The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1876-08-17
THE OTHER SIDE.

VI S0H4 4LAoOA4 Ou0CobiOd' Al ShOS - OAS4~
only one side of the question is consider
ed; We wish to say few words upon The
other. 1t is unquestionably true that
there is close connection between ign or
ance and crime, and that large proper
we are told that cit becomes the d1ty Of
the State to interfere, and, if possible, to
lessen the amount Of suffering which
iIliteracy always brings" But the
question naturally arises, How much will
this suffering be lessened by a compui-
sorv system of education? Granted thai
a large amount of suffering is caused by
ignorance. But let US suppose that
law has been passed compelling the
attendance of children from the ages of
six to twelve years, for seven months
each year, and that this law is rlgidiy
enforced. It must follow that very
many families, in the large cities, that
now just barely subsist with the assistance
of their children would either starve or
have to be supported by public CHARITY.
But besides, every one will admit that
mere intellectual education without the
education of the moral PR nciples is OF
very little advantage; is often curse
both TO the individual and the COM
MUMMY. Now a child leaving school at
the age of twelve years has not his
moral principles we'll fixed. He is cast
upon the world at time when he IS most
liable to be contaminated by It's evil
influences.
But say the advocates of compulslon,
In the education of the masses lies the
safety of a r. publican form OF govern
ment, and therefore the state must adopt
a compulsory system for its own saliva
ton. The conclusion is entirely talSe
and does not follow from the premises
unless it can be shown that the existence
of tie State is actually endar gered. 1t
as true that almost every government On
the earth is threatened by the skllltul
plotting of evil-minded, school-taught
men. We have but little 10 fear from
the ignorant except as they are made the
tools of the learned. All imaginable
good and escape from all possible evils
have been ascribed to education. It was
not enough that learning was power, but
it was riches and virtue and happiness,
or It was SAID to be the means by which
all these were attained. We are told
that every school-house renders one less
prison necessary, and what we spend IN
instructing we save in furnishing. Ii by
education they mean the simple impart"
ing Of knowledge, and this is all the
mea ming usually given to the word,
nothing is farther from the truth.
Truly has it been said, ."It is moral
ignorance that makes men socially ana
politically dangerous and not want OF
mental culture. EUuC6tIoH "Atho1" :"
corresponding development of moral
power, either in the individual or the
community, is always to be feared. AS
an Individual example take Byron or
Bonaparte; as national example look at
France before her revolution in the last
century. The head must be educated,
but the heart must not be neglected or
our labor is lost.
Again compulsion cannot be regarded
as a new and wholly untried experiment.
It has been IN operation for ages in some
of the countries of Europe, and similar
laws have recently been enacted in quite
a number of our own States. But what
is tire result? In the State OF Michigan,
where public opinion was fully ready to
support such law, and all the conditions
were particularly favorable, tie law is
acknowledge to be practically inopera
tive. It fails to accomplish the desired
result and is not now enforced. In New
York the same is true. The law is a
dead letter. In fact, in none of the
States is the law, IN its practical work
ings, meeting the expectation of its
friends. It is found practically impos-
sible to enforce it. And why is this?
Chiefly because it is in direct opposition
to the principles of the government
The government of the United States is
founded upon the principle of giving
the greatest possible individual liberty
consistent with the good of the whole.