Daily globe. [volume] (St. Paul, Minn.) 1878-1884, 1882-12-29

language to establish parochial schools
was regarded as growing evil.
The American school system had its own
method of growth. 1t was the most demo-
cratic and cosmopolitan of any system in
the world. 1t was not little patch of
Ireland, England or Germany, but it was
solid unity without faint of proyincialism.
There could be no greater mistake to
suppose that the American government had
no character of its own; that it was the
jelly fish of the nations. Il must not be
forgotten that the common school was tbs
only institution in which could be taught
the noble duties of citizenship.
this system remanded all tongues to one
side as elements of a higher or secondary
education; it was not wise to repeat old
mistakes in land like ours; OUT land and
our hearts were open to all, but the Ameri-
can common school was tie m anu
factory of great American citizenship.
The speaker then referred to the in
tellectual bondage of many of the old
world countrieswnere education was too Of
ten the subservient tool of the church. Moth
ing was more hostile to freedom than the
prescription of any class, but when an Or
der of priesthood attempted to interfere
there should be the cry of not one cent for
subsidy but millions for the education of
the citizens of the state.
He here alluded to the charge that the
public school was Goddess and said that
this was only cry that would exclude a
man from heaven because he would not
enter through the portals of the church.
The public school system of America is
essentially free from the tyrannies of
caste and race of European countries and
in this respect its influence had
been quite as powerful and beneficial as
that of the church.
Allusion was thsn made to the effort in
some portions of the country to engraft
the social or class distinctions of the old
country. In very glowing language the
speaker adverted to the Industrial force
and progress of the American people dur
ing the past ten years, the public school
being named as the lever of reform.
He thought there should be industrial
schools, but he was opposed to anything
that would encroach upon the system Of
the public school; the hue and cry about
industrial schools was often only the spe-
cious attempt to introduce the system that
had produced such tragic results in Europe.
The influence of public education as a
lever to lift the masses from illiteracy, was
alluded to at some length and the speaker
descanted quite eloquently upon the in
fluence of popular education in the cause
Of universal welfare and liberty. The dan
gers of illiteracy to the state were graph
ically described, and the vices that follow
in the train of ignorance, were pictured
with narrowing minuteness of detail. The
condition of the poor whites of the South,
their squallor, degradation and poverty
. e also cited.
Such an element, he said, was a perpet-
ual menace to the Union, and Massachu-
sets alone contained nearly 100000 for
eigners who did not care whether they ever
learned to read or write. Every Northern
city contained this element to some degree,
and the speaker drew a frightful picture
Of what might ensue should the rampant
diabolism of the North lock hands with the
disreputable elements of the South: it was
restless and turbulent barbarism, and the
most successful way to meet it was by popu-
lar education through the public schools.
The speaker concluded by referring to
the public school as the bulwark of peace
and liberty the conservator of happiness,
UAAo oSAOOA AVA AAOoPo1OduCc anu pdIT1Ob-
isms, and in short glowing tribute was
paid to the splendid system of public
school education in the United States.
The speaker paid very eloquent and
sensible tribute to women in their charac-
tiers of teachers; he spoke of their inesti-
mable influence when e1erted f0s moral
good, their faithfulnsss, patience "a gen.
tlenes 8, making at the same time a plea
hoff
alluded to the power of good character,
the necessity for a common school edu-
cation that will qualify men and women for
the actual work of life, more thorough ele-
mentary training and for better knowl-
edge of school limitations on the part of
schoolmen and the application of the prin-
ciples of true progress.
Adjourned until 8 o'clock this morning
when papers will be read on penmanship
and teaching English to children.