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. Eco: 1 ..r 1 ‘ prancinwr

1111-: commr SCHOOZLC SYSTEM
ITs ORGANIZATION AND ADMINISTRATION.

A Thesis Prepared by
ROSS I. MAYER
for the Degree of Master of Science,

Department of Education.

MICHIGAN STATE COLLEGE OF AGRICULTURE AND APPLIED SCIENCE.
1 9 2 5.

THE)!

C

 

 

 

 

 

ACKNOWLEDGMENTS

 

Whatever merit this study may possess is due
in a large;measure to Professor John H. Phelan
who suggested the subject and method,and whose
counsel and encouragement throughout have been
of inestimable value. To Mrs. Katherine M. Cook,
and Mr. William R. Hood of the United states
Bureau of wducation, as well as the State Super?
intendents of Public Instruction of the various
States,1 eXpress my gratitude for the infOrmation
and suggestions which they have so willingly
furnished. I wish to express equal gratitude to
Hr. Percy Angove of the state Department for
reading the manuscript and offering effective
suggestions.

R.W.M.

7H 20::

CONTENTS

Introduction.

Historical nevelOpment.

The County Unit organization.

The selection of the Co. Board.
The Selection of «rustees.

The Jurisdiction of the Co. Board.
Powers Vested in the Co. Board.
Selection of the Co. Superintendent.
Selection of other Assistants.
Selection of Teachers.

Control of Secondary education.
Compulsory Education.

Selection of a Course of etudy.
Selection of Text-books.

Duties of the county Supt.
Teacher Tenure.

Teacher Salaries.

Supervision in Schools.

The County as a Unit of Taxation.
Summary ‘

Bibliography

The Rich. Commissioners Bill.

Letters

Page 1

17
18
21
as
as
as.
34
47
49
so
573
59
63
67
75
97
105
109
113

TH? OOUTTY OOVOOL ererru

 

Imq HWQA‘TT'VAMTA‘T ATJh Ah‘lTQTTQMganA‘..T

 

...»

Th e admin Oi.s tret o, and or enizstion of public ed-

D
.' {Q

ucetion within the various stat es hes been largely s matter

of natural development. The school itself arose as a dis-
tinctly local in atitution, sunoos eily Oes iLned only to meet

the HG:dS OF tue time in a :iven conmun ity. Because of the
local character of school control, and o? the treditionel

Wes t'ourxled in

' '1
as.
5
C)
...:
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H
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u)
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+

eion of opinion between er.uns renresentine social principles
and general betterment on one hOnd, and those representing
political privilege or the other. Consequently these condi-

tions have brouwht about an unusuel veriety Op form and com-

en 0? the most effeOtive

Po

plexity of function in the determinet

if

{D
H
H

Orees for local edminis trOtion, cen r 'zetion of administra-

tive powers, and the problems of taxation for the support of
the schools.
Hi

toric el Fevelonn ment

‘0

 

many of the present units of school Odministretien
ere largely an outzroyth of he ideals set forth by the early
colonists. The Puritans settling elonr the Iew Fn;l and
coast in little groups, at once set unis civil government
permeated with religious ideals common only to these Few Nne—
lend towns. Home instruction furris-ed the required and
necessary ability to read and write, end eporenticeshio train-
ing provided the immediate meOns for e sel’-sustainine liveli-

hood. fls new settlements arose and the villeees increesed in

hsize, the original town settlement was subdivided into

parishes and later into school districts. With the New
England migration south into New York and Pennsylvania,
and westward into the Northwest Territory went the New

Ensland institutions and customs.

The Middle Colonies unlike the New England states
were settled by several nationalities, each possessing dif-
ferent creeds. Here again the schools were established on
a religious basis, but with no sect in a majority it was im-
possible for the State to enact legislation making the schools
regular and compulsory. The Parochial end Pauper schools
common to these colonies were also carried westward, but en-
countered opposition from the New England institutions in .
Ohio, Indiana, and Illinois. In these states for several
years, both institutions struggled for control which finally
resulted in the supremacy of the New England ideals, a matter
which later proved Of great importance. Many of the Western
and Southwestern states were later settled by the people from
these states, who again carried farther westward the New Eng-
land organization.

The settlement of the Southern states was somewhat
in contrast to that of either the New Fnrlend and Middle col-
onies. Whereas the Puritans had come to America for religious
freedom, the settlers of the Southern colonies came for fine -
cial gain. The early introduction of the white servant and
later that of the negro, the nature of the crops raised, and
the easy acquisition Of large tracts of land brought about
the large plantation type of settlement. This type of settle-

ment, as well as the fact that no religious motive was predom-

_. 3‘...

inant, lead to the establishment of an educational system
similar to that existing in England at the time.

The education of the well-to-do and the middle
classes was either carried on by a tutor in the home or in
the _rivate pay-schools, while that of the poor was for the
most part neglected and of but little importance in the
Pauper schools later established. Like those of the other
groups the Southern institutions were carried westward and
became established in Kentucky, Tennessee, Alabama, and

dississ ip ppi , and in each instance resisted the trend toward
centralization and state administration until the advent of
negro suffhraae\at the close of the Civil War.
It came gradually to be seen that the State rather
than the Church was most competent to insist upon the educa-
tion of its future citizens, and that naturally funds raised
by the State for such purpose could not be satisfactorily
expended for Church schools. With the enactment of the
Massachusetts laws of 1642 and 1647, slowly but surely the
people of the various states were converted to the idea of
adopting public education as a State function. The battle
for tax supported schools was bitter and in 1812 the New York
le eqis ature enacted the first permanent school law. New Jer—
sey followed in 1325, and from then on stat e after state ara-
dually adopted similar laws to govern public education, each
new state utilizing the experience of the older states in
making the best possible laws for their own schools.

Many of the first laws were purely permissive mea-

sures, yet they aranted to the people of the various commun-

- u -

ities the right to meet and form school districts, and to
levy and collect a general property tax for their support.
Next followed re*isions of state constitutions and school
laws, continually enlarging in scope and transferring the
powers from the districts to the townships, from the town-
ships to the counties, and from counties to states in the
interests of better administration and centralization. The
state, representing the people as a whole, was more or less
authoritative in that the individual community was consider—
ed secondarily as regards power, development, and control
of public education.

rol

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It has been essential business of the state to
formulate a constructive policy for the development of edu-
cational administration and organization to meet the social

needs and economic demands of the time. Each state has

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evolved some form or type of administrative c\
has not to this day reached anything like a settled or
permanent form.

State centralization of power does not of nece-
ssity involve immediate state direction and control. The
state may delegate its authority in part of even in whole
to the subdivisions created within itself for purposes of
local administration. As a matter of fact, every state
does so to some extent, and as a result five kinds of local
divisions of territory for educational purposes are now uti-
lized, namely, the township, the county, the consolidated

district, and the school district preper.

-5-

The system under which the schools are organized

2.

I)

Liffers under these units. In many of

O

trati n

(I)

for -dmini

r

l

the states the powers of administration are divided among

the officials of two or even three of these units. In

most cases, the state itself assumes a certain responsibil-
ity in its contributions to school support, both financially
and administratively, and for this reason any definite class-
ification of states according to such units of administration
is difficult.

Although all of the states are subdivided into coun-
ties for purposes of local adiinistrstion, so wide a variance
exists concerning its functions that it cannot be used as a
common unit for comparison. It is of least importance in
the New England states and of the most in the Qouthern states.
The reason for thi , to a large extent, lies in the fact that
they have continued the character of the institutions of their
respective early settlement. The New anland states have de—
veloped the town plan while the Southern states have fostered

I

the county as a unit. The Central and Western tates repre-

U)

sent various intermediate types of district and township con-
trol combined-with partial county organization.
In the town basis of organization for school admin—

istration which is extensively developed in New England, the

'4.

state of Hassschusetts prov des an example of it in its pur—
est type. The size of the town unit averages from twenty
to forty square miles in area. It is irregular in shape and

ural geOQraphical boundries.

d-

generally included within na

The educational affairs of each town are managed as a unit,

‘

by one town school conmittee, elected by the peOple, and all
schools within the town are unc er its control. Fach town
either separately, or in union with other to vns, must employ

a superintendent who acts as the executive and supervisory

r i)

of icer. A separate town committee is in turn directly re-
sponsible to the Pta te Board.
Another unit of organization is known as the Town—

hip system, being common either in part or whole to the

0)

states of Pennsylvania, flew Jersey, Indiana, Michigan, Iowa,

and North and South Dakota. In many ways it is some what
similar to the New England town system and provides fo- a

systematic organization and administration of a township
under a Board elected by the people. The distribution of
administrative functions as between the township, county,

-nd state, is somewhat different in each state.

Q)

The district system common both to cities ar nd rm val
sections, places the administrative powers it the hands of
Boards of education for city districts, and in the hands of
local trustees in the rural sections. Boards and trustees
are either elected or appointed, and are made up of a vary-

ing number of members according to the les:islative provisions

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of the several stat

recent l.gisletion permits cor soli-

U1

In many state
dation of districts tending toward the organi 22 tion of central
schools, and the elimination of the smaller district schools.
It is generally true in the cities that the civil unit is

also the unit for school administration, and there is a con—

tinually growing tendency for cities to assume a more indepen-

 

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dent control as a legislative unit in this re spect.
The County unit oriani zation represents an Mte.pt

-

toward the centralization of the administrative powers common
to the district end township into the county as the unit.

Like that of the city district the county school unit is to

a great extent independent of the count y civil unit and is

in but few instances dependent or subordinate thereto. In
greneral it may be said th t the admiris tretive pov'ers are
vested in a osrd of r wuuc tion, either elected or appointed,
who are intrust ted with the con rol and management of the
schools within the county, including the selection and appoint-
ment of a county superintendent who shall not es the executive
and supervisory officer of such schools.

For the purpose of determining to what extent the
different states have adopted the county as the unit of local
school control, its organization in the various states, its
distribution of administrative powers, and its efficien y as
a supervisory unit for instruction, the following dat a is sub-
mitted.

The County Unit

 

A comparison of the legislative provisions now in
force show that as regards control, the stat es fall into three
groups. TFirst, the group of stat es composed of the liew an-
lrnd states, in which the county is in no way utilized as a

unit o? school control; second, a group of twenty-nine st ates

which have the township or district as the principal unit of

g.

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school control, but in which some power is ve in a county

.1 school organization; and third, 3 sroup of eleven states which

have the county es the principal unit.

The United States Bureau of Education classifies
nineteen states ss having some form of the county unit.

These states may be rated under two heaoings; first those

11

having a strong form, and second, those h vins the weaker
or semi-county form. In the str one form the county school
authorities as distinguished from district authorities,
constitute the dominant school ed: inistrative agencies,
while in the later group the district system still prevails
but with some important functions given to a County Board.
In all states having the strong form of county unit organ-
ization the district is in all cases subordinate, and in
several of them the original school district has lost its
coroorate existence, and the County Board has become the
"body corporate", vesteo with power to hold 2nd convey pro-
perty, arran gs boundary lir es, select teachers, and the like.

th this brief exolsnation, the following states

re nemed as he L,j the county unit in a strong form:
Alabama Louisirns Tennessee
Florida I rylsnd Utah
Georgia New Mexico Vir inis
Kentucky North Carolina

States which have the weekw form of county orgs n-

ization are:

Arkansas niss issippi Texas
California Ohio washinsjton
Georgia South Carolina *isconsin

Three states have provided for county organization
in a modified form, but have made their local laws optional
in character. These states are Montana, Xebrasks, and Oregon.
A few counties in Montana have adopted the county unit, also

three counties in Oregon. Iowa and Wisconsin possess county

-0...
/

boards who are vested with minor powers and functions only.

This represents little more than a tentative class-
ification of such states in so for as there are nearly as
many forms of the county unit as there are states having
such organization. Because of the fact that public school
administration implies both the administrative machinery
for controlling and operating the school system as well as
the means of maintaining and supporting such schools, it is
necessary to make a detailed study of the legislative pro-
visions opcr.tive in each state as concerns both phases.

In such states as listed above having a county
participation in the provision of schools, we find the coun-
ty administrative machinery vested in the County Board of
qucetion, and a county superintendent of schools. It is
therefo-e essential that a careful analysis be made of each.
No two states have like nrovisions and requirements. The

following classification shows such variances.

 

 

 

 

 

GROUP I
States No. of Term Territory How
members in yrs. chosen from Chosen

Alabama 5 6 County at Popular vote
large

Florida 3 2 1 from each of General election
3 school board by all voters in
districts the county

Georgia 5 4 County at By grand jury
large

Kentuck 5 M 1 from each of Popular vote
‘ive division Voters of each

division

Louisiana varies 6 1 from each Popular vote

police jury ward

 

 

 

 

 

- lo -

 

 

 

 

 

 

 

 

 

 

 

 

 

 

States No. of Term Territory Tow
Members in yrs. chosen from Chosen
. r -
haryland 3, 5 0 County at ADpOinted by
or 6 larfe aovernor
North Yominated at
Carolina 3, 5 2 County at nrimaries
large Annointed by
state legis.
Eew 3 l 2 County Com'rs Popular vote
Mexico County at
large
Tennessee 5 2 1 from each of Popular vote
five districts
PT
Utah 5 u 1 from each of Popular vote
5 precincts by voters of
each prec.
Virginia varies 3 1 from each Selected by
magisterial electoral 3d.
district
GPOUP I.
States Qualifications Compensation Organization
filabama Good character 55 a day and Members elect

 

Plementary ed— exp. Not to Pres. Co.Supt.
ucation 12 days per yr and Rec.
Florida None PM per day}lC¢ Members elect
per mile,coCO Chair. Punt.
in larger Co. is Sec.

 

Georgia‘

Good character
E enentary Ed.

£2 per day

Members elect
Pres. Supt is

 

 

 

 

 

Kentucky Legal age 35 per day members elect
Common school Ed and exnenses Pres. Supt is
Reg. 1 yr. Fat to exceed Sec.

f7: re“ vr.

Louisiana Pay tax on P500 “5 oer day members elect
worth of orop. Sc per mile Pres. Supt is
able to read and Pec.
vrite

 

 

 

 

 

 

Qtet e3 Qualifications Compensation Orgenization
Maryland itizen.In no No salary Members elect.
w y SUbJSCt to 310C tor exoen- Pres.?unt.is
authority of E- 393 See.
New No other than 72.50 per day Cheir.of Comm.
Mexico being citizen and expenses Is Pre3.Co.
Clix-1,15,; Q\.a<“.
North Not a teacher 35 per day iembere elect
Carolina Coed cbdreeter 5¢eer mile Pre3.€uot is
Bus. rbility expen3e3 Cec.
Tennessee Voter of diet. 31.50- $2.00 Members elect
Elem.schcol Ei. per oey.Uot Choir. Supt i3
to evce-yi 30 Sec.
‘ de"% oer yr.

 

Voter of prec-
inct

ove 330C. Fr
not over SlOC.
Der‘year

 

 

 

Members elect

 

 

 

 

Virginia Hone Not to exceed
55 per day or all officers
2? ieve oer vr
GROUP II
States No. of Term Territory How
Membere in yre. Cho3en from Cbo3en

 

 

5 5

County at
large

Popular vote

 

 

 

California 5 2 County at Appointed by
large County Bd. of
JySuoervieore
Iowa 7 6 County at Tlected at

large

Cowlnty
Convention

 

Mi33iesir n'

1 from each
euoervieors

_§ietrict

Appointed by
County Cunt.

 

 

 

County school
dis. et large

Popular vote

 

South
Carolina

 

\N
4:-

 

 

County at
leroe

 

2 memeers

encointed by
J.

S ote Boerd

 

 

 

 

 

 

 

 

 

 

States No. of Term Territory How
Members in yrs. Chosen from Chosen
Texas 5 2 1 from each Pooular
diet. 1 from vote
county at
large
Washington 5 2 County at h members
laree apoointed
by Co.Supt.
Wisconsin 5 5 County at Flected by
large all members
of local
school Eds.
in Co.
GROUP II
States Qualifications Compensation Organization
Arkansas Good Character Actual expenses Members elect

Plementary Ed.

for meetings

Chairmen.9unt
is See.

 

California

Exp. Teachers
above grammar

grade certif.

95 per day and
traveling exp.

Members elect
Pres.Sunt is
See.

 

 

 

 

 

 

Iowa Not members of Not to exceed
county convention 3&0 per year None
Good Character
Good education
Mississ- Qualified voter Not to exceed County Fupt.
ippi ' C15 per year s Pres.
Ohio Electors in Co. $3 per day Members elect
School dist. 10¢ per mile Pres.Supt
one way is See.
South None None County Supt.
Carolina is Chair.and
Clerk
Texas Cualified voter 33 per day Members elect
Able to read and not to exceed Pres.9upt
speak English 336 per yr. is See. _
Washing- Holders of valid 35 per day and County Supt.
ton teachers certifi- traveling expen. is Chairman

cates of State

 

Wisconsin

 

Legally qualified

teachers of 5 yrs.
sxp.not interested
in +ovf hV_hHQihOQ

Actual expenses
only

 

l.

 

Members elect
officers

- 13 -

In addition those not mentioned in the above,
Oregon, Montana, and Minnesota, may in a certain sense
also be classified as county control states. In Minne-
sota the County Board is composed of the chairman of the
Board of Commissioners, the county superintendent, and
the county treasurer. Oregon and Montana provide for a
board of education of five members to be elected by the
qualified electors of the county. In all three states
the unit is optional in its application.

Twenty-four states have county boards of educa-
tion, but not in all of these states does the county board
have the absolute administrative control of the schools.

As shown in the above statement, only ten of them can be
considered as having such powers. In the remainder of
the states the powers vary from that one having but a
single function to perform as in the state of Wisconsin
where the authority of the board is limited to the selec-
tion of textbooks in such counties where the district
school trustees have adOpted a uniform text book system.

Of the nineteen states listed in groups one and
two, twelve of them have county boards made up of five mem-
bers each. Several states of the variable group also have
the same number in some COunties. By including the states
of Oregon and Mont na which provide for boards having five
members, it will be observed that over two-thirds of all
states favor the five member board. filthough the three

member board is dvocated by many educational leaders, there

O1

seems to be little or no desire in such states as now have

_ 1h -

the five member board to reduce its membership; on the
other hand a larae number of returned questionnaires

from officials in states havin; the smaller boards

favor the five member board. Considerin: the area of

the counties in many of the states having the county
unit, as well as the general objection on the part of

the electors to centralize the powers of school adminis-
tration in a small board, it would seem that the five
member boarn is best designed to meet all of the require-
ments and still not be too large to obstruct the efficien-
cy thereof.

In choosing the members of the boards, nine
states provide for the election of members by popular
vote, three by appointment by state boards of officials,
three y county boards, and two by the county superinten-
dent of schools. The election of board members by pOp-
ular vote seems to be the most favored method, but the
method by appointment is a close second. The appoint-
ment of members represents a diversity of practice. In
Maryland they are apsointed by the governor of the state,
in North Carolina by the state legislature, in California
by the county board of supervisors, in Iowa by a county
convention, in South Carolina by the state board, etc.
There is a considerable disagreement as to which is the
most suitable agency for the exercising of this power for
in many instances there is an opportunity for politidal
partisan influences to enter into the making of appointments.

