Author L ZQ.4 ...C.5 Title Imprint. 16--47372-2 CPO REPORT ON EDUCATION IN TEXAS AND RECOMMENDATIONS MADE TO THE GOVERNOR AND THE THIRTY- SEVENTH LEGISLATURE BY ANNIE WEBB BLANTON State Superintendent of Public Instruction THE DEPARTMENT OF EDUCATION. STATE OF TEXAS , A33-121-15h-L180 J. 1 ' TABLE OF CONTENTS. iy Page. ^^ I. Letter of transmittal 5 II. Measures recommended by the Governor's Committee on Education • 7 III. Measures for which the endorsement of the Committee on Education was not asked 8 1. Those possible through statutory enactment 8 2. Changes for which amendments to the Constitution are needed 9 IV. Brief discussion of the necessity for measures recommended. . 9 1. Enabling act of school amendment 9 2. Revision of tax system 10 3. Per capita apportionment 10 4. Countv imit system 10 5. Text "book law 13 6. Revision of the compulsory attendance law 31 7. Two million dollar appropriation for rural schools. . 22 8. Vocational education 23 9. tSchool survey for Texas , 23 10. Power'^ of State Board of Education 24 11. State Board of Pubhc School Regents 24 12. Child- Welfare work 26 13. Constitutional convention 27 . 14. Special boards for certain state schools 28 15. Miscellaneous recommendations 28 16. Revision of certificate laws 31 V. Report of Governor's Committee on Education 32 VI. Statistical reports 37 1. Permanent school fund 37 2. Maintenance fund 37 3. Bond or l)ui]ding fund 38 4. Sinking fund and interest account 38 5. Average cost of instruction per pupil 39 6. Value of school property 39 7. Smith-Hughes vocational work 40 8. Report of supervisors of agriculture 42 9. Report of Rural School Division 43 10, Summary of other school statistics 47 ■ 11. Average salaries of Texas teachers 48 12. One teacher and consolidated schools 50 13. School enrollment 51 14. Classified high schools 51 15. Financial report on text books 52 16. Estimate of school funds for 1920-21 on which the $14.50 per capita was based 56 LETTER OF TRANSMITTAL January 10, 1921. To His Excellency, Governor William P. Hohhij. Dear Sir: I herewith submit for your consideration and that of the Thirty-seventh Legislature, a brief summary of facts in regard to education in Texas, together with recommendations as to legislation for the schools. As it is improbable that the Legislature may be able to grant all changes in the school laws herein recommended, some of these are proposed merely for consideration, and the reasons for such recommendations are set forth, that the Legislature may choose from the measures proposed, those which, in its judgment, are of most importance. The next two years will see the close of my service as State Superin- tendent of Public Instruction, as I do not expect again to be a candi- date for this office. It is, therefore, but natural that I should desire to set before the Governor and the Legislature all of those measures which I deem important for the advancement of the public schools of Texas, and necessary to establish an efficient system of public schools. Further- more the laws of our state impose upon me this duty. Your Committee on Education has selected for special endorsement, those measures which I deem of paramount importance, and these, in my summary, jorecede less important suggestions for which I did not re- quest their endorsement. Respectfully yours, Annie Webb Blanton, State Superintendent. MEASUEES RECOMMENDED BY THE GOVERNOR'S COM- MITTEE ON EDUCATION. 1. Immediate passage of the Enabling iVct, putting into effect the recently adopted amendment to Article 3, Section VII, of the State Constitution whereby school districts may be authorized to vote for their schools such support as they deem necessary. 2. Revision of the state system of taxation in such a way as to equal- ize taxable values in the different counties of the state. 3. The passage of such appropriations from the general funds of the state as may be necessary to provide for the public schools, a state per capita apportionment of not less than $14.50. 4. The establishment of an effective County Unit System for Texas in which the county superintendents shall be appointed by the county board of trustees and in which sparsely settled counties shall be divided into groups, each group to be presided over by a county district superin- tendent, thus abolishing the office of ex-officio county superintendent. 5. A revision of the Text Book Law, making certain changes as to the Text Book Commission, providing for the distribution of books to the common school districts through county depositories, defining more definitely the duties of teachers and school officers in regard to the man- agement of text books, providing for the cancellation of contracts by the State Board of Education in case of jjersistent failure to fill contracts, providing for a penalty to be assessed by the State Board of Education for the selling of a book at a price greater than the retail price fixed in the contract, providing that no text book in manuscript shall be con- sidered by the Text Book Commission, adding additional texts now in use in the school but not covered by contracts, and providing that con- tracts shall, in future, be so arranged that the contracts on not more than one-sixth of the total number of different texts adopted shall ex- pire in any one year or shall be changed in any one year. 6. A revision of the Compulsory Attendance Law, providing for a gradual increase in the length of the compulsory term and in the grade and the age of exemption, prescribing that by September 1, 1922, the English language must be made the medium of instruction in all pri- vate and sectarian schools accepted in lieu of public school training, requiring the registration of private and sectarian schools, and providing that by September 1, 1924, private and sectarian schools whose work may be accepted in lieu of public school training, must conform to pub- lic school standards. 7. Continuation of the special annual appropriations of two million dollars for rural schools and those of small towns. 8." Appropriations for vocational education imder the terms of the Smith-Hughes Law and provision for acceptance of the terms of the re- cent Federal act providing for the rehabilitation of persons injured in industry. 9. Provision for a comprehensive and thorough survey of the schools of Texas. 10. A revision of the statutes relating to the powers of the State Board of Education, granting to this Board the power to remove after a fair hearing, any school official wlio has been illegally placed in his position or who refuses to obey the school laws, or who wilfully and per- sistently neglects his duties, or who is known to be wholly incompetent or to be guilty of misconduct or of immorality; granting also to this Board the power to alter, change or fix boundaries of school districts in cases of appeal or in cases to which existing laws do not apply. 11. Provision for a State Board in charge of the State Department of Education and of the public schools, who shall appoint the State Superintendent of Public Instruction and who shall determine and carry out the policies of public education for the public schools of the state;. the placing of the State Superintendent, the State Assistant Sujjerinten- dents. Supervisors and State Board of Examiners, on the same basis as to scholastic requirements and as to financial remuneration as are the educators employed in the state's highest educational institutions. 12. Provision for child-welfare work among school children of school age in cooperation with the parent-teacher organizations of the state. 13. Provision for the holding of a Constitutional Convention in the spring of 1922. 14. Eevision of the certificate law, providing for the same powers of certification to all schools on a basis of the same standards and courses of work, and for a distinction between certificates obtained l)y examina- tion and those secured through college work, providing for a gradual rais- ing of standards for teachers through a period of several years and for more adequate fees for county examinations. 15. Endorsement of the memorial of the Board of Regents of the State University in which is proposed a plan for removing the Univer- sity of Texas to anotlier site and for provision for adequate grounds, buildings, and support for a university of the first class. 16. The Committee endorsed the budget presented to the Board of Control by the institutions of higher education and by the State De- partment of Education as just, fair and necessary for the maintenance and support of these institutions and it was the sense of this committee that its members should do all within their power to secure tbe adop- tion of these budgets liy the legislative committees and by tlie Thirty- seventh Legislature. MEASURES FOR WHICH THE ENDORSEMENT OF THE COM- MITTEE ON EDUCATION ^VAS NOT ASKED. 1. Those Possible Through Statutory Enactment. a. Specific provision for an adequate program for physical training in the public schools, both rural and urban. b. Provision for Americanization work tlirough the State Depart- ment of Education, in cooperation with an advisory State Illiteracy Com- mission, to be appointed. c. Provision for two special boards of regents for state schools — one for the schools for the blind and deaf and for the two state orphans' homes at Corsicana and at Waco, and one for tlie two Train- ing Schools for Delinquents. d. Revision of the school code in regard to certain points with a — 9— view to greater clearness or improved eflBciency; minor changes of dates in the laws as to taking the scholastic census, and provision for more adequate remuneration; provision for bonds of both county and inde- pendent district depositories to be made for two years, beginning July 1, the amount of bond to be the amount of estimated receipts for the en- suing year; provision permitting any district to vote bonds to erect and equip a teacherage; definition of the powers of the State Committee on Accredited Schools and of the method of selecting this committee; provision for state coiomittees on course of study; more definite pro- visions as to dates when certain reports must be required; provision for teaching children in the state institution for epileptics; provision that the history of Texas shall be taught in both the elementary grades and the high schools of all public schools; that instruction in citizenship and thrift instruction shall be given in every grade of elementary schools and the high school; and provision for the teaching of music in all public schools, and empowering the State Superintendent to authorize the granting, during the school term, of credits for standardized music courses taken out of school; provision that in all accredited high schools of the first class, all girls, before graduation, shall be required to take a prescribed minimum of courses in home economics and home nursing; provision that no public school teacher, attendance officer or school officer, or public school employe, may deal with text books or school sup- plies of any kind either during the school term, or during vacation, if remuneration of any kind for such service is received; provision that, before dismissal of a teacher or school officer during the term for which such teacher or school officer is employed, the person dismissed shall be furnished with a written statement as to the causes of dissatisfaction, and shall be granted a hearing by the school trustees. 2. Change^ for Which Amenclm\ents to the Constitution Are Needed. a. The apportionment of school funds on a basis of actual attend- ance and the number of teachers. b. A provision for county school boards to serve six years, some members of the board retiring every two years. c. Provision for a state tax for the support of state colleges. d. Provision for a county tax for the support of public schools. e. Provision for a teachers' retirement fund. If, in accordance with the recommendations of the Committee on Education, arrangements are carried out for a Constitutional Conven- tion, I do not recommend the submission now of amendments embody- ing the foregoing suggestions as to constitutional changes. A BRIEF DISCUSSION OF THE NECESSITY FOR MEASURES RECOMMENDED. 1. Enahlir^ Act of the Amendment to Article 3, Section VII of the State Constitution, whereby school districts irmy he granted poiuer to vote for their schools such support as they ast. (7) Better teachers will be obtained when these are selected by a county board and county superintendent, who arrange a just salary schedule for the country schools of a whole county, and make it worth while for teachers to return to the same positions to secure increases of salary. These positions will become more penuanent and will be sought by experienced teachers. ' Under a county administration teachers who are deserving, and striving for efficiency. 'will have greater opportunities for advancement and re-employment in the county, even though they may not have met with entire success in a given situation. Under the eye of a county superintendent, who is responsible for the general character, and ability of the teaching corps, and who is looking for ability whenever it can —13— be founds the teacher will have another opportunity of demonstrating her power in a different position. Again, the teacher who is incompetent and undeserving will have less opportunity to inflict herself upon school districts in the same county. Preparation of teachers for the work of supervision of iiiral schools is impracticable under the present law. The proposed law widens the field so that teachers may take courses in supervision and be employed either in county or city, and thus build up a class of professional super- visors. In tliis way the county as well as the city would secure expert service. The county unit should lead to a uniform local tax and a uniform term, and all schools under one management should accomplish the same work during the year. (8) The position of ex-officio county superintendent should be abolished. The county judge has usually little leisure and no train- ing for school work. The sparsely settled districts need the services of trained school men and women. (9) Experience of other states has proved that a county unit plan, such as is here outlined, is the best for small schools of a state. Under such plans, immediate and steady improvement has resulted. No state, having tried this plan, has ever returned to the old one-district system, with a county superintendent elected by the people. 