The New York herald. [volume] (New York [N.Y.]) 1840-1920, 1842-03-03
j. Orvilie Taylor's Lecture on Common
Schools and Education, mt the Society
II

Schools and Education, at the Society
Library.
LADIES AND GEyTLEMEN,-
We have assembled this evening for the improve
ment Of the Common School, school that we call
commons not as inferior; not the school for poor
mems children; but as the l ght and the air are
common. And what is common to all, should be
the best OF all. We have met under those per-
vading, though, perhaps, unexPrssssd convictions,
that without incessant watchulness-without an
unsleeping eye for ever over public institu ions,
they becomeIllke wastes.and commons pen apt ar
emily to all, productive of benefit To We have
come together, not to say whether rail Dad shall
be made from this to s)ne other place. nor whe her
one OF your citizens shall be elected to some office;
no, we have met to advance the best good Of to-
morrow society-for children are TO morrow 3 So
eiety Our object is to ask your attention TO the
infinite worth OF this inward Being this immortal
Thought-this bouudless Capacity. Epietetus IS
wont to say, that g II much better for people
to meet to see how they might elevate the Soas Of
is for this better parpose that we have con
vened. And, before proceed further, will re-
quest the privilege of being familiar and converse.
uonal in my manner this evening. II is my wish
to use the coloquial style, for have found that il
make men feel this susj-et-if make them talk
about II when they go home and act for it here
l must talk 10 them while they are with meas
man talks to q man, as lawyer talks to his jury.
In explanation OF my object, ii you will permit ME
to bring incon motion two great names, will repeat
that beautiful and forciblc criticism of Lon knas ON
the manner and effect ef the speaking Of Cicero and
DemontheEes. He tells us that when the people
went IRON one OF Cicero's srdtions, they al ways
said "What a beautiful speaker! what rich fine
voice! what an eloquent man Cicero is! They
talked Of Cicero But wsen the people left Demos
themes they said to each other, let us fight Phi ip
(ApPlause.) Ladies and gentlemen, il shall sue
coed tonight in making you say, as you go home.
iet US night ignorance, shall have gained the only
object have in delivering this lecture The less
Inc speaker and his manner is noticed or thought
h. hAf e..
expecteverything from the goodness of their cause
and therefore do bat lit lie for it them selves Yes,
the cause OF the peoples cducatisn is so good-so
very good-so INCIDENTALLY good-that but very few
care any thing for it. Yet each one has not only a
public, but private interest in the subject. He
that attends to his interior SELF tn has heart and
keepsiit, mind that hungers, and suppleslt W no
seeks useful, not worthless life, has deep in
terest in the subject of education; for he is some.
thing less than a man who does not daily educate
himselfto the utmost "And who would suppose
thaf education were thing which had to be adve-
csted on the ground of individual national good;
OF, indeed, ON any ground? As ii it STOOD not on
the basis OF everlasting duty-a prime necessity
and birthrisht Of man 1t is thing that should
need no advocating, as much as it does actually
need Toimpart the gift Of thinking to those who
cannot think and yet have the capacity fer thought
one would imagine, was the very flst function of
government to discharge. Would il not be cruel
thing to see the inhabitants Of this city, living all
muiila'ed in their limbs, each strong man with his
right arm broken? How much more so, to find the
strong SOUL with its eyes still sealed its pulse gone,
SO that 1t beats not trsbs not Light has into
this world, but to the ignorant soul it has come in
vain For six thousand years the sons Of Adam, in
sleepiess effort have been devising doing, Disco
verng-warring, little band of brothers, against
the empire Of night And they havs made noble
conquest. But to this man it is all if it had not
been. The thoughts that millions Of intellects
have lived by, and that now live oD in everlasting
music, come not to him. He passes by on the other
side-that rich mental kingdom, the toll worn
quest OF his own brothers, is boon not for him
an Invisible empire-hc knows il not. Who would
for such brother?" 1t is encouraging to see this
Indifference to mans higher noble nature fast pass.
| ing away. Europe is covering herself with Com
mon Schools, and thrones are in a contest to en-
| tighten ignorance The most perfect school
| system in the world, is that so psrestaliy foe
tered by the despotic king Of Prussia So perfect,
| il educaIes every child in the kingdom. Three Of
its most striking aud peculiar features are worthy
Of short notice from US. And first, whatever re
ates to the system has impressed upon it the bgh-
est respect The Minister of Public Instru ction is
selected for his hs attainments and CLIENTS, and he
ranks in station next to the king. Secondly, the
teachers are educated for their profe ssion No man
is allowed to teach school, until he has studied
the cart Of Teaching" and intends to make the
calling his profession for life. Prussia has forty
two Normal schools or seminaries TO educate
school teachers. These tive features we should
borrow for the glory of people does not consist in
thing they borrow. The third feature We perha ps,
could not introduce. You will say that its com
puisory nature scontrary to feelings and to the
spirit Of our jnstitation II the Prussian parent
negects to send his children to school, the police
officer takes him to prison, and the children to
school. We might improve a little on this, and
take the parent to school also aughter)-or such
citizen needs much instruction az the children
Many have said to me- +" the state has NO right
to compel pare nts to send their children TO school,
What! has the state a right to send a man to the
gallows and.no right to send him to schooll Shall
the state be known only as the TAILOR, the execu
TONER, and not the educator? / say the State
has a right to compel parents TO educate their
children, or let them be educated. This compul
sion however, cannot be felt in statute law bat in
| an enlightened public sentimcnt-so pervading, O.
| resting upon every man, that he who will let his
children remain in ignorance will be looked upon,
and pointed ont to passers BY, as felon. With Us
public opinion is emnipotent; more despotic and
compulsory than the most absolute throne in Europe
The friends Of education must 60 TO this great source
Of action for improvement. Since the School Sys-
tenn OF Prussia has been adopted. crime and pau
Perism, aec.rsins to governmental reports, have
itself, to convince us oft value of religious ed.
ucation. The Prussian government, by timely edu-
cation, the materials which 20 to make the
felon and the pouter, into the industrious citizen
and true christians and thus saves the fees Of jail
ors and hangmen ;he expense Of courts.and prisons
But still Prussia remains despotie government,
proving the influence Of that monarchical maxim:
Everything iol the people, notnlnB Dy the people.
Our maxim is, everything by the people, nothing
for the people, The King 10 at the head Of the sys-
tenn and he sees well to it, that the divine right Of
Kings is very important part Of the daily instruc-
ton Russia has lately adopted this Prussisn School
System, and there is now at st Fetersturg Nor
NAL School, educating three hundred and sixty
young men to teach common schools. Emperor
Francis Of Lcmbardy, introduced this system in
eighteen hundred and thirty eight; and IL being re-
marked to him by one Of the courtisss, that his
people were not sufficiently eniiahtened to re-
| said: "When my people have learned to read
they will cease to stab" In eighteen hundred and
Thirty one, M. Cousin the scholar, philosopher aad
| statesman, was deputed by the French Govern
ton system Of Prussia. His report appeared in
thir,y-two, and being Immediately followed By the