The Jackson standard. [volume] (Jackson C.H., Ohio) 1847-1888, 1853-09-08
FOR THE JACKSON STANDARD.
AMERICAN EDUCATION.
M n

cause it has no application to the condi-
tion or future duties, of European child.
The very book which might serve well
enough for an English boy, may not be
the best for an American. / do notmean
that the boy should be made fool by be-
ing taught to despise and decoy all that
Is not American, but would have him
perfectly understand the peculiarities of
his,own country, and have his education
adapted to its character and institutions.
Let whatever is excellent in the institu-
tons of all countries be shown him; let
him be taught to admire and esteem true
merit wherever found, but still, let his
education be such as will accommodate
itself, to the peculiarities of republic
rather than monarchy.
1t is self-evident truth that every hu-
man being is entitled to an education
We argue this from the fact that he is held
accountable for the discharge of duties
for which an education alone can fiji him.
This fitness he is unable to acquire him
self; it must therefore be secured to him
by others, who as his natural guardians
and sponsors, become accountable for his
enjoying that amount of development,
both of body and soul, which will quail
fly him for answering the end Of his exis-
tence. The right to receive an education
and the obligation to bcstow it, are indica-
ted by the condition in which an infant is
born, and the responsibility with which
is becomes invested in after life and as
an obligation to give implies in another a
right to receive, it is inferred that every
child has an unalienable right to an edu-
cation and ifit is not bestowed, the guilt
is mainly theirs to whom the existence
ofthis disqualification is attributable. The
circumstances under which person is
brought into the world, imply promise
of education. An infant has no choice
or agency in bringing itself into being, and
on its entrance into life, is perfectly help
less, and therefore has claim on others
for protection. The promise of education
made to the child by its parents, is in
dorsed by society; and if it does not re-
ceive its due at the hands of the original
promiser, it has right to come uron the
indorser. Unless fraud be practised up
on it, its prospect Of an education is GER
tain.
The claims of children upon their pa
rents and upon society, though equal in
point of obligation, are not Of the same
extent. The only limits of the former are
the means Of the parent and the capabili-
ties of the ehild. The responsibility of
the latter, extends no further than to bes-
towing such an elementary training, as
will qualify each person to take care of
himself, to tit him for discharging the du-
ties it imposes, and for which it holds him
accountable, and to prevent him from be-
coming a burden 10 others. The existence
of this right and obligation so far as the
growth and noufishment of the body are
concerned, is pFaelically acknowled by So
ciety, in all Civilized countries, and SO it
should be in all3espects in reference to the
growth and nourishment of the mind
The mind is of infinitely more importance
than the body, in infancy and childhood
is just as helpless; and every considera-
ton that enjoins the duty of providing for
the support of the latter, demonstrates
with augmented force the obligation to at
tend to the culture of the former. TO
stint the growth of the body, or to hinder
or injure its health either by Withholding
food or by mechanical means, is crime
punishable by law, and yet not half SO
cruel as by neglect or miseducation, to hin.
der the proper development of the pow
ers of the mind, and for which as yet no
adequate remedy has been provided. The
wants of the body seem to have been con-
sidered paramount to those of the mind.
Poor-laws, aims houses, infrmaries, hos
pitfalls, &C., have their origin, in physical
necessities, are founded on the wants of
the body and willingly provided by socie
ty, but alas what provisions compara-
lively speaking, have been made by Socie-
ty for the education of mind. Hungry,
starving intellect meets with little commits
Grafton and less encouragement by indi-
viduals, and hence the greater the neces-
sity for society to nterpose.
By reasoning prori we should Ger,
tainly conclude that the education of the
Young is one Of those interests which may
safely be lefl to take care of themselves.
Natural affection would seem 10 make
all foreign inSligalion on this subje ect need.
less The testimony of experience how.
ever on this point, is altogether The re.
verse. It is lamentable fact that in our
country the education of their children
is just one of those things about which pa.
rents are particularly careless, and indif,
Ierent. and as it Is a matter Of supreme
Importance TO society; an interest too
precious to be negl cted; she finds her.
sell obliged in order 10 perpetuale her ex.
istence, and lorlfy herself from decay and
overthrow, TO devise expedients for effect
ing by constraint, what fathers and moth.
ers ought spontaneously TO have attended
to at the bidding instinct of parental love.
In self governing community like ours
where every man is sovereign, il is i'm.
porlanl more than in any other state Of so.
ciety, that The great mass of the people
should be educated. Our society has its
origia, in the native propensities and the
natural wants of man. Here all power
emanstes from the people. Government
as the agent or representative o. me pop,
ular, will derives all its character and au.
lhori,y from the people. The people then
should be educated; and our government
is an imprsolicable farce unless a msjori.
" ofvoiers can be made intelligent enough
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