mm 4' \ Cornell UnlversHy Library LB 2809.K14 Organization Of state <||fKSll«llllini'" 3 1924 013 056 787 DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION BULLETIN, 1920, No. 46 ORGANIZATION OF STATE DEPARTMENTS OF EDUCATION L. A. KALBACH DIRECTOR OF STATISTICS, BUREAU OF EDUCATION and A. O. NEAL SPECIALIST IN RURAL EDUCATION f^f WASHINGTON GOVERNMENT PRINTING OFnCE 1921 , ADDITIONAL COPIES OF TH-IS PUBLICATION MAY BE PROCURED FROM THE SUPERINTENDENT OF DOCUMENTS GOVERNMENT PRINTING OFFICE WASHTNGTON, D. C, AI 10 CENTS PER COPY INTRODUCTION. Like Topsy our State departments of education have "just growed up." Few of them can look back to any definite birth as State departments of education. Very few, if any, except those that have been recreated by recent acts of legislatures or constitutional amendments have been thoughtfully created and organized in full consciousness of the functions they should perform. From small and inadequate beginnings they have grown by accretion rather than by development from any central idea of functions to be performed, as the small independent schools of separate and individual communities have coalesced to form county and State systems. Probably a majority of them had their origin in a State school officer under the title of superintendent of public instruction, superintendent of schools, or other similar title, who took over work mostly of a clerical nature previously performed by the State auditor or treasurer and in an exofiicio board of education made up of political officers elected or appointed for other and very different functions. The time and energies of these officers were absorbed by the duties properly belonging to the offices to which they were appointed or elected. They very naturally considered those duties more important than the incidental or accidental duties pertaining to the office which they held only because they had been selected to fill other offices considered of sufficient importance to have an existence of their own and to be filled by persons supposed to be able to perform intelligently and acceptably the duties belonging to tiem. State school officers, taking over the duties, chiefly clerical, which had been per- formed by auditors or treasurers and other State officers in fragments of their time and probably without additional pay, were paid little. In most of the States the mistake was made of supposing that this office could be made a political office subject directly or indirectly to the vicissitudes of partisan government, as if, forsooth, the political parties as such ever advocated different educational policies and as if the peo- ple would tolerate partisan influence in their schools. As a political office, elective or appointive, it did not formerly, and in some States does not now, rank with other political offices in pay, in prestige, or as a stepping-stone to political preferment considered of a higher grade and more desirable. Nominating conventions have all too often left this office to the last and then chosen a candidate for it to placate some paitisan or sectarian faction or to give recognition to some neglected section of the State. Governors, in appointing chief school officers, have frequently been guided by similar motives, or, worse still, have made this appointment through personal favoritism or in recognition of partisan obligation. In the meantime education has come to be the chief business of the States. For its support the State and local units of county, township, district, and municipality spend more money annually than for any other one thing of public concern. The public-school system, including elementary schools, high schools, colleges, universi- ties, normal schools, and other professional and technical schools, and agencies for extension education, has come to be our greatest cooperative enterprise, requiring for its management and control professional and administrative ability of the very highest character. This all thoughtful persons^ informed on the subject are begin- ning to realize, but, as ia plainly showoi by statistical tables in this study of the or- ganization of State departments of education, the practices of the day of small things m education still exist in many States to an extent dangerous if not fatal to the best interests of education. Chief school officers in most of the States are still paid salaries pitifully small as compared with what are, or should be, recognized as the duties of their office. They are elected on partisan political tickets, or without full regard to their professional or administrative ability are appointed by governors so elected. Most State boards of education are wholly or partly made up of persons elected or appointed for the performance of other and quite different duties in offices supposed to be worthy of being filled by persons elected or appointed directly to them. Other boards are indefinitely constituted. The office of the State superintendent in almost all of the States is so poorly staffed that it is wholly unable to perform effectively most of its proper functions and to give to the school system of the State the administra- tive and professional Bcr-\ace it should have. 3 4 IJfTKODUCTION. Within the last decade much improvement in these conditions has been made in some States, and in a very few States conditions are approaching the ideal. There is, I believe, no other task of statesmanship so important and so nearly common to all the States as this of reconstructing or remaking the State department of education 80 that it may, wholly separate from and independent of partisan politics, be adequate to the full performance of its legitimate functions and free to adjust and readjust itself to the constantly changing requirements of education as may be necessary to meet the ever developing and enlarging needs and demands of the expanding, rich, and throbbing life of society. State, and Nation. The sooner this is done the better it will be for education and for all that is dependent upon it. As a basis for the reconstruction of the State departments of education, I submit the following suggestions, the soundness of which, I feel Bure, will be proven by a care- ful reading of this bulletin and by any further comprehensive study of the subject. 1. Educational administration has in principle, and should have in practice, no direct relation to partisan politics as we know partisan politics in this country. The public school system of any State is its greatest cooperative enterprise, supported by aH the people in proportion to their ability, regardless of the amount of their wealth, and regardless of any political or religious affiliations, in order that all the children of all the people may, regardless of their poverty and all other conditions, have as nearly as possible equal and full opportunity for the education that will best develop their individuaUty, and prepare them for life, for making a living, and for the duties and responsibilities of democratic citizenship. From the standpoint of statesmanship and the public welfare, all the people are interested alike in the schools. Our poUtical parties do not differ in regard to educational principles or practices any more than they do in regard to the Ten Commandments or the moral code; and to attempt to make education a matter of partisan pohtics is good neither for education nor for politics. Education is the largest and most important part of what has well been called our "purposive government," through which all the people are served and united, rather than controlled under poUcies on which the people are divided into parties. Un- usual ability and devotion are required for the wise and effective administration of the system of education involving the expenditure of many millions of dollars annually (the average for the States is now not less than twenty-five million dollars); the direction and professional assistance of many thousands of school officers and teachers (an average of from fifteen to twenty thousand to the State) ; and the promo- tion of fundamental policies affecting directly the lives and destinies of hundreds of thousands of children and youth (an average of approximately five hundred thousand to the State), and directly or indirectly determining the welfare of all the people and the destinies of State and Nation. 