Clarksville chronicle. (Clarksville, Tenn.) 1857-1865, 1859-08-12
fF0r ne Chsontcts.
Suggestions on Popular Education.
NO. i

culture Of his race. In this way, IL at ALL modern
civilization must be perpetuated and advanced. By
studying the history of antiquity, we learn that
civilization was confined to certain epochs and CEN
tres, and that It was subject to great fluctuations
What was gained in one age was lost in the next (;
and nations which in epoch, rose to an exalted
pitch Of grandeur, glory, and felicity by their gent
us their laws their principles of government and
rules of policy in the next fell into decay and sunk
froma state of civilization ard refinement into state
of savage barbarity. OF all the great empires and
Kingdoms Of antiquity, it may be said, they rose,
they lourished, they fell into decay and faded away.
Progress then is not the manfestdestin of human
ity. Civilization itself is condition of unstable
equilibrium" Is modern then to share the fate of
ancient civilization? hope not. How then is it
to be averted? 1 answer, by a proper system of
Education-a system which, while it provides for
an actual increase of knowledge in all the higher
departments of human learning makes ample pro-
Visions for its diffusion among all ranks and condi-
tons of society
five study attentively the history of education
we shall soon become convinced of the fact that in
early times in the hoary ages of antiquity that edu
cation restricted to the privileged few while the
great Masses the tong millions, lived and died in
degraded condition without shareing its benefits,
or feeling its humanizing, eevating and PURIFYING
influence. And this fact explains in part the Auct-
nations of ancient civilizations. Neither the sub
tile speculations of the Oriental Magi the mys
teries of Egypt the phiosophic schools of
Greece and Rome, were for the people, Neither in
Persia, whose system of education bad been sketch
ed by the master-penci of the elegant and eloquent
Xenaphon in the second and third chapters of his
Cyrocpaedia, nor in Egypt nor Greece, nor in Rome,
those centres ofancent art learning and civilization,
were any provisions made for the education and il
Elimination of the masses of these poplous nations.
''Man," says Robert Hail. ignorant and uncivized,
is ferocious, sensual and superstous savage" and
such for the most part the subjects of ancient
empires. "They lived and moved and had their be-
ing" enveoped in the dark and misty and putrid
atmosphere of ignorance, their minds enslaved and
their fears and apprehensons constantly excited by
the grosest superstition.
But what of Modern times in regard to education
mental illumination and the improvement of society
Are we superior to the ancients in this respect
Vastly. After the introduction of Christianity and
its accession to power theluty of the authorities to
make provisions for the education of youth, was
speedily recognized by the bishops and clergy" The
object of this instruction. was it is true to train the
yonng in the principles and doctrines of Christianity
but it was the first recognition of the duty of gov
ernments to provide instructions for the masses.
nh J,a
councils in the early history of the church, and it
was made the subject of various ordinances and re-
commentators. 1.-THE Council of Lateran in ll79
ordained the establishment of grammar school in
every cathedral for the gratuious instruction of the
poor. This ordinance was enlarged and enforced
by the council of Lyons in l245." Thus, the de-
velopment of the great principle of free elementary
instruction for every child in the community is an
outgrowth of the Christian Church. But it was not
until the period of the Reformation, that lasting
impulse was given TO the cause of free popular edu-
cation. Luther, amid all his other labors involved
as he continually was in disputes with See of Rome,
found time to do good service in this cause. 1t
would afford pleasure to give quotations in veri-
fcation of this statement but it would protract this
respect to popular education, things remained very
much at loose ends, it must be confessed until, in
the 18th centery, learned men turned their atten-
ton to this important subject began to venture
theories to, set up and advocate systems. Wise,
enterprising, benevolent and enlightened men estab-
Ilished schools for the worthy purpose of testing
theories and systems. Since that time, new day
| hoo
a science and instruction has assumed the character
of profession and like other professions, has its
theory and practice and its metl DDS have been
canvassed and reduced to system. Besides all this,
governments have begun to interest themselves and
to make provisions for the intellectual and moral cul
ture of their people.
Il propose to write series of articles this the
samesubect for the columns ofthe Chronicle. 1t still
needs discussion and if not discussion agitation.
do not propose to treat the subject in detail.
have neither the time, or ability for so great a
work My aim is much humber. / shall con6ne
myself to Practical Suggestions Popular Educa-
ton address thsee suggestions to you gentlemen
because as commissioners of the Public School, you
are, for this community the guardians of this great
interest.
: am induced from another motive to use your
: names, as a medium of communication with the
; public. hope in this way to impart a more lively
air, and clothe in a attractive dress topic:
and spcculations which fear, will be drier, more
2 uninteresting and more repusive TO the gen.
crafty OF readers, in any form, than could wish
t But if the subject upon which write, is dry and
ite and undressing, it is on all hands, confessed
p ly important-much more so than many of the
political questions which in the halls of Congress:
aud upon the hastings, ogitatc this great nation
= from centre to circumference-and never more 81
than now, as hope to show in the sequel.
If the principles and doctrines which shall pro
pose and advocate, if the suggestions and hints
which shall venture, meet your appreciation; i
they are kindly and favoraby received by my fel