The Massachusetts system of "Truant-schools"—that is, Schools to which truant officers could send children habitually truant—does not seem so applicable to New York. The number of "truants" in the city is not very large; they are in exceedingly remote quarters, and it would be very difficult to collect them in any single School.
Our "Industrial Schools" seem to take their place very efficiently. The present truant-officers of the city are active and judicious, and return many children to the Schools.
COMPULSORY EDUCATION.
The best general law on this subject, both for country and city, would undoubtedly be, a law for compulsory education, allowing "Half-time Schools" to children requiring to be employed a part of the day.
There is no doubt that the time has arrived for the introduction of such laws throughout the country. During the first years of the national existence, and especially in New England and the States peopled from that region, there was so strong an impression among the common people, of the immense importance of a system of free instruction for all, that no laws or regulations were necessary to enforce it. Our ancestors were only too eager to secure mental training for themselves, and opportunities of education for their children. The public property in lands was, in many States, early set aside for purposes of school and college education; and the poorest farmers and laboring people often succeeded in obtaining for their families and descendants the best intellectual training which the country could then bestow.
But all this, in New England and other portions of the country, has greatly changed. Owing to foreign immigration and to unequal distribution of wealth, large numbers of people have grown up without the rudiments even of common-school education. Thus, according to the report of 1871, of the National Commissioners of Education, there are in the New England States 195,963 persons over ten years of age who cannot write, and, therefore, are classed as "illiterates." In New York State the number reaches the astounding height of 241,152, of whom 10,639 are of the colored race. In Pennsylvania the number is 222,356; in Ohio, 173,172, and throughout the Union the population of the illiterates sums up the fearful amount of 5,660,074 In New York State the number of illiterate minors between ten and twenty-one years amounts to 42,405. In this city there are 62,238 persons over ten who cannot write, of whom 53,791 are of foreign birth. Of minors between ten and twenty-one, there are here 8,017 illiterates.
Now, it must be manifest to the dullest mind, that a republic like ours, resting on universal suffrage, is in the utmost danger from such a mass of ignorance at its foundation. That nearly six persons (5.7) in every one hundred in the Northern States should be uneducated, and thirty out of the hundred in the Southern, is certainly an alarming fact. From this dense ignorant multitude of human beings proceed most of the crimes of the community; these are the tools of unprincipled politicians; these form "the dangerous classes" of the city. So strongly has this danger been felt, especially from the ignorant masses of the Southern States, both black and white, that Congress has organized a National Bureau of Education, and, for the first time in our history, is taking upon itself to a limited degree, the care of education in the States. The law making appropriations of public lands for purposes of education, in proportion to the illiteracy of each State, will undoubtedly at some period be passed, and then encouragement will be given by the Federal Government to universal popular education. As long as five millions of our people cannot write, there is no wisdom in arguing against interference of the General Government in so vital a matter.
During the past two years all intelligent Americans have been struck by the excellent discipline and immense well-directed energy shown by the Prussian nation—plainly the results of the universal and enforced education of the people. The leading Power of Europe evidently bases its strength on the law of Compulsory Education. Very earnest attention has been given in this country to the subject. Several States are approaching the adoption of such a law. California is reported to favor it, as well as Illinois. Massachusetts, Rhode Island, and Connecticut have began compulsory education by their legislation on factory children, compelling parents to educate their children a certain number of hours each day. Even Great Britain is drawing near it by her late School acts, and must eventually pass such laws. In our own State, where, of all the free States, the greatest illiteracy exists, there has been much backwardness in this matter. But, under the new movements for reform, our citizens must see where the root of all their troubles lies. The demagogues of this city would never have won their amazing power but for those sixty thousand persons who never read or write. It is this class and their associates who made these politicians what they were.
We need, in the interests of public order, of liberty, of property, for the sake of our own safety and the endurance of free institutions here, a strict and careful law, which shall compel every minor to learn to read and write, under severe penalties in case of disobedience.