The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1888-02-26

sentatives, two classical, common school and
academic.
and academic.
oregon-Senators, both common school and aca-
demic- Representative, academic.
Pennsylvania-Senators.b both classical. Represent
aflves. nine classical eighteen common school anu
Rhode Island--senators. both academic Repre-
sentafives. one classical. one common school.
South Carolna-Senators, classical, one
academic. Representatives i've classical. two aca-
denc.
Tennessee-Senators, both common school and
deuc Representatives, four classical, six common
Texas-Senators one classical, one common
school, Representativ two classical, nine common
yermont-Senators both academic. Represents
tiyes, classical. one academic
school and academic Representatives three cassi-
al, seven common school and academic
West NEUTRALITY-SUSPICIOUS., one classical, one common
school. Representatives. two classical. two common
school and academic
Wisconsin-Senators one classical, common
school, Representatives, three classical six common
school.
Territorial delegates three classical five common
school and academic.
From the analysis it appears that of the sew
enfy-six Senators thirty have received classi-
cal education, and forty-six, or eight more than
one-half, have been educated in common schools
and academies. OF the 333 Representatives and
Territorial Delegates but 10S have attended col
lege. while 225. or ffty-nine more than one-half
of the entire number, either Sef-educated or
have received their instruction at institutions
whose curriculum did not extend beyond the or
binary English studies.
Of the relative influence of the two classes it
is not my purpose to speak. Nor could DO so
without obvious improperly. This phase OF
the subject is not included in the inquiry wheth-
education helps hinders the young and am
bilious aspirant in the preliminary contest for
preferment in public affairs.
Generally speaking, however, it may be said
that college graduates, rule, exhibit a cer-
tain lack of practical capacity in dealing with
men and things. They take subtle and abstract
cautious and conservative. rather than progress
sive and radical. 1t was said of Joseph Addison
that he failed as Secretary of State because, in
composing his dispatches, he hesitated about
forms of expression and the rhetorical construc-
tion of sentences til, the emergency passed
Senator Sumner was another illustration of
splendid ncapacity for practical affairs in legis-
lofty, and it seemed impossible for him to real
ize that statutes are the result of compromise
and adjustment. If he could not what
was to his conception absolutely right and just
he resoutely refused to accept half measures.
He you'd either reach the gaol or take no step
In its direction.
Superior scholarship alienates a man from the,
mass of his fellows. and puts him out of sym
pathy with them. 1t erects barrier which
must be overcome before confidential relations
can be established, and the young mon who are
aspiring to leadership In the coming generation,
in their struggle with poverty and adversely,
find consolation in the reflection that the
great leaders of this age mad neither degrees nor
diplomas. Abraham Lincoln. the greatest of
all, had the humblest origin and the scantiest
scholarship. Yet he surpassed all orators in
eloouence. all diplomatists in wisdom all states
men in foresight, and the most ambitious in
fame. JOHN j. INGALLS,.