PROBLEM 17 HOW SHOULD A BUILDING PROGRAM BE ORGANIZED, CONTROLLED, AND ADMINISTERED? Problem: Procedure in the execution of building programs is not standardized. Practice varies from situations in which both the planning and the construction of school buildings are carried out by the Board of Education under the "force account" system with a maximum of responsibility resting upon the school authorities to situations in which full responsibility for planning and execution is delegated to architects commissioned to draft plans, approve bids, supervise construction, and recommend acceptance of completed buildings, with a minimum of responsibility resting upon the school officials. Every conceivable degree of variation and every possible combination or variant are to be found in the experience of cities in their efforts to arrive at a sound, efficient and workable plan of procedure. The data presented in the following pages picture the experience of a large progressive school system in its endeavor to solve the problem. The data are given in the order in which the program was developed and executed. A. THE BOND CAMPAIGN 1. The city of Harmony, N. K., had a population of 150,000 in 1910, and 220,000 in 1920. Its growth over the decade was consistent with previous development, and because of its location on an important harbor and its industrial possibilities, its future growth should be proportional. Climatic conditions are such as prevail in coast cities of the southwestern United States. 2. During the war period, schoolhousing demands had been. met by the erection of portables and bungalows in great num 'bers and by the expedient of placing many children on halfday sessions. 3. Early in 1919, steps were taken to meet the schoolhousing problem of the city. (a) Data were assembled by the superintendent's office on the number of children housed in temporary quarters, number of children on less than full-day sessions, number of permanent seatings, and number of additional seatings required. (b) Parent-teacher associations, mothers' clubs, improvement clubs, civic organizations, school principals and officials were invited to prepare and present to the school authorities the requirements of their respective communities or districts. Upon the basis of these data and requests, the number and location of new buildings, additions and improvements were determined and an estimate of the necessary funds fixed. 4. In the fall of 1919, a well-organized bond campaign was launched. Circulars, posters, placards, handbills, and newspapers carried to the voting public the needs of the city's schools, together with a detailed statement of the exact allocation of the contemplated bond issue among the various schools, communities, and districts. Each community was thus informed in detail of the buildings they were to have and the specific amount to be expended upon such buildings. Full coöperation and active support were had from every section of the city and the bond election authorizing the issue of $5,000,000 in 40-year serial bonds was carried by a substantial margin. B. ORGANIZATION OF BUILDING PROGRAM 5. The bonds were voted in October, 1919, and the Board of Education shortly thereafter appointed an Advisory Committee of five business men known as the Bond Expenditure Committee. This committee acted in conjunction with the Building Committees of the Board, the superintendent of schools, and another member of the Board who acted as chairman. To these two committees, known as the Joint Committee, were entrusted all matters pertaining to the school |