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