And Butler, in his satirical description of Sir Hudibras, ascribes to his hero more practical philosophy than he appears to have intended, and more, certainly, than is found in some modern systems of education:
"In mathematics he was greater Than Tycho Brahe or Erra Pater; For he, by geometric scale, Could take the size of pots of ale; Resolve by sines and tangents straight, If bread or b.u.t.ter wanted weight; And wisely tell what hour o" th" day The clock does strike, by algebra."
Another prerequisite of wisdom is intellectual humility, Solomon, says, "Before honor is humility;" and humility is before wisdom, and even before learning. We ought not to be ashamed of involuntary ignorance.
Franklin, when asked how he came to know so much, replied, "By never being ashamed to ask a question."
It is idle for any one to imagine that there is nothing more for him to learn. Indeed, such a theory is good evidence of defective education and limited attainments, if not of a defective mental and moral structure.
Naturalists delight and instruct their pupils and auditors with the wonderful truths folded in the flower, garnered in the plant, or imprisoned in the rock. Yet how much more there must be of G.o.d"s wisdom in the humblest of the beings created in his image! There are distinctions among men; and out of these distinctions come the truth and the necessity that each may be both a teacher and a pupil of every other. No man, however learned he may be, does know or can know all that is known by his neighbor, though that neighbor be the humblest of shepherds or of fishermen. We are not independent of each other in anything. The earnest and faithful disciple of wisdom goes through life everywhere diffusing knowledge, and everywhere gathering it up. Over the great gateway of life is the inscription, "None but learners enter here;" and along its paths and in its groves are tablets, on which is written, "None but learners sojourn here." He is a poor teacher who is not a learner, and he is but little of a learner who is not something of a teacher also. The best teachers are they who are pupils, and the best pupils are already teachers. Such was the real and avowed character of the great teachers of antiquity; such is the best practice of modern continental Europe, and such is the requirement of nature in all ages.
He who does not learn cannot teach. Socrates professed to know only this, that he knew nothing. Plato was a disciple of Socrates and Euclid; a pupil in the school of Pythagoras; and, as a traveller, under the disguise of a merchant and a seller of oil, he visited Egypt, and thus gained a knowledge of astronomy, and added something to his learning in other departments. He numbered among his pupils Isocrates, Lycurgus, Aristotle, and Demosthenes; and for eight years Alexander the Great was the pupil of Aristotle, while Demosthenes
"Wielded at will that fierce Democratie, Shook the a.r.s.enal, and fulmined over Greece To Macedon, and Artaxerxes" throne."
Thus we trace Demosthenes and Alexander, the master spirits in the struggle of Grecian independence against Macedonian supremacy, through teachers and culture up to Socrates, the wanderer in the streets, and the disturber of the peace of Athens.
It is stated that a distinguished modern philosopher often says, "I don"t know," when the curiosity or science of his pupils suggests questions that he has not considered. If we respect and admire the wisdom of the wise, how ought we to be humbled, intellectually, by the reflection that the unknown far exceeds the known, and that all become as little children when they enter the temple of the sages! The ancients prized schools, teachers, and learning, because they were essential to wisdom; and wisdom enabled them to live temperately, justly, and happily, in the present world; while we prize schools, teachers, and learning, because they contribute to what we call success in life. The population of New England, is composed of skilful artisans, intelligent merchants, shrewd or eloquent lawyers, industrious and intelligent farmers; and to these results our system of education is too exclusively subservient. These results are not to be condemned, nor are the processes by which they are secured to be neglected. But our schools ought to do something always and for every one, for the full development of a character that is essential to artisans, merchants, lawyers, or farmers. Learning should not be prized merely as an aid to the daily work of life,--though this it properly is and ever ought to be,--but for its expansive power in the mind and soul, by which we attain to a more perfect knowledge of things human and divine. There are many persons who accomplish satisfactorily the tasks a.s.signed them, but who do not always comprehend the processes of life, in its political, social, literary, scientific and industrial relations, by which the affairs of the world are guided.
