{"1": {"fulltext": "7\\nJ)7", "height": "4246", "width": "2817", "jp2-path": "relationsofeduca00drap_0001.jp2"}, "2": {"fulltext": "", "height": "4361", "width": "2689", "jp2-path": "relationsofeduca00drap_0002.jp2"}, "3": {"fulltext": "LA 267\\n.07\\nCopy 1\\nThe Relations of tiie Educational\\nInstitutions of Illinois*\\nPRESIDENT A S. DRAPER, UNIVERSITY OF ILLINOIS.\\n[Delivered before the Illinois State Teachers Association,\\nDecember 28, 1899.]\\nEach of the American states has an individuality pecu-\\nliar to itself. Early history, economic conditions, and\\nstate pride have produced it. So the separate institutions\\nof the different states show characteristics which dis-\\ntinguish them from similar institutions in the other states.\\nThis is strikingly true of the public educational systems\\nof the states. These are so prominent in the affairs of\\nthe people, they are so highly cherished, and so repre-\\nsentative of the common thought, are so costly and have\\ncome to be so wholly dependent upon the taxing power,\\nand so subject to the general control of the law-making\\npower of the state, that they are very likely to have an\\norganization and sustain a life especially their own.\\nThat organization may be closely knit together, or it\\nmay be a disjointed affair; the different parts may sustain\\none another, or they may continually pound against each\\nother; and that life may be weak, or it may be strong and\\nforceful; it may be a sluggish and fitful stream, or it may\\nbe a free-running, onrushing river in the affairs of the\\npeople of the commonwealth. It is in considerable\\nmeasure conditioned upon the people themselves; it is in\\nReprinted from Intelligence of January 15, 1900.", "height": "3155", "width": "2090", "jp2-path": "relationsofeduca00drap_0003.jp2"}, "4": {"fulltext": "large measure dependent upon the intelligence, the\\ntraining, the spirit and the perspective of the officials who\\nmanage and the teachers who instruct the schools. The\\npeople gladly follow a rational and confident leadership.\\nThey cannot avoid following an irrational or nerveless\\nleadership except by revolt, by a new organization and\\nthru new leaders: and successful revolutions are rare and\\ndifficult in education as in statecraft.\\nThis ie as true of Illinois as of the other states. Per-\\nhaps it is truer of Illinois than of other states. One who\\nhas spent more than half his expectancy of life in another\\nstate and who has had opportunities for observing the\\neducational systems of many states cannot but note\\ndifferences; he could not say that the differences are\\naltogether or generally in favor of one or the other of\\nthe states, for unquestionably there are strong points and\\nweak points with each; he could not assume, without un-\\ndue temerity, even after some years of residence, to know\\nthe historic causes which have produced or to understand\\nthe underrunning currents which fix present conditions\\nand limit future action nor could he, without unpardon-\\nable effrontery, assume the right to decide upon the steps\\nwhich are practicable and best to make the educational\\nsystem of Illinois most promotive of the highest interests\\nof the state and a model of excellence among the state\\neducational systems of the country.\\nThat knowledge and that right is with the men and\\nwomen who have grown up in Illinois, whose lives have\\nbeen the product of her life, whose supreme pleasure lies\\nin contributing to her greatness, whose experience has\\nbeen in her schools, and who are not unadvised of the\\neducational progress of the world. In a state which is\\nwithout educational factions, in which there is manifest", "height": "3119", "width": "2095", "jp2-path": "relationsofeduca00drap_0004.jp2"}, "5": {"fulltext": "cordiality and oneness of purpose among all who can lay\\nany claim to professional relations with the schools, and\\nparticularly in a state which leads all the others in attend-\\nance upon national educational assemblages, there can\\nbe no lack of qualified advisers or of disinterestedness in\\ntheir professional advice.\\nYet one who has lived for five years among the faithful,\\nhas lived according to law, and has kept mostly within\\nhis own bailiwick, and so far as allowed has put his ener-\\ngies into sawing wood on his own plantation, may now be\\nallowed to break out and roam around in other fields a\\nlittle, and even indulge in some observations upon edu-\\ncational matters of common interest to us all.\\nIt may be bold to say that there is an absence of edu-\\ncational solidarity in Illinois. There is apparently no\\nlack of desire for systematic unity of organization and of\\naction. There is certainly no lack of educational cordial-\\nity in this state. I never had the honor of association\\nwith a people more cordial one with another, more genu-\\ninely fraternal in word and spirit, more high-minded in\\ntheir educational ideals, or more heartily enthusiastic at\\nhome and vigorous abroad in the realization of those\\nideals than are the educational people of t the State of\\nIllinois. In any matter of concern to the people of a\\nsingle community upon which they are agreed they will\\nlabor with all the desperation and scientific team-work of\\na varsity football team on Thanksgiving Day to carry\\ntheir project over the goal line. If money is needed they\\nwill go to the bottom of their rather long wallets and, if\\nneed be, sell the best part of their clothes and fight it out\\nin their stocking feet to prevent being beaten. When a\\ndozen towns have a new state normal school in sight, they\\nwant it so badly, they contend for it with such an abun-", "height": "3067", "width": "2101", "jp2-path": "relationsofeduca00drap_0005.jp2"}, "6": {"fulltext": "dance of resources, such uniform cheerfulness, and such\\nvigor of action, that they simply neutralize the efforts of\\neach other for months together. Surely there is no lack\\nof educational sagacity, educational thrift, or educational\\nenergy in Illinois.