As regards the selection of board members from
ctive territories, one half of the counties permit

resp-

f.
v

_ 15 -

their selection from the county at large. The remaining
number specify selection from the respective school dis—
tricts. It is pointed out that both methods have distinct

uses as well as disadvantages. In one instance the

L)
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4
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selection from the county at lerge ay result in the elec-
tion of a majority of the mem ere from a certain locality
within the county and thus have a tendency to promote
favoritism; on the other hend, the district method of
selection tends to nrcmote lo:- rollin ng siministration.

the term of office of these bosrfis,

.1

U)
*i

a;
To

C)

In reg_
six states provide for a term of two years, six states
ellow four years, two states five years, and four states_
six years. The majority of states provide for terms of
four years of more. ihe more recent tendercy is to"ma
the longer term of office rather than the two year term.

In this connection it is imncrtant to note that practically
half of the states in both groups provide either directly
or indirectly for en overlaooing of terms for members.

In this respect it is age in observed that county-unit leg-
islation which has been introcuced recently in the various
states in general nrovides for such tenure of office.

is trative functions of

F"
{75.

Unde such an arr angement the adm
the board are more efficiently carried on than were all

s retire at one time. Such tenure of ofiice

’1

board membe
must be taken irto consiieration as concerns the length
of terms of office.

Qualifications for membership of county boards

I.)
«.‘i‘
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may be classified unfier three hos din gs: one,

- 16

ing special education fitness; two, those requiring only
general qualifications; end three, those specifying no
oualificeti one other than being a resident, legal age,

that a major-

u)

qualified voter, etc. California require

ity of members be ex per ienced teach ers and holders at

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a

least of grammar g ‘eshingtcn makes
similar requirements, and North Carolina on the other
hand specifies that board members shall not be teachers.

Florida and Virginia list no resuirements, while Alabama

and Georgia require only go od char . ter and at least a
common school education. Not withstanding the fact that

some of the st ates require limited qualifications for
membership, it should not be construed to mean that the
personnel of such boards in these states is composed of
men of inferior ability as compared to states re uiring
special fitness. As a tter of fact in man y instances
the reverse seeis to be true.

Nearly all states Having county beerds compen-
sate their members on a daily pay basis, and also allow
for actual expenses incurred. The largest single group
provide for compensation at the rate of f5.00 per day per
member and allow traveling expenses. The objection is
generally against making such services compenable on the

gounds the_t it stimulates and nromot es political tact cs

and pertisenism. It can however, hardly be expected that

ministration of schools will be ob-

m
{L

the most ef icie nt
tained on a gratuitous basis. Recent legislation indicates

that there is a growing tendency to elir inate partisan

UL

politics in the selection of board members.

- 17 -

The form of organization most common to county
boards, consists of the selection of a president or chair-
man by the members of the board. In a majority of the
states the legal statutes provide that the secretary of
the board shall be the county superintendent of schools.
In two states it will be recalled that the county super-
intendent of schools appoints the members of the board,
in three states he is the presiding officer of the board,
and in five states he is a member of the board. In the
sta es of Alabama, Kentucky, {aryland, New Hexico, Tenne-
ssee,and North Carolina, the county board makes the super-
intendent its executive officer and through him exercises
its power. In this respect he functions under the direc-
tion of the board as its professional expert.

SPLFCTION OF RUJDISTRICT TDURTFFR

In nearly all of the states organized under the
county unit form, district trustees varying from one to
three members for each school district are either el,cted
by popular vote in their respective districts, or are
appointed by the county board. States in which such local
or subdistrict trustees are appointed by the county boards

are Alabama, Florida, Kentucky, Louisiana, Maryland, North

Carolina, 9outh Carolina, Utah, and Virginia. New Mexico
and Tennessee are the only states rated as having the

county unit in the strong form which provides for the elec-

tion of the local trustees.

Their duties are either assigned them by law or

by the county boar . In general, they act as the represen-

- 1g -
tatives of the people in their districts, and act in an
advisory capacity to the county board. In some states,
as in Maryland, local boards are entrusted with the care
of the buildings and grounds, and the employment of jani-
tors, etc.

TFPTITODIAL JURICDICTION OP COCTTY BOAPBC

The American county has an

r-J

-verage area of about
1000 square miles. However nearly two-thirds of all
counties range between 300 and 9C0 square miles with a
median area of about 650. The copulation of counties

of course varies greatly, depending upon their geograph-
ical location, also upon the number and size of the ur an
centers contained within their boundaries. For this
reason it is well to note in what respects the county
boards have jurisdiction over both rural end urban com-
munities. The following statements show the nature of
such control.

Group I

Al bama: Cities of more than POOO population are

independent districts.

9:

Florida: All towns and cities are included under
the control of the county boards.

Georgia: Cities of 2000 pOpulnticn or more, and
all special charter districts are exempt.

Kentucky: All cities of the first, second, and third
class are permitted to maintain independent
districts. Cities of the third class cover
most of the small towns and villages within
the state.

Louisi:ns:All cities and towns are included in the
county unit. The city of New Orleans con-
stitutes a separate perish.

d towns are under the control
board. The city of Baltimore
separate district.

Maryland: All cities an
of the county
constitutes a

I
....I
no
I

New Eerico: All incorporated villages and cities are
not subject to the control of the board.

North

Carolina: Cities and speCial c srter districts are
not inc uded.

Tennessee: Cities and SDBClPl districts are exempt.

Utah: Cities 0” the first a d second class not
under board control. There are five such
districts in the state. Not every county
is a Uli . Four counties have two county
districts each, one county has three.

Virginia: Cities and towns of over 500 population
may elect to become exempt.

Group II

Arkansas: Incorporated towns Dnd cities are inde-

pendent.

MississippizLocal school tax districts are permitted
to operate their own schools.

Ohio: All towns and cities having a population
of 3000 or over may elect to have county
control, other wise they are considered
as independent districts.

Oregon: Special school distridts containing speci-
fied number of children of school see are
exempt in such counties as elect county
systems.

South
Carolina: Cities and special districts are exempted.
Texas: Incorporated districts and cities are not

included.
:lorida Maryland, and Louisiana are the only
states which give the county board authority over all schools
of the state. In the case of the city 0? New Orleans, and
ilar. Several states show a tendency to distinguish oetween
rural and urban districts on a ‘asis of the resident popula-

tion. Mississippi is the only st te exemotinr all school

91

-20-

districts payine a local school te x from the control of
the county boar . Ilorth Caro lin pa and Couth Cerolina
provide for the exemption of special charter districts.

Other states repres- ent a side diverrence as to what con—

L ‘ .—

H
73'
:L
(D

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stitutes such districts as are endent of county con-
trol. On the be sis of this clas .si fication of such exemp-
tions, it uphold s the rieht claimed by any community however
larae or small, of being a separate local district, provid-
ing oy reason of its wealth and school population it can
easily-provide for a comparatively efticient administration
of its schools. The argument which is generally used for
including cities in the counties is also a financial one,
and is based upon the claim that the wealth of the cities
should contribute to the support of rural schools in the
county in which the citie es are located.

e St t

I?)
(‘1‘
{3’

Department of Indiana

m
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The re cit 0-
shows that in ICPP- -23 the eve rage taxable wealth per school

q

Child in

cf

he rural townships was ¢7Q7C, while that for the

09,

cities was $626 Under these conditions any arra nyfi ment

ities were included in he coun y system vould

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v

0

whereby t
esult in the rural districts being required to contrioute
toward the support of the city schools. There are of course
men? examples where the reverse 0? such an arr an we ent exists.
In either case the objec tion. raised by either the rural or
urban districts depending upon which one derived the srestest
benefit from this arrangement, h vs re ulted in le“1slst1;n

being enacted in all states with two exceptions, providing

for independent tax districts.

POW??? VTCTTD N TH? COUKTY BQAPD
Anv classification of the powers vested in the

4

county board of ducation can at most be only of a tenta-

tive nature. In no two states are county boards possessed
with identical powers. The diversity ranging from the

performance of e sinsle function to full sdmini stra tive

ontrol. For this reason it is necessary to examine such
poners under the following headings, in so far as they
cover the most important points.

1. The enforcement of the state laws relative to education
within their respective counties.

2. The power to select a county superintendent of schools
and his assistants. Tenure of ofIice for such execu—
tives, qualifications demanded, and salaries paid, etc.

3. Authority granted for the direct charge of school pro-
perty in the count y, outside of incorporated cities or
special tax districts, including the building and control

of county hinh schools, transportation and fixins of

tuition rates.

H

tent to which they may select teeche s for tne county

F
:s
x

schools and fix the salari lee to be paid.
5. Puties as concern the levying of school tax on all tax-
able property. Limits of taxation for so 001 purposes.
0. Power to exercise other functions not enumerated above
but which are prescribed by law.
CELECTION OF T”? COU“T PUPTDI”TVYT?NTQ
No power conferred upon the board of education is

of greater importance than the selection of a county super-

intendent, for the educational administration of the schools

in reality rests to e
than it does upon the board.
of necessity must place

dent many of the duties

secure

_ 22 -

greater

effective administration.

assigned to the board in order

extent upon this ofticial
That is to say the board

in the hands of the superinten—

to

In such states as require

the superintendent to be elected by popular vote,

of even greater importance.

it is

The following cla sification is a summary of the

most importance concerning the selection of this official.

 

 

 

 

 

 

GDOUP I
States Term in By whom Qualifications Salary
Years selected
Alabama 2-5 Appointed Graduate of Norma flOCO-.
by Co.Bd. School or equiva— $5000
lent. Life or let Av. 2500
grade certificate Traveling
3 yrs. experience exp.allowed
Florida u Flected by Not riven tsoo_fleoco
people Av.*ECOO
T.Exp.
allowed
Georcia h Elected by lst Grade H.S.
peOple license. Colleg 51000-
or Normal grad. $8000
Pass State Bd. Av.91500
examination T.Exp.
fiiyrs. exper. fillowed
Kentucky M Appointed by Certificate in #1000-52500
Co. Board scholarship Av. £1500
and supervision T.Exp. not
allowed
Louisiana M ApUOinted by lst grade certifr 51009-5680
Co. Board ioate. 3 yrs ex- Av.T}COO
perience in the 5 T.Fxp.all—
years preceeding owed.
appointment
Maryland h Appointed by College Erod- 51500-95500
Co. Board 1 yr.grad wk. Av.?2800

 

 

 

in education.

 

2 yrs. of exp.

T. Fxp.
Allowed

_ 23 -

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

States Term in By whom Cuelificetions Salary
Years selected
New 2 Appointed Not given filBCC-
Kexieo by Co. C2000
T.F.allowed
North State cert. 3500-
Carolina 2 Appointed Liberal Rd. 35900
by Co. Board Fee. of -o. Av.FEOCO
Teacher at T.F.allowed
time of eppointt
Tennessee 2 Appointed by Grad. of Tenn. €500-
Co. Court State Univ.or 9&000
Fouiv. Pass. Av.52000
special exam. T.E.all wed
Exp. as teacher
Utah 2 Appointed by Lifecertificate @500-
Co. Board of grammar sch. FHSOO
grade Av.§2500
T.E.allowed
Virginie h Appointed by College arse. @1000-
State Board or 2 yrs. Normal QMOOC
College or let Av.§2000
grade cert. T.E.allowed
GDOUP II
States Term in By whom Cualifications Salary
_years selected
Arkansas” 2 Appointed by Professional $1000-
30. Board teachers license 9MOCC
2 yrs. of normal Av.#2CO
or col. work
Csliformia h Elected by hot aiven $500-
people ISOQO
Av.32000
W.E. allowed
Indiana h Appointed by 3 yr. state @1500.
Twp. trustees license. 2 yrs. $2500
exp.in the ten JAV.§220C
yrs.preceding F.F.Allowed
Iowa 3 Appointed by 5 yr.certificate £1000-
Co. Board or Life cert. #3090
5 yrs. exp. as Av.?2000
a teacher T F.ellowed
.4:
jiisgiggirrp'pi U» Elected by 1815 grade certif- 132000"
peonle icate. 21 yrs. Of «4090
ege. Res. of state Av.62500

 

 

 

A yrs. Co. 2 yrs.
precedine SUD.

T.F.allowed

 

‘
_2:.;.._

 

 

 

 

 

States Term 1. By whom Cuelificetions Salary
Years selected
Ohio 3 Appointed by College or Univ. #2020-
Co. so. grad.Co.I.S. Soco'
certificate Av.§BOCO
6yrs. exp. T.F.allowed
South deco-
Carolina a Flected by Not given T3000
people rv.eisco
T.F.Allowed
Texas 2 Flected by Life or let 315C0-
people grade cert’f. 53000
Av.flSOC
T.F.Allored
Washing— 2 Flected by lst grade ??CC-
ton people certif.2 yrs. §36OO
experience Av.§l$CC
T.F. ello-ei
”iscorsin 2 Flected by Life or 8 pt. flCCO—
people certif.8 mo. $3000
exp. ”v.390CO
-__ T.E. allowed
_.-—- --.—“.4 ...-

 

 

 

 

 

 

 

This comparison shows a variety of methods by which
the county superintendents are selected in the various states.
In general the methods for such selection may be classified
under two hears, first, election by popular vote either at

a special or a general election, and second, by appointment

by a county board or some other board designated for that

In 24 states including eish. of the states listed
above, the county superintendent is still elected. In a
majority of these states he is nomin ted by a political party
and elected as such, and as a result thereof it becomes at
once evident that Lie selection rests more upon party support

than it does upon the basis of school welfare. In this re-

obiection to selection by

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- 25
this method. Other factors also enter into the m tter
such as salary, duelifications, short terms of office,
etc., all of which tend to bring about a condition where-
by the candidate seeks the office rather *an the office
seeking the candidste. fhether the selection is made at
a gen nsr=l or a special election makes but little difference
as the same results are as likely in one case as the other.
It should not be misinterpreted to meen that un er this
method capable men are not selected for the office, but sim—
oly that such conditions are apt to be con r ut ing factors

:5

toward the selection of inef icient officials. General
elections very often result in a large number of superin-

ter dents beir g forced out of office, this being especially

1

true at times of either e oresidentual or a general state

Selection by ac sci ntment is followed in eighteen

states exclusive of the flew England states, including thir-
teen of the states listed above. Although there are objec—

2. It will be noticed that tenure of office is much longer,

a fsctor of considerable importance.

U

3. Such selection eliminatec to a greater extent the oossi-
bility of political influence.

M. The selecting group is smaller end can better elect offi-
cials on a basis of fitness rather than oonulerity.

5. The resnonsibility for the nroper sdminis tretion is fixed

upon certain individuals who must seek to secure efficient
edministr tion.

- 25 _

The selection by a county board prevails in
practically three-fifths of the sts tes h'1ving the county
unit organisation. This follows out the method adopted
by city boa rds of education.

The best results seem to be secured in the
sta .tes having a five member county board, and terms of
whose members overlap, for in this way it is possi
carry over continuous schsol policies. Under this method
the board ‘s not restricted to a limited territory in
making its selection, but can if it so desires, select
the most qualified executives regardless of territory.

In this way it is possible to quickly remedy any unsat-

isf ectory administration of the schools under the con-

Vhere board members are elected from special
districts r ether than from the county at large there is
also a tendency toward localizing the interests of the
members in their own localities, which in many instances
has been the cause of a great deal of inefficiency in
organization ~nd methods. For example in the state of
Iowa the appointive pow er rests with the school directors
who are elected in their respective districts. In New
York the district superintendent is elected by a board,
the members of which are selected to represent the town-
ships in the supervisory districts. In the states of
Virginia, New Jersey, and Delaware, the appointment is a
state responsibility. Local conditions are such in these
states as to make this method fairly satisfactory, yet on

the whole the method is not being recommended in other

states which are considering the introduction of the

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county unit sys stem. It
by the last session of the legislature in Tennessee, a
section providing for the selection of a county super-
intendent by appointment of the county board was struck

out of the hill.

A summary of the whole matter of selection is
very well summed up in the following statement appear-
ing in the bulletin is- sue d by the U. S. Department of.
qucation: "The poorest system may result in the secur-
ing of high class superintendents in places, for a limited
time. The best system occasionally fails."

eUiLIrIchIors

Although nearly all states recognize that the
county superintendent should have some definite educational
qualifications and experience in school work, either as a
tee c er or a supervisor, a survey of the county unit state
shows that only two states, Tennessee and Maryland, require
higher qualification th an is commonly covered by two years
of Normal Fch ool attendance. In many of the other states,
the qualifications are limited to the holding of an adOpted
kind of state certificate.

Changing conditions during the past few years ar,
responsible for placing added responsibility upon the county
superintendent. Not only have his problems dealing with
financial phases of the organization become more diversified
and complex, but many new requirements have been added on the

professional side. Further, not only must qualifications

be adequate, but his success to a large measure must depend

unon his ability to get along well with the members of
the board. This calls for a knowledge and understand-
ing of matters that ,re rather indirectly related to his
duties as concerns the actual organization of the schools.
In many instances the duties of the board and
the duties of the superintendent ,re not clearly defined
by statute, while in other instances many of the duties
which are assigned to the board are turned over by them

7-»

for

d-

hes reasons the ofdice is

(D

to the superintendent.
one which demands even more ability, training, and exper-
ience than is demanded of superintendents in city systems

of equivalent size.

In twelve of the states listed, the salaries of
county superintendents are fixed by statutes, while in six
states it is subject to the action of the county boards.
Statutory provisions as to salary are based upon various
factors. In Maryland, the maximum salary depends noon the
number of teachers employed in the county, in Mississippi
it is denendentvunon the assessed valuation of the property
in the county, and in Florida upon the total annual receints
for all school purposes in the county.

Superintendents are ,eid in some states from the
general funds raised for civic nurnoses in the county, in
other states from the school funds. In both instances, it
is often supolemented by state funds approoristed for that

purpose.

Following is a summary of salaries paid to county

su erintendents for the yes s 1920-1921, compiled by U.S.

I
1‘.)
\O
I

No. of Qupts.
Annual Salary receivinz same

 

 

@300 or less - — - — _ _ 7
$300 - 9500 - - — - - - 12
:4 BOO - .;A,7CO - - — — — .. 63
3700 - fiooo - - - - _ - 75
5900 - 51200 - - - - - - 13
fieoo - wisoo — - - - - _ 27
flSCC - JISCG — — — — - - 73

eisoo - $2100 '- - ~ - — — he

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33020 or more - — - - - -
All states with the exception of Kentuck. allow for
traveling expenses of the superintendent.

Although the reports of the state departments of
education for the year 1923-24 show that there has been
a slight increase in the salaries paid these officials
since 1921, yet with the exception of only one state do
the present salaries paid even closely approach those paid
to city superintendents of schools of e uivalent size.

QVLFCTION 0F APFIQTAUTF

The distinction between the terms, "superinten-
dent, deputy superintendent, and supervisor, is not so
definite in the county organization es when applied to city
school systems. In the counties having few schools the
county superintendent is both the supervisor and the admin-

istrative officer in most cases. On the other hand, in tie

d-

laraer county systems the s ate statutes of many states pro-
vide for the appointment of assistants to the superintendent.
Under such arrangements the total W rk is either shared

equal by all members of the department, or each is assiened

this reason it is necessary

*3

a special line of work. Fo

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to use the

administrative officer of the county,

assistant sup
professional

9

k A

(I)

_ 3o -

rm, superintendent, t

ervisor, and

ESSiStvitS although t

o designst

he

«‘5'
duties

0

\a

and the

the chief
terms,

supervisor to designate his
of such

sistants may not consist of doing the actual super-

vising work in the sense to which the term is generally

applied.

