Show Federalism ism I In State And Aced National Education III I How Long Shall This Nationalism I Trespass Into Education We Are Becoming More And More Dependent Depend Depend- ent On Oh Government Ministers Minister In recent years a new nationalism nationalism nation has permeated our state systems of education by various acts creating more bureaus and providing more money for teachers teachers teachers teach teach- ers going into practical fields of work yet none the less creations of the federalism How far may this trend continue contin contin- ue uc without weakening our system of government Education is a prime requisite It may not be Ignored And we must keep iton it iton iton on a par with advancement with our ambition to become that which we are apparently destined to tot tOL be bo But in the western states we wc have havea a more serious aspect of this situation situation situation sit sit- than over in the eastern area After the thirteen original states united land was annexed as territories which in turn became became became be be- came states Gradually It became the policy of the government to allow each state when admitted into the thc Union certain land grants for the welfare of education This was made a more permanent and enduring policy by the act of 1862 creating agricultural colleges Asland As Asland Asland land grants became more liberally bestowed money was also appropriated appropriated appropriated most generally for states that t did not Dot originally lly g get t ti the same amounts of land as the more recently admitted In Utah sections number 2 16 32 and 36 were granted for educational educational educational edu edu- i purposes or one ninth of the area and additional grants were allowed We know this as the school land and the money is handled by our state land board the total amount now being between between between be be- tween eight and ten million dollars dollars dollars dol dol- lars with considerable wealth land-wealth o on hand President Hoovers Hoover's commission lon l- l on education has made its report and a very Interesting one A good majority of the two fifty-two on the commission or committee agree on three propositions viz 1 That federal power extends to the whole field of education 2 2 That the government is obligated obligated obligated ob ob- to assist in this program 3 That only the federal government government government govern govern- ment may adequately cope with the situation because of the rapid rapid rap rap- id centralization of wealth In the rural districts But fortunately this group of educators agree that each state shall have an Important voice in such a. a program according to the legislatures legislature's s agreements This proposed larger program would create a a. Secretary of Education Education Education Edu Edu- cation to be a member of the presidents president's cabinet What will be bedone bedone bedone done the policy yet eo o be determined determined determined ined by congress remains to be decided by congress Such states as Utah will be vitally effected by any change We are already relying too much on Washington Not that we dont don't need help but this habit of relying relying relying rely rely- ing on congress soon weakens in individual individual individual in- in initiative the real power pow pow- er In any ti nf nation 1 state t or r other unit Let tet et George do it we say This mid arid state needs all the help it may secure Nevertheless In n getting paternalism we should exercise wisdom lest we may lose state individuality Such loss may be more than the gain guin This is delicate business It touches the moral fibre of the next generation and aDd exercises a power in government t that may mean even as much as rebirth or that slow deterioration deterioration- a backward backward backward back back- ward course fro from i that path which we know is best |