\\nBut is there not lack of state educational unity and\\neffectiveness? Are we all working together as we might?\\nDo we carry the weight we ought among all the busy\\naffairs of this splendid commonwealth? Last year this\\nassociation with unanimity decided to sustain an ex-\\nceedingly mild proposition looking to the repression of\\nfrauds and the protection of the time- honored educational\\ndegrees. Not only did this association declare for it, but\\nall of the educational influences of the state declared for\\nit. Not only all that, but the proposition was right upon\\nprinciple. Yet when it appeared in the General As-\\nsembly, without being understood, without any assigned\\nreason, it was almost spitefully thrown out the backdoor.\\nThe incident is recalled only because it is a convenient\\nand concrete illustration of the fact that the educational\\nforces of the whole state do not work together effectually\\nto accomplish general ends. The illustration does not\\nstand alone. More apt ones may be found in the absence\\nof legislation binding the schools together more closely\\ninto a symmetrical system ensuring the support of each,\\nwhile enlarging the influence and increasing t he force ful-\\nness of the collective body.\\nOur American system of schools is the system of the\\nseveral states. We have no national system of education,\\nexcept as the systems of the states combine to make one,\\nand as their similarities tend to make it harmonious and\\nsymmetrical. A national committee of school men in\\nsession at the nation s capitol the other day declined to", "height": "3119", "width": "2095", "jp2-path": "relationsofeduca00drap_0006.jp2"}, "7": {"fulltext": "recommend the founding of a national university on the\\nground that it is a function of the general government to\\nencourage and aid, but not to provide or control educa-\\ntional instrumentalities. That is the function of the sev-\\neral states. That is necessarily so now, because the edu-\\ncational system has come to depend upon the taxing\\npower, and that power, for this purpose at least, is ex-\\nclusively with the states.\\nIt is the policy of the states; it is more, it is the essen-\\ntial of the American system of government, that the\\nschools shall be managed by the people thru their local\\nassemblages or elections. But it is the function of the\\nstates to see that the schools justify the exercise of the\\ntaxing power for the purpose and to the extent it is em-\\nployed and that they serve the people and are adequate\\nto the support of free institutions. If local communi-\\nties do this it is well. If their intelligence and their\\ngenerosity lead them to do more than barely meet the\\ntechnical requirements of our manner of life it is so much\\nthe better. If they fail to meet the requirements, which\\nthe state in its wisdom is bound to establish, then it is\\nthe function of the state to compel them to do so.\\nI am not going far enough in this proposition. It is all\\ntrue; but more is true. We must move to more advanced\\nground. So much would be true if our free states existed\\nfor security alone, but they do not exist for security\\nalone\u00e2\u0080\u0094 they exist to afford opportunity to each indi-\\nvidual and to help on the intellectual and moral progress\\nof the whole mass. There is an educational flavor about\\nthe very word state. The essence of the term nation\\nis strength, or fighting power, but of state it is greater\\nintellectual activity, keener moral sense, and steady ad-\\nvance to higher living. There may be, and frequently is,", "height": "3079", "width": "2101", "jp2-path": "relationsofeduca00drap_0007.jp2"}, "8": {"fulltext": "entire security without, any personal liberty in a nation.\\nThat must not be so in a free, self -governing state. Se-\\ncurity, liberty, progress, these must always remain the\\nmarks of an American state.\\nStates can only ensure the end of their existence thru\\nmachinery. They are not, and cannot be infallible. They\\nmust do things and they must set the pace. They see and\\nact thru agents and officers. What they do must be sup-\\nported by the sentiment of the people. The quality of\\nstate work depends upon the personal qualities and the\\nlegal standing of their officers and agents. But state\\nactivity is initiated by those people who are especially\\ninterested in a particular thing, and state action in turn\\narrests the attention and influences the opinion of the\\nwhole mass. In a word, the educational action of a state\\nis the result of the knowledge, the thought, the energy,\\nthe good team-work of the educational forces of the state.\\nThe educational policy of a state is difficult of formu-\\nlation: its educational machinery is slow in construction.