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SPEECH or J. WOFFORD TICKER. OF SPARTANBURG. # ON A BILL TO OUOANIZE A SYSTEM OF COMMON SCHOOLS. Pel iverrd in Hou*t of Rrprrtmtutivr*, Dec. 1853 ^ln tlio House of Representatives, Tuesday, Dec. 6ih, 1853, tlio Hill came up4 under a special order for discussion, lion. John Izard Mid'JIetot), with a view to disease the question on its merits, after the second reading, moved to strike out all after the enacting words, to insert a substitute.] Mr. Tucker said: i ?. - A? ... * a?4%?? nut uueii occupied tho tunc ot tho llouso in trying to make speeches, but the importance of the subject dcyiands an investigation; ami I only ask the House to indulge mo for the time necessary to discuss the bill ; and I invoke the attention of members as we proceed to its consideration. The importance of educating our peo will be admitted by most reflecting minds. It is only too readily conceded, without a due reference to the importance of the concession. We have boon accustomed to acquit ourselves of duty, and to satisfy our conscience by the enunciations of a few general propositions?a set of truisms, about which there can bo 110 controversy, while the great truth contained in our admissions remains un-worked out and unapplied by us to the common interests and practical wants of the country. That the maintenance, in their strength and purity, of tho institutiomvof regulated liberty, dependo on tho combined virtue and intelligence of the people, who are the legitimate source of power, lias long since acquired the position and force of an axiomatic proposition : It is a standing moral truth; every one admits it, 110 one bore will venture to question it. And yet in tho face of this truth, I may with safety affirm, that most of tho Monarchies of Europe have done nioro for the general diffusion of elementary knowledge among their subjects, than has our own state among h?r people. Tho Czar of Russia may be taken as an example!- it! this work. t do not mean to say there is a more general intelligence anions the subjects of European kingdoms than an ong our people. The very nature of our Institutions and Representative Government tend to developo public intelligence and to excite inquiry, llut I do mean to afllrm, iliat so far as, Legislative effort and accomplishment are concerned, for die planting and maintaining of popular schools, designed for tho rudiinental educat on of the people, that South Carolina will suffer by comparison with kingly and despotic governments. And yet the truth contained in the proposition referred to, is not the less a fundamental and \ital truth. It is not only true that the permanence of free Institutions in a republican government, depends upon public virtue and popular intelligence, but it is further true, that the moral, physical and social well being of ?!,? -I!.:- J ?v nuvra uuuj |miaic, aepemi materially upon the extent and quality of popular education. But what have wo accomplished in this work! Since tlio year of grace 1811, nothing has been done, nothing has been attempted to he done for the State at large by way of organizing any general plan of Common School Education. In the year 1811, under the earnest recommendations of an able and 'pa'riotic Executive, something was attempted by the Legislature in the way of adopting a plan, organizing a system, the semblance at least of a system. It had a body, it had limbs, but was left without an intelligent, controlling head, and thus has existed as little more than a merely nominal and inoperative creation. We have heretofore boasted of a College?ono College?and long may it live, prospering and to prosper, in which at any given period of time, perhaps a hundred young Carolinians may have been in pro cess of training for greatness and usefulness; while forty thousand young Caro'in. ians have, froin the force of circumstance, been unable to avail themselves of those advantages; and perhaps one-third of that nnmKn?? ItnitA A?-- J * I- i *-* ' ikiio ucvii utMiicu me uenou 18 01 tho plainest an<l commonest English educstion, for want of an efficient sytem of popular Schools! I bare no statistics for our own State on the subject of Schools, (thanks to our system,) and if I had, for my purposes they would scarcely l>e needed; and if needed, (thanks to the wise management of the subject matter,) they would be wholly un-trust-worthy. The groat substantive facts, which alone ( regard important to be dealt with on this occasion, lie on the surface, and he who runs may read. The subjects ofeducation to whom I mean to refer you, and in whom I desiro to interest this assembly, aro not absract boys and girls, ranged numerically on paper; but they are existing, acting, living, playing boys and girls: and " fighting, crying, ragged, dirty Godless boys and girls," which swarm even in tl^c streets of our towns and cities, as well as in- tl>e sand hills and tho mountains. And yet upon these, within certain limits, depend the distinies of the State. Aye, turn and twist it m you may, to this conclusion we must come at last: the security of property and the maintenance of our institutions are in their hands! And, whero, by our one Collage and no Common School arrangemr.nl -n ... I I -' * > V, ww-jitl tj II IMOIIK lU JIVI'l'KU IIIJJII ly educated, we have twenty wholl) uneduoated ; and wliilo the fundamental principle of otw theory of government ia that the people govern, we have a powerful, co-active, component element of polititieal strength in our mid*t, upon the safe and rational exertion of which wo can scarcely xelyt 'i'bwsuhject? frnught with considerations of the very highest moment. I cannot hope to do justice to such a subject?to exhibit the whole force of the truth, "to the bight of this great argument," in the ooeapaqp of a few brief remarks. 