New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1904-06-28

it may also be necessary to engage bookkeepers 70
collect and record them; at any rate let US leave
| our teachers time enough to teach
| No poy;,;,e Let us see to it that all
| educa tional work and especially
| the work Of the common schools is done on the
| basis Of absolute fairness to all the people You
carefully keep a saloon a certain number OF yards
away from a schoolhouse a church You are
even more particular about other sources OF pos
sible contamination. But there is one thing not
enumerated in the law which would damage the
| acceptable working Of your common, school sys-
! tenn almost much these abhorrent and for
hidden influences. Far be # from me to disparase
J politicians; no man be good citizen without
| being politician But whatever party he belongs
to- il is reasonably certain that, half the time nearly
| or more than half the people having an equal
| interest with himself in the common schools viii
be opposed 10 his party. Politics and political aims
| then can have no more business in the schoolroom
| or IN the school direction than they have in the
| church; and If the reorganized Board Of Regents
| ard the Commissioner of Education under
| stand themselves and, each other and their oppor-
tunity. they are firmly resolved that their whole
| province is a realm in which politics shall mover
! enter.
THE SCHOLASTIC COINAGE.
| Tomorrow afternoon you to have an impor-
| tant discussion certain plans for making it
! easier TO get certain degrees. The competent and
| scholarly gentlemen who to conduct that dis
! cussion may reach conclusions favoring these
| plans, and If they do they will doubt have con-
vincng reasons. But may I venture beforehand
on their territory long enough express the hope
| that neither in their discussion in any other
under these auspices shall any decision be reached
| to call fifty a dollar whether in your COIN
or in your scholarship. ON the contrary, pray
you help the Board Of Regents resist the cheap
| ening of degrees Create a public sentiment that
Will make it impossible for any school, for
| a crowd of able and persuasive dentists, to ap-
! peal to the legislature for degrees not to be
| tracted through the regular channels and after
| regular and competent examina tons. Overvalua-
1 al liz. of
rredeemabe currency. Don't debase the scholastic
coinage.
| EXAMINATION PAPERS.
Another branch OF the convocaton tomorrow is
| to discuss the future development of the examina-
ton system. May 1 trespass advance this
field also, far enough express the hope that you
may find way for reducing ro her than further
magnifying the Importance Of examination
papers unerring test of work? OF course, the
general system Of written examinations is of un-
doubted utility. Perhaps may be pardoned for
thinking that of the Board Of Regents particularly
valuable. Certainly such system should be heed
essly or hastily disturbed But in many cases, as
present used. it probably goes too far and is too
rigid. The number of branches IN which written
examinations required may perhaps be profit
ably reduced If also the number Of such ex
aminations in each branch.
In any case it will surely be an advantage when
they be made smaller factor in a final deter
mination of actual proficiency. The instances will
surely be in which the continuous work
through the term, where there are practicable
means for ascertaining II. will not be found q
guide TO the real advancement OF the pupil at
least accurate the accidental good or i'll show
ing in forty minute written examination. under
the Of unusual excitement or apprehension
Besides the process Of examining for examinations
has. many institutions been reduced by skilful
practitioners TO exact science. wherew!th they
would deceive the very elect. II IS not easy
to cram for whole term; and. il done 1t is at
least more useful Where possible. lie: US hope for
progress rather In the direction OF giving greater
weight to the teachers examinations from day 10
day throughout the term. and less TO the written
replies, feverishly dashed down a short examna-
ton paper in forty minutes dreadful day ut
the end.
WHAT IT Is ALL FOR.
And finally may we all. in several places.
grasp the real extent Of duty and or
portunity. is not confined 20 teaching things.
The real purpose OF the State IN an its princey
provision for the education Of It's children is not
merely to how many things it can make them
know should 1t be yours as loyal servants OF
the State.
Mere knowledge Of things viii not save the State
and MAJ it. The most envenomed
anarchists. the most dangerous enemies Of govern
ment and Of the property and life It is meant 10
protect are often among the most highly educated
OF
The real work Of the common schools and OF all
schools It's last analysis is 20 Zoe Judged. not by
what has beer taught the pupils, but by what this
teaching has made Of them To have merely created
a scholar that enough. What character
have you builded?-that is the test. Does it show
the old traits that under God created this
mouwealth: Does II combnc a profound respect
for authority with ar indispensable craving for
free individual initiative.the Angio-Saxon rever-
cnce for law with the American capacity FOR lead
ership in finding and Selling the opportunity? That
is your task II the New-York OF the twentieth cen
fury is make good in d magnificent prime the
promise of her glorious youth
Following Mr. Reid. Henry NJ. MacCracken.
chancellor Of Ncw-York University, spoke on
University Problems il the Metropolis" Or.
Mace -acken tod OF TIA development Of the
present educational institutions of New York
City and showed how certain classes OF the
city's population which were not originally rep
resented in Columbia and New-York unver-
stiles have grown enormously Of recent years.
Among other things he said:
1t is permitted to to speak congratuIatory
word tonight on behalf OF the university and col
lege presidents of the State of New-York. Proba-
bly, this privilege comes TO mo because am now
eldest in service in all their company In their
their new leaders. Chancellor Whitelaw Reid and
Superintendent Andrew 5. Draper. 1t is recorded
the Romans Elected cato the Elder and Valerius
be- their censOrs because they We're assured that
body polite We have here tonight cato and
Valerius. and convinced that they will care
skilfuy for high interests of education in this
commonwealth Whatever American Plutarch may
write true history, he cannot fail to do honor
them something like that which IL recorded of the
great censor that cato never owed so much to the
anniversaries are symbols and embodiments OF in
tellectual conditions. SO cathedrals half Il dozen
worship; they symbols and embodiments of
the thoughts and aspirations of the people.
pressing itself than the people OF half thousand
years ago. Nevertheless. the necessity OF express