The Democratic advocate. [volume] (Westminster, Md.) 1865-1972, 1888-02-04
Compulsory Education.

Compulsion is arbitrary, and in conflict
with the common idea of freedom. 1t is
strange and anomalous condition Of things
that compels or drives men to accept their
chief good. 1t is to be presumed that no one
would need any incentive to receive willingly
and eagerly so great boon as that of educa-
ton. To compel its reception, or to force it
upon any one against his will, seems at first
view, not only to SAVIOR of despotism, but to
do violence to the commonly received notions
of personal liberty. A little reflection will
tend to modify these views, at least, if not to
reverse them altogether.
Man, in q state of nature, without the pale
of civilization, is law unto himself. There
is nothing to thwart his will but the law of
force. Might makes right. The barbarian
il tie only true libertine. We use this term
only in its best sense. True liberty consists
in doing that which is permitted by the law
Civilized man is subject to the laws which
govern society. He must surrender some
what of his personal liberty for the common
GOOD. He must submit to the law, and the
law is very positive but necessary thing.
1t is q rule or a series of rules to govern hu-
man action. 1t is enacted to for the good OF
society and for the protection and convenience
of all concerned.
Education is, first of all, parental obfga-
ton; but, should that fail in any sense, from
any cause, society steps in and makes good
the delinquency, by supplying that which was
lacking This is eminently proper, and why
Because society owes it to itself to see that
nil its members are fitted for the association
and made good citizens, so that while each
enjoys its protection of person and property,
each and every one bears his proper and pro-
portionate share of its burdens and response
bilities. Without education this cannot be
done. 1t is the duty, therefore, of the body
polite to make full and ample provision tor
the elementary education at least OF all Its
members, and to see that the means thus
proyided are made available to every indi-
yidual, and that every individual should avail
himself of them. This is not only not arbi-
trary, bat consonant with the exercise of the
highest rational liberty. The degree of edu-
cation to be impaired at the public charge is
another consideration. No system of educa-
ton is worthy of the name that stops short
of the proper training of the hand, the head,
the heart; and these we would place IN an
inverse order, beginning with the heart, OF
the development of mans moral nature, fol-
lowing it up with the development of the
physical and intellectual being, their impor-
lance rating in the order of this inversion
We hold, with Pope, the sentiment as truism,
that
rTis education forms the common mind
Just as the twig is bent the tree S inclined.
The great fault of our educational system
of the present day is the neglect of morals
This is of the chiefest importance, and yet II
il treated as if it were of the least. True, II
belongs rather to the domestic circle than to
the school house; but, it ought to be the firsi
concern of both. And this concern can be
exercised without any approach to the dogmas
of sectaries. The Decalogue, the Lord S
PRAYER, the Sermon on the Mount, would lay
the foundation of good moral character, and
their teachings would be acceptable to all who
accept Christianity. And yet, we venture to
say there are many children in our public
schools who are strangers TO these things.
Coupled with such moral training ought to be
an acquaintance with the Constitution OF the
United States and of the State. Thus would
be laid the foundation for useful citizenship,
and instead of the, rough sshlers we now
haY viii in most 900 sseeaS4las qrae good s !
Z nOlisled
accurate and equitable measuremc p''''e
- corner.
amount Oh con'riO ti Compulsory education has
governm1eBeen mooted in this State, if a law
pertHat sort should be placed upon our statute
books, provision should be made for the ex-
emption of the children of INDECENT parents
who are dependent on the labor of their chill
dren, for period of eight or nine months,
but requiring the children of such parents te
attend school one quarter in the year at least