\\nThe masses are not alive to the true lines of pedagogical\\nprogress. They cannot be. The people who do not know\\nare the last people to know that they do not know. They\\nthink they do know, and are reluctant to surrender au-\\nthority to specialists. Yet the greatness of a state de-\\npends upon willingness to follow experts. But confidence\\nis a plant of slow growth, and it is hard to follow experts\\nwhen so many experts who really have the right to speak\\nwith authority upon something talk with so much con-\\nfidence upon everything. The educational action of a\\nstate depends upon the consolidation of educational\\nopinion, upon keeping sane collectively, upon not under-\\ntaking everything, upon the power to see which of all the\\nthings proposed are really of moment, upon acquiring the", "height": "3047", "width": "2090", "jp2-path": "relationsofeduca00drap_0008.jp2"}, "9": {"fulltext": "habit of accomplishing what is undertaken.\\nThe educational action of the State of Illinois has been\\ndisjointed. Educational opinion has been slow in con-\\nsolidating. It is so in the early history of all states; but\\nit has been strikingly so here. The size and shape of the\\nstate, as well as the history of its settlement, have con-\\ntributed to this. The state extends over more than six\\ndegrees of latitude. It is a long way from Galena to\\nCairo. The consolidation of opinion, the framing and the\\nexecution of plans flow from the intermingling of kindred\\nspirits. In the early times for some months of the year\\nthe walking was poor. Possibly a larger retarding in-\\nfluence than the geography of the state was the differ-\\nences in traditions and ideals of the different peoples who\\nsettled it. The southern half of the state was first set-\\ntled. It was settled by a people who were certainly not\\nindifferent to schools and not wanting in culture, but\\nwhose feelings upon the relations of mankind and whose\\neducational perspective were not upon parallel lines with\\nthose of the people who at a later date settled the north-\\nern half of the state. We have really come to be one\\npeople in this country with educational aspirations, if not\\neducational instrumentalities, common to all. Recent\\nevents have done much to make it so, and every one is\\nthankful for it. But it was not always so. The north\\nand the south were terms which, not leng ago, denoted\\npeoples whose feelings and plans were widely differenti-\\nated. The real border line between these peoples, the\\nline which was laid down not by government engineers\\nbut fixed by human sympathies, and which ran across this\\ncountry from the Atlantic to the advance line of civiliza-\\ntion to the westward, crossed Illinois not very far from\\nthe center of its north and south axis. The people who", "height": "3126", "width": "2134", "jp2-path": "relationsofeduca00drap_0009.jp2"}, "10": {"fulltext": "controlled things to the south of that line, for obvious\\nreasons, idealized the private academy more than the\\ncommon school. And they were people who formed and\\nmaintained their own opinions. And they established\\nthe government and gave the earliest impulses to the\\neducational work of the state.\\nIt took a long time for later ideas, even in the heads of\\na virile people, to overcome and support all this. There\\nis nothing strange about it, and nothing that reflects upon\\nany one. We have come to be able to talk about history\\nwithout hysterics. There was a natural and obvious\\nevolution, but it was necessarily slow. It is not yet com-\\npleted. It is going forward more rapidly and strongly in\\nlater years. We are socially inclined and the traveling\\nhas improved. We hold a convention now every week or\\ntwo. Sentiment is fixed. It supports a public educa-\\ntional system of all grades for all people at common cost.\\nIt is for us, the educational representatives of one of the\\ngreatest states in the Union, to initiate the steps which\\nwill give the sentiment of the state its realization by\\nstopping waste, knitting the parts together, giving aid\\nwhere it is most needed, and rounding out 8 complete and\\nsymmetrical organization which shall have the aim and\\npossess the power to diffuse educational opportunity, and\\nopportunity for the best there is in education, thruout\\nevery part of the commonwealth.\\nWe have our full complement of educational institu-\\ntions. First there is a free elementary school near every\\none s door. These were established as soon as the pioneer\\nhad settled upon the prairie. They came as naturally as\\na stream follows a channel. As towns have grown their\\ncharacter has been somewhat changed. They are adapt-\\nable to surrounding conditions, and have served and are", "height": "3117", "width": "2060", "jp2-path": "relationsofeduca00drap_0010.jp2"}, "11": {"fulltext": "serving the needs of the people exceedingly well. They\\nare not incapable of improvement. In the country they\\nfrequently need better buildings and more modern appli-\\nances and conveniences. In our great city upon the lake,\\nas in all of the leading American cities, they are contend-\\ning for their integrity and pedagogical independence\\nagainst the spoils-hunter who flourishes in a pure de-\\nmocracy. In city and country the teaching force needs\\nto be protected, helped, regulated, and inspired to the\\nend that the work may be rationally laid out and the\\nteaching ha?e life and power in it.\\nThere is a free high school in almost every town. There\\nshould be one to which every child in the state could\\nhave free access and the legal right to go. These second-\\nary schools should average better than they do. Outside\\nof the leading cities, where with scarcely an exception\\nthey are excellent, they do not fit for the colleges as ade-\\nquately as they ought. If they do not adequately pre-\\npare for the colleges they do not prepare for life as they\\nshould. They lack financial support, and thoroly pre-\\npared teachers are scarce. Something more than a fine\\nbuilding which ministers to civic pride is necessary to\\nmake a good secondary school. It would seem as tho\\nsome decisive step should be taken by the state to en-\\ncourage and ad ihe secondary schools. It might well do\\nit directly by payments from its treasury upon some com-\\nprehensive plan which would stimulate the cities and\\ntownships to give more and make better schools. If it\\nwill not do that it should at least remove limitations and\\nlet local communities do all they would be willing to do\\nin that direction.