Daily American telegraph. [volume] (Washington [D.C.]) 1851-1852, 1852-02-28
LECTUR RE
ON THR

LECTURE
PUBLIC SCHOOLS IN THE UNITED STATES
BY REV. CHARLES BROOKS,
Of Boston, Mass
The Legislature of any State, in this Union
may enact the following laws
Towns having fifty families shall provide one
public free school, to be kept six months in
each year; towns having one hundred families
one school for one year one hundred and fifty
families, two schools for nine months each FIVE
hundred families, two schools for one year
and so on. Towns may assess taxes on all per-
sons and property, for the support Of public free
schools. The selectmen of any town shall de-
termine the location Of the school-houses. The
school committee shall procure and examine
the teachers; and they shall determine what
books may be used Each town shall furnish
books to the poor gratis If districts refuse to
establish schools, it shall be the duty of the
school committee to go and do it. If the town
refuses, it shall be fined. Contiguous districts
may be united, in order to accomplish fit
classification of pupils. There shall be made
to the Legislature annual returns from every
town, of all matters connected with the public
schools. Clergymen are invited to take special
interest in the schools So much money rs any
town raises for the support Of public schools, in
such proportion shall said town be allowed to
draw of the public money for the same pur-
pose All these laws, and others like them,
have been passed by Legislatures and they may
pass many more such, and yet not touch the
deepest wants of the age.
To ask if Legislatures have the right to enact
laws, required in the nineteenth century, is like
asking if a parent has a right to do the best
thing he can for his children. The only ques-
tion is, how far should the Legislative right be
exercised?
The duties OF Legislatures in relation to COM
mon schools may be summed up in this gene
raj statement; they are bound politically and
morally, to bring into natural and efficient ac-
ton all the energies, physical, intellectual and
moral, which arc born in the State, or which
belong to it; thus giving by law to every child
the opportunity Of making the most of himself
All the human faculties should be developed in
| their natural ORDER proper time, and due pro-
portion, To make this plain, let us place be-
fore our minds eye man, whose physical or
ganization is perfectly developed, but let us
suppose this mature physical organism to have
no intellect and no conscience What is he 2
Just one third of man. Now, let us suppose
ment adds perfect intellectual expansion: but
he has no conscience What is he? Just two
thirds of a 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 develop
ment of his moral faculties! He exhibits a
specimen Of entire harmony of powers, each in
its legitimate maturity, and each in pure, SYM
metrical, and successful action What is he
A MAN A i0hoie man Gods idea of a man
1t is for such human beings that God legis-
lutes 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 constitutions. 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, an union qcih the
parents, in producing such results And why!
Because the child, by creation, has right to
education; a right which no Christian Legisla-
ture can legally withhold The State of lndi-
ana, in her recent noble vote upon the estab-
lishment of free schools, seems to recognise this
great fact If the members of a Legislature be-
lieve that proper physical training will secure
health, that proper intellectual training will
secure prosperity, and that proper moral train
duty to find out how such training may be ap-
piled to the rising generation
The topics of study should be arranged in a
gradually ascending series corresponding to
the gradually unfolding powers of The pupil
Leaving to better judges the due arrange
ment of subjects would suggest, as a substi-
tute for some portion of the popular topics, such
studies as Physiology, 80 far as the laws of
health are concerned Natural History, so far
as shall enable the youthful mind Ito look
through nature up to natures Cod" Useful
Arts 30 far as they may be needed in after life
Natural Philosophy SO far ~ to indicate the
simple forces of the universe Sketching. so far
as to represent machine, landscape or face;
Music SO far as to aid in this part of public
worship; Voluntary Discussions, so far as to
teach grammar, conversation, and the laws Of
fair debate Morals, 50 far as to unfold our du.
ties to ourselves, to others, and to God All
these studies draw out the child's soul, which
is education. The Legislature should establish
the following
Classification of Schools. /. Primary schools
for children from four to eight years of age
q Grammar schools, for those from eight to
twelve. g. High schools, for those from twelve
to sixteen. a. Normal schools, for the prepa-
ration of teachers. 5. Teachers Institutes, for
the improvement Of those teachers who have
not been trained in Normal school
Governmental Organization The superyi-
sorry should bel The local school committee,
with the largest powers which can be trusted
to town. 2. County Superintendent, to be
chosen by ballot in the county. g. Board of
education, composed Of the Governor, Lieuten-
ant Governor, President Of the Senate, Speaker
the House of Representatives, Treasurer of the
State, the County Superintendents, and the
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