Where the public receives information, the writer is cognizant of the fact that it should emanate from the most reliable sources because it is a human tendency for one writer to quote others touching the same subject treated by himself. I wish to thank Supt. Ward Anderson for assistance in giving reliable data from his office and his personal interest. Also Prof. R. C. Reynaud for the data coming from the records of the Colored High School. The remaining data are obtained from records and the diary of the writer.

Having been employed in the Lake Charles school system thirty-five years, I have observed its growth and at the same time kept valuable records for personal reference. These, of course, have given basis for this survey. Yet it would seem a very important step toward if we should show the facts covering the schools of both groups. For we are proud of the progress of the entire system. And we know, that the rapidity of growth of forward stride in education in all communities is measured by the work and growth of the schools for whites. Should this fall to show in its entirety, the brilliancy of the educational work of the white schools, the reason is given in the following statement.

To bring into prominence the progress of the Negro schools, we have given here only occasional references and facts involving the schools for whites and placed greater emphasis on the work and progress of the Negro schools.

The First Ward Negro school, then a three-room frame building housing two hundred seventy-five (275) children, and the Second Ward building of five rooms housing four hundred (400) children, doubled their capacity. The old frame structures previously used by whites were converted into better housing for the Negro children. The change in physical plant changed the sentiment toward education. The sites for these new buildings had to be provided by the colored citizenry. This load was readily borne by them and in a short time relief come [came] to all. You will note that an increase in capacity and enrollment necessitated an increase in teaching force, which follows in a table of statistics.

DESTRUCTION OF BUILDINGS

In 1917 when war was uppermost in the mid of all America, the Second Ward school building of twelve (12) rooms was finished and dedicated. After one year’s service a very violent storm visited Lake Charles August 6, 1918, and destroyed the Negro school buildings, most churches, homes, halls, and everything that was in its path. This was just five weeks before the opening date for school. The country was at war, money was being used for Liberty Bonds, Thrift Stamps, and every call made by the government.

The city was placed in the hand of the National Red Cross to care for suffering and the needy. Many were sheltered in Red Cross tents for the fall and winter with no means to rebuild their homes. Building material as well as labor soared. In the meantime the government requested the country to refrain from extensive building progress only permitting emergencies such as ours and buildings which were previously under construction. As is human in any disaster, profiteering on the part of many comes into its own. So it was with Lake Charles at that period.

It was thought when the five brick buildings were completed at the time the city had solved the housing problem for whites for many years. But the above-mentioned storm damaged them so seriously that repair was necessary to continue in them safely. There is an Idiom that says "It is an ill wind that blows nobody good". Its truth became evident in the 1918 storm disaster. The citizens were invited by the city council to discuss permanent brick buildings for all schools. In these discussions plans of procedure developed. Committees were made to crystallize these plans. Tentative housing for the school year was the next problem.

THE PROBLEM OF HOUSING NEGRO CHILDREN

The task of finding quarters was given to the principals. We took the task willingly for we were informed by the school authorities that no buildings could be erected for the school year. We examined the public buildings left standing by the storm and found that four colored churches and one hall were left and with some repair these could be pressed into service. Each principal was permitted to make contracts for the use of these buildings when put in a suitable condition by the organization owning same.
Several churches converted the lumber of their demolished buildings into camps for worshiping. These and the church buildings left standing by the storm were rented for school purposes at a small rental fee of $6, $8, $10, and $12 per month. The First Ward requiring three of these buildings. In one we housed four teachers, in another three, and another two teachers. The second ward used four of these building with rental charges the same according to the state of the building. The fourth ward used on building with two teachers.

