers instructed classes in printing, shoe repairing, woodworking, machine shop practice, trade sewing, beauty culture, arts and crafts and barbering. The co-curricular or extra-curricular activities were very much enlivened the past year and added greatly to the pupils' over-all learning, happiness and well-being. There were hobby groups covering a wide variety of pupil interest. These group activities were directed by teachers on special assign ments outside of their regular classroom work.
Athletics and the physical education program were well-directed and successful in every detail. Participating in athletic contests as an affiliating member of the Georgia High School Association has done much to raise the morale and the general esprit de corps of the school. Football, basket ball, and track competition with the public high schools of our district have played a big part in this respect. Since football was introduced in the school eight years ago, the boys have won a large majority of their games, competing with schools having much larger enrollments. District competition in track and field meets was introduced into the school three years ago. In the spring of 1948, the school teams won both the District and the State championships competing in the Class "C" Division.
It is regretted that the girls were denied the benefits that they might have derived from such a program. Lack of a gymnasium and adequate playground facilities on the campus made it impractical for them to follow through with the same program as that of the boys. Most of the practice
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and all the games in which the boys competed with other schools had to be on the local public school playground and in their gymnasium. Such a handicap barred the girls from an athletic program other than that of an intramural nature.

The academic schedule the past year was very much improved in visual aid work. The addition of a 16mm. sound projection machine played a great part in this improvement. The acoustic training program was helped immensely during the year by the addition of three Maico Multiple Set hearing aids to the primary department and one to the intermediate depart ment. This also greatly improved the speech program of all the pupils with special emphasis on corrective speech work for the intermediate and advanced departments. During the last month of the school year two recording machines were added to the equipment. One is a wire-recorder and the other a Sound-Scriber. These are helpful in keeping records of a child's speech from year to year and have proven to be a great incentive for better speech. The wire recorder is also being used in connection with the group hearing aids. It gives a high fidelity when recording the voice when immediate play-back is desired. It has proven very effective for parties and dances where music perception is necessary.

A measure of progress in academic work has been determined the past four years in an extraordinary and rather unusual way. Seven widely scattered states, including Georgia, combined forces in determining com parative academic progress through the medium of the exchange of welldirected scientific progress tests. A compilation of results made by Mr. M. B. Clatterbuck, superintendent of the Oregon School for the Deaf, finds the average gain per pupil per year for each of these schools as compared with that of a normal hearing child to be as follows:

Georgia __________ __ _______ __________________ _____83%

Arkansas__________ ________ ______ ___ _____ _____ _____.52%

Oregon______________

..42%

Arizona___________________

40%

Utah__ _____

...37%

Rochester (N. Y.) __ _________________ _______ _____ ____35%

Louisiana __ ___________ ___ __ ____________________ __... 30%

This favorable rating is appreciated by the Georgia School. The care and precision with which the study was made fairly indicates relative progress in the seven schools. Other studies are being made on basis of the data from these tests. Additional interesting results should become available at an early date. The Georgia School feels that, along with the other cooperating schools, it is not only finding valuable guidance in this program, but that it is contributing to a national service in that the ulti mate goal is the development of better aims for progress of the deaf child.

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It is appropriate to include in this report data relative to farm opera tions. The farming enterprise serves both as a basis for teaching agricul ture and as an economic source of supply to the school. The past year the farm was one of eight in Floyd County to receive certificates of award for following the necessary soil conservation practices which maintain fer tility and increase productivity as recommended by the U. S. Soil Con servation Service. Conservation measures taken during the year include planting cover crops; repairing terraces and ditches; cleaning fire brakes; mowing pastures; distributing lime, basic slag, and phosphate; and plant ing by-color plants. All these activities, together with the cultivation of the crops, the preservation and use of the farm products, the operation of the dairy, the poultry enterprise, and operation of mechanized equipment are valuable mediums for both practical and scientific agricultural train ing as well as to continually enhance the value of the farm and its pro ductivity.
Following good years and bad, the farm has not failed in the past eight years to produce sufficient corn and hay to supply the dairy and other livestock needs. Last fall we harvested 1,000 bushels of corn, 55 tons of hay, 21,980 pounds of wheat, 4,600 pounds of vetch, 300 bushels of oats, 150 bushels of sweet potatoes, 25,000 sweet potato plants, and sufficient seasonable garden vegetables to supply the school.
It will be noted on receipts and disbursements statement accompanying the annual farm and dairy report that farm and dairy produce delivered to the school had a value in the amount of $24,490.41 (wholesale prices) and that the sum total net profit was $4,225.54. There were additional profits not represented in dollars and cents such as farm labor furnished the maintenance department during the slack season, a bounteous supply of wholesome Grade A milk during a period of scarcity, sufficient fresh pork for our entire school needs, and the other farm products which enable us to serve well-balanced and nourishing meals. The greatest income from the farm was milk, with a wholesale evaluation of $10,741.95, followed by pork, at $2,985.48, with eggs running a close second, at $2,180.02. Corn, hay, small grain and potatoes top the moneymaking crops. They are not all credited to the farm as such, since some of their values are interpreted in terms of milk, pork, beef, eggs, flour, corn meal, etc.
While the amount of beef produced on the farm heretofore has been negligible, next year there will be some twelve or fifteen young steers and non-productive cows to butcher. Production along this line can be greatly increased following further pasture improvement and enlargement. The latter will necessitate the purchase of considerable fencing.
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In the early part of June the Centennial Anniversary of the school was observed. Between 700 and 800 alumni were present throughout or during some portion of the three-day celebration. These old students came from localities as far north as Philadelphia and Detroit, from Miami to the south, and from as far west as western Texas. Many had not visited the school since their graduation, a few of them as far back as forty years ago. Those who had not visited the campus in a long time were amazed and unanimous in their praise of the great progress the school had made. Many of these visitors from a distance were more familiar with the schools for the deaf in their adopted states than they were of their alma mater. The comparative studies they made only increased their enthusiasm over the progress made in Georgia. The Centennial celebration added greatly to the stature of the school and afforded the patrons and alumni a most enjoyable occasion.
GEORGIA ACADEMY FOR THE BLIND
The Georgia Academy for the Blind at Macon had an average enroll ment of one hundred fifteen white students during the school year 1947-48, the largest in its history.
The faculty is well trained and is doing an excellent job of teaching.
The program of study compares favorably with that of the best public schools in Georgia. Both the grammar school and the high schools are accredited by the State Accrediting Commission, the grammar school having been put on the accredited list for the first time in 1946.
In addition to the regular literary curriculum, students take piano, pipe organ, chorus, stringed instruments and typing. All children are taught typing as soon as they are able to spell. Industrial subjects include wood work, piano tuning and repairing, chair caning and seating, broom mak ing, basketry, weaving, crocheting, knitting, sewing, etc. Considerable emphasis is being placed on human relations as a means of preparing the youngsters for taking their places in the social and business world. The school is cooperating closely with Vocational Rehabilitation in preparing the boys and girls that graduate from the Academy to be placed in pleasant and profitable employment.
Many improvements have been made in the buildings and grounds dur ing the biennium. Although the main building, which includes dormitories, classrooms, dining room and kitchen, was built in 1906, it is in excellent condition. Equipment obtained from the War Assets Administration with out cost to the state included eighty excellent oak chests of drawers, which were badly needed. One building was donated from the War Assets Ad
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ministration from the Warner Robins Air Base. The ninety-foot by twentyfoot unit was set up on the ground and is being used for piano tuning and broom making classes. A tractor trailer also was obtained.
The Negro division of the Georgia Academy for the Blind had an average enrollment of forty-nine for the school year 1947-48.
Tenth and eleventh grades have been added to the high school since the last biennial report. The course of study is set up to meet the require ments for accrediting as soon as adequate facilities and teaching force are provided. It compares favorably with the other public schools in the state for Negroes. Besides the regular course of study, piano tuning, chaircaning, leather work and shop work are taught. The corps of teachers is about the average found in the colored schools of the state. The building is woefully inadequate. There is insufficient classroom space. Sleeping quarters are crowded. Equipment except, for piano tuning, is inadequate.
A building for manual training or shop has been erected. It is twentysix feet by fifty feet and was donated by the War Assets Administration and transferred to the Academy grounds at very little expense to the State.
NEGRO EDUCATION
The major activities carried on by the Division of Negro Education for the biennium beginning July 1, 1946,.-.and ending June 30, 1948, are sum marized as follows:
The Jeanes Program
The improvement of instruction in the elementary schools for Negroes is achieved mainly through Jeanes Supervising Teachers. The promotion, guidance, and coordination of this program consumes a considerable part of the time of the personnel of this Division. The accompanying map shows the 91 counties now served by 88 Jeanes Supervising Teachers. There remain 15 counties with 30 or more teachers eligible to employ a county supervising teacher. It is possible for two counties or a county with an independent system in it to cooperate in the employment of a supervising teacher. The financing of this work is done through contribu tions from county and city Boards of Education, the State Board of Educa tion, and the Southern Education Foundation.
The high degree of training of these supervisors is revealed by the fact that all 88 hold teachers' certificates based upon four years of college work, while 53 of the number hold teachers' certificates based upon five years of college or the Master's degree. With reference to specialized training for the job of supervision, it is noteworthy that 73 hold the Professional
65

