New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1867-12-03
UNIVERSITY EDUCATION.

u
y. r.;1o,' evening Alr. Robert Lowe, NJ. =,
t,.t ,.turr session Of tie Edinburgh Phlosolm-
~ I,fiuiio ty au address on primary educaoA l. l'
,l I'm hesitate. aud on University cj"ea'io' OH
-, WINS accompanied TO the platform Dy MIS- 10 "'"
t,, r, Of G-s. the Lord Provost tHe h''u ''''v
cat. the Earl Of AirBc; L'rl Dufcrhne l'',n AId'H
Ian. Jo-d Aruiaal.; Sir W Stirling Maxwell NJ r. Sii
lanes y simpson; Sir james Lacaita; Profs Nassoh'
Ivou PlsyflIr s. lar Altman, Bafour, aud B"chio MI
- srIarcu NJ T.; SIR Adam Black the Rev. DIT Hanna
DR. Collier; Dr. % madison; Dr. a. X. Johnston; MF'1
Campbell su.i,h; 1r W. smith. Yice-President &C.
Mr. Lowe 30 tlt arst part Of his address, ueatci u
primary education lie said that A. regarded th' 'o
mcutary education o. the hunihcr classes there "c'v
tam principles wI. were loy pretty wen -
nrd agreed upu.lhcly: Firstly, That iHe isc
tlc poor ought un 40 Dee LETT WDly 10 l .r'iy shat
hut ought 90 Tee utd l''hc ny ibe ~, c rcg.ous bvt
thr state rell> .ird u education. ~" ~, INV N carry
lux Oh education was nut hy mai tic work
lie calinx forth oi local energy I"1Itiy r,rDnt aid
shonl b.. tested utt -pciht, ndcd bY tg, Mai state
mi l, those WHO ty Onthc woib; ann III ioin, ,u
and ought To Ic given CO schools, Oi @ NON bnIis
I'm tr c,.iai mt Of eicency-tbai, an snort ~
was the bu,.ucss 81 r stare 10 "f m HE p1I,.
2 hc r.,if honorable gentleman mani ineN tl!t
~ Jnc,t0n co. youth the duty, and rs fialo sS h
th nrnar dad, Of the state am sorry sad mr.
ioye tlat ihc tArtirg system IN Lns",hH n .'nt ~, Nv
G0v,Tnmcnt -ha UGIit It's duty, blt iuat u HVVs i
Sutv HE position aiding t 50 do It's duty IN. lnl,t,I
b not with the Go'rmcnt We nave no H. w.
IN" e. mot create school where il Is want
Ell all uC 80 Is TO assist It: Inc in
those places WGcre education is most Aouh,
han,, ,e tG Id with6oiis it where it is most
Wautrd. That tHc cardinal deect OF ll5 SsVni, J
Inherent An lis very nature because system bclS oIstu
~, ,I,,,m. fe,l necessarily implics voluntary Sya-
tenn for l. ma cst that you cannot create ISig'"s
zeal ana feria TO-, a. OF Parliament o1t 'in Viy %(
lou il Whi 90 exists, and Is Wiling TO put l5s'i III .
ton We'll, taat i very serious uJ,f,'' AN Sng r0fcs
lad n moi I r recent occurrences would have been
d ,G a. the system is, not to medd!e win
81 Ftnflf r.
out de,troys Co., ton9t"Iy ,i E c,"ihntios
people can r.; what ,hey want we are gElng y, i,,,n
to those Wlv d" io rti - one of great
ceded thai q is systctn, though puu| l IL iti aiv
efricurv ana TANK may compare idyoianH WIN huJ
l s'.ui ~ ihc nei,sh 20 the American system
vbrr examination as puctised under tne ItNIoyu CUt0
- - 49, he rr., system Wa that Il was homogeneous
with the feelings ouu habits ot the peOpe -
agency, namely, the cergynen ana etItencn % b s
parish But. said the right honorable ga Iene He b
el1to 81 80 1 ~ rs aware that the Government @!
