IN THE LEGISLATURE OF THE STATE OF ALABAMA. Regular Session, 1923. LEGISLATIVE DOCUMENT NO. 10 ? Y JtttTTlS 193? REPORT OF \>^unjgS1i> JOINT RECESS LEGISLATIVE COMMITTEE ON EDUCATION JULY 13, 1923 2,000 copies ordered printed by Joint Recess Legislative Committee on Education. BROWN PRINTING COMPANY State Printers and Binders Montgomery, Ala. 1923 |9£3 Lut> Get IN THE LEGISLATURE OF THE STATE OF ALABAMA. Regular Session, 1923. LEGISLATIVE DOCUMENT NO. 10 REPORT OF JOINT RECESS LEGISLATIVE COMMITTEE ON EDUCATION JULY 13, 1923 2,000 copies ordered printed by Joint Recess Legislative Committee on Education. BROWN PRINTING COMPANY State Printers and Binders Montgomery, Ala. 1923 JOINT RECESS LEGISLATIVE COMMITTEE ON EDUCATION Mrs. J. G. Wilkins, Chairman. Walter S. McNeill, Vice-Chairman. C. P. Ver Beck, Secretary. Senate Members J. C. Inzer W. S. McNeill S. C. Hudgens S. M. Adams House Members C. S. Culver Mrs. J. G. Wilkins Will 0. Walton G. J. Hubbard Lewis Bowen J. W. LaMaistre TABLE OF CONTENTS Page Joint Recess Legislative Committee on Education 2 House Joint Resolution 5 Organization of Committee 7 Itinerary of Investigations 7 Committee Hearings 9 Findings of Committee 10 CHAPTER 1 Elementary Education 12 Buildings, Grounds and Equipment 12 Summary of State Aid in the Erection, Repair and Equip- ment of School Buildings 13 Support and Maintenance, Attendance and Length of Term... 14 Summary of Expenditures for Education, Beginning 1914-15 - 15 Counties Ranked on Basis of Per Capita Expenditures for Elementary Instruction 1921-22, White Schools 17 Teachers - 19 City Elementary Schools — 20 CHAPTER II. Secondary Education 22 Types of High Schools - 22 County High Schools 24 Receipts 25 Disbursements 25 Enrollment : 25 Rural High Schools 27 City High Schools .,. - 30 State Secondary Agricultural Schools 30 County Training Schools for Negroes 34 CHAPTER III Normal Schools 35 Physical Plants 35 Attendance 36 Extension Work 37 Teaching Staff 38 Class B Normal School at Daphne 39 The Normal School for Negroes located at Montgomery 39 CHAPTER IV Institutions of Higher Learning 41 University of Alabama 42 Alabama Polytechnic Institute 44 Alabama Technical Institute and College for Women 45 General - 46 Agricultural and Mechanical Institute for Negroes at Normal 48 4 CHAPTER V Special Types of Schools State Institutions at Talladega, Alabama Institution for the Deaf Academy for the Blind Alabama School for Negro Deaf Mutes and Blind. Alabama Boy's Industrial School Alabama Vocational School for Girls State Training School for Girls Alabama Reform School for Negro Law-Breakers. Alabama School of Trades and Industries - — 56 Camp Hill Industrial Institute . —- 58 Birmingham Association for the Blind - — 58 CHAPTER VI State Department of Education 60 Division of Executive and Business Management 62 Teacher Training, Certification and Placement 63 Division of Statistics 64 Division of Rural Education 64 A Comparative Study of Consolidation of Schools 65 Division of Elementary Education 66 Division of Secondary Education 67 Division jxf Physical and Health Education 68 Vocational Education _ 68 General Summary, Departments and Classes—Federal and State Vocational Education Acts 69 Exceptional Education 71 Division of School and Community Betterment 72 CHAPTER VII School Laws 73 State Board of Education 73 County Board of Education 74 District Trustees , 75 Miscellaneous .'. ; _... 75 CHAPTER VIII Summary of Findings and Recommendations ,. 76 1. Elementary Education 76 2. Secondary Education 77 3. Normal Schools .... 78 4. Institutions of Higher Learning 79 5. Special Types of Schools ! 79 6. State Department of Education 81 7. School Laws 81 Appropriations - 81 Conclusion 82 No. 12.) (H. J. R. 16—Culver HOUSE JOINT RESOLUTION Resolved, 1. That a joint committee from the Sen- ate and the House of Representatives of the Alabama Legislature is hereby authorized to consist of two mem- bers from the Senate, to be appointed by the President of the Senate and three members from the House, to be appointed by the Speaker of the House, which shall sit during the recess of the Legislature for the consideration of educational matters. 2. It shall be the duty of the committee to investigate the educational system of the State of Alabama, and to secure information and facts necessary to enable such committee to suggest such changes relative to educational matters in Alabama as are necessary to secure a practical and efficient educational system. 3. The members of the committee shall be paid the same per diem and mileage as provided by the present Legislature for recess committees and shall have author- ity to visit such educational institutions of the State as it deems necessary for a proper investigation of educa- tional affairs; said committee shall also have authority to employ one clerk or stenographer who shall receive such compensation as may be agreed by the chairman of said recess committee and the Governor of the State of Alabama. The committee shall also have power to sum- mon witnesses to examine the books and papers of teach- ers, the educational department and educational institu- tions and shall have such other power as may be necessary to make a full, complete and detailed investi- gation of educational matters in the State of Alabama. 6 4. It shall be the further duty of said committee to consider all bills and resolutions introduced into the Legislature in reference to educational matters in the State of Alabama and to submit a recommendation as to what action should be taken thereon, in view of the facts and informations secured by said committee by reason of its investigation. 5. The committee is hereby directed and required to make a full and detailed report of its investigations and findings to the Legislature, together with such suggested bills and resolutions as the committee may consider proper for the best interest of the educational system and the educational institutions of the State of Alabama. The committee may cause its report with the consent of the Governor to be printed as one of the series of legislative documents in an edition of not exceeding two thousand copies. Approved Feb. 3, 1923. 7 REPORT OF THE JOINT LEGISLATIVE COMMITTEE ON EDUCATION To the Legislature of Alabama: The Joint Recess Legislative Committee on Education appointed under House Joint Resolution No. 16 to in- vestigate the educational institutions and educational system in the State of Alabama and to secure informa- tion and facts necessary to enable the Committee to sug- gest such changes relative to educational affairs in Alabama as are necessary to secure a practical and effi- cient educational system, begs leave to submit herewith its report which covers the entire work of the Committee with its recommendations. Bills have been drafted which, if enacted into law, will make such recommenda- tions effective. ORGANIZATION OF COMMITTEE The Joint Recess Legislative Committee on Education met in the hall of the House of Representatives on Tues- day, April 16, at 10:00 A. M., all the members being present. An organization was effected by the election of the following officers: Mrs. J. G. Wilkins, of Dallas, Chairman; Senator W. S. McNeill, of Fayette, Vice- Chairman; Mr. C. A. VerBeck, of Gadsden, Secretary. ITINERARY OF INVESTIGATIONS After a discussion of the general and special activities proposed for the Committee in the Joint Resolution, a program was agreed upon embracing an itinerary covering the State with open and private conferences for hearing interested persons and committees while en route. The itinerary as planned covered a period of 19 days, during which time the Committee visited the Uni- 8 versity of Alabama at Tuscaloosa, the Alabama Poly- technic Institute at Auburn, the Alabama Technical Institute and College for Women at Montevallo, Class A normal schools for white persons at Florence, Jack- sonville, Livingston and Troy, and for negroes at Montgomery, the Class B Normal Schools for white persons at Daphne, the State Agricultural and Me- chanical Institute for Negroes at Normal, state second- ary agricultural schools at Albertville, Hamilton and Lineville, county high schools in Pike, Baldwin, LaFay- ette, Marion, Etowah, Chambers and Jefferson coun- ties, county public schools in Pike, Marion, Etowah, Madison, Chambers, Jefferson and Mobile counties, city schools of Birmingham, Gadsden, LaFayette, Clan- ton, Mobile, Troy, Anniston and Bay Minette. The schools and communities visited were selected as typi- cal of conditions throughout the State. Other institu- tions visited were the Alabama Boys' Industrial School at East Lake, State Training School for Girls at Bir- mingham, and the Alabama Vocational School for Girls at Woodlawn, all of which are in Jefferson county, and the Academy for the Blind (White), Talladega, Acad- emy for the Blind (Negro), Talladega, and Institute for the Deaf, Talladega. During the visits to the state institutions observa- tions were made of the physical plants of each. Con- ferences were held with executive officers, faculty members and pupils. Some of these conferences were held with each group collectively and at other times in- dividual conferences were held. On visits to county and city schools investigations were made not only of the general physical equipment of the system but also the Committee exerted its best efforts to meet and talk with individual citizens in an effort to learn of them 9 the general attitude of the people towards the manner in which the general affairs of such schools are being administered. From time to time notices were given to the press with information that the Committee was on a trip of investigation in the State and inviting any and all citi- zens to meet with it for the purpose of conferring on educational affairs in general. Considering the amount of time at the disposal of the Committee on its trip through the State, these invitations were uniformly accepted. The itinerary of the Committee carried it 1420 miles by railroad, 599 miles by auto and 34 miles by water. On its trip of investigation the Committee visited 69 schools. It is conservatively estimated that 600 persons were in conference with the Committee, collectively and indi- vidually, while on its trip of investigation. After the completion of its itinerary the members re- turned to their respective homes, and on May 21 re- convened in the hall of the House of Representatives in Montgomery for further hearings, deliberations and the consideration of the sub-committee's report and the bills to be drawn making effective the recommendations contained therein. COMMITTEE HEARINGS During the recess taken a general notice was given in the press of the State that during the week of May 21 open sessions would be held daily by the Committee for the purpose of hearing any and all citizens or committees that might desire conferences on matters bearing on education in Alabama. The greater part of two weeks was given to hearing from those interested in the im- provement and development of the State's educational system. 10 During the week the State Superintendent of Educa- tion was called before the Committee to give informa- tion bearing on the school affairs of the State in general and especially those phases of educational work for which the State Department of Education is held di- rectly responsible by law. He supplied the Committee with a detailed statement including descriptive and sta- tistical information, covering the field and office activi- ties of the several divisions of the State Department of Education, a copy of the proposed budget for the next quadrennium approved by the State Board of Education, and in addition numerous supplementary reports bear- ing on school development and attendance, and contain- ing general information touching on the finances of the past quadrennium. The Committee made careful inquiry of the State Superintendent regarding the general conduct of his office. He, as well as the general heads of divisions of the State Department of Education, were carefully questioned on matters general in character, and inquiry was made in search of specific information bearing on matters to which attention had been called during the itinerary of investigation. The Committee also made independent personal investigations of the Department. FINDINGS OF THE COMMITTEE After due consideration had been given to all matters presented and an investigation had been made of* the general administration of school affairs in the State, as well as the general work of the State Department of Edu- cation both in the office and in the field, the Committee entered into -deliberation looking to the preparation of this Report. The Report giving findings and recommen- dations of the Committee is arranged under the chapter 11 headings, Elementary Education, Secondary Education, Normal Schools, Institutions of Higher Learning, Special Types of Schools, State Department of Education, School Laws, and Summary. It is believed that this will facili- tate the use of the Report by members of the Legislature and others who may be interested in the educational wel- fare of the State. 12 CHAPTER I ELEMENTARY EDUCATION The elementary school is the foundation upon which all subsequent education is built. The first consideration, therefore, must of necessity be given to this part of our educational service. Your Committee has felt that any investigation into the educational needs of the state would be superficial and fail to be constructive in char- acter without a rather wide study of the elementary schools. Therefore, careful scrutiny has been made of conditions in these schools and at the same time of the facts relating to the development of this work during the past few years, to the end that your Committee might be able to give as comprehensive a report as possible on the conditions prevailing at the present time. The Committee visited elementary schools in the fol- lowing counties: Pike, Jefferson, Fayette, Marion, Madi- son, Marshall, Etowah, Calhoun, Chambers, Chilton, Tallapoosa, Mobile and Baldwin. BUILDINGS, GROUNDS AND EQUIPMENT In a number of the counties visited buildings were seen in use for school purposes that were originally dwellings, churches or abandoned storehouses. These and many of the older types of school buildings are ab- solutely unfit for such use. They are poorly lighted, have no ventilation except through the cracks, doors and broken windows, and in many instances are little more than wretched hovels. They are without suitable desks for pupils and teachers or any sort of equipment save crude, uncomfortable benches, with an open water 13 bucket and dipper on a shelf in the corner of the room. The surroundings of these buildings as a rule are un- inviting with' little or no attempt to provide for the physical welfare and comfort of the children. In happy contrast with these conditions the Commit- tee found in every county visited attractive, well planned and carefully constructed buildings. These buildings, except in Jefferson county where a special architect has been employed, were constructed in ac- cordance with the state plans. Communities located many miles from the railroad have provided modern school buildings as a direct result of the state-aid pro- gram which provides one-third of the minimum cost of the building, and without additional cost to the com- munity furnishes plans and specifications. Some of the figures taken from report submitted show a rapid growth and improvement in this important phase of school progress. SUMMARY OF STATE AID IN THE ERECTION, REPAIR AND EQUIPMENT OF SCHOOL BUILDINGS New No. Rooms State Aid State Aid Bijild- Esti- Estimated Available Consumed ings mated Cost 1915 $161,572.56 $ 71,546.13 180 360 $ 165,395.00 1916 238,526.70 112,000.00 86 172 153,246.00 1917 320,543.41 51,093.37 92 276 154,373.00 1918 403,449.88 79,436.74 115 345 167,341.00 1919 459,588.18 170,083.00 173 519 610,000.00 1920 216,725.00 145,629.00 115 450 464,660.00 1921 302,058.11 266,490.00 167 668 1,106,120.00 1922 285,789.17 260,799.00 159 548 1,229,250.00 ' 1,087 3,368 $ 3,948,221.00 The foregoing facts are gratifying indeed and evidence the wide-spread interest the people of the state have 14 shown in the matter of providing for their children wholesome, sanitary and healthful surroundings at school which at the same time are attractive, inspiring and educative. But when it is noted that there are in the state a total of 6476 school houses and that only 1087 new buildings have been erected during the past eight years it becomes manifest that at the present rate many years must elapse before anything like adequate school facilities will be provided for all the children. The Committee, therefore, recommends continued and increasing support of the rural school building pro- gram which has made possible the many hundreds of modern schoolhouses in every section of the state. SUPPORT AND MAINTENANCE, ATTENDANCE AND LENGTH OF TERM The Committee found that the question uppermost in the minds of the people who were interviewed in differ- ent sections of the state related to the support and main- tenance of the schools. In the rural communities all voiced the great need and desire for sufficient funds to make possible longer terms and the employment of bet- ter trained teachers in their schools. The salaries of teachers in rural schools visited by the Committee ranged from $40.00 per month in some of the smaller isolated places, and this for only a short term of four or five months, to $200.00 per month paid the principal of the larger consolidated centers where the school term is for a full nine months. The people of Alabama -have been increasingly gener- ous in their support of education, as shown by the fig- ures given below. 