education demanded for the American people is not merely to be taught
to read and write. In communities where it is the universal fashion to
read, and where books and papers are multitudinous as the flakes of
heaven, it might, perhaps, suffice to teach a child to read, so far as
intellect is concerned. But if the tastes and principles are not formed
aright, the probability is, that blank ignorance would be better than the
poisonous food, which a mind, thus sent forth to seek its own supplies,
would inevitably select. But in those sections of our country that are
most deficient in schools, there are neither books, nor the desire, or
the taste for reading them. And among those who are taught to read,
thousands go from the portals of knowledge to daily toil, or to vicious
indulgences, leaving the mind as empty and stupid as if no such ability
were gained. And how many there are, who have sharpened their faculties
only as edged tools for greater mischief! No; the American people are
to be educated _for their high duties_. The children who, ere long, are
to decide whether we shall have tariff or no tariff, bank or no bank,
slavery or no slavery, naturalization laws or no such laws, must be
trained so that they cannot be duped and excited by demagogues, and thus
led on to the ruin that overwhelmed the people of France. They must be
trained to read, and think, and decide _intelligently_ on all matters
where they are to act as legislators, judges, jury, and executive. The
children who, ere long, are to be thrown into the heats and passion of
political strife and sectional jealousy, must be trained to rule their
passions, and to control themselves by reason, religion, and law. The
young daughters of this nation, too, must be trained to become the
educators of all the future statesmen, legislators, judges, juries, and
magistrates of this land. For to them are to be committed the minds
and habits of every future child, at the time when every impression is
indelible, and every influence efficient. What, then, can American women
do in forwarding an enterprise so vast and so important?
In the first place, there is no woman in _any_ station, who has not work
cut out to her hand. Wherever there is _a single ignorant child_, there
is one of the future rulers or educators of this nation; _there_ is one
immortal being, who, if neglected, will become an engine of mischief to
our country, and at last sink to eternal wo; or, if trained aright, will
prove a blessing to our nation, and an angel of light in heaven. And
no woman is free from guilt, or free from the terrific responsibilities
of the perils impending over her country, till she has done _all in her
power_ to secure a _proper_ education to _all_ the young minds within the
reach of her influence.
Is it asked, What then; would you require every woman to turn teacher and
keep school? No; but every woman is bound to bring this into the list of
_her duties_, and, as one of her most imperious duties, _to do all in her
power to secure a proper education to the American children now coming
upon the stage_.
Every woman has various duties pressing upon her attention. It is right
for her, it is her duty, to cultivate her own mind by reading and study,
not merely for her own gratification or credit, but with the great end
in view of employing her knowledge and energies for the good of others.
It is right, and a duty for a woman to attend to domestic affairs; but,
except in cases of emergency, it is not right to devote all her time
to this alone. It is a duty for her to attend to religious efforts and
ordinances; but it is not right for her to give all her time to these
alone. It is right for her to devote some time to social enjoyments,
some time to the elegancies and ornaments of taste, some time to the
adornment of person and residence, and some time to the relaxation of
mere amusement. In many cases, these last are as much duties as the more
weighty pursuits of life.
But this great maxim is ever to be borne in mind, _The most important
things first in attention_. It is _the due proportion_ of time and
attention that decides the rectitude of all useful or innocent pursuits.
And a woman is bound so to divide her time, as to give _some_ portion
of it to each of her several duties, so that no one shall be entirely
crowded out; and so, also, to apportion her attention, that each shall be
regarded according to _its relative value_.
In this view of the subject, what, except her own immortal interest, can
an American woman place, as demanding more serious attention and more
earnest efforts, than an attempt to use her time and influence to avert
the dangers now impending over her country, her kindred, and herself? Is
there any ornamental design, any gratification of taste or appetite,
any merely temporal good, that can at all be placed in comparison with
this great concern? Is it, then, assuming too much to claim that every
American woman is bound to give, not only _some_ time, but _more_ time
to this enterprise than she gives to any social enjoyment, any personal
or domestic decoration, or any species of amusement? Is it not so? Is
it right for a conscientious woman, when all that is dear and sacred is
in such peril--when she has means, time, or influence which will aid in
saving her country, her friends, and herself from such dangers--is it
right to give to this effort less attention and time than is devoted to
visiting, or to entertaining company, or to the adornment of her person
or her house? Judge ye, as ye will give account for these things to the
Judge of quick and dead.