Something of this is due, speaking of America, and especially of New England, to the universal desire to be engaged in active business. Young men destined for the farm or the shop, the counting-house or the store, leave home and school so early that their apprenticeship is ended long before their majority commences; and they are thus prepared to enter early and vigorously upon the business of life. This course has its advantages, and it is also attended by many evils. Our youth have but little opportunity for observation, and a great deal of time for experience. They fall into mistakes that should have been observed, and consequently shunned. Moreover, this custom tends to make business men too exclusively and rigidly technical and professional; that is, in plain language, speaking relatively, they know too much of their own vocation, and too little of everything else. Business life follows so closely upon home life and school life, that the lessons of the latter fail to exert an immediate and controlling influence, and it is often only in maturer years that the fruits of early training are seen. The connection is such that the boy or youth becomes a devotee of business before he is developed into complete manhood. This is movement, but not true progress; activity, but not culture; appropriation and acc.u.mulation, but not natural development. This peculiarity is less prominent in England, and it is hardly known in the central states of Europe. It is to some extent a national, and especially is it a New England characteristic. It is a manifestation of the forward moving spirit of our people, and it is also at once a promise and the security for the ultimate supremacy of the American race and nation in the affairs of the world. In Athens young men attained their majority when they were sixteen; but they usually prosecuted their studies afterwards, and Aristotle thought them unfit for marriage until they were thirty-seven years of age. This rule was observed by Aristotle in his own case; but we are unable to say whether the rule was made before or after his marriage, which is a fact of much importance when we consider the wisdom of the precept, and the real principles and philosophy of its famous author. Moreover, regardless of one-half of creation, he has neither stated the age at which females are marriageable, nor given us that of his own wife. This neglect justly detracts from his authority; and it will not be strange if young men and women view with distrust an opinion that is so manifestly partial and one-sided. If schools make merely learned people, in a narrow and technical sense, they are not doing their whole work. Such learning makes an efficient population, which is certainly desirable; but it ought also to be a well-educated population in a broad, comprehensive, philosophic sense. By the force of nature and the developing influences of society, including the church, the school, and the home, we ought first to be educated men and women, and then apply that education to the particular work we have in hand. By learning, in this connection, I do not mean the learning of Aga.s.siz as a naturalist, the learning of Choate as a lawyer, or the learning of Everett as an orator; but a more general and less minute culture, by which men are prepared to form an accurate judgment upon subjects that usually attract public attention.
In the gardens of the wealthy, we often see peach-trees and pear-trees trained against brick or stone walls, to which they are attached by substantial thongs. These trees are carefully and systematically trained, and they are trained so as to accomplish certain results. They present a large surface, in proportion to the whole, to the sun and air; in addition to the direct rays of the sun, they receive the reflected and acc.u.mulated heat of the walls to which they are fastened; and they furnish ripe fruit much in advance of trees in the gardens and fields of the common farmers. Here art and nature, in brick walls, manure, the germinating power of the peach or pear, and rigid training and pruning, have produced very good machines for the manufacture of fruit; but for the full-grown, symmetrically developed tree, or even for the choicest fruit in its season, we must look elsewhere. And who does not perceive, if all the trees of the gardens, fields, and forests, were treated in the same way, that the world would be deprived of a part of its beauty and glory, and that many species of trees would soon become extinct? Who would not give back the luscious pear and peach to their native acritude, rather than subject the highest forms of vegetable life to such irreverence? And, upon reflection, we shall say that such cruelty to inanimate life can be justified only as we justify the naturalist who dexterously and suddenly extracts a vital organ from a reptile, that he may observe the effect upon that form of animal existence.
