The Austin weekly statesman. (Austin, Tex.) 1883-1898, 1896-06-25

be rcckOncd the beginning OF puDllc cdu
cation in Scotland. What followed|
says Macaulay. An Improvement sucl
as the world had never seen took place
in the moral, intellectual character OF
the people. Soon, in spite of the rigOl
of the climate in spite of the sterility OF
the earth Scotland became a country
which had no reason TO envy the falrcSI
portions Of the globe. Wherever the
ScOtchmnn went, and there were few
parts of the world to which he did not
20, ne carried his superiority with him,
If he was admitted into n public Office,
he worked his way up to the highest post,
if he got employment in Il brewery or
factory he was soon the foreman; if he
took II shop. his trade was the best III
the street; if he enlisted in the army, he
became n color sergeant; if he went to Il
colony, he was the most thriving planter
there. The Scotchman of the seven
tccnth century had been spoken of in
England MS we speak of the EsquimauX.
THE ScOtchman of the Eighteenth century
was an object. not Of ScOrn, but envy.
| The cry was that wherever he came he
got more than his share; that, mixed with
| Englishmcn or mixed with lriShmen, he
rose TO the top as surely rs oil rises to the
top of water. And what had produced
this great revolution? The Scotch air
was still as cold, the Scotch rocks were
still MS bare as ever. All the natural
qualities Of the Scotchman were still
what they had been when learned and be-
ncvolcnt men advised that he should be
| logged like beast Of burden to his daily
task. But the state had given him an cd
| uCatiOn. That education was not it is
true. in all respects what it should have
been. But such as it was. it had done
more for the bleak and drcary shores Of
the Forth and the Clyde than the richest
Of soils and the most genial Of climates
had done for Capua and Tarcntum."
But these influences did not come Who'll
ly or even chiefly from the lower schools.
They came mainly from the universities.
We may be sure that universities which
have given the world such mighty forces
rs the modern CondCnSng steam engine
and the great doctrine of freedom of
trade could not fail to mould and inspire
the lives of the people who treasured
them ms their choicest pride and glory.
Like the German universities, the uni
vcrsties Of Scotland have always belong
ed to the people, and have influenced more
than all other forces the national life and
character. recent writer on this sub
jcCt says:
"Thc universities of Scotland have been
more intimately related TO the life of the
common people than those of any other
country. To their democratic spirit may
be traced many of the characteristics
which diifcrcntiatc the Scotch people and
policies from those of England. TO their
widespread influence. to the ambitions
which they awakened. and to the oppor-
tunities which they brought within the
reach of the whole body of Scotch youth
is due, in large measure, the independ-
cnt and honorable part that Scotland has
played in the history of the United States
This peculiar character of the univcr-
sites has been foStcrcd by the curriculum
of the common schools; by the easy pas
sage from the schools to the higher insti-
tutions by the inexpensive mode of stu
dent life in the university towns. and by
the great number of scholarship funds
available for the poor"
Turning from the old world to the new,
we find Illustrations no less clear and
convincing OF the power of education.
Twcnty-scvcn years after the landing
of the MayllOWcr ut Plymouth Rock, the
general court of Massachusetts ordered
that every fifty families in the colony
should maintain II public school and ev-
cry hundred families n grammar school,
fitting boys for the university. Harvard
college was then eleven years old. 1t had
been founded before the first child born
in the colony was old enough to enter its
doors. The Puritan colony began its
life with Il firm reliance in popular edu-
cation. Before generation passed away
the little colony was equipped with elc
mcntary schools and colleges, all support
ed wholly or partly by public taxation,
and all the property of the people. OF
the colonists one man in twenty had grad
uatcd from the great English university
at Cambridge, They named their town
for the university that had inspired their
lives and their college for the philanthro-
M l,,ln bn |, bot
ic vision saw that little colony spread
over II mighty continent, and dying. be-
Qucathcd to it its torch of learning and
power.
Great is the commonwealth whose
foundations are liberty and learning,
where every child is blessed with instruc
ton and every man is clothed with citi
2cnShip, where popular sovereignty rests
securely on the firm basis of popular ed
ucation. The commonwealth thus plant
cd on the bleak cost of Massachusetts
grew rich and strong in educated labor,
in labOr-saving machinery, in commerce,
trade and manufactures, in domestic
affairs. economy, in great enterprise de-
handing the cooperation of accumulated
capital with intelligent and ambitious la
Dor. in efficient and economical admins
tration of public affairs. 1t became the
land of the steam engine and the steam
boat, the factory and the mill, the rail
road and the telegraph.
TO the southwark another colony was
planted. Its basis was not universal ed
ucation. 1t leaders were heroes and
giants in intellect and character. They
planted commonwealth unequalcd in
modern times for the patriotism, learn
ing and virtue of its public men; for the
beauty, purity and grace of its women;
for the matchlcsS cloquence of its orators;
for the fortitudc and gallantry of its sol
dicrs, and for its unconquerable devotion
to personal liberty and constitutional
government. 1t was IN agricultural col
ony, of strong and simple life. without
cities, without factories, with little COM
mcrcc. Its character was patriarchal, and
its power proceeded not from the mass
of the people. hut from their mighty lead
crs. 1t did not comprehend the power
of universal education. "Thank God"
said Governor Berkeley, there are no free
schools in Virginia. nor are there likely to
he for yet one hundred years" Between
this colony and the one north began Il
struggle for the possession of the CONT
ncnt. That struggle, though colorcd by
sectional prejudice and apparently politi-
cal was in its essence Industrial 1t was
n struggle of the free educated labor of
the north against the uneducatcd slave
Dor of the south. One by one new states
were taken in, free or slave, rs the emf
grant from Massachusetts or Virginia