The Sumter banner. [volume] (Sumterville, S.C.) 1846-1855, 1854-02-15

the pupils Of this and similar institu
tions step forth into life deeply imbucd
with tho spirit Of our institutions and
worthy principles. Men whose pres.
ence and example shall radiate patri
otism and honor, and who, in the doub,
and fury Of political crises, will com
mand the gaze and guide the steps of
the erring. When she does educate,
lether educate efficiently. Let her
build upon the basis of the home and
the family, All intellectual superslruc-
ture, grand and comprehensive, blend
ing individual excellence with the
State, aud the State part Of the man
| n Y X
| Ii gentlemen, wo appeal to history
for the vindication Of this theory, it
will be found ample and UNIVERSAL
The Greeks, IS they are the models in
literature ard art, SO in the philosophy
ofgovernmcnt they command the deep
est study. And there is no feature of
their policy more striking tham this un
der consideration. Citizenship and it's
cosnate rights were enjoyed by . very
small portion Of the people, as in this
State 1t is enjoyed by less than one
half itsPopuatiol. 1t was, among the
Athenians; confined by the constitution
OF Solon To the four primitive Ionic
tribes, an though subsequently, en-
largcd by Clcisthcnes and Pericles,
so as to admit the whole body of ma
tive tlecmen, yet the great ,uass al
ways remained in exclusion, AS much
SO rs our slaves. The equality OF Greek
liberty was the equality Of her free
citizens. AS before stated, there were
in Athens but but 10000 voting citi.
zens, to $4,000 slaves. Yet with
this startling disparity OF physical
force, there existed, to the end IF the
Republic, harmony almost unnter-
rupted. In peace, the slave was the
contentcd husbandn,an and domestic,
and in the storms of battle he shared
the perils and fortunes al. his master.
Ihe subsequent ruin which swept
over her institutions, came frons emo
I thcr soNfce. IN the tunults and ca.
p!icccs of,"an unreprcsentative demo,
cracy, and beneath the bowels Of iron.
| neaded barbarians, the liberties and
po'ity Of Athens sunk to the grave.
! ';.Slapery and The distinction phieA
attached to citizenship, gave to the Gr eek
mind leisure and taste for that public
education which expanded into such
grand outline and beauty. They
invested his nature with that he.
ro;c spirit which dcfied and con.
Quercd the Persian host. They, in a
word, contributed to make him that
poetic and free soulcd thing which has
won the love Of attcrtimes.
| When we como down to the 70.
man Republic, we again find slavery
e!evaliny the character of the citizen
and protecting government from the
the taint OF l3adiculis,n. So, too, IN
the Republics Of modern Italy, q full
participation III the rights of citizanshir
was denied to the menial class. Bu
the relation of master and slave no
being recognized, social order and lib
erty were "verthrown by the antagon
ISL, of sections. The last effort fo,
republican government in Germany
was si9nalized by The abe lton of pre-
dial bondage, and it died in its very
birth. But the most striking instance
in modern times Of the essen,iaitv OF
slavery to republics, arc France anG
the Northern States Of this Union"
i. Whether such sentiments as we have
given in the extracts made from Mr.
Iaber's speech are insulting to publ,
opinion, indicating want Of true
knowledge on the subject Of popula
education, and leading to tyranny owe
the working classes-whether thcy ar,
against human liberty, in opposition
to republicanism, to civilization anc
the spirit of the age-we leave ever,
man to dctermin for himself.
But Mr.. TABER says he is in favo
Of popular education. What does h,
mean by popular education? Not tina
miserable system Of reading and writ
ing obtained at the Common Schools
and which has produced the rowdyncs
of tho North Z? By no means. Hi
notion Of popular education is that 0
Athens, where the masses were instruc
ted orally, as our Negroes are taught
He would have popular education t,
consist, in the language of Presidel,
TuoRSwELl, of popular addresses, for
cnsic arguments, public lectures, con
tact with able and gifted men, thea,rit
al representations; paintings and mon
, uments." All this may bo very gooG
but it is certainly great misnoncr /
call it popular education. There i
> now no popular education withou
!, reading and writing. The art of prin
ing has entirely changed the whole the
ory of education. since the days of tn
Athcnians. a man might go and bea
Calhoun and'McDuitie make specchc,
to the entire neglect Of his shops or hi
: fiellIs, and he would >till lie an uncd,
), Gated man, ifhc could neither read nc
t write. This sort IF education mist
), make hin, The blind follower of Ca
houn and McDufio, MS the gA,heniar
, wero of.their orators; but it would nc