But the tree is not to be left in its native state. By culture its growth is so aided, that it is first and always a tree after its own kind, whether it be peach, pear, apple, elm, or oak; at once ornamental and graceful, stately or majestic, according to the germinating principle which diffuses itself through each individual creation. "For the earth bringeth forth fruit of herself; first the blade, then the ear, after that the full corn in the ear." So in the human heart, mind, and soul, nature bringeth forth fruit of herself; and it is the work of schools and teachers to aid nature in developing a full and attractive character, that shall yield fruit while all its powers are enlarged and strengthened, as the almond in the peach is not only more luscious in its fruit, but more graceful in its branches. Culture, in a broad sense, is the aid rendered to each individual creation in its work of self-improvement. It is not a n.o.ble and generous culture which dwarfs the tree that early ripened or peculiarly flavored fruit may be obtained; and it is not a n.o.ble and generous culture of the child which forces into unnatural activity certain faculties or powers that surprise us by their precocity, or excite wonder by the skill exhibited in their use. Rather let the child grow, expand, mature, according to the law of its own being, giving it only encouragement and example, which are the light and air of mental and moral life. I am not conscious that any one has given us a philosophical, logical system of development, that relates to the physical, intellectual, and moral character; and to-day I state the educational want in this particular, but I do not attempt to supply it. Yet in nature such a system there must be, and only powers of observation are needed that we may avail ourselves of it. And in stating this want more particularly, I offer, as my first suggestion, the opinion, common among educators, that, speaking generally and with reference to a system, we have no physical training whatever.
In the days of our ancestors, one hundred or two hundred years ago, this training, as a part of a system of education, was not needed. We had no cities, and but few large towns. Agriculture and the ruder forms of mechanical labor were the chief occupations of the people. Populous cities, narrow streets, dark lanes, cellar habitations, crowded workshops, over-filled and over-heated factories, and the number of sedentary pursuits that tax and wear and destroy the physical powers, and undermine the moral and mental, were unknown. These are the attendants of our civilization, and they have brought a melancholy train of evils with them. In the seventeenth century, men perished from exposure, from ignorance of the laws of health, from the prevalence of malignant diseases that defied the science of the times; and, as a consequence, the average length of human life was not greater than it now is. At present, there is but little exposure that is followed by fatal results; malignant diseases are deprived of many of their terrors; rules of living, founded upon scientific principles, are accessible to all; and yet we daily meet young men and women who are manifestly unequal to the lot that is before them. In some cases, the sin of the parent is visited upon the children, and the measure of life meted out to them is limited and insufficient. In other cases, the individuals, first yielding in their own persons, are the victims of positive vice, or of some of the evils stated. Civilization is not an unmixed good; and we cannot offer to the city or the factory any adequate compensation for the loss of pure water, pure air, and the healthful exercise of body, which may be enjoyed in the country villages and agricultural districts of the state.
Yet even in cities and large towns the culture of home and school should diminish these evils; and it is a pleasure to believe that our system of domestic and public education is doing something at the present moment in behalf of the too much neglected body; but nowhere, either in city or country, do we observe the evidences of juvenile health and strength that a friend of the race would desire to see. And it is, I fear, specially true of schools, and to some extent it is true of teachers, as a cla.s.s, that too little attention is given to those exercises and habits which secure good health. There are many causes which tend to lower the average health and strength of our people. 1st. The practice of sending children to school at the tender age of five, four, or even three years. Every school necessarily imposes some restraint upon the pupils; and I a.s.sume that no child under five years of age should be subject to such restraints. But the education of the child is not, therefore, to be neglected. Parents, brothers and sisters, may all do something for the young inquirer; but he should never have lessons imposed, nor be subject to the rules of a school of any description. The moment of his admission must be determined by circ.u.mstances, and the force of the circ.u.mstances must be judged of by parents. If a child is blessed with kind, considerate, intelligent parents, the first eight years of his life can be spent nowhere else as profitably as at home.
The true mother is the model teacher. No other person can ever acquire the control over her off-spring that is her own rightful possession.
