The Richmond Virginian. (Richmond, Va.) 1910-1920, 1912-04-28

Ideals and Aspirations.
Having presented an array of fig
ures to show. as nearly as hgures
may. a photograph of educational
nrogress in virginia. I am asked to
defined the ideal and hope and as
piration of the State" In this matter
OF public education. In brief. what is
all this expenditure for. What are
we aiming at. not only In virginia
but in this nation?
! lay down two propositions:
/. The tneor. upon which the state
bases its right to educate. and by SO
doing. to levy taxes for this pur-
pose, Is that. especially In repubii-
can form of government. or in de-
mocracy, the State is the people VINO
compose the State: that education an
fuses intelligence and increases mo-
rality; that an intelligent and stable
people will make a State In which
liberty will be safeguarded. laws re-
spected. and right conduct encour-
aged: that no State can survive where
ignorance makes and administers the
laws: that life. liberty and the pur-
SHIT OF happiness can be enjoyed only
among an intelligent people: that ed
ucation makes for right conduct in all
the affairs of life; and that right
conduct, which Is Righteousness. ex-
Aiteth a State.
To sum 1t up IN a sentence, the
State assumes the right to educate
its people on the sole ground that
education makes for good citizenship.
2. Except for its interest in the
child as q citizen, the State has no
right whatever to assume the func-
ton Of educating that child. The
point Of view Of the State in pre-
senting the opportunities for educa-
ton to child is not that the child
may be better able TO serve his own
interests. but that he may be better
n ble to serve the State. The State
has no other reason for offering him
the opportunities for education: 1t
has absolutely no right upon any
other ground to levy taxes for this
purpose.
This restatenent of ACCIDENTALLY
accepted propositions is here made
because 1t Is my deliberate opinion
that this viewpoint has largely been
laid aside; has been almost entirely
forgotten: has become overshaduwed
by other views Of life; and where not
forgotten is held very largely III pas
sive manner Like the old saying.
mems sana In corpore sano. II Is dis
by all; and is acted upon by few 1t
is often recited: It is ernbalmed in
many books: 1t Is frequently heard
in commencement addresses, deliver
ed to graduates who hear 1t for the
first time and whose habits arc then
to a great extent fixed. Yet In how
few schools has this truism. that the
State educates for citizenship. per-
meated the very atmosphere OF the
schools aud become conscious. &c
tive principle. touched with enthusi-
asm. In the hearts and consciences OF
pupils and teachers.
selAsh Practice.
And yet there could be no better
proof that We Americans have not
our sense OF citizenship sufficiently
developed. than by stating what We
all know to be true-that public sem
timent is not shocked II child re-
ceives at the hands OF the State an
excellent education. extending from
tho primary Grades through the State
university. and then. after having his
capacities trained to a high grade Of
efficiency. straightway proceeds to
practice law--for himself: to manu-
facture-for himself: to practice med
ieine-for himself: TO farfn--for him
self; to bank-for himself: In other
woTu1, 10 iNe-Ior HiH'ScA. uu'tS
sentiment IL not shocked II he at.
tempts to pay on all obligations OF
catixenship by merely casting MS oai-
lot, or by going to hear some pup
Tic speaker. or by contribution 70 some
charity or campaign fund.
II then the function OF pubic edu-
cation Is to prepare for active and
intelligent citizenship, 1t follows that
this educating process, consuming
large part OF the states revenues,