The Cecil Whig. [volume] (Elkton, Md.) 1841-current, 1854-06-03
For The Cecil Wing.
POPULAR EDUCATION.
No. vi i,

No. VII.
A great amount of the degradation and vice
which now imprison and brutalizc the human
understanding are believed to spring from ig-
norancc. In making this assertion however,
it must not he supposed that the proper in
tlucnce of the Christian Religion is either for
gotten or undcrvalucd Without the redeem
ing efficacy of Divine Truth, the most refined
intellectual culture will be no guarantee fer
virtue Or responsibility. But, that a judcious
literary education has much to do with the
formation of character, is now so generally
acknowledged that it needs no argument to
prove it. fit docs not actually prepare the
soil for the seeds ofpicty, it at least creates
taste for virtuous refinement, which operates
as a safe guard against the scductons of vice.
These preliminary remarks have been penncd
to guard against any imputatons of scepticism
which is a sentiment but too common in the
present day among the advocates of human
improvement.
Since the independence of the United States
n constantly increasing amount of attention
has been given to the education of the people.
The founders of our Republic plainly saw that
the successful operation of their theory of
government would depend upon the mental
culture of the people. From their times to
the present, the school house has been regard
cd as the corner stone of our political edfice.
The unwcared attention that has been be-
slowed, by states. by corporations, and by
private individuals, upon this fundamental
subject: and the millions of money that have
been expended in its support, have done much
in most parts Of the country to fit the minds
of successive rising generations for the duties
of life. But the desired object has not been
accomplished. The purposes of this munlii-
cent bounty, this untiring zeal have not been
fulfilled. Not half of the youth who have
entered manhood have been educated 50 as to
act an independent part in the various duties
to he dcvolvcd upon them, as members IF So
cial and political society. Multitudcs of those
who deposit their votes at the polls, have 10
knowledge, to he called their own of the ma
tional questions upon which their votes have
bearing. AS farmers, they are too ignorant
of the laws ofnature to appreciate to phcnom-
cna constantly occurring around them. As
mcrchanics and artizans ulmcquaintcd with
the principles upon which their trade is con-
Quoted, they arc obliged to pod through life
under the leadership of others. AS social cor
respondents, they copy their cpistlcs from a
"lettcr book AS housckccpers, they raise
cucumbers and make soap by direction of The
moon. If thrown into the company of cult
waited persons, they find themselves so ignor
ant of even the terms made use of in CONVEX
sation that they feel like birds ina strange
flock. In their minds, superstition takes the
place which should be occupied by knowledge
and they gaze upon nature with but little
higher appreciation of its beauties, its gram
tcur, or its wonders than the brutcs that
perish.
Why is it then that all this insufficient
provision to instruct the youthful mind has
resulted in such signal failure! Why is it
that, if we except New England: we find in
almost every state in the Union tens of thou
sands of adults who can neither read nor
write? Why is it that hundreds of thousands
not included in this class, read and write with
so much difficulty that they apply those arts
to no practical purposes! Why is it that af-
ter years spent at our common schools, there
are multitudes who seldom write a line, or
open hook! There must be some grand de-
feet i'll our SYSTEM of INSTRUCTION. If education
was designed for all, there is no doubt, that
the minds of all arc more or less fitted to re-
ceive it. Even idiots are now instructed in
institutions where they receive special care,
but the preceding reflections apply to persons
of acknowledged understanding.
A variety of causes may be assigned for
these failures, each of which would partially
explain them.
All will perhaps agree on one point, that
these unsuccessful scholars never acquired
taste for books. Learning was to them a dull
task, and as consequence they attained to
but little proficiency. There arc many chill
drcn of educated parents, especially in our
cities, where facilities for instruction are am
pie, who soon become masters of the art of
reading and an early age learn to enjoy and
Improve it. Talents above mediocrity may
have done something for them; the literary
habits of those around them melted them on
ward; while the care Of judicious teachers,
aided them to surmount the difficulties of the
Roman alphabet at an age, and under cir
c'mstances which favored their advancement
in learning.
But the great mass of children scattered
thoroughout our country are not surrounded
by such favorable circumstances. In their