The spirit of democracy. [volume] (Woodsfield, Ohio) 1844-1994, 1845-09-13

his hearts desire, than to see all the six hundred
thousand children Of the State, day by day, gong
to- aud returning from, wisely regulated schools;
where their minds may be developed and, tbeir
hearts disciplined; where good examples may be
set before them, and good Instruction conveyed to
them; and, where all that kindly culture may be
bestowed upon them, which will best ft them, IN
after life, as husbands, fathers, and friends, to be-
come happy members of society, and by which,
alone, they can be prepared, as men,
-''High- men,
Who know their rights,
And knowing, dare maintain"
to act the part of useful and honorable citizens of
the Republic.
THE PRESENT REALITY.
The State is divided into Townships, Counties,
Legislative and Congressional Districts; and these
are the divisions which are most in the thoughts of
men, because, il is through these that laws are
made, Justice administered, and the honors of pub
lie office distributed. But, IN my judgment; the
division, The business of which ought TO be most
in the thoughts of men, is the School-distriet 1t
is there that the great majority of citizens receive
their education;
"'Tis education forms the mind"
therefore, it is there that that public judgment
must be made wise which determines the chsrac-
ter of every lsw-maker, judge, and public officer
in the State.
How many school districts there are in the State
of Ohio, do not know; nor have or any one else
that know, the means Of knowing. There prob
ably might well be as many as one to every seven
ty-iive children between the ages of fou and six
teen. This would make, for the entire State,
total ofs0OO school districts.
Suppose it ayere possible for man to survey
these districts, be they more or less; and that he
should accurately describe the means Of education
to be found in them. How often would he have
to speak of school lots badly located, OF school
houses not fit for human occupancy, of teachers
incompetent, and of schools in disorder? How
often of school districts in which were neither
schools nor school houses' How often Of exam
pies perncious, and instruction that was useless!
How often time thrown away, of money msap-
Piled OF parents who were Indifferent, and OF chill
dren who were neglected.
Than these things, | know nothing which
should be more deeply depored by christians, by
phantropists, by patriots, by men; nor can think
of any thing else, which more pressirgly invites
the people of Ohio, to lift up the standard OF RE-
FORM. For these are evils which introduce rot
tenness into the very roots Of the tree OF Liberty;
and which, with all-prevading poison, corrupt the
very life-blood Of the Republic.
WHY NOT REFORM?
Do any ofyou fear the expense you must be at,
or begrudge the pains you must take, in order to
accomplish the noble work of reforming your
means of education? Perhaps some one among
YOU, father and citizen. will start back at this
appeal, because he deems himself too poor to make
fit response. / pray such an one to weigh the
matter well lest he commit himself against his own
and his childrens dearest interests. lfhs share OF
this worlds goods be small he hath SO much the
greater stake in this matter. If he hath little mon-
ey to Bestow upon his children, let him strive the
more 10 give them cultivated minds. II he would
not have them slaves let him educate them; for,
without education, the poor are always the slaves
of the rich
One of the purest men, and one of the most en-
ligh,ened friends of the poor, that has ever lived
in this or any other land, was the late Doef0'
CLAIMING. He thought it almost impossible
for parents to do too much for the sake of educat
ing their children. "To this good" said he. sal
their show and luxury should be sacrificed. Here
they should be lavish, whilst they straiten them.
selves in every thing else. They should wear the
cheapest clothes. live the painest food, If they
can in no other way secure to their families the
best instruction. They should have no anxiety to
accumulate property for their children, provided
they can place them under influences, which will
awaken III cir faculties, inspire them with pure and
high principles, and tit them to bear manly, use
fil and honorable part in the world. No language
can express the cruelty or folly OF that economy
which, to leave fortune to child, starves his in
tel,ect. impoverishes his he art. There should be
no economy id education. Money should mUe'
5r ,oeighed against the soul Of child. 1t should
be poured ought like water, for the childs intellec
tual and moral hfe." aae r
But far more likely isit, that he is rich who vii
refuse helping hand to this great enterprise; and
perhaps, with supercilious air, he will answer,H
will take care of my own children: that is enough
why should l trouble myself about the children o
others," - tuT .p5 a
Let me ask such an one, whether he has moi
heard ofthe obligation "1o lore his neighdor al
himssD?" Let me remind him, in the words o.
"who spake as never man spake," that the day il
coming, IN which il shall be said unto him, 'sInds
much as ye did il not to onecf the least Of these
ye did IL not to me-" Let me tell him, also, tina
though he may be rich in earthly lucre, he is bu