A handbook for the busy administrator providing illustrative materials for school fund raising campaigns, annual, and financial reports
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A HANDBOOK FOR THE BUSY ADMINISTRATOR PROVIDING ILLUSTRATIVE MATERIALS FOR SCHOOL FUND RAISING CAMPAIGNS, ANNUAL, AND FINANCIAL REPORTS
A Project Presented to the Faculty of the School of Education The University of Southern California
In Partial Fulfillment of the Requirements for the Degree Master of Science in Education
hy Anita Geraldine Packwood June.1950
UMI Number: EP46005
All rights reserved INFO RM A TIO N TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.
Dissertation Publishing
UMI EP46005 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code
ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 4 8 1 0 6 - 1346
M >so T h is project report, ’written under the direction o f the candidate’s adviser a n d app ro ved by h im , has been presented to and accepted by the F a c u lty of the School of Ed u catio n in p a r t ia l fu lf illm e n t of the requirements f o r the degree of M a s t e r of Science in E ducation.
S J ^ J J J . 0 ...
A d v is e r
Dean
ACKNOWLEDGEMENT
The material herein is for use by the busy school executive*
It will prove a time saving device and an easy
way to obtain suitable materials for illustrating school campaign issues and yearly reports* Grateful acknowledgement is given to the following school districts for their generous contributions of ideas and ideas concerning the material in this project: Bakersfield City School District, Bakersfield, California Bellflower Elementary School, Bellflower, California Centinela Valley Union High School District, Inglewood, California Culver City School District, Culver City, California El Monte Union High School District, El Monte, California Excelsior Union High School Distr i c t ' ’ Bellflower, California Inglewood Elementary School District,''Inglewood, California Kern County Union High School District, Bakersfield, California Long Beach City Schools, Long Beach, California Los Angeles City Schools, Los Angeles, California Porterville Elementary Schools, Porterville, California
Redondo Union High School District, Redondo, California South Bay Union High School District, Los Angeles County, California South Santa Anita School District, Temple City, California State Teachers College, Mankato, Minnesota Torrance Unified School District, Torrance, California Ventura Union High School District, Ventura, California Whittier City Schools, Whittier, California Grateful acknowledgment is expressed to the following business firms for the information given on reproduction of illustrated materials. Keuffel & Esser Company, 1327 South Olive, Los Angeles, California Dietzen Company, 1047 South Grand, Los Angeles, California Halloid Company, Bendix Building, 1206 Maple, Los Angeles, California
TABLE OF CONTENTS CHAPTER I.
PAGE
THE PROBLEM AND DEFINITION OF TERMS USED The problem
. .
1
............................
1
Statement of the problem
. . . . . . . .
1
Importance-of the study .................
1
Definitions of terms u s e d ............ Bond issue
• . * . . ..................
Tax rate increase
2
..........
Annual report . . . . Financial report
2
...............
Growth of district
II.
2
3
...................
3
.......................
3
SCHOOL BONDS AND GROWTH OF DISTRICT .........
4
The stork is a busy b i r d ............
4
Our birth rate is increasing every year . .
5
The storks keep bringing babies . . . . . .
6
New arrivals around the clock . . . . . . .
10
Mr. Stork is a hard worker
10
.
...........
Old Doc Stork is arriving by helicopter . .
11
A little child anticipates the future with p l e a s u r e .............................
14
Toddlers are c u t e ....................
14 16
Children deserve the best . . . . . . . . . We are being crowded o u t ............
16
There is a line up morning and afternoon
.
19
Half day sessions are robbing your child
.
19
iv CHAPTER
PAGE There certainly isn't room enough for the coming ones
.........................
.
20
The elementary school load is moving into high school . . . . . ...................
24
Our rate of increase is climbing rapidly
24
The schools just won't hold any more
25
. .
School enrollment is outgrowing school r o o m ........... * .......................
29
School housing is a big question
29
. . . .
The districts are g r o w i n g ............
32
The children ask your help
32
. . . . . . .
The youth of tomorrow asks your helpp . .
35
There's too many children!to get inside .
35
The community is growing everyday . . . .
36
Outside appearances can fool you
39
. . . .
The small fry are anxious to enter school, t o o ..........
39
Permanent school buildings are important
40
There is no more schoolroom space left Funds are needed to begin: building
«
...
The community has outgrown the schools
41 41
.
Enrollment growth has been astounding . .
45 . 45
Schools should keep up with business growth
♦
.......................
48
V
CHAPTER
PAGE Time-moves forward
...........
48
Youth dreams of the future . . . . . . . .
49
The village has. grown to toe a city . . . .
52
Wishing for funds is useless . . . . . . .
52
The last twelve years has swamped us . . .
54
Schools must keep up with the changing world
. . . . . .
............
The horse and touggy days are over
54 . . . .
57
Cramped conditions provide a poor learning situation
. . . . . . . . .
.............
It's a race to get those new buildings . .
57 60
Temporary housing is detrimental to education
60
Some children will have to stay at home for lack of classrooms
.............
62
Swimming is an important part of education
62
Votes are needed to pass school bonds
64
. .
A/.toucking horse is no help . . . . . . . .
64
It takes money to build new schools
66
...
There are three important letters, "B," "C," ”D,ri in the school building program •
86
The cost of school bonds is small
69
. . . .
The future education of a child depends on a few pennies a day
.............
69
vi CHAPTER
PAGE The education of a child can he chained by lack of f u n d s .......... . ............
71
School efficiency can be related to modern lighting . . . . . . .
...................
Lack of funds can darken progress
. . . .
71
TAX RATE I N C R E A S E ..............
74
Doc Stork is using mass p r o d u c t i o n ........
74
The public has to face facts
.
76
. . . . . .
76
The schools can't stretch their funds any more
77
Everyone must
do his share
80
The pups want
their pals
The schools must not be let down
. . . . . . . . . remembered
80
.
III.
71
Mrs. Duck is providing for her young by voting
83
A magician can't help the schools . . . . . .
83
Schools need more than the bare
necessities *
85
Mother Bird can't make supplies
stretch . . .
85
The wise old owl gives a d v i c e ...............
87
The community is g r o w i n g ..........
87
The schools call everyone to the poles Our children look to us for their
...
future
. .
90 90
Our hands supply the children's
needs . . . .
93
School bonds, are a big question
. . . . . . .
93
A child takes
pride in a
good school. . . .
95
Schools train
tomorrow's
youth
95
.........
vii CHAPTER
PAGE
The public likes to know the f a c t s ......... Costs are rising . . . . . . . . .
........
Getting votes means action , ...............
98 98 99
Old fire fighting methods are as obsolete as old schools and equipment
IV. V*-
. . . . . . . . .
102
An old car is like old e q u i p m e n t ...........
102
FINANCIAL REPORTS
104
...........
Distribution of the school tax dollar
. . .
104
Source and distribution of the school tax dollar . . . . . . .
.......................
104
Per cent.of receipts and expenditures
...
107
School taxes in relation to all taxes
. . .
107
Graph of expenditures by budget categories .
107
School revenue ..............................
Ill
Plant v a l u a t i o n ............................
Ill
Bonded indebtedness
.......................
Ill
Comparing assessed valuation ...............
115
Assessed valuation by districts
115
...........
Assessed valuation of school districts . . .
115
Report of assessed valuation, average daily attendance, and buildings
.
.............
119
Report of population, assessed valuation, and school p l a n t s .........................
119
School building situation
119
.................
viii CHAPTER V.
PAGE
ANNUAL R E P O R T
• •
School organization............
123
School district service ...................
123
School services in detail .................
123
Curricular offerings
.....................
127
Audio visual services
...................
127
Library service
...................
127
Health s e r v i c e .....................
127
Dental hygiene report .....................
127
Average daily attendance
132
.................
Enrollment and average daily
attendance • •
Certificated staff, status, and number Teacher load VI.
123
. . . . . .
* •
132 132
.................
132
COPYING AND REPRODUCING ILLUSTRATIONS . . . .
137
Copying the illustrations in
this book
* *
137
I
Reproducing the illustrations ............. Ditto . . . Mimeograph
............................ . . . . . . . . .
...........
Silk screen photographic process
138 139 139
. . . .
139
Commercial reproduction .................
139
LIST OF FIGURES FIGURE
PAGE
1.
The Stork Is a Busy B i r d . ................. .
7
2.
Our Birth Rate Is Increased Every Year
8
3.
The Storks Keep Bringing B a b i e s
.
9
4.
New Arrivals Around the C l o c k
.
12
5.
Mr. Stork Is a Hard W o r k e r ..................
13
6.
Old Doc Stork Is Arriving by Helicopter . . .
13
7*
A Little Child Anticipates the Future with
...
P l e a s u r e .......... 8.
Toddlers Are Cute
9.
Children Deserve theBest
15 .................... ............
10.
We Are Being Crowded O u t
11.
15 17
.
18
There Is a Line Up Morning and Afternoon
. •
21
12.
Half Day Sessions Are Robbing Your Child
. •
22
13.
There Certainly I s n ’t.Room Enough for the Coming Ones . . . . . .
14.
.....................
23
The Elementary School Load Is Moving into High S c h o o l .................................. . .
26
15*
Our Rate of Increase Is Climbing Rapidly
16.
The Schools Just W o n ’t Hold Any More
17*
School Enrollment Is Outgrowing School Room .
30
18.
School Housing Is a Big Question
31
19*
The Districts Are G r o w i n g ....................
33
20.
The Children Ask Your Help
34
. . . .
. . . . . .
27 28
X
FIGURE
PAGE
21.
The Youth of Tomorrow Asks Your Help ' . . . .
37
22.
There’s Too Many Children to Get Inside . . .
38
23.
The Community Is Growing Everyday . . . . . .
38
24.
Outside Appearances Can Fool Y o u ..........*
42
2 5 . The Small Fry Are Anxious to Enter School, Too 26.
.....................
42
Permanent School Buildings Are Important
2 7 . There Is No More Schoolroom Space Left 28.
Funds Are Needed to Begin Building
• .
43
...
43
. . . . .
44
29*
The Community Has Outgrown the Schools
...
46
30.
Enrollment Growth Has Been Astounding . . . .
47
31.
Schools Should Keep Up with Business Growth *
50
* ........................
32.
Time Moves Forward
33*
Youth Dreams of the Future
34.
The Village Has Grown to be a City
35*
Wishing for Funds Is U s e l e s s ...............
. . . . . . . . .
36. The Last Twelve Years Has Swamped Us
51
. . . . .
...
50
53 53
.
55
37*
Schools Must Keep Up With the Changing World.
56
38.
The Horse and Buggy Days Are.... O v e r ........
58
39*
Cramped Conditions Provide a Poor Learning S i t u a t i o n ..........
40. 41.
I t ’s a Race to Get Those New Buildings
59 ...
61
Temporary Housing Is Detrimental to E d u c a t i o n ...................
