University of Texas Bulletin No. 2246: December 8, 1922 A STUDY OF RURAL SCHOOLS IN KARNES COUNTY BY E. B. DAVIS Specialist in Rural Education Bureau of Extension and C.T. GRAY Auooiate Professor. of the Philosophy of Education Directed . by T. H. Shelby BURBAU OF BXTENSION PUBLJSHBD BY THE UNIVERSITY OF TBXAS AUSTIN Publications of the University of Te:ua Publications Committee: FREDERIC DUNCALF J. L. HENDERSON KILLIS CAMPBELL E. J. MATHEWS F. W. GRAFF H. J. MULLER C. G. HAINES F. A. C. PERRIN HAL C. WEAVER The University publishes bulletins four times a month, 30 numbered that the first two digits of the number show the year of issue, the last two the position in the yearly series. (For example, No. 2201 is the first bulletin of the year 1922.) These comprise the official publications of the University, publications on humanistic and scientific sub­jects, bulletins prepared by the Bureau of Extension, by the Bureau of Economic Geology and. Technology, and other bul­letins of general educational interest. With the exception of special numbers, any bulletin will be sent to a citizen of Texas free on request. All communications about Univer­sity publications should be addressed to University Publica­tions, University of Texas, Austin. 1 5~-2806-10-26-22-51'1 University of Texas Bulletin No. 2246: December 8, 1922 A STUDY OF RURAL SCHOOLS IN KARNES COUNTY BY E. B. DAVIS Specialist in Rural Education Bureau of Extension and C. T. GRAY Aosociate Professor of the Philosophy of Education Directed by T. H. Shelby BUREAU OF EXTENSION -PUBLISHED BY THE UNIVERSITY FOUR TIMES A MONTH, AND ENTERED AS SECOND-CLASS MATTER AT THE .POSTOFFICE AT AUSTIN, TEXAS, UNDER THE ACT OF AUGUST 24, 1912 The benefits of education and of useful knowledge, generally diffused through a community, are essential to the preservation of a free govern­ment. Sam Houston Cultivated mind ia the guardian genius of democracy. . . . It is the only dictator that freemen acknowl­edge and the only security that free­men desire. Mirabeau B. Lamar CHAPTER I. CHAPTER II. CHAPTER III. CHAPTER IV. CHAPTER v. CHAPTER . VI. CHAPTER VII. CHAPTER VIII. CHAPTER IX. CHAPTER X. CONTENTS PART I Page The People of Karnes County._______ 7 Community Relationships______________ 13 Financial Status of the Rural Schools of Karnes County___ __ ______ 20 Grounds, Buildings, and Equip­ment --------------------------------------------28 The Rural School Teachers of Karnes County----------------------------32 The Pupils______ ---------------------------------38 The Course of Study__ __ ____ _____ ___ __ ____ __ 44 School Attendance________ ____ ________ ___ ___ 47 Consolidation and Transportation 49 PART II Results From Standard Tests in Reading and Arithmetic__ _____ _____ __ 51 FOREWORD During the school year of 1921-22 the Bureau of Ex­tension of the University conducted rural school surveys in Wichita, Karnes, and Williamson counties. During the school year of 1922-23 it is the purpose of the Bureau of Extension to conduct similar research investigations in other Texas counties. In this series of surveys will be found a county with millions of oil wealth in it; a county from the timber lands of East Texas ; one from the Blackland Belt with its educational and sociological com­plications arising from high-priced land, the one crop sys­tem, farm tenants and absentee landlords; one from the Western Cross Timbers where loss of rural population has brought about a large amount of social stagnation ;one from middle west Texas with its thrifty, homogeneous. home­owning English-speaking population; one from the high plains where there is much room for expansion and where there is a wholesome breadth of vision on th~ part of most of the people; and one from South-west Texas with its cos­mopolitan population of Mexicans and other non-English­speakini whites. Thus the rural educational conditions obtaining throughout the state will be covered in a fairly representative way. The object of these studies it twofold: (1) To enable counties in which they are conducted to see where they stand educationally, and to assist them in the work of educa­tional self-improvement; (2) To obtain a fund of definite, reliable, comprehensive information on the rural-life situa­tion in Texas to be placed at the disposal of students and teachers of education. It is hoped that these studies may make some contribution to the content of the courses in rural education now being offered in the normal colleges and the other colleges of Texas. The information gathered in the course of these surveys has been obtained through personal interviews with teach­ers, school patrons, and school trustees; the observation of the character of the instruction being done by the teachers in the classroom ; the inspection of school furniture and school property; the sending of questionnaires to teachers and trustees; the use of such statistical data as could be ob­tained from the county departments of education, the of­fices of the county tax assessors and the tax collectors, the State Department of Education at Austin, and the reports of the U. S. Bureau of the Census. In each county where these studies have been made a representative of the Bureau of Extension has spent approximately thirty days in co-op­eration with the County Superintendent of Schools collecting the necessary information. The blanks and forms used in the course of these surveys may be found in the appendix of this publication. T. H. SHELBY, Director of the Bureau of Extension, University of Texas. CHAPTER I THE PEOPLE OF KARNES COUNTY 1. Composition and Characteristics of the Population. The U. S. Census for 1920 gave the population of Karnes County as 14,942 persons. There were 4,673 males of twenty-one years of age and older, 41.7 per cent of whom were born of native parentage, 53.1 per cent of foreign-born and mixed parentage, and 5.2 per cent the nativity of whose parentage was not ascertained. There were 1,496, or 32.1 per cent of the total male population of twenty-one years of age and older, that were born in foreign lands. Of this number 77.8 per cent were aliens, 15 :8 per cent had become naturalized, and 1.8 per cent had taken out their first pa­pers declaring their intentions to become naturalized. The status of 4.4 per cent was unknown. The composition of the total foreign-born population runs as follows: Aus­trians, .9 per cent; Mexicans, 82.9 per cent; Czecho-Slovacks, 1.9 per cent; Germans, 8.8 per cent; English, .8 per cent; Polish, 1.2 per cent; Swedes, 1.7 per cent; Swiss, .4 per cent; others, 1.3 per cent. 2. The Polish People. The Polish settlement of Pan­namaria in this county was made in 1852. It is located in the fertile valley of the beautiful Cibillo Creek. The Polish population now extends over and includes most of the con­tiguous school districts of Pannamaria, Cestahowa, Hobson, and Falls City. In these four districts there are 402 Polish children of free-school age, most of whom are enrolled in the parochial schools. The total Polish population is approx­imately 2,200 persons, less than two per cent of whom are foreign-born. It has been seventy years since the original settlement was made at Pannamaria. During that time the wilderness has been transformed into a land of farms and quaint, inde­pendent country homes. But in language, social customs and religious and educational practices, the past three score and ten years have brought but little change in the con­stituted order of things originally set up and established by the pioneer fathers. The Polish language is still the dom­inant language of the community. Indeed, there are men forty years old, born and reared in the community, who can not speak English. There are two schools in the Pannamaria district, the public free school and the parochial school. The public school employs one teacher and has 33 of the 158 children of free school age enrolled in it this year. The children not enrolled in the public school are presumably enrolled in the parochial school which is under the auspices of the Catholic Church. In the Polish districts of Cestahowa, Hobson, and Falls City the social, educational, and religious conditions are similar to those obtaining in the Pannamaria district. Among the big problems for the schools in the Polish districts are those of teaching the English language and enforcing its use in the classrooms and on. the school play­grounds, and the inculcating of American civic and social ideals. It looks as if the schools in some of the Polish com­munities have not been very successful in meeting these problems in the past. If America is to endure, its people must be held together by the ties of a common language, common traditions, and universal American customs. 3. The Swedish People. The' U. S. Census for 1920 gives Karnes County only 55 Swedes of foreign birth. However, there is a very considerable population of Swedish descent in this county. The Swedes are lovers of the soil and are excellent farmers. Most of them are public-spirited citizens. The Cadillac school is in the heart of a big Swedish settlement. This school is modern in most re­spects, and is, in the judgment of the writer, one of the best three-teacher rural schools in the county. There are more well-improved farm homes in the Cadillac community than in any other community of the county. As a rule, the Swedes throughout Texas are good citizens and adopt American ideals and American institutions with little dif­ficulty. 4. The German People. Only 286, or less than 2 per cent of the total population, are Germans of foreign birth. However, this is not a reliable index to the number and the percentage of German-speaking people in the county, for many of the descendants of the foreign-born Germans still speak the mother tongue. There is a very considerable number of German communi­ties in the county. The Metz, Lenz, Brieges, New Bremen, and Live Oak school districts have few other than German residents. In these districts we find German customs and the German language almost as strongly entrenched as the Polish customs are in the Polish section of the county. In the German homes the mother tongue is spoken almost en­tirely. English is spoken at school. Most of the German parents desire that their children learn to speak English and that they use nothing but English at school. For this they are to be commended. 5. The Mexican People. By far the greatest school problem in Karnes County is the education of the Mexican child. The total foreign-born population in Karnes County is 82.9 per cent Mexican. Out of a total scholastic popula­tion of 3299, 1497, or 45.4 per cent, are Mexican children. The Mexicans number approximately 6,700 out of a total population in the county of 14,942. As a rule the Mexican people are very poor and very ig­norant. Their standards of living are generally low. The worst of the tumble-down shacks in the towns and in t~e country are occupied by them. Many of them have very few clothes and very little in the way of household furniture. Often the entire household equipment for a family of five or six could be hauled in a wheelbarrow. They constitute the lowest stratum of society in south-west Texas. Their social and economic status is further complicated by the fact that they speak a foreign language. The language is a modified form of Spanish. Only a small per cent of them know enough English to make themselves understood about the most elemental things. They can scarcely purchase their supplies at the grocery store except from a person who speaks the form of Spanish they know. Most of the Mex­icans are engaged in agricultural labor and are either farm tenants or hired farm hands. In general, the Mexican parents do not send their chil­dren to school. Out of a total of 1497 Mexican children on the scholastic census rolls for 1921-22 only 460 are enrolled in the public schools. This, in the judgment of the writer, is due to five causes: (1) ignorance, (2) poverty, (3) shift­lessness, (4) parental indifference, (5) weakness of the compulsory school attendance laws. The ignorance of the lovver class of the Mexican People is pitiful and appalling. For instance, the scholastic census for the school year 1922-23 was taken while this survey was being made. Census enumerators reported many cases where Mexican parerrts did not know the birthdays of their children. Most of them could tell the year in which each child was born, but they had no record o{ the month or the day. Some of them were very suspicious and it was with difficulty that the enumerators obtained the names of their children. For example, one Mexican mother protested em­phatically, "Me gota no children! Me gi'.