The Findlay Jeffersonian. [volume] (Findlay, Hancock County, Ohio) 1870-1881, 1875-11-12
GdnraioHai.
COMPULSORY EDUCATEON.

the school question" the Importance q
which is Just beginning TO be recognized.
We have a good system Of education
which we have recently given evidence
Of determination to defend against all
assaults. We will make no surrender OF
the heritage we have received from our
fathers. They believed public education
to be the protector of republican ins,i-
tutions, the very palladium of freedom.
Aud shall we, who are reaping the ben
eft of what they so nobly planned, suf-
fer the grand temple, of which they laid
the cornerstone and from whose wide
open doors flow out perpetual strength
and blessings, to be shattered to the dust
by those who hate the intellectual liber-
ty to which it is dedicated, and who seek
to build up their own selfish schemes
amid its ruins. Never, if we're worthy
sons of those sires who, in the dark and
troubled days not yet a century old,
their sacred honor, that they might
transmit TO their post Gritty IA nation in
which freedom and intelligence should
| walk hand in hand forever.
Broad and free as our public educa-
ton is, it does not confer the benefit it
should upon our whole people. We
need but look around us to see that our
schools are not thoroughly doing their
work, because they are unable to reach
large portion of the children vino
should be under their influence. Larga
numbers OF our youths are growing W
ignorant and vicious, and becoming bur
dens ra' her than helps to society. Few
are aware of the quantity Of children
absent from and preparing to reinforce
the ranks of the vicious.
There are SO, 422 children in Cleveland
between six aud sixteen. OF these I6,
3O3 are in public schools; 1876 in paro-
chial schools; 1,6S7 in private schools;
while 1855 are connected with no
schools at all. Nearly one fourth Of the
children of the city are growing up in
ignorance. OF these registered in the
public schools, IL per cent, or !, ,793 at
tend less than two months in the year;
2S.S per cent, or 1863, less than four
months; 35.1 per cent, or 1920, less
than six months, while only 27.G per
cent, /, 1873 attend the entire year. Ia
1873 the average daily attendance was
only %. ) per cent. Of the total children
in the city. Allowing the attendance in
the parochial schools to be equally reg
ular, we learn the startling fact that
only some 81 per cent. of the children Of
Cleveland, between and 15,are on the
average in our schools The army of T.,
600 absolute non-attendantS is reinfoTc
ed from day to day by the larger army
of s, ,OOG absentees. Such facts .orm the
strongest possible plea for compulsory
education. Cleveland has Sc, coo school
children; of these %, 600 between 6 and
16 are not in any school. Ia Ohio there
are 7G4, 743 between and Is. OF these
only about 800, 500 are, on any given
dav, within tie school door; less than
fifty per cent. of the whole number.
According to the census Of 1870 there
are ), ,657, III persons over 10 WHO could
not read or write Here is black mass
of ignorance which Our fine system Of
education cannot reach because it has 40
compulsory power.
Wise political economy requires uni-
versal education, because Ignorance Is
weakness and knowledge is strength
The statistics of both Europe and Amer
lea show that illiterateness, pauperislu
and crime 20 hand ia hand- Ia New
England only seven per cent. OF the in
habitants can neither read nor write, yet
this small Fraction. furnishes eighty per
cent. of the crime. 1t is estimated that
universal education will reduce crime in
this country ninety per cent, anG pau
perism ninety-six per cent. lsitright to
tax the industry of the State to support
all this ignorance, idleness ami crime,
when education can make it self support
ing? Ought not the State to say 10 these
iIIiterate ones, 81 cannot afford to hay-
you grow up ignorant, idle and criminal.
You must learn to become useful citi-
zens, and help support the common
wealth,
The State should put a summary stop
to this fostering ignorance and worth
lessness. 1t should compel its children
to improve their opportunities, and 1t
should enforce ijs commands by pains
and penalties. In justice to itself, as
in pity to those poor unfortuna' IS. the
State must insist that this ignorance
shall cease. The State must care for its
own welfare, and ignorance is the great
est enemy.
The State should insist upon education
on the score of national strength. An
educated nation is a strong nation. An
ignorant people has fatal source oI
weakness. In illustration of this state
ment the lecturer cited the advance OF
Prussia, from the weak, broken condi-
ton TO which Napoleon reduced her iii
1906. to the mastery Of Europe in 1870.
Prussia rose through the intellectual
strength which universal education
gives. France fell through the fatal
weakness whith national ignorance and
its consequent corruption begets. The
lesson of the struggles which have
changed the map of Europe is, that COM
pulsory education makes State mighty.
Universal suffrage makes universal ed
ucation especially necessary in America.
1t is an axiom of political economy that
intelligence in the rulers is essential to
good government. But universal suf-
frage puts power into the hands of the
lowest. and creates an ignorant constit-
uency which is very dangerous. Our
large cities are fast falling into the con-
troll of the mob led by demagogues.-
Thoughtful men now see that suffrage
should be conditioned by intelligence.
But the mistake is made; for good or
ill we are welded TO universal suffrage.
Hence, for national safety, we must insist
upon universal education. To neglect
it is simply suicidal. For its own safety
the State must institute obligatory edu-
cation. Because they are bye-and- bye
to vote it should compel all its children