The New Orleans bulletin. [volume] (New Orleans [La.]) 1874-1876, 1875-09-29

ated. and others not yet referred TO- do not over
balance the practical benefits received from II
| A large portion Of the people OF this country,
ami especially OF this state, believe that any
scholastic education unless associated with reli-
gious teaching, is an actual sin. 1t forms no
| part OF this discussion to coneider whether these
views are well or i'll founded, it is suffclent tnat
| they exist, and are adhered to with pertinaclty
as an essential dogma OF fsltn view ~ srom
| large portion of community, to be EXPENDED
| for a purpose deemed by them to be SINFUL, and
| in the benefits of which they are thus depa1red
| from participating? Are there not evils, heart-
burnings and dssentions in store FOR US, the ex-
! tent of which no man can measure, II we con-
tinue any system Of public educanon.
Public education is with us IN its inclplens
stages, and is yet comparatively untalnted, put
the evils inseparabe from this, as in all political
institu ions, are rapidly developing themselves.
Public schools must inevitably, uncer our form OF
government become mere political organizations,
used to reward the services OF Jealous, and TOO
frequently, corrupt partisans, IN which extraVa-
gance, favoritism and corruption Will be ram
pant and the primary object O. their organization
rendered entirely subseryient to the purposes OF
corruption.
In regard to public schools, the people must
remember that it is now universally recognized
principle Of government, that it must let the peo-
Die alone and never to do for them what they can
do for them selves or. in other words, that gov
eminent is best which governs least"
1t is fallacy-w hlch space does not permit me
to elaborate-tbat public education, in peculiar
point Of view, is Of advantage to the working
elias ses as the effect of taxation to support 1t
more than compensates for the expenditure OF
private education.
Public education is either duty, or it is not
the duty of government; if duty, 1t is logical
sequence that education should be made COM
pufsory. If it is the duty of the government to
educate the people that they may become better
citizens, it should compel them to it, just as it
exercises force for the repression OF crime for the
benefit of society.
Public education-except as violative of prin-
ciple-among perfectly homogeneous people,
may be attended with few practical evils, but in
our case it is fraught with evils in prospect that
will entirely destroy it's fancied utility.
These, Mr.. Editor, are some OF my objections
to public education, hurriedly thrown together,
but which think are worthy Of consideration,
especially at this juncture, when, apparently, the
greatest blessings are rendered by the corrupt
agents of government the means of extortion
and oppression.
do not undervaue the advantages OF educa-
ton. On the contrary, l esteem them highly.
But regard them like every other blessing pro-
durable by money; they should be paid for by
those who enjoy them. This would be to the ad-
vantage to society; Of the poor as well as the
rich, as whatever affects the security of property
affects all classes and operates with crushing eff
feet upon the working or poorer class. A. M.