The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1875-12-30
For the Telegraph.
THE SCHOOL QUESTION,

BolDR
given to this subject its discussion can hard
/ ~ be kept OFT of the public press. And per-
haps it is well to have the question met and
discussed, provided always we can do it in
way to arrive at some definite results. that
shall bear the test Of reason and philosophy.
/ If the past century of American history
has taught US anything we may safely say
| it has taught us to prize and appreciate our
common school system. Other departments
of Government, other elements of our social
life. other features four complex civilization
may claim recognition, nay, even win mead
of praise. but none more primal, more essen
tial can be named than the education of the
whole people. which finds its best expression
with us in our common school system M
I A century's experience has but widened
and deepened this conviction. Ard whether
Gen. Grant shall succeed in making It more
constitutional, more national or not, the
conviction which is now SO prevalent must.
more and more become firmly and deeply
rooted. If anything may be considered per-
manent In our system Of government, it is
the common school-The doctrine of Stare
deeisis, must prevail in this, or as Republic
we must fail and fade away into anarchy or
more likely into despotism and slavery.
Our free school system then being fixed
fact, destined to live, while we live as a Re-
public, What does it need, that it has not
or cannot ge.? What of overplus has it tina
it should not have?
We venture to say upon the first point
hat we can make it all we desire 1t to be
within the limits of constitutional and stat
ute law according as we have affection for
1t, shall we adorn it with all becoming beau
ty and worth. The people are always more
than the few, the masses are, or have the
power if they will take it and keep it, to
make cur schools whatsoever they will
within the limits prescribed. I know it is
said that as our society becomes more con-
crete, aristocratc. and cultured /; as wealth,
monopolies and caesarism becomes more
powerful and rampant, these classes will,
desert a system they do not need or use
and eventually destroy or ripple it's useful
ness.
To this We reply, our laws Of pFimogena
ture, will ever make wealth in one family a
dissolving view,--.not even John Jacob Astor's
estate can long perpetuate itself. And as 10
N cnopolies and aristocracies, the young
eagles that we are rearing in them will be
alert to pick out the eyes Of these mushroom
growth. and strew them, nerveess, along
the shores Of time--at least, in the good
time coming.
But the fear is unnecessary. We have our
antidote right here. The schoolroom is the
labratory of thought. we make brains there,
and discipline tLem too and hraiDs coined
into arguments are fearful weapons--the
voice and the pen are more powerful than
the sword.
We can SO to the arissocrat, to the money
power. to the mser, with arguments more
telling than the few dollars pittance we ask
of him to support the school.
We can say to him, you pay your thou
sands for insurance against fire, yearly, why?
For precautions sake. You pay still more
thousands for government, for criminal
prosecution. Why? for protection Then pay
US but mite, to make good citizens and
avoid at least one half of the first two taxes.
Can he refuse No.
But second. what overplus has
our school system, that ltl
should not have? Are our schools sectarian
in any sense If SO, it is within the power
OF the humblest citizen to right The wrong
by petition to the courts. Wisconsn's
constitution and laws are Enthusiastically
against it, and the courts must graft your
request.
But there comes from certain quarter an
objection, which always dislike to hear
which CRATES harshly upon my nerves be-
cause il seems to me so unjust, so untrue
in all the larger sense of the word. It is
that our schools are Goddess. The objection
seems more of the past than the present.
1t smacks more of the medieval age, than
of The 18TH century More of the cloister
j than of the forum.
do not doubt the sincerity and devotion
of those who make it, but it appears to me
to come from altogether too limited, and
}
We do not claim that ouE common schools
are everything, only, that they are one of the
perennial mountain streams that run. into
the great river Of life. Other streams NAV
be purer, of more crystal clearness, but none
help more to swell out and fertilize the
banks. and round out the volume of the
streams. filing its oayous and eddies with
the lotus and the lily.
! If L eat and drink when am hungry and
thirsty. if laugh and dance when 1 am
merry or mourn when am grieved or am
eloquent when stirred with great thought,
am Goddess in SO doing Nay, but full of
Goodness because it is my nature and your
nature thus to be, and human nature is
i Id IL LIZ.