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MARLIN'S EDUCATIONAL INSTITUTION
of
MARLIN INDEPENDENT SCHOOL DISTRICT of 1959-1960
FOREWORD. Perhaps, at no time in the history of the state and nation has
education become so important. It is the destiny of the present (1960) board of
education, administrative officers and faculty (see lists elsewhere herein) to
guide Marlin's educational progress in a most crucial era- in an age of rapidly
increasing scholastic enrollments and social and world-wide changes.
Marlin citizens take pride in their schools and provide spiritual,
ethical and material support for them, determined that their children and
children's children have opportunities to obtain a well-rounded education to
meet the challenges of a demanding world.
Superintendent Albert M. Tate said in 1960, "The educational program as designed
for the Marlin area has made notable progress in recent years by bringing
improved schooling to a larger number of students. It was accomplished by
increased local support and expenditures for buildings, buses for transporting
students to and from school and arranging a program sufficiently broad to care
for individual differences; also, by broadening curricula sufficiently to
provide diverse vocational objectives.
"The main purpose of the school system, however, is well beyond the easily
attainable. It is to educate many students adequately in both quantity and
quality, especially in the latter. This objective pursued by the board of
education and administrators, not only requires the student to do more,
considering he or she has more time from manual labor, but it is a challenge to
students in their school work. Requiring more subjects could help, but this does
not necessarily improve or guarantee quality, often overlooked. Good teachers
are required to inspire and demand quality in their teaching procedures. They
can insist on neatness, pride of achievement, mastery of subject matter and
perfection in techniques, eliminating useless repetition. They can include
stricter requirements of neatness, punctuality and exactness with more
opportunities for the able students to pursue studies on their own-beyond
present levels.
"Such are some of the major objectives of the current school program and we must
realize that softness in school is part of the softness of the generation of
1960. Real progress to higher standards and quality comes chiefly from the
efforts of the community as a whole. Teachers and administrators cannot achieve
goals alone. The challenge remains a responsibility of adults and parents must
understand and support their schools even more extensively than in the past. Our
problems have become global and, whether we like it or not, we are members of a
larger community. Of young people in school will become our future world
leaders."
The Schools' HANDBOOK FOR TEACHERS.-At periods, the board of education and
administrative officers issue a HANDBOOK FOR TEACHERS-in which the philosophy
and objects of the schools are listed, along with suggestive 'nelps" for
administrators, teachers and the public.
THE HANDBOOK is prepared through research among other educational institutions,
contemporaneous to modern trends. A few highlights of it throws some light upon
Marlin's schools of 1959-1960.
The basic function of the schools is to provide an education for every youth,
regardless of race, religion or background; to give each an opportunity to
develop his or her appreciation of our American heritage and responsibilities to
it; to help pupils find their places in the world so they may use their talents
with profit to society and themselves; to provide curricula enabling students to
obtain a practical, working education in vocations, culture and civic
activities; to provide dedicated teachers and administrators of high character,
worthy of emulation in the schools and in society; to convince students that
education is a continuous process, starting with birth and ending when life
ends; and that education helps them find places among others which are of the
highest value and bring the greatest happiness.
School executives, former students and the world recognize that the influence of
the schools is exceeded only by that of the home and church-sometimes excelling
them for so many homes are unsettled or broken and religion is not universally
accepted. School officials, especially teachers, are dear to students and former
students because of close personal relationships. A good teacher is intrusted
with a precious task- teaching young minds to understand, to know things, to
seek, find and do things worthwhile. A good teacher inspires students to realize
that love, service, gentleness and helpfulness pay the greatest dividends.
Teaching-and being taught-is a sacred trust, accountable for by the Creator.
TRANSPORTATION OF STUDENTS. Transportation of pupils to and from considerable
distances from schools is provided by buses, driven by regular, qualified
drivers. Buses may be used for short field trips, if suitable arrangements are
made and an educational supervisor or teacher accompanies each bus. Buses are
available for school events, such as athletic contests, vocational agriculture
trips and so on, provided the trips are not more than 125 miles from Marlin and
children pay a pro rata share of the cost of travel, including wages of
regularly employed bus-drivers; and for special trips, pep squads and so on.
Buses are available free of charge to athletic groups, band and choral groups,
providing all requirements are met and supervisors accompany the buses.
