New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1896-06-10

HIS TRIBUTE TO AMERICA IN HIS
SPEECH ON EDUCATION AND
DEMOCRACY"


printed yesterday, continued until within few
weeks a career Of Intellectual activity which
had extended for a good deal more than half a
century II Is bat a week or two since he APP
peared in an elaborate and brilliant article in
the columns OF our contemporary, THE Herald
1t was but q few years ago that at the earnest
appeal Of the French Government he consented
to accept the position as head of the French
delegation TO the conference on labor questions
called By the young Emperor Of Germany; and
1t will be remembered that there he easily as
serted his Intellectual mastery over the entire
conference and made quick and willing captive
of the Emperor himself 1t will be OF special IN
terest to readers of The Tribune to recall his
cordial friendship for the Editor Of this journal
and to re-read the fecitous phrases In which
he expressed his regard and discussed educa-
tional questions at the farewell banquet given
TO Mr. Reid in Paris on the occasion of his re-
signing the Mission to France paragraph VI
two are appended in the original 10 show the
graceful style Of this wonderful improvisatore
and the translation is taken from the pamphlet
report of the dinner issued for the American
Colony in Paris by Brentanos
NJ lie President ma beauccup etonne
rautre jour en- venant chez moi me dire quon
ne chargeait de parer ce soir de instructor
ct de IA democratie; 81 on mavait laisse mon
inspiration je serais venu tout supplement-
apres les representsnts autorises du pays. serrer
la main NJ. Whtelaw Reid ct lui appor'er'
CONNIE II lie disait tout lheure. les sympathies
de la France. du commun peuple apres celles de
rautorite ct je lui aurais dit que sll await
queluue regret de nous Quitter, nous aviohS ue
tres vifs regrets d'etre qutteS par lul ct iue
c'etait lie seul ennu que nous aVlons Gu d SUI
sujet depuis quill est en- france
81 je voulais resumer, je ne dirai pas ces pa
roles mails renseignement que Jai dome tou'e
ma vie-et ma vie. messieurs pour vous lie are
en- PEASANT va assez loin deja dams la quatrleme
partie dun steele; 81 je Vouais resuinei ei
seignement de toute ma vie, repandons la hOerte
avec la lumere ct repandons Ia justice avec Id
liberte. VOLTA rinstruction integrae gu II lau-
draft bonner aux honmes. Nous Id uoniieL q.
Amerioue je lis tous les memories du bureau
d Education qu'on me fat rhonneur ae IA en- ~
vOyer, je lis les transactions de IACaueliiie oo
Boston, je suis courant de &c que Nous idi'es'
ie sails dams quel sens vous agisseZ Je sals que
vous avez la liberte en- accommodation el Id
justice aussi parce que Vous ne sepale~ pas
Tune de rautre: je sails que quand Vous, M
Reid serez en- AmeriQue vous resterez lluele u
cette cause CONNIE vous rave etc lei; c'est votre
cause, c'est notre cause. c'est "a cause ues DeuN
RepubliQues cest la cause DO Ihnnanite
Je voudrais Monsieur au moment oN vous
'ouitterez la France, etre sur lie dernier promon-
toire ct en- levant mon chapeau Ell en- Grant ue
toutes les forces qui reStent. Je Vous olrals
Repandons la Mberte avec la lumiere, repandohs
la Justice avec la liberte; serait lie dernier
des cris Qui vous viendrait de France
CTRANsLATIoN)
Gentlemen: II had been left to my own In
SEPARATION / should simply have come after the
authorized representatives OF the country, 10
grasp Mr. Whtelaw Reds hand. ana oHer h'iii'
ss he said lust nov, the syr ipathy OF France,
of the common people after that OF the authori :
ties. and | should have told him that If he SUI
fered any regret In leaving u.s. We very greatly
regretted being left by him. and that that was
the only pain he had given us since he came 10
France. -. ,,
But must confess TO you. the idea OF speak
ing on education and democracy would never
have occurred TO me. 1t Is SUBJECT lol
lecture, and l might, If 1t pleased me- give you
q lecture on education and democracy But
gentlemen II would not please me Qaughter)
and on the other hand. not wishing to deliver
lecture what in the world woua you nav rsy
ceased to speak of for the last twenty years and
for the last sixty years? Oaughter) | could
only repeat what We have often said ana "ha'
we have as often heard said
One fact alone explains 70 me the lntroouc.
ton of education In this banquet II is tha'
the Minister before me. who represents me
United States in this country, is. in the state
Of New-York, Regent Of the University ana ~
besides a journalist. Consequently educatiol
and democracy interest him on both sides anC
in speaking Of education and democracy. II
wished to speak Of him. should still be speak
ing of two things which concern him.
THE SPREAD OF EDUCATION
We have seen. gentlemen, great miracles
worked in this world | am accustomed 10 sd.
that the political marvels which closed the pre-
ceding century are not to be compared with IN
scientific marvels which have characterized I'M
one and which will be thoroughly UNDERSTOOD
only in the middle Of the next century: One o
the most remarkable OF these marNels Is IN
spread of education. /, who am speaking TO you
have lived in the time when we We're surrounde
only by people who could not read. Universe
suffrage was established In this country befor
we had schools everywhere. 30 that voters use
10 put in the tallot-box paper whereon wer
written cabastic signs Of which they did no
know the meaning and after having seen otne
papers which they were unable 70 understand
Every political act was taken on faith AS 500
as universal suffrage came into existeI-ce schooi
sprang up and ilhteracy disappeared At pres
ent an terate person is curious phenomenon
II any one tried to find a man IN Parls VINO can
not read believe that with all the lanterns i
the world one would have great deal or trou
BILE in finding him. Then came the Republic
and when the Republic came IT naturally III
creased still more the means OF instruction. an
no, only increased what We had, but demande
new means and has never ceased 10 deman
them ONLY gentlemen, all the amelioration
hitherto brought about have been ameorati ton
in primary education. In what We call the elt
Tentary school
THE LUXURY OF a DEMOCRACY"
maintain that this is not the aim Of the RI
public and that the amelioration of higher edt
cation. Of the most liberal ana advanced instru,
tion is the natural luxury Of a democracy. w
have no longer Court and we do not war
one again: but we have and we desire 70 nav
universities and therein now lies our power an
greatness However, you know what happen
a. Ministers ask us In Parliament TO make gran
10 increase the means of primary education.
are prepared to vote them with prodigality.
thew ask us to aid Universities We object, ar
n "a necessary to ask good many times TO Of
tain from us, l do not say few millions. NJ
even the shadow Of a million. but the appea
ance of a new effort for the higher deveopmel
Of humanity.
7 believe, gentlemen. that when PaTliame
shows itself thus misery 1t is not following o.
the ideas Of democracy; and ! believe that q
mocracy itself Is not mistaken In this matte
81 entertains a desire concerning education, al
for my part have also. In order not
deliver lecture and TO be able to close the
Few remarks very rapidly. will tell you VIII