Frostburg mining journal. [volume] (Frostburg, Md.) 1871-1913, 1873-08-16

j. Is. ODER. Editor.
FRO9TBURG, MD, AUGUST is, 1873
Communicated
Some Remarks on Education.

Some Remarks on Education.
1t may be stated az general max
i'm that the influence Of any commu-
nifty is in exact proportion to its in
telligence, and that its intelligence is
based upon the facilities it affords for
higher education. Hence the placing
Of these within the reach of all becomes
the duty Of every thoughtful commu-
nifty that aims to attain the highest
dsgree Of influence and usefulness.
The correctness of this assertion, in
its more elementary form at least has
fallen within the observation of all,
viz that the most highly educated
individuals are the most influential in
their particular spheres. Collect all
these individuals in any one place and
they form the society of that place;
making their Influence felt through
the social and political life of the COM
munity. Educate the lowest part of
the masses, and those that aspire to
lead in public life must be men of rare
gifts and culture.
This elevatlng process has been
most beautifully exemplifed in the
case Of Prussia, where broad scheme
is laid for the education of the lowest
strata Of society, rising by successive
grades until the browning apex is
reached in the University, in which
the most profound scholars and think
era, each in his special department,
discourses upon every subject of hal
man inquiry, The result of all this
was seen in the late war, in which
none but men of real ability and at
tainments were placed in positions Of
trust and responsibility.
The Prussian theory is that each
man is the property Of the state hence
this elaborate system of education is
provided, so that when the talents of
all her people have been thus devel
oped and trained, she may select those
most fitted by nature and education
to direct public affairs Each boy
is compelled to attend school until he
is at least fourteen years old nothing
is allowed to interfere with this mex
.orable law. From recent statistics
rthe results of the system reveal this
most surprising fact, that out of pop
nlation Of l6 100000 there were only
4 600 adults who could neither read
NOR write.
The idea that seems to underlie the
Prussian system is, that the individual
is made for the state, not the state for
the individual, which is the boast of
the American system.
But with us too frequently the
state IS only an abstraction, not the
living power that has been created by
the opinion and actions of the men
we see about us. Hence so often the
cause of public education is left to that
undefnable power which we falsely
call the State, not made the business
Of each thoughtful person whose opin-
ions create the public sentiment of
which the community and State are
the living embodiments.
As public education has to deal
with each community in its corporate
political capacity, it becomes necessa-
ry that common sentiment prevail
before sufficient funds will be appro-
priated. A fair and just criticism of
the present state of education, and
comparison with other more favored
communities, which must of necessity
be the work of the press, are of the
utmost Importance in arousing atten-
ton and in creating public sentiment.
Politicians are never reformers. Re-
form in education must begin where
all other reforms begin-with the re-
spectacle body of voters. Men who
reflect the sentiments of the commu-
nifty on the subject of education are
the only ones that can be entrusted
with so important a matter. A glance
at the recent statistics is enough to
put every Marylander to the blush
Out Of a population of 7S0,S94, there
are l35, 496 illiterate persons over 10
years Of age; between the years of 10
and Is years there are 4,274 white
boys and 1858 white girls, 7,l43 col
ored boys and 6,5O2 colored g rls, ma
king in all 81 572 children of school
going age, totally ignorant of reading
and writing Of these, IL Az are to
be the voters of the future. Add to
this list of maturing illiterate voters,
50,467 of the same kind, that are at
present in possession of the right Of
suffrage, and lO,O97 more that are be-
yond the school going age, then we
have 1881 ignorant males, from
whom will come a large number of
our future voters. Surely not pleas
ant subject for reflection. If We take
one-hfth of the whole population
(Which is a very high estimate) as rep
resenting the voting element, We have
l56, l79 men, of which number so, 467
can neither read nor write that is,
one in every three. With such mass
OF ignorance to manipulate, what is