2. The nature of its work and the relations of the State department of education are such as to make necessary much wise counsel, as well as definite administrative action. Well-considered policies are frequently more important than quick action. Constant and conservative development is much better than a succession of special "drives" for particular purposes, however effective they may be temporarily, and more fruitful in educational results than a disconnected succession of personal adminis- rtations, however brilliant. For the effective application of these principles, State departments of education should be organized somewhat as follows: 1. A State board of education, nonpartisan, nonprofessional, made up of men and women of affairs, selected from the State at large because of their fitness for this position rather than for their fitness for some other. They should be men and women of recog- nized abiUty, sterling character, breadth of mind, and nobility of purpose, catholic in thought and feeling, devoted to the public welfare, convinced of the importance of education, and willing and able to give time and energy to the duties of their office. The members of the board should represent fairly all sections of the State, rural and urban, and the main professions, occupations, and interests of the people. They should be men and women in close touch with the great interests of society and State, capable of representing the people worthily in planning for the results which they should expect from their schools and other agencies of education, and in formulating fundamental policies for the support, control, and development of the State system of education and all its more important parts. The State board of education should consist of seven or nine members, serving for seven or nine years, the term of one member expiring each year, so as to give to the board continuity and constant newness. No person having served more than half of the full term should be eligible to reappointment or reelection. No person should hold membership in the board except thi'ough definite appointment or election. There should be no ex officio members. INTBODTJCTION. 5 If necessary for convenience of appointment or election the term of office should be made such as to make the term of two members to expire every second year. Members of the board should be elected by the people from the State at large, or they should be appointed by the governor and confirmed bjf the senate, as may seem best in any State; but, however chosen, no person belonging to any political party should be eligible for appointment or election when more than half of the members of the board are of that party. Members of the board should not be removable from office except for negligence of duty, malfeasance in office, or crime against the State, and then only by impeachment, or, if elected by the people at large, by impeachment or recall by a majority vote. This is necessary to prevent the removal of members or packing of the board for sinister purposes and to give the feeling of responsibility and freedom neces- sary for good service. Members of the board should not be paid a salary, but should be paid a very liberal per diem and all necessary expenses for a reasonable number of days in the year for attending meetir^s of the board and for necessary service on com- mittees. Small salaries would attract men and women of small ability. Large salaries would tempt members to try to earn their salaries by meddling with executive details properly belonging to the paid employees of the board. Not to pay reasonable per diem and all necessary expenses would deter many men and women eminently quali- fied for such service from accepting membership on the board. Ordinarily the board should not need to have more than four or five regular meetings, of five or six days each, in the year, and there should be need for very few special meetings. The State board of education should have general control of all the educational inter- ests of the State as embodied in the public elementary and secondary schools for normal children, in schools for special classes of children, as the deaf, the blind, the crippled, subnormal and incorrigible children, and in schools for special kinds and jahases of education. There should not be separate boards for the control of vocational and technical education, nor should there be any other division of control that tends to break th e system of education into disconnected fragments. The State board of educar tion should also have general control of the schools for the professional preparation of teachers, normal schools, and teachers' colleges. Whether this board should also have a general control of the State schools of higher education, other than those whose chief function is to prepare teachers, is a matter which must be left for each separate State to decide. There is as yet no experience sufficient to enable one to judge intelligently in regard to this. The same is true in regard to the policy of having separate boards for each of the two, three, or four such schools in a State. It is quite clear, however, that any separate board or boards for such schools should be required by law to make to the State board of education such reports as it may rec[uest and should cooperate with the State board of education in such way as to harmonize and unify the work of the schoola of higher education with the work of the other schools of the system. This is of the greatest importance, since for the best results all the schools of the State of whatever kind and grade must function as one organism, the life blood flowing through it all. , The board should understand its functions to be wholly legislative — the defining of results to be obtained and the formation of policies in harmony with the constitution and laws of the State; and, when desirable, to propose new laws or modifications of laws already in existence. It should never concern itself with executive details, and its members should remember that, like other legislative bodies, when not in formal session, the board has no power to function as such, and its members no powers or responsibilities unless definitely authorized by the board as awhol* to carry out some particular function committed to them. Legislators are only private citizens, possessed of no official functions when the legislative bodies to which they belong are not in formal session. In this sense the State board of education (and all other boards of education) are legislative bodies. For the executive duties of the depart- ment, the board of education should elect a chief executive, a commissioner of edu- cation, and upon his recommendation and under proper regulations all his associates and assistants. Only fitness for the work to be done should be considered in the selection of any of these. The board should elect its own chairman from year to year. The commissioner of education should be its secretary. 