TEACHERS' RESPONSIBILITIES. Summed up from the HANDBOOK FOR TEACHERS, aside from
meeting strenuous academic requirements, set by the board of education and state
laws, the character of teachers must be worthy of emulation by the students and
citizenship. Their attitudes-even their personal appearances-affect the
attitudes of the entire school and the schools' standing in the community.
Citizens look upon teachers and form opinions of the faculty and student body.
Teachers are expected to be active in social and cultural affairs and be
praiseworthy links between the school, pupils and parents for mutual
understanding. They represent what the schools are doing.
Teachers are responsible to the superintendent through their respective
principals for carrying out the policies set by the board of education. They
direct and evaluate the learning experiences of pupils, both curricula and
extra-curricula; they provide guidance, promote pupils' welfare and their
educational advancement; they maintain liaison between pupils, parents and
teachers; they administer classroom programs and maintain cordial and workable
relationships with their colleagues in school. They are on duty during the
entire day.
Group insurance and retirement benefits are provided for teachers. Tenure is
governed by considerations of health, vitality, ability, outcomes, enthusiasm,
energy and recency of self- improvement, especially academically, and attitudes
toward children.
Each year, principals file written teacher evaluation reports with the
superintendent, having discussed such reports with teachers beforehand.
Evaluation is based upon personality, training, routine efficiency, class
management, teacher-pupil, teacher-school and teacher-community relationships,
team- work qualities and so on. All teachers are required to meet requirements
of the Texas Committee on Classification and Affiliation of Schools and
standards of the Southern Association of Secondary Schools and Colleges. They
maintain academic knowledge and study to increase their proficiency. They
receive assistance from HANDBOOK FOR TEACHERS, which keeps them informed on the
over-all school philosophy and objectives. The book enumerates typical "helps.'
WHAT IS TAUGHT. In Marlin's schools, teaching emphasis is
placed upon our American heritage, both state and national; teaching an
appreciation and love of service to state and nation. The youngest and oldest
students have called to their attention the wonderful histories of Texas and the
United States. Patriotic holidays are observed, or students' attention is called
to them. Democratic procedures, basis of our heritage, are counseled and the
pupils practice them in school and school organizations.
Basic skills in reading, writing, spelling and arithmetic are taught in the
elementary school. Special assignments in reading stir young minds toward
entrees to cultural advancement. They are taught to speak fluently. They receive
tests and are shown where they made mistakes and told how to avoid making them
again. A systematic method of counseling and guiding pupils is continuously in
action. Instruction is aimed at stimulating and training their creative
capabilities. Creations of the hands and mind are displayed for encouragement
and evaluation. Evaluation programs call attention to the worth of the creations
and individual growth. Health and sanitation are taught and pupils inspired to
follow health and sanitation rules. Libraries are provided and pupils urged to
use them. They are guided in the proper use of libraries. Above-average pupils
are offered added challenges, comparable to their capabilities.
Throughout school, pupils are invoked to seek participation in school
and civic affairs. They are taught how to get information about their community
and help improve it and build a better world in which to live. High school
courses are arranged to inspire students to a deeper study of their community
and its needs; to arouse their initiative toward constructive participation in
community affairs. High school organizations are more advanced and offer greater
opportunities for training in leadership. High school students give lid have
given excellent accounts of themselves in service to their community.
Featured also in high school are English, higher mathematics, including algebra,
plane and solid geometry and trigonometry; physical education; Texas, American
and world history; Latin and Spanish; speech, journalism, social, national and
general science, biology, chemistry, vocational courses-agriculture, homemaking,
industrial arts, typing, shorthand, bookkeeping, music-band and choral-physical
education, drivers' education, traffic safety and so on.
The high school and elementary school, each, has a library and teachers share in
the responsibility of selecting intellectual and interesting books for them. If
the schools cannot afford librarians, provisions are made for teachers and their
members of the school staff to serve. Relationships between teachers and
students are conducive to intelligent use of the libraries and sharing in the
democratic processes of the schools.
MUSIC IN THE SCHOOLS. Love of music, inherent in Marlin's schools, parents and
students, has contributed much to aesthetics and culture of Marlin and over a
wide radius. In the schools, the popular arts and sciences probably received
priority, but at an early time music found expression. Young people studied
under "music teachers" and their talents and skills infiltrated the schools. It
is known that vocal and instrumental music was part of school life in the 1890s.
