Speeches, Addresses, and Occasional Sermons, Volume 2 (of 3)

by Theodore Parker

Now if a man abandons the body of his child, the state adopts that body for a time; takes the guardianship thereof, for the child's own sake; sees that it is housed, fed, clad, and cared for. If a man abandons his child's spirit, and the child commits a crime, the state, for its own sake, assumes the temporary guardianship thereof, and puts him in a jail. When a man deserts his child, taking no concern about his education, I venture to make the suggestion, whether it would not be well, as a last resort, for the State to assume the guardianship of the child for its own sake, and for the child's sake. We allow no one, with ever so thick a skin, to grow up in nakedness; why should we suffer a child, with however so perverse a parent, to grow up in ignorance and degenerate into crime? Certainly, a naked man is not so dangerous to society as an ignorant man, nor is the spectacle so revolting. I should have less hope of a state where the majority were so perverse as to continue ignorant of reading, writing and calculating, than of one where they were so thick-skinned as to wear no clothes. In Massachusetts, there is an Asylum for juvenile offenders, established by the city of Boston, a Farm School for bad boys, established by the characteristic benevolence of the rich men of that place, and a State Reform School under the charge of the Commonwealth: all these are for lads who break the laws of the land. Would it not be better to take one step more, adopt them before they offended, and allow no child to grow up in the barbarism of ignorance? Has any man an unalienable right to live a savage in the midst of civilization?

We need also public High Schools, to take children where the common schools leave them, and carry them further on. Some States have done something towards establishing such institutions; they are common in New England. Some have established Normal Schools, special High Schools for the particular and professional education of public teachers. Without these, it is plain there would not be a supply of competent educators for the public service.

Then we need free Colleges, conducted by public officers, and paid for by the public purse. Without these the scheme is not perfect. The idea which lies at the basis of the public education of a people in a democracy, is this: Every man, on condition of doing his duty, has a right to the means of education, as much as a right, on the same condition, to the means of defence from a public enemy in time of war, or from starvation in time of plenty and of peace. I say every man, I mean every woman also. The amount of education must depend on the three factors named before,—on the general achievement of mankind, the special ability of the state, and the particular power of the individual.

If all is free, common schools, high schools, and colleges, boys and girls of common ability and common love of learning, will get a common education; those of greater ability, a more extended education, and those of the highest powers, the best culture which the race can now furnish, and the state afford. Hitherto no nation has established a public college, wholly at the public cost, where the children of the poor and the rich could enjoy together the great national charity of superior education. To do this is certainly not consistent with the idea of a theocracy or an aristocracy, but it is indispensable to the complete realization of a democracy. Otherwise the children of the rich will have a monopoly of superior education, which is the case with the girls everywhere—for only the daughters of rich men can get a superior education, even in the United States—and with boys in England and France, and of course the offices, emoluments and honors which depend on a superior education; or else the means thereof will be provided for poor lads by private benefactions, charity-funds and the like, which some pious and noble man has devoted to this work. In this case the institutions will have a sectarian character, be managed by narrow, bigoted men, and the gift of the means of education be coupled with conditions which must diminish its value, and fetter the free spirit of the young man. This takes place in many of the collegiate establishments of the North, which, notwithstanding those defects, have done a great good to mankind.

The Common Schools giving their pupil the power of reading, writing and calculating, developing his faculties and furnishing him with much elementary knowledge, put him in communication with all that is written in a common form, in the English tongue; its treasures lie level to his eye and hand. The High School and the College, teaching him also other languages, afford him access to the treasures contained there; teaching him the mathematics and furnishing him with the discipline of science, they enable him to understand all that has hitherto been recorded in the compendious forms of philosophy, and thus place the child of large ability in connection with all the spiritual treasures of the world. In the mean time, for all these pupils, there is the material and the human world about them, the world of consciousness within. They can study both and add what they may to the treasures of human discovery or invention.

It seems to me that it is the duty of the state to place the means of this education within the reach of all children of superior ability,—a duty that follows from the very idea of a democracy, not to speak of the idea of Christianity. It is not less the interest of the state to do so, for then, youths, well born, with good abilities, will not be hindered from getting a breeding proportionate to their birth, and from occupying the stations which are adequately filled only by men of superior native abilities, enriched by culture, and developed to their highest power. Then the work of such stations will fall to the lot of such men, and of course be done. Eminent ability, talent, or genius, should have eminent education, and so serve the nation in its eminent kind; for when God makes a million-minded man, as once or twice in the ages, or a myriad-minded man, as He does now and then, it is plain that this gift also is to be accounted precious, and used for the advantage of all.

