The Nashville daily union. [volume] (Nashville, Tenn.) 1862-1866, 1865-10-13


than ten minutes upon any motion before
the Convention, without the special consent
Of that body.
Art. vi. These Bylaw msy be altered
or amended By tWo-third vote al any reg
ular meeting Of the Association.
The COMMITTEES recommended that the
next snnuai meetingof the association shall
be held In Nashville. Agreed to.
Some discussion arose IN regard to the
time Of the next meeting, when 10 was
finally agreed that il should take place On
the Wednesday and Thursday Of the last
week Ia August, $50.
The resignation OF DR.. Stanford. treasurer
Of the association, was received, aud ac-
copied, and DR.. Rowley, Of Athens, was
elected as hs, successor.
sUBJE0r OF DISCUSSION.
The first question for discussion. "the
relations OF the State government TO educa-
ton, was taken up; and teachers. and
friends Of education from allsections Of the
country who happened TO be present, were
invited TO participate;
Senator Bosom was called upon. He
said the proposition could be simplifed by
asking: What are the relations between pa
rent and child? Fhis We are not at & loss
10 determine; we sll understand IL. The
State, he argued, stood in the same relation
10 the child that the parent did. Every
policy it adopts, with regard TO the youth,
must be with a view 10 the greatest pos
sibls amount Of good. Every free govern
ment must be based upon the intelligence
and virtue Of its people.
How are the minds Of youth to be filed
with proper degree Of knowledge? Ii
government attempted 10 do its duty in all
respects, save in prov ding for the educa-
ton Of its children, it would soon find the
wheels Of is prosperity elogged. The State
has q direct interest in the education OF IT'S
people. Il must do so, TO give it strength,
character, and permenance.
The Divine Being has Instituted a great
principle, called the progressive principle,
whose object was 10 develop man, and soci-
ETY. but notwithstanding the existence Of
"a g principle, human agencies must be
used, TO accomplish that purpose which
Providence designed. The best aid for
this, Is a free education. The State has
more interest in laws for the developing Of
intellect and virtue, than in laws for the
punishment Of crime.
II we would reduce the expenditures Of
our Judiciary, aud penitentiaFy, let those of
the common schools be increased Self
preservation demands the education Of the
rising generation. As the parent is inter
ested in his child, go ought the State to be
interested in the education of all its youth
Dr. Rogers said that according to the
Bible, every child Of the Jewish TheOcsacy,
was TO De educated. Doe fifth Of the profits
Of the people was kept sacred to educs-
tional, and religious purposes. Education
gave that nation its greatness, and its pros
perity. The American children should be
made as familiar TO the law Of God, as were
the Jews and he believed that time would
come.
Prof. Ogden offered the following resolu-
tion:
Rcs0lUe1, That whilst we recognize that
the property Of the State should educate the
children of the State, 1t IS the highest duty
Of the Legislature 10 see that liberal pro-
V sion be made, that the best talent Of the
State be employed to educate the children.
The professor then dwelt at considerable
length ON the smallness Of the compensa-
ton allowed 10 teachers, which caused tai
ent TO seek other channels Of employment.
Mr.. Wines said the subject of free educa-
ton was taking deeper and deeper hold on
the people and law makers were being
forced 70 take action on the subject. Free
education was the cause Of the people. Its
importance transcends and Overshadows all
other matters that come within the scope Of
legislative act. Hence patriots and philsn
thropists have always felt profound inter
est In tie subject Of education.
The question, what is the relation of the
State TO education, could be readily under
stood by asking, what is .he State? Il is
an assemblage of people. Government is
not a mere negative thing, but it is positive,
ard should foster every great interest,
whether commerce, agriculture, manufac-
lures, &c, and the State must sustain them.
But education is paramount 10 all others.
There are three reasons why the State
should provide for universal education
They are Because of its bearing upon msn
as a member Of society; because, also, of its
peeunisry advantages and lastly, because
OF the result upon our political institutions.
He then drew a comparison between the
Scotch and Irish, when Mr.. Sullivan called
him TO order.
Mr.. S. said he was an irishman himself,
and that only the poorest and most ignorant
classes came to America; all who could
make a living at home, remained there.
Mr.. Wines replied that he had drawn his
information from what he had read. In
Ireland there was no general education.
He knew that it chiefly arose fsom mis-
government, which was not their fault. !
But the SEQ ch were far more moral than
the Irish. You never hear Of a shillalah in |
Scotland
Mr.. Sullivan-Is the subject under dis
cussion IRISH shillalahs2
Mr.. Wines continued by making numer- |
Gus other comparisons btween educated and |
noneducated natiOnaliti 3, but our space |
will not permit US 20 publish has remarks in |
full.
Adjourned till Z o'clock P. ".