Frostburg mining journal. [volume] (Frostburg, Md.) 1871-1913, 1872-04-06
Compulsory Education.

A Berlin correspondent OF the chicago
Tribune has the following upon the
school system of Prussia:
And now | come to the sunny side of
the public schools of Prussia,-the
system of compulsory education Let
me introduce the subject by stating
the fact that, in consequence of this
compulsion, Prussia can boast that only
81 per cent ofits population cannot read
and write. This fact alone may convince
many opponents of the system of the
error of their ways. Every child, is
according to the Prussian school ordi-
nances, compelled to visit school from
its 7th to its l4th year (both inclusive)
Parents may, however, educate their
children in private schools, or at home
through private teachers but must, in
this event, satisfy the Government that
the plan and system of education are at
least equal to those of the public
schools. For every days absence from
school, from 2 to l29 cents penalty is
imposed, according to the merits of
each case. A frequent repetition of the
offense is, of coulse, visited with the
heaviest penalty. The Police Magis-
trates, on receiving the reports of the
School Boards, collect the fines by exc,
cution; and, in case of non-payment,
imprisonment of guardian or parents is
imposed by the proper officers of the
Government. In the country the Cir
cult Council (Landrathl, in the cities
the Common Council, exercise this
jurisdiction. Leave Of absence is only
very sparingly granted to the scholars.
In the course of u month, II teacher is
authorized to grant to the applicant
three whole or six half days of leave
(for cause) according to circumstances
and the teachers discretion. A longer
leave of absence can only be granted by
the Board, on written application. Alb
sence from school without leave is only
excused on the ground of sick ness, or
when caused by the acts of nature. A
scholar may be compelled to visit school
two years longer, if, at the expiration of
his I4th year, the Superintendent is
of the opinion that the scholar has not
made the required progress in his stud
les
Many of these provisions may seem
oppressive and tyrannical to the re-
publican reader put, on looking below
the surface, trust they will agree with
me that all of them are compatible
with the liberty of the citizen,-yes,
more, that it is the duty of every civil
lied Government to introduce compul-
sorry education. What is the object and
purpose of Government? To protect
and foster the liberty, happiness, pro-
gress and culture of the people. If it
is the duty of Government to enact
laws to protect the health of the citi-
zens, is it not more imperative legisla-
tive duty to shield the citizen from the
curse of ignorance? Or, is sickness of
body more deplorable than lack of all
mental culture, and a state of intellect
but little above the animal instinctY
Republican Governments, as well as all
other Governments, have the same
criminal law for the educated and the
ignorant offender. Does it not seem
unjust that the illiteratc, neglected.,
ignorant outcast of society should be
measured with the same standard Of
responsibility which is applied to the
criminal of high culture and education,
who certainly has greater faculties, as
well to decide between right and wrong
as to curb his passions? And is
it not true that the Government indi-
rectly causes much crime and immorali-
ty by neglecting educational interests,
and that it seems somewhat inconsis-
tent to punish an offender who, but for
the neglect of Government, might have
been an exemplary citizen? Except on
the plea of impracticability, and on the
principle that the safety of society must
be protected under all circumstances
and at all hazards, it is difficult to an
swer the argument that it is unjust and
inconsistent with the progressive spirit
of the age to make no discrimination,
as regards the rigor of penal laws, be-
tween the ignorant and the intelligent
criminal. Compulsory education alone
can, in great measure, remove this
wellfounded objection.