5. The Tea-f Bool- Lair. — As the present Text Book Commission is constituted, it consists too largely of those who do not actually teach children, and are, therefore, not the best judges of texts suitable for children. I would respectfully suggest a Text Book Commission of ten members, five of whom shall be elementary teacliers, who will select books for the primary and intermediate grades, and five of whom shall be high school teachers or principals, w^ho shall select the books for high schools. Under the present law, the process of reckoning with a text book company that fails to keep its contract is too slow for effective service. Power should be granted to the State Board of Education to cancel con- tracts for persistent failure to keep a contract, or to assess a suitable penalty or to take action in case of a company that sells a book higher than at the price specified. I have endeavored for two years to enforce the law, without securing a single penalty. The present Text Book Commission, by my recommendation, has endeavored to arrange the length of term of the present contracts so that contracts on not more than one-sixth of the total number of dif- ferent books will expire in any one year. This provision should be placed in the law. No board can properly examine books for a selec- tion of twenty or thirty texts, at one comparatively brief period of time. In the past the boards have complained of lack of time to raiake as careful a selection as they would like. As Texas has so large a pro- portion of poorly prepared rural teachers, especial care in the selection of text books is needed in this state. The provision that not more than one-sixth of the total number of different texts adopted, may be changed in any one year, will be more economical than our present law. The law now provides that, if companies offer to renew their contracts, —14— only one text per year may be changed. ' The present commission liave informed me that, on several occasions, but for tliis provision, they could have secured better books at lower prices than the books they ■were forced to renew. The Commission should be left a certain amount of freedom to do its best for the state. Some of our present texts have been adopted at prices higher than will be obtainable in a few years. Under the present plan, it would be possible for a company to hold one contract for eighteen years. The experience of the past two years indicates that it is necessary to change the method of distributing text books to the common school districts. The plan of the text book law originally provided for several large depositories in different parts of the state, and a county deposi- tory for each county. This plan was abandoned because the contracts already made with the book companies required them to ship the books to the schools, and compensated them for doing this. The plan of shipping books directly to the schools was adopted also as promising economy, because each time the books are handled adds to the expense. Tliis plan would have worked, had most of the trustees and teachers been efficient. It has been a success in the independent districts, but has not, in my opinion, been satisfactory in the common school districts, where so large a percentage of the teachers are imma- ture and untrained. I felt that the law should be given a fair trial for at least one year when books were obtainal)le. The first year was not a fair test, as the unusual labor and shipping conditions following the war made it impossil)le for the book companies to su])ply the books promptly. The first requisitions for books were, too frequently, incorrectly made, especially those of the common school districts, where a majority of the teachers are young, and untrained in making even the simple re- ports required. . Many schools could not be induced to make requisitions until the late summer, and some were delayed until even the fall and winter. The law did not actually go into effect until about the first of June, 1919, though the Department of Education, realizing the im- portance of prompt action, attempted to put it into effect from the time of its passage in March. I had no power to enforce its provisions, as there was no law till June. A further hindrance was the bond required of custodians. ]\lany refused to make the bond or to order the books, and then changed their minds, too late for prompt service. ^Many cus- todians, incensed hy non-receipt of books, refused to sign and return receipts for those received, still further complicating the work of the depositories and the State Department of Education. I did my best to secure the books, by admonishing and threatening the book companies, and by frequent visits to the dejw&itories, and con- stant publicity in the newspapers. In addition, I had, in the spring of 1919, held at Waco a special meeting with county superintendents, to explain the law and urge promptness, and had repeated this instruction in the summer at a series of rural life conferences in all parts of the state. While many of the county superintendents did all in their power to aid in effective distribution of text books, too large a number made political capital out of the situation and endeavored to stir up dissatis- —15— faction among teachers, pupils, and patrons. Instead of explaining the war and labor conditions, and the responsibility also of those whose errors and lack of co-o^jeration had caused delay, these, at every oppor- tunity, laid the blame of lack of books upon the State Department of Education. Many of these county superintendents sent in requisitions with no attempt whatever to perform their duty in correcting the errors of inexperienced teachers. Some lacked the ability to see and correct these errors. A book shortage would have been inevitable whether under a free- text-book system, or under the system previously obtaining; and one has always occurred in the past when books were changed; but dissat- isfaction was enhanced by not receiving something that had been prom- ised to be free. Erroneous statements have been made as to surpluses of books now in the schools and as to the care of books. The law provides for each school to have on hand a fifteen per cent surplus of books. It requires strictly that all books not in use shall be kept under lock and key. There is no doubt that a larger surplus than the legal one exists in some counties, and the surplus, as a rule, is larger in the counties where we have had the least co-operation from the county superintendents. Such surpluses as have occurred are due generally, to three causes: (1) failure of text l)0ok companies to fill their contracts last year; (2) inaccurately made requisitions; (3) carelessness and lack of co- operation of some county superintendents. Conditions following the war, and delay of teachers and trustees in making book orders, forced the depositories, on account of the book shortage, to send the books as they could be obtained, instead of in one shipment, to each school. Many schools, failing to receive the full original order, sent in an emergency order for the same books, in spite of instructions to the contraiy, and in spite of assurances that orders would be filled as promptly as the supplies obtainable would permit. Some book custodians, angered at the delay and disregarding their re- sponsibility to the schools, refused to accept books when they arrived, and a laborious process followed of locating these and disposing of them. All teachers and superintendents were instnicted not to include in tliis year's requisitions, l)Ooks not received last year, as these orders would be filled when books were available; but in many cases these in- structions were not followed. From this situation, the State Department of Education has been steadily working to bring order out of chaos. A system of transferring books from one district to another, was adopted last year. Wherever the county superintendent could be induced to assist, districts having a surplus, transferred books to those districts which needed them. Tliis was easily arranged, merely by making a record of credits and debits, as all books are state property. By a system of text book reports — from nearly ten thousand districts — we endeavored, in the spring of 1920, to secure all information necessary to check up and pay the claims of the depositories. But many teachers made no reports, and many of those sent in, were so inaccurate, as shown by our records, as to be worthless. There still remain a number of orders which will not 1 e paid until 1 —16— can ascertain that the books have been received. Last year's experience has shown that complete reports cannot be secnred witW iS. ^^ salaries a recourse which the law provides. After failure to o-e?"th7s mfomiation without holding back salaries, I have issued order." applv mg to those schools which have not sent properlv signed receipts for ther- books, requiring that these reports must be in^the^anrof^he county superintendents before the vouchers for the January work are approved' The spirit of a few teachers has been shown in a protest a-Wt Ibt very reasonable request. The report is not difficult' to makf a blank being furnished. I have reason to believe that, in most of sich ca4 the teachers have been led into this attitude b^ certain princ ^1.^ superintendents ^^o desire to gain from the situation a ittle ublicitv for themselves. The rural school supervisors are aiding in th woS as one of the duties which I impose upon them is, in visilfng each scZol the'books!"" ""'''" '^ *'"' ^''^ supplies^nd the Le taken of In order to collect all surplus books, and to take up all texts un- claimed at post offices and express offices, I began, in the summer, to md tfL'tb ' depositories, wherever the county superintendent would Twon d L 1 •'' 1- \^^^ V? '"'^^^ ^° ^^'' legislative committees that I ^^ould do this, when I asked for an increase of salarv for the countv superintendents. • ^ uul\ Where there is a surplus, it does not mean a "waste to the «tate " as where a county has more books than will be needed, they will be transferred or returned to the depository. A small surplus of texts m each of a hundred or more schools, becomes a large surplus when transferred to one county depository. Books are paid for by the state only when ordered on two kinds of requisitions. The regular requisi- tion must be approved by the State Department of Education, l/efore the order is filled. The emergency requisition mav be filled without this approval, but must be signed by the president of the school board and IS sent later to the State Department of Education * The^e ac- counts are not paid until it is ascertained that the books ordered on requisitions have been received. Orders filled by any depository, with- out the authority of requisitions, would be a loss to the depository as the state would not pay such accounts. Therefore, if. as some people have stated, there is a tendency on the part of the book companies to send books to a school "whether they are needed or not,"' this would be an expensive tendency for any companv, as the state would not pay tor the books, unless they had been ordered. Where statements have been made that books had Ijccn sent without requisitions, investit^ations have shown that, with the exception of a very few missent box?s the books received were listed on the requisition.^ Wherever a surplus of books occurs, it has resulted from the fact that the local autliorities have sent in requisitions for more books than were neetlod. Reports generally from most parts of tlie state indicate that the children are taking better care of the state-owned books than they for- merly did of their own. Whether thev observe the law in this respect or not, depends upon the attitude and the efficiency of their own teach- ers and superintendents. Some districts last year reported not a sino-Jc book lost or so badly injured tliat it could not be used again. ^ ^ —17— The statement made by some that the surplus of books in some schools has caused an increase of taxes is erroneous. The regular annual tax for text books is 15 cents, and what is not needed for books, goes into the available school fund. More than two million dollars will, this 3'ear, accrue to the available school fund from this source. Thus all that teachers can save on text books, goes to increase the fund from which their own salaries are paid; it is thus to the financial ad- vantage of teachers to take good care of the books. Whatever surplus there may be, this session, will cause fewer books to be needed next ses- sion, and will leave, probably, a larger amount next year for the avail- able school fund. Books not actually needed will be returned to the book companies. The actual waste to the state has come through a vast amount of unnecessary correspondence, unnecessary handling of requisitions many times, and payment of interest on accounts, parts of which must be held up until receipts and statements can be secured. Some of this, as shown, is due to neglect and inefficiency of teachers and coimty superintendents, and some to war conditions, affecting al- most every activity of the nation, and of every other nation. But the entire annual cost of book distribution, including the five per cent commissions paid to custodians, interest on unpaid accounts, salaries of employes, printing of thousands of blanks for requisitions and reports, furniture, files, postage, and supplies, has not equaled ten per cent of the cost of the books, this ten per cent being the clediicction which the book companies make on the contract price, in selling books to the state, instead of selling books to the children through retail deal- ers. Formerly they paid the dealers ten per cent. Now the state re- ceives this ten per cent deduction, and it has gained financially as to this method. The facts stated here should not reflect upon the many teachers, principals, and county superintendents, who have done their best at a time trying for all. In spite of the fact that several series of supple- mentary readers were, for the first time, put into use, in addition to the regular texts, the text books have cost, during two years, less than the first estimate. Comparatively few exchange books were 'sent in last year. If this neglect is remedied this year, the expense will be further reduced. The general report from teachers has been, that the children have never learned to read so well, as since free text books were sup- plied, and have never before had all of the books they actually needed, until the state furnished them. No law can be made perfect until it is tested. To put in a state-wide system of books, readjust supjjlies, and revise the law, where shown to be ineffective, is a real achievement even for two years, under conditions following such a war. With less politics and more co-operation and worTc it could have been accomplished sooner at smaller expense. Whether free text books will, in the end, prove a real economy 'to the state, will be ascertainable by figures, only after a trial of several years — during a period sufficiently long to determine the average time of service of a book. From; the standpoint of greater efficiency in the schools, it seems to be the general opinion now, that free books are worth while. A criticism without a knowledge of the facts, has been made as to the —18— change of United States Histories. I am informed by the State Text Book Commission that the company could not renew the old contract, because of worn-out plates. The company agreed to continue the old books in use until they are worn out, and, wherever there is a surplus of their books already in the schools, to bear the expense of transferring this surplus to schools needing the books. New books will not he used until the present supply is worn out, and even then, the company will take up the old books in exchange. As to changes needed in the text book law, several plans have been proposed. One is to apportion the text book fund to the districts and let each district purchase its own books. I do not recommend this, for several reasons: (1) In many districts where the children most need the help of the state, a sufficient supply of books would not be furnish- ed. (2) The small districts would be helpless in securing supplies promptly. (3) Many trustees woidd neglect to place orders for books, without some central authority to see to the matter for them. (4) The surplus in some districts would be larger than at present, with no plan of readjustment ; as the kind of persons who have managed so inefficiently under the present system, would not improve under a new one. (5) Such a plan would be the opening wedge to destroy state unifomiity of books, and, for this reason, this plan is always advocated by many of the book com])anies. (6) By such a plan funds for text l)ooks would be apportioned for children not actually in school.. I liave. during the past two years, kept certain, book companies from forcing all of the schools to order more of the supplementary^ readers and other texts than were actually required. I recommend the plan of distril)uting books to the common school districts through county depositories, and the continuation of the pres- ent phm in regard to the independent districts, as this will be less ex- pensive. We shall never secure prompt service from all of the book companies until a quicker plan of assessing penalties than the present one is adopted. The State Board of Education should be given power to cancel contracts in cases of persistent failure to keep contracts, or to assess penalties for non-observance of the law. If they possessed a power of im])osing ]ienalties, in regard to book companies, or to teach- ers and school officers who fail or refuse to perform their duties, a much greater efficiency would result even though the power should be used but rarely. The fact that some authority has the power to act promptly would be potent in securing results. A statement of text book expendi- tures follows among the statistical reports at the close of this pamphlet (page 52). REPORT OF THE STATE TEXT BOOK COMMISSIOX. The law makes the State Superintendent of Public Instruction the secretarv^ of the State Text Book Commission. But, as has oc- curred in the past, the present State Sui)erintendent is disqualified from serving on this Commission, because of the fact that she is the author of two text books. In her campaign for the office, she made the pledge that no book of liers should be submitted for adoption while she was in office. She has fallowed the policy of absolutely refraining —19— from advising the Text Book Commission on any matters, except that they should act on one consideration only — to secure for the children of the state the best books possible, at the lowest cost. All communi- cations from her to the Commission in regard to text books have been made at open sessions to the Commission as a body, and show on the minutes of the Commission. The Governor appointed, to fill the place of the State Superintendent on the Text Book Commission, the First Assistant State Superintendent, who acts as secretary of the Commis- sion, and who offers the following report : January 5, 1921. To the HonorcihU Annie Wehh Blanton, State Superintendent of Piib- lic Instruction. As Secretary of the State Text Book Commission, I am submitting a brief report of the work of the Commission during the two years of your administration. The retiring Commission was called in session January 17, 1919, only a short time after you had assumed office. This Commission, acting under the present law enacted by the Thirty-fifth Legislature, had made adoptions in December, 1918, in all text books authorized by the Com- mission Act. The meeting of January, 1919, was merely to sign contracts and to have the companies execute bonds. At your suggestion as State Superintendent, clauses were inserted in all contracts requiring the book companies to allow the state the same discount as that formerly allowed to book dealers and exchange privileges if the Legislature should pass the Free Text Book Law. Since the Free Text Book Law was passed by the Thirty-sixth Legislature soon after these contracts were made, these proved to be wise provisions and have been the source of a great saving to the state. The Commission appointed by Governor Hobby in 1919, consisted of the following members: Mrs. Ella F. Little, Miss Myra C. Winkler, Miss Lizzie M. Barbour, Messrs. B. B. Cobb, W. T. Lofland, Lee Clark, P.* E. Wallace and E. L. Dohoney, the Governor being chairman as provided by law. ■ This Commission was called in session December 8, 1919. The sec- retary reported that contracts were expiring September 1, 1920, in language, grammar,. United States history, writing and a primary supplementary book in arithmetic. The Commission decided to make no adoption in the supplementary arithmetic and requested the Governor to advertise for bids in the other subjects. This was done and the Com- mission was called to meet on January 12, .1920, to receive bids. In the meantime Miss Eachel Watson of Denison, Texas, was appointed on the Commission to fill the vacancy caused by the resignation of Mrs. Ella F. Little. The Commission convened on Januar}^ 12, 1920, and when bids were examined it was found that prices had advanced materially over those under which the state was then buying its books. In view of this fact and the fact that the state was supplied with a stock of new text books, it was the decision of the Commission to make as few changes as pos- sible at a minimiim expense. Accordingly, no changes were made at this time except in the system of writing books; the system in use was old and out of date and the Commission thought a change desirable. —20— In September, 1920, Miss Lizzie M. Barbour resigned from the Com- mission and j\Iiss Mary Marrs of Stephenville was appointed to fill the vacancy. The Commission was called in session September 20, 1920, to hear a report from tlie Secretary as to contracts expiring September 1, 1921. The report showed that the following contracts would terminate Sep- tember 1, 1921: language and grammar, U. S. histoiy (Ttli grade), American history (high school), geographies, Texas history and the Story of Cotton, a supplementary book in agriculture. It was decided that since the state was supplying two other texts in Agriculture, a supplementary l)ook was not needed and the contract was not renewed. Tlie Governor was requested to ask for bids on the other subjects and the Commission adjourned to meet Xovember 13, 1920. The Commission met at the call of the Chairman, November 13, 1920, and received numerous bids on the subjects under consideration. It was found that prices had increased materially over those submitted in December, 1918, and in January, 1920. The only books offered at the old prices were the geogi-aphies. The Commission renewed the con- tracts for the geographies and rejected all other bids. The Governor was requested to ask for new bids on other subjects and that the lan- guage bids be made on a five-book series. The Commission convened on December 29, 1920, to receive bids to meet the requirements of the Commission. When these bids were opened and tabulated, it was foimd that some companies had submitted lower bids and that the five-book series in language would result in a saving of about one hundred thousand dollars to the state. The Commission has earnestly sought to secure for the children of the state the best text books published at the most economical cost. It is now estimated from the bids before us, that new contracts may be made at an approximate cost of thirty cents per capita. We feel that our action has, to some extent, permitted the transfer from the Text Book Fund to the Available School Fund the large surplus which with the special appropriation of four million dollars, has made possible the largest per capita apportionment in the historj^ of the state. The Text Book Commission Act provides for the payment of per diem and traveling expenses of all members except the chairman and secretary and for incidental expenses. I am submitting a financial statement covering the expenses of the Commission for the two A'ears, September, 1919, to August 31, 1920. On behalf of tlie Commission, permit me to thank you for your hearty co-operation with the Commission and the valual)le suggestions made to the members in open sessions. Kespectfully, E. L. DOHOXEY, Secretary of the Text Book Commission. —21— Expenses of The Text Book Commission : Sept. 1, 1918, to Aug. 31, 1919 Sept. 1, 1919, to Aug. 31, 1920. Traveling expenses, hotel bills and meals $1,027.95 $ 619.14 Per diem 735.00 485.00 Advertising for bids, stenogTaphic help, etc. 1,330.45 294.20 TOTALS $3,093.40 $1,398.34 6. Revision of tJie Compulsory Attendance Late. — In Texas the average time of leaving school is the sixth grade. One-fourth of Texas children do not advance beyond the fourth grade. Only one-tenth of the pupils who enter the elementary schools reach the high school. Texas outranks every other state of the Union in the proportion ol its high school graduates who afterwards attend college. This fact shows that if a Texas child is given sufficient education to enable him to realize its value, he will do the rest. Approximately fifty per cent of the college students in our state schools are wholly or partially self- supporting. In literacy, Texas stands thirty-fifth among the states of the Union. Those below her in this respect, given xd the order of their rank, are Kentucky, Arkansas, Tennessee, Florida, Virginia, Xew M.exico, North Carolina, Georgia, Arizona, Mississippi, Alabama, South Carolina and Louisiana. The history of Mexico, of Eussia, and of every other uneducated, or poorly educated nation or state, gives evidence that a people without education, or with insufficient education, soon lose possession of their most valuable natural resources, to better educated or more skilled lead- ers from without. The statistics of wealth show that productive capacity rises and falls directly with the increase or decrease of education and training in a state or nation. Moreover, the ideals of the citizens of a state depend to a large ex- tent upon their educational training. If Texas is to preserve the tra- ditions of ideal citizenship, as derived from her early heroes, she must safeguard the rights of her children to have an opportunity for an education. Eeports indicate, in most j)arts of the state, great improvement in the enforcement of the compulsory attendance law. There are cer- tain sections in which local prejudices are so strongly against enforce- ment that the law is not strictly carried out. Powers should be granted to the State Superintendent, with the approval of the State Board of Educaion, to require, in such districts, that the law be observed. Pro- vision should be made for the gi'adual raising of the compulsory term to 160 days, of the grade of exemption to the eighth grade, and of the age of exemption to sixteen years. Provision should be made for part- time continuation schools and night schools, for pupils who do not complete a high school course. From the time of State Superintendent Baker, nearly all state super- —22— intendents have pointed out the danger to the state of permitting the children to grow up in Texas without hanng learned to speak the English language. Texas has a law requiring that the English language shall be the medium of instruction in public schools ; but it is one of the few states of the Union which does not require this also as to pri- vate and sectarian schools. I recommend such a provision in tbe com- pulsory attendance law as Avill require (1) that all private and sec- tarian schools and private tutors shall register in the office of the county superintendent; (2) that by September 1, 1922, all private and sec- tarian schools and private tutors must make the English lan- g-uage the medium of instruction; and (3) that by Septemljor 1. 1924, all private and sectarian schools and all private tutors, wbose work is accepted in lieu of public scbool training, must conform, substantially, to public school standards. No school which educates future Texas cit- izens has a right to^ object to such requirements, and the future safety of our democratic institutions demands that they be made. 7. Continiiafion of the Special Two-Million DoUnr Appropria.iion for Rural Schools. — The Justice of Such. Appropriation. — Statistics show that a majority of those who receive the benefits of the provision for bigher education in our state, are the products of the city or town schools. The country child, as a rule, has not been able to take ad- vantage of the college training- which his state provides. This special aid for small schools is a just provision to balance, in a measure, the special opportunities which the city child enjoys, not l)y special intent of his state, but tlirough more fortunate conditions. ^Moreover, since all country districts contribute to the building up of the towns and cities, it is just that they, in turn, should aid in rural development, l)y assisting in providing for rural schools. State Aid is based on two principles — that of making it possible for weak schools to hold a longer term, and that of providing inducements for local communities to improve school conditions. Under the pro- visions of tlie law, school-house shanties in rural districts are being replaced l)y modern sanitary buildings, neglected school grounds are being kept in a tidy condition, and, often, beautified; necessary- school equipment and libraries, formerly lacking, are being provided; com- fortable modern desks and seats are replacing antiquated benches; sanitarv toilets are being put on rural school grounds ; simple sani- tary drinking fountains are replacing the water-bucket and the dipper shared by all; free transportation is l)ecoming common; one-teacher schools are giving way to consolidated schools where grading of pupils is possible; and inducements are being offered to tlie rural teacber to improve her scholarship and to remain in the same country school and give to the rural child the benefit of her previous experience. The granting of the ajipropriations on conditions requiring local communi- ties to improve their schools, has caused, probably, the exjyenditure, bv local districts, of amounts for school improvement, equal in the ag- gregate, to tbe total state appropriations; thus these a])pro]>riations, by the conditions imposed, have doubled their value to tlie schools of the state. A community values what it works for and takes in it a local pride. —23— The holding out of a standard to reach, and of inducements to work to tliat standard has done and will continue to do much for the rural schools. The visits of the state supervisors are of benefit to the rural teachers, rural trustees, and county superintendents, and aid in bring- ing about rmity in the school system and the establishment of higher standards of work. The classification of elementary schools by the State EHepartment of Education, a work begun by this administration, Avill aid in strengthening elementary schools, as, in the past, the classifi- cation of high schools has strengthened high school education and placed college training on a sound basis. In its special support of rural schools, Texas ranks first among the states of the Union. Aside from state pride, aside from any moral, religious, or humanitarian considerations, on a purely commercial basis, the state should continue this policy of developing rural schools, as an economic necessity. The problem of keeping workers on the farm is a business, an eco- nomic problem. Men able to leave the farm will not remain where they cannot educate their children. Texas must take good schools to the country if agriculture is not to suffer disaster. Our state is sixty- nine per cent rural. Every enterprise in Texas is now handicapped by lack of educated and skilled workers — farms, factories, mines, com- mercial enterprises, chemical and physical industries. There is no bet- ter way to build l^]) any community than to let it be known as one in which good schools are provided. 8. Yomtional Edu cat ion.— Before the passage of tlie Smith-Hughes law, the state of Texas was annually appropriating $50,000 for special aid in teaching agriculture in the schools. Since the provisions of this law were accepted, the state has, in the carrying out of its provisions, used of its appropriations for vocational education, less than this amount. A report giving figures as to expenditures follows in the latter part of this pamphlet, (page 40). The state should continue to develop vocational training by extending this kind of education more and more into the rural districts. It can be easily demonstrated that, from a purely monetary standpoint, no other training is better worth while. Our state must advance, in a material way, l)y increasing the productive power of the individual and enhancing his skill, ancl economic inde- pendence of the farmer of the future, will depend upon the training in agriculture given to the present generation. Federal funds for the re- habilitation of persons injured in industry have l)een assigned to Texas, and can be used when a like appropriation is made by the state. 