In the 1890s, a movable, hand-pumped organ furnished music in the schools. Since
vocal music is more universal, it became popular in the beginning.
Marlin and its schools take pride in their school bands and their successful
band director, Forrest H. (Hal) Spencer, who have added culture, color and
honors to the schools and community. Marlin High School band is (1959- 1960) a
93-piece organization, complemented with a colorful drum major and majorettes.
It receives enthusiastic community support and derives pride from its musical
attainments and marching maneuvers.
The band is augmented by a beginners' group, or band, composed of pupils of the
sixth grade, set up FORREST H. (HAL) SPENCER by Mr. Spencer to train Band
Director young boys and girls for musical careers, particularly in bands. From
the beginners' group students advance to, or join others in, an intermediate
band for further training and practice. The intermediate band is composed of
students of the seventh, ninth, tenth, eleventh and twelfth grades, their
experiences varying. The schools also have a 15-piece stage band, or orchestra,
which plays for smaller or selected groups, including dances.
Marlin High School band and sometimes others furnish music for all school
activities, athletic events, parades and many community affairs. Band uniforms
are steel gray, trim- med with purple and gold braids; white belts and shoes and
~old shako hats, trimmed with white plumes. Uniforms of the drum major and
majorettes are of matching gray and trimmings, complemented with white boots and
shako hats, also decorated. The band director's uniform is of matching gray and
trimmings. The drum major and majorettes are selected annually from the
membership of the band by chosen directors of colleges and universities.
Band practice and rehearsals, under direction of Mr. Spencer, are held in the
bands' own air-conditioned building, which has a practice room, instrument room,
uniform cabinets, library room, director's office and modern equipment. The
schools furnish the larger and more expensive band instruments. Sometimes the
Band Boosters Club furnishes instruments. Bands practice marching and parading
on McQueen Field.
Proficiency of the Marlin High School band has been proved by an all-inclusive
favorable acceptance and its musical attainments. In 1945, a 37 -piece band
achieved III Division rating in band contests in Austin, Texas; in 1946, a 52-
piece band occupied II Division; from 1947 to 1958, inclusive, bands have
occupied I Division rating; in 1955, 1957 and another year, the band won first
honors at Texas Band Day; in 1956, it was selected to play in the Cotton Bowl at
Dallas, Texas, on New Year's Day; in 1957, the band's director was chosen to
direct. bands at both pre-game and half- time periods of the Texas-Oklahoma
football game in Austin, Texas, on New Year's Day; in 1958 Marlin High School
Band marched and staged a show at Texas Band Day at half-time of the
Texas-Oklahoma football game in Austin, Texas.
Teachers in some grades of school for years previous to the 1959-60 school year
had coached vocal music to their pupils and students, who made commendable
showings before service and civic clubs of Marlin. For a 'number of years, the
schools did not furnish the music teacher and director of choral clubs.
Newspapers of October, 1959, noted that "A Choral club was organized, September
21, under direction of Mrs. Lane (Carolyn Reid) Park. At the organization
meeting 43 students were present-." The newspaper noted that Mrs. Park had hopes
of having both a girls' and boys' choral club; and she was "working with six
graders toward a choral club."
Under Mrs. Park's direction, by April, 1960, choral groups had appeared before
local service clubs and had given excellent accounts of themselves.
SCHOOL ATHLETICS. Athletics in Marlin's schools have come a long way since their
humble beginning about fifty years ago (about 1910). See Chapter VII for their
history. A measure of their standing is manifested by considering achievements
within the past few years, since athletic prowess and value cannot be correctly
measured by results of a single year. Athletics under the present (1960)
coaches, Dale M. Stafford, head coach, Thomas E.( Buddy) Farris, Charles L.
Chance and Jim A. Holland, assistants, have been consistently successful and
constructive. Especially contributive were Bill Merritt, former basketball coach
of 1956-57-58, and assistant football coach of 1957-58; and Mr. Farris,
assistant football coach, and Mr. Chance, basketball coach. Mr. Stafford said in
1960 that Marlin's schools place emphasis upon football, basketball and track
because these phases of athletics produce sufficient revenues to be financially
self-sustaining with some left over for other sports.
