6 20 1839 https://projectdaps.org/files/original/61d4e82c959feb7982c5e1708e04a93f.pdf d19420415cab35932e98c940b341f835 PDF Text Text The UINCHESTEH B3AN0H of the H.A.A.O.P.. COMMUNICATION BULLETIN Dear Members: In the past year we, the civic minded groups of Uinchcstfcci, l e i e \ lt bound our hearts, hope, and aspirations together for of ideas that speaks to, and stand for a progressive community. In this progressive idea we do not seek to hinder the progress of any person, but we do seek to explore the possibilities of enhancing our resources to achieve better educational facilities, better educational thoroughfares for our children to walk therein, as well as to have the advantages thereof. The process of living for our children involves more than the Checks and Balances that we seek to be maintained in institutions of learning; we advocate a blending of healthful condition in the home and within our immediate neighbor­ hoods. The ideals of Christian sanitation should clean not only our minds but our alley, our street, our back yard, our personality, otir attitude, in all phases of social habitation. We are looking forward, and hope that day will soon come when thes<c principles will take root and grow. Here and now we are asking cooperation in planting the seed. We are asking cooperation in toiling in the organizing the Community for a safe place to fruits this community working process. Our job is not one to establish fear, our goal is not one of riot, nor is our objective one that feeds one's selfish moods to be seen or heard of to be "social or political spot light". In Welfare, as an example, we seek to answer for the indigent, the desolate, : to serve as an informs'.Jam service to a government agency or agencies which will render help because of our referals, we seek to clean up the shelters of the poor by offering the information for A.C.I.I.O.H. to neighborhoods which might think that there is no way out - nor help. We seek jobs for the jobless - but first to utilize the talent and not to rebuke to servitude without exploratory vocational guidance - to this aim we seek to tap the human resources. But in all our doing we seek to understand the community in which we live. To be intelligent enough to make a contribution and not the burden nor the source of Cheap labor for a stagnating Community Social Economy. The job we seek to do is first - Educate, to show that a better life is possible for all men - loving all races, all creeds, and all colors. We seek to first educate one to vote, and to expose one to the purpose and the results of registration, enlighten by the knowledge of civic government, and relate the profits of being taxx payers. All these things in love we seek to first give. None of the joys of living we knowingly seek to take away. This is the purpose of the Banquet on March 8th, 1963. We are just the sponsors of the program, and in no way, we the XiAACP, are the influence of the total play in which you are the main characters - of Character Civic Character, that is - so let us stand up for ourselves. Thank you, David DeBerry - Minister of do .1 Ma ■ ’ The President of Winchester Branch of the IT.A.A.0.3?. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "The Winchester Branch of the NAACP Communication Bulletin, no date. Description An account of the resource Letter to the members from the President of the Winchester Branch of the NAACP, David DeBerry inviting the community to come together to provide voting, education welfare, safety, dignity to all. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource NAACP Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_1_1_9_5 https://projectdaps.org/files/original/e0779abda0dc5d47fc94cd50f2413707.pdf 07fb792dbace1b1bc95f0abb790c3ab6 PDF Text Text ( t t The WINCHESTER BRANCH of the HAAOP COMMUNICATION BULLETIN Immediate Problems! The immediate problem confronting the Negro Communit,” was brought before the City Council in the Council Chambers at City Hall. In part the Committee of Men, who spoke to that issue gave inpart the approximate problem of the Negro within the Community. The purpose was a simple one. tie, the members of the body, seek to educate our Negro element of the Community of the problem as well as to acquaint them with aides and advantages within the rights using the law.. But the idea too, is to show the White element that the contented man is not complacent byt only appears as such. The White man knows of Natural Rights and Natural Law - but to the Negro these are mere terms. Our human story is one of Apathy where it should be one of Brotherhood to all men. The job situation is one in which the wage structure does not gnd will not allow a progressive civic interest among all peoples tf. fe feel the Community Education in civic affairs is one field ijl whisk' we need help. Our job, that is of the interested, is to ^.vo the many who arc now with carefree attitudes. The social gap is a tremendous social and -economic and political and educational dlsianc equality is in qualification and in prepared people. We do not make assumptions that we have mass preparedness of people not do we deny kthis Gap - "but it is our duty to save the captive mind and free the bonded". -Once this community was one with historical families and noted ties with the affairs of the city in all phasea. Now the indigent is in the majority, and the settled Negro with integrity is no more and the minority is the contended remnant. This is our job. This is our problem. This is our life. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "The Winchester Branch of the NAACP Communication Bulletin, no date. Description An account of the resource "Immediate Problem", how to fight apathy and bring progress to community. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource NAACP Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_1_1_9_6 https://projectdaps.org/files/original/99292c889b6f8de3b7e72a9938dd5260.pdf 8b0ccd70bbd56ba17887c0a0ec2dd403 PDF Text Text THREE YEARS ANALYSIS OF VIRGINIA ELECTORAL REGISTRATIONS R Y C I T Y / C O U N T Y A N D R A C E BRANCH - City/County Alexandria W 2 ,O 7 2 li N W 92 0 2 ,1 5 7 7 N W N 3 6 ,01 871 2 ,3 8 1 8 -V 13 5 1,27a ao,a7i 1,195 ( ,2 2 Arlington Charlottesville 15 99 15 98 15 97 9,567 1,189 0 5 9 ( 7 1,171 1 ,0 8 ,16 1 ,33a Covington 2,775 U5 . 2 7 6,7 5 a6o 2,775 a65 Cumberland 1 3 ,3 0 25 7 3 0 1,300 0 V 360 Danville 1 , 0 1,61a 02 l» 1 (5 ,17 9 3 1,557 10,a89 ,89 1,781 V 5 8 a,5a5 5 50 7 2,810 8 5 3,a6a 7 9 a9 627 5,75 0 5 2 a, 730 8 hV 55 3 1, 10 (6 ( 5 5 5,a55 3 86 6 6,626 a,7a3 17,756 5,09a Fredericksburg hh3 ,9 55 6 Greensville 3,070 960 Halifax 5 3 ,8 0 Hanover 1 10 ,6 ( Newport News 18,0 76 Norfolk 6 ,6 5 30 10,873 3,878 3 5 ,8 8 V 5 ,12 9 8 6a, 662 ll,a86 - 9 ( 2 ,8 8 Petersburg 6,o6ii 2,252 7 6,029 2,20 6,017 2,316 Portsmouth n,5i5 li,555 H,lil5 a,309 19,557 5,290 1 9 ,83 13 (2 a 7 1,978 2 a7 8 Prince George 1,819 Richmond 5 ,8 8 15,3 U 3 5 6 5 ,6 6 1 ,3 ( 51,362 i5,6ai + 5 6 2 16 ■ Roanoke 3 ,2 1 83 2,709 33,178 2 9 30,725 ,6 9 Surry 1,075 12 (5 1,075 25 6 York 3,283 698 2,715 5 0 3,763 2 7 a9 James City 1,103 29 9 1,123 3 2 1,105 a 37 0 Williamsburg 1,175 120 1,173 1 0 1,103 2 103 9 25 2,698 a5o -f- � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "Three Years Analysis of Virginia Electoral Registrations by City/County and Race," 1959 Description An account of the resource "Three Years Analysis of Virginia Electoral Registrations by City/County and Race," 1959. Sheet gives breakdown of the amount of voter registrations in municipalities across Virginia for 1957, 1958, and 1959, divided into whites and African Americans. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource unknown Date A point or period of time associated with an event in the lifecycle of the resource 1959 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_1_8_1_10 https://projectdaps.org/files/original/390998abedee7b3c2800d7d186d1528f.pdf 78a1087a34280755b4d01e8358cf1248 PDF Text Text BULLETIN STATE BOARD OF EDUCATION Vol. XXXVH OCTOBER 1 9 5 4 No. 4 Virginia School Laws 1954 Cumulative Supplement (In c l u d in g R e g u l a t io n s o f th ® St a t e B oa r d o f E d u c a t io n ) �I BULLETIN STATE BOARD OF EDUCATION Virginia School Laws 1954 Cumulative Supplement Containing the A cts of A ssem bly of 1952 an d 1954 am ending the provisions appearing in the 1950 E dition and the R egulations of the S tate B oard of E ducation adopted SEX since the publication of the 1950 Edition. E D U C A T IO N No films, film strips, nor slides on sex education shall be shown to the students in any public school in Virginia unless such films, film strips, or slides have been first approved by the State Board of Education for this purpose; and no book nor pamphlet on sex education shall be made available for circulation through the school libraries for the stu dents of any public school; nor any textbooks adopted locally and used in any public school which deal with sex education unless such books or pamphlets have been similarly approved by the State Board of Education. (AMENDED REGULATION APPROVED BY STATE BOARD OF EDUCATION OCTOBER 28, 1954, Vol. 25, page 83.) Vol. XXXVII O C T O B E R 1954 No. 4 �Table of Contents Co n s t it u t io n o f V ir g in ia pa g e Art. IX. Education and Public Instruction .................................................... Co de o f V 5 ir g in ia Title 22. Education .............................................................................................. 7 Title 23. Educational Institutions ....................................................................... 34 M is c e l l a n e o u s P r o v is io n s a n d CopvnioHT 1954 BY Th e M ic h ie Co m pa n y Title Title P u b l ic P In e r t a in in g t o E d u c a t io n s t r u c t io n 1. General P r o v i s i o n s ............................................................................... 49 Administration of the Government Generally .................................. 49 2. Title 15. Counties, Cities and Towns ................................................................. 51 Title 18. Crimes and Offenses Generally .......................................................... 61 Title 33. Highways, Bridges and Ferries............................................................ 61 Title 37. Insane, Epileptic, Feeble-Minded and Inebriate Persons................. 61 Title Title Title Title 46. 51. 55. 58. Motor Vehicles ..................................................................................... Pensions and Retirement ..................................................................... Property and Conveyances................................................................... Taxation ................................................................................................ 62 68 68 69 Title 63. Welfare .................................................................................................. 71 Regulations of the State Board of Education.................................................... 73 Table ...................................................................................................................... 91 Index ...................................................................................................................... 93 �Constitution of Virginia ARTICLE VII. O r g a n iz a t io n a n d Go v er n m en t o f Co u n t ie s . § 115a. Power of counties and districts to borrow money and to is sue evidences of indebtedness restricted. C ro s s re fe r e n c e . — A s to a u th o rity o f s c h o o l b o a rd s to b o rr o w fro m V irg in ia S u p p le m e n ta l R e tire m e n t S y s te m , see § 2 2 - 1 20. 1. P ro p o s e d a m e n d m e n t.— A n a m e n d m e n t to th is s e c tio n , w h ic h , b e sid e s a m in o r c h a n g e in la n g u a g e , w o u ld ad d a p a r a g ra p h p e r m ittin g th e G e n e ra l A s s e m b ly to a u th o riz e c o u n ty s c h o o l b o a rd s , w ith o u t a n ele ctio n , to b o rr o w m o n e y fro m th e V irg in ia S u p p le m e n ta l R e tire m e n t S y ste m , w a s p ro p o s e d a n d a g r e e d to by th e G e n e ra l A s s e m b ly a t th e 1952 s essio n (A c ts 1952, c. 719), a n d re fe r re d to th e 1954 s e s sio n . I t w a s ag a in a g r e e d to a t t h a t s e s sio n (A c ts 1954, cc. 555, 711) a n d o rd e re d to b e s u b m itte d to th e p eo p le a t th e g e n e r a l e le c tio n to be h eld on N o v e m b e r 2 , 1954. L i t e r a r y lo a n o b lig a tio n s so ld to V ir g in ia R e tire m e n t S y s te m .— S e c tio n s 2 2 -1 1 2 a n d 51-76 o f th e C o d e, in s o fa r a s th e y re la te to in v e s tm e n t o f fu n d s of th e V irg in ia R e tire m e n t S y s te m o n lo an s m a d e fro m th e L i t e r a r y F u n d , w e re a tta c k e d as co n tr a v e n in g th is s e c tio n a n d § 135 o f th e C o n s titu tio n . C a re fu l e x a m in a tio n of th e o p in io n o f th e C o u rt, th e c o n c u rrin g o p in ion, a n d th e d is s e n tin g o p in io n is n e c e s s a ry to d e te rm in e th e u ltim a te h o ld in g o n th e q u e s tio n s in v o lv e d . A lm o n d v. G ilm er, 188 V a . 1 , 49 S. E . (2 d ) 431. ARTICLE IX. E d u c a t io n a n d P u b l ic In s t r u c t io n . § 129. Free schools to be maintained. E q u a l fa c ilitie s m u s t b e a ffo rd e d to e a ch ra c e w h e re t h e r e is s e g r e g a tio n in th e p u b lic s c h o o ls. C o rb in v. C o u n ty S chool B o a rd , 177 F . ( 2 d ) 924. A b s o lu te e q u a lity is im p ra c tic a l, b u t s u b s ta n tia l e q u a lity is re q u ir e d b y th e m a n d a te o f th e F o u r te e n th A m e n d m e n t o f th e U n ite d S ta te s C o n s titu tio n . Q u e s tio n s o f m e re e x p e d ie n c y o r th e difficul tie s w h ic h sc h o o l a u th o ritie s m a y h a v e in s e c u rin g th is c o n s titu tio n a l rig h t m a y n o t b e c o n s id e re d . C o rb in v. C o u n ty S ch o o l B o a rd , 177 F . (2 d ) 924. 132. Powers and duties of State Board of Education. A u th o rity to g r a n t e a s e m e n t o v e r S ta te o w n e d p ro p e rty .— T h e S ta te B o ard o f E d u ca tio n d o es n o t h a v e p o w e r a lo n e to g ra n t an e a s e m e n t o r r i g h t o f w ay fo r a g a s lin e th ro u g h S ta te o w n e d p ro p e rty . T h e B o a rd , w ith th e c o n s e n t of th e G o v e rn o r, w ould h a v e a u th o rity to g r a n t su ch an e a s e m e n t s u b je c t t o th e a c tio n th e re o n by th e G e n e ra l A s s e m b ly . R ep . A tty . G en.. 1950-51, p. 275. S ee § 23-9.1. § 133. School districts; school trustees.—The supervision of schools in each county and city shall be vested in a school board, to be composed of trustees to be selected in the manner, for the term and to the number provided by law. Each magisterial district shall constitute a separate school district, unless other wise provided by law, and the magisterial district shall be the basis of representa tion on the school board of such county or city, unless some other basis is pro vided bv the General Assembly; provided, however, that in cities of one hundred and fifty thousand or over, the school boards of respective cities shall have power, subject to the approval of the local legislative bodies of said cities, to prescribe the number and boundaries of the school districts. The General Assembly may provide for the consolidation, into one school divi sion, of one or more counties or cities with one or more counties or cities. The supervision of schools in any such school division may be vested in a single school [5] �1 § 135 V ir g in ia Sc h o o l L a w s Su ppl e m e n t § 141 board, to be composed of trustees to be selected m the manner, for the term and to the number provided by law. Upon the formation of any such school board for any such school division, the school boards of the counties or cities in the school division shall cease to exist. There shall be appointed by the school board or boards of each school division, one division superintendent of schools, who shall be selected from a list of eligibles certified by the State Board of Education and shall hold office for four years. In the event that the local board or boards fail to elect a division superintendent with in the time prescribed by law, the State Board of Education shall appoint such division superintendent. A m e n d m e n t ra tifie d N o v e m b e r 7, 1950. — T h e a m e n d m e n t s e t o u t as a p roposed a m e n d m e n t to th is sec tio n in th e o rig in al n o te to th is s e c tio n , h a v in g been a g re e d to fo r th e s e c o n d tim e by th e G e n era l A s s e m b ly a t its 1950 s essio n (A c ts 1950, pp. 375, 1618), a n d s u b m itte d to th e p e o p le a t th e g e n e ra l ele c tio n h eld N o v e m b e r 7, 1950, w a s a d o p te d . I t s effec t w a s to in s e r t th e p re s e n t s e c o n d p a ra g ra p h . A p p lie d in J o y v. G reen , 194 V a . 1003, 76 S. E . (2 d ) 178. § 135. Appropriations for school purposes, school age. I n t e r e s t o n l ite r a r y lo an ob lig atio n s so ld t o V irg in ia R e tire m e n t F u n d .— S ec tio n s 2 2 -1 1 2 a n d 51-76 o f th e C ode, in so fa r a s th e y r e la te t o in v e s tm e n t of funds o f th e V irg in ia R e tire m e n t S y ste m in lo a n s m a d e fro m th e L ite ra ry F u n d , w ere a tta c k e d a s c o n tra v e n in g th is section and § 115a o f th e C o n s titu tio n . C are fu l e x a m in a tio n o f th e o p in io n o f th e C o u rt, th e c o n c u rrin g o p in io n , a n d th e d is s e n tin g o p in io n is n e c e s s a r y t o d e te rm in e th e u lti m a te h o ld in g s on t h e q u e s tio n s in v o lv ed . A lm o n d v. G ilm er, 188 V a . 1, 49 S. E . (2 d ) 431. S ee n o te to § 51-76 o f th e C ode. § 140. Mixed schools prohibited. E q u a l s c h o o l fa cilities re q u ired .— T he s e g r e g a tio n re q u ir e d b y th is sec tio n and § 2 2-2 2 1 o f th e C o d e is invalid if colored c h ild re n a r e d is c rim in a te d a g a in st, and s u b s ta n tia lly e q u a l fa cilities a re denied th e m b y v irtu e o f th e ir ra c e an d color. A b s o lu te e q u a lity is im p ra c tic a l but sub s ta n tia l e q u a lity is re q u ire d b y th e m an d a te o f th e F o u r te e n th A m e n d m e n t to th e fe d e ra l C o n s titu tio n . C o rb in v. C ounty S chool B o a rd , 177 F . (2 d ) 924. V a lid ity o f re q u ir e d s e p a ra tio n .— S ee D a v is v. C o u n ty S ch o o l B o a rd , 103 F . S upp. 337. S e g re g a tio n o f ra c e s in S ta te s u p p o rte d c o lleg e s a n d u n iv e rs itie s . — U n iv e r s ity o f V irg in ia L a w S ch o o l w o u ld h av e to a d m it qualified N e g ro s tu d e n t as g ra d u a te s tu d en t. R ep . A tty . G en., 1950-51, p. 58. § 141. State appropriations prohibited to schools or institutions of learning not owned or exclusively controlled by the State or some sub division thereof; exceptions to rule.—No appropriation of public funds shall be made to any school or institution of learning not owned or exclusively con trolled by the State or some political subdivision thereof; provided, first, that the General Assembly may appropriate funds to an agency, or to a school or institu tion of learning owned or controlled by an agency, created and established by two or more states under a joint agreement to which this State is a party for the purpose of providing educational facilities for the citizens of the several states joining in such agreement; second, that counties, cities, towns and districts may make appropriations to nonsectarian schools of manual, industrial, or technical training, and also to any school or institution of learning owned or exclusively controlled by such county, city, town, or school district. A m e n d m e n t ra tifie d N o v . 4, 1952.—T h e a m e n d m e n t to th is se c tio n p ro p o s e d and a g re e d to b y t h e G e n e ra l A s s e m b ly a t its 1950 s e s s io n ( A c ts 1950, p. 1620) an d re fe rre d to th e 1952 s e s s io n , w a s ag a in a g re e d to a t t h a t s e s s io n (A c ts 1952, cc. 42 a n d 717) a n d s u b m itte d to th e p eo p le a t th e g e n e ra l e le c tio n h eld N o v e m b e r 4, 1952, w h e n it w a s a d o p te d . T h e effect of th e a m e n d m e n t is t o p e r m it th e G e n era l A s s e m b ly to a p p r o p ria te fu n d s to an ag e n cy , o r t o a sch o o l o r in s titu tio n o f le a rn in g c re a te d b y tw o o r m o re s ta te s , u n d e r an a g re e m e n t t o w h ich th e S ta te is a p a r ty , f o r th e p u rp o s e of p ro v id in g e d u c a tio n a l fa cilities fo r th e citize n s o f th e s e v e ra l s ta te s jo in in g in su ch a g re e m e n t. f61 Code of Virginia Title 22. Education. CHAPTER 1. Ge P n er a l S ec. 22-7.1. S c h o o l c o n s o lid a tio n a g r e e m e n ts v a lid a te d . 22-9. V is u a lly h a n d ic a p p e d ch ild re n . 22-9.1. S p ecia l e d u c a tio n f o r o th e r h a n d i c a p p e d p e rs o n s . r o v is io n s . Sec. 22-9.2. A s s is tin g lo ca l s c h o o l d iv isio n s in in s tr u c tin g th e h a n d ic a p p e d . 22-9.3. A d v is o ry C o u n cil o n S p ecia l E d u c a tio n . § 22-5. Minimum term.—The school board of each county and city in the State is empowered and required to maintain the public free schools of such county and city for a period of at least nine months or one hundred and eighty teaching days in each school year; provided, however, that with the consent of the State Board the length of the term of any school may be reduced to not less than eight months. Provided, however, that if the length of the term of any school be re duced as permitted by this section, the amount paid by the State shall be reduced in the same proportion as the length of the term has been reduced from nine months. (1938, p. 636; 1942, p. 105; Michie Code 1942, § 678b; 1944, p. 580; 1946. p. 164; 1952, c. 583.) T h e 1952 a m e n d m e n t added the second proviso. § 22-7. Joint schools for counties or for counties and cities or towns.—The school boards of counties or of counties and cities, or of counties and towns operating as separate special school districts, may, with the consent of the State Board, establish joint schools for the use of such counties or of such counties and cities or of counties and towns operating as separate special school districts, and may purchase, take, hold, lease, convey and condemn, jointly, prop erty, both real and personal, for such joint schools. Such school boards, acting jointly, shall have the same power of condemnation as county school boards ex cept that such land so condemned shall not be in excess of thirty acres in a county or city for the use of any one joint school. The title of all such property ac quired for such purposes shall vest jointly in such school boards of the counties or counties and cities or counties and towns operating as separate special school districts in such respective proportions as such school boards may determine, and such schools shall be managed and controlled by the boards jointly, in accordance with such rules and regulations as are promulgated by the State Board. How ever, such rules and regulations in force at the time of the adoption of a plan for the operation of a joint school shall not he changed for such joint school by the State Board without the approval of the local school boards. (Code 1919, § 701; 1928, p. 1208; 1940, p. 645; 1942, p. 49; Michie Code 1942, § 670; 1946, p. 46; 1947, p. 20; 1948, p. 1015; 1954, c. 638.) T h e 1954 a m e n d m e n t s u b s titu te d in th e s e c o n d s e n te n c e th e w o rd s “ t h ir ty a c re s ” f o r “ tw e n ty a c re s ” , a n d in s e rte d in th e th ir d s e n te n c e t h e w o rd s “o r c o u n tie s an d to w n s o p e r a tin g a s s e p a ra te sp e c ia l sch o o l d is tr ic ts ” . § 22 -7 .1 . School consolidation agreements validated. — Any agree17] �§ 22-9 V ir g in ia Sc h o o l L a w s Su 22-9.3 ppl e m e n t ment heretofore made between a city and a county providing for consolidation of schools is hereby validated. (1954, c. 291.) T h e n u m b e r o f th is sec tio n w as a s s ig n e d by th e V irg in ia C ode C o m m issio n , th e 1954 a c t h av in g a ssig n e d n o n u m b er. E ffe c tiv e d a te .— T h e a c t in s e rtin g th is se c tio n b e c a m e e ffec tiv e J u n e 29, 1954. § 22-9. Visually handicapped children. — When six or more blind or partially blind children are found in a county or city, the local school authorities, in co-operation with the Virginia Commission for the Visually Handicapped, may establish and maintain special classes for their education in the public schools, which classes shall be operated jointly by the local school board and the Virginia Commission for the Visually Handicapped. Lor the practical interpretation of this section a definition of a blind or partially blind child is as follows: A blind child is a child who does not have useful vision or who cannot see large objects at close range. A partially blind child is a child who has twenty-seventieths vision or less in the best eye, or one who has some progressive eye trouble, which, in the opinion of a competent ophthalmologist, makes it necessary for the child to attend a special school, or a special class in the public schools. (1930, p. 53; Michie Code 1942, § 681; 1954, c. 71.) T h e 1954 a m e n d m e n t ch a n g e d th e n a m e o f th e V irg in ia C o m m issio n fo r th e B lin d Sc sio n , th e n u m b e rs . 1954 act h a v in g a s s ig n e d no § 22-9.2. Assisting local school divisions in instructing the handi capped.—From funds provided by law, the State Board of Education may assist local school divisions to employ and pay teachers to instruct special classes for the handicapped, including the orthopedically handicapped, speech defective chil dren, homebound children, children and adults confined to hospitals, and children who require other special instruction whether by reason of mental retardation, cerebral palsy, physical deficiency or otherwise. (1954, c. 148.) § 22-9.3. Advisory Council on Special Education. — There is hereby created an Advisory Council on Special Education composed of nine members to be appointed as follows: One member from the Senate to be appointed by the President thereof, two members from the House of Delegates to be appointed by the Speaker; one member from the Department of Education, one member from the Department of Health, one member from the Department of Mental Hygiene, and three members, at large, all to be appointed by the Governor. The term of office of such members shall be for four years, and the members appointed by the Governor shall be subject to reappointment for one additional term at the pleasure of the Governor. The Council shall meet at least once a year. The Council shall study the various phases of the program for handicapped persons and make such recommendations to the State Board of Education as the Council deems appropriate and proper. The Council shall also make and submit to the Governor from time to time such reports and recommendations as it deems nec essary and expedient. (1954, c. 148.) I8 1 D h o o l § 22-35 iv is io n CHAPTER 2. St a t e Bo a r d o f E d u c a t io n . S ec. 22-21. E n c o u r a g e m e n t o f e le m e n ta ry a n d s e c o n d a ry s c h o o ls : k in d e rg a rte n a n d n u rs e ry sch o o ls. § 22-21. Encouragement of elementary and secondary schools; kindergarten and nursery schools.—The State Board is authorized and re quired to do all things necessary to stimulate and encourage local supervisory ac tivities and interest in the improvement of the elementary and secondary schools, and further, the State Board in its discretion may recommend provisions for standards for public and nonpublic kindergarten and nursery schools; provided, however, that no such nonpublic kindergarten or nursery school shall hold itself out to the public as having been sanctioned or approved by the State Board of Education. (1928, p. 1194; Michie Code 1942, § 627; 1954, c. 326.) T h e 1954 a m e n d m e n t a d d e d th e p ro v i sio n s re la tin g to k in d e rg a rte n an d n u rs e ry sch o o ls. to th e V irg in ia C o m m is s io n fo r th e V is u ally H a n d ic a p p e d . § 22-9.1. Special education for other handicapped persons. — The State Board of Education is authorized to prepare and place in operation a pro gram of special education designed to educate and train physically handicapped, emotionally disturbed and mentally retarded individuals without regard to whether they are of school age. In the development of such program, the State Board of Education shall assist and co-operate with local school boards in the several school divisions. The State Board of Education is authorized to adopt such rules and regulations as may be necessary to secure adequate special school services for handicapped individuals. (1954, c. 148.) T h e n u m b e rs of §§ 22-9.1 to 22-9.3 w e re a ssig n e d by th e V irg in ia C ode C o m m is- 5 22-21 CHAPTER 4. Sc h o o l D iv is io n s . § 22-30. How division made. C ro s s re fe r e n c e .— A s to s c h o o l b o a rd s o f d iv isio n s c o m p ris in g tw o o r m o re p o liti c a l su b d iv is o n s , see §§ 2 2 - 100.1 c t seq. § 22-33. When State Board to appoint superintendent.—In the event that the local school board fails to elect a division superintendent within the time prescribed by the preceding section, the State Board shall appoint such division superintendent. In case of a vacancy occurring during the regular four-year term of office of a division superintendent, if the local school board fails to appoint a division superintendent within sixty days from the date of such vacancy, the State Board of Education shall appoint such division superintendent for the unex pired term. (Code 1919, § 624; 1928, p. 1202: 1930, p. 883; 1936, p. 501: Michie Code 1942, § 649: 1946, p. 566; 1954, c. 638.) T h e 1954 a m e n d m e n t a d d e d th e sec o n d sen ten c e. § 22-35. Certain officers ineligible for superintendent. — No federal officer or employee, no State officer, except appointees by the Governor, no State employee, no deputy of such officers, no officer or employee or the deputy of such officer of a city, county or town, no member of the council of a city or town, and no chairman of any political party, shall be eligible to the office of division super intendent of schools. (Code 1919, § 779; 1928, p. 1202; 1930, p. 883; Michie Code 1942, § 650; 1954, c. 334.) T h e 1954 a m e n d m e n t m a d e th e c h a ir m an of a p o litic a l p a r ty in elig ib le fo r th e office o f d iv isio n s u p e r in te n d e n t o f sch o o ls. �§ 22-42 V ir g in ia Sc h o o i. La w s Su ppl e m e n t § 22-43.1 CHAPTER 5. Sc h o o l D is t r ic t s . Sec. 22-43.3. [R ep e aled .] 22-43.4. S pecial sch o o l d is tric t fo r L e e s b u rg ab o lish ed . § 22-42. Counties as districts. A m a g is te ria l d is tr ic t c a n n o t be a s e p a r a te sc h o o l d is tric t. O n e o r m o re m a g is te ria l d is tric ts in a c o u n ty m a y n o t fo rm its o r th e ir ow n sch o o l d is tr ic t s e p a ra te a n d d is tin c t fro m a th ird m a g is te ria l d is tr ic t in th e c o u n ty . R ep. A tty . G en., 1952-53, p . 210. § 22-43. Special districts abolished; exceptions; certain towns may be constituted separate districts. — All special school districts and special town school districts except the special school district for the town of Lexington of Rockbridge county and the town of Bedford of Bedford county and the town of Fries of Grayson county, which are hereby preserved, are hereby expressly abolished, except the special town school district for the town of Kilmarnock in Lancaster county and all those special town school districts which have heretofore been established by and with the approval of the State Board, which are hereby expressly continued for the purpose for which established; provided, however, that the town of Herndon of Fairfax county and the town of Colonial Beach of Westmoreland county, and incorporated towns having a population of not less than three thousand five hundred inhabitants, according to the last United States census, may, by ordinance of the town council and by and with the approval of the State Board, be constituted separate school districts either for the purpose of representation on the county school board, or for the purpose of being operated as a separate school district under a town school board of three mehibers, ap pointed by the town council. In the event that such a town district be set up, to be operated by a board of three members, the members of such board shall be appointed in accordance with § 22-89, providing for the appointment of trustees in cities and of such members, one shall be designated by the town school board as a member of the county school board and entitled to serve as a member of the county board. (1942, p. 681; Michie Code 1942, § 653a2; 1944, p. 467; 1948, p. 484; Code 1950, § 22-43; 1950, p. 452; 1954, c. 638.) T h e 1954 a m e n d m e n t deleted references to the towns of Leesburg, Galax and Falls C h u rc h . S e c tio n in o p e ra tiv e a s to to w n o f H e r n d o n .— S e c tio n 15-339, w h e n re ad in co n n e c § 22-43.3 Lo c a l Bo [ 10 ] o f Sc T h o o l r u st ees § 22-43.4 tion of law in the county school board for school purposes; provided that in the event of the dissolution of the special town school district of the town of Bed ford, the school board of the county may with the approval of the governing body of the county pay to the town the fair value of such school property. Such ordi nance shall state what .disposition is to be made of any balance in the school funds of any such separate, special or special town school district at the time of its dissolution and shall provide for disposition of any outstanding bonded indebted ness of such school district. (1942, p. 681; Michie Code 1942, § 653a2; 1944, p. 467; 1948, p. 484; Code 1950, § 22-43; 1950, p. 452; 1954, cc. 220, 638.) T h e 1954 a m e n d m e n ts .— C h a p te r 220 o f th e A c ts o f 1954 a d d e d th e p ro v is o a t th e en d of th e firs t se n te n c e , a n d c h a p te r 638 o f th e A c ts o f 1954 d e le te d re fe re n c e s t o th e to w n s o f L e e s b u rg , F a lls C h u rc h a n d G a la x . T h e s e tw o c h a p te rs h a v e b ee n co m b in e d s o a s to g iv e effe c t to b o th a m e n d a to ry a c ts. § 22-43.3 : Repealed by Acts 1952, c. 316. § 22-43.4. Special school district for Leesburg abolished. — The special school district for the town of Leesburg of Loudoun county which was here tofore created and preserved under the provisions of § 22-43, is hereby abolished as of September one, nineteen hundred fifty-two. Such separate school district both within and without the town shall be and become a part of the county school system and shall be managed, operated and controlled by the county school board as a part of such system. All school property, real and personal, the title to which is held by the school board of such town shall vest by operation of law in the county school board for school purposes. Any balance of school funds in such separate district shall be transferred to the county school board and the county school board shall provide for the assumption of all obligations, including any bonded indebtedness, of such separate school district. The area heretofore in the special school district for the town of Leesburg shall be merged with Leesburg magisterial district. The terms of office of the member of the county school board from the town of Leesburg and the Leesburg magisterial district shall terminate upon the abolition of the special school district. At least thirty days prior thereto the school trustee electoral board for the county shall appoint a member of the school board to rep resent the Leesburg magisterial district for a term ending July one, nineteen hun dred fifty-four. (1952, c. 615.) tion w ith § 15-292, e x p re s s ly re p e a ls a n d re n d e rs in o p e ra tiv e th is s e c tio n in s o fa r as it ap p lies to th e to w n o f H e rn d o n . C o u n ty S ch o o l B o a rd v. H e rn d o n , 194 V a . 810, 75 S . E . (2 d ) 474. § 2 2 -4 3 .1 . Dissolution of certain special districts.—The special school districts for the town of Lexington of Rockbridge county and the town of Bed ford of Bedford county and the town of Fries of Grayson county, and the separate school district of the town of Herndon of Fairfax county, and the town of Colonial Beach of Westmoreland county, and any other such separate, special or special town school district, heretofore or hereafter created, by or under the provisions of the preceding section, whether for the purpose of representation on the county school board or for the purpose of being operated as a separate school district as above, may, by ordinance of the town council, or other governing body, and by and with the approval of the county school board and the State Board, be dis solved as a separate school district, and, upon dissolution, such separate school district shall be and become a part of the county school unit and shall be managed, operated and controlled by the county school board as a part of such unit, and all school property, real and personal, the title to which is held by the school board of any such separate, special or special town school district shall vest by opera- a r ds CHAPTER 6. Lo ca l Bo a r ds o f Sc h o o l T r u st ees . Sec. 22-100.4. Qualifications of members; or ganization and duties to be assigned by board as whole; board not to employ mem bers. A r tic le 3. B o a rd s in C o u n tie s H a v in g C o u n ty M a n a g e r o r C o u n ty E x e c u tiv e F o r m o f G o v e rn m e n t. Sec. 22-88.2. [R e p e a le d .] 22-100.5. A r tic le 5. B o ard s o f D iv is io n s C o m p risin g T w o o r M o re P o litic a l S u b d iv isio n s. J2 - 1 0 0 . 1. S in g le sc h o o l b o a r d a u th o riz e d . 22-100.2. H o w b o a rd e s ta b lis h e d . 22-100.3. H o w com posed; a p p o in tm e n t a n d te r m s o f m e m b e r s ; v a ca n cies. 22-100.6. 22-100.7. 22-100.8. [in B o a rd c o n s titu te s b o d y c o rp o r a te ; p o w e rs g e n e ra lly . C o m p e n s a tio n o f m em b ers. T r a n s f e r o f title t o s c h o o l p ro p e r ty ; a d ju d ic a tio n o f o w n e r ship. F in a n c ia l p la n o f o p e r a tio n of sc h o o ls. �§ 22-48 Sec. 22-100.9. V ir g in ia S c h o o l L a w s S u pp l E x p e n d itu re s fo r c a p ita l ou tlay p u rp o s e s a n d in c u rr in g in d e b te d n e s s fo r c o n s tru c tio n of b u ild in g s. emen t § 22-67 Sec. 22-100.10. F isc a l a g e n t. 22-100.11. E ffe c tiv e d a te fo r fo r m a tio n b o ard . 2 2 - 1 0 0 . 12 . D is s o lu tio n o f b o a rd . of A r t ic l e 1. General Provisions. § 22-48. Election of chairman and clerk.—At the first annual meeting of the school board of any county, city or town it shall elect one of its members chairman and on recommendation of the division superintendent, elect or appoint a competent person as clerk of the school board, and shall fix his compensation. However, the school board may, in its discretion, elect the division superintend ent to serve as clerk. The chairman and clerk shall be selected annually. (1922, p. 738. 1928, p. 1203; 1930, p. 886; 1934, p. 231; 1936, p. 504; 1942, p. 95; Michie Code 1942, § 655; 1948, p. 563; 1952, c. 593.) T h e 1952 a m e n d m e n t in s e rte d th e sec o n d sen ten c e. D iv isio n s u p e r in te n d e n t of sch o o l can n o w b e ele cted c le rk of sch o o l b o ard . R ep. A tty . G en. (S e p t. 5, 1951), 1951-52. R e v e r s in g fo rm e r o p in io n s, see R ep. A tty . G en. 1948-49, p. 195; R ep . A tty . Gen. 193435, p. 144. B u t a s c h o o l b o a r d m e m b e r ca n n o t. — I n view o f th is sec tio n a n d §§ 22-48.2, 2271 a n d 22-75, it a p p e a rs co n c lu siv e th a t th e law c o n te m p la te s so m e p e r s o n o th e r th a n a sch o o l b o a r d m e m b e r to a c t as c le rk o f th e s c h o o l b o a r d a n d it n e c e s s arily fo llo w s t h a t n e ith e r th e c le rk n o r th e m e m b e rs o f th e b o a r d m a y p e rfo rm th e d u tie s o r e x e rc is e th e p o w e rs c o n fe rre d u p o n th e o th e r. T h e office o f c le rk is in c o m p a tib le w ith th e office of a sch o o l b o ard m em b er. R ep . A tty . G en. (M a r. 9, 1954), 1953-54. § 2 2 -48.1. Vice chairman and deputy clerk. D e le g a tio n o f d u tie s o f sch o o l b o ard cle rk . — S ee R ep . A tty . G en. (M a rc h 9, 1954), 1953-54. A r t ic l e 2. Co u n t y S c h o o l B o a r d s G e n e r a l l y . § 2 2 - 6 0 . School trustee electoral boards. T h e officers a p p o in te d u n d e r th is sec tio n E lig ib ility to s e rv e o n s c h o o l t r u s te e a r c in c lu d e d w ith th e re s tric tio n s of § 22b o a rd .— T h e d e p u ty tr e a s u r e r is in elig ib le 213. R ep. A tty . G en. (A u g . 2 1 , 1951), lo r a p p o in tm e n t. R ep. A tty . G en., 1950-51, 1951-52. p. 262. § 22-62. Notice by electoral board of meeting for appointment. — Before any appointment is made by the school trustee electoral board it shall give notice, by publication for two successive weeks, in a newspaper having general circulation in such county of the time and place of any meeting for the purpose of appointing the members of the county school board. Such notice shall be given whether the appointment is of a member or members of the county school board for the full term of office as provided by law, or of a member to fill a vacancy occurring in the membership of the county school board or of a member (rom a new school district. (1942, p. 680; Michie Code 1942, § 653a 1 ; 1944, p. 34; 1948, pp. 444, 1042; 1954, c. 638.) T h e 1954 a m e n d m e n t in s e rte d “ school tru s te e ’’ b e fo re " e le c to ra l b o a r d ” in line one a n d a d d e d th e s e c o n d sen ten c e. § 22-6 7 . Salary of members.—The county school board may in its dis cretion pay each of its members an annual salary not exceeding two hundred forty I 12 I § 22-67 L o c a l Bo a r d s of Sc h o o l T r u s t e e s § 22-67 dollars, payable in equal monthly installments, and mileage to each member for each day he is in attendance upon meetings of the board, not to exceed seven cents per mile for each mile of travel by the most direct route in going to and returning from the place of meeting; provided that the county school board of any county may in its discretion, pay to any members of such board who serve on the com mittee for control of any joint school established under the provisions of § 22-7 an additional amount not in excess of ninety dollars per annum. Such salary and mileage shall be paid as other school expenses are paid. Provided that in counties having a population in excess of two thousand a square mile the county school board may pay each of its members an annual salary of not exceeding nine hundred dollars, payable in equal monthly installments, and in counties adjoining counties which have a population in excess of one hun dred twenty-five thousand, the county school board may pay each of its members an annual salary of not exceeding twelve hundred dollars payable in equal monthly installments, and in counties adjacent to cities having a population of not less than two hundred ten thousand nor more than two hundred twenty-five thousand the county school board may pay each of its members an annual salary of not ex ceeding four hundred eighty dollars payable in equal monthly installments, and in counties having a population of not less than thirty-seven thousand nor more than thirty-nine thousand, the county school board may pay each of its members an annual salary of not exceeding three hundred dollars, payable in equal monthly installments, and in counties having a density of population of more than five hundred per square mile, the county school board may pay each of its members an annual salary of three hundred dollars, payable in equal monthly installments, and in each county having a population in excess of forty thousand and having eight or more magisterial districts, the county school board may pay each of its members a maximum salary of three hundred dollars in equal monthly install ments, and in each county adjoining a city lying wholly within this State with a population in excess of two hundred twenty-five thousand, the county school board may pay each of its members an annual salary not to exceed nine hundred dol lars, payable in equal monthly installments, and provided further, that in cities having a population of not less than twenty-three thousand nor more than twentynine thousand, and in cities having a population of not less than thirty thousand nor more than forty thousand, and in cities having a population of not less than fiftyfive thousand nor more than seventy thousand, the school board may provide and pay a per diem not exceeding ten dollars to each member for each day he is in attendance upon meetings of the board, not to exceed twenty-four days in any one year, and provided further, that in counties having a population of not less than twenty-four thousand nor more than twenty-five thousand, and in counties having a population of not less than six thousand two hundred nor more than six thousand two hundred eighty, and in counties having a population of not less than nineteen thousand nor more than twenty thousand, and in counties having a popu lation of not less than sixteen thousand nor more than seventeen thousand, and in counties having a population of not less than twelve thousand seven hundred sixty nor more than twelve thousand eight hundred, and in counties having a popula tion of not less than twenty-six thousand nor more than twenty-six thousand six hundred, and in counties having a population of not less than five thousand nor more than six thousand, and in counties having a population of not less than twenty-nine thousand nor more than twenty-nine thousand seven hundred fifty, the county school board may pay each of its members an annual salary of not ex ceeding three hundred dollars, payable in equal monthly installments, and pro vided, further, that in counties having a population of not less than twentv thou sand nor more than twenty thousand two hundred, and in cities having a popula tion of not less than twenty-six thousand seven hundred nor more than twentyseven thousand, and in counties having a population of not less than forty-one thousand four hundred fifty nor more than forty-two thousand, the county school f 13 1 �§ 22-68 V ir g in ia Sc L h o o l a w s Su ppl e m e n t § 22-69 board may pay each of its members an annual salary not to exceed three hundred sixty dollars, payable in equal monthly installments, and provided further, that in counties having a population of not less than thirty-three thousand six hundred nor more than thirty-four thousand, the county school board may pay each of its mem bers an annual salary not to exceed four hundred dollars payable in equal monthly installments, and provided further that in counties having a population of not less than fifty-six thousand nor more than fifty-seven thousand the county school board may, with the approval of the governing body of said county, pay each of its members an annual salary not exceeding six hundred dollars, payable in equal monthly installments; and, provided further, that in counties with a population of not less than eleven thousand nine hundred ten nor more than twelve thou sand two hundred, and in counties with a population of more than fifteen thou sand seven hundred but less than sixteen thousand, and in counties with a popula tion of not less than ten thousand nor more than ten thousand one hundred, the county school board may pay each of its members, for his services, during any term after the first day of July, nineteen hundred fifty-five, an annual salary of not less than two hundred forty dollars nor more than six hundred dollars. In any county having a population of not less than twenty-two thousand nor more than twenty-three thousand, the county school board may pay each of its mem bers, for his services, during any term beginning after March 11, 1954, an annual salary of not less than one hundred eighty dollars nor more than six hundred dol lars. The population when referred to in this section shall be according to the last preceding decennial United States census. (1942, p. 680; Michie Code 1942, § 653al; 1944, p. 35; 1948, pp. 445, 1042; 1950, pp. 465, 490; 1952, c. 170; 1954, cc. 206. 709.) T h e 1952 a m e n d m e n t in cre ase d th e sal a r y a n d m ile ag e in th e first p a ra g ra p h . It re w ro te th e second p a ra g ra p h g enerally, c h a n g e d th e p o p u latio n classification of th e city m en tio n e d in th e p re ced in g n o te fro m 175,000 to 225,000, a n d added m an y c o u n tie s an d c ities to th o se alre a d y c o v e re d b y th e p a ra g ra p h . T h e am e n d m e n t a ls o a d d e d th e th ird p a ra g ra p h . T h e 1954 a m e n d m e n ts.— C h a p te r 206 of th e A c ts o f 1954 d e le te d fro m th e second p a r a g ra p h th e p ro v isio n in se rte d by th e firs t 1950 a m e n d m e n t, an d in se rte d th e p ro v is io n as to co u n tie s a d jo in in g c o u n ties h a v in g a p o p u la tio n in e x c ess of o n e h u n d re d tw e n ty -fiv e th o u sa n d . In th e p ro v i sion re la tin g to c o u n tie s h a v in g a p o p u la tio n o f " n o t less th a n fifte en th o u s a n d sev e n h u n d re d ’’ th e a m e n d m e n t c h a n g e d th is n u m b e r to re a d “s ix te e n th o u s a n d ”. I t a ls o a d d e d th e l a s t s e n te n c e o f th e se c on d p a r a g ra p h a n d th e p ro v is o im m e d i a te ly p re c e d in g said se n te n c e . C h a p te r 709 o f th e A c ts o f 1954 in c re a s e d th e m ile a g e in th e firs t p a r a g ra p h fro m six t o sev e n c e n ts p e r m ile . T h e tw o c h a p te rs h a v e bee n co m b in e d so a s t o g iv e effe c t t o b o th a m e n d a to ry a c ts. E ffe c tiv e d a te .—T h e firs t 1954 a m e n d m e n t w a s a n e m e rg e n c y a c t a p p ro v e d M a rc h 11, 1954. 22-68. Members must be residents. D e c la rin g v a c a n c y in office o f m em b ers o f c o u n ty s c h o o l b o a r d w h e n m em b er m o v e s o u t o f S ta te . R ep. A tty . Gen., 195051, p . 248. T r a n s itio n o f to w n to city. — S in c e th e m e m b e r s o f a c o u n ty sch o o l b o a rd are co u n ty o fficers, t h e ir offices a r e n o t v a c a te d b y re a s o n o f th e tr a n s itio n o f th e to w n o f th e ir re s id e n c e to a c ity o f th e sec o n d cla ss. R ep. A tty . G en., 1952-53, p. 204. 22-69. Certain officers may not act on school board. C ro s s re fe re n c e — F o r f u r th e r d isq u a li fic a tio n s see § 2-27 a n d n o te. H i s t o r y of s e c tio n .— S ee J o y v. G reen, 194 V a . 1003, 76 S. E. (2 d ) 178. T h i s s e c tio n d o e s n o t p re s c rib e th e ex c lu s iv e q u a lific a tio n s fo r m e m b e rs of c o u n ty s c h o o l b o a rd s , a n d d oes n o t su p er- r sed e th e p ro v is io n s o f § 2 -29(14) w ith re s p e c t to th e q u a lific a tio n s o f fe d e ra l e m p lo y ee s t o s it on c o u n ty s c h o o l b o a rd s . T h e s e tw o s e c tio n s a r e c o m p le m e n ta ry a n d sh o u ld b e re a d t o g e th e r . J o y v. G reen , 194 V a . 1003, 76 S. E . (2 d ) 178. M e m b e r o f t h e V irg in ia C o m m is s io n fo r n § 22-71 Lo c a l Bo a r ds o e t h e B lin d c a n n o t se rv e a s m e m b e r o f s c h o o l b o a rd . R ep . A tty . G en., 1950-51, p. 252. N o r c a n a c o u n ty s u rv e y o r.— R ep . A tty . G en. (J u ly 9, 1951), 1951-52. • Sc h o o l T r u st ees § 22-79 B u t a r e tir e d s c h o o l te a c h e r c u r re n tly d ra w in g a p en s io n a s s u c h is e lig ib le fo r m e m b e rs h ip on a c o u n ty sch o o l b o ard . R ep . A tty . G e n . (S e p t. 20, 1951). 1951-52. § 22-71. Bond of clerk and deputy clerk.—The clerk of the school board shall be bonded in an amount not less than ten thousand dollars; and the deputy clerk, before performing any of the duties authorized in this chapter, shall be bonded in like amount. (1945, pp. 60, 86; 1946, p. 69; Michie Suppl. 1946, § 656; 1948, p. 565; 1952, c. 280.) T h e 1952 a m e n d m e n t in c re a se d th e m in im u m b o n d fro m five th o u s a n d to te n th o u s a n d d o lla rs . § 22-72. Powers and duties. (6a) Insurance.—To provide for the necessary insurance on school properties against loss by fire or against such other losses as deemed necessary. (1954, c. 289.) C ro s s re fe re n c e . A s to b la n k e t a u th o rity fro m b o a rd o f s u p e rv is o rs to tr a n s f e r fu n d s fro m one ite m in s c h o o l b u d g e t to a n o th e r, see n o te to § 2 2 - 1 22 . T h e 1954 a m e n d m e n t in s e rte d p a ra g ra p h (6 a ). O n ly p a r t of s e c tio n s e t o u t.— A s only p a r a g ra p h (6 a ) w a s affe c te d b y th e a m e n d m e n t th e re s t o f th e sec tio n is n o t s e t o u t. C o n s e n t o f s u p e r v is o r s n e c e s s a ry fo r t r a n s f e r o f fu n d s .— A sc h o o l b o a r d h a s th e p o w e r to m a k e s u c h e x p e n d itu re s p ro p e rly e m b ra c e d in e a ch cla ssific atio n o r ite m of th e b u d g e t, b u t s u c h b o a r d d o es n o t have th e p o w e r t o t r a n s f e r fu n d s fro m o n e item to a n o th e r item w ith o u t th e c o n s e n t o f th e b o a r d o f s u p e rv is o rs . " I t e m ” w a s defined a s a m a jo r cla ssific a tio n , s u c h a s a d m in is tra tio n , in s tr u c tio n , e tc . R ep . A tty . G en., (A p ril 10. 1952), 1951-52. A n d a s c h o o l b o a r d in e x p e n d in g fu n d s p ro v id e d fo r th e o p e r a tio n o f th e co u n ty s c h o o ls m u s t sp e n d m o n e y fo r th e p u r- p o s e s a n d w ith in th e lim its s e t u p in th e b u d g e t. R ep . A tty . G en. (N o v . 14, 1951), 1951-52. S c h o o l b o a r d h a s a u th o r ity to e x p e n d fu n d s t o e n la rg e to w n s e w ag e fa c ilitie s fo r s c h o o l u se, p ro v id e d i t is n o t n e c e s s a ry to b o rro w th e m o n e y . R e p . A tty . G en. 195051, p. 243. A n d a c o u n ty s c h o o l b o a r d m a y le g a lly c o n tr a c t f o r t h e e r e c tio n o f a s c h o o l b u ild in g , o u t o f fu n d s a v a ila b le fo r th e p u rp o s e , w ith o u t firs t a d v e rtis in g fo r b id s. R ep . A tty . G en. (J u ly 5, 1951), 1951-52. P a r a g r a p h (9 ) e m p o w e rs th e b o a r d of s u p e r v is o r s t o a u th o riz e th e s c h o o l b o a rd to e x c ee d th e a m o u n t o f its b u d g e t w h e re th e fu n d s a r e av a ila b le , b u t th is p o w e r is ap p lica b le t o th e b u d g e t fo r th e c u r re n t a p p r o p ria tio n y e a r. R e p . A tty . G en. (M a rc h 14, 1952), 1951-52. S e c tio n 11-17 d o es n o t a p p ly t o c o n tra c ts le t b y lo c a l s c h o o l b o a r d s . R ep . A tty . G en. ( J u ly 18 , 1951), 1951-52. § 22-78. Special warrants. S ch o o l e m p lo y e e s m a y b e p a id fo r s e r v ic e s re n d e re d d u rin g th e m o n th s o f M ay a n d J u n e ev e n th o u g h a ll th e m e m b e rs of th e local b o a rd h a v e re s ig n e d a n d th e va- ca n cies in c u rr e d w ill n o t b e filled a t th e tim e o f th e n e x t r e g u la r m e e tin g . R ep . A tty . G en. (M a y 26, 1952), 1951-52. § 22-79. Meetings of people and local committees.—It shall be the duty of the school board to call meetings of the people of the county for consulta tion in regard to the school interest thereof when deemed necessary by the board. The board is authorized to appoint local school committees of not less than three nor more than seven members for each schoolhouse, whose duty it shall be to advise the members of the board with reference to matters pertaining to the local school and to co-operate with the board in the provisions for the care of the school property and for the successful operation of the school. Such committee shall serve without compensation. (Code 1919, § 661; 1922, p. 741; 1928, p. 1205; 1952, c. 72.) T h e 1952 a m e n d m e n t c h a n g e d th e m em b e r s h ip o f lo ca l s c h o o l c o m m itte e s fro m “ n o t m o re th a n t h r e e ” to “n o t le s s th a n t h r e e n o r m o re th a n s e v e n ”. r i5 i �§ 22-88.2 V ir g in ia Sc h o o l L a w s S u ppl Ar t ic l e emen t § 22 - 100.2 3. Boards in Counties H a ving County M a n a g e r or County Executive F o r m of Government. § 2 2 -88.2: Repealed by Acts 1954, c. 342. Ar t ic l e 4. Boards of Cities and Towns. § 22-97. Enumeration of powers and duties. (17) Consolidation of schools. — To provide for the consolidation of schools whenever such procedure will contribute to the efficiency of the school system. (Code 1919, § 786; 1920, p. 70; 1923, p. 188; 1940, p. 648; 1946, p. 84; 1948, p. 1022; 1954, c. 291.) T h e IC'54 a m e n d m e n t a d d e d p a r a g r a p h (1 7 ). O n ly p a r t o f s e c tio n s e t o u t.— A s o n ly p a r a g ra p h (1 7 ) w a s a f fe c te d b y th e a m e n d m e n t th e re s t o f th e s e c tio n is n o t s e t o u t. A g e n t m a y b e a p p o in te d by B o a rd t o e x a m in e a n d to a p p r o v e p a y m e n t o f cla im s. R ep . A tty . G e n ., 1950-51, p. 239. A p p lie d in H ill v. C o m ’r o f I n te r n a l R e v e n u e , 1 8 1 F . (2 d ) 906. § 22-9 8 . Clerk and deputy clerk of board. — City school boards shall have a clerk and, in the discretion of the school board, a deputy clerk, who may or may not be members of the board and who shall be charged with the same duties as the clerk and deputy clerk of a county school board, and whose salary shall be fixed by the board. The board shall require the clerk and his deputy to furnish the city a corporate surety bond conditioned upon the faithful performance and discharge of the duties herein assigned to each such official. The board shall fix the amount of such bond or bonds in an amount not less than ten thousand dollars and the premium therefor shall be paid out of the school funds of such city. (Code 1919, § 786; 1920, p. 72; 1923, p. 190; 1940, p. 650; 1946, p. 87; 1948, p. 1025; 1954, c. 638.) T h e 1954 a m e n d m e n t in s e rte d in th e la s t s e n te n c e th e w o r d s “in a n a m o u n t n o t less th a n te n t h o u s a n d d o lla rs ” . Ar t ic l e 5. Beards of Divisions Comprising T w o or M o r e Political Subdivisions. § 2 2 -1 0 0 .1 . Single school board authorized. — When the State Board of Education has created a school division, composed of two or more counties or one or more counties with one or more cities, the supervision of schools in any such school division may be vested in a single school board under the conditions and provisions as hereinafter set forth. (1954, c. 391.) T h e n u m b e r s o f §§ 22-100.1 t o 22-100.12 w e re a s s ig n e d by th e V irg in ia C o d e C o m m is s io n f o r b e t t e r a r ra n g e m e n t, th e n u m b e r s in th e 1954 a c t h a v in g bee n 22-99.1 to 22-99.12. E ffe c tiv e d a te . — T h e e m e rg e n c y a c t fr o m w h ich th is a r tic le w a s d e riv e d w as a p p ro v e d A p ril 2, 1954. § 2 2 -1 0 0 .2 . How board established.—The school boards of such coun ties, county and city or counties and cities, composing such school division, by a majority vote, may, with the approval of the governing bodies of such counties, or counties and cities, and the State Board of Education, establish such division school board in lieu of the school boards as at present constituted for the coun ties, county and city or counties and cities of such school division. Provided, how ever, that no such division shall be created which includes a county in which there is located a town operating as a separate school district. (1954, c. 391.) [1 6 ] § 22-100.3 L o c a l Bo a r d s of Sc h o o l T r u s t e e s § 22-100.7 § 22-100.3. How composed; appointment and terms of members; vacancies. — Such division school board shall be composed of not less than six nor more than nine trustees, with an equal number of members from each county or city of the division and with a minimum board of six members, who shall be appointed by the county board of supervisors for a county and the city council for a city. Upon the creation of such school division there shall be appointed by the appropriate appointing bodies the required number of members to the divi sion school board who shall serve until the first day of July next following the creation of such division. Within sixty days prior to that day each apppointing body shall appoint the required number of members of the division school board as follows: If there be three members, one shall be appointed for a term of two years, one for a term of three years, and one for a term of four years; if there be four members, one shall be appointed for a term of one year, one for a term of two years, one for a term of three years, and one for a term of four years. With in sixty days prior to the first day of July in each and every year thereafter there shall be appointed by the appropriate appointing body for a term of four years beginning the first day of July next following their appointment, successors to the members of the division school board for their respective counties or cities, whose terms expire on the thirtieth day of June in each such year. The exact number of trustees for a county or city shall be determined by the governing bodies concerned within the limits above provided. Any vacancy occurring in the membership of the division school board from any county or city shall be filled for the unexoired term by the appointing body of such county or city. The gov erning bodies concerned shall jointly select for a term of four years one person who shall be a member of the division school board only for the purpose of vot ing in case of an equal division of the regular members of the board on any ques tion requiring the action of such board. Such person shall be known as the tie breaker. (1954, c. 391.) § 22-100.4. Qualifications of members; organization and duties to be assigned by board as whole; board net to employ members. — The qualifications of members of such division school hoard shall be the same as pro vided by law for county and city school boards, except that any or all of said members may be appointed from a county or city at large rather than by school districts, if deemed advisable by the appointing body. The members of the divi sion school board from the counties or counties and cities shall have no organiza tion and duties except such as may be assigned to them by the board as a whole, nor shall the board employ any of its members in any capacity. (1954, c. 391.) § 22-100.5. Board constitutes body corporate; powers generally.— The members so appointed shall constitute the division school board, and every such board is declared a body corporate, under the style of the Division School Board of ............................. Counties, County and City or Counties and Cities, and may. in its corporate capacity, sue and be sued, contract or be contracted with and. in general, is vested with all the powers, and charged with all the duties, obligations and responsibilities imposed upon countv and city school boards as such by law. (1954. c. 391.) § 22-100.6. Compensation of members. — The annual salary of each member of such division school board shall be determined and paid as now pro vided in § 22-67 for county school boards, the provisions of the charter of any city concerned to the contrary notwithstanding. (1954, c. 391.) § 22-100.7. Transfer of title to school property; adjudication of ownership.—The title to all school property in the school division shall be vested in the division school board as defined in § 22-100.5. The school board of every county included in such school division and the city council or the school board, SL-2 1 17 I �§ 22-100.8 V ir g in ia Sc h o o l L a w s S u ppl e m e n t § 22-100.12 whichever holds title to the school property of any city included in such school division shall have the power to transfer title to the school property of such county or city to the division school board and no such division shall be created unless and until such transfer is agreed to by each county or city in the division. If, at the time a division school board is created, under the authority of this section, the ownership of school property, real or personal, has not been deter mined or the title thereto is in question, or there is a dispute as to the ownership or title, then such question of ownership or title may be determined before the formation of said school division, by any participating division petitioning a court of equity in the jurisdiction where the property or any part thereof lies to deter mine the title to said property, and such adjudication of ownership or title shall be conclusive thereafter. (1954, c. 391.) § 2 2 -1 0 0 .8 . Financial plan of operation of schools. — The financial plan of operation of the schools, including submission of budgets and reports shall be governed by rules and regulations promulgated by the State Board of Education. (1954, c. 391.) § 2 2 -1 0 0 .9 . Expenditures for capital outlay purposes and incurring indebtedness for construction of buildings.—Expenditures for capital outlay purposes and incurring indebtedness for the construction of school buildings shall be on a pro rata basis based on enrollment of pupils or such other basis as may be mutually agreed upon by the division school board with the approval of the gov erning bodies of the participating counties and/or city. (1954, c. 391.) § 2 2 -1 0 0 .1 0 . Fiscal agent. — The fiscal agent for such division school board shall be the treasurer of one of the participating counties and/or city, as mutually agreed upon by the division school boards with the approval of the gov erning bodies. In the event the local authorities cannot agree on the selection of a fiscal agent, the State Board of Education shall designate such fiscal agent. For his services as fiscal agent, the treasurer shall be paid such salary as may be agreed upon by the division school board. In the event the division board and the treasurer so designated cannot agree on such compensation, then the amount of salary to be paid shall be determined by a court of competent jurisdiction, and the amount so fixed by the court or the judge thereof in vacation shall be binding upon both the treasurer and the division school board. Provided that nothing contained in this section shall affect the regular salary or expense allowance of the treasurer as fixed annually by the State Compensation Board. (1954, c. 391.) § 22-101 L F it e r a r y § 22-112 u n d according to such distribution as may be mutually agreed upon by the respective boards concerned or as determined by a court of competent jurisdiction as above set out. Provided further, in the event of dissolution, if the respective school boards cannot agree on the distribution of any balance in the division school board fund or on the disposition of any outstanding bonded indebtedness, or any other obli gations, a court of competent jurisdiction as above set out shall make such dis tribution. (1954, c. 391.) CHAPTER 7. L F it e r a r y u n d . § 22-101. How fund constituted; management. L o a n s c o n s id e re d in c o m p u tin g lim ita tio n o n in d e b te d n e s s . — In d e b te d n e s s o f a c ity o r to w n on a c c o u n t of its b o rro w in g s fro m th e l ite r a r y fu n d m u s t be c o n sid e re d in c o m p u tin g th e lim ita tio n o f eig h tee n p e r c e n tu m o f th e a s s e s se d v a lu a tio n of th e re a l e s ta te in th e c ity o r to w n s u b je c t to ta x a tio n , p re s c rib e d b y § 127 o f th e C o n s titu tio n . R e p . A tty . G e n ., 1952-53, p. 138. § 2 2-107. Boards authorized to borrow from fund; form of application. T h e r e is n o re q u ir e m e n t t h a t a b o a r d of s u p e r v is o r s a p p r o v e th e a p p lic a tio n fo r a lo a n fro m th e lite ra r y fu n d a n d if th e b o a rd re s c in d s a fo r m e r a p p ro v a l th e se c o n d rc s - o lu tio n is w ith o u t leg a l effect. T h e S ta te B o a rd m a y a d v a n c e th e fu n d s in a c c o rd a n c e w ith th e re s o lu tio n . R ep . A tty . G en. (A p ril 2, 1952), 1951-52. § 22-110. Examination of title of property on application for loan. R e s tric tio n t h a t la n d s h a ll b e u sed on ly fo r p u b lic s c h o o l p u rp o s e s . — A lite ra ry lo a n c o u ld n o t be o b ta in e d fo r th e erectio n o f a sc h o o l b u ild in g s itu a te d on lan d c o n v e y e d to th e sc h o o l b o a rd w ith a r e s tr ic tio n th a t th e la n d s h a ll be u sed o n ly for p u b lic s c h o o l p u rp o s e s , sin c e th e r e s tr ic tio n co u ld o p e r a te a s a n e n c u m b ra n c e u p on th e title to th e p ro p e rty a n d d e fe a t th e lien c r e a te d b y § 22-114, C o d e o f V irg in ia (1950). R ep . A tty . G en., 1950-51, p . 252. § 2 2 -1 0 0 .1 1 . Effective date for formation of board. — The effective date for the formation of such division school board and the supervision and op eration of the schools in any school division by such school board shalj be as of the first day of July of a school year, and the school boards as now constituted for the counties, or counties and cities, in the school division shall cease to exist as of such effective date. (1954, c. 391.) § 2 2 -1 0 0 .1 2 . Dissolution of board. — Effective as of the first day of July of any school year, a division school board, may, by resolution adopted by a majority of its members prior to the first day of May for the said school year, and with the approval of a majority of the governing bodies of such counties or cities concerned and the State Board of Education, be dissolved, and, provided, that in the case of such dissolution a county school board for each^ county and a city school board for each city of such division shall be appointed in the manner and for the terms of office as provided by law for county and city school boards effective as of the date of such dissolution. All school property, real and personal, the title to which is held by the divi sion school board at the time of dissolution shall be transferred to and vested in, by operation of law, the school boards of the participating counties and/or cities § 22-112. Rate of interest on loans; payment in installments; evi dence of debt.—All loans made on or before January first, nineteen hundred forty-seven, shall bear interest at the rate of two per centum a year, payable annually. After January first, nineteen hundred forty-seven, when loans have been approved by the State Board from time to time in such amounts that no sufficient balance shall have been left in the Literary Fund from which to make additional loans, then the State Board is authorized in its discretion to fix the rate of interest as low as possible, but not less than two per centum and not to exceed four per centum a year on such additional loans which may be made by selling the bonds of the cities and counties for which such loans are approved, for investment of the reserves of the Virginia Retirement System in such amount as may be approved by the Virginia Retirement Board in accordance with the provisions of § 51-76, in order to provide additional funds to make loans to the school boards of the several counties, cities and towns for the purposes for which such loans are legally authorized to be made. Loans from Literary Fund already approved and those approved prior to the date on which it first becomes neces sary to sell the bonds of the counties, cities and towns to the Virginia Retire ment Board for investment of the Virginia Retirement Fund reserve shall bear in terest at the rate of two per centum a year payable annually. The State Board is authorized in its discretion to fix the interest rate on all loans made after July first, nineteen hundred fifty-four, at not less than two per centum per annum and not to exceed four per centum per annum, payable annually. The principal shall be payable in annual installments from five to thirty years; provided that the [1 8 ] [ 191 �§ 22-114 V ir g in ia Sc h o o l L a w s Su ppl e m e n t § 22-119.1 time of payment may be extended in the discretion of the State Board, and shall be evidenced by bonds or notes payable to the Commonwealth of Virginia, for the benefit of the Literary Fund, executed or signed by the chairman of the county, city or town school board and attested by the clerk thereof. Payments of interest and principal shall be made to the State Treasurer and evidence of debt taken for such loans shall be deposited with the State Treasurer and kept by him. But if the State Board has assigned any of such bonds, notes or other evi dences of debt to the Board of Trustees of the Virginia Retirement System un der the provisions of § 51-76, and the same are held by the Board of Trustees of the Virginia Retirement System, the time of payment thereof may not be ex tended by the State Board but may be extended by the Board of Trustees of the Virginia Retirement System, in its discretion. (Code 1919, § 760; 1928, p. 1199; 1936, p. 501; 1942, p. 29; Michie Code 1942, § 643; 1944, p. 195; 1947, p. 68; 1954, c. 476.) C ro s s r e fe r e n c e s .— F o r fo r m e r p ro v isio n a u th o r iz in g s a le a n d a s s ig n m e n t o f lo a n s t o t h e fo r m e r B o a rd o f T r u s te e s of th e a b o lis h e d V irg in ia R e tire m e n t S y s te m , see re p e a le d § 51-76. F o r c a s e c o n c e rn in g c o n s t itu tio n a lity o f s u c h p ro v is io n , s e e n o te to § 51-111.24, w h ic h s e e fo r s im ila r p ro v is io n a u th o r iz in g sa le a n d a s s ig n m e n t of lo a n s to th e B o a rd o f T r u s te e s o f th e V i r g in ia S u p p le m e n ta l R e tire m e n t S y s te m . F o r p ro v is io n s c o n tin u in g a n d v e s tin g in th e n e w B o a rd c e rta in p o w e rs o f th e fo r m e r B o a rd , s e e §§ 51-111.18, 51-111.24, 51-111.68. T h e 1954 a m e n d m e n t re w ro te th e fo u rth s e n te n c e , w h ich fo rm e rly p ro v id e d t h a t a ll lo a n s m a d e a f te r J a n u a r y 1 , 1947, w ith c e rta in e x c e p tio n s , s h o u ld b e a r in te r e s t a t th e r a te o f tw o p e r c e n tu m . § 22-114. Loans to be a lien on buildings; insurance. D is p o s a l o f p ro c e e d s fro m s a le o f s c h o o ls b u ilt b y m a g is te ria l d is tr ic t w h e n s c h o o ls n o w u n d e r c o u n ty w id e s y s te m .— S in c e a lite ra r y fu n d lo an c o n s titu te s a specific lien o n th e b u ild in g c o n s tru c te d w ith th e p ro - c e e d s th e re o f, th e d e b t s h o u ld be s atisfied o u t of t h e p ro c e e d s o f th e sa le in a s m u c h a s th e c o u n ty is u n a b le to p a s s g o o d title to th e p ro p e rty u n til th e lien is satisfied . R ep. A tty . G e n ., 1950-51, p. 250. CHAPTER 8. S Sec. c h o o l 22-119.1 F e d e r a l fu n d s a p p o r tio n c u to c o u n tie s c o n t a i n i n g la n d s le a se d fo r flood c o n tro l p u r poses. 22-120.1. B o a rd s a u th o riz e d to b o rr o w fro m V irg in ia S u p p le m e n ta l R e tir e m e n t S y s te m . F u n d s . Sec. 22-120.2. V a lid a tio n o f lo a n s a n d a d v a n c e s to s c h o o l b o a r d s o f c e rta in c o u n tie s . 2 2 - 1 2 8 . 1 . T a x u p o n re al p ro p e rty to p r o v id e s h e lte r s a t s c h o o l b us s to p s . § 2 2 -1 1 9 .1 . Federal funds apportioned to counties containing lands leased for flood control purposes.—All moneys which have been paid or may hereafter be paid to the State Treasurer by the Secretary of the Treasury of the United States under the provisions of Section 5, Public Law 526, 79th Congress, end Session, shall be apportioned by the State Comptroller among the counties in which lands acquired by the United States for Hood control purposes were leased, according to the amounts derived from each county as stated by the Sec retary of the Treasury of the United States, and shall be paid by the State Treas urer to the treasurers of such counties on warrants of the Comptroller, and such county treasurers shall receive the same and place the funds to the credit of the public schools of their respective counties. (1952, Ex. Sess., c. 31.) § 22-120 Sc h o o l F u n d s § 22-122 § 22-120. Temporary loans to county or city school boards. T e m p o r a r y lo a n s p la n n e d fo r s e v e ra l y e a rs fo r sc h o o l c o n s tru c tio n .— R ep . A tty . G e n ., 1950-51, p. 260. L o a n s to re p la c e o r p u rc h a s e p riv a te c o n tr a c to r s ’ b u se s. — T h e w o rd “ e q u ip m e n t" m u s t be c o n s tru e d to m e a n e q u ip m e n t o w n e d b y th e sch o o l b o a rd a n d th e b o a r d c a n n o t b o rr o w m o n ey to bu y b u ses t o re p la c e p riv a te c o n tr a c to r s ’ b u ses. R ep. A tty . G en., 1952-53, p. 201. A c o u n ty sc h o o l b o a r d m a y m a k e a te m p o r a r y lo a n to b e re p a id w ith in o n e y e a r to p u rc h a s e b u s e s o w n e d b y p riv a te c o n tr a c to r s a n d t o e r e c t a c o u n ty g a ra g e fo r th e p u rp o s e o f s e rv ic in g a n d re p a irin g s c h o o l b u s e s if s u ch lo a n is n e g o tia te d w ith th e a p p ro v a l o f th e t a x le v y in g b o d y a n d m e e ts th e o th e r c o n d itio n s o f th is s e c tio n . R e p . A tty . G en. (J u n e 1, 1954), 1953-54. § 22-120.1. Boards authorized to borrow from Virginia Supple mental Retirement System.