Supervisor's certificate (Sv-5) based upon a year of graduate work, while the remaining 15 hold the Provisional Supervisor's certificate (Sv-4) based upon three graduate courses directly related to the job of rural school supervision.
To meet the demands of continuous expansion of Jeanes Supervision in Georgia a cooperative program for selecting and training supervisors has been planned and is being developed extensively under the direction of the State Elementary Consultant of Negro Schools.
At the beginning of each school year the names of prospective super visors are solicited from persons in leadership positions who work closely with qualified elementary teachers. Following investigations and personal interviews from fifteen to twenty-five persons are invited to begin the initial training period by participating in a workshop in supervision at Atlanta University under the direction of the State Consultant. Upon the completion of this training program the participants are eligible to be employed by county Boards of Education as Jeanes Supervising Teachers. During the first year of employment supervisors receive on-the-job train ing which is a partial fulfillment of the requirements for the Professional Supervisor's certificate. The purposes of the supervised field experiences are to help each beginning Jeanes Supervising Teacher to effectively study her problems and plan a program for the improvement of instruction in the system in which she is working.
In order to plan and implement a program of in-service education, both regional and state-wide conferences of all Jeanes Supervising Teachers are held annually. The annual Jeanes conference, which is sponsored by the State Department of Education in cooperation with the Southern Educa tion Foundation and the Georgia Tuberculosis Association, is held in October of each year at Atlanta University.
A significant activity of the Georgia Jeanes Association has been the acquiring of a war surplus building and its conversion into a cottage at Camp John Hope, located near Fort Valley.
Under the auspices of the Georgia Committee on Elementary Education, five Negro colleges are cooperating in a program to develop, over a threeyear period, some excellent elementary schools to be used as observation centers. The State Consultant is serving as coordinator of this project.
Improvement of Teaching in Secondary Schools
State-wide conferences of principals were held in 1946 at Atlanta, and in 1947 at Americus. These conferences play an important part in the in-service training of both elementary and secondary school principals.
66

DISTRIBUTION OF JEANES SUPERVISING TEACHERS
Counties employing Jeanes Supervising Teachers.
Counties eligible to employ Jeanes Supervising Teachers but now without them. Counties with less than thirty
H Negro teachers and ineligible to employ Jeanes Supervising Teachers except by combin ing with other counties or in dependent systems.
67

Consultative service has been provided on the best practices in teaching, administration and supervision.
Special summer workshops have been operated on the campus at Atlanta University for principals, librarians, health educators, counselors and regular teachers in all subject matter fields.
Testing Program
This Division has served as the coordinating agency for the testing program administered to 4,000 seniors in Negro high schools in April, 1948. This program was sponsored by the Committee on Teacher Recruit ment of the Georgia Committee on Cooperation in Teacher Education, and approved by the State Organization of Principals. The Director of this Division, the State Supervisor of Occupational Information and Guidance Service, and the Registrars from the Negro colleges constituted a steering committee for the project. The chief purposes of the testing program were: (1) to discover significant information useful in counseling students with reference to occupational choices and educational plans; (2) to pro vide colleges with more adequate information on applications for admis sion; (3) to give graduates of non-accredited high schools better oppor tunities for admission to colleges and professional schools; (4) to dis cover capable individuals who may be recruited to prepare for the teaching profession.
The tests administered were the Otis Quick Scoring Test of Mental Ability and the Progressive Achievement Battery, including Reading, Lan guage, and Mathematics. The tests were scored by machine and the results reported to participating schools and to the colleges. Interpretations of the results are being studied by the schools as a part of guidance and placement of students. The financial responsibility for the testing program was shared by the State Department of Education, the State Board of Regents, the Georgia Accrediting Commission, nine Negro colleges, and the Georgia Teachers and Educational Association.
War Surplus Buildings
During the biennium the Director of the Division of Negro Education has served as the agent for the State Board of Education in acquiring 841 war surplus buildings from 10 installations for the public schools of the state, both white and Negro. In the early stages of this activity surplus demountable CCC-type buildings were acquired through the United States Engineers on a donation basis. More recently the schools have purchased at a high discount rate rigid type buildings from the War Assets Admin istration. A total of 124 counties have participated in this program. These
68

buildings have been used to provide temporary facilities for classrooms vocational shops, auditoriums, gymnasiums, lunchrooms, libraries, and teachers' homes. In many instances they have been secured for immediate use to replace buildings destroyed by fire. In some cases they have served to provide temporary facilities for increased enrollments, expanded voca tional programs for regular students and special veteran classes, and to get school consolidation started. The heavy demand for such temporary facilities tends to emphasize the great need for state aid for school plants of a permanent type.
Other Activities
The Division has made every effort to help school officials find qualified teachers and to refer prospective teachers to existing vacancies. Each year information is secured from prospective teachers at the nine Negro colleges in the state and a bulletin containing this information has been distributed to the school officials. The Division has also served as a clearing house for requests from school officials and for applications from available teachers outside the state.
Time has been devoted to stimulating both elementary and secondary schools to meet accrediting requirements. The Division works in close co operation with the Georgia Accrediting Commission and the Southern As sociation of Colleges and Secondary Schools in promoting their work in the Negro schools.
Cooperation has been extended to the Georgia Teachers and Educa tional Association in its effort to organize the Negro teachers in the state. Statistical information has been furnished to the officers relative to the number and location of teachers in every system. Materials have been provided for publication in The Herald, the official organ of the associa tion. Regional and state meetings have been participated in in order to encourage the development of the organization and to discuss ways and means of improving the Negro schools throughout the state.
Assistance has been given to the Board of Regents in its program for the development of higher education on both the undergraduate and the graduate and professional levels.
A considerable amount of time has been devoted to working with public school officials looking forward to a reorganization of the Negro schools. This activity has involved several system surveys and conferences with system Boards of Education.
The Director has served as one of the six committee members of the Joint State Health-Education Committee which seeks to coordinate the
69

activities of the State Departments of Health and Education in their efforts to promote functional health programs in the public schools.
Numerous inquiries are being received about the status of public ele mentary and secondary schools for Negroes in the state. The following statistical data on several measurable items throws light on trends during the last decade, compares the present status of white and Negro schools, and points up some of the pressing problems needing remedial measures.
Salaries of Teachers
Prior to 1937 the State Board of Education made no discrimination in the distri bution of funds according to race. Each school system then took state and local funds and set up their own salary schedules. Throughout the state the salaries of Negro teachers were approximately 50% of salaries paid to white teachers with the same training and experience. Beginning with the 1937-38 school term the State Board of Education set up a minimum salary schedule for teachers which paid to Negro teachers amounts ranging from 60 to 75% of the amount paid to white teachers with the same training and experience. The State Board of Education has taken three other specific steps to eliminate the differential based on race. Now Negro teachers receive from 70 to 93% of the state salary schedule provided for white teachers of the same train ing and experience.
Schools According to Size
In 1936-37 there were 3,415 Negro public schools. Of that number 2,359 were one-teacher schools, or 69% of the total. Also, 648 were two-teacher schools, or 19% of the total. Thus 88% of the Negro schools at that time were of the one and twoteacher type. During 1947-48 there were 2,647 Negro public schools. Of that number 1,566 were one-teacher schools, or a total of 59%, and 539 were two-teacher schools, or a total of 20%. This makes a present total of 79% of the Negro schools still of the one and two-teacher type, while only 22% of the white schools are of the one and two-teacher type. This means that consolidation of small Negro schools has shown only a small increase. Lack of physical facilities and sufficient state aid for transportation has retarded consolidation of Negro schools.
Length of Term
In 1936-37 the average length of term in days for the Negro public school children in Georgia was 153 days. During 1947-48 the average length of term for Negro chil dren was 169.3 days, while during the same year the average length of term for white children was 174.9 days. During 1947-48 76.8% of the Negro children and 99.5% of the white children were enrolled in schools operating for nine months. The State Board of Education has made it possible for every Negro child to be enrolled in a nine months term but some County Boards of Education have not requisitioned state funds for the full term.
Transportation
Figures for the 1937-38 school term reveal that thirteen counties provided a total of $16,272.68 to assist in the transportation of 2,122 Negro pupils. During 1947-48 ninety-eight counties provided a total of $282,189.82 to assist in the transportation of 15,085 Negro pupils. There yet remain fifty-seven of the one hundred and fifty-five counties in which Negro schools are located where no start has been made in expend ing public funds for Negro children to be transported to and from school. The State Board of Education makes the same allowances for both white and Negro pupils to be transported, however, the state appropriation for transportation has not been in creased in recent years and this factor has limited the expansion of Negro school
70

transportation. Last year many counties took advantage of a temporary measure by the State Board of Education to release teachers in order to secure additional transportation aid when schools were consolidated. Many counties plan to greatly decrease their number of Negro schools and provide more transportation when more state aid is available. Practically every white child needing transportation to and from school is provided with this service. Approximately 75% of the cost of trans portation of students in Georgia at the present time must be borne by local funds, and local school officials have been more reluctant to spend local funds on the trans portation of Negro students than of white students.

