New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1869-08-27

assumes before Ine WOitu. ms
trust the State is bound to conserve ahu' aS
property, it has right to use, TO the extent VI
the public necessities, of when the Stale
sole Judge, but no further In the graua''o"
of ranl, State right and State authority
within this limitation-are supreme. Parental
and oven personal authority, are suoor-
dinote. This is not conventional but h"'u,
roI law II is the essence and identity OF
National life.
The fundamental idea of organized society
is Self.protcction. No motive short OF tlis can
iustify the assumptions of authority that II
makes over its individual elements other
corsideratons-such as the highest improve
ment and happiness of the greatest humber
are of supreme Importance ana III Soino VI
their aspects are vital But III the last analysis
of the limitations of individual rights ana
public prerugatyes, the question OF Seil-exist-
ence ranks above all others, and must shape
all legislation and determine every interest
involved But, while this principle
protects the individual from the unwarrantaoie
cncroachmcnts of Government on the one hand,
it imposes an imperative obligation on the state
on tbe other. Whatever measure or interest
involves the very conditions of the established
order, naturally comes permissiycly within the
sphere of its jurisdiction, but is demanded of
il imperativcly, as the discharge of trust
The application Of these principles to the sub
iect of a free State Education will materially
facilitate the determination OF the questions OF
its obligation, measure, methods, and style
1t is assumed that measure OF mental de-
vclopment and culture is indispensable to the
perpetuity of any State that recognizes popu-
lar suffrage as the source and expression oil
supreme authority. If this is not Seii-eYident
proposition. the history and present condition
of the world afford a sufficient demonstration
of its truth
This. then, determines the obligation. The
very life of the State requires that those who
take part IN its formation and management
should be mentally qualified to comprehend
their rights, duties, and obligations. This the
State must secure at all hazards and at any
cost. If it cannot be done 10y volunteer effort,
which is best, it must be done by State
authority and at State charges, which Is next
best; but it must be done. The obligation Is
not permissivc, but imperative; it is not
right merely. but necessity.
But what shall be the measure of this popu-
lar education Since the scope Of mental ac-
QUESTION and development is illimltablc and
interminablc, to what extent do the necessities
of the State go to carry this mental culture
Manifestly to that point by cOmpuiSion that VIII
render it safe for the citizen to participate IN
the composition and functions of the Govern
ment, and then to advance 1t TO the degree
that will make him useful citizen, by such
| L, .,,,I 80 pH
and within the reach of all who choose
to avail themselves of them. He must
be made, in the interests of the body
polite, 10 be a safe citizen, and then
enabled at the public expense, II need be- to
be "A useful citizen. The minimum part OF an
education that will barely qualify one for the
duties of citizenship under such political
system as ours, is ability 20 read and comprc-
bend the language. With this Endorsement he
has within his reach the results Of human cx-
perience in all time past, is placed IN commu-
nlcation with the wiscst and best men, and in
huenccs of the present and past genera
tions, while he possesses some facilities
to detect the plausible sophistries o.
the de, eiyers and cOuup,ors OF our
race. He is made an Independent
thinker and inquirer, and is brought within tie
range of the means by which truth is most
successfully prOpagated, and error most enc
tually detected and resisted by which vice Is
made odious, aud virtue aud all good citizen
shin are promoted. A nation of readers, es-
pecially under the dispenoation Of free press,
| cannot easily be made the dupes OF corrupt
demagogucs or a false religion. Every child,
then, should be taught TO read and
comprehend the structure and iunc-
tons of his own tongue, "a po-
ltica precaution and necessity. The
rudiments of History, Geography, Arithmetic,
and the Art of Writing, are hardly less ne
cessty than reading, and may properly be in
cludcd in and carried along subordnatcly with
the process Of acquiring the language. Such
a measure of education democratic State is
compelled, by mortal necessity, to secure for
every citizen child Whatever the proper
guardians of children or benevolent associa
tons are disposed or can be induced to do to
secure this result, Is more leGitimately and
benefcently done. Over all such educational
arrangements, however, when this requirement
of the State is proposed to be met the State
should exercise supervisory care, for the
purpose of and to the extent of this idea.
But. where these volunteer agencies stop,
the State should take up the work,
and by suitable provisions and under
the sanctions of law, with the proper penalties
it should secure this proposed result. No child
should be allowed to leave the guardian con-
troll of the State until he or she receive the
proper credentials of having attained such a
measure of education as has been Indicated
l., "a. tf,I i,lo
then he should receive his discharge, whatever