When she neglects the trust confided to her, she is guilty of a serious wrong; and when she transfers it to another, she takes upon herself a greater responsibility than she yields up. The instinctive judgment of the world cannot be an erroneous judgment. The mother has always, to a great extent, been made responsible for the child; and the honor of his virtues or the disgrace of his crimes has been traced through him to her.
2dly. Some portion of every school-day should be systematically and strictly devoted to recreation, physical exercise and manual labor; and the hours given to study ought to be defined and limited. Some persons say, "Let a child study as much as he will, there is time enough to play." This may be generally true, but it is not universally so. I cannot but think that the practice of a.s.signing lessons and giving the pupil the free use of the four-and-twenty hours is a bad practice. Would it not be better to give to each pupil certain hours for study?--a.s.sign him lessons, by topics if possible, allow him to do what he can in the allotted time, and then prohibit the appropriation of an additional minute? Why should a dull scholar, or one who has but little taste or talent for a given study, be required to plod twelve, sixteen, or eighteen hours at unwelcome tasks, while another more favored disposes of his work in six? Why should a pupil, who is laboring under some mental or physical debility, be required to apply his mind unceasingly when he most needs rest and recreation? Why should the pages of a spelling-book, grammar, geography, or arithmetic, be the measure of each pupil"s capacity? Lessons are to be a.s.signed, not necessarily to be mastered by the pupil, though they should have just reference to his capacity, but as the subject of his studies for a given period of time.
The pupil should be responsible for nothing but the proper use of that time. Two advantages might result from this practice. First, the pupil would acquire the habit of performing the greatest amount of labor possible in the given time; and, secondly, he would naturally throw off all care for books and school when the hour for relaxation arrived. If particular studies are a.s.signed to specified hours, the pupil must master his thoughts, and give them the required direction. This in itself is a great achievement. I put it, in practical value, before any of the studies that are taught and learned in the schools. The danger to which pupils are often exposed, in this connection, is quite apparent. A lesson is a.s.signed for a succeeding day. The attention is not immediately fixed upon it. One hour pa.s.ses, and then another. Nothing is accomplished, yet the pupil is continually oppressed by the consciousness of duty unperformed, and the result is, that he neither does what he ought to do, nor does anything else. Would it not be better to measure and a.s.sign his time, and then require him to abandon all thought of the matter? This practice might give our people the faculty and the habit of throwing off cares and occupations, when they leave the scenes of them. It is a just criticism upon American character, that our business men carry their occupations with them wherever they go. I should put high up among the elements of worldly success the ability to give a.s.siduously, studiously and devotedly, the necessary time to a subject of business, and then to throw off all thought of it. There can be no peace of mind for the business man who does not possess this quality; and I think it will contribute essentially to a long life and a quiet old age. No wise man ever attempts more than one thing at a time; and the man who attempts to do more than one thing at a time has no security that he can do anything well. The statements of biography and history, that Napoleon was accustomed to do several things at once, rest upon a misconception of the operations of the human mind. His facility for the direction and transaction of business depended upon the quality I am now considering. He had the faculty of giving his attention, undivided and strongly fixed, to a subject for an hour, half-hour, minute, half-minute, or second, and then of dismissing the matter altogether, and directing his thoughts, without loss of time, to whatever next might be presented. One thing at a time is a law which no finite power can violate; and ability in execution depends upon the ability to concentrate all the powers of the mind, at a given moment, upon the a.s.signed topic, and then to change, without friction or loss of time, to something else.
The inst.i.tution is a high school, and the question is now agitated, especially in the State of Connecticut, "How can the advantages of a high school education be best secured?" This question I propose to consider. And, first, the high school must be a public school. A _public school_ I understand to be a school established by the public,--supported chiefly or entirely by the public, controlled by the public, and accessible to the public upon terms of equality without special charge for tuition.
Private schools may be established and controlled by an individual, or by an a.s.sociation of individuals, who have no corporate rights under the government, but receive pupils upon terms agreed upon, subject to the ordinary laws of the land.