61
xi FIGURE 42.
PAGE
Some Children Will Have To Stay At Home for Lack of Classrooms
................
• .
63
43*
Swimming Is An Important Part of Education
63
44.
Votes Are Needed To Pass School Bonds . . . .
65
45»
A Bucking Horse Is No Help
. . . . . . . . .
65
46.
It Takes Money To Build New Schools . . . . .
67
47*
There Are Three Important Letters, "B", "C," "D,” in the School Building Program . . . . .
68
48.
The Cost of School Bonds Is S m a l l ...........
70
49.
The Future Education of a Child Depends on A Few Pennies a Day . . . . . . . . . . . . .
50.
The Education of a Child can be Chained by Lack of Funds . . . . . . . . . . . . . . . .
51.
70
72
School Efficiency Can Be Related to M o d e m L i g h t i n g ...............................
73
52.
Lack of Funds Can Darken Progress . . . . . .
73
53.
Doc Stork Is Using Mass P r o d u c t i o n .........
75
54.
The Public Has to Face F a c t s ...............
78
55*
The Schools Must Not Be Let Down
79
. . . . . .
56. The Schools Can't Stretch Their Funds Anymore 57*
..................................
79
Everyone Must Do His S h a r e ..................
81
58. The Pups Want Their Pals Remembered . . . . . 59*
82
Mrs. Duck Is Providing for Her Young By V o t i n g .......................
84
xii FIGURE
PAGE
60.
A Magician Can't Help the S c h o o l s ...........
84
61.
Schools Need More Than the Bare Necessities •
86
62.
Mother Bird Can't Make Supplies Stretch . . •
86
63. The Wise Old Owl Gives Advice . . . . . . . .
88
64.
89
The Community Is Growing
...........
65. The Schools Call Everyone to the Poles 66.
...
Our Children Look To Us For Their Future
• .
91 92
67. Our Hand3 Supply the Children's Needs . . . .
94
68.
94
School Hands. Are a Big Question . . . . . . .
69. A Child Takes Pride in a Good School
. . . .
96
...........
97
70.
Schools Train Tomorrow's Youth
71.
The Public likes to Know the Facts
72.
Costs Are R i s i n g .............
101
73.
Getting Votes Means A c t i o n ...........
101
74.
Old Fire Fighting Methods Are asObsolete as
. . . . .
100
Old Schools and Equipment....................
103
75*
An Old Car Is Like Old E q u i p m e n t ...........
103
76.
Distribution of the School Tax Dollar . . . .
105
77*
Source and Distribution of the School Tax D o l l a r ...............................
106
78.
Per Cent of Recepts and Expenditures
. . . .
108
79*
School Taxes in Relation to All Taxes . . . .
109
80.
Graph of Expenditures by Budget Categories
81.
School Revenue
•
110 112
xiii FIGURE
PAGE
82.
Plant V a l u a t i o n ................. *. .............
113
83•
Bonded Indebtedness .............................
114
84.
Comparing Assessed Valuation
85*
Assessed Valuation by Districts .................
86.
Assessed Valuation of School Districts
87*
Report of Assessed Valuation, Average Daily Attendance, and Buildings
88.
. . . . . . . .
116'
...
117 118
..................
12©
Report of Population, Assessed Valuation, and School Plants
......................
121
89*
School Building Situation
90*
School Organization
....................
91*
School District Service
.....................
92.
School Services in Detail . . . . . . . . . .
93*
Curricular Offerings
94.
Audio Visual Services . . . . . . .
............
129
95*
Library Service . . . . . . . . . .
.............
130
96.
Health Service
97*
Dental Hygiene Report . . . . . . . . . . . .
98.
Average Daily Attendance
99*
Enrollment and Average
............. . .
. . . . .
122 124 125 126
.................
128
......................
.
130 131
...................
Daily Attendance
100.
Certificated Staff, Status, and Number
101.
Teacher L o a d ...........................
•
133
. .
134
.
135
.
1
CHAPTER I THE PROBLEM AND DEFINITIONS OF TERMS USED For many years there ha3 been a need of illustrated campaign material for the busy administrator who must keep the schools in his district adequate and up-to-date.
It is
the duty of the administrator to find successful means of selling to the public his school district needs*
He find3 it
difficult to spend valuable time searching for catchy, eye appealing ideas that will help him put over important issues to the people of his district.
Likewise he realizes that
well-prepared annual and financial reports are made clearer and more attractive if cleverly illustrated. I.
THE PROBLEM
Statement of the problem.
The purpose of this study
is (1 ) to provide a time saving device for the busy admin istrator by offering a variety of illustrated materials for arousing public interest in the school needs and for pre paring annual and financial reports;
(2 ) to discuss the
different methods of using this material for attracting public attention;
(3 ) to explain a variety of methods for
reproducing this illustrative material. Importance of the study.
Since the public vote is
necessary to provide many school funds, it behooves the busy school administrator to use campaign showmanship for
2
attracting public attention to school needs.
Adequate
schools for the youth of today and tomorrow depend on public funds.
Therefore the needs of schools must be sold to the
public.
It is necessary for the public to realize that
growth in a district means the need of more classrooms and sometimes new school buildings.
Often an increased tax
rate is needed to provide additional teachers, more equip ment and supplies.
Whatever the need, the public must be
convinced and sold on the idea before any results can be realized. It is intended that the material herein be copied and used to attract public attention to school needs.
Many
may wish to combined and use two or three of the ideas in their campaign literature.
The busy school administrator
will find this an easy way to obtain ideas for immediate use. II. Bond issue.
DEFINITIONS OF TERMS USED This is a request to the population of
a school district to vote for the appropriation of bonds for a stated amount so that the school district may fi nance a new building program with the sale of these bonds. Tax rate increase.
The tax rate is increased by
raising the rate of assessment, usually based on $100.
3 The tax rate is a percentage charged on this amount.. Growth of district*
Growth as pertains to school is
thought of in terms of children.
A district’s growth is a
determining factor in school needs. Financial report.
The report shows the amount of
school funds obtained and the sources of these funds; the school expenditures in detail and the value in dollars and cents received. Annual report.
The public in this report is given a
complete all over view of the schools' activities.
This is
to acquaint the public with the work of the schools in their district.
CHAPTER II SCHOOL BONDS AND GROWTH OF DISTRICT The illustrations in this chapter are concerned with school bond issues and growth of district.
In most
instances it will be observed that with a variation in the wording, the illustrations are interchangeable as to use. There is given herewith a detailed description of each illustration with additional suggested captions. The stork is a busy bird.
Figure 1.
Here is a
humorous old stork with very appealing babies ready for delivery.
If a heart-warming appeal with a personal touch
is desired, this is your illustration.
It gives an oppor
tunity to use the district name in the main caption and to quote actual facts as to estimated growth in school popu lation.
Other suggested captions that could be used with
this drawing are: Will there be a classroom for us? What about our future?
Right now it looks pretty
hopeless. Papa Stork just dropped us down And said, "There's room for many more." But did he ever take a peek inside That buldging schoolroom door?
5 You want the best for* jour
child.
Plan now.
He
will be ready for school in five years or less. Time flies.
Be prepared for your child's future.
Your child is your most sacred possession.
Provide
the best for his education. Are we going to be crowded
out, too?
The small amount extra you
will pay now will mean
so much for a little child's future. Babies are dependent on you.
So are the schools.
Our birth rate is increasing every year.
Figure 2.
A pictorial graph- is a very effective means of enlightening the public as to population growth.
This simple graph with
clearly presented statistics provides a comprehensive picture of the situation at hand. is the aim of this illustration.
Statistics with appeal The blank gives opportuni
ty to relate the babies to the immediate district concerned. Other captions that might be preferred are: The stork patrol is on the job. Are we planning classrooms for those arriving now? Babies are arriving fast. And what a future they must face If school bonds fail to pass.
6 Keep up with the stork by providing funds now. The years go by. The numbers rise. Schools can't accommodate our size. The storks keep bringing babies. have universal appeal.
Figure 3*
Storks
Here we combine the aesthetic
beauty of the flying birds with human interest— babies. The blank can be made statistical by filling in the rate of arrival as; every second, every minute.
Suggested captions
are: The storks never seem to rest. Our schools are packed from door to door. We've simply got to build some more. Mister Stork has hired a crew of helpers. help, too.
We must
Vote school bonds to build needed schools.
Don’t throw away your baby's future.
Plan for his
schooling now. Will there be room for him that first day of school? Give the little fellows a chance.
Have schools
ready for M m . School time seems far away for them, but it really isn't.
Be sure there are schools for them.
GIVE THE CHILD A CHANCE DISTRICT NEEDS MORE SCHOOLS
CHILDREN ARE NOW ARRIVING AT THE RATE OF A DAY Figure 1 THE STORK IS A BUSY BIRD
8
BABIES ARE KEEPING STORK TAXI BUSY
THE j
r V5^
K in o
500
476 *^-vz^
,—
y
-/V4 45
. —•
C* #I
400 377
cTi> ^
300 28 9
200 ^ ^ 1 0 8
I
100
50
42
44
46
48
49
50 CO X
YEARS
I-
cc Figure 2 OUR BIRTH RATE IS INCREASING EVERY YEAR
CD
WE’RE LANDING EVERY SECOND
PROVIDE FOR THEIR FUTURE BUILD SCHOOLS NOW!!!
Figure 3 THE STORKS KEEP BRIEGIHG B a BIES
10
New arrivals around the clock.
Figure 4.
Time plus
action as expressed by the flying storks is a clever way to attract public interest. sonal appeal.
The little babies give a very per
Statistics may be quoted as to rate of growth
of the district and estimated schools needed in the future. The hands of the clock can be set at any figure which will show the birth rate in your district.
Other suggested
captions are: A baby born every __________ . You can’t afford to put off building schools. This clock doesn’t stop.
___________ babies are
born every __________ . Operation stork is being carried on around the clock. We must prepare for _________ five year olds in ___ . The stork train arrives with our future citizens. Only good schools can give them the best opportunity. Doctor Stork comes gliding in With joyful bundles small. He hopes that you are planning Schools to accommodate them all. Mr. Stork is a hard worker.
Figure 5 .
The stork in
a ridiculous position touches a note of humor that places the public in a susceptible mood for suggestion.
The number
11
of births a day can be inserted in the blank before the word,
trips.
Additional captions that may be used are:
The stork is doing his duty.
Let's do ours.
Don't let Doc Stork down. More arrivals mean more schools.
Build them by vot
ing for school bonds now. Doc's all tuckered out Yet never through. And without enough schools What are we to do? Why of course, vote for school bonds. Old Doe Stork is arriving by helicopter.
Figure
6.
Humor modernized attracts immediate attention and helps to bring realization of our changing world.
Public attention
attracted to modern progress helps to promote understanding of a need for new and better school buildings. I t ’s time to modernize your child’s future. Don't let progress leave education behind. We use modern transportation.
