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EXTRACTS FROM WHITTIER'S BALLAD,
Gone the summer's harvest mowing,
And again the fields are gray.
Yet away, he's away!
In the hearts that mourn his stay.
Nowhere fairer, sweeter, rarer,
Through his painted woodlands stray,
And green isles of Casco Bay :
Nowhere day, for delay, With a tenderer look beseeches,
“Let me with my charmed earth stay."
Plume and pennon rustling gay ;
White sea-foam and sand-hills gray,
Stretch away, far away,
By the hazy autumn day.
Leap the squirrels, red and gray.
Drop the red leaves all the day.
And away, swift away,
Chasing, weave their web of play. " Martha Mason! Martha Mason! Prithee tell us of the reason
Why you mope at home to-day:
What is all your store of linen,
If your heart is never gay?
Come away, come away! Never yet did sad beginning
Make the task of life a play. “Vain your calling for Rob Rawlin! Some red squaw his moose-meat's broiling,
Or some French lass, singing gay.
Others rise as good as they."
“Cease, I pray; go your way!” Martha cries, her eyelids wetting:
“ Foul and false the words you say !"
When the shadows vail the meadows,
Sink from twilight's walls of gray-
Down the locust-shaded way;
But away, swift away,
And I kneel again to pray.
And the horned moon pales away;
Then I hush the thought and say,
“Nay, away, he's away !" Ahl my heart, my heart is breaking
For the dear ones far away.
Look up, Martha) worn and swarthy,
“ Robert I" "Martha !" all they say.
· A COMMON-SCHOOL EDUCATION.
Heart of lead is heart of feather,
Noon of night is noon of day!
Come away ! come away!
Why should prying idlers stay?
Quench the timber's falling embers,
Hoary rime and chilling spray.
When the bridal bells shall say:
Hope and pray, trust alway;
For the trial and delay!
A COMMON-SCHOOL EDUCATION.-HORALE BUSHNELL.
The chartered privileges of education furnished by our Colleges can be more highly valued by no one than myself. But still it should be understood that an educated man is a MAN ALIVE. Many a boy who does not know Latin from Dutch, and has never seen any University but his mother's and the District School, having attained to the distinction of a living soul, is, in the highest sense, educated. Could this, which is the only just view of the case, be once established in the public mind, it would do much to encourage attempts at self-education, and would greatly endear the system of Common Schools.
Many years ago, in an obscure country school in Massachusetts, an humble, conscientious, but industrious boy was to be seon, and it was evident to all that his soul was beginning to act and thirst for some intellectual good. He was alive to knowledge. Next we see him an apprentice on the shoemaker's bench, with a book spread open before him. Next we see him put forth, on foot, to settle in a remote town in this State, and pursue his fortunes there as a shoemaker, his tools being carefully
sent on their way before him. In a short time he is busied in the post of County Surveyor for Litchfield County, being the most accomplished mathematician in that section of the State. Before he is twenty-five years old we find him supplying the astronomical matter of an almanac published in New York. Next he is admitted to the bar, a self-qualified lawyer. Now he is found on the bench of the Superior Court. Next he becomes a member of the Continental Congress. There he is made a member of the Committee of Six to prepare the Declaration of Independence. He continues a member of Congress for nearly twenty years, and is acknowledged to be one of the most useful men and wisest counsellors of the land. At length, having discharged every office with a perfect ability, and honored, in every sphere, the name of a Christian, he dies regretted and loved by his State and Nation. Now this Roger Sherman, I maintain, was an educated man. Do you ask for other ex
examples ? I name, then, Washington, who had only a common domestic education. I name Franklin; I name Rittenhouse; I name West; I name Fulton; I name Bowditch ; all Common School men, and some of them scarcely that, but yet all educated men, because they
Besides these I know not any other seven names of our countrymen that can weigh against them. These are truly American names, and there is the best of reasons to believe that a generous system of public education would produce many such. Let them appear, and if they shali embody so much force, so much real freshness and sinew of character as to decide for themselves what shall be called an education, or shall even be able to laugh at the dwarfed significance of College learning, I know not that we shall have any reasons for repining.
were MADE ALIVE.
PUBLIC SCHOOLS THE LIFE OF THE NATION.
INTELLIGENT free laborers are working out the great problem of civilizing this continent; intelligent fighting men are consolidating its Government; and, underlying all, the public schools are
PUBLIC SCHOOLS THE LIFE OF THE NATION.
silently forming a sound national character. Free as air, vital as electricity, and vivifying as the sunlight, they act on the organic forces of the nation, as these three physical agents build up the life of the globe out of inorganic matter.
The insurrection will be put down by the sword and the bayonet; treason will be rooted out by armed men ; but even then the only strength of the Union will be in a public opinion based on an intelligent comprehension of national affairs by the people of the whole nation. Unless the laws of the several States are administered by rulers chosen by electors whose ballots fall vitalized by intelligence, no standing armies, no Constitutions, can hold them in harmonious spheres around the central sun of a representative government. They will shoot off in eccentric orbits into the unfathomable darkness of dissolution and chaos, never to return.
It is a Prussian maxim, “Whatever you would have appear in the life of the nation you must put into the schools.” If the schools inculcate, with intellectual training, love of country, cordial submission to lawful authority, moral rectitude some knowledge of the theory and organic structure of our government, and a true spirit of patriotism, then shall our citizens be truly men, and our electors princes indeed.
When I consider the power of the public schools, how they have disseminated intelligence in every village and hamlet and log house in the nation, how they are molding the plastic elements of the next generation into the symmetry of modern civilization, I cannot think that our country is to be included in the long list
"Of nations scattered like the chaff
Blown from the threshing-floor of God.”
I hold nothing in common with those faint-hearted patriots who are beginning to despair of the future of our country. The latent powers of the nation are just coming into healthful and energetic action, and, in spite of treason, are moving the republic onward and upward to a higher stand-point of liberty. What though it comes to us amid the storm of battle, and the shock of contending armies !