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+The Project Gutenberg EBook of Reflections on the Operation of the Present
+System of Education, 1853, by Christopher C. Andrews
+
+This eBook is for the use of anyone anywhere 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
+
+
+Title: Reflections on the Operation of the Present System of Education, 1853
+
+Author: Christopher C. Andrews
+
+Release Date: March 15, 2009 [EBook #28330]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK EDUCATION, 1853 ***
+
+
+
+
+Produced by Jonathan Ingram, Tamise Totterdell and the
+Online Distributed Proofreading Team at http://www.pgdp.net
+(This file was produced from images generously made
+available by The Internet Archive/American Libraries.)
+
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+
+
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+
+
+
+    REFLECTIONS
+    ON
+    THE OPERATION
+    OF THE
+    PRESENT SYSTEM OF EDUCATION.
+
+    BY
+
+    CHRISTOPHER C. ANDREWS,
+    COUNSELLOR AT LAW.
+
+
+    "TRAIN UP A CHILD IN THE WAY HE SHOULD GO; AND, WHEN HE IS OLD,
+    HE WILL NOT DEPART FROM IT."
+
+
+    BOSTON:
+    CROSBY, NICHOLS, AND COMPANY,
+    111, WASHINGTON STREET.
+    1853.
+
+
+
+
+    BOSTON:
+    PRINTED BY JOHN WILSON AND SON,
+    22, SCHOOL STREET.
+
+
+
+
+PREFATORY NOTE.
+
+
+The increasing importance of the subject treated of has led the author
+to revise an article, published nearly two years ago in a monthly
+journal, and to present it in the following pages. His object is to call
+attention to what he regards a _defect in the operation_ of our present
+system of education, and to propose some suggestions for its remedy.
+That defect consists in the want of moral instruction in our schools.
+Its existence, he believes, may be attributed to the state of public
+opinion, rather than to any imperfection in the system itself. For this
+reason, he is of opinion that remarks on the subject are more necessary,
+and therefore worthier of the consideration and indulgence of the
+public.
+
+    35, COURT STREET, BOSTON,
+          May, 1853.
+
+
+
+
+    THE
+    INCOMPLETE OPERATION
+    OF OUR
+    PRESENT SYSTEM OF EDUCATION.
+
+
+The duty of bringing up the young in the way of usefulness has ever been
+acknowledged as of utmost importance to the well-being and safety of a
+State. So imperative was this obligation considered by Solon, the
+Athenian lawgiver, that he excused children from maintaining their
+parents, when old and feeble, if they had neglected to qualify them for
+some useful art or profession. Although this principle has universally
+prevailed in every civilized age, yet the success of its practical
+operation depends entirely upon what is understood by necessary
+knowledge and useful employment. If, as among the Lacedemonians and many
+other nations of antiquity, a useful art consisted chiefly in the
+exploits of war,--in being able to undergo privations and hardships, and
+in wielding successfully the heavy instruments of bloodshed,--such an
+education as would conduce to the acquirement of that art must be
+estimated on different grounds from that system whose object is to
+develop the moral and intellectual faculties.
+
+From the distant past, traditions have come down, evincing in many
+instances exemplary care in the culture of youth; but the conspicuous
+record made of them by the historian and poet refutes the idea that they
+were common. With the lapse of centuries, revolutions in the arts and
+sciences have been effected, important in themselves, but more so for
+the changes they have produced both in social and political affairs.
+Like hunters who discover in their forest-wanderings a valuable mine
+which shapes anew their course of life, the people of the old world, in
+the fourteenth and fifteenth centuries, were allured from their
+incessant conflicts by the more profitable arts of peace. Till then the
+interests of learning had been crushed by the superstition and bigotry
+of the times. In the fourteenth century even, the most celebrated
+university in Europe, that of Bologna, bestowed its chief honors upon
+the professorship of astrology. But these grand developments in art and
+science gave a new impulse to social life. Thenceforward the interests
+of education began to thrive. The patronage given to popular
+instruction by many of the rulers of European States has imparted a
+lustre to their annals, which will almost atone for their heartless
+perversion of human rights. For whether we consider the coercive system
+of Prussia, which not yet exhibits very happy practical results; or the
+Austrian system, which indirectly operates coercively by denying
+employment to those unprovided with school-diplomas; or the Bavarian,
+which makes a certificate of six years' schooling necessary to the
+contracting of a valid marriage or apprenticeship; or, indeed, the
+systems of many other Continental countries,--we find much to excite
+cheering anticipations.
+
+This country--this Commonwealth especially--has ever been distinguished
+for being foremost in the maintenance of a benevolent and comprehensive
+system of education. That system is, we believe, in the judgment of
+foreigners, one of the most original things which America has produced.
+Fortunately for the prosperity of the people who derive their support on
+this rugged soil, their fathers were a class of men deeply imbued with
+moral sentiment,--lovers of freedom and of knowledge; men who sought
+that security of their principles in the spread of moral intelligence,
+which the sword alone would in vain attempt to procure. "The hands that
+wielded the axe or guided the canoe in the morning opened the page of
+history and philosophy in the evening;" and it cannot be a matter of
+surprise, that, counting their greatest wealth in their own industry and
+resolution, they should at an early period turn their attention to the
+important subject of education; and that they even denied themselves
+many of the comforts of life, in order to secure the blessings which
+might evolve therefrom.
+
+The peculiarity of our system of government is, that it invests the
+sovereignty in the people; and, as it has always been the policy of
+every nation claiming to be civilized to educate those who were designed
+to govern, it might naturally enough be inferred, that, in this country,
+means would be provided whereby the whole people might receive an
+education. And thus it is. The true object, therefore, of such a system
+of instruction as the government supports, it must be conceded by all,
+consists in qualifying the young to become good citizens,--in teaching
+them not only what their duties are, but making them ready and willing
+to perform them. We should discriminate between the object of common
+schools and the object of colleges; between an institution intended to
+inform every one of what every one should know, and one designed to fit
+persons for particular spheres of life, by a course of instruction
+which it is impracticable for all to pursue. A very large majority of
+those who enter our colleges are desirous of acquiring that knowledge,
+as well as discipline, which will prepare them most thoroughly for some
+one of the learned professions: it is a course preparatory to one still
+higher,--a gateway by which the industrious and sagacious may with
+greater ease traverse the long and winding avenues of science. Of a more
+general nature is the object of that instruction provided by the State
+for all, because it is designed to fit them for a greater variety of
+duties, and the chief of these duties is that of _living justly_. If we
+regarded physical resources as the chief elements of prosperity, or
+intellectual superiority the principal source of national greatness; if
+we followed the theory of the Persian legislator, Zoroaster, who thought
+that to plant a tree, to cultivate a field, and to have a family, were
+the great duties of man, we might be content with that instruction which
+would sharpen the intellect, and furnish us with acute and skilful men
+of business. But an enlightened public sentiment rejects such a theory
+as narrow and unsafe. It is surely of great importance that children
+should be made familiar with the common branches of knowledge; that
+their minds should receive as thorough discipline as is practicable;
+but of what transcendent importance is it that they should have
+impressed upon their minds the principles of truth and justice, and the
+true value of resolute, earnest industry; that they should grow up in
+the love of virtue and honor, and be taught to know and govern
+themselves! Education of the heart, as well as education of the mind,
+should be promoted. The State should make men before it makes artisans;
+citizens before it makes statesmen. And this in theory it proposes to
+do. The highest praise that can be bestowed upon our system of
+education, here in Massachusetts, is that the leading object it
+contemplates is the moral instruction of the young. This is its grand
+and peculiar feature. Those who have been and are now at the head of our
+educational interests, have sought, by timely word and deed, to carry
+this purpose into active operation. In so doing, they have attempted to
+give effect to the law which expressly ordains that "all instructors of
+youth shall exert their best endeavors to impress on the minds of
+children and youth committed to their care and instruction, the
+principles of piety, justice, and a sacred regard to truth, love to
+their country, humanity and universal benevolence, sobriety, industry
+and frugality, chastity, moderation and temperance, and those other
+virtues which are the ornament of human society, and the basis upon
+which a republican constitution is founded; and it shall be the duty of
+such instructors to endeavor to lead their pupils, as their ages and
+capacities will admit, into a clear understanding of the tendency of the
+above-mentioned virtues." (Rev. Stat. chap. 23, § 7.)
+
+Nobody, probably, at this day believes, that, in cherishing principles
+of this nature, the law which creates this system is visionary or
+impracticable. All are ready to admit, that the human heart needs
+the influence of moral discipline. Yet such is the nature of our
+social existence that there is a great tendency to postpone its
+application,--to let it depend upon contingencies. When nearly all of
+the good or evil that we can possibly do has been done,--after
+temptations have been resisted or yielded to,--after our years begin to
+wane, we then think seriously of moral improvement. Preachers the most
+eloquent--for their eloquence commands the highest reward--we employ to
+exhort us to practise virtues, which, if we had been rightly educated,
+we should have practised from our earliest youth with as much facility
+as we read or write. If a child is to learn grammar, let him commence,
+every one will say, when young, while his memory is most retentive. If
+we are to teach him those principles which are to shape his destiny
+in life, and have their home in the heart, should we wait till it is
+least susceptible of impression? It cannot be denied that too much
+indifference prevails on this subject. We are apt to shut our eyes to
+the evils which arise from imperfect education, so long as they do not
+affect our personal interest. Victims of depraved appetites and passions
+we take charge of, not out of regard for them, or the circumstances
+which have induced their guilt, but for our own protection. When a man
+sunk in crime is held up to public gaze, nearly the same feeling is
+excited which actuates boys who follow with noisy jests a drunken woman.
+Rarely do we stop to inquire, why, if wrong influences had been brought
+to bear upon our characters, we should not have been as bad. Unless such
+instruction be promoted, many who are now unconcerned for the
+misfortunes of others will themselves ask for compassion. "Surely there
+will come a time," says Dr. Johnson with truthful energy, "when he who
+laughs at wickedness in his companion _shall start from it in his
+child_."
+
+Now, the only sure and legitimate way of reforming those evils which
+burden society is to prevent their acquiring any existence. It is a
+favorite notion with many, that, by checking vice here and there, our
+benevolent institutions are working a thorough cure. But this is not
+so. While we furnish subsistence to those whom intemperance and idleness
+have brought to destitution,--while we erect asylums where reason may be
+restored to the shattered mind,--while we enlarge prisons in which to
+punish the violators of the law,--we should remember that some endeavors
+should be made to prevent others from requiring the same charities, and
+incurring the same penalties. Instead of standing merely by the fatal
+shoal to rescue the sinking crew, we should raise a warning signal to
+avert future shipwrecks.
