The Minneapolis journal. [volume] (Minneapolis, Minn.) 1888-1939, 1902-01-20
NOT A CHARITY
Is Public Education a State Charity?
DR.. kiehle's Answer

is PuDl1c Education a State Charity:
DR.. Kiehle's Answer.
To the Editor of The Journal.
In recent majority decision OF the SUI
preme court of the state of Minnesota, it was
held that in legal sense. the state normal
schools are charitable institutions, and ac-
corGingly are included under the law which
provides that state board of control shall
be created ''for the management and control
of the charitable. reformatory and penal in
situations OF the state.'' 1t is. not the pur-
pose of this article to review or discuss this
final decision Of the supreme court. How the
funds provided by the state for the support
of education shall be administered is for
those who represent the state to decide
Neither is 1t here assumed that the supreme
court intends to class our public schools with
state charities in any but limited legal
sense for the technical purposes OF financial
administration. Yet to the ordinary citizen,
there is that Indebtedness in the application
Of this decision that the inevitable result will
be that popular education will be named a
charity. This will the more naturally attach
to the whole system of common schools since
this decision applies particularly to the
normal schools, which only exist for, and are
an essential part of, our common school
system. This accident Of legislation has
therefore raised a question of very serious
concern namely, on what principle is the
|
ported? Is it as a charity, or as duty
which the state owes to itself, and with which
it's own welfare Is involved? A charity is
a service rendered gratutiously to one vino
is in need, and offered by the promptings Of
spirit of philanthropy and without expecta-
ton of any return in personal advantage or
remuneration. Prompted by this spirit, we
send food to the hungry; we open aims
houses and care for the helplessly invalid.
But. when we realize that we are so closely
related to others in interest ana destiny,
that what we do for them we do for our
selves as well, as when we educate our own
children, our expenditures and sacrifices no
longer belong to the list of charities. Now for
three centuries, the educational world has
been struggling with this Question-what is
the obligation OF the state to its children?
It's history and its fate have been identical
with that of the people in their struggle for
liberty. and in their contention that the peo-
pie are a part Of the government.
The European Idea.
The governing classes of Europe have
always refused to unite the destiny OF the
| "masses'' with themselves, and neither in
Germany nor England is the school free from
these class distinctions. Yet, even in these
countries, they do not attach the offensive
name of ''charities" to their schools. In
Germany, the common people are educated in
system peoples schools) by themselves.
Tn England, until within some thirty years
as7O), the only education provided for the
u1asses-the people who do not count In gov
ernment-was in charity schools, supported
by two societies, one Of the established
church, the other by the dissenters. The
sentiment that these were charity schools
has been so strong that even the families OF
the middle classes have persistently refused
to patronize them. The first impression made
upon an American visitor to the board
schools OF England is the conspicuous abb
sence Of children belonging to the better
class Of citizens This stigma Of charity
followed US 70 America, and like the Curse
of Cain,,,i 1t has seemed quite impossible for
the people to detachs # from what Is dearest
to themselves In 17s0 the following article