The Manchester journal. [volume] (Manchester, Vt.) 1861-current, 1914-04-02
VERMONT COLLEGES DErENDIJ
ri.sid, nj Thomas Answers osrnrgt,
i,eport.

Fi.siei, nj Thomas Answers tsrnrgt'
iiepori.
At hearing before the stat,
u iaraiional Commission on saturda
March 2lsl. Doctor Thomas express
"a his views as follows
While the trustees of Middlthnf1
College have ,aken no official aeiiol
With reference 10 the report OF ths
Carnegie Foundation and have giver
me- no inst rnction as To what stii'
tude ! should assume to 1t, I am
grateful for the opportunity 90 pre-
10 your commission some
siderations which have occurred q
me In connection with this report
~ endorse the report as a
thorough, Impartial, scientific study
of the educational system and prae'
! tloe of Vermont. and as program
for educational improvement which
I Is bound 10 exert far-reaching bene-
1 ficent influence. recognize the
duty OF every citizen TO consider this
report In patriotic spirit, dissoelat-
ed from personal interests. Further
more | accep, and approve many OF
the constructive legislative recon-
mendations OF the report, cordial,
and earnestly, In the sincere be
lief that they will make for the
best educational interest Of Yer
mont. The suggested Measures for
Legislative Enactment" Part III, p
210 of sections lila lcommend thene
selves to me as clear, comprehen.
sive outSlne OF some OF the essen
tial steps necessary to insure
wise and permanent educational ad
vance. Except for the clause IN
section 8 which contemplates the
transfer TO the board of education OF
the powers now exercised by the
trustees OF the agricultural school
at Randolph and by the penal board
over the industrial school at Vergen-
II est-- which transfers | do not
think would be expedient at this
time suggested legislative pro
gram with reference TO educational
reorganization seems TO me excel
lent.
The essential and central feature
OF the report is the proposed change
from the town to the state system OF
the control of schools. The immed.-
ate snzerainty fthe state over the
public school" (page 249) is the fun
damental principle upon which the
whole structure is built. "The rec
concentrations of the report tC
quote from page LAG, contemplate
for Vermont strong, well central
i1ad, and efficient state control in
education. Perhaps the most i'm
portant section of the bulletin for
immediate consideration is Chapter
TX. The Reorganization OF the
Agencies for Administration De
tails as to courses OF study and
methods Of supervision can not be
legislated and must be worked out
slowly nder the leadership OF
administrative officers. but the
transfer of authority over the
schools from the local community to
the state as whole is basic
principle capable Of being enacted In
to law at one stroke, and far-reach-
ing in it's consequence to every com
in the state"
1T will be a difficult matter to |
make this change and provide prop
er safeguards to preserve the |
rights of the towns and district and |
to maintain local responsibility for
school support as the report ad-
mits must be done. Without com
myself to 80 large a measure
0 Estate control over the schools
rs the report recommends, never
theless believe that some degree of
Increase OF state authority over the
schools is both practical and neces-
'ary We have been tending steadl-
y and rapidly in that direction. The
inequality of school privileges as
Detween the remote district and the
arger towns and cities, has found il
way to the conscience OF the state.
( your commission can make Il clear
hat the state comes, not as a dicta-
or to force is politics upon an unwil
ng people, but as strong friend to
Issist the smallest and weakest
OWNS to do what the town itself
would like TO do for the welfare OF
is children, but which by itself II
las not the means todo, some rea- ]
enable objection TO this change I
'ill have been met. This transfer !
I control is not less radical than !
he change from the district to the :
own system, which effected only IN a
ss2. and ii should be considered g
ith care and deliberation, and with Z
tmost frankness with the people. v
Il accept. however, with some r
as 10 It's full implica- e
ons. the organization OF strong
ate board Of education az the o
ead OF the entire educational sys- o
m OF the state. The suggestions n
to the constitution OF that board "a
e terms OF office, the method OF ap fr
their relation TO the COM II
issioner OF education. and a liberal
lowance for the prosecution OF
cir work, are all wise. II such