Public ledger. [volume] (Memphis, Tenn.) 1865-1893, 1868-05-29
FREE SCHOOLS.
A Lecture by Rev. DIR. ID. B.
Sears, Of Virginia, Last
Night. ,at.e
The Subject Treated by an
Experienced Educator.

larger audience than assembled TO hear
the speaker. The attendance was small,
which, In great measure, probably, was
ewing to the storm which prevailed du-
ring the evening. The following faithful
synopsis Of the lecturers remarks
We clip from our morning contemporary,
the Avalanche;
The tenor Of his argument was 10 favor
Of free public schools, and he did not
hesitate TO assert that they we're far better
for the public interest than private
schools. Being in the hands OF public
officers, and managed by persons having
no private interests to serve, officers who
are responsible to their constituents for
the moneys expended. they render far
more service for the means employed
than any other method that could pos
sibly be adopted.
Private schools, having no public Or
CARNATIONS, are worked in the interests
of the parties who control them, who
have desire to make money, aud differ
| in their aims from public schools in
many particulars There is a pecuniary
interest controlling them that is not to be
found in the public schools. All persons
should receive just and proper consider
alton for their labor, but when they are
Influenced by their own private interest
alone, it is not expected they will exert
themselves for the public good to the
extent that would govern those who have
nothing TO gain but the good opinion OF
| the public and the education, of the peo-
pie. Where the education of COM
munity is complete the money spent upon
obtaining it is productive OF the greatest
good.
The speaker argued that the expenses
of private Institutions are far greater
than in public schools, and that any one
whose character is not vile can enter a
private institution without trouble. He
also argued their advantage on the
source of economy, and stated that 1t
was to the interest of every community
I to receive liberal education, while pub
lie schools are the only true method to
educate the masses. He ayerred that
the history of the whole world, in ancient
as well as modern times, were controlled
and governed by intellect Wherever
we'll developed intellect is found there
will be also found opulence and wealth;
and even the arts and sciences are
governed by education. The application
of machinery is the result of educated
intellectual culture. This can be easily
illustrated by taking ten men from
among the ignorant portion OF commu
nifty and ten from among the cultivated
minds and learning the result of their
labors.
Mans labor is governed by the intel
lect he possesses, and receives pay
according to his capacity to manage;
an ignorant people must always be a
dead weight to society.
Sometimes, to be sure, native talent
does not depend upon education; but
instances of this kind are rare, and it is
easily to be seen that such persons had
enjoyed the advantages of a good educa-
ton, they would have shone brilliant
before the world. Practical education is
often useful to community as we'll as
other kinds Talent is distributed with
out regard to classes or society, because
all the phases of society have produced
great and brilliant minds. A community
that leaves half its population unedu-
| cateQ loses nan llb sJISbBthi auu sOSiO'y
cannot afford this. They should have all
their mental force properly developed.
As general thing it costs as much to
educate half the people in private schools
as it would TO educate all in public
schools, and small means can effect
better result in this way than by any
other arrangement; and in these times
economy is a very important essential to
be considered
In private schools pupils are often
times few, and a majority fthe school
houses are too small for the good of the
communities in which they are situated.
On an average, through al! the South
ern States. there are not more than IF
teen scholars to each teacher employed
Wien such is the case, proper justice
cannot be done pupils, who will learn to
better advantage in large classes than In
small ones.
The speaker argued the relative value
of male and female teachers, and con-
tended that while female teachers re-
ceived less pay they ought to receive the
greater, because they were better fitted
to teach children than men. They adapt
themselves to the youthful mind, and
understand children better than men can
possibly do; and when they are employed
| in large public schools they govern as
many children as they can properly
control. This gives them q decided adj
vantage over private teachers who have
but few scholars to manage.
The speaker mentioned the fact that
Judges and lawyers declare that ma
iority eff the criminals of the country are
educated on the streets, and that from
among the uneducated spring all lovers of
brutal sports, such as prize fighting, etc;
/ aud houses of correction serve no better
purpose than 10 throw vicious members
forth upon the human family.
lie mentioned that some people OBJ
jeeied to pay out means to educate other
peoples children when they themselves
are without them, but it is an indisputa-
| BILE fact that money spent in this way
would return ten fold, for a liberal sys-
TEN of public education gives tone and
character to people and enhances the
value of property. 10 many cities the
most liberal contributions are bestowed
on the public school fund by the wealthy
citizens who have no children, and the
prosperity OF county Ntptuue ihucu
upon the development Of the minds Of
its inhabitants
As men give literally to build public
enterprises, such as bridges, roads, etc
they should give to public education as
well. The speaker argued the advantage
Of instructing our young a. home in lieu
Of sending them away to Northern cities
at heavy expense, aud conteuded that
our teachers we're fully as compeient to
ct out a scholar as any foreign teacher
could possibly be.
He related bis experience and obser.
vati0Bs during bis tour among Southern