Ninety-second and ninety-third annual reports of the Department of Education to the General Assembly of the State of Georgia for the biennium ending June 30, 1964 [1964]

REPORT
ON GEORGIA SCHOOLS
STATE DEPARTMENT OF EDUCATION
CLAUDE PURCELL State Superintendent of Schools

UP-TO-DATE GEORGIA SCHOOL INFORMATION (January 5, 1965)
196 local systems (159 county systems and 37 independent systems).
1,942 schools 37,822 teachers. 4,947 school buses carrying nearly a half million children. 1,130,482 estimated enrollment for 1964-65. 947,026 estimated average Daily Attendance for 1964-65. $5,040 estimated average teacher salary. Georgia has a higher percentage of its School-age children in public schools than 42 other states. Georgia operates the 12th largest school system in the nation. Only six one-teacher schools remain in Georgia now. Estimated per child expenditure in Georgia for the 1964-65 school year is $330.
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TABLE OF CONTENTS
State Board of Education. . Superintendent's Letter
THE FACTS Divisions:
Administration and Finance Instruction . . . . . Instructional Materials . Vocational Education Field Service Internal Operations Vocational Rehabilitation
THE FIGURES Statistical Tables . Summaries Index . .

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5
17 23 55 69 93 101 105
. 2-229 230-313 316-317

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DR. CLAUDE PURCELL, State Superintendent of Schools DR. M. D. COLLINS, State Superintendent of Schools Emeritus

STATE BOARD OF EDUCATION

1st District

J . Brantley Johnson, Statesboro

2nd District __Robert Byrd Wright, Jr., Vice-Chairman, Moultrie

3rd District

. Thomas Nesbitt, Jr., Cordele

4th District 5th District

. . Donald E. Payton, Decatur David - F. Rice, Atlanta

6th District 7th District 8th District 9th District

.J ames S. Peters, Chairman, Manchester Henry A. Stewart, Sr. , Cedartown Lonnie E . S weat, Blackshear Cliff C. Kimsey, Jr., Cornelia

10th District

.__William L. Preston, Monroe

Dr. Claude Purcell, State Superintendent of Schools and Executive Officer

Sea te d left to right: David F. Rice; Henry Stewart; James S. Peters, chairman; Robert Byrd Wright, Jr. , vice chairman; J. Brantley Johnson. Standing left to right: Thomas Nesbitt, J r., William Preston; Cliff C. Kimsey, Jr.; Claude Purcell, executive secretary and state superintendent; Donald E. Payton; Lonnie E. Sweat.
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REPORT AND RECOMMENDATIONS OF

Dr. Claude Purcell State Superintendent of Schools

Dr. Claude Purcell
State Superintendent of Schools

to

Governor Carl Sanders and The Members of the General Assembly of Georgia

I submit to you herewith my official Repor t on the progress of the public schools of Georgia for the biennium 1962-1964, in accordance with the Code Section 32-508 of the laws of Georgia.
Thi s Report covers t he tw o school years 1962-1963 and 19631964. It includes the Ninety-second and Ninety-third Annual Reports of the Department of Education of t he State of Georgia to the Governor and the General Assembly. The official date of t he beginning and ending of t his Biennium are July 1, 1962 t hrough June 30, 1964.
Dur ing the two years included in this report, the state ap propriation was $176,192,976.82 for t he school year 1962-63 and $188,605,410.88 for the school year 1963-64, or a total of $364,798,387.70 for t he biennium.
The total per child expenditure for public school education in Georgia, counting state, local and federal funds - as reported by
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the 196 local school superintendents - was $275.72 for 1962-63 and $297.34 for 1963-64.
The detailed statistics on the disbursement of the money appropriated by the Georgia General Assembly, and all other monies for school purposes in Georgia, are in the statistical section of this Biennial Report. I hope that each of you will study these carefully so that you can see that the money was responsibly used to buy quality education for Georgians.
I would like to call your attention in this introduction to two things:
First, some of the developments and the progress made in Georgia schools during the two years covered by this Report, and
Second, some of the problem that face us in the years ahead.
THIS IS PROGRESS WE HAVE MADE
Georgia is out in front in these things:
1. Georgia's New Foundation Law for Education - The trend over the nation is toward the enactment of Foundation Program Laws as a basis for disbursing state school funds. Yet only half the states have a Foundation Law. Georgia was among the first few states to enact such a program. This was in 1949. It was put into effect with the sales tax in 1951. Now, Georgia is again a pace setter in enacting a new and improved Foundation Law for Education. No state has a better one. It is designed to be used for a long period of years. Georgia is one of only four or five states that have provision for educational research as part of their Foundation Law. Governor Sanders has said many times that he wants to see the new law fully implemented in the 1965 session of the General Assembly. When the law is fully financed, it should operate without difficulty for all the school systems of the state. I hope that the new law will not be changed in any major way. We need time to put it into effect, try it out, and see how it works.
2. Consolidation of Schools--Georgia is ahead of most states in the nation in this. _,State funds for new school buildings have been used to build bigger and better schools. Since 1951, we have not built any elementary schools with fewer than one teacher per grade except in a very few isolated places. We have larger high schools that make possible a wider curriculum that prepares students for college, for vocational schools, or directly for good jobs. In the Midwest there are hundreds of high schools with as few as forty students. Sometimes these are the only schools in a whole district uniL--mistrict reorganization is probably the greatest problem currently facing American education. In Georgia we have already done much to solve this problem. -This present year,
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superintendents in Georgia are using more than eight million dollars to consolidate over a hundred schools in the state. There are 1,942 schools. Only 15 years ago, when the state first started putting money into school buildings, we had twice this many schools. Of course the urban centers are building more schools, and sparsely populated rural areas are consolidating their schools.
3. Establishment of Vocational-Technical Schools - Georgia's vocational program has long been recognized as one of the best in the nation. Its newest phase - the area vocational-technical schools - is so good that the plan for them was written into the new NATIONAL vocational law by Georgia's Congressman Phil Landrum of the 9th District, with the help of Dr. M.D. Mobley, native Georgian who is now executive secretary of the American Vocational Association. Georgians in Congress gave the nation the vocational education program in the beginning. The Smith-Hughes Vocational Education Act that launched the modern program was the joint effort of the late Senator Hoke Smith and Congressman Dudley M. Hughes. Names of the late Senator Walter George and Congressman Braswell Dean were on strong supporting bills that enlarged and sustained the nation's vocational education program.
The present area vocational-technical school program that is establishing 27 schools in this state to train or retrain Georgians for good paying jobs has been called our "gold mine" program. These schools have work stations to train 16,000 Georgians at a time in their day programs, plus at least half that number who will come at night to upgrade their marketable skills. These people will make more money, and Georgia's economy will be more prosperous because of these schools. The training is FREE to Georgians. The schools will operate 12 months a year. No educational program ever paid richer dividends on money invested than this program. Besides the satisfaction it gives people who develop salable skills, it is also proving a lure to new industry for Georgia. (We also have two excellent state trade schools at Americus and Clarkesville. These two have dormitory facilities, also.) The new Perkins Bill, enacted by the recent Congress, will bring to Georgia over the next three years some $13.6 million, besides what we now get, to expand our vocational programs and make them more sharply job-oriented. This money must be matched, but the investment will pay for itself 10 times over.
4. Educational Television is Another Proud Achievement for Georgia. No state is farther along on a state-wide network. We have a good practical program outlined, with five stations already in operation and plans for enough stations to be built during the next biennium to cover the state and make educational TV available in every classroom. Georgia, along with other states, is
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learning to use educational television to improve the quality of education. Already, classes are broadcast in science, mathematics, music, history, art, and modern foreign langauages. Television is not only being used for the students, but to upgrade teachers, too.v'Example : we now are broadcasting a series of lessons in How to Teach Reading, which is being viewed by more than 15,000 Georgia teachers of reading. This is twice as many teachers as are in all the summer schools in Georgia each year. Similar teacher-training programs are now scheduled in the new mathematics, science, history and other fields. The possibilities are tremendous! Georgia's education department not only broadcasts its own TV lessons, but produces the lessons, and sends out teacher guides to the classrooms.
5. Georgia is Out in Front in Providing Incentives to teachers to become better teachers, and for bright young people to become teachers. The new Georgia index-type salary schedule provides higher pay for teachers who get more college education. There is a big incentive to them to go beyond the four years of college, and get the fifth and sixth year of college. The summer grants for teachers ($300 for six weeks, and $450 for nine weeks, from state funds) are provided for more than a thousand teachers to go to summer school. These are subject matter teachers in the critical areas, who are learning modern ways of teaching mathematics, languages, and science. The doubling of knowledge every decade now makes it mandatory that teachers keep up. We also have set up institutes (with the co-operation of the colleges) for teachers to learn more about Americanism, to counteract the menace of Communism and other totalitarian ideologies foreign to our democratic beliefs. Business people have provided some of the scholarships for these teachers. Teachers must take content courses now to give more depth and dimension to their teaching. In general, Georgia teachers have a higher level of college preparation than the average of the nation.J{A teacher can no longer get a teaching certificate in Georgia without four years of college.) Future teacher scholarships, attracting bright young people in the upper 20 per cent of their class into the teaching profession, have proved worth their cost ten times over. We started with $150,000 for this, are currently budgeting $600,000. This program has already put some 500 of the state's brightest young men and women in Georgia's classrooms as teachers. We have about 800 in college this year on these scholarships. They must agree to teach in Georgia.
6. Another pace setter for the nation is the reading program. We were the first state in the nation to do this in this way. Research - ours and others - shows that one thing most dropouts have in common is the they have trouble reading. They are frustrated, fail and drop out. We were concerned with stemming
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our dropouts. We hired - with money the Georgia General Assembly provided in a supplemental appropriation last year - 400 of the state's best teachers of reading to work with small groups of primary children who had trouble reading. Many local systems got so enthusiastic about this that they not only paid their share on the 85%-15% state-local MFPE pay plan, but they hired scores of additional teachers paid with local funds. The result was that nearly 10,000 slow readers are now faster readers and more likely to stay in school and graduate, This program is a saving to the state. The summer program can teach a slow reader to read better for $40; if he had to repeat a grade because he could not read, it would cost the state $330, which is the per pupil cost now, of public school education in Georgia. No other state has done this.
7. The Governor's Honors Program is another proud achievement for Georgia. This was the second state to have such a program and the first to finance it with state funds. It has given new prestige to learning, and students, parents, and teachers as well as administrators - have been extremely appreciative. The program will be continued. In the summer of 1964, the first one assembled 402 of the brightest Georgia high school juniors and seniors for eight free weeks of creative learning, with a 40member faculty of the most able teachers that could be found and hired.
8. "Unique in the Nation" is the way Washington officials describe Georgia's "Operation Bootstrap." This is a program to strengthen school leadership in Georgia. Its reprercussions in local action have been astounding. It is now in its fifth year. It is a co-operative program of the education department, the University of Georgia's College of Education and the superintendents' association. Four times a year they assemble at the State FFA-FHA camp to work with nationally prominent leaders. Though it is entirely voluntary, 165 of the 196 local school superintendents are now participants.
THESE ARE PROBLEMS THAT REMAIN
Despite glowing achievements in which we can honestly take pride, we must think, too, of how to solve problems that remain, and how to meet the challenges that confront us in our purpose to educate Georgians.
1. Increasing local financial support of education - The State is doing quite well by education. We must now convince local people that it is vital to equalize their property assessments. Under the new law we are geared to a plan by which they will
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be forced to provide more local money. We are going into an adjusted property digest (in lieu of the Economic Index) as a means of measuring their required local payment toward the cost of the Minimum Foundation Program. On a statewide program we are moving gradually from an 85-15 per cent state-local pay plan to the ratio of 80-20 per cent. Individual systems will pay their pro rata part according to their ability.
2. Vocational Education-The new federal funds coming to Georgia under the Perkins Act must be matched dollar for dollar. Under the new law the State Board and local school systems now have the authority to expand the vocational education program. The newly expanded programs must be job oriented, and result in the student getting the job for which he is trained. This is not pre-determined in Washington but determined here in the state. As an example, business education has not had federal funds before. Now there is money to buy equipment to set up really excellent, productive business education and office training programs in the high schools, but these must be for those who want training for jobs and will take jobs.
3. Foreign Language Instruction must be improved in methods and materials. The new approach in language is to learn first to speak it. This now starts in the elementary grades. Elementary teachers are not qualified to teach langauges. Educational television is being used here. The children start in the fourth grade, grow in the speaking knowledge of the language, and then in high school they learn to read it, write it, understand the culture of the other country, and graduate with a usable knowledge of a second language. The teachers in the classrooms get guides from the TV teacher. Since Spanish is probably the most useful second language for Georgians, because we are on the threshold of South America, we must decide whether we will concentrate on teaching that one second language well, or keep teaching several languages. It is likely that with statewide television facilities, Georgia could become known throughout the nation and South America as the state with first-class training for its citizens in Spanish. Language labs are being used now, bought with matching NDEA funds. They must be served with our state tape-recordings, too.
4. Grouping children intelligently so they may learn better is another problem that confronts us. This involves bright youngsters, children of medium ability and slow learners. Each system has its own way of grouping. Some have three tracks. Some group the college-bound together and the vocational students headed more directly toward jobs in two groups. Our testing, guidance and counseling program is involved here. The Department has done extensive surveys that point up the acute need for more
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practical planning on the part of students and their parents. Some of Georgia's most brilliant students never enter college; many who can never make it, do enter and soon drop out. More able students will probably go in the future, under the stateguaranteed loans, and the increasing scholarship programs. But practical plans need to be made by students, with the aid of their parents and counselors, plans that are more realistically adjusted to student abilities.
5. Introduction of New Programs requires intelligent attention. For example, adult education is requiring more attention. The average person changes jobs nine times in his working years. He requires re-training. People moving into urban centers from farms require training to adapt to new kinds of jobs. This is the concern of the Manpower Training Program, for which we will have $2 million this year. This is a co-operative program of education and labor. The Labor Department recruits them. and eventually finds the jobs for them, and the Education Department trains them for the job.
Under the Anti-poverty Program, Georgia receives about a million dollars this year for basic education. This is to help people 18 and older who have less than a full grammar school education get the basic education they need to hold a job. Its purpose is to overcome poverty.
The continuation of education in adult programs is something that is relatively new to our public schools. We have had adult programs in vocational education all along, but this new phase of it under the recent federal program is different. We must help our school people prepare to handle it wisely. It is inevitable that this will become a part of our total education program, and it is well to give thought and planning to seeing that it is soundly based, useful to our people, and productive to our economy and well-being as a state.
6. New techniques are important in the changing patterns of education: teaching by television, team teaching, ungraded schools, programmed learning, and a vast array of new teaching media, such as language laboratories, and mathematics laboratories.
7. How to Help Our 40,000 Teachers stay current in their teaching is no small part of our job and planning. Teachers of the children of this television age, who are aware of atomic power and satellites and space vistas must meet far greater demands on their skill and knowledge than teachers ever had to before. Gorgia schools can be no better nor more modern in their outlook and achievement than the teachers within their classrooms are.
Business carries on research and experimentation in order to do a constantly improving job. School authorities must use research and experiment, inservice growth and training, and any other
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possible ways to help teachers keep knowledgeable and skilled in the tremendously important job of teaching modern children. These youngsters will spend half of their lives in the next century. They will be confronted with problems that we cannot now even imagine. They must be trained to think, to solve problems, and not just have their heads stuffed with facts out of a textbook. Their teachers must be creative and imaginative, and we have the responsibility for helping teachers to be or become so.
8. Providing enough teachers is a tough task that lies ahead. "I'eacher education colleges in Georgia graduate only about half of the teachers we need for the public schools of Georgia. Yet we cannot lower our standards nor endanger the quality of education of Georgia children by accepting or using teachers who have not been well prepared to teach. We will have to educate more teachers, attract more bright young people into teaching, and draw back into the classrooms those able and well-trained teachers who have left the profession. To do that, we must pay them well and provide for them environments conducive to sound and creative teaching. We need two elementary teachers for everyone teacher in high school. At present, the supply from Georgia colleges is exactly reversed, even though there is no difference in the pay of elementary and high school teachers. (Georgia teachers are paid according to education and experience.) Georgia teachers are now required to teach in the field for which they prepared to teach. This is improving the quality of their teaching, and the learning of their students.
AND IN CONCLUSION
The newly revised Minimum Foundation Law now makes it possible for us to organize our state leadership in education so that we can bring about a co-operative enterprise in policy formation. The new law focuses responsibility in the State Board and Department of Education for combining the efforts of the teachers' associations, professors of education including academic educators, the PTA and laymen. Local school boards must work closely with professional educators. In order to achieve this objective, we need to maintain a strong state board of education and chief state school officer, and a well-organized state staff with good support from the Governor and the legislature.
The cause of education has been well served in Georgia by the State Board of Education, by the hard-working staff of the State Department of Education, from all of whom I have had the most loyal and dedicated support, and by the boards, administrators, teachers and patrons in the 196 school systems of this state.
These people have worked well together to carry out the responsibility vested in them by the General Assembly to continue here in Georgia the educational progress that has characterized
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the state's schools. We have come far; we have far yet to go. We have achievements to which we point with genuine pride; we have problems that remain.
We are committed to the belief that education is the greatest source of our power to retain world leadership for the great democracy that is America. Our national strength will abide insofar as each of the states continues to educate its children. In a nation like ours, this can be done only when each local community takes pride in its schools and is aware of their importance.
The source of the power that enables both state and local educators to build educational strengths into this state is in the General Assembly. You are empowered by law to provide for the establishment and continued operation of schools that will provide the children of this state with equal educational opportunities. The story of progress of education in this state is highlighted with the accounts of the foresight and understanding that the General Assembly has shown in providing for the education of Georgia's children.
All information in the Department of Education is available to you at any time.
Mine is a position that I feel privileged to hold. It is a tremendously challenging thing to have a part in educating Georgia citizens of the future. It is a privilege and a pleasure for me to work with you. We are appreciative of all that you do for the people of this State.
Sincerely yours,
Claude Purcell State Superintendent of Schools
(To get an idea of the new internal organization of the State Department of Education write to the Office of Information, 244-A State Office Bldg., Atlanta, Ga., 30884, for the organizational chart and booklet, "The Georgia State Department of Education - its Organization and Services.")
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THE FACTS .
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1,100, 000

GEORGIA PUBLIC SCHOOLS ENROLLMENT (K-12) '953-54 - 1963-64

1,107 470 I, 076, 200

1,100, 000

I, 000, 000 900, 000

1,045,316 I, 023, 241 1,000,759 981,223 960,411 939, 104 917,265 892,467 863,761

I, 000, 000 900, 000

800, 000

1953-54 1954-55 1955-56 1956-57 1957 -58 1958~59 1959-60 1960-61 1961-62 1962-63 1963-64

800, 000

Division Of
Administration and Finance
O. H. JOINER Director
Visiting Teacher Service Statistical Services Allotments and Payments Office of School Plant Services School Transportation Federal Relations Data Processing
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THE DIVISION OF ADMINISTRATION AND FINANCE o. H. Joiner, Director
The major responsibility of the Division of Administration and Finance is the implementation of the Grants section of the Minimum Foundation Program for Education. This Division also administers the Title III Section of the National Defense Education Act. After July 1, 1964 some of the service units in this Division will be changed. However, until that time the Division is composed of seven service units described below.
The staff in this Division assists the superintendents in the 196 local school systems in the administration of their schools. Such services are available in the fields of school plant surveys, transportation surveys, finance and budgeting, schoolhouse construction, consolidation, records, and reporting.
The Georgia Compulsory Attendance Law provides that children between the ages of 7 and 16 must enroll in a public or private school and attend regularly. Children excused from this obligation are:
1. Children who finish high school before their 16th birthday. 2. Children who are too physically handicapped to attend. 3. Mentally incompetent children.
Absences for such reasons as illness, death in family, and other providential reasons are legal. But poverty, indifference, ignorance of parents, or isolation of the home are not acceptable excuses. Today in Georgia, every child has a right to twelve years of school. Nine years are compulsory.

