The Valley Virginian. [volume] (Staunton, Va.) 1865-1895, 1873-01-16
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cy, purity and enlightenment, must be renec-
ted from the intelligence of the elements
which constitute its source 1t was the ope
ration of this idea that restricted suffrage 10
the fundamental law of Virginia, until the
Constitution of 1861 was adopted. The
general thought was net clearly defined, but
it's approximation was reached 10 the convic-
ton that more or less of intelligence wasssne-
cessary to accumulate property, and therefore
the possession of a certain amount Of proper
ty was regarded as necessary for practical
participancy in the making Of laws AS
broader liberty is now allowed, and every
man has the privilege Of being heard in the
determination Of all questions affecting the
public welfare, it follows that there should be
more universal intelligence and more gen.
eral diffusion Of knowledge. Mr. Jefferson
regarded it as necessary to the enforcement
of the idea contained in our system of popu-
lar government, that the people should be ed
ucated, and hence was the warm advocate of
a system of Free Schools He maintained
that free government aud general education
were inseparable, if any thing like healthy
perfection was to be reached.
We are aware that there is wide spread
prejudice existing in this State against Free
Schools. But it is prejudice that is not
founded in reason, nor can it be maintained
by any logical arguments IF the legislation
Of State reflects the aggregated intelligence
of people. If follows, legitimately, that the
higher the standard of that intelligence, the
better will be the laws.
This being an incontrovertibe fact, it be-
comes the interest of every citizen, whatever
his condition, that the masses should be edu-
Gated, and there is 10 other method of ac-
complishing this except through the instru-
mentality Of Free Schools. When such a
system is we'll matured and successfully ope
rated, it becomes the educator Of all alike the
rich and the poor, and by that means lays the
foundation for better and purer society, a
more enlarged productiveness in general
wealth, and more enlightened government
l. is in contravention Of the fundamental
idea of our government, and the weakening
of the safeguards four liberty, that the rich
alone should be educated. 1t is in direct
conflict with the very genius of our institu-
tions, that privileged class should be nur-
tured and encouraged, and that golden dol
lars should direct the destiuies Of the coun-
try instead of educated brains fla system
of education can be maintained, that would
ahridge the privileges and opportunities of 40
class, but enlarge the educational advantages
of another class, would it not be better for
all that it be carried out to its highest perfec
ction ? 1t was designed by the Great Creator
that our manhood should be fully developed
that our mental powers should be so trained
that we could think and act inteligently on
all subjects affecting the public welfare and
the interests of society-and thus contribute
to the the virtue, conservatism and the gen.
eral good Of community, There is no agency
that can be so effective 10 accomplishing
these much desired results as we'll regulated
system OF Free Schools, where literature as
well as political economy and science would
constitute part of the curriculum, In the
higher grades of tie departments
In Richmond City and Lynchburg the
Free Schools ara governed by such perfect
system, SO graded and classified that all classes
OF citizens are availng themselves of this
cheap and efficient mode of education, to train
the minds Of their children. Families from
other States, and those living near the cities
are moving into the corporate limits, solely
on account of the educational facilities offer
ed. There is no reason why the city of Staun-
| ton should not have established and main
tanned graded Free Schools Of similar char
ter. We have all the elements to build up
the highest type of such Schools. aud who
can doubt but that it would be to the advan-
tage of every interest of the city, the State,
and country, that it should be done?
knowledge is power and the broader
and more universal the knowledge, the great
er the power in the State and country The
whole civilized world is moving in this mat
ter. The suppressed aspirations for knowl-
edge are upheaving the social and political
structure Of England, and the mutterlngs of
discomfort, presaging deluge Of uneducated
passion is answered by the establishment of
more school houses, and the enlargement of
the educational advantages of the masses
It is the only safe guard to stability in gov
ernment. ssThe world moves" and mind
moves with it The demand Of the age is
for higher intelligence, that mental and
material power may be more fully developed.
There is not government known TO civiliza-
tion so deep rooted in the affections of the
people, and So formidable to it's enemies, as
that of Prussia or the German Empire, and
there is no country where eda cation is SO gen
eral and mental training is regarded as more
essential to citizenship. Indeed, every child
is compelled to have an education, and thus
1t is each constituent element is capable of
appreciatirg its relation to the whole. and