Popular Education Part 23

_Fourth._ I have heard several cla.s.ses in geography bound states and counties with a considerable degree of accuracy, when none of them could point to the north, south, east, or west. Indeed, a portion of them were not aware that these terms relate to the four cardinal points of the compa.s.s. Still more: some of them say that "geography is a description of the earth," but they do not know as they ever _saw_ the earth. They have no idea that _they live upon it_. Scholars in grammar frequently think that the only object of the study is to enable them to recite the definitions and rules, and to _pa.r.s.e_. They do not look for any a.s.sistance in thinking, speaking, or writing correctly, neither do they expect any aid therefrom in understanding what they read.

Cla.s.ses in arithmetic not unfrequently think the princ.i.p.al object in pursuing that science is to be able to _do the sums_ according to the rule, and perhaps to _prove_ them. Propose to them a practical question for solution, and their reply is, "That isn't in the arithmetic." Some one more courageous may say, "If you'll tell me what rule it is in, I'll try it!" Practical questions should be added by the teacher, till the cla.s.s can readily apply the principles of each rule to the ordinary transactions of business in which they are requisite. Generally, in grammar, arithmetic, and elsewhere, there is too much inquiry, _comparatively_, after the _how_, and too little after the _why_.]

Now if these paragraphs, descriptive of the condition of common schools and the qualifications of teachers at the commencement of the educational reform in New York, are applicable to those states of the Union whose provisions for general education are not equal to what hers then were, nothing can be plainer than that there exists an imperative demand for the establishment of normal schools in every part of the Union. Ma.s.sachusetts has three; but her provisions in this respect are not adequate to her necessities.

Union schools, and systems of graded schools in cities and villages, should possess a normal characteristic; that is, young men and women who have the requisite natural and acquired ability should be employed as a.s.sistants in the lower departments, and should sustain essentially the relation of _apprenticed teachers_, to be promoted or discontinued according as they shall prove themselves worthy or otherwise. In the public schools of the city of New York there are about two hundred teachers of this description. These and all the less experienced teachers meet at a stated time every week for the purpose of receiving normal instruction from a committee of teachers whose instructions are adapted to their wants. A similar feature has been adopted in other cities, and in many villages, and should become universal among us.

In connection with the suggestions I have just introduced from a former report, I wish to say, I know of no reform which is more needed in our schools than that of rendering instruction at once _thorough_ and _practical_. The suggestion in the note on the 428th page, in relation to teaching the alphabet, will admit of general application. As fast as principles are learned, they should be applied. Practical questions for the exercise of the student should be interspersed with the lessons in all our text-books, when the nature of the subject will admit of it.

When these are not given by the author, they should be supplied by the teacher.

I will ill.u.s.trate by an example. Several years ago a teacher had the charge of a cla.s.s in natural philosophy. There were no questions in the text-book used for the exercise of the student, as here recommended. In treating upon the hydraulic press, the author said, in relation to the force to be obtained by its use, "If a pressure of two tons be given to a piston, the diameter of which is only a quarter of an inch, the force transmitted to the other piston, if three feet in diameter, would be upward of forty thousand tons." The teacher inquired of the cla.s.s, How much upward of forty thousand tons would the pressure be? Not one in a large cla.s.s was prepared to answer the question. Some of the scholars laughed outright at the idea of asking such a question. After a few familiar remarks by the teacher, the cla.s.s was dismissed. This question, however, const.i.tuted a part of their review lesson. The next day found it solved by every member of the cla.s.s. Several of the scholars said to the teacher that they had derived more practical information in relation to natural philosophy from the solution of this one question, than they had previously acquired in studying it several quarters.

In treating upon the velocity of falling bodies, such questions as the following might be asked: Suppose a body in a vacuum falls sixteen feet the first second, how far will it fall the first three seconds? How far will it fall the next three seconds? How much further will it fall during the ninth second than in the fifth? If this paragraph should be read by any teacher or student of natural philosophy who has not been accustomed thus to apply principles, the author would suggest that it may be found pleasant and perhaps profitable to pause and solve these questions before reading further.