9. A Scliool Surveif for Texas. — Experience of other states has jiroved the value of "taking stock"' educationally. The cost of a school survey for Texas would be economy in the end. With the knowledge gained through such a survey, ancl with the advice of impartial experts as to what is needed to give Texas a system of education second to none in America, future steps towards educational progress can be taken with a certainty not always felt in the past. —24— 10. Increasing the Powers of the State Board of Education. — Tt has been said, many times, that Texas has no educational system — it has a number of schools. It is impossible to carry out any plans for educa- tion in the state as a whole, so long as no one power has authority to put them into execution. The scliool laws of Texas constitute our general educational plans, and what system we have. These laws pro- vide, only, recourse to the courts, in case of school officials who refuse to obey their provisions, and such recourse is too slow of operation, too expensive, and too difficult of execution, to be effective. There are, too frequently, cases of school officials who hold their position illegally, by right of possession only; of school officials who openly and persist- ently refuse to obey the laws, and who, for these and other causes, should be removed. !N"o other matter causes more frequent difficulties than those of .school district boundaries, and some state authority should have the power to settle such difficulties, on appeal, without the necessity for legislative action in each case. To place with the State Board of Edu- cation the power to act in matters such as are specified above would, in two ways, bring about good results: (1) action could be taken promptly and with less expense; (2) offenders, knowing that some state body has authority over them, would be less likely to commit the of- fences. 11. Provision for a State Board of PuhTic School Regents. — The same arguments that apply to the appointment of a county superinten- dent by a county board, ajiply with almost equal cogency to the appoint- ment of a state superintendent by a state board. While it is true that a person without scholarship or experience is less likely to be chosen for the state office than for the county office, still it is true that the con- stant intrusion of attempts at political influence, the temporary na- ture of the position, and the expense of political campaigns, make the place less likely to be sought by those who have the education, the per- sonal characteristics, and the special training essential to efficiency in a position requiring the exercise of the highest intellectual ability, the sanest common-sense, the clearest and most logical faculties of judg- ment, and the most unbending integrity and honor. The creation of a State Board of Public School Eegents, who would have in charge the affairs of the State Department of Education, who would have certain powers as to enforcement of school policies for the state as a whole, who would exercise a general direction in carrying out ])lans for edu- cational progress in the state, would be a long step towards the estab- lishment of a system of public school for Texas; for a system always im- plies well-thought-out plans put into execution in an orderly way, with some po\ver at the head having authority to carry out its policies. Such a board should be appointed by the governor, should serve without re- muneration, and should have six-year terms, one third of the members retiring every two years. Xow that "the inspection and classification of public schools and col- leges has become a function of the State Department of Education, a frequent change of administration operates against the satisfactory ac- crediting of our schools. The best type of trained teacher is needed for this dutv. The work will not generally be sought by the type of person wliom the state should employ foi' this purpose, so long as the positions are temporary and the remuneration less than that received in our best high schools and such positions are necessarily temporary, so long as the office of State Superintendent is elective. On the subject of the im- portance of an efficient State Department of Education, to the educa- tional interests of the state, the National Education Association, at its last meeting, passed the following resolution : "Since the progress of education in the state as a whole is largely dependent upon wise and efficient leadership by the State Department of Education, and since in many states, such departments are placed on a plane of professional preparation and of remuneration, which im- pairs their efficiency, we favor the recognition by legislatures and by the public, of the State Superintendent of Public Instruction or State Commissioner of Education, as the chief executive and administrative officer of the entire educational system of the state, and we recommend that, in the preparation of state budgets, the State Department of Education be classed with the state's highest educational institutions. We hold that educators employed in the State Departments of Educa- tion should be placed on the same basis, both as to scholastic require- ments and as to remuneration, as are those of the state's highest educa- tional institutions." The salary of the State Superintendent is now fixed by statute at $4000. Were I intending to remain in this office for several terms, I should not suggest that this ought to be changed. I shall not be a candi- date for a third term, and, though I do not request that any increase shall be made while I am in office, I feel that the State of Texas should in the future, place this office on a financial basis more nearly equal to that of our college presidents. Salaries of presidents in our best state colleges range from $7500 to $5500. I therefore, recommend, that this salary, in the future, be placed at $5000. This salary is in line with those paid in other states. For example, Pennsylvania pays its state superintendent $12,000; New York and New Jersey, $ld,000; Illinois, $6,000 ; Wisconsin, California, Ehode Island, Delaware, In- diana, Nebraska, Minnesota, Alabama, $5,000. Most of these states are asking, this year, for an increase on these figures. Assistant superintendents perform, largely, the same duties as do the state superintendents. They must be persons with university training and long experience in school work. They must also be persons of ability, tact, and good judgment. In other states much larger salaries are paid for this office than in Texas. For example, Pennsylvania pays the assistant superintendents from $7500 to $6000 ; New York, $5300 ; New Jersey, $5000 : Wisconsin, $4500 ; Alabama and Louisiana, $4000. Salaries of university professors and heads of college departments in Texas vary from $3500 to $5000. The following are some salaries of city superintendents, whose duties are no more exacting and require no more training and experience than do those of assistant state superin- tendents: Dallas, $7300; Houston, $6000; San Antonio, $6000; Bea.u- mont, $6000; Brownsville, $4000; Cleburne, $3600; El Paso, $4200; McAllen, $4000: Temple, $4000. I have received notice from two of my assistant superintendents that —26— tliev will not be able to remain longer than this year at the present sal- ary. I have recently lost one of them. In the past, school supervisors have not received remuneration ap- propriate for trained teachers. Both my predecessor and I have been criticized for employing supervisors too young for the work. We have secured the best available for the salary. These supervisors must be persons of special education and experience. 1 employ as high school supervisor no one who has not a University degree. Each must be a specialist in some line, as science, Latin, English, etc. They are now receiving less than the high school teachers whose work they supervise. Other states are ]>aying higher salaries for this work than does Te.xas. :\richigan i)ays supervisors from $4500 to $3000; Florida, $3000: Ala])ama, $4000. $3500, $3300, $3000, $2400; :\Iississippi, $4000, $3:50; $3500, $2400; Minnesota, $4000, $3500; Missouri, $4000, $3000, $2400; Georgia, $3000; New York, $4800, $3250; CaJifornia, $4000; Virginia, $3000; Indiana, $0000 to $2400; North Carolina, $3600; South Caro- lina, $3000. The following are some salaries paid in Texas high schools, upon the work of which these sujjervisors must pass judgment: Dallas, $4000; teachers. $2000 to $3000; San Antonio, $3300; teachers, $1500 to $3000; Waco, $2500; Fort Worth, $2750; Port Arthur, $2500. Most towns have increased salaries this year. These are last year's figures. In the Department of Education, most of the work must be done by persons having special educational training. Errors which, in other departments, might be accepted as excusable, are when they relate to education, severely censured. For efficient em])loyes, the State Depart- ment of Education must compete with the public schools and the col- leges, as the supply of the well trained and the ex})erienced is always limited; and this department should not be placed, perpetually, at a fi- nancial disadvantage as regards the power to do this successfully. If it is an important ]iart of the educational system, it should be so recog- nized. The State Department of Education has not now suHicient space for the ])roper filing of records or for the educational material and exhibits which it should secure and use. As soon as the finances of the state will permit, Texas should follow the custom of some other states, in provid- ing for this department a special building, where records and exhibits may be placed so as to be used for the best advantage of the ]niblic school interests. I desire to reaffirm a former statement — that, in. case a State i^oard of Public School Regents such as I have reconnnended, should Ije created, I should, imder no circumstances, be an applicant for the position of State Superintendent through their ai>pointment, nor would I accept this appointment, if offered to me. 12. Provision for ClrUrl-Mclfdrc Worlc, in ( 'oo/yni/iu/; 11(7'/ ilic Par- ent-Teacher Organizotions. — The Hon. P. P. Claxton, United States Commissioner of Education, has said, "The biggest thing in this na- tion, so far as I can see, is the fullest possible development and use of the Parent-Teacher Associations. It is the keystone of a vigorous, vir- tuous democracy." Texas has this organization, eap^er to extend its use for the public schools. "Many Sintc De])aitments of Education now have —27— a department especially to work for the organization of such associations in connection with each public school, to aid in directing their work for the best interests of the schools, and to co-operate, also, with their ad- visory bodies, in carrying out their plans for school improvement. Such organizations will be the best friends of the one-teacher school, and will be a force for improvement wherever formed. There is no money which the state could spend which will give a greater return than would the small sum necessary to carry on this work. 13. Provision for a Coristifufionnl Convrnfioii. — Those changes of the State Constitution which are most necessary for an efficient public school system are as follows : (1) The apportionment of the school funds on a basis of actual at- tendance and the number of teachers. (2) Pro\dsion for county school boards to serve six years, some mem- bers of the board retiring every two ^^ears. (3) Provision for a state tax for the support of state colleges. (4) Provision for a county tax for public school purposes. (5) Provision for a teacher's retirement fund. As a convention for framing a new State Constitution will prol)ably be held in the near future, I respectfully recommend that insteacl of sub- mitting these educational changes as amendments to the Constitution, the Tliirty-seventh Legislature make provision for holding such a convention. While it is true that this same proposal was defeated little more than a year ago, this defeat was due largely to the attitude of the women, who desired that the State Constitution should not be revised until the women citizens might have a voice in forming the new Constitution. It was the opinion of the Committee on Education that, by the spring of 1922, conditions would again be normal and advantageous for the holding of such a convention. Our present method of basing school apportionments on the scholas- tic census, puts a premium on fraud and on non-attendance at school. California has, perhaps, the best plan of apportionment. The state gives a certain sum per teacher, allowing, Avhere more than one teacher is needed, one teacher for each thirty children. The county and the district, together, are required to raise a sufficient amount to increase this sum to $900 per teacher. The district may raise by local taxation such additional funds as it needs or desires. According to the latest information which I have, the state gives $20 per child, counting as the number of children, the average attendance of the preceding year. This amounts, then, on a basis of thirty children to the teacher, to a total of $600 per teacher, apportioned by the state. Where a school has less than thirty children, the same amount per teacher is granted, thus affording equal advantages to the country and city. In order to receive this state support, the county and the district are required to raise $300 per teacher, for the payment of salaries in addition to what is needed for building and equipment. The state also gives an additional amount for the payment of high school teachers in standard high schools. Some such system as this, of a. definite amount per teacher and per child, granted by the state, only on the condition that the county and the dis- trict raise at least a specified amount, insure adequate support of the —28— public schools. A state like Texas should keep its schools open an- nually for at least four terms of twelve weeks each. This plan would permit a week's vacation at Christmas and three weeks in August. Teachers should be required to take a whole term's vacation for study and rest at least every third year. Children should be peniiitted to begin work at the opening of any term, and should be required to at- tend during three consecutive terms. Thus where agricultural condi- tions vary, the parent could choose his child's term out of school. More- over, with regiilar employment for them, the state would be able to de- mand better trained teachers. With school open practically the year round, the child who needs some occupation in summer might take such work as would give sufficient rest and yet employ enough of his time to prevent stagnation. Moreover, the school property would not stand idle for a fourth or more of every ^''ear, but would "be in almost constant use. This is an ideal to be accomplished in the, perhaps, distant future ; but, to my mind, such a plan is the best solution of many of our educa- tional problems. With the establishment of an efficient county-unit system, it will become necessary that county school boards shall have a longer term of service, that they may acquire familiarity with the school laws and the school affairs of the county. The provision for a retirement, or re-election, of not more than one-third of the members each two years, ensures that two-thirds of the memljership, M-ill, at all times, after the first few years, be persons who have had experience in the work, and this plan will contribute towards the making of definite policies and plans for progress, and the developing of an efficient corps of teachers. In order to attain their best development, state colleges should be able to plan for the future and to count with certainty on specified rev- enues. In other states, this has been accomplished through the levy of a specific tax for the state universities and colleges. As the appor- tionment of the funds resulting from this special tax can be left to the Legislature, it does not remove the schools from legislative direction, but merely assures adequate revenues for steady progress. 