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THE DUTY OF THE STATE SU-state-the State Superintendent and PERINTENDENT AND STATE the State Board of Education. The BOARD OF EDUCATION IN varying systems of the counties RESPECT TO GRADATION OF which have adopted grading ought DISTRICT SCHOOLS. to be harmonized, and from these It is with some degree of hesita- different systems, one containing the tion that we enter upon the discus-good points of all ought to be sion of this subject. We have wait-adopted. This new system, the outed long and patiently for some one growth of all now in use, ought to else to introduce it, but it seems no be used in all the district schools one in the state has given any at- throughout the state. We would tention to it, or if any one has, he then have de facto a common-school has not had the courage to say any system, complete in all its details. thing about it. In the last No. of It would be a system that would the TEACHER We used the following take our little boys and girls by the language: "There ought to be a hand and lead them through all the system of gradation given the coun- eight branches in a beautifully systies by the highest school authori- tematic order, giving them a comties in the state. The State Normal plete graduation in these branches." School ought to train its teachers to We wrote the above somewhat hurapply this system. All the counties riedly at the time, and it may be which have not adopted any system open to some adverse criticism, yet of gradation ought to be required the general idea is, we think, suffito use the one given by the State ciently well expressed. We meant Superintendent and the State Board in a few words to say that the State of Education. Then, as experience Board of Education ought to give and practice may suggest, the sys- the counties a system of gradation tem might be amended and perfect- of the district schools. Now we ed. Certainly there is no better propose to give some reasons why way to come to a harmonious con- this ought to be done. clusion on this all-important matter 1. In the first place the law, as it of systematizing our district schools, and thus getting them to the highest degree of effectiveness, than to start at the fountain-head of all school authority and wisdom in the now stands, gives the State Superintendent and the State Board of Education the authority, in general terms, to give such a system of gradation to the common schools of the state. In the 121st section of the think the law is plain enough. But School Law, we find this language: some one may say that when the "The Superintendent shall be charg law was made our legislators had ed with the administration of the not thought of grading the common system of public instruction, and a schools, and therefore this language general superintendence of the busi- of the law does not apply to godness relating to the common schools ing. It is likely there are a good of the state, and of the school funds many other things that have come and school revenues set apart and up in the administration of the law appropriated for their support." which these legislators never thought The 128th section reads thus: "He of at the time they enacted the law. (the Superintendent) may prepare It very often happens that legislaand transmit to the proper officers tures legislate more wisely than they suitable forms and regulations for think. The law contemplates that making all reports, and the necessa- new questions will be continually ry blanks therefor, and all necessary arising in the practical administrainstructions for the better organization of the school system, which tion and government of common cannot be settled by express statute, schools, and conducting all neces- and which must be settled by the sary proceedings under this act." State Superintendent and State We now quote language found in Board of Education. The law is so the 154th section of the law in re-specific in its general terms as to gard to the authority of the State say that the Superintendent “may Board of Education: "Said Board give all necessary instruction for the shall take cognizance of such ques- better organization and government tions as may arise in the practical of common schools," and that "the administration of the school system State Board of Education shall take as are not otherwise provided for, cognizance of such questions as may and duly consider, discuss, and de- arise in the practical administration termine the same." The italics are of the school system as are not ours. It will be seen from the ex- otherwise provided for, and duly tracts that the law confers on both consider, discuss, and determine the the Superintendent and the Board of same." What plainer language do Education full power for giving "all we need? It confers all necessary necessary instructions for the better authority and power on the Superorganization and government of intendent and State Board to give a common schools," and for the con-system of gradation for the common sideration, discussion, and determin- schools. Our first point, then, is ation of questions that may arise in sustained, viz: the Superintende....t the "practical administration of the and State Board are authorized by school system." The organization law to give a system of gradation. of the common schools and the to the common schools of the state. adoption of a course of instruction 2. In the second place, we mainare certainly practical questions that tain that this ought to be done by always come up in the administra- these highest school authorities in tion of our school system. We the state, because they are at the der that we have so many who think our system of public education a failure, and, like the Indian's gun, system in our head of our system of common line by the captains of a few county school education. The head directs battalions, while around and about, the body. The general gives orders other captains are bivouacked