The Lynden tribune. [volume] (Lynden, Wash.) 1908-current, 1922-10-19
LYNDEN WILL GAIN
UNDER 30-1O LAW
District Would Get S2.31 for Ev-
cry Dollar Paid State; Local
Levy Could Be Cut

+ returned lnQef the proposed 80
4 10 law to be voted on November
/ by the people of Washington.
. On the basis of the taxable prop
erty of 1921-22. Lynden would
pay S9,644 TO the state. re-
ceiving $22,3o9. Rich timber
Z sections. such as Grays Harbor
I District No. IA with II children
in school, I mill local levy and
a valuation of $1.120,290. would
help poorer districts like Lynden
with 500 school-children make
UP the difference.
And it is the timber interests.
4 fish Gamers, the railroads, and
( landowners with large tracts of
property in isolated sections that
are making powerful fight
against the bill.
With but one or two exceptions,
school districts in the commun-
ity would receive more from the
state than they paid in under the
1910 plan. Timon would get
back S1.61 for every dollar, Roe
der $3.50. Woodland s1.69, Glen
dale S1.73, Northwood S1.65,
anu GIttHNOou I.o1.
As the state tax is increased.
the local taxes can be lowered
proportiOnately by the local
school boards. In a district such
as Roeder, which would pay in
S1,S32 TO the state and would
receive $2.757 in return, one OF
the directors estimates that the
present local school levy of eight
mills could be eliminated alto
gether.
Mrs. Victor II. Miller of Ia
coma, who spoke in Lynden last
week, summarized the arguments
in favor of the 30-10 bill as fol-
lows: -
The "30-10" transfers the mai
or support of the schools from
the local district to the state as
a unit. Its three main proposals
are: First, source of funds: $50
per census child from the state,
$40 from the county, the bal
ance from district taxation to
10 mills without a vote: to II
mills with vote. Second, Dis
tribution: one-half on attendance
of pupils, one-half on the basis
of teachers employed under reg
ulations. Third, minimum term
heightened to months; maxi
mum lifted to 100 days.
This measure is the result of
careful investigation and thor
ough study of the school condi-
tions in Washington. 1t repre-
no
on school finance and taxation
in this and other states. 1t is
sound in that it will produce az
equate support for all schools in
the most equitable way without
injustice to pupil, patron. tax
payer, or community anywncfe.
Equality in educational op-
portunity and responsibility pro-
portionate to wealth are the bas-
ic principles of the 1910 propos-
al, Several reasons for its adop-
tion follow:
/. 1t has the essence of Am
ericanism in these underlying
principles: First, That education
is state function; Second. That
every boy and girl is entitled to
an equal opportunity; Third,
That every person should be
taxed in accordance with his
ability to pay: Fourth. That
school taxes are imposed for the
purpose of paving for services
rendered the child and state.
?. 1t fully meets the chief fis-
cal problem of our school system
in providing adequate financial
support for all public schools CO.
uitably distributed as to the bur
den of its source and as TO the
benefit of its expenditure.
3. 1t enlarges state support.
the most equitable. each district
paying according to its wealth
and receiving according to its
children.
4. 1t lessons district taxation,
the most inequitable.
5. It's equalized effect would
greatly relieve the poor districts.
G. 1t would avoid most cleo
I tions for more than 10 mills
King County, outside Seattle, has
81 districts with $500 children.
( levying 20 mills. while 33 other
districts with 5000 children levy
l 2 to IS mills. Only 1000 child
ren are in the districts which
can run on 10 mills or less dis
! trict tax
( 7. 1t would insure a certain
income to schools which could
+ standardize on teachers service
and other essentials. Uncertainty
I in school support is serious
/ weakness.
I S. II would transform schools
now unable to meet minimum re-
quiTements even after taxing dis
tricts to the legal limit of 20
mills.
1t viii bring about a better
ment in the administration of
the schools in the rural sections.
Trained teachers properly COM
pensated are the need OF these
schools.
10. II is an extension of the
Barefoot School-boy Act and ideal
Every district with 10 pupils
would have an assured income
Of $3.50 from the state.
II. 1t does not necessarily
raise the aggregate of taxes for
school purposes. Such increase.
if any, will come from enlarged
attendance and greater school
demands, and will depend upon
the judgment of the people.