Indiana State sentinel. [volume] (Indianapolis) 1841-1853, 1847-06-10

possible system, and submit II 10 the Legislature
He would advise by all means that the system sub
mitted should be a general system. He argued the
importance of general and uniform system from the
consideration that each individual has a common
property in the good name and reputation of the Stale
The State character attaches to every individual.
This illustrated by an aluson to the ojium re-
Elected the Stale in consequence of the reported
desertion Of our troops at Buena Vista.
He also regarded the action of the Convention
important in relation TO the result The Legislature
would consider the proceedings of the Convention
authoritative, II by their Recommendation and
sanction the Convention assembled. =
S. C.. WILSON Esq. hoped thafno system requiring
special and partial legislation would be enferained
There already so much legislation upon the sub
iect of common schools that IT 2s almost Impossible
TO tell what the prevailing law was The least
machinery could be threa around the system and the
least complicated it could be ppade the more useful
and practical would ii be in its operations
! Rev. Mr.. AMES said the question as he understood
it was whether tie Convention willing TO depend1
on the contingency of the entire State being in favor
| of the free school system; would they permit
portion of the State 10 accept SUCH system, ulRre-
JUDGED by the oter. The question was, shah there
be popular vote or county vote, and consequently
a State assessment county assessment. "Hasien
slowly 7" he said a good maxim in all public
affairs, particularly when the enterprise partook
somewhat of experiment
The free school system would affect the most sem
Care should be had how that nerve was excited II
must always be touched lightly.
] He considered the most iudicious course would be
to take what they could have, certainly. Some of
the counties would undoubtedly adopt the system,
and if il could prove healthy and valuable system,
all would gradually adopt it. The Convention should
be content to hasten Solcly. -
i He further enjoined temperate and cautions action
from the reaction always produced by legisiaz
tion and nstanced the history Of school legislation
in Massachusetts, and legislation the temperance
| cause in New York recent illustrations.
The people had to be prepared for any enterprise to
ensure It's success The popular will cannot be
ascertained but by obtaining direct expression.
4 Mr.. KELLER of Shelby considered that as so large
a portion of the intellect and moral worth Of the
State, combined with the numerical representation,
4 shout encourage the Convention to devise perma-
nent system and recommend its adoption at once.
The Convention, he said already believed that the
old school system was defective, and new one must
be adopted before common schools could be success
fully organized. Ali the energies then of the Con-
yenton should be directed TO devising the best mode
In Indiana, according to the census of 1910, for
every eighteen persons throughout the State one was
found who could not read write. This was the
proportion of the aggregate number of the whole
people. Some counties would of course range above
this proportion, while many others would To- below
that average number. The counties do not aPpear
to the world through the census in their true and
persons in the State is obtained, with the number
! over II years of age who unable to read aud
write, and the mean:proportion is struck, and by that
result the intelligence of the State determined.
The credit of the State requires that all be educated
Those counties that with commendable and mag
unanimous spirit educate all their youth should not
have their fair reputation furnished by those which
wholly neglect all system Of education.
He believed that the peop pie not only prepared
but anxously expecting general and uniform sys-
tenn of common school education. That 1t was the
duty of the Convention to recommend general sys-
TEN TO the Legislature and advise It's immediate
= adoption.
Mr.. JAMES NJ. RAY, of Marion, said Indiana was
: the only State in the Union that levied direct tax
for the support Of educational purposes. tax has
been assessed for the education Of the blind for the
deaf and dumb and for the insane, by the Legislature
of the State, and received hearty response from the
people. He would infer from this that the people
not adverse to taxatlon when 1t is TO secure the
advantages of education, and would also from tins
n favorable circumstance encourage the Convention
instruct the Legislature to adopt direct and lmmed
ate measures TO secure the object contemplated, moi
doubling but that it would be agreeable to thC
wish Of the entire State
Mr.. K. stated that on a recent visit TO New Orleans
he had opportunity to examine the practical opera
tons of free school system That city had adopted
school system, and Notwithstanding the tag
it required to support 1t the system was exceedingly
- popular = much that the advocates of 1
d attempted to WELD it a political hobby. He be
n lieved such system would succeed well IN lndi
# ana as in the South, and would prove equally al
a acceptable to the people. ~
DR.. WYLIE addressed the Convention at considerab,
length. He commenced by stating his experience il
4 teaching having been engaged in giving instruction
all his life. He had passed through all The grades o
. teaching from the pedagogue, to that of Presi
: dent of College. This experience had taught hin
: that all effective good was behind legislation nelthe
: could resolutions conventions effect any materia
C benefit Education commenced at the fire side circle
6 Here was to be created that silent but omnipoten
:, influence that must pervade and inspire the NATIVE
energies of the mind and develop and recrcate tht
hidden faculties of the soul He instanced the boz
\ in the farmers family circle who, after the labor
! the day is performed, employs his evenings with hi
: books. His brothers witness his interest IN has stud
> les; their curiosity is excited. and from thence pro
= coed spirit of enquiry and development of mighty
ntellects in that little circle Here spring the motiy
= power in the march of mind. Here are men wb'
occupy the important and responsible stations of life
! Education, the materials OF it In the people
! and it will be developed, and finally direct those
j ges that give shape and order and rank TO the NOV
; ing mass.
!, He doubted, he said, whether tie people pre-
: pared for such system was contemplated by tb
!, resolution While he admired the intelligence ant
industry Of the land of steady habits be did not be
= lieve it was the effect but the cause of common
schools. Consequences often put for causes
, causes for consequences, and aduncts for both a
> the boy had said the weather became cold as
s pleased, because the thermometer was broken.
Il He hardly knew, he said, how to interpret the cal
of the Legislature, what the object was in doing
: He construed it as saying virtually: Z" We hav
: been so long engaged in politics; so much of on
attention must be given to the State, We have no
- time 10 devote to education, and to tell the truth
We abl tn az M Ru