2. A State commissioner of education elected by the State board of education from tho country at large and only because of professional preparation and adminis- trative ability. Many able and efficient chief school officers have come into office by popular election or by gubernatorial appointment. Both methods have some advantages, but neither can be considered as sure and reliable as appointment by a nonpartisan board. No other method of selection is rational if this officer is to be responsible to the board. The term of office should have no reference to the change of officers connected with the partisan government of the State. It should be indefi- nite or for a period of years long enough to make possible the consistent develojtoent of administrative pohcies. b INTEODUCTIOK. The commiasioner of education should be the executive officer of the State board of education, and, under its general control, should have charge of the entire public- school system of the State and should be given such freedom of action aa is necessary for executive efficiency. Under any_ right conception of the duties and responsi- bilities of the ofiice of State commissioner of education, it must be regarded as the most important educational office in the State, requiring knowledge and ability of the highest order. Its requirements and compensations should be in keeping with this conception. It is only reasonable that the salary of the commissioner of educa- tion should be as large as or larger than that of any other officer of education in the State, city or county superintendent of school, or the president of any normal school, college or university. ' ' 3. A competent staff of expert deputies, assistants, and clerks, appointed by the State board of education upon the recommendation of the commissioner of education. The size and organization of this staff will, of course, vary from State to State. There should, however, in all States be separate and well oiganized di\'isions for all the more important phases of the educational work of the State, and for such adminis- trative tasks as the collection and preparation of statistics and the promotion of gen- eral educational interests. The organization of the department of education of the State of Alabama, which follows closely recommendations made by the United States Bureau of Education, illustrates fairly well what la needed for States of average size. In Pennsylvania, New York, and Massachusetts the departments of education ap- proach the ideal for the larger States. More important than the size of the staff is the character of its personnel. The heads of the several divisions of this staff and their principal assistants should be men and women of the highest and best ability. To a very large extent the eificiencj- of the department and the character of all the educational work of the State will depend upon the character of these men and women. As the commissioner of educa- tion, they should be chosen from the country at large and only for their fitness for the work to be done. Salaries and conditions of service should be such as to enable the board of education to obtain and hold in these positions the services of the most competent men and women. False economy here can not fail to have its evil effect throughout the entire school system, and the effect may be disastrous. Even for the sake of economy in the department itself, it is important that responsible heads of divisions should be chosen to direct effectively the activities of the clerical assistants. The principles generally recognized in business, which demand efficiency in respon- sible positions at any reasonable cost, rather than the practice too often found in government offices which sacrifices efficiency to cheapness, should be observed. The value of the return from the expenditure of millions of dollars of public funds for education, of the other millions which parents and guardians expend privatelj' that the children may attend school, and of all the time and energy of children, teachers, and local school officers, depends to a large degree upon the character and efficiency of the department of education. Cheap policies and bad business principles should not be tolerated here. Responsible officers in the State department of education are, or should be, the guides and leaders of the people in all matters pertaining to education, upon which, in a democracy like ours, all else waits. It is neither good nor safe that the leaders be weak or blind. Where there is no vision, the people perish. Where there is weakness in place of strength, there can only be stagnation and death where there should be progress and life. P. P. Cl.\xton, Commissio7ier. ORGANIZATION OF STATE DEPARTMENTS OF EDUCATION. Contents. — State boards of oducation-"— composition, appointment, size, powers and duties, laws relating to. State superintendent of public Instruction— title, term of office, manner of selection, powers and duties, laws relating to. Staffs of State departments of education— number of officers, compensation, laws relating to. STATE BOARDS OF EDUCATION. The movement toward the establishment of the State board of education as the administrative head of the educational system continues to gain ground. At the present time there are 42 States having such boards with functions relating to the common schools. Of the other 6 States, Iowa, Nebraska, Ohio, and South Dakota have boards known as State boards of education with functions restricted, in Iowa to the charge of State institutions of higher education, including the State normal college; in Nebraska to the administration of State normal schools; and' in Ohio and South Dakota to the administration of the vocational education laws. Only Illinois and Maine have no board known as the State board of education, but both have State boards for vocational education, the establishment or designation of such boards being necessary to en- able the States to participate in the funds appropriated by Congress for the promotion of vocational education. Composition of State hoards of education. — The composition of the boards having functions relative to the general school system in the several States is shown in the accompanying table (see p. 10). The table shows the number of ex officio members in each board, the officers designated as ex officio members, number of appointive or elective members, by whom appointed or elected, length of term, etc. Of the 42 State boards of education, 8 are composed entirely of ex officio members who are officers of the State with offices at the State capitol. These are Colorado, Florida, Kentucky, Mississippi, Missouri, North Carolina, Oregon, and Texas. In one other State, Nevada, the board is composed entirely of ex officio members, the president of the State university being a" member, in addition to the governor and State superintendent of public instruction. Boards created in recent years consist entirely or almost entirely of members appointed by the governor. Seven boards have no ex officio mem- bers whatsoever. The governor is an ex officio member of the board in 18 States; other State political officers, aside from