Why not build modern
schools? It's time to begin building those up-to-date schools. Doctor Stork is up-to-date. before it's too late.
Build those schools
12
WE ARE GROWING AT THE JiATE OF
IN 1952 WE’ LL NEED SCHOOL ROOMS VOTE
FOR
SC H O O L
BONDS
Figure 4 NEW ARRIVALS AROUND THE CLOCK
13
ALL TUCKERED O U T TRIPS T 0 DAY Figure 5 MR. STORK IS A HARD WORKER
DOC STORK IS KEEPING UP WITH THE ^ TIMES 4>
SO MUS YOUR SCHOOLS Figure 6 OLD DOC STORK IS ARRIVING BY HELICOPTER
14
k little ehiia anticipates the future with pleasure. Figure 7 .
A small child is always an attraction in ob
taining public interest.
This is an especially good illus
tration for a district with many young children between the ages of two and four. ful child.
It is difficult to disregard a wist
Other captions could be:
You couldn't let me down,, would you? Will my future be as well provided for as my past? Are you going to provide adequate schools for me? How can you refuse a child's plea? The best for him, means his opportunity in the world. The future that awaits me I hope has been well planned. I want to grow into, A happy, useful man. Toddlers are cute.
Figure 8 .
Charming toddlers
carry messages that would touch the public heart strings. Humor with charm is always a good aid in promoting school issues.
By repeating the drawings a baby parade could be
assembled for use.
Other captions that the banners might
carry are: Our future is ahead. No half day sessions. Build our future.
Are there enough schools? Full time schools for us.
Build with bonds.
15
( m
T i
r
PLAN FOR HIS FUTURE VOTE SCHOOL BONDS
Q
r
NOW Figure 7 A LITTLE CHILD ANTICIPATES THE FUTURE WITH PLEASURE
DON’T WAIT P L A N NOW FOR THEIR FUTURE VOTE YES F O R • • SCHOOL BONDS Figure 8 TODDLERS ARE CUTE
16
Children deserve the best.
Figure 9.
Children on
their way to school with looks of wonderment prove eye catching subjects for bulletins and phamplets.
Their
childish charms definitely give a tug at the human emotions. With this illustration general statistics as to child population growth may be added.
Additional captions that
would be auitable are: We depend on you for our future. There are __________ of us to enter school this fall. Are you planning schools for us? We are the future citizens of the country. Jack and Jill are hopeful now. Because they know when bonds are passed, They’ll have school room space at last. We are being crowded out.
Figure 10.
analogy that strikes home to the parents.
Here is an How often they
have seen Mary and Joe out grow their clothes.
This draw
ing provides a humorous yet understanding attitude of just how serious a crowded school situation can be.
Other
captions co uld be: W e ’ve
outgrown the situation.
It's time expansion began. ability.
What will happen now?
A tight fit cramps our
Provide bonds for school expansion.
There are many of us in the same boat.
17
OUR FUTURE IS IN YOUR HANDS *■
Figure 9 CHILDREN DESERVE THE BEST
NO ROOM FOR EXPANSION
WHAT NOW
Figure 10 WE ARE BEING CROWDED OUT
19 There Is a line up morning and afternoon.
Figure 11*
A simple pictorial drawing often does much to bring home to the public the truth about actual school conditions. The portrayal of children leaving as others enter brings home the question, "What is going to happen to my child's education and training?"
Here is an opportunity to state
school attendance and estimated attendance.
Each figure
could represent a certain number of children, thereby, re presenting the district child population.
Suggested
captions are: Why put your child on a swing
shift?
How will he spend the rest of
his time?
His school time is being rationed. Our schools have become beehives. Quite a brief session for education. Pupils come early. Pupils come late. "Half day," you say, "Is now their fate." Half day sessions are robbing
your child.Figure 12.
Children marching to school with banners certainly makes half day sessions appear very ridiculous. cle ar the fact that education must be
It makes very
quite brief and of
20
little value in such a limited school time.
Certainly
Johnny must not have much time to develop any of those needed get along together attitudes.
Captions that would
prove attractive are: Are y ou going to leave our education on this basis? Haven't we a right to more time? Have you forgotten we are the future generation? Our country will depend on us.
But, will we be properly
trained? Pull time school is our inherent right. Have
we reached such a speed era that school time
must be cut in half, too? There certainly isn1t room enough for the coming ones. Figure 13. tions.
Exaggeration is a good way to portray situa
The ridiculousness of the picture brings home the
school needs.
This is an especially good illustration for
a high school bond issue.
Suitable captions are:
Don't crowd me out of school, please. We've just grown too large to enter* Population and schools don't match.
A YES vote for
school bonds. This is how we stand.
_ _ _______
children now. _ _ _ _ _
buildings needed now. This school was built in __________ .
It cannot
accommodate our pupil growth rate of __________ .
21
CHANGING SHIFTS B DJ
IS YOUR CHILD A SWING-SHI PUPIL? DO SOMETHING Y E S
ABOUT
IT
BY
V O T IN G
ON SCHOOL BONDS
Figure 11 THERE’S A LINE UP MORNING
AFTERNOON
22
EDUCATION IS BEING RATIONED WLttSUMl
THERE DAY
W IL L BE _______ OF US ON HALF
WITHIN
THE
NEXT F IV E
YEARS.
Figure 12 HALF DAY SESSIONS ARE ROBBING YOUR CHILD
NO ROOM HERE
WHAT ABOUT MY EDUCATION? Figure 13 THERE CERTAINLY ISN'T ROOM ENOUGH FOR THE COMING ONES
24 The elementary school load is moving into high school. Figure 14.
This illustration is for use in presenting a
high school bond issue.
It shows the seventh graders moving
in and crowding out the present high school population. Crowded situations humorously expressed bring to light the school problem of increased enrollment.
The number of
seventh graders moving into high school and the expected increase may well be quoted here.
Captions appropriate for
this drawing are: We're being crowded out. There's more than one student per seat now. At this rate our chances for the future are slim. The "Old Woman in the Shoe" couldn't be more crowded. Our rate of Increase is climbing rapidly.
Figure 15.
Graphs with figures of children proportioned in size as to rate of growth make a vivid picture for the public.
The
actual increase within a certain period of time can be clearly shown.
Captions that may be used with this illus
tration are: We are increasing at the rate of __________
children
every year. We have doubled our school enrollment in the last ___________ years. We must build schools to meet rapid pupil growth. Our schools have not kept up with rate of increase.
25 We must build schools to meet growing pupil enroll ment* Our schools have failed to keep up with enrollment increase. Every day there's more and more waiting at the schoolroom door. Vote for school bonds and STOP OVERCROWDING! The schools .just won't hold anymore.
Figure 16.
Humor again, as portrayed by the boy's expression and the rising schoolroom roof, plays an important roll in arousing public interest as to school conditions.
This is a good
illustration beneath which to quote district statistics of present enrollment and estimated enrollment for the future. This drawing is intended for use with a high school bond campaign.
Captions could be:
This condition exists right now. The school just won't hold them all. What is going to happen to those that can't get in? You have a place to work; so should we. Overcrowded conditions leave no choice. Our physical education building is a crowded grand stand. Help us build a new __________ . name of the building needed.)
(Substitute the
26
THE HIGH SCHOOL TOO WILL SOON BE LIKE THIS
T H E HUGE E L E M E N T A R Y S C H O O L POPULATION IS MOVING UP. WHAT ARE YOU GOING TO DO A B O U T I T ? ? ?
A YES VOTE Figure 14 THE ELEMENTARY SCHOOL LOAD IS MOVIES INTO HIGH SCHOOL
27
ELEMENTARY ENROLLMENT 800
700
600
500
400
301
200
0 p
1945-46
19 5 0 51 -
Figure 15 OUR RATE OF INCREASE IS CLIMBIEG Ra PIDLY
20
WHAT ABOUT ME AND MY PALS ?
ran
m
n
TH E R E ’S NO ROOM FOR US WE
NEED
Y O U R VOT E FOR SCHOOL - BONDS • • •
% Figure 16 THE SCHOOLS JUST WON’T HOLD ANY MORE
29 School enrollment Is outp;rowin& school room. Figure 17*
A pictorial graph showing actual enrollment
conditions is the clearest picture that can he presented to the public in a school bond issue campaign.
An oppor
tunity is given to present in graph form growth in school enrollment over a period of years. may also be stated. this type of drawing.
Estimated enrollment
Use short meaningful captions with Suggested ones are:
Many are left out. Room space is limited. Change this situation now. Schools are needed nowi School housing is a big question.
Figure 18.
People
are curious and a question mark always arouses interest. This would be an excellent illustration to attract attention to the elementary school housing conditions. ment of children is hard to take. immediately aroused.
The disappoint
A feeling of sympathy is
Captions that could be used are:
Please help by voting YES for school bonds. We have to face it.
Why don't you?
We're in a sad plight.
You can help us.
Tears won't help but x's will. Mark your ballot so bonds will pass. Then school room we'll have at last.
30
YEAR 19 44 — 1945
ROOM FOR THESE
NO ROOM FOR TH ESE
ENROLLMENT INCREASE ENROLLMENT TO REACH ______ W IT H IN YEARS WE NEED ROOM EACH FIGURE REPRESENTS STUDENTS
Figure 17 SCHOOL El-iROLLMELT IS GUTGHGV/IHG SCHOOL HOQM
WHAT ABOUT THOSE OVERCROWDED SCHOOLS
CAN I HELP IT IF THERE IS
NO
. . . FOR US • • •
Figure 18 SCHOOL HOUSING IS A BIG QUESTION
ROOM -•
32 The districts are p;rowinp;.
Figure 19.
This is a
clever way to show growth in the different sections of the school district.
At a glance one can get a picture of the
approximate increase over a period of ten years.
The name
of the district may he placed in the "blank at the top. After the word "increased" the per cent of increase is stated.
Other suggested captions are:
Our rate of growth varies in each section, hut we all need more schools. The schools have not kept up with the populations increase. Provide the means for their education. One adequate school adds a 10,000 dollar opportunity to a child's future. The children ask for your help.
Figure 20.
Typical
school children with placards are a good attention-getting device.
The public is always interested in what the
children have to present. the placards a.re: Build more schools. Vote for bonds. Schools are needed. YES on bonds. We're crowded out.
Captions that could he used on
33
IS GROWING
CHIUO
POPULATION
HAS IN C R E A S E D _ % SINCE 1 9 3 5 . THIS MEANS OUR SCHOOLS W IL L SUFFER UNLESS YOU V O T E FOR SCHOOL BONDS Figure 19 THE DISTRICTS Are growing
WE NEED MORE ROOM HELP
VOTE
YES
OUR
TO PASS
SCHOOL
SCHOOL
Figure SO THE CHILDREN ASK FOR YOUR HELP
BONDS*
35 The youth of tomorrow asks for help. Gute, attractive children always They
Figure 21.
appeal to thepublic
eye.
call immediate attention to the large placard which
should bear an inscription that is appealing, brief, and to the point.