>ta no chilclrer !" But before the enumerator left her premises he found five frightened ragamuffins of her own flesh and blood that to all appearances were within the limits of the free school age. Many of the poorer classes live in a state of most abject squalor. Their home conditions are almost indescribable. The children live in filth and rags. It is for this reason, no doubt, that many of them are not sent to school. A very large per cent of the rural Mexican population is shiftless. They hoe cotton during the spring months, pick cotton during the fall months, and clear land and cut wood in the winter. This results in much moving about from community to community and from county to county. A transient Mexican family, relying. upon the seasonal work of the cotton crops and such farm jobs as wood chopping and the clearing of land, may sojourn for a few weeks at a time in several school districts during a single school year. This naturally interfe:r;es with school attendance of those who enroll in school. The children of many of these families never enter school at all as the figures quoted above indicate clearly. Some of the Mexican parents have thought nothing about the education of their children. They are thoroughly in­different. But it would be grossly unfair to say that this is universally true of even the poorest class of the Mexican people. There are some very poor Mexican parents who understand the meaning of the public school, feel the need of education, and make reasonable efforts to keep their chil­dren in school. In practice, the compulsory school attendanc~ law can not be sucessfully enforced among the Mexican people of south­west Texas. Nor is it to the discredit of the school officials that it is not enforced. There are two fundamental weak­nesses in the compulsory school attendance law that prevent its application to most of the rural Mexican population in south-west Texas: (1) The law is operative only two and one-half miles from the schoolhouse. In some of the sparse­ly settled counties of south-west Texas the distances from schoolhouse to schoolhouse are so great that more than fifty per cent of the area is geographically exempt from the operation of the compulsory school attendance law. In Karnes County with 692 square miles of area the 42 school­ . houses in the independent and the common school districts are so distributed over the county that approximately 20 per cent of the county's area is exempt from the operation of the compulsory school attendance laws. (2) Non-com­pliance with the compulsory school attendance law is punish­able by a money fine assessed against the offending parents or guardians. A very large per cent of the Mexican people are so very poor that they have neither money nor other property that might be levied against. They are farm tenants and hired farm laborers looking to their landlords and employers for food and clothing till the crops are har­vested in the fall or till the wages are paid at the end of the week or the end of the month. Then when the day of settlement comes the Mexican may owe the landlord or the employer more than the landlord or the employer owes him. The economic status of the average rural-dwelling Mexican is such as to render the present compulsory school at­tendance law inoperative. CHAPTER II COMMUNITY RELATIONSHIPS 1. Recreation in the Country. A questionnaire on com­munity relationships was sent to all school principals. Twen­ty-nine principals answered the question (see appendix, page 59) calling for the social centers in their communities. The question explained that it was desired to know the usual place or places where the people of each community had the opportunity of meeting and seeing each other. The an­swers were as follows : schoolhouse, 13 ; postoffice, village store, blacksmith shop, etc., 9; church, 4; dance hall, 3; visiting in homes, 3; no place at all, 3; dances and play parties at homes, 2; on streets at town, 2; at the dipping vat, 1. A great many of the rural people go to town for their amusements and social contacts. The following are typical of the reasons given for their going to town : "Because they like car riding and town attractions"; "The entertain­ment they desire is lacking here"; "There is no other place to go"; "Nothing doing out here"; "No picture shows in the country." The following are some of the reasons given why a ma­jority of the people in some communities do not go to town for their recreation : "The people are engaged in farm labor and have no time to spare"; "Town is too far away"; "Have no way to go"; "The people have many foreign cus­toms and ideals, and prefer staying at home and mixing among themselves." As a rule, from ten to twenty-five per cent of the stu­dents above fifteen years of age desired to leave the country and go to town to live. Some of· the causes given for the desire to go to town were : "Better social and professional opportunities" ; "Tired of farm life and long for the .pleasures of the city" ; "Do not like farming" ; "Had rather be bookkeepers, druggists, etc., than farmers"; "Gay life and less work in the city." In twenty-two schools the principals ascertained, or ap­proximated, the percentage of their older students who de­sired to remain in the country and on the farm to live. Eight districts reported 100 per cent; four, 95 per cent; four, 90 per cent; four 75 per cent; one, 50 per cent; one, 33 per cent. Six of the eight schools that reported that 100 per cent of their pupils desired to remain in the country to live gave the following reasons: "Foreign community and prefers farm life" ; "Most of the pupils are Germans"; "German people"; "Like farm life" ; "A Polish communi­ty"; "Essentials of life, though poor, seem to be sufficient"; "Mexicans without high ambitions." The striking thing about these facts and figures is that the communities most influenced by foreign traditions are the communities whose people are most willing to remain in the country to live. Whether this static, passive content­ment results in the greatest good to those concerned is a question for the trained sociologist to answer. The facts lead to the conclusion that the nervous, high-strung Amer­ican farmer commonly met with can not be contented and happy with the modest home and the bare necessities of life that usually satisfy his agricultural competitor of for­eign birth. In one American community where it was estimated that 90 per cent of the pupils desired to remain in the country to live the reason given was, "Because the parents own their homes and are satisfied." In another American com­munity 95 per cent of the pupils desired to remain in the country because "they like farm life." In this last-men­tioned community, it is interesting to note, is located the only agricultural high school in Karnes County. There is abundant reason to believe that with more home-owning farmers, more agricultural ~igh schools and more organized recreational facilities both the American-born and the for­eign-born farmers would become better citizens, and would be more contented to remain in the country to live. 2. Organized Cultural and Recreational Activities. Other than the play activities at school and the athletic and A Study of Rural Schools in Kat·nes County literary activities of the Interscholastic League there was very little reported in the way of organized effort for social and cultural improvement. Six schools reported that they had regularly organized literary societies; two had. string bands; one had a male quartette; one had a reading circle; and one had Friday night vicfroia concerts and community singings. It is just such activities as these that teachers in the rural districts should know better how to lead and direct. Country communities appreciate capable, tactful leadership, and respond to capable, sympathetic direction. It will be a happy day for rural Texas when attractive courses in Rural Leadership and Community Management are offered by all of our normal schools and when teachers will be sought after as much because of personality and the ability to lead people and deal with community problems as because of their abilities to pass the academic requirements for certification. 3. The Churches. In 29 of the school communities where this investigation was conducted there were 25 organized churches and 15 Sunday schools. The distribution of rural churches throughout the county was as follows: twelve of the school communities had no organized churches; ten had one church each ; six had two churches each ; and one had three churches. Two of the communities with no organized churches reported that most of the people went to 'the near­by towns for church. In several communities the church services and the Sunday schools were conducted in the school buildings. Church attendance was reported as being better in the Catholic communities than in the Protestant communities. 4. Organized Play at School. Twenty-seven of the 39 schools in the county made reports on their athletic activ­ities. Twenty of these schools reported one or more forms of organized athletics. Fourteen schools had organized vol­ley ball; twelve, organized basketball; three, track work and vaulting; and two, tennis. 5. The Interscholastic League. Sixteen of the thirty­nine schools sent contestants to the County Interscholastic Meet. Because of timidity the children from the communi­ties where foreign customs and foreign languages were most prevalent did not enter the interscholastic contests as readily and as enthusiastically as the children from the American communities. Timidity and lack of initiative were especially noticeable among the children of some of the Polish and German communities. Some of the children who prepared for the contests in spelling, declamation, and athletics would not enter the county meet because of timidity and self-consciousness. So far as the author's information goes, none of the Mexican children participated in the con­tests of the county meet. In spite of this fact, the County Interscholastic Meet in Karnes County has grown from a few hundred in at­tendance to an attendance of three or four thousand during the past six years. It is the biggest annual event in the County. In addition to the intellectual, field, and track events, there are exhibits of poultry, sewing, cooking, pre­serving, canning of fresh vegetables, etc., from the Women's Department. This year some of the schools brought ex­hibits of school work. The exhibits of maps, notebooks, drawings, clay models and manual training from the four­teacher school at Gillett are worthy of special mention. 6. Boys' and Girls' Industrial Clubs. Under the direc­tion of Mr. G. M. Jones, County Farm Demonstration Agent, and Miss Agnes D. Yeamans, County Home Demonstration Agent, much valuable service is being rendered for home, community, and industrial betterment in Karnes County. The principals of 60 per cent of the rural schools reported that they are actively cooperating with Mr. Jones and Miss Yeamans in their work. Mr. Jones writes: "During the past three years I have lis.ted in club work more than 500 boys and girls between the ages of 10 and 18 years. In 1920 I had 50 boys to buy registered pigs. The banks of the county loaned the boys the money with which to buy these pigs. Each boy was re­quired to give the bank his personal note without the sig­nature of his father. These notes have all been paid. As a result there are many good hogs in the county at this time. The boys' parents have become interested in good hogs. By borrowing the money from the banks upon their own notes these boys have been taught self-reliance, honesty in dealing with their fellowmen, and how to do business in a business-like way. The boys have learned much about rais­ing better live stock and better poultry. They have also learned better methods of seed selection and better methods of agriculture. The boys and girls of the county have al­ways been encouraged in their club work by the business men and the bankers. They have encouraged the work by offering the boys and girls free trips to the Dallas Fair and to the Short Course at the A. & M. College, and by giving cash premiums at the County Fair. "This year," Mr. Jones states, "I have 90 boys and one girl who are growing an acre of corn each. The seed for planting this corn was furnished free by the Chambers of Commerce at Karnes City and Kenedy and by myself. Each boy is required to keep a record of his work in a book fur­nished by the County Agent, to send a 10-ear exhibit to the Dallas State Fair, and to send a 10-ear exhibit to the Karnes County Fair this year. There are others who have pigs and brood sows for their projects this year. At the end of the year each club member is required to turn in to the County Agent a complete record of his project." Miss Yeamans writes: "There are 13 Girls' and Boys' Home Demonstration Clubs in Karnes County with an en­ rollment of 130 members. These clubs consist of canning, poultry, and home-improvement clubs. Their purpose is to develop in rural girls· a fundamental interest in the produc­ tion and saving of food, in providing the right sort of social life, in developing leadership, in creating a desire for higher education, and in arousing an interest in better home mak­ ing. The club girls have learned different ways of using vegetables, milk, eggs and other food products of the farm. They learn to sew, making sewing bags, cup towels, kitchen holders, underwear, aprons, dresses, etc." In her report Miss Yeamans mentions several instances of work done by individual club members. One girl planted a ten-cent package of tomato seed and from the crop pro­duced sold $15.50 worth of tomatoes, besides canning 80 quart jars and using 60 pounds at home. Another girl had made an attractive bedroom set by revarnishing an old bed, dresser, table and chairs. Others had made un­bleached window curtains, bed spreads, table and dresser covers, etc., following the instructions and the designs laid out by the Home Demonstration Agent. Through their efforts at club work several of the girls have been awarded free trips. During the fall of 1920 two girls won trips to the Girls' Educational Encampment which was held during the Fair on the Dallas Fair grounds. Two girls won trips to the Short Course held at the A. & M. College last summer, and four Karnes County girls will be accompanied by the County Home Demonstration Agent to the Dallas Encampment in the fall of 1922. These prize trips are both educational and pleasurable to the girls and stimulate a great interest in club work. 7. Parent-Teacher Associations. The object of the P. T. A. is to promote education, home and school coopera­tion, civic pride, community spirit and good citizenship. It was at the instance of the County Parent-Teacher Associa­tion that the Karnes County School Survey was made. The association bore all the expenses of the survey giving it the very heartiest cooperation and moral support in every way. The County P. T. A. was organized four years ago to pro­mote the establishment of P. T. A.'s in rural communities. Now there are.thirteen P. T. A.'s in the county. Nine teachers gave reasons why their school districts had no Parent-Teacher organization. They are as follows: "People not in favor of it"; "People are of foreign birth. Cannot keep them interested" ; "Parents can not speak English"; "Polish people object to taking the time"; "In­difference"; "Lack of cooperation"; "Not enough people to make it lively"; "People too badly scattered"; "People care nothing for such work.'' These answers give additional light on Karnes County's sociological complications resulting from her cosmopolitan population. This only serves to emphasize the importance of such socializing agencies as the P. T. A. In Karnes County, as in many other counties of Texas, the chief func­tion of the public school and all its allied activities should be Americanization, developing good citizenship, and en­couraging home making and community building. The live P. T. A. finds opportunities for much effective service in these lines. CHAPTER III FINANCIAL STATUS OF THE RURAL SCHOOLS OF KARNES COUNTY 1. The Wealth of the County. The wealth of Karnes County as determined by the assessment rolls of the County Tax Assessor for the year 1921 was $10,415,392. There are twenty-six common school districts and three inde­pendent school districts in the county. Using the County Tax Assessor's report as a basis of determination, the wealth of the three independent schooldistricts amounts to approximately $3,972,994, or $1,817.41 per scholastic enum­erated; and the wealth of the twenty-six common school dis­tricts amounts to approximately $6,442,398, or $1,952.83 per scholastic enumerated. There is an average of $135.42 more of wealth per scholastic in the common school districts of the county than there is in the independent districts of Karnes City, Kenedy, and Runge. The average wealth per scholastic in Karnes County is considerably below the average wealth per scholastic throughout the State. The average per scholastic wealth for Karnes County, including both the common and the in­dependent school districts, is $1,920.97 as compared with an average per scholastic wealth of $2,663.63 for the entire State of Texas. The average amount of wealth per scho­lastic in the common school districts of Karnes County that are levying and collecting taxes for school purposes ranges from the minimum of $1,539 in the Cadillac District, No. 31, to the maximum of $3,925 in the Burnell District, No. 25. 