The method of selection, salaries, and units

of organization of such assisstants as are force in the

 

states having the county unit form are listed as follows:
// method of Unit Salary
Ctates Selection of fidministra.

Alabama C County SlSOC-CBCCO

osrd author-
0

to mploy same

 

—-—-—.——--— - _ ".-..-.”

 

 

 

 

 

 

 

Florida County Board acts upon County :lCCC—”5“CC
Decom. by Courty Supt.

Georgia County Supt. appoints County 3 500-?3000

Kentucky Co. Supt. nominates County 9%00-51600
Co. Pd. appoints

Louisiana Appointed by Board Parish filECO-fi3CCO

Maryland Co. Supt. nominates County fi15oo-s3ooo
Co. Bd. appoints

New Mexico County Board County filOOO-§EOOO

North County Board County QlOCC—CECCO

Carolina

Tennessee County Board of County Seoo—t3eco

 

Education

 

 

 

_ 31 -

 

 

 

 

 

 

 

 

 

 

 

 

 

 

States Wthod 0 Unit of Folery
celeotion Admini? Ltra.

Utah County Pistriot County ClPCC-CQSOC
Board Appoints

Virginia Recommended by Division C7CC-?2509
Co. Supt. App. and
bnyonrd District

GQCUP II

States Method of Unit of Salary
Selection Administra.

Arkcrsos County Supt. Pistrict
Appoints

California County Supt. District filSCC—CUCCO
Appoints

Indiana County Trustees Township ?lQCC-CBCCO

Misrissipoi Appointed by ’ “istrict €100 -?l7OC
County Supt. County

Ohio Appointed by Township 1uoo -” acco
locel Board

South Appointed by District filOOO-§l7CO

Carolina

County Board

County

 

 

 

 

 

 

Washington Supt. EPDOintS "ibh District 315C0Ӣ3300
consent of Board
misconsin Com. on schools District ClOCO-CBCCO
County
All the states in the first group, with the exception of

Georgia delegate the power for
of the county superintendent to the County Board.

several instances the county supe

L.
953.1121}

sel

such of? ioials, but their final selection re

rintendent may

the in mediate staff

In

recommend

- 22 _

I
.4

board. In Group II, three states permit selection by the
county superintendent.

In both the county systems as well as the city

organiratiors, boards of education have been on the whole
rather reluctant in giving up this power. Even in many

of the larger city organizations where the matter of em-
ploying teachers has been placed almost wholely in the
hends of the superintendent, individual board members
encounter little ditfi culty in placing such te"chers in

they Wish to have employed.

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ooqorpov

There is considerable diversity as to the power
conferred upon the county boards of education by stat
statu es concerninw the ownership of school pronerty. In

rov id

C5

{D
a)

Virginia the local district for the buildings and

O;

groun's, but their control is veste in the county board.
In Maryland the county owns and controls the prOperty; in
Nor h Carolina some school hous s are owned by the county
and others by the local districts, while in Alabama the

d

title of many rural schools is veste in the state, and

county boards hold the title to the remainder. Georgia,
Florida, and Kentucky have much the same arrangement as

North Carolina. New hexico provides for ownership by the

local district, while in Utah the county district is the

owner. The Parish Foard owns and controls the entire
school plant in Louisiana. In the states having the

weak form of county control, the school property is gen-

erally orneC and controlled by the local districts.

-33...

AU”"Q PITY T“ VIY EDU”“'PY KI???

In this connection the extent to which county
boards are given authority over the fixing of district
boundary lines is of importance. Power to act in each
such matters as the establishment of county high schools,
the consolidating of districts, and the placement of
children in vsri us districts is involved by such rights.
In five of the states hev1ne the strong unit form of organ-

vested in the board.

H'
v)

ization considerable authority

f0

tates lised under the weak unit have little or no power
in this re: post. In no instance is a co ard authorized
to include or exclude the territory of special districts
in order to increase or de or es se the amount of taxable

property without the consent of the residents thereof.

-‘

the county ooards are permitted to hear

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appeals and make recommendations, but cannot make such
changes themselves.
SVLVCTICF O? TFACFFPR
All of the states in the first group permit the
county board to appoint all te‘c‘n mr and fix the salaries

thereof in accordance with state regulations, with the ex-

5-

(D
H

ception of Horth Carolina. Teach a may be recc ommended by
the superintendent and in sons instances selected by the
local districts, but in each case such selections must

meet with the approval of the county board.

- 3h -

FRTABLIghhTUT AID CGYTDOL 0“ QFCOVDADY FDUCATIGN

The powers conferred upon the county boards of
education in relation to the establishment and control of
secondary education not only differ widely as between the
states, but also between the types of organization of such
schools within the ccunties of such states.

In general there are two classes of administra-
tive units which are empowered to establish and maintain
secondary schools, first, the school district and town-
sth, and second the county. In such states as provide
for a total or partial county administrative control of
high schools, it is convenient to classify them into three
groups as follows:

.Eirgt. Those states in which a single "county high school"
is provided for in each county

Second. Those in which the county board is empowered to
establish and maintain a reasonable number of high schools
Third. Those in which both the county and the local dis-
tric within its borders exercise certain responsibilities
for the establishment and maintenance of such schools.

Under the tirst group several states provide for
the one county high school in the county. This arrange-
ment is particularly common to the state of Alabama, which
such schools are under the control of the countv board and
are supported by apprOpriations from that body. Iowa, West
Virginia, and Oklahoma also have a limited number of these
schools.

The second group includes all of the county unit

-35..

states with the exception of hew hexico.

board provides for a system 0‘

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wide plan so that in as far as possible hiah schools are
located in such sections as to be readily accessible to

all resident

O)

The third group includes all such states as
provide for partial county and local control. Several
of the states classified under group two must also be
included under this head for, although in many instances

they have given their county boards tht power to establish

\

LJ‘

such secondary schools as they may choose, t ey ha e also

4

provided restrictions as to their power of control when
such schools are located and maintained in independent
districts.

Three forms of control as concerns the establish-
ment and “aintensnce of secondary schools are therefore
found within these groups. Either the full control rests

‘ O

with the county board or the local board, eacn independent

..

(D

of theother, or it is divided to a greater or 1 ss extent

(D

b tween county and local authority.
Local participation in the cortrol of secondary
schools is largely due to taxation. Various communities
have demanded the establishment of secondary schools which
in turn has called for the raising of extra funds for their
construction and maintenance. In a majority o’ the county

unit states these extra appronriatiors have had to come

he taxation of the districts so benefitted and as a

is
’1
c1-

om

result thereof, such districts have demanded at least a

ntrol of these schools.

0

partial c
The following classification attempts to show

to what extent the county unit states have provided for

the establishment of secondary schools, the adm nistrative

authority in control of each, and the legal provisions

regulating the limits of taxation permitted for such purposes.

County boards may provide for one "county high
school" in a county. It shall be under the control of the
county board. No separate high school tax for the establish-
ment and maintenance of such school may be levied. State
aid to the extent of fBCCO a yeer is provided, with an addi-
tional 91500 if the courty Till contribute an equal amouit.

County boards may establish hish schools other
than "County High Schools" within the county, such schools
to be under the control of the county board. The electors
of the county may vote to raise a h mill tax to support same.
No extra state aid.

Special districts may establish high schools, such

schools to be uni,r the control of the county board. The

’J)

district may levy a tax of three mills on it property for

31 ' _ z- '
the support of same. no state aid.

boards may establish such high schools as
they see fit, under the control of the county board. No

eparste tax is to be levied for the support of such schools.

(a

County tax rate not to be less than 3 or more than 10 mills.

37

Voters of a "special tax school district" may

_)

*J.

m

vote to establish a Lvéh school, control to be divided
between the county board and local trustees. maximum
district tax 10 mills. fidditionel.5 mills may he
allowed for payment of bonds.
CT OPGI

County board may provide for any number of high
schools, to be under the control of the county board. A
county tax or from 1 to 5 mills may be levied on all pro-
perty in the county outsice of the t included under inde-
pe ent distri cts s. Ppecial state aid of 51000 a year for
such schools as qualify under the law.

Ind ndent districts may vote to maintain high.
schools; such schools are under the control of a district

board. Same amount from state funds as above.

TTTW'II'MTT
IX . ..\ thK a

County board may meinta in one or more .‘sh schools
or contract with such schools located in separate districts.
Local board must meet the requiremenfisset forth by the county

d. Tax

CD

board. No separate high school tax is to be levi
rates for county must not be less then as or more than 5
mills.

Graded common school districts having a speoitied
number of census children may organize such schools, th. con-
trol to be vested in a local board of trustees. District

tax in not to be less than 2% or more than 15 mills.

O

IJNTI9I£TI%:

Parish board may establish such secondary schools

- 33 -
as are approved by the state board. No special high school
tax is to be levied. Tax must not be less than 3 mills.
No special state aid.
MAPYLAFD:
County boards provide for all high schools,
and control same. County tax must be sufficient to meet

th

CD

requirements of the state miiimum salary law. State
aid.

Schools may be established by separate school

CD
09

districts having 20 or mor th grade graduates enrolled
for high school, or by a union of two or more districts
which will have an average att,ndance of ECG or more.
Control of such schools is to be in the hands of local
district boards, or in case all uniting districts are
classified as rural, control shall be vested in the county
board. No separate high school tax. District tax not
to exceed 5 mills and county tax 18 mills. No special
tstate aid. '

NOR

»s

P CAPOLIEA:

County boards of ,ducstion locate high schools
on the basis of not more than one to each township. Such
districts constitute school districts upon which a district
school tax is levied. District tax is not to exceed 5 mills.
,Puch approved high schools share county tax and receive aid
from state equalizing funds. Control is vested in a local
board who are under the jurisdiction of the county board.
Farm life schools may be established by a vote of

the electors of a county or of one or more townships in the

county. Sucport of same is dependent upon the unit by

which it is selected. Under the direction of a board
of trustees appointed by the county board. State aid
not to exceed f5000.

TFTNPSPFF:

fi county system of high schools is provided
by the county court in this state, and the manasement
of such schools is vested in the county board. A county
high school tax may be levied not to exceed 1.5 mills.
County tax must be sufficient to maintain a first class
hi: h school. State aid to the extent of ?lOCO to each
county and Othi r funds on an attendance basis.

Incorporated towns and villages and surround-

i

U)

tricts may es ta wli sh hiph schools. Such schools

F"
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Q:

may also serve as county highs schools nder contracts
between county hoe rds and local districts. District
tax not to exceed 10 mills or such amount as is set by
their respective municipal charters. Administrative

authority vested in s loo 1 board of education. Ho state

County boards empowered to establish high schools
upon approval of the state board. Such schools mu=t be
esta blished upon petition of a majority of the tax payers
of any voting precinct havins over 1200 school population.

Con rol of schools under district boards of education.
County district maximum tax levy not specified. Varies

between 7 end 12 mills. Aid from at ate hirh school

tax fu cis.

- Ln -

VI3CIVIfi'

s to the establishment of hi:h schools. Such schools

(L)

s ere locsted in the various moristeriel districts

0)

ere under the administrative control of county school
boards. Ho secsrete high school tsx is to be levied.
County tax for school purposes not less then 5 or more

. . u.
then 10 mills. State aid of alCCC.

w

3 those hevin; the weak form of county unit organization,
high schools are in gen. 31 provided for by a vot of the

electors of s eciel districts, snd are under the outrol

(i:

of local district boards of educ ion. Kississippi pro-

‘9“

vides for county high schools outside of the sneciel

distri ts, but the control thereof is divided between the
members of e locel board end the county board. Oregon
2nd ”ontcne also provide for county high schools by a

choice of the voters h.en such counties are under county—
unit organization.

It will be observed thet with the excention of
“en Mexico the county boer ds of all the stetts in group one

are emeovered to e stablish both elementary as well assecon-

dzry schools, and that to e crest extent they exercise the
administrative control of the high schools, the only excen—

tion being that of north seroline.
In the states which provide for the one "county

high school" it is evident that such nrovisions apply either

to the smaller or less - culous counties. Fven in such

states it would au,esr that there is at the present time
no tend ncy toward a wider extension of this plan. In

most instances the county is too lsrge a unit for high

school purposes even with modern means of trensnortetion.

Yet it cannot be denied that in the snersely sett ed sec—
tions it serves a useful purpose. Such schools ere gen-

erally eble to provide for s wide range of studies and
activities, better equipment, well qualified teachers, as
well as many other features which conld not be provided in
smaller and ina.equat ely financed schools. Asain the

ounty high school has provided an onsortunity for the

y in the future become

to

training of rural teachers, and m
the unit on the rural sections for the establis hment of
Junior colleges.

In several 0? the county unit states, county

ous nroblem. in the rural

Ho

boards are con fron nted with s ser
sections at lesst it is certain thut the local districts
alone cannot sun or t standard high schools, while on the
other hand the amount of school funds which can be raised

by taxation is in d ecuate to establish more th an two or

£0

three high schools within the count]. Lnere the county

is the unit of administration there is naturally less

difficulty in organizing consoli deted and union districts

than in many of the other states. To what extent such

schools should be given aid will be discussed under taxation.
TPthPO‘TATTOF DEB TVITT“?

The transportation of punils hes in recent veers

«h

(+-

become e ma_ te er of consid rable ihpor ance. As shown under

f

the discussion con er nine the establishment 0? rural high

(5

- he _

schools in nearly every state eny community having a
required number of school children end is capable of support-
ing a high school is given legal authority to establish such
schools. In other states the solution of the high school
as well as the elementary school problem is being sought
by transferring pupils from outlying districts to central-
ized schools. In the county unit states the matter of
transportation is placed in the hands of the county board.
The transnortation of such pupils from such districts also
involves the payment of tuition fees. All states with but
four exceptions, Keryland, Utah, Tennessee, end Arkansas
make legal provision for the payment of such fees. Locel
conditions are such in maryland and Utah as require little
or no need for such provisions. Tennessee and Arkansas

have recently introduced legislative measures to meet these

needs. In general the fixing of such fees are determined

Q)

in the county unit states by mutu 1 agreement between

local and county boards. In Virginia the state department
must approve such arrangements or itself fix the fee to
be paid.

POWFPS 0F CQUFTY BOAPES AS COYCEPNQ TAXATIOF
ALABAMA:

The county board does not possess legal power to
raise funds for the support of the schools. Funds otter
than those provided by the state can be obtained only by
submitting the provision to a vote of the electors. The

c unty board has the power to borrow money for the operation

of schools up to one-third of the sum estimated for current

_ h} -

expenses. The board is required to estimate the costs
for operating the county schools and submit same to the
voters for their approval.

FLORIDA:

The county board is required to estimate costs
for the maintenance of the common schools for the coming
year. It may fix a rate within the le_islative limits
and submit same to the assessor of taxes for collection.
It may also borrow money and issue bonds not to exceed
80% of the total amount required for school purposes.
GFOTGIA: .

County boards are required to file accounts with
the state department of education concerning the financial
expenditures, atten ance, etc., of the county schools in
order to secure their proportion of the state funds. The
board may also determine the tax rate for the county not

re for

0)

to exceed 5 mills. It may also borrow money to c
current school expenses. Special tax districts levy their
own taxes and retain control of the respective schools.

Li ARYLA ND:

The board prepares and submits the school budge
for the county to the county commissioners, but further than
that it does not possess the power to fix the county school
tax rates. It is required to arrange such budget as will

rovide for a tax of not less than 3.M mills and not to

'd

e d 6.7 mills for purposes other than debt service.

‘0

-ce

l

Any special tax over A mills must be acnroved first by the

county cemmissioners. County boards are not permitted to

borrow money or issue bonds without consent

county commissioners.

/m17""
l—‘; L

ity

' 4-
superin.endent

etc.

cannot ho

val

h
b.
-A

as

to the County

CO

corp.

_ lulu ,

RC3

In tel s'

rm

an
J.

(1'

ns

h

(D

st

nu —

of the

ate the count y board has no author-

cou.ty

in

school taxe s.

The county

submits reports concerning expenditures,

Court who may levy a tax sufficient

all schools for a period of at least five

A—d \I

county court may lin,ihen such terms and

all matters of additional ta x levies to the

only

ncral included under

The county bOard is emp

sever

the tax rates

3

of the voters.

LOUIPIflHfi:

IZOD-T?

so large a number of special
sparsley settlec districts
the juri isdiction of the county

ered in these co inties to

within legislative limits. It

The parish board

rs

he law provides

tions for the submis

levies up to 8 mills.

7
fl

"'71

ab

-- ».1

.‘fi

CEQOLTYA:

count

Y

"O’Vl"“l““? S are re

the cost of maintaining

ssue bonds or borrow money with the appro—

esti ates and fixes the school
for a tex of three mills through-

mitted to borrow money

lJ
U)
U
(D
H

g expenses. It also has author-

sion of extra

.quired to estimate

schools for a period of not less

-1.L5..

than six months and submit such reports to the county

0
1+
iJ‘
cf
13"
CD

commissioners. Such budget is voted upon by h
members of the county board and the county commissioners.
In csse of a tie vote the clerk of the county court
cests the deciding vote. fidditionel county tex up to
5 mills may be levied with the sporovel of the voters.
Boards may submit bond issues to the people.
VI‘GITIA:

The county supervisors are furnished a report
by the county board of the amount of money necessary to

operate the county schools for the ensuing year. In case

of their disapproval the judge of the county court may sub-
mit the matter to a vote of the oeople. The county board

hes not other authority as to school taxes.

The county board has full power to determine with-
in legisletive limits the tax rate for the county district.
Such tax limits very depending upon the assessed valuation
of the district. A rate of 12 mills is ellowed in districts
having a valuation of less then §EOOO per resident school
census child, and 9 rate of 7 mills in county districts
nevins a valuation of 55000 per child.

In the states having the weak form of county unit
organization in which none of them thet levy a county tax
do the county school a thorities determine the rate of levy.
Several of the states have a county tsx levy which is uni-
form throughout the state and which may be increased only
by a majority vote of the electors. Nearly all county

c.

cud

(0
cf

('0

boards in these states prepare an annual school

-145-

Cf

for submission to the fiscal authori ies. Heerly all
of these county boards have the authority to disburse
and apportion school funds raised by taxation to the
various schools. In California the county board of
supervisors must levy a minimum school tax of fBC for
pupil in elementary schools, and #60 per pupil in high

schools on a asis of average daily attendance.

In three counties in Oregon having the count'
- Y

A?)

unit each county is divided into three classes 0 school
districts, namely, city, town or village, and county.
Each class constitutes a corporate body, and the district
school boards of each class are empowered.to levy a tax

I?

once each year for the necessary school funds. Mach board
prepares an annual budget which is submitted to the elec-
tors at a meetins called for such purpose. The budget
meeting the approval of the electors is then placed in
the hands of the fiscal authorities for levy and collection.

In the three counties in Kontena under this form,
subdistrict trustees submit to the county board the annual
budget for their respective schools. The county board
determines from them a uniform levy for all third class
districts. (Only districts having less than 1000 popula-
tion are included in the Montana plan, such being desicia-
ted as third class districts.)

