The Newtown bee., 1900-06-22


 educate men and women for the civl service as the Nation does already trair men for the army and the navy at the public cost? If it is worth while for the State to compel all her children to learr a little arithmetic, grammar, geography and history, why is it not wise for her tc insist upon their being instructed in the principles of right moral conduct, pollti' cal economy, the science of agriculture and elements of the Christian religion If 1t pays to give every citizen common school education why will it not pay, ever in higher sense, to educate those who have the natural gifts for science, art invention, diplomatic services, and the highest statesmanship?
 State education should of course, first of all, train her children and youth for citizenship. Education is not for the in- but for the citizens of the State. Every school must be nursery of real patriot. ism. The state makes the citizen be- cause the citizen makes the State, lives for it, and if need be dies for 1t. As Humboldt said: "Whatever we wish to see introduced into the life of any nation must first be introduced into it's schools. " And az Milton declared: "A complete and generous education fl ss man to pre- form justly, skillfully and magnanimous- Ty all the offices of peace and war" We have plenty of citiz5ns whose chief and only ambition is to live by and on the State there is urgent need that we should educate the rising generation to live in and for the State; to honor and defend their noblest, most precious heritage of freedom and opportunity. For as it has been aptly said: 'To use ourselves for the country's ends is, patriotic, to use the country for our own private ends is moral treason"
 Public instruction in Connecticut may be easily reduced to complete State system which is already in process of evolution along certain lines. Consoli- dation of districts and town management work we'll in some cases, but in others they would for the time being make matters worse on the whole, and are not to be desired, under exis ting COT ditions. State teachers certificates are in line with State supervision, but every school should be supplied with teachers under the advice and appointment of the State Board of Education. Many of the towns might have complete graded system, and course of study reaching into the High school, with scarcely more ex- pense than under the present mana ge. ment. But much of this work can never be accomplished except by wise legisla- tion. The Connecticut plan, proposed by W. Scott, A. M., secretary of the New England Education League, would divide the State into school districts of the size of a county, and have two State High schools in each district located so as to be most accessible by rail and in other Transportation free by the State woule equalize the privileges to- all. But higt schools presuppose graded wor in the lower schools. MT Scott says: "The whole conduct of public education is te rest in the management of 8 schoo board, composed of state superintend ent and eight county ..superintendents who are selected for long terms, eigh | years. These are educational experts and salaried. There Is also an equs number of men selected on account o1 suitable qualifications for the position seventeen members. In addition to thu state board there are eight county coun cils, composed of the county superintend