the State super- 7 8 STATE DEPARTMENTS OF EDUCATION. intendent of public instruction or other chief State school officer, in 13 States; the State superintendent in 30 States; the president of the State university in 6 States; the president of the State agricultural and mechanical coUege in 4 States; presidents of State normal schools in 4 States; and other educational officers in 1 State. Appointment of the State hoard of education. — Of the 33 States having appointed or elected members on the State board, 27 leave the appointment to the governor, subject in some cases to approval by the State senate; in 2 States, New York and Rhode Island, the members are selected by the State legislature; 1 State (Michigan) elects by po^ar vote; in 1 State (Wyoming) the State superin- tendent appoints members, subject to approval by the governor; in 1 State (Virginia) 3 members are elected by the State senate and 2 by the State board; and in 1 State (Wisconsin) the governor ap- points 5 members, and the university board of regents, normal school regents, and vocational education board each selects 1 member. With respect to qualifications of members, 4 States, Arizona, Kansas, Virginia, and Washington, require that all the appointive members shall be persons engaged in educational work, and 7 others, Georgia, Indiana, Massachusetts, New Mexico, Oklahoma, Penn- sylvania, and West Virginia, require that a certain specified number of the appointed members shall be engaged in educational work. California, Idaho, and New York reqmre that none of the appointed members shall be engaged in educational work, while Indiana requires that 2 of the members shall not be engaged in such work. The tendency in the selection of board members seems to be to- ward appointment by the governor. This method, under proper restrictions, has a threefold merit: (a) It recognizes the' executive head of the State as responsible to the people for the efficiency of every department of the public service. It tends to make the board responsible to the public. (6) It centers responsibility where it can be definitely located. When the general assembly elects, it is difficult to locate responsibility. (c) Requiring that appointments be made from an eligible list, or in some other way throwing proper definite limitations around the appointing power, provides against abuse and protects the board from undue political interference. It is doubt- ful if it is ever advisable to make the governor a member of the board.' Size of hoard and term of office. — The size of boards varies from 3 to 13 members. Of the 9 boards composed entirely of ex officio members, 6 have 3 members each, 1 has 4 members, 1 has 5 mem- bers, and 1 has 7 members. Of the 7 boards having no ex officio members, 3 have 5 members each, 2 have 7 members each, 1 has 8 members, and 1 has 12 members. Of the 26 boards having both ex officio and appointive or elective members, 7 have 7 members, 5 1 Education Bulletin, 1915, No. 5. STATE BOARDS OF EDTJCATION. 9 have 8 members, 4 have 6 members, 3 have 9 members, 2 have 10 members, 2 have 11 members, and one has 4, one 5, and one 13 members. Taken all together, 10 of the boards are composed of 7 members -each, and in 28 of the 42 boards the number of members ranges from 5 to 9, both inclusive. The tendency, therefore, is in favor of a comparatively small board. The terms of office of ex officio members who are State officers terminate, of course, at the expiration of the term for which they were elected to the State office. Such terms are usually 2 or 4 years. In 24 of the 33 States having appointive members, the terms are from 4 to 6 years, inclusive; in 2 States, 2 years; 1 State, 3 years; 2 States, 7 years; 1 State, 8 years; 2 States, 12 years; and in 1 State the term is indefinite. Appointments are so arranged that usually the members retire in small groups, assuring continuity of poUcy. Duties and powers of State hoards of education. — The duties and powers of State boards are given in considerable detail in the tabular sta'tement on pages 11 to 22. These vary from practically nothing to coniplete control of the entire educational system of the State. The general tendency, however, is toward making the State board the responsible authority and giying it greater powers. A notable exception is the. State of Massachusetts, where formerly the State board had large responsibilities and much power. This was changed by an act of the legislature, passed in 1919, which makes the State board of education merely advisory to the State commissioner of education. This was offset, however, in the same year by Alabama, Minnesota, and New Hampshire, which created State boards of edu- cation with very large powers over the general educational systems. In only a few States are the boards or State superintendents given definite authority to require reports from or to exercise any super- vision over schools under private or corporate control. Strictly speak- ing there are no private schools in the United States, as all of them depend upon the public or some part of the public for their students and for their support, and their property is exempt from taxation. State authorities should be authorized to ascertain whether students attending such schools are receiving instruction to the extent at least of that prescribed by the compulsory education laws. Every edu- cational agency in the State is a part of the State's educational sys- tem and should be under the general administrative supervision of the State board of education to such extent as may be necessary to insure instruction in essentials equal to that given in the public school, but no further. Summary of tendencies. — In the development of a more effective agency for administering the State's educational affairs the trend is toward a State board of education as the jRiministrative head of the 23644°— 21 2 10 STATE DEPAETMENTS OF EDUCATION'. educational system; a board composed of men who have some knowl- edge of the business which they are to administer; a board appointed by the governor of the State with restrictions to guarantee fitness for the service and to guard against arbitrary use or abuse of the ap- pointing power; a board composed of from five to nine members, appointed for a term of from four to six yeai-s, and retiring in small groups — this to guarantee that degree of continuity in service and freedom from political interference that are necessary for effective service; a board made responsible for all the educational interests of the State and clothed with full power to administer the business. Compositicn of State boards of echication. states. Alabama Arizona Arkansas California. Colorado Connecticut. Delaware riorida Georgia. Idaho. Indiana !Kansas= . .* ■ Kentucky Louisiana. Maryland. - Massachusetts SJjificliigan ^^Minnesota Mississippi- Missoun Montana. Nevada. New HampsUre. New Jers^- New Mexico New York Nortli Carolina.. North Dakota Oklahoma Oregon :... — Pennsylvania Bhode Island South Carolina.... Tennessee Texas Utah , Vermont Virginia Washington. -- WestVu-ginia. 'Wisconsin Wyonung Ex officio memhets. 5.0 ■03 mo g-s sss ■a -sea o 3 ?, 2o Appointed or elected members. :|i Appointed or elected by— Governor., do.. -.-do..t. . ...do Governor.. do..... Governor.. do do do Governor. do do. Popular vote. . Governor Go^'emo^.. Governor , do do State legislature. Governor... do. Governor State legislature. Governor do. Governor., ....do. /State senate, 3. \State board, 2.. Governor .