The Donaldsonville chief. [volume] (Donaldsonville, La.) 1871-current, 1884-04-19

are few and simple, each man producing
nearly every thing needed in his primitive
mode of living, and barterilg in crude
fashion for the qualification of his few de-
sires that his self-work will not fill. The
Fellahs of Egypt live in the same way,
merely substituting agriculture for herding
as a manner of obtaining a livelihood. The
gratifying their bodily desires with the
food they draw from the sea.
But in countries of high civilization be-
hold the difference! Their wants are mani
fold. For the maintenance of a bare ex-
istence certain amount OF education is
imperatiyely deHanded-a knowledge of
weights, measures and a table of money is
imperatively demanded. Living is, strange
as it may seem, harder in a highly civilized
country than in q crude state Of existence.
Everywhere there is competition which
necessarily results in the survival of the
tittest. That all may be in q condition to
be fit for the struggle Of life, certain
amount of education is necessarily required.
No matter what the amount of skill which a
man may possess, he must possess IN addI-
ton certain amount of education to rem
der that skill available. The circumstance
of great poverty would prevent many from
acquiring this amount Of knowledge SO
sure to be needed. There is more farce
citizens the children of the State. It is the
States duty to afford this education.
The only objection that can be made Is,
that to support public school system,
Hsome must be taxed for all, some who will
not avail themselves of the privileges will
yet have to pay for others who will, which
is unjust" However, it can not be said
that it is the many taxed for the benefit of
the few. No, fortunately, II can only be made
4,,r
benefit of the many" In one sense this
objection may be allowed as true. some
who can not or will not enjoy the privileges
of this free education are compelled to pay
the tax for the support of this system of
free education. But there are other bene-
fits derivable than this primary and most
obvious one, namely: The improved in
tellectual and moral qualities with which
society is improved by the system of gem
eral free education. From another stand
point also the force of this objection may
be disallowed.
Adam Smiths first law of taxation is as
follows:
"The subjects of every State ought to
contribute toward the support of the gov
ernment, as nearly as possible, in proper
ton to their respective abilities; that is in
proportion to the revenue which they res
pectively enjoy under the protection of the
State" This maxim is one of those things
which appears at first glance as entirely
unobjectionable; yet little consideration
shows grounds for somewhat of denurral.
It is one of those paradoxes where thing
may be called right and just but not equi-
table 1t is manifestly harder on man
who possesses, say $500 to pay tax OF
one per cent. than for man worth $1,000
to pay the same tax. But though the in
equity is plainly visible, nevertheless it is
the only practical rule whereby an ap-
proach may be made to a just taxation. 80
if in government of the people by their
elf-power tax be decreed for. a general
purpose it must fall generally on the whole
people. The best rule for taxation is thus
found to be not perfection but an approach
to perfection and in a school tax we can
hope for nothing beyond an approach to
perfection. The truism that no absolute
right, but only an approximation to the
same is humanity attainable is seen to
hold abundantly in the matter of q school
tax for the maintenance of free public
schools.
assumed that tile e4eIncat tlons Of the masses
is not only beneficial but necessary. It is
assumed that the State has power to afford
free educational advantages for her chill
dren; it being acknowledged that the masses
are unable to give private education to
their children, it then becomes the States
duty to furnish this. education free. The
objections made are oyerruled by two con-
siderations: if there be no immediate re-
turn III way of education to some, neverthe-
less these find an indirect advantage in
the raising of the moral and intellectual
standard of society. The justice of the
taxes is founded ON the maxim of Adam
Smith, which though not entirely equitable
is the best rule that may be laid down; now
the inequity of this rule has its effect on
the poor, and it is but restitution that the
school-tax also be equally enforced upon
all as the duly attainable and expedlent
way of maintaining free public education,
although the rich may have tax to pay
whose purpose will not be utilized by them
selves.
1t is not the purpose of the present paper
to>enter upon all the details of the public
school system. Many differences exist in
the applications that are made of the pub
lie school system. Ill Prussia the system
is compulsory and they obtain the best re-
suits of the system. But still it is much
disputed whether the system should be COM
pulsory Or not. Many are the arguments
on both sides. It must be admitted,
despite of all argument to the contrary,
that better and more general results ale
obtainable from compulsory system of
public education.
Then it is question, to what extent
must the free public school system be car
ried: how much education should be attain
able in the free public schools.
If it be admitted, as it must be, that the
object of the States afording free education
to its children is to render them fit for sue
cess in the practical workings of life; then
it will not be difficult to indicate to what
extent the system should be carried. A
good knowledge of the mother tongue
spoken and written, a fair acquaintance
with mathematics through elementary al
zebra and geometry, and an elementary
knowledge Of the material sciences is all
that can reasonably be given Or expected.
The public schools of the different States
of the q. S. are regulated differently ac-
cording to local features but in general
there is symmetry about our system of
education. In the South two races have to
be provided for in the school system. The
education of the Negro will be a slow and
tedious business as it must be acknowledged
that the moral tone of the race is generally
decidedly low. Let it be the object of free
education to raise that moral standard to
sobriety and decency.
The public school of the city is under diff
ferent and superior conditions, compared
with that of the country. In the city the
highest standard of graded school can be
successfully applled, pul III th1niy settled
country district the discipline must for
some time be applied individually to each
pupil. not generally enforced as in the city
it can be upon the pupil body.
In the South it is but lately that the pub
lie school has really effected entrance
among the best people in society. There
still exists much prejudice against it which
is rather enjoyed by all those employed in
private enterprises. This prejudice is for
tunately absent from the North, where in
consequence the schools have the entire
moral support Of the best portion of the
populace south of Mason and Dixon S
line. This prejudice grows stronger and
stronger until it reaches its highest point
in the extreme South. 1t is but just to say
that this prejudice does not exist i'll the
large TOWNS and cities. Let US hone that