VISITING TEACHER SERVICE

Florrie Still, Coordinator

In order to implement the attendance law, and provide a needed direct service to children, as well as give liaison service between the school, home and community agencies, visiting teacher service was established by the Compulsory Attendance Law.

Visiting teachers work not only for school attendance per se, but help the other school personnel, parents, and others to discover and remove causes for children's problems that result in irregular attendance, behavior and personality difficulties, inability to succeed, etc. She works directly with the child in a casework approach to help the child in resolving his problems. The service involves helping parents understand the school program; providing the classroom teacher with needed pertinent personal information about the pupil and his out-of-school life; using authority

delegated to her in the compulsory attendance law and State Board Policies; working with community agencies and organiza-

tions involved in the solution of problems of school age boys and

girls. During the term 1963-64 the number of children referred

to visiting teachers was 50,644. Reasons for referral were attendance, personality and behavior, academic, health and economic

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problems. The school personnel referred the majority but 4,104 children were referred by their parents and 1,814 children made self referral.
Visiting teachers made 88,769 home visits during the school term. They referred 709 children to child guidance clinics and 274 to psychiatrists. 1,830 cases were taken to Juvenile Court and much work was done through cooperative efforts with Departments of Health and Department of Family and Children Services.
The scope of this service has broadened as it has been recognized as being able to reach and help children. The nature of work, which is largely preventive, and the staff organization within the school systems would imply that the greater part of the visiting teacher's time is concentrated in the primary and elementary grades, however, she is available for all school ages. The work of the visiting teacher enables her to know the unmet needs in the community and adverse practices affecting the school life and general well-being of children. This service is recognized as a deterrent to juvenile delinquency and mental illness.
The Visiting Teacher Program in Georgia is still in the developmental stages. There is a great need for scholarships to enable more workers to secure professional training. The number of visiting teachers must be increased to cope with present needs and increasing problems.

STATISTICAL SERVICES

T. W. Holley, Supervisor

This service unit is concerned with the collecting, processing, analyzing, and disseminating of educational information. The operation of this service is jointly financed by the State and Federal governments under Title X of the National Defense Education Act. During the 1962-64 Biennium, the operational staff included a supervisor, three statistical technicians, and a secretary. Consultative services were obtained from the University of Georgia on a contract basis.

Reports from local school systems, monthly and annual, are processed and kept on file in this service unit. Educational data are organized and maintained for distribution to the various units of the Department of Education, the State Board of Education, the General Assembly, and other interested agents and agencies. Assistance is given to other governmental departments and research students who need to compile educational data. Reports are made to the United States Office of Education on educational personnel, finance, transportation, building needs, and pupil accounting. In addition to developing routine statistics, this service unit cooperates with other department services in planning and conducting special surveys.

Statistical Services unit organizes, reports, and predicts statistical information basic to the planning of programs, formulation of policies, evaluation of programs, and improvement of education.

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ALLOTMENTS AND PAYMENTS
Martha Nell Allman, Supervisor
The primary responsibility of this unit is to calculate school system earnings under the Minimum Foundation Law and distribute funds accordingly. These calculations are made semiannually, thereby, assuring current financing to the extent that the budget will permit. This office is directly' responsible for calculations in the areas of teachers' salaries, number of teachers, maintenance and operation fund, and contingent fund. This office assists in the calculations on earnings for pupil transportation and capital outlay.
This office advises with system superintendents and area representatives on budgentary matters in the above named areas.
OFFICE OF SCHOOL PLANT SERVICES
A. L. Davis, Chief
The Office of School Plant Services assists local systems in establishing building needs, implementing building programs, and maintaining school buildings.
Comprehensive surveys, requested by local systems, conducted by the Office of School Plant Services, result in written Survey Reports for each system. These reports indicate existing conditions and establish both immediate and long-range building needs.
The survey is used as a basis for making application to the State Board of Education to establish eligibility, and implement the use of Capital Outlay Building Funds. The Office of School Plant Services assists local systems in completing such applications, and forwards the completed applications to the State Board for approval. Subsequently, the local system formulates its building program in detail, and employs an architect.
Plans and specifications for new buildings, based on the Survey Report, are reviewed and approved by our architectural staff. Guidance and counseling with regard to new and adequate building methods are given to the local systems at this time. In addition to this service, a "Guide for Planning and Construction of School Facilities in Georgia" has been published and distributed to each of the local systems and to architects throughout the state..
Custodial and Maintenance Program Evaluations for local systems are conducted by staff personnel of the Office of School Plant Services. These evaluations include inspections, conferences with school administrators and custodians, studies of purchasing methods, and storing of purchased material and euipment, and demonstrations of improved methods used in Custodial and Maintenance Programs. Regional clinics and office publications are also used to promote improved maintenance.
Appropriation of additional building funds by the General Assembly in 1964, and increased local financing during the past two years, have provided an urgent need for the services of this office. At least one resurvey of each school system has been accomplished, and groundwork for implementing expenditure of
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the 1964 appropriation is underway. Applications from local systems to the State Board are currently being processed.
A significant development in building construction during the past two years has been the provision of climate-controlled, or air-conditioned facilities. This was stimulated and given impetus by a conference co-sponsored by the Office of School Plant Services, held in Atlanta in November, 1962. Since that time, at least 957r of the complete school projects reviewed have been airconditioned.
Inspections, conferences, and clinics on maintenance of new and existing school facilities throughout the State have up-graded and enhanced their appearance and usability. It is noted that renovation work, such as re-lighting, re-heating, and completely refurbishing of existing structures is more prevalent, and that, in general, more meticulous care of buildings is being exercised by local administrators and custodians. This will result in fewer malfunctions and longer life for our school facilities.
SCHOOL TRANSPORTATION
Joe T. De Foor, Supervisor
The State Board of Education has moved immediately into the effectuation of the requirements of Sections 18, 40 and 46 of Act 523 as passed by the 1964 regular Session of the General Assembly of Georgia. New operation standards for school transportation were approved by the Board, March 18, 1964.
Section 18 of the Act requires that calculation of allotments of M.F.P.E. funds to county system boards of education shall be made in accordance with a schedule of standard transportation costs incurred by local systems in the operation of economical and efficient transportation programs. Months of detailed calculations and tests were made to arrive at uniform standard allowances.
The result was that 1964-65 allotments were calculated in accordance with Act 523.
One of the keys to the successful implementation of this law as far as school transportation is concerned is adequate staff to conduct surveys at the local level to determine the needs of systems in terms of buses and mileage since the State Board is required to allocate buses and/or drivers.
An exhaustive study has been made to upgrade the specifications of all new buses bought in Georgia for home to school transportation service. Recommendations will be ready for the State Board of Education immediately following the National Conference on School Bus Standards in early December, 1964.
As soon thereafter as practical, recommendations are prepared to be presented to the State Board of Education for the purchase of some 450 new school buses through the State Purchasing Agency. The same approach will be used in the purchase of liability insurance covering school children riding school buses to and from school.
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The new vehicle inspection law covers the inspection of school buses. Effective January 1, 1965, compliance with this law will greatly enhance the safety of school buses. It is expected the implementation of this law will necessitate the removal of many old and unsafe buses. Anticipating this, the State Board of Education is requiring that all Bus Replacement funds earned in the formula in Section 18 shall be spent for new replacement buses within three years of the time allotted. This will enhance safety and reduce maintenance and operating costs.
FEDERAL RELATIONS
Paul Wills, Coordinator
The primary function of this Service Unit is the administration of Title III of the National Defense Education Act (NDEA). This federal program provides financial assistance for strengthening Science, Mathematics, and Modern Foreign Language instruction in elementary and secondary schools. In the 1964 fiscal year, projects involving the acquisition of equipment in these subject areas totaled six million dollars. Local school systems and the federal government shared the financing of these purchases on an equal basis.
This Unit of the Department of Education acts as the authorized representative of the Department in the Federal Impact Program (Public Laws 815 and 874) that is concerned with federally connected children in the public school systems of this State. Applications to the federal government for operating and building funds are reviewed and processed by this office. Seventyfive school systems in Georgia participate in this federal program.
Also, the Coordinator of Federal Relations has been responsible for providing general supervision of the Statistical Services and Data Processing Units. These two units were assigned to a different Division of the Department on July 1, 1964.
DATA PROCESSING
Bobby Giddens, Data Processing
For the past year the Data Processing Unit has had the benefit of many improvement studies and surveys by different groups and committees. As a result, some very definite improvements and changes, both in machinery and personnel, will be made in the near future.
It has been recommended and approved that this unit install an electronic computer for rapid computing and handling of great volumes of data so essential to management in decision making.
Competent and trained personnel are being employed to administer, supervise, and operate the computer so that maximum efficiency may be derived from its operation.
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Division Of
Instruction
H. S. SHEAROUSE Director
Curriculum Development Services Educational Television Services Services For Exceptional Children Guidance, Counseling and Testing Services Teacher Certification Services Teacher Education Services
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THE DIVISION OF INSTRUCTION
H. S. Shearouse, Director
The Division of Instruction is organized into six operational units as follows: Curriculum Development, Educational Television, Exceptional Children, Guidance, Counseling and Testing, Teacher Certification, and Teacher Education.
Some of the recent programs which have been developed in this Division are, the Nongraded Primary Project, the Academically Talented Project, the Summer Reading Program, and the Science Youth Activities Program.
Progress has been made during the biennium in all areas of instruction. ,The curriculum has steadily improved in the public schools, the quality of teachers has risen, the educational television program has expanded and the Program for Exceptional Children has expanded.
.Colleges testify that entering freshmen are much better prepared than in former years and that each year sees an improvement in this area. Many high schools have honors programs and advanced placement programs.
--;The greatest problem still is an adequate supply of qualified teachers. There still are areas of the school program where the supply of teachers is desperately short. This is particularly true of elementary teachers and of certain fields in the secondary school such as library service, mathematics teachers and science teachers.

CURRICULUM DEVELOPMENT SERVICES
Dr. Ira Jarrell, Director
Georgia schools are making every effort to give to Georgia children a modern curriculum. Teaching guides in many areas of study are providing sequential programs beginning at the first year level.
Children are beginning foreign language, art, music, science, and social studies early. The wider use of visual teaching materials and television are expanding horizons. Reports as given in the various subject areas will show that Georgia is striving toward quality education.

Mathematics

Gladys M. Thomason, Coordinator

The following are some of the activities carried on by the mathematics consultants during July 1962-July 1964:

1. The mathematics consultants completed revision of the guide, Mathematics for Georgia Schools, and the guides
were distributed, on the request of the school superintendent, to mathematics teachers grades 1-12 in the fall of 1962.

2. A series of workshops were held in 21 regions of the state involving 107 school systems with approximately 3500

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teachers from grades 1-12. About 2/3 of these were elementary teachers. 3. The consultants conducted one- or two-day in-service meetings in about 400 individual schools or school systems with 4000 persons attending. 4. They held summer workshops of one or two weeks duration in 30 school systems with 1632 in attendance. 5. They met with committees from local school systems to plan for mathematics in-service education or for remodeling or purchase of equipment and materials under NDEA Title III. 6. Two of the consultants cooperated with the mathematics television teacher in planning tapes to be used for in-service education. 7. The mathematics consultants served as advisors to two Georgia affiliate groups of NCTM. In this role they serve on the program committee and attend the statewide fall and spring conferences and the eleven district one-day meetings of the councils. Last year these eighteen meetings were attended by approximately 2200 persons.
8. Two of the mathematics consultants conducted an in-service program for school superintendents and selected classroom teachers. Four meetings were held during the year in each of three school districts. The program was planned to give the superintendent an opportunity to become acquainted with national trends in mathematics education; to learn something about new topics and approaches in public school mathematics curricula; to discover what is recommended for Georgia schools; to examine critically the mathematics program in his school system; and to receive suggestions for effecting changes in the program in his system if they were thought to be necessary.
9. Two of the mathematics consultants conducted an in-service program for a group of junior high school teachers and principals from one school system in the state. Meetings were held twice a month for about seven months, and sessions were two hours in length. As an outcome of this pilot project, the consultants are going to prepare a bulletin for the use of junior high school mathematics teachers in the state.
The evidence of effectiveness of these activities are:
1. Colleges report that entering students are better prepared than previously.
2. More teachers are participating in in-service programs and in summer courses at colleges and universities.
3. The consultants have more requests for their services than they are able to fill.
4. More schools are offering four or five years of mathematics in high school and enrollment in these courses is increasing.
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5. Attendance at state and district mathematics conferences has increased and the quality of programs has improved.
6. During the summer of 1964 there are 14 two-weeks noncredit workshops in mathematics scheduled with approximately 800 anticipated attendance.

Science

H. v. Bullock, Coordinator

The efforts to reduce the number of student hours of lecturedemonstrations by the area consultants and to increase contact time with large groups of teachers have not been fully realized.
Many teachers still feel insecure teaching science, and as a result school administrators request the classroom lecture-demonstration activities. As a result of this continued interest many thousand student hours of lecture-demonstrations are still given each year.
Surplus-properties-use seminars have been conducted by the area consultants at the three surplus properties warehouses to acquaint teachers with the adaptation and use of whole units or components which may be available.
Science for Georgia Schools Vols. I, II, and III, has served as a guide for developing science programs in the public schools of the State since 1958.

During the summer of 1960 a minor revision of the guides took place. This revision was the result of feedback from teachers in the field. A major revision was planned for the summer of 1964.

During the past two summers the science consultants have conducted 24 one and two week workshops for teachers to increase their competency in science understandings.

The workshops have covered the entire spectrum of activities which are considered desirable at the various grade levels and in specialized high school courses.

Teachers attending the workshops were motivated by the desire for upgrading science understandings, since no college credit was
given and in many instances vacation time was used.

Science Youth Activities
The State Department of Education has cooperated with the United States Office of Education during the past three years in having Georgia serve as one of four pilot states in implementing Public Law 85-875 relative to science youth activities.
Professional and financial assistance has been obtained from the United States Office of Education. Such assistance has been used to more closely coordinate agencies and organizations providing such co-curricular activities as science clubs, science seminars, science fairs and science congresses.
The program was started on a modest basis in three of the ten congressional districts but has now spread throughout the major part of the state. Results have ben so gratifying relative

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the stimulus provided youngsters by such a program that expan-
sion throughout the state is planned. One of the science consultants spends a major part of his time
in promoting the program. This type of assistance to schools by the state education agency is a first for the Nation.

Music

Frank Crockett, Consultant

The Elementary Music Guide, Pathways to Music, has been published and distributed to all school systems throughout Georgia. Implementation of the Guide has been carried on in two principal ways:

1. School systems have had many workshops in which music teachers have introduced the Guide through in-service workshops.

2. Seven television workshops for teachers were produced and have been shown throughout the state to help school systems utilize Pathways to Music in the best possible way. Seven guest teachers conducted these workshops, and these teachers were among those who helped prepare the Curriculum Guide for Georgia Schools.
The State Department of Education in cooperation with the University of Georgia and the Georgia Music Educators Association sponsored the Georgia High School Music Workshop, a twoweek music camp for outstanding boys and girls. Opportunities were provided for study in orchestra, band and choral music as well as other music subjects each summer. Two hundred and
forty-five students were in residence for the workshop in 1964.

The Georgia Music Council, which was organized in 1960
through the initiative of the State Department of Education, embarked upon an expanded program in 1964. This organization has
as members outstanding individuals and executive officers from music organizations in Georgia. The three basic purposes are:

1. Establishing communication among individuals and organizations in our state engaged in or interested in music.

2. Encouraging the training of more and better music teachers for Georgia.

3. Proposing and carrying out worthwhile projects which will benefit music and music education in the State of Georgia.
Expanded effort is being made to further improve the teaching of choral music at the elementary and high school level. The State Department of Education has prepared four special video tapes for teachers to help improve choral music instruction. These tapes will be a part of the in-service program for teachers. Dr. Lloyd Pfautsch, nationally recognized choral conductor, composer and teacher, served as the television instructor for these programs.