-..do w state superin- tendent.* 4 12J O in 8 7 3 11 5 5 « 6 13 9 3 H 7 7 4 .5 3 4 11 3 G 8 7 12 7 5 7 3 7 8 9 10 3 9 7 7 10 7 ■ Indefinite. . . , , , , , , ^ , > Governor appoints 5 members, umrersxty board 01 regents 1, normal school regents 1, vocational educa- tion board 1. s Governor's appointees. * With approval or governor. 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Ho ! ffiOl '"o " §■§■2 •sea l<" 12 STATE DEPAKTMENTS OF EDUCATION. a a ® c s£^-3 SS 8'| as ° S atiS g-§'S £ g a iriiil||i|!|,siiii- lisil '■ -^ O t. q3 ° S**" l:Sll fc^ xS5 i^S u S S M s§ 03 O P4 ^0 S! u 53 i p^r3 a Q4V3 las g ■si.," •a £ P C.2 a .2-8=' ■§ls- CO S I* a a (D 0} Pi® oga p.a (■> I" IX: 116; aws, 145- ^ *!B" oT ^^_a orado Const sees. Soho 1917, 147.) o^~^ c ^<1'' STATE BOARDS OF EDUCATION. IPs BSSg m CO j3 ti te K 573 g s2te 3 ate 4. bl SSS >9 0S a. 5S bias's o = •s 12 a a 8*^.9 2 i P,CU P OD X ^ O (Do "^-^ ^ 3 ■JsS ft'" ►>a A 3 PI'S pill O a^-§ ■" & <=M« -"g -Sons ■^'^fs, Ilia HI:-"- alios &a?^p.5 ca o . •PI'S a .■s . 25 s<»a 14 STATE DEPAETMEBTTS OF EDUCATION. liSiiii iiiii 111 iiii BH'S.i^'s|-a|i ■a a o «Jt3 fliS S.i >» •-^ ^ i g ° ss S S3 ?3 (u 3 CQ III, ||-§« r^ ffl S C Semi o g *-^ e3 r; a S g S 3 . i=l rt ° 1 S il &1 S2 m .g°s S 63 QJ »> _ a a o 0) 3 es .9'S cT . la| p.g'g "o.9 d o a "5 . as S p-ag. 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K d 3 w K ^^Sfc^as i3 ^g S dc3 1^ tX cj.a Oii n |t,„-a£SE-f ir^Sag .8— ss.2-s.-gSgii»S OT) ffl-i^ g co^ OB £ „ o s^ .*3 rt— C3 bfi.S O 5 IB O O m 3 1; ■*' ■" -K c '3 O.S ft fe ggg-j;ft„-gai.g, .>p, 2£^o7^S5^i2®--Mei g^..fe'g.gp,Mg^'g;go ■og«-S"^§f«'SgSl o ■3!- i^ Cm o o ''■^ o . . . i>>'S *^ B y ?> S S a> g o 1-S, "-- 1S§ rL*^. e ^ S 3^ t 3 cj oj o 9 S^ t £ 3 R <3 -^otSo S 'd rt -^3 o^ ■^ 1 £ "J w '3 1 V i !3 ■o R-at^ S H ■32 ffl c^ fi fc- t,S f^ a> o e5.2S'§g«^ a; > « C H.2 ■BE«§Co«S ir^ S 3 R g 03 0^ 03 trf ^ " ft ■o^fiSliSi g»a''nn>a ^ OKI S^tSfl" (^"a ® £ *- 2-2^ P K-Q S c3 ? P/S CO f^ ft3J3 «i2-i3 •o "* a„a.*3oS 3 "«'aj3o "rSJ-'^SsS^ O'^raRfli-pJCJ—, © ^ S t> •— ft s t> r* rt O 0%-i O O 5.5 BaiP,5R^ O ©CD xsi .IL M " c3 p,S gj o ? *-oS Ox** '=''§^' P- p, Phc]-M ° S Qj ftSgog .So*-* B ferio gSssS a g'' STATE DEPARTMENTS OIT EDIUCATIOM. 23 STATE SUPERINTENDENT OF PUBLIC INSTRUCTION. Data regarding the title, term, manner of selection, salary, and powers and duties of the State superintendent of public instruction or other chief State school officer are given in the tabular statement on pages 26 to 33. Title. — Eight different titles are used by the several States in designating the chief State school officer. The most common title is that of "superintendent of public instruction," which is now used in 30 States ; next in point of numbers is " commissioner of education," which is now used in 9 States, a gain of 5 States since 1915 ; the States using that term are Connecticut, Delaware, Massachusetts, Minnesota, New Hampshire, New Jersey, New York, Rhode Island, and Vermont. In Alabama and South Carolina the chief State school officer is desig- nated superintendent of education; in Georgia and Maryland, super- intendent of schools ; in Maine and Missouri, superintendent of public schools ; in Louisiana and Mississippi, superintendent of public educa- tion; in West Virginia, superintendent of free schools. In a con- siderable number of States the title is designated in the State consti- tution and can not easily be changed. The trend, however, seems to be in favor of " conrnoissioner of education/' which title came into use in connection with State officers in very recent years and has already been adopted in 9 States. Term of office. — The terms of office of chief State school officers vary widely in the different States, ranging from 1 year to an indefi- nite term. In Delaware and Rhode Island, the term is only 1 year; in 14 States, Arizona, Arkansas, Colorado, Georgia, Idaho, Indiana, Kansas, Michigan, Nebraska, North Dakota, South Carolina, South Dakota, Tennessee,' and Texas, the term is 2 years ; in Maine, 3 years ; in 24 States, Alabama, California, Florida, Illinois, Iowa, Kentucky, Louisiana, Maryland, Mississippi, Missouri, Montana, Nevada, New Mexico, North Carolina, Ohio, Oklahoma, Oregon, Pennsylvania, Utah, Virginia, Washington, West Virginia, Wisconsin, and Wyoming, 4 years ; in Massachusetts and New Jersey, 5 years ; in Minnesota, 6 years; and in Connecticut, New Hampshire, New York, and Vermont, the term is indefinite, the officer serving at the pleasure of the State boaM. Manner of selection. — Three methods of selecting the chief State school officer are followed: Election by the people, in 34 States; appointment by the governor, in 6 States ; appointment by State board of education, in 8 States. The changes in methods by the variaua States since 1915 are as follows: Iowa, from appointment by gov- ernor to election by the people; DeJiaware, Maryland, Minnesota, and New Hampshire, from appointment by governor to appointment by State board; and Massachusetts, where the State board has been 24 STATE DEPARTMENTS OF EDUCATION. made an adyisory body, from appointment by State board to appoint- ment by governor. The following shows the present method of selection in the various States : He is elected by the people in Alabama, Arizona, Arkansas, Cali- fornia, Colorado, Florida, Georgia, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Michigan, Mississippi, Missouri, Montana, Nebraska, Nevada, New Mexico, North Carolina, North Dakota, Oklah'oma, Oregon, South Carolina, South Dakota, Texas, Utah, Virginia, Washington, West Virginia, Wisconsin, and Wyoming. He is appointed by the governor in Maine, Massachusetts, New Jersey, Ohio, Pennsylvania, and Tennessee. He is appointed by the State board of education in Connecticut, Delaware, Maryland, Minnesota, New Hampshire, New York, Rhode Island, and Vermont. The following statement regardmg the selection of the chief State school ofTicer is reprinted from the bulletin of this bm-eau, 1915, No. 5 : In nearly all of the States the office of State superintendent ©f public instruction was created as a political office; in the majority it has remained a political office; it is difficult to change it. There is a diversity of opinion among educational leaders as to how, in the interest of greater efficiency, he ought to be appointed, but the major- ity seem to favor his selection by a nonpartisan State board of education. Some of the serious disadvantages of his election by popular vote are reasonably clear: (a) This method of appointment limits the field from which it selects the man for the position ; he must be a citizen of the given State. In States where the superin- tendent is appointed by the State board of education, and in some States where he is appointed by the governor, he may be selected from the country at large. The city board of education selects its superintendent of schools from the country at large. Trustees of colleges and universities, even of State universities, select executive heads of these institutions from the country at large. Boards of directors in control of large business interests select their executive officers from the country at large. Such freedom of selection is clearly in the interest of better service. (b) Where the State superintendent is elected by popular vote the salary is fixed beforehand by law; the salary can not be adjusted to fit the man desired, but a man must be found to fit the salary. It is clearly in the interest of better service that city school