The New York herald. [volume] (New York [N.Y.]) 1840-1920, 1852-03-05

exSSeed aasae ftse community more then being
nee; nea liked 70 follow leaders. Maay
s.s ss ! r:s sS Period xs:: \:
his sex, and to cot his individual PIT In tho
drama Of life, and how hs had wished himself
Q. woman when thrust forth upon the world.
y: o.
pected most were generally those who came NEST
reluctantly on its stage Independence WAS IS
much duty as privilege-as much burden asa
release; Liberty and religion were doomed to
tion showed that We were the sAddsst people in
tho world, a. We engaged the responsibilities
of Independence: What Is to DO expected from
such people! If they wished to see light hearted
nations, they must 60 where tyranny WAS prevalent
The Swiss thought . republic . dali and heavy
affair, when he discovered tho gsieties of monAr
chy. Freedom was the manhood Of nations, and
France! The profits Of her shopkeepsrs, the re-
ceipts of her theatres and her popular cries. wers
preferred to freedom. She had gone too far to re-
turn; and even to return would DO more tedious
shsud follow, but never lead, true civilization
that it was the head capital, but not tho base,
of popular improvement, 1t had almost beosms
an axiom, that no nation but oar own was
ground, that every natien was prepared for pro-
gress when they got it. Progress was . mo-
dern doctrine, introduced by free government.
The tendency ofdespotic institutions to pctrify
toms, and to dwarf men When tsld that nations
were to wait before we could assist them in OBJ
tanning their liberty, let them ask what they were
waiting for! Waiting until creation should have
made change easy to her limbs--wsiting until
superstition should have drained the blood of the
bondsmsn Let China and other nations answer
whether art and science were the prepsratiyes for
liberty. Nor did popular edu ,stion favor liberty
that did give etimulus to the education Of the
energies of people. IL may have refining tenden-
cies, ard it may be more common in CHINA than
in America; it was u tool that depended upon the
hand that welded it. What was the use OF the
different branches of education, unless it were rom
dered Of actual and Individual use? That only was
education that led forth the faculties of the mind.
Popular education itself owed it's existence to an
intelligent freedom. Freedom WAS tho University
Of the people. Men who could neither read nor
write. mig hold diploma from the peopla-from
the University OF the people. (Appiause) What
tendency bad religion shown in monarohial govern
ments Did it tend to freedom I! The churches
popular rights The clergy owed its power to these
governments, and tkey were in many cases made
police agents and spies The majority of the ma
tons sank down between the panlers of monarchy
on the one side and religion on tho other. The
clergy OF this country could afford to be the frienis
Of freedom. Another fallacy was, that liberty fol-
lowed-whereas it preceded all other inf uepces, and
which it regulated. Freedom, after o few expert.
ences, allowed no assumption OF her name, and she
was strict police. The reverend gentleman, in
abiding to the subject Of mans youth, remarked,
that the dreaming thoughts Of youth were saner
than the waking thoughts Of manhood, and con-
cluded with an eulogy upon the advantages Of its
enthusiasm.