14. Special Boards for Certain Sfafc Schools. — The state institutions for the blind and the deaf, the orphans' homos, and the institutions for delinquents, are, in their nature, schools. Experience of other states has shown that schools prosper best when they have their own regents, especially devoted to their interests. I, therefore, respectfully recom- mend that two state boards be placed in charge (1) of the Schools for the Deaf and the Blind, the State Orphans' Home, and the State Home for Depeudent and Xeglected Children, and (2) of the State Training Sphools for Delinquent Boys and Girls. 15. Miscellaneous Recdmmendntions. — There are a number of minor correctory changes which should be embodied in the general education bill, which will be mentioned briefly in this section. The present laws require the scholastic census to l)e taken in March, yet permit the reports to be sent to the State Department of Education too late for compilations sufficiently prompt to furnish intormation needed before the new session begins. These reports should be required —29— by the first of June. Many independent districts are violating the law as to remnneration for taking the scholastic census, because other- wise, they cannot get it taken at all. Some latitude should be allowed to them by the law. Provisions and discrepancies as to the time when city and county school depositories should make bond are now unsatisfactory. The law requires that no state funds may be sent to the schools until the the bond is made, and it is frequently made so late as to delay school funds. If both county and city were required to choose depositories every two years, beginning July 1, and to make a bond equal to the amount of estimated receipts, the proper management of the school funds would be facilitated. In rural districts many schools cannot obtain good teachers, because of the difficulty of finding boarding places for them. There are nu- merous districts which would meet this difficulty by erecting and equip- ping a teacher's home, or teacherage, except for a ruling of the attorney general that such a building is not a school building, and that, there- fore, they may not issue bonds for the building of a teacherage. A specific provision in the law, pemiitting a district to issue bonds to erect a teacherage, is, therefore, recommended, as necessary to the con- tinued progress of the rural schools. In the work of classifying and accrediting schools, the State Super- intendent is assisted by an advisory State Committee on Accredited Schools. This committee is representative of public school work and of each type of state and independent college. Its services are useful, and necessary to insure justice to all educational interests of the state. It should be established by law, and its powers more definitely defined. This method of administering the matter of school classification and affiliation has originated in Texas, and is regarded as a distinct con- tribution to democracy in school administration — it is a plan which other states are noting and commending. In the working out of state courses of study, if these are to be progres- sive and practical, it is necessary that the State Superintendent shall have the counsel of committees of teachers, different members of whom are actually engaged in teaching every phase of the work of the public schools. These teachers give their services without remuneration, but provision should be made for the payment of their actual expenses, while engaged in the conferences necessary for the work. The state laws should provide definitely the time when annual re- ports of superintendents and principals must be sent to the State De- partment of Education. Cases are not infrequent, Avhere persons leave the public school service without making such reports, and they are then obtainable only by resort to the courts. I recommend that the general annual reports of superintendents of independent districts be required by July 1, and reports of county superintendents, by August 1; and that the financial reports of both the independent districts and the counties, be required by October 1. I am informed that 'in the State Home for Epileptics, there are chil- dren of school age, capable of being educated, and I respectfully recom- mend that some provision be made for teaching such children. In the training of the future citizens of Texas, a knowledge of the — :^o— histoid of their own state is essential. This stud}' is now pursued in the sixtli grade; it is fitting that such a course should be given in this grade, as many children never advance further than the sixth grade, and thus, l)efore leaving scliool, they learn something of the history of their own state. But at this age, they are too young to derive the greatest benefit from such a study. Tlierefore in the third or fourth year of the high school course, the subject of Texas history should again Ije taught from a l)r(jadcr standjioint than is possible with younger chil- dren . Texas is behind many of flie other states of the T'nion in the matter of instruction in music. There is no other cultural subject v. hich means more in the after lives of the pupils. Such instruction is inval- uable in training the taste, and in inciting the emotion of patriotism, as well as other high emotions, and it is also valuable as discipline of the faculties of the mind. 1 recommend that the teaching of music be re- quired in all public schools, and that there be authorized the granting of public school credits for standardized music courses, taken out of school. In order tliat the future mothers of the state may receive the train- ing impoi-taiit to the ]>reservation of the health of future generations, I recommend that the law provide that all accredited high schools of the first class shall require that all girls, l)efore graduation, shall take a prescribed minimum of courses in home economics and home nursing. The experience of the army training camps has shown what proper physical training can accomplish for our boys. The training of a race that will be physically fit, is an important objective of the Avork of the ])ublic schools. To this end, I recommend that jihysical training l)e re- quired in all schools, and that where funds will permit, schools shall be required to employ specially trained directors of physical education. Experience during the world war has also demonstrated that a state cannot safely leave to chance training in the duties of citizenship. What is constantly imi)ressed upon the child, becomes a part of the nature of the adult. Specific and regular teaching of the ideals and duties of citizenship should be carried on in every grade of the public schools, and such teaching should be made compulsory by law. Such a plan will accomplish results for the future. But our state now has many native adult illiterates, and many foreigners, who would gladly accept instruction if it were ])rovided. These are reached in the night schools of our large cities: but the state should ma"ke provision for such train- ing in the snuill towns and the rural districts. This can best be man- aged by a special approjiriation for this work, to be administered through the State Dcjiartment of Education, in cooperation with an advisory Americanization C'onmiission or illiteracy Comm.ission, ajqiointed 1)V ihe Governor. Alnises have too frc(|Ucntly occurred in the state due to the ju-actice followed by some com])anies of em])loying, during the session, or during vacation, teachers, attendance officers. ])riiU'ipals, or su]ierintendents, as agents of books, desks, stoves, majis, or other school equijunent. Ere- quently this practice originates from the desire to use the advantage to l)e gained of the influence which these persons possess by virtue of their position. The laAv should specifically ]irovide that the acceptance —Sl- ot' renmneration for any such employment sliall automatically termi- nate the person's connection with the public schools. Many cases have come under my administration in which teachers, superintendents, or principals, under contract, have l^een dismissed by school trustees without due consideration, and without adequate cause. A part of making the work of the teacher sufficiently attractive to secure the best talent, is the matter of safeguarding her interests after a contract is made. I, therefore, recommend the specific pro- vision, now implied in the law, that, before dismissal of a teacher or school officer during the term for which such teacher or school officer is employed, the person dismissed shall be furnished with a written state- ment as to the causes of dissatisfaction, and shall be granted a hearing by the school trustees. In many states of the Union, it has been found to be a measure of the Avisest economy to establish a Teacher's Eetirement Fund, under state supervision. By such a plan, each teacher wdio enters into the fund, contributes a certain proportion of her salary. To this, the state adds a certain amount, and the entire fund is invested under state control. A teacher is permitted to retire, at a certain age, and required to retire at a still more advanced period, with an income proportionate to what she has contributed. Since few communities will turn away in old age a teacher who has devoted her life to the service of their schools, and since the poorest economy is the retention of those no longer cap- aljle of efficient service, this plan has been found to be a wise method of satisfying the demands of both justice and economy. In addition, such a plan is contributory to better service in the schools, as teachers who are not constrained by anxiety in regard to their future are men- tally free to do better work; and as it puts a premium on remaining in the same position, it contributes towards the building up of an experienced teaching force. Also, whatever makes the work of teaching more attractive, is worth while to a state, as it induces persons of su- perior ability to enter the service of the schools. The nature of a school system depends not so much upon the kind of buildings and equipment which it has, as it does upon the chara'cter of its teachers. 16. Bevision of tlie Cprtificate La/vs. — While certain revision was given to the certificate laws bv the Thirty-sixth Legislature, this revision was aimed chiefly at meeting an emergency situation, so as to provide for the present session a sufficient number of certified teachers to keep our schools open. The great demand in Texas today is for mature, trained teachers. Statistics given in this report (page 47) shew that Texas is making little progress in improving its teaching force. Seventy-nine per cent of the teachers in common school districts and 45 per cent of the teachers in independent districts lack college training. Many states do not permit a teacher with less than two years of college training to hold any position in their schools. In the common school districts, 50 per cent of the teachers have certificates below the first grade. This means that 400,000 Texas children are taught by teachers whose prep- aration is about that of the eighth grade. The code for teacher-certi- fication Avhich will be presented to you by this department presents a systematic plan for gradual advancement. It provides for the exist- —32— ence of the present plan along with the new plan for a period of years; it permits all teachers now building for higher certificates under the present plan to continue this process through a reasonable length of. time; it does not invalidate any certificate previously granted. It pro- vides a just plan, whereby all accerdited colleges of Texas are granted the same privilege of certification on the basis of the same courses and standards of work, except that it grants certain special privileges to normal colleges; and it gradually raises standards for the future, thus assuring better qualified teachers after its complete and full operation begins. The pro}>er conduct of teachers' examinations in the various coun- ties has been seriously hampered in the past two years, by the difficulty of securing competent persons to hold these examinations at the re- muneration paid. It is a general recommendation of the county sup- erintendents that this fee be increased, both that they may secure for the work those who are competent and trustworthy, and that those who are totally unqualified, but who take the examinations largely as a matter of luck, may be discouraged from continuing this practice. EEPORT OF THE C40YEEX0irS COMMITTEES OX EDUCATIOX. January 7, 1921. To His ExceUency, Governor IT'. P. Ilohhi/. Dear Sir: Your Committee on Education desires to make the fol- lowing report: At the first meeting on March 19, 1920, the members first appointed held a meeting to consider educational conditions and policies, with the following members present: ^Y. B. Bizzcll. F. M. Brallev, F. ^Y. Cook, L. J. Hart, T. H. Slielby, 1?. E. Yinson, Xellie White and A. W. Blanton, C. E. Evans being absent. x\fter a general discussion of emergency conditions in education and of the avisability of recom- mending a constructive study of the educational needs of the state, it was decided to request you to appoint a larger committee, representa- tive of the different interests and different sections of Texas. Three 6ub-committees Avere appointed to report to this larger committee. These committees were as follows: First, Committee on Present Con- ditions, Annie Webb Blanton, Chairman, C. E. Evans and F. W. Cook; second, Committee on the Emergency of the Educational System, T. H. Shelby, Chairman, C. E. Evans and Nellie White; third, Commit- tee on Constructive Policies, E. E. Yinson, Chairman, F. M. Brallev and L. J. Hart. On April 19, 1920, the larger committee appointed by you in re- sponse to the request of your first committee, met in the Governor's Eeception Eoom, with the following niembers present: Annie Weblj Blanton, Mamie Bastian, F. M. Bralley, W. B. Bizzell, J. C. Cochran, F. W. Cook, Lynch Davidson, C. E. Evans, L. J. Hart, J. A. Hill, L. H. Hubbard, T. N. Jones, D. E. Lydav, F. C. Proctor, E. E. Pedigo, T. H. Shelby, Chas. G. Thomas, Leonard Tillotson, E. E. Yinson and Nellie White. The followins: members were absent: W. H. Bledsoe, —33— H. B. Brelsford, Eichard Burges, E. M. Dudley, Chester Terrell. The Hon. Eichard Burges was selected as Chairman of the committee and Annie Webb Blanton as Secretary. F. C. Proctor was chosen as Vice- chairman and presided at this meeting. After hearing the reports of the three committees appointed at the preceding meeting, the com- mittee took action appointing two standing committees to continue the work for which the committee was created. These were as follows: Committee on Legislation, T. N. Jones, D. E. Lyday, J, C. Cochran, L. J. Hart, F. W. Cook, Lynch Davidson, Leonard Tillotson, Annie Webb Blanton; Committee on Educationl Development, F. M. Bralle}^, E. E. Vinson, W. B. Bizzell, C. E. Evans, T. H. Shelby, Kellie White- H. B. Brelsford. Eeports of committees showed the schools of Texas, including the higher educational institutions, to be in a precarious condition. In the public schools the alarming teacher shortage was revealed to have se- riously impaired the school system of the state, many schools having been forced to close for lack 'of teachers, and others having continued their sessions only through private subscriptions by public spirited citizens. It was reported that each of the higher educational institu- tions was working with depleted forces and that these schools could not secure an adequate corps of teachers without substantial increase of appropriations. It being the opinion of the committee that the leg- islation expected of the special session shortly to^ be held should be limited to remedying these emergency conditions, the following recom- m,endations were decided upon to be presented to the Special Called Session of the Thirty-sixth Legislature. 