15 SUMMARY OF EXPENDITURES FOR EDUCATION BEGINNING 1914-15 citizenship of the state. It is very evident that when the tax-payers of the state are given an opportunity to in- crease the educational advantages of their children they do not hesitate to vote upon themselves additional tax burdens when the bearing of these burdens means better schools. 16 An examination of the reports show that the average school term for the State has increased from 121 days in 1915 to 141 days in 1922. Under the Constitution the State Funds are apportioned to the counties on a school population basis. To this fund is added the county funds, which are further supplemented in many instances by a district tax. In the year 1922 the State Funds amounted to $ 4,555,625 County funds 4,074,882 District Funds 2,204,459 Matriculation and incidental fees, etc 966,271 Loans, bond sales, etc. 1,511,841 From all other sources 1,711,045 Total $14,924,324 This total amount constituted the moneys available for the operation and maintenance of the public ele- mentary and high schools of the state for that year. Re- ports furnished the Commitee show that the per capita cost of elementary education per pupil enrolled varies from $36.60 in Greene county to $7.51 in Randolph county. 17 COUNTIES RANKED ON BASIS OF PER CAPITA EXPENDI- TURES FOR ELEMENTARY INSTRUCTION 1921-22 WHITE SCHOOLS 1. Greene $36.60 2. Sumter 34.07 3. Lowndes 32.89 4. Dallas 32.85 5. Russell 31.13 6. Jefferson 30.94 7. Marengo 30.20 8. Bullock 30.01 9. Hale 29.39 10. Montgomery 29.12 11. Mobile 28.53 12. Macon 27.33 13. Wilcox 26.64 14. Perry 22.70 15. Lee 20.97 16. Pickens 19.65 17. Autauga 17.40 18. Clarke 16.60 19. Bibb 16.13 20. Baldwin 16.04 21. Tuscaloosa 15.93 22. Conecuh 15.91 23. Talladega 15.59 24. Chambers 15.57 25. Monroe 15.49 26. Barbour 14.95 27. Choctaw 14.70 28. Shelby 14.62 29. Elmore 14.56 30. Butler 14.50 31. Washington 14.35 32. Calhoun 13.90 33. Clay 13.90 35. Escambia 13.85 36. Houston 13.75 37. Morgan 13.65 38. Crenshaw 13.48 39. Colbert 13.12 40. Henry 12.96 41. Lauderdale 12.65 42. Coosa 12.55 43. Limestone 12.53 44. Fayette 12.46 45. Pike 12.19 46. Tallapoosa 11.78 47. Madison 11.72 48. Lawrence 11.49 49. Chilton 11.06 50. Coffee 11.03 51. Marion 10.69 52. Franklin 10.46 53. Lamar 10.29 54. Dale 10.08 55. St. Clair 9.58 56. Covington 9.55 57. Cleburne 9.34 58. Winston 9.26 59. Geneva 9.21 60. Walker 9.06 61. Cullman 9.04 62. Cherokee 8.84 63. Marshall 8.66 64. Blount 8.09 65. Jackson 8.08 66. DeKalb 7.69 67. Randolph 7.51 34. Etowah 13.90 Average $15.46 Average for cities - 24.32 Average for rural schools - 13.25 18 The mere examination of this table showing the widely divergent amounts available is sufficient evidence of the inequality of educational opportunity in the several coun- ties of the State. Below is given a list of the counties whose school terms were less than seven months during the year 1922. The counties are arranged in the order of length of term, the county with the shortest being first. Lamar Cherokee Tallapoosa Cullman Crenshaw Chilton Marion Geneva Monroe Landolph Shelby Morgan DeKalb Washington Walker Winston Baldwin Calhoun Blount Coffee Henry Fayette Conecuh Tuscaloosa Cleburne Coosa Limestone Covington Jackson Madison Franklin Lauderdale Choctaw Lawrence Pickens Autauga St. Clair ~ Pike Houston Marshall Clay Lee Dale Colbert Escambia It will be noticed that forty-five counties have been named. In all of these counties the three-mill tax is being levied and in a majority of them the one-mill con- stitutional tax has also been utilized for the support of the schools. It will be found also that the three-mill district tax is being levied on more than half of the property in these counties. These facts are stated here in order to make clear that if free public schools are to be maintained for a length of term sufficient to give the children of these counties opportunity such as they are entitled to it will be necessary to find ways and means of increasing the amount of funds available for the 19 operation and maintenance of the schools in these coun- ties. A very important matter vitally connected with this whole question of improving the schools is that of at- tendance. When the owners of property are required to provide through a system of taxation means for the operation and maintenance of schools a necessary coral- lary is that the children have opportunity to attend regularly, and that the same general principal which would make it mandatory on the part of the property holders to pay taxes would make it mandatory on the parent to see that his child attends school. It is there- fore keenly disappointing to observe in the records sub- mitted for the consideration of the Committee that the enrollment in the various public schools of the state is less than 70% of the school population and that the actual attendance is only slightly more than 70% of the enrollment. However, there is evidence that the situa- tion is changing gradually for the better, due to the fact that the percentage of attendance has increased materi- ally in the last five years. An intelligent but effective enforcement of the compulsory attendance law will, it is believed, eliminate this serious lack of efficiency in the operation of the public schools. TEACHERS A large number of the county schools visited had al- ready closed. Beautiful buildings were in use only five or six months in the year. The teachers of these schools for the most part find it necesary to engage in other oc- cupations during the vacation season, which is much longer than the school term. While the Committee did not have sufficient time and was not prepared to pass upon the character of instruction, still it is clear that it 20 is impossible for teachers to render the highest type of service under such conditions. On account of the law of supply and demand the better trained teachers naturally go to the cities and towns, while the more poorly equip- ped teachers are employed to instruct the children in the country schools. We find that we have in Alabama 6,485 white teachers in the public schools with second or third grade certificates. A great service is being rendered these teachers at the present time by the normal schools through extension and summer school work. Along with the improvement needed in increasing the length of school terms and providing additional means for this should come the provision of ample opportunity for study and improvement for this large body of teachers who lack definite preparation for the work of instructing the children. CITY ELEMENTARY SCHOOLS Elementary schools were visited in town and city communities as follows: Birmingham, Fayette, Hunts- ville, Gadsden, Anniston, LaFayette and Mobile. In all of these communities the length of school term is nine months. However, it was found that in Birmingham a lack of school accommodations has made it necessary to operate a double session schedule each day in many of the schools. In other words, one group of children at- tends school in the forenoon while another attends in the afternoon, using the same room. This condition was also reported to exist in other cities of the state. Such conditions are to be deplored and certainly are not con- ducive to proper development and growth of the chil- dren. This general lack of facilities and over-crowding appears to be prevalent in every urban community visited. The hearings held in these communities on the 21 subject of local needs in every instance brought out the fact that school authorities were laboring under serious handicaps, that succesful work is impossible for many teachers and children on account of the over-crowded and in many instances unsanitary conditions. The many buildings used temporarily for school purposes are wholly unfit for such service and cannot fail to bring in- to discredit the civic ideals of the communities involved. Some measure of relief should be provided for the urban communities of our state, which are increasing in popu- lation more rapidly than they are increasing in tax values. 22 CHAPTER II SECONDARY EDUCATION The maintenance of a system of high schools is recog- nized by the Committee as vital to a well rounded educa- tional program. The significance of this statement is fully grasped when it is considered that the high school enrollment in Alabama four years ago was approximately 27,000, while the session just closed shows an enrollment of 52,000 with fully 6,000 completing high school courses of study in accredited institutions. TYPES OF HIGH SCHOOLS Instruction of secondary grade is being given in four distinct types of schools as follows: county, rural, and city high schools, state secondary agricultural schools, and in addition county training schools for negroes. The courses of study are more or less uniform in each. Espe- cially is this true of the fundamentals—English, history, mathematics, and science. There is, however, a difference in the scope of work in the several types, and there is a variation in the method of control. County high schools are taught in state owned build- ings and are governed by county boards of education un- der rules and regulations set up by the State Board of Education with limited power reserved to the State Board by law. Those high schools in rural sections or in municipalities of fewer than 2,000 people are classified as rural. The affairs of such schools are administered by county boards of education, except that those schools located in incor- porated towns of between 1,000 and 2,000 people may 23 come under the control of school authorities of such towns by the prescribed legal steps as set forth in Section 1, Article 8 of the School Code. Many rural schools offer both high school and elemen- tary instruction. A number of the large type rural schools, and especially consolidated schools, have met all requirements for high school accreditment. City high schools are a part of the city school system in municipalities of over 2,000 people. The affairs of such schools are administered by boards of education se- lected by the city councils or city commissions. The system of state secondary agricultural schools is under the direct control of the State Board of Education, the affairs of such schools being administered by the State Board. County training schools for negroes are institutions offering not more than two years of high school work. They are created to provide industrial courses and to af- ford opportunity for training teachers. They are main- tained in part through a co-operative arrangement be- tween the State Board of Education administering Gen- eral Education Board and Jeanes funds, and county boards of education. High schools of any of the above mentioned types, ex- cept county training schools for negroes, are accredited when standards of physical equipment, library, teaching force, course of study, and length of school term are main- tained. The State Department of Education is the ac- crediting agency. The standards prescribed are not so high as those maintained by the Southern Association of Colleges. A lower standard is maintained at this time because it is desired to encourage and assist in every way the development of standard high schools for the rural population. In this connection the attention of the Com- 24 mittee was called to the fact that over 17,000 of the 20,- 000 high school pupils, not including those enrolled in city high, county high and agricultural high, are attempt- ing secondary work in unaccredited schools. All matters relating to secondary education are handled by the State Board through the Division of Secondary Education, except that the Division of Vocational Educa- tion is held responsible for the supervision and direction of the state secondary agricultural schools. Vocational courses are especially stressed in these institutions. COUNTY HIGH SCHOOLS According to statistical information secured from the State Department of Education, there are 61 county high schools in operation in Alabama at this time. All counties of the state, except Bullock, Greene, Mobile, Montgomery, Russell, and Tuscaloosa, arq provided with such institu- tions; however, one is being organized in Montgomery county for the coming year. The total enrollment of the 61 schools for the fiscal year just closed was 9,040, the number being about equally divided between the sexes. The property valuation of the schools of the system is $1,547,617.00. The annual appropriation to each county high school is $3,000.00 with an additional maximum available appropriation of $1,000.00, all or any part there- of to be paid to any school for which the county board will provide funds from public or private sources to match the state fund. The total expenditures in county high schools for the fiscal year ending June 30, 1923, was approxi- mately $525,000.00, of which amount $238,521.00 was di- rectly appropriated from the state treasury. Statistical information covering receipts, disburse- ments, and enrollment of the county high school system for the quadrennium 1918-1919 to 1921-1922 is given in the accompanying table: 25 RECEIPTS All other sources Balances, City County Appropriations, Co. State Board Board of Revenue Year Appropriations Appropriations fees, plays, etc. Total 1918-19 $ 171,000 $ 41,484 $ 55,122 $ 267,605 1919-20 171,000 69,428 90,848 331,276 1920-21 217,625 124,326 122,326 464,277 1921-22 233,000 111,755 146,142 490,897 DISBURSEMENTS Expenditures all other purposes: Janitors, fuel, water, light, Salaries of power, insurance, equip- Principals and ment, repairs, Year Teachers balances, etc Total 1918-19 $210,613 $ 56,992 $267,605 T919-20 243,891 87,585 331,276 1920-21 336,921 127,356 464,277 1921-22 376,137 124,760 490,897 ENROLLMENT 7th I II III IV Total Grad- Year Grade H. S. H. S. H. S. H. S. I-IV uates 1918-19 528 2,167 1,473 1,126 835 5,601 627 1919-20 602 2,274 1,834 1,287 950 6,345 804 1920-21 677 2,413 1,991 1,471 1,036 6,901 876 1921-22 645 2,634 2,276 1,823 1,418 8,151 1,285 Gain 1921-22 22.1% 21.1% 53.7% 60.8% 70.7% 45% 104.9% Over 1918-19 The itinerary of the Committee made it possible to visit the county high schools at Brundidige in Pike county, Guin in Marion county, Attalla in Etowah county, Mill- town in Chambers county, Fayette in Fayette county, and Bay Minette in Baldwin county. Each of these schools 26 was in session on the occasion of the Committees visit and whereas the time spent in any one of the high school communities was of necessity limited, opportunity was af- forded the Committee to see the student body and observe the physical plant and complete equipment of each school. Observations made, supplemented by information ob- tained from county school officials, high school teachers, and from interested citizens who were interviewed, prompt the Committee to say that the needs of these schools are by no means being met. The attendance of county high schools is not limited to local communities; frequently they draw pupils even from neighboring counties. The buildings visited were crowded, the teaching force entirely too limited, and equipment meager; many buildings are greatly in need of repair, and the need for additional funds is common to alh Such conditions, according to information secured by the Committee, are typical of conditions existing in a large majority of other county high schools in the state. Since the state's program of education provides for a. system of county high schools as a means of offering sec- ondary education to the children of the counties in which they are located and who will avail themselves of the op- portunities offered, the Committee is convinced that the instruction should be adequate for the thorough training of those attending these schools. The Committee is also convinced that the state-owned property of these schools, amounting to more than $1,500,000.00, should be cared for in such a way that loss will not be sustained through gen- eral deterioration or otherwise, because of lack of funds for keeping the physical plants in good condition. The Committee is of the opinion that school athletics should be regulated by controlling boards of education by setting up standards of scholarship in individual schools. 