—At such time as § 115-a of the Constitution of Virginia be amended to permit the same, the school boards of the several counties are authorized to borrow money belonging to the assets of the Virginia Supple mental Retirement System and the school board of any county desiring to borrow a part of such funds shall (a) comply with all of the provisions of chapter 7 of Title 22 of the Code of Virginia, which chapter shall apply, mutatis mutandis, to such loans, provided that after the application has been approved by the State Board of Education, it shall then be submitted to the Board of Trustees of the Virginia Supplemental Retirement System, and (b) make application to the Board of Trustees of the Virginia Supplemental Retirement System for such loan, after the approval of the State Board of Education has been obtained. Such Board of Trustees may require such other conditions as a requisite to making such loans as are deemed proper to safeguard the assets of such fund. (1954, c. 633.) T h e n u m b e r o f th is s e c tio n w a s a s s ig n e d b y th e V irg in ia C o d e C o m m issio n fo r b e t- t e r a r ra n g e m e n t, th e n u m b e r in th e 1954 a c t h a v in g bee n 22-107.3. § 2 2 -120.2. Validation of loans and advances to school boards of certain counties.—All temporary loans and advances made to the school board of any county with a population of more than six thousand four hundred but less than six thousand five hundred with the approval of the board of supervis ors thereof for school purposes are hereby ratified, validated and confirmed to the extent that such loans or advances could have been made theretofore if au thorized by law. (1954, c. 261.) T h e n u m b e r o f th is s e c tio n w a s a s s ig n e d by th e V irg in ia C o d e C o m m is s io n , th e 1954 a c t h a v in g a s s ig n e d n o n u m b e r. E ffe c tiv e d a te .—T h e e m e rg e n c y a c t ins e r tin g th is se c tio n w a s a p p ro v e d M a rc h 13, 1954. § 22-121. Budget of county to include school budget. F ilin g re w o rk e d s c h o o l b u d g e t w ith b o a r d o f s u p e rv is o rs . — W h e r e a s c h o o l b u d g e t p re s e n te d to th e b o a r d o f s u p e r v is o r s w a s n o t a p p r o v e d a n d th e b o a r d of s u p e rv is o rs s e t th e s c h o o l lev y a t an a m o u n t less th a n t h a t u sed in th e b u d g e t p re s e n te d , th e s c h o o l b u d g e t w a s re q u ire d to be re w o rk e d a n d th e d iv isio n s u p e r in te n d e n t o f sch o o ls w a s re q u ir e d t o file th e re w o rk e d s c h o o l b u d g e t w ith th e b o a r d of s u p e rv is o rs . R ep . A tty . G e n ., 1952-53, p. 210 . § 22-122. Estimate of money needed for support of schools. — It shall be the duty of the division superintendent of schools, on or before the first day of April of each year, to prepare, with the advice of the school board, an estimate of the amount of money which will be needed during the next scholastic year, for the support of the public schools of the county or city. The estimate so prepared shall be submitted to and approved by the school board prior to sub mission to the tax levying body. Such estimates shall be prepared on forms fur nished by the State Board, approved by the Director of the Budget and the Comptroller, and shall set up the amount of money necessary for overhead charges, for instruction, for operation, for maintenance, for a reserve fund to purchase new school buses to replace obsolete or worn-out equipment, for auxili[21 ] �§ 22-126 V ir g in ia S c h o o l L a w s Su ppl e m e n t § 22-139.1 ary agencies, for miscellaneous, and for permanent capitalization and such other headings or items as may be necessary. The estimate so made shall clearly show all necessary details in order that the governing body and the taxpayers of the county or of the city may be well informed as to every item of the estimate. (1922, p. 738; 1928, p. 1204; 1936, p. 505; Michie Code 1942, § 657; 1944, p. 103; 1954, c. 638.) T h e 1554 a m e n d m e n t in s e rte d th e s ec o n d s e n te n c e . B la n k e t a u t h o r i t y in a d v a n c e to sch o o l b o a r d t o m a k e t r a n s f e r s . — T h is se c tio n a n d § 22-72 c le a rly c o n te m p la te t h a t th e b o a r d o f s u p e r v is o r s s h a ll, t o th e e x te n t in d ic a te d , h a v e th e p o w e r a n d d u ty of s u p e r v is in g s c h o o l e x p e n s e s b u t th e b o a r d u n q u e s tio n a b ly h a s th e p o w e r to a u t h o r iz e t h e t r a n s f e r o f fu n d s fro m o n e item in th e s c h o o l b u d g e t t o a n o t h e r ite m . I t is d o u b tfu l w h e th e r th e s t a t u t e s in te n d e d t h a t th e b o a r d o f s u p e r v is o r s s h o u ld give b la n k e t a u th o r ity in a d v a n c e to th e s c h o o l b o a rd to m a k e t r a n s f e r s o f fu n d s fr o m o n e ite m to a n o t h e r b u t if t h e b o a r d d e s ire s to d o so it c a n n o t b e s a id t h a t s u c h a c tio n w o u ld b e in v alid . R e p . A tty . G en., 1952-53, p. 201. § 2 2 -1 2 6 . Authority to levy school tax; limitation of rate. — Each county and city is authorized to raise sums of money by a tax on all property, sub ject to local taxation, at such rate as may be deemed sufficient, but in no event less than fifty cents nor more than three dollars on the one hundred dollars of the assessed value of the property in any one year, to be expended by the local school authorities in the counties and cities in establishing, maintaining and operating such schools as in their judgment the public welfare requires; pro vided that in counties with a population of more than six thousand four hundred but less than six thousand five hundred, such rate may be increased to four dollars on the one hundred dollars of the assessed value of the property therein in any one year. (1945, p. 56; 1946, p. 90; Michie Suppl. 1946, § 698; 1948, p. 1046; 1950, p. 152; 1954, c. 385.) T h e 1554 a m e n d m e n t a d d e d th e p ro v is o a t th e e n d o f th e s e c tio n . E ff e c tiv e d a te .— T h e 1954 e m e rg e n c y a c t a m e n d in g th is s e c tio n w a s a p p ro v e d A p ril 2, 1954. § 2 2 -1 2 8 . Special tax for capital expenditures or payment of in debtedness or rent. F u n d s o b ta in e d fr o m lev y u n d e r th is s e c t i o n c o u ld o n ly b e u sed fo r c a p ita l ex- p e n s e s , in d e b te d n e s s o r re n t. G en. ( F e b . 2 8 , 1952), 1951-52. R ep . A tty . § 2 2 -1 2 8 .1 . Tax upon real property to provide shelters at school bus stops.—The governing body of any county having a population of more than forty-five thousand and less than fifty thousand hereby is empowered and au thorized to levy a tax upon real property at the rate of one cent for each one hun dred dollars of assessed valuation, the proceeds of which shall be used for the pur pose of constructing and maintaining shelters at locations where school buses reg ularly or frequently load and unload passengers. (1952, c. 379.) T h e n u m b e r o f th is s e c tio n w a s a s s ig n e d b y th e V irg in ia C o d e C o m m is s io n , th e 1952 a c t h a v in g a s s ig n e d n o n u m b e r. § 2 2 -1 3 9 .1 . Additional funds from local taxes. — The counties and cities in addition shall provide, from local school taxes, as provided in § 136 of the Constitution of Virginia, for the supplementing of their instructional programs such amounts as will insure the services of properly prepared and ef fective teaching personnel, and to the degree that financial ability and commun ity interest in education will permit; provided, further, that the counties and cities shall provide, in keeping with the laws already existing, such funds as may be necessary for debt service, capital outlay, transportation, general op eration and maintenance; provided that there may be exempted from such taxes [2 2 ] § 22-141 St a t e A id in Co n s t r u c t io n o f B § 22-146.5 u il d in g s for debt service on a Literary Fund loan or other loan for capital outlay, prop erty located in a special town school district which levies its own taxes for debt service and capital putlay. (1938, p. 636; 1942, p. 106; Michie Code 1942, § 678b; 1954, c. 671.) T h e 1954 p ro v iso . am endm ent added th e la s t § 22-141. Town school district’s share of school funds. (b) District located in adjoining counties.—Where a special town school dis trict is located partly in each of two adjoining counties and operated by a town school board created or constituted by the charter of such town, for the benefit of such town school district, each county school board shall require each respective county treasurer to pay over to the town treasurer, if and when properly bonded, the following funds to be used for school purposes within such special town school district: (1) From the amount derived from each county levy and/or appropriations in each respective county for school purposes, a sum equal to the pro rata amount from such levy or appropriations derived from such towns. (2) The amount due from State school funds received by each county for gen eral school purposes, to be determined as between each county and the town on the same basis of distribution used by the State in making the distribution of such school funds to the counties and cities. (3) The amounts due from each county to such special town school district from special State school funds to be determined in accordance with the purposes for which the allocations are made. (1952, c. 552.) T h e 1952 a m e n d m e n t re w o rd e d th e i n t r o d u c to r y p a r a g ra p h o f su b s e c tio n ( b ) . in s e rte d p re s e n t p a r a g ra p h (1 ) th e re in , a n d re n u m b e re d fo r m e r p a r a g ra p h s (1) a n d (2 ) a s (2 ) a n d (3 ) , re sp ectiv ely . O n ly p a r t o f s e c tio n s e t o u t.— A s only s u b s e c tio n ( b ) w a s a ffe c te d b y th e a m e n d m e n t th e re s t o f th e s e c tio n is n o t s e t o u t W h ile th e c o u n ty tr e a s u r e r is re q u ire d t o p a y o v e r to th e T o w n o f B e d fo rd th e to w n ’s s h a r e o f th e c o u n ty lev y f o r s c h o o ls in a c c o rd a n c e w ith th is s e c tio n , th e b o a rd o f s u p e r v is o r s d o es n o t h a v e to h a v e b e fo re it th e to w n ’s s c h o o l b u d g e t in m ak in g th e c o u n ty ’s s c h o o l lev y o r a p p ro p ria tio n . R ep . A tty . G en. (A p ril 8, 1952), 1951-52. D iv is io n o f p ro c e e d s of le v y b e tw e e n c o u n ty a n d to w n . — W h e n a sp e c ia l lev y is m a d e fo r th e p u rp o s e o f re tir in g a lit e r a ry fu n d lo an w h ich a c o u n ty in c u rr e d in o r d e r to c o n s tr u c t a p a r t o f a sch o o l lo c a te d o u ts id e a to w n in th e c o u n ty , th e c o u n ty tr e a s u r e r sh o u ld p ay o v e r t o th e to w n tr e a s u r e r its p ro r a ta a m o u n t o f such lev y d e riv e d fro m ta x a b le p r o p e r ty w ith in th e to w n d is tr ic t. R ep . A tty . G en., 1950-51, p p . 251, 253. I n t e r e s t a n d p e n a ltie s im p o se d o n d e lin q u e n t ta x e s b e c o m e a p a r t o f th e ta x e s th e m s e lv e s a n d th e c o u n ty t r e a s u r e r s h o u ld p ay to th e to w n t r e a s u r e r in te r e s t o n th e sch o o l ta x p o rtio n o f d e lin q u e n t ta x e s c o l le c te d o n p ro p e rty a s s e s s e d w ith in th e to w n . R ep . A tty . G e n ., 1952-53, p. 229. CHAPTER 8.1. St a t e A id in Co n s t r u c t io n o f Sc h o o l Bu il d in g s . § 22-146.1. Appropriation; when available for allocation and ex penditure. C ro s s re fe re n c e .— A s to a s s is ta n c e a n d a d v ic e o f S u p e rin te n d e n t of P u b lic In s tru c tio n o n c o n s tru c tio n o f S ta te -a id p ro je c ts , a n d c o m p e titiv e b id d in g th e re o n , se e §§ 22-166.8 to 22-166.13. § 2 2 -146.5. Annexation order to provide for distribution of funds. T h e S ta te B o a rd o f E d u c a tio n h a s n o a u th o r ity to m a k e a t r a n s f e r o f fu n d s b y re a s o n o f a c h a n g e in e n r o llm e n t fig u re s b ro u g h t a b o u t a s a r e s u lt o f a n a n n e x a tio n p ro c e e d in g . R ep . A tty . G en., 1952-53, p . 14. [23 1 �§ 22-146.8 V ir g in ia Sc h o o l L a w s S u ppl § 22-149 emen t b u ild in g . B u t s u c h ite m s a s s h ru b b e ry an d a th le tic field s s h o u ld n o t b e s e c u re d w ith s u c h fu n d . R ep . A tty . G e n ., 1950-51, p. 257. CHAPTER 9. Sc h o o l P r o pe r t y A r tic le 1. Sec. a n d Sc h o o l oec. 22-166.9. S c h o o l P r o p e r ty . 22-153. M in im u m flo o r a n d a ir s p a c e ; v e n tila tin g fa c ilitie s . 2 2 - 1 6 6 . 10 . 22-166.11. A r tic le 1.1. P la n s a n d S p e c ific a tio n s f o r S c h o o l B u ild in g s . 22-166.3. A d v is o ry R e s e a rc h C o m m itte e . 22-166.4, 22-166.5. [R e p e a le d .] 22-166.7. A p p r o p ria tio n . 2 2 - 1 6 6 .1 2 . 22-166.13. A r tic le 1.2. 22-166.8. Bo n d s . S u p e rin te n d e n t to co m p ile d a ta c o n c e rn in g c o s ts a n d m a te ria ls . D a ta to b e p u b lish e d a n d d is trib u te d . C o n s u lta tio n w ith S u p e rin te n d e n t re q u ire d b e f o re e n te rin g in to c o n tra c ts , etc. C o m p e titiv e b id d in g on S ta te -a id p ro je c ts . R e q u ire m e n t o f a p p ro v a l o f c e r ta in p la n s a n d s p e c ific a tio n s n o t d is p e n s e d w ith . A r tic le 2. A s s is ta n c e a n d A d v ic e o n S ta te -A id P r o j e c t s ; C o m p e titiv e B id d in g . A r t ic l e 1. School Property. § 2 2 -1 4 7 . Property set apart for school purposes vested in and managed by county school boards. A p p lie d in C o u n ty S c h o o l B o a rd v. D o w ell, 190 V a . 676, 58 S. E. (2 d ) 38; R o a d c a p v. C o u n ty S c h o o l B o a rd , 194 V a. 201, 72 S. E. (2 d ) 250. § 2 2 -1 4 9 . Condemnation of land for school purposes.—The school board may condemn for school purposes land or other property, or any interest or estate therein, including dwellings, yards, gardens or orchards. If, in the judg ment of the school board the public interest demands that particular land or any interest therein be acquired for school purposes, the school board shall cause the desired parcel of land to be surveyed by a county surveyor, city engineer or other competent surveyor and a plat of the same to be filed, together with a general statement of the case, with the clerk of the court in which proceedings to condemn such land will be instituted, and, thereupon, on application of the school board, the same proceedings shall be had as are prescribed by the laws relating to the ex ercise cf the right of eminent domain, insofar as they are applicable and not in consistent herewith; but such land or interest so condemned shall not exceed thirtv acres for any one school. (Code 1919, § 672; 1928, p. 1207; 1936, p. 507; 1942, p 62; Michie Code 1942, § 669; 1947, p! 20; 1948, p. 1015; 1952, c. 87.) The am ount any one L and g iv es t o 1952 a m e n d m e n t in c re a s e d th e o f la n d t h a t c a n be c o n d e m n e d fo r s c h o o l fro m fifte en to t h ir ty a c re s . in a n o t h e r c o u n ty .— T h is s e c tio n th e s c h o o l b o a r d o f a c o u n ty th e p o w e r t o c o n d e m n la n d fo r s c h o o l p u rp o s e s b u t d o es n o t s a y t h a t s u c h la n d m ay b e c o n d e m n e d in a n o t h e r c o u n ty . U n q u e s tio n a b ly th e G e n e ra l A s s e m b ly co u ld h av e g iv e n th e c o u n tie s a u th o r ity t o c o n d e m n [2 4 ] h o o l P r o pe r t y a n d Sc h o o l Bo § 22-166.2 n d s a d e le g a tio n of p o w e r it d o es n o t ex ist, R ep. A tty . G en., 1952-53, p. 2 0 2 . § 22-150. Title to real estate for public uses to be approved by a t torney at law. R e q u ire m e n t as t o e x a m in a tio n of t itle a p p lie s to a c q u isitio n o f title b y c o n d e m r a t i o n p ro c e e d in g s o r b y dee d o f g ift. B u t if e x a m in a tio n n o t m a d e in th e title is n o t re n d e re d b ad . G e n . (S e p t. 11, 1951), 1951-52. su ch cases R ep . A tty . § 22-153. Minimum floor and air space; ventilating facilities.—-No plans for the erection of any public school building or addition thereto shall be approved, unless the same shall provide the minimum floor and air space for each pupil to be accommodated therein and minimum ventilating facilities as pre scribed by regulations of the State Board of Education. (Code 1919, §§ 674, 675; 1928, p. 1208; 1930, p. 817; 1936, p. 596; Michie Code 1942, § 671; 1948, p. 1025; 1950, p. 472; 1954, c. 257.) T h s 1954 a m e n d m e n t elim in a te d th e fo rm e r p ro v is io n s s p e c ify in g th e m in im u m flo o r a n d a ir s p a c e a n d th e n e c e s s a ry v e n tila tin g fa cilities, a n d s u b s titu te d th e re- q u ire m e n t th a t th e s e m a tte r s b e a s p re s c rib e d b y re g u la tio n s o f th e S ta te B o a rd o f E d u c a tio n , § 22-154. Light.—No plans for the erection of any public school building or addition thereto shall be approved, unless the same shall provide for ample light—natural or artificial—for pupils as prescribed by regulations of the State Board of Education. (Code 1919, § 675; 1928, p. 1208: 1930, p. 817: 1936, p. 596; Michie Code 1942, § 671; 1948, p. 1026; 1950, p. 473; 1954, c. 257.) T h e 1954 a m e n d m e n t re w ro te th is s e c tio n so a s to re q u ir e a m p le lig h t a s p re - s c rib e d b y th e re g u la tio n B o a rd o f E d u c a tio n . of th e S ta te § 22-161. Sale or exchange of property. S c h o o l B o n d s. 22-188.2. F u r t h e r a s to v a lid a tio n o f b o n d s. D e fin itio n s . Sc lan d fo r sch o o l p u rp o s e s b e y o n d th e ir te r rito ria l lim its , b u t in th e a b s e n c e o f su ch § 22 -1 4 6 .8 . How funds to be expended. P r o p e r ite m s f o r e x p e n d itu r e .— T h e c o s t o f p re p a rin g a s ite fo r a s c h o o l b u ild in g is a p ro p e r ite m fo r w h ic h fu n d s u n d e r th is s e c tio n c o u ld be u sed , a s is th e c o s t o f c o n s tru c tio n a w ell to s u p p ly w a te r fo r th e § 22-150 P r iv a te s a le .—U n d e r th is se c tio n a n d § 15-692, th e c o u n ty sch o o l b o a rd is em p o w e re d t o sell re a l p ro p e rty a t a p riv a te sa le in th e u s u a l m a n n e r fo r th e tra n s a c tio n o f p riv a te s a le s ; p ro v id e d , th a t no sa le o f s u c h re a l p ro p e rty sh a ll b e m a d e w ith o u t th e a p p r o v a l a n d ra tific a tio n o f s u c h sa le b y a n o rd e r o f th e c irc u it c o u rt o f s u c h c o u n ty e n te re d o f re c o rd . R ep. A tty . G en., 1952-53, p. 205. § 22-164. Use of building for other than school purposes. U s e o f s c h o o ls a s v o tin g p la c e d is c re tio n a ry w ith b o a rd . R ep . A tty . G en.. 195001, p . 262. W h e t h e r a sc h o o l b u ild in g sh o u ld be u s e d fo r th e e s ta b lis h m e n t o f a n e le ctio n p re c in c t is a m a tte r o f p o lic y w h ich m u s t b e d e te rm in e d b y th e s c h o o l b o a r d o r th e d ivision s u p e r in te n d e n t, s u b je c t to th e a p p ro v a l of th e b o a rd , in th e lig h t o f th e s u rr o u n d in g fa c ts a n d c irc u m s ta n c e s . R ep . A tty . G en., 1952-53, p. 207. § 22-164.1. Boards will permit such use as will not impair efficiency; general conditions. B ro a d d is c re tio n a ry p o w e rs v e s te d in sc h o o l b o a r d in re g a rd to use o f s c h o o l p r o p e r ty b y o th e r o rg a n iz a tio n s . R ep. A tty . G en., 1950-51, p. 263. L ia b ility in t o r t . — A sc h o o l b o a rd in a llo w in g th e u se o f a sch o o l b u ild in g a n d c h a rg in g a fe e th e r e f o r to c o v e r m in im u m A e x p e n s e s in c u rr e d a s a r e s u lt o f th e u s e of th e b u ild in g is a c tin g w ith in th e s c o p e of its a u th o r ity a n d t h e r e c a n b e n o lia b ility u p o n th e b o a r d in a t o r t a c tio n , o n a c c o u n t o f th e g o v e r n m e n ta l im m u n ity fro m such lia b ility . R ep . A tty . G e n . (D e c . 16, 1953), 1953-54. r t ic l e 1.1. Plans and Specifications for School Buildings. § 22-166.2. Submission of such plans to local school boards; charges.—(a) Where school construction is to be financed in whole or in part by State grant or loan, the local school board, before entering into any contract [25 | �§ 22-166.3 V ir g in ia Sc h o o l L a w s Su ppl emen t § 22-166.7 or obligation to expend any funds therefor, shall hold a conference with the State Board of Education for the purpose of being advised of the services which the State Board can render in connection therewith. Other local school boards may do likewise. (b) The State Board on request of any local school board shall furnish any or all of the following: (1) The preparation by practicing architects or engineers licensed in this State of plans, specifications and sketches, hereinafter referred to as plans, for school buildings and auxiliary buildings and additions thereto, hereinafter referred to as buildings. The State Board shall have such plans prepared under contract with practicing architects. The local school board shall pay the State Board the cost of the foregoing as determined by the State Board. (2) The plans provided for in § 22-166.1 and major modifications thereof shall be prepared by persons or firms licensed under Virginia law and not regularly employed by the State Board. Minor modifications thereof may be made by ar chitects regularly employed by the Board. Such plans shall be furnished to any local school board at cost as determined by the State Board. (3) The supervision of (a) advertising and award of bids for, (b) preparation and execution of contracts involved in. The local school board shall pay the State Board for the cost of such services as determined by the State Board. (4) The collection and maintaining of such data on school construction costs as may be necessary to evaluate bids. (c) The State Board shall from time to time prepare and send to local school boards brochures showing a selection of plans and the services of the State Board in connection with school construction. (d) Whenever in this article any duty is imposed upon the State Board such Board may require such duty to be performed by the State Department of Educa tion. (1950, p. 952; 1952, c. 606.) T h e 1952 a m e n d m e n t c o m p le te ly re w r o te th is s e c tio n , w h ic h fo r m e rly re q u ire d th e S ta te B o a rd o f E d u c a tio n to n o tify e a c h s c h o o l b o a r d o f th e p lan s av a ila b le , s u b m it t h e s a m e u p o n re q u e s t a n d c h a rg e th e sc h o o l b o a rd a p r o ra ta s h a r e o f th e c o s t o f su ch p lan s, § 2 2 -1 6 6 .3 . Advisory Research Committee.—(a) There is hereby es tablished an Advisory Research Committee referred to as Committee. (b) The Committee shall consist of twelve members, to be appointed by the Governor for terms of four years. One member when appointed shall be from each of the following: Senate of Virginia, House of Delegates, State Board of Education, Virginia Chapter, American Institute of Architects, Virginia Branch, Associated General Contractors, Virginia Society of Professional Engineers. Ar chitectural Department of Virginia Polytechnic Institute, Architectural Depart ment of the University of Virginia, and a division superintendent of schools and three from the field of business and management. (c) The members of the Committee shall receive no salary for their services as members but shall be paid their expenses. (d) The Committee shall assist the State Board by advising it as to the effi ciency of school construction with due regard to economy, operation, maintenance, design, function, instructional facilities, as the same relate to the safety and health of the school child. It shall also be the duty of the Committee to advise the State Board in connection with the services rendered by the Board under this article. (1950, p. 952: 1952, c. 606.) T h e 1952 a m e n d m e n t a d d e d “ A d v is o ry ” to th e title o f th e A d v is o ry R e s e a rc h C o m m itte e , in c re a s e d th e n u m b e r o f m e m b e r s fro m e ig h t to tw elv e , a n d re w ro te th e p r o v is io n s a s to th e d u tie s o f th e C o m m itte e , §§ 22-166.4, 22-166.5: Repealed by Acts 1954, c. 675. § 2 2 -1 6 6 .7 . Appropriation.—There is hereby appropriated, for the pur[2 6 ] § 22-166.8 Sc h o o l P r o pe r t y a n d Sc h o o l Bo n d s § 22-166.12 poses of this article, insofar as may be required, to the State Board of Education, subject to approval by the Governor, interest on State funds, appropriated for school construction. (1952, c. 606.) T h e n u m b e r o f th is s e c tio n w as a s s ig n e d by th e V irg in ia C ode C o m m issio n , th e 1952 a c t h a v in g a s s ig n e d n o n u m b e r. A rticle 1.2. Assistance and Advice on State-Aid Projects; Competitive Bidding. § 22-166.8. Definitions.—As used herein: (a) “Superintendent” means Superintendent of Public Instruction; (b) "State-aid project” means the construction of any building for school purposes or substantial addition to such a building for which State funds, either by appropriation, grant-in-aid or loan, are used or to be used for all or part of the cost of construction; (c) “ O w n e r ” means school board, agency or authority or political subdivision having a State-aid project for construction. (1954, c. 675.) Cross re fe re n c e .— A s to S ta te aid in w e re a s s ig n e d b y th e V irg in ia C o d e C oin- c o n s tru c tio n o f s c h o o ls , se e §§ 22-146.1 to 22-146.11. T h e n u m b e rs o f §§ 2 2 - 1 66.8 to 22-166.13 m iss io n , th e 1954 a c t h a v in g a s s ig n e d n o n u m b e rs . § 2 2 -166.9. Superintendent to compile data concerning costs and materials.—The Superintendent shall compile data concerning the cost of con struction of buildings of various types and sizes in such manner as to show unit costs, material costs, and labor costs, and comparative costs as between buildings of similar kinds or which are constructed for similar purposes. The Superin tendent shall also compile data concerning building materials and the relative advantages of different materials in construction and use. Such data may be taken from nationally recognized publications containing the same, provided the owners thereof consent. (1954, c. 675.) § 2 2-166.10. Data to be published and distributed.—The Superin tendent shall publish periodically the data compiled by him under the provi sions of § 22-166.9, and shall send copies thereof to each division superintendent of schools, and each other agency or authority to which State funds have been made available for State-aid projects, or which has applisd for funds for a Stateaid project under any applicable provision of law. (1954, c. 675.) § 2 2 -166.11. Consultation with Superintendent required before entering into contracts, etc.—(a) After the selection of an architect or engineer by any owner but before a contract is entered into between any archi tect or engineer and any such owner for the preparation of plans or specifica tions for any State-aid project such owner shall consult with the Superintend ent concerning the proposed contract with such architect or engineer. (b) Prior to the advertising for bids or letting of any contract for construc tion of a State-aid project such owner shall consult with the Superintendent concerning plans, materials, costs and terms of the contract for construction thereof. (c) No State funds, whether by way of appropriation, grant-in-aid, or loan, shall be expended, allocated, or made available in any way until such owner certifies to the Superintendent of Public Instruction that the consultations re quired by this section have been had. (1954. c. 675.) § 2 2-166.12. Competitive bidding on State-aid projects.—No con tract for the construction of any State-aid project shall be let except after com[271 �§ 22-166.13 V ir g in ia Sc L h o o l a w s Su § 22-188.2 ppl e m e n t petitive bidding. The procedure for the advertising for bids, and letting of the contract, shall conform, mutatis mutandis, to chapter 4 of Title 11 of the Code of Virginia. No person or firm shall be eligible to bid on any such contract, nor to have the same awarded to him or it who has been engaged as architect or en gineer for the same project. (1954, c. 675.) S u b c o n tra c ts .— I f a s c h o o l b o a r d c h o o s e s to e r e c t a b u ild in g b y a w a rd in g s u b c o n t r a c t s f o r t h e v a r io u s p h a s e s o f th e w o rk . th e s e c o n tr a c ts s h o u ld n o t b e a w a rd e d exc c p t a f te r c o m p e titiv e b id d in g . R ep . A tty . G e n . (A p r . 2G, 1954), 1953-54. § 2 2 -1 6 6 .1 3 . Requirement of approval of certain plans and speci fications not dispensed with.—Nothing contained in this article shall dis pense with the requirement of approval of certain plans and specifications by the Superintendent of Public Instruction and the division superintendent of schools under § 22-152 of the Code. (1954, c. 675.) A r t ic l e 2. School Bonds. § 2 2 -1 6 7 . Purposes for which issued; procedure. N o a u th o r ity t o in itia te a s c h o o l b o n d e le c tio n w ith o u t c o n c u rre n c e o r a p p r o v a l of school b o ard . 51, p. 33. R ep . A tty . G e n ., 1950- § 2 2 -1 6 8 . Petition of qualified voters for issuance of bonds. B o n d s t o b e s o ld a t a u c tio n — W h e n th e m a c h in e ry s e t u p b y th e s e s e c tio n s h as b e e n fo llo w e d f o r th e is s u a n c e a n d sa le of c o u n ty w id e b o n d s , s u c h b o n d s m u s t be s o ld a t p u b lic a u c tio n . A n e g o tia te d sa le is a b s o lu te ly p ro h ib ite d . R ep. A tty . G en. ( O c t . 18, 1951), 1951-52. U s e o f p ro c e e d s fo r d e v e lo p m e n t o f a t h le tic c e n te r.— T h e te rm “ s c h o o l im p ro v e m e n t s ” is b ro a d in s c o p e a n d is in clu siv e o f th e fa c ilitie s g e n e ra lly re c o g n iz e d as b e in g a p p r o p r ia te o r n e c e s s a r y in c o n n e c tio n w ith p u b lic s c h o o ls . F a c ilitie s fo r p h y s ic a l t r a in in g a n d a th le tic s a r e re c o g nize d p a r ts o f th e e d u c a tio n a l p ro g r a m a n d a c o u n ty s c h o o l b o a r d is e m p o w e re d t o a l lo c a te a p o rtio n o f th e fu n d s t o b e d e riv e d fro m an a u th o riz e d s c h o o l b o n d is s u e f o r th e d e v e lo p m e n t o f a n a th le tic c e n te r a t a c o u n ty h ig h s c h o o l. R ep. A tty . G e n . (M a y 11, 1954), 1953-54. § 2 2 -1 7 4 . Issuance of bonds. D e f e r r in g s a le o f s c h o o l b o n d s a f te r e le c tio n .— F o r g o o d c a u se , a sc h o o l b o a rd m a y d e f e r th e sa le o f th e b o n d s a n d su ch d e f e rm e n t m ay c o n tin u e fo r as lo n g a s th a t c a u s e e x is ts . I f th e o r d e r w h ic h th e c o u r t e n te re d fo llo w in g th e e le c tio n on a b o n d is su e sp ec ified th e d a te o f sale, th e b o a rd s h o u ld p e titio n th e c o u r t to a m e n d th e o r d e r b e fo re d e f e rr in g th e sale. R ep . A tty . G e n ., 1950-51, p. 249. § 2 2 -1 8 8 . Validation of bonds. The following amendment to laws continued in effect by this section is in corporated in this Code by this reference: Subsection (1). Chapter 575 of the Acts of 1952. O n l y p a r t o f s e c tio n s e t o u t.— A s th e r e fe r e n c e t o la w s in th e o rig in a l s e c tio n w a s n o t c h a n g e d b y th e s u b s e q u e n t a m e n d - m e n t, o n ly re fe r e n c e t o t h e c h a p te r s e ttin g o u t s u c h a m e n d m e n t is liste d ab o v e , § 2 2 -1 8 8 .2 . Further as to validation of bonds.—Chapter 647 of the Acts of 1954, validating bonds for school purposes, is incorporated in this Code by this reference. T h e n u m b e r o f th is s e c tio n w a s a s s ig n e d b y t h e V irg in ia C o d e C o m m is s io n , th e 1954 a c t h a v in g a s s ig n e d n o n u m b e r. § 22-204 T ea c h er s , O T ea c h er s , O f f ic e r s § 22-213 m pl o y e e s CHAPTER 11. f f ic e r s a n d E m pl o y e e s . § 22-204. Certificate required of teachers.—No teacher shall be regularly employed by a school board or paid from the public funds unless such teacher holds a certificate in full force in accordance with the rules of certifica tion laid down by the State Board of Education, provided, that, in accordance with regulations prescribed by the State Board of Education a person not meet ing the requirements for such certification may be employed and paid from pub lic funds by a school board temporarily as a substitute teacher to meet an emer gency. (1922, p. 740; 1928, p. 1205; 1930, p. 886; 1936, p. 506; 1938, p. 637; 1940, p. 644; Michie Code 1942. § 660: 1954, c. 63S.) T h e 1954 a m e n d m e n t in s e rte d “re g u la rly ” b e fo re th e w o rd “ em p lo y e d ” n e a r th e b e g in n in g o f th e s e c tio n a n d m a d e o th e r c h a n g e s , A p p lie d in H ill v. C o m ’r R ev en u e , 181 F . (2 d ) 906. of In te r n a l § 22-208. Duration of such contracts.—The State Board of Education shall prescribe rules and regulations to enable local school board, in employing teachers, to make contracts with any of such teachers as to it may appear advisable, to continue in effect for more than one year, the provisions of such contracts as to the expiration and termination thereof to be prescribed by said rules and regu lations. (1945. p. 26: Michie Suppl. 1946, § 664; 1952, c. 634.) T h e 1952 a m e n d m e n t m ad e it in a n d a to ry fo r th e S ta te B o a rd of E d u c a tio n to p re s c rib e ru le s a n d r e g u la tio n s en a b lin g local sc h o o l b o a rd s t o m a k e c o n tra c ts w ith te a c h e rs fo r m o re th a n o n e y ea r, § 22-213. Unlawful for officers and teachers to be interested in con tracts. T h e la n g u a g e o f th is sec tio n is b ro a d e n o u g h to in c lu d e m e m b e rs of th e S chool T r u s t e e E le c to r a l B o a rd p ro v id e d fo r b y § 22-60. R e p . A tty . G en. (A u g . 21. 1951). 1951-52. A n d i t is u n la w fu l f o r a m e m b e r o f th e S c h o o l E le c to r a l B o a rd to sell o r w r ite or s o lic it in s u ra n c e o n a n y sch o o l b u ild in g in h is c o u n ty . R ep . A tty . G en. (O c t. 1*5. 1951), 1951-52. S ale o f su p p lie s, g a s o lin e , etc .— A m em b e r o f a sch o o l b o a rd w h o is re g u la rly a coal d e a le r m ay sell co a l to th e sch o o l b o ard , if h e d o es so in th e re g u la r c o u rse o f tra d e a n d w ith o u t e m p lo y in g a g e n ts to s o lic it s u c h b u sin e ss. T h is p ra c tic e is not s u b je c t to th e p e rm is s io n o f th e S ta te B o a rd . R ep. A tty . G en., 1950-51, p. 254. C o n tr a c t of s c h o o l b o a rd w ith oil c o m p an y , w h ich is c o n tro lle d by th e fa th e r of a sch o o l b o a rd m e m b e r w h o a ls o is e m p lo y e d by th e co m p a n y , sh o u ld be s u b m itte d to S ta te B o ard o f F .ducation for a u th o riz a tio n . R ep . A tty . G en. ( O c t. 4, 1951), 1951-52. S ale o f g ra v e l to c o n tr a c to r f o r m a in te n a n c e p u rp o s e s .— A s c h o o l b o a rd m e m b e r s e llin g g ra v e l t o a c o n tr a c to r to be u sed b y th e c o n tr a c to r in m a in ta in in g o r c o n s tru c tin g ro a d s a n d p a r k in g a r e a s s u r ro u n d in g a local p u b lic sc h o o l c a n n o t be said t o 'h a v e an in te r e s t in a c o n tr a c t for b u ild in g a p ublic s c h o o lh o u s c o r in f u r n is h in g m a te r ia ls to a c o n tr a c to r fo r b u ild in g s u c h s c h o o lh o u s e . R e p . A tty . G en. (A u g . 4, 1953), 1953-54. M e m b e r’s p a r tn e r fo r m in g n e w p a r tn e r sh ip to sell s u p p lie s t o c o n tr a c to r .— W h e re a sch o o l b o a rd m e m b e r is a p a r tn e r in a p a r tn e rs h ip h a n d lin g b u ild in g su p p lie s, a n o th e r p a r tn e r m a y fo rm a n e w p a r tn e r ship, in w h ich th e sc h o o l b o a rd m e m b e r is n o t in te re s te d , fo r th e p u rp o s e o f se ll in g ite m s to a c o n tr a c to r b u ild in g a s c h o o l a n d m a y m a k e so m e p u rc h a s e s fro m th e o rig in a l p a r tn e rs h ip a t c o s t fo r re s a le to th e c o n t r a c t o r w ith o u t v io la tin g th is s e c tio n . a lth o u g h th e l a tte r p ra c tic e w o u ld be o f d o u b tfu l p ro p r ie ty . R ep . A tty . G en. (D e c . 23, 1953), 1953-54. E ffe c tiv e d a te .— T h e e m e rg e n c y a c t inc o r p o ra te d b y th is s e c tio n w a s a p p ro v e d A p ril 7, 1954. r 28 i E a n d [2 9 ] �22-218 V ir g in ia Sc L h o o l a w s S u ppl e m e n t § 22-220 u p il s Ge n er a l l y A r tic le 4. C o m p u ls o ry A tte n d a n c e . Sec. 22-262. C e rtific a tio n o f n a m e s o f b lin d o r d e a f c h ild re n to C o m m is s io n fo r V is u a lly H a n d ic a p p e d . A r t ic l e 1. General Provisions. § 2 2 -2 1 8 . What pupils admitted to schools.—The public schools, ex cept as otherwise provided, shall be free to all persons between the ages of seven and twenty years residing within the county, or city, including the children of persons residing on any federal military or naval reservation located, wholly or partially, within the geographical boundaries of such county or city. Persons liv ing in a county or city, the school system of which is operating on an annual promotion basis, who have reached their sixth birthday on or before September thirtieth of any year for the first semester, and persons living in a county or city, the school system of which is operating on a semiannual promotion basis, who have reached their sixth birthday on or before September thirtieth for the first semester or on or before March first of any year for the second semester, may, in the discretion of the school board, be admitted to primary grades for said semesters accordingly, and persons under six years of age may be admitted to such kindergartens as may be established by local school authorities and op erated as a part of the public school system. Such kindergartens shall not be entitled to participate in the State school fund, but shall be supported by the local authorities. The school board, in its discretion, may admit as pupils into any of the public schools, persons above the age of twenty years under regula tions to be prescribed by the State Board, provided the admission of such pupils will not in the opinion of the school board, impair the usefulness and efficiency of such school. The school board, in its discretion, may charge such pupils tuition fees. (Code 1919, §§ 719, 721; 1928, p. 1213; 1930, p. 887; 1942, p. 101; Michie Code 1942, § 682; 1948. p. 301; 1954, c. 638.) T h e 1D54 a m e n d m e n t in s e rte d t h e re f e r e n c e s to s e m e s te rs . A c h ild b o rn o n O c to b e r 1 s t re a c h e s h is b i r t h d a y o n S e p te m b e r 30, a n d t h e re fo re m a y b e a d m itte d to s c h o o l in th e y e a r in w h ic h h is s ix th b irth d a y o c c u rs . R ep . A t t y . G en. ( M a rc h 25, 1952), 1951-52. M e a n in g o f “ re s id in g .”— T h e w o r d “ r e s id in g " a s u s e d in th e firs t s e n te n c e o f t h i s s e c tio n is n o t u s e d in th e s e n s e of h a v in g a te c h n ic a l le g a l d o m icile in th e c i t y o r c o u n ty . T h e w o r d “ re s id in g ” m e a n s a c tu a lly p h y s ic a lly liv in g in th e c o u n ty o r c ity . R ep . A tty . G e n ., 1952-53, p . 214. C h ild r e n liv in g w ith t h e ir p a r e n ts in a c i t y a r e re s id in g in t h a t c ity w ith in th e m e a n in g o f th is s e c tio n e v e n th o u g h th e p a r e n ts a r e r e ta in in g t h e i r o rig in a l d o m i c ile s in a n o t h e r s ta te . R e p . A tty . G en., 1952-53, p. 215. C h ild r e n o f m e m b e r s o f a r m e d s e rv ic e s re s id in g in c o u n ty o r c ity .— T h e c h ild re n o f m e m b e r s o f o n e o f t h e a r m e o se rv ic e s a c tu a lly re s id in g in a c o u n ty o r c ity a re n o t re q u ir e d t o p a y tu itio n to a tte n d th e p u b lic s c h o o ls . R e p . A tty . G e n ., 1952-53, p. 214. § 2 2 -2 2 0 . Nonresident pupils. T h i s s e c tio n d o e s n o t a p p ly t o c h ild re n w h o a r e liv in g w ith t h e i r p a r e n t s in a c ity e v e n th o u g h t h e p a r e n t s a r e re ta in in g th e ir o r i g i n a l d o m ic ile s in a n o t h e r s ta te . R ep. A tty . G e n ., 1952-53, p . 215. C h ild re n o f s e r v ic e m e n re s id in g in c o u n ty o r city .— S ee R e p . A tty . G e n ., 1952-53, p. 214. [3 0 ] Ge u p il s T h is re q u ir e d s e p a ra tio n o f th e ra c e s is n o t o ffen siv e to th e fe d e ra l s ta tu te s a n d . A r tic le 3. H e a lth P ro v is io n s . S ec. 22-242. [R e p e a le d .J 22-247. [R e p e a le d .] P § 22-251 n er a l l y § 22-221. White and colored persons. CHAPTER 12. P § 22-221 C o n s titu tio n . D a v is v . C o u n ty B o a rd , 103 F . S upp. 337. S chool § 22-223. Quinquennial census of school population.—At a time to be designated by the Superintendent of Public Instruction, prior to September first, nineteen hundred fifty, and every five years thereafter, a census of all per sons between the ages of seven and twenty years, residing within each county or city, shall be taken on forms furnished by the Superintendent of Public In struction. Persons of school age domiciled in orphanages or eleemosynary in stitutions or living on any federal military or naval reservation or other federal property, shall be included in the census for the county or city within which the institution or federal military or naval reservation or other federal property is located. Persons of school age confined in insane asylums, State or federal in dustrial schools or prisons, shall be included in the census for the county or city that is the legal residence of the parents or guardians of such child or chil dren. (Code 1919, § 653; 1928, p. 1219; 1930, p. 888; 1936, p. 511; Michie Code 1942, § 695; 1948, p. 155; 1954, c. 638.) T h e 1954 a m e n d m e n t re w ro te th e sec o n d a n d th ir d s e n te n c e s . § 22-230. Power of principals and teachers as to suspension of pupils. A c tio n to b e ta k e n w h e n su s p e n d e d c h ild c o n tin u e s to a tte n d sch o o l. — See Rep. A tty . Gen. (Feb. 17, 1954), 1953-54. 1953-54. A p p lie d in F lo r y 134 S. E . 360. v. S m ith , 145 Va. 164, § 22-231. Duty of school board as to suspension or expulsion. A d m is s io n in s c h o o ls o f m a rrie d w o m e n a n d m o th e r s o f ille g itim a te c h ild re n de- p e n d s u p o n all th e fa c ts in e a ch ca se. R ep. A tty . G en., 1950-51, p . 241. A r t ic l e 3. Health Provision. § 22-242: Repealed by Acts 1952, c. 274. § 22-247: Repealed by Acts 1952, c. 273. A r t ic l e 4. Compulsory Attendance. § 22-251. Ages of children required to attend.—Every parent, guard ian, or other person in the Commonwealth, having control or charge of any child, or children, who have reached the seventh birthday and have not passed the six teenth birthday, shall send such child, or children, to a public school, or to a pri vate, denominational or parochial school, or have such child or children taught by a tutor or teacher of qualification prescribed by the State Board and approved by the division superintendent in a home, and such child, or children, shall regu larly attend such school during the period of each year the public schools are in session and for the same number of days and hours per day as in the public schools. The provisions of this section shall apply to any child or children who may be admitted to the primary grades in the public free schools of Virginia under the discretionary provision of § 22-218. (Code 1919, § 722; 1918. p. 752; 1922, p. 641; 1928, p. 1214; 1930, p. 995; 1934, p. 242; 1936. p. 508: 1940, p. 659; Michie Code 1942, § 683: 1944, p. 29; 1945, p. 60; 1948, p. 853; 1952, c. 279.) T h e 1952 a m e n d m e n t a d d e d th e se c o n d sen ten c e. [3 1 ] �§ 22-253.1 V ir g in ia Sc h o o l L a w s S u ppl e m e n t § 22-281 § 22-2 53.1. Excusing certain children from compulsory education requirements.—Notwithstanding the provisions of § 22-251, the school board may on recommendation of the principal, superintendent of schools and the judge of the juvenile and domestic relations court of such county, or city, excuse from further attendance at such school any child, fourteen years of age or over, who in their judgment cannot further benefit from further education provided at such school, provided no such child shall be so excused unless the written con sent of his parent or guardian be given. (1950, p. 102; 1954, c. 638.) T h e 1354 a m e n d m e n t in s e rte d “o r c i t y ’' in lin e th re e . § 22-255. Duty of parent or guardian. W h e re a c h ild is a n d a c tu a lly b o a rd s la te r lea v es th e b u s e re d to th e s c h o o l p re p a re d f o r s c h o o l th e sch o o l bu s b u t o r a c tu a lly is d e liv p r o p e r t y b y th e b u s b u t d o e s n o t a tte n d c la ss , a co n v ic tio n a g a in s t a p a r e n t u n d e r th is s e c tio n could n o t b e s u s ta in e d . R ep . A tty . G e n . (N o v . 25, 1953), 1953-54. § 2 2-262. Certification of names of blind or deaf children to Com mission for Visually Handicapped.—The principal teacher of every public school in the counties and towns and the truant officers of the cities shall, with in thirty days from the beginning of the school year, furnish the division super intendent and the county or city school board with the names of all children who are blind or partially blind or deaf between the ages of seven .and sixteen years, inclusive, living within the boundaries of his or her school district who do not attend school. It shall be the duty of the school board to certify forth with the names of all such deaf children to the respective superintendents of the State schools for the deaf, and of all such blind or partially blind children to the Virginia Commission for the Visually Handicapped and to the super intendents of the schools for the blind whose duty it shall be to investigate all cases of nonenrollment of such blind children, and when no valid reason is found therefor, such child or children shall be required to attend school as provided in § 22-254. (1930, p. 997; 1936, p. 510; 1940, p. 661; 1942, p. 41; Michie Code 1942, § 684; 1944, p. 31 ; 1954, c. 71.) T h e 1954 a m e n d m e n t c h a n g e d th e n a m e o f th e V irg in ia C o m m is s io n fo r th e B lin d to th e V irg in ia C o m m is s io n fo r th e V is u a lly H a n d ic a p p e d . CHAPTER 13. T r a n s p o r t a t io n A r t ic l e o f P u p il s . 1. In General. § 2 2 -2 7 7 . Collection of toll unlawful. T h i s s e c tio n is n o t b r o a d e n o u g h t o in c lu d e c h ild re n a tt e n d i n g a c o u r s e in s w im - m in g in s tr u c tio n g iv e n b y th e R e d C re s s . R ep . A tty . G e n .. 1952-53, p. 245. § 2 2 -2 8 0 .1 . When warning lights and identification to be covered. T r a n s p o r t a t i o n o f s c h o o l c h ild re n fo r p u rp o s e o f a th le tic e v e n ts o r a c a d e m ic c o n te s ts .— W h e n s c h o o l c h ild re n a r e b ein g t r a n s p o r te d in s c h o o l b u s e s fro m o n e city t o a n o t h e r fo r th e p u rp o s e o f a th le tic e v e n ts o r a c a d e m ic c o n te s ts , th e b u s o p e r a t o r s s h o u ld n o t be re q u ir e d t o co v e r t h e id e n tific a tio n a n d w a rn in g lig h ts on th e v eh ic le . R e p . A tty . G en., 1952-53, p. 211 . § 2 2 -2 8 1 . Failure to use warning device not to relieve motorist from duty. C o d e C o m m is s io n c o r re c tio n .— T h e sectio n n u m b e r in th e h is to ric a l re fe r e n c e s a t th e e n d o f th is s e c tio n , in th e o rig in a l vol- u m e , s h o u ld re a d "§ 683a2" in s te a d o f “§ 68a2". 132 | § 22-296 T § 22-306.1 ex t bo o k s CHAPTER 14. ' T ex t bo o k s . Sec. 22-306.1. P r e p a r a tio n , p u b lic a tio n and a d o p tio n o f c e rta in te x ts in th e p u b lic s c h o o ls ; V irg in ia T e x tb o o k H istory C o m m issio n , a n d G o v e rn m e n t § 22-296. Selection of textbooks and appliances.—The State Board shall select textbooks and educational appliances, including films, for use in the public schools of the State, exercising such discretion as it may see fit in the selection of books suitable for the schools in the cities and counties respectively. (1922, p. 226; 1928, p. 1190; 1930, p. 879; 1934, p. 18; Michie Code 1942, 8 617; 1948, p. 299; 1954, c. 474.) T h e 1954 a m e n d m e n t in s e rte d th e w o rd s “ in c lu d in g film s" in lin e tw o. § 22-306.1. Preparation, publication and adoption of certain texts in the public schools; Virginia History and Government Textbook Com mission.—(1) The State Board of Education is authorized and empowered to contract, in conjunction with a State legislative commission, with a publishing firm or publishing firms for preparation, publication and adoption, for exclusive use in the public schools of Virginia, of texts on Virginia’s history, government, and geography, prepared under the supervision of such commission and the Board. The State Board is authorized to require exclusive use of such texts in the teach ing of such subjects in the public schools of Virginia. Provided that this power shall only be applicable if the Board has heretofore entered into such a contract or contracts, which contracts have been filed with the Division of Statutory Research and Drafting, and are hereby ratified, validated and confirmed in all respects. (2) The Virginia History and Government Textbook Commission created by Senate Joint Resolution No. 5, 1950, is hereby established and continued. The Commission shall be composed of seven members from the State at large appointed by the Governor. The members of the Commission shall hold office for terms of two years expiring on the thirtieth day of June following each regular session of the General Assembly, and thereafter until their successors are appointed. (3) The Commission and State Board of Education are authorized and directed to discharge their duties under such contracts. (4) Should the Commission and the State Board of Education be unable to agree as to any matter arising under or in connection with any of such contracts, either the Commission or the Board may refer such matter to the Governor for decision by him or by persons designated by him. Such decision shall be bind ing upon the Commission and the Board. (5) The Commission is authorized to employ only such assistants at such rea sonable compensation as it deems appropriate. (6) The members of the Commission shall be paid a per diem of ten dollars a day and expenses for each day they are engaged in business of the Commission. The per diem and expenses and such other expenses as the Commission may incur shall be paid from funds appropriated therefor. (7) Sixty days prior to the convening of each regular session of the General Assembly, the Commission shall make a report to the Governor and the General Assembly setting forth what has been, and what remains to be done under such contracts. (8) The Commission shall complete the performance of the duties imposed by this section prior to, and shall cease to exist on June 30, 1956. (1952, c. 19.) T h e n u m b e r o f th is s e c tio n w a s a s s ig n e d b y th e V irg in ia C ode C o m m issio n , th e 1952 a c t h a v in g a s s ig n e d no n u m b e r. SL— 3 W h e n G o v e rn o r to b e a r b it r a t o r u n d e r s u b s e c tio n (4 ) .— U n d e r su b s e c tio n (4 ) . th e G o v e rn o r s h a ll b e th e final a r b itr a to r of (33 1 �§ 22-315 V ir g in ia Sc iio o i. L d is p u te s o n ly w h e re t h e r e is d is a g re e m e n t a s to m a t t e r s a r is in g u n d e r a c o n tra c t th e p ro v is io n s o f w h ic h e s ta b lis h o r c r e a te a w s S u ppl e m e n t § 23-1.1 jo in t o r e q u a l r e s p o n s ib ility in th e C o m m iss io n a n d B o a rd . R e p . A tty . G en. (F e b . 5, 1952), 1951-52. § 22 -3 1 5 . State Board to exercise supervisory powers necessary for proper distribution, care, etc. A u th o r ity o f S ta te B o a rd o v e r p a y m e n t T e x tb o o k F u n d to in c lu d e p a y m e n t for f o r te x tb o o k s b y lo c a l b o a rd s .— T h e S ta te f r e ig h t a n d d ra y a g e . R ep . A tty . G en., B o a r d m a y a d o p t a re s o lu tio n p ro v id in g . 1950-51, p. 259. fo r is s u a n c e o f w a r r a n ts d ra w n on th e § 22 -3 1 6 . Apportionment and distribution of textbook funds to counties and cities.—The State funds appropriated for this purpose shall be apportioned by the State Board and distributed to the counties and cities of the State for the purchase of adopted textbooks by the respective local school boards on the basis of one dollar per pupil enrolled during the fiscal year preceding that for which the apportionment and distribution are made. In the event the amount appropriated is insufficient to make such distribution, the State Board is author ized and empowered to apportion and cause to be distributed to the counties and cities of the State for such purpose such moneys as may have been appropriated by the State, for the purchase of adopted textbooks on the aforesaid basis of one dollar per pupil enrolled in the respective grades of the public schools beginning with the special classes and going in ascending order through the first grade and as far up the scales of grades as the funds will permit; thereupon, the school boards of the respective counties and cities shall, notwithstanding other provisions of this chapter, be required to carry into effect the provisions of this chapter only in so far as it shall relate to the grades, the pupils in such grades, and the textbooks and other material required for such grades and pupils, as shall be covered and provided for by State appropriation. (1946, p. 559; Michie Suppl. 1946, § 786(20) ; 1948, p. 103; 1952, c. 639.) T h e 1952 a m e n d m e n t c h a n g e d th e b a s is p e r p u p il fr o m n in e ty c e n ts to o n e d o lla r. T itle 23. E d u catio n al In stitu tio n s. CHAPTER 1. G Sec. e n er a l 23-1.1. R e p o r t o f a th le tic re c e ip ts a n d d is b u rs e m e n ts . 23-4.1. S a le o f in te re s t in re a l p ro p e r ty a c q u ire d b y w ill o r d e e d of g ift. 23-7.1. C h ild re n o f p e r s o n s k ille d o r d is a b le d d u e t o w a r serv ic e. P r o v is io n s . o c t. 23-9.1. G r a n tin g e a s e m e n ts a c ro s s la n d s of c e rta in s c h o o ls a n d in s titu tio n s . 23-9.2. P u b lic p o licy o f S ta te in re s p e c t to e n d o w m e n t fu n d s o f S ta te -s u p p o rte d in s titu tio n s o f h ig h e r e d u c a tio n . § 2 3 -1 .1 . Report of athletic receipts and disbursements.—It shall be the duty of the president or chairman of the board of visitors or trustees of every State institution of higher learning which maintains an intercollegiate ath letic program to cause to be made out by the proper officer of such institution, and forwarded to the Director of the Budget annually by December thirty-first a de tailed statement of all athletic receipts and disbursements of such institution and of any affiliated committee, group, corporation or association charged with ad ministering the athletic program. Such report shall include all receipts from ad mission tickets, programs, refreshment concessions, radio, television, newsreel or [3 4 ] § 23-4.1 Ge P n er a l r o v is io n s § 23-7.1 movie rights, and all other receipts related to any athletic contest or event. The report of disbursements shall include the name of each person, firm or corporation to whom such disbursement was made and the amount thereof. The report shall be kept on file by the Director of the Budget and shall be open to public inspection at all reasonable times. (1952, c. 172.) § 23-4.1. Sale of interest in real property acquired by will or deed of gift.—The boards of visitors or trustees of all State educational institutions, with the approval of the Governor first obtained, are hereby authorized to sell and convey whatever interest they may have in real property that has been or may hereafter be acquired by will or deed of gift. The proceeds from such sales and conveyances shall be held, used and ad ministered in the same manner as all other gifts and bequests are held, used and administered. Nothing in this section shall be construed as authorizing or empowering the sale and conveyance of such real property contrary to the terms and condi tions of the will or deed of gift. (1954, c. 92.) T h e n u m b e r o f th is s e c tio n was assigned by the Virginia Code Commission, the 1954 act having assigned no number. E ffe c tiv e d a te . —The emergency act from which this section was codified was approved March 1, 1954. § 23-7.1. Children of persons killed or disabled due to war service. —(1) Purpose and scope of section.—All sums appropriated by law for the pur pose of carrying into effect the provisions of this section shall be used for the sole purpose of providing for matriculation fees, board and room rent and books and supplies at any education or training institution of collegiate or secondary grade in the State of Virginia approved in writing by the Superintendent of Public In struction for the use and benefit of the children not under sixteen and not over twenty-two years of age either of whose parents was a citizen of Virginia at the time of entering war service, and was killed in action or died from other causes in World War I extending from April sixth, nineteen hundred seventeen, to July second, nineteen hundred twenty-one, or in any armed conflict subsequent to December sixth, nineteen hundred forty-one, while serving in the army, navy, marine corps, air force or coast guard of the United States, cither of whose parents was or is or may hereafter become totally and permanently disabled due to serv ice during such periods, whether such parents be now living or dead. (2) l'rcc tuition at State institutions. — Such children, upon recommendation of the Superintendent of Public Instruction, shall be admitted to State institu tions of secondary or college grade, free of tuition. (3) Payments to institutions.—The amounts that may be or may become due by reason of attendance at any such educational or training institution, not in excess cf the amount specified in subsection (5), shall be payable on vouchers approved by the Superintendent of Public Instruction. (4) Determining eligibility, attendance and accuracy of charges.—The Su perintendent of Public Instruction shall determine the eligibility of the children who may make application for the benefits provided for in this section; and shall satisfy himself of the attendance and satisfactory progress of such children at such institution and of the accuracy of the charge or charges submitted on account of the attendance of any such children at any such institution; provided, that neither said Superintendent nor any member of the State Board of Education nor any official or agent or employee thereof shall receive any compensation for such serv ices. (5) Limit on expenditures.—To carry out the provisions of this section there may be expended such funds as shall be appropriated for the purpose in the gen eral appropriation acts. (1930, p. 810; 1940, p. 650; Michie Code 1942, §§ 2672b2672d; 1944, p. 109; 1952, c. 83.) The 1952 amendment inserted in subsection (l) the description of the institutions at which fees, etc., may be expended, increased the maximum age of beneficiaries [3 5 ] �§ 23-9.1 V ir g in ia Sc L h o o l f r o m tw e n ty -o n e to t w e n ty -tw o y e a rs , m a d e th e s e c tio n a p p lic a b le to liv in g p a r e n ts , s u b s t it u t e d th e w o r d s “ o r in an y a r m e d c o n flic t s u b s e q u e n t to D e c e m b e r s ix th , n in e te e n h u n d re d f o r ty - o n e ” in lieu o f th e fo r m e r p ro v is io n r e la tin g to W o r ld W a r I I , an d m ade o th e r ch a n g es of p h ra s e o lo g y in th e s u b s e c tio n . I t s u b s titu te d “ S u p e r in te n d e n t o f P u b lic I n s t r u c ti o n ” for “ S ta te B o a rd o f E d u c a tio n ” in s u b s e c tio n s (2 ) , (3 ) a n d ( 4 ) , m a d e o th e r c h a n g e s of p h ra s e o lo g y in s u b s e c tio n (3 ) , a n d in s e r te d in s u b s e c tio n (4 ) a f te r “a tte n d a n c e ” t h e w o rd s " a n d s a tis fa c to ry p ro g r e s s " . a w s S u ppl e m e n t § 23-9.2 P r i o r to th e a m e n d m e n t th e p ro v is o a t th e en d o f s u b s e c tio n (4 ) r e fe r re d o n ly to th e m e m b e r s a n d th e s e c re ta ry o f th e S ta te B o a rd o f E d u c a tio n . T h e a m e n d m e n t a ls o d e le te d fr o m s u b s e c tio n (5 ) th e fo r m e r p ro v is io n lim itin g e x p e n d itu r e s to one h u n d re d a n d fifty d o lla rs fo r a n y o n e c h ild fo r a n y o n e y ea r. I t e m 203 o f th e A p p r o p ria tio n A c t of 1952 ta k e s p re c e d e n c e o v e r th e 1952 a m e n d m e n t to th is s e c tio n , if t h e r e is an y co n flic t. R e p . A tty . G en. ( J u n e 1 2 , 1952), 1951-52. § 23 -9 .1 . Granting easements across lands of certain schools and institutions.—The State Board of Education is authorized, subject to the ap proval of the Governor in writing first obtained, to convey upon such terms and conditions and for such consideration as it deems proper easements upon, over, across or under the property of any school or educational institution of which it serves as the governing body, to any public utility or public service company, for the purpose of erecting and maintaining power lines, telephone lines, or water or gas lines or mains; provided, that any deed or other conveyance executed here under shall be in form approved by the Attorney General; and provided, further, that any funds derived by the Board in consideration of the granting of any such easement shall be paid into the general fund of the State treasury. Any such grant heretofore made by the Board subject to the approval of the General Assembly, is hereby ratified and confirmed. (1952, c. 74.) The number of this section w as a s s ig n e d b y th e V irg in ia C ode C o m m issio n , 1952 a c t h a v in g a s s ig n e d no n u m b e r. th e § 2 3 -9 .2 . Public policy of State in respect to endowment funds of State-supported institutions of higher education.—Whereas, the State-sup ported system of higher education can be greatly strengthened by increases in the endowment funds of the several institutions of higher education derived from private sources; and Whereas, prospective donors to the endowment funds of the several institu tions hesitate to contribute thereto on the ground that, to the extent that the income of the respective institutions is increased from private sources, the State will withdraw its support; and Whereas, in § 10 of Chapter 33 of the Acts of Assembly of 1927 the General Assembly, by setting endowment funds and income therefrom apart from other revenues of and appropriations to the institutions of higher education, indicated an intention that endowments are to be in addition to such other revenues and ap propriations; now, therefore, (1) It is hereby declared to be the public policy of the State to encourage the State-supported institutions of higher education in Virginia in their attempts to increase their endowment funds. (2) It is further declared to bo the public policy of the State that, in measuring the extent to which the State shall finance higher education in Virginia, the avail ability of the endowment funds of institutions of higher education received by such institutions on and after January 1, 1952, shall not be taken into consideration in. nor used to reduce, State appropriations or payments therefrom; but such funds shall be used in accordance with the wishes of the donors thereof to strengthen the services rendered by these institutions to the people of the Commonwealth. (1952, c 707.) The number of this section w a s a s s ig n e d by th e V irg in ia C o d e C o m m is s io n , 1952 a c t h a v in g a s s ig n e d n o n u m b e r. th e f 36 1 § 23-19 Co l l eg e a n d U n iv e r s it y Sc h o l a r s h ip s § 23-31 CHAPTER 3. Bo n d s a n d O t h e r O b l ig a t io n s . § 23-19. Amount of bonds; purposes; resolutions; Treasury Board to be issuing, etc., agent; payment or purchase by institution; no per sonal liability. (b) Such bonds shall be authorized by resolution of the board, approved by the Governor, and may be issued in one or more series, shall bear such date or dates, mature at such time or times, bear interest at such rate or rates not ex ceeding four per centum per annum payable at such time or times, be in such denominations, be in such form, either coupon or registered, carry such registra tion privileges, be executed in such manner, be payable in such medium of pay ment, at such place or places, be subject to such terms of redemption, with or without premium, as such resolution or resolutions may provide. Such bonds may be sold at public or private sale for such price or prices as the board with the approval of the Governor shall determine, provided that the interest cost to maturity of the money received for any issue of such bonds shall not exceed four per centum per annum. (1954, c. 397.) T h e 1954 a m e n d m e n t in c re a se d th e in te re s t ra te in su b s e c tio n (b ) fro m t h re e to fo u r p e r c e n tu m . O n ly p a r t o f s e c tio n s e t o u t.— A s on ly s u b s e c tio n ( b ) w a s affec ted by th e a m e n d n ie n t th e re s t o f th e s e c tio n is n o t s e t out. CHAPTER 4. Co Sec. 23-35.1. M ed ica l a n d a u th o riz e d . l l eg e d e n ta l a n d U n iv e r s it y s c h o la rs h ip s Sc h o l a r s h ip s . See. 23-36.2. N u r s in g s c h o la r s h ip s a t th e M cd ica l C o lle g e o f V irg in ia a n d th e U n iv e r s ity o f V irg in ia . § 23-31. Unfunded scholarships. — (a) The corporate authorities of the University of Virginia; the Virginia Military Institute; the Virginia Poly technic Institute; the College of William and Mary in Virginia; the Medical Col lege of Virginia; the State Teachers’ College at Farmville; the Mary Washington College of the University of Virginia, at Fredericksburg; the Madison College at Harrisonburg; the Radford College, Woman’s Division, Virginia Polytechnic Institute, at Radford, and the Virginia State College, may establish scholarships, hereafter to be designated as unfunded scholarships, in their respective institu tions under such regulations and conditions as they may prescribe, but subject to the following limitations and restrictions: (1) All such scholarships shall be applied exclusively to the remission, in whole or in part, of instructional charges, which charges and fees except for laboratory fees shall be included in a single item designated as tuition. (2) The number of such scholarships awarded in any one institution for any year to Virginia students therein shall not be in excess of twenty per centum of the enrollment of Virginia students in undergraduate studies in such institution for the preceding year or in lieu thereof the total value of all scholarships awarded in any one institution for any year to Virginia students shall not be in excess of any amount arrived at by multiplying two hundred dollars by twenty per centum of the enrollment of Virginia students in undergraduate studies in such institu tion for the preceding year; the number of scholarships awarded in any one in stitution for any year to non-Virginia students in such institution shall not be in excess of twenty per centum of the enrollment of non-Virginia students in under graduate studies in such institution for the preceding year, and the total value of [ 37] �§ 23-35.1 V ir g in ia Sc h o o l L a w s S u ppl e m e n t § 23-35.1 ail scholarships so awarded to such non-Virginia students shall not exceed in any year the amount paid during such year by non-Virginia students in undergraduate studies for instructional services in excess of the actual cost of instruction of such non-Virginia students. (3; Such scholarships shall be awarded only to undergraduate students in the first four years of undergraduate work, and shall not be renewed for any subse quent year after the first unless the holder thereof maintains a high scholastic standard. (4) Such scholarships shall be awarded by the governing boards of the re spective institutions on a selective basis to students of character and ability who are in need of financial assistance. (5) Each scholarship awarded shall entitle the holder thereof to the remission of not less than one-half of the annual tuition charge to non-scholarship holders at such institution, provided that no such remission shall exceed in value the sum of two hundred dollars. (b) No educational institution named herein shall award any scholarship, or remit any special fees or charges, to any student at such institution except as authorized in this section. (c) Nothing in this section shall be construed to prevent or limit in any way the admission of certain students, known as State cadets, at the Virginia Military Institute or to affect the remission of fees or charges to such State cadets as per mitted under existing law. (d) Nothing in this section shall be construed to affect or limit in any way the control of the governing bodies of the respective institutions over any scholar ships provided or established under the provisions of §§ 23-33 to 23-35; or over any gifts or donations made to such institutions for scholarships or other special purposes; or over any funds provided by the federal government or otherwise for the purpose of vocational education or vocational rehabilitation in this State; or over any funds derived from endowment or appropriations from the federal government for instruction in agriculture and mechanic arts in land grant colleges. (e) Nothing in this section shall be construed to prevent the governing bodies of the respective institutions from fixing a reasonably lower tuition charge for Virginia students than for non-Virginia students. (Code 1919, § 993; 1936, p. 447; 1952, c. 139.) T h e 1952 a m e n d m e n t ch a n g e d su b sec tio n f a ) b y in s e rtin g th e w o rd s “a n d fe es’’ in p a r a g ra p h (1 ) , s u b s titu tin g “tw o h u n d re d d o lla r s ” fo r “o n e h u n d re d d o lla rs " in p a r a g r a p h (2 ) a n d in c re a s in g th e a m o u n t in p a r a g ra p h (5 ) fro m o n e h u n d re d to tw o hundred dollars. The amendment also re designated subsections (c) to (f) as (b) to (e). N o a u th o rity to e x e m p t g r a d u a te e m p loyees fro m tu itio n . — Rep. A tty . Gen., 2950-51, p. 309. § 23-35.1. Medical and dental scholarships authorized.— (a) The governing boards of the Medical College of Virginia, and of the University of Virginia, and of Virginia State College arc authorized to establish, as to the for mer two. twenty annual medical scholarships, and as to the last, ten annual medical scholarships, to be awarded to Virginia students attending Meharry Medical College, Nashville, Tennessee, each of the value of one thousand dollars to be awarded and paid subject to the conditions and restrictions set out in the following sections. (b) The governing boards of the Medical College of Virginia and the Virginia State College are authorized to establish, as to the first, four annual dental scholar ships, and as to the second, two annual dental scholarships, each of the value of one thousand dollars to be awarded and paid subject to the conditions and re strictions set out in the following sections; provided that as to the scholarships for Virginia State College attendance shall be at Meharry Medical College or other college offering such courses. . n „ . .......... (c) The governing boards of the Medical College of Virginia and of the 1381 § 23-35.3 Co l l e g e a n d U n iv e r s it y S c h o l a r s h ips § 23-35.3 University of Virginia and of Virginia State College shall send the name of any recipient of a scholarship under the provisions of this chapter to the State Health Commissioner forthwith. Upon graduation of any recipient of a scholarship un der the provisions of this chapter, the governing board of the school awarding such scholarship shall forthwith submit a report to the State Health Commis sioner setting forth the name and address of such graduate, the length of time such graduate has held such scholarship and the amount of money paid to or on behalf of such graduate thereunder. The State Health Commissioner shall maintain liaison with such graduates and the Commissioner shall submit a re port each year to the governing boards of the schools enumerated herein setting forth the names of all such graduates who shall have discharged the obligations imposed upon them by § 23-35.3. (1950, p. 1289; 1952, c. 641; 1954, c. 414.) T h e 1952 a m e n d m e n t added paragraph (b) relating to dental scholarships. T he (c). 1954 a m e n d m e n t added paragraph § 23-35.3. Written contract, conditions and provisions; life in surance.— (a) Before any scholarship is awarded under the provisions of § 2335.1 (a), the applicant must sign a written contract, under the terms of which he agrees to pursue the medical course of the school awarding the scholarship, or the medical course at the school at which the scholarship is awarded, until his graduation and, upon graduating and completing a term not to exceed two years as an interne at some hospital or institution approved by the school, shall promptly begin and thereafter engage continuously in the general practice of medicine in a rural community in Virginia of his selection, but his selection shall be from one approved by the State Health Commissioner and by the State Board of Health, for a period of years equal in number to the years which he has been a beneficiary of such scholarship, provided that one year’s internship in any rural hospital in the State of Virginia selected by the State Health Commissioner and approved by the State Board of Health or in any institution operated by the Department of Mental Hygiene and Hospitals shall be considered equivalent to one year’s practice of medicine in a rural community. The foregoing shall apply only to contracts made or entered into prior to July 1, 1954. (b) Before any scholarship is awarded under the provisions of § 23-35.1 (b), the applicant must sign a written contract, under which he agrees to pursue the dental course of the school awarding the scholarship, or the dental course at the school at which the scholarship is awarded, until his graduation and, upon graduat ing shall promptly begin and thereafter engage continuously in the general practice of dentistry in some mental institution, in the State of Virginia, for a period of years equal in number to the years which he has been a beneficiary of such scholar ship; provided that if the Commissioner of Mental Hygiene and Hospitals certifies that no suitable vacancy exists in any State mental institution, then the obliga tion of such contract may be discharged by compliance with the conditions set forth in paragraph (a) of this section. (c) Each recipient, when such scholarship is awarded, shall be required to in sure his life, for the benefit of the school awarding the scholarship, in a sum equal at least to the value of each scholarship awarded him, the insurance policy to con tain a specific provision that the school beneficiary shall not be changed without the consent of the beneficiary. Upon cancellation of each note executed by the recipient as hereinbefore provided, the school beneficiary shall consent to such change in the beneficiary of the corresponding insurance policy as may be desig nated by the recipient. Upon the failure of the recipient to discharge his obliga tion either by service or payment, as herein required, or by reason of his death or any other cause, the policy or policies and any and all proceeds derived therefrom shall become the property of the school beneficiary. All premiums on the in surance policy or policies shall be paid by the recipient of the scholarship. (d) After July 1, 1954, no scholarship shall be awarded under the provisions of § 23-35.1 (a) unless and until the applicant shall have signed a written con[3 9 ] �§ 23-35.4 V ir g in ia Sc h o o l Laws S u ppl e m e n t § 23-35.5 tract under the terms of which he agrees to pursue the medical course of the school awarding the scholarship, or the medical course at the school for which the scholarship is awarded, until his graduation and upon graduation and com pleting a term not to exceed two years as an interne at some hospital or insti tution approved by the school, shall promptly begin and thereafter engage con tinuously in the general practice of medicine in a rural community of Virginia for a period of years equal to the number of years which he has been a bene ficiary of such scholarship. As used herein the terms “general practice of medi cine” and “rural community” shall conform to definitions thereof promulgated by the State Health Commissioner. The State Health Commissioner may, in his discretion, direct that all or any portion of the obligations imposed by such con tract be discharged by appointment and service in the public health service of the State or by service in any institution operated by the Department of Mental Hygiene and Hospitals. The provisions of paragraph (c) herein shall not apply to scholarships awarded after July 1, 1954. (1950, p. 1289; 1952, cc. 143, 641 ; 1954, c. 414.) T h e 1952 a m e n d m e n ts . —Chapter 143 of the Acts of 1952 inserted the provision that one year’s internship in any institution operated by the Department of Mental Hygiene and Hospitals shall be considered the equivalent of one year’s practice of medicine in a rural community. Chapter 641 of the Acts of 1952, which divided the section into subsections, inserted in s u b s e c tio n ( a ) th e re fe r e n c e to § 2335.1 ( a ) . I t a ls o in s e rte d a ll o f s u b s e c tio n (.b) re la tin g to d e n ta l s c h o la r s h ip s . T h e s e tw o c h a p te r s h a v e b e e n c o m b in e d s o a s to g iv e effec t t o all a m e n d m e n ts . T h e 1954 a m e n d m e n t a d d e d th e la s t s e n te n c e to s u b s e c tio n ( a ) a n d a ll o f s u b s e c tio n (d ) . § 2 3 -35.4. Other provisions; military service.