What, then, are the ways in which an educated woman can employ the
talents committed to her for the salvation of her country?
Many may be pointed out, some one of which can be adopted by every woman
in this nation.
Some, who are mothers, can superintend the education of their children,
and, while doing it, can seek in their own vicinity orphans, or children
of peculiar promise, and train them with their own children to become
teachers of others.
Some, who are sisters, can superintend the education of younger brothers
and sisters, and add to this class others of humbler means, whom they may
thus prepare for missionary teachers in some of the destitute villages of
our land.
Some, who are just returned from school, with all their knowledge
fresh, and all their powers in active play, may collect a class around
them in the vicinity of their homes, and impart the discipline of mind
and treasures of knowledge given them by God, not to be laid up as in
a napkin, but to be employed for the good of others. Thus they will
be raising up, not only useful teachers, but valuable friends for the
exigencies of future life.
Oh, how much happier, and more respectable, and more lovely, in such
benevolent toils, than in the shopping, dressing, calling, gossiping
round pursued by a large portion of the daughters of wealth!
Some, on completing their education, can interest themselves in the
common schools in their vicinity, seeking the friendship of the teacher,
and then contributing their time and labour to raise the school to higher
intellectual and moral excellence.
Some, who have a missionary spirit, may go forth to the destitute
portions of our land, and collect the future sovereigns and educators of
this nation, and train them for their duties.
Some, who have wealth at their command, understanding that much is
required from them to whom much is given--that wealth is bestowed,
not for selfish enjoyment, but for the good of others--that education
is conferred, not as the means of selfish distinction and advantage,
but as the instrument for benefiting mankind--such may devote _time_,
and _service_, and _wealth_ to this noble enterprise. Such may aid in
founding and superintending institutions for the education and location
of female teachers, thus originating permanent fountains of knowledge and
influence, that long shall send forth bounteous waters in all portions of
our land.
Some, who cannot enter personally into such labours, may aid in
furnishing means to send forth others into the field. There are hundreds
and thousands of benevolent women in the land, who would rejoice to spend
and be spent in this service, but who have neither the opportunity to
qualify themselves, nor the assistance necessary in finding the proper
location when prepared. Why is it not time to turn some of the charity
of woman, which so long has clothed and educated young men for their
benevolent ministries, to aiding their own sex in as important and more
neglected service?
Some can interest themselves in the schools in their vicinity, and aid
the teacher by sympathy, counsel, and lending suitable books. A woman
who is well informed herself, may, in this way, do much to save both
the body and minds of children from great evils. On such an errand,
in some cases, she will find young children pent up in a tight room,
heated by a close stove, poisoning the air with their breaths, without
the least relief from the process of ventilation, so easily secured by
a trap-door in the upper wall. Thus it is, that many children engender
weak stomachs, headaches, feeble constitutions, and sometimes deformity
and death. In other cases, she may rescue some little sufferers from the
torture of supporting the body on high and hard benches, without any
aid to the muscles from a support to the back. Thus it is that children
sometimes are rendered feeble and distorted, especially those of delicate
conformation. In other cases, she may ascertain, by her own inspection,
the shameful neglect of cleanliness, comfort, modesty, and decency, too
often to be found in our common schools. Nowhere else is the supervision
of woman so much demanded. The preceding details of the situation of our
common schools in these respects, found in reports made by the state
officers of education in New-York, where great efforts have been made
to remove such evils, are painful indications of the shocking abuses
which are to be remedied. The poor in our almshouses, the criminals in
our prisons, even the cattle in our stables, have more attention paid
to their comfort than is given to thousands and thousands of the little
children of our country. In other cases, she can inquire into the course
of study, and the modes of giving moral and religious instruction, and
into the character of the books used in school, and if any improvement
or alteration is needed, by seeking the confidence and friendship of the
teacher, and lending her books to read on the subject, or by influencing
trustees and those who direct the school, she may remedy evils and secure
improvement.