2. District School Taxes. The district school tax rates run as follows: twelve districts have 50c on the $100 of assessed valuation; two have 35c; four have 25c; one has 15c; three have lOc; one has 5c; and three have no local school tax at all. Thus it is evident that the tax payers of Karnes County are not investing very heavily in public edu­cation. In Van Zandt and Lubbock counties, there is not a A Study of Rural Schools in Karnes County single common school district voting less than 50c for school purposes. Some districts in these two counties have school tax rates as high as lOOc. In Karnes County the districts having no school taxes are composed almost entirely of for­eigners. It is very unfortunate that a large portion of the school taxes levied for the current school year in Karnes County have not been paid. On the 11th day of March, 1922, ac­cording to the books in the County Superintendent's office, only 58.5 per cent of the total amount of district school taxes levied in the county for the school year of 1921-22 had been collected, leaving 41.5 per cent of the total amount levied · delinquent. For the school year of 1921-22 the total amount of dis­trict school taxes levied in the common school districts of Karnes County amounted to $20,002.08, or $6.06 per child enumerated. Of that amount, only $11,682.08, or $3.54 per child enumerated, had been paid prior to March 11, 1922. A tax rate of 19.lc uniformly levied and assessed against the wealth of the common school districts of the county would have been sufficient to produce the $11,682.08 actually paid in for the support of public education for the school year of 1921-22 at the date the survey was made. Of course much of the delinquent tax will be paid later, but this delay is a great hindrance to the schools, making it necessary for the trustees to close the schools, or forcing the teachers to discount their warrants. The tax rate is much less than the rate paid for the free schools in most of the counties· in Texas. Yet, as is pointed out in another chapter of this bul­letin, the staff of rural teachers in Karnes County is, in all probability, considerably above the average for the State. This naturally raises the question, Where do the funds come from for the support of Karnes County's public schools? 3. Source of School Funds. For causes over which the local school authorities have only partial control, many of the Mexican childre'n are never enrolled in school. (The matter of school attendance is more fully discussed in Chap­ter VIII.) There were 1497 Mexican children of free­school age enumerated in the common school districts for the school year of 1921-22, but up till March 11, 1922, only 460 had been enrolled in the schools and many of them at­tended very irregularly. There were 1037 Mexican chil­dren, or 31.4 per cent of the entire white scholastic popula­tion, not enrolled in school. The school districts of Pannamaria, Cestahowa, Falls City, and Hobson are inhabited, for the most part, by Polish people. In these four districts there were approximately 350 Polish children of free-school age not enrolled in the public schools. They were presumably attending the pa­rochial schools accessible to them. Including all transfers there were 3299 scholastics in the common school districts for the year 1921-22. There were 1429 children, or 43.3 per cent of the entire white scholastic population, that had not entered school when this survey was made in March, 1922. The State apportioned $13 each, or a total of $18,577.00 for the education of these 1429 chil­dren not in school. This amount constitutes approximately 30 per cent of the rural school budget for the county for the year. Consequently, there is not the need for the levying and collecting of local school taxes that there would be if all the children were in school. As it is, most of the Mexican children do not go to school at all, and a large portion of the Polish children attend the parochial schools. According to Bulletin No. 126 of the State Department of Education, for the school year of 1920-21, there were 3191 white scholastics in the common schools of Karnes County to whom state school funds were apportioned at the rate of $14.50 each. For the same year, there were 1628 white children actually enrolled in school in the common school districts. Thus, for the year 1920-21 the state apportion­ment of $14.50 per scholastic enumerated becomes $28.42 per scholastic actually enrolled in school. The number of pupils in average daily attendance was 1051.8. This runs the State apportionment up to $43.99 per child in average daily attendance. There can be little doubt that one great reason for the A Study of Rural Schools in Karnes County low school tax rates in so many of the districts of Karnes County is the fact that, under existing conditions, such taxes are not necessary. For instance, the Polish district of Pan­namaria with 158 scholastics has a one-teacher public school with 33 pupils enrolled in it. Since most of the children of this district go to the parochial school or to no school, at all, the state apportionment of $2,054 to the district, on the basis of $13 per scholastic, is entirely adequate to take care of the one-teacher public school. It amounts to $62.24 for each of the 33 scholastics enrolled. In the districts with heavy Mexican populations a similar condition obtains. For instance, the Helena district has 253 scholastics enumerated for the present school year. Of this number 190 are Mexican children. Only 45 of these Mexican children were enrolled in school this year. There were 53 white children, other than Mexicans, enrolled. Of the 253 scholastics enumerated, a total of 98 actually entered school. On the basis of $13 per capita $3,289 were appor­tioned to the Helena district for the 253 scholastics enu­merated in it. This amounted to $33.46 for each of the children actually enrolled in school. With this large ap­portionment from the State a 15-cent school tax is sufficient to meet the needs of the district. TABLE I Financial Condition of the Rural Schoola .of Karnes County Number Children Children Assessed value Wealth Wealth of district enumerated enrolled of wealth District Amount of Amount of per child per child school school taxes school taxes in district enumerated enrolled tax rate 1 levied collected 253 98 $ 402,980 $1,593 $ 4,112 .15 $ 604.47 522.952 312 228 556,760 1,784 2,442 $ .10 556.76 531.35 3 117 71 220,000 1,880 3,099 .50 1,100.00 593.35 4 232 112 428,980 1,849 3,830 .50 2,444.90 1,515.17 6 183 66 361,840 1,977 5,482 .25 904.60 781.98 7 158 33 350,000 2,215 10,067 8 285 ------738,530 2,591 ------------.25 1,846.32 1,298.78 9 90 48 163,100 1,811 3,396 .35 570.85 148.88 12 120 31 209,890 1,749 6,771 .05 104.94 90.49 14 40 38 128,990 3,224 3,394 .50 644.95 520.90 15 109 41 115,000 1,055 2,805 16 95 35 217,530 2,365 6,216 .50 1,087.65 521.19 17 131 116 244,750 1,868 2,110 .50 1,223.75 722.88 18 49 22 97,700 1,994 4,441 .10 97.70 104.35 19 37 23 126,750 3,425 5,511 .50 633.75 56.33 20 277 ------324,120 1,170 ------------.50 1,620.60 697.84 21 84 34 158,030 1,881 4,647 .25 395.07 387.59 23 53 17 150,920 2,847 8,887 .10 150.92 144.20 25 40 24 157,000 3,925 6,542 .50 785.00 266.50 26 47 42 95,000 2,021 2,264 27 47 41 94,080 2,002 2,294 .50 470.40 405.75 28 51 3-8 164,540 3,226 4,330 .35 575.89 501.12 29 126 61 199,990 1,587 3,277 .25 499.97 512.70 30 32 24 112,000 3,500 4,667 .50 560.00 31 200 135 307,908 1,539 2,281 .50 1,539.54 607.99 32 134 150 316,010 2,358 2,106 .50 1,580.05 739.79 Total 3299 $6,442,398 $20,002.08 $11,682.08 A Study of Rural Schools in Karnes County TABLE II Apportionment of State School Funds in Karnea County Number Number Number State State of dist r ict of children of children apportionment apportionment enumerated enrolled on enumeration on enrollment 1 253 98 $13 $33.46 2 312 228 13 17.79 3 117 71 13 21.41 4 232 112 13 26.92 6 183 66 13 36.04 7 158 33 13 62.24 8 285 195 13 19.00 9 90 48 13 24.37 12 120 31 13 50.32 14 40 38 ' 13 13.68 15 109 4.1 13 32.66 16 92 35 13 34.17 17 131 116 13 14.68 18 49 22 13 28.95 19 37 23 13 20.91 20. 277 147 13 24.50 21 84 34 13 32.12 23 53 17 13 40.53 25 40 24 13 21.66 26 47 42 13 14.55 27 47 41 13 14.90 28 51 · 38 13 17.45 29 126 61 13 26.85 30 32 24 13 17.33 31 200 135 13 19.26 32 134 150 13 11.61 University of Texas Bulletin Number of District 1 $5.64 2 - $1.01 3 $8.35 4 $13.53 6 $11.84 7 $.00 8 $6.66 9 $3.10 12 $2.93 14 13.71 15 $.00 16 $14.89 17 $6.23 18 $4.74 19 $2.45 20 $4.74 21 $11.40 23 $8.48 25 $11.10 26 $.00 27 $9.89 28 $13.19 29 $8.40 30 (?) 31 $4.50 32 $4.93 DIAGRAM 1. Amounts of School Taxes Collected Per Child En­rolled 1921-22. 27 Number of District 1 Helena $33.46 2 Yeats_Creek $17.79 3 Mound Creek $21.41 4 Gillett $26.~2 6 Cestahowa $36.04 7 Pannamaria $62.24 8 Falls City $19.00 9 New Bremen $24.37 12 Hobson -$50.32 14 Brieger $13.68 15 Metz $32.66 16 Harmony $34.17 17 Green $14.68 18 Michna $28.95 19 Overby $20.91 20 Choate $24.50 21 Arnold $32.12 23 Pleasant $40.53 25 Burnell $21.66 26 Ruckman $14.55 27 Crews $14.90 28 Pullin $17.45 29 Lenz $26.85 30 Hyatt $17.33 31 Cadillac $19.26 32 Union Leader $11.61 DIAGRAM 2. State Apportionment Per Child Actually Enrolled CHAPTER IV GROUNDS, BUILDINGS, AND EQUIPMENT 1. Grounds. The areas of the school grounds were ob­tained from thirty-two schools. Two have six acres; five have four acres; three have three acres; two have two and one-half acres; twelve have two acres; five have one acre; and one has one-half acre. Seventeen of the schools have their grounds fenced. In twelve instances it was noted by the observer that.the fences are very neat and in good re­pair. In this respect Choate, Cadillac, and Mound Creek deserve special mention. Most of the playgrounds observed were adequately pro­vided with courts for basketball or for volley ball. In four­teen instances there was plenty of suitable space for base­ball and race courses. Nine playgrounds were adequately equipped with swings, seesaws, and horizontal bars. Eigh­teen were well supplied with native shade trees; oaks, hack­berries, elms, and mesquite. About thirty of the schools should have additional play equipment in the way of swings, see-saws, slides, giant strides, etc.; and those without shade trees like· Cadillac, Choate, Gillett and some others should set out young trees at once and care for them till they are well started. 2. Water Supply. Twelve of the schools from which in­formation was obtained procured their water from cisterns, and ten from wells. Some of the cisterns and one or two of the open wells without pumps appeared not in the best of sanitary conditions. The school trustees should see to it that these matters are remedied at once. Every SGhool well should have a pump in it and should have a fop constructed in such a way that water cannot run back into the well. Drainage around the well is of fundamental importance. In nineteen instances it was observed that the drinking water was distributed by means of approved bubblers or by hydrants and individual cups. At a number of other places buckets, dippers, and cups were in use. This is not in ac­cordance with the best practices of school sanitation. All common water buckets and common dippers and drinking cups should be discarded. 3. Heating and Ventilation. Karnes County is so far south that the school room doors and windows stand open and fire is not necessary on most of the winter days. This very materially reduces the problems of schoolroom ventila­tion. However, the cold and the rain sometimes come. When they do, the best of heating and ventilating systems should be had. For that reason all of the old-fashioned box stoves now in use should be discarded and replaced by self-ventilating jacketed stoves with outside air intakes. Twenty-two of the thirty-nine rural schools in Karnes Coun­ty are equipped with modern jacketed stoves and seventeen still have unjacketed stoves. The jacketed stove gives a uniform temperature throughout the school room and keeps it thoroughly supplied with fresh warm air taken in through the ventilator. Fresh, pure air is conducive to straight thinking and healthful mental activity. The old-fashioned heating stove has no place in a modern school room. 4. Lighting. In twenty-three of the thirty-nine schools the windows were properly grouped and the light came from one direction only. In sixteen of the schools the windows were not properly grouped or scientifically placed. Most of the school buildings with windows placed in a miscel­laneous fashion are old buildings that have been in use for many years. Most of the windows in both the old and the new buildings were equipped with adjustable shades, but unfortunately in many instances, the teachers were failing to see to it that the shades were kept in proper adjustment. Cloudy days require more light than clear days. A group of windows on the east side of a building will receive more light in the forenoon than in the afternoon, and a group on the west side will receive more light in the afternoon than in the forenoon. These variations in the amount of light from day to day and from forenoon to afternoon should be regulated by windowshades. That is what win­ dowshades are for. They should be regulated every day and sometimes two or three times during the day. Many of the teachers are failing at this point. 