—The contract shall pro vide that if applicant enters military service upon completion of his term as an interne or upon graduation if a graduate in dentistry, he shall begin practice in a rural community, or in a mental institution, as the case may be, of his selection; but the selection of a rural community hospital shall be from one approved by the State Health Commissioner and by the State Board of Health upon termina tion of such military service. The contract shall contain such other provisions as are considered necessary, in the opinion of the president or other proper offi cer of the school to accomplish the purposes of such scholarship. (1950, p. 1290; 1952, c. 641.) T h e 1952 a m e n d m e n t inserted the refer ences to a graduate in dentistry, a mental institution and a rural community hospital. § 2 3 -3 5 .5 . Relief from obligation of contract in case unusual abil ity is displayed.—Any such contract made and entered into before July one, nineteen hundred and fifty-four shall have a clause under which the holder may be relieved of his obligation to practice in a rural section or in a mental in stitution, as the case may be, if. at the end of two scholastic years, he has demon strated a peculiar and unusual ability and aptitude in a special branch of the medical sciences and, in the opinion of the faculty, would be a loss to the field of medical research and science if he did not go into that branch of medical science for which he has demonstrated extraordinary ability. In such case, up on certificate of a faculty committee, the contract shall provide that he may be released from his obligation and continue his course without a scholarship, and shall be under no obligation to engage in general practice in a rural section or in a mental institution of Virgina for a period equal to that during which he has received such scholarship; provided that he makes satisfactory arrangements for reimbursing the State for the amount he has received on account of such scholarships. Any such contract made and entered into after July one, nineteen hundred fifty-four shall have a clause under which the holder may be relieved of his obligation to practice medicine in a rural community or a mental instif40 1 § 23-35.6 Co l l e g e a n d U n iv e r s it y S c h o l a r s h ips § 23-36.2 tution or to serve in the public health service of the State as the case may be if, at any time the holder fails to maintain a scholastic standard at least equal to the standard required of the general student body in such school or if the holder, at any time, becomes permanently disabled so as not to be able to engage in the practice of medicine or if at any time the holder demonstrates a peculiar and unusual ability and aptitude in a special branch of the medical sciences and, in the opinion of the faculty or the State Health Commissioner would be a loss to the field of medical research and science if he did not go into that branch of medical science for which he has demonstrated extraordinary ability. In such case, upon certificate of a faculty committee or the State Health Commissioner the contract shall provide that the holder shall be relieved of his obligation to engage in the general practice of medicine, or to serve in the public health serv ice of the State or to practice in a mental institution for a period equal to that during which he has been a beneficiary of such scholarship. Any applicant, up on being so relieved from the obligations imposed by such contract shall arrange to reimburse the State within a reasonable time for the amount he has received on account of such scholarship plus interest on such amount computed at the prevailing rate charged on student loans at the school attended by the applicant. (1950, p. 1290; 1952, c. 641; 1954, c. 414.) T h e 1952 a m e n d m e n t in s e rte d th e re f e re n c e s to a m e n ta l in s titu tio n . T h e 1954 a m e n d m e n t elim in a te d “T h e c o n t r a c t ” w h ic h fo rm e rly b e g a n th is se c tio n a n d in s e rte d in lieu th e re o f th e p r e s e n t b e g in n in g do w n th ro u g h th e d a te . I t a ls o a d d e d all o f th is s e c tio n b e g in n in g w ith th e th ird sen ten c e. § 23-35.6. Disposition of funds repaid.—-All funds repaid by any ap plicant in pursuance of the provisions of the foregoing section, or otherwise, shall be paid into the treasury of Virginia and shall become a part of the general fund. The governing board of the school attended by the applicant shall collect such payments and shall pay all moneys so received into the State treasury promptly. If any applicant fails to abide by the terms of such contract, such fact shall be communicated to the Attorney General by the State Health Commissioner and/ or the governing board of the school. The Attorney General shall take such action thereon as he deems proper. (1950, p. 1290; 1954, c. 414.) T h e 1954 a m e n d m e n t th re e s e n te n c e s . added th e la s t § 23-36.2. Nursing scholarships at the Medical College of Virginia and the University of Virginia.—The governing board of the Medical College of Virginia may establish twenty annual nursing scholarships, five of which shall be made available to members of the Negro race, and the governing board of the University of Virginia may establish fifteen annual nursing scholarships, which thirty-five scholarships hereby authorized shall be of the annual value of one hundred dollars each, and shall be awarded and paid subject to the conditions and restrictions set out in the following subsections: (1) Each applicant for any such scholarship must be a bona fide resident of the State of Virginia when such scholarship is awarded. The awards shall be made upon such basis, competitive or otherwise, as may be determined by the president or other proper officer of the school with due regard to the scholastic attainments, character, and adaptability of the applicant for the service contem plated in such award; provided, that no award shall he made if the applicant fails to possess the requisite qualifications. (2) Before any such scholarship is awarded the applicant shall sign a written contract under the terms of which she agrees to pursue the nursing course of the school awarding the scholarship until completion and thereupon to promptly be gin and thereafter engage continuously in nursing work in the State of Virginia, for a period of years equal in number to the years that she has been or shall be a beneficiary of any such scholarship or scholarships. The contract shall provide [41 ] �S 23-38 V ir g in ia School La ws S u ppl e m e n t § 23-50 that if the applicant shall fail to comply with the provisions thereof or any of them she shall repay to the school all amounts received by her as a beneficiary of such awards, such repayment to be upon such terms and conditions as may be determined by the school. Such contract shall contain such other provisions as may be necessary, in the opinion of the president or other proper officer of the school, to accomplish the purposes of the scholarships. (3) As further evidence of the promise of such recipient to make such repay ment, as to each scholarship awarded her in the event she shall fail or refuse to fulfill the conditions and requirements herein specified as to such scholarship, she shall, when such scholarship is awarded, be required to execute and deliver to the school awarding the scholarship a note in the principal sum of one hundred dol lars, with interest at not less than two nor more than four per centum, which note shall be accepted by the school upon the condition that such note, and any other similar notes so given, shall be cancelled by the school upon the basis of one note for each year in which she shall continuously engage in nursing work in the State of Virginia; provided, however, that no recipient of any such scholarship shall be permitted to plead the statute of limitations or interpose a plea of infancy in the event of an action being brought against her on any such note. (4) All money repaid by any such recipient shall be placed in a special fund which shall be used for nursing scholarships in accordance with the provisions of this section. (5) Each such scholarship shall be awarded for a single year, but the same student shall, after making satisfactory progress towards completion of her train ing in the school, receive such award for any succeeding year or years, provided no student shall receive any such scholarship for more than a total of three years. (6) The funds making up each such scholarship shall be paid to the recipient thereof, or applied to the payment of her expenses, at such medical school, in such amounts and at such times during such school year as may be determined by the president or other proper officer of the school; provided, however, that no recipient shall receive for any such scholarship less than one hundred dollars. (1952, c. 651.) 1 § 23-38. Service in armed forces discharges obligation to render services to State in consideration of scholarship. Im p o s s ib le to d e te rm in e th a t a p e r s o n ’s o b lig a tio n t o S ta te is d is c h a rg e d u n til h is s e rv ic e in th e a r m e d fo r c e s te rm in a te d , R e p . A tty . G e n ., 1950-51, p. 308. CHAPTER 6. M e d ic a l S ec. 23-50.3. P a r k i n g on p ro p e rty o f C o lle g e o f V irg in ia . Co l l eg e o f V ir g in ia . M ed ica l § 23-5 0. Board of visitors; corporate name; purpose and powers; property; general provisions.—(1) Board of visitors.—(a) The Medical College of Virginia shall be continued, and the visitors thereof and their succes sors shall be and remain a corporation under the name and style of the "Medical College of Virginia”. The board of visitors shall consist of not less than twelve nor more than eighteen members, appointed by the Governor, from the State at large, and in addition the Superintendent of Public Instruction, ex officio. (b) As soon after April ninth, nineteen hundred and forty-five, as is practica ble the Governor shall appoint nine members of the board for a term of two years and nine members for a term of four years, each term beginning July first, nine teen hundred and forty-five. He shall, in addition, also appoint the Superin tendent of Public Instruction as an ex officio member for a term of two years, provided that, if his tenure as such Superintendent expires within that time, his [4 2 ] § 23-50 M e d ic a l Co l l e g e o f V ir g in ia § 23-50 term as ex officio member shall also terminate and the Governor shall appoint his successor to fill the unexpired term. Such Superintendent shall remain eligible for appointment as an ex officio member so long as he remain Superintendent. Regular members hereafter appointed from the State at large shall be eligible for service for two consecutive terms only, and after such service may not be re appointed until at least one year has elapsed. Such appointment after the lapse of one year shall be confined to one term of four years. Upon the expiration of the two year terms of members herein provided for, their successors shall be appointed for terms of four years. (c) So long as the regular membership of the board consists of more than twelve members no appointment shall be made to fill any vacancies therein; pro vided, however, that vacancies due to the expiration of the terms of members who aie eligible for reappointment may be filled by their reappointment. (d) After the regular membership of the board has been reduced to twelve in number, all vacancies therein shall be filled by appointment by the Governor for a new term or the unexpired term as the case may be, subject to confirmation by the Senate. (d l) As to vacancies occurring in nineteen hundred fifty-three by expiration of term, two of the members whose terms so expire shall be continued by desig nation of the Governor in office for one year; in addition, the Governor shall appoint three members to the board for terms of four years expiring in the month in which other terms expire. In nineteen hundred fifty-four the Governor shall appoint three members to the board for terms of four years expiring in the month in which other terms expire. In nineteen hundred fifty-five the Governor shall appoint three members to the board for terms of four years expiring in the month in which other terms expire. In nineteen hundred fifty-six the Governor shall appoint three members to the board for terms of four years expiring in the month in which other terms expire. Thereafter appointments shall be for four year terms except in the case of vacancies prior to expiration of terms when ap pointments shall be for the unexpired term. All appointments, except continua tions in office under this paragraph for one year, shall be subject to paragraph (b) as to length of terms and eligibility for reappointment. (e) The alumni association may submit to the Governor ninety days before the expiration of any regular term of a member, or within ten days after being notified by the Governor of a mid-term vacancy, a list of not less than three per sons whom they consider qualified and recommend for appointment as successor for the new term or the unexpired term, as the case may be. The Governor shall give careful consideration to any such recommendation, but shall not be limited in his appointments to the persons so recommended. (7) Election of officers; executive committee.—The board shall elect a chair man, vice-chairman, a secretary and a treasurer, both of which offices may be held by the same person; and a president emeritus, president, assistant president, and comptroller of the corporation, if they deem any one or all necessary, pre scribe their duties, and fix their compensation, and they shall hold office during the pleasure of the board. They shall also appoint an executive committee, de termine the number thereof and the number which shall constitute a quorum, which executive committee shall perform all such duties as are required of them by the board and as could be performed by the board during the interim between its meetings. The executive committee shall report annually or oftener to the board, for its approval or disapproval, the acts performed by it from time to time. (12) Service of process.—Process against or notice to the corporation may be served only in the city of Richmond upon the chairman of the board of vis itors, on the vice-chairman, the president of the corporation (if there be one), [4 3 ] �§ 23-50.3 V ir g in ia the secretary or the treasurer. 1952, c. 502; 1954, c. 62.) Sc h o o l Laws Su ppl e m e n t § 23-55 (Code 1919, § 1003; 1945, p. 53; 1946, p. 6; T h e 1952 a m e n d m e n t c h a n g e d s u b s e c tio n (1 ) b y in c re a s in g th e m in im u m n u m b e r o f b o a r d m e m b e r s in p a r a g ra p h (a ) fro m te n to tw e lv e , m a d e th e c o r re s p o n d in g c h a n g e in p a r a g r a p h s (c ) a n d ( d ) , an d a d d e d p a r a g ra p h ( d l ) . T h e am endm ent a ls o re p h ra s e d th e la s t few w o rd s of s u b s e c tio n (12) w h ic h fo rm e rly re a d " o r th e s e c re ta ry a n d t r e a s u r e r ”. T h e 1954 a m e n d m e n t in s e rte d th e w o rd " c o n s e c u tiv e ” b e fo re th e w o rd “te r m s ” in th e fo u r th s e n te n c e o f p a r a g ra p h (b ) of s u b s e c tio n (1 ) , a d d e d t h e w o r d s " u n til a t le a s t o n e y e a r h a s e la p s e d ” a t t h e e n d of s u ch s e n te n c e a n d in s e rte d th e fifth s e n te n c e o f th e p a r a g ra p h . T h e a m e n d m e n t a ls o c h a n g e d th e firs t s e n te n c e o f s u b s e c tio n (7 ) b y p ro v id in g fo r a p r e s id e n t e m e ritu s , a n a s s i s t a n t p r e s id e n t a n d a c o m p tro lle r. O n ly p a r t o f s e c tio n s e t o u t. — A s o n ly s u b s e c tio n s (1 ) , (7 ) a n d (1 2 ) w e re a ffe c te d b y th e a m e n d m e n ts th e re s t o f th e s e c tio n is n o t s e t o u t. § 2 3 -5 0 .3 . Parking on property of Medical College of Virginia.— All parking of motor vehicles on the property owned by the Medical College of Virginia is hereby prohibited; provided, however, the board of visitors may, in its discretion, cause to be marked off certain portions of the driveways and other property owned by the College to provide parking facilities for officers and employees of and patients and visitors to the College and hospital and to allocate spaces therein and operate the same under such rules and regulations as it may prescribe. Any person parking any vehicle contrary to the provisions of this section, or contrary to any parking sign or “no parking” sign erected pursuant to rules and regulations promulgated by the board, shall be subject to a fine of not less than one dollar nor more than twenty-five dollars for each offense. (1954, c. 394.) CHAPTER 7. M il l e r M a n u a l L a bor Sc h o o l . § 2 3 -5 2 . Certain statutes continued in force. The following amendment to chapter 61 of the Acts of 1874. as amended, continued in force by this section, is incorporated in this Code by this reference: Chapter 553 of the Acts of 1950. O n ly p a r t o f s e c tio n s e t o u t.— As the reference to Acts of Assembly in the original section was not changed by the subsequent amendment, only reference to the chapter setting out such amendment is listed above. CHAPTER 8. S t a t e T e a c h e r s C o l l e g e a t F a r m v i l l e ; M a d is o n C o l l e g e . § 2 3 -5 5 . Property rights, duties, etc., vested in State Board of Edu cation. C ro s s re fe r e n c e . — A s to a u th o rity of s t a t e B o a r d o f E d u c a tio n to g r a n t ease- m e n ts in la n d s o f c e rta in s c h o o ls a n d in s titu tio n s , see § 23-9.1. § 23-70 § 23-77.1 U n iv e r s it y o f V ir g in ia CHAPTER 9. U n iv e r s it y o f V ir g in ia . A rtic le 2. B o a rd o f V is ito rs . S ec. 23-77.1. A u th o rity to sell a n d c o n v e y c e r ta in lan d s. Sec. 23-77.2. G r a n tin g c a s e m e n ts on o f th e U n iv e rs ity . p ro p e rty A r t i c l e 2. Board of Visitors. § 23-70. Appointment of visitors generally; number and terms of office.— (a) The hoard of visitors is to consist of seventeen visitors, sixteen to be appointed by the Governor, of whom at least thirteen shall be appointed from the State at large and not more than three shall be appointed from the nonresident alumni of the University of Virginia, and the Superintendent of Pub lic Instruction, ex officio. The visitors in office on April ninth, nineteen hundred and forty-five are continued in office until the end of their respective tenns, or until February twenty-eight, nineteen hundred and forty-six, whichever last occurs. (b) As soon as practicable after April ninth, nineteen hundred and forty-five, the Governor shall appoint members to fill all unexpired terms due to vacan cies, except those of members appointed pursuant to the nineteen hundred and forty-four amendment of this section, and at the appropriate time shall appoint in place of such excepted members two members for new terms of two years and two for new terms of four years, each term beginning March first, nineteen hundred and forty-six. Pie shall, in addition, appoint the Superintendent of Public Instruction as an ex officio member for a term of two years to begin March first, nineteen hundred and forty-six; provided that, if the tenure in office as Superintendent of such ex officio member expires within that time, the Gov ernor shall appoint such member’s successor to fill the unexpired term. The Superintendent shall remain eligible for appointment as an ex officio member so long as he continues in office as Superintendent. All appointments for full terms, as well as to fill vacancies, shall be made by the Governor subject to confirmation by the Senate. The three new members of the board provided for by this section as amended shall be appointed for four year terms beginning March first, nineteen hundred fifty-five. (Code 1919, § 807; 1924, p. 145; 1930, p. 80; 1944, p. 399; 1945, p. 52; 1954, c. 343.) T h e 1954 a m e n d m e n t a d d e d th re e n e w m e m b e rs to th e b o a rd , a n d re s tr ic te d a p p o in te e s fro m n o n re s id e n t a lu m n i t o th re e . I t a ls o sec tio n , added th e la s t s e n te n c e of th e § 23-71. Appointment of visitors from nominees of alumni associa tion. (e) At no time shall less than eleven of the appointive visitors be alumni or alumnae of the University. (Code 1919, § 807; 1924, p. 145; 1930, p. 80; 1944, p. 400; 1945, p. 52; 1954, c. 343.) T h e 1954 a m e n d m e n t s u b s titu te d " e le v e n " fo r “ e ig h t” in s u b s e c tio n (e ). O n ly p a r t o f s e c tio n s e t o u t.— A s on ly s u b s e c tio n (e ) w a s affec ted b y th e a m e n d m e n t th e re s t o f th e s e c tio n is n o t s e t o u t. § 23-77.1. Authority to sell and convey certain lands.—The Rector and Visitors of the University of Virginia, with the approval of the Governor first obtained, are hereby authorized to sell and convey any and all real estate to which it has acquired title by gift, devise or purchase since January first, nineteen hundred, or which may hereafter be conveyed or devised to it. The [44 1 [4 5 ] �§ 23-77.2 V ir g in ia Sc h o o l L a w s Su ppl e m e n t § 23-107 proceeds derived from any such sale or sales shall be held by said Rector and Visitors of the University of Virginia upon the identical trusts, and subject to the same uses, limitations and conditions, if any, that are expressed in the origi nal deed or will under which its title was derived, or if there be no such trusts, uses, limitations or conditions expressed in such original deed or will, then said funds shall be applied by the Rector and Visitors of the University to such pur poses as said board may deem best for the University. (1936, p. 522; 1954, c. 185.) T h e n u m b e r o f th is s e c tio n w a s as s ig n e d b y th e V irg in ia C o d e C o m m issio n , th e 1954 a c t h a v in g a s s ig n e d n o n u m b er. § 2 3-77.2. Granting easements on property of the University.— The Rector and Visitors of the University of Virginia are hereby authorized to grant easements for roads, streets, sewers, water lines, electric and other utility lines or other purpose on any property now owned or hereafter acquired by said Rector and Visitors of the University of Virginia, when in the discre tion of the Rector and Visitors it is deemed proper to grant such easement. (1954, c. 296.) T h e n u m b e r of th is s e c tio n w as a s s ig n e d b y th e V irg in ia C ode C o m m issio n , th e 1954 a c t h a v in g a s s ig n e d n o n u m b er. CHAPTER 10. V ir g in ia M il it a r y I n s t it u t e . § 23-95. Eligibility to serve more than two successive term s.—No person except ex officio members shall be eligible to serve for or during more than two successive four-year terms; but after the expiration of the remainder of an unexpired term to which appointed, two additional four-year terms may be served by such a member if appointed thereto. (Code 1919, § 835; 1944, p. 401; 1945. p 50; 1946, p. 415; 1952, c. 213.) T h e 1952 a m e n d m e n t re s tr ic te d th e su ece s s iv e te r m s to “ fo u r y e a r” te rm s , a d d e d th e p ro v is io n a s to u n e x p ire d te rm , and d e le te d th e f o r m e r p ro v is io n r e la tin g th e te rm c u r r e n t o n J u n e 19, 1946. to § 23-9 8 . Meetings of board; president and secretary; superintend ent of Institute.—The board of visitors shall meet at the Institute once a year or oftener, and at any other times and places, when, in its opinion, or that of the superintendent of the Institute, or president of the board of visitors, it shall be necessary to do so. It shall appoint a superintendent of the Institute with such duties as may be prescribed by the board. Special meetings may also be called at any time by the superintendent of the Institute, or the president of the board of visitors, when either may deem it advisable; and the board may adjourn from time to time. At their first meeting after the first day of July in each year the board shall appoint from their own body a president, and shall also ap point a secretary to the board. In the absence of the president or secretary at any meeting, the board may appoint a president or secretary pro tempore, and vacancies in the offices of president or secretary may be filled by the board for the unexpired term. Notice of the time and place of meeting shall be given to every member of the board. (Code 1919, § 836; 1954, c. 154.) T h e 1954 a m e n d m e n t s u b s titu te d “J u l y ” f o r " J a n u a r y ” in lin e e ig h t o f th is sec tio n . § 2 3 -1 0 7 . State cadet to act as teacher; optional service in national guard or as highway engineer; bond required.—Each cadet received on [4 6 ] § 23-110 V ir g in ia M il it a r y I n s t it u t e § 23-110 State account and who shall have remained in the Institute during the period of two years or more, shall act in the capacity of teacher in some school in this State toi two years, and such cadet shall be required to discharge his obligation as teacher within the three years immediately after leaving the Institute, and he shall report in writing to the superintendent of the Institute on or before the first day of June of each year succeeding the date of his leaving the Institute un til he shall have discharged fully such obligation to the Commonwealth; or, at his option, such cadet may serve an enlistment in the National Guard of the State, or serve for a period of two years as an engineer for the State Highway Com mission. And each cadet so received on State account in the Institute on report ing for duty and matriculation shall be required to enter into a bond, payable to the Virginia Military Institute, in a sum sufficient to cover the board and tuition that may be expended in his behalf as such State cadet; and unless the cadet shall fulfill his obligation as aforesaid, he shall be deemed to have violated his contract, and authority is hereby given to the Institute to proceed by law for the collection from the cadet of such amount as may be necessary to cover so much of his board and tuition as may proportionately be due from his failure to teach the whole or any part of the required two years, or to serve in the National Guard or as an engineer on the public roads of Virginia; and no cadet executing such bond shall be permitted to plead infancy or the statute of limitation in bar of recovery of such debt; provided, the board of visitors may excuse such cadet from any one of these obligations in such cases as they may deem right and proper; and provided further, if such cadet shall discharge any one of these ob ligations within the time prescribed, he shall be deemed to have fulfilled his ob ligation to the State imposed by this section; and provided further, that the pro visions of this section relating to discharge of the obligation shall be temporarily suspended as to any cadet who, immediately upon leaving the Institute, enters a medical school approved by the board of visitors of the Institute in which event such cadet may sign a written contract with the Virginia Military Institute under the terms of which he agrees to pursue the medical course of the school until his graduation and. upon graduating and completing a term not to exceed two years as an interne shall promptly begin and thereafter engage continuously in the general practice of medicine in a rural community in Virginia selected by the State Health Commissioner and the State Board of Health, for a period of two years; provided that an equivalent period of practice in a State supported mental institution selected by the Commissioner of Mental Hygiene and Hospitals shall be deemed the equivalent of such practice in a rural area. Each cadet who ac cepts an extension of his obligation under this provision shall report in writing to the superintendent of the Institute on or before the first day of June of each year succeeding the date of his leaving the Institute until he shall have discharged fully such obligation by compliance with the terms of his contract or in any other manner approved by the board of visitors. (Code 1919, § 849; 1928, p. 1227; 1952, c 482.) T h e 1952 a m e n d m e n t a d d e d th e la s t sen te n c e a n d th e tw o p re c e d in g p ro v is o s re - la tin g to c a d e ts e n te rin g m e d ic a l s c h o o ls a n d a g r e e in g t o p ra c tic e in r u r a l a re a s . § 23-110. Conferring of degrees.—The Governor and the board of visitors and faculty of the Institute may confer a degree upon any graduate found quali fied to receive it. after examination upon such of the branches of the arts and sciences and of literature taught at the Institute as the board may deem requisite. The board may also, in its discretion, confer honorary degrees or diplomas of distinguished merit. (Code 1919, § 848; 1926, p. 718; 1927, p. 201; 1952, c. 272.) T h e 1952 a m e n d m e n t d e le te d th e fo r m e r p ro v is io n re s tr ic tin g th e re c ip ie n ts o f h o n o ra ry d e g re e s o r d ip lo m a s of d is tin g u is h e d m e rit to p e rs o n s w h o h a d b e e n c a d e ts a t t h e In s titu te , [4 7 ] �§ 23-166 V ir g in ia Sc h o o l Laws S u ppl e m e n t § 23-166 CHAPTER 13. V ir g in ia St a t e C o l l e g e . Miscellaneous Provisions Pertaining to Education and Public Instruction § 23-166. Body corporate under control of State Board of Educa tion; board of visitors abolished. C ro s s re fe re n c e . — A s to a u th o rity o f s t a t e B o ard o f E d u c a tio n to g ra n t ea s e - m e n ts in la n d s o f c e r ta in s c h o o ls a n d in s titu tio n s , see § 23-9.1. Title 1. General Provisions. § 1-14. Colored persons and Indians defined.—Every person in whom there is ascertainable any Negro blood shall be deemed and taken to be a colored person, and every person not a colored person having one-fourth or more of American Indian blood shall be deemed an American Indian: except that mem bers of Indian tribes existing in this Commonwealth having one-fourth or more of Indian blood and less than one-sixteenth of Negro blood shall be deemed tribal Indians. (Code 1919, § 67; 1930, p. 97; 1954, c. 702.) T h e 1954 a m e n d m e n t ch a n g e d th e defin itio n o f trib a l I n d ia n s by e lim in a tin g th e fo r m e r p ro v is io n s re la tin g to liv in g a n d b e in g d o m iciled on re s e rv a tio n s . on Title 2. Administration of the Government Generally. § 2-4.1. Transfer of possession of real estate between State agen cies.—Real estate owned by the Commonwealth and held in possession by an agency of the Commonwealth may be hereafter transferred to the possession of another agency of the Commonwealth by the execution of an agreement between the department head of such agencies, with the written approval of the Governor, and recorded in the court of record in the county or city in which the land is situate. (1952, c. 684.) T h e n u m b e r o f th is s e c tio n w as a ssig n e d by t h e V irg in ia C ode C o m m issio n , th e 1952 a c t h a v in g a s s ig n e d n o n u m b er. § 2-4.2. Conveyance of easements to utility companies by State de partments, agencies or institutions.—Any State department or agency, or State institution through its governing board is authorized, after having first obtained the consent of the Governor in writing, to convey to public utility com panies right of way easements over property owned by it for such consideration as it shall deem proper, when such conveyance is deemed expedient, and to execute the instruments necessary to effectuate such conveyance, such instru ments to be subject to the approval of the Attorney General as to form. All funds received from any such conveyance shall be paid into the State treasury to be expended as provided by law. (1954, c. 198.) T h e n u m b e r o f th is s e c tio n w a s a s s ig n e d by th e V irg in ia C o d e C o m m issio n , th e 1954 a c t h a v in g a s s ig n e d n o n u m b e r. 2-27. Holding office under United States. L e g is la tiv e h is to r y .— F o r a full d is c u s s io n o f th e le g is la tiv e h is to r y o f th is sec tio n . se e D e a n v. P ao licelli, 194 V a . 219, 72 S . E . (2 d ) 506. P u rp o s e .— T h e p u rp o s e of th is sec tio n is t o p re v e n t a co n flic t of in te re s t in th o s e w h o w o u ld se rv e b o th th e fe d e ra l a n d SL—4 r 4s i S ta te g o v e rn m e n ts . J o y v. G reen , 194 V a. 1003, 76 S . E. (2 d ) 178. T h e o b je c t s o u g h t to b e a c c o m p lish e d b y th is s e c tio n w a s , a n d is, t o s a f e g u a r d a n d p ro te c t th e S ta te 's in d e p e n d e n t s o v e r e ig n ty by re q u ir in g s tr ic t a n d u n d iv id ed alle g ia n c e to th e d u tie s a n d o b lig a tio n s o f I >1 �§ 2-27.1 V ir g in ia Sc h o o l L a p u b lic office b y its in c u m b e n t. D e a n v. P a o lic e lli, 194 V a . 219, 72 S. E . (2 d ) 506. Constitutionality.—This section is not special and private legislation violative of § 64 of the Constitution of Virginia. It is legislation, general in character, and upon a subject well within the field of general legislation. It applies alike to all office holders. Dean v. Paolicelli, 194 Va. 219, 72 S. E . (2 d ) 506. The long continued sanction of this sec tion by its repeated re-enactment from time to time by the General Assembly, the positive application and enforcement of its mandate by the court, and the con tinued acquiescence in and adherence to its restrictions by the departments of the State government, impel the belief and confirm the conclusion that it does not infringe upon § 32 of the Constitution of Virginia declaring the eligibility to any public office of every qualified voter. Dean v. Paolicelli, 194 Va. 219, 72 S. E . (2d) 506. T h e r u le fo rb id d in g th e h o ld in g o f tw o offices at the same time, whether at com mon law or under constitutions and stat a w s S u ppl e m e n t § 2-29 u te s , n e v e r c o n te m p la te d a d is a b ility t o b e e le c te d t o th e s e c o n d office, b u t, o n th e c o n tra ry , c o n c lu siv e ly affirm s th e le g a lity a n d efficiency o f s u c h e le c tio n . I t is on ly th e h o ld in g — t h a t is, th e o c c u p a tio n — o f tw o offices a t th e sa m e tim e t h a t o ffe n d s p u b lic p o licy , a n d is th e r e f o r e fo r b id d e n b y law . D e a n v. P a o lic e lli, 394 V a . 219, 72 S . E . (2 d ) 506. W h e r e c o u n ty b o a r d m e m b e r w a s e m p lo y e d b y th e U n ite d S ta t e s w h e n h e first a s s u m e d h is d u tie s o n th e b o a r d a n d h is cla im e d e x e m p tio n fr o m th e p ro v is io n s o f th is s e c tio n a p p e a rin g in s u b s e c tio n (1 1 ) o f C ode § 2-29 w a s h e ld u n c o n s titu tio n a l, b o a r d m e m b e r w a s fro m th e firs t in c a p a b le o f h o ld in g office b e c a u s e o f th e p r o v is io n s o f th is s e c tio n . T hough d u ly e le c te d , h e n e v e r b e c a m e a d e ju r e o fficer a n d t h e tria l c o u r t s h o u ld h a v e d e c la re d office v a c a te d a n d r e s tr a i n e d t r e a s u r e r fro m p a y in g h is s a la r y . D e a n v. P a o lic e lli, 194 V a. 219, 72 S. E . (2 d ) 506. S p ecia l A s s is ta n t t o a U n ite d S ta te s D is t r i c t A t t o r n e y in e llig ib le t o s e r v e o n s c h o o l b o a rd . R e p . A tty . G e n ., 1950-51, p . 258. § 2 -2 7 .1 . Exception as to public officer or employee engaging in war service; designation of acting officer to perform duties.—No State, county or municipal officer or employee shall forfeit his title to office or position or vacate the same by reason of engaging in the war service of the United States; and any such officer or employee who voluntarily or otherwise enters such war service may notify the officer or body authorized by law to fill vacancies in his office, of such fact, and thereupon be relieved from the duties of his office or po sition during the period of his war service; and the officer or body authorized to fill vacancies shall designate some suitable person to perform the duties of such office as acting officer during the period the regular officer is engaged in war serv ice, and during such period the acting officer shall be vested with all the powers, authority, rights and duties of the regular officer for whom he is acting. (1950, p. 242.) C ro s s re fe r e n c e .— For repeal of section relating to similar subject matter, see § 2-28. § 2 -2 7 .2 . Exception as to public officer or employee serving in the Selective Service System of the United States.—No State, county or mu nicipal officer or employee shall forfeit or vacate, or be held to have forfeited or vacated, his office or position, by reason of serving or of having served as an officer, member, agent or employee, or in any other position or capacity, in the Selective Service System of the United States. No person shall be ineligible to hold any State, county or municipal office or position by reason of being engaged in service in Virginia in the Selective Service System of the United States. (1952, Ex. Sess., c. 21.) T h e n u m b e r o f th is s e c tio n w a s a s s ig n e d b y t h e V irg in ia C o d e C o m m is s io n , th e 1952 a c t h a v in g a s s ig n e d n o n u m b e r. S 2-2 9 . Further exceptions. (7) To prevent any United States commissioners or referees in bankruptcy [5 0 ] § 15-148 Co u n t ie s , C it ie s a n d T o w n s 15-152.12 from holding the office of commissioner in chancery, bail commissioner, jury commissioner, commissioner of accounts, assistant commissioner of accounts, as sistant police justice or substitute or assistant civil justice, or assistant judge of a municipal court of any city or assistant judge of a juvenile and domestic rela tions court of any city; (1952, c. 120.) T h e 1952 a m e n d m e n t m a d e p a r a g ra p h (7 ) a ls o ap p lica b le to th e offices o f “a s s is ta n t p o lice ju s tic e o r s u b s titu te o r a s s is ta n t civil ju s tic e , o r a s s is ta n t ju d g e o f a m u n ic ip a l c o u r t o f an y city o r a s s is ta n t ju d g e of a ju v e n ile a n d d o m estic re la tio n s c o u r t o f a n y c ity ” . O n ly p a r t o f s e c tio n s e t o u t.— A s only p a r a g ra p h (7 ) w a s affected by th e a m e n d m e n t th e re s t of th e sec tio n is n o t s e t out. L e g is la tiv e h is to ry .— For a full discus sion of the legislative history of this sec tion, see Dean v. Paolicelli, 194 Va. 219, 72 S. E . (2 d ) 506. S u b s e c tio n (1 1 ) u n c o n s titu tio n a l.— The. p ro v is io n s o f s u b s e c tio n (11) o f th is se c tio n c o n s titu te a n u n re a s o n a b le , u n n a tu ra l a n d a r b itr a r y cla ssific atio n an d ex c lu sio n a n d a r e in v a lid a s sp ec ia l leg islatio n in v io la tio n o f § 64 o f th e V irg in ia C o n s titu tio n . S u c h s u b s e c tio n u n d e rta k e s to re m o v e fro m th e effect o f C ode § 2-27 a sp ec ia l, lo ca l a n d lim ite d cla ss o f office h o ld e rs a n d g o v e r n m e n t e m p lo y ee s w ho, e x c e p t fo r s u c h u n re a s o n a b le and a r b itr a ry s e p a ra tio n a n d e x c lu sio n , w o u ld fall u n d e r its b a n . I t th u s n e c e ssa rily lim its, a m e n d s a n d p a r tia lly re p eals § 2-27, a g e n e r a l law , a n d its in firm ity p a te n tly a p p e a rs upon its face. Dean v. Paolicelli, 194 Va. 219, 72 S. E . (2 d ) 506. S u b s e c tio n (1 4 ) is c o n s titu tio n a l.— S u b s e c tio n (1 4 ) o f th is s e c tio n m e e ts th e re q u ire m e n ts fo r a g e n e ra l a c t a n d is n o t v io la tiv e o f V irg in ia C o n s titu tio n § 64. J o y v . G re e n , 194 V a . 1003, 76 S. E. (2 d ) 178. A n d is n o t s u s p e n d e d b y § 22-69.— C ode § 22-69 d o cs n o t p re s c rib e th e e x c lu siv e q u a lific a tio n s fo r m e m b e rs of c o u n ty sch o o l h o a r d s a n d d o c s n o t s u p e rs e d e th e p ro v i sio n s o f s u b s e c tio n (1 4 ) o f th is se c tio n w ith re s p e c t t o th e q u alifica tio n of fe d era l e m p lo y e e s t o s it o n c o u n ty s c h o o l b o ard s. T h e s e tw o s t a t u t o r y p ro v is io n s a r e co m p le m e n ta ry a n d s h o u ld b e re a d to g e th e r. J o y v. G re e n , 194 V a . 1003, 76 S. E . ( 2 d) 178. T h e h is to r y o f § 22-69 a n d su b s e c tio n (1 4 ) o f th is s e c tio n s h o w s th a t th e G e n e r a l A s s e m b ly h a s d e te rm in e d th a t th e re is n o co n flic t o f in te re s t in th e s e rv ic e b y “ c le rk s a n d e m p lo y e e s o f th e fe d e ra l g o v e r n m e n t e n g a g e d in th e d e p a rtm e n ta l s erv ic e in W a s h in g t o n ” a n d th e ir se rv ic e o n c o u n ty sch o o l b o a r d s . J o y v. G reen , 194 V a . 1003, 76 S . E . ( 2 d ) 178. Title 15. Counties, Cities and Towns. § 15-148: Repealed by Acts 1952, c. 328. § 15-152.12. Powers of court and rules of decision; terms and conditions.—The court, in making its decision, shall balance the equities in the case, and shall enter an order setting forth what it deems fair and reasonable terms and conditions, and shall direct the annexation in conformity therewith. It shall have power: (a) To determine the metes and bounds of the territory to be annexed, and may include a greater or smaller area than that described in the ordinance or pe tition ; the court shall so draw the lines of annexation as to have a reasonably compact body of land, and so that no land shall be taken into the city which is not adapted to city improvements, or which the city will not need in the reason ably near future for development, unless necessarily embraced in such compact body of land; (b) To require the assumption by the city or town of a just proportion of any existing debt of the county or any district therein ; (c) To require the payment by the city of a sum to be determined by the [5 1 ] �§ 15-152.13 V ir g in ia Sc L h o o l a w s S u ppl e m e n t § 15-152.13 court, payable on the effective date of annexation, to compensate the county for the value of public improvements, including but not limited to the paving of pub lic roads and streets, the construction of sidewalks thereon, the installation of watermains, or sewers, garbage disposal systems, fire protection facilities, bridges, public schools and equipment thereof, or any other permanent public im provements owned and maintained by the county at the time of annexation; and further to compensate the county in not more than five annual installments for prospective loss of net tax revenues during the next five years, to such extent as the court in its discretion may determine, because of annexation of taxable values to the city; (d) To require the payment by a town of a sum to be determined by the court, payable on the effective date of annexation to compensate the county for any such public improvement which becomes the property of the town by annexation; pro vided, that the order may provide that if, within five years after the order, such town becomes a city, it shall, from and after it becomes a city, make such pay ments as are provided for in paragraph (c) above for a period not to exceed five 3'ears from the date of such order. (e) In lieu of providing for compensation of the county for any public im provement, to provide that any such improvement shall remain the property of the county, or to provide for joint use thereof by the county and city or town under such conditions as the court may prescribe with consent of the governing bodies affected; (f) To prescribe what capital outlays shall be made by the city in the area after annexation; provided, that the court shall require of the city the provision of any capital improvements which in its judgment are essential to meet the needs of the annexed area and to bring the same up to a standard equal to that of the remainder of the city; and provided further, that the court may, in its discretion, require as a condition of annexation the provision of capital improvements in ad dition to those specified in the annexation ordinance when the same are required to meet the needs of the area annexed. (1952, c. 328.) O b lig a tio n of c o u n ty w h e re b o n d s n o t is s u e d a n d d e liv e re d — W h e re b o n d s for th e c o n s tru c tio n o f a c o u rth o u s e h ad been a u th o riz e d , b u t n o t issu ed a n d d eliv ered , t h e c o u n ty h a d in c u rr e d no o b lig a tio n th e r e f o r , a n d t h e re w as n o “ e x is tin g d e b t” w ith in th e m e a n in g o f th e a n n e x a tio n law (re p e a le d § 15-127). C o u n ty o f F a irfa x v. A le x a n d ria , 193 V a . 82, 68 S. E . (2 d ) 101 . A d ju s tm e n t o f in te re s ts w h e re la n d s a n n e x e d .— I t w a s c o n te m p la te d b y th e fra m e rs of th e a n n e x a tio n law s t h a t th e re w ould b e a r e a s o n a b le a n d fa ir a d ju s tm e n t o f all in te re s ts b e tw e e n th e a n n e x in g to w n o r city , th e la n d s to b e a n n e x e d , a n d th e c o u n ty fr o m w h ic h th e la n d s w e re b e in g a n n e x e d . R o a n o k e v. F is h e r , 193 V a . 651, 70 S. E . (2 d ) 274, d e c id e d u n d e r re p e a le d §§ 15-125 to 15-152. C o n tin u a tio n o f s e w e r c h a rg e p re v io u s ly im p o se d in a n n e x e d s a n ita r y d is tr ic t.— S ec R o a n o k e v . F is h e r, 193 V a . 651, 70 S . E . (2 d ) 274, d e c id e d u n d e r fo r m e r s ta tu te . T a x ra te s in o ld a n d n e w p o rtio n s o f c ity .— S ec R o a n o k e v . H ill, 193 V a . 643, 70 S . E . (2 d ) 270, d e c id e d u n d e r fo r m e r s ta tu te . § 1 5 -1 5 2 .1 3 . Determination of value of public improvements.— (a) In the determination of the value of any public improvement for the pur poses set forth in § 15-152.12 the court shall take into consideration the original cost thereof less depreciation, reproduction cost at the time of annexation less depreciation, as well as present value. (b) The city or town shall receive cr. lit, upon a basis to be determined by the court, for any sums it may have contributed to such public improvement and may in the discretion of the court be allowed credit for any portion of the cost thereof contributed by any federal, State or other agency and not borne by the county; provided that when such improvements consist of a school financed in part from county funds and in part from State grant the city or town shall re ceive such credit only upon that portion of the cost paid for by State grant and only then upon the ratio that children residing in the area annexed and enrolled [52 1 § 15-292 Co u n t ie s , C it ie s a n d T o w n s § 15-504 in such school therein bears to the total attendance of school children in the county. (c) The governing body of the county, or any town therein, portions of which are proposed to be annexed shall not between the entry of the decree of annexa tion and the date when the same becomes effective, make or contract for any permanent public improvements, to be paid for by the city or town seeking an nexation, without the consent of the corporate authorities of the city or town and the supervision of the official thereof charged with the making of similar public improvements within the city or town. (1952, c. 328.) § 15-2 92. Department of education. T o w n o f H e rn d o n . — S e c tio n 15-339, w h e n re a d in c o n n e c tio n w ith th is sec tio n , e x p re s s ly re p e a ls an d re n d e rs in o p e ra tiv e § 22-43 in s o fa r a s i t ap p lies to th e to w n of H e rn d o n . C o u n ty S ch o o l B o a rd v. H e rn d o n , 194 V a . 810, 75 S. E . (2 d ) 474. S ee n o te to § 22-43. § 15-310.1. Manner of execution of obligations of certain counties. —Notwithstanding any other provisions of law to the contrary in any county having the county manager form of organization and government under this chapter, adjoining a city with a population of not more than forty-three thousand, all bonds and other obligations of the county, whether issued by the governing body thereof or by the school board, shall hereafter be signed by the chairman of such governing body and countersigned by the clerk thereof. (1952, c. 220.) T h e n u m b e r o f th is s e c tio n w a s a ssig n e d by th e V irg in ia C o d e C o m m issio n , th e 1952 a c t h a v in g a s s ig n e d n o n u m b er. § 15-504. Supervisors, etc., not to have interest in contracts with, or claims against, counties.—No supervisor, superintendent of the poor, special policeman, commissioner of the revenue, treasurer, attorney for the Com monwealth, clerk of the court, trial justice, sheriff or any paid officer of the county shall become interested, directly or indirectly, in any contract, or in the profits of any contracts, made by or with any officer, agent, commissioner, or person act ing on behalf of the supervisors, the county school board, or superintendent of the poor of the county, or in any contract, fee, commission, premium or profit there from, paid, in whole or in part, by the county or any board, commission or agency thereof or in the sale or furnishing of supplies © materials to such county, and r shall not become interested, directly or indirectly, in any contract, or in the profits of any contract, made by or with any officer, agent, commissioner, trustee or over seer for working and keeping in repair the public roads in the county. On application of the board of supervisors, board of public welfare, or school board, the circuit court may designate such attorney, who may be the attorney for the Commonwealth or trial justice of such county, to represent either or all such boards in matters requiring the services of an attorney, such attorney so designated to be paid such compensation by the county or school board or by the board of public welfare, as requisite, as the court prescribes. And no supervisor shall, except by descent or devise, marriage or as a personal representative, committee of an insane person, or guardian, become interested, directly or indirectly in any claim against his county, whether the same shall have been passed upon by the board of supervisors or not. Any such contract shall be void, and the amount embraced by any contract, the value of any such sup plies or materials and the amount of any such claim shall never be paid; or, if paid, may be recovered back, with interest, by the county, in the circuit court of the county, by action or motion, within two years from the time of payment. The term “contract”, as herein used, shall not be held to include the depositing of county or town funds in. or the borrowing of funds from, local banks in which members of the board of supervisors, members of the school board, or other county officers herein named may have a stock interest; nor shall it include the granting of franchises to or purchase of services from public service corporations. [ 53 1 �§ 15-590.1:1 V ir g in ia Sc h o o l L a w s S u ppl e m e n t 15-590.1:1 This section shall not apply to attorneys for the Commonwealth employed by the governing bodies of counties under the provisions of §§ 58-762, 58-1016 or 58-1102 to collect taxes which are a lien on real estate; nor to contracts for additional compensation to be paid an attorney for the Commonwealth for services rendered in connection with proceedings under chapter 8 of this title. Nor shall this section apply to the publication of notices, lists, or other informa tion, which the county is required or permitted by law to publish, in a newspaper owned directly or indirectly by a county officer or operated by such officer, pro vided such newspaper is the only newspaper of general circulation published in such county. Nor shall this section apply to the compensation, not in excess of one dollar per day, of sheriffs who also serve as jailors for their counties. (Code 1919, § 2707; 1936, p. 69; 1938, p. 532; 1948, p. 530; 1950, p. 463; 1952. c. 327. T h e 1952 a m e n d m e n t a d d e d to th e fifth p a r a g r a p h th e p ro v is io n a s to c o n tra c ts fo r a d d itio n a l c o m p e n sa tio n . I t a ls o a d d e d th e la s t p a r a g ra p h . C o n tr a c ts b e tw e e n s c h o o l e m p lo y e e s a n d o ffic ials a n d th e s c h o o l b o a r d s a r e g o v e r n e d b y § 22-213 r a th e r t h a n th is sec tio n . R ep . A tty . G e n ., 1950-51, p. 259. T h e c o u n ty c le rk a n d a d e p u ty c le rk a re p a id o ffic ers o f th e c o u n ty w ith in th e m e a n in g o f th is s e c tio n a n d th e y a re th e r e f o r e p ro h ib ite d fro m b e c o m in g i n te r e s te d , d ire c tly o r in d ire c tly , in a n y c o n t r a c t m a d e on b e h a lf o f th e c o u n ty sch o o l b o a rd . R ep . A tty . G e n ., 1952-53, p. 1 8 0 . Sale of supplies to school cafeteria. — W h e n a s c h o o l b o a r d its e lf is d ire c tly r e s p o n s ib le fo r th e o p e ra tio n o f a c a fe te ria a n d a n y c o n tr a c t m a d e b y a p e r s o n o p e r a t in g it, a m e m b e r o f th e b o a r d o f s u p e r v is o rs m a y n o t sell su p p lie s to b e u s e d in th e c a fe te ria . R ep . A tty . G e n ., 1950-51, p. 245. B u s lin e w h ic h is jo in tly o w n e d b y m e m b e r o f b o a r d o f s u p e r v is o r s c a n n o t c o n tr a c t fo r t r a n s p o r ta t io n o f s c h o o l c h ild re n . R ep . A tty . G e n . ( J u ly 9, 1951), 1951-52. Firm in which circuit court clerk is partner. — W h e r e th e c le rk o f a c irc u it c o u r t is a p a r tn e r in a p a r tn e r s h ip e n g a g e d in th e b u ild in g a n d p lu m b in g b u s in e s s , s u c h firm c a n n o t s u b c o n tr a c t w ith th e g e n e r a l c o n t r a c t o r o n c o u n ty sch o o l b u ild in g s . R ep . A tty . G e n . (M a y 3, 1954), 1953-54. O w n e rs h ip b y m e m b e r o f b o a r d o f o n e s h a r e of s to c k in c o r p o ra tio n h a v in g to ta l o f o n e h u n d re d a n d s e v e n ty - o n e s h a r e s is s u c h a s lig h t in te r e s t in th e c o r p o ra tio n as to be de m in im is a n d w o u ld n o t p ro h ib it th e p u rc h a s e of a t r a c t of land fro m th e c o r p o ra tio n by th e co u n ty s c h o o l b o a rd . R ep . A tty . G en., 1950-51, p. 244. Authority of school board to employ counsel.—P ro c e d u re is fo r th e b o a rd to ap p ly to ju d g e o f c irc u it c o u r t fo r p e r m is sio n to em p lo y co unsel a n d fo r d ire c tio n s a s to c o m p e n sa tio n o f s u ch co u n se l. R ep. A tty . G en., 1950-51, p. 242. Compensation to Commonwealth’s At torney for services to school board. — T h e p u rp o s e o f th e 1950 a m e n d m e n t to th is s e c tio n w a s to re m o v e th e b a r w h ic h p r e v io u s ly e x is te d o n c o n tra c ts b e tw e e n th e C o m m o n w e a lth ’s A tto rn e y an d th e v a rio u s b o a r d s n a m e d . W h e th e r o r n o t th e C o m m o n w e a lth ’s A tto rn e y c o u ld b e g iv en a d d i tio n a l c o m p e n sa tio n fo r th e p e rfo rm a n c e of s e rv ic e s fo r th e b o a rd s , w ould d e p e n d in ea ch c a s e u p o n w h e th e r th e se rv ic e p e r fo rm e d w a s o v e r a n d ab o v e th e serv ic es w h ich th e b o a rd s h a d a rig h t to e x p e c t o f h im in h is official c a p a c ity . R ep. A tty . G en., 1950-51, p p . 63, 64. M e m b e r o f b o a r d o f s u p e rv is o rs c a n n o t b e te a c h e r . R ep . A tty . G en., 1950-51, p. 253. S ee a ls o R ep. A tty . G en., 1947-48, p. 141. Insurance.— A c o r p o ra tio n d o in g a g e n e r a l in s u ra n c e b u s in e s s m a y n o t p lac e fire in s u ra n c e c o v e ra g e u p o n sch o o l b u ild in g s a n d co llisio n a n d liab ility c o v e ra g e u p o n s c h o o l b u s e s w h ile a m e m b e r o f th e b o a rd o f s u p e r v is o r s of th e c o u n ty is a salaried em p lo y e e o f t h e c o r p o ra tio n . R ep. A tty . G en. ( J u ly 21, 1953), 1953-54. § 1 5 -5 9 0 .1 :1 . Validation of certain county elections and bonds.— (1) All elections held before April 1, 1952, in any county of this State to pro vide for the issuance of bends for the purpose of purchasing, erecting, building, rebuilding, adding to, equipping or otherwise improving any schools, sewerage or drainage systems, or parks and playground areas in any such county, are hereby validated, ratified, approved and confirmed notwithstanding any defect or irregularity in the calling or holding of such elections, or in the petitions or resolutions presented to the circuit court praying for the holding of such elec(5 4 ] § 15-591 Co u n t ie s , Cit ie s a n d T o w n s § 15-605.3 tions, or in the proceedings in the circuit court, or in the form of the ballots used at such elections, or in the circuit courts’ orders ordering or confirming such elections and notwithstanding' the failure to enter any of such orders of the cir cuit court, and any bonds heretofore or hereafter issued pursuant thereto, are hereby declared to be the valid and binding obligations of the county authoriz ing the issuance of such bonds. (2) The provisions of paragraph (1) of this section shall be applicable, not withstanding the validity or invalidity of the qualifications of any member or members of the governing body participating in the bond issue. (3) The provisions of paragraphs (1) and (2) of this section shall be con strued to include every contract or security made or obtained in connection with such bond issued by any governing body through its members acting in their offi cial capacity under color of office, notwithstanding the validity or invalidity of the qualifications of any member or members of the governing body. (4) All judgments given and all acts executed or done by any person by au thority or color of any office or post, or the deputation thereof, in connection with such bond issue before his removal from office, shall be as valid as they would be if such person had not been removed from office. (1952, c. 442.) The number of this section w as a s sig n ed by t h e V irg in ia C o d e C om m ission, th e 1952 act h a v in g a s s ig n e d n o n u m b er. § 1 5 -5 9 1 . Purposes for which cities and towns may issue bonds.— Any city or town of this Commonwealth may issue bonds for any one or more of the following purposes, namely: to provide for water supply, water works, elec tric lights or other lighting system, wharves, docks, harbors, sea walls, beach improvements, etc., and suitable equipment against fire; or for erecting or im proving school buildings, jails, city or town halls, fire houses, libraries, museums, and other public buildings, incinerators, auditoriums, armories, airports and equipment and furnishings for the same; or for grading, paving, repaving, curb ing or otherwise improving any one or more of the streets or alleys, or widening existing ones, in such city or town; or for locating, instituting and maintaining sewers and culverts in and along any of such streets, or avenues, or alleys, or any part thereof; or for any other permanent public improvement; or for the pur pose of acquiring or providing for public parks and playgrounds; or for funding or refunding existing indebtedness. (Code 1919, § 3079; 1930, p. 573; 1938, p. 333; 1940, p. 116; 1952, c. 11.) The 1952 amendment e x te n d e d th e pur p o s e c la u se o f th is sec tio n to in clu d e sea w a lls a n d b e a c h im p ro v e m e n ts . § 1 5 -605.1. Short title of article.—This article may be cited as the “Public Borrowing Law of 1952.” (1952, c. 371.) The numbers o f §§ 15-605.1 to 15-605.13 w e re a s s ig n e d b y th e V irg in ia C ode C o m m issio n , th e 1952 a c t h a v in g a s s ig n e d no n u m b ers. § 1 5 -6 0 5 .2 . Definitions.—(a) The word “county'' shall mean any county now or hereafter existing in the Commonwealth of Virginia. (b) The term “governing body” shall mean the board of supervisors, the county board, or such other board or body in which the general legislative powers of the county are vested. (c) The term “initial borroxving resolution” shall mean the resolution adopted by the governing body of a county under the provisions of § 15-605.4. (1952, c. 371.) § 15-605.3. Purposes for which debts contracted and bonds issued. —Each county in the Commonwealth of Virginia shall be and is hereby au- f 551 �§ 15-605.4 V ir g in ia Sc h o o l Laws S u ppl e m e n t § 15-605.6 thorized to provide by resolution of its governing body for the contracting of a debt and the issuance of bonds for any one or more of the following purposes: (a) To provide funds to pay the cost of any general public improvement or property, the construction or acquisition of which is not specifically prohibited by the Constitution of the Commonwealth; provided that no bonds shall be issued to pay for current expenses; (b) To fund or refund any bonds of the county outstanding on March 31, 1952 or which may be outstanding at any time under the provisions of this article; and (c) To provide funds for any other purpose for which it is authorized by law to appropriate money, except for current expenses. (1952, c. 371.) § 1 5 -6 0 5 .4 . Initial borrowing resolution; contents; bonds for school purposes.—Notwithstanding the provisions of any other law of the Com monwealth of Virginia the governing body of any county shall be and is hereby authorized by resolution of such governing body to request the circuit court, or any judge thereof, in and for said county to order an election upon the question of contracting a debt and issuing bonds for any purpose or purposes authorized by this article. Such resolution shall state: (a; In brief and general terms the purpose or purposes of the bond issue. (b) The maximum amount of money to be raised by the bond issue, and, if more than one purpose the maximum amount of money for each purpose; pro vided. however, that with respect to the amount of money to be raised for school purposes, a statement of the maximum amount for each separate purpose shall not be required. Prior to the adoption under the provisions of this section of a resolution by the governing body of any county requesting the ordering of an election upon the question of contracting a debt and issuing bonds for school purposes, the county board of education or school board of such county shall first request, by resolu tion, such governing body to take such action. (1952, c. 371.) § 1 5 -6 0 5 .5 . Filing copy of resolution with court; order for election; notice.—Upon the adoption by the governing body of any county of an initial borrowing resolution under the provisions of this article, a copy thereof, certi fied by the clerk of such governing body, shall be filed with the judge of the circuit court of such county who shall thereupon make an order requiring the judges of election on the day fixed in such order, not less than ten days nor more than thirty days from the date of such order, to open a poll and take the sense of the qualified voters of the cgunty on the question of contracting the debt and issuing bonds for the purpose or purposes set forth in the initial borrowing reso lution Notice of said election in the form prescribed by the judge of the circuit court shall be published at least once before the election in a newspaper of gen eral circulation in the county, at least ten days before the election. (1952, c. 371.) § 1 5 -6 0 5 .6 . Holding of election.—The regular election officers of the county, at the time designated in such order authorizing such vote, shall open the polls at the various voting places in the county and shall conduct such elec tion in such manner as is provided by law for other elections. At such election each qualified voter who shall approve contracting a debt and issuing bonds for such purpose or purposes shall cast his vote, either by paper ballot or by use of a voting machine as the governing body may provide, for the bond issue or against the bond issue, for each such purpose or purposes. The votes shall be counted, returns made and canvassed as in other special elections and the re sults certified by the commissioners of election to the circuit court of the county or a judge thereof in vacation. If it shall appear by the report of the commis sioners of election that a majority of the qualified voters of the county, voting on the question, approve contracting the debt and issuing the bonds for such pur[5 6 ] § 15-605.7 C o u n t ie s , C it ie s a nd Tow ns § 15-605.9 pose or purposes, the circuit court or a judge thereof in vacation shall forthwith enter an order authorizing the governing body of the county to proceed to carry out the wishes of the voters. (1952, c. 371.) § 1 5 -6 0 5 .7 . Bond resolutions; school bonds; form and execution of bonds; in terest rate and maturity.—In the event the question of contracting a debt and issuing bonds for the purpose or purposes set forth in the initial bor rowing resolution shall be approved at the election called and held for such pur pose, the governing body of the county, subsequent to the recording of the re sults of such election, shall, by resolution, at one time, or from time to time, au thorize the issuance of bonds, and a copy of each such resolution, certified by the clerk of the governing body of the county shall be filed with the clerk of the cir cuit court of such county. With respect to bonds for school purposes, the gov erning body of the county shall take this action only after the county board of education, if any, or school board has, by resolution, requested the governing body of the county to authorize the issuance of such bonds. The bonds shall be dated, shall bear interest at such rate or rates not exceeding five per centum per annum, shall mature at such time or times not exceeding forty years from their date, and may be made redeemable before maturity, at the option of such govern ing body, at such price or prices and under such terms and conditions, all as may be fixed by such resolution. Such resolution shall determine the form and manner of execution of bonds, including any interest coupons to be attached thereto, shall fix the denomination or denominations of the bonds and the place or places of payment of principal and interest which may be at any bank or trust company within or without the Commonwealth. In case any officer whose signature or a facsimile of whose signature shall ap pear on any bonds or coupons shall cease to be such officer before the delivery of such bonds, such signature or such facsimile shall nevertheless be valid and suffi cient for all purposes the same as if such officer had remained in office until such deliver)'. Bonds may be issued in coupon or in registered form, or both, as the governing body may, in such resolution, determine, and provisions may be made in the resolution for the registration of any coupon bonds as to principal alone and also as to both principal and interest, and for the. reconversion into coupon bonds or any bonds registered as to both principal and interest. (1952, c. 371.) § 1 5 -6 0 5 .8 . Bonds mutilated, lost or destroyed.—In case any bond shall become mutilated or be destroyed or lost, the governing body may cause a new bond oi like date, number and tenor to be executed and delivered in exchange and substitution for and upon the cancellation of such mutilated bond and its interest coupons, if any, or in lieu of and in substitution for such bond and its coupons, if any, destroyed or lost, upon the holder’s paying the reasonable ex penses and charges in connection therewith and in the case of a bond destroyed or lost, his filing with the county treasurer of the county evidence satisfactory to the county treasurer that such bond and coupons, if any, were destroyed or lost, and of his ownership thereof, and furnishing indemnity satisfactory to such treasurer. (1952, c. 371.) § 1 5 -6 0 5 .9 . Sale of bonds.—The governing body of any county may sell any bonds of such county authorized under the provisions of this article in such manner, either at public or private sale, and for such price as it may determine to be for the best interests of the county, but no such sale shall be made at a price so low as to require the payment of interest on the money received therefor at more than five per centum per annum, computed with relation to the abso lute maturity of the bonds in accordance with standard tables of bond values excluding, however, from such computation, the amount of any premium to be paid on the redemption of any bonds prior to maturity. (1952, c. 371.) 1571 �§ 15- 605.10 V ir g in ia Sc h o o l Laws Su ppl e m e n t § 15-607 § 1 5 -6 0 5 .1 0 . Investment of proceeds pending application to au thorized purpose.—Pending the application of the proceeds of any bonds au thorized under the provisions of this article to the purpose or purposes for which such bonds have been authorized, all or any part of such proceeds may be in vested. upon resolution of the governing body of the county authorizing such bonds, in direct obligations of, or obligations the principal of and the interest on which are unconditionally guaranteed by the United States government which shall mature, or which shall be subject to the redemption by the holder thereof at the option of such holder, not later than eighteen months after the date of such in vestment. Any obligation so purchased as investment of the proceeds of such bonds shall be deemed at all times to be a part of such proceeds, and the interest accruing thereon and any profit realized from such investment shall be credited to such proceeds. Any obligation so purchased shall be held by the treasurer of the county as custodian thereof and shall be sold by the county treasurer upon reso lution of the governing board of the county directing such sale, at the best price obtainable, or presented for redemption, whenever it shall be necessary, as deter mined by such resolution, so to do in order to provide moneys to meet the pur poses for which the bonds of the county shall have been authorized. (1952, c. 371.) § 1 5 -6 0 5 .1 1 . Contesting legality of bonds or taxes levied for p ay m ent.—For a period of thirty days after the date of the filing with the circuit court ot the county of the certified copy of the resolution of the governing board of such county authorizing the issuance of bonds and fixing the form and details thereof, any person in interest shall have the right to contest the legality of such bonds oi the taxes to be levied for the payment of the principal of and the interest on such bonds, after which time the validity of such bonds, the validity of the taxes necessary for the payment of the principal of and the interest on such bonds and all other details of the resolution authorizing such bonds may no longer be questioned or attacked for any cause whatsoever. If such contest shall not have been begun within the thirty-day period herein prescribed, the authority to issue the bonds, the validity of the taxes necessary to pay the principal of and the in terest on the bonds and all other proceedings in connection with the authoriza tion and the issuance of the bonds shall be conclusively presumed to have been legally taken and no court shall have authority to inquire into such matters. (1952, c. 371.) § 1 5 -6 0 5 .1 2 . Tax to pay principal and interest of bonds.--The govern ing body of any county issuing bonds under the provisions of this article shall ievy and collect annually, at the same time and in the same manner as other countv taxes are assessed, levied and collected, a tax upon all taxable property in the county subject to local taxation, sufficient to provide for the payment of the principal of and the interest upon such bonds as the same respectively become due. (1952, c. 371.) § 1 5 -6 0 5 .1 3 . Pc-T/ers conferred by article are additional and supple m ental.—The powers conferred by this article shall be in addition or supple mental to the powers conferred by any other law and bonds may be authorized pursuant to the provisions of this article notwithstanding the fact that any other law may provide for the issuance of bonds for like purposes, and without regard to the requirements, restrictions or other provisions contained in any other law. Bonds may be issued under the provisions of this article notwithstanding any debt or any other limitations prescribed by any other law, and the mode and method of the procedure for the issuance of bonds under this article need not conform to the provisions of any other law. (1952, c. 371.) § 1 5 -6 0 7 . Powers conferred upon cities and towns.—The cities and towns of the Commonwealth shall have power and are hereby authorized: [5 8 ] § 15-607 C o u n t ie s , C it ie s a nd Tow ns § 15-607 (1) To accept from any federal agency grants for or in aid of any project, except as may otherwise be provided by general law; (2) To contract debts for any project, to borrow money for any project, and to issue their negotiable bonds to finance any project or refund any bonds issued therefor, and to provide for the rights of the holders of such bonds and to secure the same as hereinafter further provided, and to purchase any of such bonds solely for the purpose of the cancellation and retirement thereof. (3) To levy fees, rents, tolls or other charges for the use of or in connection with any project, subject to and in accordance with such agreements with holders of bonds as may be made as hereinafter provided; and to provide for the collection of such fees, rents, tolls or other charges for the use of and in connection with any project. And to enable the said cities or towns to enforce the collection of fees, rents, tolls or charges for the use of or in connection with any such project against the person or persons, firm or corporation using the same, the fees, rents, tolls or charges when made for the use of any such project shall be collectible by distress, levy, garnishment, attachment or as otherwise provided by law. Any unpaid fee, rent, toll or charge shall become a lien superior to the interest of any owner, lessee or tenant, and next in succession to taxes on the real prop erty on or for which the use of any such project was made and for which the fee, rent, toll or charge was imposed; provided, however, such lien shall not bind or affect a subsequent bona fide purchaser of such real estate for valuable con sideration without actual notice of such lien, except and until from the time at which the amount of such charge is entered in the judgment records kept in the office where deeds may be recorded in the political subdivision wherein said real estate or a part thereof is located. It shall be the duty of the clerk in whose office deeds may be recorded to keep and preserve and hold available for public inspec tion such judgment records and to cause entries to be made and indexed therein from time to time upon certification by the city or town for which he shall be entitled to a fee of fifty cents per entry to be paid by the city or town and added to the amount of the lien. Such lien on any real estate may be discharged by the payment to the said city or town of the total amount of such lien, and interest at the rate of six per centum per annum from the date such fee, rent, toll or charge was due and payable which may accrue to the date of such payment, and the entry fee of fifty cents, and it shall be the duty of the city or town to deliver a certificate thereof to the person paying the same, and upon presentation thereof and the payment of the further fee of twenty-five cents by such person, the clerk having the record of such lien shall mark the entry of such lien satisfied. Jurisdiction to enforce any such lien shall be in equity, and the court may decree the real estate subject to the lien, if any, or any part thereof, to be sold and the proceeds applied to the payment of such lien and the interest which may accrue to the date of such payment. Nothing contained herein shall be construed to prejudice the right of the city or town to recover the amount of such lien, or of the fee, rent, toll or charge, and the interest which may accrue, by action at law or otherwise. (4) To assess, levy and collect unlimited ad valorem taxes on all property subject to taxation, to pay the bonds and interest thereon, issued to finance any project subject to and in accordance with such agreements with holders of bonds as may be made as hereinafter provided: (5) To acquire by purchase, gift or the exercise of the power of eminent domain and to hold and dispose of any real or personal property, or interest there in, in connection with any project, subject to mortgages or liens or otherwise, and to lease either to or from any federal agency any real or personal property, or interest therein, with or without the privilege of purchase; (6) To acquire by purchase, gift or by the exercise of the power of eminent domain and to construct, reconstruct, replace, repair, operate, maintain, embellish, r5 9 1 �§ 1-8 569 V ir g in ia Sc h o o l La w s Su ppl e m e n t § 15-689 develop, better or improve any project; and to perform any such acts and to do any such things under, through, or by means of its own officers, agents and employees or by contracts with private corporations, firms or individuals; (7) To make such contracts and execute such instruments containing such terms, provisions and conditions as in the discretion of the governing body of such county, city or town may be necessary, proper or advisable for the purpose of obtaining or securing grants, loans or other financial assistance from any federal agency, and to make such other, further or different contracts and execute all instruments necessary or convenient in or for the furtherance of any project; (8) To enter on any lands, waters and premises for the purpose of making surveys, soundings and examinations in or for the furtherance of any project; (9) To do all things necessary or convenient to carry out the powers expressly given in this article and to carry out any project; and (10) To make such contracts and execute such instruments with any person, firm, corporation, municipality, authority, county, sanitary district, city or town, containing such terms, provisions and conditions, as in the discretion of the gov erning body or board of such city or town, may be necessary, proper and ad visable for the purpose of the project or to construct, reconstruct, replace, repair, operate, maintain, embellish, develop, better or improve any project, or for the extension of any project or the connection of any project with any similar project, now or hereafter established within or without the territory of such city or town, for the purpose of making available the use of all or any part of such project or any of the services or facilities thereof to any of the residents of such city or town or of any other city, town, county or sanitary district. (1940, p. 676; Michie Code 1942, § 3091 p; 1948, p. 669; 1954, c. 325.) The 1954 amendment substituted “the Common wealth’' for "this Commonwealth’’ in the introductory paragraph, and in serted in paragraph ( 2 ) t h e provisions as to refund of bonds and purchase of bonds for cancellation. It added all o f paragraph (3) beginning with the words “and to § 15-689. provide" in line three, om itted “o th e r” formerly appearing before “liens” in line three of paragraph (5), and added p ara graph (10). Effective date. — The emergency act amending this section was approved April I 1054. , Providing offices for various officers, judges, etc. This section not in conflict with § 58Egerton v. Hopewell, 193 Va. 493, G9 S. 916.