Southport Telegraph

Communications.

GENERAL EDUCATION—No. 4.

My second position is that the efforts of the community in behalf of general education should be first in degree forever.

This may be seen first, from the mutual influence of classical and common schools upon each other. What benefits are derived from colleges in general education. Indirectly, they contribute to its advancement, by furnishing professional and literary men, who advocate its cause &c. But directly their influence is hardly felt. Few members of college make acceptable teachers, and when they have appended A. B. to their names, scarcely any will condescend to look at a common school. Their studies are of a different character from those pursued by children generally, and their qualifications for the business are not at all improved by a college course.

But we have something besides theory on the subject. Pennsylvania, with a population of about one million has ten colleges in operation, or one to every 100,000.— New York, with more than a million and a half, has six colleges, or one to about 300,000. Yet Pennsylvania, according to the message of Gov. Porter has 100,000 voters unable to read, and a most deplorable state of ignorance among the rising generation, while N. York has more scholars than children of legal age, and scarcely any of its population unable to read.— Now with a three fold number of colleges and as many hundred fold of general ignorance, what becomes of college influence in promoting general education.

On the other hand we have seen that the influence of general intelligence, such as an efficient system of public instruction is adapted to produce, is essential to the reputation and success of any classical school. It forms in fact, the foundation upon which such institutions must stand.

Another argument in favor of this position is the paramount importance of the intelligence of the many over the liberal education of the few. In republican governments especially, the influence of general education is indispensable to the free support of political institutions. But aside from its influence in politics, the happiness which it diffuses through ten thousand hearts, renders it of the utmost importance. It opens the door of prosperity to every man in every pursuit of life, and in every day's transaction; and points out the path of honorable preferment, to every member of the commonwealth.

Colleges and Universities, are like our mighty lakes and rivers, grand and magnificent; facilitating commerce and bringing glory to the nation, yet circumscribed in their beneficial effects; while common schools are like the thousand rills which pursue their noiseless way through every man's farm, dispensing beauty and fertility in their course, and furnishing the most healthful beverage for man and beast.

It may be observed, farther, that there is greater need of effort for general education than for classical institutions. The latter afford inducements enough by opening the door to an avenue to the learned professions, and to high political offices and to literary distinctions, to secure their own interests; while the blessings of the former are not appreciated by multitudes of ignorant parents; the expenses of tuition are grudged by the covetous; and a large portion of the rising generation even in our most intelligent communities, would grow up without instruction, if it were left to the voluntary action of their parents.— But on this point I shall have occasion to enlarge, when discussing the advantages of the Free school system.

I have said nothing of an intermediate class of institutions, forming a connecting link between colleges and common schools, but design soon to consider the relation they should sustain to each.

J. U. P.