The State Department of Education is preparing a new series of twenty minute television music lessons for early primary

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grades. The series is titled "Sing and Play" and will be taught by Mrs. Rosemary Kolpatzki of DeKalb County. This series is scheduled for initial use in schools throughout the state duringthe school year 1964-65.
Foreign Languages
A spot check of schools in various sections of the State revealed that the number of students studying a foreign language in the public schools has greatly increased over the number enrolled in 1961-62 (the year of the last state-wide survey). This is especially true in the elementary schools because of the accessibility of foreign language instruction by television. It is estimated that more than 60,000 elementary and 100,000 high school students received instruction in a foreign language during the past school year.
The public schools are now offering instruction in the following languages: Latin, Spanish, French, Russian, German. This does not mean that each school offers instruction in all five languages. However, many of the schools offer some combination of the five.
The sequence of study of a foreign language in both the elementary and high school is steadily being lengthened. Some school systems now offer ten years of foreign language studybeginning in the lower elementary grades and continuing through high school graduation. Some systems which have the long sequence programs are: Atlanta City Schools, Decatur City Schools, Meriwether County Schools and The Valdosta City Schools. Other systems have increased the number of years that a student may study a foreign language, and as teaching personnel and facilities improve it is believed that all systems will increase the span of foreign language study in their schools.
On the high school level there are more than 400 part-time or full-time teachers of foreign languages. The majority of these teachers are certified in the language they teach and many have done additional study either as a participant in an NDEA summer or year institute or in regular graduate courses. Over the past 5 years approximately 250 teachers have participated in NDEA language institutes.
The State Department of Education has sponsored several inservice training programs during the year to assist all teachers of foreign languages in doing a better job in the classroom; and where possible it has cooperated closely with colleges in making several night and summer courses available to foreign language teachers.
For the past two summers the Georgia Woman's College and Atlanta University and Emory University has conducted NDEA summer language institutes for teachers of Spanish and French. Periodically during the academic year the Department conducts
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short workshops of a local nature for foreign language teachers. During the academic year 1963-64, ten such workshops were held ranging in duration from one day to five days spread over a 30 day period. The Department is currently conducting a four-week workshop for teachers of Spanish and French at the H. A. Hunt High School, Fort Valley.
In cooperation with the colleges, the Classical and Modern Foreign Language Association (white), and the Georgia Modern Language Society (Negro), the Department sponsors each year a two-day state-wide professional clinic for teachers, at which time some of the outstanding personalities in foreign language instruction and research work with the teachers. The state-wide foreign language contest for high school students is also an annual event sponsored jointly by the organizations named above.
The televised foreign language classes are well done and presented by qualified teachers. The Spanish course, prepared by the Foreign Language Staff of the State Department of Education ranks with similar courses in use throughout the nation.
It is true that in some schools the TV foreign language class has not progressed, but this is not due to any weakness of the televised lesson. In all instances it has been found that the difficulty lay with the local school or school system. So often the classroom teacher was ill prepared to give the necessary assistance and follow-up to what the TV had done. There are far more instances of success than of failure.

Health, Physical Education, Driver Education, and

Alcohol Education

J. H. Cammon, Consultant

The State Department of Education has co-sponsored a health conference each year during this biennium. The purpose of each conference has been to improve health teaching in the public schools of Georgia. At these conferences, attended by health teachers and others interested in a good health program, an outstanding health teacher was given a scholarship to attend summer
school to take advanced courses in health.

In order to improve our physical education programs and to

create interest in girls' sports, the State Department of Education co-sponsored a project in this area. Two outstanding girl physical education supervisors and one physical education teacher attended a "National Institute on Girls' Sports" at the University of Oklahoma for a week in the fall of 1963. Following this insti-

tute, these three physical education educators set up three clinics

in different parts of Georgia. These clinics lasted for one day and

all physical education teachers of girls were invited to attend.

The State Department of Education worked with the President's Physical Fitness Council in putting on a Physical Fitness

clinic in Atlanta, February 14 and 15, 1964. Physical Education

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teachers from seven southern states attended the clinic to see demonstrations by nationally known physical educators.
Staff members of the State Department of Education played a major role in planning and implementing the youth section of the "Southern Safety Conference" which was held in Atlanta, March 1, 2 and 3, 1964.
Below are actual figures showing what we have done the past two years in Driver Education:

Year 1962-63 1963-64

CLASSROOM AND BEHlND-THE-WHEEL

Schools 140 151

Students 7797 9753

CLASSROOM ONLY

Schools Students

24

2020

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5001

The State Department of Education is continuing to sponsor each summer, workshops in Alcohol Education. These workshops
are limited to 22 white teachers and 11 Negro teachers.

Art
Olleen Williams, Consultant
The art education consultant has worked during the past biennial years with teachers, principals, and curriculum directors in discussion groups, study groups, workshops. Children's art work has been exhibited at each meeting. Contacts have been made with men's and women's civic organizations to develop community art centers.
Forty White and eleven Negro school systems have been served. Of these, fourteen White and four Negro have been served on a continuing basis of three or four contacts a year.
The art experiences provided for children have been broadened and expanded to include painting with earth pigment, using local clay for pottery, making looms, using "found materials" for stitchery and weaving, making prints and graphics, and developing a collection of art masterworks.
A state-wide three week non-credit workshop for Jeanes Curriculum Directors, principals and teachers was held on art education at the lTC, Atlanta University. This workshop was financed by the Southern Education Foundation in cooperation with the State Department of Education, Division of Negro Education.
The art education consultant served as a member of the jury of selection for the Piedmont Region National Scholastic Art Awards in Greensboro, South Carolina for the third time.
The art education consultant served as Sculpture Chairman at the Atlanta Arts Festival.
The art education consultant participated in the Governor's Honors Program.

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Teaching Media

John H. Persell, Consultant

This is a newly created position within the State Department of Education. I joined the staff on September 1, 1963, and am engaged in exploratory and developmental phases of all teaching media. I will try to develop more effective patterns of utilization, selection, production and administration of the various teaching media. I will work with administrators, supervisors and classroom teachers to provide necessary leadership and technical excellence to improve instruction in the Georgia schools.

I have made the decision that I must work at first with superintendents and supervisors because they must provide the imeptus
and make the final decisions on instructional methods and procedures. Later I will work with all curriculum areas, and with groups of teachers on a system basis. Future growth should come as a result of working with these groups eventually necessitating additional personnel in various areas of specialization.

Criteria has been established for the procurement of equipment. Funds were made available for the procurement of equipment for use and demonstration purposes. Most of this equipment has been delivered too late to be of much help this year.

The State owns many Audio-Visual materials concerned with teacher education in the use of Audio-Visual materials. Some of these holdings are obsolete and need to be withdrawn from service. We need to supplement our holdings in this area and utilize them correctly. Criteria has been established for the acquisition and retention of materials. New materials have been previewed and recommendations have been made for their acquisition.

The Audio-Visual vehicle has been reconditioned and equipment is being placed in it for utilization and demonstration purposes
around the State. Criteria has been established for the use of the vehicle and the equipment it contains.

In order for teachers to become more familiar with the use of Audio-Visual materials and equipment, workshops and in-service teacher education programs in the utilization, selection, administration and preparation of materials have been conducted. Cri-
teria has been established for the conduct of workshops.

Quality demonstrations of the use of equipment, materials and preparation of durable teaching materials will, in the future, enable superintendents to more wisely spend NDEA and other funds. They will assist in making valid judgments in regard to the needs of teachers. They will make the communication process more effective.

Adult Education

Catherine Kirkland, Coordinator

In the school year of 1962-63, the Literacy Program Streamlined Reading, was conducted in the Waycross television station

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area. In 1963-64 two stations, WV AN, in Pembroke and a cemmercial station, WJBF, in Augusta telecast the program. The general adult education consultant worked with many volunteer groups in preparation of the programs. This consisted of contacting organized groups to enlist their aid and conducting workshops for volunteer teachers on methods of teaching illiterates.
We have cooperated with the State Board of Corrections by giving consultative help in setting up an adult education program at Reidsville and eight prison camps. We lent the Streamlined Reading films to the Corrections Board and helped secure other teaching materials.
We have worked with the chief psychologist at the Milledgeville State Hospital in planning an adult education program for illiterate patients.
The Coordinator has worked with representatives of the U. S. Office of Education and the National Education Association in promoting federal and state-aid for the Basic Adult Education Act. She appeared before the Sub-Committee on Education of the House of Representatives to explain the need for such financial support in Georgia.
Several systems have initiated regular elementary and secondary courses for adults. These have been financed by fees from students. As a result of these classes, many students have taken the G.E.D. Tests and received the State High School Equivalency Certificate. If there had been any appropriation to pay teachers, Georgia could have educated many of its dropouts as there have been many, many requests for this help.
Another area in which the Adult Education Section has been active is the Civil Defense Adult Education Program which is financed wholly by the U. S. Office of Education, as part of a nation-wide program. The purpose is to alert the general public to the need for Civil Defense; and to educate the public in ways of personal and family survival in times of disaster, both natural and man-made, particularly nuclear and other forms of warfare. During this biennium, 1254 teachers have been trained as instructors of the course; 708 classes in which 15,142 adults completed the course in Personal Survival, have been taught.
For the past two years the Coordinator of Adult Education has served as consultant to the curriculum directors of local school systems. In this capacity, she has worked in many areas of general education, such as supervising the Non-graded Primary Project the last year of the experiment and serving as consultant in in-service programs and summer workshops. This past spring and summer, she has had the responsibility of coordinating non-credit summer workshops in 30 systems in which 75 consultants and 2,000 teachers will be involved.
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Economic Education
An effort is being made by a committee headed by Dr. Willis R. Knight, State Chairman for Economic Education, to organize a Georgia Council on Economic Education. When organized, this Council will be made up of business men, labor leaders, and educators. It is hoped that they will be one of the sponsoring agencies of a Summer Workshop 1965.
Dr. Knight, in January, called together the various college representatives who agreed to sponsor, with the State Department of Education, a leadership workshop on Economic Education in the Summer of 1964. Dr. George Ferst, Associate Director of the Joint Council on Economic Education, New York, has agreed to direct this workshop. Dr. Ferst came to Atlanta and spoke to the State Committee and the business leaders in the fall. He also came back in March and addressed the Georgia Teachers Social Studies Council at the G.E.A.
The 1965 workshop will have 60 to 75 teacher participants. These teachers will all be on scholarship and emphasis will be placed on elementary Economic Education as well as high school. Graduate credit will be given to teachers.
There is a pilot project on Economics operating at present in the metropolitan area of Atlanta.
Dr. J. Whitney Bunting of the University of Georgia will conduct a workshop this summer in Atlanta, for graduate credit, with scholarships given for 25 teachers under the sponsorship of the Invest-in-America Atlanta Council. This is a workshop for Junior and Senior High teachers.
Communism
Social Science Bulletin S. R. 105, Conflicting Ideologies In A Changing World, was produced by the Social Science Committee during the summer of 1962. This was done as a result of the senate passing a resolution requesting the State Board of Education to instruct the schools of Georgia to teach 30 hours of communism to all students. These bulletins were placed in the hands of teachers of the state.
Suggested readings for teachers and a bibliography for S. R. 105 were purchased by the Division of Instructional Materials and Library Services and have also been distributed to the teachers of the state. Institutes on communism versus Americanism have been sponsored each summer by the Board of Regents and the State Department of Education.
For the first time this summer the 60 participants in the institute at Georgia Southern College in Statesboro, received scholarships for the three-week course on "Conflicting Ideologies: Constitutional Democracy and Totalitarianism."
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Summer Reading Program
The Summer Reading Program in Georgia is the first point in Dr. Claude Purcell's three point action program to improve the drop-out problem in the state. It is aimed toward improving reading skills of selected poor readers.
The Governor and the General Assembly supported the program through appropriations for the employment of 400 teachers for two additional summer months.
Criteria for selecting children for the program were:
1. Enrolled in grades 1-3 in 1963-64 school year.
2. Average ability or above. (Slow learners included if clearly not reading as well as they are capable of reading.)
3. No serious emotional problems.
4. Families want children in program and agree to cooperate.
5. Recommended by teacher.
6. Disabled in reading. (Children finishing first grade reading at Primer or lower level; children finishing second grade reading at low second grade or lower level; children finishing third grade reading at low third or lower level.)
7. Priority in this order: 1st grade, 2nd grade, 3rd grade. Allotment of teachers was calculated on the Average Daily Attendance of the primary grade of the participating systems. Many school systems employed extra teachers on their own. One hundred forty-two systems, with 400 state employed teachers and 6,000 pupils, are participating in the program. Plans were made to determine strengths and weaknesses of the program. Two-day briefing conferences were held for the teachers involved in the program. These briefing sessions were planned to cover all details of testing and record keeping and in-service work on the teaching of reading. Miss Sarah Duncan, Franklin County Curriculum Director, was selected to serve as State Director of the Summer Reading Program. Dr. 1. E. Aaron, University of Georgia, is consultant to the program and is directing the research aspects of the project.
English Curriculum Committee
The English Curriculum Guide Committee held a work session in Athens July 19-29, 1963, and the product of their summer's work was the Second Report: Composition. This committee plans a Third and a Fourth Report.
Dr. Bernice Freeman, Curriculum Director, Troup County, is the chairman of the English Curriculum Guide Committee.
Small Schools Curriculum Project
The Small Schools Study Project, made possible through the Southern Education Foundation Grant, conducted its work through the year 1963-64.. The Curriculum Committee scheduled a work conference for Dublin 4-H Center, February 24-25, and Jackson Lake, February 26-27. Dr. Ralph Bohrson, Coordinator
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of the Western States Small School Project, conducted the work conference in Georgia.
A final report is being prepared on the project with the request for an extension of time and an additional grant for further study.
Nongraded Primary Experimental Projects
The answers to the following questions were taken from Questionnaires sent to the Experimental Schools:
1. No. of Nongraded Experimental projects, 66.
2. No. of Questionnaires returned, 66.
3. How was the Grant from the State spent? (1) Teaching aids for teachers and pupils. (2) Visual aids for Reading, Science and Math. (3) Tape recorders-film strips-record players-projectors. (4) Science Research Laboratory. (5) Extra books and other reading materials.
4. Did the projects involve parents and community agencies? (1) Every project reported that parents and community agencies were involved.
5. How did this Organizational plan effect the teachers? (1) Teachers are more flexible. (2) Teachers are more conscious of group techniques. (3) Parent-teacher conferences help teachers to know more about the children. (4) The teachers are freed for individual instruction. (5) Students and teachers work in a busy, relaxed atmosphere. (6) A better climate for learning is provided. (7) There is unity among the faculty. (8) This plan permits Team Teaching and the use of student teachers.
6. How does this plan effect the parent? (1) Parent-teacher conferences of great value. (2) Better cooperation. (3) Better informed parent. (4) Greater interest manifested. (5) Parent participation in this Plan of Organization.
7. How does the plan effect the Child? (1) Progresses at his own rate. (2) Competes only with himself. (3) Makes continuous progress. (4) Better work habits. (5) Better relationship with teachers and parents. (6) Dispels fear of failure. (7) Self evaluation.
8. How does this plan effect the Curriculum? (1) Permits continuity. (2) Recognizes child growth and development. (3) Teachers and pupil can work creatively.
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(4) Curriculum development according to the needs and interests of child.
(5) This plan especially adapts itself to the teaching of Reading.
9. Any Research on this Project at the State level? (1) No research by the State as yet. (2) Some local systems reported Research favorable to the Experimental project. None reported unfavorable. (3) Children's achievement tests in general have favored the nongraded.
10. Reports to Parents. (1) Conferences replaced old type report cards. (2) Skill cards used. (3) Check lists used. (4) Comments to parents.
11. Promotion policies-what plans were used to move the children from Nongraded Primary into Intermediate grades. (1) Some children will spend 3% or 4 years with Primary Unit. (2) Some discovered very bright children and grouped accordingly.
12. State Department Consultants visiting Projects. (1) Mrs. Beth Bailey (2) Dr. Miriam Howell Jones (3) Mrs. Catherine Kirkland (4) Dr. Ira Jarrell
13. Recommendations. (1) Plan be extended to other schools in State. (2) Wherever possible plan be extended into 4, 5, and 6th grades. (3) Grants be continued. (4) Research be carried on in some Projects at the State level. (5) That no school attempt to change to a Nongraded Primary Unit until the staff and the parents have made a thorough study and believe that this plan of organization is better for the students than the graded plan. (6) That this plan be recommended, since early success may be a precautionary measure against future dropouts. (7) That State Kindergartens be recommended.
EDUCATIONAL TELEVISION SERVICES
E. A. Crudup, Administrator
During the school year 1962-63, the Georgia State Department of Education made educational television available to the public schools in the areas covered by WGTV, Channel 8, Athens (owned and operated by the University of Georgia); and WXGA-TV, Channel 8, Waycross, the first ETV station owned and operated
by the State Department of Education. Courses were telecast in
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Georgia history, primary science, upper elementary science, high school general science and biology, upper elementary mathematics, elementary Spanish (two levels), elementary French, and four programs in music for the elementary school. It was estimated that participation in this program amounted to 272,000 pupil periods. The 1963-64 schedule provided additional programs in middle grades science, primary mathematics, and middle grades mathematics.
A third station was added to the ETV network when WVAN-TV, Pembroke, began telecasting in September 1963. This station has served the important and populous southeast section
GEORGIA'S lCDUCA TIONAL TELEVISION NETWORK
Channels in operation September 1964 are identified by call letters. Proposed stations and stations under construction are marked and their anticipated viewing area is indicated.
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of the state. Construction was almost complete on a third stateowned station on Pine Mountain three miles south of Warm Springs. When this station, WJSP-TV, Channel 8, goes into operation in September 1964, it is estimated that the school participation will be in excess of 900,000 pupil periods and ETV will be available to an area of the state that enrolls approximately 67 percent of the school population. In addition to the in-school telecasts, the State Department of Education has provided in-service education programs for teachers in Science, Mathematics, Music, and Spanish. Another program in in-school teacher education will be ready for the 1964-65 school year. This will be "The Teaching of Reading in the Elementary School." Dr. Ira Aaron of the University of Georgia will be the instructor for this series which will consist of 18 half-hour sessions.
All of the programs which are being telecast are on video tape. This has an advantage over live programs in that any mistakes in production can be corrected before the program goes on the air. Up until February 1964, the state had been using the production facilities of the City of Atlanta's educational television station, WETV. At that time production was moved the the Protestant Radio and Television Center on Clifton Road, N.E. This facility is one of the best in the South and will help to improve the quality of production.
The State still holds a construction permit issued by the Federal Communications Commission to establish an ETV station on Cohutta Mountain in the Fort Mountain State Park near Chatsworth in Murray County. It is anticipated that construction will begin on this facility in the fall of 1964. This will have call letters WCLP and operate on Channel 18. It will serve a large area of central and northwest Georgia. The 336-ft. tower will be erected on Cohutta Mountain which has an elevation of 2700 feet. This height should give good coverage to the area. By the use of translators the television programs will be made available to areas that have- heretofore been dark.
The report of the Governor's Commission to Improve Education recommended an extensive expansion of educational television services for the state as follows:
Planning for educational television should be greatly extended to include:
1. State network facilities to provide for development of up to six channels per station.
2. A major state-wide curriculum planning project involving all school systems to insure maximum effective improvement and coordination of television programming and classroom instruction.
3. Further expansion of general adult and cultural programming in the evening hours.
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4. Greater and more effective use of broadcast and closed circuit television by institutions of higher education.
The State Board of Education has taken steps to implement the recommendations of the Governor's Commission to Improve Education. An Executive Director for educational television has been employed, a Program Administrator will be employed, and the legal and engineering consultants have been directed to make application to the Federal Communications Commission for six channels for each of the stations on the approved network. Meanwhile, the State Department of Education is taking steps toward the completion of the single-channel network as soon as possible. It is hoped that this can be effected during the next biennium.
The University of Georgia has been providing programming for the evening hours on the network stations. It is anticipated that this arrangement will continue in effect as the facilities are expanded. This provides for four to five hours of excellent programming for five nights each week. Part of the programs are produced at the University while others are available through the National Educational Television and Radio Center with which all of the stations are affiliated.
SERVICES FOR EXCEPTIONAL CHILDREN
Dr. Mamie Jo Jones, Coordinator
The services provided through the Unit, Services for Exceptional Children are designed to provide an educational program for children who deviate from the normal either physically, socially, mentally, emotionally, or communicatively to such an extent that they cannot profit from the program offered in the regular classroom. Thus, these young people are exceptional in that they require a special education program designed to meet their specific needs if they are to develop to their full potentials.
During the 1962-63 school year, 92 school systems had 495 teachers and five full-time coordinators who worked with approximately 15,829 children with exceptionalities. Of this number, there were 5,084 who were educable mentally retarded; 93 who were crippled; 8,967 with speech problems; 1,285 who were hospitalized or homebound because of temporary illness; 228 with visual impairments; 78 with severe hearing impairments; and 94 who were emotionally disturbed.
At the beginning of the 1963-64 school year, four additional school systems began programs for exceptional children, bringing the total number of school systems offering services up to 96. During the 1963-64 school year, 569 teachers and six full-time coordinators worked with 15,894 children with exceptionalities. Of this number, there were 6,410 who were educable mentally retarded; 123 who were crippled; 8,195 with speech problems;
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750 who were hospitalized or homebound because of temporary illness; 218 with visual impairments; 86 with severe hearing impairments; and 112 who were emotionally disturbed.
During the 1962-63 school year, four new school systems were included in the Research and Demonstration Project in cooperation with Vocational Rehabilitation, "A Project to Assist Public Schools to Meet Some of the Major Rehabilitation Needs of the Mentally Retarded" which was initiated during the 1961-62 school year. This made a total of 11 school systems who were participating in this project with a total of 574 pupils enrolled. During the 1963-64 school year, seven more school systems were included in the projects. At the end of the 1963-64 school year, 18 school systems were providing services through this project at the secondary level to a total of 1,016 pupils. The following school systems were participating in the program: Atlanta City, Bibb County, Cartersville City, Chatham County, Clarke County, Coffee County, Crisp County, DeKalb County, Dougherty County, Fitzgerald City, Fulton County, Gainesville City, Griffin-Spalding, LaGrange City, Muscogee County, Pelham City, Tift County, and Troup County.
The primary purpose of this project is to provide adolescent retardates in Georgia's public schools with the following services: vocational appraisal, secondary school placement, a comprehensive curriculum with credits earned toward a certificate of graduation upon completion, continuity, school-work experiences, vocational training as indicated, job placement, and follow-up. In addition to these objectives, special emphasis was placed on vocational appraisal of pupils and on the development of training stations within the school and in the community during 1962-63. During 1963-64 additional emphasis was placed on the development of pre-vocational training stations within the school and in the community.
A Handbook for Administrators entitled "Program Development for the Educable Mentally Retarded" was issued. This detailed explanation of services for this area of exceptionality was distributed to all school superintendents and directors of curriculum throughout the state in the spring of 1964.
The two consultants in the area of mental retardation held a series of eighteen workshops on Curriculum Development for the Educable Mentally Retarded during the early part of 1964. These workshops were attended by some 350 teachers of EMR classes, 56 coordinators of local programs for exceptional children, 115 directors of curriculum, 132 principals of schools housing these classes, 12 visiting teachers, 16 counselors, 8 superintendents, and 39 other interested supervisors and teachers. Discussion centered around problems concerned with administration of the program,
identification and selection of pupils, curriculum needs in teaching the mentally retarded and long-range planning for this segment
of the school population.
40

