Saint Mary's beacon. [volume] (Leonard Town, Md.) 1867-1983, 1881-01-20

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900, which The gentleman mentions as
being appropriated 10 colleges and aca-
denies on the common schools, and you
will moi raise the standard in an appre-
cable degree, and you restrict, by so
doing, all chance for the humber classes
to acquire that culture which Is as much
their right as it il the right OF those bet
ter circumstance. AS now used, the
amount gives tomany this chance " hich,
il you take away this appropriation,
would never go beyond the rudiments
Of education. But Mr.. H. tells us the
rudiments are all that should be re-
CURED at the hands Of the State--that
the State has no interest in the high
cr development of The public mind
He would leave this in the hands Of the
fer who have capital TO carry II on,
leaving the ordinary, TO use home
ly old saying, "to come out at The little
end of The horn" Take, as an iluslra-
ton of collegiate instruction afforded by
private capital, the Johns Hopkins Unl-
versity, which has an endowment OF
over S3, 900, coo, but with all this, apoor
student cannot enter, becsase il IS too
costly. None but those who are able
10 pay the large fees can enter. Proof
positive that private capital does not
give the poor youth a chance, butthrows
It's advantages into the hands OF the
wealthy. But small proportion of the
large amount annually donated 10 our
colleges goes TO pay the tees OF poor
Young men, 1t is mainly taken up in en-
dowing professorshiPS, erecting new
buildings the collection OF museums,
laboratories, etc. These State scholar
ships are, IN the main, taken up by those
who are unable 10 pay their own way
Mr.. H's dicium 10 the contrary no!whh-
standing; and think 1t a matter Of
small consequence whether they be
obliged to teach, after graduation, TO
the influence their cultured mind will
undoubtedly exert on The community at
large. That they may teach as a means
to an end docs not effect their useful
ness az teachers. 1t is an honor 20 them
that they seek to rise higher and high
or. No Justly balanced mind would,
for an instant, find fault with man
who studies law, for instance, while
teaching and obtaining the means to
pursue his course. III am not greatly
mistaken Mr.. Holmes renders himSey
liable to his own objection, as be has
used his position as a teacher as
means TO a "more rcmUH0aiire profcs-
sion" and 10 lol,l himself into the favor
Of the people There is an old but tritr
saving which runs thus: Those that
live in glass houses should not throw
ttones" He asks, lis II fir amt just
Does the gentleman consider any COM
petition fair and just? A. brings hls
wares 10 market. b. brings better ones
at The same price. Shall We refuse
B's because 's may spod oad thgs c'aH a
loss upon nim2 All gain Is ul 'he cNp,n'f Of
others set mankind considers b Ju-i HAT Nt
shall enjoy such gain, whether Of mind OF mat
ter " ben several young men cutrr into COM
uetiton for a scholarship, IL is at their own
isk But one can sin, aud Il b doos mot Fmn
tNc desired object IT, ii just that Le should turn
lc the successful A and auut him with being
educated al his y expense when Dc be had
BEEN successful, he uOuld have euieria'H'd tbe
same opinion o. 4 ? An public education, us
"a
pcusc Of tho minority for thc HGrhi OF llt ma-
jurity on well ~ themselves. ] viii lius-
rate: and J. are rich mcn and pay large
amounts MS taxes for the supper Of Che rt'ie.-
e.. D. and l.. nIc poor men and laf ilu.r or
nothing rs iUN,s--yci ihoy cuJuN She same rights
OF citizenship, have equal benefit lfom The laws
and Institutions SO A md Il. ID costs Them
nothing, Tor they contribute nothing 10 the gen
sral expenditure, and they enjoy ihc public BEN
a.. y.F IA
&C our population nte 10 hc pui into The closs q
G.. d. and y -non-eontribuiur-bu enjoying
The benefits Who saws Inst Ibis F uuJuNl 1t
il law Of The human race That man shail re-
ceiye benefit ~ the expense Of bic fellows. A.
son together with those OF Y J and r., cutor,
ing into competition for u scholarship. have m
equal chance, but when the examination closes
As son has given grcnlcr evidence o, ability
than the others. Now, is Il fair 70 deny him The
fruit, Of his greater ability You may ne web
contend that poor man shall not drive bis ok
team along tho public rond lccunse he has paid
no taxes 20 aid i'm its construction. II the State
has right 10 tax its people for the support OF
the common schools, II has Hu equal right to 50
higher aud give to all who msy desire ii free
collegiate instruction, y will thank any per
son, said Edward Everett TO tell me why II
Sexpcdicntand beneficial in community TO make
public provision for teaching the elements Of
make similar provision TO aic the learner pro-
grcss towards the mastery Of the most difficult
branches Of science end the choicest reGncments
Of liiemure" This granting offree collegiate
instruction tends 10 stimulate the ambition Of
The pupils OF the primary schools and render
them more efficient, by infnsing the pupils with
The ardor which worthy emulation always gives,
for three-fourths Of the work must be done BY
fhsE,-ihe action must come from within and not
from without Point out 10 our youth The ave
nue. whereby, with patient eNerlion, they can
climb higher and higher up The bill Of learning,
and which is free TO all who choose TO use IT, and
you stimulate their energies and arouse their en-
thusiasm nj the chance 10 gain the key ofpower
and knowledge and this cannot but have a
marked effect for good on our system. mo
system Of public education" says Huxley, "a
worthy The name unless II creates great edHca-
tional ladder with one end in the gutter and the
other IN the university" Let the public school
system still be what it has ever been, the palu-
dium Of our civil liberty, but LET us not stoI
here, but remember, that knowledge is power,
and the greater this knowledge si the greater
the power in IFS truest sense, and that the cul'
iure and refinement Of people are the indice'
of its civilization nation is but halfciyilizcd
with one class highly cultured and refined BY
all fhn uolich that art scpnce and literature car