The importance of reducing immediately to practice every thing that is learned, is no less essential in moral and religious education than in physical or intellectual. Indeed, any thing short of this is jeoparding one's dearest interests; for "to him that knoweth to do good and doeth it not, to him it is sin." The practical educator should bear in mind that man is susceptible of progression in his moral and religious nature as well as in his physical and intellectual. "Cease to do evil; learn to do well," is the Divine command. He who does only the former has but a negative goodness. The practice of the latter is essential to the healthful condition of the soul. It is important that we seek earnestly to be "cleansed from secret faults." Without this, our progress in excellence will at best be slow. While "the way of the wicked is as darkness, and they stumble at they know not what," it is nevertheless true that "the path of the just is as the shining light, that shineth more and more unto the perfect day."

Understanding what we do of the nature of man, the subject of education, and knowing that "the fear of the Lord is the beginning of wisdom," and that the Great Teacher, who "taught as one having authority," hath said, "Seek ye first the kingdom of G.o.d and his righteousness," can we regard it any thing less than consummate folly to enter upon the work of education in the open neglect of these precepts? Should we not rather cheerfully comply with them, and do what we can to encourage all teachers, and all who receive instruction, to regard this law of progression, so that, while their physical and intellectual natures are being cultivated and developed, they may not remain "babes" in the practice of morality and the Christian virtues, but "grow in grace and in the knowledge of the Lord and Savior Jesus Christ?"

We can not expect the student will excel his teacher, if indeed he equals him, in merely intellectual pursuits; much less can we reasonably look for superior attainments in morals and religion. If, then, the teacher would secure the most perfect obedience of his scholars from the highest motives, he must show them that he himself cheerfully and habitually complies, in heart and in life, with all the precepts of the Great Teacher, with whom is lodged all authority, and from whom he derives his. When the members of a school become convinced that their teacher habitually asks wisdom of the Supreme Educator, whose will he aims constantly to do, they will feel almost irresistibly urged to yield obedience to the precepts of Christianity, and, with suitable encouragement, will take upon themselves the easy yoke of Christ.[75]

[75] In a former chapter, the necessity of moral and religious education was dwelt upon at length. The importance of the Scriptures as a text-book, containing as they do the only perfect code of morals known to man, and the objections sometimes urged against their use, were duly considered. I wish here simply to add, that their exclusion from our schools would be even more sectarian than their perverted use; for the atheistical plan, which forbids the entrance of the Bible into mult.i.tudes of our schools, under the pretense of excluding sectarianism, shuts out Christianity, and establishes the influence of _a single sect_, that would dethrone the Creator, and break up every bond of social order.

Even common arithmetic, when well taught, and ill.u.s.trated by judiciously constructed examples, may be made not only more practical than it has usually been heretofore, but while the student is becoming acquainted with the science of numbers, it may be rendered an efficient instrumentality in showing the advantages of knowledge and virtue, and the expense and burden to the community of ignorance and crime, thus promoting the great work of moral culture, as is beautifully ill.u.s.trated by the following examples, selected from a recent treatise on that subject:

"In the town of Bury, England, with an estimated population of twenty-five thousand, the expenditure for beer and spirits, in the year 1836, was estimated at 54,190. If this was 24 per cent. of the entire loss, resulting from the waste of money, ill health, loss of labor, and the other evils attendant upon intoxication, what was the average loss from intemperance, for each man, woman, and child in the place, estimating the pound sterling at $4.80. Ans. $43,332."

This one example may do more, in many instances, toward establishing young men who may be engaged in its solution in habits of total abstinence, than a score of lectures on temperance, or as many lessons on domestic or political economy. The following, also, may more effectually check existing abuses of some of the laws of health and longevity than a month's study of physiology and moral science: "It has been estimated that a man, in a properly ventilated room, can work twelve hours a day with no greater inconvenience than would be occasioned by ten hours' work in a room badly ventilated; and that, where there is proper ventilation, a man may gain ten years' good labor on account of unimpaired health. According to this estimate, what is the loss in thirty years to each individual in a badly-ventilated work-shop, valuing the labor at ten cents per hour? Ans. $5008." What an astonishing result! Five thousand and eight dollars moneyed loss to each individual who respires impure air, estimating labor at but ten cents an hour.

Now suppose this loss occurs only in the case of the eight hundred thousand voters in the United States who are unable to read and write--and it must accrue to a much greater number of persons--and _one fourth of the annual loss would be sufficient to maintain an efficient system of common schools in every state of the Union the entire year_.

