The Richmond palladium. [volume] (Richmond, Ind.) 1855-1875, 1873-02-01

WpOfln8 men al over the WOrlu are
beginning to see that the reason of
their hard work and small wages is
their deprivation of educations-
Great Britain is not moving for re-
is too wise for that
-but she is moving for education,
and the question is, shall the State
educate or shall the Church? Shall
the schools be secular or sectarian!
And there was no doubt how that
question would be settled in all ma
tions-that the State shall educate
and not the priest. There was no
doubt but that education in the
Mnds of the priests had been of
great benefit to the world, but in
the advancement of society it had
come to pass that the priest was for
the spiritual and the school master
for secular education, and the school
master had become a separate and
distinct profession as much as that
Of the lawyer or physician. As in
ID Great Britain SO In Germany,
adacation had been part of the
ssry idea of ne, ana It was ednca-
tion that had raised her to stand
head and shoulders above all the.
Christian nations of Europe. So
Austria accepted from her conquer
or her system of common schools,
and after fifty years she will stand
with more illustrious strength than
ever she did So France-the low
est now of the nations, but little
while ago the proudest-France
was found when struck with the
mailed hand of Germany to be
hollow, and it was the want of
knowledge among her common peo-
pie that put France down. She had
an ignorant peasantry, and her
army was poor compared with the
army that came forth from the Ger
man common schools, and she never
will stand as she did before until
she educates her people. Where
education prevails, bad government
is difficult and good government is
easy. In proportion as a people
are educated you develop i poplar
sentiment, and public sentiment is
the sum totalrof the thinking of the
community. Education also in
creases the wealth-producing power
/ of the State, which makes it easy to
levy and collect large taxes. There
are men in the community like
moths, they take continually and
and never give anything; there are
others that just give as much as
they take, but upon an average, one
industrious man takes care of about
4 ten. There were some classes that
could be allowed to be non-produ-
GERS, children and old men, but the
great middle class between child
hood and age ought not to be al
lowed There were some that class
| ed women with the non-wealth- pro-
| ducing class, but he Mr.. Beecher1
thought that woman. In her house
hold duties was the fair partner OF
man in the wealth acquired. There
were many young men lounging
around street-corners that produce
less than they consume. If these
men were educated the wealth Of
the State could be doubled Indus
try required an atmosphere to make
it valuable. The reason why manu-
factures did not thrive as well al
the South as in New England was
because in the latter the people fol
generations had been educated te
industry. and at the South they had
not. The workingmen were organ
izing in clubs and associations tc
better their conditions; he was
heartily on the side of those mer
in all their efforts to improve them
selves, but when they asserted thai
one man was as good as another, il
depended largely on what that othel
was. Men were free in one sense
) they ought to be free, but they were
not as matter of fact As to be
ing equal, in one sense they wer.
equal; they stood before the Law
squally; but that did not mean t,
, cay that they had the same produc
tive power. Men were not equal il
that sense; one man could do NOR,
than another, and that was the high
est man that could do the highes
: things; s'for as sure as there is
: God in Heaven continued the lee
turer, no man can go down that ha
| an educated brain, and no man cal
: go up and stay up that has not
fApplause] There were special rea
sons why America should press th
!, matter of popular education. On
+ was the reason of her great popu
4 lation spread over SO vast an exten
T territory that with universal sui
: rage the government was imperile'
urlirsp the peuple were educated.-
! An educated people brought fror
t every quarter of the globe eoul
! be fused into Republic when j
l was Republic like this, broken Vi
T into States, but if it was aconsolids
] ted Government it would not las
: a generation; but when. New Eng
e land kicks up she merely Lifts
hinge, and when the Middle hump
: up that does not disturb the Boz
) der States; he believed In Stat
8 rights but not in State sovereignty
There were great many peopl
8 that did not believe in universal su
r frage, but it was here and we mus
q make the best of it. Before thi
generation shall have passed away
n said the speaker, women viii vot
g in all questions Of schools or polio,
4 whether they vote on matters {