As I have previously indicted these were the houses of worship prior to the storm, thus the idea of school furniture was foreign. The buildings were all supplied with the usual church pews. Some ten feet, some twelve feet, and some fourteen feet. The length was dependent upon the width of the building and the number of aisles used. These made seating a most serious problem, for the sizes and ages of the pupils could not easily be adjusted to such seats. And worse then wicked the children were required to remain the usual school day - five hours.
Our heating was inadequate for the improvised buildings were not erected for winter comfort, and the proper temperature could not be obtained. What furniture was in the demolished school buildings was either destroyed or fastened under the wrecked buildings. Thus it could not be put into service. We used these buildings two years - 1918 -19 and 1919 - 20. This was not our only burden to carry, for in the same time an epidemic of influenza and small-pox visited the entire section. After we had operated the schools a few weeks the Board of Health closed all schools for a period of three weeks thinking that the epidemic would be under control in the that time. Orders were given to open again. The opening and closing tactics used up months of the school year. Salaries were paid the instructors but the pupils lost the time. The desire of the board to make up the lost time by teaching on Saturdays was strenuously objected to by the Jewish population. They held that if it was proper to keep holy the first day of the week for the Christian, it was proper to respect the Jewish Sabbath or seventh day as well. The question became a subject for discussion by the different adherents but in the final analysis "No schools on Saturday" was the final decision of the board. Interest was immediately awakened to the possibility of having a representative. This part of our population soon had one of their number on board and president of the body.

THE BUILDING PROGRAM OF 1919-20

The year 1919-20 really begins the most interesting part of our survey in the records the beginning of progress in the city schools in physical plant, growth in enrollment, and increase in number of instructors. For indeed the Negro schools had no sign of buildings and equipment. As has been previously recorded committees of citizens were at work on plans to replace the loss in physical plant. In 1918 no appreciative amount of progress was visible until January, 1919.
For the First Ward Negro school a committee of citizens - the writer as chairman - was appointed to locate a new site, as the one used had been abandoned. The committee performed its duties promptly and in January, 1919, the site was purchased at a cost of $3000. To give a larger campus the Negroes raised funds for an extra lot near by.
The cost of this extra lot was $325. While the site was not desirable for a school as we wished, it showed the spirit of the patrons in a progressive move in education to restore their plant to a normal standard. This spirit and team work gave rise to another question which was not in the mind of the populace until the school expansion idea developed.
The Negroes in the Fourth ward of the city were taught in a two room frame building which also was demolished by the storm. In the mind of some citizens to rebuild this school would be a waste of funds. The city was building southward and most new residents were being occupied by white citizens and eventually the entire district would be white. There was no mistake in this view as present results show. This will be treated in its time in the survey. We are more concerned in the building program at this stage of discussion. The sites for white schools had been secured and in service for some years. The elementary buildings in 1912 and the high school building in 1917.
As we have previously mentioned committees had been appointed to work out plans to repair and build. The school board consisting of five members and superintendent met with the city council to receive the reports of the committees. After much discussion the citizen’s committee, city council, and school board adopted the report recommending a bond issue of two hundred fifty thousand ($250,000) dollars. Divided as follows: Fifty thousand for to repair the damage to the white school buildings and one hundred fifty thousand dollars ($150,000) for Negro school buildings. The bond issue was presented to the electorate after all legal requirements were met on January 14, 1919 and was carried by great majority.
This election was not a partisan proposition but one in which all property owners were permitted to express themselves. If the property owner was not a registered voter he was permitted to vote by proxy. This provision gave many colored citizens an opportunity to help in this great civic move. In the plan submitted there were to be three permanent brick buildings for colored children, but the cause for changing this given above made it necessary for only two. One three story building large enough to care for pupils in three wards and one two story building to accommodate the pupils of the First Ward. The larger building having an eighteen class rooms and the smaller one ten class rooms.
Each building was well equipped with all modern conveniences - light, steam heat, city water, and the necessary rest rooms for all pupils and teachers. In the high school building provision was made for manual training shop, domestic science rooms, domestic art, and laundry. The plan called for auditoriums but on account of the high cost of material at the time, these were left out. In the high school building accordion doors are used connecting three of the rooms making a very spacious assembly hall.

SCHOOL EQUIPMENT

Before the task was complete, the interior equipment was the next step in school building. All class rooms were fitted up with fifty or more single desks. This as you will observe was a provision for entertaining an increased enrollment. Along with pupils desks came a desk and chair for each teacher. There were also, added to this extra chairs to be used on special program activities.
These of course served their purpose in the various work rooms. From this nucleus of class room supplies, the teacher’s work of adding to the furniture came as she saw her needs. We know that the buildings and furniture do not make the school, but in this modern day in education, these assets count high in the school’s per cent of rating. Thus where these are adequate the student body receives an impetus in its estimation of educational progress, and a higher regard for those in authority. In the spring of 1920 the buildings were dedicated by the members of the school board and a superintendent with a host of patrons in attendance.

