4 New Loofc erfffceJ’hre^R's
Imagine the impact on our j
way of life if we could in
crease educational achievement
in America by &0%!
According to William H. Arm
strong, outstanding teacher in
the famous Kent School of
Kent, Conn, and recipient of
the 1961 prize for the best
article of general interest in
the field of education by the
Independent Schools Education
Board, the average child ac
tually uses only about 20%
of his learning ability. This
shocking but well-substantiated
statement appears in Mr.
Armstrong’s recently published
book. “87 Ways to Help Your
Child in School—The Parents’
Common-Sense Guide to Sound
Elementary Education.” Con
med with the most impor
t thing in a child’s life—his
-time career—this book out
lines the best possible prepara
tion to develop his inborn tal
ents. It explains why elementary
—Pay Latex” maxim of irre
Even with ideal classroom
conditions, how much individ
ual attention can the most de
dicated of teachers give to your
child? Parents must therefore
do more tor the child’s educa
tion than “pay school taxes and
forget it” '‘87 Ways” is based j
on the sound and newly re
affirmed theory that the com
munication skills (the three
R’s) are the most vital working
tools for all educational pro
gress. Omissions in these areas
during elementary school years
are tragically revealed when
children move up to the sec
ondary school; where undoing
and retraining is a painful,
often expensive process.
The purpose of this book is
to provide the basis for a work
ing partnership between par
ent, child and teacher. The gap
between what your child ts
doing and what he could be
doing can be filled by putting
into practice the day-by-day
practical suggestions crammed
into each chapter. Some vital
topics covered are: how to
improve handwriting; simple
steps to grasping math.; how
to study and review without
cramming; a planned schedule
of study; the art of learning
to listen; reading with under
standing.
Published by Barron’s Ed
ucational Series. Inc., Great
Neck, New York, “87 Ways,’’
priced at $1.95 in paperback,
points out that the skills ac
quired during these formative
years—skills that we now
recognize to be as much the
parent’s responsibility as the
teacher’s—will remain with the
child during all the years of
his future education.
• Aliens Must Register
During January
District Director, R. Oates, of
the Immigration and Naturalisa
tion Service estimated that 3,300
aliens will report their address
es in Alaska during January un
der die Federal Alien Address
Report program.
The immigration official said
that 3,000 aliens reported their
addresses during January, 1001.
Mr. Oates said that all non
citizens, except those in diplo
matic status, foreign representa
tives of certain international or
ganizations and those admitted
temporarily as agricultural labor
ers are required to file the address
report.
He added that any alien who
violates the address report re
quirement may be fined up to
$200, imprisoned for 30 days, and
deported.
In addition, aliens who are not
in the United States during Janu
ary must report their addresses
to the Service within 10 days
after their return.
Address report cards will be
available at the Immigration and
Naturalization Service offices and
local United States post offices
beginning, Jan. 1, 1062.
Got a Little Excited . . .
WEST PALM BEACH, Fla. UP>—
A woman tourist waited for three
hours Tuesday to snap President
Kennedy’s picture in front of St.
Mary's Hospital.
When he arrived to visit his
stricken father, Miss Juanita
Loving, Norristown, Tenn., school
teacher, was holding the camera
upside down in her excitement.
“Would you please wait a mo
ment?” she begged.
The President smiled, stepped
in front, of her, and said, “please
take your time.”
After he left, Miss Loving
moaned, “dear me, I forgot to set
the camera.”
Complete First Aid Course
All members of the City Police
Department and Tommy Martin of
the Volunteer Fire Department
completed the First Aid Course
which was given last week at the
- school.
The 10-hour course was given
for five evening^ by James Mes
sick, Safety Supervisor of the
State Division of Highways.
(Editor’s Note: This is the
second story in a two-part
series on two pieces of draft
legislation, concerning school
finance and organization.
By Ward Sims
Associated Press Staff Writer
JUNEAU UPt — A new plan for
state support for local school dis
tricts, which places a premium
on local tax effort, is under study
by members of the Legislature
and state school officials.
