Semi-weekly standard. [volume] (Raleigh, N.C.) 1853-18??, 1853-12-07


lection.
The idea that teachers can be raised up from the
plow-handles has been publicly criticized would any
one dare to do the same if were to make slnliar
assertion as to President of the United States
Why do not the friends of Common Schools ana
of popular rights expose these inconsistencies mat
ignorant plow-boy is a good teacher no one as
scrts that ignorant and bigoted citizen makes
judicious committeeman is not pretended.
But plow-boys may become and do become excel
lent instructors and ignorant honest men, piaceo on
committees and encouraged and advised by more IN
tcpent ne@hbors become betteF citizens gaining as
they do new and more enlarged ideas IN regard 10
the wants and situation of society, OF their own po
sition members of a selt-gOVernlng country, anu
of the duties responsibilities and necessary quall-
cations of each integral part of free government
Why Sir, the children are by no means all the
persons instructed and improved by our Common
Schools; the system furnishes plan for the whole
some training of the whole populaton-it may be
like militia system to some extent; the equip,
ments not so complete nor the dlscphhe anu
perfect as those ofmcrccnary bands VINO
do the will OF tvrants, but it is one which puts arms
in the hands of all tie people, and it enables them
to be their protectors
Our militia regulations not untrcqucntiy afford
themes for the wit and denunciatlOns OF certain
smartish of people, but is there true statesman
in this whole country who values its freedom that
would desire to militia system abolished, and
large standing army, dangerous alike to friend and
foe, substituted in its stead? do we not all know
that when cease to be our own protectors, Win
arms in our hands, will cease to be free at that
very instant? We might have standing army OF
million of soldiers; and this million of armed men
would just be likely, little moro likely, to get
food occupation and power, by fighting by plumber
ing and enslaving u.s. than to attempt such cnterpr-
ses in more distant and difficult fields. Who then
would dare to advocate a dlsarmInS OF the milltla
1t is still more unwisc and dangerous to strip the
citizen of those rights which under our common
School system help to fortfy his mind, to enlarge
his ideas, and to dignity his character.
During the settlement of this country the colonlSts
all went to school, and Nature and Divine ProVl-
dence were their masters. The powers OF the Old
world left them to contend best they could, with
the difficulties around them; their position was such
that from the start each had practical experience
of all the attributes of sovereignty.
Their arms were ever by them, loaded and ready
for use wild beasts and wild savages threatening on
all sides and there being standing army, each one
often called on to udicae to legsatc to coun-
sci for common safety and common Improvement.
They learned to reflect; new ideas dawned on them,
their hearts were enlarged, and their minds discip
lined, and they in time acquired that moral stamina,
that independence and courage, self-knoWledgc and
knowledge of others that mental forttude and phys
ical bravery that sturdy sef-respeCt and ndomita-
bic love of freedom and right, which carried them
successfully through the grand Drama of the Revo-
luton, and founded that glorious Republic which is
inestimablc inheritance.
Under our Common School system responsibilities
somewhat similar thrown upon the people; they
required not merely to vote but to and think
for themselves. In the exercise of their duties they
all going to school; and some of them, IN two
terms of Committec-shp, learn more than they ever
knew before of the relations of citizens to each 9TH
or in republic of reciprocal duties and correspond
ing advantages, Of public necessities and of thcr
bearing on individual prosperity and happiness
The most ignorant sometimes become acquainted
with general affairs and are forced to think to
qure and look about; and all are losing those hab-
its of absolute dependence others, so pernicious
to their welfare.
They become accustomed to the practical exercise
of authority-they taught to feel responsibilities
which come homo to the conscience Of each each
father feels ought to feel that he has immediate
stake in the n1atter-thcy learn how the world is
governed the necessity of individual sacriiccs zeal
and action, the importance of each unit in the
total of the State, while they carry on wholesome
and invigorating exchange and commerce of ideas
and opinions, becoming acquainted with the wants
of the community, and with the habits of thought
and feeling of their neighbors.
Why, Sir, Common School systc;n has set
more people to thinking than all other laws put
together; and while those who would have the popu-
lar mind stripped of all and left defencclcss be-
fore the weapons Of their cunning, trying
to laugh the people out of countenance with their
efforts at thought carcatIrng their trainings at
their mental musters, and using every effort to in
duce them to abandon the attempt to arm and pro-
tect themselves, why not the hosts of better
republicans as active and camorous in cxhortations
to persevcre to respect themselves and by their
ton put to confusion those who have confidence
in their ability to govern themselves?
The people were naturally diffident, backward,
ready to believe they were making failure, the
whole thing new to them, they were conscious
of their lack of information and opportunities and
darkness brooded the operations of the sys-
tenn similar difficulties ancestors had to encour-
ter in starting the Republic.
The opponents of tn. system were divided into
two classes TO nit: the patriotic and friends of hui
mainly who feared the result of an attempt at popu-
lar Government would not last succeed, and the
friends of Dcspotism who feared it might succeed if
encouraged.
When the enterprise started each therefore
acted the part which his principles taught him-the
timid and doubtful, because they were timid and
doubtful laid to with greater energy, working dill
gently with their hands and in their prayers ferrcnt
ly auspicating success.
So should it have been-so should it now be with
respect to efforts at Common Improvement. Tri-
umph and not failure should be held perpetually be-
latter and giving out evil prophecies, should not be
allowed to SOW, uninterrupted, their pestent doc
trines They should be answered that their theories
are In conflict with proper respect for popular dis
cretion justice and energy; and the people should
be called to refute them by their actions and en-
couraged to believe that they judiciously exer-
else power-that they and will improve by expo
rience, and that the difficulties in the way, by no
means insuperable, will soon be conquered by perse-
vcrance and patience.
The Almighty, though omnpotent, took six days
to create and fashion the world--a lesson to mans
Impotence. The Common Schools of Massachusetts
are the growth of nearly three centuries; we have
had experience in such matters for about one Thrift
eth part of that time.
There is plain course for the true men who
doubted about our Common Schools-they recognize
the vast Importance of the undertaking. and see the
magnificent goal in prospect while they only dread
the intermediate dangers