+
+All experience shows that, to operate successfully, this branch of
+education must be early attended to. True it is, that, just as 'the twig
+is bent, the tree's inclined;' and true it is, that on the discipline of
+childhood depends the moral character of manhood. The tree in the
+forest, after it has grown to a considerable height, may yet be bent
+from its natural course, and, by long-continued force, be made to grow
+in a different direction; but that change will not be permanent. When
+the power which turned its course is withdrawn, every breeze and every
+tempest that shake its branches will aid it in gradually assuming its
+original position, till hardly a trace of that power which attempted to
+guide its growth can be perceived. There may be some who would neglect
+that moral influence on the young which is necessary, trusting in the
+delusive expectation, that the law will keep them in the right path;
+that the example of punishment, the terror of the gallows, the prison,
+or the penitentiary, will prevent the commission of crime. But let us
+not wait for the saving influence of these things; for they are but
+checks which often render the next outbreak more alarming. The force of
+punishment will be found to resemble the application of power in
+changing the growth of the tree: weeks, years of confinement, will not
+effect a complete reformation in the offender. His life may seem to be
+changed, his habits reformed; but, as he goes out to mingle again with
+the world, as one occasion after another presents itself to him, his
+former passions begin to revive, those early impressions take possession
+of him, and he becomes the same that he was originally, only that his
+degraded position renders him far less able to resist the temptation to
+do wrong. Impressions and habits acquired in youth are proverbially
+lasting. With characteristic eloquence and fervor has Lord Brougham
+illustrated the peculiar importance of early training. In a Speech
+delivered in the House of Lords in 1835 upon one of those measures which
+have conferred so much glory on his name as well as benefit upon his
+countrymen, he said, "If at a very early age a system of instruction is
+pursued by which a certain degree of independent feeling is created in
+the child's mind, while all mutinous and perverse disposition is
+avoided,--if this system be followed up by a constant instruction in the
+principles of virtue, and a corresponding advancement in intellectual
+pursuits,--if, during the most critical years of his life, his
+understanding and his feelings are accustomed only to sound principles
+and pure and innocent impressions, it will become almost impossible that
+he should afterward take to vicious courses, because these will be
+utterly alien to the whole nature of his being. It will be as difficult
+for him to become criminal, because as foreign to his confirmed habits,
+as it would be for one of your lordships to go out and rob on the
+highway. Thus, to commence the education of youth at the tender age on
+which I have laid so much stress, will, I feel confident, be the same
+means of guarding society against crimes. I trust every thing to
+habit,--habit, upon which, in all ages, the lawgiver, as well as the
+schoolmaster, has mainly placed his reliance,--habit, which makes every
+thing easy, and casts all difficulties upon the deviation from the
+wonted course. Make sobriety a habit, and intemperance will be hateful
+and hard; make prudence a habit, and reckless profligacy will be as
+contrary to the nature of the child, grown an adult, as the most
+atrocious crimes are to any of your lordships. Give a child the habit of
+sacredly regarding truth, of carefully respecting the property of
+others, of scrupulously abstaining from all acts of improvidence which
+can involve him in distress, and he will just as little think of lying
+or cheating or stealing, or running in debt, as of rushing into an
+element in which he cannot breathe."
+
+The thought may strike some, however, that children can receive moral
+discipline at home; that parents are best enabled to understand the
+disposition of their children, and can consequently apply the requisite
+training with more success than any one else; and, most of all, because
+it is their especial duty so to do. So we might say, with almost as much
+reason, that parents could teach their children the elementary branches
+of knowledge; in the first place, because it is in their province to
+know the peculiar turn of mind possessed by their children, and also for
+the equally plausible reason, that they are under a great obligation to
+educate them. Now, there is much truth in the observation of Seneca's,
+that people carry their neighbors' faults in a bag before them, which
+are easily to be seen, and their own behind them unseen; and, without
+doing parents too much injustice, we may say that they are inclined to
+carry the failings of their children tied up with their own. The fact
+is, generally speaking, parents are so confident that their children do
+not lack in honesty and integrity, at a time when these principles
+should be forcibly impressed upon them, that they let the occasion for
+moral training pass until bad habits are deeply rooted in their
+character. There are, we know, many cheering exceptions; yet, if moral
+instruction is neglected in the school, to a majority of the scholars
+that neglect will nowhere be provided for, until some bad results have
+ensued.
+
+To carry out, then, the primal purpose of our system of education,
+instructors should seek to mould the character of their pupils.
+Supervisors and committee-men should require a faithful discharge of
+this trust. When they come to examine the school, if the standard of
+intellectual attainments is not so high as might be desirable, they
+should yet bear testimony to its advancement, if they find that those
+"virtues which adorn life" have been held up in all their attractiveness
+to the imitation of the pupil.
+
+Thus have we seen that the system itself contemplates the culture of the
+heart as well as the mind; and that it is wise, practical, and just in
+doing so. We now propose to show that this object is generally
+disregarded, if not entirely lost sight of, in our common schools; and
+to illustrate, if possible, the means whereby it can be more completely
+carried into operation. In the first place, the present state of society
+testifies to a neglect somewhere of inculcating habits of rectitude.
+There is a want of CONSCIENCE in the community. The prevalence of crime,
+as seen by the returns of public prosecutors and magistrates, is but a
+small part of the evidence of this fact. We might as well judge of a
+man's wealth by his dress, as to form an opinion on public morals by the
+number of punishable offences committed. And, indeed, the records of
+courts furnish but incomplete evidence of the number of punishable
+offences actually committed; for where one criminal is brought to the
+bar of justice, ten escape detection. We have the authority of a very
+eminent Judge for this remark. But there are wrongs which are not
+punishable by the law, being too small and undefinable for its
+cognizance. It is the bad faith which enters into contracts, and
+deceives the honest purchaser, or dupes the confiding vendor; the
+baseness which conspires to wink down credit; the avarice which greedily
+takes advantage of poverty, or the craft which converts it into a weapon
+of fraud; the scandal which sets neighbor against neighbor; the fretful
+harshness which clouds the domestic fireside; the ingratitude which
+spurns parental influence; the selfishness which would trade in
+principles, and bargain away public measures for private gain,--these,
+and such as these, are the conclusive proofs of public vice. Even the
+deplorable appearances which penury exhibits are counterfeited, and we
+hesitate to give alms lest we should encourage an impostor. The
+benevolent man distrusts the beggar who asks for a night's lodging, and
+turns him away, fearful that he might prove an assassin or a robber; or
+he reluctantly calls him back, lest he should revenge himself by burning
+his barn. There are common symptoms which show a patient's sickness,
+though they do not indicate the particular nature of his disease. So
+this mutual distrust, which characterizes the dealings of men, indicates
+the debility of public morals, and points with unerring certainty to the
+neglect of early discipline.
+
+But an inspection of the schools will afford us the most reliable
+evidence on this subject. From the system of instruction now pursued in
+our best common schools, a scholar of ordinary capacity is enabled to
+become a good reader, writer, and speller; to acquire a very good
+knowledge of geography and arithmetic, and a little insight into natural
+philosophy, physiology, grammar, and history, as well as to gain some
+habits of order and correct deportment. It is true also that in some
+schools considerable efforts are bestowed on moral culture: this,
+however, depends upon the peculiar character of the teacher. Yet it
+cannot be denied, that intellectual improvement is treated as of
+paramount importance; and that, if any attempts are made at moral
+training, they are purely incidental; being considered collateral to the
+other lessons. Surely no one will think of reproaching teachers for this
+condition of things; for they are governed by the public opinion of the
+district or town they teach in, as much as the statesman is governed by
+the public opinion of the country. The voice of the district is silent
+on the subject. The committee who examined or engaged them did not
+allude to that part of their duty, or inquire into their qualifications
+for discharging it. If the teacher goes through the term in harmony, and
+succeeds in advancing his pupils in an ordinary degree in the common
+branches, he is acknowledged to have accomplished his entire duty.
+
+In attempting to show the manner in which the right development of
+character may be blended with the development of the mental faculties,
+it might be proper to advert to the method a teacher could pursue with
+the greatest success. A very imperfect idea only of any policy can be
+given, inasmuch as the duty must be left to his own discretion. No set
+plan can be adhered to; neither could text-books be used to advantage.
+He should not have an appointed time for such an exercise, nor resort to
+formal lectures, nor rely upon the studied maxims which moralists have
+framed in the closet, nor depend upon the stereotyped precepts of
+philosophers. As the sentiments he inculcates are addressed to the
+heart, so also from the heart should they spring. Every one knows that
+the events which transpire in and about the school-room furnish too
+frequent opportunities for this species of instruction. These acts of
+turpitude he should heed, and make the subject of his lessons. Report
+comes to him that some of his pupils have been guilty of insulting and
+ridiculing an aged and infirm person. He might give them time to reflect
+upon the nature of their act, and to decide themselves whether it was
+right or wrong. Then let him show the claims which age, combined with
+feebleness, has upon our respect and sympathy, and expose the cruelty
+and shame of that conduct which would increase its misfortunes. He
+learns, perhaps, that a pupil has used profane language during an
+intermission. As he requires the school to pause, let him speak in
+simple language of the omnipotence and omnipresence of the Creator; of
+the commandment which he has ordained, that none should take his name in
+vain. By referring to some of the faculties, mental and physical, with
+which he has been endowed, let the teacher call forth the gratitude,
+not only of that pupil but the whole school, for the wonderful goodness
+of their Maker. By reminding them of his compassion and tenderness, his
+infinite wisdom and power, let him inspire them with love and reverence
+for his name. Envy and jealousy he will see prominent in the character
+of his fairest pupils: let him show that the heart was not made for such
+feelings; that, if they are nurtured there, no room will be found for
+noble and generous sentiments. Quarrels will occur in which blows will
+be dealt lustily: a few simple illustrations will prove that force is a
+dangerous and imperfect arbiter of justice. If unhappily falsehood
+prevails, let him make haste to supplant a habit, so fearful and
+pernicious, though every thing else be laid aside. Let him show the
+great inconvenience a man must experience in whose word no confidence
+can be reposed. The fable of the shepherd-boy who gave false alarms to
+the distant workmen of the approach of wolves, so that when the wolves
+really came his cries were in vain, will show that lying is unprofitable
+in the end. But his chief object should be to exhibit the moral
+turpitude of the habit,--the facility with which it leads to deeper
+guilt,--the manifold evils which it engenders in the community; and thus
+to impress upon the minds of his pupils a sacred regard for truth.
+Such, it might seem, would be the course which a high-minded and zealous
+teacher would pursue in imparting moral instruction. But, whatever be
+his method, it is quite certain that a successful performance of his
+duty in this respect implies great capacity. Extensive learning will not
+be a sufficient qualification. An accurate and comprehensive knowledge
+of the sciences may have given vigor to his mind; he may be familiar
+with the classic pages of Thucydides and Homer, Horace and Livy; he may
+be versed in the philosophy of history, and yet lack in the essential
+elements of his art. He must possess native talent, a clear insight of
+human character, agreeable address, extemporaneous powers of speech. He
+must be a clear-thinking, conscientious, practical man; and it will be
+impossible for him to fail in his undertaking. Such a teacher will win
+the respect and esteem of his pupils: they will imitate his example, and
+cherish his counsel.
+
+Now, the inquiry will naturally be made if the teachers of common
+schools have these qualifications. There are some who are thus
+qualified. They are those who in other professions would rise to
+eminence by the zeal and ability with which they now advance our youth
+in intellectual culture. But they are an exception to the common
+standard. The majority of teachers, however, are quite young. They are
+preparing themselves for other duties, which they consider more
+important to their own interests, if not the interests of the public.
+Not experienced sufficiently in their art to excel in its ordinary
+labors, they do not stand far enough above their pupils to succeed in
+this higher and more difficult branch of instruction.
