The sun., 1906-02-25
Tho Gra,uity OF Public school Education

To The EDlIoR OF The SUN-ST' Your edi-
toral OF Yesterday based on my letter, IN
which resent the i'm put at ion that the public
school system is ma ntained even In part as
a charity. treats the subject in fair and i'm
partial way. from your point OF view, You
except only a certain class OF citizens from
the position of being In some measure the
recipients Of charity. those whose taxes.
after deducting the value of all other benefits
received from the State, pay for the eduCa-
tion they or their children receive and those
who can afford 10 be educated in the self
maintaining private schools These You will
admit form very small proportion OF our
population-a proportion wholly incapable
alone Of supporting the State
The State or society in its organized form
owes its existence solely to the consent OF the
individual or, to quote the Declaration Of 70.
TO the consent of the governed. The latter
In forming one Of Its constituent elements gives
up to it a portion Of those natural rights with
which the Creator has endowed him The
State is bound to return to him all the benefit
il can consistent with it's functions. This
seems to be the view taken by our system
Of laws and the one We must adopt. Can II be
that the state may fulfil its obligations UP
to a certain point and then say Beyond this
we begin to dispense charity This rather
ssyors Of paterpalism, THE SUNS dreaded
nightmare.
Our law holds the giving up Of right. how
ever small a sufficient consideration for the
| basis Of contract The taxes, which you
| must admit affect nearly every one either
directly or indirectly. form rather fair
| cons id Grafton Furthermore, the surrender
| of rights on the part Of the parent who gives
up to the State a portion Of his control over
| his child, increases the obligation due him.
The compulsory education laws which
| compel the performance OF the last mentioned
| ad thu oroltnd NJ
| public policy, and public policy is primarily
| A benefit accruing 10 the State. the interest
! OF the individual always being subordinate
| to it.
| 1t ts granted that the poor man obtains .
| benefit out Of proportion to what he renders,
| but generally he pays according to his abil-
| ity How many of our wealthy citizens pay
| for the benefits OF the State according to
| their ability? Witness the personal prop
| erty tax.
| When n citizen demands the benefit OF the
| sanitary laws or the protection OF the general
| law does he get it as a right or as gratuity!
| The average public official alone considers
it a gratuity. Most of US think it q right
Public education certainly is on the same
| basis.
| Your position in regard to colleges and
universities is undlsputed, Fortunately OF
unfortunately many OF the heads Of these
| institutions are selected for their ability az
money getters But you introduced them
| into the discussion. My observation wal
| purposely confined to the public school chill
| dren of this country. y. X. FoRsr.
| GERMANTOWN. Pa. Feb 10.
II seems to be controversy merely ovel
different shades OF significance in such
words aa right" and 'gratuity.' The
argument from contract and equivalent
rendered would apply equally to the rights
of the benefciares Of such functions o.
government as are specifically recognized
as charities" We are sure that We car
suggest this basis Of comparison to CORE
spondent so intelligent without the leas
danger of his misunderstanding us or sup
posing for a moment that we are likenini
| L. ;, .oh.,rl 70. hn q I'm ahnnla