If there are startling statistics as to growth
or shortage of schools, these facts could be briefly stated on the placard.
Other captions for the placard might be:
Build those needed schools by voting YES on school bonds. Plan a bright future for us by providing adequate schools. Your decision decide s our future opportunity. W e ’re over crowded now.
You can help with a YES vote.
The future lies before us.
Help us to be prepared.
We wait for your vote. To know the outcome of our
fate.
Time does not wait. Build schools before it is too late. There1s too many children to get inside.
Figure 22.
A long line of children marching into a bulging school house certainly represents the school situation adequately. Attention is always attracted by action in a drawing.
This
36 one is especially for elementary school "bond issue.
The
captions below would be very suitable, too. The line is growing longer everyday. They x-d.ll soon .be waiting their turn to enter. The school building is giving under the pressure of increasing enrollment. We can't.continue this way much longer. Build now before some have to stay home. The buildings are out of date.
We need to enlarge
and modernize. The community is growing everyday.
Figure 23.
A
group of buildings with many figures about give a good im pression; of community growth.
When people realize that;,
their community is growing rapidly, they can better realize that the child population will naturally be on-the increase. The public takes pride in its growing community; therefore, and appeal of this type arouses public pride in its schools also.
It would be wise to quote actual statistics as to the
rate of community growth.
These figures should include pop
ulation, new homes, new business, and increase in school en rollment.
Suggested captions are:
We have changed rapidly in the last ten years. must your schools. Build modern schools for a growing community.
So
37
REMEMBER THE CHILDREN U)E
NEED Y O U R
HELP UOTE YE F0R SCH00i 5
B m
m
Figure 21 THE YOUTH OF TOMORROW ASKS FOR HELP
38
DON’ T
PUSH
YOUR C H IL D OUT
PRO VIDE
BY VOTING
I
OF SCHOOL
FOR BOND ISSUE
I
Figure 22 THERE'S TOO MANY CHILDREN TO GET INSIDE
ARE 6 R
THE
EVERY
SCHO OL
DAY
ENROLLMENT
Figure 23 THE COMMUNITY IS GROWING EVERYDAY
39 Outside appearances can fool you.
Figure 24.
A
glance at this illustration would give the public a good idea of the crowded school conditions.
Too often school
buildings that are beautiful and well kept fool the public as to room space.
Many fail to realize that the best of
schools can become too small to accommodate rapidly increas ing enrollment.
So if your district schools are of this
type, let the public have a glimpse inside.
Other captions
for this illustration are: Just peek inside and see for yourself. A beautiful school building can hold only so many. New arrivals will be without a school. We take pride in our schools.
Let’s make them ade
quate for all. Children need opportunity now.
Build for their
future. It's up to you, the public, to provide us space. The small fry are anxious to enter school, too. Figure 2 5 .
There is nothing more appealing to the general
public than a small child with lunch pail in hand staring wistfully at a closed school room door.
This is a good
illustration for elementary school bond issue campaign. Other captions are: Mary wants to go to school; But she, like many other ones,
40 Will find there is no room Because of lack of funds. A little child should have the right beginning. We need more room for all, large and small. Will the school doors be closed to your child?
Not
if you help to pass school bonds. We need to build new ones and rebuild the old ones. Vote YES that all may attend school full time. The path through school is a long one.
So provide
the best. We are turning them away because we have no room. Permanent school buildings are important.
Figure 26.
It is important that the public realize the value of per manent school buildings.
Many temporary buildings, put up
in haste, lack necessary school facilities as well as cor rect lighting and ventilation.
It is often difficult to get
a school bond issue over for permanent buildings.
A sketch
of well-constructed, large buildings helps to bring to mind a picture of the present structures.
If you face the
permanent building problem this is the illustration that can wisely be included in your bond campaign.
Another
caption you might find more fitting is; We need __________ permanent buildings now.
4-1
There is no more schoolroom space left.
Figure 27.
A humorous sketch of children sitting on .a school house roof, studying their lessons brings to mind such questions as:
What's the matter with our schools, now?
so crowded? getter.
Why are they
Any sketch of this type is a sure attention
This is a good picture with which to combine
statistics showing enrollment increase over a period of years.
Additional captions are: They don't fit now.
What about 1953?
There's no room for us.
You can help by voting for
school bonds. Wo place:to work.
What happens now?
There's still more to come.
Where will they sit?
Funds are needed to begin building.
Figure 28.
Humor again brings to public attention interesting facts about school needs.
Busy workers and a sleeping clock
bring home to the public their responsibility in regard to school construction.
Other captions for this illustration
are; It's been __________ years since we have built a new school. Provide funds at once by voting YES on bond issue. Time is wasted when funds are not ■» available.
42
IT LOOKS GOOD FROM THEwFRONT BUT IT’S ^ ^ E A C K E D
rr T H E R E ’S JUS TOO MANY 0 Figure 24 OUTSIDE APPEARANCES CAL FOOL YOU
IS YOUR CHILD GOING TO DISAPPOINTED ?? E
E
Figure 25 THE SMALL FRY ARE AHXIOUS TO EHTER SCHOOL, TOO
43
PROVIDE
FUNDS FOR P E R M A N E N T AND MODERN SCHOOL BUILDINGS
Figure 26 PERMANENT SCHOOL BUILDINGS ARE IMPORTANT
WE JU S T F IT
W O N 'T
LET’ S B U IL D M O RE SCHOOL ROOMS 111
VOTE Y E S FOR B O N D S Figure 27
THERE IS NO MORE SCHOOLROOM SPACE LEFT
44
WE START WHEN
FUNDS AR AVAILABLE T IM E
DEPENDS
ON YOUR
VOTE
Figure 28 FUNDS ABE NEEDED TO BEGIN BUILDING
V=
45 The community has outgrown the schools.
Figure 29.
Exaggeration in a sketch plainly shows the relation between the school and community growth.
The public often fails to
realize that the community has grown so fast that the schools have not had the funds to keep up with population growth.
A rapidly growing community would find this an
appropriate illustration for school bond issue.
Captions
to use are: We have left the schools behind. The population has outgrown the school facilities. We are crowded out.
We need more space.
Provide funds for our expansion.. Your schools are your most valuable possession. Help them to keep up with population growth. Enrollment growth has been astounding.
Figure 30.
This is a statistical Illustration depicting growth and needs.
The wording can be easily changed to fit the dis
trict requirements.
Enrollment figures or average;
attendance records may be placed under each house. could be placed above the house.
daily The year
Each stick figure could
represent a certain number of students.
This posture is
suitable for both high school and elementary school bond campaigns.
The additional rooms can be changed to suit the
level represented.
46
RAPIDLY GROWING VILLAGE
r *“ Trr
rl
rrrr
rC i
•r r r Lr r
fr r'J«f
r r
«>
rr
HAS fr rr
r
fr fr
fef
rr U n CHOOLS\ BEHIND \
r
r
If \ f k
B Ilf Figure 29 THE COMMUNITY HAS OUTGROWN THE SCHOOLS
47
SCHOOL POPULATION IS GROWING OUT 4 1936 IN
1946
1941
/
9
1951 M O R E PUPILS
5 YEARS
znukunmmm THIS MEANS ADDITIONAL CLASSROOMS PLUS
LIBRARIES
CAFETERIAS jSOFFICE! ASSEMBLY ROOMS PLAYGROUNDS**^""
O
-Vit
Figure 30 ENROLLMENT GROWTH HAS BEEN ASTOUNDING
^x
48 Schools should keep up with business growth. 31.
Figure
An appeal to community and business growth does much to
develop public interest in the school needs.
It is impor
tant -that business realize the value of good schools.
A
community that has a fast growing business section will find this is a very suitable illustration to use in connection with the school bond campaign.
Statistics as to actual bus
iness growth, the present number of schools, and the present enrollment could be quoted.
Suggested captions in addition
to those on the illustration are: Business has grown at the rate of ________businesses per month. last __________
new
We have not built a new school in the
years.
Customers build business.
They want good schools for
their children. Provide adequate schools and keep the community growing. Schools, community, and business are all dependent on one another.
Provide adequate schools to keep satisfied
citizens. Good schools encourage customers. Good schools build a fine community. Time moves forward.
Figure 32..
This illustration
suggests that the schools have been slow in following the
49 propress of the community.
If the district is 'one where the
public has shown little interest in the schools which have. been at a standstill for some time, this is a suitable drawing for the bond campaign.
Other captions could be:
Time moves forward but our schools are at a stand still. I t ’s time to modernize. We have failed to keep up with progress.
Your child
will not be prepared for his place in the world. Yesterday’s school is out of date today. Youth dreams of the future. high school bond issue campaign.
Figure 33*
This is for
In the picture there is
the appeal of the hopeful adolescent.
The interest of the
youths of today in modern, well-equipped schools is shared by most of the general public.
Therefore, this drawing por
trays an adequate reason for a, yes vote, on school bonds. Suggested captions are: Make their dreams for an adequate education come true. Build schools that the youth of today and tomorrow will be proud to attend. Prepare them with the best in education. Modern buildings provide up-to-date advantages. They look to education for their future. Their dreams will come true with a YES vote for bonds.
50
B U S IN E S S IS S T I L L G R O W k I N G iuL A ARE YOUR SCHOOLS KEEPING P R O V ID E
BUT
UP ? TH E FUNDS FOR
PROGRESS.
VOTE • • Y E S • •
Figure 31 SCHOOLS SHOULD KEEP UP WITH BUSINESS GROWTH
OUR
SCHOOLS
ARE
B E H IN D THE TIMES
PRARIE i-
I MAKE
I IT ' Y E S
ON
SCHOOL BONDS
Figure 32 TIME MOVES FORWARD
X
51
WILL THEIR DREAMS COME TRUE ?
YES, IF YOU VOTE FOR SCHOOL BONDS Figure 55 YOUTH DREilMS OF THE FUTURE
52 The village has grown to he a city.
Figure 34.
Comparison of growth by use of building structions usually proves a good way to acquaint and remind the public of the population increase.
Such an illustration develops an atti
tude which will lead to interest concerning increased school enrollment.
This is an excellent drawing for a public that
has not recognized how rapidly their community has been growing. needs.
It will lead to thought about school problems and Other captions are:
Our population in __________ was ___________ . now __________ .
This means we must have more schoolrooms.
Our schools were built then. __________
It is
What about now?
schools were built in __________ .
___________ have been built in Wishing for funds is useless.
Only
. Figure 35*
The Horn
of Plenty is like Pandora's box because it attracts public curiousity.
Banners presented by the dollars rolling out
blazon the school needs. arouse public interest.
This is a good illustration to Additional captions are:
You may provide a horn of plenty by a YES on school bonds. Let's not wish; let's act now. Schools would like a horn of plenty but they will be happy with a YES vote on school bonds.
