Johnstown High School - Spectator Yearbook (Johnstown, PA)

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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

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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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THADDEUS STEVENS, ADVOCATE OF FREE EDUCATION Every child educated today in a free school in Pennsylvania is indebted to the tireless efforts of Thaddeus Stevens, champion, throughout his active life, of universal freedom and universal edu- cation. Without his efforts, it is probable that Pennsylvania would have been one of the last of the old free states to adopt free edu- cation. It was in April, 1835, while a member of the House of Repre- sentatives in the Pennsylvania Legislature, that he supported the bill for free education with his immortal speech. After that the House immediately passed his motion, that of substituting for the Senate bill another bill strengthening the law which it proposed to repeal, but most remarkable of all, the Senate, which but a short time before had so decisively voted for repeal, immediately return- ed to its chambers and concurred, with a few unimportant amend- ments, in the House substitute bill. This incident in Thaddeus Stevens's career as a brilliant statesman came early in his political life. Forty-three years before this, Thaddeus Stevens, the son of Joshua and Sally Stevens, was born at Danville, Caledonia Coun- ty, Vermont, cm the fourth day of April, 1792. Although very little is known about his ancestors, the stock was evidently Anglo- Saxon. His parents were poor, and the community he lived in was inhabited by poor people. Not much is known about his father except that he disappeared when Thaddeus was a youngster, leav- ing Mrs. Stevens to rear four sons. She had great energy, a strong will, and deep piety. During an ordinary childhood, Thaddeus was sickly and crip- pled. Mrs. Stevens let him attend the common schools in that dis- trict. After he finished there, he prepared for college at Peacham Academy in his native county. From here, he entered the Univer- sity of Vermont, remaining there about two years. After this, he proceeded to Dartmouth and was graduated from that institution in 1814. Determined to become a lawyer, he read law’ at Peacham for some months. In 1815, he settled in York, Pennsylvania. Here he taught in an academy and pursued his legal studies. On account of certain ■ ■ - ■ -------r—T-