The Washington times. (Washington, D.C.) 1894-1895, 1895-06-19
Jefferson School.

badge of poverty and upon the schools the
stigma of charity or pauper schools, so the
system afterward adopted was injUdicious
in bringing social distinctions into the
schoolrooms. The pupils soon ascertained
which OF their number were pay and which
were free attendants, and it led to heart
burnings and il-natured remarks among
themselves and their respective parents.
This state of things continued until the
renewal of the city charter by Congress in
1S4S, in which power was given to the
corporation to impose school tax and also
capitation tax of 81 annually on each
voter, to be appropriated to the use of pub
lie schools. In accordance with this author
ity the city councils so amended the school
law of 1914 as 10 require and make pro-
vision for collecting the capitation tax, to
abolish the tuition fees, to increase the num-
Der of schools, TO furnish an office for the
trustees at the city hail. and to establish a
high school on September l 1851, which
last provision was never carried out under
the form OF government then existing.
Amendments were made from time TO
time by the corporation 10 the school law
without materially changing the general
system until 1858. In the decade public
school education made rapid strides.
An act passed in 1858 fixed the school
board at twelve members, three from each
of the four districts into which the city had
since 1874 been divided, and added the
mayor to the board as its presiding officer
From 1862 to 1866, though the country
was in the thrues of civil war, the cause
OF public instruction., strange to say,
gained many earnest advocates. Thirty
more schools of different grades were
added to the swelling lists, aud proyis-
ion was made for the enlightenment
of that race which had just been freed
from slavery. This latter phase of
public school development is fully dealt
with in another departing ut of this souve-
mir edition.
During this time arrangeme nts were made
for the provision Of more compe tent
corps OF teachers. The first step in this
direction was the creation of Sub-aSSistant
teachers. They were chosen from the
most meritorious and advanced pupils
of the female departments, and acted as
substitutes IN cases Of temporary
vacancies in the primary schools. These
girls were also given a special course of
instruction. This was the germ of the
idea, which in 1873 eveutuated in that
important aud most interesting depart
ment, the Normal school,
Under the territorial form of government
which was established in 1871 there
was no halt in the progress Of the schools.
When its immediate successor a temDo-
porary government was established in
1871, the commissioners therein provided
for were authorized to abolish any office,
or to consolidate two or more Offices"
Under this power the Commissioners con-
sulidated the four school boards then ex-
listing one for the white schools of Wash
ingtoD, one for the white schools of George
town, one for the colored schools Of the
two cities, and one for the white and
colored schools jointly of the county-into
one board or trustees of nineteen MEM
bers. In 1873 the present form of gov
ernment for the District was established,
and in 1882 Congressional enactment
limited the membership Of the board of
trustees to nine. A few months ago
great wisdom was shown in the addition
of two lady members to the board which
now consists of eleven members.
The progress made by the public schools
of the District of Columbia in the past
twenty-five years has been wonderful,
Notwithstanding an annual display Of what
must be termed niggardliness in appro-
priations when the school needs of our
rapidly increasing population of juveniles
are aiken into consideration Given
inst treatment, our school system will
show n state Of development that will
astonish the world, and will certainly
place it in advance Of all other systems III
this country. It's present condition is in