The case made for Mattioli has always been the strongest, even before the publication of the work of Mr. J. Delort, which was mostly appropriated by Ellis in his True History of the State Prisoner. Mr. Loiseleur has also discussed the Mattioli claim with great force; so successfully, indeed, that a very large number of critical scholars were satisfied with his adverse demonstration.
M. Topin discusses at great length the facts and the reasoning of Mr. Loiseleur, and, as we have just stated, concludes his sixth article by a decision against Mattioli. But in his concluding chapter (Correspondant, Nov. 10th) he comes to a right-about face, takes up some of Mr. Loiseleur's proofs, adds some new dispatches, and decides that—Mattioli is the French prisoner of state known as the Man with the Iron Mask.
We fear that after all the solution of M. Topin is no solution, and that the only result of his labor is to narrow the discussion down to the claims of Mattioli and another prisoner of unknown name.
THE SCHOOL QUESTION.[13]
The number of The Christian World, the organ of the American and Foreign Christian Union, for February last is entirely taken up with the school question, and professes to give "a carefully digested summary of the views and reasonings of all parties to the controversy." The views and reasonings of the Catholic party are not misstated, but are very inadequately presented; those of the other parties are given more fully, and, we presume, as correctly and as authoritatively as possible. The number does not dispose of the subject; but furnishes us a fitting occasion to make some observations which will at least set forth correctly our views of the school question as Catholics and American citizens.
It is to the credit of the American people that they have, at least the Calvinistic portion of them, from the earliest colonial times, taken a deep interest in the education of the young, and made considerable sacrifices to secure it. The American Congregationalists and Presbyterians, who were the only original settlers of the eastern and middle colonies, have from the first taken the lead in education, and founded, sustained, and conducted most of our institutions of learning. The Episcopalians, following the Anglican Church, have never taken much interest in the education of the people, having been chiefly solicitous about the higher class of schools and seminaries. The Baptists and Methodists have, until recently, been quite indifferent to education. They have now some respectable schools; but the writer of this was accustomed in his youth to hear both Baptists and Methodists preach against college-bred parsons, and a larned ministry. In those States which had as colonies proprietary governments, and in which the Episcopalians, Baptists, and Methodists have predominated, universal education has been, and still is, more or less neglected. Even the Presbyterians, while they have insisted on a learned ministry and the education of the easy classes, have not insisted so earnestly on the education of the children of all classes as have the Congregationalists; and, indeed, it is hardly too much to say that our present system of common schools at the public expense owes its origin to Congregationalists and the influence they have exerted. The system, whatever may be thought of it, has undeniably had a religious, not a secular origin.
The system originated in New England; strictly speaking, in Massachusetts. As originally established in Massachusetts, it was simply a system of parochial schools. The parish and the town were coincident, and the schools of the several school-districts into which the parish was divided were supported by a tax on the population and property of the town, levied according to the grand list or state assessment roll. The parish, at its annual town meeting, voted the amount of money it would raise for schools during the ensuing year, which was collected by the town collector, and expended under the direction of a school committee chosen at the same meeting. Substantially the same system was adopted and followed in New Hampshire and Connecticut. In Vermont, the towns were divided or divisible, under a general law, into school-districts, and each school-district decided for itself the amount of money it would raise for its school, and the mode of raising it. It might raise it by tax levied on the property of the district, or, as it was said, on "the grand list," or per capita on the scholars attending and according to the length of their attendance. In this latter method, which was generally followed, only those who used the schools were taxed to support them. This latter method was, in its essential features, adopted in all, or nearly all, the other States that had a common school system established by law. In Rhode Island and most of the Southern States, the inhabitants were left to their own discretion, to have schools or not as they saw proper, and those who wanted them founded and supported them at their own expense. In none of the States, however, was there developed at first a system of free public schools supported either by a school fund or by a general tax on property levied by the State, though Massachusetts contained such a system in germ.
Gradually, from the proceeds of public lands, from lots of land reserved in each township, especially in the new States, for common schools, and from various other sources, several of the States accumulated a school fund, the income of which, in some instances, sufficed, or nearly sufficed, for the support of free public schools for all the children in the State. This gave a new impulse to the movement for free schools and universal education, or schools founded and supported for all the children of the State at the public expense in whole or in part, either from the income of the school fund or by a public tax. This is not yet carried out universally, but is that to which public sentiment in all the States is tending; and now that slavery is abolished, and the necessity of educating the freedmen is deeply felt, there can be little doubt that it will soon become the policy of every State in the Union.