Private schools may be founded also by one or more persons, and by them endowed with funds, for their partial or entire support. In such cases, the founder, through the money given, has the right to prescribe the rules by which the school shall be controlled, and also to provide for the appointment of its managers or trustees through all time. In such cases, corporate powers are usually granted by the government for the management of the business. But the chief rights of such an inst.i.tution are derived from the founder, and the facilities for their easy exercise and quiet enjoyment are derived from the state.
Such schools are sometimes, upon a superficial view, supposed to be public, because they receive pupils upon terms of equality, and no rule of exclusion exists which does not apply to all. And especially has it been a.s.sumed that a free school thus founded, as the Norwich Free Academy, which makes no charges for tuition, and is open to all the inhabitants of the city, is therefore a public school. These inst.i.tutions are public in their use, but not in their foundation or control, and are therefore not public schools. The character of a school, as of any eleemosynary inst.i.tution, is derived from the will of the founder; and when the beneficial founder is an individual, or a number of individuals less than the whole political organization of which the individuals are a part, the inst.i.tution is private, whatever the rules for its enjoyment may be. To say that a school is a public school because it receives pupils free of charge for tuition, or because it receives them upon conditions that are applied alike to all, is to deny that there are any private schools, for all come within the definition thus laid down.
Nor is there any good reasoning in the statement that a school is public because it receives pupils from a large extent of country. Dartmouth College is a private school, though its pupils come from all the land or all the world; while the Boston Latin School is a public school; though it receives those pupils only whose homes are within the limits of the city. The first is a private school, because it was founded by President Wheelock, and has been controlled by him and his successors, holding and governing and enjoying through him, from the first until now; while the Boston Latin School is a public school, because it was established by the city of Boston, through the votes of its inhabitants, under the laws of the state, and is at all times subject, in its government and existence, to the popular will which created it. When we speak of the public we do not necessarily mean the world, nor the nation, nor even the state; but the word _public_, in a legal sense, may stand for any legal political organization, territorially defined, and intrusted in any degree with the administration of its own affairs. And the public character of a particular school, as the Boston Latin School, for example, may be determined, by a process of reasoning quite independent of that already presented. The State of Ma.s.sachusetts, a complete sovereignty in itself, has provided by her const.i.tution and laws, which are the expressed judgment of her people, for the establishment of a system of public schools, through the agency and action of the respective cities and towns of the commonwealth. These towns and cities, under the laws, set up the schools; and of course each school partakes of the public character which the action of the state, followed by the corporate public action of the city or town, has given to it. Thus it is seen that our public schools answer to the requirement already stated.
They are established by the public, supported chiefly or entirely by the public, controlled by the public, and accessible to the public upon terms of equality, without special charge for tuition. Nor is the public character of a school changed by the fact that private citizens may have contributed to its maintenance, if such contributors do not a.s.sume to stand in the relation of founders. It is well understood that the beneficial founder of a school is he who makes the first gift or bequest to it, and the legal founder is the government which grants a charter, or in any way confers upon it a corporate existence. If a town establish a high school, as in Bernardston to-day, and accept a gift or bequest, the character of the school is not changed thereby. Mr. Powers did not attempt to establish a new school. He gave the income of ten thousand dollars for the aid of schools then existing, and for the aid of a school whose existence was already contemplated by the laws of the state. No change has been wrought in your inst.i.tutions; they are still public,--your generous testator has only contributed to their support.
And, in considering yet further the question, "How can the advantages of a high-school education be best secured?" I shall proceed to compare, with what brevity I can command, the public high school with the free high school or academy upon a private foundation. My reasoning is general, and the argument does not apply to all the circ.u.mstances of society. It is not everywhere possible to establish a public high school. In some cases the population may not be sufficient, in others there may not be adequate wealth, and in others there may not be an elevated public sentiment equal to the emergency. In such circ.u.mstances, those who desire education must obtain it in the best manner possible; and academies, whether free or not, and private schools, whether endowed or not, should be thankfully accepted and encouraged. Nor will high schools meet all the wants of society. There must always be a place for cla.s.sical schools, scientific schools, professional schools, which, in their respective courses of study, either antic.i.p.ate or follow, in the career of the student, his four years of college life. With these conditions and limitations stated, the point I seek to establish is that a public high school can do the work usually done in such inst.i.tutions more faithfully, thoroughly, and economically, than it can be done anywhere else.