In football in 1957, the Bulldogs (football team) won eight district games and
lost two; in 1957, they won the district and bi-district championships, but lost
the regional game; in 1958, they won all district games, except one, but won the
district championship and went on to win the bi-district and regional
championships, losing in the quarter-finals. Last year (1959) a team of
underweight, inexperienced boys won seven district games, tied two and lost
three. Qualities of skill and perseverance of the lads portend a successful year
in 1960.- In the last three years the Bulldogs ran up a total of 1,123 points to
only 375 for their opponents. Captains of these successful teams were: Sam Byer,
Sidney Dann and Bill Bradshaw in 1957; Bert Tate, Sam Byer and Butch Stone in
1958; Talmadge Tinsley, Kenneth Nutt and Chester Michalak in 1959. Athletic
successes, of course, in the schools were due to the efforts and skill of many
outstanding athletes, too numerous to mention herein.
A few honors and distinctions achieved are noted. In 1957, Cary Cohn received
all-state honors as a football player from sports writers and the "Super-Centex"
honor from Waco newspapers; in 1957, Sam Byer won all-state honors and the
"Super-Centex" citation; in the same year, Sam Byer, Butch Stone, Bert Tate, Max
Chapman, Jerry Beavers and probably others whose names were not available in
1960 received college scholarships for athletic prowess, particularly in
football.
Interest in basketball is increasing, Coach Stafford said, teams are playing
with more skill and determination and winning more games. The boys and
girls on the teams are bringing honors to themselves and the schools. In 1957,
Steve Smith won all-state honors in basketball and was selected to play on the
all-state team in Dallas at the end of the season. In track, the Bulldogs won
district championships in 1957, 1958 and 1959, losing in 1960 by only one and
one seventh points.
"The future of school athletics looms bright," said Coach Stafford. "Progress
was quickened when young boys of the sixth grade began training in
football, developing early for appearances on high school teams. It was also
quickened when a new school ruling was passed permitting members of Marlin bands
to participate in athletics.
"We are happy over the support of schools, parents and the public. It inspires
the coaches and boys and girls to strive with more determination. It
makes an excellent combination for producing a higher class and successful
athletic program - to bring more athletic successes."
Athletics are managed by the athletic council, composed of three members
of the board of education, the superintendent, coaches and the high school
principal. It prescribes rules of selecting and training athletes, arranges
schedules of athletic events, supervises receipts and admissions to events and
other funds. In 1960, personnel of the athletic council was: Sam Dollahite,
Cullen J. Rogers and Dr. E. C. Aldredge, board of education members;
Superintendent A. M. Tate; Dale M. Stafford, head coach, and assistant coaches,
Mr. Farris, Mr. Chance and Mr. Holland; and Sam Gray, Jr., high school
principal.
Funds for athletics are relegated to the athletic fund to be spent to maintain
the athletic program, including purchases of equipment, repairs to the athletic
field and so on. In emergencies, funds are expended for new improvements.
Superintendent Tate said the schools' athletic programs have been financially
self-supporting, most revenues derived from admissions to athletic events.
Surplus funds enable the athletic council to maintain non-revenue producing
athletics, such as the junior high school football team and the B-team (football
for boys of the sixth grade) and other athletics. In recent years, the
superintendent said, a considerable amount was expended for additional bleachers
on McQueen Field.
LIBRARIES. Both the high school and elementary school have libraries. According
to Mrs. Elizabeth F. Kirkpatrick, high school librarian, there are over 4,400
books in the high school library in 1960; according to Mrs. Loyd M. (Dixie L.)
Chapman, elementary school librarian, there are over 4,000 books in the
elementary school library.
For the purchase of books, teachers turn in during each year in writing lists of
needed books for selected work and reading, enabling selection of books to rest
with both teachers and librarians. At all times, teachers emphasize the proper
use of libraries-that they become centers of school life. Use of libraries is
considered a continuation of education, which begins with birth and ends with
the end of life.
GRADUATION AND STUDENT HONORS. Credits in standard units of selective subjects
are required for graduation. They embrace credits in English, mathematics,
social science, including the study of the Constitution of the United States,
studies in American history and laboratory science. Students expecting to enter
colleges and universities are required to plan their courses to meet
requirements of their chosen schools of higher learning.
Honors for graduates are valedictorian and salutatorian. The valedictorian and
salutatorian are selected on the basis of making the highest and next highest
grades, respectively, for the four years in high school. Selection of the honor
students will be made at the end of the fifth six-weeks period in the senior
year. Should ties develop, standard tests covering English, mathematics, natural
and social sciences are held to determine who gets the honors. Tests must be
taken at specified times. Honor students are required to attend high school the
entire school year, taking a minimum of four full unit courses in the high
school during the year, exclusive of band, choral club and physical education.
