The Birmingham age-herald., 1913-03-21


in Alabama what Is known as "a school
house ring" Here let me add that II
such an organization exists, II mas
rudely declined to invite me to join
Its ranks. [ do not believe in carrying
the schools into politics. As matter
of fact, 1t is essential that they shali
be kept out of politics. This. however,
does not mean that any one OF us should
hesitate to ask any man who is seek
ing high office how he stands on the
school question or on any other social
question that Is demanding solution IN
our life. For conscience sake let US
not be afraid to demand such leglsla-
tion as will save us from the humilia-
tion of standing convicted at the par
of history as the most flliterate peo-
pie In the whole catalog of American
states.
Cooperation and Coordination
4. Still another problem is the prob
lem of cooperation aud coordination.
There has been, I think. an inadequate
understanding of the unity of the edu-
cational process. We need to learn, as
Doctor Curry used to tell us, that edu-
cation is one thing and not many
things. that 1t Is not elementary, and
then secondary, and then higher, and
lstill higher, but one thing, as one as
life itself as one as the air we breathe,
rs Oht- dS lf1e sSuuiiSQt VI htafN''-
There Is too little understanding of the
Differentiation of the public schools and
the private schools, of the tax sup
ported colleges and the denominations
colleges, of the normal schools and the
thigh schools. That Is false philosophy
which coneeives of institutions OF
learning as opposed and warning
agencies We need. first of all, right
system of schools, and then their ef-
" nrdi n ut rise
above institutional excluslveness and
the atomistic conception of educa-
| tion." We need to understand that no
true school can be an isoluated unit,
that perfect understanding and arti-
culation should exist between all the
parts of the system.
THE articulation of the University
of Alabama with the four-year high
school I conceive to be the most con-
structive educational achievement of a
| generation in this commonwealth. There
has not been any single event in our
life that has done SO much to reveal
/ to the popular mind the unity of the
Educational process I am not seeking
to commend the university. On the con-
Itrary. 1 desire to add that, in taking
| this great step, the University of Ala
bama has done nothing more than its
plain duty. AS a matter of fact, there
is but one place in. our American sys-
| tenn of education for a state univer-
| sity: and that place Is at the head of
| the public school system. A sound
TYPE of educational leadership is its
primary function. Such leadership de-
mands, first of all, definite standard
ization of itself. even at the sacrifice
of large numbers. Here let me say that
the most pathetic spectacle that can
come into the life of modern state
lis the spectacle of its tax-supported
colleges desperately engaged year after
lyear In a selfish battle for students and
dollars, and without due regard for
standards of admission and of gradua-
ton. If we fail to develop sound
system of high schools in the south,
the responsibility is going to rest upon
| the hybridized college and the am
bilious normal school, which Is more
and more inclined to neglect its own
function and, for the sake of mere
numbers. is willing TO compete with
the high school for students who have
neither the maturity nor the purpose
to teach school Other progressive states
are today demanding the elimination
| of institutional partisanship and the
wiping out of such gross overlapping,
waste and duplication of work, which
lis everywhere and all the time crying
temptation to unethical practices in ed
ucation as well as a crying burden upon
the people.
Educational Solidarity
| sI sometimes think that the common
school and the high school are not only
| the great unifying force, but also the
sole medium of communication, in our
state system of education, looking to
| educational solidarity. Other classes of
institutions, with rare exceptions, seem
| to be moving on in disconnected. un-
related way We know the result. 1t
| is an interesting task to read the ad-
lvertising literature that Is being sent
out by some of these institutions. Some
one recently remarked that in an ordi-
nary bulletin of 100 pages the number
| of mistakes would equal the catalog
| of the ships of Homer and that there
may be found in such literature more
figurative language than Is used in the
Song of Solomon that there is going
| on a perpetual process of straining at
camels and swallowing gnats. The re-
| suit is that there exists a great twi-
light zone in our system of education.
The ambition to count is destroying
| the disposition, and even the capacity,
Ito weigh The milk In the cocoanut'
is, of course, dollars and students. |
know that, in days gone, the strong
est appeal to the legislator to supply
the dollars has been on the score of
numbers / believe that, in the days to
come. the wise legislator is going to
make inquiry, not SO much with refer
ence to the numbers gathered, as with
reference to the methods by which they
are gathered; that colleges will not be
allowed to count a student as student
regardless of whether he Is studying
elementary grammar or Anglo Saxon.
President Pritchett remarked recently
that the student register of some COL
|leees is suggestive of the inventory
of an auction sale advertised by a Kan
sas farmer. He announced for sale S2