5. Seating. A great many old-fashioned double desks were found in use in the Karnes County rural schools. The double desk has long since been condemned by the best school authorities. The single desk has taken its place. The single desk is preferable for both pupils and teacher. It reduces the problems of schoolroom discipline and renders effective study and seat work possible. Most schoolrooms with modern equipment have installed single desks with all the desks in each row of the same size, and the sizes of the desks adapted to the sizes of the pupils in the room. In quite a number of schools the character of work done could be greatly improved if the pupils were more comfort­ably seated. The following statistics show improper seat­ing of pupils : Brady Hill had 15 who were not properly seated; Mays Crossing, 10; Helena, 4; Lenz, 20;·Arnold, 6; Metz, 30; Union Leader, 7; Falls City, 12; Choate, 30; Ruck­man, 9; Overby, 15; Gillett, 10; Mound Creek, 20; Pleasant, Brieger .and Michna are almost entirely equipped with double desks. All of the pupils in these schools were, therefore, not properly seated for accomplishing satisfac­tory work. 6. Maps, Charts, and Blackboards. The schools at Brady Hill and Ruckman did not have sufficient blackboard space. A few of the schools, like the one at Helena, have blackboards that are in very poor condition. These mat­ters should be called to the ·attention of the schoolboards and corrected before the opening of the next school term. 7. Libraries. The principals of the schools reported the number of library books as follows: Live Oak, 250; Eckhardt, 150; Miller League, 50; Helena, 100; Lenz, 40; Brieger, 65; Cadillac, 175; Union Leader, 35; Falls City, 98; Burnell, 100; Choate, 200; Crews, 62; Pleasant, 16; Overby, 100; Pullin, 45; Green, 200; Gillett, 100; Mound Creek, 140; Pannamaria, 50; Harmony, 142. 31 Nineteen schools did not report on their libraries. Most of those not reporting have no libraries. Unfortunately, many of the books owned by the schools that do have li­braries are not very well adapted to the needs of the elemen­tary rural schools of Karnes County. Most of the pupils in attendance are below the sixth grade. What such pupils most need in their school libraries is an abundance of simple story material. Especially is this true in those communities where there are so many country pupils who have great dif­ficulty in learning to read and speak English because their parents do not speak English at home. 8. Laboratories. So far as was ascertained through the channels of this survey, Choate, Helena, Harmony, and Mound Creek were the only schools possessing any labora­tory apparatus. The Choate school has $150 worth of agri­cultural apparatus and Harmony, Mound Creek, and He-· lena have about $75.00 worth of physiology and physical geography apparatus. CHAPTER V THE RURAL SCHOOL TEACHERS OF KARNES COUNTY Karnes County has 39 rural free schools employing 58 teachers. Forty--five of the teachers who filled out and re­turned the questionnaires used in the school survey are women and thirteen are men. Sixty-four per cent of the women teachers were born and reared in the country , 27 per cent in villages, and 9 per cent in towns and cities·. Seventy-seven per cent of the men teachers were born and reared in the country and 23 per· cent in villages. The rural schools of Karnes County are not being taught by the newly~ graduated town and city high-school girls so often given un­favorable mention in pedagogical literature because of their immaturity and unfamiliarity with country ways and the rural point of view. Age and Teaching Experience. The median age for the men teachers was 32 years. For the women teachers it was 23 years. The median teaching experience for the men teachers was 8 years. For the women teachers it was 4 years. The men in the service are nine years older than the women in the service and have taught twice as long as the women. This is a much better showing than was 'found in Wichita County where a rural school survey was recently made. In Wichita County the median teaching experience for the men was 6 3/ 4 years and for the women 1.9 years. The increased range of teaching experience in Karnes County is attributed to two things: (1) Co-operation be­tween the County Superintendent and the boards of school trustees from year to year in employing capable new teach­ers, and in retaining the old ones whQ have given satisfac­tory service; (2) The fact that the County Superintendent has been in office for six years diligently working to build up a capable corps of teachers for the rural schools of the county. After having observed the character of instruction A Study of Rural Schools in Karnes County in almost every schoolroom of the county the witer is of the opinion that Karnes County has one of the most cap­ able body of country school teachers he has ever seen in action. So much to the credit of the County Superin­ tendent and the boards of school trustees. Though a median teaching experience of 8 years for the men and 4 years for the women is, in all probability, con­siderably above the median teaching experience for the rural teachers of Texas, it is by no means as high as it should be. What would be the status of the professions of law and medicine today, if our lawyers and doctors had such limited backgrounds of experience? Before teaching can become a real profession, it must become the life work of those engaged in it. School patrons and school trustees can do much to hasten the coming of that day by the length­ening of school terms, the improvement of school equip­ment, the paying of adequate salaries, and the providing of comfortable living conditions in the way of teachers' homes, thus inducing a greater number of able men and women to enter the work of teaching and to remain permanently in it. Certification. In the white public schools of Texas 19.6 per cent of the men teachers and 31.8 per cent of the women teachers are holders of second grade certificates. In the white rural schools of Karnes County 23 per cent of the men teachers and 48.8 per cent of the women teachers hold second grade certificates. The percentage of second grade certificates held by the white teachers of the rural schools of Karnes County is somewhat above the percentage of second grade certificates held by all of the white bachers of Texas. Thirty-eight per cent of the men teachers in the rural schools of Karnes County hold first grade certificate~ as compared with 4 7 per cent for the white men teachers of Texas. Forty per cent of the women teachers of Karnes County hold first grade certificates as compared with 39.2 per cent for Texas. The number of men teachers holding first grade certificates is thus considerably below the av­erage for the State, while the number of women holding first grade certificates is slightly above the average. Thirty-eight per cent of the men teachers of the county are holders of permanent certificates as compared with 33.6 per cent for the white men teachers of the State. Eleven per cent of the women teachers are holders of permanent and permanent primary certificates as compared with 29.l per cent for the State. The percentage of permanent and permanent primary certificates for the women teachers of Karnes County is very low. To bring the certification of the rural teachers of Karnes County up to the average for the teachers of all the free elementary and secondary schools of Texas, there would have to be more with permanent certificates, and fewer men and women with second grade certificates. Some of. the best teaching observed in Karnes County was done by mature and experienced teachers of good personalities who were the holders of second grade certificates, but the teach­ers holding the higher grades of certificates showed a higher average of good teaching. High School, College, and Normal School Attendance. Sixty-nine per cent of the men teachers and 68.2 per cent of the women teachers had graduated· from high school. To say that all of those who did not graduate from high school have less than high-school education would be both untrue and unfair. Several of the teachers who did not graduate from high school later attended normal schools. Two graduated from normal schools without previously graduating from standard high schools. Twenty-three per cent of the men teachers and 4.4 per cent of the women teachers were graduates of colleges or normal schools. The attendance upon colleges and normal schools was considerably better for the men teachers than for the women teachers. The 13 men teachers showed a total college and normal school attendance of 26112 years, or an average of' two years ea~h. The 45 women teachers showed a total college and normal school attendance of 31112 years, or an average of .7 year each. Forty-seven per cent of the women teachers and 31 per cent of the ·men teachers spent the previous summer vaca­tion in further professional preparation at universities and normal schools. Here, again, some of the members of school boards are to be commended, inasmuch as some of the raises of salaries for the present year were made con­tingent upon normal school attendance during the last sum­mer vacation. In this way some teachers have been en­couraged to raise the grades of their certificates and others have taken special courses, thereby better fitting themselves for specialized lines of school work. This practice on the part of school boards should be encouraged and continued. It is one of the best means for raising the professional standards of the teachers they employ. Salaries and Annual Savings. Salaries for the men teachers ranged from $100 per month to $166.66 per month, the median being $125. For the women teachers the range was from $75 to $150 per month, the median being $100. The median length of school term for the county was eig~t months, thus producing an annual median salary of $1,000 for the men teachers and $800 for the women teachers. Fifty-five per cent of the men reported having made amounts ranging from $200 to $1,200 last year from sources other than teaching. Forty-five per cent of the men re­ported that they had no other incomes than their salaries as teachers last year. Four of the 45 women teachers earned amounts ranging from $20 to $150 outside of their regular teaching salaries last year. The average amount earned from sources other than teaching last year was $238 for the men and $5.33 for the women. The monthly living expenses for the men and their de­pendents, including board, clothing, and transportation, ranged from $20 to $100 per month, the median being $30. For the women it ranged from $15 to $100 per month, the median being $30. The average amounts saved and in­vested last year were $342.30 for the men and $207.11 for the women. Living Conditions. Sixty-nine per cent of the men were 36 University of Texas Bulletin SEX Men: 22.4% Women: ........................ .... ............ 77.6% MEDIAN .A'GES Men: Women: ........................ ..... . 23 Years 32 Yeara MEDIAN AGES WHEN THEY BEMen: Women: ...................... 18 Years GAN TEACHING 20 Years MEDIAN TEACHING EXPERIENCMen: 8 Years . Women: -4 Years E MEDIAN SALARIES 'Men: $1,000 per year Women: ................................ $800 per year DIAGRAM 3. Median Ages, Ages When They Began Teaching, Teaching Experience, and Salaries of the Rural Teachers of Karnea County. SECOND GRADE CERTIFICATES Men: 23% Women: ........................................ 48.8% FIRST GRADE CERTIFICATES Men: 38.4% Women:................................. 40% PERMANENT CERTIFICATES Men: 38.4% Women: ......... 11.1% HIGH-SCHOOL GRADUATES Men: 69.2% Women: ........................................ 68.8% AVERAGE ATTENDANCE UPON COLLEGES OR NORMAL SCHOOLS Men: 2 Years Women: ........ .7 Year Diagram 4. Professional Qualifications of the Men and Women Teaching in the Rural Schools of Karnes County. A Study of Rural Schools in Karnes County married and maintaining independent households. The re­maining men teachers were single and boarding. Twenty­seven per cent of the women teachers were married; 13 per cent were doing light housekeeping ; 58 per cent were boarding; and 22 per cent were living with their parents. Thirty-eight per cent of the men teachers and 13 per cent of the women teachers lived in teacherages. Forty-two per cent of the women teachers and 54 per cent of the men teachers lived less than one-fourth mile from the schoolhouse; 14 per cent of the women lived from one­fourth to one mile from the schoolhouse ; and 44 per cent of the men and 46 per cent of the women lived more than one mile away. In some instances, women teachers living more than one mile from the schoolhouse experienced great difficulty in reaching school when the roads were muddy. A few of the teachers owning automobiles ·lived from three to eight miles from the schools they taught. For many of the women teachers the facilities for getting to town to shop were very poor. Forty-seven per cent of them reported that they had no way of getting to town. The 53 per cent reporting practical means for getting to town relied, for the most part, upon train service, service cars, their parents' cars, and the charity of neighbors. That the extreme isolation caused discontentment and unhappiness on the part of some of the young women teachers there can be ·no doubt. With the men teachers the case was quite different. Each of the men teachers, with one exception, owned a Ford car and was free to make trips to town and to other places whenever he chose to do so. CHAPT~R VI THE PUPILS 1. The Ages of the Pupils and the Grades in Which They A re Classified. In Texas the fiscal school year begins on the first day of September. All children who have passed their seventh birthday before the first day of September are en­titled to free school tuition during the ensuing school year. Though the customary age for entering school is the age of seven, before the end of the school year many of the children will have become eight years old. For that reason the nor­mal age for the first grade pupils towards the end of th.e school year will be seven and eight years ; for the second grade pupils eight and nine; for the third grade pupils nine and ten years, etc. Table No. 3 shows the ages and the ·grades of 1,406 pupils enrolled in 32 rural schools at the time this investigation was made in March, 1922. None of the purely Mexican schools was included in this table. It is most probable that the age-grade distribution of pupils shown in this table is typical for the country children of white parentage in a great many of the counties of south-west Texas. In this table the pupils of normal age for the grades in which they are classified are included between the zigzag lines running from the upper left-hand corner to the lower right-hand corner of the page. The "over-age" pupils, or those be­hind the grades you would expect to find them in, appear to the left of the zigzag lines, and the "under-age" pupils, or those ahead of the grades you would expect to find them in, appear to the right of the zigzag lines. An examination of Table No. 3 shows that in the first grade there are 5 boys five years old, and 17 boys and 15 girls six years old, constituting the "under-age" pupils for the first grade; 60 boys and 50 girls seven years old and 4 7 boys and 37 girls eight years, constituting the pupils of nor­mal age for the first grade; and a total of 143 boys and girls ranging from nine to fourteen years of age, constituting the "over-age" pupils of the first grade. In like manner the number of "under-age," "over-age," and "normal-age" pu­ pils may be ascertained for each of the grades appearing in this table. Of the 1,406 pupils appearing in this table 9.1 per cent are "under-age"; 52.7 per cent are of "normal­ age" ; and 38.2 per cent are "over..:age." The ages of the pupils are graphically shown in Diagram 5. This diagram shows that the heaviest school attendance of the children of the schools of Karnes County (not in­cluding the purely Mexican schools) is during the period from 8 to 11 years of age. By the time the age of 15 is reached, all but 4.1 per cent of the pupils have dropped out of school. 2. Causes of "Over-Age" Pupils. (a) Of the 1,406 pupils accounted for in Table No. 3, 104 of the girls and 100 of the boys entered school for the first time this year. Of this group of 204 children entering school for the first time this year, five were 5 years old; thirty-eight, 6 years old; · seventy-four, 7 years old; fifty-five, 8 years old; thirty, 9 years old; one, 10 years old; and one, 11 years old. Forty­three per cent of these 204 children were over seven years old when they entered school, their median age being 7 .8 years. One of the causes for so many over-age pupils in the country schools of Karnes County is that many of the chil­dren are "over-age" when they start to school. (b) Another cause for the "over-age" group of pupils in Karnes County is irregular school attendance. That is fully discussed in Qiapter VIII of this bulletin. (c) Table No. 3 shows that 27.3 per cent of the pupils are enrolled in the first grade. (This does not include any of the purely Mexican schools.) In some instances where the schools are over-crowded the first grade is not being taught as well as it should be. For that reason some pupils remain in the first grade for two or more years. They get behind in the first grade and remain behind as long as they stay in school. (d) Some of the schools accounted for in Table No. 3 had a few Mexican children enrolled in them. Of the 1,406 pupils included in this table 146 are Mexicans. As Table No. 4 shows, most of the Mexican children are "over-age." This, in part, accounts for the "over-age" pupils in the Non­Mexican and mixed schools from which age-grade data were compiled. 3. The Mexican Pupils. There are six Mexican coun­try schools in Karnes County. Age-grade classification sheets were obtained from five of them. Of the 189 pupils enrolled in these five schools, 151 were in the first grade; 26, in the second grade; 8, in the third grade; and 4, in the fourth grade. An examination of Table No. 4 shows that out of the 151 pupils in the first grade 111 are over-age, 2 are under-age, and 38 of the normal age for first grade pupils. The "over-age" Mexican pupils in the first grade run as follows : 18 are nine years old; 20 are ten years old; 14 are eleven years old; 26 are twelve years old; 13 are thirteen years old ; 16 are fourteen years old; 3 are fifteen years old; and 1 is seventeen years old. Seventy-three per cent of the pupils in the five Mexican schools are "over-age." There are very few schools in the county that do not have some Mexican children in attendance. It may be that the advancement of the Mexican children in the schools with the American children is somewhat better than it is in the schools that have none except Mexican children in attend­ance. Howev.er, the fact remains that practically all of the Mexican children are in the first and second grades. No separate age-grade data were obtained for the Mexican chil­dren in the schools of mixed Mexican and American attend­ance, but the County Superintendent eitimated that there were not more than thirty Mexican pupils in all of the country schools of the county that were above second grade. This is speaking for a rural Mexican scholastic popula­tion of 1,497 children, 460 of whom were enrolled in school. 4. Separate Schools for the Mexican Children. The more thoughtful representatives of the Mexican race are opposed to any general policy of separate schools for the Mexican children. The Mexicans are legally classed as A Stwly of Rural Schools in Karnes County 41 TABLE N0.3 Age-Grade Classification of Pupils (This includes 1,406 pupila enrolled in 32 rural Schools none of which is a purely Mexican school. There are a few Mexican chil­dren enrolled in these achools, the total number in all the schools being 146.) white and many of those of the better classes are white both in body and in spirit and have come to Texas to live as permanent American citizens. They should be accorded full rights to the free school system. In general, it should be stated that separate schools are preferable for both the Mexicans and the Americans. That is the case in most of the instances where separate schools <'.2 University of Texas Bulletin TABLE NO. 4 Age-Grade Classification of Mexican Pupils (This table includes 189 Mexican children taken from five rural schools with none but Mexican children enrolled in them.) NOTE: The Mexican pupils of normal age for the grades in which they appear are included between the zigzag lines running from the upper left-hand corner to the lower right-hand corner of the page. Those to the right of the zigzag lines are "over-age" and tho·ae to the left are "under-age." The pupils enrolled in these five Mexican schools are 73 per cent "over-age," 1.1 per cent "under­age," and 25.9 per cent of normal age. for the Mexicans have been established. The American children and the clean high-minded Mexican children do not like to go to school with the dirty "greaser" type of A Study of Rural Schools in Karnes County Mexican child. It is not right that they should have to do so. The better thing is to put the "dirty" ones into sep­arate schools till they learn how to "clean up" and become eligible to better society. Again, wherever there are enough Mexican children to justify it, it is much better for them to be provided with separate schools or with special roomg and special classes till they have passed through the first and second grades of the elementary schools. By that time they will have gained a sufficient knowledge of school life and the English lan­guage to enable them to fit with better advantage into the classes with the American children. The Mexican child of the first or the second grade in a large class of American children, being taught in the English language that it does not understand, is almost hopelessly handicapped. It would fare much better in a special class or in a special school for Mexican children only. AGE PER CENT OF PUPILS OF EACH AGE 5 • .3% 6 2.2% 7 9.6% 8 11. 7% 9 11.2% 10 11.2% 11 11.5% 12 10.8% 13 10.5% 14 9.3% 15 6.8% 16 2.5% 17 - 1.6% DIAGRAM 5. The Ages of 1,406 Pupils Enrolled in Thirty-two Rural Schools of Karnes County. CHAPTER VII COURSE OF STUDY A conception of the course of study can best be had by naming the subjects taught and the number of pupils study­ing each subject. These data cover 34 schools with 1691 pupils enrolled. In the elementary grades there were 1333 pupils studying reading; 1322, writing; 1474, arithmetic; 1271, spelling; 381, English grammar; 681, oral and writ­ten English language lessons; 655, physiology and hygiene; 587, descriptive geography; 260, nature study; 158, draw­ing; 91, Texas History; 59, agriculture; 55, civics. In the high-school grades there were 86 studying algebra; 80, English composition and rhetoric; 50, agriculture; 28, plane geometry; 24, advanced physiology; 16, civics and govern­ment; 13 ; American history; 3, English history; 63, other history courses; 14, foreign languages; 4, American litera­ture; 5, manual training. It is interesting to note from the above figures that 78.8 per cent of all the pupils enrolled in these 34 schools are studying reading; 78.7 per cent writing; 80.7 per cent arithmetic; 75.2 per cent spelling. The grade classification was obtained for 1595 of the 1870 pupils enrolled in the rural schools of Karnes County at the time this survey was made. There were 93.6 per cent of this number in the grades below high school. Since the primary function of the public school is to pre­pare for citizenship, much emphasis should be placed on civics and citizenship in the course of study. However, only 3.7 per cent of the pupils in the 3lementary grades, and J5.4 per cent of those in the high-school grades are studying civics as a school subject. Putting the same thing in other words, out of a total scholastic population of 3299 in the rural schools of Karnes County there are 71 pupils, or 2.1 per cent, reciting lessons in civics. Does this argue well for the future of democracy? 45 Reading 78.8% Writing 78.7% Arithmetic Spelling 75.2% -----------------80.7% English grammar 22.5% Language lessons 40.3% Physiology and hygiene 38.7% Desc:iptive geography 34.7% Nature study 15.4% Texas history - 5.4% Agriculture • 3.5% Civics • 3.2% HIGH-SCHOOL GRADES Algebra - 5% Rhetoric and composition • 4.7% Agriculture • 2.9% Civics and government I 1% American history II .8% English history I .2% Other history courses -3.7% Foreign languages I .9% American literature I .2% Manual training I .3% DIAGRAM 6. Per Cent of Pupils Studying Each Subject Taught in the Rural Schools of Karnes County for 1921-22. (Percentages are based on total school enrollment, including both elementary and high-school grades.) The one big school task for the Mexican children and for the other children of non-English speaking parents is to learn the English language. Most of them realize the need for the knowledge of numbers in business transactions. This partly accounts for the very large percentage of the pupils enrolled in school studying reading, arithmetic, writ­ing, and spelling. The author of this survey knows very little about the psychology of the Mexican child. On the average, the teachers of the Mexican schools know just as little as this .author does. They are not specially trained to teach Mex­.ican children. As is true in the American schools, the teachers of the Mexican schools follow the textbooks very closely. The textbooks do most of the teaching. But the textbooks are made for the English-speaking, English-think­ing pupils. By all means, some one who understands Mex­ican people and the workings of the Mexican children's minds should write a set of elementary textbooks for use in the Mexican schools. Such a person would render a great service to Mexican education in southwest Texas. The foregoing data indicate that the burden of the school work in Karnes County is the teaching of the rudiments of reading, writing, spelling, and arithmetic. It yet remains for the rural high school, laying stress on agriculture, home making, citizenship and community building to be developed. CHAPTER VIII SCHOOL ATTENDANCE 1. Enrollment and Attendance. The average length of school term in Karnes County for the school year 1920-21 was 150 days. There were 3333 pupils enumerated in the common-school districts. There were 1628, or 48.8 per cent, of these 3333 pupils enrolled in school that year. The total aggregate attendance of 148,129 days gives an av­erage attendance of 987 pupils for each of the 150 days school was open. The 987 pupils in average daily attend­ance constituted 29.6 per cent of 3333 enumerated as of free school age. Putting it in other words, for each 29.6 pupils actually attending the free schools each 'day school was open last year, there were 70.4 pupils who either went to the parochial schools or stayed at home. A small per­centage of the pupils who are out of school have completed their high school education. Figures on school attendance for the school year 1921-22 could not be had at the time this school survey was con­ducted in March, 1922. But the school enrollment figures for 1921-22 are considerably better than for the previous year. Of the 3299 pupils enumerated 1870 had been en­rolled in school when this survey was made. This year there were 56.7 per cent of the children of free-school age enrolled in school as compared with 48.8 per cent for last year. The causes for the poor attendance upon the free schools in the rural districts of Karnes County may be summed up in two propositions: (1) There are four parochial schools in the county with approximately 400 children enrolled in them; (2) Vecy few of the Mexican children go to school. 