27 to be attained by pupils engaging in interscholastic con- tests, and by limiting the number of such contests and time spent away from school to participate therein. This recommendation is made because the complaints made in some quarters of the state lead the Committee to the con- elusion that athletics are encroaching on school time which could and should be more profitably spent. In order that the immediate and pressing needs of the county high schools may be met, the Committee proposes the following: (a) That the conditional annual appropriation of $1,000.00, with the contingent appropriation of $500.00 which has not yet been released, be increased to $3,000.00, thereby giving additional aid to those county high schools which are in need of such assistance and are willing to meet the state half way in supplying these needs. (b) That the fund for the erection, repair, and equip- ment of rural school houses be made available for the re- pair and equipment of county high schools under the same conditions and for the same amounts as in the case of rural schoolhouses. RURAL HIGH SCHOOLS These large type schools in rural communities or in municipalities of less than 2,000 people which offer both elementary and high school instruction usually in the same bulding, together with those districts which have a large high school population with no well defined course of instruction, present the great problem in high school education from the Committee's view point. The Committee's itinerary carried it to several such schools, among the number being the following: Spring- hill, Pike county; Wigington, Byrd and Hackleburg, Mar- ion county; Central Consolidated, Riverton, New Market, Madison county; Gaston Consolidated and Glencoe, Eto- 28 wah county; Mumford, Talladega county; Five Points Consolidated, Shawmut, Langdale and Fairfax, Chambers county; Jemison and Verbena, Chilton county; Alliance, Jefferson county. Fully appreciative of the progressive spirit of the citizens of all communities visited where modern school plants have been constructed, your Committee desires to depart from the policy adopted in writing this report and commend the West Point Manufacturing Company, which operates a chain of cotton mills in Chambers county, and several corporations in Jefferson and one or more in a few other counties, for their interest in the education of the children of their employees. This interest is evi- denced by the splendid school structures which they have erected and equipped, and by the liberal policy of giving financial assistance to county boards of education for maintenance purposes. The schools of the districts in which such corporations are interested are well manned, properly supervised, housed in modern buildings, and maintain nine-months' school terms. This consideration given public education by such corporations indicates that big business recog- nizes the importance of education and realizes that money invested therein will give returns in contentment and efficiency of their employees. This foresightedness on the part of big business should excite the emulation of the State of Alabama, the one corporation in which every citizen is a stockholder. The school plants in the districts visited gave evidence of unusual interest in education. Buildings have been constructed at several of these places at a considerable financial sacrifice on the part of the patrons of the in- dividual schools. After the full amount of district tax had been voted in many districts and the county board had made the largest possible appropriations to such 29 schools, the funds then available were still inadequate for the construction of a building sufficiently large and suit- able to meet the districts needs. As a consequence, a great part of the burden of completing the building fell on a few individuals. These almost invariably "gave until it hurt and later found themselves burdened with obliga- tions almost impossible to meet. The buildings being completed and equipment pur- chased in such districts, maintenance of the schools con- tinued to present an annual problem to interested patrons. With all district tax funds pledged for a period of years to pay for the construction of the building, with the total donations from county boards of education insufficient to maintain a school term in many instances of even less than six months, and with an ambition to maintain an accredited high school of nine months, many communities have assumed and are continuing to assume obligations that are proving burdens to them. As is so often the case in such instances, dissatisfaction with school conditions has followed. This dissatisfaction often results from a desire on the part of parents to secure superior school advantages for their children, which when secured, prove financial burdens many are unable to bear. This condh tion seems to be state-wide and relief is needed. The Com- mittee is of the opinion that at present many districts are straining themselves to provide accredited high school facilities. This is commendable, but the development of accredited high schools should not be made at the expense of the elementary grades, which are fundamental to an efficient school system. Your Committee is of the opinion that county boards of education are in need of assistance and guidance in fur- thering, directing and supervising high school develop- ment under their jurisdiction similar to that now given in the case of county high schools. The demand for such 30 service is already so great that the State Supervisor of Secondary Education informs the Committee that more calls already come for assistance of this sort than can possibly be met with the present force. With the view of placing high school education within the reach of every boy and girl who completes the elemen- tary course of study, the Committee recommends that a high school fund of at least $300,000.00 be made avail- able for such purposes, the same to be appropriated to the several counties on an equitable basis to be used for furthering high school education in those districts in need of such fund. The Committee is of the opinion that such appropriations will give relief to deserving districts which are willing to help themselves. CITY HIGH SCHOOLS The city high schools are crowded to their full capaci- ties. Additional buildings and equipment is a universal need with them. Complaint is made that the teaching force is inadequate and underpayed. Unquestionably, the one pressing handicap is the lack of funds. Your Commit- tee is convinced from observations made and from in- formation secured through inquiries made of interested citizens, school and city officials in such cities, that more money is needed. If additional, public funds are made available, the city schools, both elementary and second- ary, should receive the relief of which they are now so much in need. STATE SECONDARY AGRICULTURAL SCHOOLS The schools at Hamilton, Albertville, and Lineville were visited by the Committee while making investigation of educational institutions in the State; except at Lineville the work of the year was already finished at the time of the visit. 31 There are ten state secondary agricultural schools. Each is offering courses in vocational agriculture, voca- tional home economics and general science. Three of the schools offer a foreign language course. However, such language course is maintained by the communities in which the schools giving them are located. Statistical information given below was compiled by the State De- partment of Education on request of the Recess Commit- tee on Education. It shows the enrollment by schools for the present fiscal year. Pupils living as far as three miles from the communities in which the schools are located are classified as non-residents. School Enrollment Non-resident Non-resident Attendance Percentage M F Total M F Total Abbeville 72 79 151 23 22 45 29 9 Albertville* 230 117 347 145 33 178 51.0 Athens 104 145 249 57 88 145 54.8 Blountsville 88 95 183 54 52 106 57.9 Evergreen 66 113 179 5 9 14 7.7' Hamilton* 209 96 305 116 37 153 50.0 Jackson 64 73 137 35 36 71 51.8 Lineville 88 116 204 26 29 55 26.5 Sylacauga 94 327 223 38 55 93 41.7 Wetumpka 96 104 200 48 61 109 54.5 Totals 2,163 959 44.3 * The above figures include 93 ex-service men enrolled at Al- bertville and 86 ex-service men enrolled at Hamilton. Forty-seven counties of the state are represented in the enrollment of the ten schools. A study of the table shows that the influence of a few of these schools is not being greatly felt.outside of the counties in which they are located. The Committee is of the opinion that some of these schools are rather poorly located to serve as centers for instruction in agriculture. It is also of the opinion 32 that the incorporation of vocational courses in the curric- ula of these schools has done much to make them func- tion along agricultural and home making lines, as was the purpose of the original law creating the schools. The Committee was favorably impressed with farm- ing activities on the farms both at Hamilton and Albert- ville. The farming enterprises at both places are com- manding the respect of local farmers. The school at Line- ville has only eight acres of land for farming purposes and is thereby handicapped. Judging from the limited acres owned by some of the other schools and from information secured on inquiry about their farming operations, there are doubtless other school farms that are ineffective. Through a cooperative arrangement with the State Board of Education, the Veterans Bureau is utilizing the schools at Albertville and Hamilton as training centers for ex-service men. One hundred and seventy-nine trainees have been enrolled at these two institutions dur- ing the past school year. Formal endorsement was given a resolution passed by the Joint Recess Legislative Committee on Agriculture which bears on vocational work in the agricultural schools and in other schools offering vocational courses. The resolution as endorsed by the Committee on Education is as follows: "Be it resolved by the Joint Legislative Recess Com- mittee on Agriculture: "First, That we endorse the vocational educational pro- gram now in operation in Alabama, and that we especially commend the vocational type of instruction being given in the state secondary agricultural schools in both agri- culture and home making. "Second, That it is the opinion of the committee that agricultural instruction now being given by vocational teachers, who are trained both in theory and practice of agriculture and who are teaching the subject in the class rooms and supplementing such teaching by actual farm work at the homes of the pupils enrolled and who are organizing and teaching classes of adult farmers along vocational lines, will result in improving the methods of farming and tend to hold the youths of the rural sections of the state on their home farms. "Third, That the committee believes the vocational method of teaching the art of home making is fundamen- tally right and when introduced into all of our schools to- gether with evening instruction made possible for adult women in rural communities will go far towards bringing to Alabama homes better economic conditions and a greater degree of happiness and contentment. On invitation of the citizens of the Alliance school dis- trict in Jefferson county, the Committee visited that school. Formal request was made that the Committee recommend the establishment of a state secondary agri- cultural school at that place. The cause was advocated by a number of local citizens as well as interested per- sons in other sections of Jefferson county. The Commit- tee was favorably impressed with Alliance as a suitable place for such a school and endorses the establishment of a state secondary agricultural school in the Ninth Con- gressional District. The Committee recommends: (a) That if it is consistent with the states income for the next quadrennium, the schools need of annual in- creased appropriation for maintenance be duly recognized, and if an additional annual appropriation be made to these schools, it be made contingent on the construction of dor- mitories by local communities. (b) That a state secondary agricultural school be established in some agricultural community in the Ninth Congressional District. 34 COUNTY TRAINING SCHOOLS FOR NEGROES In a large number of counties in the state with large negro population there are county training schools for the purpose of giving junior high school courses of instruc- tion to negroes of high school grade. These schools offer courses leading to the preparation of teachers for low grade certificates and courses in agriculture and home making. The General Education Board cooperates with county boards of education in the construction of buildings and maintenance of the institutions provided recognized standards of physical equipment as well as an approved number of teachers are maintained. County training schools are in operation in Alabama in the following counties: Autauga, Baldwin, Bibb, Chambers, Clarke, Coosa, Coffee, Conecuh, Hale, Henry, Lowndes, Mobile, Pickens, Randolph, Sumter, Tuscaloosa, and Walker. The following conditions are imposed on county boards of education in the recognition of county training schools for negroes. A school building of four class rooms with a work room for girls, and a vocational building with class rooms and wood and iron shops for boys; an annual ap- propriation of not less than $1,000 for the payment of teachers' salaries; a faculty of not fewer than four teach- ers employed for work in regular branches for not less than eight scholastic months each year ;• suiitable equip- ment for the girls' work room and the shop building for industrial work for boys. The State Board which administers the John F. Slater, Julius Rosenwald, and Anna T. Jeanes trust funds, and the State and Federal Vocational Education funds gives assistance in the construction and equipment of buildings and in the payment of salaries of teachers. 