\\nThere are four state normal schools, and a fifth trying\\nto hatch itself. The two older schools are excellent in-", "height": "3106", "width": "2101", "jp2-path": "relationsofeduca00drap_0011.jp2"}, "12": {"fulltext": "10\\nstitutions, very likely without superiors anywhere in the\\nworld. The two newer ones have been placed under the\\nleadership of men who cannot fail, at a very early day, to\\ncarry them to the very first rank in character and useful-\\nness. Illinois has done very well lately in providing for\\nstate normal schools. That provision has been none too\\nbountiful. There are none too many of them. They will\\nnot be able to assure professionally trained teachers for\\nthe elementary schools, and how inadequate the teaching\\nseems now unless by one who has been professionally\\ntrained. Yet the state would be wiser if it would stop\\nnow and be guided by experience yet to come before\\nestablishing more normal schools. A few normal schools\\nwhich give inspiration and genuine pedagogical life to\\nthe elementary school system will be of infinitely greater\\neducational value to the state than a larger number\\nwhich fail in this.\\nThen there is the State University. It was late in\\nbeing opened. It was slow in gaining headway. But it\\nwas placed upon a broad foundation at the beginning.\\nIts work is unfolding in many directions. It has, as com-\\npared with former years, been liberally sustained in the\\nlater ones. Yet it has to stand a hard blow once in\\nawhile; it gives thanks that it can now do it and yet live.\\nLet no one imagine that it is rich; it is far from it; with a\\nstudent body equalling or approaching in numbers those\\nof its great rivals it has not half of their financial sup-\\nport. Illinois has undertaken to offer free instruction in\\nany study and of the highest grade to anyone who is pre-\\npared and will come and take it. As 1 understand it, no\\ntrue Illinoisan will be content until this surpasses in\\namount and quality what is offered by any other state.\\nThere is no trouble about attaining this distinction if the", "height": "3041", "width": "2035", "jp2-path": "relationsofeduca00drap_0012.jp2"}, "13": {"fulltext": "11\\npeople who are interested in public education in Illinois\\ncontinue to extend to the State University the sympathy\\nwhich they have in late years given, and if the state\\nitself give3 the authoritative and moneyed support it may\\neasily give and never feel it. And the Trustees and\\nFaculty of the University will try earnestly to merit this\\nsympathy, and they intend, if this support is not given,\\nto transfer the responsibility for it to other shoulders than\\ntheir own.\\nBut these tax- supported institutions are not all the in-\\nstitutions of the public educational system of the state.\\nThere is the great university established by the Methodist\\nChurch upon the shores of Lake Michigan and ably pre-\\nsided over by my friend who occupies our chair to-night,\\n(President Henry Wade Rogers), which is an important\\nelement in the public educational affairs of Illinois. There\\nis in the heart of our great imperial city another great uni-\\nversity which was founded in munificence and came full-\\nfledged into life. It has been something of an example,\\nand certainly much of an inspiration, to the educational\\ninterests of Illinois. What Mr. Rockefeller gave to the\\nUniversity of Chicago was an unanswerable argument as\\nto what Illinois and her people must do for her State\\nUniversity if she would not have private individuals and\\nsurrounding states winking at each other over her in-\\nactivity. It was not only unanswerable: it was effective.\\nLet him repeat it as often as he will and let others do\\nlikewise as often as they will.\\nThere are many smaller colleges founded by different\\nreligious denominations primarily to promote denomina-\\ntional ends. More than three- fourths of all the institu-\\ntions of higher learning in this country have been founded\\nin this way and for this end. As such they are- entitled", "height": "3107", "width": "2137", "jp2-path": "relationsofeduca00drap_0013.jp2"}, "14": {"fulltext": "12\\nto commendation and support. Bat they have done more\\nthan promote denominational ends. Until a compara-\\ntively recent date they were practically the only seats of\\nadvanced learning in America. As such they have been\\nand are likely to continue to be influential factors in the\\npublic educational system. In the last decade or two a\\nvast number of professional and technical schools and\\ncommercial schools have been founded thru philanthropic\\nbeneficence or started for private gain. They all exist\\nby the authority or at least by the leave of the state, and\\nthey all influence the educational work of the state. Most\\nof them influence it beneficially, and all who do are en-\\ntitled to thanks, to fraternal regard, and to helpful co-\\noperation.