boards, trustees of colleges and universities, and boards of business directors have authority to adjust the salary of executive officers to the needs and effectiveness of the service. (c) Where the State superintendent is selected by popular vote the term of office is short, two to four years, and reappointment is uncertain. The superintendent can not count on winning reappointment by rendering good service. Lack of continuity in the service, lack of basis for making and working out far-reaching plans, is a serious handicap to the superintendent, however capable. (d) This method of appointment makes the office a political one and subjects it to all the fluctuations of party and factional politics. Under these conditions the posi- tion is not attractive; no one can look to it as a career. These serious objections to the selection of the State superintendent by popular vote hold true in part at least when the appointment is left to the governor. In a few States the governor is authorized to select the State superintendent from within or without the State. In eight States, as previously mentioned,, the State superintendent is appointed by the State board and is the executive officer of the board, performing such STATE SUPERINTENDENT OF PUBLIC INSTRUCTION. 25 duties as directed by it. If the State board is to be made responsible for the State's educatioiial business, it would seem that it should have the selection of its own execu- tive officer; it should be free to select him from the country at large; it should have power tQ determine his compensation, and should keep him at his post as long as he is effective. Attention is called to the situation in two States, Idaho and Wyo- ming, each of which has a commissioner of education appointed by the State board in addition to a superintendent of public instruction elected by the people. In each of these States certain functions in regard to educational policies and management are assigned to the commissioner of education. In Idaho the commissioner receives a salary of $6,000 per annum, and in Wyoming he receives $3,000, the same amount that is paid the State superintendent. Powers and duties. — In practically all the States having boards of education, the chief State school officer is executive officer of the board, whether appointed by the board or selected otherwise. As such executive officer he submits to the board recommendations regarding the admmistration of the school system and carries out the policies of the board. In States not having boards he is the sole executive officer of the State school system. The powers and duties of the superintendent in each State are summarized in the following pages. 26 STATE DEPAETMBKTS OF EDUCAIIOE". 3 S'::; S l: CO « t- .2 t-.Ti -a w H tJ O a lilip fill ipS sasB S i=! 2 '^ t:^ ,-; R 3 ^ -j^ .;3 -^ O 2 £ R "a a oica ,!; c "s ft3 "- "l^§|fela^?£N«8ss •g&gi .H '^ xi o , g § 2* si" 8 S > S F - .s Ov— '.S ° C3 S CQ -ass ^..^, > ■5 S-e 53!S5 S ot" &.| la ::ga§^^g|>'Sg52§5|i.2 etj « ? C 5 "is P.- a o H (« x: .. " S t> £ p- ^ ,2 &i2 Q-f-_: tu C P 34 ,-5 S ^+^ Pi 5SS oj 3 §3" "^ 2.2p Si^ ■ 2-2 i- tn c3 t- a. "So £9" ;s° K B o -S •- a) S ^ B .-•^a .■03134 Si E? '^ ■3— t! .2 -CCS 02; « •s « s a s; c 3 S " 3 S re cj M ;« T' o flj SSlK'iJa m+J ^ ti cj O Z-S. a I " a§-SS83 a^g'p.aS ^T! «*-; 2 Ei 8 SS It's I ■" sm SB a^ --^oS£§3 °K-geb-g-3'gtf«5;S'S° = -S8se§^'sg|&|°|sg "sc'^--s£a2i'geaS2 ilg||l||.32j|»|i S g 6 ffi "="3 10 p 3 g o g a^ B lsS.^.aa-3l1=3^Sg§". 03 2 Cj o g3fa8ggSi'2|«l'3-K . -S cm, ^,3 c " K "_j f r^tM " S-g B b1.§ «j-6 "2-2 So j2 a '='" £S > a o '"'oaii: "^ £ a a gg "ti p* M !>.r3 3 ill 31 g O 03 lu O ca lu P.4^ >ri O.^ *t-i p.tK o (i.m o §6. -d n 3 fl?*! •C fl <' CO •cm <; S 3 a a 03.3 <; a B;:^ fi.g'p.s 0) CO :t3 b 3'" 3- ilu .an C" 8 E'S Bo* g o5 . & a.2.2 cg^j CO -M STATE SUPERINTEHDENT OF PUBLIC IKSTBUCTIOH. 27 a||||8 |3|g£ |t-||g ia|-lsg[ ^t"J #i^l1 *-<^ fl o ?J sfSt :o g :-§.2 a at ;|3 f^ ^ ^ ■ m O.o Or M {goo '3 (SO 28 STATE DEPARTMENTS OP EBTJCATION. OS TS&B5 oP-a* l.§s§|.s;l«42 ps.Hrsis-s8 . 3 '^^ rt-:^.S S-r-'53 cj « w 1^^ ,Q W i^ 1^ S g) "O g,^.; -d m Bis .3HQ-*^4-a,.n, .OC>.« ,i^L.I2 "-^T^nir-^ OJ w r.' i||lllsSlg|||| ■-•S>i H^-j^S o o ° « ..a o- :s S.a n:fi5 8^ g'2 ; o S S'S slft- fegrt O 03 a a-s 0)5 a e^a »o p^ "H -'s st3 s^ g a •^ g n2 StSi^E ni!^ '"Ss Zv« § «•§ os S Q-'T-M-'-'-ggp.'S 03 4^ to ^ 3 ?3 &S f^ a i°-& .„„ _- -, -JpMS^S S~ s^ "2 ws-i b a Cp^ ■°ii^|3e|igf-ao55 ll||tei|||||g 11^-8 |lFj.2'2|5||!|sS a M -2 2 » ° a h ■ -« fe -".3 & 3 S § S-a o a S42B S,;f5 "^ ^ l_ORoo3'^o5Ht-'-"T3ffl.^ > |Sfees'S"l|Sg°&fe§'--& ■ i>« a.l§a8g.sS.allsll|s.3l|- MM to " ?.a SS;S^I^^I is^.a kIII sil i g„T! J3 s.H_ > ffl (d p si oft a -^ ^1 .ill U3 2 =^ >>■« a ■=§•2 ■3 o-s aa>5 O 03 o CfO o o ;> 1>>0"" ^■StS.S ■goo ^4+g or o a o« I'd ,^ w 11 lit :^s ill fj 1^ ■is l|^g r STATE SUPERINTENDENT OF PUBLIC INSTEUCTION. m Ife U "^ to JS i ■gS 2 o I m liliP lillll4iiiflPl -Is mum =i?ilit2iiiiiiiiiisi^ .2"^ d at5 S3 S'S"! g'a'-ai5|i3s|-S'SSa § ag'SSHmmS"'°-Sa^ c ■S o o o MS c^ H] m o y* fig BjuaS iillf O Cfl (B mi SCO •W 1 a h. 3 S 3 O dqq 30 STATE DEPAfiTMENTS OF EDUCATION. I* CQ S.2 5 Km STATE 'SUEEEIKTENDEJ7T OF PUBLIC INSTRUCTION. ,1 t>i(D 41 wa ■SsS:.- ™^ap, t; a OS'S S'S 1-^ M'ss i» t! !» e b i '?*o'^ps«.. I lira. SfglS isjgl ^ _ is H -♦^ ■-' Q.^ n," C S c3 o 3^ ;rS'-'-+3 L2SS Pf cs o g ^ M 5t;J gm g.g &.g m •S o-g OS'S o « ' llis||S pil||.9 *f, iri ^.TJ cJ '^ d fl' p4j2 n a> S ^ , 3i 9*0 « pJ .5 M : 'io^-5§*r.2 ■ C rt s (» S <» -^ ■ 5 fl ^ giscji! ^ e.2feoo.H« ■36 "Si «.g «.S.9 ■S° Dakot rinten blic n. g P.S-S CO lias c Z Ipi O Sip 32 STATE DEPABTMENTS OF EDUCATION. o * s 8 S § a^-a 2 "^'^ " ills? 3vH a ° S" g.5f2 P 3* S'S e'S'S S» sg" ^5sfcl^'i| 5 gift- 5 - '3||||g;a| ssilll "3 '2 S'So 1 *lfeS^-a| §s*^-l.sa2 5&>.5^a •os^Sa 2 sa.-s.g if .g g ft o i i S a aiill Ills iiti^il! pill pu |l |l?ri 3 B'O'O H S P fc- s-2 S-s s o| ^ ° M-sl^ fl s § a-s§.sao s S3"S«lsg^| go's g .•5'3j2S*sls^laf!2si°|g^g'fegS'°£^,,-a.|s -a ,0 g «-g STATE SUPERINTENDENT OF PUBLIC INSTRUCTION. i g'So Sw.giiate'o SosigS BaJi ami's feio -co O >>& o a ■as I ■fflS'S ■§£- o * 11^ 34 STATE BEPAETMEIvTS OF EDU€ATIOH. STAFFS OF STATE DEPARTMENTS OF EDUCATION. Up to a comparatively reeent date State departmenls of education were small organizations devoting tkeiiBelves ainMJst entirely to routine, clerical, and statistical work, th© staM oonsistiag usually of the State superinsbendent and a very few clerks. OonsideraMe enlargement of these departments has ibeen made in most of the States in recent years. This is due to' chaagirag condit^ions in education whereby the duties of the State departosiieHts haye heen enlarged greatly, the need of field workers to assist local ©ommunities and school officers in solving educatiomal profelems, the enactment of the Federal vocational education law, compuisory education, provision for physical education, Amieiicami'zatooiri, teacher-plaeement, pen- sions, etc. The gnowth of Stat© departments in the South may he attributed almost entirely to two factors; The addition of field workers in rural and secondary education tkrougii help furnished by the General Education Board and the addition of directors and supervisors of vocational .education dae to the enactment of the Smith-Hughes law. The number of persons Jiecessary to perfojraa efficiently the work of a State department depends laigely sapon the siz,e of the State., the nature and size of the population, amd the diversitj of its educational interests. For