The evening telegraph. [volume] (Philadelphia [Pa.]) 1864-1918, 1864-10-10
EDUCATION IN THE FREE STATES.

When, on the 4th day of July, 1770, our
| fathers declared to the world that they were
"free and independent" they did that which,
| while applauded by the friends of freedom to
the remotest corner Of the earth, was looked
upon, even by the most sanguine, as an expert
ment OF doubtful issue. The successful gov
ernment of the masses by rulers chosen by
and lfrom themselves was a problem which, at
that period of the worlds history, had never
been satisfactorily solved, and few indeed
thought it capable of a solution. But the
question has been definitely settled.
America has proved to the adherents of the
old monarchical system that men are capable
Of selfgovernment, but that to possess this
capability they must be elevated above the
standard of the masses living under monar-
chical system. They must receive some fair
portion of education. Next to our independ-
ence, there is nothing of which we have more
just cause to be proud than our educational
system. This is the grand keystone of the
arch of our liberty. This is what has supported
the vast and beautiful fabric reared by our
| forefathers at the expense of so much suffering
and blood But for this, it would long ago
have crumbled into the ruins of anarchy.
Men, in olden times, spent years and count
less treasure in raising for themselves monu-
ments, by which their names might be per-
petuated in the memory of their race, and
yet they have been obliterated from the record
OF the worlds history; but we, of this day and
land, have erected for ourselves that which
will immortalize us as a nation, namely, our
Common Schools. Through them we have
advanced to our present enviable position Of
power and prosperity, with rapidity which
has excited the wonder and admiration of the
world. In a recent annual report Of the Secre-
| taTy of the Massachusetts, Board Of Education,
it is shown that, during the last twenty years,
which has been the period of greatest pros
| perity in its public schools, that Common
wealth has made progress in Its productive
power unparalleled in its previous experience.
It's capital has trebled, and the annual pro-
duction of each man, woman, and child, has
increased from one hundred and twenty-four
TO two hundred and siXty-two dollars The
Secretary justly remarks that Massachusetts,
" from its history and position, Is necessarily
"a manufacturing and commercial State
A" These pursuits are entirely dependent upon
the culture of the intellect. The invention
&" OF machinery demands intelligence and eds-
cation, and the best machinery soon becomes
. impotent in the hands Of the ignorant. Com
merce, then, depends for the materials Of its
growth and prosperity on the prosperity
Of the laboring classes upon the land
" and in the shops and mills. Thus
"we connect the productive powers Of
our State with its institutions of learning"
This Is Just as true ofother States a. of Massa-
chusetts. The intelligence of the laborng
classes ofany community, in fact, is the one
great thing needful for its prosperity, what
ever be its pursuits There is no doubt that
to this is owing the superior wealth and in.
huence of the Northern section Of the Union
Our schools and colleges have been the great
object of attraction TO those Southerners who
appreciated the advantages of education,
while our public seminaries Of learning diff
fuse their blessings among the lower classes
Of our population, giving them a caste in the
scale Of social existence, the influence OF
which would be more daily appreciated could
its loss be felt.
A most important feature in our school sys-
TEN is the establishment of Normal Schools
These institutions have been the growth of
the last twenty-five years, and the advantages
which have been derived from them are meal
culable. To educate .child is certainly an
Office Of great Importance, but to educate him
well is still more desirable. Teaching is not
only an arduous, but difficult task, and to fit
men and women for its duties requires the
most careful preparatory training.
This training our Normal Schools are intend
ed 10 supply "Other institutions" tive quote as
aboVe), furnish good teachers; some persons
are so by nature, independently Of all instltu-
tions but il is not safe TO trust the character
Of our schools and the destiny Of their pupils
to good fortune or TO chance" To elevate
the character Of these schools we must ele-
vate that of the teachers we employ in them;
and there is no better mode OF securing this
desirable object than by means OF these semi
naries.
Whether ii be from the precoeity Of the
youth Of this country, or nom a remarkable
foresight on the part Of the adult portion OF
population, it is very certain that we