In addition to valedictorian and salutatorian, a roll of honor students
is published at the end of each six weeks. The roll
lets it be known that those on the list had made all
"A" grades and no grade
lower than "B." Only grades in academic subjects are considered. Band, other
music and physical education are not considered academic courses.
CAFETERIAS. Cafeterias are available to students in Marlin and Reagan schools,
which is a part of the Marlin school system. A school cafeteria operates on a
non-profit, self- sustaining basis. Maximum prices for lunches in 1959-60 were
25 cents for pupils of grades I to VI, inclusive; and 50 cents for all others.
Teachers are not required to eat in the cafeterias, but they may do so. They are
required to supervise the cafeterias when so designated by proper authority.
Free lunches are served only to children recommended by the United Charities
board after it has made careful investigations. Courtesy and etiquette are
taught and practiced at all times; also, quiet and orderly behavior. Food is
prepared by a lunch room supervisor and served by special workers, all of whom
must present health certificates, dated as required.
STUDENT ASSEMBLIES. Periodically and upon call, assemblies of students of the
high school, elementary school or the entire school meet under supervision or
direction of school authorities. These assemblies are held in the auditorium or
gymnasium and members of the board of education, faculty, parents and citizens
give instruction and inspirational talks and entertainment to boost school
morale and increase educational information. Students too appear, gaining
inestimable training in leadership and appearing before others.
Within the past decades, traditional assemblies of the students have become
cherished memories of school days. They have augmented education, morale and
public esteem for the schools, students and other school personnel.
SCHOOL COLORS AND ALMA MATER SONG. For a long time, colors of the students and
schools have been purple and gold. Early in 1935, a move to change them was
made, but popular demand prompted the student body promptly to vote it down.
Theme, or Alma Mater, song of Marlin High School was adopted by the students in
November, 1935. Previously, another song and melody had been in use, but demands
called for a more inspiring melody and words more applicable to "Marlin High."
Words of the song were written by Mrs. Elizabeth Bartlett Sehon, graduate and
teacher in 1959-00 and previously. The melody is that of the Alma Mater song of
Cornell University of New York State.
ALMA MATER SONG
Hail to thee, our Marlin High School! Glory to thee streams.
Symbol of our hearts' desire, Guardian of our dreams.
Gold and purple, proudly wear them-
Fling to victory!
Hail to thee, our Alma Mater, Hail, all Hail, to thee!
PEPPY STUDENT
YELLS. At athletic events and on other occasions the spirit of Marlin is
lifted to enthusiasm and ecstasy by yells under leadership of comely and
colorful boys and girls, girls or boys, elected by the students. The Alma Mater
song is sung reverently; the yells are loud, demonstrative and stimulating,
enhanced by movements of bodies, limbs, heads, voices and eyes of those in the
"rallies." Especially rousing are the antics and gyrations of the yell leaders.
Herewith are words of popular yells of 1959-60, led by the school year's yell
leaders, Mary Frances Windsor, Jane Howerton, Mary Oltorf and Mary Ellen
Martinez. Of course the words "come to life" when enthusiasm challenges everyone
and students and others "let go" for "Marlin High," its teams, students and
supporters.
Who are, who are,
Who are we?
We are, we are,
We are the-
B-U-L-L-D-O-G-S
Bulldogs, Bulldogs
M. H. S.
---
Hit 'em on the bottom, Hit' em on the top,
Hit' em in the middle And watch them flop!
---
Two bits, four bits,
Six bits, a dollar,
All for the Bulldogs,
Stand up and hollo!
---
We've got the T
We've got the E
We've got the A
We've got the M
We've got the T-E-A-M
Team, team, team!
~ ~ ~
Hey, Hey-, Ho, Ho! Come on, Team- Let's go!
Hey, Hey-, Ho, Ho!
Come on TEAM-Let's go!
~ ~ ~
Give me an M-M
Give me an A-A
Give me an R-R
Give me an L-L
Give me an I-I
Give me an N-N
What does it spell? Marlin!
What? Marlin!
Louder-MARLIN!