1st. The supervision of the public school is more responsible, and consequently more perfect. In private schools, academies and free high schools which are endowed, there is a board of trustees, who perpetuate, as a corporation, their own existence. Each member is elected for life, and he is not only not responsible to the public, but he is not even responsible, except in extraordinary cases, to his a.s.sociates.
Responsibility is, in all governments, the security taken for fidelity.
The election of representatives, in the state or national legislature, for life, would be esteemed a great and dangerous innovation.
It maybe said that boards of trustees are usually better qualified to manage a school than the committees elected by the respective cities and towns. Judged as individuals, this is probably true; though upon this point I prefer to admit a claim rather than to express an opinion. But positively incompetent school committees are the exception in Ma.s.sachusetts; usually the people make the selection from their best men. But in the public school you get the immediate, direct supervision of the public. Not merely in the election of committees, but in a daily interest and vigilance whose results are freely disclosed to the superintending committee, as every inhabitant feels that his contribution, as a tax-payer, gives him the right to judge the character of the school, and makes it his duty to report its defects to those charged with its management. The real defects of a school, especially of a high school, will be first discovered by pupils; and they are likely to report these defects to their parents. In the case of the endowed private school, the parent feels that he buys whatever the trustees have to sell, or takes as a gift whatever they have to offer free; and he does not, logically nor as a matter of fact, infer from either of these relations his right to partic.i.p.ate in the government of the school. In one case you have the observation, the judgment, the supervision, of the whole community; in the other case you have the learning and judgment of five, seven, ten, or twelve men.
2dly. The faithfulness of the teacher is very much dependent upon the supervision to which he is subject. This is only saying that the teacher is human. In the public school there is no motive which can influence a reasonable man that would lead him to swerve in the least from his fidelity to the interest of the school as a whole. No partiality to a particular individual, no desire to promulgate a special idea, can ever stand in the place of that public support which is best secured by a just performance of his duties. In the private school, with a self-perpetuating board of trustees, the temptation is strong to make the organization subservient to some opinion in politics, religion, or social life. This may not always be done; but in many cases it has been done, and there is no reason to expect different things in the future. I concur, then, unreservedly in the judgment which has placed this inst.i.tution, in all its interests and in all its duties, under the control of the inhabitants of Bernardston. When they who live in its light and enjoy its benefits cease to respect it, when they to whom it is specially dedicated cease to love and cherish it, it will no longer be ent.i.tled to the favorable consideration of a more extended public sentiment. As all trustworthy national patriotism must be built on love for state, town, and home, so every school ought to esteem its power for usefulness in its own neighborhood its chief means of good.
It will naturally be inferred, from the remarks made upon the singleness of purpose and fidelity of the public school to the cause of education, that the instruction given in it is more thorough than is usually given in the private school. But, in examining yet further the claim of the public school to superior thoroughness, I must a.s.sume that it enjoys the advantages of comfortable rooms, adequate apparatus and competent teachers. And this a.s.sumption ought to be supported by the facts. There is no good reason why any town in Ma.s.sachusetts should be negligent or parsimonious in these particulars. True economy requires liberal appropriations. With these appropriations, the best teachers, even from private schools and academies, can be secured, and all the aids and encouragements to liberal culture can be provided. Is it possible that any of the means of a common-school education are necessarily denied to a million and a quarter of industrious people, who already possess an aggregate capital of seven or eight hundred millions of dollars? But the character of a high school must always depend materially upon the previous training of the pupils, and the qualifications required for admission. When the high school is a public school, the studies of the primary and grammar or district schools are arranged with regard to the system as a system. There is no inducement to admit a pupil for the sake of the tuition fees, or for the purpose of adding to the number of scholars. The applicant is judged by his merits as a scholar; and where there is a wise public sentiment, the committee will be sustained in the execution of just rules.
