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48 Document No. 3. [Session
tion when instrnction in these branches only has been placed
within their reach. Under this broader democratic concep-tion
of public education and its function, the obligation of
the government to the poorest is as binding as its obligation
to the richest. The right of the poorest to the opportunity
of the fullest development is as inalienable as the right of
the richest. Good government and the happiness of man-kind
are as dependent upon the development of the fullest
powers of the poorest as upon the development of the fullest
powers of the richest. Where the Creator has hidden the
greatest powers no man can know till all have been given
the fullest opportunity to develop all that is in them. Every
tax payer, rich or poor, has an equal right to have an equal
chance for the fullest development of his children in a pub-lic
school with the fullest course of instruction that the State
in the discharge of its governmental function is able to pro-vide.
If our system of public schools is to take rank with the
modern progressive systems of other States and other lands,
to meet the modern demands for education and supply to
rich and poor alike equal educational opportunity, instruc-tion
in these higher branches, whereby preparation for col-lege
or for life may be placed within the easy reach of all,
must find a fixed and definite place in the system.
Public high schools constitute a part of every modern pro-gressive
system of public education. Many, perhaps a ma-jority,
of the public school children will not for years avail
themselves of these opportunities for higher work because
of lack of time, pressure of necessity and, in some cases, lack
of ability and desire for this higher training, but this is all
the more reason why all the smaller number that have the
capacity and the desire should also have the opportunity.
It is necessary, therefore, to begin to plan for the develop-ment
of the public school system in this direction, for the
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| Title | Page 286 |
| Full Text | 48 Document No. 3. [Session tion when instrnction in these branches only has been placed within their reach. Under this broader democratic concep-tion of public education and its function, the obligation of the government to the poorest is as binding as its obligation to the richest. The right of the poorest to the opportunity of the fullest development is as inalienable as the right of the richest. Good government and the happiness of man-kind are as dependent upon the development of the fullest powers of the poorest as upon the development of the fullest powers of the richest. Where the Creator has hidden the greatest powers no man can know till all have been given the fullest opportunity to develop all that is in them. Every tax payer, rich or poor, has an equal right to have an equal chance for the fullest development of his children in a pub-lic school with the fullest course of instruction that the State in the discharge of its governmental function is able to pro-vide. If our system of public schools is to take rank with the modern progressive systems of other States and other lands, to meet the modern demands for education and supply to rich and poor alike equal educational opportunity, instruc-tion in these higher branches, whereby preparation for col-lege or for life may be placed within the easy reach of all, must find a fixed and definite place in the system. Public high schools constitute a part of every modern pro-gressive system of public education. Many, perhaps a ma-jority, of the public school children will not for years avail themselves of these opportunities for higher work because of lack of time, pressure of necessity and, in some cases, lack of ability and desire for this higher training, but this is all the more reason why all the smaller number that have the capacity and the desire should also have the opportunity. It is necessary, therefore, to begin to plan for the develop-ment of the public school system in this direction, for the |