35 CHAPTER III NORMAL SCHOOLS The Committee visited all of the normal schools of the state, the Class A normal schools located at Troy, Jack- sonville, Florence and Livingston, the Class B normal school located at Daphne, and the Normal School for Ne- groes located at Montgomery. PHYSICAL PLANTS At every one of the Class A schools visited crowded conditions exist, but not to such a great extent at Living- ston. This school, however had a capacity attendance. The president stated that on account of the inability to find boarding accomodations in the town it had been necessary to limit the attendance to the dormitory facili- ties provided for this institution. The physical plants of all of the Class A normal schools are poorly arranged and on the whole inadequate for the purpose used. Modern training schools have been constructed recently at Jack- sonville, Livingston and Florence. The Presidents of these institutions stated that these buildings are totally inadequate for training school purposes, providing accom- odations only sufficient for the first six elementary grades. The school plant at Troy, located as it is right on the railroad, is to be abandoned as soon as means are provided for the erection of new buildings on the recently acquired site located a mile distant from the present build- ings. The training school building is in course of erection on this new site, the funds for which were appropriated by the Legislature of 1919. These institutions have more than doubled in attendance during the past three years and_are seriously handicapped through a lack of facilities. 36 During the regular term, summer quarter and extension work more than half of the white teachers of state are served by these schools. No greater compliment could be paid to these institutions than is evidenced by the fact that literally hundreds of the teachers of the state are willing to live crowded in the cramped quarters, tents and poorly arranged rooms which must be resorted to by the institutions, as well as in private homes, in order to avail themselves of the opportunity of pursuing courses which will add to their efficiency as teachers in the public schools of the state. Lack of classroom, laboratory, li- brary and dormitory facilities at these institutions con- stitutes one of the most serious barriers to the improve- ment of the work of teaching in the elementary schools. In order to have better teachers opportunity must be af- forded young men and young women to attend normal school with modern school plants in which the regular work may be carried on and at the same time make at- tractive and wholesome the life of the student body while engaged in preparation for the teaching profession. The attendance at the Class A normal schools has more than doubled in the last three years. This increase has come without a corresponding increase in the facilities for carrying on the work. The following example, which is typical, will show something of the increase in these schools: ATTENDANCE Troy: 1919-20 1920-21. 1921-22. . 534 . 849 1,123 The regular session attendance at Troy has advanced from 277 in 1920 to 542 in 1923, practically a hundred per 37 cent increase. The summer school attendance at this in- stitution has increased from 257 in 1920 to 721 in 1922, with an outlook for an even larger summer school attend- ance for the current year. At the Florence Normal School we find an enrollment during the regular session oi 606. The enrollment for the summer school of 1922 was 947, making a total en- rollment during the past twelve months of 1,553. The increase in attendance at Jacksonville is corre- spondingly as great, while that at Livingston, as above stated, is limited on account of the lack of boarding ac- commodations in the town. The above given figures on attendance are exclusive of pupils enrolled in the training schools. EXTENSION WORK The extension work at these institutions has had phe- nomenal growth since its inauguration three years ago. Instructors from these schools go to the various counties organizing in convenient locations classes with which they meet periodically from eight to twelve times during the school session. The instructor from the normal schools organizes a class which affords the teacher opportunity to study under the guidance of an expert the school problems in which he is engaged every day in his regular duties as a classroom teacher. At the same time the work is so organized as to represent the equivalent of a residence course, for which the institution gives full credit should a teacher securing the credit desire to attend the institu- tion and work for a diploma or a degree. More than 3,000 teachers have been engaged in the extension work during the present year, and the calls for this character of as- sistance show that only a beginning has been made. The only support given this service is a small amount appro- 38 priated by the State Board of Education and the inciden- tal fees collected from the teachers. TEACHING STAFF While the handicaps of the normal schools are great on account of lack of dormitories, classrooms, etc., perhaps the greatest and most serious limitation is in the small- ness of the teaching staff. At every one of these institu- tions it was found that the instructors were uniformly under the necessity of teaching a larger number of classes and a larger number of students per class than standard conditions allow. In a great many instances instructors in these schools are carrying fifty per cent above the regu- lar assignment. This cannot continue for any great length of time without lowering the efficiency of these schools to the point where the service will be seriously af- fected. In order to develop the extension work and make most effective the work in residence, the faculties of these institutions would have to be increased fifty per cent, and in the last analysis this would be economy in view of the larger service which would be possible to the elementary schools of the state. The summer schools at these institutions have been carried on by order of the State Board of Education but without any appropriation for maintenance. It has al- ready been brought out that this is also true in regard to the extension work. If these schools are to thrive and function with a proper degree of efficiency it is absolutely necessary to immediately provide them with funds to car- ry on these two types of service. So very pressing is the need for relief in regard to the summer schools that un- less means are provided to take care of the expenses of the summer sessions these institutions will be seriously involved. These summer sessions, originally begun on a small scale as an experiment, have developed to such an 39 extent that in spite of the limitations of all expenditures to the barest necessities these institutions are being forced into debt to provide each summer for the thousands of young men and women who come for training. CLASS B NORMAL SCHOOL AT DAPHNE The plant of the Daphne Normal School is very poorly suited for such an institution. An abandoned courthouse and jail constitute the buildings available for its use. The president stated that 48 normal school students were m attendance. The Committee has come to the conclusion that the operation of a normal school at this point is not practicable or feasible. The fact that there are insuffi- cient facilities for training school purposes would make it unwise for the state to invest money in a normal school in an inaccessible location like Daphne. Since the present school is doing little more than high school work it is the judgment of this Committee that the normal school work at this institution be abolished. Persons desiring to teach who live in this section of the state find it convenient to attend other normal schools already well established and doing successful work. To continue to invest funds for a teacher training institution in an isolated location such as Daphne is, in the judgment of this Committee, nothing less than a dissipation of the States resources which are in sore need of conservation in order to meet the pressing claims of other institutions more firmly established and more fortunate in location. THE NORMAL SCHOOL FOR NEGROES LOCATED AT MONTGOMERY The location of the Normal School for Negroes at Mont- gomery appears to be very fortunate indeed. It is in the center of the colored population of the state and in a com- munity deeply concerned in the success of the right kind 40 of negro education. This institution has an enrollment of 762 for the current year and for the summer session of 1922, 670. The extension service of this school during the past year reached 644 teachers. The regular normal school department of this school has just recently been organized, while the work in the senior high school in which teacher training instruction is given has been ad- justed so as to give the most serviceable training to stu- dents who are to teach in the negro schools of the state. No greater evidence of the service of this institution can be found than in the fact that it has enrolled students from 56 counties of the state, representing practically every county in which there is a considerable negro popu- lation. The plant at this institution is entirely inade- quate, inasmuch as this school must serve all the negroes of the state, who represent about two-fifths of the popu- lation. Classes are much more crowded than in the white normal schools. The teachers have heavy loads as in- structors, making impossible satisfactory daily prepara- tion. Laboratory and library facilities are almost non- existant. While a new dormitory for girls has been pro- vided the school is in sore need of additional boarding fa- cilities. The problem of providing for this institution is one which has to be faced by the present Legislature if this type of educational service to the negroes is to be developed and maintained. 41 CHAPTER IV INSTITUTIONS OF HIGHER LEARNING The matter of providing adequately for the higher education of the youth of the state has been more care- fully considered in the past few years perhaps than at any period during its history. The rapid increase in attendance at the University and at the Alabama Poly- technic Institute has brought home to every thinking citizen of the state the crying needs of these institu- tions. Since it was brought out in the hearings at the Alabama Technical Institute and College for Women that many hundreds of girls are being forced to leave the state in order to have the opportunity for higher educa- tion, it behooves every patriotic citizen to be deeply con- cerned about the facilities for educating young women. The authorities of these institutions are to be com- mended for their efforts to provide opportunity for worthy boys and girls to earn funds with which to de- fray their expenses while attending school. It was brought out in the hearings that hundreds of young men and young women students are dependent upon their own resources. Advantage is taken of every worthy means of earning money by these aspiring young people. The State can well afford to make an investment in the development of this practically unlimited supply of po- tential energy which should be released for the upbuild- ing of our commonwealth.* The drives for funds for the University and Auburn were not only of value to the institutions in the amounts pledged but the information which was given to the public through the press and at the numerous gather- 42 ings as well as by personal interviews has brought about a fuller recognition on the part of the people of their responsibility for providing educational opportunity for the thousands of ambitious boys and girls who aspire to places of leadership in the affairs of our own state and nation. A failure to recognize and to provide adequate- ly for this type of education will make it necessary for many of them to leave their own state for life preparation, while for a large number it will mean the closing of the door of opportunity if the state fails in the crisis which in reality exists at the present time. Other states will send the products of their institutions into Alabama to assume places of leadership in busi- ness, professional and commercial affairs. We have been told over and over again of the bound- less natural resources of our state, of its strategic posi- tion for present and future development of manufactur- ing enterprises, of the high and splendid quality and character of its citizenship. All of these potential ad- vantages will not enable the state to take and maintain its place in the vanguard of progress unless the citizen- ship supports an adequate program of education for the boys and girls of today who are to be the men and women of tomorrow—a school system which lays the necessary foundation in the elementary grades and continues with ever broadening opportunities for cul- ture and vocational preparation through the secondary schools with full and generous provision for academic and professional courses in the state supported insti- tutions of higher learning. UNIVERSITY OF ALABAMA The Committee visited this institution and had the opportunity of looking over the plant and equipment 43 and to note the general character of the service being rendered the state. In the hearings held it was brought out that the support of the institution came from state appropriations and from the interest on endowment funds, together with the small appropriation from the General Education Board to supplement the salaries of teachers. For several years the institution has been cooperating with the Federal Veterans' Bureau, assist- ing in the rehabilitation of the veterans disabled while in the service of their country in the World War. The amount of funds from this source, however, is diminish- ing and the president stated it would soon become a ser- ious financial burden to the institution to carry on the work unless means were taken to increase the number assigned for training. The dormitory facilities of the University are inadequate. There are probably less than half enough classrooms, laboratories and library facilities. In many classes the number is so large as to make it necessary for pupils to sit in the windows. The average size class was reported to be more than fifty. Such conditions as this make practically impos- sible anything like satisfactory classroom instruction. What is of even greater and more serious concern is the fact that a very large percentage of these classes is taught by immature instructors and assistants who have had no experience and only the most meager prep- aration. The first and most important prerequisite for success in any institution for the training of youth is well qualified teachers. Many limitations in the way of equipment and facilities generally may be overcome, pro- vided the students have an opportunity to be instructed by a real teacher who is a scholar and a student and who is master of the subject he presents. 