Level of Training of Teachers
The State Board of Education recognizes four years of college work as an accept able minimum for a teacher in the public schools. During 1936-37 647 Negro teachers, or 10% of the total, held certificates based upon four years of college work. During 1947-48 there were 2,737 Negro teachers holding certificates based upon four years of college work, and they represented 39% of the total number employed. A total of 52% of the white teachers employed during 1947-48 held teachers certificates based upon a minimum of four years of college work. Degree holding teachers are being employed wherever they may be found whenever they are available.

Pupil-Teacher Ratio
In 1936-37 the pupil-teacher ratio in average daily attendance for the white schools was 26, and in the Negro schools it was 34. During the 1947-48 school term the pupil-teacher ratio in average daily attendance in the white schools was 25, while in the Negro schools it was 28. The difference in the ratio at the present time is accounted for by the fact that many white teachers, but few Negro teachers, are employed from local funds. The State Board of Education uses the same formula for allotting both white and Negro teachers to local school systems.

Vocational Education
The State Board of Education operates two state trade schools for its white citizens but none for its Negro citizens. Steps are being taken to set up area trade schools for Negroes immediately. Vocational opportunities for Negroes on the high school level have been greatly expanded in recent years, as is indicated by the number of state aided vocational departments in Negro high schools.

Year 1936-37___ 1917-48 _____________

Home Economics Agriculture Trades

33

45

12

125 84

14

The number of state aided vocational departments in white high schools is as follows:

Year

Home Economics Agriculture Trades

1947-48_______________

362 271

22

The State Board of Education uses the same formula in the distribution of state and federal vocational funds for approved departments in both white and Negro high schools.

Accredited High Schools
There were 40 accredited high schools for Negroes in 1936-37, of which number 12 were approved by the Southern Association. During 1947-48 the state accredited high schools numbered 97, with 20 of that group being approved by the Southern Association. There are 466 accredited white high schools, of which 153 are accredited by the Southern Association. It is significant that 25% of the white enrollment but only 13% of the Negro enrollment is on the secondary school level. While the eco nomic situation is a factor in this matter it appears that the major reason for the low enrollment in secondary schools by Negro children is an inadequate plan by

71

school systems to make secondary education both available and accessible for gradu ates of rural elementary schools.
Capital Outlay Investment in buildings, grounds, and equipment increased from |36 per Negro pupil in average daily attendance in 1937-38 to $74 during 1947-48. In marked contrast it is noted that in 1947-48 the investment in school plant was $267 per white pupil in average daily attendance. A recent survey by the Education Panel of the Agricul tural and Industrial Development Board reveals that in scarcely a single system are the school plant facilities for Negroes adequate. There is a definite trend in urban centers toward providing better educational facilities for Negro school youth as a result of applying funds from bond issues where the need is the greatest. However, little progress is being made in rural areas toward eliminating educational slums for Negro school children. Now school buildings must be financed from local funds. Many systems cannot provide adequate funds even for needed classrooms if the maxi mum bonds are floated against 7% of the assessed valuation of property. In order to provide the minimum acceptable facilities needed for all the children then there must be state assumption of responsibility for capital outlay.
Looking to the Future
A recent investigation of the public schools in Georgia reveals that the educational facilities and opportunities for both white and Negro children are far from satisfactory. To remedy this situation a plan has been devel oped under capable leadership and approved by school groups and lay citizens interested in education. If the 1949 General Assembly passes legis lation to inaugurate the proposed Minimum Foundation Program of Educa tion and provides for the financing of that program then Georgia will be able to more adequately develop its human resources.
RECOMMENDATIONS
In connection with this report on the activities of the State Department of Education, I wish to submit the following specific recommendations to the members of the Georgia General Assembly.
A. That legislation be enacted to provide for the Minimum Founda tion Program of Education for Georgia which was initiated and outlined in A Survey of Public Education of Less Than College Grade in Georgia by a legislative committee of the General Assembly.
B. That legislation be enacted to make available sufficient State revenue for implementing the Minimum Foundation Program of Education.
C. That the principle of equalization be continued in the passage of any school laws or policies for the operation of public schools.
D. That within the framework of the Minimum Foundation Program, provision be made for:
1. A substantial increase in teachers' salaries which will provide at
72

least $2400.00 annually for the professionally trained four-year college beginning teacher. 2. A substantial increase in bus drivers salaries. 3. The establishment of State aid for school building equalization purposes to aid the poorer rural counties in erecting needed school facilities. 4. Costs incident to the addition of the twelfth grade to the public schools. 5. Sufficient State funds to provide an adequate instructional program in all phases of Veterans' education. 6. Matching Federal funds in full for vocational education which includes Vocational Agriculture, Vocational Home Economics, Trade and Industrial Education, Distributive Education and Occu pational Information and Guidance. 7. Awarding liberal scholarships or free tuition to one or more students from each Georgia county who are qualified by ability and aptitude for teaching. 8. Continuation of the policy of furnishing free textbooks, library books and other learning aids. 9. Expansion of the rural library program. 10. Additional State aid to maintain an adequate Vocational Rehabili tation service. 11. Improving and expanding the school lunch program. 12. The establishment of special classes or day schools in large school systems for handicapped children where sufficient number of children can be assembled.
E. An appropriation for needed buildings at the Georgia School for the Deaf, The North and South Georgia Trade and Vocational Schools, and the Georgia Academy for the Blind.
The Minimum Foundation Program of Education for Georgia and adequate funds to finance it are absolutely imperative if Georgia is to liberalize the educational opportunity of her youth to the extent that it will compare favorably with that of our neighboring states.
Respectfully submitted,
M. D. COLLINS,
State Superintendent of Schools.
73

SUMMARY PUBLIC SCHOOLS
1946-47

RECEIPTS 1946--47

State, County, City and Misc. Funds Received by Boards of Education

Received From:
State for:
Salaries and Administrative Funds________ _______$24, 462, 761. 97 Equalization Fund________________________________ 5, 706, 272.08 Regular Vocational Teachers--Salary and Travel _ 621, 416. 92 Teachers on Special Programs--Salary and Travel _ 799, 273. 68 County Superintendents' Salary_________________ 130,165. 50 Other______________________________________________ 576, 634. 84

County or City:

Tax for Maintenance and Operation______________ 15, 576, 683.39 County-wide tax for Bonds and Interest_________ 568, 391. 54 Local District Tax for Bonds and Interest_______ 861, 539.80 County Commissioners or City Council___________ 1,018, 887.03 Other______________________________________________ 300,198. 35

Federal School Lunch Fund________________________ Philanthropic Foundations_________________________ Fees from Pupils____________________________________ Payments from Other Systems______________________ Loans_______________________________________________ Sale of Bonds and Property, Insurance Claims______ Funds Withheld--U. S. Salary Tax__________________ Funds Withheld--5% Teachers' Retirement________ Other Sources (Lanham Act, etc.) ________________

2, 367, 200.17 75, 677.70 453, 869.74 503, 303.45
3,498,118. 24 3,918,452.40 1, 527, 675. 75
873,400.94 2,103, 914. 89

Balance Brought Forward From Previous Year:
Bond Account______________________________________ 2, 909, 244.78 Operating Account__________________________________ 1, 395,144.01
Total Available Funds on Hand_______________________ 70,248, 227.17
These are non-revenue receipts for the operation of schools. The income from most of these items are offset by payments of like character. The net income allowable for the operation of schools from state and local sources in 1946-47 was $51, 026,482. 41.

76

EXPENDITURES 1946--47

Disbursed by Boards of Education

White

Colored

Total

General Control:

Board of Education, Per Diem $

Board of Education, Expense.

