Semi-weekly North-Carolina standard. [volume] (Raleigh, N.C.) 1852-1853, 1852-11-20
For the Standard.
No. l.

To the Honorable Members of the Senate and House
of Commons Of North Carolina:
Of the many important subjects that will doubtless
engage your deliberations the present session, none
is more entitled TO your undivided attention
than that of popular Education.
This subject appeals the liberal spirit, warm APP
prevail and hearty cooperation OF every citizen OF the
State, but its claims your and patronage are
legislator The full weight and responsibility OF this
high position hope you duly appreciate. Your au-
thortative influence oyer the most valuable interest
of great State-the primary education of her peo-
ple invests yonr new relations this subject with in
creased and with deep and lasting reponsi-
blity.
In addressing you few suggestions upoa the i'm
porance of your early attention this subject hope
not be considered vain by expressing the belief
that they will receive your anxious attention. The
members of the Legislature Of 4S-9 read with deep
interest the address of intelligent and benevolent
lady of the North upon the condition of the poor in
sane of the State, and manifested an encouraging
spirit by appropriating suficency to build an Asy-
lum. A native citizen, in a more humble way, is
ambitious of contributing to equally philan-
thropc OBJ ject and of pressing its importance upon
the of the members present Legislature.
By education is meant the proper use of those in
struments of knowledge which the elements of sci
Afford for developing, strengthening. training,
and moraliZing the mind of children and of impant-
ing those grea: principles of virtue knowledge. pat
riotism and religion. which guarantee their future
usefulness society, and happiness themselves.
This is of two kinds-Elemental and Scientific.
The former relates particularly to the instruc
ton Of the popular mind, and hence comes d.
recty under the control of the Government. By the
constitution of our nature the beginning OF our edu
cation of its inslrumentales, Entrusted to
parents who necessarily the rst teachers of chill
dren Every parent adopts system of instruction in
learning its chio to stand-to walk-to talk, and
distinguish objects by names, which not only requires
exercise of the of hearing, seeing and feel
ing, but considerable degree the faculties of the
mind employed. These first lessons in edu-
,l11 id
and fidelity of parents The is here pro.
hibited from any direct participation, except when d.
visng public ed vocational system, the same instruc-
ton is not impaired by considering and educating
every girl attendant future mother and every boy
as eiector, Juror citizen and father, thereby be-
coming the right kind of instructors in return This
then brings the whole subject matter of primary edu
cation under the supervision of the government, and
for this it should be held responsible. Every child
has right to claim education legacy from the
State government and hold it blameabIe for every
of omission, and TO great degree responsible for
the misery, degradation and crimes Of Ignorance.
From the time, therefore, the Legislature of North
Carolina adopted system of Common Schools and
burthened the property OF her citizens with
maintain it, should she be looked upon the fos-
ler-mother of every poor child within her limits.
You cannot but be apprised that the system now
in existence in this State is defective in its pro-
Visions rules and regulations that the distribution of
the large fund to sustain it, is turned to but poor
count, and that very little if any good results from
Legislature has manifested liberal spirit upon every
other subject and obtained for the State already gil
ganc growth in the facilities of public improvement.
our Common School system has not received that at
teston which it merits and claims TO your patronage
demanded. AS continued Indifference on the part of
the Legislature has not only checked its gradual
provement as public system. but actually paraised
and rendered hopeless the efforts of private enterprise
to promote its Obtaining perfection its
existence only serves to individual exertion
and prevent the encouragement of private Schools.
Alive to every scheme of speculation where wealth
personal interest be advanced, people have
never been sufficiently interested in the of pop
ular education TO induce them lay hold with an APP
PrecatIve spirit and obtain for their children
substantial legacy in their mental elevation. Let
them but feel and know that cooperation with the
public authorities and proper exerton the part of
both would remove all the obstacles opera
ting against the efficiency of the system, and exaIt
primary schools a rank among the first in the
State. If public sentiment could be awakened up to
the subject-new light spread abroad-the indiffer-
ence of parents removed, and all who interested
In the promotion of education engaged in the work,
then might soon and appreciate the adoption
of judcious system of Common Schools the
wants and condition of people. 1t is for the Leg
slature TO begin this REFORM and is to your INTEL
ligence and patriotism l appeal in its behalf.
very comInendable spirit of improvement has
been exhibited by nearly every county in the State
in the erection of new Court Houses JsIs, and more
commodious buildings for the support and treatment
of the poor. This is as it should be; and although
it betokens some county pride, much more might be
shown by the improvement of our District School
Houses, scattered they are through the several
Counties, and showing by their condition that they
are overlooked dilapidated and uncared for. Let
them begin to exhibit signs of improvement, and it
will soon lessen the necessity of having finer houses
for trial, punishment and suffering. BY raising our
lakes 10 build more suitable school houses and 10 fur
ther more extensive amendments our School sys-
TEN would soon lessen the amount we now paw in
the aggregate by diminishing the of crime and
pauperIsm, for which so heavily taxed
The statistics of other States and countries where u
dcious systems of public instruction have been de-
vIsed, prove this statement to be true. Saws Mr.
Cousin, In very able report the Prussian sys stem
of Common Schools, After the School system had
been in operation fourteen years, the proportion of
paupers and criminals had decreased SO per cent"
We may boast of our splendid Capitol-the elegant
| accommodations provided for the Deaf and Dumb
and the poor Insane of our State; but unless more
extensive means used for improving the morals
and facilitating the education of people these
monuments of State pride, like the pyramids of the
desert, will only attract attention because they in
contrast 10 the darkness, crime and suffering that sur
round their base. Their brightness will serve but
to reveal the deep gloom of Ignorance beneath. Cold
and lofty buildings will exhibit little evidence of State
pride unless surrounded by the School House to mark
alike the progress of science and taste for archiec
ture. Better that every valley should contain plain
but comfortable District School House than every
hilltop splendid edi6ce Let me saw, in the Ian
guage of Epctitus the Athenians You will con-
fer the greatest benefit your city, not by raising
roofs, but by exaltng the souls of your fellow -c
zens for 1t is better that great souls should live in
small habItauons, than abiect slaves should burrow