Dodgeville chronicle. [volume] (Dodgeville, Wis.) 1862-current, 1870-02-11
Forcing Education.

Forcing Education.
The subject of compulsory education is
being so generally investigated, that we
cannot refrain from adding remark for
the purpose of presenting the subject IT,
what we think clear and Ineligible light
We agree with all who have written up
on the subject, and with the intelligent
world, that education is necessary-that 1t
is the great distinguishing human feature
that in the intelligence and education OF
the people abides the strength and endur-
ing nature of our republican form of gov
ernmeut; for where the people rule there
must be Intelligence freedom can only
exist and flourish there; but oppression
lives upon ignorance and selfshness.
The question is, then, not whether we
shall be educated or not, but hoao shall we
be educated? We must be educated with
view of producing and maintaining the
best form of government; government
that will yield the greatest amount of hap
pinesss and benefit to the people. We
must be educated to regard the rights,
franchises, and happiness of others; we
must be educated to dispense with a GER
tain portion of our own rights that we
NAV secure to ourselves other rights, and
mutual protection by all.
We are FIRST to inquire, in what does ed
ucation consist ? When this question is
properly answered, every person can form
an opinion as to the propriety or possible
ty Of compelling it.
We have ever been Of the opinion that a
mans education consists in a knowledge OF
his duty to his God, his country, his
neighbor, and himself. There is no edu-
cation outside of this worth contending
about or acquiring Following this, is his
own personal restraint over himself that
impels him onward to execute those duties,
and to corscentiousiy adhere to such
path Of rectitude. In these few words
consist the whole end, object, and aim O.
true education and when you can com
pal a people to love and worship God, ano
observe his duty to his neignoor. by teasch
ing him the fundamental rules of mathe
mates, laws of language in rhetoric, class
les, or science in any form, then the mucl
talked of benefits from compulsory edu
cation will inure.
Will any one presume to say that The
prosperity and happiness Of the people O.
our great country depend upon the knowl
edge that twice two make four-that two
negatives destroy each other-that the mo.
ton of falling body increases in ratio
equal to the square Of the distance-or any
other abstract principle of science? Yet
these are the identical principles that are
proposed now to be forced upon the atten-
ton of the people, and upon the minds OF
the children of our country. 1t is certain
ly good to know that such principles exist,
but is it so necessary that a knowledge OF
them must be forced by enactment of law,
and executed by the stern power of a
Statep
Practical agriculture and mechanics are
por lions Of education that are indspensi-
bile in commonwealth they are the vi
tails of all prosperous countries; they in
clude mans duties to his neighbor and
himself, and are of divine command.
The common school system of the State
of Wisconsin is equal to any and excelled
by none. Many persons have conscien-
tious scruples in regard to sending their
children to public schools. The law pro.
poses to compel them to send them not.
withstanding their scruples. The law for.
bids sectarian instruction in public schools
and leaves it open for district officers to FL
the schools with sectarian books. This il
one source of producing scruples.
The present law requires five month:
bCllOOl u eiltitIe tHe luIldoildillS vi Ills
triet to share of the public school fund
This is as long as any of the rural district,
can maintain school, and much longer
than some can. The proposed new Law
consemplates basing the apportionment o
the public fund on the actual attendance o
children at the public schools. Children
of the country schools are educated five
months in The branches of science, and sew
en- months in agriculture and mechanics
The new law will count the agriculture
and mechanical education nothing, and de
duct half the public money they are re
ceising now. and give it to the schools o
cities and villages that maintain school.
all the year. the children in which, learr
netting of agriculture or the mechanic
arts. 1t is as necessary, and often more
so, that child should know how to pro