55
HAVE OUR SCHOOLS KEPT UP WITH 6R0WI
____
Lrrrrl
r r
Irrlrr rr
rrr
FROM THIS
rrrl [r r
THIS
TO Figure 34
THE VILLAGE HAS GHOWN TO BE A CITY
WISHING FOR A HORN OF HOR £ * SCHOOtS
t
f>
BETTER 'EQUIPS the-0esr j’ £ACHE&
IS USELESS BUT WE C A N VOTE • •• PR O V I DE • • • Figure 55 WISHIEG FOH FUUDS IS USELESS
A N D ---
54 The last twelve years has swamped u s .
Figure 36.
Here is a pictorial representation of statisics.
This typer:
of drawing presents a vivid picture of existing conditions. The figures of children racing to the top represent rapidly increasing enrollment.
Average daily attendance could be
quoted beneath these figures.
Suggested captions are:
As the enrollment rises, so must the school buildings rise. It is evident that we need more room. Our attendance has skyrocketed.
Make it a YES for
school bonds. Schools must keep up with the changing world. Figure 37* changing.
Shifting sands always
bring to mind a constant
This illustration would be very appropriate for
desert localities.
Subjects with which the public is famil
iar help to make clearer the issue at hand.
Useful captions
are: As the sands change so must your schools to keep up with modern progress.
Vote YES on school bond issue, Nov
ember __________ . Nothing can stand still and keep up with our changing times.
Keep your schools modern by providing funds. From the old to the new in these changing times. Sand dunes take form; so must new school buildings.
55
THE FACTS
ARE PLAIN
7200
4200 1952
1956
MORE PUPILS
MORE
I9 6 0 SCHOOLS
Figure 36 THE LAST TWELVE YEABS HAS SWAMPED US
WIND BRINGS CHANGE SO DOES PROGRESS-
THE SANDS CHANGE WITH TIME THE SCHOOLS FOLLOW PROGRESS PR O V ID E
T H E FUNDS WITH A YES VOTE
Figure 37 SCHOOLS MUST KEEP UP WITH THE CHANGING WORLD
57
The horse and buggy days are over*
Figure 38.
The
quaint picture of a horse and buggy doctor always has public appeal.
It is such a far cry from modern progress today that
immediate comparison is seen.
This is a good illustration
to awake the uninterested public into action about school needs.
Many captions can be used as: The old days were grand but we can't look backward.
We must build schools to keep up with modern progress. The horse and buggy days are over. is here to stay.
Modern progress
So, build schools for the modern day.
The modern doctor needs the best equipment and ade quate space; so do your schools. Progress has left the horse behind; so is it leaving the old school buildings. Cramped conditions provide a poor learning situation. Figure 39.
The humorous illustration compares the absurdity
of a crowded school with a can of tightly packed sardines. The public sees the stupidity of such a situation and will lend an ear to hear means of changing the school's plight. Other captions are: "Schools are packed. School bonds are the answer.
The situation must be changed. Vote YES Tuesday __________ ."
"Room has ceased to exist. w a l l ."
We're packed from wall to
58
OUR SCHOOLS ARE AS OUT-OF-DATE AS THE COUNTRY DOCTOR'S HORSE
BUGGY
LET’S MODERNIZE WI TH MODERN EQUIPMENT Figure 58 THE HQBSE AUD BUGGY BAYS
a
HE OVEB
59
IF YOU THINK WE ARE CROWDED,YOU SHOULD PUBLIC SCHOOL NO. 159
VOTE
YES
A
FOR BONDS
Figure 39 4
CRAMPED CONDITIONS PROVIDE A POOR LEARNING SITUATION
60
I t 1a a race to set those new buildings.
Figure 40.
The tortoise and the rabbit legend always brings a laugh and with a YES on the winner the implication is very clear. This type of illustration helps make the bond issue a sub ject to remember.
Association with familiar fables, stories,
etc., is one source of good campaign material.
Captions
that could be used are: Which side are we on?
Make it the YES side to pro
vide the needed schools. We can't wait.
We must build now.
The winner carries the right banner.
Provide the
funds to build those new schools. Wait for the tortoise and our children will be crowded out. Temporary housing is detrimental to education. Figure 41.
The bird is an outstanding representative of
temporary living.
She presents a humorous yet serious side
to the school housing problem.
This is a suitable illustra
tion for those districts that have erected temporary school buildings to meet increased enrollment.
The public has to
be impressed with the need of permanent buildings.
Another
caption is: She can build for nothing but we need Immediate funds for our children's schools.
61
m
IT’S A RACE FOR TIME WE NEED THOSE SCHOOLS
NO
NOW Figure 40
IT’S A RACE TO GET THOSE HEW BUILDINGS
SHE DOESN’T PERMANENT H
ED A
BUT YOUR CHILD DOES FOR SCHO Figure 41 TEMPORARY HOUSING IS DETRIMENTAL TO EDUCATION
62
Some children will have to stay at home for lack of classrooms.
Figure 42.
Humorous animal drawings can malce
school situations very real.
The public feels sorry for a
little child that must be refused admittance to kindergarten because of over crowded school conditions.
The public
realizes that this cartoon represents many a true situation^ Suggested captions are: Build more schools and provide room for all. It's equal opportunity for all.
Let's make it poss
ible with more classrooms. Don't disappoint your child.
Have modern schools
ready for him. Schools are important to a child.
They must be kept
adequate by you. Swimming is an important part of education. 43.
Figure
All parents desire that their children learn to swim,
but the public does not seem to realize that it takes funds to build those high school pools.
A humorous cartoon some
times helps to put across the point.
Since elementary
schools can't afford pools this would be a high school issue. Learn to swim; then we must have a pool. Provide that new physical education building and swimming pool for ___________ high school district. the youth of today and voters of tomorrow.
It's for
63
DON’ T
LE T T H IS H A P P E N C H IL D R E N
TO
OUR
J&--
V O T E BONDS FOR ADEQUATE SCHOOL!
%
Figure 42 SOME CHILDREN WILL HAVE TO STAY AT HOME ' FOR LACK OF CLASSROOMS
BONDS FOR NEW PH YSIC AL
ARE YOUR BOYS AND QIRLS G E T T IN G THIS O P P O R T U N IT Y ?
EDUCATI^JU*^* BLD
*
Figure 43 SWIMMING IS AN IMPORTANT PART OF EDUCATION
64 Votes are needed to pass school bonds*
Figure 44.
For western states this would be an ideal illustration to use with a bond issue campaign.
The familiar cowboy and
his lariat has an appeal for voters of all ages. represents action worth-while. to act for a good cause.
A cowboy
Here he invites the public
Other captions are:
It's roundup time for those YES votes. Corral those votes for school bonds.
We must build
more schools now. Leave it to the cowboy.
He'll bring in theYES votes.
The cowboy knows we need those
new schools. He's
asking you folks to help by voting for school bonds. A bucking horse is no help.
Figure 45*
horse is always an attention getter.
A bucking
It is useful in many
parts of our country since western life is traditional.
It
is the aim of this drawing to attract the voters interest so that he will read the presented information.
A bucking
horse represents stubbornness.
The public will read to find
reasons.
to use are:
Additional captions
The bucking horse is in
a rut; so will the schools be
if school bonds fail to pass. Don't buck on voting.
Be there to cast your YES vote
for school bonds. Buck out those NO votes.
We must have schools.
65
ROUND UP THOS VOT YOUR CHILD OTHERS
Figure 44 VOTES ARE NEEDED TO PASS SCHOOL BONDS
DON'T BUCK ON BONDS THEY ARE FOR THE CHILDREN O F ---------D IS T R IC T
Figure 45 A BUCKING HORSE IS NO HELP
66 It takes money to build new schools*
Figure 46.
Cartoons using figures representing money provide interest to people.
They like to study them and observe the sug
gestions implied.
This is a clever way to express money
needs and to present the problem to the public.
Other
captions s.re: It takes money to build adequate schools. Provide those dollars now for (completed by wording on banners in illustration). Spend dollars and build a future for a child. HiJ Hoi
A dillar, a dollar
We are here to be spent For that new little scholar. There are three iimportant letters. "B". "G” . flD n . in the school building program.
Figure 47.
Here is another
cartoon providing action for the public mind. idea always seems to appeal to people. once introduced to school needs.
The alphabet;.,
The public is at
Another caption might be:
B is for those better schools and bonds we need to build them. C means calling loud and long that "YES's1* are im portant . D stands for all the dollars that our schools so badly need*
67
THE BEST
WAY TO USE US F=»
llll
mmm
*o2
noRB
$
F=l
M
%
Q
P
BUILD $ NEEDED SCHOOLS
Figure 46 IT TAKES MONEY TO BUILD NEW SCHOOLS
68
B
c
IS FOR BONDS TO B U IL D N E E D E D ROOMS AND N E W SCHOOLS
IS TO C A L L A T T E N T IO N TO A L 'C 'V o TERS
D
IS FOR THE DOLi THAT MUST ROLL SCHOOLS
Figure 47 THERE ARE THREE IMPORTANT LETTERS, "D", IN THE SCHOOL BUILDING- PROGRAM
69 The cost of school bonds is small.
Figure 48.
plays an important part in picturing actual cost.
Money
The
cartoon sets a good mental attitude for the serious problem of school bonds.
The public is always interested in cost.
If it can be presented cleverly, some of the deterring factors are eliminated. district figures.
The amount can be changed to fit
Other captions that could be used are:
School bonds will cost only __________ Play safe and spend that __________ school bonds. A child's future The best
cents a day.
cents a day for
education is at stake.
schools for less than __________
day is a bargain in education.
cents a
The average home owner
wants good schools. The future education pennies a day.
of a child depends on a few
Figure 49• The piggy bank and the penny
saving appeal to the public sense of thrift.
The correct
number of pennies may be used to represent the daily cost of the bonds to the public.
Other statistics may be added
as shown by the captions below: When I hold $___________ those needed classrooms will be built. The cost of building additional classrooms Is only a few cents a day.
70
SCHOOL
BONDS COST L E S S
THAN . • •
5 ■
ARE YOUR SCHOOLS ? Figure 53 DOC STORK IS USING MASS PRODUCTION
76
The public has to face facta.
Figure 54.
The
humorous cartoon of a stork being threatened because the schools are asking for increased taxes brings clearly to light the fact that those already with us must be previded with adequate equipment.
The public sees the ridiculousness
of trying to place the blame on an innocent party.
Other
captions are: Why blame the other fellow?
L e t ’s share the costs
and provide the best in education. You caught the stork but that won't help.
It's funds
that are needed to provide adequate supplies. The stork can't bring school supplies, too.
We must
have funds to provide the best. Why blame the guy who has done his share?
You must
do yours now. The schools must not be let down.
Figure 55*
Car
toons that arouse curiosity as to what has happened are always useful in attracting public attention.
