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diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..d7b82bc --- /dev/null +++ b/.gitattributes @@ -0,0 +1,4 @@ +*.txt text eol=lf +*.htm text eol=lf +*.html text eol=lf +*.md text eol=lf diff --git a/LICENSE.txt b/LICENSE.txt new file mode 100644 index 0000000..6312041 --- /dev/null +++ b/LICENSE.txt @@ -0,0 +1,11 @@ +This eBook, including all associated images, markup, improvements, +metadata, and any other content or labor, has been confirmed to be +in the PUBLIC DOMAIN IN THE UNITED STATES. + +Procedures for determining public domain status are described in +the "Copyright How-To" at https://www.gutenberg.org. + +No investigation has been made concerning possible copyrights in +jurisdictions other than the United States. Anyone seeking to utilize +this eBook outside of the United States should confirm copyright +status under the laws that apply to them. diff --git a/README.md b/README.md new file mode 100644 index 0000000..6d60430 --- /dev/null +++ b/README.md @@ -0,0 +1,2 @@ +Project Gutenberg (https://www.gutenberg.org) public repository for +eBook #53739 (https://www.gutenberg.org/ebooks/53739) diff --git a/old/53739-0.txt b/old/53739-0.txt deleted file mode 100644 index 3e9573c..0000000 --- a/old/53739-0.txt +++ /dev/null @@ -1,4870 +0,0 @@ -The Project Gutenberg EBook of The Duty of American Women to Their Country, by -Catharine Esther Beecher - -This eBook is for the use of anyone anywhere in the United States and most -other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms of -the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you'll have -to check the laws of the country where you are located before using this ebook. - - - -Title: The Duty of American Women to Their Country - -Author: Catharine Esther Beecher - -Release Date: December 16, 2016 [EBook #53739] - -Language: English - -Character set encoding: UTF-8 - -*** START OF THIS PROJECT GUTENBERG EBOOK THE DUTY OF AMERICAN WOMEN *** - - - - -Produced by Larry B. Harrison and the Online Distributed -Proofreading Team at http://www.pgdp.net (This file was -produced from images generously made available by The -Internet Archive) - - - - - - - - - - - THE DUTY - OF - AMERICAN WOMEN - TO THEIR - COUNTRY. - - NEW-YORK: - HARPER & BROTHERS, 82 CLIFF-ST. - - 1845. - - Entered, according to Act of Congress, in the year 1845, by - HARPER & BROTHERS, - In the Clerk’s Office of the Southern District of New-York. - - - - -THE DUTY OF AMERICAN WOMEN TO THEIR COUNTRY. - - -My countrywomen, you often hear it said that _intelligence and virtue_ -are indispensable to the safety of a democratic government like ours, -where _the people_ hold all the power. You hear it said, too, that our -country is in great peril from the want of this intelligence and virtue. -But these words make a faint impression, and it is the object of what -follows to convey these truths more vividly to your minds. - -This will be attempted, by presenting some recent events, in a country -where a government similar to our own was undertaken, by a people -destitute of that intelligence and virtue so indispensable; and then it -will be shown that similar dangers are impending over our own country. -The grand point to be illustrated is, that a people without education -have not intelligence enough to know what measures will secure safety and -prosperity, nor virtue enough to pursue even what they know to be right, -so that, when possessed of power, they will adopt ruinous measures, be -excited by base passions, and be governed by wicked and cruel men. - -Look, then, at France during that awful period called _the Reign of -Terror_. First, observe the process by which the power passed into the -hands of the people. An extravagant king, a selfish aristocracy, an -exacting priesthood, had absorbed all the wealth, honour, and power, -until the people were ground to the dust. All offices of trust and -emolument were in the hands of the privileged few, all laws made for -their benefit, all monopolies held for their profit, while the common -people were condemned to heavy toils, with returns not sufficient to -supply the necessities of life, so that, in some districts, famine began -to stalk through the land. - -Speedily the press began to unfold these wrongs, and at the same time, -Lafayette and his brave associates returned from our shores, and spread -all over the nation enthusiastic accounts of happy America, where the -people govern themselves, unoppressed by monopoly, or king, or noble, or -priest. The press teems with exciting pages, and orators inflame the -public mind to a tempest of enthusiasm. The court and the aristocratic -party cower before the storm; and ere long, the eleven hundred -representatives of the people are seen marching, in solemn pomp, through -the streets of the capital, while the whole land rings with acclamations -of joy. They take their seats, on an equality with nobles and king, and -proceed to form a constitution, securing the rights of the people. It is -adopted, and sworn to, by the whole nation, with transports and songs, -while they vainly imagine that all their troubles are at an end. But -the representatives, chosen by the people, had not the wisdom requisite -for such arduous duties as were committed to them, nor had the people -themselves the intelligence and virtue indispensable for such a change. -Men of integrity and ability were not selected for the new offices -created. Fraud, peculation, rapine, and profusion abounded. Everything -went wrong, and soon the country was more distressed than ever. “What is -the cause of this?” the people demand of their representatives. “It is -the _aristocrats_,” is the reply; “it is the king; it is the nobles; it -is the clergy. They oppose and thwart all our measures; they will not -allow our new Constitution to work, and therefore it is that you suffer.” -And so the people are filled with rage at those whom they suppose to -be the cause of their disappointment and sufferings. The clergy first -met the storm. “These bishops and priests, with their vast estates, and -splendid mansions, and rich incomes--they beggar the people, that they -may riot on the spoil.” And so the populace rage and thunder around the -national Hall of Legislation till they carry their point, and laws are -passed confiscating the property of the clergy, and driving them to -exile or death. Their vast estates pass into the control of the National -Legislature, and for a time, abundance and profusion reign. The people -have bread, and the office-seekers gain immense spoils. But no wisdom -or honesty is found to administer these millions for the good of the -people. In a short time, all is gone; distress again lashes the people to -madness, and again they demand why they do not gain the promised plenty -and prosperity. “_It is the aristocrats_,” is the reply; “it is the king; -it is the nobles; it is the rich men. They oppose all our measures, -therefore nothing succeeds, and the people are distressed.” - -Next, the nobles meet the storm. “They are traitors; they are enemies of -the people; they are plotting against our liberties; they are living in -palaces, and rolling in splendid carriages from the hard earnings of the -poor.” The populace rage against them all over the land. They besiege the -House of Representatives; they beseech--they threaten. At last they carry -their point; the estates of the nobles are seized; they are declared -traitors, and doomed to banishment or death. Again millions are placed -at the control of the people’s agents. It is calculated that by this and -former confiscations, more than _a thousand millions_ of dollars were -seized for the use of the people. Again fraud, peculation, profusion, and -mismanagement abound, till all this incomprehensible treasure vanishes -away. - -Meantime, all the laws have been altered; all the property has passed -from its wonted owners to new hands; the wealthy, educated, and noble -are down; the poor, the ignorant, the base hold the offices, wealth, and -power. Everything is mismanaged. Everything goes wrong. The people grow -distracted with their sufferings, and again demand the cause. “It is the -king; it is his extravagant Austrian queen, who rules him and his court. -They thwart all our measures. They are sending to brother kings for -soldiers to crush our liberties. They are gathering armies on our borders -to overwhelm us.” - -Next, the helpless king and his family become the mark for popular -rage. Every indignity and insult was inflicted and borne with a patient -fortitude that extorted admiration, till finally the king is first led -forth to a bloody death; next the queen is sacrificed; next the virtuous -sister of the king; and, last, the little dauphin is barbarously murdered. - -Still misery rules through the nation. The friends of the king and former -government, and all the peaceable citizens and supporters of order, are -called _aristocrats_, and every art devised to render them objects of -fear, suspicion, and hatred, especially such of them as hold property -to tempt the cupidity of the people. Through the whole land two parties -exist; one the distressed, bewildered, exasperated people, raging for -their rights, and driven to madness by the fancied opposition of -aristocrats; the other a trembling, cowering minority, suffering insult, -and fear, and robbery, and often a cruel death. - -And now priests and nobles and king and queen are all gone, and yet -the people are more distressed than ever before. Amid these scenes of -violence, confusion, and misrule, confidence has ceased, commerce has -furled the sail, trade has closed the door, manufactures ceased their -din, and agriculture forsaken the plough. - -There is no money, no credit, no confidence, no employment, no bread. -Famine, and pestilence, and grief, and rage, and despair brood over the -land. Again the people cry to their representatives, “Why do you not give -us the promised prosperity and plenty? We have nothing to eat, nothing to -wear; our business and trades are at an end. The nations around us are -gathering to devour us, and what is the cause of all these woes?” - -“It is the Girondists,” is the reply; “it is this party among the -people’s representatives. They are traitors; they have been bribed; they -have joined with foreign aristocrats and kings. They interrupt all our -measures, and they are the cause of all your sufferings.” - -And now the people turn their rage upon the most intelligent and -well-meaning portion of their representatives, who have been striving to -stem the worst excesses of those who yield entirely to the dictation of -the mob. After a period of storms and threats and violence, at length -a majority is gained against them, and a decree is passed condemning -a large portion of the National Legislature as traitors, while their -leaders are borne forth by the exulting mob to a bloody death. Still -the distress of the people is unrelieved, and again they clamour for -the cause. “It is the party opposed to us,” say the Jacobins, with -Robespierre at their head; “they are the traitors; they will not adopt -the measures which will save the people from these ills.” - -“Cut them down!” cries the populace; and again another portion of the -people’s representatives are led forth to death. - -And now Robespierre, the leader of the lowest mob of all, is supreme -dictator, and all power is lodged with this coldest-blooded ruffian that -ever doomed his fellow-beings to a violent death. This was _the Reign -of Terror_, when the mob had gained complete mastery, and this man, its -advocate and organ, administered its awful energies. Look, then, for a -moment, at the picture. - -But the horrors of this period are so incredible, the atrocities so -monstrous, that the tale will be regarded with distrust, without some -previous indication of the causes which led to such results. - -Let it be remembered, then, that this whole revolutionary movement was, -in fact, a war of the common people upon the classes above them. Let -it be remembered, too, that the French people, by the press, and by -emissaries all over Europe, had invoked the lower classes of all nations -to make common cause with them. “War to the palace, and peace to the -cottage,” was their watchword. Every throne began to shake, and every -person of rank, talents, and wealth felt his own safety involved in the -contest. It was thus that the revolutionary leaders felt that they were -contending for their lives, against the whole wealth, aristocracy, and -monarchical power of Europe. - -In France itself, individual ambition, hate, envy, or vengeance added -fearful power to this war of contending classes. Not only every leader, -but every individual, found in the opposing party some rival to displace, -or some private grudge to revenge, while ten thousand aspirants for -office demanded sacrifices, in order to secure vacated places. At last -the struggle became so imbittered and desperate, that each man looked -out only for himself. Friend gave up friend to save his own life, or -to secure political advancement, till confidence between man and man -perished, and society became a mass of warring elements, excited by every -dreadful passion. - -Few men are deliberately cruel from the mere love of cruelty. Thousands, -under the influence of fear, revenge, ambition, or hate, become selfish, -reckless, and cruel. When, too, in conflicts where men feel that by the -hands of opponents they have lost property, home, honour, and country; -when they have seen their dearest friends slaughtered or starved, then, -when the hour of retaliation arrives, pity and sympathy are dead, and -every baleful passion rages. Thus almost every man in the conflict had -suffered: if a democrat, from those above him; if an aristocrat, from -those below him. - -Meantime, religion, that powerful principle in humanizing and restraining -bad passions, had well-nigh taken her flight. The war upon the clergy at -length turned to a war upon the religion they represented, till atheism -became the prevailing principle of the nation. - -By a public act, the leaders of the people declared their determination -“to dethrone the King of Heaven, as well as the monarchs of the earth.” -For this end, the apostate clergy, put in the places of those exiled, -were induced to come before the bar of the National Legislature and -publicly abjure Christianity, and declare that “no other national -religion was now required but liberty, equality, and morality.” - -On this occasion, crowds of drunken artisans appeared before the bar of -the house, trampling under foot the cross, the sacramental vases, and -other emblems of religious faith. A vile woman, dressed as the Goddess of -Reason, was publicly embraced by the presiding officer of the National -Legislature, and conducted by him to a magnificent car, and followed -by immense crowds to the grand Cathedral of Nôtre Dame, where she was -seated on an altar, and there received the worship of the multitudes. -The Sabbath, by a national decree, was abolished; the Bible was burned -publicly by the executioner; and on the graveyards was inscribed, “Death -is an eternal sleep!” - -At Lyons, a similar scene was enacted, where a fête in honour of Liberty -was celebrated. The churches were all closed, the Decade, or Sabbath -of Reason, proclaimed, and an image of a vile character was carried -in procession, followed by vast crowds, shouting, “Down with the -aristocrats! Long life to the guillotine!” After the image came an ass, -bearing the Cross, the Bible, and the communion service; and these were -led to an altar, where a fire was lighted, the Cross and Bible burned, -the communion bread trampled under foot, and the ass made to drink out of -the communion cup. Wherever democracy reigned, the services of religion -were interrupted, the burial service vanished, baptisms ceased, the sick -and dying were unconsoled by religion, while every species of vice, -obscenity, and licentiousness were practised without concealment or -control. The establishments for charity, the hospitals, and all humane -institutions were swept away, and their funds seized by the agents of -the people. Even the sepulchres of the dead were upturned. The noble, -the wise, and the ancient, the barons of feudal ages, the heroes of -the Crusades, the military chieftains, the ancient kings, resting in -long-hallowed tombs, the mightiest monarchs of the nation, the “chief -ones of the earth,” were moved from their rest, and rose to meet the -coming of this awful day, while the treasures of their tombs were rifled -by vulgar hands, and their very sculls kicked around as footballs for -sport. - -Meantime the sovereigns of Europe were making preparations to meet this -flood of democratic lava, which threatened to overflow every surrounding -land. Vast armies began to gather on every side, and avenging navies -hovered along the shores. This added the fervour of patriotic devotion to -the mania of democracy. - - “Ye sons of France! awake to glory! - Hark! hark! what myriads bid you rise! - Your children, wives, and grandsires hoary, - Behold their tears, and hear their cries! - Shall hateful tyrants, mischief breeding, - With hireling hosts, a ruffian band, - Affright and desolate our land, - While Peace and Liberty lie bleeding? - To arms! to arms! ye brave! - The avenging sword unsheath! - March on! march on! to victory or death!” - -These inspiring sentiments, sung in the thrilling notes of the Marseilles -Hymn, were echoed from one end of the land to the other, awakening a -whirlwind of enthusiasm. The wants of thousands thrown out of employ, -joined with the excitement of patriotism, raised an army unparalleled -in numbers. It is calculated that, at one time, one million two hundred -thousand Frenchmen were thus enrolled, and at the command of the National -Legislature, while the millions of property, not otherwise squandered, -were employed to clothe, feed, and equip this incomprehensible multitude. -All France was bristling like an armed field; while every mandate of -government, backed as it was by such a military force, was utterly -resistless. Thus it was that the _Reign of Terror_ was so silent, awful, -and hopeless. - -Behold, then, through the terror-stricken and miserable land, the -national troops employed in arresting every person suspected of -favouring aristocracy, or conspicuous as the holder of wealth, or -object of hate, envy, or suspicion to all in the possession of power. -Behold the prisons of the capital, of the provincial cities, and of the -country villages, crammed to overflowing with the rich, the noble, and -the learned. No regard was paid to station, age, or sex. Gray hairs -and blooming childhood, stern warriors and beautiful maidens, coarse -labourers and noble matrons, were huddled together into the damps, and -filth, and darkness of a common dungeon, while the _guillotine_ daily -toiled in its bloody work of death. - -Whenever a fresh supply of funds was demanded for the national service, -a new alarm of _invasion_ or of _counter-revolution_ was spread, and -then followed new arrests of those suspected, or of those who held -any species of wealth. In disposing of captives to make room for new -supplies, some were poniarded in prison, some shot, and some guillotined. -At last, it was found needful to adopt a more summary method, and the -National Legislature decreed that the land must be cleared of traitors -and aristocrats, not by trial and single execution, but by a slaughter -of masses. A corps was formed of the most determined and bloodthirsty, -and sent all over the land to execute this mandate. In carrying out -this unparalleled system of cold-blooded murder, various modes were -adopted. One was called the _Republican Baptism_, by which men, women, -and children were placed in a vessel with a trap-door in the bottom, -and carried out into the midst of the waves; then the trap-door was -opened, and the crew, getting into a boat, left their victims to perish. -Another method was called the _Republican Marriage_. By this, two of the -opposite sex, generally an old person and a young one, were bereft of all -clothing, then tied together, and, after being tortured a while, thrown -into the waves. Another mode was called the _mitrillade_ or _fusillade_. -Sixty, or more, captives were bound, and ranged in two files along a deep -ditch dug for the purpose. At the two extremities of each file, were -placed cannons loaded with grapeshot, and, at a given signal, these were -discharged on this mass of human beings. But a few were entirely killed -at the first discharge. Wounded and mutilated, they fell in heaps, -or crawled forth, and, with piercing shrieks, entreated the soldiers -to end their sufferings with death. Three successive discharges did -not accomplish the work, which was finally ended by the swords of the -soldiery. Next day, the same scene was renewed on a larger scale, more -than two hundred prisoners being thus destroyed. This was repeated day -after day; while, on one occasion, the commanding officer rose from a -carouse, and with thirty Jacobins and twenty courtesans, went out to -enjoy a view of the horrid scene. - -At Toulon the mitrillades were repeated, till at least eight hundred were -thus slaughtered in a population of less than ten thousand. In Lyons, -during only five months, six thousand persons suffered death, and among -these were a great portion of the noblest and most virtuous citizens. -At Toulon, one of the victims was an old man of eighty-four, and his -only crime was the possession of eighty thousand pounds, of which he -offered all but a mere trifle to escape so shocking a death, but in vain. -Bonaparte, who saw these horrors, says, “When I beheld this poor old man -executed, I felt as if the end of the world was at hand.” - -At Nantz, five hundred children, of both sexes, the oldest not fourteen, -were led out to be shot. Never before was beheld so piteous a sight! The -stature of the little ones was so low that the balls passed over their -heads, and, shrieking with terror, they burst their bonds, and, rushing -to their murderers, they implored for pity and life. But in vain; the -sabre finished the dreadful work, and these babes were slaughtered at -their feet. - -At another time, a large body of women, most of them with young children, -were carried out into the Loire, and while the unconscious little ones -were smiling and caressing their distressed mothers, these mothers were -bereft of all clothing, and thrown with their infants into the waves. - -At another time, three hundred young girls were drowned in one night at -Nantz, where, for some months, every night, hundreds of persons were -carried forth and thrown into the river, while their shrieks awoke the -inhabitants, and froze every heart with terror. In this city, in a single -month, either by hunger, the diseases of prison, or violence, fifteen -thousand persons perished, and more than double that number during the -Reign of Terror. - -In the prisons not less dreadful sufferings were endured. In these foul -and gloomy abodes, the cells were dark, humid, and filthy; the straw, -their only beds, became so putrid that the stench was horrible, while -enormous rats and every species of vermin preyed on the wretched inmates. -In such dens as these were gathered the rank, the beauty, the talents, -and the wealth of Paris, and the chief cities of the land. Here, too, -degraded turn-keys, attended by fierce dogs, domineered over their -victims, while on one side were threats, oaths, obscenity, and insult, -and on the other were vain arguments, useless supplications, and bitter -tears. - -Every night the wheels of the rolling car were heard, coming to carry -another band of victims to their doom. Then the bars of the windows and -wickets of the doors were crowded by anxious listeners, to learn whether -their own names were called, or to see their friends led out to death. -Those summoned bade a hasty farewell to their friends. The husband -left the arms of his frantic wife, the father was torn from his weeping -children, the brother and sister, the neighbour and friend, parted and -went forth to die, while survivers, picturing the last agonies of those -they loved, or waiting their own fate, suffered a living death, till -again the roll of the approaching car renewed the universal agony. - -To such a degree did this protracted torture prey upon the mind, that -many became reckless of life, and many longed for death as a relief. - -In many cases, women died of terror when their cell door was opened, -supposing their hour of doom was come. - -The prison floors were often covered with infants, distressed by hunger, -or in the agonies of death. One evening, three hundred infants were in -one prison; the next morning all were drowned! When the citizens once -remonstrated at this useless cruelty, the reply was, “They are all young -aristocratic vipers--let them be stifled!” - -Such accumulated horrors annihilated the sympathies and charities of -life. Calamity rendered every man suspicious. Those passing in the -streets feared to address their nearest friends. As wealth was a mark -for ruin, all put on coarse, or squalid raiment. Abroad, no symptom of -animation was seen, except when prisoners were led forth to slaughter, -and then the humane fled, and the hard-hearted rushed forward to look -upon the agonies of death. In the family circle, all was fear and -distrust. The sound of a footstep, a voice in the street, a knock at the -door, sent paleness to the cheek. Night brought little repose, and in the -morning all eyed each other distrustfully, as if traitors were lurking -there. - -But there is a limit to the power of mental suffering; and one of the -saddest features of this awful period was the torpid apathy, which -settled on the public mind, so that, eventually, the theatres, which -had been forsaken, began to be thronged, and the multitude relieved -themselves by farces and jokes, unconcerned whether it was twenty, or a -hundred of their fellow-citizens, who were led forth to die. - -Learning and talent were as fatal to their possessors as rank and wealth. -The son of Buffon the naturalist, the daughter of the eloquent Vernay, -Roucher the poet, and even the illustrious Lavoisier, in the midst of his -philosophical experiments, were cut down. A few more weeks of slaughter -would have swept off all the literary talent of France. - -During the revolutionary period, it is calculated that not less than two -hundred thousand persons suffered imprisonment, besides those who were -put to death, of whom the following list is furnished by the Republicans -themselves: - -Twelve hundred and seventy-eight nobles, seven hundred and fifty women of -rank, fourteen hundred of the clergy, and thirteen thousand persons not -noble, perished by the guillotine under decrees of the tribunals of the -people. - -To this, add the victims at Nantz, which are arranged in this mournful -catalogue: - - Children shot 500 - Children drowned 1500 - Women shot 264 - Women drowned 500 - Priests shot and drowned 760 - Nobles drowned 1400 - Artisans drowned 5300 - -The whole number destroyed at Nantz, of which the above is a portion -only, was thirty-two thousand. - -To these add those slaughtered in the wars of La Vendée, viz., _nine -hundred thousand_ men, _fifteen thousand_ women, and _twenty-two -thousand_ children. To this add the victims at Lyons, numbering -thirty-one thousand. To this, add those who are recorded thus: “women who -died of grief, or premature childbirth, three thousand seven hundred;” -and we have a sum-total of _one million twenty-two thousand_ human -beings destroyed by violence. How many should be added, as those who -died of prison sufferings, or from the pangs and privations of exile, or -from famine and from pestilence consequent on this state of anarchy and -violence, who can enumerate? - -At some periods, such was the awful slaughter, that the rivers were -discoloured with blood. In Paris, a vast aqueduct was dug to carry off -the gore to the Seine, and four men employed in conducting it to this -reservoir. In the river Loire, the corpses accumulated so that birds of -prey hovered all along its banks, the waters became infected, and the -fishes so poisonous that the magistrates of Nantz forbade the fishermen -to take them. - -Thus, in the language of another, “France became a kind of suburb of -the world of perdition. Surrounding nations were lost in amazement as -they beheld the scene. It seemed a prelude to the funeral of this great -world, a stall of death, a den into which thousands daily entered and -none were seen to return. Between ninety and a hundred of the leaders in -this mighty work of death, fell by the hand of violence. Enemies to all -men, they were of course enemies to each other. Butchers of the human -race, they soon whetted the knife for each other’s throats; and the same -Almighty Being who rules the universe, whose existence they had denied by -a solemn act of legislation, whose perfections they had made the butt of -public scorn, whose Son they had crucified afresh, and whose Word they -had burned by the hands of a common hangman, swept them all, by the hand -of violence, into an untimely grave. The tale made every ear that heard -it tingle, and every heart chill with horror. It was, in the language of -Ossian, ‘the song of death.’ It was like the reign of the plague in a -populous city. Knell tolled upon knell, hearse followed hearse, coffin -rumbled after coffin, without a mourner to shed a tear, or a solitary -attendant to mark the place of the grave. ‘From one new moon to another, -and from one Sabbath to another, the world went forth and looked upon -the carcasses of the men who transgressed against God, and they were an -abhorring unto all flesh.’” - -Such, my countrywomen, are the scenes which have been enacted in this -very age, in a land calling itself Christian, and boasting itself as at -the head of civilization and refinement. Do you say that such cruelty -and bloodthirsty rage can never appear among us; that our countrymen can -never be so deluded by falsehood and blinded by passion? - -Look, then, at scenes which have already occurred in our land. Look at -Baltimore: it is night, and within one of its prisons are shut up some of -its most excellent and respected citizens. They dared to use the rights -of free-men, and express their opinions, and oppose the measures of the -majority; and for this, a fierce multitude is raging around those walls, -demanding their blood. They force the doors, and, with murderous weapons, -reach the room containing their victims. Some friendly hand extinguishes -the lights, and in the protecting darkness they seek to escape. Some -succeed; others are recognised, and seized, and stabbed, and trampled -on, and dragged around in murderous fury. One of the noblest of these -victims, apparently dead, is seized by some pitying neighbour, under the -pretence of cruelty, and thrown into the river and carried over a fall. -There he is drawn forth and restored to consciousness; and there, too, it -is discovered, that by Americans, by the hands of his fellow-citizens, -_his body has been stuck with scores of pins, deep plunged into his -flesh_! - -Look, again, at the Southwest, and see gamblers swinging uncondemned from -a gallows, and among them a harmless man, whom the fury of the mob hung -up without time for judge or jury to detect his innocence. - -See, on the banks of the Mississippi, fires blazing, and American -citizens _roasted alive_ by their fellow-citizens! See, even in -New-England, the boasted land of law and steady habits, a raging mob -besets a house filled with women and young children. They set fire to -it, and the helpless inmates are driven forth by the flames to the sole -protection of darkness and the pitiless ruffians. See, in Cincinnati, -the poor blacks driven from their homes, insulted, beaten, pillaged, -seeking refuge in prisons and private houses, and for days kept in -constant terror and peril. - -See, in Philadelphia, one class of citizens arrayed in arms against -another, both excited to the highest pitch of rage, both thirsting for -each other’s blood, while the civil authority can prevent universal -pillage, misrule, and murder, only by volleys that shoot down neighbours, -brothers, and friends. - -See, too, how the rage of political strife has threatened the whole -nation with a civil war. South Carolina declares that she will not submit -to certain laws, which she claims are unconstitutional. Her own citizens -are divided into fierce parties, so exasperated that each is preparing -to shoot down the other. Even the women are contributing their ornaments -to meet the expenses of the murderous strife. From neighbouring states, -the troops are advancing, the ships of war are nearing their harbours. -One single act of resistance, and the state had been the battle-field of -that most bitter, most cruel, most awful of all conflicts, _a civil and a -servile war_. - -And all these materials of combustion are now slumbering in our bosom, -pent up a while, but ready to burst forth, like imprisoned lava, and -deluge the land. How easy it would be to bring the nation into fierce -contest on the subject of slavery, that internal cancer which inflames -the whole body politic! How easy to array native citizens against foreign -immigrants, who at once oppose the prejudices and diminish the wages of -those around them! How easy to make one section believe that tariff, or -tax, is sacrificing the prosperity of one portion to gratify the envy, or -increase the luxuries of another! - -How easy to make one class of humbler means, believe that bank, or -monopoly, is destroying the fruit of their toil, to increase the -overgrown wealth of a class above them! - -And here is no standing army, such as is wielded by all other governments -in sustaining law. When our communities are divided by interest or -passion, the lawmakers, the judges, the jury, and the military are all -partisans in the strife. - -Nor can one part of the Union suffer, and the other escape unharmed, as -might be supposed, amid this reckless talk about the dissolution of -the Union. An overt attempt to dissolve the Union is treason; and it -can never be carried out without fierce parties in every state, ready -to fight to the last gasp against such a suicidal act. Such a national -dislocation would send a groan of agony through every city, town, and -hamlet in our land; civil war would blow her trump, citizen would be -arrayed against citizen, and state against state, and the whole arch of -heaven would be inscribed with “mourning, and lamentation, and wo.” - -What, then, has saved our country from those wide-sweeping horrors that -desolated France? Why is it that, in the excitements of embargoes, and -banks, and slavery, and abolition, and foreign immigration, the besom of -destruction has not swept over the land? It is because there has been -such a large body of _educated_ citizens, who have had intelligence -enough to understand how to administer the affairs of state, and a proper -sense of the necessity of sustaining law and order; who have had moral -principle enough to subdue their own passions, and to use their influence -to control the excited minds of others. Change our large body of moral, -intelligent, and religious people to the ignorant, impulsive, excitable -population of France, and in one month the horrors of the Reign of Terror -would be before our eyes. Nothing can preserve this nation from such -scenes but perpetuating this preponderance of intelligence and virtue. -This is our only safeguard. - -What, then, are our prospects in this respect? Look at the monitions -recorded in our census. Let it be first conceded, that the fact that -a man cannot read and write is not, in itself, proof that he is not -intelligent and virtuous. Many, in our country, by intercourse with -men and things, by the discussions of religion and politics, and by -the care of their affairs, gain much reflection and mental discipline. -Still, a person who cannot read a word in a newspaper, nor a line in -his Bible, and who has so little value for knowledge as to remain thus -incapacitated, as a general fact, is in the lowest grade of stupidity -and mental darkness. So that the number who cannot read and write is, -perhaps, the surest exponent of the intellectual and moral state of -a community. For though this list may embrace many intelligent and -virtuous persons, on the other hand, there are probably as many, or more, -of those classed as being able to read and write, who never have used -this power, and who are among the most stupid and degraded of our race. - -Look, then, at the indications in our census. In a population of fourteen -millions, we find _one million_ adults who cannot read and write, and -_two millions_ of children without schools. In a few years, then, if -these children come on to the stage with their present neglect, we shall -have _three millions_ of adults managing our state and national affairs, -who cannot even read the Constitution they swear to support, nor a word -in the Bible, or in any newspaper or book. Look at the West, where our -dangers from foreign immigration are the greatest, and which, by its -unparalleled increase, is soon to hold the sceptre of power. In Ohio, -more than one third of the children attend no school. In Indiana and -Illinois scarcely one half of the children have any schools. Missouri -and Iowa send a similar, or worse report. In Virginia, _one quarter_ of -the white adults cannot even write their names to their applications for -marriage license. In North Carolina, _more than half_ the adults cannot -read and write. The whole South, in addition to her hordes of ignorant -slaves, returns _more than half_ her white children as without schools. - -My countrywomen, what is before us? What awful forebodings arise! -Intelligence and virtue our only safeguards, and yet all this mass of -ignorance among us, and hundreds of thousands of ignorant foreigners -being yearly added to augment our danger! - -We are not even stationary. We are losing ground every day. Every hour -the clouds are gathering blacker around us. Already it is found, that -the number of _voters_ who cannot read and write, and who yet decide -every question of safety and interest, exceeds the great majority that -brought in Harrison. Already the number of criminals and felons, who, on -dismission from jails and penitentiaries, are allowed to vote, exceeds -the majority that brought in our chief magistrate in 1836![1] - -Nor is the picture of our situation less mournful, when we examine into -the condition of young children in those states, which have done the most -for education. Take New-York, for example, where, for forty years, the -education of the people has been provided for by law, and where the very -best school system in the world has recently gone into operation. It is -the chief business of the Secretary of State, to take care of the common -schools of the state, while, in every county, a deputy-superintendent, -paid five hundred dollars each year for his services, devotes his -whole time to the care of common schools. Every year these county -superintendents report to the Secretary of State, in regard to the -situation of the schools in the county under their care. It is from -these reports of the superintendents of schools in New-York, that we are -enabled to draw a picture of the condition of young children in common -schools, that should send a chill of fear and alarm through our country. -For if this is the condition of young children in that state which has -excelled all others in a wise and liberal provision for the care of -schools, what must be the condition of things in other states, where -still less interest is felt in this great concern! - -The Secretary of State, in presenting the reports of the county -superintendents to the Legislature of New-York, remarks thus: “The -nakedness and deformity of the _great majority_ of schools in this state, -the comfortless and dilapidated buildings, the unhung doors, broken -sashes, absent panes, stilted benches, gaping walls, yawning roofs, and -muddy and mouldering floors, are faithfully portrayed; and many of the -self-styled teachers, who lash and dogmatize in these miserable tenements -of humanity, are shown to be low, vulgar, obscene, intemperate, and -utterly incompetent to teach anything good. Thousands of the young are -repelled from improvement, and contract a durable horror for books, by -ignorant, injudicious, and cruel modes of instruction. When the piteous -moans and tears of the little pupils supplicate for exemption from the -cold drudgery, or more pungent suffering of the school, let the humane -parent be careful to ascertain the true cause of grief and lamentation.” - -To exhibit, more fully, the sufferings of little children at school, the -following is abridged from these reports: - - -_Sufferings of Little Children from Bad Schoolhouses._ - -One of the county superintendents reports of the schoolhouses in his -district: “One house in K. is literally unfit for a stable; the sashes -of several windows are broken, twenty or thirty panes of glass are -out, the door is off, and used for a writing-table. Yet the district -is wealthy, but ‘they cannot get a vote to build a new schoolhouse.’” -“Another schoolhouse in W. is nearly as bad; the gable ends falling out, -the chimney down, and the windows nearly all boarded up.” Many of the -schoolhouses are situated in the highway, so that, at play, the children -are endangered by the passing horses and vehicles, and the traveller -is also endangered by the rushing of boisterous boys, frightening his -horses. Instances of this sort have repeatedly occurred. - -Another writes, that in one of the largest landed districts, the worst -log schoolhouse in the district is still retained, offering no security -against winds and storms. One of the window sashes was “laid up overhead -because it would not stay in its place.” To keep the door shut against -the wind, one end of a bench was put against it, and a boy set to tend -it, as one and another went out. - -Another writes, that he _often_ finds the schoolhouses situated on some -bleak knoll, exposed to the howling blasts of winter and the scorching -rays of the summer’s sun, or in some marsh or swamp, surrounded by -stagnant pools, rife with miasma, and charged with disease and death. It -is not uncommon, in such places, to find large schools almost entirely -broken up by sickness, and that, too, when no contagious diseases are -prevailing among children. - -One of these superintendents says, “A trustee of one school, where the -schoolhouse was situated _in a goose-pond_, the water under the floor -being several inches deep, told me his children were almost invariably -obliged to leave school on account of sickness, and that the school was -often broken up from this cause. Parents pay ten times as much, for -physicians to cure diseases contracted at school, as it would cost to -build a comfortable schoolhouse and supply it with every accommodation.” - -Another says of the schoolhouses in his county, that, in some cases, the -latches are broken, so that, however cold the day, the door cannot be -shut; sometimes the sills are so rotten that snakes and squirrels can -enter; while there are cracks in the floor, one or two inches wide, and -holes broken large enough for the children to fall through. - -The wretched condition of these houses is not owing to poverty, but to -the _leaden apathy_ on the subject of education, and the belief among -farmers that their money can be better applied in building barns and -stables for their cattle. In one large village, where a great sum has -been expended for adorning public grounds, and where is much wealth and -style, the two schoolhouses are the meanest-looking buildings in the -place. - -Another says of the schoolhouses in his county, that, in many cases, they -stand on the highway, no cooling shade to protect them from the burning -sun, exposed to the full fury of the wintry northwester, clapboards torn -off, door just ready to fall, and great caution needed in order to keep -from falling through the floor. In one case, an aperture in the roof was -of such a size, that the teacher could give quite a lesson on astronomy -by looking up at the heavens through the roof of the house. Frequently, -to the grief of the teacher, when the parent brings his child the first -day, such expressions as these are heard from the clinging and distressed -child, “Oh, pa, I don’t want to stay in this ugly, old house! Oh, pa, do -take me home!” - - -_Sufferings of Little Children from Want of Accommodations at School._ - -One superintendent says, “But few of the schoolhouses are furnished with -blinds or curtains to exclude the glare of the sun. Thus, children suffer -great uneasiness, headaches, and often serious affections of the eyes. -I have found _many cases_ of weakness of eyes, approaching almost to -blindness, caused by studying in such dazzling light.” - -Another states, that in most schoolhouses the desks are so high, as to -compel the scholar to write in a half-standing, half-sitting attitude; -while the seats for the smallest children are often twice the proper -height, sometimes a hemlock slab with legs at one end, and a log at the -other. Many of the little ones have to be helped up on them, where they -are in peril of life and limb from a fall. Here they are obliged to -sit, day after day and week after week, between heaven and earth, “and -in a frame of mind unfit for either place,” without anything to support -either their backs or their feet. Those who would realize what distress -this occasions, let them try sitting only one half hour on a table or -sideboard, with back and feet unsupported, and see what suffering ensues. - -Another writes thus: “Sitting with the legs hanging over the edge of the -seat presses the _veins_ (which lie near the surface, and carry the blood -to the heart), and thus retard its return, while the arteries, being -deeper, carry the blood with its full force from the heart. Thus the -veins become distended, numbness and pain follow, and sometimes permanent -weakness is the result. Where children sit a long time without any -support to their backs, the muscles that hold up the body become weary -and weak, for no muscle can be too long contracted without weakening it. -In schools thus badly furnished, it will be seen that the children prefer -the northern blasts out of doors to the sufferings they endure within, -and come in unwillingly, with chilled bodies and checked perspiration. -In some cases, parents provide comfortable chairs for their children, -and then it is seen, that such stay but a short time out of doors, while -those seated on such comfortless benches stay as long as they can. -This shows one predisposing cause of the curvature of the spine, and -distortion of the body and limbs. Is it any wonder that so many of our -youth have round shoulders, and a stooping of the body through life?” - -What would be said of a farmer who made his boy hold a plough as high as -his head, or a joiner who made his apprentice plane a board on a bench -as high as his shoulders? And yet they expect teachers to make their -children study, read and write with just such improper accommodations. - - -_Sufferings of Little Children for Want of Pure Air._ - -To understand this subject properly, it must be borne in mind, that -the body is so constructed as to inhale at every breath about a pint of -air. The air is composed of 79 parts nitrogen and 21 parts oxygen. When -it is drawn into the lungs, the oxygen is absorbed by the blood, and -what we exhale is the nitrogen, mixed with the carbonic acid, formed in -the lungs by the union of the oxygen of the air with the carbon of the -blood. Now, neither carbonic acid, or nitrogen can support life. Take the -oxygen from the air, and then breathe it, and instant death ensues. So, -put any animal into carbonic acid alone, and it dies instantly. Thus, -every breath of every human being uses up the oxygen in one pint of air, -and returns it with only nitrogen and carbonic acid. Let a schoolroom, -containing 18,000 gallons of air and twenty scholars, be made perfectly -airtight, and in twenty minutes they would all be corpses. The horrible -sufferings produced by this process, were once witnessed in Calcutta, -where 146 men were driven into a room 18 feet square, with only one small -window, and kept there from eight at night till six next morning. Before -midnight they all became frantic with agony, fought for the window, -choaked each other to death, screamed to the soldiers to shoot them, -and thus end their misery; and in the morning only 26 were alive, and -these in a putrid fever! _Lessening_ the amount of oxygen in the air by -breathing, produces languor, sleepiness, nausea, headache, flushed face, -and sometimes palsy and apoplexy. - -On this subject, the superintendents of the New-York schools make these -statements: - -“Confinement in some of our schoolrooms is _manslaughter_. Our -children, shut up in these hot holes, made so by their own breaths, -by perspiration, and by a close, overheated stove, lay the foundation -for diseases which show no gain except to the physician, and which, -in after-life, no riding on horseback, or journeys by sea or land, or -southern residence can cure.” - -Another states, that the uncomfortable condition of the schoolhouses, in -his county, is such as to cause much suffering, both mental and bodily, -to the children doomed to inhabit their gloomy walls and breathe the -tainted air. - -Another writes of the schoolhouses in his district, that they are usually -low, and in cold weather so overheated as to be hotbeds of disease, the -close atmosphere being actually dangerous. One teacher, in one instance, -was struck with palsy from the effects of confinement in such a poisonous -atmosphere. At a public meeting, one citizen stated it as his conviction, -that one of his children died from disease engendered by breathing the -pestilential atmosphere of the schoolroom. Instances are numerous where -the children come home dull, listless, and with severe colds and coughs. -The teacher, in such situations, often loses ambition, energy, and -health, and closes school pale and emaciated, perhaps to sink to an early -grave, a victim of the poisonous air in which, for day after day, he has -been confined. - - -_Sufferings of Little Children from Cold, Heat, and Filth._ - -One superintendent says, “Could parents witness, as I have, the -sufferings of their children from cold, I am sure no other appeal would -be needed. Some of those buildings, I am confident, would be considered -by a systematic farmer, who regarded the comfort of his stock, as an -unfit shelter for his Berkshires.” - -Another states, that in some cases the schoolhouses are small and -overheated. Then the teacher throws open the door, and a current of -cold air pours on to the children. The reeking perspiration is suddenly -stopped, and “a cold” is the result, which is often the precursor of -fevers and consumption. When no such results follow, the parents say, -“It is _only a cold_;” when diseases and death follow, it is called _a -dispensation of Providence_! A physician of extensive practice stated -to this superintendent, that a large part of his consumptive cases -originated from colds taken at school. - -Another describes one of the schoolhouses in his county as too small, too -low, the seats too high, half the plastering fallen off and piled in one -corner, and the house warmed by a cook-stove unfit for use. Six sevenths -of the panes of glass were gone, and two windows boarded up. Going to -attend the annual school meeting at this house, he met two citizens -coming with a candle and firebrands, and picking up sticks along the road -for a fire, because there was no wood provided at the schoolhouse. - -Another thus describes some of the schoolhouses in his county. It is -very common to see cracked and broken stoves, the door without hinges or -latch, and a rusty pipe of various sizes. Green wood, and that which is -old and partially decayed, either drenched with rain, or covered with -snow, is much more frequently used than sound, seasoned wood. Thus it is -difficult to kindle a fire, and the room is filled with smoke much of the -time, especially in stormy weather. Sometimes the school is interrupted -two or three times a day to fasten up the stovepipe. - -The extent of these evils may be perceived from the report, which says of -one county about as well supplied as any, out of _eighty-seven_ districts -only _twenty_ schoolhouses have provided means for keeping their wood dry. - -Another says, “At the commencement of the winter term of our schools, -some one of the trustees generally furnishes a load of green wood, -perhaps his own proportion. The teacher proceeds till this is exhausted, -and he is compelled to notify his patrons of the entire destitution of -wood. After meeting his school, and shivering over expiring embers till -the hope of a supply is exhausted, he dismisses the school for one, two, -or three days, and sometimes for a week, before any inhabitant finds -time to get another load of green wood. With such wood it is impossible -to keep the schoolroom at a proper temperature. The scholars, at first, -crowd around the stove, suffering extremely with cold, and then are -driven as far off as they can get, in a high state of perspiration, and -almost suffocated with heat. Our schools in this country suffer much from -such methods of procuring fuel. The time which is lost in school hours by -the use of green wood, I think will include near one fourth of the whole -time.” - -Another says, “The teacher found abundant employment in stuffing the old -stove with green birch and elm, cut as occasion required by the teacher -and the boys. A continual coughing was kept up by nearly seven-eighths -of the children, and the teacher apologised for want of order by saying, -‘they could not usually do much in stormy weather till afternoon, when -the fire would get a going.’ On this occasion, one trustee and two of the -inhabitants of the district were present an hour, when, getting frozen -out, they asked to be excused, and left the children to suffer, saying, -‘We did not think our house was so uncomfortable. Some glass must be got, -and a load of dry wood’” Some of the statements of these superintendents, -as to the order and neatness of their schoolhouses, are no less -lamentable. One remarks, that “some of them, as to neatness, resemble -the domicil for swine.” Another describes one schoolhouse as “having the -clapboards torn off, the door just ready to fall, an aperture in the roof -where the chimney once was, slabs with a pair of clubs at each end for -legs, and so high no child could touch foot to the floor, rickety desks -falling to ruin, the plaster torn off, and the whole covered with dirt, -and as filthy as the street itself.” But this is not all. “This house is -situated in a district of wealthy farmers.” - -Another says, “It is a startling truth, that very many of our -schoolhouses furnish no private retreat whatever for teacher or scholar. -Thus is one side of the schoolhouse, and, in some instances, the -doorstep, rendered a scene more disgusting than the filth of a pig-sty.” - -Another says, “Schoolhouses, generally, are not furnished with suitable -conveniences for disposing the outer garments of the children, their -dinner-baskets, and other articles. Sometimes there are a few nails in -an outer entry where clothes and dinners may be put, but in such cases -the door is left open for rain and snow to beat in; the scholars, in -their haste to get their own clothes, pull down many more, which are -trampled on. Moreover, the dinners are often frozen, or eaten by dogs, -and sometimes even by hogs.” - - -_Sufferings of Little Children from Cruel and Improper Punishments._ - -In reporting on this subject, the county superintendents mention these -as inflictions not uncommon. Standing on one foot for a long time; -“sitting on nothing,” that is, obliging the child to hold himself in a -sitting posture without any support; holding out the arm horizontally -with a weight on it; tying a finger so high as to oblige the child to -stand on tiptoe; holding the head downward, sometimes causing dangerous -hemorrhages from the nose, or injuring the brain; frightening little -children by threats. Many cases are declared to have occurred in which -permanent injuries have been inflicted by thus straining the muscles, and -torturing the body and mind of little children. - -The following is a description of a scene witnessed at school by one -of the county superintendents in his periodical visitation: two girls, -about twelve years of age, were out of order, and the teacher, without -any warning, sprang across the room and severely flogged both. A little -boy, tired of sitting on his hard seat, leaned over on his elbow; he was -caught by the head, dragged over the desk to the floor, and ordered to -study. A little girl of seven, after one or two admonitions to “tend her -book,” was caught by the arm, dragged on to the floor, rudely shaken, -cuffed on both sides of her head, and then whipped. “I looked around,” -says the superintendent, “to learn the effect upon the other scholars. -I saw no happy faces. There seemed to settle upon the countenances of -nearly all, a cloud of gloom and terror. The school closed soon after, -and the teacher remarked to me, that _he did not punish near as much now -as he formerly did_.” - - -_Moral Injuries inflicted on Children at School._ - -One teacher writes thus: “Where the plastering remains, it is covered -with coal marks, and numerous holes are cut through the writing desks, -while vulgarities and obscenities are not only written, but deeply -cut in the desks and doors.” Of another house he says, “Within and -without are manifest evidences of a polluted imagination. Several lewd -representations are deep cut in the clapboards in front of the house, in -the entry, and even on the girls’ desks, so as to be constantly before -their eyes.” “These things,” he adds, “are but _specimens_ selected from -_scores_.” - -Another writes thus: “I have alluded to the representations of vulgarity -and obscenity that meet the eye in every direction. I am constrained -to add that, during intermissions, ‘certain lewd fellows of the baser -sort’ sometimes lecture boys and girls, large and small, illustrating -their subject by these vile delineations. Many of our schoolhouses are -nurseries of disorder, vulgarity, profanity, and obscenity--nay, more, in -some cases, they are the very hothouses of licentiousness.” - -One single statement, made up from these reports of the county -superintendents, and presented by the head superintendent in his report, -speaks volumes on the neglect of modesty, decency, neatness, and purity. -In the whole state there are six thousand schoolhouses destitute of any -kind of woodhouse or privy; and of the whole number, only about one -thousand have privies provided with separate accommodations for children -of different sexes. - -It appears, also, that though the schools and teachers are fast rising in -character, and that many now are of uncommon excellence, yet that many of -the teachers are notoriously depraved, while intellectual training, in -the majority of cases, is deplorably low, and the moral training still -more defective. - -One superintendent remarks, “Gloomy, indeed, are the impressions made by -our schoolhouses. The lessons of immorality and indecency often taught -there would cause a shudder to thrill every sensitive mind.” Another -says, “There are, I regret to say, many teachers whose morals, manners, -and daily example wholly unfit them for their duties.” Another says, “In -some instances, moral qualifications have been wholly disregarded, and -teachers notoriously intemperate employed.” Says another, “I have found -a number whose language was low, obscene, and sensual, still employed in -teaching.” - -Says another, “If the tastes, associations, and moral sentiments of the -teacher lack elevation and dignity, what literary progress will atone for -examples so pernicious? And yet such are the moral influences shed about -them by many licensed to teach.” - -After presenting all these shocking details, the chief superintendent, in -1844, thus remarks: - -“No subject connected with elementary instruction affords a source for -such mortifying and humiliating reflection as that of the condition of a -large portion of the schoolhouses as presented in the above enumeration. -Only _one third_ of the whole number visited were found in good repair; -another third in only comfortable condition; while _three thousand three -hundred and nineteen_ were unfit for the reception of man or beast. -Seven thousand were found destitute of any play-ground, nearly six -thousand destitute of convenient seats and desks, nearly eight thousand -destitute of any proper facilities for ventilation, and upward of six -thousand destitute of a privy of any sort. And it is in these miserable -abodes of filth and dirt, deprived of wholesome air, or exposed to the -assaults of the elements, with no facilities for exercise or relaxation, -with no conveniences for prosecuting their studies, crowded together on -benches not admitting of a moment’s rest, and debarred the possibility -of yielding to the ordinary calls of nature without violent inroads -upon modesty and shame, that upward of two hundred thousand children -of this state are compelled to spend an average period of eight months -each year of their pupilage. Here the first lessons of human life, the -incipient principles of morality, and the rules of social intercourse -are to be impressed on the plastic mind. The boy is here to receive the -model of his permanent character, and imbibe the elements of his future -career. Here the instinctive delicacy of the young female, one of the -characteristic ornaments of her sex, is to be expanded into maturity by -precept and example. Such are the temples of science, such the ministers -under whose care susceptible childhood is to receive its earliest -impressions. Great God! shall man dare to charge to thy dispensations -the vices, the crimes, the sickness, the sorrows, the miseries, and the -brevity of human life, who sends his little children to a pesthouse, -fraught with the deadly malaria of both moral and physical disease? -Instead of impious murmurs, let him lay his hand on his mouth, and his -mouth in the dust, and cry ‘Unclean!’” - -Let it not be imagined that this picture is peculiar to New-York. The -superintendents of the common schools in Ohio, and even in Massachusetts -and Connecticut, have reported similar evils as existing, to a greater -or less extent, in the schools in their respective states; and if such -things exist in the states where most has been done for education, what -can be hoped for the neglected and abused little ones where even less -is done by law for their comfort and improvement? In view of such utter -destitution of schools in the greater part of our country, and of the -sufferings and neglect endured by little children in other portions, -the inquiry must be earnestly pressed, “What can be the reason of this -deplorable state of things?” - -The grand reason is, the _selfish apathy_ of the educated classes, and -the _stupid apathy_ of those who are too ignorant to appreciate an -education for their children. In those states where no school system is -established by law, the intelligent and wealthy content themselves with -securing a good education for their own children, and care nothing for -the rest. When any project, therefore, is presented for obtaining a good -school system, the rich and intelligent do not wish to be taxed for the -children of others, and the rest do not care whether their children are -educated or not, or else are too poor to pay the expense. - -In those states where a school system is established, parents of -intelligence and moral worth, seeing the neglected state of the common -school, withdraw their children to private schools. And feeling no -interest in schools which they do not patronise, they pass them with -utter neglect. And thus, neither rich, nor poor care enough to be willing -to be taxed for their elevation and improvement. - -Thus, too, it has come to pass, that while every intelligent man in the -Union is reading, and hearing, and saying, every day of his life, that -unless our children are trained to virtue and intelligence, the nation -is ruined, yet there is nothing else for which so little interest is -felt, or so little done. Look, now, to that great body of intelligent -and benevolent persons, who are interesting themselves for patriotic -and religious enterprises. We see them sustaining great organizations, -and supporting men to devote their whole time to promote these several -enterprises, which draw thousands and hundreds of thousands from the -public for their support. There is one organization, to send missionaries -to the heathen and to educate heathen children, with its six or eight -paid officers, devoting their whole time to the object. Then there is -another to furnish the Bible, and another to distribute tracts, and -another to educate young men to become ministers, and another to send -out home missionaries, and another to sustain Western colleges, and -another to promote temperance, and another to promote the observance of -the Sabbath. Then we have an association to take care of sailors, and -another to promote the comfort and improvement of convicts in prisons and -penitentiaries, and another to relieve and ransom the slave, and another -to colonize the free coloured race. All these objects are promoted by -having men sustained by voluntary contributions, who spend their whole -time in urging the claims of these various objects on the public mind, -while almost all have a regular periodical to advocate their cause. But -our two millions of little children, who are growing up in heathenish -darkness, enchained in ignorance, and in many cases, where the cold law -professes to provide for them, enduring distress of body and mind even -greater than is inflicted on criminals in our prisons, where is the -benevolent association for their relief? where is there a periodical -supported by the charitable to tell the tale of their wrongs? where is -there a single man sustained by Christian benevolence to operate for -their relief? - -Let it not be claimed that Sunday-schools meet this emergency. A -Sunday-school cannot, in its one or two short hours, educate a child, or -undo all the fatal influences of six days of idle vagrancy, with their -pernicious lessons of vice and sin. Besides, the Sabbath-school is of -little avail, except where there is a large class of intelligent and -benevolent persons to labour, and such are thinly sprinkled in those -portions of the land where no schools exist. - -The vast proportion of neglected children in our land are never reached, -even by the feeble influence of the Sunday-school. - -And this fatal neglect cannot be palliated by the plea, that the means -employed to sustain other objects cannot be directed to this cause. Why -cannot the press be employed for _popular education_ as efficiently as -for the promotion of temperance, or the support of the Sabbath? Why -cannot men of talents be supported to write and to labour for this cause -as well as for any other? The only thing that can save us is, to arouse -this people from the _fatal apathy_ which is luring them to destruction. -Ministers must preach, agents must lecture, conventions must be called, -discussions must be urged, tracts must be written and circulated, the -political press must be enlisted, and every possible mode of arousing -public attention must be adopted. It must be shown that teachers are -needed as much as ministers, that teachers’ institutions are as important -as colleges, that it is as necessary to educate and send forth “poor -and pious young women” to teach, as it is “poor and pious young men” -to preach. And when the same influence and efforts are directed to -educate our two millions of American children, as are now directed to -establishing missions among the heathen, our country may escape the -yawning abyss now gaping to destroy. - -The American people are sanguine and hasty, careless of peril, and -thoughtless of risk, but, when brought by danger to reflection, they have -first-rate common sense, surpassing energy, and endless resources. And if -they can but be convinced of their danger _in season_, all is safe; but -the work to be done is prodigious, the time is short, and the question -all turns on whether the work will be undertaken soon enough, and with -sufficient energy. - -Look, then, at the work to be done. Two millions of destitute children -to be supplied with schools! To meet this demand, _sixty thousand_ -teachers and _fifty thousand_ schoolhouses are required. Or, if we can -afford to leave half of them to grow up in ignorance, and aim only -to educate the other half, thirty thousand teachers and twenty-five -thousand schoolhouses must be provided, and that, too, _within twelve -years_. The census calculates the children between four and sixteen, -and in twelve years most of these children will be beyond the reach of -school instruction, while other millions, treading on their heels, will -demand still greater supplies. _Sixty thousand teachers_ now needed for -present wants, and thousands, to be added every year for the increase of -population! - -Where are we to raise such an army of teachers? Not from the sex which -finds it so much more honourable, easy, and lucrative to enter the -many roads to wealth and honour open in this land. But a few will turn -from these, to the humble, unhonoured toils of the schoolroom and its -penurious reward. - -It is _woman_ who is to come in at this emergency, and meet the demand; -woman, whom experience and testimony has shown to be the best, as well as -the cheapest guardian and teacher of childhood, in the school as well as -the nursery. Already, in those parts of our country where education is -most prosperous, the larger part of the teachers of common schools are -women. In Massachusetts, three out of five of all the teachers are women. -In the State of New-York and in Philadelphia similar results are seen. - -Women, then, are to be educated for teachers, and sent to the destitute -children of this nation by hundreds and by thousands. This is the -way in which _a profession_ is to be created for woman--a profession -as honourable and as lucrative for her as the legal, medical, and -theological are for men. This is the way in which thousands of -intelligent and respectable women, who toil for a pittance scarcely -sufficient to sustain life, are to be relieved and elevated. This is the -way, and _the only way_, in which our nation can be saved from impending -perils. Though we are now in such a condition that many have given over -our case in despair, as too far gone for remedy--though the peril is -immense, and the work to be done enormous, yet _it is in the power of -American women to save their country_. There is benevolence enough, there -are means enough at their command. All that is needed is a knowledge of -the danger, and a faithful use of the means within their reach. - -And who else, in such an emergency as this, can so appropriately be -invoked to aid? It is woman who is the natural and appropriate guardian -of childhood. It is woman who has those tender sympathies which can most -readily feel for the wants and sufferings of the young. It is woman, -who is especially interested in all efforts which tend to elevate and -dignify her own sex. It is woman, too, who has that conscientiousness and -religious devotion, which, in any worthy cause, are the surest pledges of -success. - -And it is the pride and honour of our country, that woman holds a -commanding influence in the domestic and social circle, which is -accorded to the sex in no other nation, and such as will make her wishes -and efforts, if united for a benevolent and patriotic object, almost -omnipotent. - -To you, then, American women, are brought these two millions of suffering -and destitute children; these “despised little ones,” of whom is written, -“their angels do always behold the face of our Father in heaven;” who are -loved and cared for by the good Shepherd above, so that it were better -for any of us, that we were thrown with a millstone about our necks into -the sea, than that, through our guilty neglect, even one of these little -ones should perish. - -To you, my countrywomen, these little children call, with voices soft as -the young ravens’ cry, yet multitudinous as the murmuring ocean waves. -To you they complain of the filth, and the weariness, and the aching -muscles, and the throbbing head, and the tortured eyes. To you they -lament the degrading scenes and fatal influences, that wither all that -is pure, and sweet, and lovely in childhood and youth. Of you they ask -relief from suffering, and all those blessed ministries that will lead -their young feet to usefulness and happiness on earth, and to glory, -honour, and immortality on high. Ah, surely their supplications will be -heard, and speedy relief will be found! - -_How_, then, can American women act for these children, and thus for the -salvation of their country, in an emergency like this? - -Before answering this question, it is needful to consider that the -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. - -Let us hear the conclusion of the whole matter. Fear God and keep his -commandments, for this is the whole duty of man. - -For God shall bring every work into judgment, with every secret thing. - -O Lord, to us belongeth confusion of face, because we have sinned against -thee; neither have we obeyed the voice of the Lord our God, to walk in -his laws which he set before us. - -To the Lord our God belong mercies and forgivenesses, though we have -rebelled against him. - -For thou art the Lord, the Lord God, merciful and gracious, long -suffering, and abundant in mercy and truth. Therefore will we trust in -thee. - -To the only wise God, our Saviour, be glory and majesty, dominion and -power, both now and ever. Amen. - -_Or this_: - -O Lord, my God, thou art very great; thou art clothed with honour and -majesty: - -Who coverest thyself with light as with a garment, who stretchest out the -heavens like a curtain. - -Who layeth the beams of his chambers in great waters, who maketh the -clouds his chariot, who walketh upon the wings of the wind. - -Lord, who shall abide in thy tabernacle who shall dwell in thy holy hill? - -He that walketh uprightly and worketh righteousness, and speaketh the -truth in his heart. - -He that backbiteth not with his tongue, nor doeth evil to his neighbour, -nor taketh up a reproach against his neighbour. - -In whose eyes a vile person is contemned; but he honoureth them that fear -the Lord. - -He that sweareth to his own hurt, and changeth not. - -He that doeth these things shall never be moved. - -O Lord, thou hast searched me and known me. - -Thou knowest my down-sitting and my up-rising; thou understandest my -thoughts afar off. - -Thou compassest my path and my lying down, and art acquainted with all my -ways. - -For there is not a word in my tongue, but lo, O Lord, thou knowest it -altogether. - -Thou hast beset me behind and before, and laid thine hand upon me. - -Such knowledge is too wonderful for me; it is high; I cannot attain unto -it. - -I will praise thee, for I am fearfully and wonderfully made; marvellous -are thy works, and that my soul knoweth right well. - -Search me, O God, and know my heart; try me, and know my thoughts; - -And see if there be any wicked way in me, and lead me in the way -everlasting. - -Now unto the King, eternal, immortal, invisible, the only wise God, be -honour and glory now and forever. Amen. - -Next, the children may be required to bring texts in reply to such -questions as these: - -Who is Jesus Christ? - -For what did he come into this world? - -What is the character of Jesus Christ? - -What has he done for us? - -What does he require of us? - -What is to be the condition of those who are wicked after death? - -What is to be the condition of the good after death? - -How are we to escape from the portion of the wicked after death? - -How are we to gain the rewards of the good after death? - -Some such question can be given each morning; and the children can be -required to learn a text from the Bible, which will answer this question, -to repeat the next morning. If they are too young to find it themselves, -they can be required to ask the aid of their companions who are older, -or of their friends at home. - -The being, character, and works of God, the feelings and duties owed to -him, and our relations and duties in reference to a future state, are the -topics which usually are classed as _religious_ instruction. - -_Moral training_ commonly is understood as relating to the duties we -owe to ourselves and to our fellow-creatures. In this department the -following methods could be adopted: - -Each morning, some one of such practical texts as the following could -be given out for the children to reflect on through the day, and in -reference to which, they can be required to seek from books, or from -their friends, some cases in which this command of God is either obeyed -or disobeyed. - -“Thou shalt love thy neighbour as thyself.” - -“Whatsoever ye would that men should do to you, do ye even so to them.” - -“Recompense to no one evil for evil.” - -“Forbear one another, and forgive one another, if any one have a quarrel; -as Christ forgave you, so also do ye.” - -“Bless them that curse you; bless, and curse not.” - -“If thine enemy hunger, feed him; if he thirst, give him drink.” - -“Put away _lying_, and speak every one truth with his neighbour.” - -“Put on humbleness of mind, meekness, long suffering.” - -“Be followers of Christ, who did no sin, neither was guile found in his -mouth; who hath left us an example, that we should walk in his steps.” - -When such texts are given out, their spirit and meaning should be -illustrated by example, and then the children should be required to learn -the text, and next morning to bring some case to illustrate the violation -of, or obedience to this rule. - -But it is not sufficient to give children clear views of duty, and store -their memories with the precepts enforcing their duties. - -The teachers should keep a strict watch over the children, and whenever -any conduct or disposition appears, that violates these rules, they -should be pointedly applied. _A precept from the Bible_ should be -employed to counteract whatever bad disposition or bad conduct is -observed. - -For example, if a child complains that a companion has defaced his -booklet the faulty child be called up, and made to repeat the command -of God which he has violated: such as, “Whatsoever ye would that men -should do to you, do ye even so to them.” If a child has taken a pen -from his companion without leave, take occasion, on reprimanding him, to -set before the school the evil and danger of pilfering. Enlarge on the -nobleness of strict honesty and uprightness. Show that the evil is not so -much the loss of property by the owner as the _bad habit_ induced in the -pilferer, which may lead at last to the dungeon and the gallows. - -Again, if a child is found to be _prevaricating_, or using _any kind_ of -deceit, require him to repeat the commands of God, “Thou shalt not bear -false witness.” “Lie not at all.” “Lying lips are an abomination to the -Lord, but they that deal truly are his delight.” - -Then set forth lying before the school, as what should be held in -universal abhorrence; show the importance of _truth_, as indispensable -to the existence of society and the happiness of all beings; show how -any kind of attempts at deceit weakens the habit of truthfulness, and -certainly will lead, at last, to lying. - -When it is needful to punish, endeavour to select a penalty that will -have a good effect on the school, instead of one that will awaken -sympathy for the offender. When a child is _whipped_, in many cases, his -cries excite pity and sympathy, and often indignation at the teacher. -But if, when a child has broken the laws of God, the teacher sets forth -the evil of the sin, and then takes some such precept as this, “Withdraw -thyself from every brother that walketh disorderly,” as his directory in -requiring all the school to be separate from him, shutting him out from -the play-ground, and depriving him of the usual period of recess until -the delinquent appears penitent and anxious to do well; then the teacher -appears to the school as acting by Divine authority, and for the good of -the whole. - -There are many sins against such commands of God as these: “Let all -things be done decently and in order.” “Whatsoever things are lovely and -of good report, think of these things.” “Be ye courteous.” The violations -of the rules of politeness, of neatness, and of order, come under these -precepts, and school is the place, above all others, where such faults -should be checked. Throwing down hats and caps, abusing clothes, tearing -books, defiling desks with ink, cutting the benches, marking the walls, -are faults which ought to be noticed as disobedience to these rules. -So, also, rude language, calling nicknames, teasing and frightening -companions, mocking the aged, or deformed, or lame, cruel treatment of -birds and other animals, injuring trees, and many similar practices, -should be checked by appeals to the Word of God. - -In addition to this, let the _benefits_ of refined taste and good -breeding be set forth by specific examples. Show the consequences where -the children of a community are rude in the streets, abuse and injure -fences, milestones, graveyards, and fruit-trees, and then set forth -the advantages of _street_ politeness, of the care of our neighbours’ -property, and of all that belongs to the public. - -In all efforts to lead children to benevolent feelings and conduct, it is -very important to set before them the example of Jesus Christ, appealing -to their feelings of gratitude and love. - -If a child frets at being obliged to serve another, let him be reminded -that Jesus Christ has done far more for him, and that he came into this -world to set us an example, that we should walk in his steps. - -While it is indispensable to notice and reprove faults, it is no less -important to notice and approve whatever is commendable in children. And -much care should be taken to observe whatever is right, for it is much -easier and much better to govern by motives of pleasure rather than those -of pain. - -Whenever, therefore, any cases are observed of kindness, firmness, -patience, truth, and faithfulness, let them be spoken of, not in such -a way as to awaken vanity, but simply with approbation as _right_, and -worthy of imitation. - -For example, if a child gives up some gratification in order to relieve -some poor companion, or furnish a destitute schoolmate with clothes or -books; if a child has aided or defended a companion when laughed at, or -ill-treated; if another has found some tempting article, and, instead of -secreting it, has sought out the owner and returned it; if, when insulted -and provoked, another has refrained from angry words and all retaliation; -if another has refused to believe evil of a companion, and endeavoured -to stop an injurious report; if another has taken care to preserve his -own premises from filth and disorder, and protected the schoolhouse and -play-ground from abuse; let all such actions be presented to the school -as good, and worthy of imitation. Commendation not only encourages and -animates those who do well, but inspires the desire to imitate in others. - -In cases where a teacher assumes the care of a school where there are -many children who have formed bad habits, it is very important that he -should imitate Christ in his feelings and deportment towards sinners. In -such a case, it is very important to convince his pupils that, however -bad they are, he is still their friend, and ever ready to do them good. -He should state to them that he is aware that they have formed bad -habits, and that the labour of curing them is great and difficult. He -should carefully notice all _attempts_ to do better, and where there are -efforts made to improve, occasional failures should be spoken of with -words of kindness, sympathy, and encouragement. - -And all teachers need to be careful not to be so frequent in finding -fault, and so severe in manner as to produce the feeling of hopelessness -in efforts to please and satisfy. When a child feels that, however -earnestly he may try to do right, he has such bad habits already formed -that he shall not succeed so as to please his teacher, all motive for -exertion ceases, and he becomes reckless and hardened. - -The great art of curing faults is, so to secure the affection and -confidence of a child, that he shall be a cheerful co-worker with his -teacher, assured of approbation in success, and of forbearance and -sympathy in any failure. - -In cases where the morals of a school are very bad, it will be wise for a -teacher to let many things pass unnoticed that in a better community he -would reprove. - -Some one, two, or three rules of duty can be presented at a time, and -diligent efforts be made to remedy habits which violate these rules. -When some gain has been made on these points, then one or two more can -be added, and thus a _gradual_ advance will secure far more success than -attempting everything at once. - -There are many ways of rendering the Bible interesting to children, -which should, if possible, be introduced into common schools. Some of -these will be mentioned. - -When reading the historical parts of the Old or New Testament, a large -map of Palestine and the other countries spoken of in the Bible, -should be suspended before the school, and all the places mentioned be -pointed out. There are large maps of this kind to be obtained of the -Sunday-school Union. - -There is also a cheap chart of history prepared by a Mr. Lyman, which -is most excellent for aiding in the study both of sacred and profane -history. It is so made that it can be hung conveniently around the wall -of a schoolroom, and is so large, that children can read the names and -events while sitting in their seats. - -Besides these articles, there are large drawings to be obtained of -the tabernacle and all the articles spoken of in the Pentateuch, and -others, also, that illustrate the manners and customs, dress, furniture, -and dwellings of the Israelites, and the scenery of Palestine. These -pictures, employed to illustrate the history of the Bible, would give -wonderful interest to the exercise of reading it. It is hoped that, ere -long, gentlemen of wealth will begin to endow _common schools_ with such -useful apparatus, instead of confining their benefactions exclusively to -higher seminaries. - -In reading the Bible in schools, the following method will be found to be -both useful and interesting: Let the teacher, by the aid of Townsend’s -Bible, arrange a regular course of Bible history chronologically, -selecting only such chapters as will carry on a connected and complete -history. This can be read aloud by the children in portions each morning; -and by the aid of the maps, pictures, and charts, a vivid interest can be -imparted to the exercise, while, at the same time, opportunities will be -given to the teacher to notice incidents that convey moral instruction. - -After this course is completed, then the teacher can prepare a course of -_biographical_ reading, arranged in chronological order, and use this -opportunity also to point out the moral instruction to be found in these -histories of individuals. Next, he might arrange a course embracing the -didactic portions of the Bible, combining in one course of reading all -the moral precepts; and while this is going on, he can collect anecdotes -to relate to the school illustrating these precepts. Lastly, he might -make a selection of the poetry and other rhetorical beauties of the -Bible, and, while this is being read, point out the inimitable sublimity -and beauty of the ideas and the style. The Introduction to the Study of -the Bible by Horne, the larger edition, and Lowth on Hebrew poetry, are -works which would greatly aid a teacher in such a course of Biblical -instruction.[2] - -In this course of moral training, it will be seen that there is nothing -sectarian, and nothing which would be objected to by any but those -opposed to the use of the Bible in schools, and to all religious and -moral training. In such cases, it would be proper to adopt the following -course: - -It could be stated to the objector, that in this country it is _the -majority_ that must decide every question not already settled by the -Constitutions of the state or nation. That, in regard to the question of -moral and religious training in the schools, the people are free to use -their own judgment. That where the majority wish to have such training a -part of school exercises, they have a right to require it. But in cases -where persons object to having their children so trained, the majority -have no right to insist on it. In order to avoid this, in every case -where a parent requests it, his children can be allowed to leave the -schoolroom while these exercises are going on, to study, or to perform -some other school duty. Or if this is inconvenient, they can be allowed -to come half an hour later, and then remain half an hour longer, after -the others are dismissed. No man could object to such an arrangement -without violating the first principle of our democracy, by demanding that -the _minority_, and not the _majority_, shall be accommodated in this -matter. - -Now is it not practicable for every woman, who attempts to promote the -_proper_ education of American children, to use whatever influence she -may have with parents, or teachers to secure such a course of moral -training in the schools in her own vicinity, as is here indicated? Let -every woman _try_ what she can do to promote this important object. - -American woman, whose eye may be resting on this page, are you willing -to commence an effort to aid in saving your country from the perils of -ignorance? Are you not spending more time in adorning your person, your -children, or your residence, or in social enjoyments, or in providing for -the gratification of the palate, than you have yet given to this cause? -Can you continue this unchristian, unpatriotic apportionment of time, -without an upbraiding conscience? Do you say that already you have more -to do than you can properly perform? But, in the list of your pursuits, -are there not some that are of far inferior consequence to this, which -it would do no harm to curtail, and thus gain time for this? Do you not -spend time and money for articles of dress, or ornaments, or in social -intercourse, or for needless luxuries, that you might, without any evil, -give up to this object? - -Do you say that you can do but little, and relieve yourself from -obligation because it is so little? Suppose each drop of rain should urge -this plea, and thus delay to refresh the fields? Is not every great and -good work accomplished by _a union of many little influences_, and as -much so in the moral as in the natural world? - -Are you dwelling in those parts of our land where most is done for -education, and comforting yourself that at least you and yours shall -escape in safety? But how can you tell that in five or ten years either -you, or those you love best, will not be the other side of the Alleghany, -and in the most destitute portion of the nation? The changes of fortune, -the pursuit of wealth, the mutations of matrimonial connexions, utterly -forbid any reliance on permanency of residence. - -And how can one portion of this nation suffer and the other escape? Is -not the vast River Valley, whatever may be the character of its millions, -to hold the controlling power of our nation? If any portion of the fair -West be tortured with civil commotion and lawless rage, will not every -groan re-echo from the maternal heart of New-England and New-York, whose -sons and daughters are dwelling on every prairie and in every valley of -our land? - -Mother, whose hands are so busy in ornamenting your darling child; -Sister, whose fingers fly so swiftly over the canvass or lace; Daughter, -so earnestly engaged in preparing your elegant habiliments, look back to -that beautiful daughter of emperors, that sister of kings, that mother -of princes, brought to her palace-home amid a nation’s transports, the -welcome bride of the nation’s heir. - -Again, on the birth of her first-born, hear the triumphant pæan re-echoed -across the ocean, sung by the very children in our streets, and in the -memory of many now on the stage: - - “A Dauphin’s born! let cannon loud - With echoes rend the sky; - All hail to Gallia’s King! - Columbia’s great ally!” - -And thus the great English orator of that day describes her: “It is now -sixteen or seventeen years since I saw the Queen of France, then the -Dauphiness, at Versailles: and surely never lighted on this orb, which -she scarcely seemed to touch, a more delightful vision! I saw her, just -above the horizon, decorating and cheering the elevated sphere she just -began to move in, glittering like the morning star, full of life, and -splendour, and joy. Little did I dream I should have lived to see such -disasters fall upon her, in a nation of gallant men, in a nation of men -of honour and of cavaliers. I thought ten thousand swords would have -leaped from their scabbards to avenge even a look that threatened her -with insult.” - -Look, now, through those prison bars. There, pale and mournful, upon a -pallet of straw, rests one for whom the splendours of Versailles scarcely -seemed enough. Her once bright locks, even in youth, are gray with fear -and sorrow. She is in solitude; her husband in one cell, and her weeping -children, torn from her and placed with brutal keepers, in another. And -now her husband is borne forth to a bloody death. Again her prison doors -unclose, and she comes forth, seated on the fatal car, her hands tied -behind her back, surrounded by thousands, who shout with malignant joy as -the fatal guillotine terminates her woes. - -See that last and most innocent sufferer, the poor little Dauphin, -every tender feeling crushed, deliberately instructed in vice, doomed -to disgusting and degrading services, and, ere long, cruelly starved to -death! - -American mother, wife, sister, daughter, the same earthquake is trembling -under your feet! If such an awful period agitates any portion of this -land, it will be those raised by wealth and station as the objects of -popular envy, who must first meet the storm. You sit now in peace and -plenty; you spend your time in elegant pleasures, and, while absorbed in -selfish enjoyment, you forget the young and destitute growing up around -you. And as you embroider the flower, and twine the silk, and fold the -riband, they are learning to sharpen the dagger, and twine the cord, -and plant the cannon. Within a stone’s throw of that smiling child with -golden locks, who now absorbs a mother’s thoughts, may be growing up, in -the darkness of ignorance and vice, the very hand that, at some awful -crisis, will grasp those locks in rage, and plant the dagger in that -happy bosom. - -And when, in some after hour of terror and distress, when the roar of -musketry is heard, shooting down father and husband, and brother and -friend; when the bells are tolling, and the drums beating, and the wife, -mother, and daughter behold those they love best girding to meet the -violators of law; when they catch the parting expression of flushed -excitement, or stern determination, or serious foreboding, as the loved -one departs, perhaps to be returned a breathless corse--then, in the hour -of anxious solitude, will the solemn inquest be made for those ruffian -minds, ruined by neglect; and the voice of the Lord God will be heard, -walking in the trees of the garden, demanding, “Where is thy brother?” -And the trembling response, “Am I my brother’s keeper?” will meet the -stern rebuke, “What hast thou done? the voice of thy brother’s blood -crieth unto me from the ground.” - -But why appeal to motives of fear and danger? Alas! those thousands and -millions of neglected little ones in our land, they know not their wants -or their danger, or they would raise their supplicating hands. Is there -anything more appropriate than that gentle woman should be invoked to -their aid? Is there anything more beautiful, more heavenly, than that -she should spend her time, and thoughts, and means to rescue them? What -is it that you would enjoy the most in after days, gazing at the fading -beauties you have wrought in canvass, muslin, or lace, or looking around -on the intelligent, useful, happy minds you have been instrumental in -training, and who will rise up and call you blessed? True, you cannot -gain this rich reward without some self-denying toil and persevering -effort. But is it not worth the labour? - -And when your eye is closing on earth, and the memories of the past are -hovering around your pillow, who do you wish should meet your dying eye, -the haggard faces of those ruined by your neglect, or the grateful smiles -of those you have toiled to bless, who will bear you in their love and -prayers, like seraph’s wings, to the opening gates of heaven; who will -shine forever as stars in your crown of rejoicing? - -And into that world of perfected benevolence and joy, who is it that -shall enter and go no more out? It is those who, in this world, have -followed the footsteps of Jesus Christ; who have lived, not for -themselves, but for others; who, like him, have _denied themselves daily_ -to promote the salvation of the lost. Is not Jesus Christ presented as -the bright and perfect example of _self-denying benevolence_, and is it -not written, “If any man have not the spirit of Christ, he is none of -his?” - -Oh, ye who are appointed by Him, who toiled for your salvation, to go -forth and rescue these little ones, what saith your great Exemplar? “Ye -are the light of the world; and if the light _in you_ be darkness, how -great is that darkness!” - -Where, then, are your golden lamps? Whom will you guide to the light and -liberty of his presence? Awake, from the dream of thoughtless pleasure! -Awake from the reveries of selfish care, and save yourselves and your -country, ere it be forever too late! - - - - -A PLAN PROPOSED. - - -It is the object of what follows, to enable every woman, who wishes -to do something for the cause of education and her country, _to act -immediately_, before the interest awakened is absorbed by other pursuits. - -The thing to be aimed at is, the _employment of female talent and -benevolence in educating ignorant and neglected American children_. - -In order to give an idea of what _needs_ to be done, and of what _can_ be -done, some facts will be stated of which the writer of this volume has -personal knowledge. There are, in all parts of this country, women of -education and benevolence, and some of them possessing wealth, who are -longing for something to do, which is more worthy of their cultivated -energies than the ordinary pursuits of women of leisure. There is a -still greater multitude of women of good sense and benevolence, who, if -educated, would make admirable teachers, but who now have no resource -but the needle and the manufactory. It is melancholy to see, in all -mechanical trades where woman’s labour is available, how many thousands -are following pursuits, many of them injurious to health and to morals, -and none of them qualifying a woman, in any respect, for future domestic -duties. - -In the schoolroom, or at domestic service, a woman is learning to train -children, and to perform domestic duties properly, but in the workshop -and manufactory, she follows a monotonous toil, useful neither to -body nor mind, often injurious to both, and forming habits and tastes -disqualifying her for future domestic duties.