New-York daily tribune. [volume] (New-York [N.Y.]) 1842-1866, 1847-08-25

strengthening hands for the extension Oh Ooi ~A
these h-rsb voices are poured ioto our esI' %. IL
Now Ia the of al that 10 ress"nanie or oe
cent what hss the University done 70 merit tnh re-
la this fairly stated Does any one reproach
the founders Of the University as the Professor pro
coed. 70 insinuatel because they have cootnouted
funds erected costly edihces. founded Professor
,hiu. and invited the Of the poor being sPe-
ciaIly auah6ed 70 come thither and complete their
education o no. But when the University aP-
plies 70 the State year after year for heavy contn
buttons toward irs establishment and support and
receives them, and when us orator saying nothing
of these heavy distractions from the State Golfers
boasts D. l5 that " In fifteen years WE hare giren
'gratuitous education 70 more thansix hundred men
'torious students il does seem time 70 ask ~heth'
er the State be not the real giver in the premises
whether she be not fairly entitled TO potential
voice in the ultimate dispensation Of her bounty
and whether this annual instruction OF hundred or
so from among her hundreds Of thousands OF youth
fvbo must befsir rpathematicians and Latinsts at
the outset or they cannot share IN TINS oountyl DC
really iodicous and equitable appropriation OF the
funds Of the common wealth. Suppose the State
di.bprses Half a Million Dollars per snnum, the
property of her whole People for the education Of
her Hafa Million Children Of proper age for school
instruction, is it desirable and just that Six Thou
sand Dollars Of this sum shall be devoted TO the
education Of one or even two hundred Of her youth
in the New.York University Not having enjoyed
the benefits Of course of University instruction In
Mathematics, we confess our inability by means Of
the rules laid down in Adamss and Dsbolfs Arith-
rnetie 70 demonstrate the Justice Of such appro-
priation Doubtless it is perfectly clear TO those
familiar with Euclid and La Place, like Prof Ma
son but we have tried it in the Single Rule Of
Three and that rule certainly does not give the re-
onired solution. Wherefore, we must endure the
speers of the Professor among those lovers OF the
dear people" who have fsncied themselves the
organs of the public voice" when they were only
reiterating interminably their own "hoarse muir
murs Still, the question recurs' and the sneers do
not answer it--Hss the State a moral right TO pro
vide thus muni6cently for the education OF the few
while the education of the many yet so poor and
scantyl Is il the proper function OF Government
10 provide for this limited work" which Prof Nj
informs us is the extent of the Universty's aspra
ton which il is its settled purpose not to enlarge
We trust it is not yet high to answer these
questions differently from the Professor, however
demagogical and mischevous he may regard It,
But let us quote the Professor forcIble averment
in favor Of State gratuties 10 Colleges
III science and letters the instruments OF civiza
ton then msnif sty those who cultivate them 10 tne
highest degree benefsc'Ors OF all other classes OF
10 the ordinary business OF life be that soorr'h
lsborrth for himself but Ia the walks Of science and
ters he that sboreth sboreth for society Discovery
aud invention cannot be appropriated TO their authors
except In limited manner and degree. Every i'm
nray M in art md very
Instantly becomes the properly OF the public The IN
g-nous man gets some temporary advantage, but uu
mstey society gets the whole All tbs labor saved by
the ingenious and tbs learned - gift 10 society and
the form Of leisure enjoyment for millions OF
people in single day
IL strikes us that the Professor here forgets his
previous averment that in this age there is undue
comparative regard for what is merely practical
and absolutely utilitarian." He now submits his
ause 10 the very ordeal he before condemned. But
in so doing he assumes first that the discoverer or
inventor is universal benefactor in a sense where
10 the grower of corn or maker Of barrels is not
that the difference to mankind in the value OF their
respective products is not one of degree merely,
but Of kind secondly, that valuable inventions or
discover are the work necessarily or mainly of
college graduates We demur to both propositions.
Undoubtedly, if it be conceded that the prescribed
routine of college education is the best possible
preparation for life Of widest usefulness, the lat
ter assumption is established but this is the very
point disputed How should our Youth be edu-
Gated The University answers Into thorough
knowledge of the Classics and of Mathematics
Why should the State provide the means of such
education Prof NJ. answers, Because discoveries
or inventions are mainly of universal value, and
4 l.. d,xyfA nol
emolument But how is it proved that knowl-
edge of Greek and Latin conduces TO the progress
Of those useful arts just disparaged, bat at
need reclaimed and gloried I'M We do not find
the answer to this question in the Address
But we question also the distinction raised by
Prof NJ between the tendencies Of Intellectual and
Of Physical labor. That true and thorough educa-
ton ought TO render its possessor less selfish and
more benefcent in his aims. is freely conceded
but il is not thence fairly assumed that our College
education actually has that effect We do not find
the educated man generally ready to give bis time
and exertions for less than the highest price they
will command, any than the chopper or ditch
err And. though the discoverer of process where
by ten bushels more of corn may be grown TO the
acre may seem to be public benefactor in higher
sense than that wherein the mere grower of thou
sand bushels of corn is such, yet deeper consd
Grafton will establish that the difference even here
is one of degree-that the mere grower OF grain by
rugged toll has contributed, in his own humble
sphere, not only to supply mankind more abundanty
with bread but also 10 render bread cheaper TO
those who need IT, In short, We deem all attempts
10 draw lines OF invidious distinction between
Head.w and Hsnd-work mistaken and perni-
c;ous. He who does manfuly and ungrudgingy
his share of the worlds work-no matter whether
with pick. hoe, u text or t text book-acts no
bly, and Acknowledgements hardly do more
For the educ alton which qualities for this We de-
mspd the most ample public provision, insisting
only that its benefits shall be equally shared by or
in very truth fairly preferred to all. Has the New
York University right TO an appropriation from
the State fands under this rule If 90, TO how much
by what principle shall the amount be determined
aud by what rule shall 1t from time to time be
increased or diminished These questions
not answered 10 our satisfaction by Prot. Mason
W. ara onite awere that he triumDhantV asks