TEACHERS AND THEIR QUALIFICATIONS

 In 1919-20 when the school session began there were twenty-six Negro teachers. Of this number there was only one degree teacher, a graduate of Leland University for as yet Southern University had not given any degrees. In the month of June 1920 the school board elected Supt. Ward Anderson who brought to the system new ideas and inspirations. He found all school plants prepared to receive their pupils for the coming school year, and one of his first objectives was to acquaint himself with the efficiency of the teaching staff. This was done by direct contact with the faculty. He arranged dates for meeting these and visited the class rooms weekly to observe the methods of instruction. He made friendly criticisms followed by helpful suggestions to the teachers. By the end of the school year he had mapped out a plan for teacher improvement. Upon the salaries paid Negro teachers he advised further study and better preparations for their work.
The salaries for Negro teachers were as follows: Men principals $125, women $70, $65, and $60. The state had organized six weeks summer schools each year for the improvement of teachers. Supt. Ward Anderson advised all city teachers to attend them. These schools gave credits to raise certificates and most teachers took advantage of the opportunity. In the summer of 1925 the state located one of these in Lake Charles thus bringing the Instruction nearer to the city group. Following this instruction to the teacher school idea, in 1926 Principal W. O. Boston succeeded in having New Orleans University establish an Extension School. When the matter was presented to Supt. Ward Anderson he consented immediately, for it was his desire to improve the working power of his teachers, and any opportunity leading that way was at once accepted by him.
He furnished building and fuel and the services as a janitor. The University conducted the Extension five years sending two instructors twice per month. After five years of intensive work of this kind, and attending summer schools for six weeks and some twelve weeks, the Lake Charles teachers had raised the standard to that of Teacher Training and Degree. The Extension course did not only benefit the teachers of the city, but there were in attendance teachers from Allen, Beauregard, Acadia, Jefferson Davis, Iberia, Vernon, Cameron, and Calcasieu parishes.

FINANCIAL CONDITION OF THE SCHOOLS

In February 1921 the city elected Mr. Joe Jacobs to serve as a member of the board. Mr. Jacobs was a keen, clear-cut, high-class business man of the city. He serves as president for four years. During his incumbency details for collecting all money due the school board were worked out, and the city system was put on a sound basis.
Just here I must insert that when Mr. Anderson became Superintendent in 1920, the schools had a deficit of $100,000 but by economic business management. In a few years the deficit was paid and in the remaining years of the twenty to date. Instead of a deficit the city boasts each year of healthy financial standing. During the twenty years Supt. Anderson has held office the payroll has never been one day late.
In 1933, 1934 the Negro schools were given only eight months, in 1935 eight and one half months. At the close of the 1935 term all teachers were given a bonus of one month full pay. We considered this part compensation for the two and one half months lost.

THE FINANCIAL WORK OF THE SCHOOL PER SE

The schools throughout the state have needs that are not furnished by the local boards. This gives an opportunity for the school to work out a financial program to supply the needs. The schools of Lake Charles have been very active in this direction. Each year we plan the supplies or added equipment needed and raise money for to purchase these. Each school is supplied with pianos, victrola, master schedule clock, which rings all bells for class periods and recesses. The clocks are placed in the schools at a cost of $300 each. Other valuable helps such as the "Visual Education Set" costing with its constant addition for $600 to $850. Telephone, typewriter, mimeograph, unabridged dictionary, encyclopedias for reference. Then classroom helps for individual grade, pictures for decoration as well as study, and bookcases for securing the books obtained. Annually the schools of this city raise from $200 to $500. Students and teachers enter into this phase of the work as part of the curriculum.
Then again, the community knows this financial help is needed to successfully carry on the program, and therefore joins willingly with the schools effort. In most of the white schools, P.T.A.’s are organized to take care of that phase of the school work. The colored High School had its P.T.A. also. These organizations are wonderful influences in the school program in that they draw the home and the schools into closer relationship.
Some money-raising projects used by us are, concerts one or two annually, the closing one extending through two or three nights, financial drives, raffling articles from a one dollar box of candy to a radio. Sometimes a fat hen or turkey, the latter netting at times $15 or $20. The candy shop is the safeguard in raising funds for telephone expense. Another method is students’ contribution by rooms. This is used in appeals for Christmas Seals, aid for the crippled children, Red Cross, and help for other civic needs. We are members of everything civic in this city.