Protray some
incident that is funny and people will look to see what it is all about.
This cartoon could be combined with others to
complete a pamphlet setting forth facts concerning a pro posed tax increase.
Suggested captions are:
Let's stand up and face facts.
We need funds to pro
vide the best in teachers and equipment*
77 Lying down on. the job w o n ’t get those funds the schools need. That bump woke him up.
He'll vote for proposition:
___________ now because he knows the schools are depending on it. Don't fall down on your child's future.
He looks to
you for the best at school. The sehools can't stretch their funds anymore. Figure 56. material.
A circus animal is a good subject for campaign One can make clever analogies that make the point
of a situation quite clear to the public.
This cartoon does
just that by showing the difficulties the schools must face;, with static school funds.
With this cartoon the school's
needs could be listed with the present funds provided for each and the estimated funds needed.
Other useful captions
are: He has reached his limit and so have our school funds. What happens when we can't stretch anymore^
It means
more money is needed. He'll throw his neck out of joint if he stretches any more.
School funds are already out of joint.
They just
don't fit the needs of today. He has stretched his neck; More food to get. We've stretched out funds but' they don't fit yet.
78
YOU ^ CAN’T
WIN I!! 1/
J
WHAT ABOUT THESE AL RE A OY Figure 54 THE PUBLIC HAS TO FACE FACTS
HERE??
79
DON'T FALL DOWN ON YOUR ^ DUTY IT'S UP TO YOU TO PROVIDE THE
BEST Figure 55 THE SCHOOLS MUST HOT BE LET DOWH
A GIRAFFE CAN STRETCH HIS NECK BUT WE CAN'T STRET OUR SCHOOL FUND 9
Figure 56 THE SCHOOLS CAH*T STRETCH THEIR FUNDS ANYMORE
80 Everyone must do M s
share.
Figure 57.
Domestic
animals and their young provide a charm that is appealing to most of the general public.
They make good illustrations
for school issues that are not accepted too favorably by the people. tude.
They set the stage for a more receptive mental atti This would be a good sketch for a community afraid of
increased taxes.
Additional captions that could be used are:
Youngsters are all alike. adults provide for them.
They need the concern that
Remember their school needs and
vote for proposition __________ . One person can't do it all.
Everyone must vote to gett
those needed school funds. Don' t let your children down. best
Provide funds for the
in teachers, supplies, and modern classrooms. The pups want their pals remembered.
Figure 5 8 .
No
one can resist pictures of puppies with their cute expres sions.
People stop to take a second look and read the
captions.
This is an eye catching illustration that will
capture the hearts of many and place them in a mood for considering more serious matters.
Oaptions that would be
useful are:
Vfe will do anything for our young masters.
Have you
considered their school needs? Our pals deserve the best in school.
Provide the funds.
81
SHE IS DOING HER SHARE
BUT
HAVE YOU DONE YOURS BY PLANNING
FOR
YOUR CHILD’S FU TU R E ? Figure 57 EVERYONE MUST DO HIS SHARE
82
WHAT ABOUT • PALS
•
OUR •
m
© U
TH EY REM EM BER
DESERVE THE BEST V O TIN G YES
DAY X
Figure 58 THE PUPS WAHT THEIR PALS REMEMBERED
•
•
83 Mrs. Duck is providing for her young; by voting. Figure 5 9.
Ducks are such funny fowls that they always pro
vide a laugh.
A laugh is needed when tax increase is to be
presented to the public.
Mrs. Duck certainly presents
plenty of reason for voting YES at the poles.
Many minds
will begin to wander if maybe they should think more deeply concerning school needs and the benefits that more funds would provide.
Other captions are:
Your children need your help. going to the Poles __________
Give it to them by
and voting YES.
She has made up her mind.
Have you made up yours?
Mrs. Duck has realized the needs. YES for that proposition __________ .
S h e ’s off to vote
Tuesday ___________.
A magician can1tt.help the schools.
Figure 60.
A
magician's tricks are always secrets the people would like to know. ed.
They'll read to see if any trick might be reveal
A curious mind is open to suggestion.
With this
illustration present the needs and facts clearly and concise ly.
Other captions are: He can pull out rabbits but he can't pull out the
funds we need. This magic hat is great, no doubt; But for school funds it won't work out. So vote YES for proposition ___________•
OUR MOTHER IS OFF TO THE POLE SHE IS V O TIN G YES PR O PO SITIO N
Figure 5© MRS.PUCK IS PROVIDING FOR HER YOUNG BY VOTING
YOU CAN’T PUL MONEY OUT OF HATS
so
IT 'S
YES FOR SCHOOL BONDS Figure 60 A MAGICIAN CAN’T HELP THE SCHOOLS
85 Schools need more than the hare necessities* 61.
Figure
This is a play on words hut it is humorous and repre
sents the function of the proposition for tax increase for schools.
Mr. Bear is exhausted from trying to make things
work out right. hy that YES vote. idea.
He is hopeful for that stack of money shown This is a subtle way of putting across an
Other captions might he: Never he satisfied with hare necessities.
Plan for
the "best. Let the money pour in hy voting YES on proposition __________ .
Provide better than hare necessities.
Mother Bird can't make supplies stretch.
Figure 62.
Hungry little birds and one lone worm certainly present a problem.
The mother bird feels just like the school heads;
not enough to go around.
This portrays well the school pro
blem when funds are short. getters.
Little birds are clever attention
Additional captions are:
Mother Bird has a problem. Her little ones to feed. Our schools have a problem, too; In getting funds they need. Parents must provide.
Don't hesitate for a few cents.
Food is important but so is education.
It costs, too.
86
SCHOOLS CAN PROVIDE^ ONLY T H E B A R E ft
N EC ESSITIES/ NOW « INCREASE SCHOOL / FUNDS BY VOTINC
• YE
g / y
32
Figure 61 SCHOOLS HEED MORE THAU THE BARE NECESSITIES
NOTl ENDUG
FOR ALL
Figure 62 MOTHER BIfiD CAN’T MAKE SUPPLIES STRETCH
87 The wise old owl gives advice. says the owl is wise.
Figure 63.
Legend
The public finds him a curious fellow
and likes to know what he has to say.
Cleverly cartooned,
he is very appropriate for school issues that need public attention.
Older citizens of a district will probably be
more attracted by this type of drawing.
Other captions that
would apply are: Follow his wisdom and provide the needs of your school. The wise old owl says, "Make your child*s'future se cure by voting for proposition __________ ." Be wise.
Modernize.
Provide the best for schools.
The community of growing.
Figure 64.
Here is a
pictorial graph showing the relationship of community growth to school enrollment.
An opportunity is provided to
state statistics with pictorial representation.
It ean be
used to present facts in connection with other illustrations for attention getters.
Other captions are:
Our schools must grow to meet .community demands. There are
more homes every year.
The en
rollment has increased __________ percent* From a rural community to a town.
From a __________
room school to a __________ room school.
Therefore, funds
are needed now.
88
THE WISE OLD OWI___ SAYS: THERE IS NO B E T T E R IN S U R A N C E FOR YOUR CHILD THAN
o
1. MODERN SCHOOLS 2 . W E L L -T R A IN E D TEACHERS 3 . ADEQUATE EQUIPMENT
SO MAKE IT YES PROPOSITION
BE TH ERE
TO
VOTE
SEPTEMB
Figure 63 THE WISE OLD OWL GIVES ADVICE
ON
R
89
OUR COMMUNITY GROWING
1935
1945
1950
NO.-
NO.-
N O ___
IS
SO MUST THE SCHOOLS
1935
1945
_______ PUPILS
WE
WILL
1950 PUPILS
NEED
MORE
Figure 64 THE COMMUNITY IS GROWING
PUPILS
SCHOOLS*^
90 The gchools call everyone to the poles.
Figure 65.
People are always sure that a caller has something to say worth hearing.
With a sketch, since they cannot hear, to
know they must read.
The psychological suggestion given by
the sketch of voters at the poles provides motivating in fluence.
Other captions are:
Secure the needs of our schools in everyway. Be at the poles on voting day. Be in the voters line up, Tuesday ___________. The herald calls you.
You must act by voting YES.
Don't turn a deaf ear to an important issue. Our children look to us for their future.
Figure 66.
Figures of school children always have public appeal. hard for the public to turn away from their needs.
It is
The
children with their lunch boxes bring public schools to mind.
They present in their attitude a hope for the future.
Other captions are: The children of today are the generation of tomorrow. They need more school funds.
You can help provide
them. Our children are the pride of our community. the best education for them.
Provide
Vote YES.
Have you provided for their school as you have for their home. Children look to the future; so must the schools.
HEAR YE HEAR YE!
JOIN THE BIG PARADE VOTE: 'HER'E.
ASSU RE YOUTH'S NEEDS V O TE
YE S ”
Figure 65 THE SCHOOLS CALL EVERYONE TO THE POLES
92
THE CHILDREN OF
DEPEND ON YOU FOR SCHOOLS Figure 66 OUR CHILDREN LOOK TO US FOR THEIR FUTURE
93 Our hands supply the children*s needs*
Figure 67.
Here is expressed the pcwer of adults over children.
Their
dependence on adults is cleverly displayed by two small children standing in the palm of a hand.
This is again the
appeal to human emotions by the use of cute children. Other captions are: You hold the future of your child in the palm of your hand. You are old enough to helpnus.
So vote YES to in
crease school taxes. Please don't forget us when you go to vote.
We need
better equipped schools. We can't read our future in your palm, but we hope you will decide it by voting YES next Tuesday __________ . School bonds are a big question.
Figure 68.
big question mark always calls for an explanation. public will read it if they can't hear it. in the question more interest is added.
The The
When a child is
Suggested captions
are: I have a question to ask you folks?
Have you given
careful consideration to proposition __________ ? Why question tax increase when your child's future is at stake? There's no question about the future. funds badly.
Schools need
94
EDUCATION MEANS OUR FUTURE HAPPINESS
, 1
Figure 67 OUR HARDS SUPPLY THE CHILDREN'S REEDS
VOTE FOR BONDS
WHAT ABOUT MY FU TU R E ? I DESERVE THE BEST
Figure 68 SCHOOL BONDS ARE A BIG QUESTION
95 A child takes pride In a Rood school.
Figure 69.
Again we have the human appeal, a hopeful child and a fine modern school.
This sketch shows the public the benefits
of a modern ways.
There is a spacious building with large
windows and a large play yard with up-to-date equipment. The illustration is for elementary use.
Other captions are:
Modern schools secure the future for her. The modern school building is useless without the funds to maintain it and provide equipment. The future is bright for her.
Keep it that way by
voting YES to provide funds. Sally's eyes glow with pride for a school that can provi d e • Schools train tomorrow1s youth.
Figure 70.
Adult
population is usually impressed by the picture of a child grown into a fine young man.
This type especially appeals
to the older people in the community.
