Pittsburg dispatch. [volume] (Pittsburg [Pa.]) 1880-1923, 1889-03-15
OUR MAIL POUCH.
An Ex.Teacher's Reasons for Opposing
Compulsory Education Law.

An Ex.Teacher's Reasons for OpposinB
Compulsory Education Law.
To the Editor Of The Dispatch:
I see that Hon. Alfred Marland, of Pittsburg,
is endeavoring to have introduced in the Penn
sylvanIa Legislature bill to enforce compul-
sorry education. If were privileged to do so,
and had the power to make my words effective
would like to appear at Harrisburg and give
Mr.. Marland and his legislative associates some
reasons why should oppose his measure as
not being based on sound educational and
democratic principles. do not consider it IS q
good educational measure, for at the present
time think it would work more harm than
good. Whether the time will ever come when
compulsory education will Be admissible and
permissible in these free United States is q
question.
think know something of the evils and the
good in our present school system. for as pr1n-
cipal of large public school for several years.
had ample opportunity for studying the same.
With due respect to popular education, as II
exists to-day, 1 do not believe that it is YET 30
good and perfect thing as to justify MI MAI
land and the Pennsylvania Legislature In their
attempt to cram it down our throats Dy legal
process.
The bill he has proposed for that purpose
smacks loudly of the arrogance of ignorance.
1t provides for system of espionage that
opposed to any plan that makes the State the
censor of the home. How much study has Mr..
Marland given to the school system OF Penn
sylvaDia, and how much attention has he de-
voted to examining the results of compulsory
education in the continental countries OF
Europe, where forms of government paved the
way quite naturally for its adoption. Recent
school statistics in European countries are moi
entirely satisfactory, so low has runthe per-
centage Of healthful eyes and healthful nerves
and bodies. 1t is beginning to be realized by
the most competent educational authorities OF
the day that our public school curriculum
needs considerable pruning and the whole
system general overhauling. 1t has its evils
serious ones, that must be eradicated. 1t Is
very grave question whether our school chill
dren are not being forced to the acquisition OF
some very doubtful accomplishments at the
expense of vigor of body and of brain. II COM
mon school education were more training
than packing process, would be more favor
ably disposed toward Mr.. Marland's measure,
although regard the idea of compulsory edu-
cation as dangerous one in this country.
Nobody more earnestly than myself @ has the
good of popular education at heart. The free
school system Is not failure, as was d1smally
prophesied by its opponents 40 years ago But
it is still in the process Of evolution. Its i'm
perfections must be corrected and the facilities
for sound, safe, healthful educational work in
creased. Before the point of efficiency is reached
much technical rubbish must be thrown away
This is especially true of graded schools in
towns and cities, where the best work ought to
be done. Every pupil in those schools is en-
titled to a thorough practical training in the
essentials OF an English education, along with
all wholesome, social and moral influences that
count for SO much in the formation of charac-
ter. I would rather have my children learn
right rules of conduct and of life within their
comprehension than to acquire knowledge to
whatever extent in any line of study or investi-
cation.
Mr.. Marland's bill would put the wise and
discerning parent, who recognizes the evils of
the hasty and imperfect training in vogue in
too many of our public schools, and who, with
his child's health and future usefulness at
heart. seeks to avoid them, upon level with
tne parent who never gives the care and cul-
ture of his children an anxious thought. Does
Mr.. Marland stop to consider that the compul-
sorry law would take children at the tender age
OF years, when they are hardly past the point
of afternoon maps, from their homes and place
them for six hours daily in schools with all
KINDS OF associates and surroundings? Not
for the masses of school children, but the in
fiuences have mentioned are invariable. They
exist and always will exist. But claim the
right to say whether my boy, at years, shall
night to say at what age it will be safe for my
sensitive, nervous lad to undergo the discipline
and study of public school. am earnestly of
the opinion that no child under years of age
has any business in any school, except the
school for the formation of character which
every home ought to be-. And might except
those safe substitutes for home, the Kinder
garten, wherever it exists.
The school is prison house enough for the
home-loving boys and girls without the aid of
Mr.. Marland's cast-iron law. Ifear it is almost
as nearly impossible to legislate people into
culture and refinement as to legislate them into
morality believe in all wholesome incentives
to further the work and welfare and improve
the attendance in our public schools, for they
offer almost all the available instruction to the
great majority of American youth. But against
| the plan proposed by Mr.. Marland in the de-
| fense of the much-neglected bodies, the over
wrought eyes, nerves and brains of the inoffend-
/ ing little ones, / enter my earnest protest. If
| Mr.. Marland wishes to become real bene-
| factor of the public schools let him introduce
| and use every effort to have passed bill re-
| ducing the hours of study and recitation from
six to four hours daily, providing at
! the same time that childish brains
| shall not be worried over more than two or
three studies at time tit is no uncommon
thing for pupils in the intermediate grades of
borough and city schools to learn seven or
| eight studies), and let gymnastics be made. not
| optional, not subordinate, but necessity,
| prominent daily exercise IN all our schools. A
| service of this sort would entitle him to the
gratitude of every thoughtful parent in the
| State.
1t might be agreed that to certain class
| compulsory education would be benefit, but
| surely this would not excuse an attempt that
| may do much harm in order that little good
may follow; surely, it is no justification for the
| adoption of system opposed to the spirit of
our institutions and repugnant to our tastes as
free people. ExTEACRER,
AZ.