1. Increase of appropriations for the higher educational institu- tions, including the State Department of Education. 2. Increase of salaries of County Superintendents, fixing a minimum salary, permitting County Boards to fix a maximum salary and to make allowances for office assistants and for adequate traveling ex- penses. 3. Direct appropriation from the general funds to be apportioned to the public schools to increase salaries of teachers and provide for a longer school term. 4. Eepeal of the Maximum Salary Law now applying to many rural and small town schools. 5. Eevision of the laws in regard to the certification of teachers, providing for a choice of subjects and for a better reciprocity with other states and emphasizing professional training. This committee further recommended that the Texas School for the Blind, the Texas School for the Deaf and the Orphans' Homes should be considered as educational institutions and should be termed as such by law. The Legislative Committee was instructed to use efforts to bring this about. It was also decided that if the situation in regard to the Medical Department at Galveston did not iniporve, the Legisla- tive Committee should ask the Governor to appoint a committee to in- vestigate the situation at Galveston. On Friday, May 28, 1920, your committee again held a session in the Governor's Eeception Eoom with the following members present: Hon. Eichard Burges, Chairman, Annie Webb Blanton, Secretary, Mamie —34— Ba.. E. Lvdav, E. E. Pedigo, F. C. Proc- tor, T. H. Shelby, Nellie White, W. (i. BJedsoe, H. B. Brelsford, R. M. Dudley and Chester Terrell. Eejroits were made by the Legisla- tive Committee to the effect tliat bills Jiad been prepared to carry out the legislation aii|ir(i\ed at the preceding meeting. The matter of sub- mitting a hill for an educational snrvey of the state was discussed, the committee deciding to take no action on this matter at this time. On Thursday, January (>, 1921, a fourth meeting of the Committee on Education was hekl in the Governor's Reception Room. In the inteiim P. W. Horn had. lieen appointed to take the place left vacant til rough the decease of Chester Terrell. The following were present: Hon. Richard Burges, Chairman, Annie Webb Blr.nton. Secretary, Mamie Bastian, W.' B. Bizzell^ F. M. Brallev, J. C. Cochran, F. W. Cook, C. E. Evans, L. J. Hart, J. A. Hill, P. W. Horn, L. H. Hubbard, T. X. Jones, Chas. G. Thomas, Leonard Tillotson. R. E. Vinson, Nellie White. The following members were absent: W. H. Bledsoe, H. B. Brelsford, Ivvnch Davidson, R. :\r. Dudley, D. E. Lyday, E. R. Pedigo, F. C. Proctor, T. H. Shelby. The Connnittee on Legislation reported the following as accomplished in regard to the legislative pro- gram endorsed to be carried out at tlie special session of the Legisla- ture. 1. An appropriation of four million dollars from the general funds to increase the per capita apportionment in the public schools. 2. Increase of salaries in the state's higher educational institu- tions amounting to approximately twenty-five per cent on an average. 3. Increases of salary for county superintendents varying ifrom thirty-three and one-third per cent to sixty-six and two-thirds per cent. 4. Provision for office assistants for county superintendents and a fifty per cent increase for office and traveling expenses. ."). Amendment of the ]\Iaximuni Salary Law providing for in- creases to teachers holding each grade of certificate. . These were as follows: Second grade certificate from $60 to $100; First grade cer- tificate from $75 to $125; and Permanent certificate from $85 to $150. G. The passage of a more progressive certificate law providing for choice of subjects, foi- reciprocity with other states and giving more em]ihasis to professional training. The Connnittee on Future Policies rejiorted that it had not formed any s|)ecific program to recommend to the general committee. After a thorough discussion of each part of the educational system of the state, it was agreed that the committee should make the following recommendations to your Excellency, to Governor-elect Pat M. Xcff, and to the Thirty-seventh Legislature. 1. Immediate ])assage of Enabling Act, ])utting" into effect the re- cently adopted amendment to Article 3, Section T, of the State Con- stitution whereby school districts may be authorized to vote for their schools such support as they deem necessary. 2. Revision of the state syi^tem of taxation in such a way as to equalize taxal)le values in tlie different counties of the state. —35— 3. The passage of such appropriations from the general funds of the state as may be necessary to provide for the public schools a state per capita apportionment of not less than $14.50. 4. The establishment of an effective County Unit System for Texas in which the County Superintendents shall be appointed by the County Board of Trustees and in which sparsely settled counties shall be divided into groups, each group to be presided over by a County Dis- trict Superintendent, thus al)olishing the office of ex-officio county super- intendent. 5. A revision of the Text Book Law, making certain changes as to the Text Book Commission, providing for the distribution of books to the Common School Districts through County Depositories, defining more definitely the duties of teachers and school officers in regard to the management of text books, providing for the cancellation of con- tracts by the State Board of Education in case of |)ersistent failure to fill contracts, providing for a penalty to l)e assessed by the State Board of Education for the selling of a book at a price greater than the retail price fixed in the contract, providing that no text book in manuscript shall be considered by the Text Book Commission, adding additional texts now in use in the schools Imt not covered by contracts and pro- viding that contracts shall in future be so arranged that the contracts on not more than one-sixth of the total number of different texts adopted shall expire in any one year or shall be changed in any one year. 6. A revision of the Compulsory Attendance Law providing for a gradual increase in the length of the compulsory term and in the grade and the age of exemption, prescribing that by September 1, 1922, the English langiiage must be made the medium of instruction in all pri- vate and sectarian schools accepted in lieu of public school training, requiring the registration of private and sectarian schools and provid- ing that by September 1, 1924, private and sectarian schools whose work may be accepted in lieu of public school training must conform to public school standards. 7. Continuation of the special annual appropriations of two million dollars for rural schools and those of small towns. 8. Appropriation for vocational education under the terms of the Smith-Hughes Law and provision for acceptance of the terms of the recent Federal Act providing for the rehaliilitation of persons injured in industry . 9. Provision for a comprehensive and thorough survev of the schools of Texas. 10'. A revision of the statutes relating to the powers of the State Board of Education, granting to this Board the power to remove, after a fair hearing, any school official who has been illegally placed in his position or who refuses to obey the school laws or who wilfully and persistently neglects his duties or who is known to be wholly incom- petent or to be guilty of misconduct or of immorality ; granting also to this Board the power to alter, change or fix boundaries of school dis- tricts in cases of appeal or in cases to which existing laws do not apply. 11. Provision for a State Board in charge of the State Depart- ment of Education and of the pul)lic schools, who shall appoint the State Superintendent of Public Instruction and who shall determine —36— a^axe the educators employed in the state's highest educational msti- *''1''''" Provision for dnld-.velfare ^vork am,OBg ^school children of schod age m cooperation ."ith the Parent-Tbacher organizations ot the '^la. Provision for the holding of a Constitutional Convention in the '^'7x^ PeSion of the certificate laMs, providing for the same powers /^+- w nrto .11 sdiool'^ on a hasis of the same standards and courses of certification to all .chool^o^^^ certificates obtained by exam- and for more adequate fees for county ex ,„.„atos ir^ "Pnrlor'sement of the memorial ot the i^oam oi i\ef,cuL. P ; „1 Iw the SstitutioBS of higher education and by the htate De- Control by tl^^,™*"""'" .,^, f,% „„j necessary tor the maintenance rartment o Ed"catmr a ns^ fair an^^^^^^ ^^ ^^^.^ ^^_^^_^^^^^^^ and support of these "f *' J'''™^'?^^;;^^,;, power to secure the adop- r i?r: ^geJrhy tl:!;-* Con,,Lttee and hy tire Thirty seventh Legislature ,„„„,ittee desires to express to you its In d°='"g * l,;Xf^rt'Xty f" service to the educational interests :rt':l; e"; i h^aTe^ con'ferred upon them by your appo.„i.„eu^. ^^e'desire to express to >-^»",,t''dti:r youf Smfni^l^tL" "I^d l"f ytrlrgr^ll^^and iS ^L ^oJrl the schools which have made this progress PO-'blc^^^^^^^^_^^^^ ^^^^^^ Eeport signed by RiCHAED BuRGES, Chairman. Annie Webb Blanton, Leonard Tillotson, Egbert E. Vinson, Committee Preparing Pei>ort. -37— STATISTICAL REPORTS A BEIEF SUMMARY OF PUBLIC SCHOOL FINANCES AT CLOSE OF FISCAL YEAR, AUGUST 31, 1920 PERMANENT SCHOOL FUND State Permanent Fund, From Report of Land Commissioner, August 31, 1920. Land notes $46,915,674.20 Bonds 24,760,210.84 Cash 217,074.89 Total $73,892,959.98 County Permanent Fund From Annual Reports of County Superintendents Acres of land sold 4,036,441 Acres of land unsold 226,843 Value of County Permanent Fund, 1919-20 Investment in bonds $ 5,097,900.30 Investment in vendor's lien notes 4,519,949.69 Investment in other securities 314,452.83 Cash on hand 66l',263.50 Total ' $10,593,566.32 Estimated value of unsold lands 1,513,086.39 Total value of County Permanent Funds $12,106 652.71 REPORT OF MAINTENANCE FUNDS, 1919-20. Receipts. State and County Available. Local Maintenance. Total. $ 923 910 59 $ 1,444,860.30 $ 2,368.770.89 10.487,815.00 1.844,565.46 37.615.44 2.510.03 573 442 63 State apriortionment 10,487,815.00 1,844,565.46 37,615.44 2,510.03 573,442.63 807,488.75 345,310.99 216,016.13 Rural aid fund State-Federal vocational fund Income from county permanent fund Countv apportionment to Independent Districts 26,446.47 2.59.162.37 87,982.64 9,718,860.24 1,360,718.77 807.488.75 345.310.99 242,462.60 259,162.37 151,489.31 9,718,860.24 1.818,520.17 Monev borrowed Tuition Interest on deposits 63,506.67 Local taxation Miscellaneous 457,801.40 Total .S15 759 983 09 $12,898,030.79 $28,658,013.88 —38— Disbursements. Slate and (loiintv Available. Salaries of teachers Sll ,847,108.59 Salaries of county superintendents 276,541 .54 Interest and payments on borrowed money. . 266,448 Taking scholastic census " . . 34,558.78 County apportionment paid Independent Districts 164,521.14 Assessing and collecting taxes. Purchase of school sites 3.914.99 School houses and equipment 156,212.94 Transportation 6.642.36 Transfers 171 ,086.80 Miscellaneous 529,467.58 Local Maintenance. Total Total. Less I)alancc on hand, transfers, county ap- j)orlionment to lnde|)endenl Districts, and payment of borrowed money Net amount expended on all public schools. 813,483,503.49 2,871.589.21 §12.888,393.) $ 6 . 01 5 . 548 . 95 $1 7 . 889 . 657 . 54 276,541.54 266.448.77 34.607.81 69.166.59 164,521.14 121.081.6.i 89.300. l'.» 1.954.866.52 70.087.76 208.255.17 4,707.901.14 121, 85, 1.798, 63, 37, 4,178, 081.63 385 . 50 653.58 445.40 168.37 433 . 56 $12,334,324.80 $25,817,828.29 600,874.36 .■512,297,156.43 3,472,463.57 825,185,550.31 BOND Oi; lUlLDIXG ITXl) Receipts Balance from previous vear $l,G34,04"-i.l7 Sale of bonds '. -^,719,130.88 Interest on (lejiosiLS 151,468.23 Total Disbursements Pnrciiase of school sites $ 171,816.80 Building school houses •3,221.831.47 Making additions to school liouscs ('.00, 940, .IS TJepairing school houses l')5, 668. 00 .School equipment 22i),628.20 Net amount actually expended .$3,329,885.05 Balance on hand. August 31, 1920 1,174,756.23 Total $4,504,641.28 $4,504,641.28 SIXKIXC )-CXI) .\XI) IXTl'ltKST .VCCOl'XT J^eceipts Balance from ])revious vear $3,897,065.61 Local taxation ." 2,390,034.71 Investments and interst on deposits 312,386.19 Tutal $6,599,486.51 —39— Disbursements Interest on bonds $1,425,656.70 Eedemption of bonds 662,884.63 Assessing and collecting taxes 55,598.24 Xct amount actually expended $2,144,139.57 Amount invested 1,325,086.16 Balance on hand 3,130,260.78 Total $6,599,486.51 Net Expenditures for Puhlic School Purposes, 1919-1920 Amount from maintenance funds $25,185,550.31 Amount from Imilding funds 3,329,885.05 Amount from sinking funds 2,144,139.57 Total ]iet amount of expenditures $30,659,574.93 Average Cost of Instruction Per Pupil White Colored (:*ommon school districts $28.22 $11.40 Independent districts 26.00 15.00 Average amount per child spent by state for teachers' salaries. . . .$17.90 Average amount per child spent by state for other maintenance purposes $ 7.30 Average cost of instruction per child $25.20 Value of School Buildings White Colored Total Common school districts $15,403,916 $ 896,333 $16,300,249 Independent districts 33,683,485 1,845,229 35,528,714 Total value $49,087,401 $2,741,562 $51,828,963 Value of School Grounds White Colored Total Common school districts $ 1,439,202 $ 127,587 $ 1,566,789 Independent districts 8,399,655 511,152 8,910,807 Total value $9,838,857 $ 638,739 $10,477,596 Value of School Furniture White Colored Total Common school districts $ 3,094,687 $ 202,651 $ 3,297,338 Independent districts 2,839,735 181,317 3,021,052 Total value $5,934,422 $ 383,968 $6,318,390 ^o- Value of titer School Equipment White Colored Common school districts $ 380,645 $ 13,149 Independent districts 2;^99,537 61,312 Total Value of School Property in State White Colored Common school districts $20,324,450 $1,239,720 Independent districts 48,661,614 2,598,910 Total 339,794 2,360,749 Total value $ 2,686,182 $ 74,361 $ 2,760,543 Total 521,564,170 51,260,524 Total $68,986,064 $3,838,630 $72,824,694 SMITH-HUGHES VOCATIONAL WORK. Expenditure from Slate and Federal Funds, 1919-20. Classification of Expenditure. Agriculture: For salaries — a. Of supervisors of agriiulture. b. Of teachers of agriculture. . . . Total (a +b) Trade, industry, and home economics: For salaries- A. Of teachers of trade or industrial subjects: a. In evening schools b. In part-time schools c. In all-day schools Total (a -Fb +c) B. Of teachers of home economics subjects: a. In evening schools b. In part-time schools c. In all-day schools Total (a -f b -fc) C. Of teachers in general continuation part-time schools. Total (A4-B-1-C) Teacher training: For maintenance of teacher training, in- cluding supervision — a. In agriculture b. In trade and industry c. In home economics Total (a -f-b -|-c) Total (1 -f2 -1-3) Amount of Expenditure. State Funds. $ 4,160 9,672 % 13.833 100. 