[Transcriber's Note: In the original book, questions appeared at thebottom of each page. These questions have been compiled at the end ofthe text.]
Entered, according to Act of Congress, in the year 1859, by
Andrew W.Young,
in the Clerk's Office of the District Court of the United Statesfor the Northern District of New York.
The utility of the diffusion of political knowledge among a peopleexercising the right of self-government, is universally admitted. Theform of government established by the people of the United States,though well adapted to promote the general welfare, is highlycomplicated; and the knowledge requisite to administer it successfullycan not be acquired without much study. From the fact that a largeportion of the American people are greatly deficient in this knowledge,we may justly conclude that it will never become general, until it shallhave been made an object of school instruction.
The administration of the government of this great and rapidlyincreasing republic, will, in a few years, devolve upon those who arenow receiving instruction in the public schools. Yet thousands annuallycomplete their school education, who have never devoted any time to thestudy of the principles of the government in which they are soon to takea part--who become invested with political power without the preparationnecessary to exercise it with discretion. The schools are regarded asthe nurseries of our future statesmen. They share largely in the bountyof the state; yet few of them render in return even the rudiments ofpolitical science to those who are to become her legislators, andgovernors, and judges. Not only in the common schools generally, but ina large portion of the high schools and seminaries, this science is notincluded in the course of instruction.
To many of the most enlightened friends of education and of our freeinstitutions, it has long been a matter of surprise as well as regret,that those to whom the educational interests of the states are moreimmediately intrusted, should so long have treated the study in questionas of minor importance, or have suffered it to be excluded by studies offar less practical utility. The Regents of the University of the Stateof New York have repeatedly noticed the neglect of this study in theacademies and seminaries subject to their visitation; and they mentionit as a remarkable fact, that in many of them preference is given to thestudy of the Grecian and Roman antiquities. They say: "Theconstitutions, laws, manners, and customs of ancient Greece and Rome aremade subjects of regular study, quarter after quarter, while our ownconstitutional jurisprudence, and the every day occurring principles ofour civil jurisprudence, are not admitted as a part of the academiccourse!"
To persons who are to engage in any of the industrial or professionalpursuits, a preparatory course of training or discipline is deemedindispensable to success. Yet many assume the weighty responsibilitiesof freemen, and allow their sons to do the same, with scarcely anyknowledge of a freeman's duties.