Explanations and illustrations are numerous and appropriate, and very little remains for the mere text-book teacher to do. But, when the duties of teacher and the exercises of the school-room are properly performed, the entire range of science, business, literature and art, is presented to the student. May it be your fortune to see education thus elevated here, and then will the same spirit be infused into the public schools of the vicinity.
The Massachusetts system of education is a noble tribute to freedom of thought. The power of educating a people, which is, in fine, the chief power in a state, has been often, if not usually, perverted to the support of favored opinions in religion and government. The boasted system of Prussia is only a prop and ally of the existing order of things. In France, Napoleon makes the press, which has become in civilized countries an educator of the people, the mere instrument of his will. Tyrants do not hesitate to pervert schools and the press, learning and literature, to the support of tyranny. But with us the press and the school are free; and this freedom, denied through fear in other countries, is the best evidence of the stability of our institutions. It is now a hundred years since an attempt was made in Massachusetts to exercise legal censorship over the press; but we occasionally hear of movements to make the public schools of America subservient to sect or party. The success of these movements would be as great a calamity as can ever befall a free people. Ignorance would take the place of learning, and slavery would usurp the domain of liberty.
No defence, excuse, or palliation, can be offered for such movements; and their triumph will safely produce all the evils which it is possible for an enlightened people to endure. Our system of instruction is what it professes to be,—a public system. As sects or parties, we have no claim whatever upon it. A man is not taxed because he is of a particular faith in religion, or party in politics; he is not taxed because he is the father of a family, or excused because he is not; but he contributes to the cause of education because he is a citizen, and has an interest in that general intelligence which decides questions of faith and practice as they arise. It is for the interest of all that all shall be educated for the various pursuits and duties of the time. The education of children is, no doubt, first in individual duty. It is the duty of the parent, the duty of the friend; but, above all, it is the duty of the public. This duty arises from the relations of men in every civilized state; but in a popular government it becomes a necessity. The people are the source of power—the sovereign. And is it more important in a monarchy than in a republic that the ruler be intelligent, virtuous, and in all respects qualified for his duties?
The institution here set up is an essential part of our system of public instruction, and, as such, it claims the public favor, sympathy and support.
This is a period of excitement in all the affairs and relations of men, and America is fast becoming the central point of these activities. They are, no doubt, associated with many blessings, but they may also be attended by great evils. We claim for our country preëminence in education. This may be just, but it is also true that Americans, more than any other people, need to be better educated than they are. Where else is the field of statesmanship so large, or the necessity for able statesmen so great?
With the single exception of Great Britain, there is no nation whose relations are such as to require a union in rulers of the rarest practical abilities with accurate, sound and varied learning; and there is no nation whose people are so critical in the tests they apply to their public agents. We need men thoroughly educated in all the departments of learning; to which ought to be added, travel in foreign countries, and an intimate acquaintance with every part of our own. Such men we have had—such men we have now; but they will be more and more important as we advance in numbers, territory and power. A corresponding culture is necessary in theology, in law, and in all the pursuits of industry.
No other nation has so great a destiny. That destiny is manifest, and may be read in the heart and purpose of the people. They seek new territories, an increase of population, the prosperity of commerce, of all the arts of industry, and preëminence in virtue, learning and intellectual power. And all this they can attain; for the destiny of a people, within the limits prescribed by reason, is determined by themselves. If, however, by conquest, annexation and absorption, we acquire new territories, and strange races and nations of men, and yet neglect education, every step will but increase our burdens and perils, and hasten our decay.