During the year 1962-63, there were five classes for trainable mentally retarded children operating in Chatham County and Muscogee County. These classes were part of a Demonstration project to compare the effects on the TMR of training under the direction of the public school with the effects of no training as shown by a comparable group of TMR children from the Newnan area. At the end of the 1963-64 school year, there were 47 children enrolled in these classes. One unit was added in Chatham County in the Negro schools during the 1963-64 school year. It is anticipated that the project will be continued in its present form during the 1964-65 school year.
The recent trend of keeping the blind and severely partially sighted child in the public school has caused an increase of services to them from this unit. Children who are blind or partially sighted and cannot read regular size print are dependent upon either large size print or braille books as well as other specialized instructional materials. During the 1962-63 school year, $9,140.52 in state and federal funds were used to purchase 942 large type and braille edition books and other special materials for use by 321 visually impaired children enrolled in public schools. Of this number, only 228 received the services of 26 special education teachers in six school systems.
State and federal funds amounting to $19,543 were used during the 1963-64 school year to purchase 1,177 large type and braille edition books and other special materials for use by 337 visually impaired children. Of this number, 218 received the services of 25 special teachers in six school systems.
Classes for emotionally disturbed chlidren at Milledgeville State Hospital were implemented during the summer of 1962 in cooperation with the Georgia Department of Public Health, the Baldwin County School System, the Georgia Department of Education, and the Georgia Association for Mental Health. At that time, there were two classes for white children and one class for
Negro children, housed at the State Hospital. Two new classes
were added in 1963, making a total of five classrooms with five
special education teachers.
The State Board of Education approved state-wide policies for
the establishment of classes for the emotionally disturbed and
impaired hearing in May 1964.

Program for Academically Talented

During the 1962-63 school year and the 1963-64 school year ten

school systems, one in each congressional district, received $4,000

per year to be used for a demonstration project in the education

of academically talented students. Projects were located in the

following systems:

District One

Savannah-Chatham County

District Two

Moultrie City

41

District Three District Four District Five District Six District Seven District Eight District Nine District Ten

Muscogee County Griffin-Spalding County Fulton County Washington County Floyd County Glynn County Gainesville City Clarke County

Approximately 627 educators including teachers, administrators, curriculum directors and counselors were involved in the projects each year. Through the efforts of these people, educational experiences designed specially for academically talented students were provided for approximately 2,600 academically talented students in grades one through twelve.

Governor's Honors Program
On June 8, 1964, a new program for gifted secondary students know as the Governor's Honors Program was begun on the campus of Wesleyan College, Macon. Section 52 of Senate Bill 180 authorized the establishment of a summer honors program for students having exceptional abilities. Four hundred and two 11th and 12th grade students selected by state-wide selection committees are participating in the eight-weeks residential program. The following chart gives a breakdown of the students according to areas in which they participated and according to sex.

GOVERNOR'S HONORS PROGRAM PARTICIPANTS

Areas
English Foreign Language Mathematics Natural Science Social Science Drama Music Visual Arts TOTALS

Female
39 30 26 19 23 20 39 16 212

Male
18 8
42 36 28 7 37 14 190

Total
57 38 68 55 51 27 76 30 402

Dr. H. S. Shearouse served as Director of the program. The 402 students were instructed by 40 staff members.

Mentally Retarded Evaluated
A total of 4,815 children, referred for placement in classes for the mentally retarded, were given individual psychological evaluations during the period July 1962 to June 1964.
In 1962-63, 2,101 children were evaluated. Private psychologists evaluated a total of 645 at a cost of $12,249. Consultants in

42

the Unit, Services for Exceptional Children, evaluated a total of 689. Examiners of the staff of local school systems evaluated 767 at a cost of $6,365.
In 1963-64, 2,714 children were evaluated. Private psychologists evaluated a total of 972 at a cost of $16,950. Consultants in the Unit, Services for Exceptional Children, evaluated a total of 937. Examiners of the staff of local school systems evaluated 805 at a cost of $8,050.
During the 1963-64 school year, 613 additional children were evaluated, which is an approximate increase of 23 per cent over the corresponding period of 1962-63.
The Coordinator, Services for Exceptional Children, is serving on the Interdepartmental Mental Health Advisory Committee.
Without appropriate educational experiences many exceptional children will be among the lost rather than the contributing members of society. Some of the areas that must receive attention are:
1. Provision of adequately trained teachers.
2. Adequate referral sources for diagnostic and evaluative services.
3. Explanation of local school programs.
4. Additional professional staff to provide research and leadership at the state department level.
GUIDANCE, COUNSELING AND TESTING SERVICES
Dr. Hugh F. Moss, Coordinator
The staff of the Guidance, Counseling, and Testing Unit provides consultative services to the public schools. Concentration by the staff is in the areas of student analysis, counseling, placement, follow-up, and research. In accomplishing this function, the staff works with guidance counselors as well as all school personnel.
In an attempt to improve the services rendered by this Unit, the staff has recently undergone a study by personnel from the Florida, Kentucky, and Louisiana State Departments of Education and from the U. S. Office of Education. The final report of this committee is being written at the present time.
Under the direction of the state-wide Advisory Committee for Guidance, Counseling, and Testing, four studies of a permanent nature have been initiated. These studies involve an analysis of the following student groups in terms of their basic academic ability:
(1) Vocational and educational plans of ninth graders
(2) Vocational and educational plans of twelfth graders
(3) Follow-up of the preceding year's graduates
(4) Analysis of drop-outs in terms of the primary reason for withdrawal
43

In close cooperation with the two professional counselor organizations (American Personnel and Guidance Association and the Georgia Association of School Counselors), programs and conferences have been held which stressed the provision of information counselors had expressed a need for, i.e., vocational education, services for exceptional children, counseling techniques, Career Week, teacher scholarship recruitment, etc.
Four Mental Health Workshops, with an enrollment of 25 counselors each, have been held at Milledgeville State Hospital. These workshops have been jointly sponsored by the Georgia Department of Public Health, Georgia Association for Mental Health, Milledgeville State Hospital, and Guidance, Counseling, and Testing Services of the State Department of Education. These workshops served for the purpose of familiarizing counselors with the early detection of emotional disorders of children and clarifying the counselor's role in working with these students. The workshops also fainiliarized counselors with career opportunities for students in the mental health field.
The Guidance, Counseling, and Testing Unit has printed and circulated the following publications in the Guidance for Georgia Schools series:
(1) Selection and Use of Standardized Tests
(2) The Classroom Teacher and Guidance
(3) The Principal and the Guidance Program
(4) Guidance: Functions and Services
(5) Organized Guidance Programs
(6) Student Analysis Service
(7) The Information Service
(8) The Counseling Service
This Unit has also cooperated with the Joint Council on Paramedical Education and the Allied Medical Careers Clubs, Inc. in issuing and distributing a booklet entitled "Health Careers in Georgia."
The staff of Guidance, Counseling, and Testing Services administers the State Elementary Testing Program and the Federal and State NDEA Title V Program. During the school year 196364, 189 of the 196 local school systems participated in the Elementary Testing Program for grades 1-7 to the extent of approximately 14 per pupil. 188 systems received $1.71 per pupil for guidance, counseling, and testing in grades 8-12.
Of the 724,412 students in grades 1-7, less than one per cent are not at this time being served by the State Testing Program. Of the 339,251 students in grades 8-12, less than one per cent are not at this time being served in the NDEA-V Program.
To serve under the NDEA-V Program, counselors must be certified in the guidance and counseling field and serve a minimum of two periods per day in guidance and counseling. There are 542
44

counselors in Georgia who meet these qualifications. (This does not include Directors of Guidance, Visiting Counselors, or Area Counselors). These 542 persons equal 400.83 full-time equivalent counselors, which gives Georgia a counselor-student ratio of one full-time counselor to every 846.37 students. To get the ratio of one counselor for 300 students, recommended by the U. S. Office of Education, we would need 1131 full-time counselors. A portion of these counselors are still in the process of earning their Master's Degree in the guidance and counseling field; however, more than 57% hold a Master's Degree or better at the present time.

TEACHER CERTIFICATION SERVICES

Ted R. Owens, Supervisor

To be employed in the public schools of Georgia, every teacher and school leader is required by law to hold a certificate. Teacher Certification Service is the unit of the Division of Instruction empowered to issue these certificates. The certificate serves as official evidence of the type and level of preparation, and as the basis for establishing the salary to be paid by the State.
For the biennium 1962-64, a total of 29,475 certificates were issued, distributed as follows:

1962-63 1963-64

15,991 13,484

These certificates are of three different types-provisional, professional, and life-and are based upon two or more years of college credit. It has been estimated that nearly 95% of all certificates issued now are based upon at least the bachelor's degree and nearly 85% of the total number are issued to teachers who are professionally trained. In 1945-46, approximately 40% are estimated to have been based upon four or more years of college training.
Certificates for all fields of service other than teaching are referred to as Leadership Certificates. These are based upon graduate credit from approved institutions, and include certification for school administrators (principals and superintendents), curriculum directors, visiting teachers, and school counselors.
In a series of measures designed to improve the quality of classroom instruction, the State Board of Education, during the last four years, has authorized several changes in certification requirements.
On March 16, 1960, it was ruled that as of the 1960-61 school year, beginning teachers may be issued provisional certificates based on the bachelor's or master's degree, "providing the college training establishes a teaching field in conformity with present-
day certification regulations in Georgia. No type certificate (in-
cluding emergency) wil be issued to individuals who have not
established a teaching field." A scholastic average of "C" is re-
quired on the courses for a teaching field.

45

Beginning with certificates valid from July 1, 1960, individuals who have not previously held a Georga certificate and who do not have at least one year of teaching experience must meet current requirements to obtain their first certificate in this State.
Reciprocity is practieced only for teacher certification at the undergraduate level. Upon the college recommendation, a Georgia certificate may be issued to the graduate of an out-of-state institution accredited by the National Council for Accreditation of Teacher Education (NCATE), provided the applicant meets requirements as set forth by the State Board of Education in Georgia.
Effective for the 1964-65 school year, 94 % of all teachers will
be required to teach the majority of their classes in the field (s) in which they hold certification. To help teachers become certificated in the fields in which they are teaching, two temporary provisions have been made. Until January 1, 1966, it will be possible to add a field to a Professional Four- or Five-year Certificate on the basis of ten years teaching experience, prior to June 1961, in the field in which certification is sought. Until September 1965, it will be possible to add a field at the four- or five-year level on the basis of five years teaching experience in the field and the required score on the National Teacher Examination.
On February 3, 1964, the State Board of Education passed very specific regulations regarding teaching in-field. The Board stated that for the 1964-65 school year, 94 j?o of all elementary teachers in each school system must be teaching in their field of certification. Also, beginning with the school year 1964-65, 94% of all pupil periods in junior and senior high school in each school system must be taught by teachers who are properly certified. For the school year 1965-66, the above percentage is increased to 98',YrJ for elementary, junior high, and senior high schools.
If a superintendent finds it necessary to fill a vacancy with a teacher who does not hold a valid certificate (but who at one time qualified for certification and failed to obtain it or to keep it in force), he may request, in writing, issuance of an emergency certificate valid for one year. Beginning with the 1960-61 school year not more than two emergency certificates may be issued to . individuals with less than the degree.
The office of Teacher Certification Services no longer issues permits. It is necessary for persons seeking provisional certification to have evidence of employment prior to the issuance of a provisional certificate. This has reduced greatly the number of provisional certificates being issued to persons who never acquire teaching positions.
As of September 1, 1960, the requirements for the Teacher's Professional Five-year Certificate based on the master's degree were strengthened by increasing from three to five the number of required subject matter or specialized content courses.
In 1961, requirements for leadership certificates based on the
46

I

1945

./8 46 47

4r 50 51 52 5

5

55 56 5

58 59 60 61 6

10 0

1946

47 48 4 ~9 50 51 52 53 5

55 56 57 5

59 60 61 6

6

qo

I

j I

[

80

I

i

'I

84
/
['77
k'

83

~ ~ ~ 88

90.2

~

92.7
r--

--~

70

/-67

62 60
I k(l(, I

50

-:f44
40 4,5, &~4U

y r s , of

college

30 trainlIl

y

20

~ c2oll"eg.e" , 24

training
~e~;st~an/

22_____. 19~

22
-~-

20 17 _ _ 18

!8

---f'-- coff eg e ".--- 4

6

17~

It~ ~ll traimng

10 3 yr s , /
college
training

r-.--.--. <, 7 4

rv

'-----.

8
<

,

2

I

II 6

10 5

9 4

--~ ~

6.6

4
~- 2.2

6.4 5.5 1.8 I.3

r. <,r8-.. ~

~6

5

.5

.5

2/

6/24/64

YEAR LEVEL OF TRAINING OF TEACHERS

master's degree were revised to include five courses rather than three in the area of specialization.
The State Board of Education authorized the issuance of certificates based on six years of college to begin as of July 1, 1960. The holder of such a certificate is considered a specialist in the area in which he holds six-year certification. As of July 1, 1964, a total of 776 six-year teaching and leadership certificates have been issued. For the years 1962-1964, 528 six-year certificates were issued.
On April 23, 1962, issuance of the new Administrator's Professional Five-and Six-year Certificates was authorized. These are to be used by assistant principals, principals, assistant superintendents, and superintendents, and are designed to replace the two separate types of professional certificates previously issued for these positions. The requirements for the administrator's
47

certificate, therefore, include courses dealing with supervision and administration on both the elementary and secondary levels.
Although the issuance of certificates is the main function of this unit, two other important services are also provided. One is the evaluation of credits and the planning of further study to meet requirements for new and higher levels of certification. The other is a form of counseling service through which, by means of letters, interviews, and telephone calls, the Teacher Qualifications Evaluators provide the teaching profession with advice, information, and suggestions pertaining to certification.
Another valuable service to the profession was the publication in March 1963, of a revised edition of the certification bulletin, "Requirements and Regulations for the Certification of Teachers and School Leaders." Superintendents of school systems were provided with loose-leaf copies to which amendments and revisions may be added. A supplement to this bulletin was distributed in May 1964. This included new and revised information pertaining to such topics as leadership Certification, Six-year Certification, Validation of Credits, and Reciprocity:
It is anticipated that in May 1965 it will be necessary to distribute another supplement of revisions and amendments to the Certification bulletin. This will include changes and additions approved since May 1963 emphasizing those becoming effective in the 1965-66 school year. Requirements for the new five- and sixyear certificates for Reading Specialists will be one of the additions made available at that time. The State Board of Education has added certain areas of certification for positions held in our public schools. We now issue certification in the area of Speech, School Psychologist, and Driver Training. The State Board of Education has also made it possible to certify Library Science teachers from out-of-state who have a BS Degree with a major in Library Science.
On January 13, 1964, the office of Teacher Certification Services began microfilming the 96,000 certification files on hand. Of this number, many files of teachers who are no longer active in the teaching profession are being stored without microfilming. It is expected that within the next twelve months the entire number of certification files will have been microfilmed. This has greatly modernized and made more effective the handling of files. Also added security has been placed upon the issuance of teaching certificates through Data Processing.
The graph shows a comparison of the certification of teachers in the public schools of the State for the year 1962-63 to the year 1945-46. It is of interest to note that the certification of teachers of our schools has increased tremendously during this eighteenyear period.
48

TEACHER EDUCATION SERVICES
Mary Ellen Perkins, Caordinator
Teacher Education Services include recruitment and scholarships for becoming teachers, approving programs for teachers and other school personnel in Georgia colleges, and providing grants for all professional school personnel to study at the graduate level.

