New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1904-06-29

papers end TO the study OF the examination pc
cuiarities OF various colleges Despite defects
however, he declared that The college entrance
/ examinations were likely to remain until some
guarantee could be given that the high school
course was really good in character and until
some form of secondary education was established
and recognized.
Among the other speakers at this session we're
Frank D. Boyuton. OF Ithaca; A. W. Abrams. prin-
cipaI OF the lion high school: William II Polk
dean OF tho Cornell University Medical College
and Faneun D. Weisse. dean OF the New-York Col
lege of Dentistry. At the third session. which was
devoted to the discussion OF questions reieting to
elementary education. there much gen.
cal discussion than at OF the other meetings.
:. F. Shear. OF Kingston: c. II. Woolsey. OF
''ughkeepsie, and T. R. Kne. superintendent OF
Re schools of Saratoga spoke on various phases
+ elementary education.
cIr. Xneil aroused little applause by his IRON
I'll plea for the revision of the curriculum from
he point OF view OF the elementary schools. HI
sid in part:
We are teaching too much English and too much
geography. We could time there. don't be-
lleve there is any here who had fifteen years
much American history. There are just three edu-
catonal fads Of importance now: Vertical penm'an-
add perhaps the metric system. II ever fall to
language have used in my comments on the met .,
trio system believe we ought also 70 requce tne
gained by teaching German
GARDINER ON HIGH SCHOOL STANDARDS
The night session marked by two addresses
one delivered by Charles A Gardiner and the other
by William ]. Milne. president of the New-York
State Normal College. In discussing the subject
of The True Expression OF the Empire State.
Mr.. Gardiner said
This is an suspicious occasion. This is unified
For the rst time in our 9Ft history ssT Of
civic rivalry and patriotic devotion to the public
good, all departments gather here tonight TO eX-
iegiahce to the public education Of the Empire
Tbe 14m t this nniHeItT be-
seech a benefcent Providence TO raise our debera-
tons TO lofty plane Of enlightened and patriotic
Representing, we. DO all the people. what can
harmony with IT'S spirit and traditions than to IN
gue 0gI 4p~ e Tan p e 10 will lie not he
by eXpending 100000 90 for enlarged canals, nor
$50 ooC 600 for good roads. other sums for the
economic development of the commonwealth all of
which are deserving but not transcendent interests;
eminent to upiift the intellectual and moral life
OF the eight million citizens of this Empire State.
education first guaranteed TO every citizen
tutiona standard Of our public intelligence is there
fore the common school l maintain the State has
noW maintain 10 nsv that the way AZ 10 raise It is
TO guarantee free high school education 10 every
citizen within our borders.
advised his hearers: IF we could first know where
We are and whittier We are tending, we could bet
night, L We could first know where We are in the
du1es and RRher " we are ten5ngwe could Set
ter Judge what to do and how to do H.
of New-York State to educate its people? The
United States has both police power and constitu-
State whenever it deems wise to do So But such
ma p1Tgf Is coIrol4a{e and eorfeauve 9niy
not prohibit New-York from educating its own cit
liens; hence under Article X. that power is still
reserved to the State or to the people Yet this
does not answer my inquiry. 1t merely localizes
does our state constuon iiumne e fe sabtec
We are forced back therefore TO the basis Of all
lying contract or social compact from which comes
every power OF the body polite
THE SOCIAL COMPACT
I maintain that New-York. under it's social COM
pact possesses all sovereigntes that are necessary
ecegnty. then the State possesses II. otherwise
totle. 1t fouTished IN The creek republics It lay
dormant through the Middle Ages For many
preme. Then arose John Milton. and almost single
Of Europe, attacked their strongholds Of absoIu-
tism. demolished their fortresses OF Divine Right.
pact and constitutional government. Thomas JEFF
ferson began where Milton left of. He analyzed
the State and reserved TO the people and in the
laration OF Independence explained that the powers
coded 20 the State those necessary for the
mon good, while all others are reserved 70 the
Such IS the genesis OF the compact now embodied
In our j9rsDrudenee and recognized in the decisions
Of the Supreme Court Of the United States.
: social compact says the court IS contract
by which the whole people covenants with each
citizen and each citizen with the whole people. that
all shall be governed by certain laws for the COM
mon good" @4 L. S, l24) Again the court says
the people of the colonies retained for the pur-
poses Of government all the powers of the British
Parliament and through their State constitutions
or other forms Of social compact. undertook 20
give practical effect TO such they deemed
sary for the common good" ga L. s. 124) And
II is coroary to the decisions. logical those
OF Euclid. that II education is necessary for the
common good. then New-York under the compact
possesses all sovereignties education and has
plenary power to educate It's people TO any extent
and IN any manner it chooses
EDUCATION = POLITICAL QUESTION.
II. Whether education is necessary. for the com:
mon good Is political question to be determined
solely by the legislature The Legislature pos
sesses every political power, says the Court OF
Appeals which belongs by practice usage in
England or in this country to the legislative de-
partment. except in far such power has been
withheld or limited by the Constitution itself" GIG
N Y 1881
Article TX OF Constitution confers certain
elusive powers upon the university, which the peo
pie alone curtail, protects certain educational
he NJ for