Semi-weekly North-Carolina standard. [volume] (Raleigh, N.C.) 1852-1853, 1852-12-15
For the Stand,,1
Mo-. 9.
To the Honorable Members of The Senate and H.,
of Commons of North Carolina:

ofr =
ular Education. Particularly am l emboldeped loirF
undertaking, from the fact that it is subiec y
which all equally interested, and for ;be
motion of which all should feel equally sors"
GUS. ~"
The great Importance of Education and it. osD..
diffusion among all classes and conditions of our L
1ow-conntrymen is doubted by none, and needs " 4
argument, addressed 10 your intelligence 10 ep,%
you thus TO appreciate it. How far the means (
authority OF the State government, now enrus.d
your control and direction, should be employed "
promote it, should be to you question OF deem ir,
est and Of paramount importance. Is ii coD,,i
tional duty2 Did You consider it when pIeJoir"
your fidelity 10 the Constitution of State, ,S
promising 10 your constituents the performance Of al
Legislative obligations TO the best IF your aJiEtit,2
In my opinion if the ends and aims of our povs {
ment were rightly understood you are commited j. s
this two-fod sense. Our COVE rnment was institn,I
and our Legislature particularly of its brancbs
to devise means and measures enable the Meow
more understandingly and justly to govern the,as,
Having adopted the representative form, controleJ
IN all Its relations and appliances by the virtue and
intelligence of the people, whatever measure tendr
tothelr elevation and advancement, mig hit receive r
sanction and recommendation of any respectablecla
or association of men, ought in like manner to Conn
under the protection and encouragement of their ZEN
resentatives. 1t being evident that popular educ,
ton, as extensive and idiffusive the individual
members OF our political organization is indispensa
BILE to the fair and enlightened administration of
form of government, 1--WE a nation have chosen !,
follows as right of self preservation growing out of
the Constitution as we'll as this relation to the public
interest that the Legislature should exercise all n
authority and employ all its means to promote il
However pleasing might be the prosecution of this
argument, believing that authorities would be more
acceptable to you, shall defer to the teachings Of
those good and wise men, both ancient and modem,
whose moral virtues and high public services will
add more weight 10 their counsel:
l. " w hat Lycurgus thought most conducive IN
the virtue and happiness of city, was principle in.
terwoven with the manners and breeding of the peo
pie. This would remain ''immovabIe, as resting on
inclination, and be the strongest, and lasting
tie and the habits which education produced in the
youth would nsveT in each, the purposes of law.
giver. For he resolved the whole business of legis
laion into the bringing up of youth-which he
looked upon as the Ioftiest and glorious work
of law giyer, and he began with it at the very
source"
2. Socrates says: There is bat one good thing.
which is knowledge; and one evil thing which is
ignorance. How, then, governments, whose
;hief and constant duty it should be to lessen the
mount of evil and increase the amount of good stand
from the responsib ility Of The care of
Public Education''?
8. Aristotle says: "That the Education of youth
ught 10 form lite principal part Of The Legisiator's
tention, cannot be matter of doubt, since education
rst moulds, and afterwards sustains the various
nodes of government. The better and more perfect
ne system OF Education, the better and perfect
he plan of government, it is intended TO introduce
nd uphold. In this important object, fellow citizens,
e all equally and deeply concerned, and as they are
j united In one common work for comIoon pur-
ose, their Education ought to be regulated by The
enera consent, and not abandoned to the blind deci-
on of chance or idle caprice.'
4. Pythagorss says: 1.-The object of wisdom is TO
similate the human mind 10 the Divine by the
actlce of temperance and truth. Much forethought
nd discretion is necessary in The education of chill
rem. Let them be conducted in the best course of
fe. and habit will render it pleasant
a ,;,I,o
lge-he whose outward shape is that of man, but
hose mind has not been instructed and informed by
ducation-dlfered from the vilest of the brute
on in figure only"
Many more valuable extracts could be obtained
om Plato, Geno and others 0fthose ancient phiIoso-
lers but want of space hastens me TO those modern
no furnish authority equally powerful and more APP
icable.
6. Locke says: ca sound mind in a sound body
mprises happy state in this world. OF all the
en- we meet with, nine parts in ten what they
e, good evil, useful or not by their Education"
7. Milton says: g The reforming of Education is
e of the greatest and noblest designs that can be
ought of. The right path of a vrtuous and noble
lucaon is laborous indeed at the first ascent, but
Sc so smooth, SO green, so full of goodly prospect
melodious sounds every side, that the harp of
-Pheus was not more charming"
8. Lord kames-asScotrish noble, says: " Educa-
n being OF great importance TO the public well
10 individuals, may well be deemed one of The cap
Grticles9 IF Government. 1t is entitled to the ,lurs-
care of the legislature, for no State ever long
urlshed when Education was neg lected and even in
riva te view, single branch Of it is below the
enton of the gravest writer
3. William Penn says: ''That which makes a
cd Constitution must keep ii, anne y,rmen Of wis
m and virtue: qualities that because they descend
with worldly inheritance, must be carefully pro-
galed by virtuous education of youth for which
IRE no cos for by such parsmony, all that is saved
lost.''
10. Washington says: s. Promote, as an object of
mary importance Institutions for the general ditfu-
N OF knowledge. In proportion the structure
a government gives force 10 public opinion, it is
entlal that public opinion should be enlightened.'
IL. John Adams says: I" The Eisdom and gene
lily of the Legislature in making liberal appropria-
ms In money for the benefit of Schools, Academies,
is an equal honor to them and their constituents,
roof of their venetatior for letters and SCIENCE and
orfentof great and lasting good to North and South
lerIca and to the world. Great is truth-great is
is humany, and they must and will
vail"
2. Thomas Jefferson says: I" l look to the dfu-
n of light and education as the resources most to
relied on for ameloratnS the condition, promoting
virtue and advancing the happiness of man. And
o hope in the present spirit of extending 10 the
at mass of mankind tie blessings of instruction,
re prospect of great advancement in the happiness
he human race and this NAV proceed TO an indie
lie, although not to an infinite degree. system
GENERAL instruction which shall reach every descrip-
OF our cItIzens from the richest to the poorest,
1t was the earliest it shall be the latest of all
public concerns in WHICH l shall permit myself to
3 an Interest. Give it to US, in any sha pc, and
slVe tor the lnestimable boon the thanks of the
ng and the blessings of the old, who are past all
er services but prayers for the prosperity of their
ntry and blessings to those who promote it,
3. James Madison says: " Learned institutions
hit be the farorite objects with eueru free peope