The Georgia State Teacher Scholarship Program
The Georgia State Teacher Scholarship Program administered by the State Department of Education seeks to assist some of the state's brightest college students as they prepare to teach in the public schools. This program provides up to $1,000 a year based on individual need, for those students who qualify. After graduation the student meets his obligation to the state by teaching a specified number of years in the public elementary or high schools. The program has produced over 300 teachers and is presently assisting more than 750 students.
This program not only helps to alleviate the growing teacher shortage, but also draws into the profession teachers of the highest academic caliber possible.

Enrollment of Students by Colleges

Schools Abraham Baldwin Agnes Scott College Albany State Armstrong College Augusta College Berry College Brenau College Columbus College Emory University Emory-at-Oxford Fort Valley State College Georgia Southern College Georgia State LaGrange College Mercer University Middle Georgia College North Georgia College Oglethorpe University Reinhardt College Shorter College South Georgia College Tift College University of Georgia Valdosta State College Wesleyan College

Males
o o o o o
7
o
1
o o
1
31
o
3 4
1
o
2
o
9
1
o
32
7
o

Females
3 6
2
2
4 20
4
o
21 1 3
123 11 11 25
5
18
2
4
31 1
26 124 26 14

Totals
3
6
2
2
4 27
4 1
21 1 4
154 11 14 29
6
18
4
4 40
2 26
156
33 14

49

Schools (cont'd)

Males

West Georgia College

4

Woman's College of Georgia

o

Young Harris College

1

Total

Enrollment of Students by Teaching Field

Majors

Males

Agriculture

1

Art

1

Business Education

0

Elementary Education

1

English

17

Foreign Languages

1

Home Economics

0

Library Science

0

Mathematics

41

Music

4

Physical Education

1

Social Sciences

13

Science

19

Special Education

0

Uncertain

3

Total

Females 21 68 10
Females
o
1 9 191 124 38 25 4 90 17 1 48 23 4 11

Total 25 68 11
690
Totals 1 2 9
192 141
39 25
4 131 21
2 61 42
4 14
690

1964 GRADUATES OF THE

GEORGIA STATE TEACHER SCHOLARSHIP PROGRAM

June 1964 graduates

62*

August 1964 gradua tes

18 *

* These students are planning to teach in September.

Breakdown of Fields:
Art Education

'.. .___________ 1

Business Education

7

Elementary Education

.________________________________________ 61

English

_ ___

33

Foreign Languages

1

Home Economics

9

Industrial Arts

1

Library Science

__

0

Mathematics

.______________________

33

Music

. . ._ 2

Physical Education

2

Social Sciences

.

24

Science

.__ .

10

Special Education

__ 1

To t a l

.

___ _ 265

Total number of graduates not teaching

._____________ 21

Programs for Preparing Teachers to Begin Teaching in Georgia
In 1948 the State Board of Education instituted a plan for insuring the continued improvement of preparation programs for

50

teachers and other professional school personnel. The State De-

partment of Education provides leadership for developing criteria

for establishing programs and for evaluating programs. The

colleges assume the responsibility for developing programs in

keeping with the established criteria. The State Board of Educa-

tion approves programs in colleges when the programs have been

evaluated to meet the established criteria. Then students who

complete these programs are eligible, upon the recommendation

of the appropriate college official, for the professional certificate.

Twenty-eight Georgia colleges (public and private) now have

programs leading to certification approved for teachers. Two

additional state colleges newly given four-year degree granting

status have recently begun planning programs for teachers. The

number of students preparing for beginning teaching is shown

below for a three-year period:

Year

1962

1963

(Est.) 1964

Number of Teachers 1911

2146

2360

Graduate and Other In-Service Education of Teachers

Eight colleges in Georgia offer work through the master's degree for professional school personnel. Six of these colleges have programs in certain designated fields for two years of graduate study. Four institutions offer work for school personnel at the doctoral level. Programs at these levels are approved, also, by the State Board of Education. A school leader completing an approved graduate program is eligible for the certificate for which the program is approved.

The Grant-in-Aid Program

The grant-in-aid program was initiated in 1958 for science teachers only. The following summer grants were given to science, mathematics, and foreign language teachers. It was in 1960 that the grant-in-aid program in its present form began to take shape. It was then that teachers of most of the basic teaching fields were included and it was then that the National Teacher Examination as one of the selection devices came into use. That summer the budget was $200,000 and in 1961 was increased to $362,200.
Again in 1962 the budget for grants-in-aid was $362,200. Individual applications totaling that amount were approved and many other applicants were denied for lack of money. Individuals received an amount that approximated the actual cost to the individual of the summer study. However, the full budgeted amount was not used because some applicants did not attend summer school after being approved.
For 1963 the State Board of Education proposed a budget of $400,000 for grants. This figure was based upon the number of eligible applicants the previous summer. This proposed budget was reduced by the Governor and the Budget Committee but was approved by them for $362,200. When the 1963 session of the legislature reduced this budget to $172,200 (and the budget for

51

1964 to $35,000) the best adjustment seemed to be to reduce the amount to each eligible individual by 60%. When this was done quite a few persons said they were not in a financial position to make up the difference and they dropped out, thereby making the final payment to those who remained slightly more than anticipated. The table which follows summarize the cost of the grant-in-aid program from 1960 through 1963.

SUMMARY GRANTS-IN-AID 1960-1963

Year
1960 1961 1962 1963

Amount Budgeted $200,000
362,200 362,200 172,200

Actual Cost $169,350 321,450 347,600 172,200+

Number of Recipients
492 853 905 871

In-Service Education

More than 1,000 teachers and other professional personnel were doing graduate study on grants-in-aid during the summer of 1964 with an average grant of $400 each. This is about the same number of persons as in previous years in spite of the set-back the program experienced in 1963 in the cut of funds. Of $435,000 appropriated for 1964 approximately $25,000 was used for local, non-credit workshops and the remainder for grants for graduate study on programs appropriate for the needs of the individuals concerned.

Seven hundred eighty-nine of the grant recipients studied in

Georgia colleges as shown below with the remainder in out-of-

state institutions:

Emory University

70

Georgia Southern College

161

Georgia State College

20

Mercer University

30

University of Georgia

403

Woman's College of Georgia

67

Atlanta University

37

Fort Valley State College

1

Grants were given for study toward the master's degree or the

six-year certificate. Six hundred thirteen grants were claimed for

master's study with 406 going to persons studying for the advanced certificate. The number of persons in leadership and classroom teacher programs is shown below:

Administrators

89

Curriculum Directors

22

School Counselors

97

Librarians

31

Visiting Teachers

16

Classroom Teachers

664

52

STATE DEPARTMENT OF EDUCATION State Office Building Atlanta 3, Georgia

Division of Instruction Teacher-Education Services

Claude 1. Purcell State Superintendent of Schools

APPLICATIONS APPROVED FOR GRANTS BY COLLEGE, FIELD, AND LEVEL - SUMMER 1964

FIELD OF STUDY

Emory

Georgia Southern

Fort
Georgia lMeree IuniversitJ Woman 's Atlanta Iua ll e

State

of Georgia College bniversit !state

Out-af-State

White

Ne ro

Administration

59

4

22

4

!\i?;riculture

:3 3

rt

12

Business Education

5

35

486

11

Curricu urn Director

4 14

11

2

istributive Education

1

Diversified Cooperative rain ug

11

lE.lementary Eaucation

16 7 43 14

18 57 41 27 13 12 5 1 46 14 6 1

ng is

1 6 10 3 6

5 16 6 2

11

11 3 2

Exceptional Children

2

98

2

721

French

2

2

Grades 7-8-9

2

2

1

uidance Oounse Ior-

17 16

30 16

11

12 3 1

orne Economics

10 5 3

1211

ndue t r-LaL Arts

72

42

2

2

Lb're r-Lan

10 6

2

92 2

athematics

2

6

1782

12

251

usic

11

77

8 72

yaiea Education

1

4

463

10 8

eading

3

1

cience

3 2 10 5

3 1 12 6

1

3111

ocLa Science

5 3 12 5 6

2 11 10 5

3

11 3

panis

1

raoes & Industrial Arts

3

iaiting Teacher
cner Foreign Languages

10 6

111

1

IroTAL

44 26 115 46 15 5 30 184 219 54 13 24 13 1 126 75 20 9

TOTAL
89 6 3
33 22
1 2 321 73 31 4 5 97 23 19 31 37 33 36 4 49 76 1 3 16 4
1019

SD:rs 7-28-64

The National Teacher Examination
The National Teacher Examination program is administered through the Teacher Education Service Unit. Between July 1, 1963 and June 30, 1964 close to 4,000 registrations for the National Teacher Examination were processed through this office. Candidates take this examination for one of several purposes:
(1) to obtain a grant for graduate study, (2) to obtain a six-year certificate, (3) to add a teaching field to a professional certificate, and (4) to obtain employment in a certain school system, notably
Atlanta and Savannah-Chatham County. 12,774 registrations for the NTE have been handled through this office since the beginning of the program in 1960. During the year 1962-63, 7,468 persons took the National Teacher Examination in Georgia with registrations (including payment of fees) being handled through this office. All arrangements for the examinations including provision of physical facilities, contracting with and payment of NTE supervisors, ordering testing materials, and all contacts with individual examinees are made through this office.
54

Division Of
Instructional Materials
HAL CLEMENTS Director
Free Textbook Program School Libraries Public Libraries Library For The Blind Audio Visual Services Surplus Properties Agency Food Distribution Unit
55

THE DIVISION OF INSTRUCTIONAL MATERIALS
HAL W. CLEMENTS, DIRECTOR

FREE TEXTBOOK PROGRAM

v. C. Leathers, Chief

Rapidly increasing enrollments in many school systems, increases in the cost of textbooks and changes in the curriculum continue as problems in the handling of the textbook program. Curriculum changes in the past few years have stimulated the need for advanced level textbook and reference materials. Schools today recognize the need for multiple books, paperback books, programmed books and other materials for presenting more information to students and in a more meaningful way.

Georgia's public school children in grades 1 through 12 are provided with instructional materials under the free textbook program since 1937. Each individual student of the more than a million students now enrolled in Georgia's public schools is the direct recipient of state funds in the form of basal textbooks for use in his classwork. For the two years of the 1962-64 biennium an over all average of ~3.60 was expended for textbooks for each student.

In 1960 the free textbook law was amended to include the provision of textbooks and library materials to the Georgia School for Mental Defectives (Gracewood), the Georgia Training School for Boys (Milledgeville and Augusta), Georgia Training School for Girls (Adamsville and Macon), Georgia Industrial Institute (Alto), Georgia School for the Deaf (Cave Spring) and Georgia Academy for the Blind (Macon). Thus an attempt has been made to care for the materials needed by these students as well as for those students enrolled in the public schools.

As more of the newer instructional devices, such as projectors, television sets, tape recorders, language laboratories, record players, etc., become available an attempt is made to provide some of the materials needed for their proper utilization. The use of' films, filmstrips, magnetic tape and recordings greatly enrich and extend the instructional program. Very limited state funds have been available for these supplementary expenditures. However, the federal funds available under the National Defense Education Act have been of vital importance in making these materials available.

The expanding program for exceptional children has brought the necessity for providing these children with suitable instructional materials for their use. State funds have been expended to purchase Braille books, large print books, recordings and tapes in

56

addition to the materials that can be purchased with special federal funds for students in these classes.
By statute the State Board of Education makes a multiple textbook adoption on the recommendation of the professional textbook committee. The committee, which is composed of ten people actually engaged in the field of education, stays abreast of curriculum changes and of the available materials to meet these needs. These state adopted textual materials in conjunction with the reference materials from the school library provide the essential printed materials for good instructional programs.
SCHOOL LIBRARIES
Miss Sarah Jones, Chief Consultant
School library services at the state level are concerned with financial assistance to school systems for the purchase of library materials; the preparation of general and special lists of materials; consultative help to administrators, librarians and other school personnel in improving school library services and facilities; cooperation in the improvement of library education opportunities, the raising of standards and the recruitment of library personnel.
financial Aid
The school library matching fund for materials for the biennium was based on an annual allotment of $20 per state-paid teacher by the state and matched by $10 of local funds. Greatly increased state and local funds will be mandatory if school libraries are to meet the increasing pressures caused by the rapid expansion of knowledge, the stepped up curriculum, and emphasis on programs for the academically talented.
Elementary libraries
The recognition of the importance of elementary school libraries is evidenced by the fact that 1284 of Georgia's elementary schools now have school libraries. This is an increase of 284 elementary libraries during the biennium.
Personnel
Professional personnel to staff school libraries is a continuing concern since 808 of Georgia's 1863 libraries which reported were administered by personnel who did not meet certification requirements for librarians at either the fourth year or the graduate levels.
Pre-Service and In-Service library Training
The provision of adequate library education opportunities, formal and informal, for library and other school personnel is an important objective toward which the library staff works in cooperation with other state staff members and institutions of higher education. Joint study and planning has resulted in additional off-campus center training programs as well as oncampus programs.
57

Scholarships for elementary librarians were made available again in 1963-64 by the Southern Education Foundation. Forty teachers or librarians secured some library training at Albany State College, Fort Valley State College, and Savannah State College under these grants. School librarians have continued to take advantage of state scholarships that are available for study at the graduate level.
Many conferences, workshops, and institutes were held during 1962-1964. Some of the in-service programs were designed to help school librarians with specific problems. Some involved librarians and other school personnel in the examination of library programs and plans for their improvement. Workshops for teachers provided an opportunity for the library staff to work with faculties and groups of teachers in knowing and making more effective use of library resources.
The staff participated in' high school and elementary school evaluations, in system-wide studies, and served on state and regional library standard committees which were concerned with raising library standards and preparing materials to help implement those standards.
J2 Months library Program The State Board of Education has continued the policy which provides for the employment on a twelve months basis of some qualified high school librarians to organize elementary libraries in their school systems and to give consultative help during the school year. The success of this program, together with the quality of service that is available in a few systems where fulltime consultative help is available, emphasizes the need to encourage through financial aid the employment of full-time library consultants or advisors for the larger school systems.
Professional library Committee The Professional Library Committee, appointed by the State Board of Education, carefully examined and approved the titles that were included in the two supplements to the Georgia Library List that were issued in the biennium.
library Assistants The state library staff continues to serve as consultants to the state and regional associations of student library assistants. These energetic and interested young people are making a contribution to improved high school library programs, through assisting in the processing and circulation of materials, publicizing the resources and services of the library, and helping with reference requests. They in turn benefit from increased proficiency in the use of library resources, in the knowledge of materials, and in the development of leadership ability.
Progress Progress has been made in developing and improving school libraries in Georgia, but each day brings greater demands for materials and services. Some school libraries have lengthened
58

their hours of service, but incr eased financi al suppor t , more and better qualified personnel and a r iche r and more vari ed collection of materials are nece ssary if Georgia is to have t he qua lity of education to whi ch it aspires.