It will be nated that with but few exceptions
the county bOsrd is deprived of full power to fix and levy

school taxes even within lecislative limits. County boards

17
although given the full responsibility of manasing the
scho ls are siven little or no authority to provide for

the funds for their operation.
POWPPS O? BOAPPS - CQHP”LPOPY PPUCATI‘T
Although the statues of only a few of the

county unit stat es definitely specify that the county
board shall be directly responsible for the enforcement
of the state compulsory school laws, they place in th
hands of the county boar d and the county superintendent
of schools the auttority to select or emoloy the county

attendance officers thereby indirectly fixing upon them

th

(0

responsibility for such law enforcement. In all
instances reports of_this nature are filed by the teachers
ei her directly to the county attendance 0 ficer or to
him through the county superintendent.

No data is available as concerns such enforce-
ment other than the following statistics taken from reports

compiled by the bureau of education;

State ' Population Public Sch. Private Fch.
5 to 1? incl. Pnrollment Vrrollment

Alabama 792, 515 592,610 21,ca3
Florida 257 ,239 937,770 7,008
Georgia 959,099 730,873 13,400
Kentucky 709,93 581,313 15,460
Louisiana 557,5R9 390,324 4,M30
Karylend 366,823 25o,3ss 27,138
raw vexico 111,3 5 sc,§29 h,267

p 1° c o 7 fog or hhl
h.oaroiina 075,259 7% ,o,o aj,..
Tennessee 721,273 612,1C3 23,2C2

I
;_-
01.
I

State Population Public 9c“. Private Sch.
5 to 1? incl. Frrcllment Trrcllment

Utah iui,3ui 193,“? 9,557

Virginia 705,693 545,035 12.60?

State Deys sch. Av.deys U.9.rsnk in U.°.rsnk
were in attended days sch. devs ett-
session vere in encei by

session esch pupil

Alabama 130.8 95.8 A6 as

Florida 115.? 103.1 “5 ”1

Georgia 140. 102.6 “1 #2

Kentucky 125. 92.3 as us

Louisiois 1&3.6 11

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H.Cerolina 139.

F5
4:
4:.-

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Tennessee 130.6 9

Utah 16M.3

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\N \JJ
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\N H
O\ O

1
Virginia 159.1 116.

U.‘. Av. 16% 130.6

It should not be misinterpreted to mean that because of the
feet that all of the strong county unit states with but one
exception rank low in attendsnce percerteses that it is to

be attributed to the inefticient operation of the compulsorv
school laws in these states. Maryland for example is only
out-ranked in length 0? session and average days attended

by the states of Rhode Island, Michigan, New Jersey, New
York, and Connecticut in the order named. In the 16 states,

or one—third of all the stetes in the union having the lowest

rinL are included Ind inns, Oklcooms, lortL Cekote, lest
Virginia, 'is ”1 sip pi, Texas, sni Prlsrscs, ell states

it in 6 weak form.

POT"? o'-P Ro'sos - nwvncv 9e CmVFY

&

Q

The statues of tne eleven states under dis-

cerns the power of the county boards or county_suoerin-

d-
{D

n1 nt to prescribe or follow out courses 0? study.

(D

5

In Alabama, Florida and Na ylsnd, it is the duty of the
county board to prescribe a course of study upon the
ecommen Md tion of the county super'ntendent. The count y

'1 7+. 0 ' A - ~ '
bosrcs of Lt sh and south CérOIlu: are responsible for the

enforcement of the state courses of study. The state of
rth Cdrolinq provides 3 course of study for elemertnrr
grades, but a stote survey in 1921 reveols the foot test

s lsr e majority of the schools do not sorry out the course.

+._
u.

s.)
C1”
0

0

Several of the otner ststes prescribe certain subie

ent in all elementery schools, or recommend cou_rs es

of

prepared by the te departments, but nske no defini e
revisions ss to the authority vested in the county boards
in this respect.' Of the stetes corcos in the second

glro up, California, Ohio, Texas, and Vdshinston require

county boards to pr esorioe courses or fly.

- rpm—.1 fi‘j (NH m'fitrm t) TI
TI: ‘, E I .. ’4 f_‘. .JQO'x-c

In not srv o? the states hsvir" the stron; county

unit organization do tue county sewrds now D?V? power to
select textbooks for use in the county schools. In Mary-

lend the count superintendent is still empowered with

\fl
( )

authority to make such selections. All other stete 3

14+
.4.
Q

in this group now hove stst uniform textbook ecop ns.
Twenty-seven stetes in the union have state—Wide uniform
text book eioption. Five states, Xervlenc, Missouri,
South Dakota Tsshin ton, end T”iscorsin, nor heve county
adoption, and the remainder either township or district
selection.

Nineteen states now furnish textbooks without cost
to elemer ntsry sct_ools, while t"enty-two states he ve oer-
m esive lews of this neture. O? the c0unty un't states,
Hsrylend and Utah hove mandatory laws for free textooc ks
in the elementary graces. Alabama, Georgie, sort“ Cerol—
ins, Virginie, eni two counties in Florida have permissive

laws whereby the cour ity b oer.s mey elect to furnish free

6

an

text books. Kertucky, Louisiana, New Mexico, n1 Tennessee
hove no lsws for such provision.

The following table represents a summery of such

(I)

laws for both rcu up of county unit states:

 

UYT?”“T T"“mn“’va F??? TPXTBOWKS
Territory to which lets Territory to which laws
are applicable ere arplicsble
State Law County Trp.-Tist. Xendstory Derviesi e 1.0
laws as lazy

filebema -— -- -- filebeme --
Florida -— -- -— Florida(2) -—
Georgia —- -—° -— Georgi a -—
Kentucky -— -- —— —- Kentucky
Louisiana —- -— -- —— bouisiene

—- Maryland -- Merylsnd —- ——
New Yexico -- -- ' -- -- New Jerico
N.Cerolins -- -— -- H.Cerolins --
Tennessee -— -- -— -- Tennessee

Virginia -- -— -- Virginie --

I
\J]
H
I

 

UYIVSP” TFYTEOSKS FPFV TFXTEOOKS

Te"ritcry to which laws Territery to wiich laws

are annlicsble ere annlicsble

State Law County Twp.-Pist. "end Permissive No
laws laws laws

Arkansas -— -- -— 4rkers s --

California -- -- California -- ~-

Indiara -— -- -- -— Indiana

-- -- Iowa -— -- Iowa
Kississipu ui -- -- -- Kississioni —~

-_ -— Shio -— Ohio --

S. Cerolina -- —- —- -- S.CCT011T'
Texas —- -- Texas -- --

_- Washington —_ -- Westinrton --

__ WlSCOUSln -- —- Wisconsin -‘
“or tens . —- -- Hontsne -— -—
Ore on -- -- -- -- Oregon
SU I'%“Y

So wide 9 diversity exists as to the miscellaneous

v boa rds of the ver-

U

powers wbicb are delegated to tne count

icus states that further classification is of little value.

Such duties consist of etc rdsrdizingr wsl son 00 ls, deter—
mining the Opening and clssing ates of school, recommenda-

tion of condemnation nroceedings, to act as boards to pass

on school controversies, cell tescters meetings, permit the

use of the school buildings for other than school meetings,

prepare building pls ns, taking of census, etc., not one of

‘wbich is found to be common in even half of the states hsvins

the county unit ortarizetion.

V/ Of al" the states constituting second group

althoush their boards in few instances ere empowered with
a few imnortent duties, not one of tbese borrds is the ed-

ministretive head of a county system.

In so fe r as it is only the n‘rpose of tkis psoer

I
\JI
R)
I

to set forth the legal provisions concerning the organiz

(0
I

tion and administration 0? the county system as it exists
in the various states, no attempt is made to draw any con-
clusions as to its merits or demerits. However, a summary
of a report prepared by 1r. K. Hauser, University of Minne-
sota, is of particular interest in connection with the

organization of the county board. This report, following

the method adooted by Mr. I. C. Morrison in his book,

"The Legal Status of t e C ty Superintendent" is made from

the replies received from questionnaires sent out to two

hundred prominent educational leaders, three hundred county

superintendents, and four hundred county board chairman,

in an effort to better determine the legal status of the‘

county board of education. A statistical summary compiled

from this report is here given:

1. Percentage of county superintendents, county board
chairman, and educational leaders favoring the parti-
cular method of selecting members of the county board

of education.

Method of Selection Co. Rd. 0hr. Co.Supt. quc.Leaders
‘ favorine favoring, favorins

 

Election by ponuler A /
vote from the county 33.8% 12p 57.1%
at large

Election by pooular

vote by township 29.7 Rh.8 12.5
Vlection by popular

vote restricted to 23. 27.2 25.9
residerce

Appointment by

state agency 13.5 9.6 2.7

/
Miscellaneous —— o.u 1.8

I
K) I

2. Percentage favoring particular number of board members

for the county board.

 

number of members Co.Bn. Cir. Co. Supt. Educ.Leaders
favoring favoring favorirr
.4" A” n
A board of 9 members p 0 p 2

II II I!

:3
3
\JJ \11 \J
3 2
to —w
KN \IJ
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\JJ 0" H
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I I}
09

m
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to

3. Percent favoring certain tenure of county board members.

 

No. of years tenure Co. Chr. Co. Supt. Fd. Leaders
One year 6.9 1 1.9
Th0 years 12.) 22.9 2.7

Three years

09.

IO \N
U1
4;-

M
.F

_\’

Four years 36. 60. 10.5
Five years 5.6 10.7 3,.
Six years 27.7 0 8.5
Seven years 1.4 O 5.7
Nine years 1.3 C O

M. Percent favoring particular method of compensating board

members.

 

Compensation Cc.Bd.C r. Co.Supt. Pd. Leaders
More than 910 6. 4 4.3% 1.5 4
per diem
{1c per fiem.& mileage 7.3 iu.u 4.9
8 " " " " O 2.1 3.2
7 n ,, " n 1.2 .3. 2.1L
6 " " " " 9.8 10. #.9
5 n " n " u1.5 28. 23.5
M " " " " 3.7 7.9 .8

P3. per diem i mileage 3.6 5.7 4.9
Mileage only 9.5 5. 30.
Pothing 7.3 6.8 4.9

5. Percent favoring a particular metbod of selection the
county superintendent.

Matron of Pelection Co.3d.Cb. Co. Pupt. Pd. Leqaers

 

Appointed from any , .
100311133] by the 75.3 “J 74 e: 93 ;
County Board

Elected by poouler
vote of the people 23.2 21.1 C

Hiscellaneous 1.5 4. 2.

6. Percent favoring a particular method of choosing local

trustees.

 

fiettod of Pelection Co.Bi.Ch. Co. Supt. Pd. Leaders
Annointed by Co.Board 70 fl 43.6'f 39 fl
Flected by nooular

vote in tbe district 30 . 55.4 60
miscellaneous C l. l.

7. Percent favoring a particular number of trustees in each

district.

 

'-.' 4" f3"
5 members 8; 9a 9.0;

3 N 65 ”5.5 51"

\N

J)

\JJ

\fi

0

-\l \l

1 n 27 Ll

8. Percent favoring a nerticular tenure of office for local
truste

42' \N m H
.....I
if
{‘0 :1.
09
\1
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m 0\ \J l

—u
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H

I
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I

5 C fl 1.5f 1.31

C)

/
c or more 2.2 C
9. Percent of each group in favor of having no board of

100"l trustees.

Educational Loaders ------------ 35.2fi
County Superintendents --------- 32.2
Chairman Co. Board ------------- 23.4

A summary of the above report shows that a maicr-
ity of the county chairmen, county superintendents, and
tional leads 3 makin: this report fa vor firs, the

election'of the members of the county board by pooular

educ

L‘J

vote and from the county at large; seccmd, such boards to
be composed of five members; Third, tenure of office four
years; fourth, compens :.ion, 5 per diem and mileage; fifth,
tie poner of the county board to appoint a county superin-
tendent; sixth, the appointment of the local trustees by

the county boa rd; seventh, such local boards to consist of
three members and have a tenure of offi of two years.

The fact should however, be taken into consideration that
this report is based upon replies which for the mos t par t
.vere made out by school executives in the county-unit states,

and for that reason such a consensus of opinion does not

necessarily anply to existing conditions in other states.

county boards of education in the states having the strong

county unit organization may therefore be su 2.: arized briefly.

l. The ap“01ntment of a county superintenient of schools,
who shall be the executive officer of the board, and
thr01rh whom the board exercis s the powers vested in

- s5 -

2. The $u+”OIltY to provide suitable buildir-s ar
grounds for all schoc 1s of the ccunty.

3. To determine the kinds of schools to be established,
to locate sue: school, and fix the district boundary

lines within the cou-ties.

4. To prescribe courses of s
+

5. To provide for the educe tionel supplies and equipment.

6. To employ all teachers, supervisors, teachers, and
attendance officers, and fix their salaries within
general state regulations. -

o prepare the annual school budget e.d fix the school
a L

t x re e within the limits of legislative provis mo 3.

8. To borrown money subject to lesisla tive provisions for
authorized school puioses, and submit bonld issues to
the electors for their approval.

PUTIP° 9? TV? COUTTY sUPTFIVmVfinEvr
The methods by which the county superintendent
is selected, his cu lifica ti ns, salary, relation to the

organization of the board have already been discussed

in previous nararrevhs and need not again be included

In the states which have the strong form of
county unit control, the duties assigned to the county
superintendent not only include all of th e financial
and clerical provisions originally assigned to him when

the office was first established, but now include many

'ddei TBSUONalbliltles vhich have been brought about by
h avid chsnres in the educ atione 1 cevelonmert of the
country.

Unlike the city superintendent of schools

{1)

who is the professioral otficer in imm Md a te cont ct

U LL 4.4

between the schools and a single board, the county super-

I
\J]

7...

uired to ustsin the same relationship

0)

intendent i ret

(I)

534‘

to both s county bosrd and a local bosrd, thus brineinr

‘
\_-

{1

about the assignment of a wide range of duties.

.‘5

Vith but few exceptions the powers of the

superintendent are limited to recommending to the county

q

00 ~11"

91.

such provisions as he may thing advisable end

L)

which the board hes pwer to accept or reject. In file-
bema, Maryland, fientuoky,snd Tennessee, the superinten-
dent is designated by statute as the executive officer

f the,boerd, while in Georgie he is designated es en

0

\

agent of the bosri. In all of the stutes he is either

directly or indirectly t.e authorized representative of

the stete board. Alabam

f

, Kentucky, and Maryland specify

go

that he shall be responsible for reports to the county
board concernine the repair end upkeep of school buildinrs,

ne condemnation of buildings, the selection of sites for

dines, and the submissionof plans for new buildings.

’3
(D
.5
0‘
C.
H.
H

Doubtless such recommendations are made by nearly all super-
intendents 3 though they are not so required by statute.

In only two states does this official exercise
any real power in the selection and employment of teachers
othsr then to recommend them for the approval of the county

*3- tat

board. In th t tee of Harylend and North Csrolina,

(D
0)
$0

(3
(f

i: in order to be valid, must be counter-

tesohers' contrs _,

signed and approved by the county superintendent of schools.
All county boords require the superintendent to
visit schools and assist in the supervision of the school

work. Georgie resuires that each school be visited at

least once in ev ry sixty days. Florida, at least once

a month, North Carolina, twice a year, while in Kerrland.
the law requi es that at least ninety deys of each year
shall be devoted to the visitire 0? schools.

Altho ou9 h in several of the sta es, the super~
intendent is required to prepare courses of study and
recommend the selection of textbooks, this is now lerp ely
a matter of state regulation and control.

In 9enerel ell county boaris reou ire 9 large
prooortion, if not all, of the school and financial
records to be kept in the office of the superintendent,
as well as placing unon him the responsibility for the
oroper preparation of the annual budget, the census reports,
and the teachers' pay rolls, etc. In many instances these
duties combined with those reduired by the state deoart-
ment and fiscal authorities, the certification of teachers ,

of

m,

the conducting of teachers' examination 3 end :ra5in
papers, has to some considerable extent resulted in ms.kin9
a clerk of the superintendent rather than a school executive.
An the er important actor in this connection, not-
withstanding the f ct that the relation existing be etaeen the
county board and its executive officer is similar to that
existing between the city boerd of education end the city
superintendent of schools, is that the county boards are
much more reluctant in conferring upon the county suoerin-
tendent their legally acquired authority to dictate the
educational policies of the county schools. This is oarti-
culerly noticeable with regerd to the employment and assisn-

ent of teachers, the superintendent may recommend, but the

('4.

board acts. Usually however, the superintendent's recommen-

d

tions are accepted.

W

b study of the state statutes would seem to
indicate that in most instances it is really the inten-
tion of the state to make the county superintendent an
executive officer. This should not be inferred to
mean hat the board is to be subordinate to the superin-
tendent, or does it mean that th, board is to be relieved
of any of its responsibilities. It has been cleerly shown
in the preCeding paraaraohs that the final action in all
matters rests entirely with the ooard. Under these con-
ditions, if the superintendent is to be the agent through
which the board acts in the administration of its schools,

‘

it is essential that the biard have some choice in ni

Cl)

selection. Then the board is alloved no choice in the

erintendent is elected

J

matter,'as in the case Where the su;
by popular vote or appointed by civic authorities, there
is less Opportunity for cooperative work.

7‘3? A CITE WWII-"TWP?

A study of the te cher turn-over in the United

i,

States shows a majority of the county unit states to he

below the 9eneral ”verage. The state of Florida having

 

a turn-over of but KS holds the lowest rating of all states,

while Wyoming with a rating Cf M75 is the highest.

SUE fiRY: 1922-93

State No. of teachers in No.replace. Percent rs-
public sch.of state each year placed each yr.

Alabama 12500 2,00 lop

Florida 2,750 300 ,E

Georgia 10,000 3,200 2

Kentucky -- -- --

Louisiana 9,000 1,000 11

Maryland h, '3 57o 13 (Baltimore

New Mexico 2,034 255 0 not incl.)

North Carolina 90, 2,000 10
Tennessee 15, 403 1,800 12
Utah 4,0S 800 ?0
f. 45'“. k f‘.

Virginia 13,Z_El 3,1c0 C
Uritei Ttetes. “V9““ e 10.

As these iinures include the teachers in both the city

and rural schools, it is to be naturally expected that

the percer te re o” turn-over in the rurel sections would

in several 0? these st tes exceed the figures given.

For example the average turn-over in Viscorsin is given

as tueuty-tyo percent. 0. J. Anderson's "Status of
Teachers in "isc‘nsin" shove the yearly chonges in the po-
sitions o? rual school te . _ ers over a three year period
to be from sixty-f ive to sixty-eight percent. Although

no data is yet aveilable upon which even 9 relative * imete

(JD

can be me de for the county unit states, it is improbable

(1"
h
if
d-

J‘
(3

rural turn—over in Kervland, Florida end Louisiana

at least woulo equal that perce. tags

The county unit sts es also shov a superior
rating when ccmn:~red wi other states in the same ge0g-aph-
ical arousinz. Of the Southern group, “est Virginia he

a rating of ttenty p:,r cent, C‘outh C rolina trenty-three,
Mississippi twenty-five, Arkansas twenty-five, Texas thirtr-
five, end Oklahoma twelve. In the 1"estern :roup, Colorado
hes twenty-seven percert Wyomirw forty-seven Idaho forty-
four, Feveda twenty-seven, tri firirona sirte n.

