New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1873-01-10

oolonsts began Do you wonder that you a wherJ 20"
The Stats ought 10 teach the elements OF stsn OF
government 1t ought TO teach the elements OF know-
cbae al can be wrought in the City OF where
not ono IL ten knows anything about the machines
SCHOOLS FOR RIoH AND POOR.
There IS not locomotive the Central u Erie road
chat ia so complex that requires half so much skill to
run az does ths machine that the maebne yet
educate men TO locomotive when they have 500 the
skill 10 understand themselves. Here comes up before
u.s. 10 no Illustrated the system Of teaching whc y IN
dulged in nowadays. They talk IN the schools ABOUT
the south pole and the north pole hut not word apOu
the heart word about the functions that stinnlae
the pulses to notion not word aoous the man hinsel,
yet al this could be swept away man would educate
his children the common SCHOOLS advOcating inc laws
Of government and the laws Of political economy.
To advance these great and necessary laws ron must
give time 10 the common schools; this children
must be educated through greater number OF years
they must be allowed to remain a longer Tune at the
school, and the State shoiId make IT'S roe schools so
good that no private school could possibly ye IN ,ner
neighborhoOd. (Applause. Now, IL you make poor
free school, thOse that can't afford any bet
ter then right over tho way will the rich men combine
How very degrading do the common schools become,
The rich degrade the teachings OF the man. and u
Is called inc poor mans school, while there IS tue Ilcu
mans schoolhouse across the way, hoursbng thrpAgh
the indulgence OF pompous pride and extrayaea oee
Now, there abundance means In the Stase; 10
afford to build schools. ana while state do
5 20 S as nfs ess sns schso there Is
no building that should he 80 well built
no school well equipped with officers and teachers
the free school, for the children OF The poorest
fathers feel the necessity OF educating their Children
and whose minds are fully alive TO tho privileges that
IRE presented to them, nagnied many tunes from
the TACT that they have the opportunity OF bTnng ny
their children by tho side OF those OF the rich man eG
Toying the same advantages that by the rich
man, who support his children while the
Tho poor mans children must have knowledge. It
their bread and IL is their life. Free schools may be
the lower classes"t0 use the expression OF the
aristocrat Those who are burdened with knowledge
and with fortunes should be made TO alter their nered
tary opinions by seeing before them school, the nature
of which could be surpassed because there could DO
no better. II the state would wish to achieve q good
thing let t bring the children OF the rch ana poor 70
geher You know the tendency OF all society here b 70
separate.
from the inferior element and this illustrates the neces-
sity OF adopting mode OF communication winch WIZ
operate lnsensDI upon each class af1wlng hem Oy me
invisible Influence closer and closer together TIL
they both feel the union and II they indeed endeayor
at this time separate they find 1t impossible. Why
The strength Of friendship such that the chord that
binds community together, no matter what the diner
in the circumstances OF each may be, they caunOt
separate themselves. How can this be best accom-
pshedi by bringing the children OF the ricn ana poor
together under the one common instructor ana GUIDE,
place the children of the richest men and the poorest
emigrants together III the common dnes OF every day
life; and there will be a sentiment OF sympathy
immediately springng up among them. ,,..a.,...
to its neglected poor and rs pampered rich through the
medium Of the school. they will exert SUCH
sons there wiz be for their good Neglect
TO educate. once In every six years OF the worlds his
The rich has his children, and his boy Is raised Ia
the private school The boy spends money and by the
children and they being the OF poor men, he breeds
them only to have them come aud go to the common
school, Therefore this matter OF compulsory education
ought TO be enforced
COMPULSORY EDUCATION TRUE sTATEsMASsHIP.
Lastly Ignorance should not be permitted in the state
that is to say, education should be compulsory The
frat feeling that almost every has when you say
Education should be compulsory" is that 1t shakes off
forever the predominant freedom Of the State the rights
that so many enjoy believing that it is divine right
which they possess educate their children exactly
they peaseto educate them little or perhaps not ed
ucate them at all SO that TO compel To educate seems
great crime.
But this compulsory education is no new extension Of
the power the state the State already has IL tie
state right to legisate for the public good anu
determine what do and what you can't 1t takes
your land If it wants Ii it takes you OF yourself IN time
of war If 1t wants you. 80. ...-.. "a u
Take your children! The state has right to NEEDLE
with all these things II the State reqniresthem So IN
like manner if the state requires your children 70 be
educated, that law Will not touch you; no law touches
man whore the man Is higher than the law. -. -.
mailing in thar law touches me There Is not Ihe least
possibility OF that laws touching me- 1t exists with me
in name merely. The law against burglary is viewed IN
the same light; leave at law so ar Deheath me that
am 1t were, drawn back and sheltered from com
hitting any such acts as that la" specifies so with
The great argument of compulsory education s the
dren but the peops say "I the good may
yon not safely leave these children to parental a1ec
tonp No. no. There is a vast number OF unedueated
foreigners bring uneGucated children into this land
and they understand the necessity and advantages
time then they catch the spirit OF the thing at once
There are a great many bad characters and criminals
peoDe that have no for the education OF their ch
dre1 for the state do much for herself In the care OF
them. There great many more OF your careless
parents who do not appreciate the necessity OF educa
lion and look more TO themselves than to the nteli
gence Of the child When this is the case the State has
n right TO step in and take OF The children
m the parent sacrifices the chlds intelligence, then
the State with parents right, for though all
parents the liberty of doing right, no parent has
the right to do wrong and IN this respect the great
parent the State will not let unheard the inartcu
f.ta NJ fho armV
M around us; the State has right 10 panper the fee
ings of selnshness tins question OF educating the
minds OF the young or to stint the privileges OF full
manhood - ~.
No: as when, upon EARTH Master rebuked His dis
ciples and said Suffer little children TO come unto me
and forbid them not, and took them into HIS arms and
LAYING His hands upon their heads blessed them so the
State the great master calls all the little children TO IT,
and laying the hand OF Intelligence upon their heaus,
Desses them. ..t-. - =,
Education for those that wish H. and education for all
for rich for poor good for bad. for bond for free
for black, for white, for man. for woman-euncation vi
they are able discern between right and wrong, tl
they are able to be good citizens In this glorious he
public.