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Excerpt from City School Expenditures: The Variability and Interrelation of the Principal Items
In a second address to the New Hampshire State Teachers' Association in the same year, President Eliot maintained that more money should be given to the public schools, because of the great gains that have been made in public education. Some of the improvements to which he called attention were the establishment of kindergartens, improvement in the curricula of elementary schools, increase in the number of high schools, improvement in school buildings, new kinds of schools (manual training, the mechanic arts high school, the evening school, and the vacation school), improvement in normal schools, improved methods of selecting and ap pointing teachers, pensions for teachers, increased employment of educational experts in supervising and executive functions of urban school systems, the increased use of high schools, the introduction of the costly elective system, better university teachers, improved professional training, increased opportunity for the higher education of women, and increased attention given to the welfare of the body. Every one of these educa tional improvements, says President Eliot, has been costly; but every one has justified itself in the eyes of the tax-payers, or of those who voluntarily pay for it; not one would now be recalled, and the total result encourages the expectation that large new expenditures would commend themselves to the people at the start, and in the end would prove to be both profitable in the material sense and civilizing in the humane sense.
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