Year: 1877

out all her borders would
make miionares of few through whose lands it
and upon whose soil its depots were constructed


be now conceded that the promotion education any
orm is within the legitimate functions of governments let
briefly examine of the popular objections
of the power which takes the shape of the


he most frequent as well the most rviou of these is
embodied in the phrase the State has right
to educate mans child


/ "Never did shaower fallacy entrap an honest mind


o course the State cannot take the property citizen


h@ opaa m of m but It nay taa all
IN the principle that derive benefit than Others
nor that may decline altogether that are so
situated that they cannot avail thems of it. Nothing is
better settled the jurisprudence of all nations than the doc
rlne That is no to public enterprise that there
are large classes of the community who receive direct
advantage from it. Any other principle would parayze the
arm of the and defeat the necessary public
works The State however, have provides
education of It's youth much for the advantage
particular child who the good upon
by transforming ignorance INTO knowledge
ms benefit is common ALL and conferred upon every
member of the community alike.


Another popular objection system is
that it is said to be by the State with the right
of the parent to educate his child in his way
educate at all he prefers it. So long education is not
made compulsory by law this objection is without In
the absence of the compulsory feature the school
ohy oers e the parent the privilege OF education which he
can accept reject pleasure With the compulsory feature
added the still left to select the public private
| school, he prefers


Il advocate of compulsory education; but
frankly say that the objections be rather
question of desrabity power With the highest
possible for the God authority the parent
cannot admit to be absolute and uncomfortable The child
though minor is citizen and though the State may
duties from him. she to him. She will permit





She will allow the parent bind him unsuitable work,
tender suffer him to be raised professional
utely away from the parent and commits him what she
deems better hands. Above ALL age which
establishes entirely with view to the interests of the
nifty and of the child and without regard the wishes
the welfare of the parent The right therefore, of the State
to compel the father to deal with his child that it shall not
harmful member of society," be of de
gree rather than of power.


youth OF country
in the Schools and under SYSTEM will break
down the natural distinctions of genius and temperament and
of a nation of machine made men, des
alike of individuality and of enterprise that its tendency
must be to the mind and dwarf the reasoning faculties
This objection, plausible upon its face is am satisfied
wholly imaginary Are the of New England less enter
prising than those of Mssisspp Are the people of Russia
schools, under system rgidy prescribed
by less distinctly individual original compared with
each other than those of Italy SPAIN There are no free
schools understand them in Great Britain but the
majority of English gentlemen for more than two hundred
b INTO the universities Of Oxford and Of Cambridge
of discipline and study all these Institutions,
practically the same, and unaterabe and Interchangeable
they that confessed and hoa abuses are retained
simply they sanctioned by Their pupils,
therefore, subjected the uniformity of training
thought the of free schools Have the
gone forth these English schools and colleges
to make their island mistress of the world been
rowmnded or machine made destitute of genius or dwaried
GA serious objection to the common school system
than any OF the ioregong Is tne c4arG far G sa sb m Which
should be his most sacred obligation 1t is SAID that men
taught look the State to relieve them OF
this burden any code of laws which does must
necessarily be baneu in it's effects since deprves the c
zen of that should be the strongest incentive
and sweetest his toll freely admit the force OF
No is opposed than myself 10 any
of cenazaton which draws into the hands ot the
functions which should be left to the sub
which, while pretends to protect his interest with
parental really sapping his manhood striking down
his independence and making him the willing tool OF usupa
ton Nor does any realize more fully, or
keenly the fact that the rearing and training
children the sacred of dutles ana the
If could be satisfied that the prac
cal school to destroy the force OIL
rob of the enoyments of the other shoud
cease But in consideration OF this question
it remembered that mans nature complex organ
ism swayed by thousand confcng passions
mutual checks each other ana
which particular cause VIII produce
can only be when all the antgonistc causes nave
been nIv considered While it is true that the delegation to
the duties which should be discharged
ordinarily the enervaton OF the one
and the ACKNOWLEDGEMENT of the other think it also demon
stray true with regard to education there are coeh
satory considerations which neutraze these effects.


Education auckens the intellect and lnctes fnpton Ii
owes the ability comprehend and the disposition to resist
ba encroacbmens of The students and scholars OF
of have been the foremost
Governmental education reaches down to
class which must otherwise remain in ignorance For every
ono of those is lifted out of darkness into lgh
tyranny has slave and liberty has gained recruit Nor
does that dependence governmental assist
destroys practice however theory the desire
of the furnish his education beyond ha
which has impaired The universities whlch are