The people's voice. [volume] (Helena, Mont.) 1939-1969, 1948-09-17

:
During the period 1939-194O, New York state
spent S156.86 per pupil in average daily attend
ance; Mississippi spent $30.72. But New York had
an average per-capita income of 1858; that of Mis-
sssippi was S199 New York after spending S156
education still had about $697 for other govern
mental expenditures and living COSTS If Mississippi
had spent the same amount-S156-per pupil, they
would have left only $43 for living costs and other
expenditures. Clearly Mississippi made the greater
sacrifice though the result was wholly inadequate.
Obviously, the possibility of carrying on high
level of social services, including education is de-
pendent not so much on the land or other property
within the state or community the productivity
and per capita wage and income levels. The wage
and income levels very unevenly distributed not
only between states but also between communities
within the states.
Clearly state whose economy serves to make it
rawmateral producing colony for the East cannot
Iby itself provide equality of educational opportun
ties When the raw-material is shipped out for pro-
cessing it is quite evident that the profits dis
tributed not within the state, but in the industrial
centers The result is that the per-capta income is
low in state and high in the other. AS already
pointed out, this inequality in per-capita income
making for inequality of educational opportunities
prevails between communities within the state
we'll as between states.
1t seems necessary that we have clear under
standing of the total American scene before sou-
ton to educational problem can be arrived at
There not be democratic equality of educa-
tiona opportunities before there closer approach
to equality of the burden of finance.
The conclusions to be drawn are that, if blame
to be offered for our shortcomings and failures
attain the ideal in opportunities that blame is to be
found in failure to recognize the great changes
that have taken place in economic structure and
to have adjusted the tax structure accordingly.
We need to recognize that many things affecting
schools have happened to us since we planned
first schools, their curricua, and their finance.
Tba &c
isolated Independent, selfsufficient colonies. Much
of business is national in scope. The income
and accumulation of great taxable wealth In the
centers of industry do from the activities
of those centers alone Sometimes the whole nation
contributed.
There is, therefore, no reason why these centers
of wealth and large incomes should get the total
benefits of the taxes which the result of nation
wide contributions.
AS consequence of these changed economic
ditions real educational opportunities and real
equality in the tax burden cannot be accomplished
without Federal participation. The ideal situation
is one in which, for tax purposes, the whole nation
the unit 1t is, of course conceded that at
least for the moment complete equality is probably /
not attainabe, but the direction is evident.
1t is just a cold -blooded economic fact that the
larger the tax base the we have of equality of
educational opportunities. SO this is what mean
by Federal participation, unfortunately called Fed
eral aid. 1t is term for carrying out old
dea, an idea old as the colonies; that children
must be trained ''in learning and labor, and other
employments profitable to the Commonwealth" ;
hat the state and nation will suffer if children
lot properly educated
The variation in capacity to raise money for
chools exists not only between states. They are
equally great between counties within the state and
between districts within counties.
The result is that need not only Federal par l
icipation but also state participation.
The tax base must be enlarged.
The next step is to show how the money should be
ased