PUBLIC LIBRARIES

Miss Lucile Nix, Chief Consultant

financial Support

During the 1962-1964 biennium an average of $1.12 per capita per yea r was spent by public libraries f or all purposes in providing mat erials and library services f or Georgia cit izen s. This small per capi t a figure includes all of t he finan cial support avail able f rom local, state, and Federal so urces and fa lls fa r below th e $3.27 per capita pointed up as needed in "The Costs of Public Library Service" (1963) to meet minimum na t ional standa rds . Under the Library Services Act wh ich was passed by Cong ress in 1956, Georgia has qua lified on a matching basis for $425,3 12 of F ederal money during t he biennium . Th ese fu nds have served as a stimulus fo r increased state and local s upport an d have assisted in

59

building up at the state and local levels badly needed collections of materials which a more literate Georgia is demanding.
County and Regional library Systems State and Federal funds have been a major factor in the development of county and regional (multi-county) library systems. At the end of the biennium 37 county library systems and 33 regional systems serving 122 counties had qualified for state aid funds. No county in the state is without public library service,

GEORGIA

PUBLIC LIBRARY

SY~TEMS

o

RI!IllIOIIAL LlBIWlJES - 34

SERVIlIO 125 OOIJIlr:I!S



COlJII'l'Y LlBRARI!:S - 34

60

though to da te no coun t y ma y be said t o have adequate library service.
Sook Stock and Circulation of Sooks in Public Libraries Georgia pub lic librari es owned at the close of the biennium only 1.17 books per capita, t hough t hey loaned an average of 4.87 books per capi ta in 1962-1964. Growth in t he population. increas es in t he cost and in t he circ ulation of materials as well as the fact t hat books wear out and become out-dated, keep t he
61

state's public libraries from building collections up to the minimum standard of 2-5 books per capita.
Bookmobiles Seventy-eight locally-owned and operated bookmobiles traveled regularly in all sections of 130 counties. This was an increase of thirteen bookmobiles with 130 rather than 128 counties receiving this important service. Through these bookmobiles, children, young people, and adults living in rural and suburban areas now have access to the whole reservoir of materials in the library systems.
Consultative Services No service offered by the State Public Library Service to Georgia's citizens is more important than that given by the professionally trained library consultants. Requests for this service increase each year. Among those seeking this service are librarians, library trustees, government officials, organizations, architects, educators, industrial and public relations consultants, and research workers. They write, telephone, and visit the state office. This consultative help is given through correspondence, field trips, office conferences, speeches and any other means appropriate to the situation. Assistance is sought on matters relating to all phases of library development and services - budgets and finance, buildings, personnel, bookmobiles and other equipment, library organization and management, extension and improvement of service, advantages of regional affiliation, contracts and agreements, library policies, book selection, cataloging, etc.
Readers Services A central collection of library materials is maintained at 92 Mitchell St. S. W., Atlanta. The major purpose of this collection and service in to supplement the holdings of the county and regional public library systems in the state. Library service is also provided to the staff of the State Department of Education and other departments of state government. General loan and reference services to the public libraries are rendered by filling requests for information and materials that the libraries are unable to provide locally. Large group loans of books for children and young people are made available when needed by libraries to supplement their book collections because of new and expanded services. Specialized resources in the field of education are being developed in the book collection in order to serve more effectively as a professional library for the State Department of Education and to meet the needs of teacher groups over the state. During this biennium there has been an increase in all phases of this service. A total of 137,528 materials was circulated and 4,128 reference questions were received. Practically every field of interest was reflected in these requests for materials and information.
Workshops for Teachers Readers Services supplied books and other materials for 138
62

workshops for teachers sponsored by school systems, colleges, universities, and the staff of the State Department of Ed ucation during 1962-1964. A total of 13,697 items were issu ed for t his purpose. There was a growing requirement to supply enrichm ent materials as well as professional education materials.
large Group loans 81,453 volumes were loaned in response to 86 requests from local libraries from the Large Gro up Loa n Collection of books for chil dren and young people. These loans ser ved to re inforce and supplement local resources when new bookmobiles were pu t into operation, when a new county joined a regional system, when Vacation Reading Clubs were being held , and when a new bra nch or new school was opened.
Vacation Reading Clubs The summer reading programs jointly spons ored by t he local public libraries and the State Department of Education grew in number of club s and in the numbers of children participating each year of the biennium. A total of from 75,000 to 80,000 children and young people were enrolled in local Vacation Reading Clubs duri ng eac h of t he past two summers, with a hi gh percentage of these earning certificates based on th e n umber, t ype , and grade level of the books read. Many teachers and librarians cooperated to plan programs for individual children which would improve their reading skills and enable them to do more effective classroom work and to establish good habits in reading and using books and libraries.
63

'n-Serv;ce Tra;n;ng Programs A series of workshops for public library trustees, a conference on public library buildings, and the biennial series of institutes for staff members of local libraries were the major training efforts of the Public Library Service during the biennium. Ten workshops for public library trustees, one in each of the state's congressional districts, were held in October 1962. Findings of the survey reported in the previous biennial report were used as the basis for the workshops and emphasis was placed on planning for sound library development and the responsibility of library board members in this planning. A total of 441 people took part in these workshops, which were jointly sponsored by the Public Library Service of the State Department of Education and the Georgia Citizens Library Committee. In March, 1964 a three-day meeting devoted to an intensive study of public library building problems was held at the DecaturDeKalb Library. 102 librarians, architects, county and city government officials from library systems which are presently involved in building programs or which have plans for buildings in the near future met with two nationally outstanding library architecture and building consultants, Joseph L. Wheeler and J. Russell Bailey, to consider building plans and problems. The Public Libraries Section of the Georgia Library Association joined the Public Library Service in sponsoring this conference. Five two-day in-service training institutes jointly sponsored by the Public Library Service of the Georgia State Department of Education, the Georgia State Board for the Certification of Librarians and the Public Library Section of the Georgia Library Assn. were held during April and May, 1964. A total of 275 staff members from local public libraries attended these meetings. Workshop sessions dealt with ways of keeping up with modern library service and methods. 42 Grade 1 public library certificates were renewed for personnel who participated in the Institute.
Pub';c Library Film Serv;ce The Public Library Film Service continues to fill a need for sixteen millimeter educational films in the local library systems over the state. During the biennium 32 public library systems serving 101 counties were registered to use the 883 prints of 689 titles in the collection. These films are carefully selected to meet the needs of groups which use films as a part of their serious educational program and are made available to them just as other materials are through the local public library systems.
State Cata'og Serv;ce The Catalog Service distributed 832,453 sets of catalog cards during the 1962-1964 biennium to help school and public librarians in organizing and indexing their book collections. The cards provided descriptive information, classification, and subject indexing for library books to 1,413 schools, 3 school systems, 34 county libraries and 31 regional libraries. This centralized serv-
64

ice, by means of mechanical duplication, permits the work of a few librarians to save the time of many in providing the essential services that school and public libraries must provide.

LIBRARY FOR THE BLIND

Mrs. Jewel Dyer

The Georgia Library for the Blind, located at the Old Farmers' Market on Murphy Avenue, is one of the 30 regional libraries in the United States that distributes material to the blind. The federal government, through the Library of Congress, provides the materials, and the State distributes them. A blind person may read from this library free of charge. Postage is free by special franking privileges. Also, the Georgia library distributes Braille books to blind people in Florida and talking books and Braille books to blind people in Alabama.
In addition to the talking books, the Library of Congress provides talking machines which are distributed to eligible recipients on permanent loan. A free repair service is provided for these machines when trouble develops.
Approximately 24,500 talking books are available, and an average of 461 books is shipped each day to eligible blind people. At the present time 3,391 active readers are being served from this library.
In cooperation with the Program for Exceptional Children large print books for partially-sighted children in the public schools of the state are distributed through the Library for the
Blind. These textbooks in large print are financed from State
and Federal funds.

AUDIO VISUAL SERVICES
The use of educational films and tapes by the schools of the state has increased year by year. A total of 1,683 schools in the state now use films. The total film bookings amounted to 247,792 for 1963-64, the last reporting period. The tapes duplicated reached an estimated 12,000.
The film catalog now lists 5,100 film titles, and the Film Libraries contain 46,524 prints of these film titles. This film service to Georgia schools is the nation's largest.
The tape collection is also the nation's largest offering of prerecorded tapes for school use. The Tape Library lists 8,000 of these tapes covering every curriculum area and a third of Georgia's schools now use tape. The increase has been steady year by year.
These materials furnish thousands of near-to-life experiences to almost a million Georgia students multiplied many times over during a school year.

65


Atlanta Film Library 121 Memorial Drive. S. W. Atlanta, Ga. 30303
Macon Film Library
887 Fulton SL Macon, Ga. 31206


Statesboro Film Library Statesboro, Ga. 30459


Tifton Film Library Tifton, Ga 31794

SURPLUS PROPERTIES AGENCY
Lewis Tabor, Chief
The Georgia State Agency for Surplus Property operating under the supervision of the State Department of Education is the distributing Agency in Georgia for real and personal Federal property that has been declared surplus to Federal needs. The Surplus Property Program provides for the donation of surplus property to eligible Educational, Health, and Civil Defense Organizations. The donation program is financed by a service charge on property transferred to eligible donees. There are not any funds provided by the State or Federal Government to defray operating costs of the Agency.
Transfers of property are made on basis of acquisition cost to the Federal Government and its condition at time of transfer. The acquisition cost on property transferred during last fiscal year is as follows:
66

Type of

Acq. Cost of

Number of

Institution

Prop. Trans.

Transferees

Educational

$15,105,806.17

2671

Health

912,966.81

437

Civil Defense

1,851,999.68

593

Surplus property is made available in three warehouses in Geor-

gia, located as follows:

Atlanta - Site of Old Farmers' Market

1050 Murphy Avenue, S. W.

Americus - Site of South Georgia Vocational-

Technical School

Swainsboro - In 4-H Club Fair Building

South Main Street

In meeting the educational needs of our children and adults

many useful items for classroom use, school plant maintenance,

and equipment for vocational-technical schools are available.


Surplus Property Warehouse 1050 Murphy Ave . S. W. Atlanta, Ga . 30310
Surplus Property Warehouse
Swainsboro, Ga .

Surplus Property Warehouse South Georgia Vocational-Technical School Arne r-i cu s , Georgia

67

The Surplus Property Program is a service Program. Efforts are constantly being made to improve the service and make more property available to eligible donees to help reduce the operating costs. The personnel of the Agency will continue to study present day needs and make available as much real and personal surplus property as possible.

FOOD DISTRIBUTION UNIT

H. D. Hatchett,_ Supervisor

During the school year, 1963-64, the Food Distribution Pro-

gram of the State Department of Education distributed 56,675,-

636 pounds of USDA donated food. These foods consisted of a

variety of 33 different commodities valued at $13,932,029.08.

The 1,901 School Lunch Programs received 25,701,270 pounds

valued at $7,779,188.02.

State Welfare Programs, State Institutions, Child Care Centers

and non-profit Summer Camp Programs received 30,974,366

pounds valued at $6,152,841.06.

The following is a list of the commodities received:

Frozen Ground Beef

Dry Milk

Frozen Chicken

Lard

Frozen Turkey

Process Cheese

Canned Peaches

Rice

Canned Pork

Dry Beans

Canned Tomatoes

Chopped Meat

Canned Corn

Rolled Wheat

Canned Apple Sauce

Grits

Canned Green Beans

Canned Beef

Canned Tomato Paste

Peanut Butter

Canned Peas

Dried Eggs

Canned Sweet Potatoes

Fresh Cranberries

Canned Apricots

Fresh Peaches

Canned Sliced Apples

Fresh Peaches

Flour

Olives

Corn Meal

Bulgur

Print Butter

Fresh Plums

68

Division Of
Vocational Education
JACK NIX Director
Vocational Agriculture Business and Office Education Distributive Education Home Economics Education Trade and Industrial Education Special Federal Training Program
69

THE DIVISION OF VOCATIONAL EDUCATION
JACK P. NIX, DIRECTOR
Georgia has ranked as a leader in vocational education since its beginning in 1917, but the decade ahead looms as a "bonanza" with the renewed emphasis being placed on occupational training by recent federal legislation.
As an integral part of Georgia's educational program, vocational education through the years has touched the lives of many thousands of Georgians, both youth and adults, helping them to acquire job skills, increase their earning power, and make better homes.
A national educator said recently, "If you want to determine the status of any state in the nation during the '70's, look at their activities in the field of vocational and technical education during the '60's. The states that lag behind in vocational education in the '60's will lag behind in economic growth in the '70's."
Governor Sanders has given untiring support to the area vocational-technical school program which will within the next few years place trade, technical, and clerical training within driving distance of every Georgia citizen.
Of the 25 schools originally approved, 12 are already in operation; five will open in September, 1964; 10 more are due to open in 1965; and the multi-million dollar plant in Atlanta will open in 1966.
Governor Sanders approved three additional schools in early 1964 to be located in Walker County, Gainesville, and Troup County-LaGrange.
In addition to the area school program, improvements continue at the two state-owned and operated technical and vocational schools located in Americus and Clarkesville, with over one million dollars in capital outlay funds having been expended in the two years of the biennium and $1,900,000 in state funds for operation of these schools. In an effort to bring the building programs at the state-owned schools in line with the increasing needs for such training, construction at Clarkesville included an administrativelaboratory building and a new men's dormitory. At Americus, funds were expended for two new men's dormitories.
Funds for the regular vocational education programs came from three sources - local, state, and federal funds. Total funds for program operation during the two years of the biennium amounted to $19,943,996, with $6,698,203 from the State and $2,995,793 from Federal funds. An additional $10,250,000 came from local sources (including Minimum Foundation, except for business education teachers). Of the total Federal Funds made available, $877,336 was provided under NDEA for the training of highly skilled technicians and $238,535 for practical nurse training.
70

Project

-- -

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

Appvd. Money Architect Prelim. Large Working Drwgs. Out Contr.

Constr. Status Appvd.

\By State Allo- Selected Drwgs. Scales P. C. Complete For Awarded P. C. Complete and

Board cated

Appvd. Appvd. 25 50 75 100 Bid

25 50 75 100 Accpd.

Albany

1

2

Augusta

1

2

Columbus

1

2

Rome

1

Marietta

1

Thomasville

1

2

DeKalb County 1

Moultrie

1

Swainsboro

1

Valdosta

1

Griffin

1

2

Macon

1

2

Atlanta

1

Savannah

1

2

Waycross

1

2

Thomaston

1

Athens

1

Troup County

1

Gainesville

1

Walker County 1

(9-66) (9-65)
(9-66)

(9-64)

(9-66) (9-65) (9-65)

9-65) 9-65) 9-65) 9-65)
(9-65)

(9-64)

(9-65) (1-65)

(9-64)

Numbers in parentheses refer to anticipated opening dates.

Figure 1

Two new programs, both 100 % federally funded, provided ad-
ditional funds for occupational training. The Area Redevelopment Act, passed in 1961, provides federal aid of all types for depressed areas, and includes only a small portion of its total funds for educational purposes. This amounted to $58,949 during the biennium for Georgia. The Manpower Development and Training Act, passed by the Congress in 1962, is a training program specifically designed to put the unemployed to work. Federal funds for this program must be matched by the State after July 1, 1965. Georgia received federal funds in the amount of $468,402 in the first year of the biennium, and $2,646,425 in 196364. A new state vocational education service, Special Federal Training Programs Service, was organized in late 1963-64 to administer ARA, MDTA, and the Work-Study portion of the new Vocational Education Act of 1963 for which funds have not yet been appropriated. This latter act, when fully implemented in 1966-67, will provide an additional $5,800,000 annually for Georgia for all vocational education programs.
During the year 1963-64, approximately 93,000 in-school youth and 77,400 adults were reached by some form of vocational education in the State. In addition, there were some 100,000 class enrollments in Business Education courses, and 35,100 high school students enrolled in Industrial Arts Education. Funds have been approved for the training of approximately 3,750 persons through the two new federal programs, ARA and MDTA.
A new State Plan for Vocational Education is being drafted in keeping with the new Vocational Education Act of 1963. Approval date is expected to be in the early part of the 1964-65
school year.
Major emphases under the new Vocational Education Act are
placed on occupational training. Home Economics will increase
its wage-earning courses; new money will be available for area
school construction; federal aid will, for the first time, be pro-
vided for approved Business and Office Education programs where
there is major emphasis on occupational training; Distributive
Education will be allowed to do pre-employment training; and the
scope of the Vocational Agriculture program will be broadened
to include related agricultural occupations. Both the Practical
Nurse Training Bill and Title VIII of the NDEA for technician
training become permanent under this new act.

VOCATIONAL AGRICULTURE

J. G. Bryant, State Supervisor

The program of vocational education in agriculture is designed to prepare high school youth for agricultural careers and to meet the agricultural education needs of young and adult farmers and others engaged in agricultural occupations.

72

GEORGIA DEPARTMENT OF EDUCATION VOCATIONAL EDUCATION DIVISION 1963-64 ENROLLMENTS

Agricultural Educa tion Home Economics Education
Distributive Educa tion Business Education -1 Vocational Office Training
ce Trade Industrial Education Technical Training
State Trade Schools Sub-Total - T&I Sub-Total - All
Industrial Arts (under T&I)

In-School

26,479 61,539
1,027 106,496*
518

3,109 _

_

_

3,109

_ 92,672

_ 37,042

ENROLLMENTS
Adult
12,653 22,917
6,552 8,847
34,313 1,889 1,488**
37,650 88,619

GRAND TOTAL

129,714

88,619

Figure 2
* Class enrollments, not necessarily individuals - not included in totals
** Average monthly enrollment

Total
39,132 84,456
7,579 9,365
37,422 1,889 1,448**
40,759 181,291
37,042
218,333

In 1963-64, 385 teachers in 334 schools instructed 26,479 students of secondary school age, 1,234 out-of-school young farmers, and 11,419 adult farmers. In addition, more than 22,906 individuals were enrolled in various types of food processing programs offered throughout the State.
Opportunities in Agriculture
Today, we need 2% acres to feed a person but only half that is now available on a world-wide basis. By the year 2000, there will be less than half an acre per person available. The only remedy is increased agricultural efficiency.
Some seven million people in America are actually engaged in farming, and an additional 23 million people are engaged in the broad field of agriculture. There are occupational opportunities for young men in about 100 different types of jobs ranging from agricultural attache to zoologist. In between these are such fields as education, research, processing, feed and fertilizer industries, and many others. Ten million Americans are employed in handling and processing farm products alone. Many of these job opportunities require advanced college training. Others do not. Some jobs paying up to $10,000 per year for beginners are going unfilled in agriculture and related industries because of the lack of trained persons.
The program of vocational education in agriculture is directed at meeting the challenge of change in a fast moving world. Dr. Claude Purcell, State Superintendent of Schools, said recently, "We plan to modify and expand occupational training in agricultural programs to include jobs on a farm or in another business, agency, or organization which performs one or more of the agricultural functions of producing, processing, distributing, and servicing. These agricultural programs must provide for workers who need competencies in one or more of the primary areas of plant science, soil science, animal science, farm management, agricultural mechanization, and agricultural leadership."
Highlights of Action
The program of vocational education in agriculture is being redesigned to keep pace with an expanding agricultural field. Some of the highlights of action being taken are:
1. The development of a curriculum guide (a four-year program of vocational education in agriculture), which will be available to teachers for the 1964-65 school year.
2. A committee has been activated to develop a one and/or two-year course in ornamental horticulture. A survey is being made to determine opportunities for employment in this area, as well as to determine course content needs. This program will be initiated in some schools in 1964-65.
3. A committee is developing instructional units in agricultural mechanics. These units will be available for use in
74

the 1964-65 school year in such areas as woodworking, concrete, electrification, welding, plumbing, painting, and small engines.
4. A special unit or first-year program in orientation and plant and animal science will be available to teachers by the opening of the 1964-65 school year.
5. A pilot program has been conducted to determine the value of agricultural education programs for individuals employed in agri-business. As a result, some schools will develop cooperative training programs for youth in agricultural businesses. This practice has not been followed in the past in Georgia.
6. Schools may offer special courses in forestry, agricultural business, the dairy industry, poultry industry, or others.
7. Special emphasis was given in 1963-64 to programs training individuals to operate and maintain tractors. A special 20-hour course was given in 11 schools of the State. This program will be greatly expanded in the future.
8. The program for out-of-school youth and adults will include farm management and organization, production and marketing of crops, production and marketing of livestock, landscaping and horticulture, forestry, establishment in farming, farm record keeping, power and structure mechanics, agricultural technical training, food preservation, agricultural policies, and others.
What Teachers of Agriculture Are Doing
To meet the challenge of change in agriculture, teachers of vocational agriculture are confronted with the problem of staying abreast of scientific and technological advances and of incorporating these into their teaching program.
Vo-Ag teachers continue to study, and in-service training is aimed at helping them meet the constant change. These teachers have or will receive in-service training in the following areas: small engines, ornamental horticulture, forestry, farm organization and management, financing, tractor operation and maintenance, elctrification, structures, animal nutrition, and selecting, feeding, fitting, grading and marketing livestock.
Future Farmers of America
The Future Farmers of America is a voluntary membership organization of boys who are students of vocational agriculture. It supplements the regular instruction by providing opportunities for leadership development and cooperative activities. Many programs of the FFA are designed to stimulate the students in their study and work toward successful agricultural careers. The FFA has been an important factor in maintaining student interest in school, thus contributing to lessening of the dropout problem.
75