+
+Before, then, moral education can be successfully promoted, the right
+kind of teachers must be employed. There is but one way of obtaining
+them, and that is by paying them liberal salaries. All are not
+philanthropists. Here and there, it is true, may be found persons
+disinterested enough to devote their energies to the public good, for
+their daily bread alone. But it is the height of absurdity to expect
+that men of talent and learning will continue in so arduous an
+occupation as that of teaching for small compensation, when in less
+laborious pursuits they can acquire opulence. The average pay received
+by male teachers throughout the Commonwealth, as appears from the last
+annual report of the learned Secretary of the Board of Education, is
+$37.26 per month. The average length of schools being seven months and a
+half, the yearly salary of the teacher would therefore be $279.45; out
+of which he must pay for his board and all other expenses. Hardly
+adequate to support one man respectably, it entirely excludes the
+circumstance of his having a family, implying a self-denial of the
+common uses of social life. The natural presumption is, that a teacher
+is not exempt from the calamities that sometimes befall men; that he
+buys a few books and a little stationary; that he is as unwilling as any
+one to wear ragged clothes; and, uncertain of continued employment in
+one place, that he incurs some expense in changing his locality. But the
+standard price which he receives ignores any such presumption. In regard
+to the payment of female teachers, we might suppose that a different
+rule would prevail; that in a community where woman holds a high moral,
+social, and intellectual position,--where marked deference is paid to
+her character,--where the great superiority of her influence as a parent
+and a teacher is acknowledged,--one might indeed suppose that she would
+be liberally rewarded for her services, especially when those services
+are rendered in her peculiar sphere of duty,--that of teaching. Strange
+as it may appear, such is not the case; while her labor, apparently not
+so responsible, is often more wearing than the labor of the
+schoolmaster. It seems that the average pay of female teachers is $15.36
+per month. When it is remembered that all the expenses of living are to
+be deducted from the amount paid at this rate, her real income shrinks
+into the merest trifle. There is not an occupation in which intelligent
+young women can be employed that does not present greater pecuniary
+inducements. Under such circumstances it must be a matter of surprise
+that we have as good teachers, both male and female, as now have charge
+of our schools. Will any one, then, for a moment suppose that persons of
+greater ability than they will be induced to engage or continue in such
+an employment, when wealth and influence and happiness point in another
+direction? Laying aside suppositions, let us see what the facts are.
+With the majority of those now engaged in the business, teaching is a
+temporary employment. Some are teaching during their college vacations,
+intending, as soon as they graduate, to commence their professional
+studies;--they are perhaps our future judges, or clergymen, or sagacious
+merchants; others are already abandoning the business to enter upon
+mercantile pursuits. As soon as they have acquired experience, so that
+their services are truly valuable to the public, they find that their
+future prospects are to be sacrificed if they continue longer in the
+profession. Thus, instead of retaining persons in this most important of
+all professions, we drive them out of it to adorn and exalt other
+occupations. Many of the ablest men in each of our learned professions
+were once school-teachers: if a proper reward had encouraged them to
+remain in that capacity, how visible at this day would be the influence
+which they would have exerted upon their pupils! It is clear, then, that
+the only means by which we can retain teachers who have the requisite
+talent and ability, is by paying them adequate salaries. Then our
+schools can furnish moral as well as intellectual instruction; and the
+object which our system of education contemplates can in a great degree
+be accomplished.
+
+Fully aware that the people are peculiarly sensitive on the subject of
+taxation, especially when no tangible results are to follow its
+increase, we do not hesitate to say that the interests of education
+demand a far greater expenditure of money. The spirit which has
+characterized the people of the Commonwealth, in their past efforts to
+advance the cause, promises favorable action on the subject. In an age
+when astonishing improvements in every art and every science are being
+developed,--when nature, in her most regal and opposing state, bends to
+the energy of man,--when countless sums are lavished to gratify and
+satiate every sense, how mortifying and discreditable that a great moral
+cause should languish! Even if the contribution which would be required
+for this purpose could in any way be felt by the poorest citizen, it
+could not be felt as a burden; for he might regard it as an investment
+the most profitable and secure,--the income of which would return to his
+own door full of blessings upon his declining days. When solicited to
+double the tax which he had formerly paid for school-purposes, regarding
+his own interest merely, and not that of the public, he might sincerely
+say, "Yes, out of my limited means I am content to pay freely for such
+an object. By paying the teacher more, am I not increasing his
+usefulness? Am I not doing something to bring up my children in
+knowledge and integrity? Will they not be a greater comfort to me, and
+more happy and prosperous themselves? Besides, in a few years, much
+mischief in the community may be diminished, and there will be a smaller
+tax on me and mine to support criminals and prisons. If all are taught
+to do their duty as citizens, I shall not suffer for their neglect of
+doing so." Though the correctness of his reasoning will be admitted, the
+argument in this behalf should be placed on higher grounds than
+individual prosperity. The benefits to be derived by the public as
+exhibited in the abatement of many social evils,--in the diffusion of
+rational happiness,--in the gains of honest industry, such should be the
+inducements to this worthy undertaking.
+
+In conclusion, we submit that for reasons too apparent to be alluded
+to, and too urgent to be disregarded, more attention should be devoted
+to the true aim and purpose of education,--to a more complete operation
+of the system. More than the past has needed, will the future require
+the benefits which it unfolds. Let the teacher's vocation be elevated,
+and advantages will accrue to the State, compared with which, exuberant
+harvests, a thriving commerce, and an overflowing treasury, will be but
+small resources. We should form a wise and generous precedent in this
+matter, below which indifference will not suffer us to fall. We should
+engage in the enterprise with a determination to carry it forward to the
+highest degree of success. It may be "absurd to expect, but it is not
+absurd to pursue, perfection."
+
+
+
+
+
+End of the Project Gutenberg EBook of Reflections on the Operation of the
+Present System of Education, 1853, by Christopher C. Andrews
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+    "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd">
+
+<html xmlns="http://www.w3.org/1999/xhtml" xml:lang="en" lang="en">
+  <head>
+    <meta http-equiv="Content-Type" content="text/html;charset=iso-8859-1" />
+    <meta http-equiv="Content-Style-Type" content="text/css" />
+    <title>
+      The Project Gutenberg eBook of
+       Reflections On The Operation Of The Present System Of Education,
+        by Christopher C. Andrews.
+    </title>
+    <style type="text/css">
+
+    body {margin-left: 10%;
+          margin-right: 10%;}
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+
+<pre>
+
+The Project Gutenberg EBook of Reflections on the Operation of the Present
+System of Education, 1853, by Christopher C. Andrews
+
+This eBook is for the use of anyone anywhere 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
+
+
+Title: Reflections on the Operation of the Present System of Education, 1853
+
+Author: Christopher C. Andrews
+
+Release Date: March 15, 2009 [EBook #28330]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK EDUCATION, 1853 ***
+
+
+
+
+Produced by Jonathan Ingram, Tamise Totterdell and the
+Online Distributed Proofreading Team at http://www.pgdp.net
+(This file was produced from images generously made
+available by The Internet Archive/American Libraries.)
+
+
+
+
+
+
+</pre>
+
+
+<p><span class="pagenum"><a name="Page_1" id="Page_1">[1]</a></span></p>
+
+<h1><span class="spaced">REFLECTIONS</span><br />
+<br />
+<span class="small">ON</span><br />
+<br />
+<span class="small2">THE OPERATION</span><br />
+<br />
+<span class="small">OF THE</span><br />
+<br />
+PRESENT SYSTEM OF EDUCATION.</h1>
+
+<p class="centerbold">BY<br />
+<br />
+<br />
+<span class="large">CHRISTOPHER C. ANDREWS,</span><br />
+<br />
+COUNSELLOR AT LAW.</p>
+
+<hr />
+
+<p class="centerbold">"TRAIN UP A CHILD IN THE WAY HE SHOULD GO; AND, WHEN HE IS OLD,
+HE WILL NOT DEPART FROM IT."</p>
+
+<hr />
+
+<p class="centerbold"><span class="large">BOSTON:</span><br />
+<br />
+CROSBY, NICHOLS, AND COMPANY,<br />
+<br />
+111, <span class="smcap">Washington Street</span>.<br />
+<br />
+1853.</p>
+
+<p><span class="pagenum"><a name="Page_2" id="Page_2">[2]</a></span></p>
+
+<p class="centerboldspaced">BOSTON:<br />
+PRINTED BY JOHN WILSON AND SON,<br />
+22, <span class="smcap">School Street</span>.</p>
+
+<p><span class="pagenum"><a name="Page_3" id="Page_3">[3]</a></span></p>
+
+<h2>PREFATORY NOTE.</h2>
+
+<hr />
+
+<p><span class="smcap">The</span> increasing importance of the subject treated of has led the author
+to revise an article, published nearly two years ago in a monthly
+journal, and to present it in the following pages. His object is to call
+attention to what he regards a <i>defect in the operation</i> of our present
+system of education, and to propose some suggestions for its remedy.
+That defect consists in the want of moral instruction in our schools.
+Its existence, he believes, may be attributed to the state of public
+opinion, rather than to any imperfection in the system itself. For this
+reason, he is of opinion that remarks on the subject are more necessary,
+and therefore worthier of the consideration and indulgence of the
+public.</p>
+
+<p class="sign">
+35, <span class="smcap">Court Street</span>, <span class="smcap">Boston</span>,
+<br />
+<span class="sign">May, 1853.</span></p>
+
+<p><span class="pagenum"><a name="Page_4" id="Page_4">[4]</a></span><br/></p>
+
+<p><span class="pagenum"><a name="Page_5" id="Page_5">[5]</a></span></p>
+
+<h1 class="second"><span class="small">THE</span><br />
+<br />
+<span class="small2">INCOMPLETE OPERATION</span><br />
+<br />
+<span class="small">OF OUR</span><br />
+<br />
+PRESENT SYSTEM OF EDUCATION.</h1>
+
+<hr />
+
+<p><span class="smcap">The</span> duty of bringing up the young in the way of usefulness has ever been
+acknowledged as of utmost importance to the well-being and safety of a
+State. So imperative was this obligation considered by Solon, the
+Athenian lawgiver, that he excused children from maintaining their
+parents, when old and feeble, if they had neglected to qualify them for
+some useful art or profession. Although this principle has universally
+prevailed in every civilized age, yet the success of its practical
+operation depends entirely upon what is understood by necessary
+knowledge and useful employment. If, as among the Lacedemonians and many
+other nations of antiquity, a useful art consisted chiefly in the
+exploits of war,&mdash;in being able to undergo privations and hardships, and
+in wielding <span class="pagenum"><a name="Page_6" id="Page_6">[6]</a></span>
+successfully the heavy instruments of bloodshed,&mdash;such an
+education as would conduce to the acquirement of that art must be
+estimated on different grounds from that system whose object is to
+develop the moral and intellectual faculties.</p>
+
+<p>From the distant past, traditions have come down, evincing in many
+instances exemplary care in the culture of youth; but the conspicuous
+record made of them by the historian and poet refutes the idea that they
+were common. With the lapse of centuries, revolutions in the arts and
+sciences have been effected, important in themselves, but more so for
+the changes they have produced both in social and political affairs.
