III. The third and last measure of our plan, The Establishment of National Free Schools all over the Territory. Edward Everett Hale has said that America is to stand or fall according as she does or does not educate the South and South-west. Until the mass of illiteracy is greatly diminished in the Gulf States, and along the Mexican border (including all the territory acquired from Mexico), great trouble may arise at any time in the United States, from the collision of the uneducated portions with the educated. In view of that fact, Wendell Phillips once said that no thoughtful man could feel sure that one flag would rule this belt of the American Continent fifty years hence.
The education of the South and the South-west is the great task of the statesmanship of to-day. There are a hundred million dollars lying in our National Treasury, and we do not know what to do with it. The nation should take some of it and undertake the work of public education in the Territories; for while there is some objection to national aid to education in the States, as a needless interference with State rights, yet there is no doubt as to the right of the National Government to appropriate money for educational purposes in the Territories, since they are under its immediate control. The Government should begin educational work in all the Territories at once, and push it vigorously. Its future safety and welfare demand it.
But especially is that necessary with regard to Utah. The despotism of the Mormon hierarchy has for its keystone the superstition and ignorance of the people. If the Government would put a public school in every school district in Utah, it would undermine that despotism quicker than anything else. Give the Mormons light and education, and they will burst the bonds of their thraldom. The Mormon priesthood, well aware of this, take great pains to keep the people unschooled. The public schools of the Territory are entirely in the hands of the priesthood, and, as a general rule, only Mormons are allowed to be teachers. They are scarcely worthy the name of schools; but, more than that, in violation of a fundamental principle of our Government, they are used for the propagation of religious tenets, and accordingly they become the means of instilling disloyal sentiments into the minds of the rising generation.
If Utah is to be thoroughly redeemed, it must be through proper influences brought to bear upon the Mormon youth of to-day; but the only loyal schools at present in Utah are those conducted by the Christian churches, which are far from sufficient in number. It therefore becomes the duty of the National Government to provide a loyal system of public instruction for Utah.
This could be accomplished only partially by making the Superintendent of Public Schools a Federal officer, as Senator Edmunds proposes in his new bill. The administration of such an officer, if he be properly qualified, and if he be supported by provision for the withholding of public funds from schools which instruct in matters of religion, and have also the power of vetoing the appointment of improper teachers, would so change the character of the schools of Utah as to make them efficient means for breaking down the disloyalty of the Mormons, instead of being, as they now are, a potent means for the propagation of Mormonism. But that is not all that is required.
The territorial schools now established are far too few to accomplish the desired end. The National Government should make an ample appropriation. It ought to put a public school in every city ward and every considerable village. It ought to equip them with the best appliances and the best teachers. It ought to fling their doors wide open to every comer. It ought not to teach any religion, Mormon or Gentile; it need not; but it ought to inculcate principles of patriotism and loyalty, and ought to teach the pupils to think and question for themselves. The parental instinct is stronger than a hierarchy. The appetite for knowledge is invincible, even by superstition. It would not be necessary to establish a compulsory system. It would be enough to establish a free system. The schools established by the different Christian denominations have proved that. Their Gentile schools are filled. The nation’s schools would be crowded.
This would also go a great way toward disarming the prejudice and hostility of the older Mormons toward the Government. A great many of them are immigrants from other countries, who on landing in America were immediately taken to Utah; consequently the Mormon immigrant has known the United States only as an enemy. It is time that we taught him that the United States is his friend; and in what better way could this be done than by establishing well-equipped schools for his children? This would show that the Government had the interests of his family at heart. And we all know that there is nothing which will so soon touch the heart of a mother and father, too, as a kindness done to his child. Whatever prejudice or hatred there might have been before toward that person, after the kindness has been done to his child the prejudice departs and he treats him as a friend. So would it be if the Government would establish national schools of the best type in Utah. Many who are now its enemies would be its friends. Yes, put liberty and education in that Territory in the manner suggested, and liberty and education will solve the Mormon political puzzle. “We can let the Mormons bring over their shiploads of immigrants unhindered by us, so long as they bring them to a community made free and enlightened. We can let them build their temple, so long as we overtop it with the school-house and the college. We can let them preach their superstitious liberalism, if we invite the ready minds of the oncoming generation to demand rebelliously a reason for the faith and the fear that are preached to them.” Let the Government only grant a half million of dollars, and school-houses can be built and equipped everywhere. And to what better use could the money be put? It will not cost as much to buy books and pay the salaries of competent teachers as it would to dig graves in a war of extermination, and a far better result would be effected, with no blood spilled and no tears shed except tears of gratitude; for instead of heaps of men and women unnecessarily slaughtered, we would have A REDEEMED PEOPLE—redeemed from slavery to liberty, redeemed from disloyalty to loyalty.
We are firmly convinced that, if this plan were faithfully carried out in all its parts, less than twenty years would see Utah, with her rich harvests and vast mineral wealth being developed, and her million or more of people, shining forth as a bright star in the galaxy of American States, her people as loyal as those of Massachusetts or Connecticut—loyal to the very core; and where now the Stars and Stripes are cursed, trampled under foot, and placed at half-mast, they would then be greeted with loudest cheers.