The Manning times. [volume] (Manning, Clarendon County, S.C.) 1884-current, 1902-01-15

out from them an ever-deTeloping Or
ganization of technical and professional
inStitutions-these are the defenSeS OF
the republic
But it is Of little or no use to have
an adequate system Of free education
unless it be taken advantage Of by the
children Of the State. The attendance
upon our common schools is not as
! large as it should be. No child should
be allowed to grow up to meet the high
duties and responsibilities Of citizen
ship without at least having acquired
the rudiments of a good education. And
yet many Of the children Of this State
are permitted to come to the years Of
I maturity without being able to read or
write, either because the child cannot
see for itself the advantages, or the
father is wilfully negligent Of the vel
fare of his offspring, or himself igno-
rant Of the necessity of an education.
/ There is no greater enemy to the wei
fare Of society and to republican in
! stitutionS than ignorance, and the duty
Of the State is to require the child to
take advantage Of the education pro-
/ yided.
/ The question Of compulsory education
has agitated the minds Of educators
throughout the State for the past few
years. Various public addresses on this
subject have been made, and at nearly
every teachers association in the State
i the question has been discussed. It
would seem that. the majority OF our
best educators advocate the system Of
I compulsory education.
The objector to compulsory education
! will urge that every parent has the
right to determine what education shall
be given his own child and that the
State has no right to2interfere in the
affairs Of the family. When con-
tagious disease invades the: State no
question Of this kind is raised, but the
State takes measures to stamp.
/ out the disease and asks not for
permission to establish a quar-
antine against the spread OF
the nalady. The two cases are SINH
lar Ignorance is the worst Of dis
eases and the State has the right to re-.
!. ouire that the children shall be brought
up in such a way as to make the best
! possible citizens. 1t is also urged that
the cost will be too great. The State
is now spending more than a million
dollars on the education Of its children
child Of school age should reap its
share. But the greatest objection
! (which is urged to compulsory education
in the south is the eveT-present negro,
1 and the fear that if he is educated he.
1 cannot be controlled. The fallacy Of
this argument is patent to every
thoughtful man. It is fact known
and recognized that in this state at
present, in proportion to the population
Of each, there are a great many more
4 negro children than whites receiving
the education provided. The negro Is
here to stay, and to educate him right
lily will but teach him his position and
be of benefit to him and to us. To
leave him without an education is but
to make him a tool in the hands Of the
= designing and curse to society. 1t IS
but suicidal. not to require the Whlte
/ children Of the State to attend the
+ common schools for fear the negro
i schiIdren will receive the same ad-
1 yantages. This argument means that
we should let the white children grow
Iup in ignorance in order that the ne
! gro may not learn.
1 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
tevery child in the State.
1 a compulsory law at the beginning
would probably have to encounter diff
|. cuIties in it's enforceme--. but the time
is ripe for something to be done, as
every one must admit when he con-
siders the per centage Of enrolment 10
the children of school age, especially
in the rural districts.
All the principal countries of, Eu-
rope, in fact all the principal civilized
countries throughout the world, and
two-thirds of the States and TerT1tor-
es of our own country, have aootedI
some system Of compulsory education.
In many Of the other States II IS De-
ing agitated aud urged.
According to the Census Of 1880 the
percentage of whites in South Carolina
over p years Of age VINO could neither
read nor write, was 1855; OF negroes
65:2S. In 1900 the census figures show
the percentage of whites 1875, and OF
negroes SAT. These figures need no
comment. The percentage OF 1thteracy
amons the whites has decreased in ten
=! years 8 percent; the negroes lO5S per
cent.
The following data, showing the
States of the United States tnat nave
compulsory education laws and be-
tween what ages, has been obtained
from, the school laws OF the various
States and Territories, and from letters
from their various governors ana SUI
uerintendents Of education:
Illinois-16 weeks az consecutlTe),
{ TO Il years.
California-two-thirds term (l2 weeks
consecutive), s to IA years.
Colorado-12 weeks Is consecutiVe), s
to Il years.
Connecticut-ful term, to 16 years.
Idaho-12 weeks Is consecutiVe), s to
Il years.
Indiana-12 consecutive weeks, to
Il years.
Kentucky-s consecutive weeks, to
Il years.
IA years.
Massa achusetts-30 consecutive weeks,
to II years.
Michigan-16 consecutive weeks. s to
Ohio-l6 to 20 consecutive weeks, 5
to Il years.
Montana-12 weeks e consecutive), s
to IA years. o
Nevada-16 weeks Is consecutive), s
to IA years.
New Hampshire-full term, S to Il
years.
New Jersey-2O weeks Is consecutive,
to - years.
New Mexico-12 weeks, to 16 years.
New York-full term, to l6 years.
North Dakota-12 weeks (6 consecu-
tive), S to Il years.
! Oregon-l2 weeks Is consecutiVe), s
to "A years.
Pennsylvania-full term, to Is years.