do not even represent college credits. The holder of a doctor's degree has the same certificate that thousands who have no college degree hold. In the absence of a yardstock the committee is unable to say whether the average pay differential between white and Negro teachers is discriminatory or not. It is the committee's opinion that the average white teacher in this State is a better teacher than the average Negro teacher. This is natural. Sixty-four percent of the white teachers and only twenty-four percent of the Negro teachers hold college degrees. The white colleges from which these teachers come have a higher scholastic standing than the Negro institutions. The white teacher generally has been better able to take advantage of educational opportunities than has the Negro. This is no reflection on the Negro teacher; it merely means his opportunities have been more limited. (See Wilkinson, Special Problems of Negro Education, p. 22.) Representatives of the Negro Teachers Association recognize this fact and recognize also that the present certificates do not present the proper basis for determining the value or ability of a teacher. There are, however, among the Negro teachers, many who deserve salary increases in order to bring them to the level of the white teacher of equal value. In order to provide some additional compensation for the better Negro school teachers, the committee has decided to recommend a salary increase of $10 per month to be paid out of State aid, beginning with the session 1941-42, to those Negro teachers who hold college degrees. Present records indicate that there are now approximately 1,909 of such teachers actively engaged in school work in the State. In making this recommendation the committee is cognizant of the fact that the possession of a college degree does not necessarily mean that a teacher is well qualified for his job. It represents, however, the best indication now available and since the committee is of opinion that something should be done for these better teachers prior to the working out of a satisfactory plan of certification, it has decided to make this recommendation. The cost to the State would be not more than $152,720. It is the judgment of the committee that while the elimination of these inequalities will over the years result in increased expenditures for public school education, the State will be more than repaid in the increased value to it of the better educated Negro. It is reasonable to presume that in the future he will become a taxpayer with buying power rather than a client of our relief agencies. The low Negro enrollment in high schools is directly attributable to the failure of the State to provide adequate educational opportunities. We believe there is a great opportunity here to improve the economic condition of South Carolina. V. General recommendations Because of the resolution's requirement that the committee report to the present session of the general assembly and of the committee's desire that its report be filed in time for consideration at this session the committee's study of these problems has necessarily been limited. The committee has had no paid staff, all of its members have been busy on other matters, and it has expended no appreciable amount of public funds. It has attempted in a limited time to study matters which demand more thorough investigation. It is the recommendation of the committee that the State board of education: 1. Set up a teachers certificate division in the office of the State superintendent of education. That it staff this division with the most competent people available, paying them adequate salaries, and direct this division to immediately work out a satisfactory plan of teacher certification. 2. That the State board of education continue the study of the problems which have been mentioned in this report and that it employ such assistance from within or without the State as it may deem advisable for this purpose. We recommend that the general assembly appropriate the sum of $25,000 annually for the support of the teachers certificate division in the department of education, the sum of $25,000 to provide teacher examinations, and the sum of $25,000 to the State board of education for a comprehensive study and survey of public school education in this State, which should include a direction that the State board include within this study all of the problems which are mentioned in this report. Respectfully submitted. Referred to the committee on education. D. W. ROBINSON, Jr., JOHN H. PORTER, E. R. CROW, STATEMENT SUBMITTED BY RALPH B. JONES, COMMISSIONER, DEPARTMENT OF EDUCATION, STATE OF ARKANSAS, LITTLE ROCK ARKANSAS' NEED FOR FEDERAL AID TO EDUCATION It is generally agreed that it is the function of the public-school system to provide adequate educational opportunities for every child from his entrance into the system until he is ready to take his place in society. Unfortunately this condition does not prevail in Arkansas. Educational opportunities differ greatly within the State and in may instances great disparities exist between the opportunities provided in the State and in other States. Disparities within the State.