New Orleans Republican. [volume] (New Orleans, La) 1867-1878, 1872-05-28

families OF children. But the advocates
Of the voluntary system believe that the
assumption upon the part of the govern
ment Of the power to interfere with the in
dividual in the affairs of his family; to direct
control or compel him in the matter of the
education Of bis children, is an exercise of
authority not belonging to government,
and calculated TO do more harm than good.
They ask in their philosophy: What is it
that we call the State Men politically as
sOciated. How associated2 Voluntarily.
For what purpose For mutual protec-
ton They insist that the only duty of
the State is to protect the individual, and
that any assumption of authority beyond
this Office is calculated to defeat the legiti-
mate objects for which governments are es-
tabhshed, They maintain that the nation
has no part IN the education of the youth,
because the attempt interferes with the
liberty OF the individual, who has the natu-
raj right to do whatever he pleases, pro-
yifed that he does not interfere with any
other mans right to do the same thing.
This doctrine, which has been most ably
presented by Herbert Spencer, destroys the
idea Of nationality, as / consider IL. 1t
looks upon the association of men into
States as the result of mere expediency,
and for the object only of self-prOtectiOn
1t makes the individual absolute, hut re-
duces TO subordination the coEEmon hopes
and common purposes Of his countrymen.
All this is wrong. 1t is antagonistie to
the experience of al ages and the common
sense of mankind, wherever associated to-
gether, The nation is something more
Every human heart loves some country
There is scarcely a man living, or who has
lived in all the ages past, who would not
lay down his life for the safety or for the
glory of his fatherland. When God estab-
lished the Hebrew nation, it was not for
the purpose Of affording protection TO
the descendants of Abraham, but in
order to surround and to guard and
to bear on through the centuries,
the Ark of the Covenant. The establish
ment and growth of the American republic
has broader significance and a grander
object than the mere protection of the indi-
vidual members constituting the nation.
We have purpose to accomplish in history.
1t is our province and our glory to spread
among the peoples of the earth a higher
idea of government nobler civilization.
Its our destiny and our duty to extend the
mailed hand Of the nati0n-a nation having
heart Of its own, a brain of its own, an
arm Of its own-to protect the oppressed Of
other lands.
is not my purpose in this address to
sketch the history of popular education
under direction and control of the State
nor is it my object to analyze the various
systems which have been proposed, rejected
or adopted by the several States of Europe
or in.ou own country. Werf / disposed,
and had / the time to do this, / could sue
cessfully maintain that the best system Of
schools, the greatest good accomplished,
and the most general intelligence among
the masses, is found where statesmen have
most fully. coInprehended the necessity of
f0ealizing the intellect of the nation, that
the brighter light might be reflected back
upon the minds of the nations children. /
of secularizing public schools, and could !
successfully compare the results of educa-
ton in Prussia with those in England But !
am disposed rather to theOrize than to |
compile or compare statistics of results.
/ maintain this proposition: that it is the 7
duty Of every people, through their govern
ment, to organize. support and control a /
system Of tree public schools, in which 1
every child in the land may receive such an
as viii fit him for the duties of
life and the responsibilities Of citizenship; i
that the nature Of human society author
ICES the interference on the partof the gov
eminent with the individual TO the full ex-
tent that may be necessary for the accom-
plishment of this end.
Mr.. Spencer, who is the leader of those
who oppose this doctrine, propounds his
theory of the objects and sphere Of the gov
it is organized alone for the
of individuals He then reasons
to the conclusion that an at
tempt on the part Of the State to educate is
an interference with the rights Of individu-
ais, and therefore an improper and unwar-
ranted exercise of governmental power.
/ have already adVerted to what con-
slider the true and philosophical reply tothis
theory by insisting upon higher purpose
10 Gods economy IN the establishment of
nations. But, aside from this broad and
somewhat abstruse theory, there is no diff
Guilty IL maintaining the practical benefits
% mankind from the interference of govern
nent with the work OF. the education of
Feuth. The good Of the whole is to be pre-
erred to the advantage OF the parts, and
he welfare of the State must be considered
# more Importance than benefits to the in
lividual. The government we establish as
umes to punish men for crimes they NAV
commit. We say that we allow the govern
nent to do this because it is necessary for
he preservation of society and for the pro
ectlOn of the individual. If we punish Of l
enses against the State, shall we not
prevent them2 Shall we allow men |
nd women to grope in ignorance of
he laws of nature and of God until they
all into the quagnire of crime, and then !
ink them with the hand of penal contiem-
lation or shall we rather take them in |
-outh, and enhghten them as to these laws,
ud Lead them to appreciate and to desire
better and happier condition of life 2
1t is conceded that it is the legitimate
rOviDce of government to protect the
ealth Of the people by the enaement-Of
uarantine and other health laws and regu- {
atoms to prevent the spread Of contagious ID
iseases or tire poisoning of citizens. The
establishment of free public schools, their
and control, is no less legiti-
nate exercise of this police power. which in {
eFes IN every constituted government. For
be purpose OF enforcing these regulations,
s well as for the purpose of establishing
ourts of justice and maintaining the ma
hinery of government necessary for the {
of peace and order, the gov ]
rnment imposes taxes upon the citizens
nd the property within the State. There t
re many who are in no dangeI-of the 9
pread of contagious diseases, who are not D
kelly to be poisoned, who have no occasion
} resort to the courts, who are peaceable
nd orderly, and need not the restraint of I
eace officers; nevertheless they are taxed.
hey can not complain, because they are I
enetited by good order, by good health, q
J the maintenance of justice and equity /
mong their &ellOw-men. Upon the same t
rlnciple the government is Justified in inn 4
osing taxes for the maintenance Of a sys- t
IN of common schools for the education of +
L. The welfare and the progress of {
eople IS IN proportion to the spread Of use. b
u knowledge and an understanding of the :
AVS OF nature and of mind. Every citizen a
Interested IN and may be properly taxed fl
~ lhe attainment of this object Z
Any wand objection to tax for the 6
Import OF free public schools will be q
4uaAg FanQ as against taxation for any .
urp0se' The assumption of power to tax &
rOcee0s, not upon the theory that il will
eheHJ exclusively or particularly the per
N WHg Is TAXED, but upon the theory that
u RuP ny Wits @lu be supplied, and the v