Washington standard. [volume] (Olympia, Wash. Territory) 1860-1921, 1921-01-28


school choice Another 41,0OO OF our
children are in Seattle schools under
the most skilled. best paid teachers
directed by efficient supervision; TO-
900 OF these are in high schools.
THE problem demands solution:
41.0O children in 2,034 districts en-
ploying $50 teachers, with no super
vision whatever, yet three directors
in each d strict, 6,1O2 in all. to attend
to school business, to retain the
rights Of the people and keep the
fires OF democracy burning. This is
not business, neither is it democracy.
Equality is the basic hope Of democ-
racy. 1t is generally secured through
truly representative, yet centralized
responsibility. Our rural schools
will grow better when every dollar Is
expended most effectively, when these
schools are afforded professional su-
perintendents. trained teachers, ade-
quate supervision, business methods,
equitable taxation and ample finan-
Clal support. The code seeks to sup
ply these.
"School finances is the states most
perplexing problem. In eight years,
1912 to 1920, the states valuation
has increased from $1.OO5.O0O.OOO
to $1.055,00O,000. per cent. School
costs during the same time increased
from $9,700,000 to $1,78O,000, "a
per cent. This is a serious situation.
Can 1t be met by 1866 school direc
tors. working in 2,456 different ways? ?
School revenue and its support has
received the most earnest considera-
tiOn. The financial proposals are
based upon careful calculations, in
tensive study of facts and through
tests and invite the most searching
scrutiny as to their equity. The
30-10-15 plan does not necessarily
! increase taxation. The basis of dis.
tribution, one-half on teachers, en-
ployed, onehalf on attendance, was
arrived at after many trials to seek
the fairest basis. The poor district
gets back more than 1t pays in. OfYM.
pia Is poor district. Under the $3O,.
state aid it would have received back
his year $68,000 and paid in $780,
coo, an excess of $4,000 because 1t
has to educate 1000 pupils upon a
valuation of $3,81O,00O. 1t is true
that If the $50 per child were to be
distributed on the present plan Olym-
pia would receive $1,000 or $4,000
more than the $6S,00O it did receive
and pay in the same $4,000.
1T has been said that Olympia re-
ceived $4,000 last year under the
old plan, would have received $4,000
under the 20-1O plan, or $4,000 un-
der the 1910 plan. I am authority
for these figures, but I am sure that
$68,000 is a fair estimate of the re-
ceipts under the 1910 and the new
plan Of distribution, the difference
between $6S,0O0 and $4,000, or
SIC, represents the gain to Olym-
pia through the provisions of the
code. The additional state levy
would be 3 mills or less. Olympia s
share of the additional tax would be
$11, 900. The city would get back
$4,000 over the receipts from the
20-10, net gain Of $4,000 This
gain is due to the city and is not un-
just to anyone.
"The underlying principle in this
plan of distribution is that the
wealth of the sttae wherever it is,
shall pay for the basic education Of
the child wherever he resides. Each
community cannot, therefore, get
back just what it pays into the state
fund. Needy districts will get more
than they pay in. Wealthy districts.
with few children. will pay in more
than they get back. The elements Of
valuation, children and teachers de-
termine. The proper plan Of distri-
button under which no district or
county will be unduly taxed or suffer
loss, and we seek that plan.
THE code presents a constructive
program for education in the state Of
Washington. It's purpose is to
strengthen the weak and failing
parts of our public school systems
through better administration.
consolidation is the chief instru-
ment of it's effectiveness. 1t empha-
sizes the principle of the barefoot boy
schol law 1t provides supervision
and insures trained tachers with more
certain tenure for village and rural
schools.
"It centralizes responsibility.
at develops community interest
through standard schools.
'1t eliminates politics from the Sc
lection Of educational leadership
at substitutes business for senti-
ment in school administration.