Richmond daily Whig. [volume] (Richmond, Va.) 1842-1861, 1846-03-05
SPEECH OF Mr.. WELL

| " BEDFORD,
defence OF the present School System made during tn
debate upon the Report Of the Committee Of School
and Colleges amending the same.
Coneuuing cordially in all that has been said Of tn
Importance Of Popular Education, ye, differ with gentle
mcn IN regarding necessary abandon
ten Of instructng the INDECENT, and adopt genera
, system Of Free Schools.
do not regard that It 10 incumbent upon nation L
take charge OF the education Of people. the duty
educate would necessarily impose duty prescribe th
particular course OF study-the principles Of political
ton by which the citizen should be governed and the
thoriy which could designate the political course OF In
srucion, might with the ethical propriey pe-cres
the spiritual belief OF people do to inmat,
danger that the authorities OF State would
perver its institutional (hough the political aspect given
To toe Introduction OF the Bible, book Ia common
schools OF sister State. might show that such cOnse-
quenees are not impossible hut relieve myself OF the
DOGMA that is the daty VI government direct the
education OF all its citizens. Indeed voluntary instruction
seems cousonant with the genius OF Republic than
any compulsory system whatsoever; when all must harmon
ize To sustain school those petty differences, which Of
ten disgrace community cannot exist In illustration OF
this position, reference be- made the Developments
OF the Superintendent Of Schools New York. from which
1t npPesrs that within eighteen months hundred and
seventy five appeals have for decision by that Of
hesr; and thus. after the agency officers,
tees and county suPerntendenis, has been uitlessy
ployed in adjusting far possible the endless DIS
putes about Taes, location Uf school houses, teach
ers, course OF euou,-whether the Battle shall,
or shall not. be a booki &e,-Iherc Yet remains
for the annual adjudication OF the Superintendent APP
docket absolutely larger than that arising from all Ae
l
NATURAL when that Fixed system administered
By majority, necessarily imposes upon portion
muni consequences disssIeul - Them and that IL
must ergenier dsconent ana resistance Inc only
ment which comments general system OF Fsee Schools
seems TO be its economy, the very reason why II
should be introduced; for although the people be eda
Gated ut annual average expense Of four hive
dollars you expect cmPenet Teachers S2 SlI
per monhi Can suppose the standard education
higher IN New York. when her statistics show that out Of
eleven thousand teachers, more Than halt under
years Of age Can you expect competent young
TO shut themselves school, orego freedom that
period OF life when raint is oppressive than
when the world has taught that control our
selves; when they might make more, and esrn as
clerks deputy sherifis, srmersi Sir the re.
ports prove, that the standard OF education New York
corresponds with the statistics TO which have referred
Read Sir The reports Of her supernendens persons who
almost every magnify the CRYING fciences
of their SYSTEM before themselves appon
ted salary OF S5O0 per redeem from every
objection aud if the ridiculous and grandiuquent stye
these reports lied with absurd meiaphors confused and
dluuS statements. furnish spe cimen Of the standard
style, prpuar intelligence OF New York. am FATHER
h'n from admitting the intellectual superiority Of
tEai St4te.
But Sir the system which best meets the obligations Of
the that alone which educlus those who ave
poor educate themselves; and this. in INV op on
constitutes the nsOs duly Of the subject
tor the ignorant aud educated are you not
doing those social differences by equazns
the intelligence Ut the peops than by Other plan what
ever he education Ot the poor when efrcualy don.
by the STATE furnishes incidentay aid for support
Schools; and the INDECENT child is regarded as valuable
member Of the community, because the money expended
in his education aids the responsible educate their
children. Thus, the INDECENT enid would be regarded
the benefactohe would be cherished, and his sduea
ton regarded wIts interest unknown under any other
plan.
Having affirmed the duty OF the State 10 edu
the INDECENT and that all the INDECENT Won
produce the greatest amount OF social equsy let Us con-
rasI the comparative efficiency of the present plan with
that existing elsewhere.
Under the Common School System common fund i,
raised; teacher receives salary, and known that ALL
attend who viii; has the poor child L.
