IN

IN

The Denver Bond Election

R. A. PUFFER

Director of the Department of Vocational Guidance, Public Schools, Denver, Colorado

A CITY which had already expressed itself as unfavorable to large school bond issues, and in the face of a very violent newspaper attack, the Denver taxpayers on October 10 voted $6,150,000 for new school buildings.

Three years ago the taxpayers decisively defeated a bond issue of $8,000,000. The Denver Post worked very hard against this proposition. The friends of the schools, therefore, were not surprised when, two weeks before the election this fall, The Post again took an unfavorable stand, and in every issue until the vote was finally taken, strenuously attacked the present board of education and urged that, while the needs of the schools were great, the present board had proved incompetent to spend wisely such a large sum of

money.

Nearly every important action of the present board was commented on during the campaign. The vote, therefore, was a splendid expression of confidence in the board of education and the present administration of the schools.

In the early summer of 1922 the board announced that on October 10 it would ask the taxpayers to vote an issue of $6,150,000: $2,400,000 to begin the construction of three senior high schools; $1,750,000 to build and equip two large junior high schools, and schools, and $2,000,000 to remodel and to build and equip elementary schools. It was stated further that an issue of about $2,400,000 would be requested in the spring of 1924 to finish the senior high schools. The amounts appeared on the ballot as three separate items so that a taxpayer might vote for one and reject the other, or vote for two or for all three. It was deemed wise to give the taxpayers an opportunity to approve only a part of this amount if they so desired, although during the campaign all three issues were treated as of equal importance.

With the opening of the schools in September, the Principals and Directors Association immediately began to make plans for the campaign. It was decided that the campaign was to be one of information in order that all of the people of the city might know about the unfavorable conditions which existed in some of the schools. The prin

on.

On election day this association and the various parent-teacher associations had workers and automobiles at every polling place to get out the favorable votes.

About the middle of September the School Review, the paper which the school administration sends into all the homes in the city, appeared. It contained many facts about the conditions in the schools. Pictures of bad conditions were contrasted with favorable conditions; tables showing that by comparison with other western cities Denver's per capita school cost and school debt were reasonable. About the same time a little pamphlet called Facts was printed by the Administrative Department and distributed widely all over the city. It contained information about the conditions in the schools and tables showing school costs and exactly what the bond issue would cost the taxpayer. A little later another sheet

showing in a more definite way the cost of the bonds for each thousand dollars. of assessed valuation was placed in the hands of all taxpayers. Another issue of the School Review containing a map of all the election districts, a sample ballot correctly marked, and answers to the most important questions raised durthe most important questions raised during the campaign was distributed to every home during the week preceding the voting. Then, on the Saturday night before the election, little slips explaining in a very concise fashion the

needs of the schools were inserted in the pay envelopes of many of the workers in the city.

When the Denver Post began its attack against the bond issue, the board of education, The Denver Times, The Rocky Mountain News, The Denver Express, and many neighborhood newspapers started in to devote a very large amount of space to the needs of the schools. On the day before election, The Denver Times at its own expense printed a much enlarged edition with enough extra copies so that one was placed on every doorstep in Denver.

The victory was not a one man's victory. It was rather the result of a coöperative effort which included the efforts of practically every civic organization in Denver working for the interest of the boys and girls. Of course, this organization required a leader. It was necessary that someone make the decisions, and see to it that each effort was wisely directed. From the start, Superintendent Newlon was the man who performed this service. Not only did he counsel with the various organizations and actively direct the work of the teaching staff, but he gave many talks to various groups throughout the city, and by his efforts did more than any other to popularize the bond issue.

JOHN S. GAMBS

HO was the greatest French- One hundred years ago, at the time man of the nineteenth century?" of Pasteur's birth, medical science was A Parisian newspaper asked this marking time. It is true that Harvey question and fifteen million answers had traced the flow of blood and that were sent in. The greatest men of there was a vaccine for smallpox. But France during the nineteenth century if there had been a plague in 1822 the include Hugo, Dumas, Zola, Napoleon, descriptions of it would have resembled Ampère, Chateaubriand. But the man the quaint descriptions of the Athenian who was put at the head of the list of plague over two thousand years ago. eminent Frenchmen was Louis Pasteur. We all know about pasteurizing milk and that Pasteur had something to do with hydrophobia; but we know too little about the man to whom a newspaper plebiscite gave its highest honor, and whose centenary was in December, 1922.