LENGTH OF TERM AND TEACHERS’ PAY

The beginning of this survey finds the Lake Charles schools all having full terms of nine months. In the entire scope of this writing - twenty years - the Negro schools as we have observed, lost only two and one half months of school. I may further explain by saying in these twenty years, schools for whites had one hundred eighty (180) days and the Negro schools had one hundred and seventy-seven and one half (177 ½ ) days. This shows the equality of educational advantages given to Negro children in this city. There is one opening and closing date for both groups. Our schedule program for the year is given each principal at the opening of there term - September - and holidays, report days, semi-trimester with the number of days, inserted and mid-winter term are given therein. This of course leaves no room for mistakes as to dates. The only change made in this schedule program comes when the city is moved by special feature program where the interest extends to the school children. Civic celebrations, circuses, and special proclamations coming from the Mayor.
While this intensive program is being carried out, there comes a pleasant feature in the work of the teachers at the Lake Charles School system. At the end of every four weeks closing the month of twenty days, their checks are presented them in their local school building by the principal. This seems to be one of the pleasures that comes to the superintendent monthly with the colored schools and semi-monthly for whites. This method of paying the teachers promptly enables them to make engagements and fix a definite time when all obligations can be met.
The prompt payment of the teachers from the office has established a record for all teachers in this system. It gives them a credit standing in the local stores for their merchandise and likewise in the banks. Any teacher needing money to attend summer school, has the privilege of borrowing the amount from out local banks in June to begin first payment in October for the next school year. The only requirement is conclusive evidence that such a teacher is elected for the next school year.
We do not hesitate to record the fact, that at the close of each school year, usually in May, the school faculties are notified to their appointment and leave the city, (those living in other sections or states) knowing that they are employed for another school year. Should necessity favor a change for any, they too are informed. Such a procedure gives the retiring teacher an opportunity to begin early seeking a position elsewhere.
The salary schedule used in the state is applied here. Degree teachers in the high school receive the higher pay. Degree teachers in the elementary schools receive a maximum of $70, and those holding Teacher Training certificates receive $60. Degree students entering this system as first year teachers receive the minimum salary of $55, and each year a raise of $5 until the maximum salary for elementary teachers is reached. This has not been the procedure through the entire period, but as gradually attained in five years of salary scaling. It has given to the profession a far greater desire to raise the standard.

ATHLETICS

The athletic department in both schools holds its own with those of other schools. Baseball, football, basketball, and other athletic features in their season are given proper attention. Beginning the year 1922 baseball teams were organized in each of the schools for match games between teams. For as has been previously stated we were teaching the same grades - 1 to 8 - in both schools. Field Day programs were held for several years, and the city was invited to spend that day on campus with the children. In 1925 the two schools selected their best players and organized one baseball team to play teams in other towns. This proved to be quite an incentive in our athletic department. We were soon making baseball schedule to work the entire season. There were two highly rated teams in the city but we played only with school teams of our rating. The next year, 1926, a football team was organized and the same procedure followed.
Games have been arranged and played annually; leading up to the present well-organized athletic teams in basketball, baseball, and football. Each school raises its money for this department to purchase the required equipment. At present - 1939-40 session - there is being organized for elementary schools a Tournament Association for Southwest La. schools to give the pupils of these grades an opportunity to take part in all forms of school activities. While we have carried on with our local teams contacting others, we had not formed an organization of this magnitude. Such organizations will, I am sure, aid much in energizing the present spirit in athletics. Some of these responsible for the perfecting of these organizations are the following coaches: N. H. Harrison, A. A. Cook, A. C. Epps, W. H. Rucker, and J. J. Johnson, the first four of Southern University and the latter of Leland College.

