The Hancock Jeffersonian. [volume] (Findlay, Ohio) 1857-1870, 1869-01-08
From the Lancaster Gazette.
COMMON SCHOOLS.

w cIc tuC uucCbiOn Vi COuIuOu
schools, placed in my hands, would
require more labor to make good
hearts than wise heads, because l am
satisfied that wisdom of itself, will
never make people good or virtuous,
while goodness of heart, and a high
standard of virtue gives true wisdom.
And while / say this, offer as my
reason for so saying, that | do not
find the schools so directed
Unquestionably a true education
should have for a leading purpose,
irst, TO enlighten the understanding.
Wen are to be taught to know them
selves; and then the relations they
sustain TO the world into which they
have been born; physically, morally
and mentally; and then their relations
to one another and the body polite.
And an important item of knowledge
is to comprehend that individuals are
born with widely differing degrees of
mental, moral and physical qualities,
and then to perceive that these diff
ferences of condition demand at our
hands different methods of culture -
We are further to understand that
individual capacities vary as much
in degree and inclination as phys
Iognomies and temperaments. We
are then no. TO expect alike from
all and in this, certainly, In attempt
ing the conduct OF general education.
we are committing sad blunders.
Education, wisely essayed, should
direct its efforts to the development
of every noble sentiment and athi-
butte; and to this end We require ed
ucators who are competent 10 study
idiosyncrasies and manage them
The moral asperilies OF lily born chill
dren are TO be smoOthed down by
the means best calculated TO do 1t,
so as TO bring the individual into a
condition to receive and germinate
good seeds. Ard in this tonlBg down
of wild and careless natures, we shall
find very different methods necessa-
ry but these will find their places,
under the proper heading. In schools,
would make music, both vocal and
instrumental, a special study be-
cause the tranquilliZing effects OF
sweet harmony of sounds always
softens feeling, brings souls into
feelings of iraternal relation, and
neuti alizes and drives out ill-tem-
per, jealousness, hatreds and idle
thoughts, and thus prepares the
ground OF the heart and understand
ing for taking in that which IS TO be
taught. In heart that music de
lights, there can be no overt REBEL
ion, or treason, or human hatred.
l should have all the children
trained never to do an act towards
another that they conld not desire
done by all towards themselves and
this / would enforce as a rule OF life
that should suffer no variation. In
small things / would have it SO. |
an satisfied that such conduct is
practicable, and that culture would
settle it into very general and easy
virtue. / would have the strictest
habits of economy and frugality in
temporal affairs a part of common
school education. 1t should be fixed
in the minds and lives of all that
deathless fidelity in dealing was es
sential to character, and that to live
strictly within ones income, and
never owe any man, was the only
true temporal independence. j
would have boys shown that the use
of tobacco and stimulating drinks
compromises and sinks all true man.
hood and responsibility. | would
teach plainness Of speech, and require
yes and no to settle all questions
Honorable labor to secure q living
should take the precedence of the
professions, or the privileged posi-
tions of lie. But above all, the chill
dren, both boys and girls, should
graduate by the requirement of the
settled point, that virtuous, correct
and true lives, gave the possessors
the highest places in society, church
es and governments while their
minds should be saturated with alb
horrence of that monstrous idea, that
money, or other form of material
wealth, confers responsibility or en-
titles the fortunate in that respect to
privileges or facilities above the
producer.
These, and all the virtues that bring
men and women up to the highest
standards of earthly attainments for
which the Creator designed them,
should occupy as much of the time
of our schools as letters and science.
Until we reach this conception of our
requirements, our schools will, to the
extent that we fall short, be fail
ure. A common brotherhood, fra
ternal forbearance, and the common
privileges or truly democratic gov
ernment are our inheritance and
right. Let our schools be the ma
trices and nurseries of such thoughts,
for nowhere else can they be born or
matured. 1t is the coming genera
tiOns that must stand On a higher
plane than we. But we must see
what kind of persons we need to do
this work. SExTUs.