The Telegraph-courier. [volume] (Kenosha, Wis.) 1888-1946, 1890-04-17
OrllCEAL PAPER OF THE COUNTY
Rights Of Persons and Property

Rights Of Persons and Property
.'a" The discussions now in progress
on compulsory education in connec.
ton with the Bennett law, reminds
.'.3sus. Of the great change of public SEN
T. ftiment that has taken place on the
right of State control in the matter
of educationin republic schools.
Strange. as it may appear to the
present generation, the right to tax
property for the support of free
/ schools WAS once denied, and the
right to tax thee holders Of property
j who had no children ITO educate for
the free education of all children,
was declared unjust and tyranical.
: Tt was a common remark recollected
still by hundreds Of people in this
State why should 4sWIloshaVe no
.aa chiIdrensto eduoateHDe taxed for the
81 education Of lyntighbor 0chiIdren2
This was the popular, !, objection
against the adoption. 9faa fEee,sehool
system in Wisconsin, sandeby7hun-
dreds believed unansWerable A
81 single fact may, be- stated showing
the hostility 10 taxing childl@ss par
'tents for the support of schools, In
Las when the .policy4ol free schools
was being discussed; "a 4arge meet
ing ia thls' place, called. foF' the sP5uir-.
pose Of adopting a law passed BY the
legislature to allow free schools to
be established, ,thegquestioh was dis
tinctty presented: s>Sha41 residents
who have no children g educate be
taxed to sustain. q free school 32qThe
meeting was anexciting cone, sappar-
entity about equally divided, and
FINALLY broke up in confusion, It be-
ing impossible to. ! count thsoEQte.:.
This was the. first effort in 5 W3scon-
sin to, secure a recognition Of she
oppincipleo of free schools: It must
not be inferred. from. This upreason-
able opRQsittionF9 to ths. fgee1 sehool
i. system, that itgarose from aan rdgnof
unt people here in @fhe west; they
were mostly American born, and
were ON an average equal in ,intelli
gence to those Of any western or
middle State. !" i cr az
The duties Of property and its. re-
Iations to good government we're not
we'll understood at the beginning, Of
the public school movement. Prop
/ erty demands protection, and it can
have no safer protection than edu-
cation. This has now become to be
we'll understood: Danish iliteracy by
making education universal, and the
securement Of life and property will
be placed on a more firm basis. 1t
is strikingly observable that the OPP
position to the Bennett school law
comes from the. same ciassesoof asu-
perfcial reasoners that opposed Ehe
adoption Of free schools. r It is not
understood by the directors to the
Bennett law that to secure a repub-
lican form of government Under rule
of the people, there are rights that
need to be surrendered, in order to
secure 4, the most aessentiakss,aaTh
fore itsis that parents who have a
natural right to the control of their
children, are REQUIRED. to surrender en- del
certain Of. theSes rights for the good
of society and sofGsthe State. This
rightahas been more fully recognized
since the public schools have been
established, and many MhQ3 think
they. are encroaehmentso. aonr natural
lights by the enforcement Of the
-Bemett.Ia law, will ere long see their
error. No intelligent citizen will
venture his reputation BY. question
ing the right Of free school, taxation,
and the apparent interferenceawith
the parents right over his chiIdfen;
and equally absurd viii the 0bjec-
tions to the eBennett law appear
when well understood ''''21 = : : = :
Cooking Schools. I .zsa,a
There is a growing demand FOL
family help that'has had INSTRUCTION
in the science of cooking pa This il