Striving to better, oft we mar what's well

Then, in the 1980s, corruption crept in. School districts — and even individual schools — were allowed to create foundations in order to raise private contributions from the community. This private money distorted the equalization program — not a great deal, but enough to make a difference, especially in affluent areas. (Schools on the west side do not receive many financial contributions.) Then, in the 1990s, the Legislature found ways to circumvent the constitutional directive by continually redefining the words "public education." (That's another tragedy.)

Keep in mind that money used to build schools comes from separate budgets — usually bonding. Only on rare occasions have Utah voters turned down requests to bond for additional school buildings — which says something about the value Utah citizens place on public education. But construction money cannot be used to operate schools.

Advocates for splitting districts are now trying to turn back the clock on school equalization — at least in a couple of districts. They will never admit it, of course — any more than they will admit to being elitist, racist and selfish. But that's the reality of what is going on.

Another reality is that making districts smaller will not improve education and will not save money. The way to save money is to merge districts, not split them. But that will not happen ... and probably shouldn't happen.

If citizens want to improve education, the most effective strategy is to invest in smaller classrooms, smaller schools, better equipment, more supplies (especially textbooks), and greater longevity for teachers and administrators.

That means if split proponents have the best interests of education at heart (rather than self-interest), they should be running aggressively for school board posts, volunteering in schools, demanding more legislative attention and funding for public education, and speaking out forcefully in homes, neighborhoods, civic clubs, and churches about the importance of public education.

But it's easier to split a district than to be an advocate for education.

Over the past quarter century, we have wronged education in Utah. Splitting districts adds one more wrong. And as Shakespeare put it: "Thus to persist in doing wrong extenuates not wrong, but makes it much more heavy."

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G. Donald Gale is president of Words, Words, Words, Inc. He "retired" almost 10 years ago, and he remembers when Utahns actually believed that the glory of God is intelligence. www.dongale@words3.com