The Democratic advocate. [volume] (Westminster, Md.) 1865-1972, 1879-01-18

anu Eu"s"eu W hcqueAt OF the Ahso-
citation.
One Of the most important achievements
Of the American nation is its system of free
public education, by which the precious gift
of knowledge is brought within the reach
of all classes Of the people, and by means
of which the humblest citizen may obtain
for his children the advantages which in
other countries arc enjoyed only by the
rich and more aristocratic classes. OF late
years this system has been the object Of
much discussion, and is commonly regard
ed in this country as the basis of our
prosperity.
The free education of every child in the
community, at the cost of the public, is an
American idea. In no ancient country
was there any provision for the education
Of all classes. Sparta comes nearest to it,
under the system established by Lycurgus.
UHder this system the education of the
Spartan youth was furnishedat the expense
of the State, it is true, but its object was
not to make good and peaceful citizens,
but to make them invincible in battle.
Even this system was confined to the aris-
tocratic class The great mass of the peo-
pie were designedly Kept in ignorance and
poverty in order that they might be the
more easily ruled by the mobiles. In Rome
schools were numerous, but they were re-
stricted to the wealthier class. In none
of the ancient States were the common
people regarded as of sufficient importance
to be entitled to the benefits of education.
They were simply the drudges of the aris-
tocratic, and were looked upon as little
better than the beasts of the field.
1t was not until Christianity became the
controlling power Of the world that the
education Of the people as a whole was
recognized or taught. The Christian Church
has always been foe to ignorance, and
has at all times branded it as the prolific
mother Of vice and crime. As soon, there
fore, as the Church found itself in posi-
tion to do so ii set about the task to edu-
cate the young of all classes. This duty
was intrusted to the clergy. 1t will thus
be seen that the common school was the
Outgrowth Of the Christian Church.
1t was the design at the outset to afford
a mingled religious and secular education;
but as time passed many Of the schools
perishcd, the original design was lost sight
Of, and the instruction received at the
hands Of the clergy became limited to re-
ligious training. The priesthood came to
the conclusion that If it instructed the
,an,io "a tho dootr,nas oc A. oh,.nk onl
trained them to reverence and obey the
clergy, it was not necessary to teach them
reading, writing, or any Of the scholastic
arts.
Thus the object which the church
started was defeated by its own appointed
instruments, and the very means it had
intended to raise the people out of igno-
rance was made the engine of sic ling them
lower into that abyss. The reason is ap-
parent. The church was becoming cor.
rupt, was neglecting its spiritual ends, and
was seeking after temporal power. TWAS
easier to iasten its yoke upon an ignorant
than upon an educated people, and it be-
came the policy of the church and the priest
hood to discourage aud prevent the spread
of knowledge among the people. In fact,
this policy was carried so far that the
church became the ehiet foe of knowledge
Its hatred of it merged into fanatcism
The clergy, who were meant to be the
teachers, became tho most ignorant, and
even the learned and friends Of learning
were strennously prosecuted
The cause Of popular education Lam
guished until the era of Reformation.
That event gave to it new life. The
Reformers well understood thaea people TO
be yirtuous and pure must be intelligent,
and they exerted themselves from the very
outset to spread among the masses at least
aplain common school education. Among
those who were foremost in this work was
Martin Luther The ignorance of the
people was to him great evil. In was
through his influence that the common
school system was put into operation in
Saxony; but The system was destined to be
short-lived. The thirty-year war brought
upon il almost entire ruin.
His school perished, but his system was
the germ from which sprang the great
modern system of tho German public edu-
cation. Scotland was next to Germany,
the country in Europe which, after the
Reformation, gave most attention to the
education of the people as a whole. 1t
was not in Europe, but America, that the
free public school system was to receive its
widest development. The emigrants from
the old world came to America to found a
State. They were convinced that such A
task could best be ACCOMPLISHED by an in.
telligent people. and one of their first
measures was to make provisions for
schools which sholid afford their children
the means Of fitting themselves for the dis.
charge of the duties Of free citizens Of a
free State. Ascarly as 1921 free gram.
mar school was established in Charles city,
Virginia In 1886 the General Court Of
Massachusetts, made provision for the es.
tablishment of similar school at Boston,
appropriating to this object the sum OF
about $4,000. In 1857 an order was pass.
ed locating the school at Wentown, the
name Of which was changed to Cambridge,
in memory of the University in England,
where most of the leading men in the col
ony had received their education. In
1859 the name was changed to Harvard