Milford chronicle., 1929-05-24
(Reprinted from The Journal of the
National Education Association
May, 1920

The attack on the schools-a
phase of which was described in the
November Journal under the title
of "Sanctified Squander" continues.
1t often does the greatest harm in
communities which most need to
spend more rather than less upon
their schools.
The Conspiracy in North Carolina
AN example of what selfish inter-
ests can do by taking advantage of
local conditions is the so-called
Hancock law, recently enacted by
the North Carolina General Assem-
bly,. This law was not drafted by
the responsible school people of the
state. 1t is so confusing that no
one knows what it means. Among
pernicious features of this bill are
provisions which give to the state
board of equalization powers which
belong to the state board of educa-
ton and to the local authorities;
which weaken the leadership of
county superintendent by lowering
salaries and standards; and which
seek to keep down salaries in COM
munities that are able and willing
to pay the maximum salaries to their
teachers. Perhaps the attorney gen.
eral and the equalization board may
be able to save a bad situation by
generous Interpretation.
The Ability Of North Carolina to
Support SchOOls-It is obvious that
there is in North Carolina enough
wealth and income to guarantee to
each child a reasonable school OPP
portunity. In 1926 this state paid in
federal taxes more than $194,000,0O0
for life insurance more than $685.
100000; and had accumulated in
savings banks more than $156,OOO,-
900. In 1927 it paid more than
$780,, 900 900 for automobiles. Teach
ers' salaries in North Carolina are
relatively low-an average of 1871
as compared with $1277 for teachers
throughout the country and 5000
for all gainfully occupied persons.
How inexpensive Good Schools
Are!-It is one of the tricks of the
retrenchment propagandists to set
forth increases in school costs with
out taking into account the large
expansion in other phases OF our
life. School costs have increased
remarkably, but not so, rapidly as
have the demands which the public
has made upon the schools. Inc
standard of living has gone up and
education is an essential element OF
that standard. How inexpensive
Schools Are! According to Bureau
of Education figures the total ex-
penditure per capita of population
for education was only S16.25 IN
1924; S17.15 in 1925; and $3.50 IN
1926. Divided $3.50 by S65 and the
uuotient is less than five cents day
per capita for the cost of educating
fine nations children-the most i'm
portant single activity of organized
society.
The United States is saving about
fifteen per cent of its income. Ger
tainly a nation which can snow sucn
a record need have no fears over the
expenditure of 2.6S per cent OF lts
income for education. The healtn'
skill. and purposes of the people
constitute the wealth of the nation.
To deny youth the adjustment which
schools can give is virtually to deny
life itself and to destroy the security
of this basic human wealth.
What Teachers Can DO 10
Save the SchOOls-The public
schools are the public's schools.
Let parents and citizens once
appreciate their real significance
and they will support them gen
erously. Among things which
teachers may do to fortify the
schools against unreasonable at
tacks are the following:
Let every teacher and school
officer make sure that the
schools are doing the best work
that can be done with available
resources.
Let every child understand the
importance of the schools in his
life and his obligation as citi-
zen to protect and support them.
Encourage influential citizens
to acknowledge their debt to the
schools.
Did you ever stop to think
what the school has meant in
your life? -