Karl G. Maeser on Public Education

From Karl G. Maeser

From School and Fireside, 1898, p. 149-152; 218-219

The common schools reflect, in the average, better than anything else, the intellectual standard of a people...The enlightenment of the few out of the many creates merely an intellectual aristocracy... A people can realize the full meaning of liberty only when common education is extended, so that every child may have [149] a chance to acquire a degree of culture that shall give his abilities an even show among his fellow-men. [150]

Whatever the merits or demerits of many of these items of direct or indirect taxation may be, there is one regarding which no diversity of opinion should exist to weaken the efforts made to carry it to a successful issue. This item is the liberal support of our district schools...to spend it for the intellectual and moral advancement of the people, is an investment which anywhere will make more than a hundred fold returns. [150]

This imperfect condition of things produces another deteriorating effect. Many teachers, after having become efficient by experience, devotion, and study, are forced eventually to quit the profession for more lucrative pursuits, just when their services have become most valuable. Their places have to be filled by comparatively inexperienced beginners, and thus the mill keeps on grinding, turning out efficient teachers for other professions and everlasting beginning anew with novices. Education pays the bill.

Let us make it worth while for the best elements from among the educated classes to choose the teacher's profession rather than any other, and then stay with it. Let us raise the standard of moral and intellectual requirements for teachers as high as possible, and make the compensation in proportion. [152]

...

This is the reason why the question of free schools concerns not only those classes which, speaking from a mere financial point of view, would be directly benefited, but also those whose support would seem to be a sacrifice.

The financial point of view is, however, an exceedingly superficial one from which to decide the justice or merits of the system. The benefits accruing from the general diffusion of knowledge, sound principles, and good habits, among the people are so all-pervading that even the most favored families in the land become the recipients of them. This is true to such a degree as to make an increase in the school taxes an insignificant item in comparison with the general advantages derived from the free school system...

I am unequivocally for compulsory attendance.

The objection is raised that compulsory attendance interferes with personal free agency of children, and infringes upon the rights, and lessens the authority of parents.

All this can be answered at once by the uncontrovertible argument, that the free school system without compulsory attendance would place all the responsibility and burden upon one side and the enjoyment and benefits on the other, without equitable distribution of both...This would result mainly in the attendance of only such as would have gone to school anyhow, free school or no free school, but a great portion of those whom it was especially [218] desired to reach, would either stay away entirely or drop off on the least pretext.[219]

With the adoption of the free school system, and its indispensable concomitant, compulsory attendance, there arises, however, the danger that many families, sincerely devoted to their particular religious belief, may not find sufficient assurance against sectarian and infidel influence being brought to bear upon their children, contrary to faith inculcated at the fireside.[219]