\\nIt would oe a fatal error if in enumerating the educa-\\ntional forces of Illinois we should pass by the elementary\\nand parochial school system of the old Mother Church of\\nBorne. She maintains it for the benefit of such of her\\nfellowship as are unwilling to leave their children to the\\nsecular instruction of the tax supported schools. She\\ndoes it at her own cost. We regret that her view of the\\nmatter is what it is, but we respect her all the same for\\nholding it. We can and do fraternize if we disagree in\\nopinion We all understand the matter. The essentials\\nof the public system are fixed they are believed to be im-\\nperative to good citizenship and to progress. No one\\nexpects them to be materially modified. The Roman\\nChurch expects to continue her policy indefinitely it is a\\nmatter of faith she will hold to it. She is beginning to\\nadd advanced institutions, if not as a church policy then\\nas the happy result of her continuing prosperity and her\\nincreasing sagacity. When the Roman Catholic bishop\\nof Peoria, himself a force in the educational affairs of", "height": "3133", "width": "2095", "jp2-path": "relationsofeduca00drap_0014.jp2"}, "15": {"fulltext": "13\\nAmerica, erects and opens an advanced institution of\\nlearning, at his personal cost, it is not only a significant\\nevent, but it is one which should impel every friend of\\npopular education to rise and make his grateful acknowl-\\nedgment to him.\\nThe natural relation between all educational institu-\\ntions is one of mutual concord and helpfulness. In pre-\\neminent degree the educational institutions of Illinois\\nsustain that relation to one another. We would not have\\nto travel far into some other states to find that the state\\nuniversity and the normal schools do not affectionately\\nembrace each other, or that the tax-supported institutions\\nand the denominational colleges have each other in their\\ngrasp, but at the throat. Bat it is not so in Illinois. If\\nwe do not help each other as much as we might, we at\\nleast do live agreeably together and we would gladly aid\\neach other more if just the right opportunity were pre-\\nsented to us.\\nIt is possible that we do not appreciate as completely as\\nwe will later the extent to which we may aid each grade\\nor class of educational work by leaving it exclusively to\\nthe schools of that class to carry on. For example, where\\nthe elementary and secondary work, or the secondary and\\nhigher work have been j ambled together confusion is inevit-\\nable, and nervelessness is the logical result. For example\\nagain, the necessity of normal schools, and several of them,\\ncarrying on professional work and making everything else\\nsubordinate to the main idea for which they are main-\\ntained is quite obvious; but if those normal schools were\\nto become state academies, appealing in a miscellaneous\\nway to the elementary schools for students, and supply-\\ning them with about the same facilities they would get in\\na good high school, they would do much harm and no", "height": "3113", "width": "2101", "jp2-path": "relationsofeduca00drap_0015.jp2"}, "16": {"fulltext": "14\\ngood because they would thus discourage the mainte-\\nnance of a good high school in every town. And yet again,\\nif the colleges and universities do the work which the\\nhigh schools should do, or if they bend over backward and\\ndemand that the high schools do more than they can do\\nor ought to do, they discourage rather than supplement\\nand encourage their most important allies. The same re-\\nsult follows if the colleges and universities do the grade\\nof normal work which the normal schools are established\\nto do, rather than supplement their courses and extend\\nprofessional work to points where the normal schools are\\nnot likely to carry it, and yet where it must be carried if\\nthe pedagogical life of the whole system is to be continu-\\nally reinforced and teachers are to be trained with a\\nbreadth and strength of scholarship and with pedagogi-\\ncal insight equal to the needs of the secondary schools.\\nIn a word, a vigorous system of public education will be\\ncomprised of a series of divisions or grades of schools,\\neach of which has an autonomy of its own and is allowed to\\ndo and is held responsible for the work which falls upon\\nit, but all of which connect together and form a continu-\\nous pathway from the kindergarten to the time honored\\ncollegiate and university degrees. A cleancut and syste-\\nmatic organization, with responsibility upon and freedom in\\nthe different parts and which is yet complete and has gen\\neral outlines that are symmetrical, which is self confident\\nand has pride in its work, which has the means of pro-\\ntecting its good name from the operations of impostors,\\nwhich knows its rights, but which is neither fooling with\\npolitics nor seeking favors, which can resist assaults and\\naccomplish things, which neither sneaks nor blusters,\\nwhich doesn t care to be in the newspapers but goes\\nquietly on its way, and which comes to be publicly under-", "height": "3117", "width": "2121", "jp2-path": "relationsofeduca00drap_0016.jp2"}, "17": {"fulltext": "15\\nstood and finds security in public confidence, is impera-\\ntive to any efficient system of popular education.