The Indiana State sentinel. [volume] (Indianapolis) 1868-1895, 1881-02-02

grants, or are employed in any factory without
previous elementary trimming" II must be con-
fessed too. think that Holland has filed more
ilustrious page in the history civilization than
Prussia especially when we consider the nature
and extent of her territory and that her victories
have been those Of peace rather than OF war
:. can not refrain here from .ting an observa-
on Oh Oh, Horace Mann upon raussia though it
observation, however, OF a discriminating and
fair-minded man, who was not wont TO utter CEN
serious words without good cause:
1T is sometimes asked" says he why the
PruSsians, with such vast and powerful ma
chinery for popular instruction, do not, as a Ma
alton. why the people are so little enterprising
and. finally, why certain National vices have not
yet been eradicated?" His theory to account for
this strange anomaly is that the people are too
much begoverned. To use his own words: "In
Prussia the Government takes about the same
care OF the citizen that the citizen does OF his cat
tie" If such has been the issue of too much pa.
ternal government in Prussia, perhaps had
better hasten rather slowly in following her foot
steps.
Prussia has always been a favorite theme for
those who were endeavoring to support the
enthusiastic orator once: Behold the wonderful
fruit OF Prussias educational systeml We're not
O,OoO Prussians more than match for 10000
Austrians2 1t was true that Prussia far in
advance of Austria in education, but IL was not
for the lack of laws that Austria fell behind in the
race Austria had school laws that were virtually
compulsory; for, long previous to 1855 when a
mandatory degree was promulgated. certificate
OF school attendance and educational proficiency
secure a trade to engage in the service of the
State in any capacity. or TO get married"
There have been Missionaries wild enough 10
would necessarily follow Compulsory school aoi
attendance, would render superiuous Jails,
Commentaries and Courts OF Justice
ture would do well in that case,
and then adjourn sine die But, alas we have
not yet learned that education is incompatible
with vice In 1855 Prussie spent twelve times as
mentary Schools. The administration of justice
for that year cost So 400, 900, and education
and religion there was expended less than 81 COO,
OO0 OF l62 convicts in the Illinois State Prison in
the year 1863 Sol could both read and write. Many
had good education. think there can be no
doubt that
GENERAL INTELLIGENCE DECREASES CRIME
and promotes morality; but this is proposition
that is by no means so fully proven as to meet no
question. Herbert spencer, in social states,
startles us with the assertion that "far from
proving that morality is increased by education,
the facts prove, If anything the reverse" Now,
a dOgmatic assertion from anyone, even a Herbert
Spencer need not have very much weight. but
some Districts of England
Ii would hardly seem necessary, however, in
the light of his statements to proceed at once to
the ACKNOWLEDGMENT of our educational system
because facts can be brought forward on the other
side. But II must be admitted that the exact
ratio between morality and intelligence has not
Yet been determined. All talk about closing our
Courts aud Penal Institutions BY compulsory
education is the shallowest kind of clap-trap.
Whatever may be the eleyating and refining in
fuence of education. to do its perfect work, it
must be largely spontaneous. The attempt to
force incorrigible truants and Migrants into our
Public Schools is measure of doubtful utility. 1t
is not likely to enrich them and may make the
schools poor indeed, by the Introduction OF evil
communications. which corrupt good manners.
For such, there should be an institution provided
which Is both penal and
and mine are TO spend so many
hours and days of bright childhood let there be
as much light and freedom a possible. Ii there
are to be bolts and bars TO which some are TO be
driven as dumb cattle. let them not be put up In
the windows through which our little ones receive
their air and sunshine. Nor is much that is use
full to be expected from the schooling of child
whose father will only send him to school because
forced TO do SO. An obstinate and reealcitrant
parent will easily find means to render the school
ing OF his child nugatOry. But there are few or
none such, except, perhaps, among the criminal
Glasses ana mere ought 70 oe power anu means
tody of their children and to properly care for
them.
Our schools are doing well. If there are some
children growing up in Ignorance, the fault will
generally be foup I'd not to lie in the parents oppo-
sitiOn or even indifference to their education but
10 reasons which can be removed and better re-
moved, by other means than law requiring
them to be sent to school.
| IL would not be courteous perhaps, to dismiss
this subject without reference to some of the
arguments urged by the affirmative side of the
question Many of these arguments, Ii is thought,
have been met in spirit, If not in form, In the
body OF the discussion. One or two more deserve
special mention.
/ Ii is affirmed BY some that compulsory law is
a necessary aud logical sequence to any system OF
free schools: IN other words that ii is not honest
To be tolerated that citizens shall be compelled
to support such a system, and then that il shall
| be permitted 10 fall short Of complete fulfill
ment of its purpose. from lack of needed supple
mentary legislation These are the logfcians of the
one-hoSs shay school, who never Will admit that
there is a difference between n mathematical and
a social problem. They declare that we must
either perfect our system, or abandon II alto
lernfl Thn fnx- nov
in order that intelligence may be universal, and
if the State taking his money, can not secure uni
Yersal education, ii must not tax him for this pur-
pose mt all. That. / believe, is not an unfair
statement of this position. Logic Is logic, you
know
We might carry this mode of reasoning into
other subjects, perhaps Government should
supplement cheap mail service by a require
ment that every able-bodied citizen shall write so
many letters every month and subscribe for a
newspaper The light house appropriation needs
a supplementary provision that ever citizen shall
voyage on the high seas am not sure that Con-
gress has any right to maintain lie-saving stations
on the coast without requiring at least one repre-
sentative from each Congressional District to suf-
fer an annual shipwreck. Government has no log
ica right to establish Courts unless IL secure
by them complete justice and correct all wrongs.
But, of course, this is all absurd.
All human endeayor-individual, social, polit-
ical-is subject to limitations and sometimes
that any citizen of the Commonwealth can de
mand is thas the means which he contributes to
the defense and welfare of the community shall
be wisely expended: but above all. he may de-
mand that, when IL is accomplishing grand,
though possibly an imperfect work. none of II
shall be frittered away in the foolish repetition OF
experiments that have been tried elsewhere and
found to be abortiye.
THERE is ANOTHER CLAIM,
however. for this law, or rather plea for II, by
some philanthropists in the States where it stands
upon the statute books dead letter. They
say that the law carries with great moral force;
that it acts by SOFT OF impapable and SUB
tie virtue bringing TO the temples OF learning the
children of sin and sorrow by its winsome per
suasiveneSs, words to that effect.
Now take il that the sort
of people who will not give their
children the advantages OF at least three months
year in a Free School near at hand without a
compulsory law wonld not, as a rule, inhale
enough of its aroma from the circumambient air
to turn their heads or change their hearts.
The men for whom this law is to be enacted are
men who will obey ii only when it assumes some
tangible form and bears down upon them with an
imperative aspect Besides, If IL is the moral Ell
feet that is sought, why not let 1t take the form
of a resolution or proclamation. rather than oil
statutory decree?
No gentlemen; the times are not ripe for laws
of this kind, and when they are ripe we shall not
need them.
Let us foster our free school system. Let us
build il up, and not pull il down. Let Us make
il perfect and attractive as possible, within due
bound BY every sentiment of patriotism and local
pride TO adapt our schools to largest needs OF the
community.
we undertake to furnish free schooling up to
approaching maturity to all who Will receive IT.
We can not safely nor hOnorably curtall the SyS-