Evening star. [volume] (Washington, D.C.) 1854-1972, 1957-03-14

1t would be tragic for thou
sands of Washington school
children If DR.. Corning's pro-
posed borrowing program for
school construction were to
founder on the rock Of public
misunderstanding. A number
Of myths appear to be gaining
currency which the members
Of this PTA council, represent
ing "a local PTA units, would
like to dispel.
Myth No. /: The school
construction plan would neces-
state higher taxes"
This fear is unfounded. The
annual cost to the taxpayer.
including interest, would actu-
ally be slightly less than the SIS
million We now average for
capital outlay for schools. The
purpose Of seeking the loan
Is the same as that which
prompts millions of American
home buyers: To obtain the
buildings as soon as possible.
alternating the financial bur-
den by amortizing the pay
ments over 25-year period.
This will enable future taxpay-
ers to share the cost Of schools
from which they, too. will
benefit.
Myth No. 2. Borrowing is
too expensive.
Actually the reverse is true.
Not borrowing is too expensive. !.
Assuming a 25-year Federal
loan. the interest would amount
to S27 million. This expense
would be more than Offset by a
number Of savings. The sooner
We obtain the buildings, the
more We save In rising con-
struction costs. Furthermore.
each years delay depletes the
number Of available sites. In
some instances the District has
been compelled to obtain i'm
proved property through con-
domination proceedings for
school purposes. Obviously.
this is a slow. costly. time
consuming way 10 obtain a site.
In l947. according to Deputy
Superintendent of Schools
Charles Zellers. this same pro-
gram would have cost S35 mil
lion--cxactly half. Shall we
continue to fritter away the
time until the cost has again
doubled? And is not the waste
OF thousands Of young years
too EXPENSIVE"
Myth No. 8: "Long-range
planning for school construc-
ton Is too risky in such a
changing community
1t is unfortunate that the
term "long-range" eyer became
associated with this plan. Far
from looking into a crystal
ball to project into a dim
future. the school administra-
ton has based its request only
on the most tangible, clearly
foreseeable needs as Of Octo-
Der, 1861 An estimated so per
cent of these classrooms are
needed at this very moment.
Assuming immediate congress
sional approval prospects for
which fade hoirtly as the Com
missioners dream up new de-
laying devices, the first year
of the program would be fiscal
1853 The remaining items
would be sought in the four
ensuing annual budgets, each
year undergoing the careful
scrutiny Of the Board of Edu-
cation. the Commissioners and
the committees of Congress
before inclusion in the budget.
The fifth and final year would
by 1868. two years beuond the
date on which the plan was
predicated This can scarcely
be termed "long-rangc."
Eight years ago Congress
financed a thorough investi-
cation by professional educa-
tors of the District schools.
Known as the "Strayer Re-
port" this study noted Thou
sands OF children in the Dis
trict schools are handicapped
in their educational develop
ment by being enrolled In over
size classes. II Is the consid-
cred Judgment of the survey
staff that this constitutes the
most serious condition in the
school system The results
are reflected in low stand
ards OF achievement, increased
social reimbursement. =
A city-wide reduction of class
size to an acreage OF 30 pupils
per teacher is dependent upon
the increase in classrooms pro-
vided by the construction plan
If VIC continue the "pay-as-
you-go' system. We shall ulti-
mately acquire these buildings
but many years hence and
a. far greater cost
AS indiviC lals, We do not
wait until we can pay the full
amount In cash for our homes