Washington standard. [volume] (Olympia, Wash. Territory) 1860-1921, 1920-12-03

years necessarily further limits the
choice of individuals for this high y
important post.
The commission believes that the
state superintendent should re
chosen by state board of education
removed as far as possible from par
tisan politics. He should be chosen
without regard to state lines; should
be we'll endowed and thoroughly
trained and experienced in the field
of public education. He should be
the professional advisor of the state
board of education and under its
direction he should inspect, super
wise and administer public education.
w.
Financial Support and Educational!
Opportunity.
The lessening of the purchasin &
power of money and the correspond
ing increase in the cost of all COM
mod:ties has vitality affected the OPP
GRAFTON of the public schools of the
state and nation. The general prog
ress of civilization and the greater
demands on the character of educa-
ton call for different and bettN
schools, more and better qualified in
structors, more divers fed equip
ment, and supplies, and make q
greater demand upon the taxpayers
than ever before in their history
There was a time when it seemed
proper to devote small proportion
ate amount of the public funds to
education, but this has been changed
and we recognize that educati n is
the most important matter of the
state and we must now pay for the
type of citizenship we would have in
the future.
What Funds Arc Now Raised for
Education.
Up to the present time funds for
the common schools of the state have
been derived from the following
sources:
Cd Interest and other income
from the permanent school fund, Sup
plemented by state tax sufficient to
produce a sum equal to $1,000 per
child of school age residing within
the state. For the year, 1919-1920
this amounted to $3,643,445.00 and
was equivalent to $17.16 for every
pupil in average daily attendance.
ca From county tax to produce
a sum equal to $1,000 per child OF
school age residing within the county.
For the year 1919-1920 this amount
ed to $3,593,565.OO and was equva-
lent to 1882 for every pupil in
average daily attendance.
90 From special district taxes
levied upon all the property in the
separate school districts, not, how
ever. exceeding ten (10O mills Of the
assessed valuation, except by vote
of the electors when it may be in
creased to twenty 600 mills. For
the year 1919-1920 this sum for all
the local districts amounted to $780,
567,739.0O and was equivalent 20
$49.76 for every pupil in average
daily attendance.
The total amount from these three
sources was $17,804,749.0O and was
equivalent to 1888 for every pupil
in average daily attendance
For the comparison we find that
in 19O9-1910 the state contributed
$2,625,S2300 or $16.S2; the county
$1.69S,144.OO or $1OS6, and the
local districts $4,2S4. 90 or $685.
13; making the total from all sources
$S,6O5,59O.0O or $55.13 for every
pupil in average daily, attendance.
The greater demand for school
funds was recognized by the legis-
lature at the special session held in
March OF this year, when it increased
the amount which should be contri-
buted by the state from $1,000 to
$4,000 per child of school age, but
even with this additional aid few OF
the districts in the state are enabled
to operate without recourse to spe-
cial elections and asking the voters
to permit levies beyond the ten (1o)
mills authorized by statute.
Inequality of Present System.
While there is a demand for more
money for education, there is no
doubt but that the present methods
Of raising and apportioning the
funds has much to do with the UNI
equal opportunity afforded the child
rem OF the state to gain that educa-
ton. Under the present system OF
taxation there are school districts,
which. either because of larger
amount of wealth and extent of terri
tory within their boundaries, be-
cause of smaller school population,