Gallipolis journal. [volume] (Gallipolis, Ohio) 1837-1919, 1875-12-09

the preparatory schools. All. in
those days on which such glory
rests, there were fathers and mothers
who proved themselves worthy the
position which they occupied.
Should it not be similar with our
selves? Talk not Of ancient Greece
or Rome-the Sun to whom all lesser
lights pay their obeisance, never
shone upon a land where so much is
depending upon the proper educa-
tion of the peopie-of the whole peo-
pleas in our own beloved ''land of
the free" Be it unto us as we will.
The gods never help those who do
not help themselves But o. the OPP
portunity to do and to continue to do,
what the world has never permitted
before. Shall re throw it away?
Here, in high sense, we have all we
want
"Air, and sunshine, and blne sky,
The feeling of the breeze upon the face,
The feeling Of the turf beneath our
And no walls butthe far off mountain
tops.
Here we are free and strong"
"From the barred visor of antiquity
Reflected shines the eternal light of
Truth,
As from mirror. All the means of
action
The shapeless masses-the materials
Lie every where about us. What we
need
Is the celestial fire to change the hint
Into the transparent crystal, bright and
clear
That fire is genius"'
There can be no doubt either as to
our opportunity or our duty as
American citizens, and If the educa-
tion of the masses is our life and our
glory as a nation-in the absence OF
which we fall into discord and ruin
then it would appear that in build
ing up and fostering institutions OF
learning in our land, we are only act
ing in obedience to the old command
of the Democracy to every Roman
citizen--at times when all alike felt
themselves on raft, and all were
sailors-"See that the Republic re-
ceice no detrimeRt."
Many thoughts here crowd apon
us, but very few of which we shall
have time to notice. And in the first
place, we certainly have glimpses OF
an argument in favor of compulsory
education--at least of the right of a
Government to protect itself by re-
fusing the privilege, to every delin
uuent candidate for citizenship, of
participating in its appointments, or
its honors and emoluments. Ii we
have not overrated the Importance of
a school system, whether public or
private, under a Government like
ours then there is no logic but
pushes us to this conclusion.
t One thing IS certain, that with
compulsory education" other coun-
tries have made great advances. In
Switzerland the progress has been
immense, and as consequence, her
peasantry have become prosperous
and contented. Her mechanics are
educated and skillful. Her poor
houses and jails have room to spare.
While in France, fifteen times as
much as is expended for schools is
spent for the army-in Switzerland
more is spent for schools than for
the army. In Italy, by recent ac-
counts, her noble King has converted
the entire army into grand national
primary school; and we learn that
all the countries of Europe recog
nize the right of Government to M
sist on the education Of the people
In Sweden and Norway, it is made
compulsory on parents. In Turkey
as if she would cast off the incubu;
of her almost fatal sickness, free ele
mentary schools have been estab
lished in which education is made
!, compulsory, and it is stated that ~
out of 100 of her children are nov
being educated.
Mr.. Maurice Block, recen
French writer on ''sOcial science
("L' Europe pOlitique ct soctdte"
/, declares that in the United States
= popular instruction comes the near
est to its ideal, and for this very rea
g son. he adds that it is the only coun
trv in the world where computsor!
education can be dispensed with
and vet it was the first country tha
ever declared it to be the right of tn
= Government to insist on popular
:, primary education. (See Laws G
!, Mass, 1868, and of Conn, 1850 o
:, 1861. 1t is certainly the right G
n any Government to provide for ne
d own security.
V A Government may prevent tres
V son bv suitable punishment of tn
s crime, as well as by the exercise c
n its paternal care over all good citl
\. zens. And so a Government fostel
,e ing schools, and encouraging b
h every proper means education for al
Sc is bound by her own logic to respe'
b. herself by reposing the toga of fu
e. citizenship to the delinquent cand
s. date: (and disgrace like this shoul
l. be made so indelible that nothing b'
ar the most diligent application on TO
r eign footing, or what should be TO
as eign footing, could ever wipe it out
th We also catch u glimpse of Il
ne dignified calling of the Teacher
ry whether of our public, or priva
b. schools. All honor to that mob
VS. class of men and women, whom p
culiar state of society in Republ
e. like ours has called into existence
m who pass their lives in gathers
nd sweets from those plants which gre
he on the heights of Olympus
as gather them only to bestow on e
N. objects of their love. If it was t.
nd highest honor which the ancie
er- Romans could confer upon him VI
,re had saved the life of Roman cl