In some portions of the country where education is most prosperous, the
mothers of a district have formed an association for the improvement of
the school which their children attend. This is usually brought about by
the teacher of the school. These mothers meet once a month, to consult,
or to read books, or to visit the school, and their contributions of
money are used to increase the school apparatus, or to buy the books
needed by the teacher or themselves for this object.
Some can interest themselves for the _domestics_ of their family, to
whom the health, character, and happiness of little children is so
extensively intrusted. By kind expressions of interest, by conversing
with them on their pursuits and duties, by lending useful books adapted
to their capacities, by reading to them, by inducing them to secure
suitable religious privileges, and by using all practicable means to
impart knowledge and moral principle, much may be done for this greatly
neglected class, who not only have so much influence over the children of
others, but are most of them, ere long, to rear children of their own.
In no way can a mother so surely receive her reward as in faithful and
benevolent efforts for her domestics.
Some can employ their time and means in circulating books, papers, and
tracts, which shall enlighten the people, and awaken them to their
duties and dangers. Some can use their personal influence over fathers,
sons, husbands, brothers, and friends, presenting this subject to their
attention, pointing out articles for them to read, and urging any
measures that may tend to advance this cause. Some may approach their
clergyman, and if he needs any information, or any quickening on the
subject, furnish the books, and add entreaties to secure his powerful
influence both in private and in the pulpit.
Some can employ the pen in writing to arouse public interest, and their
influence in getting articles on this subject into newspapers. Such
works as the periodicals on Education, published in Boston and Albany,
Stowe’s and Mann’s Reports on the Systems of Education in Europe, and the
volume called the School and Schoolmaster, will furnish materials for
such articles.
Some, who have but little time at command, can render very essential
service by an occasional visit to the schools in their vicinity,
especially in seasons of examination; thus encouraging both teachers and
pupils by the conviction that their labours are known and appreciated,
and that the community around are interested in their success. If the
influential ladies in any place would go but once a year to the schools
in their vicinity, to inquire for their comfort and prosperity, it
would give a wonderful impulse to the cause of education. The torpid
indifference of the influential classes to the education of the young,
except where their own families are concerned, is the grand cause of all
the dangers that threaten us.
There are many who feel that any useful object of common interest can be
more successfully achieved _by association_ than by individual influence.
Such are accustomed to form societies, or associations, with officers
and committees. In cases where this mode of operating is common and
popular, a Ladies’ School Association might be formed, who might act
somewhat in this manner:
A meeting might be called, of all ladies in the place, disposed to lend
their influence to promote the proper education of American children,
where some gentlemen, familiar with the subject, might address them.
Committees might then be appointed to obtain information on these
questions. Are all the children in this vicinity so provided with schools
and _schoolbooks_ that they are gaining a _proper_ education? Do the
Sunday-schools avail to secure _a proper_ education to the children who
go to no other? Is the Bible used, or any moral or religious instruction
given in the schools? Where schools are provided, what is the condition
of the schoolhouse, the seats and desks, the mode of heating and
ventilating, the order and neatness of the premises, and what are the
outdoor accommodations?
When the committees have obtained the information on these points,
another meeting can be called to hear their reports, and to devise means
for remedying any evils or deficiencies that may have been discovered.
In proceeding in this way, it will be indispensable to seek the good-will
and co-operation of the teachers whose schools are examined; and as
these measures would all tend to promote their comfort and usefulness,
a moderate degree of discretion and kindness would secure their ready
co-operation.
Those who are so infirm, or so embarrassed in other ways, that they
cannot engage in any one of the measures suggested above, can at least
_speak_ to those around them, and endeavour to influence them to engage
in this work.
