The record-union., 1897-09-29
EDUCATION SHOULD Be FREE.
EVEN TO THE EXTENT OF FREE
SCHOOLBOOKS.
a Correspondent Gives His Views
on the Subject in an Inter
esting Way.

esting Way.
Especial Correspondence of Record-Union.)
Article TX, Section /, Constitution Of
the State of California-Educatio
"a general diffusion Of knowledge and
intelligence being essential to the
preservation of the rights and liberties
of the people, the Legislature shall en-
courage by all suitable means the pro-
motion Of intellectual. scientific, moral
and agricultural Improvement.
Presuming on your liberaHty in grant
irrg valuable space to topics of public in
terest, I desire 10 direct as much at
tention as possible to one Of the sound
est clauses in our Constitution, given IN
preface to this communication.
Recognizing the value Of q general
system of education, the State Of Cali
fornia through its representatives has
done much to that purpose. but it will
never be justly criticised for doing more
California ranks with the most pro-
gressive Of the States Of the Union in
more respects than one, and it has not
been a laggard in educational provis-
ions. There is no reason why it should
not be a leader
In recognizing the diffusion of know
ledge as essential to our rights and lib
critics the State declares that the well
fare of our public institutions and Gov
ernment itself is dependent thereupon.
There can be no question as to the wis
dom of the declaration. Further defined
il means that every addition to the IA
cilities for the distribution Of knowledge
is generally and peculiarly beneficial to
the public; that every urchin in learn
ing his A 3 c is performing a public
service; every srfoc hoy or schoolgirl
attending schuof one in the service of
the State; every ho'ar graduating
from the higher classes rs of more value
To the state than the product of any
other source or INSTITUTION.
The benefits derived by the individual
are inconside hIe as compared with the
welfare of the State. the nation and hu-
manity. The public schools of the
State and the States are as much en-
titled to consideration as a govern
mental provision as the military or the
naval academies, and they should be at
least as much favored and as care
fully conducted. An educated citizen
is more valuable to his country, in our
times, than a trained soldier.
That the State of California has in
dorsed these facts is evident in its hav-
Ing established laws for compulsory ed
ucatiOn. Compulsory education is right
where it is necessary, but as it obtains
in this State it is like a public high
way with no bridges over streams and
chasms. It is relatively as the case
~ h. - t,o U~r
road, advocated by the Record Union"
should be constructed and the principal
ravines and canyons left without
bridges. The bridges would be sup
piled, perhaps, by private subscription,
but that would be an unjust tax, and
the Government should bridge its own
read, as in all probability it will do.
In demanding compulsory education
the State levies tax upon its citizens.
II is true the tax is for a commendable
purpose. but it is of the same character
as the taxes paid by settlers upon un-
improved Government lands. 1t says to
the subjects of the tax you must add
to the general welfare, to the public
good and to the wealth of the State and
nation. You must do this and pay the
State for the privilege of doing it,
It frequently occurs that both the
taxes specified are borne by people who
are pushed to the extremity of hard
ships. Imagine a settler upon a patch
of land in the wilderness. He hews a
clearing, constructs his house as best he
can, redeens a few acres of hitherto
worthless land from year to year, and
rears family. AS soon as he builds
his house and his fences he is taxed
upon his improvements. The more he
labors to improve his own condition. and
the more he adds to the commonwealth,
the more he is taxed. AS his children
become of school age the law com
mands him to send them to school. He
must not only board them and clothe
them, but he must dispense with their
help about his own affairs, buy them
bocks and often furnish means for their
conveyance to and from school.
In short, during the period when he is
most helpless, and needs the most en-
couragement and assistance, he is sub
Jected to eXactions that require his ut
most patience and endurance to sur
mount In many instances these hard
ships are never surmounted and they
have been the cause Of many aban-
doned homes, scattered families and
blasted lives.
In such instances the evil is not con
fined to the individual or family. al
though it is true that he might exclaim
with Shakespeare's Jew,
Nay. pardon not that You take nv life
" hen you do take the means whereby
live"
I say the evil is not confined. but every
instance Of the kind is a direct assault
upon progress. civilization and repub-
lican government, humanity itself.
To bring the subject of this paper
within the scope contemplated, the
writer desires to suggest that there is
ample room for advancement in our ed
ucational provisions. Why not remove
every possible obstacle from the path
10 school and the road to knowledge?
When it is admitted. as it is, that edu-
cation is essential. and it is made COM
pulsory. let US not make il one Of the
haviest taxes upon those least able to