Evening star., 1921-02-12

ASPECTS OIL Lincoln y
which each year endear him still fur
ther to all sorts and conditions of
Americans, as exemplified in his writ
ings and spoken words. and incidents
of his public and private life come
readily to mind on the anniversary
new ones and showing the DISPOSE
tion of the nation for which he died
to enshrine every possible detail of
the career of the martyred President.
Lincoln's wit and humor, his re-
ligion. his broad humanity. patriotism
and humble spirit: his views on all
questions; how he looked, what he
said and what he liked, all receive
attention. The tall figure arguing
with Seward or Stanton or with some
overrated military man, or the same
tall figure bent over the counter of
Stuntz' quaint shop on New York ave
nue. in an eGort better to discrim-
mate between rival sets of toy SOL
diers, are alike pictures precious to
the minds of those who knew him in
the flesh and those who reverence
him in the spirit.
Importance Of Education.
Here are some of his views on edu-
cation, as evidenced by his address to
the people of Sangamon county, de-
livered March 9. 1882:
Upon the subject of education, not
presuming to dictate any plan or sys-
TEN respecting it, l can only say that
view it as the most important sub
ject which We as people can be en-
gagged in. That every man may receive
at least a moderate education, and there
by be enabled to read the histories of
I, ,fttn h&yx ,iot,
he may duly appreciate the value of
our free institutions, appears to be an
object of vital Importance. even on
this account alone. to say nothing of
the advantages and satisfaction to be
derived from all being able to read the
Scriptures and other works, both of a
religious and moral nature, for them
selves.
For my part. desire to see the time
when education-and by it's means
morality, sobriety, enterprise and in
dustry-shalI become much more gen.
eral than at present, and should be
gratified to have it in my power to
contribute something to the advance
ment of any measures which might
have a tendency to accelerate that
happy period
Labor and EducatiOn.
The close relationship between free
labor and universal education was
emphasized by Lincoln September 80,
1853. when he gave the annual ad-
dress before the State Agricultural
Society of Wisconsin.
Gated people did not perform manual
labor he said. They managed to
eat their bread, leaving the toll of
producing 1t to the uneducated. This
was not an insupportable evil to the
working bees, so long as the class of
drones remained very small But now,
especially in these free states. nearly
all are educated-quite too nearly all
to have the la bor of the uneducated in
any wise adequate to the support Of
the whole.
1T follows from this that hence
forth educated people must labor.
Otherwise education itself would be-
come a positive and intoierable evil.
No country can sustain in idlenesa
more than a small percentage of it's
numbers. The great majority must
labor at something productive. From
these premises the problem springs
How can labor and education be the
most satisfactorily combined"
by the 'mud-sill theory, it is as
gumed that labor and education are
Incompatible. and any practical COM
bination OF them impossible. =
But free labor says: No Free
labor argues that as the author OF
man makes every individual with one
head and one pair of hands, it was
probably intended that heads and
hands should cooperate as friends
and that the particular head should
direct and. control that pair of hands.
AS each man has one mouth to be fed
and one pair of hands to furnish food,
it was probably intended that that
particular pair of hands should feed
that particular modth-that each head
is the natural guardian, director and
rNf arfn of ha h nd nd nrrfh iv,
separately connected with it; and that
being so, every head should be culti-
waited and improved by whatever will
add to it's capacity for performing it's
charge. In one word, free labor in
sists on universal education"
Train Bearing President Elect.
'This train will be entitled to the