Excerpt from City School Expenditures: The Variability and Interrelation of the Principal Items
In a second address to the New Hampshire State Teachers' Association in the same year, President Eliot maintained that more money should be given to the public schools, because of the great gains that have been made in public education. Some of the improvements to which he called attention were the establishment of kindergartens, improvement in the curricula of elementary schools, increase in the number of high schools, improvement in school buildings, new kinds of schools (manual training, the mechanic arts high school, the evening school, and the vacation school), improvement in normal schools, improved methods of selecting and ap pointing teachers, pensions for teachers, increased employment of educational experts in supervising and executive functions of urban school systems, the increased use of high schools, the introduction of the costly elective system, better university teachers, improved professional training, increased opportunity for the higher education of women, and increased attention given to the welfare of the body. Every one of these educa tional improvements, says President Eliot, has been costly; but every one has justified itself in the eyes of the tax-payers, or of those who voluntarily pay for it; not one would now be recalled, and the total result encourages the expectation that large new expenditures would commend themselves to the people at the start, and in the end would prove to be both profitable in the material sense and civilizing in the humane sense.
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Paperback. Zustand: New. Print on Demand. This extensive volume explores the topic of school expenditures, using data collected from fifty-eight cities in five states from 1902 to 1904. The author sought to clarify the complex issue of school funding and its allocation to various aspects of education. The data is presented in numerous tables that detail spending on items such as salaries, supplies, and equipment. The book notes the significant variability in spending practices among the cities studied, highlighting both the range and distribution of funds allocated to each item. The author suggests that this variability may stem from factors such as tradition, poor management, or other undisclosed causes. The analysis also reveals relationships between high and low spending in different categories, raising questions about the optimal distribution of funds for effective education. Overall, this book provides valuable insights into the complexities of school funding and offers a foundation for further research into the allocation of resources for educational purposes. Its detailed analysis and extensive data make it a useful resource for educators, policymakers, and anyone interested in understanding the historical landscape of school expenditures. This book is a reproduction of an important historical work, digitally reconstructed using state-of-the-art technology to preserve the original format. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in the book. print-on-demand item. Bestandsnummer des Verkäufers 9781331267164_0
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