450 550 $ 11,903 $ 11,903 $ 265 $ 12,719 $ 9,618 11,026 13,453 $ 34,098 $ 60,651 Federal Funds. $ 4,160 36,405 $ 40,565 $ 1,847 8!268' $ 10,115 $ 417 3!962' $ 4.380 % 1,579 $ 16,075 9,618 11,026 13,453 34,098 90,739 EEPOKT OF S:\nTH-HUGIIES A^OCATIONAL WOEK FOR 1920-21. Vocational Agriculture, 1920-21 Courses are beins" offered in 77 schools for whites and 10 schools for colored. Total, 87." Total number ol' pupils enrolled, 1920-21 : About 1200 white, about 150 colored. —41— During 1918-19 for every dollar spent for teachers' salaries 43 cents was returned from project work. During the year 1919-20 the enrollment increased 113 per cent over 1918-19. Vocational Home Economics, 1920-21 White Colored Number of day schools organized 27 3 Number of evening classes organized 11 3 Total number of classes organized 38 6 On account of the small amount of money available for home economics education more schools cannot be organized. Total number of girls enrolled in home economics classes: 541 white; 9G colored. Trade and Industrial Education, 1920-21 Number of classes organized up to December 20, 1920 : White Colored Day classes 11 5 Part-time 12 Evening 40 Total 63 5 Number of pupils enrolled : White Colored Day classes .' 152 37 Part-time 152 Evening ' 580 Total 884 37 Ninnber of teachers employed: White, 52; colored, 6. The greater part of the work is given to people who are employed in industry, 580 in evening classes and 152 in part-time classes. Instruction for people in 18 different vocational pursuits is being car- ried on. Work increased during 1919-20 133 per cent over that of 1918-19. Teacher-Training The following state institutions are training teachers for which they are receiving Federal aid: College of Industrial Arts. ITniversity of Texas. Agricultural and Mechanical College. Sam Houston Normal Institute. North Texas Normal College. San Marcos Normal College. Prairie View Normal and Industrial Institute. —4'2— The fact that Texas appropriated less funds than any other state of the eleven states in the southern region, which could be used to match Fed- eral funds for vocational work, shows we are far behind other states in this respect. Six states of this region have matched the Federal appropriation dol- lar for dollar. The one big factor in this work is the ability to reach the people who are not being reached by the public schools. The part-time and evening classes are taking care of those who have dropped out of school and gone to work. This work will stop if Texas fails to take advantage of the Federal aid. Thirty-five states have compulsory part-time education laws for peo- ple over 14 years of age, while Texas has not. REPOET OF SUPEEVISOKS OF AGRICULTURE FOR THE SESSION" 1919-20 PnNicafions The following bulletins were published: Bulletin 106, Laboratory Exercises in Animal Production; Bulletin 107. Laboratory Exercises in Plant Production; Bulletin 108, A Year's Work in Vocational Agri- culture. Tea cli er-Training Teacher-training was continued by the A. and M. College and by the Prairie View Normal Institute. The Sam Houston Normal Institute and the West Texas State Normal began the necessary preparatons for obtaining the recognition of the State and Federal Boards as teacher- training institutions for teachers of vocational agriculture. Work in High Sclwols The number of schools giving courses in vocational agriculture in Texas has increased from 31 in 1918 to 76 in 1919 and 90 for the session of 1920-21. For the year $59,944.44 was available for salaries of teachers, super- visors and directors of agricultural subjects. Of this sum, $36,405 was paid the public schools and $4160 was paid for supervision. All the allotment of state funds, consisting of about $10,000 for agriculture, was used in the smaller schools of the state. It is interesting to note that for the year ending June 30, 1919, the reports of the vocational teachers of Texas show that for every dollar spent on this type of education 42 cents was earned by the boys in their home projects. A large number of communities desiring the vocational course this j'^ear were unable to obtain teachers who could meet the requirements of the State Board. We were therefore unable to introduce the work, even though Federal funds were available for partly reimbursing the school for the salary of the teacher. Although the work was intended primarily to train boys as farmers, —43— many of the small schools in which our farmers of tomorrow are found were unable to introduce the course because they could not raise their part of the teacher's salary. The minimum paid these men for the year's work was $1200. Our part of the $25,000 appropriation made by the Thirty-sixth Legislature enabled us to assist some of these com- munities, but the number thus reached was relatively small. Two summer school sessions of six weeks each were conducted at A. and M. College for the benefit of the agricultural teachers whose train- ing had not been adequate when they entered the service. Our standard for tliese men is increasing each year. A two-day conference at which all the colored teachers of vocational agriculture were present was held at Prairie View. A contest, in which ten teams from our vocational schools partici- pated, was conducted at the Ft. Worth Fat Stock Show. This contest has been enlarged and made permanent. EEPOET OF THE RURAL SCHOOL DIVISION" By the Chief Supervisor of Rural Schools, L. D. Borden The work of this division, the present year, has been directed chiefly along two lines — to assist rural and small-town schools which showed a real need for assistance in maintaining a school term of proper length, and in securing building and equipment more in harmony with an awak- ening consciousness of what must be provided for rural communities, before their problems, social and economic, can begin to be solved. This involved the distribution of the Two Million Dollars' Rural Aid Fund in such an equitable manner that most aid would be given where most needed, without at the same time weakening the spirit of self- reliance and local maintenance. In some counties there was manifest a disposition to regard the Rural Aid Fund as a special political plum or pie, and a determination to get as large a slice as possible without regard to actual needs, or meeting the standard requirements. This was partly due to a misunderstanding of the purposes of the laAV. However, of the more than forty-five hundred schools which applied for and received aid in 1919-20, there is abundant evidence that all but a very small per cent were helped through a period of great financial stress, and that the aid given was most opportune and thoroughly appreciated. Two hundred and ten counties received this aid this year. . County superintendents and teachers report that the visits of the supervisors have been of great assistance in arousing district trustees to their schools' needs, and that our plan of checking up the proposed fulfillment of standard requirements has been -a very successful factor in securing much needed and long promised improvements and equip- ment. It may be worth while to arid here that the average traveling expense of visiting the schools was $2.18 per school. The second objective in the work of this division has been to establish better understandng of the administration of. schools, of the provisions of school laws, and of duties of trustees. This has been accomplished —44— through county conferences held in 63 counties, at which were present from 75 jDer cent to 90 per cent of the trustees, both district and count}', who gave eager and came.'t attention to the statements of the repre- sentatives from the Rural School Division, who explained the various features of the recent school enactments, and expressed our sincere de- sire to co-operate with them in securing a betterment of rural conditions, both school and community. This was followed by a general round- table discussion of their local problems or difficulties and has resulted in great good — inspiring confidence and arousing school sentiment and entliusiasm, which in a number of comities has taken the form of suc- cessful elections for bond issues and local maintenance tax. The Teacher-Placing Bureau of this division has been of very great assistance to teachers and superintendents. There have been enrolled during the year: Avhite teachers, 882; colored teachers, 11. Of these, 289 wliite and 1 colored have been employed through the efforts of this bureau. Enrolled at present are 589 white teachers and 10 colored teachers. The number of vacancies reported is: white, 1165; colored, 3. The total number of vacancies now on the list is 1035. It is my belief that this work will result in great and lasting improve- ment in the betterment of farm life conditions in Texas, and that the most powerful factor in this accomplishment will be a new type of rural school, taught and led by a new type of rural teacher specially trained and developed for the purpose. STATE AID GRANTED FOR RURAL SCHOOLS. 1919-1920. County. Number of Schools. Total for County. 52 46 8 1 20 9 19 5 16 49 9 6 36 27 13 7 5 38 17 7 16 4 28 8 12 2 47 6 15 52 25 37 5 43 71 20 15 48 $ 21.375.00 18,040.00 3.900.00 .500.00 3,650.00 3,540.00 5,!i05.00 Bavlor ' 2,075.00 Bee 7,215.00 Bell 34,386.16 4,400.00 2,075.00 19,225.00 14,460.00 6,3vl5.00 3,800.00 2,500.00 16.560.00 7,415.00 4,295.00 5,250.00 1,700.00 10.100 00 4,125.00 Cam<. 7,100.00 1,000.00 14,678.00 2,090.00 6,205.00 27,400.00 Chi'dress 9,195.00 Clav 13,488.00 Coke 2,225.00 17,246.00 Collin 32.160.00 7.170.00 4.390.00 Comanche 17,580.00 L5— STATE AID GRANTED FOR RURAL SCHOOLS, 1919-1920 — Continued. County. Concho . . . Cooke Corvell. . . . Cottle Crosby. . . . Dallam. . . . Dallas. . . . Dawson. . . Delta Denton . . . DeWitt . . . Dickens. . . Donley. . . . Eastland . . Ector Edwards . . Ellis Erfith Falls Fannin. . . . Fayette . . . Fisher. . . . Floyd Foard Fort Bend. Franklin. . Freestone. . Frio Gaines. . . . Galveston . Garza Gillespie. . . Glasscock . Goliad . . . . Gonzales . . Gray Grayson. . . Gregg Grimes. . . . Guadalupe. Hale Hall Hamilton. . Hansford. . Hardeman. Hardin. . . . Harris Harrison. . Hartley . . . Haskell . . . Hays Hemphill. . Henderson. Hill Hood Hopkins. . . Houston. . . Howard . . . Hunt Hutchinson Irion Jack Jackson . . . Jasner. . . . Jefferson . . Jim Hogg. . Jim Wells . , Johnson. . . Jones Karnes. . . . Kaufman. . Kendall. . . Kent Kerr Kleberg. . . Knox Lamar. ... Lamb Lampasas. . Lavaca Number ol Schools. Total for County. 7 $ 2,965.00 42 15,125.00 48 15,565.00 8 2,700.00 10 4,225.00 1 500.00 38 16,735.00 17 6,589.00 40 17,255.00 54 30,275.00 5 1,750.00 11 5,145.00 8 3,695.00 49 17,675.00 1 500.00 1 500.00 53 23,531.00 50 18,795.00 26 13,360.00 93 36,111.00 17 3,175.00 28 12.075.00 12 5,285.00 8 3,300.00 12 6,335.00 17 6,975.00 20 7,973.00 6 2,850.00 5 2,585.00 10 4,400.00 9 3,235.00 5 1,585.00 2 800.00 6 1,795.00 14 6,575.00 3 900.00 50 22,724.00 13 6,608.00 18 6,555.00 8 2,900.00 17 8,185.00 20 8,785.00 37 13,740.00 1 500.00 16 6,590.00 7 2,725.00 47 18,075.00 21 6,715.00 2 950.00 31 13,590.00 15 4,210.00 7 3,310.00 32 14,020.00 56 23,375.00 16 7,020.00 85 .32,029.00 44 14,, 341. 00 11 5,819.00 83 38,205.00 2 800.00 4 1,950.00 25 8,975.00 22 10,250.00 10 5,. 540. 00 7 2,4,30.00 1 . 500.00 4 1,400.00 30 14,405.00 44 20,. 320. 00 14 6,830.00 40 18,668.75 6 1,950.00 3 1,500.00 6 2,145.00 1 500.00 3 2,000.00 59 26,692.00 1 800.00 16 4,595.00 24 6,150.00 —46— STATE AID GRANTED FOR RURAL SCHOOLS. 1919-1920— Continued. County. Number of Schools. Total for County. 23 26 7 50 6 3 9 20 6 24 2 6 17 • 24 44 24 5 32 9 21 53 1 6 14 5 34 29 . 14 24 19 2 7 16 50 54 2fi 7 1 2 44 2 4 1 6 16 37 48 24 5 8 18 1 18 8 50 2 1' 2 1 24 10 40 45 10 4 21 15 42 34 31 40 8 78 24 21 9 1 6 $ 8,825 00 9,195.00 2,. 533 00 22 , 007 . 50 2 450 00 Live Oak 2,000 00 2,125.00 10 790 00 2 , 632 . 00 11,535.00 1 , 125 00 2 , 540 . 00 8 130 00 9,010.00 18,480.00 6,805.00 660 . 00 16,175.00 Mills 5,235.00 10,280.00 20,325.00 500.00 2,575.00 7.910.00 Motley 2 , 500 . 00 14,250.00 14.640.00 5.791.00 8,455.30 11.390.00 1,. 325. 00 3,. 300. 00 Palo Pinto 7,050.00 20.447.00 Parker 23,305.00 10,880.00 2,. 578. 00 400.00 Real 675 . 00 17.357.00 675.00 1 , 500 00 1 .000.00 2.750.00 7.720.00 17,215.00 Rusk T 22,645.00 7,960.00 6.185.00 3,400.00 5,4.50.00 8.445.00 500.00 8,4.30.00 3,175.00 20,3.50.00 640 00 17.663.00 2.190.00 800.00 Sterling .500.00 9.240.00 Swisher 4.305.00 20.0.50.00 20,262.50 4,450.00 2,000.00 9.. 320. 00 5 , 765 . 00 22,926.00 14.810.00 Tvler 13,680.00 17,102.00 3,215.00 35.243.00 7,375.00 Walker . 10.125.00 Waller 3,095.00 Ward . . . . 115.00 3.100.00 —47— STATE AID GRANTED PQR RURAL SCHOOL, 1919-1920— Continued. County. Number of Schools. Total for County. 25 25 7 29 25 11 50 26 3 43 5 $ 10,171.00 7,962.00 Wichita 2,100.00 14,860.00 11,350.00 3,700.00 Wise 19,245.00 Wood 10,517.00 575.00 17,000.00 1,550.00 Total $ 1,844,565.46 A part of this appropriation lapsed to the state, because the schools did not meet the conditions, or did not apply for what was needed. BEIEF SUMMARY OF OTHER PUBLIC SCHOOL STATISTICS BASED OX REPORTS FOR 1919-20 NUMBER OF TEACHERS White 34,530 Colored 3,830 Total 38,350 CERTIFICATION OF TEACHERS Common School Districts White Colored Second grade certificates 6,449 1,334 First grade certificates 5,789 603 Permanent primary 346 31 Permanent certificates 1,105 364 Kindergarten certificates 1 Total 13,689 3,333 Independent Districts ' White Second grade certificates 738 First grade certificates 4,340 Permanent primary certificates. . . 1,307 Permanent certificates 4,604 Kindergarten certificates 55 Special city high school certificates 7 Total 10,841 Total 7,783 6,391 377 1,469 1 16,031 Colored Total 380 1,108 . 427 4,667 40 1,347 640 5,244 55 3 9 1,489 13,330 —48— Total in Comnton Scliool and Independent Districts White Colored Total Second grade certificates 7,177 1,714 8,891 First grade certificates 10,0-.^9 1,029 • 11,058 Permanent primary certificates ... . 1,553 71 1,624 Permanent certificates 5,700 1,004 6,713 Kindergarten certificates 55 1 56 Special city high school certificates 7 2 9 Total 21,530 3,821 28,351 Number of teachers in common school districts, 16,021. Forty-eight per cent of teachers in common school districts have a second grade certificate; 2 per cent have j^ermanent primary certifi- cates : 50 per cent of them have certificates below first grade. Number of teachers in independent districts, 12,330. Nine per cent of teachers in independent districts have second grade certificates; 10 per cent of them have permanent primary certificates; 19 per cent have certificates below the first grade. Forty-eight per cent of the teachers in common school districts are graduates of no school; 31 per cent of them are graduates of high schools; 16 per cent are graduates of normal schools, and 5 per cent are graduates of some college or university; 79 per cent of them lack college training. Eight per cent of the teachers in independent districts are graduates of no school; 37 per cent are graduates of high schools; 30 per cent are graduates of normal schools, and 25 per cent of them are graduates of some college or university; 45 per cent of them lack college training. In 1918, 33 per cent of the teachers of the state held second grade certificates; in 1920, 31 per cent of them held second grade certificates. Thus we see the proportion shows little decrease. In 1920, 6 per cent of the teachers of the state held permanent primary certificates, 39 per cent first grade certificates, and 23 per cent held permanent certificates; 37 per cent of the teachers of Texas held certificates below first grade. In 1918, 27 per cent of the teachers of Texas were graduates of high schools; 23 per cent of them were normal graduates; 11 per cent were graduates of other colleges and universities, and 39 per cent of them were not graduates of any school. In 1920. 