Evening star. [volume] (Washington, D.C.) 1854-1972, 1907-02-06

two recent acts Of June 1905, though effect
ing less progress than was probably intend
ed, did, nevertheless, accomplish substan-
tial changes for the better. Very much,
however, yet remains to do, for the schools
are several decades in development behind
the best cities of the country.
For two reasons the hope of progress
rests in Congress. OF these the first is
that the District is a province, entirely de-
pendent upon the Congress and without
any self-government The second is that
there is no organized public sentiment in
the District for or against school better
ment.
Influence is supreme and sole. Influence
has torn the schools limb and heart and
utterly destroyed the school spirit in the
school system and out of it. 1t is gov
eminent by influence tempered only by the
social function of criticism by factions,
never satisfied and usually disappointed
Used by Courtesy.
THE term school system is used by cour-
tesy. The acts established two school sys-
TENS whose one connecting link, outside of
the board of education, is the superinten-
dent. But neither of the schools. white or
colored. may properly be considered q sys-
tenn. There are, in fact. certain groups Of
schools under directors and supervising
principals; but these groups are not so
closely correlated as to form, for either the
white or the colored schools, true school
systems"
Referring to the machinery of admins
tration,'' the writer says, first there are
three District Commissioners, with sole
power over all expenditures, on salaries OF
S., 900 each. nominated by the President
and confirmed by the Senate"
Described as Many in One.
This triumvirate," the writer continues,
regards itself as the city council, the city
board Of health, the county board of free
holders, the state legislature. governor
hat
library trustees and the so-called board of
education may appoint certain employees
and that the courts are outside their con-
troll. AS matter Of fact, however, it is
not so regarded by the Congress, for its
powers and duties are so closely pre-
scribed that it is but a commission"
After going into more detail about the
administration of affairs in the District
and coming to the board of education and
the superintendent. defining their powers
and stating what the writer thinks should
be done to remedy the evils" existing, the
question Of the present condition of the
| school system is taken up and characterized
as among the worst in America"
1t is stated that the confusion Is In
credible.
Numerous changes are then suggested by
which the present method of school gov
eminent may, in the writer's opinion. be
made to operate better. Then, once more,
the broader question of the city itself
and it's citizenship is taken up and more
adverse criticism INDUCED in.
District Province"
The article says that this city is prov
ince, characterized by village ideals, thrust
anonymously into immediate juXtaposition
with city conditions and the whole lit too
brilliantly by the sun of the central gov
eminent"
1t is concluded that there then, are the
several reasons for cleaning house, for
tearing down walls and for building better"
grand preroration comes next. 1t is
limited that it will not be long before there
is great popular call for "a constitutional
convention Perhaps declaration of in
dependence will be drawn up and signed by
the wrathy residents of the District of
hints at dark things Cor is it glorious?) yet
to come.
somewhat prosy final paragraph Is
found after this. The writer does not final
ly conclude without saying that he is In
| favor of that bill which was recently in
troduced in Congress at the suggestion of
Superintendent Chancellor and some of his
| friends, and which is known to embOdy
some of their ideas about the undeSirability
| of having to bother with a board of educa-
| ton.
wanting selfAgovernment." concludes
| the writer, ''the only other solution of the
i troubles in the schools Is to abolish the
1 board, this last semblance of self-govern-
ment, this homogeneous. anomalous sur
viyal of former liberties. and govern the
\ schools by an educational commissioner.
| by the Senate like the other Commission
ers. But the true solution is partial Dis
| trict autonomy
|