44 It would seem, therefore, that the first need to be met would be providing a more mature and better trained group of instructors. This is not said with any idea of discounting the splendid training and professional equipment of the professors who are employed in the University. It applies to the many assistants who, on account of the large enrollment, are employed in order to meet even in this unsatisfactory way the demands made upon this institution by the people for the train- ing of their sons and daughters. ALABAMA POLYTECHNIC INSTITUTE This institution, located at Auburn, has even less in the way of physical plant than the University. While the buildings were in as good condition as it is possible to maintain them, the best interests of the state in a number of instances would be well conserved if certain of the buildings could be abandoned or replaced with modern up-to-date structures. The support of this in- stitution is largely from the state, supplemented by Federal grants. The extension service of this institu- tion is separate and apart from the college proper and is not provided for by the same appropriations. The Smith-Lever Act provides Federal funds for the exten- sion service, which must be matched by approximately an equal amount from the State Treasury. This insti- tution also has an appropriation from the General Edu- cation Board for the supplementing of teachers' salar- ies, which is discontinued July first. The Committee found the classes crowded, lack of classroom and laboratory facilities, and perhaps the greatest of all, a lack of dormitory facilities. The in- creased demand upon this institution made for provid- ing educational training for young men and young worn- 45 has brought to it many more students than can be properly instructed by the regular professors. It has, therefore, been found necessary to employ young and im- mature persons to fill positions as assistants and in- structors, etc. The work of the institution cannot, in the circumstances, be up to the high standard which should be maintained in the institutions of higher learn- ing of the state. What has been said in reference to the University is equally true of this institution. While its lack of physical plant is appalling the first consideration should be given to the matter of providing a better trained faculty. It is unnecessary to repeat that this criticism does not apply to the large number of pro- fessors who have contributed and still are contributing so much to the success of this institution. ALABAMA TECHNICAL INSTITUTE AND COLLEGE FOR WOMEN This institution, located at Montevallo, while not crowded still was practically running at full capacity. There were over 4G0 students enrolled with a small per- centage of these in the high school department. This in- stitution has since its establishment been operated as a junior college until recent years. At present it is in the transition period and it is proposed at its next ses- ^ion to go on the full four-year college basis. In addi- tion to this it is proposed to continue some five or six two-year courses for which diplomas will be granted. The president stated that the greatest need of the in- stitution at the present time was a more adequately trained faculty. This he regarded as absolutely essential to the success of the four-year college program. There appears to be a definite demand for a woman's college in the state and this the board of trustees of the 46 Montevallo Institution has proposed to provide. It should be borne in mind, however, that one of the fundamental purposes which prompted the establishment of this in- stitution was the training along practical lines of the many hundreds of young women of the state who find it necessary to earn a living. Particular stress, there- fore, should always be given to courses of this charac- ter. There is a demand for an increased appropriation for the organization of home-making courses in the various schools of the state for girls and women. If a sufficient number of teachers for these courses are to be provided without leaving our state to secure them it will be necessary to give special emphasis to the training of young women for this purpose in this in- stitution. No doubt the board of trustees and authori- ties recognize this increasing demand for trained work- ers in this field, which, it appears at present, is much greater than this institution is able to supply. Proper recognition of the needs of this institution will call for enlarged facilities, new dormitories, classrooms, and laboratories, etc. However, if this institution is to be supported as a four-year college then all courses which are equivalent or a duplication of courses already of- fered in other state supported schools should be elimi- nated. GENERAL The three institutions of higher learning which have been already discussed in the foregoing paragraphs rep- resent in a way the state's investment for future leader- ship in its own sons and daughters. Numerous matters relating to higher education have been brought to the attention of the Committee, but taking it as a whole no serious criticism can be placed against the administra- tion of these institutions. The presidents of the Uni- 47 versity and Auburn both feel that extreme care should be taken in preventing athletics from overshadowing the real purposes and diverting the activities of large groups of students from the regular work of the classroom. However, when kept within proper bounds a wholesome interest in athletics is not only to be approved but is undoubtedly essential to the maintenance of proper morale in large bodies of young men students. This ap- pears to be almost equally true in institutions for young women. One of the greatest responsibilities of the au- thorities in charge of educational institutions is to main- tain a proper balance between the regular activities of the school and the outside interests. The institution that attempts to eliminate the outside interests simply drives; away young men and young women who, while anxious to secure a college education, do not believe that to do so it is necessary to eliminate all contact with the outside world. Therefore, in all the institutions named lecture courses, athletic organizations, glee clubs, dramatic and literary societies, student publications, Y. M. C. A. and Y. W. C. A. organizations are recognized and encour- aged. All of these activities are carried on under proper supervision of the faculty and at no expense to the state. As long as these outside interests are kept within proper bounds they are helpful and essential and contribute no small part to the education of these young men and young women. In order to meet the demands on these institutions for increased facilities it will be necessary to provide a much larger amount for operation and maintenance and at the same time a still larger provision for additions to the physical plants in the way of dormitories, admin- istration buildings, classrooms, laboratories, libraries— in fact, all that a modern school plant demands. 48 AGRICULTURAL AND MECHANICAL. INSTITUTE FOR NEGROES AT NORMAL This school is considered under the head of higher institutions because it shares with the Alabama Poly- technic Institute in the Federal appropriations for land- grant colleges. The state has maintained this school for a number of years and has endeavored to provide training for intelligent negroes in the field of agricul- ture, home economics and the trades. At present it maintains classes only through the junior college but the large majority of the stu- dents are in the junior and senior high school grades. This institution seems to be emerging from an enormous indebtedness and if properly supported will undoubtedly afford suitable prepara- tion for negro boys and girls who are worthy of training for leadership of their own race. The buildings at this institution are perhaps in the most dilapidated condition of any under the control of the state. It is undoubtedly unwise and a serious danger to permit their continued use without improvements which would at least lessen the present alarming fire risk. This is particularly true of the building used as a dormitory for the girls. A proper development of this institution will necessi- tate the purchasing of additional farm lands. The impor- tance of emphasizing agricultural training is a matter which the Committee feels deserves careful considera- tion. The work in the shops appeared to be commend- able and the classes in the home-making courses had interesting exhibits. The development of this institu- tion is a matter which may well receive the careful consideration of the Legislature. 49 CHAPTER V SPECIAL TYPES OF SCHOOLS STATE INSTITUTIONS AT TALLADEGA, ALABAMA The Committee visited Talladega for the purpose of viewing the physical plants and observing the work of the state institutions for the deaf, dumb and blind lo- cated at that place. It is desired to stress the fact that these institutions are not eleemosynary in character but schools for the training of defective children. The time allotted for an inspection of the three schools was entirely too limited to alford opportunity for a care- ful survey of conditions. However, the physical plants, equipment and general conditions under which the work is being done were brought to the attention of atid carefully noted by the Committee. INSTITUTION FOR THE DEAF The enrollment of this institution is 216, which is an increase of 33 1-3% over the enrollment at the time the last special appropriation was made to the school. This increase in attendance has been made without extra effort on the part of the institution authorities. Casual observation convinces one that all available space in the school building is now in use. Rooms form- erly used for manual arts, as store room, and for chapel purposes are now being used as classrooms. The crowded condition of the institution makes this neces- sary. The dining room is badly over-crowded and, ac- cording to a report made to the Committee, the girls' dormitory is taxed beyond its capacity. Many single •beds are now accomodating two girls. 50 The absolute need for additional teaching force with- out additional funds to pay the salaries of teachers has necessitated the discontinuation of instruction in manual arts to the boys. Such instruction is, however, essential to the vocational training of many deaf boys and a way should be devised by which such instruction can be again incorporated in the school's program of training. On inquiry it was learned that the training given the girls is limited to instruction in sewing, the girls being deprived of training along other lines. This condition due to a lack of funds should be speedily remedied. The Committee was surprised to find that the girls in this institution have no opportunity to learn domestic science. Funds are not available for employing teachers qualified to give the necessary courses. Then too, the school, ac- cording to the report of the authorities, has not suffi- cient funds with which to purchase the necessary sup- plies and equipment for such institution. Believing that the State should do everything pos- sible to care for and enable its handicapped children to become self-supporting, the Committee suggests the fol- lowing: (a) Increased per capita appropriation to meet the increased cost of living of enrolled children. (b) The construction of needed buildings and the pur- chase of such equipment as is necessary to give more thorough training in a larger number of vocational branches. ACADEMY FOR THE BLIND The time spent at this institution, though limited, was very interesting. The Committee was fortunate enough to see the student body at chapel where an enjoyable musical program was given. The children gave evidence 51 of thorough musical training and showed intense inter- est in the entire program. The methods employed in teaching the boys the use of tools in the manual training department excited con- siderable interest on the part of the Committee. The pupils seemed to be deeply interested in the work, speci- mens of which were on exhibition. The demonstrations given by them convinced those present that the state is endeavoring to meet in a practical way her responsi- bility to her blind children. A report on the work of the Academy which was pre- sented embraces a definite statement showing the in- stitution's needs. It is evident that the increased ap- propriations asked for maintenance and the additional funds requested for building, equipment and for teachers' salaries are urgent at this time. ALABAMA SCHOOL FOR NEGRO DEAF, MUTE AND BLIND Fifty-eight pupils are enrolled in this institution which is located about one mile from the site of the schools for white children. Dormitory facilities are bad, the building being poorly ventilated and without fire escapes. Due tb the made- quate provisions the white superintendent and his fam- ily are forced to live in this building with the negroes. The authorities seem to be doing everything possible to advance the handicapped negro children in their ef- forts to secure training. The conditions under which they are being trained, however, are not altogether ac- ceptable. Better housing conditions, made safe against danger from the destructive effects of fire, is the Committee's chief recommendation. It believes that the state's first obligation to those whom it has assembled for instruc- 52 tion is to see that every possible precaution is taken to provide healthful living quarters and to protect their lives. ALABAMA BOY'S INDUSTRIAL SCHOOL The plant consists of 230 acres of land and about a half dozen buildings. Among the buildings are a new chapel and a new gymnasium. The hospital is an old, out-of-date wooden structure and although not suitably constructed for hospital purposes has been so arranged that it is answering the purpose about as well as any poor substitute could. Approximately 400 boys are enrolled in the institu- tion. The general morale of the student body is all that could be expected. In this connection it has come to the attention of the Committee that boys under ten years of age are admitted to this institution. This should be discontinued and provision made for children of this tender age through some other agency. The day of the visit afforded an inspiring sight. A large number of boys were busily engaged in carrying on the outside work of the institution. Practically all such work is done by the pupils. They operate the laundry; work in the printing office; make furniture for use in the school; make clothing; repair shoes; and do all kinds of farm labor. A number of boys were seen digging ditches; two were operating a linotype machine; one 13 year old boy was operating a Fordson tractor, and still others were doing various jobs on the farm. Only six teachers are employed for classroom in- struction. This means that the average number of boys to the teacher is 67, which is twice the number recom- mended for thorough work. The boys as a whole take 53 interest in their class work and are to be commended for the spirit with which they discharge their duties. ALABAMA VOCATIONAL SCHOOL FOR GIRLS This institution is located at Woodlawn, Alabama, and is managed by a local board of directors. The purpose of its founders was to give vocational training to worthy girls of good character who would not otherwise have had a chance to get such training. The school's enrollment numbers 32. It is housed in a new building on a five acre tract of land and is taught by two teachers, the course of study embracing only elementary grades. There is no equipment for voca- tional work. The girls get training in cooking, sewing, housekeeping and gardening by doing the work of the school home. According to a statement of the Board of Directors, the school has had a history of useful service covering a period of thirty years. Many girls have gone from this institution into home life and employment in the com- mercial world and are now contributing to the upbuild- ing of the state. Under an act of the Legislature of Alabama, approved September 30, 1919, the name of the institution was changed from Mercy Home Industrial School for Girls to Alabama Vocational School for Girls and an annual appropriation of $6,320.00 was made for its support, maintenance and improvement. The Committee's obser- vation leads to the conclusion that the work of the school is restricted because of lack of buildings and maintenance funds, and since it was established for the purpose of giving vocational training and there is no equipment whatsoever owned by the school for that pur- 54 pose, it is evident that the institution cannot possibly measure up to the responsibility it has assumed. During hearings a committee made an appeal in be- half of the institution. The substance of their appeal was to the effect that the state take over the school, re- tain the present board of directors as managers, make an appropriation of $150,000.00 to be used for purchasing additional land, constructing buildings, and buying equipment, and in addition make a monthly appropria- tion of $25.00 for the maintenance of each girl enrolled. The Committee from the Board of Directors estimated that the institution would finally take care of 200 girls. However, that number would not be expected to enroll for several years. While the Committee has only commendation for the splendid service of this institution, it cannot see its way clear to recommend that the State take over this insti- tution or that increased appropriations be made there- for. STATE TRAINING SCHOOL FOR GIRLS The physical plant of this school consisting of four cottages, a school building, and a hospital, is located on a tract of land of 22 acres about five miles