+Like hunters who discover in their forest-wanderings a valuable mine
+which shapes anew their course of life, the people of the old world, in
+the fourteenth and fifteenth centuries, were allured from their
+incessant conflicts by the more profitable arts of peace. Till then the
+interests of learning had been crushed by the superstition and bigotry
+of the times. In the fourteenth century even, the most celebrated
+university in Europe, that of Bologna, bestowed its chief honors upon
+the professorship of astrology. But these grand developments in art and
+science gave a new impulse to social life. Thenceforward the interests
+of education began to thrive. The patronage given to popular <span class="pagenum"><a name="Page_7" id="Page_7">[7]</a></span>
+instruction by many of the rulers of European States has imparted a
+lustre to their annals, which will almost atone for their heartless
+perversion of human rights. For whether we consider the coercive system
+of Prussia, which not yet exhibits very happy practical results; or the
+Austrian system, which indirectly operates coercively by denying
+employment to those unprovided with school-diplomas; or the Bavarian,
+which makes a certificate of six years' schooling necessary to the
+contracting of a valid marriage or apprenticeship; or, indeed, the
+systems of many other Continental countries,&mdash;we find much to excite
+cheering anticipations.</p>
+
+<p>This country&mdash;this Commonwealth especially&mdash;has ever been distinguished
+for being foremost in the maintenance of a benevolent and comprehensive
+system of education. That system is, we believe, in the judgment of
+foreigners, one of the most original things which America has produced.
+Fortunately for the prosperity of the people who derive their support on
+this rugged soil, their fathers were a class of men deeply imbued with
+moral sentiment,&mdash;lovers of freedom and of knowledge; men who sought
+that security of their principles in the spread of moral intelligence,
+which the sword alone would in vain attempt to procure. "The hands that
+wielded the axe <span class="pagenum"><a name="Page_8" id="Page_8">[8]</a></span>
+or guided the canoe in the morning opened the page of
+history and philosophy in the evening;" and it cannot be a matter of
+surprise, that, counting their greatest wealth in their own industry and
+resolution, they should at an early period turn their attention to the
+important subject of education; and that they even denied themselves
+many of the comforts of life, in order to secure the blessings which
+might evolve therefrom.</p>
+
+<p>The peculiarity of our system of government is, that it invests the
+sovereignty in the people; and, as it has always been the policy of
+every nation claiming to be civilized to educate those who were designed
+to govern, it might naturally enough be inferred, that, in this country,
+means would be provided whereby the whole people might receive an
+education. And thus it is. The true object, therefore, of such a system
+of instruction as the government supports, it must be conceded by all,
+consists in qualifying the young to become good citizens,&mdash;in teaching
+them not only what their duties are, but making them ready and willing
+to perform them. We should discriminate between the object of common
+schools and the object of colleges; between an institution intended to
+inform every one of what every one should know, and one designed to fit
+persons for particular spheres of life, <span class="pagenum"><a name="Page_9" id="Page_9">[9]</a></span>
+by a course of instruction
+which it is impracticable for all to pursue. A very large majority of
+those who enter our colleges are desirous of acquiring that knowledge,
+as well as discipline, which will prepare them most thoroughly for some
+one of the learned professions: it is a course preparatory to one still
+higher,&mdash;a gateway by which the industrious and sagacious may with
+greater ease traverse the long and winding avenues of science. Of a more
+general nature is the object of that instruction provided by the State
+for all, because it is designed to fit them for a greater variety of
+duties, and the chief of these duties is that of <i>living justly</i>. If we
+regarded physical resources as the chief elements of prosperity, or
+intellectual superiority the principal source of national greatness; if
+we followed the theory of the Persian legislator, Zoroaster, who thought
+that to plant a tree, to cultivate a field, and to have a family, were
+the great duties of man, we might be content with that instruction which
+would sharpen the intellect, and furnish us with acute and skilful men
+of business. But an enlightened public sentiment rejects such a theory
+as narrow and unsafe. It is surely of great importance that children
+should be made familiar with the common branches of knowledge; that
+their minds should receive as thorough discipline as is practicable;
+but <span class="pagenum"><a name="Page_10" id="Page_10">[10]</a></span> of what transcendent importance is it that they should have
+impressed upon their minds the principles of truth and justice, and the
+true value of resolute, earnest industry; that they should grow up in
+the love of virtue and honor, and be taught to know and govern
+themselves! Education of the heart, as well as education of the mind,
+should be promoted. The State should make men before it makes artisans;
+citizens before it makes statesmen. And this in theory it proposes to
+do. The highest praise that can be bestowed upon our system of
+education, here in Massachusetts, is that the leading object it
+contemplates is the moral instruction of the young. This is its grand
+and peculiar feature. Those who have been and are now at the head of our
+educational interests, have sought, by timely word and deed, to carry
+this purpose into active operation. In so doing, they have attempted to
+give effect to the law which expressly ordains that "all instructors of
+youth shall exert their best endeavors to impress on the minds of
+children and youth committed to their care and instruction, the
+principles of piety, justice, and a sacred regard to truth, love to
+their country, humanity and universal benevolence, sobriety, industry
+and frugality, chastity, moderation and temperance, and those other
+virtues which are the ornament of human society, and the
+<span class="pagenum"><a name="Page_11" id="Page_11">[11]</a></span> basis upon
+which a republican constitution is founded; and it shall be the duty of
+such instructors to endeavor to lead their pupils, as their ages and
+capacities will admit, into a clear understanding of the tendency of the
+above-mentioned virtues." (Rev. Stat. chap. 23, § 7.)</p>
+
+<p>Nobody, probably, at this day believes, that, in cherishing principles
+of this nature, the law which creates this system is visionary or
+impracticable. All are ready to admit, that the human heart needs the
+influence of moral discipline. Yet such is the nature of our social
+existence that there is a great tendency to postpone its
+application,&mdash;to let it depend upon contingencies. When nearly all of
+the good or evil that we can possibly do has been done,&mdash;after
+temptations have been resisted or yielded to,&mdash;after our years begin to
+wane, we then think seriously of moral improvement. Preachers the most
+eloquent&mdash;for their eloquence commands the highest reward&mdash;we employ to
+exhort us to practise virtues, which, if we had been rightly educated,
+we should have practised from our earliest youth with as much facility
+as we read or write. If a child is to learn grammar, let him commence,
+every one will say, when young, while his memory is most retentive. If
+we are to teach him those principles which are to shape his destiny in
+life, <span class="pagenum"><a name="Page_12" id="Page_12">[12]</a></span> and have their home in the heart, should we wait till it is least
+susceptible of impression? It cannot be denied that too much
+indifference prevails on this subject. We are apt to shut our eyes to
+the evils which arise from imperfect education, so long as they do not
+affect our personal interest. Victims of depraved appetites and passions
+we take charge of, not out of regard for them, or the circumstances
+which have induced their guilt, but for our own protection. When a man
+sunk in crime is held up to public gaze, nearly the same feeling is
+excited which actuates boys who follow with noisy jests a drunken woman.
+Rarely do we stop to inquire, why, if wrong influences had been brought
+to bear upon our characters, we should not have been as bad. Unless such
+instruction be promoted, many who are now unconcerned for the
+misfortunes of others will themselves ask for compassion. "Surely there
+will come a time," says Dr. Johnson with truthful energy, "when he who
+laughs at wickedness in his companion <i>shall start from it in his
+child</i>."</p>
+
+<p>Now, the only sure and legitimate way of reforming those evils which
+burden society is to prevent their acquiring any existence. It is a
+favorite notion with many, that, by checking vice here and there, our
+benevolent institutions are working a thorough cure. But <span class="pagenum"><a name="Page_13" id="Page_13">[13]</a></span> this is not
+so. While we furnish subsistence to those whom intemperance and idleness
+have brought to destitution,&mdash;while we erect asylums where reason may be
+restored to the shattered mind,&mdash;while we enlarge prisons in which to
+punish the violators of the law,&mdash;we should remember that some endeavors
+should be made to prevent others from requiring the same charities, and
+incurring the same penalties. Instead of standing merely by the fatal
+shoal to rescue the sinking crew, we should raise a warning signal to
+avert future shipwrecks.</p>
+
+<p>All experience shows that, to operate successfully, this branch of
+education must be early attended to. True it is, that, just as 'the twig
+is bent, the tree's inclined;' and true it is, that on the discipline of
+childhood depends the moral character of manhood. The tree in the
+forest, after it has grown to a considerable height, may yet be bent
+from its natural course, and, by long-continued force, be made to grow
+in a different direction; but that change will not be permanent. When
+the power which turned its course is withdrawn, every breeze and every
+tempest that shake its branches will aid it in gradually assuming its
+original position, till hardly a trace of that power which attempted to
+guide its growth can be perceived. There may be some who would neglect
+that moral influence on the young <span class="pagenum"><a name="Page_14" id="Page_14">[14]</a></span> which is necessary, trusting in the
+delusive expectation, that the law will keep them in the right path;
+that the example of punishment, the terror of the gallows, the prison,
+or the penitentiary, will prevent the commission of crime. But let us
+not wait for the saving influence of these things; for they are but
+checks which often render the next outbreak more alarming. The force of
+punishment will be found to resemble the application of power in
+changing the growth of the tree: weeks, years of confinement, will not
+effect a complete reformation in the offender. His life may seem to be
+changed, his habits reformed; but, as he goes out to mingle again with
+the world, as one occasion after another presents itself to him, his
+former passions begin to revive, those early impressions take possession
+of him, and he becomes the same that he was originally, only that his
+degraded position renders him far less able to resist the temptation to
+do wrong. Impressions and habits acquired in youth are proverbially
+lasting. With characteristic eloquence and fervor has Lord Brougham
+illustrated the peculiar importance of early training. In a Speech
+delivered in the House of Lords in 1835 upon one of those measures which
+have conferred so much glory on his name as well as benefit upon his
+countrymen, he said, "If at a very early age a system of instruction is
+<span class="pagenum"><a name="Page_15" id="Page_15">[15]</a></span>
+pursued by which a certain degree of independent feeling is created in
+the child's mind, while all mutinous and perverse disposition is
+avoided,&mdash;if this system be followed up by a constant instruction in the
+principles of virtue, and a corresponding advancement in intellectual
+pursuits,&mdash;if, during the most critical years of his life, his
+understanding and his feelings are accustomed only to sound principles
+and pure and innocent impressions, it will become almost impossible that
+he should afterward take to vicious courses, because these will be
+utterly alien to the whole nature of his being. It will be as difficult
+for him to become criminal, because as foreign to his confirmed habits,
+as it would be for one of your lordships to go out and rob on the
+highway. Thus, to commence the education of youth at the tender age on
+which I have laid so much stress, will, I feel confident, be the same
+means of guarding society against crimes. I trust every thing to
+habit,&mdash;habit, upon which, in all ages, the lawgiver, as well as the
+schoolmaster, has mainly placed his reliance,&mdash;habit, which makes every
+thing easy, and casts all difficulties upon the deviation from the
+wonted course. Make sobriety a habit, and intemperance will be hateful
+and hard; make prudence a habit, and reckless profligacy will be as
+contrary to the nature of the child, grown an adult, as the most
+<span class="pagenum"><a name="Page_16" id="Page_16">[16]</a></span>
+atrocious crimes are to any of your lordships. Give a child the habit of
+sacredly regarding truth, of carefully respecting the property of
+others, of scrupulously abstaining from all acts of improvidence which
+can involve him in distress, and he will just as little think of lying
+or cheating or stealing, or running in debt, as of rushing into an
+element in which he cannot breathe."</p>
+
+<p>The thought may strike some, however, that children can receive moral
+discipline at home; that parents are best enabled to understand the
+disposition of their children, and can consequently apply the requisite
+training with more success than any one else; and, most of all, because
+it is their especial duty so to do. So we might say, with almost as much
+reason, that parents could teach their children the elementary branches
+of knowledge; in the first place, because it is in their province to
+know the peculiar turn of mind possessed by their children, and also for
+the equally plausible reason, that they are under a great obligation to
+educate them. Now, there is much truth in the observation of Seneca's,
+that people carry their neighbors' faults in a bag before them, which
+are easily to be seen, and their own behind them unseen; and, without
+doing parents too much injustice, we may say that they are inclined to
+carry the failings of their <span class="pagenum"><a name="Page_17" id="Page_17">[17]</a></span> children tied up with their own. The fact
+is, generally speaking, parents are so confident that their children do
+not lack in honesty and integrity, at a time when these principles
+should be forcibly impressed upon them, that they let the occasion for
+moral training pass until bad habits are deeply rooted in their
+character. There are, we know, many cheering exceptions; yet, if moral
+instruction is neglected in the school, to a majority of the scholars
+that neglect will nowhere be provided for, until some bad results have
+ensued.</p>
+
+<p>To carry out, then, the primal purpose of our system of education,
+instructors should seek to mould the character of their pupils.