‘. _ ‘ ' L . ‘fi 1. 'u
Alt ouvh tnere ere several obgeciions to using

for the court unit system of orrenizaticn as a means of

t

0)

decreasing the teacher turn—over, there are at lea

in the county unit states of :roup one, the

for dismissal would necessarily teni to

-% m1}: . v\‘ . n f? :
<8T9Tfi1. -- at is, Just cause lor Mismlsssl

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03

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£2:

sunerintenient i persorally responsible for the
satisfactory edm'nistretion of the schools unler his
uriediction. Fe wi‘l out forth his best etforts to

:4? J.’ . 4. , ,. 1 .- l. .
retain e icient en“ satisfectory te’o.ers rooming fall

, fi .. ... ‘ ...L ‘ , .
well tne results brou ht soc u by excessive turn-overs.

$2.

”hire in snite of tne feet, cs will be shown la er, that
tte teacters' salaries in these states re in general far
below the general average for the country, es 9 Whole tue
tee her turn-over is remerkeblv low in comparison.

A careful analysis of the data compiled for at
leest three of the county unit states, ”oryle.o, Florida
and Bouisiena, w is: with but three exceotior s nle_c e 911

. ' 1 LL‘ 0 0 +0 8 ‘
rural enfi City schools u“; r the juri “ictior o: the

C+
'3‘
‘0

county bocrd and county superintencent, would seem to

unhold the contention of the efivccstes of the county unit

system as to the merits of organizetion in teis restect.

TFfiCTTRF' CfihfileR I? “VV CT‘TTY UNIT CTPTP?

-.L_It

The followins date teken from the renorts of the

p
‘.

flotiGfigl Faucetion fl societion, 101. 3, Public échOOl

U)

he U.S. Bureau of Fiucetion bulle—

L):
c 1-

salaries l?2u—25, an

is

H
c I'
L)"
(D

tins, is arranged o burnose of comnerins the tenchers'

soleries in the county unit states 0 srouo I with those

of the other states. The data is arranged in three tables,
A, J, and C.

Table A

D . l s“ow= the msoien salaries tsii to rural teachers in
the county unit states h“VlF the stronr form.

Pt. 2, the meuiin salaries paid to rural teechers in the

1 ’ .,. ‘ .. n t ' 7., ' ,‘
goutoern states loceted in the ssme gectrsohicel :rCWoint,

-o ccunty oresnisetior or hevin: it in s

Q‘
C.
c f
f‘i’
('3
<‘,
fJ
f3
71
(D

Ho
(2+
3)"

D
H
9

Pt. 3, the median salaries nsii to rursl teachers in the
Western states in the same geograohicel grouping es the
county unit states, but having either no county organiza-
tion or having it in 9 weak form.

Table B

H
iL

he me isn selert>s nsid to elementary teschers if the city

Var 2500 population in eech of the ststes as

m
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93
O.
0

ve in parts 1, 2, and 3.

(0

Median salaries paid to rural chool principals by states,
1923-24 unier the ssme srouoing es tables A end B

Ho sits hes been presented as to the comnsrstive

salary medians of city and rural high school tecchers and
orincipsls for the reason that such a fiiversity exists rs

‘ ' 9 . ‘I 4-
to to(3 inclusion or to n" ans citi
r ' ' 4- r ' - '9 . .t.‘
:dmlnlSt“ithn es would miss it c'

A o
ior comnerison.

TADT‘L“ A

 

 

l¢23-24 XVPIAV Cfihfi’IFC W‘In swept Tencvees ev senses
Pt. 1 (County Unit Ftetes)
Trncv“es I?
state 1 teacher 2 teacher 3 or Ponsol- Villore Ayers
schools schools more -iotod sno For
schools towns ell
‘ "- "’ ‘ ‘ ".7‘ l ‘. Jane
Aver. for U.S. :77; .743 s30 Sec ‘1114 .csO
" ‘i' '1 f— (A ’
Alf one 357 e04 902 0&7 690 G35
Florida 365 si7 662 see 337 64s
‘ . -r ",f ‘,r\ ‘ f /-I If“
Georgia fiOO 4o0 432 012 0;? Log
Kentucky 537 597 719 o?1 799 so;
' / 1' .' 1 7- .j"
Louisiana 02$ 70} 520 914 9:7 ole
Xerylsnd 733 C35 1300 1132 1920 lCFC
,. .y . _ ...‘. d‘ r' "4/ 1I A , (T.
13-6.? .iEXlCO €~8 048' $150 11~3 p57 5'43
C ~ - ‘1 I ‘ ffl" /
R. Cerolirs 37o +0? 547 728 ooo :30
Y. ‘ '/ .’ I,- _., ’ /
Tennessee #15 304 530 be? 951 oCo
Utah 809 870 325 1C7l 1575 C10
. . -,.—..' ’ r “. ." 'irvr-
Vlrglnla 302 401 575 744 702 So?
Pt. 2 (PO. J-nawn (7331,23)
. . . y ‘ ,....r
Vest virginin 717 sou 854 877 1:32 5?
s. Carolina- so 680 sec eso see 033
I '1 ‘ ’I. V‘ A —
Iississipni 3C0 ~98 *9? E37¢) 0C9 557
, ’ / -’ .f ,’ ”'-
flrkensss 374 520 :91 758 o9o 589
" ‘\ — . " r.“ /
Oklahoma 700 o7? 000 930 070 c?o
A, "‘ ‘ ’ ‘ :7— .5
Texss 539 :74- 7C5 853 cm? 7 «2
Av. c4?
D ---v T" T. V‘
it. p ( estern alcuo)
Colorado 87? 908 1030 1179 12M? lcoo
. ‘ ’ 1/
1”fronting: El; 038 1392 1149 1108 1052
Keveda 1000 1200 12?0 1223 1571 1457
firizons 129 1329 1349 13Al 1409 13:2
fl‘f. 19—41?
TbfihP D
resin: Pfibl2179 F57777fi‘ thfrfriny Trns"ees
P O??? 2509 POWWLATIWV

IN CITY”;

’0
tr

-. 1 (County Unit 9tstes)

 

Alabama
Florida
Georgia
Kentucky
Louisiana
Merylend

E. Xexico
N. Carolina
Tennessee
Utah
Virginia

West Virginia

. Ceroline

Colorado
l"*-'om ins“,
Keveda

Irisone

1_'~,—‘T‘T .n Q.
g» ._ A. ‘ILI

f“
crib-— "Anh‘
\ v -"\ -I
n 15 AAA
\J ‘4 , 'V\

 

 

12:0

iouo ioec
911 555
632 602
sec ---
93s ssh
331 952

9—1 H H H

T] TT‘ ’2‘
S/‘Lfi -L.-'\.‘

825 816
7&0 8:0
37% st
819 750

87C

373 1090

so: lvha
gzé L-
232 __
(”‘1 "//’
“so less

Tasty c
211“ To

Pt. 1 (County Unit Ttstes)

Alqbems
Florida
Georgia
Kentucky
Louisiene
Xerylsnd
New stico
1. Carolina
Tennessee

Eva'AT’

I

/—

log

iéhs

... , .
Orserized

U 1 an
A- A L. L

School

127%
1153
1132
1551
12h7

FC?WQL DTITCIpfibg

 

p-_

w
{0
O

 

/
si’
'7

H’)O \J‘l

qfiifl

rJFJH
anA0
0

, I

lSCO
10:0
13:6
1513
2082
less
132}
1031
is_o

 

 

Ftste Flementsry 0réerisei Qchools Saying
Schools 21*“ 2chool Eotn Tlementsry
en4 L.? T’Lus-il's
U.2. Avereie .1321 ’2202 ”_005
Utah 1013 2C”C 1730
Vireinis 1283 333 1514
Pt.2 (Southern Group)
I7 0 . a , / ,
lest Virginia 983 2303 2C3£
. n‘ .7
u. Carolina 1:23 ngg 1350
o n o ’I-V q ,
Mississippi orS 2293 1275
/ ' ’ —
frxenses 0CD 1300 lTsh
Okl-homs 1025 19:0 1330
Texas 992 1$?O 1731
Pt. 3 (Vestern Group
Colorado 1370 2130 2221
vamip» 1573 2425 2851
Neveda ghee ---
fir isona 2550 2750 2130
Sumnary:
Table "F"
1. “11 county unit stat.es (file.33c-Le.fllC) with the
exceotion of Isrvlnni (133 1, He" Xixico (223, end Ute
(930) have an 9V9T102 meeis n salery schefiule lower than the
aver“ e for the U.2.(‘332).
2. Horyleni has in force 9 state minivum se1”r schedule.
Elev" :ika‘rlco (033!) 921,1 :thJh (1:070) t‘lt ”U ‘1 G “’31"? It": .IQKQ.
everage ( 5:05 are below the a*rra e o“ tseir nei*ehorin7
states (.1232).

l‘ ‘ ‘r I! . 4:. r- . ~
3. Tic sversie salary merian 0. rural te ers in all
‘ u I I
.' ..- ." ‘ 0 _,_ 4_ I '_‘- A n ..
tne 2ou. ern coznty unit SJeJes («031) is belo” the v-raue
. «-n 1 w r» a A“ d " i A —
of their neirhtorinu S**fie% (-0-:).

M. Lhe everese mefiisn seler ies of the teechers ir the
one room rural schools 0? the county unit states, both or the
Southern end 1'estein erouo (743714 32?), ere belo" the ever-
eges of their neL hhcrinr states, > houn in torts tmo 9rd
three.

--

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-<‘ -h

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4. ° 4.‘ 4.4- _° .. i -
portsnce 1n tre metier of COLQ?TLD£ teecsers' seleries.

(D
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Witt but three exc

iistricts with little or no regsri to the

I A ‘1 " n
interests 0: the section as a tnole. Such sceciel

'Jo

flistricts in many instunces have a selfish interest n
k enin; tne countr tax 9s low is nostiLle and county
boards of education soon find themselves in control of

only the schools in the toorer secti :s or

The absolute ocverty of such remeining sections of the

0

county have in many instsn es mace it impossible for
county boeris to emnloy other than the very lowest oricec
teacher it can sf?ord. To what exten several of the
countv unit states have attempted to overcome ttis objec-
iscussed under taxation.
OUV‘7VICI‘T I? FOUSTY UTIT QCYOOLQ

Punervision is the most important duty assigned

to thc county superintenignt in botl tEe states having
whole, or partial county control. ihc duties of the super—
intenivnts in the v=riows states in this resoect “eve been
iiscussei in e orevicus noresrenh sni need not «rein be

z.
- Of‘s —
having the county unit system 0’ crweniretien, the county

q

‘ ' . J- “ , 4 '
sn::ent is both tne arm nlstret

('1'

:Jo

suoerin ve end sunervisine

officer, end in such counties as have 9 very few school

U]

be may be :ble to satisfactorily fill both nositions.

by county superintendents in their annual visitetions of
the schools. Qtatutory nrovisions in several of these

tetes e ther fail to make any specification es to tne

(D

number of visits to be made by the sunerintenient or else

require from one to two annual visits to eecn school in

the county. Supervision es it is nrsctisefi in cit y school
systems is even yet nev ”a f r as it oerteins to a rigority

In New Engleni, the suoervi81invroff icer is the

ties. The lersl provisions made for the sunervision of
schools in sdfiticn to the powers conferred upon the county

in the various states.

0
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4

Some states suc as Wisconsin and Hes Jersey nroviie for

A.

suoervisors other than the county sunerintendent by s tu-
tory provisions. In others, such as the county unit states,

the nowers ere fielegeted to special bosrds generally the

county board of education. In Coloraio ens Illinois for

exsmole, the poer is vestefl in civil end fiscel boards,

ens in 1"est Virsinie ens re as well as some townships

in Ifi‘lfihfi one fih1o, the hori y rests lsr ely in the
“snfs of the lcccl 0 01313. “lrin- the pest fey

up the work by either apnointing such ofiici.s ls or pro-
viding in part or in whole the saleries for them.

In the states having the county unit system,
the greater part c? the responsibility es to the number

of supervisors, their salaries, etc. rests either with

provisions regulating the number to be employed on a basis
of the number of teach ers in the county, ts tax valuation
or the number of pupils in regular daily attendance. In

all of the strong form county'unit states, the administra-
tive authorities unier which the supervisors are enpointed

L‘
I

In

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the strong form of county orgerizetion rests primarily
with the county board end secondarily with the ccunty super-
intendent. To whet extent the county boards in the states

comnrising strong form group have employed siiiti oral super-

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elicstion since 1521, ens such Eizlulvnq sixce thet time
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are es.1 nte‘ free e stuly of the state osrsrtment's

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annual retort of BCCA stete. lne ran; by stetes is

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State Rank in To. of In. of Cos. Total
U.S. Counties hsvins more number

in 9tete than I superv. in stdte

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1ng the stctes with respect to the merits of the vsr101s

systems of superv1slon. The number end 317e Cf the coun—
ties isnsity of pooulsticn, the nusb r of teachers and the
like are all factors that must be teren into corsiierstlon.

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states in which sunervisors ere furnish d:

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,eie :0. CL “otrties no. of Teecners

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Alebsme
Florida
Georgia
Kentucky
Louisisna
Forth Cnrolins

Tennessee

Virginia

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Summary:

tie in the county unit states have no sunervis‘ne officers

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of the total number of suoerinteneents have no clerical

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are such assistants generally provided for. But in this

respect the states heving the county unit organisation
compare favorably with s majority of the states having

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other sunervisory units. Turing the pest few years

tion ns to the functions of the coun-

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ty superintenfient is founi to be eroring in 711 sections.
Xenv o? the more nroeressive counties are each yeer nro—
viiing'aiiitiohsl sunervisors. Accrefiited his” schools

are cementing elficient grade school preparation "nd ere

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thus orineinl socut wore e.=1cie;t work in the rural schools.

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Grsde school supervision in states {3 es in Merylsnd 1s suite

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North Carolina. Therese Eerylsnd is sole to provide

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unervisors for every fifty teach:rs in counties of

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oomperatively small area, recent surveys in the stztes
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of LQTJQ Carolin: an; nensscny recommene one essistrnt

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as have been sccomolirhe. in nerylenc 1n lmSTonni

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.struction in reading, elementary School Journal, Vol.

1U
‘J—I

,, 30. S, April, 192M, would for the nost cert be im-

possible unier the siverse coniitions existing in msnv
of the c0unties in the other states.
There is however, this much to be said. Well

trained county superintendents will lebor to little our-

’)

nose, end class room work will continue to be unsetisfs,-
tory unless it is ncssible to nroviie nropcr sunervision

for st leest the beginning teachers in the rural sections.

few sonools in s county hes the county superintendent seen

eble to accomplish a feirly satisfactory emount of the work

Rural School Furvey ot Few York «no the results of county

.el‘neste

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unit supervision in perticula

the Maryland system,'for example does not define the merits

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of the county unit, nor could Alabama, Louisiana, Utah, or

any other state be properly used for this purpose.
An exemple in either case noes not set forth the most
sotisfsctory method to be universally used.

T??? ”‘0’??me AS UfYIT TWP TMMTIOT’
development of the various units of school administra-

tion local schools were e.+ first supported entirely from

(.

local sources. gradually the state became a factor in
the control of nubiic schools end es a result special

unis were set aside for such purposes by legislative
action. However, the distrioution of such funds brought
about many problems in so fer es eech community was oesir-
ous of obteinine es large n snere as it was possible for

them to secure. In several of the states the fund

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ori the taxable property in

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nslly diviied on 9 basis 0'

virious communities, in other states they were cistributef
according to the number of tex payers. Later the ste es

be an to recognize the feet that such funds should be dis-
tributed according to the neeos of the comuunities rsther
than on the basis of their rights to perticipete, which

resulted in e distributiOn on s oasis of the number of

children of school ege, or accordinw to average daily or

(Tr

School moneys are therefore now provided by states,
counties, cities, tivnshios, ens special school oistricts.
In all of the ststes a corticn of the total cost is borne

hool units. The

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by the stats and a portion by the locsl s

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the locel districts in Pslsusre to .7; from the state

end 97.8% from the locel districts in Kansas. In severel
of the state” this locel tax is a county tax orly, in others

it is a county tsx combined with e soeciel fiistrict tex,

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Csl districts alone.

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tax rests uo

Cou ty tcxetior for school curtoses is crevices
for to e gr eter or less extent in the stetes of “lebems,
Arizona, Celi’ornie, Colorado, ?lorice, Cecr :it, Idaho,
lows, Kertucky, Louisiana, Horyland, Kississippi, Hontcns,

.eveds, New Mexico, Forth Caroli*e, North quots, Ohio,

Oklahoma, Oregon, Vouth Ceroline, Tennessee, Utah, Virginia,
Veshinyton, VisCOhsin, snfl Wyoming.

Corcernine the ocunty es the unit of tax xs ion,

a recent bulletin o” the Bureeu of T:‘ucstion is cuoted es

"” 1th tzie exception of the New anland and e few other
states where the civil government she the school government
are on the township unit basis, the county is considered
9 legicsl unit 0? suoport for all schools outsifie of inde-

v.

penlent cities. If subplcnented by ‘unds from the stete

U)

esuel eflucstiorel oooortunities ere mede no sible throu hout
the state. Local school com unities shouli be allowed to
hunplément the county tax in or er to more fully realize

lOCal ideals, in eifiition to a county tsx suf’icient to

0 A! n_ ‘. n l g 1' ‘
msirtsin schools tul‘illin- minimum required stensiros

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set bv the state in every section where a school is

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and then di ides be Ween the county system one the in-
dependent districts on some equittble besis. T'is is in

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r3coe nition of the feet that the city weslth 1 due in

to the productivity 0: the county in which

large mehsure
it is locetci and the city population recruites from near-

by country districts. It should therefore beer part of

the burden of the schools of the county"

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be e- on of the orincipel erruments for

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the county unit of school s iministrstion that it ooerstes

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to equalize educational Opportunity for both rural e
urban grouos. Quotins from Bulletin {73, Pent. of Public
Instruction, State of Iniigns:

"30 103% as the differences in the financial soility'

of the communitits to contribute to the suncort of their

districts will continue to h?V8 gcoc schools and ioor Gig—

concerned, ell cif?erences between districts or townshios

in texsbles ens local school tax rates dissonesr, end with

these dif°erences fiiseceesr ml cell ire~t=li es in sacri-
tice as a county system m'kes the sunoort o” the schools

throuqhout the county; each citizen of the county contri-
outes at the same rate. Vhen local school ten burfiens

“re thus equclized, some will ncy nrcncrtionetely less

and others pronortionately more than they now pay. In
general the rich will bear the increased burien, not
beca se the rich are rich, but because under the anti-
o~ated district and townsnip systems the rich have been
able to escape thei just orouortion of school taxesf"

It Will be notefl that a large oercentaae of

U)

the arguments .

et forth for the county unit system of

organization are not so much concerned with the benefits to
be derived throuah administration and sunerv1sion by cen-

tralizec control as they are with the fact that such organ-
ization will nrovide for a lsrcer teling unit for school

our . S93.

erists as between the county as a taxing unit and the
county as an sdmi nis tretive unit. Arizona, Coloraio,

V

Idaho, Nevada, North Pakota, Oklahoma, and Wyoming have

no unty bo=rds of education. Monte.na :ni Oreron have
only Optional county unit laws. Arkansas and Texas are
states heving administr= tive boards, but with no pro visions
for the raising 0? school funds by county taxation. Vith

lbut three exceptions all of the Southern states have both
county school tax and the county school control systems,
but not in all instances 50 they have the same territorial
extent in the county as hes been already shown in previous
paragraohs. In Xeryland ani Louisiana the unit of control
ani the unit of taxation are co-extensive and include the

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whole county. In Jtah and Kentucky the u

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atoninn:

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county tax of not less than three mills or more

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o the county
tax. Poll tax.
GTQDTIA:

Bot less than one mill or more than five mills
mey be levied on all texable nronerty in the county outside
of indepenient districts. Poll tax.

