The weekly democratic statesman. [volume] (Austin, Tex.) 1871-1883, 1883-02-22
NTIMACIEs IN EDUCATION.


fathers displayed higher order of
craftsmanship than in the provision
for general diffusion of knowledge
among the masses; without which
we cannot participate in that enthu-
siasm which anticipates for our state
an acme of grandeur unsurpassed by
any commonwealth on the globe. A
determination that education, both
elementary and superior. should not
be luxury to be enjoyed by the rich
alone, held i conspicuous place among
the resolutions of the first settlers of
Texas. Every constitution adopted
since the admission Of the state into
the Union has, with singular uniform
ity, contemplated the adoption of a
system of popular education en-
bracing in its scope the whole field of
human thought. Conventions of the
people have emphasized, in the most
unmistakable terms, the necessity of a
tirst-class university, as well rs of a
system of common schools. Nomi-
neeS of the Democratic party for
state officers have unreservedly given
their adhesion to these declarations.
They proclaimed their advocacy of
these principles before the people, and
pledged their best efforts to have
them put in execution. The official
career of many of these men has
passed into history. No act of theirs
while in Office contradicts their utter
ances ON the hastings. We are not
among those who affect TO believe
that the declaration of principles
adopted by the Galveston convention
is simply ruse to hoodwink the
people. Are promises of political
parties meaningless Is a promise
made to the people collectively less
binding and sacred than that made
to an individual? Have the politics
of our state reached such a point that
the people-the intelligent voters
must be fed on empty promises few
months prior to an election, that this
or that set of men may he elevated to
officer Is the standard of honor
that controls the actions of men
in their private relations 4 diff
ferent thing from that which is
supposed to guide them when serving
the state? Does any of the party hope
to intrench itself in hecontid nee and
affection of the people by making
promises which it never expects or
intends to redeem? Even if there
werea disposition on the part of our
present public servants not to be
guided by the declaration of princi-
plies as set forth i'll the Galveston con-
vention, they know too we'll that the
rights Of the people to thorough edu-
cational facilities have been sounded
in their ears from one end of the state |
to the other, They know full well
that on some questions affecting their |
highest interests, the people are COM
petent to think for themselves, and
have done so. On no question is there |
greater unanimity than on that of |
education. Our various legislatures |
have been prodigal of the peoples |
lands to unappreciative corporations. |
Now, before 1t is too late. let some
thing be done for that intellectual |
growth that must follow close |
upon the heels of material develop |
ment. \ people cannot live by money |
alone. We may be told that there
will be wide gap between the COM
mon schools and the university. |
True; but as surely as these |
printed lines appear, the state
needs to suffer no undue appre.
hension about that. This gap will |
be filled. and well filled ut that. Pri-
vate academies and high schools will |
spring up as if by magic, responsive |
to the demands of the times, and pre-
sided over by the graduates of the |
university. In all those states where |
state universities have been organ
lied, private academies of high rank
flourish almost without number. The |
common schools feed the academies |
and the academies feed the universe
ty. Thus every link in the grand
chain of education is complete. As |
the university reacts upon the acade-
my and elevates its standard, so does |
the academy or high school improve |
the common schools.