The Austin weekly statesman. (Austin, Tex.) 1883-1898, 1889-11-07

needs of each locality. The delegated
power is limited TO what experience shows
may be safely granted without lmpeulllng
the general policy of main aiming good
school free and accessible TO all, Ihus 1t
will be seen that public schools
are neither national nor local insti-
buttons, They are state insti-
tutions, deriving their authority and sup
port from the laws of the sta e. Under the
law persons in charge of the schools have
the authority to all things which are neces-
sary to the general purpose of the system.
Some of the powers and duties are proyls-
ion of building and supplies, the licensing
and employing of teachers, the time of SEES
sions, fixing the course of instruction and
| classification of pupils.
The individual parent has no legal right
to impose his individual whims on the
school. Under the law the school authori-
ties should show proper Difference
to the wishes and views of parents, but the
| determination of the classification and
studies ofthe pupil who is placed by the
parent in the school belongs to the school
and not to the parent. If the parent is not
satisfied and the teacher falls in error, the
way is open to the highest educational au-
thOrity for the correction of the error. The
parent has no more right to interfere with
a school than citizen has to interfere with
| a court of justice. If regulations are I'M
|
abrogated at the proper TIME and place; If
| the law is defective, it may be changed by
| legislation as other changes are made
| under our system of government. But
until such changes are made the law must
be observed and the regulations must be
| observed by all persons seeking its advan-
taSeS or coming III contact with It,
On the other hand, the school system
has responsibility commensurate with its
authority. 1t is bound to provide suitable
buildings that is, buildings which protect
the children in point of health and comfort.
This important feature of the legal status
Of the schools has not yet been fully ac
cepted i'll Texas, and it is at this point that
our system Is at present weakest The pub
lie cannot assume the care of the children
and avoid the responsibility of so housing
them as to protect them from bodily harm.
Discipline must be maintained and phys
zeal force may be employed when necessary;
but punishment cannot be excessive or
brutal, or it becomes an otfenSe which may
be avenged both by civil and criminal law
School officers are subject to the same
general rules which apply to all official con-
duct. This responsibility is not generally
understood. The illegal liability of the school
SYSTEM its officers and teachers, is much
greater than is commonly supposed, and it
will increase as the system develops.
The public schools stand in the same rela-
ton to every citizen and to all the public.
AS the public highway is open to every Cit
izen, SO the public school is open to every
child on the road to knowledge. Equality
of obligation to maintenance and equality
of right in the employment" is the legend
which the law would write across the front
of every public school house. The road to
learning Is the common property of people
differing widely inintelligence, in traditions,
IN opinions, in morals, i'll means, in creeds,
differing even i'll the power to improve their
conditions and the power to influence cir
cumstances about them,
But no matter what ones rank or station,
no matter whether the president of rail
way or the man who watches the track, no
matter with what church he worships or
whether he worships at all; no matter
whether Democrat or Repub
lican, or Prohibitionist or Green
hacker or a labor agitator or a mug
rights are as fixed and inviolable in the
schools as upon the public highway. In
each case he must help make the road for
all. In each case he must put nothing in
it which will prevent or interfere with an.
others use. In each case he must use it
in way consistent with like use by all
the rest"
Hence, the public school must be strictly
non-sectarian. No act of any public school
gree the perfect religious freedom which in
heres in our institutions In our public
schools the rights of the Protestant, the
Catholic, the Jew, and the Agnostic, are the
same. The theolOgans tell us that all
sound moral development must be based
on religious training. We need not dis
pute the proposition, but we shall insist
that the public school is not the place to
give religious training. The school is only
nf a a m
which free government rests. The family,
the church, civil society the state and the
school, have each their proper function
and responsibility in education, and should
all work in harmony III the development of
the individual and the citizen. Effective
religious instruction belongs to the family
and the church. Well ordered public
schools powerfully reinforce the work of
the family and the church in promoting
moral development. hiss of tremendous
importance, for moral development is an
essential element in training humanity for
good citizenship.
The schools promote moral development
in promoting intellectual growth, and hey
advance it directly by cOmmendingregular
ity, punctuality, cleanliness, continuous in
dustry, obedience, respect for the rights of
others and generosity and courtesy toward
associates. Good schools inspire pupils
with love of truth and justice, exalt their
ambition and courage and teach them by
daily examples thai merit is honored for It's
own sake. The well ordered public school
is one of the most beneficent forces of Chris
tan civilization. It does not usurp the
place of other ADMINISTRATIONS, but
it serves either as a crown or u base for all
the rest.
"The riches of the commonwealth
Are free, free strong minds and hearts of
health;
And more to her than gold or grain,
The cunning hand and cultured brain.
Nor heeds the skeptic's puny hands,
While near her school the church spire
stands;
Nor fears the blinded bigot's rule,
While near her church splre stands the
school,"
Permit me now to briefly review what l
have been saying to you tonight. The pub
lie school has been developed in the United
States from the private school, and has be-
come one of the institutions on which all
our state constitutions are based. In Texas
the theory of public education antedates
the state itself, and has been an essential
part of all our constitutions. Our system
has recovered from the disastrous effects of
the extremes of excessive central authority
and excessive local option, and is progress
ing steadily with the growth and progress
of the state. The public school system is