The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1899-10-19
MUNICIPAL OWNERSHIP.

individual waAts The superficial OBJ
server is apt to perceive some relation
between popular EDUCATION at public ex-
pense and supplying physical necessities
from the same source. Why not turn
our schools over to some corporations say
the advocates of municipal ownership.
Ard then thew descant upon the beauties
of our system of popular education as If
its perfection would challenge criticism.
There is waste beyond calculation in
orr system of education. There is more
inefficient work done, greater number
of incompetent people employed, less
feeling Of responsibility and more gen
eral Indifference regarding results in our
system of education, ten times over, than
in any line of enjoyment where like
sum is expended under private owner
ship. The excellence of the system so
far ~ results determine is by no means
commensurate with the cost on basis
of what would be reasonable to expect
under private enterprise.
The great element of weakness in our
public schools is that lack of direct re-
spoIisibility to the parent which is sup
planted by that shadowy and indefinite
responsibility to the community which
is intangible and devoid of weight. Con
versely, the patron has net the sense of
personal ownership and personal cost,
and what comes as a graturty Is not val
ued at its worth nor are its advantages
appreciated These elements of weak
ness are due to the socialistic feature OF
our school system. When the legislature
provided a school fund by state taxation,
it weakened support of the common
schools. The annual school meeting
was an educating agency. The fact
that people attended to levy d tax upon
themselves for educational purposes lent
more or less personal interest to every
thing connected with the school The
paternalism of the state in relieving the
parent of responsibility has absplved him
from keen interest in Encouragement.
But it was not the purpose to show
that community in school matters is I'M
desirable Ills unavoidable and there
can be nothing substituted which will
bring results equally benefcent The
parent is the natural teacher Of the child.
Bit he is unable, either because untrain
ed to do so or for want of time, TO give
that technical instruction which is essen
tial to education. He delegates this duty
to others who have fitted themselves for
its performance. The number of famil
les which can employ a tutor each for
itself are few. As q matter OF necessity
u group is educated, the expense being
distributed and the work under proper
limitations not losing efficiency because
of the larger number receiving common
instruction. The advantages of associa-
ton compensate in large measure for de
creased personal attention because of
greater number instructed 1t instruc-
ton can be given to many as well as to
one at the same expense the more econ
omical form is adopted, and the reduc
ton in expense enlarges the number who
will seek needed instruction Two small
farmers who engage q farm hand to work
for both, neither having sufficient work
on his farm for the continuous employ
ment Of the man, but tho work ON both
farms being sufficient for that purpose.
act on the same theory the common
schools do There is not suggestion of
municipal ownership in the arrange
fnent. If there was a bureau which
could furnish laborer when needed the
arrangement entered into between the
two farmers would be discontinued. Just
so with teaching, SO far as the parents
interest is concerned
Instruction must be continuous and
unbroken if good results are sought.
This, at present is impossible at the
home the proper place for the education
of the child This condition compels
the parent to take other means to edn
cate his child, and the commune char
acter of the system that is adopted Is ac-
cepted not welcomed, because it is in
separable from The only means which
can make education general, the present
state of society and individual means be-
ing considered
1t is the undesirable element in our
system of popular education which the
advocate of municipal ownership most
highly commends. 1t is undesirable but
unavoidable, just rs the corduroy bridge
is in newly settled country. There is
something faulty, there always will be,
in taking "A child away from the home,
where he knows he has sympathy. the
surroundings of which are healthfully
stimulating where his mind acts freely
because he is not under coercion nor the
necessary victim of repression or sup
preston, and subject him to the harsh
discipline which must obtain when he is