from the center of the city of Birmingham. The buildings are all new, modern and well equipped. Under an act of the Legislature, approved October 30, 1919, an appropriation of $50,000.00 was made to this institution for the erection of buildings, purchase of land, and making the necessary improvements. An act approved by the Legislature October 2, 1920, provided for the removal of the State Training School for Girls from its location at that time to a site better suited to the purpose for which it was established. Authority for the removal of the school was vested in the State Board 55 of Control and Economy with the approval of the Gov- ernor. The new buildings were constructed for a ca- pacity of 112 girls. There are now 144 enrolled. The building originally intended for a laundry is being used for dormitory purposes, and, according to the superin- tendent, it must be so used until additional cottages are constructed. The personnel of the faculty consists of the superin- tendent, seven matrons, three teachers and a nurse. A monthly allowance of $25.00 is made the school for the maintenance of each girl. The institution is in need of at least two more cot- tages, an administration building and additional land. These needs are urgent and should have the careful con- sideration of the Legislature. The visit to the school impressed the Committee very favorably with the im- portance of the work being done as a means of offering training to girls who need consideration at an age when: such training will accomplish the greatest amount of good in shaping their future careers. ALABAMA REFORM SCHOOL FOR NEGRO LAW BREAKERS , The Committee did not make an inspection of this in- stitution. In order that the members of the Legislature may know something of the purposes for which this school was established, how it is governed, and what support it receives, a general statement bearing there- upon is submitted. The school is located at Mt. Meigs, Montgomery county. It is governed and controlled by a board of trustees, composed of the Governor, State Superintendent of Education and seven others. It was established and is conducted for the proper education and training of juvenile negro law breakers, lawfully committed to it. The course of instruction in- eludes common school education with training in agri- 56 culture and industries, special stress being placed on manual training in an effort to make self-respecting, in- dustrious, good citizens of the boys committed thereto. No criminal over 15 years of age is admitted to the in- stitution. The title to the school property, consisting of 20 acres -and several buildings, was originally vested in the "State Federation of Colored Women's Clubs. The board of trustees has bought additional land and constructed such buildings as were needed. The per capita appropriation for the support and maintenance of the school is $10.00 for each person con- fined. The school receives an additional annual appro- priation out of the State Treasury amounting to $3,720. This amount is spent under the direction of the board of trustees. The earnings and other revenue or dona- tions are likewise expended for purposes that board of trustees may deem proper. The Committee recomfnends the continued support of this institution. ALABAMA SCHOOL OF TRADES AND INDUSTRIES The School Code approved September 26, 1919, pro- vides for the establishment of the Alabama School of Trades and Industries at Ragland, Alabama. The pur- pose of the institution is the education and training of white boys and young men in all the useful and indus- trial occupations and in the arts and sciences, and to enable the students to acquire education and training by employing a part or portion of their time while in school to pay all or part of their board and tuition. The act authorizing the establishment of the school provides for the appointment of five trustees to serve until September 30, 1923, at which time entire manage- ment and control of the school shall be vested in the State Board of Education. The board of trustees was duly appointed by the Governor, met, organized and 57 projected plans to raise $30,000.00 for building pur- poses, it being required under the act that that amount shall be raised before the state appropriation of a like amount is available to the school. Early in January the Governor was notified that the full amount had been raised. He immediately released the state appropria- tion of $30,000.00 and the trustees made plans to begin the erection of buildings on a plot of ground of more than one hundred acres, located near the town of Rag- land. Building has not yet been begun and the school is not in operation. It was the desire of the board of trustees that the school be organized in order that the work of constructing the building might be done by the students. It developed that t,he maintenance of $5,- 000.00 could not be available until the buildings were constructed and ready for teaching purposes. In projecting the building plans, the trustees found that it would be impossible to construct a minimum plant with the $60,000.00 available and that a school of trades could not be maintained with the limited maintenance fund of $5,000.00. It was therefore deemed advisable by the trustees that the further need of funds be pre- sented to the Legislature with the request that additional appropriation be made which would enable the board to make effective the real purposes of the act authorizing the creation of the school. It was pointed out that the minimum plant to do successful work is a dormitory, administration building, and a work shop, together with the necessary equipment for each. It was estimated that it will take $100,000.00 to supply the needs. The board of trustees has to its credit $60,000.00 at this time for building purposes. An addition of $40,000.00 would be required for building and equipment purposes. 58 The attention of the Committee was further called to the fact that a maintenance fund of $12,500.00 is needed for the operation of the school the first year, that it will require $15,000.00 for such purposes the second year, $20,000.00 the third year, and $25,000.00 for each year thereafter. The request of the trustees is that the school be given an additional appropriation of $40,000.00 for building purposes and that an annual maintenance fund amounting to $73,500.00 for the next quadrennium be appropriated as stated above in lieu of the $20,000.00 already provided for. The Committee is convinced that whether or not any additional appropriation is made to the school for building purposes it will be very difficult for the institution to maintan a school of trades wthout an increased annual appropriation for maintenance. CAMP HILL INDUSTRIAL INSTITUTE A committee of Tallapoosa county citizens brought to the attention of your Committee the work of the Camp Hill Industrial Institute. Information was given to the effect that a former Legislature had given official recog- nition to the school by making a limited appropriation. It was stated that efforts are now being made to raise $1,000,000.00 by private subscription and that it was the desire of the petitioners that the Legislature of Ala- bama should make a donation to the fund, thereby in- fluencing other donors. BIRMINGHAM ASSOCIATION FOR THE BLIND The Birmingham Association for the Blind presented in a very interesting manner the efforts being put forth in Birmingham to train and give employment to blind persons of both sexes of that city and district. Tfie funds thus far used in such training have been raised in Birmingham from private subscriptions, membership 59 fees, and proceeds from tag days held for raising funds. The city board of education of Birmingham has given the Association the use of a cottage in which instruction is being given blind white persons, and the negro blind are being taught in a building furnished for the purpose by interested persons. However, within a short time training quarters will no longer be available. Attention was called to the fact that the Federal Cen- sus gives Alabama 1,200 blind persons. Two hundred of these live in Jefferson county. At present the Birming- ham workshops are the only institutions that offer train- ing to adult persons, the Talladega institution admitting only persons under twenty-one years of age. A request was made that a state institution for the training of blind persons with workshop attached be established at Birmingham for the training and employment of blind persons in Alabama. It was stated that the Blind Asso- ciation would provide a lot to be used for building pur- poses and the annual salary of one person, a legislative appropriation of $25,000.00 for building purposes and a per capita maintenance fund being requested of the Legislature. 60 CHAPTER VI STATE DEPARTMENT OF EDUCATION The Committee has availed itself of the vast amount of information which has been brought together by the State Department of Education in the performance of its duties under the State Board of Education. A rather exhaustive study has been made of the activities of this Department. A careful inquiry among the various edu- cational people of the state, as well as among the citizens generally, reveals the fact that the services of the De- partment are regarded as constructive, definite and es- sential to the progress of education. In an organization as large as the Department it is natural that some mis- understandings and occasional complaints are registered, but taking the services of this Department by and large there is every reason for the conclusion that the returns to the state for the investment in this type of general control is valuable and that the continued success of the program of education, which has meant so much in the way of definite progress during the past decade, is de- pendent upon the intelligent, sympathetic and wise co- ordination of all the educational activities through such an organization as the State Department of Education. The Committee examined into the organization of the Department and called before it the State Superinten- dent of Education and the various members of his staff. The service of this Department is organized at present under ten different heads or divisions, each division be- ing responsible for a special type of work assigned un- der the law. The divisions organized are as follows: Executive and Business Management; Teacher Train- 61 ing, Certification and Placement; Statistics; Rural Edu- cation; Elementary Education; Secondary Education; Vocational Education; Physical and Health Education; Exceptional Education; School and Community Better- ment. Careful scrutiny was made of the work of each of the divisions named. The Committee was furnished with an extensive report setting out the duties and the character of work performed by each division. The Department of Education through its responsibil- ity for general control has to do with all expenditures for public education, including the elementary, secondary and normal schools. For the year just closing the total amount involved represents an expenditure of more than $14,000,000. In addition to the responsibility for the general con- trol of all educational expenditures of public funds the Department handles numerous benevolent funds which are made available by various interested persons and foundations. The General Educational Board of New York is responsible for the salaries of six members of the Departmental Staff, including the traveling ex- penses of these members. In addition to this the Gen- eral Education Board makes appropriations for the ne- gro training schools of the state and the summer schools for negro teachers, as well as appropriations for equip- ment. The Rosenwald Fund is provided by Mr. Julius Rosenwald to assist in the erection of negro school buildings. More than $25,000 a year is provided for this purpose. In order that this work may be promoted this Fund also provides for half the salary and expenses of a negro field worker employed by the State Board of Education who gives his time to promoting building pro- jects in negro communities and in assisting in the train- ing of negro school teachers. The Department is also re- 62 sponsible for the administering of the Jeanes and Slater Funds. The Jeanes Fund is used to provide negro su- pervisors in the counties that have a large negro pop- ulation. The Slater Fund is used to aid in the support of the county training schools. Another important aid which has meant more than the mere dollars and cents contributed has been the fund furnished by the various women's clubs of the state for promoting the work among adult illiterates. The largest fund admin- istered by the Department is made available through the Smith-Hughes and Smith-Bankhead Federal appro- priations for vocational education. This fund is avail- able to the several states in the union when matched by a like amount from the State Treasury. It was found that half the salary and half the traveling expenses of nine other members of the Department's Staff are paid out of Federal appropriations. The employment of these mem- bers of the Department is a prerequisite to securing Fed- eral funds. The members of this particular group are engaged in the work of carrying on the vocational train- ing of many thousand boys and girls in vocational classes throughout the state. The rehabilitation of men and women disabled in industry or otherwise is also a service performed in cooperation with the Federal authorities. DIVISION OF EXECUTIVE AND BUSINESS MANAGEMENT The Division of Executive and Business Management is responsible for the records of the Department of Edu- cation and the proper checking of all expenditures for educational purposes throughout the state. Apportion- ment of the funds to the several counties of the state, and the drawing of requisitions authorized by the various leg- islative appropriations for educational purposes are func- tions of this Division. Although the expenditures for 63 educational purposes along all lines have been more than doubled in the past decade the clerical staff of this Divis- ion has not been increased. The work of this Division is very heavy at the present time. TEACHER TRAINING, CERTIFICATION AND PLACEMENT The Committee had occasion to investigate the work of teacher training in the normal schools and in a less definite way in the other institutions of the state. There seemed to be a general approval of the program of teach- er training in the state at the present time. While the system in vogue permits many low grade teachers to of- fer instruction in the public schools of the state, it is undoubtedly necessary to continue this plan in order that the public schools may be operated. The reports sub- mitted by the Department show that during the year fol- lowing the War nearly 2,000 emergency provisional cer- tificates were issued, while during the past year less than SCO certificates of this character were used. The Committee feels that the present method of co- ordinating the work of teacher training through the De- partment of Education is highly essential to the success of a state-wide program. This coordination should com- prehend ail phases of this work—preparation in normal schools and institutions of higher learning, extension service, professional reading courses, supervision of in- struction and county institutes. The Committee recommends for serious considera- tion to all school authorities the importance of elimi- nating as rapidly as conditions permit the appoint- ment of inexperienced, low grade teachers who in many cases have very little beyond elementary school education and who have not had opportunity of making any preparation for the very important work of the school room. 64 DVISION OF STATISTICS The work of this Division centers around the assemb- ling and interpreting of educational statistics. Under the law, record forms, blanks and all system of school ac- counting used in the State Department of Education, counties and cities and in all institutions under the State Board of Education are prepared or approved by this Division. The handling of matters for