New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1875-06-25
INJUSTICE OF PUBLIC SCHOOL TAXES.

INJUSTICE OF PUBLlC SCffOOlI lhAEo.
An ANALYSIS or TIE ARGUMENTS OF TWO COR
RESPONDENTS
"a fbe Edifor OF The Tribune.
S,R: In THE TRIBUNE of May 2S appeared
weli-wrtten letter the signature of Experience
and under the title OF "Quecr Notions About Schools
The writer clearly sets forth the wellknown political OBJ
lection TO the public school system, viz That II Is the
offspring OF fat injustice in that 1T Is created in part ny
Inc taxation Of those benefited by 1t for those who
are-that in plain Engsh 1t does not exist without the
Indirect conscation robbery of As property for the
SOLE hrneat OF b. It Is not however, with Experience"
thai have to do but with Student" who under the
sober caption Of "The Public School System" in THE
TRIBUNE of Juno 2. answers to this effect:
Now the gentleman evidently does not know what ne
time shows that it educating ut the public expensc
works badly =, as @ p S egd tI his neigh
Dor taxed educate his child Now he need not say
that he hasn't any chlld or that ~ 10 ~. an
that.
without pausng to draw inference from the contrast
presented by these two letters In the style cpisolay
we'll az that of ratiocinaton. will remark that "stu-
dent" fairly presents the arguments OF the advocates Of
that glorious public school system which will stand
long as our glorious free America will stand" That this
argument may clearly set forth, will first present
that OF &" Experience" Here 1t Isl
Taxation OF one the exclusive benefit OF another
is taxed for the exclusive benefit OIL
Therefore, this taxation Is wrong.
Can anything be more simple or moro logical And
has any principle been positively and trimDhanty
asserted by "our glorious free Americal" Let the
shower of centennias patterng answer However.
Students" answer is equally simple and equally time
honored give it:
Two wrongs make right.
Is wrongfuly taxed for the benefit of A.
Therefore. this taxation is right.
This Is simplicity ITSELF the only difficulty lying in the
tl.o o. tho 1atta aIuaia,
be apparent repeat the language itself Of Student :"
He SAYS that it is unjust to him educate his
neighbours child Is not his neighbor taxed to educate
his childp
That's all about that. However must do "student
the justice say that this sbsurdty struck him with
such force to him TO abandon 1t IN the next
breath. For in the following sentence he argues
Now he needs not say that he hasn't any child for
that is argument at ALL II he has not any, he ought
TO have That's all about that" In the name Of all the
gods at once that Is argument" what Is This 10
cutting the Gordan knot with vengeance. ut Is all
very we'll" says Student" Z" to talk about unjust
ton being contrary the free institutions OF glorious
free America" Granted But what are you going to do
about iti I'll tell you how to get out from under the
harrow" have" children. You will then be wronging
your neighbor much as your neighbOr wrongs you.
Society Is row OF bricks aud the sooner you rise
to that elevated conception the better Thus you
your argument Is no argument at ALL" .-t
This like every other argument OF the advocates Of the
public school system, u conspicuous cnleny by the
absence Of two things proper sense'of the rights Of
e citizen and proper sense OF Me rights aud duties NJ
the parent For the nOnce, leave out Of the question
him upon whom the misery fas--tbe child STILL this
reply OF student" is valuable for its innocent expos
ton Of the ground taken by the advocates OF go
Gus public school system, and for the warning example
1t affords OF the human mind being absorbed Ia the
contemplation OF single object 10 be utterly blind
relations Of that object TO the things around IT, This
strabismus, common to youth, should be nj
h That WHY lie sp Il % @ 7 a q We
votes and settle one point butthe thing viii
is the truth, perhaps even Student viii admit AT any
rate TRUTH according TO ancient uttcrance OF H
TRIBUNE be found out by agitation these analyses
OF the two arguments humby offered In the hope that
they may help along heahful agitation OF the subject
Wiikes6arre Pa, June 5. 1873 8.