Atlanta semi-weekly journal. (Atlanta, Ga.) 1898-1920, 1901-10-07
compuIsory School EducatIon.

they dispute and wrangle among them
selves until the notice of the outside
world is attracted and factions among the
people are formed, some favoring one
side, some the other, the majority, how
ever, opposing changes of any Sort for
as a rule the great body of the people
are against anything that suggests a de-
parture from the old methods, not al
ways because they have any logical rea-
son for their opposition, but merely be-
cause it is a change, and they are slow
to take in and weigh and digest the ar
guments pro and con and to draw con-
illusions. Besides, the process of in
forming the masses and educating them
to promptly and intelligently draw con-
illusions and to wisely and fearlessly per-
form duty is slow and tedious and speedy
results cannot be expected Because of
this fact differences often assume unnec-
essarily large proportions and the possi-
bility of agreement becomes irrevocably
remote.
AS already limited, the rule is not lack
ing in it's application to the idea of COM
pulsory education. The doctors are at
variance Mrs. W. II. FELTON, declares
with all the emphasis Of her nature that
If the people are forced to pay taxes for
the education of the children the children
should be forced to attend school, Rev.
Sam p JONES' in his original and unique
way Ou the JULIET MANU. uCCAd1CS against
public education in any shape, and says
that every man who cannot educate his
kids independent of the help of the gov
eminent should get out of the kid bust
ness. When the doctors disagree what
can be expected of the common people
but indecision and uncertainty?
Compulsory education is one of the COM
ing questions Statistics show steady
progress. Before many years 1t will be
the rule in these United States. Under
the existing conditions of a mixed popula-
ton its introduction in the south may be
retarded, but the day is not distant when
some provision will be made to meet this
now seemingly impregnable obstacle.
From statistics given below 1t will be seen
that with the exception of Kentucky and
West Virginia compulsory education is
confined to the northern and western
states-to those having no negro popula-
ton of consequence. Since it is coming
and promises to be such a live issue the
people should study the question and
sound its possibilities that they may
handle it wisely.
The following article favoring compul-
sorry education and written by Professor
Philander P. Claxton is strong and worth
reading:
But the best schools will never eradi-
cate the evil of illiteracy until there is
an effective attendance law in every
state. To be. effective the law must be
compulsory, with sufficient penalties to
cause 1t to be obeyed This has been the
experience Of all the other states and
countries, and we may not expect diff
ferent result here. The sooner we profit
by their example the better.
At present Austria, France, England,
Scotland, Hungary. Italy, Norway, Swe-
den, Denmark, the Swiss Cantons, the
German states. British Columbia, New
ar-d Tc1a nd To
mania, Queensland, South Australia. the
provinces of Canada and 80 of the United
States have compulsory attendance laws.
With a few minor exceptions these laws
require attendance six, seven or eight
years, from u weeks to 10 months annual
ly. In all the states in which such laws
have been enforced longer than % or 80
yesrs the percentage of illiteracy has been
reduced to a minimum. These states and
countries contain a population of more
than $50, 600 900 people, the freest and most
progressive in the world-more than so
per cent of all the people we call enlight-
ened and progressive. OF the 80 American
states having such law only two-Ken-
lucky and West Virginia-are southern
states. But what has been found good
for all these great states and countries
will probably not prove otherwise for us,
and II is noted with pleasure that the
sentiment in favor of such law is de-
veloping rapidly in all parts of the south.
The following seems to be a fair sum-
mary of the arguments for compulsory
school attendance:
/. Universal education is essential to the
material, intellectual and moral welfare
of the state. Illiteracy is a burden and
constant menace to public morals and
civil liberty, and threatens the very ex-
istence of the state. The state provides
schools at public expense, collecting
r.o4- ~ 1arrv INxr
force, If necessary. 1t therefore has
right to enforce attendance, that its mon
ey may not be wasted and that its inter-
ests may be protected.
@ Individual welfare depends on the
general welfare. Having taken the mon
ey of one man to educate the children of
another, the state must protect that man
and his children from the oppression and
dangers of illiterate neighbors and fellow
citizens.
8. Children have rights as well as par
ents and the state must protect them in
their rights. Chief among these is the
right to such education as will enable
them to live useful and happy lives and
become intelligent and self-supporting
citizens. The Importance of this right
and the necessity of it's being recognized
increase as competition becomes more
fierce, the use of machinery more COM
mon, government more democratic, reli-
BlOuS liberty perfect anu the ODll-
cations of the Individual to himself his
family, his country and the world more
complex and binding. Especially must it
be regarded in those states in which the
right of suffrage depends on educational
qualification.
4. Such law cannot interfere with any
right of parents; for no parent has a right
to make a slave of his child or to rob 1t
of the opportunity of gaining an element
airy education. Parents who would COM
NIT this crime against their children
should be restrained and punished. Such
a law cannot be a burden to those who
would educate their children without it.
AS the laws against stealing are not bur-
densome to honest men, so a reasonable
compulsory law cannot be burdensome to
parents who desire to deal honestly and
justly with their children.
5. The experience of other states and
countries has demonstrated that such
laws may be made effective and that they
need not work any hardship on individ-
ual citizens.
Teachers, school officers and all leaders
of thought in the south must begin and
continue to cultivate sentiment on this
subject until just laws are on the stat
ute books and are properly enforced.
The followI-5 lists are instructive,
showing the difference in the amount of
illiteracy in those states having compul-
sorry attendance laws and those not hav-
ing such laws. The figures show the per
cent of illiteracy among the native white
population. 1t should be remembered that !