—The provisions of this section au E. (2d) 320. City council has pow er to require city thorizing the board of supervisors to pro sergeant to move office.—U nder the facts vide offices for the treasurer and other named officers in the courthouse if space established it was held, that city council had the right and pow er to require city t h e r e i n i s available, otherwise to provide sergeant to vacate and m ove from office space elsewhere, arc not in conflict with in city municipal building t o o f f i c e a s § 5 8 - 9 1 6 , which applies o n l y t o the treas signed to him at city jail located in an urer’s office, and requires such office to other building. Egerton v. H opew ell, 193 b e maintained at the county seat, unless Va. 493, 09 S. E. (2d) 320. the board determines that another place is D iscretion of council in d eterm ining more convenient to a majority of the citi availability of office space.—City m unici zens. Board of Supervisors of Hanover pal building was not in its en tirety a County v. Weems, 194 Va. 10, 72 S. E. courthouse and determ ination by the city (2d) 378. council of w hether o r not office space was City sergeant entitled to same rights as available for the city sergeant w ithin th at sheriff.—A city sergeant who performs portion of the building which co n stitu ted what would otherwise be the sheriff’s du the courthouse was, under this section, ties and is charged with supervision of within its sound discretion and its d iscre t h e j a i l a n d safekeeping of its inmates, is tion i n t h a t respect could not b e s e t aside entitled to the same rights under this sec or disregarded unless abused. E gerton v. tion that h e w o u l d b e e n t i t l e d t o i f he Hopewell, 193 Va. 493, 69 S. E. (2d) 326. d i d i n fact occupy the office of sheriff. § 18-231.1 I n sa n e, E p il e p t ic , e t c .. P er so n s § 37-187 T itle 18. Crimes and Offenses Generally. § 1 8 - 2 3 1 .1 . T re s p a s s a t n ig h t u p o n c h u rc h o r sc h o o l p r o p e r t y . — It shall be unlawful for any person, without the consent of som e person authorized to give such consent, to go or enter upon, in the nighttime, the prem ises or p rop erty of any church or upon any school property for any purpose other than to attend a m eeting or service held or conducted in such church or school property. A ny person violating the provisions o f this section shall be gu ilty o f a tresp ass and upon conviction shall be fined not less than five nor more than tw en ty-five dollars. (1932, p. 426; Michie Code 1942, § 46b ; 1952, c. 2 1 9 .) T h e 1952 a m e n d m e n t extended this sec tion to entry upon school property. T itle 3 3 . H igh w ays, Bridges and Ferries. § 3 3 - 1 1 1 . S a le of m ate i-ials to, a n d u s e o f e q u ip m e n t by, c it i e s , to w n s, c o u n tie s a n d school b o a rd s . — The Commission may lend or rent eq u ip ment and sell materials and supplies used in the building or repairing o f roads and streets to any city, town, county, or school l>oard, upon such term s and con ditions as may be agreed upon by the Commission and such city, tow n, cou n ty, o r school board. Provided the governing body of such city, tow n, county, o r school board submits to the Commission a certificate setting forth that the m aterial or equipment cannot be furnished from private sources within a reasonable tim e. Provided further that the foregoing proviso shall not apply to tow ns with a p op u lation of less than thirty-five hundred inhabitants. (1 9 4 0 , p. 4 8 ; M ichie C ode 1942, § 1 972(1) ; 1952. c. 337; 1954, c. 349.) The 1952 am endm ent a u th o riz e d th e Commission to sell materials and supplies. added the proviso and made formal c h a n g e s o f p h ra s e o lo g y . T h e 1954 a m e n d m e n t added the last pro- viso. T itle 37 . Insane, E pileptic, Feeble-M inded and Inebriate P erso n s. § 3 7 - 1 8 6 . W ho re c e iv e d in L y n c h b u rg T r a in in g S c h o o l a n d H o s p i ta l! — The superintendent of the Lynchburg Training School and H o sp ita l shall receive and care for such epileptic, and such m entally deficient w h ite p ersons, male and female, when facilities are available, to whom such training w ould he o f most benefit, who are legal residents of Virginia, as under the law s o f the State are committed to such colony, provided that in com m itting p ersons to the colony and in receiving them therein those indigent white persons w h o w ould be most likely to receive benefit from colony care and training shall be first re ceived and admitted. (Code 1919, § 1077:'1922, p. 120; 1930, p. 6 5 ; 1936, p. 29; 1946. p. 79; 1950, p. 927; 1954, c. 668.) T h e 1954 a m e n d m e n t substituted “Lynch burg Training School and Hospital” for ‘Lynchburg State Colony". § 3 7 -1 8 7 . E m p lo y m en t, t r a in in g a n d m e d ic a l t r e a t m e n t in L y n c h b u rg T ra in in g S chool a n d H o s p ita l. — In order to prom ote the o b jects for which the Lynchburg Training School and H ospital w as established, for the [6 0 1 [6 1 | �§ 37-188 V ir g in ia Sc h o o l L a w s Su ppl e m e n t § 46-205 protection of society and mentally deficient and epileptic persons themselves and that those who are capable of being trained for self-support may eventually leave the institution and enjoy the life and liberty of the outer world, the super intendent thereof and the State Hospital Board, shall, as far as practicable, pro vide suitable employment for such patients and such training, both educational and industrial, as is adapted to their capacities and shall see that such moral, medical and surgical treatment as they deem proper shall be given such patients in order to promote the objects for which the institution is provided. (Code 1919, § 1077; 1922, p. 120; 1930, p. 65; 1936, p. 29; 1946, p. 79; 1950, p. 927; 1954, c. 668.) T h e 1954 a m e n d m e n t s u b s titu te d “ L y n c h b u r g T r a i n in g S c h o o l a n d H o s p ita l” fo r “ L y n c h b u r g S ta t e C o lo n y ” . § 3 7 -1 8 8 . Buildings and teachers at Lynchburg Training School and Hospital.—The State Hospital Board and superintendent of the Lynch burg Training School and Hospital shall, as far as practicable, provide neces sary school and industrial buildings and employ such teachers as are necessary for these purposes. (Code 1919, § 1077; 1922, p. 120; 1930, p. 65; 1936, p. 29; 1946, p. 79; 1954, c. 668.) T h e 1954 a m e n d m e n t s u b s titu te d “ L y n c h b u r g T r a i n in g S c h o o l a n d H o s p ita l” fo r “ L y n c h b u r g S ta t e C o lo n y ” . § 3 7 -1 8 9 . Care of mentally deficient with epileptics at Lynchburg Training School and Hospital.—Unless separate buildings for mentally de ficient males are provided, the superintendent of the Lynchburg Training School and Hospital may receive and care for, with white epileptic males, such white mentally deficient male patients as, for urgent and distressing reasons, require custodial care and treatment. (Code 1919, § 1077; 1922, p. 120; 1930, p. 65; 1936, p. 29; 1946, p. 79; 1950, p. 927; 1954, c. 668.) T h e 1954 a m e n d m e n t s u b s titu te d “ L y n c h b u r g T r a i n in g S c h o o l a n d H o s p ita l” fo r “ L y n c h b u r g S ta te C o lo n y ” . Title 46. Motor Vehicles. 4 6 -2 0 8 . Reckless driving; general rule. C ro s s re fe r e n c e s .— A s t o v io la tio n o f th is a r tic le a s n e g lig e n c e , se e n o te to § 46-220. A s to a d d itio n a l p e n a lty w h e n v io la tio n o c c u rs w h ile tr a n s p o r ti n g ex p lo s iv e s o r in fla m m a b le g a s o r liq u id , se e § 46197.2. S p e e d in g is n o t n e c e s s a r ily re c k le s s d riv in g . L a m b v. P a r s o n s , 195 V a . 353, 78 S . E . (2 d ) 707. C o n v ic tio n fo r b o th re c k le s s d riv in g a n d d riv in g w h ile in to x ic a te d .— W h e re th e fa c ts s h o w e d t h a t d e f e n d a n t w a s d riv in g w h ile in to x ic a te d , in v io la tio n o f § 18-75, a n d s e c o n d , t h a t h e w a s d riv in g re c k le s s ly , in v io la tio n o f th is s e c tio n , h e co u ld b e c o n v ic te d o f b o th o ffe n s e s . H u n d le y v. C om ., 193 Va. 449, 69 S . E. ( 2 d ) 336. S ee n o te t o C o d e § 19-232. § 4 6 -2 0 9 . Same; specific instances.—A person shall be guilty of reck less driving who shall: (1) Drive a vehicle when not under proper control or with inadequate or im properly adjusted brakes upon any highway of this State; (2) While driving a vehicle, overtake and pass another vehicle proceeding in the same direction, upon or approaching the crest of a grade or upon or ap proaching a curve in the highway, where the driver’s view along the highway is obstructed, except where the overtaking vehicle is being operated on a highway [6 2 ] § 46-209 M ot or V e h ic l e s § 46-209 having two or more designated lanes of roadway for each direction of travel or on a designated one-way street or highway; (3) Pass or attempt to pass two other vehicles abreast, moving in the same direction, except on highways having separate roadways of three or more lanes for each direction of travel, or on designated one-way streets or highways; (4) Overtake or pass any other vehicle proceeding in the same direction at any steam, Diesel or electric railway grade crossing or at any intersection of highways unless such vehicles are being operated on a highway having two or more desig nated lanes of roadway for each direction of travel or on a designated one-way street or highway, or while pedestrians are passing or about to pass in front of either of such vehicles, unless permitted so to do by a traffic light or police officer; (5) Fail to stop at a school bus stopped on the highway for the purpose of taking on or discharging school children, whether going in the same or the op posite direction and to remain stopped until all school children are clear of the highway and the bus is put in motion, provided, however, that this shall apply only to school buses marked or identified as provided in the regulations of the State Board of Education; (6) Fail to give adequate and timely signals of intention to turn, partly turn, slow down or stop, as required by §§ 46-233 to 46-237; (7) Exceed a reasonable speed under the circumstances and traffic conditions existing at the time; (8) Fail to bring his vehicle to a stop immediately before entering a highway from a side road when there is traffic approaching upon such highway within five hundred feet of such point of entrance, unless a “Yield Right of Way” sign is posted; or where such sign is posted, fail, upon entering such highway, to yield the right of way to the driver of a vehicle approaching on such highway from either direction; or (9) Drive or operate any automobile or other motor vehicle upon any drive way or premises of a church, or school, or of any recreational facilities or of any business property open to the public, recklessly or at a speed or in a manner so as to endanger the life, limb or property of any person. (1938, p. 145; 1940, p. 729; 1942, pp. 418, 672; Michie Code 1942, § 2154(108) ; 1948, p. 843; 1950, p. 880; 1952, c. 671; 1954, cc. 225, 458.) C ro s s re fe r e n c e .— A s to ad d itio n al p en a lty w h e n v io la tio n o c c u rs w hile tr a n s p o r t in g e x p lo s iv e s o r in flam m ab le g as o r liquid, se e § 46-197.2. T h e 1952 a m e n d m e n t ad d e d th e ex c ep tio n c la u s e s a t th e end o f p a ra g ra p h s (2) a n d (3 ) . I t a ls o m a d e p a r a g ra p h (4 ) ap p li c a b le t o d ie s e l ra ilw a y g ra d e cro s s in g s and in s e r te d th e re in th e w o rd s “ u nless such v e h ic le s a r e b e in g o p e ra te d on a h ig h w ay h a v in g tw o o r m o re d e s ig n a te d lanes of ro a d w a y fo r e a c h d ire c tio n o f tra v e l o r on a d e s ig n a te d o n e -w a y s tre e t o r h ig h w a y ” . T h e 1954 a m e n d m e n ts .— C h a p te r 225 of th e A c ts o f 1954 s u b s titu te d th e w o rd s “ s to p p e d on th e h ig h w a y fo r th e p u rp o s e o f ” fo r th e w o r d “ w h ile” fo rm e rly a p p e a rin g a f te r “b u s ” in lin e o n e o f p a r a g ra p h (5 ) , a n d a d d e d th e p a r t o f th e p a r a g ra p h b e g in n in g w ith “a n d th e b u s is p u t in m o tio n ” . I t a ls o a d d e d th e p a r t o f p a r a g r a p h (8 ) r e la tin g to “ Y ield R ig h t of W a y ” s ig n . C h a p te r 458 o f th e A c ts of 1 9 5 4 m a d e th e sa m e ch a n g e s in p a r a g r a p h s (5 ) a n d (8 ) a n d ad d e d p a r a g ra p h (9 ). T h e tw o c h a p te rs h a v e b e e n co m b in ed so a s to give effect to b o th a m e n d a to ry ac ts. P la c e o f s to p p in g .— A s to p lac e o f s to p p in g b e fo re e n te rin g m a in a r te ria l h ig h w a y a n d th e m e a n in g of “ im m e d ia te ly b e fo re e n te rin g ” a s u s e d in t h e p e r tin e n t p ro v isio n s of th e s ta tu te s , see U m b e r g e r v. K o o p , 194 V a . 123, 72 S. E . (2 d ) 370 and n o te to § 46-255. D r iv in g b e h in d tru c k .— D r iv e r did n o t v io late su b s e c tio n (7 ) o f th is s e c tio n an d w as n o t g u ilty o f n e g lig e n c e a s a m a tte r o f law in d riv in g w 'ithin th e s ta tu to ry sp ee d lim it b eh in d a tru c k w h o se o p e r a to r h ad n o t c o m m u n ic a te d a n y in te n tio n of c h a n g in g h is co u rse. E ls w ic k v. C ollins, 194 V a . 292, 72 S. E . (2 d ) 626. In s tr u c tio n h e ld e rro n e o u s .— T h is se c tio n re q u ire s t h a t a veh ic le s h a ll be d riv en " u n d e r p ro p e r c o n tro l" , w h ic h w o rd s h av e bee n c o rre c tly h e ld to fu rn is h a s ta n d a rd to g u id e th e ju ry in a p p ly in g th e ev id e n ce. T h u s th e fo llo w in g in s tr u c tio n w a s h eld to c o n s titu te e r r o r : “T h e c o u r t in s tr u c ts [631 �§ 46-209.1 V ir g in ia S c h o o l the jury that the law of Virginia expressly prohibits any person from driving an auto mobile in such a manner as not to have the same under complete control at all times, and declares that driving an automobile under such conditions will be deemed L a w s S u ppl e m e n t § 46-212 reckless driving". K eatts v. Shelton, 191 Va. 758, 63 S E. (2d) 10. . Violation of paragraph (2) constituting gross negligence. — Sec Steele v. C rocker, 191 Va. 873, 62 S E. (2d) 850. . § 4 6 -2 0 9 .1 . Same; driving in excess of seventy-five m iles per hour. —A person shall be guilty of reckless driving if he operates a motor vehicle in this State at a speed in excess of seventy-five miles per hour. When any person shall be convicted of reckless driving under this section, then in addition to any other penalties provided by law, except in those cases for which revocation of license is provided under § 46-416 of the Code, the operator’s or chauffeur's li cense of such person shall be suspended by the court or judge for a period of not less than sixty days nor more than six months. In case of conviction the court or judge shall order the surrender of the license to the court where it shall be disposed of in accordance with the provisions of § 46-195.1. (1954, c. 401.) § 4 6 -2 1 0 . Penalty for reckless driving.—Every person convicted of ' reckless driving under § 46-208 or § 46-209 shall, for either a first or second violation, be punished as provided in § 19-265 if he caused serious bodily injury to any other person as a result of such reckless driving; every other person con victed of reckless driving under either of such sections shall, for the first violation, be punished by a fine of not less than ten dollars nor more than one hundred dollars, or by imprisonment in jail for not more than thirty days, or by both such fine and imprisonment; for each second or subsequent conviction for the offense of reckless driving, under either of such sections, committed within twelve months from the date of a prior conviction for reckless driving, every such person shall be punished by a fine of not less than fifty dollars, nor more than five hun dred dollars, or by imprisonment in jail for not less than ten days nor more than six months, or by both such fine and imprisonment. Except in those cases for which revocation of license is provided under para graph (5) of § 46-416 of the Code, any trial justice or court may, in addition to the foregoing punishment, suspend any license issued to such convicted person under chapter 5 of this title for a period of not less than ten days nor more than six months and such trial justice or court shall require such convicted person to surrender his license so suspended. If such person so convicted has not obtained the license required by such chapter such trial justice or court may direct in the judgment of conviction that such person shall not, for such period of not less than ten days nor more than six months as may be prescribed in the judgment, drive or operate any motor vehicle in this State. Such trial justice or court or the clerk of such trial justice or court shall transmit such license to the Commissioner along with the report of such con viction required to be sent to the Division. (1932, p. 650; 1936, p. 214; 1938, p. 146; 1940, p. 729; 1942, pp. 418, 672; Michie Code 1942, § 2154(108); 1948, p. 844; 1950, p. 691; 1952, Ex. Sess., c. 16.) The 1952 amendment deleted from line three the words “guilty of a misdemeanor” and inserted in lieu thereof “punished as provided in § 19-265”. § 4 6 -2 1 1 : Repealed by Acts 1952, c. 666. § 4 6 -2 1 2 . Speed lim its and other driving regu lations.—Any person who shall: (1) Drive any vehicle upon a highway in this State at such speed as unneces sarily to block, hinder or retard the orderly and safe use of the highway or so as to cause congestion on the highway; (2) Drive upon any highway in this State any motor vehicle at a speed in excess of: f 64 1 § 46-212 Motor V e h ic l e s § 46-212 (a) Fifteen miles an hour when passing a school during recess or while children are going to or leaving school, provided that markers be placed on the highways so as to indicate the location of such school; (b ) Twenty-five miles an hour in a business or residential district; (c) Thirty-five miles an hour in any city or town; or (d ) A lower, higher or the same speed to be determined as follows: ( i) The State Highway Commission on all highways maintained by the State Highway Department or the authorities of cities and towns on all highways maintained by them may increase or decrease the speed limits within their boundaries, provided such areas or points are clearly indicated by markers or signs and such speed shall be based upon an engineering and traffic investigation, or (ii) such speed as shall be fixed by the State Highway Commission on all highways maintained by the State Highway Department or the authorities of cities and towns on all highways maintained by them for congested areas or curves, right angle turns or other dangerous points on the highways, when such areas or points are clearly indicated by markers or signs and such speed shall be based upon an engineering and traffic investigation; (e) Forty miles per hour when towing a motor vehicle which is self-propelled or designed for self-propulsion in which there is no driver; (3 ) Drive anywhere else upon a highway in this State any school bus carry ing school children to or from school at a speed in excess of thirty-five miles per hour, or any other passenger carrying bus at a speed in excess of fifty-five miles per hour, or any passenger motor vehicle or motorcycle at a speed in excess of fifty-five miles per hour, or any truck at a speed in excess of forty-five miles per hour, except a pickup or panel truck with a rated carrying capacity not exceeding one ton, or drive any such pickup or panel truck at a speed in excess of fifty-five miles per hour, or any other motor vehicle at a speed in excess of fifty-five miles per hour, unless the State Highway Commission prescribes a lower rate of sp eed ; (4) Drive to the left of the center of a street except upon one-way streets; (5) Violate any provision of the right of way laws, as set forth in §§ 46-238 to 46-240 and 46-244; (6 ) Drive a vehicle out of an alley, lane or building into a street without first bringing such vehicle to a stop immediately before entering such street; (7 ) Make a left turn without passing to the right of the center of the inter section, except as otherwise provided; (8) Make a right turn without keeping close to the curb; (9 ) Coast or operate a motor vehicle with the gears in neutral; (10) While operating a vehicle upon any highway, fail or refuse to control the lights of such vehicle by shifting, depressing, tilting or dimming the headlight beams thereof so as not to project into the eyes of the driver of any oncoming ve hicle a glaring or dazzling light; (11) Drive any motor vehicle in any county having a population of more than six hundred inhabitants per square mile, or in any section or zone of such county, at any speed greater than the applicable maximum speed or speeds prescribed therefor pursuant to the provisions of § 46-205 by the governing board of such county; (12) Pass or attempt to pass on an upgrade hill in such manner as to impede the passage of following traffic, while operating a truck or tractor and trailer, any truck or tractor and trailer going in the same direction; (13) Drive any vehicle or combination of vehicles which is operating under a special permit issued by the Department of Highways in accordance with §§ 46328 and 46-339 at a speed greater than thirty miles per hour; or (14) Drive a vehicle when it is loaded, or when there are in the front seat such number of persons, as to obstruct the view of the driver to the front or sides of the vehicle or as to interfere with the driver’s control over the driving mecha nism of the vehicle; SL—5 [ 65 I �§ 46-212.1 V ir g in ia Sc h o o l L S a w s u ppl e m e n t § 46-260 Shall be guilty of a misdemeanor and upon conviction shall be punished in ac cordance with the provisions of § 46-18. (1932, p. 650; 1934, p. 399; 1936, p. 2 1 5 - 1938 p. 146; 1940, p. 88; 1942, p. 349; Michie Code 1942, § 2154(109) ; 1942, Ex. Sess., p. 8; 1944, p. 116; 1946, p. 427; 1948, p. 980; 1950, p. 881; 1952, c. 666; 1954, c. 244.) C ro s s re fe re n c e .— F o r a n o th e r p ro visio n r e la tin g to c o a s tin g m o to r vehicle in n e u tra l, see § 4G-218. A s to a d d itio n a l p en a l t y w h e n v io la tio n o c c u rs w hile tr a n s p o r t in g ex p lo s iv e s o r in flam m ab le g a s o r liquid, se c § 46-197.2. T h e 1952 a m e n d m e n t ch a n g e d su b s e c tio n (3 ) b y in c re a s in g th e m a x im u m speed lim it o f c e rta in m o to r veh ic le s fro m fifty t o fifty -fiv e m ile s p e r h o u r. I t a ls o added th e e x c e p tio n to su b s e c tio n (7) an d in s e r te d s u b s e c tio n s (1 3 ) a n d (14). T h e 1954 a m e n d m e n t in s e rte d “o r re s i d e n tia l” in p a r a g r a p h (b ) of su b se c tio n (2 ) , r e w r o te p a r a g ra p h (c ) th e re o f w hich f o r m e rly a p p lie d to sp e e d in a re s id e n tia l d is tr ic t, a n d m a d e tw o s u b s titu tio n s of p h ra s e o lo g y in p a r a g ra p h (d ) . T h e a m e n d m e n t a ls o in s e rte d in su b se c tio n (3) th e p ro v is io n s as t o a p ick u p o r pan e l tru c k . T h e o b v io u s p u rp o s e of th e p ro v isio n r e q u irin g th e d is p la y o f s ig n s is to notify o r w a r n th e o p e r a to r of a n a u to m o b ile of th e s p e e d re s tr ic tio n in th a t zo n e o r area. M itc h e ll v . W ilk e r s o n , 193 V a. 1 2 1 , 67 S. E . (2 d ) 912. S u b s ta n tia l c o m p lia n c e w ith p ro v isio n s a s t o lo c a tio n o r p la c in g o f s ig n s is suffi c ie n t to m a k e th e re g u la tio n valid an d ef.feqtivc. M itc h e ll v. W ilk e r s o n , 193 V a. 121, 67 S. E . (2 d ) 912. T h e r e is n o p ro v is io n in th is sec tio n th a t th e re q u ir e d s ig n s b e p la c e d a t t h e b e g i n n in g o f th e r e s tr ic te d zo n e o r a t a n y p a r ti c u la r p lac e a lo n g th e s tre e t. M itc h e ll v. W ilk e rs o n , 193 V a . 1 2 1 , 67 S. E . (2 d ) 912. “ S tr e e t” a s in c lu d in g “ s id e w a lk ” . — “ S tr e e t" a s u s e d in s u b s e c tio n (6 ) o f th is se c tio n in c lu d e s a n y p a r t of th e s tr e e t, s u ch as a sid ew a lk . T h u s , th e d riv e r b a c k in g an a u to m o b ile o u t o f p riv a te d riv e w a y is re q u ire d to s to p p r io r t o c r o s s in g th e s id ew a lk . M e s s ic k v . B a rh a m , 194 V a . 382, 73 S. E . (2 d ) 530. S p eed o f s c h o o l b u s .— T h e s p e e d lim its s e t f o r th in th is s e c tio n s h o u ld b e o b se rv e d w h e n c h ild re n a r e b e in g t r a n s p o rte d in s c h o o l b u s e s fr o m o n e c ity to a n o th e r fo r th e p u rp o s e o f a th le tic e v e n ts o r a c a d e m ic c o n te s ts . R e p . A tty . G e n ., 1952-53, p. 211. E v id e n c e h e ld su ffic ie n t t o s h o w c o m p lian ce w ith p a r a g r a p h (2 ) ( d ) . — S ee M itc h ell v. W ilk e r s o n , 193 V a . 121, 67 S. E . (2 d ) 912. E v id e n c e h e ld t o s h o w v io la tio n of p a r a g r a p h (3 ) w ith re s p e c t to s p e e d of fifty (n o w fifty -fiv e) m ile s p e r h o u r. R hoades v M e a d o w s, 189 V a . 558, 54 S . E . (2 d ) 123; I n t e r s ta t e V e n e e r C o. v . E d w a r d s , 1 9 1 V a . 107, 60 S . E . (2 d ) 4. A p p lie d [a s to p a r a g r a p h (2 ) ( b ) ] in R e e s e v. S n e ls o n , 192 V a . 479, 65 S. E . (2 d ) 547. § 4 6 -2 1 2 .1 . Prohibiting conviction for speeding in certain areas unless markers installed.—No person shall W convicted of a violation of § e 46-212 (2) (d) when such person has exceeded the speed limit in an area where the speed limit has been decreased unless such area is clearly indicated by a con spicuous marker at the termini of such area. (1954, c. 653.) § 4 6 -2 2 9 . Following too closely. C ro s s re fe r e n c e .— A s to a d d itio n a l p en a lty w h e n v io la tio n o c c u rs w h ile tr a n s p o r tin g e x p lo s iv e s o r in fla m m a b le g a s o r liq u id , see § 46-197.2. T h i s s e c tio n a n d § 46-234 c r e a te d re c ip ro c a l d u tie s o n th e p a r t o f le a d in g a n d fol lo w in g d riv e rs . M a n d r o v . V ib b e r t, 170 F . (2 d ) 540. W h a t is a “ r e a s o n a b le a n d p r u d e n t ” d ista n ce . I n a c c o rd w ith o rig in a l. S ee E ls w ic k v. C o llin s. 194 V a . 292, 72 S . E . (2 d ) 626. § 4 6 -2 6 0 . Flares and other signals when vehicle disabled in high w ay after dark. T h i s s e c tio n is m a n d a to r y . S a v a g e T r u c k L in e v . T r a y l o r , 193 V a . 579, 69 S . E . (2 d ) 478. A n d its v io la tio n c o n s titu te s n e g lig e n c e per se.—The violation of a statute of this character constitutes negligence per se. If it efficiently contributes to a collision and resultant damage to the wrongdoer, he may n o t re c o v e r. S a v a g e T r u c k L in e v . T r a y lo r, 193 V a . 579, 69 S. E . (2 d ) 478. T h e fa ilu re o f a t r u c k d riv e r f o r te n m in u te s o r m o re t o c o m p ly with the man date of the section is ample proof of neg ligence. Savage Truck Line v. Traylor, 193 V a . 579, 69 S . E . (2 d ) 478. ( 66 ] § 46-267 M ot or V e h ic l e s § 46-272 § 4 6 -2 6 7 . Rear lamps.—Every motor vehicle, trailer or semi-trailer which is being drawn at the end of one or more other vehicles, or motorcycles shall carry at the rear a lamp capable of exhibiting a red light plainly visible under normal atmospheric conditions from a distance of five hundred feet to the rear of such vehicle and such rear lamp shall be constructed and so mounted in its relation to the rear license plate as to illuminate by a white light such license plate so that the same may be read from a distance of fifty feet to the rear of such vehicle; or a separate white light shall be so mounted as to illuminate and make visible such rear license from a distance of fifty feet to the rear of such vehicle, such rear light and/or special white light to be of a type that has been approved by the Super intendent. (1932, p. 660; 1934, p. 403; 1936, p. 216; 1938, p. 552; Michie Code 1942, § 2154(141); 1952, c. 652.) The 1952 amendment in c re a se d th e m ini- to b e v isible fro m th re e h u n d re d to five m u m d is ta n c e a r e a r re d lig h t is re q u ire d h u n d re d fe et to th e re a r of th e v eh icle. § 46 -2 6 9 . Lamps on other vehicles.—All vehicles not heretofore in this article required to be equipped with specified lamps shall carry one or more lamps or lanterns capable of projecting a white light to the front and a red light to the rear visible under normal atmospheric conditions from a distance of not less than five hundred feet to the front and rear of such vehicles. (1932, p. 660; 1934, p. 403; 1936, p. 217; 1938, p. 552; Michie Code 1942, § 2154(141); 1952, c. 652.) T h e 1952 a m e n d m e n t in cre ase d th e re q u ire d m in im u m d is ta n c e of visibility from t h r e e h u n d r e d to five h u n d re d feet. § 46 -2 7 1 . Dimension or marker lights.—All motor vehicles exceeding seven feet in height or in width or the widest portion of which extends four inches beyond the front fender extremes shall be equipped with lamps mounted at the extreme right and left hand front top corners of such vehicle, each of which lamps shall be capable of projecting an amber light visible under normal atmos pheric conditions for a distance of at least five hundred feet to the front of such vehicle, and shall be equipped with lamps mounted at the extreme right and left hand rear top corners of such vehicle, each of which lights shall be capable of projecting a red light visible under normal atmospheric conditions for a distance of at least five hundred feet to the rear of such vehicle. If the front or the rear of such vehicle shall not be the widest portion of such vehicle the dimension or marker lights required in this section shall be mounted on the widest portions of the vehicle with the amber lights herein required visible from the front as herein required and the red lights herein required visible from the rear as herein re quired. The lamps herein required shall be of a type that has been approved by the Superintendent. (1932, p. 661; 1934, p. 403; 1936, p. 217; 1938, p. 552; Michie Code 1942, § 2154(141); 1952, c. 652.) T h e 1952 a m e n d m e n t in cre ase d th e re q u ire d m in im u m d is ta n c e o ! visib ility fro m t h r e e h u n d re d to five h u n d re d feet. § 46-272. Spotlights and ditch lights.—Any motor vehicle or motor cycle may be equipped with not to exceed two spotlights or two ditch lights which when lighted shall be aimed and used so that no portion of the beam will be directed to the left of the center of the highway at any time or more than one hundred feet ahead of the vehicle and shall be of a type that has been ap proved by the Superintendent. No such spotlights shall be used in conjunction with or as a substitute for required headlights, except in case of emergenev. (1932. p. 661; 1934, p. 404; 1936, p. 217; 1938, p. 553; Michie Code ISH2, § 2154(141) ; 1954, c. 58.) T h e 1954 a m e n d m e n t s u b s titu te d in lin e tw o th e w o r d s “ tw o s p o tlig h ts o r tw o d itc h lig h ts ” fo r “ o n e s p o tlig h t o r d itc h lig h t” . [671 �§ 46-273 V ir g in ia Sc h o o l L a w s S u ppl e m e n t § 55-26 $ 58-12 § 4 6 -2 7 3 . Other permissible lights.—Any motor vehicle may be equipped with not to exceed two fog lamps, one passing lamp, one driving lamp, two side lamps of not more than six candle power ; interior light of not more than fifteen candle power; vacant or destination signs on vehicles operated as public carriers, and signal lamps. No motor vehicle shall be operated upon a highway in this State equipped with lamps other than those permitted under this section unless such lamps shall be of a type approved by the Superintendent. (1932, p. 661; 1934, p. 404; 1936, p. 218; 1938, p. 553; Michie Code 1942, § 2154(141) ; 1954, c. 310.) T h e 1854 a m e n d m e n t e x te n d e d th is sec tio n t o in c lu d e “ tw o fo g lam p s, o n e p a s s in g lam p , o n e d riv in g la m p ”. § 4 6-295. Signs on windshields, etc.—It shall be unlawful for any per son to operate any motor vehicle, trailer or semitrailer upon a highway with any sign, poster or other nontransparent material upon the front windshield, sideshields or rear windows of such motor vehicle other than a certificate or other paper required to be placed by law or which may be permitted by the Superin tendent. (1932, p. 664; 1934, p. 239; 1942, p. 675 ; Michie Code 1942, § 2154(15°).) C o d e C o m m is s io n c o rre c tio n . — T h e c o m m a a f te r th e w o rd s “m o to r veh ic le” in th e s e c o n d lin e w a s in a d v e rte n tly o m itte d fro m th e s e c tio n a s it a p p e a r s in th e o rig in a l v o lu m e , a n d is n o w in s e rte d , § 4 6 -3 0 2 . When signal device required.—Any motor vehicle which is so constructed or carries a load in such a manner as to prevent a hand and arm signal required in § 46-234 from being visible, both to the front and rear of such vehicle, or any vehicle the driver of which is incapable of giving the re quired hand and arm signals, shall be equipped with a mechanical or electrical signal device which meets the requirements of this title and is of a type that has been approved by the Superintendent. It shall be unlawful for any person to operate on any highway a motor vehicle registered in this State and manufactured or assembled after January first, ninecefen hundred and fifty-five, unless such vehicle be equipped with such a me chanical or electrical signal device on both front and rear. Any such mechanical or electrical signal device may be used in lieu of the hand and arm signal required by § 46-234. (1932, p. 665; 1934, p. 407; 1942, p. 676; Michie Code 1942, § 2154(153); 1954, c. 44.) T h e 1954 a m e n d m e n t a d d e d th e s ec o n d a n d th ird p a r a g ra p h s . Title 51. Pensions and Retirement. E d i t o r ’s n o te .— F o r th e 1952 a n d 1954 A c ts o f A s s e m b ly a ffe c tin g T itle 51, see th e 1954 C u m u la tiv e S u p p le m e n t C ode o f V irg in ia , 1950. to th e Title 55. Property and Conveyances. § 55-26. Validity.—Every gift, grant, devise or bequest which, since April second, eighteen hundred and thirty-nine, has been or at any time hereafter shall be made for literary purposes or for the education of white persons, and every gift, grant, devise or bequest which, since April tenth, eighteen hundred and [681 T a x a t io n § 58-12 sixty-five, has been or at any time hereafter shall be made for literary purposes or for the education of colored persons, and every gift, grant, devise or bequest made hereafter for charitable purposes, whether made in any case to a body cor porate or unincorporated, or to a natural person, shall be as valid as if made to or for the benefit of a certain natural person, except such devises or bequests, if any, as have failed or become void by virtue of the seventh section of the act of the General Assembly passed on April second, eighteen hundred and thirty-nine, entitled “an act concerning devises made to schools, academies, and colleges.” Nothing in this section shall be so construed as to give validity to any devise or bequest to or for the use of any unincorporated theological seminarv. (Code 1919, § 5S7; 1954, c. 145.) T h e 1954 a m e n d m e n t d e le te d th e w o rd s “ w ith in th is s ta te ” fo rm e rly ap p e arin g a f te r t h e w o r d “ p e r s o n s ” in lines th re e a n d six. G ift t o c o r p o r a te th e o lo g ic a l sem in ary .— S e c tio n 13-224 a n d th is sec tio n a rc clearly in d ic a tiv e o f a le g is la tiv e in te n t to p erm it a c o r p o r a te th e o lo g ic a l se m in a ry to receive b y d e v is e o r b e q u e s t an e d u c atio n al o r c h a rita b le b e n e fic e n c e . W illia m s v. P r o t e s t a n t E p is c o p a l T h e o lo g ic a l S em in ary , 198 F . (2 d ) 595. R efe ren c e in th is sec tio n to th e 1839 a c t p re clu d es v a lid atio n of a b eq u e st w h ich h ad becom e void u n d e r th e e a rlie r s ta tu te , b u t does n o t o p e ra te to co n tin u e th e 1839 p ro v isio n in effect so a s to s trik e d o w n a b e q u e s t m a d e a f te r its te rm s h a d bee n c h a n g ed so a s to m ak e c le a r th a t s u c h a b eq u e st to a c o rp o ra te th e o lo g ic a l sem i n ary is valid. W illiam s v. P r o t e s t a n t E p is copal T h eo lo g ica l S em in ary , 198 F . (2 d ) 595. Title 58. Taxation. § 58-12. What property, real and personal, exempt from taxation, State and local. (4) Property owned by public libraries, law libraries of local bar associations when the same are used or available for use by a State court or courts or the judge or judges thereof, medical libraries of local medical associations when the same are used or available for use by State health officials, incorporated colleges or other incorporated institutions of learning, including incorporated alumni as sociations thereof beneficially owned by or organized and operated exclusively for the benefit of such incorporated institutions of learning, not conducted for profit, together with the endowment funds thereof not invested in real estate. But this provision shall apply only to property primarily used for literary, scien tific or educational purposes or purposes incidental thereto. It shall not apply to industrial schools which sell their product to other than their own employees or students. (5) Real estate belonging to and actually and exclusively occupied and used by, and personal property, including endowment funds, belonging to, Young Men’s Christian Associations and other similar religious associations, orphan or other asylums, reformatories, hospitals and nuneries, conducted not for profit but exclusively as charities, (which shall be deemed to include hospitals operated by nonstock corporations not organized or conducted for pecuniary profit but which may charge persons able to pay in whole or in part for their care and treatment), and parks or playgrounds held by trustees for the perpetual use of the general public. (7) Property of the Association for the Preservation of Virginia Antiquities, the Association for the Preservation of Petersburg Antiquities, the Confederate Memorial Literary Society, the Mount Vernon Ladies’ Association of the Union, the Virginia Historical Society, the Thomas Jefferson Memorial Foundation, Incorporated, the Patrick Henry Memorial Foundation, Incorporated, the posts of the American Legion, posts of United Spanish War Veterans, posts of Veterans [6 9 | �§ 58-715 V ir g in ia Sc h o o l L a w s Su ppl e m e n t § 5S-839 of Foreign Wars, posts of the Disabled American Veterans, the Society of the Cincinnati in the State of Virginia, the Manassas Battlefield Confederate Park, Incorporated, the Robert E. Lee Memorial Foundation, Incorporated, Belle Bryan Day Nursery, Incorporated, the Virginia Division United Daughters of the Confederacy, the Virginia Association of Workers for the Blind, Incorpo rated, the General Organization of the United Daughters of the Confederacy, and any corporation organized to establish and maintain a museum or museums, with or without a library or libraries, provided such corporation be not operated for profit. (1952, c. 50; 1954, c. 65.) T h e 1952 a m e n d m e n t in s e rte d “ m ed ica l lib ra r ie s o f lo c a l m e d ic a l a s s o c ia tio n s ” in p a r a g r a p h (4 ) a n d “ th e G e n e ra l O r g a n iz a tio n of th e U n ite d D a u g h te r s of th e C o n fe d e ra c y ” in p a r a g r a p h (7 ). T h e 1954 a m e n d m e n t in s e rte d th e p ro v is io n a s t o a lu m n i a s s o c ia tio n s in p a r a - g ra p h (4 ) a n d th e p a r e n th e tic a l c la u s e in p a r a g ra p h (5 ). O n ly p a r t o f s e c tio n s e t o u t— A s on ly p a r a g ra p h s (4 ) , (5 ) a n d (7 ) w e re a ffe c te d b y th e a m e n d m e n ts th e r e s t o f t h e s e c tio n is n o t s e t out. § 5 8-715. Refund of tax on motor fuel.—Any person who shall buy, in quantities of five gallons or more at any one time, any motor fuel for the purpose of operating or propelling boats, ships, stationary gas engines, tractors used for agricultural purposes, buses owned and operated by a county or the school board thereof while being used to transport children to and from public schools, equip ment of voluntary fire fighting companies within the State actually and neces sarily used for fire fighting purposes, equipment of volunteer rescue squads with in the State actually and necessarily used for rescue purposes, or motor equip ment belonging to cities, towns and counties used exclusively in public activities and shall actually use the same for such purpose or who shall purchase and use any of such fuel for spraying purposes or for cleaning, dyeing or other commer cial use, except in motor vehicles operated, or intended to be operated in whole or in part upon any of the public highways, streets or alleys of this State, on which motor fuel the tax or taxes imposed by this chapter shall have been paid, shall be reimbursed and repaid the amount of such tax or taxes paid by such person. Any resident of this State who operates a farm on any island outside the State but within one mile of its boundaries shall be reimbursed and repaid the amount of such tax or taxes paid by such person on motor fuel used for farming purposes on such island. And a refund of two cents per gallon on all motor fuel pur chased within the State and consumed in aeroplanes or aircraft in flights over and within the boundaries of this State shall be made and a refund of the full tax paid shall be made on all motor fuel purchased in this State and consumed in aeroplanes or aircraft in flights outside the boundaries of the State, the quanti ties consumed within and without the State to be determined by the flight logs of each trip and the average consumption of motor fuel per hour per month by each aeroplane or aircraft. On any island in this State on which no motor ve hicle is operated upon any public highways, streets or alleys, the refund provided for by this section may be made to the merchant selling such motor fuel to the consumer. (1932, p. 394; 1934. p. 58; 1936, p. 603: 1942, p. 260; Michie Code 1942, § 2154(215); 1944, p. 179; 1946, p. 603; 1954, c. 17.) T h e 1954 a m e n d m e n t in s e rte d in th e firs t s e n te n c e t h e p ro v is io n as t o e q u ip - m e n t of v o lu n te e r re s c u e s q u a d s . in s e rte d th e s e c o n d s e n te n c e . I t a ls o § 5 8 -8 3 9 . When boards of supervisors to fix and order county and district levies.—The board of supervisors or other governing body of each county shall, at their regular meeting in the month of January in each year, or as soon thereafter as practicable not later than a regular or called meeting in May, fix the amount of the county and district levies for the current year, shall order the levy on all property within the county segregated by law for local taxation, and shall order the levy on the real estate and tangible personal property of [7 0 ] § 63-162 W el fa r e § 63-165 public service corporations based upon the assessment fixed by the State Cor poration Commission, and certified by it to the board of supervisors or other governing body, both with respect to location and valuation. any such govern ing body may provide that if any taxpayer owns tangible personal property of such small value that the local levies thereon for the year result in a tax of less than one dollar, such property may be omitted from the personal property book and no assessment made thereon; provided, that the board of supervisors or other governing body of any county adjoining a city having a population of more than thirty thousand and not more than forty thousand, except a county having a density of population of more than five hundred per square mile and except any county adjoining any county having a density of population of more than five hundred per square mile or a population of less than four thousand or a popu lation of not less than sixteen thousand three hundred and not more than sixteen ' thousand six hundred, may fix the amount of and order such levies not later than their regular meeting in the month of June. (Code 1919, § 2720; 1928, p. 184; 1934, p. 542; 1940, p. 184; Tax Code, § 288; 1950, p. 316; 1952, c. 423.) T h e 1952 a m e n d m e n t s u b s titu te d in line t h r e e th e w o r d s “ a r e g u la r o r c a lle d m ee t- in g in M ay ” fo r th e w o rd s " th e ir m e e tin g in A p ril”. Title 63. Welfare. T h e Virginia Commission for the Visually Handicapped. § 6 3 -1 6 2 . Appointment, terms and qualifications of members; quo rum. — The Virginia Commission for the Blind shall, after July one, nineteen hundred and fifty-four, be known as the Virginia Commission for the Visually Handicapped, and shall consist of seven members who shall be appointed by the Governor for terms of seven years each, one term beginning each year. Va cancies occurring on the Commission shall be filled by the Governor for the unex pired term. All appointments hereunder shall be made without reference to party affiliations, but solely on account of the fitness of the appointees to discharge their duties as members of the Commission. The membership of the Commission, however, shall at all times include at least two alumni of the Virginia School for the Blind, or of the department for the blind of the Virginia School for the Deaf and the Blind, at Staunton. Four members of the Commission shall constitute a quorum for the transaction of any lawful business. Wherever in the laws of this State reference is made to the Virginia Commis sion for the Blind, such reference shall be deemed to be to the Virginia Commis sion for the Visually Handicapped. (1922, p. 603; 1926, p. 860; Michie Code 1942, § 978a; R. P. 1948, § 63-162; 1954, c. 71.) T h e 1954 a m e n d m e n t in s e rte d th e p ro v is io n fo r c h a n g e o f n a m e of com m ission a n d a d d e d th e s e c o n d p a ra g ra p h . § 6 3-165. Register of the blind; reports required of physicians and others.—The Commission shall prepare and maintain a complete register of the blind in the State, which shall describe the condition, cause of blindness, capacity for education and industrial training of each, and such other facts as the Com mission deems of value. Each physician, optometrist or other person who upon examination of the eyes of any person determines that such person is a blind person as defined in § 63-204.1, shall immediately report the name and address of such person to the Commission. (1922, p. 603; Michie Code 1942, § 978a; R. P. 1948, § 63-165; 1954. c. 100.) T h e 1954 a m e n d m e n t a d d e d th e second s e n te n c e . [71 1 �Regulations of State Board of Education SCHOOL BOARD 13 The time for opening and closing school shall be prescribed by the school hoard upon recommendation of the division superintendent, provided that no school shall schedule less than five nor more than six and one-half hours each school dav for all pupils, exclusive of the mid-day intermission, but including the necessary time for appropriate opening exercises, and provided, further, that, in the discretion of the local school authorities, with the approval of the State Superintendent, the length of the school day may be modified for justifiable reasons. (Minutes, Vol. 25, p. 5, Jan. 21, 9 . Provision for children to attend schools in other counties, cities and to w n s Tt, In n . hoard of a county, a city, or a town constituted and operated as a separate school district, may admit children of legal school age from aumh^r county chy or district to the public schools thereof in accordance with the following: i eu 'ii vi th* lepal school age residing in one county or city may 1. Children within t fbanother C U or city either on the prepayment of O nty attend the public schoo exceeding the total per capita cost of education, exan annual tuition charge - ^ service> for high school or elementary pupils elusive of capital outlay admitted, or upon the terms and conditions of any of the county or city to w 1 tjie' scj10ol boards concerned, but not in exmutual agreement reached betw cess of the tuition rate defined aJO\ . rI er districts of the county or from another county 2. Children residing in , a town constituted and operated as a separate may attend the public sc 10 men{ Q an annual tuition charge not exceedf school district either on u i V K exclusive of capital outlay and debt service, ing the per capita cost ot a[tended, or upon the terms and conditions of of the high or elementary s between the school-boards concerned, but not any mutual agreement rea above. (Minutes, Vol. 23, p. 109, November in excess of the tuition iate J, 1952.) t eac her s CONTINUING CONTRACTS WITH TEACHERS y wjth the consent and approval ol the State Board 1. Local school boards teachers providing for continued employment, of Education, make contra s written notice of intention to terminate said The contracts shall Provl, ejther party prior to April 15th of each year. Failure employment shall be given y jce automatically obligates them to continue the of either party to give ® eet|;ng year. contract for the next s operating under this regulation shall furnish each 2. Local school boar ^ confirming the continuation of employment as soon teacher a written statem budget has been approved by the appropriating after April 15th as the sen body. j shall be construed to authorize the school board 3. Nothing in these regulations s--------to contract for any financial obligation beyond the period fn been made available with which to meet such obligation f 'vhlci> funds have , >, been made aw “ " — effective for the session 1952-19« (Minutes, Vol. 23, p These regulations are 41, April 24, 1952.) [73 | �V ir g in ia Sc h o o l Laws Su ppl e m e n t VISITING TEACHERS—QUALIFICATIONS FOR POSITION The following qualifications will become effective for all new visiting teachers beginning with the school session 1954-55. They shall not be retroactive to those visiting teachers who are fully approved under regulations existing prior to that date. Visiting teachers serving on temporary approval and those entering visit ing teacher work before the session 1954-55 may qualify for full approval under these qualifications or those existing prior to that date. Per so na l C h a r a c t e r is t ic s R e g u l a t io n s o f S t a t e B o a r d o f E d u c a t io n C ER TIFIC A TIO N OF T E A C H E R S Editor’s note.—Attention is called to the fact that the bulletin referred to on page 247 of the 1950 Edition has been amended from time to time. The amendments are on file in the offices of the De partment of Education. A C C R E D IT IN G SE C O N D A R Y SCHOOLS Editor’s note.—A ttention is called to the fact th at the bulletin referred to on page 247 of the 1950 Edition has been amended from time to time. The amendments are on file in the offices of the De partment of Education. The candidate must be in good health and must possess personal qualities needed in order to command respect and exercise leadership. TEX TBO O K S T r a in in g REGULATIONS GOVERNING THE MANAGEMENT AND HANDLING OF 1. The candidate shall hold the Collegiate Professional Certificate; 2. The candidate shall have had on the graduate level a minimum of twelve semester hours in at least three of the following areas: a. Psychiatric Principles—This should include consideration of the principles of mental hygiene and the motivation of human behavior; b. Community Organizations—This should deal with a knowledge of and ability to work with community agencies in promoting the adjustment of children; c. Child Welfare in Virginia—This should give a thorough knowledge and un derstanding of the social and legal provisions for children in Virginia; d. Guidance—This should deal with the techniques of counseling, interview ing, and case work. It should also help in the use of clinical services including the interpretation of reports and tests; e. Family Life—This should help in an understanding of the social, economic and cultural changes in American family life and the role of the family in the development of personality; f. Medical Information—This should consider the field of medicine as related to sociql adaptation, especially with relation to children’s diseases and the more usual forms of adult illnesses. E x p e r ie n c e The candidate shall have had at least three years of successful teaching ex perience or two years of successful teaching experience and one year of success ful experience in social work. (Minutes, Vol. 22, pp. 43-44, May 24, 1951.) EMPLOYMENT OF SUBSTITUTE TEACHERS No person shall be regularly employed by a school board, or paid from pub lic funds, as a teacher in the public schools unless such person holds a certificate in full force in accordance with the rules of certification laid down by the State Board of Education, provided, that a person not holding such certificate and deemed to be qualified by the superintendent of schools may be employed temporarily, and paid from public funds, as a substitute teacher to meet an emergency, and provided further, that such person continuously employed as a substitute teacher in excess of thirty school days or employed in excess of a total of sixty school days in any one school year shall hold a certificate as above required. (Minutes, Vol. 25, p. —, Sept. 23, 1954.) Cross reference.—For provision of Code as to employment of substitute teachers, see § 22-204. r 74 j 1. A separate fund shall be established by the school board and the chief fiscal officer of the county or city (of which the school board is a part), to which shall be credited all proceeds received from the sale of textbooks in the local school system. This special fund shall be designated— County (or City) of ............................................ School Textbook Fund The chief fiscal officer is requested to establish a special bank account titled as follows: County (or City) o f ............................................ School Textbook Fund B y ................................................................................. (Treasurer/Director of Finance/City Collector or such title as he may have) 2. The school board shall designate the Clerk of the School Board to handle the sale of textbooks who shall be bonded as provided by law. Such additional personnel as may be employed to assist the Clerk in . handling textbook funds shall be covered by a fidelity and faithful performance bond, a copy of which shall be filed in the School Board office. The local school boards in the counties shall require the Clerk to deposit intact, with the county treasurer or the director of finance or in any bank designated by the chief fiscal officer, all monies received from the sale of textbooks; and the county treasurer or the director of finance in turn will deposit these sums to the credit of the special bank account aforementioned. When ordering payments to be made to publishers, or the payment of any item of expense which is appropriate from the proceeds of the sale of textbooks, the county or city school board shall issue its warrant made payable to the publisher, agency, or individual to whom the payment is being made and this warrant shall be signed by the chairman of the school board and countersigned by the clerk of that board. For those counties where the warrant-check is in use, provision should be made for the signing of the aforementioned warrant bv the county treasurer or the director of finance so that it may be converted into a check as is now provided by law. For those counties which still use the old form warrant, the warrant shall be drawn payable to the publisher, agency, or individual and be signed by the chairman and countersigned by the clerk and handled in the same man ner as are other warrants drawn by the school board. In each instance, how ever, the warrant-check or the old form warrant shall indicate that it is payable from the School Textbook Fund as set forth above. All expenditures shall be approved and a warrant in payment thereof authorized [7 5 ] �V ir g in ia Sc h o o l La w s Su ppl f m e n t by the school board in accordance with the procedure now in effect with respect to the expenditure of regular school funds. The procedure to be followed with respect to the disbursement of funds credited to the School Textbook Fund in cities will conform to the procedures now in effect in the city with respect to the regular disbursements of school funds—the only distinction being that the school board and the chief fiscal officer shall maintain a separate fund and separate bank account for the receipts and disbursements incident to the handling of text books. 3. The school board shall require the clerk of the board to maintain a record of receipts and disbursements of the Textbook Fund and monthly to reconcile the balance in this fund with the chief fiscal officer of the county or city. It shall re quire also the maintenance of a ledger account with each publisher to which will be credited the value of books received from the publisher for sale and to which will l>e charged all payments made to the publisher on account and all transac tions for exchanged and returned books. This account shall be reconciled with the reports of unsold books on hand, which reports are required to be filed with the publishers as hereinafter provided. The invoices received from the publishers for books shipped to the school board shall be filed in separate folders by names of publishers. Each shipment of books received shall be verified by actual count of books received in the ship ment and the date and quantity of books received should be written on the in voice opposite each title and signed by the person making the count. 4. In counties and cities where free-textbook or rental systems are in operation in part of the school system and textbooks are sold to pupils in the other part of the school system, all textbooks purchased from the publishers should be handled through the Textbook Fund; and books which are used for that portion of the school system for which a rental system or free textbooks are furnished should be purchased from the Textbook Fund and be paid for with a warrant drawn on the regular school operating fund, or the school textbook rental fund, if such a fund is maintained. 5. If the school board makes an appropriation for the operation of the School Textbook Fund, a warrant should be drawn on the regular school operating fund and deposited to the credit of the School Textbook Fund. If the school board authorizes the use of surplus funds in the School Textbook Account for general county school operation, a warrant should be drawn on the textbook fund and credited to the regular school operating fund. 6. Copies of reports to publishers listing all new unsold textbooks on hand and showing balances due for all books sold as of October 15th, January 15th, March 31st, and June 30th shall be kept by the school board. The school board will forward the original of each periodic report, together with remittance in pay ment, directly to the publishers on the dates designated. Each report to a pub lisher certifying unsold textbooks on hand as of the date of the report shall be certified by the person responsible for the handling of the textbooks and the su perintendent, or other person designated by the superintendent who shall verify the accuracy of the report through actual count of the books on hand. Unsold textbooks on hand as of June 30th of each year shall be listed on the Virginia Textbook Requisition (elementary and high) for the current year, certified and forwarded to the State Board of Education. (Minutes, Vol. 25, p. 50, June 17, 1954.) 7. Books received from the publishers for resale shall be physically segregated and maintained under a separate inventory control from books which are owned outright by the school board and used either in a rental or a free-textbook system. 8. Where the school board finds it a matter of necessity to place books in a specific school for resale to pupils, the principal of that school (or other person approved by the school board) shall be required to sign a receipt, itemized by titles and retail sales price of books, for all books placed in his custody; and he [761 R e g u l a t io n s o f St a t e Boa r d o f Ed u c a t io n shall be held responsible for the total value of books received and be required to account to the school board not less than quarterly in money and value of books returned equal to the total value of books receipted for by him. 9. An audit shall be made of the School Textbook Fund on order of the school board for each school year and the school board shall furnish the State Board of Education a copy of the audit report. The records required by these regulations shall be preserved in the same manner as other public records are preserved. 10. The entire stock of textbooks shall be adequately covered with fire insur ance loss, payable in favor of the school board. A copy of the policy shall be filed with the school board and satisfactory proof of coverage submitted to the State Board. 11. Textbooks shall be sold at retail for cash only. (Minutes, Vol. 22, pp. 29-32, April 26, 1951.) 12. The School Board may provide, by resolution, for the issuance of warrants drawn on the Textbook Fund in payment of amounts due publishers and for freight, and/or drayage falling due between meetings of the Board. All such warrants so authorized shall be signed by the Chairman of the School Board and countersigned by the Clerk of that Board, and presented to the School Board for approval at the next meeting of the Board held subsequent to the issuance of such warrants. 13. The provisions of these Regulations shall be applicable to special town school districts operating under the provisions of Section 22-43 of the Code (1950), or by special Act of the General Assembly, in like manner as to the counties and cities of the Commonwealth. (Minutes, Vol. 22, p. 53, June 28, 1951.) ADMINISTRATIVE POLICY ON TEXTBOOK ADOPTION Whenever a school board desires to offer courses for which there are no Stateadopted textbooks, the said school board, through its division superintendent, shall secure the approval of the State Superintendent of Public Instruction to offer such courses. When the State Superintendent of Public Instruction shall have approved the offering of such courses, he shall submit to the local school board a list of textbooks approved by the State Board of Education from which the local board shall make a local adoption for a period of six years, unless such an adoption is revoked by the State Board of Education. The local school board shall immediately submit to the Superintendent of Public Instruction a list of the textbooks adopted. (Minutes, Vol. 24, p. 34, April 23, 1953.) SEX EDUCATION No films, film strips, or slides on sex education shall be shown to the students in any public school in Virginia unless such films, film strips, or slides have been first approved by the State Board of Education for this purpose; and no book or pamphlet on sex education shall be made available for circulation through the school libraries for the students of any public school unless such book or pamphlet has been similarly approved by the State Board of Education. (Minutes, Vol. 25, p. —, Aug. 2, 1954.) PUPIL TRANSPORTATION SCHOOL BUS OPERATOR (Revised) No person shall be employed as an operator of a school bus who is sixty-five years of age or over on July 1, 1952 unless such person annually passes a physical examination by a physician and a re-examination by the Division of Motor [7 7 ] �V ir g in ia Sc h o o l La w s Vehicles as required for school bus operators. 22, 1952.) Su ppl e m e n t (Minutes, Vol. 23, p. 52, May STANDARDS FOR SCHOOL BUS BODIES H eaters.—All school buses shall be equipped with a heater and power de froster to be approved by the State Supervisor of Pupil Transportation. The heater shall maintain an average temperature of 50° Fahrenheit inside the bus body when loaded one-half capacity with an outside temperature of 20° Fahrenheit, with engine water temperature of 160° Fahrenheit. The heater must deliver 360 or more cubic feet of air per minute, and have capable distribution to main tain the above 50° Fahrenheit average temperature. All new school buses or bodies manufactured and sold in this State for the purpose of transporting school children shall be equipped with a fresh air type hot water heater as above speci fied, with built-in dual power defroster. The heater shall have a power defroster that will deliver 75 or more cubic feet of air per minute, attached to a built-in windshield defroster duct capable of distributing a sufficient amount of heated air to de-fog and de-ice both right and left windshields. The heater wiring shall be connected to the cold side of the ignition switch. 3. Tail and Stop Lights: Each bus shall be equipped with two combination tail and stop lights emitting a red light plainly visible from a distance of 500 feet to the rear and mounted not less than 6 inches or more than 20 inches from rear edge of body and not less than 30 inches or more than 45 inches from surface on which the vehicle stands. Provision shall be made in the directional signal light switch for connecting the pilot light to indicate when the stop light is lighted. The stop light shall not flash. 5. Directional Signals: Each bus shall be equipped with four individual di rectional signals; one mounted on the left and one on the right rear of the bus body and one on each front fender. They shall be Class A, Type I, flashing signal lights according to S. A. E. specifications. Amber lens shall be used on front and reaV. The directional signal light switch shall provide a connection for the stop light so that the pilot light will indicate when the stop light is lighted. The stop light shall not flash. (The lights must be of a type approved by the Vir ginia Department of State Police and by the State Department of Education.) (Minutes, Vol. 24, p. 74, Oct. 28, 1953.) 7. Flags and Flares: a. Each school bus shall carry at all times three red flags and means for mounting for use in warning traffic in the event of prolonged stops on the high way. b. Each bus shall be equipped with at least three reflector type flares to be displayed according to law of the State in event of prolonged stop. c. All flags and flares shall be of a type approved by the Virginia State Police. 8. Virginia School Bus Traffic Lights: They shall consist of two headlights containing 40-30 C. P., 6-8 Volt sealed units with red glass lens ( Arrow No. 27011 or its equivalent to be approved by the State Supervisor of Pupil Trans portation), a motor driven flasher, pilot lamp and relay, control switch, and fuse in-line to be connected with 12 Ga. wire (Arrow Kit No. N870 or its equivalent to be approved by the State Supervisor of Pupil Transportation). The entire circuit shall be connected to the cold side of the ignition switch with the control switch mounted so that it is operated by the door control handle. The front light shall be mounted upon a bracket on the left Side just under the windshield. The rear light shall be mounted on the left side of the body with its center 5" below the left rear glass and 12" to the left of the edge of the emergency door. It shall be recessed so that only the rim of the light will project from the body panel. If the bus has a side emergency door, the light shall be mounted in ap proximately this same position. [78] R e g u l a t io n s oe St a t e Bo a r d o f Ed u c a t io n The pilot light shall be mounted on the instrument panel in or near the center so that it will be in plain view of the driver. Reserve Vacuum Tank.—A reserve vacuum tank of at least 1000 cu. in. capacity shall be provided for windshield wiper operation on all chassis whether equipped with booster brakes or not. If the bus is equipped with a booster brake the vacuum tank may serve both purposes. (Minutes, Vol. 23, pp. 52-54, May 22, 1952.) PUPIL TRANSPORTATION FUNDS (Changes Indicated by Use of Caps.) The Pupil Transportation Funds for the counties and cities of the State will be distributed on the following basis beginning with the biennium 1952-54: 1. Forty per cent of the fund is to be distributed on the basis of an equal amount for each mile traveled in transporting pupils to and from the public schools IN SCHOOL BUSES MEETING THE STANDARDS AND SPECI FICATIONS OF THE STATE BOARD OF EDUCATION. (a) Average daily mileage is to be computed for each bus only from the point where the first pupil is picked up in the morning to the point where the last pupil is discharged in the afternoon, excluding all special trips or excursions. If the length of a bus route is changed during the year, the average of the daily mileage shall be used. 2. Forty per cent of the fund is to be distributed on the basis of an equal amount for each pupil transported in average daily attendance (average number transported daily) IN SCHOOL BUSES MEETING THE STANDARDS AND SPECIFICATIONS OF THE STATE BOARD OF EDUCATION. 3. Twenty per cent of the fund is to be distributed on the basis of an equal amount for each school bus in daily use during the current year which meets the standards and specifications of the State Board of Education and which is operated IN THE TRANSPORTATION OF PUPILS a minimum of twenty miles per school day. In determining buses eligible for allotments, these requirements must be met: (a) No reimbursement shall be made for the MILES TRAVELED, THE PUPILS TRANSPORTED OR any vehicle OPERATED AS A SCHOOL BUS UNLESS the body and chassis are made by a recognized manufacturer, designed exclusively for the transportation of pupils AND MEET THE STANDARDS AND SPECIFICATIONS OF THE STATE BOARD OF EDUCATION. Exceptions may be made for properly designed small vehicles in accordance with regulations of the State Board of Education. (b) No reimbursement shall be made for any bus which does not pass the regular inspections required by law’ and by regulations of the State Board of Edu cation and w'hich is not equipped with the standard safety equipment required by law and/or regulations of the State Board of Education, such as, warning devices, approved type of heater and defroster, first-aid kit, fire extinguisher, flags and flares, inside and outside rear view mirrors. 4. As provided in the Appropriation Act, no county or city shall receive an allotment in excess of the amount actually expended for transportation of pupils to and from the public schools exclusive of capital outlay. (a) In making the distribution, calculations will be based on the net expenditure for the preceding school year except in the case of the number of buses for which current figures will be used. In arriving at the net expenditures, gas tax refunds shall be deducted. (b) Actual net operating expenditures will not include replacement of buses. 5. Reimbursement shall be calculated on the basis of transporting pupils for not more than 180 days. [791 �V ir g in ia Sc h o o l Laws R e g u l a t io n s o e Su ppl e m e n t 6. Before any reimbursement for the transportation of pupils to and from public schools is made to county or city a report must be submitted by the Di vision Superintendent of such county or city to the State Superintendent of Pub lic Instruction certifying the correct net operating cost of transporting pupils (actual expenditure less gas tax refunds), the average number of pupils trans ported daily, and the average daily mileage of each bus meeting the standards and specifications of the State Board of Education in transporting pupils for the pre ceding school year. Such report shall also include a statement covering the type of bus, lettered identifications, color, make and year model of body and chassis, and an inventory of all safety equipment for each bus, and that said bus meets the inspection requirements. (Minutes, Vol. 23, pp. 14-16, Feb. 21, 1952.) 14. Rescinded by State Board of Education Aug. 11-12, 1952. M IN IM U M R E Q U IR E M E N T S A N D S T A N D A R D S F O R SCH OOL B U IL D IN G S (f) It is the responsibility of local school boards to see that all school building construction work be adequately supervised. Local school boards shall certify to the State Board of Education through a proper resolution presented in writing that adequate supervision of the construction will be provided. ( Minutes, Vol. 22, p. 46, May 24, 1951.) STANDARD SCHOOL BUILDING PLANS—U SE AND COST OF The Research Committee on School Buildings recommends that the charge to school boards for the use of Standard Plans and Specifications should be based upon one per cent (1 %) of the cost of constructing the building and that a maximum of fifteen (15) sets of plans will be furnished. If more than fifteen (15) are desired, extra copies will be furnished at the actual cost of printing. “In case plans are obtained for estimating building costs oi for bidding pur poses and the building is not constructed, then the local school board shall only be charged for the actual cost of printing the plans. “If a local school board uses a set of plans for construction of one building and then desires to duplicate this same building, it may do so by paying the State Board of Education three-fourths ($4) of one per cent (1% ) of the cost of con structing the duplicate building, including fifteen (15) sets of plans.” With reference to the charges to local school boards recommended in the above paragraphs for Standard Plans which includes Specifications, the following guid ing principles were adopted: 1. The charges recommended are for plans only and do not include charges and modifications that may be necessary for any particular location or site, and does not include cost of supervision. 2. Modifications and changes in foundation plans ox otherwise by an architect to fit a particular site, and supervision of construction by an architect is estimated to cost 2}/2% - 3 % based on construction cost. 3. This would make the total cost of such Standard Plans from 3 Yi°/o to 4%, based on construction cost, to local school boards using same, if an architect is employed to make modifications in plans and supervise construction. 4. That unless such Standard Plans can be furnished to local school boards and used at a cost less than such plans can be produced and furnished by private architects, then, same will not be used. 5. That in cases where local school boards secure plans for a seven-ten room building, and build only seven rooms at present and later complete the ten-room plan, the board would pay the charge of 1% or 24 % depending upon whether > original or duplicate building, at time each part of building was done. (Minutes, Vol. 23, pp. 54-55. May 22, i952.) (See also School Planning Manual, Vol. 37, Nov. 1954, No. 7.) 1801 St a t e Bo a r d o f E d u c a t io n J O I N T S C H O O L S F O R C O U N T I E S A N D C IT I E S 6. The provisions and conditions of this regulation, with reference to the management and control of schools jointly owned by the school boards of two or more counties or by the school boards of one or more counties and one or more cities, shall likewise in all respects be applicable to the management and control of schools jointly owned by counties and towns operating as separate special school districts. (Minutes, Vol. 23, p. 49, May 22, 1952.) T H E S C H O O L C O N S T R U C T IO N F U N D PAYM ENT OF F U N D S F IR ST YEAR Upon approval by the State Board of Education of the school construction program and detailed plans and specifications for the specific project or projects, which shall be a part of said program, and if let to contract, the county or city shall submit a certified copy of the contract with performance bond and insur ance policy in force during construction period. The State will then release 20% of State funds approved for the particular project. Subsequent payments to be based upon construction progress and final payment of 15% to be released when the building has been completed and accepted. The school board shall certify by resolution as to the completion and acceptance of each particular project. If the school board acts as its own contractor, such action shall be certified by resolution of the school board and approved by the State Board of Education. In such event, copy of insurance policy in force during construction period shall be filed with resolution. Release of funds will then be made as prescribed above. (Minutes, Vol. 22, p. 27, April 26, 1951.) S C H O L A R S H IP S F O R T E A C H E R S REGULAR TERM SC H O LA R SH IPS A. E lig ib ility .