instance, the New York State Department of Educa- tion, which has under its jTuisdiction the State 3iiau:se?3Eai, the State library, the State library school, higher educational iiistitntions, .and the care and upkeep of the laa^ educational feuiiding, naturally requires a much kiger staff tlian do the State depiartiiients of other States. This question of the size of a State department was disoassed by State Supt. C. P. Gary, of Wisconsin, in February, li2©, at the meetiug of the Department of Superintendence of the SN'ational Education Association. He stated ^ that in a State the si^ie of Wisconsin or Indiana a State department can reach a high degree of efficiency with a force of about 40 persons, including stenographers and clerks, but not including museum directors, attendance officers, examiners for teachers' licenses and the like, and that of the 40 persons about a dozen should be stenographers and clerks. Of the remainder there should be " at. least one man to look after the general correspondence, one to look after appeal cases and questions -of law, a statistician with enough training and experience to interpret educational sta- tistics, and a first assistant. This would leave approximately 25 persons who would spend a large share of their time (at least three- fourths during the period schools are in session! in field work." The ' aSchoolaaiSociety.Mar, 29, 1920, !p.34i. STAFFS OF STATE DEPARTMENTS OF EDUCATION. 35 number of persons assigned to various duties would be about as follows : Super\'isors of educational tests and meaam-ements 2 Supervisors of rural schools 4 Supervisor of rural teacher training 1 Supervisors of grade work in cities 4 Supervisors of high schools 3 Supervisor of manual training 1 Supervisor of domestic sciepce 1 Psychologists and supervisors of exceptional classes 2 Director of "physical education. -. 1 Supervisor of education of deaf and blind 1 Super\'isors of village and graded rural schools 3 Supervisor of music 1 Supervisor of drawing 1 School architect 1 The aboTe list comprises 26 positions, and does not provide for ail the functions exercised by some of the State departments. For in- stance, the comparatively small department of South Carolina of 23 persons, including 7 persons who are merely lent to or cooperate with the department, has a supervisor of mill schools, a supervisor of colored schools, a supervisor of adult schools and night schools, a school community organizer, and two members of the board of exam- iners, none of which is included in the 41 positions specified by Supt. Gary. Neither does Supt. Gary's list provide for the supervision of vocational education, which, in most of the States, has been assigned to the State department of education. It is evident, therefore, that no hard and fast rule as to the personnel of State departments can be laid down, but it is a fact that very few of the departments, even in the larger States, have as many as 40 persons on their staffs. Most of the departments are seriously under- manned, and it is difficult to see how the duties devolved upon them can be performed promptly and efficiently. As a rule, the clerical staff is not sufficiently large to perform the routine and clerical work, much of which, therefore, devolves upon the small supervisory staff. It is wasteful and extravagant to require a $3,000 or $5,000 specialist to do the work that can be done easily, and frequently better, by a $1,000 or $1,200 clerk. On pages 39 to 48 will be found a list of the positions in each of the State departments of education, together with the salary attached to each position in so far as the data were reported by the departments. The information is practically complete for all the States. Condi- tions have improved considerably in most of the States during the past five years, both in the number of employees and in the salaries paid. The State department which has had the most thorough reor- ganization in that time is undoubtedly that of Pennsylvania, which '86 STATE DEPARTMENTS OF EDUCATION. has been completely reorganized and greatly enlarged with more ade- quate salaries under the superintendency of Dr. Finega.n. An exami- nation of the organization lists shows, however, that in most of the State departments the salaries are still lamentably low and .very inadequate. On pages 37 and 38 is a tabular statement showing the salaries attaching to certain positions in the departments having such position^. Wherever there are several positions having the same title but dif- ferent salaries the highest salary is given in that table. With respect to the salary of the chief State school officer, it is found that the salaries range from $2,000 in Nebraska to $12,000 in Pennsylvania. Two States, New Jersey and New York, pay $10,000; Connecticut pays $9,000, Maryland $8,000, and two States, Illinois and Massachusetts, pay $7,600; in six States the salary of the State superintendent is less than $3,000. In all the States paying less than $4,000 the State superintendent is elected by vote of the people. In nine different State departments there are members of the staff who receive salaries higher than those paid the State superintendents. With respect to the salaries of members of the department, State Supt. Gary, in the address previously referred to, gave it as his opinion — that $2,500 ought at the present time to be a miBimum for women and $3,000 a mini- mum for men. I would not undertake to place a maximum, but it should be suffi- ciently high to secure men of great enthusiasm and energy, with the best modern training and with splendid oocial qualities. They should certainly be equal in every essential respect to the men who serve as professors of education ia our best uni- versities.^ In Pennsylvania and New York most of the principal members of the staffs receive between $4,000 and $5,500 per annum. a School and Society, Mar. 20, 1920, p. 342. STAFFS OF STATE DEPARTMENTS OF EDUCATION. •S^ ?■ 63 I CO i o o SU -' P ,Sii ■3.a a S.9 a b S a S |°tl.§ 2-1,11 li. o © , S S ►- B o-a p-o s tj g |£|.g >■ i eg . o ^ si a •5gS§5.S O.O.BO o'S i-^gs' oooc OOC3C oooo oooo e 9 ® a.s m'S^S oo oo oo OTfl oooo oooo IQO-^-f 500 Soo Son «(NiNoo»o "a Sffl aa.fc o ^ K ^_, O to O 03Q 03 is +3 o eg sss oo oo OlO ■ ooooo O O O'O o So IQIOO oooo oooo O IOTP U2 P C* M W CO -"J-WVCOCl -ifCOINCq OOO ooo ooo oooo ooo QO >t5U5 Tt« O IQ iO C^ IN ■V !N"orco ifn'Vn goooo oooo eo"eoc4"c>rTH ooo o OlOO Q OOcOiO O ^.COCO MCOWC^f- 3000C 300QC scomoc ooooo OQ ooo OOtO lOTli ooooo Soooo 3000 Soo «o lOCCM W3C0 CI »o CO "tf ^- g &g s a I m 3 £ I g,-5 I« O Q) i §•111. 6 "K "^ S H S.3 S » o oo •no ;S !°a< •gogggn ftg.SPo rn -r" -^ O IB^ ^-"■^ o S 52 y CJ fl-4J lip nil ooo goo 00 to oooo OC0»H*tH Ms'i-Tcq'tN" ssss •0*0^0* CO ooo .o O oo 'O ooo .O SSI gpo oo o o CI 113 lo or o i-* «^ 8 ssss ITS K301CT-V *0* CO NNCQ V3CT co'cs" 5 ooo SOO'O SiSO-WS 0;C f W -V -ca-i-HNCM oo oo 1-5 TO oo oo O CO 0C3O OOOOO ooo oooo-w liocoeo o«0'*ra->o-o co'co'Vo" ■cr go ooo o goo o ■^O CO co"-w"co" e*r ooooo O'S'OCSO oco-woo 8-00 oo oo oira iO'lOTH so IN ooooo 3000 go-=p 'Cq INIMN t* CO ss oooc ooo2 OOO-u poo 5 "cf^o SQO gc 5 00 Sc 5-100 oc S-io o eo o -o'-eo ■>?• N co ca a N-N CO fcO"*eo »o lOffo m ■ u J?^ ^wia bo 5>^^$: sil-s|| ilflS liill SSBSS oSjaSS S«gsS B^Sftg iib;b. ^1Zi?5XK »38iOOO lPM Supervisor of agricultural education 2, 500 Super-\'isor of home-economics education. .. 2, 590 Superrtsor of Americanization. 