Constantine republican. [volume] (Constantine, Mich.) 1836-1838, 1838-03-07
ANNUAL RE- ORT OF THE SUPERIN
TENDENT OF PUBLIC INSTRUCTION
STATE OF MICHIGAN, !
Office Of Superintendent Of Public In
sfructi0n, r
Mlrsh.ll, Deconb 81, 1897.


M Arsli.l Deconlb 81, 1897.
tContinued.l
In Ohio, the lands given 10 the state 70
the support Of schools, amount 10 SIEVE,
| hundred thousand acres, the same qnant,
MS is included in the peninsula portion q
Michigan for the same object. But it Is BIZ
lieved Thar, up % this day. the different tow n
ships Of the state are not receiving the in
tcrcst of one million dollars derived fron
these lands-making seventy thousand dol
lors only for population of one mlIlion
one hundred thousand. and that sum mos:
unequully divided. Cincinnati. for instance,
with ten thousand children. derives nothing
from that fund--while the adjoining town.
ship, with only nine hundred, receives from
il one thousand, four hundred and seventy
collars. Whereas we have already fou,
hundred and nine thousand, five hundred
and thirty two dollars and twenty nine cent.
on interest. and but thirty three thousand
eight hundred and sixty acres sold, and this
interest. when paid to be equally dis:ribut
cd.
The superintendent cannot but urge anew
The vast Importance of making the publ
schools fully adequate 10 the wants Of the
entire community, and furnishing them witt
teachers competent 10 discharge the duie>
of their high calling. II, rs they should
be. decidedly superior 10 all other school
they will be- paironzed as well by the rich
rs The poor. No schools are so expensive
as private schools. Thus in CINCINNATI,
where the greatest provision is mado for
common school education of any city in the
west, fifteen hundred children are taught in
private schools, at an annual expense o.
twenty.seven thousand dollars; while IT,
The public schools about three thousand ar.
taught ut Il ycarly expense of twenty five
housand dollars. And il Is gratifying 10
learn that the best tenchers are To be found
in the public schools; and SO judicoul
are these schools managed, that they are
las, superseding all private ones, and gain.
ing the ascendancy in the minds Of all class
es. lf those two sums c.uld be united in
the support Of the public schools, the entire,
youth of the city would be adequately sup.
piled with schools of the first order. No
infl' ence can be more salutary upon the
public mind, than that going out from such
institutions. 1t soothes and har,nonize>
he great community of the public. aud
forms connecting link among its diffaren;
classes. Says Mr.. Lewis, in the address
before quoted, 1T is 10 be borne 10 mind,
that ours is government public opinion;
ano when manhood arrives, the most igno
rant and dcpraved lai about your streets
viii have as much positive. influence "a the
most wealthy and Intelligent; aud heir in.
llurnce among their fellows is naturally even
greater, owing TO the prejudice against thu
rich. Nor are all the wealthy wholly ex.
empt from prejudice on the other ex.
IRENE {; especially when educated in selec,
schools and confined 10 se,ec, society.
Establish common schools and sustain
hem well. and you will most assurediy ii,
4 place where all classes will in childhoo1
become familiar, before the influence Of
pride, wealth and family can bias the mind
IN acquaintance thus formed. will last rs
long as life itself. Take fifty lads in neigh
borhood, including rich and poor, send then
in childhood to the same school, let then
DIN In the same sports, read aud spell il
he same classes, until their different cir.
cums,ances f. their business for life; b.,
lei the most eloquent oraor that ever noun
ed western stump, attempt to prelude,
the minds of one part against the other, an,
81 far fiom succeeding, the poorest of tn
whole would consider himself insuied, nnt
rom his own knowledge stand up in dc
fence of his more fortunate schoolna,e =
| The ties of friendship formed at school, out
live every Other, where relationship dos.
not exist. Can any man meet the school
mate of bv-gone days. without feelings thu
almost hallow the greeting1"
lfsuch rethe influence created by com
mon schools, who would not wish to SEE
hem established in every corner OF IN
state Who would not wish to see sue
ceilings cherished in every youthful breast
Ii the rich would but consult the future j.,
toresi Of their children, and moi their prid
and vanity; it they would raise them up t
be beloved and respected. and not to be
come a by.word aud rcproach among a
their ncighbors, and TO be despised an
pon'cd at with the finger OF scorn whcney
or they pass the streets they would cour
tenance and support the establishment o
public schools adequate TO the wants of tn
whole community. Nothing more is wan
, ing TO put our schools on high and prom
, nenf ground than the general co operato
. of the public and full supply Of well qua
/, flied teachers. Time and the measures e
ing into operation will ere long fiirns
I these, and there can be little doubt that tn
good sense and reflection of the public wi
soon lead TO that cooperation. But wha
, ever may be the obstacles TO universal e.
: ucation, and however great and many u
I difficulties to be encountered, they must
mei and overcome. "'The people must
educated or the government cannot stan'
' The right of suffrage is universal, the meat
, of education should be co.extensive.-
o Where tho necessities Of education are Il
L greatest, there the difficulties arc the grea
. est, and the means the least. Educate
# does not, and can not by any means y
Is devised and in operation, reach the mass
the people, adequate to qualify them fr D
:, duties and responsibilities Of freemen. Ma
there are immense numbers who never q
in ter a school or receive m education at n
re II has been estimated, and the fact has boz
- - published in Europe, that there are at lee
> thirteen hundred thousand free white oh
" drcn and youth south and west of NJ