Those who have access to men of wealth and influence, those who can
approach the minds that are forming comprehensive plans, and enlisting
thousands to promote them, may, in many cases, most efficiently aid this
cause by urging such inquiries as these.
Why is it that no plans are formed to train up our own millions of
destitute children? Why is no organization effected to educate and locate
female teachers, when there are hundreds and thousands in our land, who
have a truly missionary spirit, and are longing to be sent forth? Why
should so much money be collected for a nine year’s course for young
men, who are to go forth as preachers, and _none_ be received for the
education and location of young women, who, as teachers in destitute
villages, could, with only one or two year’s education, do as much good
as missionary preachers?
If women are called upon to spend their time and money in clothing and
educating young men, is it not proper and reasonable that the other sex
should do something to aid young women who are longing to be sent forth
to save the perishing children of our country?
Is it not required that children should be _trained up_ in the way they
should go? and ought there not to be benevolent organizations to secure
this, as much as organizations to _reform and convert_ those who are
vicious and irreligious, simply because they are not thus trained?
Is it not better to save children from being poisoned, than to pay
physicians for trying to cure them after they are contaminated, and, in
many cases, beyond the reach of cure?
Is it not as important to send forth tracts to influence the people to
educate their children virtuously and religiously, as it is to send forth
tracts to convert and reform them after they have been trained up to vice
and irreligion?
Is it not as important to teach our two millions of destitute children
to read, as it is to send forth tracts, and Bibles, and colporteurs to a
population where three millions cannot read a line in Bible or tract?
Is it not as important to organize, in order to secure a good
common-school education to our millions who cannot read, as it is to
sustain and endow colleges for the few thousand youth who enjoy their
advantages, and who have such disproportionate treasures lavished on
their education?
If we neglect the democracy and provide only for the higher classes,
shall we not eat the fruit of our own way? The aristocracy of France took
all the wealth and power for selfish enjoyment, and when the democracy
came into power, how awfully did they revenge themselves! In this
country, are not the rich and influential acting on the same selfish
principle? “And _the people_ do perish for lack of knowledge!” Oh! the
horrors of that day when this neglected people shall visit their wrongs
on those, who now are selfishly withholding that light of knowledge which
is the only means of our peace and salvation!
In attempting to influence others to engage in this work, appeals can be
made to the generous and patriotic feelings of _the young_ with great
effect. Why cannot an enthusiasm be created for educating children
which shall equal that which has been created for preventing and curing
intemperance? Let the same amount of money be spent, and the same number
of good and influential men attempt to do it, and _it will be done_. Let
every woman, then, urge on this attempt.
If a woman can do nothing else for this cause, she can at least _pray_
for it; and it is rarely the case that any person offers sincere and
earnest prayer for any good object, without speedily finding something
_to do_ for that object.
In attempting to enlist American women in the work of securing _a proper_
education to the children of this nation, there is one topic worthy of
special consideration. The great problem of the age on this subject is,
how shall the moral and religious instruction of children be secured
_at school_? When we consider the vast multitudes of children who have
no such training, either at home or anywhere else, this question becomes
one of paramount interest; for, unless virtuous and moral principles and
habits are formed, education only adds new powers of mischief to those
who are trained. The indifference of a large portion of the community
to this subject, and the extreme sensitiveness of sectarian jealousy,
interpose great obstacles; but these may be much more readily overcome
than many suppose.
Professor Stowe, in his Report to the Legislature of Ohio on the Prussian
System of Schools, makes these remarks.
“The universal success, also, and very beneficial results, with which the
arts of drawing and designing, music, and also _moral instruction and the
Bible_, have been introduced into schools, was another fact peculiarly
interesting to me.
“I asked all the teachers with whom I conversed whether they did not
sometimes find children incapable of learning to draw and to sing. I
have had but one reply, and that was, that they found the same diversity
of natural talent in regard to these as in regard to reading, writing,
and other branches of education; but they had never seen a child capable
of learning to read and write, who could not be taught to sing well and
draw neatly; and that, too, without taking any time which would interfere
with, or which would not rather promote progress in other studies.