[3] - -On the other hand, in all parts of our country, especially at the West, -there are multitudes of flourishing towns and villages willing and -anxious to have good schools, and able and ready to support them, but -unwilling to do anything to sustain the miserable apology for teachers -within their reach. And still broader regions are to be found, in every -direction, not only without good teachers, but in many cases without any -desire for schools of any kind. Our _two million_ destitute children are -an appalling proof of this destitution and apathy. - -Now, there are hundreds and thousands of enterprising, benevolent, and, -many of them, well educated women, who would rejoice to go forth as -_missionary teachers_ to these destitute children. Such women, by their -influence, not only in their schools, but in the village around them, -could do almost as much as a missionary, and at far less expense. For a -woman needs support only for herself, a man requires support for himself -and a family. And there are multitudes of such women, sighing over our -destitute country and wishing to be sent forth on such a service, and yet -they know of no way to secure the object of their wishes. - -In the Catholic Church, a wisdom is shown on this subject, which -Protestants as yet have not exhibited. In that Church, if a lady of -wealth and family is led to devote herself to benevolent enterprises, -a post is immediately found for her as Lady Abbess, or Lady Patroness, -or Lady Superior, where she secures the power, consideration, and rank, -which even ambition might covet. There is now a Catholic institution -in one of our principal western cities, known to the writer, which is -superintended by a lady of rank and family from Belgium, and which is -only a branch of a still larger institution in Belgium, over which -another titled lady presides. And there are several other ladies of -family and fortune from Europe, who are spending their time and wealth -in gathering American children into the Catholic Church. Meantime, all -women of humbler station have places provided, as _Nuns_ or _Sisters of -Charity_, where they can spend their benevolent energies in honoured -activity. The clergy, having no families to occupy their time, devote -their whole attention to the extension of their faith _by schools_ as -well as by _planting churches_. To these instrumentalities are added -the _Jesuit_ establishment in this country, expressly devoted to the -interests of education, with the head Jesuit for the West stationed in -Cincinnati, to supervise and promote all plans for education. He is a man -of winning manners, great policy, untiring industry, and, so far as human -eye can see, honestly and sincerely devoted to the cause he has espoused. -Under his watchful eye, no energy, or benevolence, or skill is ever -lost, but all is husbanded and skilfully directed. - -But among Protestants there is no system or organization instituted, thus -to secure and employ the benevolent energies of the female sex in the -cause of education. If a woman finds it in her heart to turn missionary -and go away from her country to instruct the _heathen_, in most cases, -every facility is provided, and public sentiment urges and encourages her -efforts, and she knows to whom to apply for support and encouragement. -But let a woman become interested _in her own country_, and earnestly -desire to labour for destitute American children, and no such means, or -facilities exist as make it suitable, or practicable to undertake. Among -Catholics, let a woman of family and fortune talk of going to the West -to teach, and she instantly is lauded as a saint; bishops, priests, and -Jesuits are at her side to encourage and aid, and honour in life and -canonization at death are her sure reward. But let a Protestant woman of -wealth and high standing express a wish and intention to go to the West -to teach, and it would be regarded by most of her friends and associates -as a mark of oddity--a deficiency of good sense. Family friends would -oppose, acquaintances would sneer, a few would faintly approve, no -individual and no body of men could be found, whose appropriate business -it is to aid, and so many obstacles would oppose, that, in most cases, -it would really be Quixotic to encounter them. And women in humbler -circumstances find almost as insurmountable obstacles; they know of -no place where they can go, it is the business of no one to aid them, -they know of no one to whom to apply for assistance, and thus it is that -hundreds and hundreds of women, abundantly competent to act as missionary -teachers, are pining in secret over wasted energies, which they are -longing to spend in the most appropriate duty of women, the training of -young minds for usefulness and for Heaven. It may be replied, that in -the Catholic Church women take vows of celibacy, which alone can enable -them thus to act for the cause of education, and that no such efficient -action for education can be anticipated from Protestant women, whose -religious faith opposes rather than encourages this sequestration from -domestic alliances. A few facts will serve to show the fallacy of this -impression. A lady of New-England, who for a number of years conducted a -large female institution, furnishes this as the result of her experience. -During nine years, four hundred teachers went out from this institution. -Of these, _eighty-eight_ went to the West and South. At the end of -these nine years, of the _eighty-eight_ who went to the West and South, -_sixty-four_ (which is more than three fourths) _continued as teachers_. -Twelve of these continued teachers after marriage. During three years of -this time, a society connected with this institution was in operation to -aid young women in educating themselves to be teachers. This assistance -was in the form of a loan, which at no time was to exceed _two hundred -dollars_ to any one individual, and this loan was to be returned -whenever it was practicable. The society remitted the debt in cases where -it was not. Means were also provided for the appropriate protection and -location of these teachers. The number who in three years received aid -was _forty-three_, and the sum of $4340,00 was loaned for this purpose. -_Twenty-four_ of these, in the space of eight years from the first loans, -refunded from their own earnings all that was loaned. Eight refunded in -part. The remainder did not refund within the eight years, but all who -were not sick or dead were expecting and aiming so to do. - -A clergyman, who for a number of years was a travelling agent for one -of our benevolent institutions, and who felt an interest in discovering -the results of the above effort, stated it as his conviction, that no -college in our country had, in the same period, done more for the cause -of education and religion in our land than this institution had done by -sending forth its female teachers. Many other similar facts could be -stated, showing that there is even a greater chance of permanent results -in employing _a given sum_ for the education of female teachers, than for -the education of young men for the ministry. - -The lady who conducted this institution, and furnished these facts, also -stated, that at all times the number of those desirous of qualifying -themselves for teachers, and who would gladly have obtained loans for -this end, was far beyond the means the society could command, while -the demands sent on to this institution for teachers, from the South -and West, was altogether more than could be supplied; thus showing -that there were places demanding teachers, and teachers seeking for -places, and no adequate instrumentality in existence for meeting these -reciprocal demands. In the Eastern States, it is the testimony of school -committees, and others employed in selecting teachers, that _crowds_ of -female applicants are constantly turned aside, not because they are not -qualified, but because the number of applicants greatly exceeds that of -the vacancies. - -Another lady, who had conducted a large female institution in -New-England, made an attempt to aid women of education and benevolence, -who were anxious to act as teachers, and wished for aid in finding a -proper location. The failure of health interrupted her efforts, yet, with -a very limited inquiry, _more than a hundred_ women of appropriate spirit -and qualifications were _immediately_ found, anxious to avail themselves -of such aid; while the rumour of such an effort, for two or three years, -brought letters to her from all parts of the country, asking assistance, -some of them in the most moving terms. - -By the census, it appears that the excess of female population in -New-England over that of the other sex is more than 14,000. From -extensive inquiries and consultation, the writer believes that _one -fourth_ of these women would gladly engage as teachers; that a large part -are already qualified, and that the others could be fitted for these -duties at an _average_ expense of two hundred dollars each. - -Another fact will be mentioned to show _the waste_ of female talent and -benevolence for want of some _organized agency_ which secures men whose -_business_ it is to attend to the interests of education. - -A lady, who had conducted a large female institution in New-England, -removed to one of the largest western cities, and, in connexion -with several other ladies of experience and reputation, established -an institution, which they designed, eventually, should become an -institution for the preparation and location of female teachers, with a -school connected with it, supported by the citizens, which should serve -as a _model school_. It was hoped that, when the teachers had gained -public confidence at the West, as they had done at the East, funds would -be furnished, both at the East and West, which would enable these ladies -to say to hundreds of their countrywomen interested in the effort, “Here -is a resort for you, where you may qualify yourselves to be first-rate -teachers, and be _aided in finding a location_ in the many flourishing -but destitute towns and villages of the West.” - -The school was abundantly patronised, and successfully conducted. The -ladies then applied for a fund of some $30,000, given for purposes of -education, by a gentleman of that city; and not specifically devoted to -any particular object. The trustees of this fund voted to devote it to -this enterprise, if the citizens would raise $15,000 for a building. -The citizens manifested all appropriate interest, so far as kind words -and liberal offers were concerned. Two gentlemen subscribed a thousand -dollars each, and several five hundred each, and nothing was needed -_but a person properly qualified, who should devote himself to the -enterprise_. The ladies conducting the school, with failing health and -many cares, could not carry forward such an effort, and no _man_ could -be found to devote himself to it. The result was, that the Catholic -bishop bought the building occupied by this school for a Catholic female -institution. No other suitable building could be hired. The hard times -came on, and funds could not be raised to build one; and thus, with -tears of bitter disappointment, the school was given up, and the whole -enterprise failed, and simply because it was _the business_ of no person -to attend to the general interests of education. Had these ladies turned -Catholics, bishops, priests, Jesuits, and all their subordinates, would -have been devoted to their cause, and rich funds from foreign lands would -have been laid at their feet. As it was, in a wealthy and most liberal -Protestant city, where _four_ of the largest establishments in its bounds -have been purchased for _Catholic_ institutions of education, and two of -them for females, a _Protestant_ institution, conducted by four female -teachers of established reputation, passed away for want of suitable -accommodations. Meantime, in that same city, the agents of various -benevolent societies took up liberal contributions for the heathen, -for slaves, for drunkards, for sailors, for convicts, for colleges -(both in and out of the city), for the education of young men, for the -distribution of Bibles and tracts, and for many other objects; because -_men are supported, by voluntary contribution_, to give their whole time -to these objects. - -There is no just foundation for the remark not unfrequently made, that -the Catholic Church contains more _self-denying_ benevolence than other -communions, while _sisters of charity_ and _nuns_ are pointed out -as illustrations. There are hundreds and thousands of women in this -Protestant land, who, without the mistaken principles, possess all -the self-denying benevolence which, in Catholic communities, leads to -cloistered vows. The writer, after extensive inquiries in almost all the -free states, believes it would be far within the bounds of moderation -to assert that, if any responsible persons would pledge the pecuniary -means and appropriate protection, five hundred benevolent women could be -found _in less than one month_, with all appropriate qualifications for -_missionary teachers_. Some of these are possessed of wealth, and still -more command a pleasant home, with all the comforts of competence and -the best society; yet they would joyfully encounter the privations of -missionary life in efforts to save their country, could any _appropriate_ -method be devised. - -These allusions to the aid and encouragement offered to benevolent women -in the Catholic Church are not designed to be invidious. Whatever class -of religionists conscientiously hold, that there is no safety from -eternal ruin but in their church, not only _Christian_ benevolence, but -common humanity should impel them to all possible efforts, to gather -every human being into their communion. And it is feared that Protestants -do not always make sufficient allowance for this consideration. - -The wrong lamented is, not that Catholics act consistently with their -faith, but that Protestants do not offer the same aid and encouragement -to benevolent Protestant women, who are so earnest in their desires to -devote time and talents, and, in some cases, wealth, to the salvation of -the children of our country. - -In view of these facts, it is now proposed to attempt to raise means -for educating destitute American children, by the agency of women of -education and benevolence, who wish to engage in the work; and for -supporting at least one gentleman of suitable character and influence, -whose time shall be wholly devoted to this enterprise. - -The first thing which will be attempted will be to select, from those who -are desirous to engage in such a service, a certain number of those who -are best qualified by education, energy, discretion, and self-denying -benevolence, and who are willing to be stationed, under the protection -of some adjacent clergyman, in places where there are neither churches -or schools, assured of nothing more than is allowed to home and foreign -missionaries, namely, a proper mode of conveyance and location, and _a -simple support_, secured by some responsible persons. - -A small beginning will be made, under the supervision of a committee of -six gentlemen, one from each of six different Protestant denominations. -The following gentlemen have consented to act as such a committee until -more permanent arrangements can be made. - - Rev. Dr. ELLIOT, Cincinnati. - Rev. Dr. LYND, ditto. - Rev. JAMES H. PERKINS, ditto. - Rev. Dr. M’GUFFEY, ditto. - Rev. Dr. STOWE, ditto. - Rev. Bishop SMITH, Louisville, Kentucky. - -As soon as means are raised sufficient to support a gentleman who shall -devote himself to this object, the above committee will endeavour to -organize a Board of Managers, consisting of an equal number of gentlemen -from each of the principal Protestant denominations, who are resident -in different sections of the country, and possess general confidence. -This board will then appoint an Executive Committee, Treasurer, and -Secretary, to superintend and perform all the business connected with -this enterprise, who shall be located either in New-York or Cincinnati. - -In order to aid in raising funds for this object, a method is proposed, -which will enable every woman who feels an interest in the effort, to -contribute, at least a small sum, to promote it. - -Two works are now issued by the largest publishing house in the country, -which, it is believed, will prove useful and interesting to every -American woman. An account of these works and the terms of the contract -will be found at the close of this volume.[4] It will be seen that these -terms are very favourable, and involve no hazard of loss. These works -will be put into the market and be sold at ordinary prices. _Half the -profits_ (after paying a moderate compensation to the author for the -time and labour of preparing them, the amount to be decided by the above -gentlemen) will be devoted to this object, and as the works are of a kind -that will always be useful, a large sale would secure both a present and -future income. - -Any woman, then, who is desirous to aid in promoting this enterprise, can -do so by requesting some bookseller in her vicinity to send for these -works, and then purchasing them herself and using her influence to induce -her friends to do the same. Still more will be effected by securing -notices of these works in newspapers and other periodicals. - -Should means be obtained sufficient, to secure the services of a suitable -gentleman, the following measures are suggested as what might be -attempted. - -In the first place, an effort could be made to secure committees of -ladies, of each denomination, in all our principal cities, who shall -agree to act simultaneously, on some uniform plan, and, if need be, keep -up a correspondence in order to secure this result. Such committees might -exert themselves in one, or all of the following ways: - -They could, firstly, aim to secure the aid and co-operation of the -conductors of the periodical press, literary, political, and religious. -The gentleman who engages in this enterprise, could write, or cause -others to write, articles calculated to arouse the public mind in regard -to popular education. These articles could be transmitted to all the -affiliated committees in every part of our land, and by their influence, -be inserted in most of the newspapers, or other periodicals within their -reach. Thus a steady and most powerful influence would be brought to -bear on the public mind. _The people_ would be aroused, and through the -people, the _legislatures_ might be led to energetic and appropriate -action. And then, as fast as schools are formed, female teachers will be -in demand. - -These committees, if it is deemed proper, might also address private -letters to clergymen of their several denominations, asking aid and -advice. Next to the press, the pulpit is the most effective engine of -moral power, and, happily, the clergy of this nation have ever been among -the most ardent and active friends of education, and the warm supporters -of almost every benevolent enterprise. An appeal to them for aid must -secure happy results. - -Another method, which such committees could adopt, would be, to make -personal appeals, both to ladies of large means and to those, also, of -smaller ability, for subscriptions to aid in educating and locating -female missionary teachers. Such subscriptions, however, cannot be -successfully sought until some body is organized, consisting of gentlemen -of various denominations, who possess public confidence, and who shall be -properly authorized to receive and appropriate subscriptions. - -Another and most important measure could be prosecuted by these -committees. At the East, where there is a superabundance of teachers, -and of women who could speedily be qualified to teach, such committees -could act in selecting the most suitable women of their own denomination -to receive the aid provided; and the _number_ might be regulated by the -relative amount of subscriptions in each denomination. - -At the West, such committees could aid in providing schools for those -sent out, a suitable escort, a proper home, and the advice, sympathy, and -aid that would be needed by a stranger in a strange land. - -Were such committees known to be in existence at _the East_, they -speedily would be addressed by multitudes of intelligent and benevolent -women, seeking aid in their efforts to gain opportunities to impart -knowledge and salvation to the perishing _heathen_ children in our own -land. - -Were such committees in existence at _the West_, and their eyes directed -to the desolate regions of ignorance around them, they would soon find -their warmest energies enlisted in gathering outcast lambs into the fold -of safety, to be trained and guided to heaven. - -To impart a more vivid idea of the wants which are to be met, and of -one of the first objects to be aimed at, in the efforts proposed, some -incidents in the experience of the writer will be narrated. - -In a small village, less than thirty miles from one of the largest cities -of the West, the writer once stopped to dine. Several children were -playing about, when the following conversation took place: - -“Is there any school in this place!” - -“No, madam; it is a good while since we have had one. Miss L. came and -taught here nearly a year; but she went home, and we have had no school -since.” - -“How many children are there here who would go to a school if there were -one?” - -“I should think there are as many as forty or fifty.” - -“Do you suppose the parents would like to have a school, and would pay -the teacher well?” - -“Oh, yes! If we could get a _good_ teacher, she would be well paid for -her trouble; but none of us know where to get one, and the men folks are -too busy to go and look for one.” - -“Have you any clergyman in the place?” - -“No, madam.” - -“Do the people here ever go to any church?” - -“Yes, madam; they sometimes go off a _good piece_ to W., where there is -preaching sometimes.” - -It was in another village of the West, and one as destitute as this, -that a young lady from New-England, who came out under the care of a -clergyman, stationed herself to rear up a school. She agreed to teach for -a small sum, and to _board around_ with the parents of her pupils. - -Most of these parents were from the South, where they were unaccustomed -to the notions of comfort and thrift which the young lady possessed. - -She not only taught the children at school, but, in each family where -she boarded, taught the housekeeper how to make _good yeast_ and _good -bread_. She also taught the young women how to cut dresses and how to -braid straw for bonnets. - -Her instructions in the day-school and in the Sunday-school, and her -influence in the families, were unbounded, and almost transforming. No -minister, however well qualified, could have wrought such favourable -changes in so short a time. - -In another case, known to the writer, a young lady went into such a -destitute village. There was no church, and no minister of any sect. -She taught the children through the week, and also instituted a -Sunday-school. In this she conducted religious worship herself. Gradually -the mothers came to attend, then the fathers, until, at last, she found -herself in the office both of teacher and clergyman. The last portion of -her duties she resigned to a minister, who, by her instrumentality, was -settled there. - -The writer might mention several other similar cases which have come to -her knowledge. - -There are hundreds of such destitute places in our land, where a prudent, -self-denying, and energetic woman might be instrumental in leading a -whole community “out of darkness into marvellous light,” and there are -hundreds of such women wishing to go to them. - -The writer, when returning to the East, has often been met by young -friends with such representations as these: “I have nothing to employ -my time which satisfies my conscience. I have education, leisure, and -means; can you find me a sphere of usefulness which I can reach _with -propriety_? I cannot go off alone; for, even if I thought it proper, my -friends would not consent.” - -Again, another friend says, “Why cannot you find something for Miss G. to -do? She is well educated, rich, benevolent, and really is suffering for -want of something to do. She has thought of going on a foreign mission, -but surely there is enough for her to do in her own country.” - -Yes, surely, there is enough to do in our own country. When will the -wise, and the influential, and the benevolent awake to this subject, and -devise the proper mode of meeting such wants? - -Those who are interested in the project presented in this work by -no means assume that this is the _best way_. They only feel that -_something_ ought to be attempted; and that, if this effort does no other -good, it may put in train influences that will develop a better way. - -The writer of this volume also presents this enterprise, not as the plan -of an individual, but as a project devised, by consultation, among many -ladies of influence and benevolence, who are interested in securing its -success. And if it is effected, it is hoped that it will be by such -_simultaneous_ interest and efforts, that no one will be conspicuous, -either as originator or leader in the enterprise. - -The views presented in this work are those held in common by a large -number of intelligent ladies in all parts of our land; and, though -one has been selected and requested to write this work, it should be -regarded, not as the opinions of an individual, but as a wreath of -benevolence, woven, indeed, by one hand, but gathered from many noble and -benevolent minds. - -The following extracts from letters received from gentlemen of high -standing in various parts of our nation, will serve to corroborate the -views expressed in the preceding pages: - - -_From the Hon. Thomas Burrowes, late Secretary of State in Pennsylvania._ - -I have long been of opinion that the _great deficiency_ of our age and -country, in reference to the sound instruction of the coming generation, -is the _want of teachers_. - -I am now fully convinced that this want _must be_ supplied _before_ any -other step can be safely or usefully taken. Nay, I believe that, until -this indispensable preliminary measure is accomplished, money, and -effort, and legislation will be, _as they have been_, money, and effort, -and legislation _nearly_ thrown away. Since 1834, this state has expended -more than _five millions_ for the support of her common schools, and, at -the end of ten years, I see but little improvement. - -In this immense expenditure, not a dollar has been spent to secure this -great prerequisite--_good teachers_; and hence the system has not only -failed to obtain general favour, but is in danger of becoming more and -more unacceptable the longer it is tried. It is sad to think that we -have thus wasted _five millions_ of dollars, and _ten years_ of time, to -say nothing of the labour expended and obloquy encountered, and must now -re-commence from the foundation; but so it is. - -I know of no cause which so much needs a _general movement_ as this. Let -not its friends shrink from the undertaking because they may not be able -to operate in all, or even in many of the states. Let it be remembered -that if a commencement is made in one state, and a report of results sent -forth, it will serve to start the good work in all the rest. - -The necessities, the crying necessities of this cause, are far and away -before those of the Temperance Reform, or of Colleges, or of Foreign -Missions. He who, being fit, should devote himself to this cause, would -confer a greater benefit on his fellow-man than he could possibly do by -any other use of his time and talents. - -The missionary to a heathen land opens _the Book of Life_ to his -fellow-man; the missionary in this cause opens _the mind_ of his -fellow-citizens, not only to the Book of Life, but to a knowledge of all -those rights and duties, without which our free institutions cannot stand -to encourage and reform the world. - -If my gifts and domestic relations permitted, I should devote myself -to a mission in this and other states for the purpose of impressing on -Legislatures, philanthropists, and teachers, the _necessity of Teachers’ -Seminaries_. - -A gentleman, supported to operate in this cause, might be employed -in this way. He could visit different states one after another, and -address the citizens of each county in the county town, after long and -full notice. Besides addressing the people publicly, he could appeal to -leading individuals privately, and engage them to act with him for this -object. Meantime, he could be obtaining educational statistics for future -use, and ere long he could make such a report as would set the people to -work in earnest, and for their own sakes. - -While thus proceeding, he could also obtain the promise of one or more -intelligent persons in each county, to write on the subject every week -in each of the county newspapers. Articles thus addressed to the reason, -the patriotism, and the _economy_ of the people, would have a powerful -effect, and cost nothing. - -If funds could be provided from private benevolence to establish proper -_Teachers’ Institutions_ in two or three states, they would set the -matter far ahead in a few years. They would serve as _models_ and -_inducements_ to the public, and would not long continue to need the -support of private philanthropy. They would really be _normal_, or -_pattern_ establishments. - -Beyond a doubt, the plan ought to embrace institutions for the -preparation of _female_ teachers. The gentleness, self-devotion, and -untiring humanity of women eminently qualify them to be the instructers -of the more youthful pupils of both sexes, and of their own of all ages. -There is not a show of any reason why male teachers only should be -provided for at the public charge, when female teachers are as necessary, -as useful, and as much confided in by the public. - - -_From the Rev. Mr. Sturtevant, President of Illinois College._ - -“In regard to some voluntary organization to secure popular education, if -it were worked with a truly liberal and Christian spirit, it could, and -would, do us great good in this state: first, by collecting statistics -of our wants, and calling attention (by _the press_, and by _public -lectures_ all over the state) to these wants, and to what has been -accomplished in other states and countries. - -2. By supporting, at least in part, _model schools_ in different parts of -the state, to show, _by example_, what good schools are. - -3. By bringing public sentiment to bear on the Legislature, especially in -reference to our _school fund_. It is now nearly _two millions_, and is -yearly increasing. _Now_, its whole management is left to the unregulated -action of the Legislature, without a _single mind_ devoted to acquiring -and disseminating knowledge as to the proper mode of using it. Whether, -any one year, there shall be even one _intelligent_ friend of education -in our Legislature, is a matter of chance. If some plan be not devised -for leading the Legislature to wise views, the object of this fund will -be lost. It will a little diminish the expense for each child, but add -nothing towards getting better schools.” - -President Sturtevant’s account of the deplorable state of their schools, -and of the _public apathy_ on the subject, is mournful. - - -_From the Rev. Henry Beecher, of Indianapolis, Indiana._ - -Much can be done in Indiana, much _ought_ to be done, and _speedily_; for, - -1. It will be a more densely-populated state than Ohio or Illinois, -because its land is _uniformly good_. - -2. It has been grievously neglected. Its settlers were originally from -Kentucky, North Carolina, and Pennsylvania. Such do better for flocks and -farms than for mental and moral improvement. - -3. We have a good system of common school education, which, for purposes -of Church and State ambition, some sectarians are disposed to break -down; and they are of the dominant sect in the state. Those sects that -foster education are in the minority, and struggling up through many -embarrassments. - -4. We have a school fund of more than _two millions_, which is in such -neglect as threatens its _entire loss_. - -An agent should be supported to lecture through the state, in every -county town, to secure workers to defend our school system, to protect -our school fund from depredators, to secure an annual Education -Convention, and otherwise exert influence. The right man for such an -agent I know. It is a Dr. Cornett, of Versailles, Ripley Co., Ia. He is a -member of our Senate, and chairman of their Committee on Education: a man -prudent, cool, sagacious, interested in the cause, and of great weight in -the community. - - -_The following is extracted from a letter from the Dr. Cornett spoken of -above._ - -Strange it is, that while the benevolent among our people are exerting -themselves so much at home and abroad, that the thousands and millions -_in our own country_ who cannot so much as read one word in the Book -of Life, should be overlooked, and no organization effected in their -behalf. It is absurd to think of a Republic being long sustained without -the people generally being educated. To talk of their maintaining _their -rights_ when denied the means of knowing what their rights are, is to -talk nonsense. If our whole people could be educated by _the right sort -of teachers_, there would be little need of temperance societies, and -temperance newspapers, and lectures, and other means now so properly -employed for _moral reformation_. Our children would enter on the -practical duties of life with pure minds, well fortified against vice -in all shapes. In Indiana we are in deplorable want of _good teachers_ -for our common schools. Why cannot some plan be devised for educating -intelligent boys and girls for these duties, and then finding them -situations? - -In reference to the school fund, he says, - -Many of our state legislators seem more disposed to favour the borrowing -of school money than to promote education. If competent lecturers -were sent among the people, urging the value of education, both in a -_pecuniary_ and _political_ view, these same demagogues would find it for -their interest to become clamorous for the cause. I have been at the head -of the Senate’s Committee on Education, and have had great difficulty in -sustaining the integrity of our school fund. The term of my services has -expired, and I cannot resume them. From what I know of our Legislature, -I believe there is great need of a stir being made among the people in -reference to this matter and the cause in general. My isolated condition, -laborious profession, and poor health forbid my following my feelings -in going forth as a voluntary lecturer; but let some organization be -effected, and numerous and efficient lecturers would rise up to do -_gratuitous_ work. - - -_The following is from Judge Lane, of the Supreme Court of Ohio._ - -I believe our Legislature, if left to itself, would permit the Common -Schools to sink and perish in their hands. That body possesses at all -times individuals of great worth, but the larger part have very little -intelligence, and their motives of action are entirely different from -those which would subserve this cause. I believe that an _association -of gentlemen_ in this state is the only mode of leading the Legislature -into the necessary measures, and that, through them, this might be -accomplished _by the press_ and by _public lectures_ (if the right man -and measures are employed). I believe that a change of public opinion on -this subject _cannot_ be secured, _indirectly_, through the elevation of -the minds of a few, nor by the dissemination of good principles by the -circulation of Bibles and tracts, or the settlement of ministers, or the -cultivation of young men in colleges, or in any other speedy mode except -that of an association acting on a specific plan, and pursuing it with -perseverance, and by expedient means. I deem the employment of some -_agent_ indispensable to give form and intensity to such an association; -and a man for this work would require a rare combination of qualities. - - -_The following is from one of the leading Lawyers of Ohio._ - -The more I think of this subject of national education, the more I feel -anxious to be up and doing. I do not think that any other field of labour -now presents itself in which so much good can be done, and it is not -the least important consideration, certainly, that while thus engaged -in doing good to others, we shall be, in the highest sense, _educating -ourselves_. All that I can do, I feel anxious to do in this great work; -and as soon as any plan is definitely arranged, I will go to work, and if -I can get time in no other way, will diminish my business for the purpose. - - -_The following is from E. C. Delavan, Esq., who has devoted so much of -his time for several years to the cause of Temperance._ - -The importance of the question of national education cannot be overrated. -In a selfish point of view, the old states could well afford to be taxed -a million a year to enlighten the new, but they will not see it or feel -it, I fear, until it is too late; yet much can be done. When leading -minds are suitably impressed, _the mass_ will be. Under God, _the press_ -is the great instrument that must be used, and _a long time_ before the -mass will move. It appears to me that the first step to be taken is -to interest men in all parts of the Union _to feed the political and -religious press_. Then, when the public mind is aroused, talents and -means will be found to take hold practically. - - -_The following is from a Lawyer in Cincinnati._ - -Our city and vicinity would furnish room for _a dozen_ labourers in this -cause instead of one; and one of the most effectual modes of operation -would be to enlist a dozen others in the cause. A man devoted to this -cause would be welcomed among us as an angel of light by all classes -and all sects, and would be sure to enjoy the good wishes of all, the -positive aid of many, and the useful counsel of not a few. The spirit -of education is largely abroad among us, and only wants an efficient -_leader_ to enable it to breathe a new existence into the whole moral, -social, political, and religious being of our community here, and, by -necessary consequence, into the whole valley of the West. We have the -best tools to work with, the best materials to work upon, and we only -want, and this we sadly want, some person to influence us to use the one -and act upon the other, by commencing _an example_. - -I should hail the commencement of such an enterprise as the dawning of a -new light upon the West, and would not only give what little aid I might, -but would use all my little influence to make it work effectually in its -onward progress. - -These extracts will suffice to show the vast field of labour open to a -man of talents, supported for the object aimed at. - - -_The following extract from an address of Prof. Stowe, delivered at -Portland in 1844, corroborates the views expressed by the author on the -subject of moral training._ - -But in this country, in consequence of our unbounded religious freedom, -the subdivisions of sect are almost innumerable; it is impossible, in a -system of public instruction, to provide separately for them all; and, -unless religious instruction can be given _without sectarianism_, it must -be abandoned. - -“In this country the rights of all sects are the same, and any -denomination that would have its own rights respected must respect the -rights of others. - -“The time which can be devoted to religious instruction in schools is -necessarily very limited; and if there be an honest and sincere desire -to do right, the whole of this time certainly can be occupied, with -efficiency and profit, without encroaching on the conscience of any sect -which really has a conscience. - -“Facts show plainly that, notwithstanding the diversity of sects, there -is common ground on which the sincerely pious of all sects substantially -agree. For example, the most acceptable books of practical piety, which -are oftenest read by Christians of all denominations, have proceeded -from about all the different sects into which Christendom is divided, -and are read by all with scarcely a recognition of the difference -of sect. Such are the writings of Thomas à Kempis and Fenelon, who -were Roman Catholics; of Jeremy Taylor and Bishop Hall, who were -Churchmen; of Baxter, Watts, and Doddridge, who were Presbyterians or -Congregationalists; of Bunyan and Andrew Fuller, who were Baptists; of -Fletcher and Charles Wesley, who were Methodists. This fact alone shows -that there is common ground, and enough of it too, to employ all the time -which can properly be devoted to religious instruction in our public -institutions. - -“All Christian sects, without exception, recognise the Bible as the -text-book of their religion. They all acknowledge it to be a book given -of God, and replete with the most excellent sentiments, moral and -religious. None will admit that it is unfavourable to their peculiar -views, but, on the contrary, all claim that it promotes them. To the use -of the Bible, then, as the text-book of religious instruction in our -schools, there can be no serious objection on the part of Christians of -any sect; and even unbelievers very generally admit it to be a very good -and useful book. - -“But shall it be the whole Bible? or only the New Testament? or -selections made from one or both? - -“A book of mere selection would be very apt to awaken jealousy; and the -exclusion of any part of the Scriptures would, to my mind, be painful. -Let every scholar, then, have a whole Bible. The book can now be obtained -so cheap, that the expense can be no objection. - -“But how can the teacher instruct in the Bible without coming on to -sectarian