Education, True Historical Education, Is A Protector of Liberty

I was always a strong proponent of True Historical and Virtuous education.  Clearly in what I spoke and wrote about it and am now introducing you to our history through this interaction with these great education leaders from Haiti in the videos below:

To James Warren – Feb 12, 1779: “…A general Dissolution of Principles & Manners will more surely overthrow the Liberties of America than the whole Force of the Common Enemy. While the People are virtuous they cannot be subdued; but when once they lose their Virtue they will be ready to surrender their Liberties to the first external or internal Invader. How necessary then is it for those who are determind to transmit the Blessings of Liberty as a fair Inheritance to Posterity, to associate on publick Principles in Support of publick Virtue. I do verily believe, and I may say it inter Nos, that the Principles & Manners of N Engd, producd that Spirit which finally has establishd the Independence of America; and Nothing but opposite Principles and Manners can overthrow it. If you are of my Mind, and I think you are, the Necessity of supporting the Education of our Country must be strongly impressd on your Mind. It gives me the greatest Concern to hear that some of our Gentlemen in the Country begin to think the Maintenance of Schools too great a Burden. I wish they could hear the Encomiums that are given to N Engd by some of the most sensible & publick spirited Gentlemen in the southern States, for the Care & Expence which have been freely borne by our Ancestors & continued to this time for the Instruction of youth. Virginia is duly sensible of the great Importance of Education, and, as a friend in that Country informs me, has lately adopted an effectual Plan for that necessary Purpose. If Virtue & Knowledge are diffusd among the People, they will never be enslavd. This will be their great Security. Virtue & Knowledge will forever be an even Balance for Powers & Riches. I hope our Countrymen will never depart from the Principles & Maxims which have been handed down to us from our wise forefathers. This greatly depends upon the Example of Men of Character & Influence of the present Day. This is a Subject my Heart is much set upon…” Vol IV Page 79 of 233  http://www.gutenberg.org/cache/epub/2094/pg2094.html

How to destroy our Liberty by debilitating True Virtuous Historical Education

To John Scollay 1780: “It was asked in the Reign of Charles the 2d of England, HOW shall we turn the Minds of the People from an Attention to their Liberties? The Answer was, by making them extravagant, luxurious, effeminate. Hutchinson advisd the Abridgment of what our People called English Liberties, by the same Means. We shall never subdue them, said Bernard, but by eradicating their Manners & the Principles of their Education. Will the judicious Citizens of Boston be now caught in the Snare, which their artful, insidious Enemies, a few years ago laid for them in vain? Shall we ruin ourselves by the very means, which they pointed out in their Confidential Letters, tho even they did not dare openly to avow them? Pownal, who was indeed a mere Fribble, venturd to have his Riots & Routs at his own house, to please a few Boys & Girls. Sober People were disgusted at it, & his privy Councellors never thought it prudent to venture so far as expensive Balls. Our Bradfords, Winslows & Winthrops would have revolted at the Idea of opening Scenes of Dissipation & Folly; knowing them to be inconsistent with their great Design, in transplanting themselves into what they called this “Outside of the World.” Vol. IV Page 137 of 233

I was one of the first to encourage the full education of young girls and women – To John Adams – 1781:   “… And this Metropolis has lately appointed a Committee, to consider the present Arrangement of the Schools & what further Improvements may be made, in which the better Education of female Children is designd to be comprehended. All these things I know are pleasing to you…” and again to John Adams in 1790: “… Should we not, my friend, bear a gratefull remembrance of our pious and benevolent Ancestors, who early laid plans of Education; by which means Wisdom, Knowledge, and Virtue have been generally diffused among the body of the people, and they have been enabled to form and establish a civil constitution calculated for the preservation of their rights, and liberties. This Constitution was evidently founded in the expectation of the further progress, and “extraordinary degrees” of virtue…” and in 1790 “…We agree in the Utility of universal Education, but “will nations agree in it as fully, and extensively as we do”? Why should they not? It would not be fair to conclude, that because they have not yet been disposed to agree in it, they never will. It is allowed, that the present age is more enlightened than former ones. Freedom of enquiry is certainly more encouraged: The feelings of humanity have softned the heart: The true principles of civil, and religious Liberty are better understood: Tyranny in all its shapes, is more detested, and bigotry, if not still blind, must be mortified to see that she is despised. Such an age may afford at least a flattering Expectation that Nations, as well as individuals, will view the utility of universal Education in so strong a light as to induce sufficient national Patronage, and Support…” continuing, “…The Cottager may beget a wise Son; the Noble, a Fool: The one is capable of great Improvement—the other not. Education is within the Power of Men, and Societys of Men. Wise, and judicious Modes of Education, patronized, and supported by communities, will draw together the Sons of the rich, and the poor, among whom it makes no distinction; it will cultivate the natural Genius, elevate the Soul, excite laudable Emulation to excel in Knowledge, Piety, and Benevolence, and finally it will reward its Patrons, and Benefactors by sheding its benign Influence on the Public Mind.  Education inures Men to thinking and reflection, to reasoning and demonstration. It discovers to them the moral and religious duties they owe to God, their Country and to all Mankind. Even Savages might, by the means of Education, be instructed to frame the best civil, and political Institutions with as much skill and ingenuity, as they now shape their Arrows. Education leads youth to “the Study of human nature, society, and universal History” from whence they may “draw all the Principles” of Political Architecture, which ought to be regarded. All Men are “interested in the truth.” Education by showing them “the End of all its consequences” would induce, at least, the greatest numbers to inlist on its side. The Man of good understanding who has been well educated, and improves these advantages as far as his circumstances will allow, in promoting the happiness of Mankind, in my opinion, and I am inclined to think in yours is indeed “well born.” It may be “puerile, and unworthy of Statesmen” to declame against Family Pride; but there is and always has been such a ridiculous kind of Vanity among Men. “Statesmen know the evil, and danger is too serious to be sported with.” I am content they should be put into one hole; as you propose, but I have some fears that your Watchmen on each side will not well agree. When a Man can recollect the Virtues of his Ancestors; he certainly has abundantly more solid satisfaction than another who boasts that he sprang from those, who were rich, or noble; but never discovers the least degree of Virtue, or true worth of any kind…”

Haitian Education Leaders with Samuel Adams Part 1:

Haitian Education Leaders with Samuel Adams Part 2:

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