Evening star. [volume] (Washington, D.C.) 1854-1972, 1906-01-28

In the United States eleven high schools
that had course of study from two to four
years in length laid out progressively so
as to cover branches of mathematics and
foreign languages, together with advanced
studies in literature, natural science and
ancient history. These eleven schools re-
ceved pupils promoted on examination
from a graded course of study in elemen-
tary branches.
"Thirty-three of this modern type of high
school were added before January. 1860,
making a total of A high schools, of which
three were in the south At that time
GSGO) the wise people shook their heads
and said: 1t is doubtful If the Constitu-
tion permits the education of people in free
high schools. District schools may be ali
right, but our forefathers never intended
to furnish a liberal education to all children
at the expense of the taxpayer The
friends of free high schools We're somewhat
uneasy over this.
Growth Was Rapid.
But the next ten years saw the high
schools increase four times their former
number-the Al of 1860 had increased to at
least 100 In 1870; and In the next ten years
the increase continued, so that In 1880
there were in operation about 800 public
high schools. These reached 2,526 in 1890.
COOS in 1900 6,3lS in 1902 and 7,230 in 1904.
The number for 1906 Is not estimated.
There were in that year, 1904, 81 2o5
students receiving secondary instruction,
of whom 323,02S studied Latin, 1854, 923 al
zebra, IL las Greek 176039 geometry 257,-
307 history and 1902 chemistry The
schools of the United States amounted TO
nearly Sl50,000.0o0. Private schools of the
same grade amounted to about S70,000, 600
more.
The most noteworthy circumstance con-
nected with this increase is that II has gone
on in all sections of the country"
1T IS the greatest and most important
service of our educational system" says
DR.. w. I. Harris, ito give people the
power to readiust their vocations and to
climb up to better paid and more useful
industries out of lives of drudgery. This
is sufficient reason in itself for estab-
fishing a public school system. But to
give the people the power of participant
ing In each others thoughts, to give each
one the power to contribute his influence
10 the formation of a national public opn-
ion, Is far greater good, for il looks for
ward to the millennium. when no wars
will be needed for the mediation of hostile
ideas. The growth of the public high
school system reveals to us the presence
and activity of a great auxiliary force that
has come to aid the elementary schools IN
this their great work"
Local High Schools.
In this connection the growth aud pres
ent standing Of the Washington hiRn
schools is interesting. The NJ Street High
School (co!ored. Of which Mrs. y. ].
Cooper Is the principal, was established IN
1870, the academic system of white high
schools in 1876. The Central High School
was, of course, the parent institution, and
when, in 1850. the Business. Eastern ana
Western branches were established, neces
sity of some single policy gave the prin-
Cipal of the Central school certain gen
eral supervision. Later that tendency re-
suited in the promotion of the principal TO
a dictatorship of all high schools. 1lr. +.
NJ. Lane was the first general supervisor
IN Washington of secondary instruction, as
the high school work Is now called
When in 1901 a further branching oc-
Cured the technical course was given sep
arate buildings but much to the surprise
Il is said, of the director. the branches were