tSIS' Du, We p irc peteItial i'm the Goyernment-ls
now placed m hands Of persons IN lower vsllon ni
he tia,, mas hi ito been the Now, it Is not merely
Gasltib, n is uortant aud essential for the pre-
scrvatiou Of th, nstuiious ~ t coNIy !nat t ~
persons should be ubie properly all I'V So15 rVsn
charge the duties utruSted 10 them. CheeisJ ENen
assuming that those persons who nave Dech
possess that knoWlt when Is me- ~ roseIt rsscss
0uife much better guarantee than we az present
that those persons VINO come alter heu sldi pOs'
knowledge asO leaI and II they do not possess 10 hs
fear Will be the fact n very many cases teio - HoA
~
ma ke: there sacrifice either Of money or OF pu
dice and feeling wAe we ought not u submit 70, IS' f
dcstnies OF is all to grow mp IN ignorance lheotS
liner bss agyed when # IS our duty to vndcae for tie
state It's real function In this mater-tat II Is our ouy
euerpfse but as the representative Of the whole
Community, having vital interest IN the education Of
every Of its members. Further II Is mug wiz
must be DONE aui done immediately. We cannot suIer
any large number Of our clt1sis now to re otp
tanned the right 10 influence the 1estes VI 'e III ~
70 remain uneduatcd. II has been a great eNll tnat
1T was an evil, q reproach, and moral stigma
upon US; but IL IS something more II Is question %
sepreseryatOua question Of the existence or the non
existence OF our Constitution lCheeIsl. We must H91
merely permit, my friend Mr. Bruce I%te! ploposeu
persons To tax themselves for education. We must com
pei and Insist by some means that educatloh sl become
cse Of S S fefrmSrs OF scotland when they placed
school IN every PARISH IN tho country lCheefsi sE.
Lowe ON 20 speak of what must be sacIinced IN
order TO accomplish this object The first sacrifice that
must be made was denomnationel nspecnoh-the leiet
partnership which has hitherto existed between the state
bfd the religious bodies aud in the second place con-
senS. oaess must be an be- a ED tS
When that has been done 1t should be the duty Of ne
Prvy Council TO give notice TO parish that they sbona
found school when IL may be wanted. II we parish
IhOuld found school, It would DC INC 9Gy or rue T nv
5strb existing schools only Insisting they submit
having conscience clauses If the parish does not agree
in the Privy Council or the Secretary Of State, OF
other responsible officer, to make compulsory 9PGn
tbem A rate for tho support OF the school, ana the
school should be entitled 10 the same inspection, ex
animation and assistance as IN the case o. the
would in short time alter the whole face OF education
subjects and them and until then, would IL be right
talk OF compulsory education There IS nothing more
unjust unfair than TO punish child for Its not being
sducated-to say that man snail not employ a ehlla
which has not been educated when the ste has no,
education. lChcersl Mr.. Lowe then pointed out that
commssoners whose report was founded on sound pn-
sples and Characterized by good sense but he hoped
ton OF the Revised Code He concluded thie branch OF
subject by expressing his fear that though al this
the right thing to do 1t would not be DONE nope,
he said. may be wrong in ancipatons, but whether
We succeed or mol IL y the Gug 81 rs shV1e nerve 70
get DONE and free themselves from the responsbny
Coming TO the second branch OF the subject the right
honorable gentleman said IL seems 10 me II one could
should be to teach person everything that II Is import
ant should know and az the same time 70 discipline his
mind; but the period during which education can be
Sot 5e bSsireSs Of edncotlSn is 70 teach the
person SO much OF that which ii important that he should
know be taught within limited time, and with
reference the ordinary faculties Of mankind; and also
that in so doing care should be taken discipline the
mind of the pupil far possible. That being 30, we
s Mat I, qssC os S SSs G ne ''1s people sHod
knOtcf Until can answer that question we
pOsing-What IS the education that ought TO be given to
the middle and upper elassesi We must fear invent
for ourselves OF scencea science OF weights
aud measuresby which you put into the scales all
the different objects OF human Rnowledge and decide on
their relative Importance All knowledge 10 valuable.
There nothing that II is not worth while TO know But
Of deeryng this branch Of knowledge or putting and pras
Ing that question OF taking IN 80 Tar as one can
the whole cycle OF knowledge which the human mind can
embrace, and considering which should nave priority.
That Is problem OF the most enormous difficulty and
assist in solving IT. think that will be admitted by
not Of words and that the Suowedge Of things Is more
important than the knowledge OF words. Cheersl Tho
ployed in learning BOTH but great deal making
Itself acquainted with the world into which 1t has been
takes She begins with the knowledge OF things aud