The evening times. [volume] (Grand Forks, N.D.) 1906-1914, 1910-09-28
MITIGATION Of STATES EDUCATIONAL
FORCES FOR BEST INTERESTS Of ALL
rcs'cent George Macean Tells oT Iowas Stem in That
overwhelmingly as the Fountain Head Of In
spiration-Must Use Economy


Use Economy
high schools Of the state are thus be-
Ing better articulated, and brought
into closer ind more sympathetic CO.
operation.
The. Massachusetts Plan.
Massachusetts. In some sense the
mother of and leader in American ed
location, establishing the first state
uEiveraity In 1886, now known as
Harvard and within q decade requir-
Ing every town Of fifty families to
maintain school that would prepare
for the university, and with schoo!
system reformed by Horace Mann,
last year effected nothing less than a
legislative ed,tcatione; revolution. 1t
was in the inte?es: Of educational
unification. and precipitated b. the
vital mistake in 1906 of establishing a
commission on industrial education
distinct from the state hoard Of edu-
cation. The separation of the pro-
posed trade schools from the public
schools threatened schism in the pub
lie school system. The resulting agi-
tation overthrow the organization Of
years in the interest of educational
unification by the establishment of a
board of education of nine persons
appointed by the governor with the
advice and consent of the council in
classes of three for terms of three
years. The members of the board
serve without compensation. The in
dustrial commission was abolished.
The old-time secretaryship of the
board of education was changed into
"a commissioner of education appoint
ed by the board for term Of five
years. He was made the. executive
officer of the board with plenary pow
ers and supervision Of all education
al work supported in whole or in
pa t by the commonwealth. He was
aided by two deputy commissioners,
one of whom was qualified to deal
with industrial education. The pill
grim tendency in Massachusetts to
extreme individualism, and the
emphasis upon the town as a unit
marks a contrast in Massachusetts
leadership in education with that Of
New York.
New York Was First.
The program. therefore, of unifica-
ton in Massachusetts, is perhaps
more noteworthy than the marvellous
advances which eliminated this year
in New York state. New York had
the earliest framework for state edu-
cational unity. In 1854 in their as
sembly, "the first session after
peace" leaders like George Clinton.
the Livingstons, John Jay and Alex
ander Hamilton, presented plan
providing for the university of the
state Of New York. DIR. Draper we'll
says: 1T was the first movement in
America to organize the educational
work OF a state upon a non-political,
non-sectarian, and every way nom
exclusive basis which would bring
the sovereign authority and the f.
nancial aid of the state to the practi-
cal support of education that should
be unlimited and free. 1t is not too
much to say that 1t was the first
really strong educational conception
in America, and that 1t was by a
not been greater in the land"
not been greater in the land.
The plan at first provided that the
board Of regents should be legally
possessed Of all the properties and
should exercise the powers of APP
pointment and all the other govern
ing powers over all colleges and
schools. But it was Immediately
seen that this would not work, and
reform was initiated in the board
itself. This reform provided for sep
arate and local boards of trustees in
all the institutions, with all of the
| powers over property, courses, ap-
pointments and administration. The
| university was to be a supervisory
university. The idea was to bind
all together, and bind all to the state,
| to the end that the newer and the
weaker institutions might have the
fraternal aid of the older and the
stronger ones, and that all the peo-
have the uplifting influence Of this
| general organization Of the more adj
! vanced institutions Of learning in
the state. In other words, New York
was setting up state organization
supervisory of her higher learning.
AS early as 1887 plans were under
way to enlarge the supervision Of the
board of regents to include academies
as well as colleges and to provide
state aid. The plan has worked we'll
! with reference to the secondary
i schools. but it had soon to be modi-
/ fled with reference to the colleges,
owing to disputes as to the preroga-
Tive OF the board of rege:ts and the
board Of trustees of Columbia, and
later of other colleges. In the words
OF Or. Draper 1.-The purpose Of the
founders of the state to make Co!um-
bin state college and the mother of
many colleges and schools which
1 should together constitute a real
state university was defeated. 1t was
doubt inevitable. and probably
! necessary. but surely it was heavy
| penalty loth upon the state and the
college. for the inability Of few men
! 10 ADJUST their oficial powers so rs
70 make q workable and effective edu-
cat!cnai Organization. 80" There were
I losses all around but they were
doubtless necessary, for college in
| di,iduolfty ond Freedom had tn he -