The national era. [volume] (Washington [D.C.]) 1847-1860, 1856-05-01
VOL. x.

is stated as the cost The attendance Of pupils
between the ages of 5 and 81, at the public
schools in 1854, was 1856; at the acade.
mics, private schools, and colleges, 2l4,6 Or
in all, 423,000 and over, being one for every
four inhabitants, and an increase, in year. or
24,486 pupils, leaving about 10000 children
who never attend school at all in Upper Cana
ds, which, indeed, is 10000 less than reported
the previous year. Did our limits allow. We
should like to make some comparisons here
with the results of our own census. and espe.
cially as TO schools in some Of the largest slave
holding States. in proportion to the population
The result would be not surely in their favor.
alongside of our Canadian neighbors. The
selection Of books evinces that a thoroucb
course of instruction is the aim. The Apper.
dix contains numerous extracts from the sub.
reports, embodying variety of particulars in
relation to the conduct and proficiency of the
scholars, and management of the schools. which
will be useful as matters Of reverence and after
comparison. A most interesting portion of this
Report is the replies Of several distinguished
gentlemen of Massachusetts, to questions on
the operation of the Common School system Of
that State. Among them we find the names
Of Bishop Eastburn, Edward Everett, Daniel
Webster Robert c. Winthrop, George Bancroft,
George S. billiard, Jared Sparks, George Tick
nor, Prescott the historian, and Longfelow
the poet. One and all concur in high praise
of the system. We should be glad TO quote
largely from this document, if we could, but
can only give few extracts here and there
as TO the operation of the system, as a whole
Says Daniel Webster: 81 have been familiar
with the New England system Of Free Schools
for fifty years, and heartily approve ofit. e
And, in my own case, | can say, that withou,
these early means of instruction, ordained hv
law, and brought home TO the small villages
and hamlets, for the use Of all their chdrer
equally, do not see how l should have been
able to become so far instructed in the elc.
ments of knowledge as to be fit for the higLcr
schools"
Says Edward Everett: "This would be good
in any country; in ours, it is an essential part
of our general social system. send my son
to the public school in Cambridge, because it
is the best within my reach"
Says Mr. Bancroft: "The Common School
system of instruction in New England has been
of incalculable service to morality and makes
the whole population susceptible of a far higher
degree Of knowledge on subjects connected with
religion. | could hardly use language strong
enough to express my sense of the benefit done
by it) to the character, vigor of enterprise,
morality, industry, general selfrespect, love Of
liberty, respect for law, and attachments in re.
ligious knowledge, of the people of New Eng
land"
Says Mr.. Winthrop: 81 should find it almost
as difficult to state the main grounds for my
unqualified appreciation of our Common School
system, as l should to state the reasons for
cherishing the common bounties and blessings
of Providence-the light, the air, or the Sea-
sons. l cannot conceive of our getting along
without them, under political system like
ours. They are a vital part Of our Govern.
ment they are our most efficient police orr
institutions would not enable us to provide any
substitute for them. If New England
has made rapid strides in anything good, or
great, or valuable, since its settlement, | think
it has been primarily owing to the Common
School system"
Mr.. Prescott also says: ~ believe no other
system of instruction would be so favorable TO
the great body of the people; and such an edu-
cation is of the last Importance to a republican
Government like ours"
Similar is the testimony of DR.. Sparks: "a
system may be fairly judged by its results. In
this respect, the system Of Common Schools in
New England claims unqualified appreciation
1t has existed two hundred years, and | am not
aware that the people Of any country or COM
munity have exhibited the fruits Of moral and
religious culture in higher degree than tho
inhabitants of New England"
Mr.. Ticknor, after giving his commentators
in general, says: "And will add-haviug lived
two or three years in Germany and longer in
other parts of Europe-that believe this New
England system to be more eGfectual than any
system of teaching has been made elsewhere,
to secure the well-being of State"
Such--and more might be cited-is the tes-
timony given in 1851, by men who certainly
cannot be charged with fanaticism, to the high
intellectual and moral training of the States Of
New England. We had adverted to this topic
not merely as evincing the efforts Of our friends
in Canada TO acquaint themselves with the best
systems and select the best models, but for still
another reason. 1t is men brought up under
such training--her best, her chosen sons,
carrying with them their experience of such
means of mental and moral culture, and at
once TO establish them there. who are pressing
from New England into Kansas. Are such
men likely to be what they have been called by
their enemies 1t is to keep ont such men, 10
FIX upon that soil curse that will blight such
clements Of the strength and glory Of oar Re
public, that lawlessness and political frenzy are
combined to make Kansas slave State. Do
not our readers see what must!6e, and what IS
the contrast now, in these respects? and can
any true lover of his country, with his eyes
open, hesitate one moment as To the alternative
of SLAVERY or FREEDOM in Kansas?
PHILADELPHIA STEAMBOAT DIsAsTER-On
the Oath April, the Directors and Superntend-
ent of the Camden Ferry Company and the Of.
fcers of the steamboat New Jersey, with the In
spectors of Boilers and Machinery, were all
arrested by the Sheriff Of the city of Camden,
and held to bail in the sum of $4,000 each, to
answer in the matter Of the loss of life by the
burning of said ferry boat.