2. The Parochial Schools. The parochial schools are under the auspices of the Catholic Church. As this survey was to include only the rural free schools of the County, no effort was made to examine the character and scope of the work nor the regularity of school attendance in the pa­rochi.al schools. However, it might be well to mention that the strength of the parochial schools is in the Polish com­munities and that many of the Polish children not enrolled in the free schools attend the parochial schools. Whether the use of the English language is rigidly and regularly re­quired in the classrooms of these parochial schools, the author of this survey does not know. But on the play­grounds at the parochial schools, the author can say that the the use of English is not being enforced as it is on the playgrounds of the free schools. From the predominance of the Polish language in the communities where the pa­rochial schools are located, the indications are that English always has been badly understressed. 3. The Mexicans. As has already been pointed out, much of the poor school attendance in Karnes County is due to the large percentage of Mexican people. This year out of a Mexican scholastic population of 1497 there are only 460 Mexican children enrolled in the rural public schools of the county. The reasons why the Mexican pa­rents do not send their children to school are fully discussed in the chapter on "The People of Karnes County," pages 7• to 12 of this bulletin. CHAPTER IX CONSOLIDATION AND TRANSPORTATION 1. Consolidation. In the rural districts of Karnes Coun­ty there are 24 one-teacher schools, 9 two-teacher schools, 3 three-teacher schools, 2 four-teacher schools, and 1 five­teacher school. There are 14 of the 39 rural schools for white children in Karnes County that are classified as rural high schools. Indications were that the best rural high school work in the county was being done at Choate, Cadil­lac, Gillette, and Falls City. These are schools with from three to five teachers each. To do first class rural high school work there must be larger aggregations of pupils and teachers and more equipment than is commonly found in schools of one and two teachers. As matters now stand, only a small per cent of the coun­try children of Karnes County have practical access to high school privileges. High school advantages can never be had for all of the children except through better school or­ganization. As the demand for high school advantages in­creases there will be corresponding readjustments in the school organizations from time to time. School district boundary lines will be changed, school buildings will be en­larged and the equipment increased, more teachers will be added, and high school opportunities afforded children throughout the county. School consolidation will play an important role in the reorganization and the future development of the schools in many portions of Karnes County. Already considerable headway has been made in the county. There have been six consolidations effected .during the last five years. So far as the author was able to learn, all of these consolidations have proven satisfactory and successful and have operated for the upbuilding of educational advantages where their in­fluence has been felt. 2. Transportation. Transportation is the handmaid and companion of consolidation. Good roads and automo­bile transportation are destined to work miracles in the future of rural education in Texas. They make it possible for children to go longer distances and reach larger schools with more teachers and better equipment than was possible for them under the conditions that existed a generation or two ago. There are two school transportation conveyances now operating in Karnes County. In the Cadillac district there is an automobile truck tha~ brings about 20 children to school and takes them home each day. The man who owns the truck is paid $100 per month for this service to the com­munity. So far as could be learned the pupils, teachers, and patrons of the community were highly pleased with this method of going to and coming from school. In the Union Leader district there is another motor conveyance operated in the same manner and producing similar results to the one in the Cadillac district. There are a number of instances in the county where automobile transportation of school children at public ex­pense could be put into operation to advantage. The five schools in the Falls City district could be brought together· in this way. That would enable the district to equip and maintain an excellent rural high school operated with fewer teachers than the number now employed in the five schools of the district. When the San Antonio-Corpus Christi highway is finished, the children of the Burnell district could be transported to Green with advantage. By that means Green could put on five teachers instead of four and pro­vide better school equipment for the enlarged new district than either district has under the present system. The New Bremen school could be transported to Karnes City to advantage to the children of the Ne'Y Bremen district. PART II CHAPTER X RESULTS FROM STANDARD TESTS It is the purpose of this part of the survey to set forth the results obtained by giving two standard tests to the children of the county under consideration. The aim of this work is to determine the proficiency of these pupils in the subjects of the curriculum to which the lists pertain, and to determine to what extent such results are due to the conditions shown in Part I of the report. The tests under consideration are the Courtis Arithmetic Test Series B, and the Monroe Silent Reading Test, Form I. Both of these tests have been used extensively in all parts of the country so that only a brief description of them need be given. , The Courtis Test has to do with the four fundamental pro­cesses in arithmetic and takes into consideration both the rate and accuracy at which the work is done. The Monroe Reading Test is concerned with silent reading ability and gives the child credit for both the rate at which he works and the ability which he exhibits in comprehension. The reason for the selection of tests of these types is apparent. The fundamentals in arithmetic and silent read­ ing are among the minimum essentials of a course of study for country schools. While it may be true that the schools in the country cannot give their pupils all the advantages which might be desired, yet if such schools are to do any­ thing for their constituency, they should teach the four fundamental processes in arithmetic and they should see that the children develop the ability to read. That the rural communities of Karnes County have this point of view is shbwn by the fact 'that nearly all the pupils enrolled in the schools of the county study both reading and arithmetic. Results are to be shown from nine schools. These schools were visited by the writer and County Superintendent Lightsey during the week of April 21 to 28. The tests were all given in these schools by the writer. This plan made it necessary to give the tests on different days and at different hours of the day. It should also be mentioned that Mr. Lightsey had made considerable use of tests in the county so that the children had some practice in taking tests. This eliminated any element of "stage fright." In only a few cases did children fail to enter into the spirit of the tests, and so fail to do their best. The results for the reading test are shown in Graphs I and II, and those for the arithmetic test are seen in Table V. TABLE v. Results for the Courtis Standard Arithmetic Tests Addition Grade 4 5 6 7 Rate______________ Standards in 6 8 10 11 This County ------------------------6.4 7.2 8.1 9.2 Standards in Accuracy______ 64 70 73 75 This County ----------------------42.7 54 51.1 64.5 Subtraction Grade 4 5 6 7 Rate______________ Standards in 7 9 11 12 This County ----------------------6.6 7.8 8.3 9.8 Standards in Accuracy______ 80 83 85 86 This County ---------·------------48.6 62.5 51.4 69.2 Multiplication Grade ----------------------------------4 5 6 7 Rate______________ Standards in 6 8 9 10 This County ----------------------5.4 6.4 7.5 9.6 Standards in Accuracy______ 67 75 78 80 This County ----------------------40.7 59.6 51.1 66.4 Division Grade ---------·------------------------4 5 6 7 Rate______________ Standards in 4 6 8 10 This County ----------------------3.9 4.7 5.3 7.8 Standards in Accuracy______ 57 77 87 90 Thia County 37.7 48.6 57.5 72.5 In each case, the standards which have been established by the authors of the tests are shown. An examination of these Tables and Graphs shows that the results for this county are far below the established -standards except in comprehension in silent reading. In MONROE$ STANDARDIZED SILENT READING TESTS Scores 1/7 /?d.fe /1?EOIAIV5 52. 25 79.65 79.'2.5 82. 39 95. MonrGe'S Sta.etd.aYd Mecl1a11. •••••­ Kant.es County Median.---­ G-RA PH No . 1.. MONROE'S STAN PARDI ZED SILENT READING TE5TS £'o.res 1/7 Co.1??,,orel?e1?s10.n G'-RAOES 3 4 5 6 7 8 /ffED/ANS 6. !"i:' 12 14.41: 1.7 6L 18.'21 2.1 62"5 Mo11roeG Statidardlz.ed Med 1art ----­Kan-1.es Cou11Lt7 Med.1a.11. -----­ GRAPH No Q.. each case the difference between the standing of the records under consideration and the standards which have been adopted as norms throughout the country is so great as to indicate that some fundamental cause must be operating. The fact that these children are above standards in compre­hension can "be accounted for by calling attention to the rate at which their reading is done. In other words, they get the meaning of the passages by sacrificing rate. It seems prob­able that these pupils are victims of methods which employ oral reading in a large degree, and which emphasize the dictum, "read slowly and understandingly." That a rapid rate of reading and efficient comprehension can be combined in the reading of children ·has been shown many times. ·Any plan for delevoping the efficiency of these children in reading would include careful training for increasing their rate. It is now the purpose to consider certain factors mentioned in the earlier part of this·report in their relation to the results just cited. Language. Some of the results in Part I would seem to indicate that lack of familiarity with the English language might be a cause of the poor showing in the tests. This is not true, because only schools where English was thorough­ly understood were visited. It should also be remembered that the knowledge of English would play only a small part in the arithmetic tests, since these tests consisted in per­forming fudamental operations. Length of School Term and Attendance. The average length of the school term is 150 days. It is not known how much time is required to teach the elements of silent read­ing and the fundamentals of arithmetic to a group of av­erage children. It seems, however, that if the teacher real­ized the importance of these types of work, and centered attention upon them and used fairly good methods of in­struction, a period of instruction which covers 150 days of each year is sufficient for a mastery of these fundamentals in the curriculum. It is recognized that with a school term of only 150 days there is without doubt considerable loss in the proficiency of children during the vacation period. This factor does not enter into the situation at hand be­cause these results were compiled during the month of April, so that the children had the advantage of seven months of training. Experience of the Teaching Force. One factor which is usually thought of as entering into successful teaching is experience. In this county the average teaching experience among the men is eight years and among the women four years. It seems clear that these periods of service are of sufficient length to give practice in the use of any type of method or device which the teacher may have had in mind at. the beginning of her professional career. This period of service also seems of sufficient length to allow for the modifi­cation of methods and for the acquiring of new ones. From these standpoints, it does not seem that the results of the tests are due to the lack of teaching experience. Certification and Training of Teachers. Mr. Davis' re­sults show that only a small part of the teachers of this county have had any training beyond the high school and that a large per cent of them have only second grade cer­tificates. The type of training which is most common is that received in high school. Such training gives a knowl­edge of subject matter but does not give any professional training. It is probable that one of the greatest causes of the failure to teach the two subjects under consideration in an efficient manner is to be found in the absence of training in those methods and devices which pertain to the teaching of the common branches. In the absence of such training most teachers teach as they were taught. Under such con­ditions it is doubtful if any but a few of the most intelligent will develop methods of their own to meet the situations which confront them. Retardation. The retardation shown in Table III (page 41) is probably due to a variety of causes. If intelligence tests had been given there is no doubt that it would have been found that a number of children had intelligence of such low degree as to prevent the doing of school work in a satisfactory manner. Doubtless many have stayed out of school so that it has been impossible for them to make progress. If the situation were thoroughly understood, it would most likely be found that a considerable number have failed in the work of the upper grades because they did not master the fundamentals of reading and arithmetic in the lower grades. This means that one method of improving the situation in these schools would be to increase the ef­ficiency of the teaching in the fundamental subjects in the lower grades. Bright Children. The emphasis thus far has been upon the fact that the children of this county do not measure up to the standards. It should not be forgotten that not a few children were found who completed the reading test with perfect answers in less time than was allowed for the test. In the arithmetic test a few children were found in the fourth and fifth grades who reached the standards for the eighth grade. If the question is raised as to why these chil­ dren succeed so well in a general situation such as has been described, the answer is that they are doubtless children of such high intelligence that their success does not depend in any large degree upon the type of school which they attend. Such children need only to be started in any type of school work. After this, their high grade