Spirit of the age. [volume] (Raleigh, N.C.) 1849-1865, 1852-03-10
GbuirR IitRraturt.
PUBLIC SCHOOLSl


PUBLIC SCHOOLS.
The duties of Legislatures in relation
to common schools may be summed up
in this general statement; they arc bound, |
politically and morally, TO bring into nat
ural and efficient action all the energies,
physical, intellectual, and moral, which
are born in the State, or which belong to
it thus giving by law to every child the
opportunity Of making the most Of him
self. All the human faculties should be
developed in their natural order, proper
time, and due proportion. To make this
plain, let Us place before our minds eye
a man, whose physical organization is
perfectly developed, but let us suppose
this mature physical organism TO have
no intellect and no conscience! What
is he Just one third OF man. Now,
let us suppose another person, who, TO
such physical development adds a per-
feet intellectual expansion but he has no
conscience What is he ? Just two
thirds Of man. Lastly, let US suppose
third person, who has all the physical
and all the intellectual powers of the
two just mentioned, and, in addition, has
a proportionate development of his moral
faculties He exhibits specimen Of
entire harmony Of powers, each in its
legitimate maturity, and each in pure,
symmetrical, and successful action -
What is he A MAN. A aphole man.
Gods idea of man.
II is for such human beings that God
legislates and all we ask is, that our
civil fathers will follow Gods example,
and give children a chance to unfold all
the capabilities of their complex consti-
iutions. There are materials in Gods
world for producing such man a Max
minus in strength, Bacon in intellect,
and Howard in benevolence and we
say, that the Legislature is bound to act,
IN union With The parents, in producing
such results. And why ? Because the
child, by creation, has a right to educa-
ton a right which no Christian Legis-
lature can legally withhold. The State
of Indiana, in her recent noble vote up
on the establishment OF free schools,
Aeems to recognise this great fact. If the
members Of Legislature believe that
proper physical training will secure pros
perity, and that proper moral training
will secure happiness, is ii not their
solemn duty to find out how such training
may be applied TO the rising generation
The topics of study should be arranged
In gradually ascending series, corr es-
ponding TO the gradually unfolding powers
of the pupil.
There should be several Superinten-
daDts who should 90 through the State
delivering lectures to parents and teach
ers, and spreading all the useful knowl.
edge he can gain. He must be Argus
eyed, Briarean-handed.
II is the first duty of Legislature tc
secure good teachers. The profoudes
philosophy Of a system of public free
schools may be summed up in these eigh
words is Is the teacher, so is the school
The schoomaster is the intellectual
and moral missionary going forth t.
preach the glad tidings of knowledge
and virtue TO the youthful population O
the land No Office this side the sui
more honorable No office this side eteI
nifty more important How necessar,
that he should be fitted for his work =
That he may properly govern his school
he should have a soldiers sternness over
laying lovers good will. That he ma
properly teach his pupils, he must hav
wealth al will, and will to use his wealth
1t is the object of Normal schools to cor
fer these powers, and bring out thes
qualifications.
Without time 10 explain the details {
the system now indicated, ! would asl
What does the world demand from th
leading Christian Republic in the nine
teenth century? Ianswer, 1t demand
anew dispensation of legislation-o ne
ided--A NEW ERA. desire 10 utter
the capital of this State, and before th
crowded assembly, my emphatic prote
against the prevalent maxims of legisl
tion, as they relate to public schools
and / aver that Legislation on these higI
est interests of humanity is narrow an
partial, and therefore unphilosophic ar
unchristian. II has never yet risen
the Just conception of the dignity or in
portance, the power or the sacredness
the subject. Take the thirty State LIE
islatures Of this Union, and what is trI
OF them on this momentous subject ?
They begin with false view of hum;
nature aud human wants, and they en-
where error and ignorance always en-
in defeat and harm. There may be e
ceplions !; but most Of them seem 10 ha
no more apprehension Of the extent a