Atlanta tri-weekly journal. [volume] (Atlanta, Ga.) 1920-19??, 1924-05-08

enable the Secretary so
appointed to carry out studies and investiga
tions in elementary, secondary, and higher
education, and to apply the funds at his dis
position to various educational projects.
g. The bill provides total annual appro
priation of $100,000000. The principal items
in this large grant are $7,500,000 each for the
education of illiterates and for Americaniza-
ton of immigrants; $40, 600, 900 for promoting
physical education; $4,000, 600 for improve
ment of teachers in service and for the more
adequate preparation of prospective teachers;
and finally, and most significant of all, $780,
000, 900 ito be used in public, elementary, and
secondary schools for the partial payment of
teachers salaries, for providing better nstruc-
ton and extended school terms especially in
rural schools and schools in sparseIy settled
localities for the extension and adaptation of
public libraries for educational purposes, and
otherwise providing equally good educational
opportunities for the children of the several
States
1t is a most perncious and dangerous
measure. Nevertheless it is being pushed by
a powerful lobby at Washington employing
the usual methods Of modern propaganda
which may mislead many good people.
Once the American people see clearly what
is proposed they will rise up against this
organized raid on the Federal Treasury
Fortunately a number of able men are point
ing out 'the true inwardness" of the bill. and
it is we'll that what they say be carefully con-
sidered.
DR.. Henry S. Pritchett president of the
Carnegie Foundation for the Advancement of
Teaching, has made a vigorous deliverance
against the measure recently. He points out
the Prussianizing purpose of the bill as fol-
lows:
"The advocacy in our country of Denart
ment of Education headed by a Cabinet officer
is no new thing. 1t has been discussed al
most from the founding of the office of Com
missioner of Education in 1867 The earlier
advocate of the notion pointed to European
ministers of Education as SPLENDID EXAMPLES
OF the system, and particularly to Prussia
The low rate of illiteracy, the high general
average or the schools, the efficiency of the
statetrained teachers. were all dweIt unon as
notable illustration of what could be accom-
pHshed by state-directed system of educa-
ton
This argument has not been popular in
recent years. The Prussian centralized sys-
tenn proved in time a little too efficient
Starting with admirable measures for gem
eral and technical education it ultimately
gained complete control of the minds and
OF the consciences of Prussian children. and
transformed religion itself into a glorifnd
worship of the state
The objections to a centralized denart
ment of education lie in the very ideals OF
our democracy. 1t is not in the interest Of
the whole body of people in the various
states ana communities to take the risk that
lnheres in the establishment of a central
department of education intrusted with large
tand no doubt ever growing) subsidies
NO one believes that a secretary of edu-
cation in our country would be in a position
to carry out the educational regime that
made Prussia, through its schools the mos
highly disciplined but the most subservient
people in Europe On the other hand no
one can doubt, in the light of the history of
such centralized agencies, that a department
at washington would tend more and more
toward bureaucratic control of education.
that 1t would use its subsidies to promote
It's own educational theories and that it's
IhHuence would in time run counter to the
Tree normal development of American citi-
ZenShip.'
10 the same purpose speaks Dr. Nicholas
Murray Butler, president of Columbia uni
yerslty' in an address delivered before the
pennsylvania State Education association
saying:
I'm particular, it is vital if the American
school system is to survive, that the federal
government keep its hands off the schools.
Imagine if you can, our diverse and di-
versihed population, scattered over a vast
territory, living under widely varying social
ana economic conditions, all brought to heel
In their Schools as the people of Prussia
once We're by the authority and the edicts
OF central office at the national capital
pect. but there appear to be some who view
1t without misgiving. For myself, | should
regard any such development as marking the
beginning of the end Of the America which
our fathers knew, and Of that American
school system in which our generation has
been brought up. | should look upon it as
evidence that while the American people
nobly and honorably joined in defeating the
German armies on the field of battle the
ruling ideas that sent those armies to make
war upon free people had conquered the
American mind. There are no doubt those
who sincerely believe that the Prussian ideal
OF organized efficiency is superior to the old
American ideal of personal liberty and free
uom OF initiative in as many fields of endeavor
as possible. From such an opinion [ dis
sent with all possible emphasis AS Sir Hen
ny Campbell-Bannerman once said in a nota-
oIe phrase, Good government is no substi-
tute for self-gOvernment.'
Freedom, with all its mistakes is in
nhlteIy TO be preferred to the rule of the
most Denlgnant tyrant or that Of the most eff
receive bureaucracy. The American system
OF education. always close to the hearts of
the people, and responding as it has done
from the earliest beginnings to the zeal the
sacrifice and the. ambition of the neighbor-
MOOD VIII disappear like dew before the
morning sun If the heavy and mechanical
mana or the national government is ever
iald upon it in administrative control"
Both these distinguished educators make
plain the objections to the bill which arise
from economic and governmental consider
auons, showing the enormous taxation to
which it would lead and the dangerous fed
eral supervision which would inevitably fol-
low:
Dr. Butler says:
There is also a considerable body of
opinion in our profession which voices sup
port of q proposal that the national govern