Dallas herald. [volume] (Dallas, Tex.) 1849-1873, 1872-04-13

speech, that no authority can b
found in the Constitution to SUP
port the position taken by ;hc nd
vocatcs Of this bill but on the con
I trary, we find in the action 9th
Convention which framed our Con
stitulion the following proposition
to vest additional powers in th,
General )vcrnmcnt, numci iy;
40 establish II univ' rsi'y.
"lo establish sem minnries Tor the promo
| tiou of literature aud the arts aud scienc
| es.
"To establish public institutions. re
wards, and immuniiies, for the promotion
of agriculture. commerce, trades, and man
ufactures. ."-Jouraai Of The Contention
page PSI.
All these were rejected by til,
Convention Mr.. Story, who, il
his views on the powers ofthe Fcd
eral Government, was q Federalis
of the Hamilton school, in com
mcnting on the rejection by the
Convention Of the last Of the above
stated propositio MS, says:
alt was power much more broad in ii,
extent 'h,n tie power to encourage man
ufactures by the exercise of another gran
cd power. In truth, it involved direc
power to establish institutions, rewards
and mmunties for all the great interests
of society, and was ON that account ieen
ed too broad and sweeping. II would es
tablish general and not limited power
of Government STORY on tie CoHpeahon
Section 1924
Mr. Speaker, some things have
been said in this debate which make
it necessary for me to say some
thing on the subject Of general ed
ucation in reply. My colleague on
Committee on Education and La
Dor, tho gentleman from Massa-
chusetts, Mr.. Hoar,] has the very
crudest conception Of the true ma
turo of cdncation. His estimate of
education is IL mathematical one
His ide is that man who is edu-
Gated is worth about twenty-five
per cent, more than n man who is
not. His idea, and it is perfect
ly Yankee ono, is that tho object
of education is to make man cum
ming IN diplomacy, artful and Graf
" in war, and that it teaches him
how TO take advantage ofhis neigh
bor, helps II man tooffice, and much
more Of the same sort.
Mr.. Speaker, that idea of educa-
ton is low and dcbasng. The idea
Of the gentleman from Massachusetts,
is up to The idea Of education in his
own State. If education helps II
man to take advantage of his
ncighbor's ignorance, and at the
same time helps to keep him out of
the penitentiary, that man is cali
ed "smart" in and around Boston.
IF education is only to qualify q
man for making good bargains.
and get the better Of his fellow man
in Il business transaction, the peo-
pie would be as well off without it,.
The idea prevalent in the region
of country representing the gentle
man from Massachusetts is that ed
ucation is simply tho training of Il
mans S intellectual faculties ; man as
Il moral and physical being is ig
norcd. My idea Of education is
that it must developc and cultivate
all the moral intellectual, and
;hysical faculties possessed by man.
The system of education that sim,
ply Grams Il mans intellectual ca.
pacity, and ignores his moral and
physical being, is partial and one
sided. The result is infdelity in
religion and physical deterioration
in the race, two of the greatest cv'
lis thaL curse the Commonwealth
of Massachusetts today.
Under the prevalent "notions'
prevailing thore, inidelity has NJ
most driven out the old IDEAS of
Puritanism, and the doctrines Of
Theodore Parker, who believed
himself equal to Jesus Christ, (these
gentlemen from the "hub' arc great
boastcrs, )are taking their place in
the literary mind Of Massachusetts.
lntidcl doctrines, too gross even for
the skcptical mind Of Germany, have
found congenial soil in Ma isachu-
sctJs. Many Of her highest insti-
tutions of learning, her most influ-
entail periodicals, and her greatest
scholars are lending their aid to
the spread Of Il dogma destructive OF
the most sacred teachings Of the
Bible. Hand to hand with this in
fidelity in religion goes a system
of rationalistic philosophy born on
the banks of the Ganges badly imi-
tated by Fichto in Germany and
Carlyle in England, and by En-
erson introduced into Massachu
sets. This philosopher, by whom
the lHerdti of Boston swear, denies
that God is being so-called, but
rather a supreme law or system Of
laws. destitute of what We call per-
sonality or personal CONSCIOUSNESS.
Yet these false systems of religion
and philosophy are defended by
persons whom the member from
Massachusetts, would call 'intcllcc
tual" men-men who have had
their wits sharpened at the cx-
pense of thcis .his shrr moral ma
lures.
Mr.~Speakcr, this is sad spceta
Gle for us to contemplate in this the
latter half of the nireteenth ccntu
rv-at this time when infdel Ger
many and France arc making
mighty efforts to hiring back the
philo-ophy of the Absolute into
harmony with the great Being
whom we call God, aud whose at
tributes are infinite power, wisdom
Justice, goodness, and love.
An education that simply stores
the memory with facts, or enlarge,
the capacity uf the judgment or un.
derstanding, leaving the moral na
ture of man untouched, is but hal
education. Where generous impul