New-York tribune., 1878-06-20
MAnIsnN rNlYEKSITY.

OF SUPPORTING ONLY PRIMARY EDJOA-
TIoN DIPoLTTIC NO CASTE IN EDUcATloN-
GOOD GOVERNMENT PROMOTED By SYSTEM
OF HIGH SCHOOLS.
HAMILTON, n. Y, June 10.-The Hon. Horauo
Seymour delivered an interesting address on Eduea-
ton before the Alumni Of Madison University to-day
Below Will be found extracts from the address;
controversy has grown mp about the schools acade
mics and colleges Of country and has gone so iar
as to excite on hand IN the minds OF some hoSuU
to the support by the public OF any but what Is caou
Primary Education. the other hand nre those who
hold that t is the duty OF General Government to
establish, ut public great universities, ana III
the end to assume jurisdiction the education OF
the American people Both OF these parties are hostile
20 our present system which has grown mp through
long course Of years. and which has always octh
identified with the structure Of American society
and forms Of government Both Of these extreme par
ties nye wrong One because they look at the subject
solely in the light OF the influence OF learning upon the
who gains the other because they disregard lhe
genius Of our Government. We cannot deal win uIle
question in truthful way unless we Keep In view IHo
history Of our country the Influences which have shaped
its political and social sIrucres the needs OF all classes
for difused knowledge in ecence, art ana eratHrci
and above ALL Of that intelligence and virtue which en-
a0les every citizen to do every duty put upon
him by our laws, and which makes him one
who upholds. by his Of life, those I'M
written statutes of moral Observance which make the
lire the greatness, and the glory 81 states.
Infhn course Of large experience w public adnrs,
have struck with the wisdom OF men trained IN TINS
Way all that relates 10 Our state or country Ihey are
J well grounded in the udiments of government. when
we look through tho different departments Of our laws
or towns in which We live, concerns us nun
dred fold moro than oil others The protection
the good o. the bad influences which Sguard or
or home Governments a. Is here that education Is Of
vital importance Here II must be cherished NOT Only
by the local community but in every home aud al every
which would take away tins home subject ana give
Jurisdiction TO the General Government or that which
holds schools may teach TOO much aEd tha
and colleges for the benefit OF class ana
not for the general welfare.
cannot at this time dwell upon questions which have
excited the public mind about common schools, the
amount Of instruction they should give, the way IN
winch they should be conducted, nor the extent TO
which they should be kept UP by taxpayers But wish
to show what education does for all classes Of men en-
gagged in the active duties Of life aud rcpel the charge
that the higher institutions OF learning can IN any way
ne hurfu to elementary education. While tiis idea "a
not distinctly stated, nevertheless IN covert
way il runs through the arguments Of those
who obi ct to giving them any measure OF public
aid Those who urge these objections, mccDsciousiy
perhaps, teach that knowledge Is not 9hl bi2nelS lh
the usual Of the term, but that 10 Il held by some
20 The disadvantage OF others, and i therefore IN some
degree hostile to those who lack A. H. q" asle hu9its'
marked 10y truths well stated, 81 Is charged thal
Cyi s3o5 he common school syslsm" IL may be that
cities and towns are NJ tunes WrOuEiWy taxed hI tle
u
amount CONSTRUCTION IN school eau harm another
when tue last according 60 the opponents Of second
airy education, TightiuIy limited 20 primary teaching
The eloquent author Of this address gives list OF sub
icts taught IN higher schools aud then GsAs: thcy
are necessary TO 1T O man 20 vote 10 enable him 10
] oi t C,I.;;rr,rinn esprciaIly when the pull
pit the press aud the rOsrum are continually enght
euug him to his duties. Must the typical ctl1eh
SInnsj =" In a good degree he answers tho very OBJ
lection he urges he states that the pulpit, the
press and the rosrum culighen tho citizen He shows
bgt willie n NAV not be necessary each should be
taught in schools all the knowledge TO which he refers
To learn the Of these duties Jet us look beyond
the offices aud work Of academies and colleges TO an-
other held OF action, TO which, these only uiroduc-
tory There is grand school OF peculiar aspects In
country for which all other educational organizations
Ouy do the preparation for It's Offices and duties
that which enter at manhood, and In which We are
all teachers and learners through me-unDaid teach
ers uBtaxed learners / mean the school Of 6ociRl
and political, business action and intercourse.
Men err look upon learning the sole property Of
him who has IT, or who hold that giving man educa-
ton by public aid is like giving him material things a.
the cost OF others lhe avs OF p9Dlc9i tSonoiy, o
supply and demand do not apply to H. ana II madness
TO alone these 20 give our people the Enowedge
that we What buy 20 cothe or feed your body
is yours against the world which Is cut OF from
its WHAT you gain 70 adorn aud ieed your
use your property you take away its use from all 9th
when You use your knowledge you can only 90 SO
by giving u out to the communities In which yuu live.
strip from workshops all that learning has devised
or discovered and Won would stop the wheels OF prola
HE industry strike out of existence all that higher
schools have done to aid all pursuits, ana a
dark cloud would Overshadow our Land. Destroy
the intelligence they lave didused among ali classes
and all forms Of property would sipk IN value
In view OF these facts what becomes or the charge that
wrong Is done to labor or TO properly when Iihnsl!S
learning Is upheld IN some degree at LC Pupc Iont
We protest behalf Of those who In early fe could not
gain educationi in behalf Of labor IN pehali OF
taxpayers, against tho teachings OF those VINO
would subject knowledge 70 the rules Wmch
govern dealings In material things Nothing can
be more hurtful than feeling that learning
helps men Of condition more than OF another II
may grow up II the value OF knowledge 70 oil Is not kep
alive IN the public mind Al hrst view II may IO1k az u
only wealth leisure could gam and reap It's great re
wards. TO the map OF the eaTth ana yOu VIII
nnd those countries whore science has made lis
tectcd ana paid In such countries al forms OF prop
rrty regCh the highest values. III is alleged thdl the
public may not Hghttuly be charged with the cost
OF any education save that Wlnch ms iOf the
duty citizenship and that all other branches are 70 be
cut OF be said IN reply, that all kinds O learning
are knit together and give mutual strength They
rrain tbe mind in WAYS TO perceive more clearly
on 0ives ' vig1T 10 the body and enables men 10
What rights OF abOrcrEi Not only equal laws 10
give fair chance TO gain wealth. but system OF
and morally as high that held by any. They have
right 70 say 10 others when forced 10 leave schOOl-
houses for the toll OF workshops or helds; " We must
labor 10 supply wants ana yours IN material thhEs
When we feed and olOthe and shelter yOu and others
by our work and by our skill, we demand that
you who shall gain knowledge, 70 that you
have much 10 do with each other IN the analIs OI
life and while we cannot learn all the processes OF
sieuce auy more q an you can learn skill and labor
you tell tae results you reach ana meet the wants
OF our minds meet the wants OF your bodies You
will speak OF what you know from the pulpit ana fOs-
tTum and through the press and thus we shall enjoy
the fruits of your labors you do those OF ours
RUTGERS COLLEGE.
COMMENCEMENT DAY-THE GRADUATEs-sUBJECT
OF GRADUATING oRAuoNs-DEGREEs CON