Johnstown High School - Spectator Yearbook (Johnstown, PA)

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THE HISTORIC SPEECH FOR FREE EDUCATION IN PENNSYLVANIA There is one date in the history of Pennsylvania which should always be remembered by everyone who has ever attended a pub- lic school. On this date, April 11, 1835, the Honorable Thaddeus Stevens gave a speech that laid the foundation for the great system of free education now in existence in our state. Thaddeus Stevens gave his memorable speech to stay the re- peal of the Act of 1834. This Act, which was passed in both the Senate and the House, provided for the establishment of Common Schools in Pennsylvania. However, when it was approved by Gov- ernor George Wolf, many counties sent in petitions for its repeal. People were incensed because of the law, and friends became bit- ter enemies. It was in this atmosphere of disapproval that Mr. Stevens gave his eloquent and forceful oration which swayed the prejudiced legislators to take his view of the question. In his speech, he used various methods of attacking his sub- ject. Logical reasoning, flattery, courtesy, and the appeal to hu- man interest are some of these. He began his speech by stating in a direct but courteous way, his reasons for opposing the repeal of the school law. Perhaps the best argument he used was the fact that the law was not given a fair chance. He said that to re- peal it before it had been tested would be unwise, for this would make it appear to have a glaring and pernicious defect. Another view was that the law would lighten the burden of taxation and raise the standard of human intellect. He assumed that everyone knew that education was essential for good citizenship. Not only did he state this fact, but he also proved it by showing from Ancient History how the citizens of the old republics considered it a duty to their country to make means of learning available to every free child. Knowledge, he declared was absolutely necessary in that citizens must have it in order that they might know how to take part in governmental activities. Mr. Stevens then took up the cost of free education, because he knew that it was one of the main reasons why so many people opposed the Act. By actual figures, however, he showed that this

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Iff 3. Sections Four, Five, and Seven, provided for annual meet- ings of the County Commissioners and a representative of each School Board in the County. 4. Sections Eight, Nine, and Eleven defined the powers and duties of School Directors in locating and building schools, hiring teachers, and attending to many other details. 5. Section Ten provided for school visits by the Board and annual reports to the District Inspectors. 6. Sections Eleven to Fifteen, inclusive, provided for the ap- pointment annually by the Court of Quarter Session in each County or district of two inspectors of the public schools whose duty was to examine and certify teachers, visit each school at least once in three months, and report conditions to the Superintendent of Public Schools. 7. Section Sixteen made the Secretary of the Commonwealth Superintendent of Public Schools and defined his duties. In September, 1834, efforts were made to repeal this law. The aristocrats felt that education should be only for the better people, the well-born or wealthy. Many people in rural surround- ings could see no practical use for education. Both houses of the Legislature, which met December 2, 1834, seemed to be in the hands of the enemies of public education, and these forces lost no time in presenting bills ranging from merely amending the Act of 1834 to its complete repeal and return to the Pauper Act of 1809. The Senate was in favor of the repeal. In the House there was at no time a clear majority in favor of the repeal of the Act of 1834. When efforts to accept the Senate Bill repealing the Act of 1834 failed, every sort of amendment was re- sorted to in an effort to destroy the force of the measure. All such amendments were voted down by the free school men. Since the date of final adjournment had been set, there was no time for presenting a new measure. The fight for the principle of State-controlled free education had at last been won.

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SPECIAR OR permanent system would cost one-half less than the incompetent method of schooling that was then in use. A point which he brought out about school taxes may still be applied today. The point is that money paid in taxes is not only benefiting the parents and relatives of school children, but it is also helping others in that these educated people will improve and perpetuate the govern- ment. Through improvement in the public schools, the colleges and literary institutions will be improved since there would be more students prepared to enter them. The fact that there were not many higher institutions of learning in Pennsylvania was still an- other argument used by Mr. Stevens in showing the necessity of free education. Then, he took up the political view of the question and proved that unjustly it influenced the decision of the people in regard to this law. Prejudices and political views should all be put aside, he insisted, in order that the legislators might decide the question with a clear mind. He appealed to the wish to be known to posterity by urging that furthering education was a sure way of being remembered. Even if the expense were great, the fame they would reap would be still greater. In conclusion he argued that the citizens should not consider the material aspect, because they could not look upon the material with pleasure. By lifting themselves above this and voting for the law, they would be dealing with human beings. They would be bestowing one of the greatest gifts on mankind and especially on the children in unfortunate circumstances who could gain an equal footing with their more fortunate friends. No words of appreciation will suffice to show the gratitude that is due to Thaddeus Stevens, but Charles Sumner expressed it as nearly as words can do when he said: “Not a child in Pennsylvania, conning a spelling book beneath the humble rafters of a village school, does not owe him gratitude; not a citizen, rejoic'ng in that security which is found only in lib- eral institutions, founded on equal rights of all, is not his debtor.” Elizabeth George. 16