Other captions are:
Our schools of today must be the best. Give your child a chance and he will do the rest. Today, provide the best for the young men and women of the future. A school with sufficient funds will prepare a good future for your child.
Make this possible by voting YES.
96
BE SURE YOU PROVIDE THE BEST urn-
r ■»
I
I
q
EDUCATION TODAY \ PROVIDES MORE COSTS MORE VOTE
YES
ON PR O PO SITIO N
Figure 69 A CHILD TAKES PRIDE ID A GOOD SCHOOL
97
TODAY’S SCHOOLS TRAIN TOMORROW'S _________ — M E M
• •
fM (t •••■ •
•
h
BUILD FOR THE FUTURE Figure 70 SCHOOLS TRAIN TOMORROW'S YOUTH
•
The publie likes to know the facts.
Figure 71.
For
the public that must have definite information this humorous illustration is very suitable.
The excess of material to
read through, as shown in the sketch, will help to develop an attitude that the school has probably spent much time in selecting the necessary facts presented in the campaign folder.
Suitable captions are: We have presented the pertinent facts. Read, and you will know why we need increased tax. Do you know the facts about tax? There are books and books you can read. But we have given you here The information you need. True facts bring light on the subject. Schools want you to know the truth. Investigate now. Costs are rising.
D o n ’t wait until voting day. Figure 72.
Gusts of wind and
clouds sending books and other school supplies up into the skies is a graphic way of expressing rising prices to the public.
If you know your type of public, you will be able
to decide whether this illustration is too fanastic to use. Other captions are: Rising costs mean more funds.
99 More funds or less supplies for your child.
Which do
you choose? Rising prices mean rising costs. Schools need supplies no matter what the cost* We are thrifty hut you don't want us to skimp on your child's education. Schools provide the supplies hut they must have the funds with which to purchase them. Money is necessary to equip your schools properly. Getting votes means action*
Figure 75*
Sometimes a
simple sketch like this is more effective than anything that can he used in putting across an issue. drawing attracts immediate attention.
Sudden action in a Startling statistics
combined with this illustration may help to give a more com plete picture.
Additional captions are:
The firecracker has hurst.
You now know our needs.
Don't let tax increase scare you.
You will really
pay a very small amount. The news is out.
Yes, your schools are short of
funds. Just calling your attention to proposition ________ . Schools need your support. What a noise, but we want you to hear. more funds. Break the news.
Schools need funds.
Schools need
100
DO
YOU TRUE
KNOW THE FACTS
VU'Uu
?
j
T H E Y 'R E
INSIDE
09
FOR THOSE WHO WANT THEM /
Figure 71 THE PUBLIC LIKES TO KNOW THE FACTS
101
YES COSTS ARE UP!
r (
c
o
j
*
I
f
Figure 72 COSTS ARE RISING
LET'S HAVE ACTION Figure 73 GETTING VOTES MEANS ACTION
102 Ola fire fighting methods are as obsolete as old schools and equipment.
Figure 74.
Many a grandpa and grand
ma will still remember the bucket brigade.
This sketch puts
over well the uselessness of outmoded equipment.
An analogy
with old schools brings to mind thoughts that have probably not been considered before.
The time element enters here as
a factor with such equipment.
Captions are:
Out moded equipment is a waste of time. D o n ’t wait for the fire to start before you decide to do something about school funds. Early methods were then O.K.; but we've much better ones today.
Vote YES and provide funds for the best.
It takes time but we will have the best if funds are available. An old ear is like old equipment. pld car is always a humorous subject.
Figure 75*
It provides a defin
ite comparison between the old and the new. get the analogy easily.
The
The public will
Other captions are:
Out of date equipment is like this car. With it you won't get very far. Why not provide the best To make your child's life a success? H e ’s in the past; so will the schools be for
103
THE BEST W A Y ,^ IN IT’S TIME *■" BUT Jf TIMES ^ j r SE35^ ^ l jZ HAVE4 CHANGED A
&
"
SO MUST YOUR SCHOOLS
Figure 74 OLD FIRE FIGHTING METHODS ARE AS OBSOLETE ^S OLD SCHOOLS
*o u t - o f - d a
YOU SAY
WELL SO IS THE SCHO EQUIPMEN
PROP m
Figure 75 A N OLD CAR IS LIKE OLD EQUIPMENT
CHAPTER IV FINANCIAL REPORTS This chapter includes pictorial graphs and charts that can he used to make financial reports more interesting, alive, and meaningful.
All material is clearly labeled and
a brief discussion of its use preceds each form.
All forms
are titled as to use. Distribution of the school tax dollar.
Figure 7 6 .
A pie is the old traditional way to show division of money for different uses.
This chart has an added feature: small
sketches representing the different budget categories of a school system.
Lines lead from each to its respective sec
tion of the pie on which are placed the percentages for each class.
The actual amount in dollars spent in any one
year could be listed under each division sketch. Source and distribution of the school tax dollar. Figure 77.
This graphic sketch shows the source of school
funds and the percentage of each.
Below is placed in car
toon figures the budget categories and their respective per centages.
The size of the cartoon heads is in proportion to
the amount of funds allotted to each division.
The balloon
is also divided into apportionate parts to represent pictorially the percentages of the sources.
THE SCHOOL
TAX DOLLAR! O PER A TIO NS R ETIR EM EN
0 AUXIUARY
A\
\\
AOMINIS
SEVICES
& i r o n M A IN TE N A N C E
n >
CAPITAL
T E A C H E R 'S SALARIES
OUTLAY j
ENSES
i OF
IN S TR U C T IO N
figure 76 105
DISTRIBUTION 0? THE SCHOOL TuX DOLLaR
106
SCHOOL
DOLLAR
STATE
AID X
D IS T R IC T TAXES —
A. %
iflUlWy/ 9 'ijb
9 gp|jBAT'®N
*
■%
^ ' h 's'»a1X=.Y==.
Sit
/
Figure 77 SOURCE AND DISTRIBUTION OF THE SCHOOL TAX DOLLAR
107 Per cent of receipts and expend!tures.
Figure 78*
This is another way of depicting income and expenditure of a school system.
The two pictorial circles help to make the
school financial bases a little more meaningful.
Percentag
es are given and actual dollars can be listed beneath these. This is an easy way to get a quick picture of the financial status of a school district. School taxes in relation to all taxes.
Figure 79•
This circle graph gives a very good picture of the relation of school taxes to all taxes that the public must pay. can realize how small the percentage is.
They
There is a place
for the name of the district, the general tax rate, assessed valuation, and average daily attendance.
Each school dis
trict would have to change the sections in the circle to represent the correct tax percentage for their respective district. Graph of expend!tures by budget categories. 80.
Figure
The line graph charts the amount of money and per cent
based on the total budget for two years.
This is a good way
to picture the value of the dollar and rising costs.
A
series of years could be graphed by using various types of lines or colored lines.
At a glance it can be seen which
categories are costing more and which are remaining fairly constant.
108
PER CENT OF RECEIPTS AND EXPENDITURES
OTHER
SOURCES
%
DISTRICT TAXES
ADMINISTRATION-1 TEACHERS* SALARIES — 9 OTHER EXPENSES O F INSTRUCTIONOPERATION-— 8 MAINTENANCE-5 AUXILIARY S E R V I C E ___ 6 FIXED C H A R G E S 2 CAPITAL O U T L A Y 3 C O M M U N I T Y SERVICES Figure 78 PER CERT OF RECEIPTS AND EXPENDITURES
109
SCHOOL TAXES 1950 S T A T E TvAXES
in r e l a t i o n t o ALL TAXES
LOQAL TAXES
%
SCHOOL DISTRICT
FEDERAL
TAXES
1940
■1 T A X
FOR
GENERAL
SCHOOLS
TAX
ASSESSED
STATE %
L OCA \I£X/TA
RATE
VALUATION FEDERAL
X
A. D .A .
A
TAXES
COMPARISON
OF
TAXES
THEN
RTTD
NOW
Figure 79 SCHOOL TAXES IN RELATION TO ALL TAXES
110
EXPENDITURES 1948—49 1949 — 50 — DOLLARS
TOTAL
BUDGET
BY BUDGET CATEGORIES ______
ESTIM ATED BUDGET 69.95%
9 0 0 ,0 0 0 6 0 .0 0 0 7 .6 1 %
UJ
(9 HI
O Im o
Figure 80 GRAPH OF EXPENDITURES BY BUDGET CATEGORIES
—
Ill School revenue»
Figure 81.
A series of circle
graphs show the change in school revenue over a period of four years.
Percentages are placed in the appropriate
sections of the circles.
The box at the top provides a
legend to the circle graphs and space to quote actual funds and their respective percentages for the current year.
This
is a good way to compare revenue changes and may be a guide, for future prediction. Plant valuation.
Figure 82.
The pictorial graph
provides an all over picture of the buildings of a school district.
Omissions and additions
to fit the school dis
trict concerned may be made as desired.
The graph merely
suggests how an all over view of the district's capital outlay may be made to present an accurate and clear picture of the present school building situation. Bonded indebtedness.
Figure 83 •
The pictorial chart
shows bonds outstanding per pupil in average daily attend ance.
There is a place to name each school in the district,
to show the amount of bonds for each, and to give the per centage of indebtedness. based on pupil attendance.
The figure emphasizes that this is The chart is simple but provides
a rather complete picture of the district situation as re gards bonds outstanding.
lia
REVENUE FOR 1
SOU R C E
AMOUiNT
SCHOOLS P E R C E N T OF TOTAl
RESERVE STA TE n i 5 T B i r.T OTHFRS
1
.......... ........... ....... ........ 1
II.Q.TAL
FROM 1946
1946-47
*
1948-49
TO 1950
1947
-
48
1949-50 Figure 81 SCHOOL REVENUE
SCHOOL PLANT CONSTRUCTION BUILDINGS
OLD
DATE
COST
VALUATION S IT E
ACREAGE
ES TI M AT ED -.YALULAILQH
.RIP-LAGE-MLNT. VALUE.
BUILDIN
NEW BUILD INGS
BUNGALOWS
LIBRAR IE S
I
MAIN OFFICES
Figure 82 113
PLANT VALUATION
114
BONDED INDEBTEDNESS DISTRICT
V
PERCENTAGE OF BONDED INDEBTEDNESS
1950-1951 ASSESSMENT ROLL 4 .29
FERNVtLLE
ENTIRE
COUNTY
BONDS OUTSTANDING PER PUPIL IN AVERAGE DAILY ATTENDANCE
Figure 85 BONDED INDEBTEDNESS
115 Comparing; aaseased valuation.
Figure 84.
The Diagram
provides a comparative picture of the assessed valuation of a district over a period of years.
It covers the total
assessed valuation, the assessed valuation per average daily attendance, and the general tax rate for the district.
This
could he changed into a current year report by substituting m
the names of the schools for the dates under the bags of money.
