New-York daily tribune. [volume] (New-York [N.Y.]) 1842-1866, 1851-02-10
FREE SCHOOLS.
IN AssEMBLY....THt

REPORT Of the Majority Of the COMMITTEE on Col
Leges, academies and Common Schools, on the
petitions for the amendment and repeal Of tie
Free School Lar
Mr.. I. II BEsEDIcT, from the Majority OF the
Committee on Colleges, Academies and Common
Schools. to which was referred the petitions for
the repeal and amendment Of the Free School
Law, reports That deeply impressed with the
Importance Of the subject committed 10 their
charge, they have given to it as full and impartial
consideration as circumstances would permit.
They have been actuated in their deliberations
solely by desire to present some plan by which
the educational system of the State might be e.
tablished upon basis sound and enduring
knowing that system that will not meet the
views of q majority of the people Of the State 10
liable to be altered and amended at each success
sive session OF the Legislature and this vsscil-
lsting policy cannot but prove extremely prejudi.
cial to the cause Of Education. In view Of this.
your Committee have endeavored 70 act in q
spirit OF Justice to the 100000 children of the
State who are pleading, with the natural eoquence
Of youth, for their undoubted right to taste some
OF the fruits OF learning; and in justice. aso to
the great body of tax payers who are affected, or
seemingly so, by conceding this right.
The large number Of petitions that bave been
referred TO your committee, coming from different
sections Of the State, prove conclusvely that
there is existing among the people deep feeling
Of discomfort with the provisions Of the present
law. Many OF your petitioners demand Its uneon-
ditional repeal. Yet many OF them, your commit
tee are happy to observe, while expressing DIS
satisfaction with the law, simply ask that SUCH
notifications may be made therein a. will make
1t more acceptable to the taxable portion OF the
community, and. in consequence, more efficient In
its operation.
1t will not be deemed inappropriate in this con.
necton to give asuccinct sketch Of the origin and
progress OF the Common School system In this
State; and, as incidental thereto its first estab-
lishment upon this continent
1t was wisely foreseen by that small band OF
men, who brought TO this country In 1920, the
principles of civil and religious liberty that to
maintain and perpetuate those principles invio-
late it was indispensable that their children who
were TO succeed them in the conduct OF the gov
eminent, should be trained TO knowledge OF
its duties and requirements, and thus be qualihed
to receive and sustain the inestlmable privileges
for which they had periled their lives and tor
tunes
Experience had taught them that the founda-
tons Of despotsm are built upon the ignorance
and degradation of the masses; that tonsure nee
dom OF action there must be freedom OF thought;
and that liberty might not degenerate into licen'
tiousness, it was necessary that the minds OF the
and good order With these truths impressed
upon their minds, they felt it incumbent upon
them to take some decisive action.
IL would seem as If these heroic men had q
prophetic vision of the greatness that would
follow their feeble undertaking, for with a moral
grandeur unsurpassed in any age, they set about
the work of education, while their colony was
yet in its infancy and their homes unprotected
from the cruelty OF the savages.
AS early ss 1885, in the city OF Boston, q
"schoolmaster was appointed for the teaching OF
the children among them" and portion OF the
public lands given him for his support in 1872
The General Court of the colony, by public act,
epjoined upon the municipal authorities the duty
Of seeing that every child within their jurisdiction
should be educated; and the select men OF every
town were required "to have a vigilant eye over
their neighbors, and that they should endeavor
to teach their children SO much learning as might
enable them perfectly TO read the English Ian
guage, and obtain knowledge Of the laws, upon
penalty of 90 shillings for such neglect
But they did not pause here. One thing yet
was needed. The State claimed obedience from
all its citizens, and, in return, guaranteed 10
them equal rights and privileges IL was there.
fore enjoined by law in l647, that education should
be free to all and, in consequence, the support OF
the schools was made compulsory.
Here may be found the germs Of the Common
School System OF this country. And thus early
was established the principle that the property
of the State should be taxed for the education OF
its citizens 1t is idle speculate upon the causes
that induced these pioneers OF republicansm 70
acquiesce so cheerfully in the correctness and
soundness Of the doctrine Ii is sufficient for our
purpose to know that the justice and policy Of the
measure were never seriously questioned IL
must be admitted that it bore heavily then as IL
does now upon certain classes OF the people. But
no murmur or discomfort was raised against II. Ii
is remarked by an intelligent observer, that in
most Of the towns OF New England, one fifth OF
81 nh ante ~ laa. half of he
and probably do not send more than one sixth Of
the scholars" The school tax is, therefore. to q
considerable extent, a tax upon the rich to edu.
cate the children Of the poor; aud this tax is 70.
paid in the greater security afforded to life and
property by the increased growth OF intelligence
and virtue throughout the community
The same principle Of taxation for the benefit
OF education has been recognised and followed oy
the general Government, for upon the adoption OK
the Federal compact the most ample provision
was made for the elementary instruction oil all
classes Of the people. AS new States began to
be formed out of the public domain, one square
male in every township, or one thirty sixth part OF
all the lands, has been reserved and devoted to
the support of Common Schools.
In our own State, as early as l795, an act was
passed by which the sum Of $4,000 was appro-
priated annually, for 5 years. among the several
towns ofthe State-and the towns were required
to raise an equal amount for the support Of Com
mon Schools. In 1905, permanent fund tor the
same purpose was established, by the passage OF
an act appropriating 100000 acres OF land, TO
raise fund for the encouragement OF Common
Schools" The Surveyor General was authorised
to sell the land, and the principal derived from
such sale with the interest accruDg thereon, was
to be loaned, until the whole interest should
amount to s50, 900 annualy-whch interest was
to be distributed among the Common Schools as
the Legislature should direct. This fund has, by
various legislative enactments been increased,
until now the capital of our Common School Fund
is e.. 29O, OO0-which fand is being annually In
creased by the addition of $4,000 from the inter
est Of the U s. Deposit Fund. BY an act OF the
Legislature in 1911, commission was appointed
to report ystem for the organization, regula-
ton, and establishment" Of Common Schools
This commission presented en- elaborate report