+Supervisors and committee-men should require a faithful discharge of
+this trust. When they come to examine the school, if the standard of
+intellectual attainments is not so high as might be desirable, they
+should yet bear testimony to its advancement, if they find that those
+"virtues which adorn life" have been held up in all their attractiveness
+to the imitation of the pupil.</p>
+
+<p>Thus have we seen that the system itself contemplates the culture of the
+heart as well as the mind; and that it is wise, practical, and just in
+doing so. We now propose to show that this object is generally
+disregarded, if not entirely lost sight of, in our common schools; and
+to illustrate, if possible, the means <span class="pagenum"><a name="Page_18" id="Page_18">[18]</a></span> whereby it can be more completely
+carried into operation. In the first place, the present state of society
+testifies to a neglect somewhere of inculcating habits of rectitude.
+There is a want of <span class="smcapupper">CONSCIENCE</span> in the community. The prevalence of crime,
+as seen by the returns of public prosecutors and magistrates, is but a
+small part of the evidence of this fact. We might as well judge of a
+man's wealth by his dress, as to form an opinion on public morals by the
+number of punishable offences committed. And, indeed, the records of
+courts furnish but incomplete evidence of the number of punishable
+offences actually committed; for where one criminal is brought to the
+bar of justice, ten escape detection. We have the authority of a very
+eminent Judge for this remark. But there are wrongs which are not
+punishable by the law, being too small and undefinable for its
+cognizance. It is the bad faith which enters into contracts, and
+deceives the honest purchaser, or dupes the confiding vendor; the
+baseness which conspires to wink down credit; the avarice which greedily
+takes advantage of poverty, or the craft which converts it into a weapon
+of fraud; the scandal which sets neighbor against neighbor; the fretful
+harshness which clouds the domestic fireside; the ingratitude which
+spurns parental influence; the selfishness which would trade
+<span class="pagenum"><a name="Page_19" id="Page_19">[19]</a></span> in
+principles, and bargain away public measures for private gain,&mdash;these,
+and such as these, are the conclusive proofs of public vice. Even the
+deplorable appearances which penury exhibits are counterfeited, and we
+hesitate to give alms lest we should encourage an impostor. The
+benevolent man distrusts the beggar who asks for a night's lodging, and
+turns him away, fearful that he might prove an assassin or a robber; or
+he reluctantly calls him back, lest he should revenge himself by burning
+his barn. There are common symptoms which show a patient's sickness,
+though they do not indicate the particular nature of his disease. So
+this mutual distrust, which characterizes the dealings of men, indicates
+the debility of public morals, and points with unerring certainty to the
+neglect of early discipline.</p>
+
+<p>But an inspection of the schools will afford us the most reliable
+evidence on this subject. From the system of instruction now pursued in
+our best common schools, a scholar of ordinary capacity is enabled to
+become a good reader, writer, and speller; to acquire a very good
+knowledge of geography and arithmetic, and a little insight into natural
+philosophy, physiology, grammar, and history, as well as to gain some
+habits of order and correct deportment. It is true also that in some
+schools considerable efforts are bestowed
+<span class="pagenum"><a name="Page_20" id="Page_20">[20]</a></span> on moral culture: this,
+however, depends upon the peculiar character of the teacher. Yet it
+cannot be denied, that intellectual improvement is treated as of
+paramount importance; and that, if any attempts are made at moral
+training, they are purely incidental; being considered collateral to the
+other lessons. Surely no one will think of reproaching teachers for this
+condition of things; for they are governed by the public opinion of the
+district or town they teach in, as much as the statesman is governed by
+the public opinion of the country. The voice of the district is silent
+on the subject. The committee who examined or engaged them did not
+allude to that part of their duty, or inquire into their qualifications
+for discharging it. If the teacher goes through the term in harmony, and
+succeeds in advancing his pupils in an ordinary degree in the common
+branches, he is acknowledged to have accomplished his entire duty.</p>
+
+<p>In attempting to show the manner in which the right development of
+character may be blended with the development of the mental faculties,
+it might be proper to advert to the method a teacher could pursue with
+the greatest success. A very imperfect idea only of any policy can be
+given, inasmuch as the duty must be left to his own discretion. No set
+plan can be adhered to; neither could text-books be used to
+<span class="pagenum"><a name="Page_21" id="Page_21">[21]</a></span> advantage.
+He should not have an appointed time for such an exercise, nor resort to
+formal lectures, nor rely upon the studied maxims which moralists have
+framed in the closet, nor depend upon the stereotyped precepts of
+philosophers. As the sentiments he inculcates are addressed to the
+heart, so also from the heart should they spring. Every one knows that
+the events which transpire in and about the school-room furnish too
+frequent opportunities for this species of instruction. These acts of
+turpitude he should heed, and make the subject of his lessons. Report
+comes to him that some of his pupils have been guilty of insulting and
+ridiculing an aged and infirm person. He might give them time to reflect
+upon the nature of their act, and to decide themselves whether it was
+right or wrong. Then let him show the claims which age, combined with
+feebleness, has upon our respect and sympathy, and expose the cruelty
+and shame of that conduct which would increase its misfortunes. He
+learns, perhaps, that a pupil has used profane language during an
+intermission. As he requires the school to pause, let him speak in
+simple language of the omnipotence and omnipresence of the Creator; of
+the commandment which he has ordained, that none should take his name in
+vain. By referring to some of the faculties, mental and physical, with
+which <span class="pagenum"><a name="Page_22" id="Page_22">[22]</a></span>
+he has been endowed, let the teacher call forth the gratitude,
+not only of that pupil but the whole school, for the wonderful goodness
+of their Maker. By reminding them of his compassion and tenderness, his
+infinite wisdom and power, let him inspire them with love and reverence
+for his name. Envy and jealousy he will see prominent in the character
+of his fairest pupils: let him show that the heart was not made for such
+feelings; that, if they are nurtured there, no room will be found for
+noble and generous sentiments. Quarrels will occur in which blows will
+be dealt lustily: a few simple illustrations will prove that force is a
+dangerous and imperfect arbiter of justice. If unhappily falsehood
+prevails, let him make haste to supplant a habit, so fearful and
+pernicious, though every thing else be laid aside. Let him show the
+great inconvenience a man must experience in whose word no confidence
+can be reposed. The fable of the shepherd-boy who gave false alarms to
+the distant workmen of the approach of wolves, so that when the wolves
+really came his cries were in vain, will show that lying is unprofitable
+in the end. But his chief object should be to exhibit the moral
+turpitude of the habit,&mdash;the facility with which it leads to deeper
+guilt,&mdash;the manifold evils which it engenders in the community; and thus
+to impress upon the minds of his pupils a <span class="pagenum"><a name="Page_23" id="Page_23">[23]</a></span>
+sacred regard for truth.
+Such, it might seem, would be the course which a high-minded and zealous
+teacher would pursue in imparting moral instruction. But, whatever be
+his method, it is quite certain that a successful performance of his
+duty in this respect implies great capacity. Extensive learning will not
+be a sufficient qualification. An accurate and comprehensive knowledge
+of the sciences may have given vigor to his mind; he may be familiar
+with the classic pages of Thucydides and Homer, Horace and Livy; he may
+be versed in the philosophy of history, and yet lack in the essential
+elements of his art. He must possess native talent, a clear insight of
+human character, agreeable address, extemporaneous powers of speech. He
+must be a clear-thinking, conscientious, practical man; and it will be
+impossible for him to fail in his undertaking. Such a teacher will win
+the respect and esteem of his pupils: they will imitate his example, and
+cherish his counsel.</p>
+
+<p>Now, the inquiry will naturally be made if the teachers of common
+schools have these qualifications. There are some who are thus
+qualified. They are those who in other professions would rise to
+eminence by the zeal and ability with which they now advance our youth
+in intellectual culture. But they are an exception to the common
+standard. The majority of <span class="pagenum"><a name="Page_24" id="Page_24">[24]</a></span> teachers, however, are quite young. They are
+preparing themselves for other duties, which they consider more
+important to their own interests, if not the interests of the public.
+Not experienced sufficiently in their art to excel in its ordinary
+labors, they do not stand far enough above their pupils to succeed in
+this higher and more difficult branch of instruction.</p>
+
+<p>Before, then, moral education can be successfully promoted, the right
+kind of teachers must be employed. There is but one way of obtaining
+them, and that is by paying them liberal salaries. All are not
+philanthropists. Here and there, it is true, may be found persons
+disinterested enough to devote their energies to the public good, for
+their daily bread alone. But it is the height of absurdity to expect
+that men of talent and learning will continue in so arduous an
+occupation as that of teaching for small compensation, when in less
+laborious pursuits they can acquire opulence. The average pay received
+by male teachers throughout the Commonwealth, as appears from the last
+annual report of the learned Secretary of the Board of Education, is
+$37.26 per month. The average length of schools being seven months and a
+half, the yearly salary of the teacher would therefore be $279.45; out
+of which he must pay for his board and all other expenses. Hardly
+adequate to support one <span class="pagenum"><a name="Page_25" id="Page_25">[25]</a></span> man respectably, it entirely excludes the
+circumstance of his having a family, implying a self-denial of the
+common uses of social life. The natural presumption is, that a teacher
+is not exempt from the calamities that sometimes befall men; that he
+buys a few books and a little stationary; that he is as unwilling as any
+one to wear ragged clothes; and, uncertain of continued employment in
+one place, that he incurs some expense in changing his locality. But the
+standard price which he receives ignores any such presumption. In regard
+to the payment of female teachers, we might suppose that a different
+rule would prevail; that in a community where woman holds a high moral,
+social, and intellectual position,&mdash;where marked deference is paid to
+her character,&mdash;where the great superiority of her influence as a parent
+and a teacher is acknowledged,&mdash;one might indeed suppose that she would
+be liberally rewarded for her services, especially when those services
+are rendered in her peculiar sphere of duty,&mdash;that of teaching. Strange
+as it may appear, such is not the case; while her labor, apparently not
+so responsible, is often more wearing than the labor of the
+schoolmaster. It seems that the average pay of female teachers is $15.36
+per month. When it is remembered that all the expenses of living are to
+be deducted from the amount paid at this rate, her
+<span class="pagenum"><a name="Page_26" id="Page_26">[26]</a></span> real income shrinks
+into the merest trifle. There is not an occupation in which intelligent
+young women can be employed that does not present greater pecuniary
+inducements. Under such circumstances it must be a matter of surprise
+that we have as good teachers, both male and female, as now have charge
+of our schools. Will any one, then, for a moment suppose that persons of
+greater ability than they will be induced to engage or continue in such
+an employment, when wealth and influence and happiness point in another
+direction? Laying aside suppositions, let us see what the facts are.
