Semi-weekly standard. [volume] (Raleigh, N.C.) 1853-18??, 1857-08-05
school system have tended greatly to increase the

schools was appointed. This was another impor-
tant improvement in the system. 1t produced order,
regularity, and accountability, which were SO much
needed In 1916, for example, only 80 chairmen
out of the 80 reported to the literary board the
dtion of the schools and the funds in their respec-
tive counties. In 1855, all of them but one report
ed to the superintendent; and now, failure to re-
port is rare as it formerly was common. The
Superintendent has visited the schools in various
parts of the State-has established and enforced
countablity in their management, and has seen,
wherever it necessary, to the proper disposition
and application of the funds-has decided many inn
portant and perplexing questions arising under the
iaw-has made from time to time full reports of the
progress of the system to the Governor and to the
Legislature-has labored, session after session, in
concert with committees of the Legislature, to i'm
prove the law-has given his time, his attention, and
his interest in The same, without pecuniary return,
the hope Of it, to furnish series OF North Car
DINA Readers" home readers, to the children of the
State-has published through his efforts and sent
out without charge, Common School journal, one
copy each of the $500 districts in the State and
has, in fine, by both tongue and pen, and by inces'
SAINT watchfulness and toll, made himself felt for
good in all portions Of the State Looking at the re-
suits of his labors, and contrasting the system now
with what it was before he was appointed, we are
surprised that the Office was not created sooner.
Our common school SYSTEM though by no means
perfect was framed with care, and has since been
revised and improved as our own experience and the
now believed to be superior, both in its machinery
and its results to any system in the slaveholding
States. 1t commences, Mons. De Tocqueville has
observed, where all free government begns-in the
primary county and township districts. 1t is thus
bottomed in the pubic confidence And herein we
North Americans differ from all other peoples. We
acquire the rudments of self government and aspr-
it of local independence step by step as we acquire
the rudiments of knowledge. We learn to govern
ourselves from the captains districts and the school
districts up to the county organizations. which are
represented by sovereign States. And thus it is
that authority is as promptly and cheerfully obeyed
as it is exercised and thus it is that our people,
schooled and skilled from the very start in the prin-
cpes and in the practice of sefgovernment, engage
with so much facility and fearlessness in founding
States. There is nothing like it in ancient his
tory, nor in the existing States of Europe. They
have constructed from the centre to the extremtes;
from the extreties to the centre, wisely distri
butng power, that portion of the State can be
superior to another Their fabrics, political and so.
cia tend to consolidation, ending in oppression and
decay; ours are strengthened the extre4ities
stretch out, and are kept vigorous and heathfu by
the fresh blood constantly poured back into the
great hear: of the body polite. We established a
new order Of things by beginning sovereignties in
the primary districts; they subjugated provinces
and called them States but provinces they are STILL
1t would be something both novel and gratifying in
human government, if out of these provinces, and
with these strong central influences, they should ev-
er succeed in creating enlightened independent, self
governing sovereign States
We have, first, in our system of common schools,
schoolcommttee men, three to district, chosen by
the people. They have the immediate control oft the
schools. Secondly, county superintendent, gen.
orally scven appointed by the county courts. These
boards choose their own chairmen one to each coun-
ty and they lcgisate, within their sphere, for the
several districts. The chairmen are the executive
officers for the counties, as the general superntend-
ent is for the State. Thirdly, committees of exami
nation, not more than three to county, annually
appointed by the board Of superintendent. They
examine all applicants for the office Of teacher and
grant or refuse licenses to teach, may seem to
them best Fourthly, State superintendent, to
whose duties and labors have already briefly re-
ierred He is responsible to the board of literature,
which is charged with the management of the gen.
eral fund.- and also to the Legislature and the Leg
isature is responsible to the whole people of the
State All the officers, teachers included, are mem.
bcrS of one system, and should always act together
cordially and faithfully.
The teachers occupation, from the common school
to the University is the most important and useful
among US; but is not, it must be confessed, estima
ted as it should be. 1t is always laborous and some
times ungratefu; and its rewards are generally scan
ty and uncertain. But what higher calling can there
be--save that of proclaiming the gospel Of eternal
truth-than that Of training children in the
ways of virtue and knowledge? And what is it, af
ter all, that chiefly sustans the competent and con
| scentious teacher? 1t is sense of his integrity
| and Of the exalted nature of his work. The vain
| the arrogant the ambtious-the man of foolish
pride or Of mere wealth, may overlook him, under
| estimate him but his work speaks for him, and he
| has the respect and the sympathy of the wise and
good Toll on, then ye faithful and indefatigable
workers in the fields of mind!-ye are happier by
| far and more useful to the world, than many who
sit in Senates, or lead armies over fields of blood
| Remember-remember, that you are co-workers al
ways with the mothers of the land. Education be-
gins with the first look and lisp of infancy and il
implies the highest physical, mental and moral de
begins with the mother. In the serene hours of the
summer twilight, when the birds and the bees, the
emblems of innocence and industry, have gone tc
their repose, and when God, in kindness to all his
creatures has shut the eye Of day, the mother bends
over her babe, and magines for it in the future all
of prosperity, of honor, or of happiness which hel
full heart prompts She teaches it its first lessons
| of love- order, and obedience. Training it gently
like some precious vine, she breaks tendrl of az
fection and brushes no leaf which comes forth bear
ing the imprint of future hope. Affectionately al
| her knee, and reverenty at that OF the father, II
hears for the first time why it created, its re-
sponsiblities and duties here and something of its
destiny hereafter In hs family circle so infinitely
small when compared with the universe, it learns
the reasons of that obedience which is the ndispen
| sable pre. requisite to future felicity; and without
which. from the cradle of the infant to the depths
of space, in which countless worlds are floating dis
order and confusion would prevail. Placed here
with only five Senses the mind is dependent upon
them and their uses must therefore, first be &C
CURED And then, as the mental and physical fac
ulties are drawn out and trained, the affections
which have their seat in the soul, must also be evok
ed and nurtured, and lifted up towards the divine
fountain from which they flowed; lest the animal
obtain the mastery, and the shadows Of sin and
death fall over them eternally Here, then, educa
ton begins-soith the mother and the teacher takes
up the threads in the web of the chlds destiny al
they fall from her hands. How important, there