Incentive awards are provided through the FFA Foundation for superior achievement. Georgia's Future Farmers continue to place at the top in these national awards programs. In 1963, Robert Wright, III, of Cordele received the National Award for Farm Forestry, and Billy Camp of Rockmart earned top place in the public speaking contest in the State, Tri-State and Southern Region and was one of four in the National Public Speaking contest. H. G. Peele of Tift County was among 25 teachers over the nation to receive the Honorary American Farmer Degree for outstanding leadership in the FFA.
State Supervisor of Agricultural Education, J. G. Bryant, served for two years on the National Board of Directors for the FFA. One of four national awards for Cooperative Activities was presented the Perry FFA Chapter by the American Institute of Cooperation. Two chapters in Georgia - Moultrie and Seminole County - received the Gold Emblem chapter award, the highest offered by the National Association.
In 1963-64, the 17,563 Future Farmers in Georgia: planted 1,830,604 pine seedlings on their home farms . . . owned 25,584 hogs, 3,342 dairy cattle and 9,499 beef animals ... seeded 10,131 acres in temporary grazing crops and established 12,691 acres of new permanent pasture and improved 27,065 acres of grazing ... planted 22,099 acres in corn, 2,704 acres of cotton, 376 acres of tobacco and 1,816 acres of peanuts ... raised 4,385,824 broilers and 121,527 hens for egg production.
The New Farmers of America is operated for negro students of vocational agriculture. It is similar in purpose and organization to the FFA. There are 8,195 members in Georgia.
BUSINESS AND OFFICE EDUCATION
James H. Wykle, State Supervisor
Office workers are needed in every community because office work is essential in every business. There are 10.1 million clerical and kindred workers today. They represent 14.9 per cent of the total employed, which places this group as the second largest employment group in the nation.
In the past decade, there has been a remarkable increase in the employment of clerical workers, and despite automatic office equipment, further employment increases have been predicted for the future.
There are four major functions of the Business and Office Education Service: (1) regular high school programs, (2) Vocational Office Training programs, (3) adult-day and adult-evening programs, and (4) Future Business Leaders of America.
Regular High School Business Education Programs
All schools should provide a balanced program of Business Education, including both general education and vocational education. The vocational business subjects usually include shorthand,
76

typewriting, bookkeeping, transcription, and office practice. The non-vocational business subjects usually include general business, business law, economic geography, business mathematics, and economics.
In most Georgia secondary schools, business subjects are offered as electives. Students who follow a well-planned Business Education curriculum will have marketable skills, a knowledge of job opportunities, a knowledge of job requirements, and an appreciation of the importance of these jobs in business organizations.
In the regular high school program, the total Business Education class enrollment for 1963-64 was 115,343, an increase of 15,364 over the previous year. Typewriting I showed the greatest increase in enrollment.
Vocational Office Training Programs
Vocational Office Training is a cooperative training program in which the knowledges, skills, and techniques learned separately are brought together and applied to an actual office job.
V.O.T. programs give students the opportunity to develop new skills and techniques and to gain business knowledges and understandings; help bridge the gap between school work and office employment; teach students how to get along with adults and to discover the meaning and purpose of the business world.
During the 1963-64 school year, there were 20 Vocational Office Training programs with an enrollment of 518 students. The rate of pay ranged from 35 cents per hour to $2.17 an hour. A total of $239,355 was earned by these students who were employed by approximately 107 different types of businesses including high school offices, church offices, law offices, hospitals, newspaper offices, telephone company, banks, insurance companies, department stores, construction companies and government offices.
Adult-Day and Adult-Evening Programs
Because of the constant demand for office workers, much of the supply will have to come from adults over 35 years of age who often find they need to enroll in adult education programs to improve their present skills and to learn new ones.
Adult-Day classes were conducted in 17 different centers in Georgia, with a total enrollment of 3,498. Adult-Evening classes were conducted in 28 centers during 1963-64, with an enrollment of 5,349.
future Business Leaders of America
The National Business Education Association, a department of the N.E.A., sponsors the youth organization for business students, the Future Business Leaders of America.
Since 1960, the Business Education Service has served as State chairman to sponsor the Georgia State Chapter.
In 1964, the Georgia State Chapter was composed of 127 high
77

school chapters with a membership of 4,515, and 15 college chapters with a membership of 641, making a total of 142 chapters and 5,156 members.
The Business Education state staff also provides leadership for in-service education, research studies and surveys, curriculum improvement, professional improvement, and dissemination of information and other personal services.
DISTRIBUTIVE EDUCATION
Mildred Jackson, State Supervisor
Distributive Education provides instruction in distribution, marketing and management on three levels: high school, posthigh school and adult.
Distributive Education has three basic purposes: (1) to offer instruction in marketing and distribution; (2) to aid in improving the techniques of distribution; and, (3) to develop an understanding of the social, civic and economic responsibilities of those engaged in distribution in a free, competitive society.
Need for Distributive Education
With the revolution in distribution, for the first time in recorded history, there was a greater need for workers in distribution than in the field of production.
The Department of Labor estimates that by 1970 Georgia will need 525,000 persons for gainful employment in the distribution field (retail and wholesale trade, service trade, finance, insurance and real estate), an increase of 40.4% over 1960. D. E. is presently reaching only 6,552 adults and 1,027 high school students annually while there will be 170,500 persons, age 14 to 19, needed in the labor force in Georgia in 1965. (An increase of 15,800 over 1960) .
The high school D. E. program of instruction, available to 11th and 12th grade students, is developed around the occupational objective of the student. In addition to his academic studies, a D. E. student takes special courses in the D. E. classroom geared to his occupational objective in the field and receives on-the-job training in selected distributive businesses under the supervision of a trainee sponsor. His classroom and on-the-job training are coordinated by his teacher-coordinator.
During 1963-64, 1,027 students enrolled in 28 high school and one post high school programs. They were trained in 75 different kinds of distributive occupations in retail, wholesale, service, finance, insurance and real estate areas. Purposeful training both in the classroom and on-the-job enabled these students to earn
over $760,894. The holding power of the program was 93 %.
DECA identifies the Distributive Education Clubs of America which is composed of students enrolled in D. E. This organization constitutes the leadership training phase of the program. Through activities which derive from classroom instruction and on-the-job
78

training, young people prepare themselves for leadership as well as employment.
Georgia's D. E. students continue to earn national recognition annually:
1962-63-third place winner in the U. S. in Window Display -national honor award in Business Speech
1963-64-national honor award with a Marketing Improvement Project
-election of post-high student to National VicePresident in Charge of the Southern Region.
The post high school D. E. program is a cooperative marketing program designed to provide instruction in marketing and distribution at the junior college level leading to supervisory and junior executive training in business.
The pilot program, started at Abraham Baldwin Agricultural College, Tifton, in 1960, has continued to develop with a revised curriculum to meet current occupational needs of students offered in 1963-64. Students are on campus for two quarters and are placed in selected distributive training stations off campus for one full quarter each year. In 1963-64, students were placed in the following businesses for their laboratory experience: grocery-retail, grocery-wholesale, department store-buyer, hardware store-retail, heating, plumbing, air conditioning-sales management.
Adult Distributive Education is designed to upgrade present employees for new and better jobs and to retrain workers who are returning to the field.
In 1963-64, 306 classes were offered in 22 cities to 6,552 adults employed in distributive occupations. Six percent of the total enrollment and 8 % of the total number of classes were conducted on the supervisory and managerial level. Classes were conducted for retail, food service, wholesale, general service, financial, insurance and real estate businesses.
These special adult groups were served: Georgia Restaurant Association; Georgia Hotel Association; Georgia Real Estate Board; Georgia Paints and Varnish Association; Investors' Information Committee; Georgia Association of Independent Garage Owners Industry; Georgia Industrial Loan Association; Southern Motor Carriers Rate Conference; Georgia Consumer Finance Association; Retail and Wholesale Furniture Salesmen's Association; Petroleum Council of Georgia; Property and Casualty Insurance Association; American Institute of Insurance; Insurance Adjustment Association.
Special advisory committees from each group worked with the D. E. Service in developing and offering classes to meet the specific need of the respective group.
Five in-service teacher-education conferences were held in 1963-64 for Distributive Education teachers and personnel. The state teacher-educator and state staff provided in-service training
79

through individual visits during the year to both high school and adult personnel. Supplementary training materials were prepared and mailed regularly to teachers.
A teacher-educator was added to the staff of the University of Georgia and scheduled professional Distributive Education classes began.
During the past two years, research has resulted in the revision of the D. E. curriculum for high school students, including both group and individual instruction areas.
A training plan was developed to be filled out for each student by the teacher and employer cooperatively to assure better coordination of on-the-job training and individualized classroom instruction.
A survey has been conducted on the holding power of the D. E. high school cooperative program.
HOME ECONOMICS EDUCATION
Inez W. Tumlin, State Supervisor
Home Economicsis now charged with a dual responsibility. The first is that of preparing girls and women for the vocation of homemaking. A second and additional responsibility is preparing for employment in occupations related to Home Economics added as a result of the Vocational Education Act of 1963.
In the present "world of work." curricula must be designed to help girls function both as homemakers and wage earners. Many girls drop out of school to work, others go to work immediately upon graduation from high school or college, and a large majority marry early. It is evident then that all girls, regardless of ability or economic status, need some training in the basic homemaking skills. Even more important, they need an opportunity through well-planned homemaking courses to identify, discuss and analyze the basic principles which make for good family life so that they may arrive at values of their own which will guide them in establishing good family life.
Girls and women are feeling the impact of the complexities of modern family living. They are keenly interested in instruction in such areas as home management, family finance, child care and development, family relations, housing and clothing instruction.
Secondary. Nearly all Georgia high schools have at least one Home Economics teacher. The majority of these conduct vocational type programs which are keyed to current problems of family living and are closely related to homes of the pupils enrolled in homemaking courses. During 1963-64 these teachers made 62,915 visits to homes of pupils to plan and direct projects. A large number of these projects were in the areas of child care and development, home management, and improving family relationships.
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There were 61,539 girls enrolled in homemaking classes during 1963-64. This is 1,735 more than in 1962-63. Home Economics is not required at the state level, but some schools do require one or two years.
Approximately 50% of the high schools offer a two-year program in homemaking, approximately 25% offer a three-year program, and another 25'7r offer a four-year program. In addition, about 25 fir of the high schools offer a Family Living course at the 12th grade level to boys and girls. Two-thirds of the total enrollment in homemaking is in the 9th and 10th grades.
Georgia has 572 high school vocational Home Economics teachers, 90 of whom work for 12 months.
Adult. Some high school vocational homemaking teachers offer classes to adults, and there are 10 centers in the State where fulltime classes are being offered to adults in homemaking. These are located in cities where there is great demand for this instruction and where high school teachers do not have sufficient time to teach adults. There were 22,917 adults enrolled in organized homemaking classes during 1963-64. Although adult vocational homemaking classes are designed to increase competency as a homemaker, the skills learned may be used to supplement family income, such things as home catering or church hostessing, making children's clothes or draperies and cake decorating.
Secondary. No organized occupational courses have been taught at this level. As occupational needs are established, courses will be developed.
Adult. Pilot programs in training women for Home Economics related occupations have been conducted in two centers, Atlanta and Troup County.
Three classes were conducted for 54 employed Day Care Center Workers, all of whom were referred by the Youth Division of the State Department of Family and Children Services. Two Dietary Aide classes were conducted for 24 persons, all of whom were employed following their training either in hospitals, nursing homes, day care centers or school lunchrooms. One class for 12 Visiting Homemakers was taught, all of whom will be employed in a special project set up by the Department of Family and Children Services.
A two-day annual workshop for all Home Economics teachers in the State is held each year in August. In addition, an average of 60 group study meetings was held each year for the purpose of improving instruction in Home Economics. Two off-campus graduate courses were held. Numerous Home Economics teachers are taking advantage of opportunities for advanced study and seven of them now hold the six-year certificate.
Two curriculum publications, "Homemaking Education-Evaluation Guide" and a "Resource Guide in Money Management," have been developed by teachers in summer sessions at the Uni-
81

versity of Georgia and through in-service study groups during the biennium.
A three-day conference of all Home Economics supervisors and teacher educators in the State was held in February, 1964, under direction of the Regional Agent in Home Economics from the U. S. Office of Education. The purpose was to explore and plan for needed adaptations in the Home Economics program in the State in light of the 1963 Vocational Education Act.
future Homemakers
During the past two years Future Homemaker members have worked toward four Program of Work objectives: (1) discovering myself and my worth to others, (2) contributing to the joys and satisfaction of family living, (3) strengthening my education for future roles, (4) launching good citizenship through homemaking.
Over 23,000 high school members in 314 Georgia high schools have carried out two state projects including "Stay in School" and "Good Nutrition - Top Condition." Other projects have included "You and Your Values," "Focus on Family Friendship," "Marriage Calls for Preparation," and "Action for Citizenship."
A series of four district meetings has been held in the State each year during the fall and during the spring, with programs highlighting the above objectives and projects. Each year over 12,000 members have attended these meetings.
TRADE AND INDUSTRIAL EDUCATION w. M. Hicks, State Supervisor
The wisdom and foresight of Georgia in fostering, approving and adequately financing a state-wide system of Area VocationalTechnical Schools has placed Georgia in an enviable position with respect to her sister states in the race for-economic development. At a time when industry is experiencing an ever-increasing need for highly skilled personnel, Georgia has been building an extensive system of Area Vocational-Technical Schools to train personnel to meet this need. The nation's leader, by acclamation of vocational education leaders and industrialists nation-wide, Georgia continues to improve and expand the program, which has become a model for other states.
Growing Importance
Acutely aware of their own present and future needs for skilled employees, industries are settling near existing Area VocationalTechnical Schools and the proposed sites of these schools in order to be able to tap the wealth of skill and knowledge represented by the graduates. A further indication of the high regard in which industry holds the schools is the high level of financial remuneration offered to graduates. As an example, one recent technical graduate was employed by a Georgia industry at an annual salary of more than $7,200, well above the average received by 4-year college graduates.
82

COMPARISON OF CURRENT EMPLOYMENT AND PROJECTED EMPLOYMENT FOR SKILLED CATEGORIES OF WORKERS, 1962 TO 1967

Employment Category

I. Current Employment

Summer 1962

II. Expected Employment

A. 1 year

B. 3 years

C. 5 years

Percentage Growth

00

Expected in 5 Years

C;:l

Technical Workers
23,173
24,982 27,115 29,251
26.2

Skilled Clerical Total Three Workers Workers Classes

81,386
88,196 95,207 102,220
25.6

61,097
65,058 70,288 75,520
23.6

165,656
178,236 192,610 206.991
24.7

Figure 3

DEMAND FOR PARAMEDICAL PERSONNEL PROJECTED TO 1970

Occupational Classification
Licensed Practical Nurse Medical Technologist Laboratory Technician Medical Assistant

Total Demand
5,664 838
1,477 475

Percent Increase
74 63 64 58

Figure 4

LOCATION OF VOCATIONAL-TECHNICAL SCHOOLS IN GEORGIA AND THEIR COURSE OFFERINGS

TRADE

COURSE TITLE

TECHNICAL

LOCATION AND NAME OF SCHOOL

STATE OPERATED SCHOOLSAmericus-South GeorgiaT V

....00

Clarkesville-North Georgia V-T

AREA SCHOOLS -

Albany Albany A.Y-T

Monroe A.Y-T (Negro)

Augusta Augusta A.Y-T

15th St. A.V-T (Negro)

Columbus Columbus A.Y-T

Muscoaee A.V-T (Negro)

Rome. Coosa Valley V-T
DeKalb c, DeKalb A.VT

Marietta, Marietta-Cobb A.V-T

Moultrie, Moultrie A.V-T

Swainsboro, Swainsboro A.V-T

Thomaston, Upson Co. A.V-T

Thomasville Thomasville A.V-T

Walton A.V-T (Negro)

Valdosta, Valdosta A.Y-T

XXX

X XX

X

X XX

X XX X X X X

XX X

XX

XX

X

XX X X

X

XX X

X XX

X

X

XX

X

X

X XX

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

XX

X

X X XX
X XXX

XXX

X

X

X

X

X

X XX X
X

X X X
X X X XX
X X X

X

X

XX

X

X

X

X

X

X

X

XX

X

X

X

X

X

X

XX X X X

XX

X

X

XX

XX

XX

X

XX

XX

X

XX

XX

X

X

X

X

X

X

XX

X

XX

X

X

X

XXXXX

XX

X

X

X

XX

X

XX X

XX

X

XX

X

X

X

X

X

X

XX

X

OPERATIONAL STATUS - All schools are In Operation.

