New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1920-08-29
BY Frank S. Hackett
Hcadmdster Riucrdale Country School,
Rivordcle, N. Y.


RircrdGle, ~. Y.
The State of Michigan has flung ou'
a new question: Shall private schools
continue in our democratic country?
If the legal authorities of Michigan
decide that to submit this question is
constitutional the people will by vote
determine the matter at an early date
probably this fall.
The rest Of the United States seems
too little aware of the character of this
issue. Though the Michigan situation
is local, revolving about religious con-
troversy through parochial schools
and their exemption from taxation and
embracing non sectarian private schools
only. because of the seeming mpossi-
blllty of separating them from the
particular aim of minimizing church
influence, this movement challenges
the attention of every parent. BY lay
ing down the law as to where and how
a child shall be taught, not just what
minimum he or she shall accomplish
tins proposed statute goes to the very
heart of personal and civic freedom.
Are we in democracy bound, when we
observe the rights of others, when we
perform our duty as citizens. to think
and to feel as the majority Of the
moment may dictate?
When, as the law demands, we have
paid our full share of public education,
when we have contributed our best in
terest and help, when we have had our
children learn what is reQuired-say,
that they shall have mastered all sub
Jects through the sixth grade, or, as
no ~ -,
better, the tenth or twelfth grade
must we still confine formal education
to the course of study which the state
prescribes?
A Historic Privilege
In the answer of our citizens to these
complementary questions lies the out
come of the struggle now raging be-
tween the theorists who would cast us
all in the same mold, who would de-
wise measures to make sure that no
man outstrips his fellows, and those
who believe in the historic privilege
of Americans to make each of himself.
within the common good, what he will
and car
For any fair consideration of these
fundamental questions we must think
of education for democracy as a means
of citizenship. The measure of a pri
1 ly 1t conforms to the plan of the pub
/ lie schools, but what kind of Americans
1T helps to develop. Are they good
citizens, public-sprited. able, demo
cratic? Are future graduates likely
to be the same type?
Though before the Great War we
should all have had to answer accord
ing to personal experience, there is
now concrete record on this point.
Service flags and bronze tablets per-
petuating the roll Of honor mark how
who!e-heartedly the men and women
/ graduates of private schools Joined
their brothers and sisters of the public
/ schools and gave up their lives in the
fight for freedom 1t is safe to saw.
moreover, that the private schools are
but few whose war records do not
! chronicle how. long before America en-
tered the struggle, their graduates had
served overseas in hospital, ambulance
or Foreign Legion
This is but part of the story. Were
data available of civilian effort there
would be found private school gradu-
ates among the leaders and the rank
and file of every good movement. That
they were not particularly known as
of the private schools is tribute to
real democracy, which is a spirit, not
a thing.
though in our happy go-lucky Amer
lean way we keep few records in times
OF peace from which accurate deduc-
ions may be drawn of the value Of
TINS kind of education or that. it is
safe to say that in ordinary citizenship
private school graduates measure
abundantly. In some of the schools it
IS traditional that graduates engage
IN the work of a particular settlement.
IN Boy Scout or Girl Scout activities
or IN any one Of thousands of COM
munity efforts for making better cir
cumStances.
For Better Politics
10 political movements also. particu-
larly ia the present day campaiens of
the young men and the young women.
IL IS impressive to observe the type
VINO throw themselves into the struggle
Tor better politics. and then to learn,
upon inquiry, in how may cases, from
the late Theodore Roosevelt through
the present Roosevelts and countless
others, they are the product of edu-
cation under private auspices. Superb
GRITTY of manner, condescension or
obblshness-unless in the case of
those few naughty mortals who would
under any circumstances be prigs-is,
moreover. in no sense characteristic of
those young fighters for civic right
eousness.
Aside from these positive evidences,
however, the mere fact that among
Americans united in civic or political
Ell ort the question as to the particu-
lar schooling OF men or women seldom,
# ever, arises indicates that the effects
OF private school education are incon-
sp.cuous. The simple truth is that the
country. needing all types of whole
some education, has never stopped to
imagine the source Of this virtue or
chat, this defect or that.
P.-vatc education in practice tends
to result in good citizenship chiefly
because OF our characteristic American
INITIATIVE. We citizens, believing alb
soIutely in public education, paying
our share zrr its support, and most of
US standing ready to make far greater
money sacrifices not only that it may
reach more children but that il NAV
be bettered in duration and in quality.
stand ready to serve, and many Of us
40 serve, this cause by active partic-
pa'loh. we want public education to
be so good that it Will afford everv
enid llghtlng chance in life.
Different Education
TO further this great object. how
ever Is 1T necessary that we should
INA IN our children to public schools
Waving for the moment any consid-
eratlon of the aaDual conditions of the
Puolc schools available to us and ut
teriy rejecting any thought that our