New Ulm review. (New Ulm, Brown County, Minn.) 1892-1961, 1900-06-27
What the U. S. has done for Education.
JOSEPH w. PREISINGER.

Our American common school system
is one of the most original characteristic
developments of American civilization.
The Pilgrims, who came over to- this
country to settle here on account OF re.
ligious freedom we're also the first ones
to educate. When Boston was only six
years old, the inhabitants contributed
two thousand dollars to the seminary at
Cambridge, now known as Harvard Uni
versity. In order to keep up education,
contributions were kept up, poor people
giving a peck of corn or 4 shilling in
cash for its support. AS other colonies
were established they followed the same
example. And even in the wilderness
where the wolf was proving about and
the cry of the wild cat was heard near
the door of the log cabin schools were
established.
The Sovereigns of England however,
did not support the colonies very much
in their education. Only one donation
has been made, namely, to William and
Mary's College named in honor of these
sovereigns. Although the colonies were
not supported in their educational inter-
ests by the sovereigns of England, every
town was ordered in 1647 to have a free
school, and if hundred families gram
mar school. The school and the church,
over which the colonies had almost su-
preme authority, was direct creation
of the responsible people. They were
established, supported and administered
by themselves. On account of this the
colonies were able to keep up their edu-
cational system which they had estab-
lished shortly after the time of their
settlement until the Revolutionary war
brok out. When the Revolutionary war
broke out the colonlsts had already es-
tablished, in addition to their common
schools, nine colleges. But the common
schools and the colleges suffered so much
from the stress of these terrible eight
years of var, that at the close of the war
education could hardly he said to exist.
During the war, the people gave up all
ejudices of nationality, sect, class and
education of children to gain American
| freedom.
| So at the end of the war these colleg-
es were of little value while the acade-
mics and common schools were altogeth-
er demoralized or nearly ST.. Shortly af-
ter the war, in no one of the colonies
seemed there tc be an idea to educate
the people as whole. But after the en-
emy had evacuated the larger cities wist
men began to think that neglect of edu-
cation of youth is one of the evils con-
sequent upon war. Immediately steps
we've taken to revive the seminaries and
common schools. Wise men of New
England seemed to have been the first
to believe that it is the duty of every
state to instruct it's children. But the
idea Of educating all classes of society,
was at that time new and surprising
one, scarcely heard outside of Prussia
and Saxony. ~ = .N.>% - ,r..>
, In order to gain this advantage i'm
portant steps were taken by the govern
ment. The public lands between the AL
leghanies and the Mississippi river were
a constant threat~to the peace of the ma
ton. Who should own these lands, was
the great question. Que state after the
other ceded theirs to the general govern
ment and the Northwest territory was
formed from these public lands. Al.
though from the very beginning some
lands have been set aside by the govern
ment, for the purpose of education, by
an ordinance Of 1857 the government Of
the Northwest territory devoted section
sixteen Of every township to maintain
public schools. By making this gener-
Gus provision, the people agreed that
religion, morality and knowledge being
necessary TO good government and the
happiness Of mankind, schools and the
means Of education to be forever encour-
aged. a few years later Governor Clin-
ton Of New York added tc the founda,
tlon Of The common school system by
sending 9 message to the Legislature ask
ing to lay aside tracts Of land for school
purposes, and since then every state that
has been admitted received two sections
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