KV*TU¢KY:

A county tex of not less than two and a half or-
more than five mills can be levied on all taxable nrooerty,
in the county exclusive of graded school districts, cities,
towns, etc. graded common school districts must levy within
the limits of to and a half and ttelve and a half mills.

'deted districts are not to exceed

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leVied excent under eycecticrel conditions. Tot over ei hi
mills in the iflrerete Hey be leVied. “uch liv1es rust be

91 .4. . - .4. 1. ~ :3
the county msy levy not less when three enc :our

tenths mills o all taxable pronerty. In order to secure

~oa‘

the sifitioral funds from the state equalization annropria-

tions a county must levy at least six and seven t3nths
mills for school purposes other t‘en debt service ano
cabital outlay. The state minimum salary schedule must
be maintained by all county bO'rds.

NF3’193’I70

|Joo

istrict taxes not to exc ed five mills and a
county t :x not to exceed eicht een mills on all taxable
prooerty in the county.

HODfl3(VPOLTTM
No county is compelled to levy s tax to exceed

three mills. Where such county levy with state funds is

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insufTicicnt to me 1 schools six months, the county
shall receive from the state fund an amount sufficient to
make up the deficit. Levy is laid on all taxable oronerty

in the county. Poll tax.

”F‘f‘IF‘QOU‘IT' .
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Municipal tax not to exceed ten mills or an amount

CD

fixed by coal chart er County high school tax not to ex ce d

one and. five tenths mills. Ot.er school tax rates not to be

less than one mill and to such an amount as when combined with
state aid and Other funds will be sufficient to maintain the
schools for at least five months Levy is laid on all tax-

able oroperty in the county. Poll tax.
UTfiH:

Seven to twelve mills denending upon the as sess'o
valuation and the number of children of so hccl age. Levy to

be laid on all taxsb e brooerty in the county school district.

VIPGIIIfl:
The district may levy a tax not less than five

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less t

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or more than ten mills. County tax must not b

r more than ten mills. All property located in indenen-

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o

dent districts is not suoiect to county taxation.

CT? ”VJ? T I

 

HDT’fi‘TQFQo
' -L_ -JL__‘;' 0

schools a tax suf’icient to raise

q
0
H
(D
H
h
B
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:3
d-

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H

‘4

330 per nucil of average attendance or an amount equal to

that received from the state in case such amount exceeds
that raised by taxation. For hith schocls not less then

950 per nunil of average attendance ulus an amount equal

to pay for the transportation of pupils living in non high

la
(D
3
(D
o
3..
3
Cf

ex rat

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school territory and attending else”'

even and a half mills.

U)

levy for maintenance not to exceed

0)

All ttxable nronerty in the county subject to tux.

IVPIfiYA:
Ho county tax.

IOWA:

ID

School tax not less than one or more than thre
mills on all taxacle property in the county. County high

school tax not to exceed one mill.

'go tax limit set for comeon schools. County board
of supervisors mar levy not to exceed three mills, end on
additional three mills for buildin? nurooses. All taxaolc

4. -: 4&-
urlCuS

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+

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oerty outside of indecendent di

I

Poll tax.

fl school tax of two end sixty-five hundredths

mills must be levied on all taxable nroperty in the county.

Tex sufticient to raise at le st #10 per child of

school see. All texa“le nrooerty in the county subject to

“A... ‘ n 'r‘ ' ‘ , v .0
tinnty ooxrd lo tirecteo to levy a tax 0. three

mil‘s on all tixeble pro srty in the county.

K

No county tax.

'3' a OT'T"“‘"‘"‘" .
. v'. . .5...

- - ‘ g

A sufdicient tax l3vy on all taxable pronerty
in the county to raise $10 per school child, but not to
exceed five mills. The school district may levy a ten

mill tax by e msjortiy vote of the electors.

4’

-wxscovsiv:
n tot

11)

1 district tax not to exceed twenty-tive

cf

mills. Pistric s maintaining free hish schools and having
ore-lef million dollars or less assessed valuation cannot
exceed thirty mills. The amount raised must equal the

W

emount allotted to the district from the state funds.

States not inc uded in Groups I anu II, but

e

U)
(I)

A 4 '0 4- . M
h-vrns county taxes for school purpo

COLODfiVflg
Not over five nills for common schools. County

tax for high schools not to exceed four mills. Piatrictg

n1ns sooroved hiyh sccools moy vote to ‘e ex+unt from

F1.

mainta
county tax.

IDfiEO:

0)

A tax to rmise a minimum of {15 oer school censu

child. All proscrtr 'n the county to be taxed.

FJ

‘13?”Tfi27fl:

A levy of six mills on :11 taxable nronerty in the

county.

'(Comniled f rom resort of the U.9.

1. Total Fxneno‘t

U. 8. Average
Alabama
Florida
Ceorjia

1:" antflnlcv

spAa ..LV

Louisiana
Southern

“e est Virriris
South Carolina
his sissipni

1V
yestern

5roup:

f

Colorado
Tyomins

[\J
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D

.
I

Group:

,rce ntaje D1.striouti or o;

‘1
h? -

I
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omngcannT

A1,, «- ,’
I £97970
.-‘\ r-
2:.73

-- I

T} '00?

25.2?
/

32.90

{v.75

’ /
03.0}
r - 1/:I
87.00
m‘l
1—“.17

.6h
U?

a.II\VJ

ll
13

Q

 

Per Child

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:3
.7“

EU

2
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3

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(VTFT‘I "ATT‘!

in Average

7:53.101? tern?

5““- v_ r .5 " $
I

1'v_ H‘ 1r
4.13.. -.-;_XlCO

”fir-+150?“

Tennessee
Utah

Virginia

‘PA ('5

flrxgnsas
1.-

Cunlahoms

rfi

i€X°3

5v
Levede

firizone

Tottl “eve“i‘
oogl Taxes

nd sunro-
riations

“x!
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O‘x.

itterdanoe

70
(If

:13
’75

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Bureau of Vducotion)

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Utah
Virginia

-4

",st lTirririia
u th Car oline
.‘ssissipbi
Arkansas
Oklshoma

Texas

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Colorado
”vomit?

Nevada
Arizona

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«DETOGrlathn — l;2C

 

State Percent from Dercont froi Percent from
Ptnte County lootl distr
1. Alabama 3?.9 35.7 11.“
Florida 7. 65.6 97.M
Ceorwia V7.6 20.u 1?.
Kentucky 39.7 20.1 ss.s
Louisiana 13.6 RC.6 33.8
Xaryland h1.8 fie.9 --
New Hexico -- 9C.1 C.9
Rorth Carolina 31.6 ?6.9 31.6
Ten.essee 13 63.8 18.2
Utah 25. 71.u-(CC. and Fist)

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r3.

Virginia

2. Arkansas 78 0 2S
Iiseissippi 61.3 28.6 6.6
Oklahoma 2.} 13.u 83.3
South Carolina 13.2 21.8 6?.-
Texas 50 O 50
West Virginia 9# O 6

3. Arizona 15.1 32.3 51.6
Colorado —— 16.1 c6.9
heveda 15. 6h.4 20.6
Wyoming -- 30.6 69.4

u. California 19.6 ss.9 1L1.5
Idaho 1.5 36.3 62.2
Iowa .3 4.5 9M.7
Montana .3 43.3 €6.M
Horth Dakota 2.3 6.6 90.6
Ohio 5.x 57.7 26.9
Oregon .4 26.2 71.h
Wishinston 13. 3.8 63.2
Tisconsin lo 11.8 73.2

The data in table 3 is compiled from statistics
published for 1920 and shows some variations when compared

to table 1, articvlarly in the amount annropriated by the

.(j

Irregardless of the merits comnon to the various

units ns a basis for taxation for school purposes, it seems

-rinoinsl source of school revenue, has failed to nrovifle
adequate education for the rural communities of the whole

country. 511 educational

.k‘J

uthorities quite generally

H

agree thatif the educations opportunities for the children
in such schools are to be equalizer, o larger taxing unit

then the district must

“1

es in Deleware, the county, which is now uniti.ed by twenty-
seven states, the torn, common to the Few 17‘n_:2_-1z_=..n.ci States,

or the community, as advocated in the has York Curvey is

One of the most important factors which must be
taken into corsifierqtion in arriving at any satisfactory

solution of the problem is the present breakin: down of the

Ff

source of school revenue. In

T“)
(n
)3

general nronerty ax

view of this fact it would seem that it is becoming more

(f

generally agreed that the state is the best unit for he

collection one the distributing of funds for school nurnoses.
Although we are concerned only wi.h the county as

the unit for taxation, the close relationship existins be-

tween county texation and the Histribution of state school

funds in many instances requires some exolanation. All

states are now contributingrto a rreater or less extent
*owori tne sunoort of their nublio schools as shown in

. 3‘
Table 1. Suchbtunos are received by the state rom either

permanent invested funis or the sale of nublic lands, state
tsxes, lesislative sooronristions, sno from miscellaneous
sources such as corporstion taxes, income taxes, oil taves,

4.
Sec.

-37...

TD

'7)

tste 1e islatures have gener ally prescribe d

(+

he methods of distributio“ of state furds. Several

‘91

>4. ~

states rneke a pr ctice 0? setting aside s large proportion
of the fun«is into what is “noun as an equalization fund.
For instance when snyu nit in the st te hes res c_ed the
limits specified for local taxation and is still unable
to maintain schools of a required standard for a given
period of time,srch equtlisetion funds are annropriste ed
to th unit to make the deficiency. The provision -s for
the distribution of funds by the verious ststes are
covered in Bulletin LL7, 3.5. Bureau of Education, 1923,
end for that reason only e fer methods need be given as
illustrations.

North Caroline,the state sets aside an annual
"State Public 9ohool Fund" of 21,3CO,OCJ. Tron this fund
the state board apnortions to the various counties a sufii—
cient amount which when combined with the sp “1 ied amount
to be raised by county taxation will maintain the schools
for a period of at least six months. Yo county is com—
pelled to levy a tax to exceed three mills.

California makes the teacher the chief basis for

distributing the major portion of the stste fund. The

(D

cry elementary and every high

state provides 230 for
school pupil in everaee daily attendance. The st-.te ele-
mentary school funds are sn‘ortioned as follows: $700 is
paid for each elementary tescher and the remainder of tee

4' °‘~ ' 'v‘ “fir/"l n by: ' Q? ntrp‘r‘cg’“o figs 9711] oft‘p‘v‘flo“ce
lund 1s aoooitioneu on i , Sis _ l.o.l_c 1 . -..o.olh .

uslcd by the

Cf
(D
(D

The amount sonortioned by the state must i

county. A certain sum .oes to every oey hi h so 001 on a

«D

04..

units

c for

rent

(_"

“Give?

3,.

}n%

--

Yv‘l a O 'p

oerma

F.
"J

'1'”
"g

to to

7V;
4%..

‘u

school

the

two fectors:

S

expenuiture

3
.3
.1

the

from

note

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93

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.5.

I‘

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t3 Ova

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fCOl co.

‘

1 school fund,

7‘ '3
-‘_ ”A.

e

S

the town

1

sl

‘AD—
‘1

317.0" 3'

ibuted

ed
a...

4‘

1 I MUST:

A
4..

IT.

any

Xsrylsnd

In

,9 I"

V

unty school t

O A
M \4

’31’1

fo,

schedule

levy 0’

an allotment

:8

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Li-u

11

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STE”.

valuation

AL

«0
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sorry the

‘

Jent for nurooses

-
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4.

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b

be

must

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ense bud;

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.5
ent

1011
- A

CU.

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t

04'

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91";

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than t

1»
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1 school

3

'-
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loo.

0

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00

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J.
.u

l s

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n .\4-.

eech

.V1 for

1
an

1n_a.- .370

‘1
-

ndex

s

“vres I

a

county s

II

“4.
J

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3’1

1'

g

ignes

h

J-
the

i love

+4

0”.»—

had

counties

that

In

( fr
\1 [D

it was inadvisable to at‘emnt to raise a state sonronrietion
lerwe enough to be nit ell o” the poorer cornties to carry

out the state educstionsl procrem on e resscneble local tax

5 J. 1 'U + J ._ u a .
toe s.ste anonteu the eguslizetion fund es a means 5

stle 2 gives 2 conpfirstive sums ry of the total

states for 1722, while Table 3 shows thetrolstive nrooortion

'1 1 . 1°- 43 4-.4- . i
pain for sue: tnoenoiture by inc 3. ts, county ens locsl

in etch state as set forth in the preceding neresrann, it is
oossible to obtain 9 fairly definite idea as to the port the
county plays in the provision for school Funds. It is ev1dent
that on an sverege the county pays slightly less than one-third
e total school cost. It is of interest to note thet

0

several states “sing the county unit For taxation hsve during

the past two yeers introduced bills in their resnective legis-

latures relative to the incressino of the maximum rates

A ‘..'- . .D 4
The advocates or the county unit system 01 t1xst1on

.tete should theoretically be

(3
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the principal source of school revenue, the cou ty tax is a

irection to bring ebout‘sn equalization of

school terms, suoervision, end suooort. it leest it shi‘ts
the barien o’ the t‘t 1“row the loc=l Histr1ct Where it has
proven so UPSFfleICter, to tne larger urit, the county.

. .. .. r a . . ., A- 4-1,
“0+ 911 of the) are nonever, 01 the some opinion as to one

LLvoé

on between the county es a unit of control end the

county as a unit 0 support. Thos edvocstins the strong

1...

form of county unit control are with but few excedtions
also advocates of county unit support. On the other he nd

many of the advocates of county suooort oppo:e the county
form of centralized cortrol.

In support of the claims msde by many educatiorsl
authorities that county support equalizes the burden of tex-
stion in sections hovins e varyinn character of lend and pop-

uletion 91d thst in e msjority of cases school tex rotes

5..

H

very inversely w'th the taxable wealth. Kony illustretions

in support of this contention may be found in all sections

Q “

of the country. The following dnt- token from L. a. fi.
Proceedings, Pg. 932, l?2 :
”ebreske

Typical county in most prosperous section of the Ftete.

(York)

Total number of schools in county 103
Number spending less then TlCCC a year 70
Smallest amount spent for 9 mo. 13 pupils ;‘3 O
Lersest amount spent S mo. A7 pupils 1360

Lowest levy, 3 mills hiehest levy, o4 mills

 

Veshinrtcn
ypicel nountv in r1cnest SQCth“ of the °tete (Liooolnl.
Total number of sch ols in county 130
Tumber soendinC less than ”1000 a year 53
Smallest e_m cunt so ent for school 5336
Largest amount spent - Id 1118 TBS}?
Lowest levy, 2 mills: hirhest levy 20 mills

A former in York County (Nebraska) owning 160 sore
of lend, valued at #3 39, 000 is onv1n' €30 per year for the
education of his childr en if the district levy is 5 mills.
In the county seat town of York, the man With pronerty worth

the some amount is paying K35U each year for the educetion

School ten retes in Isabella County, Kichieen
S“OW1P~ the h1"hest one lowest tax ,er thoussnfi dollars
in each tovnship, slso the rrte if each township was
taxed es s unit.
Township Lowest Pete Highs t Date Ten. Uni

in any Diet. in er" Dist. Pete
14. :L ;:

Isabella. 1‘ o t' o i .22
1:0t tatfla o o 0 Q8
Vernon . . .9?
Rolland . . .h7
Fremon . . .5
Lincoln . . .9?
Denver . . .14

feerfield
Coe
Union
Wise
Sherman
Chippewa
Gilmore

.
.N \H “J

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fl
names.

-\1 ro F0 OM79 O f") m KNKN‘ O :0" '1') (n0

0
\I O‘\-r:£‘o 1-4 Oven r: p: R) H C) \J \1 0x01
'MJVJ R) R) {rpm H) m 4‘:l—J‘~-.-J b—i
1
4;:

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—q+43uucnomnxox)Frhuimuoeqea

\N pO 0') 05101 O\\)1'\J\O'Jl (/1 mac J! De

Broomfield n. 9 . 9.05
Goldwater 3. 9 . 5.18

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(D

D
I

Lowest levy 5.b0, his .st levy tlE.bS, levy if tsx were

raised on the county as the unit of texstion ¢H.CE.

Survey of New York:

q

First take the cost per school, meaning by this a group

children in charge of s tescher,end see hO" with this u

of meesure the costs of common school districts in r‘ne

9

J-
U

sectlon of the state compere with costs of schools in other

port'ons of the stete. The median cost in Beltware Cou

“ ° ‘ ' -" c, ~ - M Inn H
was $723, in Tompxins r cg, anc in nonroe reel. ihe ex

I

in cost of each county‘Ncre as follows: Pelswere—— one

nty

tremes

school

hed e cost between 9675 and L699, while in snother common

'..L.

: ‘.. f , ['1 Y \.
school fiistrict the cost was between il+9o ens cl++9.

_ o9 -
extremes for Tompkins were between §500 are 91191. ”onroe'c
che epest school was mainteired for $779, while there were
three with costs over ?1500 each.

From the qucstional Purvey of Indiana, 1923, Pose
209:

The school tax rete and tte texeble oronerty back of
escb scbool census child for each townsbip incorporated
town en? the city of Fort Teyne were in l9?9—91 as follows:

Place So 001 Tex Wealtn "ck of
Pete Fech 9cbool
census chilo.

Jefferson 10¢ per 100 514,22?

Le ke 33 " " 13,490

-Me dison 33 " " 12 ,790

r- [If

JaCKROD 3") " I! 11’ ’IOO‘H-
Hilsn 31.5 " " 11,23
Pcipo 3O " " 10,890
Vevne 33 " " 10,50U
Aboite 2h " " 10,750
Pleasant 23 " " 10,350
Heumee 49 " " 10,031
Perr 50 n H 9,83%
Kerion 50 n " 9:73}
Adams 3b " " 9,234
c‘~or1n"‘i‘=>lcl 75 " " 9,13l
Lafayette 55 " " 8,9ee

Y.‘ 38% 112513.)“ 39 fl " S, 779
Monroe 71 " " 3,499

Fel River 30 " " $,2h0
Cedar Creek 55 " " 7,632

.. . / —-.

Gracill 00 " " 1,127

Ft. raves 62 " " 6,E98

9t. Joseph MM " " 0,312

0f tbe ten taxing units w‘ich have 910,000 or

more beck 0’ each

cbili

to be e4bclci. O‘Iy o

9

as much as 9.99 on a 9100 of taxables anl tLre
less tnen 3.30, while of the twelve taxing uni
less tnan 310,000 oer chil4 to be e4 goate4, e4
in excess of .49 and not one levied less then
Tiero are or tte other hand many ob

ne levied

"V
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oenefit s o: tne schools sunrorted oy its taxable tropcrtr.

