Wilmington journal., 1873-07-18
&C M MON SCHOOLS-THE CON-
FLlCc BETWEEN THE LEGIS.
LATURE AND THE HOARD OF
EDUCATION

| ELlCE BETWEEN THE LEl.IS.
LATURE AND THE hoard OE
EDUCATION.
The following article from that ex
cellent paper, the Hillsboro Recorder
presents so clearly our views as to the
embarrassments of the Commissioners
OF the common schools for the several
counties, caused by the conflict be-
tween the enactments of the Legisla.
tnre and those of the Board of Educa-
ton, that we present it to orr readers
instead of any comment of our own.
The Recorder says:
"The question with the Commits
| siOners Is now under which King.
Bczonian Whom are they to obey,
the Legislature or the Board of Educa-
ton -? We think the question is easily
answered. In issuing instructions to
the Commissioners the Board of Edu-
cation fortify themselves behind the
Constitutional provision, which gives
them full power to legislate and make
all needful c:lles and regulations in re-
latlon to free schools, and the educa-
tional fund of the State. But it is
most clear, that this power to legislate
is based upon the absence of any pre-
vlous Legislation on tire subject by
paramount legislative authority. For
In the same section, it goes on to say
that 'all acts, rules and regulations of
said Board may be altered, amended
or repealed by the General Assembly,
and when so altered, amended or re-
pealed, shall not be re-enacted by the
Board
The subordinate character of the
Legislation of the Board is thus clearly
established. How then in the face of
definite Legislation, can it set up its
own enactments in opposition to those
of the Legislature ? How can it Sc.
aside the requirements of the Legis-
lature and bring its own dicta in Oppo-
sition?
1t is matter of great consequence
to the Commissioners and to teachers,
that these questions be decided at orce
The whole subject is already suffi-
GENTLY hampered and embarrassed,
without bringing into it new elements
of trouble The cause of education is
delayed by useless distinctions and
causeless interference with the enact
ments of the Legislature, and while it
may be granted, that the laws are i'm
perfect and need revision, we do not
yield to the idea that the board of
Education is the proper authority to
remedy evils except by proper repre-
sentation to the Legislature.
The principal points of conflict, are
the compensation of teachers, and their
qualifications.
Upon the first point, the act of As
sembly ratified the Goth day of Febru-
ary, 1873 after dividing the teachers
into three classes according to qualifi-
cations proceeds to define their COM
pensation as follows The first class
two dollars per day !; the second class
81, so per day the 3d grade S1,0O
per day. This is without regard to
the number of scholars taught.
The order of the Board directs that
teachers of the 1st grade shall have 10
cents per month for each pupil, if the
number of scholars be less than y, or
$40 month if the number of scholars
be greater than 26 those of the ID
II = no Of
scholars is less than 30, and $50 per
month if the number of pupils is
greater than % 81 grade 81 % per
month if the number of scholars is loss
than 80, or $40 per month, if more
than 81
The act of Assembly is sufficiently
definite, more liberal and quite as
practicable, for both are based upon
numbers of scholars, since no commits
sioners would authorize a teacher to
instruct a greater number than he
could attend to.
With regard to qualifications, the
Legislature wisely demands such as
could be commanded by the prices
offered. 1t cannot be expected that
men of the high intellectual attain
ments required by the Board for APP
plicants of the first grade, should ever
seek the subordinate position of a
common school teacher. Their talents
and acuu1rements will direct them TO
higher field of usefulness and emOlu-
ment. While the Board is to be COM
mended in elevating the standard Of
qualification, that standard cannot be
applied with the present limited power
of compensation.
The requirements under the Act of
February, 1873, are more practical,
only exacting for the first grade a
qualification to teach in the higher
branches of English, and SO on
through the other grades.
Higher requirements than these will
defeat it's objects, or throw the schools
into the hands of those who, while
having the necessary educational en-
dowments, must be deficient in the
equally necessary moral qualities.
FATHER RYAN,S PROTEST-TIIE
BEAUREGAIsD REVOLUTIONS