Semi-weekly standard. [volume] (Raleigh, N.C.) 1853-18??, 1853-10-12
COMMON SCHOOLS

to have been errors in management of.the COM
mon School system of the State. And first and
prominent among these was the opinion, at first
generally entertained, that the Common Schools
charity schools, intended solely for the benet
of what is called the common people Many We
~ wellmeaning people, anxious to ald IN the dtnu-
sion of knowledge acted on this fatal belief; and
they found, to the credit of our population, that
good intentions coming in such shape were not ap-
preciated. JFho ere tic Common people! Many
are unwilling to admit that they ignorant still moro
complain of their poverty; but among population
strongly imbued with republican feelings, none but
the actually infamous were willing to answer to the
a7pelIation of common implying inferioTity IN
claims to responsibility, moral worth and political
promotion. And if we send to the Common Schools,
said the people, admit this reproach of nferIority
ourselves and on our children; VIC help to drive
offspring into he fold where they are TO DC
need off from the aristocracy of the country ana
to receive mark that is to distinguish them for life
common, inferior people.
With such notions prevailing as to the meaning OF
Common Schools and as to their object, the utter
fixture of such system would be source OF graft
fication to the true republican: 1t would indicate
feeling of selfrespcct essential to the existence OF
government protesting to be founded on the popular
will.
First in Importance in free State is popular
character, independent self-relant and yIrtuous !;
next and ancary to this is the general diffusion OF
knowledge among all classes.
While we are fit for freedom are unprePared
for any system of education religion that processes
to build up wall between the different classes OF
the community that goes on the assumption that
the different social ranks to be fenced up IN their
accidental position the very reverse being the object
of all just systems of education and partly so OF the
religion of Jesus Christ
This word common then, and the notions in regard
to it. were stumbling block to at first and came
near being the cause of total shipwrock; and to
this day there many sections where this " rock
of offence is still doing mischief
Before can have perfect system OF Common
Schools this obnoxious notion must be utterly eradi
cated-and we must understand by COMMON Schools,
the schools Of the country the peoples schools, the
great Common University of the State; the word
denotng that it is common to all, open to
all, and the place where common or ordinary edu-
cation is to be obtained by all. The word common
is partly used in exactly the opposite of that
at first put upon it, and still understood III some
places: it implies that these not the schools of
particular class, as well the fact that they
primary in their character and intended for the in
struction of all until prepared to enter establish
nents founded for the Improvement of pupils in
particular sciences in the higher branches of an
education. If so understood and appreciated, what
different aspect would Common Schools pre-
zsentl Our wealthy and intelligent classes would
not be giving money and advice in vain; they would
be giving what is equally important their time and
services to these schools and setting examples which
would be moro highly appreciated than friendly
words of counsel.
Sending their own children to school, and appre-
ciatng the importance of good schools and correct
information, they oOssd to 1t that the schools
nell managed: they would act as committeeman,
keep watchful eye on the schoohouse, and take a
practical interest in the of the system.
But, say many of our intelligent people, how
afford to send to schools so badly managed? Per-
NIT me to answer this universal question by another
inquiry, viz when will the schools be under better
control as long as those who best understand the
Importance of good education refuse active part
in their management
Suppose the State annually disburscs a thousand
dollars to each district for educational purposes
and suppose you act the supposition that this is
intended only for the benefit of the grossly ignorant
AID those opposed to learning and leave the entire
direction of the funds to them, will we have better
Common Schools? Will the mere money make
ohange-giye eyes to the blind, understanding to the
foolish, and wisdom and discretion to those who de-
nounce all knowledge as useless and dangerous?
will it teach ignorant how to select good teach
ersI will it elevate the standard of teachers, the
lection still being left to those who sign their
with cross? Suppose the salary of the President
of the United States were increased to one million of
dollars would it the people to make wiser
choice for the Chief Magistrate than they have
done before? The character of the candidates for
any particular place will al,cays depend the char
acter of the tribunal that is to make the choice-thc
splcndors of the station greatness of the salary
the voters being Ignorant only enlisting in the
test for the place, the greater amount of bad pas
zsons evil designs
How then. my Intelligent fricnds-I speak now to
the educated and to the friends of education-how
can we expect the State to advance to greater
sums, we have placed in the earth the talent al
ready lent? Ought VIC not to put 1T ont to the
uSurcr, and make 1t yield Its full return OF proht
before we reasonably ask to be entrusted with
greater responsibilities
But say you again, some people soiW be perverse,
and meet efforts to do them good with persecu-
ton and reproaches. Why do they do it? Because
they often misunderstood you; and permit me, in
all kindness, to suggest to you, to go to work as if
you considered these yOur schools-scnd your chill
dren-act committee and claim to be part of
those interested in Common Schools, and it you act
Justly and discreetly you will soon. have things your
own way. I know neighborhoods where the COM
mittec-men have given the entire control of the
school in each place to mamie guaranteeing
school and good teacher for certain length of
time each year. Each gentleman so situated con-
tributes to the public fund a certain amount which,
according to previous calculation, is less than the
amount it would cost him to educate his children in
having his children instructed at homc saves some
thing and benefits the whole school district inwhch
be lives.
desired to aid in getting up one school of this
sort in each county in the State, to act exam
pie for other districts and gratifed to be able
to state that have been very successful in several
instances. The first person to whom l made the
proposition was to the Chairman of new county.
asked him to select for me a district containing
one, two or three persons of means, and having
children to educate; and informed him that wish
edto make this proposition, viz If there should be
several persons, each with children to
have Instructed, / wanted each to calculate the
cost Of Educating these children at boarding schools
then agree to contribute just halt that amount to
the Free School, on condition the committee would
allow them to select teacher, manage the school,
&c &c they guaranteeing equal benenfits in the