Semi-weekly standard. [volume] (Raleigh, N.C.) 1853-18??, 1853-09-14

education of higher kind ii North Carolina: have
multiplied Colleges and Academies maIe and fe-
maIe-have created and fostered a spirit that is
universal determined and iavincibea spirit of pro-
gress which, in very fewyears, has advanced the
Educational flag of North Carolina from its humble
and trailing position to proud elevation those
of her Southern sisters and which promises to
run it above the topmost streamer of the Union! All
hail to that rising flag all honor to the hands that
have run it up! But while we proudly contemplate
its triumphant position, let forget that the
flagstaff is planted on the COMMON SCHOOLS.
And now, Sir, in view of such results, and with
out considering any other, may l not say that
Common Schools have been anything else than a
failure? We have seen, however, but one half of
the picture and it remains to be told what has been
accomplished within the walls of the Common
Schools themselves.
Upon this subject have made much enquiry, and
it would be tedious and perhaps accessory to
ter upon detail of the means by which have OBJ
tanned information.
1 have instituted enquiries in regard to the num-
Der of school houses and of schools in different
ties before the establishment of system of Com
Schools, and for several years have been trying
to inform myself, in various ways, this obscure
subject.
My investigations bring me to this conclusion, viz:
that it would be very liberal estimate to put at
twenty thousand the number of children who, before
the adoption of our Common School system, attend
ed part of the time during any one year, or in
period of two years, the country or ordinary sub
scription schools of the State.
Without going into my sources of information
few general facts will sustain the above view and
in fact need only make one calculation, and one
which all will recognize as liberal.
Put he number of counties at 7O-(this is over
the mark, at the time alluded to)-and the average
number of schools at 10 to county, and the aver
age number of scholars at % to school; this gives
seventeen thousand five hundred scholars How
many persons can count as many as ten country
school houses which existed in their counties pre-
vious to the establishment of Common Schools?
How many counties are there where .1fce could not
be found? But that may not be under the markI
will say that twenty thousand children at some time
during period of two years, attended the country
schools of North Carolina and will here intimate
that should not be surprised if am some day, able
to prove that the number often not greater than
ten thousand and sometimes under.
What is now the number that once in period OF
two years attends the country or Common Schools?
1t is considereda reflection historical
efforts in North Carolina that the name of first
Governor was suffered to become problem. What
shall say of the fact that the State has founded
system of Common Schools, and by its funds helped
to keep the system in operation for several years,
while little vigilance has been exercised over it
that the number of the schools is not known and
can only be guessed at? Members of the Literary
Board have estimated the number as high as thirty
five hundred; my estimate is from twenty-five
hundred to three thousand. We will suppose the
number to be $500, and the average attendance 20
to the school, and all the schools open once, at least
in every two years; this gives sixty thousand
five hundred children at school in the State at some
time during each period of two years. The attend
ance, however we all know is greater at the Com
Schools than it at the subscription schools;
in fact might very safely estimate the average at
the former at 30 and 20 at the latter while however
there undoubtedly more regular attendance at
the subscription schools.
We may, from the foregoing premises, conclude,
and do affirm, that in every period of two years
there are three times as MANY children going to
try schools as formerly but there not and could
not be three times many receiring an educGtaon.
If there were, then more than two-thirds were for
merly ignorant In former times many, many boys
and girls attended one two three short schools,
and then their education completed; now the
set will attend, at different times, for many
schools. Still it is inevitable conclusion that
great many more receive the elements of an ed
ucatlon than formerly and large majority get better
educations, poor as our schools are said to be.
In number of counties from one to three moder-
ately good subscription schools have been destroyed,
and in their stead have been established Common
Schools which not kept open as long during the
year; but considerable portion of those benefited
formerly by the best subscription schools now send
to higher, classical schools, and most of the re-
mainder could raise fund to lengthen the term of
the District Schools by using the exertion that
had to be used to get up good subscription school.
And then, to overbalance this supposed injury
caused by Free Schools, they pervade hundreds Of
neighborhoods where there were formerly schools
at all, and they afford elementary education to
thousands of children that would have grown up in
ignorance, while the office of teacher established in
$500 places, is ladder by which many scores of
young men are enaDlcu IO rlSe 10 uSeIuneSS WhOSc
talents otherwise would have been buried.
And finally, draw this general conclusion, and
will maintain it. viz: that the acreage Of Intelligence
among the masses Of the rising generation IS t'oice as
great 1t before the adoption Of system Of
Common Schools These schools have not yet edu-
Gated generation; those who were on the stage of
action at the time of their adoption still there
while those whom the Common Schools have been
training have not vet assumed their places in the
business affairs Of life.
When this occurs, and we have passed away,
great change will over the face ofthings in North
Carolina; there will be intelligence, more life
and more public spirit, while the generation will
be practically acquainted with Common Schools, will
know their wants and remedies and be ready to sup
ply the necessary to add to their usefulness
and efficiency.
Weknew nothing of such things and we had no
body to tell u.s. the experiment was total novelty
to us, adopted among people tenacious of old hab-
its, where many were ignorant and opposed to Edu-
cation, and where all expected too much and were
disposed to do too little supposng the government
had bargained to take all trouble off their hands.
Against ignorance, misconceptions and prejudices
the system had to contend and it had to grow by its
own inherent vitality, without voice to utter its
wants. or a tribunal to decide its disputes, head
to guide its way. 1t was seed thrown in the water,
and left to fight its way with weeds and grass and
though tares and noxious vegetation have grown up
in its midst it has lived, and hourished and pro-
duced a profitable harvest. Under all the circum-
stances its history is glorious triumph affording
subject most interesting for contemplation to every
true son of North Carolina and every friend of hui
manty {; and to all such it opens most noble field
for exertion and where the promise is bright and