PARISH PUPILS IN THE CITY SCHOOLS

After the city schools were organized into a separate school district or parish by special legislation, there arose a question involving the education of the children in suburban Lake Charles and those in Calcasieu Parish attending the high school. The question was settled by a "Zoning Ordinance" agreed upon by the city and parish school boards. Children living within the specified zone are permitted to attend the city schools by permit issued from the Parish superintendent’s office. These are made in triplets. One is sent to the city superintendent’s office, one to the principal’s office approved by the city superintendent, and the third remaining in the parish superintendent’s office. When the principal’s report is sent into the office, the name, age, grade, address, and number of days present of these parish pupils are sent on separate report sheet.
After checking and rechecking in both offices the parish board pays one dollar and twenty-five cents per head monthly to the city school board for these pupils. Thus we may have here a condition that does not exist anywhere else in the state.

THE HEALTH DEPARTMENT

Connected with the schools is a health department. A trained nurse - Miss Maude Reid - has been employed by the school board ten years to care for the health conditions of the school children. For ten years before becoming city school nurse she held the same position for the entire parish under Red Cross supervision. The beginners who are to enter school in September are required to visit the pre-school are clinic two or three weeks prior to the opening date. They are checked over for any weakness that might retard them in their school work in later years.
This of course is only the beginning of the nurse’s work in the seven schools. Through the year she visits each school, vaccinates all pupils needing vaccination against smallpox, and examines the eyes, throats, and teeth. Whenever a defect is found such a pupil is advised to consult the family physician.
All contagious diseases are carefully guarded against by her watchfulness. Any symptom of a contagious is at once reported to her office by the principal and like a careful physician she responds at once. When she has diagnosed the case it is found to be one that is contagious the parents are given the number of days that the child must remain out of school. If it is a case that requires a physician the parent or guardian is advised to call one. If the family is not able to employ a physician, the city physician is notified of the case.
Usually all such cases where help is needed, the nurse informs the local Red Cross secretary and this organization renders the required aid. We have through this medium helped several cripples, tuberculars, some with defective sight, and other aliments that can be corrected in youth. This department of the school system has functioned so successfully that our schools have not been forced to close because of an epidemic in twenty years. During the ten year period Miss Reid has trained four colored nurses for city work. One of these was employed by the Board of Health and assisted in city work here for two years giving very efficient service.

GROWTH IN ENROLLMENT ANNUALLY AND CURRICULUM

When we entered the new buildings 1920-21, the novelty of new buildings attracted many children who had not entered school before. The same conditions exist here as elsewhere. Many children are not found in school because the "Compulsory School Attendance Law" is not enforced and Negro children remain out of school at will unless coerced by some legal requirement. But in this case it was the attraction of new brick buildings. Thus the enrolment soared.
At this time the schools were teaching only elementary subjects through the seventh grade. The curriculum followed was that given by the state - known as State Courses of Study or Bulletins. These bulletins gave the procedure in instruction in each grade for the elementary schools. They provided schedules for 1, 2, 2, and 4 teacher schools, and the extent of instruction for each grade. The length of school term and number of teachers determined the amount of work to be covered in each individual school. I speak here of rural schools in reference to term teachers. The city schools usually extended the work beyond that specified in the course of study, as an adequate corps of teachers was prepared to do a greater amount of work than were the force was insufficient. It would appear to one observing closely that the school enrollment should continue to increase each succeeding year but when we consider the nomadic tendency of the Negro, it is readily seen how school enrollments fluctuate. Then too there is a class that has no educational tendency and all children from such families make very poor attendance record. The statistics of the Lake Charles schools show the following record.

 

In the period under discussion - 20 years - the total following list shows the number of teachers employed annually to instruct the pupils enrolled in the above list.

