Vermont telegraph. [volume] (Brandon [Vt.]) 1828-1843, 1836-05-12
From tie Common School Assistant.
ADDRESS
ing eyes.
Rutland, April, 1886.

- t. Il
From the Common School AssistGnt.
..- ADDRESS
Oftls Hon. Charles Humphrey, dslirer-
cd before the ItRieG Education Society,
September 90, 1885.
Nothing could crafty US more, than
to have room enough to give our readers
the whole Of this address. 1t is full of in
struction, of the most valuable character.
The Hon. Speaker has not only shown
himself atrue patriot, but an active, warm
philanthropist. He has done what but
few statesmen have an inclination to do
he has closely observed the character and
condition of our common schools, and the
workings ofour school system. The ad-
p dress is emrnently practical; it presents a
full statement of the evils and defects in
the schools and clearly and forcibly sug-
gests their appropriate remedies. Says
Mr. Humphrey
&c Whether we regard education with
reference to the political, social, or indi-
.yidual condition of men, it is cause in
every way worthy of the best efforts ofthe
patriot and the philanthropist Regarded
as duty, if there is way in which a
man can best repay society for the advan-
tages and protection it affords him, it is
this. Regarded as charity. if an act Of
benevolence can be conceived in which
the giver and receiver are mutually and
most effectually blessed, it is this, 3"
y HALF EDUCATED.
"a 90 An educated people will not long re-
main subjectto the abused power of their
rrulers4 But it must be borne in mind,
that the most difficult people TO govern,
harethe half educated" ~
What an important truth Is this, for our
Legislators and patriots I There must be
an equality Of education, as far as practic.
able All, in this government, must, as
Ear Us possible, have an equal start Ed
-acate few, and intelligence, through
the love Of power, will take the advantage
gof ignorance. We hope this truth from
the Hon. Speaker will be deeply felt, o..
- THE ELEMENTS OF MoBs.
We still quote from the address -
For our present purpose we need bu
70 answer a single question; of whom
are these mobs usually, if not invariabl,
composed2 III time would permit W
might show that most of our. sectiona
ieaIousies; the heart-buTnings and hs
tired growing out of the different condi
lions Of men; the disposition to ARA
those of Que occupation against those Of
different occupation; those ofone religio
-aoainst those Of a different religion an
the thousand evils ofthis description. coul
not exist to an alarming, or even troubl,
some extent, amongst an educated peopl
They could not be turned into pohtici
questions, unless there were fools as we
as lnaves amongst Us. IF gross igno
ance were expelled. the arts Of the dem
. gogue would fail. for the want Of mater
GALS to actopon. Daily observation shoy
us, thai intelligent ana educated men NAL
sthe most pcaceable, orderly, well dispos,
r. and useful members Of society," - -
rflsroRY OF THE NEw-YoRK school,
SYSTEM. Oh"
The first public effort was made II
der the colonial government. 10 the c;tv
New. york. early in the hast century Z
establishing public school in that eli
and fiItv pounds appropriated annually.
j The canadians Of this fund applied II
their own purposes. The public derry
butlittie benefit from it, and the act exp
ed by its limitation. /, 7. !.
~ In t732, an act was passed to est
lish d literary institution in the city
New York. Eighty pounds were app
PLATED This was the origin Of Kin
tnow Columbia) College, to which lai
public and private endowments have sill
been made.
-ait - in 1884, the Regents Of the Univ
sity were incorporated, with powers to
.sicofporate Colleges and Academies
with supervisory powers over them;
~ A.. the language Of the Legislature,
.The guardians Of the education of
youth ofthis state. tslA .
ns.-g sssFs ! 80. Sc A.: