Seward and the School Question Reconsidered

Abstract

VYTHEN William Henry Seward, nominally an Episcopalian, took oath of office as governor of New York in 1839, he was not yet forty. Young as politicians go, eager, ambitious, brimful of energy, and determined to play a stellar role as head of Empire State, his inaugural message outlined an ambitious program of development and reform in state affairs. The subjects dealt with included internal improvements, prison and legal reforms, alterations in monetary system, collection of historical documents relating to New York as a colony, and a number of projects for betterment of state's educational facilities. Education, which Seward declared was the chief of our responsibilities,' received special attention in message. It was a favorite topic with governor, one which he had made subject of a speech delivered in western part of state in 1837. Free schools, he believed, should be made accessible to children of most humble, for educational advance and economic progress were reciprocal influences that would bring ever-increasing improvements to American society and, through America, to world at large.2 The educational improvements that governor now proposed included one specifically for German and Irish immigrants who were settling in large numbers in New York City. There should be, he said, schools in which their children shall enjoy advantages of education equal to our own, with free toleration of their peculiar creeds and instructions.3 The New York situation to which governor referred was partly due to rapid increase of foreign population, especially German immigrants whose children spoke only their native language. It was also due