Clarksville chronicle. (Clarksville, Tenn.) 1857-1865, 1859-09-02

Hail. Cambridge in 1925, anil therefore, hid Cdr
the exeelleneies aud defects Of these Summaries Of
learning. But American eollegaa They, at loas5
are schools Of thought aud sound learning eminent
for their adaptation % the wants and exigonoes OF
the American pooplcl Here must confess that ]
am q little more at home than l am among the
English universities. But / have promised to make
,o,re remarks andoffsr SONS criticisms on American
colleges in the sequel OF those papersospecinlly in
regard to their relation TO common schools aud their
influence upon popular education. DO not pro-
pose 10 enter upon this topic now. This is not the
place for what have TO say upon this subject But
may remark that there is great variety of Opt
ions in regard to our college system, it exists.
There are a great many well-meanng and in;elG
gent persons in this country, who believe and say,
that they are Misunderstanding but humbugs-
and monsterous humbugs at that "pale copies, as
one writer expresses it, ''of fossil universities in
England without the learning and classic elegance
which gives gloss to the absurdities of Ok
ford and Cambridge, without the least pretenson to
educate young men for the real work Of lfe" These
no doubt, are extreme opinions, but if mistake not
they express the growing sentiment of the country.
Others think that they not practical enough.
They think there is demand for schools which will
fit men for the ordinary, business pursuits Of life
something which will specially qualify them to be-
come farmers, merchants, mechanics engineers and
manufacturers. Others still think colleges are
wholly inadequate to accomplish the purposes Of
higher education, especially in form as they exist
But to return from Il is DEPRESSION.
am, then, for that system of instruction where
ever it finds Development whether In the unver-
sity, or the college, the academy, or the high
school, or the humble school by the roadside which
encourages thought and activity of mind, teaches
principles and systems with commendable contempt
of mere particulars and the foppery and tnsel Of
learning.
Such system of teaching is alone adapted TO the
wants and necessities of the American people. In
a despotism, a monarchy, or even in an aristocra
cy, the masses have no direct interest in the govern
ment This is matter from which they are ex
: cluded, and in which they have no immediate con
Germ. With us, it is not so. Here every freeman
has direct immediate and personal interest in The
government. In free government like ours
systems ofpolicy and public measures submitted
to the examination and approval or dsapproval o
the people They estimate the character, capacity
and qualifications of public men,. Can they do thi
wisely without intelligence, without habits o
thought, discrimination, and analysis2 Besides, il
free governments, there always have been, and al.
ways will be- dcmagogues, ever ready to msleat
thepopulace to subserve their selfish purposes, ant
accomplish their ambitious aims. The people mus
distinguish these artful hypocrtes from genuine
patriots who labor for the true glory and lasting
welfare of the nation. Since these things are SC
let us harness the people to the car of knowledge
that they may wisely and prudently manage thei
own affairs.
L AZ