Claiborne guardian. [volume] (Homer, La.) 1877-188?, 1881-09-14
Communicated.
Editor Guardian:


v,.,-nt, -Educaiion." objects To oor Pub !
lie School sy.i,m on two grounds. lst'
H.. thinks il unjust To make n man pay Tor
-dnratiny the children Of Others. 2nd'
/ That IN account of the mrag-rncss Of the
| funds the system is q hlndrance Ia efnca-
| tinn-that il "hcsstS the country with Ia"
many seb,-ols"-thsi thee srh'ol- are "i
.nrh short duration. and owing {" small
pay. arr taught by such Incompetent teach
err they do little or no g'sSl-ih the P'-o-
pie are led to depend upon them, and that
il they had tn rely entirely npon their
own -1-rtions for the education Of their
children they would go ta work aud rrrci
com fprishlr school house, aud employ COM
p-t-ut TEACHERS
There 10 doubtless 4 god deal Of truth
contained in "Educatiou'-" second ohjrc-
ton, but Ia Justify bis conclusion that the
system ought ~ he zioii,h-'i, he shonid
I prove the -pundH~.s ct his first objection
when stated. But ~onld you have tpoughi
! tina, ANY one at this time would cont-ud
| that the State has not the right or ongh'
/ not to provide for public education' !
/ had Thought the question SETTLED.
I He asks, as it just to make y man pay
/ fnI he education Of the children Of othersf"
and adds, ut would be- equally just 10
make him feed and rlotbe them" We'll.
d"-s not the State take a man, money
to provide for pauper-, the INSANE, the
deaf aud dumb. orphans, ac' Does it not
take II to make public improvements, I"
give To computations on the pies Of public
! necessity. to pay debts aud burdens int
posed before be- WAS born, and even 10
. feed and cloil- others" in tinrs Of dis
tr-s-' In iu-, does il not tax property for
the general g,--l' And will anybody deny
the right of the State to do thi>f The
trnth j.. it is doubtful if thr limit to il,
right dirrctiuii has ever been or can ts DE
trrmhtd. Had "Educatfmr stated the
question fairly, b. would have PM II
s"m-ibirg like this: L. it just for the
State To levy tax for the education
. ht l's 'hiIlIrhf III, - tue real uut--
ti"n-thr one Ia br solved. Il indrrd
II has not already been lonr. Now. What
i, mrnut tN the St.trf IL il not. u. the
form "f lHHf f"Ft.>istHtlrti'- question
w"nlh ~-,m to ip,licair, - thin. distinct
from the pruplr, a something >ct over aud
HEY You'd th"m--a sort Of tNraut nr auto
Pat f,r "a al ~. . t,.tt
degree Responsible and Whose rAatiion, il
is "a virtue To rind-. Neither do the "tf
GERS of = State constitute it, Tor they ale
ihrm-lv,- anIrnaLl,. IA the lar- Nor j.
the legislature III" State. for IL can d.
n"ihlmg hnt within prescribed bounds.
Whatever the power Is. that l. ~" SI.,"
aud in tins c"rutrl the people are rrcog-
uizrd ~ the supreme. power. llrur-. hi-
question MA! b. faiIi! pararhra~rd thus:
J. it iH-' fer The !sr.itlc ta tax Themselves
for ~, 'dn,a If their children
som' one has defined the State ~ an
association Of person. Tor promoting the
general w-lfarr and securing iudIl idual
ptutrctIun aud the common safety. Now
To scurr thcse end, il il not only iavln
and right, hat urcrss.tty. to tax the mem
Der, Of ihi- a~>nciation, and whatever d,
nand- ul"'n member necessarily flowing
nuf uf thr relation of the individual &,
the collective huly, NAV h. eIactrd. 4ut
viii bc chrcIfullI c"upllr,l with 10y ever,
genuine pairi"t Who, III this country
will deny that educ ,tion 10 one Of the,
vnl>rd is that nf srlf-pr-Sr,stion. l.
our form ut government -duc.tisu 10 III
absolute u-rrsu'iy, aud every citizen ba
right I" d-mand 1t not uuly for hims.l
but for all other citizens, It they ART /,
rxrrci,e the right If franchise.
As a question Of political economy il i
cheaper to educate than to punish ant
support criminals. R.iiAbl. statistic
show that onr-third of the criminals ar,
totally un,,iucatrd aud fnur-hiih- prdcti
cally 81, som. time age n letter write,
Guardian, containing this very noticcabi,
stttcmrti. that cf the SIX hundred an,
twenty n-ih r"n>iris IN confinement NJ ths
time. only three ~ fnuI were educated
such facts ur-d n" c"nimcut The, slral
Volumes. and should sil,nce all objection
tnrhurati"u lay the State.
Education adds To the productive powc
"f the State. II brings To- thu aid of III,
hands the inventions of the brsfu Tn
more eomplrt. the mental training th
, greater th. productive capacity. II sl-
adds to the defrns 81 STATE. Durin,
y tue l~ri,h If from ~ to '6l, | never knrv