1, 800 Library ^isito^ 1,300 Chief clerk 1,340 4 clerks each.. !,00O Total 25,440 smd messengers; and with an average for the STAFFS OF STATE DEPAETMENTS OF EDUCATION. 47 SOUTH CASOLIXA. State superintendent ofeducation $2,500 Higli-sohool inspectors * 3,500 Supervisor ol rural schools -i 3,509 Supervisor of rural sohoolsl 2, 400 Supervisor of mill schools 2, 400 Supervisor of colored schools ' 3, 500 Supervisor of adult schools and night schools 2, 100 School community organizer 1, 900 Cliief clerk. 2,400 Bookkeeper 1, 200 4 stenographers eadi. . 1, 200 2 members State board of examiners for teachers each. . 3,000 College Professors Lent to the Siiie Superintendeni's Ofiee. Supervisor of agricaltiiral instruction 3, 500 Sup6r™or of .trades and industries 3,500 Itinerant teacher trainei'. in trades and in- dustries.. 2,800 School architect .' 3,500 Supervisor of home economics 2, 400 Independent Unit in Cooperation with the State Superintendent's Office. liegistrar of teachers' employ ment feureau, 1, 809 Stenographer 900 G rand total 64, GOO SOUTH DAKOTA. State superintendent of public instruction. . ^ " 2, 400 Deputy superintendent of puMic instruc- tion 2,520 Assistant superintendent of public instruc- tion 2,400 Caiairman of board of examiners 2, 100 High-school supervisor, director of voca- tional education 3, 300 Rural-school supervisor 2, 400 Director of Americanization 2, 400 Assistant director of Americanization 1, 800 Supervisor of home economics 2,300 Supervisor of agricultural education (part time') /. 606 Assistant In truancy 1, 860 Chief clerk 1,020 Clerk 1,500 4 stenographers, from 1, 080-1, 500 Total .' "32,426 TENNESSEE. State superintendent of public instruction . 3, 6D0 Chief clerk 2,000 High-school inspector 3, 600 Elementary-school agent 3, 000 Eural-school supervisor 3, 000 Bookkeeper, Stateschools 2,600 Trade and Industrial supervisor 3, 000 Agricultural supervisor 3, 000 * Salaries paid by General Education Board. i» Of this amount $600 is appropriated annuaJiy II Four stentgraphsrs estimated at §1,290 each. TENNESSEE— -Continued.. Clerk of board _ 2 members of State grading commission each , Member ofiState grading commission 4 stenographers each . a, 808 2,090 1,.80D 1,200 Total , 36, 100 TEXAS. State superintendent of public instruction . 4, 000 First assistant State superintendent 2, 703 2 assistant S tata superintisndwits each . . 2, 250 Chief super^-isor of high sdiools 2, 603 3 supervisors of Iiigii schools each . . 2, 203 4 supervisors of high scioots do 2,003 Auditor 1, 833 Assistant auditor Ij353 Statistician I,500 Certification clerk 1, 630 Correpsondence and mailing clerk 1, 5D3 Assistant correspondence smd mailing clerk. 1, 350 Porter #33 Do 240 Supervisor of vocational agriculture 3, 703 Assistant in vocational agriculture 3, 159 Do 2, r50 Supei'visor of teacher training 3,503 Assistant in teacher trauring 3, 15D Supervisor of home economics ,3, 533 Assistant in home econ-orairs.. 3,150 Chielsuperv isor of rural scIksoIs 3,308 9 supervisors of rural schools each . . 2, 203 Secretary, niral-^hool division 2, 403 Manager of textbook division 2, 633 Auditor, textbook division 2,403 Bookkeeper, textbook divisioji. 1, 8D3 2 adding-machinc operators ftjich . . 1, 603 2 requisition clerks do 1, 500 3 stenographers do 1, 600 2 stenographers do 1, 503 Stenographer .' 1^ 350 Do 1,230 3 stenographers ea?h . . 1, 203 Total 113, 590 UTAH. State superintendent of public instruction . * 4, 000 Assistant State superintendent of public Instruction 3^300 State iijgh-school inspector (flve-sixths time) 2,500 State library secretary and orgnalzer (7 months) 1,800 State director of health education (three- fourths time) 3, ODO State director of Amerieanlzation 2, 500 State director of vocational oducation. 3,300 State supervlsorln agriculture 2, 750 Statesupervisorinbome economics 2,750 State supervisor ottrades and industries. . . 2, 500 'for living expenses.' 48 STATE DEPARTMENTS OF EDUCATION. UTAH— Continued. Advisory architect to State school-buildings conunission per day. . S8 Clerk 1,380 3clerks each.. 1,200 Total 1233,380 VERMONT. Gommissioner of education 6, 000 Executive clerk 2, 100 Supervisor o! j imior high schools 3, 500 Supervisor of elementary schools 2, 600 State high-school supply teacher 1, 600 State helping teacher 1, 600 Secretary teachers' registration bureau 1,400 Certification clerk 1, 200 Stenographer 900 Clerk 720 Total 21,260 VIRGINIA. State superintendent of pubUc instruction . . 4, 500 Secretary of the State board of education... 3,850 Auditor 3,750 Assistant auditor 2, 500 Supervisor for teacher training 3, 250 Director for teachers' bureau 1, 800 Supervisor for high schools 3, 500 Supervisor for high schools* 3, 500 Supervisor for agricultural schools 3, 500 Supervisor for trade and indu.strial schools 3,500 Supervisor for physical education 3, 500 Supervisor for home-economics schools 2, 100 Supervisor for rural schools, white < 3, 500 Supervisor for rural schools, Negro * 3, 500 f stenographers and clerks total . . 1 0, 540 Total . .". 56, 790 WASHINGTON. Superintendent of,public instruction 3, 000 Assistant superintendent of public instruc- tion 2,700 Deputy superintendent of pubUc instruc- tion 3,000 High-school inspector 2, 640 Certification chief 2,100 Assistant in rural education 2, 100 Executive secretary 2, 100 Secretary of rural-life commission 1, 800 Field assistant 1,800 Legal secretary 1, 800 Secretary of State board of examiners 1, 350 : stenographers each.. 1,350 Mailclerk 1,320 2 stenographers each . . 1, 200 Director of vocational education 4, 500 Supervisor of agricultural education 2, 600 Supervisor of home-economics education. . . 2, 700 Supervisor of trade and industrial educa^ tion 3,600 Total - V^EST VIRGINIA. State superintendent of free schools $5,0u^ Chief plerk 2,400 Supervisor of high schools < 3, 600 .Assistant supervisor of high schools (part time) 1,800 Supervisor of rural schools * 3, 600 Supervisor of examinations 2, 040 Secretary of State board of education 2, 700 Statistical clerk 1,320 2 stenographers-. total. . 2,700 3 clerks do.... 3,700 Supervisor of colored schools 2, 400 Total 31,260 WISCONSIN. State superintendent of public instruction- . 5, 000 Assistant State superintendent of public instruction 4, 500 Secohd assistant State superintendent of public instruction 3,200 Supervisor of high schools 4, 250 Do 4,000 Supervisor of high schools and special suprvisor of agriculture 4, 000 Supervisor of manual training 4, 000 Supervisor of educationa 1 measurements ... 3, 500 Do .' 2,500 Supervisor of day schools for the deaf and blind 3,500 3 supervisors of State graded schools . . each . 3^^250 2supervisors of rui'al schools do 3,250 2 supervisors of city grades do 2, 700 Supervisor of city grades and supervising teachers 2,700 Clinical psychologist and supervisor of exceptional classes 2, 700 Supervisor of school libraries 2, 600 Supervisor of domestic science 3, 000 Diploma and certificate clerk 1, 440 Assistant librarian 1, 500 Statistician 1, 400 2 stenographers each. . 1, 200 Do do..-. 1,080 Do do.... 1,020 Clerk 84J Total. WYOMING. State superintendent of public instruction. 3,000 Deputy State superintendent of public instruction 2, 100 Commissioner of education 3, 000 Director of vocational eduction 3, 000 Director of agricultural education 2, 600 Director of home economics 1, 980 Supervisor of special classes 2, 400 Stenographer 1, 620 Do... 1,500 Do 1,200 44,210 Total. I Paid by General Education Board. " Exclusive of fees of advisory architect at SS per di.y. 22,400 o