St. Paul daily globe. [volume] (Saint Paul, Minn.) 1884-1896, 1889-05-19
PUBLIC SCHOOLS.

writer, the GLOBE admits to its columns
to-day communication, to be followed
bya series of articles, in which the pub
lie schools system is severely critt-
cised and an effort made to point out
the weaknesses of the American system
of popular education. 1t will be OBJ
served that the writer does not attack
the principle of popular education; but
he does, in rather caustic style, picture
some of the defects and fallacies of the
system we have adopted; and while the
GLOBE does not concur with the writer
in all his opinions and conclusions, we
indulge the hope that discussion of
this character will result in good. The
public school system is almost as dear
to the hearts of the masses as if it were
a part of their religion, and there are
those who consider it sacrilege to
speak evil of it. Yetit must be remem-
bered that popular education is still in
an experimental stage. and in c0nse-
Quence is still the legitimate subject of
free, fair and open criticism. The best
friends to popular education are those
who search out the defective operations
of the public school system and suggest
the proper remedies.
Recently our own community has been
disturbed by the discussion of a prop
osition to extend the high schools so as
to give the people residing in various
parts OF the city equal opportunity to
enjoy high school facilities. This, in
turn, has revived discussion of the
question whether or not high school is
legitimate part of the public school
system, and whether it is not more dis
advantageous than otherwise to the
cause of popular education. There are
those who object to public schools on
religious principles, because of the sec
ularizing tendencies. they must ever
have when under the supervision of a
state whose constitution forbids any,
thing like church establishment. There
are others who hold that the only cor
rect system of education is that estab-
lished by MOSES, which makes the
training of the child peculiarly part
of the duties of the family. The great
mass of our population, however, is a
firm believer in both the right and duty
of the state to provide system OF COM
mon education at public expense, and
that its benefits shall be made equally
available to all classes and conditions of
youth.
The only question of serious differ
ence, then, between the bulk of the pop
ulation is as to the adyisability of en-
grating the high school upon the
common school system. 1t did not be-
long there originally. for the first
attempt at popular education did not
extend beyond the idea of providing
common Or primary education for the
youth of the country. The theory was
to give each child just as much learning
as would be absolutely essential ami
useful in everyday life, and to furnish
the basis of higher education in case
the child was ambitious to attain higher
conditions. There are those who reason,
and with good logic. that the establish
ment of high schools is entirely beyond
the scope of the correct theory of popu-
lar education; and as it entails heavy
additional expense, it is but natural
that the taxpayers should readily cOin-
eide with this view of it.
And yet those who have stopped long
enough during these centennial times
to give attention to the progress the
nation has made in scientific matters
within the last century cannot fail to be
impressed with the fact that introduce
ton of a higher education into the pub
lie schools has had much to do with the
wonderful growth of the country in
eonquering the forces of nature. The
flood of useful inventions and discOv-
cries which has poured its blessings
over these later years of the century
comes largely from the stimulating inn
pulse of the high schools. where the
youth are taught the principles Of physi-
ology and hygiene, natural philosophy
and chemistry, and where they learn
the practical application of scientific
principles. AS result, the children Of
the workingman are now familiar with
scientific facts that century ago
were only known to few pro-
fessional scholars. The general diff
fusion Of scientific knowledge and its
beneficial influences are the direct re-
suit of the general encouragement of
scientific study in the public schools.
1t is due to the scientific teaching which
is furnished now in every well-regu-
lated high school that the latter half of
this century has witnessed those won
derful revelations of the mysteries of
nature and the subjugation of her
forces.
When we stop to reflect upon the
achievements of the past and to con-
81 er the possibilities of the future we
may we'll ask ourselves if we are willing
through spirit Of parsimony to put
check upon the progressive conditions
of the age in which we live. Suppose
that it is an extra expense to maintain
high schools. Do not the boys and girls
who are educated in them not only
learn something about the practical APP
plication of scientific principles, but
have they not also developed there
spirit Of inquiry and Investigation that
carries them along in the pursuit of
knowledge long after they have left
school? Is not money expended in this
direction wisely expended?
The GLOBE has said this much in favor
Of the extension of high school privi-
leges without yet being satisfied that the
time has come for such general extern
sion in this city as has been advocated
by some. We are not sure but that we
ought to feel our way cautiously and be
sure Of a firm footing, lest we get beyond
our depth. We are inclined to think
that Prof. GILBERT made wise sug-
gestion when he proposed to set apart
one room in each of the district schools
for high school purposes. There will
be the extension without much addl-
tional cost, and if the experiment proves