The Lancaster ledger. [volume] (Lancaster, S.C.) 1852-1905, 1854-03-08

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selves heard in their te nands at the ebands
OF their Representatives. For forty years
they have been trying the old, Ifeless and
inefficient system, without any results that
have met the moral necessities of the
State. While most Of the civilized States
of the world have been going forward in
an earnest effort to institute educational
systems, broad and deep enough TO en-
brace the active, working millions of hui
manity, we have be n standing still, fuot
actually retrograding. For a quarter of
century we have been spectators ola NOR
raj waste, while none have gone forth to
cultivate the fields and to make this will
derness blossom us the rose
Let us for n moment 90 to the retros-
pcct, and let us measure our progress by
that of our sister States of this Union.
BY the imperfect and nervelcss plan cf
1911, the State has appropriated annualls
up to the last Session Of this body, the sum
Of $4,000 which has passed into the
hands of Commissioners of the several dis
tricts and parishes OF the State; and by
them has been distributed, according to
rules of their own making, among the
various applicants for School money"
The amount of good it has accomplished
If any, can hardly be observed while the
Teachers-the real beneliciaries of the fund
have often been of the most illterate, un-
worthy and undescrving character, Aud
there is still and now the most deplorablc
want of good Schools and competent teach.
| crS.
How is it in other States? Suppose we
select, at random, the State Of Main for
comparison. That State, in the admins,
tration Of most comprehensive and eff
clent system Of Common Schools, during
the year 1851, expended the sum o
S32 5000, in the instruction of $4,000
scholars. No person, according to the
laws Of that State, can become the instruc.
tor Of youth in School, without certain
qualifications, certified BY the Superinten.
dent of Schools, among which are: "a
good moral character; u temper and dispo-
slton suitable for a Teacher Of youth; a
capacity for the government and discipline
OF Il School; and Il competency to instruct
in reading, writing, English Grammar,
History, Geography and Arithmetic" >"
Now look upon this picture, and then
on that"
But, it may DC objected, that Main !: a
Northern State, with Institutions dissimilar
from ours; with dcnser white population
and other diSsimilarities which make the
comparison eXceptionah!c. We'll, then let
us select another example. Take Louisianl I.
Here we find comparatively sparse
white popultion: large proportion of
slaves; and the co-existence of two races.
the French and English, speaking, ditfe-
rent languages, and whose very laws and
scaool-books are printed-thc same mat
ter on opposite pagcs-in both lunguagos.
Here then is a Southern State, with hom-
ogeneous lstitutions, graphing with far
greater difficulties than any with which
we have TO contend. Loussna, then, oppe-
rating the same system which has proved
so successful in Maine and other States
expends S330,0o0 per annum, in sustain
ing 1000 well organized Common Schools
containing over G0,OOO scholars. How
will the account stand in comparison be-
tween the country of the Rutledges and
Pinckncys, and the land OF Livingstone
We fear the Chivalry must be put to the
blush!
Take another example. The State o.
Rhode Island, with territory little, i
any larger than the district have tn,
honnor IN part to represent under the
wholesome operation Of the same system
expends about 100000 annually, in main.
tainance of Common Schools, containing
10000 scholars; and out of juvenile pop.
ulatiJn of 5000, between the ages OF
four and fifteen years. not more than one
in eleven can he found who connot both
read and write!
Again, if we turn our faces Southwark
we find the essential ieaturers OF the sam,
system producing good fruit in the STATE
OF Florida. The Deal authorities are EN-
powered to raise founds for School purposes
according to the exigencies OF the partcu
lar locality; and the State pays from the
Treasury the sum of two dollars per an
mum, for every free white youth between
the ages Of five and fifteen years.
Take another example from the fal
West. The State Of Wisconsin, one of the
younger members Of the Confedsracv, hay
ing wisely adopted the same system, ex,
pended during the year l SOL, the sum o
100000, in the support of $4,000 Com,
mon Schools, and in the elementary instuc
ton of $4,000 scholars, having raised
and set apart a premanant, interest-bcar.
ing school fund Of nearly 100000.
The State of Massachusetts, expends
annually nearly 100000; and New
York nearly 100000, for the supper,
of~Common Schools, organized and con.
Quoted upon the cardinal principles Of the
same system.
Suc!i gigantic and well directed effort
to educate whole people are beginning
to tell, and have already manifested them,
selves in general and wide spread results
connected with the mora! and physical
progress Of that section of the American
Union. We have been accustomed to in.
dulge in vague and general abuse Of the
North, and to make discrimination in ou,
own favor against the Yankees; but while
we have. been talking they have been act.
ing; while we have indulgcd the language
OF sarcasm and bitterness, they have been
dealing with matters Of fact; while we