GRADUAL GROWTH TO HIGH SCHOOL STANDARD

In 1924 all eight grade pupils in the First Ward School were transferred to the Second Ward. The ninth grade was added to the latter. The following year the principal and faculty worked hard to prepare the required number of pupils for tenth grade work, but this required two years. In 1927 the tenth grade was added, and the next year 1928 the eleventh grade was added. That of course was the top round in the latter which Prin. Reynaud had been trying to reach.
In May 1929 the first graduates of the Colored High School received certificates. It was indeed a representative class numbering twenty-six members. From this beginning the High School has annually given its quota of graduates to the state.
The elementary department of each school is doing their part to prepare students for the High School as is shown in the following table.

Elements in Elementary and High School graduates by years.

The above statistics would indicate a very low percent of the elementary grades finishing high school, but we must get out per cent from the proper date when the high school was organized. This date would also be the time when elementary graduates were given high school advantages. In the following eleven years to 1939, there were 595 pupils who finished elementary school, and 183 of that number finished high school, giving 30.7 per cent finishing high school. This indeed is a very small percentage as compared to the opportunities offered. This points out the fact that more stress should be placed on high school attendance by those finishing the elementary grades. I find also in this survey that pupils finishing elementary grades enter the private high school here and some enter high schools in other cities to continue their education.

SACRED HEART SCHOOL

The preceding discussion has dealt entirely with public schools. But within our city - Sacred Heart School - a private institution operated by the local Catholic Church and an auxiliary to Xavier University, New Orleans, carries annually a very large enrollment and is doing a very high grade work in the educational uplift. To pass this institution up would leave out a very important link in the Lake Charles educational chain.
In 1908 the Sacred Heart School was organized by Miss Elnora Figaro. Her beginning was with primary children of Catholic parents, to all it was known as the "Catholic School". This small beginning grew and another teacher was added. The enrolment continued to increase under Miss Figaro’s supervision and additional teachers were added as needed. Finally the church took supervision and gave the name it now bears.
In 1922 the High School department was added with an excellent corps of teachers. From that time the school became an important factor in education, drawing pupils from other points here. In 1928 the school was registered by the state as a recognized high school. Two years later - 1930 - the Teacher-Training department was added and that department has proven quite an educational asset to this section. The parish of Calcasieu employs numbers of its graduates in the rural schools. It is also reported that the majority of them are rendering satisfactory service. Xavier University has connected with it - 1939-40 - a center for the purpose of giving teachers in service an opportunity to continue their college education. This department is well attended and doing very creditable work. The school at present has an enrollment of 381 in the elementary department and 82 in high school, with a faculty of twelve members. Mother M.M. Vernard is principal of the elementary and high school departments and dean of the college department.

FREE TEXT BOOKS

Among the many things done for the state by the late Huey P. Long, I consider none more beneficial to the masses than the law providing free text books for the children of the state, passed July 11, 1928,. Previous to this legislative act many children were in school a part of the time without books. Others whose parents were able to buy books were very often two or three weeks late because the interest of the parents or guardians had to be aroused before they decided to buy books.
Many reasons were given for the delay but none of them improved the situation. It seemed that none of those delinquent parents saw the disadvantage to their children.
In-stead much of the delay was to show their disapproval of an order for books coming from the teacher. Few seemed to realize that a school system is a legal state organization directing the literary training of the coming citizenry. But the placing of this statute in the legal code, hid from their mental eye the responsibility of direct cost.
It is easier to obtain money from the populace for the need of schools by taxation than any other method resorted to. Every other individual feels that his neighbor is helping him supply his needs. When the matter is sifted we will find that all of us pay our part. If we have not the property in some form to be taxed, our services given an employer is never fully paid and his share of the tax includes the employees. Or it may be that in the purchase of some taxable commodity, out of which one gets much pleasure, he still shares in the purchase of the text book.
The books when first provided by the state placed all children in the public schools practically on the same level. In that each child received his supply at the same time. It gave them an opportunity to begin the text together when the new class was organized. The requirements for care of books and penalty for loss, place a responsibility on the child which was not possible under private ownership. The state ownership of books gives another phase in the Child’s life. He learns the care of public property and in a small way his responsibility to the state.

