The Fremont weekly journal. [volume] (Fremont, Sandusky County, Ohio) 1867-1877, 1871-05-12

II. M STREEfER.
On the completion of the reading of the
Report, it was moved that it be re-
ceived and the resolution adopted. The views
Of those present being called for,
Mr.. Saddler, of Wauseon, said he thought it
right that the property of the country should
be taxed for the benefit of education, as had
already been done; but one step further in
advance should be taken, in order that the
benefits which should accrue to the State from
the provisions already made, could be realized,
and that was law compelling the education
of the masses. The late war between France
and Prussia had furnished notable example
of the effects Of compulsory education, in the
superior intelligence and devotion shown by
the Prussian Soldiery, and the result had Civ
en- an impetus to the movement for general
education in this country. Public opinion was
drifting in that direction, and indicated that
there was growing disposition that all
should receive the benefits to be derived from
the system Of public instruction.
Col. DeWolfe thought it indispensable that
this subject should be Thoroughly discussed
both before the Association and before the
people. Wrong opinions prevailed as to what
should be taught In schools, but the great
object was to teach the scholars to become nnen
and women, and when the teachers fully COM
pretended their duty, and the object of their
mission, they would rise to the point required.
It was indispensable that such motives should
actuate teachers, in order that the people
should cease to regard the schools as a place
where children could learn as they learn
trades; aud when they did, a law compelling
the education Of the masses would be deman-
ded Such law, in effect, had been in opera
ton in Massachusetts, for years, which made
education necessary to the enjoyment of the
elective franchise, but even that could be i'm
proved upon, and as the people became more
enlightened they would require more perfect
law. The interests of the State and its schools
were identical, and should go hand in hand
together, and all classes who are interested in
the advancement of our race should Cooperate
in their efforts to obtain such law.
Mr.. Foster thought the government respon-
sible for the kind of education its wards re-
ceived. There were two kinds of education
open to them, and they produce very dissimi-
lar results. One was the education obtained
in schools, the other the education obtained on
the streets The one prepared our youths to
become the future guardians of the Republic,
its law makers, and its executive officers. The
other extended the sphere of vice, and ooca-
stoned iniquity to abound. 1t filed our work
houses, our houses of correction, our jails and
our almshouses. It was indispensable to the
well-being of the country that it should dis
pense with one of the systems, and it was easy
to determine which could be dispensed with
to the interest Of the State Let a system Of
compulsory education be substituted, and the
sources on which vice fed and grew strong
would be sapped, and virtue and intelligence
would be substituted for the vicious and i'm
moral education Of the street. Some objected
to compulsory education on the ground that it
was anti-repubican, but he thought the OBJ
lection feeble one, as when the good of the
State demanded, and the acquiescence Of the
majority conceded the justice Of the require
ment, it was perfectly in consonance with the
principle that majorities should rule. Nations
which had tried the compulsory system, were
satisfied with the result, and he felt that such
a law would soon commend itself to the intel
lgence of our people, who were behind none
other in that regard, though jealous Of any
seeming infringement upon their indepen-
dence.
Rev. Bushnell being called upon, said he
was not member of the Association, and had
not anticipated taking part in the proceedings
The subject had not engaged his attention
specially. He knew that there were govern
ments which had adopted system OF compul-
sorry education, but questioned whether we had
been educated to such point as to be ready
to enact similar law, Thought it would be
a salutary measure, as, in many instances
children were kept from very early age at
manual labor, and prevented from acquiring
an education such as they should have. A law
of the character proposed would compel diff
ferent course. 1t might be necessary, in this
movement "to make haste slowly" and not
require a law at first which would compel
more than three months attendence, in each
year; afterwards six months rule would be
more readily acceeded to, and then q full term
might succeed. Parents were frequently to
blame for not allowing their children to par
ticipate in the advantages afforded others, by
the desire to'make them self-supporting, ere
they had acquired knowledge sufficient to
enable them to successfully battle with the
world. Often poverty was the cause of an evil
which would otherwise be avoided, and though
deprecated had to be endured. Such a law as
the one proposed would prove an effective
remedy, but might oblige government to go
further, and provide for the wants Of children
so situated. He hoped the next generation
would prove better men and women than the
present, and the way to succeed in making
them such was to begin to teach them now.
Saddler thought that, in the discussion, one
material point had been overlooked. That
WIS the compulsory education Of teachers,
many of whom were merely theoretical teach
ers, but devoid of those qualities of head and
heart necessary to a true performance of the
duty they assumed. He was in favor of COM
pelling or requiring teachers to be thoroughly
qualified, SO that when children were compel
led to be sent to school, it would be no oner-
GUS duty to instruct, or repulsive task to re-
ceive instruction
Dale thought the objection urged by people
that compulsory education was anti-re-
publican, was indefensible. The principle had
been applied in various schools in the rule
prohibiting scholars from attending after
given number of days absence, and had been
found to work well. People had to concede
ideas to the will of majorities, every day, and