publicity and the editing of bulletins are important duties of the statisti- cian. The Committee regards this type of service of very great importance to the work of education and be- lieves that the proper handling of all matters assigned to this Division, particularly that which pertains to giving to the public full and accurate information, will mean a better understanding on the part of the general public and an increased appreciation of the tremendous task which rests upon the State Board of Education in its work of promoting interest in and the continued support of progressive educational practices and measures. DIVISION OF RURAL EDUCATION This Division is responsible for the rural schoolhouse building program. It also aids counties, cities and dis- trict authorities in local tax elections. Considerable at- tention and time appears to be given to the promotion of consolidation and transportation projects. It was shown that the cost of providing plans and specifications and supervising the construction of rural school buildings during the past three years has been slightly less than one per cent of the total amount expended for these pur- poses. This policy has resulted in more excellent build- ings thoroughly modern and constructed in accordance with plans and specifications which are in keeping with present day educational demands. The expenditures for 65 rural schoolhouse construction represent one of the finest examples of efficiency in the handling of funds for the improvement of educational conditions. The work of the Department in cooperation with the county superinten- dents of education and the building committees in the various communities of the state merits cordial approval and continued support. There is a rapidly growing sentiment in favor of con- solidated schools in the rural sections of the state. Such schools offer many advantages in efficiency and in or- ganization not possible under the old system. The devel- opment of consolidated schools appears to be especially rapid when good roads are found; in fact, the growth and interest in the development of schools appear to go hand in hand with the improvement of the roads. The report furnished by the Department shows some very interesting facts on rural school consolidation. A COMPARATIVE STUDY OF CONSOLIDATION OF SCHOOLS Small Schools Consolidated Displaced by Schools Consolidation Number of consolidated schools 219 598 Cost of building 3 5 2,758,278.00 $261,060.00 Cost of equipment 424,437.00 50,320.00 Number of teachers with two years or more college training 519 72 Number of teachers with two years professional training 541 88 Length of service of teabhers (in months) 14.5 8.3 Number of recitations per teacher 11 25.5 Salary $88.00 $62.50 Enrollment 39,701 19,449 Per cent of daily attendance 79 62 Average length of term (in months)... 7.6 6.3 Pupils enrolled in high school grades... 7,045 2,009 66 DIVISION OF ELEMENTARY EDUCATION This Division is administered under the general direc- tion of the Division of Teacher Training, on account of the close relationship between supervision of instruction and the training of teachers. The Department has a very definite program of training teachers in service which has taken the form of supervision of instruction in counties where supervisors have been employed. Any plan or program which makes possible the improvement of the class room work in the schools of the state should have the endorsement and constant support of all educa- tional authorities. Elementary, city and rural schools have a common program, using the same textbooks. This is in accord with the best practice throughout the coun- try, since it is a generally accepted principle that only the fundamentals may be offered in the elementary schools, and these subjects are as essential in one section of the country as in another. In order that this program may be presented in the most intelligent manner for use by the teachers in the public schools of the state it is necessary to have a great deal of attention given to the preparation of material for use by the teachers in the elementary grades. This service is in cooperation with the Teacher Training Division of the Department. Combined with this is the responsibility of assisting teachers in elemen- tary schools throughout the state to make proper use of all materials provided, and this is being carried on at present in a most effective way through the county su- perintendents and the elementary supervisors of instruc- tion employed in the several counties of the state. DIVISION OF SECONDARY EDUCATION The service of this Division is outlined as follows: 1. The organization of high schools for more effec- tive instruction. 67 2. The improvement of business administration of high schools. 3. The Development and organization of junior high schools. 4. Study of the relation of high schools to the elemen- tary schools on the one hand and to the colleges on the other. 5. The accreditment of high schools. In every phase of this service the high school supervis- ors have reported much progress. The rapid growth in high school attendance has been stimulated by the activi- ties of the Department through this Division. The im- provement of the work of instruction in the high schools is no less important than any other phase of educational service. After all, the instruction is the big thing in edu- cation to which all other elements are subordinate and valuable only in that they contribute to the success and efficiency in this field. A steady and commendable in- crease in the number of college graduates engaged in high school work is reported. For a number of years it has been realized that there was a bad break between the elementary school and the ordinary high school, and it came at the most critical time in the child's life. This Division is trying, through the junior high school, to overcome this difficulty by pro- viding opportunity for the child to find his predilections and aptitudes, and thereby give more definite direction to his future educational efforts. Perhaps the most rapid growth in any phase of educa- tion in the next few years will be in the high school field. More pupils will be completing the elementary grades as longer terms are provided. This will create an increasing demand for high school accomodations. The already crowded conditions will be further congested 68 unless definite provisions are made for increasing very rapidly the present high school facilities. DIVISION OF PHYSICAL AND HEALTH EDUCATION The work of physical education has for its purpose the setting up and promoting of a definite program of physical and health education. This program provides for proper physical training for the children throughout the elementary, junior and senior high school courses. An intelligent presentation of the program is important. Physical examination of children by the county health authorities is an important part of the health education program. Since a proper respect for and an appreciation of health is important personally and from a community point of view, it is the opinion of the Committee that this service should be promoted and given a more definite place in the instruction of children in all classes of public schools. Care should be taken to prevent it from degen- erating into the support of a quasi professional form of athletics in our high schools and colleges. It should mean a study and a practice of all the habits and activi- ties that will function in good health and physical fit- ness on the part of all the children in the schools of the state. VOCATIONAL EDUCATION The Committee hearings developed the fact that the people of the state consider vocational training as being one of the most important educational services now pro- vided. This type of training is comparatively new. Very little definite progress had been made before the passage of the Smith-Hughes Federal Vocational Act, which made available for this character of training an appropriation from the Federal Treasury. This appropriation was very small in the beginning but increases each year until 69 1926, when the amount available for the State of Ala- bama will reach a total of $157,928.45. The present amount available is something over $100,000. All Fed- eral appropriations must be matched dollar for dollar by State appropriations. In carrying on this work the State Board of Education has prepared a state plan which is approved by the Federal Board for Vocational Education. The following table will show the rapid growth in this work since its beginning in 1917. GENERAL SUMMARY, DEPARTMENTS AND CLASSES— FEDERAL AND STATE VOCATIONAL EDUCATION ACTS Year ending June 30: 1918 1919 1920 1921 1922 1923 Agriculture: Departments 13 26 37 51 66 90 Enrollments 241 405 765 1,042 1,662 2,052 Home Economics: Departments 1 3 9 27 35 44 Enrollment 14 49 285 943 1,187 1,259 Trades and Industries: Departments 9 18 37 50 76 92 Enrollment 195 288 846 1,050 1,457 1,625 Teacher-Training: Departments 5 5 6 7 8 11 Enrollment 115 157 310 391 450 475 Total: Departments 29 52 89 135 185 237 Enrollment 548 899 2,206 8,426 4,756 5,411 Total Number Teachers Employed 1922-23 196 Total Departments and Classes 245 Total Enrollment 5,411 It was brought to the attention of the Committee that no provision was made for instruction in home making courses for girls. It was shown that this important 70 phase of vocational education for young women should be neglected no longer. In order to secure the proposed Federal appropriation for this purpose and to continue the development of the work until it is made available it will be necessary to make an appropriation in an amount which, will eventually equal that made for the vocational agricultural training of boys. The Committee is in thorough accord with this proposition. In the matter of training men and women disabled in industry or otherwise the report of the Department would indicate a serious handicap in the lack of mainte- nance funds. The Federal appropriation to Alabama which amounts to $22,305.56 is conditional upon an equal amount from the state. In order to make possible the further development of this work it seems that it would be wise to make $5,000 of the state appropriation avail- able for maintenance purposes and that a special appro- priation of at least $5,000 be made for the same purpose. No type of service which the state is rendering is more worthy than the rehabilitation of men and women dis- abled in industry or otherwise. A man who is incapaci- tated through accident, the loss of a leg, hand or an eye, which prevents him from continuing his usual vocation often becomes a burden to society. It is only the excep- tional person who rises above such a handicap. But with a definite program for immediately handling cases of this character the person usually refrains his self-respect, acquires the knowledge of a different occupation and thus continues to be an independent member of society capable of providing for his own needs through his own labor, a consideration of the greatest importance in a democ- racy like ours. The state may well continue and increase its efforts to provide this type of service which, after all, is an economic investment of the people's money. 71 EXCEPTIONAL EDUCATION For more than ten years through private and public support efforts have been made to remove illiteracy from every section of the state. A study of the census report shows that no small measure of success has crowned the efforts of the interested citizens and educational authori- ties who have been promoting this program. The re- moval of illiteracy is only one element of exceptional edu- cation which is handled through this Division. The need of caring for the feeble-minded in various communities is certainly worthy of careful consideration, and to this end an appropriation has been recommended by various organizations for this purpose. The greatest service which exceptional education has had is not perhaps in the training of the 18,000 or more illiterates during the past three years but it is through the by-products that the greatest contribution to the communities has been made. The by-products have been an educational awak- ening on the part of the communities where these adult schools have been held, a desire for better school build- ings, a willingness to be taxed therefor, a growing im- provement in living conditions and more interest in health and sanitation both at home and in communities, a more wholesome conception of the improvement of community life activities and a growing interest in the affairs of the state. For the promotion of this work, particularly in enlarging the service in the removal of adult illiteracy, there should be provided an increased appropriation to the end that Alabama may even at a be- lated hour do a fuller part by her sons and daughters who have grown to manhood and womanhood without the benefits and blessings which come from a knowledge of the barest fundamentals of an elementary education. 72 DIVISION OF SCHOOL AND COMMUNITY BETTERMENT Under this division school and community organia- tions are fostered. At present there are more than 500 such organizations in the state, through which more than a million dollars annually is provided for the im- provement of schools. No estimate can be made of their value to education. Every worthwhile movement for the betterment of schools as a rule has its inception in one of these school or community organizations. It is con- sidered a very important and worthwhile service of the state to provide a trained worker who prepares pro- grams and assists in planning the types of service which these many organizations render. The proper apprecia- tion of the school on the part of the patrons and a clear conception on the part of the teachers of their duty to the community are elements of the greatest importance in the school and community organization. Parents and teachers meet and discuss common problems and arrive at a mutual understanding which results in better pro- gress on the part of the children, more intelligent work on the part of the teacher and a fuller sympathy and co- operation on the part of the parents. These are matters of vital significance in any program of education in our state. 