St. Charles City Republican intelligencer. [volume] (St. Charles City [Charles City], Iowa) 1857-1861, 1858-10-07
From the Dar export Weekly New
OUR PUBLIC FREE SCHOOLS.

From the earliest date of civilized
history public mel and States have re-
gardcd the education and training of
their youth as of the most paramount
interest. All the old lawgivers made
provision in their codes, from the days
Of Scion down, upon this subjcct-for
well knew they that TO the success of
any government q class of superior,
educated men were necessary.
Modern European Governments
those Of Prussia, Denmark, Norway,
Sweden, of portions Of Germany, and
Of Switzcrland-are justly famed for
the noble provisions they have made
for educating the children of the
masses. The universities, the gym
u%asia, and the primary schools are
open to all and the consequence is
that seldom will you find a citizen of
any one Of those countries that can
not both read and write.
In this country, from the earliest
period of our history, this branch OF
our political economy (for it may be
justly called such has received from
the state and Federal Governments
the most Jealous and attentive nurture.
The trainers of u constitutions seem
to have been fully sensible of the i'm
portant truth Incorporated by Pennsyl-
vania's eminent lawgiver in her or
ganic law, "that mcn Of wisdom and
virtue were requisite TO preserve a
good constitution, and that these quail
tiles did not descend with worldly in
hcritancc, but were to be carefully
propagated by a ~virtuous education
Of youth" All of the States have no
bly, exerted themselves in the cause,
and placed wise enactmentS on the
statute book.
In the new States of the West our
General Government has pursued a
policy in its land grants, of which
Caleb Cushing has eloquently sal,
that it was "a noble and beautiful
idea Of providing wise institutions tol
the unborn millions of the West Of
anticipating their good by a sort Of
parental providence and of ~associa
ting together the social and territorial.
development of the people, by incor
porating these provisions, with the
land titles derived from the public do
main, and making school reservations
essential parts of that policy"
!, The Federal Government has indeet
been liberal to our w State. |
, properly managed, the fund for th'
State University and ourpubiic schools
} will be the largest of the kind in the
t country. By the supplementary ac
to our Organic Act, Congress donate,
t to us, for the establishments of a Stat,
/, University, 4i,0SO acres of land, ant
for school purposes the 10th section
or its equivalent, in every township
G Should this fund bc preserved. an
not squandcred, the University of low
G will one day be the richest in the lane
and our school fund will exceed tina
of Connecticut. which is now tn
largest in the United States.
d But not alone upon this do we d.
: pend for the support of our commo
t schooIs-thc taxable property of eac
c district is also subject to and lab
C for a certain rcvcnu for school pu
poses. This is a wise provision, fl
it has been truly said, THAT while
c costs nothing is lightly esteemed, an
Y. people generally will not take or fc'
r much interest in the welfare Of COZ
1t mon schools, unless they are taxed fl
t, their support"
lie With all these advantages surroun
al ing our common schools-with a Ii
Is cral support, with good material
work on-what prevents their pre-
perity and usefulness? That tn.
have been neglected to a certain e
| tent, nobody doubts. In the cites mo
interest is felt in the matter, and Il
n, rules of the school laws are mo
tn strictly observed (; but in many
IT. the country districts they receive b
little attention, save now and thu
= from some energetic and intellige
men.
u, We look notc for more activity a
DC greater energy in the mauageme
of our school system. People see
re to begin to be awake to its imp
ly lance, and teachers are stirring the
Ike selves to elevate the standard of tn,
Is most useful profession. We sincere
hope hat both people and teacht
~ will recollect that reading, writ
nut aud ciphering do not alone constit'
us education-that, though half educat
is men are very useful in their sphe
for and do a great deal of good in
ln- world, yet they never rise to the Il
nj fulness of really educated men-a
,ur that they will unite in ~endeavoring
as raise the standard Of our CONN
zen schools.