While the data as presented, reinforced by observation during the past year, would indicate that other reductions should be be made in our judiciary, the situation should receive careful consideration before radical changes are made. These are abnormal times and it is better that the judicial force be to some extent in excess of present requirements, than to invite by radical action, which might be in keeping with our present actual needs, a return of the old practice of creating local courts. A review of the whole court system, ascertaining what business has been transacted by each branch during the past three years, will give you the information necessary to intelligently forecast the State's requirements for the next four years.

EDUCATION

The dramatic incidents of the eventful four years from which we are now emerging, has not failed to impress the thoughtful mind, more forcefully than ever before, with the importance of a highly efficient system of education. During the period from 1915 to 1919, great strides have been made towards placing ourselves in position whereby more substantial aid will be given to the cause. Heretofore, the State has almost alone undertaken to supply the funds for our educational system. This was not only an impracticable undertaking, but was embarrassing both to the State and to the system. The State could not give the needed support, neither did it permit the social units, or the school districts, to exercise their wishes pertaining thereto.

When the constitutional amendment authorizing the counties and school districts each to levy a tax, equal to that which the State was levying, was ratified, the bonds which had been holding our educational facilities in check were broken. This action will not only give an impetus and prove of incalculable benefit to the educational interests, but will also, in the near future, enable the State to provide for its many other interests in a more appropriate manner. After a few months the State will be relieved of the embarrassments under which it has labored for many years, that of a constantly growing deficit. The annual surplus thereafter will enable it to join hands with the general educational interests in an aggressive and progressive attitude towards other needful improvements.

The promptness with which many counties have voted the three mill tax, demonstrates that the people recognized the need of the schools and is an expression of their willingness to carry their just part of the burden. The districts will next fall into the relief line, after it has been shown by experience that more funds. are needed. When this has been done, the public schools will have a fund made of a nine mills property tax. Some few school districts in the State have already levied this tax. It is a great re

sponsibility that rests upon the educational department of the State, to so administer this fund, as to insure that a proper system is effective for its application and for its expenditure.

Under the terms of the Federal act, known as the SmithHughes Act, certain amounts are appropriated for aiding and encouraging vocational education. This appropriation is available to the States on condition that the State Legislatures provide equal amounts to be used in conjunction therewith. In order that these funds may be received and used in the State during the past year, arrangements were perfected of a temporary nature and a board on vocational training was appointed to act in connection with the general board and other necessary agreements were entered into. As stated, this was only a temporary agreement, or one which extends only until the Legislature will have an opportunity to make compliance with the provisions of the Federal law.

ILLITERACY COMMISSION

The Legislature of 1915 created an illiteracy commission with the view of banishing illiteracy from the adult population of the State. No appropriation was made for this work. The expectation was, that the movement would appeal to the good fellowship of Alabama's citizenship, and that the necessary funds with the helpful co-operative spirit, would be forthcoming. In this, the expectations of those who were in sympathy with the spirit of the act, were not disappointed. Splendid support has been given to this work from the beginning by the federation of women's clubs, and the success so far attained, in a large degree, is due to their sympathetic interest. The commission was formed by appointment, and it immediately proceeded to carry out the trust. Funds were subscribed by a generous public, and work was begun by teachers who volunteered their services which were re-enforced by many who were not engaged in the vocation. Day and night schools were formed throughout the State. The work was mapped out by the commission and carried forward under the direct supervision of its field agent. As a result of these efforts, thousands of those who had groped for years in darkness, as to what was going on in the world away from their own sphere of personal contact were, to a degree, placed in position where they could live with greater contentment and extend the horizon of their information.

The handicap to which this class was subjected was more forcibly impressed upon the minds of the public, by the operation of the selective service draft act. After the first draft was made, it was ascertained that of the many thousands who were in the cantonments, there were great numbers who were unable to read, and therefore, however willing and eager, could not accept equal responsibilities with those who had received more liberal oppor

tunities. Besides, these were soldiers upon whom much was dependent. They could not be relieved of military service, yet all realized this defect as an element of weakness in their armour. It was a great handicap to the individual soldier and thereby a weak point not only in the ranks of the army but a serious impediment to a useful life. When the questionnaires were returned in preparation for the next draft, the location of those who were illiterate were easily located. With this information at hand an intensive campaign was put on by the commission to give thorough instructions in the rudiments, insofar as the exigencies would permit. In this work, as it related to registrants who had not been called, the full co-operation of county officials and of the citizens generally, were enlisted. Among those already in the camps, perhaps, the greatest results were obtanied. At Camp Sheridan, located at Montgomery, many large classes were formed and taught. The teaching force was made up of the most cultured ladies of the Capital City and adjacent sections. The teaching was done under the direct supervision of a representative from the Alabama Polytechnic Institute. The teachers were transported to and from the camp daily by the Women's Motor Service Corps of Montgomery. The work was pursued with the same precision and regularity as the military training and splendid results were achieved. There can be no stronger plea made in behalf of the public schools and for the compulsory educational law, than the acute object lesson presented to us in the organization of the National Army.