The plan is encompassed in
draft legislation prepared at the
request of the State Board of
Education and is based on rec
ommendations made by a survey
team which recently completed
a study of Alaska** school system,
under a Ford Foundation grant.
The draft legislation seeks to
assure that each school district
will have sufficient funds to fi
nance a minimum school program.
The proposed bill-'also seeks
(1) to equalize the effort com
munities must make to meet their
own school expenses and (2) to let
local school districts know, by
July 1 of each year, what they
can expect in state aid for the
coming school year.
The survey team recommended
that local school districts be re-,
quired to raise for schools an
amount equal to the money which
could be raised from a 4-mill
levy on the full value of taxable
real property within the district,
as determined by a state assessor.
The revenue could be raised by
any Local tax collected within the
district or any local share of a
state tax collected within the dis
trict.
Include Public Law 874
It could also include one-half
of arty Publis Law 874 (federally
impacted area) funds received by
the district and any Johnson
O’Malley funds received by the
district.
If the district met this revenue
goal, it would; receive the full
amount of state funds to which
it was entitled under a formula,
based on school attendance, pro
viding sufficient state funds were
available to meet 100 per cent of
each district’s entitlement.
If available state funds were in
sufficient to meet 100 per cent of
all entitlement, the individual al
lotments would be trimmed on a
percentage basis in direct relation
to the amount of state funds avail
able compared with all entitle
ments. E"'"' .
The minimum school program
l would consist of three factors, Cl)
a per-pupil allotment, (2) an at
tendance center allotment and (3)
a teacher salary or teacher unit
(classroom) allotment.
The per-pupil allotment would
be $140 in southeastern Alaska,
$150 in southcentral Alaska, ex
clusive of Kodiak and the Aleu
tians and $140 in all other areas,
including Kodiak and the Aleu
tians.
The attendance center allot
ment would be $2,000 for an ele
mentary school and $4,000 for a
high school, providing each at
tendance center operated as a
district administrative unit
The teacher salary allotment
would be based on the state mini
mum teacher salary and the num
ber of professional persons hired
by each district, up to the maxi
mum number of professional em
ployes permitted by the state on
the basis at actual school enroll
ment in each district.
As an alternative to the teacher
salary allotment, the draft legis
lation proposes a teacher unit, or
classroom, allotment of $5,000 for
each unit in the 1st Division.
$6,000 in the 3rd, $7,000 in the
4th and $8,000 in the 2nd.
The total of these three factors
in each school district would be
determined to the public school
foundation, or minimum program,
for that district.
From this amount would be
subtracted the amount of money
which could be raised by a uni
form levy — the draft legislation
makes no suggestion as to the
amount of the levy — on the full
value of all real property in the
district.
Stale Would Pay Difference
The state would then pay the
difference between the required
local tax effort and what has been
determined to be the minimum
school program for each district.
The draft legislation also pro
vides local revenues in excess of
the required local tax effort.
This is how the state would de
termine each year how much
money it will need for school
support, using the school years
1962- 1963 and 1963-1964 as an ex
ample: '*
On Nov. 1, 1962, each district
would report its actual attendance
to the state and, using these fig
ures, the state would determine
what would be needed for school
support during the 1963-1964
school year.
The Legislature meeting early
in >1963 would be asked to pro
vide this amount. It would also
be aaked to appropriate what
would be called growth money for
the 1963-4064 school year.
On July 1, 1963, the state would
start paying seven equal monthly
payments to the school districts,
covering school support for the
1963- 1964 year as determined by
the Nov. 1, 1962, attendance fig
ures.
Oa Dec. 1, >1963, each school
district would report its actual at
tendance again, to show any
growth ova: the figure submitted
Nov. 1, 1992.
If growth were indicated, the
districts entitled to growth money
would receive four equal, month
ly payments starting on Dec. 15,
1963.
Sigh district, of course, would
have submitted additional fig
ures on Nov. 1, 1963, on which
state support for the 1964-1965
year would be based.