Nashville union and American. [volume] (Nashville, Tenn.) 1868-1875, 1871-08-23

ST. LOUIS, Aug. % The eleventh an
nual meeIi0g Il the National Educa
tionsl CCnv3nliol took place at Polytech
mic / ISL C today. A graf number o.
delega tes were pregent from different sec
tons OF the country, the large hall being
entirely filled President Pinksrd called
the Convention 20 order, and after a few
general remarks introduced Gov, Brown,
who delivered an address, most cordially
welcoming tie delegates TO st. Louis, the
great focal point Of educational labor in
the West. The Governor gave graphic
sketch of what has been done for educa-
ton in the State and then touched upon
some Of the phases of the system as gen,
orally taught in this country.
He was something of sceptic as to
the general dogma that schooling in its
present accepted phrase of popular edu-
cation is The foundation of all virtue and
morality of he community. He thought
the value of education TO society much
misstated when thus presented. He said
education as an aid TO social life is chiefly
serviceable in the first instance, as furnish
ing better facilities for the protection of
and provision for ones self and family in
the present social condition, and secoad,
for the larger comprehension it inculcates
of the interests aad conventional depend
encics that justify self-sacrifca in sus-
tanning the social order.
1t is very customary defamation 10
pronounce that education is the great
safeguard of Republics against decay OF
virtue and the reign of immortality, yet
facts scarcely bear out the proposition.
Have you, be said, any textbooks of
crime and misdemsanOr in your schools?
Do your young men grow up knowing
what obtsining money under false pre-
tens-s mesns2 Are your lessons OF the
peniientiary and the reformatory ever sp
piled in the school room, and yet whilst
forcing the faculties of youth TO their
highest aCu,eness you would leave them
unguarded amid the soIdId greed for
gain and unschooled in the prime pies of
honor and integrity.
If the object of education be to form
ard develope perfect life, then it is evil
dent that it must teach life, the life of
The present, not Of the past, on all sides,
y to that end there will not be vast
changes in what Is taught at our schools,
NJ less than in the manner i. is taught.
He then referred to the changes which
had been made in late years 10 high
schools and universities by the introduce
tion of physical ard social sciences, sup
planting to large extent, al least in pri-
mary institutions, what he called The
dead beats of language, ordinary history
aad the philosophy of words and phrases.
He then laid down the following as
what is specially needed at the present
time: The cultivation of the powers of
observation, and consequent thought in
our youth; the assimilation of the knowl-
edge that is 10 books by constant cOTrels-
ton with the world around, snd the prac-
iical illustrations thereby afforded; the
ICcognilion of more natural, growing
faculty, that shall adopt education to the
impulse, enjoyment and capacity of the
CHILD, and all this in place of parrot ike
recitation, Chinese memOrizing, text
book examining, and disciplines bred of
the esse of the master, but repressive
altogether of the human nature of the
pupil, is wba. this age demands with a
potent i vice. Education, to be sue
csssful, must coordinate with joy and
lightness and rclishing thirst that shall
make every acquisition only the incentive
10 rene we'd Effort.
Up7n the question of The relative adj
vlGlage Of classical studies as agencies of
mental discipline, he would not express
al opiuion, but he entered a strong pro.
last sgsins. a national compulsory educa .
ton
The adJress was repeatedly applsuded.