Chapter VIII The Importance of Popular Education
Education, as the means of improving the mural and intellectual faculties, is, under all circumstances, a subject of the most imposing consideration. To rescue man from that state of degradation to which he is doomed unless redeemed by education; to unfold his physical, intellectual, and moral powers, and to fit him for those high destinies which his Creator has prepared for him, can not fail to excite the most ardent sensibility of the philosopher and philanthropist. A comparison of the savage that roams through the forest with the enlightened inhabitant of a civilized country would be a brief but impressive representation of the momentous importance of education.—Report of School Commissioners, New York, 1812.
He who has carefully perused the preceding chapters of this work is already aware that we regard the subject of popular education as one of paramount importance. The object of devoting a chapter to the special consideration of this subject at this time is, if possible, to remove from the mind any remaining doubts in relation to it. The reader will bear in mind that we regard education as having reference to the whole man—the body, the mind, and the heart; and that its object, and, when rightly directed, its effect, is to make him a complete creature after his kind. To his frame it should give vigor, activity, and beauty; to his intellect, power and thoughtfulness; and to his heart, virtue and felicity.
We shall be the better prepared to appreciate the importance and necessity of a judicious system of training and instruction if we consider that, in its absence, every individual will be educated by circumstances. Let it be borne in mind, then, that all the children in every community will be educated somewhere and somehow; and that it devolves upon citizens and parents to determine whether the children of the present generation shall receive their training in the school-house or in the streets; and if in the former, whether in good or poor schools.
In the discharge of my official duties in this state, I had occasion to visit two counties in 1846 in which there were no organized common schools.30 They were not, however, without places of instruction, for in the shire town of each of those counties there were a billiard-room, bar-rooms, and bowling-alleys. I was forcibly impressed with the remark of an Indian chief residing in one of those counties. As he was passing along the streets one day, he discovered a second bowling-alley in process of erection. He paused, and, surveying it attentively, remarked to those at work upon it as follows: “You have here another long building going up rapidly; and,” he added, “is this the place where our children are to be educated?” Such keen and well-merited rebuke rarely falls from human lips. Those two bowling-alleys, with their bars—indispensable appendages—were thronged from six o’clock in the morning until past midnight, six days in the week. They were, moreover, the very places where many of the youth of that village were receiving their education. And who were their teachers? Idlers, tipplers, gamblers, profane persons, Sabbath-breakers. Mark well this truth: as is the teacher, so will be the school. Those pupils will graduate, it may be, at our poor-houses, at our county jails, or at the state penitentiary. These debasing and corrupting appendages of civilization spent not all their influence upon the white man; and this is what gave pungency to the withering satire of the chief. They were at once working the ruin of the red man and of his pale neighbor.
The rudest nations or individuals can not be said to be wholly without education. Even the wildest savage is taught by his superiors not only the best mode of procuring food and shelter known to his race, but also the most adroit manner of defending himself and destroying his enemy. But we use the term in a higher, broader, and more capacious sense, as having reference to the whole man, and the whole duration of his being. A volume might be filled in stating and illustrating the advantages of education. We have only space to state and elucidate a few propositions. We remark, then, first, that