Year: 1877

gestions upon the subject of Public Edecaon feel that


those whose interest and-zeal cause of let
ter Will induce them weigh with candor and to invest


Win even dlspropotonate value, the crudest hints which
from desire to increase the Educational facilities of
te oate am not insenbe the dangers difficulties
which attend the discussion subject nor can
ao!y nope that the views which may ofe accepted


In the first place, it would work of superero
cation argue it is the duty of the State 70 nrod


the education of its citizens Authorities might be adduced
TO an almost indefinite extent support this proposition
Political philosophers with emarlabe nnaninit av -


e adheon to the opinion that popular of
the most sacred duties Commonwealth Even Adam
Smith, who was strenuousv onnosed TO Sata ntarferon -
higher or liberal education admits that the
common people forms exception his principle makes
common public instruction the he Government
general ground martial spirit
Cowardlce, in his vew involves in that
muaon deormity and wretchedness which must he com
teracted though spirit the people were of
no use towards the defense of society," still it would
the the State as means of prevent
ing those evils, which cowardce induces spreading
among the people The thing he "may be said
of the gross ignorance stupidity which, civilized society,"
frequently benumb understandings all the
inferior ranks of the people x Though the State
to derive advantage from common
people would still deserve its attention that they should
be altogether unnstcted The State, however, derives
nconsiderabe advantage from their instruction. The
they instructed the less liable they the elusons
of enthusiasm and superstition which, among ignorant nations
frequently occasion the most dreadful disorders T. In
free countries where the safety of depends very
much the favorable judgment which the people may form
OF It's conduct it must surely be of the highest Importance
that they should not be disposed to jadge rashy or capri
ciousy concerning it."


These sentiments perfectly with those of Thomas
Jefferson He says: "It is axiom in mind that
liberty be sa but in the hands of the people them
selves and that of the people with certain degree of
instruction This it is the business of the State to effect and
on some general plan"


This opinion endorsed with great unanmity by political
philosophers evidently rests upon two grounds-the mpor
of education in itself and in its relations to the State
and the mpossbty adequately providing for without
the aid of Legislation When remembered that
makes the citizen as well as the manthat 1t is precisely
what fits human being member Of the Commonwealth
certainly hesitate whether people shall be
cyphes But what adequate provision for the nstruc
ton of the children of the Commonwealth can be expected
from the dsjoined efforts of individuals or the conflicting
efforts of religious denominations The alternative is
ecty manifest both from the nature of the and from
fact either the education of the people, whole must be
abandoned the State embark in the work Cali expe
rence says Sir William Hamilton demonstrates the neces
sy interference No countries present more
markabe contrast in this than England and Germany
the former nothing for the education of
people, and private benevoence than has been at
tempted elsewhere in the latter the Government has done
everything private benevoence almost nothing to
The English people however, the lowest the Ger
people the highest in the scale of knowledge All that
enjoys popular education above the other king
the British Empire she owes to the State ana among
the prncipaes of Germany from Russia down TO hesse
Casse is uniformly found to prosper exactly IN pro
portion the extent of interference and to the unremng
watchulness of Government < The experience OF the
last half century Germany, has completely set at rest the
question ~ In their generous rivalry the governments
that country practically shown what and
prudent policy could effect and knowing what they have
DONE there to maintain that for education as Tor
trade State evil but cannot originate good


Through the extraordinary Of SIM individuals and
spasmodic contributions of private corporations mueh
NAV the of popular eucatlon uG Tue
mand great and constant to be lett oepeoeh
limited contingent supplies The only prnclpe, II mas





the stream of private charity steadily turned in the direction
of education is the principle of Religion ms Deng so
the true and practical questions after ALL does pc
long to the Church. the State The faacy with the ao
Gates of both theories to be their re"
rejecting men found apprehend who would aostracy
considered DENY the Church the State the t
70 educate respective subjects Manlfesy the rg'


nos both Institutes and both the duty rests TO proVue
for The instruction the citizens of these respective


alth Tt be regretted that either snoua
aoe or look with suspicion the efforts of the othe ne
olno ont of which jealousy State education has grown IS
n he respected goddess education is to be feared and
oo;o that the sentiment well nigh universal In this coun
@ that system excludes the highest and most com


the eternal interests of must be radically de


be had to the culture OF the mat


or to his prosperity and influence in fe The words
6 nrofound thinker most accomplished educator IN ms
dav FDr J. H. Thornwe) here in point He says Man


essentially religious being and to make no provision 1o
b;s noles element his nature to ignore ana precluu
~ anv distinct consideration is to leave hm put ha eou
ootod The Ancens accustomed to regard tneooSy as


e first nhiosophy and there not people unoer tue SUM-


so ra;oon has the chief inspiration OF thelr er


Take away influence which this suoJect mas eNerteo


a the hnman mind destroy its contributions TO the cause


letters the impulse given to the specuations OF ph


h,r and what will left, after these subactlons WIN


small quantity and feeble IN lie ana spirit
Science langushes letters plne rennement Is ost-
and whenever the genius of religion is exciuoed.


Be-. = NAV be asked What right has the State TO


@ = her schools What right it may be reorted has sne
relg g, The difficulty lies in conforming the dogmatc
+lo cpiri0 0f RELIC