The Washington bee., 1886-10-30

among whom he had grown up,
and whose progress be had watch
ed with plea ure and of whose sue
cess he was proud. He spoke of
their industry and intelligence
and of the good use they made of
their public school advantages.
He treated more directly of lu-
cation as a factor in the ordinary
industries of life, and how it could
be applied with advantage to all
classes Of labor. 1t could no long,
er be looked upon as luxury,
nor could it beargued that because
of a mans humble occupation he
vas not in need of education. Ed
ucation did not elevate man
above his avocation, but raised
his work with him. He defended
the policy Of education beyond
the rudiments in the public schools
and said:
cit is a mans own fault now
days if he is found in the ranks of
the ignorant and unenllghtend.
The spirit of the timei, the needs
of the people, the clamor of the
multitude, alike demand, not as a
privilege, but as a right, that the
means and advantages of educa-
ton shall be brought to his door,
shall be a part OF his every day
rights as a citizen. There is not
a man here who may not send his
children to the public schools, and
have the pride of seeing that child
advance to the highest point of IL
tellectual culture. I say this be
cause this public education is not
confined to mere elementary train
ing, is not content with giving to
the pupils rudiments upon which
to base his efor, at self-culture but
this education takes the youth far
beyond this; it advances him to
the highest grades of development;
it places before MIN the privileges
and appurtenances of the college
and enables him, if he be so dis
posed, to attain the very highest
culture possible to man. 1t has
been contended by some that this
is a vice in our public school sys,
tenn; that the great object of that
system should be, not to make our
children accomplished scholars,
learned, cultivated men and WON.
EN-, but simply to Undue them
with the elements, The rudlments
of an education, and to leave the
future ambition and application
the completion of the education
appropriate to the condition and
life work of the pupil. There
MAY be something in all this and
there undoubtedly is, unless we
can find some way to make their
education Of the highest character
useful to them. If it is simply
ornamental, if it is to be of no use
il our future lives, if it can be
only available to those whose
paths lead them into the learned
professions, into the scientific pur-
suits of life, then it becomes a
very serious question, and which
it becomes us all to ponder aud
consider we'll. There can be no
question that the object of all
such education is mental training,
and along with that the imparting
Of mental strength. Men become
able to use their faculties with
greater facility, as result of this
mental training. To put the
question we are considering in q
few and as plain words we can
put it, are men better prepared tc
do the work allotted them in this
world because their minds have
been trained and strengthened OIL
not, because if it could be made
to appear that those men do the
best work in the world whose fac
ul,ies are the strongest anC
brightest, then the question is set
tied, ard no more need be saic
about it. The discussion is ended
[ have been lead into this train o
remark because / believe it il
every way practically applicabl
to the work In which I fnd 20,
engaged i'll this exposition. b
it you are making appli cation G
this mental training of which
have been speaking to the dali
; pursuits of life. You hav
> brought together here the evidenc
, of that high culture gained fror
the schools. You have made a