New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1894-08-04

ance OF appropriation TO secondary schools, and
the unilca ton OF our dual-headed system.
The Superintendent thus attacks the existing
order. and may fairy claim that the burden OF
proof with him. and 1t is for him 10 show that
the proposed changes would be productive Of better
results than those secured under the pan which
has been 50 long in operation. These measures are
radical and far reaching They ca. for nothing .ess
than an amendment to the Constitution and re-
versa Of the traditions and practice OF this State
for more than century Al this tax about "a,
schools Is absurd The funds have been distributed
in s.ric, compliance with the provisions OF the Con-
sfituton and the settled policy Of the state.
While chairman OF the Education Committee or
the Senate had occasion to investigate the imam
clol results 10 tn STATE Of this liberal enactment
The showing obtained satisfactory In the high,
est degree. and reflects credit upon all connected
peop.e who borrowed 1t and the officers VINO as
The amount Of the United States deposit fund.
October l. 1893 was A,Ol4520 II. The amount OF the
United states deposit fund. October I. 1891. was
$4oi452O71 Not diminished to the amount OF
duced an average net income. above all .osses ana
expenses Of 5S22 per cent. and an aggregate sum
as follows: Payments made to common schools;
etc. soAS17: payments made for secon,aaIry , ann
edncationai purposes three times the origna!
amount an1 the canital Is stu, IN the language u
the Constitution, "invio.ate.
THE END FROM THE BEGINNING.
In contcndng that money should be sven TO
secondary schools. but all be devoted to elementary
education. the Superintendent enforces hts arsu-
ment by employing the following illustration; NO
true architect ever think, OF the superstructure OF
The bullling however ambitious may be the de-
se.or until he is assured Of the so.idlty or the
founlatlons" Not thus did the wise mon OF thS
State buri our educatonal system. They dd thlhk
Of the superstructure when they laid the corner
stone: they kept on thinking.
What is the relation of secondary schools TO com
with teachers W
IN, % 90 p,,bllc school teachers engaged In work
Ias, year only about 1000 were normal school gra'
yates The vast majority Of the remaining nine
tenths received their knowledge and training IN the
Tho secondarv schools stimulate those Of lower
grade. This spirit affects the whoe i III
fro,, an academy or union school. In the farm
houses which dot the valleys and hills In the niue
lumber woods where rude. half-tnished houses
shpltcr their inmates the young peoPe uik 81, o 90
bv scores and hundreds As result. InanH I'M I'M
character OF cQmmunity, Wn,rn "f,' cannot be
matched for genuine intelligence and thinking poWer
by people Of fashion or the popua'In ve ouy sec
oriorv schools Of State aid President Low hlah'S
this cogent remark IS snni' fr iementarv
'pu be ,.rei,. il no, in diminishing the con-
nn.-,,io. ~ m, state for secondary schools. and
birhr education: II is distinctly 20 be- found IN en-
larr.ng the contribution ior INC ,o"er liberal course
,o.rarl eecl.!arv and higher schools. Il is gooi
r,nilc Motley This IS not a question or apStI
nri,cinia bu. rests mainly on the proposition .la.
en- ,rv education Is necessary 10 me SrCul,E
and highest prosperity Of the state Di our 80,
,t,roi Gov.rrrnent ever DO wiser act than Wiz
g.. nosssl the ordinance Of IN, when grahtel 'y
,,, acre Of land for scminaries % earning Hr.
rs ,vho doubt Il read the history or me $50
Northwest, Next 20 this easure IN lnIp'i wi. n
! Us ~, at 81 1862 Although overW 81
,h f.a rful anvietes attendant upon the 'Nl w -.
90, C,nrress then paused 70 appropriate Il g'rrpus
f,r.i,n ~ the public domain for the eftaDiIShn,.l
- ,prlcultlral and scientific SCHOOLS iS III NV -
,,r, f,rtv-elght colleges and universities nav ~,
",',l all onI thirtv-three u these have peeII
created Senator Morrill,. OF vermont the au.n or,
! ms hin has A living monument IN 'heSe "0''"'
! Institutions OF learning 49, .. -o,,~a n
.rb.se .,nsldora lions should lead rs 70 r@lusr
! abandon the policy which has AMY 49, P" 81
t., 1911 "a secondary schools. That pOhcE, a. ~
as 80. stare Government. WAS engrail'u Ih.D -
! ,,.stt,r+,n rraturel hy The wisdom 81 su'ret''Hs
! .,.r,fi1us ana has been lately enooaird III -
...sf,ctorv and valuable A digest q euu' . -
Co., l.,. University iaHD can be found IN me
~ !W,,,,c hooks Of any people While reform IL a
,.,vs rosslNle certainly none put MAST -,
- rg,ntzng genius bold far-sightel. yet 'p,lsYYl
,.,.,,.e should oe permitted 10 dictate great iuI.
,,.-f,i changes in A system Whl'h - ~ ~ Iii
sii,. .,o.,I .he test 81 experience. lhere snoul.
80 no narrow jealousy between the delartnirn'S ~
~ ol',rational svs.em Common school, Se,oiu
s"S,ol and college should unite % acc0ihpl.Hl ~.
..rn. grea, end-;he training or men anu "Sm.,
IN. v.iee and virtuoIs citizens. rive hu..'11
.,,.lary schools and other institutions OF
o-d,v receive the fostering care OF tne
| - a., STATE OF New York. II IS perfectly Site T.
| ~ ,h.y are quite content 10 remain u''4e' '"'
| saina wise supervision and control