Public School Education. Michael Müller
Читать онлайн книгу.
but which is entirely out of place in business, in society, and in the daily transactions of life. The child has logic enough to think that he is taught whatever is necessary for his future career, and that religion must not be necessary, otherwise it would be taught in school.
And what will the child learn, in this Pagan system of education, to press down his rising passions? What precept of positive virtue does he learn? What principle of self-restraint? What does he learn in such a school to make him obedient, honest, chaste, a good citizen, a good Christian? The common school system proceeds on the principle of suffering the passions of youth to take any development which fallen nature may bring about, and then trusting to a riper age for a change for the better, just as if it were possible "to gather grapes of briars, or figs of thorns."
In these Public Schools the whole education of children is directed to the cultivation of their heads or intellectual faculties alone. The heart, with all its moral and mysterious emotions, is entirely neglected. Every mental power and acquirement is intended and directed to promote their prosperity, success, and happiness in this life; at least this is what is sought and promised as the reward of study and application. They are constantly presented with the bright side of the world. Scientific knowledge, they are taught, will do away with the old drudgery of labor, and bring the acquirement of wealth and honor within the reach of all, no matter how poor or humble the condition of their fathers or mothers. They have all, no doubt, read the Declaration of Independence, and learned that all men are created free and equal. They have shared the equal bounty of the State in the way of education, and have, in the language of the day, "an equal right on the world for a living."
I ask if this is not a pretty fair and not overdrawn statement of the case? You will bear in mind that all this time the free-and-easy social intercourse of the sexes is going on; that while their studies and exercises are strictly confined to dry, secular knowledge, or such other pursuits as might excite their vanity, pride, or imagination, not one line or lesson, caution or command, as stated before, is used or administered to curb or control the natural, I might say inevitable, cry of the youthful passions clamoring for their gratification.
CHAPTER V.
EVIL CONSEQUENCES OF THE PUBLIC SCHOOL SYSTEM ON THE MALE PORTION OF SOCIETY.
Let us now suppose the young men educated under the present Public School system fairly launched into the world, and, for the first time, thrown on their own resources. They are all well, indeed over-educated. The greater part of their families are necessarily in poor or moderate circumstances. Will their learned and accomplished sons take the humble and laborious trades or occupations of their fathers? I fear not. We should not expect more from human nature than there is in it. All these fine young public school graduates cannot get nice situations as clerks, professors, editors, teachers, etc., etc., and the professions are all full to overflowing.
You must remember that, as I have said, not one of the boys have ever been taught the first principle, prayer, or moral duty. They are, as far as the Public School-training went, perfectly ignorant of the Divine law as rule of our life; they are, in fact, but educated apes or animals. How can this young man reconcile "poverty and wealth," "labor and ease," "sickness and health," "adversity and prosperity," "rich and poor," "obedience and authority," "liberty and law," etc., etc. All these are enigmas to him, or, if he affects to understand them at all, he thinks they arise from bad management or bad government, and can and ought to be remedied by repression or sumptuary legislation. He will be a tyrant or slave, a glutton or miser, a fanatic or libertine, a sneak-thief or highway robber, as circumstances may influence him. Think you that the common "fall back" on principle of self-interest—well or ill understood—will ever restrain such a one from doing any act of impulse or indulgence, provided he thinks it can be safely done? He will look on life as a game of address or force, in which the best man is he who carries off the prize.
He will look upon power as belonging of right to the strongest; the weak, or those who differ from him in opinion, he will treat with contempt and cruelty, and will think they have no rights he is bound to respect. In power, such a man will be arbitrary and cruel; out of power, he will be faithless, hypocritical and subservient. Trust him with authority, he will abuse it; trust him with money, he will steal it; trust him with your confidence, and he will betray it. Such a man—Pagan and unprincipled as he is—may nevertheless affect, when it suits his purpose, great religious zeal and purity. He will talk of "Philanthropy" and the "Humanities," have great compassion, perhaps, for "a dray-horse," and give the cold shoulder to the houseless pauper or orphan.
The heart of such a man is cold, insincere, destitute of every tender chord for a tender vibration, of every particle of right or just feeling or principle that can be touched; on the contrary, it is roused to rage, revenge and falsehood if interfered with. How is such a heart to be touched or moved, or placed under such influences as could move it? Indeed, it would require a miracle! Nay, even a miracle would fail to make a salutary impression upon such a heart. A French infidel declared that, should he be told that the most remarkable miracle was occurring close by his house, he would not take a step out of his way to see it. Pride never surrenders; it prefers rather to take an illogical position than to bow even to the authority of reason. Furious, beside itself, and absurd, it revolts against evidence. To all reasoning, to undeniable evidence, the infidel—the man without religion—opposes his own will: "Such is my determination." It is sweet to him to be stronger, single-handed, than common sense, stronger than miracles, than even the God who manifests Himself by them.
Such a man is always in favor of strong government, provided he can get to run it. He will talk loudly of loyalty and the "life of the nation." He worships the State, because, to his gross animal understanding, it represents power, and makes money his God, because it gives him this power. Such a man may be called civilized, but he is only an accomplished barbarian. His head and hands are instructed, his heart, and low passions and appetites, unbridled and untamed. Such a man can never be made to understand the beautiful and benign principles of our republican form of government. Like all brutes, he relies on force, and tries and judges every issue by success. What he calls "the final arbitrament of arms" is to such a one a righteous decision, provided always it be in his favor. He may affect the demagogue, and talk loudly about the power of the people, but you will observe that this refers to them en masse, in the whole or concrete. He cannot understand the individual man as entitled to any consideration or rights (unless he happened to be made rich) independently of the State. Indeed, he looks upon poor men as made for the State, and it can be only on this ground that he claims the children as its property—"children of the State"!! He insists on educating them by the State, and for the State, and not for the comfort and support of their fathers and mothers, nor that they should thereby fulfil the immortal destiny for which they were created. He holds the life, the dignity, the comfort or happiness of the family or individual as nought in the balance against "the life, the power, the wealth and glory of the nation." "Perish the People—live the State"; this is his motto, and such have ever been the principles and motto of all Pagans from the beginning.
CHAPTER VI.
EVIL CONSEQUENCES OF THE PUBLIC SCHOOL SYSTEM ON THE FEMALE PORTION OF SOCIETY.
What I have said in the preceding chapter is but a faint picture of the bad effects of what is called polite education, as given in the Public Schools, on the male portion of society. It is with some reluctance that I am now going