Evening star., 1934-09-09
FIRST PRESIDENT
PLANNED CAPITAL
AS SCHOOL CENTER
George Washington's Will
Revealed Desire for
National College.
SUCCESSORS TO OFFICE
lND0RsED HIS DREAM
Manifold Problems Prevented
Young Republic From Great
ing University.
BY JAMES WALDO FAWCETT.

BY JAMES WALDO FAWCETT.
When the Father of His Country
first began to plan the Federal city
which was to bear his name, he
thought of the new Capital as a COM
munity in which the humanities might
flourish and the highest satisfactions
of life might be enjoyed. His vision
included something vastly more COM
prehensive than a mere legislative
administrative and judicial center
Modestly educated himself, he knew
by bitter experience the handicaps of
an inadequately cultivated mind, and
1t was for that compelling reason that
he dreamed and toiled toward the Gre
alton of focal point for American
culture-an Athens in the Western
World.
The last will of George Washington
witnessed to the depth of his sincerity
He left a thousand pounds to estab-
lish a free school in Alexandria and
bequeathed the shares in the Potomac
Co. granted to him by the State of
Maryland to endow national univer-
sity-the University of the United
States-within the boundaries of the
District OF Columbia.
Successors Indorse Plan.
And Washington's plan was in
dorsed by his immediate successors in
the presidency. Thomas Jefferson had
q like faith in organized learning and
repeatedly contributed time, energy
and money toward that end, and
James Madison. James Monroe and
John Quincy Adams Piled for the ma
tional university plan in messages to
Congress The Capital, they argued,
was the most. perhaps the only, ap-
propriate position for that distin-
guished seminary" which they longed
to see created.
But the Republic had many prob
lens to solve, and education perforce
was neglected. The dream, however.
did not die. On the contrary, five
decades after the first Chief Execu-
tive had passed to his honored rest
a committee of citizens sponsored the
statement: The City of Washing
ton, as the permanent residence Of
the Government, should feel every
motive of honest pride in imparting
the traits of honesty, industry
and intelligence. the fruits of educa-
ton. Then, next in importance is the
advancement of the arts and the
sciences, and what point is better
fitted for their nurture than the
metropolis OF the Nation? 1t is there
that we shall always command in
our public councils the first school of
legislation; in the administration of
the Government the best specimens of
executive talent and in the tribunals
of justice the brightest display of
judicial knowledge. while the Navy
will necessarily foster institutions
we'll adapted to improvement in nau-
tical tactics and the ample reserva-
tions of public grounds will be ac-
commodated to the extension of bo-
tanical and natural researches"
The issue was dramatized when, in
1900, the population of Washington
was shown to be 3,210, with at least
40 per cent of the total drastically in
need of the educational advantages
requisite to youth. Taxes to defray
the cost of teaching the children of
the poor were favored by the first city
councils, and Congress gave authority
in the enlarged city charter of 1904
ito provide for the establishment and
superintendent of public schools" A
school ordinance was passed whereby
taxes were imposed on certain articles
and trades to defray expenses of pub
lie education.
The financing. however, was "scanty
and irregular" Civic responsible
ity was needed, and the city
councils courageously enough in
the face of definite opposition en-
deavored to work out practical COM
promise. A board of 13 trustees was
appointed with power to receive dona-
tons" and Jefferson consented to
serve as chairman. with Mayor Robert
Brent as vice chairman. The board,
1t is recorded planned elementary
schools. colleges and universities. "
Held Lottery for Schools.
A manuscript journal of the pro-
ceedings of the board from August 5,
1905, to July 6, 1918, now in the Lii
brary of Congress. shows how lot
tery scheme was devised to provide
funds commensurate with the demand,
and the scheme must have been effec-
tive-money became available for the
construction of two school buildings,
one in the western part of the city
and one In the eastern part The first
of these, located on the south side of
Pennsylvania avenue between Seven
teenth and Eighteenth streets north
west, was opened January 20, 1906
and the second, in Carroll Row, First
street between East Capitol street and
Pennsylvania avenue southeast, May
19, 1906. Both establishments, more
over, soon had better quarterS-the
Western academy at the southwest
corner of Seventeenth and I streets
northwest and the Eastern academy
probably on East Capitol street be-
tween First and Second streets south
east. The structures were so by &c
feet in size and cost about $790 each
The population of the city doubled
from 1903 to 1910. but the annals oi
the period testify that about 1907 the
municipal contribution to the schools
was cut from $500 to $500 because
"the extravaganza was loudly com
planned Of >"
Meanwhile, in Georgetown an indie.
pendent experiment in education wa
being launched. A Mr.. Rogers haC
operated a classical academy there ir
1779 and Rev. Walter Dulany Addison
founder Of st. Johns, Georgetown, hac
had a school at Oxon Run.
But it was new conception o
civic obligations which prompted tn