The Lancaster ledger. [volume] (Lancaster, S.C.) 1852-1905, 1854-03-08
SPEECH
J. W0FF0RD TUCKER.
ON BILL TO ORGANIZE A SYSTEM OF
COMMON SCHOOLS.
Delivered in House Of Representatives. Dec. 1853
OF SPARTANBURG.

day, Dec. 9th, 1858, the Bill came up
under special order for discussion. Hon.
John lizard Middleton, with view to dis
euss the question on its merits, after the
second reading, moved to strike out all
after the enacting words, to insert subs,i.
tute. Mr.. Tucker said:
have not often occupied the time OF
the House in trying to make speeches,
but the Importance ofthe subject dep,ands
an investigation; and l only ask the
House to indulge me for the time neces-
sary to discuss the bill and l invoke the
attention of members as we proceed to its
consideration.
Inc Importance Of educating our peo
Will be admitted by most rejecting minds.
1t IS only too readily conceded, without u
due reference to the importance of the
concession. We have been accustomed
to acquit ourselves of duty, and to satisfy
our conscience by the enunciations of a
few general propositions-a set OF truisms,
about which there can be no controversy,
While the great truth contained in our adj
missions remains un-worked. out and un-
applied BY us to the common interests and
practical wants Of the country.
That the maintenance, in their strength
and purity, of the institutions-of regulated
liberty, depende on the combined virtue
and intelligence of the people, who are the
legitimate source Of power, has long since
acquired the position and force of an Az
iomatic proposition: It's standing moral
truth; every one admits it, no one here
VIII venture to question it. Aud yet in
the face OF this truth, | may with safety
affirm, that most Of the Monarchies of Eu-
rope have done more for the general diff
fusion of elementary knowledge among
their subjects, than has our own state a
mong her people. The Car of Russia
may be taken as an cXarnp!er in this work
do NOS mean to say there is more gene
raj intelligence among the subjects of Eu-
roPean Kingdoms than an ong our people
The very nature of our Institutions and
Representative Government tend to de-
velope public intelligence and to excite
inquiry. But do mean to affirm, that
so far rs, Legislative effort and accom-
plishment are concerned, for the planting
and maintaining of popular schools, de-
signed for the rudmental educat on Of
the people, that South Carolina will suffer
by comparison with kingly and despotic
governments. And yet the truth contain
ed in the proposition referred to, is not the
less fundamental and vital truth. 1t is
not only true that the permauence of free
institutions in republican government
depends upon public virtue and popular
intelligence, but it is further true, that the
moral, physical and social wei! being of
the whole body polite, depend materially
upon the extent and quality of popular
education.
But what have we ACCOMPLISHED in this
worki Since the year of grace 1911.
nothing has been done, nothing has been
attempted to be done for the State at large
6y way of organizing any general plan OF
Common School Education. In the year
1871, under the earnest recommendations
OF an able and patriotic Executive, some
thing was attempted by the legislature in
the way OF adopting plan, organizing a
system, the semblance at least of a system.
1t had a body, it had limbs, but was left
without an intelligent, controlling head,
ana mus has existed as little more than n
mercy nominal and imperative creation.
We have heretofore hoasted Of Co.
lege-one College-and long may it live,
PIrosperIng and toprosper, in which at any
given period Of time, perhaps hundred
young Carolinians may have been in pro
cess OF training for greatness and useful
ness; while forty thousand young Caro'in-
lans have, from the force Of circum stance,
been unable to avail themselves of those
advantages; and perhaps one.third of that
number have been denied the benefits OF
the plainest and commonest English edu-
cation, for want of an efficient sytem OF
popular Schools!
L have no statistics for our own State
on the subject Of Schools, (thanks to our
system) and if | had, for my purposes
they would scarcely be needed; and il
needed, (thanks TO the wise management
OF the subject matter) they would be
wholly un-trust-worthy. The great sub
stantive facts, which alone regard impor-
tant to be dealt with on this occasion, lie
on the surface, and he who runs NAV read.
The subjects ofeducation to whom mean
to refer you, and in whom | desire to
interest this assembly, are not absract boys
and girls, ranged numerically on paper;
but they are existing, acting, living, play
ing boys and girls: and " fighting, crying,
ragged, dirty Goddess boys and girls"
which swarm even in the streets Of orr
towns and cities, as we'll as in the sand
bills and the mountains. And yet upon
these, within certain limits, depend the
dlstinIes Of the State. Aye, turn and twist
it as you may, to this conclusion we must
come at last: the security of property and
the maintenance Of our institutions are in
their hands! And, where, by our one Col
iage and no Common School arrange
ment, we may have.one individual highly
educated, we have twenty who'll, unedu-
Gated and while the fundamental prin.
e,'Ple OF our theory Of government is that
tue people govern, we have q powerful,
co-active, component element of political
strength in our midst upon the safe and
rational exertion Of which We can scarcely
relyi
Tbssubject Is fraught with considerations
OF tho very highest moment. cannot
hope TO do justice TO such a subject-to
exhibit the whole force Of the truth. "to
the hiUhk IF fbia 0raot n o.o.,,,,.o,,. ~ A