ground? He can teach a great deal in regard to its geography -and antiquities, and can largely illustrate its narrations, and its -_moral_, and even _religious_, beauties. An honest, intelligent teacher -can find, in this way, abundant employment for all his time, if he be -himself a lover and student of the Bible, without ever passing into -sectarian peculiarities, or giving any reasonable ground of offence. - -“But, apart from all this, the chief business of instruction in this -department may be the committing to memory of portions of the Divine -Word. The most rigidly orthodox will not object to this, for they believe -every portion of the Bible to be the _word of God which liveth and -abideth forever_, and that _all Scripture is profitable for doctrine_, -_reproof_, _correction_, _and instruction in righteousness_; and the -liberal, though they may not sympathize in the high orthodox view of the -divine excellence of the Word, yet regard it as, on the whole, the best -of books, and the more of it their children have treasured up in their -minds, the better it must be for them. If the parent chooses, he can -always himself select the portions to be committed by his child, or he -may leave it to the discretion of the teacher, or he may give general -directions, as selections from the Gospels, the Proverbs, the Psalms, -&c. It is not at all essential that all the children of the same school, -or even of the same class, should recite the same passages. Each child -may be called upon, in turn, to recite what each one has committed, and -the recitation may or may not be accompanied by remarks from the teacher, -as circumstances may seem to justify or require. - -“But there is another difficulty. The Roman Catholics, it is said, do not -desire that their children should be instructed in the Scriptures; they -receive the apocryphal book as a part of Scripture, and contend that we -have not the whole Bible unless we include the Apocrypha; and they object -to our common English translation. - -“In reply to this, I remark, in the first place, there are many parts -of our land where there are no Roman Catholics, and, of course, the -difficulty will not occur in those places. - -“Secondly, if Roman Catholics choose to exclude their children from a -knowledge of the Bible, they have a perfectly legal right to do so, and -we have no legal right to prevent it; nor should we desire any such legal -right, for the moment we desire any such legal right, we abandon the -Protestant principle and adopt the Papal. Catholic parents are perfectly -competent to demand that their children should be excused from the Bible -recitation, and this demand, if made, should be complied with; but they -have no right to demand that the Bible should be withheld from the -schools because they do not like it, nor do their objections render it -necessary or excusable for Protestants to discard the Bible from schools. - -“Again, if Roman Catholics desire that _their_ children take _their_ -Bibles into the schools, and recite from them, by all means let them -do so; and so of Jews, let them recite from the Old Testament, if they -choose, to the exclusion of the New. We allow to others equal rights with -ourselves; but we claim for ourselves, and shall insist upon having, -equal rights with all. I am perfectly willing to give to the Roman -Catholics all they can justly claim, but I am not willing to encroach -on any one’s rights, or the rights of any Protestant denomination, for -the sake of accommodating the Roman Catholics. Nor do I suppose that the -Romanists have a claim to any special accommodation, for they have never -yet manifested any particular disposition to accommodate others. Let them -have the same privileges that our Protestant sects have--that is enough; -and they have no right to demand, our legislators have no right to grant, -any more; and we Protestants will be perfectly satisfied when Protestants -can enjoy as great privileges in Italy as Roman Catholics now enjoy in -the United States. In judicious practice, I am persuaded there will -seldom be any great difficulty, especially if there be excited generally -in the community anything like a whole-hearted honesty and enlightened -sincerity in the cause of public instruction. - -“It is all right for people to suit their own taste and convictions in -respect to sect; and by fair means and at proper times, to teach their -children and those under their influence to prefer the denominations -which they prefer; but farther than this no one has any right to go. It -is all wrong to hazard the well-being of the soul, to jeopardize great -public interests for the sake of advancing the interests of a sect. -People must learn to practise some self-denial, on Christian principles, -in respect to their denominational preferences, as well as in respect to -other things, before pure religion can ever gain a complete victory over -every form of human selfishness. - -“Happily, there are places where religious instruction that is purely -denominational can be freely given, so that there is no need whatever of -introducing it into our public schools. The family and the Sunday school -are the appropriate places for such instruction; and there let each -denomination train its own children in its own peculiar way, with none to -molest or to find fault. It is their right, it is their duty. - -“As to the objection, that the use of the Bible in schools makes it too -common, and subjects it to contempt, as well might it be objected that -the sun becomes contemptible because he shines every day and illumines -the beggar’s hovel as well as the bishop’s palace. Where is the Bible -most respected, in Scotland and New-England, or in Italy and Austria? -The works of man, the robed monarch, may make themselves contemptible by -being too often seen; but never the works of God. The children may, and -ought to be, taught to treat the book with all possible reverence, and to -preserve it as nice and unsullied as the Catholic preserves his crucifix; -and in this way, I am sure, on all the principles of human nature with -which I am acquainted, that the Bible will be no more likely to suffer -from the habit of daily familiarity than the crucifix. - -“Let no one say that the religious instruction here proposed for schools -is jejune and unprofitable. I do not so view the words of God. In any -view, if the child faithfully commit to memory so much as the single -Gospel of Matthew, or the first twenty-five Psalms, or the first ten -chapters of Proverbs, or portions of the book of Genesis, those divine -sentences will be in his mind forever after, ready to be called up to -check him when any temptation assails his heart, to cheer him when any -sorrow oppresses his soul, to be a lamp to his feet and a light to his -path; to be in all respects of more real and permanent value to him than -any creed, or catechism, or system of theology, or rules of ethics, of -merely human origin, ever can be. - -“Why should we prevent so great a good by claiming what we have no right -to claim? Are we not willing to trust the Word of God to cut its own way? -Or can we claim to be Christians at all, while we consent to have the -Word of God and all Christian teaching banished from our institutions of -public instruction? Let not _infidel coldness_, _jesuitical intolerance_, -or _sectarian jealousy_, rob our schools of their greatest ornament and -most precious treasure, the Bible of our fathers. Let not denominational -feeling so far prevail as to lead us to destroy the greatest good while -attempting to secure the less, as has so often been done in the Christian -world heretofore. We are willing to give up much for the sake of peace -and united effort; but the Bible, the word of God, the palladium of our -freedom, the foundation of all our most precious hopes, we never can, we -never will give up. Let all who love the Bible unite to defend it, to -hold on upon it forever.” - - - - -FOOTNOTES - - -[1] The following is the mode of obtaining the facts stated above: - -In the census, 550,000 is the number of those who have _confessed_ their -inability to read and write. That many have claimed to be able to read -and write, who are not, is thus established. In Virginia, every man, -on applying for marriage license, must sign his name or make his mark. -An examination was made in _ninety-three_ out of 123, the whole number -of the county courts giving license, and _one quarter_, and in many -cases _one third_, of the applicants could not write their names. Their -wives could not be any better educated. This indicates that certainly -as many as _one quarter_ of the white adults in the state cannot sign -their names. One quarter of 329,959, which is the adult population of -Virginia, is 82,489. But the census, instead of that number, gives only -58,789 who cannot read and write, a difference of _forty per cent._ Take, -then, the 550,000 who have confessed their ignorance, and add _forty -per cent._ for inaccuracy, and the number is 770,000. To these, add the -increase since the census was taken, and those also who, by neglect, -have lost all ability to read and write, and _one million_ is a very -moderate calculation for adult ignorance in this nation. Of these, at -least 175,000 are voters. General Harrison’s majority, in 1840, was -146,000, or 24,000 _less_ than the number of _voters_ who cannot read and -write.--(_See Mr. Mann’s 4th of July Oration._) - -The census also records more children as attending school than is -the truth. Thus, in Massachusetts, the state records, presented -to the Legislature, are very accurate, and these make the number -several thousands _less_ than the census. In 1840, our population was -fourteen millions. _One fourth_ of these are between four and sixteen, -making 3,645,388 of an age to go to school. But the census, although -exaggerating the number, shows only 1,845,244 as attending schools. -This, deducted from the number of those of age to go to school, leaves -1,800,144, or _nearly one half_, who do not attend school. To these, add -the increase since the census, and _more than half_ the children of this -nation are without schools! - -The census also shows 4750 in penitentiaries, and their average time of -confinement is _four_ years. An equal number were in jails for _crime_, -and their average time of imprisonment is six months. Supposing them to -live, on an average, eight years after their release, and we have 85,500 -_criminals_ as voters. - -In 1836, Mr. Van Buren’s majority was 25,000. Thus it is shown, that the -majority which elects our President is far outnumbered by the _criminals_ -who are allowed to vote. - -[2] See note A. - -[3] See note B, p. 153. - -[4] See Note B. - - - - -NOTE A. - - -The writer, in the preceding part, has presented a mode of religious -training adapted to schools composed of children whose parents are of -different sects. - -There is one modification of this mode, which the writer wishes to -present to that class of parents who not only believe in the Supreme -Divinity of Jesus Christ, but are in a habit of addressing their worship -to Him distinctively; believing that this is the way in which we have -access to God the Father, who is worshipped as dwelling in Jesus Christ. -Such suppose that the Bible sanctions alike the mode of addressing Jesus -Christ distinctively, and also the Father distinctively, and that we can -pray in either mode with acceptance. - -It is believed that parents who hold this view will find great aid in -the religious training of their children by adopting this method. - -In commencing instructions from the Bible, let the first lesson consist -of such texts as the following: - -“Jesus Christ came into the world to save sinners.” - -“And his name is called the _Word of God_.” - -“All things were made by Him, and without Him was not anything made that -is made.” - -“In whom we have redemption through his blood, even the forgiveness of -sins.” - -“By Him were all things created that are in heaven and that are on -earth, visible and invisible, whether they be thrones, or dominions, or -principalities, or powers; all things were created by Him and for Him, -and He is before all things, and by Him all things consist. Every house -is builded by some man, but He that built all things is God.” - -Having thus fixed in the child’s mind that the Creator of the world is -Jesus Christ, and that the terms Jesus Christ, God, Jehovah, and the -Lord, are different names for the same person, then let all the Bible -history in the Old Testament be read with the understanding that the -being spoken of through the whole of it is Jesus Christ. If any one -has doubts on this point, let him read President Edwards’s work on the -History of Redemption, and let him also collate all the passages in -which God appeared to the ancient patriarchs and prophets, and it will -be clear that there was a Jehovah who _sent_, and a Jehovah who was the -_messenger_, and that this last was Jesus Christ, and the one who always -appeared to the patriarchs. - -The advantage of this mode of commencing religious instructions is, that -it presents to the mind of a child a Being who can be clearly conceived -of, and a character which is drawn out in all those tender and endearing -exhibitions that a child can understand and appreciate. It thus is -rendered easy for parents to obey the words of the Saviour, who, when his -mistaken disciples would have driven them afar off, said, “Suffer _the -little children_ to come unto me.” - -If a child is taught, from the first, to pray to Jesus Christ, all -that perplexity, doubt, and difficulty which many feel in regard to -Jesus Christ and the place he is to hold in their devotions will be -escaped. Then, if they feel any doubts as to whether they understand -correctly about the Father, and whether they are required to worship him -distinctively, these doubts will easily be removed by these words of -Christ. - -“He that hath seen me hath seen the Father. If ye had known me, ye should -have known my Father. I am in the Father, and the Father in me. The -Father dwelleth in me. Believe me, I am in the Father, and the Father in -me. And whatsoever ye ask in my name, _that will I do_; that the Father -may be glorified in the Son. If ye ask anything in my name, I will do it.” - -The writer has seen a family of four children, the youngest four and the -eldest not nine, where the mother, who pursued this course, remarked that -these children seemed to be aided in overcoming faults, and strengthened -in doing right, by love to the Saviour, just as true Christians are; and -that if they continued their present habits of feeling and conduct, she -should not know where to date the time when they became pious. - -There is also a mode of practical teaching in regard to _right_ and -_wrong_, _sin_ and _holiness_, which tends much to aid a child’s right -apprehension of truth. - -Let the child be taught that Jesus Christ created all his creatures for -the purpose of making them _good_ and _happy_; that it is not possible -for any one to be perfectly good and happy, unless he has such a -character as Jesus Christ, and that the nearer we come to possessing such -a character, the better and happier we are. Then set forth the character -and example of Christ, as a _perfectly benevolent and self-denying -being_, living not to gratify himself, but to do good to others. Show -the child that he _has not_ such a character, that he is living to -please himself, and not to do good, and that this is _selfishness_ and -_sin_. Set before him the misery to which selfishness leads, and the -consequences of it, both here and hereafter. - -Teach the child that the great business of life, to us all, is, by the -aid of God’s Spirit, _to change our characters_, in order to become like -Christ; that it is a difficult work, and one that we can never accomplish -without this aid from God. - -Show him that all the commands of Christ are designed to keep us from -doing what will injure ourselves or injure others, and that these -rules are so many and so strict, that no one ever will, in this life, -_perfectly_ obey them _all_. - -Teach him that the _true_ children of Jesus Christ are those who love -him, and who _earnestly are striving_ to obey _all_ his commands. - -Set before the child the command of Christ, “Deny thyself daily, and take -up thy cross and follow me,” and then teach and encourage him every day -to practise some _self-denial_ in _doing good_. - -Teach him that the more he practises this self-denial for the good of -others, the more he becomes like Jesus Christ, and that the duty will -become easier and pleasanter, the more he practises it. - -Inquire daily, especially at the close of the day, whether the child -has practised any self-denial in doing good during the day, and express -satisfaction at any success. - -Teach the child to pray for help to overcome selfishness, and to give -thanks for Divine aid when he has performed any act of benevolent -self-denial. - -If any tendency to self-righteousness and self-complacency is discovered, -point out his various deficiencies, or overt sins, and teach him daily to -observe and confess to God his faults. - -Teach him that heaven is a world where all are perfectly free from -selfishness, and that those, who are selfish, could not be happy there, -and will never find admittance until they become like Jesus Christ. Teach -him that this life is designed as a world of trial and discipline, to -free us from selfishness, and thus prepare us for heaven. - -This mode, in connexion with others suggested in the previous part, if -faithfully pursued, would produce results such as seldom have been seen. - -These views are presented, not to oppose the views and opinions of -others, but simply to induce those who hold them to act consistently with -their belief. - - - - -NOTE B. - - -Of the two books referred to, the first is A TREATISE ON DOMESTIC -ECONOMY, BY MISS CATHARINE E. BEECHER, which has been examined by a -committee of the Massachusetts Board of Education, and deemed worthy of -admission as a part of the Massachusetts School Library. The following -are the titles of the chapters: - -1. The Peculiar Responsibilities of American Women. 2. The Difficulties -peculiar to American Women. 3. The Remedies for the preceding -Difficulties. 4. On the Study of Domestic Economy in Female Schools. 5. -On the Care of Health. 6. On Healthful Food. 7. On Healthful Drinks. 8. -On Clothing. 9. On Cleanliness. 10. On Early Rising. 11. On Domestic -Exercise. 12. On Domestic Manners. 13. On the Preservation of a Good -Temper in a Housekeeper. 14. On Habits of System and Order. 15. On -giving in Charity. 16. On Economy of Time and Expense. 17. On Health of -Mind. 18. On the Care of Domestics. 19. On the Care of Infants. 20. On -the Management of Young Children. 21. On the Care of the Sick. 22. On -Accidents and Antidotes. 23. On Domestic Amusements and Social Duties. -24. On the Economical and Healthful Construction of Houses. 25. On Fires -and Lights. 26. On Washing. 27. On Starching, Ironing, and Cleansing. 28. -On Whitening, Cleansing, and Dyeing. 29. On the Care of Parlours. 30. -On the Care of Breakfast and Dining Rooms. 31. On the Care of Chambers. -32. On the Care of the Kitchen, Cellar, and Store-room. 33. On Sewing, -Cutting, and Mending. 34. On the Care of Yards and Gardens. 35. On the -Propagation of Plants. 36. On the Cultivation of Fruit. 37. Miscellaneous -Directions. - -The other work is called the _American Housekeeper’s Receipt Book_, and -the following is the Preface and Analysis of the Work. - - -_Preface (for the American Housekeeper’s Receipt Book.)_ - -The following objects are aimed at in this work: - -_First_, to furnish an _original_ collection of receipts, which shall -embrace a great variety of simple and well-cooked dishes, designed for -every-day comfort and enjoyment. - -_Second_, to include in the collection only such receipts as have been -tested by superior housekeepers, and warranted to be _the best_. It is -not a book made up in _any_ department by copying from other books, but -entirely from the experience of the best practical housekeepers. - -_Third_, to express every receipt in language which is short, simple, -and perspicuous, and yet to give all directions so minutely as that the -book can be kept in the kitchen, and be used by any domestic who can -read, as a guide in _every one_ of her employments in the kitchen. - -_Fourth_, to furnish such directions in regard to small dinner-parties -and evening company as will enable any young housekeeper to perform her -part, on such occasions, with ease, comfort, and success. - -_Fifth_, to present a good supply of the rich and elegant dishes demanded -at such entertainments, and yet to set forth so large and tempting a -variety of what is safe, healthful, and good, in connexion with such -warnings and suggestions as it is hoped may avail to promote a more -healthful fashion in regard both to entertainments and to daily table -supplies. No book of this kind will sell without an adequate supply of -the rich articles which custom requires, and in furnishing them, the -writer has aimed to follow the example of Providence, which scatters -profusely both good and ill, and combines therewith the caution alike of -experience, revelation, and conscience, “choose ye that which is good, -that ye and your seed may live.” - -_Sixth_, in the work on Domestic Economy, together with this, to which -it is a Supplement, the writer has attempted to secure, in a cheap and -popular form, for American housekeepers, a work similar to an English -work which she has examined, entitled the _Encyclopædia of Domestic -Economy, by Thomas Webster and Mrs. Parkes_, containing over twelve -hundred octavo pages of closely-printed matter, treating on every -department of Domestic Economy; a work which will be found much more -useful to English women, who have a plenty of money and well-trained -servants, than to American housekeepers. It is believed that most in that -work which would be of any practical use to American housekeepers, will -be found in this work and the Domestic Economy. - -_Lastly_, the writer has aimed to avoid the defects complained of by -most housekeepers in regard to works of this description issued in this -country, or sent from England, such as that, in some cases, the receipts -are so rich as to be both expensive and unhealthful; in others, that they -are so vaguely expressed as to be very imperfect guides; in others, that -the processes are so elaborate and _fussing_ as to make double the work -that is needful; and in others, that the topics are so limited that some -departments are entirely omitted, and all are incomplete. - -In accomplishing these objects, the writer has received contributions -of the pen, and verbal communications, from some of the most judicious -and practical housekeepers, in almost every section of this country, so -that the work is fairly entitled to the name it bears of the _American_ -Housekeeper’s Receipt Book. - -The following embraces most of the topics contained in this work. - - Suggestions to young housekeepers in regard to style, furniture, - and domestic arrangements. - - Suggestions in regard to different modes to be pursued both with - foreign and American domestics. - - On providing a proper supply of family stores, on the economical - care and use of them, and on the furniture and arrangement of a - store-closet. - - On providing a proper supply of utensils to be used in cooking, - with drawings to illustrate. - - On the proper construction of ovens, and directions for heating and - managing them. - - Directions for securing good yeast and good bread. - - Advice in regard to marketing, the purchase of wood, &c. - - Receipts for breakfast dishes, biscuits, warm cakes, tea cakes, &c. - - Receipts for puddings, cakes, pies, preserves, pickles, sauces, - catsups, and also for cooking all the various kinds of meats, - soups, and vegetables. - - The above receipts are arranged so that the more healthful and - simple ones are put in one portion, and the richer ones in another. - - Healthful and favourite articles of food for young children. - - Receipts for a variety of temperance drinks. - - Directions for making tea, coffee, chocolate, and other warm drinks. - - Directions for cutting up meats, and for salting down, corning, - curing, and smoking. - - Directions for making butter and cheese, as furnished by a - practical and scientific manufacturer of the same, of Goshen, - Conn., that land of rich butter and cheese. - - A guide to a selection of a regular course of family dishes, which - will embrace _a successive variety_, and unite convenience with - good taste and comfortable living. - - Receipts for articles for the sick, and drawings of conveniences - for their comfort and relief. - - Receipts for articles for evening parties and dinner parties, - with drawings to show the proper manner of setting tables, and - of supplying and arranging dishes, both on these and on ordinary - occasions. - - An outline of arrangements for a family in moderate circumstances, - embracing the systematic details of work for each domestic, and - the proper mode of doing it, as furnished by an accomplished - housekeeper. - - Remarks on the different nature of food and drinks, and their - relation to the laws of health. - - Suggestions to the domestics of a family, designed to promote a - proper appreciation of the dignity and importance of their station, - and a cheerful and faithful performance of their duties. - - Miscellaneous suggestions and receipts. - -The following extract from the Preface to the Domestic Economy will -exhibit the origin of these two works, and some of the objects aimed at -by the writer: - -“The author of this work was led to attempt it, by discovering, in her -extensive travels, the deplorable sufferings of multitudes of young -wives and mothers, from the combined influence of _poor health, poor -domestics, and a defective domestic education_. The number of young women -whose health is crushed, ere the first few years of married life are -past, would seem incredible to one who has not investigated this subject, -and it would be vain to attempt to depict the sorrow, discouragement, -and distress experienced in most families where the wife and mother is a -perpetual invalid. - -“The writer became early convinced that this evil results mainly from the -fact, that young girls, especially in the more wealthy classes, _are not -trained for their profession_. In early life, they go through a course -of school training which results in great debility of constitution, -while, at the same time, their physical and domestic education is almost -wholly neglected. Thus they enter on their most arduous and sacred -duties so inexperienced and uninformed, and with so little muscular and -nervous strength, that probably there is not _one chance in ten_, that -young women of the present day, will pass through the first years of -married life without such prostration of health and spirits as makes -life a burden to themselves, and, it is to be feared, such as seriously -interrupts the confidence and happiness of married life. - -“The measure which, more than any other, would tend to remedy this -evil, would be to place _domestic economy_ on an equality with the -other sciences in female schools. This should be done because it _can_ -be properly and systematically taught (not _practically_, but as a -_science_), as much so as _political economy_ or _moral science_, or -any other branch of study; because it embraces knowledge, which will -be needed, by young women at all times and in all places; because this -science can never be _properly_ taught until it is made a branch of -_study_; and because this method will secure a dignity and importance in -the estimation of young girls, which can never be accorded while they -perceive their teachers and parents practically attaching more value to -every other department of science than this. When young ladies are taught -the construction of their own bodies, and all the causes in domestic -life which tend to weaken the constitution; when they are taught rightly -to appreciate and learn the most convenient and economical modes of -performing all family duties, and of employing time and money; and when -they perceive the true estimate accorded to these things by teachers -and friends, the grand cause of this evil will be removed. Women will -be trained to secure, as of first importance, a strong and healthy -constitution, and all those rules of thrift and economy that will make -domestic duty easy and pleasant. - -“To promote this object, the writer prepared this volume as a _text-book_ -for female schools. It has been examined by the Massachusetts Board of -Education, and been deemed worthy by them to be admitted as a part of the -Massachusetts School Library. - -“It has also been adopted as a text-book in some of our largest and most -popular female schools, both at the East and West. - -“The following, from the pen of Mr. George B. Emmerson, one of the most -popular and successful teachers in our country, who has introduced this -work as a text-book in his own school, will exhibit the opinion of one -who has formed his judgment from experience in the use of the work: - -“‘It may be objected that such things cannot be taught by books. Why -not? Why may not the structure of the human body, and the laws of health -deduced therefrom, be as well taught as the laws of natural philosophy? -Why are not the application of these laws to the management of infants -and young children as important to a woman as the application of the -rules of arithmetic to the extraction of the cube root? Why may not the -properties of the atmosphere be explained, in reference to the proper -ventilation of rooms, or exercise in the open air, as properly as to the -burning of steel or sodium? Why is not the human skeleton as curious and -interesting as the air-pump; and the action of the brain, as the action -of a steam-engine? Why may not the healthiness of different kinds of -food and drink, the proper modes of cooking, and the rules in reference -to the modes and times of taking them, be discussed as properly as rules -of grammar, or facts in history? Are not the principles that should -regulate clothing, the rules of cleanliness, the advantages of early -rising and domestic exercise, as readily communicated as the principles -of mineralogy, or rules of syntax? Are not the rules of Jesus Christ, -applied to refine _domestic manners_ and preserve a _good temper_, as -important as the abstract principles of ethics, as taught by Paley, -Wayland, or Jouffroy? May not the advantages of neatness, system, and -order, be as well illustrated in showing how they contribute to the -happiness of a family, as by showing how they add beauty to a copy-book, -or a portfolio of drawings? Would not a teacher be as well employed in -teaching the rules of economy, in regard to time and expenses, or in -regard to dispensing charity, as in teaching double, or single entry in -book-keeping? Are not the principles that should guide in constructing -a house, and in warming or ventilating it properly, as important to -young girls as the principles of the Athenian Commonwealth, or the -rules of Roman tactics? Is it not as important that children should be -taught the dangers to the mental faculties, when over-excited on the one -hand, or left unoccupied on the other, as to teach them the conflicting -theories of political economy, or the speculations of metaphysicians? For -ourselves, we have always found children, especially girls, peculiarly -ready to listen to what they saw would prepare them for future duties. -The truth, that education should be _a preparation for actual, real -life_, has the greatest force with children. The constantly-recurring -inquiry, “What will be the use of this study?” is always satisfied by -showing, that it will prepare for any duty, relation, or office which, in -the natural course of things, will be likely to come. - -“‘We think this book extremely well suited to be used as a text-book -in schools for young ladies, and many chapters are well adapted for a -reading book for children of both sexes.’” - -To this the writer would add the testimony of a lady who has used this -work with several classes of young girls and young ladies. She remarked -that she had never known a school-book that awakened more interest, and -that some young girls would learn a lesson in this when they would study -nothing else. She remarked, also, that when reciting the chapter on the -construction of houses, they became greatly interested in inventing plans -of their own, which gave an opportunity to the teacher to point out -difficulties and defects. Had this part of domestic economy been taught -in schools, our land would not be so defaced with awkward, misshapen, -inconvenient, and, at the same time, needlessly expensive houses, as it -now is. - -The copyright interest in these two works is held by a board of gentlemen -appointed for the purpose, who, after paying a moderate compensation to -the author for the time and labour spent in preparing these works, will -employ all the remainder paid over by the publishers, to aid in educating -and locating such female teachers as wish to be employed in those -portions of our country, which are most destitute of schools. - -The contract with the publisher provides that the publisher shall -guaranty the sales, and thus secure against losses from bad debts, for -which he shall receive five _per cent._ He also shall charge twenty -_per cent._ for commissions paid to retailers, and also the expenses for -printing, paper, and binding, and make no other charges. 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You may copy it, give it away or re-use it under the terms of -the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you'll have -to check the laws of the country where you are located before using this ebook. - - - -Title: The Duty of American Women to Their Country - -Author: Catharine Esther Beecher - -Release Date: December 16, 2016 [EBook #53739] - -Language: English - -Character set encoding: UTF-8 - -*** START OF THIS PROJECT GUTENBERG EBOOK THE DUTY OF AMERICAN WOMEN *** - - - - -Produced by Larry B. Harrison and the Online Distributed -Proofreading Team at http://www.pgdp.net (This file was -produced from images generously made available by The -Internet Archive) - - - - - - - - -</pre> - - -<p><span class="pagenum"><a name="Page_1" id="Page_1">[1]</a></span></p> - -<p class="titlepage larger">THE DUTY<br /> -<span class="smaller">OF</span><br /> -AMERICAN WOMEN<br /> -<span class="smaller">TO THEIR</span><br /> -COUNTRY.</p> - -<p class="titlepage smaller">NEW-YORK:<br /> -<span class="smcap">Harper & Brothers, 82 Cliff-St.</span><br /> -1845.</p> - -<p><span class="pagenum"><a name="Page_2" id="Page_2">[2]</a></span></p> - -<p class="titlepage">Entered, according to Act of Congress, in the year 1845, by<br /> -<span class="smcap">Harper & Brothers</span>,<br /> -In the Clerk’s Office of the Southern District of New-York.</p> - -<hr /> - -<p><span class="pagenum"><a name="Page_3" id="Page_3">[3]</a></span></p> - -<h1><span class="smaller">THE DUTY OF</span><br /> -AMERICAN WOMEN<br /> -<span class="smaller">TO THEIR COUNTRY.</span></h1> - -<p>My countrywomen, you often hear it said -that <em>intelligence and virtue</em> are indispensable -to the safety of a democratic government like -ours, where <em>the people</em> hold all the power. -You hear it said, too, that our country is in -great peril from the want of this intelligence -and virtue. But these words make a faint -impression, and it is the object of what follows -to convey these truths more vividly to -your minds.</p> - -<p>This will be attempted, by presenting some -recent events, in a country where a government -similar to our own was undertaken, by a -people destitute of that intelligence and virtue -so indispensable; and then it will be shown -that similar dangers are impending over our -own country. The grand point to be illustrated -is, that a people without education have -not intelligence enough to know what measures -will secure safety and prosperity, nor -virtue enough to pursue even what they know<span class="pagenum"><a name="Page_4" id="Page_4">[4]</a></span> -to be right, so that, when possessed of power, -they will adopt ruinous measures, be excited -by base passions, and be governed by wicked -and cruel men.</p> - -<p>Look, then, at France during that awful period -called <em>the Reign of Terror</em>. First, observe -the process by which the power passed into -the hands of the people. An extravagant -king, a selfish aristocracy, an exacting priesthood, -had absorbed all the wealth, honour, -and power, until the people were ground to -the dust. All offices of trust and emolument -were in the hands of the privileged few, all -laws made for their benefit, all monopolies -held for their profit, while the common people -were condemned to heavy toils, with returns -not sufficient to supply the necessities of life, -so that, in some districts, famine began to stalk -through the land.</p> - -<p>Speedily the press began to unfold these -wrongs, and at the same time, Lafayette and -his brave associates returned from our shores, -and spread all over the nation enthusiastic accounts -of happy America, where the people -govern themselves, unoppressed by monopoly, -or king, or noble, or priest. The press teems<span class="pagenum"><a name="Page_5" id="Page_5">[5]</a></span> -with exciting pages, and orators inflame the -public mind to a tempest of enthusiasm. The -court and the aristocratic party cower before -the storm; and ere long, the eleven hundred -representatives of the people are seen marching, -in solemn pomp, through the streets of the -capital, while the whole land rings with acclamations -of joy. They take their seats, on an -equality with nobles and king, and proceed to -form a constitution, securing the rights of the -people. It is adopted, and sworn to, by the -whole nation, with transports and songs, while -they vainly imagine that all their troubles are -at an end. But the representatives, chosen by -the people, had not the wisdom requisite for -such arduous duties as were committed to -them, nor had the people themselves the intelligence -and virtue indispensable for such a -change. Men of integrity and ability were not -selected for the new offices created. Fraud, -peculation, rapine, and profusion abounded. -Everything went wrong, and soon the country -was more distressed than ever. “What -is the cause of this?” the people demand of -their representatives. “It is the <em>aristocrats</em>,” -is the reply; “it is the king; it is the nobles;<span class="pagenum"><a name="Page_6" id="Page_6">[6]</a></span> -it is the clergy. They oppose and thwart all -our measures; they will not allow our new -Constitution to work, and therefore it is that -you suffer.” And so the people are filled with -rage at those whom they suppose to be the -cause of their disappointment and sufferings. -The clergy first met the storm. “These bishops -and priests, with their vast estates, and -splendid mansions, and rich incomes—they beggar -the people, that they may riot on the spoil.” -And so the populace rage and thunder around -the national Hall of Legislation till they carry -their point, and laws are passed confiscating -the property of the clergy, and driving them -to exile or death. Their vast estates pass into -the control of the National Legislature, and for -a time, abundance and profusion reign. The -people have bread, and the office-seekers gain -immense spoils. But no wisdom or honesty is -found to administer these millions for the good -of the people. In a short time, all is gone; -distress again lashes the people to madness, -and again they demand why they do not gain -the promised plenty and prosperity. “<em>It is -the aristocrats</em>,” is the reply; “it is the king; -it is the nobles; it is the rich men. They<span class="pagenum"><a name="Page_7" id="Page_7">[7]</a></span> -oppose all our measures, therefore nothing -succeeds, and the people are distressed.”</p> - -<p>Next, the nobles meet the storm. “They -are traitors; they are enemies of the people; -they are plotting against our liberties; they are -living in palaces, and rolling in splendid carriages -from the hard earnings of the poor.” -The populace rage against them all over the -land. They besiege the House of Representatives; -they beseech—they threaten. At last -they carry their point; the estates of the nobles -are seized; they are declared traitors, and -doomed to banishment or death. Again millions -are placed at the control of the people’s -agents. It is calculated that by this and former -confiscations, more than <em>a thousand millions</em> -of dollars were seized for the use of the -people. Again fraud, peculation, profusion, -and mismanagement abound, till all this incomprehensible -treasure vanishes away.</p> - -<p>Meantime, all the laws have been altered; -all the property has passed from its wonted -owners to new hands; the wealthy, educated, -and noble are down; the poor, the ignorant, -the base hold the offices, wealth, and power. -Everything is mismanaged. Everything goes<span class="pagenum"><a name="Page_8" id="Page_8">[8]</a></span> -wrong. The people grow distracted with -their sufferings, and again demand the cause. -“It is the king; it is his extravagant Austrian -queen, who rules him and his court. They -thwart all our measures. They are sending -to brother kings for soldiers to crush our liberties. -They are gathering armies on our -borders to overwhelm us.”</p> - -<p>Next, the helpless king and his family become -the mark for popular rage. Every indignity -and insult was inflicted and borne with -a patient fortitude that extorted admiration, till -finally the king is first led forth to a bloody -death; next the queen is sacrificed; next the -virtuous sister of the king; and, last, the little -dauphin is barbarously murdered.</p> - -<p>Still misery rules through the nation. The -friends of the king and former government, -and all the peaceable citizens and supporters -of order, are called <em>aristocrats</em>, and every art -devised to render them objects of fear, suspicion, -and hatred, especially such of them as -hold property to tempt the cupidity of the people. -Through the whole land two parties exist; -one the distressed, bewildered, exasperated -people, raging for their rights, and driven<span class="pagenum"><a name="Page_9" id="Page_9">[9]</a></span> -to madness by the fancied opposition of aristocrats; -the other a trembling, cowering minority, -suffering insult, and fear, and robbery, -and often a cruel death.</p> - -<p>And now priests and nobles and king and -queen are all gone, and yet the people are -more distressed than ever before. Amid these -scenes of violence, confusion, and misrule, confidence -has ceased, commerce has furled the -sail, trade has closed the door, manufactures -ceased their din, and agriculture forsaken the -plough.</p> - -<p>There is no money, no credit, no confidence, -no employment, no bread. Famine, and pestilence, -and grief, and rage, and despair brood -over the land. Again the people cry to their -representatives, “Why do you not give us the -promised prosperity and plenty? We have -nothing to eat, nothing to wear; our business -and trades are at an end. The nations around -us are gathering to devour us, and what is the -cause of all these woes?”</p> - -<p>“It is the Girondists,” is the reply; “it is -this party among the people’s representatives. -They are traitors; they have been bribed; they -have joined with foreign aristocrats and kings.<span class="pagenum"><a name="Page_10" id="Page_10">[10]</a></span> -They interrupt all our measures, and they are -the cause of all your sufferings.”</p> - -<p>And now the people turn their rage upon -the most intelligent and well-meaning portion -of their representatives, who have been striving -to stem the worst excesses of those who -yield entirely to the dictation of the mob. -After a period of storms and threats and violence, -at length a majority is gained against -them, and a decree is passed condemning a -large portion of the National Legislature as traitors, -while their leaders are borne forth by the -exulting mob to a bloody death. Still the distress -of the people is unrelieved, and again -they clamour for the cause. “It is the party -opposed to us,” say the Jacobins, with Robespierre -at their head; “they are the traitors; -they will not adopt the measures which will -save the people from these ills.”</p> - -<p>“Cut them down!” cries the populace; and -again another portion of the people’s representatives -are led forth to death.</p> - -<p>And now Robespierre, the leader of the lowest -mob of all, is supreme dictator, and all -power is lodged with this coldest-blooded ruffian -that ever doomed his fellow-beings to a<span class="pagenum"><a name="Page_11" id="Page_11">[11]</a></span> -violent death. This was <em>the Reign of Terror</em>, -when the mob had gained complete mastery, -and this man, its advocate and organ, administered -its awful energies. Look, then, for a moment, -at the picture.</p> - -<p>But the horrors of this period are so incredible, -the atrocities so monstrous, that the tale -will be regarded with distrust, without some -previous indication of the causes which led to -such results.</p> - -<p>Let it be remembered, then, that this whole -revolutionary movement was, in fact, a war -of the common people upon the classes above -them. Let it be remembered, too, that the -French people, by the press, and by emissaries -all over Europe, had invoked the lower classes -of all nations to make common cause with -them. “War to the palace, and peace to the -cottage,” was their watchword. Every throne -began to shake, and every person of rank, talents, -and wealth felt his own safety involved -in the contest. It was thus that the revolutionary -leaders felt that they were contending -for their lives, against the whole wealth, aristocracy, -and monarchical power of Europe.</p> - -<p>In France itself, individual ambition, hate,<span class="pagenum"><a name="Page_12" id="Page_12">[12]</a></span> -envy, or vengeance added fearful power to this -war of contending classes. Not only every -leader, but every individual, found in the opposing -party some rival to displace, or some -private grudge to revenge, while ten thousand -aspirants for office demanded sacrifices, in order -to secure vacated places. At last the -struggle became so imbittered and desperate, -that each man looked out only for himself. -Friend gave up friend to save his own life, or -to secure political advancement, till confidence -between man and man perished, and society -became a mass of warring elements, excited -by every dreadful passion.</p> - -<p>Few men are deliberately cruel from the -mere love of cruelty. Thousands, under the -influence of fear, revenge, ambition, or hate, -become selfish, reckless, and cruel. When, -too, in conflicts where men feel that by the -hands of opponents they have lost property, -home, honour, and country; when they have -seen their dearest friends slaughtered or starved, -then, when the hour of retaliation arrives, -pity and sympathy are dead, and every baleful -passion rages. Thus almost every man in -the conflict had suffered: if a democrat, from<span class="pagenum"><a name="Page_13" id="Page_13">[13]</a></span> -those above him; if an aristocrat, from those -below him.