Essex County herald. [volume] (Guildhall, Vt.) 1873-1964, 1915-03-12
EDUCATIONAL
QUESTION
Copy of Letter Written by
Theo. N. Vail to the
Governor
February %, 1915.
Hon. Charles W. Gates,
Montpelier. Vermont.

y
Hon. Charles W. Gates,
Montpelier, Vermont.
My dear Governor
Because of my deep interest in the
re-establishment of The school sys-
tenn of Vermont upon a sound and
progressive basis, take the liberty
of addressing to you few words re-
garding the Educational Bill.
| understand that there are two
principal objections to the Educa-
tional Bill-one Fletcherism, and the
other Capitalization.
AS to the first. Whoever originated
the idea of an Educational Commits
sion is entitled to credit, but the man
who made it operative deserves even
more. 1t was big idea. The time
was past ripe for some revision of
our educational methods. Everybody
knows that. am not partisan in
any such matter, so that | trust
what | say will be regarded as Who'll
ly in the interest of educational ad-
vancement.
Governor Fletcher in making this
dea operative went at it conscien-
tiously and effectively. He sought
to make an educational commission
of representative men who were in
terested in the subject. His selection
of President Butler was an inspira-
tion as it put the commission into
direct and intimate touch with the
most authoritative educational forces
of this country.
Having made the commission,
Governor Fletcher left it to its de-
liberations, attended a few of the
first meetings to keep in touch with
it's intentions and processes without
trying to influence the members, and
when the commission as body
realized that it wanted the best ad-
vice 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 "dickering" he very promptly
came to the front and gave the board
his official and unqualified support
by stating that he would stand for
and authorize any expenditure. that
the board could be reasonably called
on to incur.
The final meetings, at which the
report was gradually shaped, Gov
ernor Fletcher did not attend or else
took little or no part in it. If fact,
it was very much regretted by all
the members that he could not pres
ent his views more fully.
The whole action and influence of
Governor Fletcher was as Governor
of the State of Vermont acting as
representative of all the people, max
ing it possible to 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 con-
servative, nOn-partisan way in which
he attempted to do it.
Now as to centralization. The
first educational movement in the
State of Vermont evidently aimed at
the Capitalization of higher educa-
ton, but left primary education to
the direction Of the people in each
community or group of communities.
Nothing better could have been
done. Vermont at that time>Was an
agricultural state. With tie ex-
ception of a few very old settle
ments it was newly settled. The
rural population was widely distribut-
ed and pl losperous farms were loca
ated where now there is no indication
of them or where is the so-called
abandoned farm. Whatever wealth
there was, was widely and generally
distributed. There were relatively
no very rich communities. There
was little or no urban population and
the places that were called cities
were nothing but villages and not
overgrown ones at that.
Consequently each community or
group of communities was able to
take care of its own, particularly as
educational requirements and con-
ditions were comparatively simple.
Since then educational ideas and
conditions have greatly advanced,
not only in complexity but in ex-
pense.
In those days we'll read and gen
orally cultivated man could discuss
intelligently almost any subject in
the arts or sciences. Now, with the
great advance in knowledge, there
are very few who have a really un-
derstandable grasp beyond the most
general one of many subjects. In
fact, if one has thorough knowledge
and understanding of one subject he
is doing well.
In those days the teachers did not
have, nor did they need, broad cul-
; ture or special training. Much ridi-
; cule has been thrown upon the old
Continued on Page s.