\\nI am very far from inferring that we are lacking in all\\nthese requisites or in most of them. I am only trying to\\npoint out the relations which I think we should sustain to\\neach other and the ends towards which we should work. It\\nis idle to assume that we have an educational heaven ex-\\ncept when we are talking to the folks in the east who are\\nmonumentally ignorant of western school work and to\\nwhom we can claim anything without fear of being dis-\\nputed. Our claims are nearly good; it will be better that\\nwe go on and make them completely so by the time we\\nhave to prove them. The conditions in Illinois are favor-\\nable. The relations are entirely agreeable. The state\\ncan do whatever she thinks well to do. There is little or\\nnothing in the way. What is needed is a decisive step to-\\nwards a more perfect general organization, towards more\\neffective co-operation between the parts, towards more\\nscientific team work, towards more concentration of\\nthought upon general educational policies and more cen-\\ntralization of power in the interests of greater general ef-\\nectiveness.\\nIf this step is to be taken it must be taken by the state:\\nit must be done by putting the office of State Superintend-\\nent of Public Instruction upon a better footing, and it\\nmust be done upon the motion of the educational forces of\\nthe state.\\nThe state is raising, thru the high power of taxation, a\\npower which it alone can exercise or authorize, many mil-\\nlions of dollars each year for schools. Its citizens are giv-\\ning many millions more. Yet it expends less money by\\nfar and exerts less authority in supervising the expendi-\\nture and in binding together the instrumentalities thru", "height": "3117", "width": "2101", "jp2-path": "relationsofeduca00drap_0017.jp2"}, "18": {"fulltext": "1G\\nwhich it is expended, in improving the processes which it\\nhas set in operation and in extending its advantages equit-\\nably to all parts of the state than it does for almost any\\npurpose to which it puts its hand. Compare the offices\\nof the Secretary of State, the Auditor, the Treasurer, the\\nAttorney general, with that of the Superintendent of Pub-\\nlic Instruction and mark the large difference. Not that\\nthe cost of maintenance of the other state offices is too\\nmuch; I have no thought that it is; that of the office of Su-\\nperintendent is wholly inadequate. The state spends\\nmore in state supervision of insurance, and of railroads,\\nthan of instruction. It costs more to look after live stock\\nthan schools. The live stock ought to be looked after ade-\\nquately, and probably the doing of it costs no more than\\nis needed. The same is true of charities, and of factories,\\nand of health, and of every other interest the state takes\\nin hand. It costs the state more to look after the matter\\nof ensuring proper clemency to its criminals than in di-\\nrect supervision of its educational system. Not that it is\\ndoing more than it ought in these other directions, but\\nthat it is not doing as much as it ought in direct state\\nsupervision of the enormous expenditures which the peo-\\nple are forced to pay and which they ordinarily pay very\\nwillingly for popular education.\\nThe State Superintendent is not only without proper\\nsupport thru which to accomplish things, but he is with-\\nout discretion and authority to accomplish things. He\\nneeds assistants in the office and on the field, who shall\\ninspect and inspire, and lay plans, and he needs to have\\nit known that the power of the state is behind him so that he\\nmay make sure of getting what information and all the\\ninformation he needs, so that he can require that deficien-\\ncies be supplied, and abuses corrected, and so that the", "height": "3127", "width": "2095", "jp2-path": "relationsofeduca00drap_0018.jp2"}, "19": {"fulltext": "17\\ncombining and energizing influence of the commonwealth\\nshall be felt in all our educational affairs. In a word, the\\nState Superintendent of Public Instruction needs a posi-\\ntion with moneyed support and statutory powers which give\\nhim, naturally and logically and conclusively, the right\\nto lead on the field; the right to arrange and classify and\\norganize, and the right to speak with authority to the Gen-\\neral Assembly in the interest of the common educational\\nlife and the common educational progress.\\nLet me add, in order to prevent the possibility of mis-\\ninterpretation, that it would be a peculiar pleasure to me,\\nas I am sure it would be to all of you, and in my opinion\\nit would be a special advantage to the state if this could\\nbe done while the office is filled by a man so experienced\\nand capable, so just and direct, so gifted in perspective,\\nand so devoted to his craft and all the craftsmen as the\\npresent Superintendent. He fills his offica of very limited\\nopportunity acceptably; he would dignify it if its support\\nand its opportunities were as great as our great state with\\nits vast educational interests should make them.\\nThere is no trouble about individual or community ini-\\ntiative for educational advancement in Illinois. The cities\\nand the prairies are full of it up to the limit of their\\nunderstanding and legal powers. What is wanted is the\\nworking out of well considered general plans, and then\\nconcert of action in carrying out plans. To do this we\\nmust have a state educational clearing house where infor-\\nmation centers and where sentiment crystallizes and where\\npolicies are carefully formulated; a state educational dy-\\nnamo room where good educational power is generated\\nand in such quantities that the selfish, the indifferent, or\\nthe half advised will not care to resist or ignore it.\\nWe are all bound together educationally. We do not", "height": "3106", "width": "2101", "jp2-path": "relationsofeduca00drap_0019.jp2"}, "20": {"fulltext": "18\\nfeel it as we ought. Each part is dependent upon every\\nother part. The elementary schools feed the secondary\\nschools, and the secondary feed the normals, and the col-\\nleges and universities. But in turn the advanced schools\\ndetermine the character of the secondary schools, and the\\nsecondary schools fix the plane and fiber of the primary.