The Wichita daily eagle. [volume] (Wichita, Kan.) 1890-1906, 1898-12-28

normal agricultural university for the
colored race-institutions that have al
ready swung wide their open doors, &c
thronging crowds Of eager students? Our
city streets hear the tramp of marching
thousa nds moving to the halls of learn
ing. We have boards of regents, super
intendents Of education. presidents Of ter
ritorial Institutions, territorial boa I'd,
and a graded course of instruction for
public schools
Much of the great work has been done.
But Is the structure that we are raising
firm and stable? Are there no wax
spots? Shall We be satisfied with present
conditions, or shall we investigate them
with the single intention of improving, of
Strengthening, if we are weak IN any Gle
ment?
ut behooves US, fellow-teachers, TO, be
giving thought TO these questions State
hood, when the voice of the people VIII
speak in no uncertain tone, is almost up
on US, and We who claim TO lead the edu-
cationaI thought of our fair land must
be up and doing, ready when called to
speak.
Il am well aware of my own inability
to treat this subject in the short period
at my command, but well viii my purpose
be served If I but start the thinking Of
my brethren.
For some years past there has oeen
scarcely a meeting of men eminent in our
profession in which the weakness Of the
district system, as at present admins
tered in our country schools throughout
many of the states, has not been dis
cussed, and am I wrong in saying that,
today, our strongest and best leaders are
as one in its condemnation? And why?
Because the Independent district is too
small as a unit for proper pecuniary sup
port. The spectacle Of a nine months
school in one district and a three
months term in another calls for remedy
Education and ignorance side by sidei
Education and ignorance are two ele-
ments that will not mix. Indeed. they
are elements of disunion, Of danger in our
body polite. Why should mere differ
ence in peCuniary resources bring about
so great a difference in spiritual posi-
bilities? The cities of our union that
have organized systems Of education rec
ogniZe no such difference. In them, the
tax-paying power of a certain district
does not determine its educational advan-
tage. Then, why should 1t be true in
country districts? States and territories,
no less than cities, owe it TO themselves
to educate every child within their Dor
derS, to give equal advantages to all. Car
lyle must have had the country child
in mind when he said: This, I con-
slider the great tragedy: That one soul
should remain in ignorance that had
capacity for higher things If We believe
that a long term is a necessity, or even
a good thing, in one district, why should
we be satisfied with a short term IN an
other but a mile or two away?
f,.s- hi
true Americans. proud Of our country and
devoted to its interests, We must see this.
Strong as is my attachment to higher ed
ucation, ardent as IS my love for its noble
purpose. my sympathies 90 out. first and
above all, 70 the rural school, the school
Of those whom Lincoln used TO call the
plain people, those that are the very life
blood of our commonwealth. And the
just state support, IS not difficult
Of accomplishment when once oar people
are brought to see how much depends
upon the district school, the foundation
stone in our educational structure. With
in the last few months, in some states,
both political parties have made this
Estate support for rural schools a plank
in their carefully framed platforms.
cheers, it is for you to open
this crusade, to present to our people
the necessity for prompt and thoughtful
action. Many means of attaining the
end might I suggest, but / prefer to leave
the matter in your care and TO your wis
dom. Only remember. the time is ripe for
action, and you must see to it that our
in the coming legislature
give this problem their attention.
II told you that I intended to present
for your consideration this evening Ger
tain educational questions, and the rext
in order Of time. If not of Importance. /
is the proper supervision of those reral
schools.
Close supervision, under able and train
I'd superintendent, such as ours. is only
true economy. The child needs it. the
teacher who knows his business welcomes
It, and the superintendent wishes fOt it.
Once tried, the parent viii support It.
Then, is this not the time and place to
concert those measures which, enacted in
to law, will make your supervision what
YOU wish-what Arnold Tompkins calls
"A power unto righteousness" Can you
not form plans which VIII remedy the
evils of which YOU spoke then, or are
you like St. Paul who said: What I
would, that do I not9' The stream can
never rise higher than its source. and
The superintendent I'm their influence IN
are the source of good or I'll in our dis
.rict schools. I would that county su-
could be a distinct branch
II our noble profession and receive the
its honored members SO rich /
Y deserve. County superintendents, you
must be up and doing. Oklahoma recog-
iizes your many merits Deserve. We
more at her hands. She Will not be chary
1f her rewards.
And 10 you. superintendent, the ter-
-itorial institutions must look for their
chief assistance Il they are 10 succeed in
executing the important trusts that are
committed to their hands. II IS not
enough. though of first Importance. that (
sur elementary schools be wei support /
d. we'll graded. well governed we'll .
aueht, thorough. stable. and progressive (
fully meeting the peoples needs in this (
broadening day Of duty and OF liberty
THE children IN those schools have fun 4
light under our laws. thank God 20 the .
slightest and best this territory affords /
through her normal schools. her colleges. {
Ter university. But these institutions /
must fan of their purpose II bu, one 4
ing in the educational chain be omitted 4
Sc yoUth however brilliant. can leap.
IL one bound. the distance Nature her 4
elf has set between the elementary school /
md higher education
The elementary school must grow into 4
he county or township high school. the 4
lifting school. as II is apply called. for en- I
rance upon the broader plane where is (
developed fun manhood. fun womanhOod 4
10 properly developed system Of public
.ducaJi0n j. complete without the addi- 4
ION Of the county or township high
school; and 50 long as education : rs- 4
yar3ed as the corner stone OF representa-
i've government. IS the cradle ~ evil
md rel gIous liberty. as The psllad um ~ .
,ur rights aud duties As freemen. pub .
&c Instruction must 10 more th4u teach .
h aloreu te read 20 spell. 10 write. 80