"How Far Should a State Undertake to Educate" 301
sections VII to XI, pages 6-15, arguing that while as a matter of self-
defense the State has the right and obligation to support public
schools, it is paternalism in government to provide higher education
of which only a few can avail themselves. He supports his argument
at each step by liberal quotation from such authorities as Governor
Winthrop, Woodrow Wilson, and President Charles W. Eliot. Fencing
against criticism, he insists that he would deplore the "destruction of
any existing institution of learning," but he does not think this would
be the result if these institutions were thrown on their own resources;
after their disestablishment in Virginia and other States the churches
prospered as never before.
To the answer of the second question, as to what was the expedient
and wise educational policy of North Carolina in its condition at that
time, Dr. Taylor used one-third of his pamphlet, sections XII to XXII,
pages 15-29, to establish the truth of this proposition
It is believed and will be urged that in the present condition of our State every
cent of money raised by taxation that is available for educational purposes ought to
be expended in increasing the efficiency of the Common School System, and that all
higher education ought to be cared for by private enterprise, and supported, so far as
necessary, by private munificence.
In his argument he set the public school system and higher
educational institutions of New England over against those of the
mid-Western States. Massachusetts was a wealthy State but had never
supported Harvard University by taxation; on the other hand it used
funds raised by taxation to make its public schools the best in the
country; the western States with all their State support had
universities inferior to Harvard, though their
7 "Of course the bare suggestion of the disestablishment of State institutions of
higher learning will appear startling to many. It would have appeared so to the
writer before he had been led to think over and study the whole question very
carefully. . . . No one can fairly raise the cry that the object of those who favor any
such views as are advocated here is to destroy any college or university. One may
seek for reformation and yet be no iconoclast."Section XI.
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