The New York herald. [volume] (New York [N.Y.]) 1840-1920, 1851-03-25
How are Americans Educated .

that pretended to educate the entire BODY Of its
people. That nation is the United States. The an
cient Hebrews were brought up under theocratic
regime, which, at different periods, assumed differ
ent forms. Sometimes the exponent, admins
traitor, was lawgiver, like Moses; and again, the
whole system of government fell into the hands Of
series of judges, till, at last, after the interven-
tion ofprophets, and wise and learned men, king
dom established mere than a thousand years
before the Christian era, which continued, with
ACKNOWLEDGMENT Of the monarchy into two parts.
Under various aspects, the nationality subsisted
till the time of the destruction Of Jerusalem, and
the final dispersion of the tribes in Israel.
Among the numerous injunctions left to the lie
brew nation by Moses, their principal lawgiver,
one to instruct their children continually in the
precepts and practices of their religion. But We find
no account given Of system Of education as under
stood in our sense Of the term. The Jewish child
was brought up to follow in the footsteps Of his
father, with no liberty of thought action which
could, by any possibility, contravene established
opinions Hence. system OF common place formal-
ty nculcated, which annihilated independence Of
private judgment, and rendered all progress impos
sible. The Augustan age fthe Jewish monarchy
under the reign of Solomon; but, from all ac-
counts are led to suppose that the chief source Of
the prosperity of the State, at that period, should
be attributed to the policy which Solomon adopted
which consisted chiefly in cultvating spirit ofcom
mercial intercourse with foreign nations, in total
violation of every principle Of the Jewish religion
Solomon was n very enlightened and liberal prince,
and appears to have been a great statesman. lie
had no idea of restricting himself to the Book of
Deuteronomy He had nine hundred wives and con-
cubines.. lie on terms of the greatest intimacy
with Prince Hiram, of Tyre, at that time the most
powerful of all the maritime nations of the East and
he cultivated commercial and profitable relations
with the Queen of Sheba and the monarch Of
Egypt. lie educated his countrymen in architec-
ture, agriculture and commerce. He sent his ships
on voyages which lasted three years; and the proba
bties are very strong that he either discovered
California or worked its gold mines.
But the Jewish nation dwindled to decay. One
Of the principal sources Of their dispersion and de-
struction can, undoubtedly, be traced to the fact
that the masses of the people were never educated,
in the sense we attach to that term. There was no
liberty Of private opinion Society and government
were constructed on the basis of absolute mo-
nareby or ogarchy; and, except at certain periods,
no enlightened policy seemed to prevail, either in
the church or state. The vitalzing energies which
W
their sway over mankind, are lacking in the orga-
nizaton of the Hebrew commonwealth. From be-
ginning to end as far history gives any means of
forming an opinion, the Jewish nation unedu-
Gated, prest-ridden and confined within the narrow
limits Of a form Of religion which allowed no men
tai philosophy or metaphysical expansion. There
was less scope of intellect and there is, to this day.
among the Jewish people, than any other in the
IL. gl1.Ia t,,h
occupied 30 permanently the attention Of mankind.
The ancient Greeks never thought of extending
Intellectual cultivation beyond the schools Of philoso-
ply; and, although it may seem derogatory to our
preconceived notions yet there Is little hazarded in
saying, that not one Greek in hundred, even in
the time of Pericles could write his native language
Learning was confined to a few, and the ret were
left in profound ignorance. Sparta was brilliant
and ma gnhcont State; and she has gained immortal
fame in the history Of the Greek nations. But the
highest conception the Spartan formed Of educa-
ton was to surrender his child to the state, u BE-
prepared to become able and heroic warrior in
the service Of his country. lie was taught to be-
lieye that beyond the limits Of his own nation, all
mankind were barbarians. And. although he
might. in many instances, step beyond the circle Of
education which belonged to his sphere, he seems
never to have dreamed that there was any other
nation on the globe worthy Of the name, except his
own. There were schools enough in Greece, it is
true. At all events the porticoes, atheneums. and
lyceums have resoundcd through the world, and
given names, az well a. dictated philosophy, to
future generations But, after all, W have yet 70
learn that the mass Of the Greek people had any
proper conception Of what independence Of opinion
aud action meant.
II was so too. among the Romans. During the irst
ages Off ONE a. ha. been the with almost every
other nation, the chief scope Of public and private
enterprise was 10 establish securely the foundation
Of government and families, and provide for the
material wants Of society. Many brilliant exam
pies occur during this early period Of the history Of
Rome Of emincnce in learning, herosn, aai
virtue
Romulus, Numa, Cincinnatus, the elder Brutu,,
and many Others Illuminated that period, and radi.
ated il with light; but, from what eau gather, the
people in the mass we're educated only in the art Of
attack and defence. Noproper conceptions seem to
have prevailed Of the real object for which the
Of mankind we're created. Indeed, up to the past
century or two, with few exceptions We trace
more prominently than almost any other idea, the
single thought that the mass Of mankind were ere
ated for the purpose of contributing 10 the
nience, to the establishment, 10 the power. TO the
glory Of their leaders patrons dicators, priests and
kings, and for this object only. The education IF
the masses was never dreamed Of; for why should
time and learning be squandered upon those who
would, by this means, be untitled entirely Cor fulfil.
ling the duties Of their stations ! Gibbon and other
learned historians, lead to suppose that but very
small portion cf the subjects Of Rome. at any period
other history, we're educated in those more common
and superficial IDEAS which consider 80 essen
tial to qualify man 70 Be even an intelligent and
useful subject
To kip All the nations that lie between, let
us strike on Prussia. From al accounts, there
seems to be doubt that Prussia has organized the
most efficient and universal system of common edu-
-. ..rdor.anra liz tAnL nri.ts