</p> - -<p>Meantime, religion, that powerful principle -in humanizing and restraining bad passions, -had well-nigh taken her flight. The war upon -the clergy at length turned to a war upon the -religion they represented, till atheism became -the prevailing principle of the nation.</p> - -<p>By a public act, the leaders of the people -declared their determination “to dethrone the -King of Heaven, as well as the monarchs of -the earth.” For this end, the apostate clergy, -put in the places of those exiled, were induced -to come before the bar of the National Legislature -and publicly abjure Christianity, and -declare that “no other national religion was -now required but liberty, equality, and morality.”</p> - -<p>On this occasion, crowds of drunken artisans -appeared before the bar of the house, -trampling under foot the cross, the sacramental -vases, and other emblems of religious faith. -A vile woman, dressed as the Goddess of Reason, -was publicly embraced by the presiding -officer of the National Legislature, and conducted -by him to a magnificent car, and followed<span class="pagenum"><a name="Page_14" id="Page_14">[14]</a></span> -by immense crowds to the grand Cathedral -of Nôtre Dame, where she was seated -on an altar, and there received the worship of -the multitudes. The Sabbath, by a national -decree, was abolished; the Bible was burned -publicly by the executioner; and on the graveyards -was inscribed, “Death is an eternal -sleep!”</p> - -<p>At Lyons, a similar scene was enacted, -where a fête in honour of Liberty was celebrated. -The churches were all closed, the -Decade, or Sabbath of Reason, proclaimed, -and an image of a vile character was carried -in procession, followed by vast crowds, shouting, -“Down with the aristocrats! Long life to -the guillotine!” After the image came an ass, -bearing the Cross, the Bible, and the communion -service; and these were led to an altar, -where a fire was lighted, the Cross and Bible -burned, the communion bread trampled under -foot, and the ass made to drink out of the communion -cup. Wherever democracy reigned, -the services of religion were interrupted, the -burial service vanished, baptisms ceased, the -sick and dying were unconsoled by religion, -while every species of vice, obscenity, and<span class="pagenum"><a name="Page_15" id="Page_15">[15]</a></span> -licentiousness were practised without concealment -or control. The establishments for charity, -the hospitals, and all humane institutions -were swept away, and their funds seized by -the agents of the people. Even the sepulchres -of the dead were upturned. The noble, -the wise, and the ancient, the barons of feudal -ages, the heroes of the Crusades, the military -chieftains, the ancient kings, resting in long-hallowed -tombs, the mightiest monarchs of the -nation, the “chief ones of the earth,” were -moved from their rest, and rose to meet the -coming of this awful day, while the treasures -of their tombs were rifled by vulgar hands, -and their very sculls kicked around as footballs -for sport.</p> - -<p>Meantime the sovereigns of Europe were -making preparations to meet this flood of -democratic lava, which threatened to overflow -every surrounding land. Vast armies began -to gather on every side, and avenging navies -hovered along the shores. This added the -fervour of patriotic devotion to the mania of -democracy.</p> - -<div class="poetry-container"> -<div class="poetry"> -<div class="verse">“Ye sons of France! awake to glory!</div> -<div class="verse indent1">Hark! hark! what myriads bid you rise!</div> -<div class="verse">Your children, wives, and grandsires hoary,</div> -<div class="verse indent1">Behold their tears, and hear their cries!</div><span class="pagenum"><a name="Page_16" id="Page_16">[16]</a></span> -<div class="verse">Shall hateful tyrants, mischief breeding,</div> -<div class="verse indent1">With hireling hosts, a ruffian band,</div> -<div class="verse indent1">Affright and desolate our land,</div> -<div class="verse">While Peace and Liberty lie bleeding?</div> -<div class="verse">To arms! to arms! ye brave!</div> -<div class="verse">The avenging sword unsheath!</div> -<div class="verse">March on! march on! to victory or death!”</div> -</div> -</div> - -<p>These inspiring sentiments, sung in the -thrilling notes of the Marseilles Hymn, were -echoed from one end of the land to the other, -awakening a whirlwind of enthusiasm. The -wants of thousands thrown out of employ, joined -with the excitement of patriotism, raised an -army unparalleled in numbers. It is calculated -that, at one time, one million two hundred thousand -Frenchmen were thus enrolled, and at the -command of the National Legislature, while the -millions of property, not otherwise squandered, -were employed to clothe, feed, and equip -this incomprehensible multitude. All France -was bristling like an armed field; while every -mandate of government, backed as it was by -such a military force, was utterly resistless. -Thus it was that the <em>Reign of Terror</em> was so -silent, awful, and hopeless.</p> - -<p>Behold, then, through the terror-stricken and -miserable land, the national troops employed<span class="pagenum"><a name="Page_17" id="Page_17">[17]</a></span> -in arresting every person suspected of favouring -aristocracy, or conspicuous as the holder -of wealth, or object of hate, envy, or suspicion -to all in the possession of power. Behold -the prisons of the capital, of the provincial -cities, and of the country villages, crammed -to overflowing with the rich, the noble, -and the learned. No regard was paid to station, -age, or sex. Gray hairs and blooming -childhood, stern warriors and beautiful maidens, -coarse labourers and noble matrons, were huddled -together into the damps, and filth, and -darkness of a common dungeon, while the -<em>guillotine</em> daily toiled in its bloody work of -death.</p> - -<p>Whenever a fresh supply of funds was demanded -for the national service, a new alarm -of <em>invasion</em> or of <em>counter-revolution</em> was spread, -and then followed new arrests of those suspected, -or of those who held any species of wealth. -In disposing of captives to make room for new -supplies, some were poniarded in prison, some -shot, and some guillotined. At last, it was -found needful to adopt a more summary -method, and the National Legislature decreed -that the land must be cleared of traitors and<span class="pagenum"><a name="Page_18" id="Page_18">[18]</a></span> -aristocrats, not by trial and single execution, -but by a slaughter of masses. A corps was -formed of the most determined and bloodthirsty, -and sent all over the land to execute -this mandate. In carrying out this unparalleled -system of cold-blooded murder, various modes -were adopted. One was called the <em>Republican -Baptism</em>, by which men, women, and children -were placed in a vessel with a trap-door in the -bottom, and carried out into the midst of the -waves; then the trap-door was opened, and -the crew, getting into a boat, left their victims -to perish. Another method was called the -<em>Republican Marriage</em>. By this, two of the -opposite sex, generally an old person and a -young one, were bereft of all clothing, then -tied together, and, after being tortured a while, -thrown into the waves. Another mode was -called the <em>mitrillade</em> or <em>fusillade</em>. Sixty, or -more, captives were bound, and ranged in two -files along a deep ditch dug for the purpose. -At the two extremities of each file, were placed -cannons loaded with grapeshot, and, at a given -signal, these were discharged on this mass of -human beings. But a few were entirely killed -at the first discharge. Wounded and mutilated,<span class="pagenum"><a name="Page_19" id="Page_19">[19]</a></span> -they fell in heaps, or crawled forth, and, -with piercing shrieks, entreated the soldiers to -end their sufferings with death. Three successive -discharges did not accomplish the -work, which was finally ended by the swords -of the soldiery. Next day, the same scene was -renewed on a larger scale, more than two -hundred prisoners being thus destroyed. This -was repeated day after day; while, on one occasion, -the commanding officer rose from a -carouse, and with thirty Jacobins and twenty -courtesans, went out to enjoy a view of the -horrid scene.</p> - -<p>At Toulon the mitrillades were repeated, till -at least eight hundred were thus slaughtered -in a population of less than ten thousand. In -Lyons, during only five months, six thousand -persons suffered death, and among these were -a great portion of the noblest and most virtuous -citizens. At Toulon, one of the victims -was an old man of eighty-four, and his only -crime was the possession of eighty thousand -pounds, of which he offered all but a mere -trifle to escape so shocking a death, but in -vain. Bonaparte, who saw these horrors, says, -“When I beheld this poor old man executed,<span class="pagenum"><a name="Page_20" id="Page_20">[20]</a></span> -I felt as if the end of the world was at -hand.”</p> - -<p>At Nantz, five hundred children, of both -sexes, the oldest not fourteen, were led out to -be shot. Never before was beheld so piteous -a sight! The stature of the little ones was so -low that the balls passed over their heads, and, -shrieking with terror, they burst their bonds, -and, rushing to their murderers, they implored -for pity and life. But in vain; the sabre finished -the dreadful work, and these babes were -slaughtered at their feet.</p> - -<p>At another time, a large body of women, -most of them with young children, were carried -out into the Loire, and while the unconscious -little ones were smiling and caressing -their distressed mothers, these mothers were -bereft of all clothing, and thrown with their -infants into the waves.</p> - -<p>At another time, three hundred young girls -were drowned in one night at Nantz, where, -for some months, every night, hundreds of -persons were carried forth and thrown into -the river, while their shrieks awoke the inhabitants, -and froze every heart with terror. -In this city, in a single month, either by hunger,<span class="pagenum"><a name="Page_21" id="Page_21">[21]</a></span> -the diseases of prison, or violence, fifteen -thousand persons perished, and more than -double that number during the Reign of Terror.</p> - -<p>In the prisons not less dreadful sufferings -were endured. In these foul and gloomy -abodes, the cells were dark, humid, and filthy; -the straw, their only beds, became so putrid -that the stench was horrible, while enormous -rats and every species of vermin preyed on -the wretched inmates. In such dens as these -were gathered the rank, the beauty, the talents, -and the wealth of Paris, and the chief -cities of the land. Here, too, degraded turn-keys, -attended by fierce dogs, domineered over -their victims, while on one side were threats, -oaths, obscenity, and insult, and on the other -were vain arguments, useless supplications, -and bitter tears.</p> - -<p>Every night the wheels of the rolling car -were heard, coming to carry another band of -victims to their doom. Then the bars of the -windows and wickets of the doors were -crowded by anxious listeners, to learn whether -their own names were called, or to see their -friends led out to death. Those summoned -bade a hasty farewell to their friends. The<span class="pagenum"><a name="Page_22" id="Page_22">[22]</a></span> -husband left the arms of his frantic wife, the -father was torn from his weeping children, the -brother and sister, the neighbour and friend, -parted and went forth to die, while survivers, -picturing the last agonies of those they loved, -or waiting their own fate, suffered a living -death, till again the roll of the approaching -car renewed the universal agony.</p> - -<p>To such a degree did this protracted torture -prey upon the mind, that many became reckless -of life, and many longed for death as a relief.</p> - -<p>In many cases, women died of terror when -their cell door was opened, supposing their -hour of doom was come.</p> - -<p>The prison floors were often covered with -infants, distressed by hunger, or in the agonies -of death. One evening, three hundred infants -were in one prison; the next morning all were -drowned! When the citizens once remonstrated -at this useless cruelty, the reply was, “They -are all young aristocratic vipers—let them be -stifled!”</p> - -<p>Such accumulated horrors annihilated the -sympathies and charities of life. Calamity -rendered every man suspicious. Those passing<span class="pagenum"><a name="Page_23" id="Page_23">[23]</a></span> -in the streets feared to address their nearest -friends. As wealth was a mark for ruin, -all put on coarse, or squalid raiment. Abroad, -no symptom of animation was seen, except -when prisoners were led forth to slaughter, -and then the humane fled, and the hard-hearted -rushed forward to look upon the agonies -of death. In the family circle, all was fear -and distrust. The sound of a footstep, a voice -in the street, a knock at the door, sent paleness -to the cheek. Night brought little repose, and -in the morning all eyed each other distrustfully, -as if traitors were lurking there.</p> - -<p>But there is a limit to the power of mental -suffering; and one of the saddest features of -this awful period was the torpid apathy, which -settled on the public mind, so that, eventually, -the theatres, which had been forsaken, began -to be thronged, and the multitude relieved -themselves by farces and jokes, unconcerned -whether it was twenty, or a hundred of their -fellow-citizens, who were led forth to die.</p> - -<p>Learning and talent were as fatal to their -possessors as rank and wealth. The son of -Buffon the naturalist, the daughter of the eloquent -Vernay, Roucher the poet, and even the -illustrious Lavoisier, in the midst of his philosophical<span class="pagenum"><a name="Page_24" id="Page_24">[24]</a></span> -experiments, were cut down. A few -more weeks of slaughter would have swept -off all the literary talent of France.</p> - -<p>During the revolutionary period, it is calculated -that not less than two hundred thousand -persons suffered imprisonment, besides -those who were put to death, of whom the -following list is furnished by the Republicans -themselves:</p> - -<p>Twelve hundred and seventy-eight nobles, -seven hundred and fifty women of rank, fourteen -hundred of the clergy, and thirteen thousand -persons not noble, perished by the guillotine -under decrees of the tribunals of the -people.</p> - -<p>To this, add the victims at Nantz, which are -arranged in this mournful catalogue:</p> - -<table summary="How many people died at Nantz"> - <tr> - <td>Children shot</td> - <td class="tdr">500</td> - </tr> - <tr> - <td>Children drowned</td> - <td class="tdr">1500</td> - </tr> - <tr> - <td>Women shot</td> - <td class="tdr">264</td> - </tr> - <tr> - <td>Women drowned</td> - <td class="tdr">500</td> - </tr> - <tr> - <td>Priests shot and drowned</td> - <td class="tdr">760</td> - </tr> - <tr> - <td>Nobles drowned</td> - <td class="tdr">1400</td> - </tr> - <tr> - <td>Artisans drowned</td> - <td class="tdr">5300</td> - </tr> -</table> - -<p>The whole number destroyed at Nantz, of -which the above is a portion only, was thirty-two -thousand.</p> - -<p><span class="pagenum"><a name="Page_25" id="Page_25">[25]</a></span></p> - -<p>To these add those slaughtered in the wars -of La Vendée, viz., <em>nine hundred thousand</em> -men, <em>fifteen thousand</em> women, and <em>twenty-two -thousand</em> children. To this add the victims -at Lyons, numbering thirty-one thousand. To -this, add those who are recorded thus: “women -who died of grief, or premature childbirth, -three thousand seven hundred;” and we have -a sum-total of <em>one million twenty-two thousand</em> -human beings destroyed by violence. How -many should be added, as those who died of -prison sufferings, or from the pangs and privations -of exile, or from famine and from pestilence -consequent on this state of anarchy and -violence, who can enumerate?</p> - -<p>At some periods, such was the awful slaughter, -that the rivers were discoloured with blood. -In Paris, a vast aqueduct was dug to carry off -the gore to the Seine, and four men employed -in conducting it to this reservoir. In the river -Loire, the corpses accumulated so that birds -of prey hovered all along its banks, the waters -became infected, and the fishes so poisonous -that the magistrates of Nantz forbade the -fishermen to take them.</p> - -<p>Thus, in the language of another, “France<span class="pagenum"><a name="Page_26" id="Page_26">[26]</a></span> -became a kind of suburb of the world of perdition. -Surrounding nations were lost in -amazement as they beheld the scene. It seemed -a prelude to the funeral of this great world, -a stall of death, a den into which thousands -daily entered and none were seen to return. -Between ninety and a hundred of the leaders -in this mighty work of death, fell by the hand -of violence. Enemies to all men, they were -of course enemies to each other. Butchers of -the human race, they soon whetted the knife for -each other’s throats; and the same Almighty -Being who rules the universe, whose existence -they had denied by a solemn act of legislation, -whose perfections they had made the butt of -public scorn, whose Son they had crucified -afresh, and whose Word they had burned by -the hands of a common hangman, swept them -all, by the hand of violence, into an untimely -grave. The tale made every ear that heard -it tingle, and every heart chill with horror. -It was, in the language of Ossian, ‘the song of -death.’ It was like the reign of the plague in -a populous city. Knell tolled upon knell, -hearse followed hearse, coffin rumbled after -coffin, without a mourner to shed a tear, or a<span class="pagenum"><a name="Page_27" id="Page_27">[27]</a></span> -solitary attendant to mark the place of the -grave. ‘From one new moon to another, and -from one Sabbath to another, the world went -forth and looked upon the carcasses of the -men who transgressed against God, and they -were an abhorring unto all flesh.’”</p> - -<p>Such, my countrywomen, are the scenes -which have been enacted in this very age, in -a land calling itself Christian, and boasting itself -as at the head of civilization and refinement. -Do you say that such cruelty and -bloodthirsty rage can never appear among us; -that our countrymen can never be so deluded -by falsehood and blinded by passion?</p> - -<p>Look, then, at scenes which have already -occurred in our land. Look at Baltimore: it -is night, and within one of its prisons are shut -up some of its most excellent and respected -citizens. They dared to use the rights of free-men, -and express their opinions, and oppose -the measures of the majority; and for this, -a fierce multitude is raging around those walls, -demanding their blood. They force the doors, -and, with murderous weapons, reach the room -containing their victims. Some friendly hand -extinguishes the lights, and in the protecting<span class="pagenum"><a name="Page_28" id="Page_28">[28]</a></span> -darkness they seek to escape. Some succeed; -others are recognised, and seized, and -stabbed, and trampled on, and dragged around -in murderous fury. One of the noblest of -these victims, apparently dead, is seized by -some pitying neighbour, under the pretence of -cruelty, and thrown into the river and carried -over a fall. There he is drawn forth and restored -to consciousness; and there, too, it is -discovered, that by Americans, by the hands of -his fellow-citizens, <em>his body has been stuck with -scores of pins, deep plunged into his flesh</em>!</p> - -<p>Look, again, at the Southwest, and see gamblers -swinging uncondemned from a gallows, -and among them a harmless man, whom the -fury of the mob hung up without time for judge -or jury to detect his innocence.</p> - -<p>See, on the banks of the Mississippi, fires -blazing, and American citizens <em>roasted alive</em> -by their fellow-citizens! See, even in New-England, -the boasted land of law and steady -habits, a raging mob besets a house filled with -women and young children. They set fire to -it, and the helpless inmates are driven forth -by the flames to the sole protection of darkness -and the pitiless ruffians. See, in Cincinnati,<span class="pagenum"><a name="Page_29" id="Page_29">[29]</a></span> -the poor blacks driven from their homes, -insulted, beaten, pillaged, seeking refuge in -prisons and private houses, and for days kept -in constant terror and peril.</p> - -<p>See, in Philadelphia, one class of citizens arrayed -in arms against another, both excited to -the highest pitch of rage, both thirsting for -each other’s blood, while the civil authority -can prevent universal pillage, misrule, and -murder, only by volleys that shoot down neighbours, -brothers, and friends.</p> - -<p>See, too, how the rage of political strife has -threatened the whole nation with a civil war. -South Carolina declares that she will not submit -to certain laws, which she claims are -unconstitutional. Her own citizens are divided -into fierce parties, so exasperated that -each is preparing to shoot down the other. -Even the women are contributing their ornaments -to meet the expenses of the murderous -strife. From neighbouring states, the troops -are advancing, the ships of war are nearing -their harbours. One single act of resistance, -and the state had been the battle-field of that -most bitter, most cruel, most awful of all conflicts, -<em>a civil and a servile war</em>.</p> - -<p><span class="pagenum"><a name="Page_30" id="Page_30">[30]</a></span></p> - -<p>And all these materials of combustion are -now slumbering in our bosom, pent up a while, -but ready to burst forth, like imprisoned lava, -and deluge the land. How easy it would be -to bring the nation into fierce contest on the -subject of slavery, that internal cancer which -inflames the whole body politic! How easy -to array native citizens against foreign immigrants, -who at once oppose the prejudices -and diminish the wages of those around them! -How easy to make one section believe that -tariff, or tax, is sacrificing the prosperity of one -portion to gratify the envy, or increase the -luxuries of another!</p> - -<p>How easy to make one class of humbler -means, believe that bank, or monopoly, is destroying -the fruit of their toil, to increase the -overgrown wealth of a class above them!</p> - -<p>And here is no standing army, such as is -wielded by all other governments in sustaining -law. When our communities are divided -by interest or passion, the lawmakers, the judges, -the jury, and the military are all partisans -in the strife.</p> - -<p>Nor can one part of the Union suffer, and -the other escape unharmed, as might be supposed,<span class="pagenum"><a name="Page_31" id="Page_31">[31]</a></span> -amid this reckless talk about the dissolution -of the Union. An overt attempt to dissolve -the Union is treason; and it can never be -carried out without fierce parties in every state, -ready to fight to the last gasp against such a -suicidal act. Such a national dislocation would -send a groan of agony through every city, -town, and hamlet in our land; civil war would -blow her trump, citizen would be arrayed -against citizen, and state against state, and the -whole arch of heaven would be inscribed with -“mourning, and lamentation, and wo.”</p> - -<p>What, then, has saved our country from -those wide-sweeping horrors that desolated -France? Why is it that, in the excitements -of embargoes, and banks, and slavery, and abolition, -and foreign immigration, the besom of -destruction has not swept over the land? It is -because there has been such a large body of <em>educated</em> -citizens, who have had intelligence enough -to understand how to administer the affairs of -state, and a proper sense of the necessity of -sustaining law and order; who have had moral -principle enough to subdue their own passions, -and to use their influence to control the -excited minds of others. Change our large<span class="pagenum"><a name="Page_32" id="Page_32">[32]</a></span> -body of moral, intelligent, and religious people -to the ignorant, impulsive, excitable population -of France, and in one month the horrors -of the Reign of Terror would be before our -eyes. Nothing can preserve this nation from -such scenes but perpetuating this preponderance -of intelligence and virtue. This is our -only safeguard.</p> - -<p>What, then, are our prospects in this respect? -Look at the monitions recorded in our -census. Let it be first conceded, that the fact -that a man cannot read and write is not, in itself, -proof that he is not intelligent and virtuous. -Many, in our country, by intercourse with men -and things, by the discussions of religion and -politics, and by the care of their affairs, gain -much reflection and mental discipline. Still, -a person who cannot read a word in a newspaper, -nor a line in his Bible, and who has so -little value for knowledge as to remain thus incapacitated, -as a general fact, is in the lowest -grade of stupidity and mental darkness. So -that the number who cannot read and write is, -perhaps, the surest exponent of the intellectual -and moral state of a community. For though -this list may embrace many intelligent and<span class="pagenum"><a name="Page_33" id="Page_33">[33]</a></span> -virtuous persons, on the other hand, there are -probably as many, or more, of those classed -as being able to read and write, who never -have used this power, and who are among the -most stupid and degraded of our race.</p> - -<p>Look, then, at the indications in our census. -In a population of fourteen millions, we find -<em>one million</em> adults who cannot read and write, -and <em>two millions</em> of children without schools. -In a few years, then, if these children come on -to the stage with their present neglect, we shall -have <em>three millions</em> of adults managing our -state and national affairs, who cannot even -read the Constitution they swear to support, -nor a word in the Bible, or in any newspaper -or book. Look at the West, where our dangers -from foreign immigration are the greatest, -and which, by its unparalleled increase, is -soon to hold the sceptre of power. In Ohio, -more than one third of the children attend no -school. In Indiana and Illinois scarcely one -half of the children have any schools. Missouri -and Iowa send a similar, or worse report. -In Virginia, <em>one quarter</em> of the white adults -cannot even write their names to their applications -for marriage license. In North Carolina,<span class="pagenum"><a name="Page_34" id="Page_34">[34]</a></span> -<em>more than half</em> the adults cannot read and -write. The whole South, in addition to her -hordes of ignorant slaves, returns <em>more than -half</em> her white children as without schools.</p> - -<p>My countrywomen, what is before us? -What awful forebodings arise! Intelligence -and virtue our only safeguards, and yet all -this mass of ignorance among us, and hundreds -of thousands of ignorant foreigners being -yearly added to augment our danger!</p> - -<p>We are not even stationary. We are losing -ground every day. Every hour the clouds -are gathering blacker around us. Already it -is found, that the number of <em>voters</em> who cannot -read and write, and who yet decide every -question of safety and interest, exceeds the -great majority that brought in Harrison. Already -the number of criminals and felons, who, -on dismission from jails and penitentiaries, are -allowed to vote, exceeds the majority that -brought in our chief magistrate in 1836!<a name="FNanchor_1" id="FNanchor_1"></a><a href="#Footnote_1" class="fnanchor">[1]</a></p> -<p><span class="pagenum"><a name="Page_35" id="Page_35">[35]</a></span></p> -<p>Nor is the picture of our situation less mournful, -when we examine into the condition of -young children in those states, which have -done the most for education. Take New-York, -for example, where, for forty years, the -education of the people has been provided for -by law, and where the very best school system -in the world has recently gone into operation. -It is the chief business of the Secretary of -State, to take care of the common schools of -the state, while, in every county, a deputy-superintendent, -paid five hundred dollars each<span class="pagenum"><a name="Page_36" id="Page_36">[36]</a></span> -year for his services, devotes his whole time -to the care of common schools. Every year -these county superintendents report to the Secretary -of State, in regard to the situation of -the schools in the county under their care. It -is from these reports of the superintendents of -schools in New-York, that we are enabled to -draw a picture of the condition of young children -in common schools, that should send a -chill of fear and alarm through our country. -For if this is the condition of young children in -that state which has excelled all others in a<span class="pagenum"><a name="Page_37" id="Page_37">[37]</a></span> -wise and liberal provision for the care of -schools, what must be the condition of things -in other states, where still less interest is felt -in this great concern!</p> - -<p>The Secretary of State, in presenting the -reports of the county superintendents to the -Legislature of New-York, remarks thus: “The -nakedness and deformity of the <em>great majority</em> -of schools in this state, the comfortless and dilapidated -buildings, the unhung doors, broken -sashes, absent panes, stilted benches, gaping -walls, yawning roofs, and muddy and mouldering -floors, are faithfully portrayed; and many -of the self-styled teachers, who lash and dogmatize -in these miserable tenements of humanity, -are shown to be low, vulgar, obscene, -intemperate, and utterly incompetent to teach -anything good. Thousands of the young are -repelled from improvement, and contract a durable -horror for books, by ignorant, injudicious, -and cruel modes of instruction. When the -piteous moans and tears of the little pupils supplicate -for exemption from the cold drudgery, -or more pungent suffering of the school, let the -humane parent be careful to ascertain the true -cause of grief and lamentation.”</p> - -<p><span class="pagenum"><a name="Page_38" id="Page_38">[38]</a></span></p> - -<p>To exhibit, more fully, the sufferings of little -children at school, the following is abridged -from these reports:</p> - -<h3><i>Sufferings of Little Children from Bad Schoolhouses.</i></h3> - -<p>One of the county superintendents reports -of the schoolhouses in his district: “One house -in K. is literally unfit for a stable; the sashes -of several windows are broken, twenty or thirty -panes of glass are out, the door is off, and -used for a writing-table. Yet the district is -wealthy, but ‘they cannot get a vote to build -a new schoolhouse.’” “Another schoolhouse -in W. is nearly as bad; the gable ends falling -out, the chimney down, and the windows nearly -all boarded up.” Many of the schoolhouses -are situated in the highway, so that, at -play, the children are endangered by the passing -horses and vehicles, and the traveller is -also endangered by the rushing of boisterous -boys, frightening his horses. Instances of this -sort have repeatedly occurred.</p> - -<p>Another writes, that in one of the largest -landed districts, the worst log schoolhouse in -the district is still retained, offering no security<span class="pagenum"><a name="Page_39" id="Page_39">[39]</a></span> -against winds and storms. One of the window -sashes was “laid up overhead because it -would not stay in its place.” To keep the -door shut against the wind, one end of a bench -was put against it, and a boy set to tend it, -as one and another went out.</p> - -<p>Another writes, that he <em>often</em> finds the schoolhouses -situated on some bleak knoll, exposed -to the howling blasts of winter and the scorching -rays of the summer’s sun, or in some marsh -or swamp, surrounded by stagnant pools, rife -with miasma, and charged with disease and -death. It is not uncommon, in such places, to -find large schools almost entirely broken up -by sickness, and that, too, when no contagious -diseases are prevailing among children.</p> - -<p>One of these superintendents says, “A trustee -of one school, where the schoolhouse was -situated <em>in a goose-pond</em>, the water under the -floor being several inches deep, told me his -children were almost invariably obliged to -leave school on account of sickness, and that -the school was often broken up from this cause. -Parents pay ten times as much, for physicians -to cure diseases contracted at school, -as it would cost to build a comfortable schoolhouse<span class="pagenum"><a name="Page_40" id="Page_40">[40]</a></span> -and supply it with every accommodation.”</p> - -<p>Another says of the schoolhouses in his -county, that, in some cases, the latches are -broken, so that, however cold the day, the door -cannot be shut; sometimes the sills are so rotten -that snakes and squirrels can enter; while -there are cracks in the floor, one or two inches -wide, and holes broken large enough for the -children to fall through.</p> - -<p>The wretched condition of these houses is -not owing to poverty, but to the <em>leaden apathy</em> -on the subject of education, and the belief -among farmers that their money can be better -applied in building barns and stables for -their cattle. In one large village, where a -great sum has been expended for adorning -public grounds, and where is much wealth and -style, the two schoolhouses are the meanest-looking -buildings in the place.</p> - -<p>Another says of the schoolhouses in his county, -that, in many cases, they stand on the highway, -no cooling shade to protect them from the -burning sun, exposed to the full fury of the -wintry northwester, clapboards torn off, door -just ready to fall, and great caution needed in<span class="pagenum"><a name="Page_41" id="Page_41">[41]</a></span> -order to keep from falling through the floor. -In one case, an aperture in the roof was of -such a size, that the teacher could give quite a -lesson on astronomy by looking up at the -heavens through the roof of the house. Frequently, -to the grief of the teacher, when the -parent brings his child the first day, such expressions -as these are heard from the clinging -and distressed child, “Oh, pa, I don’t want -to stay in this ugly, old house! Oh, pa, do -take me home!”</p> - -<h3><i>Sufferings of Little Children from Want of -Accommodations at School.</i></h3> - -<p>One superintendent says, “But few of the -schoolhouses are furnished with blinds or curtains -to exclude the glare of the sun. Thus, -children suffer great uneasiness, headaches, -and often serious affections of the eyes. I -have found <em>many cases</em> of weakness of eyes, -approaching almost to blindness, caused by -studying in such dazzling light.”</p> - -<p>Another states, that in most schoolhouses -the desks are so high, as to compel the scholar -to write in a half-standing, half-sitting attitude; -while the seats for the smallest children are<span class="pagenum"><a name="Page_42" id="Page_42">[42]</a></span> -often twice the proper height, sometimes a -hemlock slab with legs at one end, and a log -at the other. Many of the little ones have -to be helped up on them, where they are in -peril of life and limb from a fall. Here they -are obliged to sit, day after day and week -after week, between heaven and earth, “and -in a frame of mind unfit for either place,” without -anything to support either their backs or -their feet. Those who would realize what -distress this occasions, let them try sitting only -one half hour on a table or sideboard, with -back and feet unsupported, and see what suffering -ensues.</p> - -<p>Another writes thus: “Sitting with the legs -hanging over the edge of the seat presses -the <em>veins</em> (which lie near the surface, and carry -the blood to the heart), and thus retard its return, -while the arteries, being deeper, carry the -blood with its full force from the heart. Thus -the veins become distended, numbness and -pain follow, and sometimes permanent weakness -is the result. Where children sit a long -time without any support to their backs, the -muscles that hold up the body become weary -and weak, for no muscle can be too long contracted<span class="pagenum"><a name="Page_43" id="Page_43">[43]</a></span> -without weakening it. In schools thus -badly furnished, it will be seen that the children -prefer the northern blasts out of doors to -the sufferings they endure within, and come in -unwillingly, with chilled bodies and checked -perspiration. In some cases, parents provide -comfortable chairs for their children, and then -it is seen, that such stay but a short time out -of doors, while those seated on such comfortless -benches stay as long as they can. This -shows one predisposing cause of the curvature -of the spine, and distortion of the body and -limbs. Is it any wonder that so many of our -youth have round shoulders, and a stooping -of the body through life?”</p> - -<p>What would be said of a farmer who made -his boy hold a plough as high as his head, or -a joiner who made his apprentice plane a -board on a bench as high as his shoulders? -And yet they expect teachers to make their -children study, read and write with just such -improper accommodations.</p> - -<h3><i>Sufferings of Little Children for Want of Pure -Air.</i></h3> - -<p>To understand this subject properly, it must<span class="pagenum"><a name="Page_44" id="Page_44">[44]</a></span> -be borne in mind, that the body is so constructed -as to inhale at every breath about a pint of -air. The air is composed of 79 parts nitrogen -and 21 parts oxygen. When it is drawn into -the lungs, the oxygen is absorbed by the blood, -and what we exhale is the nitrogen, mixed with -the carbonic acid, formed in the lungs by the -union of the oxygen of the air with the carbon -of the blood. Now, neither carbonic acid, or -nitrogen can support life. Take the oxygen -from the air, and then breathe it, and instant -death ensues. So, put any animal into carbonic -acid alone, and it dies instantly. Thus, -every breath of every human being uses up -the oxygen in one pint of air, and returns it -with only nitrogen and carbonic acid. Let a -schoolroom, containing 18,000 gallons of air -and twenty scholars, be made perfectly airtight, -and in twenty minutes they would all be -corpses. The horrible sufferings produced by -this process, were once witnessed in Calcutta, -where 146 men were driven into a room 18 -feet square, with only one small window, and -kept there from eight at night till six next -morning. Before midnight they all became -frantic with agony, fought for the window,<span class="pagenum"><a name="Page_45" id="Page_45">[45]</a></span> -choaked each other to death, screamed to the -soldiers to shoot them, and thus end their misery; -and in the morning only 26 were alive, -and these in a putrid fever! <em>Lessening</em> the -amount of oxygen in the air by breathing, produces -languor, sleepiness, nausea, headache, -flushed face, and sometimes palsy and apoplexy.</p> - -<p>On this subject, the superintendents of the -New-York schools make these statements:</p> - -<p>“Confinement in some of our schoolrooms -is <em>manslaughter</em>. Our children, shut up in -these hot holes, made so by their own breaths, -by perspiration, and by a close, overheated -stove, lay the foundation for diseases which -show no gain except to the physician, and -which, in after-life, no riding on horseback, or -journeys by sea or land, or southern residence -can cure.”</p> - -<p>Another states, that the uncomfortable condition -of the schoolhouses, in his county, is such -as to cause much suffering, both mental and -bodily, to the children doomed to inhabit their -gloomy walls and breathe the tainted air.</p> - -<p>Another writes of the schoolhouses in his -district, that they are usually low, and in cold<span class="pagenum"><a name="Page_46" id="Page_46">[46]</a></span> -weather so overheated as to be hotbeds of disease, -the close atmosphere being actually dangerous. -One teacher, in one instance, was struck -with palsy from the effects of confinement in -such a poisonous atmosphere. At a public meeting, -one citizen stated it as his conviction, that -one of his children died from disease engendered -by breathing the pestilential atmosphere -of the schoolroom. Instances are numerous -where the children come home dull, listless, -and with severe colds and coughs. The teacher, -in such situations, often loses ambition, energy, -and health, and closes school pale and -emaciated, perhaps to sink to an early grave, -a victim of the poisonous air in which, for day -after day, he has been confined.</p> - -<h3><i>Sufferings of Little Children from Cold, Heat, -and Filth.</i></h3> - -<p>One superintendent says, “Could parents -witness, as I have, the sufferings of their children -from cold, I am sure no other appeal -would be needed. Some of those buildings, I -am confident, would be considered by a systematic -farmer, who regarded the comfort of his -stock, as an unfit shelter for his Berkshires.”</p> - -<p><span class="pagenum"><a name="Page_47" id="Page_47">[47]</a></span></p> - -<p>Another states, that in some cases the -schoolhouses are small and overheated. Then -the teacher throws open the door, and a current -of cold air pours on to the children. The -reeking perspiration is suddenly stopped, and -“a cold” is the result, which is often the precursor -of fevers and consumption. When no -such results follow, the parents say, “It is <em>only -a cold</em>;” when diseases and death follow, it is -called <em>a dispensation of Providence</em>! A physician -of extensive practice stated to this superintendent, -that a large part of his consumptive -cases originated from colds taken at -school.</p> - -<p>Another describes one of the schoolhouses -in his county as too small, too low, the seats -too high, half the plastering fallen off and piled -in one corner, and the house warmed by a -cook-stove unfit for use. Six sevenths of the -panes of glass were gone, and two windows -boarded up. Going to attend the annual -school meeting at this house, he met two citizens -coming with a candle and firebrands, and -picking up sticks along the road for a fire, -because there was no wood provided at the -schoolhouse.</p> - -<p><span class="pagenum"><a name="Page_48" id="Page_48">[48]</a></span></p> - -<p>Another thus describes some of the schoolhouses -in his county. It is very common to -see cracked and broken stoves, the door without -hinges or latch, and a rusty pipe of various -sizes. Green wood, and that which is old -and partially decayed, either drenched with -rain, or covered with snow, is much more -frequently used than sound, seasoned wood. -Thus it is difficult to kindle a fire, and the -room is filled with smoke much of the time, -especially in stormy weather. Sometimes the -school is interrupted two or three times a day -to fasten up the stovepipe.</p> - -<p>The extent of these evils may be perceived -from the report, which says of one county -about as well supplied as any, out of <em>eighty-seven</em> -districts only <em>twenty</em> schoolhouses have -provided means for keeping their wood dry.</p> - -<p>Another says, “At the commencement of -the winter term of our schools, some one of -the trustees generally furnishes a load of green -wood, perhaps his own proportion. The teacher -proceeds till this is exhausted, and he is compelled -to notify his patrons of the entire destitution -of wood. After meeting his school, and -shivering over expiring embers till the hope<span class="pagenum"><a name="Page_49" id="Page_49">[49]</a></span> -of a supply is exhausted, he dismisses the -school for one, two, or three days, and sometimes -for a week, before any inhabitant finds -time to get another load of green wood. With -such wood it is impossible to keep the schoolroom -at a proper temperature. The scholars, -at first, crowd around the stove, suffering extremely -with cold, and then are driven as far -off as they can get, in a high state of perspiration, -and almost suffocated with heat. Our -schools in this country suffer much from such -methods of procuring fuel. The time which -is lost in school hours by the use of green -wood, I think will include near one fourth of the -whole time.”</p> - -<p>Another says, “The teacher found abundant -employment in stuffing the old stove with -green birch and elm, cut as occasion required -by the teacher and the boys. A continual -coughing was kept up by nearly seven-eighths -of the children, and the teacher apologised for -want of order by saying, ‘they could not -usually do much in stormy weather till afternoon, -when the fire would get a going.’ On -this occasion, one trustee and two of the inhabitants -of the district were present an hour,<span class="pagenum"><a name="Page_50" id="Page_50">[50]</a></span> -when, getting frozen out, they asked to be excused, -and left the children to suffer, saying, -‘We did not think our house was so uncomfortable. -Some glass must be got, and a load -of dry wood’” Some of the statements of -these superintendents, as to the order and neatness -of their schoolhouses, are no less lamentable. -One remarks, that “some of them, as -to neatness, resemble the domicil for swine.” -Another describes one schoolhouse as “having -the clapboards torn off, the door just ready -to fall, an aperture in the roof where the chimney -once was, slabs with a pair of clubs at each -end for legs, and so high no child could touch -foot to the floor, rickety desks falling to ruin, -the plaster torn off, and the whole covered -with dirt, and as filthy as the street itself.” -But this is not all. “This house is situated in -a district of wealthy farmers.”</p> - -<p>Another says, “It is a startling truth, that very -many of our schoolhouses furnish no private -retreat whatever for teacher or scholar. Thus -is one side of the schoolhouse, and, in some -instances, the doorstep, rendered a scene more -disgusting than the filth of a pig-sty.”</p> - -<p>Another says, “Schoolhouses, generally,<span class="pagenum"><a name="Page_51" id="Page_51">[51]</a></span> -are not furnished with suitable conveniences -for disposing the outer garments of the children, -their dinner-baskets, and other articles. Sometimes -there are a few nails in an outer entry -where clothes and dinners may be put, but in -such cases the door is left open for rain and -snow to beat in; the scholars, in their haste to -get their own clothes, pull down many more, -which are trampled on. Moreover, the dinners -are often frozen, or eaten by dogs, and -sometimes even by hogs.”</p> - -<h3><i>Sufferings of Little Children from Cruel and -Improper Punishments.</i></h3> - -<p>In reporting on this subject, the county superintendents -mention these as inflictions not -uncommon. Standing on one foot for a long -time; “sitting on nothing,” that is, obliging the -child to hold himself in a sitting posture without -any support; holding out the arm horizontally -with a weight on it; tying a finger so -high as to oblige the child to stand on tiptoe; -holding the head downward, sometimes causing -dangerous hemorrhages from the nose, or -injuring the brain; frightening little children -by threats. Many cases are declared to<span class="pagenum"><a name="Page_52" id="Page_52">[52]</a></span> -have occurred in which permanent injuries -have been inflicted by thus straining the muscles, -and torturing the body and mind of little -children.