The times. [volume] (Richmond, Va.) 1890-1903, 1891-11-22
Free Education In the United States.

Undoubtedly the American is a born indi.
yldualist, and yet he has elaborated a school
system more soclalistlc than any history can
show. Having found the germ he early
planted sound and full of promise. he has
with hard-headed Yankee common sense
nourished 1t. until we get TO-DAY an organiza-
ton OF State schools in full ~frultage. The
nation now supports not only primary schools
Tree 10 all. Dut secondary and normal schools
aud universities. And in every department
the children Of oil mingle together: there ia
no discrimination as TO sex. no distinction as
To class. Perhaps the explanation OF this So
clallstic side of American life is merely the
working out Of that first law of nature self
preservation. Convince the most logical Of
lndlYlduallsts that such and such q line Of
action IS absolutely Necessary for the contin-
uance OF ms existence. and he will appeal to
the law tor protection. The American be-
lleves IN the absolute necessity of the citizen
being educated If the republic is 10 continue:
ana so lie determines that the State must
take this vital matter in hand. The sentiment
expressed by old Chancellor Kent. that THE
parent who sends his son into the world nm
educated defrauds the community of youth-
ful citizen. and bequeaths 10 It a nuisance
Is a widespread sentiment III the United
States. 1t IS this belief in the value of edu-
cation winch diherentlates the American from
The English attitude on school questions.
Although 1t ~ not correct 10 say
that America has had free schools from
coionla! times. II Is true that il has inherited
from the Pilgrim Fathers a deep. almost reli-
slous, convection OF the necessity Of school
training. This respect for education was IN
uleed an essential element of Puritanism. for
the Purltans were disciples Of Luther. and
the great Protestant. let US not forget. coun-
seis parents that II they must choose between
sending their children to church or school TO |
neglect the kirk and patronize the school
mouse. mat education was part Of the religion |
OF colonial days. we see by the quaint preamble
TO the hrst law passed in Massachusetts on
tnc SUBJECT. In which statute schooling is said
10 DO advisable in order 10 defeat the chief
project OF that old deluder, Satan" IL is an
indication of their sincere earnestness that
tne colonies were so early ready TO expend
large sums on education. ONLY six wears
after the first settlement of Boston 400 was
appropriated % found d college. This amount
was more than the entire SUN received from
taxes IN the colony. And after the Rsvolr-
ton and the War of 1912. although the States
were bankrupt, yet TO tue question. What
can be done TO strengthen the republic,n
came the unhesitatlng reply on ali sides. Give
the citizens intelligence and so the
legislatures hopefully vent 10 work 10
insure an educated population. And the
people feel that the schools belong to them.
that every class. rich or poor. aids IN their SIM.
port. and that IN no sense is public education
tree gift from the well-to-dO 10 the needy.
lhe system has not demoralized the Ameri-
go pcDIic, III lhct, HOWucro among the pOOr
Will oe found more independence and self
respect. The wage laborer knows that indi-
rectly. If not directly, he contributes in taxes
> large share towards the support of the pub.
school, so that his children are beholden
% no one for their opportunities. The growth
IL state regulation IN school matters has been
'teadly progressive. At first compul-
ION went only SO far as 70
oree communities 10 supply shoots
ma did not touch the duty of the
'arents 10 send the child 10 be taught. While
IN Great Britain has preceded by
oMe years the freeing Of the schools. IN
'Ihe'ies Tor many generations the schools 1
ave oeen Tree. but even yet compulsory at |
enhance has not been adequately dealt with.
ne laws IN the different States are widely &
lyergent. In many States there is no COM
ulsory law; IN seventeen there is such statu- 4
ply PROVISION, but in many of these no pen a
NY attaches to the breaking of the law. and +,
tue lew where means for enforcing the r
aiutes are provided there is but feeble exc y
ltloo OK lcga! powers. One Of the first things \
nlcn strikes q foreigner who visits an I
mer'can public school is the perfect q
.aes wnich .reigns without apparently 4,
ssvers discipline. This appearance is not y
IPeLnoial: Young America" is . model pu- :
! "nsn treated like . reasoning human be- u