Year: 1877

The fact that, amongst the foremost
nations of the world, this land. whose
freedom has been raised and whose
prosperity advanced on the inherent
principles of popular education and
self>government, there is found in many
of the Southern States misapprecia


tion to day of the very strength of
their life, which is to make that life
respectable before the world. is notori-
ons. There is an instructive feeling in
Democracy against everything which
tends to assum. individual power; but
this is sometimes carried to an ultra ex-
tent in minds bliudly excitable to its
name, without weighing policy of ex-
pedience, or consulting more profita-
BILE good that might ensae from its non
action. Such it appears have seized
the average mind in the question of
compulsory education. If they were
led TO reflect upon the series of bene :
fetal results arising from more strict
aud systematic mode of schooling-the
growth of morality; propagation of
wisdom: sounder legislation, richer in
dustrial reward. etc, they would con-
clude that not to pay so punctilious n
Difference to their W01d Democracy.
would be, in this case at least, conform


ing more to its happy spirit; for they
would certainly be a more free, enlight-
ened and prosperous people-th three
terms surely the cortege of all sound


Democratic institutions. Montesqnieu
says "the people under the constitution
of Great Britain enjoy more privileges
than any upon earth (not the opinion
of Democrats) yet, since 1867, believe
they have established a compulsory sys-


tenn of education with it's usual good
results; Germany has long possessed it,
and several States of America have
adopted it. Its greatest recommenda


ton is in the really M king man free
against his will; aud who would not be
forced to school, to bless, his children
now when it is the building up of the
country, ten-fold blessing on his pos
terity, boon to mankind? Who would
not apply q remedy to save a friends
life. yet against his will? But-unlike
a constitutional monarcby-there is a
great difficulty here for whereas it is
easy in that case to frame laws though
sometimes in opposition de facto to the
tenor of the masses; in this case snch
law can only be enacted and enforced
with the direct action of the major
mind. 1t is impossible, therefore, so
long as the mind continues the same to
better the system of education, as the
remedy itself is education which is de-
ficient, and it is everywhere unnecessary
to enforce it when their eyes are fully
open to it's benefits. Then where the
country is 80 prosperous that each
State is able to build and furnish free
schools the case is comparatively easy;
but when we are constantly reminded
truly or untruly-of the low condition
of the country's wealth, inadequate to
support a school even for the space of
four months, there is no direct remedy
the evil must be cured with the ban
ishment of it's cause.-the restoration of
prosperity; yet the people being their
own prerogative the fastening of it will
depend on their inclination to secure
every private means to school the youth.
as we'll as by steady application to
their industry. II is impossible to levy
tax which they are not able to pay;
but it is very questionable in every ia
stance that they only are able to cons
tribute to the maintenance OF public
schools for such short time. Such q
meagre prospect for the education OF
the lower classes. has, I believe, no
parallel in any country half as univer-
sally recognized for reputed civilization
as the Southern States of America.


The sin of the South to-day-their
sin since they have been constituted
beneath Federative government is
their weakness the chief, though not
the sole result of the defects of univer-
sal education. Whoever will deny this.
and affirm that previous to the war their
systems of training and intelligence
were not inferior to other countries else
rof equal Obstruction, will be confuted
simply by their condition now. To
cities where fair facilities for the train
ing of youth in public and private SEM
inaries are exercised-though not to the
degree to which they thought-how un.
favorable is the contrast of the impo-
tent country schools. Without teach.
er for two-thirds of the year, during
the whole of which time the children
may not receive any instruction from
their parents, but left to wander the
wide fields or pass two days of the week
in idle visitings, they ara sent to school
having just time to learn what they had
forgotten. when they are dismissed
again--a truly beautiful way to train up
generation, only taking Of course the
means for their improvement. in proper
tion as they are removed from ignorance
themselves. Those who possess the