It will 1e roaoily seen tht any solution of

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this nrcblem is wuot more difcicult thtn it Wowlo "t ‘irst
sc=m. "nerea? tLe orgunert for the county ~s a unit 0*
texotion for so ocl suroort is an ottewot to soiust condi-

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tions, sue“ tnat ,ne sorort conmunity shall file tre .cor

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necessary to deorive the community of its locel PU onomy.

ne fundamentals of
the county unit ores ization have been discussed under the

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confer red upon the county board, tne territori el ext :nt

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each headinr there has been tound wiee ‘ivorsit. of practice

followed in tie several states. For that reason no nttemot

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It nrovifies orcellsn school machinery. Any scortcomlnrs

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that may be chargeable to us in educntiorel sch:

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would not nsve any other form of scnocl mrhssem.nu.

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best solution of the problem of rural school organization.
The ounty unit is a vastly better tsninq unit than the

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sessin“ oni the lika. Courties ere rot rmmmurty

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necessarily he slow. :VL an if emole ‘unds were at hsnd,

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iosrd for Forth Carolina.

"I can see no re_ son Why the cities if North Carolina
should surrenfier their charters and becone oar s of the
county school system. There may oe lccsl reasons which
I do not know, but tram Mn eoucetiorsl noirt 0‘ View there

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laid . OWn in my Pcnool .ofls for the state of Oscelo, (rtste

the county, city, and rural Cllfie, nnfi then oiviosd between

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MICHIGAN
STATE TEACHERS’ ASSOCIATION

Commissioners’ Bill

House Bill No. 343

 

 

ll

LEGISLATIVE BULLETIN NO. 1

if

INTRODUCED BY
REP. WILBER B. SNOW, KALAMAZOO COUNTY I

ENDORSED BY

LEGISLATIVE COMMITTEE OF COUNTY SCHOOL COMMISSIONERS

RURAL EDUCATION COMMITTEE OF MICHIGAN STATE TEACHERS
ASSOCIATION

STATE DEPARTMENT OF PUBLIC INSTRUCTION OF MICHIGAN

Lansing, Michigan, March, 1925

 

 

 

 

 

 

.—

 

 

.. . ' H . -, ‘_ tun ‘ ‘
the county suoorlntenaent seem to me lowar tu;n tney QhOle

...—«-— J‘. —. ..w——.—- ain't—“v1:-

THE COMMISSIONERS' BILL

 

To the Friends of Rural Education:

Hon. \Yilber B. Snow. Representative from Kalamazoo, has taken the most forward
step that has yet been taken in Michigan for the reorganizatitm of rural education in

the counties of this state.
be convinced of this.

Everyone who reads the. accompanying bill. I am sure. will
This bill is worthy of the support of every citizen of Michigan.

Mr. Snow should have this support at once.

Tll( ).\I.v\S Ii. .I()ll.\'S(f).\'.

Superintendent of Public Instruction.

WHAT THE COMMISSIONERS’ BILL DOES:

l. Amends the present commissioner's law.

2. Provides for a county board of education of five members (First paragraph. Section 2)

3. Provides the following powers and duties for the board and superintendent:
(a) Manner of nomination and election (First paragraph and paragraph (a) Section 2)
(b) Provides that a majority of hoard shall reside outside of incorporated cities (Para-

graph (:1) Section 2)

(c) The manner of filling vacancies (Paragraph (a) Section 2)
(d) The removal of board for cause (Paragraph (a) Section 2)

(e) The officers
(f) The nmnber
(g) The election

of the board (Paragraph (h) Section 2)
of meetings with expenses but no per diem (Paragraph (b) Sec’imt 3)
of a county superintendent of schools (Paragraph (c) Section 2)

(h) The election of a deputy and such assistants as the board deems necessary for the
best interests of the county (Paragraph (c) Section 3)
(i) The board to fix the salary of the superintendent and other emplovccs (Section I‘II

(j) The board may select the best persons as do

(Paragraph (c) Section 2)

boards in graded school districts

(k) The superintendent is given powers of superintendence in graded districts (Seventh

paragraph. Section 8)

(I) Board to counsel with superintendent on school problems and school policies (Para-

graph (c) Section 2)

4. Provides what the powers and duties of superintendent shall be (Section 8)

THE COMMISSIONERS’ BILL AS INTRODUCED

SECTION I. At each annual meeting of
the several boards of supervisors of the differ-
ent counties of the state. the said several boards
of supervisors shall appoint one examiner who
shall hold his office for a period of two years
from and after the first day of January follow-
ing his or her election. or until his successor
shall have been appointed and qualified. and
said examiner. together with the (superintend-
ent) of schools, shall constitute a board of
school examiners. Any person shall be eligible
to the office of examiner who shall hold at
least a second grade certificate. and has taught
in the public schools at least nine months,
or who has the qualifications required of (su-
perintendent) in section three of this act, ex-
cept an experience of twelve months as teacher.
In case a vacancy shall occur at any time in
the office of school examiner. the judge of
probate, together with the board of school
examiners oi the county in which such vacancy
shall have occurred, shall, within ten days after
the occurrence of such vacancy. appoint some
suitable person to fill such vacancy. And the
person so appointed shall hold the office for
the unexpired portion of the term. or until
his or her successor is appointed and has quali-
fied. \Vithin ten days after such * * * examiners
shall have received legal notice of (their) elec-
tion, (they) shall take and subscribe the con-

shall
it at: at

stitutional oath of office. and the same
be filed with the ct'nmty clerk. The
county (superintendentI * ‘* "‘ shall execute a
bond with two sufficient surctics to be approved
by and filed with the county clerk. in the. penal
sum of one thousand dollars. conditioned that
he or she shall * * * faithfully account for and
pay over to the proper persons all moneys
which may come. into his or her hands by
reason of his or her holding such otlice * “ *.

SECTION 2. There shall be elected at the
election held on the first Monday in April.
nineteen hundred (twenty-seven. a county
board of education consisting of five members.
one for a term of two years. two for a term
of four years. and two for a term of six years.
and biennially thereafter there shall be elected
for a term of six years a successor or successors
to the member or members whose term of office
shall expire. The term of office of each member
shall begin on the first day of July following
his or her election. The method of nomination
and election. the organization. powers. duties
and other authority and purposes of said board
of education are as follows:

(a) Nominations for members of the board
of education shall be by petition signed by not
less than one hundred qualified electors of the.
county. which petition shall be filed with the
county clerk at least twenty days before elec-

 

 

inst forward
sdueiition in
u sure. will
if Michigan.

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tructii in.

Section 3)

') Section 2‘)
cities (Para-

(bl Section 3)
ieCintt .7.)
essai‘v for the
(Sectic‘m I‘ll
;chool districts

tricts (Seventh

, - 1: ' .
pohcvcs (Irclt‘d

ED

the same
”k. The
i shall execute“
s to be approyet
erk. in the pep:t
conditioned t iid
account tor ant~
all inom_.s

'

by
it

shall
‘ t

:0118 } ntl“
r hCI' “13 f it

e .
;uch 0th he
)t’ . Aili-
londa)" .p -
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two

i i six .
erm o .. m
te shall he Chin.

tion. and shall be in the same form as that
r‘(l11l‘.'t'tl for the nomination of other county
Officers under the general election laws. At the
:ame time and in the same general manner
rrovided with reference to county elections.
the proper officials shall prepare and have
printtd an officiai non—partisan ballot on which
:hall be placed the names of all persons who
have been nominated for members of said
board. The term of office for which each
person is nmninated shall be designated on the
ballot. A majority of the board of education of
any county containing one or more incorporated
cities shall be residents of territory outside of
said incorporated cities. The county clerk at
the. time of printing the ballots shall arrange
the ballots in such a manner that those who
are candidates from territory outside of an in-
corporated city and those who are candidates
from territory within an incorporated city may
be known to the elector when reading the
ballot. The person or persons. depending Upon
whether there is more than one candidate for
each term of office to be voted upon. receiving
the highest number of votes shall be declared
elected: Provided. That the election officials.
in designating \\ ho has been elected. shall first
designate as electtd the person or persons re-
siding outside of an incorporated city who
have received the highest vote as candidates
from such territory if necessary to maintain
the majority of the board of education as resi~
dents of said territory. In printing the ballots
the names shall first be arranged alphabetically
and the first one hundred printed accordingly;
then the name at the top shall be put at the
bottom for printing the second one hundred.
and a corresponding change shall be made in
each succeeding one hundred printed. The
election in ‘ach voting precinct shall be by
separate ballot in a separate box. but at the
same time and place as the general election.
and shall be conducted by the same inspectors.
cam'assed. reported. considered. and treated as
a part of such general election in all particu-
lars not otherwise specified. The qualifications
for voting and the penalty for illegal voting
for members of the board of education shall

be the same as those required and provided

for the voting for any other county officer.
If any person elected fails to take the oath of
office within thirty days after his or her elec-
tion. or if any member during his or her term
shall (lie. become mentally incompetent. resign.
be convicted of the violation of any penal law
of the state or lose residence in the county,
a vacancy shall thereby exist immediately with-
out declaration by any officcr, and such vacancy
shall be filled by a majority of the remaining
members of the board of education for the un-
expired term. If any vacancy is not filled
within thirty days after it shall have occurred.
the same shall be filled for the unexpired term
by the county clerk. judge of probate. and the
prosecuting attorney of the county. Any mem-
ber of the. board after a hearing deemed guilty
of willful acts of misfeasance. malfeasance or
nonfeasance in office. may be removed as a
member of the board by the Governor and
such vacancy filled in the same manner as pro-
vided in this section for filling other vacancies.

(b) Said board of education shall be a body

corporate under the name and style of “The
.9

board of education of the county of. . . . . . ..

...
and under that name may 'sue and be sued.
The officers of theboard shall be presid ut.
vice-president. and secretary. The president
and vice-president shall be elected bieniualy
from among the members of said board by a
majority vote thereof. at the first meeting of
said board on or after the first day of July
fcnlowing each biennial election. The county
superintendent of schools shall be secretary of
said board and its executive officer. The presi-
dent. ViCe—pt‘t'sldcnt. and secretary shall per-
form such duties as may be provided by law
and prescribed by the by-laws. rules, and regu-
lations of the board of education not incon-
sistent with the provisions of this act or other
laws of this state. 'Regular meetings of the
board shall be held once each month as such
time and place as may be fixed by its by-laws.
Special meetings may be called and held in
such manner and for such purposes as may be
specified in the by-Iaws. The first meeting
of said board of education under this act shall
be called by the county clerk of the county
on the first day of July following the first
election. If such first day of' July is Sunday
or ‘other legal holiday, the meeting of said
board shall be called on the following day.
The county clerk shall act as secretary of said
board and keep the minutes and records of
its meetings until the election of a county
superiutendent of schools. After such election
the minutes and records shall be turned over
to said county superintendent. Members of
the board of education shall serve without pay.
but they shall be entitled to the actual and
necessary travelling expenses in the perfor-
mance of their duties. Such expenses shall be
audited. allowed. and paid in the same manner
that expenses of other county officers are
audited. allowed, and paid.

(c) The county board of education shall
hire and contract with for a term of four years
from the date of election after July first. nine-
teen hundred twenty-seven. a county superin-
tendent of schools who shall have the qualifi-
cations and perform the duties as provided in
this act. At the close of each term or sooner
if there should be a vacancy his or her suc-
cessor shall be hired as herein provided. Upon
the nomination of the county superintendent
of schools. said board may appoint a deputy
county superintendent of schools and such as-
sistants as it shall deem necessary for the best
school interests of the county. Said deputy
and assistants shall perform such duties as
the county superintemlent of schools shall pre-
scribe. l't may revoke any of said appoint-
ments in its discretion upon the recommendation
of said county superintendent. It shall counsel
with said superintendent concerning school
problems and school policies of said county.

(d) Wherever the term commissioner of
schools or commissioner meaning commissioner
of schools appears in this act or any other
act, it shall be interpreted to mean county
superintendent of schools.)

SECTION 3. Persons eligible to hold the
office of (county superintendent) of schools
must possess the. following qualifications:

(a) Twelve months’ experience as a teacher

 

 

(, superintendent or cOmmissioner of schOOIS)
in the public schools “ "‘ ‘;

(b) Must be a graduate of the literary de-
partment of some reputable college, university,
0r state normal school having a course of at
least (two) years (above that required for
graduation from an approved twelve grade
school, Or have a life certificate granted or
emlcrsed by the state board of education of
M 'chigan).

bliCTION 8. It shall be the duty of the.

county (sUperintendent of schools):

lt‘irst, Immediately after his or her qualificac
tion as (superintendent), to send notice thereof
to the superintendent of public instruction;

Second, To keep a record of all examinations
held by the board of school examiners and to
sign all certificates and other papers and re-
ports issUed by the board, and to keep a
record of all meetings of the board of exam-
iners and of all hearings for the suspension or
revocation of any teacher's certificate, and to
call meetings of the board of examiners at
such other times than those mentioned in sec-
tion five of this act as he may deem best;

Third, To receive the institute fee provided
by law and to pay the same to the county
treasurer quarterly, beginning September thir-
tieth in each year;

Fourth, To keep a record of all certificates
granted, suspended, revoked 0r transferred by
the said board or (superintendent), showing to
whom issued, together with the date, grade.
duration of each certificate, and, if suspended
or revoked, with the date and the reason there-
or;

Fifth, To furnish. previous to the third Mon-
day in July in each year, to the township clerk
of each township in the county. and to each
of the ofiicers of every school district in the
county, a list of all perSOns legally authorized
to teach in the county at large during the pre-
ceding school year, and in such township, with
the date and term of each certificate, and it
any nave been suspended or revoked, the date
of such suspension or revocation;

Sixth, To visit (or cause to be visited) each
of the schools of the county at least once in
each year and to examine carefully the disci-
pline, the mode of instruction, the text-books
used. the apparatus belonging to the school.
the library, the progress and the proficiency of
the pupils. the skill and efficiency of the teacher.
the condition of the school property, and
whether the attendance at school is in compli-
ance with law, and to make a careful record
of these items and report the same to the
director (or secretary) of each district " * ‘;

Seventh, To counsel with the teachers and
school boards (of the school districts of the
county. and to have the powers and duties
conferred upon the superintendent of schools,
and the powers and duties of said superintend-
ent of schools with each school board of said
districts. under the provisions of section five
thousand seven hundred thirty-six of the com-
piled laws of nineteen hundred fifteen, except
those school districts employing a superin-
tendent of schools. in accordance with a special
or general act. and such superintendent giving
at least one‘seventh of his time to supervision

0r administration), and he may examine and
audit the books and the records of any school
district at any time when directed to do so by
the superintendent of public instruction or by
apElication of any school board;

ighth, To promote by such means as he
or she may devise, the improvement of the
schools in the county, and the elevation of the
character and qualifications of the teachers and
officers thereof. and act as assistant conductor
of institutes appointed by the superintendent
of public instruction, and perform such other
duties pertaining thereto as said superintendent
shall require;

Ninth. To receive the duplicate annual rev
ports of the SCVeral township clerks, examine
into the correctness of the same, requiring
them to be amended when necessary, endorse
his or her approval upon them. and immediately
thereafter. and before the fifteenth day of Sep-
tember in each year. transmit to the superinv
tendent of public instruction one copy of each
of said reports and file the Other in the office
of the county clerk;

Tenth, To be subject to such instruction
and rules as the superintendent of public in-
struction may prescribe, to receive all blanks
and communications that may be sent to him
or her by the superintendent of public in~
struction, and to dispose of the same as div
rected by the said superintendent, and to make
annual reports at the cl05e of the school year
to the superintendent of public instruction of
his or her oflicial labors, and of the schools
of the county together with such other infor-
mation as may be required;

Eleventh. To eriOrm such other duties as
may be require of him or her by law, and
at the close of the term of office to deliver
all records, books. and papers belonging to the
ofiice to his or her successor.

SECTION 10. The compensation of each
county (superintendent) of schOols (, any dep-
uty county superintendent of schools, and any
assistants for the county) shall be determined
by (the county board of education.) Each
member of the board of school examiners,
other than the county (superintendent of
schools). shall receive four dollars for each
day actually employed in the duties of his
office and his actual and necessary travelling
expenses incurred in the discharge of his ofli-
cial duties in his own county. * * ‘ The com—
pensation of members of the county board
of school examiners (, the county superintend-
ent of schools, and other persons authorized
to be appointed by said county board of edu-
cation) shall be paid monthly from the county
treasury. * * ‘ The actual and necessary trav‘
elling expenses of the (county superintendent
of schools) incurred in the discharge of his
official duties (and the actual and necessary
travelling expenses incurred by a deputy and
assistants in the) county and the necessary
and all contingent expenses for printing, post-
age, stationery, record books, grading regis—
ters. telephOne rental, rent of rooms for public
examinations, teachers' or school ofiicers' meet-
ings, shall be audited and allowed by the board
of supervisors or the county board of auditors,

SECTION 12. Section twelve is hereby rec
pcaled.

 

 

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i DIPUTY
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‘mmA P. urea DEPARTMENT OF PUBLIC INSTRUCTION
1 asslsram' MINNIE JEAN NIELSON. Sunnmrtnotnr

HAZEL B. NIELSON
_ CERTIFICATION CLERK BISMARCK. N. D;

‘1'. R. We mqor

Department of Education
Michigan Agricultural College
East Lansing, Michigan

Dear Ir. Mayer:

Thank you very much for your letter of May 7 inclosing
Legislative Bill No. 1. I regret to hear that the
Comissioners Bill did not become a law. In this state
it is necessary to change the Constitution before we can
have the County Unit School System. To that end we have
had a concurrent resolution introduced in the past three
legislative sessions but it has failed of passage each
time. It takes a long while to educate the peeple.

We do not have the County Unit in this state, therefore
we can not send you any helpful material in your campaign
work. I am returning the stamps.

Cordially yours,

‘4, , . . I 7 .

mums

COMMONWEALTH OF VIRGINIA
STATE BOARD OF EDUCATION

RICHMOND

May 8, 1925
Ge

151‘. Re We Mayer
Department of Education
East Lansing, Michigan

My dear Mr. Mayer:

In answer to yours of May 6, I am sending
you cepy of our county unit act.

This was passed in 1922. after a survey in
1919. The three years' delay was due to the necessity
of having the Constitution of Virginia amended, and
immediately upon amendment the county unit went into effect.

The counties in Virginia are now being
Operated by approximately five hundred school trustees,
whereas formerly about eighteen hundred were required.
Beyond question the work is being vastly better done by the
mll county boards than formerly by a series of district
boards. There is a directness of action and a utformity
of purpose which could hardly characterise the former
arrangement.

I would strongly urge the county unit plan
if for no other reason than to have a great public function
Operated by a limited number of individuals. We seem to have
a sort of mania for passing laws on about everything under
the sun, for setting up innumerable institutions to be
supported by public taxes, and sometimes we seem to think
that the safety of the 'state depends upon the snititude
of peeple who in some fashion or other are employed to do
the state's business. This tendency I think is uneconomic,
unwise, and contrary to the ideal that politics ought to be
the science of public service.

With best wishes. I am

Yours very truly

7 ‘
L" -' "14 ”‘-
VW “.41.“? “’-"

Harris mrt
HHS? Superintendent of Public Instruction

STATE OF INDIANA

@epnrimmd 11f 131111313 Ensirntfinn

HENRY NOBLE SHERWOOD. SUPERINTENDENT
a GEORGE A. SPENCIR. AssIsTANT

INDIANAPOLIS n. z. aucswm. Dev-my

May 9, 1925

Mr. R. W. Mayer,

Dept. Of Education,

Michigan Agricultural College,
East Lansing, Michigan

D63]? Mr. war:

Our Legislature did not consider favorably the
bill relating to the county unit which was sponsored by the
department.

