The Mississippi Creole. [volume] (Canton, Miss.) 1841-1851, 1849-10-20
gnncattomaI.


NAN FSN - ~ IN A0tNh QA 1
the l7h September, in accordance with public
notice previously given
Or. D. o. WILLIAMS having been called 10
the chair, after the organization Of the meeting.
returned his thants fol tie honor conferred In
selecting him to preside over tho most impor-
tant primary meeting which had, perhaps,
ever been held in the county d Kinds. He
observed thai in the remaVks which he should
make, he did not claim originality; that he
had compiled from the best sourcos at bis com
mand. He remarked that the subject which
had convened US was thecommon School sys-
TEN adopted by the last Legislature for our
county and a few Others. It's operation has
been such as to induce our most enlightened
citizens 70 desire its continuance, not as an infe-
nor senool system becauseit is called common
but as light, air ard water, are ommon and what
iscommohto all shonldb be best toall. Unless we
give vigilant and constant attention 10 such
schools, they become like old fields. common 10
all andptoductivo Of benefit 10 none. we have
met 70 concert measures to advance HE standing
ana usefulness Of these schools,-to promote
tho best good Of to-morrow's society; for chill
dren have such claims, and are to,mortow,s
society. Can a more interesting theme en-
gage the mind of men? Can / excite YOU to
make you think OF and talk about the Common
School and act for ita
will here relate the beautiful and forcible
criticism Of the classic Longinus, on the man
ner and effect Of the speaking Of Cicero and
9enosthenes. When the people went from
one of+Cicero's o%rations they said, 'What D
beautiful speaker-what a rich, fine voice
what an eloquent man Cicero is.' They talk cd
Of him, talked about i'm; but when lie peo-
people left Demothenes's o~rations they said
Let us fight PhiIip!' Now, III can succeed in
exciting you to the necessity Of building up
our common schools, that Wc may fight igno.
rance and opposition to such laudable efforts,
! shall feel satisfied. Zach one has not only
a private but also a public interest in the sub
ject. Every one who seeks a useful and not
a worthless life, should daily educate himself
and others to the utmost Of his power. To
impart the gift Of education and reasoning
to those who cannot think, and yet have the
power Of thought, one would think was the
first and most important duties of government.
Light has come into the world, but to the igno-
rant soul it has come in vain. His mind has
less power to act than the broken and mutilated
limb has to obey %volItion. How cruel would
n ha GNr nnUarr,an nj IN kraOI anJ .u..I-.- -
limbs Of the young children, how much great
eris the cruelty topermit their minds to grow up,
broken and mutilated in ignorance and aark-
ness. For many years the enlightened and be-
n%cvolent have been wishing for and d~eyising
means Of universal education. Their efforts
have been crowned with much success; but
some men pass by. 1t is to them as no effort
had been made. The thought that millions
have lived, and now live in hopeless ignorance
and consequent misery comes not to them.-l
Such men pass by on the other side Of that
rich mental achievement, the ;oil-worn con-
quest Of his wi brothers.
The most perfect school system that | have
any Information of. is that SO parentally fos-
tered by the desPotic king Of Prussia-so per-
feet in theory and in pracuce-that it educates
every child in the Kingdom. Three of its
most striking features are worthy Of notice.
And first, whatever relates to the system has
impressed upon il the. higbes. respect. The
minister Of public instruction is selected for
his high a%ttainnents and talents, and ranks in
station next to the king. Secondly, the teach
ers are all educated for their profession. No man
is allowed 10 teach until he has studied the art
ofteaching and intends to max ii his business
forlife. PFussiahas a great many normal schools
or seminaries to educate school teachers.
These two features we ought to adopt; tho
third feature we could not introduce. II has
been well said that its compulsory nature
is contrary TO our feeIa and the spiri. oil
our institutions. If tho Russian parent neg
lects to send his chIldrenfo school, the PoliceI
take him to prison and the children to-
We might improve upon this and talk
the parent to school also, Many say that the
Has noright to compel parents to send
their children to school. Has the State al
10 send a man to the pcnitentiary OF the
and no right to send a child 10 school! I
the State be known only as the j~ailor, the
oxecutioner, and not the educator? say that
the State hasa right to compel parents To edu-
cafe their children, or to let thom be educated,
andit il moreover the duty Of the State ID levy
collect taxes Of the citizens Of the whole
State to educate every child in the land. But i.
has been said that il is hard for ono who has no
topay for the education Of other poo
Pies children. Such an one would not con-
il hard, III case Of an invasion, for such
when they grow up to protect their .
property would one consider IT hard for such d
when they grow up q give protection
o ones rights in tho Legislative hall, on the '
1onch, III The jury boz, 81 az public officers Of
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