Johnstown High School - Spectator Yearbook (Johnstown, PA)

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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-

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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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IH rules of court in that district, he went to Belair, Hartford County, Maryland, where he was examined and admitted to the Bar in 1816. Returning to Pennsylvania, he opened a law office at Gettys- burg, in Adams County, and entered upon the practice of his pro- fession in that and adjoining counties. In a short time, he was in possession of an extensive and lucrative business to which he gave his entire attention for some sixteen years. Thaddeus Stevens first entered politics at the rise of the Anti- Masonic party about 1828 or 1829. In 1883 he was elected to the popular branch of the Legislature at Harrisburg. There he served as a representative from Adams County. He continued to serve in that body almost without interruption until 1840. It was in the Legislature that he became the leader of his party and contributed much towards the establishment of a free school system. It is a significant fact that when a gymnasium was organized by a few of the prominent citizens during his residence at Gettys- burg that he soon conceived the idea of building on this modest foundation a more useful institution. Through his influence as a member of the Legislature, he secured a charter changing the gymnasium to “The Pennsylvania College,” and he also obtained a donation from the State of an amount of monev sufficient to erect for the college its principal and most costly edifice. The only con- sideration for this liberality was the free education of a specified number of destitute young men who might avail themselves of this privilege from time to time and also that the German language should constantly be taught in the institution. Thaddeus Stevens served as a member of the Board of Trustees to the time of his death. But he achieved his great desire for the education of the poor when by a single effort he established the principle that it is the duty of the state to provide the facilities for education to all the children of the Commonwealth. Before 1834, public education was provided only to self-con- fessed paupers. In order to have his children educated at public expense, it was necessary for the parent or guardian to make it ap- pear that he was not able to furnish them the means of education. This system was illustrated by the Friends’ Public School, where