~ ~ ~
(Slowly) Fight, fight, fight, fight, Bulldogs, Bulldogs!
( Medium) Fight, fight, fight, fight, Bulldogs, Bulldogs
(Fast) Fight, fight, fight, fight, Bulldogs, Bulldogs
FIGHT, BULLDOGS-Gr-r-r-r
~ ~ ~
Who are the Bulldogs?
We are the Bulldogs
What kind of Bulldogs?
Marlin High Bulldogs
Well, yell, you Bulldogs, YELL!
~ ~ ~
Let's have the Freshman battle cry
V-I-C-T-O-R-Y
Let's have the Sophomore battle cry
V-I-C-T-O-R-Y
"
Let's have the Junior battle cry ~
V-I-C-T-O-R-Y
Let's have the Senior battle cry
V-I-C-T-O-R-Y
Let's have the Bulldog battle cry
VICTORY, VICTORY, VICTORY!
Who're you gonna yell for?
Bulldogs, Bulldogs!
What're you gonna yell?
Fight, fight, fight, fight, fight!
A little louder.
Fight, fight, fight, fight, fight!
A little louder.
Fight, fight, fight, fight, fight!
Real loud FIGHT!
Is (opponent) going to win this game?
Well-I-I-I, NO!
Well, who is, then? Tell it, spell it.
M-M-Mar, L-L-Lin, Marlin
Marlin, Marlin, Marlin! O. K.
***
(Softly) We're from Marlin, couldn't be prouder
If you can't hear us, we'll yell louder.
(Louder) We're from Marlin, couldn't be prouder
If you can't hear us, we'll yell louder.
(Real loud) We're from Marlin, couldn't be prouder.
If you can't hear us, we'll yell louder.
Yea, Bulldogs,-FIGHT!
BOOKER T. WASHINGTON SCHOOLS. Booker T. Washington schools (for Negro children)
are under direction of the board of education and administrative officers of
Marlin Independent School District. They are served by a principal, H. J. Hines,
directors of bands, choral clubs and athletics and fifty teachers. Over-all,
their curricula conform basically to those of the schools for white children,
but some courses are especially adapted to Negro students. School colors are the
same as those of white pupils, that is, purple and gold.
Booker T. Washington schools have both a high school and elementary school band,
their marching and maneuvers augmented by colorful girls drill teams,
corresponding to the major and majorettes of other
schools. They have a high school choral club and two elementary school choral
clubs. Athletics-football, baseball, basketball, volleyball, track and
tennis-are directed by athletic coaches and the program is financially
self-sustaining, Superintendent A. M. Tate said. Athletics are managed by an
athletic council of the schools, consisting of Principal Hines, the coaches and
the council's secretary-treasurer. The quality of athletics ranks near the top
among similar schools of Texas. Athletics are generously supported and colorful
yell leaders, elected by the students, add enthusiasm and morale both to the
schools, athletics and public events.
Principal Hines said student organizations included a student council, a Negro
Farmers of America Club (NFA) and a New Homemakers of America Club (NHA). The
schools are liberally supported by the public, a Parent-Teacher Association, a
devoted ex-students organization and a combination of citizens and students
under leadership of the student council.
Pointing to scores of trophies and citations behind glass in the hall of the
Booker T. Washington high school building, Principal Hines proudly commented,
Our boys and girls are doing so well winning trophies and citations, it looks
like we're going to have to provide more space in which to display them."
Distinctions and awards have been praiseworthy in recent years, due to the
prowess of bands, choral clubs, athletics and other school activities, he said.
Athletic teams have won many first places in Texas and the principal noted that,
as far as known, no other schools for Negroes have been honored by being
presented on a national television broadcast.
It is difficult to establish the date of the beginning of Marlin's educational institution for Negro children. Principal Hines said as far as known only three principals have served it-Jesse Washington, P. A. Stamp and he. An historical book published in 1892 showed that Jesse Washington was principal at that time. This points to the school system being one of long-standing. Principal Hines said he had been principal (in 1960) for twenty three years and, before that, had taught in the schools nine years.
SCHOOLS' MAINTENANCE AND ATTENDANCE. In- come for upkeep and maintenance of
Marlin Independent School District for 1959 [included $148,681 from local taxes
of the District and $569,114 from other sources-state, federal and so on.
Average daily attendances for 1959-60 were: for white students, 1,432; for Negro
students, 1,094.
