The Madisonian. [volume] (Washington City [i.e. Washington, D.C.]) 1837-1845, 1843-10-05


1t is common to praise the perfection of popula
education in Prussia. The subjoDed extract, how
ever, from work lately published at London, give
view of the subject which will, perhaps surpris,
many Of our readers. We have heard similar yicw
from an enlightened German who maintained tina
the results of the system so much extolled had beer
uniavorable, both in respect to the intellect and the
morals Of his countrymen:
From The ".Notes Of Traveller on the Social and Po-
hlical Slate IF Prussia" &c. BY SAMUEL LANG.
The educational system OF Prussia is admirable
admirable as machinery by which schools school
masters, superintendent Of them, checks rewards
bolh Tor the taught and the teachers and in a word
education-that word being taken in the meaning OF
the means OF conveying certain very useful acquire-
ments to every class of society," and TO every capacity
oil indivduals-are diitused the country and by
law brought into operation upon every human being
IN IL. Inc machinery for national education is un-
doubtedly very perfect The military organization
OF the whole population and the habitua interference
OF government in all the doings and concerns of every
lndiVldual-his very outgoing and incoming being
IRON the nature OF his military service matter of
leave, license superintendent and passport make
II as easy TO establish admirable system and rem.
lation in every object government undertakes tbrougb
out tie Kingdom as in barrack yard But great
statesmen and politicians, especially of the military
and nobility, who see only one caes or one side of
society," are very apt to mistake the perfection of the
u,
IS common with our own parliamentary philosophers.
Inc educational system Of Prussia is no doubt adj
mlrable as machinery; but the same end is to be
attained IN more natural and effective way-by rails
ing the moral condition Of the parents free agency
IN their duties; or if Motif education that il read
ing writing, arithmetic, cannot be brought within tho
requirements of the common mans children but M,
on the RUSSIAN sem-coercve principle Of the state
through lis iunctonaries, intrudng upon the parental
uulies OF each individual, stepping in between the IA
lam Ito
ions, lines, and even imprisonment what should be
iett TO tie moral sense of duty and natural affection
OF every parent who not in state of pupilape from
mental lmbecility-then is such education not worth
the demorazng price paid for 1.-THE interference
with men as free moral agents, the substitution of 90
vernmen enactmens and SUPERINTENDENT in tho mot
sacred domestic affairs for sc-gudance by conscience
good principle, and common sense--the reduction
IN short Of the population Of country to the socia
condition OF sodlery Oft duty, roaming about their
parade ground under the eye and the call of their
superiors, without free agency or sense of moral
responsibility Moral effects in society can oply be
produced by moral influences. We NAV drill bows
INTO reading and writing machines but this is not
education. The almost mechanical operations #
reading, writing, and reckoning are unuucstionabIy
most valuable acqulrements-who can DENY or dou,l
It -but they are not educaton they arc the means
only, not The end the tools, not the work in the edl-
cation OF man. We are too ready, in Britain to con-
alder them as tools which Will work Of themselves
'h"' IL - Taught 10 his Bible |
he becomes necessarily moral, religious man tina,
TO read Is to think. This coniounding OF the means
with The end IS practically great error. We see no
such ELECTS from the acquisition of much higher
branches oil school educatlon and by those far above
the social position of the aboring man Reading and
wriling are requirements very widely dfsed in Pa
RS IN Italy, in Austria, in Prussia in Sweden; hut
the people are not moral, nor religious, nor enghtet
Ell, nor free, because they possess the means; they
are not OF educated mind in any true sense
ihp ltl, ia, oh. A -
ledge be TO raise man 10 the feeling of his own moral
WORTH to sense OF his responsibility to his Creator
anu 10 ms conscience for every act the dignity of
rejecting, sell-guding, virtuous religious member
OF society, then the Prussisn educational system is
failure Ii Is only training from childhood in the /
conventional discipline aud submission Of mind
which the state exacts from lis subjects Ii is not
training or education which has raised but which
las lowered the human character This system of
Interference and intrusion into the inmost domestic
citations OF the people, this education drill of every
amlly by slate means and machinery supersedes pa
entail tuition. Ii !, fact not TO be denied that The
russian population is a, this day, when the fruits of
MS educational system may be appreciated in the
oil the adult, IN remarkable democrat S
zed condition IN those branches of moral conduct r
which cannot be taught in schools and are not taught
y the parents because parental tuition is broken i'm
Pon by governmental interference in Prussia its eff
acy aud weight annuiled and the natural depen. | s
ence OF the child upon the words and wisdom of its
nnd, as ITS body draws nuriment from its parent
ruptured. n
They know little Of human nature who know not a
hat more Of moral education may be conveyed in r
lance oil a mothers eye than IN whole course Of Il
eadlng and writing under educational sergeants in c
Urinary schools and gymnasia OF all the virtues b
hat which the domestic family education Of Jth the
eNes most obviously infiuences-that which marks {
lore clearly than any other the moral condition Of
ociety the home state OF moral and religious prnci
los Tho 1fII Of tk1., a.
mount OF that moral restraint upon passions and i'm
uIses, which IT IS the object Of education and know.
'dge to attain-is undoubtedly female chastity. +
VIII any traveller, will any Prssian say that this
ldeN-yrtue OF The moral condition of people is not
'wer IN Prussia than IN almost any part of Europe :.
Is no uncommon event in the family of a respccia-
le tradesmsD IN Berlin to find upon his breakfast Ia.
lie a little baby, OF which, whoever may be the !
'ther, lie has no doubt at all about the maternal
Such accidents are so common in the
lass IN which they are least common with us-tbe {
'ldde class, removed from ignorance or Indulgence
nat they are regarded but accidents as youthful
ldiscretons not as disgraces, affecting as with us
ne responsibility and happiness Of all the kh and
IN a generation. v
This educational drill Of all the children of the f
ommunty to one system IN schools in which the pa r
ent has no control or election OF which is taught,
by whom or how, IS very suitable prelude 10 the Il
ducsti0n that follows 1.-THE barrack life of all the b
russian youth, during three years OF the pre-.
iNhA HtlouO VI forming ltc moral ma
It's and character of the man a future member OF
ocieiy. The unsettled military lilc for three years
every Prussian his entrance into the world as
IAN, tic dlencss, want of forethought and fiycRty
isepar1ble from ms condition during his period, his
halfcivilian state neither one nor the
Their during all the rost Of his life his condition Of
upagc undsr hts civil military functianaries, in
very act movement during his existence from hi
Urinary school service chup1Ichtgkcit) TO his be
q enrolledin old age as landsurm man, arc in
lty the steps # his education.
Arc these the steps to any Of the true objects Of ed
cation TO the attainment OF any high feeling OF indvi-
ua moral worth and dignity This educational system
IN reality, from the cradle to tho grave, nothing
ut dcccpuon-a delusion put upon the noblcst O
rnciplc OF human nature-the desire for inteec- o
Ill dcvcopment-s deception prsctscd Tor tho pal. G
y political end Of rearing The individual to tho part
nd parcel Of an artificial and spotic system Of Co
eminent, Of training him to be either It's instrument
r its slave, according TO his social station.