Evening star. [volume] (Washington, D.C.) 1854-1972, 1881-01-15
The Public Schools.

The Public schools.
Editor Star:-If the resolutions passed ct the
Seaton Building meeting had been more gen.
orally published. their object would not have
been misunderstood and certain newspaper
articles would not have been written. Their
object was not to secure $500 600 for q large
school building. or the erection OF shot towers
or to express any views whatever on architec-
ture, or to get up a collegiate institution, or a
school for few, or one for the rich. 1t was to
prevent q well settled policy In regard TO the
public schools from being disturbed.
After some 40 or 50 years OF struggle to secure
the eSta bliShMent In this District or the com
mon school system OF twelve grades, after f1nd-
ing for that length of time Their cause subordt-
mated to every other municipal dem snd.-to
bridges, police. sewers aud street improve
ments;-after being forced by lack of funds TO
place eight or n1ne Thousand children i'm mtSer-
TO health, the friends of education rained three
years ago, by understanding between the Dis
trfct commissioners and school trustees. on the
one Side, and the Congressional committee on the
other. tie establishment OF settled policy ot
appropriation for the erection OF school build
ingS for the lower 81 AIDES. The yearly sum Of
$780, was to be given for the purpose. For
each OF the last two years. that sum has been
appropriated and applied as agreed. and six
years more OF the policy would house those
grades well.
Within short time past this policy has been
seriously endangered Its friends have feared
that, instead of The usual appropriation limited
TO lower Grade buildings. one, without lmita-
ton, would be substituted, appropriating
2Soo0 for building school houses and directing
the application to the same purpose of the lot
terry school fund OF $I2 0Jc "a furd already
belonging to the District and available without
appropriation. Such clause makes no pro-
vision whatever for low .grade school buildings
but leaves the trustees free TO apply the whole
OF the two amounts to a building for the high
an 10
construction at the Second ComptrollerS office
OF this substitute would probably make the
District contribute Its $4,000 fund and halt OF
the S2S 0GO, total OF $50 CO0 lie wing the United
States to contribute $4,000. The regular policy
would reduce the part payable by the District
to $50. GOO. impose an equal amount upon the
United States. and leave the District In control
OF It's large lottery fund; and II this is applied
to municipal purposes the United States Should
contribute an equal amount. In short, the old
policy ought to give to the District for school
buildings $122, O0O; the substitute would prob
ably give IT only $4,000. Financially, 1t is
better not to innOvate upon present arrange
ments. Let things be as they are
very bad effect Of the proposed innovation
would be TO throw into the board OF trustees
the question whether the lottery fund should
be used for low. grade buildings, "a question OF
nature TO array the members and the comalu-
nifty into parties OF hostile Views. The old
maxim, do not wake sleeping lfon." is per-
tinent. That fund has long been intended for
high grade school building, and very many
citizens would oppose diversion of 1t to DIFF
ferent purpose. Among them would be found
the men who now insist so strongly upon the
regular appropriation for the lover grade
A few words now to directors
l.. one says: "Do not Use the lottery fund for
building. Keep it at interest" Answer: IL
Yields now 262s yearly II PUT into a commo-
0ious building, 1t will save more than 81, 900
now thrown away for miserable rented school
rooms.
2. Another objects that "the higher grades
are for the children Of The rich Ii this were
true. what Of IL? Who has better right than
the rich to the benetit Of schools, paid for in
great part by their taxes? But IL Is not true.
OF about 225 pupils IN the two high grades
which now exist there are not half dozen WHO
belong to wealthy farni les. Some OF them
have worked out OF school hours for their SUD-
port. OF the 500 WHO ought to be In the four
high grades, and Will be In them as soon as
established, nine tenths will be from families
to whom 1t would be impossible or oppressive
to educate their children at private Schools.
II, however, the children OF both rich ard poor
can be seated On the same school benches, both
classes will be benefited in many WAYS The
best talent Is not distributed with any p2rticu-
lar reference to parental wealth; aud the child
OF rich man, 1t Will be conceded even o. dem
agogues; may become useful citizen.
E. third Ohtector to the higher grades says
that "a collegiate education would be given In
them to a few
AS much value as attach to thorough elu-
cation In the higher branches CT learning
such as can be had at few colleges allowing
optional and special coulSeS,-I Should deeply
regret seeing the common schools ABANDONING
their proper sphere. But there is no danger OF
It, In tie scheme OF common school educa-
ton, twelve grades. there are only about $500
actual school days. These barely suffice to give
COLD OF average talent q thorough training in
the branches necessary to his preparation for
practical occupations. The urgent need Is to
have the last two common school grades estab-
lished. AT present, lads get through the tenth
grade Wien they average fifteen or sixteen
years of age. They are Obliged 10 quit just
when they nave begun TO appreciate and bene-
fl BY their instruction; just when their intel
ltcts are matured enough to comprehend bust
ness forms, accounts. the principles Of me.
chanics. social and political institutions; and
wien they are beginning TO acquire simple
and strong style In their mother tongue. They
must quit at an age when one years schooling
is worth four In the lowest grades. They must
quit when but half prepared to win their way
In life. Now, II after establishing ali the COM
mon school grades the school trustees should
propose college or university. The discussion
OF ii Will be In order. 1t is hardly worth while
20 cross Black river before we get to 1t.
w. 3.