13ut there are some truths which lie near the surface; some deductions that are easily made; * and Omm we may use as lights to guide us in taking one step in advance toward # a bolter state of things. ^ One proposition which scarcely admits of discussion, may well be noted in this omtectfeo: Improvement upon our present plan ct Common Schools it inditjmmshljr necessary. This is obvious and palpable. The common people have long since perceived it, and have begun to make themselves heard in their <'e nands at the hands of their Representatives. For forty rears they have been trying the old, lifeless and inefficient system, without any results that have met the moral necessities of the State. While mo*t of tlvo civilized States of the world have been going forward in an earnost effort to institute educational systems, broad and deep enough to em- I brace the active, working millions of humanity, we have be n standing still, if not actually retrograding. For a quarter of century we have been spectators of a morral waste, while none have gone forth to cultivate the fields and to make this wilderness blossom as the rose ! Let us for a moment go to the retrospoet, and let ns measure our progress by that of our sister States of ibis Union. By the imperfect and nerveless plan cf 1811, the State has appropriated annually up to the last Session of this body, the sum of $37,000 which has passed into the hands of Commissioners of the several districts and parishes of the State; and by them has been distributed, according to rules of their own making, among the various applicants for "School money." The amount of good it has accomplished if any, can hardly be observed ; while the Teachers?the real beneficiaries of the fund have often been of the most illiterate, unworthy and undeserving character. And ] there is still and now the most deplorable | want of good Schools and competent teachers. llow is it in other States? Suppose wo select, at random, the State of Main for comparison. That State, in the administration of a most comprehensive and ellicient system of Common Schools, during the Tear 1 S.M intimnl.il ?li? <=i.n ..f *32 5,000, iu the instruction of 157,000 schollars. No person, according to the laws of that State, can become the instructor of youth in a School, without certain qualifications, certified by the Superintendent of Schools, among which are: "a good moral character; a temper and disposition suitable for a Teacher of youth; a capacity for the government and discipline of a School; and a competency to instruct in reading, writing, English Grammar, History, Geography and Arithmetic." "Now look upon th's picture, and then on that I" Hut, it may be objected, that Main : a Northern Stale, with Institutions dissimilar from ours; with a denser white population and other dissimilarities which make the comparison exceptionable. Well, then let us select another example. Take Louisiana. Hero wo find a comparatively sparse white popultion: a large proportion of slaves; and the co-existence of two races, the French and English, speaking, different languages, and whose very laws and scaool-books are printed?the same matter on opposite pages?iu both hingung". Here then is a Southern State, with homogeneous Istitutions, grappling with far greater dillicultics than any with which we have to coutend. Loussua, then.opperating the same system which has proved so successful in Maine and other States expends ?330,000 per annum, in sustaining 1000 well organized Common Schools, containing over 00,000 scholars. How will the account stand in comparison between the country of the Ruliedges and Pinckneys, and the land ol Livingston? We fear the Chivalry must be put to the blush! Take another example. The State of llhode Island, with a territory little, if any larger than the district 1 have the honnor iu part to rcpresseut under the wholesome operation of the same system expends about ?120,000 annuity, in maintuiuance of Common Schools, containing 30,000 schollars; and out of a juvenile populati >11 of i 3,000, between the ages of four and fifteen years, not more than one in eleven can be found who connot both rnfiil uii.l mvit Again, if we turn our faces Southward we find the essential featurers of the same system producing good fruit in the State of Florida. The I >cal authorities are empowered to raise founds for School puposes, according to the exigencies of the particular locality; and the Stato pays from the Treasury the sum of two dollars per annum, for every fruo while youth between the ages of fire and fifteen years. Take another example from the far West. The State of Wisconsin, one of the younger members of the Confederacy, baring wisely adopted the same system, expended during the year 1851, the sum of $106,000, in the support of 15000 Common Schools, and in the elementary instiiction of 80,000 scholars, having raised and sot apart