Evening star., 1934-04-22

How rapidly will the conservative
forces in our country grasp the idea
that the preservation of their own
ideals of democracy in our land are
absolutely dependent upon a more
efficient program in our schools for
equipping our boys and girls to CO.
operate wisely in those activities which
vitally concern the stability and well
fare of our Nation? An ounce of pre-
vention is worth a pound of cure!
Threat to Ideals.
Unfortunately, to some people. the
increased participation by the National
Government in providing financial
support for our public schools, is re-
garded as genuine threat to Ameri-
can ideals This subsidy they believe
would hasten the destruction of our
democratic principles instead Of
strengthening them. They insist that
such a movement gradually will stif1e
all initiative and freedom in educa-
tional progress, that it will reduce or
destroy entirely local interest and con-
troll and voluntary unpaid service in
furthering the objectiveS of our
schools. They are convinced that the
outcome of such aid will mean the
mechanization of our educational sys-
TEN into drab uniformity deadening
with the iron grip Of a bureaucratic
autocracy all future efforts to bring
about desirable notifications in the
system once established.
These fears and objections concern
ing the wisdom of Federal aid are not,
therefore, merely from narrow-minded
or selfish individuals. The hostility
of those who condemn the suggestion
on account of the additional financial
burden which would be placed upon
the National Treasury should be over
come. If they are reasonable persons
they can be convinced that the re-
suits achieved will prove far more
valuable to America than the expense
involved. When, however, this atti-
tude persists in the minds Of sincere,
thoughtful students, they must be
carefully considered.
Cites Precedent.
Some Of these opponents overlook
the fact that there is adequate pre-
cedent for Federal aid to education.
Nevertheless, in 1880 more than s23,-
100000 was provided by our National
Government for this purpose. They
forget that beginning in 1902. with
the admission of Ohio into the Union,
the sixteenth section Of every township
was reserved for the maintenance of
education, and that this grant was
successfully raised to two and ulti-
mately to four sections. They do not
recall the Morren acts Of 1852 estab-
fishing land-grant colleges, and the
vocational provisions of the Smith
Hughes act of 1917, as well as several
other Federal enactmentS in regard to
extending our educational program.
Even a Department of Education
was temporarily established in the
Presidents cabinet in 1867 which. had
it been continued, probably would
have resulted in greatly increased as
sistance from the Government be-
fore the recent crisis had wrecked so
many of our schools. Moreover, in
1888 there were several junior colleges
operated by Federal funds in New
Jersey and New York State. Adult
education and unemployment schools
today are being supported from ma
tional funds.
Surely, however. even if one had
to break with tradition, one should
be willing to recognize that the
thoughts of the poet Lowell should
become the inspiration for introduc-
ing whatever new ideas and ideals
seem necessary during the present
emergency in education. Certainly
now as never in the recent history of
duties; time makes ancient good un-
couth." and we do not dare to at
tempt the futures portal with the
past's blood-rusted key"
The strongest arguments against
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