Phenix gazette. [volume] (Alexandria [D.C.]) 1825-1833, 1828-09-09

the growth Of like produce by our own citizpns.
The exerlious that are made in the Northern
States 10 diffuse the blessings of Education. we
have long wished 10 see emula,ed in the South.
1t is something Of areproach to our section of
the country, that our common Schools. and pc
neral system Of Education, are far behind those
of our neigh5ors. We have, TO be sure. our
Universities and Colleges, richly endowed, and
filled with talented professors; but the wealthy
Can alone enJoylheir benefits: he poor man must
look somewhere else-to some other fountain
of knowledge. In New England education IS
priced as it deserves to be, and placed within
the reach Of every one. Plans are devised 10
facilitate instruction, and smooth the paths of
learning. Periodical juvenile miscelIapies are
getting quite commor; books multiply upon
books, and nothing is left unlurned which can
aid in pe,fecling the grand objrct. The public
take an interest in the welfare of the Schools,
and continue TO palronze and support them
In the South, our school-days over, we never
think Of The school again. The places that
knew once, emphatical!y know US no more.
Men seem evenio dislike 10 turn back upon their
boyish days. A contrary course, however,
would be productive of the happiest effects
Let parents. generally, take an inleres, in at
tending to the schooling of their children, and
the Schools themselves must, OF necessity, i'm
Prove. Above all, we would wish to see re.
moved one erroneous opinion, too prevalent
with those who do not intend their children for
what are called the learned professions; and tina,
Is, the inuiih,y Of the dead languages. Never
throw a single stumbling block in The path Of
your chlld's education. Let him progress as
long as you keep him AT School; and if you de-
sign him for the loves, occupation in the world,
let him study the classics. Open to him the
rich mines Of Grecian and Roman learning, and
you nor he will ever repent ii. What objec-
ton can be made 10 it! Will it hinder the use
of the plane, the hammer, or the plough? Ii is
an error to say that it will profit nothing: il
will. and does, and must profit The nobiest part
ofman-h his mind. II enarges the conceptions,
forti6es the judgment, and streng hens the un-
ders'anding
Ingenuas didcisse hdGli,cr artes,
Emoit mores nee sinit esse feros."
We say, then, we wish This opinion was not as
prevalent as ii is; for WE really consider. it de-
trimrnt TO The cause of learning generally
What aim at, ono - ,.,4..tA h. oa..,..net-
ment to greater exer'ions, is, an interest," on the
part OF parents in keir children's education, *
jealous co>operation in those measures best
calculated 10 extend and increase the benefits
OF literature.
No people were ever remarkable for good
morals, unless they were well educated. The
cause Of Education, then, demands the atten-
ton If The christian and the philan,hropist -
Where literature is cultivated, the people are
always happy and contented: the statesman
should ne,e forget this. No man ever had
children of whom he could be proud, who were
ignorant. The world is full OF examples: wise
men should profl by them.