Iron County register., 1899-03-02
The High School.

4 &@A4AG<SA~ NAAG1Ak04 - &4Aa& A. eZ6IACS -
to be tolerant of the opinions of others
no matter how diverse they may be-
| The desire and ability 10 appre
ciate the discordant opinions thai
prevail among men on all subjects oi
interest to mankind. is one OF the
surest signs of culture in any man or
woman People are born into differ
ent environments with different en-
dowments; pass their lives in intimate
associations that have little in common
/ lis il strange that al do not think
alike? It would be miraculous if they
did
We see this difference in politics. in
religion. in social circles, yes on school
methods and systems of education.
He who possesses a mind, willing 70
| admit that another may differ from
him upon any important questions and
yet not be scoundrel or crank" has
/ priceless possession. a mind IN
warped by prejudice. The history OF
education may truly be called history
OF conflicts. both of thought and action,
as memorable and profound as any
that have been fought on the arena of
| human development.
To the thoughtful student of the
progress of civilization these conflicts
are fought with as much absorbing
interest as those of Napoleon. a
Washington, or a Grant. Our pur-
pose in this brief article is simply to
call attention to some difference of
opinions that prevails as to the high
schools of our country.
In general, the opposition TO the
maintenance of high schools may be
divided into two classes. viz: Those
opposed to high schools altogether.
and those who believe they should be
differently organized.
We desire to speak only in reference
to the first class AS our school work
is now arranged. the whole course
points upward to something higher
and better. This fact is of itself an
incentive to lead our boys and girls
upward and ownward to higher at
tainments and better understanding
of complete citizenship. The argu-
ment of this class of opponents is that
1.-The State has right to educate its
citizens just to that point that will
enable them to understand their duties
and rights as citizens of free couu-
try. A primary education is sufficient
for this, therefore the State has a right
to furnish nothing more" As to
statement it Is then added that .'the
high school. being patronized by q
few, comparatively. it is unjust TO levy
a general tax for its support"
The State as personality is an in
tellectual nightmare, and exists only
as a monster of the older civilization.
Louis XIV could say Il am the State. "
In this country it is nothing more than
a name for society in political capac-
ity. '.HIe. The people create ITS Jnne-
ti0Hs and its pOsrers. In other words.
1--WE are the State" From this it fol-
lows that the State is not a being
standing over US. admonishing and
commanding, but you and I and our
faeighbors and oar e0Rtstryaae'a form the
goueTfameGst upon schsch all our lars are
based.
Now as to public education. It is
our national policy that there should
be schools maintained. for ali, at pub
lie expense. This does not mean uni
versal assent to this policy. If it did
it would not exist because there are
doubtless some in every community
who do not believe in public education
at all. Does the State Society in
fringe upon your rights and mine
public policy of which We do not ap-
prove? Garry that line of argument |
further and see where il leads. This |
class of opponents believe only in that |
education at public expense which can |
be given TO all. Our high schools |
have wider purpose than simply to |
teach pupils ito understand their du- |
ties and exercise their rights as citi-
zens." They are concerned in train |
ing for true, noble, and useful men /
aud women, not merely in their politi-
cal capacity. but in all the diverse and
complex relations OF human life, /
as individuals or as members
of society The policy pursued by all
our States Is rather give every one
ali the education possible"
Now as TO the alleged injustice of
a general tax for the support
of high schools in view Of the fact that
the majority derive no benefit from
them. Suppose that not more than
one in ten ever reach the high school,
and of every ten who do reach the
high school not more than two remain |
to graduate. Does that prove the 1
If 1t does II proves q
much more startling fact; il proves
that no school beyond the third reader
grade ought to be supported at public
of 4haz2 sr shat 10
not more three out of iEe will pass be-
yoDd. Nay. if this argument Is valid.
IL proves still more. If public educa-
ton depends on all being educated
alike, there could be no public educa-
ton. for a large percentage of school
age are not in school at all.
Aside from this, could anything be
more absurd than 10 assert that those
y ho do not attend the high school de-
rive no benefit from i.s Is postal SER
vice of no benefit 10 me because have
but little personal correspondence?
DO derive no benefit from railway I
and telegraph lines because others do
AL the travelling? Are the courts of
40 benefit TO me because I never have
any business before them2
Are jails and penitentiaries to be
abolished because not one in q thous-
and of our citizens are ever 1ncarcer-
ated there2 Ought public Offices to be
abolished because every one is taxed
For their maintenance although we
ion't all ..get there? Ought West
Point and Annapolis training schools
De discontinued because only two boss
= - = . 4