Compilation of the laws of Louisiana relating to the free public schools

Front matter

COMPILATION

LAWS OF LOUISIANA

BBLATING TO THE

Table Of Contents

Pages.

Members of State Board of Education 2

Introductory Statements 12

Preface

The numerous requests for copies of the school laws and school regulations have induced the compiler to prepare this edition, in which will be found information of practical value, not only to members of the different school boards, but as well to teachers and the patrons of the public schools generally. -

While the compilation presents only such laws as the compiler finds in the Statutes relating to public education, and decisions of courts of high authority — also, the rules and regulations adopted by the State Board of Education — he ventures to hope and believe that the compilation will prove usefu', and assist in disseminating a more thorough knowledge of the school laws, and that the views expressed will coincide, in tlic main, with such as are held on the subject by worthy teachers, and by the friends and promoters of public education.

August 18, 1904. JAS. B. ASWELL.

GOV, N. C. BLANCHARD'S VIEWS ON PUBLIC EDUCATION,

(From Inaugural Address, May 16, 1904.)

THE PUBLIC SCHOOLS.

This administration recognizes the importance of public education as the prime condition for the growth and power of the State. It is hardly necessary for me to multiply words in presenting the cause of the children. The school house is the fountain-head of happiness, prosperity and good government. Education makes people worth more to the State and to themselves. It makes every hand and every eye more strong and accurate. Some one has truly said that it is cheaper to build school houses than jails. The first need of the State is the general diffusion of public education. All the youth of the State must have extended to them at the common expense the blessings of free education, and we should make the public schools of Louisiana the center of life and hope and love.

Much has been done to educate the children of the State. IV^uch more remains to be done.

With a keen consciousness of the responsibility laid upon us by the people of this great State, with a profound conviction that universal education is the necessity of a permanent Democracy, with a growing faith in the capacity and possibilities of our children, with the full realization that the public school is the only hope for the education of the great majority of our people, and with a steady reliance upon your patriotism, courage and sense of justice, I appeal to you, gentlemen of the Ceneral Assembly, in the children's name, to make this administration stand for liberal and progressive legislation promoting public education.

To close the door of hope against any child within the borders of the State, whatever be his race or condition, by deliberately removing him from the possibility of securing such training as will fit him for the life he has to live, is illogical, unchristian, un-Democratic and un-American.

The need of the hour is a system of public schools in Louisiana adequate in equipment, in teachers, in supervision and in length of term, for the education of all our children.

To this end will this administration direct its energies and whatever failure may result it will not be caused by wavering purpose or neglect of duty.

A public school system to be effective and permanent must be a whole system. No part should be antagonistic to any otjier part. The country school, the high school, the industrial school, the normal school, or the university, is an equally important factor in our educational life. They are organic parts of the same system and each should rejoice over the prosperity of the other; each should strive mightily in its own way and sphere for the advancement of the children and for the glory of the State.

PRIMARY EDUCATION.

"While all parts of the State's system of public education should receive full recognition and generous treatment at the hands of the General Assembly, I pray that the first and most liberal consideration be given to primary education. Many of the children of our less well-to-do people, living in remote and sparsely settled country districts, have not yet had extended to them adequate opportunities of learning* to read and write. It was never truer than now that the education of the poorest is the chief concern of the State.

SCHOOL HOUSES.

A thing to be respected must be itself respectable. The greatest present need in the State is school houses, adequate' and attractive, modern school buildings, grounds and equipment. Especially is this true in the weaker school districts in the parishes. Then, again, the higher scholastic institutions of the State, like the State University, the Normal School and the two Industrial Institutes, all need additional buildings to keep pace with their rapid development. The State could expend to a great advantage just now a million of dollars in school buildings, equipment and grounds, and what an impetus it would give to the iause of education ! The popular sentiment of the State would sustain it. The State's bonded debt is but a little over ele^-^n millions. This is not a burdensome indebtedness to a State with the resources and aggregate wealth of ours, and rapidly growing. Another million of bonds could well be added and the proceeds of the same be used to build and equip school houses. The State could not make a better outlay — one that would be richer in splendid results.

In most of the school districts this money could be used, to stimulate self-help in building school houses — the State giving so much where the remainder was raised by means of subscription or local taxation. In other sections where local help would be impossible (these would be very few), it could be used to pay outright for school houses.

A forty or fifty-year 3 per cent bond issue for a million dollars could likely be sold at par. Why not try it? I recommend this to the careful consideration of the General Assembly. With school houses erected and equipped, all the available annual school funds arising from the general State tax and from local taxation would be left free to be applied directly to the work of teaching.

