The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1906-11-24
State Control.

It is at least one OF the purposas If
this conference To advance this idea OF
state control and state support in this
Held The common thought about educa-
ton in the public mind divides the whole
process into four parts: elementary. sec
ondary, collegiate and professional. con-
Stunning some twenty-five years Of hu-
man life. These subdivisions are some
what arbitrary and superficial. hinder
ing the mind from possessing the il
Eliminating thought Of the oneness OF the
whole process. but they seem TO be
necessary. and perhaps the best artin-
clal divisions, that can be made
From the beginning there has been 4
distinct idea of separateness between
these educational forms. especially be-
tween the elementary and the higher
work. The early colleges and UNIVERSE
ties undoubtedly had their genesis in
the thought Of kings and bishops and
exclusive classes. The common school
on the other hand is undoubtedly the
product OF the Calvinistic spirit. reactin.,
on the aspirations Of American democ-
racy. Our modern democracy, ceasin,s
TO trouble itself so much about the form
of government and coming 70 care more
about the social opportunities offered TO
the masses Of men. has brought IL about
that advanced instruction is everywhere
reaching down and elementary instruc-
ton IS everywhere reaching up The
point where their readings converge IS
undoubtedly the high school, which would
seem. therefore. to be the institution
destined to cure that separateness. TO
reveal the essential unity Of all educa-
tional work, TO open the door of oppor-
tunity TO three-fourths OF the capable
children Of every State. to enrich and
strengthen the colleges and universities
and to furnish to the life about Them
the training which that life needs for
its fullest Development
In view of these facts. in is my belief
that this conference is epochal i'm its
character. and is OF itself am object les
son In educational unity that cannot fail
TO impress the public mind enduringIy.
Certainly. so far as can recall. no such
body Of men has ever gathered together
solely for such a purpose.
Latin Schools.
Early I'm the history Of the Colonies. ef-
forts were made to found Latin or gram
mar schools. supported I'm part by the
church. ia part by the efforts Of citizens.
and in part 10y private enterprise Some
Of these schools. like the Boston Latin
School and the William Penn Charter
School. stil exist Their chief purpose
was to enable future coliegians 20 pass
entrance examinations. For two or three
generations following the Revolutionary
period. new type of secondary school.
known as the academy" appeared. Its
appearance was due to "a certain drawing
away from each other OF the forces OF
church and state. These academies were
unrelated organically to the State or 20
the church, though most frequently they
were the result of tho educational Vigor
inherent I'm the Christian point of view
In many illustrious instances. they were
the result Of the educational enthusiasm
aud power Of single devoted individuals.
Ihey played, and are stlr PLAYING Won
dcrful part in the educational develop
meat OF the nation
they were In many cases the germs Of
our most important colleges They were
often In the hands Of men OF amazing
teaching genius and devotion. There will
always be room for such academies. and
they viii probably always exist ln their
greatest health side by side with highly
organized public nigh schools
But the problem OF secondary education
could not be solved by those academies.
From tho early part Of the nineteenth
century until now there has been a strong
demand for "a system n secondary cdu-
cation under the control OF the state