Port Tobacco times, and Charles County advertiser. (Port Tobacco, Md.) 1845-1898, 1884-12-12
Volume XII. mo. 26.

of the usual means of education. Are
we, as teachers acquainted with the
work and results Of the Public School
System, prepared to say that it is un-
equal to the task assigned it? Is it
not as efficient now as it ever has
been? Or, taking it in connection
with the whole country, is it not more
efficient, assuming a wider range, and
producing better results, than ever be.
fore? And do not the great body of
the people eyince "a worthy apprecia
ton Of its merits, lot only by cheer
fully contributing to its support, but
also by availing themselves Of the
means of education which it affords?
Suppose few perverse and lmpractic-
able people do refuse to send their
children TO school, and permit them
to grow up ignorant and iliterate.
They form but an insignificant minor
lty Of the entir: population; and it is
absurd to suppose that the great, en-
lightened, educated majority will al
low this trifiing minority to work any
serious damage to the public interests.
| must entertain very poor idea Of
the conservative influences Of educa-
ton, before adopting such conclu-
sion as this. 1t is not expedient, Sc
condlv, b cause it would violate one
Of the most intimate, as we'll as in-
portant, relations of private life. The
relation of parent and child is pecu-
liarly tender and sacred. 1t is a pro-
duct Of natural law, sanctioned and
enforced by the Divine Governor of
the universe. BY the very fundament-
al principles Of our being, the parent
is the rightful guardian and protector
of the child. and the child owes him
reverence and obedience. Any State
law which aims to diminish the legiti-
mate authority of the parent, and
Withdraw the child from his care
and control, is a fragrant violation of
right, and, consequently, unjust and
But this must be the in
evitable effect of a compulsory educa-
tlonal law. However conscientious
the parent may be ip his efforts to
train his child in the principles of rec.
titude and virtue, however diligent
and faithful in imparting instruction.,
yet, because the child is not fouad at
school. the sanctity Of home is invaded,
the national right of the parent viola
ted, and a gross outrage upon the best
feelings OF our nature perpetrated, all
in the name Of law. If | may not
govern my own household according
to my convictions of duty, if my child
ren are to be forcibly taken from my
protection and control, how am l bet
ter off than the subject Of the most
unmitigated despotism thatever cursed
the world! II republican institutions
can only be preserved by such reckless
and tyrannical devices, let them perish
+rs-s za tn7tahrtftz; lit d.e Heaat4sFs
and grace have alike pronounced in
alienable.
But, thirdly, and as a consequence
of the foregoing, it is not expsdient
because it would probably work
positive injury to the Public School
system With US all measures of
State policy are ultimately dependent
upon the good will and support of the
people If dissatisfaction prevails in
regard to the operation and effect Of
any law, there is no power in the State,
or anywhere else, which can prevent
the people from removing the obnoxi-
ous measure Is it reasonable to sup
pose that high spirited and freedom
loving. people will tamely submit to
the petty annoyances and inquisitorial
intcrferences which the execution of
compulsory educational law would
inevitably occasion? Will they con-
sent to sacrifice the rights and feelings,
which are the common heritage of
humanity, at the demand of an imper-
ious law, for the existence of which
they can see no good reason? Will
they not rather cherish an implacable
animosity to the instrument of exac-
tions so intolerable, and conclude that
both it, and the system of which it
forms a part, are equally inimcal to
popular liberty, and individual right?
Let the advocates of public education
beware, lest in the effort to extend its
influence, by oppressive and unjusti-
fable means, they condemn it to cer-
tain and irretrievable destruction at
the hands Of an outraged and indig-
nant people!
Ihave thus attempted toindicate, i'm
perfectly, it must be confessed, some
of the objections to both the right and
the erpediency of compulsory educa-
ton. If the arguments advanced have
any pertinency and force, the whole
scheme is repugnant to the spirit of
our institutions, hostile to popular
liberty, and subversive of the very first
principles of humanity. Hanghty,
unfeeling, domineering, and inquisitor-
ial, it is fit only for nation OF slaves,
and'can find no place among men ''who
know their rights, and, know ing, dare
maintain"
pao,le oF Thnprht