Daily globe. [volume] (St. Paul, Minn.) 1878-1884, 1881-04-11

dis classes-our farmers, our mechanics, and our
small traders people Of good, sound sense, but who
as 9 rule however, have not received what is COM
monty known as q liberal education.
1t remains for the advocates Of higher State educa-
ton to show that the State gains anything for State
in morality in loyalty anything in
incorruptbiity-by the tuition 1t dispenses In the
classics, in foreign tongues, in high mathematics,
and other branches of that kind. We need for State
purposes intelligence certainly but not 80 certainly
what Ia called culture The plea, therefore, that
high school and college education is vital
sty for the State aud Impossible of attainment in
any other way than by State Punishment, is totally
denied high intelligence Is desirable, not abso-
lutely needfu; Or If needfu it can be and will be
attained without State Intervention.
Certainly high intelligence is not 30 vitality neces-
sary for the State as high morality; culture is not so
necessary as religious character. The State does
not think it necessary to provide for the atter 1t Is
inconsistent them for 1t to undertake to provide for
the former
TAXATION FOR HIGH INSTRUCTION AS UNJUST AS TAX
ALTON FOR RELIGION.
But again. it may be said and it is said in defense
Of the present amount Of education by the State,
that provided all the citizens are willing to tax them
selves for high school and university education, it
wholly right and proper for them to do so. Admit
ted. Provided dU are 80 willing, and provided all
willing to tax themselves for churches, 1t would
be right to furnish religious instruction and nurture
at the public expense. AS matter OF fact the early
New England towns Gid SO. Church and school
house stood side by side, alike maintained by town
tax, and schoolmaster and pastor alike town Of
fcers
Presently, however, certain persons began to de-
muir at being taxed for religious instructions. Some
b gan not to wish any such instruction for them
selves or their families. And more men, while wish
ing religious instruction of some kind wished it Of
another kiud than that the town furnishing.
These were thought to be troublesome disturbers of
the public peace at first, and were snuhbed But by
aadby their claims, being looked into, were found to
be re sonable. And, out of no special magnanmity,
out of simple of justice and fair dealing the
large maj rity who were in favor of State religion,
said to his small minority who opposed it: You
are right 1t is desirable that all our citizens be
lgious. But, since some demnr to being taxed to
maintain religion, it is right, and fair and repub
can, that we no longer support churches by civil ex-
act on We can and will undertake to support reli-
gious institutions by private MEANS" And church
and State were forthwith divorced.
INTELLIGENT PUBLIC OPINION OPPOSED TO TAXATION
FOR HIGHER INSTRUCTION.
Now, just that state of feeling, precisely, is
gaining ground, as regards furnishing education BY
State assessment. Our citizens are, by means, oil
agreed touching this subject Of State education.
There is, in all of our States, large and growing
| number of peopls who fesl extremely dissatisfied
with presenttpublic school arrangements. These
are people of different kinds Their dissatisfaction
| rests upon variety Of grounds. To give few ex-
| ampes of the utterances which have Lately been
made upon this subject, quote frstfrom the Troy
| Times. pap r which has as wide q circulation,
probably, and as great an influence in the Empire
state, as any paper puOlleneQ OUTSIDE OF New rB
city This paper not long ago. declared eto1ially,
| Educational extravaganza must be cut
off, and the old idea revived of the State) giving
children the benefit of a common school education
| and nothing beyond that limit" A recent governor
of New York condemns the principle of applying the
public moneys to any other education than such as
is necessary to enable the pupils to understand their
duties and exercise their rights In free govern
| ment He says: "Whsn we go beyond this, and
take from one man the money necessary to educate
the children of another man III the arts and sciences
perpetrate act of injustice under the forms of
law. What is than this, instead of educating
the masses of children to prepare them for the
pursuits and industries upon which they must de-
pend for living VIC educate them in such way as
to make them dicontented with their condition. unfit
to discharge its duties in mannar most beneficial
to their own interests and take away the strong u
centives which mpel those who are really able and
worthy TO win for themselves high positions in learn
ing and usefulness. When the State has given to all
the children good common school education, 1t
should there leave them to their resources and
to follow such courses as their own capacities fit
| them for. To go beyond this is to injure rather
than to benefit them"
A late writer in Scribner's Magazine, in review
ing President Woolseys "Political Science; or The
State theoretically and Practically Considered
makes some structures upon the presidents posi-
ton, that among rights, conditions necessary to
the development Of the individual, education is
He advocates compulsory education on the ground
that the child has right to It, and that the State
should insure to him his right. With this the re-
viewer takes direct issue. He argues that children
rights Of life and property. The right to education,
he claims, is the right to get education, and
much education as one chooses to work fora right
just Ike that to get much property as one chooses
to work for. The duty of the State to educate, he
says must be shown on other grounds just as in tho
case Of every other function which the State as
snmes, the State must be put upon the defensive to
show its right duty to assume that function. The
writer is able to see very plain reasons why the State
should assume primary education, but sees quite as
plain reason why the secondary higher education
tf itself for undertaking the frat not for undertake
ing the other.
SUCH TAXATION SPECIALLY UNJUST TO CHRISTIAN
PEOPLE INTOLERANCE OF sECULARIsM.
These are samples Of large and rapidly increasing
class of utterances. Outside of churches is a
growing number of persons who, on various
grounds, are Directing more aud more to the State
assuming the higher education. While satisfied to
be taxed for primary education, they increasing
ly dissatisfied with the idea Of the State taking forc
bly, one mans money, and with it accomplishing
another mans child in French, German, Greek,
Latin, and the higher ranges Of classical and scien
tific study. They feel tnat this Ia going much too
far; that is indeed, perpetratng of injus-
tce under the forms Of Jaw" And especially in
view of one aspect of State education, at present
carried on, do increasing number within various
Christian denominations feel great dissatisfaction
with 1t.
tian PEG le all Christian ideas, and all Christian in
huences from any representation in our system of
instruction itself. or In its management.
rapidly increa ing number of people in the
churches, perceiving the imsossibilty Of harmonic
ing opinions into any sort of working ag eement
Ohdt shall be taught to hOU it shall be taught,
and by what kind of persons it shall be taught, 81
arriving at the conclusion that the wiser way, the
ulster way, the satisfactory way, will be to
no longer put our education money into a common
fund, except far to guard the State against ut
ter ilteracy; but for the party of each opinion to
be allowed to keep its higher education money in its
own hands, and e1pend it in such ways as shall seem
to itself good This will be for the interest of State
harmony no less tn for the interest of education
ITSELF Then the Catholic father can enjoy his indie
feasible right to educate his child after his udg
ment and conscience; the infdel can enjoy his indie
feasible right and the Protestant Christian his.
As the matters stand the non-relgionist party
are, in some Of our States, oppressors They are
refusing the rligtonst liberty of conscience touch
ing most important and far-reaching matter. The
non-reiigiopst exacts money from the regionit for
purposes of a common education, and then refuses
the regionist any voice or influence in the manage
ment of that education. For me- a re1igiontst, be-
eving that certain moral culture should be Joined
all mental culture; believing, indeed that the two
cannot by any possibility be separated believing
that the absence Of positive moral culture is equiva-
lent to culture in anmoTality-just the absence
Of certain elements In the atmosphere leaves 1t poi
sonly noxious-for to insist that some appliances
for moral culture shall be included In our common
system Of education l. bigotry. There must be two
taxes and one voice. can pay, but can have say.
There is bigotry In the non-religiOnist having
what he wants at the common expense, but for the
regionist to claim some allowance for his wants is
the essence of bigotry.