The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1896-02-29
TO IMPROVE SCHOOLS
COMMERCIAL CLlB DINNER DE-
VOTED TO THE SUBJECT.
President Drspcr. of Illinois Iuiver-
sion of Authority Advocated.

ment looking 10 the reformation OF state
laws governing the public schools. especially
as they affect the larger cities. A commit
tee will be appointed 10 make an exhaustive
research OF the laws and draft a report to
be submitted to the next General Assembly
embodying a new system As first step
in this direction President Draper. of the
Illinois State University. was invited to adj
dress the club on the subject OF reformation.
He spoke at a dinner given In the CONNER
cial Club last night.
President Draper made acknowledgements
for the courtesies extended to him by the
Commercial Club and paid a compliment to
the public-school system Of the city. While
he had no personal Information as to the
details OF the Indianapolis school system.
he knew that IL had been highly commend
ed by persons of experience and discrim-
mating Judgment. His acquaintance with
the last superintendent OF schools and
the esteem i'm which Mr.. Jones was held
by the educators of the country had led
him to recommend that gentleman to sue
coed the speaker as superintendent of in
struction at Cleveland. The fact that the
present superintendent was anxious TO have
him come and address the Commercial Club
and also address the teachers of the city
was added evidence that that officer was
interested in all that could be helpful TO
the school system.
PRESIDENT DRAPERrS REMARKS.
But the city school system which stands
still and is not progressing is being de-
stroyed," he said. LAS cities grow i'm size
the work OF the schools becomes more and
more complex and the task of securing a
sound teaching force becomes more and
more difficult.
I'm large cities the two extremes OF social
life. the artificial life of the aristocracy
and the helpless life of the Sums, tax the
resources of the schools TO the utmost.
If the well-to-do people send their children
to private schools they lose interest in the
public schools. and then the public schools
lose caste. If the very poor are not gath
cred into the schools they fail in their
greatest purpose, and the theory upon
which they are operated at common ex-
pense is overthrown.
There are two great departments OF
school administration They rest upon wide
~ differing foundations One relates TO the
management of the business affairs of the
schools. and the other to the supervision
of the instruction. In both of these de-
partments there will be inefficiency unless
responsibility can be located and punish
ment for incapacity or neglect Is certain.
But, of course, the life OF the schools Is
in. the instruction The great question IN
school administration In large city is how
TO get a teaching force of uniformly high
capacity and OF the right spirit. BY this
mean teaching force in which all the men,
bers have a sound general education going
far beyond the routine of their work, and
are specially or professionally trained in
addition to that. and are also possessed OF
OF such a teaching force In a large city is
entirely practicable. but 1t cannot be done
SOCIAL or anS oer ID
interfere. The teaching force Is to be
wholly on the merit basis. or there is no
JEALOUSY OF TEACHERS.
"a large teaching force is likely to be
honeycombed with jealousies. Unless pre-
vented 1t will become prolific of gossip and
full of cliques formed to advance personal
ends. But teachers worthy Of the name
quickly follow an authoritative and capable
leadership.
There is no government so weak as one
in which legislative. judicial and executive
functions are all vested in one body. Restrict
school boards to legislative power alone, give
adequate authority to independent executive
officers and charge them with responsibility.
and you will largely improve the city school
systems of the country
For a number of years President Draper
was superintendent of the public schools OF
Cleveland. o.. and was actively instrumental
in securing reform legislation along the lines
indicated above. He was one of committee
of fifteem who undertook to secure better
legislation, and drafted the report which was
presented to the General Assembly of that
State. embodying what they considered a
very good law, II not an ideal one As an
illustration of what could be accomplished
President Draper referred to his experience
under the new law in Ohio. Cleveland, he
said. had always been progressive on the
school question. and had an excellent sys-
tenn. as a whole. The superintendent APP
pointed the teachers. and were very careful
in making selections. Local prejudices and
influences did not dictate the appointments
Professor Kickoff. for years at the head OF
the schools. went over the country seeking
teachers who knew how TO teach He con-
sidered their ability TO teach. not whether
they were residents of Ohio. But this method
was simply allowed to survive by sufferance
and had no legal foundation.
OHIO'S NEW LAW
BY and by politics came to dominate the
schools. and teachers were appointed by
the force of political influence and per-
sonal and local considerations. without ref
erence to their qualifications as teachers
Weak superintendent brought in weak
teachers Professor Draper said. by
dark-lantern systems and through back
DOORS" People began to realize the condi-
tons into which they were drifting and
arose in their might and swept out the
politicians. Business men got together and
formed a committee for the purpose of in
vestigating the evils and proposing rene
dies. Under a new law the school com.
missioners were deprived OF all authority
except that OF making plans. The execu.
ton of those plans was intrusted TO other
officials. who had power to act independ.
emily OF the commissioners. A business
agent was intrusted with the duty of max
ing all contracts and was held responsible
for results. Under the system proposed
the superintendent OF schools was giYer
power over all questions affecting the bust
ness OF teaching. He appointed teachers
and was responsible for the failure OF
those under his control. Contractors Will
designs on the public treasury. people who
wanted to have girls who ought to be a
machines appointed teachers. and the rag
tag and bob-tail OF society were opposed Il
this system, he said. but the intelligent
people and the newspapers of the city sup
ported IL.
In conclusion President Draper said: "Se
up a plan of operations. System is strong
er than any officer. Set IL up by legislativ,
and discriminate between them. Confe
| adequate authority. Locate responsibility
| Promote the deserving. Dismiss the weak
Appoint men and women of standing I,
administer the whole system. You will
tell me that right here Is the whole diff
| Guilty. l admit IL. but the difficulty Is no
| insurmountable. Find the way which will
work best in each particular community
| The intelligence of the community ono,
| aroused will find that way. And tn,
| aroused and alert intelligence of the com
| munty is the price of a good school sys
| TEN equal TO the needs OF the rapidly de
\ veloping life of the city"
Charles Martindale. president OF the SchoC
| Board Endorsed President Diapers ideas III
referred at length 10 the work done by tn
| school boards OF this city. and said they Ia
was regarded throughout this country as a
| ideal syStem in reSDectS The mai