New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1875-03-02
THEORIES OF EDUCATION.
A STATEMENT OF THE AMERICAN sYsrEM-THE WORK
OF GRADED SCHOOLS.

A STATEMENT OF THE AMERICAN sYsrEM-TIIE WORK
OF GRADED SCHOOLS.
To the EditOr or The TTt6une.
SIR: The Bureau of Education at Washing
ton has issued pamphlet entitled, "a Statement OF the
Theory OF Education in the United States of America"
which likely to attract attention abroad as an official
statement Tho pamphlet grew out OF the action OF
meeting acid Washington IN 1872 by certain state Su
perintendens and others, who engaged in making
preparations for representation Vienna OF the
dton OF education in the United states. resolution
was passed at This meeting that the Commissioner OF
Education should such statement to be prepared
and submitted for signatures to educators throughout
the couutry The superintendents OF city schools IN
Detroit and st. Louis Messrs. Duane DOiy and W. I.
Harris were accordingly appointed, and the state
ment to which / refer reported by them
and received signatures OF seventy gentlemen
presidents OF universities and colleges teachers ana
principals but mainly superntendens OF city schools
In the chief cities OF the country The statement then
will carry with 1t considerable weight, and it is worth
while consider It as an exponent of our public school
system The in which it is prepared is itself
singular illustration Of a negative characteristics OF
our system. An irresponsible meeting asks an officer
of the Government whose functions ealousy made
merely advisory. to procure such statement. lie
applies to persons, prOcures their reports, secures
signatures from number of independent educators and
oflicers-no discussion apparently having been had
throws the whole into letter to the Secretary the
Interior recommends that it be printed for the
yenence OF the Bureau in answering questions as to
what the public school system is In word the process
shows clearly what the system Is not; 1t Is
ture OF Government; 1t has no organization a
National system it recognizes central authority.
Yet for all this IL has organic life, il is intimately
connected with the historic growth OF the country and
while subject to regulations imposed by each common
wealth in which 1t exists, there leading
characteristics which may be predcaed OF the pubic
schools throughout country II is the outgrowtn Of
social as distinct from political order. 1t has its roots
in the local unity 1t Is fostered and regulated by
the state and almost complete OF any signs
indicating Federal control Is only made emphatic
by the few points OF contact that do exist Even in
those States where popular education is feebest the i'm
pulse comes not from tho National Government, but
from social pressure in the form OF help from
and from the munhcent gift OF born and bred
In the heart OF the system OF public schools. The back
bone OF the public school system is in the common
schools and far these have been the creation OF
system and sub0rdinated 10 theory so far suspect
they have failed viii point out one allacy which has
wrought a great deal OF mischief. and turks indeed In
the statement There a general Impression that a
ia pupils Tor the above that Ivy some survival OF
the ittest the best pupils In the grammar district
school pass the high school academy the flower OF
ing deposits the highest culture In the professional
special schools. THIS theory at the bottom many
false practices IL tends 10 shape the study
each schoo. with reference to the above H.
dering the course thus subsidiary 10 other. But
In the vast majority OF eases the second course Is
followed. aud the scholar In such finds himself
not qualified for life, but qualified for some
special advanced study which he cannot pur.
grammar school and the high school. IL should he
taken for granted 10 laying down the studies for pupils