Amount appropriated in 1914 and in 1915 for normal schools, colleges and University, for maintenance, $457,750; for building and equipment, $276,000 total, $733,750; less amount for colored work, $30,000; total, $703,750; white students at normal schools and other higher institutions 2,800; amount appropriated per capita for higher education, $250 , or in round numbers, $14 per capita is appropriated for students of collegiate grades and over for every dollar appropriated to pupils in the grade work.
Additional appropriation asked for by normal schools, $70,000. Additional appropriation asked for by university, $70,000.
The above figures are exceedingly significant. They show that, although Virginia has made great progress in her work that she she has still much to do, and it is a very proper and pertinent question to ask, How can the money which can be appropriated be divided to the best advantage? And the subordinate form of the question is of necessity when several needs are so apparent, the State certainly should have the school term lengthened from five and three-quarters months to eight months. To do this will require State appropriations of an additional sum of from $2,000,000 to $3,000,000.
The high schools should certainly receive $50,000 more in order to enable them to do efficient work. These two appropriations affect the great mass of the school population of the State, and the Legislature must carefully consider how it can meet these prime needs of the children of the Commonwealth.
High School Teachers Needed.
The establishment of high schools in the State has largely helped to supply the needs for teachers in the primary and grammar grades, and the four normal schools have sent out a large number of good teachers for the grade work. But the high schools need principals and assistant principals and teachers for high school grades. The present demand for efficient teachers is far greater than the supply.
The private colleges are furnishing many excelled teachers, but many more are needed. It is exceedingly important to furnish some additional more facilities for preparation of high school teachers. What shall the State do to supply the need?
Co-ordinate College Proposed.
(1) What is best for the girls of Virginia who want a college education? A bill has been introduced proposing to establish a co-ordinate college for women in connection with the University of Virginia. In reaching a decision on this matter two questions are to be answered: (2) What is best for the public school system of Virginia considered as a whole? It is declared that the women of Virginia want a co-ordinate college established in connection with the University of Virginia, but no proof is presented that the women want the plan adopted. They do not want a State college for women, but they want a college which will meet their needs. Will the co-ordinate college furnish what the average girl needs and especially what she can obtain? Furthermore, will the need of the public schools for high school teachers be met by the cor-ordinate college? Will they be met as economically and as wisely and with as much fairness to the rest of the public school system as by some other plan? That is to say, can as good results be obtained for the same amount of money by the co-ordinate college plan as it can by some other plan? If as good results can be obtained by some other plan for less money, then the Legislature should adopt the other plan, because of the great need of the primary and grammar school grades for more money. The Legislature should adopt the best plan and the most economical plan to secure the desired results.
Objections to the Co-ordinate College Plan.
First-Cost of attendance too great:
The average girl desiring college education will not be able to attend the proposed co-ordinate college if located at Charlottesville. The average cost of attendance at the University of Virginia with practically free tuition in $300 per year, and the cost runs up to $400, $500, and more, in many