a premanant, interest-bearing sdiool fund of nearly $800,000. The State of Massachusetts expends annually nearly $1,000,000; and New York nearly $2,000,000, for the support of "Common Schools, organized and conducted upon tkocarJinal principles of the same system. Such gigantic and well directed efforts ! to educate a whole people are begining to tell, and have already mauifasted themselves in general and wide spread results connected with the moral and physical progress of that section of tlio American LTuion. Wo have been accustomed to indulge in vague and general abuse of the North, and to innlr? (lia<??iiii!?o?;^.. . w ^.wiMoimiivu ail UUI own favor agAinst tlio Yankees; hut while we havo#beon talking they hare been acting; svhilo we have indulged the language of sarcasm and bitterness, they have been ! dealing willi matter.-4 of fact; while we have been writing word* of menace and defiance, they have been fortifying themselves by the application of wise counsels by adapting means to ends; and they have been looking to great results. In their efibrts to train, to cultivate, to develope the iniud cf a wholo people, they have outstripped every other civilized community, and they are today,having reference to their native population, the moat enlight I 1 - viiou indwirroui, ocononncitl and energtic people upon the t.iee o' the erth. They are u* be found on every ?cn; on evcry nliore in every lend; among every people; in the van-guard of nil physical progrcM. They fully su*tnin their character wherever ihey aro found: whe;her in orgunixing the army and aupcrintending the miliary defence of an Egyptian Prince; or teiehing the swarthy ?ona of Turkey the art of prac [\\ . jf" .L> nklVil'i ? $ "*<V 5 IRfiMgrv; k V- v. . % tK-al agriculture, or teaching the swarthy poses c sons of Turkey the art of practical ngricul* for the ture or building railroads fmi city to city An across the vast domains of Russia; the posed, Yankee is still a faithful exponent shrined sparsei the name,of the Great Alfred in I istory ulation as "Old England,s Darling," and contri- success huted to mate Old England thogaeatest the ay kingdom of the world. , Florid: The system to which I havosooften al- One p hide*', and the only system, North or u thou South, which has, up to this time, opera- is ill-fi ted successfully in practice, is as simple ist, ihe as the alphabet; or, as simple as the cable, figures in an enumeration table, taken State I in the order of arithmetical progression.? ter of < In a system of relation and dtpendenre? money a chain, the links of which constitute a It is serial gradation of official labor responsi- tions. bility, beautifully co-ordinated to one pursue grand result. The Slate is iho field of la- a ceuti bor; that field is divided into election din- money tricls, towns and citiev; each election dis- islate l trict is sub-divided into school sections, efTecth comprizing each mi area of four or live Oth miles square; in the centre of each see- plan w tion is located a Common School. Here more i is a simple and beautiful relation. For In n each School, thus located, there are perietn named three discreet ami active offieeis hear n called Trustees, wIkso duties involve the reitcra immediate supervision, government and State < [ ? oi ? .??. i wiivivi vi umu i;ai iiuuiiir jfliwui, ii] nui- pt'ill U nection with 0 o Teacher employed; these exccul Trustee# are, in a certain sense, a menu- conscit b!e to the next member of the Hoard of proven Direction, for the district, who may have blighti clinrge of a certain number of sections; and c\ such member, in turn, is amenable to the for the general Hoard f>>r the district; the sever- power, al Hoards sustaining an auxiliary relation body c to the superintendent of Common Schools huts c; for the State at largo, who is immediate- instant ly responsible to the Legislature; whoso show I duty is to inspect every School, as far ns coin tin practicable; to visit every section; to aid duties in carrying the organization into ciVvct; sponsil to make reports annually to the L?gisla- turcs o ture?full, mature I, intelligible, digested theinst reports?embracing an account ot funds new ; expended; Scboo's organized ; number of whole teachers employed ; number of scholars ami < taught; the number of free white youths, power between certain ages, attendant and non- when attendant upon the Schools; and nil otli- ire of or necessary Statistical information, deem- of terri ed important to be reported. Here is a School harmonious dependence and co-ordination it, you of the required ^agencies. and i This system, as an efficient mode of name; Government is not new, except in its ap- ticuiar plication to educational movements. Nay, Trustc it is very old?it is the embodied wisdom School of a great ruler and statesman, conseera- the pa ted by the usage of many centuries. It suporsi is now just one thousand years, since Al- ed Scl frod the Great, for the better government branch of a kingdom, torn by internal feuds, and neighl threatened by external aggressions, divi- parse ded his realm into counties, hundreds, or trac and tithing#. Ten resident Kngliah sub gle pa jects, with thoir families, constituted a most s tithing; ten tithing# made up a larg- perhsf or political divi ion, called a hundred; out, to a certain number of hundreds constituted er; jun a county ; a certain number of counties for"po constituted the kingdom, Each division choly ? had its own local government; each go- School verninent wiu? untenable to the next high- within cr and larger division ; and all sustaining and tli a simple, subordinated relation to the Teach* Crown and Government of England.? Such f Each tithing formed an integral part of impart the government ?