Superintendent's Office:

Superintendents' Salaries _ _

Administrative Salaries____

Travel Expense

Clerical Salaries

Office Supplies and Other

Expense

Other Expense of General Con-

trol

__ ____

61, 503. 06 31, 310. 44
668, 875. 23 141, 739. 45 54, 226. 63 31i; 909. 81
102, 068. 00
83, 058. 08

$ 61, 503. 06 31, 310. 44
668, 875. 23 141, 739. 45 54, 226 63 311, 909. 81
102, OfiR 00
83,058.08

Total General Control

$ 1,454,690.70

$ 1,454,690.70

Instructional Service:

Supervisors--S a 1 a r i e s and

Travel

.. _

S 396, 901. 44 $ 238, 536. 38 $ 635,437. 82

Visiting Teachers--S a 1 a r i e s

and Travel

353,439.77

8,007.05 361, 446. 82

N o n-Teaching Principals--

Salaries ..

_ . ______ 826, 538.39 111, 392.25 937,930. 64

Teachers' Salaries:

Elementary:

Male.

728, 003. 07 218, 310.35 946, 313. 42

Female ... ... ... _ _ 15,296,460.11 5,447, 659.16 20, 744,119. 27

High School:

Male_________

4, 428, 380. 75 859, 426. 38 5,287,807.13

Female .. ___

... 6, 277,135. 58 1,130, 421.19 7, 407, 556. 77

Total Teachers' Salaries_____ $26,729,979.51 $ 7, 655, 817.08 $34, 385,796. 59

Supplies Used in Instruction.. Salaries and Expense--Even-
ing School _ _ . __ Other Expense of Instruction

313,379.44
40,242.40 559, 366. 38

27,753.25
32, 619. 98 56,152.87

341,132. 69
72, 862. 38 615,519.25

Total Instructional Service___ $29,219, 847. 33 $ 8,130, 278. 86 $37, 350,126.19

Instructional Service--Special Programs . _______ ... _ $ 980,290. 21 $ 43,174.75 $ 1, 023,464. 96

Operation of Plant:

Wages of Janitors._. . ____ $

Janitors'Supplies____ _______

Fuel .

..

....

Water and Lights _ ________

Other Expense of Operation..

877, 444.58 $ 143, 923. 33 534,458.12 298, 616. 74 77, 610. 31

156, 873. 96 $ 1,034,318. 54

16, 462.70 160, 386. 03

54, 578. 70 589, 036. 82

21, 732. 88 320, 349. 62

7, 239. 28

84, 849. 59

Total Operation of Plant

$ 1,932,053.08 $ 256, 887. 52 $ 2,188, 940. 60

77

EXPENDITURES--Continued 1946--47

Disbursed by Boards of Education

White

Colored

Total

Maintenance of Plant:

Upkeep of Grounds

$ 66, 606. 89 $

Repair of Buildings ________ 1, 081, 209. 86

Repair and Replacement of

Equipment ________________

374, 004. 33

Other Expense of Maintenance

148, 305.11

6, 334. 24 $ 72, 941.13 102, 985. 50 1,184, 195. 36

36, 881.18 23, 563. 65

410, 885. 51 171, 868. 76

Total Maintenance of Plant. _ _ $ 1, 670,126.19 $ 169, 764. 57 $ 1, 839, 890. 76

Fixed Charges:

Insurance Premiums _ _ . _ $

Retirement Fund, Pensions __

Rent--- _

----- _ ---------

Superintendents' Bond Pre

mium. ____ ______

Other Expense of Fixed

Charges ...___ __________

478, 245. 92 $ 323, 386. 23 22, 223. 98
9, 985. 33
61, 464. 58

34, 738.12 $ 25, 923. 64
5, 430. 99
85.00
23,184. 37

512, 984. 04 349, 309. 87 27, 654. 97
10, 070. 33
84, 648. 95

Total Fixed Charges________ _ $ 895, 306. 04 $ 89, 362.12 $ 984, 668.16

Auxiliary Agencies:

Transportation:

Salaries, Operation, Mainte

nance

$ 3, 683,197.51 $

Equipment, Replacements

and New. .

______

972, 369. 22

Per Diem . .

...

66, 653. 67

152, 972. 31 $ 3,836,169.82

7, 061. 39 14, 827. 98

979, 430. 61 81, 481. 65

Total Transportation

$ 4, 722, 220. 40 $ 174, 861. 68 $ 4, 897, 082. 08

Health Service________________ $ 31, 340. 40 $

School Lunches

..

2,283,025. 80

Libraries

. _.

170, 354. 34

Food Processing. ____________

119, 407. 96

County and Home Demonstra

tion Agents

------ .

93, 562.53

Other Auxiliary Agencies_____

92,294.03

1, 030. 61 $ 32, 371.01 192,431. 69 2,475,457.49
12, 663. 69 183, 018. 03 905. 84 120, 313. 80

13, 643. 60 4,787. 51

107,206.13 97, 081. 54

Total Auxiliary Agencies ____ $ 7, 512, 205.46 $ 400, 324.62 $ 7, 912, 530. 08

Debt Service:

Payment of Bonds--County

wide ------- -------- . _

$ 274, 668. 37 $

Payment of Bonds--District- - _

738, 689.53

Payment of Loads and Inter

est- __________ ___ _

2, 698, 642.45

Other Debt Service Expense.

407, 972. 23

29, 860.44 $ 304,528. 81 738, 689.53
249,076.31 2,947,718.76 29.44 408, 001. 67

Total Debt Expense .

$ 4,119,972. 58 $ 278, 966.19 $ 4, 398, 938.77

78

EXPENDITURES--Continued 1946--47

Disbursed by Boards of Education

White

Colored

Total

Capital Outlay: Land, New Buildings, Equip ment________________________ $ Additions to Old Buildings____ Other Capital Outlay_________

840, 691.13 $ 321, 548. 40 374, 439. 79

131, 592. 74 $ 44, 035. 25
24, 890. 21

972, 283. 87 365, 583. 65 399, 330. 00

Total Capital Outlay_________ $ 1, 536, 679. 32 $ 200, 518. 20 $ 1, 737,197. 52

Transfer Payments:

To Other Counties and Inde

pendent Systems___________ $ 469, 078. 83 $

To U. S. Collector of Internal

Revenue____________________ 1, 526, 569. 75

To Teachers' Retirement

System______________________

854, 773.31

Other Transfer Payments____

646, 606. 49

19, 291. 70 $ 488, 370. 53

41,170. 36 1, 567, 740.11

75, 698.19 91,411.18

930, 471. 50 738, 017. 67

Total Transfer Payments____ $ 3, 497, 028. 38 $ 227, 571. 43 $ 3, 724, 599. 81

Grand Total Expenditures

$52, 818,199.29 $ 9, 796, 848.26 $62, 615, 047. 55

Balance on Hand:
Bond Account________________ Operating Account___________

$ 6, 231, 964. 99 1, 401, 214. 63

Grand Total Expenditures and Balances on Hand___________

$70, 248,227.17

79

CENSUS, ENROLLMENT AND ATTENDANCE 1946--47

White

Colored

Enrollment:
Kindergarten_______________________ First Grade_________________________ Second Grade_______________________ Third Grade________________________ Fourth Grade______________________ Fifth Grade________________________ Sixth Grade________________________ Seventh Grade______________________ Eighth Grade_______________________ Ninth Grade________________________ Tenth Grade_______________________ Eleventh Grade_____________________ Twelfth Grade_____________________
Elementary Grades (Kg. -7) :
Male________________________________ Female_____________________________
Total_______________________________
High School Grades (8-12) :
Male------------------------------------------------Female_____________________________
Total_______________________________
Total Enrollment--Elem. andH. S___
Previously Enrolled___________________
Net Enrollment_______________________
Evening Schools______________________
Average Daily Attendance____________

4, 566 64,966 56, 338 54,543 50, 510 48, 308 45,118 42,592 38, 647 30, 912 25, 007 20, 477 2,262
191, 706 175, 604
367,310
55, 617 61,945
117, 562
484, 872
39,438
445,434
1, 937
379,766

630 67, 924 35, 474 30, 778 28, 573 24, 804 20, 843 18, 551 12, 870 8,881 6, 349 4, 619 1,071
114, 598 113, 039
227, 637
12,898 20,892
33, 790
261, 427
7,060
254,367
3,239
199,852

Total
5,196 132, 890 91, 812 85, 321 79, 083 73,112 65, 961 61, 143 51, 517 39, 793 31, 356 25,096
3,333
306,304 288, 643
594, 947
68,515 82, 837
151,352
746, 299
46, 498
699,801
5,176
579, 618

80

NUMBER OF TEACHERS EMPLOYED AND CERTIFICATES 1946--47

White

Number of Teachers Employed on Regular Program Academic and Vocational: Elementary (Kg. -7) : Male_ Female _______________________

Total _ _ ______________________

High School (8-12) :

Male____________________ ______

Female

. _ _ .. _. .