.teLdi under this simple peImssi those differences
almost between the children of the rich and
the poor, unknown the Free SCHOOL, Is not the poor
child reminded by his ,houghiless comrades that he is
beRgar d. they 'aun him with the msy be-
crimes OF his Parensl-Do they ridcue his earb or
mock his physical pecuirnesl Are those kind and e.
uraeing influences operating 10 entce him rre,d h,t
path IN which the usually any ni1g but
unl NJ In the Free Schools the enid or its parent
Is offended by alleged contempt neIec; and ia
many instances, Is quilted with fixed aversion the
DIETER classes" and arui Z, the engines OF
their social superiority ID the teacher the sqnad
and fearful ruld Of mi.try wit in his school
II, while he receives the tipend he is relieved Of
labo'ous duIy he II the urrns Of the better
Classes, relieved by the withdrawal Of the e pap,r ce,se
complain that their chi d-n exp SD 10 the evil as
Citations OF badly raised chdren" Sir, is relief 10
him, Conscientious man, that he has opened his
school, taught the course prescribed and if the poor
not attended 1t was their fault and not his.
That inis no imaginary operation OF the sch o
system upon the poor be shown by extracts from the
Report OF Msne-a State held up To our especial emula
uon the authorizes indulge in rather gloomy review Of
the operation Oi their common schools, and seem IN
able 10 suggest NEEDLES effective Than mere COM
plant OF difficulties which arse not from defects OF SYSTEM
but from the rallnes OF human nature. 1t is said
There another Influence htt is conceived q be
favorable one 20 the common schoos popular gov
efnmen 10 wit, the influence of select schools and
mics when created subsufes N schools or TO
fulfil hs functions of the common schools. Our COM
mon schools were designed To be harmony with
the government We have adopted and Of modes Of
sustaining and carrying spirit equalty-toh,re
EARLY lessons should eHd,dr the great declaration that oil
are born equG-Uhsre alike the children of the poor and
the Tieh saauid Rg'e common sympdf6y, and feel
that they hare common desiiHA-bh.r, such assoeia
fONs should be Jomed ia youth oouId treseype in of
Ter lJe kind HIsmortes aud bind his fellow man.
however inequal OF widely separated condition And
Is II not desirable accomplish II % ssble-o bring
about early lite that social equality Of all casses which
- 50 favorable to political equality. winch oil demand
And we would call upon the Of we,lth who make
the academies and select schools substitute for the
schools 10 remedy this evil.
They owe more to the than the tax they pay
Their influence add Interest Is due the educa
ton. Their sympafhes and society should b, NOR, large,
" contributed 20 schools and nsrsT iH then
hare dom justice 10 h,HSsioss and e eounTy-nsuer
uH hes hare most creetHaiiy prordsd JGr their own
comfort and security until children OF the rich and por
are linked together By the early yet long perpeuatsd aso
cations OF common education common schools.
Men Of nedth and influence do not cherish the common
schools they should To great extent they Withdraw
alike their children add their from these primary in
suu,Ions Is right Isl varence with the spirit
tor equaynot by depressing those who are elevated but
by eleyaung those who Depressed Il not suicidal
policy aud which IN eter years brings dissatisfaction and
jealousy There - time and history that will not
ioriy the position hat the intelligence Of the masses
found the protection oi properly and the security Of mar
"Ano her great evil 10 be remcdIed is the went op,r
iy qualified tedehsTs TIL, of the most d, cded OBJ
staces IN the way Of education. There Is very general
position IN school districts hire the tescher that cal
be had for the least Low wages considered OF
more importance than the necessary requisites Of tho teach
"rhe time Of Instruction in each srct averaged ,bout
four months Not a. te half Of tho whole number Of
scholars were Instructed about of tho year To
be exact forty i've per cent Of the whole number Of cho
ars were instruct'd sixteen weeks and days
"Ony forty fee per Sert Ofe naf1J'T 4 chosr were
taught only tour mouths Of the year + means VI edu.
eafion as prODidsd for an 10 limited srisaf Il l. true
tut large parton do not avaH saseiDes Of the limited
fHstruetiOH oGrcd"
The same fact ~ proven exist in New York by the
fact that 235OOu. sry third Of the children 10 TO
school less than 90 DAYS many" tays Of the repor
from day to day aud a holt. The poor Of those
staes are not educated well they would be by our
plon administered with thst energy which distinguishes
I MnFfr Incl