Figure 5

Twelve Area Vocational-Technical Schools were in operation during the 1963-64 school year; construction of three others was completed near the end of the year, and they will open in the fall of 1964. Two schools are currently under construction. The status of the remaining schools, by project, is shown in Figure 1 on page 71. Twenty-eight schools in 20 centers have been approved. Cost per project will range from $250,000 to $6,000,000. Total capital investment, which is shared dollar for dollar by local school systems and the State, will amount to $20,300,000. (This provides for equipment as well as buildings). Course offerings by schools, including the two-State-operated schools, are listed in Figure 5. Total enrollment at the 12 Area VocationalTechnical Schools climbed to 7,205 students during the 1963-64 school year. Total enrollment in all Area Vocational-Technical Schools is expected to exceed 15,000 within 2 years, and to exceed 20,000 within 5 years.
State Schools Progress and growth have continued steady in the two Stateowned and operated technical and vocational schools. A laboratory building for Machine Shop and Mechanical Technology and two men's dormitories (100 beds each) have been completed at the South Georgia School, Americus, in the two years of the biennium. At the North Georgia School, Clarkesville, a new administration building and a 150-bed men's dormitory have been completed. There is no construction in progress at present at either school. Capital investment in new buildings at the two schools for the biennium totals $1,097,423. Enrollment during the 1963-64 school year was 686 full-time students at South Georgia and 762 fulltime students at North Georgia. In addition, a total of 886 students received training through extension programs operated by the two schools. Classes established under Title VIII of the National Defense Education Act for training highly skilled technicians in fields necessary for the national defense have increased in number and quality since inauguration of the program in 1958. At the close of the 1963-64 school year, technician courses were in operation at 18 centers, including the state and area schools. Instruction was offered in 10 technical occupations, and total enrollment was 1,889. Extension classes for the upgrading of skills of employed persons were conducted at more than 60 centers during the 1963-64 school year. Many of these classes were conducted at area and state schools while others were conducted at various public facilities and industrial locations throughout the State. Total enrollment in all extension classes was 27,734. Included in the extension program are special classes conducted on a state or industry-wide basis by itinerant instructors on the state staff (see Figure 6). Also included in the extension program are classes for apprentices and journeymen.
85

SPECIAL EXTENSION CLASSES

1963-64

Industry or Group Served

Affiliated Sponsors Enrollment

Rural Electric Linemen _ ___ Ga. Electric Membership.

Corp.

909

Firemen

__

.Ga. Institute of Tech. 3,002

Textile Mfg. Employees ______ Ga. Institute of Tech. __ __2,763

Peace Officers

_ _Peace Officers Assoc. of Ga. 750

Commercial Vehicle Drivers _ Georgia Motor Trucking Assoc.

Georgia Dept. of Public Safety

Figure 6

Ga. Optometric Assoc. __ 9,667

Counties represented in the student body at the North Georgia Technical and Vocational School, Clarkesville. Georgia.
86

Cooperative part-time industrial training (DCT) for juniors and seniors who spend half a day in school and half a day working at part-time paid jobs in industrial establishments of the community under supervision of a program teacher-coordinator is now conducted at 66 high schools. Enrollment for the 1963-64 school year was 1,365 boys and 489 girls. An active club program for cooperative students provides leadership development opportunities through well planned and supervised educational and recreational activities.
Pre-employment trade classes are conducted for high school students on a limited basis in some of the larger cities. These students attend three-hour trade or laboratory classes daily and
Counties represented in the student body at the South Georgia Technical and Vocational School, Americus, Georgia.
87

required academic courses during the remainder of the day. Enrollment for the 1963-64 school year was 3,109.
The 1963-64 school year was the most productive in history for Trade and Industrial Education in Georgia. During the year, 37,422 persons received training through Trade and Industrial Education programs. (Figure 7) In most instances, the individuals enrolled profited through increased skills and knowledge which in turn increased their earning ability and employment security.
The outlook for the 1964-1965 school year is for even larger and better programs of Trade and Industrial Education with increased benefits to Georgia workers and industries.

TRADE AND INDUSTRIAL EDUCATION ENROLLMENTS 196364

Preparatory Programs Trade and Industrial Technician High School Total Preparatory
Supplementary Programs Trade and Industrial (Other than Apprentice) Apprentice Technician DCT Total Supplementary TOT AL All Programs
Figure 7

5,321 1,258 3,109 9,688
24,079 1,170 631 1,854
27,734 37,422

INDUSTRIAL ARTS EDUCATION
Raymond Ginn, Consultant
Industrial Arts is the study of industrial tools, materials, processes, products and occupations pursued for general education purposes in shop, laboratories, and drafting rooms.
Industrial Arts has these unique contributions for the student:
(1) helps learners develop a degree of skill as they solve problems with the tools, materials and processes of industry; (2) provides exploratory experiences in a variety of industrial activities; and, (3) devlops the skill and knowledge necessary to produce and use working drawings.

The Purpose of Industria' Arts
The purpose of Industrial Arts Education is to foster the development of a strong foundation in technical skills, consumer knowledges and attitudes regarding matters needed for happy and effective living. Public secondary education should provide every boy and girl the opportunity to work with tools and materials of industry, thereby acquiring an understanding of our technological developments.
Industrial Arts is often introduced in the American schools in the kindergarten where children work with paper, clay and other

88

o AREA VOCATIONAL-TECHNICAL SCHOOLS CURRENTLY IN OPERATION AREA VOCATIONAL-TECHNICAL SCHOOLS UNDER CONSTRUCTION OR TO BE BUILT
easy-to-form materials. Activities become more involved with the maturity of the children. Organized classes in special rooms are established in junior high schools, where the concern is with surveying industrial materials, processes, occupations, organizations and problems through Industrial Arts instructional areas of drafting, electricity-electronics, industrial crafts, metalworking, power mechanics and woodworking. The high schools provide depth in the above named areas with emphasis placed on the integration of all industrial processes. Students develop basic technical skills and understanding and appreciation of problemsolving techniques in these basic instructional areas.
Status of Industrial Arts Education Industrial Arts Education continues to develop in Georgia. At the close of this biennium, 253 high schools had Industrial Arts Departments compared with 223 in 1962. There were 367 teachers
89

from a limited to a full program of Industrial Arts in these departments with a total of 37,042 students enrolled.
School facilities for teaching Industrial Arts in the junior high and high schools continue to expand. Many schools have expanded their current departments and several new ones have been added. There were 405 Industrial Arts Shops in 1960-61 as compared with 439 in 1962-63.
State Aid for Industrial Arts Georgia is one of three states in the nation which provides state funds for Industrial Arts equipment purchase. This program, conducted in both years of the biennium, has provided $220,557 in state funds (matched at the local level) for purchase of equipment in the areas of drafting, electricity-electronics, metals, power mechanics and woods. One-hundred four schools in 61 school systems have benefited from this program.
Materials and Teacher Training A state handbook, "Industrial Arts for Georgia Schools," was published in 1958, and a curriculum guide, "Industrial Arts for the Middle Grades," was published in 1960. Approved teacher training institutions for Industrial Arts Education include University of Georgia, Georgia Southern College, Berry College and Savannah State.
SPECIAL FEDERAL TRAINING PROGRAMS
George W. Mulling, State Supervisor
A new service has been added within the Division of Vocational Education, known as the Special Federal Training Programs Service. It has equal status to the other five established vocational services with a State Supervisor and staff.
Purpose It is the responsibility of this new vocational service to promote, design, and implement programs of training, primarily for the unemployed, under provisions of the Area Redevelopment Act, the Manpower Development and Training Act, (and the Vocational Education Act of 1963-Section 13-Work-Study Programs).
Relationship to Other Vocational Programs By design, the new Federal Acts providing funds for vocational education place emphasis upon occupational training of whatever type is appropriate and necessary to the national and individual welfare without regard to traditional classification i.e., agriculture, horne economics, trade and industrial, and distributive education. It is the function of this staff to cooperate with the other vocational services in planning and executing such special programs as are closely related to the existing vocational programs.
90

Special Programs for Unmet Needs
A substantial amount of Federal funds is available for implementing training programs under provisions of these acts. Funds may be used for salaries, equipment, instructional materials, and all other reasonable needs attendant to providing quality training programs for any occupation for which there is justification. (Under ARA and MDT A, occupational training needs are surveyed and certified to the Department of Health, Education, and Welfare and in turn to state and local educational agencies and officials in charge of vocational training by the Department of Labor. The selection and referral of trainees to training programs, likewise the payment of training allowances and subsequent job placement, are functions performed by the Labor Department.)
There now exists throughout the State numerous vocational training facilities. Every effort must and will be made to fully utilize these shops and laboratories in order to fulfill the role and intent of the Special Federal Training Programs to enhance the possibility of making all of our people employable.
Program accomplishments and status are shown in accompanying Figure 8.

PROGRAM ACCOMPLISHMENTS AND STATUS JUNE, 1964

Location Occupation

Funded

Projects Projects

Completed

in

To Be

Projects Operation Activated

DeKalb Drafting (Electrical)

*

Auto Body Repairman

*

Auto Mechanic

*

Macon Offset Pressman

*

Auto Mechanic

*

Offset Pressman

*

Auto Body Repairman

*

Auto Mechanic

*

General Office Clerk

*

Appliance Repairman

*

Albany Furniture Repairman

*

Furniture Repairman

*

Columbus Auto Mechanic

*

Auto Mechanic

*

Auto Body Repairman

*

Waycross Auto Mechanic

*

Appliance Repairman

*

Stenographer

*

Practical Nurse

*

91

PROGRAM ACCOMPLISHMENTS AND STATUS - Continued

Location Occupation

Funded

Projects Projects

Completed

in

To Be

Projects Operation Activated

Athens Sheet Metal Fitting

Man (A/C Ffg.)

*

Tailor

*

Welder (Comb.)

*

Sheet Metal Fitting

Man (AIC Mfg.)

*

Machine Tool Operator

*

Auto Body Repairman

*

Auto Mechanic

*

Elec. Appliance Reprm.

*

Atlanta Auto Mechanic Helper

*

Cook

*

Practical Nurse

*

Valdosta Stenographer

*

Auto Mechanic

*

LaGrange Auto Mechanic Machinist Secretary Practical Nurse

* * *
*

Brunswick Clerk Stenographer

*

Clerk Stenographer

*

Figure 8

92

Division Of
Field Services
W. E. PAFFORD Director
General Administrative Supervision Attendance Accounting Out-of-School Testing Accreditation School Lunch Program
93

DIVISION OF FIELD SERVICES
W. E. PAFFORD, DIRECTOR
The Diivsion of Field Services is assigned responsibilities related to five aspects of the state program of public education: 1. General Administrative Supervision; 2. School Attendance Accounting; 3. Out-of-School Testing; 4. Accreditation; 5 School lunch.

General Administrative Supervision
The State Department of Education endeavors to provide supervision and educational services for all of the schools in the 196 school systems in Georgia. As a means of achieving these purposes efficiently, economically and with a minimum of delay, staff members of the Division of Field Services are located throughout the state. They live near the schools and school systems they serve so as to be better acquainted with conditions that exist and to be more accessible when needed. The professional staff of the Division of Field Services includes: a Director, an Assistant Director, nine Area Representatives, and one Attendance Accountant.

District
First Second Third Fourth Fifth Sixth Seventh Eighth Ninth Tenth

Area Representatives

Area Representative Location

Sidney A. J enkins Newington

W. H. Rehberg

Thomasville

T. M. Atkinson

Valdosta

Harry A. Brown

Manchester

*R. G. Williams

Decatur

H. C. Bryant

Macon

W. P. Sprayberry J. H. Morrison

Marietta Waycross

J. M. Jarrard

Gainesville

W. F. Blackmon

Thomson

At the request of the School Administrators of the State, the number of Area Representatives was increased by one to give one for each Congressional District.
The Area Representatives attempt to make the services of the State Department of Education more accessible to teachers, administrators and boards of education. Among the duties they are expected to perform are:
1. Help local people as they attempt to provide better educational services.
2. Organize and conduct, when requested to do so, surveys of school plants and transportation and curriculum development studies.
3. Make local arrangements for conferences planned by the State Department of Education or one of the Accrediting Agencies.
* also serves as assistant director of the division.

94

4. Keep the State Department informed about conditions under which schools are operating.
5. Assist Attendance Accountants with checking of attendance records and giving instructions about how these records are to be kept.
6. Provide supervision for the Educational Testing Centers located in their respective areas.
7. Assist with the processing of applications for accreditation.
8. Make recommendations concerning textbook orders, proposed building sites and teacher allotments.
9. Address educational groups and civic organizations concerning developments in education and ways in which schools might be improved.

Attendance Accounting
George C. Nelms, Crawfordville, Attendance Accountant

Out-of-School Testing

As a means of making the Out-of-School Testing Service available to people in all sections of the state, nineteen public Educational Testing Centers have been approved by the State Board of Education. By making satisfactory scores on the General Educational Development Tests, a qualified voter of the state, 20 years of age or older, is permitted to secure a high school equivalency certificate which will serve many of the purposes of a regular high school diploma. Approved Educational Testing Centers are located as follows:

Post Office

Institution

Director

Americus, Georgia Southwestern College, Mrs. Vivian Schild.

Athens, University of Georgia Guidance Center, 313 Academic Bldg., Dr. R. T. Osborne.

Atlanta, Carver Vocational School, 1275 Capitol Avenue, S.W., Prof. Oliver G. Prince.

Atlanta, Hoke Smith Technical School, 535 Hill Street, S. E., Mrs. Helen E. Cook.

Augusta, Richmond County Board of Education, Mr. William E. Croft, Jr.

Brunswick, Glynn County Board of Education, Mr. J. M. Hodges.

Carrollton, West Georgia College, Miss Elizabeth Parker.

Clarkesville, North Georgia Trade and Vocational School, Mr. James H. Marlowe.

Clarkston, DeKalb Area Technical School. 495 North Indian Creek

Drive, Mr. O. K. Sterner.

.

Columbus, Muscogee County School District, Mr. James Bedingfield.

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Griffin, Griffin High School, Mr. D. B. Christie. Macon, Ballard-Hudson Senior High School, Prof. Horace L.
Hawes. Macon, Dudley M. Hughes Vocational School, 1062 Forsyth Street,
Miss Geraldine Wheeler. Marietta, Marietta High School, Mrs. Edna Poole Lee. Moultrie, Moultrie High School, Mr. 1. R. Aultman. Mount Vernon, Brewton-Parker Junior College, Mr. E. E. Haines. Rome, West Rome High School, Mr. Dick H. McPhee.
Savannah, Armstrong College of Savannah, Mrs. Minnie P. Campbell.
Waycross, Waycross Senior High School, Miss Bessie Maynard.
Accreditation
Although accreditation of schools is not a function of the State Department of Education in Georgia, provision has been made for the staff of the Division of Field Services to assist with this service. The director of the division serves without additional compensation as Executive Secretary of the Georgia Accrediting Commission and as Secretary- Treasurer of the State Committee on Secondary Schools of the Southern Association of Colleges and Secondary Schools. The Area Representatives make the inspections of schools, assist with the processing of applications for accreditation and serve as consultants for school faculties during their evaluation studies. This relationship with accrediting agencies supplies added prestige and faciltates the achievement of improved schools and education services.
SCHOOL LUNCH AND SPECIAL MILK PROGRAMS
Josephine Martin, State Supervisor
What It Does for the Pupils
A nutritionally adequate lunch is available in 1850 of Georgia's 1929 schools. In 45 other schools, a lunch is served and milk is sold (at reduced cost) as a separate item through the Special Milk Program. More than 568,000 children eat a Type A Lunch each day. Another 331/~ million buy one-half pint of milk to drink with the lunch from home or the a la carte lunch. Only 3500 pupils attend schools which do not have a food service program.
In 1962-63, Georgia received $1,926,927.70 federal school lunch and special milk funds, and in 1963-64, $5,816,847.45. The National School Lunch Act revised in 1962 has resulted in an increase in Georgia's share of federal school lunch funds. All federal money is paid to the local school systems by the State Department of Education as reimbursement for lunches and milk served pupils.
What It Does for Georgia's Economy
Local farmers and merchants sell Georgia school lunch pro-
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100,000,000 95,000,000 90,000,000 85,000,000 80,000,000 75,000,000 70,000,000 65,000,000 60,000,000 55,000,000 53,000,000
Year

GROWTH OF SCHOOL LUNCH Nwnber Type A Lunches

-..c.
o

...
N
'"

Total Dollar Volwne School LWlCh Operation

$40,000,000 $30,000,000 $20,000,000 $10,000,000
Year

35.3

SCHOOL LUNCH HAS DOUBLED IN DECADE IN VOLUME OF MEALS AND RECEIPTS.

grams $22,000,000 worth of food annually. School lunch is the largest institutional consumer of milk. The Type A Pattern requires schools to serve meat, or meat substitute, vegetables and fruits, milk, bread and butter. This menu specification is good for Georgia merchants. Chicken, served one day, requires 240,000 pounds; ground beef to serve one lunch costs $10,000! Peanut butter, a meat substitute, is a popular item in school lunch. The market for fruits and vegetables is expanded by school lunch use.
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EXPENDITURES BY CLASSIFICATION

100

90

80

70

60

Total Expenditures
$34.875.697 1961-63

0~\ 50
40

30

zo

10

.... . 640/0 .; Food Co sts
~ '" 27% .. Labor Costs ~ '" 3%... Equipment Costs . - 6% .. Supplies -Se r-vi c e

SOURCES OF INCOME

Total Income
$35.l74. 650. 00 1963-64

100 90 80 70 60
1\50
'" 40 30

10

Children's Payments

........ 77%.

for

Lunch and Milk

4% ... Adult Payments 13% . Federal - School Lunch 3% Federal - Special Milk

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Sweet potatoes and cabbage are among the Georgia products recommended for frequent use in school lunch menus.
What It Does for Adults
School lunch provides employment (close to home) for approximately 8,000 people. Salaries paid in the 1962-64 biennium were $18,000,000.
The Revised Education Bill which provides for salary supplements to school lunch managers on the basis of training will upgrade the working standards and provide incentive for improvement. School lunch salaries paid from payments from children are very inadequate.
During 1962-63, 56 vocational classes attended by 1680 school lunch personnel were held; in 1963-64, 73 classes were taught school lunch personnel. Classes were taught in each Congressional District. The purpose of the training is to improve skills in areas of food service and school lunch management.
Training in Depth Program is cooperatively sponsored by Vocational Education, local school boards, and School Lunch Section of the State Department of Education. The Assistant State School Lunch Supervisors coordinate the training programs.
The State School Lunch Staff:
(1) Administers the federal school lunch and special milk programs in 1911 schools, 140 summer camps and institutions.
(2) Coordinates the training program for school lunch personnel. There is a need for 73 classes per year until managers have completed Core Program; develops teaching materials.
(3) Provides leadership and guidance in programs of nutrition education, evaluation, public relations, and supervision.
(4) Serves as technical consultant to school systems in layout and facilities, purchasing, management, personnel, sanitation, use of commodities.
(5) Provides guidance in organizing and administering local school food service programs for maximum efficiency of money and personnel.
(6) Consults with administrators of private and public schools.
The Assistant State Schoo