-Within the State are found disparities such as the following: 1. Assessed valuation of property per child enrolled ranges from $21 in one district to $9,474 in another, from $240 in one county to $1,736 in another, from $21 in a district in one county to $2,225 in another district in the same county. 2. A total of 1,995 districts enumerate 100 or fewer persons of school age (6 to 21) while only 124 enumerate more than 1,000 persons. 3. Only 68.3 percent of the white enumerates and 32.7 percent of the Negro enumerates reside in school districts providing 12 years of schooling. 4. The area of 1,721 school districts in the State is 10 square miles or less. 5. By counties the revenue per child enrolled ranges from $16.18 to $37.74, with a State average of $27.83. 6. The percentage of enrollment by length of term is as follows: 9-month, 36.30 percent, 8-month, 38.87 percent, 7-month, 12.64 percent, less than 7-month, 12.19 percent. The average length of term for white schools in 1939-40 was 163 days, for Negro schools, 144 days. 7. A total of 89.36 percent of the school enumerates reside in school districts voting the maximum school tax and these districts embrace 90.13 percent of the total assessed valuation of the State. Arkansas and the Nation. The following comparisons show certain inequalities that existed between Arkansas and the national averages for 1937-38: 1. Current expense per pupil in average daily attendance: Arkansas, $31.62; United States $83.87. 2. Average number of days schools were in session: Arkansas, 157.6; United States, 173.9. 3. Average value of school property per pupil enrolled: Arkansas, $82; United States, $274. 4. Average salaries of teachers, supervisors, and principals: Arkansas, $571; United States, $1,374. 5. Percent of total enrollment enrolled in high school: Arkansas, 14.07 percent; United States 23.97 percent. 6. Percent of income from taxation and appropriation derived from the State: Arkansas, 46.6 percent; United States, 29.8 percent. 7. Wealth per pupil enrolled in public elementary and secondary schools: Arkansas, $3,234.67; United States $11,912.56. 8. Income per pupil enrolled in public elementary and secondary schools: Arkansas, $967.18; United States, $2,550.87. 9. Percent of income expended for total public education: Arkansas, 3.80 percent; United Sates, 3.87 percent. Improved program. In an effort to reduce inequalities in the State, Arkansas reduced its number of school districts from 4,594 to 2,920, between 1928 and 1940, during which time the high school enrollment increased from 38,639 to 73,768 despite a decrease in total enrollment. Between 1934 and 1940 the State increased its contributions to local school districts from $2,000,000 to $5,400,000, in addition to providing approximately $1,000,000 more for various school purposes including purchase of free textbooks, matching teacher's retirement contributions, providing facilities for blind and deaf children, and providing for State and county school administration. Numerous studies made of the school situation in Arkansas have indicated' that if educational facilities on a par with the national average are to be provided the children of Arkansas, assistance will have to be granted the State by the Federal Government. The chief causes of this condition are the low per capita wealth and income, the disparities within the State, the cost of transporting pupils into groups sufficiently large to provide acceptable school services, the need for additional buildings, and the necessity for maintaining a dual school system. 1 Data from Advance Statistics of State School Systems, 1937-38, by David T. Blose, U. S. Office of Education, and from State Comparisons of School Support, National Education Association, February 1941... There follow statements with respect to specific needs of the State concerning phases of the public-school program. I. Reduction of inequalities During 1936 and 1937 the Arkansas Department of Education, in cooperation with the United States Office of Education, conducted a comprehensive study of local school units in the State for the purpose of developing a satisfactory school program for the entire State. Based upon definite but reasonable standards for the State, the study proposed a program built upon relatively large administrative units, each of which was designed to include one or more high school attendance areas. Thus, provision would be made for a 12-year program to be made available for every child. Such a program would necessitate a reduction in school districts from 2,920 to 280 or less districts and would require an extensive building program. In the main, the same general situation prevails today as when the survey was made, despite a substantial increase in State contributions. In certain parts of the State large purchases of land for forest reservations have affected local revenues rather materially. In other areas the development of Farm Security Administration projects has resulted in concentrations of population and decrease in local taxes. The