73 CHAPTER VII SCHOOL LAWS The Committee has been agreeably surprised that so few proposed fundamental changes have been brought to its attention at the various hearings. It is not too stating it too strongly to say that there seems to be an almost unanimous feeling on the part of teachers and educational authorities, as well as of the rank and file of the people generally, that very little legislation is needed at the present time on matters relating to the administra- tion and operation of the public schools. This does not mean that the laws at present on the statute books are perfect and without certain weaknesses, but on the whole the operation and administration of public schools under the present system of laws would appear to be progress- ing in a satisfactory manner to the vast majority of the people of the State. The Committee, therefore, in taking up the question of revising the laws, has endeavored to consider only those matters that appear to be in need of revision, or where it is essential that certain provisions be supplemented to the end that the legal machinery for controlling the ad- ministration of our schools may work more effectively and with the greatest opportunity of giving uniform and satisfactory service to all concerned. STATE BOARD OF EDUCATION The Committee unqualifiedly endorses the principle of the State Board of Education with general powers of coordinating the work of education throughout the State. It is only through this agency that the Legislature can 74 put into operation state-wide policies, and the Depart- ment of Education, which is under the control of the State Board of Education, can more effectively serve the needs of the schools when it has the counsel, judgment and direction of a board made up of men and women of recognized standing and ability, and who are well known for their services in civic and educational affairs of the state. While there may be some objection to a large board, the Committee believes that in order to insure an equit- able distribution of responsibility, it would be wise to amend the law providing for a state board of education so that it will be composed of the present ex-officio mem- bers and one member from each of the congressional dis- tricts of the State. This recommendation is not made with any spirit of criticism of the present Board. COUNTY BOARD OF EDUCATION The county board of education as at present consti- tuted is sufficiently large and gives ample opportunity for full representation of all the different sections of the county. While this character of representation has been the rule in the vast majority of the counties, there has been some just cause for complaint that members of the county boards of education in certain counties have been selected from one or two communities, and on this ac- count do not represent as fully as might be desired all sections of the county.. The Committee therefore recom- mends that the law governing the election of county boards of education be amended so that one member of the board shall be chosen from each commissioner's dis- trict or similar sub-division and one from the county at large, all members to be voted upon, however, by the qualified electors of the entire county. There is also suf- 75 ficient justification for making it unlawful for a member of the board to accept employment from the board or to contract, sell or carry on business with the board directly or indirectly. DISTRICT TRUSTEES The Committee believes that where the district -trus- tees by majority desire to withhold approval of the ap- pointment of any teacher it is unwise for such teacher to be employed in the schools of the district. Therefore, in order to carry out this suggestion, a change in the law is recommended to this effect. MISCELLANEOUS There are numerous other matters of varying im- portance which have been brought to the attention of the Committee with suggested changes in the school law that might possibly be for the interest of the schools. The Committee, however, does not feel that the vast majority of these are of sufficient importance to bring to the at- tention of the Legislature. This is not to be understood as meaning that the Committee is opposed to any further revision of the School Code. It simply represents the ma- ture judgement of the Committee that it is unwise at this time, or at any time for that matter, to attempt too many changes in the administering machinery of any depart- ment of our government. 76 CHAPTER VIII SUMMARY OF FINDINGS AND RECOMMENDATIONS 1. ELEMENTARY EDUCATION The rural school building program which has been made possible by appropriations beginning with the Leg- islature of 1911 has given more than 1,000 modern school buildings to the children of the country schools. This program should be continued and larger support pro- vided for it. There is a demand for increased state-aid for the larger types of buildings, which should receive the careful consideration of the Legislature. The average length of school term for the state has been gradually increasing during the past five years. It is gratifying to know that this average has reached 141 days. It must be kept in mind, however, that the terms in by far the larger part of the country schools of the state are shorter than this average. The reports show that 45 counties have schools for less than seven months. Crowded conditions in the city, town and larger consoli- dated schools call for relief. It is therefore considered wise and just that a special fund be provided for the lengthening of the school terms in counties taking the maximum advantage of present available sources for the support of the schools, and that means be provided for greatly strengthening the character of service which 'is being rendered at present by the schools with longer terms. A great waste of time and funds is due to the fact that such a large percentage of the children of school age are not enrolled and that a distressingly large percen- 77 tage of those enrolled do not attend with any degree of regularity. Good business as well as simple justice to the children of the state demands that the attendance in our public schools should be raised to a much higher percentage of the school population. The administrative authorities in charge of the operation of the schools are responsible in large measure for the improvement in regard to this important matter. It is believed that a more general enforcement of the present laws in regard to attendance will eliminate this criticism. In order to profit by the increased support which may be provided for elementary education it is highly import- ant that the teachers be afforded an opportunity to make preparation for the work of instructing the children. It is an unwise use of the tax payer's money to employ un- trained as well as inexperienced teachers. With the teacher training institutions of the state operating throughout the year and extending their services to prac- tically every county of the state through the organiza- tion of study centers for groups of teachers there is little reason for employing in teaching positions persons who are totally lacking in training for the work. II. SECONDARY EDUCATION The urgent need for additional funds to maintain coun- ty high schools which are attended by pupils from all sec- tions of the county has been met by county boards of education from appropriations from the General Funds which are needed to maintain rural, elementary and high schools. It is therefore deemed advisable that the condi- tional appropriation availble for county high schools be made $3000 contingent on local appropriations of one dol- lar for every dollar paid to individual county high schools for school purposes. This will release part of the funds now appropriated by county boards for county high 78 school purposes for use in extending the terms in rural schools. General conditions of county high school buildings, all of which have been deeded to the State of Alabama, are such that the need of repairs and equipment justifies the recommendation that the rural school house fund be made available for the repair and equipment of county high schools under the same conditions and for the same amount as in the case of rural school houses. There is a great demand for high school education in rural districts. The large type schools now being estab- lished, where large numbers of boys and girls of high school age gather, furnish a difficult problem for county boards of education. It is therefore recommended that a liberal part of the proposed equalizing fund be set aside for the purpose of aiding in the establishment and opera- tion of junior and senior high schools in the rural dis- tricts of the state. The crowded conditions of the state secondary agricul- tural schools is a matter which demands immediate at- tention. The Committee recommends that if an increased appropriation be provided for those institutions it be conditioned upon the community or county in which the school is located providing adequate dormitory facilities. III. NORMAL SCHOOLS The lack of facilities at all the state normal schools makes further development of these institutions impos- sible without relief. This applies to the whole physical plant, dormitories, laboratories, libraries and classrooms. These institutions are attempting to serve practically double the number for which they are equipped. The teaching staff is so limited as to make the service in many instances very unsatisfactory. Your Committee, there- 75 fore, recommends that additional support be provided for the continued development and maintenance of these institutions. This is done in view of the well recognized fact that the success of the elementary schools of the state depends upon an improved and intelligently trained teaching force. The training of this force is the func- tion of the normal schools. IV. INSTITUTIONS OF HIGHER LEARNING The increasing interest in higher education which has resulted in more than doubling the attendance in the state institutions during the past quadrennium has brought the people of our state face to face with a crisis. These institutions should be given immediate relief, which would provide for extensive building programs and an- nual amounts sufficient for maintenance and operating purposes, in keeping with the support given similar in- stitutions in our neighboring states. The alternative is to allow the present crowded conditions to continue. The work of these institutions at the present time is unsatis- factory. The high schools are turning out an ever in- creasing number of graduates clamoring for higher edu- cational opportunities. Those who are financially able to do so in the circumstances will go to other states that have been more generous in providing opportunities for college education. Many thousands of worthy boys and girls, however, who must depend upon their own efforts and resources will be deprived of the opportunity to se- cure college training, and the state, as a consequence, will be the loser. V. SPECIAL TYPES OF SCHOOLS The educational institutions at Talladega, Alabama, established for giving training to the deaf, dumb, and blind of both races are crowded, improperly equipped, in 80 need of buildings. Additional funds with which to pro- vide these needs as well as to pay the salaries of a larger teaching force should be provided. The state cannot deny relief to these schools which were established for the training of defective children. There is a responsibility confronting the Legislature which can be met only by ap- proving through Legislative Enactment a reasonable pro-' gram which will result in the better care and more effi- cient training of these children, who are as much entitled to recognition as those who are fortunate enough to pos- sess all of their senses unimpaired. The Boys' Industrial School at East Lake, Alabama, is one of the State's educational assets. It is crowded, needs additional buildings and equipment and a mainte- nance fund for employing teachers and meeting other necessary expense. The last Legislature provided for an entirely new plant for the State Training School for Girls which is located about five miles from the heart of Birmingham, and, although the buildings constructed and equipment purchased were thought to be sufficient at that time, on the occasion of the visit of the Committee the institution was found to be crowded and in need of addi- tional physical equipment to provide both quarters and training for the girls who are committed thereto. It is therefore recommended that due consideration be given the requests made by the board of trustees of these in- stitutions. The conditions referred to in the two above named in- stitutions for wayward white children exist also in the Alabama Reform School for Juvenile Negro Law Break- ers located at Mt. Meigs. This institution should likewise have the careful consideration of the Legislature and the necessary funds be made available to relieve the over- crowded condition that exists at this time. 81 VI. STATE DEPARTMENT OF EDUCATION School authorities in the cities, counties and insti- tutions of all kinds assured the Committee that they were receiving cooperaton from the State Department of Education and that its services were constructive and valuable. The forward-looking policies of the Depart- ment have set a high standard of achievement in every phase of the educational service of the state. • It would therefore, in the opinion of the Committee,-be a serious mistake to restrict or interfere with the constructive pro- gram of education upon which the people of the state have entered during the last few years, the continuation of which in no small measure is dependent upon the lead- ership and the coordination which is provided under the general guidance of the State Board of Education. VII. SCHOOL LAWS The entire School Code has been given careful consid- eration by the Committee and bills will be presented pro- viding for such revisions as are deemed urgent and neces- sary at the present time. In this connection it may be well to reiterate the opinion that it is not desirable to make sweeping experimental revisions of the school laws. Such changes should be made only in cases where serious conditions exist and no other remedy under the present provisions of the law appears to be possible. The pres- ent system of school laws is on the whole working satis- factoyily throughout the state and it would be unwise to suggest miscellaneous amendments which would tend to interfere with the uniform administration of school affairs. APPROPRIATIONS The subject of appropriations has not been dealt with in detail by the Committee in its report. It has merely endeavored to point out to the Legislature in some meas- 82 ure the facts, the needs and the conditions as they exist- A schedule of the needs for the various types of educa- tional service for the next quadrennium has been pre- pared and is in the hands of the Budget Commission. If there is to be any progress along educational lines during that period, or even if present standards are to be main- tained liberal, increased appropriations will be required. CONCLUSION The Committee believes that the greatest service which can be rendered the state will come through making' available sufficient funds for a more adequate support of our schools. This applies to all parts of our school sys- tern, from the primary grades to the institutions of high- er learning. Many matters have come to our attention relative to the improvement of the schools, but this is the- one paramount need, the providing increased support for all divisions of our school system in order that the educa- tional opportunity in Alabama shall be on a parity with that of her sister states of the Union, and shall be made more nearly equal in all the counties of the state. A general demand has been formed for the accomplish- ment of these two purposes. To this end, therefore, in concluding this brief study of the educational conditions and needs of Alabama, which has been made during the past few months, your Committee recommends that a proposed constitutional amendment be submitted providing for a four mill-state tax for educational purposes, to be apportioned as fol- lows: IV2 mills to the institutions for higher learning, (University, Auburn, Montevallo and Negro school at Huntsville) ; 6/10 of one mill to the four Class A Normal Schools and the Negro Normal School, 1 9/10 mills-to the common schools; and that when the funds from this source become available the institutions for higher learn— 83 ing and the Normal Schools shall receive no appropria- tions other than from their respective apportionments of the four mill tax. The Committee further recommends that from the funds for the common schools there should be set apart approxiately $1,000,000.00 as an equalizing fund to be used for equalizing the length of school terms in the ele- mentary schools of the several counties; so that each would have at least seven months' term; and for the de- velopment and support of a system of high schools in the rural communities, so that every child may have an opportunity to obtain a high school education conven- iently and inexpensively. In addition to lengthening the school terms there would be sufficient funds provided to eliminate or at least greatly reduce the incidental fees now required for ad- mission to many of the elementary and high schools. The submission of this proposed amendment will give the people of the state the opportunity to determine for themselves whether the present system of schools with their limitations is to be continued or whether a larger and more comprehensive program of education is to be provided for the children of Alabama. The above report is approved by the Committee as a whole, although differences of opinion prevailed in cer- tain particulars. Hattie H. Wilkins, Chairman, Walter S. McNeil, Lewis Bowen, Shorter C. Hudgens, Chas. S. Culver, S. M. Adams, J. C. Inzer, G. J. Hubbard, J. W. LeMaistre, Will O. Walton.