It is a temptation, when telling about Pasteur, to pass over his scientific work lightly and to discuss the man. He was the son of a tanner-of a tanner, moreover, whose ancestry, like Lincoln's, held but scant promise. Yet when Pasteur died, rich in years, the world had already paid him every homage it can pay its scientific men. He was the head of an institute which bears his name and which serves as a model for similar institutes throughout the world. Although overwhelmed with honors, he remained to the end a hard worker, simple, affectionate, beloved of his colleagues and pupils. While he would

probably have scoffed at the idea of a "practical" science, he was glad that his hypotheses were of practical value. In his logical, pellucid style he expressed this attitude: "But of this we may be sure, that science, in obeying the laws. of humanity, will always labor to enlarge the frontiers of life." "There is no greater charm for the investigator than to make new discoveries, but his pleasure is heightened when he sees that they have a direct application to practical life."

The great work of Pasteur, as one of his contemporaries said, was the discovery of a Fourth Kingdom of Nature, the Kingdom of the Infinitely Small. First in crystals, then in yeasts and sour wines, and finally in the blood of animals and humans, he found bacteria, some of which cause disease. He was first an inorganic chemist, and his medical successes began with-but let us stop a moment to see in what condition Pasteur found medical science.

LOUIS PASTEUR, whose epoch

making discoveries paved the way for sweeping advances in the science of medicine. He was born December 27, 1822, and died September 28, 1895.

About eighty years ago, surgeons who lacked neither skill nor daring were discouraged by the inexplicable deaths which followed most of their operations.

And now comes Pasteur-Pasteur with his microscope, his sterilized testtubes, his cultures of bacteria, and above all-with his patience and capacity for hard work. His first medical successes were with animals. He mitigated a plague which affected silkworms and earned the gratitude of the great French silk French silk industry. Sheep owners were the next to benefit from Pasteur's discoveries, for, by inoculation, a disease of sheep, anthrax, was palliated. Huxley declared that these discoveries compensated in a financial way for the heavy indemnity of 1870.

But it is not on rescued silkworms and sheep that Pasteur's fame rests. As one passes into the courtyard of the Pasteur Institute, one sees through the trees a man engaged in a death struggle with a wolf. This is a bronze symbol of Pasteur's successful researches against rabies. It is in connection with hydrophobia, probably, that most people associate the name of the pioneer bacteriologist.

Pasteur had indeed given medical science the impetus it so much needed. Great philosophers no longer talked of "slight alterations of the atmosphere" to account for plagues. Lord Lister was introducing antiseptic bandaging in surgery. Virchow discovered those cells which, in the blood, combat the harmful cells that Pasteur discovered. Metchnikoff (who has been at the head of the Pasteur Institute since its founder's death) showed that beneficial cells can be introduced into the human body-cells which combat the harmful effects of an an oversupply of either Pasteur's or Virchow's cells. Besides these investigations, Pasteur stimulated investigations of a somewhat different character. These researches relate to serums, vaccines, toxins, and anti-toxins. We now have vaccines, serums, and

what-nots to combat many diseases ranging from boils and hayfever to diphtheria and tuberculosis.

It is said that if Carlyle were now writing his Heroes and Hero-Worship he would have to add-whether he liked it or not-a chapter on "The Scientist." In describing the scientist, Carlyle would hardly have been able to use a picturesque and dramatic vocabulary. The work of a scientist, however dramatic and picturesque it may be to himself and to fellow scientists, seems flat, stale, and even unprofitable to the world at large. Napoleon's Austerlitz has glamor; Pasteur, with his eyes glued to a microscope, seems dull and grey. Beneath the Pyramids, Napoleon, declaiming his "Forty-Centuries" speech, is a fit subject for the greatest drama. The most dramatic speech of Pasteur was on his death bed. He told his students simply, "You must work." A newspaper plebiscite, comprising fifteen million opinions, ranked Pasteur first and Napoleon fourth! Heroes will out.

THE

GEORGE A. WORKS

Professor of Rural Education, Cornell University, Ithaca, New York

HE LIMITS of this article will not permit lengthy consideration of either the findings or recommendations resulting from the study of rural schools that has recently been completed in New York State. The survey involved a study of buildings, educational achievement, curricula, and courses of study, teachers, high schools, community relations, administration and supervision, and school support. The findings indicate what in the main could have been anticipated and what is undoubtedly rather generally the condition throughout the country-namely, that if a child attends a rural school he is likely to be placed at a disadvantage as contrasted with the urban child, in the school facilities that are available. This does not mean that no well prepared teachers, no good buildings, nor effective classroom instruction were found in the country schools of New York State. As a group rural pupils do not have those conditions nearly so generally as do the pupils in the urban schools.

