American citizen. [volume] (Canton, Miss.) 1864-1890, 1873-08-23
STATE EDUCATION.

tions,' We assumed the position that
children should be educated i'll the
State to which they owe allegiance.
This position we endeavOred to es
tabllsh by such arguments as seem
ell to US conclusive, but which are
seldom considered by those who
should make this subject their first
care, and who, as parents, owe to
their offspring a iudicious cultiva-
ton OF their minds and morals,
both for the social and domestic re-
lations of life. No inheritance,
equally precious and permanent,
can parents beqnea.h. A few years
will introduce another generation
of men and women upon the stage
of action, who, when the present
shall have disappeared from the
scenes of time, will offer to the
world examples, and spread abroad
principles, that shall prove useful
or detrimental, according to the d.
rectiOn that education shall have
communicated. Lord Bacon once
remarked, with his usual sagaci'y,
that "human nature rises and luxu
Rates in the character either of
useful plants or worthless weeds;'
and this effect will depend upon
the neglect or use made of the ia
rilities offered for the education of
youth. 1t is true that sometimes
prodigies have burst forth from oh
security by somehdventitious circum-
stance of Divine Providence, who,
by shaking Oft the rust of igno-
rance, have, by their own unaided
exertiOrs, shOne by their native
lustre as stars of the first magni-
tude, and dazZled the world with
their effulgence; but these are rare
instances-exceptional cases to the
universal law of mind.
1t Is not our purpose to discuss
the natural inequalities and diver
stiles of intellectual development
among mankind, nor attempt to es-
tablish the fact that the grand diff
ferential ground of distinction be-
tween the large majority of human
minds, is to be found in defective
education, and in the wrong direc.
ton given to the mental faculties
in their early training. Our object
is merely to direct attention to
those institutions of learning with
in reach of our own homes, aud to
offer a few thoughts ON that kind
of instruction which the youthful
mind and heart most need i'll the
formation OF char acter.
The great business of education
in not to furnish the greatest
amount of literary and scientific ac-
cOnplishments, or to compass the
lIrgest number of ornamental and
superficial requirements i'll a
given period but to carry
along with the culture of the
understanding that attention to
the development of the moral
functions, and formation of viz
tuOus hlbis, which tend to self
government. and to the growth and
exaItation o. tAo.e principles which
add dignity and worth to human
character. That system of educa-
ton which will develop the reflec-
tive and reasoning powers to the
highest altitude OF which they are
susceptible. and yet keep them in
eItire subserviency to the culture of
the mora a.ure, is the only sys-
TEN that shouId receive the sanction
and secure the patro mage of a dis
eliminating public. Particularly is
this essential in female education.
Every effort of the teacher should
he directed to improvement in
truthfulness, and in aquiring hab-
its o. order, taste, grace, neatness
and industry. Snc should be made
to feel mat her poteacy and inHu-
ence, her dignity and de,i!ay, con-
sist in being ami doing good. She
should be taught to believe that
the charm aud perfection of her
wOmanhOOd are alone to be found in
the moral and social attributes of
her being. There is a moral sense
in every uncOntaminated female
breast that pleads for the beauty
of truth and purity Of virtue, and
that appeal, coming to the ears of
teachers, aud trembling with the
inspiration of spiritual loneliness,
should meet with an answering res
poDse from all who assume the fear
full responsibility Of giving direc-
ton to the youthful mind and heart.
How few teachers are there who
give heed to these things. Correct
recitations are all that are required
of pupils generally, and while the
mind may be properly developed
and SchOOipd the mnr1IS ara arm,