\\nProfessional training is requisite to the best teaching in\\nevery grade whether it be the kindergarten or the univer-\\nsity. The success of one college does not drain another:\\nit inspires the other and inclines more people to send their\\nsons and daughters to college. Any original work in edu-\\ncation at the university is an incentive to everybody with\\nhis eyes open. The educational thrift of one community\\nstirs and directs the thought of other communities. The\\ncollege presidents and faculties understand all this, at least\\nas well as other people do, and they are jealous of their right\\nto share in the common burdens and have their influence\\ncount in giving the educational system of the state a foot-\\ning which is substantia], and in helping to push it for-\\nward on advancing lines which are historically and scien-\\ntifically correct.\\nIt is not for colleges to determine what the common\\neducational fellowship shall undertake in Illinois. That\\nis to come from experience and discussion and to be set-\\ntled in general council. We should espouse the most im-\\nportant movements which seem possible of accomplish-\\nment. If we are wise we will elect between the things\\nwhich are desirable and take up those which are both de-\\nsirable and practicable and get in the habit of succeeding\\nin what we undertake.\\nThere are numberless things which suggest themselves.\\nAs I can ask questions, altho I cannot answer them, I may\\nbe pardoned for doing that which I can do.", "height": "3115", "width": "2095", "jp2-path": "relationsofeduca00drap_0020.jp2"}, "21": {"fulltext": "19\\nIs it not time that the State School Fund were increased\\nso that the wealthier districts should give more help to\\nthe poorer districts, and educational advantages thus be\\nmore equally diffused thruout the state?\\nOught not the state to do more to ensure the improve-\\nment of the rural schoolhouses and their surroundings?\\nCannot the work in ungraded schools be more thoroly\\nsystematized and connected with something beyond?\\nOught not the compulsory attendance upon some school\\nof every child between given ages to be taken up anew?\\nCould we not profit by experience and adjust the views of\\nthe authorities of the private schools, as well as those of\\nthe prison and police authorities, the labor authorities,\\nthe charities people, and all the rest, to a plan which\\nwould have the support of all who recognize the desirabil-\\nity of the end in view?\\nDoes not*the whole matter of examining and certifying\\nteachers need recasting so that teachers shall be relieved\\nfrom the multiplicity of examinations, so that certificates\\nshall have recognized value thruout the state, so that ex-\\nperience and merit shall have wider appreciation and lar-\\nger reward, and so that a real teaching profession may\\nhave the opportunity of development?\\nOught not a statutory recognition to be given to gradu-\\nates from approved colleges and universities as sufficient\\nprima facie proof of qualifications in subject matter for\\nteaching in the schools; and ought not this when coupled\\nwith a reasonable quantity of professional training, or\\nwith a reasonable time of successful teaching experience,\\nto entitle one to relief from the necessity of subsequent\\nexaminations?\\nOught not there to be a closer organic relation between\\nthe work of the college and university educational depart-", "height": "3126", "width": "2074", "jp2-path": "relationsofeduca00drap_0021.jp2"}, "22": {"fulltext": "20\\nmerits, the courses in the normal schools, the teachers in-\\nstitutes, and the examinations for certificates, to the end\\nthat one instrumentality shall connect with and help an-\\nother and teachers and intending teachers be aided rather\\nthan confused thereby\\nOught not the number of certificates issued to be limit-\\ned to about the number of teachers employed, and certifi-\\ncates given to the most meritorious candidates, to the end\\nthat where there are more persons who want to teach than\\nthere are schools the most deserviDg shall have the pref-\\nerence, the schools get the strongest teachers, the compe-\\ntition between good teachers and indifferent ones be\\nlessened and the public respect for teachers and their\\ncompensation enlarged thereby?\\nIs it not practicable to somewhat extend professional\\nteaching in the elementary schools thru a system of teach-\\ners training classes in approved secondary schools sus-\\ntained in part at least at the general expense? Would not\\nsomething of this kind advance the good cause of profes-\\nsional training in the popular mind? Would it not aid\\nhigh schools in some measure? Would it not sharpen the\\nappetite of a larger number of future teachers for the\\nbetter pedagogical work of the normal schools?\\nIs it not desirable to give some general encouragement\\nto secondary schools? They are more costly than ele-\\nmentary schools. They are imperative to the steady ad-\\nvancement of the elementary schools. They constitute an\\nimperative and all important link in the whole educational\\nscheme. Their relative importance as a preparation for\\nlife as well as for college has been much increased in re-\\ncent years. Many communities cannot adequately sus-\\ntain them. Can we not at least start on the road towards\\na consummation which shall give every child of Illinois a", "height": "3116", "width": "2095", "jp2-path": "relationsofeduca00drap_0022.jp2"}, "23": {"fulltext": "21\\nlegal right to a good high school education within reason-\\nable distance of his home?