Article 46 of the Constitution prohibits the General Assembly from issuing bonds, or other evidences of indebtedness, except for the purpose of repelling invasion, or for the suppression of insurrection. It would seem, therefore, that a constitutional amendment would be necessary to enable the State to issue the million of bonds referred to. Such an amendment could be voted on by the people at the Congressional election this fall, and I do not doubt their approval of the proposition if submitted to them.

If the bond issue be thought not advisable, then I recommend that a sum equal to that accruing from the rent of the school lands be set apart by law to be used by the State Board of Education to stimulate self-helr> in buiidinsr good school houses where they are most needed and where the people are least able to build such houses for themselves. This, however, would be an inadequate provision.

HIGH SCHOOLS.

While the primary schools are the necessity and foundation of our civilization, they are yet of themselves incomplete and insufficient. They will be strengthened and the people encouraged to higher ideals and nobler living by- establishing and maintaining good hisrh schools in all the country parishes. I sugfirest, therefore, that, if possible, a special appropriation be made to be used by the State Board of Education to encourage the establishment of high schools in the country districts, and in towns of less than 3,000 inhabitants.

INSTITUTE FUNDS.

Since the public school is inefficient without trained teachers, and since the salaries hitherto paid have been wholly insufficient to justify long periods of extensive preparation for teaching in the rural schools, I recommend that a liberal appropriation be made (as much as $10,000 annually, if possible) as a special Institute fund for the purpose of conducting Teachers' Training Schools in all sections of the State.

PARISH SUPERVISION.

However well the schools may be provided for with money, however capable the individual teachers, no organic life can be created in a system of public schools without competent supervision. This means that all school boards should be composed of competent school men, and that at the head of every parish public school system should be placed a trained man of mind and heart and soul, who will be, himself, an inspiration to the people of his parish. Such men cannot be commanded without

JO COMPILATION OF THE pay. I recommend, therefore, that the minimum salary to be paid the Parish Superintendent be increased to a sum that will give substantial encouragement to the best trained men to take such positions and devote their time and energies to the upbuilding of the schools

Decidedly one of the most important things we can do is to secure school men for the School Board and trained men for the Parish Superintendents. If this be done, all else will be easy.

STATE SUPERVISION.

At such a time as this, when so much is expected along educational lines, it is urgent that the Department of Public Education be amply provided for. The educational enthusiasm with which the State is thrilling should be directed to wise and permanent results. The public sentiment of the State will support the largest possible appropriations for education.

The work of organizing and directing the educational forces of the whole State during the coming four years should be, done thoroughly and well. Assistance should be given the Superintendent of Public Education. For instance, a competent man, satisfactory to the State Superintendent, should be chosen, for two or four years by the State Board of Education to do the work of State Institute Conductor, an.d a salary be provided for him. I recommend this. The man so chosen should be one of known ability, with professional training and experience, and be under the direction of the State Superintendent.

SCHOOL FUNDS.

The limit of State taxation is six mills. The State Constitution directs that not less than one and one-quarter mills of this be set aside for school purposes. Gradually the apportionment has increased until now one and five-eighths mills of the six mill State tax is allotted to schools. This should be run up to two mills. It is believed it can be done. I earnestly recommend this to the General Assembly. If retrenchment be necessary, let it be made in some lines less sacred and important than the education of our children.

But with the State doing its best to sustain the schools, they cannot be adequately supported on the State tax alone. Local taxation for school purposes in parishes and municipalities^ wards and school districts, must be largely relied on to lengthen the school term to eight or nine months in the year. Every encouragement to local taxation should be given. I recommend this subject to taxpayers and the thoughtful people generally throughout the State.

THE NEGRO AND NEGRO EDUCATION.

The negro is here. He is a man and a citizen. He is useful

SCHOOL LAWS OF LOUISIANA. H

and valuable in his sphere. Within that sphere he must be ^luaranteed the equal protection of the law, and his education along proper lines — mainly ae^ricultural and industrial — is at once a duty and a necessity. He must be protected in his right t(> live peaceably and quietly, in his right to labor and enjoy the fruits of his labor. He must be encouraged to industry and taught habits of thrift.

No approach towards social equality or social recognition will ever be tolerated in Louisiana. Separate schools, sepa^'ate churches, separate cars, separate places of entertainment will be enforced. Racial distinction and integrity must be preserved. But there is room enough in this broad Southland, with proper lines of limitation and demarkation, for the two races to live on teims of mutual trust, mutual help, good understanding and concord. The South asserts its ability to handle and solve the negro question on humanitarian lines — those of justice and right. We brook no interference from without. It is up to the South to so handle and solve it as to furnish no occasion for such interference.

I would call attention to the fact that while provision, as yet inadequate, is made for the insane of the colored race in Louisiana, no provision is made for the education of the colored deaf and dumb, nor for the care and education of the blind of that race. Other States of the South are doing this. I recommend the subject to the careful consideration of the General Assembly.