In the public high school we avoid a difficulty that is almost universal in academies and private schools--the presence of pupils whose attainments are so various that by a proper cla.s.sification they would be a.s.signed to two, if not to three grades, where the graded system exists. The vigilance, industry and fidelity of teachers, cannot overcome this evil. The instruction given is inevitably less systematic and thorough. The character which the high school, whether public or private, presents, is not its own character merely; it reflects the qualities and peculiarities of the schools below. It follows, then, that the attention of the public should be as much directed to the primary and grammar or district schools as to the high school itself. Of course, it ought not to be a.s.sumed that the existence of a high school will warrant any abatement of appropriations for the lower grades; indeed, the interest and resources of these schools ought continually to increase.
Nor can it be a.s.sumed that your contributions to the cause of education will be diminished by the bequest of your generous testator. He did not seek to lessen your burdens, but to add to the means of education among you.
There is also an inherent power of discipline in the public schools, where they are graded and a system of examinations exists, that is not found elsewhere. Neither the pupil nor the parent is viewed by the teacher in the light of a patron; hence, he seeks only to so conduct his school as to meet the public requirement. Moreover, as admission to a high school can be secured by merit only, the results of the preliminary training must have been such as to create a reasonable presumption in favor of the applicant, mentally and morally. Hence, the public schools are filled by youth who are there as the reward of individual, personal merit. Practically, the motive by which the pupils are animated has much to do with their success. If they are moved by a love for learning, they attain the object of their desires even without the aid of teachers; but where they are aided and encouraged by faithful teachers, the school is soon under the control of a public sentiment which secures the end in view.
This public sentiment is not as easily built up in a private school; for, in the nature of things, some pupils will find their way there who are not true disciples of learning; and such persons are obstacles to general progress, while they advance but little themselves.
And, gentlemen trustees and citizens of Bernardston, may I not personally and especially invite you to consider the importance of a fixed standard of admission and a careful examination of candidates?
This course is essential to the improvement of your district and village schools. It is essential to the true prosperity of this seminary, and it is also essential to the intellectual advancement of the people within your influence. You expect pupils from the neighboring towns. Your object is not pecuniary profit, but the education of the people. If your requirements are positive, though it may not be difficult to meet them in the beginning, every town that depends upon this inst.i.tution for better learning than it can furnish at home will be compelled to maintain schools of a high order. On the other hand, negligence in this particular will not only degrade the school under your care here, but the schools in this town and the cause of education in the vicinity will be unfavorably affected. Nor let the objection that a rigid standard of qualifications will exclude many pupils, and diminish the attendance upon the school, have great weight; for you perform but half your duty when you provide the means of a good education for your own students.
You are also, through the power inherent in this authority, to do something to elevate the standard of learning in other schools, and in the country around. What harm if this school be small, while by its influence other schools are made better, and thus every boy and girl in the vicinity has richer means of education than could otherwise have been secured? Thus will tens, and hundreds, and thousands, of successive generations, have cause to bless this school, though they may never have sat under its teachers, or been within its walls.
In a system of public schools, everything may be had at its prime cost.
There need be no waste of money, or of the time or power of teachers. As the public system must everywhere exist, it is a matter of economy to bring all the children under its influence. The private system never can educate all; therefore the public system cannot be abandoned, unless we consent to give up a part of the population to ignorance. It may, then, be said that the private schools, essential in many cases, ought to give way whenever the public schools are prepared to do the work; and when the public schools are so prepared, the existence of private schools adds their own cost to the necessary cost of popular education.
But we are not to encourage parsimony in education; for parsimony in this department is not true economy. It is true economy for the state and for a town to set up and maintain good schools as cheaply as they can be had, yet at any necessary cost, so only that they be good.
