The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1906-02-11

Editor Of The Times Dispatch
Sir,--so much has been recently writ
ton about compulsory education l fear
the subject may have become stale or
threndbarc. However this may be,
beg space for some remarks on phase
OF the question that has not been dis
cussed-on the necessary implications OF
compulsory education.
Compulsory education Is a necessary
sorry education has itself its necessary
implications.
Viewed In ono light. free education is
!ndefensible. 1t Is coniscation BECAUSE
IL makes one pay FOR the education OF
another. makes the childiess and the IN
married pay for the children of'1he MAR
.ied. makes one pay thousands. while
another pays nothing; about sig fair and
equitable as to make one. because one
las much, pay capitation tax of thou
sands while another is made to pay
paltry dollar and half.
But In another light free education is
rot only defensible, but 1t is the right
mud duty OF the State to furnish and en-
force H. For be IL understood, that free
education is primarily for the benefit of
the state. and that the child Is edu-
Gated simply if- not solely TO make him
better citizen and more useful to the
state Did not education have this ef-
feet the State would have no occasion
10 concern itself with education, free or
otherwise. and the reason Is plain; ii is
because the State remains while the In
dlvidual passes away. the State lives
while tic citizen dies. The permanent
s. therefore more essential than the
cVancsccnt. and demands first and best
attention. 1t is true that the citizen
makes the state. because without citi-
zcns there could be no state. but after
the state is formed the State becomes
the major and the citizen the minor. be-
cause. as already said. the citizen per.
isles, while the State goes on forever. q
Tho State therefore. subject to constf-'
tItionnl Limitations, can and must pre-
scribe the course for the citizen, car
and must, as the ultimate arbiter, decide
what is best for the State, and may,
therefore. at its pleasure. establish and
enforce a system of free education. or
Inny decree that the one who begets the
children must ethIcate them.
Within it's constitutional limitations
the State is supreme. and there Is none
to say 1t nay. The people may OF course,
peacefully or by revolution mot by seces-
sion). change the government, but until
changed, the State Is the sole judge OF
what is best for the State, just as the
father is Judge of what Is best for the
family, or the president of corporation
is Judge OF what is best for the corpora
1ion. The State is, therefore, plainly
within its sphere when 1t establishes n
system of free schools and compcls att
tendance.
The State having established a free
school system, compulsory attendance is
simply a necessary implications.
Another necessary implication of free
education Is that the State must prescribe
tile best quality. as we'll as the quantity
OF education: must prescribe not only
tho school attendance age. which 1t NJ
ready doe#, which implies certain gen
eral quantity OF education, but must also
prescribe what shall or what shall not
be taught, and must appoint cnnsors 70
inspect all school books. In order 10 see
that they contain nothing objectionanie
in a moral, sentimental, patriotic, Polltl-
cal scientific or other sense.
By tho way, imagine, II possible,
State censor of such a nice sense OF pro-
priety that he publicly calls men liars.
and with such delicate modesty as TO
be shocked by stocking forms III SHOP
windows There'd be some lively and
edifying doings then. sure.
The State must be rigid inquisitor,
or otherwise the teaching may under-
mine the State, and ActacOn, so to speak,
may be devoured by his own dogs or a
crisis similar to the recent acute one in
France wherein the State. on the charge
that the private schools taught doctrines
subversive of the State. abolished All
church schools, and restricted education
to the national schools.
A further Implication of compulsory
education Is the adjustment of private
schools, because their teachings may Inn
pair the welfare of the State. and to
provide against tho possible injury the
State may and should conflne all teach
ing to the free schools.
Still another implication of compulsory
education Is this If primary education
,hakes tho Individual a better and more
useful citizen, higher education will make
him still better and more useful citi-l
xenb. If, therefore, primary education Is
tito right and the duty of the State,
higher education; Is still more the right
and duty OF the State.
therefore the state should provide free
) legal, medical. clerical. Industrial, scien-
tho ana every other class OF higher edu-
cation. Indeed. the State. by Its large
annual appropriations to the University,
TO Blacksblrg, to Virginia. Military Insti-
t,te aud ia the other higher institutions
or learning, already does this IN part, and
tr satisfactory on p small scale why
shonld Y not BIC satisfactory on a general
srale2 If not, why iotT
THE chain Is thls Free schools, conlpill-
sorry edhcation,i prohibition Of private
schools and education In evory branch Of
Il learning tom the lowest ia highest,