payments in lieu of taxes have not been sufficient to meet the increased demands. As an example, in one project for the current year the State equalizing fund will provide more than one-third of the district's total revenue, including the full share in the general State aid. The following figures, taken from the published report 2 of the study, indicate clearly the financial support needed to provide the reorganized program: ESTIMATED CAPITAL OUTLAYS NEEDED Funds needed for new buildings. Funds needed for repairs, alterations, and new equipment. Total immediate need for capital outlay. Borrowing capacity of local school units. Additional needs in excess of borrowing capacity ESTIMATED CURRENT NEEDS Estimated current expenditures for proposed 9-month program based upon average salaries of $900 for white teachers and $600 for Negro teachers and a desirable ratio of other services to instructional salaries__ Estimated needs for debt service on maximum legal borrowing power.. Estimated annual need for capital outlays.. Total estimated current needs. 1939-40 revenue receipts of local school districts.. Estimated additional funds needed annually for the proposed $9,053, 360 1, 547, 217 10, 600, 577 5,472, 865 5, 127, 712 $17,816, 042 2, 208, 685 500, 000 20, 524, 727 13, 163, 303 7, 361, 424 Thus it is seen that the State needs $5,127,712 to supplement funds derived from bond issues to provide adequate school plant and $7,361,424 annually to finance the school program. In the development of a reorganized program these full amounts would not be needed at once, as the program would necessarily have to be begun on a minimum basis and would proceed slowly as the people began to effect the reorganization of local units necessary to provide the complete program. II. Increase of salaries for Negro teachers Two possibilities are involved in the consideration of measures to increase salaries of Negro teachers. One possibility is predicated upon the reorganized program suggested in section I above which was based upon average salaries of $900 for white teachers and $600 for Negro teachers. The reorganized program 2 Arkansas State Department of Education, Study of Local School Units in Arkansas, Little Rock, 1937, sec. VI, pp. 187-209. calls for a total of 3,347 Negro teachers. To raise the salaries of this group from $600 to $900 would require an additional $1,004,100. It should be remembered that the above figure applies only to salaries and not to other phases of the school program. The other consideration involved is the present situation. In 1939-40 the average salary of teachers, principals, and supervisors in Arkansas was $636 for the whites and $375 for the Negroes. Considering the difference of $261 in the average salaries, it would require $677,295 to bring the 2,595 Negro teachers up to the average of the white tachers. As before, this figure does not include any phase of the situation except an adjustment of salaries to bring about parity in the average. It does not involve such factors as training, experience, and merit which apply in the consideration of salary schedules, and disparities between salaries in local situations. III. Educational facilities in defense areas A hasty survey of needs in the provision of educational facilities and additional teachers in defense areas, based upon the present limited number of areas in the State indicates a conservative estimate of $200,000 being needed. This, of course, is subject to increase as additional defense areas are provided in the State. IV. Educational facilities for children of migratory workers The subject of provision of educational facilities for children of migratory workers has not been given much thought in Arkansas because of the lack of available finances. Generally, this type of worker does not place his children in school and is not forced to because of the lack of enforcement of compulsory attendance laws. A conservative estimate is that $25,000 a year would be sufficient at present for this purpose. V. Educational facilities for children residing on Government property The number of children residing on Government property and reservations in Arkansas is small. Indications are that these children are absorbed in the neighboring districts without cost to the parents. At the present time there seems to be no need existing for funds for this purpose. STATEMENT OF MISS BESSIE LOCKE, FOUNDER AND EXECUTIVE SECRETARY, NATIONAL KINDERGARTEN ASSOCIATION, NEW YORK CITY Mr. Chairman and members of the committee, I am Miss Bessie Locke, founder and executive secretary of the National Kindergarten Association. In the pursuance of our activities for the extension of kindergartens, we are constantly brought face to face with the difficulty that local school boards have, to finance the needed education for their districts. In a deplorably large percentage of cases throughout our country the school year is not long enough nor are the schools good enough. This, generally, is not the fault of the teachers but their misfortune. They, in turn, had neither enough schooling nor good enough schooling. It is