Ma.s.sachusetts is prosperous and wealthy to-day, respected in evil report as well as in good, because, faithful to principle and persistent in courage, she has for more than two hundred years provided for the education of her children; and now the re-flowing tide of her wealth from seaboard and cities will bear on its wave to these quiet valleys and pleasant hill-sides the lovers of agriculture, friends of art, students of science, and such as worship rural scenes and indulge in rural sports; but the favored and first-sought spots will be those where learning has already chosen her seat, and offers to manhood and age the culture and society which learning only can give, and to childhood and youth, over and above the training of the best schools, healthful moral influences, and elements of physical growth and vigor, which ever distinguish life in the country and among the mountains from life in the city or on the plain. And over a broader field and upon a larger sphere shall the benignant influence of this system of public instruction be felt. In the affairs of this great republic, the power of a state is not to be measured by the number of its votes in Congress. Public opinion is mightier than Congress; and they who wield or control that do, in reality, bear rule. Power in the world, upon a large view, and in the light of history, has not been confided to the majorities of men.
Greece, unimportant in extent of territory, a peninsula and archipelago in the sea, led the way in the civilization of the west, and, through her eloquence, poetry, history and art, became the model of modern culture. Rome, a single city in Italy, that stretches itself into the sea as though it would gaze upon three continents, subjugated to her sway the savage and civilized world, and impressed her arms and jurisprudence upon all succeeding times; then Venice, without a single foot of solid land, guarded inviolate the treasure of her sovereignty for thirteen hundred years against the armies of the East and the West; while, in our own time, England, unimportant in the extent of her insular territory, has been able, by the intelligence and enterprise of her people, to make herself mistress of the seas, arbiter of the fortunes of Europe, and the ruler of a hundred millions of people in Asia.
These things have happened in obedience to a law which knows no change.
Power in America is with those who can bring the greatest intellectual and moral force to bear upon a given point. And Ma.s.sachusetts, limited in the extent of her territory, without salubrity of climate, fertility of soil, or wealth of mines, will have influence, through her people at home and her people abroad, proportionate to her fidelity to the cause of universal public education.
NORMAL SCHOOL TRAINING.
[An Address delivered at the Dedication of the State Normal School, at Salem.]
The human race may be divided into two cla.s.ses. One has no ideal of a future different from the present; or, if it is not always satisfied with this view, it has yet had no clear conception of a higher existence.
The other cla.s.s is conscious of the power of progress, is making continual advances, and has an ideal of a future such as, in its judgment, the present ought to be. Both of these cla.s.ses have inst.i.tutions; for inst.i.tutions are not the product of civilization, as they exist wherever our social nature is developed. Man is also a dependent being, and he therefore seeks the company, counsel and support of his fellows. From the right of numbers to act comes the necessity of agreement, or at least so much concurrence in what is to be done as to secure the object sought. The will of numbers can only be expressed through agencies; and these, however simple, are indeed inst.i.tutions--the evidence of civilization, rather than its product.
They are always the sign, symbol, or language, by which the living man expresses the purpose of his life. Therefore, inst.i.tutions differ, as the purposes of men vary.
The savage and the man of culture do not seek the same end; hence they will not employ the same means.
The inst.i.tutions of the savage are those of the family, clan, or tribe, to which he belongs. There the child is instructed in the art of dress, in manners and language, in the rude customs of agriculture, the chase, and war. This with him is life, and the history of one generation is often the history of many generations. Their ideal corresponds with their actual life; and, as a necessary result, there is little or no progress.
But the other cla.s.s establishes inst.i.tutions which indicate the existence of new relations, and exact the performance of new duties. As man is a social being, he necessarily creates inst.i.tutions of government and education corresponding to the sphere in which he is to act. If a nation desires to educate only a part of its people, its inst.i.tutions are naturally exclusive; but wherever the idea of universal education has been received, the inst.i.tutions of the country look to that end.