>f the country. This all?c wise and politic Institution enshrined the sons ? name of the Great Alfred in history as the e!? "Old England's Darling," and contrihii- would ted to make Old England the greatest Und kingdom of the world. sustaii VYo only desire, then, to avail our- these selves of a set of well-tried principles? haret a mode of organization and government, an Enj in an earnest purpose to duvelope pub term lie intelligence?to educate the common school mind of the S*;iie f..r ? ? - f 8' c ,,u evil, is politically omnipotent. The plan Act of is no experiment. In its essential fea* tablisl tures it has been found admirably t .?ap- fund v ted to the circumstances and wants of and ll of the American people, North and South, event It works as well in Louisiana as it does the ti in Maine; in Florida, as well as in New .should York; llhode Island and Wisconsin alike school prove its success, lint I npprehend it Conur would he impossible to present any plan, iary ai however perfect in itself, upon so diiiicult tuition a subject of legislation, that would not pupils, meet with objection from some quarter, mil, is Of some objections I have had intima- Hut tion; and others I tuny be allowed to an- ed sys licipato. ?imp To the mode of distributing the school not he fund, as proposed by the eleventh section net lis of the Hill, I may reasonably expect oh- minds, jeetion. I can only say to those honora- have ? ble members representing the smaller North election districts, that with them I have no ing a controversy?against their constitutional ing an privileges and immunities, I wage no war iufecte ?and I did not design this provision to hereto distributer the school fund according to imporl the number of free white persons as a our liti bono of contention. Far from it. I de- and cs siro their support, and I praise their cor- chanis dial co operation in such a cause as this, and I too highly, to hazard it by any provision tooth-] likely to &j distasteful to them. And on dhoo personal grounds, 1 should still more de- learn 1 sire to have thorn agreo with me; for as a g I ain proud to adopt, in substance, the North language and sentiments of the senior verv hi member from (ireenville, on another oc- is a re caaion, at a former session ; that, so far inform as I have become aripininted with the iginatt people, -and the Representatives of the from 1 ho railed parishes, I have (bund them a By noble race of men?intelligent, patriotic, reinarl generous, high-minded men, of whom higher any State or community might well be ucatioi proud. But then, I bavc my own con- menta victiona of duty?my own convictions of tained right In inv own judgment, this is the prepar only right rjnd proper mode of d'stribu- tiou of ting the fund ; which is an appmpria- ration: tion out of the Treasury of the Slate, for the to the poor of the State, ft is not in- ordina tended to bo given back to tax-payers; ( prest nor to districts; nor to any particular lo- tical p calities; but to the people of the State, one oil for the purpose of Aiding in the educa- the nu tion of the humbler classes. And why ?chem< an arbitrary rule, which has no foi.nda- people, tion in the justice or the reason of the ted at cose, should govern the distribution, for Review myself, f cannot tell. But if the clause Review is still objectionable, then modify it, or freeme strike if. out. I would not embarrass the no inu measure before the house on such a classes ground. Nay, for the present, I wili nor w yield a point in argument Jp^the pur-| francbi * v.v-u- 7 t 5? , " ' >f concord; 1 will make a sacrifice j sake of die cause I plead. i objection to the School system prohas been urged on the ground of icss of population ; that our popi is not sufficiently denso to form fully the School sections Hut then stem works well in Louisana and t, open to the same objections.? radical experimental fact is worth sand speculations. The objection minted; wherever Schools can exsub-division into sections is praetiAnotlicr objection is, that the las no right to interfere in the mateducation?no right to appropriate for such a |>urpose. too late now to make these objecTho Mate, in Iter discretion, lias d a different |>olicy for nearly half Liry ; and if the State appropriates for such purpose, why not so leghat the mom y may be wisely and rely ex|>ended 1 ers again have urged that tlic old as good enough?we only wanted noney. itiswer to this, I appeal to the ex10 and observation of those who lo. I appeal to the general and ted complaints from all parts of the Mining up year after \ear. I np) presentments of grand jurio'?to ive massages?and to the universal Hisiicss that a change?that im nent is demanded by the suffering, jd, bleeding interests of the poorer, en mediocre classes of society ! If, > time, I possessed the magician's , I wauld pass in review before this if honorable men?the miserable idled School houses ; and in many ?cs, the Masters who teach?I would the instrumentalities by which the ?n youth arc being trained for the of citizenship, and the sacred rebilities of maternity ! All the fea>f the old plan that were good in sires, have liecn preserved in the while enough is added, and the so arranged as to give it vitality rt! ? 