Total ____

Non-Teaching Principals. _ _

Total Teachers on Regular Program

Special Programs: Male. ______________________ _______
Female _ __ __ __ ____ . . ..

Total _ _ __________________________

Evening School Teachers __________

Grand Total All Teachers____________

Certificates of Teachers on Regular Program: Five Years College Four Years College_______________ Three Years College. . .. _ Two Years College ______ _ _ One Year College. _ _____________

Total ______________________ ..

County License

. ______

Grand Total. _________ . _ _____

350 9,723 10, 073
1,732 3,345 5, 077
270 15, 420
261 30
291 64
15, 775
1,180 6, 518 2, 102 3,631
985 14, 416
979 15, 395

Colored
197 5, 670 5, 867
506 823 1,329 48 7, 244
17 0 17 118 7,379
131 2,160 1, 030 1,641
602 5, 564 1, 675 7, 239

Total
547 15, 393 15, 940
2,238 4,168 6,406
318 22, 664
278 30 308 182
23,154
1,311 8, 678 3,132 5,272 1,587 19, 980 2, 654 22, 634

81

AVERAGE ANNUAL SALARIES PAID TEACHERS 1946--47

White

Colored

Total

Average Annual Salary Paid Teachers on Regular Programs:

Elementary..

Male_______ _____ _____ $

Female

_ _. _

High School

Male ... Female _ _________...

Total Average Annual Salary

2,080.00 $ 1, 573.18
2,556. 80 1,876. 57 1, 764. 36

$ 1,108.17
960.79
1, 698. 47 1, 373. 54 1, 063. 90

1, 360.75
1,730. 00 1, 347.63
1,981.79
2, 362.74 1, 777. 24
1, 538. 79

82

SCHOOLS ACCORDING TO SIZE 1946--47

White

Number of Schools:

Total Number of Public Schools___

Number Having High School Grades.

Number of Four-year High Schools. _

Number of Schools Having:

One Teacher __ _______ _________

Two Teachers ...... . .

Three Teachers .

. ..

Four Teachers

Five Teachers ____ ______

Six Teachers___ ______ ___ ________

Seven Teachers. _ .. ___

Eight Teachers

Nine Teachers. ________ .. . ...

Ten Teachers____________________ .

Eleven Teachers. . . _______ _______

Twelve Teachers

____ .. ____

Thirteen Teachers . -----------------

Fourteen Teachers___ ______ ____

Fifteen Teachers____ _. ______ .

Sixteen Teachers________ __________

Seventeen Teachers. ___ __________

Eighteen Teachers

....

Nineteen Teachers.. . ______

Twenty or More Teachers... ...

1,718 746 495
193 178 146 158 106 89 71 80 59 65 69 67 47 44 55 40 26 37 20 168

Colored
2,904 547 198
1, 713 648 136 83 56 40 32 37 23 25 18 14 16 6 5 7 6 4 1 34

Total
4,622 1,293
693
1,906 826 282 241 162 129 103 117 82 90 87 81 63 50 60 47 32 41 21 202

83

ADMINISTRATORS, SUPERVISORS, AND NON-PROFESSIONAL EMPLOYEES
1946--47

White

Colored

Total

Professional Employees:

Administrative Assistants _ _ _

*Non-Teaching Principals___________

Supervisors

Visiting Teachers

Librarians-^

Total Professional Employees- ____

Non-Professional Employees:

Attendance Officers _____________

Clerks . - ____ _______________ __

Lunchroom Managers and Workers-

Maintenance Workers:

Plant ________________________

Bus-_ - ______________ ______ -

Janitors -----

Food Processing-- -- - ____ _

Bus Drivers________________________

Others--

_______ - ________

Total Non-Professional Employees. _

43 270
89 179 51 632
17 172 3, 288
288 32
1,247 93
2,724 365
8, 226

6

49

48

318

80

169

179

5

56

139

771

3

20

23

195

322

3, 610

190

478

6

38

214

1,461

3

96

147

2,871

33

398

941

9,167

*Non-Teachlng Principals also shown on Teachers Employed on Regular Program.

84

LIBRARIES AND EQUIPMENT 1946--47

White

Colored

Total

Libraries: Number of Volumes in Li braries: Elementary_______________ High School______________

861, 724 954, 483

161, 977 136, 681

1, 023, 701 1,091,164

Total_____________________ 1, 816, 207

298, 658

2,114, 865

Value of Volumes in Libraries: Elementary_________________ $ 744, 327.14 $ 162, 312. 76 $ 906, 639. 90 High School________________ 1, 233, 028. 79 154, 095. 54 1, 387,124. 33

Total_______________________ $ 1, 977, 355. 93 $ 316, 408. 30 $ 2,293,764. 23

Value of Teaching Aids______ $ 744, 548.03 $ 68, 939. 94 813, 487. 97

Total Value of Libraries & Teaching Aids______________ $ 3,206,270. 86

337, 975.13 3, 544,245. 99

Equipment:

Number of Desks_____________

539,114. 86 141,752. 00 680,866.86

Value of Desks_______________ $ 2, 469,413.09 $ 487,114. 04 $ 2, 956, 527.13

Value of Lunchroom Equip ment_______________________ $ 1, 874,187. 94 $ 119, 270. 17 1, 993, 458.11

Value of Laboratory Equip ment_______________________ $ 1, 231,158. 89 $ 129, 329. 93 1, 360, 488. 82

Value of Auditorium Seats____ $ 1,231,728.84 $ 76,235. 75 1,307,964. 59

Value of Teachers' Desks, etc. $ 2,109, 371. 67 $ 160, 359. 35 2,269,731.02

Value of Motion Picture Equipment_________________ $ 364, 268. 32 $ 17,010. 11

381,278. 43

Value of Food Processing

Equipment____

$ 542, 879.25 $ 35, 088. 79

577,968.04

Value of Vocational, Home making, T&I_______________ $ 2, 097, 427. 57 $ 175, 474. 34 $ 2, 272,901. 91

Total Value of All Equipment. _ $11, 920, 435. 57 $ 1,199, 882. 48 $13,120, 318.05

Total Value of School Plant____ $94, 044, 646. 63 $11, 878, 813. 61 $105,923,460.24

85

BUILDINGS AND GROUNDS 1946--47

White

Colored

Total

Number of Buildings According to Material Used:

Cement____________ _______

124

28

152

Stone

66

21

87

Brick ... ____ ___ _______

1,149

184

1,333

Frame ___ _______ _______

1, 674

2,809

4,483

Total

. ________________

. 3,013

3,042

6,055

Value of Buildings __ ___

$73, 347, 272. 30 $ 9, 617,231. 50 $82, 964, 503. 80

Value of Grounds -

____ 5, 570, 667.90 726, 788. 00 6, 297, 455.90

Total Value of Buildings and

Grounds.. . . . ....

$78, 917, 940.20 $10, 344,019. 50 $89, 261, 959. 70

Number of Rooms in Buildings:

Classrooms................ .

.

13,348

6,477

19,825

Other.. . _____ _______ . .

5,829

1, 339

7, 168

Total

19,177

7, 816

26, 993

86

MISCELLANEOUS INFORMATION ON ENROLLMENT AND ATTENDANCE
1946--47

White

Colored

Total

Number of Children Enrolled in Schools Operated:

120 Days and Under _ ____ ___

122

982

1,104

121-130 Days _ ___________________

240

240

131-140 Days --

_______ _ __

141-150 Days _

151-160 Days _____________________

161-170 Days _____________________

220 163 1,415 1,312

15,931 749
38, 236 885

16,151 912
39, 651 2,197

171-180 Days______________________ 481,640

204, 404

686, 044

Total Enrollment

484, 872

261, 427

746, 299

Average Daily Attendance:

Total Elementary _______________ 281, 448

172, 416

453, 864

Total High School-

98, 318

27, 436

125,754

Total Elementary and High School 379, 766

199,852

579, 618

Average Length of Term__________ __

180

174

180

Average Cost Per Pupil in A. D. A.____ $ 116.21 $ 45.58 $ 91.86

Number of Graduates from Four-year High Schools:

Male _ - -------------------- -----------

6, 918

1,228

8, 146

Female _ ----- ----- ------- ---------------

8,976

1,981

10, 957

Total___ __________ . - .. ____

15, 894

3,209

19,103

87

TRANSPORTATION 1946--47

White

Colored

Total

Buses:

Total Number of Buses ------

2, 724

Total Investment _ _ ---------- $ 5, 285,110 $

Total Daily Mileage (One Way)

66,169

Number of Children Hauled_ _

189,670

Total Expenditure (Mainte nance and Operation Costs). $ 3,877,248 $

Yearly Cost:

Per Pupil __________________ $

20.44 $

Per Mile _ _ _ _. _ _ - ___ S

.16 $

Cars:

Total Number of Cars_____ _

114

Total Daily Mileage (One Way)

1,249

Number of Children Hauled. _

1,306

Total Expenditure

_ _ _ $ 58, 539 $

Yearly Cost:

Per Pupil __________________ $

44.82 $

Per Mile _ -

_.

