The Richmond palladium. [volume] (Richmond, Ind.) 1855-1875, 1865-04-13
that no running about would be allowed

or tolerated during the days and nights
Of the school term. would have you
have them remain at home, and get
portion of their lessons for the next day;
and if they must go out at night, let it
be Friday or Saturday, not on any other
night of the week. / would have you
turn yourshome into miniature school,
and give them all the aid in your power;
ask them questions about their lessons
explain different points, give them pen,
ink and paper, slate and pencil, draw out
the centre table and set them to work,
ment that would astonish you. With
this cooperation on the part Of the pa
rent almost any system would succeed
without it, the most perfect would fail.
Another duty you owe to your children.
and your teachers and one which if dis
charged would materially strengthen our
common school system, and that is visit
ing your schools, and see what progress
they are making. II pleases the pupils,
il encourages them, and incites them to
new eNertions, when they see you taking
this interest in their intellectual welfare.
But this duty at least two thirds neglect
10 perform. They stay away from the
school room as though it was some pest
ease. But you say that you have not
time. Let me ask you how many days
you spend in town, in the store room, Al
the bar room, listening to the gossip or
be honest with yourself, and acknowel
edge that you had time, but that you
felt yourself somewhat indifferent about
it, and thus neglected to do what you
ought to have done towards your school.
Now let us see what would be the effect
upon the educational interests of the
State if the system was thus strengthen
ed and enlarged, the duties Of parents
and teachers connected Herewith were
punctually and faithfully fulfilled and
performed; and for illustration will take
this school. and it will illustrate all 9th
ers. in the effects a system Of this kind
would have upon it. Suppose the law is
passed, and on the 18th day Of next
a competent and faithful teacher nt it's
head, and continue nine months out Of
the year, and so on for ten years. l say
what would be the effects upon those
who are now between the ages Of five
and II. Let us sum mp. The first two
or three years should be devoted to
reading and spelling; then should come
grammar, mental arithmaic, writing and
geography; following closely upon these,
practical arithmatic, and by the time the
pupils were fifteen, they would be thor
ough masters of all these branches
Then they might take up algebra, natu-
raj science, history, philosophy and
physiology, and gain knowledge of
all of these, here in this school room, and
thus would the children obtain a good
English education, and knowledge OF
those facts which would enable them To
perform well and understandingly their
duties and responsibilities, as citizens Of
this great country. With this system
established, and rigidly executed, every
one would receive at least the rudiments
of an education-would be able to read,
write and spell, and would thus be able
and qualified to think, form their own
opinions, and act for themselves. All
see their interest in its true light;
morality, virtue, and christianity would
would be more earnestly and zealously
supported. Love Of country. oflaw and
of justice would become stronger more
durable, and would be divested OF much
Of the sordidness and selfshness that
now surrounds it, and would rise to the
true dignity of virtue; with the people
thus educated our free institutions, the
rich legacy which our fathers purchased
for us with tears of blood and sorrow.
would be secure. No efforts Of dema.
gogues could ALLEVIATE or seduce them
from thoir loyalty and devotion, and
every attempt to destroy this rich gift
would be met by an opposition more
powerful and more effective, than an
''army with banners" It would be an
opposition OF educated men, trained in
and under that system, which had taught
them their duties, instructed them in
their rights and privileges and had
showed them how and when to discharge
those duties, and how TO preserve and en-
joy them. 1 may be considered an en-
thusiast on the subject Of common
schools. shall not deny tho charge
love the common school, because be
lieve in universal education, and know
that it is through this system alone that
it is to be accumulated love IL he
cause love virtue, morality and christi
anity-I love it because love my coun-
try, and feel her glory and power-her
and unity, with all her untold
blessings, which can be maintained only
by having the people become acquainted
with her institutions, and their own deep
interest connected Herewith Then let
the people awake to this great cause:
let them demand that our common school
be built up, harmonized and expanded.
until every person is embraced within its