Walsh, "are extremely
precious not only because they show us where others made mistakes but
also because they show us the successes of the past. The better we
know these, the deeper our admiration for them, the better the outlook
for ourselves and our accomplishment."

The State-school is an institution comparatively of very recent date
and has no right to be heralded as the final expression of an
educational system in a democracy. The history of education shows a
lineage of men who can be more than favorably compared with the sons of
our common schools. The mass of the people have indeed more
instruction but, at times, we doubt if they are better educated.
Results are the best judges of educational values. History and
experience prove that success in education depends more on the sense of
responsibility in the parents and of duty in the children, than on
palatial school-houses and elaborate programme of studies. This sense
of duty and the feeling of responsibility are not a necessary
consequence of state schools. On the contrary they are more liable to
be found in independent institutions. For, as we have seen, when the
State substitutes itself for the family, the first consequence is the
unchallenged yield of parental rights.

Those who would make an excursion into history and compare our modern
educational systems with those of the past will find illuminating
points of comparison and instructive conclusions. We would advise them
to take Dr. Walsh, M.D., Ph.D., Litt.D., as guide. His books:
"Education, how Old the New"--"The Thirteenth Century"--will prove most
interesting reading.

Already a reactionary policy is being enacted in several countries
where for years the State-School was the only one to share in the
public treasury. In Holland, the Parliament of June, 1920, by a vote
of 72 against 3, passed a new school-law which recognizes and
subsidizes all separate primary, high and normal schools. In Italy,
the Minister of Education, Benedetto Croce, in a speech on the
"reorganization of education," stated publicly that the neutral school
was theoretically absurd and practically impossible. In Spain,[3] by a
Bill of May, 1919, the State universities have passed out of the hands
of the Government. France, Portugal, Argentine Republic are fighting
for the same freedom. In Poland's new charter of liberties, granted by
the Treaty of Versailles, the rights of the minority in school matters
are guarantee