The contrasting conditions with reference to maturity, experience, and preparation of the teachers are shown by the following data taken from Dr. Bagley's study of the teaching personnel: The differences in maturity, experience, and preparation of teachers that characterize the progress from the small to the larger school units fairly typify what was generally found to be the condition with reference to other factors that make for a good school. As measured by standardized tests the condition was reflected in a lower educational achievement on the part of rural school pupils. The explanation for this situation undoubtedly lies largely in the administrative organization and in the support of schools.

The unit of local school administration in New York is the district system which was legally established in 1812. These districts are of two kinds-common school and union free school. The former is the one usually found in the open country and commonly it offers instruction only in the elementary school subjects. They may have either one or

people.

community unit would consist of a union free school district with a high school, and the outlying common school districts that have economic and social relations with the center in which the union free school district is located. There would, undoubtedly, be some exceptions to this arrangement. In some instances there might be more than one high school in a unit and in other instances it might not be possible to provide a four-year high school in each unit. The report places emphasis upon the importance of having readily accessible high schools and transportation at public expense of high-school pupils.

At present common school districts usually have one trustee; they may have three; and union free school districts from three to nine members on their boards of education. Under the plan for the community unit there would be one trustee for each common school district in the community and as many trustees from the union free school district as the school patrons may determine on, providing that such number does not exceed the number from the outlying common school districts. These trustees would constitute the board of education for the unit and would determine the school budget, elect teachers, and conduct the ordinary school affairs. These boards would be considerably larger than experience has shown to be desirable but neither the rural nor village people are willing to permit the other to have a majority. Provision is made for a smaller board in a unit when the conditions are such that both groups are favorable to such a plan. Experience in coöperating in school affairs will tend to dissipate the suspicions that now exist.

For supervisory and for certain administrative functions the community units would be placed in 208 groups until 1926 at least. In each of these supervisory districts there would be a board of education consisting of one member from each community board of education. In addition to having responsibility for choosing the superintendent, this board would be associated with him in determining administrative policies. It is believed that an administrative organization of this nature will make it possible for a larger responsibility to be carried locally than is possible under the present organization. It is proposed that in each county the board of supervisors should choose a committee of five to determine the location of the community boundaries. There is also provision for a State commission of three

consisting of the Commissioner of Education and two persons appointed by the Governor. The State commission would formulate the guiding principles for the county committees, adjust such differences as may arise between committees of different counties, and hear appeals in cases where there is dissatisfaction with the work of the committees. The State commission would also form the 208 supervisory districts and would by 1926 recommend the number of supervisory units to be maintained thereafter. The county committees and the State commission are temporary and would go out of existence with the completion of the prescribed duties.

The committee in charge of the survey felt as a result of its study of the situation, "that the magnitude of rural education problems in the State makes it very important that the State Department of Education be provided with as effective an organization as possible for handling them. To this end it suggests that some arrangement be made within the State Department of Education by which original jurisdiction over elementary and secondary education and the training of rural school teachers be placed in the hands of some person directly responsible to the Commissioner of Education. The committee is of the opinion that this end would be best attained by an Assistant Commissioner of Rural Education, but if the Board of Regents can devise a more effective method, it would be regarded as acceptable."

The study of school support revealed. the fact that throughout the State there exist great differences in the extent to which various districts have to tax themselves in order to secure essentially the same school facilities. The work that had already been done by the State Tax Commission made it possible to make fairly accurate comparisons of the tax rates and valuations. This body is constantly studying the sale value of property in all sections of the State for the purpose of determining the relation between true and assessed valuation. The valuations and tax rates that it arrives at are referred to as the equalized valuation and the equalized tax rate. found that in many communities there were common-school districts with an equalized tax rate that was twenty or twenty-five times as great as that of the district with the lowest tax rate in the same communities. These differences were general throughout the State. They are due primarily to the difference

It was

in the wealth of the districts. Railroads, electric roads, power plants, pipe, telephone, and telegraph lines are the most important factors in contributing to these great differences in the valuation of the property in various districts. These are taxed only in the districts in which they are located thus resulting in the great variations in local tax rates for school purposes. As a means of correcting this situation it is recommended that the community be made the local unit of taxation. This step if taken would result in rich and poor districts pooling their resources for the support of schools.

The study of the distribution of State aid revealed the fact that at present many rural districts are placed at a disadvantage in the support of their schools. This was true of the rural districts of the State as a whole when contrasted with those in urban centers. As a means of remedying this situation it is proposed that a fund should be raised for the equalization of educational opportunity in the rural communities of the State as contrasted with the cities. This fund would be distributed with recognition of two factors: (1) the ability of a community to support schools; (2) the munity to support schools; (2) the willingness of a community to support its schools.