-- _ _ $

.13 $

Public Funds Expended for

Transportation on a Per Diem

Basis

-- . __ $

7, 310 $

Grand Total of Children Trans ported

Grand Total Expenditures for

Transportation _ _

__

147 206, 920
4, 730 10, 509

2,871 $ 5,492,030
70, 899 200,179

178,190 $ 4,055,438

16.96 $ . 10 $

20. 26 .16

119 951 918 18, 823 $

233 2,200 2,224 77, 362

20.50 $ .05 $

34.78 .10

14, 675 $ 21, 985 202,403
$ 4,154,785

88

WHITE SCHOOLS ENROLLMENT BY GRADES AND AGES*

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Total

Under Six

.-

Six__________ ________

Seven

Eight ________________

Nine, . . _ ,

Ten, _________________

Eleven________ ______

Twelve ..

_

Thirteen______________

Fourteen ____________

Fifteen . . ... .

Sixteen _ _

..

Seventeen ___ _____

Eighteen

Over Eighteen .. ..

Total _ ... _ .

6, 810 41,209 11,116
3, 252 1,150
589 243 145 48 50
13 3 1
1 64, 630

16 5,982 28, 361 12, 210 4,935 2, 258 1,052
550 255 138 44
9 2
1 55, 813

87 5, 966
25,135 11, 642
5, 950 2,760 1,541
715 334 136 28
5 1 1 54, 301

106 5, 718
21, 066 11, 267 5, 893 3,346 1, 686
988 369 66
7 4 2 50, 518

164 5, 217
19,395 10, 693
6,276 3, 496 1, 912
749 172
15 11 6 48, 106

86

5,034
18, 075 10, 358

117 4,899
16, 269

5,890 10,193

3,559 -T425

1, 683 3, 344

387

997

62

145

10

18

9

35

45,153 42, 442

2 121 4, 200
15, 237 10, 026
5,840 2, 259
534 110 96 38, 425

130 3,697
13,034 8,050 3,872 1,199
306 165 30, 453

2 170 3, 511 11, 326 6, 256
2,461 677 491
24, 894

6, 826 47, 278 45,549 46, 479 44, 096 44, 612 43, 736 42, 817 3 41, 390 126 40,103 3,342 34, 896 9, 528 23, 577 4,798 9,229 1,683 2, 820 1,391 2,198 20, 871 475, 606

*The enrollment shown between the heavy lines represents Normal Pupil Progress. Those above the lines are accelerated and those below are retarded.

COLORED SCHOOLS ENROLLMENT BY GRADES AND AGES*

1st

2nd

3rd

4th

5th

6th

7th

8th

9th 10th nth

Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Total

Under Six _ _______ _ 2,780

Six____________________ 26,803

Seven................._

. 16,592

Eight . . ...................... ' 9,569'

Nine.. .

... ... 5,312

Ten. _________________ 3,046

Eleven.. _____________ 1,509

Twelve _ _ _____ . 958

Thirteen______________

477

Fourteen__ __ .. . _ 303

Fifteen ______________

116

Sixteen ______________

53

Seventeen ._

12

Eighteen ___________

14

Over Eighteen________

2

Total _____ __________ 67,546

13 1,527
7,631 8,482 6,440 4,561 2,736 1, 945 1,057
596 295 97 24 31
2 35,437

59 1,284
5, 763 6,581
5,846 4, 069 2, 979 1,999 1,169
545 226 58 42
2 30, 622

67 1,255
4,837 6,091
5,033 4, 382 2,949 2, 047 1,091
508 149 35 14 28, 458

4 68 976
4,139 5,060
4, 771 3,723 2,803 1,704
838 279
69 13 24, 447

1 10 86 1,236
3, 708 4,309
4,094 3,389 2,098 1,244
370 117 18 20, 680

7 96 988
3,311 4,213
4, 204 2, 886 1,807
692 220
61 18, 485

1 4 67 756 2,587 3, 261
2, 872 1, 935
837 288 170 12, 778

5 83 617
2, 018 2, 410 1, 999 1,028
441 225 8,826

6 58 499
1, 330 1. 869
1,336 619 393
6, no

2,793 28, 389 25, 579 25,147 24, 240 25,019 23,175 23, 500 3 21, 777 41 20, 330 456 15, 803 1,158 11, 734 1, 283 6,068 864 2, 740 854 1,754 4,659 258, 048

*The enrollment shown between the heavy lines represents Normal Pupil Progress. Those above the lines are accelerated and those below are retarded.

SUMMARY PUBLIC SCHOOLS
1947-48

RECEIPTS 1947--48

State, County, City and Misc. Funds Received by Boards of Education

Received From:

State for:

Salaries and Administrative Fund_________________ $28, 531, 666.99

Equalization Fund_________________________________ 5,619,888.56

Regular Vocational Teachers--Salary and Travel

704, 572.52

*Teachers on Special Programs--Salary and Travel _ _ 2,044,433. 74

County Superintendents' Salary__________________ 206,854.01

Other_______________________________________________ 116, 718. 68

County or City:

Tax for Maintenance and Operation_________________ 17, 580,733. 79
*County-wide Tax for Bonds and Interests_________ 861,096.85 Local District Tax for Bonds and Interest_______ - 786,231.63
County Commissioners or City Council____________ 1,129,297.31 Other_______________________________________________ 632,169.64

Federal School Lunch Fund__________________________ 2,043,573. 55

Federal Funds (Lanham Act)________________________ 839, 889.37

Philanthropic Foundations__________________________

32,458. 28

Fees from Pupils_____________________________________ 549, 625. 35

Payments from Other Systems_______________________ 923,179.06

Loans_________________________________________________ 3, 450, 304.07

Sale of Bonds and Property, Insurance Claims_____ _ 2, 352, 384. 38

Funds Withheld--IT. S. Salary Tax___________________ 1, 743,962.19

Funds Withheld--5% Teachers' Retirement_________ 1,165, 620.24

Other Sources_______________________________________ - 1,115,472.36

Balance Brought Forward from Previous Year:

Bond Account________________________________________ 1, 802,165. 24 Building Account____________________________________ 4, 962, 355. 05 Operating Account___________________________________ 3,071, 365. 64

Total Available Funds on Hand------ ------------------------------$82,266,018.50

These are non-revenue receipts for the operation of school. The income from most of these items are offset by payments of like character. The net income allowable for the operation of schools from state and local sources in 1947-48 was $56, 219, 457.49.

92

EXPENDITURES 1947--48

Disbursed by Boards of Education

White

Colored

Total

General Control: Board of Education, Per Diem_ $ Board of Education, Expense.
Superintendents' Office: Superintendents' Salaries__ Administrative Salaries Travel Expense. Clerical Salaries . _ _ . Office Supplies and Other Expense
Other Expense of General Control.. .

63, 006. 85 42, 903. 47
711, 544. 52 153, 879. 64 54, 751. 59 374,209. 79
114,042. 42
53,150.43

$ 63, 006. 85 42, 903. 47
711, 544. 52 153, 879. 64 54, 751. 59 374, 209. 79
114, 042. 42
53,150. 43

Total General Control

$ 1, 567,488. 71

$ 1, 567, 488. 71

Instructional Service:

Supervisors--Salaries and

Travel . ____ ______ . ._ $ 306,562. 41 $ 237,486. 98 $ 544, 049. 39

Visiting Teachers--S a 1 a r i e s

and Travel .. . ______ .

376, 875. 34

17,159.11 394, 034. 45

N o n-Teaching Principals--

Salaries. ______________ ____

944, 417. 74 140, 543.07 1, 084, 960. 81

Teachers' Salaries:

Elementary:

Male

693, 591. 86 204,488.47 898,080. 33

Female

16, 995,551. 92 6, 309, 029.14 23, 304, 581.06

High School:

Male

4,102, 999. 23 817, 839.35 4, 920, 838. 58

Female ____ ... ________ 7, 314, 720.06 1,530, 875.68 8, 845, 595.74

Total Teachers' Salaries.