It has sometimes been said, even by individuals occupying high stations in society, that persons of the second or third order of intellect make the best school-teachers. But in the light of what has been said, this statement needs but be made to prove its fallacy. In order properly to fill the teachers' office, we need men and women of the first order of intellect, brought to a high state of cultivation. A well-qualified and faithful school-teacher earns, and of right ought to receive, a salary equal to that paid to the clergyman, or received by the members of the other learned professions. He who can teach a good school can ordinarily engage with proportionate success in more lucrative pursuits. So true is this remark, that scarcely a man can be found that has attained to any considerable eminence as a teacher, who has not been repeatedly solicited, and perhaps strongly _tempted_, to relinquish teaching and engage in pursuits less laborious and more profitable. Many yield to this temptation, and hence much of the best talent has been attracted to the other professions. School committees, however, can generally secure the services of teachers of any grade of qualifications they desire, upon the simple condition of offering an adequate remuneration.

We have said, as is the teacher so will be the school. We might add, as are the wages, so ordinarily is the teacher. Let it be understood that in any township, county, or state, a high order of teachers is called for, and that an adequate remuneration will be given, and the demand will be supplied. Well-qualified teachers will be called in from abroad until competent ones can be trained up at home. Here, as in other departments of labor, as is the demand, so will be the supply.

The best means which citizens can employ to give character and stability to the vocation of the teacher is to select competent and worthy individuals to take the charge of their schools, and then pay them so liberally that they can have no pecuniary inducement to change their employment. Let this be generally done, and teaching will soon be raised, in public estimation, to the rank of a learned profession; and the _fourth learned profession_--the vocation of the practical educator--will be taken up for life by as great a proportion of men and women eminent for talent, cultivation, and moral worth, as either of the other three professions have ever been able to boast.

SCHOOLS SHOULD CONTINUE THROUGH THE YEAR.

Schools should be kept open at least ten full months during the year; in other words, _the entire year_, with the usual quarterly or semi-annual vacations.--_Michigan School Report._

It is not enough that good school-houses be provided and well-qualified teachers be employed. Our schools should be kept open a sufficient length of time during the year to make their influence strongly and most favorably felt. The work of instruction, while it is going forward, should be the business of both teachers and scholars. If children are habituated to industry, to close application, to hard study, and to good personal, social, and moral habits during the period of their attendance upon school, these habits will be favorably felt in after life, in the development of characters whose possessors will be at once respectable and useful members of society, and a blessing to the age in which they live. On the contrary, if children are allowed to attend an indifferent school three months during the year, to work three months, to play three months, and are permitted to spend the remaining three months in idleness, the influence of this course will be felt, and it will be likely to give character to their future lives.

Under such circ.u.mstances, the good, if any, that children will receive while attending an indifferent school one fourth of the year, will be more than counterbalanced by the evil influences that surround them during the half of the year they devote to play and idleness. We can not reasonably expect that children brought up under such unfavorable and distracting influences will become even respectable members of society, much less that they will be a blessing to the generation in which they live.

In villages and densely-settled neighborhoods schools should be kept open at least ten full months during the year; in other words, _the entire year_, with the usual quarterly or semi-annual vacations; and, if possible, they should not, under any circ.u.mstances, be continued less than eight months. And, I may add, the same teacher should be retained in the charge of a school, wherever practicable, from year to year. The teacher occupies, for the time being, the place of the parent. But what kind of government and discipline should we expect in a family where a new step-father or step-mother is introduced and invested with parental authority every six months, and where the children are left in orphanage half of the year! Much more may we inquire, what kind of instruction and educational training may we reasonably expect in a large school whose wants are no better provided for! A school-teacher should be selected with as great care as the minister of the parish; and when selected, the services of the one should be continued as uninterruptedly and permanently as those of the other. Then will be beautifully ill.u.s.trated this interesting truth: It is easier, cheaper, and pleasanter incomparably, and infinitely more effectual, rightly to train the rising generation, than it is to reform men grown old in sin.

Lalor, in his prize essay on education, published ten years ago in London, has recorded a kindred sentiment in this very beautiful and highly-expressive language: "The schoolmaster alone, going forth with the power of intelligence and a moral purpose among the infant minds of the community, can stop the flood of vice and crime at its source, by repressing in childhood those wild pa.s.sions which are its springs. Nay, often will the mature mind, hard as adamant against the terrors of the law and the contempt of society, be softened to tears of penitence by the innocence of its educated child speaking unconscious reproof."

EVERY CHILD SHOULD ATTEND SCHOOL.

