§ 2.

Were there no direct disproof of the frequently alleged right to education at the hands of the state, the absurdities in which it entangles its assertors would sufficiently show its invalidity. Conceding for a moment that the government is bound to educate a man’s children, then, what kind of logic will demonstrate that it is not bound to feed and cloth them? If there should be an act-of-parliament provision for the development of their minds, why should there not be an act-of-parliament provision for the development of their bodies? If the mental wants of the rising generation ought to be satisfied by the state, why not their physical ones? The reasoning which is held to establish the right to intellectual food, will equally well establish the right to material food: nay, will do more—will prove that children should be altogether cared for by government. For if the benefit, importance, or necessity of education be assigned as a sufficient reason why government should educate, then may the benefit, importance, or necessity of food, clothing, shelter, and warmth be assigned as a sufficient reason why government should administer these also. So that the alleged right cannot be established without annulling all parental responsibility whatever.

Should further refutation be thought needful, there is the ordeal of a definition. We lately found this ordeal fatal to the assumed right to a maintenance; we shall find it equally fatal to this assumed right to education. For what is an education? Edition: current; Page: [332] Where, between the teaching of a dame-school, and the most comprehensive university curriculum, can be drawn the line separating that portion of mental culture which may be justly claimed of the state, from that which may not be so claimed? What peculiar quality is there in reading, writing, and arithmetic, which gives the embryo citizen a right to have them imparted to him, but which quality is not shared in by geography, and history, and drawing, and the natural sciences? Must calculation be taught because it is useful? why so is geometry, as the carpenter and mason will tell us; so is chemistry, as we may gather from dyers and bleachers; so is physiology, as is abundantly proved by the ill-health written in so many faces. Astronomy, mechanics, geology, and the various connate sciences—should not these be taught, too? they are all useful. Where is the unit of measure by which we may determine the respective values of different kinds of knowledge? Or, assuming them determined, how can it be shown that a child may claim from the civil power knowledge of such and such values, but not knowledge of certain less values? When those who demand a state-education can say exactly how much is due—can agree upon what the young have a right to, and what not—it will be time to listen. But until they accomplish this impossibility, their plea cannot be entertained.