\\nIs the library doing what it might in our general edu-\\ncational work? Cannot something more be done to enlarge\\nthe opportunities of teacbers and pupils for the reading\\nwhich will be most helpful to them and in some measure\\nto direct and measure their work therein?\\nAre we not bound to declare yet more strenuously\\nfor the complete emancipation of educational work from\\npolitical domination in the larger cities and to give yet\\nmore heroic aid to those who are in the front of a contest\\ninvolving not only the respectability but the life of that\\nproud institution, the American common school, at the\\ngreat centers of population in the United States?\\nOught not Illinois to do more in the way of training\\nthe eye to exactness and the hand to deftness in the in-\\ndustrial arts? Is it enough to do a little, a very little of\\nthis in the high school grade? Ought not the spirit and\\nthe methods of the kindergarten, in adaptable form, to be\\ncontinued thru the whole system? Shall we always let\\nintellectual culture stand for much, and skilled labor, in-\\ndustrial resourcefulness, and the habit of doing things,\\ncount for little in the standards of the schools? Is not\\nwork the best kind of education, and does not the highest\\nend of purely democratic government lie in developing\\nand training the worker with a certainty of leading to\\nhigher intellectual life rather than in training the intellect\\nwith the expectation of producing the worker? Is there\\nnot in all this much to be observed in laying out the poli-\\ncies of the schools?\\nAnd is nob the whole educational system injured by dis-\\nhonest and wholly unsubstantial concerns which pretend\\nto do what every one with any knowledge and any hon-", "height": "3109", "width": "2101", "jp2-path": "relationsofeduca00drap_0023.jp2"}, "24": {"fulltext": "22\\nesty knows they cannot do, who yet confuse and rob the in-\\nexperienced, and lower the standards and demoralize the\\nwork of the schools? And is not the educational system\\nthe system of the state; and is it not the function of the\\nstate to dishearten demagoguery, to punish swindling\\nand to take care of its own?\\nIn recapitulation and in conclusion: from my outlook,\\nwhich it must be admitted has given me only limited\\nknowledge as yet, I should say that the educational con-\\nditions in Illinois are highly encouraging; the people are\\nfavorable to a comprehensive system of schools, and their\\nresources are ample; community educational initiative has\\nbeen plentiful; all grades of educational work have been\\norganized and the relations of the workers are thoroly har-\\nmonious; no one is asking support at the expense of an-\\nother ;beyond this, state policies have not yet become well\\nestablished; there is plenty to do in the way of rounding\\nout a perfect system; what is to be done should be deter-\\nmined by the friends of education in council; it will not\\nbe done except on their motion, for the most part; it can\\nonly be done by the state thru legislation legislation will\\nbe secured and general policies executed thru state lead-\\nership which binds the educational influences of the state\\ntogether and gives authoritative expression to them; the\\nnatural and logical leadership of the educational forces\\nof the commonwealth is in the State Superintendent of\\nPublic Instruction; to give him the opportunity and the\\nright to lead, his office should be put upon a higher plane\\nwith increased facilities and considerably enlarged au-\\nthority.\\nThis is a very great state. It is the gateway between\\nthe great east and the great west. It is a wide gateway,", "height": "3116", "width": "2124", "jp2-path": "relationsofeduca00drap_0024.jp2"}, "25": {"fulltext": "23\\nbut the millions who go and come must pass thru it\\nIts thrift is un measurable and its resources inexhaust-\\nible. It has developed a metropolis which is the marvel\\nof the great century just drawing to a close. The phases\\nof human life are diversified: the conditions of the people\\nas unlike and intense as anywhere in the world. We have\\nall classes, all nationalities, all creeds. Under popular\\ngovernment, with wide open suffrage, and with the won-\\nderful future that is opening to us, the interests of popu-\\nlar education cannot be left to chance, to the uncertain\\nsupport or the precarious business management of indi-\\nviduals or local communities. All who will aid in the\\ngood cause will have encouragement and honor, will be\\ngiven helpful co-operation, not in a ragged aggregation of\\nisolated schools, but in a comprehensive school system,\\ncommencing at the kindergarten and ending in the\\nUniversity; a system moving along general lines, thoroly\\nestablished in the policy of the state, and reaching every\\nhome from the rugged Wisconsin border to the low point\\nwhere the Ohio joins the Father of Waters in his mag-\\nnificent sweep to the sea.\\nJ", "height": "3124", "width": "2101", "jp2-path": "relationsofeduca00drap_0025.jp2"}, "26": {"fulltext": "NOV 30 1900\\nLIBRARY OF CONGRESS\\n019 877 614 2{", "height": "3122", "width": "2133", "jp2-path": "relationsofeduca00drap_0026.jp2"}, "27": {"fulltext": "g^^QK\\nHs\\nV\\n11111\\n4?-Jr y :C\\nBBi\\nMOW\\nBHhR\\nJ\\nJlasi\u00c2\u00ab\u00c2\u00bbB", "height": "4316", "width": "2801", "jp2-path": "relationsofeduca00drap_0027.jp2"}, "28": {"fulltext": "LIBRARY OF ^.S^l^\\n0019 877 614 2!", "height": "3857", "width": "2838", "jp2-path": "relationsofeduca00drap_0028.jp2"}}