+With the majority of those now engaged in the business, teaching is a
+temporary employment. Some are teaching during their college vacations,
+intending, as soon as they graduate, to commence their professional
+studies;&mdash;they are perhaps our future judges, or clergymen, or sagacious
+merchants; others are already abandoning the business to enter upon
+mercantile pursuits. As soon as they have acquired experience, so that
+their services are truly valuable to the public, they find that their
+future prospects are to be sacrificed if they continue longer in the
+profession. Thus, instead of retaining persons in this most important of
+all professions, we drive them out of it to adorn and exalt other
+occupations. Many of the ablest men in each of our learned professions
+<span class="pagenum"><a name="Page_27" id="Page_27">[27]</a></span>
+were once school-teachers: if a proper reward had encouraged them to
+remain in that capacity, how visible at this day would be the influence
+which they would have exerted upon their pupils! It is clear, then, that
+the only means by which we can retain teachers who have the requisite
+talent and ability, is by paying them adequate salaries. Then our
+schools can furnish moral as well as intellectual instruction; and the
+object which our system of education contemplates can in a great degree
+be accomplished.</p>
+
+<p>Fully aware that the people are peculiarly sensitive on the subject of
+taxation, especially when no tangible results are to follow its
+increase, we do not hesitate to say that the interests of education
+demand a far greater expenditure of money. The spirit which has
+characterized the people of the Commonwealth, in their past efforts to
+advance the cause, promises favorable action on the subject. In an age
+when astonishing improvements in every art and every science are being
+developed,&mdash;when nature, in her most regal and opposing state, bends to
+the energy of man,&mdash;when countless sums are lavished to gratify and
+satiate every sense, how mortifying and discreditable that a great moral
+cause should languish! Even if the contribution which would be required
+for this purpose could in any way be felt by the poorest citizen, it
+could not be <span class="pagenum"><a name="Page_28" id="Page_28">[28]</a></span> felt as a burden; for he might regard it as an investment
+the most profitable and secure,&mdash;the income of which would return to his
+own door full of blessings upon his declining days. When solicited to
+double the tax which he had formerly paid for school-purposes, regarding
+his own interest merely, and not that of the public, he might sincerely
+say, "Yes, out of my limited means I am content to pay freely for such
+an object. By paying the teacher more, am I not increasing his
+usefulness? Am I not doing something to bring up my children in
+knowledge and integrity? Will they not be a greater comfort to me, and
+more happy and prosperous themselves? Besides, in a few years, much
+mischief in the community may be diminished, and there will be a smaller
+tax on me and mine to support criminals and prisons. If all are taught
+to do their duty as citizens, I shall not suffer for their neglect of
+doing so." Though the correctness of his reasoning will be admitted, the
+argument in this behalf should be placed on higher grounds than
+individual prosperity. The benefits to be derived by the public as
+exhibited in the abatement of many social evils,&mdash;in the diffusion of
+rational happiness,&mdash;in the gains of honest industry, such should be the
+inducements to this worthy undertaking.</p>
+
+<p>In conclusion, we submit that for reasons too apparent
+<span class="pagenum"><a name="Page_29" id="Page_29">[29]</a></span> to be alluded
+to, and too urgent to be disregarded, more attention should be devoted
+to the true aim and purpose of education,&mdash;to a more complete operation
+of the system. More than the past has needed, will the future require
+the benefits which it unfolds. Let the teacher's vocation be elevated,
+and advantages will accrue to the State, compared with which, exuberant
+harvests, a thriving commerce, and an overflowing treasury, will be but
+small resources. We should form a wise and generous precedent in this
+matter, below which indifference will not suffer us to fall. We should
+engage in the enterprise with a determination to carry it forward to the
+highest degree of success. It may be "absurd to expect, but it is not
+absurd to pursue, perfection."</p>
+
+
+
+
+
+
+
+
+<pre>
+
+
+
+
+
+End of the Project Gutenberg EBook of Reflections on the Operation of the
+Present System of Education, 1853, by Christopher C. Andrews
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+</body>
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+The Project Gutenberg EBook of Reflections on the Operation of the Present
+System of Education, 1853, by Christopher C. Andrews
+
+This eBook is for the use of anyone anywhere 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
+
+
+Title: Reflections on the Operation of the Present System of Education, 1853
+
+Author: Christopher C. Andrews
+
+Release Date: March 15, 2009 [EBook #28330]
+
+Language: English
+
+Character set encoding: ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK EDUCATION, 1853 ***
+
+
+
+
+Produced by Jonathan Ingram, Tamise Totterdell and the
+Online Distributed Proofreading Team at http://www.pgdp.net
+(This file was produced from images generously made
+available by The Internet Archive/American Libraries.)
+
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+
+
+
+
+
+
+    REFLECTIONS
+    ON
+    THE OPERATION
+    OF THE
+    PRESENT SYSTEM OF EDUCATION.
+
+    BY
+
+    CHRISTOPHER C. ANDREWS,
+    COUNSELLOR AT LAW.
+
+
+    "TRAIN UP A CHILD IN THE WAY HE SHOULD GO; AND, WHEN HE IS OLD,
+    HE WILL NOT DEPART FROM IT."
+
+
+    BOSTON:
+    CROSBY, NICHOLS, AND COMPANY,
+    111, WASHINGTON STREET.
+    1853.
+
+
+
+
+    BOSTON:
+    PRINTED BY JOHN WILSON AND SON,
+    22, SCHOOL STREET.
+
+
+
+
+PREFATORY NOTE.
+
+
+The increasing importance of the subject treated of has led the author
+to revise an article, published nearly two years ago in a monthly
+journal, and to present it in the following pages. His object is to call
+attention to what he regards a _defect in the operation_ of our present
+system of education, and to propose some suggestions for its remedy.
+That defect consists in the want of moral instruction in our schools.
+Its existence, he believes, may be attributed to the state of public
+opinion, rather than to any imperfection in the system itself. For this
+reason, he is of opinion that remarks on the subject are more necessary,
+and therefore worthier of the consideration and indulgence of the
+public.
+
+    35, COURT STREET, BOSTON,
+          May, 1853.
+
+
+
+
+    THE
+    INCOMPLETE OPERATION
+    OF OUR
+    PRESENT SYSTEM OF EDUCATION.
+
+
+The duty of bringing up the young in the way of usefulness has ever been
+acknowledged as of utmost importance to the well-being and safety of a
+State. So imperative was this obligation considered by Solon, the
+Athenian lawgiver, that he excused children from maintaining their
+parents, when old and feeble, if they had neglected to qualify them for
+some useful art or profession. Although this principle has universally
+prevailed in every civilized age, yet the success of its practical
+operation depends entirely upon what is understood by necessary
+knowledge and useful employment. If, as among the Lacedemonians and many
+other nations of antiquity, a useful art consisted chiefly in the
+exploits of war,--in being able to undergo privations and hardships, and
+in wielding successfully the heavy instruments of bloodshed,--such an
+education as would conduce to the acquirement of that art must be
+estimated on different grounds from that system whose object is to
+develop the moral and intellectual faculties.
+
+From the distant past, traditions have come down, evincing in many
+instances exemplary care in the culture of youth; but the conspicuous
+record made of them by the historian and poet refutes the idea that they
+were common. With the lapse of centuries, revolutions in the arts and
+sciences have been effected, important in themselves, but more so for
+the changes they have produced both in social and political affairs.
+Like hunters who discover in their forest-wanderings a valuable mine
+which shapes anew their course of life, the people of the old world, in
+the fourteenth and fifteenth centuries, were allured from their
+incessant conflicts by the more profitable arts of peace. Till then the
+interests of learning had been crushed by the superstition and bigotry
+of the times. In the fourteenth century even, the most celebrated
+university in Europe, that of Bologna, bestowed its chief honors upon
+the professorship of astrology. But these grand developments in art and
+science gave a new impulse to social life. Thenceforward the interests
+of education began to thrive. The patronage given to popular
+instruction by many of the rulers of European States has imparted a
+lustre to their annals, which will almost atone for their heartless
+perversion of human rights. For whether we consider the coercive system
+of Prussia, which not yet exhibits very happy practical results; or the
+Austrian system, which indirectly operates coercively by denying
+employment to those unprovided with school-diplomas; or the Bavarian,
+which makes a certificate of six years' schooling necessary to the
+contracting of a valid marriage or apprenticeship; or, indeed, the
+systems of many other Continental countries,--we find much to excite
+cheering anticipations.
+
+This country--this Commonwealth especially--has ever been distinguished
+for being foremost in the maintenance of a benevolent and comprehensive
+system of education. That system is, we believe, in the judgment of
+foreigners, one of the most original things which America has produced.
+Fortunately for the prosperity of the people who derive their support on
+this rugged soil, their fathers were a class of men deeply imbued with
+moral sentiment,--lovers of freedom and of knowledge; men who sought
+that security of their principles in the spread of moral intelligence,
+which the sword alone would in vain attempt to procure. "The hands that
+wielded the axe or guided the canoe in the morning opened the page of
+history and philosophy in the evening;" and it cannot be a matter of
+surprise, that, counting their greatest wealth in their own industry and
+resolution, they should at an early period turn their attention to the
+important subject of education; and that they even denied themselves
+many of the comforts of life, in order to secure the blessings which
+might evolve therefrom.
