Indiana daily times. [volume] (Indianapolis [Ind.]) 1914-1922, 1921-06-24


They are forced to attend just the kind
Of schools that indianapolis provides for
them
'The ehild's opportunity for an educa-
ton f. crowded into a few brtet years
Deny him this opportunity, deny him
proper school facilities and you deny
him the opportunity to grapple with
the world en- an even LASTS with many or
his fellows
"Sometimes the argument is advanced
that we should wait for a more favorable
time for public improvements That is
an admission that we should not wait to
bald more schOoIhOuses. Because there
10 only one time, and that is now. Time
flies, and time brings many changes.
Later viii too late. In a few heeting
years childhood passes, and while the
child is waiting for US tc provide for him,
he 1s grown, and we have turned him
loose upon the world without the prep
arzticn that is his due.
HALLIDAY SCHOOL
ron FIVE YEARS.
s'Do you know that only GO per cent
Of the children who enter school get even
an eighth-grade education? Do you
know how many children in indianapolis
have been going to school for i've years,
and have not been to a single full-day
session yet?
.sThe present program for school de-
/ veIopment began in 1918. When Indi-
annapolis began to drop from its former
high rank among the cities Of the coun-
try its decline was rapid. As long ago
as 1918 national education surveys
showed that Indianapolis was slipping"
In 1914 the indianapolis Chamber Of
Commerce made a survey of the local
school situation and recommended an
aggressive program to build up our
school system This was before the
abnormal war period arrived. Then the
World War came; costs mounted; the
school city lost in revenues through pro-
hibition; the low interest rate prescribed
By law made it impossible for the school
city to sell its bonds: and the condition
Of the schools Of Indianapolis became
matter of grave concern.
''When it was determined by the school
board which came into Office in January,
1915 that a development program OF
large proportions was absolutely neces-
sary, it was found that past legislation
had so restricted Indianapolis that the
way was blocked until the Legislature
removed the restrictions. These restric-
lions, which applied only TO the city of
Indianapolis, out Of all other cities, were
removed by the Legislature in 1919.
IN 1918. preliminary and preparatory
work was done as follows
"(a) Exhaustive examination and inves-
tfgation was made of every school build
ing IN indianapolis. by experts. This
survey showed that the State sanitary
school house law was being violated in
practically every building. This condi-
ton arose from necessity. but IL existed
nevertheless 1t showed the general
WORKOUT and rundown condition of the
school plants.
"(b) Detailed comparisons were made
Of the school plants Of indianapolis with
those Of other cities. In nearly every
feature Indianapolis was at the bottom
OF the listi
"(C) survey was made Of conditions
IN every school district in Indianapolis
70 determine where conditions were
worst and where relief must first come.
This comparative rating Of the various
school districts is the basis OF an or
Derby and systematic program Of deveI-
opment to care for conditions in the Sc
quence OF their necessity.
REQUIREMENTS
FOR INDIANAPOLIS.
an 1919 the school board began a sys-
tematie study OF modern school plants
In other cities. Herbert Foltz, archi-
tect, then president Of the school board ;
Mr. Graf, superintendent OF schools, and
Mr.. Snider, a consulting engineer en-
ployed by the board, visited st. Louis,
Cleveland, Detroit, Chicago Pittsburgh,
Minneapolis and other cities having up
Athdate school equipment. This commit
out Of the experience o. other cities
. drafted a report on Standardized Re
quirements for Grade School Buildings
which was approved By the school hoard
and serves IS a guide to all architects
and engineers employed by tine school
city.
'Ths Indianapolis Requirements
based on the theory OF producing the
most modern type OF school building
with the minimum Of waste space and at
the minimum cost consistent with per
manence, have attracted nation wide at
tention. These requirements were pub
lished in full in the American School
Board Journal The Indianapolis stand
ard for the percentage Of space employed
for different features in the school
building has been adopted by the Ma
tional Education Association. 1t is
known as the candle Of efficiency
Investigation shows that Indianapolis
has been getting value received in its
present building program. The cost Of
the building, considering the number OF
pupils to be accommodated and The type
Of construction, compares favorably with
the cost OF construction IN other cities.
"The biggest single item In the cost
Of operating the schools is teachers sal
aries. For years Indianapolis had been
ranking very low among other cities in
this respect. The low pay provided for
made it difficult to secure the proper
number Of trained and experienced :n-
structors. Every year Indianapolis was
losing to other cities many Of its best
equipped teachers. Many Of them went
TO smaller Indiana cities, where the sal
aries were better and living costs lower.
Good teachers are essential. The
school boards action In establishing a
schedule of teachers salaries which
placed Indianapolis in a more favorable
light among other cities and with the
teaching profession met with almost uni
versal approval with the taxpayers and
citizens.
ITO pay these increased salaries, how
ever, the school board had to borrow
money from time to time. The total
borrowed for this purpose amounted 10
100000. 1t was planned to retire these
temporary loans in part each year, SO
that in three years the total Indebted
ness for teachers salaries could be
wiped out. Recently $4,000 was PAID
of, reducing the temporary loans to
$3.50. 600.
AT the special session Of the LegisIa-
to enable the school city to borrow with
ont interest from its bond fund. pledglng
taxes for repayment. This arrangement