New-York daily tribune. [volume] (New-York [N.Y.]) 1842-1866, 1853-01-06

70 NEEDLE win education . matter when ne
and all his co-rcggicnists knew and believed 20
be intimately connected with the imnortai
interests OF mar In considering this subject, he con
eeived we should look toward the temporal govern
ment srd 20 scrutinize closely is action wherever
would absorb to itself the living functions Of civil life
He for one unwilling to part with one cts OF per-
sons liberty without; knowing in the first place the va
hdify Of the claims upon the strength OF which was
sought 70 deprive him Of portion Of his freedom
so II there were question Of the admission or ex-
eiusion Of religion in relation 20 common schools.
he would, for the reason assigned, objec, to the
State assuming the fsnctiOn Of the farnily-ot
the parent he would look upon the
assumption Of control with large OF ssspi
con, especially when he the steps that were being
taken TO advance the prcension in this country
He knew very well that the Capitalization Of power in
civlgoyernment wss not peculiarly OF monarchies-
the history Of the old French In6del Republic would
testify to the contrary and in reference to the course
Of events in parts of the United States notably
in this great ate of NevYork he would say that he
witnessed with alarm the close following in the steps
Of the old French Jscobin Democrats that he pre-
sened by some powerful and leading in this State
lApphuse.l In truth he had a feeling Of alarm
and apprehension when he saw q subtle network Of
hnu al over tue cfste.
specious pre,ense Of educating the people at the same
time that all the lines Of ramhcaton growing stronger
the center, ended in one bureaucracy close by
the doors Of the State department The speaker then
referred to the establishment of normal schools for
the trimming of teachers another source OF seri.
ous alarm for the reason that in future he supposed
no teacher would be employed in the common schools,
unless furnished with diploma from these normal in
"A
ments for the dissemination of certain political other
Influences. The speaker then proceeded to inquire
into the origin of popular education, and conended
that il in the monasteres and beside the cathedrsls
of the Catholic Church and in support of the assertion
referred to works the middle ages by Dgby and by
Maitland. As to the propriety or expedency of the
absorption by the State Continued the lecturer the
education Of the youth, he conceived there might be
serious doubt. entertained among honorable But
he could not imagine any candid mind would claim
that the State mig IN, and taking hold of edu-
cation, drawing it away from parents and families,
might pervert 1t from the end for which it
was intended The end OF popular education was only
to fit man 70 fulfil his destiny and mans destiny
immortality. lApplause.l They had good reason then
protest against this assumption the part of the
state The education OF their youth interfering ii
did with tie eternal interests of their children. And
what il might be asked the foundation of popular
educ alton This the principle that all learn
ing and all science was good each in its measure
and in subordnation the doctrines of God and the
eternal truths Of religion which the basis of all
truih-but that no learning and no science was
Of any worth, could be accepted by ressous-
BILE and good men, which not sailed with the salt
Of religion and that not subject entirely to the con-
trolling influences of religion they from the mer
ciiul Creator. Applause 1t would be said in answer
TO this that the State could not NEEDLE with religion in
schoosthat 1t had nothing to do with t. But he would
reply that In present system of State Schools the
State did undertake to NEEDLE with religion by strang.
ling il In the nursery, by numbering it in its very
cradle and the State medded with il when under.
taking to expel from the schools of the people any
one single doctrine Of religion. As to the introduc
ton OF religious teaching into the Public Schools
breaking down the system, he entirely denied it, If
1t should, then the system must be very bad and
ought to be broken down. But wrong the sys-
TEN WAS it would flourish II the real desire OF its
friends was to advance popular education. Let them
show the first evidence of a wish to come
TO understanding and do of
justice to their fellow. citizens, and he would
guarantee that plan would be suggested
that would satisfy the mind of any candid man
The lecturer then, some length, maintained |
that the esablshment OF separate schools would
prove at all productive of bigory, contend.
ed and briefly referred 10 the question OF expense in
yoyed in the discussion abiding by the way to the
cost Of the Common Schools OF this City as being at
the rate Of from sl2 10 sli year for each pupil The
lecturer also quoted from Mayor Highlands Meg
sage, written two years ago. ia which there was much
emphasis laid upon the increase OF the City School
penses The lecturer then referred to the call Of
issued some two three years ayo, by
The original friends Of the present School sys-
tenn, Ia which they stated that immediate steps should
be taken to arrest the downward progress of the
Schools. The London Va,ehnaR was also referred to
for the purpose OF showing therein stated that the
greater part OF the vice aud crime OF that great
ropolis attributable to the reading OF pc nicous
publications by TIE youth Of the community, who
acquired through the medium Of
schools presenting no sterling religious feature
knowledge Of resdiLg that but too often worked 70
heir temporal and eternal ruin The moral Of his OBJ
ervbons was This The education which nal religion
Is lie eLd and object the education that fitted
or his desDy-the educstion which did not aim AZ re-
igon the great object, did MT tend 10 DE- mau TO
ulfl his destiny. II he to choose between the
he would say, Let have schools where religion
taught day by day and nothing else is taught rather
han have schools where everything else seems to be
sught except religion Applause
Mountains md their Meant