The plan of this nation was not, and is not, to see how many _individuals_ we can raise up who shall be distinguished, but to see how high, by free schools and free inst.i.tutions, we can raise the _great ma.s.s_ of population.--REV. JOHN TODD.

I promised G.o.d that I would look upon every Prussian peasant child as a being who could complain of me before G.o.d if I did not provide for him the best education, as a man and a Christian, which it was possible for me to provide.--SCHOOL-COUNSELOR DINTER.

Good school-houses maybe built, well-qualified teachers may be employed, and schools may be kept open the entire year, but all this will not secure the correct education of the people, unless those schools are _patronized_; patronized, not by a few persons, not by one half, or three fourths even of a community, but by the _whole community_. As was said in a former chapter, there is no safety but in the education of the ma.s.ses. A few vile persons will taint and infect a whole neighborhood.

In the graphic language of the Scriptures, _One sinner destroyeth much good_.

The better portions of the community every where provide for the education of their children. If they are not instructed at home, they are sent to good schools, public or private, where their education is well looked after. Unfortunately, those children whose education is most neglected at home are the very ones, usually, that are sent least to school, and when at all, to the poorest schools.

But how shall the evil in question be remedied? How shall we secure the attendance of children generally at the schools, provided good ones are established? In the first place, diligent effort should be made to arouse the public mind to an appreciation of the importance and necessity of universal attendance. This will go far toward remedying the evil. It should be made every where unpopular, and be regarded as dishonorable in a member of our social compact, and unworthy of a citizen of a free state, to bring up a child without giving him such an education as shall fit him for the discharge of the duties of an American citizen.

But there is a portion of almost every community who feel hardly able to allow their children the necessary time to pursue an extended course of common school education, and who are really unable to clothe them properly, furnish them with useful books, and pay their tuition. This cla.s.s, although comparatively small, is not unimportant. The legal provisions made for such children vary in different states. Wherever the free school principle is adopted, their tuition is of course provided for. This provision in some instances extends further. The statutes of Michigan relating to primary schools make it the duty of the district board to exempt from the payment of teachers' wages not only, but from providing fuel for the use of the district, all such persons residing therein as in their opinion ought to be exempted, and to admit the children of such persons to the school free of charge not only, but the district board is authorized to purchase, _at the expense of the district_, such books as may be necessary for the use of children thus admitted by them to the district school. The entire expense incurred for tuition, fuel, and books, in such cases, is a.s.sumed by the district, and paid by a tax levied upon the property thereof.

We have now arrived at an interesting crisis. We have exhausted the legal provision, generous as it is, and yet the blessing of universal education is not secured to those who will succeed us. Good schools may every where be established, in which the wealthy, and those in comfortable circ.u.mstances, may educate their children. Provision--yes, generous provision, though but just--has been made to meet the expense of tuition and books for the children of indigent parents. Still, they may not sufficiently appreciate an education to send their children; or, if this be not so, they may keep them at home from motives of delicacy, being unable to clothe them decently. How shall such cases be met? How shall we actually bring such children into the peaceable possession and enjoyment of a good common school education, that rich legacy which n.o.ble-minded legislators have bequeathed to them, and which is the inalienable right of every son and daughter of this republic?

Legislation has already, in many of the states, done much--perhaps all that can be reasonably expected, at least, until a good common education shall be better appreciated by the community at large, and be ranked, as it ought to be, among the _necessaries of life_. The work, then, must be consummated chiefly by the united and well-directed efforts of benevolent and philanthropic individuals.

_Benevolent females_--and especially Christian mothers, who have long been pre-eminently distinguished for their successful efforts in protecting the innocent, administering to the wants of the necessitous, and reclaiming the wanderer from the paths of vice--have felt the claims of this innocent and unoffending portion of the community, and have, in some instances, organized themselves into a.s.sociations to meet those claims.

Benevolent and Christian females can doubtless accomplish more, by visiting the poor and needy in their respective school districts, and making known unto them their privileges, and encouraging and a.s.sisting them, if need be, to avail themselves of these privileges, than by the same expenditure of time and means in any other way. They have long and very generally been accustomed to clothe the children of the dest.i.tute, and accompany them to the Sunday-school, and there teach them those things which pertain to their present and everlasting well-being, and have thus accomplished incalculable good; but by co-operating with the civil authorities in securing the attendance of every child in their respective districts at the _improved common school_, they can hardly fail to accomplish vastly more.