'IM uuioucy. mere are elements oi and success in the proposed system, you establish a School in the ecua section, embracing a given area itory, and pay to the support of that I all of the public fund divisible to give to such School an importance, nteiest, a local habitation, and a it becomes the School of that parcommunitv; the School of the es ; the School of the Hoard ; the of the State; it attracts to itself all tronsigc and support accessible, and edes those wretched moeker.es,calltools, stuck up on hill sides and on ics, where the laziest man in the orhood, who cannot, it may be, the plaiuest English sentence; e a line on a map, or write a sin ragrnph correctly; who has the tupid and contracted intellect, and is, bad morals withal; lets himself 1 r the benefit of posterity as a Teach- 1 l conies up at the end of the ye*r 1 or school money 5" Such molan aricatures would bo abolished? s would necessarily bo brought the reach of every free while youth; ic chartfcter and capability of the pr would In; cloaely scrutinized.? Schools would be, what the name Ls?a common School?common to ommoti to every body. Those perho are able and willing to pay for mentiiry training of their children, continue to pay as heretofore, and their aid, pecuniary and moral, to i the School with laudable zeal ; and who arc unable to pay, will thus bo facilities furnished for procuring glish education. I repudiate the "I'reo schools wo have no free ; we never have had free schools; ver desire to have free schools. The 1811 never comlemplntcd the esunent of Pauper Schools. The vns designed for all alike?the rich :e poor?and it was only in the that the fond was insufficient for lition of all, the poorer scholars I be first paid. Vi'e want no free s. Tlie people need a system of ion Schools, with o ily such pectin id from the State as will insure the i of the humbler and b"?8 fortunate Snrli u ct'itlnm I l.nml.lw ??*!*_ t > now present"*.I to the House. i it has been objected, tho propostom is borrowed from tho North lortcd from Yankeo-Und. If I had ard this objection made I should iv? noticed it. There are some , and seme stylo* of politicians who i horrible apprehonsion of any thing ern. They can see danger in *toulhint from Northern success?of usything that has passed the morally d region! Hut we have, I believe tore, without fatal consequences, :cd from these sameborean regions, :ralure ; our books; our broadcloths ilicocs; our hat* and shoes; our mem nnd stenin motives; our cutlery ba^dwa^a; our hair-brusho# and picks; our scrub-brooms and horsenails! And pos'ibly *i- might low to make a good School, as well i>od cott<>n factory, by studying a prn model, without incurring any erious public calamity. But if it lief to such sensitive persons, I may them here, the system did not or> at the North ; but was borrowed Russia and Saxony. the term education, as lived in these ca, 1 do not, of course, mean the and more advanced grades of edit. I moan only rudimenutl?elery education; such as may be oIh in the Common Hckool-room ; that ea the common mind for the recepknowledge; for the appreciation of tl and intellectual pleasure# ; and i decent ami proper discharge of the ry. moral, and social duties of life, nt no Utopian project, but a prac urpoec. nut uero i whi refer to r?or objection which goes quite to rite or the cam, in opposition to nil * for the general education of the The objection may be found etalarge in the Southern Quarterly t for October, 18A3. The modest er has condescended to inform the n of the State, that it ia matter of ireat or consequence to the humhler whether they are educated or not; bother they poesese the elective ae or not; nor whether /fcrcmmcnt is oppressive or not; that tlie education tlie fu of tlie common peoplo is productive of as ness. much evil as good ; and finally , "in spite moral of tlie falsehoods which Constitutions pro- of the claim to the contrary, the privileged few of tli must govern I" Sir, these aio not exact- thane ly thy tenets for which a former genera- and a tion made sacrifices! This is*not tlio to rof faith in which wc were brought up!? for g< This is not the entertainment to which from freemen hare been invited! Ours is a not si government of the people, or it is a pro- pinio fession of damnably falsehood ; and wluon of an we neglect their real and substantial in- tide t terosts, wo pervent the power which the vents people confer; and betray the trust which hollo the people repose. Such a theory .as majo that of the inodest Reviewer would put broai an end to all our plans of progress and and f improvement for the millions of our race, misel with a'l their sufferings, joys, hopes, and not d gushing human sympathies. It would misgi give the lie to our democratic theory of cepth government; and brand all our republi- liticn can struggles and achievements n? the her < manifastations of a wild and fruitless tie- crusn lusion! Such, sir, is not ntv political faith! S|d f My confidence, and my sympathies are years not with "the privileged few." Mv faith the e rests with the common mind?with the p?vt common people; in