Year: 1877

ana Ge quite another, make the State atheistc
40 think and speak of the State habituay profan
and h ie is and crying evil the sure way to max
sucn hat we contend for aud what is really wanted
responsibility to God and of the destiny of the
SOUL winch shall give the character regulate all the
pursuits OF lie Viewed in this, its true light the difficulty
Producing religion into public schools, speculative
than practical Leave ceed and reside and
home and the pulpit and let religion be taught
the example temper ami habua department the teachers
the reading and study of the Bible coupled with sauary
instructions which and in the church


the late TO & s snnn n on
1t certainly possible education to be RELIGIOUS without being
the State and ought be religious
sectaran have dwelt upon this point mscon
cepon which in the minds of many upon this whole sub
ct The exclusive advocates of Church and State education
respectively declam against each others system the Church
denouncng the State inde and the caacterzng
Church bg0ted and tyannca 1t has we'll been said
the anacsm which deSpses the State and the nfdelity
contemns the Church. both alike the product gno
rance and folly They both Instituted by God and both
have high and important duties perform their respective
spheres and to boheach in Its phereprtans the
great work of Education.


Without eacing aug gh from the Importance of
the work which the Church achieving in great
Educaticn would have the State fully realize its responsibility
to work whose transcenden Importance places among the
highest concernmen of every Commonwealth Need | say
that it to oursevesal it eachand what
but the State owing to member of it the general
intellect from darkness and provide of its
education by the State by the Church. by any other MEANS
will make what they ought become But without they
qualified for the full discharge of their high duties Individuals
and citizens The education of the children the Common





binding upon the State To place this great work
foundaiono commit its management the proper authority
and forward its ghty progressare general
and vast Importance.


In immediate connection with the point under consideration
the duty of the State provide for the instruction of it's citizens
desire to call attention to able and timely OF
the Hon H. h Chalmers Associate Justice of the Supreme
Court OF the State contained address delivered before
Literary Societies of the University of Mississippi
annual commencemen and published the University Maga
Righfulness of Taxation for Education BY riguae he
the constitutional power the moral sanction
inherent desrablity of such taxation"


he obi ctons urged the promotion of education by the
State take twofold character First, that it is departure
the primary and only legitimate end government wit
the protection of life and property Secondly that it is the
rrng of personal benefit the recipient at the expense
the community The first of these faacous, in assuming that
the primary end of government the only legitimate object
governmental action.


'sNo government has, government restrict
itself solely to the enforcement of penal laws


No State has expended all of its energies the creation
of courts and the erection of whipping posts as penentare
and scad AS useful and these nstrumen
the preservation of order they fall far short of the
requirements of civilized community probable that
existed which designated by its trainers
be closely and rg held the exercise of such only
as were absolutely necessary its existence the National
these United States and yet with the tac
sent or active cooperation all parties has built up libraries
sent out exploring and expeditions aided commerce.
osteed manufactures and made enormous donations promote
power it is only because they the of government of
Jurisdiction which derives all of its functions from writ
ten extremely circumserbed in grants No such
restrictions hedge in the power of Their
coexensive with the general welfare of their ct
zens Speaking through their appropriate tribunals and in the
and designated by their charts they have
the power by bridges and highways by railroads
and canals banks and insurance companies by hospitals
asyums libraries and schools and colleges to
promote comfort the wealth. the refinement and the educa
ton of their people.


doing they exercise which have been common
all emerged from state OF nature
Whether promoting these schemes of public benehcence
wiser the State to lend its aid to individual
enterprises itself take charge Of hem must remain In
each question Of expedency and not of power


objection that the education of the citizen by
the comforting of personal benefit upon the
cepient expense the community reply hrst that
if we of the question at
ISSUE the objection ata and secondly that 1T
msconcepton of the ground which such educa
ton is extended countless instances in which gov
pecunary aid to the few at the expense
of the MANY Such where the Blind the insane the
deaf maimed and the sick fed ana
clothed hospitals and asyums supported from
the public such State aid confined TO those
who sick inrm Nothing is common IN all CIVIL
lied than distribution By the government In times
of great public calamity of food and clothing to the poorer
classes.


public money be appropriated taxes Levied Tor the
distribution food why not the same thing be done Tor
the learning May the State feed the body
and mind for the perishable and not Tor the
mortal gives and ramen to those who cannot else
obtain also pour in the foodghts of know
edae upon minds which else remain IN darkness?


aBut short-sighted conception of public education to
regard alone as benefit conferred upon the
cpen is indeed priceless treasure to him who obtains