The New York herald. [volume] (New York [N.Y.]) 1840-1920, 1869-12-14
SOCIAL SCIENCE.
The Education Of Children Discussed.

The Education Of Children Discussed.
At the meeting Of this society last evening at
rhmpton Hail. Mr. W. B. Scott in the CHAIR after the
transaction OF some unimportant preliminary bust
ness the question was taken up TO whether chill
dren should be educated at public expensen The AZ
frmative supported by DR.. LAMBERT, who set out
with the advocacy OF having all children educated
olens voes, at the expense Of the state. lie would
not only undertake tue education OF children, but
would embrace IN the course the greatest width Of
subject In chart IN which these subjects denomins-
ted the hierarchy OF the sciences were tabuated
he pointed out wealth and Its various suDdivi-
si0ns or co ncomitant partsnQmely, riches, labor,
body, mind. nature and time. He endeavOred 70
show that riches did not constitute wealth; that
training was necessary 70 enable man to exercise
his mental ana bodily powers He then branched
out into the reEion Of the oogies IN which ne as
the architect, D0loRy-human animal and vegetable.
gives the doctor and the veterinary surgeon and so
pathology. As far as possible ne would have all
children Wen informed on these SUBJECTS. The
founders OF the constitution intended that children
should 20 abroad into the world a. nearly equal as
possible, but that the practical working of
our institutions nulllhed their praiseworthy
tune, some were born to wealth. others COM
petey pennfess Those who had to make their own
fortunes ought at least come 70 the task OF raising
themselves TO level with niB moro favored fellow
citizen Now should the state educate ali2 History
tells us that education Az pubic expense Ia The only
means OF securing everything That constitutes
wealth. He could even find illustrative examples In
this ciy. Tho school for girls In Twelfth street ne
heid TO be the best In North America, and he chR-
lenged any one present to point out any private
school producing the same results.
Mr. 0RMsBY did not believe In the theory OF
compulsory education. II should be left TO the
great and universal laws or self-lnterest. II the
state was bound to educate every child, why
not also compel the state TO feed and clOthe and dis
charge every other parental duty IN regard 10 chl.
dren. All eleemosynary aids from the state ne neid
10 be public damage, except In cases OF sunering
or want. Wealth was not the Objecs OF educatlon,
but human happiness. The training In tho public
schools was purely intellectual without religion and
morals. THIS drove tue Catholics out OF tho
schools. The system even led TO fraud and prose-
lytistn. In the text books employed Thousand
insults SPECIFIC or Implied, were aimed at Catholics
ana lsraetes who paid ike Others for the support
OF these schools. The teachers were appointed BY
favor not for their personal qualifications. Then IL
society Is TO educate children, 20 John Stuart Mill
showed society Will, as II does In Prussia step In
aud tell each individual how many children Inc ought
Professor LKvIsos. after twenty years, considers
tion OF this question, had no psoittve opInons II.
however, children are not educated IN the public
schools they would be educated in the gutter and
grow up Toes TO order and society. At present,
therefore, ne was not prepared to abandon the pre-
sent state Of things. Corruption he neid TO DC NJ
natural and necessary to social ne tutlons CRAWL
tation TO matter. The bnk OF the English people
are In state or degradation OF which we have no
idea, though the private system WAS very generally
followed
Mr.. Earle and Mr.. Moran made several remarks
after which the assembly adjourned.