33 per cent of the teachers of the state were graduates of high schools; 21 per cent were normal graduates; 13 per ccent were graduates of other colleges or universities, and 33 per cent were not graduates of anv school. STATISTICS AS TO AVERAGE SALARIES OF TEXAS TEACH- ERS FOR SESSION OF 1919-20 ONE-TEACHER SCHOOLS Men Women White $ 573.36 $ 469.82 Colored 361.23 299.55 Average annual salary in one-teacher schools, $440.13. t9— ELEMENTARY GRADES Common School Districts Men White $ 591.78 Colored 380.98 Independent Districts Men White = $ 883.00 Colored 588.00 Average annual salary in elementary grades, $582.63. HIGH SCHOOL GRADES Common School Districts Men White $ 845.00 Colored 531.54 Independent Districts Men White $1,280.63 Colored 708.04 Average annual salary of high school teachers, $952.66 Principals Men White $1,528.80 Colored 1,043.46 Average annual salary of principals, $1,486,69. Supervisors Men White $1,645.10 Colored 1,255.00 Average annual salary of supervisors, $1,076.31. Siiperintendents Average annual salary of superintendents, $2,263.78. General Arerages for State Average salary of rural teachers, $51.90. Average salary of town teachers, $875.22. . Average salary of all teachers in state, $682.66. Women $ 490.38 315.81 Women $ 779.21 500.63 Women 717.69 495.83 Women 988.50 633.12 Women $1,476.86 825.75 Women $ 938.45 893.00 —50— STATISTICS AS TO OXE-TEACHEE AXD CONSOLIDATED SCHOOLS, INCLUDING TEANSPOETATION AND TEACHEEAGES Nr:Nn{i;R of oxe-teaciiek schools \Miite Colored Total Common school districts o,GSy 1,419 5,108 Indepeudent districts U)!) 213 382 Total oiie-teacJier schools. 3,858 1,632 5,490 CONSOLIDATED SCHOOLS Number of consolidated schools previously reported, 491. XUMBElt OF COXhOLIDATlOXS EFFECTED IX 1919-20 White Colored Total Common school districts 117 11 128 Independent distrcts 13 3 16 Total consolidations 130 14 144 Total consolidated schools in state, 635. NUMBER OF TRAXSI'OKTATIOX' AVAGOXS IN USE White Colored Total Common school districts 87 87 Independent districts 19 U 19 Total number of trans])or- tation wagons 106 106 NU:X[LiEK OF CIIILDKEX TKA XSI'OUTED TO AXD FROM SCHOOL AT PUBLIC EXPENSE White Colored Total Common school districts 1,993 3 1,996 Independent districts 687 687 Total children trans])orted 2,680 3 2,683 teachers' homes or TEACHER AGES White Colored Total Common school districts 4 78 84 518 Independent districts 44 5 49 Total of teachcraijcs 478 89 " 567 . —SI- NUMBER OF ELEMENTARY SCHOOLS AND HIGH SCHOOLS Elementary High Schools Total Common school districts 7,215 2,169 9,384 Independent districts 1,186 453 1,638 Total in state . . . 8,401 2,621 11,022 PUPILS ACTUALLY ENROLLED Common School Districis White Colored Tolal Kindergarten 1,569 443 2,012 Elementary grades 418,480 107,214 525,694 High school 30,616 1,288 31,904 Total ■ 450,665 108,945 559,610 Independent Districts White Colored Total Kindergarten 5,567 449 6,016 Elementary grades 332,211 61,936 394,147 High school 71,680 4,195 75,875 Total ..409.^58 66,580 476,038 Total — Independent and Common School Districts White Colored Total Kindergarten 7,136 892 8,028 Elementary grades 750,691 169,150 919,841 High school 102.296 . 5,483 107,779 Total for state 860,123 175,525 1,035,648 Percentage in kindergarten, .8 per cent. Percentage in elementary grades, 88.8 per cent. Percentage in high school, 10.4 per cent. Classified High Schools ■ l>J"nmber of first class accredited high schools 343' Xnmber of second class accredited high schools 72 Xnmber of third class accredited high schools 75 Total • 490 —52— REPOriT AS TO XUMBER OF BUILDINGS USED FOR PUBLIC SCHOOLS 'number of SCIIOOLlIOrSKS OWXED BY PUBLIC White Colored Total Common school districts T,803 1,052 8,855 Independent districts 1,461) 420 1,889 Total of schoolhonses:... 9,272 1,072 10,344 NUMBER OF SCHOOL BUILDINGS NOT OWNED BY PUBLIC — RENTED OR OTHERWISE White Colored Total Common school districts 336 254 590 Independent districts 86 102 188 Total 422 356 778 NUMBER OF SCliOOLUOUSES BUILT DURING YEAR OF 1919-20 White Colored Total Common school districts 435 75 510 Independent districts 85 19 104 Total of schoolhouses 9,094 1,428 11,122 FI^TAXCIAL EEPOKT OX TEXT BOOKS BY THE TEXT BOOK MAXAGER, l\riXXIE LEE BAKEETT. Session of 1919-20 A. Special Appropriation Department E.\])cnditui-cs to S(M)tonil)er 1, 1919. 1 . Salaries. (a) Bctrular employees-^ $ 3,302.18 ( i)) Tem])orary employees 7,816.99 2. Printing and stationery 1,676.55 3. Postage ." 1,260.00 4. Furniture 386.06 5. Supi-lies 918.27 Total $ 15,360.05 B. Tfxf Book Fund — Septcmlypr 1, WW, io Scptonher 1, 1920 T. Income. 1. Amount derived from 15-cent tax $3,594,778.90 , 2. Sale of text hooks to pupils 62,325.1 1 Total $3,657,104.01 —53— II. Disbursements. 1. For text books $3,259,926.13 2. For cost of administration 54,428.16 3. Purchase of old books 13,768.67 4. Five per cent commissions to custodians 194,467.23 Total $3,522,590.18 Unexpended balance $ 134,513.83 III. Disbursements Itemized. 1. Depositories. (a) Southern $2,042,414.43 (b) Texas 544,683.23 (c) Ginn 488,127.17 (d) Practical drawing 184,701.29 Total $3,259,936.12 2. Department Expenditures. (a) Salaries of regular employees $ 14,723.10 (b) Salaries of temporary employees 16,134.13 (c) Postage, telegrams, and express 4,540.74 (d) Printing, stationery, and supplies... 17,348.16 (e) Furniture and fixtures 1,682.03 Total $ 54,438.16 3. Purchase of old books $ 13,768.67 4. Five per cent commissions to custodians 194,467.23 Total disbursements $3,532,590.18 IV. Amount of Orders for Text Books, Including Original, Emergency, and Supplementary Readers. 1. Total for common school districts $1,878,348.76 2. Total for independent districts 1,961,437.98 Total $3,839,786.74 3. Amount of orders filled and charged to state. (a) Southern $2,402,717.03 (b) Texas 673,630.54 (c) Ginn 529,635.37 (d) Practical drawing 196,090.73 Total $3,803,073.66 4. Exchange books credited to -state 33,916.11 Total $3,779,158.55 5. x^mount of unfilled and uncharged orders. (a) Southern $ 18,989.48 (b) Texas 18,^33.60 Total $ 37,713.08 —54^ 6. Amount paid each depository. (a) Southern $2,042,414.43 (b) IVxas 54^,683.23 (c) Ginn 488,127.1? (d) Practical drawing 184,701.29 Total $3,259,926.12 V. Summary of Fund foi 1919-1920. 1. Total amount charged to fund $4,041,814.78 2. Total income 3,657,104.01 Deficit $ 384,710.77 Note 1. There might seem some inconsistency between the balance shown under item II and the deficit under V. The balance was due to the fact that the statements from the depositories were not completed at this date, and, consequent 1}% warrants on the amount not draAvn. Much more than this sura was due. 2. There cannot be complete accuracy in tlic figures given for the total orders for common school and independent districts until the final settlement of the 1919-20 business. Cancellations, of which we were not notified, were made in orders placed with the depositories. Many shipments were returned unclaimed, others went astray, and many sur- plus books were returned. The final check will give with accuracy the totals ordered and filled. It will probably result in a smaller deficit for the first year. The amounts of income and disbursements are, of course, exact and accurate. 3. The unfilled orders were transferred and billed with the 1920- 1921 shipments, with the exception of those texts not readopted. These orders were canceled. 4. The greatest number of temporary employees at any one time was forty, but this was during the first summer, when bond amounts had to be made and orders filled for the whole state. Ou August 31st, the close of the school year 1919-1920, there were nine members in the tem- porary force. Session of 1920-1921— Skptember 1, 1920, to January 1, 1921. I. Income. 1. Amount derived from 15-cent tax $ 297,688.43 2. Sale of text books 5,355.90 3. Unexpended balance August 31st 134,513.83 Total $ 437,558.16 II. Disbursements. 1. For text books $ 148,341.32 2. For interest 35,304.66 3. For department expenditures 12,857.46 4. For county depositories 63.91 Total $ 196,567.35 Balance $ 240,990.81 —55— ni. Disbiirsements Itemized. 1. Depositories, for text books. (a) Southern $ 96,395.08 (b) Texas 32,812.36 (c) Cxinn 11,787.64 (d) Practical drawing 7,346.24 Total $ 148,341.32 ,2. Depositories, for interest on 1919-1920 accounts. (a) Southern $ 22.063.73 (b) Texas 5,728.68 (c) Ginn 5,438.72 (d) Practical drawing 2,073.53 Total $ 35,304.66 3. Department expenditures. (a) Salaries of regular employees $ 6,359.67 (h) Salaries of temporary employees 3,478.02 (c) Postage ' ' 1,513.56 (d) Printing, stationery, and supplies. . . . 1,435.50 (e) Miscellaneous 70.71 Total $ 12,857.46 4. Expenditures for county depositories. (a) For storage on unclaimed shipments, for postage and express $ 63.91 TY. Amount of Orders for Text Books. 1. For common school districts $ 673,855.10 2. For independent districts 498,608.01 Total $1,172,463.11 3. Unfilled orders transferred from 1919-1920..$ 33,317.48 Total amount charged to fimd. .$1,205,780.59 Note 1. The balance on hand January 1st includes the sum of $201,129.21, transfer made for December. Warrants were issued against this fund immediately. A sufficient sum has not yet been transferred to pay the deficit on 1919-1920 business. 2. If the present law continues in force, the state will always have to pay interest to the depositories, for this reason. Shipments are made in big quantities in June, July, and August. Sufficient taxes are not collected to meet these payments until February of the succeeding year, six or seven months later. The interest could be avoided from this year on by this plan. If the unexpended part of the Text Book Fund is not transferred to the Availal)le School Fund on September 1, 1921, but is left in the Tpxt Book Fund until January 1, 1922, the depository —56— payments can be met promptly within the three months limit. Then the transfer to the Available School Fund could be made from the new taxes. S. The orders for this year are somewhat higher than anyone antici- pated, resulting in a surplus in some texts. The surplus is not the fault of the depositories, except in a few rare instances where they made a mistaJce in duplicating a shipment. When notified, they were prompt in every case to take back the extra shipment, paying the return costs. The fault is wholly the teachers and superintendents. They alone are to 1)1 ame for ordering books not taught in their schools and a larger number than Avould be needed. The over-ordering was not done ma- liciously, but ignorantly. In most counties, orders were approved by county superintendents without any effort on their part to see that they were correct. This is most true of the first year, when the county superintendents felt they were under no obligations imder the text book laAv. Later, when they could have assisted, they were helpless, because the law did not require their signatures to emergency orders. Teachers, becoming impal:ient because their original orders were not filled, sent new orders without stating the original had not been filled. When the number of texts ordered was at great variance with the original, neither tlic d(^positories nor this department could detect the duplication, though we did cancel hundreds of so-called emergency orders. Mistakes of this sort were more or less natural the first year of dis- tribution, and no sweeping condemnation should be made by any one; Imt if it is made, it should be placed Avhere it belongs, upon the original makers of the orders. This Department should not suffer criticism be- cause of this surplus. Our only basis for judgment was the enrollment re]iorted. If this was wrong, we had no way of knowing it, and the blame again falls back upon the maker of the requisition. 4. Some of the county superintendents have rendered very valuable assistance in adjusting the distribution in their counties, by transfer- ring the surplus of some schools to relieve the shortage of others. In this way, they have secured enough surplus texts, in some cases, to fill the orders for their schools for the coming session. ESTi:\lATi: OF SCHOOL FUNDS FOE 1920-1 921 ON WHICH THE $1 1.50 PER CAPITA AYAS BASED Assessed valuation of taxable property $3,367,346,912 Available Srliool Fund One-fourth occupation taxes $ 47.325.67 Two-thirds poll tax 694,004.50 Supplemental taxes 69,978.00 Delinquent taxes 333,418.98 Insolvent 21,891.29 Penalty ". 10,951.71 Total income last year from above $ 1,177,570.15 -0, Total from Permanent Fnnd last 3'ear 3,810,566.30 Total $ 4,988,136.51 Balance to School Fnnd August 31, 1920 1,713,317.01 Product of 20-cent school tax in 1920-1921 (less 15 per cent for collection) 5,724,489.75 Amonnt left from text book 15-cent tax in 1920-1921 2,138,564.22 Special appropriation 4,000,000.00 Total $18,564,507.49 '^14.50 per capita for 1.271,157 children is $18,431,726.50. This is the estimate, according to the fignres which were furnished last snmmer. The totals checked were based on last year's figures. The others on estimates for this year, and have been corrected according to the Comptroller's latest figures on property valuations. INDEX Page Accredited schools 9^ 24 29 51 Adoption of text books 13, 18, 20 Agriculture 23 40, 42 Amendment to Article VII, Section 3 7, 9, 34 Americanization 8, 21, 30 Annual reports 9, 29 Appropriation, department 25, 36 Appropriation, rural aid 7, 22, 35 Apportionment, California plan 27 Apportionment, per capita 7, 10, 27, 35 Apportionment, school funds 7, 10, 27 Attendance law 7, 21, 35 Average cost of instruction 39 Blind, School for 8, 28 Bond or building fund 38 Bonds of school depositories 9, 29 California plan of apportionment 27 Census 28 Certificate law 8, 31, 36 Certificate statistics 47 Change of U. S. histories 18 Child welfare work 8, 26, 36 Citizenship instruction 9, 30 Classified high school 9, 24, 29 Colleges, state tax 9, 27, 28 Commission on Illiteracy 8, 21, 30 Committee on accredited schools 9, 24, 29 Committee on education 7, 32 Compulsory attendance law 7, 21, 35 Consolidation of schools 50 Constitutional convention 8, 9, 27, 36 Contracts, teachers' 9, 30 Contracts, text book 13, 18, 21 Cost of text books 52 County school board 9,27 County tax for schools 9, 27 County text book depositories 14, 18 County unit system 7, 10, 28, 35 Course of study 29, 30 Deaf, School for 8, 28 Depositories of school funds 29 Depositories, text book 14, 18 Dismissal of teachers 9 Distribution of text books 14, 18 District purchase of text books 18 Education Department 25, 36 Enabling Act for school amendment 7, 9, 34 English language in schools 22, 35 Enrollment in school 51 Epileptics, School for 9, 29 Estimate of school funds for 1920-21 .' 56 Expenses of Text Book Commission 21 Financial report on text books 52 Governor's Committee on Education 7, 32 High school classification 9, 24, 29, 51 Home economics 9, 30 Home nursing 9, 30 Illiteracy 8, 21, 30 Page Maintenance fund 37 Measures requirin, 29, 50 Teachers' retirement fund 9_ 27. 31 Teachers' salaries 48 Text book adoption ; ] 3, ] fj^ 21 Text Book Commission 13, 1 g, 21 Text book cost 52 Text book distribution ....'. 14 18 Text book, financial report 52 Text book law 7 13 jj^ 35 Text book surplus 15. ] (5 Text book tax 17 Texas history 9 30 Thrift instruction _ ., 9 Two million dollars rural aid 7_ 22. 35 44 U. S. history -...'.. ' IS Valtie of school property 3<) Vocational education . 40