and to the army. There ought to be leisurely eating their rations. What unity in all great enterprises for the a war-like spectacle! Is it any won-public welfare. If it is right to grade the schools in any county in the state, it is right to do so in all the counties. Any system that will "costs more than it comes to?" We work well in one county, will work wish distinctly to be understood as well in the ninety-two. The matter casting no blame on any one particwe have in hand is to show that the ularly in this matter. We have just head of our common school system come to the idea of ought to give a system of school or- common schools. It takes some ganization, and a curriculum of time to inaugurate and accomplish study which will apply just as well a great revolution such as this. The in one part of the state as the other. State Superintendent may see that As it stands now, we have no sys-it ought to be done, but like Mr. tem of school.organization and Lincoln about issuing the proclamacourse of study emanating from the tion of emancipation, he may hesihead of our school system. We tate, because he may think that the have the novel and somewhat unrea- time to do this has not come. It is sonable condition in school matters lawful, but it may not be expedient. of a few counties attempting to re- It is our business to contend that it duce their schools to system inde- ought to be done; it is the business pendent of the State Superintendent of the Superintendent and State and the State Board. These coun- Board to say when it is to be done, ties, led by a few enterprising county if done at all. We will not pursue superintendents, have gone into the our line of thought any further in fight solitary and alone. No orders the present article. We desire most have been issued from head quarters earnestly to see our system of pubto go into the fight, nor any how to lic education prove to be a complete fight when the battle is begun. success. We understand our school Every squad is taking his own way, law was framed and enacted for the whether to fight or not, and if fight thorough education of our children is determined upon, then each squad in the common branches. To this selects his own way in which to con- end we have a State Superintendent duct the fight. The head of these and State Board of Education, whose ninety-two battalions is in the rear, business it is to superintend and diseemingly in doubt as to whether rect in the organization and teachthere ought to be any organized ing of the schools under their fight at all. He, with his staff offi charge. In order to superintend cers, the State Board, keep at a safe and direct, these officials must ar distance, where neither shell nor range, classify, and distribute bullet falls, just within hearing of throughout the length and breadth the valorous charges on the enemy's of the state in what the organiza HIGH SCHOOLS. tion, classification and teaching of a jections urged to the High Schools common school consist. This will may be classified under two general be in the nature of a general order, divisions: First, the expense is ton and will bring the different school great for the number of pupils squadrons throughout the state all taught; and second, one class detogether into the same even line, and rives a benefit at the expense of anstart them on, all to the same vic other class. All the objections tory. W. B. C. which we have seen urged come fairly under one or the other of these two heads, at least these divisions are sufficiently exact for the I have been reading with some scope and purpose of this article. care every thing that has come un- Let us examine the second of these der my notice which in any way objections first. It is assumed in seemed to reflect the public senti- this article that the High School ment with regard to the High School course is such as grows out, legitias one of the departments of the mately, of the public school system, Public School system. The most and not one that is degraded to the pronounced expression has been giv-place of the grammar school, nor en on the part of some individuals elevated to the rank of the college in the various legislative assemblies or university. Properly, the considof last winter. So far as my present eration of what the High School recollection serves me, there were no course ought to be is the first thing, enactments in any of the states for- but for the present we have nothing bidding the appropriation of the to do with that question. public funds, by the local boards of It is said that the "genius and education, for High School purposes, spirit of the public school system yet the discussion of the question in are such as to require that all rights committee-rooms and through the and privileges guaranteed to the newspapers has produced an uneasi- people through the system of eduness in the public mind with regard cation be such that the whole people to the High School question. The not only may enjoy them if they questions of appropriation to the will, but that the whole people, or at High School, the legality of such least the pro rata part of the sevaction, the advantages to the general eral classes into which condition public, the benefit to one class of the and circumstances divide the people, people at the expense of another, must participate in them whether the kind of talent required and kept they will or will not." Now it is in the High Schools, the dispropor- claimed that the advantages arising tion between the expense of main- from the existence of the High taining the High School and the School are not enjoyed by the whole number of pupils taught are by no people, nor by the pro rata part of means new questions in many local- the various classes into which every ities, but their general discussion in community is divided, and therefore legislative bodies has not been until the High School is not in harmony within two or three years. The ob- with the genius of our government, |