whom there is an in- othci lierent power?a potent, moral influence nearl w hich is exerted and felt in every organ- Kach ized society. In its presence the dignity Vl?d of solf constituted umpires of human right aboli "vanishes into air?into thin air;" and this j the votaries of temporary power dwindle fearfi into insignificance. And when that po- anti-i tent will ami primal j?ower of the people n"d is evoked ami aroused, its voice is i.s the Norl sound of many waters; audit utters its lion, high mandates in the language of unmis- inon takenble authority! Thoxo neglected and duct despised clas-os arc capable of thought? lioen of judgment?of government; and in de- n"d spite of all adverse theorizing, there can ao *u he no limitation to their nro"russ and light' perfectibility. The poet's burning thought 'h addresses itself to my mind : n>r "Tyrants, in vain, may trace the mazy ring, In vain they limit mind's unwearied spring; of on They cannot lull the winged winds to sleep, Euro Arrest the tolling world?nor chair the deep; ttltcs The wilil wave contemns their scrpticd hand, It relied not back when Canute gave command!" ? . pntci 1 trust, sir, we all agree in what is tie- dista cessarv to be done; that we arc all desi- (end irons of accomplishing tlie same result? Citv a higher and more general development oftii of intelligence among the common people, by means of the Common School.? Here is a plan olFercd for that purpose.? ** If it is defective, if it is erroneous, then let inter us change, modify, correct, improve it. ? civtli: The plan ollercd lias cost mo some labor ern and leseareh. I have corresponded with Soutl tlio Executive* of the several States of the prom Unio . 1 havestudicd the systems of every build State w hich lias a system. The result of cato my inquiry is the system proposed. If peop any one w ill offer a liettcr plan, 1 pledge X}' t( my htunblo, hut cordial support of such * o'.lier ainl better system. 1 only ask, in t'io name of inv cofmtry and humanity, in j tho name of high moral duty, and iicble j ^ achievement, let us do something in this . lidd of Utbot! "jjf, The solid prosperity and glory of oar country?its politics! strength and per manetit well-being?depend, not so much O t I ' T SC'lOll upon tlu? wi-dom of its councils, and the ' ^ greatness of its statesmen, as upon the r* * amount of cultivated intellect?trained, m;uc regulated virluo ? enlightened, moral, COllH] and physical energy, to ho found among I o. * t o COIDI the tank and tile of her citizens. Tho political economist will dct.onsIrate the truth that it is cheaper to ed- fT| ucaie for the purtiosc of preventing crime and pauperism, than to repress and pun- ^ ' islt the one, or furnish subsistence for :?tho other. Go visit your jails and pauper establishments; make an inquest there, and examine tWr tenants. The great majority of those unfortunate persons will lie found incapable of reading the New Testament! Incapable of sjiending an evening, or a Sabbath, in the 4 enjoyment of any moral or intellectual Sj [(leisure! ^ One of tho profouudest thinkers of this age has said, that "education deals with causes; punishment, by operation <>i law >3 deals with eflects." It requires reflection to comprehend ful.y the significance of this remark. A boy commits a theft; V that theft is ti e effect of vice: and that * vice tho consequence and result of a tie giectcvl education. Tito lights and truth* of elementary training might have proven- ? ted both, lint (lie law deals only with tlio effect. A magistrate is pai<l by tlie State for issuing a warrant; a con?taMo is paid for making the rr*t; a jailor is > ' paid for boarding and lodging the crimi- ??nal; a grand jury is paid for finding an indictment; the Solicitor ispaid for prose- ,.j cuting to conviction ; the petit jury i* paid for investigation and virdict; and a Judge n is paid for preshling and pronouncing the ff0,? sentence of the law ; which dtanns the of fender to infamous punishment, and seals atter his life-long disgrace; ami society sustains aloes, even thus in the just administration Jfj of law. The State pays dearly for not y\ having before paid a teacher ; for failing fr|cr) In have ?efi? the school-master abroad! ' The State will punish?is bound to pun- I ish ; although it liad had never fnrnishe 1 ca nl that out east youth the facilities for nc- j Pr,nl quiring knowledge and virtue; and she j am* * who hud borne to him the name of inoih priva cr, for tho same reason, may have been sure, incapable of teaching the child's catechism. A And these remarks are substantially true! to la and applicable to the majority of all the wor| criminal prosecutions in the State. Kdu- jpsjr cation deals with causes; punishment, with effects. It is cheaper to prevent than wjjo to punish crime. There is one other view of this question, ni and the last 1 shall discuss; and I can Pr"'' only wish myself more able to do it jus- P01"' lice. "t?*A* a Souther a people, wo flnu ourselver tl,e the inheritors of a peculiar, social, and oul' domestic Institution?the result of circuni- ?