29,106, 863. 07 8, 862, 232. 64 37, 969, 095. 71

Supplies Used in Instruction. _ Salaries and Expense--Evening
School Other Expense of Instruction .

374,488.17
159, 581. 94 526,857.07

60, 552.21
27, 243. 77 78, 850.72

435,040. 38
186, 825. 71 605, 707.79

Total Instructional Service__ 31, 795, 645. 74 9,424,068. 50 41, 219, 714. 24

Instructional Service--Special Programs. ____ ____________ $ 2, 262,247. 54 $ 155, 522.33 $ 2, 417,769.87

Operation of Plant:

Wages of Janitors

$

Janitors' Supplies____________

Fuel _____ _______ ..

Water and Light _ _ _

Other Expense of Operation. _

989, 073. 85 $ 190,053.53 592,191. 89 391,117. 45 94,128.18

180, 468.69 $ 1, 169, 542. 54 24,085.22 214,138. 75 69, 644. 32 661, 836. 21 34, 954. 37 426, 071. 82 10, 880. 79 105, 008. 97

Total Operation of Plant_____ $ 2, 256, 564. 90 $ 320, 033.39 $ 2, 576, 598.29

93

EXPENDITURES--Continued 1947--48

Disbursed by Boards of Education

White

Colored

Total

Maintenance of Plant:

Upkeep of Grounds

$ 102,336. 62 $

Repair of Buildings ________ 1,373,084.81

Repair and Replacement of

Equipment ..

543,437. 52

Other Expense of Maintenance 229,138.03

Total Maintenance of Plant,-- $ 2, 247, 996. 98 S

Fixed Charges:

Insurance Premiums _______ $

Retirement Fund, Pensions _

Rent___ ____ _ -----------------

Superintendent's Bond Pre-

mium _____

_ __ _

Other Expense of Fixed

Charges ----- _____

547, 617. 22 $ 339, 934.82 23,428. 30
9,596.73
76,757.39

Total Fixed Charges________ - $ 997,334.46 $

Auxiliary Agencies:

Transportation:

Salaries, Operation, Mainte-

nance ____ ____________ $ 4,078,392.30 $

Equipment, Replacements

and New. __ --. - -

861,335.52

Per Diem _ _ _ _

. _______

137, 365.40

Total Transportation _____ $ 5,077,093.22 $

Health Service.. _________ _ _ S 29,419.19 $

School Lunches- _ _______ 2,068,750.19

Libraries . ___ _____________

161,707.09

Food Processing _

76,152. 62

County and Home Demonstra-

tion Agents --------- --- - -

105,047.26

Other Auxiliary Agencies ... -

100,814.40

Total Auxiliary Agencies ____ $ 7, 618, 983.97 $

Debt Service:

Payment of Bonds (County-

wide) ___ ________ __

$ 532,180.86 $

Payment of Bonds (District) _

679, 716. 42

Payment of Loans and Inter-

est - ----- -------- ------------------ 3,475,751.59

Other Debt Service Expense___

143,590.19

Total Debt Expense

_____ $ 4,831,239.06 $

15, 243.29 $ 117, 579.91 168, 427. 96 1, 541, 512.77

47,556.02 37, 866. 88

590, 993.54 267,004.91

269, 094.15 $ 2, 517, 091.13

53, 401. 85 $ 601, 019. 07

44, 485. 46 384,420. 28

4, 716. 79

28,145.09

9, 596.73

26,286.70 103,044.09

128,890.80 $ 1,126,225.26

18,863.06 $ 4,097,255.36

216,999.86 1,078,335.38 22,642.81 160,008.21

258,505.73 $ 5,335, 598.95

1,135.07 $ 30, 554.26

132,789.00 2,201,539.19

17,465.32 179,172.41

274.36

76,426.98

13,774. 69 9,404.37

118,821.95 110,218.77

433,348.54 $ 8,052,332.51

37, 365.98 $ 569,546.84 679,716.42
139,789. 50 3, 615, 541.09 511.10 144,101.29
177, 666. 58 $ 5, 008,905. 64

94

EXPENDITURES--Continued 1947--48

Disbursed by Boards of Education

White

Colored

Total

Capital Outlay:

Land, New Buildings, Equip

ment_______________________ $ 2, 685, 012. 96 $

Additions to Old Buildings__

873, 901. 44

Other Capital Outlay_________

452,163. 81

324, 028. 39 $ 3, 009, 041. 35
386, 633. 00 1, 260, 534. 44 61, 913. 30 514, 077.11

Total Capital Outlay_________ $ 4, Oil, 078. 21 $ 772, 574. 69 $ 4, 783, 652. 90

Transfer Payments:

To Other Counties and Inde

pendent Systems___________ $ 773, 791. 24 $

To U. S. Collector of Internal

Revenue____________________ 1,768, 755.25

To Teachers' Retirement

System______________________ 1,097, 221.62

Other Transfer Payments____

724, 512. 97

31, 860. 41 $ 805, 651. 65
68, 574.83 1, 837, 330.08
145,199.36 1, 242,420.98 3, 941.14 728, 454.11

Total Transfer Payments____ $ 4, 364, 281.08 $ 249,575.74 $ 4, 613, 856. 82

Grand Total Expenditures

$61,952, 860.65 $11,930,774.72 $73,883, 635.37

Balance on Hand: Bond Account_______________ Operating Account___________ Building Account____________

$ 1, 831,391. 49 2,149,176.17
4,401,815.47

Grand Total Expenditures and Balances on Hand___________

$82, 266,018.50

95

CENSUS, ENROLLMENT AND ATTENDANCE 1947--48

White

Colored

Enrollment:
Kindergarten______________________ First Grade______________ ::________ Second Grade__________ ____________ Third Grade_______________________ Fourth Grade______________________ Fifth Grade________________________ Sixth Grade________________________ Seventh Grade_____________________ Eighth Grade_______________________ Ninth Grade_______________________ Tenth Grade_______________________ Eleventh Grade__ __________________ Twelfth Grade______________________
Elementary Grades (Kg. -7) :
Male------------------------------------------------Female______________________________
Total_______________________________
High School Grades (8-12) :
Male________________________________ Female_____________________________
Total_______________________________
Total Enrollment--Elem and H. S.___
Previously Enrolled___________________
Net Enrollment_______________________
Evening Schools______________________
Average Daily Attendance____________

3,599 64, 381 56, 408 54,447 53, 023 48, 574 45, 306 41, 857 39, 273 31, 686 26, 139 21,157 2,105
191,905 175, 690
367, 595
57,757 62, 603
120, 360
487,955
36,851
451,104
707
385,576

642 61, 335 34, 613 31, 688 28, 059 24, 397 20, 589 18, 443 13, 225 9, 213 6, 889 5,168
985
110, 480 109, 286
219,766
14,042 21,438
35,480
255, 246
6, 886
248, 360
953
196, 679

Total
4,241 125, 716 91, 021 86,135 81, 082 72, 971 65, 895 60,300 52, 498 40, 899 33, 028 26, 325
3,090
302, 385 284, 976
587, 361
71, 799 84,041
155, 840
743, 201
43, 737
699, 464
1,660
582, 255

\

i 96

number of teachers employed, average annual salaries PAID TEACHERS AND CERTIFICATES
1947--48

White

Colored

Total

Number of Teachers Employed on Reg-

ular Program Academic and Vo-

cational:

Elementary (Kg. -7) :

Male - _

-

_

Female _

-

Total

High School (8-12) :

Male -

_-

_.

Femdle ----- ----------------------------

Total _ ___

Non-Teaching Principals . . _

Total Teachers on Regular Program

Special Programs:

Male.. _____ ______________

Female

. ...

Total

Evening School Teachers________

Grand Total All Teachers

Average Annual Salary Paid Teachers

on Regular Programs:

Elementary .

..

Male.. ... .. __________________ $

Female _ _ ____________________

High School . Male _______________ ______ ... $ Female ____ ______ _________

Total Average Annual Salary._

$

358 9, 761 10,119
1,749 3, 269 5, 018
288 15, 425
408 64 472 24 15, 921
1, 937. 41 $ 1, 741.17
2, 345. 91 $ 2, 237. 60 1, 922. 90 $

199 5, 460 5, 659
534 809 1,343 54 7,056
64 25 89 29 7,174
$ 1, 027. 58 1,155. 50
$ 1, 531. 53 1, 892. 31 1, 265. 67 $

557 15, 221 15, 778
2, 283 4,078 6, 361
342 22, 481
472 89 561 53 23, 095
1, 533. 94 1, 612. 35 1, 531.08 2,164.19 2,155.43 2,169.10 1, 715. 03

Certificates of Teachers on Regular Program: Five Years College ... . Four Years College. .. _____ ___ Three Years College Two Years College____ __________ One Year College _____ ______ ...

