The Anderson intelligencer. [volume] (Anderson Court House, S.C.) 1860-1914, 1902-01-15

I'll VI grammar schools and high
scnools and academies, and spreading
out from them IN ver-deyelopine or
gpnization OF technical and professional
are the defenses OF
the republic" -
But 1t is OF little or no use TO have
an adequate system OF free education
unless II be tnken advantage OF b. the
cniidren of the State. The attendance
;a.' nrom our common schools Is not as
ne allowed To grow up to meet the high
duties and responsibilities OF cit,gem-
snip without nt least having acquired
LIN. Inv rualMents OF "a good education. And
:e' many of the children OF this State
'r" permitted to come to the years Of
maturity without being able to read or
write. either because the child cannot
rather Is wilfuily negligent OF the wei,
rare OF his offspring. or himself ignv-
rant OF the necessity Of an cducution
ihtre Is no greater enemy TO the vel
iafe or society Dnd to republican ir
stituti0ns than ignorance and the tlutv
OF the state Is TO require. the child To
take advantage OF the education pro-
ridcd.
The question Of compulsory education
haH cEitated the minds Of educators
throughout the state for the past few
years. Various public addresses or this
subject have been made. and ut nearly
every teachers association In the State
| the question has been discussed. II
would seem that the nn jority of our
best educators advocate the system uf
compulsory education.
The obJcctor to compulsory education
VIII urge that every parent hns the
| right To determine what education shall
nc given his own child and that the
state has no right to interfere in the
affairs OF the family. When n con-.
.agious disease invades the State ITO
question Of this kind s raised, but the
STATE takes measures tn stamp
on, the disease and asks not for
psrmission to establish II quar-
the malady. The two cases are re- simi-
, lar. Ignorance is the worst OF dis
eases and the State has the right to re-
. uu're that the children shall ne brought
Eup In such II way ns to make the best
F; lpossiblc citizens. 1t is also urged thnt
/ the cost will he too great. The State
l ny now spending more than Il million
, dollars on the education OF its children
n and the propcr position Is that every
: child OF school age should reup its
: snare. Put the greatest objection
g whlch III urged To compulsory education
II IN me south is the ever-present negro.
= and the fear that IL he is educated he
: cannot be controlled. The fallacy of
g this argument is patent tn every
@ thoughtful man. 1t is Il fact known
y and recognized that In this State ut
rAcsent' In proportion to the population
- ot each. there are great many more
!, negro children than whites receiving
n the education provided. The negro Is
t.
: ~ will but teach him his position and
=, hr OF benefit Ito him and to us.. To
!. leave him without an education is but
~ 70 make him q tool In the hands of the
-. designing and a curse, to, society. It Is
"a but suicidal not to require the white
~ ~ children Of the State to attend the
&c &c common schools for fear the negro
:" schildren Will receive the same nd-
~ we should let the white children grow
:. up in Ignorance in order that the ne
-. gro may not learn
~ In this age there are many problems
~ which confront US and must. be solved.
.. ?: Education is the solution. We must
:. :. educate, not one here and there but
~ every child in the state.
!. compulsory law at the beginning
=. !. would probably have to encounter diff
III culties In It's enforcement, but the time
Is ripe for something to be done, as
u every one must admit when he con-
is siders the per centage Of enrolment tC
III the children of school age, especially
CT In the rural districts. KS
1T All the principal countries OF Eu-
r rope, In fact all the principal civilized
.n =. countries Throughout the world. and
81 two-thirds OF the States ana TerTitor-
81 es OF our own country, have adoted
Is some system of compulsory educa ton
ia In many of the other States 1t is be-
OF ing agita ted aud urged.
IL According to the Census of 1890 the
L percentage Of whites In South Carolina
IN over Il years of age who could neither
ls read nor write was 1866: OF negroes
ut 65.23. In 1900 the census figures show
Ia negroes Sal. These figures need nc
Is comment. The percentage of illiteracy
n among the whites has decreased in ter
q. years 3 percent; the negroes 1853 pei
Id cent.
e. The following datn, showing the
s. states OF the United States that have
ed compulsory education laws and be-
Il tween what ages has been obtained
NJ ho
OF States and Territories. and from letters
j. from their various governors and su-
-. perintendents of education:
Illinolsl6 weeks az consecutive,
,d Z to ID years. ,st
t California-two-th thirds term ua weeks
Is consecutivc), to II years.
IN Colorado-12 weeks (S consecutive, 5
t. COnnecticut-full term. to 16 years
r.. ldaho--12 weeks Is consecutive), S tC
e. II years
n Indiana-12 consecutive weeks, tc
IN Kentucky-S consecutive weeks, tc
IN IA years.
TT Mainc-l6 consecutive weeks, tc
D IL years.
ut Massachusetts-30 consecutive weeks
,e { to II years.
At Michigan-16 consecutive weeks, S te
It. Is years.
,e Ohio-l6 to 20 consecutive weeks ,
~ Montana-12 weeks &C consecutive), s
l. to il years
Of Ncvada-l6 weeks Is consecutive), ,
., to u years.
10 New Hampshirc-full term, to /.
=, years.
New Jersey--2O weeks Is consecutive)
T., to - years.
20 New Mexico-12 weeks S to 16 years
le New 4ork-full term, to 16 years.
n North Dakota--12 weeks C consccu-
% tive), s to II years.
-. OregOn-l2 weeks (S consecutivc).
"a to ii years.
a Pennsylvania-full term. S to 16 years
a Wyoming-1 to 16 years.
~ AriZOnar-12 WeokS (S rnnsnclfi1.na