Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1909-10-13
TAXING ron mGnER EDUCATION

II has been claimed that public
elementary schools sufficiently provide
Cor the preservation n the state. and
that young people who desire educa-
tion beyond the eighth grade should
themselves pay the cost OF such higher
training.
In the face OF this argument, the
legislature Of this state has regularly
made liberal appropriations for higher
education. has permitted the use Of
state money for the maintenance Of
professional courses. and has even au-
thorized the support Of public libraries
and gymnasiums.
ON what grounds. asks Prof Ben
nion. IN the current number Of the
Utah Educational Review. "can this
practice be Justified? It all this expen-
diture Of public money necessary for
the preservation OF the State2'
The professors answer 20 these
questions Is worth quoting:
"The men who discovered the use Of
fire. the domesticatiOn or plants ana
animals. and the use Of the simplest
tools are, from the historical point of
view. the peers OF Morse and Edison.
But these things. once discovered ana
applied, become priceless possession
Of the race. a race inheritance thai Is
transmitted from one generation 60 an
other. SO long as these discoN-
cries are few and simple they can be
transmitted through the family and
tribal organization, but as discoveries
and inventions are multiplied and as
the ideal side Of life becomes developed
la. f.afaa mr. IV
pure science, and philosophy, IL be-
comes necessary for the preservation
and transmission Of these treasures
that special institutions be established
for this purpose. The school II such
an institution II is one function Of the
elementary school TO transmit TO chill
dren the simpler elements Of this liter
airy and scientific inheritance. But the
spiritual wealth OF the race has grown
20 such enormous proportions that 10
abolish the special means ~ its preser-
walton. other than elementary schools,
would be destructive 81 the most Valu-
able elements Of civilization. IL Is the
business OF the university 10 preserve,
transmit. and further develop the most
precious spiritual possessions OF the
race These possessions are not re-
stricted 10 knowledge alone; they in
elude also the highest ideals of life ana
character. which are likewise the pro-
duct OF many centuries OF human
struggle and aspiration"
As to the charge that has recently
appeared in several ur the orthodox pa
pers Of the country. TO the effect that
college life tends to immortality and
that this is a natural consequence OF
the moral skepticism OF college pro-
lessons. the Professor makes candid
and sufficient answer How" he asks.
eshall we meet the anti-universty
sentiment? Not by a false patriotism
that ignores the facts, nor by bolster
Gus college yells that express nothing.
but determination 20 be IN the public
ear The answer must be found in the
lives OF college men and women II
these lives are characterized by purity
Of thought and nobility Of action, no
other answer is necessary; and. In
deed no other answer is possible"
The test proposed IS a fair one. II
Is reasonable and Il is Scriptural. Any
system Is judged as all people must
finally be, by It's fruits Men DO not
gather figs OF thorns nor grapes from
shistles, And II IL turns out. as il
seems ought 10 be and, no DOUBT Is
The case. that higher education stands
not alone Tor economic ana Industrial
efficiency but for ideals that have be-
come the Inheritance OF the race and
FOR the highest type OF character. for
purity ln thought word. and deed
then institutions for higher learning
have precisely the same claim on the
public treasury that is freely and
universally conceded 10 the public
elementary schools