The Barre daily times. (Barre, Vt.) 1897-1959, 1915-03-08
DEFENDS FLETCHER
AND GENERALIZATION
Theodore N. Vail Writes Governor Gates
About Vermont's School Problems
and the Part Played BY the
Former Governor.

Gates at Montpelier, defending the act
OF former Governor Fletcher and school
Capitalization;
Hon. Charles w. Gates,
Montpelier, Vermont
Ny dear Governor:
Because of my deep interest in the re-
establishment Of the school system OF
Vermont upon a sound and progressive
basis, | take the liberty OF addressing
to you a few words regarding the edu-
cational bill.
/ understand that there are two prin-
cipal objections to the educational bill
one Fletcherism, and the other central
ization.
As to the first. Whoever originated
the idea Of an educational commission is
entitled to credit, but the man who made
it operative deserves even more. IL was
big idea. The time was past ripe for
some revision of our educational meth
DDS. Everybody knows that. ] am not
partisan in any such matter, so that ]
trust what | say will be regarded as
wholly in the interest of educational
advancement.
Governor Fletcher in making this idea
operative went at it conscientiously ana
effectively. He sought to make an edu-
cational commission of representative
men who were interested in the subject.
His selection of President butler was an
inspiration, as it put the commission
into direct and intimate touch with the
most authoritative educational forces OF
this country,
Having made the commission Govern
1,fE 10 20 IaIihgra inns
attended a few of the first meetings to
keep in touch with its intentions and
processes without trying 10 influence the
members, and when the commission as
body realized that it wanted the best
advice to be had, and not knowing how
expensive it might be and just how any
very considerable expenditure would be
regarded. and still wanting to preserve
the dignity OF the state by not "dcker-
ing, he very promptly came to the front
and gave the board his official and I'M
qualified support by stating that he
would stand for and authorize any ex-
penditure that the board could he rea-
sonably called m to incur.
The final meetings at which the re-
port was gradually shaped, Governor
Fletcher did not attend or else took little
or no part in. In fact, it was very much
regretted by all the members that he
could not present his ,iews more fully
The whole action and influence OF Gov
ernor Fletcher was as governor OF the
state OF Vermont acting as representa-
tive of all the people, making it possible
10 effect a solution OF something which
was of interest and vital Importance to
all the people. and for this he is entitled
to great credit and praise no less than
for the conservative, non partisan way
in which he attempted TO do it.
Now as TO Capitalization. The first
educational movement in the state OF
Vermont evidently aimed at the central
ization of higher education, but left pri-
mary education TO the direction OF the
people ia each community or group OF
communities.
Nothing better could have been done.
Vermont at that time was an agricultur.
al state With the exception OF a few
very old settlements it was newly set
tied. The rural population was widely
distributed and prosperous farms weie
located where now there is no indication
OF them or where is the 80 called
abandoned farm. Whatever wealth there
was, was widely and generally distribut
ed. There were relatively no very rich
communities There was little or MOI
urban population and the places that
were called cities were nothing but vii
lagos and not oyergrown ones at that.
Consequently each community or group
OF communities was able 10 take care vf
its own. particularly as educational re-
quirements and conditions were compare.
lively simple,
Since then educational IDEAS and condi.
tions have greatly advanced, not only IN
complexity but ia expense
In those DAYS a well read and general.
lv cultivated man could discuss inteih
gently almost any subject in the arts or
sciences Now. with the great advance
in knowledge. there are very few who
have a really understandable grasp be-
v0nd the most general one Of many sub
iects. In fact it one has a thorough
knowledge and understanding Of one sub
ject he IL doing well.
In those DAYS the teachers did not
have, nor did they need, broad culture or
special training. Much ridicule has been
thrown upon the old fashioned country
school teacher who was generally man,
often 81 middle age and seldom Of fin
ished education. bat in practical common
sense. and n his efforts 20 make the
h0ys realize that life was not an empty
dream but 3 thing ~ stern realities and
that IL was the b0ys and not the teach.
ere work that must make the bows for
tune ~ position ia the world. there were
elements which t b. pity 10 have been
partially dropped ont Of the modern edu.
cation
Education. particularly primary WIS
simple and comparatively inexpensive.
TIE members of any community were
fully competent 30 daret and supervise
d within the authorization 81 the laws
Of the state o.aav the matters Of edn
cation. even tha primary, are complex
and involved. and while the qualihca
ti1ns 81 The mfmbsrs Of any community
in the state have probably improved over
those then existing there j. not that ~
pert knowledge necessary 20 property
deal vita educational subjects as they
are to-day
Then again. 90 give ths ctiliFeh q The i
rural communities Hn TIE advantage i
that thf fhilafaa al ftr centralized end
reaifAiar communities have d Is essen
tia1 that barge part ~ the erFeuen Ih
some 81 fhrn = borne tF ne state
Tle stats having maAe "a tneumhent
ursan aafh a1 81 e. come resrs If
s-aHr the ststr rsEnof escape thf
nnrsl arafian 81 providing Say fm
hm - r. Fm tiraF two rraagns
therefore ara ffn rErtfiF rrratsf
f-s55.H 's0ra 81 HrT asfrff f.aHrHsrrH as