</p> - -<p>The following is a description of a scene -witnessed at school by one of the county superintendents -in his periodical visitation: two -girls, about twelve years of age, were out of -order, and the teacher, without any warning, -sprang across the room and severely flogged -both. A little boy, tired of sitting on his hard -seat, leaned over on his elbow; he was caught -by the head, dragged over the desk to the -floor, and ordered to study. A little girl of -seven, after one or two admonitions to “tend -her book,” was caught by the arm, dragged -on to the floor, rudely shaken, cuffed on both -sides of her head, and then whipped. “I looked -around,” says the superintendent, “to learn -the effect upon the other scholars. I saw no -happy faces. There seemed to settle upon the -countenances of nearly all, a cloud of gloom -and terror. The school closed soon after, and -the teacher remarked to me, that <em>he did not -punish near as much now as he formerly -did</em>.”</p> - -<p><span class="pagenum"><a name="Page_53" id="Page_53">[53]</a></span></p> - -<h3><i>Moral Injuries inflicted on Children at School.</i></h3> - -<p>One teacher writes thus: “Where the plastering -remains, it is covered with coal marks, -and numerous holes are cut through the writing -desks, while vulgarities and obscenities -are not only written, but deeply cut in the -desks and doors.” Of another house he says, -“Within and without are manifest evidences -of a polluted imagination. Several lewd representations -are deep cut in the clapboards in -front of the house, in the entry, and even on -the girls’ desks, so as to be constantly before -their eyes.” “These things,” he adds, “are -but <em>specimens</em> selected from <em>scores</em>.”</p> - -<p>Another writes thus: “I have alluded to the -representations of vulgarity and obscenity that -meet the eye in every direction. I am constrained -to add that, during intermissions, ‘certain -lewd fellows of the baser sort’ sometimes -lecture boys and girls, large and small, illustrating -their subject by these vile delineations. -Many of our schoolhouses are nurseries of -disorder, vulgarity, profanity, and obscenity—nay, -more, in some cases, they are the very -hothouses of licentiousness.”</p> - -<p><span class="pagenum"><a name="Page_54" id="Page_54">[54]</a></span></p> - -<p>One single statement, made up from these -reports of the county superintendents, and presented -by the head superintendent in his report, -speaks volumes on the neglect of modesty, decency, -neatness, and purity. In the whole -state there are six thousand schoolhouses destitute -of any kind of woodhouse or privy; and -of the whole number, only about one thousand -have privies provided with separate accommodations -for children of different sexes.</p> - -<p>It appears, also, that though the schools and -teachers are fast rising in character, and that -many now are of uncommon excellence, yet -that many of the teachers are notoriously depraved, -while intellectual training, in the majority -of cases, is deplorably low, and the moral -training still more defective.</p> - -<p>One superintendent remarks, “Gloomy, indeed, -are the impressions made by our schoolhouses. -The lessons of immorality and indecency -often taught there would cause a shudder -to thrill every sensitive mind.” Another -says, “There are, I regret to say, many teachers -whose morals, manners, and daily example -wholly unfit them for their duties.” Another -says, “In some instances, moral qualifications<span class="pagenum"><a name="Page_55" id="Page_55">[55]</a></span> -have been wholly disregarded, and -teachers notoriously intemperate employed.” -Says another, “I have found a number whose -language was low, obscene, and sensual, still -employed in teaching.”</p> - -<p>Says another, “If the tastes, associations, -and moral sentiments of the teacher lack elevation -and dignity, what literary progress will -atone for examples so pernicious? And yet -such are the moral influences shed about them -by many licensed to teach.”</p> - -<p>After presenting all these shocking details, -the chief superintendent, in 1844, thus remarks:</p> - -<p>“No subject connected with elementary instruction -affords a source for such mortifying -and humiliating reflection as that of the condition -of a large portion of the schoolhouses as -presented in the above enumeration. Only <em>one -third</em> of the whole number visited were found -in good repair; another third in only comfortable -condition; while <em>three thousand three hundred -and nineteen</em> were unfit for the reception -of man or beast. Seven thousand were found -destitute of any play-ground, nearly six thousand -destitute of convenient seats and desks, nearly -eight thousand destitute of any proper facilities<span class="pagenum"><a name="Page_56" id="Page_56">[56]</a></span> -for ventilation, and upward of six thousand destitute -of a privy of any sort. And it is in these -miserable abodes of filth and dirt, deprived of -wholesome air, or exposed to the assaults of -the elements, with no facilities for exercise or -relaxation, with no conveniences for prosecuting -their studies, crowded together on benches -not admitting of a moment’s rest, and debarred -the possibility of yielding to the ordinary -calls of nature without violent inroads -upon modesty and shame, that upward of -two hundred thousand children of this state -are compelled to spend an average period of -eight months each year of their pupilage. Here -the first lessons of human life, the incipient -principles of morality, and the rules of social -intercourse are to be impressed on the plastic -mind. The boy is here to receive the model -of his permanent character, and imbibe the elements -of his future career. Here the instinctive -delicacy of the young female, one of the -characteristic ornaments of her sex, is to be -expanded into maturity by precept and example. -Such are the temples of science, such -the ministers under whose care susceptible -childhood is to receive its earliest impressions.<span class="pagenum"><a name="Page_57" id="Page_57">[57]</a></span> -Great God! shall man dare to charge to thy -dispensations the vices, the crimes, the sickness, -the sorrows, the miseries, and the brevity -of human life, who sends his little children -to a pesthouse, fraught with the deadly malaria -of both moral and physical disease? Instead -of impious murmurs, let him lay his hand -on his mouth, and his mouth in the dust, and -cry ‘Unclean!’”</p> - -<p>Let it not be imagined that this picture is -peculiar to New-York. The superintendents -of the common schools in Ohio, and even in -Massachusetts and Connecticut, have reported -similar evils as existing, to a greater or less -extent, in the schools in their respective states; -and if such things exist in the states where -most has been done for education, what can -be hoped for the neglected and abused little -ones where even less is done by law for their -comfort and improvement? In view of such -utter destitution of schools in the greater part -of our country, and of the sufferings and neglect -endured by little children in other portions, -the inquiry must be earnestly pressed, -“What can be the reason of this deplorable -state of things?”</p> - -<p><span class="pagenum"><a name="Page_58" id="Page_58">[58]</a></span></p> - -<p>The grand reason is, the <em>selfish apathy</em> of the -educated classes, and the <em>stupid apathy</em> of those -who are too ignorant to appreciate an education -for their children. In those states where -no school system is established by law, the intelligent -and wealthy content themselves with -securing a good education for their own children, -and care nothing for the rest. When any -project, therefore, is presented for obtaining -a good school system, the rich and intelligent -do not wish to be taxed for the children of -others, and the rest do not care whether their -children are educated or not, or else are too -poor to pay the expense.</p> - -<p>In those states where a school system is -established, parents of intelligence and moral -worth, seeing the neglected state of the -common school, withdraw their children to -private schools. And feeling no interest in -schools which they do not patronise, they pass -them with utter neglect. And thus, neither -rich, nor poor care enough to be willing to be -taxed for their elevation and improvement.</p> - -<p>Thus, too, it has come to pass, that while -every intelligent man in the Union is reading, -and hearing, and saying, every day of his life,<span class="pagenum"><a name="Page_59" id="Page_59">[59]</a></span> -that unless our children are trained to virtue and -intelligence, the nation is ruined, yet there is -nothing else for which so little interest is felt, or -so little done. Look, now, to that great body of -intelligent and benevolent persons, who are interesting -themselves for patriotic and religious -enterprises. We see them sustaining great organizations, -and supporting men to devote their -whole time to promote these several enterprises, -which draw thousands and hundreds of thousands -from the public for their support. There -is one organization, to send missionaries to the -heathen and to educate heathen children, with -its six or eight paid officers, devoting their -whole time to the object. Then there is another -to furnish the Bible, and another to distribute -tracts, and another to educate young -men to become ministers, and another to send -out home missionaries, and another to sustain -Western colleges, and another to promote temperance, -and another to promote the observance -of the Sabbath. Then we have an association -to take care of sailors, and another -to promote the comfort and improvement of -convicts in prisons and penitentiaries, and another -to relieve and ransom the slave, and another<span class="pagenum"><a name="Page_60" id="Page_60">[60]</a></span> -to colonize the free coloured race. All -these objects are promoted by having men sustained -by voluntary contributions, who spend -their whole time in urging the claims of these -various objects on the public mind, while almost -all have a regular periodical to advocate -their cause. But our two millions of little children, -who are growing up in heathenish darkness, -enchained in ignorance, and in many cases, -where the cold law professes to provide -for them, enduring distress of body and mind -even greater than is inflicted on criminals in -our prisons, where is the benevolent association -for their relief? where is there a periodical -supported by the charitable to tell the tale -of their wrongs? where is there a single man -sustained by Christian benevolence to operate -for their relief?</p> - -<p>Let it not be claimed that Sunday-schools -meet this emergency. A Sunday-school cannot, -in its one or two short hours, educate a -child, or undo all the fatal influences of six -days of idle vagrancy, with their pernicious -lessons of vice and sin. Besides, the Sabbath-school -is of little avail, except where there is -a large class of intelligent and benevolent persons<span class="pagenum"><a name="Page_61" id="Page_61">[61]</a></span> -to labour, and such are thinly sprinkled -in those portions of the land where no schools -exist.</p> - -<p>The vast proportion of neglected children -in our land are never reached, even by the -feeble influence of the Sunday-school.</p> - -<p>And this fatal neglect cannot be palliated -by the plea, that the means employed to sustain -other objects cannot be directed to this -cause. Why cannot the press be employed -for <em>popular education</em> as efficiently as for the -promotion of temperance, or the support of the -Sabbath? Why cannot men of talents be -supported to write and to labour for this cause -as well as for any other? The only thing -that can save us is, to arouse this people from -the <em>fatal apathy</em> which is luring them to destruction. -Ministers must preach, agents must -lecture, conventions must be called, discussions -must be urged, tracts must be written and circulated, -the political press must be enlisted, -and every possible mode of arousing public -attention must be adopted. It must be shown -that teachers are needed as much as ministers, -that teachers’ institutions are as important as -colleges, that it is as necessary to educate and<span class="pagenum"><a name="Page_62" id="Page_62">[62]</a></span> -send forth “poor and pious young women” to -teach, as it is “poor and pious young men” to -preach. And when the same influence and -efforts are directed to educate our two millions -of American children, as are now directed to -establishing missions among the heathen, our -country may escape the yawning abyss now -gaping to destroy.</p> - -<p>The American people are sanguine and -hasty, careless of peril, and thoughtless of -risk, but, when brought by danger to reflection, -they have first-rate common sense, surpassing -energy, and endless resources. And -if they can but be convinced of their danger -<em>in season</em>, all is safe; but the work to be done -is prodigious, the time is short, and the question -all turns on whether the work will be -undertaken soon enough, and with sufficient -energy.</p> - -<p>Look, then, at the work to be done. Two -millions of destitute children to be supplied with -schools! To meet this demand, <em>sixty thousand</em> -teachers and <em>fifty thousand</em> schoolhouses -are required. Or, if we can afford to leave -half of them to grow up in ignorance, and aim -only to educate the other half, thirty thousand<span class="pagenum"><a name="Page_63" id="Page_63">[63]</a></span> -teachers and twenty-five thousand schoolhouses -must be provided, and that, too, <em>within -twelve years</em>. The census calculates the children -between four and sixteen, and in twelve -years most of these children will be beyond the -reach of school instruction, while other millions, -treading on their heels, will demand still -greater supplies. <em>Sixty thousand teachers</em> now -needed for present wants, and thousands, to be -added every year for the increase of population!</p> - -<p>Where are we to raise such an army of -teachers? Not from the sex which finds it so -much more honourable, easy, and lucrative to -enter the many roads to wealth and honour -open in this land. But a few will turn from -these, to the humble, unhonoured toils of the -schoolroom and its penurious reward.</p> - -<p>It is <em>woman</em> who is to come in at this emergency, -and meet the demand; woman, whom -experience and testimony has shown to be the -best, as well as the cheapest guardian and -teacher of childhood, in the school as well as -the nursery. Already, in those parts of our -country where education is most prosperous, -the larger part of the teachers of common<span class="pagenum"><a name="Page_64" id="Page_64">[64]</a></span> -schools are women. In Massachusetts, three -out of five of all the teachers are women. In -the State of New-York and in Philadelphia -similar results are seen.</p> - -<p>Women, then, are to be educated for teachers, -and sent to the destitute children of this -nation by hundreds and by thousands. This is -the way in which <em>a profession</em> is to be created -for woman—a profession as honourable and -as lucrative for her as the legal, medical, and -theological are for men. This is the way in -which thousands of intelligent and respectable -women, who toil for a pittance scarcely sufficient -to sustain life, are to be relieved and elevated. -This is the way, and <em>the only way</em>, in -which our nation can be saved from impending -perils. Though we are now in such a -condition that many have given over our case -in despair, as too far gone for remedy—though -the peril is immense, and the work to be done -enormous, yet <em>it is in the power of American -women to save their country</em>. There is benevolence -enough, there are means enough -at their command. All that is needed is a -knowledge of the danger, and a faithful use -of the means within their reach.</p> - -<p><span class="pagenum"><a name="Page_65" id="Page_65">[65]</a></span></p> - -<p>And who else, in such an emergency as -this, can so appropriately be invoked to aid? -It is woman who is the natural and appropriate -guardian of childhood. It is woman who -has those tender sympathies which can most -readily feel for the wants and sufferings of the -young. It is woman, who is especially interested -in all efforts which tend to elevate and -dignify her own sex. It is woman, too, who -has that conscientiousness and religious devotion, -which, in any worthy cause, are the surest -pledges of success.</p> - -<p>And it is the pride and honour of our country, -that woman holds a commanding influence -in the domestic and social circle, which -is accorded to the sex in no other nation, and -such as will make her wishes and efforts, if -united for a benevolent and patriotic object, -almost omnipotent.</p> - -<p>To you, then, American women, are brought -these two millions of suffering and destitute children; -these “despised little ones,” of whom is -written, “their angels do always behold the -face of our Father in heaven;” who are loved -and cared for by the good Shepherd above, so -that it were better for any of us, that we were<span class="pagenum"><a name="Page_66" id="Page_66">[66]</a></span> -thrown with a millstone about our necks into -the sea, than that, through our guilty neglect, -even one of these little ones should perish.</p> - -<p>To you, my countrywomen, these little children -call, with voices soft as the young ravens’ -cry, yet multitudinous as the murmuring ocean -waves. To you they complain of the filth, -and the weariness, and the aching muscles, -and the throbbing head, and the tortured eyes. -To you they lament the degrading scenes and -fatal influences, that wither all that is pure, and -sweet, and lovely in childhood and youth. -Of you they ask relief from suffering, and all -those blessed ministries that will lead their -young feet to usefulness and happiness on -earth, and to glory, honour, and immortality -on high. Ah, surely their supplications will -be heard, and speedy relief will be found!</p> - -<p><em>How</em>, then, can American women act for -these children, and thus for the salvation of -their country, in an emergency like this?</p> - -<p>Before answering this question, it is needful -to consider that the 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<span class="pagenum"><a name="Page_67" id="Page_67">[67]</a></span> -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 <em>for -their high duties</em>. 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<span class="pagenum"><a name="Page_68" id="Page_68">[68]</a></span> -France. They must be trained to read, and think, -and decide <em>intelligently</em> 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?</p> - -<p>In the first place, there is no woman in <em>any</em> -station, who has not work cut out to her hand. -Wherever there is <em>a single ignorant child</em>, -there is one of the future rulers or educators -of this nation; <em>there</em> 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<span class="pagenum"><a name="Page_69" id="Page_69">[69]</a></span> -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 <em>all in her power</em> to secure a <em>proper</em> education -to <em>all</em> the young minds within the reach -of her influence.</p> - -<p>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 <em>her duties</em>, and, as one of her -most imperious duties, <em>to do all in her power -to secure a proper education to the American -children now coming upon the stage</em>.</p> - -<p>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<span class="pagenum"><a name="Page_70" id="Page_70">[70]</a></span> -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.</p> - -<p>But this great maxim is ever to be borne in -mind, <em>The most important things first in attention</em>. -It is <em>the due proportion</em> 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 <em>some</em> 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 <em>its relative value</em>.</p> - -<p>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,<span class="pagenum"><a name="Page_71" id="Page_71">[71]</a></span> -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 <em>some</em> time, but <em>more</em> 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.</p> - -<p>What, then, are the ways in which an educated -woman can employ the talents committed -to her for the salvation of her country?</p> - -<p>Many may be pointed out, some one of -which can be adopted by every woman in -this nation.</p> - -<p>Some, who are mothers, can superintend -the education of their children, and, while<span class="pagenum"><a name="Page_72" id="Page_72">[72]</a></span> -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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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!</p> - -<p>Some, on completing their education, can<span class="pagenum"><a name="Page_73" id="Page_73">[73]</a></span> -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.</p> - -<p>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.</p> - -<p>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 <em>time</em>, and <em>service</em>, -and <em>wealth</em> 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.</p> - -<p>Some, who cannot enter personally into<span class="pagenum"><a name="Page_74" id="Page_74">[74]</a></span> -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?</p> - -<p>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<span class="pagenum"><a name="Page_75" id="Page_75">[75]</a></span> -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,<span class="pagenum"><a name="Page_76" id="Page_76">[76]</a></span> -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.</p> - -<p>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.</p> - -<p>Some can interest themselves for the <em>domestics</em> -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<span class="pagenum"><a name="Page_77" id="Page_77">[77]</a></span> -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.</p> - -<p>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.</p> - -<p>Some can employ the pen in writing to -arouse public interest, and their influence in -getting articles on this subject into newspapers.<span class="pagenum"><a name="Page_78" id="Page_78">[78]</a></span> -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.</p> - -<p>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.</p> - -<p>There are many who feel that any useful -object of common interest can be more successfully -achieved <em>by association</em> than by individual -influence. Such are accustomed to<span class="pagenum"><a name="Page_79" id="Page_79">[79]</a></span> -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:</p> - -<p>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 -<em>schoolbooks</em> that they are gaining a <em>proper</em> education? -Do the Sunday-schools avail to secure -<em>a proper</em> 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?</p> - -<p>When the committees have obtained the information -on these points, another meeting can -be called to hear their reports, and to devise<span class="pagenum"><a name="Page_80" id="Page_80">[80]</a></span> -means for remedying any evils or deficiencies -that may have been discovered.</p> - -<p>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.</p> - -<p>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 <em>speak</em> to those around them, and endeavour -to influence them to engage in this work.</p> - -<p>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.</p> - -<p>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<span class="pagenum"><a name="Page_81" id="Page_81">[81]</a></span> -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 -<em>none</em> 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?</p> - -<p>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?</p> - -<p>Is it not required that children should be -<em>trained up</em> in the way they should go? and -ought there not to be benevolent organizations -to secure this, as much as organizations to <em>reform -and convert</em> those who are vicious and -irreligious, simply because they are not thus -trained?</p> - -<p>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?</p> - -<p>Is it not as important to send forth tracts to<span class="pagenum"><a name="Page_82" id="Page_82">[82]</a></span> -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?</p> - -<p>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?</p> - -<p>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?</p> - -<p>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 <em>the people</em> do perish for lack of -knowledge!” Oh! the horrors of that day<span class="pagenum"><a name="Page_83" id="Page_83">[83]</a></span> -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!</p> - -<p>In attempting to influence others to engage -in this work, appeals can be made to the -generous and patriotic feelings of <em>the young</em> -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 <em>it will be done</em>. Let every -woman, then, urge on this attempt.</p> - -<p>If a woman can do nothing else for this -cause, she can at least <em>pray</em> for it; and it is -rarely the case that any person offers sincere -and earnest prayer for any good object, without -speedily finding something <em>to do</em> for that object.</p> - -<p>In attempting to enlist American women in -the work of securing <em>a proper</em> 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<span class="pagenum"><a name="Page_84" id="Page_84">[84]</a></span> -be secured <em>at school</em>? 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.</p> - -<p>Professor Stowe, in his Report to the Legislature -of Ohio on the Prussian System of -Schools, makes these remarks.</p> - -<p>“The universal success, also, and very beneficial -results, with which the arts of drawing -and designing, music, and also <em>moral instruction -and the Bible</em>, have been introduced into -schools, was another fact peculiarly interesting -to me.</p> - -<p>“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<span class="pagenum"><a name="Page_85" id="Page_85">[85]</a></span> -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.</p> - -<p>“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;<span class="pagenum"><a name="Page_86" id="Page_86">[86]</a></span> -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.”</p> - -<p>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 <em>moral training</em> of the mass of -the people, there is no nation, <em>where schools are -established by law</em>, 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 <em>the intellect</em>, and a great -part of them merely to that of <em>the memory</em>.</p> - -<p>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<span class="pagenum"><a name="Page_87" id="Page_87">[87]</a></span> -that such schools are properly sustained -only where there is a large number of benevolent -and intelligent persons to teach them.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.<span class="pagenum"><a name="Page_88" id="Page_88">[88]</a></span> -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 <em>all</em> -schools, without violating the conscientious -scruples of a single denomination in this nation, -professing to be Christian.</p> - -<p>In the first place, all children in schools, can -be taught, that <em>the Bible</em> 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 <em>which translation</em> -is the proper one, each child can be allowed -to use the Bible his parents think to be -right.</p> - -<p>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 <em>character</em> of God.</p> - -<p>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.</p> - -<p><span class="pagenum"><a name="Page_89" id="Page_89">[89]</a></span></p> - -<p>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:</p> - -<p>O God, thou art my God; early will I seek -thee.</p> - -<p>My voice shalt thou hear in the morning, O -Lord; in the morning will I direct my prayer -unto thee, and look up.</p> - -<p>For thou art not a God that hast pleasure in -wickedness; neither shall evil dwell with thee.</p> - -<p>Lead me, O Lord, in thy righteousness; make -thy way straight before my face.</p> - -<p>Remove far from me vanity and lies; give -me neither poverty nor riches; feed me with -food convenient for me;</p> - -<p>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.</p> - -<p>Let us hear the conclusion of the whole matter. -Fear God and keep his commandments, -for this is the whole duty of man.</p> - -<p>For God shall bring every work into judgment, -with every secret thing.</p> - -<p>O Lord, to us belongeth confusion of face, -because we have sinned against thee; neither<span class="pagenum"><a name="Page_90" id="Page_90">[90]</a></span> -have we obeyed the voice of the Lord our God, -to walk in his laws which he set before us.</p> - -<p>To the Lord our God belong mercies and -forgivenesses, though we have rebelled against -him.</p> - -<p>For thou art the Lord, the Lord God, merciful -and gracious, long suffering, and abundant -in mercy and truth. Therefore will we trust -in thee.</p> - -<p>To the only wise God, our Saviour, be glory -and majesty, dominion and power, both now -and ever. Amen.</p> - -<p><i>Or this</i>:</p> - -<p>O Lord, my God, thou art very great; thou -art clothed with honour and majesty:</p> - -<p>Who coverest thyself with light as with a -garment, who stretchest out the heavens like a -curtain.</p> - -<p>Who layeth the beams of his chambers in -great waters, who maketh the clouds his chariot, -who walketh upon the wings of the wind.</p> - -<p>Lord, who shall abide in thy tabernacle -who shall dwell in thy holy hill?</p> - -<p>He that walketh uprightly and worketh righteousness, -and speaketh the truth in his heart.</p> - -<p>He that backbiteth not with his tongue, nor<span class="pagenum"><a name="Page_91" id="Page_91">[91]</a></span> -doeth evil to his neighbour, nor taketh up a -reproach against his neighbour.</p> - -<p>In whose eyes a vile person is contemned; -but he honoureth them that fear the Lord.</p> - -<p>He that sweareth to his own hurt, and changeth -not.</p> - -<p>He that doeth these things shall never be -moved.</p> - -<p>O Lord, thou hast searched me and known -me.</p> - -<p>Thou knowest my down-sitting and my up-rising; -thou understandest my thoughts afar -off.</p> - -<p>Thou compassest my path and my lying -down, and art acquainted with all my ways.</p> - -<p>For there is not a word in my tongue, but -lo, O Lord, thou knowest it altogether.</p> - -<p>Thou hast beset me behind and before, and -laid thine hand upon me.</p> - -<p>Such knowledge is too wonderful for me; -it is high; I cannot attain unto it.</p> - -<p>I will praise thee, for I am fearfully and wonderfully -made; marvellous are thy works, and -that my soul knoweth right well.</p> - -<p>Search me, O God, and know my heart; try -me, and know my thoughts;</p> - -<p><span class="pagenum"><a name="Page_92" id="Page_92">[92]</a></span></p> - -<p>And see if there be any wicked way in me, -and lead me in the way everlasting.</p> - -<p>Now unto the King, eternal, immortal, invisible, -the only wise God, be honour and glory -now and forever. Amen.</p> - -<p>Next, the children may be required to bring -texts in reply to such questions as these:</p> - -<p>Who is Jesus Christ?</p> - -<p>For what did he come into this world?</p> - -<p>What is the character of Jesus Christ?</p> - -<p>What has he done for us?</p> - -<p>What does he require of us?</p> - -<p>What is to be the condition of those who -are wicked after death?</p> - -<p>What is to be the condition of the good -after death?</p> - -<p>How are we to escape from the portion of -the wicked after death?</p> - -<p>How are we to gain the rewards of the good -after death?</p> - -<p>Some such question can be given each -morning; and the children can be required -to learn a text from the Bible, which will -answer this question, to repeat the next morning. -If they are too young to find it themselves, -they can be required to ask the aid of<span class="pagenum"><a name="Page_93" id="Page_93">[93]</a></span> -their companions who are older, or of their -friends at home.</p> - -<p>The being, character, and works of God, the -feelings and duties owed to him, and our relations -and duties in reference to a future state, -are the topics which usually are classed as -<em>religious</em> instruction.</p> - -<p><em>Moral training</em> commonly is understood as -relating to the duties we owe to ourselves -and to our fellow-creatures. In this department -the following methods could be adopted:</p> - -<p>Each morning, some one of such practical -texts as the following could be given out for -the children to reflect on through the day, and -in reference to which, they can be required to -seek from books, or from their friends, some -cases in which this command of God is either -obeyed or disobeyed.</p> - -<p>“Thou shalt love thy neighbour as thyself.”</p> - -<p>“Whatsoever ye would that men should do -to you, do ye even so to them.”</p> - -<p>“Recompense to no one evil for evil.”</p> - -<p>“Forbear one another, and forgive one another, -if any one have a quarrel; as Christ forgave -you, so also do ye.”</p> - -<p>“Bless them that curse you; bless, and curse -not.”</p> - -<p><span class="pagenum"><a name="Page_94" id="Page_94">[94]</a></span></p> - -<p>“If thine enemy hunger, feed him; if he -thirst, give him drink.”</p> - -<p>“Put away <em>lying</em>, and speak every one truth -with his neighbour.”</p> - -<p>“Put on humbleness of mind, meekness, long -suffering.”</p> - -<p>“Be followers of Christ, who did no sin, neither -was guile found in his mouth; who hath -left us an example, that we should walk in his -steps.”</p> - -<p>When such texts are given out, their spirit -and meaning should be illustrated by example, -and then the children should be required to -learn the text, and next morning to bring some -case to illustrate the violation of, or obedience -to this rule.</p> - -<p>But it is not sufficient to give children clear -views of duty, and store their memories with -the precepts enforcing their duties.</p> - -<p>The teachers should keep a strict watch -over the children, and whenever any conduct -or disposition appears, that violates these rules, -they should be pointedly applied. <em>A precept -from the Bible</em> should be employed to counteract -whatever bad disposition or bad conduct -is observed.</p> - -<p><span class="pagenum"><a name="Page_95" id="Page_95">[95]</a></span></p> - -<p>For example, if a child complains that a companion -has defaced his booklet the faulty child -be called up, and made to repeat the command -of God which he has violated: such as, “Whatsoever -ye would that men should do to you, do -ye even so to them.” If a child has taken a -pen from his companion without leave, take occasion, -on reprimanding him, to set before the -school the evil and danger of pilfering. Enlarge -on the nobleness of strict honesty and -uprightness. Show that the evil is not so much -the loss of property by the owner as the <em>bad -habit</em> induced in the pilferer, which may lead -at last to the dungeon and the gallows.</p> - -<p>Again, if a child is found to be <em>prevaricating</em>, -or using <em>any kind</em> of deceit, require him to repeat -the commands of God, “Thou shalt not -bear false witness.” “Lie not at all.” “Lying -lips are an abomination to the Lord, but -they that deal truly are his delight.”</p> - -<p>Then set forth lying before the school, as -what should be held in universal abhorrence; -show the importance of <em>truth</em>, as indispensable -to the existence of society and the happiness -of all beings; show how any kind of attempts -at deceit weakens the habit of truthfulness, and -certainly will lead, at last, to lying.</p> - -<p><span class="pagenum"><a name="Page_96" id="Page_96">[96]</a></span></p> - -<p>When it is needful to punish, endeavour to -select a penalty that will have a good effect on -the school, instead of one that will awaken -sympathy for the offender. When a child is -<em>whipped</em>, in many cases, his cries excite pity and -sympathy, and often indignation at the teacher. -But if, when a child has broken the laws of -God, the teacher sets forth the evil of the sin, -and then takes some such precept as this, -“Withdraw thyself from every brother that -walketh disorderly,” as his directory in requiring -all the school to be separate from him, -shutting him out from the play-ground, and depriving -him of the usual period of recess until -the delinquent appears penitent and anxious -to do well; then the teacher appears to the -school as acting by Divine authority, and for -the good of the whole.</p> - -<p>There are many sins against such commands -of God as these: “Let all things be done decently -and in order.” “Whatsoever things are -lovely and of good report, think of these things.” -“Be ye courteous.” The violations of the rules -of politeness, of neatness, and of order, come -under these precepts, and school is the place, -above all others, where such faults should be<span class="pagenum"><a name="Page_97" id="Page_97">[97]</a></span> -checked. Throwing down hats and caps, abusing -clothes, tearing books, defiling desks with -ink, cutting the benches, marking the walls, are -faults which ought to be noticed as disobedience -to these rules. So, also, rude language, calling -nicknames, teasing and frightening companions, -mocking the aged, or deformed, or -lame, cruel treatment of birds and other animals, -injuring trees, and many similar practices, -should be checked by appeals to the Word -of God.</p> - -<p>In addition to this, let the <em>benefits</em> of refined -taste and good breeding be set forth by specific -examples. Show the consequences where the -children of a community are rude in the streets, -abuse and injure fences, milestones, graveyards, -and fruit-trees, and then set forth the advantages -of <em>street</em> politeness, of the care of our neighbours’ -property, and of all that belongs to the -public.</p> - -<p>In all efforts to lead children to benevolent -feelings and conduct, it is very important to -set before them the example of Jesus Christ, -appealing to their feelings of gratitude and -love.</p> - -<p>If a child frets at being obliged to serve another,<span class="pagenum"><a name="Page_98" id="Page_98">[98]</a></span> -let him be reminded that Jesus Christ -has done far more for him, and that he came -into this world to set us an example, that we -should walk in his steps.</p> - -<p>While it is indispensable to notice and reprove -faults, it is no less important to notice -and approve whatever is commendable in children. -And much care should be taken to observe -whatever is right, for it is much easier -and much better to govern by motives of pleasure -rather than those of pain.</p> - -<p>Whenever, therefore, any cases are observed -of kindness, firmness, patience, truth, and -faithfulness, let them be spoken of, not in such -a way as to awaken vanity, but simply with -approbation as <em>right</em>, and worthy of imitation.</p> - -<p>For example, if a child gives up some gratification -in order to relieve some poor companion, -or furnish a destitute schoolmate with -clothes or books; if a child has aided or defended -a companion when laughed at, or ill-treated; -if another has found some tempting article, -and, instead of secreting it, has sought out the -owner and returned it; if, when insulted and -provoked, another has refrained from angry -words and all retaliation; if another has refused<span class="pagenum"><a name="Page_99" id="Page_99">[99]</a></span> -to believe evil of a companion, and endeavoured -to stop an injurious report; if another has -taken care to preserve his own premises from -filth and disorder, and protected the schoolhouse -and play-ground from abuse; let all -such actions be presented to the school as -good, and worthy of imitation. Commendation -not only encourages and animates those -who do well, but inspires the desire to imitate -in others.</p> - -<p>In cases where a teacher assumes the care -of a school where there are many children who -have formed bad habits, it is very important -that he should imitate Christ in his feelings and -deportment towards sinners. In such a case, -it is very important to convince his pupils that, -however bad they are, he is still their friend, -and ever ready to do them good. He should -state to them that he is aware that they have -formed bad habits, and that the labour of curing -them is great and difficult. He should -carefully notice all <em>attempts</em> to do better, and -where there are efforts made to improve, occasional -failures should be spoken of with words -of kindness, sympathy, and encouragement.</p> - -<p>And all teachers need to be careful not to<span class="pagenum"><a name="Page_100" id="Page_100">[100]</a></span> -be so frequent in finding fault, and so severe -in manner as to produce the feeling of hopelessness -in efforts to please and satisfy. When -a child feels that, however earnestly he may -try to do right, he has such bad habits already -formed that he shall not succeed so as to -please his teacher, all motive for exertion -ceases, and he becomes reckless and hardened.</p> - -<p>The great art of curing faults is, so to secure -the affection and confidence of a child, -that he shall be a cheerful co-worker with his -teacher, assured of approbation in success, -and of forbearance and sympathy in any failure.</p> - -<p>In cases where the morals of a school are -very bad, it will be wise for a teacher to let -many things pass unnoticed that in a better -community he would reprove.</p> - -<p>Some one, two, or three rules of duty can -be presented at a time, and diligent efforts be -made to remedy habits which violate these -rules. When some gain has been made on -these points, then one or two more can be -added, and thus a <em>gradual</em> advance will secure -far more success than attempting everything -at once.</p> - -<p>There are many ways of rendering the<span class="pagenum"><a name="Page_101" id="Page_101">[101]</a></span> -Bible interesting to children, which should, if -possible, be introduced into common schools. -Some of these will be mentioned.</p> - -<p>When reading the historical parts of the -Old or New Testament, a large map of Palestine -and the other countries spoken of in the -Bible, should be suspended before the school, -and all the places mentioned be pointed out. -There are large maps of this kind to be obtained -of the Sunday-school Union.</p> - -<p>There is also a cheap chart of history prepared -by a Mr. Lyman, which is most excellent -for aiding in the study both of sacred and -profane history. It is so made that it can be -hung conveniently around the wall of a schoolroom, -and is so large, that children can read -the names and events while sitting in their -seats.</p> - -<p>Besides these articles, there are large drawings -to be obtained of the tabernacle and all -the articles spoken of in the Pentateuch, and -others, also, that illustrate the manners and customs, -dress, furniture, and dwellings of the Israelites, -and the scenery of Palestine. These -pictures, employed to illustrate the history of -the Bible, would give wonderful interest to the<span class="pagenum"><a name="Page_102" id="Page_102">[102]</a></span> -exercise of reading it. It is hoped that, ere -long, gentlemen of wealth will begin to endow -<em>common schools</em> with such useful apparatus, -instead of confining their benefactions exclusively -to higher seminaries.</p> - -<p>In reading the Bible in schools, the following -method will be found to be both useful -and interesting: Let the teacher, by the aid -of Townsend’s Bible, arrange a regular course -of Bible history chronologically, selecting only -such chapters as will carry on a connected -and complete history. This can be read -aloud by the children in portions each morning; -and by the aid of the maps, pictures, and -charts, a vivid interest can be imparted to the -exercise, while, at the same time, opportunities -will be given to the teacher to notice incidents -that convey moral instruction.</p> - -<p>After this course is completed, then the -teacher can prepare a course of <em>biographical</em> -reading, arranged in chronological order, -and use this opportunity also to point out the -moral instruction to be found in these histories -of individuals. Next, he might arrange a -course embracing the didactic portions of the -Bible, combining in one course of reading all<span class="pagenum"><a name="Page_103" id="Page_103">[103]</a></span> -the moral precepts; and while this is going on, -he can collect anecdotes to relate to the school -illustrating these precepts. Lastly, he might -make a selection of the poetry and other rhetorical -beauties of the Bible, and, while this is -being read, point out the inimitable sublimity -and beauty of the ideas and the style. The Introduction -to the Study of the Bible by Horne, -the larger edition, and Lowth on Hebrew poetry, -are works which would greatly aid a teacher -in such a course of Biblical instruction.<a name="FNanchor_2" id="FNanchor_2"></a><a href="#Footnote_2" class="fnanchor">[2]</a></p> - -<p>In this course of moral training, it will be -seen that there is nothing sectarian, and nothing -which would be objected to by any but -those opposed to the use of the Bible in schools, -and to all religious and moral training. In -such cases, it would be proper to adopt the -following course:</p> - -<p>It could be stated to the objector, that in -this country it is <em>the majority</em> that must decide -every question not already settled by the -Constitutions of the state or nation. That, in -regard to the question of moral and religious -training in the schools, the people are free to -use their own judgment. That where the majority<span class="pagenum"><a name="Page_104" id="Page_104">[104]</a></span> -wish to have such training a part of -school exercises, they have a right to require -it. But in cases where persons object to having -their children so trained, the majority have -no right to insist on it. In order to avoid this, in -every case where a parent requests it, his children -can be allowed to leave the schoolroom -while these exercises are going on, to study, or -to perform some other school duty. Or if this is -inconvenient, they can be allowed to come -half an hour later, and then remain half an -hour longer, after the others are dismissed. -No man could object to such an arrangement -without violating the first principle of our democracy, -by demanding that the <em>minority</em>, and -not the <em>majority</em>, shall be accommodated in -this matter.</p> - -<p>Now is it not practicable for every woman, -who attempts to promote the <em>proper</em> education -of American children, to use whatever influence -she may have with parents, or teachers -to secure such a course of moral training in -the schools in her own vicinity, as is here indicated? -Let every woman <em>try</em> what she can -do to promote this important object.