Several a.s.sociations have been formed for this n.o.ble purpose, and many children who, but for their fostering care, would have remained at their cheerless homes, have, by this labor of love, been sought out, properly cared for, and led to the common school, that fountain of intellectual life, and of social and moral culture, which is alike open to all.

Gentlemen should everywhere encourage the formation of such a.s.sociations, and, when formed, should offer every facility in their power to increase their usefulness. Clergymen might help forward such benevolent labors, where they are entered upon, by preaching occasionally from that good text, _Help those women._

But there are two cla.s.ses of our fellow-citizens--perhaps I should say fellow-beings--who, notwithstanding the abundant legal provisions to which I have referred, and the utmost that the benevolent and philanthropic can accomplish by voluntary effort, will utterly refuse to give their children such an education as we have been contemplating.

These are, first, men in comfortable circ.u.mstances, who have so much blindness of mind, and such an utter disregard for the welfare of their offspring, as to deprive them of the advantages of even a common school education; and, secondly, those who have such an obduracy of heart as absolutely to refuse to allow their children to attend school, and who, although the abundant provisions of the law are made known unto them, in meekness and love, by "man's guardian angel," prove utterly incorrigible.

Such persons are unworthy to sustain the parental relation, and the safety of the community requires that the forfeiture be claimed, and that the right of control be transferred from such unnatural parents to the civil authorities; for, as Kent says, "A parent who sends his son into the world uneducated, and without skill in any art or science, does a great injury to mankind as well as to his own family, for he defrauds the community of a useful citizen, and bequeaths to it a nuisance." How true is it that "the mobs, the riots, the burnings, the lynchings perpetrated by the _men_ of the present day, are perpetrated because of their vicious or defective education when _children_! We see and feel the havoc and the ravage of their tiger pa.s.sions now, when they are full grown, but it was years ago that they were whelped and suckled."

In the very expressive language of Macaulay, the right to HANG includes the right to EDUCATE. This is not a strange nor a new idea. It long ago entered into civil codes in the Old World not only, but in the New. In Prussia, when a parent refuses, without satisfactory excuse, to send his child to school the time required by law, he is cited before the court, tried, and, if he refuses compliance, the child is taken from him and sent to _school_, and the father to _prison_.

Similar laws were enacted and _enforced_ by our New England fathers more than two hundred years ago, which history informs us were attended with the most beneficial results.[76] Although their descendants of the present generation should blush for their degeneracy, still we should be encouraged from an increasing disposition of late to return to these salutary restraints and needful checks upon ignorance and crime. Said the Honorable Josiah Quincy, Jr., late mayor of the city of Boston, in his inaugural address, "I hold that the state has a right to compel parents to take advantage of the means of educating their children. If it can punish them for crime, it should surely have the power of preventing them from committing it, by giving them the habits and the education that are the surest safeguards." Similar sentiments have been recently promulgated by the heads of the school departments of several states in their official reports, and by governors in their annual messages; and we have much reason for believing that the time is not distant when an enlightened public sentiment shall demand the re-enactment of these most salutary laws of our ancestors.

[76] The following paragraph is from the Ma.s.sachusetts Colony Laws of 1642; "Forasmuch as the good education of children is of singular behoof and benefit to any commonwealth, and whereas many parents and masters are too indolent and negligent of their duty in that kind, it is ordered that the select-men of every town in the several precincts and quarters, where they dwell, shall have a vigilant eye over their brethren and neighbors, to see, first, that none of them shall suffer so much barbarism in any of their families as not to teach, by themselves or others, their children and apprentices so much learning as may enable them perfectly to read the English tongue, and knowledge of the capital laws, upon penalty of _twenty shillings_ for each neglect therein."

COMPULSORY ATTENDANCE UPON SCHOOL.--Since the preceding paragraphs were prepared for the printer, the author has received the statutes and resolves of the Ma.s.sachusetts Legislature of 1850, relating to education, which recognize the principle here contended for. Each of the several cities and towns in that commonwealth is "authorized and empowered to make all needful provisions and arrangements concerning habitual truants, and children not attending school, without any regular and lawful occupation, growing up in ignorance, between the ages of six and fifteen years; and, also, all such ordinances and by-laws respecting such children as shall be deemed most conducive to their welfare and the good order of such city or town; and there shall be annexed to such ordinances suitable penalties, not exceeding, for any one breach, a fine of twenty dollars."