The clarion. [volume] (Jackson, Miss.) 1883-1888, 1883-04-04
rI.mentary Education.
,rv cHAs. B. GALLOWAY.

.ntained a symposium on "Edu-
Needs with contributions from
|ai.bed and practical educators.
,;.cussed physical culture, n.y.
clinical instruction, professional
ete. etc, most learnedly and |
Ls.lv. These are important and |
commence. But the greatest
\ urgent educational need of our
"a especially of our sections ele-
instruction. There is no lack |
ntion to collegiate and interme-
Iaining-colleges, largely. endowed
roughly equipped, are established
brre and are doing much for the
education." Nor is there any
appreciation of these superior
ges. There is an eager search
amplest facilities According to
satisfies the significant fact is
bat for fifty years past the num-
coIlege students has increased
An twice as fast as that of the
i'm. In 1880 there were only
ollege students in the United
how there are g., 495. These are
figures and are at once a reve-
i'd heritage of hope to the great
our country. The more edu-
EN- we have, education has the
umber of intelligent patrons and
IS.
our imminent and urgent
-day is elementary education.
CHER advantages belong only to
The sons and daughters of the
! classes enjoy them, while the
asses of poor children have no
portunity-or desire. They are
Lazarus at the gate and must
nt with the crumbs that fall
educational table. The most
hey have least provision. From
ne the great body of our citizen
E voters who rule the polls
the nations voice. How few
rained young men in Mississippi,
with the thousands who only
doubtful privilege Of the little
bent common schools of the
Two or three months Of the
an uncomfortable, poorly fur.
Duse, with an indifferent teacher
pay in deprecated warrants, is
getting an education under
IS. And so far as the State il
q, it is simply playing at educa
willing in the great daylight
ortunity and responsibility
is system appropriations SHOW
GER returns-trcasury is depict
ousands without offering an,
advantages. An English write
ntly well said: "Mere subsi
demoralizing if without condi
reckless of results" If tn
Is, it should provide for wis
nre. Liberal grants to publ
is mere sentiment unless praC
larded and directed.
pn schools should be the chic
be State. The illiterate poo
educational wards of the con
th. Their wants make the lout
als and should have just an
i eral attention. Indeed it is
Eestion whether the State ca
u tly make large grants to I'll
w lucation--to the establishmei
ID ntainance of high schools an
III The theory of State aid to e.
N proceeds upon one idea--that
VI dangerous to thebodypoIitic. r
ID governments, in which all me
lsr nd equal, must have an intel
tuf zenship. The franchise is
Il Teapon in the hands of ign
Ia lliteracy and crime stand
n bach other as cause and effe,
Dua as a protective measure
nd. or the functions of citizensh
e I in the high responsibilities
81 and to decrease the crimir
~ the State taxes it's capital
N. pal purposes. No other arg
NJ ould justify the exaction of
i, X pm single citizen. Educati
s1a lon is tolerated, therefore,
III hteracy is dangerous to
,n,s q life Of the State. 1t wou
il i n consistently and logically
IA. bat where the greatest illiteri
n.f there most care should
80 and the largest facilities I
nis But the question arises how
/ n ese advantages extend? w
a y lst be reached before the st
/ arged its responsibility? Whe
! " lns into intelligent citizenshi
urnA here is a limit somewhere, or
inh cory Of public education will
tmr q A strict construction
~ ry on which a tax levy is ba
W. ended, would arrest approp
~ !. Soon as a boy had received
u n 9lmentary training to furI
X Y, she intelligent discharge Of
W. q citizen. 1t is not maintai
ATemist that one man she
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