—The candidate must 1. Be a resident of Virginia who is preparing to teach in Virginia schools. 2. Possess scholastic ability and personal characteristics desirable for effec tive teaching. 3. Be a student classified as a freshman, sophomore, junior, or senior in a State or private college in Virginia approved under the scholarship plan. Freshman and sophomores will not be eligible unless they are preparing to teach in elementary schools. Juniors or seniors must agree to prepare for teaching as follows: (a) In the elementary school, or; (b) In any one of the following high school fields: Agriculture; Art (Public School): Business Education; Distributive Education; English; Foreign Lan guage: Home Economics; Library Science; Industrial Art; Mathematics; Music (Public School) ; Natural Sciences; Physical and Health Education; Social Studies including History; Speech Education; Practical Nursing. Only a limited number of carefully selected freshmen who are preparing to teach in the elementary schools will be eligible. Such freshman candidates must (a) Possess good scholastic ability as indicated by above average rank in his or her high school class and by a score in a scholastic aptitude test, such as The American Council of Education Psychological Examination for College Fresh men, The Ohio State Psychological Examination, or some other of similar kind which indicates ability to succeed in college. (b) Have an established record of good citizenship and possess personal characteristics regarded as desirable for effective teaching. This should be con firmed by interview and by recommendations of former teachers. SL—6 rsi i �V ir g in ia Sc h o o l La w s Su ppl e m e n t R 6. Before any reimbursement for the transportation of pupils to and from public schools is made to county or city a report must be submitted by the Di vision Superintendent of such county or city to the State Superintendent of Pub lic Instruction certifying the correct net operating cost of transporting pupils (actual expenditure less gas tax refunds), the average number of pupils trans ported daily, and the average daily mileage of each bus meeting the standards and specifications of the State Board of Education in transporting pupils for the pre ceding school year. Such report shall also include a statement covering the type of bus, lettered identifications, color, make and year model of body and chassis, and an inventory of all safety equipment for each bus, and that said bus meets the inspection requirements. (Minutes, Vol. 23, pp. 14-16, Feb. 21, 1952.) 14. Rescinded by State Board of Education Aug. 11-12, 1952. MINIMUM REQUIREMENTS AND STANDARDS SCHOOL BUILDINGS FOR (f) It is the responsibility of local school boards to see that all school building construction work be adequately supervised. Local school boards shall certify the State Board of Education through a proper resolution presented in writing that adequate supervision of the construction will be provided. (Minutes, Vol. 22, p. 46, May 24, 1951.) to STANDARD S C H O O L BUILDING PLANS—USE AND COST OF The Research Committee on School Buildings recommends that the charge to school boards for the use of Standard Plans and Specifications should be based upon one per cent (1 °/o) of the cost of constructing the building and that a maximum of fifteen (15) sets of plans will be furnished. If more than fifteen (15) are desired, extra copies will be furnished at the actual cost of printing. “In case plans are obtained for estimating building costs or for bidding pur poses and the building is not constructed, then the local school board shall only be charged for the actual cost of printing the plans. “If a local school board uses a set of plans for construction of one building and then desires to duplicate this same building, it may do so by paying the State Board of Education three-fourths ( ^ ) of one per cent (1%) ol the cost of con structing the duplicate building, including fifteen (15) sets of plans.” With reference to the charges to local school boards recommended in the above paragraphs for Standard Plans which includes Specifications, the following guid ing principles were adopted : 1. The charges recommended are for plans only and do not include charges and modifications that may be necessary for any particular location or site, and does not include cost of supervision. 2. Modifications and changes in foundation plans or otherwise by an architect to fit a particular site, and supervision of construction by an architect is estimated to cost 2j£%-3% based on construction cost. 3. This would make the total cost of such Standard Plans from 3 y 2% to 4%, based on construction cost, to local school boards using same, if an architect is employed to make modifications in plans and supervise construction. 4. That unless such Standard Plans can be furnished to local school boards and used at a cost less than such plans can be produced and furnished by private architects, then, same will not be used. 5. That in cases where local school boards secure plans for a seven-ten room building, and build only seven rooms at present and later complete the ten-room plan, the board would pay the charge of or depending upon whether original or duplicate building, at time each part of building was done. (Minutes, Vol. 23, pp. 54-55, M a y 22, i952.) _ (See also School Planning Manual, Vol. 37, Nov. 19o4, Ao. /.) f 80] e g u l a t io n s o f S t a t e B o a rd o f E d u c a tio n JOINT SCHOOLS FOR COUNTIES AND CITIES 6. The provisions and conditions of this regulation, with reference to the management and control of -schools jointly owned by the school boards of two or more counties or by the school boards of one or more counties and one or more cities, shall likewise in all respects be applicable to the management and control of schools jointly owned by counties and towns operating as separate special school districts. (Minutes, Vol. 23, p. 49, May 22, 1952.) THE SCHOOL CONSTRUCTION FUND PAYMENT OF F U N D S F I R S T YEAR Upon approval by the State Board of Education of the school construction program and detailed plans and specifications for the specific project or projects, which shall be a part of said program, and if let to contract, the county or city shall submit a certified copy of the contract with performance bond and insur ance policy in force during construction period. The State will then release 2 0 % of State funds approved for the particular project. Subsequent payments to be based upon construction progress and final payment of 15% to be released when the building has been completed and accepted. The school board shall certify by resolution as to the completion and acceptance of each particular project. If the school board acts as its own contractor, such action shall be certified by resolution of the school board and approved by the State Board of Education. In such event, copy of insurance policy in force during construction period shall be filed with resolution. Release of funds will then be made as prescribed above. (Minutes, Vol. 22, p. 27, April 26, 1951.) SCHOLARSHIPS FOR TEACHERS REGULAR TERM SCHOLARSHIPS A. Eligibility.—The candidate must 1. Be a resident of Virginia who is preparing to teach in Virginia schools. 2. Possess scholastic ability and personal characteristics desirable for effec tive teaching. 3. Be a student classified as a freshman, sophomore, junior, or senior in a State or private college in Virginia approved under the scholarship plan. Freshman and sophomores will not be eligible unless they are preparing to teach in elementary schools. Juniors or seniors must agree to prepare for teaching as follows: (a) In the elementary school, or; (b) In any one of the following high school fields: Agriculture; Art (Public School); Business Education; Distributive Education; English; Foreign Lan guage; Home Economics; Library Science; Industrial Art; Mathematics; Music (Public School) ; Natural Sciences; Physical and Health Education; Social Studies including History; Speech Education; Practical Nursing. Only a limited number of carefully selected freshmen who are preparing to teach in the elementary schools will be eligible. Such freshman candidates must (a) Possess good scholastic ability as indicated by above average rank in his or her high school class and by a score in a scholastic aptitude test, such as The American Council of Education Psychological Examination for College Fresh men, The Ohio State Psychological Examination, or some other of similar kind which indicates ability to succeed in college. (b) Have an established record of good citizenship and possess personal characteristics regarded as desirable for effective teaching. This should be con firmed by interview and by recommendations of former teachers. SL—6 f 81 1 �V ir g in ia Sc h o o l L a w s Su ppl e m e n t (c) Possess such other qualifications as the college authorities may prescribe in picking out highly selected candidates. B. Promissory Notes and Cancellation.— Each candidate must agree to sign and execute a promissory note to the Com monwealth of Virginia, endorsed by a responsible adult resident of Virginia, for the amount of scholarship aid received, which obligation shall bear interest at the rate of 3% per year, and shall be cancelled including interest by teaching for one full school year in the public schools of Virginia after graduation from college, and any amount uncanceled by such service shall be repaid at termina tion of teaching service, with interest from date of 3 °/c per year; provided, how ever, that for extenuating circumstances the State Board of Education may in its discretion, extend the time of repayment. Each candidate must also agree that in case he or she fails to complete the study for which the Scholarship aid is given, or leaves college before graduation, the note will become due and payable, provided, however, that for extenuating cir cumstances the State Board of Education may, in its discretion, extend the time of repayment. The recipient of a scholarship is authorized to cancel the obligation including interest, by teaching one full year in the public schools of Virginia after gradua tion from college. Partial cancellation of the obligation, by teaching less than one school year, will be allowed only in the discretion of the State Board of Education when satis factory evidence is furnished that the recipient of the scholarship aid has been prevented from completing a full year of teaching service because of circumstances beyond his or her control, such as illness or for other unavoidable reasons. In the event of the death of the recipient of scholarship aid prior to cancella tion by teaching service, the State Board of Education may, in its discretion, cancel both principal and interest, in whole or in part. C. Application Procedure.— 1. The president of the college or his authorized representative will recom mend candidates, who are preparing for teaching in accordance with the regu lations mentioned above. Freshman candidates will be recommended in accord ance with the special regulations prescribed by the State Board of Education, as explained in the eligibility provisions above. N o applications zvill be issued f r o m the State Board of Education. 2. The prescribed application form (Form SRTAP) must be used and sub mitted to the State Board of Education. If the applicant is approved by the Board, he will be notified through the college. 3. Applications must be submitted to the State Department of Education by July first of each year. D. Payment to Student.— When the State Board of Education has approved a scholarship grant, and the candidate is reported by the college as enrolled with a full program of work, he or she will be asked to sign a promissory note in the proper amount bearing interest from date at 3% per year, which must be endorsed by a responsible adult citizen of Virginia. When this note is cleared, a check will be sent to the recipient through the college. Scholarship aid as defined in these regulations will be available in accordance with the following schedule: Four hundred dollars ($400.00) per year for freshmen and sophomores pre paring to teach in the elementary grades. Three hundred dollars ($300.00) for all juniors and seniors who are eligible under the provisions of these regulations. 1821 R e g u l a t io n s o f S t a t e B o a r d o f E d u c a t io n E. E ffectiv e D a te .— These regulations are effective July 1, 1954. However, scholarship loans out standing as of July 1, 1952, shall be cancelled at the rate of one year of teach ing for each year or fraction thereof of scholarship aid received. SUMMER SCHOOL SCH O LARSH IPS A. E lig ib ility .— I. The candidate must (1 ) Be a resident of Virginia enrolled in a four-year accredited Virginia col lege, for the Summer session of not less than 4 weeks. (2 ) Have the scholastic ability and personal characteristics expected in an effective teacher. (3 ) Be a teacher to whom the Superintendent has offered reemployment or em ployment, and who thus has a reasonable assurance of a teaching position following the summer study. (4 ) Be in one of the following categories: (a) A college graduate who is taking courses leading to the Collegiate Pro fessional Certificate. (b) Have two or more years of college work and be enrolled in courses lead ing to a degree. This includes holders of the Normal Professional Certificate and of the Emergency Teachers’ License. (c) Be a holder of a Collegiate Professional Certificate who is taking courses leading to an endorsement not now on this certificate to teach In the elementary school, or In one of the following high school fields—Agriculture; Art (Public S ch ool); Business Education; Distributive Education; English; Foreign Language; Home Economics; Industrial Arts: Library Science; Mathematics; Music (Public School); Natural Sciences; Physical and Health Education; Social Studies in cluding H istory; teaching the Deaf and Blind; or (d) A former teacher who is taking, at the request of the division superintendent who is employing her, specific summer school courses to prepare for the resump tion of teaching. This does not include study solely for renewing or reviving a certificate; or (e) Who is taking courses in Guidance or Speech Training at the request of principal or superintendent in order to participate in a school program. A letter from principal or superintendent will be needed in support of study of Guidance or of Speech Training. II. A recent college graduate who is being employed as a teacher and who, at the request of the employing superintendent is taking courses to qualify for a Collegiate Professional Certificate. B. P rom issory N otes and C an cellation.— The candidate must agree to sign and execute a note to the Commonwealth of Virginia endorsed by a responsible adult, who is a resident of Virginia, for the amount of scholarship aid received, which obligation shall bear interest at the rate of three per cent and can be cancelled, including interest, by teaching for the following year in the public schools of Virginia. The State Board may in its discretion postpone the period of teaching to cancel the scholarship. The candidate must agree that in case he or she fails to complete the study for which aid is given, or fails to complete the year of teaching necessary to cancel the obligation, the loan, together with accrued interest, will become due and pay able ; provided, however, that for extenuating circumstances the State Board of Education may, in its discretion, extend the time of repayment. In the event of the death of the recipient of scholarship aid prior to cancellation by teaching service, the State Board of Education may, in its discretion, cancel both principal and interest, in whole or in part. [83] �R V ir g in ia Sc h o o l L a w s Su ppl e m e n t C. Application Procedure.— (1) The Division Superintendent of Schools under whom the applicant has taught must recommend the candidate on the official application form and must indicate intention of reemploying the candidate as a teacher. (2) In the case of college graduates who have not been employed as teachers, the head of the college, (if a Virginia college), may approve an application, or the head of the summer school at which candidate will attend may approve the application. (3) In establishing quotas for the various school divisions, the total number of teachers in each division will be the primary factor. Any unused part of the quotas authorized for divisions will be reallocated from time to time to divisions where they can be advantageously used. Preference in approving applications will be given to those which show preparation for teaching in elementary schools. (4) Applications must be submitted to the State Department of Education by May first of each year. D. Payment to Teachers.— When the State Board has approved a candidate and the candidate has sub mitted a properly completed promissory note and has been reported by the col lege as enrolled in suitable courses in the summer session of a Virginia accredited college, a check will be sent to the candidate in care of the college. The scholar ship allowance varies with the period of study. Fifteen dollars per week will be allowed (five weeks, $75.00; 6 weeks, $90.00; 8 weeks, $120.00; 9 weeks, $135.00; 10 weeks, $150.00—maximum). Periods of less than four weeks will not be acceptable. E. Effective Date.— These regulations are effective July 1, 1954. However, scholarship loans out standing as of July 1, 1952, shall be cancelled at the rate of one year of teaching for each year or fraction thereof of scholarship aid received. (Minutes, Vol. 22, pp. 37-41, April 24, 1952; Minutes, Vol. 25, p. 19, March 25, 1954.) SUPERVISORY AND VISITING TEACHER PERSONNEL * Supervision is a service to principals, teachers, and others, for the improvement of the instructional program. These regulations are not retroactive to persons approved on or before July 1, 1950, for the specific positions described. Reimbursement. 1. Reimbursement from State funds will be made only on salaries of individuals employed for and doing general supervision of instruction, whether in the elemen tary schools, high schools, or both. 2. Reimbursement from State funds to counties and cities on account of salaries paid for general supervision of instruction and visiting teacher services will be made on the following basis: A. Elementary School Supervisor.—Two-thirds of the annual salary paid each elementary school supervisor not to exceed two-thirds of $2850.00 and not to exceed four such supervisors for the white and Negro elementary schools of any school division. The distribution of supervisory personnel as between the white and Negro schools in the division will be based upon the recommenda*N oie: In all cases where state reimbursement shall apply the candidates for super visory and visiting teacher positions must be approved by the State Board of Education before appointments can be made by the local authorities. [84] e g u l a t io n s o f St a t e Bo a r d o f Ed u c a t io n tion of the division superintendent of schools, subject to the approval of the State Superintendent of Public Instruction. (Maximum State reimbursement per supervisor, $1900.) B. High School Supervisor.—Two-thirds of the annual salary paid each high school supervisor not to exceed two-thirds of $2850.00, and not to exceed one high school supervisor for any county or city. (Maximum State reimburse ment per supervisor, $1900.) C. General Supervisor.—Two-thirds of the annual salary paid a general supervisor not to exceed two-thirds of $2850.00, and not to exceed one general supervisor for any county or city. (Maximum State reimbursement per super visor, $1900.) D. Director of Instruction.—Two-thirds of the annual salary paid a director of instruction not to exceed two-thirds of $3,000.00, and not to exceed one director tor any county or city. (Maximum State reimbursement per director, $2000.00.) This position is designed to meet the needs of large school divisions where the superintendent finds it necessary to delegate the major responsibility for instruc tion. E. Visiting Teacher.—Two-thirds of the annual salary paid each visiting teacher, not to exceed two-thirds of $2850.00 for individuals whose qualifications are fully approved, (maximum State reimbursement, $1900) ; or two-thirds of $2100.00 for individuals whose qualifications are temporarily approved, (maximum State reimbursement, $1400.00), and not to exceed four visiting teachers for any county or city. 3. Personnel employed in supervisory and visiting teacher positions with State aid must be contracted for a period of not less than ten months. When it be comes necessary because of sickness, or positions filled late, or resignations that result in vacancies, and the like, to reduce the amount of State reimbursement in the case of a supervisor or visiting teacher who does not serve for the normal contract period, the amount of the reduction will be computed by subtracting the appropriate monthly reimbursement from that allowed for the normal contract period (10, 11, or 12 months) in the specific county or city involved. 4. Reimbursement from State funds will be made only on the salary paid the supervisor or visiting teacher. In addition to the salary, an allowance for travel expense proportionate to the amount of travel required should be made. This allowance must be paid in full from local school funds. 5. Reimbursement from State funds on the salaries of supervisory and visiting teacher personnel is based on the assumption that the full time of such individuals will be given to the general supervision of instruction or visiting teacher work in the respective fields assigned. Areas of Responsibility. In general, under the direction and supervision of the school board and division superintendent of schools, the duties of supervisors and visiting teachers shall be as follows: 1. The elementary school supervisor shall give full time to the general su pervision of instruction and to working with elementary teachers and principals for the improvement of instruction in the elementary schools. 2. The high school supervisor shall give full time to the general supervision of instruction and to working with high school teachers and principals for the im provement of instruction in the high schools. 3. The general supervisor, as the title indicates, shall give full time to su pervision of the whole program of instruction, both elementary and high school, and to working with teachers and principals for the improvement of instruction on both levels. [ 85] �V ir g in ia S L c h o o l a w s S u ppl e m e n t 4. The director of instruction shall give his full time to and be responsible for the supervision and direction of the whole program of instruction, both elemen tary and high school. As director of the entire program of instruction he must necessarily be in close touch with and informed concerning the work being done on the elementary and secondary levels in order to direct, guide, and coordinate the supervisory and instructional program in all the public schools of the county or city. 5. The visiting teacher shall give full time in work involved in the prevention and solution of problems of maladjustment affecting children’s progress in school, such as, irregular or non-attendance, poor health, and home and family situations. Qualifications. A. Supervisory Personnel. Professional training and personal qualifications for all positions. 1. The candidate must hold the Postgraduate Professional Certificate. 2. The candidate must have had a course in supervision on the graduate level. 3. The candidate must show evidence of having made continuous professional growth in the fields of education. 4. The candidate must have demonstrated some ability to work well with adults. 5. The candidate must be in good physical and mental health, be adaptable to varying situations, and possess the personal qualities necessary to command respect and to exercise leadership. Experience for Specific Positions. Director of Instruction. Must have had seven years of professional experience. This experience must have included both the elementary and secondary fields and should also include experience as a classroom teacher, and as principal or supervisor. High School Supervisor. Must have had five years of professional experience, some of which must have been as a classroom teacher in the secondary schools. Elementary Supervisor. Must have had five years of professional experience, some of which must have been as a classroom teacher in the elementary schools. General Supervisor. Must have had five years of professional experience, some of which must have been as a classroom teacher. B. Visiting Teacher Personnel (Qualifications Effective Until 1954-55.) Qualifications required of all visiting teachers. 1. The candidate must be in good health and must possess personal qualities needed in order to command respect and exercise leadership. 2. The candidate must present evidence of appropriate professional study in the fields of both education and social work to be determined by the Division of In struction. 3. The candidate shall hold the highest form of Virginia teacher’s certificate. (Now Collegiate Professional.) Qualifications required for full approval. 1. The candidate shall have had at least twelve semester hours of appropriate [ 86] R e g u l a t io n s o f St a t e Boar d of E d u c a t io n training in social work at a recognized school of social work or one year of success ful experience in social work. (See revised qualifications.) 2. The candidate shall have had at least three years of successful teaching ex perience or two years of successful teaching experience and one year of successful experience in social work. Q ualifications re q u ire d fo r te m p o ra ry a p p ro v al. 1. The candidate shall have had at least three years of successful teaching ex perience. 2. The candidate shall secure at least twelve semester hours of appropriate train ing in social work from a recognized school of social work within four years after first employment as visiting teacher. (See revised qualifications.) R evised Q ualifications F o r V isiting T e a c h e r P e rs o n n e l Effective 1954-55. The following qualifications will become effective for all new visiting teachers beginning with the school session 1954-55. They shall not be retroactive to those visiting teachers who are fully approved under regulations existing prior to that date. Visiting teachers serving on temporary approval and those entering visit ing teacher work before the session 1954-55 may qualify for full approval under these qualifications or those existing prior to that date. P e rso n a l C h a ra c te ristic s. The candidate must be in good health and must possess personal qualities needed in order to command respect and exercise leadership. T raining. 1. The candidate shall hold the Collegiate Professional Certificate. 2. The candidate shall have had on the graduate level a minimum of twelve semester hours in at least three of the following a reas: a. Psychiatric Principles. This should include consideration of the principles of mental hygiene and the motivation of human behavior. b. Community Organizations. This should deal with a knowledge of and ability to work with community agencies in promoting the adjustm ent of children. c. Child Welfare in Virginia. This should give a thorough knowledge and understanding of the social and legal provisions for children in Virginia. d. Guidance. This should deal with the techniques of counseling, inter viewing, and case work. It should also help in the use of clinical services in cluding the interpretation of reports and tests. e. Family Life. This should help in an understanding of the social, economic and cultural changes in American family life and the role of the family in the development of personality. f. Medical Information. This should consider the field of medicine as related to social adaptation, especially with relation to children’s diseases and the more usual forms of adult illnesses. E x p erien ce. The candidate shall have had at least three years of successful teaching e x perience or two years of successful teaching experience and one year of successful experience in social work. (Minutes, Vol. 25, p. 38, May 27, 1954.) SICK-LEAVE PLAN FOR TEA CH ERS 1. Participation in the Sick-Leave Plan for Teachers is optional with local school boards. However, any school board which is not operating under the plan [87] �V ir g in ia Sc h o o l L a w s Su ppl e m e n t for the 1953-54 school year must notify the State Board of Education of its inten tion to participate not later than September 1, of the school year in which it wishes to begin operation. 2. Allowances shall be as follows: (a) Each full-time teacher in the public free schools shall be allowed a maximum of ten days leave without loss of pay during the first school year (180 days) in which the individual teaches under the State plan. (b) Each teacher will be entitled to a maximum of five days for each subsequent year (180 days) in which said teacher is employed under the State plan. (c) Earnings for less than a full year of full-time employment shall be at the monthly rate of 1-1/9 days during the first year of teaching under the plan and 5/9 days (monthly rate) during each subsequent year. This provision applies to those teachers who do not begin teaching at the start of the school term and to those who do not complete the full year. (d) A teacher cannot claim any portion of accumulated or earned leave unless he or she has actually reported for duty for the regular school term in accordance with the terms of the teacher’s contract. 3. State funds will not be available for summer school teachers, evening, parttime, or temporary. 4. Sick leave, if not used, may accumulate to a maximum of thirty days. 5. When a substitute has to be employed such leave shall be allowed for personal illness, including quarantine, or illness, or death in the immediate family requiring the attendance of the employee for not more than three days in any one case. 6. The “immediate family” of an employee shall be regarded to include natural parents, foster parents, stepmother, stepfather, wife, husband, children, brother and sister, and any other relative living in the household of the teacher ( “any other relative living in a household of a teacher” is limited only in that the relative, how ever distant, must live in the household of a teacher). 7. All accumulated sick leave shall terminate upon the expiration of employment as a teacher. A teacher may transfer from one school system to another in Vir ginia and likewise transfer any such accumulated leave, if the school board of the system to which the transfer is being made signifies its willingness to accept such transfer. A teacher will be presumed to have left the teaching profession if he or she accepts employment in private schools, State institutions, or commercial or in dustrial firms. Teachers who leave the teaching profession to enter the armed services do not forfeit accumulated earnings unless they fail to return to the teaching profession immediately upon discharge from the armed services. However, current earnings cannot be allowed (insofar as State funds are concerned) for the period while in service. 8. Each school board operating under this plan shall be reimbursed for onehalf its outlay for employing substitute teachers under the provisions of these regu lations. provided, however, that the reimbursement shall not exceed three dollars ($3.00) per day for each substitute teacher actually employed by the school board. State funds are not available if the regular teacher pays the substitute. A substitute teacher is defined as a person not under contract as a regular teacher who is employed during the regular teacher’s absence. 9. The State Department of Education shall require such reports to be made by school boards as will facilitate the operation of the sick leave plan, but no school board shall be required to provide for any such sick leave provision. From funds provided by law for this purpose, the State Department of Education on or be fore June 15 of each school year shall reimburse cooperating school boards for sick leave benefits as are herein provided; however, if the funds appropriated for this purpose are insufficient to carry out fully the provisions of this regulation, such funds shall be distributed to the school boards on a prorata basis. 10. Local school boards may adopt supplementary rules and regulations not in [881 R e g u l a t io n s o f St a t e Bo a r d o f E d u c a t io n conflict with these regulations; and, in the discretion of the local school board, such local regulations may provide for the submission of a doctor’s certificate in case of absence due to illness. (Minutes, Vol. 25, p. 49, June 17, 1954.) ELEMENTARY SCHOOL PRINCIPALS QUALIFICATIONS FOR, APPROVAL OF Commencing with the school session 1954-1955, all beginning principals ot elementary schools having five or more teachers exclusive of the principalship position should possess the following qualifications: Training.—(a) The highest Virginia certificate, and (b) Endorsement for teaching in the elementary school as prescribed in the 1950 revision of the certification regulations. Experience.—Three years of professional experience as teacher, supervisor, or administrator. (Minutes, Vol. 21, p. 144, Dec. 15, 1950.) STATE SCHOOL FUNDS BASIC APPROPRIATION FOR TEACHERS’ SALARIES All provisions as set forth in the Act are incorporated herein as a part of these regulations. The number of teaching positions in which teachers are actually employed, for purposes of this Act, shall include: (1) Classroom teachers for whom specific State aid is not received. (2) Principals including those for whom State reimbursement is received from the Twelve Months Principal Fund. Teachers actually employed tor purposes of this Act shall not include those for whom specific State aid is received as follows: Directors of Instruction General Supervisors Elementary Supervisors Visiting Teachers Vocational Teachers For the 1952-53 school year, computations will be made on the basis of the total number of assigned teaching positions as compared with the total number of positions in which persons, as defined above, are employed. Foi the 1953-54 school year, computations will be made on the basis of the number of assigned State-aid teaching positions in the elementary grades as com pared with the total number of elementary positions in which persons are em ployed ; in like manner, the computations will be made on the basis of the num ber of assigned State-aid teaching positions in the high school grades as com pared with the number of high school positions in which persons are actually em ployed. In the event, however, that a county or city shall be faced with such extenuating circumstances as the inability to employ personnel for the total number of such positions; insufficient space available pending completion of a building program and such other causes beyond their control, the State Board of Education may in its discretion permit latitude in the number of teachers employed until such time as the said county or city shall make the necessary adjustments. In such instances, the local school board shall furnish the State Board with a statement of existing circumstances, schedule of proposed additions to the staff of instructional personnel, including number of positions and school term or terms in which such personnel will be employed. [ 89] �V ir g in ia S c h o o l L a w s S u ppl e m e n t Table of 1950 Acts SCHOOL ACTIVITY FUNDS (INTERNAL ACCOUNTS) All funds derived from extra-curricula school activities, such as entertainments, athletic contests, cafeterias, club dues, etc., and from any and all activities of the school, involving school personnel, students, or property, are hereby classified as school activity funds (internal accounts). The local school boards shall be re sponsible for the administration of these regulations in the schools under their control, and may determine which specific funds in any school may be excluded from those subject to these regulations. (Funds defined by law as public funds are not subject to these regulations and are to be handled as provided by law.) Each school shall keep an accurate record of all receipts and disbursements so that a clear and concise statement of the condition of each fund may be deter mined a£ all times. It shall be the duty of each principal to see that such records are maintained in accordance with these regulations, and rules promulgated by the local school board. The principal or person designated by him shall perform the duties of school finance officer or central treasurer. The school finance officer shall be bonded, and the local school board shall prescribe rules governing such bonds for employees who are responsible for these funds. The use of specific forms prescribed by the State Board of Education is not mandatory, but the basic information required by the uniform system must be incorporated in such a system as may be substituted for the system designed by the State Board of Education. School activity funds (internal accounts) must be audited at least once a year by a person or persons approved by the local school board and a copy of the audit report filed in the office of the division superintendent; monthly reports of such funds shall be prepared and filed in the principal’s office; and annual reports shall be filed in the office of the principal and division superintendent. Nothing in these regulations or suggested forms shall be construed as supersed ing or modifying the Federal-State plan for operation of cafeterias under the National School Lunch Act. These regulations shall become effective September 1, 1954, and supersede regu lations governing this subject heretofore included in Bulletin. Volume XXXIII, Standards for the Accrediting of Secondary Schools. (Minutes, Vol. 25, p. 48, June 16, 1954.) A cts 1950 . Code 1950 Chapter Section 5 5 3 ............................................. 23-52 Table of 1952 Acts 51-1.11.6S 279 .................................... 22-251 280 ....................................... 22-71 47 .......... 15-152.12, 15-152.13 51-111.73, 51-111.74 72 ________________ _____ 22-79 74 ____________________ 23-9.1 83 ____________________ 23-7.1 87 ____________________ 22-149 139 __...___ ______ ........... 23-31 143 .................................... 23-35.3 157 ........ 51-111.9 to 51-111.67 170 ...................................... 22-67 172 ....................................... 23-1.1 213 ........................................ 23-95 219 ................................. 18-231.1 353 362 371 379 423 .............................. 51-111.71 .............................. 51-111.69 ...... 15-605.1 to 15-605.13 ............................... 22-128.1 ..................................... 58-839 Code 1950 Section 606 ............ 22-160.2, 22-166.3, 22-166.7 641 ________ 23-35.1, 23-35.3 to 23-35.5 652 ................... 46-267, 46-269, 46-271 666 ________ 46-21 lR , 46-212 671 ...................................... 46-209 684 ......................................... 2-4.1 482 ..................................... 23-107 502 ....................................... 23-50 E x . S ess. 575 .................................. 22-188 21 ........................................ 2-27.2 583 ......................................... 22-5 31 ................................... 22-119.1 Table of 1954 Acts Acts 1954 Chapter 5H Code 1950 Acts 1954 Section Chapter ............................. 23-4.1 100 ...........—......................... 6 3 -1 6 5 U S ...................... .................... “ -26 148 _________ 2 2-9.1 t o 22 -9 .3 18 5 241 2 44 261 ............------------------ ......... A cts 1954 Chapter Code 1950 Section 2 3 -50 .............................. 92 Code 1950 Section 4 6-272 ................................. [901 Code 1950 Acts 1952 Section Chapter Code 1950 Acts 1952 Section Chapter Acts 1952 Chapter 5 1 -1 1 1 .2 7 , 5 1-111.31 ............................. ...................................... 23-77.1 4 6 -2 1 2 2 2 -1 2 0 .2 342 .................................. 2 2 -8 8 .2 R 343 ............................ 23 -7 0 , 23-71 349 .......................................... 3 3 -111 385 ....................................... 2 2 -1 2 6 391 ....... 2 2 -100.1 to 22-1 0 0 .1 2 401 ...................... 46-209.1 4 04 ......... 5 1 -1 1 1 .6 9 , 5 1 -1 1 1 .7 0 4 14 ................... 23-35.1, 23-35.3, 23-3 5 .5 , 23-35.6 ................ 4 6-209 2 : : : : : : : : : ............... 643 647 653 668 671 675 2 2 -4 3 , 2 2 -4 3 .1 , 2 2 -6 2 , 2 2 -9 8 , 2 2 -1 2 2 , 2 2 -2 0 4 , 2 2 -2 1 8 , 2 2 -2 2 3 , 2 2 -2 5 3 .1 ......... 5 1 -1 1 1 .2 9 , 5 1 -1 1 1 .4 1 ..................................... 2 2 -1 8 8 .2 ..................................... 4 6 -2 1 2 .1 ................... 3 7 -1 8 6 t o 3 7 -1 8 9 ..................................... 2 2 -1 3 9 .1 ...... 2 2 -1 6 6 .4 R , 2 2 -1 6 6 .5 R , 2 2 -1 6 6 .8 to 2 2 -1 6 6 .1 3 702 ............................................... 1-14 709 ............................................. 2 2-67 �93 In dex H IS T O R Y . Index A PP R O P R IA T IO N S . E d u c a tio n a l in s titu tio n . A p p r o p ria tio n o f fu n d to in s titu tio n e s ta b lis h e d b y tw o o r m o re s ta te s , C o n s t, o f V a .t § 141. A TH LET IC S. E d u c a tio n a l in s titu tio n s . R e p o r t o f r e c e ip ts a n d d is b u rs e m e n ts , § 23-1.1. B LIN D PERSON S. Optometrist. R e p o rts re q u ir e d of, § 63-165. P h y s ic ia n s a n d s u rg e o n s . Reports. R e q u ire d of, § 63-165. P u b lic sc h o o ls. C e rtific a tio n o f n a m e s to C o m m issio n fo r V is u a lly H a n d ic a p p e d . § 22-262. R e p o rts . R e q u ire d o f p h y s ic ia n s a n d o th e rs . § 63-165. V irg in ia C o m m is s io n fo r th e V is u a lly H a n d ic a p p e d . A p p o in tm e n t. § 63-162. Q u a lific a tio n s o f m e m b e rs . § 63-162. Q u o r u m , § 63-162. R e g is te r o f th e b lin d . § 63-165. R e p o r ts re q u ir e d of p h y s ic ia n s a n d o th e rs . § 63-165. T e r m s o f m e m b e rs , § 63-162. BOND ISSUES. Counties. V a lid a tio n . § 15-590.1:1. V a lid a tio n . C e rta in c o u u ty e le c tio n s a n d b o n d s , § 15-500.1:1. BUSSES. S chool b usses. Id e n tif ic a tio n . W h e n c o v e re d . § 22-280.1. W a r n i n g lig h ts. W h e n c o v e re d , § 22-280.1. C O U N TIE S. B o n d issu es. P u b lic Borrowing Law of 1952. §§ 15605.1 to 15-605.13. B o n d s f o r s c h o o l p u rp o s e s , § 15605.4. C o n te s tin g v a lid ity o f b o n d s or ta x e s lev ied fo r p a y m e n t. § 15605.11. C o p y o f re s o lu tio n filed w ith c o u rt. § 15-605.5. D e fin itio n s , § 15-605.2. F o r m a n d e x e c u tio n of b o n d s , § 15605.7. H o ld in g o f e le c tio n , § 15-605.6. I n itia l b o rr o w in g re s o lu tio n , § 15605.4. I n t e r e s t r a te , § 15-605.7. Tax to pay, § 15-605.12. PHYSICIANS AND SURGEONS. Blind persons. IN S A N E , E P I L E P T I C , F E E B L E M IN D E D A N D IN E B R IA T E . L y n c h b u r g T ra in in g School a n d H o s pital. Buildings and teachers. § 37-188. PUBLIC OFFICERS. Disabilities to hold office. Selective Service System United States. Public schools. Virginia History and Government Textbook C o m m issio n . •> 22-306.1. " C O U N T I E S — C on t ’d Bond issu e s— Cont’d Public Borrowing Law of 1952— Cont’d Investment of proceeds pending ap plication to authorize purpose. § 15-605.10. Lost or destroyed bonds. § 15-605.8. Maturity. § 15-605.7. Mutilated bonds, § 15-605.8. N o tic e o f ele ctio n . § 15-605.5. Order for election, § 15-605.5. Powers additional and supplemental. § 15-605.13. Purposes for which debts contracted and bonds issued. § 15-605.3. Resolutions in bond. § 15-605.7. S ale of b o n d s , § 15-605.9. S ch o o l b o n d s , § 15-605.7. S h o rt title . § 15-605.1. Tax to pay principal and interest of b o n d s , § 15-605.12. V a lid a tio n . § 15-590.1:1. P u b lic s ch o o ls. C o n s o lid a tio n o f c o u n tie s o r c itie s in to o n e sc h o o l d iv isio n , C o n s t, o f V a., § 133. D EA F AND DUM B. Public schools. C e rtific a tio n o f n a m e s o f d e a f c h ild re n to C o m m is s io n fo r V is u a lly H a n d i c a p p e d . § 22-262. EASEM ENTS. D e p a rtm e n ts . C o n v e y a n c e o f s ta te a g e n c ie s a n d d e p a r tm e n ts to u tility c o m p a n ie s. § 2-4.2. University of Virginia. G r a n tin g e a s e m e n ts o n p ro p e rty o f th e U n iv e r s ity . § 23-77.2. E D U C A T IO N A L IN S T IT U T IO N S . A th le tic s . Report of receipts and disbursements, § 23-1.1. E a s e m e n ts . R ig h t of w a y for m a in ta in in g p u b lic u tilitie s . § 23-9.1. Endowment. Policy of State in respect to funds. § 23-9.2. Gifts. Sale of interest in real property ac quired b y will or gift. § 23-4.1. S ale o f in te r e s t in re a l p ro p e rty a c q u ire d by w ill o r dee d o f g ift. § 23-4.1. Wills. S ale o f in te r e s t in re a l p ro p e rty q u ire d b y w ill, § 23-4.1. H IG H W A Y S . ac Public schools. Sale of material to school boards, § 33111. Employment, training and medical treatment, § 37-187. N a m e o f m en tally deficient w ith epi le p tic s, § 37-189. W h o re ceiv e d , § 37-186. L IT E R A R Y F U N D . L o a n s to sch o o ls. School buildings. C o n s tru c tio n on leased p ro p e rty , § 22-107.1. A p p lic a tio n , § 22-109. V a lid a te d , § 22-107.2. P e n s io n s a n d re tir e m e n t s y stem s. A n n u a l transfers to Virginia retire ment system, § 22-101.2. V irg in ia su p p le m e n ta l r e tir e m e n t tem . A n n u a l tra n s f e r to . § 22-101.2. sys L Y N C H B U R G T R A IN IN G SCHOOL A N D H O S P I T A L , §§ 37-186 to 37189. S ec In s a n e . E p ile p tic , F eeb le -M in d ed a n d In e b ria te . M E D IC A L C O L L E G E O F V IR G IN IA . P a rk in g on p ro h ib ite d , § 23-50.3. M U N IC IP A L C O R P O R A T IO N S . A n n e x a tio n . Im p ro v e m e n ts . Determination of value, § 15-152.13. Powers of court, § 15-152.12. R u le s o f d ecision, § 15-152.12. Public schools. C o n s o lid a tio n o f co u n tie s o r c ities in to o n e s c h o o l division, C o n st, of V a., § 133. NURSES AND ATTEN DANTS. Scholarships. M edical C o lle g e o f V irg in ia, § 23-36.2. U n iv e r s ity o f V irg in ia, § 23-36.2. O P T O M E T R IS T . B lin d p e rs o n s . R e p o rts re q u ire d of, § 63-165. P E N S IO N S A N D R E T IR E M E N T SY S TEM S. L ite ra ry fund. A n n u a l tra n s f e rs to V irg in ia re tir e m e n t s y s te m , § 2 2 - 1 01 . 2 . Public schools. V i r g i n i a Supplemental Retirement Act. School boards authorized to borrow from. § 22-120.1. Virginia Supplemental Retirement Act. County school boards borrowing money. Proposed amendment to constitu tion, Const, of V a., § 115a. R e p o rts . R e q u ire d of, § 63-165. ot the E x c e p tio n s , § 2-27.2. Holding office under United States. Exception as to war service, § 22-27.1. PUBLIC SCHOOLS. Blind persons. C e rtific a tio n o f n a m e s to C o m m issio n fo r V is u a lly H a n d ic a p p e d , § 22-262. B o n d issues. Manner of execution of obligations of certain school boards, § 15-310.1. Validating act, § 22-107.2. Validation of bonds, § 22-188.2. Buildings and equipment. Assistance and advice on state-aid projects. D e fin itio n s, § 22-166.8. Superintendent to compile data con cerning costs and materials, § 22-166.9. Consultation with superintendent required before entering into contracts, § 2 2 - 1 6 6 . 11 . Data to be published, § 22-166.10. Competitive bidding on state-aid proj ects, § 22-166.12. C o n d itio n s u p o n use, § 22-164.2. L e a s e d p ro p e rty . Loan for construction from literary fund. V a lid a te d , § 22-107.2. Plans and specifications. R e q u ire m e n t o f a p p ro v a l n o t p e n s e d w ith , § 22-166.13. d is Standard plans. A d v is o ry re s e a r c h c o m m itte e , § 22163.3. State aid in construction. A llo ca tio n . B asis. § 22-146.2. L o c a litie s , § 22-146.9. Localities that have met existing school construction needs, § 22- 146.9. W h e n a v a ila b le, § 22-146.1. A n n e x a tio n . O r d e r to p ro v id e f o r d is tr ib u tio n o f fu n d s, § 22-146.5. Appeal from decision of the State board of education, § 22-146.10. Application. P ro c e d u re fo r, § 22-146.7. A p p r o p ria tio n s , § 22-146.1. A llo c a tio n b a sis. § 22-146.2. E ffe c t o f im p ro p e r use, § 22-146.7. E x p e n d e d , § 22-146.8. H o w p aid , § 22-146.7. Procedure for application, § 22146.7. P u rp o s e of, § 22-146.11. W h a t lo ca lity m u s t s h o w , § 22146.7. �94 V ir g in ia Sc h o o l P U B L I C S C H O O L S — C o in ’d B u ild in g s a n d e q u ip m e n t— C o n t’d S ta te a id in c o n s tru c tio n — C o n t’d A p p r o p ria tio n s — C o n t’d W h e n av a ila b le fo r a llo c a tio n an d e x p e n d itu re , § 22-146.1. C o n s tr u c tio n of c h a p te r, § 22-146.11. E q u a liz a tio n fund. C o n d itio n s fo r p a rtic ip a tio n , § 22146.3. D is trib u te d , § 22-146.3. Improper use. E ffe c t of, § 22-146.7. Localities. S ch o o l c o n s tru c tio n n e e d s h a v in g b ee n m e t, § 22-146.9. L o ca lity . W h a t m u s t s h o w , § 22-146.7. P a rtic ip a tio n . Conditions for, § 22-146.3. Payment, § 22-146.7. P ro c e d u re fo r, § 22-146.7. P u p il re s id in g in o n e c o u n ty o r city b u t a t t e n d in g s c h o o l in a n o th e r, § 22-146.4. State board of education. A p p e a l fro m d ec isio n , § 22-146.10. V o c a tio n a l ed u c a tio n . Fund fo r development, § 22-146.6. Use which will not impair efficiency, § 22-164.1. V e n tila tin g fa c ilitie s , § 22-153. C o m m issio n fo r V is u a lly H a n d ic a p p e d . C e rtific a tio n of n a m e s o f b lin d o r deaf c h ild re n to C o m m is s io n , § 22-262. C o n s titu tio n a l p ro v is io n s . C o n s o lid a tio n of c o u n tie s o r c itie s in to o n e sc h o o l d iv isio n , C o n s t, of V a., ,§ 133. C o u n ty a n d c ity tre a s u re r s . H a n d lin g of fu n d s fo r jo in t s c h o o ls , § 22-133.1. D e a f a n d du m b . C e rtific a tio n o f n a m e s o f d e a f c h il d re n to C o m m is s io n f o r V is u a lly H a n d ic a p p e d , § 2 2 - 2 6 2 . D is tric ts . A b o lis h e d . L e e s b u rg , § 22-43.4. S p ecia l d is tric ts . A b o lis h e d , § 22-43. C e rta in to w n m a y b e c o n s titu te d s e p a ra te d is tr ic t, § 22-43. E x c e p tio n s , § 22-43. D is s o lu tio n , § 22-43.1. G a la x , § 22-43.2. D iv isio n s. Consolidation of counties or cities in to one school division, Const, of Va., § 133. Easements. Right of way for erection and main tenance of public utilities, § 23-9.1. Funds. F e d e r a l fu n d s. A p p o r tio n e d t o c o u n tie s c o n ta in in g la n d s le a se d f o r flo o d c o n tr o l p u r p o s e s , § 22-119.1. H a n d ic a p p e d p e rs o n s . A d v is o ry C o u n c il on S p e c ia l E d u c a tio n , § 22-9.3. L a w s Su In ppl e m e n t P U B L I C S C H O O L S — C o n t’d H a n d ic a p p e d p e r s o n s — C o n t’d A s s is tin g lo ca l sc h o o l d iv isio n s in in s tru c tin g , § 22-9.2. C e rtific a tio n o f n am e s o f b lin d o r deal c h ild re n to C o m m issio n fo r V isu ally H a n d ic a p p e d , § 22-262. S p ecia l e d u c a tio n fo r, § 22-9.1. V is u a lly h a n d ic a p p e d c h ild re n , § 22-9. Highways. S a le o f m a te r ia l to s c h o o l b o a r d s , § 33-111. H is to ry . V irg in ia H is to ry and G o v e rn m e n t T e x tb o o k C o m m issio n , § 22-306.1. J o i n t s c h o o ls fo r c o u n tie s o r fo r c o u n tie s a n d c itie s o r to w n s. V a lid a tio n of c o n s o lid a tio n agree m e n ts , § 22-7.1. K in d e r g a rte n . E n c o u r a g e m e n t, § 22-21. Loans. C o n s tr u c tio n o f sch o o l b u ild in g on le a se d p ro p e rty . L it e r a r y fu n d , § 22-107.1. A p p lic a tio n s s u b m itte d to a t t o r n ey g e n e ra l a n d S ta te b o a rd , § 22-109. V a lid a te d , § 22-107.2. V a lid a tio n of lo a n s a n d ad v a n c e s to s c h o o l b o a rd s of c e rta in co u n ties, § 2 2 - 1 2 0 .2. L o c a l b o a rd s . D iv is io n c o m p ris in g tw o o r m o re p o litic a l su b d iv is io n s . A d ju d ic a tio n o f o w n e rs h ip , § 22100.7. A p p o in tm e n t, § 22-100.3. C o m p e n s a tio n , § 22-100.6. C o m p o s itio n , § 22-100.3. D is s o lu tio n , § 22-100.12. C o n s titu te b o d y c o r p o ra te , § 22100.5. E m p lo y m e m b e rs , § 22-100.4. E s ta b lis h e d h o w , § 22-100.2. E x p e n d itu r e s fo r c a p ita l o u tla y p u r p o s e s , § 22-100.9. F in a n c ia l p lan of o p e r a tio n of sc h o o ls, § 22-100.8. F is c a l a g e n t, § 22-100.10. Formation of board. E ffe c tiv e d a te , § 22-100.11. I n d e b te d n e s s fo r c o n s tru c tio n of sc h o o ls, § 22-100.9. O r g a n iz a tio n a n d d u tie s to b e a s s ig n e d b y b o a r d a s w h o le , § 2 2 100.4. P o w ers. Generally, § 2 2 - 1 0 0 . 5 . Qualifications, § 2 2 - 1 0 0 . 4 . S in g le b o a r d a u th o riz e d , § 22-100.1. T e r m s . § 22-100.3. Transfer of title to school property, § 22-100.7. M u n ic ip a l c o r p o ra tio n s . C o n s o lid a tio n o f c o u n tie s o r c itie s in to o n e sc h o o l d iv isio n , C o n s t, o f V a., § 133. Nursery schools. Encouragement, § 22-21. PUB LIC SCHOOLS—Cont’d Officers. Designation of acting officer to per form duties, § 2-27.1. Holding office under United States. Exceptions as to war s.ervice, § 227.1. Pensions and retirement systems. V i r g i n i a Supplemental Retirement Act. S ch o o l b o a rd s au th o riz e d ro w fro m , § 22 - 1 20 . 1 . to bor Public service corporations. E a s e m e n t a c ro s s lands, § 23-9.1. P u p ils. T e s tin g p ro g ra m , § 22-240.1. State aid in construction of school build ings. See within this title, “Buildings and equipment.” State board of education. K in d e r g a rte n . E n c o u ra g e m e n t, § 22-21. Literary fund. T r a n s f e r called for, § 22-101.1. N u r s e ry schools. E n c o u ra g e m e n t, § 22-21. S ta n d a rd plan for b u ild in g s. D u ty to m ak e re c o m m e n d a tio n s , § 22-166.5. T a x a tio n . S h e lte rs a t b u s sto p s. T a x to p ro v id e, § 22-128.1. T e x tb o o k s . A d o p tio n o f c e rta in te x tb o o k s . § 22306.1. P re p a ra tio n o f c e rta in te x tb o o k s , § 22306.1. P u b lic a tio n o f ce rtain te x tb o o k s, § 22306.1. V irg in ia H is to r y an d G o v e rn m e n t T e x tb o o k C o m m issio n , § 22-306.1. T ra n s p o rta tio n o f pupils. B u ses. Lights. D itc h lig h ts , § 46-272. Reckless d riving. D r iv in g in ex c ess o f sev e n ty -fiv e m ile s p e r h o u r, § 46-209.1. S h elters. Tax to provide shelters at school bus stops, § 22-123.1. S p eed lim its. P r o h ib itin g c o n v ic tio n in c e rta in a re a s u n le s s m a rk e rs insta lle d , § 46-212.1. Trespass. T r e s p a s s a t n ig h t u p o n sch o o l p ro p e rty , § 18-231.1. Virginia History and Govenment Text book Commission, § 22-306.1. PUBLIC SERVICE COMPANIES. Public schools. Easements across land, § 23-9.1. REAL PRO PER TY . State. T r a n s f e r o f p o ssessio n b e tw e e n S ta te ag e n cies, § 2-4.1. 95 d ex RULES AND REGULATIONS. A tten d a n ce. O th e r co u n ties, cities a n d 73. E le m e n ta ry schools. P rin c ip a ls , p. 89. In te r n a l a c c o u n ts , p . 90. P rin c ip a ls. E le m e n ta ry sch o o ls, p. 89. to w n s, p. Pupils. A tte n d a n c e in o th e r co u n ties, cities a n d to w n s, p. 73. S chool a c tiv ity fu n d s, p . 90. S chool b u ildings. M in im u m re q u ire m e n ts a n d s ta n d ard s , p. 80. S chool c o n s tru c tio n fu n d , p. 81. S ex e d u c atio n , p. 77. S ic k -lea v e p lan fo r te a c h e rs , p . 87. S ta te sc h o la rsh ip s. R e g u la r te rm , p. 81. S u m m e r school, p. 83. State school fund. B asic a p p ro p ria tio n fo r te a c h e r s ’ s a la rie s , p . 89. Teachers, p. 73. S ic k -lea v e p lan fo r te a c h e rs , p. 87. S u b s titu te te a c h e rs , p . 74. Textbooks. Administrative policy adoption, p. 77. on textbook M a n a g e m e n t a n d h a n d lin g , p. 75. T ra n s p o rta tio n o f pupils. F u n d s , p. 79. H e a te rs , p. 78. Reserve v a c u u m ta n k , p . 79. STATE. Real property. T ra n s f e r o f p o sse ssio n b e tw e e n S ta te ag e n cies, § 2-4.1. TRESPASS. P u b lic schools. T re s p a s s a t n ig h t u p o n s c h o o l p ro p e r t y , '^ 18-231.1. U N ITED STATES. Public officers. D isab ilitie s o f p e rs o n h o ld in g office. E x c e p tio n , § 2-27.1. S elec tiv e S erv ice S y s te m o f th e U n ite d S ta te s , § 2-27.2. S elec tiv e S erv ice S y ste m . E x c e p tio n to d isa b ility to h o ld p u b lic office, § 2-27.2. U N IV ER SITIE S AND COLLEGES. A th letics. R e p o rt o f a th le tic re c e ip ts an d d is b u rs e m e n ts, § 23-1.1. E a s e m e n ts . R ig h t of w ay a c ro s s la n d s fo r p ublic u tilities, § 23-9.1. E n d o w m e n t. P o lic y o f S ta te in re s p e c t to fu n d s, § 23-9.2. S ch o larsh ip s. D e n ta l. M edical C o lle g e o f V irg in ia a n d V irg in ia S ta te C ollege, § 23-35.1. �96 V ir g in ia Sc h o o l U N IV ERSITY O F VIRGIN IA . E a s e m e n ts . G r a n tin g e a s e m e n ts o n p ro p e rty th e u n iv e rs ity , § 23-77.2. of Gifts and bequests. A u th o rity to se ll a n d co n v e y c e rta in lan d s, § 23-77.1. Sale and conveyance of certain lands. Authority to sell, § 23-77.1. VALIDA TIO N. B o n d issues. C e rta in c o u n ty e le c tio n s a n d b o n d s, § 15-590.1:1. L a w s S u ppl e m e n t V IR G IN IA COM M ISSION FO R T H E V ISUALLY H A N D ICA PPED . A p p o in tm e n t, § 63-162. Q u a lific a tio n s o f m e m b e rs , § 63-162. Q u o ru m , § 63-162. R e g is te r o f th e b lin d , § 63-165. R e p o rts re q u ir e d of p h y s ic ia n s a n d o t h e rs , § 63-165. T e r m s o f m e m b e rs , § 63-162. W IL LIA M AND MARY COLLEGE. A p p r o p ria tio n s , C o n s t, o f V a., § 141. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "Virginia School Laws, 1954 Cumulative Supplement, Bulletin State Board Of Education", Commonwealth of Virginia, October, 1954. 51 pages. Description An account of the resource Contains the Acts of Assembly of 1952 and 1954 amending the provisions appearing in the 1950 edition and the Regulations of the State Board of Education adopted since the publication of the 1950 edition. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Commonwealth of Virginia Date A point or period of time associated with an event in the lifecycle of the resource 1954-10 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 19_6_1_2_40 https://projectdaps.org/files/original/0a2bd1bc02679ebefcec7ae05d744135.pdf 24359aced7c8321d07725065489beef6 PDF Text Text THE VIRGINIA STATE CONFERENCE of YOUTH COUNCILS AND COLLEGE CHAPTERS The Virginia State Conference of Youth Councils and College Chapters Constitut ional status: ~ ~ X. Constitution of the NAACP (the blue book) 2. Constitution and iy-Laws for Branches --- - 3. 1. * Constitution and iy-Laws for Youth Councils and College Chapters Constitution for Virginia State Conference A study of the constitutions listed above give in detail the authority for existence and the Constitutional limitations imposed upon, and powers con ferred on Branches, Youth Councils and College Chapters. Article III, Section 2, sub-section (i) of the Branch Constitution states: The Committee on Youth Work shall consist of the Senior Branch Adviser to the Youth Council, the Senior Branch Adviser to the Junior Youth Council, the Youth Council President, and the Junior Youth Council President. The membership of this Committee may be increased by the Branch Executive Comn.ittee to seven members. Article XIII-Youth Councils and Junior Youth Councils: Section 1 - Youth Councils; Branches of the Association may organize Youth Coun cils and Junior Youth Councils which shall be subordinate to the Executive Com mittee and under the immediate supervision of the Youth Work Committee. Section 2 - Adviser: There shall be a Senior Adviser to the Youth Council and a Senior Adviser to the Junior Youth Council in conformity with the rules of the Association. The Adviser must be a member of the Senior Branch or a member at large of the Association. Section 3 the Youth best with names the - Selection of Adviser: Not more than three names shall be sent by Council to the Senior Branch of persons which the group feels will work them as Adviser. The Senior Branch must select from the submitted Adviser to the Youth Council. Section 1 - Branch-Youth Council Relationship: Youth Councils are clearly sub * ordinate to Branches insofar as they initiate programs and procedures not prev iously approved by action of the National Boara of Directors or by resolution passed at National Conventions of the Association. Youth Councils must secure prior approval of the Executive Committee of the Branch before engaging in projects involving litigation or legislation. Section - Branch-Youth Council Controversies: Within fifteen (13) days after a controversy arises between a Youth Council and a Senior Branch, the senior advis er, the presidents and secretaries of both units shall prepare and forward signed report (s) to the executive secretary of the Association for arbitration, decision Or referral to the appropriate regional office or state conference for investi gation and other action. �- 2 Respective parties shall send copies of all reports submitted by them to state conference or regional office and to the other party to the controversy. The original report to the executive secretary shall contain a statement that copies have been forwarded as provided above, THE HAACP YOUTH ADVISOR The Advisor is the adult leader of the HAACP Youth Council. Through his clo.3e personal contact with individual members of the Council he has an extra ordinary opportunity to assist in the development of each member. His experi ence and mature judgment should help the group substantially in its thinking on both personal and organizational problems. The effective Advisor realizes that the process involved in the planning and execution of Youth Council pro grams makes an important contribution to the growth of Council members. The Advisor should encourage members of the Council to look objectively at all projects and questions which might arise from time to time. He helps them to view the problems from all sides and to arrive at sound conclusions through democratic procedure and discussion. His personal skills as a leader contribute to the growth of respect of his opinions and ideas. Usually the adult Advisor makes his most important contribution to the work of the Council in the executive committee meetings. In this small group he can be of invaluable help to the of ficers and committeemen in building their conception of their respective res ponsibilities. The Advisor should encourage the Council officers to carry out successfully the duties of their officesT"~Ts eriodic meetings between the exe cutive committee and the Advisor in the Advisor's home can often help to create a warm, friendly personal relationship between the officers and himself. One of the greatest tributes that can be paid to an Advisor is the friendship and confidence of individual members of the Youth Council. Duties of Advisor General s A. To meet regularly with the Council and to stimulate their thinking about local programs and projects with which they should be concerned. B. To establish and maintain a close relationship between the Youth Work Committee and the executive committee of the senior branch. C. To work with the Council in promoting attendance at local, state and nat ional meetings. D. To participate in leadership training programs sponsored for adult Advisors. E. Assist officers and members of the Council to understand the program and policies of the Association and their relationship to the program. F. To keep the National Youth Secretary, the president of the local branch and the State Conference Senior Advisor informed of the activities of the Council; to coordinate its work with that of the adult branch. �- 3 - Program Responsibility: A. Aid in preparing annual program recommendations. B. Train officers and members in fundamentals of program thinking. C. Evaluate program. D. Maintain program records. Working with Council Officers: A. Discussions prior to meetings. B. Aiding officers in acqttlring confidence, knowledge and skill. C. Assemble instructional material for training officers. D. Periodic review and evaluation of officers' performance. Role of Advisor During Meeting: A. Pre-meeting preparation essentials; on business items. agenda, alternative courses of action B* Advisor should work through his officers whenever possible. C. Direct participation in meeting should be kept at minimum. D. Follow-up action indispensable. Securing Branch Support for Youth Programs A. Orientate top branch leadership in youth program. B. Keep branch leadership infoimed on youth activity. C. Coordinate youth-branch program. D. Offer definite recommendations to the Branch on Youth program. Responsibility to National And State Organizations; A. Keep Youth Secretary and Senior State Advisor informed of activities of Council. B. Help expand membership and fund-raising potential of Council. C. Inform Youth Secretary and Senior State Advisor of problems and issues facing youth in local community. D. Keep Youth Secretary and Senior State Advisor informed of correct names and mailing addresses of Council officers. �- E. li - Make recommendations for improving programs and literature of Youth Division Keeping Records: A. Attendence and membership records. B. Individual personal records. C. Program records. D. Periodic reports. Qualifications for Effective Adult Leadership Adult leaders in the NAACP program differ greatly in their ability to work suc cessfully with young people. Some have shown a remarkable ability to develop youth councils that have high esprit de corps (comradeship). Others find them selves unable to develop such high spirits in their Councils. Some are able to develop effective programs which utilize the skills and resources of all the of ficers and members of the Council. Still others are able to lead their Council in developing broad and varied Youth programs ranging from purely civil rights issues such as discrimination against Negro girls in department stores to broad er projects such as discussions on the United Nations and other related topics. There are many reasons for the success and failures of adults in their work with young people. 0ur experience indicates that the most successful NAACP Advisors tend to possess the following qualifications: a) They are familiar with the NAACP program and philosophy. b) They are interested in young people and in their development as effective citizens. c) They tend to be well irtforaied about the physical, social and psychological needs of young people in the various stages of their development. d) They are warm and personable and have characters which attract young per sons to them. e) They have a clear concept of the Youth Council program. f) They are willing to sacrifice their time and interest in other activities for the Youth Council. g) The methods which they use in working with young people are democratic and sound. h) They are emotionally mature. The above factors are interrelated and each contributes to the develop ment of a good and effective advisor. An adult leader who takes a personal interest in each member of the Council will find the young people coming to him for guidance and advice. The leader who has insight about group work techniques will know immediately how to discover the interest and needs of young people. �- 5 How to Work Successfully with Young People The NAACP adult Advisor must recognize his role in the Youth program if he is to work successfully with a council. The Advisor must also recognize some of the problems which young people are undergoing at this stage in their develop ment. In this manner the Advisor-will be able to effectively reach through and win the support and confidence of the young people with whom he must work. Here are a few suggestions for working successfully with young people in your Youth Council program: 1. The Advisor has the responsibility for setting the emotional tone of the Council. The atmosphere must be one of friendliness, confidence and opti mism. A spirit of friendship must prevail among all. Good leadership and personality develops best under such conditions. The Advisor must accept every member of the Council as equals, with no favorites and no members as scapegoats. 2. X e a m the background of each member of the Council as thoroughly as pos sible. It is necessary that you know as much as possible about the per sonal life of each Council member in order to understand the behavior of these persons at Youth Council meetings. 3. A personal knowledge of each Council member will lead to individualized .objectives. Each member may be interested in different aspects of a given program. i. l This information will give invaluable assistance to the Council when planning its program. The Council's program should, of course, reflect the interest and needs of its membership. Possession of this information will not in, and of itself, enable you to work successfully with young people, but when applied intelligently in your work with the Council should reflect itself in a more effective and better coordinated pro gram activity. The Guidance Role of the Advisor The HAACP Youth Advisor should serve as a guide to the Council. He should become familiar with the various techniques which have proven successful in this particular phase of his work. An effective guidance leader does not "direct", "order" or "require" the Council or individual members to undertake a given project or perform a particular task? nor does he belittle, punish or shame a member because of some action which the particular member might have committed. He instead attempts to understand each member and to develop zijutual respect and confidence with all members of the Council. He should strive to release rather than suppress the initiative of the leaders and members of the Council. He also realizes that the objectives of the program will be rea ched slowly and only as mutual cooperation and understanding between members of the Council and himself are developed and strengthened. �- 6 - The Advisor should guide the Council in clarifying the program 'and poli cies of the Association and in orienting new members into the work of the Coun cil. The effective Advisor can perform this guidance role by asking questions of clarification, by making suggestions and by sharing his experiences with officers and members of the Council. Sometimes it is necessary that he exert "stronger influence" by requesting a postponement or delay in action until addit ional research has been done or by counselling the group that the proposed action is likely to have ill effects on the total program of the Association if it is carried out. In each one of these instances the Advisor should attempt to explain in detail the whys of his decision. The Advisor should make maximum use of his experiences, intelligence and resource in guiding the group in finding answ ers to the problems with which they are concerned rather than attempt to solve the problems himself. The Advisor should also allow Council officers to call the meeting to order and to proceed with the business of the meeting rather than have himself serve as chairman or initiate the business of the particular meeting. In this manner the Advisor contributes to the growth and development of the leadership talents of each Council officer. Developing the Council Program The Council program should be developed around the particular issues in the community which are of interest or importance to young people. It is suggested that these interests, as far as is possible, be related to civil rights or in some manner to citizenship education of the Council members. The type of pro gram which will be of interest to young people in one community may not necess arily attract the same interest of young people in another city or town. It is, therefore, important that the Youth program have a local base and that main em phasis be on local problems which affect young people. Many "excellent suggest ions may be gotten by reading the resolutions from previous conventions of the Association. One of the first projects which the Council might undertake may be centered in research and information. It is important that we have information.about discrimination in employment, in housing, in education, voter registration (suffrage) and in the other areas in which there might possibly be discrimination. The Council might undertake a survey in one or perhaps two of these areas to find out to what extent discrimination exists, and with this information deter mine the type of major program which it might undertake for the year. Addition al program suggestions may be secured free of charge by writing to the Youth Secretary, Herbert L. Wright, at the National Office, or to Conference Executive Secretary, W. Lester Banks. Youth Membership Criteria Membership in the NAACP Youth program is open to ary person between the ages of 1 and 21 who subscribes to the program and policies of the Association. The membership fee in the Youth Division is based on the age of the individual ap plicant. The fee breakdown is as follows? �- 7 Persons between the ages of 1 and 16 — 17 and 21 — $ .50 per year 1.00 per year All Virginia Youth Units use this breakdown of membership monies! Paid by member $ .50 * 1.00 Retained by Branch $ #* Sent to National Office .2 0 . 1(0 $ .30 .60 * Youth Council Members (under 17) ■»*Youth Council Members (17 thru 21) The Value of Records It is important that the Youth leaders as well as the adult Advisors keep accurate records on programs and activities of the Council. The Advisor should keep a regular weekly report chart which will indicate the attendence, the number of new members present, the nature of the program as well as the estimate as to the effectiveness of the meeting. By keeping such records the Advisor will be able to intelligently and objectively make suggestions to the executive committee and the program committees of the Council for improving the Council's activities in the future. Youth officers should be required to give reports to the membership of the Council in writing, and the secretary of the Council should be required to send periodic reports on the activities of the Council to the president of the branch, the adult advisor and to the Youth Secretary at the national Office. Accurate membership figures should be kept. A list of,all the members as well as their mailing addresses and phone numbers should be readily obtainable from the Youth Council secretary. By encouraging the officers to keep such records the Advisor will be contributing to the growth and development of mature and responsi ble Youth leadership. The Advisor should consciously attempt to give greater responsibility to Council Officers. He should also take great pains and effort to try and get the officers to fulfill these responsibilities. How to Evaluate the Youth Council Program In order to improve our grogram and to help develop more effective training methods and procedures for both our Youth and adult members, it is necessary that we continually evaluate our program. Through an effective evaluation program we can determine those areas in which our program is weak and develop new projects to strengthen those weak spots. Our leadership also needs to be evaluated continually so that we might determine what new types of leadership training programs may be de veloped to help us secure better trained and better informed Youth leaders and adult Advisors. In attempting to evaluate the program of an NAACP Youth Council, you should set up a series of standards by which the performance of your Council or Chapter can be grades. These standards should reflect the nature of relationship which your Council has with the local branch, the state conference of branches and with the national officte. It should also reflect the presence or absence of democratic procedure in the organization. �- 8 - This pamphlet is intended to serve as a guide for adults who are working with NAACP Youth and College units. It presents only basic information which we feel Advisors should possess in order to work effectively and intelligently with young people. In addition to studying and learning the contents of this pamphlet. Advisors should also attempt to attend as many local, state regional and national training conferences as possible in order to improve their skills and techniques in working with Youth and College members of the Association. In this manner, we will be able to attract larger numbers of young people into the work of the Association and also to maintain the interest of these people in later years in working with our adult units. Working with young people is a great challenge to the intelligence and patience of an adult leader. The effective Advisor soon discovers that he must learn new techniques and procedures right along with his Youth officers in order to continue to be effec tive in the work. If particular problems arise in your Council which you cannot solve, we suggest that you write to Herbert L. Wright, NAACP Youth Secretary, 20 West both Street, New York City or to your State Senior Advisor, Mrs. Roberta E . Robertson, 1217 Church Street, Norfolk, Virginia and secure their assististance. Facilities of the State and National Offices are available to you and the other members of your advisory committee to assist in whatever way possible in the development and expansion of the Youth College program of the HAACP. The future of our program depends upon your effectiveness in the local community. The degree to which you are able to develop interest in the Youth program will determine the speed with which we shall be able to eliminate discrimination and segregation from our country. NAACP Youth and College Evaluation Chart City _____ State Date Name of Youth Council_____________________ College Chapter___________ President ____________________________ Advisor ______ __________________ National Standards; 1. Has a charter from the national office. 