I say no state has ever attempted to establish such institutions; yet the Government of the United States has a seminary for the public education of a few men at the public cost. But it is a school to qualify men to fight; they learn the science of destruction, the art thereof, the kindred art and science of defence. If the same money we now pay for military education at West Point were directed to the education of teachers of the highest class, say professors and presidents of colleges; if the same pains were taken to procure able men, to furnish them with the proper instruction for their special work, and give them the best possible general development of their powers, not forgetting the moral, the affectional and the religious, and animating them with the philanthropic spirit needed for such a work, how much better results would appear! But in the present intellectual condition of the people it would be thought unworthy of a nation to train up school-masters! But is it only soldiers that we need?

All these institutions are but introductory, a preparatory school, in three departments, to fit youths for the great educational establishment of practical life. This will find each youth and maiden as the schools leave him, moulding him to their image, or moulded by him to a better. So it is plain what the teachers are to do:—besides teaching the special branches which fall to their lot, they are to supply for the pupils, the defects of the State, of the Church, of Business, and the Press, especially the moral defects. For this great work of mediating between the mother and the world, for so furnishing and fitting the rising generation, introducing them into practical life, that they shall receive all the good of these public educational forces with none of the ill, but enhance the one while they withstand the other, and so each in himself realize the idea of man, and all in their social capacity, the idea of a democracy—it is also plain what sort of men we need for teachers: we need able men, well endowed by nature, well disciplined by art; we need superior men—men juster than the state, truer and better than the churches, more humane than business, and higher than the common literature of the press. There are always men of that stamp born into the world; enough of them in any age to do its work. How shall we bring them to the task? Give young men and women the opportunity to fit themselves for the work, at free common schools, high schools, normal schools, and colleges; give them a pay corresponding to their services, as in England and Rome; give them social rank and honor in that proportion, and they will come; able men will come; men well disciplined will come; men of talent and even genius for education will come.

In the state you pay a man of great political talents large money and large honors; hence there is no lack of ability in politics, none of competition for office. In the church you pay a good deal for a "smart minister," one who can preach an audience into the pews and not himself out of the pulpit. Talent enough goes to business; educated talent too, at least with a special education for this, honor, and social distinction. Private colleges and theological schools, often, have powerful men for their professors and presidents; sometimes, men of much talent for education; commonly, men of ripe learning and gentlemanly accomplishments. Even men of genius seek a place as teachers in some private college, where they are under the control of the leaders of a sect—and must not doubt its creed, nor set science a-going freely lest it run over some impotent theological dogma—or else of a little coterie, or close corporation of men selected because radical or because conservative, men chosen not on account of any special fitness for superintending the superior education of the people, but because they were one-sided, and leaned this way in Massachusetts and that in Virginia. Able men seek such places because they get a competent pay, competent honors, competent social rank. Senators and ambassadors are not ashamed to be presidents of a college, and submit to the control of a coterie, or a sect, and produce their results. If such men can be had for private establishments to educate a few to work in such trammels and such company, certainly, it is not difficult to get them for the public and for the education of all. As the state has the most children to educate, the most money to pay with, it is clear, not only that they need the best ability for this work, but that they can have it soon as they make the teacher's calling gainful and respectable.

In England and Rome, the most important spiritual function of the state is the production of the gentleman and the priest; in democratic America it is the production of the man. Some nations have taken pains with the military training of all the people, for the sake of the state, and made every man a soldier. No nation has hitherto taken equivalent pains with the general education of all, for the sake of the state and the sake of the citizens;—"the heathens of China" have done more than any Christian people, for the education of all. This was not needed in a theocracy, nor an aristocracy; it is essential to a democracy. This is needed politically; for where all men are voters, the ignorant man, who cannot read the ballot which he casts; the thief, the pirate, and the murderer, may, at any time, turn the scale of an election, and do us a damage which it will take centuries to repair. Ignorant men are the tools of the demagogue; how often he uses them, and for what purposes, we need not go back many years to learn. Let the people be ignorant and suffrage universal, a very few men will control the state, and laugh at the folly of the applauding multitude whose bread they waste, and on whose necks they ride to insolence and miserable fame.