Anti-slavery bugle. [volume] (New-Lisbon, Ohio) 1845-1861, 1855-12-22
miscellaneous.
TO THE SCHOOL PATRONS OF SALEM,
AND WHOM ELSE 1T WAY coNcrRN.

" &'NH' 80 ~ hANu III FNIloiN
Ing schools; probably $4,000. You would do vel
TO ascertain, with certainty, whether you have a
definite o~ljectin view. that j~ust.6es the mourning
of such an cxpence. Perceiving the object with
distinctncss, tho next and the only care is to ascer
tain the proper means for the attainment.
First the object. What rational object can bt
conceived, but the Development Of the faculties o.
the rising generation, that they may together con
stitute an enlightened, ,%irtuous, and consequently
a happy community Ask in thoughtfulness and
unselfshness, if this is your motive, and be assured
that anything loss exransive-less comprehensive
will fail to secure any inferior, end which you may
desire 10 obtain. That cannot lie a positively good
STATE Of society, where a part is elevated by mcntaI
culture, while another part has not this advantage
Human interest is a unit, audience there cannot
he q defect or deficiency in a part. without loss to
the whole. Justice protests against it, and true
Policy endorses the pi hottest. The same duties can.
not be required nor the SAME penalties inflicted
rightully, where there is unequal ability. You
may say there have always been and always mus
10 'hcwers Of wood and drawers Of water;" it is
fitting that it should be so, and where is the ne
cessity, or what is the use 1f high mental develop.
ment in the greatest numter of manual employ
ments?' Such Of you as have aspirations for dis.
tinction In the cases Of those whom you claim rs
NINE, may find the true answer ir their own feel
ings, by supposing their children among tho neg.
lected ones. That is a safe rule, to say the least
Of it, which was enunciated eighteen hundred
years since, and its application would adjust every
thing pertaining to the subject Of equal education,
rightly.
ILL., C,I.o 49,. 6 nI;N tail 4 - 1---f :.
opens the door to all alike. This is true, but all
cannot enter alike. The circumstances of some
IRE such that they sustain no inconvenior ce from
sending their children to school during their entire
minority. Others need the efforts of well grown
children to aid them in labouring out a subsistence.
Others who are sufficiently selCsacrifcing to en-
dure p~rivation aud suffering for the benefit Of their
offspring; knowing that their children have noth-
ing to depend upon but their own e~xertions, must
withdraw them from school to pursue some avoca-
ton by which they can, in future, support them
selves. These two classes cannot avail themselves
Of the advantages, whatsoever they may be, of ed
ucation in those called the higher brauches.-
They can have, at best, but a smattering. The
fault is not in the law, but in their circumstance.
It is parenthetically suggested whether the law
ought not to bS so amended that those who have
easy access to instruction in the higher branches,
should not have it at their own cost-whcther
those who have not the means which enable them
to participate in the advantages, should incur any
expence for the benefit of those who have ? Should
the remuneration for teaching the higher branches
be taken from the common fund
The Ohio law does not afford equal facilities to
the rich and the poor, nor, for the reasons given,
can ii. 1t can, however, give such education as
20 that point, or platform of usefulness in which
will be found the greatest happiness. Thus far the
citizens of the State are under moral obligation to
carry out the law. How is this to be done
In the first place, there should be comfortable
accommodations for the scholars. In this matter,
Salem is in advance of some localities, and in the
rear Of others. The school should have appara-
tus. This it has not. Good Teachers are indis.
pensible. At present, few places are equally for
tunnte, It's choir of Teachers will compare well
with those of any known locality. They are COM
potent instructors in their several departments;
they are earnest industrious and energetic. You
have an active board Of Directors. What more is
needed? That which the law does not and cannot
enforce and which is absolutely indispensable to
success in training,-namely the hearty and rolun-
fdry cooperation Of the parents.
Permit me to ask a few questions; and first, has
IL ever occurred to you to enquire whether, after
all that the Law, Directors and Teachers can do,
the Nursery is not the "Primary Department ?'-
Do you get on as you can with your small children
ct home, trusting that in the School primary de-
partment they will be taught Order, Obedience,
Application, Behaviour, &C., at the same time they
are progressing in u knowledge Of their lessons .?
If so, on reflection, will you not perceive that you
sre imposing on others, less interested, duties you
should have performed yourselves? If, in conse-
quence of your omission, the teacher should be
compelled to resort to infections, or pr%ivations not
recognized in your family ~economy-your domes-
tic regulations, are you good-tempered and wise
enough to acquiesce, and acknowledge that the
necessity is in consequence Of your short comings?
Your o,erweening fOndness, or your absorption in
cares of vastly less importance? Do you make
the schools primary and others) the scenes of
your frequent visits? Do you invite the Teachers,
especially those in whose departments your own
children are, to your homes? Do you converse
freely with them when there, giving evidence Of
your disposition to cooperate? Have you agreed
among yourselves regarding what is school disci-
pine? and what means are best adapted to en-
force it? Do you permit your children to report
the dOings OF the school? To tell of favoriteism,
antipathies, &C., evinced by the Teacher?
Go where you may, and enquire of the Teachers
whether parents are in frequent attendance, and
the answer is in the negative; SO it is in Salem, and
why is it? Some say they can't spare time. Have
they no time IN tall politioS daal in ooss;p 20 oo
to Horse Fairs, &C., &c. ? and is the proper train.
ing OF their children of minor importance com,
pared with these?
III is a question that every intelligent parent
might well ask, is there not at least an hour in
each fortnight that might be appropriated to school
visiting without loss, not to speak of the probable