Total .. __

_________ ______

County Licenses _ _. _________

Grand Total.. .

1,147 6, 805 2, 288 3,541
818
14, 599 670
15, 269

160 2, 577 1,126 1,533
485
5, 881 1,143
7,024

1,307 9, 382 3, 414 5,074 1,303
20, 480 1, 813
22, 293*

Does not include Kg. and 12th grade teachers.
97

SCHOOLS ACCORDING TO SIZE 1947--48

White

Colored

Total

Number of Schools:

Total Number of Public Schools___

Number Having High School Grades

Number of Four-year High Schools -

Number of Schools Having:

One Teacher __

_.

Two Teachers . _ _ _

Three Teachers __________________

Four Teachers ----------------------------

Five Teachers ____________________

Six Teachers________________________

Seven Teachers-. ...

Eight Teachers_____________________

Nine Teachers ____________________

Ten Teachers----------------------------------

Eleven Teachers ----------------------------

Twelve Teachers ______ - -----------

Thirteen Teachers _______________

Fourteen Teachers--------------------------

Fifteen Teachers-----------------------------

Sixteen Teachers____________ _______

Seventeen Teachers. ...

Eighteen Teachers ________________

Nineteen Teachers_________________

Twenty or More Teachers ________

1,652 735 485
192 164 136 151 110 67 72 82 57 59 56 74 60 44 49 28 36 25 20 170

2,647 552 206

4,299 1,287
691

1, 566 539 132 78 51 37 38 36 28 18 22 17 15 6 8 12 1 2 4 37

1,758 703 268 229 161 104 110 118 85 77 78 91 75 50 57 40 37 27 24 207

98

ADMINISTRATORS, SUPERVISORS, AND NON-PROFESSIONAL EMPLOYEES
1947--48

White

Colored

Total

Professional Employees:

Administrative assistants _

-_

*Non-Teaching Principals _ ________

Supervisors -------------------- ------------

Visiting Teachers _

_ ___

Librarians

Total Professional Employees ____

Non-Professional Employees:

Attendance Officers

___

Clerks .

_-

_-

Lunchroom Managers and Workers

Maintenance Workers:

Plant ___________________ _____

Bus____ __________________________

Janitors

.. . ____

_

Food Processing

__ _

Bus Drivers.-

---

Others-.

-

__ _

Total Non-Professional Employees. -

44 288
77 164 52 625
21 179 3,095
276 275 1,277 135 2, 763 558 8, 579

4

48

54

342

82

159

11

175

3

55

154

779

3

24

22

201

197

3, 292

225 42 220
8 203 147 1, 067

501 317 1,497 143 2, 966 705 9,646

*Non-Teacliing Principals also shown on Teachers Employed on Regular Program.

99

LIBRARIES AND EQUIPMENT 1947--48

White

Colored

Total

Libraries:

Number of Volumes in Li
braries: Elementary____________ High School_____________

1, 078, 830 1, 212, 619

165, 649 156, 031

1, 244, 479 1, 368, 650

Total___________________

2, 291, 449

321, 680

2, 613,129

Value of Volumes in Libraries: Elementary____________ _ $ 958, 138.16 $ 134,756.96 $ 1, 092, 895. 12 High School_____________ 1, 621, 570. 70 164, 485. 64 1, 786, 056. 34

Total____________________ $ 2, 579, 708. 86 $ 299, 242. 60 $ 2, 878, 951. 46

Value of Teaching Aids______ $ 805, 648. 64 $ 85, 748. 04 $ 891, 396. 68

Total Value of Libraries and Teaching Aids_____________ $ 3, 385, 357. 50 $ . 384, 990. 64 $ 3, 770, 348. 14

Equipment:

Number of Desks and Seats __

506, 619

150, 317

656, 936

Value of Desks and Seats____ $ 2, 529, 884. 39 $ 509, 572. 59 $ 3, 039,456. 98

Value of Lunchroom Equip ment____________________ _ 2, 347, 860. 43

147, 340. 41 2, 495, 200. 84

Value of Laboratory Equip ment____________________ _ 1, 337, 436. 56

184, 752. 34 1, 522,188. 90

Value of Auditorium Seats___ 1, 239, 879. 52

82, 302. 35 1, 322,181. 87

Value of Teachers' Desks, etc. _ 2, 018, 735. 70 190, 468. 65 2, 209,204. 35

Value of Motion Picture equipment_________________

457, 275.11

41, 285. 87 498, 560. 98

Value of Food Processing Equipment________________

619, 298. 50

37, 226. 09 656, 524. 59

Value of Vocational, Home making, T. & I____________ 2, 579,101. 42

273, 571. 81 2, 852, 673. 23

Total Value of All Equipment . $13, 129, 471. 63 $ 1, 466, 520.11 $14, 595, 991. 74

Total Value of School Plant

$103,042,525.63 $14, 588, 263.10 $117,630,788.73

BUILDINGS AND GROUNDS 1947--48

White

Colored

Total

Number of Buildings According to Material Used:

Cement--

--

159

40

199

Stone -

- --

71

22

93

Brick _

-_ -

1,364

190

1,554

Frame

1, 825

2, 700

4,525

Total -

- --

3, 419

2, 952

6, 371

Value of Buildings

_ _ _ $80, 178, 250. 50 $11, 741, 827. 35 $91, 920, 077. 85

Value of Grounds _____________ 6, 349, 446. 00 994, 925. 00 7, 344, 371. 00

Total Value of Buildings and

Grounds-- __

_

$86, 527, 696. 50 $12, 736, 752. 35 $99, 264, 448. 85

Number of Rooms in Buildings:

Classrooms

16, 021

6, 453

22, 474

Other_-_ _____ -___ _ ...

7, 590

1,406

8, 996

Total ________ _________ ...

23, 611

7, 859

31, 470

101

MISCELLANEOUS INFORMATION ON ENROLLMENT AND ATTENDANCE
1947--48

White

Colored

Total

Number of Children Enrolled in Schools Operated:

120 Days and Under . .

_______

76

973

1,049

121-130 Days _______________________

0

451

451

131-140 Days _______________________

193

11, 853

12, 046

141-150 Days .

. ..

0

332

332

151-160 Days _______________________

490

43, 666

44, 156

161-170 Days _______________________

1,667

2,040

3, 707

171-180 Days _______________________ 485, 551

195, 989

681, 540

Total Enrollment

. _. . 487, 977

255, 304

743, 281

Average Daily Attendance:

Total Elementary ___

284, 900

167, 826

452, 726

Total High School . _.. -----

100, 676

28, 853

129, 529

Total Elementary & High School. 385, 576

196, 679

582,255

Average Length of Term _ _ _ _.

180

174

180

Average Cost Per Pupil in A. D. A. _ _ _ $ 126.42 $ 54.56 $ 102.15

Number of Graduates from Four-year High Schools:

Male.

_ _ __

__ _

6,834

1,032

7, 866

Female -_ _________________

8,454

1,833

10, 287

Total

15, 288

2,865

18,153

102

TRANSPORTATION 1947--48

White

Colored

Total

Buses:

Total Number of Buses_______

2,763

Total Investment_____________ $ 5, 977, 598 $

Total Daily Mileage (Round Trip)_______________________

139, 850

Number of Children Hauled-_

199, 574

Total Expenditure (Mainte nance and Operation Cost).. $ 4,204, 508

Yearly Cost: Per Pupil___________________ $

21.06

Per Mile____________________ $

.17

Cars:

Total Daily Mileage (Round Trip)_______________________

2,126

Number of Children Hauled. _

1, 109

Total Expenditure_________ _ $ 48, 409. 51

Yearly Cost:

Per Pupil___________________ $

43.72

Per Mile____________________ $

.13 $

Public Funds Expended for Transportation on a Per Diem Basis__________________________ $

7,403.46 $

Grand Total of Children Trans ported________________________

200, 683

Grand Total Expenditures for Transportation_______________ $ 4,260,320.97 $

203 323, 385 $

2, 966 6,300, 983

12, 750 14, 421

152,600 213, 995

249, 358 $ 4,453,866

17.29 $ . 11 $

20.81 .16

1,602 664
13, 806. 28 $

3,728 1,773 62,215.79

20.79 $ .05 $

35.09 .09

17,048. 30 $ 24,451.76

15,085

215,768

280,212.58 $ 4,540,533.55

103