White Bluffs spokesman. [volume] (White Bluffs, Wash.) 1907-1938, 1932-09-01
EDUCATIONAL PROBLEMS
ARE DISCUSSED
BY A. r. Boettcher
superintendent, Hanford Schools

II
superintendent, Hanford Schools
Another term of school is about tc
begin. Parents and children are look
Ing forward to 1t with a great deal
| OF anticipation. The parents hope anc
expect that during the ensuing year
their children will develop along those
lines which will fit them most ade-
quately for happy and useful living in
changing world. The children, espec-
tally those in their early adolescent
years, expect the school to help them
discover their natural aptitudes in Or
der that they may intelligently plan
their futures.
Our public schools have become a
tradition among us. Universal educa-
ton is fundamental to our demo-
cratic political organization. A civili-
cation based on science requires spe-
cialized training of ALL The democratic
ideal, OF course, demands the highest
and most complete development of
every individual according to his natur-
/ al abilities, coupled with a social at
titude.
1t is proper at any time to inquire
whether and to what extent an insti
tuition is fulfilling it's intended func
tions. There is a tendency, however,
to avoid this check-up until something
appears to be quite what it should not
be. The severity and long continuance
of the present depression will force
the people of this state to take stock
of our educational set-up.
We are interested in knowing Wheth
er or not we are spending too much
money on our schools; if we are getting
full value for the money spent; and
what, if anything, can be done to i'm
prove the situation.
In regard to the first question, it is
a fact that we spend more money in
the U. S. for education than other
countries do. But when wealth and in
come are compared our expenditures
for education are not too high. The
same may be said of this state in COM
parison with other states of the union.
1t is probably true that we fall some
what short of being 100 per cent eff
Gent in the use of our school funds.
But then, what business, what bank,
what individual is perfect in this re-
spect, 1t is said that the average bust
ness is only go per cent efficient. The
difficulties that municipalities, counties
and other governmental units are hav-
ing these days in balancing their bud
gets would seem to indicate consider
able inefficiency, also.
If we do not spend too large part
of our income for education, why is
it so hard to get the money? The prob |
lem in this state is bound up with the
tax system. Education depends too
much on the general property tax for
This tax does not reach in
tangibles or personal and corporate in
comes, and hence, real property must
bear the burden that should be spread
over a broader base.
Initiative measure No. SO proposes
an amendment to the state constitu-
ton which, if passed, will give some
relief to the present crushing burden
on real estate
The unequal distribution of wealth
in our state presents another problem
Some districts can have 11rst class
schools with a very low tax rate, while
others must be taxed excessively to
maintain even moderately good
school, Several plans have been pro-
posed to remedy this situation. Some
states have adopted the county unit
plan of school administration. In
few states the state has assumed
large share of the support of the
schools. In North Carolina, for ex-
ample, the state guarantees six months
Of standard schooling to every child.
We in this state, have moved slowly
in the direction of greater county and
state support. Every increase in state
Or county support has been accom-
panied by demand for more central
zed control. 1t is impractical to go into
The merits and weaknesses of this ques-
lion here; but it may not be improper
20 suggest that, except for fiscal con-
,rol, the need for further centraliza-
lion is rapidly passing. The merging
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