One other example must suffice for the present, since the subsequent chapters of this book are devoted to the treatment in outline of the various types of scientific inquiry which ought to govern school organization. This example is borrowed from a report prepared in 1916 by the superintendent of schools of the city of Minneapolis.
In a pamphlet entitled “A Million a Year” there is laid before the citizens of Minneapolis a clear statement, first, of what they had been doing in the way of erecting school buildings for the seven years preceding the report. The report then shows in detail what buildings cost, through a careful analysis of the records for earlier buildings. Then come statements of the uses of schools and the conditions which determine the kind of building which should be put up in each section of the city. Estimates are given in great detail of the needs for five years, and the city is asked to act on the situation as thus described.
The spirit of the study can be clearly seen from the introduction, which is worth repeating in full.
Why a five-year school building program? The reasons are: that the Board of Education may be able to calculate for some time ahead the financial resources available to meet building needs as these develop; that the numerous children of those sections of the city whose citizenry may not be over-insistent and persistent in their demands for improved and enlarged school accommodations may be as well provided as the children of other sections whose needs, real or fancied, are vigorously and incessantly pushed; in short, that there may be established and carried out a deliberately formulated, comprehensive and consistent policy of providing adequate and equitable building accommodations for all children of the city.
The program, as herein outlined, is the result of nearly a year’s study by the Board of Education, by a special committee of the Board, and by the executive officers of the Board.
In making this study and in formulating this program, the Board has invited and has received the suggestions and the coöperation of Parents and Teachers’ Associations throughout the city. Two public hearings on the subject were given, to which each of the sixty-two associations was invited to send representatives. Each association was also invited to submit in writing the needs of the district represented as it saw them.