of intelligence and their initiative carry them forward in a way which makes for a high degree of efficiency in their school work. These are the children who need but little drill, who are able to follow directions accurately, and who profit much by observation and contact with their classmates. Because a few children succeed in this manner in the one-room country school by the methods just described and finally attract public atten­tion in some manner, it is often argued that the "little red school house" is an efficient institution. A much better measure of the efficiency of these schools would be to see what they do for all the children rather than to base judg­ments upon a few children who have by superior ability succeeded in spite of the training which these schools have given them. The Remedy. The fundamental defect here is probably a two-fold one. First, there is not a clear appreciation of aims in teaching the two subjects, and second, there is not a clear understanding of the rules for the drill work which is necessary in the teaching of these subjects. Space is not provided for a complete discussion of these two points, yet it may be said that unless the teacher has a fairly clear idea concerning the place and value of silent reading in school work, and appreciates some of the dif­ferences between silent and oral reading, successful teach­ing of this subject is not possible. It is also true that if the subject is to be well taught, there ought to be a clear appre­ciation of the value of practice work both in and out of school. Efficient work in arithmetic demands that a clear dis­ tinction be made between the drill and reasoning processes in this subject. The four fundamentals are for the most part to be dealt with as drill processes and efficiency in these processes is necessary to success in the reasoning phases of the subject. It should be emphasized also that mere drill will not bring success. The drill must be carried out in a way which centers the attention of the child upon his own difficulties and which allows sufficient time for these deficiences to be overcome. Probably the best device for carrying out such work is that devised 'by Mr. Courtis and published by the World Book Co., Chicago. The question is raised as to how the teachers are to get this information in regard to aims and methods. It is clear that a considerable period of time will elapse before there is a teaching force who have had such training in higher institutions of learning. If there is any feasible plan which will bring results more promptly, it should be adopted. Such a plan seems to be found in the employment of a county supervisor. This supervisor should be a well­trained person and should be selected by the county superin­tendent after conferring with the state superintendent. It should be the duty of this supervisor to visit her teachers often, to give demonstration lessons, to furnish detailed outlines, and to point out mistakes in teaching. Such a person becomes a teacher of teachers in service. This type of training is probably much more effective if given· while the teacher is in actual service than if given while the teacher is a student in a college where teacher training is given. That such a plan is practical, is shown by the fact that it is used with success in Louisiana and other states in the Union. APPENDIX The following forms were used in securing information regarding the schools of the County. In addition, data were secured from the office of the county superintendent, the office of the county tax As­sessor and the federal census for 1920. Personal viaitation by a representative of the Bureau of Extension was made to practically all of the schools in the County. QUESTIONNAIRE TO TRUSTEES Educational Survey of the Rural Schools of_ _____________________ _ --------------------------------------------------------County Please fiill in the information called for by these questions, and re­turn to the County Superintendent's office as promptly as possible. In doing so you will be rendering a valuable service for the better­ment of the rural and village schools of this county. Will you please give this matter your prompt atte·ntion. County Superintedent of Schools. Name of school------------------------------------------------­Name of trustee_________ -------------_______Postoffice__________ _ 1. How many years have you resided in the district'L----------­ 2. How many years have you served as school trustee'L---------­ 3. How long have you served as trustee of this school?_________ _ 4. Were you appointed by the county superintendent, or were you duly elected at the last regular election for school trustees?________ _ 5. Do you require the teachers to give you an inventory of the school property, library books, globes, charts, etc., at the end of each school year? --------------------------------------------------­ 6. Do you always ask the advice of the county superintendent be­fore making school improvements or purchasing school supplies?----­ 7. Do you ever purchase school supplies from agents without first ·consulting the county superintendent as to prices, quality, etc?_____ _ 8. Do you confer with the county superintendent before employ­ing a new teacher'L-------------------------------------------­ 9. If in need of a new teacher, how do you go about finding one? ___ 10. Does your school offer instruction in the high-school subjects? __________ ________If not, what provision is made for high-school advantages for the children of your district?_____________________ 11. Has school consolidation been considered in your district? _______________If so, what was the outcome of it?_________________ 12. Name. in the order of their importance, as you see them, three of the greatest needs of your school: (1) --------------------------------------------------------­ (2) --------------------------------------------------------­ (3) --------------------------------------------------------­ QUESTIONNAIRE TO SCHOOL PRINCIPALS Educational Survey of the Rural Schools of_________________county Please fill in the information called for by these questionnaires and return to the County Superintendent's office as promptly as possible. In doing so you will be rendering a valuable service for the betterment 0£ the rural and village schools of this county. Will you please give this matter your prompt attention? County Superintendent of Schools. Name of schooL_______________________Number of district_______ _ Name of principal____ ---------------___ Postoffice_ --------------­ COMMUNITY RELATIONSHIPS 1. How many teachers in your school?------------------------­ 2. How many children of free-school age were enum.erated for your school district by the last scholastic census?_ _________________ 3. How many have actually been enrolled in school this year? 4. How many families do the children come from?-------------­ 5. A social center is a place where people meet for recreation or merely to' pass the time away. The place of meeting may be a club, a barbershop, drugstore, postoffice, or some other place. Name the c0ngregating places of your community in the order of their popularity ·6. What per cent of the young people of your community go to town for their recreation?________________Why?_________________ _ 7. What per cent of your students above fifteen years of age intend to remain in the country and on the farm to live? ________ _ _ Why? --------------------------------------------------------­ What per cent intend to go to the cities and towns to !iv~?__________ _ Why? --------------------------------------------------------­ 8. Do you have organized athletics in your school?____________ _ Basketball?___ ---------Baseball?______ ______ Tennis?-__________ Other athletic sports?-___ ------_______ ---------------------____ _ 9. Does your community have any of the following activities for social and cultural betterment : Choral club?_ __ ___ ____ ___ _Male or mixed quartette?___ ___ _____Orchestra?_ ________ __Literary society? -----------___ Reading circle?-_____ ____ ____Story-tellers' league? Victrola concerts?___ ------_Other activities? ____________________ _ 10. Check the following conveniences for public meetings at your schoolhouse: Auditorium ?__________classrooms with folding or slid­ing doors?___________Movable seats?__________Victrola?___________ Piano?-----------Stereopticon?_ __________Motion picture machine? __________Other conveniences? ---------------------------------­ 11. How many churches in your community?__________How many church services per month?__________What per cent of the people attend?______________How many church societies such as Epworth League, etc.?__________How often do they meet'?_ __________________ How many Sunday-school services per month?____________________ 12. Does your community have any of the following business or­ganizations: Farm bureau?_ ___ _____Breeders' association?--------­Farmers' union?___________sweet potato curing plant?____________ Other farm or business organizations?___________________________ _ 13. Do you co-operate with Farm and Home Demonstration Agents?__________Does your school have the services of a county health nurse? -------------------------------------------------­ 14. Have you an organized Parent-Teacher Association?-------­Is it active?__________lf not, why not?---------------------------­ 15. Has your school held a community fair?_ ________ ___Has it taken any interest in the county fair?---------------------------· GROUNDS, BUILDINGS, AND EQUIPMENT A. GROUNDS: 1. Playground: Area in acres?__________Neatly fenced?_______ _ Fence in good repair?_________ _Shade trees?_______ ___Places for eating lunches?------~-------Provisions for play: Tennis courts? __________Basketball court?__________ Basebap diamond?_________ _ Swings?__________Horizontal bars?__________Flag pole?______ . Sand pile?________Other play equipment?.----------------· -----···· Drainage: Good?____________Fair?___ ----_____Poor?___________ _ Walks: Material?____________When built?________________________ 2. Out Houses: Boys' and girls' toilets at least 50 yards apart? __________Fly-proof and sanitary?_ ___________How often cleaned? _________ Marked and defaced?_ ___________Shed for driving-stock ~s~d by pupils coming to school?__________________________·______ _ 3. Water Supvl11: Well?__________Cistern?_______ _____Spring? _________ _ Pump in well?_ ___ __ ____Method of distributing water: Bubblirig fountains?_ ___________Fountains in good working order? __________Hydrants and individual cups?__________lndividual cups and common bucket?_ _________ __Common cups and common bucket? B . BUILDINGS: 1. 'Material: Brick?----------Stone?__________stucco?-------­'W'ood?__________Number of rooms?-----------------------------­ 2. Condition: Good?__________ Fair?__________Poor?__________ 'W'hen last painted? -------------------------------------------­ 'W'indow panes missing?__________________Clean?___ -------------­Number of classrooms?__ ----------------Halls?-----------------­Storeroom?___ -------Condition? -------------------------------­Auditorium: Size?_________________________Folding doors opening classrooms together?______________How seated?------------------­How lighted? -----------------------------Piano? -------------· 3. Heating: Unjacketed stove?_________Jacketed stove?_ ________ Jacketed stove properly installed and in perfect working condition? __________Stove polished?_ _________No disfiguring marks?--------­ 4. Lighting: Windows properly grouped and seats arranged so light does not come directly into pupils' eyes?_____________________ _ Window space equal to one-sixth of floor space?_ _________ No cross lighting?_______Adjustable window shades?________From top_______ 5. Ventilation: Jacketed stove with outside air intake?_______ _ Ventilation by windows and doors only?_ _________________________ 6. Cleanliness and General Order: Clean floors?_ _______________ Sweeping compound? ____________ Floors oiled?_ __________Scrubbed how often?__________________Swept how often?-----------------­When? -----------___________By whom?____ ---------------____ _ Rough and splintery?_ ____________Clean walls and clean furniture? ___________Dustless chalk?___________Qiled dust cloth?___________ Erasers and chalk-rail clean?_ ____________Lavatory?_____________ Liquid soap in glass bulb?______________Wash basin?______________ Individual towels?_____________Mirror?______ -------Clean sanitary shelves for lunch baskets?______________Equipment for serving hot lunches?__________Scales, charts, and other necessary equipment for weighing and measuring children?__________Shoe scrapers or mats at door?--------------· 7. Interior Decorations: Pleasing interior?__________Clean paper on walls or walls/ properly tinted?____________Pictures?____________ Pot plants or window boxes?-----------------------------------­ C. EQUIPMENT: 1. General: Single desks of three sizes and all desks in each row of the same size?_ _______Adjustable?________How often adjusted? ________Number of pupils improperly seated?_ ____________________ Teacher's desk and chair?___________Desk? ___________ Neatly kept?. --________Maps?__________ Globe?__________ Charts?____________ Twenty-five linear feet of slate or hyloplate blackboard with chalk rail in each room?----------------------Proper distance from floor to s,qit pupils?_____________________________ -------------------__ 63 2. Library: Cabinet for books? ____________ Number of books in library?__________Are they read?-----------BY pupils?___________ By patrons?________Adaptation of books for use in school?_______ _ Number of books read last year?----------Value of books?--------­Percentage of useless books? _____________ Condition of books: Good? Fair?----------Poor?---_____--Collection of bulletins?---_-----__ _ Well filed?__________________ Dictionary? ----------------------­ 3. Laboratories: Case for keeping apparatus?__________________ Value of apparatus for physics?------------Agriculture?_________ _ Physiology?__________Chemistry? ------------Physical geography? Domestic science? ___________ Manual training?___________What per cent purchased from agents?__________ls apparatus well adapted to work in general science?__________ What per cent of apparatus has been improvised by teacher and pupils?________Thermometer?______ Good clock?