The Illinois free trader. (Ottawa, Ill.) 1840-1841, 1840-08-08

lnat every lnulVldual in thlS land Is now
suffering under the convulsive throes of q
pecuniary revulsion =! What but want Of
economv--but the inortinate desire show
ed by all classes OF the community TO be-
come rich at once without giving proper
equivalent of industry for the wealth they
expected to obtain by speculations the
most extravaganza ever entered into in any
age or country besides our own! If eve
ry one who, after years since, quit lu-
cratiye business where the gains, if slow,
were sure, had become the rich man he
anticipated, the world would scarce have
suflced to contain the riches which would
have been accumulated. The consequence
naturally was, from the sudden and utter
stagnation of productive industry, that an
immense amount of foreign goods were
imported into the United States, not wheat
enough was raised for home consumption,
and an immense foreign debt contracted
in favor of Europe, which yet remains
unpaid.
There is no doubt, that pecuniary en-
barrassment has deleterious effect on the
moral character of individuals. 1t deadens
the moral energies and faculties of man,
destroys gradually all sense of honor, and
renders him incapable of enjoying happi-
ness or liberty. If, then, we would retain
our independence, we must repress this
fond desire, this anxious longing for rich
es without expanding the industry and
toll necessary in ordinary times to obtain
them. We must be economical, live
within our means, till our own land, raise
our own grain, manufacture our own
wearing apparel, and, in fine, live as
much as possible within ourselves, and
we must DE prosperous, we must be
happy.
But one of the chief means to perpetu-
ate the blessings we enjoy, is to support
our colleges, academies, and schools by
every means in our power,-to increase
their number, and place their advantages
in the reach of all from the rich to the
most humble, so that all may drink of the
waters of knowledge at the same spring
Where each man has voice in his 90
vernment, how important it is that his
mind should be informed and cultivated I;
how important is it that the light nf know
ledge should be generally dif1used amongst
us, that it should be extended from the in
mates of the palace TO the cottage of the
humblest individual in our favored land.
To you, parents, is committed this great
trust; upon your descendants do we place
our reliance. In your breast remains it to
decide, whether your children shall be
virtuous, happy, and intelligent by afford
| ing them these aids TO advancement in the
paths of virtue and honor; or whether,
under the blasting effects of ignorance,
you will doom them TO infamy and dis
grace. How great, then, the esponsibili-
ty you have upon you ] know, when
gaze around on this assemblage, that these
remarks might well be spared. am con-
WINGED, and | thank God for it, that these
remarks are little needed. All are, know,
satisfied that education is an incentive to
noble action, and adds an impetus to in
dustry, which nothing else can. The
poor man then will not remain in igno-
rance, when he feels that his single vote
(be 1t cast for good or ill may be the
means of the perpetuation or destruction
of the principles which he holds to be cor
rect.
1t is otherwise in despotic governments.
where the poor man has no voice, where
all power is in the hands of the aristocra-
cy Of mobiles, where the nod of a dcspot is
the law of the land. What interest has
the poor man there in becoming convers-
ant with the government, where his voice
can neither be Of avail in preventing wrong
or in redressing it; where whatever know
ledge he may acquire but shows him the
more forcbly the abjectness of his condi-
ton! He feels the truth of the old max
i'm, "When ignorance is bliss, It's folly 10
be WISE" and groans and sweats under a
weary life, until death relieves him from
his burden. But in America, happy land
it is different. 1t is the interest of both
the rulers and the ruled, that the people
should be enlightened, that knowledge
should have wide spread through oul
land that the general influence of educa
ton should be fel, by all alike, warming
into existence, as it does in a free people
those high objects for which man wa.
reated,--ushering into full life and actiyi
ty the cause of morality, purity, anc
virtue, and, consequently, adding to GU
happiness. Education to the freeman is