+
+The peculiarity of our system of government is, that it invests the
+sovereignty in the people; and, as it has always been the policy of
+every nation claiming to be civilized to educate those who were designed
+to govern, it might naturally enough be inferred, that, in this country,
+means would be provided whereby the whole people might receive an
+education. And thus it is. The true object, therefore, of such a system
+of instruction as the government supports, it must be conceded by all,
+consists in qualifying the young to become good citizens,--in teaching
+them not only what their duties are, but making them ready and willing
+to perform them. We should discriminate between the object of common
+schools and the object of colleges; between an institution intended to
+inform every one of what every one should know, and one designed to fit
+persons for particular spheres of life, by a course of instruction
+which it is impracticable for all to pursue. A very large majority of
+those who enter our colleges are desirous of acquiring that knowledge,
+as well as discipline, which will prepare them most thoroughly for some
+one of the learned professions: it is a course preparatory to one still
+higher,--a gateway by which the industrious and sagacious may with
+greater ease traverse the long and winding avenues of science. Of a more
+general nature is the object of that instruction provided by the State
+for all, because it is designed to fit them for a greater variety of
+duties, and the chief of these duties is that of _living justly_. If we
+regarded physical resources as the chief elements of prosperity, or
+intellectual superiority the principal source of national greatness; if
+we followed the theory of the Persian legislator, Zoroaster, who thought
+that to plant a tree, to cultivate a field, and to have a family, were
+the great duties of man, we might be content with that instruction which
+would sharpen the intellect, and furnish us with acute and skilful men
+of business. But an enlightened public sentiment rejects such a theory
+as narrow and unsafe. It is surely of great importance that children
+should be made familiar with the common branches of knowledge; that
+their minds should receive as thorough discipline as is practicable;
+but of what transcendent importance is it that they should have
+impressed upon their minds the principles of truth and justice, and the
+true value of resolute, earnest industry; that they should grow up in
+the love of virtue and honor, and be taught to know and govern
+themselves! Education of the heart, as well as education of the mind,
+should be promoted. The State should make men before it makes artisans;
+citizens before it makes statesmen. And this in theory it proposes to
+do. The highest praise that can be bestowed upon our system of
+education, here in Massachusetts, is that the leading object it
+contemplates is the moral instruction of the young. This is its grand
+and peculiar feature. Those who have been and are now at the head of our
+educational interests, have sought, by timely word and deed, to carry
+this purpose into active operation. In so doing, they have attempted to
+give effect to the law which expressly ordains that "all instructors of
+youth shall exert their best endeavors to impress on the minds of
+children and youth committed to their care and instruction, the
+principles of piety, justice, and a sacred regard to truth, love to
+their country, humanity and universal benevolence, sobriety, industry
+and frugality, chastity, moderation and temperance, and those other
+virtues which are the ornament of human society, and the basis upon
+which a republican constitution is founded; and it shall be the duty of
+such instructors to endeavor to lead their pupils, as their ages and
+capacities will admit, into a clear understanding of the tendency of the
+above-mentioned virtues." (Rev. Stat. chap. 23, Sec. 7.)
+
+Nobody, probably, at this day believes, that, in cherishing principles
+of this nature, the law which creates this system is visionary or
+impracticable. All are ready to admit, that the human heart needs
+the influence of moral discipline. Yet such is the nature of our
+social existence that there is a great tendency to postpone its
+application,--to let it depend upon contingencies. When nearly all of
+the good or evil that we can possibly do has been done,--after
+temptations have been resisted or yielded to,--after our years begin to
+wane, we then think seriously of moral improvement. Preachers the most
+eloquent--for their eloquence commands the highest reward--we employ to
+exhort us to practise virtues, which, if we had been rightly educated,
+we should have practised from our earliest youth with as much facility
+as we read or write. If a child is to learn grammar, let him commence,
+every one will say, when young, while his memory is most retentive. If
+we are to teach him those principles which are to shape his destiny
+in life, and have their home in the heart, should we wait till it is
+least susceptible of impression? It cannot be denied that too much
+indifference prevails on this subject. We are apt to shut our eyes to
+the evils which arise from imperfect education, so long as they do not
+affect our personal interest. Victims of depraved appetites and passions
+we take charge of, not out of regard for them, or the circumstances
+which have induced their guilt, but for our own protection. When a man
+sunk in crime is held up to public gaze, nearly the same feeling is
+excited which actuates boys who follow with noisy jests a drunken woman.
+Rarely do we stop to inquire, why, if wrong influences had been brought
+to bear upon our characters, we should not have been as bad. Unless such
+instruction be promoted, many who are now unconcerned for the
+misfortunes of others will themselves ask for compassion. "Surely there
+will come a time," says Dr. Johnson with truthful energy, "when he who
+laughs at wickedness in his companion _shall start from it in his
+child_."
+
+Now, the only sure and legitimate way of reforming those evils which
+burden society is to prevent their acquiring any existence. It is a
+favorite notion with many, that, by checking vice here and there, our
+benevolent institutions are working a thorough cure. But this is not
+so. While we furnish subsistence to those whom intemperance and idleness
+have brought to destitution,--while we erect asylums where reason may be
+restored to the shattered mind,--while we enlarge prisons in which to
+punish the violators of the law,--we should remember that some endeavors
+should be made to prevent others from requiring the same charities, and
+incurring the same penalties. Instead of standing merely by the fatal
+shoal to rescue the sinking crew, we should raise a warning signal to
+avert future shipwrecks.
+
+All experience shows that, to operate successfully, this branch of
+education must be early attended to. True it is, that, just as 'the twig
+is bent, the tree's inclined;' and true it is, that on the discipline of
+childhood depends the moral character of manhood. The tree in the
+forest, after it has grown to a considerable height, may yet be bent
+from its natural course, and, by long-continued force, be made to grow
+in a different direction; but that change will not be permanent. When
+the power which turned its course is withdrawn, every breeze and every
+tempest that shake its branches will aid it in gradually assuming its
+original position, till hardly a trace of that power which attempted to
+guide its growth can be perceived. There may be some who would neglect
+that moral influence on the young which is necessary, trusting in the
+delusive expectation, that the law will keep them in the right path;
+that the example of punishment, the terror of the gallows, the prison,
+or the penitentiary, will prevent the commission of crime. But let us
+not wait for the saving influence of these things; for they are but
+checks which often render the next outbreak more alarming. The force of
+punishment will be found to resemble the application of power in
+changing the growth of the tree: weeks, years of confinement, will not
+effect a complete reformation in the offender. His life may seem to be
+changed, his habits reformed; but, as he goes out to mingle again with
+the world, as one occasion after another presents itself to him, his
+former passions begin to revive, those early impressions take possession
+of him, and he becomes the same that he was originally, only that his
+degraded position renders him far less able to resist the temptation to
+do wrong. Impressions and habits acquired in youth are proverbially
+lasting. With characteristic eloquence and fervor has Lord Brougham
+illustrated the peculiar importance of early training. In a Speech
+delivered in the House of Lords in 1835 upon one of those measures which
+have conferred so much glory on his name as well as benefit upon his
+countrymen, he said, "If at a very early age a system of instruction is
+pursued by which a certain degree of independent feeling is created in
+the child's mind, while all mutinous and perverse disposition is
+avoided,--if this system be followed up by a constant instruction in the
+principles of virtue, and a corresponding advancement in intellectual
+pursuits,--if, during the most critical years of his life, his
+understanding and his feelings are accustomed only to sound principles
+and pure and innocent impressions, it will become almost impossible that
+he should afterward take to vicious courses, because these will be
+utterly alien to the whole nature of his being. It will be as difficult
+for him to become criminal, because as foreign to his confirmed habits,
+as it would be for one of your lordships to go out and rob on the
+highway. Thus, to commence the education of youth at the tender age on
+which I have laid so much stress, will, I feel confident, be the same
+means of guarding society against crimes. I trust every thing to
+habit,--habit, upon which, in all ages, the lawgiver, as well as the
+schoolmaster, has mainly placed his reliance,--habit, which makes every
+thing easy, and casts all difficulties upon the deviation from the
+wonted course. Make sobriety a habit, and intemperance will be hateful
+and hard; make prudence a habit, and reckless profligacy will be as
+contrary to the nature of the child, grown an adult, as the most
+atrocious crimes are to any of your lordships. Give a child the habit of
+sacredly regarding truth, of carefully respecting the property of
+others, of scrupulously abstaining from all acts of improvidence which
+can involve him in distress, and he will just as little think of lying
+or cheating or stealing, or running in debt, as of rushing into an
+element in which he cannot breathe."
+
+The thought may strike some, however, that children can receive moral
+discipline at home; that parents are best enabled to understand the
+disposition of their children, and can consequently apply the requisite
+training with more success than any one else; and, most of all, because
+it is their especial duty so to do. So we might say, with almost as much
+reason, that parents could teach their children the elementary branches
+of knowledge; in the first place, because it is in their province to
+know the peculiar turn of mind possessed by their children, and also for
+the equally plausible reason, that they are under a great obligation to
+educate them. Now, there is much truth in the observation of Seneca's,
+that people carry their neighbors' faults in a bag before them, which
+are easily to be seen, and their own behind them unseen; and, without
+doing parents too much injustice, we may say that they are inclined to
+carry the failings of their children tied up with their own. The fact
+is, generally speaking, parents are so confident that their children do
+not lack in honesty and integrity, at a time when these principles
+should be forcibly impressed upon them, that they let the occasion for
+moral training pass until bad habits are deeply rooted in their
+character. There are, we know, many cheering exceptions; yet, if moral
+instruction is neglected in the school, to a majority of the scholars
+that neglect will nowhere be provided for, until some bad results have
+ensued.
+
+To carry out, then, the primal purpose of our system of education,
+instructors should seek to mould the character of their pupils.
+Supervisors and committee-men should require a faithful discharge of
+this trust. When they come to examine the school, if the standard of
+intellectual attainments is not so high as might be desirable, they
+should yet bear testimony to its advancement, if they find that those
+"virtues which adorn life" have been held up in all their attractiveness
+to the imitation of the pupil.
+
+Thus have we seen that the system itself contemplates the culture of the
+heart as well as the mind; and that it is wise, practical, and just in
+doing so. We now propose to show that this object is generally
+disregarded, if not entirely lost sight of, in our common schools; and
+to illustrate, if possible, the means whereby it can be more completely
+carried into operation. In the first place, the present state of society
+testifies to a neglect somewhere of inculcating habits of rectitude.
+There is a want of CONSCIENCE in the community. The prevalence of crime,
+as seen by the returns of public prosecutors and magistrates, is but a
+small part of the evidence of this fact. We might as well judge of a
+man's wealth by his dress, as to form an opinion on public morals by the
+number of punishable offences committed. And, indeed, the records of
+courts furnish but incomplete evidence of the number of punishable
+offences actually committed; for where one criminal is brought to the
+bar of justice, ten escape detection. We have the authority of a very
+eminent Judge for this remark. But there are wrongs which are not
+punishable by the law, being too small and undefinable for its
+cognizance. It is the bad faith which enters into contracts, and
+deceives the honest purchaser, or dupes the confiding vendor; the
+baseness which conspires to wink down credit; the avarice which greedily
+takes advantage of poverty, or the craft which converts it into a weapon
+of fraud; the scandal which sets neighbor against neighbor; the fretful
+harshness which clouds the domestic fireside; the ingratitude which
+spurns parental influence; the selfishness which would trade in
+principles, and bargain away public measures for private gain,--these,
+and such as these, are the conclusive proofs of public vice. Even the
+deplorable appearances which penury exhibits are counterfeited, and we
+hesitate to give alms lest we should encourage an impostor. The
+benevolent man distrusts the beggar who asks for a night's lodging, and
+turns him away, fearful that he might prove an assassin or a robber; or
+he reluctantly calls him back, lest he should revenge himself by burning
+his barn. There are common symptoms which show a patient's sickness,
+though they do not indicate the particular nature of his disease. So
+this mutual distrust, which characterizes the dealings of men, indicates
+the debility of public morals, and points with unerring certainty to the
+neglect of early discipline.
