Bedford inquirer. [volume] (Bedford, Pa.) 1857-1884, 1866-03-23

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cation, regret much that, hdtsa that ear
III dag, when it would have beef more easy
to have obtained the great obje,t at which
| am, the equity Of the system vas not duly
considered.
[ believe, sir, that the commoa school sys-
tenn of Pennsylvania, and Of theloyal north,
originated in a desire to elevate the stan
dard of education and the general diffusion
of knowledge among the masses of the peo-
pie. irrespective of their individual ability
to pay. That in doing sol ignorance might
be dispeled-the rich and poor, the high
and the low-the noble ind the ignoble
might be made to stand UPON one common
platform, according to the se7erel intellec-
tual capacities which their Creator had i'm
| planted within them.
What noble idea AMI how consonant
with the great and gloriols principles of
free government, as enunci+ed In the Sec
ond paragraph of the Declaration of Inde-
pendence.
That all men are creaed equaEthat
they are endowed BY their Cresior with GER
| tain inalienable rights-that tmong these
are life, liberty and the pursuit of happi-
ness.
/ believe furthur, sir, that tn moral and
political status Of the Americai people is
mainly due to our system of COMMON schools.
That just In proportion to its Efficiency in
the several States of the Union, 30 has been
the marked character and intellectual attain
ment of their sons and daughteB in the va
rious pursuits and ayocations oflife. 1t is
singularly true, that the boundary of COM
mon schools has married. the 5uada7g of
treason IN the late rebellion, for h treason s
Al
system OF education, were unknown.
But, Mr.. Speaker, it is not mi intention
to pronunce a eulogy upon tie common
school system, but to point out ,ome of its
defects, and, if possible, effect . remedy.
THERE'S scarcely system devised, perfect
in all its parts and operations, at the time
OF Its adoption; but most SYSTEMS improve
by age. 1t is unfortunate, In this instance,
and whilst in many particulars, admit, our
common schools have improved in efficiency
and have beon accomplishing much good,
more, Uastty more than could have been eff
teeted by any other system of elucation,
yet | firmly believe we have been receding
from the original intentions of its founders,
as clearly expressed in the seventh article,
first section, of our organic law, which says
The Legislation shall, as soon as conve-
niently may be, provide by law for the es-
tabhshment ofschools throughout the State,
in such manner that the poor may de taught
gratis. y
Now, sir, submit that if this section in
the Constitution of our State proves any,
thing at all, it proves right the reverse of
what has obtained in the financial workings
of our common school system ever since It's
adoption in the year 1894
The language used in the latter clause of
the section is so erplicit that no one can for
moment doubt the original intention of
the Legislature, and of the people in ratify-
ing the same" Ihdttie poor may be taught
gratis. :"
Let us inquire now, is our present system
a common school system, financially consid-
cred, and are the poor being taught gratis +?
The twenty-eighth section of the act OF
1854 provides:
''That the school directors or controllers
of ecay district shall annually, and by the
votes of not less than majority ofthe men,
bers of the board, determine the amount of
school tdr achlch shall be Leried on their DIS
trict for the ensuing year, which shall to-
gether with such additional sums as the dis
trict may be entitled to receive out of the
State appropriation and from other sources,
be sufficient and necessary to keep the
schools Of the district In operation, not less
than four nor more than ten months IN The
year.
1t viii certainly not be disputed that our
noble State is one vast community; that
there Is common interest and a common
sympathy pervading every section; that our
social and political system embraces all class
es and extends to the mutual benefit and ad-
vantage of all her people We contract
debts and devise means for their hquida-
ton, by system Of State taxation, in pro-
portion to the ability of her citizens to pay,
in order that the burdens, as well as the
blessings of free government, may be patu-
urally borne by all.
If this be just in one instant, why should
not the same equity be extended to the
common school system, especially when it is
SO explicitly taught in the Constitution?
1t Is manifest that an unjust discrimina-
ton is made In the section have just quo
ted, between wealth and property, compel
hing each district to LeUy itS oloa tdr, and
at the same time fixing its term without any
regard to the ability Of its inhabitants to
pay.
If district, perchance, happens to be
wealthy-having rich and populous COM
munity-with highly cultivated soil, it
will not feel the burden of taxation, in con-
sequence of its aggregation Of wealth, and
the absence Of poverty. But when poverty
stares district in the face; when the topo-
graphy of the country forbids the presence
of highly cultivated fields; when the inhab-
itants are compelled to subsist and rear
their families upon natures scanty stores,
with which she so sparingly decks the fields
Of many of the townships and counties of
this State-it is then, sir that the inequali-
ties of the system are felt, and it is there,
too, that the common school system has OBJ
tanned its unpopularity, and that with
reason.
Permit me, Mr.. Speaker, to appeal to the
philanthropy of this Senate and ask the
question: Is it just-is it equitable-that
poverty should be compelled to support and
educate poverty, whilst wealth and influence
are eased of its burdens? Is the moral
right to educate the poor of one section of
our State less obligatory upon the wealthy
tax payer of different section, than uron
the man of means inhabiting the localities
of poverty itself? | hold not, sir. 1t is
said, that charity commences at home" /
admit it; but that does not release her from
the obligation of extending her aid to the
remotest bounds, and the most ignorant and
benighted regions of our Commonwealth.
There is common charity and a common
duty to be performed, and how can it be
more laudably done than in educating and
elevating our system Of common schools
throughout every section of the State?
The equestion may now be asked, how is
that best to be done? By what system of
laws can the grand object of universal educa-