Evening star. [volume] (Washington, D.C.) 1854-1972, 1904-06-04

home than was encountered In several Of
the most powerful and wealthy OF the
northern states in the Anal establishment
of their common schools. 1t would have
been regarded philanthropic prophecy
run mad in 1850 had II been declared that
within twenty years the southern people
would have established the entire American
system of universal education, with its coll
ored annex, by placing on the ground a
system of free common schools for all
classes and both races, and supporting
them at an expense of nearly 500. 900 600
including nearly sloo.0oo.ooo for the chill
dren of the freedmen
Vast Sums Spent
In addition to this vast sum, II is safe to
say that during the critical period of RE
construction" over 100000 of northern
and national money was spent In the south
for education.
The excellent public school systems OF
the western states have won the admira-
ton of all foreign experts. even the hyper
critical German educat ionists. In a great
measure they owe their existence TO a
wise and far-seeing provision of the federal
land tenure system. When the western
territory was acquired by the nation the
title to. the soil came with it. of course.
whenever the Senate admitted new state
into the Union it was always made a con-
dition that United States lands should never
be taxed by that state. But II would be
from taxation large areas of unsold public
lands within its borders, unless some com
pensation was given. This COMPENSATION
takes the form of the reservation to the
state of the land in one township out OF
thirty-six for educational purposes only
and all the public school systems Of the
western states have been founded on this
provision.
We have seen how the common schools
grew up. north south and west until they
now cover every nook and corner OF the
Union. and are the most dstinctively Amer
lean OF all American institutions. They Diff
Ter IN various parts of the country, accord
ing to the varying needs and resources of
the localities, but they are everywhere
heartily supported by the people.
The Keynote.
Democracy is the keynote In the manage
ment of the schools; they are run by the
people for the people. An English educa-
tonal expert summed up the position ac-
curately when he said: The people of
the United States came long ago to the
conclusion that il is cheaper to pay more
for schools and less for jails and poor
houses. Public intelligence has accepted
the fact that education is the best inyest-
ment for the community and therefore the
education taxes are paid cheerfully'
There has been remarkable advance all
along the line since the days when our
fathers and GRANDPA hers We're birched in
the little red school house on the hill in
1870. 6.S11,592 children We're educated in
the public schools at total cost of $685.
3St.666. In 1902 there were 1925. Ss7
youngsters on the books, and they cost
Uncle Sam s235. 20S, 465. 1t will be seen that
the cost of educating the individual child
rose out of proportion to the increase in
the number of children. All over the United
States teachers complain, usually with jus
tee. that they are underpaid, but they are
much better paid than they used to be. In
1870, 201,515 teachers divided between them
mot mas cffaer
rich on forty pounds a year" like Gold
smiths pious parson, for their average an
rual income was only $iSSG7. In 1852 49,
$50 teachers shared $50 ol3 7]4 which gave
them S341- % apiece on an average. A small
income, truly, in these expensive days.
7 he inadequate salaries paid to the teach
ers is still the principal objection made to
the American school system by foreign
critics-it always has been.
She Spends Royalty.
New York city, as BELTS the cOdntry's
metropolis. spends royalty for schools In
1893, one of its banner years." the expend-
iture for education came to more than a
quarter of the entire cost of the municipal
administration, and from 1899 to 1903 the
expenditure for purchasing sites and erect
ing new schools alone came to over thirty
millions of dollars.
AS it is in New York, so II is, more or
| less, in all the large cities of the country.
The cost of the childrenS education goes
! up by leaps and bounds Every year. The
dying generation, who learned the fear of
the Lord and the three Rs in the little
red school house on the hill, are amazed
when their grandchildren talk about their
public school lessons in physiology, hy-
giene civil government, ethics. music, for
eign languages and other advanced sub
jects. The greatest tendency toward these
studies is shown in Massachusetts and
New York, while Pennsylvania and some
! other states still cling fondly to the three