</p> - -<p>American woman, whose eye may be resting<span class="pagenum"><a name="Page_105" id="Page_105">[105]</a></span> -on this page, are you willing to commence -an effort to aid in saving your country from -the perils of ignorance? Are you not spending -more time in adorning your person, your children, -or your residence, or in social enjoyments, -or in providing for the gratification of -the palate, than you have yet given to this -cause? Can you continue this unchristian, -unpatriotic apportionment of time, without an -upbraiding conscience? Do you say that already -you have more to do than you can properly -perform? But, in the list of your pursuits, -are there not some that are of far inferior consequence -to this, which it would do no harm to -curtail, and thus gain time for this? Do you -not spend time and money for articles of dress, -or ornaments, or in social intercourse, or for -needless luxuries, that you might, without any -evil, give up to this object?</p> - -<p>Do you say that you can do but little, and -relieve yourself from obligation because it is -so little? Suppose each drop of rain should -urge this plea, and thus delay to refresh the -fields? Is not every great and good work accomplished -by <em>a union of many little influences</em>, -and as much so in the moral as in the natural -world?</p> - -<p><span class="pagenum"><a name="Page_106" id="Page_106">[106]</a></span></p> - -<p>Are you dwelling in those parts of our land -where most is done for education, and comforting -yourself that at least you and yours -shall escape in safety? But how can you tell -that in five or ten years either you, or those -you love best, will not be the other side of the -Alleghany, and in the most destitute portion -of the nation? The changes of fortune, the -pursuit of wealth, the mutations of matrimonial -connexions, utterly forbid any reliance on -permanency of residence.</p> - -<p>And how can one portion of this nation suffer -and the other escape? Is not the vast River -Valley, whatever may be the character of -its millions, to hold the controlling power of -our nation? If any portion of the fair West -be tortured with civil commotion and lawless -rage, will not every groan re-echo from the maternal -heart of New-England and New-York, -whose sons and daughters are dwelling on every -prairie and in every valley of our land?</p> - -<p>Mother, whose hands are so busy in ornamenting -your darling child; Sister, whose fingers -fly so swiftly over the canvass or lace; -Daughter, so earnestly engaged in preparing -your elegant habiliments, look back to that<span class="pagenum"><a name="Page_107" id="Page_107">[107]</a></span> -beautiful daughter of emperors, that sister of -kings, that mother of princes, brought to her -palace-home amid a nation’s transports, the -welcome bride of the nation’s heir.</p> - -<p>Again, on the birth of her first-born, hear the -triumphant pæan re-echoed across the ocean, -sung by the very children in our streets, and -in the memory of many now on the stage:</p> - -<div class="poetry-container"> -<div class="poetry"> -<div class="verse">“A Dauphin’s born! let cannon loud</div> -<div class="verse indent1">With echoes rend the sky;</div> -<div class="verse indent1">All hail to Gallia’s King!</div> -<div class="verse indent1">Columbia’s great ally!”</div> -</div> -</div> - -<p>And thus the great English orator of that -day describes her: “It is now sixteen or seventeen -years since I saw the Queen of France, -then the Dauphiness, at Versailles: and surely -never lighted on this orb, which she scarcely -seemed to touch, a more delightful vision! -I saw her, just above the horizon, decorating -and cheering the elevated sphere she just began -to move in, glittering like the morning -star, full of life, and splendour, and joy. Little -did I dream I should have lived to see such -disasters fall upon her, in a nation of gallant -men, in a nation of men of honour and of cavaliers. -I thought ten thousand swords would<span class="pagenum"><a name="Page_108" id="Page_108">[108]</a></span> -have leaped from their scabbards to avenge -even a look that threatened her with insult.”</p> - -<p>Look, now, through those prison bars. There, -pale and mournful, upon a pallet of straw, rests -one for whom the splendours of Versailles -scarcely seemed enough. Her once bright -locks, even in youth, are gray with fear and -sorrow. She is in solitude; her husband in -one cell, and her weeping children, torn from -her and placed with brutal keepers, in another. -And now her husband is borne forth to -a bloody death. Again her prison doors unclose, -and she comes forth, seated on the fatal -car, her hands tied behind her back, surrounded -by thousands, who shout with malignant -joy as the fatal guillotine terminates her woes.</p> - -<p>See that last and most innocent sufferer, the -poor little Dauphin, every tender feeling crushed, -deliberately instructed in vice, doomed to -disgusting and degrading services, and, ere -long, cruelly starved to death!</p> - -<p>American mother, wife, sister, daughter, the -same earthquake is trembling under your feet! -If such an awful period agitates any portion -of this land, it will be those raised by wealth -and station as the objects of popular envy, who<span class="pagenum"><a name="Page_109" id="Page_109">[109]</a></span> -must first meet the storm. You sit now in -peace and plenty; you spend your time in -elegant pleasures, and, while absorbed in selfish -enjoyment, you forget the young and destitute -growing up around you. And as you -embroider the flower, and twine the silk, and -fold the riband, they are learning to sharpen -the dagger, and twine the cord, and plant the -cannon. Within a stone’s throw of that smiling -child with golden locks, who now absorbs -a mother’s thoughts, may be growing up, in -the darkness of ignorance and vice, the very -hand that, at some awful crisis, will grasp -those locks in rage, and plant the dagger in -that happy bosom.</p> - -<p>And when, in some after hour of terror and -distress, when the roar of musketry is heard, -shooting down father and husband, and brother -and friend; when the bells are tolling, and -the drums beating, and the wife, mother, and -daughter behold those they love best girding -to meet the violators of law; when they catch -the parting expression of flushed excitement, -or stern determination, or serious foreboding, -as the loved one departs, perhaps to be returned -a breathless corse—then, in the hour of<span class="pagenum"><a name="Page_110" id="Page_110">[110]</a></span> -anxious solitude, will the solemn inquest be -made for those ruffian minds, ruined by neglect; -and the voice of the Lord God will be -heard, walking in the trees of the garden, demanding, -“Where is thy brother?” And the -trembling response, “Am I my brother’s keeper?” -will meet the stern rebuke, “What hast -thou done? the voice of thy brother’s blood -crieth unto me from the ground.”</p> - -<p>But why appeal to motives of fear and danger? -Alas! those thousands and millions of neglected -little ones in our land, they know not their wants -or their danger, or they would raise their supplicating -hands. Is there anything more appropriate -than that gentle woman should be -invoked to their aid? Is there anything more -beautiful, more heavenly, than that she should -spend her time, and thoughts, and means to -rescue them? What is it that you would enjoy -the most in after days, gazing at the fading -beauties you have wrought in canvass, muslin, -or lace, or looking around on the intelligent, -useful, happy minds you have been instrumental -in training, and who will rise up and call -you blessed? True, you cannot gain this rich -reward without some self-denying toil and<span class="pagenum"><a name="Page_111" id="Page_111">[111]</a></span> -persevering effort. But is it not worth the -labour?</p> - -<p>And when your eye is closing on earth, and -the memories of the past are hovering around -your pillow, who do you wish should meet -your dying eye, the haggard faces of those -ruined by your neglect, or the grateful smiles -of those you have toiled to bless, who will bear -you in their love and prayers, like seraph’s -wings, to the opening gates of heaven; who -will shine forever as stars in your crown of -rejoicing?</p> - -<p>And into that world of perfected benevolence -and joy, who is it that shall enter and -go no more out? It is those who, in this -world, have followed the footsteps of Jesus -Christ; who have lived, not for themselves, but -for others; who, like him, have <em>denied themselves -daily</em> to promote the salvation of the -lost. Is not Jesus Christ presented as the -bright and perfect example of <em>self-denying -benevolence</em>, and is it not written, “If any man -have not the spirit of Christ, he is none of his?”</p> - -<p>Oh, ye who are appointed by Him, who toiled -for your salvation, to go forth and rescue -these little ones, what saith your great Exemplar?<span class="pagenum"><a name="Page_112" id="Page_112">[112]</a></span> -“Ye are the light of the world; and if -the light <em>in you</em> be darkness, how great is -that darkness!”</p> - -<p>Where, then, are your golden lamps? -Whom will you guide to the light and liberty -of his presence? Awake, from the dream -of thoughtless pleasure! Awake from the -reveries of selfish care, and save yourselves -and your country, ere it be forever too late!</p> - -<hr /> - -<p><span class="pagenum"><a name="Page_113" id="Page_113">[113]</a></span></p> - -<h2 id="A_PLAN_PROPOSED">A PLAN PROPOSED.</h2> - -<p>It is the object of what follows, to enable every -woman, who wishes to do something for the cause -of education and her country, <em>to act immediately</em>, before -the interest awakened is absorbed by other pursuits.</p> - -<p>The thing to be aimed at is, the <em>employment of female -talent and benevolence in educating ignorant and -neglected American children</em>.</p> - -<p>In order to give an idea of what <em>needs</em> to be done, -and of what <em>can</em> be done, some facts will be stated of -which the writer of this volume has personal knowledge. -There are, in all parts of this country, women -of education and benevolence, and some of them -possessing wealth, who are longing for something -to do, which is more worthy of their cultivated energies -than the ordinary pursuits of women of leisure. -There is a still greater multitude of women -of good sense and benevolence, who, if educated, -would make admirable teachers, but who now have -no resource but the needle and the manufactory. It -is melancholy to see, in all mechanical trades where -woman’s labour is available, how many thousands -are following pursuits, many of them injurious to -health and to morals, and none of them qualifying -a woman, in any respect, for future domestic duties.</p> - -<p>In the schoolroom, or at domestic service, a woman<span class="pagenum"><a name="Page_114" id="Page_114">[114]</a></span> -is learning to train children, and to perform domestic -duties properly, but in the workshop and -manufactory, she follows a monotonous toil, useful -neither to body nor mind, often injurious to both, and -forming habits and tastes disqualifying her for future -domestic duties.<a name="FNanchor_3" id="FNanchor_3"></a><a href="#Footnote_3" class="fnanchor">[3]</a></p> - -<p>On the other hand, in all parts of our country, especially -at the West, there are multitudes of flourishing -towns and villages willing and anxious to have -good schools, and able and ready to support them, -but unwilling to do anything to sustain the miserable -apology for teachers within their reach. And still -broader regions are to be found, in every direction, -not only without good teachers, but in many cases -without any desire for schools of any kind. Our -<em>two million</em> destitute children are an appalling proof -of this destitution and apathy.</p> - -<p>Now, there are hundreds and thousands of enterprising, -benevolent, and, many of them, well educated -women, who would rejoice to go forth as <em>missionary -teachers</em> to these destitute children. Such -women, by their influence, not only in their schools, -but in the village around them, could do almost as -much as a missionary, and at far less expense. -For a woman needs support only for herself, a man -requires support for himself and a family. And -there are multitudes of such women, sighing over -our destitute country and wishing to be sent forth -on such a service, and yet they know of no way to -secure the object of their wishes.</p> -<p><span class="pagenum"><a name="Page_115" id="Page_115">[115]</a></span></p> -<p>In the Catholic Church, a wisdom is shown on -this subject, which Protestants as yet have not exhibited. -In that Church, if a lady of wealth and family -is led to devote herself to benevolent enterprises, -a post is immediately found for her as Lady Abbess, -or Lady Patroness, or Lady Superior, where -she secures the power, consideration, and rank, -which even ambition might covet. There is now a -Catholic institution in one of our principal western -cities, known to the writer, which is superintended -by a lady of rank and family from Belgium, and -which is only a branch of a still larger institution in -Belgium, over which another titled lady presides. -And there are several other ladies of family and -fortune from Europe, who are spending their time -and wealth in gathering American children into -the Catholic Church. Meantime, all women of -humbler station have places provided, as <em>Nuns</em> or -<em>Sisters of Charity</em>, where they can spend their benevolent -energies in honoured activity. The clergy, -having no families to occupy their time, devote -their whole attention to the extension of their faith -<em>by schools</em> as well as by <em>planting churches</em>. To these -instrumentalities are added the <em>Jesuit</em> establishment -in this country, expressly devoted to the interests -of education, with the head Jesuit for the West stationed -in Cincinnati, to supervise and promote all -plans for education. He is a man of winning manners, -great policy, untiring industry, and, so far as -human eye can see, honestly and sincerely devoted -to the cause he has espoused. Under his watchful<span class="pagenum"><a name="Page_116" id="Page_116">[116]</a></span> -eye, no energy, or benevolence, or skill is ever lost, -but all is husbanded and skilfully directed.</p> - -<p>But among Protestants there is no system or organization -instituted, thus to secure and employ the -benevolent energies of the female sex in the cause -of education. If a woman finds it in her heart to -turn missionary and go away from her country to -instruct the <em>heathen</em>, in most cases, every facility is -provided, and public sentiment urges and encourages -her efforts, and she knows to whom to apply for -support and encouragement. But let a woman become -interested <em>in her own country</em>, and earnestly -desire to labour for destitute American children, -and no such means, or facilities exist as make it suitable, -or practicable to undertake. Among Catholics, -let a woman of family and fortune talk of going to -the West to teach, and she instantly is lauded as a -saint; bishops, priests, and Jesuits are at her side -to encourage and aid, and honour in life and canonization -at death are her sure reward. But let a -Protestant woman of wealth and high standing express -a wish and intention to go to the West to -teach, and it would be regarded by most of her -friends and associates as a mark of oddity—a deficiency -of good sense. Family friends would oppose, -acquaintances would sneer, a few would faintly -approve, no individual and no body of men could -be found, whose appropriate business it is to aid, -and so many obstacles would oppose, that, in most -cases, it would really be Quixotic to encounter them. -And women in humbler circumstances find almost<span class="pagenum"><a name="Page_117" id="Page_117">[117]</a></span> -as insurmountable obstacles; they know of no place -where they can go, it is the business of no one to -aid them, they know of no one to whom to apply -for assistance, and thus it is that hundreds and -hundreds of women, abundantly competent to act -as missionary teachers, are pining in secret over -wasted energies, which they are longing to spend in -the most appropriate duty of women, the training of -young minds for usefulness and for Heaven. It may -be replied, that in the Catholic Church women take -vows of celibacy, which alone can enable them thus -to act for the cause of education, and that no such efficient -action for education can be anticipated from -Protestant women, whose religious faith opposes -rather than encourages this sequestration from domestic -alliances. A few facts will serve to show -the fallacy of this impression. A lady of New-England, -who for a number of years conducted a -large female institution, furnishes this as the result -of her experience. During nine years, four hundred -teachers went out from this institution. Of these, -<em>eighty-eight</em> went to the West and South. At the -end of these nine years, of the <em>eighty-eight</em> who went -to the West and South, <em>sixty-four</em> (which is more than -three fourths) <em>continued as teachers</em>. Twelve of -these continued teachers after marriage. During -three years of this time, a society connected with -this institution was in operation to aid young women -in educating themselves to be teachers. This assistance -was in the form of a loan, which at no time -was to exceed <em>two hundred dollars</em> to any one individual,<span class="pagenum"><a name="Page_118" id="Page_118">[118]</a></span> -and this loan was to be returned whenever it -was practicable. The society remitted the debt in -cases where it was not. Means were also provided -for the appropriate protection and location of these -teachers. The number who in three years received -aid was <em>forty-three</em>, and the sum of $4340,00 was -loaned for this purpose. <em>Twenty-four</em> of these, in -the space of eight years from the first loans, refunded -from their own earnings all that was loaned. -Eight refunded in part. The remainder did not refund -within the eight years, but all who were not -sick or dead were expecting and aiming so to do.</p> - -<p>A clergyman, who for a number of years was a -travelling agent for one of our benevolent institutions, -and who felt an interest in discovering the -results of the above effort, stated it as his conviction, -that no college in our country had, in the same -period, done more for the cause of education and -religion in our land than this institution had done -by sending forth its female teachers. Many other -similar facts could be stated, showing that there is -even a greater chance of permanent results in employing -<em>a given sum</em> for the education of female -teachers, than for the education of young men for -the ministry.</p> - -<p>The lady who conducted this institution, and furnished -these facts, also stated, that at all times the -number of those desirous of qualifying themselves -for teachers, and who would gladly have obtained -loans for this end, was far beyond the means the -society could command, while the demands sent on<span class="pagenum"><a name="Page_119" id="Page_119">[119]</a></span> -to this institution for teachers, from the South and -West, was altogether more than could be supplied; -thus showing that there were places demanding -teachers, and teachers seeking for places, and no -adequate instrumentality in existence for meeting -these reciprocal demands. In the Eastern States, -it is the testimony of school committees, and others -employed in selecting teachers, that <em>crowds</em> of female -applicants are constantly turned aside, not -because they are not qualified, but because the -number of applicants greatly exceeds that of the -vacancies.</p> - -<p>Another lady, who had conducted a large female -institution in New-England, made an attempt to aid -women of education and benevolence, who were -anxious to act as teachers, and wished for aid in -finding a proper location. The failure of health interrupted -her efforts, yet, with a very limited inquiry, -<em>more than a hundred</em> women of appropriate spirit -and qualifications were <em>immediately</em> found, anxious -to avail themselves of such aid; while the rumour -of such an effort, for two or three years, brought -letters to her from all parts of the country, asking -assistance, some of them in the most moving terms.</p> - -<p>By the census, it appears that the excess of female -population in New-England over that of the -other sex is more than 14,000. From extensive inquiries -and consultation, the writer believes that -<em>one fourth</em> of these women would gladly engage as -teachers; that a large part are already qualified, -and that the others could be fitted for these duties<span class="pagenum"><a name="Page_120" id="Page_120">[120]</a></span> -at an <em>average</em> expense of two hundred dollars -each.</p> - -<p>Another fact will be mentioned to show <em>the waste</em> -of female talent and benevolence for want of some -<em>organized agency</em> which secures men whose <em>business</em> -it is to attend to the interests of education.</p> - -<p>A lady, who had conducted a large female institution -in New-England, removed to one of the largest -western cities, and, in connexion with several other -ladies of experience and reputation, established an -institution, which they designed, eventually, should -become an institution for the preparation and location -of female teachers, with a school connected -with it, supported by the citizens, which should -serve as a <em>model school</em>. It was hoped that, when -the teachers had gained public confidence at the -West, as they had done at the East, funds would be -furnished, both at the East and West, which would -enable these ladies to say to hundreds of their countrywomen -interested in the effort, “Here is a resort -for you, where you may qualify yourselves to be -first-rate teachers, and be <em>aided in finding a location</em> -in the many flourishing but destitute towns and villages -of the West.”</p> - -<p>The school was abundantly patronised, and successfully -conducted. The ladies then applied for a -fund of some $30,000, given for purposes of education, -by a gentleman of that city; and not specifically -devoted to any particular object. The trustees -of this fund voted to devote it to this enterprise, if -the citizens would raise $15,000 for a building. The<span class="pagenum"><a name="Page_121" id="Page_121">[121]</a></span> -citizens manifested all appropriate interest, so far -as kind words and liberal offers were concerned. -Two gentlemen subscribed a thousand dollars each, -and several five hundred each, and nothing was -needed <em>but a person properly qualified, who should devote -himself to the enterprise</em>. The ladies conducting -the school, with failing health and many cares, -could not carry forward such an effort, and no <em>man</em> -could be found to devote himself to it. The result -was, that the Catholic bishop bought the building -occupied by this school for a Catholic female institution. -No other suitable building could be hired. -The hard times came on, and funds could not be -raised to build one; and thus, with tears of bitter -disappointment, the school was given up, and the -whole enterprise failed, and simply because it was -<em>the business</em> of no person to attend to the general -interests of education. Had these ladies turned -Catholics, bishops, priests, Jesuits, and all their -subordinates, would have been devoted to their -cause, and rich funds from foreign lands would have -been laid at their feet. As it was, in a wealthy and -most liberal Protestant city, where <em>four</em> of the largest -establishments in its bounds have been purchased -for <em>Catholic</em> institutions of education, and two -of them for females, a <em>Protestant</em> institution, conducted -by four female teachers of established reputation, -passed away for want of suitable accommodations. -Meantime, in that same city, the agents of various -benevolent societies took up liberal contributions for -the heathen, for slaves, for drunkards, for sailors,<span class="pagenum"><a name="Page_122" id="Page_122">[122]</a></span> -for convicts, for colleges (both in and out of the -city), for the education of young men, for the distribution -of Bibles and tracts, and for many other -objects; because <em>men are supported, by voluntary contribution</em>, -to give their whole time to these objects.</p> - -<p>There is no just foundation for the remark not -unfrequently made, that the Catholic Church contains -more <em>self-denying</em> benevolence than other communions, -while <em>sisters of charity</em> and <em>nuns</em> are pointed -out as illustrations. There are hundreds and -thousands of women in this Protestant land, who, -without the mistaken principles, possess all the -self-denying benevolence which, in Catholic communities, -leads to cloistered vows. The writer, -after extensive inquiries in almost all the free -states, believes it would be far within the bounds -of moderation to assert that, if any responsible persons -would pledge the pecuniary means and appropriate -protection, five hundred benevolent women -could be found <em>in less than one month</em>, with all appropriate -qualifications for <em>missionary teachers</em>. -Some of these are possessed of wealth, and still -more command a pleasant home, with all the comforts -of competence and the best society; yet they -would joyfully encounter the privations of missionary -life in efforts to save their country, could any -<em>appropriate</em> method be devised.</p> - -<p>These allusions to the aid and encouragement offered -to benevolent women in the Catholic Church -are not designed to be invidious. Whatever class -of religionists conscientiously hold, that there is no<span class="pagenum"><a name="Page_123" id="Page_123">[123]</a></span> -safety from eternal ruin but in their church, not only -<em>Christian</em> benevolence, but common humanity should -impel them to all possible efforts, to gather every human -being into their communion. And it is feared -that Protestants do not always make sufficient -allowance for this consideration.</p> - -<p>The wrong lamented is, not that Catholics act -consistently with their faith, but that Protestants do -not offer the same aid and encouragement to benevolent -Protestant women, who are so earnest in their -desires to devote time and talents, and, in some cases, -wealth, to the salvation of the children of our -country.</p> - -<p>In view of these facts, it is now proposed to attempt -to raise means for educating destitute American -children, by the agency of women of education -and benevolence, who wish to engage in the work; -and for supporting at least one gentleman of suitable -character and influence, whose time shall be -wholly devoted to this enterprise.</p> - -<p>The first thing which will be attempted will be -to select, from those who are desirous to engage in -such a service, a certain number of those who are -best qualified by education, energy, discretion, and -self-denying benevolence, and who are willing to -be stationed, under the protection of some adjacent -clergyman, in places where there are neither churches -or schools, assured of nothing more than is allowed -to home and foreign missionaries, namely, -a proper mode of conveyance and location, and<span class="pagenum"><a name="Page_124" id="Page_124">[124]</a></span> -<em>a simple support</em>, secured by some responsible persons.</p> - -<p>A small beginning will be made, under the supervision -of a committee of six gentlemen, one from -each of six different Protestant denominations. The -following gentlemen have consented to act as such -a committee until more permanent arrangements -can be made.</p> - -<ul> -<li>Rev. Dr. <span class="smcap">Elliot</span>, Cincinnati.</li> -<li>Rev. Dr. <span class="smcap">Lynd</span>, ditto.</li> -<li>Rev. <span class="smcap">James H. Perkins</span>, ditto.</li> -<li>Rev. Dr. <span class="smcap">M’Guffey</span>, ditto.</li> -<li>Rev. Dr. <span class="smcap">Stowe</span>, ditto.</li> -<li>Rev. Bishop <span class="smcap">Smith</span>, Louisville, Kentucky.</li> -</ul> - -<p>As soon as means are raised sufficient to support -a gentleman who shall devote himself to this object, -the above committee will endeavour to organize a -Board of Managers, consisting of an equal number -of gentlemen from each of the principal Protestant -denominations, who are resident in different sections -of the country, and possess general confidence. -This board will then appoint an Executive Committee, -Treasurer, and Secretary, to superintend and -perform all the business connected with this enterprise, -who shall be located either in New-York or -Cincinnati.</p> - -<p>In order to aid in raising funds for this object, a -method is proposed, which will enable every woman<span class="pagenum"><a name="Page_125" id="Page_125">[125]</a></span> -who feels an interest in the effort, to contribute, at -least a small sum, to promote it.</p> - -<p>Two works are now issued by the largest publishing -house in the country, which, it is believed, will -prove useful and interesting to every American woman. -An account of these works and the terms -of the contract will be found at the close of this -volume.<a name="FNanchor_4" id="FNanchor_4"></a><a href="#Footnote_4" class="fnanchor">[4]</a> It will be seen that these terms are -very favourable, and involve no hazard of loss. -These works will be put into the market and be sold -at ordinary prices. <em>Half the profits</em> (after paying a -moderate compensation to the author for the time -and labour of preparing them, the amount to be decided -by the above gentlemen) will be devoted to -this object, and as the works are of a kind that will -always be useful, a large sale would secure both a -present and future income.</p> - -<p>Any woman, then, who is desirous to aid in promoting -this enterprise, can do so by requesting -some bookseller in her vicinity to send for these -works, and then purchasing them herself and using -her influence to induce her friends to do the same. -Still more will be effected by securing notices -of these works in newspapers and other periodicals.</p> - -<p>Should means be obtained sufficient, to secure the -services of a suitable gentleman, the following -measures are suggested as what might be attempted.</p> -<p><span class="pagenum"><a name="Page_126" id="Page_126">[126]</a></span></p> -<p>In the first place, an effort could be made to secure -committees of ladies, of each denomination, in -all our principal cities, who shall agree to act simultaneously, -on some uniform plan, and, if need be, -keep up a correspondence in order to secure this result. -Such committees might exert themselves in -one, or all of the following ways:</p> - -<p>They could, firstly, aim to secure the aid and co-operation -of the conductors of the periodical press, -literary, political, and religious. The gentleman -who engages in this enterprise, could write, or -cause others to write, articles calculated to arouse -the public mind in regard to popular education. -These articles could be transmitted to all the affiliated -committees in every part of our land, and by -their influence, be inserted in most of the newspapers, -or other periodicals within their reach. Thus -a steady and most powerful influence would be -brought to bear on the public mind. <em>The people</em> -would be aroused, and through the people, the <em>legislatures</em> -might be led to energetic and appropriate -action. And then, as fast as schools are formed, female -teachers will be in demand.</p> - -<p>These committees, if it is deemed proper, might -also address private letters to clergymen of their -several denominations, asking aid and advice. Next -to the press, the pulpit is the most effective engine -of moral power, and, happily, the clergy of this -nation have ever been among the most ardent -and active friends of education, and the warm supporters -of almost every benevolent enterprise.<span class="pagenum"><a name="Page_127" id="Page_127">[127]</a></span> -An appeal to them for aid must secure happy results.</p> - -<p>Another method, which such committees could -adopt, would be, to make personal appeals, both to -ladies of large means and to those, also, of smaller -ability, for subscriptions to aid in educating and locating -female missionary teachers. Such subscriptions, -however, cannot be successfully sought until -some body is organized, consisting of gentlemen of -various denominations, who possess public confidence, -and who shall be properly authorized to receive -and appropriate subscriptions.</p> - -<p>Another and most important measure could be -prosecuted by these committees. At the East, -where there is a superabundance of teachers, and -of women who could speedily be qualified to teach, -such committees could act in selecting the most suitable -women of their own denomination to receive -the aid provided; and the <em>number</em> might be regulated -by the relative amount of subscriptions in each denomination.</p> - -<p>At the West, such committees could aid in providing -schools for those sent out, a suitable escort, a -proper home, and the advice, sympathy, and aid that -would be needed by a stranger in a strange land.</p> - -<p>Were such committees known to be in existence -at <em>the East</em>, they speedily would be addressed by -multitudes of intelligent and benevolent women, -seeking aid in their efforts to gain opportunities to -impart knowledge and salvation to the perishing -<em>heathen</em> children in our own land.</p> - -<p><span class="pagenum"><a name="Page_128" id="Page_128">[128]</a></span></p> - -<p>Were such committees in existence at <em>the West</em>, -and their eyes directed to the desolate regions of -ignorance around them, they would soon find their -warmest energies enlisted in gathering outcast -lambs into the fold of safety, to be trained and guided -to heaven.</p> - -<p>To impart a more vivid idea of the wants which -are to be met, and of one of the first objects to be -aimed at, in the efforts proposed, some incidents in -the experience of the writer will be narrated.</p> - -<p>In a small village, less than thirty miles from one -of the largest cities of the West, the writer once -stopped to dine. Several children were playing -about, when the following conversation took place:</p> - -<p>“Is there any school in this place!”</p> - -<p>“No, madam; it is a good while since we have -had one. Miss L. came and taught here nearly a -year; but she went home, and we have had no school -since.”</p> - -<p>“How many children are there here who would -go to a school if there were one?”</p> - -<p>“I should think there are as many as forty or -fifty.”</p> - -<p>“Do you suppose the parents would like to have -a school, and would pay the teacher well?”</p> - -<p>“Oh, yes! If we could get a <em>good</em> teacher, she -would be well paid for her trouble; but none of us -know where to get one, and the men folks are too -busy to go and look for one.”</p> - -<p>“Have you any clergyman in the place?”</p> - -<p>“No, madam.”</p> - -<p><span class="pagenum"><a name="Page_129" id="Page_129">[129]</a></span></p> - -<p>“Do the people here ever go to any church?”</p> - -<p>“Yes, madam; they sometimes go off a <em>good -piece</em> to W., where there is preaching sometimes.”</p> - -<p>It was in another village of the West, and one as -destitute as this, that a young lady from New-England, -who came out under the care of a clergyman, -stationed herself to rear up a school. She agreed -to teach for a small sum, and to <em>board around</em> with -the parents of her pupils.</p> - -<p>Most of these parents were from the South, where -they were unaccustomed to the notions of comfort -and thrift which the young lady possessed.</p> - -<p>She not only taught the children at school, but, -in each family where she boarded, taught the housekeeper -how to make <em>good yeast</em> and <em>good bread</em>. She -also taught the young women how to cut dresses -and how to braid straw for bonnets.</p> - -<p>Her instructions in the day-school and in the Sunday-school, -and her influence in the families, were -unbounded, and almost transforming. No minister, -however well qualified, could have wrought such -favourable changes in so short a time.</p> - -<p>In another case, known to the writer, a young -lady went into such a destitute village. There was -no church, and no minister of any sect. She taught -the children through the week, and also instituted a -Sunday-school. In this she conducted religious -worship herself. Gradually the mothers came to -attend, then the fathers, until, at last, she found -herself in the office both of teacher and clergyman.<span class="pagenum"><a name="Page_130" id="Page_130">[130]</a></span> -The last portion of her duties she resigned to a -minister, who, by her instrumentality, was settled -there.</p> - -<p>The writer might mention several other similar -cases which have come to her knowledge.</p> - -<p>There are hundreds of such destitute places in -our land, where a prudent, self-denying, and energetic -woman might be instrumental in leading a -whole community “out of darkness into marvellous -light,” and there are hundreds of such women wishing -to go to them.</p> - -<p>The writer, when returning to the East, has often -been met by young friends with such representations -as these: “I have nothing to employ my time -which satisfies my conscience. I have education, -leisure, and means; can you find me a sphere of -usefulness which I can reach <em>with propriety</em>? I -cannot go off alone; for, even if I thought it proper, -my friends would not consent.”</p> - -<p>Again, another friend says, “Why cannot you -find something for Miss G. to do? She is well educated, -rich, benevolent, and really is suffering for -want of something to do. She has thought of going -on a foreign mission, but surely there is enough for -her to do in her own country.”</p> - -<p>Yes, surely, there is enough to do in our own -country. When will the wise, and the influential, -and the benevolent awake to this subject, and devise -the proper mode of meeting such wants?</p> - -<p>Those who are interested in the project presented -in this work by no means assume that this is the<span class="pagenum"><a name="Page_131" id="Page_131">[131]</a></span> -<em>best way</em>. They only feel that <em>something</em> ought to -be attempted; and that, if this effort does no other -good, it may put in train influences that will develop -a better way.</p> - -<p>The writer of this volume also presents this enterprise, -not as the plan of an individual, but as a -project devised, by consultation, among many ladies -of influence and benevolence, who are interested -in securing its success. And if it is effected, it -is hoped that it will be by such <em>simultaneous</em> interest -and efforts, that no one will be conspicuous, either -as originator or leader in the enterprise.</p> - -<p>The views presented in this work are those held -in common by a large number of intelligent ladies -in all parts of our land; and, though one has been -selected and requested to write this work, it should -be regarded, not as the opinions of an individual, -but as a wreath of benevolence, woven, indeed, by -one hand, but gathered from many noble and benevolent -minds.</p> - -<p>The following extracts from letters received from -gentlemen of high standing in various parts of our -nation, will serve to corroborate the views expressed -in the preceding pages:</p> - -<h3><i>From the Hon. Thomas Burrowes, late Secretary of -State in Pennsylvania.</i></h3> - -<p>I have long been of opinion that the <em>great deficiency</em><span class="pagenum"><a name="Page_132" id="Page_132">[132]</a></span> -of our age and country, in reference to the sound -instruction of the coming generation, is the <em>want of -teachers</em>.</p> - -<p>I am now fully convinced that this want <em>must be</em> -supplied <em>before</em> any other step can be safely or usefully -taken. Nay, I believe that, until this indispensable -preliminary measure is accomplished, money, -and effort, and legislation will be, <em>as they have been</em>, -money, and effort, and legislation <em>nearly</em> thrown -away. Since 1834, this state has expended more -than <em>five millions</em> for the support of her common -schools, and, at the end of ten years, I see but little -improvement.</p> - -<p>In this immense expenditure, not a dollar has -been spent to secure this great prerequisite—<em>good -teachers</em>; and hence the system has not only failed -to obtain general favour, but is in danger of becoming -more and more unacceptable the longer it is -tried. It is sad to think that we have thus wasted -<em>five millions</em> of dollars, and <em>ten years</em> of time, to say -nothing of the labour expended and obloquy encountered, -and must now re-commence from the foundation; -but so it is.</p> - -<p>I know of no cause which so much needs a <em>general -movement</em> as this. Let not its friends shrink -from the undertaking because they may not be able -to operate in all, or even in many of the states. -Let it be remembered that if a commencement -is made in one state, and a report of results sent -forth, it will serve to start the good work in all the -rest.</p> - -<p><span class="pagenum"><a name="Page_133" id="Page_133">[133]</a></span></p> - -<p>The necessities, the crying necessities of this -cause, are far and away before those of the Temperance -Reform, or of Colleges, or of Foreign Missions. -He who, being fit, should devote himself to -this cause, would confer a greater benefit on his fellow-man -than he could possibly do by any other -use of his time and talents.</p> - -<p>The missionary to a heathen land opens <em>the Book -of Life</em> to his fellow-man; the missionary in this -cause opens <em>the mind</em> of his fellow-citizens, not only -to the Book of Life, but to a knowledge of all those -rights and duties, without which our free institutions -cannot stand to encourage and reform the -world.</p> - -<p>If my gifts and domestic relations permitted, I -should devote myself to a mission in this and other -states for the purpose of impressing on Legislatures, -philanthropists, and teachers, the <em>necessity of Teachers’ -Seminaries</em>.</p> - -<p>A gentleman, supported to operate in this cause, -might be employed in this way. He could visit -different states one after another, and address the -citizens of each county in the county town, after -long and full notice. Besides addressing the people -publicly, he could appeal to leading individuals privately, -and engage them to act with him for this object. -Meantime, he could be obtaining educational -statistics for future use, and ere long he could make -such a report as would set the people to work in -earnest, and for their own sakes.</p> - -<p>While thus proceeding, he could also obtain the<span class="pagenum"><a name="Page_134" id="Page_134">[134]</a></span> -promise of one or more intelligent persons in each -county, to write on the subject every week in each -of the county newspapers. Articles thus addressed -to the reason, the patriotism, and the <em>economy</em> of the -people, would have a powerful effect, and cost nothing.</p> - -<p>If funds could be provided from private benevolence -to establish proper <em>Teachers’ Institutions</em> in -two or three states, they would set the matter far -ahead in a few years. They would serve as <em>models</em> -and <em>inducements</em> to the public, and would not long -continue to need the support of private philanthropy. -They would really be <em>normal</em>, or <em>pattern</em> establishments.</p> - -<p>Beyond a doubt, the plan ought to embrace institutions -for the preparation of <em>female</em> teachers. The -gentleness, self-devotion, and untiring humanity of -women eminently qualify them to be the instructers -of the more youthful pupils of both sexes, and of -their own of all ages. There is not a show of any -reason why male teachers only should be provided -for at the public charge, when female teachers are -as necessary, as useful, and as much confided in by -the public.</p> - -<h3><i>From the Rev. Mr. Sturtevant, President of Illinois -College.</i></h3> - -<p>“In regard to some voluntary organization to secure -popular education, if it were worked with a -truly liberal and Christian spirit, it could, and would, -do us great good in this state: first, by collecting<span class="pagenum"><a name="Page_135" id="Page_135">[135]</a></span> -statistics of our wants, and calling attention (by <em>the -press</em>, and by <em>public lectures</em> all over the state) to -these wants, and to what has been accomplished in -other states and countries.</p> - -<p>2. By supporting, at least in part, <em>model schools</em> in -different parts of the state, to show, <em>by example</em>, -what good schools are.</p> - -<p>3. By bringing public sentiment to bear on the -Legislature, especially in reference to our <em>school -fund</em>. It is now nearly <em>two millions</em>, and is yearly -increasing. <em>Now</em>, its whole management is left to -the unregulated action of the Legislature, without a -<em>single mind</em> devoted to acquiring and disseminating -knowledge as to the proper mode of using it. -Whether, any one year, there shall be even one <em>intelligent</em> -friend of education in our Legislature, is a -matter of chance. If some plan be not devised for -leading the Legislature to wise views, the object of -this fund will be lost. It will a little diminish the -expense for each child, but add nothing towards getting -better schools.”</p> - -<p>President Sturtevant’s account of the deplorable -state of their schools, and of the <em>public apathy</em> on -the subject, is mournful.</p> - -<h3><i>From the Rev. Henry Beecher, of Indianapolis, Indiana.</i></h3> - -<p>Much can be done in Indiana, much <em>ought</em> to be -done, and <em>speedily</em>; for,</p> - -<p>1. It will be a more densely-populated state than -Ohio or Illinois, because its land is <em>uniformly good</em>.</p> - -<p>2. It has been grievously neglected. Its settlers<span class="pagenum"><a name="Page_136" id="Page_136">[136]</a></span> -were originally from Kentucky, North Carolina, -and Pennsylvania. Such do better for flocks -and farms than for mental and moral improvement.</p> - -<p>3. We have a good system of common school -education, which, for purposes of Church and State -ambition, some sectarians are disposed to break -down; and they are of the dominant sect in the -state. Those sects that foster education are in the -minority, and struggling up through many embarrassments.</p> - -<p>4. We have a school fund of more than <em>two millions</em>, -which is in such neglect as threatens its <em>entire -loss</em>.</p> - -<p>An agent should be supported to lecture through -the state, in every county town, to secure workers -to defend our school system, to protect our school -fund from depredators, to secure an annual Education -Convention, and otherwise exert influence. -The right man for such an agent I know. It is a -Dr. Cornett, of Versailles, Ripley Co., Ia. He is a -member of our Senate, and chairman of their Committee -on Education: a man prudent, cool, sagacious, -interested in the cause, and of great weight -in the community.</p> - -<h3><i>The following is extracted from a letter from the Dr. -Cornett spoken of above.