2. Is affiliated with the state conference of youth councils and college chapters, YESL__J NO I 1 YES L . I — NO ' - I 3. I. t 5. > Is active with the local adult brapch. YES I " i NO I " 1 Participates in state, regional and national NAA.CP training conferences. Has contributed to the Freedom Fund campaign for the current year Y ES| 6 . Has sent at least 25 new members to the national office this year. 7. Has an interracial membership. YES 1 . .1 - YES I 1 NO I I MO I I l E S d l NO l~ ~ l NO IZHH 8 . President and Advisor attend meetings of the local adult branch executive committee representing the youth council. YES I ___ 1 9 . Follows through on action letters. YES | NO f ~ 1 ~ I NO !~~~I 10. Sends names and addresses of Council (Chapter) officers to state and national offices whenever changes occur. YES I I NO 1"'"1 11. Has at least 25 paid-up members in the Council (Chapter). YES I 1 NO I | I �PROPOSED BY-LAWS FOR MORE EFFECTIVE YOUTH WORK COORDIHATIHB The Constitutional status, the Branch-Council relationship and the respon sibilities and duties of the Youth Council Advisors have been dealt with in detail in the foregoing paragraphs. Senior Conference Advisor The criteria established for the Youth Council or College Chapter advisor also applies to the state and regional (or district) advisors. Delegates in attendenoe at the annual State Youth Convention nominate a senior advisor and as many assistant advisors as geographical and popu lation studies indicate are needed. These nominations before they become final must be approved by the adult convention delegates meeting in concurrent session. The duty of the Senior Advisor shall be to interpret the state and Nation al Youth programs to the several youth Councils and College Chapters. It shall also be the duty of the Senior Advisor to assign assistant Advisors to geograph ical subdivisions of the state upon recommendation of and in consultation with the executive committee of the Youth Division of the State Conference. Assistant or area advisors must not only have a clear conception of an Ad visor's responsibilities and duties, but must also be clearly aware that the State-Senior and Assistant advisors exist solely for the promotion and enhanc ing of the state Youth Program. Therefore, their work is always in cooperation with the local youth Advisors* program. Stated differently, the state advisors must never assume the duties and responsibilities of the local advisor in the performance of her assigned duties. Assistant or area advisors, however, should be constantly alert as to the caliber and the type of supervision being rendered by the several Council Advis ors in her jurisdiction. Where deficiencies and irregularities are found, t h e ® should be reported promptly to the Senior State Advisor and at the same time efforts should be made to remove such deficiencies and irregularities through conferences. Such conferences should be initially be engaged in by the council and State Assis tant Advisor. Should such a conference not remove the inabilities, a second con ference should be engaged in, bringing into the conference, the branch President, the Youth Conference President, the State Senior and Assistant Advisors and the Council Advisor. MULTIPIE YOUTH COUNCILS Youth Councils in Virginia should follow the general pattern used by the Adult units, that is, they should refrain from the establishment of multiple councils within a given political sub-division of the state. However where geographical, transportation, leadership or other related factors indicate that pronounced dis advantages are being experienced from the one-council set-up, the council should be encouraged to establish area units. These units in eveiy respect will be subordinate to the parent council. Monies received from memberships and fund raising activities should be reported promptly to and held % the Council treasureri �10 - Y o u t h Coun ci l s operating wi t h the unit system may appoint as many assistant a d v i s o r s as needed, however, these advisors b y virture of their appointment do no t assume adult e x ecutive Board status. These unit leaders - officers, however, s h o u l d be m e m b e r s of the Youth Councils' Executive Board. All monies disbursed w i t h e x c e p t i o n of memb e r s h i p monies, shall not be withdrawn from the treasury or o t h e r w i s e expe n d e d w i t h o u t prior approval b y the council or b y the Council's E x e c u t i v e Board. N o A d v i s o r or officer shall have the personal privilege to report memberships or to e s t a b l i s h a n y group not working with the chartered youth Council of the area. R EMFMRERl! *OlJ R YOUTH OUR / s W I L L BE t o m o r r o w 's l e a d e r s " B U IL D YOUR C O U N C IL W IT H YOUR EYES ON TOMORROW" � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "Virginia State Conference of Youth Councils and College Chapters Constitutional Status" Description An account of the resource Describes parts of the NAACP Constitution that reference Youth Councils and College Chapters, describes role, qualifications, and duties of NAACP Youth Advisors. Provides guides to working with NAACP youth groups and tools to evaluate the work and success of those groups. Outlines proposed by-laws for "more effective youth work coordinating." Ten pages. pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Virginia NAACP Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_1_1_7_15 https://projectdaps.org/files/original/407e1b48b3bc1514411d257adef747bf.pdf f7b718de453ebabf5e6d4c268fcec678 PDF Text Text V O L V O CLUB OF WASHINGTON announces i s first annual t "DRIVE F O R CHARITY" AUTOCROSS at Prince George's Plaza - October 15, 1961 benefit of the CRIPPLED CHILDREN'S SOCIETY O F M E T R O P O L I T A N WASHINGTON, INC. A clean, open and highly equitable course has been designed on the lines of our Irish Sweepstakes Autocross. The entire Volvo Club membership i working to organize an event that s will provide maximum enjoyment to all participants. In addi tion to the 20 trophies to be awarded for F T D and for the 1st, 2nd, and 3rd places in 3 sports car, 2 sedan, and 1 ladies class, all entrants will draw for extra prizes. A special trophy will be awarded to the fastest Volvo. Dash plaques will be given to each driver. Date - Sunday, October 15th Place - Prince George's Plaza Shopping Center on East-West Highway - Hyattsville, Md. Registration - Starts at 11:00 a. m. First car off at 12:00 noon Entry fee - $3. 50 per driver Further information - Jim Britt, O L 2-3889 Barbara Marx, JE 4-0730 Join us in this sports cars for a better community event! DA S H P L A Q U E S TROPHIES PRIZES �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "Volvo Club of Washington" first annual "Drive for Charity" autocross, October 15, 1961. Description An account of the resource Flyer announcing "Drive for Charity". Includes handwritten note. 2 pages. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Volvo Club of Washington Date A point or period of time associated with an event in the lifecycle of the resource 1961-10-15 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_6_27 https://projectdaps.org/files/original/c2b4276c48d6fb8548821b37ffe9b313.pdf ed5ad6a52e3e35db8cc507433d646d9a PDF Text Text issued by LEAGUE OF WOMEN VOTERS �Q U A L I F I C A T I O N S FOR V O T I N G CONTENTS You M a y . . . Y o u a r e a U. S. c i t i z e n 21 y e a r s o f a g e o r o v e r ; Page Q u a lific a tio n s .......................................... V o t e If : 1 . . . Y o u h a v e l i v e d in V i r g i n i a o n e y e a r , in A r l i n g t o n six m o n t h s , a n d in y o u r p r e c i n c t 3 0 d a y s ; S pe cia l E le ction s ..................................... 3 A b s e n te e V o tin g ..................................... 3 . . . Y o u h a v e p a i d y o u r poll t a x e s a s r e q u i r e d ; a n d H o w to R e g is te r........................................ 3 C o u n ty G o v e rn m e n t in A rlin g to n .... 4 . . . a n d C h a rt ............................................. 5 You a re registered. P recinct M a p ...........................................6 -7 Y o u M a y V o t e in a P r i m a r y if you are qualified to vote in the general P o llin g election for which the primary is held. Places ........................................6 -7 F e de ra l E m ployees ................................ 8 P o litic a l P arties ........................................ 9 A t th e P olls ................................................ 10 E le ction T im e ta b le s ................................ 11 Y o u r P o litic a l A dd re ss ...........................12 DEADLINES 1. Poll T a x Deadline — Pay y o u r p o ll ta x s ix m onths b e fo re N ove m b e r e le ctio n day ( in 1 9 6 0 b y M a y 7). 2. 3. by Prim ary Elections are held th e Tuesday a fte r th e second M o n d a y in July. 4. p u b lis h e d R e g is tr a tio n — Y o u m ay register, o r re p o rt ch ange o f address, o r change o f nam e, a n y tim e up to 3 0 days b e fo re p rim a ry e le ctio n o r u p to 3 0 days b efore N ovem ber e le c tio n ; o r 6 days before a special e le ctio n . General Elections are held th e T uesday a fte r th e fir s t M o n d a y in N ove m b e r (in th e 196 0 , N ove m b e r 8; in 19 6 1 , N o ve m b e r 7.) league of Women Voters of Arlington A non-partisan organization interested in encouraging intelligent citizen participation and responsibility in government. REM EM BER: Y o u re g is te r o n ly once, b u t y o u r p o ll ta x m ust be p a id each year. �S p c e ia l E le c tio n s POLL TAX W h a t it is. T h e p o ll ta x is a c a p ita tio n o r head ta x o f $ 1 .5 0 fo r each y e a r o f V ir g in ia residence, le vie d on e ve ry c itiz e n o ve r 21 w h e th e r o r n o t he o r she intends to vote. No p o ll ta x is assessed fo r th e fir s t p a rtia l c a le n d a r year. I f yo u m ove to I f a special e le ctio n is h eld before th e second T uesday in June you m ay vote if you were q u a lifie d to vo te th e previous N ovem ber o r if you p a id a ll p o ll taxes due a t least s ix m onths before the second Tuesday in June. For a special e le ctio n held on o r a fte r second Tuesday in June, v o tin g q u a lific a tio n s are th e sam e as fo r th e N ove m b e r g eneral e le ctio n o f t h a t year. Y ou m ay re g is te r to vo te in a special e le ctio n up to six days p rio r to th e e le ctio n unless i t fa lls d u rin g th e 3 0 -d a y period b e fo re a re g u la r e le ctio n , when books are closed. V ir g in ia on J a n u a ry 1, you p a y th e p o ll ta x th a t year; i f yo u m ove to V irg in ia on J a n u a ry 2 o r a n y d a te th e re a fte r, you are n o t assessed th e p o ll ta x fo r th a t year. A n y q u a lifie d v o te r w ho is physica lly u n a b le to go to th e po lls on e le ctio n day o r w ho is a w ay on business o r v a c a tio n , m ay v o te by absentee b a llo t. Its Relation to V o tin g . In o rd e r to v o te you m ust h ave paid, s ix m onths before th e N o ve m b e r e le c tio n , a n y p o ll ta xe s due fo r the th re e years im m e d ia te ly preceding th e y e a r in w h ic h you w ish to vote. H o w to A p p lv f o r H a llo ! J a n u a ry 1, 1 9 6 0 1 9 6 0 p o ll ta x n o t due u n til D ecem ber 19 6 0 1. A s k in person a t th e G eneral R e g istra r's o ffic e (Room 101, In ve stm e n t B u ild ing) fo r th e a p p lic a tio n fo r an o ffic a l b a llo t, w h ich m a y be f ille d o u t im m e d ia te ly. Y o u w ill th e n receive y o u r b a llo t. O r 2 . W r it e th e G eneral R e g istra r fo r th e a p p lic a tio n fo r a n absentee b a llo t. You w ill receive a n a p p lic a tio n fo rm w h ic h m u s t be f ille d o u t a n d witnessed b y one person, g iv in g th e w itness' address. For a p rim a ry , s ta te w h ic h p a rty b a llo t you desire. T h e n m a il o r g iv e th e a p p lic a tio n fo rm to th e G eneral R egistrar n o t less th a n e ig h t, nor m ore th a n 6 0 days, b e fo re th e p rim a ry o r general e le ctio n in w h ich you wish to vote. Enclose 6 4 cents to cover th e registered m a ilin g o f th e b a llo t to you. Be sure to sta te w here you w ish th e b a llo t m a ile d . a n y la te r d a te in 1 9 6 0 1 9 6 0 p o ll ta x n o t assessed H o w t o L a s t Y o u r V o le J a n u a ry 1, 1 9 5 9 1 9 5 9 p o ll ta x a n y la te r d a te in 1 9 5 9 1 9 5 9 p o ll ta x n o t assessed in 1 9 5 8 1 9 5 9 p o ll ta x 1 9 5 8 p o ll ta x , i f assessed In 1957 1 9 5 9 p o ll ta x 1 9 5 8 p o ll ta x 1 9 5 7 p o ll ta x , i f assessed IF Y O U M O V E D TO y o u p a y ................. (s ix m o n th s b e fo re th e N o v e m ber election) V I R G I N I A ................. 1. W h e n yo u receive th e sealed e nvelope c o n ta in in g th e b a llo t, ta k e it, sealed, to a n o ta ry p u b lic a n d fo llo w th e in s tru c tio n s on th e envelope. 2. R etu rn th e b a llo t in th e o ffic ia l envelope, b y registered m a il o r in person. A n y b a llo t re tu rn e d in a n y o th e r w a y w ill be void. 3 . If yo u f in d th a t you w ill n o t need to use y o u r absentee b a llo t, re tu rn i t u n opened a t least th re e days before th e e le c tio n ; th e n , i f you go to y o u r p o llin g place on e le c tio n d a y yo u m a y vote. 4. Even th o u g h you h ave ca st y o u r absentee vote, you m a y a ppear a t th e polls on e le c tio n day, v o id y o u r b a llo t, a n d v o te in person. H O W T O K E L IS T E H M em bers o f th e A rm ed Forces and Veterans. M e m b e rs o f th e A rm e d Forces are excused fro m p a y m e n t o f th e p o ll ta x fo r a n y y e a r o r p a rt o f th e year in w h ic h th e y w e re in a c tiv e service, p ro v id in g th e y c la im V irg in ia as th e ir legal residence. Those w h o a re overseas m a y v o te w ith o u t re g iste rin g . In th a t case th e y should a p p ly fo r A rm e d Forces b a llo ts fro m th e S tate B oard o f E lections, R ichm ond, V irg in ia . T h e spouse o f m ilita r y personnel m u st m e e t th e sam e v o tin g re q u ire m e n ts as o th e r c iv ilia n s . Registration is considered perm anent in V irg in ia , fo r as long as you file your incom e taxes. O nce registered, a lw a y s registered, fo r as long as you m a in ta in your legal residence. H ow ever, a n y ch ange o f address o r nam e, m u st be repo rte d to th e G eneral R egistrar. W h en : Y o u m ay re g iste r a n y tim e in th e y e a r e xc e p t d u rin g th e periods when th e re g is tra tio n books a re closed — 3 0 days p receding th e p rim a ry , 3 0 days pre ce d in g th e g e n e ra l e lections, a nd s ix days p re c e d in g a s pecial e lection. Remember to ta k e your poll tax receipts, or, i f exem pt, p ro o f o f m ilita r y service. How : T h e " b la n k p a p e r" re g is tra tio n la w w h ic h w e n t in to e ffe c t J u ly 1, 1958 requires the fo llo w in g : R e g istra tio n to vo te s h a ll be m ade on a b la n k sheet o f paper. T h e a p p lic a n t, unless p h y s ic a lly u n a b le to d o so, sh a ll m a ke a p p lic a tio n to the re g is tra r in his own h a n d w ritin g , w ith o u t a id , suggestion o r m em orandum , in th e presence o f th e re g is tra r, s ta tin g th e re in his nam e, age, date, and place o f birth, residence, and occupation a t th e tim e and for the one year next preceding, and whether he has previously voted and if so, the state, county and precinct in which he voted last. T h e re g is tra r s h a ll, i f requested, in a d va n ce o f th e a p p lic a n t's m a kin g a p p lic a tio n , g iv e th e a p p lic a n t in fo rm a tio n as to th e req u ire m e n ts in c id e n t to re g is tra tio n , a n d advise th e a p p lic a n t as to th e p e rtin e n t pro v is io n s o f th e C o n s titu tio n a nd th e Code o f V ir g in ia . N o o th e r w r itte n o r p rin te d m a te ria l sh a ll be used o r referred to b y th e a p p lic a n t w h ile m a k in g a p p lic a tio n fo r re g is tra tio n . A p p lic a n ts are c a u tio n e d th a t th e y m u st su p p ly th e 10 item s o f in fo rm a tio n in th e order liste d and th e y are re m in d e d to be sure a nd kn o w where th e y la st voted (in c lu d in g precinct). 2 3 In 1 9 5 6 o r e a rlie r 19 5 9 , 1 9 5 8 , a n d 1957 p o ll taxes How and W h e n to Pay. T h e p o ll ta x is assessed by th e C om m issioner o f Revenue on e v e ry person o v e r 21 years o f age kn o w n to be in residence in th e c o u n ty on J a n u a ry 1 o f a g iv e n ye a r. T h e b ill is m a ile d b y th e T rea su re r, a lo n g w ith o th e r ta x b ills , a n d is p a y a b le by December 5 . If you have n o t received y o u r p o ll ta x b ill b y D e cem ber 1, c a ll th e T re a s u re r's o ffic e to be b ille d , o r pa y in person a t th e C o u rt H ouse. I f you f a il to p a y th e p o ll ta x b y D ecem ber 5, yo u m ust pa y i t w ith a fiv e p er c e n t p e n a lty add e d by th e re g is tra tio n d e a d lin e th e fo llo w in g M a y , in order to vote. �POLLING PLACES Precinct and Number ABINGDON (22) Abingdon School 3935 S. Abingdon St. ARLINGTON (1) Peyton-Randolph School 13th St. S. & S. Quincy St. ARLINGTON FOREST (25) Arl. Co. Recreation Center 440 N. George Mason Drive ASHTON HEIGHTS (2) Ashton Hts. Women's Club 413 N. Irving St. AURORA HILLS (3) Nellie Custis School 712 23rd St. S. BALLSTON (4) Stonewall Jackson School 855 N. Edison St. BARCROFT (5) Barcroft School 625 S. Wakefield St. BUCKINGHAM (6) Kate Waller Barrett School 4400 N. Henderson Rd. CHERRYDALE (7) Cherrydale School 3710 Lee Highway CLAREMONT (28) Claremont School 4700 Chesterfield Rd. CLARENDON (8) Matthew F. Maury School 3550 Wilson Blvd. COLUMBIA (9) Arlington No. 1 Fire House 1041 S. Edgewood St. COURTLAND (10) Clarendon Fire House 1006 N. Hudson St. DOM INION HILLS (29) McKinley School 1030 N. McKinley Rd. EAST FALLS CHURCH (11) Tuckahoe School 6550 N. 26th Rd. FAIRLINGTON (12) Fairlington School 3300 S. Stafford St. FILLMORE (26) Jefferson Jr. High 816 S. Walter Reed Dr. GLEBE (30) Fire Station 1900 S. Walter Reed Dr. JYC.VCARLYN (13) Kenmore Jr. High 200 S. Carlyn Spring Rd. JEFFERSON (27) Patrick Henry School 700 S. Filmore St. LEE (14) American Legion Hall 3445 N. Washington Blvd. LEXINGTON (31) Robert E. Lee School 5722 Lee Highway LYON PARK (15) Fillmore School 33 N. Fillmore St. LYON VILLAGE (16) Lyon Village Com. House 1620 N. Highland St. MADISON (35) James Madison School 3829 N. Stafford St. MARSHALL (36) Taylor School 2600 N. Stuart St. NOTTINGHAM (37) Nottingham School 5900 Little Falls Road OAK RIDGE (32) Oak Ridge School 1414 24th St. S. OVERLEE KNOLLS (17) Walter Reed School 1644 N. McKinley Rd. PARK LANE (18) James Monroe School 2300 Key Blvd. ROCK SPRING (33) Williamsburg Jr. High 3600 N. Harrison St. ROSSLYN (19) Woodrow Wilson School 1601 Wilson Blvd. THRIFTON (20) Stratford Jr. High School 4100 N. Vacation Lane VIRGINIA HIGHLANDS (21) Jefferson Dist. Fire House 601 23rd St. S. WESTOVER (23) Swanson Jr. High School 5800 Washington Blvd. WOODLAWN (24) Woodlawn School 4720 16th St. N. YORKTOWN (34) Yorktown School Yorktown Blvd. & N. Greenbrier �P O L I T IC A L P A R T IE S A N D FED ERA L EM PLOYEES F e d e r a l R e g u la tio n s N O M IN A T IO N S Except fo r a fe w h ig h o ffic ia ls , em ployees o f th e E xecutive B ranch o f th e Federal G o v e rn m e n t o r o f th e D is tric t o f C o lu m b ia are re s tricte d in th e ir p o litic a l a c tiv itie s by law . T h e H a tc h A c t p ro h ib its a fe d e ra l em ployee fro m ta k in g a n a c tiv e p a rt in p a rtis a n p o litic a l m a n a g e m e n t o r c am paigns. H e m ay n o t s o lic it o r receive p o litic a l fu n d s , n o r m ake a p o litic a l c o n trib u tio n in a fe d e ra l b u ild in g o r to a n o th e r federal e m ployee. H e m a y n o t use h is o ffic ia l a u th o rity o r in flu e n c e to in te rfe re w ith an e le c tio n o r its results. T h e g e n e ra l purpose o f these re s tric tio n s is to p ro te c t the fe d e ra l em ployee fro m be in g fo rc e d to render p o litic a l service o r trib u te . T h e fe d e ra l e m ployee m a y exercise h is rig h ts as a n in d iv id u a l c itiz e n . vo te , express h is p o litic a l vie w s in o rd in a ry conse rva tio n a nd discussions p a r tic ip a tin g in o rg a n iz e d p o litic a l ca m p aigns and m eetings, d is p la y p o litic a l w hen o f f d u ty , sign p e titio n s , a n d p a rtic ip a te in c o m p le te ly n o n p a rtis a n lo c a l H e m ay sh o rt o f em blem s e lections. C e rta in c o m m u n itie s n e a r W a s h in g to n , D. C., A rlin g to n a m ong th e m , are p a rti a lly e x e m p t fro m p o litic a l a c tiv ity re stric tio n s . A fe d e ra l e m ployee re sid in g in one o f these c o m m u n itie s m a y ru n in local elections as an in d e p e n d e n t ca n d id a te , o r c a m p a ig n fo r in d e p e n d e n t ca n d id a te s, even th o u g h c a n d id a te s re p re s e n tin g m a jo r p o litic a l p a rtie s a re a lso c o n te n d in g . T o f in d o u t w h e th e r a p a rtic u la r a c t is p ro h ib ite d in y o u r co m m u n ity , co n s u lt th e O ffic e o f G eneral C ounsel, C iv il Service C om m ission, DU 6 -3 2 8 8 , o r w rite to the C iv il Service C o m m ission, W a s h in g to n 25 , D. C. S la te H e rn ia tio n * V irg in ia s ta tu te s p ro h ib it th e fe d e ra l em ployee fro m serv in g on a c o u n ty e x e c u tiv e board. H old e rs o f c e rta in types o f fe d e ra l positio n s m ay be a p p o in te d to co u n ty school boards. Those e lig ib le a re d e fin e d as: "s u c h c le rks a nd o th e r em ployees as h o ld m in o r p o sitio n s, w ith o u t e x e c u tiv e a u th o rity , a nd w hose p o s itio n w ith the F ederal G o ve rn m e n t is such t h a t th e re is n o t a c o n flic t o f in te re st betw een such fe d e ra l e m p lo y m e n t a n d service as a tru ste e o f a local school b oard cha rg e d w ith th e re s p o n s ib ility o f a d m in is te rin g s ta te a n d local e d u ca tio n a l p o lic ie s ." R e tire d fe d e ra l em ployees m a y serve on local g o v e rn in g bodies. V o liiii; " H a r k llo m r " T h e fe d e ra l e m ployee pays taxes to local a n d s ta te g o ve rn m e n ts (a n d receives in re tu rn services such as schools a n d highw ays); th e re fo re , he has a real concern in th e e le c tio n o f th e o ffic ia ls w h o d e te rm in e g o v e rn m e n ta l policies, w h o set th e ta x ra te , a n d w ho de cid e how h is ta x m oney is spent. N evertheless, some fe d e ra l em p loyees c o n tin u e to v o te " b a c k h o m e " because th e y a :e n o t sure if th e re g u la tio n s g o v e rn in g th e a p p o rtio n m e n t o f c iv il service positions on th e basis o f s tate residence a ffe c t th e m . A ll ve te ra n s a re e x e m p t fro m th e a p p o rtio n m e n t pro visio n s. A n u m b e r o f fe d e ra l agencies a n d jo b c la s s ific a tio n s a re also e xem pt. Federal em ployees who h ave p roved th e ir residence a n d a re in th e a p p o rtio n e d service w ill ne v e r need to re e sta b lis h o u t o f s ta te residence as long as th e y hold a fe re d a l g o ve rn m e n t job. For f u r th e r in fo rm a tio n as to w h e th e r a p p o rtio n m e n t concerns you, co n s u lt th e Public In fo rm a tio n O ffic e r, C iv il Service C o m m ission, DU 6 -5 2 1 1 . 8 ■ ■ T he Job of th e Parties is to p ro vid e o rg a n iz e d c hannels th ro u g h w h ic h citize n s can ta k e an a c tiv e p a rt in g o ve rn m e n t; to p u t im p o rta n t issues in to d e fin ite fo rm by w r itin g th e m in to a p la tfo rm ; to n o m in a te c a n d id a te s fo r o ffic e , a nd to elect nom inees; to c a rry o u t p a rty policies th ro u g h elected o ffic ia ls ; and to spread in fo r m a tio n a b o u t g o ve rn m e n t o p e ra tio n th ro u g h th e ir cam paigns. Our Two-Party System — On the N atio n al Level. T h e D em o cra tic a n d R epubli can p a rtie s com pete fo r a m a jo rity o f th e votes a n d a m a jo rity o f th e p o lic y -m a k in g posts. T h e p a rty in o ffic e ca rrie s on th e w o rk o f th e g o ve rn m e n t; th e o th e r p a rty acts as a w atch d o g . M in o r p a rtie s te n d to th ro w a s p o tlig h t on new o r p a rtic u la r issues. T he Two M a jo r Parties in V irg in ia. A lth o u g h tr a d itio n a lly a p a rt o f th e D em ocratic South, V ir g in ia w e n t R ep u b lica n in th e p re s id e n tia l electio n s o f 1 9 2 8 , 1 9 5 2 and 19 5 6 . In 1 9 5 3 th e g u b e rn a to ria l e le ctio n was closely contested. In th e G eneral A ssem bly o f 1 9 5 8 -5 9 , th e re were six R epublicans o u t o f 100 m em bers in th e House o f D elegates a n d 3 R epublicans in th e Senate o u t o f a m em bership o f 4 0 . In 1958 tw o C ongressional D is tric ts o u t o f te n (in c lu d in g th e T e n th D is tric t o f A rlin g to n , A le x a n d ria , F alls C h u rch a n d F a irfa x ) sent R epublicans to th e U n ite d States Congress. Primaries. T h e D e m o c ra tic P a rty c u s to m a rily uses th e p rim a ry m ethod fo r n o m i n a tin g its c a n d id a te s fo r th e g e n e ra l e le c tio n . T h e R epublican P arty has usually selected its c a n d id a te s by c o n v e n tio n , a lth o u g h R epublican p rim a rie s fo r some o ffice s have been held in V irg in ia . T h e decision as to w h e th e r a p rim a ry shall be held is le f t b y law to p a rty a u th o ritie s . W h o Can V o te in the Primary? T h e law states th a t " a ll persons q u a lifie d to vote a t th e e le ctio n fo r w h ic h th e p rim a ry is h eld m ay vo te in th e p rim a ry ." There fo re , a n yone w h o w ill be e lig ib le to v o te in N o ve m b e r m ay vo te a t th e p rim a ry in July, even th o u g h he has n o t y e t, on th e J u ly d a te , m e t th e q u a lific a tio n s fo r v o tin g in th e g e n e ra l e le ctio n . V o te rs m u s t be m em bers o f th e p a rty a nd m ust have voted fo r th e nom inees o f th e p a rty in th e prec e d in g general e le c tio n . (In A r lin g to n C ounty, w hen you re g is te r to vote, you do n o t e n ro ll in a s p e c ific p a rty , thus, te c h n ic a lly , in th e D e m o c ra tic p rim a ry o f 1 9 5 9 , a n y registered v o te r w h e th e r a D em ocrat o r no t m ig h t have voted. T h e re w as n o p ra c tic a l c heck fo r p a rty a ffilia tio n .) N e w voters need o n ly be m em bers o f th e p a rty w illin g to su p p o rt its nom inees in th e ensuing e le ctio n . In p ra c tic e , voters o fte n ta k e th e fir s t step to w a rd becom ing m em bers o f a p a rty by v o tin g in th e p a rty 's p rim a ry . T h e A tto rn e y -G e n e ra l has ru le d th a t th e pledge to su p p o rt p a rty nom inees does n o t in c lu d e P resident a n d V ice President. How to V o te in the Prim ary. W h e n b o th p a rtie s h o ld a p rim a ry a t th e sam e tim e th e v o te r m ust s ta te th e p a rty o f his choice a t th e polls. In A rlin g to n , where v o tin g m achines are used, the m a chine is th e n set to p e rm it h im to v ote o n ly in th e p a rty o f his choice, a lth o u g h b o th sets o f c a n d id a te s a p p e a r on th e m a ch in e . I f o n ly one p a rty is h o ld in g a p rim a ry , th e v o te r need n o t state h is p a rty a ffilia tio n , n o r is a n y in d ic a tio n o f p a rty choice necessary a t th e tim e o f re g is tra tio n o r a t th e general e lection. W ho is Chosen in the Prim ary? T h e v o te r in th e D em o c ra tic P rim a ry , in a d d itio n to h e lp in g select th e nom inees o f his p a rty fo r th e g e n e ra l e le c tio n s , elects in odd-num bered years tw o representatives fro m his p re c in c t to serve on th e A rlin g to n D em o cra tic E xecutive C o m m itte e , w h ic h is responsible fo r local p a rty p o lic y a nd pla n n in g . M em bers o f th e A r lin g to n R epublican E xecutive C o m m itte e have n o t been elected in a p rim a ry b u t have been chosen in a p a rty open o r mass m e e tin g . It is im p o rta n t th a t th e c itiz e n ta k e a n in te re s t in th e s e lection o f good c a n d id a te s in his p a rty p rim a ry o r open m e e tin g as w e ll as v o te in th e g e n e ra l elec tio n . 9 �Y O I H P O L IT IC A L A D IIIII SS (T o f i l l in these spaces c a ll y o u r p a rty c h a irm a n . Keep th is in fo rm a tio n u p to date. T o h e lp you, th e y e a r each te rm expires is listed.) Y our N om e Y o u r P re cin ct .. ..................... .............................. The League of Women Voters is a national organization whose pur pose is to promote informed and active participation of citizens in government on the national, state and local levels. The League is non-partisan. As an organization it neither supports nor opposes political parties or candidates. Membership in the League is open to all women of voting age who are citizens of the United States and who believe in the principles of representative government established in the Constitution of the United States. Y o u r P re c in c t C o m m itte e m e n (1 ).... (2).. A rlington Dem ocratic Executive Com m ittee Lawson W im b e rly A rlington Republican Executive C om m ittee D a v id H . Gordon A rlington County Board H e rb e rt B row n, C h a ir m a n — 1961 D r. L ucas H . B le v in s — 1 9 6 0 R a lp h R. K a u l — 1963 Leo U rb a n sk e , J r. — 19 6 2 E rnest D. W ilt — 1 9 6 0 (in te rim a p p o in tm e n t) A rlington School Board (see page 4 fo r a p p o in tm e n t procedure) I. Lee B e a n — 1961 M rs . E liz a b e th C a m p b e ll— 1 9 6 3 D r. B a rn a rd J o y — 1963 R o b e rt Peck — 1961 Jam es G. S to c k a rd — 1963 A rlin g to n Representatives in V irg in ia House of Delegates H a rris o n M a n n — 1961 M rs. K a th ry n G. S to n e — 1961 W illia m L. W in s to n — 1961 A rlin g to n Representative in V irg in ia Senate C h a rle s R. F e n w ic k — 19 6 3 U. S. Representative, 10th Congressional District Jo e l T . B r o y h ill— The League o f W o m e n V o te rs o ffe rs fre e ride s to the p olls f o r p rim a ry a n d g e n e ra l e lectio n s 19 6 0 U. S. Senators, V irg in ia H a r r y F. B y r d — 1 9 6 4 A . W illis R o b e rts o n — 1 9 6 0 ( T h e f a c t u a l i n f o r m a t i o n h e r e i n is s u b j e c t t o s t a t u t o r y c h a n g e . ) Ja n u a ry 1 9 6 0 Governor J. L in d s a y A lm o n d — These are th e o ffic ia ls g o v e rn m e n ta l issues. 1961 to w hom yo u w ill d ire c t y o u r expressions o f o p in io n 12 on �Be an Informed Voter ! � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "Voters Guide" issued by League of Women Voters of Arlington County, Virginia, January, 1960. 7 pages. Description An account of the resource "Voters Guide" issued by League of Women Voters of Arlington County Virginia. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource League of Women Voters of Arlington County Date A point or period of time associated with an event in the lifecycle of the resource 1960-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_1_1_10_3 https://projectdaps.org/files/original/fcc8fe5429af1c11e09cda80e6cda24a.pdf d0692bdec86995c9c5598e23c0781c83 PDF Text Text « W S C 1 M A M IT O OF A FEW SERIOUS CONDITION Published fey MAERICA/S FUTURE, INC., Now Rochelle w New York �What’s Happened to Our Schools? foreword 53/ / _\ . It is i n c r e d i b l e w a m h t ischief a fe d d a d c c p ts w e ic te ra k o c n w a u o a g a fre s c ty b fo its c e s c n a re k p n re t e o ie e re itiz n a b a rte to th d n e e le d e a g r. Our American socialist revolutionaries knew from the experience of Europe that our constitutional system cannot be made over in the image of Karl Marx by lecturing the older citizens. So they began their evil experiment with the children. And they learned quite early in their campaign that you cannot indoctrinate these young minds with the virus of socialism save through a process which bears the fraudulent label of “progressive” education. While infecting young minds with socialist ideas they have managed, as a by-product, to deliver into our communities a succession of school classes afflicted with an amazing form of illiteracy. Miss Rosalie Gordon, who has devoted a great deal of time and study to this subject, is eminently qualified to provide, in small compass, all the facts any disturbed parent or teacher needs for a clear understanding of this dangerous system. The story told here is, I know, difficult to believe, but no literate citizen can afford to remain in ignorance of it. And this pamphlet will give the reader all the informa tion essential to a thorough understanding of what has happened to our schools. Jo h n T. F l y n n U i _ k _ b y R osa lie M . Gordon Ignorance is not bliss . . . it’s a disgrace. U nder-education — a delib era te p la n to cultivate m ediocrity — is the program in vogue in m ost p u b lic schools. T e fo llo w in g h q u o te d H ere’s pro o f . . . p a ra g ra p h s have not been garbled by the printer. They are an exact copy of the origi nal: “It means merrily that when one na tion is going to separate from another they should state why they’re going to break of. “first it sudmitts that all men are create equal under their creator and when men do not tready you a such you should throw them of. “It state that the we have try talk ing to then. Only to receive injury. It say they tryant is unfit to be a ruler. “It say that talk no good for people like that that are deaf to the voice of justice and consanquntly that we must denounce our separation and hold then as enemies.” The above was not written by a 2 \ (Copyright, 1956, Rosalie M. Gordon) foreigner unfamiliar with our lan guage, nor by a first- or second-grade pupil. It was not written by a moron or someone with a low I.Q. It was written by a perfectly normal junior (third year of high school) in one of our public schools in California. What is it meant to convey? It is his inter pretation of the first four paragraphs of the Declaration of Independence. An isolated case? By no means. Volumes could be filled with similar cases from all over the United States. Here is just one more sample: “It my opinion that every man should continual his education. If it is any way possible. It would increase his abilitty, more than likely increase his salsary on which to surport a family. You will no douth have many expericences.” This was written by a graduate of 3 �a Chicago h ig h school as an entering freshman at the U n ive rsity o f Illin o is on the assigned subject: A re Too M any People G oing to College? Compositions lik e these; thousands o f young Am ericans fro m six to 16 o f average and above-average in te lli gence who can’t read anything more than a com ic boo k; thousands m ore who can’t spell the sim plest words and to whom a m u ltip lica tio n table ( if they have ever seen one) is as clear as a group o f Chinese characters; high school, and even college, gradu ates who can’t w rite a sim ple business le tter and on whom in d u stry must spend thousands o f dollars g ivin g the basic tra in in g in reading, w ritin g and arithm etic they should have had in school; children who th in k Am erican h is to ry began w ith the New Deal, that the purpose o f a io b is to w o rk as little as possible to b u ild up as fast as possible social security and pension rig h ts ; youngsters who th in k that what they feel lik e doing at any given m o m ent is what is rig h t to do, regardless o f consequences to others, and anyway there’ s n othing to w o rry about because the Great W h ite Father (whoever he happens to be at the m oment) in W ashington w ill take care o f every thing . I t is all this and a great deal m ore that has led m illio n s o f ques tio n in g parents, teachers and even thoughtful youngsters themselves to ask — W hat has happened to our schools? T ha t som ething has happened to o u r schools is beyond doubt. The U n iv e rsity o f Illin o is said th a t com positions such as those quoted above were unknown 20 years ago fro m en terin g freshmen. N ow they are the rule rath er than the exception. B e ginning in the 1940’s freshmen entering the university began to steadily deterior ate in th e ir a b ility to read and w rite 4 — so much so that the university had to set up a special course fo r them. A n d in 1956, when freshmen were given a sim ple test in v o lv in g gram m ar, spelling, vocabulary and the form ation o f sentences 954 of them failed to pass it. W hat happens at the U n iv e rs ity o f Illin o is matches the ex perience o f m any other colleges, but the U . o f I. decided to do something about it. I t announced that beginning in 1960 it w ill discontinue its fresh man rem edial course, thus p ro v id in g fa ir w a rning to the high schools that one university, at least, expects them to do th e ir jo b and stop tu rn in g out illiterates. Am ericans once upon a tim e could boast that they had a p u b lic educa tio n system on a par w ith any in the w orld. I t was — and s till is — a free system — that is, it is supported by all the people thro ugh th e ir taxes fo r all th e ir children. A nd in the true Am erican tra d itio n i t was a locallyrun system — a system supported, controlled and adm inistered b v people each in th e ir own com munities, so that no tyra n t, no central all-power fu l government, no benevolent ideo logue could te ll them what to teach o r w hat not to teach, o r could say. w ith L e n in : “ Give us the ch ild fo r only eight years and it w ill be a B o l shevik ( o r a socialist, “ liberal,” New Dealer) forever.” N o one who has watched closelv what has been going on in o u r pub lic school system in Am erica these past two decades can escape the feeling that something drastic — and rather te rrib le — has happened to it. W hat is more, it is difficu lt to believe that it has happened by accident, that there has not been a planned, slyly executed and almost successful attempt to delib erately under-educate our children in order to make them into an unques tioning mass who would follow meek ly those who wish to turn the Ameri can Republic into a socialist society. I know that is a hard statement fo r Am ericans to believe, b u t before you dismiss i t too readily, let’s have a look at some o f the facts. A two-pronged attack . . . that uses progressive education as the means of “building a new social order 9 from the ground up. Here’ how i i done s t s T h e a t t a c k o n o u r p u b l ic s c h o o l s — and through them on our children — has been a tw o pronged one. One o f the prongs is know n as “ progres sive education.” The other may be ex pressed in the phrase “ b u ild in g a new social order” thro ugh the schools. But the modern educationist (as d is tin guished fro m the true educator) in dulges in a fo rm o f expression even m ore obscure than government gobbledegook. W hether o r not, in an ef fo rt to hide the real aims o f th e ir pro gram , this is deliberate, it has served to completely confuse parents and even m any teachers as to the tru e meaning o f “ progressive education” and “ b u ild in g a new social order.” I t is im portant fo r us to realize that the men and women who put over on our schools a system o f education to which norm al Am ericans w o uld be unalterably opposed i f they knew w hat was happening, were neither ric h , pow erful nor famous. They were ac tu a lly rather unim p ortant people out side th e ir own fields, b u t they had in th e ir arsenal o f attack a knowledge o f European revolu tionary methods w ith which Am ericans were — and in m any cases s till are — thoroughly un fa m ilia r. The m a jo rity o f Am ericans m aintained, consciously or uncon sciously, a p ro fo u n d belief in th e ir mode o f society — in a free republic w ith a severely lim ite d central govern ment th a t guaranteed to the in d iv id u a l the lib e rty under w h ich each could find fo r him self his own place in our free-enterprise economic system. Am ericans had no use fo r communism or socialism o r any other ism that could operate o nly under an all-power fu l central bureaucracy th a t w o uld tell every man and woman w h at they could earn, where they could earn it and how they could spend it. How , then, could Am ericans be brought to believe in the very things they hated? I t could be done only b y never c allin g those thing s b y th e ir real names. There had to be swept from the m inds o f several generations o f A m erican children a ll respect fo r th e ir tra d itio n s , fo r th e ir history, fo r home and com m unity a u th o rity . In its place, in a m a jo r mass brainw ashing operation, there had to be in s tille d i f not a love, at least a tolerance, of ideologies completely fore ign to Am erican trad itions. But th is could not be done w ith c hildren who could read and reason, add and subtract, who thought o f themselves as free in dividua ls and not as parts of a mass 6 �— a group. Before the seeds of unAmericanism could be planted in their minds, those minds had to be made fallow, had to be made not to know too much, not to inquire too deeply, not to handle the tools of reason prop erly, so that the bad seed would grow and prosper in the under-edu cated child. Diabolical? Impossible? Let us see. "The new social order” . . . What i i . . . how and by w h o m i was planned and intro t s t duced into our school systems We m u s t GO b a c k a quarter of a century for the beginnings of the campaign to subvert our schools and our children. In February, 1932, Dr. George S. Counts delivered an address to a small association meeting in Balti more, Md. Dr. Counts was, and is, a professor of education at Teachers College of Columbia University in New York. Teachers College is to the teaching profession what Harvard Law is to the legal profession or what Johns Hopkins is to the medical pro fession — only much more so. It not only has turned out thousands of our teachers, but it is to Teachers College that teachers from all over the coun try go for special summer and post graduate courses. And to Teachers Col lege, which also serves as a giant em ployment agency, go thousands of schools for the personnel to man their staffs. At the time of his address in Balti more, Dr. Counts was enthusiastic about “the great collectivist experi ment” in Soviet Russia. He has since become a sadder man—whether wiser is a question of opinion. He now con siders himself one of the leading antiCommunists in academic circles. But it is difficult to escape the feeling that what he really means by his “militant anti-communism” is that he has be come disillusioned with Russian com munism, but not with its socialist com ponents. Dr. Counts, like so many of his colleagues, is no doubt a kindly man who wants to make the world over in some beautiful image of his own, and the Russian bloodletting proved a little too much for him. But he holds fast to the socialist ingredi ents of the communism he now thinks he hates, though he would probably object vigorously to having the social ist label pinned on him. However, this did not prevent him from being the candidate for the Senate of the Liberal Party in New York in 1952. The Lib eral Party is the political wing of Americans for Democratic Action, which has replaced the old Socialist Party as the leader of the socialist movement in America. In any case, in his Baltimore ad dress in 1932, Dr. Counts set forth a philosophy that has permeated Ameri can educational circles to this day. He said that we lived in a world of revo lution, that out of that revolution a new world was coming and that there must be ushered in an age of plenty, with security for all, and no poverty anywhere in the land. How to bring this about? It “would seem to require fundamental changes in the economic system. Historic capitalism, with its deification of the principle of selfish ness, its reliance upon the forces of competition . . . and its exaltation of the profit motive, will either have to be displaced altogether or so radically changed in form and spirit that its identity will be completely lost.” To make quite clear what he was getting at Dr. Counts said this would mean “a coordinated, planned and so cialized economy.” What about lib erty and freedom? This didn’t seem to concern Dr. Counts greatly. He said: “That under such an economy the actions of individuals in certain directions would be limited is fairly obvious. No one would be permitted to build a new factory or railroad whenever or wherever he please.” But how was all this to be brought about in a country wedded to the free society that had given it the greatest abundance on earth? Dr. Counts lost no time in setting forth the method. He wrote several more papers and combined them with his Baltimore address in a little book called “Dare the Schools Build a New Social Or der?” The “new social order” of course was Dr. Counts’ “planned and social ized economy” and it was to be brought about through the schools. Then, a year later, a group of edu cators, mostly in Teachers College, with Dr. Counts as their chairman, issued “A Call to the Teachers of the Nation.” They were calling on the teachers to save “democracy” — a fa vorite word with leftist educators — and they said that “In the sphere of economic relationships, it (democracy) must be dissociated from its indi vidualistic connections and be re phrased in terms of the collectivist reality.” Meantime, as early as 1929, a small group of educators got a grant of money from a foundation set up by the conservative Harkness family, os tensibly for a study of the teaching of the so-called social sciences (in which are included history, economics, geography and civics or government). They studied and studied and studied — all through 1929, 1930, 1931, 1932, 1933 — and finally in 1934 came forth with 17 volumes as a result of their labors. But it wasn’t quite a la bor of love, for besides the Harkness grant, they also got $300,000 from the Carnegie Foundation to complete the study. And they got the eminently re spectable American Historical Asso ciation, with headquarters in the Li brary of Congress, to sponsor the whole thing. From 1931 to the end of the study, who do you suppose served as research director? None other than this same Dr. George S. Counts who was daring the schools to build his new social order of the planned economy. The final volume of the study car ried its recommendations. The follow ing quotation summarizes them pret ty succinctly: “Cumulative evidence supports the conclusion that, in the United States as in other countries, the age of indi vidualism and laissez-faire in economy and government is closing and that a new age of collectivism is emerging.” T h ese w o rld -re m o d e lin g e d u c ato rs w eren ’t q u ite s u re w h a t ex a ct fo rm th is collectivism o f th e ir s w o u ld tak e , but they d id n ’t m in d h a z a rd in g a g u ess — a p re tty p ro p h e tic o ne to o : “Almost certainly it will involve a larger measure of compulsory as well as voluntary cooperation of citizens in the conduct of the complex na tional economy,, a corresponding en largement of the functions of govera- 7 �m ent, an d an increasing state of in tervention in fundam ental branches of economy previously left to indi vidual discretion and initiative — a state intervention th a t in some in stances may be direct and m andatory a n d in others indirect and facilitative.” Here was the blueprint of these left ist educators for the “new” America — an America that would be diverted from its forward march in the only really new system of society invented in thousands of years, and turned back to the managed and crumbling systems of Europe from which our ancestors fled. Whatever else may be said of the American Republic — the American system of free competitive enterprise operating in a severely lim ited constitutional government — it was the only system ever invented by man that guaranteed to him complete liberty from that greatest of all ty rants, Big Government. With all its human faults, it brought us also the greatest abundance ever known on earth. Even the poverty of its depres sions could not be compared with the congenital poverty of the European systems. This was only one more proof of its genius. But these men could not see its genius for its faults and rather than try to correct those faults, they set out to scrap the whole wondrous American experiment in favor of the tyrannical and degenerate planned so cieties of a sick and war-torn Europe. But the label had to be enticing — and so it became “the new social order.” The poison in the well . . . that spreads the contamination nationwide i supplied by s textbooks, teachers' colleges . . . and the National Educa tion Association Now THAT THIS GROUP of revolution ary schoolmen had ready their blue prints for “a coordinated, planned and socialized economy” it was neces sary that they get them accepted by at least a good portion of the teaching profession, particularly in the socalled social sciences. Dr. Counts himself was quite frank about this. He said “That the teachers should de liberately reach for power and then make the most of their conquest is my firm conviction.” How did they propose to get the teachers “to reach for power” and put over the new socialist order on their pupils? Did they set about selling their ideas to the more than 900,000 public school teachers in America? Of course not. They knew that would be impossible. They knew that the ma jority of teachers were dedicated men and women who believed in America and in the American system and who wanted to make their students good, intelligent citizens of that system. These subversive ideas had to be sneaked over on the teachers and through the teachers on the students. And what better way to sneak them over than through the teachers’ own organization and through the text books the teachers were given to use creating a swift nation-wide campaign in the schools? In other words, as John of adult education which will support T. Flynn has so aptly put it, it wasn’t President Roosevelt in taking these necessary to poison every glass of over and operating them at full capa water coming out of every tap in a city as a unified national system in given community. It was necessary the interest of the people.” There was only to drop one cup of poison into almost the complete blueprint for a socialist society in America, as pro the reservoir serving that community. The largest teacher organization in mulgated by the National Education America is the National Education As Association! From that time to the present day, sociation. It has innumerable com mittees, sub-committees, state and lo one after another of the revolutionary cal branches which reach into every “thinkers” of Teachers College, Co phase of educational activity. It claims lumbia, and their disciples appeared a tremendous membership among the before the National Education Associa nation’s teachers and its monthly pub tion and its sub-groups, wrote for the lication, the N E A Journal, goes regu N E A Journal and other educational larly to each of these members. But publications, constantly pressing on the like all mass organizations which the teachers of America the need for their majority of the membership has “new social order” — to be brought neither the time nor the inclination about through the public schools. This to watch too closely, the NEA is pretty led the National Education Association tightly controlled at the center by a into some pretty strange fields. In 1937, group of officials who, if not outright for instance, one of NEA’s yearbooks leftists, could hardly be described as described Earl Browder, then head of the Communist Party here, as “an pro-Americans. And this has been true able and restrained radical.” The N E A for many years. As early as 1934, one Journal in 1945 plugged heavily a book of these proliferating committees of by Henry Wallace containing his plan the NEA made a report to the 72nd for government control of our lives— annual meeting of the NEA. It was pre and declared it should be made “part sented by the man who subsequently of the required study of every high became executive secretary of the school and college student.” In many NEA. This report said: schools it was. “A dying laissez-faire m ust be com Before long, teachers were getting pletely destroyed and all of us, in almost no other philosophy from their cluding the ‘owners,’ m ust be sub professional journals and their asso jected to a large degree of social ciations than this degraded European control.” one all dressed up in the bright tinsel So as to leave no doubt what they of the “new social order.” And as new meant by “social control” here is and younger teachers appeared on the what these revolutionary souls in the scene, coming out of many schools of National Education Association were education like Teachers College where feeding to their teacher members: the same poisonous philosophy was “. . . the cred it agencies, th e basic fed to them, they became less and less industries and u tilities cannot be cen resistant to the spreading disease. trally planned and operated under Along with all this went the poison private ownership.” What then? They would join “in ing of the textbooks — not only for 9 �the students but for the teachers them selves. One of Dr. Counts’ collabora tors in Teachers College was Dr. Har old 0. Rugg. First Dr. Rugg wrote a book for professional educators — for teachers — called “The Great Tech nology.” In it he set forth the phi losophy we have been examining above — the philosophy of the “new social order” under which a central govern ment equipped with all-pervading pow ers would completely regulate our lives, taking over entirely parts of the economic system and controlling and managing the rest. Dr. Rugg told the teachers it was up to them to condi tion “a new public mind” to bring this about. And this conditioning must be done in the schools. The teachers must disabuse their pupils’ minds of any archaic ideas they might have about our history. They must be told that the American Revolution was not a revolt of men who wanted to be free against an all-powerful, tyrannical and tax-eating government. It was just a brawl between American “landlords” and the British nobility, and the men who led the Revolution were merely interested in their own property. The students must be taught that our freeenterprise system is a failure — it breeds poverty and inequality and the only fair system is a planned one run by the government. But Dr. Rugg did not stop with the teachers. He wrote 14 textbooks, 14 student workbooks and 14 teacher guides and he himself boasted that this service was studied by some 5,000,0 00 young Americans. Dr. Rugg, per haps overcome by his astounding suc cess, went a little too far. He decided to re-educate the entire population for the “new social order” and began to advocate adult education groups which would get their indoctrination from the teachers along with their children. 10 Dr. Rugg was a bit too brash with some of his statements and thus brought himself to the attention of various patriotic citizens and groups who began to look into what he had been doing with his textbooks in the schools. So shocked were they with what they found that they succeeded in stopping the use of the Rugg text books in many schools. But Dr. Counts, Dr. Rugg, Dr. Wil liam H. Kilpatrick, Dr. George W. Hartmann, Dr. Boyd H. Bode, Dr. John L. Childs — to name a few of this handful of revolutionary souls — had laid a solid groundwork for put ting over their baleful system on the youth of America. The textbooks sim ply became more subtle — and there fore more dangerous. And as soon as a group of irate citizens here and there objected to one which praised Communist Russia too blatantly, it was replaced with another that omitted the praise of Communist Russia but plugged for all its socialist ingredients without calling them socialist. It is possible in this limited space to give just a few examples of the type of textbooks from which more than a generation of American children have been, and are being, taught. Here is one called “The Old World and Its Gifts.” It combines geography, history and civics in one volume (under the new dispensation of teaching “social studies” instead of individual subjects, to which we will come later). It is meant for children in the sixth grade. In teaching the youngsters about Rus sia, it implants in their minds the idea that the Russian governmental structure is pretty much like our own! For example, Russia “is made up of small local governments which corre spond to our townships, cities and counties” and “there are governments for larger regions similar to our 48 states.” A Russian girl in the book takes students on a tour and they visit a Communist school “much like a school in a large American city.” The authors wind up by telling our sixth-grade pupils that while the Soviet Union is not as good a place to live as the United States (which deserves a prize for scholastic understatement) yet “the Russians have accomplished a great deal . . . as much as many other nations have done in a century or more.” Here’s another textbook for seventh graders called “Democracy at Work.” It gets over its unnamed socialist in doctrination through simple little stories. One is called “Safeguarding Against Misfortune: Social Security.” Then there are some very sad little tales about people out of work, fol lowed by this heading: “Government to the Rescue.” Another story called “Sharing the National Income” has a mythical visitor from Mars asking: “Have you Americans made any at tempt to reduce poverty by redistrib uting your national income?” And there’s even a reference list for fur ther reading, including Harry Hop kins’ “Spending to Save: The Com plete Story of Relief” and Maxwell Stewart’s “Social Security.” Harry Hopkins, of course, was the cynical alter-ego of Franklin D. Roosevelt who expounded the theory of “tax and tax, spend and spend, elect and elect.” Maxwell Stewart is a long time Communist-fronter who was named under oath before a Senate Committee as a Communist. In a textbook for high school stu dents called “Democracy and Social Policy” appears the following: “It is clear that the great majority of Ameri cans expect the government to play a bigger role in economic affairs in the future than at any time in the past. Some persons think the efforts of government agencies should be re stricted to aiding and supervising pri vate industry, trade and finance. Oth ers think it desirable for the govern ment to become a partner in various kinds of economic enterprise. These differences are important. They are far less important, though, than the fact that there is a large measure of agree ment that the government cannot avoid increased economic responsibility of some kind, perhaps of many kinds.” The above examples could be multi plied endlessly from textbooks on every conceivable subject in every grade from first through high school. The social revolutionaries, you must agree, have done their work well. Is it any wonder then, that a recent sur vey of 5,000 high school seniors throughout the United States produced the following startling results among the youngsters who expect to be the future leaders of our constitutional, free-enterprise system: Over 60 percent believe the profit motive can be killed off without hurt ing the American system. Fifty-six percent think the best way to improve our standard of living is not by workers producing more but by giving workers more wages. Sixty percent think employees get too little and owners too much of the profits of a company. Seventy-five percent believe that when an industry puts in new ma chinery, the owners get most of the gains resulting from modernization. More than 60 percent think manu facturers can raise wages by 10 cents an hour without raising the prices of the products they make. Is it any wonder that Dr. Oliver Carlson reported with shock over hearing a conversation among a group of high school juniors discussing their 11 �future. It went like this: “I’ll get mine in two thousand three.” A younger boy, with envy: “I’ve got to wait till two thousand and five.” An older girl: “I’m the lucky one — I get mine in the year two thousand.” With at least another year, and maybe five, of edu cation ahead of them and almost a lifetime in the work-a-day world, they were avidly looking forward to the time when they could start to draw their Federal Old-Age Pensions! The pipeline from li we ll . . . le ready and waiting . . . was and i “progressive education. s ’ I became the tool of the new social organizers t for our educational revolutionaries only one problem. They had infiltrated the teachers’ organiza tions and journals with their “new social order” for a socialist America. They had captured a good many of the teacher-training colleges. They had filled the textbooks of American schools with their sneers and slurs on the American constitutional system and its free-enterprise economy, and with the glories of Big Government that would run every phase of our lives. They had filled the books with Socialist ideas without calling them socialist. They had under their control the well of poison. But how to instill that poison into present and future gen erations — that was their problem. What could they do about children from homes where the traditional vir tues of the American way were part of everyday life? What could they do about children who knew what was meant by discipline, restraint, self-re spect, who had been brought up to consider themselves individuals with the right to reason and think? What good the poison if the moment the child got to his home or to his church he was given an antidote to the T h e r e r e m a in e d 12 poison? How keep the avidly curious mind of youth from devouring in the written word, in the fascinating world of numbers, in the heartwarming stories of their own American heritage the unalterable answers to the noxious draughts of the “new social order?” In other words, there had to be a pipeline from the well of poison di rectly to the child in school. And it had to be so constructed that once the poison was injected it could not be too easily purged from the child’s mind. For this purpose the revolution ary educationists had the perfect in strument at hand in what has come to be known as “progressive educa tion.” That term “progressive education” is a hard one to fight. If you are against it, there is the implication that you are against “progress” in education. If you object to many of its methods, you are met with the answer: Do you want the schools to remain static? Do you want your chil dren taught under the rigid discipline and learning by rote of a hundred years ago? Of course, no one objects to true progress in educational methods or anything else. It is beyond doubt that over the years advances have been made in newer and better methods of imparting knowledge to young minds and in handling the disciplinary prob lems that arise when any group of youngsters are brought together. But progressive education as we know it in our schools today has practically noth ing to do with these things. This is merely the smokescreen thrown up by its advocates and defenders to conceal its true purpose. Progressive education is an entire ly new (in the last 25 years) method of education the purpose of which — whether all its defenders realize it or not — is to deliberately under-educate our children. It was put over on our schools by the same men, the same groups, the same organizations bent on building “the new social order” of socialism in America through the schools. And it was put over by them because it was only through this method that the minds of generation after generation of American school children could be so molded as to ac cept without reasoning and without questioning the subversive political and economic philosophy of these rev olutionary schoolmen. Progressive education was first pro pounded early in the century by John Dewey, a muddle-headed philosopher at Columbia University who was sub sequently built up into a kind of left ist god by the collectivists on the campuses of American colleges. Dewey believed that there is no such thing as truth and certainly no eternal truths, no fixed moral laws, that man has no mind or soul as we have always un derstood those words, that man is nothing more than a biological organ ism subject to constant change and that he is therefore wasting his time try ing to find in religion or tradition the moral and ethical concepts to guide his stay on earth. As a result of such “thinking” it was naturally easy for Dr. Dewey to arrive at the conclusion that tradition had no meaning, that history and the lessons of the past were nonsense, that discipline of the mind and body was foolish and that education had only one purpose — to enable the child to be happy in his environment and, as his environment was constantly changing, for the child to change with it. Dr. Dewey never thought through to the logical conclusion of his phil osophy, but very simply what it boils down to is this. If the child finds him self in an environment — a group — in which the majority doesn’t wash and therefore is always steeped in dirt, he must be permitted to adjust freely to his environment and become good and dirty himself. If, in a few weeks, his group decides to clean up, he will clean up too if left to himself. Then, having tired of being dirty, the group may turn to more interest ing pursuits, such as tearing up the schoolroom, whereupon the child will “adjust” to his new environment, and join in the happy destruction. Ridicu lous as this sounds, it is nevertheless Dr. Dewey’s “progressivism” carried to its logical conclusion. In 1919 a number of Dr. Dewey’s disciples formed the Progressive Edu cation Association to see if they could not sell these “new” educational ideas to America’s schools. They didn’t get very far. Our schools went ahead, all through the ’twenties and even into the early ’thirties, with their tradi tional American system — teaching children to read, to write clearly, to add, subtract, multiply and divide, to spell, giving them a good solid ground work in history, geography, civics and government, in literature, in the na13 �ture of our Republic and our way of life, in manners and deportment and respect for their parents, their teach ers and each other. In other words, the schools went right ahead turning out educated young Americans who had been taught to think for themselves and who had been given the tools with which to reason. Then, beginning around 1932, as those builders of the “new social or der” we have been examining looked about them for the means of putting over their baleful philosophy, there at hand, ready for the plucking, was progressive education. And when Dr. George S. Counts made that speech in Baltimore to which we have referred, setting forth his plan for a “coordi nated, planned and socialized econ omy,” it was the Progressive Educa tion Association which he chose as his forum. His talk was entitled: “Dare Progressive Education be Pro gressive?” Then there began to appear in the progressive education movement all those same revolutionary souls who had been expounding the “new social order” — Counts, Rugg, Kilpatrick. Bode, Hartmann, Theodore Brameld, Goodwin Watson and others. And they did with progressive education exactly — and concurrently — what they did with the “new social order.” The National Education Association and its N E A Journal went whole hog for the new system and began to beat the teachers of America over the head with its glories. The teachers colleges began to inculcate in their embryo teachers the methods and substance of progressivism, along with the “new social order.” The movement issued an educational magazine called Social Frontier (which later became Fron tiers of Democracy) edited by Dr. Counts. It numbered among its direc 14 tors 60 or more American educators and it proceeded to fill the minds of American teachers in issue after issue with the need for putting over “the new social order” through progres sive education. While the movement often managed to obscure its real pur pose in the educationists’ cloudy verbi age borrowed from bureaucracy’s gobbledegook, some of the “new think ers” — no doubt giddy from the amazing success their campaign was having — began to speak out openly and frankly. For instance, Dr. Bode, in Social Frontier, actually said that no matter how cleverly their proposals might be stated they “must not be permitted to obscure the fact that this proposed scheme of education is de liberately aimed at fostering a disposi tion which will m a k e the pupil in tolerant and ‘ sore’ with respect to the contrast between employers and work ers.” (Italics added). Dr. Counts himself revealed the true purpose of progressive educa tion. He said: “In the collectivist society now emerging the school should be regard ed, not as an agency for lifting gifted individuals out of the class into which they were bom and of elevating them into favored positions where they may exploit their less-favored fellows, but rather as an agency for the abolition of all artificial social distinctions and of organizing the energies of the na tion for the promotion of the general welfare . . . Throughout the school program the development of the social rather than the egotistic impulses should be stressed; and the motive of personal aggrandizement should be sub ordinated to social ends. In promotion practices, in school activities, in the re lations of pupils and teachers and ad ministrators, the ideal of a cooperative commonwealth should prevail . . . All of this applies quite as strictly to the nursery, the kindergarten, and the ele mentary school as to the secondary school, the college, and the university.” Dr. Counts then set the tone for putting over the twin evils of “the new social order” and progressive education. He said: “If progressive education is to be genuinely progressive, it must eman cipate itself from the influence (of the upper middle class), face square ly and courageously every social issue, come to grips with life in all of its stark reality, establish a theory of social welfare . . . “You will say, no doubt, that I am flirting with the idea of indoctrina tion. And my answer is again in the aflirmativc, or, at least, I should say that the word does not frighten me.” And indoctrinate they did. This small handful of almost unknown men and women — banking on the average American’s ignorance of European rev olutionary methods and on his tend ency to leave teaching to the teachers —proceeded to turn the public school system of America upside down. One of the most important bastions that had to be stormed with the new progressivism was our traditional teaching of American and European history, geography, and government or civics. These hooded socialist edu cators realized it would be very diffi cult to get youngsters well-grounded in American history and its heroes, in the theory and practice of American government and a knowledge of the physical characteristics of our own and other countries to swallow their planned society. Besides, socialists — whether open, secret or hooded — have great contempt for what they sneeringly call “nationalism,” by which they mean patriotism. They want to bring their planned society not only to America but to every country in the world and then unite them all in a beautiful world social ist government. Therefore, children must be made “world-minded.” They must think in terms not of their own country but of the whole wide world. The socialist planners in the educa tional world accomplished both pur poses — keeping American children ignorant of their own history and tra ditions, and making them “worldminded” — at one fell swoop, through the textbooks used in the progressive system. American history, geography and government were lumped all un der one subject called “social studies” and expanded to cover the world. In the New York City schools, for in stance, where a modified form of the progressive system has been in opera tion for some years, a child gets to junior high school and even high school without ever having a course in American history. Instead he has “social studies” which begin with a smattering of European history all mixed up with present-day living and political conditions and a bare outline of the location of the countries; leaps the Atlantic for a further smattering of the same with regard to America; makes another leap of the Pacific for still more of the same concerning Asia. He winds up with a few scat tered, and often slanted, facts about every subject under the sun and a deep and concise knowledge of none. Interlaced with all this is a constant stream of propaganda for the United Nations and world government being fed to the schools by the National Education Association and UNESCO, the specialized propaganda agency of the UN. And often his “social studies,” under the progressive system, consist of “projects” such as building models of the UN building in New York, go ing on endless “field trips” that wear out both pupils and teachers but keep the pupils from learning and the teach ers from teaching. Along with this, the progressive sys tem has reached all the way down to 1 5 �the lowest grades to prepare the chil dren of America for their role as the collectivists of the future. As Rudolf Flesch has pointed out, they reached back 3500 years for their "progressive” method of teaching reading — a method perfectly feasible in learning the word pictures of Chinese but one almost guaranteed to prevent an American child from learning to read English properly. The child, as a re sult of training that gives him only a so-called basic vocabulary of recog nizable words learned from stilted and contrived texts, loses all desire to dip into that wonderland of knowledge which good books have provided for children since the invention of print ing. He turns instead to pictures, to comic books. Thus, acquiring no basic knowledge of the world of history, lit erature, morals, ethics and economics, his mind becomes the fallow ground into which to drop the seeds of so cialism. Pretty much the same perverted methods of “teaching” are used in arithmetic and writing in the progres sive system, so that the child goes from grade to grade without ever hav ing acquired proficiency in the three classic and basic foundation stones of all learning — reading, writing and arithmetic. In the case of arithmetic, for instance, since the progressivists do not believe in either memorizing or drill, the child is never made to learn the multiplication table. It is impossible, within the limited space of this pamphlet, to outline all the ingredients of the progressive method and its fallacies. However, the publishers of this pamphlet have pre pared an invaluable little document called “How ‘Progressive’ Is Your School?” It is in tabular form, with the progressive and modern tradition al method of teaching each subject in 16 our elementary schools side by side, so that any interested parent or teach er can quickly tell, by using this table as a guide, just how far his own school has gone in this campaign to under educate our children. Along with the progressive system —in fact, as an integral part of it — has gone a complete breakdown in disciplinary functions in the public schools. Since children must be left to “adjust to their environment” — in other words, to do as they please — and since in the progressive lexicon tradition and morals and manners have no meaning so that children are no longer taught respect for their teachers or parents, the teachers have become not much more than glorified babysitters trying to maintain some semblance of order while their charges “express” themselves to their heart’s content. Hovering over and above it all like some evil miasma is “the group.” The group — not the individual child — is the quintessence of progressivism. The child must always be made to feel part of the group. He must indulge in group thinking, in group activity. You can’t make socialists out of individual ists, so this group idea is the nucleus of the progressive system. It means no child must be permitted to forge ahead of another — that would hurt the group. Therefore promotions are auto matic — nobody is “left back” be cause of poor work or in order to get better basic