><>t stance* above and beyond our control. snrc< The proper maintaiimuce and regulation tion , of that Institution involve* every thing was dear to us ?every thing held sscred bv -? iuf a* patriot*, as father*, at the fricn<{a we v of law and order. Tliat social Institution ia the subject of fierce attack?of incessant . assault. Tlio I irger portion of the civ- a ilited world has put itself ih systematic I rp* array for its abolishment. And nfter all 'PP** that haa been written, said, and suffered, the graal conflict is yet before with minu fatal certainty it most be met by us; and te Ih v -Wvl IISF * m fcV-;' % ture is not freo from doubt and dark That conflict will involvo more < I, than of physical elements; inor j power of the will, than the powt e sword ; more of rational convietioi >f men and inoooy.lt may involvo bot ill. The question will#l>o finally pi it; the h?siie will be definitely settle* jod or evil, not so much l?y influerct abroad, as by influences at home 0 much by the force of Northern < n, as the existence or non-cxistenc enlightened Southern opinion. Th >f influence, and the progress of < are against us, notwithstanding th w truce that now obtains. In th rity of States at home, and States t 1, the anti-slavejy feeling isprwalei strong. The rapid spread of till liovous sentiment at the North, lifticult of solution. A morbid an aided religious seal, with a miscoi rat and misapplication of certain pi 1 propositions, induced a small nun if men to form a sect and preach do for absolute equality, and itnivc reedotn. In '.ho lapse of a do? i their numbers had increased just I xtent that inado their jmlitical stt] an object of importance to one or tl ' of the two great political partic y equal in point of numerical strengt party eager for the spoils of t flic with the other, in their espousal tion sentiments, in order to win ov [lower balancing faction. Hence tl d array of sectional power which tl slavery party presents. The ejeiston growth of abolition sentiment at tl b, is not the result of popular cduc with which it has nothing in co? ; hut was, in its origin, the joint pr of religious fanaticism and politic tiousness. If required to explain, lie whv, such a fanatical error is so ri! stained ami advocated, among so e i i ......? .,.,.,..1.. tl. ....... . ,..ov?.v<?. .. .. ... e North, I colli.! only refer the imp it history for an niimvor. fluence. 1 by the fanatical .iec'mnalio 0 religions enthusiast, the armies po, headed by tl.eir ki?\gH and potc , proceeded by land, and l?y sea, 1 tlian one expedition, at an nncoi 1 sacrifice of money and of life, to t lit region of Arabia IVtram t?> en for the dia, uied possession of t of Jerusalem, and the supposed ton e Messiah ! .** ** uw. if you would protect Soutlio ests; if you would assert Soiitlie r.ation ; if you would preserve Soul Institutions; if v?>u would pertun liern order and security ; if you won iotu Southern prosperity; if you won I up Southern power, yon must e?l the Southern people?the comm. le, and add tone, activity and en. ) the Southctn mind, r id now, Mr. Speaker, I liavo done.cgone tli.oughmv intended remark ve Ih'cii conscious of no motive, b If the measure succeed, my IV wa l?e to heh >M, in future years, the it sal condition of tlie people of Sou 'linn. If it fail, I shall have the c>? ?no*a of li ivhig discharged iny d vliile the responsibility of failure u with llioso who have a right to det. i in tlio premises, to wh.wte cand ideral on, to whose patriotism I m mend the aul ject. HEL^DGE R LAN0L STERV1LLE, S. C. iDRBSDAY.MABCil s, m To Correspondentslenry's" communication will nppi! week. Wo will be pleased to h< him again. itnooao ami oor Irtmd W. It. will tdcd to. nutes of the Baptist Association ro very much regret to lenrn from i d, Capt. C. R. Twitty, who h. d the m printed, ih.it u huge portion of the ? ' letter or sermon, wm omitted iu t cd copies. In jattiee to Capt- Twin >ur*df, w? are coinp die I to introdui to air.tira to exuitlp.ile us f.?o u c i I the time the minutes were given to s printed, we had a great ileal of urg< i in the oilier, nod aa Cr.pt. Twitty w ous of having the "minutes " at as uai h-d as posaihlc, we engaged a prin w m here idle to do the job for ut, I uch. We were willing to ahare wl t we wuld make, rather than to diiu t thoee who were looking for the tu Whether the printer who uuderto job designedly or unintentionally I i largo port lot of the sermon, wc cr my, of one thing the public con be i 1, it would never have received our aar , and the first we knew of Iheomiaai on last week. Hereafter we will roi the printod copy *lth the MSS, wb vill b? mire to have it correct. ? ?re requested br Capt. Twittr to u the Rev. K. J. William* is appoiulod ah toe next missionary sermon, wh? intment was also cm. it tod in the mi H* also request* us to */? thit tl is* have *11 been mailed from thia o(R elr proper destinations, t W m; ... . . Hon. John McQueen?Connu of I860 >f We regret now that we accuaed oaf rep? resenUUve of instteution in our last issue, r for by the mail of that vory day, we received, . m. jj through hia attention, several Important and > lt very valuable public documents. Amongst I them the Seventh Census of the United 8 States for 1850. This is a valuable book to ; us, and nt a leisure time wo will have occn? sion to tnuko frequent reference to it, for tho 0 benefit of our rcudors. Froui a hasty glance 0 nt thin time, we find that the population of I . Lancaster District numbers 10",988,?5,074 ie white and free colored, and 5,011 slaves i ,e by reference to the census of 1840, wo find % that the population then numbered 9,907 , u so that in ten years wc hhve gained 1,081. the population of the State in 1810, was 59I(j 398; of 1850, 668,507, gain, 74,109?Ai). inongst other interesting particulars, we find a that in the table of "ages Ac "there are three > white persons in Lancaster district of tho n ngc of 100 and upwards. There is only on? f* other district in the State which can com. >n pare in this respect with old Lancaator viz: U . to Spartanburg, which has a popuiatiou of 38, 400. Wo will refer to these statistics again. Our obliging representative has also very 1 ' kindly sent us Vol. 26, of tho Congreseional t, Globe, nnd appendix, Message and Docu()f rocnts, Part I., n Congressional Directory, er a book wo were vory desirous of procuring, ie Ac. Wo again tender our warmest thanks #c to Mr. McQuocn for his kinducss. 