The Abbeville press and banner. [volume] (Abbeville, S.C.) 1869-1924, 1897-06-09
NO MORAL TEXT BOOKS.

Let no man misunderstood me.
| am trying to combat the Idea that mas
been presented a thousand times and in a
thousand different ways, which holds that ed
ucation in our schools is a moral factor.
If a teacher teaches Greek, does he not use a
Greek textbook?
II he teaches other branches. does he not
procure the necessary text books?
Our schools teach neither morality, nor re-
ligion, nor physical culture. nor the science
of health, but every simblin headed stats.
tician seems TO dwell on these things as the
chief benefits to be derived from education.
The fact is, the books which teach morality
and religion are not admitted into our schools.
Notwithstanding this condition, writers for
books and newspaper, as well as pubic
speakers, in season and out or season, bring
up statistics to prove the beneficial and re-
straining influence Of an education.
ISLANDER OF THE ILLITERATE-vILLIFIcA.
TON OF THE POOR.
To quote the per cent. of illiterate criminals
and the per cent. OF educated violators Of tn
law, misleads the public.
Such statistics SANDER the illlterate and vii
lify the poor.
If they would note the financial standing
Of the convlcts In any OF our State prisons,
they could inst as fairly say that all the
crimes are committed by poor people, and the
rich and educated are governed alone by law,
and the principles Of honor.
One OF these statements is just as true as
the other.
. The fact is. that wealth makes US conserva-
tive and afraid TO violate the law. Wealthy
people, with evil intent, are therefore more
cunning and more cautious, but wealth does
not make men more conscientious or more
honest.
The poor are just as honest as the rich.
The illiterate citizen Is, at heart, as law
abiding and as good as his educated neighbor.
Tue difference in the Court records may
arise in this way: The poor commit their
fall
and are caught.
II they want a pair of shoes, or pig
they may help themselves when the owner is
not looking.
If an Intelligent man has needs, and is
empty handed without the means OF supply
ing his wants, he simply steals under the
guIse OF contract and violates no statute
law.
He finds simpleton whom he can deceive
by fair promises, and the gudgeon is robbed
or cheated In lawful way.
The court can seldom catch the intelligent
thief who understands his business, and SO
his name does not appear In the criminal
docket, and he Is not confined in prison.
But II bank Is robbed. who does it?
Isn't IL generally some scion of the best ed
ucated families in the community that plays
havoc with his trust?
If there Is forgery, Is II the illiterate or the
educated citizen whose name is connected
therewith?
If a man shoots another down like dog, is
the educated man convicted?
No; he generally finds an able defence, and
the jury is usually very kind to the we'll
dressed and Influential brother, while the
frendless wretch who commits like crime
in vulgar way may possibly be con victed
If jury, by mistake, should convict rich
or educated man, the chances are that some
rich friend or relative will put up the neces.
sary money to secure his release, or the Courts
may find sufficient reasons to give the Grim
inal the requisite number OF new trisls 10 Sc
cure an acquittal.
These statistcians have no right to claim
that education is a moral agent, or a pro-
motor OF morality as long as morality and
religion are ignored by our schools.
Such statisticlans are only following the
stereotyped expressions that might have been
O proper criterion long ago when our schools
taught morality and religion.
POVERTY THE CAUSE OF LOSS OF LIFE.
Writers for the books and newspapers mis-
lead the public in estimating the comparative
effect Of education and illiteracy on the
length of lite.
The comparison is really between the life of
the rich and the poor.
Thousands are illiterate for the want of
money, and many die because OF their lack OF
a knowledge OF the laws OF health. A great
multitude 20 TO their graves because they
. fk,oh haCt1 1f0f, . kr