_ __________ Textbooks well cared for?___________Victrola and records?----------Good condition?__________ ----------------­ AGES, GRADES, AND SEXES OF PUPILS · (For all children in school) (Please fill out and return to County Superintendent the same day this sheet is received) Principal of school____________________ Postoffice ___ --------------­ Name of schooL______________________ County___________________ _ Number of boys who entered school for the first time this year:' Five years olcj. ?__________Six'L-----------Seven?----------Eight? _----_____Nine?----------· Number of girls who entered school for the first time this year: Five years old?_ _________Six?-----------Seven?-----------Eight? __________Nine?----------· Instructions: Starting at the top of the table, after you have found out the ages of all the boys in the first grade, put the proper numbers in the blocks along the horizontal line marked "Boys." For instance, if there are two boys five years old, put the figure 2 in the block directly under 5. If there are four boys six years of age in the first grade, put the figure 4 directly under 6, and so on. Do the same thing for the girls. Please put the correct totals, both ;:i t t.i1e bottom and to the right, and see that they balance. OBSERVATIONS OF SURVEYOR 1. General orderliness and neatness of room: Floors?__ ___ ___ ___ _ Pupils' desks?____________Teacher's desk?____________ Blackboards? ____________Cloakrooms?____________Adjustment of window shades? ______________________Condition of stove?--_________------__.__ -­ 2. Heating and ventilation: Impression as to temperature of room ?__________Air fresh and cool, or stuffy and hot'L------------­How is ventilation effected? -----------------------------------­ 3. General appearance of teacher: Neat and orderly?-----------­Careless and slovenly? -----------------------------------------­ 4. Pupils : General bearing?____ ___________Nea!'L------------­Slovenly and unclean ?_ __________Per cent giving attention effectively to business? ________Attitude towards teacher and school? __________ _ Attitude towards visitors?--------------------------------------­ 5. Class Work: Number of classes per day?_________Was teacher skillful in getting work out of pupils?__________were the recitations bookish and formal or did they exhibit! initiative and independence of thought?_________________Evidence of teacher's preparation for the lesson? ____________________Evidence of use of library books or other outside reading material?___________Questions confined to textbook? ----------------Did teacher show evidence of wide reading and rich experience? ________________ Were examples and illustrations taken from the daily life and experiences of thei pupils?------~----------­Does teacher live in the community? _____ _______Spend week-ends in community?______________ Leader in community affairs'L---------­ QUESTIONNAIRE CALLING FOR INFORMATION FROM TRUSTEES Educational Survey of the Rural Schools of________________ County. Please fill in the information called for by these questions, and return to the County Superintendent's office as promptly as possible. In doing so you will be rendering a valuable service for the betterment of the rural and village schools of this county. Will you please give this matter your prompt attention? County Superintendent of Schools. Name of school------------------------------------------------­Name of trustee__ -----_____________---Postoffice ________________ _ 1. How many years have you resided in the district?___________ _ 2. How many years have you served as school irustee?_ _________ 3. How long have you served as trustee of this school? _________ _ 4. Were you appointed by the county superintendent, or were you duly elllcted at the last regular election for school trustees? 5. Do you require the teachers to give you an inventory of the school property, library books, globes, charts, etc., at the end of each school year? --------------------------------------------------­ 6. Do you always ask the advice of the county superintendent before making school improvements or purchasing school supplies? 7. Do you ever purchase school supplies from agents without first consulting the county superintendent as to prices, quality, etc.? 8. Do you confer with the county superintendent before employ­ing a new teacher?---------------------------------------------­ 9. If in need of a new teacher, how do you go about finding one? 10. Does your school offer instruction in the high-school subects? __________If not, what provision is made for high-school advantages for the children of your district?--------------------------------­ ----------------~---------~-----------------------------------­ 11. Has school consolidation been considered in your district?_____ If so, what was the outcome of it?------------------------------­ 12. Name in the order of their importance, as you see them, three of the greatest needs of your school: (1) ----------------------------------------------------------­ (2) ----------------------------------------------------------­ (3) ----------------------------------------------------------­ QUESTIONNAIRE CALLING FOR PERSONAL INFORMATION FROM TEACHERS Educational Survey of the Rural Schools of_ _____ :,. ________ __County Please fill in the information called for by these questionnaires and return to the County Superintendent's office as promptly as possible. In doing so you will be rendering a valuable service for the betterment of the rural and village schools of this county. Will you please give this matter your prompt attention? County Superintendent of Schools. Name of school------------------------------------------------­Name of teacher---------------------------Postoffice_________ ___ _ TEACHERS Biographical Facts: 1. Sex ________ Date of birth__________Place of birth___________ 2. Were you brought up in city, village, or open country? 3. Occupation of your father (or guardian) during your school days ---------------------------------------------------------­ 4. Are you married or single.?____: ____________________________ Economic Status : 1. Give your present monthly salary for teaching?______________ 2. For how many months in the year are you employed?-------­ 3. How did you spend the major portion of your last summer vacation? -----------------------------------------------------­ 4. State the approximate amount of money earned outside of your teaching salary the past year?__________________________________ _ 5. Total amount saved or invested during the year?____________ 6. Number of persons entirely dependent upon you for support? 7. Number of persons partially dependent upon you-for support? Social and Living Conditions : 1. Do you live with your parents while teaching?_____ _____ __ _ _ 2. Do you boardL-----------Live in teacher's home?_________ _ Or maintain an independent household? _______ ____________________ 3. Approximate average living expenses per month (including board, room, laundry, transportation, etc.)?_______________________ 4. How far is your boarding place from school?---------------­ 5. Have you a room to yourself at your boarding placeL-~----­ 6. Is your room heated in winter?___________________________ _ 7. Are you free to entertain callers or guests in the family living room or parlor?------------------------------------------------­ 8. What facilities have you for getting to town to shop, etc.? 9. To what extent do you stay at your boarding place over the week-ends? ---------------------------------------------------­ Education and Professional Preparation: A Study of Rural Schools in Karnes County 1. How many years did you attend the elementary schools?_____ _ 2. How many years did you attend high school?________________ 3. How many years did you attend normal school?_____________ 4. How many years did you attend college?____________________ 5. Are you a graduate of a high school? ___________________ :. __ 6. Are you a graduate of a normal school?____________________ 7. Do you hold a university degree?__________________________ From where? -------------------------------------------------­ 8. What grade of teacher's certificate do you hold? _____________ 9. HavEl you ever taken any special courses in rural-school man­ agement, rural sociology, or other subjects designed to prepare you specially for country school teaching?_ ___ ________________________ _ 10. Name the teachers' magazines or educational journals you are reading this year-----------------------------------------------­ 11. Name the professional books you have read the past year? 12. What, in your judgment, could the normal school in which you studied have done in its training to better prepare you for your present work? ------------------------------------------------­ Teaching Experience: 1. At what age did you begin teaching?_______________________ 2. How many years have you taught in all?___________________ 3. How long have you taught in your present position? ________ _ 4. Give number of years you have taught in each of the following positions: One-teacher rural school?______ ------_Two-teacher rural school? ______________ Graded village or city school?_______________ High school? _____________ Village principal?____________Village or city superintendent?__________________Other educational experience School Management and Organization: 1. Do you do your own janitor work?___________If not, how is it provided for?__________________salary of janitor?---------------­ 2. How often is your schoolroom swept?______________________ Scrubbed? ___________________ Desks scrubbed?__________________ _ 3. Is it your practice to be with your pupils on the playground at recess an~ at noon intermission?______________ To what extent do you join in the sports and games?---------.,----------------------­ 4. How often do you have meetings with teachers and trustees? COURSE OF STUDY (Teachers in the elementary grades fill in data for the elementary grades only. Teachers of the high-school grades fill in data for the high-school subjects only.) Have you a daily program of study?---------------.-----------­ University of Texas Bulletin Is it based upon the State Course of Study?----------------------­ 1. Elementary Grades: How many pupils in the elementary grades studying each of the following subjects: Reading____________ Writing? -----------Arithmetic? ___________Spelling? ----------­English grammar? __________oral and written English composition? _____ ____ ___Texas History?-------~----U. S. History?------------CivicsL__ ____ ___Physiology and hygiene?----------Physical geog­raphy? Descriptive geography?__________Nature study?---------­ General Science?___________ Agriculture?___________ Other subjects: 2. The High-School Grades: How many students in the high­school grades are studying each of the following subjects: Algebra? ----------Plane geometry? _________ _American history? ---------­Civics and Government?----------English history?___: _______Other history !!ourses? __________English composition and rhetoric?________ Latin?__________ Foreign languages?----------Physics? ---------­Chemistry? ------------Agriculture? ___________Farm accounting? Animal husbandry? ----------Domestic science and art?__________ Other subjects? -----------------------------------------------­ Total number of hours per week devoted to the teaching of high­school subjects by all the teachers in your school?------------------­Total number hours per week devoted to the teaching of the ele­mentary subjects by all the teachers in your school?_______________ _ THE UNIVERSITY OF TEXAS Bureau of Extension 1. Rural School Service. Lecturers and rural school specialists are available for county school surveys, for lectures on school im­provement, and for general assistance in directing and organizing eommunity meetings. 2. The Division of Extension Teaching. Courses equivalent to those offered in residence at the University are taught by mail, by members of the University faculty. Extension classes are offered in those centers in the State where there is a demand for them. Group Study Courses are available for study clubs. 3. The Division of Home Economics. Conferences and clinics are held relative to the health and nutrition of children of pre-school age, as well as for children of school age. Budget making and budgetary spending are taught to groups whera such service is de­sired. 4. Division of Government Research. Information relative to the problems of municipal, county, state, and national government may be had from this division. 5. The Division of Package Loan Library. This division collects material on all important present-day subjects and loans it, free of charge, to schools, women's clubs, libraries, community and civic organizations, and bdividuals. When demand for them arises, epecial libraries are often made up on subjects on which libraries are not already prepared. 6. The Photographic Laboratory...This laboratory is prepared to make lantern slides, produce negatives, and do technical pho­ tography. The laboratory is also prepared to make motion picture films. 7. The Division of Trades and Industries. Courses in trade, analysis, lesson planning, methods of teaching, practical teaching, related subject work, and history of industrial education are given in industrial centers, by members of the division working in co­operation with the State Board for Vocational Education. 8. The Division of Visual Instruction. Lantern slide sets are distributed for educational and recreational purposes. Motion pic­ture films are distributed through the division, and information rel­ative to Extension service has been prepared and will be mailed free upon application. 9. The University Interscholastic League. Educational contests are promoted among the public schools of Texas in public speaking, essay-writing, and spelling. It is the purpose of the League also to assist in organizing, standardizing and controlling athletics. A bul­letin for use in the spelling contests is isf-UPd, also one briefing the subject for debate and giving selected arguments, one giving sixty prose declamations, and one containing the Constitution and Rules including a tho:rough description of all the contests undertaken. "THE UNIVERSITY EXTENSION CAMPUS IS THE STATE OF TEXAS.'' Address general inquiries to T. H. SHELBY, Director, Bureau of Extension, University of Texas.