10 Mr. Tucker's Speech. ? ,l We received no Charleston mail ou Friday night. Wo scarcely regret it tl ougli, i for we do not think our paptr could be bet* lW tor Idled, thi n with the speech of Mr. Tuckf(>i or. The people should road this, nnd road n it attentively. See to the education of tho S at people. Mr. Tucker's views are good, and ii- practicable, nnd wu say it is worse than iiuuwini', i??r iiifii iv tvmu-iiui ?? ? uvlis cause it originated at tlio North. No ono of but those of aontraeted minds would thus expose their ignorance it- Freshet. 9 I"* Ftotn tlio Toniporanco Advocate of tlio 'Jtul Inst., uv icr.rn that tlicrc has bcOn a ',0 frcflivt in the Wat ree product d by the late " ' rains, greater than ever has been known about Camden. On the plantation of Mrs. Ilaitc the overseer's house, u ith all hi* furnni iturc, the smoke house, corn-house, lodder ru house i nd several negroc houses hsve been b* swept off. Some portion wo learn ??f the tre?tlo work on tlio rail red his been nl*o J'| swept away, tlmt t).? cars did not arrive J from Charleston on Tueaday. Sj Stale and Kail Destroyed by Are. Tito Stage which runs frotn Columbia to ICdgeficId C. II., conL ining tho in iU Wo* ^ J destroyed by tiro some few nights a^o, r P It aeenis that the stage hi d nearly ranch* ' t id Edgefield, when somu unusual light in r j Hie ro.d frightening the horses, they r..u tho .A ? coach up on n bunk, which thus upset it, ill throwing the driver off the box. While in n- this situation, the lamps which cci.mined ii- e.im phono, communiented the tiro to the ill co;.eh which we.s completely (tv stroi t-d, to* r" get her with the mail b..g*. Tho iiomcs ii the mean time cflictcd their escape by run* a ,NX n'.iio nway with the fore nxel itud wheels. ?? ?? a * The Freshet and Hail Koada. The frishvt lias been general. All tho R; il Roads in Um Stale have been damaged more or less. We received no Charl. ston pr*per* by the last ini.il, as the trestle work o'.i the Camden branch being down for some distance, the ears wors not running. Tho Northern mail ca no by w y of Columbia and wagoned from tliencc to Camden. A # > friend writes ns from Columbia that a pari of the trestle work was down in theConga* ree Swamp, but the cars were runniUg; * pnssengcrs being obliged to walk u few iniles. From n private letter from Cnmdcn, ^. we learn that tho cars will cross tlio trcstlo en the Wataree on Wednesday (to-day.) r The Concor4 Wsekly Gxxette. 1 Wu have received tho first iiuoiUr of this 4 paper, which i* published ??t (^uncord, N. C. by our Into foreman, Mr. Juium M. Henderson. The Gazette is a very handsomely printed paper, nnd therefore dues no ditrrcriit to the publisher, j I U 1* Whig in poillica. We do not know *fl forwh.it reason Whiggery wu lugged in, * unlets the editor deteriuimd thereby to h*A 1 n subject nt nil times to "promulgate" nffc 9 i icw* upon , in the absence of more interest* 1 r*' ing topics. We mu no us? ia advocating 1 Whig principles in those modern times ; tho 1 ^ party is hardly known, merely recognised. 1 as something which ''used to was " Tec editorials in the Gazette are "neat but not gaudy," being divested of all bom* ,,,r , bastic tho ' , or rhetorical flouriahea. I ' q j We like tho Gazette, and with pleasure " : pi are it on our exchange list. bo | Who is the editor T Lot it out A man t)' is not worthy to oeeupy the editorial shale* 30 who is afraid of consequences, or nshamcdl 3* of th? vocation. us Lewiarille Female Seminary. nt The principal, Mrs. A.M. Wylie Use sent 'as ns the circular of this Instltation. Thl* fii? rly mule school, <>z most of our readers sro ? U-r I aware, ia situated in Cheater District., two for mileaeuatofthuC.il., The Seminary at tat 1/cwiav ille, has been hi oppvration now sons ip- two or Uireo years, and we are gratified to > in- learn it is sustained by a liberal patronage. ok Whilst in the Western portion of the State, eft fcuinlc acminsrics are aestisrrd over the n>- country aa thickly aa atore hooaen are bars >i- wo, in the ii*>lem auction ?r? alu?o?t wHhK out any. llealdca thia of Mr*. Wylle's, wo on know of oo other of any marked eminence, tn- but Harmony Female College at Bradford en Spring* Tku achclaathryeer of Lowiartto Seminary. ry,iedivlJul.li?tn two acea&one of five month* to e?ch, eomniauoiog on the tod -Monday Uieh January and Juno. The rate* of Initio* pet n- oeooion, aro, 03 for tho J*rep*rit?ry tutrao, i ke $8 fur primary chum, $0 for J?t?h>r #Ua% ce 01') for Senior; Boarding, washing, fuel en4 llj(hn?, fv? per Although daprf#?^ fl I I