Semi-weekly North-Carolina standard., 1853-01-26
ADDRESS

ADDRESS
To tie OFfce,.s of the Conanaoa .ScAooIs, ueH to
tie tiicAlS Of Education IN North CaJ0lima.
In entering the duties of General Superinten-
Gent OF C0mmOn Schools for the State of North Car
olina, feel that the occasion is proper for aG
dressing few plain remarks TO the officers, agents
and friends of the system.
There ought to have been from TIE head and
chief director of the system TO give efficiency, and
report upon its defects; and had there been such
officer would not now ne CROPPING in the dark, ig-
orant alike Of The past operations, of the present sit
uaton and of the future prospects of our Common
Schools
They have never yet reported progress to the pub
lie and now, while in the absence Of information
are on the point Of dsparng Of their success, the
Legislature has made provision for the appointment
of a controlling head, and vested that appointment in
me. This position, which from the first would have
been highly responsible one, has. from the circum
stances under which it vas created, become one of
vast importance ; and with my conceptions of the
difficulties which me, Ctie greatness Of the
cause, and of the importance of the duties owe TO
the public. ] feel oppressed and nearly overwhelmed
with concern.
have no doubt but that much is expected of me.
though there no definite ideas 10 the means
by which am accomplish il these means | must
find in the symPaltzing hearts and willing hands of
the subordinate agents and the friends of the system
That may, therefore, do the bestl can for the State
| will endeaver 10 put In active motion complicated
machinery and in doing so, while aiming pGac-
tca results. by practical means, shall forego all
temps at personal display, and shall be more con-
cerned TO push the cause than TO bring the opera
tor into notice.
l must therefore, ask the public to await results
and 10 look for mere display of zeal and will
begin with plain talk and some simple suggestions
for which invoke the serious considerations of all
concerned.
The Common Schools Of the State have not fulfil
led The expectations of the public; and this because
perhaps too much was looked for in very short
time.
Z Sill we might reasonably have expected more ;
and the reasons why it has not been accomplished
are ls the defects of the system, and the prejudi
ces, misconceptions and ignorance against which it
had to coniend 2dIy, The inadequacy OF the pecuniA-
Ty means, and 3dy, the want of active public in
terest in the Of popular education. The first
cause was natural and could not be Immediately
moved but now that in the way of having
Iighk we may expect judlcious amendments and more
eliic lent operations.
The removal of the last cause of difficulty will
remedy the second; and it is to this :rpose that /
wish to direct much of my effort, and l sincerely
hope that will not labor in vain.
The public has not heretofore manifested that ac-
tive interest in this which its Importance de-
mands; and many well wishers have been content
with good Wishes while little exeron in the
shape of advice, visits at the school houses, aten-
tons TO scholars, and examination of teachers would
have been much more eflectual.
Much-a great deal, depends upon the example of
the leading classes Of the community and if they
in which they have direct personal interest, and
that they desire their success only for the sake of
their poorer neighbors, their will not certain
ly he productive of good tn the schools.
The Common School should be regarded in every
neighborhood, of the most sacred institutions
of the counry-it should be looked as one of the
inestinable advantages of home, identified with the
dearest interest of society, and bound up with the
hopes OF the old and the affections of the young.
If tie old will cherish the young will reverence it;
and when parents and children invest their affections
and their hopes upon it, it will be occupied by
teachers who will feel their responsibility, and
diligently exert themselves persons whom are
conferred many watchfu and Jealous eyes,
The Common School house should show, in itself
that it is of the cherished monuments of home
il should be carefully constructed, ornamented and
preserved and become central point Of resort a
place tor the public meetings and the social parties
the neighborhood. When occupied by schools, these
houses should not be, they often isolated from
the curiosity and the interest of the public; the
contrary, the teacher and the pupil should feel tina
they constantly before the public gaze, and the
centre of attraction for all classes of the neighbor
| hood.
j. All the officers and agents of the system ought to
labor enlist the sympathes of the people in its be-
half-to try 10 impress on others their own convic.
tons in regard TO the importance of universal educa
ton-to manifest their interest in the schools by t.
tending examinations. by sending their own children
! and getting their neighbors to send-by employ ing
such teachers they would wish stand in Loc0
pnyentis in the place of parent and instructor fol
their offspring-by preparing comfortable school
houses, and exercising active vigilance the
! interests of the system.
The idea that these schools are intended only fol
poor children should evefYw here be discourao oed
and should be understood ard proclaimed that this
is great bounty, fountain opened for all the chill.
ren of the State, without distinction of classes prom
sing equal benefits TO ALL and worthy of the fostering
care of all.
! 1t is the duty fevery accepting place Of trus
in this 6enefcient system to discharge faithfully its
duties and 10 take interest in them and l have
hocff fhofi fhnYN hrNo
sionally visit the schools that this single and simple
circumstance would add much 10 their usefulness
stimulating scholars in their studies, inducing chill
dren who have attended school to GO, and
ing teachers to be more careful and jealous.
1t is the duty leading persons, male and female
Ia duty they owe to society and to themseIves-to
manifest by their acts and words an interest in the
success of the Common Schools; and their example