It is a matter of congratulation, however, that there is now much more confidence placed in the theory of common schools than in former years. In most of the States prejudice has yielded to enlightened sentiment, and the "people's colleges" have come to be regarded as the most useful and influential institutions in the land. All should be done that can be to render these schools pleasant and attractive. The school-house should be built not only in good taste, but its surroundings should be made as cheerful and inviting as possible by planting about it ornamental trees, shrubs, and flowers. Its interior walls should be enriched with appropriate maps and charts, historical paintings, and portraits of renowned men and women. In addition to this, every school should be supplied with an ample apparatus, embracing specimen weights and measures, mathematical figures in wood, together with globes and a planetarium,—not omitting a cabinet of the leading minerals, metals, and coins. Their uses and characteristics should be explained and illustrated by the teacher in a simple style of language, and in the presence of the entire school, at least once or twice a week.
Familiar exercises of this kind would deeply interest the pupils, and impart to their minds a degree of valuable knowledge which they would not be likely to obtain in any other way, and which might awaken, perhaps, some unconscious genius, who would in after-life so develop his powers as to advance the interests of science, and take his place among her proudest masters. In nearly every instance our truly great men have arisen from an obscure origin.
The time has already arrived, I am inclined to think, when there should be added to the usual course of studies pursued in our colleges, academies, and high schools, a systematic training in military science and discipline, as a means not only of physical culture, but as an easy method of fitting our young men to become practical soldiers and defenders of the Republic. We as a people, in consequence of the late Civil War in which we have been involved, are evidently undergoing a transition, which has already had the effect to change in a good degree our national traits of character. If we would have invincible men, we must, like the ancient Greeks, accustom our sons to hardships and manly exercises, give them muscle as well as mind, teach them to love and defend their country, and if need be, to die for it,—die on the battle-field,—
"Where gory sabres rise and fall
Like shoots of flame on midnight's pall!"
The attempt which we are making in our public schools to educate our children in the shortest possible time is a grave error. We ought rather to "make haste slowly," if we would do the work well. A work of this character is one which requires patience and perseverance. There is no short way to knowledge, no patent right that can produce it to order. It can only be obtained by study, persevering study, aided by the patient efforts of competent teachers. It is all-important therefore that we should furnish our children with such elementary books as are best adapted to their capacities and needs, and with such teachers as are qualified to teach them lessons contained not only inside of books but outside of books,—lessons which abound everywhere, both in the natural and in the moral world. We should also furnish them with school libraries composed of standard works, and including the best current literature of the day. A library of this character should be established in every school-district, and be made accessible to every citizen. In this way, and only in this way, can the masses be supplied with the mental food which they so much need, and which is indispensable to their moral and intellectual elevation. No matter what the cost, public libraries always pay a liberal dividend in the shape of mental and moral power, if not in dollars and cents. No matter what dangers may threaten our free institutions, depend upon it, a reading people will take care of themselves.
The ancients built temples for their gods; we build school-houses for our children. This one fact exhibits perhaps more clearly than any other the distinctive character which marks the career of ancient and modern civilization, and indicates the great change which has been wrought in the course of ages by the law of progress. We may justly regard our numerous school-houses and churches as the mirrors not only of moral character, but as the safeguards of the Republic.
In the pursuit of knowledge, it is quite absurd to suppose that all high attainment in art, in literature, and in science, must of necessity be confined to the "learned professions," as they are called by way of pre-eminence. It does not matter what a man professes to know, but the question is, what does he know, compared with what he might know? There should never be such a monopoly allowed to exist as a monopoly of knowledge. The learned professions have nothing in them sacred, no forbidden fruit,—nothing more than what everybody may know who chooses; nor can there be any good reason why every employment in the various departments of human industry—every trade, every mechanic art—should not be regarded as a learned profession, and be made a learned profession, in which brains as well as hands should co-operate in achieving success and in solving new problems.
There is food for thought in every human pursuit. In order to be successful, in order to achieve high aims, the laboring man must not only think, but be capable of thinking profoundly. Indeed, every man may live like a philosopher, and be a philosopher, if he will. But no man can be a true philosopher who is not both a practical worker and a practical thinker. There is nothing the world needs more than workers and thinkers to make it a paradise. The masses are workers, and if educated, would become thinkers. It is only once or twice in a century, it is said, that "God lets loose upon the earth a great thinker." Of the past, this may be true, but not of the present. We have scores of men now living who are greater thinkers than Plato, Newton, or Franklin, because modern science has introduced them into broader fields of thought. The chemists, geologists, inventors, and discoverers of the present day have never been excelled as profound thinkers. Ours is literally an age of philosophers.