for this reason that the National Kindergarten Association has, since 1936, gone on record each year as favoring Federal aid for education. The association feels that the ability to read and write and to choose intelligently, insofar as it is possible for education to impart it, is the right of every man and woman born in this country. It might well come under amendment IX in the Bill of Rights. Being able to pronounce the printed word does not constitute reading; having no person forbid your being swayed by unsound doctrines does not constitute freedom of choice. Reading includes imbibing the writer's thought; free choice should presuppose that one understands the different offerings. It is often said that we are a Nation of sixth graders. The slur that that remark carries could not be applied to the children in any good kindergarten during the second half of the year. They are mentally alert, show developing judgment and ability to make wise choices. And if every child in this country had the best possible educational development, even to the end of the sixth school year only, that scornful remark would never again be made. The ninth amendment to the Constitution says: "The enumeration in the Constitution of certain rights shall not be construed to deny or disparage others retained by the people." Does this not refer to self-evident rights? Is it not self-evident that it is the right of every American boy and girl to receive the kind of education that will fit him to become the kind of citizen that our American ideals demand? For the National Kindergarten Association I urge that the Educational Finance Act of 1941, S. 1313, be passed—and as quickly as is possible. RESOLUTION PASSED BY NATIONAL KINDERGARTEN ASSOCIATION Resolved, That the National Kindergarten Association again give its endorsement and pledge its support to the National Education Association's effort to obtain Federal aid without Federal control, for the public schools of the United States. NATIONAL KINDERGARTEN ASSOCIATION, RESOLUTION PASSED BY NATIONAL COUNCIL OF WOMEN OF THE UNITED STATES, INC., NEW YORK CITY Whereas there are several million children in the United States who are not receiving the education necessary for boys and girls who are to understand American ideals and to become intelligent voters in this Republic; and Whereas local conditions in many cases make the provision for such necessary education impossible: Therefore be it Resolved, That the National Council of Women of the United States urge its constituent organizations to support the Educational Finance Act of 1941 and to do all in their power to secure the passage of the bill S. 1313. NATIONAL COUNCIL OF WOMEN OF THE UNITED STATES, STATEMENT OF NATIONAL WOMAN'S CHRISTIAN TEMPERANCE UNION The Woman's Christian Temperance Union has, in its legislative program, gone on record as favoring adequate appropriations for Federal and State agencies dealing directly with the welfare of women and children. Education is one of the primary needs of the child. The only practical means of recovery from the distressing economic situation of so many families now classed as migrants, or living on the extreme margins of subsistence, is in the education of the oncoming generations to rise above the circumstances of their birth and environment. We favor, however, especially those provisions of the bill (S. 1313) which prohibit Federal control, and would maintain local and State initiative and responsibility in the conduct of education, the organization and administration of the schools, as phrased in the statement of policy, section 2; and which would prevent reduction in the proportion of State and local moneys expended for current expenses for public schools for minority races (sec. 6). We approve the provision in section 11, that "Such allocations shall be made by joint agreement between the Commissioner and the chief State educational authority"; and that in section 13 (b) protecting the political and civil rights of the teachers and school administrators. We approve the policy of reducing substantial inequalities of educational opportunity for children in rural communities and children of minority races. Our organization has always stood for equality of opportunity to all. We oppose, however, the intrusion of the Federal Government into State tax plans. It would be proper for the Federal Government, as a condition of allotting funds to States to require that some standard be maintained, or to make some other condition not incompatible with the rights of the States. But to take over the State tax machinery, even for the purpose only of estimating financial ability, is, we feel, a dangerous encroachment on the proper functions and delimitations of the State, a step that might easily prove to be one in the direction of the breakdown of the powers of self-government of the several States. We would be opposed to the passage of this bill, also, without qualifying phraseology in sections 3 and 7, which would confine its operation to the period of the present emergency. It is our reasoned conviction that the welfare of children and |