The Topeka state journal. [volume] (Topeka, Kansas) 1892-1980, 1908-12-25
State Superintendent Fairchild
Gives His Views.
He Is Not Inclined to Favor the
Plan,
OBJECTIONS, BENEFITS
Former Outweigh the Latter in
the Educators Scales.
Legislature Can Help Schools
More Along Other Lines.

AhS AolloWlnB ADVANCE SneeIS from
the biennial report of State Super
intendent FairchiId deals with the
free text book proposition and will be
of general interest:
1t may be said at once that the term
free textbooks is not intended to
mean textbooks furnished free by the
state. No state in the union under
takes to supply the pupils with books,
nor, indeed, with any school supplies
whatever. The expression free text
books" wherever used in a discus
sion of the educational affairs of this
nation refers to district ownership.
The idea of district versus individual
ownership of school books is not a
new one. The schools of New York
City have been supplied with free
books since 1906. Philadelphia has
had the same system since 1918.
Since that time the plan has grown
in favor until now twelve states have
mandatory provision for district
ownership of books. Following is
by the United States commissioner of
education for the year 1905: Maine,
New Hampshire, Delaware, Mary
land, Nebraska, Wyoming and Utah.
The commissioner in his report for
1903 shows that the idea is a popu-
lar plan in many cities. Out of 159
replies received from city superin-
tendentS of cities of a population of
$4,000 and over in the United States,
1t was found that ninety-one cities
furnished textbooks free to the pupils
in the grades.
The Advantages.
The advantages of district owner
ship are in the main those afforded |
by uniformity" Books are pur-
chased at a less price. and children |
moving from one district to another !
are at no expense thereby. Additional |
benefits as stated by those communi- |
ties that have tried the plan are: All |
pupils have books when classes are
formed. Poor children are placed on |
the same footing as more favored |
ones. Expense to the community, as |
a whole. is less Better care of books
can be enforced by teachers, since |
they are owned by the district Can |
enforce the truancy law more easily.
Teaches neatness and care of prop
erty Longer continuance in school
on the part Of the poorer pupils.
Change of books when desirable with
out burden to parents. The poor
neither Inundated. nor encouraged
their supply.
Many Objections.
AS against this list of benefits the |
following objections have been urged: !
Pupils should possess and retain GER
tain books. Adds greatly to care and |
labor of teachers who must be respon-
sibIe for the books. Chance to spread
conta gious disease. Leads to eXtrava-
CANT use of books Pupils complain be-
cause compelled to use soiled and worn
books-unsanitary. Pupils do not own
books after leaving school.
These arguments pro and con are
submitted for the reason that there
seems to be some sentiment at the pres
ent moment for free text books. A more
extended argument in favor of district
ownership is found in the following:
-aTsa he r,fl
procuring text books, parents are found
TO be more ready to procure books for
reference and general reading-books
valuable to themselves as we'll as to
their children. So long as there is a
pile of useless school books in the home,
books lose their value in the eyes of
parents. to whom they have been a
source of expense, and of only temper
sry value. They forget of what real
use these books have been, in their
present worthlessness: and they are led
to look upon the procuring of new books
as a useless expense to add to present
rubbish Where school books are the
property of the school room and only
seen at home when brought there for
use. these books have to parents a real
value a value increased by the charm
Of their temporary possession. No
school book can under such circum-
stances ever appear worthless in the
household, any more than books taken
from a public library, for it is kept only
long enough to impart the interest of
novelty, not long enough to tire by
sameness; only long enough to impress
its value by use, not long enough to
tire by it's worthleSSneSS in disuSe. Thus
school books. il their temporary and
welcome visits incite in families a de-
sire for books, leading them to procure
other books of permanent utihty-a Ii
brary for reference and reading.
'+As a measure of economy: 1t is some 8
times objected. that the first cost to
in the introduction of free
text books involves great expense, even
though the annual expense is moderate
a afterwards. The first years expense |
need not be great. Some districts begin
to furnish new books free on the condi- | {
ton that children having suitable books r
continue to use them: and that pupils
promoted leave their old books in the
rooms where last used-as they are found
uuite ready to do. having no further use
Tor them. This deposit of old books les
sens materially the first years expense: s
and this is further lessened by districts
being able to procure the first supply at
rates. or introduction prices.
again. books, when once furnished will
be used by classes in succession until
worn out. and not. as when furnished by !
parents be thrown aside half worn I
Pupils are found to be no more unwilling y
10 use books previously in use than to use L
books taken from a circulating, or free
ibrarv.'
Can Help in Other Ways +
Notwithstanding all the advantages a
shown above. a legislature may well in f