The Milan exchange. (Milan, Gibson County, Tenn.) 1874-1978, 1881-02-25
TAXATION AND PUBLIC
SCHOOLS.

THERE is no question trugaht with
greater interest to the people. than the
true relations existing between tax
payers and public schools The
subject is handled in most exhaus
tive manner in the following, deliv-
cred before the Connecticut River Val
ley Theological Club, by Rev. J. J..
r. Trask, aud his views are so coaso-
nant with our own that we cheerful
| ly yield it space and commend it to our
readers
"Thc duty ofthe taxpayer 10 pub
lie education is performed Ehen he
supports these schools in which are
pursued the branches of study neces-
sary for common life. FirSt-The
taxpayer is under no moral or social
obligation 10 equip the members Of
society in the accomplishment SO
called. branches of education above
reading. writing. history, geography. /
arithmetic. composition, etc, are lax
uries OF knowledge rather than ncces- |
siiics of common life. The higher
mathematics, sciences. highly deSira- /
bic Tor those who delight in the refine /.
NEST Of learning, are not essential To =
the success of the common citizen, and .
therefore. should not be supported hy .
by common funds. Second That ,
which pertains 10 p technical or
professional career not being esscuti- /
q IN eliza al f,y,, 81 Ia, n
however much il nav contribute 10 Z
his happiness, is. hy virture Of is .
technical nature, professional rather
than common. aud ought not to be
maintained out of common fund.
The High School is more of an insti-
tuition for examining rather than for
educating or leading out the mind Of
the scholar The bulk Of the drilling
which youug men aud women receive
comes from he primary aud grammar
schools. l!sro The children learn the 1
ART Of mrmnrizine, of calculation, Of
pai'ing into letters words sud words
into sentences tho art ofc. preston.
The high school docs not teach them
bow io do iheSa things hctt,r-yave IN
the line Of accomplishment rather
ihaa necessity. and one. too that the
practice Of daily life will affhrd in the
wsy quite as rfIcc'ual as the meth
DDS of upper school instruction. If
the pupil needs more than he receives
from the lower school as at present
We admit that the tax
PAYERS would be under obligation 10
add an additional year to tho period
Of instruction in those schools SO
far S. thS technical instruction is con
cerued, If the taxpayer is uadsr /,
obligation TO support a high schoal rs
li present constructed, he is under oh
legation To support q school moro adj
vaaccd Still-l0T ifhe is bOuad 10 sup
ply instruction for some Of the pro-
tessional or technical pursuits then
be Ia bound 10 supply it for ALL else
he stands chargcsblc with fayortism
and where there is favoriiiSm there is
no common school. The high school +,
teaches chemistry-bpt WHY chcmes- ,,
ny and not carpentry? A thread !
said, Il want chemis. I
ry so taught that my San can learn to
I've in my mill " But why cannot
lac worker ia wood demand The same :
ar his boy? i want my son taught in
ireek and LATIN. 50 that be can fit :
himself Cor professional career Bat l
NJ neighhnr i a ship owner doing a =
arge trading business with foreign
,orts lie wishes t. send his son not
- cnllege Io he a LAWYER. but 10 take
barge of las business at Hong Kong.
6 Oporio. $; ST Petersburg. lIehas
S good right to have his san taught :
Russian car Chinese a. have 20 wish \
nine instructed in Greek or Lairin.
be fsx-payer furnishes the latter, I
nat not Tie former, and his school is !"
elec, school, not a common school q
I farorS The Professions! classes nj Il
he expense OF The CONNER cial. We Il
right argue also .hst tie iax-payer 4
hoald u"t support high schools be-
anse ouly small per cent. of The N
hildrcn uf the public avail them
Elves of lis advantages. They 10
oi avail themselves of It's advantages a
ecause they are not ufthe kind help a
a in any especial way Ia them IN ~
heir life-work. They take one year.
= twn. in s'adies which the gram e.
laE schoci ought 10 giye-and then d