“In regard to the necessity of moral instruction and the beneficial
influence of the Bible in schools, the testimony was no less explicit and
uniform. I inquired of all classes of teachers, and of men of every grade
of religious faith; instructers in common schools, high schools, and
schools of art; of professors in colleges, universities, and professional
seminaries in cities and in the country; in places where there was a
uniformity of creed, and in places where there was a diversity of creeds;
I inquired of believers and unbelievers, of rationalists and enthusiasts,
of Catholics and Protestants, and I never found but one reply: and that
was, that to leave the moral faculty uninstructed was to leave the most
important part of the human mind undeveloped, and to strip education of
almost everything that makes it valuable; and that the Bible is the
best book to put into the hands of children, to interest, to exercise,
and to unfold both the intellectual and moral powers. Every teacher whom
I consulted repelled with indignation the idea, that moral instruction
is not proper for schools, and that the Bible cannot be introduced into
common schools without sectarian bias in teaching.”
While it is universally conceded by all intelligent persons, that there
is no nation on earth, whose prosperity, and even existence, so much
depends on the _moral training_ of the mass of the people, there is no
nation, _where schools are established by law_, in which so little of it
is done. It is mournful to reflect, that by far the larger part of our
schools banish religious and moral training altogether, and confine their
efforts entirely to the training of _the intellect_, and a great part of
them merely to that of _the memory_.
It is supposed, by many, that the Sunday-school in our country, to a
great degree, supplies the deficiencies of our schools in respect to
moral and religious training. It is true that this institution does more
than any other to meet these wants. But it must be remembered that such
schools are properly sustained only where there is a large number of
benevolent and intelligent persons to teach them.
But in our country, the places which most need such labourers are the
very places where the fewest are to be found. And even in the most
favoured portions of our land, much of Sunday instructions is committed
to very young persons, while the parents often are thus led to throw off
their own responsibility upon those of less experience.
Moreover, if the moral training of children is neglected through the
six days of the week, in which they are exposed to the most temptation,
how vain to expect that all the consequent evil is to be remedied by
gathering them for an hour or two on Sunday, to receive religious
instruction. Even were this a remedy, there are thousands of places in
our land where no Sunday-schools are to be found.
Many persons justify the neglect of moral training in our schools, by
claiming that religion must be banished from schools, on account of the
great diversity of sects, who cannot agree in this matter. Such are
little aware on how many important points all sects are agreed. To
exhibit this, and to aid any who may be induced to attempt a course of
moral and religious training in their schools, the following is presented
as an outline of a course of instruction that could be introduced into
_all_ schools, without violating the conscientious scruples of a single
denomination in this nation, professing to be Christian.
In the first place, all children in schools, can be taught, that _the
Bible_ contains the rules of duty given by God, which all men are bound
to obey. This is what all denominations allow, and if there is any
dispute about _which translation_ is the proper one, each child can be
allowed to use the Bible his parents think to be right.
When this is duly taught, the children can be required, for several
successive mornings, each to repeat a passage from the Bible, which
teaches the _character_ of God.
When this subject is exhausted, then the teacher can compose a form of
prayer consisting exclusively of passages from the Bible, to be used as
the first act of school duty. The children might be required to repeat
each portion, either with, or after the teacher, simultaneously, and thus
unite in the exercise.
The following is presented as a specimen of the prayers, of which a great
variety could be made, simply by arranging texts from the Bible:
O God, thou art my God; early will I seek thee.
My voice shalt thou hear in the morning, O Lord; in the morning will I
direct my prayer unto thee, and look up.
For thou art not a God that hast pleasure in wickedness; neither shall
evil dwell with thee.
Lead me, O Lord, in thy righteousness; make thy way straight before my
face.
Remove far from me vanity and lies; give me neither poverty nor riches;
feed me with food convenient for me;
Lest I be full, and deny thee, and say, “Who is the Lord?” or lest I be
poor and steal, and take the name of my God in vain.