Why a five-year school building program? The reasons are: that the Board of Education may be able to calculate for some time ahead the financial resources available to meet building needs as these develop; that the numerous children of those sections of the city whose citizenry may not be over-insistent and persistent in their demands for improved and enlarged school accommodations may be as well provided as the children of other sections whose needs, real or fancied, are vigorously and incessantly pushed; in short, that there may be established and carried out a deliberately formulated, comprehensive and consistent policy of providing adequate and equitable building accommodations for all children of the city.
The program, as herein outlined, is the result of nearly a year’s study by the Board of Education, by a special committee of the Board, and by the executive officers of the Board.
In making this study and in formulating this program, the Board has invited and has received the suggestions and the coöperation of Parents and Teachers’ Associations throughout the city. Two public hearings on the subject were given, to which each of the sixty-two associations was invited to send representatives. Each association was also invited to submit in writing the needs of the district represented as it saw them.
A generous, indeed an almost unanimous, response was received to both these invitations. The educational policies involved in the program have been discussed by the principals of the schools and by the Educational Council. It has been the effort of the Board throughout to enlist the thoughtful help of those chiefly and most immediately concerned.
The program is published now in order to give still wider publicity to the interests it represents. It is still a tentative program, subject to such modifications as may result from further study by the Board and from suggestions and criticisms that may come from any one interested, whether individual citizen or organization. Such suggestions and criticisms the Board invites.
This program, modified as it may be, will be made the basis of necessary legislation, which is to be the first step in carrying it out. Such legislation, to provide the necessary funds, whether by bond issue or special tax levy, will be sought of the next Legislature.
The people of Minneapolis should understand clearly that the Board of Education has no means whatever of carrying into effect this, or any other, building program, for the Board has no power to raise one cent of money, either by bond issue or through tax levy. The State Legislature only has power to authorize bond issues and tax levies; on the authorization of the State Legislature, only the City Council may sell bonds. On recommendation of the Board of Tax Levy, the Board of Education may levy taxes within the maximum approved.
The Board of Education, representing the people of the city in their educational interests, is formulating this building program. If this program meets the approval of the people, the Board of Education will be pleased to carry it into effect. Before the Board can do this, however, the people, through their representatives in the Legislature, in the Board of Tax Levy, and in the City Council, must provide the necessary funds.[27]
The Errors of Democracy
The funds asked for were voted by the people. It would not be a complete statement of the facts, however, to omit the statement that an unfavorable reaction came in the form of a new board of education which at once began to blockade the kind of policy represented by this study.
American cities proceed slowly to a full realization of the possibilities of a satisfactory school organization. Democracy always masters its problems slowly and after many slips. The hopeful fact is that more communities are providing agencies for the scientific study of their school problems and are following in their organization the results of such study.
EXERCISES AND READINGS
In most communities there arise, from time to time, demands for new school legislation, or there occur controversies within the board of education or with regard to the superintendent of schools and his authority. As a practical lesson in democratic government the study of the changes that occur at such a time is very informing.
If there is no such exceptionally clear exhibition of the complexity of our public-school government, let the student find out what are the personal and professional characteristics of some board of education.
Would it be better, in some city known to the student, to elect a board or to have it appointed? Is a definition by law of the rights and duties of a superintendent advantageous, or should the superintendent acquire all the power and influence he can get from the board? Should a board of education examine textbooks? Should it determine the scale of salaries to be paid to teachers?
If a class does very poorly in a test in arithmetic, what are some of the different interpretations that can be put on this fact? Is the superintendent responsible, or the teacher, or the home?
Our American cities change teachers and superintendents frequently. What are the elements of cost which enter into such a change?