Green-Mountain freeman. [volume] (Montpelier, Vt.) 1844-1884, 1871-09-13
What Should be the Limit of Public
Educati0nl

community possessing a good school offers
to those seeking 3 home, are 90 great and 50
obvious, that the growth Of the town is ac-
tolerated, other things being equal. and as
a consequence, the value of all the property
in the town is enhanced
So the investment is as truly safe, il
business point Of view. as factory or
railroad would prove. Again, town where
educational interests receive careful atten-
ton, generally contains an Intelligent, IN
dustrious and law-abiding population, which
Is the strongest Of all advertisements to i'm
migrants. And every thing that invites i'm
migration tends to increase also the value Of
property and the general wealth OF the ;pm-
muuity 10 realize how true this is, one
has only to consider what kind Of town he
would select were he seeking residence in
which to invest his capital and rear his fam
lily.
This being the case, and st being rcmem-
bered that the true purpose Of education is
the discipline and culture Of the mental fac
uties. it follows that the state Cor munich
palitv rather) should not be content when it
has taught the most common and simple
branches Of learning t. its children. TO
provide for a population which viii, III the
future, attend to all the interests which add
to the wealth Of the community, an oppor-
tuuity for a better education must BE given
them as necessary to fit the majority of men
for the daily tasks to which they must de-
vote the greater part Of their lives The
community needs clcrgymen, lawyers, ply
sicnns, merchants and bankers. as well as
day laborcra. and ucsidcs, there o. neces-
sity for i more general culture than is at
tanned in securing the knowledge absolutely
necessary to the successful pursuit 81 the
simplest occupations.
But it does not follow that therefore the
public purse should provide for ali the cdu-
cation that is necessary for the highest cuI-
turc or all that is essential t. the profession
al or scientific man. This may be the Io5-
zeal sequence of our argument thus far. hut
practically, other considerations are Of
greater weight when we 20 beyond certain
point The great expense Of providing
what is termed professional education for the
very few who IA most towns would care =
pursue it, is Of itsolfa sufficient reason why
'he Puoiic Shoulu h'0 Iurn'7h i'' were Iierc
no others Ana yet IS seems necessary %
provide as hish ;-n education as possible
Where shall the line be drawn What limit
sHaiI we assign 70 our Instructors 10 lne as
charge Of their duties Of experimenting the
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oe 7uii'!eh1y Aisl U enaoie tae G'"-ua'
/ 70 sraPplc with the ordinary difficulties o.
the studies pursued at the professional and
scientific sen'ois-uniez-' perhaps we OK
/ c5l t"e SEMINARY DuS 7Houiu IIoy "''e'l! 7
70 ht young men ana women Tor the college
I or should their ann be simply To proY'd,
what Is termed ialr English education
should they be made the aids to accomplish
'nents in modern languages polite literature
and the fine arts are questions just now az
'''0 '"o"'u7 VI every 'i'. r d ~ r. i'7'0
o'i'ln 7'''Ie' ions sine'' oN' '"oy VIII no
'''''i' anu 'i'eIF '-l''''i'i' - again anna 'i'li
'ii'-''' inc !'Ie''A'S i'' "'-"'"S upon oar en-
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- '''0 '''9' i'''' . % Jul al a"'iiol' vas INA
'o' N''"y reasons 'Ho so'u q very c''l,nu
D''y 'o'i,'''i7 N ''''i''''h % inc demand 10
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us P,.''7.''' ',''.' 70''''''''' P'',7.'' '9
IT, '''e'' T ''''-''S - "''o'h '1'i sue ?
'i'- '''0 'i'''' mum u p'''''o ''''''' :
'''''i IONS were cum 'ic"'i
"''S-'J ~ pl0''h' tn0 pune from iuIii7n
,5 l'o''s7''''''I anu s'ieii'iii' ''l,"n'as'7
~ - - ,''' men '''''" ''l
'''''' 20 ~ 5o'.''' ~ = '''''ii
~" - '"'o' '"' - 7"'' ,''s.' - '''i'7 {,
ie'Fh'nS' Wherever th9 population IS SUN
o''h''S ''FSe 10 warrant tAo expense An
''y'ns - Us 'ii'I any place winch contain
'''' ''0''''iod Pupli' - 7'il'''h'iy '"F5e
ufnl'i' as s''u educational advantages as
city, except IN few branches winch Icquir