Wheeling daily intelligencer. [volume] (Wheeling, Va. [W. Va.]) 1852-1859, 1859-07-09
INTELLIGC5FEI5,N,|C(.ER. ) 3, ).
THE sCMooh MASTER Ar HOME
THE s'4rIl'' AT rKor,1v,tIr -.

THE ETH AT FROTiIVILLE, MASS.
One Of the richest things we have read lately
is an extensive report in. the Boston Gazette Of
the way the 4th of July was celebrated ~
Frothvlle, place we suppose that has neither
"a local habitation or n nane"-but nevertho-
less! answers the Guzettcs purpose very well
From the reported speech We extract the fol.
lowing from the speech of the village pedagocue
who was not "abroad" on that day, it seems.
The School HoMse aud Head Master ofthe f4r,,,
mar De1Grtaent-propery understood aud apnreciatei
volunteer Malta. LkeRse Il is S the isoS
Of master to make the steel mger than the steel
The President called upon Mr.. Penwiper. the
popular preccptor OF the Frothville Academy. to
respond. That gentleman arose and spoke sub.
Stantially as follows
Indicated by your partially to respond TO
the ennobllng sentiment just offered must in
commencing. remark that in my humble opin.
ion, as syntax and prosody are the constituent
parts in English Grammar so brevity and SEN
| tentionsness are the natural concomitants of an
address intended, like the present, for a large
and widely extended assembly; therefore, I
shall seek to be terse, compact aud at the same
time interesting. Avoiding, as trust ! shall,
I'stdndlun1 1nnm6ne loQucndi, l hope / shall also
be excused if | omit to speak Of my own unwor.
thlneSS and my presumption in thus addressing
you at this time Such effects are too common
to be Of force, and too tritc to command atten.
ton; they may serve to cause the unskillGul to
'augh, but at the same time they undoubtedly
make the judicious part of the community
weep; therefore, to express my feelings in
line, would paraphraSe the remark of another
- came-l eat-I apologize. (ChcerS) The
subject matter of the sentiment just offered is
Education. 1t has been very properly remark
ed, "'Tis education forms the common mind'
The remarll is undoubtedly just, but proyokes
the enquiry, "Whati is cducation?" Education,
my friends, is instruction drawn from percep-
tlon, observation land testimony. In the con-
sideration of the subject I shall glance at it
| under three aspects, to wit: the means of Educa-
ton. 2ndly, Education an ae, aud 3dly, the
results OF Education. And 1Sty-(a voice.
draw it mild'O-and here, Mr. President,
am interrupted at the outset, in a manner that
in my Judgment, calls for the correction of the
chair rather than the Indignation ofthe speaker;
in manner at once unseemlY, insulting and
ungrammatical-(a voice, 'ha, hal ')-ungram-
NAUTICAL in its style and exceedingly obnoxious
in its sentiment. 1t iSa quotation taken from
the tap room, and alludes to the dispensation of
beer "a voice, "thats soy The adverbis con-
founded with the affective, and the language con-
scquently is abused. Not that condemn the
article deer (another voice, ''noun beer;" fourth
voice, ''lager beer, ~ say do not condemn
beer, per Sc, for | sometimes drink it myself
"a son Of Malta, che drinks, he drinks.'')
And thirdly, as TO the results of education. !
have endeavOrcd to show that abstract educa-
ton is an impulse Of nature rather than an elabo-
ration of art, rather it isa necessity of our,nen-
tai organization. This is not Susceptible, per-
haps, Of demonstration any more than the cause
Of worms in apples; but to the student-the
school MASTER perhaps-it is clear as to them as
the seeming mystery of the apple in the dump
ling, as related in the personal incidents Of the
life Of a distinguished monarch of the British
IslcS-(a voice, "name him."
The President-"As it must be generally
known among the learned portion, certainly, of
this meeting that allusion is here made 10 the
celebrated Charles the Twelfth, l trust the
speaker will be permitted to go on uninterrupt-
cdIy."
Mr. P Mr.. Presidcnt-It is a rule OF
geometry that two parts being known, we ar
rive by induction to the third, rs in the theorcm,
of the line A. B. Now let US apply this rule to
the casein point. Knowing what education is
and the adaptability (as l have endcavorcd fec
bly, to portray iO Of the human mind to receive
instruction, how easy to arrive ut a conclusion
how easy to look into futurity and see the
brightness Of our national glory, as the torch of
the past illumes and radatcs the all hail of COM
ing time; (l1il Iii y when the genius Of Liber-
ty shall say, to trembling thrones and prncipali.
ties, while pointing to the boundlcss and un-
trammelled American people, -''thcsc, gentle
men, these are any jewels" Chi! Hi that's
the talk!) Tried by my emotions-by the time
by the oratioN We lave this day listened to,
(thrcc cheers by the highly moral sentiment
and tone of theremarks at this festive board
feel lifted by the occasion, (voice, "Keep your
scot-don't rise') l sayl feel as though mans
intensity was unsatislied-I feel as though
should like to do something mysclf-to be some
body the voice, 'Dont do try The patriot
ic aspirations evolved by this birthday Of Free
dom (cheers) eXcites inSnIe a corresponding
feeling Gladly would plunge into the deadly
breach-gladly. wouldI leap with Caius Curtius
into the yawning. gull, that admiring posterity
might say-(the voice, :'go in lemons, and be
squeezed" ") - -
These interruptions, Mr.. President, may. be
pleasing to the participants, but to me they are
contra 6Onos 'n0res (Go on go onD Lam
humble citizen, Mr.. President, whose boast it is
and trust it will be inscribed upon the sim
pie monument above my remains in the Froth-
vile Cemetery, "Here lies one who loved his
country" (2nd son of Malra-"Hc loves his
native land But, Mr.. President, let me has
ten to q conclusion. The cause Of popular edu-
cation is cocval in importance with the main
tcnnnce of good government 1t should be
attended to in season and out of season, for, as
I before remarked, it mouldsand forms the mind
would like TO have introduced n few reflections