+
+But an inspection of the schools will afford us the most reliable
+evidence on this subject. From the system of instruction now pursued in
+our best common schools, a scholar of ordinary capacity is enabled to
+become a good reader, writer, and speller; to acquire a very good
+knowledge of geography and arithmetic, and a little insight into natural
+philosophy, physiology, grammar, and history, as well as to gain some
+habits of order and correct deportment. It is true also that in some
+schools considerable efforts are bestowed on moral culture: this,
+however, depends upon the peculiar character of the teacher. Yet it
+cannot be denied, that intellectual improvement is treated as of
+paramount importance; and that, if any attempts are made at moral
+training, they are purely incidental; being considered collateral to the
+other lessons. Surely no one will think of reproaching teachers for this
+condition of things; for they are governed by the public opinion of the
+district or town they teach in, as much as the statesman is governed by
+the public opinion of the country. The voice of the district is silent
+on the subject. The committee who examined or engaged them did not
+allude to that part of their duty, or inquire into their qualifications
+for discharging it. If the teacher goes through the term in harmony, and
+succeeds in advancing his pupils in an ordinary degree in the common
+branches, he is acknowledged to have accomplished his entire duty.
+
+In attempting to show the manner in which the right development of
+character may be blended with the development of the mental faculties,
+it might be proper to advert to the method a teacher could pursue with
+the greatest success. A very imperfect idea only of any policy can be
+given, inasmuch as the duty must be left to his own discretion. No set
+plan can be adhered to; neither could text-books be used to advantage.
+He should not have an appointed time for such an exercise, nor resort to
+formal lectures, nor rely upon the studied maxims which moralists have
+framed in the closet, nor depend upon the stereotyped precepts of
+philosophers. As the sentiments he inculcates are addressed to the
+heart, so also from the heart should they spring. Every one knows that
+the events which transpire in and about the school-room furnish too
+frequent opportunities for this species of instruction. These acts of
+turpitude he should heed, and make the subject of his lessons. Report
+comes to him that some of his pupils have been guilty of insulting and
+ridiculing an aged and infirm person. He might give them time to reflect
+upon the nature of their act, and to decide themselves whether it was
+right or wrong. Then let him show the claims which age, combined with
+feebleness, has upon our respect and sympathy, and expose the cruelty
+and shame of that conduct which would increase its misfortunes. He
+learns, perhaps, that a pupil has used profane language during an
+intermission. As he requires the school to pause, let him speak in
+simple language of the omnipotence and omnipresence of the Creator; of
+the commandment which he has ordained, that none should take his name in
+vain. By referring to some of the faculties, mental and physical, with
+which he has been endowed, let the teacher call forth the gratitude,
+not only of that pupil but the whole school, for the wonderful goodness
+of their Maker. By reminding them of his compassion and tenderness, his
+infinite wisdom and power, let him inspire them with love and reverence
+for his name. Envy and jealousy he will see prominent in the character
+of his fairest pupils: let him show that the heart was not made for such
+feelings; that, if they are nurtured there, no room will be found for
+noble and generous sentiments. Quarrels will occur in which blows will
+be dealt lustily: a few simple illustrations will prove that force is a
+dangerous and imperfect arbiter of justice. If unhappily falsehood
+prevails, let him make haste to supplant a habit, so fearful and
+pernicious, though every thing else be laid aside. Let him show the
+great inconvenience a man must experience in whose word no confidence
+can be reposed. The fable of the shepherd-boy who gave false alarms to
+the distant workmen of the approach of wolves, so that when the wolves
+really came his cries were in vain, will show that lying is unprofitable
+in the end. But his chief object should be to exhibit the moral
+turpitude of the habit,--the facility with which it leads to deeper
+guilt,--the manifold evils which it engenders in the community; and thus
+to impress upon the minds of his pupils a sacred regard for truth.
+Such, it might seem, would be the course which a high-minded and zealous
+teacher would pursue in imparting moral instruction. But, whatever be
+his method, it is quite certain that a successful performance of his
+duty in this respect implies great capacity. Extensive learning will not
+be a sufficient qualification. An accurate and comprehensive knowledge
+of the sciences may have given vigor to his mind; he may be familiar
+with the classic pages of Thucydides and Homer, Horace and Livy; he may
+be versed in the philosophy of history, and yet lack in the essential
+elements of his art. He must possess native talent, a clear insight of
+human character, agreeable address, extemporaneous powers of speech. He
+must be a clear-thinking, conscientious, practical man; and it will be
+impossible for him to fail in his undertaking. Such a teacher will win
+the respect and esteem of his pupils: they will imitate his example, and
+cherish his counsel.
+
+Now, the inquiry will naturally be made if the teachers of common
+schools have these qualifications. There are some who are thus
+qualified. They are those who in other professions would rise to
+eminence by the zeal and ability with which they now advance our youth
+in intellectual culture. But they are an exception to the common
+standard. The majority of teachers, however, are quite young. They are
+preparing themselves for other duties, which they consider more
+important to their own interests, if not the interests of the public.
+Not experienced sufficiently in their art to excel in its ordinary
+labors, they do not stand far enough above their pupils to succeed in
+this higher and more difficult branch of instruction.
+
+Before, then, moral education can be successfully promoted, the right
+kind of teachers must be employed. There is but one way of obtaining
+them, and that is by paying them liberal salaries. All are not
+philanthropists. Here and there, it is true, may be found persons
+disinterested enough to devote their energies to the public good, for
+their daily bread alone. But it is the height of absurdity to expect
+that men of talent and learning will continue in so arduous an
+occupation as that of teaching for small compensation, when in less
+laborious pursuits they can acquire opulence. The average pay received
+by male teachers throughout the Commonwealth, as appears from the last
+annual report of the learned Secretary of the Board of Education, is
+$37.26 per month. The average length of schools being seven months and a
+half, the yearly salary of the teacher would therefore be $279.45; out
+of which he must pay for his board and all other expenses. Hardly
+adequate to support one man respectably, it entirely excludes the
+circumstance of his having a family, implying a self-denial of the
+common uses of social life. The natural presumption is, that a teacher
+is not exempt from the calamities that sometimes befall men; that he
+buys a few books and a little stationary; that he is as unwilling as any
+one to wear ragged clothes; and, uncertain of continued employment in
+one place, that he incurs some expense in changing his locality. But the
+standard price which he receives ignores any such presumption. In regard
+to the payment of female teachers, we might suppose that a different
+rule would prevail; that in a community where woman holds a high moral,
+social, and intellectual position,--where marked deference is paid to
+her character,--where the great superiority of her influence as a parent
+and a teacher is acknowledged,--one might indeed suppose that she would
+be liberally rewarded for her services, especially when those services
+are rendered in her peculiar sphere of duty,--that of teaching. Strange
+as it may appear, such is not the case; while her labor, apparently not
+so responsible, is often more wearing than the labor of the
+schoolmaster. It seems that the average pay of female teachers is $15.36
+per month. When it is remembered that all the expenses of living are to
+be deducted from the amount paid at this rate, her real income shrinks
+into the merest trifle. There is not an occupation in which intelligent
+young women can be employed that does not present greater pecuniary
+inducements. Under such circumstances it must be a matter of surprise
+that we have as good teachers, both male and female, as now have charge
+of our schools. Will any one, then, for a moment suppose that persons of
+greater ability than they will be induced to engage or continue in such
+an employment, when wealth and influence and happiness point in another
+direction? Laying aside suppositions, let us see what the facts are.
+With the majority of those now engaged in the business, teaching is a
+temporary employment. Some are teaching during their college vacations,
+intending, as soon as they graduate, to commence their professional
+studies;--they are perhaps our future judges, or clergymen, or sagacious
+merchants; others are already abandoning the business to enter upon
+mercantile pursuits. As soon as they have acquired experience, so that
+their services are truly valuable to the public, they find that their
+future prospects are to be sacrificed if they continue longer in the
+profession. Thus, instead of retaining persons in this most important of
+all professions, we drive them out of it to adorn and exalt other
+occupations. Many of the ablest men in each of our learned professions
+were once school-teachers: if a proper reward had encouraged them to
+remain in that capacity, how visible at this day would be the influence
+which they would have exerted upon their pupils! It is clear, then, that
+the only means by which we can retain teachers who have the requisite
+talent and ability, is by paying them adequate salaries. Then our
+schools can furnish moral as well as intellectual instruction; and the
+object which our system of education contemplates can in a great degree
+be accomplished.
+
+Fully aware that the people are peculiarly sensitive on the subject of
+taxation, especially when no tangible results are to follow its
+increase, we do not hesitate to say that the interests of education
+demand a far greater expenditure of money. The spirit which has
+characterized the people of the Commonwealth, in their past efforts to
+advance the cause, promises favorable action on the subject. In an age
+when astonishing improvements in every art and every science are being
+developed,--when nature, in her most regal and opposing state, bends to
+the energy of man,--when countless sums are lavished to gratify and
+satiate every sense, how mortifying and discreditable that a great moral
+cause should languish! Even if the contribution which would be required
+for this purpose could in any way be felt by the poorest citizen, it
+could not be felt as a burden; for he might regard it as an investment
+the most profitable and secure,--the income of which would return to his
+own door full of blessings upon his declining days. When solicited to
+double the tax which he had formerly paid for school-purposes, regarding
+his own interest merely, and not that of the public, he might sincerely
+say, "Yes, out of my limited means I am content to pay freely for such
+an object. By paying the teacher more, am I not increasing his
+usefulness? Am I not doing something to bring up my children in
+knowledge and integrity? Will they not be a greater comfort to me, and
+more happy and prosperous themselves? Besides, in a few years, much
+mischief in the community may be diminished, and there will be a smaller
+tax on me and mine to support criminals and prisons. If all are taught
+to do their duty as citizens, I shall not suffer for their neglect of
+doing so." Though the correctness of his reasoning will be admitted, the
+argument in this behalf should be placed on higher grounds than
+individual prosperity. The benefits to be derived by the public as
+exhibited in the abatement of many social evils,--in the diffusion of
+rational happiness,--in the gains of honest industry, such should be the
+inducements to this worthy undertaking.
+
+In conclusion, we submit that for reasons too apparent to be alluded
+to, and too urgent to be disregarded, more attention should be devoted
+to the true aim and purpose of education,--to a more complete operation
+of the system. More than the past has needed, will the future require
+the benefits which it unfolds. Let the teacher's vocation be elevated,
+and advantages will accrue to the State, compared with which, exuberant
+harvests, a thriving commerce, and an overflowing treasury, will be but
+small resources. We should form a wise and generous precedent in this
+matter, below which indifference will not suffer us to fall. We should
+engage in the enterprise with a determination to carry it forward to the
+highest degree of success. It may be "absurd to expect, but it is not
+absurd to pursue, perfection."
+
+
+
+
+
+End of the Project Gutenberg EBook of Reflections on the Operation of the
+Present System of Education, 1853, by Christopher C. Andrews
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