The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1901-07-13
MP. EARRIS'S WORK ENDORSED
AND EXTENSION OF THE COMMITS
sIONER'S POWERS RECOMMENDED.
Compulsory Laws, Consolidation of
Rural schools and State Aid for
Training Schools Favored.

most important one with which the State
must deal. The work of the Bureau or Edu-
cation. under COMMISSIONS w. i. Harris.
was Endorsed, and the association declared
that its powers should be extended so
that it should have jurisdiction over ed
ucational matters in all of our new pos
sessions. Compulsory education laws and
the consolidation of rural schools were in
dorsed, and State support of institutions for
the training of teachers is recommended.
The last session was devoted TO music,
Thomas Whitney Surrette, of New York.
reading a paper on The Relation OF
Music TO Life" Miss Anna Often, of New
York. and F. L. Abel, of Detroit, assisted
Mr.. Surrette with Illustrations on the violin
and cello. respectively. Following is the
declaration of principles in full:
1.-THE National Educational Association.
now holding its fortieth annual meeting in
teachers and friends of education through
out the country, makes the following state
ment of principles:
ton is the most important problem with
which the state must deal. The progress
and happiness of a people are in direct ratio
to the universally of education. A free
people must be developed by free schools
History records that the stability of a ma
ton depends on the virtue and intelligence
IL the llUlNlCudlS CO4nDOSltlS Tic ndllOI-
To provide for the universal education OF
youth is the duty of every State in the
Union. All the residents of the territory
under the direct control of the general gov
eminent, including Indian Territory, ALASKA
and our new possessions, must receive the
benefits of free education at the hands of
the government. We note with satisfaction
the steps that have been taken by the pres
ent administration TO place the blessings
of American free schools within the reacn
of the children of all the peoples under our
flag.
the direction of William L. Harris, com
missioner of education, has rendered IN
valuable service to the cause or educa-
ton throughout the United States. 1t is
the judgment of this association that the
powers of this bureau should be greatly
enlarged, and that the general direction
of public education in all the territory OF
the United States not under State con-
troll, including our new possessions, shOuid
be part of the duties OF the bureau. In
no other way can the general govern
ment so quickly; c4nomicSiiy irte6ilgentr
education TO the peoples for whose educa-
ton it is Immediately responsible.
''Third-We reiterate the statement that
the public school should be the center of
the educational life of the community In
which it is located. Especially should this
be true in rural districts. Here should be
found the public library for the use OF
all; here the educational extension courses
should draw the old and young; here may
literary and social meetings be held which
will tend TO uplift the mental. social and
spiritual life of the people. Freed from
the ravenous influence OF partisan politics,
untouched by the narIowneSS of rigid sec
t6rianism. the public school should become
the real center of the broader intellectual
life. the educator of men and women be-
yOnd the school age, as we'll as the guide or
childhood and youth.
"Fourth-The subjects that may properly
be taught in elementary schools include
those that bear upon the ethical, physical
and aesthetic nature of the child. as we'll
as its purely intellectual nature. Sober.
Industrious. Intelligent, honest, cultured
school training in the United States.
"Fifth-Our system of education will not
be wholly, free until every grade of school
from the kindergarten to and including the
university shall be open 10 every boy and
girl of our country.
'~'Sixth-The liberality of men of wealth
in making large donations TO institutions
of learning is to be strongly commended
and encouraged. At the same time it
should be borne in mind that popular eau
cation rests upon the people and should
look to them for it's chef support and
control. The relation between state and
local support should be SO adjusted that
communities will maintain a deep and
abiding interest in their schools.
"Seventh-The public school system Of a
State should be a unite from the kinder
garten to and including the universities,
and all private institutions should endeavor
to work in harmony with the ideals of
public education so far as their special
puUlic and private institutions OF learn
ing may more fully cooperate in the gem
eral work of education, the relation between
these institutions should be more clearly
defined than 1t is at the present time.
"Eighth-Legislation with respect to pub
lie education must not wait for public SEN
timent; IL should lead public sentiment
when necessary. Experience teaches that
what people are compelled by law TO do
with respect to schools they readily learn
usually are slow to do reforms which in
volve increased taxation. School legisla-
ton should therefore be under the general
direction of educational experts.
"Ninth-The National Educational Asso-
citation recognizes the principle that the
child has the same right to be protected
by law from ignorance as from abuse.
neglect and hunger; and IL therefore records
with approval that many of the leading
States of the Union have compulsory edu-
cation laws upon their statute books.
"Tenth-While many cities have at least
partly solved the problem of school SUI
pervision, in most rural communities the
problem is almost wholly unsolVed. Close,
constant. expert supervision of schools in
both city and country Is imperatively de-
manded. not only on account of the large
financial interests involved. but also on
account OF the supreme Importance of the
teachers work and the lack OF Well-rounded
preparation on the part of many teachers.
"Eleventh-The National Educational As
ISOLATION watches with deep interest the
solution of the problem of consolidating
rural schools and transporting pupils at
public expense. now attempted in many
of our leading States. We believe that this
movement viii lead 10 the establishment of
township and county high schools. and
thus bring more advanced education 10
rural communities. We also believe that
supplementary state support Of rural h.eh
schools is in the highest interest of the
entire State.
'Twelfth-The State should support and
control institutions whose object is the
preparation Of teachers for the public
schools. Normal schools free to persons
preparing TO teach are an absolute necessi-
~ IN a perfected system of education.
'Th~irteenth-No one should be placed in
previously trained for the work OF teach
ing. The plan OF issuing teachers c~ertif-
Gates Of low grade year after year is at
best a makeshift and should be discon-
tinued whenever the State is sufficiently
advanced in education 70 warrant it's dis
continuance. There should be "A limit to
the length OF tiTe a person can serve as an
apprentice in the vocation of teacher.
"Fourteenth-We believe that the stand
ards for school architecture. Including the
proper seating. heating. lighting. v%entila-
ton and characterization Of school BUILDINGS.
should be as definite as the standards for
teaching. The law should fix the dImen-
sions and all other requirements of school
buildings as well as the size and character
OF school grounds
The following departmental elections
were held to-day:
Normal School@President. J. r. Mills
paugh. Winona. Mimi; vice president.
Mvron ]. Scudder. New paltz y. Y. secre-