Daily Nashville patriot. [volume] (Nashville, Tenn.) 1857-1858, 1857-02-21

E7y- The New York papers are discussing the
important fact of increased expenditures for their
public schools, without corresponding increase in
the number OF pupils or Accommodations for schools
The average for each scholar in S55, was $ll so
for $780, $l3 H. The general opinion is that there
il something wrong, but presume, if the increased
price of the means Of living are considered, this
increased cost will not be unaccouHtable. Thirteen
dollars and eleven cents per scholar per aunum is
cheap enough. Good private schools cannot be
conducted at such price and although greater
economy may be secured by systematic general ef
forts for public education, it cannot be expected
that a difference of four or five fold can be main.
tanned, unless at the expense Of the character OF
the public schools.
The expense of public education in New York
city in 1856, was $4,000 IL; in 1856, $685., $40
OF. The average attendance the former year.
40, 457 the latter As, 500 We have again the old
question Of a moral education, Up for considera.
ton indeed it has never been disposed Of and
never will be. Ii Is an error 10 depend on schools,
public or private, for moral education and still
greater to depend on them for a religious one.
That is the business OF the freside aud the church.
There is no substitute for these to be found in
schools-public or private. The State can only aid
the parent in the means OF giving the child a
knowledge of letters and science; il can't teach
morals religion. II is for the parent 10 see TO
the rest his own way. The living example Of q
teacher is something, but much less than is sup
posed and by the time he performs his duty on
the subjects he must teach, there is little time left
for wha. is properly deemed OF greater importance
moral education and the teacher could do but
little il he had the time. Some may demur to
this, but il is true notwithstanding; and the sooner
they realize il the better.
We are no believer in the omnpotence OF edur
MI Ia a III 81
one constitutionaly vicious, any more than it can
make genius out of Ounce /; bat the right ex-
ample and instruction at home may do something
Education may ;uru the scale for good or evil, in
cases where the vicious propensties and moral
sentiments are nearly balanced Some youth are
hard to spoil and others equally hard TO improve :;
bat il will not do to depend on schools in either
case. The hreside is the place for moral and re
gious instruction; the church is the Only legiti-
mate outside assistance the school is a place Of
business, where little more than industry, order
aud decorum can be inculcAted and enforced, aside
from the branches of study employed. Very good
people often seem anxious to make the school do
what ought to be done, aud save themselves the
trouble of doing it in legitimate ways and ii the
SCHOOLS don't accomplish the end by the means
they advise, then they are goddess schools. We
might as well talk Of goddess manufactured goddess
banks goddess workshops Schools are places Of
study and toll, both to teacher and pupil and il
the work is done in order and propriety, il is all
that ought 10 be expected
Some portions OF our country are far better ed
ucatrd, as far as schools are concerned, than
others yet, We see no great difference in morals (;
nor, indeed, any az ali. Schools have done their
part 10 one place better than another, but other
agencies, on which moral character jepends have
not This whole qacston OF moral ard religious
education to schools had well DO disposed Of.
We expect industry, order, and proprieiy in
schools, and these can be secured beyond these
sc must look elsewhere, or be disappointed
Don'G expect too much from schools, or We shall
be liable 10 get disgusted at failure. when they
have fully accomplished their part -LOe. Dem.