Wilmington journal. [volume] (Wilmington, N.C.) 1844-1895, 1867-02-08
Education I'm North Carolina.

In our first article upon this subject, we
assumed the admission of the paramount
Importance of general primary education,
and before going further in treating the
different heads, under which education will
be pl esented, we simply remark that some
of our contemporaries have misunderstood
our first article, which mis- Misunderstanding
will best be corrected by what Will follow
in this and subsequent ones which will APP
pear in our columns
| No we'll regulated society can exist with
out the basis of high moral sentiment
chased, but which raises its possessor above
price. We do not mean to present an Tito,
plan view of perfection in human society, but
to impress the necessity and Importance OF
the careful and diligent cultivation Of the
moral, while we develop and stimulate the
mental faculties. The children of the pres
ent day have been even more afflicted than
their parents, by the political and social re-
volutions of the country, and while all
know that home is the first and most natu.
pal fountain from which the young heart
should draw it's moral nourishment, yet
We must not forget that public educa-
ton has chiefly to deal with those classes
whose misfortune it has been to have felt
the want of all instruction. and who. like
their children. cry fer assistance. To guide
the young into the paths of honor, homes
ty, purity and religion, is the first duty OF
education. The methods by which this is
to be accomplished, constitute the practi-
cal part with which those who direct the
operations of education have to deal and
in our judgment the first great lever to be
used in this inestimable work is that moral
law which God himself has written for the
control Of men. The Holy Bible is the
text book first demanded, and which with
it's simple but greatest truths may and
should reach the understanding and hearts
of every child. The liberality of our laws
is such as to open that book to ALL It is
for our wisdom to devise and establish
means and measures for the proper and eff
fectual application of it's lessons. The facts
cepts SO plain, so far as moral principles are
concerned, that the simplest intellect may
comprehend them. In the schools it must
be the duty of the teachers, and that duty
should be eonscientiously discharged with
zeal and energy, to present those facts and
impress, those precepts in such way, SC
as, if not to make Christians, to educate
honest men and virtuous women. As in
all things else which have TO be taught
there will be found diversity of ia
cility in the imparter. Yet the frs
requisites that the instructor be thorough,
alive to the value of these principles, anc
that he be their faithful guardian and &C
tive, practical propagation. In the every
day exercises of the school-roona the incul
cation OF these moral lessons should form
the most important and impressive part
and in the intercourse Of the children will
each other, their practice should receive
the closest observation and universal appli
cation. Superiority in theoretical knowl
edge of moral facts should be more highl,
regarded than the same in worldly lore
and the performances of moral dut,
should receive q commentator and rewar,
far above the perfect execution of an,
mere mental task or physical feat. TIL
mind and heart of the teacher should b,
ever active and jealous in fulfilling hi
whole duty to the precious charges intrus
ted to his care. That teacher who is re