These two principles have been embodied in the following formula that it is recommended should be made the basis for the distribution of State aid to the rural schools of the State below the median equalized valuation per teacher: (290,000-V) XM XT X.626.1 In this formula $290,000 is the median equalized valuation per teacher for the Prepared by Harlan Updegraff.

1

62.0

State. V stands for equalized valuation per teacher in the local unit, M for the equalized tax rate, T for the number of teachers in the unit and 626 is the distribution coefficient. This coefficient was determined by multiplying the median valuation of $290,000 by 5.8, the present tax rate in mills for rural districts of the State, and dividing 105+ the median cost per teaching unit in the rural districts by the product.

In addition to the general aid certain special grants are proposed. These have to do with the erection of new building, major repairs on old buildings, aid for transportation, and a bonus for superior teachers that teach in oneteacher schools.

The findings

As a means of strengthening the teaching personnel of the rural schools it is suggested that after 1927 no new teachers should be admitted to the service who have not had at least two years of preparation beyond high school. To furnish this training a recommendation is made to the effect that each of the normal schools should make provision for a department for the training of rural school teachers. indicate that approximately 65 per cent of the teachers in the one-teacher schools come from farm homes. It seems desirable to maintain this condition if possible and since it was found that the median income of the farm homes from which the teachers came was only $1000 a year a system of State scholarships is proposed. The scholarships would be $200 a year and would be granted under the following conditions:

1. The candidate must have been in the upper half of his classes in high school.

istration, support, and teacher preparation are the most significant. To the student of educational theory there will appear many weaknesses. However, the committee that has studied the situation in the State for a period of two years was convinced that it would not be wise until public sentiment has paved the way, to attempt more pronounced

SAD CHAPTER in the history of the growth of all large cities is the account of accidents incident to the increase in the volume and congestion of traffic. Each year the country suffers in preventable deaths a loss almost equal to the loss in the great war. The saving of these lives is a matter of concern to all public-spirited people.

In Detroit the increasing number of accidental deaths and the conviction that many of these accidents could be prevented, persuaded many clear-minded men that some action against traffic accidents was imperative. Statistics showed that 6000 persons were hurt annually in this city alone, and that the number was increasing. Carelessness or thoughtlessness were responsible for the majority of the calamities. A campaign against recklessness was started.

The Detroit Automobile Club first took up the work of accident prevention. A Safety and Traffic Committee was appointed, headed by earnest and able men, who worked hard and effectively to decrease accidents. They not only reached thousands of automobile owners with their program of saving human lives, but secured much favorable traffic legislation.

In 1918 the Detroit Police Department organized the Bureau of Public Safety, and plans were formulated whereby the coöperation of these two agencies, working for safety, could more effectively prevent traffic accidents. They accomplished a great deal, but there were so many other factors which neither the police nor automobile owners could control that accidents continued to increase. During 1918, in spite of all these two organizations could do, 192 persons lost their lives through traffic accidents. Over one third of these

was

of other civic and industrial organizations. Several weeks before the opening of the campaign, the school children were asked to coöperate in preparing for "Safety First Record Month" by designing posters and working out slogans to be used during the drive. As an incentive to greater effort, prizes were i offered to the children whose slogans

and ideas for posters were accepted. This contest created an intense personal interest in safety, and the results offered some valuable suggestions for the course of study in preparation.

A year of experimentation led to the development of a course in safe living, with a supervisor in charge, which was put into use in September, 1919. Classes were organized at the Detroit Teachers College for the training of student teachers in this work, and evening classes offered instruction to teachers in service. The course of study included weekly instruction in safety in all the elementary grades, and supplementary instruction in English and physical-training classes. Moving pictures and the victrola lent themselves effectively to the teaching of safe living, and vitalized the instruction. Work was begun on a course of study in safety education by Harriet Beard, under the direction of the Department of Instruction, Teacher Training, and Educational Research.

In November, 1919, the Police Department held a second safety campaign. The schools offered their assistance in this campaign. The time of year when early dusk and rainy weather diminished the visibility of people, adding to the already grave danger from traffic, made three rules of great importance.

1. Keep your head up. Look to the left when stepping down from a curb. After reaching the middle of the street look to the right.

2. In rainy weather keep your umbrella up so that you can see what is coming.

3. Carry a newspaper or wear something light colored if you must be on the street after dusk.

These rules the children especially were asked to keep, as drivers could hardly distinguish the forms of little folks from the shadows of the street. To impress the laws upon their minds the teachers originated games and plays to illustrate them. A traffic game in the kindergarten taught the children how to cross the street in accordance with the first rule. The second was used for a drawing lesson, the best draw

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