The Telegraph-courier. [volume] (Kenosha, Wis.) 1888-1946, 1888-10-11
Our Public Schools.

kenosha in early times was proven.
bal for its enthusiasm il respect t
public schools. The first public free
school established in The west was in
Kenosha, and this gave impulse to the
securement Of constitutional provision
for system Of free schools for the state
on its admission into the Union. The
early citizens naturally felt pride in
leading off among the first for free
schools. The interest manifested here
in behalf Of public schools many years
ago, has evidently considerably abated
In early times free education for all was
regarded rather a novelty in most places
outside Of New England, and looked
upon by many as doubtful experiment
for the then new west. But the system
has won for itself the confidence Of an
intelligent people; the dangers which
beset the schools may be referred to at
another time, and whatever relates to
schools in the city applies with equal
force to the schools in the country
towns. What we may be able to say Of
the Importance OF these institutions Of
learning falls far short Of the real facts.
1t is estimated that on or about the
first Of September; 1888, there were
seven millions of children in the public
schools in the United States, under the
charge of three hundred thousand teach
ers. What tremendous educational
force is here for good or evil; power
that will one day control public opin.
ion, shape laws and determine the des-
TIMES Of this great republic, But few
persons have realizing sense Of the
Importance Of the public schools; they
are looked upon as only necessary con.
veniences to educate and fit for business
by studying the branches taught in
school books This falls far short of
what the free schools accomplish; they
stamp impressions on character which
are lasting; they make the man. The
Sunday school as great moral educa-
tor as it is, has not fraction Of the
power OF the public school, for the OBJ
vious reason, it includes but a small
portion Of the youthful population; be-
sides the Sunday school scholar is un-
der instruction but one hour in week,
and the public school scholar thirty
hours in a week. While the Sunday
school scholar is expected T. receive re-
ligious instruction, the public school
scholar, if the teacher rightly performs
his duty, will receive at least good NOR
al instruction, if not religious. The
laws in most Of the states require that
no one unless Of good moral character,
shall be licensed to teach school. It
may, therefore, reasonably be inferred
that the public school teacher does in
most cases, if not in all, realize his OBJ
legation to impress good morals on his
pupils. Still in another respect. the
public school has broader field Of op-
Grafton than ministers and churches
Schools in all the northern states, and
in large share Of the southern reach
every considerable neighborhood The
churches are much less sparingly found:
many entire towns have no organized
church. But the public schools have
privileged advantages Of far greater i'm
portance than those yet named: They
are recognized and have the pledged
support Of every state in the Union, and
every territory by the act Of its organi.
zation, is obligated to provide for the
establishment Of schools. When the
schools die the states die; they arc part
Of one organization. We have no in
stitution among US Of the equal conse
quence and that demands SO much as
sidious care as the free schools Of the
state. These schools are Jewelers.; the
sons of the poor man and the sons o.
the rich man occupy seats side by side
their privileges are on an equality. Ar
education cannot be bought like mer
chandise in the market, it must b
earned by personal effort, and the ricf
boy has to toll as hard as the poor boy
to secure an education.
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