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Page 113 - We content ourselves with the statement that neither in our state policy, in our constitution, or in our laws, do we find the primary school districts restricted in the branches of knowledge which their officers may cause to be taught, or the grade of instruction that may be given, if their voters consent in regular form to bear the expense and raise the taxes for the purpose.
Page 112 - We supposed it had always been understood in this state that education, not merely in the rudiments, but in an enlarged sense, was regarded as an important practical advantage to be supplied at their option to rich and poor alike, and not as something pertaining merely to culture and accomplishment to be brought as such within the reach of those whose accumulated wealth enabled them to pay for it.
Page 112 - When this doctrine was broached to us, we must confess to no little surprise that the legislation and policy of our state were appealed to against the right of the state to furnish a liberal education to the youth of the state in schools brought within the reach of all classes.
Page 201 - Joining which testimonies with kindred ones coming from students and professors on all sides, we find the really-noteworthy thing to be that examiners, instead of setting questions fit for students, set questions which make manifest their own extensive learning. Especially if they are young, and have reputations to make or to justify, they seize the occasion for displaying their erudition, regardless of the interests of those they examine.
Page 113 - The inference seems irresistible that the people expected the tendency towards the establishment of high schools in the primary school districts would continue until every locality capable of supporting one was supplied.
Page 201 - If the examiners of the examiners were set to fill up an examination-paper which had for its subject the right conduct of examinations, and the proper qualifications for examiners, there would come out very unsatisfactory answers. Having seen through the small details and the wider facts down to these deeper facts, we may, on contemplating them, perceive that these, too, are not the deepest or most significant. It becomes clear that those having supreme authority suppose, as men in general do, that...
Page 113 - If these facts do not demonstrate clearly and conclusively a general state policy, beginning in 1817 and continuing until after the adoption of the present state constitution, in the direction of free schools in which education, and at their option the elements of classical education, might be brought within the reach of all the children of the State, then, as it seems to us, nothing can demonstrate it. We might follow the subject further and show that...
Page 200 - A wellknown Greek scholar, editor of a Greek play, who was appointed examiner, found that the examination paper set by his predecessor was too difficult for him. Mr. Froude in his inaugural address at St.
Page 202 - Further, it becomes manifest that, in common with the public, those in authority assume that the goodness of education is to be tested by the quantity of knowledge acquired. Whereas it is to be much more truly tested by the capacity for using...
Page 112 - It is, as we understand it, that there is no authority in this state to make the high schools free by taxation levied on the people at large. The argument is that while there may be no constitutional provision expressly prohibiting such taxation, the general course of legislation in the state and the general understanding of the people have been such as to require us to regard the instruction in the classics and in living modern languages in these schools as in the nature not of practical and therefore...