Читать книгу Introduction to the scientific study of education - Charles Hubbard Judd - Страница 47
Relation of School Expenditures to Other Public Expenses
ОглавлениеThere is still another way in which the facts regarding the magnitude of the public investment in education can be formulated. In 1913 the Bureau of Census secured figures to show what proportions of the total funds spent by cities are devoted to various departments, such as general government, police, fire, and so on. For the larger cities it appears that about one quarter of the public revenues go to maintaining schools; in cities of smaller size the fraction is larger, reaching in some cases nearly one half. For purposes of our present study a few examples will suffice. These are given in Table II. Two cases are exhibited in Fig. 4.
TABLE II. PER CENT OF TOTAL GOVERNMENTAL COST PAYMENTS DEVOTED TO VARIOUS CITY DEPARTMENTS18
| A= General Government | B=Police | C= Fire |
| D= Health | E= Sanitation | F=Highways |
| G= Charities | H= Schools | I= Other Small Items |
| A | B | C | D | E | F | G | H | I | |
|---|---|---|---|---|---|---|---|---|---|
| New York | 13.6 | 12.1 | 7.0 | 2.3 | 8.0 | 7.8 | 8.7 | 27.9 | 12.4 |
| Chicago | 15.3 | 15.8 | 7.9 | 1.3 | 8.8 | 6.6 | 6.4 | 24.6 | 13.4 |
| Philadelphia | 13.8 | 15.0 | 5.1 | 1.8 | 7.1 | 14.6 | 10.4 | 21.6 | 10.4 |
| St. Louis | 12.4 | 15.5 | 8.2 | 1.1 | 10.2 | 13.0 | 6.6 | 25.3 | 7.8 |
| Boston | 10.8 | 11.4 | 8.1 | 2.9 | 9.3 | 10.5 | 8.3 | 24.6 | 14.3 |
| Albany | 12.3 | 13.3 | 14.1 | 1.4 | 7.6 | 9.3 | 3.0 | 27.9 | 11.1 |
| Dayton | 7.6 | 10.1 | 9.9 | 1.5 | 10.5 | 18.4 | 4.1 | 33.4 | 4.6 |
| Des Moines | 6.1 | 6.1 | 15.0 | 0.8 | 4.6 | 9.7 | 0.3 | 46.5 | 10.9 |
| Grand Rapids | 9.4 | 9.4 | 14.0 | 3.0 | 6.8 | 6.5 | 1.9 | 42.3 | 6.9 |
| Richmond | 9.7 | 10.8 | 10.6 | 2.9 | 12.7 | 21.6 | 4.7 | 21.0 | 6.1 |
These figures show why it is that the business man and the taxpayer are addicted to criticisms of school expenditures. It is difficult for the ordinary citizen to get this great expenditure of public money out of the center of his vision. He can, perhaps, be interested by some enthusiast in the introduction of domestic science or civics or some other new course of study; he may even become convinced of the need of improvements in the equipment of school buildings; but sooner or later, when the enthusiast has ceased to speak, the persistent fact that it costs a great share of the revenue of the city to conduct the schools will reassert itself as a dominant item in his thinking.