We are making plans for a comprehensive publicity
cmpaign in behalf of this measure which we hope to introduce
at the next session of the Legislature. We would appreciate re-
ceiflng any bulletin or result of an investigation that you may
have on file.

A reprint of our annual report will give a part
of the information you requested in your letter. As soon as it
comes frees the printer, a copy will be sent to you.

Thanking you for your cooperation, I an

Very truly yours,

.Z,

S:S Ass't. Superintendent
of Public Instruction

STATE OF MARYLAND
DEPARTMENT OF EDUCATION

ALBERT S. COOK rwumrm noon. Laxmc'ron Bmunuc
nu: SUPIIINYINDINT or scucmLs

14

LEXINGTON AND LIBERTY STREETS
liALTUHORJ:

Llay 8 , 1:525.

Lire Re ‘5'. 13235791.,

Department of Education,
Michigan Agricultural College,
East Lansing, Kichigan.

Ky dear Mr. Mayer:

I congratulate you on the splendid progress Xichigan is
making toward a county unit school bill, and I hasten to send _
infonmation along the lines requested in your letter of may 6, 1925.
Some of this material may be of little value, and some of it may
raise other questions that you desire answered. If so, do not
hesitate to write me far any details you need.

I am sending you, under separate cover, a bulletin from
the Department of Public Instruction of Indiana on the County School
System which was prepared after the survey by the general Education
Board; a capy of the Maryland School Law as of 1922, since there
were practically no changes made in 1924; Karyland School Bulletin,
March 1325, Volume VI, Number 3, Summary of Important Sections of tne
Maryland School Law; and Maryland Scnool Bulletin, April 1925, V“
Volume VI, Number 10, a reprint from the Annual Report. This latter
is, perhaps, the most important means for securing the data you desire.
May I suggest that you examine the summary, pages 2 - 5? For any
items you are especially interested in, note the carefully prepared
index, pages 244-246. County tax rates and county budgets for schools
and ether purposes are shown on pages 191-196. The chapters on
financing the schools are found on pages 155-186.

I do not know enough about your local situation to offer
suggestions concerning your law. It seems to me it would be a splendii
step in the right direction if it were pessible to offer State aid
toward the payment of the salaries“0f your county superintendents, and
to fix a minimum salary for that position. It would enormously inerease
the efficiency of the work from the very beginning. Xaryland has had
such a law only since lilo. (See xaryland Public School Laws, 1922,
pages. “‘64) e

   
   
 

Sincerel:’yours,

State Su

if M.

ASCzREY

 

HDCCCXI

DEPARTMENT OF PUBLIC SCHOOLS
CHAS.A.LEE,STATE SUPERINTBNDBNT

CITY OF JEFFERSON

2.11;; 11, 19:35.

J“. - A. .0 ‘.. ,1-.. ‘-
J'JJ.‘ 21011;, 01. 1.1.0.3 H.102,

)
icaigan Agricultural College,

Jr. R. 7. liver,

1. J. —-‘K_ a, ‘—e n n_ ‘
“ice Lansing, ”l3nldnn.
7).) ‘14 1: " nv‘l’

‘vJa... . O . e '

‘. , .- FLA-.- .,"-‘. -..c‘
I have our lotus“ JlLu ruler—

enoo to the County Unit System in this sta
no county Unit cgislition was insscd and
y the jOVJrnor 1n 1?; out was rciorred
Ono-71:11.11 and OVCI‘SUulIKiZL' ‘13; defeats:

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13 1 -
‘ '.. , .MJ- 1 . ., ‘-- ..-. ~.J-.~,. .1 . J_.< '\ ..
nlo rt to has n V33 oucrnood uni;r oz» John

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therefore

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COMMONWIALTH OP PINNIYLVANIA

DEPARTMENT OF PUBLIC INSTRUCTION
HARRISBURG

May 9, 1925.

Beebe. R. W. Mayer

Department of Education
Michigan Agricultural College
East Lansing, Michigan

My clear when Mayer:

The County Unit of school
administration has not been adopted in
Pennsylvania, although we have been planning
to this end for sometime. During the
last legislature, we put in a bill establish-
ing a county board which was merely the
first step towards a county unit.

I am enclosing a cOpy
of this bill which, I am sorry to add,
was lost in the two houses.

We shall be glad to
exchange with you material and experiences
in this matter.

With all good wishes,
I am,

Cordially yours,

 

R r Education ffice.

it."

 

EKPAUIUB
13IEFUXEHPLIEH§17()F‘IEDHJCMAHUKJDJ
1AJJEKPID¢

I. M. N. NARRB. Surnmvlnctm

L. w. ROGERS.
Finer AssIsTANT BunnmnNDlNr

MARY JO POPPLEWELL.
'ICOND AIUIITANT BUPIRINTINDINT

A. M. BLACKMAN.
THIRD AssIsTANr Bunnmrluozm

may 12th,19250

PI’Of. ll...'."-..':layer,
hichigan Agricultural College,
mast Lansing, mich.

Dear Prof. hayer:

Replying to your communication of hay 7th
relative to the Commissioners' Bill, which is known
as house Bill 545, will state that Texas has a weak-
form of county supervision. we have had, since 1911,
a county board of trustees whose duties extended as
far as the classification of the schools of the
county in the elementary schools and high schools,
the changes of district lines and the hearing of ap-
peals from the decisions of the county superintendent.
Our county superintendents are elected by popular
vote, but the statute makes them the executive secre-
taries of the county boards. The weakness in our law
is that the county board has no funds to distribute
to the schools and, therefore, has no means of enforc-
ing its decisions. The Constitution of Texas does not
authorize a county wide school tax and, therefore,
practically all of our school funds are derived either
from the district or from the state.

During the 39th Legislature, a bill was intro-
duced which strengthened the powers of the county
board of education and placed the additional duty upon
.said board of employing the county superintendent of
schools. This bill failed of passage in the House,and
the opposition was based largely upon the question of
popular election in that it would result in a shorten-
ing of the ballot and, therefore, taking away from the
people some of the rights of suffrage. l intend to
keep up the agitation for this law, for I am convinced
that the rural school system of Texas will never improve

materially until it has the same expert supervision
which is now given to the cities and towns, and this
cannot be obtained under the present method of pop-
ular election.

Sincerely yours,

Shthku State Superintendent.

MARY C. C. BRADFORD
3UPERINTENDENT OF PUBLIC INSTRUCTION AND LIBRARIAN

ANNIE PARKER HYDE-2R
ALICE CLQZEJwCORMACK ASSISTANT LIBRARIAN

finperintenhent of fiuhlit Enatmtfiun

STATE OF COLORADO
ghnfim:

May twelfth,
Nineteen hundred
Twenty-five.

Mr. R. J. Mayer,

Iepartnent of Education,
Michigan Agricultural College,
East Lansing, .Tichigan.

My dear Mr. Mayer:

Colorado, at the last session of the legislature,
had before its body, a Bill for the establishment of the
County Unit school system, but, like Michigan, it did not
succeed in getting any place. In fact, our Bill did not get
out of the Educational Committee.

It will be introduced again at the next session, and
arain, and again, and again, until it does pass. All school
peOple in this State are dissatisfied with the present
district system, and as soon as they educate the electorate of
this State, possibly we will be able to have this bill made
into a law.

Jith all good wishes, I am,

Very sincerely,
Mary C. C. Bradford,
State Superintendent of Public Instruction

By Mme/W

ABC/B. Deputy.

 

Smyrna owAnmsAs
Ill-[Imam aw Envmox
[arm ROCK,

 

May 1:3, 19:35.

13.}? W.l?yuu
Department of Educati ,
Mickion Agricsltnral Collohe,
Lansing, H'chinon.

te cov r a cery
u‘ ill find, he inning
on page 21 of the School Laws, the inform tion'rith
regard to the county unit plan as is in use in this
state. The plan is working nicely and seems to be
satisfactory to all parties concerned.

we are sending under sopara
of the Arkansas School Laws. Yo

Yours very truly,

GCF‘F

STATE OF NEW MEXICO
DEPARTMENT OF EDUCATION

ISABEL LANCASTER ECKLES. SUPERINTENDENT

TIMOTEO CLUNAASSISTANT SUPERINTENDENT

SANTA FE

Mr. R. W. Mayer,

Michijan Arricultural College,
East LanSing, Michiga..

My dear hr. Msyer:

I am in receipt of your letter of Xay s,
and in reply will say New Mexico has been operating
under the County Unit law for a number of years.

It is most successful and we would not have any
other form of School organization. I will be
very glad to send you a copy of the Revised School
Code as soon as itcones from tie printer.
Yours very truly,
‘“”' “”‘ ‘/~~--L~v~p;qwflldsefirtaacAms
State Superintendent.

ILE/NB .

.TA'I‘I BOARD OF EDUCATION

"AMI-Y A. “"0". PRIIIDINT. KILLOGC
HUNTINGTON TAYLOR. VICCvPII... COIUI D'ALINI
J. A. L|"INCOTT. .ICRITARY. IDAHO CITY

IRVIN I. ROCKWELL. IILLIVUI

HRS. J. (I. H. GRAVILIY. IDIOI

ELIZABETH RUUUUM. ll-Ol'flclo

ELIZABETH RUIIUM

ITATE IUPIRINTINDINT OF

STATE OF IDAHO punuc INITRUc'I'ION

DEPARTMENT OF EDUCATION
BOISE

 

May 11, 1935

Ir. 3. W. fiayer,
Department of Lducation,
Iichigan Agricultural College,

_‘

iLast Lansinr, Lichigsn.
Dear Mr. Sayer:

Your letter of Kay 8 to the State
Superintendent of Public Instruction is re—
ceived in her absence. It will be brought to

her attention on her retlrn about Lay 15th.

Our bill to establish a county unit
school system in Idaho failed to 1sss.

Very sincerely yours,

 
 
 
 

 
  

Assis 1t ..5tate f57,'.1.perin‘..em grit
of fublic Instruction.

 

T. P. HILL

ASSISTANT STATE SUPERINTENDENT CHARLESTON

STATE OF WEST VIRGINlA

DEPARTMENT OF EDUCATION GEORGE M, FORD

STATE SUPER! NTEN DENT

May the 11th,
1 9 2 5 .

Mr. R. W. Mayer,
Dept. of Education,
East Lansing, Michigan.

Dear Sir:

I can best answer your inquiry
of May the 7th concerning our efforts to establish
a county unit school system in West Virginia by ‘
herewith enclosing a copy of House Bill No. 125,
House Bill No. 529, and House Bill ho. 552, which
were recently introduced and considered by our
State Legislature.

These measures received favor-
able consideration in the House but owing to the
great number of Bills under consideration they
were left on the calendar at the close of the
session. We expect to continue the fight and
appreciate very much the copy of House Bill No.
345 which you have sent us.

We are also enclosing a digest of
the general school legislation at the regular
session of the 1925 West Virginia Legislature.

Yours very truly,

TPH 31511;

 

COMMONWEALTH OF KENTUCKY o. J. JONES. Autumn Sunnmuuosur
' J. VIRGIL CHAPMAN.
o P. H. HOPKINS. §RURAL acuom sunnw’cm
Eepartment of IEIIIIEaIIlItl
MARK GODMAN.
w. J. CRAIG. iHIGH SCHOOL ‘U'IIVIDOI‘
FRAN KFORT w. c. BELL. Dmscron or Clnrlncnuou
CAROLINE a. BOURCARD. DIRECTOR O' “UOIC
"CHENRY RHOADS H. V. BELL. DIRECTOR TEACHER TRAINING
summnosuv PUBLIC msnucnou 4' c- “'LLS'AUD‘W"

W, L. THRELKELO. ACCIDTANT AUDITOR
May 11, 1925

 

Mr. R. W. Mayer

Department of Education
Michigan Agricultural College
East Lansing, Michigan

My dear Sir:

Your letter of May 6, addressed to Supt. Rhoads,has been referred
to me for attention.

Under separate cover I am sending you the 1920 supplement to our
Common School Laws. This supplement contains what is known as the
"County Administration Law", which has been amended somewhat since
that time.

The school people generally are much pleased with this modern system
of county school administration. We are hampered, however, as to
funds by reason of a section in our state constitution requiring
state school funds to be apportioned bn a strictly per capita basis.
County boards of education now have the right to levy not exceeding
fifty cents on the one hundred dollars to supplement state funds for

school purposes.
Ver truly yours,

fir" ' “M,

Sup isor of Rural Schools.

JVC:LP

£55k she HE flfnmanta

Wmnt sf EEimmfimt

 

.JAM as M. MECONNELL.
COMMISSIONER

P.C.TONNIDNEGF;UTY fi‘fiflt want

May 12, 1925.

Mr. R. W. Mayer,
Department of Education,
Michigan Agricultural College,
East Lansing, Michigan.
Dear Sir:

I am replying to your letter of
May eighth relative to the so-called Commissioner's
Bill in your legislature.

Minnesota has no assistance to
offer. A County Boardpof Education Bill was introduced
here at the last session of the Legislature and failed.

Very truly yours,

V]. .:%Z{. /C%%i éijéaa?~é(5k

/

V

JMM-B. Commissioner of Education.

STATE OF LOUISIANA
DEPARTMENT or EDUCATION
BATON ROUGE

May 9, 1925.

Mr. R. W. Mayer,
Department of Education,
East Lansing, Mich.

Dear Mr . Mayer:

This will acknowledge receipt of your
letter of the 6th instant, requesting inform-
tion regarding public education in Louisiana.

I am enclosing herein an article
written by me on the Parish Unit System which
prevails in this State, and I am sending you,
under separate cover, a cepy of the annual
repcrt of the session, 1925-1924 of this
Department.

I feel sure the article and the
report will be of service to you in gathering
data in connection with public education in
this state.

Y urs very truly, /

/.L//

ENC. STATE SUPER INTENDENT OF EDUCATIQ

  

 

 

.\ . I v'
. V -
‘ .1‘5?%

fitate of filiasissippi

DEPARTMENT OF EDUCATION
JACKSON

w' 53.35.1113...“ Mn 16, 1925'.

Mr. s. N. Mayer,

Department of Education,
michigan Agricultural College ,
East Lansing, Michigan.

DO” fire flayOr: 1'
By separate mail we are sending you
cepy of our school law.

is you will notice, we have not quite
otten the county unit system, but we are
eaded in that direction. We have a county
superintendent for each count , with a county
county board of education, 0 five appointed
by him.to govern the school i wish that i had
something definite to send you.

With best wishes, I am»

Very cordially yours ,

- ?W&
S te Bu erintenéent of Education.

WEB-MC

 

J.A. CHURCHILL . ' J. E. CALAVAN
SUPIDIITEIDIIT O' 'UILIC II.TIUCTIOI I'DUITIML FIILD WORKER

‘w. M. eMITH
AIIICTAI‘I’ STAT! SUPIIIITIIDIIT

 

BEATRICE WALTON. secure-v

 

DEPARTMENT OF EDUCATION
SALEM

:Iaczr 11’ 1925.

1:10 Re Tie 1.21.1761“,
Dept. of Education,

Kichigan .qricultuza 1 College,
East lensing, Zichigsn.

11v dear Tr. layer:

I -m sending, under separate cover, a
cony of our school Laws, which contains the county
unit law, and am sending, also, a copy of our biennial
report, which gives the report or County Superintendent
Iyers of Crook county, County “uperintendent Ferguson
of file msth county, and County SJperintencent Coin of
Idncoln county.

We have but three counties in Oregon, thus
far, that have voted in the county unit. It is Optional,
as you will note upon reading the school law, with the
various counties. The plan has worked satisflactorily with
the elementary schools in the three counties which have
adOpted the plan. -

I believe that County Superintendent Nyers,
Prineville, Oregon, can give you the best report concerning
the working of the plan, although County Superintendent.
Peterson, who succeeded Hrs. Ferguson, acted as secretary
for hrs. Ferguscn ior severe 1 years, an: can rive you a good
re ort concerning the county unit in Klamath county. You
should address him at Klamath Falls.

Very sincerely yours,

(.'. Public Instruction.

    

«11.0 2 J

THE STATE OF UTAH

DEPARTMENT OF PUBLIC INSTRUCTION

‘

SALT LAKE CITY

May 12, 1925

“re Be Me myOr,

Department of Education,
Michigan Agricultural College,
East Lansing, Mich.

Dear Sir:

In response to your inquiry of May 6
you will please find inclosed herewith a copy of
an article setting forth some of the_ advantages
of the school consolidated plan as it is operated
in Utah. We have no statements which would show
the comparative cost of operation between the
present system and that which prevailed previous
to consolidation. In fact it would be difficult
to get a ccnmon basis for comparison. There are
many enlarged opportunities under the consolidated
plan,but when advantage is taken of these opportunities,
of course, the cost of operation is increased. Again,
the salaries of teachers, cost of materials, etc. have
all been greatly increased during the last six or
eight years which was Just a little after the time when
consolidation became state-wide in Utah. You will see,
therefore that, as before stated, it would be a
difficult matter to find a common basis for the
comparison of cost under the new and under the old system.

Very truly yours,

AssétZt: m?

of Public Instruoti n.

    

ACll-O
Inc.

«fl?» . ' CHARLEBPRIEST

W-J-HUNT'NG' Osncs Dtrurv

Sustain-renorm- or Pueuc lusrnucruou

STATE OF NEVADA
fiepm'iment of ifihumfinn

CARSON CITY. llevada. liay 11,1925.

Mr. R. W. Kayer,

Department of Education,
Kichigan Agricultural College,
East Lansing, hichigan.

I have been very much interested in the
Commissioners' Bill recently considered by the Michigan
Legislature. I think this bill is the right sort but I
do not know enough about your local conditions to judge
of the details.

In this State a board of five is elected so that
two members are chosen for a term of four years and one
for a term of two years every two years after the establish-
ment of the board. That gives an Opportunity to select a
majority of the members every two years, which has some
advantages. There may be a greater advantage in the longer
term proposition in the Commissioners' bill.

Very truly yours,

"u’JH/E

 

STATE OF TENNESSEE
IDEFVUTTNHHHTWDF'EDKKJATHDNI
NASHVILLE

P. L. HARN ED
COHHISSIONER

May 15, 1925.

Mr. R. W. Mayer,
Michigan Argicultural College,
East Lansing, Michigan.

hy dear Sir:

Replying to your recent letter
I will state that we presented to the
Tennessee Legislature, early in its ses-
sion, a codification bill which, after
a few modifications, was passed and be-
came the school law of this State. It
is now on the press and as soon as
available I shall send you a cepy.

The amendments made by the
Legislature were in some instances at-
tached to the wrong part of the bill.
The only important change they made in
it was to strike out the section provid—
ing for the county boards of education
to elect the county superintendents and
fix their salaries. While this is the
best school law the State has ever had,
it would be better had the Legislature
left it as it was introduced. I do not
think the State will ever have the most
efficient superintendents until they can
be elected by the county board» of educa—
tion. This body would fix a salary suf—
ficient to Justify the time of a good
superintendent.

Very truly,

C o m m i s s i o n e r.
PLH-MG

lisp

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