ELEMENTARY SCHOOLS

The Legislature of 1915 enacted a modified compulsory educational law. This has had an encouraging effect, judging from the percentage in the increase of attendance and enrollment. The enrollment of white children in the public schools for 1917 and 1918 was 366,451, or 79% of the whole, which shows a gain of 7% over 1917. The enrollment of negro children was 190,270, or 62% of the whole number, making a gain of 22%. It is interesting to note that according to the biennial school census of 1918, there was a net decrease of 5,171 in our school population. This result was made up as follows: White children of school age 465,987, showing an increase of 21,927. Negro children of school age 309,208, showing a decrease of 21,927 in two years.

There were 4,712 schools for whites and 2,009 schools for negroes taught during the year. There has been no substantial change in numbers from the previous year. Notwithstanding the number of schools for whites decreased by one, the number of teachers for these schools increased 699, giving a total number of 9,050, the additional number being required by reason of the increased attendance. The number of teachers for the negro

schools were 2,716, an increase of 144, while the number of schools decreased 33.

Of the amount which has been expended by the State and counties for the public schools, $4,157,063 has been paid to teachers, which was divided as follows: White teachers $3,682,314 and negro teachers $474,749. This shows an increase of 17% for the former and 19% for the latter, over the previous year, the greater amount of the increase having been used to pay the additional teachers.

The length of term of the schools has been extended but slightly. The average length of white rural schools is 123 days and for city schools 178 days. The length of time for the negro rural schools is 87 days and city 171 days. It would appear that the school term will materially lengthen in the near future. Where the funds and the children are available, it seems as if the ideal school year would be twelve months, divided into terms of three or four months each. It requires a long time to obtain the foundation for an education with only five to nine months term and with twenty days' instruction to the month. This also, would enable children who are required to labor and contribute support to themselves and their families to attend school any three or six months of the calendar year, selecting such period when their services were least needed at home.

The amount paid by the State for the public schools during the year closing September 30, 1918, was $2,631,847.69, not including the aid given for the erection of rural school buildings. The total fund expended by State, counties and districts on public schools for the year was $5,725,772, which shows an increase over the preceding year of $1,156,599.00. This additional amount was made up of increased payments by the State of $190,613.86 and by local tax levies, to which the balance is largely the direct result.

The Superintendent of Education has made a thorough and exhaustive report of his department and you are referred to this for further and detailed information of the many subjects that pertain to the public school system.

NORMAL SCHOOLS

To have an efficient system of education, provision was made to train teachers for the elementary schools. For this purpose there has been created six normal schools for whites, four of which, Florence, Jacksonville, Livingston and Troy were made. Class A and the others, Daphne and Moundville, named as Class B schools, the class distinction being based upon the character of the work done. There are three normal schools for training negro teachers located at Montgomery, Normal and Tuskegee. Training schools are recognized as being an essential part of the public school system and are so treated.

The normal schools are all under one board of trustees except as to the negro schools and have been doing a splendid work along the lines for which they were created. Large numbers of teachers are annually trained, but the supply has been inadequate for the demands. Although the schools are open for twelve months in the year, they seem to be taxed to the capacity of their facilities and in order to enable them to meet the growing demands of our educational system, additional provisions will have to be made for their enlargement.

COUNTY HIGH SCHOOLS

High schools have been located in fifty-seven counties. The counties provide the grounds and buildings and the State appropriates to each school $3,000. This sum is usually supplemented by appropriations from the local governments. In addition to this a fee of $2.50 for each pupil is required. The total revenues of the county high schools for the last scholastic year were $247,508, of which the State paid $171,000. The enrollment of the high schools during the past year show a total of 6,103, or a decrease of 6% from the previous year. This has been caused by the pressing need for labor. The enrollment of girls increased while that of the boys decreased. The high schools are gradually growing in popularity and show increased attendance from beyond the immediate locality in which the school is located.

STATE UNIVERSITY

Every citizen is gratified in the growth of interest and the increase in enrollment of the University, which has been taking place during the past several years. While the opportunity does not come to all to accept the advantages offered by this institution, there is nevertheless a pride in the ranks of our citizenship of its influence and in what it is doing for the general standing and welfare of the State. It is the State's duty to provide for its young men and women advantages just as good and just as available as can be found in any other of the States. That is the requirement which will make the State great and the one that will give pride to its citizens. To do this, the University must have support, or else, it cannot keep pace with the demands of the times, which are ever forward and onward. It is the average man, the man in moderate circumstances, for whom we must provide facilities for a liberal education. If the State does not make the opportunities for a higher education available for this class of our young men, only a very small percentage of our population would be in position to obtain it elsewhere. If the State should fail in this, then she will fail ultimately in the reward that comes only from accepted opportunities.