Nashville union and dispatch. [volume] (Nashville, Tenn.) 1866-1868, 1868-08-18


Office, etc.
Mr.. Bulkley was called upon to prefac,
The Topics. He said that another person
was to have prefaced il. and that befor,
that morning he had not known that h,
was 70 do so. de, however, prefaced it by re
viewing the history OF education from IN,
time OF The appointment of the first State
superintendent, down to the present time
The President made few remarks in
addition to those Of Mr.. Bulkely, prefacjng
the topic for discussion.
BIZ. Olcott entered into the discussion,
and said that Superintendents should mol
be CHOSEN Tor one year, but for at least
three, and even five. years. He said that
by the changing Of Superintendent,
others come in who know nothing OF
Inc existing state Of affairs, and thus
everything is in confusion while if the
term OF the Superintendent were a few
years, everything would go on smoothly.
Mr.. Gray moved that instead of continu-
ing the discussion Of the topics in this man
ner that they be put in the form of reso-
lHtlons and then discussed, 30 that the AS
sociatlon could come to final conclusion.
Mr.. Van Bokkelen said that he favored
Mr.. Gray's motion.
Mr.. Olcott moved that a committee of
three Re appointed to put the topics into
the form of resolutions as soon after the
discussion as practicable.
The motion was adopted, and Messrs. J.
W. Bnlkely, W. Olcott and Rev. Mr.. Nc
Dowell were appointed the committee.
HYas moved that a committee be ap-
pointed to put the topic of the school funds
into the form Of a resolution. Carried.
On that committee were appointed Gen.
Eaton, Mr.. Van Bokkelen and Mr.. Crosby.
i've minutes recess was then entered
into.
A motion was put and carried, to the eff
feet that when the meeting adjourn its af-
ternoon session, that it adjourn to meet at
s o'clock tonight.
Mr.. Hagar then introduced the topic of
subdivisions Of Superintendents.
Mr.. White made some remarks about the
subdivisions.
Mr.. Dolbear said that the laws in regard
to the applicants for teachers in this State
and other States were different; that in
Ohio, for instance, the applications for
leadership paid nothing for beingexam-
ined, while in this State the applicant paid
ST. so, which went to the County Superin-
tendent, who examined them, and that in
this manner he could examine, say eighty
applicants and say that they were not fit
for teachers, and examine eighty more and
thereby make money for himself.
Mr.. White said that the applicants ia
Ohio befors, did not pay for being ex-
amined, but within the last few years they
have paid fifty cents which went to teach
ers' institutions.
Mr.. Olcott offered the following resolu-
ton:
Resolved, That the examination for
competency of teaching be free of cos. to
the applicant.
Mr.. Crosby said that sooner than lose the
Teachers institution, he would move that
the teachers pay fifty cents for the certifi-
cate.
Mr.. Mynatt, of Knox, member of the
Tennessee Legislature, then made a few
remarks.
Mr.. Dolbear severely "Went for" the
County Superintendent method as estab-
lished in Tennessee.
Mr.. White said that the debate of hessrs.
Mynatt and Dolbear was out of order, but
was not sustained by the Chair.
Mr.. COSBY moved that the topic be re-
ferred to a committee, with the following
committee: Messrs. White, Mitchell and
Ogden.
Moved and carried that a committee of
FIVE be appointed to nominate officers for
the ensuing year. The following are the
committee: Messrs Eaton. Newell, Lee,
Crosby and Mitchell.
Invitation was extended to the psople of
Nashville to be present at the proceedings
of the Association tomorrow.
The meeting then adjourned until 8
o'clock, P. NJ. F
MEEING At NIGHT.
The Association met at s P. NJ, and
was addressed by Hon. E. f. White, of
Ohio, az follows:
ADDRESS OF HON. E. F.. WHITE.
Mr.. President, Ladies and Gentlemen
Every child born into this world brings
into it, in its bosom, kind of animal feel
ing and hoard Of banded propensities
eager to rule in the life OF that child, and
he is ready to barter earth and heaven to
secure it. In this child's bosom is also
another nature-forces calling it to life
of duty, reckoning it heavenward-th
reason and conscience and the noble
faculties of the human soul, given to it
by the Creator for its noble destiny. Be-
tween these two natures life introduces
warfare for victory; and whether the life
is 10 be noble or ignoble is to be deter
mined by the victor. 1t is a conflict be-
tween the higher and lower nature for
dominance in that child's life. Out Of that
warfare come issues Of life. When we
look into the cradle what possibilities
arise. The child Is not left alone in this
struggle. Agencies are placed around it
to aid its higher nature in coming off con-
queror over its lower competitors. Just to
the extent that that agency is used, Just to
that extent is the certainty Of the victory
on the side of the noble life, and just to the
extent that it is not used, just to that ex-
tent is there an almost certainty that vic
tory will come upon the side ofthe ignoble
life. This makes the human soul piece
of mere white paper, on which you can
write life of honor or Of shame. That
child now SO innocent, may yet fill CONT
nent with fear. The child has within him
these forces of evil, these passions fearful
and mysterious. A-H
The parent must educate the child, that
his lower nature may not obtain the victory
over the higher. And not only to the
parent is this agency given, but also to the
community in which the child lives. The
community must see that the child is edu-
Gated, 80 that their children may not only
be educated, but also be brought in contact
with those who are educated. Hence, it is
to the interest of the community to have
each child educated. But not only the pa
rent and the community are to provide for
the education of the child, but the State
also. Hence there are three agencies to
guard over the welfare of the child.
II is well known that universal
education underlies universal liber-
ty. Many republics have risen and
fallen shortly after, and why2 Be
cause the people had not intelligence
enough to sustain them. In our co6ntry a
system Of universal education had been
adopted, and hence the republic stood and
stands, and now covers over one-half of
the arena of North America. The repu5-
lie of Switzerland is another example Of
this. The descendants Of Tell are intelli-
gent and have universal system Of edu-
cation, aud that republic has stood from
the days Of William Tell down to the
present time. What was it bet education
that, instead of the heavy sickle, placed into
the hands ofthe farmer the light instrument