The number of bags of money, figures, and buildings
will be
determined by the size of the school district.
Assessed valuation by districts.
Figure 85 .
The
pictorial chart shows assessed valuation per average daily attendance by stacks of money and total assessed valuations by single dollars.
The heads represent the different dis
tricts as elementary, high school, and junior college.
The
total average daily attendance for each district is placed under the appropriate head.
The chart gives a good picture
of the total school districts as regards assessed valuation. Assessed valuation of school districts.
Figure 86.
This graph provides a way to show the effort of districts to maintain their schools.
The
stacks of money represent the
assessed valuation per average daily attendance.
The line
portrays the amount of money obtained by the district tax rate.
116
ASSESSED VALUATION OF THE LAST 10 YEARS
4
AfcO, 00 opoo $
[Pi/S',m o W . M
1940
a*
1945
1950
2
1955
ASSESSED VALUATION PER AVERAGE DAILY ATTENDANCE
G EN ER A L
TAX
RATE
1940
□ m u ELEMENTARY
1950
□no
T \ Q
TOTALS HIGH S C H O O L " ' L LtMENTARY
Figure 84 COMPARING ASSESSED VALUATION i -i
□ m u HIGH S C H O O L
>
117
ASSESSED VALUATION PER A.DA. BY DISTRICT 1949-1980
-^ 0
Er Er
:gU
TOTAL ASSESSEO VALUATION
JUNIOR COLLEGE
ELEMENTARY Figure 85
ASSESSED VALUATION BY DISTRICTS
A COMPARISON OF THE ASSESSED VALUATION PER PUPIL IN A.D.A. WITH T £ & DISTRICT SCHOOL TAX RATE
50,000
DlSTR|CT TAX RATE
194 8-1949
im 00
43
3 Q Q.Q.
Figure 86 ASSESSED VALUATION OF SCHOOL DISTRICTS
H CD
119 Report of assessed valuation, average dally attend ance, and buildings.
Figure 87»
The pictorial diagram
provides opportunity to show total assessed valuation, gen eral tax rate, average daily attendance for both high school and elementary, and the number by symbol of school buildings in the district.
This chart gives a general idea of the
district financial status, the number of school plants now being used, and average enrollment for each division. Report of population, assessed valuation, and school plants.
Figure 88.
In this pictorial chart the areas
withlnnthe school district can be named.
The approximate
population for each area, and the number of both high school and elementary buildings are shown by symbol.
There is also
a box in which to list the area names in each school dis trict, and to give the assessed valuation, average daily attendance, and general tax rate.
The chart provides a
rather good all over view of the areas, number of schools, population, and local school funds. School buiIding situation.
Figure 89.
The graph
shows the type of school building and the number of class rooms in each. classrooms.
There is also space to estimate needed
In the center the current building expenditures
can be quoted and the estimated expenditures given.
120
SCHOOL DISTRICT-
ASSESSED VALUATION
H
= ELEMENTARY
fTTTTI »
HI GH
SCHOOLS
SCHOOLS
Figure &7 REPORT OF ASSESSED VALUATION, A.D.A. ,BUILDINGS
121
SCHOOL DISTRICTS r
PARK VILLAGE HIGH
b a
DISTRICTS
^ ASSESSED
VALUE
ADA
ELEMENTARY
;___ PEOPLE GEN. TAX RATE
TOTAL
TOTAL
Figure 88 REPORT OF POPULATION, ASSESSED VALUATION, AND SCHOOL PLANTS
122
OUR CLASSROOM SITUATION CLASSROOMS
B U I L D IN G
EXPENDITURE
ELEMENTARY JUNIOR HIGH HIGH SCHOOL TOTAL ESTIMATED EXPENDI TURE FOR N E X T YEAR BUILDI NG PROGRAM ELEMENTARY
______
J U N I O R HIGH HIGH SCHOOL
______ ______
;
50
40
30
20 10
OBSOLETE
NGALOW
NEW
Figure 89 SCHOOL BUILDING SITUATION
BUILDINGS NEEDED
CHAPTER V ANNUAL REPORT The annual report is made more interesting if piotorial graphs and charts are used to represent some of the statistics to he presented.
In this section are suggested
materials for that use. School organ!zation.
Figure 90.
The pictorial chart
provides a clear picture of the total school plan.
The
total number of principals, teachers, and pupils in the dis trict are shown by symbols.
The labeling can be changed to
suit the district being represented. School district services.
Figure 91.
The graph pro
vides for listing of school enrollment by grade.
It
represents the total enrollment inreach grade for the district concerned.
There is space for additional infor
mation concerning special schools. School services in detail.
Figure 92.
The pictorial
chart shows the different educational services offered by the school district.
The pictures help to make each
division a little more enlightening and alive. make a good chart for public presentation.
This would
124
SCHOOL
ORGANIZATION
PEOPLE
BOARD
OF
EDUCATI ON
SUPERINTENDENT SPECIAL SERVICES
K
BUSINESS
I N STRUCT ION
PRINCIPALS
=
4
TEACHERS
PUPILS
44HL4
100
uum Figure 90 SCHOOL ORGAKIZATION
125
SCHOOL D IS T R IC T S E R V I C E S A N D . . . . . EN R O LLM EN T BY GRADES,SPECIAL SCHOOL 14 •
13 12
•
11 10 9
•
8 7 6 S 4 3
2 I
r/tily Vji
K
(i'll 11 1 U
3
111 Iki j{ L
T
19 5 0 - 51 m
W
____ Safes , —
m hkJ
Figure 91 SCHOOL DISTRICT SERVICE
126
SCHOOL SERVICES IN • • • DETAI • • •
RRICULUM
BUSINESS
'SPECIAL SERVICES CURRICULUM, SUPERVISION
H
ACCOUNTING AND AUDITING
ADULT EDUCATION
ft® HEALTH SERVICE
GUIDANCE
NURSERY SCHOOL
AUDIO - VISUAL AIDS
ELEMENTARY EDUCATION
EDUCATIONAL RESEARCH
RECREATION
m
BUILDING
CAFETERIA
MAINTENANCE
PERSONNEL
.
TRADE SCHOOLS
SECONDARY EDUCATION Figure 92 SCHOOL SERVICES IN DETAIL*
PURCHASING
127 Curricular offerings.
Figure 93*
The chart protrays
in picture form the instructional sections of the curricula division.
This is for high school and junior college use.
It could easily "be changed to suit any school district. Audio visual services*
Figure 94.
This is another
chart showing materials used by the schools for visual education instruction.
Charts of this type help to show
the progress of the schools in the instructional field. This chart is suitable for all school districts. Library service.
Figure 95-
The pictorial chart
provides a very complete report on school book circulation. On a chart of this type, it can be seen at a glance the important work the library is doing.
The chart would be
for use chiefly in high school and junior college. Health services.
Figure 96.
A pictorial chart shows
the valuable services offered by the school health section. There is space for important statistics.
The chart is suit
able for either elementary or secondary districts. Dental hygiene report.
Figure 97*
This chart pro
vides for statistics showing the amount of dental work performed by the school district during a one year period. This is adaptable to both elementary and secondary districts.
128
CURRICULAR OFFERINGS
AGRI CULTURE
LANGUAGE
Llol
ARTS
AND
CRAFTS
MATHEMATICS D
PH YSIC A L COMMERCE
( h
HOME
for
rn
SCIENCE
ED.
ARTS
. f
SOCI AL SC. Figure 93 CURRICULUM OFFERINGS
TRADES
129
AUDIO VISUAL SERVICES 1949
—
1950
NO. OF F I L M S USED TOTAL NO. OF SHOWI NGS
NO. OF T E A C H E R S USING FILMS
® T O T A L NO. OF ST ER E O P T I C O N S
®
®
©
T O T A L NO. OF VICTROLAS
® ® (D NO. OF T R A N S C R I P T I O N S
MOVIE PROJECTORS ELEMENTARY _ _ SECONDARY ______
NO.OF L O U D S P E A K E R S
Figure 94
AUDIO VISUAL SERVICES
130
LIBRARY
REPORT
BOOK
C IR C U LA TIO N LC
I PERIOD I &SUE
OVERNI GHT
I WEEK
FACULTY
Figure 95,
TOTAL BOOK LOAN
LIBRARY SERVICE
HEALTH SERVICE CLINIC
DOCTORS
NURSES
NO_____ NO. OF DAYS AT SCHOOLS
NO. ___ FULL TIME -
HEARI NG TESTS G I V E N _________
TOTAL NO. OF HEALTH EXAMI NATI ONS Figure 96
HEALTH SERVICES
NO. OF C L I N I C C A S E S ________ V I S I O N DEFECTS CORRECT I ONS RECH ECKS
151
DENTAL
HYGIENE YEARLY TOTAL
REPORT
STUDENTS
EXAMINED
STUDENTS
RECHECKED
STUDENTS
WITH
CAVITIES
STUDENTS
WITH
CAVITIES
IN
SIX
YEAR
STUDENTS
MOL AR
N EED ING
A
P R O P H Y L A X I S (EXTRA CLEANING) S T U D E N T S WITH GI NGI VIT IS (G U M TROUBLE)
TOOTH
ACHE
STUDENTS
G IV E N
FIRST
Al D
DENTAL TO
CORRECTIONS
DATE
Figure 97 DENTAL HYGIENE REPORT
132 Average dally attendance*
Figure 98.
The graph
shows how the enrollment rate may he pictured for a school district.
It gives a good picture of enrollment tendencies
and their rise and fall over a period of eleven years. Both elementary and secondary sections are shown on the graph. Enrollment and average daily attendence.
Figure 99»
On this page a line graph shows total enrollment trends for a school district over a period of fourteen years.
Just
below the graph is charted at two year periods the average daily attendance of the districts named.
The school dis
trict, of course, would have to fill in their own figures. Certificated staff, status, and number.
Figure 100.
The graph makes it possible to show the teacher status, the number of years for each teacher, and the number of teachers.
This provides a concise picture of the certifi
cated situation in the school district concerned. Teacher load.
Figure 101.
The circle chart provides
the district opportunity to show the pupil load per certifi cated employee over a period of years. used is given underneath. for secondary use.
Legend as to letters
The figures at the right hand are
They are to replace the elementary
figures in the chart when it is used for a secondary report.
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-
DAILY ATTENDANCE
SCHOOL DISTRICTS
Figure 99 ENROLLMENT A n d AVERAGE DAILY ATTENDANCE
ESTIMATES * * *
135
STATISTICS
OF CERTIFICATED STAFF x
1ST. YR. PROBATIONARY 2ND. YR. PROBATIONARY 3RD. YR. PROBATIONARY PERMANENT
NUMBER OF YEARS — Y NUMBER OF TEACHERS T TOTAL NO.OF TEACHERS _____ PERM ANE NT % OF TOTAL
Y ci
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p""1"
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f K
4A rm %
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