Vermont phÅ“nix. [volume] (Brattleboro, Vt.) 1834-1955, 1876-04-21

lie IS lttScn, III WHICH the Oluer meulpbIS
Of the school participated. The various
parts were effectively given and the truths
designed IN be illustrated were clearly
brought out and carefully impressed on the
minds Of those present. The school on this
occasion, as on so many previous ones, APP
peared 10 excellent advantage.
DEEcHER's LECTURE.
Forty-eigbt years ago, the Young Mems
Rhetorical Society of Brattleboro, through
Mr.. John c. Holbrook, invited an Amherst
student TO deliver Fourth of July temper
ance address in the old meeting house on
the common. The stranger walked up
from Amherst, delivered the address,
pocketed The $40 which the committee
handed him, and walked back 10 college.
II was the young mans first elaborate ora
torical effort, aud his name was Henry
Ward Beecher. Amer many disappoint-
menls, Brattleboro people have at length
had another opportunity to hear the same
man, now grown old and famous, per-
haps, as no other man in America. Mr..
Beecher arrived in town Wednesday
morning on the 1920 q. M. train from New
London, accompanied by Mr.. Jones Of the
New England lecture bureau, aud regis
tered at the Brooks House, where lie re-
NAMED in quiet during the afternoon. At
the lecture hour large audience assembled
at the town ball, and the passage ways
wero lined with people anxious to get a
glimpse at the distinguished gentleman.
lie was introduced from the platform by
r. w. Clarke, Esq.
Mr.. Beecher opened by abiding to his
first lecture here, and remarked that be-
cause Of having been the scene of that early
attempt, the place was linked in his mind
with pleasant associations. He expressed
his regrets at the disappointment which
had been occasioned by previous an
nouncements Of his coming, for which,
however, he did not hold himself RESPONSE
bic. He then announced as the subject of
his lecture, 1.-The Moral Aspects of Educa-
ton"
He remarked, in the first place, that in a
low Stale of society, in which the mass OF
the people are the mere tools and servants
Of the rich and powerful, this question
could have no existence. In The early his
tOric ages, education was only for priests
and mobiles and the children of the rich.
1t was not until after the reformation that
the education of the common people was
thought Of The idea of popular education.
so far as the speaker was aware, was first
preached in Holland, as late as the early
part Of the 18th century, and the man who
advocated it, with his entire family, was
expelled from the church. The strongest
opponents of the idea were the people
themselves. To-day, the idea of general
education is accepted, not only in our own
country, but in Germany, in France, in
Italy, and even in Russia. The democratic
idea is spreading throughout the monar-
chies of Europe. The people are asking
themselves, why and how are we ruled
over as we are? BY what power do the
few rule the many? And they are begin
ming to see that 1t Is through the power of
education. II is always the case where
there Is an ignorant class and an educated
class, the latter Is always at the top.
Schools and books are now demanded
and the crowned heads are showing a will
lingness to grant them. Why? 1t is
found that educated people are easiest to
govern. 4 little knowledge makes men
restless and hard to rule, but full knowl-
edge furnishes a remedy for the evil, be-
cause 1t leads men to see the wisdom or
good institutions aud laws and the neces-
sity of obedience thereto. There is now-a-
days a great deal of democracy under the
forms of monarchy,-and also great deal
OF monarchy under the forms of democra-
the prediction that there were to be no
more was. Since that time five OF the
greatest waIs OF history bad taken place
he could not, therefore, claim the gin of
prophecy, unless by the rule Of opposites.
If education does not do away with war, it
at least decides the conflict. The best edu-
Gated army is the most powerful army. II
was the German school house that con-
quered France.
Again, nations, like men, never have
crease their productive power. Counting
out the women, children and invalids, it is
fact that not one-half the men 10. day earn
enough to pay their own way. There are
so many moths and drones-so many like
young robins sitting with open mouths
which others have 10 I'LL. One-fourth or
one-tflh of mankind are obliged to do the
work of the whole. The forces of society
are largely unused-like streams possessed
Of vast capabilities of power, but allowed
TO run TO waste.
Labor is valuable in proportion as it is
intelligent. Clay is cheap, but china ware
made from clay is dear. Why? The labor
involved in producing it is of high grade.
Mind power gives value. The speaker
was not lacking in sympathy for all classes
OF working people; but the idea INDUCED
in by many OF the unintelligent that by
combination alone they can raise them
selves TO the higher level occupied by the
educated, is false and harmful. The roots
OF the apple tree cannot bear fruit-only
the lofty boughs. Ignorant men may
hoist themselves for brief time, but thew
cannot remain in that position unless held
up by artificial means. If they wish to
rise, let them cultivate-educate-th
selves and then they will rise by the force
of a law as powerful as that of Cravitation.
As exemplifying the fact that the more
highly educated the labor in any commu-
nifty the greater the wealth, Mr.. Beecher
presented figures showing the contrast be-
tween different sections of the Union, The
highest average of wealth to population is
found in Connecticut. In that State the
internal revenue tax amounts to $3.50 for
each inhabitant-in Arkansas only % cents:
in Ohio to S5.67-in Tennessee TO only 60
cents. In Connecticut the Post Office de-
partment realizes an average of 20 cents
from each inhabiiant-in Florida it loses 81
cents. Five million dollars invested in
schools by the State, the speaker declared,
would yield better returns than If placed
at compound interest for my years. No
policy was so mean and miserable as that
which would stint otif schools and school
teachers
Mr.. Beecher then spoke of the education
al effects of the ballot upon the foreign ele-
ment, and upon tho negro, aud declared
that the giving of the ballot TO a million of
emancip tied slaves was an exhibition of
confidence in the soundness of our inslitu-
lions the like of which the world had never
before witnessed. But, said he, there
exists class among us 10 whom the bal
lot still remains TO be given, namely
women. People may pine aud whine as
much as they please, this is sure to come.
The grounds OF this belief were dwelt upon
at length and with much force.
1t is the duty, as well as policy, Tor the
State TO educate its children. Aud, more
over, common schools should be common
Aful. ,l,,r., a..