THE HOT LUNCH KITCHEN

In March 1939 the Junior Welfare League of this city make a survey among the Negro populace to see if there was a need for hot lunches in our schools for needy children. This fact was satisfactorily established and the organization began work at once. The first three months was a trial effort. The high school had its kitchen and dining room, but the elementary school had neither of these, so arrangements had to be made for these. Cooks were employed and operation began with all expenses born by the Junior Welfare League. The project proved a success in the first month and assistance was obtained from the WPA. The cooks were put on WPA payroll and some foods furnished. Thus the session of 1938-9 closed with two well organized hot lunch kitchens dining room in operation.
Not only were the needy children given free lunches, but arrangements were made to supply any child who could pay for one and desired to do so. The price was fixed a $5 each or $12 where there were three in the same family. Lunches sold would number from 20 to 60 daily, depending upon the menu. The price may seem very low but when the menu is properly handled we find that the cost per child is 2 cents and sometimes less. The money coming through this source is given the JWL to assist in changing the menu.
The 1939-40 session began under the same management with new phase added. In Jan. 1940 Gov. Earl K. Long made the feeding of needy children one of his political projects. The food is now provided by the state and supervised by the superintendent. It reaches the kitchen through the intake and Certification Bureau. This has no effected any serious change in management in the Lake Charles schools. The hot lunch is easily handled in our program and is likely producing pleasing results.
Children who attended school with poor lunches before we had the kitchen get now a well balanced diet carefully prepared by experienced cooks. This had not only improved their physical condition but helped them to do better mental work.

SCHOOL LIBRARY - FREE LIBRARY BOOKS

The city schools began this phase of work in 1933. Supt. Anderson at that time helped the schools in selecting books that could be used in the different grades for supplementary reading at a very small cost. The schools raised the amount required and started their libraries. In 1937 the superintendent and board gave a greater incentive to the schools to again purchase library books. They offered a 50-50 payment of the cost. For each $50 that the schools raised the board would pay $50, thereby giving the schools $100 worth of books for their $50. We readily accepted this offer and set our organizations to work. We raised three times that amount and received a well selected supply of books.
In 1938 our schools were placed on the state list for free library books. The last shipment reached us in April. These books are placed in the care of the teacher or librarian who directs the use and return of same according to adopted rules.
The introduction of books on science and social studies has awakened a great desire in the pupils to read. The reading reacts in their desire to have aquariums to study aquatic animals, these you will find in the different rooms as well as devices constructed by them to imprison all forms of reptiles and creeping insects for study. Thus the state has opened a new field of interest in child study.

CONCLUSION

It would be an incomplete survey if the following facts were not registered. First the care that has been taken of the furniture and the interior of our buildings. We entered these buildings supplied with new desks and during the twenty year period to date few if any have marks made by cutting with knives or any sharp instrument. They have been scrubbed and refurnished once - 1938 - since they were installed. They are still in good condition. The janitor in the First Ward school has served the entire period with most satisfactory results. In the high school the present janitor has not served so long, being the third to fill the position. These faithful employees are in service through out the year on 12 months pay.
The writer has striven to give full details of the data found in the records and diary mentioned so that all who read this publication may be enlightened on the public school system in Lake Charles. As a teacher in the schools in this state I am closing 52 years service which has brought me in touch with many men and women. Some of them are developing principles instilled in our contact and are benefiting society in the sphere where providence has located them.

BIBLIOGRAPHY

The data given in the thesis were obtained from the following sources.

1. Carefully kept records from Supt. Ward Anderson’s office. Who was elected June 15, 1920, as city supt. and is the present incumbent.

2. From the parish supt. office – H. A. Norton. Facts relating to parish pupils and zoning.

3. From the records of the Health Department. Miss Maude Reid, Nurse.

4. Bulletins State Department Nos. 215, 324, 351. State Course of Stud - 1923, 1933.

5. Second Ward High School Records, R. C. Reynaud, Prin.

6. Records of Scared Heart School as furnished by Mother M.M. Vernard, Principal.

7. Carefully kept records of First Ward Elementary School that I organized January 15, 1907, and have as principal until present day - 33 years.

8. This survey would be incomplete without expressing my gratitude to Mrs. M. E. Boston who is responsible as first assistant in the typing of this thesis. For indeed she saved me many hours work, that I could not have taken form the obligations confronting me daily. I am therefore very grateful to each of the persons mentioned above.