</i></h3> - -<p>Strange it is, that while the benevolent among -our people are exerting themselves so much at -home and abroad, that the thousands and millions -<em>in our own country</em> who cannot so much as read one<span class="pagenum"><a name="Page_137" id="Page_137">[137]</a></span> -word in the Book of Life, should be overlooked, -and no organization effected in their behalf. It is -absurd to think of a Republic being long sustained -without the people generally being educated. To -talk of their maintaining <em>their rights</em> when denied -the means of knowing what their rights are, is to -talk nonsense. If our whole people could be educated -by <em>the right sort of teachers</em>, there would be -little need of temperance societies, and temperance -newspapers, and lectures, and other means now so -properly employed for <em>moral reformation</em>. Our children -would enter on the practical duties of life with -pure minds, well fortified against vice in all shapes. -In Indiana we are in deplorable want of <em>good teachers</em> -for our common schools. Why cannot some -plan be devised for educating intelligent boys and -girls for these duties, and then finding them situations?</p> - -<p>In reference to the school fund, he says,</p> - -<p>Many of our state legislators seem more disposed -to favour the borrowing of school money than -to promote education. If competent lecturers were -sent among the people, urging the value of education, -both in a <em>pecuniary</em> and <em>political</em> view, these -same demagogues would find it for their interest to -become clamorous for the cause. I have been at -the head of the Senate’s Committee on Education, -and have had great difficulty in sustaining the integrity -of our school fund. The term of my services -has expired, and I cannot resume them. -From what I know of our Legislature, I believe<span class="pagenum"><a name="Page_138" id="Page_138">[138]</a></span> -there is great need of a stir being made among the -people in reference to this matter and the cause in -general. My isolated condition, laborious profession, -and poor health forbid my following my feelings -in going forth as a voluntary lecturer; but -let some organization be effected, and numerous -and efficient lecturers would rise up to do <em>gratuitous</em> -work.</p> - -<h3><i>The following is from Judge Lane, of the Supreme -Court of Ohio.</i></h3> - -<p>I believe our Legislature, if left to itself, would -permit the Common Schools to sink and perish in -their hands. That body possesses at all times individuals -of great worth, but the larger part have -very little intelligence, and their motives of action -are entirely different from those which would subserve -this cause. I believe that an <em>association of -gentlemen</em> in this state is the only mode of leading -the Legislature into the necessary measures, and -that, through them, this might be accomplished <em>by -the press</em> and by <em>public lectures</em> (if the right man and -measures are employed). I believe that a change -of public opinion on this subject <em>cannot</em> be secured, -<em>indirectly</em>, through the elevation of the minds of a -few, nor by the dissemination of good principles -by the circulation of Bibles and tracts, or the settlement -of ministers, or the cultivation of young -men in colleges, or in any other speedy mode except -that of an association acting on a specific plan, -and pursuing it with perseverance, and by expedient<span class="pagenum"><a name="Page_139" id="Page_139">[139]</a></span> -means. I deem the employment of some <em>agent</em> indispensable -to give form and intensity to such an -association; and a man for this work would require -a rare combination of qualities.</p> - -<h3><i>The following is from one of the leading Lawyers of -Ohio.</i></h3> - -<p>The more I think of this subject of national education, -the more I feel anxious to be up and doing. -I do not think that any other field of labour now -presents itself in which so much good can be done, -and it is not the least important consideration, certainly, -that while thus engaged in doing good to -others, we shall be, in the highest sense, <em>educating -ourselves</em>. All that I can do, I feel anxious to do in -this great work; and as soon as any plan is definitely -arranged, I will go to work, and if I can get -time in no other way, will diminish my business for -the purpose.</p> - -<h3><i>The following is from E. C. Delavan, Esq., who has -devoted so much of his time for several years to the -cause of Temperance.</i></h3> - -<p>The importance of the question of national education -cannot be overrated. In a selfish point of -view, the old states could well afford to be taxed -a million a year to enlighten the new, but they -will not see it or feel it, I fear, until it is too late; -yet much can be done. When leading minds are -suitably impressed, <em>the mass</em> will be. Under God, -<em>the press</em> is the great instrument that must be used, -and <em>a long time</em> before the mass will move. It appears<span class="pagenum"><a name="Page_140" id="Page_140">[140]</a></span> -to me that the first step to be taken is to interest -men in all parts of the Union <em>to feed the political -and religious press</em>. Then, when the public mind -is aroused, talents and means will be found to take -hold practically.</p> - -<h3><i>The following is from a Lawyer in Cincinnati.</i></h3> - -<p>Our city and vicinity would furnish room for <em>a -dozen</em> labourers in this cause instead of one; and -one of the most effectual modes of operation would -be to enlist a dozen others in the cause. A man -devoted to this cause would be welcomed among -us as an angel of light by all classes and all sects, -and would be sure to enjoy the good wishes of all, -the positive aid of many, and the useful counsel of -not a few. The spirit of education is largely abroad -among us, and only wants an efficient <em>leader</em> to enable -it to breathe a new existence into the whole -moral, social, political, and religious being of our -community here, and, by necessary consequence, -into the whole valley of the West. We have the -best tools to work with, the best materials to work -upon, and we only want, and this we sadly want, -some person to influence us to use the one and act -upon the other, by commencing <em>an example</em>.</p> - -<p>I should hail the commencement of such an enterprise -as the dawning of a new light upon the -West, and would not only give what little aid I -might, but would use all my little influence to make -it work effectually in its onward progress.</p> - -<hr /> - -<p><span class="pagenum"><a name="Page_141" id="Page_141">[141]</a></span></p> - -<p>These extracts will suffice to show the vast field -of labour open to a man of talents, supported for the -object aimed at.</p> - -<h3><i>The following extract from an address of Prof. Stowe, -delivered at Portland in 1844, corroborates the views -expressed by the author on the subject of moral -training.</i></h3> - -<p>But in this country, in consequence of our unbounded -religious freedom, the subdivisions of sect -are almost innumerable; it is impossible, in a system -of public instruction, to provide separately for -them all; and, unless religious instruction can be -given <em>without sectarianism</em>, it must be abandoned.</p> - -<p>“In this country the rights of all sects are the -same, and any denomination that would have its -own rights respected must respect the rights of -others.</p> - -<p>“The time which can be devoted to religious instruction -in schools is necessarily very limited; -and if there be an honest and sincere desire to do -right, the whole of this time certainly can be occupied, -with efficiency and profit, without encroaching -on the conscience of any sect which really has a -conscience.</p> - -<p>“Facts show plainly that, notwithstanding the -diversity of sects, there is common ground on -which the sincerely pious of all sects substantially -agree. For example, the most acceptable books of -practical piety, which are oftenest read by Christians -of all denominations, have proceeded from<span class="pagenum"><a name="Page_142" id="Page_142">[142]</a></span> -about all the different sects into which Christendom -is divided, and are read by all with scarcely a recognition -of the difference of sect. Such are the -writings of Thomas à Kempis and Fenelon, who -were Roman Catholics; of Jeremy Taylor and -Bishop Hall, who were Churchmen; of Baxter, -Watts, and Doddridge, who were Presbyterians or -Congregationalists; of Bunyan and Andrew Fuller, -who were Baptists; of Fletcher and Charles Wesley, -who were Methodists. This fact alone shows -that there is common ground, and enough of it too, -to employ all the time which can properly be devoted -to religious instruction in our public institutions.</p> - -<p>“All Christian sects, without exception, recognise -the Bible as the text-book of their religion. They -all acknowledge it to be a book given of God, and -replete with the most excellent sentiments, moral -and religious. None will admit that it is unfavourable -to their peculiar views, but, on the contrary, -all claim that it promotes them. To the use of the -Bible, then, as the text-book of religious instruction -in our schools, there can be no serious objection on -the part of Christians of any sect; and even unbelievers -very generally admit it to be a very good -and useful book.</p> - -<p>“But shall it be the whole Bible? or only the -New Testament? or selections made from one or -both?</p> - -<p>“A book of mere selection would be very apt to -awaken jealousy; and the exclusion of any part of<span class="pagenum"><a name="Page_143" id="Page_143">[143]</a></span> -the Scriptures would, to my mind, be painful. Let -every scholar, then, have a whole Bible. The book -can now be obtained so cheap, that the expense can -be no objection.</p> - -<p>“But how can the teacher instruct in the Bible -without coming on to sectarian ground? He can -teach a great deal in regard to its geography and -antiquities, and can largely illustrate its narrations, -and its <em>moral</em>, and even <em>religious</em>, beauties. An honest, -intelligent teacher can find, in this way, abundant -employment for all his time, if he be himself a -lover and student of the Bible, without ever passing -into sectarian peculiarities, or giving any reasonable -ground of offence.</p> - -<p>“But, apart from all this, the chief business of -instruction in this department may be the committing -to memory of portions of the Divine Word. -The most rigidly orthodox will not object to this, -for they believe every portion of the Bible to be the -<em>word of God which liveth and abideth forever</em>, and that -<em>all Scripture is profitable for doctrine</em>, <em>reproof</em>, <em>correction</em>, -<em>and instruction in righteousness</em>; and the liberal, -though they may not sympathize in the high orthodox -view of the divine excellence of the Word, yet -regard it as, on the whole, the best of books, and -the more of it their children have treasured up in -their minds, the better it must be for them. If the -parent chooses, he can always himself select the -portions to be committed by his child, or he may -leave it to the discretion of the teacher, or he may -give general directions, as selections from the Gospels,<span class="pagenum"><a name="Page_144" id="Page_144">[144]</a></span> -the Proverbs, the Psalms, &c. It is not at all -essential that all the children of the same school, -or even of the same class, should recite the same -passages. Each child may be called upon, in turn, -to recite what each one has committed, and the recitation -may or may not be accompanied by remarks -from the teacher, as circumstances may -seem to justify or require.</p> - -<p>“But there is another difficulty. The Roman -Catholics, it is said, do not desire that their children -should be instructed in the Scriptures; they receive -the apocryphal book as a part of Scripture, and contend -that we have not the whole Bible unless we -include the Apocrypha; and they object to our common -English translation.</p> - -<p>“In reply to this, I remark, in the first place, there -are many parts of our land where there are no Roman -Catholics, and, of course, the difficulty will not -occur in those places.</p> - -<p>“Secondly, if Roman Catholics choose to exclude -their children from a knowledge of the Bible, they -have a perfectly legal right to do so, and we have -no legal right to prevent it; nor should we desire -any such legal right, for the moment we desire any -such legal right, we abandon the Protestant principle -and adopt the Papal. Catholic parents are perfectly -competent to demand that their children -should be excused from the Bible recitation, and this -demand, if made, should be complied with; but they -have no right to demand that the Bible should be -withheld from the schools because they do not like<span class="pagenum"><a name="Page_145" id="Page_145">[145]</a></span> -it, nor do their objections render it necessary or excusable -for Protestants to discard the Bible from -schools.</p> - -<p>“Again, if Roman Catholics desire that <em>their</em> children -take <em>their</em> Bibles into the schools, and recite -from them, by all means let them do so; and so of -Jews, let them recite from the Old Testament, if -they choose, to the exclusion of the New. We allow -to others equal rights with ourselves; but we -claim for ourselves, and shall insist upon having, -equal rights with all. I am perfectly willing to give -to the Roman Catholics all they can justly claim, -but I am not willing to encroach on any one’s rights, -or the rights of any Protestant denomination, for the -sake of accommodating the Roman Catholics. Nor -do I suppose that the Romanists have a claim to -any special accommodation, for they have never -yet manifested any particular disposition to accommodate -others. Let them have the same privileges -that our Protestant sects have—that is enough; -and they have no right to demand, our legislators -have no right to grant, any more; and we Protestants -will be perfectly satisfied when Protestants -can enjoy as great privileges in Italy as Roman -Catholics now enjoy in the United States. In judicious -practice, I am persuaded there will seldom -be any great difficulty, especially if there be excited -generally in the community anything like a -whole-hearted honesty and enlightened sincerity in -the cause of public instruction.</p> - -<p>“It is all right for people to suit their own taste<span class="pagenum"><a name="Page_146" id="Page_146">[146]</a></span> -and convictions in respect to sect; and by fair means -and at proper times, to teach their children and those -under their influence to prefer the denominations -which they prefer; but farther than this no one has -any right to go. It is all wrong to hazard the well-being -of the soul, to jeopardize great public interests -for the sake of advancing the interests of a sect. -People must learn to practise some self-denial, on -Christian principles, in respect to their denominational -preferences, as well as in respect to other -things, before pure religion can ever gain a complete -victory over every form of human selfishness.</p> - -<p>“Happily, there are places where religious instruction -that is purely denominational can be freely -given, so that there is no need whatever of introducing -it into our public schools. The family and -the Sunday school are the appropriate places for -such instruction; and there let each denomination -train its own children in its own peculiar way, with -none to molest or to find fault. It is their right, it -is their duty.</p> - -<p>“As to the objection, that the use of the Bible in -schools makes it too common, and subjects it to contempt, -as well might it be objected that the sun becomes -contemptible because he shines every day -and illumines the beggar’s hovel as well as the bishop’s -palace. Where is the Bible most respected, in -Scotland and New-England, or in Italy and Austria? -The works of man, the robed monarch, may make -themselves contemptible by being too often seen; -but never the works of God. The children may,<span class="pagenum"><a name="Page_147" id="Page_147">[147]</a></span> -and ought to be, taught to treat the book with all -possible reverence, and to preserve it as nice and -unsullied as the Catholic preserves his crucifix; and -in this way, I am sure, on all the principles of human -nature with which I am acquainted, that the -Bible will be no more likely to suffer from the habit -of daily familiarity than the crucifix.</p> - -<p>“Let no one say that the religious instruction here -proposed for schools is jejune and unprofitable. I -do not so view the words of God. In any view, if -the child faithfully commit to memory so much as -the single Gospel of Matthew, or the first twenty-five -Psalms, or the first ten chapters of Proverbs, -or portions of the book of Genesis, those divine sentences -will be in his mind forever after, ready to be -called up to check him when any temptation assails -his heart, to cheer him when any sorrow oppresses -his soul, to be a lamp to his feet and a light to his -path; to be in all respects of more real and permanent -value to him than any creed, or catechism, or -system of theology, or rules of ethics, of merely -human origin, ever can be.</p> - -<p>“Why should we prevent so great a good by claiming -what we have no right to claim? Are we not -willing to trust the Word of God to cut its own way? -Or can we claim to be Christians at all, while we -consent to have the Word of God and all Christian -teaching banished from our institutions of public -instruction? Let not <em>infidel coldness</em>, <em>jesuitical intolerance</em>, -or <em>sectarian jealousy</em>, rob our schools of their -greatest ornament and most precious treasure, the<span class="pagenum"><a name="Page_148" id="Page_148">[148]</a></span> -Bible of our fathers. Let not denominational feeling -so far prevail as to lead us to destroy the greatest -good while attempting to secure the less, as -has so often been done in the Christian world heretofore. -We are willing to give up much for the -sake of peace and united effort; but the Bible, the -word of God, the palladium of our freedom, the foundation -of all our most precious hopes, we never can, -we never will give up. Let all who love the Bible -unite to defend it, to hold on upon it forever.”</p> - -<hr /> - -<div class="footnotes"> - -<h2>FOOTNOTES</h2> - -<div class="footnote"> - -<p><a name="Footnote_1" id="Footnote_1"></a><a href="#FNanchor_1"><span class="label">[1]</span></a> The following is the mode of obtaining the facts stated -above:</p> - -<p>In the census, 550,000 is the number of those who have <em>confessed</em> -their inability to read and write. That many have claimed -to be able to read and write, who are not, is thus established. -In Virginia, every man, on applying for marriage license, must -sign his name or make his mark. An examination was made -in <em>ninety-three</em> out of 123, the whole number of the county -courts giving license, and <em>one quarter</em>, and in many cases <em>one -third</em>, of the applicants could not write their names. Their -wives could not be any better educated. This indicates that -certainly as many as <em>one quarter</em> of the white adults in the state -cannot sign their names. One quarter of 329,959, which is the -adult population of Virginia, is 82,489. But the census, instead -of that number, gives only 58,789 who cannot read and write, a -difference of <em>forty per cent.</em> Take, then, the 550,000 who have -confessed their ignorance, and add <em>forty per cent.</em> for inaccuracy, -and the number is 770,000. To these, add the increase since -the census was taken, and those also who, by neglect, have lost -all ability to read and write, and <em>one million</em> is a very moderate -calculation for adult ignorance in this nation. Of these, at least -175,000 are voters. General Harrison’s majority, in 1840, was -146,000, or 24,000 <em>less</em> than the number of <em>voters</em> who cannot read -and write.—(<cite>See Mr. Mann’s 4th of July Oration.</cite>)</p> - -<p>The census also records more children as attending school -than is the truth. Thus, in Massachusetts, the state records, -presented to the Legislature, are very accurate, and these make -the number several thousands <em>less</em> than the census. In 1840, -our population was fourteen millions. <em>One fourth</em> of these are -between four and sixteen, making 3,645,388 of an age to go to -school. But the census, although exaggerating the number, -shows only 1,845,244 as attending schools. This, deducted from -the number of those of age to go to school, leaves 1,800,144, or -<em>nearly one half</em>, who do not attend school. To these, add the increase -since the census, and <em>more than half</em> the children of this -nation are without schools!</p> - -<p>The census also shows 4750 in penitentiaries, and their average -time of confinement is <em>four</em> years. An equal number were -in jails for <em>crime</em>, and their average time of imprisonment is six -months. Supposing them to live, on an average, eight years -after their release, and we have 85,500 <em>criminals</em> as voters.</p> - -<p>In 1836, Mr. Van Buren’s majority was 25,000. Thus it is -shown, that the majority which elects our President is far outnumbered -by the <em>criminals</em> who are allowed to vote.</p> - -</div> - -<div class="footnote"> - -<p><a name="Footnote_2" id="Footnote_2"></a><a href="#FNanchor_2"><span class="label">[2]</span></a> See <a href="#NOTE_A">note A</a>.</p> - -</div> - -<div class="footnote"> - -<p><a name="Footnote_3" id="Footnote_3"></a><a href="#FNanchor_3"><span class="label">[3]</span></a> See <a href="#NOTE_B">note B, p. 153</a>.</p> - -</div> - -<div class="footnote"> - -<p><a name="Footnote_4" id="Footnote_4"></a><a href="#FNanchor_4"><span class="label">[4]</span></a> See <a href="#NOTE_B">Note B</a>.</p> - -</div> - -</div> - -<hr /> - -<h2 id="NOTE_A">NOTE A.</h2> - -<p>The writer, in the preceding part, has presented a -mode of religious training adapted to schools composed -of children whose parents are of different -sects.</p> - -<p>There is one modification of this mode, which the -writer wishes to present to that class of parents -who not only believe in the Supreme Divinity of Jesus -Christ, but are in a habit of addressing their -worship to Him distinctively; believing that this is -the way in which we have access to God the Father, -who is worshipped as dwelling in Jesus Christ. -Such suppose that the Bible sanctions alike the -mode of addressing Jesus Christ distinctively, and -also the Father distinctively, and that we can pray -in either mode with acceptance.</p> - -<p>It is believed that parents who hold this view<span class="pagenum"><a name="Page_149" id="Page_149">[149]</a></span> -will find great aid in the religious training of their -children by adopting this method.</p> - -<p>In commencing instructions from the Bible, let -the first lesson consist of such texts as the following:</p> - -<p>“Jesus Christ came into the world to save sinners.”</p> - -<p>“And his name is called the <em>Word of God</em>.”</p> - -<p>“All things were made by Him, and without Him -was not anything made that is made.”</p> - -<p>“In whom we have redemption through his blood, -even the forgiveness of sins.”</p> - -<p>“By Him were all things created that are in heaven -and that are on earth, visible and invisible, whether -they be thrones, or dominions, or principalities, -or powers; all things were created by Him and for -Him, and He is before all things, and by Him all -things consist. Every house is builded by some -man, but He that built all things is God.”</p> - -<p>Having thus fixed in the child’s mind that the -Creator of the world is Jesus Christ, and that the -terms Jesus Christ, God, Jehovah, and the Lord, are -different names for the same person, then let all the -Bible history in the Old Testament be read with the -understanding that the being spoken of through the -whole of it is Jesus Christ. If any one has doubts -on this point, let him read President Edwards’s work -on the History of Redemption, and let him also collate -all the passages in which God appeared to the -ancient patriarchs and prophets, and it will be clear -that there was a Jehovah who <em>sent</em>, and a Jehovah<span class="pagenum"><a name="Page_150" id="Page_150">[150]</a></span> -who was the <em>messenger</em>, and that this last was Jesus -Christ, and the one who always appeared to the -patriarchs.</p> - -<p>The advantage of this mode of commencing religious -instructions is, that it presents to the mind of -a child a Being who can be clearly conceived of, -and a character which is drawn out in all those tender -and endearing exhibitions that a child can understand -and appreciate. It thus is rendered easy -for parents to obey the words of the Saviour, who, -when his mistaken disciples would have driven -them afar off, said, “Suffer <em>the little children</em> to come -unto me.”</p> - -<p>If a child is taught, from the first, to pray to Jesus -Christ, all that perplexity, doubt, and difficulty -which many feel in regard to Jesus Christ and the -place he is to hold in their devotions will be escaped. -Then, if they feel any doubts as to whether -they understand correctly about the Father, and -whether they are required to worship him distinctively, -these doubts will easily be removed by these -words of Christ.</p> - -<p>“He that hath seen me hath seen the Father. If -ye had known me, ye should have known my Father. -I am in the Father, and the Father in me. -The Father dwelleth in me. Believe me, I am in -the Father, and the Father in me. And whatsoever -ye ask in my name, <em>that will I do</em>; that the Father -may be glorified in the Son. If ye ask anything -in my name, I will do it.”</p> - -<p>The writer has seen a family of four children, the<span class="pagenum"><a name="Page_151" id="Page_151">[151]</a></span> -youngest four and the eldest not nine, where the -mother, who pursued this course, remarked that -these children seemed to be aided in overcoming -faults, and strengthened in doing right, by love to -the Saviour, just as true Christians are; and that if -they continued their present habits of feeling and -conduct, she should not know where to date the -time when they became pious.</p> - -<p>There is also a mode of practical teaching in regard -to <em>right</em> and <em>wrong</em>, <em>sin</em> and <em>holiness</em>, which tends -much to aid a child’s right apprehension of truth.</p> - -<p>Let the child be taught that Jesus Christ created -all his creatures for the purpose of making them <em>good</em> -and <em>happy</em>; that it is not possible for any one to be -perfectly good and happy, unless he has such a character -as Jesus Christ, and that the nearer we come to -possessing such a character, the better and happier -we are. Then set forth the character and example -of Christ, as a <em>perfectly benevolent and self-denying being</em>, -living not to gratify himself, but to do good to -others. Show the child that he <em>has not</em> such a character, -that he is living to please himself, and not to -do good, and that this is <em>selfishness</em> and <em>sin</em>. Set before -him the misery to which selfishness leads, and -the consequences of it, both here and hereafter.</p> - -<p>Teach the child that the great business of life, to -us all, is, by the aid of God’s Spirit, <em>to change our -characters</em>, in order to become like Christ; that it is -a difficult work, and one that we can never accomplish -without this aid from God.</p> - -<p>Show him that all the commands of Christ are<span class="pagenum"><a name="Page_152" id="Page_152">[152]</a></span> -designed to keep us from doing what will injure -ourselves or injure others, and that these rules are -so many and so strict, that no one ever will, in this -life, <em>perfectly</em> obey them <em>all</em>.</p> - -<p>Teach him that the <em>true</em> children of Jesus Christ -are those who love him, and who <em>earnestly are striving</em> -to obey <em>all</em> his commands.</p> - -<p>Set before the child the command of Christ, “Deny -thyself daily, and take up thy cross and follow -me,” and then teach and encourage him every day -to practise some <em>self-denial</em> in <em>doing good</em>.</p> - -<p>Teach him that the more he practises this self-denial -for the good of others, the more he becomes -like Jesus Christ, and that the duty will become -easier and pleasanter, the more he practises it.</p> - -<p>Inquire daily, especially at the close of the day, -whether the child has practised any self-denial in -doing good during the day, and express satisfaction -at any success.</p> - -<p>Teach the child to pray for help to overcome selfishness, -and to give thanks for Divine aid when he -has performed any act of benevolent self-denial.</p> - -<p>If any tendency to self-righteousness and self-complacency -is discovered, point out his various -deficiencies, or overt sins, and teach him daily to -observe and confess to God his faults.</p> - -<p>Teach him that heaven is a world where all are -perfectly free from selfishness, and that those, who -are selfish, could not be happy there, and will never -find admittance until they become like Jesus Christ. -Teach him that this life is designed as a world of<span class="pagenum"><a name="Page_153" id="Page_153">[153]</a></span> -trial and discipline, to free us from selfishness, and -thus prepare us for heaven.</p> - -<p>This mode, in connexion with others suggested -in the previous part, if faithfully pursued, would -produce results such as seldom have been seen.</p> - -<p>These views are presented, not to oppose the -views and opinions of others, but simply to induce -those who hold them to act consistently with their -belief.</p> - -<hr /> - -<h2 id="NOTE_B">NOTE B.</h2> - -<p>Of the two books referred to, the first is <span class="smcap">A Treatise -on Domestic Economy, by Miss Catharine E. -Beecher</span>, which has been examined by a committee -of the Massachusetts Board of Education, and -deemed worthy of admission as a part of the Massachusetts -School Library. The following are the -titles of the chapters:</p> - -<p>1. The Peculiar Responsibilities of American -Women. 2. The Difficulties peculiar to American -Women. 3. The Remedies for the preceding Difficulties. -4. On the Study of Domestic Economy in -Female Schools. 5. On the Care of Health. 6. On -Healthful Food. 7. On Healthful Drinks. 8. On -Clothing. 9. On Cleanliness. 10. On Early Rising. -11. On Domestic Exercise. 12. On Domestic -Manners. 13. On the Preservation of a Good -Temper in a Housekeeper. 14. On Habits of System -and Order. 15. On giving in Charity. 16. On -Economy of Time and Expense. 17. On Health of -Mind. 18. On the Care of Domestics. 19. On the<span class="pagenum"><a name="Page_154" id="Page_154">[154]</a></span> -Care of Infants. 20. On the Management of Young -Children. 21. On the Care of the Sick. 22. On -Accidents and Antidotes. 23. On Domestic Amusements -and Social Duties. 24. On the Economical -and Healthful Construction of Houses. 25. On -Fires and Lights. 26. On Washing. 27. On Starching, -Ironing, and Cleansing. 28. On Whitening, -Cleansing, and Dyeing. 29. On the Care of Parlours. -30. On the Care of Breakfast and Dining Rooms. -31. On the Care of Chambers. 32. On the Care of -the Kitchen, Cellar, and Store-room. 33. On Sewing, -Cutting, and Mending. 34. On the Care of -Yards and Gardens. 35. On the Propagation of -Plants. 36. On the Cultivation of Fruit. 37. Miscellaneous -Directions.</p> - -<p>The other work is called the <cite>American Housekeeper’s -Receipt Book</cite>, and the following is the Preface -and Analysis of the Work.</p> - -<h3><i>Preface (for the American Housekeeper’s Receipt Book.)</i></h3> - -<p>The following objects are aimed at in this work:</p> - -<p><em>First</em>, to furnish an <em>original</em> collection of receipts, -which shall embrace a great variety of simple and -well-cooked dishes, designed for every-day comfort -and enjoyment.</p> - -<p><em>Second</em>, to include in the collection only such receipts -as have been tested by superior housekeepers, -and warranted to be <em>the best</em>. It is not a book -made up in <em>any</em> department by copying from other -books, but entirely from the experience of the best -practical housekeepers.</p> - -<p><em>Third</em>, to express every receipt in language which<span class="pagenum"><a name="Page_155" id="Page_155">[155]</a></span> -is short, simple, and perspicuous, and yet to give all -directions so minutely as that the book can be kept -in the kitchen, and be used by any domestic who -can read, as a guide in <em>every one</em> of her employments -in the kitchen.</p> - -<p><em>Fourth</em>, to furnish such directions in regard to small -dinner-parties and evening company as will enable -any young housekeeper to perform her part, on such -occasions, with ease, comfort, and success.</p> - -<p><em>Fifth</em>, to present a good supply of the rich and elegant -dishes demanded at such entertainments, and -yet to set forth so large and tempting a variety of -what is safe, healthful, and good, in connexion with -such warnings and suggestions as it is hoped may -avail to promote a more healthful fashion in regard -both to entertainments and to daily table supplies. -No book of this kind will sell without an adequate -supply of the rich articles which custom requires, and -in furnishing them, the writer has aimed to follow -the example of Providence, which scatters profusely -both good and ill, and combines therewith the caution -alike of experience, revelation, and conscience, -“choose ye that which is good, that ye and your -seed may live.”</p> - -<p><em>Sixth</em>, in the work on Domestic Economy, together -with this, to which it is a Supplement, the writer -has attempted to secure, in a cheap and popular form, -for American housekeepers, a work similar to an -English work which she has examined, entitled the -<cite>Encyclopædia of Domestic Economy, by Thomas Webster -and Mrs. Parkes</cite>, containing over twelve hundred<span class="pagenum"><a name="Page_156" id="Page_156">[156]</a></span> -octavo pages of closely-printed matter, treating on -every department of Domestic Economy; a work -which will be found much more useful to English -women, who have a plenty of money and well-trained -servants, than to American housekeepers. It is -believed that most in that work which would be of -any practical use to American housekeepers, will be -found in this work and the Domestic Economy.</p> - -<p><em>Lastly</em>, the writer has aimed to avoid the defects -complained of by most housekeepers in regard to -works of this description issued in this country, or -sent from England, such as that, in some cases, the -receipts are so rich as to be both expensive and unhealthful; -in others, that they are so vaguely expressed -as to be very imperfect guides; in others, -that the processes are so elaborate and <em>fussing</em> as -to make double the work that is needful; and in -others, that the topics are so limited that some departments -are entirely omitted, and all are incomplete.</p> - -<p>In accomplishing these objects, the writer has received -contributions of the pen, and verbal communications, -from some of the most judicious and practical -housekeepers, in almost every section of this -country, so that the work is fairly entitled to the -name it bears of the <em>American</em> Housekeeper’s Receipt -Book.</p> - -<p>The following embraces most of the topics contained -in this work.</p> - -<p><span class="pagenum"><a name="Page_157" id="Page_157">[157]</a></span></p> - -<div class="blockquote"> - -<p>Suggestions to young housekeepers in regard to -style, furniture, and domestic arrangements.</p> - -<p>Suggestions in regard to different modes to be -pursued both with foreign and American domestics.</p> - -<p>On providing a proper supply of family stores, -on the economical care and use of them, and on -the furniture and arrangement of a store-closet.</p> - -<p>On providing a proper supply of utensils to be used -in cooking, with drawings to illustrate.</p> - -<p>On the proper construction of ovens, and directions -for heating and managing them.</p> - -<p>Directions for securing good yeast and good bread.</p> - -<p>Advice in regard to marketing, the purchase of -wood, &c.</p> - -<p>Receipts for breakfast dishes, biscuits, warm -cakes, tea cakes, &c.</p> - -<p>Receipts for puddings, cakes, pies, preserves, pickles, -sauces, catsups, and also for cooking all the -various kinds of meats, soups, and vegetables.</p> - -<p>The above receipts are arranged so that the more -healthful and simple ones are put in one portion, and -the richer ones in another.</p> - -<p>Healthful and favourite articles of food for young -children.</p> - -<p>Receipts for a variety of temperance drinks.</p> - -<p>Directions for making tea, coffee, chocolate, and -other warm drinks.</p> - -<p>Directions for cutting up meats, and for salting -down, corning, curing, and smoking.</p> - -<p>Directions for making butter and cheese, as furnished -by a practical and scientific manufacturer of -the same, of Goshen, Conn., that land of rich butter -and cheese.</p> - -<p><span class="pagenum"><a name="Page_158" id="Page_158">[158]</a></span></p> - -<p>A guide to a selection of a regular course of family -dishes, which will embrace <em>a successive variety</em>, -and unite convenience with good taste and comfortable -living.</p> - -<p>Receipts for articles for the sick, and drawings of -conveniences for their comfort and relief.</p> - -<p>Receipts for articles for evening parties and dinner -parties, with drawings to show the proper manner -of setting tables, and of supplying and arranging -dishes, both on these and on ordinary occasions.</p> - -<p>An outline of arrangements for a family in moderate -circumstances, embracing the systematic details -of work for each domestic, and the proper mode -of doing it, as furnished by an accomplished housekeeper.</p> - -<p>Remarks on the different nature of food and drinks, -and their relation to the laws of health.</p> - -<p>Suggestions to the domestics of a family, designed -to promote a proper appreciation of the dignity -and importance of their station, and a cheerful and -faithful performance of their duties.</p> - -<p>Miscellaneous suggestions and receipts.</p> - -</div> - -<p>The following extract from the Preface to the -Domestic Economy will exhibit the origin of these -two works, and some of the objects aimed at by -the writer:</p> - -<div class="blockquote"> - -<p>“The author of this work was led to attempt it, -by discovering, in her extensive travels, the deplorable -sufferings of multitudes of young wives and -mothers, from the combined influence of <em>poor health,<span class="pagenum"><a name="Page_159" id="Page_159">[159]</a></span> -poor domestics, and a defective domestic education</em>. The -number of young women whose health is crushed, -ere the first few years of married life are past, would -seem incredible to one who has not investigated this -subject, and it would be vain to attempt to depict -the sorrow, discouragement, and distress experienced -in most families where the wife and mother is a -perpetual invalid.</p> - -<p>“The writer became early convinced that this evil -results mainly from the fact, that young girls, especially -in the more wealthy classes, <em>are not trained -for their profession</em>. In early life, they go through a -course of school training which results in great debility -of constitution, while, at the same time, their -physical and domestic education is almost wholly -neglected. Thus they enter on their most arduous -and sacred duties so inexperienced and uninformed, -and with so little muscular and nervous strength, -that probably there is not <em>one chance in ten</em>, that young -women of the present day, will pass through the -first years of married life without such prostration -of health and spirits as makes life a burden to themselves, -and, it is to be feared, such as seriously interrupts -the confidence and happiness of married -life.</p> - -<p>“The measure which, more than any other, would -tend to remedy this evil, would be to place <em>domestic -economy</em> on an equality with the other sciences in female -schools. This should be done because it <em>can</em> -be properly and systematically taught (not <em>practically</em>, -but as a <em>science</em>), as much so as <em>political economy</em><span class="pagenum"><a name="Page_160" id="Page_160">[160]</a></span> -or <em>moral science</em>, or any other branch of study; because -it embraces knowledge, which will be needed, -by young women at all times and in all places; because -this science can never be <em>properly</em> taught until -it is made a branch of <em>study</em>; and because this method -will secure a dignity and importance in the estimation -of young girls, which can never be accorded -while they perceive their teachers and parents practically -attaching more value to every other department -of science than this. When young ladies are -taught the construction of their own bodies, and all -the causes in domestic life which tend to weaken -the constitution; when they are taught rightly to -appreciate and learn the most convenient and economical -modes of performing all family duties, and -of employing time and money; and when they perceive -the true estimate accorded to these things by -teachers and friends, the grand cause of this evil -will be removed. Women will be trained to secure, -as of first importance, a strong and healthy constitution, -and all those rules of thrift and economy -that will make domestic duty easy and pleasant.</p> - -<p>“To promote this object, the writer prepared this -volume as a <em>text-book</em> for female schools. It has -been examined by the Massachusetts Board of Education, -and been deemed worthy by them to be admitted -as a part of the Massachusetts School Library.</p> - -<p>“It has also been adopted as a text-book in some -of our largest and most popular female schools, both -at the East and West.</p> - -<p><span class="pagenum"><a name="Page_161" id="Page_161">[161]</a></span></p> - -<p>“The following, from the pen of Mr. George B. -Emmerson, one of the most popular and successful -teachers in our country, who has introduced this -work as a text-book in his own school, will exhibit -the opinion of one who has formed his judgment -from experience in the use of the work:</p> - -<p>“‘It may be objected that such things cannot be -taught by books. Why not? Why may not the -structure of the human body, and the laws of health -deduced therefrom, be as well taught as the laws of -natural philosophy? Why are not the application of -these laws to the management of infants and young -children as important to a woman as the application -of the rules of arithmetic to the extraction of the -cube root? Why may not the properties of the atmosphere -be explained, in reference to the proper -ventilation of rooms, or exercise in the open air, as -properly as to the burning of steel or sodium? -Why is not the human skeleton as curious and interesting -as the air-pump; and the action of the -brain, as the action of a steam-engine? Why may -not the healthiness of different kinds of food and -drink, the proper modes of cooking, and the rules -in reference to the modes and times of taking them, -be discussed as properly as rules of grammar, or -facts in history? Are not the principles that should -regulate clothing, the rules of cleanliness, the advantages -of early rising and domestic exercise, as -readily communicated as the principles of mineralogy, -or rules of syntax? Are not the rules of Jesus -Christ, applied to refine <em>domestic manners</em> and<span class="pagenum"><a name="Page_162" id="Page_162">[162]</a></span> -preserve a <em>good temper</em>, as important as the abstract -principles of ethics, as taught by Paley, Wayland, -or Jouffroy? May not the advantages of neatness, -system, and order, be as well illustrated in showing -how they contribute to the happiness of a family, -as by showing how they add beauty to a copy-book, -or a portfolio of drawings? Would not a teacher -be as well employed in teaching the rules of economy, -in regard to time and expenses, or in regard -to dispensing charity, as in teaching double, or single -entry in book-keeping? Are not the principles -that should guide in constructing a house, and in -warming or ventilating it properly, as important to -young girls as the principles of the Athenian Commonwealth, -or the rules of Roman tactics? Is it -not as important that children should be taught the -dangers to the mental faculties, when over-excited -on the one hand, or left unoccupied on the other, as -to teach them the conflicting theories of political -economy, or the speculations of metaphysicians? -For ourselves, we have always found children, especially -girls, peculiarly ready to listen to what they -saw would prepare them for future duties. The -truth, that education should be <em>a preparation for actual, -real life</em>, has the greatest force with children. -The constantly-recurring inquiry, “What will be -the use of this study?” is always satisfied by showing, -that it will prepare for any duty, relation, or office -which, in the natural course of things, will be -likely to come.</p> - -<p>“‘We think this book extremely well suited to be<span class="pagenum"><a name="Page_163" id="Page_163">[163]</a></span> -used as a text-book in schools for young ladies, and -many chapters are well adapted for a reading book -for children of both sexes.’”</p> - -</div> - -<p>To this the writer would add the testimony of a -lady who has used this work with several classes of -young girls and young ladies. She remarked that -she had never known a school-book that awakened -more interest, and that some young girls would learn -a lesson in this when they would study nothing else. -She remarked, also, that when reciting the chapter -on the construction of houses, they became greatly -interested in inventing plans of their own, which -gave an opportunity to the teacher to point out difficulties -and defects. Had this part of domestic -economy been taught in schools, our land would not -be so defaced with awkward, misshapen, inconvenient, -and, at the same time, needlessly expensive -houses, as it now is.</p> - -<p>The copyright interest in these two works is -held by a board of gentlemen appointed for the purpose, -who, after paying a moderate compensation -to the author for the time and labour spent in preparing -these works, will employ all the remainder -paid over by the publishers, to aid in educating and -locating such female teachers as wish to be employed -in those portions of our country, which are most -destitute of schools.</p> - -<p>The contract with the publisher provides that the -publisher shall guaranty the sales, and thus secure -against losses from bad debts, for which he shall receive<span class="pagenum"><a name="Page_164" id="Page_164">[164]</a></span> -five <i>per cent.</i> He also shall charge twenty -<i>per cent.</i> for commissions paid to retailers, and also -the expenses for printing, paper, and binding, and -make no other charges. 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