training. Grading and graded report cards are out the win dow. Competition is taboo — it breeds rivalry and endeavor to pull oneself a bit above one’s fellows — and that is anathema to “the group.” It isn’t long before the children get the idea that trying isn’t worthwhile. And with the disciplinary lines slack or non-exist ent, it isn’t long before naturally curi- ous children avid for new experiences turn to other and bizarre pursuits. Of course, criticisms of progressive education such as the above, which have been growing in volume as Americans begin to realize what has been happening to their schools, bring forth only howls of rage and denial from the planners of our new social ist society. But the results of 20 years of their system in our schools are all about us. The two compositions quoted at the beginning of this pamphlet are one example. Right from the home-grounds of the progressivist-social planners comes another. The Dean of Columbia Uni versity’s Law School says that few of their entering students (who have ac tually completed a college course) pos sess sufficient knowledge of reading, writing and history to warrant the study of law. A professor in a midwestern college gave a history test to entering fresh men from the high schools. Many couldn’t say when America came into being. Others didn’t know the dates of the Civil War or World War I. A good batch of them couldn’t name one important historical figure in Ameri can life. The chairman of the board of ex aminers of Chicago’s public schools declared that deficiencies in reading comprehension and arithmetic are two of the most glaring weaknesses of young people seeking jobs as teachers. More than half the students who entered high schools in New York City in 1955 could not read at the normal level for freshman high school students. Some were as much as six under their grade level. The per centage was even higher among those entering junior high schools. Complaints are rampant among per sonnel directors of business and in dustry that prospective employees coming to them from the high schools — and even from the colleges — can’t read, don’t know how to spell the simplest words, can’t add up a simple column of figures and, what is worse than all this, don’t seem to be particu larly concerned about it. Why should they be? Their textbooks and their social-thinking teachers have taught them that they needn’t bother — the great, fatherly government will take care of everything. Still another aspect of the results of progressive education can be found in what has become a nation-wide problem — juvenile delinquency. We have only to glance at the headlines in our daily newspapers to note an ever increasing wave of vandalism, gang riots, robberies, muggings and killings among teen-agers. Of course, there are numerous explanations for our waves upon waves of juvenile crime, but many authorities who have given much time and thought to a study of the problem are agreed that progressive education is at least one of the factors involved. Children filled with revolt against organized author ity, taught to sneer at established in stitutions, left to “learn” according to their own bent, led to believe that “something for nothing” is the nature of life, can very soon become com pliant followers of the few lawless souls — juvenile or adult — to be found in any organized society. years 17 �o v e rlo o k s The final assault one s h o u ld e m b la z o n e d be b a s ic p re m ise on th e th a t office phy o f E d u c a tio n a t th e m o m e n t. The federal gov ernment can give nothing that it does not first take away. T h e f e d e r a l g o v e r a l a id to e d u c a tio n b e e n p u t b e tte r e rn m e n t h a s o n ly o n e s o u rc e o f fu n d s . P u b lic E x p e n d itu r e C o u n c il: N o w h e re h a s th e c a s e a g a in s t fe d o ffic ia l i n A m e r i c a . out of parents’ control through “federal aid to education” T h a t is th e ta x e s of th a n in th e S ta te o f C o n n e c tic u t, b y its “It is infinitely more important that we settle down to sound thinking on the values of local participation and local citizen control of our schools, and finance them with the resources within our states, than to chase our own tax dollars through the depre ciating process of federal bureaucracy and have them come back to us worth much less and accompanied by dic tates on how we shall use them.” t h e p e o p le w h o l iv e i n o u r s o v e r e i g n s t a t e s . B e f o r e i t c o ll e g e i n T e n n e s s e e . T h e S t a t e o f I n c a n g i v e o n e p e n n y t o a i d t h e s c h o o ls r e m a in e d c o m p la c e n t u n d e r t h is tw o d ia n a in C a lif o r n ia o r p r o n g e d a t t a c k o n o u r s c h o o ls b y . t h e s c h o o ls p r o g re s s iv is t t u r n in g little nea r l y t w o T h is w as d e c a d e s o u r p e o p le s o c ia l p a rtia lly r e v o lu tio n a r ie s . due, as we have m anaged c e rta in to e x p u n g e te x tb o o k s fro m th a t H o o s ie rs in to its w ere good lit t l e s o c ia l is t s . O t h e r s t a t e s g o t r i d of n o te d , to th e ir ig n o ra n c e o f th e E u ro o t h e r t e x t b o o k s , o n l y t o f in d t h a t t h e pean ones re v o lu tio n a r y m e th o d s happens w a l ls o f e v e r y s t a t e , c o u n t y a n d l o c a l • • • as resistance builds up at the local level, i to take matters s Fo r o f w h a te v e r b u r e a u c r a t t o b e i n c o n t r o l o f t h e F e d e r a l O ffice o f in fil th e y s u b s titu te d w e r e n ’t Illin o is o r K e n tu c k y o r M is s i s s i p p i o r a n y o th e r s ta te , it m u s t f ir s t t a x t h e p e o p le o f t h e s e s ta t e s . T h e n a n d o n ly th e n c a n i t g iv e so m e o f t h e ir o w n m o n e y b a c k to th e m . F e d e ra l a id to e d u c a tio n , o f c o u rs e , m uch is a p e rf e c t g im m ic k fo r th e ta x - tr a tio n a n d in d o c tr in a tio n , a n d to th e ir b e tte r. E v e n N e w f e e lin g t h a t te a c h in g is th e d o m a in o f o f E d u c a tio n , b e s e t b y th e p le a s o f o u t h u n g r y p o litic ia n s in W a s h in g to n w h o t h e t e a c h e r . I t w a s a ls o d u e i n g o o d r a g e d p a re n ts , h a s th is y e a r in s titu te d w a n t th e se m e a s u r e to Y o rk C i t y ’s B o a r d f u n d s t o k e e p t h e m s e lv e s B u t th e d r iv e f o r f e d e r a l a id to e d u c a ti o n g o e s o n a p a c e . I t i s s p e a r h e a d e d a p r o g r a m o f w e e d in g o u t th e b r ig h te r i n p o w e r b y b r i b i n g t h e p e o p le i n t h e by p la n te d in t h e ir m in d s b y th e e d u c a p u p ils s t a t e s w i t h t h e i r o w n m o n e y . B u t i t is tio n is ts — t i o n a l E d u c a t i o n A s s o c ia t io n w h i c h , a s w e h a v e se en , w ith th e a id o f th e a b e lie f — c a re f u lly im and p e rm ittin g th e m to get none o th e r th a n th a t sam e Na a h e a d in sc h o o l a b it f a s te r th a n th e ir a ls o t h e p e r f e c t g i m m ic k f o r t h e p r o s t r u s e a n d e s o te r ic s u b j e c t w h i c h c o u ld “ g r o u p le v e l .” H e r e a n d tic u la r ly c o u ra g e o u s te a c h e r — g r e s s i v is t r e v o l u t i o n a r i e s . T h e y t a l k a b o u t “ sc h o o l n e e d s” b u t th e y h a v e p ro g re s s iv is t r e v o lu tio n a r ie s , p u t o v e r be n o t f o rg o tte n n e w s o c ia l o r d e r ” a n d p r o g r e s s i v e e d u th a t e d u c a tio n u n d e rs to o d e d u c a to rs. o n ly by is an ab p r o f e s s io n a l A ny m an o r w om an w ho r is k o f h e r jo b — th e r e a p a r a t th e h a s sp o k en o u t. d a r e d to r a is e h is v o ic e a g a in s t w h a t S o m e o f th e m , k n o w in g w h a t th e p r ic e w a s b e i n g d o n e t o o u r s c h o o ls a n d o u r o f f r a n k a p p r a i s a l w o u ld b e , h a v e r e c h ild r e n s i g n e d f ir s t a n d t h e n s p o k e n o u t w as m et w ith a to rre n t of w ho pays th e th e o ld a d a g e th a t p ip e r c a ll s th e he tu n e . on o u r s c h o o ls t h e t e a c h i n g o f “ t h e c a tio n . T h e N E A m a in ta in s , in fa c t, a T h e ir in te r e s t in f e d e ra l a id to e d u c a p o w e rfu l tio n is d u e p r im a r ily to th e fa c t th a t nanced lo b b y in th e dues by W a sh in g to n , of i ts fi te a c h e r- t h e y k n o w t h a t o n c e t h e f e d e r a l c a m e l ’s m em b e rs, t h e s t r i v i n g h a s b e e n r i s i n g i n v o lu m e s n o u t c a n b e g o t te n u n d e r t h e t e n t o f e v e ry m u c h to o d u m b , to c o p e w ith a p r o v and o u r lo c a l ly - r u n s c h o o l s y s te m s , W a s h fed e ra l g o v e rn m e n t i n c e o f k n o w l e d g e s o l o f t il y w ith o u t i n g to n c a n t h e n t e l l t h e s c h o o ls w h a t S h o u l d t h e y e v e r s u c e e d i n t h e i r a im s , t h e p r o g r a m t o t u r n A m e r i c a i n to a e d u c a tio n a le s e d e s ig n e d to m a k e h im fee l th o ro u g h ly in a d e q u a te , a n d even p e rc h e d o n a h i g h i n te l le c tu a l p l a t e a u . A ll o v e r A m e r i c a , t h e s e e t h i n g a n d in n u m b ers. th e B u t n e v e r reck o n p ro g re s s iv is t r e v o lu tio n a r i e s . T h e y d o n o t g i v e u p s o e a s ily . to te a c h a n d w h a t n o t to te a c h , h o w to B u t d u r in g th e p a s t few y e a rs , n o T h e y h a v e o n e m o r e f a t a l to o l i n t h e i r t e a c h i t a n d h o w n o t t o te a c h it, a c l o n g e r a b l e t o i g n o r e t h e e v id e n c e o f k i t w h i c h , i f t h e y c a n g e t i t u s e d , w ill c o r d i n g t o t h e w h im a n d t h e p h i lo s o u n d e r-e d u c a te d p la n w h ic h to backs g e t th e on v ig o ro u s ly hand our of th e s c h o o ls . p l a n n e d , s o c ia l iz e d s o c ie t y o n t h e E u r o p e a n m o d e l w ill b e c o m p le te . g i v e t h e m f in a l ly a n d f o r e v e r a s t r a n y o u n g s t e r s f ille d w ith s tr a n g e id e a s , p a r e n ts h a v e b r o k e n o u t g le h o ld o n t h e p u b l i c s c h o o l s y s te m o f in o p e n re v o lt. In P a s a d e n a , C a lif o r t h e A m e r i c a n s ta t e s . n i a , f o r i n s t a n c e , t a x p a y i n g c it i z e n s — T h is to o l is e m b o d ie d in th e sw e e t t h e s u p p o r t e r s o f t h e p u b l ic s c h o o ls — s o u n d in g p h r a s e “ fe d e ra l a id to e d u c a fo r th e h is to r y t i o n .” T h e a r g u m e n t s f o r i t a r e e n ti c iss u e in in g . W e n e e d a d d itio n a l sc h o o l b u ild f ir s t tim e in th e ir tu rn e d d o w n a sch o o l b o n d o r d e r to g e t r id o f a p ro g re s s iv is t s u in g s a n d a d d i t i o n a l t e a c h e r s a n d m o r e p e rin te n d e n t p a y f o r t h e te a c h e r s , f o r o u r e v e rin c re a s in g sc h o o l p o p u la tio n . W hy s h o u ld n o t t h e f e d e r a l g o v e r n m e n t — w ith i t s b o u n d l e s s b u n d l e o f b i ll io n s — g i v e s o m e o f t h e m t o t h e s ta t e s a n d c it i e s f o r t h e i r s c h o o ls ? T h e a r g u m e n t chaos in to w ho th e ir had s c h o o ls in tr o d u c e d and th e ir c o m m u n i ty . B u t t h e s y s te m h e i n s t i tu te d r e m a in s to p la g u e th e m a n d th e e d u c a t i o n i s t h i m s e lf p r o m p t l y g o t a jo b te a c h in g te a c h e rs in a te a c h e rs ’ 18 19 �Attend school board meetings. Don’t fail to vote in all local elections involv WHAT TO DO? . . Is t h e r e a n y t h i n g Y O U , the parents of America, can do about all this? Of course there is. But you must get clearly fixed in your minds several fundamental facts. The first is that the public schools belong to you. You are the taxpayers who build and main tain the schools and pay the teachers. Without you, there would be no public schools. You therefore have not only the right, but the duty, to keep an eye on your schools and to speak up when you feel the trustees of your funds — the school board, the super intendents, the principals — are abus ing your trust. Second, there is nothing strange or mysterious or beyond understanding of the average intelligent American in the education of his children. The pur pose of education in the public-school system is to train your child to use his mind, to give him information, to teach him to think for himself and to inculcate in him those principles of moral and social conduct which are the accepted code of society. When ever you see the schools doing more or less than this, it is your duty to speak out. Third, your child’s mind is his own . . . but you are his guardian. No school or its teachers has any more right to indoctrinate your child’s mind with alien philosophies than it has to indoctrinate it with a religion different from your own. With these few basic principles in mind, here are a few things you can do. Others will suggest themselves to you as correlative to these: DO THIS . . . The past few years have produced, with the growing revolt against this invasion of our schools, an increasing literature on this whole subject by authoritative and careful pro-American writers and researchers. There is appended at the end of this pamphlet a partial list of these volumes. Get a copy of the folder: “How ‘Progressive’ is Your School?” already re ferred to. This will give you an easy to follow guide, so that when you speak up on the subject of progressive education, you will know whereof you speak. Keep informed. Join parent-teachers associations and mothers’ clubs in your community and Many of these groups around the country have been infiltrated by the knowing or unknowing disciples of the progressivist revolutionaries. They are vocal, strident and forceful — and they work hard. You must work just as hard — even harder in the beginning — to get these organizations back where they belong and to aid them to bring the proper influences to bear on the schools. take an active part in them. Always be on the alert against any and all attempts to get the hand of the federal government — directly or indirectly — on your schools. 20 ing school issues and members of the school board. Keep yourself informed about the activities of the school board. Don’t hesitate to speak up at open board meetings, to contact personally and by correspondence members of the board. Look into the background and philosophy of school board members^and prospective members. And don’t be intimidated by being told you are meddling in something you know nothing about. The men and women who serve on school boards, who superintend and administer the schools are your employees. You have not only the right, but the duty, to let them know how you feel about the manner in which they are discharging their trust. Don't fight with your children's teachers. In many cases they are as much the victims of this system as are your children. The majority of teachers are a hard-working and dedicated group of good Americans. But they are human beings. They are caught up in a system in which they have found that pro test and objections on their part can mean their jobs, their retirement pay or relegation to the “sticks.” Once you have begun to make an impression on your schools you will find allies — albeit often secret ones — among the teachers themselves. Many of them don’t like the system any more than you do, but they don’t dare say so. Never make wild charges, such as branding a teacher or a textbook a9 communist. They never advocate communism openly. They don’t even advo cate socialism openly, but slyly and sneakily as we have explained. But if you charge them with communism, they not only vehemently deny it but shout their anti-communism to the housetops. This immediately puts you in the position of making unfounded charges and anything else you have to soy, no matter how true, is then tarred with the same brush of unreliability. Always be sure of your facts first—and then speak out openly and frankly— and stand your ground. particularly at the high school level. It is to these libraries that your high school students are often sent for their supplemental and “required” reading. The progressivist revolutionaries have not overlooked trying to pack them with a preponderance of leftist books. Not only that, but in their need to break down the moral fibre of American youth, thev have succeeded in getting into some high school libraries books that would not be permitted on the shelves of a men’s club in any of our sophisticated larger cities. And don’t be scared off by cries of “freedom of the press” and “academic freedom.” A high school library is not in the same category as a public library or a bookshop where may be found books of all types for discriminating adults. The high school library is there to supplement the education of young, formative minds. Keep an eye on your school libraries, Don't leave the whole education job to the schools. Try to rid your mind of the feeling, if you have it, that school is some place to send the kids to get them off your neck. Watch their education carefully. Discuss their school problems with them. Look at their textbooks. Be sure they are progressing as rapidly in their studies as you feel they should. If possible, teach your child to read before he goes to school or during his first year there. It isn’t as hard as you think. It can be done with the help of a book like Rudolf Flesch’s “Why 21 �Johnny Can’t Read.” Your child’s ability to read well will give him — and you — a weapon with which to resist the blandishments of the progressivist revolutionaries, as the world of books and writing is opened to him. Suggestions for Additional Reading Be eternally vigilant — and not just until you can get your schools back on the track. Remember that the advocates of “the new social order” and pro gressive education never rest. They are endlessly active. You must fight them whenever they try to get a foothold — locally or at state and national levels. They count, as in the past, on your apathy. They cannot succeed if you are vigilant, vocal and vigorous in your own interest. Now a word of warning. Once you take up the cudgels to restore your schools to their traditionally American pattern, you will be vilified and smeared, made to feel stupid. Bear up and stand your ground. With the destructive evidences of their system all about us, these are the only weap ons the progressivist revolutionaries have left with which to fight. But al ways remember that on the crusade in which you are engaged depends the future of your country children. — and your How ‘Progressive’ is Your School? 25<f Why Johnny Can’t Read by Rudolf Flesch $3.00 Also available in paper covers at newsstands and bookstores at 25# Conquest of the American Mind by Felix Wittmer $5.00 The Diminished Mind — a Study of Planned Mediocrity in Our Public Schools by Mortimer Smith $2.75 Education or Indoctrination by Mary L. Allen (Also available in condensed form in All-American Vol. I, at $1.00). $4.00 Bo o k Digest, A Layman’s Guide to Educational Theory by Coulter &Rimanoczy $3.50 Progressive Education is Reducation by Jones & Olivier $3.00 The Public Schools in Crisis, edited by Mortimer Smith $2.75 Retreat from Learning by Joan Dunn $3.50 Tales of a Teacher by Beatrice S. Nathan $4.00 Communist-Socialist Propaganda in American Schools by Verne P. Kaub $2.50 All of the above available from America's Future, Inc., except the paperbound edition of “ W h y Johnny C a n t R e a d ” which can be pur chased at newsstands or from the reprint publisher — Popular Library, Inc., N e w York City. 23 22 �‘ Eternal Vigilance Is the Price of Liberty” AMERICA’S FUTURE, INC. 542 MAIN STREET, NEW ROCHELLE, N. Y. A non-profit, non-partisan educational organization SEND FOR ANOTHER COPY . . or as many more copies as you can afford and hand them or mail them to your acquaintances, your fellow church and parents’ club members, your fellow employees, your leaders. PURCHASE IN BULK QUANTITIES You can obtain additional copies of this pamphlet by writing to America’s Future, Inc. which will supply them in lots of any number at the .special bulk rates below: P R I C E S 1 copy $ .25 5 copies $1.00 12 copies $2.00 50 copies $ 6.001 " 100 copies $10.00 1000 copies $75.00 For your convenience we will mail copies direct to your friends and associates. You pay at the bulk rate for the total number of copies, plus 3^ per name, for postage. Simply send names and addresses with check to cover. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "What's Happened to Our Schools?" Rosalie Gordon, published by "America's Future, Inc.", 1956. 13 pages. Description An account of the resource Leaflet deriding current "progressive education" in America's public schools. Presents reasons why public education is being undermined by progressive ideas and how to combat it. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource America's Future, Inc., Rosalie Gordon. Date A point or period of time associated with an event in the lifecycle of the resource 1956 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 19_6_1_2_15 https://projectdaps.org/files/original/e9b536f110693a6303456e41fc0a369f.pdf 04c4188e7bde4a5c2ad7a44d31694afa PDF Text Text Legislative Federal Relations Division National Education Ar s i i o ?* e - n of tK« Unite**! Si .it-t 1201 Sixteenth o -ct, N. W. Washington S,D. C Why our public schools are in serious trouble A series of six articles by Benjamin Fine, Education Editor of The New York Times R ep rin ted fr o m She ]fo r k S h u ts “ ALL T H E NEWS THAT’S F IT TO PR IN T” �A note about the author of these articles Dr. Benjamin Fine has been education editor of The N e w York Times since 1941. In that period he has achieved a reputation un equalled in his f ield for accurate, perceptive reporting. M a n y of his articles have brought to light conditions in our schools and universities of which the public had been unaware. His series of articles on the teaching of American history in the schools and colleges of the U. S. won a 1944 Pulitzer Prize for The N e w York Times “for the most disinterested and meritorious public service rendered by an American newspaper during the year.” As a specialist in the field of education, Dr. Fine is one of many expert reporters on the staff of The Times. As a team, they bring Times readers more news than they get anywhere else— complete, accurate, interesting. �Rearming Saps School Gains As Rolls and Costs Still Soar B y B E N JA M IN F IN E O nce ag a in th e n a tio n ’s public schools a re in serio u s plight. E ig h tee n m o n th s o f defense m obilization have ta k e n th e ir toll. D an g er sig n als a re fly in g everyw here, b u t o fte n a re n o t heeded. M any advances m ade in th e firs t five y e a rs a f te r W orld W a r II does to th e m o rale of th e children, th e p a re n ts, th e te a c h e rs a nd th e a re being sw ep t aw ay. school. B u t th e re is en o u g h dis co n te n t to m ak e th o u g h tfu l e d u ca to rs a n d civic-m inded citizen s ta k e stock. T h e schools a re in need o f g r e a t e r fin an cial he lp —a n d th e y a r e u n a ble to g e t it. M any co m m u n ities a lre a d y allo c a te a s u b s ta n tia l p a rt o f th e ir ta x fu n d s fo r th e schools. O ften tim e s rea l e s ta te is tax e d a l m o st to th e d a n g e r point. B u t e d u ca tio n c o sts m ore to d ay th a n ever before—a nd th e m oney freq u en tly is n o t th e re to spend. E n ro llm en t a R ecord co m m u n ity is easy to im agine. T h e schools, like o th e r a sp ec ts E d u c a to rs em phasize th a t a child E n ro llm en t is a t its h ig h est peak. of civ ilian life, a r e beginning to deprived of h is schooling w ill be T h e T i m e s su rv e y in d ic a te s th a t feel th e e ffe c ts of th e K orean con th e 1951-52 school e n ro llm en t unable to re g a in th e y e a rs lost26,525,115— re p re s e n tin g a g ro w th flic t. A s a re s u lt, th e y fac e a child is 6 only once. One can n o t o f 826,194 in a y e a r. M ost o f th is g loom y ye a r. M any e d u c ato rs a re p o stp o n e th e g ro w th o f a p u p il as w o rried le s t th e gloom c ontinue one m ig h t postpone th e b u ilding of g ro w th h a s occurred in th e elem en ta r y g rad e s, a n d m ore p a rtic u la rly fo r a n o th e r decade. th e f ir s t g rad e . T h e p riv a te and a ro ad o r a g a ra g e . R e p o rts fro m s ta te com m ission T h is c om m ent b y D r. W a lte r p a ro ch ial schools will a dd a n o th e r e rs o f ed u cation, co rre sp o n d e n ts of 3,000,000 ch ild ren o r m ore, th u s M axw ell, s e c re ta ry of th e A rizona b rin g in g th e to ta l e le m e n ta ry and T h e N e w Yo r k T i m e s in each of E d u c a tio n A ssociation, is ty p ic a l: se co n d a ry en ro llm e n t close to 30, th e f o rty -e ig h t s ta te s , a nd in te r A t n u m ero u s schools I h a v e seen 000, 000. view s w ith lea d in g e d u c a to rs all ch ild ren lined u p in f ro n t o f a M oreover, th e school rolls a re p o in t to a dow nw ard tren d . schoolhouse door, m a rc h in g in to g o in g to in crease fo r a t le a s t e ig h t T h e schools a re c a u g h t in a p in ta k e th e ir plac e s in th e school as years, m ore likely ten. cers. F o u r m a jo r fa c to rs a re in N e x t y e a r— 1952-53— th e schools th e f ir s t s h if t m arc h e d o u t—ju s t volved: In cre a sed enro llm ents, in like th e c h a n g in g of s h ifts in fa c w ill enroll 1,700,000 m ore children Dr. E a rl J . M cG rath, United th a n w ere /re g is te re d th is y ear. f la tio n a ry costs, lack o f building to rie s.” T h is is a tre m en d o u s n u m b er to S ta te s C om m issioner of E duca m a te ria ls a n d a n a c u te te a c h e r absorb, p a rtic u la rly since m o st of tion, who declares “ we a re not C osts P ro v id e H ead ach es s h o rta g e . In fla tio n a ry co sts a re a h e a d th e classro o m s a lre a d y a re o v er building enough schoolhouses or E d u c a to rs B a c k D efense ache ev eryw here. School o fficials crow ded. T h e peak w ill n o t ' be tra in in g enough new tea c h e rs to i E a c h Is lea v in g i ts im p rin t on the a re h a u n te d b y risin g prices. j reach ed befo re 1957-58, if by then, m eet th e s itu a tio n .’’ | a t w hich tim e it is e s tim a te d th e T h e New York Times schools, a nd on th e children, too. E v e ry th in g th e y b u y h a s gone up; e n ro llm e n t in public elem e n ta ry in elem e n ta ry I t is n o t a q u estio n of ta n k s v ersu s 50 o r 100 o r even 200 p e r c e n t . i ^ 01111”^ ac a in sis e g n f'fi nonnnn tex tb o o k s. E d u c a to rs everyw here T ee irh ers a rer,e too. tin go s th o y - U e ti n g jn n ^ o n ^ a n ^ rf e re ^ s p o f 6,000,000 ea ch y e a r fo r th e n e x t several th sh C t- f v ^^ w h o le h e arted ly su p p o rt th e Gov bonuses h av e been h a n d ed o ut, b u t 'ov® r 0 * . . . . . . y e a rs, th e te a c h in g rolls also will e rn m e n t’s defense p ro g ra m . T hey n o t f a s t enough, th e te a c h e rs com -| E d u c a to rs a re deep ly d istu rb ed h av e to rise ste a d ily . H ow ever, a p p la u d i ts e ffo rts to m ak e our plain, to keep pace w ith risin g food, by th is condition. T ypical is th e te a c h e r-tra in in g in stitu tio n s are n o t p re p a rin g enough m en and d em o cracy s tr o n g enough to w ith prices. A s a resu lt, m o ra le in manyi Y*ew voiced by D r. E a rl J . Mc- w om en to do th e job. All b u t four s ta n d th e ch a lle n g e of Soviet Com com m u n ities is poor. L a s t s p rin g G rath , U n ited S ta te s C om m issioner s ta te s r e p o rt a te a c h e r s h o rta g e th e 500 te a c h e rs of P a w tu c k e t,. E d u c a tio n : m unism . R. I., w e n t on s tr ik e fo r severalI “The tid a l w av e o f ch ild ren bear- even th is ye a r. T hey now could T h ey s a y th e ir problem is n o t m o n ths, c lo sin g all of th e c ity ’s in g dow n on o u r schools bids fa ir u se 71,886 e le m e n ta ry a n d 15,121 one o f m ore AB C’s o r m ore a ir schools. T h ey won p a r t of th e in-! to overw helm us. W e sim ply a re h ig h 'sc h o o l tea c h e rs. D espite th e need fo r teach ers, plan es. T h ey in sis t ou r econom y c re a s e th e y s o u g h t—b u t a t a s e r i- 'n o t b u ild in g enough new schooly o u n g people seem to sh y a t e n is s tr o n g en o u g h to provide both. ous co st to th e schooling o f th e ir, houses o r tra in in g en o u g h new te a c h e rs to m ee t th e s itu a tio n . We te rin g th e profession. T he tea c h e r pupils. M oreover, th e y in sis t th a t it is I n o th e r com m unities th e s tr u g c a n ’t go on from y e a r to y e a r on colleges r e p o rt a d ec re a se th is y e a r j u s t a s tr u e to d a y a s it w as a g le fo r h ig h e r s a la ry schedules th e p re s e n t m a k e s h ift basis w ith of 16 p e r c e n t in th e ir e n terin g c e n tu ry ago, w hen f ir s t proclaim ed goes on in th e bo ard ro o m s r a th e r o u t se rio u sly u n d e rm in in g o u r classes. T h is m ean s, in effect, th a t fo u r y e a rs fro m now, w hen the by H o race M ann, t h a t school- th a n on th e p ic k e t line. T h e N ew w hole public school sy stem “U n less th e A m e ric a n people are school ro lls will hav e in cre a se d by houses a re th e f ir s t line of o u r de- Y o rk C ity te a c h e rs rec e n tly ended a -y e a r-a n d -a -h a lf “b o y c o tt” of ex p re p a re d to ta k e po sitiv e actio n m ore th a n 5,000,000, th e re will be tra c u rr ic u la r a c tiv itie s. J u d g in g to rem ed y th ese deficiencies, m il few e r tra in e d tea c h e rs. I n th e la s t y e a r it A lth o u g h th e n u m b er o f tea c h e rs fro m th e re a c tio n o f th e ir sp o k es lions of children will c o n tin u e to sch o o ls h a v e m ad e few advances, m en, th e y a re f a r fro m h a p p y a t g e t a m a k e s h ift e d u c atio n .” 4 h o ld in g s u b s ta n d a rd o r em erg en cy a n d m a n y b a c k w a rd steps. A n u m th e com p ro m ise s a la ry in creases. T o d ay m an y th o u sa n d s o f ch il c e rtific a te s h a s d ec re a se d by 5i053, b e r o f c o m m u n ities r e p o rt un ex B u t th e s a la r y issue is o nly p a rt d ren a re a tte n d in g classes ir th e re a re still 66,354 o f th em in p ected s e tb a c k s . O ver th e nation, th e school sy ste m . F o r exam ple, 3,500,000 e le m e n ta ry a nd high of th e ed u catio n al p ictu re. C om pe school b a sem en ts, a p a rtm e n t-h o u se 8,500 o f th e 24,600 te a c h e rs in M is titio n h a s a ris e n fro m h ig h e r-p a y b a sem en ts, e m p ty sto re s, g a ra g e s, school c h ild ren —one o u t of e ig h t in g G o vernm ent jobs, w a r-re la te d ch u rch es, in ad e q u a te p riv a te hom es so u ri a re on e m e rg e n cy c e rtifica te s, p u p ils in th e public schools—a re a n d S o u th D a k o ta re p o rts 1,796 of su ffe rin g a n im p a ire d education p o sition s a n d th e d em an d fo r a nd even tra ile rs. W h a t is m ore, its 7,159 te a c h e rs do n o t hold re g because o f in ad e q u a te facilities. skilled a n d sem isk illed w o rk e rs in one o u t o f five o f th e re g u la r u la r licenses. schools is e ith e r u n s a fe o r obsolete. A y e a r a g o a TIMES s tu d y show ed v a rio u s in d u strie s. M ore te a c h e rs B u t th e “s u b s ta n d a rd c e rtifi B uilding P ro g ra m D elayed 3,000,000 children w e re being de a re leav in g th e p rofession to d ay c a te s ” te ll o n ly p a r t of th e sto ry . prived o f a n a d e q u a te education. th a n a t a n y tim e sin ce W o rld W a r T h e defen se p ro g ra m h a s played T hus, th e r e h a s been a n in crease II, w hen 350,000 d e p a rte d , n e v e r to h avoc w ith b u ild in g plan s. E ven T he N a tio n a l E d u c a tio n A ssocia tio n e s tim a te s t h a t of th e 600.000 o f h a lf a m illion in tw elv e m onths. re tu rn . th o u g h th e n a tio n sp e n t a record F re q u e n tly th e co m m u n ity m u st $1 ,2 0 0 ,000,000 fo r school c o n s tru c e le m e n ta ry te a c h e rs in th e public In c o m p e te n t te a c h e rs , poorly equ ip p ed c lassro o m s, in ad e q u a te em ploy su b s ta n d a rd , u nqualified tio n ih 1950-51, th e co m m u n ities schools 300,000 do n o t hold college b u ild in gs a nd po o r su p erv isio n te a c h e rs because tra in e d personnel w B re u nm u le to k eep p ace w iithi th e ' d eg re e s—th e m in im u m tr> s ta n d a rd . w e i e u i ab i c l u n c e p y a u e w l i .. m a M any school s y s co m bine to c h e a t th e s e h u n d red s a re lack in g . n u m b er o f ch ild ren re a c h in g school ? t le M t lO ^ O M 'a re s ^ i n a d e ^ u S S v ? in ad e q u a tely o f th o u sa n d s o f y o u n g people. The te m s r e p o rt th e y a re " s c ra p in g th e age. A nd in 1952. e d u c ato rs w arn . n u m b e r of p u p ils on double se s b o tto m o f th e b a rre l.” ste e l a n d o th e r c ritic a l m a t e r i a ls I S S L ” ? “ ^ sio n s is g ro w in g ste a d ily . A n e s ti A sm o ld e rin g d isc o n te n t is d e will sty m ie th e c o n s tru c tio n of ' 5 51 Pr_ “2 L " m a te d 400,000 boys a n d g irls a re tected. N e v e r befo re h a v e th e m a n y ba d ly n e tt e d schoolhouses. H n n a t^ rn w M .'n f dvnuth~ M ore th a n 1,000.000 school tio n a l g io w th o f A m e ric a s youth. n o t g e ttin g a full school d a y —som e schools been u n d e r su ch a tta c k s . S lig h t R ise in S a la rie s a r e a tte n d in g school even on trip le F re q u e n tly th e co n tro v e rsy is a r t i te a c h e rs a re now em ployed. 46,000 session schedules. T h ey go h a lf a fic ially co n triv ed , d ish o n e stly d e m ore th a n la s t y e a r. B u t w ith m ore T h e T i m e s s u rv e y show s th a t day, o r a th ird of a day. W h a t th is sig n e d to w re c k th e fre e public th a n 1,000,000 ch ild ren to be added te a c h e rs ' s a la rie s hav e risen �AS DANGER SIGNALS FLY IN NATIONAL EDUCATION FIELD slig h tly fro m a n a v e ra g e of ( $3,097 to $3,290 a nnually. T h is $193 m in crease, or $3.71 a w eek, h a s been e a te n up, th e te a c h e rs declare, by in creased liv in g co sts a nd hig h er taxes. N ew Y o rk S ta te , w ith a n a v e r a g e a n n u a l te a c h e rs ’ s a la ry of $4,500, lead s th e co u n try , follow ed by th e D is tric t of C olum bia w ith a $4,300 a v e ra g e a n d C a lifo rn ia w ith $3,967. M ississippi a g a in is a t the b ottom of th e list, p a y in g i ts te a c h e rs a n a v e ra g e of $1,475 a year. A rk a n s a s is n e x t to M ississippi w ith $1,700, a n d S o u th C a ro lin a is th ird fro m th e b o tto m w ith $2,130. Six s ta te s p a y som e te a c h e rs less th a n $20 a week — M ississippi. S o u th C aro lina. K entucky. Iowa. G eorgia a nd M issouri. T en o th ers p a y a m inim um of $20 to $25 a w eek. F o r th e co u n try a s a whole, the public schools co st ju s t a little m o re th a n five billion dollars, a s lig h t in cre a se over t h a t in 1950-51. Tw o s ta te s - - N e w Y ork and C ali fo rn ia —spend m ore th a n $500,000,000 each. B ecause o f sp ira lin g costs, th e fu n d s needed to o p e ra te the public schools h a v e risen higher th a n ev er before. E d u c a to rs com plain, how ever, t h a t the m oney th e y g e t c a n n o t buy a s m uch as th e ir fu n d s of a s re c e n tly a s tw o y e a rs ago. Once m ore th e e ffe c ts of the K o re a n con flict c a n be seen in th e c lassro o m s o f e v e ry com m unity in th e U n ited S ta te s. A crow ded schoolroom p re s e n ts a problem fo r th e com m unity W ith C ong ress in session th e N. E. A. a nd o th e r school o rg a n i z a tio n s a g a in will seek F e d e ra l aid N E W YORK A N D M ID D L E th a n a y e a r ago, a n d th e num ber! tea c h in g s ta f f d e sp ite i ts en ro ll fo r th e p ublic schools. One m em ber o f te a c h e rs on su b s ta n d a rd c e rtifi m e n t g ain . o f C ongress w ho h a s a d vocated a A T L A N T IC S a la rie s in N ew M exico and F e d e ra l aid bill — S e n a to r L iste r A h e a v y in flu x of y o u n g ch ild ren c a te s h a s decreased. A ll b u t Rhode A rizona a re above th e n a tio n a l a v H ill of A la b a m a —a s se rte d th a t the h a s b u rd en ed schools in th is r e Isla n d need a d d itio n al tea c h e rs, s tr e n g th a nd s e c u rity of th e U n ited gion, a n d w ith no sig n s o f relief larg e ly in th e e le m e n ta ry g rad e s— erag e. A rizona, w ith $3,800, r a n k s fo u rth , o n ly A rizo n a re p o rts it S ta te s a g a in s t a g g re ssio n w ere in sig h t. B o th N ew Y ork and b ound inexorably to edu catio n . In P e n n sy lv a n ia r e p o rt th e la rg e s t M a ss a c h u s e tts a nd C onnecticut c a n o b tain a ll th e te a c h e rs , both a s ta te m e n t to T h e T i m e s he ob en ro llm e n t in creases. The re g is need 500 e le m e n ta ry te a c h e rs each. e le m e n ta ry a n d seco n d ary , i t needs. M ID W E S T se rv e d : te r s o f all th e s ta te s a n d th e D is SO UTH School c o n d itio n s a re g e n e ra lly "E d u c a tio n h a s given us th e tr ic t o f C olum bia h av e in creased C onditions in th e South, alth o u g h rep o rte d a s im p ro v in g in th e w idespread, high level of in te lli a b o u t 200,000. In fac e o f th e need gen ce a n d g e n e ra l com petency by fo r a d d itio n al schools, all s ta te s r e ste a d ily im p ro v in g since W orld tw elve s ta te s in th e reg io n . E n w hich we h av e b u ilt h isto ry ’s m ost p o rt d iffic u lty in o b tain in g bu ild W ar II, a re s till poor. E n ro llm en t ro llm e n t is on th e up sw in g , due in p e rfe c t exam ple o f d em o cratic go v ing m a te ria ls . E ven so, m o st s ta te s h a s been in c re a sin g in som e la rg e p a r t to g ro w th o f defen se in e rn m e n t a n d preserv ed it a g a in s t a re pu sh in g school building p ro s ta te s b u t ta p e rin g o ff in others. d u stries, p a rtic u la rly in M ichigan. Som e g la rin g c o n tr a s ts a re evi th e w inds of alien ideologies. We g ram s. N ew Y ork in te n d s to spend The problem is la rg e ly one o f im fac e a long period of in te rn a tio n a l $150,000,000 th is y e a r, co m p ared p ro v in g school se rv ic es a nd raisin g d en t. M ich ig an p a y s i ts te a c h e rs te a c h e r sta n d a rd s. A bsenteeism a n a v e ra g e a n n u a l s a la ry of $3,700. ten sio n s a nd big a rm a m e n ts th a t w ith $ 100 ,000,000 la s t year. m a y la s t p e rh a p s fo r five, ten or S a la rie s in th is a re a a re a m o n g a n d school d ro p -o u ts a lso a r e se ri se v en th h ig h e s t in th e n atio n , and Illinois, w ith $b,600, is n e a r th e even tw e n ty y e a rs. In te rm s of th e best. N o s ta te e x c e p t D ela ous issues. M an y so u th e rn te a c h e rs a re on "to p te n .” B u t N o rth D a k o ta s h e e r n u m b ers of people o u r po w a re can g e t a s u fficie n t n u m te n tia l enem ies hold a h eavy a d b e r of e le m e n ta ry tea c h e rs. P e n n e m erg en cy licenses, a lth o u g h in $2,185 a n d N e b ra s k a w ith $2,200 som e s ta te s th e n u m b er h a s d e w ith $2,162, S o u th D a k o ta w ith v a n ta g e and our intelligence sy lv a n ia c a n n o t o b tain enough a re f o rty -s ix th , to rty -f ifth a n d so u rc e s tell u s t h a t R u ssia a n d her qu alified secondary, as well as creased in th e la s t y ear. How ever, a la rg e n u m b er of fo rty -fo u rth , resp ectiv ely , in th e s a te llite s a re fev erish ly w o rk in g e le m e n ta ry school tea c h e rs. The to tra in la rg e n u m b ers of skilled reg io n em ploys m ore th a n 10,000 S o u th ern p u p ils receiv e a n im n a tio n a l sta n d in g . A lth o u g h in w o rk e rs, in stru c te d by in d u stria l te a c h e rs who hold su b s ta n d a rd p aired ed ucation. In A rk a n sa s, m an y s ta te s th e n u m b e r o f sub e x p e rts ta k e n o u t of E a s t G erm any c e rtific a te s, an in cre a se over la s t A labam a a n d K en tu ck y , 50 per s ta n d a rd te a c h e rs is n egligible, c e n t of th e pu p ils a re a ffe c te d by a p p ro x im ate ly o n e -th ird o f M is y ear. since th e la s t w ar. su b -s ta n d a rd tea c h e rs, in ad e q u a te s o u ri’s, on e-sev en th of S o u th D a N E W EN G L A N D "W e m u s t fix o u r e d u c atio n al buildings a nd double sessions. The k o ta ’s a n d o n e -e ig h th o f M ichi s ig h ts a c co rd in g ly a nd in su re th a t N ew E n g la n d o ffe rs a c o n tr a s t low est s a la rie s in th e c o u n try are e v e ry A m erican boy a nd g irl h as in g p ic tu re a s r e g a rd s te a c h e rs ’ paid in th e So u th . Som e tea c h e rs g a n ’s te a c h e rs hold s u b s ta n d a rd L a rg e n u m b e rs of th e o p p o rtu n ity fo r m axim um de sa la rie s. T h ree s ta te s —M a ssa c h u in M ississippi receiv e $500 a y ear, c e rtific a te s. v e lopm ent of h is o r h e r c a p ab ili se tts , C o n n ecticu t a n d R hode I s in So u th C a ro lin a $600 a n d in K en p u p ils a re rec e iv in g se c o n d -ra te o r im p a ire d schooling. ties. Only in th is w a y can w e m eet lan d —p a y th e ir te a c h e rs m o re th a n tu ck y $640. All s ta te s in th e r e RO C K Y M O U N T A IN th e need fo r m ore sc ie n tis ts, m ore th e n a tio n a l a v e ra g e , th e o th e r gion fall below th e n a tio n a l te a c h T h e p o s t-w a r b irth r a t e is evi e ngin eers, m ore chem ists, m ore th re e do not. T he s a la rie s of e r’s s a la ry av e ra g e . p h y sic ists, m o re tec h n ic ia n s, m ore M aine, N ew H a m p sh ire a n d V er d e n t in th e R o ck y M o u n tain p u b S O U T H W E ST sk ille d w o rk e rs of e v e ry kind, m ore m o n t a re n o t m u ch b e tte r th a n lic schools. C olorado re p o rts an n u rse s a nd d o c to rs a n d lea d e rs in th o se in som e o f th e s o u th e rn E n ro llm e n t incre a se d in all e n ro llm e n t in cre a se of 5,000, U ta h o th e r p ro fe ssio n s a n d b usiness." s ta te s, w ith T e x a s show ing a g ain 7.000, W y o m in g 3,000 a n d N ev ad a sta te s. O nly C o n n ecticu t, M a ssa c h u se tts of 29,000 in a y e a r. All s ta te s re 3.000. C o n sid erin g th e to ta l n u m T he s ta tu s of public school e du cation, in c o n tr a s t to con d itio n s a and V erm o n t reco rd la rg e en ro ll p o rt c o n d itio n s a re e ith e r “b e tte r ” b e r of p u p ils in each s ta te , th e y e a r ago, a s show n by reg io n s in m en t in creases. A lm ost all th e o r “s a m e a s la s t y e a r.” T exas, g a in s a re sig n ific a n t. W ith th e ex cep tio n o f U tah . s ta te s r e p o rt c onditions a re b e tte r how ever, h a s n o t in cre a se d its T h e T i m e s su rv ey , follow s: �Summary o f Current Conditions in Nation’s Schools TEACHER SHORTAGE IS STILL A PROBLEM T h e present status of total teaching staff, emergency teachers, average annual salary and student enrollment for elementary a n d secondary schools, as reported throughout the nation, follows: 1951-52. 1950-51. N ew Y ork .................. New Je rse y ................ P e n n sy lv a n ia ............ D elaw are .................... D istrict of Colum bia. M aryland .................... 84,700 32,875 63,510 2,050 3,483 13,436 81,500 23,062 61,161 1,931 3,429 12,495 M aine ............................ N ew H a m p sh ire . . . . V erm o nt ...................... M assachusetts .......... C o nnecticut ................ R hode Isla n d ............ 6,400 3,136 2,670 25,750 12,458 4,200 7,000 3,100 2,642 25,396 11,501 3,978 S o . of T each e rs w ith C ertificates. A vorar- Annual S alary. ; 1951-52. 1950-51. 1951-52. M ID D L E ATLANTIC 2,070,000 1,995,000 724,920 682,897 1,654,000 1,602,000 47,405 45,448 96,722 94.584 369,958 348,497 2,800 2,908 1,950 38 429 2,035 2,850 1,554 523 50 377 2,014 $4,500 3,750 3,230 3,710 4,300 3,841 $4,200 3,515 N E W EN GLA ND 159,000 158,247 73,500 72,600 63,300 60,000 625,000 618,889 307,900 283,563 97,120 97,250 125 215 333 300 631 150 110 490 458 2,370 2,880 2,200 3,355 3,700 3,350 3,500 3,100 2,150 1,242 2,500 454 1,200 670 1,000 300 1,200 1,085 3,217 2,700 2,500 1,770 600 475 1,866 1,000 3,396 500 2,250 900 3,500 1,730 2,900 2,450 350 1,100 50 1,188 50 3,167 2,960 3,540 3,800 2,800 3,700 ually, o n ly 35,000 a re being rained. T h is m ea n s t h a t w ith in sn y e a rs a s h o rta g e o f 700,000 ja c h e rs will c o n fro n t o u r schools. W ith e le m e n ta ry school enrollle n t r is in g 1,000,000 a y e a r, th e 3acher s h o rta g e w ill g ro w in creaslg ly a c u te . A nd to m ak e th e sit- R e p o rts fro m v irtu a lly every ta te in a n atio n -w id e su rv e y by 1951-52. SOUTH 645,000 431,450 910,000 518,000 685,000 787,580 695,000 560,115 440,000 490,000 563,398 555,785 1950-51. 680 266 3,654 3,883 3,586 RURAL AREAS W ORST HIT V irg in ia ...................... W est V irginia .......... N o rth C arolina ........ S o u th C arolina ........ T ennessee .................... G eorgia ........................ A lab am a ...................... M ississippi .................. A rk a n sa s .................... L o uisian a .................... K e n tu c k y .................... F lo rid a ........................ 22,800 16,247 28,625 17,600 23,500 25,225 23,350 16,616 13,550 19,266 19,763 18,746 19,900 16,244 29,900 17,144 22,889 24,000 22,240 16,510 13,775 17,000 19,371 17,894 O klah o m a .................. T exas ............................ N ew Mexico .............. A rizo n a ........................ 19,600 46,640 6,100 5,551 18,867 46,042 5,273 5,683 SO U TH W EST 519,750 499,311 1,478,150 1,449,114 155,500 150,000 162,628 161,328 M ID W EST 1,247,563 1,247,205 714,000 690,000 1,252,961 1,204,000 1,100,000 1,066,000 523,400 510,200 530,154 507,028 491,000 477,720 666,161 650,000 114,488 112,917 118,175 116,000 227.879 227,000 345,000 325,930 2,300 700 329 5,000 2,500 390 493 8,500 100 1,796 607 21 4,408 1,000 1,550 4,500 2,500 550 493 8,990 700 1,529 650 175 3,200 3,450 3,600 3,700 3,175 2,900 2,967 2,650 2,162 2,185 2,200 2,775 3,130 3,250 3,525 3,500 3,044 625,000 443,135 907,192 503,090 675,634 782,952 681,007 533,000 426,000 551,201 527,000 2,400 1,475 1,700 3,100 2,350 1,925 47,000 26,000 47,800 41,000 22,413 21,500 27,488 24,600 6,537 7,159 12,628 17,892 44,824 23,900 47,300' 39,000 21,358 21,577 22,038 25,056 6,349 7,059 13,000 17,563 W yom ing .................... C olorado ...................... U ta h .............................. N evada ........................ 2,876 10,500 5,555 1,378 2,873 10,477 5,053 1,323 RO CK Y M OUNTAIN 62,700 59,000 237,000 232,655 163,467 156.407 33,000 31,148 65 650 570 5 90 830 739 - 11 3,050 2.900 3,170 3,316 2,820 2,892 3,038 3,271 M o ntana ...................... Id ah o ............................ 5,225 5,020 5,086 5,100 N O R T H W E ST 112,456 107.456 128,500 125,000 625 556 735 950 3,415 2,639 3,090 2,439 17,200 12,350 63,800 15,501 11,491 61,123 F A R W E ST 423,000 404,000 293,030 272,215 1,855,000 1,735,291 615 1,800 7,600 1,455 1,800 6,655 3,690 3,650 3,967 3,360 3,368 3,667 T o ta l U. S ................ .1,003,768 956,978 25,698,921 66,354 71,407 $3,290 $3,097 w h e re a b o u t o n e -te n th o f th e te a c h e rs hold em e rg e n cy c e rtifi c a te s, th e p ro b lem o f su b s ta n d a rd te a c h e rs h a s been la rg e ly solved. U ta h is m a k in g im prov em en ts. T h e a v e ra g e s a la rie s ra n g e fro m $2,900 in C o lo rad o to $3,316 in N e v a d a . A ll r e p o r t th e y c a n o b tain se co n d a ry , b u t n one c a n g e t ele m e n ta ry te a c h e rs . N O RTH W EST M o n ta n a a n d Id a h o h a v e a p p ro x im a te ly th e s a m e n u m b e r of te a c h e rs — 5,225 a n d 5,020, resp e c tiv e ly —b u t Id a h o h a s 16,000 m o re pupils. Id a h o n eed s b o th elem en t a r y a n d se co n d a ry te a c h e rs w hile 26,525,115 M o n ta n a n eeds only e le m e n ta ry . B o th h a v e m a n y e m e rg e n cy te a c h ers. T h e re is a b ig d iffe re n c e in te a c h e rs ’ s a la rie s. M o n ta n a h a s an a v e ra g e o f $3,415, Id ah o $2,639. F A R W EST T e a c h ers’ s a la rie s in th e F a r W e st a re a m o n g th e h ig h e s t in th e co u n try . C alifo rn ia, w ith a $3,967 a v e ra g e , is second n a tio n a lly a n d W a sh in g to n , w ith $3,690, is n in th , w hile O regon, w ith $3,650, is ten th . C alifo rn ia n o w h a s 63,800, th e second la r g e s t s ta f f in th e coun try . T h e n u m b er o f te a c h e rs on e m e rg e n cy c e rtific a te in cre a se d 7,600. O reg o n h a s 1,800 o f its Are Feeling Pinch— Situation Grave, Educators W arn B y B E N JA M IN F IN E T h is n a tio n ’s public schools face Ohio .............................. In d ia n a ........................ Illinois .......................... M ichigan .................... W isconsin .................. M innessota ................ Io w a .............................. . M issouri ...................... N o rth D a k o ta .......... South D a k o ta .......... N e b ra sk a .................... K a n sa s ........................ W ash in g to n ................ O regon ........................ C alifo rn ia .................. Elem entary Schools Yearly, but They Get Only 3 5 ,0 0 0 2,576 2,018 1,975 2,150 2,558 12,350 te a c h e rs on s u b s ta n d a rd licenses. A ll need e le m e n ta ry , bu t W ash in g to n a lso needs seco n d ary tea c h e rs. T h e T i m e s s tu d y sh o w s serious school p ro b lem s in e v e ry se ctio n of th e lan d . I t a lso show s t h a t no t en o u g h a tte n tio n is p a id to th ese roblem s. S o a rin g e n ro llm e n ts, few e r buildings, a s h o rta g e o f te a c h e rs a n d a lac k o f m o n ey to k e e p p ace w ith school needs h a v e com bined to b r in g a n o th e r e d u c atio n al crisis. W hile th is c ris is is n o t y e t in th e a c u te s ta g e , o u r sy ste m o f free public e d u c atio n m a y b e e n d a n g e re d u n less th e schools receive m o re fin a n c ia l su p p o rt. sm e n ta ry tea c h e rs. Periodic arn in g s J ia v e been sounded by lucators, b u t n o th in g h a s haprned—th e s h o rta g e continues. A lth o u g h th e s h o rta g e is found e v ery w h ere, it is m o st a c u te in th e r u ra l a re a s , in th e So u th , M idw est a n d F a r W est. B u t even th e la r g e r cities (w ith th e ex cep tio n th u s f a r o f N e w Y o rk ) h a v e beg u n to feel th e s h o rta g e . N o th in g q u ite a s se rio u s a s th is h a s h it th e p u b lic schools in a g e n e ra tio n . T h e N eed s A nalyzed T o p ro v id e en o u g h te a c h e rs to ta k e c a re of th e tre m en d o u s in cre a se in e le m e n ta ry enro llm e n t o v er th e n e x t te n y e a rs —a n d to co v er o rd in a ry lo sses th ro u g h d eath , re s ig n a tio n a n d re tire m e n t —th e n a tio n w ill n eed a t le a s t 105,000 n ew te a c h e rs an n u ally . T h ere a re 600,000 te a c h e rs em ployed in th e e le m e n ta ry schools. T h e d ro p o u t r a t e is 12 p e r c en t, o r 72,000. T h e 1,000,000 a d d itio n al ch ild ren will re q u ire a n o th e r 33,000 te a c h e rs an n u a lly . H ow ever, th e te a c h e rs ’ colleges a re s u p p ly in g j u s t a b o u t 35,000 te a c h e rs an n u ally . F a c to r s t h a t h a v e c o n trib u te d to th e te a c h e r s h o rta g e include th e in cre a se d pupil e n ro llm en t, th e f a c t t h a t te a c h e rs a re d ro p p in g o u t o f th e p ro fe ssio n f a s te r th a n th e y a re b ein g rep laced , a n d th e a ttr a c tiv e - �TEACHERS IN GROUP DISCUSSION AT SUMMER WORKSHOP w o rk e r a v e ra g e s $378 a m onth, a tru c k d riv e r o r p lu m b e r $360, an e le c tric al w o rk e r $207, policem en fire m e n $230, w h ile te a c h e rs $122 (y e a rly a v e ra g e I t m a y seem u n fa ir to ta k e th e p o o rest-p a y in g s ta te fo r co m p ari son, b u t T h e T i m e s su rv e y show ed sim ila r d isp a ritie s in th e o th e r F ig u re s p re p a re d b y the N ew J e rs e y E d u c a tio n A sso ciatio n show t h a t b e tw e en 1939 a n d 1950 th e p e r c a p ita incom e o f N ew J e r sey re s id e n ts in cre a se d 126 p e r in th e sa m e perio d a v e ra g e o f te a c h e rs in cre a se d 66 p e r cent. O th e r D e te rrin g F a c to rs L ow s a la rie s a lo n e do n o t keep p o te n tia l te a c h e rs fro m th e p ro T e a c h e rs o b jec t to poor w o rk in g conditions, to in ad e q u a te tra in in g fac ilitie s, to so cial p r e s a n d to a n e g a tiv e a ttitu d e th e p a r t o f th e public. T e a c h ers to be a p a r t o f th e com m ub u t fre q u e n tly fin d t h a t th e y a r e n o t p e rm itte d to be a c tiv e c iti zens. Som e c itie s s till refu se to m a rrie d w om en te a c h e rs re q u ire w om en to resig n if th e y g e t m a rrie d w h ile in service. Educators taking course in Decatur, 111. T h e s h o rta g e is a b o u t evenly divided o v e r th e n a tio n . T h e P e n n in cre a sin g en ro llm e n ts in ou r v a rio u s h ig h school tea c h in g fields sy lv a n ia S ta te E d u c a tio n A sso cia public schools, th e less chance —th e r e a re m ore social stu d ies tion, w hich h a s a m em b ersh ip of 55,000, re p o rts t h a t in i ts s ta te th e th e re is fo r a te a c h e r to do a te a c h e rs th a n c a n be em ployed, s h o rta g e is m o stly in r u ra l sec co m p eten t jo b of tea c h in g . I t is while th e re co n tin u e s to be a tions. P itts b u rg h n eeds te a c h e rs th e child who inev itab ly suffers. sh o rta g e o f ca n d id a tes fo r te a c h fo r k in d e rg a rte n a nd p rim a ry A nd w hen th e child su ffe rs, th e n a in g hom e econom ics, g irls ’ p h ysical c la sse s; i t also n eed s s p e cia lists in tion s u ffe rs.” th e fin e a r t s a n d c ra fts , in hom e ed ucation a n d lib ra ry service. A c ritic a l need also ex ists in Only se ven teen s ta te s req u ire a econom ics a n d fo r th e m e n ta lly re tard e d . m an y p a r ts o f th e co u n try fo r th e college d eg ree fo r th e e lem entary rep la c em e n t of u n d e rtrain e d te a c h I n N ew Y o rk S ta te th e re is a ers. O f a p p ro x im ate ly 600,000 ele school tea c h in g c e rtifica te , fo u r s h o rta g e o f 750 te a c h e rs in elem en m e n ta ry school te a c h e rs in service, req u ire th re e y e a rs o f college, one ta r y schools o u tsid e th is city. T he ab o u t o n e-h alf, o r 300,000, m eas- s ta te req u ires tw o a n d one-half S ta te E d u c a tio n D e p a rtm e n t ex ■A to th e m inim um req u ire ip p e c ts th is s h o rta g e to in c re a se to m en t of a college deg ree. Two y e a rs, six te e n req u ire tw o years, a b o u t 1,150 -in th e c u rr e n t school hu n d red th o u sa n d hav e com pleted tw o s ta te s req u ire one a n d one-half y e a r a n d to 1,750 in th e 1952-53 tw o y e a rs of college; th e education y e a rs, seven a s k fo r one y e a r, and y e a r. T he s h o rta g e is m o st a c u te p ro fe ssio n reco g n izes th e n ecessity one s ta te —N e b ra s k a — does n o t r e in su b u rb a n regions, w hich h av e fo r re ta in in g th em , a n d s te p s have q u ire a n y college p re p a ra tio n . been g ro w in g m u ch f a s te r t h a n th e Dr. W illard E. G ivens, executive cities in re c e n t y e a rs. T he m ain been ta k e n to help th em im prove th e ir ac ad e m ic tra in in g . H ow ever, s e c re ta ry of th e N a tio n a l E d u c a pro b lem s a r e in th e N a s s a u , W e st 100,000 a re so w oefully u n d e r tio n A ssociatio n a n d g e n e ra lly re c c h e ste r, B uffalo, R o c h e ste r and tra in e d a s to m ak e n e c essa ry th eir ognized sp o k e sm a n fo r th e public S y ra cu se a re a s. rep lacem en t a t th e e a rlie s t possible schools, s tre s se d t h a t no n atio n S h o rta g e s a r e g ro w in g in N ew m om ent. e ith e r in p eace o r w a r c a n affo rd j n g la n d . M aine re p o rts a s h o rta g e E to n e g le c t its hom e base— it m u st j th e e le m e n ta ry division, p a rtic u in C n itio s in High S h o od n c o ls D r. W illard E. Givens, who be p a rtic u la rly co n cerned ab o u t la rly in th e r u ra l a re a s. H ere, a s } s a y s : “ W hat our n ation does A t th e h ig h school level only h e a lth , co m petence a n d m o rale o f e elsew here, th e o ffic ia ls a re up a b o u t th e education of the young sm a ll in cre a se s in to ta l en ro llm e n t its people. a g a in s t th e p ro b lem t h a t te a c h e rs “T h e m a in source o f th e con seek e m p lo y m en t in th e m a jo r d e te rm in e s w hether we a re d e a re fo re se e n u n til 1957. A t th a t tim e, ac co rd in g to D r. R a y C. M aul, tin u e d s tr e n g th a n d c a p a c ity of c cities o r s u rro u n d in g co m m u n ities, velo p in g n atio n a l s ta m in a or re s e a rc h a s so c ia te o f th e N a tio n a l w th e A m e ric a n people,” D r. G ivens v hich o ffe r th e b e s t s a la rie s a n d co m m ittin g slow suicide.” C om m ission on T e a c h er E ducation said, “is to be fo u n d in o u r chil- v o rk in g conditions. B y th e tim e w a n d P ro fe ssio n a l S ta n d a rd s , a d ren a n d y o u th . W h a t o u r n a tio n th e c itie s a n d to w n s g e t th e ir pick, p h en o m en al in cre a se m a y be ex n ess of o p p o rtu n itie s in o th e r pected. B y 1960 th e to ta l high does a b o u t th e e d u c atio n of th e th e su p p ly becom es e x h a u ste d bey o u n g d e te rm in e s w h e th e r w e a re foi’e th e r u ra l a re a s a r e reached, fields. school en ro llm e n t will be a t lea st d eveloping n a tio n a l s ta m in a o r ;I t is e s tim a te d t h a t 500 a d d itio n al “T h e b lu n t f a c t is,” w a rn e d Dr. 8,500,000, o r o n e -th ird m o re th a n c o m m ittin g slow suicide.” te a c h e rs could be u se d in M aine. E a r l J . M cG rath, U n ited S ta te s a t p rese n t. O ne of th e lea d in g rea so n s fo ri C o n n ecticu t, too, could u s e 500 T h e c o u n try n eeds 48,000 q u a li th e g ra v e te a c h e r s h o rta g e T i m e s ad d itio n al te a c h e rs f o r th e eleC o m m issioner of E d u c a tio n , “u n less w e do so m e th in g d ra s tic — a n d fied c a n d id a tes ea ch y e a r to r e c o rre sp o n d e n ts a n d e d u c atio n com - m e n ta ry schools. M a ss a c h u s e tts place h ig h school te a c h e rs who m issio n ers ag reed , is th e lo w p a y :re p o rts t h a t i ts s h o rta g e is g r e a tim m e d ia te ly —to relieve th e te a c h leave th e p rofession fo r a ll reasons. of te a c h e rs . O n th e a v e ra g e , th e e s t fro m k in d e rg a rte n th ro u g h th e e r sh o rta g e , a w hole g e n e ra tio n of B y 1960 th e a n n u a l n eed will a p classro o m te a c h e r g e ts a b o u t $60 a f ir s t th re e g rad e s. T he S ta te CornA m e ric a n b o y s a n d g irls will be p ro ac h 70,000. w eek— th e r a n g e g oes fro m $10 to m is s io n e r o f E d u c a tio n , D r. J o h n J. sh o rt-c h a n g e d in th e ir r ig h t to ob T h e p roblem a t th e h ig h school $125. I n M ississippi, fo r exam ple,!D esm ond, p o in te d o u t t h a t th e r# ta in a fu n d a m e n ta l education. level is n o t to ta l n u m b ers of a v a il w h ere th e r e a re 16,000 tea c h e rs, is a tre n d in h is s ta t e ( it is found “T he th in n e r you s tr e tc h yo u r a b le q u alified ca n d id a tes. T h e re is, only 105 g e t $4,000 o r m ore a y e a r, e lsew h ere) to w a rd h irin g lib e ra l av a ila b le te a c h in g s ta f f to cover how ever, a n u n b a la n c e d d is trib u w hile 4,243 g e t less th a n $1,000. Ia r t s college g r a d u a te s a n d r e tr a in In M ississippi, a s h e e t m eta llin g th e m fo r e le m e n ta ry tea c h in g th e u n p rec e d e n te d a n d in ex o ra b ly tio n o f th e c a n d id a tes a m o n g th e �th ro u g h special co u rses a t te a c h e r s h o rta g e is a m a jo r p roblem — caused in la rg e p a r t by th e influ x of people to W a sh in g to n , O regon a n d C alifo rn ia. M rs. P e a rl A. Needs fo r qualified teachers in elem entary and secondary schools E v e ry S o u th e rn S ta te rep o rted W a n am a k e r, S u p e rin te n d e n t of a te a c h e r s h o rta g e . D r. Dow ell J. Pu b lic In stru c tio n in W a sh in g to n , have been estim ated by the states as follows: H o w ard , V irg inia S u p e rin te n d en t e stim a te d t h a t e le m e n ta ry schools No. of A dditional No. of A dditional Q u alified T eachers Q ualified T eachers o f In stru c tio n , n o ted t h a t 3,700, or in h e r s ta te could use 1,050 m ore Needed: Needed: tea c h e rs r ig h t now, a n d th e sec E lem entary Secondary 27 p e r cent, of V irg in ia ’s 13,829 , E lem entary Secondary School. School. e le m e n ta ry te a c h e rs w ere n o t p ro p o n d a ry schools 550 m ore. School. School. S o u t h w e s t (Cont.) e rly c e rtific a te d fo r th e g rad e s Mid d l e A t l a n t ic B o th O regon a n d C a lifo rn ia re N ew Y o r k .................... 3,000 500 New M e x ic o ................. 80 20 th e y a re teachin g . p o rted gro w in g te a c h e r sh o rta g e s. New J e rs e y ................ 2,800 100 A rizona ........................ 0 0 F ifte e n p e r c e n t o f V irg in ia ’s F o r th e 1951-52 acad em ic y e a r, P e n n s y lv a n ia .............. 900 1,000 tea c h e rs, o r 2,119, hold local p e r O regon is issu in g 1,800 em erg en cy M id w e s t D e la w a r e ...................... 38 38 Ohio .............................. 200 0 m its o r e m ergen cy licenses. M ost a n d s u b -s ta n d a rd c e rtific a te s. In D istrict of C olum bia. 290 90 In d ia n a ........................ 700 100 of th e local p e rm it h o ld ers a re C alifo rn ia, th e s h o rta g e e x ists a t M aryland .................... 2,296 468 Illinois .......................... 1,000 200 h ig h school g ra d u a te s only. N o rth th e e le m e n ta ry level a n d in sp e cia l M ichigan ...................... 5,000 200 C aro lin a needs 3,000 qualified ele ized field—te a c h in g th e m en ta lly New E ng l and 0 m e n ta ry tea c h e rs. E a c h su m m er reta rd e d , p h y sically han d icap p ed , M aine ............................ 200 75 W isconsin .................... 3,000 200 th e ne w sp a p e rs o f th e s ta te c a rry a n d in field s su ch a s w om en’s N ew H a m p s h ir e ........ 250 35 M in n e s o ta ..................... 1,000 444 V e rm o n t ...................... 240 125 Iow a .............................. w a n t a d s ca llin g fo r te a c h e rs — p hysical education, a g ric u ltu re and M a ssach u setts .......... 500 0 M issouri ...................... 7,900 m o stly e le m e n ta ry te a c h e rs in ru ra l in d u stria l a rts . L a s t y e a r th e s ta te 500 C onnecticu t ................ 500 228 N orth D a k o t a ............ a ia d ire need of 193 q re a s. G eo rgc h e is inThe s ta n d a rd h ad 7,600 te a c h e rs on em ergency, R hode Isla n d ............ 0 0 South D a k o ta ............ 1,603 rs. s u b s ta n d a rd c e rtifica te s. N eb rask a .................... 700 100 u alified tea So ut h te a c h in g req u irem e n t in G eorgia T h e te a c h e r s h o rta g e problem K a n sa s .......................... 0 V i r g i n i a ........................ 1,500 300 is b ased on a b ach elo r’s degree. c a n n o t be solved o v er n ig h t, edu ca R o c k t Mo u n t a in W est V irginia .......... 1,159 100 75 25 L a s t y e a r 44 p e r c e n t of th e s ta te 's tio n a l spokesm en a g reed . B u t th ey N o rth C a r o li n a .......... 3,000 0 W yom ing .................... 0 24,618 te a c h e rs h a d tra in in g below a re co ncerned o v er th e lac k of in So u th C a r o li n a .......... 320 4,940 Colorado ......................* 2,500 te r e s t in tea c h in g a m o n g s tu d e n ts 50 t h a t level. T en n essee .................... 1,000 200 U tah .............................. 300 50 25 F lo rid a will need 1,000 new ele a n d th e p ublic g en e ra lly . A rec e n t G eo rg ia ........................ 1,000 300 N evada ........................ m e n ta ry te a c h e rs each y e a r fo r su rv e y in In d ia n a show ed t h a t only A labam a ...................... 6,891 1,111 N o r t h w est M ississippi .................. 1,900 100 M ontan a ...................... 277 180 th e n e x t fo u r y e a rs, p lu s rep la c e 2 p e r c e n t o f a sa m p lin g o f 4,000 A rk a n sa s .................... 1,000 500 Idaho ............................ 540 360 m en ts fo r th o se w ho fo r v ario u s h ig h school s tu d e n ts w ere d e fin itely easo n s leav e th e tea c h in g p ro fe s c o m m itted to te a c h in g a s a p ro fe s L o u isia n a .................... 450 150 F ar W e st K e n tu c k y .................... 3,033 434 W ashington ................ 1,050 550 sion each y e a r. A sim ila r sto ry sion, while a n o th e r 2 p e r c e n t F l o r i d a .......................... 2,700 100 Oregon .......... t ............. 1.800 0 com es fro m T exas. The sh o rta g e th o u g h t th e y m ig h t e n te r th e field. So ut h w e st C alifornia .................... 5,500 0 ex ists in u rb a n a s w ell a s ru ra l T he v a s t m a jo rity o f b rig h t s tu d e n ts in In d ia n a a n d elsew here u re areas. O k lah om a .................... 200 75 On th e W e st C o a st th e te a c h e r s ta y in g a w a y from teach in g . T ex as ............................ 2,500 1,300 T otal U nited S ta te s .71,886 15,121 stitu tio Qualified Teacher Needs by States tra in in ge pinrts fro mn s.th e S o u th R o SHORTAGE OF STEEL HITS SCHOOLS HARD Allotm ents by D. P. A. Far Less Than Requested to Meet school c o n stru c tio n c a n n o t be ob tain e d in q u a n titie s n e c essa ry to keep pace w ith s tu d e n t gro w th . One o u t of every five schools in th e c o u n try is obsolete—a nd this fig u re does n o t include th e h it-o rm iss c o n tra p tio n s now u sed as “schools” on an em e rg e n cy basis. D u rin g th e n e x t seven y e a rs, a s tu d y by T h e N e w Yo r k T i m e s show s, th e c o u n try will need to build 600,000 classroom s, a t a co st o f $20,000,000,000 (a classro o m a t to d a y ’s p rices co sts fro m $30,000 ONE OF THE OBSOLETE SCHOOLHOUSES IN THE NATION Basic Requirements M A K E S H IFTS USED W ID ELY Rapidly Rising Rolls Produce Classes Called Too Big for Effective Teaching B y B E N JA M IN P IN E T h e ste e l s h o rta g e h a s h it th e n a tio n ’s schools a te rr if ic wallop.! F a c e d w ith s o a rin g enrollm ents,: o v ercrow ded co n d itio n s a n d in c re a s e d need fo r classroom s, th e school sy s te m s a r e u n a b le to build. L a c k of a d e q u a te sch o o lh o u ses is lis te d a s th e No. 1 ed u c atio n al h e a d a c h e fro m one end o f th e c o u n try to th e o th er. A lm o st u n b elievable conditions! e x is t in m a n y com m unities. E n -| r o l l m e n t s r i s i n g n e a r l y 1 ,0 0 0 ,0 0 0 a! y e a r o v e r t h e c o u n t r y , c o u p le d w it h in f la t io n a r y c o s t s a n d t h e in a b ilit y to g e t p r io r it ie s o n c r it ic a l m a t e r ia ls , h a v e j o in e d t o m a k e a n a la r m in g c o n d itio n . D e s p it e t h e e f f o r t s o f h ig h ly p la c e d e d u c a tio n a l o fficials, th e ste e l needed fo r to $35,000). Of th e classroom s, 222,000 will be used fo r th e in cre a se d enrollm en t, 126,000 will be fo r n o rm a l re p la c em e n ts a n d 252,000 to red u ce th e e x is tin g backlog. T h is m eans, in e ffe c t, t h a t th e n a tio n m u s t build a t le a s t 80,000 A fire-trap building in Buxas, La. �c la ssro o m s a y e a r fo r th e n e x t f a r : of 2,259 schools u n d e r con s tru c tio n in 1951, c ritic a l m a te ria ls sev en y e a rs. T h is will n o t be possible by a ny w ere a llo tte d to 1,528; m a te ria ls s tr e tc h of th e im a g in atio n . T h e w ere n o t av ila b le fo r 831. O f th e y e a r 1950-51 w a s th e p e a k y e a r 1,001 ap p lic a tio n s fo r p ro je c ts on fo r b u ild in g schools in th is c o u n try w hich to b eg in c o n stru c tio n d u rin g — 40,000 c lassro o m s w ere con th e fo u rth q u a rte r o f 1951, critic a l s tr u c te d a t a co st of $1,200,000,000. m a te ria ls w ere a llo tte d to eig h ty E v en a t th is tre m en d o u s r a te , th e six— m a te ria ls w ere n o t available n a tio n w as g e ttin g only a b o u t one- fo r 915. O u t of 3,260. ap p lic a tio n s h a lf th e buildings needed to m ee t fo r la s t y e a r, ste e l w e n t to 1,624 c u rr e n t needs a n d w ip e o u t th e p ro je c ts, a n d 1,636 w e re tu rn e d b acklog. down. L ittle C o n stru c tio n T his Y ear W a rn s on W e ak e n in g Schools B u t w h a t a b o u t th is y e a r? O r C o m m en tin g on th is s itu a tio n , th e im m e d ia te y e a rs a h e ad ? J u d g D r. M cG rath d eclared : in g fro m p re s e n t in d icatio n s, th e “N o p erso n q u estio n s th a t, in n a tio n ’s school b u ild in g p ro g ra m th is perio d o f in te rn a tio n a l crisis, w ill bog dow n seriously. I t is th e req u irem e n ts of th e m ilita ry d o u b tfu l if even th e c u rr e n t in ad e q u a te r a t e o f c o n stru c tio n w ill be a nd defense p ro duction fo r steel c o ntin u ed th ro u g h 1952. T he in a n d o th e r c ritic a l m a te ria l should cre a se d d em ands of th e defense be m et. B u t i t is also im p e rativ e p ro g ra m fo r c ritic a l m e ta ls —steel, t h a t we p e rm it no f u r th e r w ea k e n co pper, a nd a lum inum —m a k e it in g of o u r public school system . “W e c a n ’t p u t o u r y o u n g s te rs in a p p e a r u n likely t h a t th e needs for n ew school c o n stru c tio n can be m et e d u c atio n al cold s to ra g e fo r the du ratio n . E d u c a tio n m u st be ob in a n y s u b s ta n tia l degree. U n d e r a llo tm e n ts m ad e to the tain e d on a y e a r-b y -y e a r basis. If U n ited S ta te s O ffice of E d u c a tio n a child is given second o r th ird b y th e D efense P ro d u c tio n A d c la ss education, o r no education m in istra tio n , m a te ria ls c a n be d u rin g his fo rm a tiv e y e a rs, the g r a n te d fo r th e m o st p a r t to h a n d icap will re m a in fo r h is e n tire lifetim e. T he ed u catio n of o u r b u ild in g s a c tu a lly u n d e r w ay. P e w new schools will be b u ilt y o u n g people m u st rem a in sq u arely d u rin g 1952, un less m ore steel is in th e fo re fro n t of a n y lon g -te rm m ad e a v ailable. A r e p o rt fro m D r. p ro g ra m fo r th e defen se o f dem oc E a r l J . M cG rath , U n ited S ta te s rac y . O th erw ise w e ru n th e risk C om m issio n er of E d u c a tio n , tells of losing one o f th e g o a ls fo r w hich th e s to r y g rap h ic a lly . F o r the w e a re fig h tin g .” q u a r te r b e g in n in g J u ly 1, 1951, his S p ira lin g co sts also h a v e a ffe c te d o ffice s u b m itte d a n e stim a te of the schools seriously. F o r exam ple, 192.000 to n s of ste e l fo r b asic r e $1,000,000 sp e n t fo r school building q u ire m e n ts fo r a ll e d u c atio n al p u r c o n stru c tio n la s t y e a r p u rch a se d poses. T h e a m o u n t a llo tte d w as only a b o u t a s m u ch p la n t a s $568,000 could h a v e b o u g h t a t th e end 100.000 tons. T h e d iffic u lty w a s incre a se d of W orld W a r n o r a s m u ch as f u r t h e r w h en th e la s t q u a rte r $446,000 could h a v e p u rch a se d in a llo tm e n t w a s m ad e k n o w n —it 1940. w a s sm a lle r th a n t h a t f o r th e C lasses M eet in H om es th ir d . B asic req u ire m e n ts to ta lin g A s a resu lt, o u r u n d e rsta ffe d , 196.000 h a d been re q u e ste d —and bad ly housed schools fac e d a n u n 94.000 to n s w e re assigned. A f te r prec e d e n te d p erio d o f s h o rta g e . It a vigo ro u s ap p e al fro m th e E d u c a is d o u b tfu l t h a t even h a lf of th e tio n O ffice, 10,000 to n s w ere added. 80,000 c lassro o m s needed in 1952 B a d a s la s t y e a r ’s s itu a tio n w as, will be co n stru c te d . School s y s th is y e a r ’s te n d s to be w orse. te m s ev e ry w h e re a re se n d in g out E d u c a tio n a llo tm e n t f o r th e f ir s t S. O. S. sig n als. T h ey a re u tiliz in g q u a r t e r o f 1952 is 97,000 tons, less every conceivable sp ace to keep t h a n 38 p e r c e n t of e s tim a te d to ta l schools open. I t is n o t u n u su a l to re q u ire m e n t o f 225,000 tons. find ch ild ren a tte n d in g school in A cco rd in g to D r. M cG rath , th e p riv a te hom es, c h u rc h basem ents, f ir s t q u a rte r is p a rtic u la rly c riti sto re lo fts o r in one ca se ob c a l fo r school c o n stru c tio n because se rv e d by th is w rite r, a section of p o stp o n e m e n ts th e n will m ean a n u n d e rta k e r ’s p a rlo r. Supplies, th e loss n o t m ere ly of those e q u ipm ent a n d te x tb o o k s a re la c k m o n th s b u t o f a n e n tire school in g in m a n y schools. y e a r. S ta te a f t e r s ta te re p o rts im D r. M c G ra th stre s se d t h a t w ith p a ire d e d u c atio n al fa c ilitie s b e a n a llo tm e n t of 97,000 to n s fo r c a u se of in ad e q u a te buildings. In e le m e n ta ry a n d s e co n d a ry school Illinois, f o r exam ple, th e lac k of build in g s, p rio rity w ill be g iv en fo r steel a n d o th e r c ritic a l m a te ria ls c o n s tru c tio n now u n d e r w ay. The is p re v e n tin g th e c o n stru c tio n o f a g re e n lig h t w ill be g iv en a lso to n u m b e r of school buildings. A p c o m m u n ities t h a t h a v e se rio u s p ro x im a te ly 13,000 s tu d e n ts in Illi o v e rc ro w d in g in e le m e n ta ry and nois a re en ro lled in schools w h ere se co n d a ry schools. I t w ill c ontinue double sessio n s a re necessary, to b e n e c e s s a ry to d e fe r a p p ro v a l w hile 7,500 a re a tte n d in g schools o f n ew b u ildings w h ere th e p u r in bu ild in g s t h a t a re d e fin ite ly in pose is p r im a rily to elim in a te adeq u ate. o b solete s tru c tu re s . P e n n sy lv a n ia lik ew ise re p o rts a T h is is w h a t h a s h a p p e n ed th u s se rio u s b u ild in g sh o rta g e , even th o u g h $35,000,000 w a s sp e n t fo r new buildings d u rin g th e 1950-51 school y e a r a n d $40,000,000 w ill be sp e n t d u rin g 1951-52. I n th is s ta te it is e stim a te d t h a t 8,500 pupils will s u ffe r a n im p a irm e n t in school th is y e a r becau se o f double ses sions o r p a rt-tim e in stru ctio n . E lsew here th e situ a tio n is ju s t as serious. O fficials re p o rt th a t th e b u ilding situ a tio n in A rizo n a is “ste a d ily w o rsening.’’ T here, as elsew here, th e sam e s to ry is re p e a te d : d u rin g th e w a r, buildings could n o t be e re c ted becau se of th e sh o rta g e o f m a te ria ls . A fte r th e w ar, m an y school sy stem s th o u g h t p ric e s w ere g o in g to drop a nd so considered it p oor b u sin ess to bu ild u n til c o n stru c tio n co sts w en t down. 18 J e rs e y P ro je c ts D elayed Som e s ta te s, such a s N ew Je rse y , d eclare th a t a s u b s ta n tia l p ro p o r tio n of th e stu d e n ts a re su ffe rin g som e im p a irm e n t in th e ir schooling because th e y a re enrolled in classes too la rg e to p e rm it effectiv e te a c h ing. In N ew J e rs e y eig h teen projects, including new schools, additions a n d annexes, re p re s e n tin g a to ta l co st of $4,257,225, a re b ein g held up b y lac k of steel o r o th e r c ritic a l m a te ria ls . U nless m ore steel is a l lo cated d u rin g th e f ir s t q u a rte r of th is ye a r, th irty -o n e ad d itio n al b u ild in g p ro je c ts, re p re se n tin g a to ta l co st o f $12,000,000, will n o t g e t s ta rte d . D esp ite a la rg e building p ro g ram , M ary lan d h a s been unab le to keep p ace w ith its s till g ro w in g school en ro llm en t. N ow s ta n d in g a t 369,958, th e en ro llm e n t is th e b ig g e s t in th e s ta t e ’s h isto ry . In the n e x t th re e y e a rs i t is ex p ected to go to 437,000. C lasses a re being held in s h ifts a n d in sto res, ch u rch es, b a sem e n ts a nd o th er re n te d space. B ecause o f la c k o f funds, A la b a m a is n o t p lan n in g a g en eral school b u ild in g p ro g ra m . A very lim ite d a m o u n t o f B u ild in g Com m ission F u n d s is av a ila b le fo r c riti cal e m erg en cy school building needs. A su rv ey is now b e in g m ade to d e te rm in e b u ild in g n eeds w ith th e hope t h a t som e p ro v isio n s will be m ad e to fin a n c e c o n stru c tio n of school p la n ts needed. A s a resu lt, A la b a m a o fficials r e p o rt t h a t 300,000 p u p ils a r e se rio u sly in need of ad e q u ate h ousing. T o do a h a lf-w a y a d e q u a te job, th e s ta te w ould have to sp en d $300,000,000 fo r school buildings. W e ste rn R olls A re R isin g R e p o rts fro m th e M id w est a n d F a r W e st in d ic a te t h a t a h uge b u ild in g p ro g ra m w ill h a v e to be s ta r te d im m ed iately if th e en ro ll m e n t in cre a se s a re to b e absorbed. A school b u ild in g p ro g ra m is u n d e rw a y in W isconsin. M o st ru ra l schools w ere c o n stru c te d befo re 1900. I t is e s tim a te d t h a t $234,000,000 m u st b e s p e n t in th e n ex t tw e n ty y e a rs to p ro v id e ad e q u ate : facilities. L a c k of ste e l a n d o th e r c 1 ritic a l m a te ria ls h a s crippled som e of th e c u rr e n t c o n stru c tio n — a b o u t tw e n ty -fiv e p ro je c ts a r e now bein g held u p p e n d in g F e d e ra l p ri o rities. D u rin g th e c u rre n t school y e a r 24,000 p u p ils a tte n d e d schools in s u b s ta n d a rd classroom s. A school b uilding, survey, c on d u cted b y th e S ta te S u p e rin te n d en t o f P u b lic I n stru c tio n , is in p ro g re ss in Colorado, w h e re th e e ffe c t of lack of ste e l is b eg in n in g to b e felt. F ifty -six th o u sa n d p u p ils w ill s u f fe r im p a irm e n t in th e ir schooling th is y e a r as a r e s u lt o f in ad e q u a te buildings o r double sessions. I n th e n eig h b o rin g s ta te o f U ta h , fifte e n new p la n ts a re u n d e rw a y o r com m itte d , m o stly in defen se a re a s o r such m a jo r cities a s S a lt L a k e C ity a n d O gden. In a h alf-d o zen school s y ste m s, g y m n asiu m s a n d au d ito riu m s a re doubling a s c la ss room s, w hile th re e to w n s u tilize c h u rc h s tru c tu re s . A nd on th e W e st C oast, T h e T i m e s ’ stu d y fo u n d t h a t W ash in g to n ’s public school c lassro o m s w ere m ore crow ded t h a n ev er before. C o n stru c tio n h a s lag g e d c o n sist e n tly b eh in d e n ro llm en t, in sp ite of a $40,000,000 bond issu e a p p ro v ed b y th e v o ters. N eeds of W a sh in g to n A tte n d a n c e s ta te -w id e in W a sh in g to n ju m p e d 19,000 th is y e a r o v er la s t, b u t o n ly 350 new c la s s room s w e re m ad e a v ailab le. School o fficials sa y th e y need 3,000 m ore classroom s. T he to ta l c o st o f the b u ilding p ro g ra m in th e n e x t ten y e a rs, a s su m in g fu n d s a re a v a il able, is e s tim a te d a t $300,000,000. B ecause o f th e c lassro o m sh o rta g e 42,000 p u p ils now a r e rec e iv in g in s tru c tio n in te m p o ra ry “p o rta b le s ” o r in m a k e s h ift c lassro o m s in b a se m en ts, c o rrid o rs o r o th e r sp a ce no t in ten d ed o rig in a lly f o r classro o m use. In O regon school a d m in istra to rs w a rn t h a t a la c k o f steel a n d o th er c ritic a l m a t e r i a l s 'h a s d e fin itely slow ed dow n th e b u ild in g p ro g ra m . I f m o re ste e l is n o t a v a ila b le soon a co n sid erab le n u m b e r of s tu d e n ts will be on double sessio n s n e x t fall. Sim ilarly , C a lifo rn ia , now in th e m id st o f a b u ild in g p ro g ra m c o st in g $200,000,000 a y e a r, c a n n o t k eep p ace w ith i ts g ro w in g e n ro ll m en t. T h e lac k o f ste e l f o r school c o n s tru c tio n h a s becom e se rio u s in p a r ts o f C a lifo rn ia . A s tu d y in d i c a te d t h a t C a lifo rn ia needed oneh a lf o f th e e n tire a m o u n t o f steel a llo cated to th e e n tire c o u n try f o r school b u ild in g pu rp o ses. T h e re does n o t seem to be a n e a sy w a y o u t o f th e dilem m a. T h e schools need m o re s te e l a n d o th e r c ritic a l m a te ria ls . So do h o sp ita ls a n d o th e r w e lfa re ag en cies, Gov e rn m e n t a u th o ritie s r e to r t. A nd, of course, th e defense n e e d s m u st com e above all th e o th e rs . E d u c a to rs a re h o p e fu l t h a t th e G overn m e n t w ill fin d som e w a y to p ro vide th e schools w ith en o u g h m a te ria l a n d eq u ip m e n t to p re v e n t th e ch ild ren fro m g e ttin g ch eated . �INFLATION AFFECTS Cost of Operating Nation’s Schools OUTLAY ON SCHOOLS Declining Dollar Value Pushes Increased Operation Costs Still Higher Over Nation RESISTANCE TO TAXATION Revision Is Sought for Archaic Levying— Bonds for Building Face Locality Opposition By B E N JA M IN F IN E I t co sts a lo t of m oney to run th e c o u n try ’s school system . M ore b uildings, m o re tea c h e rs, m ore eq u ipm ent, m ore supplies a n d m o re ch ild ren give school a d m in istra to rs a c ontinuous he a d ac h e a s in fla tio n d im inishes w h a t av a ila b le fu n d s c a n accom plish. T h e N e w Y o r k T i m e s survey, w hich o b tain e d d a ta fro m the f o rty -e ig h t s ta te s a n d lea d e rs in A m e ric a n edu catio n , show s t h a t th is y e a r th e public school will co st th e ta x p a y e rs a b o u t $5,000,000,000 fo r o p e ra tin g ex p en ses and $1,000,000,000 fo r buildings. This is a n in cre a se of n e a rly $400,000,000 in o p e ra tin g expenses, b u t it is illu so ry b ecau se of th e in ro a d s of in flatio n . F o r th e n a tio n a s a w hole the e s tim a te d e x p e n d itu re fo r a pupil in a v e ra g e d aily a tte n d a n c e in c re a se d fro m $206 in 1950-51 to $216 in 1951-52. How ever, th e N a tio n a l E d u c a tio n A sso ciatio n n o tes t h a t th e p u rc h a s in g pow er of the $216 in p ie - w a r dollars is a b o u t $115. N ew Y o rk , w ith a n ex p en d itu re o f $325 to r ea ch pupil, leads th e ouie.- s ta t e s a nd is follow ed by N ew J e rs e y w ith $312. O th e r s ta te s sp e n d in g m o re th a n $275 include O regon, W yom ing, M o n ta n a and D e la w a re. M ississippi is a t th e b o tto m o f th e lis t w ith $88. S ta te s sp e n d in g $150 o r less a re A labam a, A rk a n s a s , G eorgia, K entucky, N o rth C aro lin a, S o u th C arolina, T ennessee, V irg in ia a n d W e st V ir g in ia . L ess of In co m e fo r Schools D e sp ite th e rec o rd a m o u n t sp e n t fo r sch o o ls th is y e a r, in te rm s of 1952 d o llars, th e p e rc e n ta g e of n a tio n a l incom e t h a t goes fo r public e le m e n ta ry a n d se co n d a ry schools is c o n sid erab le low er th a n it w a s in th e d epression y e a rs . In 1933-34, a c co rd in g to u n ite d S ta te s O ffice of E d u c a tio n fig u re s, 4.32 p e r c e n t o f th e n a tio n a l incom e w as sp e n t fo r public school edu catio n . B ut in 1949-50 (la s t school y e a r a vailable) th e c o u n try s p e n t only 2.57 p e r cen t. A lth o u g h th e m o u n tin g expense o f r u n n in g th e p ublic school s y s te m is c ritic ize d in som e q u a rte rs , F e d e ra l a id fo r school b u ildings is g e n e ra lly f e lt n e c e s s a ry i f th e needs fo r school h o u sin g a re to be m et. The current operating expenditures of the public schools compared . T h ree y e a rs a go th e N ew J e rs e y w ith cost a year ago are estimated by states as follows: public school b u d g e t w as in th e /— Total Operating Expenditure-, n eighborhood o f $150,000,000. N ow 1951-52 1950-51 S o u t h w e s t (C ont.) it is close to $200,000,000. O f th e M id d le A t l a n t i c N. M. $28,330,000 $26,984,653 $531,000,000 collected in ta x e s in N. Y. $590,000,000' $563,000,000 Ariz. 31,213,889 30,500,000 N ew J e rs e y in 1950 to m ain tain ------------------iTO.000,000 N . J ......... 196,600,000 M id w e s t g o v e rn m e n ta l services m ore th a n 297,506,508 P a ............. 314,842,579 270,000,000 244,628,651 a th ird w as u sed to p ay fo r th e 10,906,200 Ohio . Del. 11,046,455 Ind. . . . 150,500,000 141,457,000 ed u catio n of children. A b o u t 85 D. C. 22,135,400 21,211,447 288,000,000 273,000,000 p e r c e n t o f th is a m o u n t w as re Md. . 89,068,221 74,322,145 m . . . . . . Mich. 250,000,000 240,000,000 alized b y locally im posed p ro p e rty N ew E n g la n d W is. . 117,000,000 108,350,000 tax e s, th e rem a in d e r b y s ta te aid 26,438,670 Minn. 26,000,000 M e. .. 125,000,000 115,000,000 d istrib u te d a m o n g lo calities. N. H . 15.600.000 Iow a 15.100.000 117,000,000 100,433,225 Som e s ta te s fin d t h a t an a r 11,481,314 Mo. .. .. V t. .. 13.000. 000 103,000,000 98,837,035 M a ss. 152,240,585 132,381,130 N. D. 23,942,130 21,433,000 ch aic ta x s tr u c tu r e is a t th e b o t Conn. 70.000. 000 65.130.000 S. D.. 30,900,000 27,871,880 to m of th e ir ed u c atio n al tro u b les. 20,429,018 Neb. . R. I.. 2 2 . 100.000 44,200,000 41,000,000 F o r th e m o st p a rt, schools d raw K an . . 85,000,000 73,000,000 th e ir fu n d s fro m p ro p e rty tax e s So u t h r a t h e r th a n g e n e ra l tax e s. Several R o c k y Mo u n t a in Va. .. 85.000. 000 80,194,839 ed u c ato rs have proposed t h a t -the W. Va 69,679,519 58,344,398 W yo. . 16,400,000 14,270,806 ta x s tr u c tu r e be overh au led and N. C-. 122 , 000,000 1 2 1,000,000 Colo. . 55,000,000 48,357,800 m o d ern ized in lig h t o f c u rre n t 54.000. 000 S. C. . 62.000. 000 U tah . 28,300,000 27,578,644 80.450.000 76,451,451 Nev. . Tenn. 6,516,352 6,241,840 needs. 76,807,674 Ga. .. 77,757,830 R isin g B u d g ets in M idw est No r t h w est 73.000. 000 Ala. . 76.000. 000 S erio u s pro b lem s a ris e w h en th e 25,500,000 23,651,144 M iss. 40.000. 000 39,074,159 M ont. budget fo r schools Idaho 23,700,000 20,642,955 o p e ra tin g Ark. . 40.000. 000 40.000. 000 m o u n ts too rap id ly . F o r exam ple, F a r W est La. .. 89,095,580 91.000. 000 W ash. 97,466,000 93,000,000 th e to ta l o p e ra tin g e x p e n d itu re fo r 62,755,055 63.000. 000 Ky. .. 73,104,839 65,661,290 p ublic schools in W isconsin in F la . .. 82.000. 000 78,842,461 Ore. . Calif. 475,000,000 410,268,167 1951-52 w as $117,000,000, in 1950-51 S o u th w e s t it w a s $108,350,000 a n d th e y e a r Okla. 80.000. 000 83.677.000 . .$5,213,525,854 $4,836,213,084 b efo re it w a s $91,000,000. School 254,000,000 255,828,000 T o tal ta x e s a re s e p a ra te ite m s a n d th e y h a v e in cre a se d g re a tly . A n a rc h a ic ed u catio n does n o t g e t so m u ch of double o r m o re 1940 p rices. H ere p ro p e rty ta x e s c a rr y 75 p e r c e n t of th e n a tio n a l incom e a s do som e of Is th e w a y D r. J a m e s L. M cCaskill, th e school co sts in th e s ta te . th e lu x u ry item s. F o r exam ple, in d ire c to r of th e N . E . A. D ivision of In th e la s t sessio n o f th e L e g is 1950 th e people of th is co u n try L e g isla tio n a n d F e d e ra l R elations, la tu r e th e W isconsin F a rm B u s p e n t $8,100,000,000 fo r alcoholic p u ts i t: re a u , a m em b e r o f th e J o in t Com bev erag es, $4,409,000,000 fo r to I n 1950-51 th e a v e ra g e s a la ry m itte e on E d u c a tio n in W isconsin, bacco p ro d u cts a nd sm o k in g s u p in tro d u c ed a selectiv e 2 p e r c e n t plies, a n d $2,291,000,000 on cos fo r public school in stru c tio n a l s a le s t a x bill, th e proceeds of s ta f f m em b e rs w a s $3,080; th e m e tics a nd b e a u ty p a rlo r services. a v e ra g e em ployed p e rso n w as w hich w ere to be u sed f o r school D u rin g th e co m p a ra b le period e a rn in g a b o u t $3,200, o r 4 p e r cen t p u rp o se s to reliev e th e p ro p e rty (1950-51) th e y sp e n t $4,836,213,084 m ore. H ow ever, in 1939 th e a v e r ta x p a y e r. I t w a s b a d ly defeated . f o r th e u p k e e p of th e public a g e te a c h e r’s s a la r y o f $1,420 w as T h ere is som e re s is ta n c e to bond schools. I n o th e r w ords, a b o u t $15,- 12 p e r c e n t h ig h e r th a n t h a t of issu es becau se o f h ig h co n stru c tio n 0 0 0 ,000,000 w e n t f o r th e s e lu x u rie s co sts a n d s h o rta g e of m ate ria ls. a nd a th ird of t h a t a m o u n t fo r the em ployed people in g e n e ra l. I f T he d isp o sitio n is to "m a k e do" ed u catio n o f 25,000,000 b o y s and te a c h e rs ’ s a la rie s w e re in th e sam e u n til th is s itu a tio n s tr a ig h te n s out. rela tiv e po sition to th o se of all g irls o f school age. M in n e so ta re p o r ts t h a t its school e em ployed p e rso a In fo rm e d e d u c ato rs o b serv e th a t o th y r w e re in 1939, n s eto d wy as ex p e n d itu re s h a v e m o re th a n dou th e th y ould th e $6,000,000,000 expended f o r th e a v e ra g e $3,580, o r $500 above th e ir bled sin ce 1941. I n t h a t y e a r th e o p e ra tio n o f schools a n d c o n s tru c to ta l fo r m ain ten a n c e w a s ab o u t tio n o f b u ildings d u rin g 1951-52 1950-51 level. $46,000,000; th is y e a r i t is e s ti I f th e ed u catio n d o llar con tin u es w ill b u y a b o u t h a lf t h a t a m o u n t in to sh rin k , w a rn s D r. M cCaskill, m a te d a t $125,000,000. E d u c a tio n goods a nd services, m ea su red in a l n eed s a c co u n t f o r m o re th a n te rm s of th e 1939 dollar. I n m an y th is n a tio n w ill be u n ab le to ob h a lf o f all leg isla tiv e a p p ro p ria co m m u n ities th e schools ta k e th e ta in th e te a c h in g fo rce a n d build tions. th e schools req u ired to g ive a d e lion’s s h a re o f t a x m oneys, b u t I n K a n s a s $85,000,000 is av aileven th e n th e c o sts m o u n t m ore q u a te e d u c atio n to th e g row ing a b le fo r th e p u b lic schools th is n u m b er o f school children. rap id ly th a n th e fu n d s allo cated . y e a r, a n in c re a se o f $12,000,000 C onditions F a c e d b y S ta te s N ew M oney S o u rc es S o u g h t o v e r th e p rev io u s y e a r. M ost com S ta te s every w h ere, ac co rd in g to m u n itie s h a v e a p p ro v e d bond is V ario u s su g g e stio n s h a v e been m ad e fo r fin a n c ia l a s sis ta n c e to re p o rts fro m T h e N e w Yo r k su es f o r new school build in g s by th e schools. M ore s ta t e a id is T i m e s co rresp o n d en ts, a re fin d in g s u b s ta n tia l m ajo ritie s. s o u g h t in m a n y com m unities. th e g ro w in g school co sts b u rd e n F a c to r s in V irg in ia In cre a se B ond issu e s a n d in cre a se d ta x m ill- som e, y e t som ehow th e y m u st con School ex p e n d itu re s hav e rise n a g e keep m an y c itize n s a w a re of tin u e to m ee t them . rap id ly th ro u g h o u t th e So u th , a l th e needs of th e ir schools. V e rm o n t is a ty p ic a l s ta te in The c o n tro v e rsia l issu e of F e d th is connection. T he o p e ra tin g ex th o u g h th is se ctio n a s a w hole e ra l a id to th e public schools is p e n d itu re fo r p ublic schools is does n o t su p p o rt its public schools a s lib e rally a s som e o th e r a re a s . s till one o f th e “m u s t” ite m s on a b o u t $13,000,000 a n d is in c re a s I n V irg in ia th e to ta l o p e ra tin g th e a g e n d a o f m a n y school o rg a n ing a b o u t 10 p e r c e n t a n n u ally . izations. T he N a tio n a l E d u c a tio n R e sista n c e to bond issu e s fo r o u tla v f o r 1951-52 is e stim a te d a t A sso ciatio n in te n d s to co n tin u e its school b u ild in g s is b eco m in g a p $85,000,000 w h e re a s fiv e y e a rs a g o f ig h t to g e t a bill e n a cte d in th e p a re n t; som e c o m m u n ities b rin g it w as $52,000,000. F o r th e b ien p re s e n t session o f C ongress. B u t up su ch p ro p o sa ls th re e o r fo u r n ium s ta r tin g J u ly 1 th e S ta te B o a rd o f E d u c a tio n is a s k in g fo r th e p ro sp e c t f o r th e m e a su re does tim e s b efo re th e y a re accep ted . n o t a p p e a r to o b rig h t. L ocal school ta x e s in V erm o n t $91,303,675 fro m th e s ta t e ’s g e n School fin a n c in g is com plicated have in cre a se d b y a th ir d in re e ra l fu n d f o r school o p e ra tio n s—a n by inflation. T h e te a c h e rs a re con- c e n t y e a rs an d , since th e y a re in cre a se o f 33 p e r c e n t o v e r 1950s t a r )v se ek in g h ig h e r s a la rie s to la rg e ly levied on p ro p e rty , th e in 52. T h e rea so n s c ite d b y V irg in ia co m p e n sa te fo r co st-o f-liv in g in c re a se is beco m in g b u rdensom e. creases. T h e c o st o f a ll m a te ria ls S ta te a id fo r e d u c atio n h a s in fo r th is p ro je c te d in c re a se —a n d a nd e q uipm ent used b y th e schools creased , b u t does n o t ab so rb th e th ese rea so n s h o ld t r u e elsw h ere— h as gone u p s h a rp ly , som etim es m a jo r fin a n c ia l p ressu re . S ta te or 'a re : ex p e cte d e n ro llm e n t in c re a se �n o so a n eedn w rk d to th point w e th y v c d that m re s te aid is th g children, Florida c n e p c to tio . C n lid tio is d p n e t to o e e h re e in e a xet o ta e ro os e b x n pn e k y to th so tio o all m jo b ca e e lu n f a r e lled u o to m e this e p n a c n id ra le e te t u o th pn et xe c n “n lo g r ta e it.” a o n e k ig w y . e u a n l p b m in N w J r diture in th n a fu re O e h h a s d c tio a ro le s e e e e r tu . th r O e a unw th rs re illing to a c p cet sy e. S u e s te a in a sim o th rn ta s re ilar T e is n o e a s e to all th h re o n n wr e th lim e itations o their p rs n l n e oa ps n o itio . p b m ra e b th e u a rs ro le s is d y e d c to . Aid fo H n ic p e U e r a d a p d rg d fre d m im o e b ce in c m eo psd y rta o p vd T e m s p ssin h ot re g p b m B fo th s h o a im ro e , ro le s e re e c o ls re m n s. Still o e find that c n u itie th rs o W ut g a r a p p tio s fa e o e u a n in T x s a th n e s will h v to b e a in d itho re te p ro ria n ae e xme c d n d c tio ea re e e d ditions in m n s h o s s m a t to c n tru t n w s h o , e p y a y c o l y te s c os c e c o ls m lo locally a d th n c s a fu d n e e e s ry ns o n g n llm n , e to c rb their na u tura e th s s m re te c e o p y higher sal m u tin e ro e ts th building o ta e . D W rth M C re e l n u ia m o a h rs r a r. o c lu , x s o g s sc rc h rta e , a ity o qualified b in d f a d z a for "do n el ing a g o jo .” od b a s n im o n im ro e e t te c e rie , o p rta t p v mn n a h rs a d insufficient s h o e u e s c ta o th A e n c o l c tiv e re ry f e m rica “T e is n d u t that really in e u a n c n b re liz d in fu d o th lo h re o ob d c tio a e a e s o ia n f col dm n s n e cal le e v l. F c rs A s c tio o S h o A inis a to th ro g - o g re e rc into th N w J rs y or e e h re o u h g in sa h e e e e ls w e . to n f e ot pointing u th s p b m a re tra rs, o e o th m s influential p e e ro le s re te c e s o g is lo g o e u ,” a h r h rta e n v rd e e o n , o ts E u a rs in M s a h s tts s y a d c to as cue a ctiva n o m tio f ilitary in lla n s h o g u s in th c u try p in sta tio s, c o l ro p o s rv s D M G th “S c a th te c e s o g , n e fo s e d g u p d c n o d fe s to th s rio s difficulties c u e b be e r. c ra . uh e e u asd y e a h r h rta e ed r p e in p ro u tio f e ne stu y sh u e p re all p a e o m re a e u te sa rie n e fo in strie a d a clim d o ld x lo hss f o f oe et s g w dqa la s, e d r du s n bing birth lack o m n y to m e fa t- ro th m tte e o o ic so ia a d n w buildings to ta e c re o e ra . T x s is still trying to c tc ing en llm n a d o e rapid in e a r— c n m , c l n e ro e t n ffs t k a f n te e a a h p ch lo ic l— n a m t to u ro e ts w e sy o g a a d tte p n o ts s n m d te llm n h re th y h v in u w its building p g m a r c a e in c s a a im e ia e ae p ith ro ra fte re s c v r th ro t c u e . W n e to c a e a d th re la e e t o a th building d a oe e o ass e ed re s d n e p c mn f n e os e d e e rth during th w r p b m to b c n id re . e a ro le k o all th re s n w y p o le tiq a d buildings a nw e aos h ep u te re th m s p rio . T e p b m is D c m g "M re te c e will c s m re e ot e d h ro le e o in o a h rs ot o g , o d n t g , into te c in p ssin n e s for th im ro e a u w o r o o o a h g re g ed e p v c te ith sca rcity o m te ls, m n y h n te . "T a h rs sal f a ria o e ,” e o s ece ’ a d w y th y s y o le v it. W m n o e u a n in their s te a d high c s . n h e ta r a e e e t f d c tio ta . n o ts a s a a s b h d th rise o liv rie , lw y e in e f n e to k o w a m k s a g o D J h J D s o d J M s a ed n w h t ae o d r. o n . e m n r., a s o ts re o S v ra M w s rn s te list ing c s , a n w falling further ee l id e te ta s cue h s tts S te C m is io e o reo a iza n a d co so a n o b h d tha e e Everything th ta o ms nr f te c e a d w a m k s a b d ahr n h t ae a n v r. e rg n tio n n lid tio f e in lled a o for m re th sm ll districts a their m s s h o u e c s m re tha it did ls o te c e A d w n e to k o E u tio , ca a h r: n e ed n w d ca n n e a s o t c o ls s o t o f d c tio , o e re w a c n b d n to d v lo th equality o e u a n s that th p ssin s h o n e . N b sk is b fo K re . T e h t a e oe ee p e e re o a h re is e id n e v ec g c o l ed e ra a h n ic p e w u h v a e u l typical in this re p c T e a that th su sta tia in re s in th a d a p d o ld a e n q a m ra o th p fe s n s tha o le f e ro s io o t e b n l c ae e s e t. h re re e lthy to le rn n rly 7 0 s h o districts in th n tio a b d e m d n c s a b a th s w o e te it will h v n c a c w oe h n r a e o h n e ith th hea ea ,0 0 c o l e a n l u g t a e e e s ry y h w to b s lf- u p rtin . o e e spo g c u e to reg as ret their c o e h ic .” s te E ro en ta . n llm ts, it is fo n , d n tio a d fe s is beginning to u d o a n l e ne u f ee p s n tiv p ta n cal s u e o o rc s f O th w o , th s te a re n e h le e ta s g e O t o s v n re re e ta e n t justify th la e n m e F r dry u s te a d lo o e rg u b r. o u e te d n orth C ro a th s k o e o o y a d a b tte s h o su p rt.” a lin po a to th m s p ssin n e s in s p rin n e ts in N s e o t re g ed e ae f cnm n e r col e us n f th e e u a n p fe s n T e p lle o th q e tio o their e u a n l p g m redistricting D sp d c tio ro s io . hy o d n d c tio a ro ra , e ite th g w g p b m e ro in ro le s c o ls o t re g ed, e a re w g e ith D la a e w re that m re s h o ’ m s p ssin n e s fiv is fo n to b n c s a . T e s te fa e b th s h o , e u a rs o ud e e e s ry h ta cd y e c o ls d c to re s” e e c g iz d e e e s fu d for s h o a im e tiv . tw sa o o n su en rth ao e r h s n v r re o n e th n c s ity e e w e ns c o ls re p ra e listed "m"mfu d pa d te cthrs a e e v ry h re a re co fid n that n et o id re rio h Te U h nified S h o L col egislative w o s t th s n a fo te c in o ha ving p p ro erly qualified te c th e u tio a facilities will b a h e d ca n l e h e e ta d rd r a h g f C m itte in D la a , w ich in th o m e e w re h rs for th e m n ry g d s stre g e e rather th n w a e e e le e ta ra e . n th n d a eknd e sho c o l.” A co in c rd g to e c m ris s tw n la a d p fe T o a D B o p e e ty y n ro s h m s . ailey, S te S p rin High s h o g d a s w n c l in th im e ia c o l ra u te ith o o e m d te y a e rs a e d ha. ta u e g re e itte sio l g u s in re d in e u a te d n o Florida, te c e a d le e training a still p rm d to T e po na ro p te ste dc hy int to th tre e d u in e mn o s net f a h rs n tio , s s e that a c a g in th s h o buildings a th tw m s te c u d r ce in c n itio s n tre s d hne e col rta od n. te st ta e b th public, a evi re kn y e s re e o o t a h n e ta s t- p w s n e e s that m re p ssin e u a n l n e s It will x e u a edd o o s’ Sim ilarly, th m s p ssin n e d n e b th h n re s o citizen e o t re g ed ecd y e u d d f re g d c tio a e d . fu d c n b p v e . ns a e ro id d u ho t e e o ta a col y col o m e req ire $ 5 0 ,0 0 to bring th for th M n n public s h o s s s h o c m itte s thro g u th u 4 ,0 0 0 e e p v ry M n e u a rs s y m re s te N g s h o buildings a d facili te is th c n lid tio o m n c u try a p o that p o le e e a y d c to a o ta m e o so a n f a y o n , s ro f e ro c o l n re re d a d willing to ay n a , or s m fo id o e rm o F e l a , tie u to th s n a o s h o s h o districts. A f ed ra id uthorities o th w e f e h re a s p e ta d rd f c o ls c o l po e e c o ls d ca n A o ia n su p rt th fre public s h o . ss c tio is th a s e Practically all te c fo w e n w r. ah r hite ch re . B s d o th M n n ild n ae n e o ta a E u tio tro g c o ls tre g e u u o ta a ta e , principals a d officials o th U rs n f e nited S te S p m C u d point o t that M n n is a s te S n s h o will s n th n o r ta s u re e o rt e e o ra d n S te B a o E u tio a c n cisio co c rn g e u a n for N o v s s a e a d sm ll p p la d m c tic tra itio s. ta o rd f d ca n re o a ou n n e in d c tio e f at pcs n � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "Why Our Public Schools Are In Serious Trouble", six articles by Benjamin Fine, Education Editor, New York Times, no date. 10 pages. Description An account of the resource Series of articles addressing problems facing public schools nationwide. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource New York Times, Benjamin Fine Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 19_6_1_2_14 https://projectdaps.org/files/original/291f4039debcf275e63cfb65412518bd.jpg e9386ce0faedf68dbc7b1d4fd311e2ad Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 307, The George Melvin Richardson Collection Description An account of the resource Papers donated by George Melvin Richardson, former principal of Hoffman-Boston Junior-Senior High School. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 11th at Queen Description An account of the resource View of 11th St. S. from S. Queen Street in the Arlington View neighborhood, formerly known as Johnson's Hill, the neighborhood where Hoffman-Boston Junior-Senior High was located. Format The file format, physical medium, or dimensions of the resource Black and white photograph Source A related resource from which the described resource is derived RG 307, The George Melvin Richardson Collection Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Photograph Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 307_0073 https://projectdaps.org/files/original/5139208f3ff2492c204f731036f3a57c.jpg affee97343d4c6cb4498dc988406e70f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 307, The George Melvin Richardson Collection Description An account of the resource Papers donated by George Melvin Richardson, former principal of Hoffman-Boston Junior-Senior High School. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 11th Street from Queen Street East Description An account of the resource View of 11th St. S. from Queen St., looking east, in the Arlington View neighborhood, formerly known as Johnson's Hill, the neighborhood where Hoffman-Boston Junior-Senior High was located. Format The file format, physical medium, or dimensions of the resource Black and white photograph Source A related resource from which the described resource is derived RG 307, The George Melvin Richardson Collection Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Photograph Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 307_0076 https://projectdaps.org/files/original/3880519960ac605ca22d88c6847cbb25.jpg a9f7527d1f1c0271b8dabf0ae202bf90 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 307, The George Melvin Richardson Collection Description An account of the resource Papers donated by George Melvin Richardson, former principal of Hoffman-Boston Junior-Senior High School. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 12th and Pierce Sts. Description An account of the resource View of the intersection of S. Pierce St. and 12th St. S. in the Arlington View neighborhood, formerly known as Johnson's Hill, the neighborhood where Hoffman-Boston Junior-Senior High was located. Format The file format, physical medium, or dimensions of the resource Black and white photograph Source A related resource from which the described resource is derived RG 307, The George Melvin Richardson Collection Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Photograph Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 307_0077 https://projectdaps.org/files/original/4b4210c6dd81be140abb1395c35cdd74.jpg 7a41bdfb0ba2c2bad00c043ffeb47456 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 307, The George Melvin Richardson Collection Description An account of the resource Papers donated by George Melvin Richardson, former principal of Hoffman-Boston Junior-Senior High School. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 12th St. S. from Queen to the east, about 1964 Description An account of the resource View from S. Queen Street looking east down 12th St. South in the Arlington View neighborhood, formerly known as Johnson's Hill, the neighborhood where Hoffman-Boston Junior-Senior High was located. Format The file format, physical medium, or dimensions of the resource Black and white photograph Source A related resource from which the described resource is derived RG 307, The George Melvin Richardson Collection Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Photograph Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 307_0083 https://projectdaps.org/files/original/edeb0a1ad94bd6a1e4c660b93a55ba38.pdf 46dcc431bd997fc97b64b10153d9ff43 PDF Text Text A rlington Racial Issue Flares Up Over School A ddition, Bond Plan c By JOHN BARRON Approval I residents :and cut a painful the Intention of minimizing __ schism In the political coalition tegration. The racial Issue thnt Arling­ which governs the county. It "The plan is- unsound be;' ton thought was. behind: it imperils all Items In the $6.5 cause It perpetuates 'segrega-‘ flared-, last'night as a. school million bond referendum sched­ tlon,”declared the Rev. Arthur's board member, supported by u led in November. It could af­ Walls of the Nauck Citizens As-, Negro leaders, threatened to fect the outcome of the cur­ soclation.' fight a bond issue sought for rent County Board campaign "If the board cannot recon­ improvement of a Negro school. and certainly''will affect ap- sider Its position and give an During a tense meeting, polntment of new school board assurance that It will not place some colored spokesmen fired members at the end of the year. Ia 22-room addition to what is _ , . ‘ ' . . i already an inadequate site, the bitter charges at the school School Overcrowded members ot our orsanlzMIon board, accusing it of trying to The fighting concerns plans cannot support this issue in perpetuate.segregation by en­ larging an existing school ra­ to add 22 rooms to the Drew-1 the bond referendum." ther .than building a new one. Kemper School which is so in-1 His statement was indorsed Defying his colleagues, board adequate that a number of its by the Community Council for member James Stockard de­ 1.100 pupils now have to attend i Social Progress, the Central clared .that, if present plans make-shift classes in an an-'Arlington Civic Association and i the Jennie Dean Communityrem aned in affect. “ shall nex several blocks away. I Four o f the five board mcm-1 Club. have to exert by full influence in this county toward defeat bers concede that expansion of I- After all the tumult, the of the school bond issue.”- •the present school to 37 rooms i board passed a resolution statu­ "There's at least one Chris­ te not the Ideal solution, but'lng in effect that it would contian In the House.” shouted contend that comprehensive sldcr any suggestions for an Robert Alexander, representa­ studies have failed to disclose I alternative to the addition, tive of the National Associa­ a feasible site, for a new one. |But the majority Indicated that ' They contend that the lm-!1 Is "ninety-nine per cent" 6 tion for the Advancement of portant thing Is to get some'certain-‘ Bernard Joy put it, as Colored People. 1 400 to 500 children out of sub-;that nona can be found. i Proponent Assailed standard school rooms as soon 1 _____________._______ 1 • A prominent Arlington Negro, as possible. Replying to charges --last; Edward Strothers, rose to sup- — --- porc'the $950,000 school bond;night, board member Lee Bean! issue. Opponents later dc-'sa*d: nounccd him as they filed from. "At no time did any of the the ---,l” room. board members discuss race. I Visibly affected by the accu­ do not believe that any board sations and shouting, Chairman metpber made his decision on Elizabeth Campbell warned Mr. the basis of race and if he did; Alexander she would order his I- do not believe he is fit to be eviction If he further inter­ on .this board.” rupted deliberations. . Objections Outlined “ don’think I have to cite I t publicly my record and the rec­ Opponents. Including Mr. ord: of my husband (Edmund Stockard. assert that it would Campbell, president .of the Dis­ be the largest elementnry school _____________________ trict Bar Association) as far _ In the county, unmanageable. as disegregation is concerned. But located on inferior ground and I would be glad to do it prl- ja violation of the trend toward vately," Mrs. Campbell said. relatively small schools. The controversy, that' genc-{ Other opponents assert that rated so much emotion last!the .school board Is following light suddenly has'become ajthc "Southern pattern" of ajpr community problem . Ibuilding schools in' Negro X has*,deeply, divided Negro! tricts ns large as posslb* Star Staff Writer Follows ? 'Argument By ROBERT FRANKLIN ARLINGTON - The S c h o o l Board plans to use its unexpect­ ed $3 2 0 surplus to build multi­ 7 ,0 0 purpose rooms and classrooms at throe schools and to plan remodel­ ing at a fourth. On the recommendation of School Supt. Ray E. Reid, the board voted Thursday night to ask tho Arlington County Board to add the surplus to the 1 6 -6 91 2 capital improvements budget so that the money may bo used this fiscal year. The surplus would be used: o To build multi-purpose rooms at Peyton Randolph, Woodlawn and Hoffman-Boston Ele­ mentary Schools. . , • o To build two additional class­ rooms at Peyton Randolph and enough others at Hoffman-Boston Elementary to allow all clcmcntary-oge children in die area to attend that school instead of Drew School, where one grade is transported now. o To prepare plans and speci­ fications for remodeling of Curtis Elementary School and die addi­ tion of a multi-purpose room. Any money left over would go into a contingency fund. The hoard’ approval came s after an angry exchange be­ tween Reid and board member Janies Stockard. who said he was disturbed that die amount ot die surplus had not been made public before voters ap­ proved a $ 5 ,0 0 school bond 90 0 Issue on Nov. 7 . j The amount of |£e surplus is approximately half of the cost of the $ 5 ,0 0 addition tor Drew70 0 Elementary School, which was the Principal purpose of the school bond issue. Stockard was the one board member to cam­ paign against the issue. Dr. Edward Baun, assistant su­ perintendent for finance, said that I while the amount of the surplus had been known tor a month and a half, it was processed in ac­ cordance .with practices establish­ ed for 1 years. 0 "WE'RE JUST ABOUT guilty of irresponsibility to the voters,” Stockard said. "We present a oong-and-dance to them at their expense saying we need money . . . I just regret that I wasn't more alert and I'm prepared to enter my apologies to die people ot Arlington.” Reid protested that neither lie nor Biaun was involved in tho bond issue campaign. “ don't I like to be accused," he said an­ grily. "Mr. Stockard, you amaze me. I can't tell who you sup­ port." Stockard then said he diought School Board Chairman Elizabodi Campbell and Vice Chairman L. Lee Bean had some responsibil­ ity too. “ That's a ridiculous state­ ment,” snapped Reid. "Even i more ridiculous than what i you've already said.” 1 Bchii suid the $370,000 would not conic dose to paying, for the Drew addition and so would make no difference in the need for the bond issue; But Stockard said, "Tonight we have halt enough. Tomorrow we might have three-quarters. By the end ot die sdtool year we might have enough." Here is where the surplus, which totals exactly S 7 .- 3 .9 , 32 19 3 'came front: LOCAL SOURCES — more than $ 8 ,0 0 More than $ 4 0 came 10 0. 7 ,0 0 from real property tuxes, $ 1 0 4 ,0 0 from personal property (axes; a mount J * "in,?rast [posits «mL'rotl^.;ij$ni*^ll*incous sources. STATE SOURCES -- $55,747- •, including $ 2 0 in a general 1 7 4 ,6 0 appropriation, nearly $ ,0 tor 6 .0 special education and nearly $ ,6 •o lor vocational- education. to I-'EDERAL. SOURCES — $ 2 7 ,- 6 3 0 ‘ from public’ 8 4 0 .3 , all imv 7 , $ 1 0 .3 from 1 5 -6 and $ 0 7 ,6 6 9 98 0 97 ' >r 1 6 - 1 9 06 . UNEXI'EDENDED FUNDS — S 3 3 .1 left over from G .9 3 2 hproved budf- • ' � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 2 News clippings, Arlington Racial Issue Flares up over School Addition, Bond plan, n.d., Approval Follows Argument, November 17, 1961. Description An account of the resource Proposed Drew School building and additional classroom locations, Desegregation Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource John Barron, Robert Franklin, reporters Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_14_10 https://projectdaps.org/files/original/bf2b4dba4eddb7961c02baedd9033ae1.pdf f4d325b827e73e1e6ead1dc2afac1ee9 PDF Text Text 4 off ‘ r ig in a l S ev en ’ O N esro Students Intend To Seek^ Entry in ■ © / A R L I N G T O N — At least three — and probably four— of the seven Negro students oVdered ad­ mitted to Arlington schools by , Federal Judge Albert V- Bryan intend to seek admission to white . schools this f l . • al , 'This'was learned In a S U N poll of'.the families o - the. stu­ f dents; which revealed that- ! ■ Melvin H. Turner,- 4, will 1 seek admission to Swanson Jun­ ior High School, to which Judge ' Bryan,ordered him admitted, ac‘ By John Lawson . lever, they , wen: •willing to .ponsible for. the. ultimate ?cs ^ s a t BcDorur tr V . "submit. to auch reasonable tion upon thp applications." I 'cording to his parents, .Mr. and ) Mrs.. Arthur Costley, of 5132 N. ’ Attorneys for the 31 Negro'Proccdures” as the. School I Insofar as the 'interviews 22nd-St . T ' : , . ; children auuftll.K admittance!Board may-lay down. - * . ' are designated ' o serve.-anytf * Lmiui CJI seeking 'auuiiUdlKU 7 _---" — --, . —. “ - - 7, t . --- ' /.to of * - •Placement; I the. His brother, Louis. 1 , who 5' Kto Arlington white schools anVM Lawyers and parents of the purpose schools',am Mj • nounced yesterday the' c il- children.received letters dur B.oard, the letter, said, the: h ordered admitted- to -the renounced yesterday- the" c i - i hlj c submitting "un­ f'dren would appear-at intcr-linS the week-informing them children Swanson.school.last •year, will ' t ...... . -------■ ■ .......... ..ifier nt-ftl flnr protest.” . [ views scheduled by the State,' segregation spotngnt c seek admission to WashingtonThus the lawyers • Pupil Placement Board this vjrei a in September.' ni Lee High Scliool, t i parents le ; week. . said.''Louis was graduated last li In a letter to the Arlington-,. .. . ..... .. ..---------— . .. . year from junior high-school at • School Board and Superin- that a School 'Board repre-while'maintaining their posithe Hoffman-Boston school. . ' ' tendent of Schools Ray . E.'sontative would attend the in tion-that the Placement Board - .(NAACP- officials told The : Reid, the attorneys said thc.terviews, which -were sched- "has no authority or jurisdic-,i S U N that the change'of schools : children and parents, would uled for the -School Board’ lion in the matter of assigning.) . s on Louis' part m a y require an ‘ submit to the interviews Mon- "guidance and information in'Arlington County pupils.'-, j amendment to Judge Bryan’ s • day and Tuesday "for such of carrying out i s responsibili-i Five of the children to be. t ■ the School Board's legitimate | ties under t e., laws ot Vir-f h interviewed .this week areif previous order.) 'purpose as ' m a y be ■served K‘ nia aud the orders of the.among the seven’ordered ad-' • E. Leslie Ham m , Jr , 12. . ■ thereby.” • Federal court..' ■ , ; . mitted t . white ('schools by; ' o will'seek admission to Stratford (Judge Bryan. The . fr The action came after attor-l The court order i the one.Judgo Bryan.... .other, two; s att r . oJunior High School, according to i-.neys received assurances last handed down last-fall by Al-are not seeking admission toi his mother, Airs. E. Leslie H a m m r l j week that the interviews wore exandria • Judge 1 Albert V.Mrlington schools this year, i . of 1900. N. Cameron St Judge Bryan to admit seven Negro]' Elsewhere,in Virginia there/ designed to guide the local Bryan’ . s order -uMs“fotT'hls h l fSchool Board as well-as the children ' to four Arlington were these developments onk mission to either Stratford or white schools. Judge Bryan the school desegregation issue:! ^ State’ placement board. s Swanson Junior High Schools. _ >. _ held that the pupils could not • In'Norfolk, Negro students] The letter, signed by Attor­ be required to submit to the seeking admission to whiterGeorge T. Nelson.- ’3 will -, neys Frank D. Reeves, of Wash­ Placement' Act because such schools awaited the outcome I seek admission fb Stratford Jun­ . ington; Otto L. Tucker, of submission,“would amount al­ of a Monday court hearing ior High School i his family? i f s j.Alexandria, and Spottswood W most to asscnt^to'racially seg­ and a School' Board nreetingl [ t l in Arlington when, school sil . Robinson III and Oliver H ll, regated schools.” * - . i i (later the same day) where de1 'opens. His mother, Mrs. George s both of Richmond, was sent However,; Federal ' J u d g e cisions affecting t h e ’ appliea-1 M. Nelson of 2005 N. Cameron f; early yesterday after a confer­ John Paul ruled a week ago tions are expected to be made.; r St. said that the family plans to ence with the parents Friday in Harrisopburg -that'Negro Federal Court will be asked; move to Washington, but that •night. children in /Charlottesville to invalidate a local pupil a - ' sj her son George will seek admis­ 'Lawyers.had been concerned] must submit to locnl School signment -plan, '’ ’he School] sion to Stratford I their home f •over submitting the children I Board tests and that they Board, meanwhile, i expectedi s has not been sold prior to the • to lh * Pupil Placement 'Act.’ ' < could not claim the tests were to-decide' whether to admit)' .Which they consider invalid discriminatory before taking Negroes to the Norfolk schoolsj opening of the Arlington schools ;"Last week all 31 children boy Ithem. The Charlottesville Ne• Speaking in Chincotcague.j Sept 4. . , ; cotted similar Interviews. \ |groes will take, the tests'Mon- V . . at the dedication of a new. aT w o other children of the sev­ • Parents of the. children re-day. ' j (public school. Virginia Gov. J. en defendants will apparently not .fused at that time, they said.] Attorneys for the Arlington .Lindsay Almond reasserted seek entry Into Arlington schools . to "submit to the Pupil Place-children in their letter there-jthe‘ stale's doctrine of r a . osi this f l . Harolyn. Joluison, 17, al ‘ ..ment Act or the agency ere-fore.declared they would hold sive resistance to.school , dedaughter of Dr, Harold M- John­ ' ated thereby.-.They, said, how-]the School.Board "directly.re-isegregation. '] son, graduated this year from a Washington high school. Her sis­ te . Rita, 15, will continue her r , schooling at Immaculate -High , School, In Washington, according t . i N ' parents. oJC. A. -Eldridgc J . father r, of the seventh child, Robert A. Eldridge IH, 12, could not be reached today. 31 Negro Children Aeree to Appear For Arlmgtdn School Interviews S C H O O L officials said today they have received no signed f placement forms from any of the Negro parents. Arlington Supt. of Schools Ray E. Reid, follow­ ing a School Board decision last week setting an Aug. 1 deadline for the filing of school transfer applications, has' written each • parent sending a copy of the Board decision. A n N A A C P official said Judge Bryan's 1957 order might have to be amended as to its effective date, which is Sept. 23, 1957. This would be in addition to a possible amendment of the order to deal' with the change of schools on the psrt of Louis Turner. ‘ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 2 Newspaper Articles, 4 Of 'Original Seven' Negro Students Intend To Seek Entry In Sept by Dorsey McCarthy, 1958, Northern Virginia Sun, 31 Negro Children Agree To Appear For Arlington School Interviews by John Lawson, August, 17, 1958 Description An account of the resource 2 newspaper articles, 4 Of 'Original Seven' Negro Students Intend To Seek Entry In Sept by Dorsey McCarthy, 1958, Northern Virginia Sun, 31 Negro Children Agree To Appear For Arlington School Interviews (by the school placement board) by John Lawson, August, 17, 1958, Washington Post. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Northern Virginia Sun, Dorsey McCarthy, Washington Post, John Lawson Date A point or period of time associated with an event in the lifecycle of the resource 1958 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_4_14 https://projectdaps.org/files/original/a2263d634ea71dd5167c56fcb73f9c51.pdf aa0d0a17866304e80fd6de6589df57fc PDF Text Text At Integrated School ^ - & 1 " 7 Special to Journal and Guido GREENSBORO, N. C. — The first colored student to gradu­ ate from an integrated public schdol, in North Carolina re­ ceives, her diploma this week: And she is graduating w i t h honors. The “first’’ in integra t e d education, in the state is being set by Miss Josephine B o y d who- graduated from Greens­ boro Seniot high school Tues­ day. • * « FOR “ SEVERAL months, according to reliable sour, c e s Miss Boyd was on honor rolls at the school she attended as the only c o l o r e d student among 1900. . Six colored students . started studies at heretofore w h i t e schools here in early Septem­ ber^ 'In. addition, to Miss. Boyd, they are Brenda Florence, fifth grade; Emmy Flor e n c e sixth grade; Russell Herring, seventh grade; Elijah H e r ­ ring, Jr., ninth grade a n d Harold ' Davis, eighth grade, all at Greensboro’s Gillespie Park school. •’ • • E L S E W H E R E . IN North Carolina, at Winston-Sa 1 e m and Charlotte, integration of student bodies took place foy the first time this school year. With the exception of o n e incidence at Charlotte, where Miss Dorothy Countst w a s forced out of Harding h i g h school by spitting and heckling students, the process has been —on the surface—uneventful. Negro Pupil Quiz Slated In Arlington < ■ BUT ALMOST daily, stu­ dents in the Winston-Sal e m and Charlotte — and presum­ ably the Greensboro schools —had to face ordeals of name­ calling, etc. For example, Gustavus A. Roberts only colored stud e n t among 1,600* at Charlotte’s Central high' can’t recall how many times he has been called “Black Boy.’’ Yet ^Gustavus’. says his vigil at the s c h o o l ' was not lonesome -and “i! wasn’t nervous. ’ \ ' .* * • “THERE WAS nothing ,to be nervous about” he said. At Piedmont Junior h i g h school, Charlotte, Gusta v u s’ sister, ' Givaud, found herself an "average” student among the 600 there with herself as the lone colored- pupil. “She’s d o in g s,o k a y ^th e^ p rin c i p a said. AT ALEXANDER Grah a m junior'-high school, Charlotte, Delores Huntley listen e d to names like. “Buckwheat” and “n....r” for a year.. She will not be at the. school next year because it is being abolished and, she has been reassigned to colored Second Ward high, which is nearer her home. At Winston-Salem' Principal C. R. Joyner of Reynolds high school said that Gwend o 1 y n Yvonne Bailey is “ getting along well. Her grades are very good.” Miss Bailey completed her junior year at the school this week as the only colored student. Placement Board Requests R ecords F or Interviews, <3 1 (X^9 V By John Lawson ^A O Staff Reporter The Virginia Pupil Place­ ment Board yesterday “form­ ally requested’’ interviews next week with all Negro ap­ plicants to Arlington white; schools, including those ord­ ered admitted by Federal Judge Albert V. Bryan. The Arlington School Board announced that the Placement Board planned 'to hold the interviews and had directed the School Board to forward all official school records of the Negro children. 1 At the same] time -the.School Board issued a statement de­ claring all responsibility for the placing of pupils rest with the Placement Board and that the School Board is “without authority to enroll or admit any pupil.” The announcement in ef­ fect means that the Arlington School Board has no plans for a local assignment plan such as those in effect in Norfolk and Charlottesville. Those cities also scheduled interviews and provided tests for t h e Negro applicants. Many of the applicants, how­ ever, refused to appear. Not Sure of Action Attorneys for the Arlington pupils said last night they were not sure.what their ac­ tion would be. The Pupil Placement Board, an announcement yester­ day, gave no hint as to wheth­ er tests were planned in Ar­ lington but simply said it was “seeking, further information from all parents who are, re­ questing transfer of pupils from one school to another in Arlington.” No other reason was given for the personal in­ terviews. The School Board’s ‘ state­ ment did not say exactly when the Placement Board would conduct the planned inter­ views. However, the Negro pupils received letters yesterr day requesting them to ap­ s pear at the Placement Board’s Arlington Trust Co. office next v^eek. They were advised to appear accompanied “only by one or See INTEGRATE, A9, Col. 6 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 2 Newspaper Articles, Colored Student Is An Honor Graduate, June 7, 1958, Norfolk Journal And Guide, Negro Pupil Quiz Slated In Arlington Description An account of the resource 2 newspaper articles, Colored Student Is An Honor Graduate (African-American student Josephine Boyd), June 7, 1958, Norfolk Journal And Guide, Negro Pupil Quiz Slated In Arlington (placement board requests official school records of all African-American students) for interviews, by John Lawson, August 9, 1958, Washington Post. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Norfolk Journal and Guide, Washington Post, John Lawson Date A point or period of time associated with an event in the lifecycle of the resource 1958-06-07 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_4_12 https://projectdaps.org/files/original/89d6e4d573989bccdb2bf816dd634d78.pdf dbfa6bec77e7d7bd4d649a2702566bfc PDF Text Text Il'ashuiglun SECTION B TUES DAY. J UNE 13. 7 t t T N e s r o E n r o ll* S ch o o l S u p e n n i w on,an B e id ^ 31^ 2 f i e f o r o n e c ou rse p a id h e r $12: g e ro u tin e f a s h io n ^ n d c V th e adu lt educa- “s r s T v ^ g - axp lns s in- B o a rd rocm bera. w » t4 , « l- d™ S « « «“• • ■S „ u f e i « « , r l ” 7.». n BUt- “rivSfe SCh° ' ° 'direction 8»vra n0„ c B oard, lie sa '“ , b(,ln g treat’ w a s needed- *■ * » , thing, od os a i s g ^ „ c r c initial. Regular classes Arljngtbn Staff Pho-.o*r«pher iare ^ m ^ s ; ^ r CLARISSA THOMPSON c a t io n Pr ° ^ m w h ic h th e T h e c o u r s e u f,d is o n e f o r in ­ a p p lic a n t e n r o l l “ 0 ffe r c d •tc^ediate s o t a d hrhn. Tuesday ■a t - an d Tn» n W a s h in g t o n l c S c h o o l. sh ® H i gh ^ o f. ;jFigure in School Case H Awarded Scholarship . i f o ? ? m 1 n - B o sto n i a for* -S- v *• By Susanna McBce s u n Reporter - Clarissa Thompson, whose;was at Hoffman-Boston. In a name is on the-law suit thatjscience class taught by Neal iiresulted in desegregation of Haygood, she. made a wind Arlington schools, has won a {tunnel which won a prize at the school science fair. new distinction. Miss Thompson has She was then granted 1600 scholarship to the Negro tlceived a $2500-a-ycar Amelia $ a.) I ns t i t u t e , jEarhart Scholarship for work Hampton (V t toward a master’ degree in where she was graduated with | s ' - aeronautical engineering a! honors this month'as a mathe­ . matics and physics major. ” Cornell UniversityI The 21-ycar-old student, At Hampton, Miss Thompi- whose name is well known in son was chairman of a team of hi {legal circles because of the (volunteer tutors who helped jr Thompson vs. A r l i n g t o n : other students having diffin-lSchool Board desegregation cully. She was treasurer of it lease, is embarking on a field the Hampton Honor Society, ^entered by . few women and;was active in intra-mural sports, and was a member of jfew Negroes. -: The 1 956 Federal Court suit Alpha Kappa Alpha social so­ • as argued in the Alexandria rority. {w -'District Court, the Fourth Cir- Miss Thompson, who lives at ilcuit Court of Appeals, and 1831 N. Columbus st., said she • Supreme Court beforeNre- is pleased that Arlington (the iisuiting' in Arlipgton school school.,, integration "has gone' along normally.”Her two sis­ desegregation'In 1 5 . 99 I Miss Thompson, however, ters, Gloria nnd Lillian, ore s has never gone to an inte­ now attending Arlington’ de­ g r a t e d school. She was grad- segregated Stratford Junior I.I° . , U. ____ 1-juated from a all-Negro Hoff- (High School. the -Il \T s man-Boston High School in Miss Thompson said after ' (1957, prior to a decision in her-receiving her master’ degree ■ s .'• casc. she plans to go into aeronau-j nl Her in terest, in aeronautics jtical research and develop-j -{was first stimulated while, she (menl, possibly in missiles. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 2 newspaper articles, unknown papers, one dated January 11, 1961. Description An account of the resource Newspaper article concerning "First Negro Enrolls in White Adult Class". Newspaper article about Clarissa Thompson receiving scholarship. Clarissa Thompson's name is on the lawsuit that resulted in desegregation in Arlington. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource unknown Date A point or period of time associated with an event in the lifecycle of the resource 1961-01-11 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_6_20 https://projectdaps.org/files/original/ff99ef3dc6af6f8da1f5e41d2dec8453.pdf 3b6509aaf8c6f39c959c7447a4f005f8 PDF Text Text THE WASHINGTON POST a n d TIMES HERALD . Thursday,'September 18, 19S8 • 9 ' 0 >ryan s Following is the text of Act has been amended, since race as a factor in pupil place­ ion that Attendance Area, m ajor portions o f the opinion the 1057 holding of this court ment, no assignment plan Overcrowding at Washington o f Alexandria Federal Judge that the procedure there stipu­ could ever be validly adopted. and Lee, and Academic Ac-, Albert V. Bryan in the Arling­ lated was not an adequate ad­ This recital of the evi­ complishment clearly are valid • ton County desegregation case. ministrative remedy, it is s i l tl dence is not written with the criteria, free of taint of race A section of his opinion deal­ not expeditious. The student implication that the'evidence or color.' It concludes also ing with the handling o f in­ would be too far delayed into as to the tests were not ques­ that these criteria have been dividual students has been sum­ the session before his applica­ tioned. In refutation the plain­ applied without any such bias. marized. Where this has been tion would be finally deter­ t ffs offered evidence of con­ It cannot say that the refusal i done, italic type has been used. mined. Then, at the end, the siderable weight and rele­ of transfers on these grounds school closing and fund-cut-off vance. But the court does not is not supported by adequate Findings o j Fact and statutes automatically shut case of this kind resolve evidence. the school, and withhold any such differences. It examines The court may have made Con clusions o f Law money for i s operation, t different decision on this, the conflicting evidence only to s see i the rebuttal evidence cvidence; i may not agree" f Now, for the first lime, t l s should the student be assigned il destroys any weight that might with the conclusions of the ease comes before the court to a school then teaching chil­ s be given to the defendants’ Boards? But that i of n o ­ upon an assignment of pupils dren of the other race. Acts of the General Assembly of t s proof.. Us inquiry i to ascer­ consequence once i i .found . s made by Stale and local au­ . tain if the defendants’ evi­ that the administrative action thorities and founded on local Virginia, 1056, Ex. Session c G8,1050 Va. Code, as amended, s , dence, independently of influ­ i not arbitrary- capricious orconditions. Decision is reduced 22-188.5; Acts, 1058, c 642: . ence of race or color, was suf­ illegaL Thus the denial of. to an administrative review. Item 120 (Appropriations for ficient to sustain the action of 25 of the applications must The case signally demonstrates V the Placement Board and the now be sustained. the'souudncss-and workability schools). It m a y be, however, that School Board. 6 The remaining five ‘ap­ . of .these propositions: (1) that the first stage prescribed in lh6 Federal requirement of 3. The reasons given for dis­ plications— A, 7,-13, 16 and 20 the Act is adoptable— some avoiding racial .exclusiveness qualifying the seven students — failed on the.test of Adapt­ in the public .schools— loosely State or local authority .must M I C H A E L JONES ; LANCE N E W M A N GLORIA T H O M P S O N ’ upon the test of the Psycho­ability. This is the most dif-, R O N A L D DESKINS termed the requirement of process the applications and logical .Problems' obviously fiCult criterion to evaluate. It . . . Federal Judge,Albert V. Bryan orders their enrollment in white Arlington school, effective next January. integration and with justice make the assignments — but i certainly not frivolous, s especially when i i the opin­ t s if the guide adopted is the the point is moot. The applica­ ion of an educator of 32 years* circumstances of each child, tions in suit were considered individually and relatively: by the Placement Board and experience. In certain, cir­ (!) that i m a y be achieved the Arlington County School t cumstances, undoubtedly, the through.the pursuit of any Board together. Jhe results, line of demarcation between; method wherein the rcgula: the refusals_to grnnlthetransThe four Negro children ad­ achievement score of Strat. medical school. H e is an ama­ plaintiffs in the original 1056 because the evidence before it|*f an“ racial; discrimination teur actor, has been in several Arlington desegregation suit, upon the point is too scant. can he so clearly drawn, that • tory body • lory uouy can, a n d ' docs. ters.-WenOn effect:~ assign? mitted to Arlington’ Strat­ ford." cmi, uuu ures. s «rt;a/tcr a fair hearing and meats. There is no reason to ford Junior High School yes- There are other similarities, school dramatic productions also spends his spare time at The psychologist was not R can be the foundation for upon evidence; and ( ) that decide now whether this 3 terday by Federal Judge Al­including their common love and is in the youth choir at baseball and, like the’others, called as a witness and the withholding a transfer. Pupil , when a conclusion is so reach­ Placement Board or School bert V. Bryan have a good of books and their ambitions. Calloway Methodist Church. likes reading. H e is the son of court does not have the benefit A- exemplifies this hypothesis, m any things in common. Most of them are active in Lance D. Newman, spn of a a Navy machinisted in good faith,'without in­Board action. of his exposition. Therefore, Ten or eleven years, o d l,' extracurricular activities*|and chauffeur at the Naval Gun Only girl in the group is this test must be disregardedjwith an academic achievement fluence of race, though i he Nevertheless, in no event t All are 11 years old, , erroneous', the assignment i need the Placement Board be seventh grade and graduates expect to put their new Strat­ Factop’ spends his spare time Gloria D. Thompson, daughter for this case. s i “on a grade level,” this boy impleaded here. The impact of of L a n g s t o n Elementary ford education to good advan­ in reading books about engi­ of a government clei;k. She no longer a concern of the 4. Plaintiffs urge that inva-|wishes to transfer from. Hoffany decree would be upon the School. All live-in north Arl­ tage. neers and in playing baseball. too likes to read and hopes to lidity-.of the assignments is^an- B o s t o n United States courts. Elementary Jn this court's 1050 opinion, persons immediately in charge ington and, as Bryan pointed Ronald Dcskins, born in His best subject: arithmetic. become a teacher on gradua­ conclusively established by tho'School to Patrick Henry, also . [Washington, wants to go to Michael G. Jones, one of the t o . ‘ inresult, that i , that all Negro elemental^. The latter „ s referring to the right of the of the schools. They it is who out, all are above the ‘median actually admit or reject the pupils remain In the Hoffman- nearer his residence'.than is, pupils to seek, enforcement of s t u d e n t s . Ordinarily they Boston School.-Though plau­ Hoffman-Boston. But he leaves • the .injunction, these same would be the employes of the sible, the argument is not school with lowest of all. a propositions .were suggested. School Board, such as the prin­ sider, such ' s the adoption of So a transfer might result graders living there to Wake­ that the pupils would be titled to enter white schools sound. Actually, the principal pupil-teacher ratio. His onlyBut in 1057 no ground whatso­ cipals and the teachers. From presently established school in placing the pupil in an field. the grounds of scholastic reason for the result is the advantage is'one of distance;; ever was tendered for such the fact that the School Board bus routes, walking distances achievement group one’ or The School Board rejected n good weather and subjectof considerations,. The .opinion and i s employes m a y be con­ and the crossing of highways, more years above the achieve­ the transfers o f the five Negro ability and p la ce ’ residence. geographical location of the 0 pedestrian traffic dangers,* t then 'commented, " . . . we trolled in their acceptance of as well as that IIoffman-Bos- ment category of his present pupils to Washington-Lec be­ But, he contends, the students residences of the plaintiffs, in­ he could walk to Patrick Hen-, ■ cause of overcrowding. woudl lose their present posi­ deed of the entire Negro popu have, no administrative deci­ students by the Pupil Place­ ton was but a 20-minutes bus group. lation in Arlington County. It ry, about a half mile away,’ In maintaining the assign­tion of' stipcriority aiid-leadcrsion with which to commence, ment Board, i does not follow ride for these pupils. t C: Psychological Problems s white i confined to two sections, the while the school bus would, ment of these students to Hoff- ship if admitted to ’ save in one instance.” N o w the that the court cannot Judge B: Academic Accomplishment Hoffman-Boston area and the :ake him to Hoffman-Boston, , Seven pupils were rejected man-Boston, rather than to schools. - premises are offered. the validity of such reguli A total o f 22 pupils were re­ for.psychological problem*, in­ f. The Superintendent feels previous, small northern divi­ 12 miles o f in perhaps less 'Weighing these, the court tions without having th fused transfer because o f their cluding six' also refuse/N for Washington-Lee. the defend­ that this would be discourag­ sion of 'the Hoffman-Boston, than his walking time. t academic standing. Included jn academic deficiency. In f e e d ­ ants referred to correspond­ ing and possibly emotionally several miles apart. Hoffmancannot say that as to 26 of Placement Board before i . The median of academic? ing treatment of Caucasian Boston Is by far the larger achievement for his grade at . the 30 pupil-plaintiffs their ap­ The plaintiffs move to strike this num ber are 10 who were ing the secen, the School Board pupils. disturbing to them. Race or plications for transfer to from the evidence the findings also rejected because they live relied chiefly upon the conclu­ color is not the basis for his Negro area. This situation Hoffman-Boston is 3.9. As he; They point to the students opinion, though, he owns, the seemingly would be frequently I "on grade level” this would • s th e Hoffman-Boston sions o f the state director of -► ‘white" schools, were refused of the Director of Psycho­ within ‘ living in the. territory severed ; without substantial supporting logical Services of the Virginia S ch ool District. psychological services. s found in areas, like Arlington indicate his standing. In.Pat-, from Washington-Lee. These necessity for his.decision i County,-urban in character. rick Henry the same median* The California Achievement evidence. As to the remaining State Department of Mental occasioned by the removal of In substance, the opt white pupils in the tenth racial bars. is 6. . (The average mental 0 Test was the principal factor It occurs, too, from the rela­ four, refusal of their applica­ Hygiene' in regard to the of the Director was that "it grade (the f irst year of the tively small Negro population maturity-for the. fifth grade' ti o n s fdr transfer is not justi­ psychological problems of cer­ controlling these rejections. would be unwise and possibly senior high school) must go 7 in the County. The condition in Hoffman-Boston is45 , while • Conclusion s fied in the evidence. They are tain of the applicants. It i School Board authorities con­ harmful to this child tj sub­ to Wakefield High School. < In Patrick Henry i is 113, a t now does not differ greatly Ronald Deskins, Michael Ger­ conceded that the School ced e the IQ of the pupils is ject him to the pressures 1 The very formulation and . s difference of 26. Laying aside ard Jones, Lance Dwight Ncw- Board or the Placement Board not low. They acknowledge which might result frohi at­ This Is a distance as great, use of the criteria Is pleaded from that noted in this court’ the .physical circumstances,, opinion of-September 1057. f l 1 man and Gloria Delores had t ie right to consider this the individual averages o f the tending a school” having chil- i not greater, than the trip by t i plaintiffs as racial dis­ le V is Then there were 1432 Negroes the court cannot say ^ that • report. The objection is that in 2 . pupils range frbm low to dren,Of a different or another to Hoffman-Boston from . t Thompson. crimination. .With this the in all of the County's schools. Adaptability, ih view of the, former northern district t i l i is hearsay, because the high. ra t , • v ' intelligence factors, i a ca­ s court disagrees. True, pre­ These four are a l applicants director was not called- as a But they emphasize that race... l tl Thus, the Director’ deter­ They note s i l another viously no such tests, were This compared to some 21,000 pricious standard when ap­ * for Stratford Junior High witness. So far, the motion i these standings arc related white students. The latter ore comparable transportation of s School; they have asked to good. However, it does not pre­ only to then grade and school minations to involve race. white students. Those living known; they came into being scattered throughout tlie Coun­ plied to A. His transition could enter the seventh grade, the clude the court from consider­ of the children. The basis for D: O vercrowding a t ;. at Fort M y er, in the southeast in the latter part of August ty. The concentration of Negro well-be discouraged, if not Washington-Lee \ i first year of junior high. Be ­ ing the report in measuring refusal of the transfers was pari 6F~the county, are. not 1058 in connection with the population is confirmed i i this disparaging, one from which fore t i s decision can be ef­ the evidence that was before not those standings. . ii In years past, a Negro neigh­ permitted to go to the nearer instant school assignments. case by the fact that only one 1 student may be lawfully v, white-school parent was avail ;aved by the tudttment Kf ♦ , . fectuated by a final decree, the Boards. The brfsis was that the scho- borhood In North Arlrnri f " Washington-Lee High School, But this .docs not prov ten days or more would rou- II, B y t e a s s ignments of iastlc standing in thp classes h 4 Arlington Negroes HaveMuchin Common I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 2 Washington Post And Times Herald Newspaper Articles, Text Of Bryan's Arlington Desegregation Order, 4 Arlington Negroes Have Much In Common, September 18, 1958 Description An account of the resource 2 Washington Post and Times Herald newspaper articles, the text of Judge Albert V. Bryan's Arlington desegregation order, and brief profile (including photos) of 4 Arlington African-American students, Ronald Deskins, Michael Jones, Lance Newman, and Gloria Thompson. September 18, 1958 Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Washington Post, Times Herald Date A point or period of time associated with an event in the lifecycle of the resource 1958-09-18 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_4_20 https://projectdaps.org/files/original/a187bc441ee5a27cc620dfc07df8bd16.pdf 219188708e4f8c61e91992939b8906f7 PDF Text Text Bryan Delays Desegregation Until January B y Robert E. Baker Staff Reporter . ; T h e School Board and State l t Pupil Placement Board had . rejected the applications of 30 1 j Ncgroes to enter white schools ’ this semester. Bryan heard evidence on each rejection at a three-day hearing recently. In this ruling, Bryan said the boards had substantial evi­ dence for rejecting 26 of the Negroes but not for four of them. C B y making, his. desegrega­ tion' decision effective next semester, which actually bes gins Feb. 2, Bryan give the Arlington School Board an u n ­ expected reprieve. ‘ In another development, Charlottesville got no re­ prieve. Federal Appeals Judge Text of Judge Bryan's rul­ ing. Page C-9. Judge Sobcloff refuses stay of Charlottesville de­ segregation order.. -Page C-8 . Arlington leaders relieved at desegregation breathing spell. ‘ rage A-20. Simon .E. Sobeloff' refused to grant a. suspension; of Federal District Judge John Paul’ or­ s der admitting 10 Negroes, to Venable Elementary School . . . and two tq Lan e High School on Monday. Schools to Close . This m e a n s the two schools A-ith 1700 pupils , will, shut­ d o w n on M o n d a y as required by Virginia's ‘ massivo resist­ ‘ ance" laws. Warren ^County High School in Front Royal already has been shut by the ■*7n Norfolk, no reprieve is seen, either, from the School Board’ , reluctant agreement s to -admit 17 Negroes to six schools on Monday. That me a n s 10.000 pupils thcro would be without schools. Reaction • jo Brvan’ decision w a s EeU er?- ? s o n T o f great relief. If he had ordered admittance of all Ne, >ro applicants and refused to in Arlington jn 2 m3 © u SN r F-— iu| b h 1 ) O l M 9 r© p H . © ton Federal District Judge ; Albert V Bryan directed . [Jithe Arlington School Board ! jyesterday to; admit four j:Negro students to Stratford "Junior High School in Jan{uary. ‘ bC S � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 2 Washington Post Newspaper Articles, Bryan Delays Desegregation Until January, by Robert E. Baker, September 18, 1958, Arlington Heads Sigh With Relief, by John Lawson Description An account of the resource 2 Washington Post newspaper articles, Bryan Delays Desegregation Until January, by Robert E. Baker, Arlington Heads Sigh With Relief, by John Lawson. Both articles September 18, 1958. Includes photo of Judge Albert V. Bryan. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Washington Post, Robert E. Baker, John Lawson Date A point or period of time associated with an event in the lifecycle of the resource 1958-09-18 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_4_18 https://projectdaps.org/files/original/08754aa834bbd91a1e3db0f9f003b119.pdf c4190ed1c7fb508509ecccf23c3d015e PDF Text Text Kaul Asserts P u blic F avors;Integration- . T o C losin g 'Sch ools o’ - No Way to Avoid Shutting Some, Chairman Says ■ ■ ’ By'jo'h'n'-'Lawson':" • ’: ? 'Staff.' Reporter’ ; ' ■ O ^ : <^ 3 b§ ~ Arlington Ready * To Assign Pupils ' : .Ralph'R: -K l,'ch ari au 'airin - By Robert Baker. ' . ? '. S il( Rprte • l, e o r of. th Arlington -.C n r e' ou ty Board; V last: night' that -The ;Arlington:School.Board preparedyes.terdaytomake., said is'■ appears-‘ " ^certain’that dn-the^sp.ot-assignments of, 30. N egro pupils in Alexandria * ; . som "w 'school^or;at fe d e r a l C ourt on luesday-^if-mecessary... e. hite. . -Each of th'e-fiye'Board mem-i/’ < • i• least somei-dla^ses^yill be bers-.has-beemequipped;,with. < •••;•" .• : • • eachlhaye 'made; the Act valid,: the' / closed;" by; .a m 'm f •summary' data-'sheetto----" d ifsi6 ..'",Q Negro students' B t, he said; pecte'dtbsstudy-:.the tinforma- .T h e ■ Negroes were- interu a 'large' majority tlon-between now-and-theirlviewcd' by the Pupil Place-.,;,,.Boardand all their oplington residents'.'.w Tuesday date in-court before1 jons wcre denied. Their ould Fcdcrai-Dtslrlct^Judgc;Albertjp;jca. favor reopeningjfherri-with V.-Bryan.V.. - - attorneys have' masked the • . some integration. - .They. Ayill be; prepared on court to include the 25 new ap< i . Speaking before-a. meeting a Cm * before-a, nu,£'s notice’to huddlCipifcants .o the order.' and to f, , o, ,h. County Council of B° " d ent-Teachec--Associations atv\ vhite'schools,.if Bryan rejects The School Board has asked r i C -— WhshingtbnDcVitf - . - - 1 1 their position that the local the; court for. guidance.. Un-..■ High School, lCaul: :,declare’ d..Jh'at/'he':knc\v' Board-1 has -no.•authority", vpjless^ otherwise directed, 'the, raake^assignments,:.• ", / Board t old, the'court; the pu- . •■ iThe-School; Board".h?s open pj[srw , j g0 tq the schools as-V i Board-vor.‘ the County Board ordered by.- Bryan :to ,begin 3i gnecj, b y the -State Pupil> V -' '. • could pi1 event"'some schools school,-- 'desegregation.- Last|Placemcnt Board. • September, he ..ordered ,the; "But the School Board is tak- ' fr.om befng closed. . ing.no chances of being-held;. ' But,-^aul went on) the tem­ in.contempt; nor does it wish ’ . fiil, per, of 't e ,community- i .such . Virginia county o f c a s to: be unprepared, if ,Bryan h, s that a majority of i s residents conferring at Charlottesville, quickly orders all the Negro t s would *favor ^re-opening the endorse Almond’.policy on, applicants^admitted to white Tage B2. schools. ^ ■ • - • schqols- with'; '.'some' -integra- integration. • . ‘ !tion”, rather, than-leave..them i :In either'event, the Board Iclosed.-" ' will.be-ready to make i s own t Board "to "admit'- seven Negro assignments" 'Included- in the • '.Council. Discussion pupils to specific while schools, data, on- each,.student' are.the. The judge'ruled'then, t a ; latest "results of Arlington’ : ht " Kaul was. one of five speak­ s’, the Negroes need not;comply continubus "testing program ers who discussed the school closing problem -in Arlington with; the. State Pupil Place­for,,scho.ol children— perhaps • •before. '100 'council" members. ment Act because they would, the most extensive in Virginia. in e f c , ;be submitting to seg­ • The tests have been given to fetOther speakers’ were Arling" ■■ t " ■ a l pupils; for many years and l- toh Dels-Kathryn Stone, Har- regations; . Higher "courts .upheld his therefore,' the Board feels, can­ ruling.. -Twenty-five Negroes, not be challenged successfully •• ■ 'chairman, of Arlington's Com-.in addition to the five remain­gs discriminatory. . [mittee to Preserve " Public ing in the .original case, -have , Also included 'are the reapplied,for admission to white suits of the interviews- con- ~ Schools.; $ schools'for'the.tprm beginning ducted by the Pupil Placement Kaulnoted that i Arlington f Board in. which Arlington schools'yereV reopened om.an next;Thursday. integrated' basis, state; funds ‘ The: School Board,, in coop­ school officials participated;• ' f would be. withheld from the eration with the State, 'con­ • School officials,feel Some o county. In- that event; he/said, tends it:has no -assignment the..Negro .applicants can be \ “we will' have to 'tighten- our powers; because this authority rejected because of scholastic ^ belts, and find a way to get was placed in the 'hands of deficiency— a basis for rejec­ along without state aidl” 1 - the State. Pupil Placement tion accepted by -Federal Dis­ :"It will- be- a gros.sly unfair Board; by the General Assem­ trict Judge Walter E. Hoffman l situation,” he sai , d - “but I'do b y., Changes - in the Pupil in -the .-Norfolk»desegregation not believe itWill becontinued Placement’Act since last yearicase. by the Legislature or sustained in the courts in the; long run.” Can’ Compel Action' t . Comm'entingrfin the possible withholding of' ^ a e funds, DeT.tt 28Extra Police Vehicles Government could -compel, the ; appropriation'"of, money.-, for schools. gtf i \Vihstphi a moderate' on "seg; I . regation issuesj, pointed out . Arlington police will have radios for police dispatching, ' j that attorneys'for, , the Negro .. extra '28 vehicles for trans­ County Manager -A. T. Lund.. 1 children-had-moved to add the porting:officers t - cope with berg ;sqid'yesterday. o •names of ,.an'additional;-25 ap­ any., disorder- when schools ■ The. vehicles may be needed ? 'f plicants " o ' those already un- open::Sep.t.. 4. t. . i if:jthe-full 171-man force is on der-PedeVal Court '.order;to be i TheX'yqhicles-^lS "black se­ d l ty; "Lundberg. ’ explained.: • admitted'to while schoo'ls.;He dans,- five.'Jight- green station The; cars,;'pargfcd a '-N. 14th t called, the 'acliop/‘ indeed,-urn wagons,' anfi -four, patrol wag- and'Troy, s s , went on'a ; t. “dry E fortunate.'’ . run” yesterday.in a test of -will"be; equipped, with ; "It .wilL only1 close;, more , the dispatching system. ■\ I schools,’.he-said. . ’ ' ‘ Last week the1 county an­ g Winston agreed;with" Kaul nounced that police had started . ' training in the use of shot­ " that"there ’ would- be\no vio­ lence when- s c,h o ’ s -open rod guns,' tear gas, and riot sticks. . Sept. 4.".. .County officials have been M a n n said he has'.recently making plans for three months f discussed the. .school -closing to prevent trouble, which f laws with many, membfers of Lundberg'said he does not. ■ the -General. Assembly .'which c pect., Lniwr,Uf| l t s f l t c idld found lB llb B r “But Wd fi8 t t i B i l 8 Id l- l f f l ' change, whatever!1 in the allow orowda to congregate,” 30 Negro, ,5S 50 While Pupils Meet � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 2 Washington Post Newspaper Articles, Kaul Asserts Public Favors Integration To Closing Schools, by John Lawson, August 28,1958, Arlington Ready To Assign Pupils, by Robert Baker, August, 17, 1958 Description An account of the resource 2 Washington Post newspaper articles, Kaul Asserts Public Favors Integration To Closing Schools (partial article), by John Lawson, August 28,1958, Arlington (School Board) Ready To Assign Pupils, by Robert Baker, August, 17, 1958. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Washington Post, Robert Baker, John Lawson Date A point or period of time associated with an event in the lifecycle of the resource 1958-08 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_4_15